Mot to be taken from this room to * t } REPORT OF THE COMMISSIONER OF EDUCATION NATIONAL LIBRARY OF EDUCATION DEPOSITORY AUG 3 0 200! O S DEPT. Of EDUCATION THE YEAE 1883-’84. TTASHTFGTO Fs GOYEENMENT PRINTING- OFFICE. 1885, r ~ 1 • » v ■ ' *’ 100^ C t r'-\ v •. -f : .li n .T««» 2«J ■»■ ■>» * i< • * «•• •< f / L Jil ,Pl 3jZ;x Storage 1%83-M eS-eiO'ii 1 WITHDRAWN ■ Mo .longer property of ONTENTS. Report of the Commissioner of Education . General statement of the work of the Office, with a list of its publications during the year, v-vii; summary of institutions, instructors, and students, viii-x; summary of school age, population, enrolment, attendance, &c., x-xiii; legal school ages in the several States and Territories, xiv, xv ; summary of the teachers employed in the public schools and their average monthly salaries, xvi-xviii f summary of an¬ nual income and expenditure for public schools, xix-xxii ; summary of per capita expenditure for public schools, xx^ii-xxvi ; generalization of statistics by years and by topics, with remarks, xxvii-xxxi; school inspection, xxxi-xxxiv; union of districts and the township system, xxxiv ; course of study and classification in un¬ graded schools, xxxiv-xxxvii ; needs of sparsely settled districts, xxxvii, xxxviii; the teaching force in the public schools of the United States, xxxviii-xl ; rural school-houses, xl-xli; summary of the educational condition of the Union, xli-lii; education in the South, liii-lxii; Peabody fund, lxiii, lxiv ; John E. Slater fund, Ixiv, lxv ; summary of school statistics of cities, with remarks, Ixvi-lxxxvii ; in¬ struction in primary and grammar grades in city schools, lxxxvii-xcii ; methods of teaching reading and history, xcii, xciii ; industrial schools, xciv-xcvi ; the reces3 question, xcvi-xcviii ; summary of normal school statistics, with remarks, xeix- cxii ; abstract of recent correspondence about the salaries of normal school prin¬ cipals, cxii, cxiii ; pedagogics in universities and colleges, cxiii-cxvii ; summary of statistics of commercial and business colleges, with remarks, cxvii-cxix ; summary of statistics of Kindergarten, with remarks, cxix-cxxiii ; the Kindergarten and the public school system, cxxiii, exxiv ; Kindergarten meeting at Madison, cxxiv ; summary of statistics of institutions for secondary (including preparatory) in¬ struction, with remarks, cxxv-cxxxv ; summary of statistics of institutions for the superior instruction of women, with remarks, cxxxv-cxxxix ; Harvard exam¬ ination for women, cxxxix, cxl; associations devoted to the higher education of women, cxl, cxli ,- coeducation, cxli-cxliii; higher education of wonien abroad, cxliii- cxlvi ; summary of statistics of universities and colleges, with remarks, cxlvi-clviii ; electives, clviii-clx ; summary of persons engaged in agriculture and in manu¬ facturing, mechanical, and mining industries in 1880, clx ; summary of statistics of schools of science, with remarks, clxi-clxvii ; summary of statistics of theological schools, with remarks, clxviii-clxx ; summary of statistics of law schools, with re¬ marks, clxx-clxxii; summary of statistics of schools of medicine, dentistry, and pharmacy, with remarks, clxxii-clxxvi ; resume of census statistics of clergymen, lawyers, physicians and surgeons, dentists, and particularly of pharmacists, clxxvi, clxxvii ; summary of statistics of degrees conferred, clxxviii-clxxxiii ; summary of statistics of additional public libraries for 1883- 84, with remarks, clxxxiii, clxxxiv; summary of statistics of training schools for nurses, clxxxiv, clxxxv ; summary of statistics of institutions for the deaf and dumb, clxxxvi, clxxxvii ; summary of sta¬ tistics of schools for the blind, clxxxviii ; summary of statistics of schools for feeble-minded youth, clxxxix ; summary of statistics of reform schools, cxc, exci 5 summary of statistics of homes and asylums for orphan or dependent children, infant asylums, and industrial schools, cxcii, cxeiii ; remarks on summaries of Tables XVUI-XXII, inclusive, cxciv ; summary of statistics of benefactions, by States, for 18 months ending June 30, 1884, with remarks, cxcv-cxcviii ; education in foreign countries, cxcviii-cclxviii ; school hygiene, cclxix; International Exposition at New Orleans, cclxix, cclxx ; recommendations, cclxx, cclxxi. Abstracts . . . . Abstracts of the official reports of the school officers of States, Territories, and cities, with other additional information . Educational associations and conventions . Page. v-cclxxi 1-314 4-309 310-314 III [V CONTENTS. Page. Statistics of education for the year 1884 . „ . 315-935 Table I. Statistics of the school systems of the States arid Territories . 316-331 II. School statistics of cities containing 7,500 inhabitants and over . . 332-387 HI. Statistics of normal schools . . . . . 388-410 IV. Statistics of commercial and business colleges . 411-429 V. Statistics of Kindergarten . 430-480 VI. Statistics of institutions for secondary instruction . 481-591 VII. Statistics of preparatory schools . 592-605 VIII. Statistics of institutions for the superior instruction of women . . 606-622 IX. Statistics of universities and colleges . . . 623-660 X. Statistics of schools of science . 661-673 XI. Statistics of schools of theology . 674-685 XII. Statistics of schools of law . 686-689 XHI. Statistics of schools of medicine, dentistry, and pharmacy . 690-703 XIV. Summary of examinations for admission to the United States Military and Naval A cadera ies . . . 704-705 XV. Degrees conferred in 1884 hy universities, colleges, scientific and other pro¬ fessional schools, and by schools for the superior instruction of women. . . 706-723 XVI. Statistics of additional public libraries numbering 300 volumes or upwards. 724-737 XVII. Statistics of training schools for nurses . 738-741 XVIII. Statistics of institutions for the deaf and dumb . 742-749 XIX. Statistics of institutions for the blind . . 750-753 XX. Statistics of schools and asylums for feeble-minded children . . . 754-755 XXI. Statistics of reform schools . 756-769 XXII. Statistics of orphan asylums, soldiers’ orphans’ homes, infant asylums, and industrial schools . 770-833 XXIII. Statistics of educational benefactions . 834-883 XXIV. Publications, educational, historical, &c . 884-930 XXV. Improvements in school furniture, apparatus, 33 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 for States. Arizona . . Dakota . District of Columbia. Idaho . . Montana . New Mexico . Utah . Washington . .. Wyoming..... . Indian : Cherokees . Chiekasaws . Choctaws . Creeks . . Seminoles . Total for Territories. Grand total . 6-20 5-15 5-20 5-21 5- 21 6- 20 5- 21 6- 18 5-15 5-18 5- 21 6- 21 6-21 4- 20 6-21 7-21 419, 764 215, 578 134, 410 6-21 316, 356 153, 216 056, 291 5-17 235, 672 179, 801 124, 7J 4 6-21 56, 242 43, 131 37, 872 23, 307 4-16 150, 601 123, 280 dSO, 075 6-21 c/40, 569 31, 263 21,447 6-21 *66, 798 7*58, 311 *35, 881 6-18 i508, 187 287, 411 188, 371 6-21 1, 069, 274 728, 681 485, 625 6-21 722, 851 501, 142 325, 499 o5-21 o604, 739 o40G, 947 0253, 688 5-21 411, 250 303, 601 207, 339 6-20 Z571, 793 0)71238, 440 0ml49, 226 n6-18 1291,049 79, 018 51, 853 4-21 213, 524 146, 345 dlOO, 630 5-20 295, 215 170, 393 86, 486 5-15 336, 195 342, 012 248, 168 5-20 577,063 404, 966 7263, 775 5-21 359, 366 223, 209 100, 637 5-21 447, 571 266, 996 154, 463 6-20 785, 122 527, 452 398, 031 5-21 209, 436 137, 618 «81, 430 6-18 9, 593 7, 868 5, 227 5-15 160, 899 64,654 43, 723 1)5-18 1)349, 242 p211, 905 pll9, 513 5-21 1, 702, 967 1, 000, 057 596, 160 6-21 504, 281 278, 298 169, 694 6-21 1, 082, 295 808, 275 762, 755 499, 217 4-20 73, 867 43, 157 39, 512 6-21 11, 422, 377 966, 039 635, 678 n5-15 58, 858 $49, 255 $32, 366 6-16 1262, 279 1262, 279 185, 619 114, 144 6-21 *571, 829 350, 143 205, 479 8-16 j 311,134 h In the - 244, 895 cities. O60, 259 .2 5* tt P — §1 tZJZ © o 83 152 6174 clOO 179. 55 0157. 4 ;65 *198 151 126 al42 olOl. 70 114 182 180 152 112 m *154 112.6 120 148.6 99.55 jpl92 168.5 <780* r82J 184 90 148. 25 184 80 78 jioo *164. 6 l United States Census of 1880. m In 1881. n Inclusive. o Outside of New Orleans. p In 1882-83. <7 For white schools, r For colored schools. 8 Includes evening school reports. SCHOOL STATISTICS OF STATES AND TERRITORIES. XIII Table I. — Part 1. — Sumviary (A) of school age, population , $c. — Coufcinued. States and Territories. School age. School population. Number between 6 and 16 years of age. Number enrolled in public schools. Average daily at¬ tendance. Average duration of schools, in days. 5-20 a99 463 73, 283 47, 607 127 Virginia . . 5-21 555, 807 383, 979 288, 030 163, 369 120 West Virginia . 6-21 228, 185 174, 218 166, 272 102, 012 100 4-20 528,750 316, 969 a 185, 276 ( 5cl68 < ' cdl 92 Total for States . 16,510,463 10,572,751 6, 590, 582 Arizona . . . . . 6-21 9, 376 4,516 3, 287 210 Dakota ...... ...................... 7-20 77, 499 50, 031 32, 520 101 District of Columbia . C6-17 a43, 537 037, 511 /27, 299 /20, 730 /190 Idaho .............................. 5-21 13, 140 8, 287 Montana, _ 4_ 21 15, 082 8, 118 4, 465 103 New Mexico. ...................... 7-18 tt29, 255 (640 1 00) 1, 058 8, 340 108 02 44 18 3, 757 11, 503 46 92 30 68 1,715 4,371 40 00 30 00 5 (l 58) ) 3, 645 2, 698 £ (31 20) (13, 296) (47 75) 1, 906 4, 144 40 81 34 32 60 170 140 50 96 01 443 3, 077 38 41 23 14 6887 62, 719 661 12 634 79 6, 424 24, 513 (44 24) 3, 706 1,905 (c24 16) 10, 699 13, 766 55 00 38 00 C (176) \ 623 913 £ 46 75 35 45 8, 559 13, 905 38 47 29 39 <2261 <21, 144 79 95 43 31 2, 115 1, 569 26 92 24 73 4, 813 2, 115 (28 41) 5 (8 6) \ . J 4, 326 1,957 5 540 3, 723 34 32 20 04 3,247 3, 124 30 32 26 39 3, 036 1, 607 30 31 30 52 2, 378 8, 251 6c40 89 6e27 27 (301, 848) 61 82 (85 00) 863 2, 048 38 43 31 72 /35 /425 /91 13 /61 27 m )0) p60 00 p50 00 97 I 195 (66 70) hi 28 2)36 (7i30 67) 261 331 49 80 28 80 (831) 48 00 39 00 h31 639 (A60 23) (132) (16) (59) (69) (17) (5, 956) (307, 804) a Excluding board, which costs the districts an average of $8.20 a month for each teacher. 6 In 1882-’83. e For white teachers ; for colored teachers the average salary is $22.06. d Includes evening school reports. e In the counties ; in the cities, for males, $156.30; for females, $37.50. /In 1881. g In 1882. h United States Census of 1880. SCHOOL INCOME AND EXPENDITURE IN UNITED STATES. XIX Table I.— Part 2. — Summary (A) of annual income and expenditure, 141, 618 cd453, 274 cl48, 102 ClOi, 240 cf 133, 260 c89, 868 613, 647 613, 647 Illinois . 8, 884, 370 1, 275, 241 #76, 763 5, 318, 659 2, 426, 709 9, 097, 372 20, 045, 849 4, 307, 020 M44, 226 <2, 972, 141 /4, 663, 500 13, 113, 378 Iowa . c5, 558, 259 c658, 913 cl42, 450 c3, 075, 870 cjl, 648, 216 c5, 525, 449 c9, 977, 142 Kansas . a2, 970, 041 540, 261 *1, 516, 956 522, 026 2, 579, 243 5, 344, 006 Kfvnt.nelry _ ll, 194, 258 11, 248, 524 12, 395, 752 Louisiana ........ w249, 042 m2, 452 m6, 018 ml48, 599 7»2l, 983 ml79, 052 Maine ........... 1, 079, 015 75, 664 30, 591 nl, 001, 470 1, 107, 725 2, 970, 956 Maryland . 1, 577, 819 123, 687 42, 898 1, 195, 984 240, 642 1, 603, 211 c2, 900, 000 Massachusetts - . . o4, 724, 778 538, 546 156, 228 n4, 339, 378 565, 566 /5, 813, 186 c22, 062, 235 Michigan . 4, 449, 738 745, 011 k2, 459, 084 pi, 055, 778 4, 259, 873 10, 435, 860 Minnesota . 1, 918, 089 667, 931 50, 000 1, 070, 637 p494, 597 2, 283, 165 4, 365, 546 Mississippi 803, 876 17, 000 714, 306 72, 570 803, 876 "Missouri _ 3, 588, 774 897, 333 2, 543, 582 326, 134 3, 767, 049 9, 289, 410 Nebraska . al, 753, 819 329, 834 802, 214 372, 369 1, 504, 417 2, 503, 108 Nevada _ 164, 290 #12, 802 133, 883 12, 462 159, 147 229, 228 New Hampshire . 633, 043 73, 863 14, 871 430, 352 p86, 801 605, 887 2, 393, 577 New Jersey . 2, 315, 603 358, 511 38, 943 1, 435, 826 363, 277 2, 196, 557 8, 515, 620 New York . 11, 868, 620 2, 136, 139 114, 600 8, 265, 453 1, 457, 002 11, 973, 194 31,011, 211 North Carolina. . . 602, 445 84, 085 14, 651 483, 677 41, 028 623, 441 390, 009 Ohio . 9, 558, 354 1,416, 840 158, 467 5, 603, 504 p2, 272, 832 9, 451, 143 24, 454, 498 Oregon . 498, 255 #177, 393 7, 970 259, 371 49, 395 r493, 483 823, 410 Pennsylvania .... 9, 365, 217 1, 858, 139 82, 417 5, 193, 691 2, 154, 505 /9, 335, 360 30, 199, 636 Rhode Island .... *674, 396 134, 926 10, 452 «342, 807 sl59, 130 S647, 315 1, 949, 503 South Carolina... c471, 171 Cl4, 647 cl8, 507 c341, 176 cl5, 504 c389, 834 474, 022 Tennessee . 945, 515 65, 215 17, 422 795, 484 40, 742 918, 863 1, 120, 550 Teva.s _ 1, 150, 332 1, 150, 332 Vftrm rm t _ 548, 610 65, 786 404, 247 88, 257 558, 290 Virginia . 1, 285, 803 138, 115 44, 245 999, 366 115, 894 1, 297, 620 1, 442, 482 West Virginia ... 1, 191, 180 143, 426 14, 237 603, 656 186, 052 947, 371 1, 841, 661 Wisconsin . 2, 837, 079 454, 165 63, 752 1, 187, 150 1, 187, 810 2, 892, 877 5, 930, 790 Total for States 95, 715, 540 14, 424, 015 1, 134, 711 58, 272, 204 16, 906, 896 95, 770, 712 228, 693, 682 a Includes balance on hand from last school year. b Includes $15,500 spent for normal schools. c In 1882. d Cor white schools only. e Includes total expenditure for colored schools and amount paid for white teachers only. /Items not fully reported. a Salaries of county superintendents only. # Amount invested in school-houses in the year, i Total tuition revenue. j Includes salaries of secretaries and treasurers, interest on bonds, &c. k Includes salaries of superintendents. ZIn 1881. m Exclusive of expenditure in several parishes and in the city of New Orleans. n Includes miscellaneous expenditure. o Total of reported items. ©Includes amount paid for interest or to cancel debt. q Includes expenditure for repairs. rSo reported, though the sum of the items given is $494,129. 8 Includes evening school reports. XX REPORT OF THE COMMISSIONER OF EDUCATION. Table I. — Part 2. — Summary (A) of annual income and expenditure, $c. — Continued. Territories. Annual income. Annual expenditure. Estimated real value of sbes, buildings, and ail other school property. Sites, buildings, furniture, li¬ braries, and apparatus. Salaries of su¬ perintendents. Salaries of teach¬ ers. Miscellaneous. Total. $101, 390 652, 886 C579, 312 78, 920 196, 930 /32, 171 h215, 692 186, 057 /36, 161 86, 000 87, 500 jl7, 540 j21, 680 9,960 $77, 998 532, 325 c579, 312 66, 848 g259, 930 /28, 973 182,414 tl44, 825 /28, 504 86, 000 37, 500 jl7, 540 J21, 680 9,960 $82, 183 937, 764 dl, 326, 888 /31, 000 225, 000 /13, 500 408, 729 184, 912 /40, 500 Dakota . . $274, 744 cl76, 079 e5, 887 60, 100 a$ll, 722 c7, 380 $181, 692 c317, 229 52, 710 150, 000 /28, 002 120, 290 77, 616 /25, 894 6$75, 889 c78, 624 8,251 46, 930 /971 26, 908 10, 473 /2, 610 Dist. of Columbia. Idaho ............ Montana. . . . 13, 000 New Mexico _ _ _ Utah . 34, 716 52, 133 500 "Washington ..... Wyoming . Indian: Cherokees ..... Chickasaws.... Choctaws . . fireoks.. _ Seminoles. ...... Total for Terr. Grand total . • 2, 252, 199 593, 659 32, 602 953, 433 250, 656 2, 073, 809 3, 250, 476 97, 967, 739 15, 017, 674 1,167,313 | 59,225,637 17, 157, 552 97, 814, 521 231, 944, 158 a Paid out of general county funds and not in¬ cluded in expenditure of school funds. & Includes amount paid for interest or to cancel debt, cln 1883. din 1881. 6 Includes expenditure for repairs. /United States Census of 1880. g So reported, though the sum of the items given is $260,030. ft Includes balance on hand from last school year. i Items not fully reported. / For boarding schools only. SCHOOL INCOME AND EXPENDITURE IN UNITED STATES. XXI Table I.— Part 2.— Summary (A) of annual income and expenditure, $c.,for 1883-,84. States. Annual income. Annual expenditure. Estimated real value of sites, buildings, and all other school property. Sites, buildings, furniture, li¬ braries, and apparatus. Salaries of su¬ perintendents. Salaries of teach¬ ers. i 1 1 o .s a t o a$506, 499 $13, 687 $486, 781 6$22, 259 $522, 727 C$264, 457 561, 745 921, 829 California . d3, 920, 228 $375, 013 e52, 030 2, 573, 624 415, 587 3, 364, 224 7, 936, 620 Colorado . 926, 625 237, 321 /432, 255 140, 322 809, 898 1, 676, 130 1 737 923 252, 637 1, 130, 863 393, 777 1, 777, 277 5, 257, 756 ^213 104 152, 591 54, 327 215, 161 p608, 056 M87, 482 7, 345 161, 076 3, 757 172, 178 210, 115 613, 647 Illinois . 9, 537, 969 1, 312, 627 i83, 653 5, 640, 474 2, 591, 432 9, 628, 186 21, 038, 489 fi, 154, 083 4, 660, 000 13, 619, 561 Iowa . <55, 558, 259 c658, 913 cl42, 450 c3, 075, 870 cfcl, 648, 216 c5, 525, 449 c9, 977, 142 Kansas . d3, 392, 050 622, 834 . /l, 682, 735 577, 395 2, 882, 964 5, 715, 582 TT . % 11, 248. 524 12, 395, 752 Louisiana- . iQ Dio 466, 930 n300, 000 a j n r wlt 091, 064 82, 873 31, 095 pi, 020, 082 1, 134, 050 3, 045, 822 Maryland . dl, 669, 041 gl38, 655 41, 359 1, 245, 684 r260, 942 1, 686, 640 c2, 900, 000 Massachusetts. . . #6, 703, 000 818, 319 184, 956 p4, 524, 371 869, 546 «6, 502, 359 c22, 062, 235 Michigan . 5,644,461 771, 248 /2, 674, 485 1, 190, 602 4, 636, 335 10, 945, 178 Minnesota . 2, 399, 300 846, 063 50, 020 1, 369, 541 r554, 087 2, 819, 711 4, 993, 711 "AjT 4 ' * 4 803 87 17, 000 714, 306 72, 570 803, 876 JillHHI881ppi M i shoii ri _ ObO, OlU 4, 303, 202 727, 240 2, 828, 630 r732, 265 4, 288, 135 8, 825, 548 Nebraska . d2, 105, 436 532, 296 <40, 309 954, 383 315, 642 1, 842, 630 2, 786, 387 Neva, da _ 165, 762 q% 694 133, 318 19, 000 162, 012 223, 114 New Hampshire. 630, 085 rl22, 795 15, 308 426, 472 59, 550 624,125 <52, 381, 577 New Jersey . u2, 315, 603 «358, 511 u38, 943 ul, 435, 826 u363, 277 u2 , 196, 557 ud, 515, 620 New York . 12, 476, 907 2, 321, 793 . . 7, 985, 723 1, 527, 396 11, 834,912 31, 937, 951 North Carolina .. d765, 032 70, 689 10, 913 416, 197 37, 406 535, 206 483, 092 Ohio . <213,088,684 1, 461, 893 163, 151 5, 807, 758 r2, 251, 567 9, 684, 369 22, 586, 046 Oregon . 450, 940 142, 508 9,340 286, 960 33, 197 t>478, 677 1, 454, 506 Pennsylvania... 10, 201, 329 1, 686, 132 82, 417 5, 403, 636 2, 373, 453 9, 545, 638 31, 886, 098 Rhode Island _ w659, 585 105, 706 12, 843 w446, 200 w71, 793 10636, 542 2, 099, 285 South Carolina. .. d«517, 937 «24, 391 u20, 931 «343, 674 w23, 445 tu 423, 473 441, 587 Tennessee _ <21, 292, 163 g83, 819 20, 232 822, 561 28, 858 955, 470 1, 367, 445 Tfixaa _ 1, 661, 476 1,661,476 Vermont. 562, 347 66, 675 425, 931 97, 975 590, 581 Virginia . . 1, 321, 598 gl55, 367 55,564 1, 032, 608 77, 998 1, 321, 537 1, 592. 435 West Virginia 1, 268, 160 117, 974 15, 350 641, 575 222, 532 997, 431 1,871, 235 Wisconsin . 3, 019, 445 522, 528 <47, 775 1, 866, 906 527, 652 2, 964, 861 «5, 930. 7«o Total for States 1 1 07, 299, 006 14, 626, 514 1, 156, 671 61, 297, 179 i 17,557,825 100, 775, 512 j 236,251, 151 a Exclusive of local funds of Mobile County and Faunsdale district, aggregating $23,186. b Includes $21,500 expended, for normal schools, c In 1882. d Includes balance on band from last school year. e Not included in total expenditure. f Includes salaries of superintendents. For white schools only. County assessment only. i Salaries of county superintendents only. j Amount of tuition revenue only. k Includes salaries of secretaries and treasurers, interest on bonds, &c. I In 1881. *»In 1883, exclusive of several parishes and of the city of New Orleans. n In the city of New Orleans only ; no report for the remainder of the State. o Apparently exclusive of receipts for general purposes, under whieh come those for super¬ vision and new school-houses. p Includes some miscellaneous expenditure. q Includes expenditure for repairs, r Includes amount paid for interest or to cancel debt. s Total of reported items. t Items nob fully reported. u In 1882- 83. v So reported, though the sum of the items given is $472,005. to Includes report of evening school*. XXII REPORT OF THE COMMISSIONER OF EDUCATION. Table I. — Part 2 — Summary (A) of annual income and expenditure , $c. — Continued. Territories. Annual income. Annual expenditure. Iff! cs axi ►38 © s & 'tilt £ -o ” H Sites, buildings, furniture, li¬ braries, and apparatus. Salaries of su¬ perintendents. Salaries of teach¬ ers. Miscellaneous. Total. $205, 901 1, 481, 071 6579, 312 81,519 179, 323 /32, 171 7i260, 434 pi 86, 057 /36, 161 81, 730 86, 015 $161, 862 1, 306, 879 6579, 312 e89, 914 p260, 030 /28, 973 204, 340 e287, 590 /28, 504 81, 730 86, 015 $153, 466 1, 689 658 cl, 326, 888 /3 1,000 335, 371 /13, 500 433, 401 360, 421 /40, 500 Dakota . Dist.of Columbia Idaho . Mod tana . New Mexico . Utah . "Washington . Wyoming . Indian : Cherokees . Chickasaws.... Choctaws . $631, 963 6176, 079 dl2, 339 p50, 100 39, 729 93, 671 a$34, 514 67, 380 pl3, 000 500 $394, 785 6317, 229 62, 092 pl50, 000 /28, 002 131, 881 152, 142 /25, 894 $280, 131 678, 624 14, 973 p46, 930 fdii 32, 230 16, 589 /2, 610 Creeks . . . 46, 725 12, 142 46,725 12, 142 Seminoles . Total for Ten- Grand total. 3, 268, 561 1, 003, 881 55, 394 1, 262, 025 473, 058 3, 174,016 t, 384, 265 110, 567, 567 15,630,395 1, 212, 065 62,559,204 18, 030, 883 103, 949, 528 240, 635, 416 a Not included in total expenditure. >% s » arl •s3«s gpg .t; »-« o ru p ^ © e|® 2 H Mississippi . Arkansas . Tennessee . South Carolina . . Florida . North Carolina . . Georgia . Alabama . New Mexico .... Louisiana ... New Hampshire. Pennsylvania . . . $1 82 61 57 1 50 61 43 cdl 37 1 33 1 20 61 11 6e99 /65 $2 01 64 27 $3 65 62 17 cd2 56 2 70 2 13 62 24 6e6 09 /3 00 p9 34 7 87 63 39 cd5 34 4 09 3 25 63 53 6e9 20 /4 40 03 15 12 04 a In estimating these items, only the interest on amount expended under the head of “permanent” (i. eM for sites, buildings, furniture, libraries, and apparatus) is added to the current expendi¬ ture for the year. 6 Estimated by the Bureau, 6 per cent, being the rate used in casting interest on permanent expendi¬ ture, cln 1882. d An estimate including per capita on total permanent expenditure for the year, eln 1880. / Exclusive of several parishes and of the city of New Orleans. g Per capita cost on the entire sum expended. PER CAPITA EXPENDITURE FOR EDUCATION. XXV Table I.— Part 2.— Summary (B) of per capita expenditure for 18S3-’84. States and Territories. Massachusetts . - . 34 $19 70 Arizona . 17 26 35 84 Nevada . &15 M M» 43 Colorado . Connecticut . c9 84 c ^ ^ District of Columbia . d9 50 dl5 16 Dakota . c9 38 c15 59 "Washington . 9 10 12 87 Illinois. . 9 07 13 32 Ohio . - . 885 10 78 Rhode Island . 8 82 11 38 jowa . c8 18 el2 16 Montana . . c8 03 cl6 08 New York . cl 10 ell 50 Wyoming . . . 6/6 93 6/9 81 Idaho . 176 84 plO 85 Michigan ............................. _ 6 79 9 67 Nebraska 6 51 9 90 Indiana . #0 45 gQ 30 Oregon.......... . 6 06 10 38 Delaware . 6A5 90 66 88 Minnesota . c5 68 c9 10 Wisconsin . . . c5 56 c 9 16 Vermont . 5 31 7 25 New Jersey . c5 18 c8 53 Maryland . . c5 02 c9 91 Maine . 4 92 7 25 Kansas . e4 88 e6 62 Texas . . . 4 50 . Missouri . 4 37 6 52 Utah . 13 42 65 69 West Virginia . 3 38 4 63 Florida . 62 58 62 95 Virginia . . . c2 22 c4 26 Mississippi . 1 82 2 01 a In estimating these items, only the interest on the amount expended (i. e., for sites, buildings, furniture, libraries, and apparatus) is ture for the year. 6 Estimated by the Bureau, 6 per cent, being the rate used in casting ture. c In 1882-83. d In 1881. e In 1882. /In 1880. g Per capita cost on all permanent as well as current expenditure. h For white schools only. r‘P4 ® © -P P4 += p 'S ® P w p Z P S » p

A « o $25 84 48 33 629 25 25 33 Cl9 64 d!9 97 c25 77 20 22 19 99 16 47 16 89 el9 50 c20 53 6/14 85 16 74 gU 32 11 34 610 03 c21 46 11 09 cl 5 14 cl8 79 10 60 ell 02 5 £ 'S p Poe a-s $13 71 dlO 18 10 17 cl 3 09 8 47 68 76 7 56 64 80 c7 61 3 65 under the head of “ permanent ” added to the current expen di¬ interest on permanent expend! 44> ft m o t fa H p4 $16 82 dll 96 11 85 «14 67 XXVI REPORT OF THE COMMISSIONER OF EDUCATION. Table I. — Part 2. — Summary (B) of per capita expenditure for 1883-’84 — Continued. States and Territories. Arkansas . Sonth Carolina.. Louisiana . Tennessee . North Carolina. . Alabama . Georgia . New Mexico .... California . . New Hampshire Pennsylvania ... cS Ml © O -Q P* .5 § S-S H 8 - >> ® is 41 i* ® a "a "o Sal's a. g © a © ~ pj 50 5® 6$1 78 cl 61 61 60 61 50 dl 33 61 25 1 20 6e99 6$3 67 c2 28 65 91 62 50 d2 70 62 42 2 13 6e6 09 /17 08 c9 65 8 24 ( c$3 71 69 00 64 27 d4 09 63 89 3 25 6e9 20 /24 61 cl4 27 12 52 a In estimating these items, only the interest on the amount expended under the head of “ permanent ” (i. e., for sites, buildings, furniture, libraries, and apparatus) is added to the current expendi¬ ture for the year. 6 Estimated by the Bureau, 6 per cent, being the rate used in casting interest on permanent expendi¬ ture. c Per capita cost on all permanent as well as current expenditure. d In 1882-’83. 6 In 1880. /Per capita of current expenses only. « GENERAL EDUCATIONAL STATISTICS FOR TEN Y£ARS. XXVII GENERALIZATION BY YEARS AND BY TOPICS, WITHOUT REFERENCE TO STATES. Statistical summary showing the school population, enrolment , attendance, income, expendi¬ ture, , fc., for ten years, from 1875 to 1884, inclusive, as collected by the United Stales Bureau of Education. Year. Number re¬ porting. In States. In Territo¬ States. Terri¬ tories. ries. 1875 36 8 13, 889, 837 117, 685 1876 37 8 14, 121, 526 101, 465 1877 38 9 14, 093, 778 133, 970 1878 38 9 14,418, 923 157, 260 School population . — . < 1879 38 9 14, 782, 765 179, 571 1880 38 8 15, 351, 875 184, 405 j 1881 38 10 15, 661,213 218, 293 1882 38 10 16, 021, 171 222, 651 1883 38 10 16, 255, 635 249, 157 1884 38 10 16, 510, 463 283, 939 r 1875 37 11 8, 678, 737 77, 922 1876 36 10 8, 293, 563 70, 175 1877 38 10 8, 881, 848 72, 630 1878 38 10 9, 294, 316 78, 879 Number enrolled in public schools . 1879 38 10 9, 328, 003 96, 083 1880 38 10 9, 680, 403 101, 118 1881 38 10 9, 737, 176 123, 157 1882 38 10 9, 889, 283 124, 543 1883 38 10 10, 228, 088 136, 385 1 1884 38 10 10, 572, 751 165, 441 r 1875 29 5 4, 215, 380 36, 428 1876 27 5 4, 032, 632 34, 216 1877 31 4 4, 886, 289 33, 119 1878 31 5 5, 093, 298 38, 115 Number in daily attendance . 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 | 1883 38 9 6, 260, 150 83, 913 t 1884 38 9 6, 590, 582 103, 346 f 1875 13 5 186, 385 13, 237 . » 1876 14 3 228, 867 9, 137 1877 12 4 203, 082 6, 088 1878 12 4 280, 492 6, 183 Number of pupils in private schools . 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 1883 21 2 601, 674 5, 265 1 1884 23 2 601,216 5, 301 1875 36 9 247, 423 1, 839 1876 37 9 247, 557 1, 726 1877 37 9 257, 454 1,842 1878 38 9 269, 162 2, 012 Total number of teachers . < 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 1883 38 10 294, 513 4, 039 1884 38 10 301, 848 5, 956 XXVIII REPORT OF THE COMMISSIONER OF EDUCATION. Statistical summary of the school population, enrolment, $c. — Continued. Tear. Number re¬ porting. In States. In Territo¬ ries. States. Terri-* tories. 1875 31 8 97, 796 656 1876 32 9 95, 483 678 1877 33 9 97, 638 706 1878 34 8 100, 878 789 1879 34 8 104, 842 985 1880 85 8 115, 064 948 1881 36 7 107, 780 1, 018 1882 35 8 105, 596 1, 080 1883 35 7 107, 301 1, 024 1884 34 7 101, 307 1, 476 1875 31 8 132, 185 963 1876 32 9 135, 644 898 1877 33 9 138, 228 986 1878 34 8 141,780 1, 027 Number of female teaohers . . . < 1879 34 8 141, 161 1, 342 1880 35 8 156, 361 1, 306 1881 36 7 158. 588 1, 805 1882 35 8 164, 808 1, 897 1883 35 7 171, 629 2, 075 1884 34 7 170, 620 3, 156 ■ 1875 37 8 $87, 527, 278 $1, 121, 672 1876 38 9 86, 632, 067 717, 416 1877 37 9 85, 959, 864 906, 298 1878 38 10 86, 035, 264 942, 837 Public school income . . . 1879 38 10 82, 767, 815 1, 020, 259 1880 38 10 82, 684, 489 1, 255, 750 1881 38 10 86, 468, 749 1, 673, 339 1882 38 10 92, 587, 205 1, 739, 983 1883 38 10 95, 715, 540 2, 252, 199 1884 38 10 107, 290, 006 3, 268, 561 1875 34 9 80, 950, 333 982, 621 1876 36 10 83, 078, 596 926, 737 1877 37 8 79, 251, 114 982, 344 1878 38 10 79, 062, 553 877, 405 Publio school expenditure . i 1879 38 10 77, 176, 354 1, 015, 168 1880 38 10 78, 836, 399 1, 196, 439 1881 38 10 83, 601, 327 1, 510, 115 1882 38 10 89, 504, 852 1, 653. 187 1883 38 10 95, 770, 712 2, 073, 809 1884 38 10 100, 775, 512 3, 174, 016 1875 28 3 81, 486, 158 323, 236 1876 20 2 97, 227, 909 1, 526, 961 1877 26 2 100, 127, 865 2, 106,961 1878 32 1 106, 138, 348 1, 506, 961 1879 30 2 110, 264, 434 2, 776, 593 Amount of permanent school funds . 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 1883 35 2 129, 381, 454 1, 130, 744 1884 35 2 130, 923, 561 1, 132, 352 GENERAL CONDITION OF EDUCATION. XXIX It has seemed best that opportunity should he provided in this report for compari¬ son by States and Territories of the figures for each year successively. In order to do this, the figures for 1882-’83 have been perfected up to June, 1883, while the figures for 1883-84 are compiled many months earlier than is usual. No report for 1882-’83 was received from the States of Delaware, Florida, Iown, Kentucky, the Territories of New Mexico and Wyoming, and the District of Coh t bia.1 In 1883-’84, of these States, Delaware and Florida make reports, but for Iov\ and the District of Columbia the statistics for 1881-82, for Kentucky those r 1880-81, and for New Mexico and Wyoming those from the United States Census < 1 1880 are still used. For New Jersey the figures for 1882-’83 are also used in the table for 1883-,84. The Territory of New Mexico has no superintendent of schools and can make no general report of its school statistics, and Wyoming makes no general report of its schools; therefore there can be no figures given for these Territories, beyond those furnished by separate counties or cities or institutions or those derived from the enforced decennial census. This is greatly to the disadvantage of these Territories. LEGAL SCHOOL AGE. In 1882-,83 the school age remained the same in every State and Territory as re¬ ported for the previous year, except in Louisiana, in which State the age then reported as from 6 to 18 is for 1882-,83 given as 6 to 18, inclusive. This increases the total number of different school ages in the country from sixteen for 1881- 82 to seventeen for 1882-,83. In 1883-84 the school age in Texas was lengthened by two years, and is now 8 to 16, instead of 8 to 14 ; in Dakota Territory the age was shortened by a change from 5 to 21 to 7 to 20 ; and in Washington Territory it was shortened by two years, the change being from 4 to 21 to 6 to 21. Although Texas has still the shortest period in school age of any State or Territory, this period is now eight, instead of six years in 1882. SCHOOL POPULATION. In six States and three Territories, namely, Kentucky, Louisiana, New Hampshire, Pennsylvania, South Carolina, Vermont, District of Columbia, New Mexico, and Wyoming, the figures for school population from the United States Census of 1880 are still used, no State or territorial census having been reported by any of the States or Territories named of later date than the bnited States Census of 1880. DURATION OF SCHOOL. For 1882-’83 three States and four Territories fail to report the average duration of the school period ; for 1883-,84 four States and four Territories make no report. For 1882-,83 New Jersey shows the highest average, it being 192 days; iu Georgia the average for the cities is greater and in Wisconsin the average term for the cities is the same as in the State of New* Jersey, but in both States the average for the whole State would apparently fall below that given for New Jersey. For the same year Tennessee shows the shortest school term, 78 days. For 1883-84 no report of this item was received from New Jersey, and the States ranking next in length of term are Ohio and Rhode Island, both of which report 184 days as the average duration of the term. Of the Territories, Arizona stands at the head, reporting 210 days as the average length of the school term. TEACHERS. As in previous years, several States and Territories fail to report the sex of teachers. For 1882-,83 this is true of Delaware, Georgia, and Maine of the States, and Idaho, Indian, aud Washington of the Territories. For 1883-’84 another State, Missouri, 1 Since the date of the above writing, statistics for 1882-’83 and for 1883-’84 have been received from the District of Columbia. These figures are used in the abstract of the official report of the District, which abstract is given among those of the Territories in the body of this report. XXX REPORT OF THE COMMISSIONER OF EDUCATION. gives the total number of teachers, but fails to report sex. The total number of teachers in all the States and Territories has increased in two years (1882 to 1-84) from 293,294 to 307,804. SCHOOLS. Of the items reported in this summary, Part 1 (A and B), namely, school population, enrolment, average daily attendance, and total number of teachers, all show increase in 1883 over 1882, and again in 1884 over 1883. FINANCES. The totals for each item of income and expenditure and public school property given in Part 2, Summary A, show increase in 1882- 83 over the corresponding totals for 1881-82, and in turn those for 1883-84 exceed those for 1882-?83. Public school income , expenditure, and school property. — The totals in these items for the three years are as follows: Income: 1882, $94,327,188 ; 18r3, $97,967,739; 1884, $110,567,567; total increase for the two years, $16,240,379. Expenditure: 1882, $91,158,039; 1883, $97,844,521; 1884, $103,949,528; total increase for the two years, $12,791,489. Public school property: 1882, $216,562,197; 1883, $231,944,158; 1884, $240,635,416 ; total increase for the two years, $24,073,219. In all study of the subject of income it should be kept in mind that in some States the balance on hand from the previous year is included in the annual income; this fact has been carefully noted in the foregoing summaries, and a study of Table I of the appendix will, in most instances, show the amount so included. The apparent increase in public school property for two years from 1882 to 1884 is $24,073,219. If from this is subtracted $5,257,756, the value of property in Connecticut, which was not reported in 1882, the net increase for the two years is $18,815,463. Permanent funds. — The same number of States (35) and Territories (2) report their permanent school funds in 1882, 1883, and 1884, the States failing to report in each of the three years being Georgia, Pennsylvania, and South Carolina. In each of the three years the total for the Territories is made up of a small fund in the District of Columbia and the funds of the Indian Territory. The increase in these funds in the States is larger than appears from the totals given. In Nebraska the estimate of the future value of the permanent school fund was given in 1882 as $23,000,000, while in 1884, a more careful estimate being made, this figure is given as $20,395,033. The apparent increase in the totals for the two years for the States should therefore have added to it $2,604,967, and the actual increase becomes $5,044,881. The States showing increase are Colorado, Connecticut, Florida, Illinois, Indiana, Kansas, Michigan, Minnesota, Missouri, New Jersey, New York, Oregon, Rhode Island, West Virginia, and Wisconsin. Those showing decrease are Arkansas, California, Massachusetts, Nebraska,1 and Virginia. For the other States the same figure is used in 1884 as in 1882. EDUCATIONAL PROGRESS. The record of public education in the United States for the period under consider- tion (1883-84) presents many interesting and important particulars. Efforts have been made in certain sections to direct public interest toward denominational schools and in others to limit the free schools to the most elementary work. Here and there such efforts have hindered the progress of free schools, but on the whole they have had the contrary effect. The growth of the free school system in the South, the in¬ terest manifested in the Eastern and Western States in various measures for the im¬ provement of the schools, the attention given to the subject by the public press and 1 The figures from Nebraska show decrease, notwithstanding the fact that the State superintendent in a special letter to this Office writes of a large increase in the permanent fund. It is probable that the figure given for 1882 was too large an estimate, that for 1884 being spoken of as “a more careful estimate.” SCHOOL INSPECTION. XXXI public societies, the enthusiasm displayed atthe meeting of the National Educational Association at 3- adison, Wis. , show that on the whole the public school system is stronger than ever in the confidence of the people. Since the date of my last report, legisla¬ tion has been secured in several States increasing the efficiency of the schools. Ken¬ tucky has reclaimed school funds sufficient probably to add from $160,000 to $170,000 to the amount annually distributed for public instruction, and has made provision for optional county school taxes to the amount of 25 cents on every $100 and $1 on every poll, in place of the optional district tax of $2 on every person sending a child or children to the district school. In Texas the office of State superintendent has been restored, and in both New Mexico and Kentucky provision has been made for county superintendents. In Massachusetts the law with respect to school supplies has been extended. Heretofore school books and other material have been furnished to pupils in the public schools of that State and the price taken out of the next annual tax. Now, school committees are required to purchase the necessary text books and loan them to pupils free of charge. In several'successive reports I have dwelt particularly upon the deficiencies of the rural schools and the obstacles in the way of their improvement. My judgment of the need there was for calling attention to this subject has been confirmed by the corre¬ spondence which has resulted from its presentation, which correspondence is especially gratifying on account of the evidence it affords that school officers and teachers in one part of the country desire to know what improvements have been effected, and by what means, in other parts. In a few States, at least in favored sections of these States, the rural schools are in a high degree of efficiency; but, considering the whole coun¬ try, their condition is' still very unsatisfactory. The situation is clearly set forth in the abstracts of the appendix and in the summarized view of the individual States and Territories embodied in my own statement. A few subjects that arise in this connection deserve more extended notice. SCHOOL INSPECTION. Inspection, which has come last in the order of development, I place first in this con¬ sideration, since I am persuaded that it would be a fundamental condition in a system formed in accordance with conclusions derived from the most satisfactory experience. By inspection I mean the constant oversight of the work going on in the schools and of the condition of school buildings, appliances, &c., with the definite purpose of cor¬ recting errors, removing hindrances, and insuring progress. This service requires officers qualified by scholarship, experience, and those natural dispositions that excite the respect of adults and the confidence of children. The officers should be well paid and should have authority to carry out the measures that they deem expe¬ dient. The school laws of certain of the States provide for such inspection, and it has been practically accomplished in a number of counties, townships, or groups of towns voluntarily united for the purpose ; as a rule, even where legal provision has been made for the service, it still remains to establish it upon a sound basis as regards the salary, the qualification of the officers, and the time they devote to the duties of the office. The operations of this department in the different sections of the country and its deficiencies will best be understood by particular statements. Hon. Thomas B. Stockwell, commissioner of common schools, Ehode Island, observes in his report for 1883 : The gross amount paid for supervision varies but very little from year to year, though the movement has been, if either way, towards a less expenditure rather than towards a greater. The fact is that, with the exception of a few places, the amount of supervision demanded and the compensation allowed have been so near nothing that the thing itself has come to have, at least, a very doubtful signifi¬ cance, while in some instances it has undoubtedly been worse than none. What is clearly needed is to proceed to the laying out of a system or scheme of super¬ vision that shall take the time, thought, and labor of qualified men and receive proper compensation. In other words, in order to save the money already expended for this purpose, it is absolutely necessary to put more with it. But the effect will XXXII REPORT OF THE COMMISSIONER OF EDUCATION. not be merely to save that comparatively insignificant sum. That is merely incidental. The result to be secured by such an increased outlay in that direction will be a greatly enhanced value of the whole school expenditure. The board of education of the same State advise that the annual appropriation from the State school fund be raised from $90,000 to $120,000, and add: We recommend that the payment year by year to any town of its share of the additional appropriation be made conditional upon the town's adopting an efficient system of paid supervision. In California the average annual salary of county superintendents is $1,000 ; indi¬ vidual salaries run as low as $500, $300, even $80. In this connection the superin¬ tendent, Hon. William T. Welcker, says in his report for 1884 : Another great defect in the system of the public schools is the fact that in many of the counties the superintendents of the schools are poorly paid ; so poorly, indeed, that we can scarcely speak of their slender stipends as pay at all. The conntv super¬ intendent should be able to give and should be required to give the whole of his time to the duties of his office. * * * It will be objected that many counties are too poor to pay their school superintend¬ ent a salary which will engage his whole time in their service; that they are oo sparsely settled, and that they must wait till more money shall have been invested within their borders. The ready answer is that to have good schools in the county is the best invitation to settlement and investment ; with population comes wealth, the enhance¬ ment of existing property, and the production of more. Let it be well understood that any county, even the remotest and least developed, has superior schools, and the fact will give an immedia te and great impulse to immigration thither Now, this great desider¬ atum may be had by simply paying one officer a decent salary. The people can impose a local tax on themselves for additional school facilities, and sur- ly no school tacilities can be so valuable as a good superintendent. But I prefer to invite the attention of the legislature to this important matter and leave the details of accomplishing this great reform to their wisdom. In Illinois, 26 superintendents spend all their time in supervision; 43, two-thirds of their time; 69, one-third ; and 105, one hour a day. In Minnesota, 75 counties are provided with a superintendency of schools, leav¬ ing only one not so provided ; but the conduct and effects of the service are widely different in different counties. Hon. D. L. Kiehle, the State superintendent, observes in his report for 1883-,84 : Unless the district will see to it that the highest intelligence and the interest of the people are represented in an efficient superintendent, who will introduce the best methods and the best facilities of instruction and provide lor the more careful selec¬ tion and improvement of teachers, the loud voice of the multitude will prevail and experience will be lost in the chaos of ignorance and selfishness. These two years have only confirmed my judgment that our method of selecting superintendents of education by our political machinery is not the wisest, and is endangering educa¬ tional interests by introducing principles or precedents of selection which subordi¬ nate the interests of education to those personal or political. The advantages of a good system of any kind appear in the general distribution of what would otherwise be confined to the few, because the better and more intelligent will do more for themselves by an unwise law, or by no law, than the ignorant and ill disi>oscd can gain by the most w holesome one. Hence, some of our counties have for years elected capable superintendents, and their schools have been growing better, while in other counties the superintendency has been so inefficient that the evil is but slightly in¬ creased by the abandonment of the office. As it is, we must rely upon the diligent use of present methods to elevate public sentiment, and show, by example, how much is gained by good supervision. Hon. W. W. W. Jones, superintendent of public instruction, Nebraska, gives the following statement with respect to county superintendents in that State: The compensation of superintendents is slowly increasing, but the majority of these officers are as yet poorly paid. The average compensation of 58 of these officers in 1881 was $507, and in 1882, of 54 superintendents, $506. But, in 1882, 30 received less than the average, and 24, more. Only 2 received as much as $100 per month. As a consequence of poor pay, much poor work is done; the best talent is not secured, and many superintendents have to combine other business w ith their school work in order to make a living. In the new counties this will remain a necessity for gome time, but iu older counties it ought not to be. A good superintendent can earn more by teaching than, in many instances, he receives from the county fot superintending. I believe the work of the superintendent is necessary to the pros¬ perity of our school system, and he should be paid a sum proportionate to the work done. By the present law the compensation is placed in the hands of the county SCHOOL INSPECTION, XXXIII commissioners, and the minimum sum per day is $3. Thirty-five are paid this mini¬ mum sum, a few receiving a little extra per day for some classes of work. Eleven more receive $3.50, and only 2 even reach the maximum of $5. It seems to me that if these officers are worth retaining they should he fairly paid for the labor performed. I therefore recommend that a fixed salary, based upon the number of pupils in the county, be paid them, in place of the present uncertain amount. If this does not meet your approbation, I would suggest that the minimum per diem be placed at $4, instead of $3, as at present. As a suggestion, I would state that if the salary were placed at $1,200 in counties having 5,000 school population or more and at $1,000 in counties having 4,000 and less than 5,000, at $800 in counties having 3,000 and less than 4,000, and at $500 in counties having 2,000 and less than 3,000, and in counties having less than 2,000 a per diem of $4, the work would be somewhat better paid for than at present and no hard burden would be placed on the counties. By this arrangement and at the present enumeration, 8 counties would be in the first class, 4 in the second class, 12 in the third class, 7 in the fourth class, and 33 in the last class. Justice to this hard worked officer demands better pay. Other States have tried a plan similar to this and find it works well. The superintendent of public instruction for New York presents the following state¬ ment of the system of school supervision in his State : In the rural districts the schools for the most part are ungraded and are supervised by trustees elected by the voters of the district and by school commissioners chosen by the people in the various school commissioner districts. The present plan of super¬ vision by school commissioners was inaugurated in 1856 ; it is not perfect as it is, but it is the best system that has yet existed and altogether better than any yet sug¬ gested. There are in the rural districts 112 school commissioners; for their services they receive $800 per annum and an additional yearly allowance by the boards of supervisors of $200 for expenses. The services of a competent man are worth more. The law clearly defines their duties, and there is work enough to keep them busy most of the time. Some of them, however, engage in other business. The law should be so amended as to require school commissioners to give thmr whole time and atten¬ tion to the duties of their office and the engaging in any other business should work a forfeiture thereof. Qualifications for school commissioners have been discussed; although affecting their own interests, many of them urge that only persons should be eligible to the office who have had successful experience in teaching and who hold either a State certificate, the diploma of one of the State normal schools or of a higher institution of learning. It seems reasonable that some qualification should be demanded, when it is remembered that teachers whom they are to examine and super¬ vise must be qualified and must have passed certain prescribed examinations before they are allowed to teach. Of course any qualifications required would not neces¬ sarily give efficient commissioners. There are competent officers who have not the qualifications spoken of. Much depends on tact and natural ability for success ; but, if qualifications were required, totally unfit persons could not hold the office. The school commissioners generally have heartily cooperated with the department, and, as a class, they have faithfully discharged their duties. The school commissioner dis¬ tricts vary largely in size ; the number of school districts therein ranges from 9, the lowest, to 196, the highest. It is evident that some school commissioners havo more work than they can efficiently accomplish. I recommend that some action be taken to equalize the districts. In New Jersey there is great harmony of action among the county superintendents; they have succeeded, among other things, in securing uniformity in the text books used in 198 of the 361 school districts of the State. It is quite evident that the schools of a county or township can only be organized into a harmonious system through the agency of a supervising officer interested equally in all the districts of the section. Where this is wanting there is the great¬ est inequality of school facilities and in general the state of things described by Hon. Charles D. Hine, secretary of the board of education of Connecticut, as follows : With the facts in full array before us> the difficulty of determining whether there has been progress proceeds from the absence of any standard. There is no general supervision of schools and no authority which can secure uniform excellence or and approach to it. There has not been laid down for the State or any considerable num¬ ber of towns any line or course of study and effort by which they can be measured. Hence, every town or district is a law unto itself. The result is absolutely good schools in one place and absolutely poor schools in another. It is only by investiga¬ tion of the separate parts in detail and with much labor that every phase of the sub¬ ject is nmde clear. Many schools have made rapid strides. Local interest, energetic E — III XXXIV REPORT OF THE COMMISSIONER OF EDUCATION. and prudent business management, progressive and well educated teachers, have pushed them into a high and fortunate position. They cannot be said to represent the whole. There is every gradation of the scale, every degree of effort and success, down to those who have lost hope and purpose under the belief that nothing can be done in respect of our educational system and practice. These statements, it will be seen, cover experiences in different sections. It is cer¬ tainly no small argument in favor of county superintendency, or its equivalent, that it should be so generally advocated by those familiar with the status of elementary schools as exhibited throughout entire States. UNION OF DISTRICTS AND THE TOWNSHIP SYSTEM. The efficiency of the country schools has been greatly promoted in a number of counties by the union of districts. In place of the wasteful division of school funds among several small districts for the support of schools numbering from two to twenty pupils, the funds have been combined and union schools formed or a central school established for the older pupils and a few primary schools conveniently placed for the younger pupils. In a number of States such a union of districts may be accomplished with little or no special legislation ; in others, districts that are desirous of adopting this course are prevented by the constitutional requirement that laws regulating the organiza¬ tion of common schools must be uniform throughout the State. So many advantages result from the measure where it is practicable that it seems important to provide all legal helps to its adoption. The experience of the country showing the advantages of the township system over the district system has been constantly noted in these reports. The movement in favor of the former is extending. The passage of the law abolishing the district sys¬ tem in Massachusetts was mentioned in my last report. Mr. Patterson, of New Hamp¬ shire, observes that several towns have adopted the town system, and, so far as he knows, are pleased with the change, and adds : It will readily be seen that the subdivision or district plan defeats measurably the very end for which public schools are established, as it fails to diffuse with an equable hand that intelligence which is essential to the safety and highest prosperity of the republic. It gives to the minority of the children in villages and cities extraordi¬ nary opportunities, and very ordinary ones to the majority scattered over the country towns. It gives to the children of non-taxpaying foreigners concentrated in large places privileges which it withholds from the children of taxpaying natives in the rural districts. It gives to the child of the man who pays a heavy tax in a small dis¬ trict less schooling than to the child of the man who only pays a poll tax in a large one. It renders it impossible for a poor man, as the law stands, to live in a district with less than 12 weeks of schooling, if he wishes his children to aid in the support of the family by work in a factory. COURSES OF STUDY AND CLASSIFICATION IN UNGRADED SCHOOLS. By means of a definite course of study and a fixed program for each day’s exer¬ cises the work of the ungraded schools is brought into the same systematic, juogres- sive order as that of the graded schools. When thus regulated, the needs and possi¬ bilities of the school are brought to light and it becomes comparatively easy to show what division of the work is desirable. Already this first step in classification has led in sevefal places to the formation of primary and intermediate classes under sep¬ arate teachers. In California the school law makes it the duty of each county board of education to draft a course of study for country schools, which teachers are (Com¬ pelled to follow. In this State, as also in Ohio, Indiana, Illinois, and New Jersey, progress in grading the country schools or regulating their work in accordance with a fixed program is particularly noticeable. As instruction becomes thus systematic there arises a demand for examinations. In a number of counties indifferent States not only are periodical examinations em¬ ployed, but a certificate or diploma is awarded to those who successfully complete the prescribed course of study. EXAMINATION IN UNGRADED SCHOOLS. XXXV Hon. F. R. Brace, superintendent of schools, Camden County, New Jersey, gives the following report of results under this system: The work of the past year has generally been satisfactory. In 6 districts pupils passed in the advance course of study; in 14, the examination for first grade was passed; in 24, the examination for second grade; and in 31, the examination for third grade. In only 2 districts was there an entire failure to pass in some one of the grades. This is a great advance on former years. The exercises connected with the giving of the diplomas and certificates in the dif¬ ferent districts were largely attended by parents and friends. According to scholastic merit, 8 districts are third grade against 13 last year, 12 second grade against 13 last year, and 20 are first grade against 16 last year. It will be seen that there has been quite an advance during the year. This is due to the course of study and the granting of certificates and diplomas. Hon. Robert Graham, State superintendent, Wisconsin, has published an outline scheme for the examination of pupils who have completed the course of study pre¬ scribed for ungraded schools, to meet an urgent demand from parts of the State where the graded course has been successfully introduced. In general, county and State superintendents are very active in promoting this part of the work. The examinations conducted in Massachusetts by the agents of the State board of education have done much to improve the schools and the reports of the same are full of helpful suggestions. The methods and results of the examination in language as conducted in 1883 by Mr. George H. Martin are especially worthy of attention. They show very plainly that teachers can best prepare their classes for the ordeal of examination (which, say what we may, is an ever present end) by employing those better methods that are now 'so urgently insisted upon. Mr. Martin observes : In language, I asked the children in grammar and intermediate schools above nine years of age to write the following sentence : “Many people buy their meat, I think, at Mr. Brown’s grocery. Can they buy potatoes there?” This tested their power to spell simple words, to punctuate, and to use capital letters. About three thousand one hundred papers were examined and the result in each school determined on the basis of twenty possible errors, ten in spelling and five each in punctuation and the use of capitals. He then proceeds to summarize the results, referring to the towns as A, B, C, D, &c. (1) The correct use of punctuation marks and possessive forms can only be learned by practice in sentence writing, while spelling may be learned in other ways. The range of results in punctuation is from 31 to 60 and in the use of possessive forms from 22 to 67, while the range in spelling is only from 68 to 90. (2) The benefit of early work in sentence writing is strikingly shown by comparing the results in the intermediate schools of two towns. In A the possessive percentage reaches 57 in the intermediate schools. This is secured before there has been any teaching of grammar. In E, where the language work has been largely subordinated to technical grammar, the possessive percentage in the intermediate schools reaches 27. Stating it in another form, the ratio of children in A at the age of eleven and a half years who write the possessive forms correctly is more than double the ratio of children in E at the age of nearly twelve years. Indeed, the children in the inter¬ mediate schools of A at the age of eleven and a half years reach a higher per cent. (57) than all the children in E at the age of thirteen (51). (3) In the towns where the committees have insisted most strongly upon technical grammar the children show the least ability to use the proper grammatical form in writing. (4) Better results may be expected from graded schools than from mixed schools. A, C, D, E, F, and G are large towns, with most of the children in graded schools. In B, II, and I are many small mixed schools. Yet one mixed school in A reached 83 per cent. (5) If the school committees want good results in this line of work they can have them. The schools in D, E, F, and G are similar in the kind of pupils, in grading, in pay of teachers, and in supervision by committees. D has recently introduced into its primary schools improved methods of language work. The effect is seen in an increased percentage of correct results. B has many mixed schools, and, on the whole, its schools are not as good as those in some of the other towns, but its commit¬ tee have during the last year introduced sentence writing into the intermediate schools, and have followed it up with a good deal of energy. The effect is seen in making the town second in the list. C has made a specialty of composition writing in all the XXXVI REPORT OF THE COMMISSIONER OF EDUCATION. grades, and, though the average age of the classes examined is much less than in the other towns, its relative rank is high. The best results are due to a combination of causes. A, which stands highest in the list, has a comparatively fixed population, has never had the district system, has for thirty yearjs welcomed normal teachers, pays Ihe best salaries in the county, and for several years has employed superintendents who have been enthusiastic in intro¬ ducing improved methods of primary work. I, which is lowest on the list, has a large floating population, has chiefly mixed schools, employs few normal teachers, and pays low wages. The schools have little supervision and are using old methods almost exclusively. The difference between these towns is well shown by the fact that in I less than per cent, of the pupils wrote the sentence without mistake, while in A 12 per cent, thus wrote it. Several causes have combined to stimulate to increased work in language teaching. One is the publication of the results of the examinations made by Mr. Walton, an agent of the board, in Norfolk and Bristol Counties, by which public attention was called to existing defects. Another is the work that has been done for several years in the normal schools and in the teachers’ institutes held by the board in different parts of the State. A third is the liberal advertising of the schools of Quincy, where the methods presented and advocated in the institutes and normal schools, and al¬ ready in general use in other cities and schools, were put into practice and held con¬ spicuously before the public. The public hastened to name them “the Quincy meth¬ ods,” as America was called after him who advertised it rather than after him who found it. But this was of little consequence as long as committees and teachers, from actual observation, became convinced of the value of the work and took it up in their own schools. My examinations show that the towns which have adopted these methods most cordially and have applied them most judiciously have the best schools. Grading in the country schools leads very naturally to provision for branches a lit¬ tle in advance of those that the school laws mako obligatory, prevents the early withdrawal of pupils, and increases the number w ho advance to the high school. It appears also upon a careful examination of school finances that grading is an econom¬ ical provision. For instance, in Illinois it has been ascertained that the cost of tuition per x>upil in average attendance is, for graded schools, $11.37 ; for ungraded, $11.85. At the same time the salaries for teachers of ungraded schools are much lower than for teachers of graded schools, the average being for male teachers $86.80 in the graded, as against $40.95 in the ungraded schools, and for female teachers, $48.88, as against $31.21. The following statement is from the report of the Connecticut board of education for 1884 : The money now expended for schools in this State, when divided by the total num¬ ber of children in attendance, is equal to the cost per head of educating the children of New Haven, about, $22 per head. The cost of educat ng the children in the 158 districts which have less than eight scholars in attendance during the year was $30 per head. Now, if we compare the educational chances of a child who is one of the eight scholars in a remote wayside school-house with the educational chances of a child in one of the New Haven public schools, and note that the cost of educating the latter is only the average cost of education over the whole State, we certainly see that there is a grand chance for intelligent effort to so organize the schools as to level up the school training while preserving the average cost. We may go further and say that there is a duty here which those in charge of the matter cannot avoid. Some of those who are best fitted to form an opinion on the subject affirm that if the schools of the towrns can be consolidated the standard of instruction can be raised as high as that in the best city schools, and at no greater expense than now. The board hopes to bring this matter to public attention, to promote discussion of it, and to induce the towns and districts to enter voluntarily upon the experiment. Hon. Herschel R. Gass, superintendent of public instruction, Michigan, calls at¬ tention to the same subject as follows : With an impartial, efficient board of education to take charge of all the schools in the township, the districts would be Hrranged and school sites would be located with a view to affording the best advantages possible to those attending school. Such a board would be uninfluenced by ihe local prejudices that are so frequently manifested in the management of the district schools. They would have control of all the schools in their jurisdiction and would be responsible for their success or failure. The burden of school tax would be equitably distributed throughout the township and each district would receive more nearly an equal portion of all the pupils en- SPARSELY SETTLED DISTRICTS. XXXVII rolled. Better bouses would be erected and a more competent class of teachers would be employed, since no local penny policy would dictate in these matters. This does not imply an extravagant expenditure of school moneys or even an increase in the cost of schools. In fact, I think it can be shown that this plan would be the most economical. As evidence of this I would call attention to the following facts: In Oakland County, in the year 1882-,83, were taught 14 schools, in which the number of pupils enrolled ranged from 4 to 12. The whole number of resident pupils attending these schools was one hundred and six. An average of six months’ school was taught in each district during the year at a cost of $16.50 per month. Each school averaged 7.5 scholars, and it cost $2.10 a month to instruct each pupil, or at the rate of $21 per year. Twenty-one different teachers were employed in these 14 schools during this period, and the average length of time each taught was four months. The smallest number enrolled in any of these schools was 4 ; 3 of these 4 were non-resident pupils, and for instructing one scholar three months it cost the district $60. In the same county there were 33 schools that enrolled from 12 to 20 scholars each. There was an average of 16.6 pupils in each school. Fifty-two teachers were employed in these schools, and an average of five months was taught by each. In Washtenaw County 6 schools were taught, with an average attendance of 9.6 pupils. The average cost per month for teaching each pupil was $2. Twelve teachers were employed, and they taught an average of 3.6 months each. No account has been taken of the incidental expenses incurred in these schools. The cost of instruction alone is nearly twice as much per pupil as it averages in all the graded schools of the State, including high school instruction. This condition of things is not peculiar to the counties mentioned. A similar showing could be made from nearly every county in the State. This exhibit indicates that our district sys¬ tem is not the most economical in the expenditure of labor or the disbursement of money. NEEDS OF SPARSELY SETTLED DISTRICTS. There are many sections of the country in which, on account of the sparse popula. tion or natural barriers, districts cannot combine their resources, although the indi¬ vidual districts are not able to maintain efficient schools. How the school children of these localities can be properly cared for is a serious question. It is quite evident that the funds available for schools in such cases must be increased or temporary expedients — as, for instance, house to house instruction — be employed. All things considered, it would seem better for the State or the General Government to extend the needed aid and support the work upon a basis that is likely to be permanent. The views expressed by Hon. Neil Gilmour, superintendent of public instruction, New York, with reference to the needs of such districts in his own State, are appli- cable to almost every State in the Union : I have heretofore called the attention of the legislature to the fact that we have many districts in which the assessed valuation of property does not exceed $5,000, and many more in which such valuation is not more than $10,000. Such districts cannot, without overburdening themselves by taxation, employ as the teachers of their schools persons who have been thoroughly trained or who have had experience in the profession. And yet it seems necessary that such districts should exist, tor, if they were to be wiped out through consolidation with other districts or otherwise, many children would be deprived of even the meagre school privileges they now possess, by reason of the remoteness of their residence from the nearest school. So, under present laws, the class of districts described will continue to exist, will be served by cheap and inefficient teachers, and will be no credit, but rather a reproach, to our school system. There is a remedy for this condition of affairs, and it is within the power of the legislature to apply it. The department of public instruction is really powerless in the matter. The superintendent may, by causing stringent exam¬ inations of applicants for teachers’ certificates to be made and by directing that none but those who pass such examinations satisfactorily be licensed to teach, raise the standard of qualification, but he cannot compel the teachers who pass the examina¬ tion to accept starvation wages for the purpose of instructing children in a weak dis¬ trict, nor can he compel the officers or inhabitants of such a district to employ a teacher upon wages which would afford adequate compensation for time and money expended by the teacher in acquiring skill in the profession. Enough skilful and competent teachers can be obtained to supply all the schools in the State, to the great advantage of those who attend them, but, if this policy is to be pursued, the State tax for the support of schools must be largely increased and the laws regu¬ lating the distribution of school moneys so changed as to give to the State superin¬ tendent and the school commissioners in the several counties greater discretionary powers than they now possess. The schools can be made good ; those in the rural XXXVIII KEPOET OF THE COMMISSIONER OF EDUCATION. districts can be made to rival those in cities and villages; bnt this can be accom¬ plished only by the expenditure of much more money than is now annually appropri¬ ated by the legislature for educational purposes. TEACHING FORCE. The efforts made within the last few years to improve the teaching force of the country schools have had some degree of success. It is now required in all the States that candidates for the service shall pass the examination for a teacher’s certificate or present the diploma of a normal school. It remains to raise the standard fixed for the lowest certificate (which represents virtually the average qualification of the teachers), to remove the examination from local and partisan influences, and to offer fair wages for competent teachers. In a few localities this has been done, but, as a rule, the tests of qualification, the modes of appointment, and the inducements offered competent teachers to remain in the work are not such as should satisfy an intelli¬ gent people. The most hopeful indication in the matter is the very general effort made by school officers to arrive at an understanding of the exact status of the teach¬ ing force in the several States. Since the improvement of the service rests wholly with the people, every means should be employed to get the facts thus brought to Light before their attention. The following information presents the results of recent inquiries into this subject in the States specified : In Kansas there is a steady increase in the number of teachers’ certificates granted above the third or lowest grade. Hon. E. A. Apgar, State superintendent of public instruction, New Jersey, in his report for 1883, says : The total number of State certificates held is 296, of which 113 are of the first grade, 135 of the second, and 48 of the third. This is a decrease of 1 first grade, an increase of 16 second grade, and an increase of 8 third grade — a total increase of 23 State cer¬ tificates. The total number of county certificates is 1,950, of which 411 are of the first grade, 488 of the second grade, and 1,051 of the third grade, being the same number of first grade, an increase of 65 second grade, and a decrease of 96 third grade — a total decrease of 31. The total number of city certificates is 1,245, of which 653 are of the first grade, 371 of the second grade, and 221 of the third grade, being an increase of 6 first grade, an increase of 33 second grade, and a decrease of 22 third grade — a total increase of 31. Thirty-three teachers are without certificates, an increase of 3. Seven teachers hold special certificates, an increase of 5. Of these, 5 are in Hudson County, l in Monmouth, and 1 in Union. Three per cent, of the total number held are first grade State, the same as last year; 4 per cent, are second grade State, an increase of 1 per cent. ; 1 per cent, are third grade State, the same as last year ; 12 per cent, are first grade county, an increase of 1 per cent. ; 14 per cent, arc second grade county, an increase of 1 per cent. ; 30 per cent, are third grade county, a decrease of 3 per cent. ; 19 per cent, are first grade city, the same as last year; 11 per cent, are second grade city, an increase of 1 per cent. ; 6 per cent, are third grade city, a decrease of 1 per cent. The following statement shows the results of inquiries into the status of the teaching force of Rhode Island, as given in the report for that State for 1883 : Number educated at colleges or universities . 46 Decrease . j . 4 Per cent, to whole number of different teachers . 4. 1 Decrease . 4 of 1 per cent. Number educated at academies or high schools . «, . . 644 Increase . „ . 1 Per cent, to whole number of different teachers . 57 Decrease . .* . 6ofl per cent. Number educated at normal schools . 288 Increase . 21 Per cent, to whole number of different teachers . 25. 2 Increase . , . 1.5 Number educated at common schools . 155 Decrease . 3 Per cent, to whole number of different teachers . 13. 7 Decrease . 5 of 1 per cent. Number reported as beginners . 121 Increase . 1 Per cent, to whole number of different teachers . 9. 8 Decrease. . . 1 ofl per cent. TEACHING FORCE. XXXIX The commissioner in his last report observes: There is still the same tendency to change teachers which has been noticed before, nearly one-third of the whole number in the State having changed their location during the year. If now we drop out of our calculation the towns where the town system prevails, we find that nearly one-half of the teachers in the remaining towns, where the district system holds sway, are changed during the year. Is it any wonder that the results of the schools are sometimes poor and discreditable? I am more inclined to think that the wonder should be that they have accomplished anything. Surely there is an evil here which demands immediate attention, and it seems very clear to me that the remedy lies along the line of a change in the manner of employing the teachers, also of determining their fitness. From every point of view and from every consideration which looks to securing a thorough and business-like administration of the affairs of the schools, there is a united demand that the business of selecting and hiring teachers be placed in the hands of but one party instead of two as it is now, and that this appointing power be as far removed as possible from all liabilities to be unduly warped or influenced by improper motives. The other point, that of the determination of the qualifica¬ tions of the teacher, must be reached by means of a system of State certificates, which shall be issued upon the two distinct bases of scholarship and successful ex¬ perience. These two alterations in the laws would immediately tend to produce a higher standard of character and ability among the teachers and also a more per¬ manent and satisfactory tenure of position. A careful examination of the statistics relating to the education of the teachers shows a general advance over the report of last year. It is especially gratifying to note that the largest increase in any one grade is in the number of those who have had a normal school training, a little more than 25 per cent, of the whole number hav¬ ing had that preparation for their work. Comparing still further this number with the ratio of normal school graduates to the number of new teachers, which is less than one-fifth, we see that the great body of normal graduates hold to their work more steadfastly than others. This, of course, should be so, but we are especially pleased to note that the fact is in confirmation of the theory. This is probably due, in the first place, to the fact that they are refcaified in their positions owing to the excellence of their work, and, secondly, because they have a professional spirit which animates them and tends to keep them in its active pursuit. Hon. E. E. Higbee, superintendent of public instruction for Pennsylvania, discuss¬ ing the status of the teaching force of his State, observes : It is no easy task to supply with a competent teaching force a State like ours, where more than twenty-two thousand teachers are constantly required to keep the schools in operation. When we bear in mind our present low average of salaries (males, $37.28; females, $29.22) and the uncertain tenure of office, both of which deter young men and women either from entering the profession or from remaining long therein, we have reason to congratulate ourselves that the needed supply is so promptly met and that the degree of attainment and professional skill is so high as it is. For our general school work we get but very few teachers from our colleges. In very many of our high schools and in our State normal schools, we find, it is true, college graduates doing very efficient work, but in our other schools, where the primary grades demand most attention and where the highest professional skill is required that the foundation maybe firm and a right impulse and tendency be given for the whole subsequent work, we have to rely upon resources within the public school system itself and not upon any helps which may come from abroad. On this account our State normal schools are a necessity as a constitutive part of the public school wrork, without which, indeed, the whole interest could have no safe warrant of self perpetuation. * * * Their challenge to the legislature should be that they are a necessary part of the public school system of the State ; that a proper supply of well trained professional teachers will be impossible without them; and 1 hat the State ought, as other States are doing, so far to maintain, them as to make them the most efficient possible in their special work. The report of Hon. Henry Raab, superintendent of public instruction, Illinois, pre¬ sents very full statistics of the teaching force of that State. The collection of these statistics is due to Hon. W. L. Pillsbury, the assistant superintendent, who says : From an analysis of the tabulated results of the investigation it appears : (1) With reference to the nativity of the teachers employed in the State, that 60 per cent, of the whole number were born in the State ; but of the men teaching in graded schools the larger number were natives of other States or countries. (2) With reference to age, that the teachers of the graded schools averaged about 5 years older than the teachers in the ungraded schools. Seven and one-half per XL REPORT OF THE COMMISSIONER OF EDUCATION. cent., of tlie teachers were minors ; but in 44 counties all and in the State 93 per cent, of the minors were employed in the ungraded schools. (3) With reference to experience : Under this head it should be observed that the way in which the statements were taken gives substantially the experience at the beginning of the school year, and the time taught during the year added would raise the average experience about 8£ months for graded school teachers and about months for teachers in ungraded schools, making the averages for the State about as follows : Average for male teachers in graded schools, 81.5 months ; average for female teachers in graded schools, 59.5 months ; average for male teachers in ungraded schools, 34.5 months ; average for female teachers in ungraded schools, 21.5 months. (4) The following shows the percentage of those who, at the beginning of the year, had had no previous experience : Men in graded schools, 45, or 4.5 per cent. ; women in graded schools, 406, or 8.9 per cent. ; men in ungraded schools, 1,050, or 20.4 per cent. ; women in ungraded schools, 2,125, or 29.8 per cent. The following shows those who had not taught more than ten months, including beginners : Men in graded schools, 102, or 10 per cent. ; women in graded schools, 976, or 21.3 per cent. ; men in ungraded schools, 2,101, or 41 per cent. ; women in ungraded schools, 4,036, or 56.5 per cent. It is evident that the number who have chosen teaching as a profession is very small. It appears, too, that of the 3,626 beginners 87.6 per cent, were employed in the ungraded schools, and of the 7,227 whose experience did not exceed ten months, including beginners, 85 per cent, were employed in the ungraded schools, and that they were one-half of the teachers of these schools. (5) With reference to the training of teachers : The whole number who had received special training was but 2,388, or 13.4 per cent. Teachers who had attended some school for professional training were distributed among the four classes of teachers as follows : Men in graded schools, 236, or 22.8 per cent. ; women in graded schools, 991, or 21.6 per cent. ; men in ungraded schools, 555, or 10.8 per cent. ; women in un¬ graded schools, 606, or 8.5 per cent. It is shown that 9,055, or 50.6 per cent., of the teachers had received secondary instruction. Of these, 5,344, or 59 per cent., had received such instruction in the high schools. The teachers who had received secondary instruction were employed as follows: Men in graded schools, 620, or 60 per cent. ; women in graded schools, 3,103, or 67.2 per cent. : men in ungraded schools, 2,200, or 42.9 per cent. ; women in ungraded schools, 3,232, or 45.3 per cent. ; 6,847, or 38.3 per cent., of the teachers had received neither secondary nor normal school instruction. These were divided among the four classes of teachers as follows : Men in graded schools, 187, or 18 per cent. ; women in graded schools, 914, or 20 per cent. ; men in ungraded schools, 2,338, or 45.6 per cent. ; women in ungraded schools, 3,408, or 47.7 per cent. Of this class of teachers, 1,755, or 25.6 per cent, of them, were beginners, and these untrained teachers comprised 48.3 per cent, of all beginners. The men and women of this class, viz, untrained beginners, were distributed as follows : Men in graded schools, 15, or .8 per cent. ; women in graded schools, 112, or 6.4 per cent. ; men in ungraded schools, 503, or 28.7 per cent. ; women in ungraded schools, 1,125, or 64.1 per cent. Compared with the whole number of teachers in each class there were belonging to the class of untrained beginners: Men in graded schools, 1.5 per cent.; women in graded schools, 2.4 per cent. ; men in ungraded schools, 9.8 per cent. ; women in ungraded schools, 15.8 per cent. As was to be expected, the number of teachers who had enjoyed superior instruc¬ tion was not large. The number of men and women of this class and per cent, of them employed in each class of schools were as follows : Men in graded schools, 302, or 33.5 per cent. ; women in graded schools, 300, or 33.2 per cent. ; men in ungraded schools, 212, or 23.5 per cent. ; women in ungraded schools, 89, or 9.8 per cent. And, comparing with the whole number of teachers in each class, there were belonging to this class: Men in graded schools, 29.3 per cent. ; women in graded schools, 6.5 per cent.; men in ungraded schools, 4.1 per cent.; women in ungraded schools, 1.2 per cent. Here again, as among those who have attended normal schools and schools of secondary instruction, the graded schools get by far the larger proportion of the graduates. RURAL SCHOOL-HOUSES. Within a few years there has been marked improvement in country school-houses, and much greater attention than formerly has been paid to the sanitary conditions of the same and to the general care of buildings and premises. The following descriptions of school-houses recently built answer a number of inquiries received at this Office. “A” is located in Litchfield, Connecticut; the de¬ scription is taken from the report of the secretary of the State board of education, Hon. Charles D. Hine, for 1884. is located in Franklin County, Ohio; the PRESENT EDUCATIONAL CONDITION. XLI description is taken from tlio report of tlie State commissioner, Hon. Le Roy D. Brown, for 1884 : “A.” — The outside dimensions are 20 by 30; 11-foot posts. It is designed to seat twenty-four scholars. There will be floor room enough for six or eight more, but the room is not intended for that. There are two blackboards, or black walls, one on each end, 12 feet long, 3 feet wide. The contract for building in good and complete style was $600, cellar and all. Tho lot cost $50, seats $50, outbuildings $50, and other minor expenses about $50, making total cost about $800. It is built of the best material and every way first class. The school room is 19£ by 19£, plastered two coats, wainscoted up 3 feet. The boys and girls’ entries are separate, each 9 by 7 feet, and ceiled with spruce. The closet be¬ tween these is to store maps or library. The outbuildings are 50 feet in rear of the school-house. “B.” — This building is built of brick and stone, with pressed brick arches, slate roof, and slate blackboards. It is a one-room building, with rear and left hand light ; seating capacity for from forty-eight to flfty pupils. The flues are laid for ventilating stoves by taking fresh air from the outside by a register in the floor directly under the stove. There are two flues in the chimneys, one for the smoke and the other for ventilation, with register at floor line. Cost, $2,000. • INSTRUCTION IN TEMPERANCE, HYGIENE, &C. The evils resulting from the use of alcoholic liquors are so terrible that all practi¬ cable repressive measures should receive the support of the people. How far in¬ struction in the physiological effects of these beverages will prevent their use is not easy to determine. The very general conviction that such instruction will act as a restraint certainly ought not to be disregarded. Several States, viz, New Hamp¬ shire, Vermont, Rhode Island, New York, and Michigan, have by special enactment made such instruction obligatory. In some other States, as, for instance, Massachu¬ setts, instruction in physiology, hygiene, and temperance has long been required. During the past year an effort was made by the Massachusetts board of education to learn to what extent the description of the physiological effects of alcohol is in¬ cluded in such instruction in the normal schools of the State. The principals of the several schools were requested to furnish to the board outlines of their respective work, which request was promptly complied with. From these outlines, it appears that more or less attention is given to the subject by all the schools ; and, in a ma¬ jority of them, the instruction indicated is fairly adequate to the importance of the subject and the circumstances under which it is given. BRIEF SUMMARY OF THE EDUCATIONAL CONDITION OF THE UNION. NEW ENGLAND STATES— -MAINE. Expenditure for schools, school-houses, furniture, and supervision increased here considerably in 1882-83 and again in 1883-84 ; more schools had higher studies un¬ der better teachers, stimulated to good work by better pay, and in city schools and free high schools there are evidences of fair advance in both years. But the number of school districts, perhaps from consolidation of small ones, is becoming fewer; youth of school age have been lessening in number, with exceptions in only two years since 1870; and the length of school terms is shortening by about a day each year. NEW HAMPSHIRE. Gains over 1881-82 appear in both the succeeding years as respects enrolment in public and in private schools, in the number of schools and the time that they were open, in the pay of teachers, and in the general expenditure for public schools. In 1882-63 there was also a considerable advance in the average attendance, which, however, fell off again by 2,348 in the next year, apparently in part through a trans¬ fer of pirpils from public to private or church schools. In the fact that school dis¬ tricts were less numerous there is also evidence of gain, as the number of such dis¬ tricts, small and poor in many places, has been a great hindrance to educational success. The superintendent sees encouragement, too, in an annually increased supply of funds for schools, in a demand for experienced teachers, in a greater api>reciation of im¬ proved methods of instruction, and in a fostering of these through educational meet¬ ings and institutes. XLII REPORT OF THE COMMISSIONER OF EDUCATION. VERMONT. In both years here enrolment in public schools and average attendance in them fell off from what it had been in the two preceding years ; but the per cent, of enrol¬ ment to school youth remained still very fair (73.23 and 73.68) in view of the broad limits of school age, and the per cent, of average attendance to such youth (46.36 and 47.88) was also fair for a State often swept during school times by bleak wintry winds. School districts in both years diminished, but this was largely from abandonment of the poor district system for the better town one, in which fairly graded schools come often in place of miserable ungraded ones ; and hence, With 3 fewer schools, there were 33 graded ones. Expenditure for public schools increased considerably in both years, and teachers, both male and female, were stimulated by better average pay. MASSACHUSETTS. Children of school age (5-15) increased in this Commonwealthcin 1882-’83 by 8,082 from the number reported in 1881-’82, and, as usual, a much larger number than the youth of school age was brought into the public schools, the per cent, of enrolment to school youth being 101.95. The next year, when 6,736 more school youth were reported, the enrolment rose to 6,140 beyond that in the year before, making a per cent, of 101.73 to the whole number of school age. The per cent, of average attend¬ ance to average membership and of average attendance to school youth (89.47 and 89.51 in the former case, 73.47 and 73.82 in the latter) is, in its way, equally remark¬ able. Adding the attendance in State charitable and reformatory institutions, that in the numerous evening schools, and that in academies and private schools, the edu¬ cational status is exceedingly high. RHODE ISLAND. The secretary of the State board of education thinks that the general condition of the schools is most hopeful, and the figures of his reports for 1882-83 and 1883-84 appear to justify his judgment, for the per cent, of enrolled pupils to youth of school age rose from 73.07 in the former year to 77.54 in the latter, and the per cent, of daily attendance to such youth from 48.89 to 52.24, the number in all schools, private and public, com¬ ing in both years close up to the whole number of school age. A new compulsory law, passed in 1883, had, doubtless, some effect on this increase of attendance ; but the State school commissioner thinks that it was much more the result of better teaching, increased attractiveness in the schools, and wider interest in education. CONNECTICUT. In 1882-83, with more children for instruction, there was a somewhat smaller enrol¬ ment in public schools, with a smaller per cent, of attendance in all schools than in 1881-’82, but average attendance increased by 1,437, total attendance in all schools by 1,213, a new and elegant State Normal School was built, and great improvements in school buildings at Bridgeport, Hartford, New Haven, and elsewhere were made at a cost of $565,752. The next year, with a very small increase of school youth and a diminution in the number attending other than public schools, there was an increase of 2,843 in public school enrolment and of 1,652 in average attendance in the winter term, children in no school diminishing by 335. Then, too, though it was a year of calamity in busi¬ ness, 5 more public schools were opened, 18 more graded schools were taught, the departments in these numbering 44, and the State school property was rated almost $1,000,000 higher. MIDDLE ATLANTIC STATES— NEW YORK. The school year 1883-’84 was an exceptional one in this State, in that it was shorter by about 6 weeks than usual, owing to the fact that the legislature in 1883 changed the day of its close from September 30 to August 20. This will account for a falling PRESENT EDUCATIONAL CONDITION. XLIII off in certain statistical details -which, from their nature, are necessarily affected by time. In particulars not thus affected, the reports show decided improvement over the year preceding, while the public school work in 1882-83 had also improved in many respects over that of 1881-?82. With about 41,000 fewer pupils enrolled in 1883-’84, the average daily attendance was 13,000 greater, the per cent, of attend¬ ance based on enrolment was greater by 3.60, and the same, based on the whole num¬ ber of youth of school age, was .40 of 1 per cent, greater. More teachers were employed 28 weeks or over, although the whole number was less, and more attended the institutes. Over $177,000 more were expended for sites, buildings, and furni¬ ture, the estimated value of all public school property reaching nearly $32,000,000. NEW JERSEY. During 1882-’83 there were in this State over 349,000 youth of legal school age (5-18), of whom nearly 212,000 were enrolled in public schools and nearly 120,000 were in average daily attendance, the per cent, of public school enrolment to the num¬ ber of school youth being 60.69 and that of average attendance to school population 34.22. Counting the enrolment in private and church schools, there were 260,612, or 74.62 per cent., engaged in study during some portion of the year. The records for 1883-84 having been consumed in a conflagration at the State House, figures for illustration of educational progress in that year are wanting. PENNSYLVANIA. The public school statistics for 1882-’83 and 1883->84 show an advance during the latter year in nearly all particulars. Over 8,000 more youth were enrolled in the schools and over 9,000 more were in average daily attendance, the enrolment in schools other than public having, meanwhile, decreased by 2,527. The proportion of public school pupils in average attendance to the number enrolled was 65.80, to the number of youth of school age (census of 1880) was 44.69, a slight increase in both items over the figures of 1882-783. Nearly 20,000 free schools were taught in 2,241 school districts, 8,345 of the schools being graded, an increase for the year in districts and in schools, both graded and ungraded. Over nine millions and a half were expended for all public school purposes, the increase for the year being more than $210,000. Still, the average monthly pay of a large majority of the teachers — the women — was over half a dollar less than the previous year (that of the men em¬ ployed having advanced $1.44), and this notwithstanding a decided advance in the number of teachers employed continuously and in normal school graduates. DELAWARE. The State superintendent reported in 1884 that the public sentiment in favor of the support of free schools was stronger than it had ever before been ; that the public press and the leading men of all parties and creeds acknowledged and insisted on the duty of the State to provide a good common school education for the children of all classes. The statistics show an enrolment of about 31,000 pupils in the public schools in 1884, including schools for colored youth, a gain of about 4,300 in two years, the whole school population of both races (numbering a little over 40,500) having only increased by about 2,000. The exact number of white children enrolled was 27,037, a gain of 3,587 over 1882; the average daily attendance of the same class (17,952) in¬ creased 2,396. The length of term remained about the same in both classes of schools, that for white children numbering 157 days, that for colored 104. The whole cost of sustaining the white schools was $206,918; that for the colored schools, $8,243. MARYLAND. About 55 per cent, of the youth of school age in this State were enrolled in public schools, about 28 x>er cent, of them being in average daily attendance. The number enrolled (170,393) included an increase during the year of 8,634 ; that in average attend- XLIV REPORT OF THE COMMISSIONER OF EDUCATION. ance, (86,480), one of 1,166. Offhe whole number enrolled, 31,327 were colored, and 12,574 of that race were in average daily attendance, a fair advanco for the year in both these items. Still, the per cent, of average daily attendance to youth of school age for white and colored remained about the same for the two years, scarcely reaching, as before said, 28 per cent. The schools remained in session during both years 182 days, but in 1883-84 there were 36 more taught. Over $117,000 more were expended for all public school purposes and nearly $50,000 more for teachers’ salaries alone. The board of education expresses satisfaction, on. the whole, with the progress made during the year. The smallness of gain in average attendance in proportion to that of enrolment is explained by the severity of the winter, the bad condition of the roads, and the prevalence of contagious diseases. VIRGINIA. The statistics of the two years ending 1884 show a continuation of the prosperous condition heretofore reported in public school affairs. There were, in round numbers, an enrolment of 288,000 children, of whom 103,000 were colored, and an average at¬ tendance of about 163,000, an increase for the year in enrolment of 7,000 white and 12,000 colored children and in average attendance of 4,700 white and 7,600 colored children. Still, the per cent, of school population enrolled (based on the census of 1880) did not quite reach 52, and that in average daily attendance was only 29.39. There were 37G more schools taught (158 more for colored youth) and nearly $24,000 more were expended for all public school purposes. The average monthly pay of teachers increased slightly (70 cents for men and 55 for women;, more school -houses were owned by districts, and the valuation of property increased by nearly $150,000. SOUTH ATLANTIC STATES — NORTH CAROLINA. The improvod school law of 1881, referred to in the report of 1882, showed its good effects in the 2 years succeeding that report, although some part of those effects lack illustration from the failure of several counties to make the required returns. But, even with this drawback, the figures for the 2 years are almost wholly on the gaining side, especially in the latter year, 35,723 more school youth appearing, 37,554 more enrolled in the free schools, and 17,043 more in average attendance, with 494 more schools, under 719 more teachers. The teachers, more than ever before, were trained to better methods of instruction through institutes and normal schools. SOUTH CAROLINA. Based on the school population as given by the United States Census of 1880, the enrolment for 1882- 83 was 66 per cent, of school youth and average attendance 42 per cent., increased respectively to 71 and 44 per cent, in 18S3-’84. The increase in enrolment in public schools in 1882-’83 was 27,121, and in 1883-’84 it was 12,524. Average daily attendance in the former year was better, increasiug by 9,180, but in the latter by only 3,148; Additional houses for public schools in both years were pro¬ vided in fair proportion to the need of increased accommodations, but very few of them were owned by the districts in which they stand, and the valuation of them all was $32,435 less in 1883-’84 than in the previous year. GEORGIA. This State presents statistics for only one year beyond those of the last report, but for that year shows an increase of 11,414 in children of school age, of 30,979 in enrol¬ ment in public schools, of 24,191 in average daily attendance in such schools, of 380 in the schools to accommodate this large attendance, of 32 in the number of graded and high schools in the public system, aud of $29,473 in the expenditure for all the State free schools. These are but specimens of a growth in all important points that has gone on under the supervision of an excellent State school commissioner for ten years. The evidence of improvement in other schools than those of the State system, PRESENT EDUCATIONAL CONDITION. XLY including several colleges, does not appear; but this is partly from the fact that these schools, not being compelled to make reports to the commissioner, in very many cases fail to do so. FLORIDA. The educational reports of the State of Florida have been imperfect for some years past, and even yet 9 counties fail to present statistics of their schools, if they have any. But a new era is evidently opening, promising a much better condition of affairs. The State report for 1883-84 shows a great increase of interest in educa¬ tion (1) in an apparent foundation of the long talked of State university; (2) in the establishment of 2 new normal schools for colored teachers and in improved instruc¬ tion for white teachers in the East and West State seminaries; (3) in an appro¬ priation by the State of $1,000 each year, for 2 years, for the better training of teachers in a succession of teachers’ institutes, with competent instructors; (4) iu a new- law requiring county boards of education to select and use, for at least 5 years, a uniform series of text books for their schools. Theso things, with an increased number of State schools and of pupils in them in the years under review, give prom¬ ise of better schools and better teachers. GULF STATES — ALABAMA. A general advance in public school interests wras reported for the two years 1882-’83 and 1883-84. In the former year, with less than 3,000 more youth of school age, 23,000 more pupils were enrolled and over 12,000 more were in average daily attend¬ ance. There was also a corresponding increase in the number of schools and teachers ; two additional normal schools were established ; there was an improvement in county teachers’ institutes, with a growth of educational interest among the people. In 1883-84, with about 15,800 more youth of school age reported, there were about 15,000 more enrolled in public schools and 7,400 more were in average daily attendance. About 51 per cent, of the whole school population wero enrolled, and about 62 per cent, of these were in average attendance. There was an increase in the number of public schools taught for white and colored, in the average school term for the State, and in the whole amount expended for public schools.1 MISSISSIPPI. The State superintendent of public instruction in Mississippi reports that the subject of education engrossed unusual attention during 1882 and 1883, both as regards jmblic and private instruction ; and that public education was growing in the estimation of the jieople, as shown by their willingness to pay the school tax, their desire to extend the school term beyond the constitutional limit of 4 months, as well as by a desire to employ competent teachers. With 447,571 youth of legal school age (of whom about 180,000 were white and over 267,000 colored) there were enrolled in 1883, iu public schools, about 125,600 white children and over 141,000 colored, and 154,463 of the whole number were in average daily attendance, an increase for the year of nearly 53,000 in enrolment and about 19,000 in average attendance, with only 3,440 more youth of school age. The per cent, of children enrolled, based on the whole school population, was 59.65 and that in average attendance 34.51. To meet this increased attendance more teachers of each race were employed and over $123,000 more were expended on the schools, the whole amount used for all school purposes being $803,876. LOUISIANA. The public school statistics from this State are incomplete, and those given are not at all encouraging, showing, as they do, only 55,838 enrolled and 38,615 in average *By act of Congress approved April 23, 1884, 46,080 acres of publio lands in Alabama were granted to tbe Slate, in addition to lands reserved to said State by previous acts, for the benefit of the Uni¬ versity of Alabama, to be applied to the erection of buildings and restoration of libraries and scientific apparatus, &c. XL VI REPORT OF THE COMMISSIONER OF EDUCATION. attendance during 1683-’84, with about 291,000 youth of school age (6-18). The percent, of youth of school age enrolled was only 19.25 and that in average attendance 13.31. There were 4,430 fewer colored youth enrolled than in 1882-’83 and only 777 more white youth, a decrease in all of 3,653. More public schools were reported, however, and $57,878 more were expended on them. Encouragement for the future was drawn from the fact that the legislature in 1884 increased the State appropriation for public schools from one mill to one mill and a half on the dollar, which it is supposed will add about $100,000 to the school revenue. It also stopped the diversion of the school fund to collegiate purposes, a practice which had in the past much lessened the funds available for i>ublic schools. TEXAS. The public school statistics from this State for 1883-84, as far as presented (41 counties failing to report), show about 244,800 children enrolled in public schools, of whom about 56,000 were colored ; over 5,800 schools sustained, at a cost of $1,661,476, for an average term of 100 days, 1,432 of these schools being for colored children; an increase for the year of about 61,000 children enrolled, with only about 15,000 more of legal school age, although the age was in 1883 extended two years by the legis¬ lature, to include all between 8 and 16, instead of, as formerly, between 8 and 14. Whether or not fuller reports would have changed materially the results of the above comparison cannot be known. The State superintendent, however, confirms the favorable indications of the statistics, saying that during the two years under review the cause of popular education was unusually prosperous and expressing the belief that free schools have passed the experimental stage and have so firmly fixed them¬ selves in public esteem as to stand in no danger of discontinuance. SOUTHERN CENTRAL STATES — ARKANSAS. The statistics given of this large State show progress, but not such as might be had under a better school law. In 1882-?83, with 14,345 more school children enumerated, there appears a falling off of 5,463 in public school enrolment from that of the year before. In lSSS-^, with only 12,394 more children, the reported enrolment was 40,983 greater, though many districts failed to report this. Expenditure for schools seems also to have increased considerably, though 8 counties did not report it. Val¬ uation of State school property was $457,581 higher, 9 counties not reporting. These irregularities make the rate of progress uncertain, and the State superintendent calls on the legislature for an improved school law, to give county superintendency, bet¬ ter examiners of teachers, free text books, and more funds for schools. Reports of average daily attendance ought also to be required as vital to an understanding of the condition of the schools. KANSAS. Statistics here, as previously, present us a steady and fairly uniform advanco in school youth, enrolment, average attendance, organized districts, districts maintaining school 3 months, number of school rooms, valuation of school property, expenditure for public schools and normal institutes, as well as in teachers holding normal school diplomas or State certificates of qualification. These are good fruits from a good school law, aTjparently well administered. If there is failure anywhere it seems to be in lack of provision for good institute instruction in some of the poorer western counties, where such instruction is especially desirable. In 1883 there were 74 insti¬ tutes held in as many counties, with at least 50 members each, the sessions being each of 4 weeks or over and the enrolment 6,770. In 1884 there were 78 such insti¬ tutes, with an enrolment of 6,956. With such instruction given in a continuously graded course and with great care in the allowance of certificates, it is natural to look for good teaching and good schools, PRESENT EDUCATIONAL CONDITION. XL VII MISSOURI. This State, with some improvements in its school law, presents, too, some in its sta¬ tistics, especially in supplying the average attendance in its schools as well as the whole attendance. The statistics for 1882-83 show an advance over the preceding year of 22,584 in school youth and of 18,580 in enrolment, with an absolute number of 330,411 in average attendance, not comparable with that year because not then given ; while schools increased by 276; buildings for them, by 199; sittings in these, by 24,706; valuation of school property, by $1,767,715, and expenditure for schools, by $13,825. The next year, with a much smaller increase of school youth, there were these others: 16,123 in enrolment, 67,620 in average attendance, 311 in schools, 33,725 in sittings, and $521,086 in expenditure for all school purposes, valuation of school property and time of school diminishing. The available school fund has come to be apparently the largest in the Union, $10,178,806. KENTUCKY. From the slowness of returns to the State superintendent for the year 1883-’84, he has been unable to present, in time for this report, even the main statistics for that year of the Kentucky common schools. In 1882-83, with a school population of 581,322 of which one-seventh was colored, this State enrolled nearly 51 per cent, of the white youth and over 36 per cent, of the colored, and had nearly 32 per cent, of the former and 25 per cent, of the latter in average attendance. With the exception of teachers’ pay, advance seems to have been general. TENNESSEE. Evidences of recuperation from the educational depression of 1882 are manifest in every direction. In 1882-’83, with only 12.290 more youth of school age reported, there was an increase of 62,875 in public school enrolment; while pupils in both public and private schools, that had fallen from 318,522 in 1880-’81 to 290,504 in 1881-’82, rose in number 68,630 at one rebound, and 24,752 still beyond this in the following year. The united average attendance in State and private schools, which had been unre¬ ported in 1881-’82, but was restored the next year, reached in the year of its reappear¬ ance a total of 196,380, and the next year went 36,488 higher still. And so it is throughout, no decline appearing, except in private schools, outside of the State sys¬ tem, and in consolidated schools, which are only slightly connected with it. WEST VIRGINIA. In this vigorous young State an elaborate report, which bristles with statistics, shows a steady growth in all the elements of a good school system, youth of school age increasing by 4,919 in 1882-83 and by 6,668 in 1883-84 ; enrolment in the State schools, by 5,360 and 5,368 ; average attendance in them by 1,538 and 3,822 ; nearly 73 per cent, of the youth of school age being gathered into the schools, and nearly 45 per cent, of them being held there under instruction in both years. Schools, too, in the latter year increased by 138 ; school-houses, by 152 ; teachers from normal schools or with large experience in their work, by 184 ; expenditure for public schools, by $50,060; available school fund, by $4,854; valuation of school property, by $29,574. NORTHERN CENTRAL STATES — OHIO. Ohio reported in 1883-’84 over 1,082,000 youth of legal school age (6-21) and 762,755, or 70 per cent., enrolled in public schools, of whom about 499,000 were in average attendance, this last figure including about 46 per cent, of the school pop¬ ulation. These figures show an increase for the year of more than 7,000 in the number enrolled in public schools and of over 10,000 in that of average daily attendance, while the number of pupils in private schools fell off from 31,470 to 10,957. Public schools were taught 184 days, at a cost of $9,684,369, in 12,509 buildings, valued, with sites and other property, at $22,586,046, an increase for the year in length of school term, Dumber of school-houses, number of teachers permanently employed, and in the XLVIII REPORT OF THE COMMISSIONER OF EDUCATION. amount expended for all school purposes. Excellent work had been done in the high schools and in all the lower ones that were under competent supervision. The country schools had suffered from a lack of such supervision, a result of lack of harmony between local boards of directors and township boards of education. INDIANA. Indiana reports over 501,000 youth enrolled in public schools in 1883-’84 and over 325,000 in average daily attendance, with about 722,851 youth of legal school age (6- 21), or 69 per cent, of the school population enrolled and 45 per cent, in average at¬ tendance; schools taught 126 days; more than $4,500,000 expended on them, and public school property valued at more than $13,500,000. The figures show an* increase in nearly all the items which indicate effective school work. Although only 473 more youth were enrolled in public schools, 9,525 more were in average daily attend¬ ance, more schools were taught, more houses built, and the value of school property increased, although the average school term was 4 days shorter and the whole ex¬ penditure for schools a little less. ILLINOIS. This State, with over 1,069,000 youth of legal school age (6-21), reported in 1883-84 an enrolment of 728,681 in public schools and 485,625 in average daily attendance, or about 68 per cent, of the school population enrolled and nearly 46 per cent, in aver¬ age attendance. There were also 75,821 attending private or church schools, which, added to the number in public schools, won! ; : give 75 per cent, of the school population under instruction during some portion of the year. Nearly 12,000 public schools were taught, the average term for the State being 151 days, and $9,628,186 were expended on them. The statistics, as for years past, continue to show an increase indicating advance in nearly all the items reported. The increase in average daily attendance (26,469) was considerably greater than that in youth of school age and was more than twice as great as the increase in enrolment. More schools were taught and more of high school grade, more school-houses were reported, the valuation of public school property increased by $992,640, and over half a million of dollars more were expended on the schools than the year previous. MICHIGAN. Of about 577,000 youth within the legal school age (5-20) over 400,000, or 70 per cent., were enrolled in public schools, besides 27,130 in private schools. Public schools were taught for a term of 152 days, at a cost of over $4,636,000, in school-houses valued, with other school property, at nearly $11,000,000. The figures show an increase for the year of more than 13,000 in the number of pupils attending public schools and of about 4,500 in the attendance on private schools, of 4 days in the average public school term throughout the State, of about $509,000 in the valuation of public school property, and of $376,462 in the amount expended on public schools. There was also a slight advance in the pay of teachers, tho average monthly salary of men being $1.93 more and that of women $1.10 more. WISCONSIN. With 528,750 youth of legal school agQ (4-20) in 1883-84, nearly 317,000, or about 60 per cent., were enrolled in public schools, an increase for the year of over 7,000 in enrolment and 18,625 in school population. The reported attendance on private schools (15,616) decreased considerably during the year, but these statistics were incomplete, many large cities having failed to report on this point. About 83 per cent, of all the children between 7 and 15 years of age attended public schools, an increase for tho year of 3,466 and for 2 years of 14,691 ; and the superintendent thinks that fuller sta¬ tistics on this point would show that nearly all of that age attended during some por¬ tion of the year. An increase is reported in the number of school-houses built during the year ; in the whole amount expended on public schools ; in the number of towns which had adopted the township system ; in that of districts supplied with libraries, dictionaries, maps and globes, and in the number of country districts which have adopted a graded course of study. PRESENT EDUCATIONAL CONDITION. XLIX MINNESOTA. This State, with 359,366 youth 5 to 21 years of age in 1883-’84, enrolled 223,209 in public schools, or 62 per cent., of whom 100,637, or 28 per cent., were in average daily attendance. Tho schools were taught an average of 112 days throughout the State, at a cost of $2,819,711, in 4,071 school buildings, of which 391 were new, valued, with sites and other school property, at $5,415,599. These figures show an increase for the year of about 13,700 in enrolment and 8,500 in average attendance, against one of 22,000 in youth of school age. There was also an increase in the number of teachers employed, in the number who had taught three years or more, and in that of normal school graduates, in the average pay of both men and women, as well as in the whole expenditures for all school purposes and the valuation of school property. IOWA. This State reported over 621,000 youth of school age (5-21) in 1883-,84, with about 469,500 enrolled in public schools and 300,000 in average daily attendance, or over 75 per cent, of the school population enrolled and 48 per cent, in average attend¬ ance ; schools taught an average of 140 days in 13,624 buildings, valued, with other school property, at over $10,430,000, and about $5,856,000 expended during the year for public school purposes. These figures show an increase of 62,590 in the number enrolled and one of 46,312 in average attendance, with only 16,483 more youth of school age, an advance of 8 per cent, in the proportion of school population enrolled and of 6 per cent, in the proportion of school population in average attendance. There were 2,352 more schools taught, at an increased expense of $297,809. The average term for the State was the same as for the previous year. NEBRASKA. With 209,436 youth of legal school age (5-21), this State reports 137,618, or nearly 66 per cent., enrolled in public schools and 81,430, or nearly 39 per cent., in average daily attendance, an increase during the year of 11,489 in enrolment and of 10,238 in average attendance, with 24,379 more youth of school age. More school districts were reported and more in which schools were sustained six months, the average term for the State ; more school-houses were built; the valuation of school property increased, as did the number of teachers employed, their average pay, the whole amount expended for public schools, and that of the school funds, permanent and temporary. There has been an increased public interest in school work aroused by educational meetings and by the efforts of the newspaper press, a better preparation of teachers is reported, and progress was made in the direction of grading the course of study in country schouls. COLORADO. This State reported, in 1883-84, 56,242 youth of legal school age (6-21) and 37,872 enrolled in public schools, of whom 23,307 were in average daily attendance, or 67 pe* cent, of the school population enrolled and 41 per cent, in average attendance; graded schools taught 174 days; ungraded, 100; school-houses numbering 525 and valued, with other school property, at about $125,000; and $809,898 expended for all school purposes. An advance for the year is indicated by the figures in nearly all re¬ spects except as to percentages of the school population enrolled and in average attend¬ ance, these decreasing slightly. The actual number enrolled was, however, 1,428 greater and the average attendance .299 greater ; 52 more school districts were re¬ ported; also 66 more school-houses, with 5,228 more sittings ; and the expenditure for school purposes was $57,737 more. & STATES OX THE PACIFIC SLOPE — NEVADA. The decline of mining-interests in this State and the comparatively slow growth of other industries have evidently told on the population and the schools. Children of school age are either less numerous in the years under review than in the two pre¬ ceding ones or are less fully reported. Enrolment in public schools fell off by 235 E— 1Y L REPORT OF THE COMMISSIONER OF EDUCATION. in 1882-83 and by 45 further in 1883-84. Enrolment in privato schools also dimin¬ ished in both years. But the per cent, of youth enrolled in the State schools was better in the latter than in the former year and so was the per cent, of those in aver¬ age attendance. More districts reported, there were more public schools by 7, 5 of them graded, and more men were teaching and at better pay. CALIFORNIA. Advance is seen here, but not as uniform, nor at so many points, as in some past years, 1882-83 presenting increase of 6,516 in school youth, of 6,587 in enrolment in the State schools, and of 5,417 in average attendance in such schools; school districts increasing, too, by 202 ; those with good accommodations, by 280, and those with sufficient grounds, by 251 ; while in 1883-’84 the increase of school youth rose to 12,826 and that of average attendance to 12,120, enrolment in State schools to 5,190, average belonging to 3,882, and districts with proper accommodations and grounds fell off con¬ siderably. The quality of the teaching, however, as indicated by the number of teach¬ ers holding life diplomas, educational diplomas, and evidences of graduation from normal schools, must have improved not a little in many of the higher grades of school from the addition of 84 such teachers in 1882-83 and of 243 in 1883- 84, though holders of first grade county certificates were much less numerous. Increase in expenditure for schools, in the amount of this paid to teachers, and in valuation of State school property all increased fairly. OREGON. Growth, quiet, but steady, appears here on the whole, though in the former of the two years under review there were interruptions of it, the enrolment that year falling off 559 and the average attendance in State schools 750, notwithstanding the fact that there was an increase of 3,860 in school youth to draw from. In the latter year it was a growth, almost without a break, of 4,791 in school youth, of 5,973 in enrolment in State schools, and of 6,751 in all schools, while the number in no school increased by 3,963. In graded schools the attendance was 1,820 greater, 9 more graded schools being reported in 68 more reporting districts, with 215 more teachers than in 1882-’83. Valuation of school property was $631,096 higher and the permanent State school fund $167,478 greater, the only thing in the public school system showing any sign of decline being a small falling off in expenditure for free schools. THE TERRITORIES — ALASKA. The principal schools in Alaska are still those sustained by the Presbyterian Church and situated in the southeastern portion of the Territory. A letter from their super¬ intendent, Rev. Sheldon Jackson, shows that schools continued to be taught in 1883-84 at Haines, Boyd, Juneau, Fort Wrangell, Jackson, and Sitka, industrial de¬ partments being included in 3, and that the whole attendance reported (that at Juneau not given) was from 500 to 600. A school at St. Paul’s Island, in the southwestern portion of the Territory, one of three sustained by the Alaska Commercial Company, reported 47 pupils enrolled during 18S2-’83. The recent establishment of a government for Alaska, with an appropriation of $15,000 for industrial schools and $25,000 for other schools, will doubtless give a powerful impetus to education in this Territory. ARIZONA. While the schools, taken as a whole, were not up to the standard desired, a steady improvement is reported in their character as well as an increase in their number for 1882-’63 and 1883-’84. With over 9,000 youth of school age, about 4,500 or 48 per cent, were enrolled in public schools in 1883-’84 and over 3,000 or 35 per cent, were in aver¬ age daily attendance, an increase for the year of about 8 per cent, of school popula- PRESENT EDUCATIONAL CONDITION. LI tion enrolled and in average attendance. There was an increase, too, in the number of schools taught, in the average length of term throughout the Territory, in the number of school-houses, value of school property, amount expended on the schools, and in the pay of teachers, who were becoming better qualified for their work. DAKOTA. Under an intelligent and active superintendent schools and school work have greatly advanced in this large Territory, the increase in 1882-83 being 17,661 in school youth, 8,537 in enrolment, 389 in reporting districts, 385 in public schools, 317 in school- houses, and $217,841 in expenditure for schools. The next year shows a further ad¬ vance of 21,023 in youth, of 16,043 in enrolment, of 11,960 in daily attendance from the first report of it in 1882-83, of 602 in districts, of 592 in schools, of 785 in school- houses, and of $774,554 in school expenditure. This is a splendid record, especially as it has been accompanied with a great improvement of the school law, securing a township system in at least 50 counties. DISTRICT OF COLUMBIA. The District public schools iu 1882-’83 increased their enrolment by 1,272 over that last reported, for 1880-’81 ; the average attendance, by 1,561 ; the seating capacity for pupils, by 3,285 ; the teachers, by 45 ; the expenditure for school purposes, by $142,370, a fair part of this latter going towards improvement in school accommoda¬ tions ; notwithstanding which the valuation of school property for the year is put lower than in 1880-’81. In 1883-J84 enrolment went 1,817 beyond that of the preced¬ ing year ; but average attendance, only 27 beyond ; seating capacity, only 48 beyond ; teachers (believed to be now almost wholly graduates of normal schools), 20 beyond ; expenditure for schools falling off $109,994, while valuation of school property went $90,000 higher. IDAHO. The statistics of this Territory for 1882-’83 and 1884-*84 are an improvement on those of the last report, but are still imperfect. As far as they go, they indicate for the former year an increase of 1,286 in school youth, of 15 in school districts, and of $19,993 in expenditure for schools, these being the only things in which, comparison with 1881-,82 is possible. For the latter year (1883-;84) the increase in school youth reported was 2,204 ; in enrolment, 1,863 ; in school districts, 40 ; in schools, 41 ; in school-houses, 27 ; in expenditure for schools, $23,066, many districts in both years not reporting. INDIAN TERRITORY. The matter under this title covers not only the education given to school youth of the Five Nations, but all education of Indians in the United States. It shows continuous improvement: 3,356 more youth of school age in 1882-’83than in 1881-’82; 5,422 more still in 1883-84 ; enrolment in the former year increasing 831 and in the latter 4,368, the per cent, of school youth enrolled being 32.17 in f882-?83, 37.14 in 1883-’84 ; per cen t. of school age in average attendance, 17.87 in the former year, when there were inter¬ ruptions -to education in the Creek Nation; 22.04 in the latter year, when those inter¬ ruptions had ceased. The effects of education were still further shown in a greatly larger number of Indians able to read, especially in the Five Nations, and in a total of 71,194 Indians in the United States now able to express themselves to some extent in English. MONTANA. A steady improvement is reported here in school affairs in nearly all respects. With 15,082 youth of legal school age 8,118 were enrolled in public schools and 4,465 were in average daily attendance, an increase of 874 in youth of school age and of LII REPORT OF THE COMMISSIONER OF EDUCATION 1,085 in the number enrolled, with 652 fewer in average attendance. This shows nearly 54 per cent, of the school age attending school and nearly 30 per cent, in average attendance, notwithstanding that the school age in this Territory extends from 4 to 21 and that very few attend school under 5 or over 15. The superintendent thinks that nearly all the children in the Territory between 5 and 15 were under in¬ struction in public or private schools. An increase was reported in the average public school term throughout the Territory, in the number of teachers employed, and their average pay; also, in the number of school-houses and the valuation of school property. NEW MEXICO. This Territory has no superintendent of public schools ; and no information as to the condition of educational interests therein has been received for several years past. As a public school system was established by act of the legislature, March 31, 1884, and school officers were named for putting it in operation, reports may soon be expected. UTAH. Public schools, in a great majority of the districts, were reported in good condition and constantly improving. The statistics show 48,889 youth of school age (G-18) in 1884, of whom 29,325, or nearly 60 per cent., were enrolled in public schools and 19,073, or 39 per cent., were in average attendance, the schools having been taught throughout the Territory an average of 135 days, at a cost of $204,340 ; an increase for the year of nearly 3,000 in school population, of 638 in the number enrolled, and of 1,286 in average attendance. More school rooms were used, the average term was 5 days longer, and the average pay of teachers increased, as did the amount expended for schools and the valuation of school property. WASHINGTON TERRITORY. A prosperous condition of the schools is reported here for both years under review. In 1883-84, with 31,599 youth of school age (6-21), there were 22,341, or over 70 per cent., enrolled in public schools and 14,223, or 45 per cent., in average daily attend¬ ance. Schools were taught an average term of 92 days in 652 houses, at a cost of $287,590. The figures show an increase for the year of 5,643 enrolled and of 6,255 in average daily attendance ; 156 more school-houses, 87 built during the year; 341 more teachers, and $142,765 more expended for all school purposes. The superintendent says that within the past few years there has been a strong and steadily increasing demand for a better class of teachers, and that the school buildings are better and are largely supplied with improved furniture. WYOMING. From this large Territory no report whatever for either 1882-83 or 1883-’81 has reached the Bureau of Education. EDUCATION IN THE SOUTH. LIII COMPARATIVE STATISTICS OP 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 States, with total expenditure for the same in l«83-’84. 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 . . . . 233, 555 131, 513 56 186, 209 84, 005 45 $522, 727 Arkansas . . . 241, 927 115, 648 48 74, 429 37, 568 50 561, 745 Delaware . 35, 069 27, 037 77 bco, 500 4, 226 77 215, 161 Florida . (149, 641 c27, 989 56 (747, 583 c30, 322 64 172, 178 Georgia . c267, 902 175, 6C8 66 e240, 285 111, 743 47 013, 647 Kentucky . (2477, 215 /238, 440 /50 (794, 578 p20, 223 till <1, 248, 524 Louisiana . (2139, 665 48, 900 35 (7151, 384 30, 118 20 466, 930 Maryland . 226, 806 139, 066 61 68, 409 81, 327 46 1, 686, 640 Mississippi . 180, 093 125, 598 70 207, 478 141, 398 53 803, 876 Missouri . 740, 327 501, 321 68 44, 795 26, 131 58 4, 288, 135 North Carolina . 314, 293 145, 650 46 189, 988 132, 648 70 535, 205 South Carolina . (294, 450 84, 028 89 (7167, 829 101, 591 61 423, 473 Tennessee . 420, 997 272, 850 65 150, 832 77, 293 51 955, 470 Texas . 231, 069 j!48, 639 64 80, 065 j56, 160 70 *1,661,476 Virginia,. . 71314, 827 184, 720 59 71240, 980 103, 310 43 1, 321, 537 West Virginia . 219, 548 161, 665 74 8, 637 4,607 53 997,431 District of Columbia . d!29, 592 /17, 716 60 (713, 945 /9, 583 69 e579, 312 Total for 1884...... 4, 216, 976 2, 546, 448 2, 032, 926 1, 002, 313 17, 053, 467 Total for 1882 . 4, 046, 956 2, 249, 263 1, 944, 572 802, 982 14, 820, 972 Increase . 170, 020 297, 185 88, 354 199, 331 2, 232, 495 a In Delaware, in addition to the school tax collected from colored citizens, the legislature appro¬ priates annually $5,000 from the State treasury for educating the colored children of the State ; in Maryland, there is a biennial appropriation; in the District of Columbia, one-third of the school funds is set apart for colored public schools ; in South Carolina, the school moneys are distributed in proportion to the average attendance, without regard to race; and, in the other States mentioned above, the school moneys are divided in proportion to the school population, without regard to race. b Outside of Wilmington, c Estimated. d United States Census of 1880. e In 1882. /In 1881. g According to return for 1880 ; since then the legal school age for colored children has been length¬ ened by 4 years. It In 1880. i For 1881; in 1882 the per capita of the white child of legal school age and that of the colored child of legal school age were made the same, thus giving to the colored children equal advantages with the white children in the common school fund of the State. jAs far as reported ; there were also enrolled 40,096 children whose race distinctions were not re¬ ported. k Actual expenditure not reported; the figure given is the sum of the State apportionment for the year and the amount paid teachers by cities and from private funds. LIV REPORT OF THE COMMISSIONER OF EDUCATION. Statistics of institutions for the instruction of the colored race for 1883-’84. Name. Location. Religious de¬ nomination. Instructors. Students. NORMAL SCHOOLS. Huntsville, Ala _ Meth B 150 Huntsville, A la . . Non-sect. . 4 195 Marion, Ala, . . Non-sect.. 8 303 Mobile, Ala _ Cong . 9 252 Selma, Ala . . Bapt . Normal department of Talladega College . Talladega, Ala . Cong . 10 57 Tnskegee Ala _ Non-sect. . 8 175 Helena, Ark . 4 311 Branch Normal College of Arkansas Industrial Pine Bluff, Ark..l . Non-sect.. 3 200 University. Atlanta, ftn, _ _ _ _ Cong . . 265 Atlanta, Ga. . . . M. E . "7 25 Waynesboro’, Ga. Meth . Louisville Ky . .... _ _ a9 93 New Orleans La ........ M. E . 25 Now Orleans, La . . Cong . 3 50 New Orleans, La. . . . Non-sect.. 1 15 Baltimore Normal School for Colored Teachers. . . . Baltimore, Md . Non-sect.. 5 200 Centenary Biblical Institute . . . . Baltimore Md . . . M. E . 7 Normal department of Rust University . . . Holly Springs, Miss... M.E . a 8 106 Jackson College. . . . . . „nr __ .Ta.clrson Miss _ _ Bapt . 5 130 Tongn.loo University _ _ Touo-aloo, Miss _ _ _ Cong . 16 240 Lincoln Institute . . Jefferson, Mo . Non-sect.. 7 217 State Normal School for Colored Students . . Fayetteville, N. C _ _ _ Non-sect. . 3 198 State Colored Normal School . . . Franklinton, N. C _ _ _ _ _ Non-sect.. 6 300 Whit.in Normal School . . . Lumherton, N . C . 2 76 New Berne State Normal School . New Berne, N. 0 . . Non-sect. 6 140 Plymouth State Colored Normal School _ Plymouth, N. C . . Non-sect . 3 112 St. Augustine’s Normal School and Collegiate Raleigh, N. C . P. E . 7 145 Institute. Rh a, w University _ __ _ _ Pa.leigh N. f! _ _ _ Bapt . 8 330 State Colored Normal School . . . Salisbury, N. C . Non-sect. . 2 125 American Missionary Association Normal School. . Wilmington, N. C . Cong . 8 312 W ilherforce University normal department* Wilberforce, Ohio _ M. E . 1 7 Institute for Colored "Noiifh* _ _ _ Philadelphia, Pa . Friends . . . 257 Normal and Tndnstrial School _ _r, _ Aiken, S. 0. ...... ....... 8 398 Avery Normal Institute _ Charleston, S. C . Cong . 11 355 Normal department of Urai nerd Institute Chester, S. C _ ......... Presb . 5 338 Normal department of Allen University* . _ Columbia, S. C _ ....... Af. M.E.. 3 200 Normal School of Cl ail in University Orangeburg, S. C... . M. E . 5 92 Fairfield Normal Institute _ ... Winnsboro’, S. C . . Presb . 4 450 The Warner Institute* .... . . . Jonesboro’, Tenn . Friends. .. 6 109 Knoxville College . . . . Knoxville, Tenn . Presb . 9 117 Freedmen’s Normal Institute _ _ Maryville, Tenn _ Friends . . - 17 150 Be Moyne Normal Institute Memphis, Tenn . Cong . 10 350 Morristown Seminary* _ . _ Morristown, Tenn . M. E . 3 175 Central Tennessee College, normal department .... Nashville, Tenn . M. E . 4 235 Normal department, Roger Williams University . . Nashville, Tenn . Bapt . 11 230 Normal department of Fisk University . Nashville, Tenn . Cong . 5 442 * From Report of the Commissioner of Education for 1882-83. a For all departments. EDUCATION OF THE COLORED RACE. LY Statistics of institutions for the instruction of the colored race for 1883-’84 — Continued. Name. Normal schools — Continued. Tillotson Collegiate and Normal Institute . Hampton Normal and Agricultural Institute . St. Stephen’s Normal School . ■Virginia Normal and Collegiate Institute . Eichmond Normal School . Storer College . Miner Normal School . Normal department of Howard University . Normal department of Wayland Seminary . Total . INSTITUTIONS FOR SECONDARY INSTRUCTION. *■ Trinity Normal School . Dadeville Seminary . Lowery’s Industrial Academy . ........ Talladega College . Forest City School . . . Cookman Institute . Florida Institute . . . Atlanta Baptist Female Seminary . Atlanta Baptist Seminary . . . Storrs School . . . . . . The African Methodist Episcopal High School .... Howard Normal Institute . . . . . La Grange Seminary . . Lewis Normal Institute . Beach Institute . . . Freedmen’s Academy of Kansas . State University . La T§che Seminary. . . . . . St. James Academy and Industrial Seminary . St. Joseph’s Day and Boarding Academy for Young Ladies of Color. St. Francis Academy . Southern Christian Institute . . Meridian Academy . . Scotia Seminary . . . Bennett Seminary . . . Washington School . Albany Enterprise Academy . Polytechnic and Industrial Institute . Wallingford Academy . Brainerd Institute . Benedict Institute . . . Penn School . . . Brewer Normal School . . The Austin School . . . West Tennessee Seminary . New Hope Academy . West Texas Conference Seminary . Jones Male and Female Institute . a For all departments. Location. Eeligious de¬ nomination. Instructors. 'd d m A 11 sfi ti Tay _ _ Cong . 8 177 Hampton Va ........ _ Cong . a58 a582 Petersburg, Va . P. E . 7 275 Petersburg, Va . Non-sect.. 6 119 Eichmond, Va . Non-sect.. 6 106 Harper’s Ferry, W. Va. . Non-sect.. 6 231 Washington, D. C . Non-sect.. 1 14 Washington, D. C . Non-sect.. 5 153 W ashington, D. C . Bapt . 6 366 155 10, 771 Athens, Ala _ _ Cong . 4 150 Dadeville Ala, _ Huntsville, Ala . . Christian . 5 135 Talladega, Ala, Cong . 16 a356 Forest City, Ark . . Jacksonville Fla m.e . 7 300 Live Oak, Fla _ ... _ Bapt . 4 124 Atlanta, Ga, _ Bapt . 10 402 Atlanta, Ga _ Bapt . 4 145 Atlanta,, Ga _ Cong . 67 6325 Cartersville, Ga . . . M.E . 3 104 Cuthbert, Ga . Non-sect. . 62 6132 La Grange, Ga _ M.E . 3 143 Macon, Ga, . . Cong . _ _ 7 278 Savannah, Ga...... . Cong . 66 6296 Dunlap, Kans . Ass.Presb 6 170 Louisville, Ky _ _ Bapt . 9 205 La TAcbe, T,a _ M. E . 5 217 New Orleans, La . Af. M. E . . 3 82 Opelousas, La..... . Baltimore, Md _ R. C . Edwards, Miss . Christian . 5 232 Meridian, Miss . . M. E . Concord, N. (1 _ Pyesb _ _ _ 13 244 Greensboro’, N. C . M. E . 6 166 Baleikh, N. C . . . 5 379 Albany, Ohio . Non- sect.. 3 58 BlufftOn, S. C . Non-sect.. 10 | 357 Charleston, S. C . .... Presb. 7 651 Chester, R. C . . Presb . 7 81 Columbia, R. C _ Bapt. . 6 137 Frogmore, S. C . Non-sect.. 9 212 Greenwood, S. C . Knoxville, Tenn . 4 424 Mason, Tenn . M.E . Alto, Tex. . . M.E . 5 65 Austin, Tex . . . Goliad, Tex . Non-sect.. 64 6130 6 In 1882. L VI REPORT OF THE COMMISSIONER OF EDUCATION. Statistics of institutions for the instruction of the colored race for 1883- 84— Continued. Name. INSTITUTIONS FOR SECONDARY INSTRUCTION — Cont’d. Bishop Baptist College . Wiley University . . . Paris Scliool . School of the Bluestone Mission . . . Thyno Institute . Norfolk Mission School . Hartshorn Memorial College . Richmond Institute . Indian University . Total . . UNIVERSITIES AND COLLEGES. Philander Smith College . . . Allanta University* . Clark University* . Berea College b . Leland University . New Orleans University . . . Southern University . Straight University . Rust University . Alcorn Agricultural and Mechanical College . Biddle University . Shaw University . Wilberforce University* . Lincoln University* . Allen University . Claflin University and College of Agriculture . Central Tennessee College . Fisk University . Roger Williams University . Hampton Normal and Agricultural Institute . Howard University 6 . Total . SCHOOLS OF THEOLOGY. Alabama Baptist Normal and Theological School*. Theological department of Talladega College . Institute for the Education of Colored Ministers... Atlanta Baptist Seminary . . . . . * . Gammon Theological School (Clark University) .... Paine Institute . Theological department of State University . Theological department of Leland University*.... Gilbert Haven School of Theology (New Orleans University). Location. 4 p3 o ® ‘43 £ 1! Instructors. « tfj Marshall Tex . . Eapt . 7 202 Marshall Tev _ _ _ M. E . 6 209 Paris Tax' M. E . Abbyville, Ya . U. Presh.. 4 260 Chase City, Ya . U. Presh - - 4 237 Norfolk, Ya . U. Presh.. G 777 Richmond, Ya . . 3 58 RiehmoT’d . Ya . . Bapt . 6 114 Talilequah, Ind. Ter _ Bapt . 138 22G 8, 095 Little Rork, Ark _ M E . 7 213 Atlanta, Ga . Non -sect.. ulG 36 Atlanta. Ga . M. E . 8 14 Berea, Ky . Non-sect . 15 348 New Orleans, La . Bapt . a.7 52 New Orleans, La . M.E . 7 217 New Orleans, La . Non-sect.. 13 419 New Orleans, La . Cong .... 4 47 Holly Springs, Miss - M. E . 9 2G3 Rodney, Miss . Non-sect.. 4 141 Charlotte, N. C . Presh 9 181 Raleigh N. C . Bapt . 10 1C6 Wilberforce, Ohio . Af. M. E.. 7 171 Lincoln University, Pa . Non-sect. - 182 Columbia, S. C . Af. M. E. . 15 58 Orangeburg, S. C . M. E . 11 306 HT Tin _ M. E . 12 47 Nashville, Tenn _ Cong .... 81 Nashville, Tenn _ _ Bapt . 11 228 Hampton, Ya . Cong .... (c) (C) Washington, D. C . N@n-sect-. 7 67 178 3, 177 Selma,, Ala _ _ Bapt . 1 45 Talladega, Ala . . Cong . 1 10 Tuscaloosa, Ala . O.S. P. So. 3 30 Atlanta, Ga _ _ Bapt . 33 Atlanta, Ga _ M.E . 5 17 Augusta, Ga . M. E. So.. a 3 alOO Louisville, Ky .......... Bapt . 1 20 New Orleans, La. . . Bapt . 2 21 New Orleans, La. _ M.E . *From Report of the Commissioner of Education for 1882- 83. a For all departments. b This institution is open to both races, and the figures given are known to include some whites. e Reported with normal schools. EDUCATION OF THE COLORED RACE. LYII Statistics of institutions for the instruction of the colored race for 1883-84 — Continued. Name. Location. Religions de¬ nomination. 1 Instructors. * I Students. j Schools of theology — Continued. Theological department of Straight University .... New Orleans, La . Cong. ... 1 20 Baltimore, Md.... . M. E . 6 105 Jackson, Miss . Bapt . 5 Theological department of Biddle Uiriversity . . Charlotte, NT. C . . Presb . 2 7 Theological department of Shaw University* . Raleigh, N. C . Bapt . 4 50 Theological Seminary of Wilberforce University .. Wilberforce, Ohio . Af. M. E.. . Theological department of Lincoln University . Lincoln University, Pa.. Presb - 5 20 Columbia, S. C . Bapt 2 41 Theological department of Allen University* . Columbia, S. C . Af. M. E.. 2 Baker Theological Institute (Clafliu University) .. Orangeburg, S. C . M. E . 20 Theological department of Roger Williams Uni- Nashville, Tenn . Bapt . 11 65 vefsity. Nashville, Tenn . Clono- 1 10 Theological department of Central Tennessee Col- Nashville, Tenn . M. E . . 4 29 lege. Theological department of Bishop Baptist College. Marshall, Tex . Bapt . 1 17 Richmond, Va 10 66 Theological department of Howard University - Washington, D. C . Non-sect.. 6 39 "Wayla.nd Seminary _ _ _ _ ....... Washington, T). C. _ Bapt . 8 35 Total . . 79 800 SCHOOLS OF LAW. La vc department of Straight U niversity ........ _ New Orleans, La . 5 55 f.iitv department, of Allen University _ _ _ Columbia, S_ C 2 5 Law department of Central Tennessee College , . Nashville, Tenn _ ... 3 2 Law department of Howard University . . . Washington, D. C . 37 Total . 15 99 SCHOOLS OF MEDICINE. Leonard Medical School (Shaw University) . ... Raleigh, N. C . 5 21 Meharry Medical Department of Central Tennes¬ Nashville, Tenn . 9 31 see College. Medical department of Howard University . Total . Washington, D. C . 11 25 89 141 SCHOOLS FOE THE DEAF AND DUMB AND THE BLIND. Georgia Institution for the Deaf and Dumb and Cave Spring, Ga . the Blind. Georgia Academy fortheBlind (colored department) Macon, Ga . Maryland School for the Colored Blind and Deaf- Baltimore, Md . . 7 36 Mutes. Mississippi Institution for the Education of th.e Jackson, Miss . . ao 16 Deaf and Dumb (colored department). North Carolina Institution for the Deaf and Dumb Raleigh, N. C . «15 60 and the Blind (colored department).* South Carolina Institution for the Deaf and Dumb Cedar Spring, S. C . 3 and the Blind (colored department). Tennessee School for the Blind (colored department) Total . . . Nashville,- Tenn . 2 29 8 123 *From Report of the Commissioner of Education for 1882-83. a For all departments. LVIII REPORT OF THE COMMISSIONER OF EDUCATION. Summary of statistics of institutions for the instruction of the colored race for 1883-84. States and Territories. Public schools. Normal schools. Institutions for secondary in¬ struction. School pop¬ ulation. Enrolment. Schools. Teachers. Pupils. Schools. Teachers. Pupils. J Alabama . 186, 209 84, 065 7 42 1, 132 4 25 641 74, 429 37, 568 2 7 511 1 5, 500 4, 226 47, 583 30, 322 2 11 424 Georgia . . . 240, 285 111, 743 3 6 290 8 42 1,825 Kansas . . . . . . 1 6 170 Kentucky . 94, 578 20, 223 1 9 93 1 9 205 Louisiana . 151, 384 30, 118 3 4 90 3 8 299 Maryland . . . . . 68, 409 31, 327 2 5 207 1 Mississippi . . 267, 478 141, 398 3 29 476 2 5 232 Missouri _ _ _ _ 44, 795 26, 131 1 7 217 North Carolina . 189,988 132, 648 9 45 2, 038 3 24 789 Ohio _ _ _ 1 1 7 1 3 58 Pennsylvania . . . . . . 1 7 257 South Carolina. . 167,829 101, 591 6 36 1,833 . 6 ! 39 1,438 Tennessee . . 150, 832 77, 293 8 65 1,808 2 4 424 Texas . 80, 065 56, 160 1 8 177 6 I 22 606 Virginia . . . 240, 980 103, 310 4 77 1, 082 5 23 1, 446 West Virginia, _ _ ...... 8, 637 4, 607 1 6 231 District of Columbia. ............ ...... 13, 945 9,583 3 12 322 Indian Territory _ ...... _ _ 1 5 138 Total . 2,032,926 1, 002, 313 56 366 10, 771 47 226 8, 695 States and Territories. Universities and col¬ leges. Schools of theol¬ ogy- Schools of law. Schools. Teachers. Pupils. Schools. Teachers. ^ Pupils. | Schools. 1 Teachers. 1 Pupils. Alabama _ _ _ _ 3 5 85 Arkansas __ _ __ _ _ _ _ 1 7 213 Georgia _ _ __ _ _ 2 24 50 3 8 150 Kentucky _ _ _ _ 1 15 348 1 1 20 Louisiana . 4 31 735 3 3 41 1 5 55 Maryland _ _ 1 6 105 Mississippi _ _ 2 13 404 1 5 North Carolina _ __ _ _ 2 25 287 2 6 57 Ohio . 1 7 171 1 Pennsylvania _ _ 1 182 1 5 20 South Carolina . 2 26 364 3 4 61 1 2 5 Tennessee . 3 23 356 3 16 104 1 3 2 Texas . . . 1 1 17 Virginia . . . 1 1 10 66 District of Columbia . 1 7 67 2 9 74 1 5 37 Total . 21 178 3, 177 26 79 800 4 15 99 EDUCATION OF THE COLORED RA&E, LIX Summary of statistics of institutions for the instruction of the colored race , . . l! £ > < 1 o 4 5 0 7 8 9 10 41 Peoria, Ill . 31, 086 6-21 11, 803 12 106 5, 972 4, 031 42 Quincy, Ill . . 27, 268 6-21 9, 993 9 3, 221 60 196 3, 844 2, 335 43 Rockford, Ill . 13. 129 6-21 6, 266 11 2, 7. 0 62 196 2. 862 2. 5i 0 44 Rock Island. Ill . 11, 659 0-21 3, 736 11 1, 990 40 ! 177 2, 118 1, 636 45 Springfield, Ill . . 19, 743 6-21 9, 033 7 2, 500 GO 180 2, 828 2, 234 46 Fort Wayne, Iud . 26, 880 6-21 14, 701 9 4, 138 104 195 3, 886 2. 991 47 Indianapolis, Iud .. 75, 056 6-21 35, 0 9 29 12,837 270 185 14,295 10, 411 48 Jeffersonville, Ind .. 9. 357 6-21 3, 693 5 1, 900 30 186 1, 835 1, 324 49 La Fayette, Ind . 14,860 6-21 7, 000 7 2, 150 51 190 3. 065 1, 700 50 Logan sport, Iud ... . 11, 198 6-21 4,371 6 1,784 35 194 1,929 1,418 51 Madison, Ind . 8,945 6-21 3, 926 7 1, 700 31 177 1, 670 1,117 52 New Albany, Ind ... 16, 423 6-21 6, 364 55 170 3, 071 2, 123 53 Richmond, Ind . 12, 742 6-21 5, 522 9 2, 327 51 178 2, 580 1,846 54 South Bend, Ind . 13, 280 6-21 6, 058 7 2, 150 43 178 2, 236 1, 512 55 Terre Haute, Ind - 26, 042 6-21 9, 748 12 4, 120 91 195 4,545 3, 377 t'S Vincennes, Ind . 7,680 6-21 3, 642 4 904 21 196 1, 147 784 57 Cedar Rapids, Iowa . 10, 104 5-21 3, 993 13 2, 422 48 179 2, 645 1,769 58 Clinton, Iowa . 9, 052 5-21 3, 363 6 1, 779 42 187 2, 200 1, 500 59 Council Bluffs, Iowa. 18, 063 5-21 7, 244 15 2,718 51 197 2, 809 1,558 60 Davenport, Iowa . 21, 831 5-21 9, 439 13 4, 264 86 197 5, 401 3,534 61 Dos Moines (west A22, 408 5-21 4, 412 6 2, 414 51 187 2, 875 1, 796 side), Iowa.* 62 Dubuque, Iowa . 22, 254 5-21 10, 941 9 3, 550 72 .... 3, 928 2, 625 63 Keokuk, Iowa . 12, 117 5-21 4, 931 9 2,241 50 188 2, 557 1,821 64 Muscatine, Iowa . 8,295 5-21 2, 800 10 1,700 35 200 1, 650 1,400 65 Ottumwa, Iowa . 9, 004 5-21 3, 042 3 1,500 26 187 2, 000 1,440 60 Atchison, Kans . 15, 105 5-21 4, 985 5 1,740 30 168 2, 570 2, 333 67 Lawrence, Kans . 8, 510 5-21 3, 110 10 1,600 25 160 2, 005 1, 429 68 Leavenworth, Kans . 16, 546 5-21 6, 996 3, 000 48 178 3, 508 2,410 69 Topeka, Kans . . .’ . 15, 452 5-21 tf, 031 13 3, 298 53 157 4, 695 3, 086 70 Covington, Ky* . 29,720 6-20 10, 519 6 4, 000 67 190 3,442 2,475 71 T.oni sville, Ky _ 123, 758 6-20 56, 932 30 871 204 21, 897 14, 731 72 Newport, Ky . 20, 433 6-20 6,923 5 2,540 45 200 2, 617 1, 953 73 Paducah, Ky . 8, 036 6-21 2, 096 5 965 15 205 979 759 74 New Orleans T.a _ 216, 090 9 555 6-18 61, 456 51 391 134 21, 641 13, 794 4-21 3 055 30 2, 200 51 175 21, 550 / O 76 An^ustfl Mo - 1 _ _ _ _ - 8, 665 16, 856 4-21 2, 161 5, 240 26 1 43 1,239 m945 77 Bangor, Me . 4-21 35 1 3,626 86 .... 2, 920 * From Report of the Commissioner of Educa¬ tion for 1882-’83. a Includes expenditure for rent and repairs. b Based on average number belonging. d Includes cost of supervision. e This is the sum of the items given, though the reported total is but $35,785. / Apparently includes State tax. c Assessed valuation. CITY SCHOOLS, LXIX containing 7,500 inhabitants and over — Continued. Pupils. Estimated cash value of taxable property in the city. Estimated real value of property used for school purposes. . i u ® * 11 II ll o I ~ K -2, ci H Total receipts. Expenditures. Average expen¬ ses per capita on daily aver¬ age attend- anee in public schools. Estimated enrol¬ ment in private schools. Permanent im¬ provements. eo .2 c3 1 s rd O c3 H Total expenditure. Instruction and supervision. Incidental expen¬ ses. 11 to 13 14 15 1 & 17 1§ 19 OO 1 34(; $105, 064 a$10, 653 $45, 515 $107, 477 6$10 59 41 2, 000 $18, 000, 000 $211, 640 6.5 49, 268 j 1, 317 29, 545 46, 272 13 33 $3 59 42 500 c4, 356, 27G 145, 284 51, 333 12, 391 <727, 216 51, 333 10 63 3 48 43 950 7, 826, 139 100, 000 31, 809 172 19, 498 30, 814 13 56 3 82 44 pnn 204 000 e40, 737 10, 462 32, 167 41, 352 45 3, 500 12, 026, 980 237, 250 3.6 174, 766 8, 081 41,477 71, 209 16 79 4 41 46 2,800 53, 973, 900 1, 023, 102 2 284,078 22,180 155, 688 238, 457 15 73 4 17 47 c3, 800, 000 73, 445 36, 085 PI, 827 14, 458 32, 090 11 90 48 1, 200 21, 000, 000 203, 000 46, 314 24, 000 <726, 004 58, 624 15 35 49 900 c3, 925, 800 146, 000 5 25, 878 337 14? 805 21, 062 12 13 2 48 50 800 2, 296, 500 81, 090 8 31, 424 <712, 158 19,113 10 81 3 32 51 500 7, 000, 000 158, 000 g2, 9(i0 52 975 10, 000, 000 153, 000 5.14 97, 989 42, 200 25, 627 76, 579 15 50 3 11 53 GOO 17, 406, 360 145,000 2.5 59, 492 5, 104 18, 084 38, 219 12 42 4 21 54 900 el4, 797, 720 230, 909 3.4 92, 372 410 48, 472 63, 298 15 09 2 90 55 500 5, 500, 000 44, 5( 0 56 250 6, 000, 000 142, 500 15 58, 598 23, 529 16, 180 52, 689 10 05 4 79 57 325 4, 800, 000 90, 500 19 40, 377 9, 325 17, 848 37, 688 13 00 3 33 58 201 8, 000, 000 144, 300 14.25 51, 768 11, 917 23, 462 53, 322 16 40 6 57 59 1, 000 18, 000, 000 291,200 14 91, 364 2, 667 <753, 883 71,940 15 63 4 50 60 1, 000 13, 000, 000 247, 500 14 61, 349 10,359 30, 223 59, 217 17 76 7 32 61 2, 700 170, 000 11 57, 363 7, 408 36, 853 57, 371 14 03 4 95 62 500 c3, 431,156 H)0, 000 9 41, 359 8,610 23, 390 39, 589 63 200 115, lOO 64 200 6, 788, 823 65, 150 11 54, 470 19, 654 11, 890 54,470 9 30 3 95 65 1, 148 6, 000, 000 182, 000 10 22, 686 325 15,350 22, 022 7 10 1 10 66 400 8 16, 615 401 10, 700 716, 089 8 11 67 1,400 10, 000, 000 180, 000 6 53, 198 3, 136 21, 300 j48, 533 63 450 12, 000, 000 186, 000 7 55, 498 1, 493 22, 344 44,415 7 72 2 71 69 2, 560 14, 500, 000 204, 500 2.5 64,158 35, 949 48, 939 £(15 42) 70 63, 927, 077 892, 936 3 363, 048 10, 871 192, 023 285, 448 15 07 3 56 71 12, 000, 000 134, 500 2. 8 29, 319 20, 299 28, 854 11 21 2 06 72 200 4, 000, 000 33, 700 10, 298 300 6, 075 8, 953 8 45 73 10, 000 c!15, 275, 126 728, 000 198, 371 668 169, 645 206, 386 12 58 2 32 74 25 c5, 280, 000 105, COO 3 20, 000 14, 859 19, 140 75 58, 000 22, 124 19, 167 76 *9, 931, 231 150, 000 35, 101 25, 459 35, 101 77 g This is for incidental or contingent expenses only. h For the entire city. i .Exclusivo of amount paid for indebtedness. j Total of reported items. k Based on average enrolment. I Estimated. Vi For the summer term. LX 78 79 80 81 82 83 84 85 80 87 88 89 90 91 92 93 94 95 96 97 98 99 100 1C1 102 103 104 105 106 107 108 109 110 111 112 113 114 *1 a a &] c i REPORT OF THE COMMISSIONER OF EDUCATION, Table II. — Summary of school statistics of cities Cities. 1 Bath, Me . Biddeford, Me* . Lewiston, Me . Portland, Me* . Rockland, Me . Baltimore, Md . Frederick, Md* . Attleboro’, Mass* _ Beverly, Mass* . Boston, Mass .... _ Brookline, Mass . Cambridge, Mass* - . . Chelsea, Mass . Chicopee, Mass . Clinton, Mass . Fall River, Mass . Fitchburg, Mass . Gloucester, Mass _ Haverhill, Mass* _ _ Holyoke, Mass . . Lowell, Mass . Lynn, Mass . Malden, Mass _ Marlborough, Mass.. Milford, Mass . Natick, Mass* . New Bedford, Mass. . Newburyport, Mass* Newton, Mass . North Adams, Mass. Northampton, Mass . Peabody, Mass . Pittsfield, Mass . Salem, Mass* . Somerville, Mass . Springfield, Mass .... Taunton, Mass . 1 Total population (census of I860). Legal school age. School population. Number of school buildings. Number of sittings for study. Number of teachers. Number of days schools were taught. Pupils. Whole number en¬ rolled. Average daily at¬ tendance. 3 3 4 5 6 | 7 8 9 I© 7, 874 4-21 2, 850 15 36 1, 950 12, 651 4-21 4,210 26 1,835 38 184 1, 874 1, 282 19, 083 4-21 6,561. 29 . 57 183 2, 736 1, 706 33, 810 4-21 10, 973 21 6, 326 139 190 6, 737 4, 412 7, 599 4-21 2, 227 11 32 1, 302 332, 313 6-21 c88, 961 63 848 203 ’ d37, 546 31, 601 8, 659 6-21 10 17 150 1, 055 760 11, 111 5-15 ♦ 62 2, 082 1,331 8, 456 5-15 34 1,421 1,114 362, 839 5-15 66, 560 160 60, 558 1,297 206 hoS, 649 <51, 477 8, 057 5-15 1, 499 39 1,_G12 1, 275 52, 669 5-15 10, 370 30 200 9,395 7, 231 21, 782 5—15 j5, 000 14 4, 000 98 201 4, 582 3, 247 11, 286 5-15 1, 908 10 •1, 590 36 195 2, 027 922 8, 029 5-15 1, 742 12 30 197 1,657 1, 351 48, 961 5-15 11, 128 38 9, 363 227 .... Ml, 677 *7, 284 12, 429 5-15 2, 620 18 3, 128 56 187 2, 981 2, 159 19, 329 5-15 4, 088 22 4, 154 96 192 j 4, 089 3,343 18, 472 5-15 83 3, 420 2, 406 21, 915 5-15 5, 234 15 3, 304 81 198 4, 287 2, 4C6 59, 475 5-15 12, 222 43 228 193 8, 889 6, 939 38, 274 5-15 7,271 31 6, 660 159 194 -6, 919 5,398 12, 017 5-15 2,846 10 2, 444 59 192 2, 227 1, 651 10, 127 5-15 2, 053 15 2, 363 47 178 2, 218 1, 662 9, 310 5-15 1, 750 19 2, 414 41 J174 1, 758 1,398 8,479 5-15 48 1, 709 1, 315 26, 845 5- 5, 150 24 5,450 125 175 4,683 13, 538 5-15 2, 611 2, 236 42 194J 2, 216 ml, 565 16, 995 5-15 3, 564 20 4, 025 101 .190 4,102 2, 954 10, 191 5-15 2, 720 12 2, 100 48 nl86 2, 484 1, 734 12, 172 5-15 2, 463 25 2,415 C2 0176 2, 540 9, 028 5-15 7 1, 900 40 195 1,707 1, 323 13, 364 5-15 2, 995 27 2, 460 66 197 2, 881 2, 067 . 27, 563 5-15 94 3, 464 2, 884 24, 933 5-15 5,478 19 5,000 103 188 6,726 4, 191 33, 340 5-15 6, 566 25 5, 747 124 200 6,720 4, 688 21, 213 5-15 3, 858 31 4, 501 90 195 4, 353 2, 853 t’om Report of the Commissioner of Education for 1882-’83. ssessed valuation. oes not include expenditure for permanent repairs. chool census of 1879. d Number on roll November 20, 1883. e In 1881. f Total of reported items. g Amount raised by taxes for wages of teachers, hoard, fuel, and care of fires and school rooms. h Average number belonging February, 1884. CITY SCHOOLS. LXXI containing 7,500 inhabitants and over — Continued. Pupils. £ a 2 o J a 'S 2 Estimated real value of property used for school purposes. . Tax for school purposes on as- 1 sessed valuation — mills per J dollar. PH o CJ 4? O H Expenditures. Average expen- ! ses per capita on daily aver- 1 age attend-; ance in public schools. Estimated enrol¬ ment in private schools. Permanent im- 1 provements. Teachers’ salaries. 1 i Total expenditure. Instruction and supervision. Incidental expen¬ ses. 1 - - - 11 is 13 14 13 16 17 as 19 '■m | $13 531 $18 793 78 400 6. 000, 000 95, 000 2. 9 22, 636 . 17, 365 1 22, 915 $14 56 $3 31 79 1,000 alO, 679, 926 179, 500 1.8 30, 464. $1,200 21, 591 530, 437 13 53 4 31 80 1, 200 32, 642, 755 330,240 2.5 91, 144 6, 997 60, 763 91, 144 13 60 3 63 81 41 inn 12 504 12, 385 82 «250, 000, 000 1, 840, 000 1.9 667, 972 24, 573 496, 435 667, 972 15 71 4 65 83 PRO ' 28 650 84 60 /iM flru nn /31 815 12, 927 - pl8, 500 /32. 963 85 52 1 ae8, 613, 650 /20, 124 415 j pi 6, 765 /19, 325 86 7, 319 | 682, 432, 671 7j 792, 650 2, 006, 436 455, 732 1, 147, 863 1 1, 908, 586 87 200 [ a25, 822, 900 121, 800 39, 000 88 1, 752 ' a50, 575, 130 179, 010 12, 079 ! 137, 329 j 179, 010 18 99 83 509 25, 000, 000 435, 000 3 71,879 16, 650 i 45,513 73, 763 14 63 | 2 96 90 1, 065 6, 738, 287 98, 885 4.7 26, 716 1, 121 16, 175 26, 716 19 28 8 48 91 25 a5, 125, 543 23, 496 15, 700 23, 408 92 1, 131 106, 000 17, 948 93, 293 151,456 93 0 alO, 451, 876 184, 033 3.9 47, 079 6, 248 28, 916 47, 078 14 73 4 76 94 80 15, 000, 000 167, 000 5.9 66, 328 7, 524 40, 369 65, 808 13 50 3 93 95 60 aelO, 787, 088 /64, 461 12, 000 1 p46, 000 /63, 493 96 1, 500 20, 000, 000 193, 009 4. 35 63, 905 16, 476 31, 049 63, 905 14 55 5 08 97 3, 000 69, 325, 000 663, 760 3 161, 649 69, 571 116, 208 231, 220 17 09 6 20 98 500 24, 456, 909 536, 682 4 105, 182 19, 181 75, 794 118, 377 14 46 3 91 99 600 all, 448, 050 195, 429 3.7 43, 450 30, 243 42, 492 19 68 6 06 100 200 a3, 922, 609 65, 300 7 29, 144 18, 576 26, 061 11 68 3 99 101 290 5, 200, 000 78, 500 4.4 23,265 201 15, 317 23, 129 12 07 4 33 102 aei, 655, 066 /18, 769 137 pi 7, 000 /18, 537 103 a30, 289, 605 399, 600 92, 527 6, 000 63, 482 91, 299 18 11 6 19 104 2,092 a7, 417, 698 97, 500 25, 026 26,407 105 500 27, 124, 088 443, 500 5. 43 147, 157 32, 253 70, 623 145, 075 24 82 13 37 106 70 6, 666, 666 142, 000 24, 552 187 16, 831 25, 339 10 63 3 87 107 100 a8, 654, 269 127, 885 4. 39 38, 961 9, 269 22, 549 41, 734 108 25 a6, 707, 250 116, 000 24, 699 642 18, 506 24, 244 14 21 3 89 109 150 9, 547, 250 86, 300 4.75 37, 112 - 717 24, 560 33, 329 110 1, 220 ae23, 767, 679 /83, 500 1, 953 p66, 288 /81, 784 111 500 a23, 812, 900 362, 032 3.9 95, 209 69, 288 94, 662 16 96 5 62 112 500 a34, 937, 259 552, 600 3.4 118, 734 9, 437 79, 564 118, 734 17 61 5 70 113 152 20, 291, 797 220, 000 3. 25 65, 706 10, 821 40, 500 65, 706 14 86 4 38 Hi t Including Horace Mann School for the Deaf. j Estimated. k There was also an evening drawing school, in which there were enrolled 186 pupils under 7 teachers. I In the high school, 193 days. m Eor the summer term. n In high and grammar sohools ; 171 in primary schools. o In the high school, 196 days. 115 116 117 118 119 120 121 122 123 124. 125 126 127 128 129 130 131 132 133 134 135 136 137 138 139 140 141 142 143 144 145 146 147 148 149 *1 a A 61 cl d 1 REPORT OF THE COMMISSIONER OF Table II. ■Summary of sclioo Cities. Total population (census of 1880). Legal school age. School population. Number of school buildings. Number of sittings for study. Number of teachers. Number of days schools were taught. 1 2 3 4 5 6 7 8 I 11, 712 5-15 13 2,486 62 196 7, 587 5-15 54 Weymouth, Mass . . . . 10, 570 5-15 21 2, 500 53 194 Woburn, Mass . 10, 931 5-15 2,317 24 2, 990 63 200 W orcester, Mass . 58, 291 5-15 12, 721 41 11, 658 239 195 7,849 5-20 2, 605 5 29 190§ Ann Arbor, Mich. . . . 8, 061 5-20 2,802 6 1,630 38 197 Detroit, Mich . 116, 340 5-20 43, 840 28 14, 272 297 196 East Saginaw, Mich . . 19, 016 5-20 7, 665 11 3, 381 68 194 Flint, Mich . 8, 409 5-20 2, 443 7 1,893 39 195 Grand Rapids, Mich* . 32, 016 5-20 11, 298 17 5,512 97 193 Jackson, Mich: District No. 1 . 5 2,590 8 1,817 39 191 District No. 17 - > 16,105 5-20 i 2;227 6 1, 208 21 196 Muskegon, Mich . 11, 262 5-20 5,379 9 2, 506 55 194 Port Huron, Mich - 8, 883 5-20 3, 724 5 1, 500 28 195 Saginaw, Mich . 10, 525 5-20 4, 203 6 1, 857 39 195 Minneapolis, Minn. . . 46, 887 6-21 23, 500 21 8, 204 198 185 St. Paul, Minn . 41 473 6-21 17 7 760 161 196 Winona, Minn . 10, 208 5-21 1,934 3 1,585 38 190 Vicksburg, Miss . 11, 814 5-21 3, 760 3 1, 100 21 170 Hannibal, Mo . 11 074 i6-20 4 115 7 34 175 Kansas City, Mo . 55, 785 6-20 22, 570 15 8,463 137 176 St. J oseph, Mo . 32, 431 6-20 12, 338 19 3, 690 78 188 St. Louis, Mo . 350, 518 6-20 106, 372 95 46, 030 1, 047 192 Sedalia, Mo . 9,561 6-20 3, 650 8 1, 860 31 178 Lincoln, Nebr . 13, 003 5-21 3,503 8 2, 800 34 1.74 Omaha, Nebr . 30 518 5-21 8 921 83 199 Virginia City, Nev* . . 10, 917 6-21 2, 207 4 27 204 Concord, N. H . 13, 843 5-15 30 84 Dover, N. H . 11,687 5-16 1, 900 19 1,933 46 185 Manchester, N. H _ 32, 630 5-21 m7, 500 24 3, 750 nS5 180 Nashua, N. H . 13, 397 8-14 17 2,365 71 171 Portsmouth, N. H _ 9, 690 5- 2, 400 13 35 Bayonne, N. J . 9, 372 5-18 3, 286 1, 564 33 Bridgeton, N. J . 8, 722 5-18 2, 314 1, 442 28 Camden, N. J . 41, 659 5-18 13, 022 15 129 200 com Report of the Commissioner of Education for 1882-’83. ssessed valuation. sclasive of expenditure for permanent objects. 1 1881. , otal of reported items. e Amount raised by taxes foi board, fuel, and care of fir< /Excluding duplicates ; ther rolment of 605 in the nigh g Average attendance in nigh h Includes cost of supervisioi CITY SCHOOLS, LX XIII containing 7,500 inliaVitdnls and over — 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 as¬ sessed valuation — mills per dollar. Total receipts. Expenditures. Average expen¬ ses p' r capita of daily aver¬ age attend¬ ance in public schools. Estimated enrol¬ ment in private j schools. Permanent im¬ provements. 1 Teachers’ salaries. Total expenditure. Instruction and supervision. Incidental expen¬ ses. 11 13 13 14 15 1© 17 18 19 29 40 a$9, 298, 611 $261, 000 4 $41, 893 $33, 000 $30, 836 6$41, 636 $17 29 $4 37 115 nc~, 098 d26, 535 259 el8, 522 r!20, 982 116 30 8, 421, 222 143, 500 18 32, 300 250 23, 200 33, 266 13 48 4 32 117 50 7, 876, 512 2, 000, 000 4.8 39, 109 27, 266 38, 906 15 21 5 15 118 1,500 a48, 570, 334 960, 210 3. 76 182, 749 49, 847 142, 677 230, 714 16 06 3 84 119 575 o3, 899, 818 104, 000 31, 860 704 12, 347 30, 099 14 10 5 21 120 200 4, 812, 680 160, 000 5 45, 292 9, 533 19, 268 38, 122 15 35 3 89 121 7,671 105, 910, 925 994, 575 2. 29 325, 037 26, 368 176, 891 290, 9 14 14 53 5 49 122 575 10, 000, 000 212,000 5. 42 62, 557 14, 134 31, 170 62, 557 11 37 4 42 123 175 4, 774, 464 129, 100 6.1 40, 587 4, 370 15, 196 37, 237 12 07 4 96 124 1, 000 ul8, 181, 779 425, 000 7 130, 116 36, 604 55, 873 127, 210 13 45 5 02 125 400 110, 000 35, 000 886 18, 995 31, 507 15 45 4 22} 1, 800, 000 . 50, 000 1 13, 836 204 7, 987 11,476 10 92 4 49$ 126 a4, 889, 075 127, 500 97, 511 28, 517 24, 399 73, 160 12 24 5 53 127 300 3, 890, 800 93, 000 22, 156 675 11,890 15, 580 128 600 105, 000 49, 324 5, 357 14,000 31, 207 10 10 3 55 129 1, 200 a45, 000, 000 564, 568 4 337, 179 75, 972 £108,890 302, 312 17 10 4 84 130 3, 610 100,000,000 509, 600 6 358, 179 103, 597 £87, 123 326, 787 131 500 175, 000 30,099 20, 532 31, 563 132 600 5, 000, 000 10, 600 4 14,830 150 9, 375 14, 830 133 400 a2, 710, 930 58, 700 4 650 13, 095 22, 539 10 18 2 59 134 2, 000 75, 000, 000 461, 000 4 274, 828 69, 638 y'96, 863 255, 122 135 700 12, 000, 000 196, 375 7 87, 446 22, 635 43, 577 87,631 14 14 5 56 136 21, 000 255, 930, 733 3, 079, 699 5 935, 289 20, 887 595, 111 806, 155 16 32 5 06 137 200 a2, 876, 63G 70, 000 10 42, 954 5, 879 13, 694 35, 981 9 04 3 63 138 50 82,375 1 10 37, 149 M4, 658 14, 410 37, 057 339 1, 729 25, 000, 000 496, 000 3.5 165, 983 32, 262 49, 423 134, 178 15 26 5 04 140 342 ' 35, 575 5 45, 350 *1, 240 22, 750 34, 203 20 73 6 71 141 181,590 40, 633 2, 323 21, 981 38, 834 1710 142 50 a8, 283, 648 115, 000 2.9 25, 304 350 17, 602 25, 255 13 48 4 00 143 3, 000 a20, 055, 986 326, 525 3.2 68, 097 13, 400 40, 904 68, 097 16 35 4 59 144 450 «9, 342, 382 232, 395 36, 944 ol, 670 25, 913 36, 327 pld 33 p6 00 145 150 10, 000, 000 84, 000 22, 604 16, 572 22, 051 146 700 203, 000 30, 292 147 145 38, 000 16, 338 148 2, 000 21, 738, 866 262, 600 4.5 117, 091 12, 955 58, 765 255, 992 7 35 2 22 149 i Inclusive. j Includes rent. Jc Includes expenditure for repairs. I Based on enrolment. m Estimated. n Average whole number. o $1,470 here included is a special appropriation from the city council, and is not included in school receipts and expenditures. p Eor pupils in day schools only. 150 j 151 I 152 ' 153 j 154 j 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 * -Fi'( i a Ae bin. c In d Ai REPORT OF THE COMMISSIONER OF Table II. — Summary of school Cities. 1 Elizabeth, N.J . 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. J4 . Trenton, N. J* . Albany, N. Y . Auburn, N. Y . Binghamton, N.Y - Brooklyn, N. Y* . Buffalo, N. Y*. . . Cohoes, N. Y* . Elmira, N. Y . Hudson, N. Y . Ithaca, N. Y . Kingston, N. Y j . Lockport, N. Y . Long Island City, N. Y. Newburgh, N. Y . New York, N. Y . Ogdensburgh, N. Y. . Oswego, N. Y . Plattsburgh, N. Y - Poughkeepsie, N. Y. . Rochester, N. Y . Rome, N.Y .. . Saratoga Springs, N. Y. Schenectady, N.Y - Syracuse, N. Y . Troy, N.Y . . Utica, N. Y . Total population (census of 1880). Legal school age. School population. Number of school buildings. Number of sittings for study. Number of teachers. Number of days schools were taught. 3 3 4 5 tt 7 8 28, 229 5-18 8, 339 5 2,453 53 199 30 999 5-18 10, 398 | 200 120, 722 5-18 52, 207 22 14,694 348 195 7,660 5-18 2,494 12 35 205 136, 508 5-18 41, 498 319 210 17, 166 5-18 6, 334 6 2,175 45 204 13, 207 5-18 4,311 4 1, 422 33 200 51, 031 5-18 16, 379 12 8, 325 138 204 8, 125 5-18 2, 248 4 24 200 29, 910 5-18 7,776 11 2, 632 69 | 90, 758 5-21 35,900 24 11, 906 241 200 21, 924 5-21 7, 690 12 3,467 72 193 17, 317 5-21 5, 654 10 3,216 68 197 566, 663 5-21 62,742 1,498 202 155, 134 5-21 43 d45S i 19,416 5-21 8, 624 8 hi, 983 I 55 203 20, 541 5-21 6, 236 8 t3, 825 . 79 197 8, 670 5-21 3, 650 6 1, 200 22 202 9, 105 5-21 2, 906 6 1, 724 34 196 Jfcl8, 344 5-21 2, 995 5 1,725 32 200 13, 522 5-21 14, 000 7 2, 667 44 195 17, 129 1 5-21 6, 763 13 2, 870 55 181 18, 049 1 5-21 6, 199 174 1, 206, 299 5-21 MOO, 000 129 150, 124 i . 3, 623 198 10, 341 5-21 4, 033 10 I 48 21, 116 j 5-21 7, 955 23 2, 920 j 63 196 8, 283 5-21 2, 307 7 1, 384 29 195 20, 207 5-21 m6, 002 10 2, 641 64 200 89, 366 5-21 137, 000 27 11, 681 301 191 12,194 5-21 ‘ 3, 004 8 1,833 33 193 8 421 5-21 2 375 32 210 ■ 13, 655 5-21 4, 917 10 52 192 51, 792 5-21 18, 595 23 8,525 190 197 56, 747 5-21 20, 000 14 156 215 33, 914 5-21 | 12, 861 18 4, 834 | 147 196 Report of the Commissioner of Education 1882-’83. eludes 1879. L valuation. cost of supervision. storage whole number. e Eor term ending December / In 1880. g Includes pay of janitors. h Exclusive of those for evei are apparently the same a schools. CITY SCHOOLS. LXXY containing 7,500 inhabitants and over — 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 as¬ sessed valuation — mills per dollar. Total receipts. Expenditures. Average expen- I ses per capita on daily aver¬ age attend- j ance in pub- j lie schools. Estimated enrol¬ ment in private schools. Permanent im - provements. Teachers’ salaries. Total expenditure. Instruction and j supervision. Incidental expen¬ ses. 11 1*2 13 14 15 1© 17 IS 19 20 2,260 $12, 000, 000 $79, 600 2.5 $65, 558 $242 $25, 606 $42, 742 $12 47 $4 51 150 1,487 al5, 065, 800 132, 500 151 14, 215 95, 000, 000 628, 820 222, 520 1, 000 183, 687 152 30 45, 000 23, 215 5, 575 13, 350 23, 215 10 77 2 96 153 6,000 «88,416, 550 907, 500 1.5 369, 680 65, 444 6193, 031 319, 798 14 56 4 63 154 1, 200 11, 048, 600 125, 200 4.7 36, 384 1,407 18, 746 34, 059 12 69 2 79 155 1, 200 10, 000, COO 100, 000 1 26, 425 260 619, 486 1 \ 26, 425 18 04 6 18 156 1,450 27, 000, COO 333, 000 4. 01 111, 252 14, 123 67,394 108, 374 157 300 ' 8, 000, boo 63, 750 6.6 25, 77b 292 12,306 22, 481 16 92 4 02 158 1, 002 c20, 000, 000 150, 000 66, 575 8, 560 33,010 49, 082 14 81 3 10 159 5, 000 68, 595, 149 794, 500 2.5 294, 636 22, 349 146, 186 203, 142 15 73 3 38 160 1,200 13, 600, 000 165, 000 4. 36 60, 207 15, 029 30, 228 55, 335 12 29 3 17 161 542 12, 985,754 228, 410 5. 54 55, 293 7, 256 34, 560 49, 008 13 41 2 79 162 «2S3, 738, 317 5, 108, 552 3. 12 1, 287, 476 83, 155 646, 146 1, 148, 387 14 81 163 /89, 237, 320 690, 385 327, 601 1, 526 p297, 842 316, 115 164 600 11, 042,757 93, 000 7. 58 61, 365 3, 279 22, 447 35, 286 14 49 4 50 165 610 11, 386, 937 345, 000 4. 66 71, 291 484 38, 281 62, 794 14 35 4 88 166 600 ad, 483, 888 45, 200 2 17, 368 2, 009 8, 924 13, 814 11 13 3 59 167 75 C, COO, 000 83, 300 5. 1 26, 943 1, 443 14, 537 23, 817 12 15 2 78 168 247 5, 550, 000 172, 500 4. 14 47, 067 17, 202 17, 570 47, 067 15 50 4 37 169 500 7, 018, 267 105, 500 3.9 41, 071 701 . 21, 081 28, 626 14 56 3 06 170 248 21, 478, 812 70, 200 5.5 63, 757 204 24, 744 39, 486 10 02 5 62 171 594 154, 000 • 172 40, 000 al, 276, 677, 164 12, 099, 000 3, 704,125 338, 624 62,759,744 '3, 704, 125 19 32 4 24 173 560 71, 000 32, 860 2, 056 14, 526 20, 916 j . 174 1, 209 12, 280, 419 171, 980 3.8 47, 986 1, 504 27, 245 46, 376 11 17 | 6 38 175 75 4, 300, 000 55, 700 8.8 21, 322 99 8, 694 21, 321 11 31 1 4 00 176 «828 al2, 012, 035 128, 005 2. 35 55, 731 o2, 728 27, 081 38, 398 13 49 3 28 177 7, 500 86, 000, 000 175, 939 6.07 246, 531 39, 640 142, 221 233, 967 14 66 5 08 178 375 7,918,250 81,000 3.36 19, 649 540 13, 860 19, 649 12 22 3 04 179 205 ad, 784, 865 £>73, 600 22, 325 275 13, 944 20, 858 180 800 94, 000 39, 672 15, 789 20, 231 39, 672 181 1,826 31, 189, 234 761, 000 j . 3 144, 862 20, 995 97, 528 144, 862 13 67 3 69 182 1,500 317, 000 145, 305 34, 616 79, 439 133, 578 183 1,213 25, 000, 000 671, 923 2.47 98, 499 | 4, 253 | 5S, 605 83, 175 16 12 4 78 184 i Exclusive of 300 in building not used. j These statistics are for the Kingston school dis¬ trict only. k For the entiro city. I Estimated. m Census of 1877. n In 1881. o Includes incidental expenses for libraries. p Includes value of library. 185 186 187 188 183 190 191 192 193 194 195 193 197 198 199 200 201 202 203 204 205 206 207 208 209 210 211 212 213 214 215 216 217 218 219 220 221 222 223 *Fi a A REPORT OF THE COMMISSIONER OF EDUCATION. Table II. — Summary of school statistics of cities Cities. Total population (census of 1 880). Legal school age. School population. Number of school buildings. 0 CO 1 fcJC a "S © O rO 9 0 Number of teachers. © © o •3 cO . CE <-© ki&fl p © © rO a p 53 Pupils. Whole number en¬ rolled. Average daily at tendance. 1 2 3 4 5 6 7 8 9 10 Watertown, N. T _ 10, 697 5-21 3, 403 9 1, 780 52 195 1, 786 1, 262 Yonkers, N. Y . 18 892 5-21 7 256 6 46 199 2, 543 Akron, Ohio . 16, 512 6-21 5,702 12 3, 325 62 194 3, 582 2, 839 Canton, Ohio* . 12, 258 0-21 5, 561 7 2, 750 55 194 3, 139 2, 125 Chillicothe, Ohio* .... 10, 938 6-21 3, 471 5 1,916 45 187 2, 029 1, 681 Cincinnati, Ohio . 255, 139 6-21 85, 402 49 35, 953 6671 200 635, 240 28, 148 Columbus, Ohio . 51, 647 6-21 17, 498 27 8, 975 190 191 9,439 7, 438 Dayton, Ohio* . 38, 678 6-21 12, 1G0 15 6, 760 137 195 6,970 5,063 Fremont, Ohio . 8, 446 6-21 1, 965 8 1, 000 22 185 1,089 787 Hamilton, Ohio . 12, 122 6-21 4, 490 5 2, 116 40 190 2,166 1, 659 Ironton, Ohio . 8, 857 6-21 3, 161 5 1, 900 43 183 2, 003 1, 538 Lima, Ohio . 7, 567 6-21 3, 123 3 2, 010 31 188 1,859 1, 381 Newark, Ohio . 9, 600 6-21 4, 144 6 1, 980 44 184 2, 017 1, 403 Portsmouth, Ohio .... 11,321 6-21 4, 242 6 43 190 2,186 1, 617 Sandusky, Ohio . 15, 838 6-21 5,960 10 2,850 58 193 2, 685 2, 140 Springfield, Ohio . 20, 730 0-21 8, 609 13 4, 383 88 190 4, 394 3, 311 Steubenville, Ohio. .. 12, 093 6-21 4,198 6 43 196 2, 439 1, 788 Tiffin, Ohio . 7, 879 6-21 2, 986 5 1, 460 32 186 1, 347 1, 013 Toledo, Ohio* . 50, 137 6-21 17, 679 134 195 7,826 5,641 Portland, Oreg . 17, 577 4-20 6, 623 6 3, 150 68 200 3, 447 2,760 Allegheny, Pa . 78, 682 6-21 20 224 182 10, 781 Allentown, Pa . 18, 063 6-21 10 3, 495 61 194 3, 795 2,626 Altoona, Pa . 19, 710 6-21 3, 447 59 192 3, 459 3, 025 Bradford, Pa . 9, 197 6-21 • 4 28 219 1,547 1, 150 Carbondale, Pa . 7, 714 6-21 2, 500 8 1, 440 24 198 1, 794 1, 008 Chester, Pa . 14, 997 6-21 10 2, 356 51 196 2, 680 1, 753 Columbia, Pa* . 8, 312 6-21 3 24 194 1, 515 1, 077 Danville, Pa* . 8, 346 6-21 29 1, 709 1, 123 Easton, Pa . 11, 924 6-21 10 2, 525 52 196 2, 311 1, 725 Erie, Pa* . 27,737 6-21 7t8, 319 16 4, 800 109 195 4, 668 3, 138 Harrisburg, Pa . 30,762 6-21 23 5, 870 115 198 6,121 4, 034 Johnstown, Pa* . 8,380 6-21 9 31 1,695 1, 148 Lancaster, Pa . 25, 769 6-21 25 73 4, 133 2, 688 Lebanon, Pa . 8, 778 6-21 2, 135 8 31 187 1,635 1, 277 McKeesport, Pa . 8, 212 6-21 4 1, 560 30 169 1, 760 Meadville, Pa . 8, 860 6-21 5 1, 900 37 172 1,790 1, 276 New Castle, Pa . 8,418 6-21 2, 100 5 1, 760 33 170 1, 660 1, 497 Norristown, Pa . 13, 063 6-21 4, 050 6 2, 400 44 200 2, 330 1, 618 Philadelphia, Pa . 847, 170 6-16 7i250, 000 284 . -1 2,524 205 jl05, 424 99, 364 Report of the Commissioner of Education 6 In the day school for deaf-mutes there are en* 1882-’83. rolled 31 pupils under 2 teachers, ised valuation. e Also same rate for building purposes. CITY SCHOOLS, LXXVII containing 7,500 inhabitants and over — Continued. Pupils. -v ® £ s C cL J-3i £ T.3 is* « 'is n ty . >3 C o 4. S .£ C. w v a js T C5 ^ ^ i> re 4 « S. .5 W |s- u 2? c 2 cz ^ S3 o # <4 1 3 3 1 4 1 ! 5 & 7 8 9 10 262 Oshkosh, Wis . . 15, 748 1 1 4-20 6, 516 9 55 200 2, 343 1, 161 263 Racine, Wis . 16, 031 ! 4-20 7, 275 8 2, 700 54 200 2, 792 2, 088 264 Watertown, Wis . 7, 883 4-20 3, 361 5 1, 100 24 198 1, 134 924 265 Georgetown, D.C.*b i 108, 688 C6-17 27, 142 54 14, 552 293 186 17, 306 13, 168 266 Washington, D.C.*6 > Total . 10,790,034 l 2,894,836 3, 955 1,059,729 33,037 1, 857, 435 1, 218, 655 * From Report of the Commissioner of Education for 1882-83. a Assessed valuation. CITY SCHOOLS, LXXX1 containing 7,500 inhabitants and over — Con tinned. Pupils. Estimated cash value of taxable property in the city. Estimated real value of property used for school purposes. Tax for school purposes on as¬ sessed valuation — mills per dollar. Total receipts. Expenditures. Average expen¬ ses per capita on daily aver¬ age attend¬ ance in public schools. Estimated enrol¬ ment in private schools. Permanent im¬ provements. Teachers’ salaries. Total expenditure. Instruction and supervision. Incidental expen¬ ses. it 13 13 14 15 16 17 18 19 20 893 o$6, 250, 000 $80, 300 6 $55, 022 $264 $23,053 $34, 993 $19 86 $10 31 1,138 8, 554, 400 100, 800 4 40, 314 5,004 24, 536 39, 820 12 26 4 40 800 3, 000, 000 36, 000 6 18, 997 1, 244 7, 432 - 10, 510 8 44 1 60 5, 000 83, 782, 736 943, 085 579, 312 176, 079 317, 229 579, 312 15 12 3 66 370, 583 8, 220, 541, 893 98, 851, 064 32,461,172 3, 907, 228 18,076,633 30,008,015 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, c Inclusive. E — YI v LXXXII REPORT OF THE COMMISSIONER OF EDUCATION. Table TI. — Average expenses per capita based on daily average attendance in city public schools. Cities. For instruction and supervision. For incidental expenses. Cities. For instruction and supervision. For incidental expenses. Newton, Mass . $24 82 $13 37 Woburn, Mass . $15 21 $5 15 24 30 4 39 Milwaukee "Wis - _ «15 15 03 32 22 43 1 96 rreorrretnwn T). C _ 22 35 2 83 \\^ fi sTi 5 n nrf nn T). C5 _ |l5 12 3 66 20 73 6 71 Terre Hnnt.e, Tnd _ 15 09 2 90 20 13 2 40 Louisville TTy _ _ 15 07 3 56 20 10 6 20 Taunton, Mass _ _ _ 14 86 4 38 Dayton, Ohio . 20 08 5 96 Trenton, N. J . 14 81 3 10 10 86 10 31 Brooklyn "V _ _ _ _ _ 14 81 19 08 6 06 niiira.iro, Til _ _ _ 14 78 3 21 19 48 4 90 "Washville Tenn _ 14 74 4 78 19 32 4 24 Fitchburg, Mass _ _ 14 73 4 76 19 28 8 48 Rochester, N. Y _ _ ... 14 66 5 08 19 05 7 19 Chelsea, Mass . . . 14 63 2 96 18 99 I Newark, N. J . 14 56 4 63 18 86 8 07 Biddeford, Me . . 14 56 3 31 18 79 1 Lockport, N. Y . 14 56 3 06 "N"ew Bedford Mass _ _ 18 11 6 19 Holyoke, Mass . . . . 14 55 5 08 paernm en tn rial . _ _ 18 06 6 16 Detroit, Mich _ 14 53 5 49 Orange, "N". «T _ _ 18 04 6 18 Fast on, Pa _ _ _ 14 52 7 92 New Haven, Conn . . . 17 97 3 99 Tiffin, Ohio . . . 14 50 6 52 Des Moines (west side), Iowa .... 17 76 7 32 Cohoes, N. Y . 14 49 4 50 Springfield, Mass . . 17 61 5 70 Lynn, Mass _ 14 46 3 91 W altham, Mass _ ............. 17 29 4 37 Springfield, Ohio . 14 39 9 87 "Minneapolis, Minn _ 17 10 4 84 Chillicothe, Ohio . . . 14 39 2 74 Lowell, Mass . . . 17 09 6 20 1 Elmira, N. Y . . 14 35 4 88 (Tnlnmhns, Ohio. _ 17 09 5 43 Pea,hody, Mass . . . 14 21 3 89 Somerville, Mass. . . 16 96 5 62 St. Joseph, Mo . . . _ . 14 14 5 56 Plainfield, N. J . 16 92 4 02 Adrian, Mich _ _ 14 10 5 21 "Fort, "Wayne, Tnd _ _ 16 79 4 41 Houston, Tex _ 14 07 2 94 Council Bluffs, Iowa . . . *16 40 6 57 Moline, HI _ _ 14 06 Manchester, N. H . 16 35 4 59 Dubuque, Iowa . 14 03 4 95 St. Louis, Mo . . . . 16 32 5 06 Norfolk, Ya . . . 13 73 2 38 Hamilton, Ohio _ 16 31 5 77 H arri sbnrg, Pa . . . 13 70 2 76 Utica, N. Y . 16 12 4 78 1 Syracuse, N.Y . 13 67 3 69 W orcester, Mass . . I . 16 06 3 84 Erie, Pa . . . 13 Cl 3 88 Watertown, N. Y . 15 91 7 85 Portland, Me . 13 60 3 03 Meriden, Conn . . 15 85 2 93 Bock Island, Ill . . . 13 56 3 82 Indianapolis, Tnd . . . 15 73 4 17 Lewiston, Me . . . 13 53 4 31 Albany, N. Y . . 15 73 3 38 Gloucester, Mass . . . . . 13 50 3 93 Baltimore, Md _ _ 15 71 4 65 Greenwich, Conn . . . 13 49 3 85 Davenport, Towa . . . 15 63 4 50 Ponj^ikeepsie, N. Y _ 13 49 3 28 Kingston, N. Y . 15 50 4 37 Weymouth, Mass _ _ 13 48 4 32 Richmond, Ind . 15 50 3 11 Dover, N. H . _ _ 13 48 4 00 Jackson (District No. 1), Mich... 15 45 4 22 Newark, Ohio . 13 47 3 42 Ann Arbor, Mich . 15 35 3 89 Grand "Rapids, Mich _ . _ 13 45 5 02 La Fayette, Tnd _ 15 35 Binghamton, N. Y _ _ _ 13 41 2 79 Omaha, Neb r . . 15 26 5 04 Nashua, N. H . . . a!3 33 a6 00 a For pupils in day schools only. CITY SCHOOLS. LXXXIII Table II. — Avei'age expenses per capita based on daily average attendance , $c. — Cont’d. Cities. Quincy, Ill . La Crosse, Wis . . Norristown, Pa . . . Canton, Ohio . Scranton, Pa . Clinton, Iowa . Portsmouth, Ohio . Ottawa, HI . New Brunswick, N. J . Bloomington, Ill . New Orleans, La . Allegheny, Pa . . Elizabeth, N. J . South Bend, Ind . Sandusky, Ohio . Shamokin, Pa . Auburn, N. Y . Racine, Wis . Steubenville, Ohio . Muskegon, Mich . - . Galesburg, El . Rome, N. Y . . Ithaca, N. Y . Logansport, Ind . Elint, Mich . Milford, Mass . J effersonville, Ind . . Philadelphia, Pa . Williamsport, Pa . York, Pa . Marlborough, Mass . Joliet, El . Decatur, El . Columbus, Ga . East Saginaw, Mich . Plattsburgh, N. Y . .. . Memphis, Tenn . Newport, Ky . . . Oswego, N. Y . Hudson, N. Y . Wilmington, Del . . . Akron, Ohio . Belleville, El . . Jackson (District No. 17), Mich .. Janesville, Wis . Ironton, Ohio . For instruction and supervision. For incidental expenses. Cities. For instruction i and supervision. 1 For incidental expenses. $13 33 $3 59 Madison, Ind . . . $10 81 $3 32 13 27 5 11 Toledo, Ohio . 10 80 4 90 13 13 6 06 Fond dn Lae, Wis. . . ...... 10 7S 13 13 Millville N. J . 10 77 2 96 13 06 2 94 Knoxville, Tenn . 10 70 87 13 00 3 33 North Adams, Mass . 10 63 3 87 13 00 3 08 Rockford, Ill . 10 63 3 48 12 87 4 92 Elgin, El . . . 10 60 5 57 W RQ 2 79 Peoria,, El _ _ _ _ _ _ _ (*10 59 12 60 4 21 Richmond, Va . 10 45 1 75 12 58 2 32 Macon, Ga . &10 41 663 12 50 Hannibal, Mo.................... 10 18 2 59 12 47 4 51 Saginaw, Mich . 10 10 3 55 12 42 4 21 Wheeling, W. Ya. . 10 07 2 53 12 37 3 66 Cedar Rapids, Iowa . . . 10 05 4 79 12 36 3 18 Long Island City, N. Y . 10 02 5 62 12 29 3 17 I Reading, Pa . 9 76 3 30 12 26 4 40 Ottumwa, Iowa . . . 9 30 3 95 12 25 3 03 Warwick, R. I . 9 22 84 12 24 5 53 Atlanta, Ga . . . . . 9 10 12 23 2 94 Appleton, Wis . 9 07 2 43 12 22 3 04 Sedalia, Mo . . . . 9 04 3 63 12 15 2 78 New Castle, Pa . 8 85 3 20 12 13 2 48 Lima, Ohio. . 8 81 3 70 12 07 4 96 Allentown, Pa . . 8 75 11 96 12 07 4 33 McKeesport, Pa . . 8 50 2 67 11 90 Paducah, Ky . 8 45 11 80 5 25 Watertown, Wis . 8 44 1 60 11 79 3 61 Shenandoah, Pa . 8 29 3 11 11 72 2 93 Columbia, S. C . 8 27 2 65 11 68 3 99 Chester, Pa . ' c8 17 cl 01 11 64 4 47 T.n.wrenee Kana. _ _ _ 8 11 11 62 3 33 Lebanon, Pa . 7 92 2 47 11 47 1 77 Topeka, Kans . 7 72 2 71 11 37 4 42 Pa, wt, ticket, R. T _ 7 53 11 31 4 00 Camden, N. J . 7 35 2 22 11 29 Atchison, Kans. ................. 7 10 1 10 11 21 2 06 Altoona, Pa . .. . 6 71 2 48 11 17 6 38 Pittsburgh, Pa . ((220 31) 11 13 3 95 New Britain, Conn . (19 20) 11 12 4 28 Woonsocket, R, I . (18 54) 11 10 8 44 Bridgeport, Conn . . (15 55) 11 08 1 93 Covington, Ky.. . (el 5 42) 10 92 4 49 Concord, N. H . . . (clO 82) 10 91 3 28 Key West, Fla . (/9 42) 10 86 8 35 a Based on average number belonging. b These figures are for the whole county. o Based on enrolment. d Eor pupils in day schools only. e Based on average enrolment. /Total expenses per capita. LXXXIV REPORT OF THE COMMISSIONER OF EDUCATION. Table II presents the school statistics of 266 cities, whose total population, according to the census of 1880, was 10,790,034, or a little more than one-fifth of the total popula¬ tion of the United States. The tax for school purposes on assessed valuation ranges from .95 of a mill to 25 mills per dollar of assessed valuation. It is 10 mills or more iu 31 cities and 4 mills or less in 81. The total receipts for 1883, 10 cities not reporting, were $32,461,172. The total ex¬ penditures for the year, 11 cities not reporting, were $30,008,015. The totals are apt to he misleading u nless part icular attention is paid to the details of the 1 able ; for example, 36 of the cities do not report school population, so that the total under that head (viz, 2,894,836) is for 230 cities only. Nineteen of the 36 cities that fail to reportschool pop¬ ulation do not report school enrolment ; in addition, 49 cities that report school popu¬ lation do not report enrolment in schools ; so that the total school enrolment, viz, 1,857,435, is for 198 cities, of which number 181 report this item and also school popu¬ lation. The average daily attendance, viz, 1,218,655, is for 245 cities. From an exam¬ ination of the statistics of 213 cities that report both school population and average daily attendance, it appears that the average daily attendance (1,066,357) is very nearly 40 per cent, of the corresponding school population (2,797,818). But this popu¬ lation, it must bo remembered, greatly exceeds the number of youth whose attendance might reasonably be expected. The legal school period in the cities tabulated ranges from 10 to 17 years, whereas from 6 to 8 years is in all countries the recognized duration of the school period. Philadelphia, the cities of Massachusetts, three cities of Rhode Island, and a few cities of New Hampshire report the shortest period, i. e., 10 years. The actual co dition of school attendance in the United States may be more fairly illustrated by the statistics of these cities than by the statistics of all the cities. Twenty-four cities of Massachusetts, having a school population of 179,121, report enrolment in public schools as 176,781, or 98 per cent., and average daily attendance as 128,847. If the estimated enrolment in private schools (23,685) be added, we have a total enrolment exceeding the legal school population. Three cities of Rhode Island, having a school population of 9,257, enroll 6,678, or 72 per cent., and have an average daily attendance of 4,040. The estimated enrolment in private schools brings the en¬ tire school enrolment up to 87 per cent, of the school population. Philadelphia, with a school population of 250,000, reports an average enrolment of 105,424, or 42 per cent., and an average attendance of 99,364. If the estimated enrolment in private schools, viz, 18,000, be added, the entire enrolment reaches very nearly 50 per cent, of the school population. In the cities specified, the ratios of average daily attendance to enrolment are as follows: Twenty-four cities of Massachusetts, 98 percent.; three cities of Rhode Island, 60 per cent. ; Philadelphia, 42 per cent. One of the most grat¬ ifying evidences of the progress that the free school system is making in southern cities is found in the increasing rates of school attendance: for instance, in Richmond an average attendance is reported of 93.9 per cent, in the white schools and 97.8 per cent, in the colored schools. Upon a careful examination of the conditions of school attendance in cities, both of our own and other countries, it appears evident that an average attendance at schools, public and private, of not less than 90 per cent, of the youth iu eluded in the ordinary ages of school attendance should be maintained. How far this is ac¬ complished in any particular city cannot be exactly shown without the census of the youth of those ages, with the attendance at all classes of schools. The data that we have, however, show very clearly the need of better results in this particular. It need hardly be suggested that a deficiency of school accommodation, such as un¬ fortunately exists in many of our cities, effectually prevents the desired attendance. In a number of cities there is a disposition so to limit appropriations that the build¬ ing and furnishing of school-houses cannot possibly keep pace with the requiremeuts of a rapidly growing population. The tendencies of a such course are illustrated in the condition of things in Milwaukee, where since 1882 the liberal policy which CITY SCHOOLS. LXXXV previously characterized the citizens and the common council has heen interrupted by acts of the legislature. Hon. Joshua Stark, president of the school board, says: It is to be regretted that the measures adopted to restrict taxation could not have been so framed as to allow a reasonable outlay to meet the increasing educational wants of the city. I do not doubt that the school census to be taken this mouth will show an increase in the number of children between tbe ages of 4 and 15 of more than 5,000 within the past three years. That number will have swelled to fully 7,000 by the 1st of January, 1885. But little addition has been made to our school room during the past three years. It is probable, therefore, that before me ans can be secured for tbe erection of more school buildings we shall have many thousand children in the city who ought to be in the public schools but must be excluded for want of room. It is to be hoped that some way may be devised to lessen this great evil and positive mis¬ fortune to the city. In the southern cities, in which the increase of school population by immigration is small, the deficiency of school places, so generally complained of, is due to the recent date of the free school system, the low state of school finances, and the necessity of a double system of schools to accommodate white and colored children respectively. Whatever be the cause of the deficiency, it is an evil that should be distinctly set before the taxpayers and promptly overcome. Half day sessions in the primary grades are very generally adopted as a means of meeting the pressure for school places. This seems to work very well, so far as the children are concerned, but care must be taken not to impose too great a strain upon the teachers. As a rule, the teacher must change with the class ; occasionally one teacher is found who is able to do double work. When this is the case, the salary should be proportionally increased. A general conviction of the importance of elementary education will go far to in¬ sure a full use of the school provision, but experience shows that this is not under all circumstances the only force required for bringing about the desired result. In crowded cities, where business competition is keen and the necessities of life not easily secured, compulsory school laws have been deemed necessary to counteract the greed of parents and employers and to bring to light the disabilities from which par¬ ents must be relieved before it is possible for them to allow their children the benefit of school privileges. In my last annual report the status of each State and Territory with reference to compulsion was set forth. But compulsory laws enacted by State legislatures may fail of effect in individual cities through the indifference or opposition of the municipal authorities. Where local school officers are not in agreement with the State authori¬ ties on this subject it would seem that the opinion of the former ought to determine the local action, since, presumably, they understand the situation better than any other class of persons. Hon. Daniel Leach, superintendent of schools, Providence, R. I., calls attention to the failure of the city council to pass an ordinance to carry into effect the truant law enacted by the last general assembly. He says : While there may be serious objections to rigidly enforcing the whole law as it now stands, there are some sections of it that ought, unquestionably, to be put in force at once. It is an undoubted fact that there are a very large number of the youth of this city of proper school age without any regular employment, now grow¬ ing up in ignorance, roaming our streets, and becoming initiated in the worst of evils. Can any one with proper sentiments of humanity, and who n as any regard to the future of our city, doubt that this increasing evil ought without further delay to be reme¬ died ? There are, besides, hundreds of our youth who enter school, but who are in the habit of running away and enticing others to join them. Many of this class can¬ not be controlled by their parents, who often beg for some assistance to enable them to keep their children in school. The number of truants the past term is very much larger than ever before. None but teachers can be fully aware how much our schools are suffering from this cause. Ought not something to be done, and that speedily ? But in regard to children who are regularly employed under the age of twelve or fourteen years, and when the necessity of parents absolutely requires for their comfortable support the profits of their labor, there are serious difficulties in rigidly enforcing the law. ** * * There are in this city quite a number of families that LXXXVI REPORT OF THE COMMISSIONER OF EDUCATION. would be obliged to go to the Dexter Asylum were it not for the pecuniary aid of their young children. A jrtdicious arrangement, however, that shall be humane and that will be mutually satisfactory to all, can be made by employers and parents under the advice and sanction of the school authorities. Ought not the wisest legislation that humanity could dictate and a prudent fore¬ sight suggest receive the most earnest and careful consideration ? Indifference or apathy in regard to this momentous subject should no longer prevail. Let those who have doubts of its importance visit our schools and consult the jmlice records. The cities in which an efficient truant service has been established report, I believe, without exception, excellent results from the system. Hon. John Jasper, superin¬ tendent of schools, New York City, presents the following among other interesting details of the work of the department in that city : The total number of visits made during the year was 41,295, classified as follows : to stores and factories, 24,498; to homes, 12,013: to schools, 4,784. Although, as above seen, 24,498 visits were made to stores and factories in which children were known or supposed to be employed, only 243 instances were found in which there was a violation of the law. This fact of itself proves the hearty co¬ operation of employers and shows the public sympathy and support in the matter of properly instructing the young. The number of certificates countersigned by the city superintendent stating the child had received fourteen weeks’ instruction during the year was 1,075, an increase of 54 over the number granted the previous year. In the matter of truancy an improvement is to be noted. Last year 2,495 cases were reported, this year 2,069, a decrease of 17 per cent. * * * During the year the department made a complete and thorough census of all chil¬ dren between the ages of 5 and 14 years residing in the first, second, third, and fourth wards. The returns show that the total number of such children was 5,315, and that of this number 4,603 attended school. Of the 712 non-attendants 501 were under 8 years of age, and were not, therefore, amenable to the compulsory education act. Of the remaining 211 non-attendants 14 were physically disqiialified, 7 were kept home by poverty, and 36 were legally employed. It will thus be seen that 154 chil¬ dren in the wards just mentioned were absent from school in violation of the law. Since the census was made 64 of the 154 non-attendants have been placed in school, 18 have become 14 years of age, and 43 have been removed or could not be found. There are, therefore, at the present time only 24 non-attendants in the four lower wards of the city. Of the 4,603 children who attend school in these wards, 2,962 attend the public schools, 1,611 the parochial schools, and 30 private schools. By such a thorough canvas of the wards of a city as is here reported, the amount of irregularity and non-attendance at school caused by extreme poverty, want, or va¬ grancy is readily ascertained. This is a matter that is exciting much attention just now in foreign countries, and information is frequently sought as to the measures em¬ ployed in our own cities for bringing the children of the classes indicated under proper instruction. The attempt has been made in a number of cities to maintain special schools for such children, but the more general practice is to gather them, so far as possible, into the regular schools and make such allowance for them as their circumstances require. Teachers and school officers generally show great interest in the welfare of this class, and are indefatigable in their efforts to secure aid for them from charitable organiza¬ tions. In New York the wants of this class are met by the corporate schools. Of the operation of these schools Mr. C. Loring Brace, the secretary of the Children’s Aid Society, writes as follows : There are thousands of children in this city who are left in bitter poverty, often without breakfast in the morning, half clad, ignorant, and exposed to every tempta¬ tion. They naturally form our notorious criminal class. On the other hand we have a series of board or free schools with an organization and a standard too strict and high for street urchins, which could not, without serious dangers, assume an eleemosy¬ nary character by feeding and clothing the little wanderers of the streets. How have we reconciled the two ? Simply by creating, through voluntary effort, an intermediary system : that of the day industrial or corporate schools. These are founded by private associations and only receive by act of legislature a part, say one-half, of their sup¬ port from the school tax on ratepayers, proportioned to the sworn average attend¬ ance. The rest of their income comes from private benefaction. They are under the rules and. regulations of the school board and are examined annually and inspected CITY SCHOOLS. LXXXVII occasionally by the officials. But the examinations, owing to the occupation and character of* the children, are much less strict and less is expected of the pupils than in the New York ward schools. The only strictness observed is in requiring a correct recording of the average attendance, on which the appropriations are based, and in preventing all “ sectarian teaching,” the latter measure being designed to prevent the Roman Catholics or any Protestant church from getting control of the free schools. The industrial schools, both day and night, are under private trustees, who appoint their own teachers and raise their own funds (except the annual tax appropriation), but who conform their course of studies more or less closely to that of the board schools. Their object is to gather in the street children, runaways, truants, little bootblacks, newsboys, and all the nondescript crowd of half vagrant boys and girls who used to infest the New York lanes and alleys. They give them one or more meals in the day, clothe them as they earn the clothes or shoes by good marks, cleanse them, tram them in common school studies and some branch of industry, and then after a time forward them on to the ward schools, or to places in families, or at trades, or on farms. The children are not overstrained, for they have brain work varied by hand work. They do not suffer from headaches, for food is given to the most needy; the hours are not long ; some have simple gymnastic exercise and all get a week or two in the country in summer. Then many of them take necessarily half time sessions because they are supporting themselves and their families by street trades. Irregular attendance has to be permitted. The day industrial school becomes a kind of Botany Bay for all the truants, hard cases, and little vagrants of the ward schools. The average annual expense per head, including costof food, clothes, fuel, rent, and salaries, is only about $20, reckoned on the average daily attendance. The numbers for the year in the schools of our own association, the Children’s Aid Society, are about 10,000 in the aggregate, and those in several other associations will amount to as many more ; so that some 20,000 children of the poorest classes are thus taught and reclaimed each year by this intermediary system of schools for the poor. No friction or misunder¬ standing between the private and public authorities has thus far occurred in this matter ; but of co urse this happy result has only been attained by much wisdom and good sense on both sides. The industrial schools keep to their own field, the ragged and verminous and hungry and ignorant children and those in street occupations. The board inspectors only demand the essentials to be expected from such a class. The private school is a kind of complement of the public school. It does a work the other cannot do, and then it prepares for the other. The Children’s Aid Society, in addition to these industrial schools, has many boys’ lodging houses, and in 31 years has placed out some 70,000 children in homes, mainly in the West. The* result of all these instrumentalities of charity and education is that juvenile crime and vagrancy during the past 20 years have been steadily diminishing in New York, and that now we can confidently say that no poor child in New York need be homeless in the street, or beg or steal for a living, or want for a meal, if he will work for it, or be without a school, where he can get both industrial and book train¬ ing and plain food, or wait long for a place of work and a home. Under ordiuary circumstances the most efficient cause of regular and full attendance will be found in the excellence of the schools themselves, as is made apparent by every general effort for improving the schools. INSTRUCTION IN PRIMARY AND GRAMMAR GRADES IN CITY SCHOOLS. The grades which enroll the large majority of the pupils, viz, primary and grammar or intermediate, never presented so near an equality as at the present time. The im¬ proved methods introduced into these grades, and more especially into the primary grades, within the last few years, have been noted in my successive reports. It will be interesting to consider exactly what instruction these schools now offer and by what tests their work is determined. The statements of attendance, examinations, and promotions presented in the current reports of several cities throw much light on this subject. BOSTON. [Report of the superintendent, Hon. E. P. Seaver, for the year ending March, 1884, and of the board of supervisors for the year ending September, 1884.] From the statistics of school attendance for February, 1884, it appears that the entire number of pupils in the schools at that time was 55,578, of whom 24,208, or 43 per cent.,, were in the primary grades. Of the primary pupils 6,563 were in the first class. Presumably these figures represent fairly the attendance and distribution of LXXXVIII REPORT OF THE COMMISSIONER OF EDUCATION. pupils for tlie year. Two examinations of the first primary classes were held in 1884. Two examinations of this class were held in 1884, of which the order and subjec Is were as follows:1 Examinations of the first classes of the primary schools for promotion to grammar schools. January, 1884 : Tuesday, January 22. Drawing . 9.10 to 9.40 a. m. Tuesday, January 22. Dictation . 11 to 11.30 A. M. Wednesday, January 23. Composition . 9.10 to 10.30 a. m. Thursday, January 24. Written arithmetic . 9.10 th 10.30 a. m. January 22, 23, or 24. Oral arithmetic. Any time in Jauuary prior to the 22d. Reading. June, 18S4: Wednesday, June 11. Drawing . 9.10 to 9.40 a. m. Wednesday, June 11. Dictation . 10 to 10.30 a. m. Thursday, Juno 12. Written arithmetic . 9.10 to 10.30 a. m. Friday, June 13. Composition . 9.10 to 10.30 a. m. June 12 or 13. Arithmetic, oral and at sight. May 26 to June 11. Reading. As a result, 1,349 pupils were promoted to the grammar schools in January and 4,310 in Juno. The promotions made in June represent, it will be seen, nearly 60 per cent, of the attendance of the first class as reported in February. The ages of the pupils of the first primary class may be inferred from the classification as to age reported in February, viz : Ages. 6 7 8 9 No. of pupils. 42 840 Age. 10... 11... 2,396 12 No. of pupils. 898 280 96 1,975 13 and over 36 NEW YORK. [Report of the superintendent, Hon. John Jasper, for the year ending December 31, 1883.] The total average attendance of pupils for the year in all the schools participating in the school fund was 143,177; the average attendance in the primary schools and primary departments was 75,548, or 52 j>er cent. ; during the year 16,594 pupils, or 22 cent, of the average attendance in all the primary grades, were promoted to the grammar grades. The law provides that no pupil shall be promoted from any pri¬ mary school unless examined in all the studies prescribed for the first grade of primary schools and found qualified by the principal of the department into which the promo¬ tion is to be made. The prescribed studies are the same as those included in the examination of the Boston primaries, with the addition of sewing and vocal music. BROOKLYN. [Report of the superintendent, Hon. Calvin Patterson, for the year ending December 31, 1883.] The total number of pupils enrolled in the public schools of Brooklyn December 31, 1883, was 65,872, of whom 45,524, or 69 per cent., were in the primary grades. Of the primary pupils, 5,066 were enrolled in the first class. The number of pupils promoted from this class to the grammar grade was 6,168, or 135.6 per cent, of the average at¬ tendance. To understand this ratio it is necessary to keep in mind that the promo¬ tions were made semiannually, and therefore, assuming the average attendance for a term to be at least equal to the registry at the close of the term, the number pro- 1 See School Document No. 14. CITY SCHOOLS. lxxxix moted (luring the year from any grade to the next higher grade would bo 200 percent, of the average attendance, provided the entire class were promoted at the end of each term. One-half of the given per cent, (m this case 135.6) indicates what proportion of the pupils in the corresponding grade were promoted at the end of each term (in this case 67.8). The following table shows the ages of pupils in tho primary grades: Ages. 5 to 6 6 to 7 .. 7 to 8 .. 8 to 9 9 to 10 , 10 to 11 No. of pupils. Ages. 2, 326 11 to 12 5, 972 12 to 13 7,604 13 to 14 7, 944 14 to 15 7, 812 15 to 16 6, 465 16 to 17 Ho. of pupils. 4,134 2, 206 837 206 35 3 PHILADELPHIA. [Report of the superintendent, Hon. James Mac Alister, for 1883-84.] About 50 per cent, of the pupils enrolled in the public schools of Philadelphia are in the primary grades ; promotions are made from the first primary grade to the sec¬ ondary grades semiannually upon the results of examinations. In February, 1884, out of a total of 53,428 pupils in the four primary grades, 9,639 were in the highest grade. Of these, 9,098 were presented for examination, 7,631 obtained the promotion average, and 7,195 were sent to the higher grade. In June the enrolment in the primary grades wTas 49,299, of which number 9,424 were in the highest grade. Of these, 8,793 were presented for examination, 7,114 obtained the promotion average, and 7,073 were sent to the higher grade. The pro¬ motions were about 75 per cent, of the enrolment. The subjects included in the examinations are not stated, but the studies of the grade are the same as in Boston. The average age of pupils in the highest primary grade was 9 years 5 months. BALTIMORE. [Report of Hon. Henry A. "Wise, superintendent of schools, for 1883.] The total number of pupils enrolled in the public schools of Baltimore, November, 1883, was 37,546, of whom 22,869, or 60 per cent., were in the primary grades. At the examination for promotion to grammar schools in January, 1883, out of 2,475 pupils on the rolls of the schools examined, 1,481 were examined, 1,394 passed, and 1,406, or 52 per cent, of the number enrolled, were promoted. At the corresponding examina¬ tions in June there were on the rolls 2,327 pupils: examined, 1,529; passed, 1,362; promoted, 1,402, or 60 per cent, of the number on the rolls. The studies of the grade are the same as in the preceding cities, with the addition of geography. RICHMOND, VA. [Report of Hon. E. M. Garnett, superintendent of schools, for 1882-83.] In Richmond two official examinations are held for promotion during the school year. In the first primary grade, from which promotions are made to the grammar grades, the examinations are written, and pupils must obtain an average of 75 per cent, and have the approval of the principal to insure promotion. Details of the examinations are not given, but it is stated that at the final examination the general average was, in the white schools, for 6 first primaries, Section A, 86.8, and for 6, Sec¬ tion B, 82.2 ; and in the colored schools, for 4 first primaries, Section A, 86 per cent., and 4, Section B, 81.8 per cent. The subjects embraced in the examination were reading, spelling, phonetics, arithmetic, mental and written, geography, object les¬ sons, composition and dictation, and penmanship. xc REPORT OF THE COMMISSIONER OF EDUCATION. CHICAGO. [Report of Hen. George Howlanil, superintendent of schools, for 1883.1 In Chicago about 76 per cent, of the pupils in the public schools are in the primary grades. In 1883 the average daily membership for all the primaries was 43,045.4 and for the fourth or highest grade 6,555.6. The number promoted from this grade to the grammar grade was 5,244, or 80 per cent, of the average daily membership. The studies of the fourth primary are language, arithmetic, geography, music, drawing, and miscellaneous exercises. CINCINNATI. [Report of Hon. John B. Peaslee, superintendent of schools, for 1883. J The public schools of Cincinnati are classified as district, intermediate, and high. The district schools are divided into five grades, corresponding to the first five years of school. The average number of pupils belonging to all the schools was 27,869, of whom 22,201, or 79 per cent., were in the district schools. The total number advanced from the highest grade of the district schools as a re¬ sult of the examinations held in June, 1883, was 2,538. The subjects embraced in the examination were grammar, arithmetic (mental and written), geography, and spelling. The average age of pupils in this grade was, for white schools, 11.4 years ; for col¬ ored schools, 12.8 years. For several successive years the school statistics of the eight cities mentioned above show but little variation in the proportion of primary scholars. The examinations have not been made the sole basis of promotion ; probably, on the whole, the daily record and the teacher’s judgment have weighed as much; but the examinations do undoubtedly afford an excellent index of the general conduct of the work in this grade. If the average of passes be lower than may reasonably be expected, then cer¬ tain conclusions are unavoidable: too much is attempted in the grade, the methods of instruction are bad, or the examination is uot rightly ordered. It is not easy to generalize from these statements, on account of differences in the particulars noted and in the mode of treating the same. Presumably the reports from the eight cities present a fair average of the condition of city primaries throughout the country. It will be seen that the enrolment in the primary schools is half, or more than half, the total enrolment in the public schools of these cities, Boston excepted. In the last named it is but 43 per cent. The ages of the pupils and the course of study are about the same in all the cities. The ratio of promotions varies considerably. Just here arise the most important of several questions suggested by the state¬ ments: Are the pupils advanced as their interests and abilities demand? Are the standards required for promotion too high or too rigid ? Do the courses and methods of instruction employed accomplish the best possible results for the children whose school life is passed chiefly in the primary grades ? The ratios of promotions, it will be noticed, range from 50 to 80 per cent. Naturally some interest is excited with reference to those who fail of promotion. Do they drift away from the schools altogether ? Do they return to a fruitless repetition of tasks from which they can derive no further benefit ? It is in respect to considerations like these that system, an orderly, fixed method of procedure, may be found to conflict with intellectual and moral development, which must forever elude exact measurement. Herein is the need of an intelligent super¬ visory head to administer the system so that it shall subserve without obstructing the purposes of education. How true this is has been shown in a striking manner by the experience of the only one of our leading cities in which the need of a responsible supervising officer had long been ignored. The service was not organized in Phila¬ delphia until the fall of 1883, when Hon. James MacAlister, superintendent of schools, Milwaukee, was invited to accept the corresponding office in the eastern city. CITY SCHOOLS XCI Among many matters that he found in a confused or chaotic state was that under present consideration, viz, the modes and standards of promotion from primary schools. The following are the causes he enumerates as retarding promotions from the primary grades : (1) The lack of accommodation ; (2) the disproportion between the number of secondary and primary schools ; (3) the largeness of the lower classes, especially of the first grade, in most of the schools ; (4) the standards required in the examination of the pupils. Under the last, he says : The difficulty chiefly arises from the want of any fixed standard in many of the sec¬ tions. In some sections there is a uniform and permanent percentage for promotion ; in others, however, it varies in different schools and from term to term. Any one can see how injurious a shifting standard of promotion must be to the real interests of the pupils. In many cases, also, the required percentage is too high and it is applied too rigidly. In one school, with a standard of 90 per cent., but 18 pupils were promoted out of 75, and in another, with the same requirement, 4 pupils, whose standing varied from 89.1 to 89.9, were refused promotion to the secondary school. Ninety per cent, is an unreasonable average to require of children of 8 or 9 years of age. In the gram¬ mar schools no average higher than 70 is required to pass from grade to grade, and but 65 per cent, is exacted for promotion to the high school. Indeed, only b0 was required till the present year. This order should be inverted, and the standard should be made to grow smaller as we proceed from the top to the bottom of the system. Seventy per cent, should be the maximum required of pupils in the primary schools, and that, too, with an examination adapted to their mental development and the kind of instruction appropriate to their tender years. * * * There can be no doubt that the examinations, as now conducted in some sections, are a positive hindrance to the progress of the pupils. The high standards necessi¬ tate the formation of small classes which are especially trained for the examinations, to the neglect of the other pupils ; and, what is even worse, thousands of children who canuot pass the tests applied are compelled to go over the same work again and lose half a year of their school life. We should not be surprised if dislike for the school is the result, and to many children it may amount to a deprivation that will tell upon the v. hole of their future life. HIGHER GRADES. The majority of the scholars who enter the grammar or intermediate schools do not get beyond the middle of the course. In Boston, where the grammar school comprises six classes, 64.4 per cent, of the scholars are in the three lowest classes, while only 6.7 per cent, of the whole are in the highest class. In New York, where the grammar schools comprise eight grades, representing about four years' work, 68.68 per cent, are in the four lowest classes, and only 5.50 per cent, in the highest class. By comparing the number of pupils in the eighth grammar grade in 1879 with the number in the first in 1883, the superintendent is led to the conclu¬ sion that about 27 per cent, of those that entered the lowest grammar grade became pupils of the first or highest. It is unnecessary to multiply figures on this point, as the conditions are substantially the same in all cities. It is certainly desirable that all pupils should be kept in the schools to the comple¬ tion of the grammar school course, and every effort should be made to accomplish this end; but, so long as the majority of the pupils leave at about the middle of the course, it becomes necessary to arrange the studies with reference to that fact. This is done to a fuller extent than formerly, and, so far as reading, English language, writing, and drawing (where it is included) are concerned, the majority of the present courses are excellent. In respect to arithmetic, some change seems desirable: as the subject is generally treated, scholars who leave in the middle of the grammar course get little or no practice in percentage, and often none in ratio, mensuration, and the extraction of roots, all of which are practical subjects. A brief course in arithmetic, embracing all the relations of numbers that enter into ordinary computations, but limited to simple applications, seems to be required in the first two years of the grammar school course ; the more difficult combinations to which these relations give rise, if considered at all in elementary schools, should certainly be deferred to the last two years of the grammar schools, while an elementary course in XCII REPORT OF THE COMMISSIONER OF EDUCATION. inventive or intuitive geometry could be introduced with advantage. The courses in geography and history should also be so arrauged as to accomplish the utmost possible for those whose time for study is necessarily short. METHODS OF TEACHING READING AND HISTORY. READING. Methods of instruction, courses of study, and their adaptation to different classes of pupils are subjects very fully discussed in the annual reports of city superintendents. The practical experience of these officers gives value to their opinions on all matters pertaining to the conduct of schools. Space does not permit me to draw as largely as I could wish from their discussions and opinions. 1 present a few extracts con¬ cerning methods of teaching certain branches. [Report of Hon. Edwin P. Seaver, superintendent of public instruction, Boston.] The method of teaching reading described and recommended by the board of super¬ visors is neither one nor another of the rival methods in controversy, but a combina¬ tion of the valuable features of the several methods. The fundamental process is taken from the “ word method ” and the “ sentence method.” It aims to bring about associations directly between ideas and the written or printed words ; also, between thoughts and the written or printed sentences. Thus the true significance of the act of reading is impressed on the child’s mind from the very first. The use of objects, models, and pictures in preference to the spoken words, for the purpose of establish¬ ing some of the early associations, is a feature taken from the so called “ object method.” The power of this method may be seen in the instruction of deaf-mutes and newly arrived foreign children. The writing feature is taken from the “script method.” This is important as a means of learning to read and still more important as a preparation for composition. The letters are learned very early by writing them, and spelling follows immediately. The phonic analysis of spoken words (slow pro¬ nunciation) comes in quite early, and phonic analysis of printed words follows after the necessary associations have grown up between the eleim ntary sounds and the letters representing them. The phonic method, so called, is not made the funda¬ mental process, but it is, nevertheless, recognized as an indispensable part of a com¬ plete method. Its principal aim is to lead the child to the pronunciation of new words by help of the analogies of the language ; also, to give valuable practice in enunciation. It does not require the aid of phonic type, nor a great array of diacrit¬ ical marks. Diacritical marks are believed to be useful only when the pronunciation of a word either is against analogy or follows an analogy not yet known to the children. There is in some schools a disposition to make an excessive and indiscriminate use of dia¬ critical marks. Words whose pronunciation ought to be perfectly plain from anal¬ ogy, and which the children, unaided by marks, would readily pronounce correctly from a subconscious feeling of the analogy, are garnished with superfluous marks, the like of which are not all found in the standard authorities. The children, in writing their words, are required to copy and learn all these marks, as if they wTere as essen¬ tially parts of the written words as the letters themselves. That the principal dia¬ critical marks should be learned in school nobody disputes; but that an alphabet of a hundred arbitrary signs should be mastered by little children in the first year is a proceeding for which there would seem to be no good reason. If the appeal be to ex¬ perience it is only necossary to point to the unsurpassed results obtained by teachers who never use marks, save for exceptional words, and t hen only as a help to pronun¬ ciation, never as an inseparable part of the written word. * * * It should be kept constantly in mind that the main thing in teaching reading is not a training of the speech organs to correct utterance of sounds. Important though this be, it is still only the physical part of the process. The main thing is a training of the child’s thought-seizing power. This is the intellectual part of the process. “ Keep your voice up at an interrogation point,” says the teacher who instructs from the physical side ; but the teacher who proceeds from the intellectual side leads the child by some device or suggestion to feel that a question is to be asked, and then the child’s voice takes care of itself. As a matter of habit the sight of words should sug¬ gest to the child’s mind not merely a series of sounds, but ideas. When the meaning is clear its correct expression easily follows. The danger in using the phonic method exclusively from the very first is that written or printed words come to suggest only Bounds to be uttered. Attention being concentrated on this, the thought element vanishes and the reading becomes a mechanical process. It would be well, therefore, CITY SCHOOLS. XCIII not to make the use of diacritical marts too prominent. In the first year’s teaching of reading, they ought almost wholly to disappear. The best teachers make but very sparing use of them before the second or third year. HISTORY. [Report of Hon. John B. Peaslee, superintendent of schools, Cincinnati.] Previous to 1872 written percented examinations for transfer wrere held in history. The pupils were required to memorize all the dates, names of persons, and be ab e to give descriptions of all the events recorded within the covers of Anderson’s United States History, in order to be prepared for. the examinations. Five lessons a week were given to this stultifying work. The pupils were demented, coaxed, scolded, driven, in order that they might cram their little minds full enough of this distaste¬ ful minutia “ to pass.” It required more time of the children to prepare for recitation in history than in any other two subjects in the school course. Many of the teach¬ ers recognizing the absolute worthlessness and cruelty of compelling the children to commit the text book to memory, endeavored to have their pupds answer in their own language, but it was found impossible to obta n high per cents, in the written examination for transfer unless the children committed ?he text to memory. They were too young; they had neither the judgment nor the knowledge and use of lan¬ guage to do so without memorizing the words of the book. As 3 said in a former report, history cannot be taught successfully by the memoriter plan. No historian, as no chemist or botanist, was ever made by committing text books to memory. Macaulay, the great English historian, spoke in the strongest terms against memoriz¬ ing lists of dates and dry facts of history. It kills the life out of the subject ; it dis¬ gusts the pupils and gives them a dislike for historical reading. As the pupils take no interest in it, it is soon forgotten, and there remains only the bitter recollection of tiresome hours devoted to what, if properly taught, brings profit and pleasure. High per cents, were considered the sine qua non of the pupils’ success. The teachers were judged by them. The principals and others in authority did not realize the fact that, under a false method of instruction, the higher the per cents, the poorer the leaching. So the cramming process went on year after year. Strivingfor percents, largely took the place of judicious teaching. And let me say here that wherever the pupils are submitted to a percented written examination in history for transfer to a higher school the sub¬ ject will be taught in the manner and with the results indicated above. There will he no reading, no investigating outside the text book, so long as the passing of pupils depends upon the per cent, in history. For years previous to the discarding of the old method of teaching history in the intermediate schools, Superintendent Hancock saw and deprecated the method pursued, and in 1872 called the attention of the com¬ mittee on course of study to it. Dr. Mayo was chairman of the committee and had the good sense to call the principals of the intermediate schools and after thorough investigation to decide, on true educational principles, that the method then in vogue ■was radically wrong. The committee, under his leadership, sustained by the opinion of the superintendent and two or three of the principals, of whom I had the honor of be¬ ing one, recommended in their report to the board that the number of lessons per week he reduced to t wo, that the written percented examinations be abolished, and that the subject he taught according to the plan prepared by the committee. The report was adopted by the board and the plan or method, with some modifications, has been pur¬ sued since that time. The principal modifications consist in making biography, which is the soul of history, a prominent feature of the work, and in encouraging children to read historical and biographical works outside of school and to give sketches of dis¬ tinguished personages and events about which they have read to their classmates. As the method of imparting the instruction has been given in former reports, I will not dwell upon it here. What have been the results of the new method of teaching history? I answer that, except in a few cases where the teachers have been indifferent or, from lack of abil¬ ity, unable to handle it correctly, the results have been most satisfactory. The pupils have been inspired with a love of history. The subject, instead of a burden to Them, has become a pleasant and delightful study. Thousands of books of history, of travel, of biography, have been read outside of school hours, and a spirit of historical re¬ search has been implanted in thousands of pupils that will remain with them through life and that will influence their subsequent reading. What a contrast to the old verbatim method ! Then (I speak from personal knowledge) no encyclopaedias, gazet¬ teers, or histories other than the text books were brought into the class room. There was no time for consulting these, for the bugbear of per cents, was continually staring both teachers and pupils in the face. The pupils, instead of being encouraged by 1 heir teachers, as they are now, to consult reference books and to read good books bearing upon history at their homes, were discouraged from it for fear they would not get as high per cents, in the examination. XC IV REPORT OP THE COMMISSIONER OF EDUCATION. INDUSTRIAL SCHOOLS. Reports of vacation schools for industrial training have been received from Boston and Brookline, Mass. The school in Brookline, which was under the control of the school committee, offered to boys an elementary course of carpentry and joinery, with applications. In Boston, through the munificence of Mrs. Augustus Hemenway, 120 girls were gathered in the Starr-King Public School-House for instruction in some of the industries most desirable for women. These included housework, drawing and coloring, embroidery and fine sewing, and, for the older and stronger pupils, cabinet making. The classes were in charge of 7 teachers. In connection with the sub¬ ject of industrial training attention should be called to the continued and increasing evidence of the excellent results of the provision for teaching sewing in certain grades of girls’ public schools. Reports of the work have been received from Boston, New York, and Philadelphia. So far as reported to this Office the cities in which provision for manual training has been made in connection with the public schools, or under the auspices of the public school boards, are Boston, New Haveu, Philadelphia, Baltimore, Cleveland, Toledo, Chicago, Moline, and Peru. As a result of long continued deliberation, in the light of much practical experi¬ ence, the Boston committee on industrial education submit the following plan for organizing manual training as a part of the course of instruction in the public schools : The shop work adapted to the purposes of general training in the mechauic arts is of two kinds: (1) That which is done at a bench with simple hand tools; (2) that which requires the aid of machinery and steam power. The first kind is elementary in character and preparatory to the second, so that it is convenient to speak of the one as elementary and of the other as advanced manual training. Advanced instruction in mechanic arts can only be provided for in a central school; but elementary instruction can be provided for on a large scale and economically in such a way as to give a 2-hour lesson once a week to all the grammar school boys who are proper subjects for such instruction. Suppose a teacher of carpentry, for example, occupying a conveniently situated room, provided with 20 benches, 20 sets of tools, and a quantity of stock, to be visited each half day in the week by successive delegations of 20 boys from the different grammar schools in the neighborhood. Each delegation would simply be excused from attendance at the grammar school on the appointed half day each week and attend the carpenters’ class instead. The lesson for each delegation would last 2 hours, although boys interested in their work and not neglecting their other school work might be allowed to stay another hour. The rest of each day would be needed by the carpenter for inspection of the boys’ work, care of the tools, and preparation for the next lesson. Working thus he could give instruction to 200 boys in the course of a week (20 boys each half day for five days). The room, the tools, and the teacher’s time would be in constant use, so that the greatest economy practicable iu that regard would be secured. As to the number of pupils to be taught at one time, experience seems to have shown that 24 is practically a maximum. The number 20 is here chosen because it is pretty clear that available school rooms would not accommodate more than 20 at one time. The capacity of room being, say, 200 boys a week, each neighborhood furnishing that number of pupils would have a room and a teacher. There are now in our grammar schools about 2,800 boys who are 14 or more years old. Assuming that one-half of these boys desire and are otherwise, proper subjects for the proposed manual training, it would take 7 rooms and 7 teachers to ac¬ commodate them. But, after all, this is only a surmise as to the proportions to which the plan may ultimately grow if it should be managed successfully. At first only one or two rooms should be opened. Success being secured in these, others could be added as need appeared and as competent teachers could be found. These elementary manual training schools, as they may be called, need not, of course, confine their work to carpentry. There are other kinds of bench and vise work which are of an elementary nature, and provision for which would be simple and inexpensive. But it would probably be best to begin with carpentry alone, and repeat substantially the course of lessons given in the recent Dwight School experi¬ ment. INDUSTRIAL SCHOOLS IN CITIES. xcv The cost of one elementary manual training school, such as above described, is es¬ timated as follows : Outfit : Tools, twenty sets, at $‘25 . . . $500 Benches, twenty places . . 200 Miscellaneous fittings and tools . . . 150 850 Running expenses : Salary of instructor . . 1, 200 StoGk . 300 Repairs, replacement of tools, &c . 150 1,650 Cost of instructing each boy two hours a week for one year . $8 25 The advanced instruction in mechanic arts, to be provided for in a central school, would require no other facilities than those already possessed by the city, except a suitable forging and machine shop. As the boys in such a school would spend three- fifths of their time in drawing and in book studies, much as is done in the manual training school in St. Louis, they could be well accommodated for that part of the time in the rooms of the* Latin and English High School building. There are in that building, besides some vacant class rooms, four rooms especially designed for the use of drawing classes, only one of which is now used. In these class and drawing rooms the manual training high school could carry on all its work except shop work. Here would be its headquarters. To complete its accommodations it would be necessary to build, on some lot of land in the neighbor¬ hood, a forging and machine shop, one story high and lighted from the roof. Such a building need not bo expensive. But it is not necessary to go further into the de¬ tails of this part of the plan now, since the question of carrying it out will be decided in most minds by the success with which the part relating to the elementary manual training may be carried out. In conclusion, the committee submit the following orders: “ Ordered , That the city council be requested to appropriate the sum of $2,500 for the equipment and maintenance of a manual training school. “ Ordered, That the city couucil be requested to fit up rooms iu the basement of the Latin school building, where classes from the grammar schools can be instructed in the use of simple hand tools during the ensuing school year.” In response to a request from the board of commissioners of public schools, Balti¬ more, the following ordinance was adopted October, 1883: Section 1. Be it enacted and ordained by the mayor and city council of Baltimore, That the board of commissioners of public schools of Baltimore City be, and they are hereby, authorized and directed to establish in the city of Baltimore, in some con¬ venient locality as near the centro of the city as possible, a school for manual train¬ ing under such name or title as said board shall select. Sec. 2. And be it further enacted and ordained, That said school shall be open to the children of the citizens and bona fide residents of the city of Baltimore, and that the admission to said school shall be regulated by the law now existing for the admission of pupils to the public schools of the city of Baltimore, except in so far as changed by this ordinance. Sec. 3. And be it further enacted and ordained, That the age and qualifications for ad¬ mission to said school shall be fixed and prescribed by said school board: Provided, That the fee for the use of tools and materials for pupils who are the children of resi¬ dents or citizens of Baltimore shall not exceed $1 each per scholastic quarter. Sec. 4. And be it further enacted and ordained , That pupils from other places may be admitted to said school upon such terms and conditions and upon payment of such fees as said board shall prescribe. Sec. 5. And be it further enacted and ordained, That this ordinance shall take effect from the day of its passage. The school commissioners have determined to adopt in this school the same general plan that is pursued in the manual training school in St. Louis. The subject of manual training as an element of popular education was very fully discussed at the meeting of the National Educational Association which was held at Madison, Wis., in July, 1884, Several of the papers presented, notably those by Prof. XCVI REPOET OF THE COMMISSIONER OF EDUCATION. Felix Adler, of tlie Workingmen’s School of New York City, and Prof. John M. Ordway of the Massachusetts Institute of Technology, Boston, net only took the ground that manual training should be made a part of general education, but specially advocated the introduction of hand work in wood and iron into the public schools. Dr. C. O. Thompson, of the Rose Polytechnic Institute, Indiana, was not in favor of making hand work in wood and iron a part of public school education, and the general dis¬ cussion called forth by the formal papers indicated a general agreement with his po¬ sition. On the other hand, the ueed of special schools of mechanic arts, including manual training schools, polytechnic schools, art schools, &c., was freely admitted. Professor C. M. Woodward, director of the St. Louis Manual Training School, com¬ menting on the subject as presented before the meeting, gave expression to well timed cautions. “The air,” he said, “ is full of schemes for the introduction of manual training into high schools and the higher grades of grammar schools. The recent actiou of the school boards of Baltimore, Toledo, and Chicago in putting manual training into the high schools and the higher grades of grammar schools is likely to stimulate still more such measures.” In view of this outlook, Professor Woodward hesitates just now to encourage the movement ; on the contrary, he warns against in¬ considerate action. “ My advice is,” he says, “go slow. Do not mistake the shadow for the substance. Treat manual training with dignity and .respect.” In expanding the last topic he adds : Your shop teacher should be well educated and a natural teacher. Don’t relegate manual training to the janitor. In a small school the shop teacher may be also the drawing teacher or the teacher of physics. He should be paid as well and rank as high as any assistant. . Beware of experienced mechanics who are reputed to be tine workmen, for they will scarcely appreciate your object and will find it easier to do the work themselves than to teach pupils to do it. A bright young teacher who un¬ derstands drawing can, under a good instructor, learn all the woodwork necessary to begin with in thirty days of three hours each. If you fail to find a good teacher, don’t get any ; you can afford to wait ; you cannot afford to fail. In view of the general demand for industrial training and of the abundant and au¬ thoritative testimony as to the value of drawing in this relation, it is surprising that so large a proportion of our cities still fail to make provision for this branch of in¬ struction. It is to be hoped that the interest manifested in the exhibitions of draw¬ ing at the Madison meeting will lead to a great extension of this training in our pub¬ lic schools. RECESS OR NO RECESS. The question of recess or no recess, which is exciting much discussion, is one of great importance. It bears directly upon the vital matter of the health of the young, and in my judgment should be decided with chief reference to that matter. The fol¬ lowing report is the result of a very careful investigation of the subject, and as such deserves the attention of all who are directly responsible for the conduct of school life : REPORT TO THE NATIONAL COUNCIL OF EDUCATION, AT MADISON. [Prepared by J. H. Hoose, fh. d., in behalf of the committee on hygiene in education.1! The practice of dispensing with recess during the daily sessions of school is increas¬ ing. Its advocates claim : (1) It conserves health by preventing exposure. (2) It tends to refinement by removing the opportunities for rude and boisterous play. (3) It takes away the opportunity for association with the vicious, and consequent corruption of morals. (4) It relieves teachers of a disagreeable duty and lightens their labors. Considering these claims in their order, we observe — (1) Exposure to the inclemency of the weather — to rain, snow, wind, severe heat or cold — is occasional and less than that which is incurred in going to and from school, and even this is, in the economy of nature, often invigorating. On the other hand, there is an exposure, constant and always harmful, to the poison of a vitiated atmosphere, for “the greatest sanitary want everywhere is ventilation ; ” to the inac¬ tivity of the yet immature organs of excretion (a danger increased in intensity by the 1Tbe committee consisted of J. L. Pickard, Iowa; J. H. Hoose, New York; E. A. Singer, Pennsyl¬ vania ; A. G-. Boyden, Massachusetts. RECESS OR NO RECESS. XCVII sedentary habit of the school room, which causes a feverish condition of the abdomi¬ nal and pelvic cavities of the body) ; to an abnormal growth induced by misman¬ agement during youth, which means disease and intense suffering during adult life. It must be remembered that two-thirds of the children of our public schools are yet under 12 years of age. Their entrance into school is often without due preparation for the confinement of the session. Parents have been neglectful. Teachers must supplement this lack of instruction at home in regard to the importance of regular attention to the “ wants of nature.” The recess suggests the duty. Teachers" may enforce it. As is well suggested by a writer in The Popular Science Monthly for November, 1833, “indoor life has already too strong attractions. Out of door exercise should be sought with avidity by every child.” Deprivation of sunlight is a serious matter. Involuntary muscles need exercise, and a series of experiments shows that out of door exercise quickens the pulsations by 1-3.4 per minute, while indoor exercise gives only an increase of 3 per minute, and quiet sitting will bring them 3.8 below normal. The tendency among Americans is to infirmity of those portions of the system that are situated in and about the pelvic cavity of the trunk. These are the parts that are most intimately concerned in the matter of recess. No mistake should be made here in the school management. Pupils should be placed in the way of opportunities so that they need not suffer danger because of embarrassments arising from the necessi¬ ties of asking for opportunities. Dr. Bell, in The Sanitarian for December, 1875, uses these effective words : “ If a child of originally healthy constitution be subjected for a sufficient length of time to an atmosphere surcharged with carbonic acid ; if it be deprived of light; if it be restrained in physical exercise necessary for the development of its organs ; if the wants of ‘nature’ be neglected; if, above all, the want of supervision, which renders these conditions common to school rooms, be extended to a negligence of the virtues of children, what else can we expect but a generation of dwarfs, a stunted progeny ? ” Dr. W. S. Robertson, president of the State board of health of Iowa, writes in re¬ sponse to my request for an opinion : “ Our school system is much at fault as regards primary scholars : Too long hours, too close confinement, too many studies, imperfect distribution of light, and an al¬ most entire absence of ventilation. * * * ^Little children should not be kept in school more than an hour at a time.” No better authority can be cited than Dr. J. S. Jewell, of Chicago, and his entire letter is given, for he stands among the first of his profession, especially in his knowl¬ edge of nervous diseases : “ My Dear Sir : Your courteous note of inquiry in relation to the probable effects on the health of pupils by the abolition of recesses and confinement of children for two and a half hours at a session has been received. The subject is one to which I have given special attention, and upon which I am now preparing matter for publication. I have no doubt but that the proposed change of abolishing recesses and lengthening hours of confinement is one every way to be deprecated from the standpoint of the bodily health of the pupils. I am prepared to make this clear to any one, I think. But I cannot discuss the subject within the limits of a note such as you have re¬ quested. I am sorry the circumstances of the case do not permit me to state the grounds of my opinion fully. But my opinion, as expressed, has not been hastily adopted, and I have no fear it will be controverted successfully. I am glad to learn you are discussing this important subject. “Thanking you for vour courtesy, I beg to subscribe myself, most sincerely yours, “J. S. JEWELL.” Dr. W. D. Middleton, professor of physiology in the University of Iowa, writes: “ My ideas have changed much since my own children have begun attending the public schools, and I find that, however much I am inclined to democracy, I fear the schools present it in too large doses for such young stomachs. The recess is an oppor¬ tunity for the dose of democracy, also of fresh air. Of the two evils I guess the de¬ mocracy is the least, so fancy the recess should stand. My idea would bo something like this : Until our school buildings are perfect in the matter of providing pure air, two or two and a half hours is too long to expose little children to the noxious sub¬ stances found in breathed-over air, for two reasons, that their demands for oxygen are immense compared with the adult standard and their capacities for absorption of all noxious substances are correspondingly large.” Dr. J. Berrien Lindsley, of Nashville, Tenn., has given this subject much thought, andhasmade an admirable compilation of authorities in a report of 1879 of the Nash¬ ville board of health. Commissioner Eaton has twice called up the matter in his excellent reports, for 1873 and 1875. In neither of these last named reports is the subject of recesses especially discussed, but the vital importance of abundant fresh air is forcibly presented and the fact cited of universal neglect of ventilation of school rooms. E — YII XCVIII REPORT OF THE COMMISSIONER OF EDUCATION. Occasional exposure to inclement weather is far less to be dreaded in the pare air than is the constant exposure in poorly ventilated school rooms. If doors and windows he thrown open during indoor exercises, exposure is greater than when children go out of doors properly protected by their wrappings, which they do not think of putting on indoors, and in addition they lose the vivifying effect of abundifnt sunlight and pure air. Even with windows and doors open, the air of the school room is not changed while the little laboratories of carbonic acid remain in quickened activity within the room. (2) What is called rude and boisterous play on the school grounds is only rehears¬ als of the exercises practised, mornings, evenings, and Saturdays, on other grounds, with the advantage on the side of the school recesses in the teacher’s supervision. Physical exercises demand the conscious expenditure of volitional energy, in that they are acts defined by precise limitations ; they are never spontaneous activities; they are characterized by purpose ; this purpose weights down the physical act with drafts that tend to exhaust physical and volitional strength. Athletics, in which championship is the motive, train the individual to perform suc¬ cessfully his part in an organized contest where the individual is subordinated to the organization. These exercises develop only those portions of the physical system that are called into exercise by the nature of the game and by the part which the indi¬ vidual has to sustain during its continuance,. Gymnastics are exercises in squads or groups ; their effectiveness depends upon numbers ; they subordinate the individual to the group ; they do not propose the harmonious development of the individual so much as the power of the group ; these two cultivate only special organs and powers. Calisthenics propose rythmical movement ; they subordinate the individual to the class ; they cultivate the body of each without reference to condition or special needs. Each class of physical exercises bas its own characteristic effect upon the mind. Athletics develop perseverance, courage, and power to adapt one’s self to emergencies, as seen in Greece, Rome, and England. Gymnastics develop endurance, faith in one’s own powers, faith in powers of groups, as witnessed in Germany. Calisthenics, as practised in Sweden and France, develop taste in the grace of movement, but not the sterner and more robust traits of character. America has adopted the three without attaining prestige in any. Educators iflay raise with great force the question whether any of these classes of exercises can be substituted in school rooms for those sponta¬ neous exercises of the school yard. This question becomes more important when we reflect that for the school room only one of the three classes named is practicable, and that one the least fitted to restore energy of pupils ; it is a source of expenditure of volitional power and does not cultivate equally with play mental traits and apti¬ tudes of courage, of ready adaptation to emergencies or self reliance. Until we have some well devised system of exercises under the direction of a physician who prescribes the kind and degree of exercise suited to each person, as is in vogue in the Hemenway Gymnasium at Harvard, also in Lehigh and in Boston Universities, educators may well hesitate to substitute the restraints of calisthenics for the freedom and spontaneity of life on the playground. (3) Youthful corruption is far more likely to result from personal influence in secret. Moral evils spread among pupils by written and printed documents or by conversa¬ tion ; both forms of evil covet seclusion. Pupils can spread moral contamination with no effect during school hours, when teachers supervise in person the playgrounds; but permit two or three at a time to pass from under the eye of their teacher and their fellows, and needed restraints are removed. It is true that to the playground will be traced bursts of passion, differences of opinion, accidents, and the strong influences of public opinion of the pupils. All these forces are positive among children ; they are the primitive, embryonic form3 of that society in which adult life moves. A child that would become a man in society must be inured by practice and experience to the forces into which his adult life will throw him. The patience, forbearance, courtesy, and good nature which characterized the immense throng at the Centennial in 1870 will ever stand as a high tribute to the training which the children in America receive in their association in schools and upon the playground. (4) Teachers are not entitled to relief at the expense of their pupils ; they are not endowed by nature or by law with the sovereign right of eminent domain, the right to appropriate any territory, physical, mental, or moral, at their own good pleasure ; they must serve such purposes as society assigns to them. Ease and hardship are not weighty points in the problem, when "they are set over against the character of the product demanded. If the no recess plan insures as good a product as the recess plar. does, the teacher is entitled to relief ; otherwise, not. For reasons given above, your committee is fully convinced that neither the physi¬ cal nor the moral well being of the child is subserved by the policy of longer and continued sessions without an out-door recess. NORMAL SCHOOLS. XC1X TABLE III.— NORMAL SCHOOLS. The following is a comparative summary of normal schools, instructors, and pupils reported to the Bureau for the years 1874 to 1884 (1883 omitted) : » 1874. 1875. 1876. 1877. 1878. 1879. 1880. 1881. 1882. 1884. Number of institutions . 124 137 151 152 156 207 220 225 233 255 Number of instructors . 966 1, 031 1, 065 1, 189 1, 227 1, 422 1, 466 1,573 1, 700 1,937 Number of students . 24, 405 29, 105 33, 921 37, 082 39, 669 40, 029 43, 077 48, 705 51, 132 60, 063 c REPORT OF THE COMMISSIONER OF EDUCATION. Table III.— Part 1.— Summary of States and Territories. c Alabama ... Arkansas... California .. Colorado.... Connecticut Florida . Georgia . 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 . District of Columbia Utah . Washington . Total . 127 42 3 27 1 9 6 15 43 23 18 11 2 30 17 68 ID 37 19 61 11 5 14 162 71 23 21 175 8 14 7 16 70 33 59 1 6 Number of students. 1, 147 1, 308 200 1, 213 20 123 122 183 2, 160 688 554 I 598 N umber of nor¬ mal students. 748 467 1, 142 671 1,185 395 2,397 359 262 722 5, 966 2, 052 340 307 5,639 160 154 200 509 807 834 2, 028 14 73 157 34, 757 300 31 118 3 3 16 35 (334) 262 267 95 136 317 9 725 17 120 9 15 424 421 245 211 94 32 90 160 185 129 673 175 2 24 (601) 615 I 3,016 (316) 479 I 28 | (21) 72 384 270 1, 029 315 305 59 629 96 60 253 1, 733 7 49 77 143 243 396 382 413 191 56 2, 626 139 105 123 323 277 325 768 14 31 12 Number of other students. 306 177 74 100 385 70 193 (447) 340 353 73 100 143 65 3 91 261 82 731 38 92 200 j (128) 695 141 151 415 63 (158) 680 0 0 22 189 63 391 70 127 100 20 105 434 125 364 50 108 245 911 429 58 600 14 0 0 21 98 50 487 65 Graduates in the last year. 40 4 165 0 39 1 50 73 65 43 102 45 191 103 87 24 135 46 18 87 574 4 130 13 337 20 51 46 81 37 57 128 13 20 1 (1, 272) | 7, 106 I 14, 332 I (733) 5,554 I 5,760 |12'87! 26 4 113 22 97 122 61 22 107 15 49 166 4 22 302 1, 564 NOELJAL SCHOOLS. Cl statistics of public normal schools. Volumes in li¬ braries. Number of schools in -which drawing is taught. CO t-4 p,o .2 ~ o c5 lit fij ® 5 fH I®! P CtH Number of schools in which vocal music is taught. Is (S bX) 1 ci « 03 ■S3 K CO g £ ~ Number possessing chemical I laboratory. Number possessing philo¬ sophical cabinet and ap¬ paratus. pi S c3 ® i g 03 ^ || ^ o o £ £ o P co • Number possessing a gym¬ nasium. Number having model schools. Number in which students receive diplomas or cer¬ tificates on completion of course. Whole number. C O CO +3 p 11 So n CO o p 1 800 210 3 5 4 2 9 4 6 SOrt 2 1 1 1 1 1 1 2, 450 290 3 2 3 0 3 3 3 0 2 3 50 1 0 1 0 0 0 1 1 1 600 1 1 1 1 1 1 0 1 1 100 100 0 0 1 1 J 0 0 0 1 5C0 50 0 0 1 0 1 1 1 1 0 1 12, 200 2, 873 3 3 3 0 3 3 3 3 3 2 450 3 1 3 1 ' 1 0 3 2 2, 500 20 4 1 2 1 2 3 1 2 3 1, 745 2 2 1 2 2 2 2 I . 1 1 2 3, 592 205 5 2 4 3 3 1 0 4 5 3, 573 88 1 1 2 1 1 1 1 2 2 3, 941 499 8 6 7 5 r 0 4 4 8 5, 973 1, 216 1 1 1 1 1 1 1 1 1 9, 200 770 3 2 o 0 3 3 3 0 3 3 800 166 2 1 2 2 2 2 2 0 1 2 5,329 1, 532 7 3 7 5 5 7 3 0 3 7 6,031 60 2 0 1 2 2 2 0 1 1 350 80 2 0 0 0 1 0 0 2 2 550 2 2 2 1 1 2 2 3 3 5, 947 18 9 7 8 5 9 9 6 2 8 10 1,547 176 6 2 10 4 5 1 1 9 6 770 27 2 2 4 1 1 2 4 4 200 45 2 2 2 1 2 i 2 22, 186 2, 342 11 7 11 10 8 11 8 2 11 11 1,178 1 1 1 1 1 1 o 0 1 1 1 1 0 1 1 0 1 0 1 1,300 700 1 1 1 0 1 1 0 1 0 1 2, 275 501 3 0 0 0 2 3 2 0 1 3 3, 090 247 2 3 1 2 1 1 2 3 6, 100 836 3 4 5 1 3 2 1 7 12, 850 •881 5 2 5 1 4 4 3 2 5 5 150 12 1 1 1 0 0 1 0 0 1 1 1 1 1 o 0 1 1 0 0 1 2, 000 100 1 1 1 1 1 1 1 0 1 1 125, 127 14, 144 103 54 107 49 71 90 52 15 86 115 Oil REPORT States and Territories. Ala bain a . Arkansas . California . . Georgia . Illinois . Indiana . Iowa . Kansas . Kentucky . Louisiana . Maine . Maryland . Massachusetts . Michigan . Mississippi . Missouri . Nebraska . New York . North Carolina . Ohio . Pennsylvania . South Carolina . Tennessee . Texas . Virginia . Wisconsin . District of Columbia Utah . t . Total . OF THE COMMISSIONER OF EDUCATION. Table III. — Part 2. — Summary of C © © ^ “cQ & 790 Number of students. Number of nor¬ mal students. Number of other students. 68 104 44 33 46 6 10 5 6 18 ! 19 1 20 27 I I 31 106 35 36 74 8 II 16 20 459 311 41 290 2, 101 6, 339 957 1, 382 a876 102 98 131 (61) -•I 41 (61) 027 16 330 481 202 131 25 965 4, 692 686 1, 833 1, 995 177 328 «164 396 1, 138 2, 844 332 (461) 17 674 1, 903 305 125 i 35 161 155 105 4 16 230 62 (204) 143 | (277) 718 j 217 (905) (184) a25, 306 242 (23) 2,294 ] 226 j (24) 266 I (101) 376 2 45 47 209 20 16 169 101 33 18 15 982 352 279 296 6 33 13 117 (889) 8,712 I 6,043 103 1, 051 54 (314) 412 | (69) 628 | 68 ! 100 I 61 30 128 50 49 10 97 342 54 538 465 101 150 9 40 Graduates in the last year. 77 153 (250) 146 597 103 (2, ol2) 3,833 I 3,037 101 401 44 43 28 11 7 6 16 25 17 25 1 15 25 233 85 36 36 0 5 12 45 1,265 £2 O § I 5 n 5 13 4 I . 39 ! 18 59 17 19 1 13 17 123 24 27 27 0 716 a Classification not reported in all cases. NORMAL SCHOOLS. CIII statistics of private normal schools. Volumes iu libra¬ ries. Number of schools in which drawing is taught. Number having collections of models, casts, &c., for free hand drawing. Number of schools in which vocal music is taught. Number in which instru¬ mental music is taught. Number possessing chemi¬ cal laboratory. Number possessing philo¬ sophical cabinet and ap¬ paratus. Number possessing mu¬ seum of natural history. Number possessing a gym¬ nasium. Number having model schools. tC • 1 1 1 0 0 0 1 71, 150 3, 881 j_ 81 1 P 33 101 1 S5 . 57 1 P 45 14 1 44 1 103 1 CIV REPORT OF THE COMMISSIONER OF EDUCATION. Table III. — General summary of st ails lies of piiblic and private normal schools. Number of normal schools supported by — * States and Territories. State. County. City. Other agencies. ° . ,§§ |f & * c! g o 5 « r=> S £ -e fc-S 'o e pj 3 O P-J r-H o O ^ 2 So ■ 53 33 ! Sh ■ 1 O g (i) (i) 90 00 23 50 20 00 19 70 * From Report of the Commissioner of Education for 1882-83. a Exclusive of appropriations for permanent objects. b $500 from the State, $300 from the county, and $205 from the Peabody fund, c $500 from the State and $100 from the Peabody fund. d $500 from the State, $250 from the city, and $342 from the Peabody fund. e $500 from the State, $100 from the county, and $200 from the Peabody fund. /For 1882. g City appropriation. h Appropriation in common with other public schools of the city. i Fifty cents a week for normal pupils and $50 to each graduate agreeing to teach two years in the State. j Includes $120 from rent of land. k Received annually from the State, being one-third of the income in this State from the congres¬ sional grant of land to agricultural colleges. CVXII REPORT OF THE COMMISSIONER OF EDUCATION. Appropriations for normal schools — Continued. Name of school and location. Appropriation for l883-’84. State appropriation per capita of pupils in the last year, a Virginia Normal and Collegiate Institute, Petersburg, Va . $120, 000 63, 725 1,450 2, 000 2, 000 d800 1, 200 1, 050 1, 140 61, 500 $45 37 c30 00 35 00 Concord State Normal School, Concord, W. Va* . Fairmont State Norm nl School, Fairmont W. Va, _ Glenville State Normal School, Glenville, W. Va . Storer College, Harper’s Ferry, W. Va . . 17 00 3 00 Marshall College (State Normal School), Huntington, W. Va . Shepherd College, Shepherdstown, W. Va..^. . . West Liberty State Normal School, West Liberty, W. Va . Milwaukee Normal School, Milwaukee, Wis . . . ........ 25 00 State Normal School, Oshkosh, Wis . . . . . Wisconsin State Normal School, Platteville, Wis _ _ State Normal School, River Falls, Wis . . . . 16, 113 21, 252 41 95 State Normal School, Whitewater, Wis _ Miner Normal School, Washington, D. C . . . Washington Normal School, Washington, D. C . Normal department of University of Deseret, Salt Lake City, Utah . Normal department of University of Washington Territory, Seattle, Wash. . . . ( e ) /5, 000 0 < e ) 68 50 0 * From Report of the Commissioner of Education for 1882- 83. a Exclusive of appropriations for permanent objects. 6 City appropriation. c City cost per capita. d $600 from the State and $200 from the county. e Appropriation in common with other public schools of the city. f Territorial appropriation. • NORMAL SCHOOLS. CIX Table III presents tlie statistics of 255 normal schools, having 1,937 instructors and 60,083 students. Of the whole number, 127 are public normal schools, having 1,147 instructors and 34,757 students, the number of normal students being 22,710. The private normal schools number 128, with 790 instructors and 25,306 students, of whom 15,644 are normal students. Of the public normal schools, 103 are supported by State, 2 by county, and 22 by city appropriations. Few cities maintain normal schools and the amount of money expended by the cities in this work is small as compared with other expenditures for education. Like normal schools in general, the city normal schools fall into two classes : those which are strictly professional, as the Boston and Washington normal schools, and those which combine academic and professional courses, as the Philadelphia Normal School and the Normal College, New York City. The age and standard of qualification required for admission to the former schools are necessarily higher than are required for admission to the latter, the purpose being to secure scholars of sufficient maturity and attainments to enable them to profit by the special training. This is an im¬ portant consideration, since training in the theory and art of teaching in the case of ignorant, immature pupils is in danger of degenerating into a mere mechanical drill upon methods. The training of the city normal schools of the first class mentioned is directed chiefly to the preparation of teachers for the primary grades. It is sometimes objected that here too much stress is placed upon methods. Such is perhaps the tendency, but those familiar with the work going on in the schools of this class that enjoy any prestige as training schools are aware that it is a tendency which is watched and restrained. The ideal of pedagogic training, it must be remembered, is as yet imperfectly formed, but so far as it applies to primary teachers it is without doubt in the line of the exercises encouraged in the normal schools referred to. The obser¬ vation of children with the view of finding out their mental and moral attributes and the limits of their powers; the knowledge of the results of similar observations by others ; the consideration of the subjects of elementary instruction ; of the relation which these bear to the sensible objects and living interests that make up the child’s world ; of the order and the means by which they may best be presented to the child’s attention and excite the voluntary and agreeable action of his mind — these are the matters that are urged upon the attention of normal students. The practical results of these studies, investigations, and exercises are seen in the improvement that has taken place in the past few years in the city primaries. The endeavor is being made to secure such a representation of the work of city normals at New Orleans as shall indicate, in some measure at least, the methods of in¬ fraction that have been wrought out by them. The success of similar representations from foreign schools in the Health Exhibition, London, leads to the hope that the contemplated exhibition in our own country will bring about a more intelligent and more general understanding of what these schools are contributing to the public benefit. State normal schools, established either as separate institutions or as departments of universities or colleges, are reported from all the States, save Delaware, Louisiana, Nevada, Ohio, and South Carolina. The table of appropriations shows that, on the whole, these schools are well supported, though in some States the funds allowed are not sufficient to secure either the teaching force or the material appliances re¬ quired. The Western States, it will be observed, are fully up to the standard of the older Eastern States in respect to this provision. Thus, Wisconsin, admitted as a State in 1848, population (census of 1880), 1,315,497, maintains four State normal schools, appropriations for two of these for the current year being $37,365. New Jer¬ sey, with about the same population (1,131,116), maintains one State normal school ; appropriation for the year, $20,000. Nebraska, admitted as a State in 1867, established a State normal school the same year. The appropriation to this school for 1884 was $14,350, a little more than the appropriations reported for three of the four State normal cx REPORT OF THE COMMISSIONER OF EDUCATION. schools of Maine. The appropriations to the three State normal schools of Minnesota for the year amount to $39,000. The support given to the provision for training teachers in these comparatively new States is one of the many evidences of the unanimity of feeling with respect to popu¬ lar education characterizing the settlers from the East and from foreign countries. The multiplication of normal schools in the Southern States is an important fact in the recent history of popular education in our country. In 1867 the Richmond Normal School, Richmond, Va., and the State Normal School (Marshall College), Hun¬ tington, W. Va., were established. These were the earliest normal schools, organized as such, in the States that have received the benefit of the Peabody fund. Now 35 public normal schools .are reported from these States, with appropriations from public funds amounting for the year, so far as reported to this Office, to $212, 228. The following comparative table shows more fully the development of this class of schools in the Southern States : Public normal schools. 1870. 1880. States. i Number. S T3 £ M Income from taxation and public funds. | Incomo from other sources. Number. 1 W 0 o 5q Appropriations. Alabama _ ... _ _ 14 488 1 3 560 $13, 500 Arkansas . 1 62 $3, 061 $7, 000 ! 2 210 al2, 000 "Delaware _ _ _ _ _ _ 1 1 100 4,000 Florida . 1 2 475 5, 500 3, 000 . i 127 Georgia . 4 657 6, 867 1, 000 2 302 Ml, 500 "Kentucky _ _ _ _ _ _ _ 1 210 . T.nn i si an a _ _ _ _ _ _ _ _ 1 126 * Maryland . . 3 265 9, 800 780 2 441 12, 500 Mississippi . . . . . 2 417 5, 000 Missouri . 5 558 7, 629 10, 475 6 1,388 a40, 684 [North Carolina . 5 327 i 1, 251 2, 320 2 347 4, 000 South Carolina... . . . . 1 500 1 8, 000 1 167 65,000 Tennessee . . . . 2 150 ! 600 1,500 . 1 | 142 Texas . . . 2 168 32, 500 Virginia . 4 295 1 3, 400 14, 650 1 354 610, 329 "West Virginia . . . . . . . 2 455 i 5, 800 6 435 District of Columbia . . . 2 39 62, 000 1 . 1 . Total . 46 4, 668 1 51,908 44, 725 33 5, 097 149, 013 a This is exclusive of appropriation to the normal department of the State University, which appro¬ priation is made in common with that of other departments. 6 This appropriation, which is from the proceeds of the national grant of land to agricultural col¬ leges or in lieu of the same, is not specifically for the normal departments of the institutions so endowed. c For one school only. NORMAL SCHOOLS. CXI Private normal schools, 1880. State. j M 1 cr3 "S A m 4 789 1 I . 239 1 50 395 352 Kentucky . . . . . . . . 6 Louisiana . . . . . . . 3 Maryland . . . . . . 3 372 Mississippi ......................... _ ................................................ 2 9 Missouri _ , _ ...... . . . . . . 2 86 North Carolina ....... _ ..................... _ ................... _ _ _ .... _ 6 633 820 1, 528 398 Son tli Carolina -- < _ _ _ _ _ _ _ _ _ _ _ ... 3 Tennessee ...» _ ...... _ ......... _ ............ _ ................ _ ...... _ 11 4 Virginia ..... _ ........ . . . . 2 370 "West Virginia. ... _ .................................................................... 1 245 District of ColninlM a T T _ . . . . . ... _ ... _ _ ... _ _ _ , _ 3 200 Total . . 52 6, 336 The legislature of Louisiana at the session of 1883 passed an act to establish a State normal school, to bo located at the city or town offering, in the judgment of the board of education, the greatest facilities for the establishment and success. of such an institution. Natchitoches was finally selected, but the organization of the school is delayed by an unfortunate accident. By some oversight, the appropriation ($6,000) named in the bill was omitted from the general appropriation act, so that the matter will probably be held in abeyance until the meeting of the general assembly in 1886. While the purpose of the State normal schools is everywhere the same, viz, the training of teachers for the common schools, the courses of study, methods of train¬ ing, and standards of attainment which they present differ greatly. States in which the public school system is of long standing and includes ample provision for advanced courses of study naturally require a higher degree of preparation in the teachers of the common schools than is possible in States in which popular education is a matter of recent interest or in which the population is scattered and largely pioneer in character. The province and functions of normal schools have been prolific subjects of discus¬ sion in educational conferences for the past few years, and the result is apparent iu a clearer conception of the special character of the work on the j>art of those to whom it is intrusted and in more definite and satisfactory results on the part of the students. In this improvement all of the schools have participated to a greater or less degree. The importance of drawing public attention to the operation of these schools cannot be too strongly insisted upon. Often they are hampered by public opposition at the very time when principles and methods that have been brought to light and established by long and patient effort on their part are receiving favorable recognition. That view of the interior working and far-reaching influence of one of these insti¬ tutions which was so impressively set forth ''by Dr. Edward Brooks 1 in his farewell 1Dr. Edward Brooks, for seventeen years principal of the normal school, Millersville, Pa., resigned in 3883, and delivered his farewell address at the commencement exercises in that year. CNII REPORT OP THE COMMISSIONER OF EDUCATION. address as principal of the normal school, Millersville, Pa., could he paralleled by many other schools of this class. He said : In assuming the duties of principal, I had certain ideals in respect to the character and work of a normal school which I have endeavored to realize during my admin¬ istration. The first and leading object at which I aimed was the thorough scholastic and professional training of the students. It was my ambition to make the Millers¬ ville Normal School one of the very best in tho State or country. To accomplish the first part of this object, the several departments of instruction were more distinctly organized, the salaries of the professors were raised, and persons with special qualifi¬ cations placed and kept at the head of these different departments. These changes were rewarded by the wide reputation of our studentsfor thorough scholastic prepa¬ ration in whatever branches they had studied or pretended to teach. In the depart¬ ment of professional training, a thorough knowledge of the nature of the mind was regarded as lying at the foundation of a teacher’s work ; and the course in mental philosophy became a source of inspiration and power to our graduates, not only as teachers, but in the various vocations of life in which they engaged. In the science and art of teaching, the effort was made to ground tho student teachers in the broad and fundamental principles of education, and to train them to make a practical application of these princix>les in the actual work of the school room. In the practice of teaching, special attention was given toprimary instruction ; and the character of this work is indicated by the fact that many of the most practical methods of the so-called Quincy system had never been heard of. In addition to this, the effort was made to show the dignity and excellence of the teacher’s vocation and to inspire the minds of the pupils with a love for and a desire of high attainments in the profession of teaching. Though never fully reaching my ideal, the value of the work that was accomplished maybe indicated by the enthusiasm and efficiency of our pupils and graduates as teachers and educators, many of whom are to-day occupying distinguished positions as teachers in high and normal schools, city and county super¬ intendents, &c. Indeed I may be permitted to say that the methods of teaching which have been worked out in this school have not only given skill and success to the thousands of pupils educated here, but are to-day largely in use from Maine to Oregon and Texas, aiding in giving direction and inspiration to the work of education all over our broad country. ABSTRACT OF RECENT CORRESPONDENCE ABOUT THE SALARIES OF NORMAL SCHOOL PRINCIPALS. Many inquiries have been addressed to this Office as to the salaries of principals of normal schools, a matter which must obviously have great weight in determining the character and efficiency of the schools. The following statement, compiled from recent information, shows the salaries of thex^rincipals of normal schools in 27 States in 1884 : Alabama : School at Florence, $1,500 ; at Marion, $1,200 ; at Tuskegee, $900 ; at Huntsville, $675 ; annual session of nine months. Arkansas : Normal department of Arkansas Industrial University, $1,500 per annum California : School at San Josd, $3,600 ; branch at Los Angeles, $3,000. Connecticut: School at New Britain, $2,600. Illinois : School at Normal, $3,500 ; at Carbondale, $3,150. Indiana : School at Terre Haute, $3,000. Iowa: School at Cedar Falls, $2,000. Kansas : School at Emporia, $2,000. Maine : Schools at Castine, Farmington, and Gorham, each $1,800. Maryland : School at Baltimore (for whites), $2,500. Massachusetts : One at $3,000 ; three at $2,600 ; one at $2,400. Michigan : School at Ypsilanti, $3,500. Minnesota: Three schools, at $2,000 each. Mississippi: School at Holly Springs, $1,500. Missouri : Three schools for whites, $2,200 each; one school for colored, $1,500. Nebraska : School at Peru, $2,000. New Hampshire : School at Plymouth, $2,000. New Jersey : One school, $3,000. New York : Eight schools, o*t $2,500 each. NORMAL INSTRUCTION. CXIII North Carolina: School at Fayetteville, $1,000 (ten months) ; at Plymouth, New Berne, Frauklinton, and Salisbury (four months), $'<300; institutes, at $30 per month. Pennsylvania : Eight schools, average $1,800, with board and lodging besides. Rhode Island: School at Providence, $3,000. Tennessee: School in the University of Tennessee, $3,000. Vermont: No settled salaries; three schools, from $900 to $1,500 each per annum. Virginia : School at Farmville (whites), $2,500 ; at Petersburg (colored), $1,200. West Virginia : One at $1,200 ; three at $1,000; two at $900. Wisconsin : Four schools, at $2,500 each. PEDAGOGICS IN UNIVERSITIES AND COLLEGES. Chairs of pedagogics or didactics have been established in the Universities of Mich¬ igan, Missouri, Iowa, Nebraska, and Wisconsin. Johns Hopkins University has in various ways made its influence felt upon the teaching profession, and its work in this direction promises to be greatly extended through the lectureship of psychology which has been accepted by G. Stanley Hall, ph. d. The distinction between this department of the university and the work of the normal school should be kept clearly in mind. The training of the normal schools will, under some circumstances, merge into that of the universities; under others, it may be possible and desirable that the two should be pursued simultaneously ; and always, if the university training in pedagogics be sound and strong, it will make itself felt in the work of the normal schools; nevertheless, the two are suf¬ ficiently removed from each other in character and purpose to prevent waste of re¬ sources and confusion or antagonism of effort. In Germany the training school on the one side and the pedagogic department of the universities on the other have full development. In Great Britain it is coming to be more and more clearly recognized that both are alike essential in maintaining a high standard of excellence among teachers, inspectors, and other officers directly engaged in the service of education. The separate functions of the two agencies weie very freely discussed at the Interna¬ tional Conference on Education held in London in connection with the Health Exhi¬ bition, the university side of the work being treated with special force and discrim¬ ination. While it would be impossible to give here any summary of the papers read or the discussions which they called forth, I present a few observations by some of the speakers : THE UNIVERSITIES IN RELATION TO TRAINING OF TEACHERS. {Extract from a paper presented by Rev. R. H. Qniclr, formerly lecturer on pedagogics at the Univer¬ sity of Cambridge. J The universities ought to be the brains of our social system. They naturally attract many of the best intellects in the country and they afford them the most favorable conditions for working. A vast amount of thought has already been given to the theory of education and a num ber of valuable pi iuciples have already been established. Let the universities appoint able men to bring these principles together and to apply them to the solution of the educational problems of our time. In this way the uni¬ versities will fulfil the function of the brain and get the thinking done. There will be plenty of practice in any case, and it is only by thinking that the universities can affect it. Undirected or misdirected activity is the chief danger of our time. * * * All I wish to urge is this, that the distinctive function of a university is not action, hut thought, and that the best thing the universities can do for schoolmasters is to employ some of their keenest intellects in considering education on the side of theory and in teaching such principles respecting it as have been or can be established. PROFESSORSHIPS AND LECTURESHIPS ON EDUCATION. [Extract from a paper presented by J. M. D. Meiklejobn, M. A., professor of the theory, history, and practice of education in the University of St. Andrews.] I will put the question I have been trying to answer in another way. What can the universities do for education f WThat can they do for the processes that are going on daily in our schools? A university is a place lor study and research ; but it is also a place for distribution. It tries to distribute first hand knowledge along with the E — VIII CXIV REPORT OF THE COMMISSIONER OF EDUCATION. germs of further growth in it ; and it tries to give fro its alumni the best culture. Can we not find within its walls men who will give their whole lives to observing aod thinking about the different processes that go by the name of education, just as we Nave men who give their lives to medicine, or to anatomy, or to physical science ? The universities might now at length say : We will study howall this should be done — under what conditions, and how it may be best done ; we will begin at the beginning, and we will not shut out from the scope of our inquiries any kind of men¬ tal procedure whatever. We will test the experience of teachers and try to make the best experience of all teachers available for each one — and that the youngest. We will study methods, and try to make our methods living We will" show the best means of having clear perceptions, of forming clear and adequate conceptions, and of coming to true and full judgments. We will show how a teacher may make his school a scene of search, of creative work — of happy search and of happy creative work. We will not merely examine schools; we will guide and reach and inspire Ihem. We will further produce a body of literature which will inform the young teacher on all that he requires to know ; and we will do this, not by fits and starts, but in a system¬ atic, persistent, and vigorous fashion. And, while we hope to teach the teacher and show him how to form the young and growing minds of England, we hope, at the same time, to learn as much from our pupils as they learn from us. As we try to con¬ nect ourselves with and to be of use to all the learned professions, this profession of teaching — which shapes the intelligence of the nation at each remove and lies at the basis of all the other professions — shall now be our special and our sacred care. Professors of education, then, stand for method and for methods, for a careful search after the new and a frank criticism of the old, for first-handness in thought, culture, and knowledge, for fidelity in distribution, for the introduction of the gi owing and receiving mind to all that is best in art, in science, in history, and in expression. The objection to special training in the theory and art of teaching on the ground (hat the acquisition of general knowledge, under the guidance of expert instructors, accustoms one to the methods most effective in the work of imparting instruction, has been well met by S.S. Laurie, m. a., professor of education, University of Edin¬ burgh. Hesays: We are told that our public schools have such admirable methods and so noble a tradition in teaching that young men who enter them as assistants, and who have themselves been public school boys, are “ to the manner born,” and, if they have any¬ thing to learn, will soon learn it by watching the head master and submitting them¬ selves to his advice. That the young assistant will by these means acquire the habit of his school, whatever that may be, I do not doubt. But is that habit a good one ? Has the head master himself studied philosophy and method ? Is he not simply re¬ peating his predecessors ? Or is he perchance inspired ? No one will be found at this time of day to defend Keatism as it flourished at Eton, fagging in the forms it assumed at certain public schools, and other brutalities which brought shame on the name of Christian, not to speak of the name of educator. I do not suppose any one, save a survival in some grammar school situated in some region remote and melan¬ choly and slow, will defend the method of acquiring the Latin grammar by imposing the learning of Latin rules. I do not suppose that any competent head master now maintains that the sole engine of moral discipline is the constant rod. I do not sup¬ pose that ignorance of geography, of history, of English, of the facts and laws of nature, will now be regarded as an essential characteristic of tht best English education. These things are mostly of the past. But why ? To what is all this due ? To writers on edu¬ cation, to the progress of society generally, and to one or two distinguished practical educators, such as Arnold. Were Arnold alive now and were he to initiate a course of lectures on education at Oxford, would our present head masters not think it de¬ sirable that their future assistants should sit at his feet for a couple of terms ? There is no Arnold now, but nature repeats a type though it never repeats an individual. The optical law w hereby an object becomes smaller the further it is removed from the eye is inverted iu the case of men. The distance to which death removes them makes them larger, not smaller. Yon may have confidence that God did not exhaust Himself in the pedagogic fi< Id when he made Arnold. There was still some energy left for the production of men who could teach others to teach and inspire them with the noble aims of true educators of youth. Grant that, through the influences to which I have alluded, we are now better than in the past, yet surely it is the insanity of self satisfaction to conclude that now at this time of speaking, in August, 1884, our public schools and middle schools and primary schools are at last perfect in their aims, methods, and discipline. Even if they were, would it not be desirable that the young aspirant should be introduced to the principles which underlie and explain and vindicate that perfection, and to the instructive history whereby that perfection has been happily reached, that so he may be guarded against degeneracy, and that a school of education may preserve for the future all that is good in the present? NORMAL INSTRUCTION. CXV Had Roger Ascham’s College, at Cambridge, founded a lectureship on the first two hooks of Quintilian and on Ascham’s own work, and dqjne nothing more, the whole character of English public school education would have been revolutionized more than 200 years ago. We should have been as great a nation, measured by the standards of imperial power and wealth, but our citizens would have had a better use of tlieir brains, greater love of truth, more open minds, more kindly hearts, more of wisdom, justice, and righteousness. If I did not believe this, I should give up the whole question of “how to educate” as vain and empty talk; but I should have at ! he same time to give up my belief in humanity and in the possibility of a true civil¬ ization. THE TRAINING OF TEACHERS. [By Dr. Stoy, lecturing professor and principal of the training college at the University of Close of first year . . . . . 2 | $1, 805 70 4 ! 3, 227 90 Close of second vear. . . . . . . Close of third vear . . . . . . 5 j 3, 440 85 Close of fourth vear _ .. _ _ _ _ _ 6 4, 700 20 Close of fifth Year . . . . . . 8 | 10, 024 85 The total enrolment of children at the close of last year was 342. During the present year this enrolment has been increased by 125 additional scholars. As nearly as can be estimated, the Jackson Street Kindergarten Association during the five years of its existence has had over 1,200 little children under its protection and training. A large proportion of these children were under 5 years of age. Many of them were from 2^ to 4 years old. In a single class, at 116 Jackson street, 25 little ones were but 3 years of age, and a number ot them were even under that age. Necessity for incorporation.— Up to the close of the present fiscal year the work of the association has been carried forward in the same quiet way in which it was first organized ; but the rapid growth of the work has necessitated a change in our organic structure. It has been found necessary to incorporate the society. This issue was summarily forced upon us by the munificent legacy of $20,000 devised by a stanch and devoted friend of the Kiudergarten work. In drawing up the will it was ascer¬ tained by the attorney in charge that the Jackson Street Kiudergarten Association was not an incorporated society aud could only receive such a bequest by the ap¬ pointment of trustees for the special purpose. Trustees were appointed and the be¬ quest was made. This legacy was soon followed by another proposed bequest, but this time the parties, on learning that the society was unincorporated, decided to await incorporation. It was at once resolved to take steps looking to incorpora¬ tion, which was accomplished October 6, 1884. * * * In connection with this step it was deemed advisable to change the name of the association and call it the “Cooper Kindergarten Association,” in compliment to Mrs. Cooper, who is the head and front of the organization. To this that lady earnestly objected, on the ground that she would be much hampered in her work for the Kindergarten if her own name were used for its title. Mrs. Cooper protiosed, instead, the name of the Golden Gate Kindergarten Association as being suitable, not merely on account of its beau¬ tiful figurative sense, but as being a unique name among the several benevolent as¬ sociations of the city. A ballot was taken, the result being that the name of Golden Gate was unanimously adopted. The great work of the year. — On the anniversary birthday of her beloved son Mrs. Stanford sent to Mrs. Cooper the sum of $4,000, to be used for the Kindergarten work under her charge. It was decided to use this sacred ottering in the establish¬ ment of a memorial Kindergarten to be named for the beautiful and gifted son. Everything was done to make this, in all respects, a model Kindergarten. It has been pronounced by visitors from the East and others well qualified to judge the best equipped and best appointed free Kindergarten in the country. There are 100 little children enrolled in 2 classes. There are 2 principals, competent, refined, devoted, and faithful, with 2 assistants of like spirit and temper. The work moves on in rhythmic harmony and the good accomplished cannot be estimated. * * * In a brief address made by Mrs. Cooper on the occasion of the formal opening of the Stamford Free Kindergarten, she stated that the only sad feature of the work iu this city is the utter inability to provide for the clamorous little ones that plead for admission to these schools. She further went on to state that not only are all the Kindergarten under this association thus crowded, but that scores have been turned away from all the free Kindergarten, including Silver street, Folsom street, and the CXXII REPORT OF THE COMMISSIONER OF EDUCATION. New Kindergarten of the First Congregational Church on Harrison street. In speaking of the latter she said: “ Being at the Folsom Street Kindergarten on Monday morning, the 14th, I was pained to see the tearful mothers as they learned there was no room for their children. Every inch of room was occupied. Knowing that the First Congrega¬ tional Church was to open its Kindergarten that morning I said : ‘Wait a few minutes And I will go around and see if there is room at the new Kindergarten for your little ones; it is only three squares off7.7 Going over to the hall I iound that 1& children had already been turned away, and it was then only about 9 o’clock of the opening day. I had no good news to carry back to the waiting anxious mothers. This,” continued Mrs. Cooper, “ is the experience we have in all our free Kindergarten. We cannot possibly accommodate the little ones that come.” The Produce Exchange Class, opened August 8, 1884, owes its existence to a dona¬ tion that gave rise to the following corresx>ondence: San Francisco Produce Exchange, 425 California street. Mrs. Sarah B. Cooper: Dear Madam : I have great pleasure in inclosing you a check for $125, collected at the polls, for the Jackson Street Kindergarten, at the annual election of the San Fran¬ cisco Produce Exchange, held this day. This is an improvement over our effort last year and shows an increased interest taken by our members in the noble charity over which you preside. With the wish that our mite may he some help in the rescue of the little ones, I remain yours, respectfully, JOHN WIGHTMAN, Jr. San Francisco, July 15, 1884. Mr. John Wightman, Jr.: My Dear Sir : Your kind letter, inclosing the generous check from the Produce Exchange, is just at hand. In behalf of our board of management, in behalf of the little children whom it will enable us to train and bless, and in my own behalf, I send herewith a vote of heartfelt thanks. It is a matter of fervent and grateful joy that vour interest in our work increases in proportion to your acquaintance with it. This is a never failing experience ; hence it is that we cordially welcome all thoughtful and philanthropic citizens to our Kin¬ dergarten, that they may see the work and what is being done through it for the neglected little ones of the city. As to the disposition of your gift, you will hear before many days, as it will en¬ able us to carry out a long cherished plan for enlarging our work at Jackson street. With sentiments of sincere and grateful appreciation, I am, most truly, yours, SARAH B. COOPER. San Francisco, July 16, 1884. Mrs. Kate S. Wiggin, superintendent of the Silver Street Kindergarten, made an earnest appeal in behalf of the free Kindergarten work of the Pacific coast, which appeared in the Chronicle, Bulletin, and Examiner of September 10, as follows: To those who have kind hearts and full purses : Seventy little children, between the ages of 4 and 5 years, have been turned away from the Silver Street Kiudergarten since July 9, and we have 150 in daily at¬ tendance, all we can possibly provide for in our two departments. It is certain that 40 of these 70 applicants for admission came from poor and wretched homes; some were the children of hard working people who try to help themselves ; others belong to parents whose only heritage to their little ones has been sorrow, misery, and vice. One must have a heart of stone to shut the door upon these children, knowing the street life outside, the vile language, vicious habits, idleness, and worthlessness -which it fosters, and realizing what is inside: joy, plenty, love, truth, industry, gen¬ erosity, frugality, and perseverance in well doing. We have come to the couclusion not to shut the door any longer , and that it is a lack of faith on our part not to make an endeavor to enlarge an already enormous work. It is true that all our city Kindergarten are at present receiving support from our best and most generous citizens ; but we feel it possible that some benevolent and KINDERGAERTEN. CXXII1 wealthy soul is pining because he has never been asked to contribute, some rich bachelor who wants to give double because he has no children of his own, some happy father who desires to give treble, as an expression of gratitude for his own fortunate and innocent little ones. We would modestly suggest that here is an op¬ portunity, and for the benefit of such I make, with full concurrence of my training class, the following proposition, viz : To establish at once, superintend, and maintain two or three branch classes at a nominal expense, under these conditions and with this amount of money : Branch No. 1. — Silver Street Kindergarten. Rent of additional room per month . . - . . . Share of janitor’s work . . . Share of piano rent . . . . . Fuel . . . . . . . Material used by children . Monthly instalment on furniture and apparatus to be purchased by us in ad¬ vance . . . . . Supervision of one special assistant . $10 00 3 00 2 00 1 00 2 00 7 00 15 00 Total 40 00 Fifty dollars’ worth of love given gratis. This class will contain 30 to 40 children, who will be cared for and educated at the rate of $1.30 a month and receive the untiring devotion of cultured and skilful teachers. If ten persons will send their names and a subscription of $4 a month, or twenty, with $2 a mouth, we will publish the list, buy the furniture and appliances at our own risk, and open the first class under the wing of the Silver street institu¬ tion on October 1. If the names roll in by hundreds and thousands, we will cheerfully superintend a second branch class in any of Mrs. Cooper’s Kindergarten, her work being virtually one with ours. This must not be taken, however, as a fair estimate of the cost of Kindergarten work. You can see that it will be almost wholly a labor of love. It means a heavy drain upon the time and energies of the few who are capable and will¬ ing, and a large measure of voluntary labor from a training class, which is already assisting in 6 free Kindergarten. And then there are very few unoccupied kindergart- ners who can afford for $15 a month to give a general supervision which would be worth $40 at least ; so that these branch classes will be supported for less than half the usual expense. Nevertheless, we feel that, if the children were grouped and taught for one year in this way, the furniture and apparatus would be in readiness, and those would be fouud who, during the next year, would assist us in placing the work on a stronger foundation. And now we leave the plan with you, hoping that we have not rushed into print for no result. Do not give your money blindly when you can visit the free Kinder¬ garten and see what they are doing. The work will bear inspection, and the happy faces of the children themselves will draw the dollar from the most reluctant pocket. Please send name and address with your subscription, marking it “For Kindergar¬ ten Branch Class No. 1,” adding the unspoken thought, “God bless the work and the children thus gathered.” Yours, for the children’s sake, KATE D. S. WIGGIN. The response to this appeal was a contribution of $40, by means of which a class called the Peabody Kindergarten was at once formed. THE KINDERGARTEN AND THE PUBLIC SCHOOL SYSTEM. Inquiry is constantly arising as to the prospect of the Kindergarten becoming a feature of our public school systems. The work in St. Louis, under the gratuitous supervision of Miss Susan E. Blow, has been followed with deep interest, as it has been generally felt that it was destined to become a permanent part of the public school work of that city. The lowest limit of the school age in that city, viz, 6 years, raises a difficulty in the way of such a result which can only be met by legis¬ lation. So far the outlook is not encouraging. In accordance with the recommendations of the special committee appointed by the CXXIV REPORT OF THE COMMISSIONER OF EDUCATION. school board of Milwaukee in 1882 to inquire into the operations of the St. Louis Kindergarten, it was determined to establish a public Kindergarten in that city. In his annual address to the board for the year 1883 the president, Hon. Joshua Stark, says: The Kindergarten has during the past year been treated as part of our school sys¬ tem. Whether it shall be a permanent feature of the system will depend upon the wisdom and cautiou of future boards. That this is the true method of education for children of tender years is no longer questioned, and it should not be abandoned so long as we are compelled to provide schools for infants of 4 and 5 years. It requires of the teacher, however, something more than love for children or skill in their en¬ tertainment. The success and permanency of the Kindergarten, I think, depend upon the appointment of mature, intelligent, and thoroughly qualified teachers to direct them, aud judicious restriction of their cost. The school board of San Francisco has from the first manifested the deepest interest in the Kindergarten. Two of the Kindergarten established in that city have already been adopted by the board as connecting classes. At a meeting of the classification committee of the board in the present year, at the instance of Deputy Superintendent O’Connor, it was decided to recommend that a Kindergarten teacher be employed, at an expense not to exceed $20 per month, to teach the normal class the Kindergarten system, and that all substitute teachers be required to take this instruction with the normal class at least once a week. This is an important step, for it is through the normal schools that the adjustment of Frobel’s system to our public schools must be made, if it is to be made at all. It was undoubtedly the recognition of this fact that led to the efforts before mentioned in reference to the introduction of a Kindergarten department in the Cook County Normal School, which department now includes a training class as well as Kindergarten. A number of the leading city superintendents have expressed themselves strongly in favor of the Kindergarten. Hon. S. A. Ellis, superintendent of schools, Rochester, N. Y., says in his report : In several cities of the country Kindergarten have been established in connection with the public schools and under the management of the boards of education. While ir would not at present be possible for this board to adopt this plan, I sincerely regret that the little ones who apply for admission to our primary grades every year are unable to have the excellent training these schools give to young children before they come to us. The work of these schools, as is well known, is largely ethical in its character, for Frobel believed that only through careful moral training of the young could the truest and noblest types of character be formed. We may not. have the Kindergarten, but could the teachers in our primary schools catch a little of the spirit and enthusiasm of Frobel, and make some of his methods their own, there would soon be visible all along the line of our work the signs of in¬ creased moral growth and progress. KINDERGARTEN AT MADISON. The annual meeting of the Frobel Institute of North America was held at Madison in July, during the session of the National Educational Association. The meetings were largely attended and great interest was manifested in the proceedings. The Kin¬ dergarten exhibit formed an important feature of the educational exposition at the barne place. Portions of it were arranged with special reference to illustrating the possibility of union between the Kindergarten and the public school training. In ad¬ dition to our own country, Japan and Switzerland were well represented. In the for¬ mer country, the encouragement of Kindergarten is a noticeable feature of the recent progress in popular education. Seven of these schools were reported in 1882, and the system has obtained such favorable recognition that the following notification was issued during the present year by the education department : It being very injurious to children under school age (i. e., below 6 years) to admit them into schools and to give them the same education as children of school age, the government of each fu or ken shall cause such children to be trained according to the Kindergarten system. SECONDARY INSTRUCTION. CXXV SECONDARY (INCLUDING PREPARATORY) INSTRUCTION. TABLE VI.— institutions fob second art 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 1674 to lc84, inclusive (1883 omitted) : 1874. 1875. 1876. 1877. 1878. 1879. 1880. 1881. 1882. 1884 No. of institutions. 1,031 1, 143 1, 229 1,226 1,227 1,236 1, 264 1, 336 1, 482 j 1, 588 No. of instructors 5, 466 C, 081 5, 999 5, 963 5, 747 5, 961 6,009 6, 489 7, 449 7, 923 No. of students — 98, 179 108,235 106, 647 98, 371 100, 374 108, 734 110, 277 122, 617 138, 384 152, 354 CXXVJ. KEP01.tr OF T11E COMMISSIONER OF EDUCATION. Table YI. — Summary of si ali sties of States and Territories. ! Number of schools. Instructors. Number of students. Male. Female. Total. Male. Female. In English course. i In classical course. 05 <0 rt P O A p S tJ o a a Alabama . . . 22 39 73 a2, 259 1,102 1,007 1, 243 324 131 Arkansas . . 20 28 34 al, 648 710 745 ! i, no 185 44 California . . 37 136 213 a4, 608 1,891 2, 592 2, 397 483 875 Colorado . 3 10 20 405 153 252 241 96 68 Connecticut . 36 56 125 1, 801 828 973 900 338 364 Delaware . 9 24 14 704 428 276 •369 160 32 Florida . 8 7 31 782 244 538 562 45 43 Georgia. . 188 U267 233 al5, 529 7, 850 7, 479 ' 9, 510 2, 333 840 Illinois . 49 111 266 7, 282 2, 785 4, 497 64, 060 378 1,312 Indiana . 22 24 48 2, 430 929 1, 501 815 206 106 Iowa . 40 76 74 a4, 459 2, 164 2, 209 2, 177 428 446 Kansas . . 6 17 14 659 314 345 437 59 34 Kentucky . 57 93 202 a4, 919 2, 021 2, 788 2,929 650 522 Louisiana . 16 U32 35 1,182 542 640 764 111 453 Maine . 23 47 49 2, 293 1,116 1, 177 61, 134 404 235 Maryland . 41 100 106 2, 713 1, 527 1,186 1,785 361 749 Massachusetts . 54 103 190 a3, 186 1,181 1, 905 1, 811 748 706 Michigan . 18 39 72 a2, 297 825 1, 337 1,388 779 719 Minnesota . 17 42 62 a2, 430 1, 374 1, 016 1,762 140 012 Mississippi .. _ ...... 28 45 68 2, 856 1,287 1, 569 1, 881 400 53 Missouri . 34 91 166 a4, 236 1,964 2,132 3, 009 465 428 Nebraska . 15 29 40 1, 419 585 834 610 111 43 New Hampshire . 33 46 43 al, 972 1, 023 874 1, 230 37* 194 New Jersey . 47 108 145 a4, 000 2, 149 1, 806 3, 135 513 2, 274 New York . . 190 537 747 a20, 561 8, 953 10, 077 611, 885 3, 145 3, 789 North Carolina . 87 al53 118 al, 378 3, 805 3, 000 4, 845 1,245 356 Ohio . 44 104 139 4,146 1, 807 2, 339 2, 179 613 581 Oregon . 16 26 36 1,420 645 775 1,280 81 207 Pennsylvania . 110 a287 392 alO, 302 5, 618 4, 387 5, 695 {62, 204 1, 993 Khode Island . 6 21 39 609 336 273 498 108 235 South Carolina . 22 43 53 2, 594 1,240 1,354 2, 401 323 288 Tennessee . 80 133 150 a7, 902 3, 915 3,732 5, 593 1, 272 292 Texas . 47 92 93 a4, 886 2l 452 2, 344 63, 448 358 768 Vermont . . . 25 47 82 3, 017 1, 419 1, 598 1,984 754 174 Virginia . 40 67 94 aS, 443 1, 813 1, 370 2, 719 579 495 West Virginia . 6 5 32 a289 15 229 428 85 24 Wisconsin . 28 97 87 2, 660 1, 439 1, 221 1,572 549 1, 015 "Dakota 1 District of Columbia. . . . 21 48 96 1,249 391 858 679 110 299 Idaho . 1 1 2 74 31 43 23 15 5 Indian Torritory 7 «15 14 683 379 304 478 67 Montana . . __ 1 5 85 85 50 20 15 New Mexico . . . 8 27 21 1,444 899 545 601 41 265 Utah . 16 25 67 a2, 834 1, 245 1,341 1, 270 59 99 Washington . 8 14 17 624 330 294 6445 30 5 W YATY1 1 n O' 1 o 4 85 35 50 V T J UIUIH^ 1 _ Total . 1, 588 3, 312 4, 611 0152, 354 71, 759 75, 897 693, 392 621, 746 22, 188 a Sex not reported in all cases. SECONDARY INSTRUCTION. CXXVII institutions for secondary instruction. Number of students. ■s^ in is P rj a Libraries. Property, income, &c. Preparing for classi¬ cal course in college. Preparing for scien¬ tific course in college. © a P+5 ° § d Jj'o * ll’s p ® i*5 O Q S ro k ~ Cm O F-i © r© a S3 ft ? © Si P o 1 ®- oj © a © ** «s $ s & a 4 & p K pH U ea 'sjl ©^ m ©P2 ft > Amount of product ive funds. Income from produc¬ tive funds. a J.S © p II tn ^ S*Js © © ^.© w 136 62 33 7 ii 16 16 13, 303 630 $177, 300 $22, 000 $1, 100 $28, 157 63 67 12 5 6 9 9 2, 857 927 61, 800 21, 140 249 350 32 39 30 25 29 19, 809 772 019, 700 70, 000 5,980 137, 408 31 24 7 3 3 2 3, 330 230 212, 000 1, 500 12, 700 106 54 26 7 27 21 25 13, 650 385 358, 000 75, 500 2, 612 21, 923 66 51 19 4 7 6 6 4, 350 200 106, 000 7, 000 29, 550 20 12 1 q 4 4 1, 665 226 61, 000 2, 223 904 286 261 56 56 81 96 18, 838 2, 954 567, 750 8, 100 1,950 160, 202 52 30 55 19 32 36 31 18, 089 846 1, 088, 263 28, 000 3, 120 155, 563 30 59 51 25 10 11 7 10, 090 242 96, 500 62, 500 4, 800 31,493 6238 185 103 53 38 21 18 8, 827 829 452, 650 122, 674 8, 555 40, 543 38 28 13 3 3 4 3, 600 750 61, 900 10, 936 790 18,212 316 194 178 109 29 40 43 17, 215 1,025 478, 300 29, 985 1, 613 92, 550 75 17 56 4 6 11 11 3, 958 349 71, 700 600 5, 900 159 25 23 11 14 10 15 10, 974 531 371, 150 121, 110 6, 025 9, 575 73 67 119 8 26 22 25 26, 100 620 598, 200 721, 500 39, 820 52, 740 189 61 36 29 35 32 27 24, 575 1, 519 1, 071, 000 812,205 43, 718 71, 559 59 50 17 13 9 10 8 8, 185 775 190, 500 23, 000 1, 600 11,101 46 120 80 7 10 14 12 11, 262 548 359, 869 14, 400 2, 244 71, 034 243 16 35 10 9 21 21 9, 237 435 134, 700 40, 000 3, 800 17, 540 6335 213 55 37 19 29 28 17, 094 1,085 550, 500 46, 000 2, 515 119,049 68 26 15 4 10 13 10 7,157 1,786 215, 800 27, 500 2, 460 25, 839 355 63 34 16 10 8 10 16, 185 312 248, 350 168, 327 7, 147 25, 270 244 76 61 18 35 35 29 18, 040 776 812, 700 175, 050 10, 118 99, 838 61, 066 440 229 118 130 113 123 132, 482 4, 076 3, 725, 795 816, 397 53, 983 438, 961 719 273 137 46 34 43 44 24, 130 1,464 356, 820 22, 000 1, 000 83, 623 207 194 29 15 25 28 30 29, 460 759 524, 555 114, 030 8, 319 53, 464 60 20 2 8 30 12 13 6, 180 131 232, 200 34, 870 1, 900 10, 250 6632 482 175 31 81 59 55 73, 539 2, 332 4, 505, 937 7, 234, 098 981, 847 191, 225 50 2 15 4 5 4 8, Q75 400 597, 500 150, 000 8, 000 11,595 131 153 60 36 13 10 10 9,285 510 179, 500 800 5, 356 24, 721 536 426 133 43 21 54 52 13, 066 1, 396 396, 400 64, 000 9,010 82, 988 6158 106 42 8 20 26 28 9, 475 584 274, 900 190 40, 386 260 97 55 35 15 14 23 9, 710 698 466, 125 295, 544 19, 927 28, 661 73 40 34 7 17 24 22 17, 578 892 343, 000 3, 000 64, 644 10 3 4 4 4 9, 000 15 171, 200 936 219 85 67 15 17 15 31, 977 9, 111 558, 500 14, 000 5, 800 35, 006 75 75 5, 000 111 80 26 17 13 11 14 5, 100 200 63, 000 11, 118 3 10 0 0 1 1 1 200 200 2, 000 1,217 1 6 4 2, 650 300 250, 000 14, 000 2, 100 1 1 1 150 25 12, 000 7, 000 27 33 24 4 6 6 5, 311 402 56, 000 11, 900 627 14 3 2 5 6 5 4, 743 661 227, 055 500 40 30, 120 11 7 3 4 3 3 3, 833 330 25, 100 1, 000 100 4, 675 2 1 1 68, 195 4, 598 2, 358 818 | 836 922 944 685, 509 43,313 21, 938, 219 | 11, 351, 526 1, 246, 089 2, 395, 69 b Classification not reported in all cases. CXXVIII REPORT OF THE COMMISSIONER OF EDUCATION. TABLE VII.— PRErAEATOKY SCHOOLS. Detailed statistics of preparatory schools will bo found in Table VII of the appendix The following is a comparative statement of the statistics of these schools as reported to the Bureau from 1874 to 1884, inclusive (1883 omitted): 1874. ! 1875. 1876. Number of institutions . 91 102 105 Number of instructors 697 1 746 736 Number of students.. . 11,414 1 ! 12, 954 12, 369 1877. 1878. 1879. 1880. 1881. 1882. 1884. 114 114 123 125 130 157 1C9 796 818 818 860 871 1,041 1, 183 12, 510 12,538 13, 561 13,239 >13, 275 j 1 1 15,681 ; 18,319 Table VII. — Summary of statistics of preparatory schools. States and Territories. 00 *3 o pC o CfH c u V rS s Number of instructors. Number of students— Preparing for classical course in college. Preparing for scientific course in college. c © 0 00 o Entered college since close of last academic year. Entered scientific school since close of last aca¬ demic year. A 1flV>flTnri. 1 2 California . 4 24 39 59 471 57 16 Colorado _ ' . . 1 6 5 0 30 2 0 Connecticut . 6 56 154 111 683 37 9 Georgia . . . . . 2 14 71 77 224 8 3 Illinois . . 8 53 109 69 347 12 17 Indiana . 4 30 9 27 o617 3 2 Tnwa _ _ 2 11 18 3 173 3 10 42 219 29 a727 28 -- r _ i _ t*« Maryland . 4 26 43 40 a426 23 10 Massachusetts . 32 241 1,118 244 a2, 074 190 49 Michigan _ _ 1 6 6 6 78 9 ■Minnesota, _ 1 2 a45 Missouri . . . . . 1 20 96 69 168 13 4 New Hampshire . . 6 45 439 80 288 88 18 New Jersey . 7 59 164 158 558 35 30 New York _ _ _ _ _ 31 251 779 446 02, 038 159 102 Ohio . 7 39 124 52 328 42 1 Pennsylvania . 16 124 452 299 al, 175 112 22 lib ode Island . . 3 30 164 16 295 20 4 Rnntb Carolina. _ _ 1 5 al21 7 Tennessee . . 2 9 13 48 224 2 3 Vermont . . 2 13 23 4 a214 3 0 Virginia . 7 23 105 23 0138 10 2 "Wisconsin . . 7 33 272 110 247 113 8 "Dakota _ _ _ _ __ 1 6 25 30 13 8 District, of Columbia, _ 1 8 60 12 7 New Mexico . 1 5 6 8 84 0 0 Total . 169 1,183 4,513 2, 020 11, 786 991 300 a Includes students preparing for classical or scientific course, the number included not being specified. SECONDARY INSTRUCTION. CXXIX Table VII. — Summary of statistics of preparatory schools — Continued. States and Territories. Libraries. Property, income, &c. Number of volumes. | Increase in the last school year. Value of grounds, build¬ ings, and apparatus. Amount of productive funds. Income from produc¬ tive fnnds. | Receipts for the last i year from tuition fees. California . -- . . 2,481 454 $118, 896 $3, 500 $350 $6, 100 100 20 50, 000 Connecticut . - . 15, 260 650 539, 641 . 196, 529 10, 461 7, 634 Georgia . . 500 200 50, 000 50, 000 3, 500 9, 300 4, 650 220 95, 000 30, 000 Indiana . . . . . . 400 90, 000 5, 300 Iowa . , . 2, 629 53 36, G37 10, 000 1,000 2, 145 Maine . . . 2, 350 121 280, 000 98, 000 20, 380 8, 518 "Maryland _ _ 2, 700 321 52, 000 32, 805 Massachusetts . . 27, 715 946 1, 322, 757 816, 571 47, 523 123, 273 Michigan . . 600 50 60, 000 28, 000 Minnesota ................................ Missouri . . ...l. . . 0 75, 000 25, 000 New Hampshire . . . . 14, 100 820 487, 000 359, 300 18, 991 133, 576 New Jersey . 5, 775 90 1, 111, 000 271, 000 11,200 24, 664 New York . 21, 092 .445 1, 501, 182 165, 000 12, 550 117, 357 Ohio . . . . . 11, 670 222 317, 000 50, 000 29, 845 Pennsylvania . . . 9, 790 239 520, 500 180, 000 9, 000 93,522 Rhode Island . 1, 600 20 142, 000 100, 000 5, 000 24, 383 South Carolina ............................ 100 10, 000 Tennessee . . . . . 800 54 14, 500 2, 800 Vermont . 2, 000 150 40, 000 10, 000 1, 400 2, 000 Virginia . . . . . . . 8, 800 500 76, 000 2, 700 Wisconsin . . . 10, 860 155 277, 000 36, 000 2, 200 900 Dakota . . . . . 1,100 1, 099 30, 000 0 0 District of Crdrmnbia . _ . 500 26, 000 5, 760 New Mexico _ ...... _ 600 400 16, 000 950 Total . 148, 172 7, 229 j 7, 338, 113 2, 345, 900 143, 555 i j 716,532 E— IX CXXX REPORT OF THE COMMISSIONER OF EDUCATION. General statistical summary of pupils receiving secondary instruction. States and Territories. In city high schools (Table II). a [ In normal schools i (Table IU). 6 In institutions for sec- I on d ary instruction (Table VI). In preparatory schools (Table VII). In prep m SSggB 1 s£ £ B £ o ® pgS-Hg M aratory ents of — CO 03 . ! .2 'S'o © ! 53 i b.73 oi : -HflH p depart- .A o 072 'cH r© © o 2^ ■S-SM CO Total. Alabama . . . 921 2, 259 298 27 9 4*7 4 Arkansas . . 410 1, 648 665 O, 0 / 4- 9 799 California . 1, 718 370 4, 608 569 490 1,211 34 C, t CO 9, 000 Colorado . . 405 35 9QK 25 7 f»r\ Connecticut . 772 1, 801 948 70 A /DU 9 KOI Delaware . . . 704 1/ o, oyi 704 Florida . 97 782 1 1/4 879 Georgia . . 120 337 15, 529 372 623 176 648 17, 805 Illinois . 2,413 1, 429 7, 282 525 312 2, 795 85 14, 841 Indiana . ' 1, 678 1, 592 2, 430 653 38 1,577 115 8, 083 502 534 4, 459 194 187 Q 9>|C 137 1 156 659 lO / 58 oDJ 1 q04 O, CQt) q 9i^ Kentucky . 914 184 4, 919 . 978 A, OU4 835 70 ot 014 7, 900 260 5 1, 182 152 1,418 53 9 070 612 270 2, 293 975 321 o, U/U A 471 Maryland . . . 1,655 165 2, 713 509 65 393 10 T, T/l 5, 510 Massachusetts . . . 6, 941 23 3, 186 3, 436 63 209 56 13, 914 Michigan . . . . 2,754 196 2, 297 90 16 1 604 6 957 Minnesota . . . . . . 274 695 2 430 45 68 449 a Ofii Mississippi ... . . . 432 2, 856 356 500 260 4 404 Missouri . . . 845 1, 159 4, 236 333 741 1,742 289 9, 345 Nebraska . . . . . ... 139 197 1, 419 750 10 2 515 New Hampshire . 472 200 1, 972 807 86 3 537 New Jersey . . . . . 621 445 4, 000 880 15 68 6, 029 New York . . 4,134 1, 744 20, 561 3, 263 1, 673 2, 289 44 33, 708 North Carolina . . 1, 353 7, 378 250 373 9, 354 Ohio . . . 3, 774 1, 514 4, 146 504 438 4, 002 81 14, 459 Oregon . . . . 178 158 1,420 35 589 50 2 430 Pennsylvania . . . 1 2, 266 i, 388 10, 302 1,926 242 1, 828 240 18, 192 Rhode Island . . . _ . 137 14 609 475 1, 235 South Carolina . 1, 264 2, 594 121 304 478 4, 761 Tennessee . . . . . 422 1, 162 7, 902 285 577 1 712 12, 060 Texas . . . . 1 169 4, 886 210 1 274 6, 539. "Vermont ................ ....... 43 3, 017 241 68 o 3, 369 Virginia . 107 537 3, 443 266 288 71 321 5, 033 "West Vircinia _ _ 113 289 25 1 49 476 Wisconsin .................. _ 559 ' 948 ! 2, 660 629 221 926 5, 943 Dakota _ 68 1 32 i 100 District of Columbia . . 268 70 1,249 72 59 1, 718 Idaho . . . 74 74 Tndian Territory _ 683 683 Montana . . 85 85 New Mexico. ...... . ........ _ 1,444 98 1, 542 17 tali ............ .............. 2,834 259 3, 093 W a Kh i ti crton _ _ -- - 135 624 285 1, 044 Wyoming _ _ _ _ 85 85 Total . 34, 672 1 21,429 i 152,354 18, 319 9, 268 32, 755 2,418 271, 215 a In 126 cities. t> Strictly normal students are not included. SECONDARY INSTRUCTION. CXXXI Table VI presents the statistics of schools which report to this Office under the head of secondary instruction. In 1884 they numbered 1,588, having 7,923 instruc¬ tors and 152,354 pupils, as against 1,482 schools in 1882, having 7,449 instructors and 138,384 pupils. The pupils are about evenly divided between the two sexes, the boys numbering 71,759 and the girls 75,897. Nearly one-half of the schools are conducted on the coeducation system. About three-fifths of the teachers emjdoyed are women. The total value of the property belonging to these schools, so far as reported, is $21,938,219; amount of productive funds, $11,351,526; income from these, $1,246,089; receipts from tuition fees for the current year, $2,395,699. Table YI, appendix, shows very clearly the status of the individual schools of this class with respect to endowments, patronage, income, and teaching power. Table VII embraces a class of schools engaged also in the work of secondary in¬ struction, but having more definite aim and more uniform character than the preced¬ ing. The name preparatory indicates their special function, which is to fit pupils for college ; and, although a large proportion of their pupils do not pass on to the superior institutions, their curriculum is determined by the college requirements. In 1884 these schools numbered 169, having 1,183 instructors and 18,319 students, as against 157 schools in 1882, having 1,041 instructors and 15,681 students. Of the en¬ tire number of the preparatory schools, 128, or a little more than three-fourths, are in the New England and Middle Atlantic States. These include 75 per cent, of all the scholars in this class of schools, 82 per cent, of the property valuation, 93 per cent, of the income from productive funds, and 79 per cent, of the tuition fees. An examina¬ tion of the table of benefactions, appendix, will show how largely both classes of schools are indebted for funds to the liberality of the people. The number of scholars they report as preparing for college is as follows : Table YI, preparing for classical course, 8,195; for scientifie course, 4,598; Table VII, pre¬ paring for classical course, 4,513 ; for scientific course, 2,020 ; or a total of 19,326. The number who have entered college since the close of the last academic year is from schools in Table YI, 2,358; Table VII, 991. Entered scientific schools, Table VI, 818; Table VII, 300; total, 4,467. By reference to my last report it will be seen that the number of pupils preparing in the schools of Tables VI and VII for the college classi¬ cal or scientific courses was 15,858, 28 per cent, of whom it appears have since entered. The number reported this year as making similar preparation in the schools of Tables VI and VII is 19,326. There are in addition 17,007 pupils making such preparation in the preparatory departments of universities, colleges, and schools of science. The general statistical summary of pupils receiving secondary instruction includes all the schools engaged in the work, excepting free high schools outside of cities con¬ taining 7,500 inhabitants and over. The total number of such pupils is given as 271,215, or 1 in every 184 of the inhabitants (census of 1880). This proportion would be considerably increased if the enrolment in all free high schools were included. It must, however, be remembered that the free high schools other than those pre¬ sented in the city table are not as a rule of as high grade as the schools included in the statistical summary here considered. The reports of the rural high schools from year to year are quite incomplete. So far as they are attainable they are summarized briefly under the head of Secondary Instruction in the abstracts of the report. The department of secondary instruction in our country offers much cause for criti¬ cism and much room for improvement, but the condition in. this respect is far from uniform throughout the different sections. A large part of the country, it must be remembered, is not sufficiently advanced in population and wealth to support sec¬ ondary schools of a high order distinct from the elementary schools on the one side and degree conferring institutions on the other. In the States that take the lead in population and material resources, provision for secondary instruction is most com¬ plete and the courses of instruction appropriate for its different purposes are more or less specialized. There are, it peed hardly be said, great differences of opinion and no CXXXII REPORT OF THE COMMISSIONER OF EDUCATION. little confusion of mind as to the courses of study, methods of instruction, and stand¬ ards of attainment by which these different purposes may be best accomplished. It is evident that so far as secondary schools are feeders for higher institutions, whether classical or scientific, their studies and standards must be regulated by this relation. This fact is sufficiently recognized among us, and the persons whose busi¬ ness it is to see that the secondary and superior institutions are properly coordinated seem to be fully alive to the present necessities of the case. Several measures have been recently adopted for the furtherance of this end. Among these are the policy of admitting to certain colleges and State universities graduates of accredited high schools and academies without examination and the agreement on the part of a num¬ ber of eastern colleges as to admission requirements and a common standard of exam¬ ination. These measures have been explained in previous reports. The experience of several higher schools of science as to the results of the preliminary training of their pupils has helped to a better understanding of what that preliminary training should be and has led to better provision for the same. It is with respect to that large class of pupils whose school education ends with the secondary grade that the outlook is most unsatisfactory. Courses of study offered to such pupils have not been carefully planned, and they have little of the stimulus that is supplied by judicious examinations and definite expectations, as represented by diplomas and other testimonials of work accomplished. A glance at Tables VI and VII will make it clear also to any candid observer that the money invested in secondary schools is totally incommensurate with the work to be accomplished. Formerly the conferences of the principals of secondary schools and others inter¬ ested in their conduct had almost exclusive reference to the relation of secondary to superior schools Lately the conferences and published discussions have taken a wider range, comprehending the varied relations of the schools to the probable des¬ tiny of the pupils and to the requirements of the time. This is particularly notice¬ able in the discussions of high schools, their functions, standards, &c. The critical scrutiny to which the public high schools are subjected reacts in their favor by giving them the most powerful motive for keeping up to the full measure of exist¬ ing requirements. In respect to the adjustment of studies to pupils who are not likely to pass on to the colleges or schools of science, public schools can take much more prompt and decided action than private schools and they are more likely to be able to incur the expense of making adequate provision for instruction in science. In both of these directions the high schools are doing much more than is generally recognized for the advancement of secondary instruction among us. I hope very soon to be able to contribute to a better understanding of this matter by a presenta¬ tion of facts much more full and detailed than is possible in my annual report. I cannot dismiss the subject without some reference to foreign systems and to certain recent utterances in other countries upon the problems which we also have to solve. The triple division of secondary instruction is recognized in Germany by the Gyin- nasien, Realschulen, and middle schools. In my previous reports the two former have been very fully described as regards their divisions, curricula, &c. The middle schools are intended for children whose parents can afford to give them a somewhat better education than is usually obtained in common elementary schools. A large middle school usually consists of eight classes, aDd if the system of parallel classes has been adopted each of these is again subdivided into two sections. The number of pupils in each class does not often exceed 50 and is seldom under 30. There is always a fairly complete set of apparatus for teaching drawing and physical sci¬ ence, as well as an abundant supply of specimens of all kinds for illustrating lessons on botany, zoology, and mineralogy. The curriculum is nearly the same as in the second class Realschulen, excepting that only one foreign language is taught, and as the pupils generally leave at about 14 or 15 years of age the course is less complete. SECONDARY INSTRUCTION. CX XXXII At the international conference on education held in London, Dr. Bosscha, di¬ rector of the Polytechnic School at Delft, described in detail the constitution and working of the hoogere burgerscholen of Holland. They are, according to his state¬ ment, schools destined for boys of 12 to 17 or 18 years of age, and offer courses parallel to those of the Gymnasien, in which boys of the same age are prepared for the uni¬ versities. The schools are of two classes, one having a 5 and one a 3 year course. Says Dr. Bosscha : It is easy to understand that the opening of a new direction in education to that of the Gymnasien caused the number of scholars of the latter to diminish. Indeed, for¬ merly many were sent to the Gymnasien because there was no other suitable way of giving a really developing education to boys of 12 or 13 years of age. This may have contributed considerably to give existence to the prejudice that no education of im¬ portance could be obtained without the study of Greek and Latin. This supposition was indeed true so long as there were, above the elementary schools, no other proper schools than the Latin schools. Till 1863 it was true in the Netherlands, but had to be given up when the hoogere burgerscholen had been established. The peculiar circumstances in which, after the said period, university education found itself during some years have cooperated to give a positive proof that the knowl¬ edge and development which is necessary for successful university studies can be ob¬ tained without the so-called classical education, e. g., without Latin and Greek; for in 1863 the stipulation was still in force that young men who had not studied at a gymnasium would be admitted to the university only if they could pass an examina¬ tion for their admission before a committee of examiners from the literary faculty at every university. As may easily be understood this examination had, through the cooperation of different influences, in reality become so easy that a cursory study of a few months was sufficient to acquire so many Latin and Greek words as were neces¬ sary to be admitted to the university. The consequence was that many young men who were attracted by the thorough instruction in the natural sciences which was given at the hoogere burgerscholen to the study of natural philosophy or medicine after having left the hoogere burger¬ scholen found admission to the university, where they entered upon their studies with a very slight knowledge of the ancient languages, but thoroughly prepared for their own profession, with nothing that bore resemblance to a classical education, but with much that had been derived from the present standpoint of science and of real life. Examinations and curricula were prominent topics before the conference. The need of the former was universally admitted, but there were differences of opinion as to the sources from which they should proceed and various other details. The con¬ cluding words of an address upon this subject by Mr. J. G. Fitch, Her Majesty’s in¬ spector of schools, expressed a view of the scope of these test exercises that was gen¬ erally approved : We are likely soon to make a distinct advance towards that organization of second¬ ary education in England which has long been so earnestly desired by the wisest of our statesmen and teachers. The endowed schools, though they do not cover the whole, or nearly the whole, of the ground, have in their control a substantial part of the secondary and higher education of the country. It will be a great gain if all these institutions are brought definitely within the scope of public supervision, and that the public should learn periodically what they are doing as well as what they were meant to do. But from one danger it is to be expected that we may keep free. There will, we may anticipate, be no aim at uniformity, no course of instruction prescribed by author¬ ity, and no standards. All these things are, to some extent, necessary in the case of the primary schools, because they receive a grant. When public money has to be distributed it becomes essential to lay down very definite conditions: to require at any rate a minimum of attainment in certain subjects which are universally regarded as indispensable and to mark out with some precision the character of the require¬ ments in regard to those subjects and parts of the school work in which liberty of choice is permitted. But in the secondary schools there is no grant to be awarded and no necessity for laying down any course or official ideal whatever. It is impos¬ sible, of course, to forecast the view which the newly constituted public department will take of its duties to the endowed schools; but it may be conjectured that its attitude will be that of an inquirer, a helper, a reporter, an interviewer, if you please, rather than that of a master. It may suffice to say to each endowed school in turn : “ What is it you propose to do ? What are your own plans ? What is your ideal ? Now show us how you seek to realize it and what you have done ; or, if your school has been examined by the university or other public authorities, let us see their report.” After all, what the public wants is to know the facts, not to impose CXXXIV REPORT OF THE COMMISSIONER OF EDUCATION. upon schools any scheme or theory of instruction of its own. The greater variety we can have in the types of schools, the larger the number of able and enthusiastic men and women whom we can contrive to leave free to carry out their own theories, and even to try new experiments in education, the better for the community. Here, then, we have the problem before us, how to give parents authentic knowledge of what schools are doing and perfect guarantees of efficiency, and at the same time to leave to teachers and to governing bodies that large freedom, that sense of independence and of responsibility, and that encouragement to spontaneous effort which have long characterized English schools, and which are so indispensable to the maintenance of all that is best in the national character. We want, in short, to make this great modern instrument of examinations a useful servant and not an imperious master. The two main points urged by Mr. Fitch, namely, the need of such supervision of all secondary schools as shall enable the public to judge of what they are doing and what they are meant to do and the maintenance at the same time of the “liberty of teaching,” are equally desirable for our couutry; consequently the efforts that are being put forth in England for the accomplishment of these purposes will be followed with the deepest interest in the United States. SUPERIOR INSTRUCTION. Table showing the number of persons, native and foreign , in the United States in 1880 whose pursuits necessitate appropriate superior or special knowledge and training. I Male. i Female, j Native. Foreign. Total number. Actors . . . Architects . Artists and art teachers . Authors, lecturers, and literary persons . Builders and contractors of bridges . Builders and contractors of railroads . Chemists, assayers, and metallurgists . Clergymen . . . Dentists . Engineers (civil) . Engravers . . . . . Far mers and planters . Journalists . . Lawyers . Mid wives . . . Musicians, professional, and music teachers ... Officers, military and naval . Officials of government (excluding clerks and lower employes). Officials of manufacturing and mining com¬ panies. Physicians and surgeons . . . Teachers and scientists . Traders in drugs and medicines . Y eterinary surgeons . . . . Total . 2, 992 1,820 3, 358 17 7,043 , 2, 061 811 320 2, 587 l, 206 1,921 48 i 64, 533 165 12, 253 61 j 8, 261 4, 474 103 4, 169, 136 56, 809 12, 020 288 64, 062 75 2, 118 17, 295 13, 182 2, 600 64,909 2, 172 8, 179 19 3, 531 1, 281 2, 382 993 6, 727 2, 377 921 210 1, 922 665 875 331 1, 303 GC6 51, 967 12, 731 11, 459 855 7, 097 1, 164 3, 179 1,398 3, 615, 765 610, 180 10, 426 1,882 60, 352 3, 785 1, 234 884 21, 595 8, 882 2,238 362 55, 772 11, 309 6, 759 1,439 83, 239 73, 335 27, 580 2, 130 2, 432 154, 375 120 77, 092 211, 671 23, 521 1, 467 8, 16, 4, 579 039 179 663 4, 633, 924 236, 185 4, 179, 255 690, 854 4, 812 3, 375 9, 104 1,131 2, 587 1, 206 1, 969 64, 698 12, 314 8, 261 4,577 4, 225, 945 12, 308 64, 137 2,118 30, 477 2, 600 67, 081 8,198 85, 671 227, 710 27, 700 2, 130 4, 870, 109 From the above table it will be seen that about 9 per cent, of the population of the United States have a direct interest in the provision for superior and professional in¬ struction on account of the vocation they follow. Moreover, these vocations are, for the most part, such as deeply affect the public welfare, so that the table suggests even to those not likely to participate in the superior training themselves reasons for their SUPERIOR INSTRUCTION OF WOMEN. cxxxv personal concern in its adequate provision and efficient conduct. Liberal culture, it is true, sliould not be viewed with sole or supreme reference to its use in particular call¬ ings. It serves a nobler end as an instrument for tbe discipline and development of tbe highest powers of mankind ; nevertheless, the history of institutions shows that provision for instruction and training of a high order bears, first or last, intimate re¬ lation to the service which it enables men to perform; hence in the demand for such service and the agencies for supplying the demand we have a certain criterion of the intellectual status of a people. The varied origin, character, sources of support, &e., of the schools in the United States professedly engaged in the work specified make it impossible to treat of them collectively. Before passing to their consideration in the separate classes to which they belong or in which they report . themselves, it may be well to bring into gen¬ eral view certain particulars concerning them. Tables VIII, IX, and X relate to schools engag ed exclusively or partly in the work of superior instruction. Table III, which for obvious reasons is placed with other tables of the public school system, and Tables XI, XII, and XIII relate to schools en¬ gaged in the work of specified training for pursuits in which learning and intellectual discipline are universally required. The total number of students reported in 1884 in the schools of the first group is 110,878. Of these, 66,437 are in the departments for superior instruction, i. e., colle¬ giate or scientific. The sex of the students is not reported in all cases ; so far as known, the number last stated includes 25,022 women. The number of students in the second group of schools, omitting Table III, is 23,276. Adding to this the num¬ ber reported in Table III as in training for teacherships,1 viz, 38,354, the total of students under special training for the professions specified becomes 61,630. In the first group of schools the number of degrees conferred in course in 1884, as shown in Table XV, was as follows : In classical and scientific colleges, 6,820; in col¬ leges for women, 844 ; or, a total of 7,664. The number of graduates from the second group of schools in 1884 was 10,368, of whom 4,144, or 40 per cent., are reported in Table III. To sum up, so far as reported to this Office, the total of persons in courses of superior and special training in 1884 was 128,067 and the total of graduates from the same was 18,032, The number of students who before entering the professional schools received de¬ grees in letters or science was 2,729, distributed among the schools as follows: Schools of theology, 1,095, or 20 per cent, of the whole number. Schools of law, 677, or 25 per cent, of the whole number. Medical and surgical schools, Table XIII : regu¬ lar, 774, or 7 per cent, of the whole number of students ; eclectic, 43, or 5 per cent, of the whole number; homoeopathic, 67, or 5 per cent, of the whole; dental schools, 69, or 7 per cent, of the whole number ; pharmaceutical schools, 4, or £ of 1 per cent, of the whole. The present status of liberal and professional education in our country will be best understood by the tables and summaries pertaining to the several classes of in¬ stitutions. 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 1874 to 1884 inclusive (1883 omitted) : 1874. 1875. 1876. 1877. 1878. 1879. 1880. 1881. 1882. 1884. No. of institutions . 209 222 225 220 225 227 227 226 227 236 No. of instructors. 2, 285 2,405 2, 404 2, 305 2,478 2, 323 2, 340 2, 211 2,721 2, 989 No. of students . . . 23, 445 23, 795 23, 856 23, 022 23, 639 24, 605 25, 780 26, 041 28, 726 30, 587 1 This number is known to include 20,375 women ; 2.161 other students are reported without distinc¬ tion, as to sex. CXXXVI REPORT OF THE COMMISSIONER OF EDUCATION. Table VIII. — Summary of statistics of insiitu States. Number of institutions. Corps of instruction. Number of instructors in prepara¬ tory department. Students. Total. Male. © 'cs a © pH Number in preparatory depart¬ ment. Alabama . . . . . 9 82 16 66 15 298 California . 4 51 12 39 24 490 Connecticut . 2 26 8 18 4 70 Georgia . 15 137 50 87 23 623 Illinois . . . 12 139 30 109 12 312 Indiana . 2 37 4 33 2 38 Iowa . . . 3 40 3 37 1 187 Kansas . . 1 19 3 16 11 58 Kentucky . 21 187 47 140 27 978 Louisiana . 4 28 8 20 5 152 Maine . . . 3 18 8 10 1 321 Maryland . . . 6 63 11 52 8 65 Massachn setts _ _ _ _ 10 231 64 167 63 Michigan . . . 2 17 3 14 16 Minnesota . 2 23 3 20 2 68 Mississippi . 9 666 15 46 16 356 Missouri . . . 13 144 28 116 17 741 Nevada . . 1 9 2 7 New Hampshire . . . 3 18 3 15 4 86 New Jersey . . . 4 40 13 27 15 New York . 16 282 56 226 87 1, 673 North Carolina . 9 85 24 61 9 250 Ohio . . . 13 172 | 40 132 8 438 Oregon . . . . 1 14 1 13 35 Pennsylvania . . . 13 162 48 114 23 242 South Carolina . . . 6 56 13 43 10 304 Tennessee . 21 175 32 143 28 577 Texas . . . 7 37 18 19 23 210 Vermont . . . 1 11 5 C 4 68 Virginia . . . 17 6174 42 104 10 288 "West Virginia . 3 24 5 19 2 25 Wisconsin _ _ _ _ _ . _ _ _ 3 46 2 44 221 Total. . 236 62,613 617 1, 963 376 9, 268 a Classification not reported in all cases. SUPERIOR INSTRUCTION OF WOMEN. CXXXVII tlons for the superior instruction of women. Students. Xumber of institutions authorized by law to confer collegiate degrees. Libraries. Property, in come, &c. Number in collegiate department. Total number in all depart¬ ments. Xumber of volumes. Increase in volumes in the last school year. Stl .9 2 1 i o & «H S © eS « 0 'a > os <0 a So k •rH O o ft «4H o s o a -4 P o k 5 p 6 0 o o 3 o o p H Receipts for the last year from tuition fees. In regular course. In special or partial course. Graduate students. G26 49 9 a\ 146 8 10 863 j 316 $267, 000 $58, 852 123 £9 1 643 2 3 400 / 25 305, 000 112 «262 1, 846 40, 000 1,310 161 25 o2, 241 12 11,433 264 576, 500 $90, 000 $5, 200 70, 550 410 172 8 al, 423 6 14,550 420 677, GOO 16, 000 1,280 84, 773 53 68 8 a 308 2 3,600 50, 000 5, 200 79 113 3 «698 2 2, 520 370 50, 000 82 48 0 188 1 924 159, 000 0 0 1, 283 104 8 a2, 721 18 12, 850 555 661, 500 5, 000 2, 700 83, 410 115 5 a384 4 1,620 570 105, 000 20, 000 1, 600 8, 000 55 10 386 2 4, 500 200 170, 000 63, 500 4, 000 10, OCO 207 23 13 a473 * 3 8, 640 33 114, 600 20, 000 3, 800 6, 500 1,192 292 8 al, 757 2 61, 209 3, 518 1, 213, OCO 668, 792 18, 094 75, 781 37 a92 1 1, 650 250 58, 000 9, 043 72 1 a271 1 500 CO 115, 000 6, 500 636 49 2 a 1, 163 8 5, 620 318 188, 000 35, 750 969 119 24 a2, 002 10 9, 886 170 315, 000 11, 000 53, 750 1 a80 0 300 40 30, 000 5, 000 40 17 4 a205 1 1, 800 20 150, 000 180, 000 10, 500 120 67 16 7 a259 2 1, 600 1, 000 59, 000 9, 000 661 70 13 a2, 884 4 20, 520 825 1, 441, 591 11, 673 1, 931 144, 328 599 49 2 al, 180 6 7, 300 525 223, 000 13, 500 674 , 239 5 al, 426 17, 506 477 801, 000 60, 000 2, 893 58, 652' al80 600 50 596 391 31 al, 372 6 17,138 1,090 569, 500 1, 600 90 22, 415 423 17 5 a843 6 3, 100 150 112,500 11, 100 600 10, 700 1,271 121 26 a2, 387 17 21, 950 835 677, 000 30, 000 2, 300 53, 230 421 78 O a946 7 2, 319 100 65, 300 20, 145 47 30 0 145 1 1,000 20 90, 000 14, 000 720 5, 290 949 59 18 al, 818 11 11, 750 100 569, 500 53, 559 228 7 260 2 10, 000 3, 000 123 95 5 444 1 5,195 73 75, 000 9, 000 540 21, 2C0 13, 348 j 2, 543 230 a30, 587 152 267, 689 12, 376 1 9,938,591 | 1, 211, 665 56, 248 j 92G, 248 b Sex not reported in all cases. CXXXVIII REPORT OF THE COMMISSIONER OF EDUCATION. Degrees conferred by institutions for the superior instruction of women. States. Number of degrees. States. Number of degrees. 69 Missouri __ _ _ _ __ . on (rfioro-ia _ _ _ 120 New Hampshire _ _ _ _ 3 Illinois . . . . . 13 New York . . . . 6 Indiana . . . . . . . 15 North Carolina . *. . 27 Iowa . . . . 6 Ohio . . . . . 25 Kansas . . i ! Pennsylvania . . . 15 Kentucky . . . . . . 75 South Carolina _ _ _ _ 34 Louisiana . . . . . . 26 Tennessee . . . 135 Maine . . . 14 Texas _ _ _ _ _ 5 Maryland. . . . . . 18 Y ermont . . . . 2 Massachusetts . . . 98 Yirginia . . . 56 Minnesota _ _ _ 8 Wisconsin _ _ Mississippi . . . 35 Total . . . 844 Table VIII presents the statistics of 236 institutions for the superior instruction of women, having 2,989 instructors and 30,587 students. Five colleges for women1 in New York State which, on account of their relation to the University of New York, are included in Table IX, report 894 students; coeducation universities or colleges, Table IX, report in preparatory departments 8,161 female students, in classical courses 2,009, and in scientific courses 3,196; coeducation colleges and schools of science, Table X, report in preparatory departments 460 female students — making the total number of women reported in institutions for superior instruction 43,307 as against 40,407 reported in 1882-83. Of the whole number, 18,196 are reported in preparatory departments and 19,916 in collegiate, spfccial, and graduate courses, the classification of the remainder not being specified . It will be observed that no statement is given of the number of female students in the schools of Table X in other departments than the preparatory. The property valuation for the schools of Table VIII is, as far as reported, $9,938,591. The amount of productive funds is $1,211,665, aud the income from the same, $56,248. Tuition fees, which are the chief sources of income, amounted for the year, so far as reported, to $926,248. The number of the institutions reported authorized by law to confer collegiate de¬ grees is 152. The number of degrees conferred in 1884 was 844, or 60 less than the num¬ ber reported in 1882-J83. Every year shows a slight increase in the number of young women pursuing supe¬ rior courses of study, a due proportion of this increase being in the leading coeduca¬ tion colleges and in the colleges for women that maintain the highest standards. For example, Boston University reported in 1880-’81 108 women students out of a total of 507; in 1883-84 the number of women reported is 154 out of a total attendance of 614. The attendance of women students at Michigan University for the corresponding years was as follows,2 the figures in parentheses being for 1880-81 : Departments of literature, science, and the arts, 118 (81); department of medicine and surgery, 40 (43); law department, 1 (1); school of pharmacy, 2 (2); homoeopathic medical col¬ lege, 11 (8) ; college of dental surgery, 5 (3); total, 177 (138). Harvard Annex had 27 pupils the first year of its existence, 1879, and 50 in 1884. Cornell University2 had 60 women students in 1880-J81 and 49 in 1883-84. The attendance at Vassar, Smith, and Wellesley Colleges for the corresponding 1 The colleges are Wells, Elmira Eemale, Rutgers Female, and Yassar, and Ingham University. 2 The figures for 1883-84 have been made up from the catalogue of students, the sex being inferred from the name. The inference is possibly not correct in every case. SUPERIOR INSTRUCTION OF WOMEN. CXXXIX years was as follows, tlie figures in parentheses being for 1880-’81 : Vassal, preparatory department, 63 (69) ; collegiate, special, and art courses, 237 (215) ; Wellesley, 515 (372) ; Smith, 296 (254). The total attendance of women at the schools specified was then, by these showings, 1,243 in 1880-’81 and 1,541 in 1883-’84. On the whole, how¬ ever, the increase in the number of womeq who compete for scholastic honors on the same basis as men is not rapid enough to threaten any disturbance of existing social, domestic, or business relations. Since the date of my last report, women have been admitted to Middlebury College, Connecticut; to Dickinson College, Carlisle, Pa.; and to the medical department of Columbian University, Washington, D. C. The Corcoran School of Science, one of the several schools under the control of this university, admits women as well as men. Bryn Mawr College, founded by the late Joseph W. Taylor, m. d., is to be opened in the fall of 1885. The institution is intended to meet the wants of advanced students. Thus the course in mathematics presupposes preliminary training through trigonom¬ etry; the courses in modern language, power to read fluently; and other courses, equal advancement. The Massachusetts Institute of Technology announces in its catalogue for 1883-84 that — At the request of the Woman’s Education Association of Boston and with its gen¬ erous cooperation, special laboratories for the instruction of women were provided in 1876, the design being to afford facilities for the study of chemical analysis, indus¬ trial chemistry, mineralogy, and biology. Through the changes made during the past year, these and better opportunities for the higher education of women in scien¬ tific pursuits are now offered in the Kidder laboratories of chemistry and in the phys¬ ical, biological, and other laboratories; and the Margaret Cheney memorial reading room has been opened for the use of young women who may be students in the school. The names of 11 female students appear on its register, and the names of 25 on the register of the Lowell School of Practical Design, which is under the corporation of the Massachusetts Institute of Technology but supported by the Lowell Institute. Two new enterprises having for their object the higher education of women have been announced since the beginning of the year. The Methodist denomination pur¬ poses the establishment of a Methodist female seminary of high grade in Baltimore, and funds have been pledged and plans matured for the establishment of a college for women in the city of New York, a practical outcome of the agitation with refer¬ ence to the admission of women to Columbia College. In 1883, 6 women passed the examinations for admission to the classes and collegiate course arranged for women unden the auspices of the college, and 3' presented themselves this year. Harvard Annex reports 50 students the present year and $70,000 subscribed toward the fund of $100,000 necessary to insure its incorporation. The success achieved by certain of the graduates of Harvard Annex in work of a high order is one of the most encour¬ aging facts in connection with the higher education of women. At the present there seems to be more need of increased funds and resources for the existing institutions of the class under consideration than of new institutions. No record of the agencies for promoting the higher education of women would be com¬ plete without reference to the societies that have this object in view. HARVARD EXAMINATIONS FOR WOMEN. The Woman’s Education Association has been actively engaged in the work for 12 years. One of the first measures proposed by it was the Harvard examinations for women, with reference to which the association submits the following in the re¬ port for 1884 : On account of the lessening number of candidates, never so large as in 1879, your committee had been gradually approaching a conviction that the experiment of the Harvard examinations for women had been fairly tried and that other agencies were now doing the work proposed. The answers to the questions sent out by the com¬ mittee strengthened this conviction, and led them in December, 1882, to report to the CXL REPORT OF THE COMMISSIONER OF EDUCATION. association that “ in the judgment of the committee the time has now come when the subject of discontinuing the examinations should he brought before the association. The committee are unanimously of the opinion that, while those girls preparing to take the first half of the examination in 1883 and the second half in 1884 should by no means be disappointed, it will be best to hold no examination later than 1884. “The reasons for this conclusion are these: There are now many opportunities for the higher education of girls which did not exist when we asked Harvard University to give these examinations : Smith College, Wellesley College, Boston University, and the course of collegiate study at Cambridge — the Annex — have all been opened since that time in our State, while at Vassar and Cornell and at Michigan State University an increasing number of girls take advantage of the opportunities pro¬ vided for them. It is evident that parents and teachers prefer that girls shall be pre¬ pared for colleges where studies may be continued rather than that they shall be pre¬ pared for an examination which, although valuable as a test of thoroughness, opens no new opportunities. “The increase of girls’ colleges has raised the standard of education for girls iu the high schools. In most of the large towns the high schools have always prepared a few boys for colleges, and they give now the same opportunities to the girls. By this means, a stimulus has been given to the higher education of girls throughout New England. All the girls of the high schools became familiar with a higher standard of education and that presented by the Harvard examinations is less needed. “It is evident that this system of examinations has not taken root among us, and that it is now rendered unnecessary by the establishment of the girls’ colleges, which have rapidly gained in public favor. It is certain, however, that the examinations have done much to promote an interest in the higher education of women, and have thus furthered the end for which they were established.” The association accepted this report and appointed the committee on the examina¬ tions a special committee to communicate to the dean of the college faculty that, in the judgment of the association, the general interest in the examinations would not justify our support of them after 1884. Tho New York committee objected to this action and petitioned the faculty to con¬ tinue the examinations after 1884 and to advertise them. The Cincinnati committee joined the New York committee, while the Philadelphia ladies resolved to join in the action of the committee of the association, who, how¬ ever, on account of the remonstrance of the New York committee and other impor¬ tant considerations, voted “to inform the association that they might need a longer time than that at first proposed for terminating their connection with the examina¬ tions.” In closing the report for 1883, the committee would add that, since the extended advertisement of the examinations by means of these questions has not resulted in any increase in the number of candidates, they will not probably ask for a postpone¬ ment of the time at first proposed for closing our connection with the examinations, i. e., the summer of 1884. A full consideration of the influence of the examinations and of their failure to excite a permanent interest in our community will belong to the time when the com¬ mittee shall have finished their work ; but they do not wish to postpone until then all expression of gratitude for the fidelity, patience, and kindness with which the members of the university concerned in the experiment have performed their part of the work. ASSOCIATIONS DEVOTED TO THE HIGHER EDUCATION OF WOMEN. The Association for Promoting the Higher Education of Women in New York was organized in 1882. Its avowed object is to secure the admission of women to Colum¬ bia College. It also endeavors to raise the standard of instruction in existing schools for girls. The Association of Collegiate Alumnae is giving special attention to the subject of physical education for women. A circular of inquiry was prepared and issued by them for the purpose of ascertaining the effect of college education upon the health of women students. After 462 of the circulars had been answered the committee published a report stating that the members fully believe that a college education is physically beneficial and “that college statistics show an average of health among women students higher than among women at large ; but they also realize that the physical status of American women of the educated class is painfully low, and they believe that the colleges ought to be among the first to take measures against this dangerous deterioration of ifliysique.” The report also gave a schedule showing how fragmentary had been the work done in this direction by the colleges represented in COEDUCATION. CXLI the association, and added a series of suggestions addressed first to parents, secondly to governing bodies of institutions which grant degrees to women, and thirdly to women students. This was not the extent of the results effected. The permanent value of the inves¬ tigation has been publicly recognized. The Massachusetts State board of statistics, considering the research important to the public welfare, has made a voluntary prop¬ osition through its chairman to employ the time of six clerks for three months to the end of collating and arranging these statistics in the best possible form. In 1883 the Western Association of Collegiate Alumnae was founded and has already entered upon practical work in several important directions. The Massachusetts Society for the University Education of Women continues its excellent work of giving encouragement, sympathy, and direct pecuniary help to women who, against great obstacles, are seeking to make use of opportunities for advanced study. One of the most important features of its work is the Loan Library, which secures the use of text books to such students as need help in this way. The society lends its hearty cooperation to measures for improving the living conditions of women students and for promoting their physical training. COEDUCATION. The action of the faculty of Adelbert College of Western Reserve University with reference to the continued admission of women excited much feeling, but happily has not resulted to the disadvantage of the women. At a meeting of the faculty held June 9, 1884, u it was voted that the trustees be in¬ formed that the faculty are of the opinion that after the autumn examinations of 1886 young women should not be admitted to coeducation in this college.” This vote was approved by all the members of the faculty except the president, who was absent from the meeting and did not know that any such action was contem¬ plated. This minute was transmitted to the board of trustees at their meeting, June 18. The board appointed a committee to examine the question and directed that they report to the board at a special meeting to be held November 7. This committee, consisting of Hon. W. I. Chamberlain, Mr. Joseph Perkins, Hon. S. E. Williamson, Mr. Samuel Andrews, Mr. L. E. Holden, Mr. W. H. Doan, and Rev. Carroll Cutler, proceeded to seek information from a very large number of those presidents and pro¬ fessors of colleges and other high schools of learning who had had experience in the joint education of men and women, and from a considerable number of those who had had no experience, but who were thought best able to present the arguments against it. The committee met first on September 15 to consider the subject and compare the testimony which they had received, and again on November 6 to determine on a report to be made to the board. The majority of the committee, consisting of Mr. Chamberlain, Mr. Perkins, Mr. Doan, and Mr. Cutler, agreed to a report concluding as follows : “In view of such and such like facts and opinions, your committee beg leave to recommend that the action urged by the faculty, viz, ‘ To refuse, after the autumn examinations of 1886, to admit young women to coeducation in Adelbert College,’ be not adopted by this board of trustees.” Mr. Williamson and Mr. Andrews presented a minority report urging that no women be hereafter admitted to Adelbert College. Mr. Holden was absent, but concurred in the views of the majority. At the meeting of the board of trustees on November 7 the recommendation of the ma¬ jority report was adopted by the board, after a long and thorough discussion of the entire subject, by a vote of 12 ayes to 6 noes, 1 member not voting. At this meeting a paper was submitted by the president of the faculty, Carroll Cut¬ ler, containing an exhaustive review of the results of coeducation in the colleges in which it has had adequate trial, as also a candid statement of the arguments ad¬ vanced against the system. In conclusion Mr. Cutler says : Joint education of men and women in the higher studies has now been tried in a sufficient number and variety of colleges and for a sufficient length of time to prove CXLII REPORT OF THE COMMISSIONER OF EDUCATION. that no special difficulties and evils grow out of it and that it does away with the greatest difficulties and evils of the old mouastic system. It makes college life aud society more nearly humau, instead of “only half human.” The half human ever verges first and last towards the bestial, whether in armies, on shipboard, in miners’ camps, or in colleges, monasteries, and nunneries. It would be wise to humanize the colleges still more, rather than to begin the process of dehumanizing them ; better to follow the example of the churches, and get in the fathers and mothers as well as the brothers and sisters. This we do to some extent, and to our great benefit too, Avhen cultivated ladies and gentlemen, fathers and mothers, attend our popular courses of lectures. They bring a moral blessing with them and carry a mental one away. It is a good exchange for us ; and well would it be for the coliege if it were oftener and more system aticaliy made. The situation of "this college is specially favorable to the joint education of men and women. It is within reach of many cultivated and Christian homes, in which both classes of students cau live amid the best of influences. All the natural, social, and Christian surroundings of the college harmonize with it and help it. All the schools, except one or two, from which we can hope to receive pupils are frequented by boys and girls alike. Our own two academies are mixed schools and prepare boys and girls for college. Our medical college and the other medical colleges of the city admit women to all their instructions, examinations, and degrees. All experience west of the Alleghany Mountains shows that this true method of nature is also the fitting thing in the view of the people. There is scarcely a college in all this central and western region which can be called in any sense prosperous which does not adopt it. Many even of those colleges which were founded and carried on for many years on the monastic principle have adopted it partly in self defence, because they saw that it was demanded and they would lose patronage without it. This college can¬ not prosper by discarding and antagonizing the advanced and advancing thought and feeling of the world about it, by falling back upon mediaeval notions and methods. It seems to be hoped by some that, if women could only be turned out from this col¬ lege or put off writh the heel-taps and broken meats of knowledge after the men have been intellectually dined, some one will have pity on them and come to the rescue with an endowment of a college for them. To place a separate college for women here in as good condition as this college now is, for their education in the same classes with men, would require at least $800,000 ; and then with a capital of $1,600,000 we should be doing the same work over twice, and, on account of the evil and mistaken monastic system on both sides, be getting out of it results, for men and women both, which would be far inferior both intellectually and morally. To add $400,000 to the funds of this college as it now is would, if wisely managed, more than double the ad¬ vantages which both parties would then have in courses, instructors, apparat us, and books, and, besides, give afar higher, more natural and human tone intellectually and morally to all our work. A policy of separation is poor financial economy and mor¬ ally poorer still. I am of the opinion that women ought, hereafter as heretofore, to be admitted to this college and to have every privilege it can afford — (1) Beca use all the reasons assigned for closing the doors to women are either such as are practically irrelevant to the subject or such as every touch of experience proves to be groundless. (2) Because their presence elevates the scholarship. (3) Because it elevates the moral tone of college life, improves the order, and tends to banish coarseness and rudeness. (4) Because, while it is true that there are comparatively few women who desire a full college education, those few ought to be cheerfully and cordially encouraged in it and helped to it by all who are interested in the progress of God’s kingdom, since the fields of labor now opened to them and forced upon them are so important, so fruit¬ ful, and need such high qualifications. (5) Because this college was founded especially for Christ and His church, and ought to do all it can, and in all the ways which Providence opens as the times ad¬ vance, to meet the needs of the church and serve the Head of the church. (6) Because our two academies are open to girls as well as boys, to their great ad¬ vantage, and our medical college also admits women. To refuse them the advantages of the college would be causelessly to destroy the harmony of the system and would cast a reflection both upon the academies and the medical college. (7) Because the exclusion of women will disaffect and repel from the college all those high schools, academies, and preparatory schools, of every name, which teach and prepare for the college courses both boys and girls. We cast a reflection upon their system, and no argument can ever disabuse their minds of an idea which our public action and our daily practice enforce upon them. We cannot afford to say to all these schools in Ohio and elsewhere that we consider one-third or one-half of their pupils unfit candidates for the privileges of this college, however high their character or scholarship. We cannot make this invidious distinction without throwing cold water HIGHER EDUCATION OF WOMEN ABROAD. CXLIII on the interest and enthusiasm of those pupils who might otherwise come to us from these schools, and upon those teachers who have as great hopes of the one class of their pupils as of the other and as great interest in them. (8) Because, if we exclude women, we thus make it so much less worth while for all these schools to hold up their courses to the studies and the standard of require¬ ment for admission to college. We shall thus certainly destroy our connection and disorganize the system on which we must depend for prosperity. The people will not endure to see a public and offensive rejection of a considerable part of those whp de¬ sire college education, and will inevitably say : ,f Henceforth we cut all connection with you. You go your way ; we will go ours.” (9) Because the x>ublic can nevqr be made to believe that a college with so large an endowment and so small an attendance can have any valid justification for thus to¬ tally and gratuitously w'arning off one-half the human race. They will laugh such a transaction to scorn. This imblic, on which the college is dependent for success, has a strong sense of justice and a long memory for injustice. (10) Because a long and very varied experience of many colleges and other institu¬ tions of every grade testifies on every hand that the results of the joint education of men and women are good, and only good, for both men and women. (11) Because economy requires it. (12) Because the policy of the college as a public trust for the public good ought to be to broaden its sympathies and take hold of ever wider circles of public sympathy, in order that it may do an ever increasing amount of good. (13) Because the honor of our founders and donors will be compromised by any nar¬ rowing policy. They live in the honor and reverence of men in proportion as the college drarrs toward it all classes of the people by its work for their good and its liberal principles. (14) Because the college has burdens enough to bear already, some from the remote and some from the recent past The shock it has already received from the mere pro¬ posal to do this unjust thing we are now met to consider, it will not soon recover from. HIGHER EDUCATION OF WOMEN ABROAD. The most important provision for the higher education of women of which informa¬ tion has been received since the date of my last report has been made in Canada. The corporation of McGill University, Montreal, has had the subject under con¬ sideration since the establishment of the McGill Normal School in 1857. In 1870, when the university appealed to its friends for additional endowment, the Rev. Dr. Wilkes moved a resolution to the effect that the university should as early as possi¬ ble extend its benefits to women. This resolution was unanimously adopted, but the means for carrying it into effect were not immediately forthcoming. In 1883 Princi¬ pal Sir J. William Dawson, c. M. G., ll, d„, visited Great Britain for the purpose of studying in detail the methods in operation in that country and reporting upon the same. On his return he found that 8 young women, who had passed as associates in arts, were prepared to proceed at least as far as the examinations for senior associate and were desirous that the university should aid them in their studies. The finan¬ cial difficulty in the way of meeting this practical demand was removed by the gift of Hon. Donald A. Smith, who placed $50,000 at the disposal of the university, to be invested for the endowment of a college and classes for women.1 Under this en¬ dowment the classes have been commenced for women in the first and second years of the college course under special regulations. The course of study and the exami¬ nations are the same as for men, except that women are allowed to take German as equivalent to Greek. Although no actual provision has been made for the third and fourth years as yet, it is understood that the present students, about 15 in number, are to proceed to graduation. The following universities in Canada admit women to lectures in the same classes as men: Victoria, at Coburg ; Queen’s, at Kingston ; Dalhousie, at Halifax ; and Uni¬ versity College, at Toronto. The last named was opened to women for the first time in 1884, and the action was regarded as a signal triumph for the cause of women’s education, as the college is a state institution and the applications of the women had to be dealt with as a matter of public policy. It is noticeable that in Canada, information reaches the Bureau that this gentleman has added $50,000 to his original gift, CXLIV REPORT OF THE COMMISSIONER OF EDUCATION. as in Great Britain and the United States, the higher education of women received its chief impulse from the work and the requirements of women teachers. In On¬ tario women are allowed to teach in high schools as assistants, hut they cannot be¬ come head teachers without taking a degree in arts. Hence the opportunity of secur¬ ing a degree is of great practical importance to those who are ambitious to secure promotion in the teaching profession. Several women are now in their fourth year in the University College, all of whom will probably take their degree of b. a. in the coming year. My last annual report contained a very full summary of the state of higher educat ion for women in Europe. Since that date women have been admitted to certain of the honor examinations of Oxford University, the statute to that effect having been passed by the convocation of the university April 29, 1884. University College, Liverpool, one of the youngest though most vigorous local col¬ leges, has been admitted to a place in Victoria University. This puts a medical degree within the reach of residents in Liverpool and neighborhood without the ex¬ pense of going to Glasgow or Edinburgh for the completion of their medical training. As part of the Victoria University the college is now able to confer on women trained within its walls the same degrees as those open to men. The report of the first session of the department for women, Owens College, Man¬ chester, is encouraging. The total number of registered students is 60, and the attendance and work have been highly satisfactory. A series of scholarships has been founded, the value of each being 20 1. per annum, tenable for three years. Two such scholarships will be offered in July for competition among the pupils of the Manchester High School for Girls, and two for open competition at the end of Sep¬ tember or the beginning of October next. The council has not so far thrown open any of the college scholarships for compe¬ tition among the students in the department for women. By the generosity, how¬ ever, of a governor of the college, Mr. Thomas Ashton, the council is enabled to offer for competition among duly qualified students in that department in October next an extra Victoria scholarship (in classics). The value of the scholarship will be the same as that of the ordinary scholarship, 40?. per annum for two years ; the examina¬ tion will be in the same papers ; the standard to be reached will be the same ; and the conditions of competition and tenure will be identical, or as nearly so as the nat¬ ure of the case will allow. The degree of doctor in mental and moral science at London University has been won by a woman, who thus becomes D. sc. The following statement is from a paper on the “University education of women,” by Mrs. Henry Sidgwick, read before the recent International Conference on Educa¬ tion, London : Without counting those who have this year completed their university course, about 392 students have been sent out into the world from Newnham and Girtou,1 of whom 127 passed honor examinations, and during the last academic year there have been between the two colleges 146 students in residence. If we inquire about the subse¬ quent history of these 392 students, we find that about 205 are in different ways en¬ gaged in teaching (including 5 who are married), 3 are preparing for the medical pro¬ fession, 11 have employments of other kinds, 2 have gone into sisterhoods, about 47 have married or are on the point of doing so‘, 102 others are living at home without (so far as we know) being engaged in earning their living, 9 (including 2 married ones) have died, and there are about 20 respecting whom I have failed to obtain in¬ formation. From these statistics it appears that the majority of students have been pre¬ paring for professional work, chiefly the work of teaching. It would be a mistake to suppose, however, that they come exclusively from the class which supplied female 1 The following statistics of students in Girton College are from the college report for 1884 : The number of students who have been in residence in the college since its commencement is 181. Of these, 80 have obtained honors according to the Cambridge University standard (28 in classics, 22 in mathematics, 1 in mathematics and in moral sciences, 1 in mathematics and in history, 14 in natural sciences, 1 in natural sciences and in moral sciences, 7 in moral sciences, 5 in history, and 1 in theology) and 25 have passed examinations qualifying for the ordinary b. a. degree: 51 have not yet completed their course. HIGHER EDUCATION OF WOMEN ABROAD. CXLY teachers thirty years ago, because, during that period, this class has been consider¬ ably enlarged, partly from the increase of honorable and independent posts (duo in the teaching profession, mainly, to the increase in number and importance of high schools for girls), but still more from the steadily growing feeling among tlio daughters of professional men that they ought to earn their own living. It would be interesting to try to ascertain the causes ot this growing feeling ; perhaps one of them may be found in the diminution of necessary domestic work, due to the in¬ creased manufacture on a large scale of articles of food and clothing, and to the in¬ vention of the sewing machine and other labor saving apparatus; but, however this may be, of the fact that more women seek serious work outside their homes than was formerly the case there can be no doubt. But though the professional class of students is in the majority there remains an important ciass who come from a disinterested love of knowledge and desire for intel¬ lectual training. It is, I believe, the universal opinion of all who have watched the work at Cambridge that the intermixture of these two classes has been a gain to both, the presence of the one tending to foster the spirit of steady and concentrated work, and of the other to promote a greater interest in the subjects taught for their own sake. The cause of higher education for women has been materially advanced in Scotland through the opening of Queen Margaret College. This is a practical outcome of the efforts made by the Glasgow Association, although the funds for this particular insti¬ tution are due to the generosity and jmblic spirit of one woman, Mrs. Elder. The senatus of the University of St. Andrews has received six petitions on the subject of university education of women, one of which was presented by the L. L. a.’s of the university. The petitioners ask two things: (1) They all ask for such a course of university education as the senatus may think fit to grant ; (2) some of them ask for admission to degrees in arts. As to the first the senatus expresses its -willingness to grant separate courses of systematic university instruction to women, provided a sufficient sum of money is raised by the petitioners (or others) to enable this to bo done, especially as during the earlier stages of the experiment the attendance at the several classes might not be so large as to furnish adequate remuneration to the professors without such a fund. As to the second, the senatus resolves as follows: (1) That in the mean time, as an equivalent for graduation, women students be recom¬ mended to take the L. L. A. examinatiou in all the subjects necessary for the m. a. degree, inasmuch as the examination papers used in the two cases are the same. (2) The senatus is further willing to urge upon Parliament the claims of women to the privileges of matriculation and graduation, and the existing interests of the uni¬ versity warrant such a step, and provided that every female student attending the university shall lodge or board in some house in St. Andrews to be approved of by the senatus. At the l. l. a. (literate in arts) examination of 1884 there were 319 passes, with as large proportion of honors. In his report upon the higher education of women, published after his visit to Eng¬ land, Principal Dawson, of McGill University, says : In Britain, as in this country, the question of separate or mixed education of the sexes has been much discussed ; but in this, as in other matters, the practical and free genius of the English people has set itself to work out the problem in real life, instead of debating it in a theoretical manner, and consequently we find a number of experi¬ ments in progress. These may be classified under three heads : (1) What is sometimes called in this country “ coeducation,” or the education of both sexes in mixed classes; (2) separate education in colleges specially for women ; and (3) intermediate or eclec¬ tic methods, in which the two first are combined in various proportions. The coexist¬ ence of these different methods has the good effect of enabling parents and students to make a choice of systems and to avail themselves of that which they prefer, with¬ out establishing anything more than a friendly rivalry between the different kinds of institutions. The method of mixed classes Principal Dawson found in successful operation in University College, London, and in University College, Bristol. As examples of edu¬ cation in separate colleges he instances Cheltenham, which has as many as 500 pupils and students ; Bedford, North London, and Milton Mount Colleges ; the King’s College E — X CXLVT REPORT OF THE COMMISSIONER OF EDUCATION. classes, London; and Holloway College. The third method is that pursued at Girton and Newnham Colleges, Cambridge ; Somerville and Lady Margaret Halls, Oxford ; the woman’s department of Owens College, Manchester ; and the classes of the Edinburgh Ladies’ Educational Association. The second annual report of the Royal University of Ireland presents a gratifying view of the work of the women students. The number of women who have availed themselves of the opportunities presented by the university has not been large, but of those who have passed through the university examinations a considerable proportion have done so with marked dis¬ tinction. In the autumn of 1883 the matriculation examination was passed by 33 women, of whom 11, or one-third, obtained honors, some of them in more subjects than one. Twenty- three passed the first university examination in arts, 12 with honors, and, of the 9 women candidates who presented themselves at the second university exami¬ nation in arts, 5 obtained honors, almost all in more subjects than one. At this exam¬ ination a woman student obtained the first place in the honor list, both in logic and in biology, obtaining honors also in Latin ; another headed the honor list in English, while a third obtained the only honors given at the examination in music ; and at the examination for the university scholarships, held last January, a woman student obtained the first place in the competition for the scholarships in modern literature. The higher education of women is steadily gaining ground in India. A high school for girls has recently been opened at Poona and numbers some 60 pupils. The array of facts which meets us thus from year to year with reference to new provision for the higher education of women or the good results from existing provi¬ sion is sufficient proof of the inestimable value of these provisions to the individual women who have or may enjoy them and of large benefits ensuing therefrom to so¬ ciety in general. TABLE IX. — UNIVERSITIES AND COLLEGES. The following is a statement of the aggregate number of this class of institutions, with instructors and students, as reported to this Bureau each year from 1874 to 1884 (1883 omitted) : 1874. 1875. 1876. 1877. 1878. 1879. 1880. 1881. 1882. 1884. Number of institutions 343 355 356 351 358 364 364 362 365 370 Number of instructors. 3, 783 3, 999 3, 920 3, 998 3, 885 4, 241 4, 160 4, 361 4, 413 4, 644 Number of students. . . 56, 692 58, 894 56, 481 57, 334 57, 987 60, 011 59, 594 62, 435 64, 096 65, 522 SUPERIOR INSTRUCTION. CXLVII Table IX. — Summary of statistics of universities and colleges. States and Terri¬ tories. Number of universities and col¬ leges reporting. Number reporting date of char¬ ter. Number not reporting date of charter. Number reporting only prepara¬ tory students. Number reporting collegiate stu¬ dents. Number not reporting classifica¬ tion of students. Number not reporting students. Number not reporting libraries. Years Number not reporting. Number with four-year course. Alabama . 4 4 0 1 2 0 1 1 2 2 Arkansas . 5 4 1 0 3 2 0 2 1 4 California.... . 11 11 0 1 9 1 0 1 0 10 Colorado... . 3 3 0 0 3 0 0 0 0 3 Connecticut . 3 3 0 0 3 0 0 0 0 3 Delaware . 1 1 0 0 1 0 0 0 0 1 Florida . 1 0 1 0 0 0 1 1 1 0 Georgia . . 6 6 0 0 6 0 0 2 0 6 Illinois . . . 29 29 0 2 24 3 0 3 1 25 Indiana . . . 15 14 1 1 13 1 0 0 2 12 Iowa . 19 18 1 1 18 0 0 1 0 18 Kansas . . . 8 8 0 0 8 0 0 1 0 8 Kentucky . 15 15 0 0 15 0 0 3 1 8 Louisiana . . 10 10 0 2 7 1 0 2 1 5 Maine . 3 3 0 0 3 0 0 0 0 3 Maryland . 10 10 0 0 9 1 0 0 1 7 Massachusetts . 7 7 0 0 7 0 0 2 0 7 Michigan . . 9 9 0 2 7 0 0 1 0 9 Minnesota . . 5 4 1 0 5 0 0 1 1 4 Mississippi . 3 3 0 0 3 0 0 0 1 2 Missouri . 20 19 1 3 14 3 0 5 1 14 Nebraska . 5 5 0 2 3 0 0 0 0 4 New Hampshire . . . 1 1 0 0 1 0 0 0 0 1 New Jersey . 4 4 0 1 2 1 0 1 0 3 New York . 29 26 3 0 28 1 0 7 2 23 North Carolina . 9 9 0 0 8 0 1 1 0 7 Ohio . .. . 33 33 0 0 30 1 2 5 0 30 Oregon . 6 6 0 0 5 1 0 0 0 5 •Pennsylvania . 26 26 0 1 24 1 0 2 2 21 Rhode Island . 1 1 0 0 1 0 0 0 0 1 South Carolina _ 9 9 0 0 8 0 1 3 2 7 Tennessee . 20 20 0 1 17 0 2 3 2 15 Texas . . . 11 11 0 0 9 2 0 2 0 7 Vermont ........... 2 2 0 0 2 0 0 0 0 2 Virginia . 7 7 0 0 7 0 0 0 0 3 "West Virginia . 2 2 0 0 2 0 0 0 0 1 Wisconsin . 8 8 0 0 8 0 0 0 0 8 Dakota . 2 2 0 0 1 1 0 1 0 1 District of Columbia 5 5 0 0 4 1 0 1 0 3 Utah . 1 1 0 1 0 0 0 0 1 0 Washington . 2 2 0 0 1 1 0 0 0 2 Total . 370 361 9 19 321 22 8 52 22 295 £ a ?! 38 13 dumber with courses over four years. CXLYIII REPORT OF THE COMMISSIONER OF EDUCATION. States and Ter- tories. Alabama . Arkansas . California ...... Colorado . Connecticut .... Delaware . Florida . Georgia . Dlinois . Indiana . Iowa . Kansas . Kentucky . Louisiana . Maine . Maryland . Massachusetts . . Michigan . Minnesota . Mississippi . Missouri . Nebraska . New Hampshire. New Jersey . New York . North Carolina.. Ohio . Oregon . Pennsylvania. . . Khode Island. . . South Carolina.. Tennessee . Texas . Vermont . Virginia . “West Virginia.. Wisconsin . Dakota . Dist.of Columbia Utah . Washington .... Total . Table IX. — Summary of statistics of Number of universities and colleges. | Preparatory department. Collegiate department. O 2 p U S 2 ft Total. Male. w tudei JO 71 g Preparing for classical S° course. Preparing for scientific course. Number unclassified. Corps of instruction. Whole number of students. Students in classical course. | Students, jin scientific course. Male. Female. *c3 Female. / 1 i 169 169 110 58 46 332 5 18 a665 163 152 6240 21 230 ccZ97 5 11 33 al, 211 990 118 193 314 257 135 933 c336 48 107 50 s 10 295 199 96 60 57 78 26 86 i 14 3 13 5 3 • 0 0 0 0 0 76 958 815 13 30 3 1 6 58 1 10 16 23 1 1 1 . 6 6 al76 152 2 29 23 10 55 459 c31S 24 29 83 a2, 795 1, 651 546 6642 566 512 232 1,998 ce8ll cl51 305 207 15 31 1, 577 1,025 552 182 403 314 131 1, 615 c659 c99 173 74 19 37 2, 369 1,348 1,021 318 540 525 188 1,266 c537 171 283 167 8 30 1, 304 905 399 171 221 176 78 459 167 56 140 54 15 27 a835 624 135 6291 166 96 114 1,182 c510 32 128 11 10 26 al, 418 1, 000 373 6115 55 86 372 c225 2 49 7 3 35 339 306 29 2 i 10 1 29 393 374 19 233 59 69 118 821 c319 c62 1 7 209 209 111 21 168 2, 010 1,675 50 23 9 29 al, 604 553 467 249 212 416 117 1,029 115 69 125 75 5 7 449 256 193 223 79 123 73 499 140 53 25 11 3 5 a500 256 160 63 161 24 241 62 4 59 13 20 34 al, 742 1. 139 401 475 443 124 180 2, 057 173 51 163 22 5 20 750 504 246 7 6 305 46 127 c46 c25 11 6 1 15 232 232 4 2 68 68 22 46 76 602 421 29 76 2, 289 1,978 311 6497 224 417 446 3, 641 cl, 797 c393 895 80 9 18 373 298 75 6203 22 42 66 758 236 107 33 100 4, 002 2, 817 1,185 1, 362 810 960 327 2, 601 cl, 215 c410 286 159 6 9 589 329 260 6165 53 203 34 283 c41 c20 j 33 30 26 59 al, 828 1, 328 408 6336 172 308 295 2, 195 c/1, 246 c70 257 32 1 17 270 263 7 9 17 478 327 151 86 ! 282 90 46 s 371 121 3 17 2 20 34 al, 712 jl, 265 372 J 296 410 155 151 1 1, 284 c393 20 50 25 11 25 al, 274 725 319 333 501 123 97 i 1, 161 337 85 133 79 2 0 0 0 0 0 0 0 20 102 78 15 5 71 71 78 803 c203 |... 1 2 2 3 49 46 3 28 11 15 210 40 10 24 6 8 28 926 716 210 266 256 277 93 ; 631 208 42 198 69 o 6 a32 7 2 23 7 100 5 1 a59 49 49 63 442 185 1 9 259 157 102 259 2 5 a285 83 j 45 7 29 14 10 4 2 2 2 111 829' a32,753 j 21,774 8,161 67,466' 1 ! 6,037 1 6,090 3, 815 32,767 acl4,355 c2,009 3,694 1, 196 a Sex not reported in all cases. b Classification not reported in all cases. c A small number of scientific students included here. d Includes 82 sex not given. SUPERIOR INSTRUCTION. CXLIX univei'sUies and colleges — Continued. Collegiate d e p art- ment. Volumes in libraries. Property, income, &c. Special or optional students. | Number of graduate students. Number in college libraries. Increase in the last collegiate year. Number in society libraries. Value of grounds, buildings, and apparatus. Amount of productive funds. Income from productive funds. Receipts for the last year from tuition fees. Receipts for tbe last year from State appropriation. Aggregate amount of scholar¬ ship funds. 115 10 16,500 500 3, 500 $300, 000 $302, 000 $24, 000 2 2, 820 109 onn 8, 000 750 $5, 320 92 24 53,400 3, 325 8, 210 1. 921, 0C0 1, 735, 000 109, 500 46, 200 $30, 613 42 .... 9, 800 350 200 340, 000 68, 700 4,422 2, 007 38, 000 66 31 173, 000 12, 325 26, 000 1, 409, 630 1, 921, 732 84, 991 119, 393 $181, 666 9 .... 3, 000 200 2, 000 30, 000 83, 000 4, 980 g 10, 800 2 600 380, 000 330, 967 17, 500 500 8, 000 275 42 145, 649 2, 997 13, 679 2, 501, 000 1, 413, 573 98,724 139, 477 79, 355 125 9 80, 594 3, 866 15, 074 1, 120, 000 940, 935 52, 217 23, 350 23, 000 105 3 61, 581 3, 674 6, 825 1, 378, 000 858, 748 59,455 75, 736 24, 000 22, 500 29 13 33, 300 1, 401 4, 050 500, 000 108, 500 18, 650 16, 166 29, 825 23 21 49, 290 857 10, 838 920, 500 951, 643 56, 825 64, 292 1, 800 5 1 38, 078 628 2, 650 707, 000 318, 313 14, 556 38, 601 30, 000 1 .... 61,050 1, 598 1,600 813, 500 735, 699 45, 883 21,450 118, 709 57 170 74, 400 75 4, 190 819, 500 3, 027, 600 228, 734 48, 275 27, 075 1, 090 90 79 312, 551 12, 365 42, 755 2, 261, 027 6, 850, 405 364, 592 J.62, 438 679, 704 25 40 80, 865 7, 816 3, 000 1, 380, 984 1, 203, 130 84, 825 76, 586 66, 200 15, 000 57 26, 037 2, 210 800 820, 765 876, 030 51,064 33, 422 23, 000 15, 763 20 13 10, 800 675 2, 025 480, 000 14, 000 1, 200 7, 976 32, 643 90 51 94, 707 2, 894 8, 519 2, 794, 000 1, 225, 907 81, 773 124, 359 127, 640 38, 000 37 2 17, 0S7 850 250 267, 000 46, 000 3, 360 6, 864 37, 500 1,125 55, 000 100, 000 600, 000 30 000 14, 000 5, 000 100, 000 9 72 68, 000 17, 400 810, 000 1, 389, 000 71, 500 16, 410 65, 000 406 57 274, 324 13, 986 9,500 7, 859, 163 12, 533, 780 619, 811 544, 580 143, 672 354, 972 49 12 38, 600 1, 800 23, 000 640, £00 329, 500 20, 750 20, 500 5, 000 5,000 345 69 169, 052 4, 491 48, 202 2, 899, 234 2, 733, 128 170, 713 110, 368 110, 500 2 .... 10, 330 650 1, 500 279, 950 248, 000 19,200 16, 100 2, 500 20, 000 48 23 185, 718 9,170 80, 695 4, 338, 099 5, 624, 438 344, 574 137, 533 91,000 53, 522 598 1, 250, 000 641, 217 40, 157 33, 756 137, 468 38 .... 21,000 625 6, 250 32Q, 000 391,400 19, 600 10, 530 7, 700 112, 400 10 22 60, 334 2, 391 13, 226 1, 568, 749 1, 398, 000 89, 090 53, 293 4, 890 1, 250 86 12, 948 560 900 342, 000 41, 500 1, 300 60, 346 9 34, 855 507 395, 000 250, 000 15, 200 6, 179 8, 130 30 4 92, 100 600 19, 300 1, 650, 000 662, 000 39, 059 21, 629 30,000 17, 500 18 7, 000 200 200 200, 000 130, 000 6, 400 5, 200 15, 000 105 9 54, 585 1, 533 3, 000 948, 700 869, 049 62, 627 19, 310 45, 632 21, 500 132 132 35, 000 1 44, 000 200 769 1, 200, 000 20, 000 60, 642 10, 589 18, 500 26, 875 2, 913 50 70, 000 6,530 2, 350 310 0 180, 000 1,000 6, 300 750 0 2,429 778 2, 541, 772 99, 409 380, 107 46, 339, 301 50, 881, 894 3, 018, 624 2, 105, 565 784, 270 2, 218, 177 e Includes 36 sex not given. / Includes 99 sex not given. CL REPORT OP THE COMMISSIONER OF EDUCATION. Statistical summary of students in classical and scientific preparatory courses . States and Territories. Number preparing for clas¬ sical course in college. Number preparing for scientific course in college. 1 Total renorted. i In academies (Table VI). In preparatory schools (Table VII). In universities and col¬ leges (Table IX). In academies (Table VI). In preparatory schools (Table VII). In universities and col¬ leges (Table IX). In preparatory depart¬ ments of scientific schools (Table X). 136 110 62 58 27 393 63 240 67 370 California . 249 39 193 350 59 314 34 1, 238 Colorado... . .. . 31 5 60 24 0 57 25 202 106 154 0 54 111 0, 425 66 51 117 Florida . . 20 12 32 Georgia . 904 71 29 286 77 23 648 2,038 Illinois . . . . . 52 109 642 30 69 566 85 1, 553 Indiana . . * 30 9 182 59 27 403 115 825 238 18 318 185 3 540 1, 302 38 171 28 221 458 316 291 194 166 70 1, 037 TiOnifiifliTifl, _ 75 115 17 55 53 315 Maine _ _ _ 159 219 25 29 432 Maryland . 73 43 233 67 40 59 10 525 M fwsfM* ichn setts _ 189 1, 118 111 61 244 56 1, 779 Michigan _ 59 6 249 50 6 212 582 Minnesota _ . __ _ 46 223 120 79 468 Mississippi _ 243 160 16 63 260 742 Missouri . . . 335 96 475 213 69 443 289 1, 920 Nebra.ska _ _ _ 68 7 26 6 10 117 TTainpshirft 155 439 63 80 737 Xew Jersey 244 164 22 76 158 664 New York . 1,066 779 497 440 446 224 44 3, 496 Nnrfh Carolina 719 203 273 22 1, 217 Ohio . . 207 124 1, 362 194 52 810 81 2, 830 Oregon . _ T _ T _ _ _ 60 165 20 53 50 348 Pennsylvania . . . 632 452 336 482 299 172 240 2, 613 Rhode Island 50 164 2 16 232 Smith Carolina 131 86 153 282 652 Tennessee - _ _ 536 13 296 426 48 410 1, 729 Texas _ 158 333 106 501 1, 098 Vermont. _ 260 23 0 97 4 0 384 Virginia 73 105 40 23 321 562 "Vest Virginia 10 28 11 49 Wisconsin _ _ 219 272 266 85 110 256 1, 208 Dakota _ _ 25 7 30 2 64 of riolinnhiRi 111 60 49 80 12 312 Idaho ... 3 10 13 New Mexico 27 6 33 8 74 TTtnh . 27 14 41 "Washington _ _ 11 7 7 29 54 Total . 8, 195 4, 513 7, 466 4, 598 2, 020 6, 037 2,418 35,247 SUPERIOR INSTRUCTION. CLI Statistical summary of students in institutions for superior instruction ( not including students in preparatory departmen ts') . States and Territories. | Number of students in colleges. Number of students in schools of science. Number of students in schools for the superior instruction of women. Total number of stu¬ dents reported in these institutions. 332 99 848 1, 279 230 4 234 933 112 153 1, 198 86 96 182 958 237 192 1, 387 58 58 459 398 1, 618 2, 475 Illinois . . . » . . . 1, 998 319 1, 111 3, 428 1, 615 166 270 2, 051 1, 266 252 511 2, 029 459 395 130 984 1,182 143 1, 743 3,008 Louisiana _ _ _ _ _ ...... 372 41 232 645 Maine. _ _ _ _ 339 83 65 4S7 Maryland . - . 821 286 408 1, 515 Massachusetts _ ..... _ _ _ .... _ ... _ _ _ 2, 010 819 1, 694 4, 523 Michigan _ _ _ _ _ _ _ _ _ .... 1, 029 186 76 1,201 Minnesota _ _ _ _ _ _ _ _ _ 499 203 702 Mississippi . . . . . . . . 241 147 807 1, 195 Missouri _ _ _ _ _ 2, 057 83 1, 261 3,401 Nebraska _ _ _ _ _ 127 13 140 Nevada _ _ _ _ 80 80 New Hampshire . . . . . . . . 232 105 119 456 New Jersey. . . . . . . . 602 296 244 1, 142 New York . . . . . 3, 641 4, 051 1, 211 8, 903 North Carolina _ _ _ _ _ _ 758 930 1, 688 2, 601 541 988 4, 130 Oregon . . . . 283 90 145 518 Pennsylvania . . . . . . . . . . . 2, 195 2, 246 1, 130 5, 571 "R.hnrle Taland _ _ _ _ 270 270 South Carolina . . . . . . . . 371 135 539 1, 045 Tennessee _ _ _ _ _ _ _ _ _ 1, 284 1, 810 3, 094 Texas................ . . . 1,161 108 736 2, 005 Vermont . . . . . . . . 102 49 77 228 Virginia . . . . . . . . 803 733 1, 530 3, 006 West Virginia . . . . . . 210 235 445 Wisconsin . . . . . 631 118 223 972 Dakota . . . . . . 100 100 District of Columbia . . . . . 442 442 Washington . . . . . 10 10 Total . . . 32, 767 12, 351 21, 319 66, 437 CLII REPORT OF THE COMMISSIONER OF EDUCATION. The institutions reported in Table IX possess deep interest for those who seek to know the tendencies and to measure the progress of superior instruction in this coun¬ try. The record of any particular year differs but little from that of the preceding, but therecord of several years shows changes and movements that invite attention. Of the 370 universities and colleges represented in the table, 19 report only prepar¬ atory departments and 8 do not report students, leaving 343 whose work is very clearly exhibited. Among these are distributed 32,767 collegiate students. A general state¬ ment like this, however, conveys a very imperfect idea of the estimate placed upon college training in this country as indicated by college attendance, the possibilities and requirements of States in one section being so unlike those of another. A better idea of the distribution of college students will be formed by considering separately the sections into which the country may be conveniently divided. In 1830 the centre of population was at latitude 39° 4' 8" N. and longitude 84° 39' 40" W. of Greenwich. It has moved slightly westward in the intervening years, but we shall not be far out of the way in using the fjoint designated. The whole country may be divided into four parts ranged around this centre. The States would then be grouped as follows: To the first or northeast section belong Maine, New Hampshire, Vermont, Massachu¬ setts, Rhode Island, Connecticut, New York, New Jersey, Delaware, Maryland, Penn¬ sylvania, District of Columbia, Ohio, and Michigan.1 To the second or southeast section belong Virginia, West Virginia, North Carolina, South Carolina, Georgia, and Flor¬ ida. To the third or northwest section belong Indiana, Wisconsin, Illinois, Minne¬ sota, Iowa, Nebraska, Dakota, Wyoming, Montana, Idaho, Washington, Oregon, and California. To the fourth or southwest section belong Kentucky, Tennessee, Ala¬ bama, Mississippi, Missouri, Arkansas, Louisiana, Kansas, Texas, Colorado, New Mexico, Utah, Arizona, and Nevada. The total population of the first section is 20,601,581 and the total number of students in college courses 15,300, or 1 to every 1,346 of the people. The population of the second section is 6,338,022 ; the number of students in college courses, 2,601, or a ratio of 1 to 2,436. The population of the third section is 10,571,768 ; the number of college students 7,462, or 1 to 1,417. The population of the fourth section is 12,644,408 ; the number of college students 1,707, or a ratio of 1 to 7,404. The highest ratio is found, as we should expect, in the northeast section ; the lowest, in the south¬ east section. It is true that the students in an individual college may not come alto¬ gether from the immediate vicinity of the college, but it is only three or four of the most noted institutions that control sufficient patronage outside of the sections in which their States fall to affect materially the ratios here given. The institutions brought together in the table have, with few exceptions, the follow¬ ing common characteristics : they are empowered by law to confer collegiate degrees, or at least the b. a. ; they offer a more or less extensive course in the studies that by common consent are assigned to the colleges of liberal arts, and they have students in the same. Unchartered colleges or universities cannot confer degrees. Of such here tabulated, 2 have been recently organized and will probably secure charters before the students now matriculated are ready for graduation; besides these there are a few Roman Catholic colleges that maintain the usual college course as a means of preparing young men for a subsequent ecclesiastical course. One hundred and twenty-three of the institutions in the table are designated as universities. A few of these have a full university organization and large resources ; others are limited at present to one or more departments, but have assumed the title of university by virtue of authority conferred by their charters or otherwise, as a help to the largest possible development in the future; in other cases the name cannot be regarded as expressing either present scope or future possibilities, and its use is to be regretted. It will also be noticed that in a few instances the term college des- 1 States like Michigan, that are on both sides of the dividing line, are assigned to the section in ■which the larger part of their population falls. SUPERIOR INSTRUCTION. CLIII ignates a well endowed institution with collegiate and professional departments. These varying conditions make it desirable to view the institutions under considera¬ tion from some other standpoint than that of name or class. Three conditions present themselves as worthy of considerat ion : The number of college students, the number of professors, and the sources of revenue. An analysis of the table with reference to these conditions will aid us materially in forming a cor¬ rect conception of the provision that has been made among us for liberal education ; With reference to students and professors it appears that, of the 370 universities and colleges tabulated, &5 do not report college students separately ; 226 report under 100 ; 75 report from 100 to 200, and of these 62 report 8 or more collego professors each ; 19 report from 200 to 300, and of these 17 report 10 or more college professors ; 7 report from 300 to 400, with from 18 to 34 professors ; 4 report from 400 to 500, professors 16 to 42 ; 2 report from 500 to 600, with faculties numbering 41 in one case and 33 in the other; 1 reports from 600 to 700, with a faculty of 41 ; and 1 reports above 700 college students, with a faculty of 58. It appears, then, that, as regards the students and professors, we have a number of institutions prepared for vigorous work within, at least, the limits of the usual col¬ lege curriculum. A glance at the table will show that these are with few exceptions well housed. It remains to take some account of their financial strength. Three sources of income are set forth : tuition fees, productive funds, and State appropria¬ tion. The 35 institutions reporting receipts from the last source are nearly all State universities or colleges in which merely nominal or no tuition fees are charged. The statistics of the remaining institutions indicate that tuition fees are not likely to decline with the increase of productive funds, the charges (not receipts) being as a rule largest where there are the largest endowments. Productive funds, as the most permanent and steady source of income, are most important to our present inquiry. With reference to these the table shows as follows: (1) Seventy-five colleges or universities having from 100 to 200 students. — (a) 27 make no report under the head of productive funds1 (6 of these did formerly report pro¬ ductive funds, and, of these, 4 in 1880 or more recently ; 4 receive annual State appro¬ priations; 22 have 8 or more professors); (&) 4 report none (all have 8 or more profes¬ sors); (c) 5 report less than $50,000 (of these, 4 have 8 or more professors); (d) 12 re¬ port from $50,000 to $100,000 (of these, 8 have 8 or more professors) ; (e) 23 report from $100,000 to $500,000 (of these, 20 have 8 or more professors) ; (/) 4 report above $500,000 (all have 8 or more professors). (2) Nineteen colleges or universities having from 200 to 300 students. — ( a ) 3 make, no report under the head of productive funds ; (&) 2 report less than $50,000; (c) 2 re¬ port from $50,000 to $100,000 ; (d) 4 report from $100,000 to $300,000 ; (e) 3 report from $300,000 to $500,000; (/) 3 report from $500,000 to $1,000,000 ; ( g ) 2 report above $1,000,000. (3) Fifteen colleges or universities having 300 or more students. — (a) 4 make no report under the head of productive funds ; (6) 1 reports none ; (c) 3 report from $250,000 to $500,000 ; (d) 3 report from $500,000 to $1,000,000 ; (e) 4 report above $1,000,000. The following are the universities or colleges (without regard to students) that re¬ port productive funds of $500,000 or more, with the amounts reported ; against these are placed State appropriation and receipts from tuition fees when reported : JI>y reference to the table it will be seen that the fund reported from universities sometimes rep¬ resents the fund for all departments and sometimes only for the collegiate. CLIV REPORT OF THE COMMISSIONER OF EDUCATION. Productive funds. Fees. University of California, Berkeley, Cal . a$l, 566, 000 $200 Wesleyan University, Middletown, Conn . 657, 681 889 Yale College, New Haven, Conn . 1, 264, 051 109, 594 Johns Hopkins University, Baltimore, Md . . . 3, 000, 000 700, 000 6, 541 Harvard College, Cambridge, Mass . 64, 623, 893 138, 338 Tufts College, College Hill, Mass . 700, 000 2, 500 University of Michigan, Ann Arbor, Midi . c544, 152 56, 628 University of Minnesota, Minneapolis, Minn . University of the State of Missouri, Columbia, Mn _ _ _ <2650, 000 «510, 000 600, 000 1,000 Dartmouth College, Hanover, N. H . 14, 000 College of New Jersey, Princeton, N. J . 1, 389, 000 16, 410 Madison University, Hamilton, N. Y . 515, 000 3, 774 Cornell University, Ithaca, N. Y . 3, 587, 081 17, 050 Columbia College, New York, N. Y . 4, 680, 590 29, 225 Union College, Schenectady, N. Y . 1, 159, 031 8, 951 Adelbert College of Western Deserve University, Cleveland, Ohio . 650, 000 3, 000 University of Pennsylvania, Philadelphia, Pa . 1, 609, 306 36, 202 Lehigh University, South Bethlehem, Pa . 1, 900, 000 0 Brown University, Providence, It. I . 641, 217 33, 756 Vanderbilt University, Nashville, Tenn . 600, 000 6, 000 a Also $30,613 State appropriation. 60f which $1,203,908 are the college funds. c Also $66,200 State appropriation, of which $25,700 was special. d Also State appropriation of $23,000. e Also $127,640 State appropriation, $100,000 being special. The following additional universities or colleges report State appropriations for the year equal to or exceeding the income of $500,000 at 6 per cent. The receipts from tuition fees are given so far as reported : Appropri¬ ation. Fees. University of Colorado, Boulder, Colo . . . . . . . . . $38, 000 32, 643 37, 500 140, 000' 30, 000 45, 632 $0 3, 000 University of Mississippi, Oxford, Miss _ _ _ _ _ ......... University of Nebraska, T.inenln NeV»r _ _ _ _ _ College of the Citv of New York, New York, N. Y. . . . . University of Virginia, University of Virginia, Va, . . . . University of Wisconsin, Madison, Wis . . . 5,117 Investments differ so much in value that perhaps a better conception of the resources of our colleges may be formed by an examination of incomes other than the proceeds of tuition fees : Of colleges or universities reporting incomes from prdductive funds or State appropriations or both, 44 report them as ranging from $10,000 to $25,000 ; 21, from $25,000 to $50,000 ; 5, from $50,000 to $100,000 j 8, from $100,000 to $250,000, and 1, above $250,000. The facts pertaining to the financial affairs of our colleges and universities as here set forth cannot be fully comprehended without reference to like conditions in other countries. It is not easy to obtain the data, but statements have lately been pub¬ lished that throw some light on the subject. In a recent address, Sir Lyon Playfair stated that the 4 Scotch universities rely mainly upon the annual grant; amounting in all to 28,000L ($136,262). He contrasted this meagre allowance with the revenues of SUPERIOR INSTRUCTION. CLV the English universities, which had, he said, “ through their colleges an income of nearly half a million pounds ” ($2,433,250). In 1882-’83 the total cost of the ten Prussian universities was in round numbers $1,900,000. 1 Of this sum 9. 3 per cent, was their own earnings from tuition fees, &c. ; the rest was the contribution of the state, 72 per cent, being ordinary and the balance extraordinary contributions (i. e., for building, &c.). Ten universities and colleges can be pointed out in this country whose combined in¬ come for 1884 amounted to $1,922,504. Of this, 19 per cent, was from tuition fees, 11 per cent, from State appropriations, and the remainder, the income of permanent funds. It would not do to infer from these figures that liberal education is as well endowed in this country as in Prussia. Before any conclusions could be drawn, it would be necessary to bring into the comparison the expenditure for the Gymnasien. According to Dr. Conrad,1 in 1882-’83 the expenditure for Gymnasien, including Pro- gymnasien, was 16,022,502 Mark ($3,813,355.47). The sources from which the expenditures were met are given as follows: From fees, Gymnasien, including Progymnasien, 7,565,964 Mark ($1,800,699.43). From en¬ dowments : Gymnasien, 955,096 Mark ($227,312.84). From government and district funds and patrons1 additions : Gymnasien, including Progymnasien, 7,565,964 Mark ($1,800,699.43). The expenditure for the Gymnasien, added to that for the universities, gives, in round numbers, $5,700,000, which should be compared, if comparisons are permissible, with the total income reported for the colleges and universities in Table IX, or $5,908,459. It should also be noticed that the entire number of institutions included in the state¬ ment for Prussia is 292, as against 370 in Table IX. On the whole, the view of our superior institutions presented by the statistics of students, professors, and finances is encouraging. Undoubtedly we have too many feeble colleges ; too many that, judged by their work, are not above the grade of pre¬ paratory schools and not well furnished for even that position. The number of these weaklings does not, however, appear to be on the increase; there is reason to hope that we have parsed the period of pretension, and that colleges which are only such in name will gradually abandon their false position, and that those that remain will become better and better prepared for their duties. These tendencies are very clearly seen in the record of a period of years, as set forth in the tables of my annual reports. Thus by a comparison of the statistics of 1875 with those of 1884 it appears that 29 colleges or universities have been organized since the former date. Of these Johns Hopkins University has already taken an assured place among our leading institu¬ tions and Tulane University of Louisiana has in it promise of rapid growth and large influence. The remaining 27 institutions have come into the work without special observation or unusual advantages. Altogether these 29 institutions have added to the college resources of the country 253 college instructors, a property valuation of $1,977,000, and productive funds (ex¬ clusive of the funds of Tnlane University2) to the amount of $3,511,000, yielding in 1884 an income of $257,960. For the current year 3,401 collegiate students were profiting by these provisions. Increase in the number of colleges is desirable in a country whose population is increasing so rapidly as our own ; but the fact that the largest additions to college resources during the period considered have been made through the older colleges is 1 See German Universities for the Last Fifty Years, by Dr. J. Conrad, professor of political science at Halle. 2 In 1884, by a contract with the State of Louisiana, the administrators of the Tulane educational fund became the administrators of the University of Louisiana, agreeing to devote their income to its development and to establish thereon the Tulane University of Louisiana. Mr. Tulane’s original dona¬ tion yielded $35,000 per annum, which has been doubled by subsequent gifts from the same benefactor. CLVI REPORT OF THE COMMISSIONER OF EDUCATION. oven more gratifying. Tables IX, 1875 and 1884, afford some valuable information upon this point. It should be premised that Johns Hopkins University is to be found in both tables, productive funds alone having been reported in 1875. As the university did not enter upon the work of instruction until 1876, it is included in the 29 institutions previously mentioned. Omitting all universities and colleges not found in both tables, as well as Johns Hopkins, we have 299 with respect to which comparison may be made. These show increase as follows: In the number of college instructors, 1.88; college students, 5,093 ; property valuation, $2,586,746; productive funds, $17,312,939 ; income from productive funds, $482,999 ; State appropriations, $48,947. Of the 55 colleges tabulated in 1875 and not in 1884, a number have given up the endeavor to maintain the college standard, but are doing excellent work as prepara¬ tory schools, and are now included in Tables VI or VII. Others have modified their original purpose and courses of study and are now classed in Table III, X, or XI. About a third have suspended; others, from which no recent information lias been received, are known to be struggling against adverse circumstances. On the other hand, of 70 colleges reported in 1884, but not in 1875, quite a number that were in a low condition at the earlier date are now strong and useful. It would be interesting to extend this examination of the college record, to note the fluctuations in attendance, the rise and fall in tuition fees and in the number and value of schol¬ arship funds, and, passing beyond the statistics, to inquire into the uncferlying condi¬ tions of which they are merely the index: to consider, for instance, what the increase of faculties, or of the number of professors, or of funds may signify with respect to better organization, enlarged curricula or subdivision, and consequent improvement in the work of instruction. But enough has been said to show that the statistics carefully compiled from year to year are valuable both for the facts which they record and the inquiries which they suggest ; fuller analysis must be deferred to a more favorable time. Meanwhile the consideration of movements that have been going on in particular colleges and uni¬ versities will serve to show that we are contributing our part to the settlement of cer¬ tain great problems of universal interest. Many of the changes that have taken place in the general conduct of our colleges during the last decade have had sole reference to the increase or maintenance of the usual patronage, as, for example, the plan adopted by several colleges of holding ad¬ mission examinations in different centres. Other changes have affected the entire circle of college activity. Among the latter are the standards and modes of examina¬ tion, the extension of curricula, the adoption or extension of the optional system, and the changes in the modes and spirit of discipline. The reports of the colleges for successive years give a clear insight into the influ¬ ences that have gradually brought about these changes, and show also how cautiously, as a rule, the colleges have acted in these matters. New institutions springing up, untrammelled by old traditions, were guided in their purposes and their modes of pro¬ cedure by the modern spirit and modern requirements. The patronage, the worthy achievements, and the enviable recognition that the best of these attained helped to break down the conservatism of the older institutions. In many instances the intelli¬ gent foresight of trustees or presidents or faculties anticipated the action which the coming time was sure to require. Admission requirements. — In nearly every eastern college the requirements for admis¬ sion are very diff erent from what they once were, but this change has not been accom¬ plished by sudden or sweeping alterations. If we look, for instance, at the records of our oldest American college, we shall see that, between 1866 and 1876, the standards in Latin, Greek, and mathematics were sensibly raised. Option was introduced to this extent : those who for any reason preferred mathematics to classics were permitted to offer certain advanced mathematics instead of portions of Latin and Greek authors. English composition, with either French or German, was added, and the movement in SUPERIOR INSTRUCTION. CLYII favor of science, which had begun in 1869-70, when physical geography was made a requirement, was extended, every candidate being obliged to pass an examination in one of the three following subjects : (1) Elementary botany ; (2) rudiments of physics and chemistry ; (3) rudiments of physics and descriptive astronomy. In 187(5-J77 it was further determined that every candidate should be required to pass upon a spec¬ ified minimum reouisition in all the preparatory studies, and also upon a farther or maximum requisition in at least two of the four principal departments, Latin, Greek, mathematics, and physical and natural science. For examination upon a long speci¬ fied course of reading, it was proposed to substitute reading at sight in equally diffi¬ cult authors. For three years candidates were to be allowed to present themselves under either the old or the new method. Changes like these, which, as already observed, were not confined to a single insti¬ tution, affected the preparatory training on the one side and that of the college on the other. The results were looked forward to with interest not unmixed with anx- iety. In 1878-’?9 Dr. Eliot, the president of Harvard, made the following statement: It has been surprising to see how quickly the high schools, endowed academies, and private schools which habitually or frequently prepare boys for this college have accommodated their methods and their courses of study to the new requisitions of the faculty. The English requisition, first enforced so lately as 1874, has met with universal "approval. The requisition in French or German, first enforced in 1875, has been fairly complied with, apparently without serious difficulty. The examina¬ tion's in Latio and Greek at sight, which make part of the new method of admission adopted in 1876-77, can be avoided in Latin until 1881 and in Greek until 1883 ; but they have so commended themselves to the teachers of preparatory schools as fair tests of the acquaintance of their pupils with those languages that, out of 284 can¬ didates for admission to the freshman class in 1879, 179 chose to bo examined in Latin at sight and about 150 in Greek; while at the preliminary examination of 1879, out of 245 candidates, 215 were presented upon the new method, and of these 215 only 8 chose to avoid the Greek examination at sight. The new requisition in science, first enforced in 1876, has been met moderately well, to all appearance; yet this is undoubtedly the requisition which in its practical working has given the least satisfaction to the faculty and the schools. Again, in his report for 1883-’84, President Eliot says: The changes made in the requirements for admission to the college during the last fifteen years have not made admission more difficult. The percentage of candidates who are admitted is increasing slightly, and the percentage admitted uncondition¬ ally is increasing considerably. In 1884 one-half of the candidates admitted entered without “conditions.” Improvements made in school methods of teaching and in the plan and method of the examinations themselves account for this gratifying re¬ sult. In the present state of preparatory training in our country, the question of the ex¬ tent to which options should be allowed becomes a serious one; and, as it appears at this date that Harvard is prepared to go very far in this direction, it is well to in¬ quire into the effect of the options already allowed. In 1882-’83 it was found desirable to change somewhat the requirements in physics. dThe object of this change,” says the dean of the college fa ulty, “ was not merely to secure a better training in physics through the use of better text books, but also to strengthen the elective group in physical science, which has proved to be consid¬ erably easier for the candidate to prepare than any of the other three groups. The difference has been by no means eliminated by this change, but it is thought that the state of the instruction in physics in the schools will not justify any greater increase at present.” In the report for 1883-,84 the dean of the college faculty presents several tables, which, as he says, “ show a remarkable steadiness in the proportion of candidates offering the classical and mathematical groups. The gain in these subjects this year, at the expense of the physical science group, is no doubt due to the change in the requirements in physics, described in my last report, which first went fully into oper¬ ation this year. The loss in numbers, it is reasonable to suppose, is more than made CL VIII REPORT OF THE COMMISSIONER OF EDUCATION. up by improved quality and training of tlie candidates who have persisted in pre¬ ferring this department in spite of the increased difficulty of the examinations.” ELECTIVES. “ The University of Virginia is founded,” says Professor Venable, “ on the elective system in its broadest sense.” Looking back over the sixty years’ record of this uni¬ versity, we may truly say that the system is neither a new nor a doubtful experiment in this country. As a rule, the State universities have followed, more or less imper¬ fectly, the model presented in Virginia. The time at which Boston University and Johns Hopkins University were founded and the nature of the work they proposed led them naturally to the same course. It is the adoption of electives on the part of colleges that from their foundation employed “the uniform course” that has caused the system to be so prominent a topic among us in recent years. Harvard, Yale, Dartmouth, Columbia, and Princeton be¬ gan the experiment with the knowledge before them of what it had done in Virginia and Michigan Universities toward meeting the difficulties and the demands that beset modern education ; but those institutions had also good reason to know that the sys¬ tem was a source of weakness and confusion where the right conditions were wanting. No stronger proof could be given of the wisdom and judgment of the officers of the colleges specified than the fact that they have changed from the old order of things to the new without any serious disturbance of their relations with preparatory schools, students, or the communities upon which they relied chiefly for support, and which were full of the traditions of the past. The experience of the colleges that have recently introduced electives confirms that of the noted institutions in which no other system has been known. They are agreed that up to a certain age it is best for students to proceed along a restricted course of study, animated to the best efforts in their power by the expectation of definite ex¬ aminations and advancement according to merit. This age, it is allowed, is somewhat in advance of the average age of candidates for admission to American colleges, for which reason electives are not generally allowed till the junior year. Harvard has gone further. Says Professor Eliot, in his report for 1883-84 : The most important change made in the college during 1883-’84 was the extension of the elective system to the freshman year. There are now no required studies in the college, except rhetoric for one year, English composition (themes and foren¬ sics), German or French for one year (whichever language was not presented by the student at the examination for admission), and a few lectures on chemistry and phys- sics. In other words, the uniform curriculum has given way, as President Eliot expresses it, “to a system which permits a free choice of studies and which prescribes little else than the number of studies to be pursued from year to year by the regular candidate for the degree and the order in which graded courses of instruction within the same department shall be pursued.” It is not surprising that the final steps taken by Harvard should have caused some concern among college officers throughout the country. An examination of the courses of study as arranged will bring to light several particulars in which the sys¬ tem as established at Harvard differs from the electives allowed elsewhere. Dr. Mc- Cosh, president of Princeton College, has pointed out that — It is perfectly practicable for a student to pass through Harvard and receive the degree of bachelor of arts without taking any course in Latin, Greek, mathematics, chemistry, physics, astronomy, geology, logic, psychology, ethics, political economy, German, or even English. With reference to the accepted significance of the degrees of bachelor of arts and master of arts, the same writer says : Education is essentially the training of the mind — as the word educare denotes — the drawing forth of the faculties which God has given us. This it should especially be in a university, in' a studium generale, as it used to be called. The powers of SUPERIOR INSTRUCTION. CLIX mind are numerous and varied, the senses, the memory, the fancy, judgment, reason¬ ing, conscience, the feelings, the •will; the mathematical, the metaphysical, the me¬ chanical, the poetical, the prosaic (quite as useful as any) ; and all these should be cultivated, the studies necessary to do so should be provided, and the student required so far to attend to them that the young man by exercise may know what powers he has and the mental frame be fully developed. To accomplish this end the degrees of bachelor of arts and master of arts were instituted. These titles have acquired a mean¬ ing. For centuries past tens of thousands of eager youths have been yearly seeking for them and the attainments implied in them. True the standard adopted in some colleges has been low; some who have got the diploma could not read the Latin in which it is written ; still it has a certain prestige and a considerable attractive power. It indicates, as to the great body of those who possess it, that they have some acquaint¬ ance with elevated themes; that, in short, they have some culture. I do not wish to have this stimulus withdrawn. I have been laboring for the last thirty-two years to elevate the requirements for the degree. But let it retain its meaning and carry out its meaning thoroughly. Let it be an evidence that the possessor of it has some knowledge of literature, science, and philosophy. With reference to the same subject, Noah Porter, president of Yale College, says : We do not forget, however, as we have already intimated, that Harvard College is connected with the sister colleges by a common relationship, of which the so-called academic degrees are supposed to be the symbols. These degrees are the passjjort to a certain kind and measure of public esteem, as having a common signification. They are, in a certain sense, common property, a kind of trade mark or certificate, and recognized by common respect, and in some cases by civil statute. This respect may often be ill founded and excessive, and yet it may be of some value and at times have no little practical importance. Any measure which tends to make doubtful their significance or diminish the respect in which these degrees are held affects the interests and rights of all the institutions which give them, and is, in a certain sense, an offence against the common faith and common understanding which exist among educated men. Neither Harvard College nor any other college has any exclu¬ sive property in the degree of bachelor of arts, nor any right to dispose of it as it pleases, which is recognized by the court of either common sense or the common faith of the educated community. That such is the prevailing view among college presidents, faculties, &c., in the United States can hardly be doubted, when we consider a fact very emphatically stated by Dr. Porter in the article already alluded to: Hitherto all the colleges and universities of the country have kept faith with one another; and in every case in which they have proposed special courses, with a total or partial omission of classical or mathematical study, they have denoted this by a special degree. This has notably been true of Michigan, Cornell, and Brown Uni¬ versities, of Yale, Columbia, and Dartmouth Colleges. Moreover, the change proposed by President Eliot, of giving a varied significance to the bachelor’s degree, seems equally uncalled for, in view of the fact that the degree of ph. d. has already come into general use, and that this degree not only provides for, but requires, thorough studies in a wide curriculum of modern science : in that it does not require the study of the Greek language, but does require a competent knowledge of one modern lan¬ guage as an instrument of research. Consequently, it would seem to meet all the demands which are supposed to justify a change in the significance of the bachelor’s degree. In connection with the opinions here quoted, it is interesting to note the views entertained by Prof. Henry Morley, LL. D., with reference to the requirements for the b. a. degree, as set forth in an address delivered before the London International Conference on Education. Says Professor Morley : For the bachelor of arts there should be a 3-year course, during which I think there should be cultivation of not fewer than 5 subjects of study. During at least 2 of the 3 years there should be study of Latin ; during at least 2 there should be study of English ; in each case, of both language and literature. During at least 2 years there should be also study of mathematics ; and during at least 2 there should be study of some natural science. I would allow no mind with strength for science to avoid the quickening touch upon its other powers that comes with a study of litera¬ ture ; and I would allow no mind with a strength for literature to begin its higher training without help from the exact methods of science. The fifth study in the course of training that leads up to the b. a. degree, I would leave to depend upon the individual aims or tendencies of the student. Also the 1 year less than 3 of enforced study of each of the four subjects Latin and English, mathematics, and Sk CLX REPORT OF THE COMMISSIONER OF EDUCATION. natural science, I -would have occupied with work determined "by a sense of fitness in each case, except that some time must he given to the continuance of the school studies of French and that German must be at least begun. Attainment of the de¬ gree should be dependent not upon one final examination, but on gradual and un¬ forced evidence of the attainment of a right standard of knowledge in each of the five chosen subjects of study. In each class there should be a first pass examination, based upon the teaching of the class. This should be open only to those students who had been in regular attendance for at least two sessions. Five first passes — four of them being those on the prescribed subjects — obtained within any period not shorter than 3 years, with a witness to good character signed by the 5 teachers, should, without further examination, entitle the student to the bachelor of arts degree. The choice of the students themselves -with reference to studies will have great effect in ultimately determining the measure of electives and the relation and sig¬ nificance of degrees. We have already sufficient data on this subject to show the prevailing tendencies, but I can do no more at this time than call attention to what is indicated by the record of degrees conferred, as set forth in Table XV and in state¬ ments in the abstracts of the respective States, appendix, under the head of Superior Instruction. The remaining movements that have been marked features of our recent college history, namely, the establishment and growth of graduate departments, the arrange¬ ments for special students, modes of discipline, and physical culture, I must pass over for the present. The last named topic will be treated in extenso in a circular now in course of preparation for this Office by Dr. E. M. Hartwell, of Johns Hopkins Uni¬ versity. SCIENTIFIC INSTRUCTION. The following summary shows the number of persons engaged in agriculture and in manufacturing, mechanical, and mining industries, according to the census of 1880: States and Territo¬ ries. Agriculture. Manufactures, mechani cs, and mining. Alabama . . 380, 630 22, 996 Arizona . 3,435 7,374 Arkansas . 216, 655 11, 338 California . 79, 396 118, 282 Colorado . 13, 539 47, 408 Connecticut . 44,026 116, 091 Dakota . 28, 508 9, 101 Delaware . 17, 849 14, 148 District of Columbia . 1,464 15, 337 Florida . 58, 731 8, 436 Georgia . 432, 204 36, 167 Idaho . 3, 858 6, 532 Illinois . 436, 371 205, 570 Indiana . . 331, 240 110, 127 Iowa . 303, 557 69, 941 Kansas .............. 206, 080 36, 319 Kentucky . S20, 571 61, 481 Louisiana . 205, 306 30, 681 Maine . . . 82, 130 72, 662 Maryland . 90, 927 85, 337 Massachusetts . 64, 973 370, 265 Michigan . 240, 319 130, 913 Minnesota . 131, 535 39, 789 Mississippi.. . 339, 938 13, 145 States and Territo¬ ries. Missouri . Montana . Nebraska . Nevada . New Hampshire New Jersey . New Mexico . New York . North Carolina . Ohio . Oregon . Pennsylvania . Rhode Island . South Carolina. . Tennessee . Texas . Utah . . . Vermont . Virginia . . "Washington . West Virginia . Wisconsin . Wyoming . The United States j Agriculture. 355, 297 4, 513 90, 507 4,180 44, 490 59, 214 14, 139 377, 460 360, 937 397, 495 27, 091 301, 112 10, 945 294, 602 294,153 359, 317 14, 550 55, 251 254, 099 12, 781 107, 578 195, 901 1, 639 7, 670, 493 Manufactures, mec h a n i c s , and mining. 109, 774 8, 022 18, 255 13, 231 58, 037 160, 561 4, 377 629, 869 33, 9G3 242, 294 17, 458 528, 277 66, ICO 19, 698 36, 082 30, 346 10, 212 26, 214 63, 039 7, 290 26, 288 86, 510 1, 689 3, 837, 112 SCHOOLS OF SCIENCE. CLXI TABLE X. — SCHOOLS OF SCIENCE. Tlie following statement shows the number of institutions aud departments of this class, with instructors and students, as reported to this Office each year from 1874 to 1884, inclusive (1883 omitted). These numbers include the National Military aud Naval Academies: 1874. 1875. 1876. 1877. 1878. 1879. | 1880. 1881. 1882. 1FS4. Number of institutions - . 72 74 75 74 76 81 83 85 so * Number of instructors . . 609 758 793 781 809 884 953 1, 019 1,082 1, 178 Number of students . 7,244 7,157 7,614 8,559 13, 153 10, 919 11, 584 12, 709 15, 957 14, 7CJ E— XI CLXil REPORT Table X. Statea. Alabama . . j Arkansas . I California . . Colorado . I Connecticut . . I Delaware . j Florida . . Georgia . . Illinois . Indiana . . — Iowa . . ! Kansas . Kentucky . Louisiana . Maine . Maryland . . . Massachusetts . . . . Michigan . . Minnesota . I Mississippi . . Missouri . Nebraska . . Nevada.... . New Hampshire . j New J ersoy . New York . North Carolina . Ohio — . Oregon . Pennsylvania . Rhode Island . . South Carolina . Tennessee . . Texas . J Vermont . . . Virginia . West Virginia . Wisconsin......... ...... Total . U. S. Military Academy. . U. S. Naval Academy _ Grand total . OF THE COMMISSIONER OF EDUCATION. Part 1. — Summary of statistics of schools of science. co C c r3 50 o o 1 t-5 Preparatory depart¬ ment. Scientific department. & Co O A c CO o a •!< © g ® go® (U © © £ © k 1 © T-1 r~ O 'B OS pH o 05 © e '© > © Pi © fit 6 Jz? *3 o eO CC CO <3 •G | fi ^ © § s o a © fcJC a is 'p ® '“2 06 S* 'S C3 p §; o r* &S *s§ © jg CD B 2 ® > © © o B 1 < © > © ft . 3 « © B © c © a H li 4S ft 05 S CS-B © 5 B rt ^ s 95 S ft -2 * © S © £ P5« I. Medical and SUEGICAL. 1. Regular. Alabama . 1 9 80 3 12 500 $150, 000 $0 $0 $4 000 Arkansas . 1 15 29 3 13 100 15 oQo o 0 750 California . . . 3 30 129 15 15 j 200 100, 000 7, 141 Colorado . 2 25 48 5 50 50 6, 250 Connecticut . 1 17 31 9 9 30, 995 1, 963 4, 195 Georgia . 3 37 304 1 112 5, 000 110, 000 8, 500 Illinois . 5 132 870 88 ! 284 148 245, 000 5, 000 500 65 197 Indiana . 5 72 244 90 365 Iowa . 3 34 302 6 I 113 300 25 51, 200 6 800 Kentucky . 4 45 714 247 1 4, 000 75, 000 45, 500 Louisiana* . 1 16 217 56 i 1, 000 80, 000 0 0 21 405 Maine . . 2 j 19 130 34 33 4,100 25, 500 2, 500 150 9 244 Maryland . 3 j 60 j 638 7 j 206 101, 000 2, 200 Massachusetts . . . 2 71 289 134 65 2, 100 100 3, 000 . 173, 547 10, 094 51, 433 Michigan . 3 64 459 27 I 137 100 12 30 000 3 192 Minnesota . 1 ; 29 1 52 7 175 110, 000 0 2, 860 Missouri . 8 1 122 ' 608 22 216 2, 120 124, 000 46, 745 Nebraska . 2 I 30 35 2 7 150 10, 000 New Hampshire. . 1 12 76 42 1, 900 150 40, 000 0 0 5,834 New York . 9 230 2 085 173 640 7, 142 92 606, 500 % 76, 559 North Carolina . . . 2 8 33 500 40, 000 6, 000 300 4, 000 Ohio . 9 137 872 88 287 5, 500 150 284, 000 262, 000 41, 935 Oregon . 1 12 40 4 11 100 8, 000 3, 200 Pennsylvania . i 4 109 1, 087 108 346 5, 640 600 365, 000 135, 597 7, 842 56, 007 South Carolina ... ' 1 20 86 23 20, 000 0 0 5, 691 Tennessee . 1 5 64 579 1 242 1,150 100 56, 300 2,500 130 18, C50 Vermont . ! 1 19 230 30 101 o o ! 9, 000 Virginia . 2 24 132 47 Dist. of Columbia 3 44 201 20 43 1, 000 . 1 . ! 2, 822 Total . . 88 1, 5C6j 10, 600 774 3, 409 41,975 1,279 2, 656, 750 618, 139 j 20, 979 | 503, 225 2. Eclectic. i California . 1 10 31 3 9 20, 000 2, 710 Georgia . 1 7 62 9 17 47 11 10, 000 . I 3, 650 Illinois . 1 16 159 50 500 100 75, 000 7, 000 Indiana . . 1 18 31 31 10 50 455 Iowa . 1 14 34 7 1,500 Missouri ......... 1 8 8L 15 2, 000 . i 6,500 Tlehrasfcfl, _ 1 3 16 1 . New York. ....... 1 9 102 19 600 . . I 45, 750 0 0 5, 302 Ohio . . 1 9 251 83 80, 000 0 . i 20, 000 Total . 9 94 | 767 43 j 211 111 i 232,750 | 47, 117 - 1 1,197 j MEDICAL SCHOOLS. CLXXV Table XIII. — Summary of statistics of schools of medicine, 4’c. — Continued. States. 9 Number of schools. Corps of instruction. Students. Libraries. Property, income, &c. Present number. Present students who have received a degree in let¬ ters or science. Graduates at the commence¬ ment of 1884. j Number of volumes. Increase in the last school year. i Yalue of grounds, buildings, and apparatus. J Amount of productive funds. 1 > O rc! c & . §1 ® S o o a Receipts for the last year from tuition and other fees. I. Medical and surgical — Con’d. 3. Homoeopathic. 1 18 25 7 447 25 155 500 $125, 000 $22, 500 1 8 44 3 34 300 20 1 29 108 14 35 1 4 60 20 1 12 43 19 1 6 14 3 2 202 4 60 1, 000 14, 605 2 29 173 3 500 125 7, 000 Pennsylvania ..... 1 13 151 18 41 2, 000 200, 000 13, 000 Total . 13 212 1, 267 67 430 3, 300 345 326,000 57, 105 II. Dental. California . . 1 23 23 0 8 20 20 1, 500 $0 $0 4, 240 Indiana, _ _ 1 6 34 20 1 ooo 4, 484 Iowa . . 1 10 31 13 Maryland _ 2 98 174 52 78 25, 000 17, 800 Massachusetts . . . 34 93 7 26 75 12, 937 Michigan . 1 7 67 24 Minnesota . _ 1 19 5 0 0 275 Missouri _ _ . 2 29 32 1 7 12, 000 540 NewTork... _ _ 24 142 8 42 0 0 0 o 0 14, 872 Ohio . 1 12 60 30 500 15, 000 6, 000 Pennsylvania .... 3 1 55 226 52 4, 000 19,657 Tennessee . 2 33 65 1 28 2, 000 3 50, 000 2, 700 Total . 18 350 955 69 326 6,595 23 j 104,500 83, 505 HI. Pharmaceu- j TICAL. California . . . 1 4 65 Illinois ........... 1 5 190 3, 000 9, 000 Iowa . . . 1 3 1 Kentucky ........ 2 7 50 1 8 120 4 8, 200 I . . 1, 831 Louisiana ......... 1 9 Maryland ........ 1 3 106 32 Massachusetts . . . l 4 144 14 3, 300 50 5,000 4, 000 200 3, 000 Michigan . 1 11 77 3 37 Missouri ......... 1 4 120 42 100 500 6, 000 New York . 2 10 367 84 1, 250 106 70, 000 21,853 Pennsylvania .... 1 £> 500 150 80, 000 0 1 . Tennessee.. _ _ 1 6 25 7 j 0 Wisconsin . 1 4 28 334 Dist. of Columbia. 2 9 39 8 250 2, 500 1 . 1,951 Total....... 17 73 1, 711 4 241 8, 020 310 175, 200 4, 000 I 2C0 ' 34, 969 - - — ----- - - — - I ■v CLXXVI REPORT OF THE COMMISSIONER OF EDUCATION. Table XIII. — Summary of statistics of schools of medicine , fc. — Continued. States. Number of schools. Corps of instruction. Students. Libraries. Property, income, &c. Present number. Present students who have received a degree in let¬ ters or science. Graduates at the commence¬ ment of 1884. 05 <05 5 3 73 > o Si o u © & g . si A Volumes added during last library year. tfj .5 rc & % ‘vr* c ^ 3 *=* T> ce o'- t> Amount of permanent fund. Total yearly income. Yearly ex; c a •r o g.g M penditure. h §3 « fl II ai 2_ 1 950 50 $0 13 27, 966 3, 145 82,556 $8, 815 $2, 726 $5, 842 6 7 290 1 370 2,419 75 Connecticut J . 26 48,819 3,269 131, 408 2, 600 13, 662 4,661 5, 9S8 1 2,000 70 1, 150 85 80 5 Georgia . . 4 2, 800 517 200 100 180 270 100 20 33, 569 2,077 27, 744 5,111 4, 374 2,283 9 21, 453 5, 390 36,432 6, 456 3, 126 3, 270 Iowa . 8 19, 037 1, 024 19,100 10, 400 600 1,452 2, 316 Kansas . 8 13, 588 1, 850 5, 229 1, 912 1, 344 1, 962 926 4 2, 225 255 40 2 1, 700 200 Maine ................. 5 13, 602 702 25, 770 20, 000 820 487 276 Mary land 5 7, 974 585 2,950 410 440 250 Massachusetts ......... 18 49, 776 3, 539 95, 639 74, 830 6,867 3, 190 1, 460 Michigan . 87 88, 555 5, 073 144, 343 1, 650 13, 457 7,926 7, 098 T\T 1 TI Tl PiSot/3- 1 12, 326 2,574 0 2,300 2 1, 900 130 2, 400 0 120 245 Missnuii 5 5, 100 495 210 580 620 Nebraska, _ _ _ 6 7,327 2, 574 1, 800 1, 912 320 640 Nevada . . . . 1 300 20 450 0 0 50 0 New Hampshire . 3 2,215 60 7, 800 0 164 140 75 New .Tersey 5 13, 958 1, 140 14, 414 3, 455 1, 267 3, 173 New York . 63 100, 837 18, 854 245, 559 18, 710 26, 034 9, 693 8,484 *N"orf,h 1 1, 000 o Ohio . 14 16, 131 790 6,164 4, 000 1,139 1, 275 399 Oregon 2 1, 530 131 55 Pennsylvania .......... 23 39, 154 4, 955 12, 900 1, 000 2, 590 3, 351 85 Rhode Inland _ 16 20, 957 1, 548 51, 745 4, 511 1, 924 3, 125 South Carolina,. . _ 2 2, 150 250 725 0 50 Tennessee _ _ _ 2 900 30 0 0 50 Texas _ _ 1 800 0 0 0 0 0 Vermont _ 5 6, 196 1, 098 1, 500 227 262 15 Virginia _ 3 16, 436 660 900 687 3, 660 Wisconsin . . . 4 4,400 690 12, 191 6, 200 1,250 1, 035 1, 200 Arizona . . 1 4, 500 150 0 0 g 1, 500 District of Columbia . ... 3 21, 350 1, 839 3, 274 2, 300 Idaho . 1 1, 200 50 2,000 150 50 100 Montana . . 1 4, 000 100 o 500 100 500 W ashington ...... _ 1 1, 850 50 Total . 384 628, 821 67, 304 936, 922 142, 552 101, 339 51, 936 57, 625 CLXXXIV REPORT OF THE COMMISSIONER OF EDUCATION. Adding the totals of the preceding summary to those of the summaries of 1882, 1881, 1880, 1879, 1878, 1877, 1876, and of the Special Report on Public Libraries pub¬ lished by this Bureau in 1876 (see also the Report of the Commissioner of Education for 1875, p. cvii), we have the following aggregates for the libraries now reported : Total number of public libraries reported, each having 300 volumes or up¬ wards . . 4,503 Total number of volumes . 13, 668, 855 Total yearly additions (2,133 libraries reporting) . 596,608 Total yearly use of books (1,(L8 libraries reporting) . 10, 899, 469 Total amount of permanent futid (1,905 libraries reporting) . $7,014,009 Total amount of yearly income (1,247 libraries reporting) . 1,592,602 Total yearly expenditures for books, periodicals, and binding (1,212 libra¬ ries reporting) . 697,169 Total yearly expenditure for salaries and incidental expenses (1,039 libra¬ ries reporting) . 857, 747 It should be noted, however, that the figures for these items are but approximately true for the libraries of the country, inasmuch as they do not include the very con¬ siderable increase of the 3,647 libraries embraced in the Special Report on Public Libraries or the increase of the 472 libraries embraced in the Reports of the Commis¬ sioner of Education for 1876, 1877, 1878, 1879, 1880, 1881, and 18«2-’83, from the dates thereof, to the present time. The above table gives the statistics of 384 libraries not included in my previous re¬ ports. The total number tabulated from 1875 to 1884, inclusive, is 4,503. The Bureau has now in progress a work on libraries that is intended to supplement the special report published in 1876. Some topics not treated in that publication will be presented and the subjects therein considered will be brought down to date. TABLE XVII. — SCHOOLS FOR NURSES. The following statement shows the number of nurses in the United States, accord¬ ing to the census of 1880 : States and Territories. Alabama . Arizona . . . Arkansas . California . Colorado . Connecticut . Dakota . Delaware . District of Columbia Florida . . Georgia . Idaho . . Blinois . Indiana . . Iowa . . Kansas . Kentucky . . Louisiana . . Maine . . Maryland . . Massachusetts . . Michigan . . Minnesota . . Mississippi . . Missouri . Number. States and Territories. Number. 181 Montana . 15 3 Nebraska . 50 32 Nevada . 41 664 New Hampshire . 142 62 Now Jersey . . 410 483 New Mexico.... . . . . . 9 16 New York . 2,180 56 North Carolina . 12G 185 Ohio . . 265 40 Oregon . 24 397 Pennsylvania . 1, 521 Rhode Island _ _ 179 533 South Carolina . 235 125 Tennessee . 181 129 Texas . . 108 81 Utah . 28 270 Vermont . - . 120 416 Virginia . . . . 3DG 277 W a shingt on . . 15 422 "W" est V irginia 15 1,695 "Wisconsin . 187 253 Wyoming . . . . 2 124 The United States . 13, 483 400 391 The following summary of Table XVII shows the principal points of interest re* specting the nurses’ training schools in this country : TRAINING SCHOOLS FOR NURSES, CLXXXV Table XVII. — Summary of statistics of training schools for nurses. Name. Number of in¬ structors. Present number of pupils. Graduates in 1884. Total number of pupils since or¬ ganization. Graduates since organization. J 1 16 ad 629 2 Connecticut Training School for Nurses, New Haven.. 3 34 35 150 73 3 Illinois Training School for Nurses, Chicago . (c) 42 14 57 14 4 apolis. 5 7 ........ ical College of Baltimore). 6 Boston City Hospital Training School for Nurses . 13 61 «25 191 668 7 Boston Training School for Nurses (Massachusetts 15 50 13 360 124 General Hospital). 8 Training School for Nurses (New England Hospital dl 17 8 el70 e72 for Women and Children), Boston. 9 3 12 12 10 7 Minneapolis. 11 Northwestern Hospital Training School, Minneapolis.. 3 4 2 7 2 12 13 Training School for Nurses (Orange (N. J.) Memorial 1 9 5 14 5 Hospital). 14 Training School for Nurses of the Ladies’ Hospital 8 5 2 7 2 Association, Paterson, N. J. 15 Brooklyn Training School for Nurses (Brooklyn Hos¬ 15 23 a8 45 612 pital). 16 Long Island College Hospital Training School, Brooklyn. 10 17 New York State School for Training Nurses, Brooklyn 6 7 7 65 65 18 Training School for Nurses (Brooklyn Homoeopathic 8 16 0 16 *8 Hospital). 19 Buffalo General Hospital Training School for Nurses.. flO 20 7 50 24 20 Charity and Maternity Hospitals Training School, New 10 42 22 235 127 York. 21 Mount Sinai Training School for Nurses, New York. .. 6 25 al3 48 620 22 Training School for Nurses (Bellevue Hospital), New 6 64 27 195 York. 23 Training School of New York Hospital . . . 8 36 13 90 74 24 Rochester City Hospital Training School for Nurses. .. 7 17 aA 38 64 25 Training School for Nurses, Cannonsburg, Pa . 3 6 3 12 3 26 Nurse Training School of the Woman’s Hospital, Phil¬ 20 020 190 77 adelphia. 27 Training School for Nurses (Blockley Almshouse), Philadelphia. 28 Training School for Nurses of the Rhode Island Hos¬ pital, Providence. 29 South Carolina Training School for Nurses, Charleston. h2 10 10 30 Mary Fletcher Hospital Training School for Nurses, 6 20 45 Burlington, Yt. 31 Washington (D. C.) Training School for Nurses . 8 13 4 43 11 Total . 156 579 221 1, 855 1,009 * From Report of the Commissioner of Educa- e Since the formal organization of the school in ti *n for 1882-’83. September, 1872. a Graduates of 1883, / Eight of these are lecturers in the spring course. 6 Not including the graduates of 1884. g From January, 1883, to July, 1884. c Medical staff of hospital. h Also 4 medical lecturers. d With a corps of lecturers, CLXXXVX REPORT OF THE COMMISSIONER OF EDUCATION. Table XVIII. — Summary of statistics of institutions for 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. Female. Alabama . ... . 1 4 0 53 30 23 200 Arkansas . . . . 1 8 a2 60 33 27 500 California . . . . . . 1 9 0 128 80 48 266 Colorado . . 1 4 1 47 65 Connecticut . 2 18 2 194 120 74 2, 396 1 6 3 89 51 38 Illinois . 63 36 1 586 343 243 1, 785 Indiana . 1 18 7 328 175 153 1, 495 Iowa . 1 19 3 275 162 113 Kansas . 1 10 2 190 102 88 369 Kentucky . 1 8 2 168 94 74 833 Louisiana . . . . 1 3 1 50 28 22 Maine . 1 5 0 39 20 19 41 Maryland . 3 16 1 145 81 64 473 Massachusetts . . . 3 23 0 197 101 96 462 Michigan . 2 18 2 311 169 142 1,067 Minnesota . . . 1 9 4 130 70 60 336 Mississippi . . . . 1 5 1 5 3 2 Missouri . 3 17 3 311 189 122 942 Nebraska . 1 8 1 115 74 41 211 New Jersey . 1 5 2 82 47 35 82 New York . 6 95 10 1, 361 781 580 3, 890 North Carolina . . 1 8 1 114 59 55 Ohio . 2 27 5 505 278 227 2, 152 Oregon . 1 2 0 26 11 15 76 Pennsylvania . 5 45 5 656 392 264 2, 277 Khode Island . 1 3 0 33 16 17 45 South Carolina . . 1 3 0 58 26 32 185 Tennessee . . . . . . 1 6 131 79 52 Texas _ _ _ _ _ 1 9 98 62 36 263 Virginia . . . . 1 10 2 79 43 36 554 West Virginia . 1 5 2 66 37 29 201 Wisconsin . . . . . . . 3 16 1 257 165 92 827 Dakota . . . . 1 1 1 23 15 8 28 District of Columbia . c3 16 3 112 96 16 494 Total . 59 495 a68 d7, 022 4, 032 j 2,943 22, 515 a One of these is a mute. b One of these represents the Chicago system of deaf-mute schools, to which belong, besides the Deaf-Mute High School, three primary schools. c This includes the National Deaf-Mute College, an organization within the Columbia Institu¬ tion. d Includes 47 of whom the sex is not reported. SCHOOLS FOR THE DEAF AND DUMB, CLXXXV.il Table XVIII. — Summary of statistics of institutions for the deaf and dumb — Continued. States and Territories. Alabama . . . . Arkansas . California . . Colorado . Connecticut . . . Georgia . Illinois . Indiana . Iowa . . Kansas . Kentucky . Louisiana . Maine . . Maryland . . Massachusetts. Michigan . Minnesota . Mississippi Missouri . . Nebraska . . New Jersey.... New York - North Carolina Ohio . . Oregon . . Pennsylvania. ., Khode Island - - South Carolina Texas . Virginia . West Virginia . Wisconsin . Dakota . District of Columbia. Total <3 © «H © © © Libraries. Property, income, &c. 01 91 39 185 4, 800 1, 530 1, 861 1,200 300 1, 015 0 0800 50 21 12 a P & © b3 © fl- © bl) I’9 t> 130 5, 607 1, 400 2, 000 0 5, 000 310 50 210 50 0 500 500 500 634 1, 000 30 3, 000 50 0 0 100 0 , 680 1, 543 7, 843, 415 0$6O, 000 50, 000 a350, 000 50, 000 258, 000 40, 000 423, 000 457, 925 200, 000 60, 000 140, 000 25, 000 0335, 000 102, 000 452, 123 200, 000 75, 000 172, 000 66, 000 100, 000 1, 084, 367 0100, 000 750, 000 3, 000 970, 000 040, 000 100, 000 75, 000 a200, 000 08O, 000 100, 000 25, 000 700, 000 t- rt is 0$ 15, 000 40, 000 a44, 000 16, 200 16, 000 101, 000 58, 000 616, 000 24, 000 30, 000 10, 000 034, 700 13, 315 45, 000 30, 000 37, 000 cll8, 500 21, 000 /60, 374 /293, 077 036, 000 100, 675 4, 000 86, 700 3, 500 010, 000 20, 000 98, 736 035, 000 a23, 450 40, 000 M2, 000 £58, 500 $481 0 921 3, 000 02, 250 dd, 899 el, 600 800 0 /21, 168 0 p800 500 0 0556 0 1, 250 0 450 0 4, 163 1, 551, 727 41, 838 0$15, 000 20, 000 a41, 110 16, 200 52, 715 98, 935 58, 082 c95, 036 22, 974 33, 000 7, 850 3, 500 035, 532 81, 311 48, 762 30, 800 18, 000 79, 517 21, 000 53, 571 359, 877 036, 000 95, 301 4, 061 21, 234 2, 700 alO, 142 22, 000 94, 000 033, 171 029, 508 41, 300 4, 830 58, 172 1, 595, 191 0 Including department for the blind. 6 For salaries ; also $35 a quarter per capita for current expenses. c For two years. d Includes some income from other States. e Includes income from board of pupils. /Includes income from other sources. g Territorial appropriation for pupils from Wash¬ ington Territory. h Territorial appropriation. i Congr essional appropriation. CLXXXV1II REPORT OF TIIE COMMISSIONER OF EDUCATION, Table XIX. — Summary of statistics of schools for the 'blind. States. V c QC © r | “ is r. X q 3 53 03 'S © 53 *.e ^ p p.© p.®" © q Li® X Libi aties. Property, income, &c. © o *M o F-. © s X c3 © •m s VL a x © © q ■p ® 5 3 ’”-c8 >6 3 p p, p P, c « w.12 c « pj §> 1.9 > M P S !£ c P Ce >5 CC cc c r“' 4_ © q ' ^3 111 Receipts from other .States and individu¬ als for the last year. © ' rP P GC 03 *© -M © 73 P n 0 H © t- , • p 3 C P-P O £ O H Alabama . . i 3 o 29 75 200 75 (a) (a) i 6$15, 000 (a) i 16 5 40 190 $20, 000 $12, 153 $0 16, 274 $15, 100 i c3 0 34 118 (a) (a) (a) (a) (a) i c2 10 10 Georgia . 15 4 61 217 1 000 100 75, 000 22, 000 375 d22, 375 11,373 i 36 2 136 516 56 116, 427 26, 750 1, 627 28, 377 27, 852 Indiana . i 24 4 128 700 2, 070 100 354,617 29,000 e210 29, 210 28, 696 Iowa . i 30 8 125 500 1, 200 350, 000 32, 586 3, 278 35, 864 31, 312 Kansas . i 19 3 72 186 500 50 100, 000 13,900 0 13, 900 13, 900 Kentucky _ i 24 8 78 1, 300 100 100, 000 19, 256 28, 550 21 424 Louisiana . i 4 4 22 60 300 20 12, COO /10, 000 1,000 9, 000 10,418 Maryland . 2 18 11 87 406 750 339, 400 16, 250 5, 050 31, 900 18, 649 Massachusetts . . 1 82 37 124 1, 076 6, 695 504 328, 045 30, 000 17, 312 82, 961 62, 528 Michigan . 1 26 1 50 99 975 20 78, 000 132, 000 132, 000 Minnesota . 1 l 11 1 36 76 20, 000 0 8, 443 Mississippi . 1 14 3 37 490 69 50, 000 9, 000 9, 000 Missouri . 1 21 3 90 589 1, 500 300 250, 000 28, 000 0 28, 000 26, 000 Nebraska ....... 1 9 1 28 54 250 20, 000 9, 200 0 9, 200 9, 000 New York . 2 98 13 367 1, 925 5, 256 960, 765 93, 452 27, 349 129, 705 122, 302 North Carolina. . 1 11 7 60 500 50 (a) (a) 38, 000 (u) Ohio _ _ 1 g2o cl 190 1, 244 500, 000 54, 000 54, 000 54, 000 Oregon . . 1 4 1 12 17 2(0 ! 40 4, 000 0 4, 000 4, 000 Pennsylvania. .. 1 33 18 170 1,186 2,250 100 206, 000 43, 500 5, 080 87,342 72, 676 South Carolina. . 1 4 2 14 59 (a) (a) (a) 610,556 (a) Tennessee _ 1 19 4 66 263 600 80 80, 000 13, 000 13, 000 12, 612 Terras i 27 6 99 1 95, 000 31, 000 0 31, 000 31, 000 Virginia _ l 7 4 41 266 250 20 (a) (a) (a) West Virginia. . l 4 0 36 79 360 80 (a) (a) 6Zi5,150 629, 508 (a) Wisconsin . l 26 2 77 333 1, 700 75 175, 000 18, 000 0 25, 000 18, 000 Total . 31 615 j 155 2, 319 9, 728 28, 862 1, 839 | 4, 230, 254 ! 647, 047 66, 431 913, 722 1 599, 285 a Reported with statistics for {he deaf and dumb (see Table XVIII and summary). b For both departments. c Instructors only. d Total of items reported. e Cash receipts from the institution. / In State warrants. g Officers and teachers only. h Receipts from counties and individuals. ( SCHOOLS FOR THE FEEBLE-MINDED. CLXXX1X Table XX. — Summary of statistics of schools for feeble-minded youth- Number of inmates. .1 si © O .3 to H3 q S £ Name. .s a JS o 9 © 05 O a © © © -a -3 O! 3 si © 6 £ S a S 03 Male. 'eH a © Total. 1 2 £ I o £ q © ft H 1 California Association for the Care and 9 6 7 13 0 $2, 160 $4, 440 Training of Feeble-Minded Children. 2 no2i 102 16, 536 56, 000 3 Illinois Asylum for Feeble-Minded Chil- 172 138 310 228 56, 000 dren. 4 Indiana Asylum for Feeble-Minded Chil- 12 4 8 12 0 10, 000 10, 000 dren. 5 Iowa Institution for Feeble-Minded 50 160 89 249 10 al23, 557 al05, 817 Children. 6 Kentucky Institution for the Education f (1 1 70 7) 62 > and Training of Feeble-Minded Chil¬ dren. S 27 \ 149 653 81, 748 34, 446 7 Family Home School for Nervous and Delicate Children (Amherst, Mass.). 3 1 2 3 2 1, 800 8 Private Institution for the Education of 10 50 28 78 300 44, 800 Feeble-Minded Touth (Barre, Mass.). 9 Massachusetts School for the Feeble- 33 89 55 144 c21 30, 260 30, 229 Minded. 10 Hillside School for Backward and Fee¬ 9 7 2 9 dl5 ble Children (Fayville, Mass.). 11 Minnesota School for Idiots and Imbe¬ 14 45 15 60 2 12, 269 ciles. 12 13 14 15 New York State Idiot Asylum (custo¬ dial branch). Idiot Asylum, Randall’s Island . 16 0 141 141 1 20, 438 17, 798 New York Asylum for Idiots . 76 113 191 318 129 201 320 519 60, 876 104, 078 62,636 82, 683 Ohio Institution for Feeble-Minded c9 16 Youth. Pennsylvania Training School for Fee¬ 245 151 396 117, 759 109, 830 ble-Minded Children. Total _ _ _ ... _ _ _ QiTO ( (119) 575, 212 570, 948 o< & 1 1, 358 j 1,028 ? QUO Oxl a For the biennial period ending in 1883, and in- b Up to close of 1881. eludes report of permanent as well as cur- c Dismissed improved during the year, rent funds. d Up to close of 1880. cxc REPORT OF THE COMMISSIONER OF EDUCATION, Table XXI. — Summary of statistics of reform schools. States. | No. in each State. Number of teachers, officers, and assistants. committed : the year. || © ^ at © Male. Female. Number during u w> © g 3* S'S California . 1 (1 8) 166 37 Colorado . . 1 13 7 83 40 Connecticut . 2 16 36 258 262 Illinois . . 2 16 13 157 103 Indiana . . . 2 20 23 183 182 Kansas . . . 1 9 9 54 13 Kentucky . . . 1 14 6 114 75 Maine _ _ _ 1 9 g 37 Maryland . 2 18 45 143 152 Massachusetts . . . 14 32 68 723 839 Michigan . Minnesota _ _ 2 1 22 2 37 5 253 208 Missouri . . . . 1 16 7 123 129 Nebraska _ _ 1 5 5 27 New Hampshire . . 1 6 6 23 34 New Jersey . 4 32 28 237 245 New York . . . 13 120 175 3, 157 3,125 Ohio . 5 40 41 598 583 Pennsylvania . . . . 2 12 22 588 471 Khode Island . 1 6 8 194 159 Vermont . . 1 7 9 15 38 Wisconsin . . 2 27 28 163 205 District of Columbia . . 1 21 8 99 94 Total . 62 5 08) \ 463 594 |7, 358 7, 031 ^ Present inmates. Sex. { 7: 84 122 406 338 385 72 210 105 241 (105) 719 352 121 170 49 78 1 195 55 143 37 474 187 213 157 15 57 13 16 > 3, 923 173 70 324 143 (35) 1, 876 505 230 16 124 Kace. al62 109 551 351 5494 57 178 104 428 6849 6321 180 60 104 6382 62, 185 61, 020 796 157 85 6295 55 14 50 42 630 15 634 631 47 2 1 644 690 6162 239 16 1 64 a Of those committed during the year. 6 This distinction not reported in all cases. REFORM SCHOOLS. CXCI Table XXI Summary of statistics of reform schools — Continued. States. Present inmates. Number committed since establish¬ ment. Libraries. Annual cost of insti¬ tution. Total annual earn¬ ings of institution. Nativity. Number of vol¬ umes. Increase in the last school year. Native. Foreign. aA f)6 «10 $39, 909 Colorado . 6113 69 163 350 350 22, 331 $1,232 Connecticut . 6358 627 4, 224 1, 250 50 120, 726 17, 455 Illinois . - . . 354 39 1, 373 1, 600 238 33, 807 4, 476 Indiana . 6501 615 2, 469 1,150 25 73, 000 8, 931 71 1 102 0 12, 000 Kentucky . 240 7 1, 508 600 100 20, 158 6, 604 MoiriA 95 10 1,739 1, 556 23, 367 4, 988 Maryland . . » . 6224 635 4,408 1, 788 59, 826 21, 326 Massachusetts ............... 6760 6120 14, 777 5,325 273 121, 437 4, 963 Michigan -» T _ _ . 6264 688 8,069 1, 000 256 102, 783 "M i nn AflntAi 1, 000 28, 421 M lua^nri _ _ _ ..... 217 10 4,809 500 ’NTahrajalzQ. _ _ _ ...... 78 0 New Hampshire.. . 100 5 1, 150 400 50 18, 000 5, 000 New Tfirnfly _ 672 624 2, 160 790 74, 419 22, 808 Hew York . . 6692 6531 67, 459 4,596 587 791, 075 177, 361 Ohio..... . 6693 618 10, 481 6, 620 100 186, 119 77, 361 Pennsylvania .......... ...... 6197 6181 4, 278 151, 626 22, 348 Bhode Island... . . 141 32 3, 467 1, 400 100 29, 831 5, 205 Vermont ..................... 646 4,196 Wisconsin.......... .......... 387 61 2,384 1, 340 140 67, 013 1, 521 District of Columbia . «85 «14 812 600 50 34, 389 1, 739 Total . . 65, 720 61, 237 131, 556 31,865 2, 319 2, 010, 237 387, 514 a Of those committed during the year. 6 This distinction not reported in all cases. CXCII REPORT OF THE COMMISSIONER OF EDUCATION. Table XXII. — Summary of statistics of homes and asylums for orphan or dependent chil¬ dren, infant asylums, and industrial schools. States and Territories. 6 d GQ © <£ p p o rg £ rd © C$ . -H 11 «i g to jgi O oj ° a C5 © „ S * £ 1 Total number of inmates since foundation. Present inmates. Libraries. Income. Expenditure. Total. Male. © 'eS 9 © Number of volumes. Increase in the last year. Part 1. — Homes and asylums. 5 27 187 102 85 200 10 $6, 800 $6, 750 California . lo 82 7, 157 1,164 375 789 2, 516 408 127, 139 127, 562 Connecticut . 6 44 4, 870 326 169 137 1,530 80 37, 186 40, 222 2 13 713 109 30 79 7, 658 6, 955 Georgia . 6 23 7, 256 266 180 86 1,350 29 9, 994 15, 851 Illinois . 13 127 41, 487 al, 286 597 414 2, 776 569 111, 889 124, 010 Indiana . 14 79 3, 753 814 422 392 915 20 50, 612 50, 198 4 47 1, 975 355 189 166 1 375 1 800 1, 840 Kansas . 3 8 2, 271 13 9 4 250 40 7, 753 7,451 Kentucky . 12 75 3, 829 962 419 543 4, 000 77 179, 307 64, 788 Louisiana . 9 49 5, 418 739 291 448 874 50 35, 123 29, 197 Maine . 4 17 803 178 71 107 825 37 17, 251 16, 688 Maryland . 10 49 4, 637 475 255 220 5,779 586 49, 576 56, 398 Massachusetts . 22 187 31, 590 al, 659 892 739 2, 550 20 218, 694 193, 640 Michigan . . . 9 79 6, 565 669 394 275 2, 000 225 62, 109 57, 323 Minnesota ............ 4 18 587 125 79 46 110 8 800 8, 500 Mississippi . 2 8 307 105 39 66 1, 400 20 4, 502 4, 498 Missouri . . . 16 140 3, 530 al, 139 341 648 1,507 43 25, 114 24, 538 Nebraska . . 1 4 84 26 13 13 o 0 Nevada . . 1 6 297 48 29 19 760 32, 500 12, 983 New Hampshire ...... 3 11 530 all 29 30 877 8, 127 8, 023 New Jersey . 7 46 3, 491 a340 181 139 1,100 52 14, 254 15, 517 New York . . 86 878 159, 588 all, 158 5,645 5, 203 16, 802 851 1, 343, 296 1, 306, 119 North Carolina . 1 13 800 150 ’ 76 74 1, 200 50 15, 000 15, 000 Ohio . 45 585 34, 363 a4, 742 2, 740 1, 854 7, 887 359 428, 665 471, 434 Oregon . 1 2 468 39 17 22 104 12 2,416 2, 376 Pennsylvania . 51 500 37, 373 al, 221 3, 780 3, 213 27, 907 915 1, 462, 857 957, 334 Rhode Island . 6 23 35, 399 383 175 208 . 775 125 45, 897 57, 332 South Carolina . 2 19 2,568 175 151 24 1, 846 672 7,400 55, 913 Tennessee . . 2 9 70 16 54 2, 200 1, 900 Texas . . 1 35 18 13 5 Vermont . 3 23 2, 400 98 46 52 380 26 22, 454 22, 454 Virginia . 4 22 909 120 4 116 435 50 3, 200 2, 769 Wisconsin . 10 73 2, 938 526 329 197 565 77 31, 905 29, 509 Pistrict of Columbia.. 5 41 2, 272 a403 228 124 342 4 36, 454 30, 743 Indian . 2 17 35 180 84 96 569 30 25, 000 19, 000 New Mexico . 1 2 35 35 200 Total . 386 3,346 410, 298 ! 036,380 18, 430 16, 722 91, 706 5, 437 4, 442,932 3, 844, 815 Part 2 .—Infant asy¬ lums. California . . 2 12 400 Illinois . 2 31 5, 000 46 27 19 6, 010 6,010 Kentucky . . 2 a57 a Sex not reported in all cases. ORPHAN "HOMES AND ASYLUMS. CXCIII Table XXII. — Summary of statistics of homes and asylums, $c. — Continued. States and Territories. Number in each State. Number of officers, teach¬ ers, and assistants. Total number of inmates since foundation. Present inmates. Libraries. Income. Expenditure. Total. Male. Female. Number of volumes. Increase in the last year. Part 2. — lnfantasy ■ turns — Continued. 1 14 a200 3 27 3, 800 130 64 66 $13, 300 $13, 300 3 6 1, 300 C&154 20, 568 22, 983 3 14 1,420 isnnn.ATift,#vrliTsrer <30 fi Hermagor . 41. 6 Sessana . 65.9 Laybach and suburbs . 60. 5 "PfUflli fifi Galicia . 88. 7 Dalmatia . 90. 4 Bulrovina . 90. 9 Lisko . 97. 3 Benkovac . 97. 9 Storozynetz . 96. 7 Cracow and suburbs . 57. 3 Cattaro . 80. 4 Czemowitz and suburbs . - . 84. 6 Total average of persons unable to read and write : Per cent. In the Austrian Empire . 50. 6 In the Kingdom of Hungary . 53. 8 In the city and district of Fiume . . . 48. 3 In Croatia-Slavonia . . . . . . 71.0 On the military frontier . . . 78. 0 Total average in the Hungarian dominions. . . . 47.2 cc REPORT OF THE COMMISSIONER OF EDUCATION. DALMATIA EDUCATION IN FOREIGN COUNTRIES. CCI Belgium, constitutional monarchy : Area, 11,373 square miles ; population (December 31, 1880), ,519,844. Capital, Brussels ; population, 388,781. Minister of public instruction, M. Victor Jacobs in early part of 1884 and M. Thonissen from October 26, 1884. The new Belgian school law received the sanction of the King in September, 1884. The text is here substantially given : Article 1. At least one communal school shall be established in a suitable place in each commune. A commune may adopt and subsidize one or more private schools. In this case the King may, with the advice of the permanent committee, excuse the commune from the obligation of establishing or maintaining a communal school, but not if t wenty fathers of families, having children of school age, demand such establishment or maintenance for the education of their children. Two or more communes may, when necessary, be authorized by the King to unite in establishing or supporting a school. Art. 2. The primary communal schools are to be managed by the communes. The communal council will determine the number of schools and teachers according to local requirements. It will also regulate everything relating to the establishment and organization of infant and adult schools. Art. 3. The children of poor parents shall receive gratuitous instruction. The com¬ munes are to see that all those who do not attend uninspected private schools are provided with instruction either in a communal or adopted school. The communal council, on communication with the board of charities, shall draw up every year a list of poor children receiving gratuitous instruction in the communal or adopted schools and determine the amount of pay due the teachers of those schools from each scholar receiving such instruction. This list and the assessment of the amount due shall be submitted for approval to the committee, subject to appeal to the King. The com¬ mittee shall also determine, under appeal to the King, the proportion to be paid by the board of charities for the education of poor children, and the proportion so as¬ signed shall be included in the appropriation for the board. Art. 4. The communes may place religious and moral instruction at the head of the program of some or all of their primary schools. This instruction shall be given at the beginning or end of the recitations. Children whose parents request it are to be excused from attending this exercise. Primary instruction comprises necessarily reading; writing; the elements of arith¬ metic ; the systems of weights and measures prescribed by law ; the elements of French, Flemish, or German, according to locality ; geography ; drawing and singing ; and the history of Belgium. It also includes gymnastics for boys and needlework for girls, and, in rural communes, the elements of agriculture for boys. The communes shall have a right to enlarge this program when desirable and circumstances permit. Whenever, in a commune, twenty fathers of families having children of school age ask to have their children excused from attending religious instruction, the King may, on the request of the parents, oblige the commune to organize one or more spe¬ cial classes for the children of such parents. If, notwithstanding the request of twenty fathers of families having children of school age, the commune offers an obstacle to including the religious instruction they desire in the school program and to having such instruction given by ministers of their sect or by persons acceptable to the latter, the government may, at the request of the parents, adopt and support one or more private schools as required, provided they fulfil the conditions necessary for adoption in the commune. Art. 5. Teachers shall show an equal solicitude for the education and instruction of the children under their charge. They are to neglect no opportunity to inspire in their pupils the sentiments of duty, love of country, respect for national institu¬ tions, and attachment to constitutional liberty. They shall abstain from any attack upon the religious beliefs of the families whose children are intrusted to them. Art. 6. The communes are to bear the expenses of primary instruction in the com¬ munal schools. The provinces are to aid the communes to an extent not less than two centimes additional to the amount of the direct tax. No commune shall obtain subsidies from the state or province for primary instruction unless the commune con¬ tributes at least four centimes additional to the direct tax and carries out the present law in all points. Art. 7. The communal council shall have the power of appointing, suspending, and removing teachers; but removal of teachers can only be effected on approval by the permanent committee; both the council and the teachers have the right to appeal to the King. The same rules apply to suspension with stoppage of pay, when such suspension exceeds one month. Suspension once decreed by the communal council cannot be renewed by it on the same facts, nor exceed six months in duration. The council shall fix the salaries of teachers, which shall not be less than 1,000 francs for assistant UCII REPORT OF THE COMMISSIONER OF EDUCATION. teachers and 1,200 for teachers, including perquisites. Teachers shall he entitled to lodging or an equivalent, to be iixed by mutual agreement. In case of disagreement appeal may be had to the committee, and then to the King. The communal council may place a teacher on the unattached list, and so keep him from active employment, in which case he will receive waiting pay, under conditions which will be d etermiried by royal decree. This pay will he furnished by the state, the province, and the commune, in the proportions fixed by article 5 of the law of May 16, 1876. Art. 8. Those persons are to he taken as communal teachers who aro Belgians by birth or naturalization and who have obtained diplomas as primary teachers on gradu¬ ating from a public normal school or one subject to inspection or who possess second grade diplomas of secondary instruction. Such teachers may also be selected from among those who have successfully passed an examination for teachers before a hoard organized by the government. Art. 9. No primary school may he adopted or receive support from a commune, a province, or the state without subjecting itself to inspection, giving poor children gratuitous instruction, and adopting the program required by article 4. Teachers should have passed an examination, as mentioned in article 8, but the minister is at lib¬ erty to dispense with this condition during the two years following the promulgation of this law. Those who have had charge of communal schools prior to the proscnt law are exempt from examination. The number of hours in a week to a class shall not be less than twenty, and, deduct¬ ing the time employed in needlework, not. less than sixteen hours. Violations of legal requirements shall be brought to the knowledge of tho govern¬ ment by the inspectors, and the same rule shall hold with regard to any other abuses in the schools. If the school authorities shall refuse to submit to the law or reform abuses, the support granted by the commune, province, and state shall be withdrawn by royal decree and the fact, with the reason therefor, published in the Moniteur. Art. 10. The inspection of communal and adopted schools shall be exercised by the state. Inspection shall not extend to religious and moral instruction and shall be regulated by the government. Each province is to have one or several principal in¬ spectors, and there are also to be cantonal inspectors. Each cantonal inspector is to visit all the schools of the canton at least once a year. At least once in three months teachers of the district or canton are to hold a conference, presided over by the local inspector, at which the state of primary instruction in the district is to he reported upon. The principal inspector is to preside over an annual conference of primary teachers, to visit at least every two years all the schools under his charge, and to send in an annual report to the minister. A11 primary schools are to have a part in these conferences. Art. 11. The state, the provinces, and the communes may establish normal schools. Art. 12. The organization of normal schools belonging to the state will be regu¬ lated by the government. Art. 13. The provincial and communal normal schools, as well as private normal schools, may receive state aid, provided they are willing to he subject to inspection. Art. 14. The communal inspectors and teachers and the directors, professors, and teachers of state normal schools must take the oath prescribed by article 2 of the de¬ cree of July 20, 1831. Art. 15. A report on the condition of primary instruction shall be presented to the legislature by the government every three years. Art. 16. The law of July, 1879, is hereby repealed, as are also articles 2, 3, and 4 and the last paragraph of the first article of the law of December 28, 1883. Ar¬ ticles 121 and 147 of the communal law are restored as worded in the law of May 7, 1877. Article 1 of the law of Jane 15, 1881, is modified so as to provide that the num¬ ber of athenaeums and colleges shall not exceed 20 ; the number of secondary schools for boys, 100, and for girls, 50. Art. 17. Persons who shall have obtained the diploma of primary teacher from a private normal school between January 1, 1880, and the date of repeal of the law of July 1, 1879, may receive the appointment of communal teacher on condition of obtaining a confirmation of such diploma from a board organized in accordance with article 8. It shall be the duty of the hoard to see that the private normal school giving the diploma is organized so as to train teachers to he capable of keeping com¬ munal primary schools established in conformity with the present law. The board may make the coufirmation, subject to a complementary examination on certain mat¬ ters to be designated by it. In such case the teacher who has a diploma shall have one year to prepare for the examination. He may meanwhile exercise the functions of a communal teacher provisionaUy. EDUCATION IN FOREIGN COUNTRIES. CCIII Denmark, constitutional monarchy: Area, 14,553 .square miles; population (estimated January 1, 3882), 2,018,432. Capital, Copenhagen; population (with suburbs), 273,323. Minister of public in¬ struction, J. F. Seavenius. Tlie latest general information in regard, to education in Denmark may be found in the Report of the Commissioner of Education for 1882-83. From the report of the Polytechnic School at Copenhagen the following items are gathered for 1884 : The course of instruction covered mathematics, descriptive geometry, physics, chemistry, mineralogy, geognosy and descriptive geography, botany, zoology, drawing, tech¬ nical chemistry, construction of machines and technical mechanics, technology, en¬ gineering, land surveying and levelling, and architecture. Each course takes four and one-half years. In 1883 and the early part of 1884 there were a few medical and pharmaceutical students from the university pursuing a course of instruction in the laboratory connected with this institution. On August 1, 1884, the faculty consisted of a director, an inspector, and 24 professors and assistants. In the autumn of 1883 there were 180 students reported ; in the spring of 1884 there were 151. Finland, a dependency of Russia: Area, 144,222 square miles; population, 2,081,612. Capital, Hel¬ singfors; population, 43,142. The Statistik Xrshok for Finland, 1884, reports 168 rural communities in 1882-83 without higher primary schools. There were, however, 302 rural districts with such a grade of school. Thirteen of these had four or more, 40 had three, 105 had two, and 144 had one each. Four normals graduated 91 teachers for primary grades in 1883. The teaching force in these seminaries numbered 47 ; pupils, 540. There were seven lower elementary schools, with 21 teachers and 249 pupils. Four preparatory schools, with 12 teachers and 180 pupils, led up to 24 lycdes, in which were 3,884 pupils, under charge of 318 teachers and professors. In 18 real schools were 817 pupils and 133 in¬ structors. The Polytechnic Institute at Helsingfors reported 105 students pursuing studies in architecture, engineering, constructing machines, surveying, and chemistry. There were 26 teachers. In the university at Helsingfors were 785 students in actual attendance (1 of these a woman), while there were 1,422 students on the rolls. The theological, legal, medical, and philosophical faculties had 67 professors in all and there were 10 vacant chairs. The income was (for 1883) 956,200 marks, the expenditures were 877,300. In addition to these various institutions of learning there were 2 tech¬ nical professional schools, with 12 teachers and 79 pupils. These are state schools and are situated at Abo and Nikolaistad. The establishments for the instruction of young women numbered 41, with 439 teachers and 3,354 pupils. Of these schools 2 were German, 9 Finnish, and 30 Swedish. From another source comes the information that the subject of coeducation is one which is interesting the Finnish authorities, and in September, 1883, a “samskola for gossar och flicker” (mixed school) was established in Finland, which, at date of the communication received, was considered very successful. France, republic: Area, 204,177 square miles; population (December 18, 1881), 37,672,048. Capital, Paris ; population, 2,269,023. Minister of public instruction, A. Failures (succeeded M. Jules Ferry on November 20, 1883). Primary instruction. — In France the subject of popular education has taken a strong hold both on the government and the people. A new law was passed in the early part of 1882 by which education for all classes was made obligatory and non-religious. In June, 1884, a commission of eighteen of the leading educators of France completed and published the third volume of their report on the statistics of primary education. The first volume, published in 1878, covered the year 1876-’77 ; the second volume, published in 1880, included the years 1829 to 1877, thus covering the whole history of elementary schools as they exist to-day. The third volume (Statistique de Pinstrac- tion primaire pour PamnSe seolaire 1881-1882) embraces statistics for 1881- 82. Accord¬ ing to this, there were 71,547 primary school of all kinds (maternal schools excepted) CCIY REPORT OF THE COMMISSIONER OF EDUCATION. in 1877 to 75,635 in 1882; teachers, 110,709 in 1877 to 124,965 in 1882. The pupils reg¬ istered increased from 4,716,935 to 5,341,211, without counting 644,384 in maternal schools. In 1882-83 90,940 additional pupils were counted on the lists. The statistical commission finds a decided decrease from 1877 to 1882 in children who have no school privileges. In the five years, an increase of nearly 4,000 schools is reported, 2,247 of these for girls; in 1882-’83 an increase of 1,513 schools is seen. During the period under consideration many denominational schools have been transformed into lay institutions. The 13,205 public “ congrdganiste” schools1 of 1877 were reduced to 11,265 in 1882, while the private denominational schools increased by 1,475 in the same period. Higher primaries, established by the communes towards the latter part of the five years, numbered 570 at the close of 1883, with 30,000 pupils. The number of certificates of primary studies increased from 91,153 in 1882 to 107,060 in 1883. Still the use of this certificate is not general enough to give any evidence of the prog¬ ress accomplished. As the future of the primary school depends upon the cajmcity of the teacher, a law of August 9, 1879, was enacted authorizing each department of France to maintain two normal schools, one for men the other for women teachers. From 1877 to 1882 4 normals for men and 23 for women were established; in 1882-,33 there were 18 more created, and in 1884 the 12 normals which were lacking were being established. Another need of these schools was proper instructors, so as to form good teachers for the primary grades. The government, therefore, created an institution at Fontenay-aux-Roses to prepare women and another school at St. Cloud to prepare men to fill positions as teachers in the normal grades. A law of June 16, 1881, which required teachers to have a certificate of capacity (brevet de capacity) is securing good results. In 1877 there were 41,712 teachers uncertificated ; in 1882, 26,677 ; in 1883 there were only 21,781 without such brevet. The delay allowed by law expires in October, 1884; and, from that date on, no teachers without certificates will be em¬ ployed, unless in certain cases where age and term of service are taken into consider¬ ation. The law of June 16, 1881, in making the schools free to all, did away with school fees on the part of parents, while the fifth part of the ordinary revenue required of the communes for school purposes is almost entirely dispensed with. On account of these changes the state subsidies, which, in 1877, were 12,500,000 francs2 on a total of 74,500,000 for ordinary expenses of public primary schools, were, in 1882, increased to 68,500,000 on a total of 102,000,000. If to this amount there be added expenditures for normal schools, for primary inspection, and other expenses for primary instruction, the budget for 1882 reaches 132,314,000 francs against 94,397,000 francs in 1877. The state figures in the former sum to the amount of 87,500,000 francs; the depart¬ ments, to 17,500 000; the communes — without reckoning any extra expenditures — to 27,000,000. And yet these figures are not complete as far as funds required for school purposes are considered, because large sums have been given for erection of school buildings. Between 1877 and 1882 amounts aggregating 220,000,000 francs were set aside for school uses; from 1878 to 1886, 368,000,000 francs. State subsidies to the amount of 166,440,000 francs have been divided among the communes and loans have been authorized of 168,000,000 francs. The period embraced in this report has been one of transition, so to speak. Various educational laws have been enacted, such as the law of June 1, 1878, relative to con¬ struction of school buildings; that of August 9, 1879, on the establishment of primary normals; the decree of January 15, 1881, concerning higher primary instruction; the laws of July 3, 1880, and August 2, 1881, relative to school budgets; decree of January 4, 1881, on the certificate of capacity ; that of October 10, 1881, relating to village schools; the two laws of June 16, 1881, which established gratuitous instruction in public primary grades and regulated certificates of capacity for primary instruction ; and the decree of August 2, 1881, on the organization of maternal schools. The law of Marercentage was raised to 80. “ The fact,” says Mr. Buxton, “ that our average attendance is only 80 per cent, may well stimulate the ambition of our painstaking visitors to accomplish even better results.” Examinations. — The new code went into operation May 1, 1883. The results of the government examinations in 117 schools examined under this code, the reports on which are for a period of exactly one year, show the following percentages of passes: Reading, 92.3; writing, 87.7; arithmetic, 84.8. The percentage of passes EDUCATION IN FOREIGN COUNTRIES. CCXVII in reading is higher than for three previous years and lovrer in writing and arith¬ metic. Overpressure. — With reference to the subject of overpressure, which has been so widely agitated during the year, Mr. Buxton observes: Although much exaggeration has been found to have been used and some of the cases which were made public attributed to overwork which were obviously due to other causes, the precautions taken by the school management committee and the measures adopted by the board show that they are fully alive to the necessity of guarding against the injurious results of undue mental pressure. The alteration of which I have already spoken, from part payment by grant to fixed salaries, will remove one active cause of mental worry. Another important step lies in the sub¬ stitution, in part, of adult for pupil teachers. The extent to which this transfer is taking place is shown by the fact that, whereas in 1881 the number of adult teachers was 3,356 to 1,471 pupil teachers and candidates, in 1883 there were 4,087 of the former to 1,496 of the latter. Experience shows that it is in the earlier years of their career that the danger to the teachers is greatest, especially during the period when, as pupil teachers, they add to their class duties the strain and anxiety of preparing for their own examinations. It is as much our duty to economize the time of the children and their capacity for learning as to be careful of the money with which we are intrusted j and it is not too much to say that both are squandered when we set pupil teachers, whose energy is exhausted in acquiring knowledge, to instruct children not much younger than themselves. With a view to avoiding this injurious result, the com¬ mittee have prepared a scheme under which candidates and junior pupil teachers, instead of attending their respective schools in the morning and afternoon of each day and the central classes for their instruction on two evenings and on Saturday morn¬ ings, will attend the latter on one-half of each school day. The committee have further determined that during this period they should not be counted on the teach¬ ing staff. The seniors are also to be relieved from teaching on two half days in each week. With regard to overpressure on children, which some believe to exist, no one is so much concerned as we are to avoid any approach to it. Not only would it be injuri¬ ous to the physical health of the children, but it would be the most short sighted policy from an educational point of vieAV. The board do not need to be reminded that no greater hindrance to educational progress could be devised than a time table beyond the capacity of children. The board have carefully examined into those cases which have been brought forward, some of them of a very sensational char¬ acter, but have failed to find any proof of mischief, except of occasional want of judgment of teachers in individual cases. Physical training. — Much attention continues to be paid to the physical training of the children, and a special subcommittee has charge of it. A Swedish gymnasium has been erected at the Crampton street (Walworth) school, and the services of Captain Haasum, of the Swedish Life Guards, have been secured for six months for the purpose of giving instruction in the Swedish system of gymnastics. Classes have been held under Captain Haasum at three centres, which have been attended by about 200 teachers. At Crampton street, the teachers have, of course, had the advantage of the gymnastic apparatus that has been put up. Captain Haasum has also established a class for boys from the Marlborough street school, and he has used this class for the purpose of illustrating his system at the In¬ ternational Health Exhibition. The reports of the instructor in drill and of the superintendent of the physical edu¬ cation of girls show improvement in both of these departments. Infant schools. — The superintendent of method in infant schools calls attention to the need of a greater variety and better adaptation of exercises for children between 3 and 5 years of age. The time spent by these young children in repeating and writ¬ ing the letters of the alphabet is shown to be excessive. E vening classes have been formed for the purpose of instructing the teachers of infant schools in approved methods of training young children. Cookery. — About 12,000 girls received the instruction in cookery during the year. Thirty-two cookery class rooms have been built by the board at an average cost of 270?. The cost of materials during the past year was 395?. 7s. Ad. and 389?. 8s. 7 d. were realized by the sale of the food prepared. The number of blind children reported on the rolls March 21, 1884, was 130. These CCXVIII REPORT OF THE COMMISSIONER OF EDUCATION. receive instruction in special classes. During the half year 8 of the children gained scholarships at the Primary School of the Royal Normal College for the Blind. The number of deaf and dumb children reported was 224, with an average attend¬ ance of 155. The superintendent observes : The periodical examinations show that most satisfactory progress is made where sufficient accommodation and teaching power are provided, but the peculiar nature of the work is such that where these are wanting good results in the oral system can¬ not be expected. Teaching force. — The following table shows the teaching staff employed by the board in March, 1883, and March, 1884 : Half year ended — Adult teachers. Pupil teachers. Candidates. Male. Female. Male. Female. Male. Female. March, 1883 . 1, 497 2, 590 269 838 91 298 March, 1884 . 1,692 3, 069 264 801 78 280 al95 j a479 65 637 613 618 a Increase. b Decrease. With reference to teachers’ salaries, Mr. Buxton states : The long delayed but much needed improvement of substituting in the case of our teachers inclusive salaries on a fixed scale, prepaid monthly, for the system of part “'payment by the government grant has at length been adopted. The difficulty that had to be surmounted was so to adjust this scale as to avoid causing individual cases of hardship without laying an additional burden on the ratepayers — of reconciling vested interests with the desire not to increase the gross amount of salaries. Since the beginning of the year all new teachers entering the service of the board have come under the new scale, and the salaries of teachers previously in our schools are now being commuted on an equitable system. Free schools. — The complications arising from the endeavor to collect school fees and the inability of many parents to pay fees have led from time to time to proposi¬ tions for the establishment of free schools. A motion for this purpose was rejected by the board during the year, the vote standing 26 to 12. Mr. Buxton presents the following statement of finances: Our total estimated expenditure chargeable to the rates for the current year is 950,80 U. 5s. This shows an increase of about Id. in the pound over last year. The following table, covering 5 years, affords ready means of comparing this increase with the growth of the rate. It will be seen that, while the children have multiplied dur¬ ing that period by 39.9 per cent., the rate has grown by 27.4 per cent. 1880-’81. 1881-’82. 1882-’83. 1883-’84. 1884-’85. Bate for each year . 6. 28 d. 6. 15 d. 5. 93d. 6. 86d. 8 d. Number of children on the roll of hoard schools. . . 250, 946 273. 177 295, 833 337, 855 351, 145 From this it will be seen that the increased charge upon the ratepayers does not arise from a higher scale of expenditure, but because we have more nearly approached to a complete school provision for London, and because these new schools are filled with children. The net cost per child for school maintenance for the year ended 25th March, 1883, was 11. 13s. 9 d., as compared with 11. lls. 11 d. for the year ended 25th March, 1884. The average weekly fee charged in the schools of the board remains the same as in 1883, viz, 2.2d.1 1 By a clerical error the sum was given in the Commissioner’s last annual report as 2 a. 2d. EDUCATION IN FOREIGN COUNTRIES. CCXIX b. Scotland: Population, 3,866,521. Capital, Edinburgh.; population, 236,002. Tlie following information is compiled from the report of the committed of council on education in Scotland for the year 1883, signed by Lord Carlingford and Mr. Mun- della : Day schools. — Number of day schools inspected, 3,090; number of certificated teach¬ ers, 5,974, with a large number Of assistants and pupil teachers ; accommodation for 633,701 ; enrolled, 569,241 ; average daily attendance, 433,137 ; present on the day of the inspector’s visit to the respective schools, 498,514; qualified by attendance for examination, 426,329 ; presented for examination, 386,197, viz, 55,491 (under 7) for collective and 330,706 (7 and over) for individual examination ; of these last, 256,083 passed the prescribed test without failure in any one of the three subjects. In the year covered by this report the accommodation has increased by 14,615 school places; the scholars on the registers, by 13,581 ; those present at inspection, by 8,142 ; and the average attendance, by 11,872 ; while the number of children individ¬ ually examined has increased by 9,956 (or 3.10 per cent.). The especially large in¬ crease in the amount of accommodation and in the number of children on the registers is due in some measure to the number of new schools in the outlying districts of the Highlands and islands, where the supply has, owing to various circumstances, pro¬ ceeded but slowly, and where, several schools have only been opened during the year under review. The local effort which has resulted in this improvement may be measured by the continued support derived from voluntary subscriptions (29,1962. from 3,391 sub¬ scribers) and by the contributions from rates to the maintenance of public schools, which, after a decrease during the three preceding years, have increased during the past year from 191,7972. to 196,7082. The school pence have increased in the year by some 7,2042., and amounted to 276,4222. Night schools. — Number examined, 205; 'average attendance of scholars above 12 years of age, 10,221. Training colleges. — Number, 7; attendance, 858. Income and expenditure. — The total income of day and night schools was 906,0682. The total cost of maintenance of day and night schools was 900,5092. The annual gov¬ ernment grants to elementary day schools rose in the year from 372,9012. to 384,0422. The rate per scholar in average attendance, however, is the same as last year, 17s. 8%d., the grant (to schools actually inspected) and the average attendance having increased at the same rate during the year. The total cost of maintenance per child in average attendance was, in public schools, 22. 2s. If d.j in voluntary schools, 12. 16s. 10^d. School accommodation and attendance. — The aided schools, which in 1872 provided for 281,668 scholars, or for 8.3 per cent, of the population, were in 1883 sufficient for 633,701 scholars, or 16.61 per cent, of the population. Of the total increase of 352,013 seats, some 69,961 have been required to meet the growth of the population during the last 11 years. A very large part of the rest of this increase (according to the calculation made last year, upwards of 274.000) is the measure of the deficiency in inspected schools at the passing of the education act. It remains to notice how far the existing school supply (633,701 seats) which has been thus provided, and shows an increase of 124.98 per cent, in the last 11 years, is sufficient to meet the wants of the country. The age statistics of the census of 1881 show that about 23.96 per cent, of the total population are between 3 and 13 years of age. On the usual assumption that six- sevenths of that population are of the class whose children may be expected to be found in state-aided schools, it follows that 20. 52 per cent, of the whole population ought to be found on the registers of the schools. After making due allowance for absence on account of sickness, weather, distance from school, and other reasonable excuses for irregular attendance, it is generally calculated that school seats should be provided for one* sixth of the total population ; ccxx REPORT OF THE COMMISSIONER OF EDUCATION. * and these seats ought to he daily occupied. For the estimated population of 1883 (3,815,572) the returns, therefore, ought to show a provision of 635,929 school places. The actual supply falls somewhat short of this ; hut it is not evenly distributed throughout the country, and in several counties the seats are not equal in number to one-sixth of the population. This occurs either where that extent of accommoda¬ tion is not called for, the inhabitants of the upper classes being in excess of the normal one-seventh, or where, as in one or two large towns, the wants of the population have not yet been fully met by the efforts of the school boards. When the outstanding building grants have been paid and several schools now in the course of being erected without such aid are occupied, it will be found, the com¬ mittee believe, that the school supply of the country is virtually complete. School attendance is still far below the required number, for, whereas there might be 763,114 scholars on the registers aud 635,929 in average daily attendance, the re¬ turns show only 569,241 children on the registers and 433,137 in attendance. The increase in the average attendance during the past year is fairly satisfactory, as it is slightly in excess of that (1.06) of the population generally. But, after every allowance is made for the difficulty of securing early and regular attendance at school in some of the country districts, there appears to be great neglect on the part of many boards in putting their compulsory powers into operation. A bill introduced into Parliament last year with a view of facilitating the exercise of the compulsory powers conferred upon school boards has become a law. Infants. — Of the total number of children enrolled in the aided schools 118,385 were under 7 years of age. 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 be passed. Scholar s of this age on registers o f aided schools. Scholars ex¬ amined i n the standard. Number over 10 years old examined. I . 7 76, 407 73, 214 3, 986 II . 8 76, 364 70, 495 12, 252 m . 9 73, 976 65, 098 29, 329 TV . 10 71,754 58, 329 55, 176 y . U 63, 720 43, 828 43, 746 VI . 12 49, 660 19, 742 19, 742 Whereas, out of 330,706 scholars examined, as many as 164,231, being over 10 years of age, ought to have been presented in standards IV-YI,only 118, 664 (or 72.25 per eent.) were so presented, while the remaining 45,567 were presented in standards suited for children of 7, 8, and 9 years of age. Specific subjects. — Of 58,546 scholars presented in subjects beyond the standard examination, 4,275 were examined and 3,225 passed in three subjects, 34,675 were examined and 24,752 passed in two such subjects, and 23,425 passed in one subject. In this number are included 25,260 girls examined in domestic economy, of whom 20,457 passed. Miscellaneous. — Military drill is systematically taught to the boys attending 265 schools; cookery is taught in 36 schools; savings banks have been established in 113 and school libraries in 153 schools. In 3,116 departments of schools in which singing is taught, the instruction is given by ear in 1,238, or 39.73 per cent. Teaching power. — The extent to which the training colleges have contributed to the existing supply of certificated teachers in Scotland is shown by the fact that, of 3,295 masters employed in schools reported on last year, 2,026, or 61.49 per cent., had been trained for two years ; 327, or 9.92 percent., for one year, and 83, or 2.52 per cent., for EDUCATION IN FOREIGN COUNTRIES. CCXXI less than one year; while 859, or 26.07 per cent., were untrained. In like manner, of 2,679 schoolmistresses, 1,838, or 68.61 per cent., had been trained for two years ; 122, or 4.55 per cent., for one year ; 12, or .32 of 1 per cent., for less than one year ; and 707, or 26.39 per cent., were untrained. Of the teachers, however, who, from whatever cause, h ive not attended a training college, a considerable proportion cannot, except in a technical sense of the word, be classed as untrained, haviDg, under the superin¬ tendence 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. In 1882, 117 stu¬ dents took advantage of this arrangement, many of whom passed with great credit the examination for certificates held last Christmas. The connection between the teaching profession and the universities will be still further increased by the recog¬ nition as assistant teachers of university graduates and women who have passed university examinations. Languages now enter into the course of study in all the training colleges, both for masters and mistresses. Salaries and pensions. — The average salary of a certificated master, which in 1870 was 110?. 16s. 7d., is now 135?. 2s. Ad.; that of a schoolmistress was 55?. 14s. 2d. in 1870 and is now 67 1. Is. Id. These averages are calculated upon the whole body of certificated teachers, whether principal or assistant. In addition to their other emoluments, 1,806 out of 3,279 masters and 489 out of 2,635 mistresses are provided with residences free of rent. Since the practice of granting pensions was resumed in 1875, the department has dealt with 123 Scotch applications and has awarded 5 pensions of 30?., 19 of 25 1., 26 of 20?., and 19 gratuities to the amount of 680?. c. Ireland: Population (census 1881), 5,174,836. Capital, Dublin; population (census 1881), 249,602. 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, 1883, was 7,752. During the year 110 schools were dropped or ceased to exist as independent schools, and 157 were brought into operation, giviug a net increase of 47 schools as compared with 1882. Enrolment, attendance, and accommodation. — The number of pupils on the rolls be¬ tween the 1st of January and the 31st of December, 1883, who made any attendance between those dates was 1,081,136 ; the number of pupils who made at least one attendance within the last fortnight of the results period was 666,115; the average daily attendance was 467,704, a decrease of 1,488 as compared with that of 1882. School accommodation, allowing 8 square feet for each pupil, was adequate for an attendance of 671,109. Classification of pupils. — The pupils who made an attendance within the last 14 days of the month immediately preceding results examinations were classified as follows: Infants, 171,183; class I, 143,785; class II, 104,678; class III, 85,724; class IV, 63,814 ; class V1, 44,868 ; class V2, 25,000 ; class VI, 27,063. Mixed schools. — The total number of mixed schools under Roman Catholic teachers exclusively was 2,784, attended by 359,297 Roman Catholic pupils and 22,698 Protes¬ tant pupils ; the total number of mixed schools under Protestant teachers exclusively was 1,277, attended by 22,604 Roman Catholics and 126,415 Protestant pupils. The number of mixed schools under Roman Catholic and Protestant teachers conjointly was 73, attended by 9,320 Roman Catholic pupils and 9,266 Protestant pupils. Total mixed schools, 4,134; total attendance: Roman Catholic pupils, 391,221 ; Protestant pupils, 158,379. Unmixed schools.— Of 3,549 schools showing an unmixed attendance, 2,929 were in CCXXII REFORT OF THE COMMISSIONER OF EDUCATION. charge of Roman Catholic teachers and attended by 460,505 Roman Catholic pupils, and 620 were in charge of Protestant teachers and attended by 70,737 pupils. Model schools. — The number of model schools reported is 29, having an average daily attendance for the year of 8,534 pupils. From the classified table of pupils of the model schools it appears that 51.4 per cent, of them are in Standards IV to VI, inclu¬ sive : the results examinations show that these schools continue to maintain their high character. Worlchouse schools. — The number of workhouse schools in connection with the board on the 31st of December, 1883, was 159, having an enrolment of 14,026 and an average daily attendance of 7,368. These schools were examined on the same system as the ordinary schools. Examinations.— Since the 1st of March, 1877, each pupil, in order to qualify for presentation at the results examination, has been required in day schools to make 100 attendances of at least 4 hours a day for secular instruction, and in evening schools 50 attendances of 2 hours each evening. The total number of schools, including model schools (separate departments) and evening schools, examined for results during the year was 7,672. The number of pupils examined was 475,784, of whom 106,928 were infants. The number passed was 356,214, including 98,241 infants. The number of pupils examined and passed in ex¬ tra subjects was: Music, examined, 52,429; passed, 41,256. Drawing, examined, 23,545 ; passed, 18,085. Sewing machine and cutting out, examined, 4,558 ; passed, 3,977. Management of poultry and domestic economy, examined, 190 ; passed, 178. Cookery, examined, 142 ; passed, 142. Other extra subjects, mathematics, physics, language, &c., examined, 20,604; passed, 12,924. The money value of the passes gained in extras (excluding music and dancing) was 4,038Z. 13s. The money value of the passes in music and drawing was 7,098Z. 5s. 6 d. Comparative view. — The percentages of passes gained in reading, writing, and arith¬ metic in Ireland, as compared with England and Wales and with Scotland, are set forth in the following table : Ireland. England and Wales. Scotland. T?An,din jt _ _ _ ............ _ ................... _ ..... . . . _ 93.4 95.0 75.0 89.1 82.0 77.5 92.6 90.2 86.2 Writin _ « _ _ _ _ _ — _ r__r-- ......... _ _ _ _ _ A ritTimp.fvip. _ ..... _ _ ...... _ ............. ...... School farms and gardens. — The total number of school farms in connection with ordinary national schools on the 31st of December, 1883, was 72. The total number of pupils examined in agriculture in this class of schools was 884, of whom 518 passed in the agricultural program. There were also 21 schools having school gardens at¬ tached, 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 was 249, of whom 160 passed ; 45,673 pupils were examined in the agricultural class books by the dis¬ trict inspectors in the ordinary national schools at their results examinations, of whom 24,876 passed. The total number of pupils examined in agriculture during the year 1883 was accordingly 46,806, of whom 25,554 gained passes for their proficiency in that branch. These figures show that a larger number of pupils were brought under instruction in agriculture in 1883 than in 1882. Dairy management. — At the close of the year 1880 a scheme for training young women in dairy management, and especially in the art of butter making, was inaugu- EDUCATION IN FOREIGN COUNTRIES. CCXXIII rated in connection with tlie Munster Model Agricultural School at Cork. This scheme has been attended with much success, largely due to the active cooperation of a local committee, who contributed time and money to its furtherance. There were two ses¬ sions of six weeks in each year. The number of young women trained up to this date is 189. The students were principally daughters of farmers. Towards the end of the year 1883 the commissioners undertook, with the coopera¬ tion of the Royal Dublin Society, a similar experiment at the Albert Agricultural Training Institution. The session began in J anuary of this year, and, although the notice was short, 33 students attended. Teaching power. — On the 31st of December, 1883, the commissioners had in their service 7,571 principal teachers and 3,050 assistants, making, in the whole, 10,621 classed teachers, of whom 3,406 were trained. In addition there were paid monitors, temporary assistants, &c., to the number of 386. The total number of teachers and students trained in the Training College in 1883 was 167, viz, 78 males and 89 females. The need of additional provision for the training of the teachers is seen from the fact that of the 7,907 Roman Catholic teachers in the service January, 1883, only 2,142, or about 27 per cent., had been trained, and of the 2,714 Protestant teachers 1,412, or 52 per cent. In 1874 the subject was brought to the attention of the government by the com¬ missioners, but no action was taken upon their representations until 1883. It was then proposed to apply the English scheme of training colleges to Ireland, so far as possible, which proposition the commissioners have accepted. Accordingly the gov¬ ernment is now prepared to encourage and facilitate the establishment of training col¬ leges under local management in Ireland by authorizing the commissioners to make grants toward their maintenance under the specified conditions. Two training colleges under Catholic auspices have already availed themselves of this provision. The Irish teachers suffer a great grievance in the low rate of wages which they receive. The total income of the teaching staff from all sources for the year ended 31st of March, 1884, amounted to 752,912?. 8s. 6d.,viz, 601,224?. 19s. 7 d. from the board, 14,403 ?. 15s. 2d. from the rates, and 137,283?. 13s. 9d. from payments by pupils (includ¬ ing portion of model school fees), subscriptions, and the estimated value of free resi¬ dences, &c. Of the total sum 20.1 per cent, was locally provided and 79.9 per cent, was derived from parliamentary funds. Pensions. — The number of teachers connected with the pension fund in the year ended the 31st December, 1883, was 9,604, and the amount paid in pensions was 12,212?. 11s. 4d.,and in gratuities 7,153?. 12s. 5 d. In addition to the above sum 1,685?. 15s. 5 d. were granted to teachers who did not join the pension scheme. Income and expenditure. — The funds at the disposal of the commissioners for the year ending 31st March, 1884, amounted to 821,553 ?. 6s. 8art of the government to check or hinder such progress, it is submitted that the means by which elementary education may be extended and improved should be their principal care. In the investigation which lasted from the 10th of February, 1882, to the 16th of March, 1883, the commission embraced every grade of instruction and all classes of schools as well as the particulars of administration, finance, and legislation. In the endeavor to collate the mass of information obtained, the commission divided the questions before it into six principal branches, as follows: (1) Indigenous and primary education; (2) secondary and collegiate education ; (3) the internal admin¬ istration of the education department, including the system of inspection and exam¬ inations; (4) the external relations of the education department, including grants in aid and the withdrawal of government in favor of native management of colleges and schools ; (5) the education of special classes of the community requiring excep¬ tional treatment ; (6) educational legislation. A series of propositions was drawn up on each of these subjects by the committee intrusted with its consideration. These propositions were then discussed and adopted, rejected, or modified by the commission. The conclusions arrived at were embodied in 222 specific recommendations which are to be accepted as the deliberate decisions of the commission. It would be manifestly impossible to embody in this place a detailed abstract of the report, in which the commission sets forth the information brought to light by its labors and the conclusions formed. I shall only attempt to give a brief summary of the present condition of education in India as shown in the report of the commis¬ sion, with certain of the conclusions and recommendations with reference to element¬ ary schools and female education. The report deals with nine provinces of India, viz, Madras, Bombay, Bengal, the Northwestern Provinces and Oude, the Punjab, the Central Provinces, Assam, Coorg, and Haidarabad assigned districts, commonly called Berar. Regret is expressed that the commission was not able to visit the outlying province of Ajmir-Mhairwara, but the report contains information of the status of education in this province derived from the administration report of the same for 1881-’82. British Burmah is not included in the report, nor are those native states of India which, unlike the feudal states of Bombay, either administer their own systems of public instruction or else leave education entirely to private effort, without any assistance from the state. The area of the nine provinces specified, together with Ajmir, according to the edu¬ cational census of 1881, is 897,608 square miles ; the total male population is 104,432,229 and the total female population 100,661,146. Speaking generally, it is stated that the governments of Bombay, the Northwestern Provinces, the Punjab, Central Provinces, Coorg, and the Haidarabad assigned districts have worked mainly on the departmental system, i. e., the establishment of new schools by direct departmental agency. The total population of these provinces amounts to more than 99,000,000, or not far short of one-half the whole population whose educational systems are under consideration of the commission. The provinces in which primary education has been largely, if not exclusively, built upon the indigenous or aided schools are Madras, Bengal, and Assam, with a popula¬ tion numbering 105,500,000. In the report of the commission the phrase “public schools ” includes departmental aided, as well as unaided but inspected, schools, while the phrase “ departmental ” is applied to schools supported by local fund committees and municipalities, as well as those which are exclusively managed by the officers of the department. Primary schools. —The primary schools, comprising schools maintained by govern¬ ment, local, and municipal funds, aided schools, unaided but inspected schools, and CCXL REPORT OF THE COMMISSIONER OF EDUCATION. primary classes in high, and middle schools, and in colleges in 1881-’82 numbered, for the nine provinces, 82,910, attended by 2,061,541 pupils (as against 16,473 schools, attended by 607,320 pupils, inl870-,71). Thus it appears that 1.02 per cent, of the entire population in the nine provinces were under instruction, or if the school going population of both sexes be estimated at 15 per cent, of the whole population, then 6.78 per cent, of them were in primary schools. But these figures do not take into account the primary classes of higher schools in Bengal and Assam, which were giv¬ ing instruction to about 100,000 pupils, nor yet the attendance in the indigenous elementary schools outside the state system.1 Assuming (says the report) that alto¬ gether there were some 2,520,000 pupils under instruction in 1881-’82, this estimate, which is the most liberal that we are justified in making, would give only 8.29 per cent, of the population of schoolgoing age in the primary schools or classes of India in that year. If, again, the male population be separated from the female, then there were under primary instruction 15.48 per cent, of the male schoolgoing population, and .81 of 1 per cent, of the female schoolgoing population ; while 12.55 of the male children and .80 of 1 j)er cent, of the female were in the primary schools recognized by the state. As regards race or creed, the pupils in the primary schools aided or inspected by the department were distributed as follows : Boys. Girls. TTindoos _ _ _ _ _ _ _ _ _ 1, 543, 500 363, 881 7, 562 3, 536 31, 284 31,961 1, 981, 724 54, 842 10, 683 1,490 1,932 10, 348 1, 252 80, 547 Mahometans . . . . . Parsees . . . . . Christians . . Total . The number of pupils presented for examination from primary schools in 1881-’82 was 447,479, viz, 428,171 boys and 19,328 girls. Of these, the number who met the requirements was 262,431, viz, 251,010 boys and 11,421 girls. The standards represented in these examinations vary considerably. The lowest re¬ quired that candidates should be able to read at sight with facility a moderately easy book in a vernacular language, to write to dictation from the same, and to apply the first four rules of arithmetic in simple and compound numbers. The highest standard required reading the seventh departmental book (inclusive of the lessons on the history of ancient and modern Europe and on natural history and elementary physics) ; syntax, prosody, and etymology ; explanation and recitation of 600 lines of classical vernacular poetry ; composition ; complete arithmetic, with native accounts and book-keeping ; geography ; history of India, and sanitary primer. There are also, as optional subjects, drawing and field instruction in agriculture. Training of teachers. — The training of teachers has always been recognized by the department as an important branch of the work. According to statistics of 1881-82, the total number of teachers (excluding pupil teachers) employed in the depart¬ mental and aided schools of India was 66,552. Of these, 12,243, or 18.39 percent., were certificated. In this connection the term certificated has a somewhat wide mean¬ ing. In Bombay and the Central Provinces the certificate is only awarded to those 1 From information received up to the time of the preparation of the report, a table was presented setting forth the number of scholars in elementary schools outside the influence of the department as 253,344. The statistics supplied from the Punjab, being defective, were not included. A return sub¬ sequently received and passed by the commission shows 13, ICO indigenous schools, with 135,384 pupils in the Punjab. EDUCATION IN FOREIGN COUNTRIES CCXLI •who have gone thiough a 2-year or a 3-year courso in a high class training col¬ lege. In some of the other provinces the term implies that the teacher has gained a pupil teacher’s certificate in a primary school. The number of training colleges in the several provinces for the same year was 106, viz : for men, 91 ; for women, 15 ; the total number of students on the rolls on March 31, 1882, was 3,886: men, 3,371; women, 515; the number of students who left with training certificates of various grades was: men, 1,551; women, 42; the expenditure on the schools was : for men, 328,636 rupees, and for women, 71,601 rupees, or a total of 400,237 rupees. (A rupee is 39 cents.) Expenditure on primary education. — From a table sotting forth in detail the expendi¬ ture on primary education in the years 1870-’71 and 1881-82 it appears that in the former year the total cost was 3,527,420 rupees and in the latter 7,909,940 rupees. With reference to this subject the commissioners observe : Tbe first subject which demands notice in Table 7 is the contrast betweeu the funds available for extending primary education in 1870-71 and in 1881-82. Iu the first year, Bombay, the Northwestern Provinces, the Punjab, the Central Provinces, and the Haidarabad assigned districts were the only provinces of India in which local and municipal funds bore any part of the burden of educating the masses. We have seen the importance which the secretary of state and the government of India at¬ tached to the levy of local rates for primary education. The advantages of asso¬ ciating the development of this branch of public instruction with local taxation were both financial and administrative. One argument was supplied by the inability of the imperial exchequer to find sufficient funds for so great and increasing a task ; the other was suggested by the political advantage of intrusting to local boards, administering local resources, a branch of administration in which local interest and supervision could alone secure full efficiency and economy. Accordingly we find that in 1881-82 there was no province of India, except Bengal, which had not cordially accepted the policy recommended by superior authority. The total ex¬ penditure from provincial, rural, and municipal funds in 1881-82 on primary educa¬ tion was 4,263,070 rupees, of which 60 per cent, was raised locally by urban or rural boards, while 40 per cent, fell upon provincial revenues. In 1870-71 49 per cent, of the expenditure had been paid by local rates, while 51 per cent, was furnished from provincial revenues. But the difference between 59 per cent, and 49 per cent, is not the only measure of the success that has attended the imposition of local rates. In 1881-82 the provincial expenditure had increased over that of 1870-71 by 33 per cent., while the local and municipal grants to primary education had increased by 105 per cent. The local fund revenue has, therefore, been vastly more elastic thau the provincial grant, and this elasticity is likely to continue in future years. This comparison fails, however, to exhibit the results in the most striking light. In Bengal there are no local educational rates, and the local rates levied in Assam were imposed after the separation of the province from Bengal and long after 1871. Excluding, therefore, Bengal and Assam from the present review, it appears that in the remaining seven provinces 56 per cent, of the public expendi¬ ture on primary education in 1870-7 L was provided by local rates and 44 per cent, by imperial, or, as they are now termed, provincial revenues. In 1881-’82 the local rates contributed 69 per cent, and the provincial funds 31 per cent, of the public expend¬ iture. In the same period the provincial grant had increased by only 12 per cent, and the local rates by 99 per cent. Thus it is evident that the extension of primary edu¬ cation since 1870-71 in seven of the provinces has almost entirely depended on local resources; and it must be remarked that if its history were traced throughout each year betweeu 1871 and 1882 it would be found that, whereas the provincial grant has varied with financial disturbances caused by war and famine, the local fund income has remained comparatively secure. Under the head of “ primary education” many special topics are discussed, as moral training, physical training, &c. With reference to the place of English in primary schools the commissioners observe : Considerable conflict of opinion prevails as to the proper place which the study of English should occupy in primary schools or classes. Variations of practice de¬ pend to a large extent upon differences of system. In provinces where the pupils destined for higher education are separated at the earliest age from the great bulk of primary pupils and commerice their education in a middle or high school, the general tendency is to begin English as soon as jmssible, and in some cases English is taught before the child can read or write his own vernacular. Thus, in the Bengal High School English is generally employed as the medium of instruction and is taught E — XVI CCXLII REPORT OF THE COMMISSIONER OF EDUCATION. from the lowest class, but in middle schools its study is discouraged until the boy has passed the third standard. In the ordinary village school of Bengal English is very rarely taught. In Madras not only is English taught as a language from the lowest class of a middle school, but it is also studied in the primary schools from the third class upwards ; in other words, before the pupil has entered on the upper primary standard. The demand for English instruction in the south of India is so strong that the large attendance in primary schools is said to be due in no small measure to the popular demand for English. In Bombay, on the other hand, the department has systematically resisted every attempt to introduce the study of English until a boy has completed standard IV and reached the point where secondary education com¬ mences. Even then an English class is not attached to a purely primary school un¬ less those who require it are prepared to pay for the extra cost. As the strictly pri¬ mary course, according to the definition of the government of India, is then completed, boys who study English in a class attached to a primary school are classified as under secondary instruction. There are no primary classes attached to middle schools in Bombay, and therefore it follows that in Bombay no pupils under primary instruction are returned as studying English. The Bombay department not only believes that many good vernacular schools are liable to be spoiled by the introduction of English into the primary course, but it also argues that the preservation of the vernacular in the course of all classes of schools is required, in order that the mental progress of the scholar may be reflected in his increased power to make use of his own language. It is urged in the report of the provincial committee for Bombay that the despatch of 1854 contemplated that the vernaculars would be enriched by translations of Euro¬ pean books or by the compositions of men imbued with the spirit of European ad¬ vancement, and that the only method of thus bringing European knowledge within the reach of the masses is to give to every pupil a thorough grounding in the ver¬ nacular aud to keep his attention upon it even up to the college course. In pursu¬ ance of this policy English is rigidly excluded from the primary school course. With such a variety of practice we found it impossible to lay down any rule upon the sub¬ ject of English instruction which would suit the circumstances of every province. The extent to which English is at present taught to children under primary instruc¬ tion in each of the large provinces of India will be seen in the table given below. But it must be noted that, owing to the peculiarities of the Bengal system already de¬ scribed, we are unable to show the number of pupils in the primary classes of secondary schools who are learning English. The figures given for Beugal are those of pupils in strictly primary schools. For the other provinces the figures in column 3 give the number of pupils both in primary schools and jn the primary classes of secondary schools who are learning English. All that can be said regarding Bengal is that out of nearly 140,000 pupils in secondary schools more than 94,000 are in primary classes, and would in any other province of India, except Assam, be returned as primary pu¬ pils. Of them all in the primary classes in high schools are learning English, as well as some proportion of those in middle schools. Statement showing the number of primary pupils learning English in each of the larger prov¬ inces of India. Provinces. Total num¬ ber of pu¬ pils in all inst itu- tionslearn- ing Eng¬ lish. Number of pupils in primary schools or classes learning English. ; Per cent, of * numbers j in column 3 to those in column 2. 1 2 3 4 IVTn/trfla _ _ .............. 61, 098 23, 789 75, G77 18, 449 11, 074 5,446 35, 591 58 Bombay ■■■■■•*■•■ . . . . . . T$m» frst] _ _ _ ............ 1, 025 12, 608 7, 8D8 2, 609 (a) 68 70 47 .Northwestern Provinces and Oude ...... ...... ...... ...... Punjab .. _ . _ _ _ ......... Oont.ral Provinces _ _ .............. a The figures for Bengal exclude the primary classes in middle schools. EDUCATION s IN FOREIGN COUNTRIES, CCXLItt Female education. — On the 31st of March, 1882, the schools for girls in the nine provinces numbered 2,697 and were attended by 127,066 pupils, or .85 of 1 per cent, of the female population of school age. During the year 1881-’82 the number of girls presented for prescribed examinations was as follows : In collegiate institutions, 5 ; in secondary institutions, 678 ; in pri¬ mary institutions, 18,991 ; in normal institutions, 128; total, 19,802. Of these, 11,652, or 58.84 per cent., passed ; 40 of these secured teachers’ certificates. The contributions from local and municipal funds for female education in all India in 1881-82 were 107,889 rupees, the total expenditure being 847,971 rupees. With reference to the work accomplished in this respect by other than public agencies, the commissioners observe : The commission has not before it returns showing the increase of girls’ schools under native management, but there is every reason to .believe that the number has largely augmented of late years. The missionaries are also extending their opera¬ tions, and endowments are from time to time made by wealthy natives for the pro¬ motion of female education. The total expenditure from these and other sources, unconnected with the provincial revenues or with local or municipal funds, amounted in 1881-’82 to 442,665 rupees. This sum is more than one-half of the total expenditure on female education, excluding, of course, schools for Europeans and Eurasians, which do not come within the purview of the commission. * * * Native associations and mixed committees of natives and Europeans interested in the cause of female education are gradually springing up. For example the Arya Mahila Samaj of Poona, composed chiefly of Maratha ladies of position, may be "expected to exercise an important influence in the capital of the Deccan. Associa¬ tions of natives and Europeans for the promotion of female education on a secular basis form one of the hopeful signs of the times. From all information obtained the commissioners are forced to the conclusion that female education is still in an extremely backward condition and that it needs to be fostered in every legitimate way. Their opinions as to the kind of effort that will prove effectual are very clearly set forth in their recommendations upon the subject, which are given hereafter. Secondary schools. — In 1882 the secondary schools (middle and high) numbered 3,916, attended by 214,077 pupils, as follows: 1,363 government schools, with 62,525 pupils; 1,863 aided schools, with 111,018 pupils; and 690 unaided schools, with 40,534 pupils. Of these schools there were Si for girls, with an attendance of 2,071. The number of secondary schools is not, however, as accurate a measure of the prog¬ ress of female education as the test by the number of pupils. In Bombay, for example, the secondary schools for girls are so large that, although few in number, they contain more pupils than those of any other province. The numbers of girls returned as being in the secondary stage of instruction in every province of India are here given: Madras, 389; Bombay, 555; Bengal, 211; Northwestern Provinces and Oudo, 68; Punjab, 8. These figures are, of course, subject to whatever corrections may be ne¬ cessitated by the different range of what is known as secondary education in different provinces. The total expenditure for the secondary schools reported was : For the government schools, 1,893,441 rupees ; for the aided schools, 1,706,576 rupees ; for the unaided, 427,181 rupees; total, 4,027,198 rupees. These sums represented an average expense for each pupil in the three classes of schools as follows : For the first, 32 rupees 3 pice; for the second 16 rupees 12 annas 1 pice; for the third, 12 rupees 8 annas 11 pice. The number of pupils from these schools who presented themselves for exam¬ ination was 25,200, of whom 11,716 met the requirements. As regards race or creed the pupils in the secondary schools were distributed as fol¬ lows: Hindoos, 176,306; Mahometans, 23,279; Sikhs, 564; Parsees, 2,722; native Christians, 5,526; Europeans and Eurasians in schools for natives of India, 775; others, 1,547 ; total, 210,719. The total number of scholars learning English in the high and middle schools was 130,541. CCXLIV REPORT OF THE COMMISSIONER OF EDUCATION. Superior instruction. — Provision for superior instruction is made in English arts colleges and in Oriental colleges. The former in 1882 numbered 59, attended by 5,399 students, of whom 2,735 presented themselves at the higher university exami¬ nations, and of these 1,137 met the requirements. The expenditure on these colleges in 1881-82 amounted to 1,352,783 rupees. The average expense for each pupil was, in departmental colleges, 354 rupees 9 annas 1 pice ; in the aided colleges, 178 rupees 7 annas 7 pice ; and in the unaided colleges, 97 rupees 8 annas 2 pice. Between 1871 and 1882 the entire number of graduates was 3,311. From a partial statement of the after career of thes6 graduates, it appears that 1,244 have entered the public service, 684 the legal profession, 225 the medical profession, and 53 the profession of civil engineering. The total number of Oriental colleges in India in 1882 was 11, having an attend¬ ance of 1,806 students. The expenditure upon these colleges in 1882 amounted to 137,794 rupees. The average expense for each student was, in the departmental col¬ leges, 46 rupees 6 pice ; in the aided colleges, 247 rupees 7 annas 1 pice. General summary. — The number of colleges and schools, departmental aided and un¬ aided but inspected, thus brought under review is 87,052, attended by 2,284,608 pupils; to these may be added 25,166 private uninspected schools, with an attendance of 359,370 pupils, giving a grand total of 112,218 institutions and 2,643,978 pupils. The pupils of the public schools and colleges were distributed according to race as fol¬ lows: Hindoos, 1,782,955; Mahometans, 399,711 ; Sikhs, 9,674; Parsees, 8,299; native Christians, 47,208; Europeans and Eurasians, 1,831; others, 34,930. The total ex¬ penditure on account of these public institutions was 16,110,282 rupees. The de¬ partmental returns for 1881-’82, including Ajmir and British Burmah, give a total of 116,048 schools, with 2,760,080 pupils. In considering the magnitude of the work that remains to be done, the commis¬ sioners observe that the most advanced province of India (viz, Bombay) still fails to reach 75 per cent, of its male children of the schoolgoing age and 98 per cent, of its female children of that age. The census returns are equally conclusive in this view. The male population of Ajmir and of the nine provinces with which the report of the commission deals exceeds 103,000,000, of whom 94,750,000 are illiterate; while of the female population, numbering about 99,700,000, no less than 99,500,000 are re¬ turned as unable to read or write. The recommendations of the commission form a valuable commentary on every branch of service under consideration.-** The following are the recommendations under the specified heads which are likely to be of most general interest to those whose business it is to foster elementary education in other countries : Recommendations on indigenous education. — That all indigenous schools, whether high or low, be recognized and encouraged, if they serve any purpose of secular education whatsoever. Recommendations on primary education. — (1) That primary education be regarded as the instruction of the masses through the vernacular in such subjects as will best fit them for their position in life, and be not necessarily regarded as a portion of in¬ struction leading up to the university. * * * (3) That while every branch of education can justly claim the fostering care of the state, it is desirable, in the present circumstances of the country, to declare the ele¬ mentary education of the masses, its provision, extension, and improvement, to be that part of the educational system to which the strenuous efforts of the state should now be directed in a still larger measure than heretofore. (4) That an attempt be made to secure the f ullest possible provision for, and exten¬ sion of, primary education by legislation suited to the circumstances of each province. (6) That examinations by inspecting officers be conducted as far as possible in situ, and all primary schools receiving aid be invariably inspected in situ. (7) That, as a general rule, aid to primary schools be regulated to a large extent according to results of examination ; but an exception may be made in the case of schools established in backward districts or under peculiar circumstances, which may be aided under special rules. (8) That school-houses and furniture be of the simplest and most economical kind. EDUCATION IN FOREIGN COUNTRIES. CCXLV (9) That the standards of primary examinations in each province he revised with a view to simplification and to the larger introduction of practical subjects, such as native methods of arithmetic, accounts and mensuration, the elements of natural and physical science, and their application to agriculture, health, and the industrial arts; but that no attempt be made to secure general uniformity throughout India. (10) That care be taken not to interfere with the freedom ot managers of aided schools in the choice of text books. ( 11) That promotion from class to class be not necessarily made to depend on the re¬ sults of one fixed standard of examinations, uniform throughout the province. ( 12) That physical development be promoted by the encouragement of native games, gymnastics, school drill, and other exercises suited to the circumstances of each class of school . (13) That all inspecting officers and teachers be directed to see that the teaching and discipline of every school are such as to exert a right influence on the manners, the conduct, and the character of the children, and that, for the guidance of the masters, a special manual be prepared. * * * (15) That the supply of normal schools, whether government or aided, be so local¬ ized as to provide for t he local requirements of all primary schools, whether govern¬ ment or aided, within the division under each inspector. (16) That the first charges on provincial funds assigned for primary education be the cost of its direction and inspection and the provision of adequate normal schools. (17) That pupils in municipal or local board schools be not entirely exempted from payment of fees merely on the ground that they are the children of ratepayers. (18) That in all board schools a certain proportion of pupils be admissible as free students on the ground of poverty, and in the case of special schools, established for the benefit of poorer classes, a geueral or larger exemption from payment of fees be allowed under proper authority for special reasons. (19) That, subject to the exemption of a certain proportion of free students on ac¬ count of poverty, fees, whether in money or kind, be levied in all aided schools, but the proceeds be left entirely at the disposa of the school managers. (20) That the principle laid down in Lord Hardinge’s resolution dated 11th Octo¬ ber, 1844, be reaffirmed, i. e., that in selecting persons to fill the lowest offices under government preference be always given to candidates who can read and write. (21) That the local governments, especially those of Bombay and of the North¬ western Provinces, be invited to consider the advisability of carrying out the sug¬ gestions contained in paragraph 96 of the dispatch of 1854, namely, of making some educational qualification necessary to the confirmation of hereditary village officers, such as patels and lambardars. (22) That night schools be encouraged wherever practicable. (23) That as much elasticity as possible be permitted, both as regards the hours of the day and the seasons of the year during which the attendance of scholars is re¬ quired," especially in agricultural villages and in backward districts. (24) That primary education be extended in backward districts, especially in those inhabited mainly by aboriginal races, by the instrumentality of the department pending the creation of school boards, or by specially liberal grants in aid to those who are willing to set up and maintain schools. (25) That all primary schools wholly maintained at the cost of the school boards, and all primary schools that are aided from the same fund and are not registered as special schools, be understood to be open to all castes and classes of the community. (26) That such a proportion between special and other primary schools be main¬ tained in each school district as to insure a proportionate provision for the education of all castes. t (27) That assistance be given to schools and orphanages in which poor children are taught reading, writing, and counting, with or without manual work. (28) That primary education be declared to be that part of the whole system of public instruction which possesses an almost exclusive claim on local funds set apart for education, and a large claim on provincial revenues. *#**### (32) That the general control over primary school expenditure be vested in the school boards, whether municipal or local, which may now exist or may hereafter be created for self government in each province. (33) That the first appointment of schoolmasters in municipal or local board schools be left to the town or district boards, with the proviso that the masters be certificated or approved by the department, and their subsequent promotion or removal be regu¬ lated by the boards, subject to the approval of the department. Recommendations on female education. — (1) That female education be treated as a legitimate charge alike on local, on municipal, and on provincial funds, and receive special encouragement. (2) That all female schools or orphanages, whether on a religious basis or not, be eligible for aid so far as they produce any secular results, such as a knowledge of reading or of writing. CCXLVI REPORT OF THE COMMISSIONER OF EDUCATION. (3) That the conditions of aid to girls’ schools be easier than to boys’ schools and the rates higher, more especially in the case of those established for poor or for low caste girls. (4) That the rules for grants be so framed as to allow for the fact that girls’ schools generally contain a large proportion of beginners and of those who cannot attend school for so many hours a day or with such regularity as boys. (5) That the standards of instruction for primary girls’ schools be simpler than those for boys’ schools and be drawn up with special reference to the requirements of home life and to the occupations open to women. (6) That the greatest care be exercised in the selection of suitable text books for girls’ schools and that the preparation for such books be encouraged. (7) That, while fees be levied where practicable, no girls’ school be debarred from a grant on account of its not levying fees. (8) That special provision be made for girls’ scholarships, to be awarded after examination, and that, with a view to encouraging girls to remain longer at school, a certain xn’oportion of them be reserved for girls not under twelve years of age. (9) That liberal aid be offered for the establishment in suitable localities of girls’ schools in which English should be taught in addition to the vernacular. (10) That special aid be given where necessary to girls’ schools that make provis¬ ion for boarders. (11) That the department of public instruction be requested to arrange, in con¬ cert with managers of girls’ schools, for the revision of the code of rules for grants in aid, in accordance with the above recommendations. (12) That as mixed schools other than infant schools are not generally suited to the conditions of this country the attendance of girls at boys’ schools be not encour¬ aged, except in places where girls’ schools cannot be maintained. (13) That the establishment of infant schools or classes, under schoolmistresses, be liberally encouraged. (14) That female schools be not placed under the management of local boards or of municipalities unless they express a wish to take charge of them. (15) That the first appointment of schoolmistresses in girls’ schools under the man¬ agement of municipal or local boards be left to such boards, with the proviso that the mistress be either certificated or approved by the department, and that subse¬ quent promotion or removal be regulated by the boards, subject to the approval of the department. (16) That rules be framed to promote the gradual supersession of male by female teachers in all girls’ schools. (17) That in schools under female teachers, stipendiary pupil teacherships be generally encouraged. (18) That the attention of local governments be invited to the question of estab¬ lishing additional normal schools or classes ; and that those under private manage¬ ment receive liberal aid, part of which might take the form of a bonus for every pupil passing the certificate examination. (19) That the departmental certificate examinations for teachers be open to all can¬ didates, wherever prepared. (20) That teachers in schools for general education be encouraged by special re¬ wards to prepare pupils for examination for teachers’ certificates, and that girls be encouraged by the offer of prizes to qualify for such certificates. (21) That liberal inducements be offered to the wives of schoolmasters to qualify as teachers, and that in suitable cases widows be trained as schoolmistresses, care being taken to provide them with sufficient protection in the places where they are to be employed as teachers. (22) That in districts where European or Eurasian young women are required as teachers in native schools special encouragement be given to them to qualify in a r vernacular language. (23) That grants for zanana teaching be recognized as a proper charge on public funds and be given under rules which will enable the agencies engaged in that work to obtain substantial aid for such secular teaching as may be tested by an inspectress or other female agency. (24) That associations for the promotion of female education by examinations or otherwise be recognized by the department and encouraged by grants under suitable conditions. (25) That female inspecting agency be regarded as essential to the full develop¬ ment of female education and be more largely employed than hitherto. (26) That an alternative subject in examinations suitable for girls be established, corresponding in standard to the matriculation examination, but having no relation to any existing university course. (27) That endeavors be made to secure the services of native gentlemen interested in female education on committees for the supervision of girls’ schools, and that Eu¬ ropean and native ladies be also invited to assist such committees. EDUCATION IN FOREIGN COUNTRIES. CCXLYII Japan, absolute monarchy: Area, 48,456 square miles; population (1883), 36,700,118. Capital, Tokio; population, 823,557. Minister of public instruction, Count Oki-Takato. Organization. — Japan is divided into 9 circuits, and these are subdivided into 84 provinces, besides the 2 islands, Ogasawara and Riukiu. For administrative pur¬ poses, however, the country has 3 fu (imperial cities) and 44 ken (prefectures) ; these have minor divisions called ku and gun, which are further subdivided for local pur¬ poses into wards and villages. The population of school age in 1882 was 5,750,946. Besides the imperial household, there are a senate, a supreme court of judicature, and a privy council (daijokwan), under which are the 10 ministries of foreign affairs, interior, finance, war, marine, education, agriculture, commerce, public works, and justice. Elementary schools are managed as to local matters by ward and village committees, which are nominated by the citizens of the school district to the governor, and by him selected and appointed for not less than 4 years. Several wards or villages may unite to support a middle school or lower professional school, which is managed by a special committee selected and appointed in a similar manner. The committees and the gov¬ ernors of the administrative organization are supervised by the ministry of education, in which various secretaries, clerks, and vice ministers are under the orders of the minister. There are 11 bureaus in the ministry. The minister directs the application of laws, decrees, and regulations approved by the Emperor, drafts all such matters as require the imperial approval, and issues gen¬ eral or specific directions to the chiefs of his bureaus for the exact performance of their duties. With the help of his officers and inspectors he examines into the con¬ dition of all schools annually, and prepares the report for the information of the council and the Emperor. All higher schools are directly under the supervision of the ministry of education, as are the curators of the principal libraries, museums, and other collections. CCXLVIII REPORT OF THE COMMISSIONER OF EDUCATION. The following statistical items, relating to the empire as a unit, are extracted from a series of manuscript tables most generously supplied to this Office by His Excel¬ lency Count Oki-Takato, the minister of education : 1 1 Imperial. Local gov¬ ernment. Private. Total. 29, 589 567 30, 156 173 80 1 166 6 2 78 1 6 7 2 » 43 35 80 1 1 1 1 1 1 48 1, 230 1,278 Total number of schools . . . 9 29, 930 | 1,838 31,777 86,672 3, 828 877 259 | 87, 549 4, 087 . Total . . . . . . . 90, 500 1, 136 91, 636 Hale teachers in middle schools _ 19 1,055 33 1, 107 Male teachers in normal schools _ _ 36 605 641 Female teachers in normal schools . . . . 10 37 47 Total . _ . . . 46 642 688 Male teachers in higher female schools . . . 24 ! 24 Female teachers in higher female schools . . . 37 37 Total . . 1 61 61 Male teachers in professional schools . 47 330 201 578 Male teachers in schools for bodily culture . . 6 j 6 Male teachers in schools of music . . . 6 I . 6 Female teachers in schools of music . . 3 1 . . . 3 Total . 9 9 Male teachers in university schools . 178 178 Male teachers in miscellaneous schools . . 104 1,783 1,887 264 Female teachers in miscellaneous schools . . 25 239 Total . . . . . . . 129 2, 022 2, 151 Total male teachers . . . . . 292 j 88, 790 2, 894 498 9l7976 4, 438 Total female teachers . . . 13 3, 927 Grand total . 305 92, 717 3, 392 96,414 1 A large amount of valuable information has been furnished to the Office from this source, and will form one of its earliest publications. EDUCATION IN FOREIGN COUNTRIES. CCXL1S Male students in elementary schools . . . Female students in elementary schools Total . Male students in middle schools . . Male students in normal schools. . . Female students in normal schools . Total . Students in higher female schools . . Male students in professional schools . Female students in professional schools .... Total . . Male students in schools for bodily culture . Male students in schools of music . . Male students in university schools . . Male students in miscellaneous schools . Female students in miscellaneous schools... Total . . . . . Total male students . . Total female students Total both Expenditures for elementary schools, in yen1 . . Expenditures for middle schools, in yen . Expenditures for normal schools, in yen . . . Expenditures for higher female schools, in yen...... Expenditures for professional schools, in yen . Expenditures for libraries and Kindergarten, in yen. Other expenses . . . Total expenditures, in yen . Imperial. 219 163 101 Local gov¬ ernment. 2, 192, 514 1, 000, 075 3, 192, 589 Private. 23, 834 21, 074 44, 908 13, 929 I 5, 640 665 264 101 382 382 15 11 1, 650 2, 440 202 2, 642 17, 358 12, 490 52, 370 5,190 87, 408 6, 305 349 3, 663 12 3, 675 1, 794 2, 7S 615 3,792 3, 834 Total. 2, 216, 348 1,021, 149 3, 237, 497 14, 763 5, 803 766 7, 837 54 7, 891 15 46, 730 8, 937 55, 667 11 1,650 48, 524 9, 923 2, 217, 540 1, 002, 087 3, 219, 627 465, 062 186, 857 438, 411 10, 000 362, 408 1,266 52, 229 1, 516, 233 74, 971 30, 053 105, 024 58, 447 ~2, 294, "951 1, 032, 342 3, 327, 293 I 485 2, 864 2, 999 953 243 7, 059 482, 420 202, 211 493, 780 10, 000 368, 551 1. 509 52, 229 1, 610, 700 1 One yen = 85.8 cents. m.— Africa. For the latest educational statistics for Egypt, see the Report of the Commissioner of Education for 1879; those showing the condition of education in the Cape of Good Hope appeared in the report for 1882-’83. IV.— North America. Dominion of Canada: Area, 3,470,392 square miles ; population, 4,324,310. Capital, Ottawa ; popula¬ tion, 27,412. а. New Brunswick: Area, 27, 174 square miles; population (census 1881), 321,233. Capital, Fredericton. Chief superintendent of education, William Crochet. According to the report of the superintendent for the year ending April 30, 1883, the total number of different pupils in attendance on the free schools was 64,581, an increase over the preceding year of 314. The proportion of the population of the province enrolled during the summer term, according to the census of 1881, was 1 in б. 09, and during the winter term 1 in 6.34. The average monthly percentage of pupils daily present during the summer term was 73.45 and during the winter term 78.03. During the summer term 1,480 teachers and assistants were employed. Of these CCL REPORT OF THE COMMISSIONER OF EDUCATION. 474 were men and 1,006 women. Of the whole number 1,206 were trained. The cor¬ responding numbers for the winter term were : Number of teachers and assistants, 1,438, viz, 481 men and y57 women ; number trained, 1,196. The average rate of teachers’ salaries per annum, from all sources, compiled from the returus of the winter term for 1883* was as follows : Male teachers of the first class, $519.60; female teachers of the first class, $319.50; male teachers of the second class, $322.31; female teachers of the second class, $239.28; male teachers of the third class, $238.10; female teachers of the third class, $195.90. All of these rates show a slight increase over the same for 1882. There were in attendance at the normal school 191 student teachers, of whom 22 belonged to the French preparatory department. The provincial grant for the school service for the year and six months ended 31st October, 1883, was $236,137.08. The legislature of the province, for a period extending over three-quarters of a century and more, has recognized the importance of secondary or intermediate educa¬ tion by the provision which it has made for its encouragement and support. Since 1879 the aid extended has been in the form of a maximum annual grant, fixed at $7,000, which has been apportioned as a “superior allowance” to any common school fulfilling certain conditions. In the judgment of the present superintendent, these efforts have not accomplished the results intended, and he suggests a new plan of operations which he believes would prove more effective. &. Prince Edward Island: Area, 2, 133 square miles; population (census 1881), 108,891. Capital, Char¬ lottetown; population, 8,807. Chief superintendent of education, D. Montgomery. According to the report for 1883 the number of public schools in the province was 424 ; enrolment, 21,495, viz, 11,768 boys, 9,727 girls; average daily attendance, 11,759; number of teachers, 473, viz, 247 men, 226 women. The superintendent observes that public schools throughout the country are well attended, and that, with very few exceptions, the whole population between the ages of 5 and 16 is enrolled at school for some portion of the year. The record of the towns is not, he believes, quite so satisfactory. The estimated school population of Charlottetown and Royalty is 2,295 ; the enrolment in public, convent, and other schools, so far as known, is 2,026, leaving 269 as the estimated number not attending any school. The average salaries for teachers ranged, for male teachers, from $226.90 for teachers of the third-class to $491.52 for teachers of the first class ; for female teachers, from $162.16 for the third class to $295 for the first class. The highest salary paid any teacher was $1,000. In the Prince of Wales College and Normal School 130 students were enrolled, viz, 36 non-professional and 94 in training for teachers. The total government expenditure for education was $101,193.41. c. Quebec: Area, 188,688 square miles; population (census 1881), 1,359,027. Capital, Quebec; population, 62,446. Superintendent of public instruction, G6d6on Ouimet. From the report of the superintendent for the scholastic year 1882-’83 it appears that the number of schools under control was 5,017; number of pupils, 242,723; average attendance, 185,892. The following statements show (1) the distribution of pupils among the various classes of schools, (2) the number of pupils in each branch of study above the simplest rudiments, (3) the number of teachers employed, and (4) the sources of income and amount expended : (1) Pupils.1 Pupils of primary schools . 170, 858 Pupils of model schools . 26, 378 Pupils of academies . . . . . . 38, 278 Pupils of colleges . 6,879 Pupils of normal schools . . . 330 1In addition to tbe number of pupils here tabulated there were in special schools 1,262 ; in univer¬ sities, 1.240 ; total, 243.225. EDUCATION IN FOREIGN COUNTRIES. CCLI (2) Branches. Pupils in history . 88^723 Pupils in arithmetic . . . - - - 165, 465 Pupils in book-keeping . . . - - 32, 1)70 Pupils in geography- . . . . 84, 546 Pupils in agriculture . 31,251 Pupils in industrial drawing . 59,834 ' (3) Teachers. Lay male teachers . . - . 497 Male teachers in religious orders. . . 602 Lay female teachers . . . - . . « 4, 448 Female teachers in religious orders . 1, 324 (4) General contributions. Paid by the ratepayers: Annual and special assessments . . . $639, 566 Assessments for construction of buildings . 60, 745 Monthly contributions . 1,181,034 Annual expenses of institutions of superior education . . 928, 394 Total . . . . . a . 2,809,739 Paid by the government : Superior education . . . 78, 410 Common schools . . . . . 155, 000 Schools in poor municipalities . 6, 000 Normal schools . . . . . . . . 46, 000 Schools for deaf-mutes . . . . . . 13, 000 Books for prizes . . . . . 9,500 Superannuated teachers . . . 8, 000 School inspection . . . . 28, 745 Council of public instruction . . 1, 500 Revenue from marriage licenses paid to Protestant schools . . . 6, 522 Total . . . . . . 352,677 The superintendent calls special attention to two suggestions made by the inspec¬ tors. The first is to determine the allotment of the subsidy granted by the legislature in proportion to the average attendance of the children at school, and not according to the census. The second relates to certificates of capacity. It would consist in abolish¬ ing the diploma for primary and second class schools and retaining only model school diplomas and those granted by normal schools. With reference to the latter the super¬ intendent observes : “It is founded on an undeniable pedagogical axiom, namely, that more cultivated fitness is required to teach a primary than to teach a model school.” It will be remembered that in order to meet the denominational differences of the people the school organization of Quebec is under the control of two committees, viz, the Catholic committee of the council of public instruction and the Protestant com¬ mittee. The report says : During the year a special effort has been made to increase the efficiency of the Protestant schools of the province by doing away with certain customs, such as board¬ ing around and frequent change of teachers, which prevailed in a large number of those schools. In order to secure the cooperation of all those interested in these schools a conference of the Protestant inspectors was held at the department early in January, when a definite program of desirable improvements Avas adopted, which was to be urged upon the attention of the school commissioners, trustees, and teachers of the Protestant schools. The English secretary of the department then visited the Protestant sections of the province and discussed the proposed changes with the com¬ missioners and trustees of each county, who were called together for that purpose. The proposed improvements were very favorably received at these meetings and the recommendations were adopted in almost every instance. A circular containing the recommendations which had been generally accepted was accordingly issued to com¬ missioners and trustees of Protestant schools. Among other measures the circular recommends that the custom of boarding teach¬ ers around be dispensed with, that a uniform series of authorized text books be in- CCLII REPORT OF THE COMMISSIONER OF EDUCATION. Bisted upon, that a course of study he provided for the guidance of elementary teach¬ ers,* and that the engagement of teachers he made upon a secure and permanent basis. The superintendent observes that the movement inaugurated by the Protestant committee for the improvement of the Protestant schools follows the same direction as that given to the Catholic schools of the province by the Catholic committee since 1876. From the financial statement it appears that the sum received by the Roman Cath¬ olic school commissioners of the city of Montreal for the scholastic year 1882-J83 was $154,866.80 and the sum disbursed by them was $146,238.72. The sums received and disbursed by the Protestant board of school commissioners for the same year were, respectively, $119,456.80 and $118,950.59. The report for l882-’83 contained information as to British Columbia and Ontario. Later information has been received from those two provinces, and also from Nova Scotia, Newfoundland, and Manitoba, but too late for notice in this report. Mexico, federal republic : Area, 743,948 square miles; population (1882), 10,046,872. Capital, Mexico; population (1882), about 300,000. Secretary of justice and instruction, J. Baranda. The date of the latest statistics from Mexico is 1875 (see Report of Cornu. issioner of Education for 1882-83), but certain items of general information as regards the edu¬ cational institutions of that country, particularly of the City of Mexico, are presented for 1883-84. In an address delivered on December 31, 1883, by Sefior Rafael Gallardo, president of the school board of the City of Mexico, an account is given of the diffi¬ culties encountered by the ayuntamiento in the discharge of their duties as guardians of primary education. The efforts made by them toward the more general diffusion of knowledge and toward improvement of the present system of instruction are also spoken of. Lack of means is deplored, and yet, in spite of inadequate funds, seven new schools were opened during the year, making a total of 88 under the immediate superintendence of the city council. An increase over the preceding year of 2,061 in the attendance of pupils and of $31,637 in expenditure is noticed. The salaries of teachers are paid punctually and the profession is held in high esteem. There is no law for compulsory education in Mexico, although it is believed that one will be passed ere long, as education is now considered to be of great importance, and not to be made subservient to any other branch. Senor Gallardo referred with pride to the vast improvements being made in the system of instruction ; a few years ago, while the government institutions were enjoying the highest advantages, conducted on a plan that was almost perfect, and producing results that surpassed many of the European colleges, the primary schools were comparatively neglected, the only step toward progress being the introduction of the Bell and Lancaster method. The ayun¬ tamiento awakening to the importance of keeping pace with the revolution that had taken place in Europe, and especially in Germany, in regard to elementary instruc¬ tion, resolved to introduce the objective and Kindergarten systems. The Mexicans gave the plan careful study and commenced by educating a corps of teachers who would be able to put it into efficient practice. For this purpose they founded the Academia de Pedagogia, composed entirely of professors (male and female) who have made a thorough study of the subject, both theoretically and practically. The new system has been introduced with great success in the schools, and it is thought will be universally adopted. An infant school, to aid the laboring class, has also been started. The children are kept there during the day while their parents are at work, and are taught the elements. Another interesting institution is the night school for workingmen, which has an attendance of 184. Among the benevolent institutions is La Cuna, a foundling hospital, which is divided into three departments, one for boys, * one for girls, and a third for infants of either sex. The little ones are furnished with playthings ; the larger ones are taught the branches of a primary education, as well as music, drawing, and all kinds of sewing. The “Hospicio” is another establish¬ ment, which contains some 800 boys and girls whose parents are either dead or unable EDUCATION IN FOREIGN COUNTRIES. CCL1I1 to car© for them. The elements of instruction are given in the building, and later the pupils are sent to the schools of arts and trades mentioned below. Sewing, lace work, and embroidery are also taught. Mexico is doing much toward educating her daughters, and the schools devoted to girls enjoy similar advantages to those for boys. The higher colleges, such as the preparatory school of San Ildefonso, have opened their doors to women, and quite a number have entered. The School of Arts and Trades for Women numbers 368 regular attendants, varyiug in age from girls of twelve up to women of middle age. Every kind of instruction is free of charge ; all materials and apparatus for work are likewise provided. The government also furnishes two substantial meals each day. Further assistance is given by offi¬ cials, who give orders for upholstery, book-binding, and also clothing for the charita¬ ble institutions of the city. Several hours each morning are devoted to the primary branches and book-keeping. Vocal and instrumental music and painting are taught. Moulding and gilding, manufacture of artificial flowers, printing, embroidery, manu¬ facture of trimmings, fringes, cords, &c., enter into the course. At Guadalajara, there is a similar school, where women are taught printing, photography, lithography, ste¬ nography, tailoring, shoemakiug, and stocking and cloth weaving. The Escuelade Artesy Oficios (for men) in the City of Mexico is somewhat similar to the one described above for women. In the morning primary studies, the higher branches, and mathematics are pursued ; French is obligatory. The school contains 170 boys, and the government spends about $48,000 annually on it, $12,000 being allowed yearly for the purchase of machinery, necessary apparatus, &c. Everything is free, and there are 50 scholarships, an allowance of $30 a month being given to the boys filling them. These scholarships are extended to all the national academies, the school of agriculture having 100 at its disposal, the preparatory 20, another school 10, and so on. When a boy has made good use of his opportunities he is al¬ lowed this pension for 5 years. A certain number of boys are also sent either to Europe or the United States, where they are permitted to stay 5 years, with a monthly allowance of $50. In this School of Arts and Trades much attention is devoted to car¬ pentry, the art of pottery, working in iron and brass, in electro-metallurgy, photogra¬ phy, lithography, and printing. There is also a gymnasium, where the boys are ex¬ pected to exercise daily. Music and drawing are among the studies. Two reformatory institutions are doing good work, viz, the Tecpara Reformatory, Santiago, and the correctional school of San Pedro y San Pablo. In the first mentioned the educational advantages are excellent, as the professors who give instruction in the various arts and trades are among the best in Mexico. Carpentry, weaving, shoemak¬ ing, printing, and tailoring are taught, and there is a complete orchestra. The insti¬ tution of San Pedro y San Pablo contains 300 pupils who are taken from the dregs of the population. There is a regular school course and the different trades are taught. The boys are also put through a course of military drill. Just as this report is going to press the Office is the recipient of a series of maps, diagrams, &c., bearing on education in Mexico and prepared for the Mexican exhibit at the exposition in New Orleans. They were kindly furnished by Senor Fernando Ferrari Perez, naturalist of the Mexican geographical exploring commission, presi¬ dent of the State University of Puebla de Zaragoza. The following statistics are taken from the chart of primary school instruction in the federal district, which includes the city of Mexico, the prefectures of Tlalpam, Tacubaya, Guadalupe Hi¬ dalgo, and Xochimilco ; it was prepared by Senor Rafael Perez Gallardo, member of the special committee from that district to the New Orleans Exposition. The number of primary schools was 400, with 657 male and 362 women professors, 167 male assistants and 165 female assistants. In these schools were 15,771 boys and 12,017 girls. The expenditures amounted to $341,032. 1 It may be well to state that these numbers cover both public and private institutions. Some are schools for adults, others for children. These figures show the state of the educational system of the federal district down to September, 1884. 1 The Mexican dollar is 86.4 cents. CCLIY REPORT OF THE COMMISSIONER OF EDUCATION. Guatemala, republic : Area, 41,830 square miles ; population (1883), 1,276,961. Capital, Santiago de Guatemala; population, 55,728. From the Informe dirijido alsefior secretario de fomento, sohre los trabajos practi- cados por la oficina de estadlstica en el afio de 1884 it is learned that $337,235 were appropriated for public instruction in 1883, of which $329,439 were appropriated by the state and $7,796 by the municipalities. The following account of the condition of education is taken from the An ales esta- dfsticos de la Reptiblica de Guatemala. Ano de 1883. Tomo II : Primary instruction. —The government of Guatemala, by a decree of December 13, 1879, guaranteed liberty of instruction, made primary education obligatory and lay and at public expense, and provided that reading, practical elements of the language of the country, object lessons, writing and linear drawing, geography and history, and morals and politeness should be taught in the elementary schools. Moreover, a course of complementary instruction was provided for those who wished to transcend the limits of primary instruction, and in this course Spauish grammar, book-keeping, elements of natural history, geography, and the history of Central America were taught. In 1883 there were 850 free public primary schools, of which 540 were elementary schools for boys, 230 for girls, 16 were mixed, 47 were night schools for artisans (men), 1 a night school for work girls, and 1 a Sunday school for the latter. The complement ary schools numbered 5 for boys and 4 for girls. The attendance was 39,642 pupils, 27,974 males and 11,668 females, and 735 male and 302 female teachers were employed. The appropriation was $241,499, so that each pupil cost an average of $6.09 a year. There is a system of school inspection, and the reports of the inspector led to a cor¬ rection of defects in instruction, &c., where any were found. Pedagogical confer¬ ences are also mentioned, which were attended by a large number of teachers. The private primary schools numbered 55, of which 48 were elementary and 7 comple¬ mentary, and had an attendance of 1,870 pupils. They were supported at an expense of $79,210, supplied by private individuals, and an appropriation from the govern¬ ment of $4,944, making a total of $84,154. Secondary instruction.— Che institutions of secondary instruction are established by the law of public instrucrion for amplifying the knowledge and instruction given in the elementary and complementary schools. Normal schools are included in the sec¬ ondary grade. Subjects of practical utility, such as modem languages, book-keeping, mechanics, &c., are included in the secondary course, in addition to those which are continuations of the elementary course. The most important of the secondary schools is the Natiohal Central Institute for Young Men, at Guatemala, which has a physical and chemical laboratory, a minera- logical and geological collection, &c., and a collection of all the products of the coun¬ try. This institution had a director and 27 teachers in the school year 1883-’84 and 259 students. The Central Institute for Young Women, which also has a physical and chemical laboratory and a large collection of scientific maps, had a principal and 10 teachers in 1883 and 112 pupils. There are 3 other secondary institutions in the country, which had 1 principal each and a total of 39 teachers and 336 students in 1883. The total expenditure was $79,528. Professional and special instruction. — The law school, the medical school, and the engineering school at Guatemala and the law school at Quezaltenango had 40 pro¬ fessors and 133 students, of whom 52 were law students, 70 were medical, and 11 were students of engineering. These institutions cost $24,903 in 1883. The special institutions are the national school of music, with 1 director and 6 teachers and 66 students in 1883 ; the business college, with 6 teachers, besides the director, and 50 students ; a deaf-mute college, with 1 teacher and 1 director and 9 students; a drawing school, with a director and 1 teacher and 62 students, and a school of arts and trades, with a principal, 6 teachers, and 55 students. These insti¬ tutions received an appropriation of $21,726. EDUCATION IN FOREIGN COUNTRIES. CCLV Costa Eica, republic: Area, 20,040 square miles ; population, 190,000. Capital, San Jos6 ; population, 18,000. According to the Memoria de relaciones exteriores, instruccidn ptiblica, justicia y gra- eia, culto y beneficencia, primary instruction is gratuitous, obligatory, and in charge of the state in this republic. In the province of San. Jos6 54 schools were reported, with a total of 3,062 pupils. The course of study embraces reading, orthoepy, writing, or¬ thography, arithmetic, geometry, history, geography, Castilian grammar, Christian doctrine and morals, and, in the schools for girls, needlework and embroidery. In the province of Cartago 39 schools and 2,893 pupils are found. The branches are reading writing, arithmetic, grammar, geography, morals, and religion. The girls in all the provinces have instruction in needlework and embroidery. In the province of Alajuela reading, writing, religion, morals, politeness, profane and sacred history, Castilian grammar, elements of geography and geometry are taught in the 71 schools to 3,345 pupils. The province of Heredia has 30 schools and 1,973 children in attend¬ ance. The course of study is the same as in the province of Cartago. The Guanacaste province has 35 schools and 1,114 pupils. Here the studies vary according to the schools. In the central schools for boys they are reading, writing, arithmetic, grammar, geog¬ raphy, geometry, sacred history, religion, morals, and politeness. In the central schools for girls the studies are the same, except geometry, which is replaced by handi¬ work. In the elementary district schools for boys, reading, writing, arithmetic, religion, morals, politeness, and sacred history are taught; in those for girls, handiwork is added. In the district of Puntarenas, which includes Puntarenas, Esparta', and Nan¬ ces, there 5 schools and 250 pupils. . The course of study comprises reading, writing, arithmetic, geography, religion, Castilian grammar, morals, and sacred history, A lack of competent teachers is spoken of for the primary grades and the suggestion is offered that a normal school be created in each province so as to produce a finer corps of teachers. Secondary instruction is represented by the following colleges : The Instituto Univer- sitario de San JosO, which was opened May 4, 1884, has courses leading to bachelor and master of arts, and preparatory literary and scientific courses; the Colegio de San Luis Gonzaga, founded in 1869, and having 106 pupils in 1883; the College of San Augustin, in the province of Heredia, with 22 pupils and a 6-year course ; the College Seminary of the Compania de San Vicente de Paul, a 6-year course, leading to b. a. and m. a.; the Colegios de Nuestra Senora de Si6n, for girls, situated in San Jos6 and Alajuela ; the Colegio del Sagrado CorazOn de Jesfis, which had prepara¬ tory, middle, and superior classes, with 112 pupils in 1884; the Colegio Central, which had 78 pupils in the preparatory and higher division ; and the Colegio Josefino, from which no information was received. In the colleges for boys there are courses in the humanities, philosophy, industries, agriculture, and commerce according to regulations of 1869. Still up to the present time the courses have been mainly literary, owing to the lack of proper apparatus for scientific branches. Changes are to be made, how¬ ever, in this matter, and a bill is under discussion to reform secondary education, while, in regard toprimary instruction, a delegate has 'been sent to New York to study the American system with the object or making material changes in that grade. Professional instruction is limited to the faculty of jurisprudence, created by law of July 4, 1874, and that of civil engineering, by law of November 17 and 18, 1881, al¬ though it is intended soon to open schools of medicine, surgery, and pharmacy. The Universidad de Santo Tom^s, however, has courses for both secondary and professional instruction, and considerable apparatus for natural and physical sciences and mathe¬ matics has been gathered together here. The reason stated for the lack of professional schools is that many students in the numerous secondary schools are required by their parents to enter into agriculture or commerce as a means of livelihood and no oppor¬ tunity is given to continue in higher branches of education. CCLVI REPORT OF THE COMMISSIONER OF EDUCATION. V.— South America. Argentine Republic: Area (estimated): provinces, 515,700 square miles; territories, 609,380 square miles; population of provinces (1882), 2,830,000; of territories, 122.763. Capital, Buenos Ayres; population (February, 1884), 283,758. Minister of justice, worship, and public instruction, Dr. Eduardo Wilde. President of the national council of education, Dr. Benjamin Zorriila. An important movement in education was the promulgation of the law on public education on July 8, 1884. The following is a summary of the leading features of the law : The school age is from 6 to 14 years and primary instruction is obligatory, free, and graded, and must be given in accordance with the principles of hygiene. Instruction may be given iu public or private schools or at home and is to be tested by examinations. Attendance will be enforced by admonition aud fines, and, in ex¬ treme cases, children may be taken to school by the authorities. In the cities every neighborhood of from 1,000 to 1,500 persons, and in the country every neighborhood of from 300 to 500 persons, constitutes a school district and is entitled to at least one public school, in which the primary instruction prescribed by the present law shall be given in all its extent. This obligatory instruction comprises the following subjects as a minimum : reading and writing, arithmetic (the first four rules for whole numbers, the decimal metric system, and the national law for mouey, weights, and measures), geography of the Argentine Republic and elements of general geography, history of the republic and elements of general history, native language, morals and politeness, elements of hygiene, of mathematics, physics, and natural history, elements of drawing and vocal music, gymnastics, and the national constitution. Girls are also obliged to learn handiwork and the rudiments of domestic economy and boys must receive instruction in light military exercises and, in the country districts, in agriculture and stock raising. Religious instruction is to be given by the authorized ministers of different sects to the children of their respective faiths before or after school hours. Children from 6 to 10 years old will be taught, preferably in mixed schools, by female teachers. Besides the common primary schools (divided into in¬ fant, elementary, and superior schools), Kindergarten, adult, and ambulatory schools are established in suitable districts in town and country, as found desirable. In building school-houses and providing furniture and material for them the princi¬ ples of hygiene are to be observed. Medical and hygienic inspection of schools is obligatory, as is also vaccination of the pupils at certain periods. An annual census is to be taken of all persons in charge of children of school age, giving the number, age, sex, and religion of such persons and the domicile of the children. Persons not complying with this section of the law will be fined, as will also teachers who receive unenrolled children into their schools. A register of attendance must also be strictly kept. Non -attendance at school will be punished and complete school statistics are provided for. Public school teachers are required to possess certificates or diplomas of capacity as graduates of normal schools, or, if foreigners, they must obtain them from the school authorities. They are required to teach according to the prescribed programs, attend lectures on pedagogics, keep the registers of attendance, statistics, &c., and are forbidden to receive any emolument from the parents of the children, award any unauthorized prizes, inflict corpoijal punishment, or exercise any calling which may interfere with their duties as teachers. Provision is made for pen¬ sioning teachers who have become incapable of further service. Twice a year the primary schools of each district are to be inspected with a view to ascertaining their actual condition in respect to instruction and their conformity to the requirements of hygiene. A permanent common school fund is established by setting aside a percentage of the amounts received from the sale of public lands, from fines, &c. The administra¬ tion and direction of schools is in charge of the national council of education, which is established at Buenos Ayres under the ministry of public instruction. This council is required to submit an annual report to the minister and has full control over all school affairs in the country. The council held a hundred sessions in 1884, reports of which are published in El Monitor de la Educacion Comun, which contained the law abovo given. EDUCATION IN FOREIGN COUNTRIES. CCLYII The following statistics of primary education are taken from the Informe sobre el estado de la educacion comun en la capital, proyincias, colonias y territories na- cionales, durante el ano 1883, by Dr. D. B. Zorrilla, president of the national council: Nine new schools were erected in the capital district during 1883 ; the maximum en¬ rolment was 23,588 and attendance 20,050, against 21,698 and 17,885, respectively, the previous year. Adding the figures for private schools to the above, it is found that there was a total enrolment of 35,265, with a mean attendance of 30,387. The school population was 51,785. The average of public schools of all kinds in operation in the capital during the year was 170, with a maximum of 175 in July and a minimum of 152 in December. The average number of teachers was 500, the average enrolment was 21,906, and attendance 18,787. The average monthly outlay for salaries, rents, &c., was 34,261.56 pesos fuertes. There were 118 private schools, with 545 teachers, 11,679 en¬ rolled pupils, and an attendance of 10,337. The following is a statement of the con¬ dition of primary education in all the provinces of the republic as far as the number of schools, teachers, and pupils can show it. The table does not include normal schools and national colleges, which are said to have increased in the last few years, because such institutions are without the jurisdiction of the authority which pre¬ pared the report. Provinces and terri¬ tories. Number of schools. Number of teach¬ ers. Enrolment. £ 9 « ® ►» u © c2 ^ _ £_j +3 rfl ^ d w* © t o £• EH Monthly ex. penditure for teach¬ ers. Male. Female. Total. Boys. Girls. Total. ubiic schools. Teachers graduated from this school find employment very readily and are said to give general satisfaction. The State appropriation for the year was $2,000; the number of differ¬ ent normal pupils, under 4 instructors, 195; graduates of 1883 (from the lower normal class), 6 ; years in full course of study, 4. Statistics of 1883-784 are the same. Tuskegee Colored Normal School, Tuskegee, also increased its teaching force in the last half of 1882-’83 by aid received from the Peabody fund and from the Slater fund. A model school connected with the normal gives opportunity for practice in teaching. The studies pursued cover 4 years and include the branches taught in the State schools, with (raining in methods of instruction.1 The number of different normal pupils, under 4 instructors, was 126 in 1882-83 and 175 in 1883-’84. As the school was opened in 1881, no regular class can be graduated till 1885. ADDITIONS TO THE STATE NORMALS. The legislature in 1883 authorized two additional hormal schools to begin work for the State, one at Jacksonville, the other at Livingston. Both are for white teachers and each is to receive an annual appropriation from the State of $2,500. A circular of the school at Jacksonville announces that special attention will he given to pedagogics and didactics, as well as to thoroughness of instruction in the scholastic branches, academic and professional training being in large part blended. Calisthenics, vocal music, writing, and geometric and freehand drawing will be taught as part of the course, while instrumental music, French, and German will be optional. A primary school, attached to the normal, will serve as a preparatory school to it, and also as a model school for practice. Normal pupils, 25 in 1883-84. The Alabama Normal College, Livingston, is to be a branch of the Livingston Acad- 1 The plan is said to he to have the normal stiidents study with the others during the first three years and attend in the fourth to methods of instruction. 8 REPORT OP THE COMMISSIONER OF EDUCATION. erny, a high grade school for girls, which, in return for an annual appropriation of $2,000 for tuition of normal pupils and $500 for school appliances, is to employ a large part of its teachers in training young women for State school work in 1883 and to en¬ gage additional teachers for this purpose in 1883-’84 and subsequently. A late report lor that year gives 112 normal pupils. OTHER NORMAL INSTRUCTION. Bust Normal Institute , Huntsville (Methodist), reports 151 pupils for 1883-’84, of whom TO were pursuing normal studies, 17 in a higher and 53 in a lower normal course, each course being of 3 years. The remainder of the students were engaged in primary and preparatory studies, which cover 2 years. Alabama Baptist Normal and Theological School, Selma, has a normal course which in 1882 covered 3 years, with the offer, also, of instruction in cookery, sewing, care of the sick, &c., for young women, and in the elements of agriculture and mechanics for young men. Instructors, 5 in 1882-’83 ; students, including 50 theological, 148. The normal department of Talladega College, Talladega (under the auspices of the Amer¬ ican Missionary Association), has a 4-year course in studies that prepare for teaching, with optional instruction in elementary agricultural and mechanical industries, in which there were 64 students in 1882-’83 and 57 in 1883-’84. INSTITUTES. County institutes, now required by law in every county, were very generally held throughout the State during 1883. The superintendent says their uses and objects are becoming more thoroughly understood, and that they are conducted with a view more to practical improvement than to rhetorical display and literary entertainment. Nothing is said respecting them in the State report for 1883-’84. SECONDARY INSTRUCTION. PUBLIC HIGH SCHOOLS. Alabama makes no provision for public schools of this class, and the reports from cities, where alone they would be likely to exist, are too meagre in details to enable one to determine whether they are held. At Huntsville, in 1882-’83, there appear no students in such higher studies as algebra and natural philosophy ; at Eufaula, only 1 in algebra, none in natural philosophy ; at Birmingham, fast growing and prosper¬ ous, 40 in each study; at Montgomery, the State capital, 160 in the former and 60 in the latter ; at Selma, 58 in the former and none in the latter. OTHER SECONDARY SCHOOLS. For information concerning business colleges, private academic schools, and pre¬ paratory departments of colleges, see Tables IV, VI, and IX of the appendix; and for summaries, see corresponding tables in the report of the Commisskmer preceding. SUPERIOR INSTRUCTION. COLLEGES AND UNIVERSITIES FOR YOUNG MEN. The collegiate institutions of this class are the University of Alabama, Tuscaloosa; Southern University, Greensboro’; Howard College, Marion; and Spring Hill Col¬ lege, Mobile. All 4 offer preparatory and classical courses, and all but Spring Hill scientitic; this and Howard give instruction in business; Howard, in theology; the State University, in law ; and Spring Hill, in music. French and German form a part of the course in all. The University of Alabama, in common with many kindred institutions at the South, distributes the studies of its 4-year classical, scientific, and engineering courses among 10 schools, each school having its own head, whose whole attention is given either to a specific study or to two or three closely related ones. Appropriate combi¬ nations of thesa studies go to form a classical and a scientific course, which are tbe same for the first 2 years and which lead alike to the degree of a. b. ; while other combinations beyond the first year, which is the same with the foregoing two, lead to the degree of bachelor of engineering. Students that are unable to complete either of these regular courses may take an eclectic course combining the studies of at least 3 schools, and by satisfactory completion of the subjects taught in these may have a certificate of graduation in them. Such as get 90 per cent, or more of all the merit marks attainable in 3 or more of the collegiate schools, with 90 per cent, upon an average in other studies, are put upon the merit roll of distinguished students. ALABAMA. 9 The degree of a. m. or of civil engineer is obtained by such bachelors of arts or of engineering as pursue advanced studies in arts, science, or engineering under the direction of the professors at the university for a year after graduation and reach 90 per cent, of the merit marks possible at the final examination. Southern University and Howard College have their studies also arranged in schools, and each has a specific master’s course for the attainment of the degree of a. m. Spring Hill College has the usual Roman Catholic combination of primary, grammar, and collegiate studies, these last covering apparently only 3 years. For statistics of all these, as far as given, see Table IX of tho appendix ; for a summary of such statistics, a corresponding table in the report .of the Commissioner preceding. INSTITUTIONS FOR THE SUPERIOR INSTRUCTION OF YOUNG WOMEN. Of this class of schools 12 are borne on the lists of this Bureau and 8 make reports more or less full for !882-’83or 1883-84. Several, according to a common southern custom, arrange their studies in schools, with such grouping of the subjects of study in these schools as to form a fair classical curriculum, or, for those who wish it, an eclectic course. German and French, music, drawing, and painting are generally offered, and 1, Judson Female Institute, Marion, adds telegraphy. For statistics of these, see Table VIII of the appendix to this volume; for a sum¬ mary of their statistics, see a corresponding table in the report of the Commissioner preceding. SCIENTIFIC AND PROFESSIONAL INSTRUCTION. SCIENTIFIC. Alabama Agricultural and Mechanical College, Auburn, presents 2 regular courses of study for degrees, one in agriculture and chemistry, the other in mechanics and engineering, each requiring 4 years for completion. The board of trustees having decided in Juno, 1883, to devote attention in future almost exclusively to branches pertaining to agriculture and the mechanic arts, the courses of study have been re¬ modelled in order better to carry out this purpose. A special professor of agriculture was added to the faculty, the State agricultural experiment station was established at the college, and liberal appropriations were received from the State for the better equipment of the farm and the scientific department. The college thus appears to be now fully in accord with the purpose for which it was founded by Federal and State law: to give a liberal education to the industrial classes. Provision for scientific instruction is also made in Southern University, Howard College, and the State University, the last two presenting courses in general science and in engineering which cover substantially 4 years in each. For statistics, see Table X of appendix; for a summary of them for the State, a corresponding table in the report of the Commissioner preceding. PROFESSIONAL. Theology , in 3-year courses of 32, 36, and 44 weeks each year, receives attention in the Alabama Baptist Normal and Theological Institute, Selma ; the Talladega Theo¬ logical Seminary (Congregational), a department of Talladega College ; and the Insti¬ tute for Training Colored Ministers, Tuscaloosa, established by the General Assembly of the Presbyterian Church in the United States. Howard College offers free tuition to theological students and gives them whatever other encouragement and assistance is possible, always preferring them in filling the suboffices of the college to which re¬ muneration is attached; but no special provision for theological training appears in its catalogues. In the Alabama Baptist Institute were 43 students for the ministry in 1883 and 50 in 1884 ; at the Talladega Seminary, 14 in 1883 ; at the Tuscaloosa school, 31 in each year. Legal instruction is still given in the law department of the University of Alabama, Tuscaloosa, the course of 3 terms comprising 5 months each. The entire course, how¬ ever, may by diligent application be completed in 10 months, or one college year. All students in this department are allowed to take the studies of any one of the academic schools of the university free of charge. Graduates are admitted to practice in the several courts of the State. Tho Medical College of Alabama — organized in 1859, closed during the war, and re¬ opened in 1868 — provides a 2-year course of 20 weeks each, and recommends, but does not require, a 3-year graded course. There are no requirements for admission; for graduation there must have been 3 years’ study of medicine, attendance on 2 full courses of lectures, and a satisfactory examination before the faculty. Graduation at this college or at any other does not confer a right to practise medi¬ cine in the State. To secure this right, graduates must obtain certificates of qualifi- 10 REPORT OF THE COMMISSIONER OF EDUCATION. cation from the medical examining hoards of the counties in which they expect to practise. Non-g> aduat es must obtain a like certiiicate from the board of censors of the State medical association. Persons purposing to begin the study of mediciuo are ex¬ amined as to their preparation for such study by the county boards of censors. SPECIAL INSTRUCTION. EDUCATION OF THE DEAF AND DUMB AND OF THE BLIND. At the Alabama institution for the above classes there are reported for the 2 years ending September 30, lfc84, 106 pupils, under 8 instructors, besides a principal, master of shops, matron, and assistant matron. A few other pupils had been admitted and had remained a short time, but were not continued on the roll. ' Of the number given, 72 were deaf and 34 blind; 58 males and 48 females. The average attendance had been 83. Of the whole number none had been seriously ill during the 2 years. Of the teachers, 4 were for the deaf, 4 for the blind. Only whites are included in the school, the State having thus far no provision for the instruction of the colored mute and blind. EDUCATIONAL CONVENTIONS. STATE ASSOCIATIONS. There are in Alabama two organizations bearing the name of State Teachers’ Asso¬ ciation, one for the white teachers, the other for the colored. The former held a meet¬ ing at Talladega, July 5-7, 1883, with an attendance of 70 delegates, at which were presented such topics as “The Ileness and Sauveur methods of teaching languages,” by C. A. Grote, of Greensboro’ ; “ The duty of pareuts to schools,” by Dr. H. D. Moore, of Prattville ; “A model lesson in natural philosophy,” by Prof. S. C. Caldwell, of Rome, Ga. ; “Thorough education of women,” by Mrs. Craig, of Talladega ; “ Useless labor in the school room,” by Prof. O. D. Smith, of the State Agricultural College, and “ Methods of teaching the blind,” by Professor Graves, of the Alabama Institution for the Deaf and Dumb and the Blind; after which came the discussion of a resolution looking to the appointment of a committee of two from each congressionial district to consider and report upon such amendments to the school law as might give it greater force and efficiency. Whether this finally passed it is difficult to tell from the only report that has come to hand. The meeting of teachers of colored schools was held at Montgomery, and is said by Superintendent Armstrong to have been well attended and to have elicited consider¬ able discussion of topics germane to the purpose of the association, but no distinct report of it has come to hand, beyond a general statement that the proceedings evinced a high degree of intelligence and a spirit of progress that was very creditable. Meetings of both associations were advertised for 1884, that for teachers of schools for whites to be held at Florence, that for the teachers of schools for colored youth at Tuskegee, but no report of proceedings has been received in time tor notice, ex¬ cept of the former, which was held July 1-3, and in which were discussed in a prac¬ tical way many questions relating to methods of classification, instruction, and dis¬ cipline in the public schools, such as the time for beginning to teach spelling, and whether with a book or by dictation exercises; the order and number of daily class exercises; the question whether quiet will power or the rod should be employed in government; the uses and abuses of examinations in school. The decisions seem to have been against the old formal spelling by book and in favor of dictation ; in favor of well settled but not too fortual class exercises ; in favor of calm will power rather than the red, but with the acknowledgment that the latter must be used sometimes ; while as to examinations it seems to have been held that they form a necessary test of thoroughness. CHIEF STATE SCHOOL OFFICER. Hon. H. Clay Akmstbong, State superintendent of education , Montgomery. [Second term, December 1, 1882, to December 1, 1884.] Mr. Armstrong, having been elected to tbe State house of representatives in the August before the expiration of his term as superintendent is understood to have resigned the superinteudency on the assembling of the legislature (of which he was made speaker), and to have been succeeded by Hon. Solomon Palmer, in November, 1884. ARKANSAS. 11 ARKANSAS. STATISTICAL SUMMARY. | 1882-’83. 1883~,84. Increase. Decrease. POPULATION AND ATTENDANCE. White youth of school age (6-21) . Colored youth of school age . Whole number 6 to 21 years old . Whites in public schools . Colored in public schools . „ . Whole enrolment of both races . Average daily attendance of whites . Average daily attendance of colored . Whole average attendance . Per cent, of enrolment to school youth... I 227,533 ! 76, 429 303,962 84, 101 i 28, 132 | all2, 233 36. 92 241,927 74,429 316, 356 115, 648 37, 568 al53, 216 48. 43 14, 394 X 000 12, 394 31, 547 9, 446 40, 983 11.51 SCHOOL DISTRICTS AND SCHOOLS. School districts recognized.. _ Number of these reporting . School-houses built in the year. Whole number of school-houses 3, 073 1,410 '216 1,372 3,377 1,775 263 1,453 304 365 47 81 TEACHERS. Men teaching in public schools . . Women teaching in public schools . . Whole number, male and female . . FINANCIAL STATISTICS. Expenditure for public schools . Expenditure per capita of school youth. . Expenditure per capita of youth enrolled Estimated value of State school property Amount of permanent school fund . Average monthly pay of teachers . 1,948 2,236 288 514 663 149 2, 462 2,899 437 , &$479, 471 6$561, 745 $82,274 1 57 1 77 0 20 4 27 ? 92 c464, 248 c921, 829 457, 581 164, 000 170, 347 6,347 a Enrolment for both years imperfectly presented, nearly a third of the districts failing to report it. b One county not reporting in 1883 and 8 in 1884. c Eight counties not reporting in 1888 ; 9 in 1884. (From figures furnished by State Superintendent W. E. Thompson for the two years indicated.) STATE SCHOOL SYSTEM. GENERAL CONDITION. From the failure of many district officers to make report to the State office, it is evident that school interests have not yet awakened the enthusiasm they deserve ; but, notwithstanding this, an increase of 304 in recognized school districts, of 365 in the number of these reporting, of 40,983 in enrolment of school youth, of 437 in the teachers employed, and of $82,274 in the expenditure for public schools reported shows most decided educational progress. The much enlarged percentage of youth act¬ ually in the public schools and the fact that school property was almost doubled in estimated value are especially encouraging : while the number of additional teachers indicated may be so, and would be so if the majority of them were competent and were employed steadily through the school term. The small amount of normal train¬ ing in the State makes the question of general competency doubtful. As to the ques¬ tion of continuance in service, there is but scanty information. Superintendent Thompson thinks that the figures for youth of school age and youth 12 REPORT OF THE COMMISSIONER OF EDUCATION. enrolled in public schools do the State injustice, as the enumeration of the former, be¬ ing a condition of State aid in proportion to the number, is carefully and generally made, while the enrolment, bringing no such aid, is by many districts not reported. The per cent, of enrolment to school youth thus seems much smaller than it is, and, even if reported to the full, would seem comparatively small, because few from 6 to 7 years old are sent to school and few between 17 and 21 continue in it, while pupils in the State University, in the schools for the blind and for the deaf, with all in de¬ nominational or private schools and colleges, though included in the enumeration, are not counted in the enrolment as it is now reported. To remedy all this to some extent and to secure better reports and better school work, the superintendent urges (1) county superintendency, fairly paid, for visiting and stimulating schools and se¬ curing fuller reports; (2) better school directors, chosen at the general election, to look after individual district schools and report on them to the county superintend¬ ent: (3) the institution of county boards of education, to be composed of the existing county examiners and of two intelligent citizens in each county, to be associated with the examiner in the examination and licensing of teachers and the selection of text books for the county schools, for 3 or 4 year terms ; (4) free text books for the free schools, to secure uniformity, save much expense, and prevent the waste of time now general in the first few weeks of school from want of books or want of uniformity in them; and (5) a township system, instead of or with the district one, to consolidate school funds, give better school-houses, better teachers, and better appliances for work ; among these a gradation even of the country schools. It is to be hoped that his recommendations may be heeded and some progressive action on them set on foot in the interest of efficiency and of a true school economy as well. ADMINISTRATION. The system is administered by (1) a State superintendent of public instruction, elected by the people for 2 years ; (2) a board of commissioners of the common school fund, of which the superintendent is secretary ; (3) a county examiner for each county, appointed by the county courts, and (4) district directors (3 for each district), elected by the people for 3-year terms, with liability to change of one each year. Annual re¬ ports of school statistics must be made by district directors to county examiners, by examiners to the State superintendent, and by him to the governor. Directors fail¬ ing to make the report required are personally liable for any loss of public funds that may ensue from such neglect, and also liable to a considerable fine for neglect of duty. Teachers are required to keep a register of school statistics and to make full report of all school attendance, work, &c., or forfeit pay for the last month taught. They arc also required to attend the county institutes held for their improvement, and may not be charged for loss of time at school incurred by such attendance. In the inter¬ vals of public schools they may, with consent of their directors, teach a private school in the district school-house. For the educatioual requirements made of them, see Prep¬ aration and Qualifications of Teachers, further on. Separate schools for whites and blacks are required, as in other Southern States. The prescribed studies in them are the ordiuary English ones, no provision being made for high schools, except in cities and towns. The books for study are selected by the State superintendent. FINANCES. The means for the support of the State system of public schools are derived from the income of a State school fund, from a per capita tax of $1 on men over 21, from such appropriations as the legislature may set apart, and from optional district taxes, the last limited to 5 mills on $1 of the assessed valuation of property subject to tax¬ ation. If in any district the public school funds, with local taxes, should be insuf¬ ficient to sustain a school for the minimum term (3 months), district directors may determine that no school shall be taught therein during such year. A id from the Peabody fund to the amount of $4,050 was received for 1882-’83 and 1883-84, of which $1,000 was for graded schools and the remainder for the improve¬ ment of the teachers of the State through institutes and other normal training. NEW LEGISLATION. The State report for 1882-’83 and 1883-’84 gives no intimation of any new legisla¬ tive action respecting the school system, though it presents, as may be seen in what has beeu already said, an urgent call for many modifications of that system. SCHOOL SYSTEMS OF CITIES WITH 7,500 OR MORE INHABITANTS. LITTLE ROCK. Administration. — The school system in the capital of the State is administered by a board of school directors of 6 members, chosen for terms of 3 years, with annual change of 2. This board employs the teachers, manages the finances, and with the ARKANSAS. 13 aid of a superintendent, chosen by itself, and of a board of 4 visitors and examiners, of whom the superintendent is one, determines the qualification and grade of service of each teacher thus employed. The school year for the city is of 9 months. Statistics. — Population of the city by United States census of 1880, 13,185 ; children of school age (6-21) in 1882-’83, 6,875; in 1883-84, 7,132 ; average attendance in the former year, 1,794 ; in the latter, 1,822; teachers employed, 36 in l882-’83 ; in 1883- 84, 37; expenditures in the former year, $30,804; in the latter, $25,327. Additional particulars. — Of the $30,804 of school expenditure in l*82-’83, $5,075 went to complete the payment for a new school building, valued, with site, furniture, &c., at $25,000. The number of school buildings, including this, appears to have been 7, with a total valuation of $79,300. The grades were 9 below the high schools, of which there was 1 for each race, with courses of 4 years. At the close of 1882-’83, Superintendent J. M. Fish, after 7 years of efficient service, resigned his office and was succeeded by Mr. J. R. Rightsell, who had been principal of one of the city schools. PREPARATION AND QUALIFICATIONS OF TEACHERS. GENERAL STATE REQUIREMENTS. To make sure that the teachers of its public schools shall be duly qualified, the State requires each county examiner to hold quarterly, at the county seat, after 20 days’ previous notice to the directors of each school district, an examination of such persons as apply for it with a view to teaching. This examination is to be in the studies prescribed for the public schools. If convinced, from his test of the candidates, that they are competent to teach these school studies successfully and he has evidence that they are of good moral character, he is to give to each a certificate of a grade corresponding to the qualifications shown. The grades of such county certificates are 3, the first valid in the county for 2 years, the second for 1 year, and the third for 6 months. The questions for the examinations are prepared by the State superintend¬ ent, who also has authority to examine candidates for life certificates, good through¬ out the State, which are granted when candidates pass satisfactorily, not only in the usual school studies, but in 10 higher branches indicated and in the theory and art of teaching. Without a certificate of one or other of these grades no person may re¬ ceive pay tor teaching in an Arkansas public school. STATE NORMAL TRAINING. To prepare teachers for its public schools, Arkansas has, since 1872, offered instruc¬ tion at its Industrial University at Fayetteville (1) in common school studies and (2) in the science and art of teaching them, the course at first being of 2 to 4 years, then of 2 only, and subsequently of 4, all meant to be for whites only. Since 1875 like instruction has been offered to colored pupils in a branch normal college of the univer¬ sity, at Pine Bluff, where there has been a choice between a 2-year and 4-year course. As far as the measure of students’ preparation would admit, ithas been meant that the courses should substantially correspond in both institutions, and the rule has been that an equal number of each race might receive appointments to free scholarships on pass¬ ing satisfactorily an examination in elementary English studies before their county judge or some one acting for him. Provision has been liberally made by the trustees of the university for the admission of 400 normal students to one or other of the above named institutions free of charge for tuition, on the certificates of county judges that they have passed such examination; but, for some reason unexplained, comparatively few appear to have availed themselves of this provision, no distinctively normal stu¬ dents being indicated in the reports from the university for 1882-’83 or 1883-84; 1 at Pine Bluff only 40 normal students appear in these years, the greater part of all the students there in both years being in preparatory classes, under 6 resident instructors in Vue year, 3 in the next. Through aid from the Peabody fund the State was enabled in 1882-’83 to expend $1,200 for fuller normal training of its teachers in institutes and $1,250 for the prepa¬ ration of specially selected teachers at the Southern Normal College, Nashville, Tenn. The institute training, according to the rule of the Peabody trustees, was to be prac¬ tical, adapted to the needs of public school teachers, and continued for some weeks. The instruction at Nashville, in which 8 students from this State participated, is of a character fitted to prepare for a high grade of school work. OTHER NORMAL TRAINING. A normal department at Southland College , near Helena, under a lady principal who is a bachelor of science, reports 38 normal pupils for 1882-’83, of whom 1 was graduated, the other pupils numbering 135. A report from the same for 1883-’84 shows 61 normal students and 250 others, 4 of the normal pupils graduating in the year. Instruction in JNews has come of the suspension of the normal department at the university in the fall of 1884. 14 REPORT OF THE COMMISSIONER OF EDUCATION. the theory and practice of teaching, as well as in the studies that prepare for it, is given, apparently to both sexes, while for girls this is supplemented by a training in housewifery in the dining room, kitchen, laundry, &c. The college received in 168:1 an addition of more than $30,000 to its endowment funds, enabling it to enlarge consider¬ ably its facilities fortraiuing. Instructors, 5 in 1863 and 4 in 1884; normal graduates that had engaged in teaching, 8 according to one return, 17 according to another. St. John’s College, Little Rock, shows by a circular that it continues to offer instruc¬ tion in the theory, practice, and art of teaching, which, as the last catalogue of the col lege received states, covers a course of 3 weeks. At Russellville, as appears from the State report, a normal department was added in 1882 to the graded school system of the place, the person in charge of it being a graduate of the Northwestern Normal University of Ohio. teachers’ institutes. For the imx>rovement of the teachers of State common schools, the State superin¬ tendent of public instruction is required to hold a teachers’ institute annually in each judicial district of the State, to be called a normal district institute. Each county examiner is also, personally or by deputy, to hold a county institute, which it is the duty of the teachers to attend. In 1883 the former requirement was carried out by holding, during the summer, in each judicial district, a 2- week institute, conducted by gentlemen of large experience, who had given special attention to the science and art of teaching. In 1864 the judicial districts were divided into subdistricts and an institute of a week’s duration was held in each. More than 800 teachers were en¬ rolled in the former year ; in the latter, not quite so many. EDUCATIONAL JOURNALS. • The Arkansas School Journal, which closed its second volume in October, 1882, was succeeded in January, 1883, by Kellogg’s Eclectic Monthly and Educational Journal, Little Rock, which ended with the number for July of the same year. It was fol¬ lowed, January, 1884, by the Arkansas Teacher, pubiished at Russellville, under the editorship of Principal Josiah H. Shinn, of the Russellville public schools. Of duo¬ decimo size only in the first 6 numbers, it was enlarged to quarto size in the seventh, and promises, if continued, to be a useful adjunct to the educational work of the State. SECONDARY INSTRUCTION. PUBLIC HIGH SCHOOLS. Until 1881-’82 the high schools for white and for colored pupils at Little Rock formed almost, if not absolutely, the only schools of this class in the State. Greater educa¬ tional enthusiasm in that year led to the establishment of others at Russellville, Lonoke, Fort Smith, and elsewhere, while another was projected at Hot Springs. Reports sufficiently full to determine the character and standard of these latter ad¬ ditions are wanting. OTHER SECONDARY SCHOOLS. For statistics of business colleges, private academic schools, and preparatory schools of colleges, see Tables IV, VI, and IX of the appendix, and for a summary of such statistics for the State, see corresponding tables in the report of the Commissioner preceding. SUPERIOR INSTRUCTION. UNIVERSITIES AND COLLEGES FOR BOTH SEXES. Six universities and colleges, all open to both sexes, report for 1883-’84, viz : Ar¬ kansas College, Batesville; Cane Hill College, Boonsboro’ ; Arkansas Industrial Uni¬ versity, Fayetteville ; and St. John’s College, Philander Smith College, and Little Rock University, all three at Little Rock. Judson University, Judsonia, has not been in operation since 1882, and St. John’s College is said to have been also sus¬ pended since its last report. Its real estate had been in litigation and continued to be when last heard from, August, 1884. Little Rock University, chartered in June, 1883, had 15 collegiate students in attend¬ ance during its first year, ending at that date. Its curriculum embraces preparatory, classical, and scientific courses, with colleges of medicine, law, music, and modern lan¬ guages, the college of medicine being for the present represented by the medical de¬ partment of the Arkansas Industrial University. Its college building, going up in 1883-’84, was to cost $30,000, of which $15,000 were to come from citizens of Little Rock. Philander Smith College, for colored youth, hitherto reported among schools for sec¬ ondary instruction, has a collegiate department, with the usual 4-year course for the degree of bachelor of arts, in which 2 students were enrolled during 1883-’84. Its other departments were primary, preparatory, theological, and musical. The college ARK AN'S AS. 15 edifice, recently erected at a coat of $10,000 by Mrs. Philander Smith, of Oak Park, Ill., will accommodate about 40 boarding and *200 day pupils. Mrs. Smith also gave $1,000 towards the erection of a building for a college industrial homo, in which the young women are to be trained in household arts and industries. The building was nearly completed in January, 1864. The Arkansas Industrial University , as last reported, presents 8 regular courses of study, the classical, Latin letters, modern languages, English, scientific, civil engi¬ neering, mining engineering, and agricultural, the normal course having been dropped. There are also departments in music and art, the course in the former com¬ prising usually 4 years. The property of the university (including the proceeds of the congressional land grant, bonds of Washington County and of the town of Fa¬ yetteville, State appropriations, and the university farm and lands) amounts in all to $300,000. The remaining colleges continue to furnish instruction as reported the preceding year, all presenting preparatory and classical courses, t hree of them, Arkansas and St. John’s Colleges and the State University, adding scientific, and most of them giving some instruction in modern languages, music, and art. SCIENTIFIC AND PROFESSIONAL INSTRUCTION, SCIENTIFIC. Arkansas College, Batesville, has a “ practical business course,” embracing 1 an¬ cient language and 1 modern, besides English, with history, geography, physiology, chemistry, higher arithmetic, and mathematics ; also, moral science, political econo¬ my, book-keeping, and business forms; for this it gives the degree of bachelor of science. Another course, combining classical, mathematical, and scientific studies, but admitting of a substitution of French or German for higher mathematics, bears a “ scientific” title, but leads to tho degree of a. b. St. John's College , Little Rock, gives the degree of B. s. to students that stand an approved written examination in the studies of its schools of English, physical science, and mathematics, without reference to length of course. The Arkansas Industrial University , Fayetteville, more fully than either of the above named, presents a fair scientific training (1) in a general scientific course, (2) in a civil engineering* course, (3) in a mining engineering, and (4) in an agricultural course, each well arranged and covering 4 years. The degrees given correspond with the courses pursued. PROFESSIONAL. Theology.— Philander Smith College, Little Rock (Methodist Episcopal), has insti¬ tuted a theological course, meant to be prepared for by a preceding collegiate one. The length of this course is not definitely given, but will probably be dependent on the degree of preparation of the students that enter it. Little Rock University, of the same church, proposes to institute such a course as soon as an endowment can be secured for it. Law. — A college of law connected with Little Rock University was organized in 1883, and began its instruction in October of that year,- with a faculty of 11 professors and lecturers, besides the president. Its course is of 2 years, with a 5-month term each year. Medicine. — The medical department of the Arkansas Industrial University, organized in 1879 at Little Rock, requires for graduation tho usual 3 years of study, with at¬ tendance on 2 annual lecture courses of 20 weeks each and the passage of an. examina¬ tion in the subjects of study at the close. Faculty, 8 professors, a demonstrator, and 7 lecturers. Matriculates of 1882-’83, 32 ; of 1883-’84,28; graduates in the former year, 4 ; in the latter, 13. Graduation at this or any other reputable medical school does not, since 1881, in¬ sure admission to medical or surgical practice in this State. To gain such admission there must be also the passage of an examination before a board of 3 medical exami¬ ners in the county in which the caiididate wishes to practise, or, failing of success in this, the passage of a like examination before a State board of 5 examiners and then a registration in the office of the county clerk. SPECIAL INSTRUCTION. INSTRUCTION OF DEAF-MUTES. The Arkansas Deaf-Mute Institute, Little Rock, has for its object the free education of children in the State who are too deaf to be educated in the common schools. No charge is made to such for hoard, books, or tuition. The age for admission is 9 yearfe ; the ordinary limit of continuance, 7 sessions of 9 months each. The buildings are said to be good and the grounds ample. The common English branches are taught, with such industries as printing, shoemaking, and agriculture for the boys and house¬ keeping and dressmaking for the girls. The instruction given is oral for such as can 16 REPORT OF THE COMMISSIONER OF EDUCATION. practise it ; manual for the others. Instructors in 1883-84, 5, besides a principal, matron, foreman of printing office, and foreman of shoe shop ; pupils, 94, of whom 51 were males and 43 females. At the date of the report 6 years had been completed without a death in the school. INSTRUCTION OF THE BLIND. At the Arkansas School for the Blind, Little Rock, blind of either sex receive from the State a training in English school studies, as well as in music and handicrafts. Under 6 teachers in 1882-’83 there were 40 pupils. Besides ordinary school studies, instruction was given in mattress making, broom making, cane seating, upholstering, and piano tuning for the boys, and for the girls hand and machine sewing, crocheting, housework, &c. Valuation of grounds and buildings, $20,000. EDUCATIONAL ASSOCIATION. ARKANSAS STATE TEACHERS* ASSOCIATION, 1883. Of the sixteenth meeting of this body, in 1883, there is only a brief record, which shows that it was held at Little Rock, June 27-29, and that the first important topic discussed was the sufficiency for schools of the 5-mill tax, to which districts have been limited since 1874. The insufficiency of that tax, as an addition to the State distribu¬ table fund, was so generally agreed upon that a resolution was passed to appeal to the general assembly for a law that would enable districts to tax themselves more ade¬ quately for the employment of good teachers and the more efficient carrying on of schools. A paper by Professor Russell on “ Normal schools ” subsequently enunciated the idea that “finances do not make schools, that school-houses do not make them, but that as is the teacher so is the school, and that, consequently, if the State would have good schools, it must undertake more efficiently and explicitly the preparation of good teachers for State school work.7* Prof. G. A. Hayes spoke of the advisability of setting aside a few minutes daily in the schools for brief and simple presentation of elementary studies in physical sciences, with the aid of collections of natural ob¬ jects, such as seeds, plants, and geological specimens. Professor Harney seconded the proposition, on the ground that studies of this kind were better fitted to develop a child’s mind than many others now commonly taught. Professor Conrad urged the development of physical strength in pupils by shortening the hours spent over books and giving more time to athletic exercises, as otherwise the overcultivation of the mental faculties would result in a fragile bodily mechanism, unfit for the rough work of the world. STATE TEACHERS7 ASSOCIATION, 1884. The seventeenth session of the Arkansas State Teachers’ Association was held in the Baptist church, Morrillton, June 18-20, 1884, with 89 enrolled members additional to preceding ones, and is said to have been throughout not only harmonious but even enthusiastic. The governor of the State and the State superintendent were among those present. An address of welcome by Col. C. B. Henry, of Morrillton, suggested a movement towards such changes in the school laws as might secure the attendance of teachers upon institutes and make the limit of the State tax for its schools 5 mills in¬ stead of 2 ; but as this last was accompanied with a proposition to do away with the district tax, which may be of that amount, but little good could come from such a change. State Superintendent Thompson then suggested also some changes in the school law, the character of which is not stated in the only report received. These suggestions were subsequently referred to a committee on school legislation, and be¬ fore adjournment four members of the association were associated with the superin¬ tendent to present to the legislature the ideas of the meeting as to changes needed in the school law to make it more effective. Other topics presented were the need of special jjreparation for the work of teaching ; the need of normal schools to give such preparation ; the development of character and physique more important than rapid development of mind ; but so much of the time of the association was given to mu¬ sical exercises that very little real business appears to have been transacted. CHIEF STATE SCHOOL OFFICER. Hon. W. E. Thompson, State superintendent of public instruction, Little Rock. [Term, October, 1882, to October, 1884.] Mr. Thompson has been reelected for another term. CALIFORNIA. 17 CALIFORNIA. STATISTICAL SUMMARY. 1882-83. 1883-’84. Increaso. Decrease. POPULATION AND ATTENDANCE. Children of scliool age (5-17). . . Enrolled in public schools . Per cent, of enrolment to school youth. Average number belonging . Fer cent, of this to school youth . _ _ Average daily attendance . Per cent, of average attendance to children of school age. Per cent, of average daily attendance to enrolment. Attending private or church schools.. Total in private and public schools.. . Attended no school . 222, 846 174,611 78. 35 122, 251 54. 94 112, 594 50. 52 64. 47 15, 957 190, 568 49, 537 2. 08 1.40 69. 09 4.62 17, 953 1,996 197, 754 7, 186 53, 552 4, 015 235, 672 179, 801 76. 29 128, 133 53.54 124, 714 52. 92 12, 120 2.40 , SCHOOL DISTRICTS AND SCHOOLS. Number of school districts . Number with good accommodations . . Number with sufficient grounds . Number with well ventilated build¬ ings. Number with good furniture . Number with sufficient apparatus.... Number of grammar schools . Number of primary schools . . . Whole number of these grades . Number of higher grade . Whole number of public schools . School-houses built in the year . Average time of school, in days . 2, 379 2, 183 2. 272 2, 261 1,550 1, 195 1, 191 1,971 3, 162 70 3, 232 104 141 2,395 2, 128 2, 227 2, 256 55 45 1,616 1,340 1,155 2, 042 3, 197 65 3, 262 96 152 66 145 71 35 30 11 36 TEACHERS. Men teaching in public schools . Women teaching in public schools .... Whole number of teachers . Teachers holding life diplomas . Teachers with educational diplomas.. Teachers with first grade county cer¬ tificates. Teachers with second grade . Teachers graduated from normal schools. FINANCIAL STATISTICS. 1, 114 2,816 3, 930 793 671 2, 242 1,225 582 1,108 2,984 4, 072 857 699 1, 825 1, 345 733 148 142 04 28 120 151 6 Whole expenditure for public schools. Whole amount paid teachers . Estimated value of State school prop¬ erty. Available principal of State school fund. Average monthly pay of men teaching. Average pay of women teaching . $3, 312, 215 2, 511 , 078 7, 406, 915 79 30 64 95 $3,364,224 2, 573, 624 7,936, 620 1, 975, 900 81 38 65 37 $52, 009 62,546 529, 705 , 2 08 * 42 (From report of Hon. William T. Welcker, State superintendent of public instruc¬ tion, for the two years above indicated.) 2 E 18 ^ REPORT OP THE COMMISSIONER OF EDUCATION. STATE SCHOOL SYSTEM. GENERAL CONDITION. A progress steady and encouraging still appears in the figures given for this highly favored State. From 1881-’82 to 18b2-’83 youth of school age increased by 6,51(f; in 1883-84, by 12,826, an increase that was fairly brought under educational influences, although not quite so well proportionally as in 1882-’83, as may be seen by the lower percentage both of youth enrolled and youth in average belonging ; but average daily attendance showed 4.62 per cent, of increase, against 1.40 of decrease in the average belonging, although this average attendance was still but little more than half the number of school age in the former year and only 2.40 per cent, more than this in the latter. ADMINISTRATION. For the general administration of public school affairs there is a State hoard of educa" tion, composed of the governor, State superintendent of public instruction, and prin“ cipalofthe State Normal School, which makes rules and regulations for the government of public schools and recommends a course of study for them. For local administra¬ tion there are county and city boards of education, each with a superintendent of schools and sometimes a deputy superintendent ; also, boards of school trustees, of 3 members, for rural school districts, each board having a clerk. These officers arc all elective : the governor, State and county superintendents, for 4 years, by the people; the school trustees, for 3 years, by the same, with annual change of 1; the county boards, except the superintendent, by the county supervisors for 2 years, with annual change of 2 ; the president of the normal school, by the trustees of the school. Women are eligible to school offices. The iState schools are open to children between 6 and 21 years of age, hut apportion¬ ment of school funds for them is on the basis of the number shown by census to be 5 to 17 years of ago in each district.1 Since 1879 schools have been graded as primary and grammar, no school funds going to any higher grades, except from special local levies. The studies in them include, besides ordinary English branches, history of the United States, elements of physiology and of book-keeping, vocal music, and industrial drawing. Instruction in morals and manners is also to be given, though no sectarian doctrine may be taught. Bonks for the children of parents not able to furnish them may be supplied by the school boards, these books to be returned to the district school library after use. To secure to children the benefit of the elementary instruction thus provided by the State, all 8 to 14 years of age are required to attend the public schools at least two-thirds of each annual session, unless attending elsewhere or ex¬ cused lor cause. The minimum session is 6 mouths of 20 days each, and without such a session none but newly organized or suffering districts may receive State school funds. SCHOOL FINANCES. The free schools are sustained from the income of a State school fund, which must be used for paying teachers; from the proceeds of an annual poll tax of $2 on each voter; from county taxes, not to exceed 30 cents on $100; and from optional district taxes, not to be more than 70 cents on $100 for building or 30 cents on $100 for other school purposes. SCHOOL SYSTEMS OF CITIES WITH 7,500 OR MORE INHABITANTS. ADMINISTRATION. The law for the administration of city school systems differs little in this State from that for ordinary school districts, except that in cities having graded schools beginners are to have the special advantage of being taught during the first 2 years by teachers that have had not less than 4 years’ experience. Boards of education of at least 3 mem¬ bers are the usual rule, with j>artial annual change. Full power is given them to pur¬ chase sites, furniture, and apparatus, employ teachers and other officers, and enforce a course of study and the use of prescribed text books. The special oversight of schools and teachers is usually deputed by each board to a superintendent, and for examina¬ tion of teachers there are associated with him 4 other residents of the city, 2 of whom must be experienced teachers, elected by the city board of education and bolding office for 2 years. The certificates given by such boards of examination cover 2, 4, and 6 years. 1 Mongolian childreif and Indian children not under white guardians are not included in this appor¬ tionment. CALIFORNIA. 19 STATISTICS. 1882-’83. Cities. Population, census of 1880. * Children of school age. ' Enrolment in public schools. Average daily at¬ tendance. 1 Number of teachers. Expendi¬ ture. Los Angeles . 11,183 4, 305 2, 975 1,781 42 $70,690 Oakland . 34, 555 9, 215 7,612 5, 457 131 172, 687 Sacramento . . 21, 420 5, 674 4, 130 3, 057 88 81, 967 San Francisco . 233, 959 58, 061 40, 722 30, 827 687 791, 175 Pan #1 rmA . 12, 567 3, 555 2, 587 40 47, 868 Stockton . 10| 282 2,474 2,252 1, 480 36 47, 939 1883-’84. Los Angeles . Oakland . : 11,183 5, 091 3, 479 2, 186 49 83, 841 34, 555 9, 608 7, 945 5, 563 140 167, 455 Sacramento. . San Francisco . . 21,420 233, 959 12, 587 7, 569 4,703 3, 346 88 85, 949 San Jos6 . 3, 539 2, 826 1,912 45 53, 852 Stockton . 10, 282 2, 498 a2, 508 1,560 39 55, 751 a Includes a number of duplicate enrolments. ADDITIONAL PARTICULARS. In the cities of this State the general State rule for a gradation of the public schools applies with special emphasis. The prescribed grades are primary and grammar, ■where children qualified for the latter are in the schools ; and county boards are re¬ quired to provide a grammar course of 4 grades, with 1 year for each grade, to pre¬ pare students for the scientific department of the State University, which course be¬ comes effective and takes the place of the ordinary grammar course if voted for by the qualified electors. High schools may also be established to prepare for classical collegiate study, but under the constitution of 1879 the entire revenue from the State school fund and State school tax must be used exclusively for the support of primary and grammar schools, as before stated. Los Angeles had, in 1882-’83, 1 primary school building with 28 rooms, 1 grammar school with 20, and 1 high with 4, besides 9 buildings with mixed grades, the whole 12 affording 2,300 sittings and valued, with their'sites and furniture, at $146,000. Its 42 teachers had an average attendance of 43 pupils to each teacher, and the average annual pay of teachers, not including the superintendent, was from $750 to $1,250. In 1883-84 the school buildings numbered 14, the sittings 2,435, the average attend¬ ance to a teacher 45.4. A special teacher of music was employed at a salary of $1,000; average annual pay of teachers, $680 to $1,100; value tion of public school property, $171,500. Estimated enrolment in private and parochial schools, 611. Oaldand in 1882-83 increased by 607 the number of its youth of school age and brought 350 additional pupils into its schools. Its 15 owned buildings, with sites and furniture, were valued at $381,175. The schools were graded as primary, gram¬ mar, and high, with 1 evening ungraded school, all apparently well supplied with illustrative apparatus. Music and drawing were taught by special teachers. There was also a teacher of French and German. A commercial class was maintained for a part of the year. Pupils in private schools, 1,110. In 1883-,84 the increase of school youth was 393; the increase of enrolment, 333. Private and parochial schools had an estimated total attendance of 1,500 against the 7,945 in public schools. The sittings in the public schools were 6,983, barely suffi¬ cient for the average number belonging, although 3 more school buildings were re¬ ported. In this year a well built observatory, with an Alvan Clark telescope of 8-inch aperture, given to the city by Mr. Anthony Chabot, was put under the control of the board of education to facilitate the study of astronomy in the high school, to interest the teachers and citizens in that study, and eventually to aid in the advancement of astronomical science by accurate and systematic observations. Steps were also taken, under authority of the board of education, to try the experiment of introduc¬ ing elementary instruction in cookery for 2 hours a week into the grammar schools, presumably those for girls. An excellent course of industrial drawing appears in bo;h years, that for 1883-’84 especially presenting a very complete and interesting course of instruction in this useful art, reaching from elementary lessons to architect¬ ural construction and to various forms of plastic work and house adornment. Sao'amento in 1882-83, besides enrolling, out of her 5,674 school youth, 4,130 in her public schools, reported 1,000 more in other schools, leaving only 544 in no school. The 20 REPORT OF THE COMMISSIONER OF EDUCATION. city schools were open 186 days out of 189 in the school year in 13 buildings, with 83 rooms for both study and recitation and 2 for recitation only. Two rooms were used for evening schools, which had 1 male and 1 female teacher; pupils, not given. Special teachers of penmanship, French, and German were employed. The studies extended up into high school grades. In 1883-’84, with 1,895 more school youth, 573 more were enrolled in public schools, with again about 1,000 in other schools. The number of school buildings remained the same, but 3 more rooms appear to have been provided for the accommodation of tho increased enrolment. An evening class in drawing is reported, with 2 teachers, but, as before, without note of the attendance in it. San Francisco in 1882-83 had greatly overcrowded schools, many classes containing from 65 to 75 and even 80 pupils, though the maximum number allowed by law was 54 for grammar classes and 60 for primary. Pupils had therefore to be placed in spaces around the walls and on the teachers’ platforms ; and oven then there were many who could not receive even this poor accommodation. Yet, with such need of greater school room, the board of supervisors had cut down the appropriation for 1883-84 to $700,000, against an average of $828,617 for several preceding years, although for the year to which this appropriation w7ould apply there were 2,180 more children of school age to be provided for and fixed salaries amounting to $690,000 to be paid, with items for repairs, furniture, permanent improvements, and other needful things, amounting usually to about $30,000 more. This action, according to subsequent information, compelled a partial loss of vaca¬ tion salaries in 1883-’84, but did not result, as it was feared it might, in a breaking up of any other general arrangement of the schools. The evening schools, whose courses (including commercial and drawing classes, w ith others for foreigners learn¬ ing English) cover 5 grades, were continued, and by March, 1884, the enrolment in them had exceeded 1,600, while the average attendance was over 1,200. Tho drawl¬ ing taught included elementary, mechanical, and architectural designs. Tho normal class of the girls’ high school came through the year without a change of even one member of the 58 that began the session, all graduating. This brought up the num¬ ber of such graduates to 479, of whom 130 to 135 have been employed in tho public schools of the city and 180 in other schools, private and jmblic, in the State. An im¬ portant movement towards tli9 close of the school year was the adoption by the school board of a resolution to organize Kindergarten classes for all children 5 to 6 years of age. The overcrowding of the preceding year was in some slight degree relieved by the completion, in August, 1883, of a 12-class building, which had been for some time in progiess. The schools are said to have closed tho year, after ten months of success¬ ful w ork, in excellent condition, vigorous life having been infused into them through the active efforts of intelligent and effective officers, seconded by many very useful teachers. San Jose in 1882-’83 had 6 school-houses, furnishing accommodations sufficient for all the children of school age, with tho best furniture and apparatus. During the year the course of study was revised, the work being reduced about one-half and made more definite and practical. The grades established are 4 primary, 3 grammar, and 3 high. Music and drawing are permissible parts of the course, but must be taught, if taught at all, by the regular teachers. In 188 »-’84 an additional school building appears, making 7 iti all, with 52 rooms. An evening school, with 3 teachers, also appears in this year, for the benefit of chil¬ dren that have been compelled to leave school before the completion of tho grammar course, as well as for others not able to attend during the day. It had 142 pupils in ordinary English branches and in physiology, physics, book-keeping, and industrial drawing. Music and drawing form part of the course in the day schools in all grades. Five private or church schools, with 22 rooms and as many teachers, enroll¬ ing about 600 pupils, are reported for this year. SiocJcton classes its schools as primary, grammar, and high. The grades below the high, by the latest information, numbered 6, 4 primary, 2 grammar. They were taught in 1882-’83 in 8 buildings, valued, with lots, furniture, libraries, and apparatus, at $148,419. The pupils for the year were 1,766 primary, 400 grammar, and 86 high. A special teacher of penmanship was employed. In 1883-’84 the same number of buildings and essentially the same arrangements appear. The seating capacity of the 8 buildings is given as 2,094, the volumes in 3 school libraries as 1,488, and the value of all school property as $159,595. KINDERGARTEN. In Table III of the appendix may be found a notice of at least 2 schools at San Francisco meant to train young people for the art and science of kindergartening. In Table V may be found statistics of Kindergarten in Berkeley, Oakland, Sacramonto, San Francisco, and San Jos6. In a like table in the report of the Commissioner preced¬ ing, a summary of the statistics of all such schools is presented. Sa.u Francisco alone reports at least 25. As before stated, Kindergarten training is to be given in 1884-85 in connection with the public school system of that city to children 5 to 6 years old. CALIFORNIA. 21 PREPARATION AND QUALIFICATIONS OF TEACHERS. GENERAL STATE REQUIREMENTS. All applicants for employment as teachers in tlie public schools of this State must be at least 18 years old and must file with the superintendent of the county in which they wish to teach a valid certificate of qualification, either from the State^ board of education or from a county or city examining board. The certificates are for 2,4, or G years, or for life, according to proven qualifications and experience. Those from the State board are termed diplomas. STATE NORMAL SCHOOLS. The California State Normal School, organized at San Francisco in 1882 and re¬ moved to San Jos6 in 1870, offers a 3-year course in English branches, including ele¬ mentary botany and chemistry, astronomy, geology, vocal music, and methods of teaching and practice. Those who complete this course are granted diplomas, which, by legislative enactment, entitle the holders to a first grade county certificate, valid for 4 years. For lower grade certificates, valid for 2 years, there is an element¬ ary course that covers only 2 years. A training school affords an opportunity for practice teaching and a preparatory class is open for students unable to meet the re¬ quirements for entering the normal classes. The State appropriation to it for 1883 was $30,000. Normal students in 1882-83, 633, besides 48 in the preparatory class ; instructors in the normal department, 14 ; in the preparatory and model classes, 4j graduates of the year, 93. The Branch Stale Normal School, Los Angeles, organized in 1882, has essentially the same courses and arrangements as that at San Josd. The appropriation for it was $7,000 for 1882-’83 and $15,000 for 1883-’84. Students in normal classes, 180 in the for¬ mer year, 187 in the latter, under 8 instructors ; in the training school, under 3 teach¬ ers, 165 in 1882-’83 and 210 in 1883-’84. OTHER PREPARATION FOR TEACHING. The 1-year normal class that completes the training in the Girls’ High School of San Francisco was continued in 1882-83 and 1883-’84; but the number to be admitted to the class on attaining 80 per cent, or more at graduation from the high school was raised in 1883 from 56 to 60, and the former rule of giving first grade certificates to those reaching 85 at the final examination and second grade ones to those reaching 80 was resumed. To stimulate the class still further, the first vacancy in the school department of the city was ordered to be offered to the young lady that should carry off the highest honors of the school. The class of 1883 numbered 54 ; that of 1884, 58. A normal course of 3 years appears also in connection with the high school at Stock- ton. The California Kindergarten Training School of Mrs. Kate D. S. Wiggin and the Pacific Kindergarten Normal School of Miss Emma Marwedel, both in San Francisco, in 1882-’83 and l883-’84 still prepared young women for Kindergarten work. For sta¬ tistics and other information, see Table III, Part 2, of appendix. Pierce Christian College, College City, retained in these years its arrangements for instruction in the theory and practice of teaching, with special review of studies for examination during 4 to 6 weeks before the close of the year’s session. It reports 24 normal students in 1883-’84. Hesperian College, Woodland, and Pacific Methodist College, Santa Rosa, contin¬ ued also their normal training, somewhat similar to that above noted, the former at least till 1883, the latter at least till 1882. A new normal college at Auburn (the Sierra Normal College) is spoken highly of by a writer in The Pacific. INSTITUTES FOR IMPROVING TEACHERS. Whenever the number of school districts is 20 or more in any county the school su¬ perintendent must hold at least one teachers’ institute each year, preside over it, and secure the attendance of lecturers competent to instruct in the art of teaching. Each session must be of 3 to 5 days. Teachers are required to attend and participate in the proceedings on penalty of report to the county board. They do not lose pay during their attendance. EDUCATIONAL JOURNALS. Up to May 1, 1883, the Pacific School Journal, then in its seventh volume, continued to bo the official organ of the educational department of the State government. At that date it was succeeded in that capacity by The California Teacher, which ended its useful monthly issues with the May number of 1884. 22 REPORT OF THE COMMISSIONER OF EDUCATION. SECONDARY INSTRUCTION. PUBLIC HIGH SCHOOLS. Since 1879 no part of the State school money apportioned on the "basis of youth 5-17 has been allowed to go towards the support of schools of this class ; but in all the cities such schools continue to exist, sustained from the proceeds of the city levies for school purposes. Their courses, as far as reported, are of 3 years. Oakland and Stockton show, also, business courses, apparently of a year each, and the latter literary and scientific courses, as well as classical, of 3 years, with optional post graduate studies. San Francisco, in its boys’ high school, has an English course with numerous elective studies, such as French, German, and Latin, and also a classical course, in which French and German do not appear to be included. In its girls’ high school Latin is elective, as it is also in the normal class beyond. March 4, 1884, the regents of the University of California adopted the plan institut¬ ed in 1871 by the University of Michigan, and now common in the Northwest, of ad¬ mitting to the university without examination the graduates of visited and approved high schools on the certificate of their principals that the course of study preliminary to that of the college they may wish to enter has been satisfactorily completed. The Oakland High (School, the Bo^s’ High School of San Francisco, and the Berkeley High School were reported in May, 1884, to have been put upon the list of schools thus vis¬ ited and approved. OTHER SECONDARY SCHOOLS, For statistics of business colleges, private academic schools, and preparatory depart¬ ments of universities or colleges in 1882-’83, see Tables IY, VI, VII, IX, and X; for summaries of their statistics, see corresponding tables in the report of the Commis¬ sioner preceding. SUPERIOR INSTRUCTION. COLLEGES FOR YOUNG MEN OR FOR BOTH SEXES. The University of California, Berkeley, for 1883- ’8 4, presents still 8 regular 4-vear courses, leading to corresponding degrees, namely, cla-sical, literary, letters and political science, agriculture, mechanics, mining, engineering, and chemistry. For the classical course, both Latin and Greek are required. The literary is designed for students who wish to unite Latin with a fuller course in English, French, and Ger¬ man; but Greek is not required. The course in letters and political science pays particular attention to the English language and literature, to modern languages, history, and political science, but neither Greek nor Latin is required. For the other courses, see Scientific Instruction, further on. All courses are open alike to both sexes and are free to State students. The university is an integral part of the public educational system of the State and aims to complete the work begun in the public schools. A thorough preliminary examination is required for admission to any course prescribed, except (as noted under Secondary Instruction) in the case of graduates from high schools whose courses and methods of instruction have been examined and approved by a committee from the university faculty. The students for the year in the colleges of set nee and letters were 216, of whom 6 were in graduate courses, 11 students at large, 7 in special studies, 43 in partial courses, and the remaining 149 iu the regular collegiate classes. Besides the university, 11 other institutions claim collegiate rank. The College of St Augustine, Benicia, although reported to be thorough in its training as far as that training goes, comes short of the generally recognized collegiate standard, the studies in its first and second collegiate years being such as would be reckoned preparatory in a high class college. Essentially the same may be said of Pierce Christian College, College City : while the 4 Roman Catholic colleges do not readily admit of classifica¬ tion. The others named offer substantially 4-year classical and 3 to 4 year scientific courses, several having also English, literary, philosophical, or special courses. Pierce Christian College, Pacific Methodist College, and Hesperian College have arrange¬ ments for normal training. All the Roman Catholic colleges have commercial courses, as have also the University of Southern California, the University of the Pacific, and Pacific Methodist College. All offer instruction in music, several in drawing and paiuting, and most of them in modern languages; the University of Southern Cali¬ fornia, some training in Anglo-Saxon also. Washington College has not been heard from for several years, nor Pacific Metho¬ dist College since 1882. For other information, including statistics, see Table IX of the appendix, and for a summary, the report of the Commissioner preceding. CALIFORNIA. 23 INSTITUTIONS FOR THE SUPERIOR INSTRUCTION OF YOUNG WOMEN. Instruction was offered alike to both sexes in all departments of the University of California, Pierce Christian College, University of Southern California, University of the Pacific, Pacific Methodist College, and Hesperian College, when last heard from. Pacific Methodist had a special ladies’ course of 3 years at last accounts. Mills Semi¬ nary, Alameda County; the College of Notre Dame, San Josb; Santa Rosa Ladies’ College, and Harmon Seminary, Berkeley, are especially for the higher training of young women. For any others of this class reported, see Table VIX1 of the appendix ; or a summary of their statistics, a corresponding table in the report of the Commis¬ sioner preceding. SCIENTIFIC AND PROFESSIONAL INSTRUCTION. SCIENTIFIC. The University of California continued in 1882-83 and 1883-’84 its scientific courses, each of 4 years, in agriculture, mechanics, mining, civil engineering, and chemistry, all leading to the degree of B. s. All but the first of them continued to present op¬ tional graduate courses beyond, for the degrees of mechanical engineer, mining or metallurgical engineer, civil engineer, and Diaster of science or doctor of philoso¬ phy. To aid in the studies which prepare for these degrees, every facility is extended to candidates for them that can be found in the libraries, laboratories, and collections of the university, which are steadily growing in extent and usefulness. The general library has already over 22,000 volumes, with author and subject catalogues for ref¬ erence ; the museums contain all the great collections of s he various State surveys, with others from private donors; while the laboratories have been planned after care¬ ful study of the best in America and Europe, and are largely increasing their facilities for work. The statistics of attendance have been already given under Superior In¬ struction. The course in letters and political science appears to have been consider¬ ably broadened, the latter subject receiving much fuller attention than in previous years. Like the other courses, it is of 4 years. There is also a higher course in the same line, leading to the degree of PH. D. Nine of the denominational colleges in the State offer also scientific courses of 2 to 4 years each. For the statistics of attendance on these, see Table IX bf the appendix to this volume. For statistics of the school of Practical, Civil, Mining, and Mechani¬ cal Engineering, Surveying, and Drawing in San Francisco, see Table X, Part 2. PROFESSIONAL. Theological instruction in 3-year courses, meant to follow a collegiate course, was continued in the Pacific Theological Seminary, Oakland (Congregational), and in the San Francisco Theological Seminary, San Francisco (Presbyterian). For students that present no testimonials of collegiate or other high training, there is a prelimi¬ nary examination in both these seminaries. Students at the former, 6 in 1882-83, under 8 professors and lecturers; in 1883-’84, 8, under 11 professors and lecturers. Graduates of 1883, 1 ; of 1884, 3. The latter seminary, up to 1883, had had a total of 44 students from its beginning in 1871, and in 1883 added 3 to the 3 remaining from 1882, all under 3 professors. Graduates of 1881, 2; of 1884, 1. Both seminaries have good libraries; that at San Francisco was newly arranged and classified in 1883. St. Thomas’ Theological Seminary for the Province of San Francisco (Roman Cath¬ olic) was opened in 1883 at the mission of San Josb, Alameda County, with 2 pro¬ fessors ; number of students in 1883-’84, 22. Less systematic training for ministerial work was offered, under “Christian ’’influ¬ ences, at Pierce Christian College, College City, and at Hesperian College, Wood¬ land, the instruction being mainly in biblical literature and geography, eastern manners and customs, moral philosophy, evidences of Christianity, &c. At the Uni¬ versity of Southern California, Los Angeles, collegiate students looking to the minis¬ try were offered instruction in Hebrew and in historical and systematic theology under Methodist influences. Legal instruction was continued at the Hastings College of Law, San Francisco (the law school of the University of California), in a full 3-year course, of 32 weeks each year. Students for admission must give satisfactory evidence of general educa¬ tion and culture ; for admission to the middle or senior year, must pass other exami¬ nations, and then a final examination for a degree. A moot court has been established for the discussion of legal questions by members of all the classes. Students of 1883-84, 131, under 2 professors, besides the president of the university and dean. Medical training of the “regular” type was prosecuted in 1883 and 1884 at the Toland College of Medicine (of the University of California) and at the Cooper Medi¬ cal College, both in San Francisco. Both had 3-year graded courses; the former, of 22 weeks each year till 1884, then of 36 weeks; the latter, of 20 weeks for both years, with examinations at the close of the first and second years for promotion and at the close of the third for graduation. Cooper had also an examination for admission and 24 REPORT OF THE COMMISSIONER OF EDUCATION. Tolaml announced tliat it would require one at tlie opening of the session of 1885 from uncertificated candidates. Toland had 13 professors; Cooper, 11, with 4 assistants. The graduates of the former in 1883 were 11 ; those of the latter, 19. Both schools admit women. The California Medical College, Oakland (eclectic), with 10 professors, had 32 matriculates in 1883, aud graduated 11 from its substantially 3-year regular course of 24 weeks each year. It is stated in the United States Medical Investigator that a new homoeopathic college was opened in San Francisco June 5, 1884. Dentistry was taught, as before, at the College of Dentistry of the University of California, by a faculty of 6 professors, with 5 demonstrators and 13 clinical in¬ structors, in a course that covered 2 terms of 9 months each. For entrance on this course there must be evidence of a fair preparation, in a certificate from some repu¬ table school or college or the passage of a preliminary examination in elementary English, physics, and mathematics. Graduates of 1883, 7 ; matriculates of that year, 52. Pharmacy had still its representative school in the College of Pharmacy of the State university, with 4 professors and 65 students in 1883, of whom 13 graduated; course, 2 years, of 23 weeks each, with evidence of 4 years’ pharmaceutical practice. In 1884 there was instituted a preliminary examination of all uncertificated candidates for admission. SPECIAL INSTRUCTION. EDUCATION OF THE DEAF AND DUMB AND THE BLIND. The California State Institution for the Deaf and Dumb and the Blind, Berkeley, had. of these two classes 136 pupils during 1832-’83, of whom 79 Avere boys and 57 girls. Common school studies occupied 5 hours daily in the school days, both the manual and the oral system of communication being used for the deaf. The training in in¬ dustries included cabinet making, cane seating, mattress making, and shoemaking. The instructors were 9 (4 male and 5 female) for the deaf-mutes; 3 for the blind, with 2 foremen of shops. Admissions of 27 mutes and 12 blind brought the whole number of pupils for 1882-’83 aud 1883-’84 up to 175, of whom 23 were graduated or discharged, leaving 152 on the rolls June 30, 1884. EDUCATION OF CHINESE YOUTH. At least 28 auxiliary associations, with nearly 600 members (some not reporting this item), appear to have worked zealously for the intellectual, social, moral, and re¬ ligious improvement of the Chinese in this State, in connection with the Women’s Foreign Missionary Society of the Presbyterian Church of the Pacific Coast. This society has a home for Chinese women in San Francisco, to which, in the ten years of its existence up to the close of 1682-’83, there had been 129 women and girls admitted, who were taught religion and good morals, the arts of housekeeping, the exercise of sympathy and kindness in care of the sick, the need of cleanliness and order, and the primary branches of school studies. A school for Chinese boys, with 20 to 30 in at¬ tendance, wTas also sustained. Each of the auxiliary associations did what could be done in the same direction, maintaining 8 night schools and about as many Sunday schools. The above is only a specimen of what is done in this way, the Protestant Episcopal, United Presbyterian, Reformed, Baptist, Cougregationalist, and Methodist Episcopal Churches nil working more or less, and the Congregationalists contributing through 1 heir American Missionary Asssociation, which for 1883 reports 187 schools for Chinese, with 2,823 pupils, an average membership of 958, and an average attendance for the school term of 438. EDUCATION OF CHILDREN IN ORPHANS’ HOMES. Information as to this may be found in Table XXII, Part 1, of the appendix, at least 22 appearing there for 1883, while for 1884 reports come in too slowly and too late for fair presentation except in the report for 1884-’85. All (or nearly all) these institu¬ tions combine some industrial and educational training with their care for the bodily wants of the children in their homes. TRAINING IN ART. Some note of this at Oakland may be found in a preceding reference to what has been done there in 1882-’83 and 1883-’84 in connection with the public schools. San Francisco, in its evening schools, has a drawing department in which systematic in¬ struction is carried through 3 grades, elementary, mechanical, and architectural, this last includ^ug construction of mouldings, the five orders of architecture, plans and elevations 'from existing buildings, stair building, coloring, and shading. Of special art schools there are the California School of Design, San Francisco, which instructs CALIFORNIA. 25 in drawing from the flat, the round, tlio liviug model, from landscapes, and from oilier natuial objects; the Society of Decorative Art, which indicates its object by its title ; and the Art School of San Francisco, open to both sexes, which, besides drawing, painting, &c., has a class in etching. INDUSTRIAL AND REFORMATORY TRAINING. The Industrial School of the City and County of San Francisco reports for 1883-’84 a total enrolment of 331 inmates, with 18 officers and other employ^ Of the inmates, 147 came over 1'iom those in school the preceding year, 149 new ones were received, 13 that had been out on leave had that leave revoked, 17 were surrendered by parents and guardians for further training, and 5 that had escaped were captured and re¬ turned, making the total above given. Of this number, 121 were granted indefinite leave of absence in 1883-’84, 37 were discharged. 10 escaped, and 2 died, leaving 161 remaining July 1, 1884; average number through the year, 150. A great majority of the committals for the year were white boys and girls, only 2 Chinese and 2 blacks coming in. In the school department, where there was an average belonging of 80 boys and an average daily attendance of 70, there is instruction in spelling, reading, writing, geography, arithmetic, and history. A milder discipline, with almost entire disuse of the rod, was adopted, with happy results of better order and increased prog¬ ress in study. The productive industries engaged in were shoemaking, tailoring, ordinary sewing, and laundry and garden work, with farming. Expenditure for the year, $39,909. EDUCATIONAL CONVENTION. STATE ASSOCIATION. The State Teachers’ Association held its seventeenth annual session at San Fran¬ cisco December 26-28, 1883, President William White in the chair. The subject of tbe president’s annual address was “Popular objections to the public schools.” He met these briefly, and closed by saying that where any ground existed for an objec¬ tion the fault lay usually with the teacher and not with the system. A lively discus¬ sion followed upon the resolution that “the principles of industrial training, includ¬ ing the elements of trades, should be taught in the public schools.” Those who took the negative side of the question thought that the little knowledge pupils would gain by the use of tools would not bo commensurate with tbe cost it would involve. Those in the affirmative said the cost could be met by a little self denial, that too many hours were required for mental work, and that physical labor should be intermixed with studies for the sake of variety, health, and linal usefulness. A paper on “Edu¬ cation and crime” was read, showing by figures that the population of the prisons in the United States and European countries represent largely the illiteracy of the coun¬ tries, and that but a small percentage of the liberally educated are found among the convicts. The next resolution was that more attention be given in the public schools to morals and manners, by giving the subject a place on the daily program, with suitable text books thereon. After discussion a vote was taken, and the affirmative sustained. Mr. C. M. Drake read a paper advocating more extensive playgrounds, and said school hoards would spend thousands of dollars for school-houses and make no provision for playgrounds beyond fencing in a back yard and perhaps putting a shed over it. A proposition offered to abolish the study of grammar as a science in the public schools was followed by an address on “The text book question,” i. e., the question whether the State should purchase text books and supply the schools with them free of cost to pupils, or should print the hooks from manuscripts anti plates and supply the schools at cost, or should leave the matter as it at present is, which last seems to have been preferred. A resolution to aboligh corporal punishment was presented and discussed: no substantial argument was advanced for the negative; and for the affirmative Hon. A. L. Mann, ex-superintendent of public schools, said that corpoial punishment was barbarous and unnecessary, that its infliction begets. nervousness and ill temper, and that be did not think the conscience of a child could be reached by the application of the rod. Addresses followed on “The sphere of the public high school ; ” “Why do we educate, and to wbat extent shall tbe State educate ?” “Tbe teachers’ interest in the State university ; ” “Spelling reform ; ” “ Kindergarten train¬ ing,” &-c. The following resolutions were adopted: (1) To lessen the subjects for dis¬ cussion and limit the time of disputants; (2) to discourage the use of liquor and tobacco; and (3) that, in the opinion of the association, the publication of text hooks by the State is inexpedient and impracticable, and will, if attempted, result in great pecuniary loss to the State and expensive, unsatisfactory books foi* the schools; after which the association adjourned. 26 REPORT OF THE COMMISSIONER OF EDUCATION. OBITUARY RECORD. REV. CYRUS TAGGART MILLS, D. D. This gentleman, said tc have done more for education in California than any otLer of its citizens, was born in Paris, N. Y. : graduated at Williams College, Massachu¬ setts; studied for the ministry at Union Theological Seminary, New York City, and in October. 1S48, went as a missionary of the American Board of Commissioners for Foreign Missions to Ceylon, where ior five years he was principal of the Batticotta Seminary, having studied Tamul in advance to prepare himself for teaching work in Southern Indie. A remarkable success is said to have attended his instructions, but the enervating climate broke him down in his seventh year of residence, and com¬ pelled a return to his native land for recuperation, which came only after four years' seeking. Then, forbidden to return to India, he went, under the same auspices as before, to the presidency of Oahu College, near Honolulu, the Sandwich Islands seminary for education of the children of missionaries and foreign residents. Re¬ maining there four years, he did excellent educational work, and so gieatlv improved the finances of the college as to set it on a fairly self supporting basis, which has con¬ tinued ever since. But again the enervation of a tropical climate proved too much for him, and in 1865, at the invitation of Miss Atkins (afterwards Mrs. Mary Atkins Lynch), he went to California, purchased the Benicia Seminary, which had been Miss Atkins's school, and for seven years did good work there for the education of young ladies in a high school and collegiate course; then removed the school to a charming- site in Alameda County; secured grounds containing 85 acres; planted these grounds with abundance of shade trees, and by 1871 had an excellent and spacious new build¬ ing for the school in the midst of these now beautiful surroundings. He meant the title of it to he “Alderwood,” but architects and friends insisted on the title of “Mills Seminary,” in honor of his thorough renovation of it. He eventually deeded the seminary to the State as a permanent institution of high order for the educational and Christian training of the sex for whom it was designed, and it now stands as the monument- of himself and his devoted wife, its property and buildings valued at nearly $300,000, with scholarships of $*20,000 for the benefit of gifted young women without the necessary means for thorough study, all, or nearly all, secured by him and Mrs. Mills. His death, calm and peaceful, though preceded by much pain, came April 20, 1884, at his beloved seminary, as the result of disease contracted in his laborious mis¬ sionary years. CHIEF STATE SCHOOL OFFICER. Hon. William T. Welcker, State superintendent of public instruction , Sacramento. [Term, January 8, 1883, to January 3, 1887.] COLORADO. 2? COLORADO. STATISTICAL SUMMARY. 1882-,83. ! 1883-’84. 1 Increase. 1 Decrease. SCHOOL POPULATION AND ATTENDANCE. Children of school age (6—21) . 53,426 j 20,930 1 56, 242 22, 131 15, 741 2, 816 1, 201 Enrolled in graded State schools . Enrolled in ungraded State schools-.. 15, 514 227 Whole number thus enrolled ......... 36,444 23, 008 37, 872 1, 428 299 Average daily attendance in State 23, 307 schools. Percent, of enrolment to school youth. 68.21 j 67. 34 0.87 Per cent, of average attendance to 63.13 i 61.54 1.59 enrolment. Per cent, of average attendance to 43.25 \ 41.44 1.81 school youth. SCHOOL DISTRICTS AND SCHOOLS. j School districts reported . . j 552 604 ! 52 School-houses in these districts . j 1 459 i 525 66 1 Sittings in such school-houses . I 30,434 ! 35, 662 5,228 291 Volumes in school libraries . . Average time of schools in days . 6,096 j 120 6, 387 5 «174 } b 100 ! TEACHERS. Men teaching in graded State schools. 51 66 15 Women teaching in such schools _ 295 j 347 52 Men teaching ungraded State schools. 233 ! 262 29 Women teaching ungraded State 454 448 6 schools. Whole number employed in the year.. 1,033 1,123 90 _ ....... Whole number employed at one time. . 860 946 86 FINANCIAL STATISTICS. Whole expenditure for public schools. $752, 161 $809, 898 $57, 737 Valuation of State school property . .. 1,551,080 1,676,130 125, 050 Amount of available State school fund. 103, 609 114,220 10,611 Average monthly pay of men in graded 109 89 110 15 26 schools. Average monthly pay of women in 68 45 66 41 $2 04 graded schools. Average monthly pay of men in un¬ 51 23 51 30 07 graded schools. Average monthly pay of women in un¬ 50 91 41 35 9 56 graded schools. General average pay of men a month.. 61 76 63 15 1 39 General average pay of women a month 57 82 52 29 1 5 53 a Time graded schools were taught. b Time ungraded schools were taught. (From written returns of Hon. Joseph C. Shattuck, State superintendent of public instruction, for the two years indicated, in advance of printed report.) 28 REPORT OF THE COMMISSIONER OF EDUCATION. STATE SCHOOL SYSTEM. GENERAL CONDITION. As far as can be determined from the preceding figures, the educational status of the State shows a slight decline. School districts were, indeed, more numerous by 52, school-houses by fi(5, the sittings in these by 5,228, with larger expenditure for sup¬ port of schools to meet a considerable increase in youth of school age, while enough teachers were employed with fairer wages on the part of men. Still there was nob only a falling off in the percentage cf enrolment to school youth, but also more consid¬ erable decreases in the per cent, of average attendance to enrolment and to youth of school age. The reports from county superintendents show, however, that in most cases and in many things there has been a fair average of good school work; that teachers have on the whole been as well prepared and useful as could be expected in a region where normal training is yet in its infancy; that directors of school districts, although often inexperienced, have considerably increased the school accommodations and have shown a willingness to do this still more another year; that in some schools the latest methods and text books were in use; that one county, in which are a large per cent, of Mexican school children, has succeeded in awakening among the parents of these an interest in the education of their youth ; that another, emerging from the chaos of a floating population, has adopted a uniform system of text books, still another proposing to do the same; while one county has held a teachers’ institute, a rare thing because of the wide spaces to be traversed, with small means and few facilities. ADMINISTRATION. For the management of public school affairs there are the following officers: (1) a State superintendent of public instruction, to supervise and make report of the whole school system ; (2) a State board of education, of which he is president, to make rules and regulations for the due conduct of public schools and to issue State diplomas to -teachers of proven scholarship and culture ; (3) a superintendent of public schools in each county, to examine teachers for the county, visit and supervise the schools in ity report their statistics and condition to the State superintendent annually, and appor¬ tion school moneys to the district boards; (4) boards of directors of school districts,' those of first class districts to be of 6 members and those of the second and third class of 3 members, in each case with annual change of one-third. These officers are all elected by the people of the State, county, or district which they represent, and, ex¬ cept in the district boards, serve for 2-year terms; in those boards, for 1, 2, and 3 year terms at first, but after the third year all for 3-year terms. Women are eligible to these district boards and may vote at elections for them. The schools of the State system are free to all persons fi to 21 years old shown by an annual census to be residents in the districts where they are in operation. No one may be debarred from attendance on them or be subjected to special clas¬ sification because of race or color. Schools must be kept in session at least sixty days each year on pain of forfeiture of State school funds. The studies to be pursued in each and the text books to be used are determined by the several district boards. Sectarian instruction in them is forbidden, but a fair training in good morals is pro¬ vided for by the requirement that the teachers for them shall be of good and even of unexceptionable moral character. Gradation of studies is provided for up to those of high schools, "which are connected with the State university. SCHOOL FINANCES. The means for support of public schools come from the proceeds of a State school fund, of a county school tax of 2 to 5 mills on the dollar, of optional district taxes, and of the receipts from fines, penalties, and forfeitures, these last going to the dis¬ tricts or counties in which they have been incurred. The State and county funds thus raised are distributed to the several school districts according to the children of school age shown by the annual census. NEW LEGISLATION. Amendments to the school law which took effect May 27, 1883, made once a quarter the minimum of requirement as to a county superintendent’s visitation of the schools, instead of the whole requirement ; allowed him to revoke certificates of any grade for immorality, incompetency, or other just cause; forbade the granting of teachers’ cer¬ tificates by him without a thorough and satisfactory examination of the candidates for them ; required him to retain for 6 months the written answers of these candidates, subject to the order of the State board of education ; called for an account, on or be¬ fore September 5 each year, from each county treasurer to the county superintendent and to each district secretary, of his receipts and disbursements of school funds in the year preceding ; permitted district school boards of the first class to examine teachers COLORADO. 29 to fill vacancies in their schools without waiting for an examination and certificate from the county superintendent; made a license to such teachers from such district boards an evidence of claim for pay; allowed, in certain cases, appeals from county superintendents’ decisions to the State board of education; and made other less im¬ portant changes looking towards perfection of the law. SCHOOL SYSTEMS OF CITIES WITH 7,500 OR MORE INHABITANTS. ADMINISTRATION. In this Stato school districts with more than 1,000 children of school age are de¬ nominated districts of the first class and elect at the outset 2 directors for 3 years, 2 for 2 years, and 2 for 1 year, annually thereafter 2 for 3 years, making a yearly change of one-third. These first class school directors, at the first meeting after their elec¬ tion, choose a president from their own number; a secretary, who may be of it; and a treasurer from outside the board, each for a year’s service or until his successor is elected and has qualified. The treasurer is required to give bond in double the amount of money liable to come into his hands. The others take oath to perform their duties faithfully. Each board is given power to make necessary by-laws for its own government and the government of the public schools. Each of the 2 boards of this class has a superintendent for its schools. STATISTICS. 1882- ’83. Cities. | Population, census of 1880. Children of school age. | Enrolment Average in public daily at- schools. j tendance. Number of teachers. Expendi¬ ture. Denver ..................... 35, 629 14, 820 5,743 3,765 1, 736 | 1, 550 l 1 87 27 1 $165, 923 23, 883 Leadville . . . 2, 075 1883-’84. "Denver _ _ 35, €29 14, 820 6,023 1, 712 4, 007 943 187, 339 49, 301 Tifiailville .... _ _ _ _ 2, 067 29 Denver reported 14 school buildings for 1882-’83, all finely constructed, well venti¬ lated and furnished. These afforded ample room for all children of school age. The Whittier school building, erected in the year 1883, contains 12 rooms for study and 1 for recitation only. The general 4-year course of the high school includes Greek and Roman history, Latin or German, French, drawing, and music. The classical course also covers 4 years and includes Greek and Latin, with French as an optional study. This classical course, like the scientific department of the general course, is intended to fit students for the State University and for college. Below the high school are 8 grades, making the full school course 12 years. After the third grade German is optional, the supervision of instruction in it being committed to a German teacher, with 2 assistants. Regular teachers of proven competency may give instruction in it and receive extra compensation. Leadville school property in 1882-83 consisted of 4 buildings, valued at $155, 100, accommodating 22 schools, which contained 2,300 sittings for study. The city school system provides for 2 primary, 4 intermediate, 3 grammar, and 4 high school grades. The school year consists of 3 terms, aggregating 9 months. The course of study in the high school iucludes the higher English branches, with astronomy, botany, French history, and German or Latin. Private and church schools had about 100 pupils. lu 1883-84 the valuation of school property remained the same and enrolment and average attendance fell off, the latter considerably ; while the estimated number in private and church schools was more than doubled, although expenditure for public schools and accommodations in them had increased by $25,418. PREPARATION AND QUALIFICATIONS OF TEACHERS. GENERAL STATE REQUIREMENTS. No district board may employ any person to teach in any of the public schools of this State unless such person have a license to teach, issued by the proper dis¬ trict, county, or State authority and in full force at the date of employment. Such licenses have been granted since May 27, 1883, by boards of districts with more than 30 REPORT OF TEE COMMISSIONER OF EDUCATION. 1,000 school children to teachers that have been examined by the boards with a view to tilling; vacancies; during the continuance of the teacher in the district where the examination was made these supersede the requirement of a county superintendent's license. Iu all other casks there roust be a certificate from the superintendent of schools iu the county where the applicant desires to teach or a diploma from the State board of education, the former being good for 6 months, a year, or 2 years, the latter during the lifetime or good behavior of the holder. Both are to be based on open and full examination. NORMAL COURSES. Normal instruction was given iu 1882-’83 at the University of Colorado in a 3-year course, which appeal s to have been since lengthened to 4 years, and even 5. Appli¬ cants for admission must declare their intention to become teachers and pass a satis¬ factory examination in common school studies. The English branches are taught, in¬ cluding anatomy and physiology, botany, chemistry, and zoology. The course is now apparently a very thorough oue, going into the theory and practice, as well as the history, of education, mental science, school economy, and the philosophy of educa¬ tion, general and special. Colorado College, Colorado Springs, when last heard from, in 1883, offered 4 years of training in common school, bigu school, and collegiate studies, with the addition of the history and philosophy of education, principles and methods of instruction, school organization and government, and school law for such students as intend to teach. The University of Denver offered in 1882-,83 and 1883-’84 a special course of 1 year for those wishing to lit themselves for teaching in the public schools. This course embraced methods in arithmetic, iu grammar, in geography, and in history, with school management, art of teaching, and oral methods. teachers’ institutes. There is a law for holding one of these temporary normal schools in any county when reasonable assurance of the attendance of 25 teachers shall be given by the county superintendent to the State superintendent, such institutes to continue in session for not less than 2 weeks of 5 days each and to be aided by $100 annually, iu each case, from the State treasury; but, from the great size of counties, the small number of teachers in most of them, and the lack of facilities for transportation and accommodation, comparatively few have been held. SECONDARY INSTRUCTION. PUBLIC HIGH SCHOOLS. Schools of this class are provided for as parts of the State system and are found in the cities of Denver, Golden, and Leadville, Denver having 3 courses of 4 years each, genera! f classical, and scientific ; Golden, one of 3 years ; and Leadville, a 4-year course in English studies and another in Latin. Pueblo High School graduated 9 pupils in 1884, they being the first graduates from the public schools of that city. An impos¬ ing and thoroughly convenient high school building was erected during the year. OTHER SECONDARY SCHOOLS. For statistics of business colleges, private academic schools, preparatory schools, and preparatory departments of colleges or universities, see Tables IV, VI, VII, and IX of the appendix following, and the summaries thereof in the report of the Com¬ missioner preceding. SUPERIOR INSTRUCTION. COLLEGES FOR YOUNG MEN AND FOR BOTH SEXES. The University of Colorado, Boulder (non-sectarian), is governed by a board of 6 regents elected by the people, with an annual change of 2. It is a part of the pub¬ lic school system and is free to State students of either sex. The institution presents full 3-year preparatory courses, leading to collegiate, classical, scientific, and Latin-scientific courses of 4 years each ; also, a 2-year normal course. Special stu¬ dents/not candidates for graduation, maybe admitted by vote of the faculty. A school of medicine has been established since the last report. The statistics of the years I882-:83 and 1883-’84 show a total attendance in that time of 145, of whom 13 were in collegiate studies, 100 in preparatory, 31 in normal, besides whom appear 17 special and 2 medical students, showing that several must have been counted twice. The average attendance is given as 69 in l882-’a3 and 86 in 1883-’84. Colorado College, Colorado Springs (Congregational), in the latest bulletin of studies received from it, presented preparatory, collegiate, and normal courses, each of 4 years and of fair standard. Graduates of its preparatory school were to be ad- COLORADO. 31 raitted without examination, and so were graduates of the Denver High School on agreeing to take such studies as might be prescribed by the faculty. Graduates of other secondary schools were offered, “ for the present,” admission on like terms upon presentation of certificates of graduation from secondary schools, which would enable them to enter colleges in the neighborhood of their places of residence in the Missis¬ sippi Valley or at the East. All its courses are open to both sexes. Statistics for late years are wanting. The University of Denver, Denver (Methodist Episcopal), presents a schedule of pre¬ paratory, classical, collegiate, scientific, and mining engineering courses of 4 years each, with special courses in music, fine arts, business, normal, and medical studies. Like the State University and Colorado College it admits both sexes, and goes so far in its liberality in this respect as to acceptfor instruction pupils in the first eight years of instruction, calling this department of its work (which is designated by the title of Colorado Seminary) “junior preparatory.” At the close of the school year Id63-,ti4 collegiate students numbered '56, 57 being in preparatory courses, all under 13 in¬ structors. A college under Presbyterian influences, with outlying normal or preparatory schools, is said to be projected at Denver. — (Presbyterian Age.) SCIENTIFIC AND PROFESSIONAL INSTRUCTION. SCIENTIFIC. The University of Colorado, considerably modifying its arrangements, presents courses in scientific lines, includiug mathematics, physics, chemistry, zoology, geol¬ ogy, botany, philosophy, and political economy, with others in engineering, descrip¬ tive geometry, topographical drawing, and surveying, reserving the right to withdraw these last unless there be at least 5 applicants for any one ; Colorado College, six courses, in chemistry, geology, surveying, assaying, mineralogy, and physics; the University of Denver, a well-arranged 4-year course in essentially the same lines as the above, leading to the degree of bachelor of science, but with only 3 scientific col¬ legiate students in 1883-84. The State School of Mines, Golden, which requires for ad¬ mission an examination in the higher English branches of study, offers three regular courses in civil engineering, mining engineering, and metallurgy, each covering 4 years. Special courses are also offered in assaying, chemical analysis, geology, min¬ eralogy, and surveying. Lectures and lessons in drawing were given to a class of young ladies. Students in regular courses, 1882-,83, 37 ; in special courses, 57; at¬ tending lectures and drawing classes, 33. In 1883-84* according to a correspondent of the Journal of Education, there were only 46. The Colorado Agricultural College, Fort Collins, open alike to both sexes, has a preparatory course of 1 year leading to studies in scientific agriculture, horticulture, botany, chemistry, geology, aud zoology. A 2-year labor course prepares for practical mechanics, including the use of tools, in wood and foundry work, iron and steel forging, with the elemeutary principles of the various trades. In 1882-83 it reported 1 post graduate student, 39 colJegiale, 10 special, and 31 preparatory, under 6 professors and an instructor in horticulture ; in 1883-84, 36 collegiate, 16 special, and 25 preparatory, under 8 professors and an in¬ structor in music. For full statistics of these schools, see Tables IX aud X of the appendix to this vol¬ ume. For a summary of such statistics, a corresponding table in the report of the Commissioner preceding. PROFESSIONAL. Theological. — No regularly organized theological seminaries are known to this Bureau as existing in the State in 1883-’84, but the framework of such a seminary appears in the Protestant Episcopal Cathedral, Denver, where the bishop aud 3 assist¬ ants constitute a theological faculty for the training of such students for the ministry as may present themselves. In the Roman Catholic year book for 1884 there is men¬ tion of 5 ecclesiastical students, but without indication of the place in which they were or of the teachers by whom they were instructed. Medical instruction is given in the University of Denver in a 3-year course, with 3 courses of lectures, of 24 weeks each. Candidates for admission must pass an exam¬ ination in English stndies and the rudiments of Latin or present a certificate of pro¬ ficiency in these branches. Medical students are admitted to any of the regular classes of the university free. Professors and other instructors, 16 in 1882-’83, 18 in 1883--~ 4. Students in the former year, 21 ; in the latter, 22. At the University of Colorado a medical department appears in 1883-84, with 7 professors aDd a course of 3 years of 34 weeks each, to be admitted to which the ap¬ plicant must present evidence of literary qualifications, in a collegiate degree, a high school diploma, or the passage of a satisfactory written examination. The 3- year course, though recommended, is not obligatory if evidence of full qualification for a degree should be presented at the end of any collegiate year. A hospital for clinical instruction is provided, Some security for full instruction is found in the fact 32 REPORT OF THE COMMISSIONER OF EDUCATION. that a candidate for a license to practise medicine must pass an examination before a State board of medical examiners. Pharmaceutical instruction. — The medical faculty of the State University offer to such as desire to practise pharmacy a 2-year course of training. It is not said whether there were any students in it in 1883-84. SPECIAL INSTRUCTION. EDUCATION OF DEAF-MUTES AND OF THE BLIND. The Colorado Mute and Blind Institute, Colorado Springs, is sustained by the State, and combines common school studies with industrial training in carpentry, printing, dressmaking, plain sewing, and general housework. There were 43 deaf-mutes m the school in 1883-84, under 4 teachers, but no report of any blind pupils was received during the year. REFORMATORY AND INDUSTRIAL TRAINING. The State Industrial School, Golden, which had 80 inmates by report of Novem¬ ber 1, 1882, received, up to a like date in 1884, 116 additional, making 196 since its first opening. Of these, 123 had been apprenticed or discharged, leaving 73 under a super¬ intendent, matron, and 11 assistant officers, the number having been reduced as much as possible, owing to insufficient appropriations ; this threatened a temporary break¬ up of the school, but the calamity wras averted by prompt aid from Governor Grant to the amount of $20,000 on his personal responsibility. The school has now about 20 acres of land, with four new brick buildings, begun March, 1883, and finished in the August following, while several frame buildings have also been erected and others improved. Education and industries go hand in hand as in other kindred institu¬ tions. The property of the school is estimated at $44,505; its ordinary expenses for the 2 years, at $4-1468 ; extraordinary, for new buildings, land, furniture, and stock, at $29,465. EDUCATIONAL CONVENTION. COLORADO STATE TEACHERS’ ASSOCIATION. The ninth annual session of this body was held at Greeley, December 26-28, 1883, President Hale reminding the members that 20 years before this meeting the place where they were assembled had been a camping groundfor Indian fighters, of whom he had been one, while now they found aju-osperous city, with fine churches, good society, a noble school building, and a most comfortable and inviting place for their assem¬ bling. Reviewing the work done in the State, he said he had seen tho first school held in Colorado in a log school-house ; had seen villages change to cities, and the old- time schools, in huts, abandoned billiard halls, and warehouses, give place to costly edifices with full corps of teachers, in less than a quarter of a century. Now he wanted further progress in checking the evil tendencies of a fast life, reviving a sense of the dignity of labor, correcting our imbittered political contentions, and fostering correct opinions on educational, social, and civil questions. Miss Hattie E. Hayes, of Alamosa, then gave a talk on “ Map sketching ;” Miss Whiting, of Denver, on “Friday afternoons,” now utilized in many schools for special exercises; Miss Sarah Graham, of Denver, on “The teaching of English ; ” Miss Fannie Manly, of Georgetown, on “The teacher as a member of society;” Miss Crabtree, of Greeley, completing the ladies’ list with what is said to have been an excellent class exercise illustrative of the tonic sol fa method of teaching music. The gentlemen then taking the floor, Mr. Evens W. Thomas, principal of the normal department of the State University, showed “ To what extent the citizen should be educated by the State,” (1) in broad general culture, (2) in the line of spe¬ cial education ; F. E. Smith, of Greeley, discussed methods of teaching German and French, analyzing different systems and giviDg the preference to Grimm’s law of the mutation of consonants; Ex-Superintendent Cornell argued in favor of “National aid to jiopular education ;” President C. L. Ingersoll, of the State Agricultural College, traced the origin and growth of the existing sentiment in favor of industrial training, and showed wbat was to be hoped for from it in the future. The spirit of the meeting is said to have been excellent throughout. CHIEF STATE SCHOOL OFFICER. Hon. Joseph C. Shattuck, State superintendent of public instruction, Denver. [Term, January 9, 18S3, to January 9, 1885. J Then to he succeeded by Hon. Leonidas S. Cornell, elected November 4. 1884. Mr. Shattuelc occupied the superintendent's chair for two preceding terms, from November 13, I8To. to January 10, 1881, and Mr. Cornell was his successor for the intervening term, from January 13, 1881, to January 9, 1883. CONNECTICUT. 33 COMKECTICUT. SUMMARY OF SCHOOL STATISTICS. POPULATION AND ATTENDANCE. Children of school age (4-16) . Different scholars in public schools. .. Average attendance in these schools.. Percent, of enrolment to school youth. Children in other than public schools. . Number in schools of all kinds . Per cent, of this number to school youth. Children of school age in no school- .. SCHOOL DISTRICTS AND SCHOOLS. Towns in the State . School districts in these towns . Number of public schools . . Departments in public schools . Whole number of graded schools . Number of evening schools . School-houses built in the year . ...... Whole number of State school-houses. . Number of them in poor condition.... Average time of school, in days . TEACHERS. Men teaching in winter State schools. . Women teaching in such schools . Men teaching in summer State schools. Women teaching in such schools . Teachers continued in the same school. Teachers serving for the first time.... FINANCIAL STATEMENT. Expenditure for public schools . . Estimated value of public school prop¬ erty. School district indebtedness . Cost of superintendence of schools .... Amount of available State school fund. Average monthly pay of men in them. . Average monthly pay of women . 1882-83. 1883-’84. Increase. Decrease. 149,466 150, 601 1,135 120, 437 123,280 2, 843 ( a78, 423 «80, 075 ) 571, 328 80. 58 81.85 1.27 14, 860 14,580 280 135, 297 137, 860 2, 563 90. 52 91.54 1.02 20, 524 20, 199 325 167 167 1,447 x * 1,447 1,634 1,639 5 2, 735 2, 779 44 320 338 18 26 23 3, ' 25 22 3 1,661 1,657 4 184 177 7 178. 77 179. 55 0. 78 566 562 \ 4 2, 301 2,347 46 307 307 2, 532 2, 596 64 2, 325 2, 347 22 460 485 25 $1,813, 486 $1, 777, 277 $36,209 4, 284, 401 5, 257, 756 $973, 355 859,600 1,197,732 338, 132 22, 524 27, 890 5,366 2, 015, 705 2,017,159 1,454 67 36 69 17 1 81 36 52 37 21 69 a Winter term. b Summer term. (From annual reports of Hon. Charles D. Hine, secretary of State board of educa¬ tion, for the years 1882-’83 and 1883-84.) STATE SCHOOL SYSTEM. GENERAL CONDITION. In 1882-,83 there appears some retrogression in place of the preceding educational ad¬ vance, for, with 3,278 more children of school age, 748 fewer were brought into the public schools and the attendance in all schools was 1.20 per centum less than in 1881-82. Still, average attendance in the public schools was better and absolute 3 E 34 REPORT OF THE COMMISSIONER OF EDUCATION. attendance in all schools larger, while several great improvements were made (1) in the erection of a new building for the State normal school, (2) of one for the normal school of the city of New Haven, and (3) in beginning the rebuilding of the burned high school at the State capital, on broader foundations, with diminished height, and with such fire proofing as will be likely to secure it against future conflagration, these 3 buildings being admirable in construction and arrangement. Besides these, 22 new school-houses were completed during the year, at a total cost of $153,282. For new buildings, $327,408.32 were expended, and for repairs and alterations of existing ones, $85,002.22. In 14 towns 26 evening schools were opened for such pupils as could not attend during the day, and in 56 towns 853 cases of non-attendance at school were investigated, in 375 of which the children were found to be unlawfully abseut from school. All this indicates a vigorous administration of school affairs in at least the better class of towns, as well as at the State office. In 1883-84 the increase of children of school age was only about half that of 1882-’83, yet enrolment in public schools and average attendance in such schools considerably advanced, while other than public schools lost 280 from their previously reported pupils, the number in no school also diminishing. All this, with an increase of 5 in public schools, of 44 in the departments of such schools, of 18 in the number of graded schools, and of $973,355 in estimated value of school property, shows a very favorable general condition for a year marked by great general depression in business. The only drawback of any consequence is an increase of $338,132 in district school indebtedness, a thing resulting partly from the general financial trouble and partly from the simultaneous building of several large school-houses, which last will proba¬ bly be a blessing in the end. ADMINISTRATION. For general oversight of the State free schools there is a board of education of 6 members, 2 ex oflieio as chief State officers and 4 chosen by the general assembly, pne in each year, for 4-year terms. This board employs a secretary of its own appoint¬ ment, delegates to him most of its visitorial and supervisory powers, and gives him the assistance of a clerk for office duties, as well as of an agent to secure observance of the laws for some schooling of all children. January 1, 1883, Mr. Charles D. Hine succeeded Hon. Birdsey G. Northrop as secretary. For local supervision and management of the schools there are boards of school vis¬ itors, of 3, 6, or 9 members, in every town (township); boards of education, of 6 or 9, in certain school districts that represent former school societies; and school commit¬ tees, of 3 members, in each of the ordinary school districts into which most towns have been divided. These bodies are all elective at the first annual school meetings of their towns or districts; are subject afterwards to change of one-third at the succes¬ sive school meetings; and, in the case of the first mentioned, must appoint at least one member acting school visitor (in case of the second, may do so) each year, to make sure a visitation of the schools twice or more each year, in company with the district school committees. Still further to secure an educated population, the State requires that schools shall be maintained at least 36 weeks yearly in every school district that has 110 or more children of school age, at least 30 weeks in districts that have 24 or more such chil¬ dren, and at least 24 weeks in other districts. Only districts that have had less than 8 pupils in average attendance are excused from keeping up a school, and then the school visitors of the town must make arrangements for the attendance of the children at some neighboring school. Having made these arrangements for the education of its children, the State, since 1882, insists that they shall be availed of by at least all from 8 to 14 years of age during 12 weeks each year (6 of these weeks to be consecutive), on penalty of $5 for each week of failure to attend. To give further emphasis to this requirement, manufact¬ urers and others are forbidden to employ children under 14 years of age without a certificate from a teacher or school officer that the prescribed minimum of schooling has been had. The school visitors of every town and the special agent of the State board of education are charged with the duty of seeing that these laws are obeyed or that the penalty of violation of them is imposed on those in fault. High schools, a normal school, and town libraries enter into the State system. An instance of what may be done to improve schools in small towns and districts is presented at Stafford Springs, Tolland County, where the census of 1880 show's only 2,081 inhabitants. Here, in place of 5 former ungraded schools, a system of 4 schools has been organized in one building, centrally located, with a primary department of 2 years, an intermediate of 3 years, a grammar department of 3, and a high school of 4 years. The whole is under the direction of one person, who acts as superintend¬ ent and principal. By bringing all these departments into a cenrral building he and his assistant teachers are enabled to follow a definite course, with pupils enough in each class to work profitably; whereas, before, each of the 5 ungraded schools had the same ground to cover, with a proportionately small number of pupils, and each teacher had also a proportionately larger number of classes. The change is said to CONNECTICUT, 35 have been brought about with remarkable smoothness, and after nearly a year’s trial is pronounced an assured success, meeting admirably the wants of a small town and fur¬ nishing better and more systematic teaching at probably about the same cost, if not less. SCHOOL FINANCES. The State comptroller each February apportions to such towns as have kept their schools open the time above required $1.50 for every child 4 to 16 years of age shown by the preceding January census. This money is raised by a State tax of 1£ mill on $1. Besides this, the income from a State school fund, from town deposit funds, from school society funds, and such amounts from each town treasury as may be agreed upon at the annual town meeting go to the support of public schools ; but the lirst and last can only go to districts that have school-houses and outbuildings satisfactory to the school visitors and that have made to these visitors the required reports. NEW LEGISLATION. Among the new laws relating to schools in 1884 was one giving the State board of education power to examine publicly, in spell branches and on such terms as it may prescribe, persons desiring certificates of qualification to teach in any public school in the State, to grant such certificates to those whom it may find qualified, and to revoke them in case of need. The acceptance of these certificates in lieu of the ex¬ aminations previously prescribed by law is, however, optional with school visitors and boards of education. Another act gave boards of school visitors power to include training in manual arts among other matters of instruction in the public schools. A third relates to a refusal of parents or guardians to report to the enumerators the names and ages of their children of school age, as well as information as to the school attendance of such children, and imposes a fine of $3 for such refusal. Others allow towns to authorize their school visitors to employ teachers to give instruction in the rudiments and prinoiples of vocal and instrumental music in their several schools, and to pay the salaries of such teachers; released the secretaries of such boards of visitors from the necessity of being members of the board and accom¬ panying the members in their visitation of the schools; required school districts with 10U or more school children to maintain schools at least 36 weeks each year, and those with 24 or more such children to maintain school 30 weeks at least, and those with fewer children at least 24 weeks. SYSTEMS OF TOWNS AND CITIES WITH 7,500 OR MORE INHABITANTS. OFFICERS. For places with the above population that embrace whole towns, there are boards of visitors ; for others that were formerly school society districts, not coextensive with the towns in which they are situated, there are boards of education ; for towns that have abolished their school districts, school committees, in each case of 3 members or some multiple of 3, with an acting school visitor, principal, or superin¬ tendent of schools. As far as can be ascertained from the State report, Middletown and New Haven appear to be the only cities. Even Hartford, the State capital, has a town system. STATISTICS. 1882-’83. a Cities and towns. Population, census of 1880. Children of school age. Enrolment in public schools. Average daily at¬ tendance. Number of teachers. Expend!" ture. Bridgeport . - . . 29, 148 7,779 5, 681 4,192 102 $76, 877 Banbury . . 11, 660 3, 027 2, 387 1, 634 47 30, 096 Berlsy . . . 11, 650 3, 558 3, 033 1, 999 65 39, 676 Greenwich . . . 7, 892 1, 953 1, 404 810 29 15, 577 Hartford . 42, 551 9, 816 7, 240 4, 690 152 333, 269 Meriden . 18, 340 4, 515 3,109 2, 070 54 48, 162 Middletown . 11, 732 2, 801 2, 053 1, 257 47 30, 389 13 979 3 812 1, 979 1 305 37 25 615 New Haven . 62, 882 16| 280 121668 9’ 042 261 b266, 747 New London . 10, 537 2, 009 1,847 1, 184 40 23, 444 Norwalk . . . 13, 956 3, 295 2,126 1,402 42 29, 783 Norwich . . . 21, 143 5, 043 3, 992 2, 730 99 60, 770 Stamford . 11, 297 2, 750 1, 823 1,111 37 23, 336 ■Waterbury . 20, 270 5, 563 4, 197 2,599 65 103, 548 Windham . . . 8, 264 2, 067 1,432 747 34 15, 036 a The statistics of Middletown, Norwich, and Waterbury include those of one or more outlying dis* tricts. All above given are from the tables of the State report for 1882-’83. & A return from New Haven makes the total expenditure $368,044, including $110,175 paid on indebts ©tineas. RETORT OF THE COMMISSIONER OF EDUCATION. 36 STATISTICS 1883-’84. 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. Bridgeport . . . 29, 148 8,183 i 5,975 4,434 106 $98, 161 Danbury . 11, 666 3, 146 2,487 1,775 48 34, 865 Derby . 11, 650 3, 581 3, 162 2, 020 57 50, 767 Greenwich . 7, 892 1, 963 1,794 847 30 17, 471 Hartford . . 42, 551 10, 097 7, 428 4,775 162 225, 804 Meriden . . 18, 340 4, 8*9 3, 486 2. 258 59 6',396 Middletown . 11, 732 2, 637 2, 076 1,314 47 25,017 New Britain . . . 13, 979 3, 879 2, 136 1,471 42 34, 357 New Haven. . . 62, 882 16. 280 13, 320 9, 549 d263 255, 899 New London . 10, 537 1, 950 1, 989 1,291 40 24, 07.2 Norwalk . 13. 956 3, 227 2,312 1,530 38 30, 679 Norwich . 21, 143 4, 989 3, 690 2, 604 95 61, 081 Stamford . . . 11, 297 2, 836 1,971 1,174 37 25. 129 ■Waterbury . . . 20, 270 5, 874 4, 608 2, 163 89, 153 Windham . . 8, 264 2, 104 1,190 736 30 20,736 a These statistics are from the State report for 1883-’84, and, as in the previous year, those of Middle town, Norwich, and Waterbury include outlying districts. ADDITIONAL PARTICULARS. Bridgeport, in 1882-’83, with 192 more children to be taught, increased by 201 the registration in its public day schools, by 549 the average membership in these, by 551 the average daily attendance, and had 424 pupils perfect in attendance, an increase of 87. It also registered 90 pupils in an evening drawing school, with much better results than from a larger number the year before ; completed and furnished a high school building, sai 1 to be a model of its kind, with accommodations for 650 pupils; and emxjloyed enough additional teachers to meet the increase of school children — all with less expenditure than in the preceding year. Besides the pupils in public schools there were 566 in private schools, leaving yet 1,737 children in no school. In 1883-84, with 404 more children, it enrolled 114 additional, had 242 additional in average attendance, and expended for its public schools $21,284 more. An evening drawing school was conducted in the high school building with great success. Danbury increased its school children by 124, its public registration by 59, and its average attendance by 40, with less expenditure than in 1881-’82. In private schools there were 101 ; in no school, 643. In 1883-?84 there was a further gain at all points, with larger expenditure. Derby gave special attention to training in ready and proper use of language, using stories and pictures in the lower grades to suggest ideas and lead to right expression of them, while in higher grades came letter writing, bills, receipts, orders, abstracts of lessons, &c., the result being that even scholars 10 years old learned to write short letters and papers said to be almost faultless in form, punctuation, spelling, and capi¬ talization. In lt'84 there were gains at all points. Greemeieh had 35 more children to provide for than in 1881— ’82 ; enrolled 77 fewer; slightly increased the average attendance; rebuilt and removed an old and poor school building, placing it nearer to most of the children for whom it was designed, and ex¬ pended in this and other improvements $8,979 more than in the previous year. Chil¬ dren in its private schools, 210 ; in no school, 336. There was no especially notable change in 1883— ’84. Hartford, although it had 156 more children of school age, enrolled in public schools 377 fewer, and had in average attendance apparently only 16 more, but, through a re¬ building of its burned high school and the erection of another school house, it ex¬ ceeded by $107,905 the expenditure of 1881-82. A new rule was adopted as regards en¬ trance to the high school, viz, that the first three-fourths of the first class of each district school should be admitted without examination. Of course, opinions differed as to the expediency of such a change, and, as a somewhat kindred rule in Philadelphia has not worked well, it may not prove successful here. But the board of school visitors was unanimously iu favor of the change, and it will be thoroughly tried. The evening schools noticed in 1882 were continued, and by their good work in supplying the edu¬ cational deficiencies of many that attend no other schools are said to offer each year new reasons for further continuance. Of the school children of the town 1,265 were reported in no school in 1883 and 1,675 in private or church schools. The next year, 1883-84, with fair gains in enrolment, average attendance, and teachers employed, there were 2,442 in no school and 2,015 in other than city schools. The new high school building was sufficiently completed for partial occupancy Jan¬ uary 3, 1884, less than two years from the burning of the former one. Total, cost, 1285,000. CONNECTICUT. 37 Meriden increased its scliool population by 135, and, though the registration in its schools was lower by 81, had 209 more children in average attendance. For the mainte¬ nance of schools $2,253 more were expended, yet 915 of its children were out of school and 505 in other than public schools. The second year of the town high school was even more satisfactory than the first, and the third year opened in the fall of 1883- ^4 with an attendance that so overtaxed the building as to require the erection of a new one, for which the town appropriated $50,000. The first class for graduation, June, 1883, numbered 13. The course of study adopted in 1881-’82 for all the schools was proving very satisfactory. Middletown city school district by itself did not do so well in some respects as the town with which its statistics are connected in the table, enrolling in 1882-83 only 914 dif¬ ferent pupils out of 1,505 of age for schooling, while the town enrolled 1,130 out of a. considerably smaller number, and having also 617 in private or church schools against only 85 from the town in schools of that class, both being nearly alike as to children in no school. The per cent, of attendance for some part of the year was thus 94.4 in the town and only 57.3 in the city; hut in holding scholars once enrolled the city schools showed their superiority, they having 81.9 per cent, of those registered attend¬ ing, against 75.8 on the part of the town schools. In 1883-84 this seems to have been reversed, the city schools having only 68.3 against 90.8 per cent, in the town, expend¬ iture for the schools of both decreasing. New Britain, having 1,228 of its children in private or church schools and 646 in no school, had only 51.9 per cent, of its school youth in public schools, though, as in Middletown city district, good teaching had its results, the per cent, of attendance upon registration being 81.7, and this percent, would probably have been still higher had not epidemics prevailed during the winter term. Its high school is well spoken of. New Haven city erected 3 new school buildings and greatly increased the accommo¬ dations in another, at a cost for lots, buildings, and equipments of nearly $90,000. These houses made the number owned by the city 29, besides 5 rented for school use and 2 orphan asylums in which schools wrere held, making 36. The school rooms oc¬ cupied were 217, an increase of 14 ; the seats provided, 10,875, an increase of 693. Four evening schools were held again 5 months, with 14 teachers, 761 enrolled pupils, and 283 in average attendance. Superintendent S. T, Dutton, who succeeded Mr. Ariel Parish in 1882, appears to have done excellent work. Improvement of the teaching, by efforts to secure broad conceptions of the aim of school training and thorough adaptation of means to ends in all departments of instruction, has been his first aim. As an aid to this, a normal class for joung teachers was organized in September, 1882, and meetings were held after school hours every Wednesday afternoon till April 1, 1883, to study principles of education and the more recent methods of teaching. The attendance at these meetings gradually increased till in place of only small classes from the training schools there were from 150 to 200 teachers of all grades studying the history and philosophy of education, new methods of teaching geography, and exercises in breathing and vocal training. Other meetings, by wThich teachers of a certain grade in a given section of the city were brought together for an afternoon in some class room 'where the teaching was exceptionally good, enabled these visitors to study for an hour the methods used. After dismission of the pupils, opportunity was given to ask questions and exchange views as to special work. Courses of lectures from eminent educators in the high school hall during the autumn aided the improve¬ ment aimed at by these means, by bringing together teachers and citizens to consider the science of good teaching. The only other noteworthy changes in 1882-83 were the abolition of the annual examination as a basis of promotion in primary and gram¬ mar schools, a step toward abolition of the special class in the high school, a partial introduction of “ newspaper geography,’’ and a broadening of the work of training teachers by adding another year of instruction (in a new school building, with better aids to work) for graduates of the high School and others of acknowledged merit. In 1883-’84 New Haven considerably increased its school accommodations, housed its training school in a new and excellent building, introduced some elements of Kiu- dergarlen methods, improved in several ways the modes of teaching, and carried into effect the abolition of the special class in the high school, proposed in the jjreeeding year. Elementary manual training was tried in 2 schools with such success as to en¬ courage the extension of it; 6 evening schools were held, mostly for 76 nights, under 11 teachers, with 519 pupils and an average attendance of 209 ; while the general day schools had an increase of 654 in enrolment and of 506 in average attendance over the preceding year. Norwalk in 1883 made all its schools substantially free to all the children of school age in the town, even if the attendance should he outside of the district in which the children might reside. It also gave its schools uniform text books. Nonvicli central district revised its course of study, improved its teaching of num¬ bers, drawing, and music, and introduced physical exercises as a part of the regular school program, with good results. Its West Chelsea district determined in 1883-’84 to introduce drawing into its schools. 38 REPORT OP THE COMMISSIONER OF EDUCATION. Of Stamford , Waterbury, and Windham there is no information beyond the statistics of the State report. KINDERGARTEN. In Table V of the appendix may be found information as to instruction of this class at Bridgeport, Lakeville, New Haven, New Milford, and elsewhere. PREPARATION AND QUALIFICATIONS OF TEACHERS. GENERAL STATE REQUIREMENTS. No teacher may be employed in any school receiving any part of its support from public money until he has received a certificate signed by a majority of the board of school visitors or by all the committee appointed by them; nor is any teacher entitled to wages paid out of any public money appropriated to schools until lie can produce such a certificate of a date previous to the opening of his school. The minimum of requirements for such certificate are good moral character, with ability to teach reading, writing, arithmetic, and grammar thoroughly, the rudiments of geography and history, and of drawing if required by the board. State certificates have already been noticed. STATE NORMAL SCHOOL. The Connecticut State Normal School, New Britain, organized in 1850 to train teachers for the public schools, changed both its head and its home in 1883, Pro¬ fessor I. N. Carleton, who had been principal since 1869, having resigned June 22, and Mr. C. F. Carroll, of Oil City, Pa., having succeeded him in July; while for the school an excellent new building was so far advanced that the fall term of 1883-’84 began in it in September, though it was not completed until January. In this build¬ ing — which is of stone and brick, and, with grounds, grading, and furnishing, has cost the town and State $113,000 — there will be greatly improved facilities for healthy and effective normal work. The full course continues to be 2 years, of 39 weeks each. Applicants for admission must present certificates of good character from the school visitors of the towns in which they live, must be at least sixteen years old, must in¬ tend to teach in the Connecticut public schools, and (unless graduates of high schools approved by the board of education) must pass a satisfactory examination in com¬ mon school studies.1 Of students entered on these conditions, there were 107 for the fall term, which began in September, 1883, and ended January 18, 1884. Of other pupils (apparently in the model school, which represented three grades of school work) there were 55. A Kindergarten, for illustration of Frdbel’s methods, was to be added to the model school in 1884. OTHER NORMAL TRAINING. New Haven, as mentioned under a preceding heading, added another year in 1882-’83 to the 1-year course before prescribed for such as aim to teach in the city schools ; prepared in this way to draw in from the high schools candidates of higher grade; gave its enlarged school the advantages of a new building, with more room and greater teaching force ; and also did very much towards improving those already teaching, by showing them the way to higher grades of work. Bridgeport and Hart¬ ford are believed to have continued the training before given to advanced pupils in their high schools for the purpose of preparing them for city school work. MEETINGS OF TEACHERS AND SCHOOL OFFICERS. Under a law that has been several times slightly altered, the State Rbard of educa¬ tion is required to promote efficiency in teaching by holding at various convenient places meetings of teachers and school officers for the purpose of instructing them in the best modes of administering, governing, and teaching public schools. During 1882-’83 such meetings were held in 9 towns by 33 different instructors, including the principal of the normal school and several of the most eminent teachers in the State. To a few towns in which teachers’ meetings were a part of the town system, in¬ structors were also sent to give these meetings an additional stimulus by means of instruction upon special topics. The teachers of Windham and New London Counties organized in May, 1883, an association for mutual improvement, and those of Hartford and Fairfield Counties held their usual meetings. 1 Examinations for admission to the normal school are now held annually at different points through¬ out the State. CONNECTICUT. 39 SECONDARY INSTRUCTION. PUBLIC HIGH SCHOOLS. Of these schools, which are rather permitted than encouraged in this State, there were 24 reported in 1882-83, Hartford County having 9; Isew Haven County, 5, Fairfield and Middlesex, each 4; New London and Windham, 1 each. These num¬ bers evidently do not include schools in which only some higher branches are taught, as a report 2 years before, which doubtless took such in, made the whole number then in operation 51, instead of 24. Bridgeport entered into possession of a new and com¬ modious high school building for the session of 1882-’*3. Hartford completed for use in January, 1884, its high school, rebuilt on broader foundations than the one it lost by fire in 1882, and now, it is believed, made fire proof. Meriden sent out, June 15, 1883, the first class graduated from its high school, which, instituted in 1881, would thus seem to have a course of only 2 years. At the annual town meeting, in 1884, $50,000 were appropriated for a new high school building, to meet a greatly enlarged attendance which had overtasked the capacity of the former building. In 1883-84 the New Britain high school, one of the feeders of the State Normal School, reported a general and a classical course, each of 4 years. That of Hartford adopted in April the rule of but one session daily from 9 a. m. to 1.35 p. m. The rule of 1882-,83 as to admission, noted under city schools, is said to work well. OTHER SECONDARY SCHOOLS. For the statistics of business colleges, private academies,1 and preparatory schools reporting, see Tables IV, VI, and VII of the appendix; for summarii s of these statis¬ tics for the State, see corresponding tables in the report of the Commissioner pre¬ ceding. SUPERIOR INSTRUCTION. COLLEGES FOR YOUNG MEN OR FOR BOTH SEXES. Trinity College, Hartford (Protestant Episcopal), Wesleyan University, Middle- town (Methodist Episcopal), and Yale College, New Haven (non-sectarian), contin-^ ued in 1882-83 and 1883-84 their regular 4-year collegiate terms of instruction, all’ with high standards for admission and graduation and with well arranged courses, classical and scientific. These courses show from year to year a somewhat wider range of studies as well as improving arrangen ents for instruction. Trinity changed its president in 1883, Rev. T. R. Pynchou, D. D., LL. D., retiring after nine years of service and being succeeded by Rev. George Williamson Smith, D. d. ; Dr. Pynchon still fills the chair of moral philosophy. Some other changes in the faculty were made, the results being two additional professorships, of physics and of metaphysics, with some broadening of the courses of instruction. Preparations for a wider range of elective ' studies were set on foot and a well equipped observatory was added to the means for scientific training. Faculty, 14 in 1882-’83; 16 in 1883-84 ; students, 66 in each year. i Wesleyan retained its 3 regular courses of undergraduate study, classical, Latin-sci¬ entific, and scientific, for the degrees of a. b., ph. b., and B. s., with special honors for special proficiency in any one. All studies in the freshman year of each course are required ; after that elective studies are introduced and increase in number with each year of advance. Special courses are also continued for such as are not candi¬ dates for degrees, as well as for graduates who desire to continue studies beyond the collegiate course. The admission of female students remained a feature of the col¬ lege system, and 18 such appear in the catalogue of 1883-?84, out of 201 in all, of whom 15 were special students and 1 a post graduate. Faculty for that year, 18. No pro¬ fessional studies had yet been introduced to justify the title of university. Yale, retaining still its modest collegiate name, showed in 1882-,83 and 1883-’84 a fair university organization in departments of theology, medicine, law, philosophy, and the arts, this last including the undergraduate academical (or collegiate) department, the Sheffield Scientific School, and a school of the fine arts, all offering facilities for graduate instruction, with or without reference to the acquisition of degrees. The undergraduate academical, of 4 years, with required regular studies throughout, calls for 4 exercises a week in optional additions during the last 2 years, these exer¬ cises embracing philology, philosophy, history and political science, mathematics and astronomy, molecular and terrestrial physics, natural sciences, and the fine arts, all leading to the degree of a. b. The graduate instruction beyond this includes in¬ tellectual philosophy, political science and history, philological science and litera- ^ne school of this class — the Loomis Institute, Windsor, Hartford County — is not yet on the Bureau list, because it does not appear to have been yet opened for instruction, though chartered and possessed of a considerable endowment, $380,000 having been left in trust for it by two brothers, James C. and Hezekiali B. Loomis, “to found an institute for gratuitous education,” according to a letter from a surviving brother. This family is said to have also done much, towards bringing up the school system of Bridgeport to its present high position. 40 REPORT OF THE COMMISSIONER OF EDUCATION. ture, mathematics, natural and applied sciences, and the line arts, leading to the de¬ gree of M. a. or of PH. D. after 2 years of successful study. For those that seek them there are also degrees of civil and dynamic engineering attainable by bachelors of philosophy who have taken the iirst degree in engineering and then pursue satisfac¬ torily a higher course for 2 years. In this whole department of philosophy and the arts there were, in 1882-’83, 898 students reported ; in 1883-’S4, 90il, including a few names counted twice ; total in all departments, counting no name twice, 1,096 in the former year, 1,092 in the latter. Professors and instructors in both years, 109. For a summary of the statistics of the 3 colleges, see Table IX in the rejmrt of the Commissioner preceding. INSTITUTIONS FOR THE SUPERIOR INSTRUCTION OF YOUNG WOMEN. It has been before mentioned that Wesleyan University admits women to its privi¬ leges, and had 18 in 1883-’84. Yale admits them to its school of the line arts, and had 33 in 1882-’83, with 43 the next year. For other institutions that admit women to what is claimed to be substantially collegiate training, see Table VII l of the appen¬ dix ; for a summary of their statistics, see a corresponding table in the report of the Commissioner preceding. SCIENTIFIC AND PROFESSIONAL INSTRUCTION. SCIENTIFIC. The Sheffield Scientific School of Yale College , New Haven, presented in 1882-’83 and 1883-’84, as previously, its 3-year courses of insti action in mathematical, physical, and natural sciences, having in the former year 207 students, under 28 professors and instructors, and in the latter 213, under the same number. On September 21, 1883, it lost by death the excellent senior of its faculty, Prof. William A. Norton,- a teacher of more than lifty years’ experience, who since 1852 had taught civil engi¬ neering in Yale College and this school. No special change appears to have been made in the general outline of instruction in the two years mentioned beyond what comes naturally from increasing thoroughness on the part of teachers chosen for their high qualifications and furnished yearly with considerable additions to their means of teaching. The number of students advances from year to year, and the prepara¬ tion of candidates for admission is said also to show marked improvement. Besides the regular student courses, there are annual courses of lectures to mechanics and others on interesting and instructive scientific subjects. Teaching in military science is given, according to law, by officers from the United States Engineering School at Willet’s Point. The Storrs Agricultural School, at Mansfield, established in 1881 for the education of Connecticut boys in such branches of science as may conduce to skill in agricultural pursuits, presents for 1883 2-year courses in general and agricultural chemistry, farm mechanics, land surveying, botany, zoology, animal physiology, practical and theo¬ retical agriculture, &c. Professors and instructors, 3 in 1883; students, 30; graduates of the year, 6. Courses leading to the degree of b. s. are offered at Trinity College, Hartford, and at Wesleyan University, Middletown, which last has also one leading to the degree of PH. B. PROFESSIONAL. Theology in 3-year courses, meant to follow a collegiate course, was taught during 1882-83 and 18b3-’84, after the Congregationalist form, at the seminary of the Theo¬ logical Institute of Connecticut, Hartford, and at the theological department of Yale College, New Haven; after the Protestant Episcopal form, at the Berkeley Divinity School, Middletown. Students at the first named in these two years, 46 and 54, under 6 professors and 4 lecturers, with an instructor in music and voice building; at the second, JOG and 99, under 6 professors and as many lecturers, with an instructor in elocution ; at the third, 39 in the first year, under 7 professors, including one of elocu¬ tion. Advanced or graduate classes appear at Yale in both years ; at Hartford there was one in the latter year. Law was taught in the department of law of Yale College, in the 2-year course for undergraduates, by the regular faculty of 7, with 3 special lecturers in 1882-83 and 5 in 1883-84. In the graduate course it was continued by 5 special lecturers and in¬ structors to 2 candidates for the degree of M. l. in 1882-8*3 and to 6 in 1883-’84, with 1 candidate for the degree of d. c. l,, all these candidates being bachelors of law of other colleges and one a master of law. Medicine , in the 3-year graded course of the medical department at Yale, was ex¬ pounded by the regular teaching faculty of 7 in the years 1882-’83 and 1883-’84, each year covering 34 weeks, 10 lecturers and other teachers aiding in the instruction in the former year and 8 in the latter. In this latter year there was 1 graduate student in advanced studies and also 1 special student, besides the 29 regular students in the 3-year course. The number in the preceding year, all regular, was 30. CONNECTICUT. 41 SPECIAL INSTRUCTION. THE FINE ARTS. The Yale College School of the Flue Arts endeavors (1) to furnish thorough tech¬ nical instruction in the arts of painting, sculpture, and architecture ; (2) to acquaint its students with at least a fair outline of what relates to the history, theory, and practice of art. The full course in these subjects covers 3 years and is open to young women as well as to young men; no student under 15 years of age may be ad¬ mitted. Of 40 uncollegiato students in 1882-83, 33 were women ; of 49 such in 1883-84, 43 were women. Students from the Sheffield Scientific School, additional to these, 82 in the former, 84 in the latter year. Students from Yale College proper, for vrhom there is an optional art course from January 1 to June 1 each year, not given. Teaching professors, 3, with 3 other instructors and a librarian, there being a consid¬ erable library of art, as well as collections of paintings, statues, casts, &e. TRAINING OF NURSES. The Hertford Hospital and the Connecticut Training School for Nurses, of tho New Haven Hospital, continued in 1883 their valuable work of preparing women of full age, sound health, and good character for intelligent and efficient nursing service. The course in the former is said, in the latest circular of the directors, to be of 2 years; that in the latter, the committee give as of 1 year, with 6 months of additional prac¬ tice under the direction of the school. The number in the former school in 1883 is not given in the circular sent. In the latter there were, at the close of that year, 23 at the hospital grid 11 in private families. During the year 15 had graduated, making 73 from the beginning ten years before. A new dormitory for the nurses, xdanned in 1882, was in use in 1883. EDUCATION OF DEAF-MUTES. The report of the American Asylum for the Education of the Deaf and Dumb, Hartford, shows for 1882-83 a total attendance of 210 and an average for the year of 185. In 1884 there was 1 more in attendance. The method of instruction continued to be that known as the eclectic or combined system, in which all the pupils have their general education carried on through the medium of signs, writing, and the manual alphabet, while those that show aptness in acquiring articulation and lip reading are taught these as special branches. The Whipple Home School for the Deaf , Mystic River, continued also its instruction under the articulation and lip reading system, in which lines it claims eminently suc¬ cessful results. EDUCATION OF THE FEEBLE-MINDED. The Connecticut School for Imbeciles, Lakeville, reports for 1883 a total attendance of 102, of whom 92 remained at the close of the year. The number of beneficiaries of the State during the year was 60, of whom 56 continued on the list at the close. The system pursued is first to improve the sluggish physical system by active exer¬ cises, then to attract the attention and stimulate the mental faculties by object teach¬ ing, with singing, simple studies, Kindergarten plays, and pleasant industries. STATE REFORMATORY AND INDUSTRIAL TRAINING. The Connecticut State Deform School, Meriden, closed its thirty-second year November 30, 1883, with 406 boys remaining on its list out of 614 that had been jiresent some part of the year, 208 having in that time been discharged. The system pursued is a combination of moral, religious, and school instruction, with training in productive industries that may prepare for self support. The family plan of housing the boys was extended during the year by the addition of 2 cottages to the 1 before reported, so that 2 new sets of 50 each might be withdrawn from the main building and put under the care of a man and wife, with a competent teacher, as soon as the buildings should be completed and furnished. The Connecticut Industrial School for Girls, Middletown, closed its fourteenth year December 1, 1883, with 195 inmates out of 585 received since the opening of the school in January, 1870. The whole number under care during the year had been 249, of whom 54 had been placed in homes or otherwise disposed of. The training is in or¬ dinary school studies, morals, and religion, as well as in household work, sewing, paper box making, laundering ; and the success of this training, aided by good fam¬ ily influences in separate homes, has been so great that the demand for girls to assist in housekeeping, in the care of children, and in other useful work has come to be far beyond tfie supply. After leaving the school they are visited by an agent and are corresponded with till they are 21 years of age. TRAINING OF ORPHANS. For information as to homes for orphans and the educational and industrial train¬ ing given in them in 1882-’83, see Table XXII, Part 1, of the appendix. 42 REPORT OF THE COMMISSIONER OF EDUCATION. EDUCATIONAL CONVENTIONS. CONNECTICUT STATE TEACHERS’ ASSOCIATION. The thirty-seventh, annual meeting of this body was held in the hall of the New Haven High School, October 18-20, 1883, “ a large number of principals and teachers being present from all parts of the State.” The address of the first evening, after words of welcome from J. G. Lewis, of New Haven, was from Rev. Joseph T. Duryea* D D., of Boston, Mass., on “ The motive forces to earnest study,” and is said to liave aroused much enthusiasm. The first discussion of the next morning was “ The rela¬ tion of the public library to the public school,” Superintendent Harrington, of Bridge¬ port, giving the general report of the committee appointed to consider it and dwelling on the importance of influencing pupils to choose good books and read them thought¬ fully. Other subjects presented were ‘‘The relation of the public library to the gram¬ mar school and high school,” “The teachers’ work in directing pupils to the use of the public library,” and “The teachers’ own use of such a library.” Secretary Charles D. Hine, of the State board of education, then gave a review of the Connecticut school system from the beginning, some two hundred and fifty years ago, when standards were high and studies few and a generous taxation gave the schools a good support; sketched the decline that came from 1712 to 1796, when ecclesiastical societies took school matters iu hand, when taxes declined, rate bills came in, and academies and lower private schools largely displaced the common school ; and finally showed how, from 1796, the stile of western lands owned by the State threw' the support of schools again on public funds, with lightened taxation and with still inferior results, till in 1846 fifty more years of unsatisfactory results made the State ready for a return to the spirit of the old system, since which there has been gradual improvement, till now the best schools of the State rank w'ell with any in other States. Several other important topics were discussed, among them one by Superintendent Seaver, of Boston, on the advantages of elementary manual training in connection with public schools, and one by President Porter, of Yale College, on the power of the personal element in teaching. After adopting resolutions in favor of well ordered public libraries as aids to school work, of a system of graded schools for every town, and of appropriations from the General Government for the instruction of Indians in Alaska, the association chose new officers and adjourned to meet at Hartford in 1884. The thirty-eighth annual meeting was held in the high school hall, Hartford, October 23-25, 1884, with an attendance said to have been the largest ever known and with proceedings of great interest. Ou the first evening Mr. Wm. A. Mowry,1 of Boston, delivered the opening address. The next morning Principal George L. Fox, of New Haven, presented a paper on “Teaching politics in public schools,” saying that there was need to prepare for the duties of citizenship by teaching patriotism. The right w ay of teaching “ The A B C of numbers ” was next shown by Miss E. M. Reed, of ihe Welch Training School, Newr Haven, whose paper was so clear, practical, and useful that the association resolved to have it published for the use of teachers, and it will probably appear under State auspices in 1885. Prof. A. B. Morrill, of the State Nor¬ mal School, next presented “ Science conversations in the lower schools,” urging a drill in familiar objects of natural science, on the seashore, in the country round the school, and elsewhere, getting the children to gather specimens and become students of nature as wrell as of books. “Reading and how it should be taught” was then presented by Prof. E. H. Russell, of the Massachusetts State Normal School, Worcester. “ The relation of learning to teaching,” by F. E. Bangs, of New Haven, closed the program of papers to be read, and the last hour was given to class exercises in arith¬ metic by Miss Helen F. Page, of the State Normal School, with a class of 20 pupils. CONNECTICUT COUNCIL OF EDUCATION. At a meeting of this council held in June, 1883, a committee, with the city super¬ intendent of New Haven at its head, was appointed to take into consideration the condition of the country schools and to report what efforts on the part of the council might tend to the improvement of those schools. At another meeting, in December of that year, the report of this committee was presented, stating that circular letters of inquiry had been addressed to each member of the boards of school visitors and boards of education of the several towns throughout the State. The questions asked were : Would the country schools become better (1) if district lines were obliterated and the towns hired and paid the teachers, as well as examined and supervised them; (2) if the State board were to hold annual examinations supplementary to those in towns; (3) if superintendencies were to be established over counties or groups of towns; (4) if the country work could be classified and the pupils of maturer age and SThis gentleman, who was at the head of the English and Classical School, Providence, It. I., is now managing editor of the Journal of Education. CONNECTICUT. 43 higher grade he brought into a central school ; and (5) if the best pupils were en¬ couraged to take a course in the State Normal School before beginning to teach? The answers to these several questions are not fully formulated, but from them and from their own observations the members of the committee seem to have come to at least these conclusions : (1) that district lines had better be obliterat ed and that a central committee in each rural town should have power, by consent of parents, to gather children of the same grade into the same school room under the charge of one teacher; (2) that a State examination of teachers should supplement the town ex¬ aminations; (3) that there should be some more skilful supervision than can be had under the present country system, in which u all sorts of men, engaged in all sorts of business, knowing often nothing of the practical work of teaching,’7 are enga, ed at $2 a day for actual service to superintend the country schools; (4) that whatever may be done as to general training in the normal school, at least the best of the graduates of high schools should be induced to take a year of study at that school before becoming teachers, and that candidates found by the faculty unlit for effective school work should be rejected, not adv anced. The meeting of the council in 1884 was held at Hartford in June and discussed mainly the question of national aid to education, Superintendent Dutton, of New Haven, favoring such aid, as the safety of the Republic demands that voters be better educated; Mr. Fox, of New Haven, holding that, where danger exists, sufficient au¬ thority to meet it also exists, and that the clause in the Constitution authorizing Con¬ gress to promote the general welfare carries the power to make educational appropria¬ tions. Mr. Charles D. Hine, secretary of the State board of education, taking the op¬ posite ground, held that there was no constitutional authority for such aid, nor was it expedient, to give it; that the proposal to distribute aid to poor States on the basis of general illiteracy was a mistake, as, if distributed at all, it should be on the basis of illiteracy in children of school age ; that the money distributed would be almost surely misused and would not accomplish its purpose ; that schools and school sup¬ port must grow, and not be called into existence by money. CHIEF STATE SCHOOL OFFICER. Hon. Charles D. Hine, secretary of State board of education , Hartford. Mr. Hine entered upon duty January 1, 1883, and serves during the pleasure of the board. 44 REPORT OF THE COMMISSIONER OF EDUCATION. DELAWARE. STATISTICAL SUMMARY. POPULATION AND ATTENDANCE. White youth of school age (6-21) . Colored youth of school age (6-21) _ Whole number of school age . Whites enrolled in free schools . Colored enrolled in free schools . Whole enrolment in State free schools. Per cent, of enrolment to school youth. Average daily attendance of whites .. Average monthly attendance of col¬ ored. SCHOOL DISTRICTS AND SCHOOLS. School districts reported . Free schools for whites in these . Average time of such schools, in days. . Free schools for colored children . Average time of these schools, in days. . TEACHERS. Teachers in free schools for whites _ Teachers in free schools for colored . . . FINANCIAL STATEMENT. Cost of free schools for whites . Cost of free schools for colored . Valuation of State school property.... Average monthly pay of white teach¬ ers. Average monthly pay of colored . 1882. - 1884. 1 v * Increase. Decrease. 33, 133 35, 06D 1,936 a5, 300 «5, 500 200 38, 43 3 40, 569 2, 136 23, 450 27,037 3,587 «&3, 439 4,226 787 26. 889 31,263 4, 374 7 0. 83 77. 06 6.23 15, 556 17, 952 2,396 . cl, 177 cl, 171 6 416 421 5 515 544 29 156 157 1 (171 2 104 104 545 546 1 77 78 1 $206, 918 $6, 452 8, 243 $1,791 453, 274 608, 056 154,782 30 95 32 31 1 36 24 00 24 00 a Not including colored children in "Wilmington. b In 1882-’83. c The average daily attendance of colored children ia not reported. d Includes some in Wilmington. (From report of Hon. Thomas N. Williams, State superintendent of free schools, ap¬ parently for the calendar years 1882 and 1884 and reports of Henry C. Conrad, actuary of the Delaware Association for the Education of the Colored People, for the school years 18o2-J83 and 1883-84.) STATE SCHOOL SYSTEM. GENERAL CONDITION. The State superintendent of free schools says that u considered as the growth of ten years the Delaware system of free schools is a most gratifying work. Never be¬ fore has public sentiment been so strong in favor of the support of free public schools as to-day. The press of the State is a unit in their favor. The leading men of all parties and of all religious denominations acknowledge and defend the truth that the State has duties as well as rights, and that foremost among them is the duty of secur¬ ing a good common school education for the children of all classes.” He expresses a belief that in 1884 there was substantial progress, a belief which the statistics abun¬ dantly confirm as lespects the schools for whites at least, while those for colored youth seem to have fairly held their own, though there has not been in them the ad- DELAWARE, 45 vance that it was hoped might come from the considerable State appropriation made to them since 1881. The examinations of teachers, which began with the institution of a State school system worthy of the name in 1875, have been gradually disposing of the indifferent school teachers and substituting for them others that endeavor to excel. And, though this process is necessarily a slow one, it is evident, from a variety of testimony, that there is, as the superintendent says, a marked improvement from year to year in the qualifications of the teachers and in the effectiveness of the school work done by them. The instruction given at teachers’ institutes held annually in each county in the State, with assistance from distinguished educators, has aided much in this improvement of the teachers. ADMINISTRATION. The supervision of the free schools for both white and colored children is committed to a State superintendent of free schools, who is appointed annually by the governor and is required to visit every school ouce a year, to examine persons proposing to teach in them, to hold a yearly institute in each county for the improvement of teaehets, and, with the aid of a State board of education, to select the text books for use in the State schools, which, when purchased, he is to distribute to each school dis¬ trict at cost. Since 1881 he has been allowed an assistant superintendent, who is also appointed annually by the governor. The State board includes the secretary of state and the president of Delaware Col¬ lege with the State superintendent. Besides aiding him in the selection of text books and commissioning teachers whom he finds qualified, it acts as a court of appeal in matters of controversy between him aud minor State school officers or teachers. In each school district a school committee of 3 members, elected by the voters of the district, with annual change of 1, provides school buildings, furniture, and fuel, em¬ ploys teachers bolding certificates from the State superintendent, makes regulations for the government of the school, holds it open for all white children over 6 years old, and levies an annual tax for its support. For colored children there is a special agency, sanctioned by the State, called the Delaware Association for the Education of Colored People, which (except in the city of Wilmington and in a small colored corporation elsewhere) provides, through its actuary, for schools of at least 3 months’ duration yearly. FINANCES. The means for the support of free schools for whites come (1) from the income of a State school fund, the proceeds of marriage and tavern licenses, one-fourth of the receipts from other licenses, and also one-fourth of the money arising from fees on commissions issued to prothonotaries, clerks of the peace, registers of wills, recorders of deeds, clerks of the orphans’ court, aud sheriffs ; (2) from an annual tax of $150 in each school district of New Castle County, of $120 in each school district of Kent County, and of $60 in eaph school district of Sussex County, these district taxes going to the schools of the districts in which they are levied. For the support of schools in which colored youth are to be taught there is an an¬ nual tax of 30 cents on $100 of the property of colored persons, and also an allowance from the State, which from 1881 to 1883 was $2,400 annually, but in 1884 was made $5,000, all distributed through the Delaware Association for the Education of the Colored People. NEW LEGISLATION. The only legislative action as to schools for the years covered by this report appears to have been the above noted increase of the State allowance to schools for colored youth and an act of April 19, 1883, extending the supervision of the State school officer to the schools of this class in addition to his previous supervision of the schools for whites. CITY SCHOOL SYSTEM OF WILMINGTON. OFFICERS. Wilmington has a hoard of public education consisting of 2 members from each of its 11 wards, elected for 2 years, with annual change of 1 from each ward. There is also a superintendent of schools, employed by the board. STATISTICS. 1882-’83. Population of the city by census of 1880, 42,585; children of school age (6-21), not given; school-houses in use, 20; schoolrooms, 131; sittings, 6,713; pupils enrolled, 7,675; average belonging, 5,823 ; average daily attendance, 5,197; per cent, of attend¬ ance on average belonging, 89.2; teachers employed, 132, 4 of them in training school on trial, without salary; pay of those employed in full service, $300 to $l,300 a year; 46 REPORT OF THE COMMISSIONER -OF EDUCATION. whole expenditure for city schools, $124,067. 1 There was in the year an increase of 1 in school houses used, of 15 in rooms for day pupils, and of 793 in sittings for study in all the day schools; while in enrolment the increase was 552; in average belong¬ ing, 632; in average daily attendance, 597. The 1 additional school house noted is not a full indication of the increased accommodation, for 3 new school-houses were occupied at the beginning of the year, 2 of them taking the place of old rented ones. A large addition was made also to another building, these several improvements liv¬ ing 1,208 additional seats for city pupils. The estimated value of school property after these improvements, including grounds, buildings, and apparatus, was $314,749. Besides the day schools, there appears to have been a night school held in one of the city school buildings under the auspices of a Citizens’ Night School Association, but no statistics of attendance in it are given. ]883~’84. In this year the school-houses numbered 22 ; the school rooms, 149; the sittings for study, 7,090; the enrolled pupils in day schools, 8,259; the average belonging. 6,374; the average daily attendance, 5,718; the teachers in the city day schools, 155; show¬ ing an increase of 2 in school-houses, of 18 in school rooms, of 377 in sittings, of 584 in enrolment, of 551 in average belonging, of 521 in average daily attendance, and of 23 in teachers employed. Increase in school proper fcy, $13,912. The schools for both white and colored pupils are included in these statistics. For the latter there were 4 schools, 10 rooms, 544 sittings, 11 teachers, with an enrolment of 817, an average belonging of 506, and an average daily attendance of 464, or 92 per cent, of the averago belonging. For the first time, apparently, 2 evening schools were maintained by the city board during the winter, beginning November 5 and closing in February, the session in one covering 80 evenings; in the other, 62. Enrolment, 120; average attendance, 73; teachers, 4 for the entire term and 1 for 50 evenings ; sessions, from 7 to 9 o’clock. KINDERGARTEN. Statistics of two of this class of schools, both in Wilmington, may be found in Table Y of the appendix ; a summary of their statistics, in the report of the Commissioner preceding. PREPARATION AND QUALIFICATIONS OF TEACHERS. GENERAL STATE REQUIREMENTS. Applicants for teacherships in the State free schools must prove to the State super¬ intendent the possession of a good moral character in all cases. Such as can add to this a demonstration of capacity to teach the common English branches, with history of the United States, elements of rhetoric, algebra, geometry, and natural philosophy, are entitled to first grade certificates, good for 3 years. Those who fail of this, but in their examination answer 90 per cent, of the questions asked in spelling, reading, writing, mental and written arithmetic, geography, history of the United States, and English grammar, receive second grade certificates, good for 2 years. A third grade certificate, good for 1 year only, is allowed to such as reach 60 per cent, at their examination in these latter studies. NORMAL TRAINING. Since the apparent cessation of the normal course at the State college no report has reached this Office of any specific training in methods or science of teaching, ex¬ cept in Wilmington, where 4 divisions in a city training school are annually taught by pupil teachers who are on trial as to their capacity for paid employment in such work. Something in this direction is probably done also at the teachers’ institutes which the State superintendent is required by law to hold at least once a year in each of the 3 counties of the State, and which the teachers of the county are required to attend for such instruction as the superintendent may deem advisable and for a gen¬ eral interchange of views as to the meaus of improving both teaching and attendance. SECONDARY INSTRUCTION. PUBLIC HIGH SCHOOLS. The State makes no specific provision for high schools, but the city of Wilmington has for many years maintained one for each sex. The courses in these are of 3 years, including higher English branches, with book-keeping, science of government, and history of France and Rome for boys and of Greece and Rome for girls. Both have a fair intermixture of natural sciences, but no studies in ancient or foreign languages. Enrolment in 1882-83, 169. 1 This expenditure includes $11,946 for sites, buildings, and furniture and $31,085 for past indebtedness. DELAWARE. 47 Lewes and Dover are known to have had high schools in past years and may still maintain them. OTHER SECONDARY TRAINING. Ten academic schools, private or incorporated, appear to have existed in this State in 1882-’83. For those reported in 1883-’84, see Tables IV and VI of the appendix to this volume. One of these schools is the Newark Academy, which serves to some extent as a preparatory school for the State college. SUPERIOR INSTRUCTION. DELAWARE (STATE) COLLEGE, FOR BOTH SEXES. Delaware College, Newark, formerly known as Newark College and chartered under its present title in 1867, admits both sexes. Ry act of assembly of 1869 each county in the State is entitled to have 10 students educated at the college free, such students to be designated by the members of the legislature. The college offered for 1883-84 three coueople in the schools is increasing in the better portions of the State; and that, in the numerous institutes now held, as well as in the normal schools established, there is promise of a higher grade of teaching, which must soon make a decided impression on the schools. With tho new interest thus aroused, it may be even hoped that the 9 counties which for many years have failed to make any report whatever of schools taught will be induced to do some¬ thing towards the education of their children. ADMINISTRATION. A State superintendent of public instruction, elected for 4-year terms at the gen¬ eral election for State officers, has the administrative supervision of all matters per¬ taining to the public school system. The superintendent, secretary of state, and attorney general constitute a State board of education for charge and management of school lands, safe keeping and disbursement of school funds, and appointment of a board of education for each county. These county boards, not to exceed 5 members, act as agents of the State board in the care of school lands and distribution of school funds, and are to locate and maintain schools for at least 3 months each year wher¬ ever needed, appointing for each school or group of schools from 1 to 5 trustees as local supervisors. A county superintendent, appointed by the governor for 2-year terms, acts as secretary and agent of each county board, visiting the schools and .looking into their condition. Teachers are employed and text books chosen by the county boards; but before employment each teacher must present a certificate of qualification, for which, see Preparation and Qualifications of Teachers, further on. SCHOOL FINANCES. The means for the support of the State public schools come (1) from the interest of a common school fund, distributed among the counties in proportion to the num¬ ber of children in each between 4 and 21 years of age ; (2) from a State school tax of not less than 1 mill on $1 annually ; (3) from an annual county tax, not to be less than half the amount apportioned for the year from the State school fund. To these resources the trustees of the Peabody fund added for 1882-’83 $1,150 for public schools, $775 for teachers’ institutes, and $1,000 for scholarships at the South¬ ern Normal College, Nashville, Tenn. ; for 1883-’84, the sum of $1,100, of which the superintendent reports having expended $600 in aid of public schools and $260 for teachers’ institutes and normal schools. The $1,000 for scholarships at Nashville were renewed this year. NEW LEGISLATION. An act of March 1, 1883, required county boards of education that had not provided for uniform text books in their schools to meet May 7 of that year and adopt a series of text books for use in them for at least 5 years, said series to be obligatory on the trustees and teachers of their several counties. Another, of the same date, prohibited dealing in such text books on the part of school officers. An act of March 5, 1883, appropriated $1,000 for that year and the same for the next to meet the expenses of teachers’ institutes to be held under the direction of the State superintendent, who should designate the places for them and report respecting them. Another act of the same date authorized the superintendent to cooperate with the boards of trustees of the East and West Florida Seminaries, with the superintend¬ ents of the counties in which those seminaries lie, and with the trustees of Lincoln Academy, Tallahassee, and Union Academy, Gainesville, in the establishment of nor¬ mal departments in those seminaries and academies for training persons in the art of teaching such branches as are usually studied in the common schools. The diplomas of graduation from the departments to be thus established are to have the force of teachers’ certificates. For such departments in 1883 there was appropriated $3,000, and the same amount in 1884. SCHOOL SYSTEMS OF CITIES WITH 7,500 OR MORE INHABITANTS. ADMINISTRATION. The only cities with sufficient population for notice under this head are Jackson¬ ville and Key West, and these have no organized city school systems, the schools of both being simply parts of the county systems of Duval and Monroe Counties. The superintendents and boards of education of these counties have the supervision of the schools, which embrace all grades from primary to high, but no statistics of them are attainable apart from those of the county schools. 4 E 50 REPORT OF THE COMMISSIONER OF EDUCATION. PREPARATION AND QUALIFICATIONS OF TEACHERS. GENERAL STATE REQUIREMENTS. Persons purposing to teach in the public schools must present evidence of good moral character, of the requisite literary qualifications, and of acquaintance with the art of imparting instruction and managing a school. On compliance with these con¬ ditions, they may, after an examination by the State superintendent, by the board of education of the county in which they wish to teach, or by the county supeiin- tendent, receive certificates, those from the State superintendent good throughout the State, those from the county board or county superintendent good in the county from the authorities of which they are received. The certificates given are of 3 grades, according to qualification and success in school work. In future, as may be seen below, certificates of graduation from State normal schools will have equal force with these. STATE NORMAL DEPARTMENTS. To prepare persons for teaching in the public schools, the East Florida Seminary, Gainesville, added, apparently in 1880, a school of didactics and pedagogics to its gen¬ eral English and classical courses. This in 1881-*82 and 1882-*83 covered 2 regular sessions of 36 weeks each, with a normal term of 6 weeks at the close of each regular session. Under the changed title of a normal class and an apparent shortening of the time by 1 year, to follow 2 3 ears of English studies, essentially the same general ar¬ rangements were continued in 1833-*64, in which year 25 normal students, under 3 teachers, were reported. The West Florida Seminary, Tallahassee, shows also arrangements for the training of persons in the art of teaching, and the State report for 1883-’o4 shows 15 normal stu¬ dents and 59 others, under 7 professors. As stated under the head of New Legislation, preceding, an act of March 5, 1883, pro¬ vided for the addition of normal departments also to the Lincoln Academy, Tallahas¬ see, and the Union Academy, Gainesville, for the preparation of colored teachers, di¬ plomas of graduation to have the force of teachers* certificates. The law under which the two seminaries first named were created, January 1, 1851, says that “ their first purpose shall be the instruction of persons, male and female, in tho art of teaching all the branches that pertain to a good common school education.” This will now apply to the two academies also, at each of which normal instruction was begun in Juiy and August, apparently of 1882-’83, in special schools for teachers held outside of tho regular sessions, with 94 pupils in attendance, 47 at, each place. The best available teachers were employed in them and excellent results were obtained, as was shown by subsequent improvement in the schools of those teachers who attended. OTHER NORMAL TRAINING. The Cookman Institute, Jacksonville, in its catalogue for 1883-84, gives a list of 121 students in its 3 normal classes, the studies in which appear to embrace little be¬ yond elementary English branches, nothing being said of instruction in the science and methods of teaching. This school, which is for the colored race and includes both .sexes, claims to have prepared more than 300 teachers and preachers for work among their people. TEACHERS* INSTITUTES. Since January, 1869, the State superintendent has been required by law “to as¬ semble teachers in institutes and employ competent instructors to impart informa¬ tion on improved methods of teaching and conducting schools ; ** but, from the poverty of the State for a large portion of that time, there has been such lack of appropria¬ tions for this purpose that institutes were almost impracticable till the agent of the Peabody fund supplied the means for them in 1882. The appropriation of $1,000 by the legislature for institutes in 1883 and as much for 1884, before referred to, removed this difficulty, and Superintendent Russell held institutes in seven counties, many teachers of adjacent counties being present and participating. Institutes in six other counties were also arranged for, to be held in September, November, and De¬ cember, apparently in 1883 ; but definite information as to these is wanting. SECONDARY INSTRUCTION. PUBLIC HIGH SCHOOLS. No specific provision for high schools exists, except that each county board of ed¬ ucation is authorized to establish “schools of higher grades of instruction” where the advancement and number of pupils require them. Duval County, at least, has a high school with a 3-year course, to supplement the instruction of its eight grades of primary and grammar schools. Key West is also believed to have one, and in 28 FLORIDA. 51 other counties the State report of 1881-’82 showed a considerable number of pupils in higher branches than those of the ordinary school course, but without intimation of high school courses. The East and West Florida Seminaries serve substantially the purpose of high schools for Gainesville and Tallahassee, as well as for the counties in which they are situated. The Lincoln Academy, Tallahassee, and Union Academy, Gainesville, serve a like purpose for the colored race. OTHER SECONDARY SCHOOLS. For the statistics of business colleges and private academic schools that may report themselves, see Tables IV and VI of the appendix to this volume. Prominent among the schools of academic class is the Cookmau Institute, Jacksonville, before referred to, under Methodist influences, which has good buildings, a fair academic course, with collegiate titles for its 4-year classes, but as yet no indications of any full collegiate work. Students in this department, 40 in 1883-’84; in preparatory and intermediate departments, which embrace only English studies, 136, making, with the normal be¬ fore noticed, a total of 297 pupils, under 7 instructors. SUPERIOR INSTRUCTION. COLLEGE FOR YOUNG MEN AND YOUNG WOMEN. An announcement comes from an official source that “in February, 1883, the Florida University was organized under a liberal charter.” As thus organized, it is meant to embrace 5 colleges: a college of literature and science, a polytechnic and normal institute, a theological institute, a college of law, and a college of medicine and surgery. The first and last of these are said to be the only ones put into actual operation under this new movement. The college of literature and science is an expansion of the West Florida Seminary at Tallahassee, which in 1823 and 1845, in common with a kindred seminary in East Florida, received from Congress an endowment of two townships of land for each. On this endowment both have been for many years maintained as seminaries, with literary and military departments, and some preparatory classes in the last few years. Now the westerii one is given the higher title of university, with a faculty that com¬ prises a president, who is also professor of mathematics, engineering, and military tactics ; a professor of ancient languages ; one of English literature and history ; one of modern languages ; and an emeritus professor of political economy. INSTITUTIONS FOR THE SUPERIOR INSTRUCTION OF YOUNG WOMEN. Both the literary and medical departments above mentioned are to be open to young women in common with young men. For any other opportunities of securing higher education offered to young women in this State, see Table VIII of the appendix to this report. SCIENTIFIC AND PROFESSIONAL INSTRUCTION. SCIENTIFIC. The Florida State Agricultural College has been located at Lake City, whose citi¬ zens gave the institution 100 acres of land and $15,000 for building purposes. Dur¬ ing the year l«83-’84 a commodious building was completed, the faculty elected, and the courses of study arranged. These embrace classical, literary, philosophical, and 3 scientific courses, general, engineering, and agricultural. Opportunities for the practical application of the theories taught are to be furnished by the laboratory, the field, and farm, and it is said that in no case will the diploma of the institution be granted to those unfamiliar with the arts connected with the course of study pur¬ sued. The horticultural branch of the agricultural department is to receive Special attention. Military science will be taught by a competent instructor. The degree of bachelor of arts is to be given to graduates of the literary as well as the classical course, although students in the latter substitute French or German for Greek. Free tuition is offered to as many students, residents of the State, as there are members of the legislature, selected by the boards of education of the several counties. That some scientific traiuing is to be given in the newly organized State University is implied in the facts (1) that the president of the literary faculty is professor of mathematics and engineering and (2) that there is a professor of chemistry, while a polytechnic institute enters into the plan for future years. PROFESSIONAL. It appears from the announcement of the departments to be established in connec¬ tion with the university that a theological institute is one, but, as such an institute would have to be strictly non-sectarian and avoid all points of theology not held in common by the various Christian denominations, its range of instruction would neces- 52 REPORT OF THE COMMISSIONER OF EDUCATION. sarily be very narrow, and few, if any, pupils would be likely to be drawn to it. The establishment of that branch of the university is therefore' probably a thing of tho far future. Some preparation for the ministry of the Methodist Episcopal Church appears to be given in the “biblical classes” of the Cookman Institute, Jacksonville, a school for the instruction of the colored race. In these classes 19 were enrolled in i883-’84, of which number 7 were in theological and 12 in catechetical studies. The Laiv College mentioned is much more in the line of present needs, and may pos¬ sibly be organized before long. The College of Medicine and Svrgery appears to have been organized simultaneously with the literary department of the university, in the winter of 1883. It is so eclec¬ tic in character that it will not attempt to decide as to tho merits of different systems of practice, but welcomes students of either sex, not attempting *o bind them to any method of practice after graduation. All that it asks for graduation is suitable age, good moral character, a fair literary or common school education, satisfactory examina¬ tion in every branch of medicine, and payment of the examination fee. SPECIAL INSTRUCTION. INSTITUTION FOR DEAF-MUTES AND THE BLIND. In 1883 provision was made by the legislature for tho establishment of a school in which indigent deaf-mutes and the blind from 6 to 21 years of age might receive free instruction, such others as could pay for the instruction to have also the privilege of entrance on payment of the actual cost of teaching and support. The chief State officers were made trustees, and an appropriation of $10,000 for 1883 and as much for 1884 were made for a beginning of this good work. St. Augustine secured the loca¬ tion of the institution by a gift of five acres of land and $1,000 in cash; plans were made for a group of buildings, costing $12,749, to accommodate both races, and during 1884 they were completed in a satisfactory manner. A principal was appointed by the board of managers and at the date of the State superintendent’s report the institu¬ tion was being made ready for the reception of pupils. REFORMATORY INDUSTRIAL SCHOOL. State Superintendent Russell calls the attention of the legislature to the necessity for a reformatory industrial school, to which may be sent vagrant children who wiil neither attend the public schools nor work, from whose ranks come a large portion of the criminals that fill the prisons. With the large surplus of funds in the State treasury he advises the purchase of a large tract of fertile land, suitable buildings to be erected on it, including workshops for the various trades, so that these children who are now growing up to be a curse to themselves and to society may be taught farming and other employments and become useful members of society. CHIEF STATE SCHOOL OFFICER. Hon. A. J. Russell, State superintendent of public instruction , Tallahassee. [Term, February 22, 1884, to January 4, 1885.] GEORGIA, 53 CJEOISCJIA. 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 youth in public schools . Whole number enrolled in them . . Per cent, of enumeration enrolled - Average daily attendance in public schools. Percent, of attendance to enumeration . Youth in elementary private schools b. . Youth in academic privato schools b... Youth in collegiate schools & . Reported enrolment in all schools . Per cent, of this enrolment to school youth. SCHOOLS. Public schools for white pupils . Public schools for colored pupils . Public schools under local laws . Total public schools reported . Public schools reported as graded . Public schools reported as high . Private elementary schools reported .. Private academic schools reported.... Private and State collegiate schools .. Whole number of these last 3 classes.. Average time of public schools in the country, in days. Average time of public schools in cities, in days. TEACHERS. Public school teachers reported . Teachers i n private elementary schools . Teachers in private academic schools.. Teachers in collegiate schools reported. Whole number of teachers reported .. FINANCIAL STATEMENT. State expenditure for public schools c . Valuation of public school property.. Average monthly pay of teachers in State schools. 1883. . Increase. Decrease. 1 a267, 902 6, 018 a240, 285 5, 396 ...... «508, 187 11,414 175, 668 14, 29 1 111,743 16, 688 287,411 30, 979 56. 55 6. 35 188, 371 24, 191 37. 07 4. 76 30, 809 2, 495 6, 034 349 2, 351 1,931 326, 605 28, 203 64. 26 5. 15 4,517 220 2, 020 205 194 45 6, 731 142 380 31 11 1 889 42 94 5 12 17 995 64 65 198 6,970 619 967 38 172 26 100 124 8,209 431 $813, 647 $29, 473 1882. a267, 902 a240, 285 a508, 187 161,377 95, 055 256, 432 50. 20 164, 180 32. 31 33, 304 6, 383 4,282 300,401 59. 11 4,297 1,815 239 6,351 111 10 931 99 29 1, 059 65 198 6,351 1,005 198 224 7,778 $584, 174 a State census of 1882. b Schools of these three classes are very imperfectly reported. c These amounts from State and local funds and taxes are considerably increased by patrons. (From reports and returns of Hon. Gustavus J. Orr, State school commissioner, for the two years indicated.) STATE SCHOOL SYSTEM. GENERAL CONDITION. A table presented by State School Commissioner Orr at the opening of his report for 1883 and 1884 shows that both enrolment in the public schools and average attendance in them have steadily increased: the lormer,' since the institution of the present State 54 REPORT OF THE COMMISSIONER OF EDUCATION. school system in 1871 ; the latter, since it came first into the report in 1874. The figures for each annually present greatly larger totals, though the ratio of increase has varied in different years considerably. Such steady growth for so many years is creditable to the State that has furnished the means for securing it and to tiie excellent State commissioner, whose wise and courteous administration has smoothed the way through many obs acles to its present great success. From 1882 to 1883 the increase in enrolment iu the public schools was 30,979, a greater growth than in any other year since 1874, while the average attendance in such schools was nearly 10,000 higher than in any previous year, being 24, 191 more than in 1882. The aggregate amount spent for the State schools was in 1883 increased by $29,473 beyond the $.,84,174 of 1882, and, as may be seen, the percentages secured, of enrolment to school youth, of average attendance to enumeration, and of the reported enrolment in all schools to the total number of school age, are somewhat higher. The great difficulty in the way of still fuller and more effective progress is lack of funds for increasing the annual school term, which now averages only about three months, except in cities, where it is reported that the average term covers about nine months. The reports from private schools and from colleges are so indefinite and contain so many gaps that the full amount of education given, while greater than reported, can¬ not be accurately stated. ADMINISTRATION. A State board of education composed of the chief State officers, with the governor as president, holds in trust grants and devises for educational purposes and acts as a court of appeals in questions relating to school law. A State school commissioner, ap¬ pointed biennially by the governor, is a member of this board aud its executive officer for the distribution of school funds, supervision of school interests, and biennial report of school affairs. Each county (except 4 under special local laws) has a county board of education of 5 members, selected for 4-year terms by the grand jury of the county, subject to partial biennial chauge. A secretary, chosen by each board for a 4-vear term, acts as county commissioner of education, with dut ies similar to those of county superintendents elsewhere. The county boards choose for each subdi strict into which their counties may be divided 3 trustees for local supervision of schools, one to be liable to change each year. The public schools (and private schools with which arrangements forpublic school in¬ struction have been made) are free to all the children residing in the subdistricts where they exist ; but separate schools for white and colored children are required to be maintained, and only elementary branches may be taught, except in counties and cities that have been favored with special early franchises. The county boards of education, with like exception, prescribe the text books for their schools. The county commissioners examine persons that desire to teach and license such as are. found to be qualified. The licenses are of 4 grades, according to capacity and prep¬ aration, covering 3 years, 2 years, 1 year, and six months, this last meant only for low grade country schools. As a rule, the teachers are to teach sessions of at least 3 months each year, but, in sparsely settled counties where the county boards cannot keep up their schools for that full time, they are allowed to maintain “ambulatory schools” in successive neighborhoods for two months only in ea< li case, so locating them as to reach the majority of the children to be taught and so arranging the school terms as to make it possible for one teacher to serve in 2, 3, or more of said schools, each to contain not less than 15 pupils. Evening schools are also provided for. Of all schools taught under the State system the teachers must make report to their county school commissioner, or some special school officer, at the expiration of each term ; aud until such report is made no pay may be received. The same rule holds as to commissioners. SCHOOL FINANCES. The funds for the support of public schools come from a poll tax not to exceed $1 on each voter ; from taxes on shows and exhibitions (such as circuses and their ac¬ companying side shows) ; from taxes on dealers in intoxicating drinks and on dealers in pistols, revolvers, dirks, or bowie knives ; from the net proceeds of fees for in¬ specting fertilizers and for the hire of convicts ; with the dividends from State shares in one railway and from one-half the rental of another. AID FROM THE PEABODY AND SLATER FUNDS. The trustees of the Peabody fund for the promotion of education in the South gave $5,900 to the State in 1882-’83, of which sum $1,000 went to the public schools ; $500 to Atlanta University, for the training of colored teachers for such schools; $2,000 to teachers’ institutes; and $2,400 for normal scholarships at Nashville, for Georgia stu¬ dents. During 1883-84 there were granted from the same fund $2,400 for scholarships at Nashville, $2,000 for teachers’ institutes, and $500 for public schools in the city of Americus. From the Slater fund, founded by Mr.. John F. Slater, of Norwich, Conn., Atlanta GEORGIA. 55 University, Clark University, and the Atlanta Baptist Female Seminary received $2,000 each in 1882-’83, and Lewis High School, Macon, $200, all believed to be dis¬ bursed through the State school commissioner and all meant to further education among the colored people, with the special idea of fitting them to become teachers for their race. SCHOOL SYSTEMS OF CITIES WITH 7,500 OR MORE INHABITANTS. OFFICERS. Cities that have 2,000 or more inhabitants may form independent school systems, under boards of education or trustees of schools; judges of courts, and mayors of cities may act as members ex officio of the boards. Augusta, Macon, and Savannah combine county and city systems, each city employing a superintendent. STATISTICS. 1882-’83. 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 4,466 72 $53,137 Augusta . 21,891 G, 056 3, 029 1, 557 46 22, 723 Columbus. . 10, 123 3, 655 1,487 1, 186 27 18. 0w5 Macon . 12, 749 ad, 413 1, 852 1, 210 35 623, 900 Savannah . 30, 709 7, 745 3, 163 2,263 57 1883-’84. Atlanta . 37, 409 10, 554 5,276 4,959 81 56, 368 Augusta . . 21, 891 6, 056 3, 181 1, 666 47 26, 559 Columbus ...... 10, 123 3, 655 1, 649 1,296 17, 313 Macon.... . 12, 749 «3,413 1, 810 1, 400 35 627, 556 Savannah . 30, 709 6,056 3, 163 2,025 59 49, 395 a Census of 1880. 6 Includes whole county. Atlanta in 1883 was reported as having no pupil in the public schools, either white or black, that had not been vaccinated. As a consequence, not a single pupil had the small-pox, though many were exposed to it. A suspension of the schools during the month of December, however, did much to derange the instruction of the year. The experimental introduction of colored teachers for colored schools, noted in 1882, con¬ tinued to prove successful, meeting the expectations of the colored people and satis¬ fying their desire for teaching from persons of their own race. Sixteen such teachers were employed in 2 of the 3 colored schools; in the remaining 1 there were still 4 white teachers. This appears to have remained the arrangement for the next year also, when another suspension of the schools in December was only averted by the teachers, who as a body, with consent of the school board, continued to teach till Christmas, and thus kept their schools and grades intact through the full 10-month course provided for. Considerable additions were made in both years to the school accommodations, and thus many children that had been kept out of school by lack of room were admitted, and this without excessive crowding, though further provision for a growing school population was still much needed. The valuation of public school property was $150,000 ; the estimated enrolment in private and church schools, 2,000. In Augusta the public schools were taught 8£ months during 1883-84, against 9 months the year previous. A large lot was bought by the trustees at the end of Tel¬ fair street, on which to erect a school-house large enough for all the factory children and others of that neighborhood. The colored schools were doing good work, with an enrolment of 1,268 pupils, under 15 teachers. At the opening of these schools the enrolment is overwhelming and the attendance is full until the spring months, when it begins to fall off, continuing, however, to be from 50 to 60 in each school, which is enough to keep all the teachers fully employed. Columbus for 1882-J83 reports 7 school buildings for primary and grammar grades, but none for high schools; rooms for instruction, 27 ; public school property, estimated at $44,000 ; school days in the year, 195, of which 188 were occupied in teaching. Music entered into the instruction given, a special teacher of it receiving $90 a year for vocal and $2 a month for each scholar in instrumental music. In private and church schools there was an estimated attendance of 275 pupils. Macon at the opening of 1882-J83 reduced the time for the grammar school course ( which appears to includeprimary as well) to 6 years under an impression that this would suf¬ fice to prepare for the high school. . It also, towards the close of the year and for the 56 REPORT OF THE COMMISSIONER OF EDUCATION. next, entered on the policy of employing women as principals of the grammar schools. The latter proved thoroughly successful, securing both excellent management and thorough teaching. The former appears to be yet on trial. Other experiments are thought to have proved useful, such as concentrating efforts to teach reading especially on the first three years of the course, doing away with text book instruction in gram¬ mar in the lower grades, using in spelling exercises words in common use, and insist¬ ing upon thorough acquaintance with these before the spelling book is taken up. Another change, more questionable, is that requiring from the children, after the first four fundamental processes in arithmetic, a large amount of mental work without pencil and slate or paper. Remarkable results are said to be secured in this line, but it may be doubted whether it is a safe process for all children. Savannah had in 1882-’83 the same connection of city and county schools that has been noticed in preceding years, as well as the connection of 2 Roman Catholic schools with the city system. Including these last, there were in the city 9 schools, 7 of them for white pupils, 2 for colored ; while in the county there were 22 more, 6 of them for whites and 16 for colored. The statistics given in the preceding tables are for the city schools alone. Adding those of the county, there were in all 31 schools, with 79 teachers and 4,504 pupils. The classes in the various schools were generally full during the entire school year, and in the lower grades there was considerable crowding. The grades below the high school numbered 8 ; those in the boys’ high school are given as 3 in one place and as 4 in another; those in the girl’s high school as 4. KINDERGARTEN. For information concerning 3 Kindergarten in this State, see Table V of the appen¬ dix ; for a summary of their statistics, a corresponding table in the report of the Com¬ missioner preceding. PREPARATION AND QUALIFICATIONS OF TEACHERS. GENERAL STATE REQUIREMENTS. Applicants for license to teach in the primary schools are to be examined in the common branches, and those who wish to teach in higher grades, in the studies belong¬ ing to those grades. This examination in ordinary cases is by the county commis¬ sioner ; in cities under special laws, by a committee on examinations. The licenses given are, in counties, of 4 grades, covering from 6 months to 3 years. NORMAL SCHOOLS AND DEPARTMENTS. No State school for the sole purpose of training teachers has been yet established, but since 1870 Atlanta University has received $8,000 annually from the State, mainly because of its usefulness in preparing young people of either sex for teaching in the public schools for colored people. The Middle Georgia and North Georgia Agricultural Colleges also do something towards preparing teachers for the schools for whites, both having recognized normal departments, which, by authority of the legislature, are authorized to issue to duly prepared pupils certificates of proficiency that have the force of State licenses to teach in the public schools. The cities of Atlanta, Augusta, Columbus, Macon, and perhaps others have normal classes to prepare teachers for their schools or for schools elsewhere, and work in the same line is done by Clark University, Atlanta ; by the Lewis High School, Macon ; the Haven Normal School, Waynesboro’, and the Atlanta Baptist Female Seminary. For such statistics of these as may be presented, see Table III of the appendix. TEACHERS’ INSTITUTES. Teachers’ institutes, each continuing 4 weeks, for white and colored teachers, were held at Albany, Barnesville, Covington, Dalton, Sandersville, and Way Cross in 1883 through aid from the Peabody fund. Through like aid in 1884 such institutes were held at Norcross, Macon, and Dalton. Their success, Dr. Orr says, was reasonably good; their effect on those present “very fine.” There was, however, a hindrance to full success in the fact that in the months of July and August, the only ones in which experienced city teachers can be secured as institute instructors, the common schools were generally in operation ; hence the teachers in country districts, who most* need the instruction given at the institutes, could not attend in anything like the number to be desired. Instruction in the studies to be taught was given, but the main design was to show how they should be taught. SECONDARY INSTRUCTION. PUBLIC HIGH SCHOOLS. The cities of Americus, Atlanta, Augusta, Macon, Sandersville, and Savannah all have high schools as parts of their city school systems, the common rule being to have a separate one for each sex. Where colored pupils are sufficiently advanced for GEORGIA. 57 high school instruction, separate high schools from those for whites are provided for them, the feature of separation of the sexes being usually retained in these also. OTHER SECONDARY SCHOOLS. Of private schools, 94 are presented in the report of the State school commissioner for 1883, with 172 teachers and 6,034 pupils, all white. For business colleges, academic schools for secondary instruction, preparatory schools, and preparatory departments of colleges reported to this Bureau, see Tables IV, VI, VII, IX, and X of the appendix to this volume. SUPERIOR INSTRUCTION. COLLEGES FOR YOUNG MEN OR FOR BOTH SEXES. The University of Georgia, Athens (non-sectarian), offers in its collegiate depart¬ ment classical, scientific, and literary courses of 4 years each. It has also agricult¬ ural, mechanical, legal, and medical departments, as well as 4 branch agricultural colleges in different parts of the State. As a university it confers the degrees of M. a., c. E., l. b., and M. D. ; in its academic department (Franklin College) it gives the customary a. b., b. s., and ph. b. ; in its State college (of agriculture and mechanic arts), those of ag. b., eng. b., b. chem. s. Its academic studies are pursued in 10 schools, the subjects in which are so arranged as to be combined into departments for diiferent types of culture. The catalogue of 1883-784 shows in all the collegiate departments a total attendance of 478, of whom 203 were in the Franklin College, State College, and law school, Athens ; 122 in the medical department, Augusta ; and 153 in the collegiate departments of the 4 branch colleges at Cuthbert, Dahlonega, Milledgeville, and Thomasville. These branch colleges had also in primary and pre¬ paratory classes 619 pupils, making an aggregate of 1,097 pupils and students. Other institutions claiming collegiate rank are Atlanta University, Atlanta (non-sectarian); Clark University, Atlanta (Methodist); Mercer University, Macon (Baptist); Pio Nono College, Macon (Roman Catholic); and Emory College, Oxford (Methodist Episcopal). All these have 4-year classical and all but Mercer preparatory courses. Atlanta and Clark Universities, for colored students of either sex, in addition to full collegiate instruction, give normal and industrial training, teaching young men the elements of mechanical trades and farming, and young women nursing, sewing, and general housework. Both give instruction in music and the latter offers a business course. Emory College includes the study of Greek during the entire course, with Hebrew for the junior and senior years ; it also presents a course in vocal music cov¬ ering 3 years. Pio Nono offers commercial instruction, military drill, and a grad¬ uate course. From Bowdon, Gainesville, and Methodist Colleges and from College Temple on reports have been received. INSTITUTIONS FOR THE SUPERIOR INSTRUCTION OF YOUNG WOMEN. Atlanta and Clark Universities and the branch agricultural colleges at Dahlonega and Milledgeville offer equal instruction to both sexes. For statistics of schools ex¬ clusively for young women, see Table VIII of the appendix to this volume, and for a summary thereof, a corresponding table in the report of the Commissioner preceding. SCIENTIFIC AND PROFESSIONAL INSTRUCTION. SCIENTIFIC. For instruction of this class the State College of Agriculture and the Mechanic Arts, Athens, offers 3 courses of 4 years, in agriculture, horticulture, and natural his¬ tory, engineering, and chemistry (the first and last being at present consolidated), with a course in architecture and building, of undefined length. Some scientific in¬ struction is found in Atlanta and Clark Universities and in the 4 branch colleges of the State University, at Cuthbert, Dahlonega, Milledgeville, and Thomasville ; while Emory and Mercer present special scientific courses of 3 years each, and Pio Nono, one of 4 years. PROFESSIONAL. Theological instruction was given to some extent in Atlanta and Clark Universities (Congregational and Methodist) and in the Atlanta Baptist Seminary 1 for colored students, while Mercer University (Baptist) in its theological department prepared students for the ministry. Emory College (Methodist) gave biblical instruction throughout its entire coliegiate course, including the Greek Testament and Hebrew, as an aid to preparation for the ministry. The Theological Seminary at Columbia (Southern Presbyterian) began its second session since the reopening in 1882, Sep¬ tember 17, 1883, and continued it to May 8, 1884, with 4 professors and 34 students, 1 At this seminary, out of 147 students, all males, 54 were preparing for ministerial work in 1883. 58 REPORT OF THE COMMISSIONER OF EDUCATION. coming from 9 States and representing 13 colleges and universities. All but 4 of these students were in the regular 3-year course, those 4 taking a special course. The in¬ struction was in science and revelation, didactic theology, pastoral theology, exegesis of the Old and New Testament, biblical and ecclesiastical history, church polity, mental and moral philosophy, Hebrew, and homiletics. A beginning of instruction in elocution was also made, and hereafter that important aid to efficiency is to enter into the regular course of teaching. Legal instruction is given in the law department of the State University, Athens, in a 1-year course, the former recommendation of a 2-year course having been withdrawn. There are 2 classes, junior and senior, and students may enter either class, if prepared, but must remain at least one term of 6 mouths before graduating. Diplomas are con¬ ferred at the end of the course, which admit graduates to the bar of the superior courts of Georgia without further examination. Emory College and Mercer University offer also legal instruction, covering one collegiate year, and graduates are admitted to prac¬ tice in the State without further examination. Medical instruction in this State has been judiciously regulated by an act of 1881, which makes it unlawful for any medical college in it to grant diplomas, except to students that have attended 2 or more full courses of study in a regularly chartered medical college of good standing and have passed a creditable examination before the faculty or the individual professors in all the branches usually taught in such colleges. The penalty for violation of this provision is $5,000, half to go to the infor¬ mant, the remainder to the county treasury, for educational purposes. The “regular” schools acting under this law in 1882-’83 and 1883-84 were Atlanta Medical College and Southern Medical College, Atlanta, and the Medical College of Georgia, Augusta, the last a department of the University of Georgia. These had courses, respectively, of 18, 19, and 17 weeks each year. All 3 complied with the law in requiring attendance on at least 2 lecture courses of these lengths, and the last 2 mentioned recommended a full graded course of 3 years. The total number of stu¬ dents in the 3 was 277 in 1882-,83. The last named reports 122 students in 1883-’84 and a faculty enlarged by the addition of 6 specialists. Students at the two others, 200. No homoeopathic school appears in 1882-83 or l883-’84. The eclectic schools were, as before, the College of American Medicine and Surgery and the Georgia Eclectic Medical College, both at Atlanta, the first with 2 lecture courses of 16 weeks each annually, the other with 1 of 20 weeks. Students in the two, 91 in 1882-83. The next year the former school was merged in the latter. For separate statistics of each school reporting, see Table XIII, appendix. SPECIAL INSTRUCTION. EDUCATION OF THE DEAF AND DUMB. The Georgia Institution for the Education of the Deaf and Dumb, Cave Spring, dur¬ ing the year 1883-’84, had 93 pupils, 40 of whom were girls, all under 5 instructors, 1 be¬ ing a deaf-mute and 2 semi-mutes. The methods of instruction were oral and manual combined, the common English branches being taught, with industrial training in shoemaking. The institution is supported by the State, the value of the buildings and grounds being $40,000, with a library of 1,000 volumes. The total number of pupils instructed at the school since its organization in 1846 is 325. EDUCATION OF THE BLIND. No report from the Georgia Academy for the Blind, Macon, has been received. INSTRUCTION OF ORPHANS. For any statistics of institutions for orphan and dependent children that may be reported for 1883-’84, see Table XXII of the appendix. EDUCATIONAL CONVENTION. TEACHERS'* ASSOCIATION. The Georgia Teachers’ Association met at Athens in the spring of 1883. State Su¬ perintendent Orr made an earnest and powerful appeal in behalf of the children of poverty and ignorance. The matter of special interest in the convention was the normal school discussion, which ended in adopting resolutions urging the legislature to establish a normal school. CHIEF STATE SCHOOL OFFICER. Hon. Gustavus J. Ore, State school commissioner, Atlanta,. [Fifth term, December 31. 1882, to December 31, 1884.] ILLINOIS./ 59 ILLINOIS. STATISTICAL SUMMARY. POPULATION AND ATTENDANCE. Children of school age (6-21) . Enrolled in graded public schools - Enrolled in ungraded public schools. . Whole number in public schools . Average daily attendance in them - Per cent, of enrolment to school youth. Per cent, of average attendance to school youth. Pupils in private or church schools. -. DISTRICTS AND SCHOOLS. School districts reported . Districts with 5 months’ school or more. Districts with less than 5 months.... Districts with no schools . Districts reporting libraries . Volumes in these libraries . Public school-houses . . . School-houses built in the year . Whole number of public schools . Number graded, excluding high a .... Number of high school grade a . Average time of schools, in days&.... Private and church schools . TEACHERS EMPLOYED. Men teaching in public schools . Women teaching in public schools ... Number of different teachers . Teachers in graded schools . Teachers that attended institutes.... Teachers in private schools . FINANCIAL STATISTICS. Whole expenditure for public schools. Valuation of public school property.. Amount of State school funds . Average monthly pay of men teaching. Average monthly pay of women . 1882-’83. 1 | 1883-’84. Increase. Decrease. 1,046,937 311,085 1,069,274 22, 337 328, 705 17,620 405, 850 399, 976 5, 874 7 1C, 935 728, 681 11, 746 26, 469 459, 156 485, 625 68. 48 68. 14 .34 43. 86 45. 42 1.56 69,272 75, 821 6,549 11, 491 11,457 34 11,327 11,311 16 100 101 1 64 45 19 950 964 14 66, 851 81,272 14, 421 11,976 12, 008 32 307 303 4 11, 980 11, 988 8 1,153 1,220 67 151 151 164 151 13 731 774 43 6, 885 6,714 171 12, 896 13, 189 293 19,781 5,820 19, 897 116 6,240 420 C, 877 11,406 4,529 1,864 1,974 110 $9, 097, 372 $9, 628, 186 $530, 814 20, 045, 849 21,038, 489 992, 640 9, 413, 003 9, 437,714 24,711 49 00 51 31 2 31 38 99 40 44 1 45 a High schools are not counted as .separate schools unless in separate buildings, as is the case with other public schools. & The superintendent says that if, as in many States, each teacher with his pupils should be counted as a school, instead of each school-house, witli all its teachers and pupils, the time of schools in days would be about 164. (From^ biennial report of Hon. Henry Raab, State superintendent of public instruc¬ tion, for the two years indicated.) STATE SCHOOL SYSTEM. GENERAL CONDITION. This State, from its natural resources and geographical position, has had great ad¬ vantages for drawing into it a population not only large, but also intelligent and active. It has added much to these advantages by early adopting a good school 60 REPORT OF THE COMMISSIONER OF EDUCATION. system, -with free schools of all grades from primary to high, with normal colleges to prepare teachers for such schools, with a university to invito to higher studies still, and with large funds from the. sale of its United States school lands to aid in giving all these schools a generous support. The result has been for many years a most en¬ couraging advance in enrolment in the schools, in average attendance on them, in the quality of the teaching, and hence in the growth of a well trained native population, ready for any business or work. The statistics given for 1882-83 and 1883-’84 show that this advance has gone on for these two years, notwithstanding great financial troubles in the latter one. The graded schools have continued to gain on the un¬ graded ; average attendance, on enrolment and school youth; teachers trained in institutes, on those that have lacked such training ; those teaching in graded schools, on those teaching ki ungraded ones ; while libraries as aids to teaching have consid¬ erably advanced in number and advanced much more in the number of their books. An encouraging increase in the pay of teachers, expenditure for schools, valuation of school property, and permanent school funds is also noted. The increase in youth of school age from 1882 to 1884 was 31,707 ; in enrolment in graded schools in the same time, 33,08."); in average daily attendance, 33,140. Where there is any falling off, it is almost wholly where small country districts, too poor to pay a good school teacher, were consolidated, or where graded districts with no schools diminished and ungraded schools were superseded by graded schools. ADMINISTRATION. A superintendent of public instruction has the supervision of all the common schools in the State, and it is his duty to report their condition biennially ; a county superintendent visits the schools in each county to note the methods of discipline and teaching and to assist teachers and school officers in improving them ; while in each township a board of 3 trustees of schools has charge of public school-houses and sites, and, under certain restrictions, may divide or create districts, in which hoards of 3 school directors have supervision and control. All these officers are elected by tho people ; the State and county superintendents, for 4 years; the others, for 3 years, with annual change of one. Women arc eligible to any school office in the State, and several have beeu efficient county superintendents. The common schools are free to all of school age, irrespective of color. The studies to he pursued and the text hooks to be used are determined by the local school au¬ thorities ; hut no sectarian instruction is allowed and no change of text books oftener than once in 4 years. The minimum school xieriod which will entitle districts to a share of the school fund is 110 days of actual teaching in one year; and, to prolong the yearly instruction to 9 months, the directors of districts and the authorities of villages and cities may levy annually a tax on property not to exceed 2 per cent, for educational and 3 per cent, for building purposes. The required studies are spelling, reading, writing, arithmetic, grammar, and geography ; also, for higher classes, the elements of the natural sciences, United States history, physiology, and the laws of health. Other branches may be introduced at the discretion of the directors or voters of a school district. Free instruction is given in 2 State normal schools and in a State university. Persons undertaking to teach in any public school must prove their qualifications, moral and educational, before the proper officers, and must ob¬ tain certificates from them to secure employment ; and, when employed, must report in legal form and time to receive pay. Towards this pay for teachers, Illinois appro¬ priates $1,000,000 annually. The State appropriation goes to townships, villages, and cities in which schools have been taught 110 days, according to the number of persons of school age, as ascertained by an annual census. Any surplus of dis¬ trict, village, or city school funds may he expended for libraries and apparatus, and the statistics of the preceding table show that districts have availed themselves of this permission. In addition to the offer of free instruction to children 6 to 21 years of age, directors of schools and members of hoards of education have been required since 1883 to enforce a compulsory law which demands the attendance of all children 8 to 14 years of age upon public or private school for at least 12 weeks of each year, unless excused for reasonable cause. NEW LEGISLATION. By an amendment made to section 51 of the school law in 1883 it was provided that county superintendents should charge each applicant for a teacher’s certificate or for a renewal of such certificate $1, and that the fees so collected should go to defray in each county the expenses of a teachers’ institute, to be held for not less than 5 days annually. The product of this new arrangement was for the first year $21,634.50, a great help towards institute work in 1884. / ILLINOIS, 61 SCHOOL SYSTEMS OF CITIES WITH 7,000 OR MORE INHABITANTS. ADMINISTRATION. Under a special law for cities with more than 100,000 inhabitants, Chicago has a hoard of education of 15 members, appointed by the mayor with the advice and con¬ sent of the common council. Cities and school districts with 2,000 or more inhabi¬ tants, not governed by special law, have elective boards of education of 6 members till the population reaches 12,000, when three more members are added, and so on With every subsequent addition of 10,000 inhabitants. One-third of each board is liable to annual change. In most cases these boards employ superintendents, and delegate to them the supervision of schools. Chicago has also a deputy superintend¬ ent. STATISTICS. 1882-’83. Cities. Population, census of 1880. Children of school age. Enrol m e n t in public schools. A verage daily at¬ tendance. Number of teachers. Expendi¬ ture. Alton . Belleville . Bloomington . Chicago . Danville . . 8, 975 30, 683 17, 180 o560, 693 7,733 9, 547 8, 787 8, 516 11, 437 11, 657 7, 800 7, 834 29, 259 27, 268 13, 129 11,659 19, 743 . 4,' 777* 7, 551 155, 166 . 3,' 488' 3, 355 1, 382 2, 127 3, 488 672, 509 2, 181 2, 133 1, 790 1,041 1,820 2, 485 652, 185 1.440 1,555 25 43 69 61, 107 $46, 935 59, 822 1, 327, 838 Decatur . El^in . 31 28 32, 241 Freeport . . Galesburg . Joliet...... ........... 4, 447 2, 032 1,431 38 22, 701 Moline . Otffl,wai _ _ _ _ 2, 423 * 1, 573 1,073 28 24, 545 Peoria . . . Quincy . Rockford . . . Bock Island . Springfield . 11, 803 9, 993 6,266 3, 736 9,033 5, 972 3, 844 2, 862 2, 172 2, 828 4, 031 2, 335 2, 5G0 1,611 2, 234 106 60 62 40 60 107, 477 46, 272 51, 332 35, 572 41, 353 1883-84. Alton. ................ 8, 975 10, 683 17, 180 a560, 693 1, 425 2, 272 3, 361 1,075 1,856 2, 478 Belleville . Bloomington . Chiravo _ _ 4, 774 6, 988 43 69 38, 911 52, 152 Danville . 7,733 3, 459 2, 237 1,562 40 35, 846 Decatur . 9, 547 4,038 2,414 1, 792 40 27,912 Elgin . 8, 787 5,215 1, 931 1,302 29 50, 108 Freeport . . 8, 516 2, 935 1, 553 1,281 33 25, 348 Galesburg . . 11, 437 4, 678 2, 096 1, 536 37 23, 304 Joliet . 11,657 5,783 2, 938 3,995 51 69, 297 Moline . 7, 800 2, 353 1,714 1, 159 29 39, 650 Ottawa . . 7, 834 3, 280 1, 657 1,271 30 22, 763 Peoria . 29, 259 10, 972 6, 241 4,111 108 124,040 Qnincy _ _ 27, 268 Bockfrml . . 13, 129 Bock Island . 11,659 3, 736 2,118 3,636 40 30, 815 Springfield . 19, 743 9, 936 2, 954 2, 372 69 58,702 a Census of 1882. i>In day schools; adding evening schools, the figures would he: enrolment, 79,465; attendance, 54,047 ; teachers, 1,151. ADDITIONAL PARTICULARS. Alton, in 1882-’83, with 5 school buildings, 25 rooms, and 1,255 sittings, kept its schools open for 194 days, and in 1883-84, with sittings increased to 1,319, kept them open for 193 days. No private or church schools are reported for either year. Superintendent Dapprich, of Belleville, says that in 1882-,83 the advantages of a thorough education were better appreciated by the people than ever before, that even poor parents left their children in school for a longer period and sent them more regularly than formerly. He very strongly recommeuds the establishment of a high school, from the fact that many pupils were sent to other cities to receive additional training after they had passed through the public schools of Belleville. In 18&}-’84, through the prevalence of sickness during the latter part of the winter and the earlier weeks of spring, attendance was diminished for a time, though on the whole it was better in nil schools than the year before. Bloomington, for 1882-83, reported that, notwithstanding a decrease of 1,149 in 62 REPORT OF THE COMMISSIONER OF EDUCATION. school population, there was an increase of 47 In enrolment and of 34 in average attendance. The schools, which were graded, were taught 175 days by 2 more teachers. By action of the board of education, the training department was suspended for a year at least, the board deciding to employ only experienced teachers. In 1*83-84, the schools were taught 17G days, in 58 rooms, with 2,800 sittings. The estimated value of 10 buildings, with sites, &c., was $242,907. Chicago reported for 1882-’83 an increase of 3,895 in ihe public school enrolment, an additional average daily membership of 4,867, and additional average daily attend¬ ance of 4,552. There were also 2,555 more enrolled in the evening schools, the attend¬ ance being large in the beginning, but rapidly falling off, so that out of a total of 6,956 the average attendance was only 1,862, and in view of the slim attendance ihe supeiinteudent recommended that the evening high school be discontinued. The evening school for newsboys was still taught at the Newsboys’ Home ; enrolment, 80, with 40 in average attendance. Much attention was given to the study of German in the day schools, the average membership of grammar pupils pursuing the study being 5,106, or nearly half of the pupils in such schools ; but of music and drawing the success was much less decided. Manual training for boys in the high school was under consideration. There were in process of erection 6 new school buildings, with a seating capacity of 5,730, to cost, with heating apparatus, &c., $341,706. Statistics for 1883-’84 up to July 3 show considerable increase, but were not at that date complete, and no others have been received. Danville in its report for 1884 shows 74.74 per cent, of pupils in the primary grades, 21.64 per cent, in grammar grades, and only 3.62 per cent, in high school grades. Almost three- fourths being thus in the first 4 years of the school course, the superin¬ tendent recommends that more adequate provision for this large class of pupils be made, especially in furnishing them fuller seating room and more teachers. He rightly holds that, on an average, not more than 40 pupils should be assigned to one teacher, and that both the health and the educational interests of the pupils would be con¬ served by adopting this rule, even if the school term should have to be shortened to carry it out. Decatur made no report for 1882-’83. A very brief one for 1883-’84 snow^s a some¬ what smaller number of school ,\outh than in 1881-’82, a larger enrolment and aver¬ age attendance, 9 more teachers, and an expenaiture for its public schools $4,045 greater. Estimated enrolment in private and church schools, 300. Elgin for 1882-’e3 and 1883-84 presents a considerable increase in school population and enrolment, while attendance in private aud parochial schools decreased. The schools, classed asprimary, grammar, and high, were taught 188 days, with 1 more teacher. Estimated enrolment in private schools, ^ 664. Valuation of public school property in 1834, $88,250, against $40,500 in the preceding year. Freeport in 1883-’84 shows a decline of 207 in enrolment and of 175 in average attend¬ ance from what it reported in 1881-’82, though the expenditure for school purposes was $2,291 greater than in that year. The estimated enrolment in private and parish schools was also 160 less, without any diminution in the reported number of children of school age. Galesburg from 1882-83 to 1883-’84 increased its school youth by 231, its enrolment by G4, and its average attendance by 105, with an additional expenditure of $603. The enrolment in other than public schools is not given. Joliet for 1883-’84 reported 19 rooms in 10 school buildings, with a seating capacity of 2,359. Schools were taught 198 days by 51 teachers ; private and church schools enrolled 600, with an average daily attendance of 200. Estimated value of public school property, $137,300. Moline gives but little information as to its schools beyond what may be found in the preceding table, except that there were 2 night schools, with 2 teachers in 1883 and 3 in 1884, with an enrolment in the former year of 107 ; in the latter, of 149 ; that a large number of the day pupils had been neither absent nor tardy; that an exhibit of pupils’ industrial work had excited much enthusiasm ; and that movements were in progress looking toward improvement in various directions. A return from Ottawa for 1883-’84 gives 7 school buildings, in which were 30 rooms, with 1,600 sittings, valued, with grounds, &c., at $60,130. The schools wTere classed as primary and grammar and were taught 197 days. There was no city high school, but one under control ot the township trustees, not connected with the city district, was available for higher studies than those of the grammar grades. Estimated enrol¬ ment in private schools, 281. Peoria for 1882-’83 reported 12 school buildings, containing 72 rooms, all in good condition. The schools were classed as primary, grammar, and high, with one even¬ ing school. Provision was made for the erection of one new building, which was much needed, as some of the schools were greatly overcrowded. No report was re¬ ceived for 1881-82, but since 1880-’81 the school population had increased 2,287, enrol¬ ment 1,657, and average attendance was somewhat higher. At the opening of the school year music was made optional in the primary and grammar schools, and is said ILLINOIS. 63 to have made discipline easier and to have added much to the happiness of the school room. Statistics of 1883-84 show a loss in school youth, hut gains in all other respects. Quincy presents in 1882-83 no increase in youth of school age, one of only 4:1 in public school eorolment, and a falling olf of 28 in average attendance. Whether this check to the preceding growth came from the agitation noticed in the report for the preceding year as to the admission of colored pupils in common with whites does not appear, as no printed report has been received. Rockford, besides its public schools, with 66 rooms for study and recitation and 9 for recitation only, reports for 1883 8 private or parochial schools, with an estimated enrolment of 500 pupils. There is no report at hand for 1883-’84. Springfield for 1882-83 reported a decrease of 102 in enrolment in public schools, but 95 more in average attendance, the decline in enrolment being probably due to the fact that the schools had been in 1881-’82 greatly overcrowded, many children being altogether excluded from school privileges. There were 2 new buildings erected during the year and the old ones were extensively repaired, yet one more was needed to meet the pressing demand for more room. The schools were graded as pri¬ mary, grammar, and high, with a teachers’ training class for graduates of the high school. The additional building needed was erected and ready for the reception of pupils at the opening of the school year 1883-’84, and 2 large rooms were added to another school-house. Other school property was extensively repaired, and accommodations for pupils were thus both more numerous and more complete. A course of study for the teachers in the city schools was adopted, as well as revised courses for the high and district schools. KINDERGARTEN. For general information as to the Kindergarten in this State, see Table V of the appendix, where information respecting at least 27 may be found. PKEPARATION AND QUALIFICATIONS OF TEACHERS. GENERAL STATE REQUIREMENTS. No teacher is authorized to teach a common school in Illinois who is not of good moral character and who does not possess a certificate of qualification from the State superiutendent of public instruction, from a county superintendent, or from the board of education of an incorporated village or city in which he desires to teach.1 County superintendents’ certificates are of 2 grades, the first, for a year, covering the ordinary English branches and the second, for 2 years, adding the elements of natural sciences, physiology, and the laws of health. These are valid only in the county- where they are given; those from city boards are valid in the city that has issued them ; those from the State superintendent, unless revoked for cause, are valid for life in any county or school district of the State. STATE, COUNTY, AND CITY SCHOOLS FOR NORMAL TRAINING. The Illinois State Normal University, Normal, and the Southern Illinois Normal Univer¬ sity , Carbondale, both under State control, continued in 1883-’84 to prepare teachers for the public schools. The first mentioned, with 15 regular instructors and 128 pupil teachers, had 488 normal students in its 3-year course, 1 graduate student, and 350 in the model school, which contains primary, intermediate, grammar, and high school grades ; total for the school year, deducting 60 counted twice, 779. The scientific de¬ partment for special students was continued. The second reported for the same period 14 regular instructors and 39 pupil teachers, with 540 students in the normal and training schools, including 9 graduates, 4 special students, and 37 attending special session. For admission to either school pupils must pledge themselves to teach in the public schools of the State 3 years after graduating. Course of study at Southern Illinois, 3 and 4 years. Both schools continued their summer institutes. The objects of both these schools, as expressed in the legislative acts for the estab¬ lishment of them, are “ to qualify teachers for the common schools of this State, by imparting instruction in the art of teaching and all branches of study which pertain to a common school education, in the elements of the natural sciences, in the funda¬ mental laws of the United States and of the State of Illinois in regard to the rights and duties of citizens, and in such other studies as the board of education may from time to time prescribe.” The Cook County Normal School has essentially the same aims as the two State schools, but with more especial reference to the thorough preparation of teachers for that pop¬ ulous county, and probably also for the schools of Chicago, as the city training school does not seem to have been resumed. In its normal school department, of 4 classes, 1 Graduates of county normal schools may, by the action of the county board of education in which such a school is situatod, be granted first class county certificates on their diplomas of graduation, 64 REPORT OF THE COMMISSIONER OF EDUCATION. were 334 pupils in 1883-’84, 103 of them in the professional training class, which sup¬ poses a preceding 4-year course in a first class high school, college, or normal school, or an equivalent preparation. In its public school and Kindergarten classes and Kin¬ dergarten training class there were 447 more, making a total attendance of 781, under 16 instructors. At Springfield, graduates from the city high school are encouraged to enter a teachers¬ training class, which passes its members through 2 years of preparation for work in the city schools. OTHER NORMAL TRAINING. An interesting school that gives this training is the normal class for training Kin¬ dergarten teachers which is under the auspices of the Chicago Free Kindergarten Association and which evidently aims at real thoroughness. A good common school education is an imperative requirement for admission to the class, and ladies that have completed a thorough high school, collegiate, or university course are especially de¬ sired. The association has done excellent work in gathering the children of the poor from the most unwholesome and dangerous surroundings, bringing them into bright and cheery rooms, and giving them 3 hours of instruction daily in attractive Kinder¬ garten exercises under Christian teachers of intelligence and culture. It aims to ex¬ tend this good work by training teachers for it under a special teacher of experience and high repute. The normal class conducted by this teacher, at the date of the last report, in 1884, had 60 lady pupils. • A school kindred to this in aims and methods, called the Danville Normal Kinder¬ garten Training School, is carried on in connection with the church and school work of Holy Trinity Parish (Protestant Episcopal), Danville. For the statistics of normal schools under other than State and city direction, see Table III, Part 2, of the appendix; for a summary of their statistics, see a corre¬ sponding table in the report of the Commissioner preceding. TEACHERS’ INSTITUTES. The institutes held by county superintendents for improvement of teachers in 1883 numbered 167; days of continuance of these, 1,114; 1 held by other persons, 45; days of continuance, 236; different teachers attending all these, 6,877; 2 number held in 1884, not given; days of continuance, 1,345 ; teachers attending, 11,406 ; expenditure for the former year, $13,505; for the latter year, $22,559. EDUCATIONAL JOURNALS. Illinois has been fruitful in publications of this class, 9 being issued in 1882-83 and 1883-’84. These were, from Chicago offices (1), Iapi Oaye, or The Word Carrier (pub¬ lished monthly for the educational agencies of Congregational and Presbyterian mis¬ sions in Dakota, Nebraska, Montana, and elsewhere), which was in its twelfth volume in 1883, presented one number as volume XIII in January, 1884, and began volume I of a new series in March, 1884 ; (2) The Practical Teacher, a monthly which closed its sixth volume in June, 1883, and in July, 1884, published one number as volume VII, which announced that from September following it would be edited by Col. Francis W. Parker, of the Cook County Normal School ; (3) The Present Age, monthly, in its second and third volumes in these two years ; (4) The School Herald, bimonthly, which entered on its third volume January 15, 1883, and apparently ceased its issues April 15 of that year ; (5) The Schoolmaster, bimonthly, which in the midst of its fourth volume, June 1, 1884, appeared in enlarged form as Intelligence and The Schoolmaster ; (6) The Western Educational Journal, monthly, -which entered its fifth volume Jan¬ uary, 1884, and seems to have ceased with its fifth number in May of that year; (7) The New Method, monthly, beginning its first volume January, 1884. From other than Chicago offices have come the Illinois School Journal, monthly, published at Normal, in its second and third volumes in the two years above men¬ tioned, and the Normal Mirror, quarterly, published at Danville, mainly in the inter¬ est of the East Illinois College and Normal School. This last journal reached the third number of its second volume in April, 1884. SECONDARY INSTRUCTION. PUBLIC HIGH SCHOOLS. These schools are recognized parts of the State system and 164 of them appear in the State report for 1884, an increase of 20 since 1882. Of these, 41 were in districts under special laws ; 41 others in incorporated cities and villages, under section 80 of the school law, which allows such corporations to “establish schools of different grades and make regulations for the admission of pupils into the same ;” 6 were town- 1 Eleven hundred and ninety-six is the number given in another place. 2 Number elsewhere given, 6,712. ILLINOIS. 65 chip high schools, which, by section 50, are permitted to be established by vote of the people; 1, a township high school1 under special law; 75, high schools in districts with boards of directors under the general school law. Only 12 of all these were in separate buildings, namely, the main high school at Chicago and its 2 branch schools and 1 each at Bloomington, Evanston, Jefferson, Lake View, Moline, Ottawa, Peoria, Princeton, and Streator. The value of school furniture, sites, and buildings of these 12 was estimated to be $828,400 ; that of their libraries and school apparatus, $89,938, the libraries containing 32,210 volumes. Ninety schools reported courses of 3 years ; 1, a course of between 3 and 4 years ; 5, courses of 3 or 4 years ; 67, courses of 4 years; 1, a 3 or 5 year course; and 1 (at Princeton) a 5-year course alone. These schools had from 5 to 10 months of annual session, enrolled 12,405 pupils, and were taught, by 430 teachers, whose pay was from $25 to $300 a month. The graduates of 1884 numbered 1,177. OTHER SECONDARY SCHOOLS. • For statistics of business colleges, private academic or preparatory schools, and preparatory departments of colleges or universities, see Tables IV, VI, VII, IX, and X Of appendix. For summaries of statistics of each class, see corresponding tables in report of the Commissioner preceding. SUPERIOR INSTRUCTION. COLLEGES FOR YOUNG MEN OR FOR BOTH SEXES. The Illinois Industrial University, Urbana, open to both sexes, continues to present in its college of literature and science the Latin, Greek, English, French, and German studies noticed in preceding years. In the prosecution of these studies there is a choice between a school of English and modern languages and a school of ancient lan¬ guages and literature, each covering 4' years. In the former, the aim is to afford a thorough training in the best elements of English and American literature, with spe¬ cial study of choice authors and with a fair introduction to French and German as well as Anglo-Saxon, mathematics, natural sciences, political economy, &c., the Latin of Cicero, Livy, and Horace being optional in the first year. In the latter school, the study of Greek and Latin is pursued with special reference to the reflex influence of these languages on the student’s mastery of English, as well as with reference to his clear acquaintance with both the history and the literature of Greece and Rome. Thirty-three accredited high schools prepare for the studies of these 2 collegiate schools, as well as for the scientific schools to be noticed further on. Graduates of the school of English and modern literature receive from the university the degree of bachelor of letters ; graduates of the school of ancient languages and literature, the degree of a. b. Higher degrees must be prepared for by at least a year of prescribed graduate study, the only alternative for this being three years of success in a profes¬ sion. All able bodied male students in preparatory studies or in those of the first 3 collegiate years receive instruction in military drill and discipline, and for any of either sex that desire it there is offered training in industrial art and in music. For information as to the colleges of agriculture, engineering, and natural science which form parts of the university, see Scientific and Professional Instruction, further on. Of the 28 other collegiate schools reported in former years, Rock River University appears to have suspended. Another, St. Francis Solanus College, Quincy, has been admitted to the collegiate table in its place, but with some question as to its full col¬ legiate standing; a like question has again arisen as to Irvington College, Irvington, readmitted some years *ago, but in 1884 showing apparently no collegiate students. A German-English College, Galena, has also come in, with fair evidence of good collegi¬ ate arrangements, making 29. Of the colleges reporting, 7 indicate the reception of special donations to the amount of $178,769 for endowment, buildings, and current needs in 1882-83 ; and in 1883-’84, for like purposes, 10 report receipts of $125,442. For the statistics of those now on the Bureau list, see Table IX of the appendix ; for a summary of their statistics, see a corresponding table in the report of the Com¬ missioner preceding. INSTITUTIONS FOR THE SUPERIOR INSTRUCTION OF YOUNG WOMEN. For the statistics of 12 institutions of this class in 1882-’83, see Table VIII of the appendix ; for a summary, a corresponding table in the report of the Commissioner preceding. Most of them have fair collegiate arrangements; 2, Almira College and Knox Seminary, are presided over by former State superintendents of instruction. The State Industrial University and 23 of the denominational or non-sectarian col¬ leges open their doors to young women as well as to young men, and 4 have special courses for them. 5 E 1 Probably that at tlie State Normal University. 66 REPORT OF THE COMMISSIONER OF EDUCATION. SCIENTIFIC AND PROFESSIONAL INSTRUCTION. SCIENTIFIC. In this branch the colleges of agriculture, engineering, and natural science in the Illinois Industrial University claim special notice. Each of them, in common with the before mentioned college of literature and science, has a 4-year course. The col¬ lege of agriculture, with 5 professors, aims to educate scientific agriculturists and horticulturists, not only in the work of the farm and garden, but also in veterinary science, pomology, entomology, botany, and the chemistry of agriculture. That of engineering, with 6 professors, prepares students in the mathematical basis of all such work, and goes on into physics, mechanic art and design, and Ihe principles of mech¬ anism in bridge work, stone work, mining engineering, architecture, aud related studies. That of natural science, with 6 professors, aims to impart such a knowledge of chemistry and its manipulations as will fit students for the business of the druggist, the pharmacist, or the chemist. The laboratory facilities in these lines are believed to be equal to any in the West and far superior to those of the ordinary colleges. Students in all the schools of the university in 1883~’84, 330, of whom 261 were young men and 69 young women. Of the young men, 3 were resident graduates, 175 collegi¬ ate students, 7 special, and 76 preparatory. Of the young women, 54 were in colle¬ giate studies of apparently limited range, 6 in special studies, and 9 in preparatory. Of the 29 other colleges for young men or for both sexes, 25 show arrangements for some scientific training, but most of them with little approximation to the thorough arrangements of the university. The University of Chicago , in its well equipped Dearborn Observatory, continued to offer instruction in astronomy both to regular and special students. Several of its graduates are said to have taken high rank as astronomical observers and surveyors. The museum, herbarium, and chemical and philosophical apparatus of this university appear to be especially good and complete. At St. Viateur’s College , Bourbonnais Grove, and at Westfield College , Westfield, in¬ struction in telegraphy is offered. At Chaddock College , Quincy, this instruction seems to have ceased in 1883. The Chicago Manual Training School,1 noted in the report for 1882 as projected, was incorporated April 11, 1883; the corner stone of a building for it was laid September 24 of that year, and by February 4, 1884, the school exercises were begun in this building, with 72 pupils, selected by examination from 130 applicants. Two of those first admitted were compelled to withdraw from lack of strength for the school work, but their places were immediately filled and the number kept up to 72. The course of instruction covers 3 years in mathematics, physics, mechanics, free hand, mechan¬ ical, and geometrical drawing, and shop work in various forms, such as carpentry, wood carving and turning, care and use of tools, study of machinery, and management of steam engines and boilers. An hour a day is given to drawing, 2 hours a day to shop work, the remainder to study and recitation. Pupils must be at least 14 years of age and must pass a satisfactory examination in arithmetical and other English studies to secure an entrance. Being admitted, they furnish their own books, drawing instru¬ ments and material, with aprons, overalls, and pocket tools; shop tools and mate¬ rials are provided by the school ; officers of instruction and government, 4 in 1883-’84. The Industrial School, Sugar Grove, Kane County, where ordinary school studies are supplemented by instruction in scientific agriculture and horticulture, was con¬ tinued in 1883-’ 84 and reported to be always full. PROFESSIONAL. Theology was taught in 1882-’83 and 1883-’84 in 22 collegiate or ecclesiastical insti¬ tutions for instruction in this State. Three were Baptist, the theological departments of Ewing and Shurtleff Colleges, Ewing and Upper Alton, and the Baptist Union Theological Seminary, Morgan Park ; 2, the Bible departments of Abingdon College, Abingdon, and of Eureka College, Eureka, were Christian; 1, the Chicago Theologi¬ cal Seminary, was Congregational; 1, the Union Biblical Institute of NorthwTestem College, Naperville, was evangelical; 5, a German theological class at Carthage Col¬ lege, the Swedish American Ansgari College, Knoxville, Wartburg Theological Semi¬ nary, Menddta, Angustana Theological Seminary, Rock Island, and Concordia Col¬ lege Preachers’ Seminary, Springfield, were Lutheran ; 3, the Garrett Biblical Institute of Northwestern University, Evanston, and the theological departments of the Ger- man-English College, Galena, and McKendree College, Lebanon, were Methodist Episcopal ; 2, the theological department of Blaekburn University, Carlinville, and the Presbyterian Seminary of the Northwest, Chicago, were Presbyterian ; 1, the Western Theological Seminary, Chicago, was Protestant Episcopal ; 2, the theologi¬ cal department of St. Viateur’s College, Bourbonnais Grove, and St. Joseph’s Ec- 1 Manual training in a school workshop for boys and instruction in sewing for girls are said to b© carried on at Peru, Ill., apparently in connection with the public schools. ILLINOIS, 67 clesiastical College, Teutopolis, were Roman Catholic ; 1, the theological department of Lombard University, Galesburg, was Universalist ; and 1, the theological depart¬ ment of Wheaton College, Wheaton, was Wesleyan. Two theological departments formerly reported — those of Illinois Wesleyan Univer¬ sity, Bloomington (Methodist Episcopal), and Lincoln University, Lincoln — appear to have been suspended, while Jubilee College (Protestant Episcopal), long suspended from lack of funds, still continues to be. Most of those indicated as in operation had 3-year courses, meant to follow high school or collegiate training, but in the German theological class of Carthage College the course appears to he of one year ; at McKendree College, the same ; at Eureka Col¬ lege, Shurtlelf College, and Augustana Theological Seminary, 2 years. Law was expounded by the faculty of the Bloomington College of Law of Illinois Wesleyan University; of the Union College of Law of the Northwestern University, Evanston, and University of Chicago; and in the law departments of McKendree College, Lebanon, and Chaddock College, Quincy, all with 2-year courses of sub¬ stantially 36 weeks yearly. The first and third show no preliminary preparation; at the other 2 a good English education is expected. For statistics of the schools of theology and law that report, see Tables XI and XII of the appendix; for a summary of these statistics, corresponding tables in the report of the Commissioner preceding. Medical practice was prepared for in 5 regular, 1 eclectic, and 2 homoeopathic schools, all at Chicago, except the Quincy College of Medicine, a department of Chaddock Col¬ lege, Quincy. All 8 required the customary 3 years of study under a preceptor, with attendance on at least 2 courses of systematic lecture instruction of 21 to 31 weeks each, the lowest number of weeks being at the Rush Medical College and the highest at the Woman’s Medical College, both“ regular,” while the Chicago Medical College (of Northwestern University) and the Chicago College of Physicians and Surgeons each had 24 weeks of annual session, and the Quincy College of Medicine 22 weeks. A preliminary English education is expected in this last and is made tolerably sure of in the others by an examination of all candidates for admission that are not graduates of a college, academy, or high school. The 1 eclectic school is the Bennett College of Eclectic Medicine and Surgery, which has annual sessions of 24 weeks each and requires either a preliminary examination of candidates for entrance or other evidence of a good English education. The 2 homoeopathic schools are the Hahnemann Medical College, with 24 weeks’ annual session, and the Chicago Homoeopathic Medical College, with 22 weeks, both requiring evidence of good English education. A school of midwifery, organized in 1880, also appears at Chicago, with an annual course of lectures of 24 weeks’ duration. For admission, candidates must pass an examination and give references as to moral character; for graduation, must be 21 years of age and have attended one full lecture term. License to practise in the State must come from the board of health. Pharmacy. — At the Chicago College of Pharmacy, instruction in chemistry, in the qualities and operation of medicines, and in the pharmaceutical preparation of them was given, as in previous years, the students of 1882-’e3 numbering 158, of whom 27 graduated from the 2-year course of 5 months each year. SPECIAL INSTRUCTION. EDUCATION OF THE DEAF AND DUMB. The Illinois Institution for the Deaf and Dumb , Jacksonville, founded in 1839, pro¬ vides instruction and furnishes board and books free of charge to youth 10-21 years of age who are proper subjects for its cane. The pupils are taught the rudiments of an English education, with printing, cabinet making, shoemaking, wood turning, gardening, baking, cookery, and making confectionery, the method of instruction being oral and manual combined. The institution owns 46 acres of land, valued, with buildings, &e., at $400,000 in 1882-’83 and $423,000 in 1883-’84. It received $96,000 from the State in each of these years, and, with 29 teachers, gave instruction to 575 pupils in the former year and 522 in the latter, of which numbers a minority were females. A library of about 6,000 volumes aids and broadens the instruction given. The Chicago Deaf-Mute Day Schools, controlled by the board of education of the city of Chicago, taught the common English branches, with the addition of morals and manners, oral and manual methods being employed. . No industries were taught. Expenditure for the 5 deaf-mute schools for the .year, $4,262. Instructors, 6, includ¬ ing the principal ; pupils, 55 in 1883 ; in 1884, the same number of instructors, with 52 pupils. A Voice and Hearing School for the Deaf, at Englewood, under private auspices, re¬ ports for 1883-84, its first year of existence, 12 pupils, under 2 instructors. The title 68 REPORT OF THE COMMISSIONER OF EDUCATION. sufficiently indicates its aim. Elementary English studies are pursued, with special attention to development of the power of articulate speech and lip reading. TRAINING OF THE BLIND. The Illinois Institution for the Education of the Blind, Jacksonville, had for 1882-’83 a total attendance of 157 pupils, from 71 counties, under 14 resident instructors. School studies embraced the common English branches, with literature, vocal and instrumental music ; the industries, fancy and bead work, broom and mattress mak¬ ing, and cane seating. The institution belongs to the State and is valued, with grounds, &c., at $116,4*27. In 1883-’84 the attendance was 168, from 75 counties, and the teachers numbered 16, 1 having resigned and 3 new ones having been employed. In the former of these 2 years 7 pupils completed the course of instruction and were graduated ; in the lat¬ ter the graduates were only 3. TRAINING OF THE FEEBLE-MINDED. The Illinois State Asylum for Feeble-Minded Children, Lincoln, organized in 1865, has for its object the moral, intellectual, and physical culture of this class of children. They are graded into 11 classes. The rudiments of a common school education are given, with lessons in art and drawing, sewing, singing, calisthenics, and housework for such as are capable. There is a well furnished gymnasium, where all are sent at some hour of the day for appropriate exercise. In lb83-’84 a Kindergarten class was formed, and very satisfactory results are said to have come from it. The total at¬ tendance in all classes for 1882-’83 was 481 ; for 1883-’S4, 431. EDUCATION OF ORPHANS. The Illinois Soldiers’ Orphans’ Home, Normal, a State institution, reports to the State superintendent an enrolment of 309 pupils for 1882-83, with an average attendance of 291 ; for 1883-’84, an enrolment of 330, with 325 in average attendance. The pupils enter at 5 years of age and leave at 14. The school training is of 9 grades, each grade covering a year. There are monthly examinations and monthly reports to parents or guardians. An excellent library of 2,076 volumes aids the school instruction, the children being admitted to the library every evening and on Sunday afternoons. The larger boys assist in farm work and tho larger girls sew au hour each evening after school. Regular sewing classes are organized and a teacher is employed to make the work effective. For statistics of other homes for orphans, see Table XXII of the appendix; fora summary of their statistics, see a corresponding table in the report of the Commis¬ sioner preceding. REFORMATORY AND INDUSTRIAL TRAINING. The Illinois Slate Reform School , Pontiac, receives boys sentenced by the courts of Illinois for offences against the laws, trains them in school studies 4 hours a day and occupies them in daily work 6 hours, giving no time to recreation. The shortest sentence is for a year; the longest, for 5 years, good conduct diminishing the time considerably. At the expiration of their sentence, thus possibly shortened, they are sent to their homes or such other places as may be determined on, the State paying their way and giving them $5 to begin life upon anew. For the 14 years during which the school has been in operation it has received up to the close of 1883-’84 a total of 1,483 boys. Of that number 1,182 had been discharged, leaving 301 confined. A large proportion of those received are found to be illiterate or very slightly taught. Of 290 boys received since 1882, 45 could not read, 129 could not write, the same number had never studied arithmetic, and 241 had studied neither geography nor grammar. But in the school many learn rapidly, 239 of those latterly discharged being well up in ordinary school studies, while, of 257, 69 were in language lessons, 26 in grammar, 100 in United States history, 11 in book-keeping, 20 in physiology, and 31 in natural philosophy. The Burr Industrial School, Chicago, opened in 1867, receives poor children 6 to 12 years of age, of either sex, on the basis of a Burr endowment fund, and trains the girls in 6ewing and school studies and the boys in reading, spelling, writing, and arith¬ metic. Of the former, there were 63 taught in 1883-’84; of tho latter, 51. St. Mary's Training School, Des Plaines, Cook County, aims to aid in the education and industrial training of destitute and wayward boys, receiving tuition fees from such as can afford it and furnishing instruction gratuitously to those who cannot pay. Instructors iu 1883-’84, 6, with 3 foremen in the shops; pupils, 200, all in English studies, with adjunct shop work, according to circumstances. The Illinois Industrial School for Girls, Evanston, is a private corporation, organ¬ ized in 1877, and has for its object the moral, intellectual, and industrial training of neglected and homeless girls until 18 years of age or until permanent homes and means of support can be secured for them. Statistics for 1883 and 1884 are wanting. ILLINOIS. 69 The Girls’ Industrial School of the Women’s Christian Home Mission , Peoria, furnishes /Instruction in sewing and encourages industry and skill by giving every properly made garment to tk.e maker. Moral truths and habits of neatness are inculcated and every effort is made to train the girls to hgbits of diligence and perseverance, hoping thereby to make them good and useful women. The attendance averages about 150 annually, the age of those admitted being from 5 to 14. Since its- organization in 18-5 up to the close of 1883-84 the school has admitted about 2,700 girls from humble homes and trained them in knitting, sewing, dressmaking, and fancy work. Teachers in leW4, 22. For other schools of this class, see Table XXII, Part 3, of appendix. TRAINING OF NURSES. The Illinois Training School for Nurses, organized in 1881, and connected with Cook County Hospital, Chicago, had 3G pupil nurses and 2 probationers in 1882-’83, of which number 7 were graduated. The number of patients cared for during the year was, in the training school wards, 4,307 ; private patients, 23. The pupils had in charge 7 hospital wards and were receiving a 2- year course of instruction in anatomy, physiology, materia medica, therapeutics, obstetrics, and surgery. In 1883-’84 the pupil nurses numbered 42, making 57 from the beginning ; graduates of the year, 14. TRAINING IN LANGUAGES. The Western Summer School of Languages, under the auspices of Mr. Henry Cohn, is supposed to have been held at Evanston, as in former years; but no distinct infor¬ mation respecting it has been received. INSTRUCTION IN ART. This is believed to have been continued in the Chicago Academy of Fine Arts and the Chicago Academy of Design, and is known to have been continued in the School of Art and Design connected with the Illinois Industrial University, Urbana, where there is a 2-year course for ordinary students and advanced courses of less definite length for such as wish to become accomplished designers, painters, or teachers of art. Several other colleges for young men or for both sexes have also schools of art, as have those for superior instruction of young women. TRAINING IN MUSIC. Instruction of this kind is reported to be given at the Chicago Musical College, at the National Normal Music School, in the same city, and^at a School of Music, Eureka. In many of the literary colleges there are also either schools of music or arrangements for giving such instruction. The Illinois Industrial' University, though it does not mal e music a part of its course, provides competent teachers of it for matriculates that seek a musical training, giving tuition in 10-week terms. EDUCATIONAL CONVENTIONS. ILLINOIS SOCIETY OF SCHOOL PRINCIPALS. This society held its session of 1883, July 11-13, and discussed the subjects of “Dis“ cipline in public schools,” “ The teacher in graded schools,” “Supplementary read’ ing,” and “History in public schools;” and Dr. Scouller, superintendent of the Re¬ form School, Pontiac, presented a paper on “How to manage bad boys.” CHICAGO INSTITUTE OF EDUCATION. In 1882-’83 this body bad at its monthly meetings discussions and readings by Su¬ perintendent Howland ; E. J. James, of Normal; C. M. Woodward, of St. Louis; Alex¬ ander Forbes, and others, on such topics as “ German universities,” “ The essentials of education,” “The objects of discipline,” “Influence of the novel on modern life,” “ Teachers in a graded system,” “ What ought we to expect of the public schools ? ” “Hygiene of school life,” &c. In 1883-’84 Superintendent Howland, J. D. Scouller, State Superintendent Raab, and C. G. Stowell presented addresses and papers on “ Elements of growth in school life,” “ Management of bad boys,” “Educational theories of the Ancient Romans,” and “Ethics of liberal culture.” How these were treated does not appear, but the titles indicate that thought and pains had been devoted to important themes wThich might well have larger audiences. ILLINOIS STATE TEACHERS’ ASSOCIATION. This association held its thirtieth annual session, December 26-28, 1883, at Spring- field, State Superintendent Raab presiding. The only accounts of it received have been scanty and imperfect. Some of the subjects presented for discussion the first day were “Course of study,” u School visitation,” and “Institute plans for 1884, 70 BEPOBT OP THE COMMISSIONEE OP EDUCATION. a committee being appointed to draft an outline for tbe institute work of that year. Addresses were delivered in the evening by Governor Hamilton and John Eaton, United States Commissioner of Education. The subjects for the second day -were “ The dis¬ trict school,” “ Training school work,” “ Illustrative teaching,” “Object teaching.” “Science in the schools,” “ Is Greek a fetich?” A most interesting discussion fol¬ lowed the reading of these papers. President Raab gave an address in the evening, in which he reviewed the educational work of the year, with brief reference to the outlook. The speaker hoped that he would yet have the privilege of voting for a constitutional amendment which would at the close of a certain period exclude from the suffrage all who cannot read and write the English language. The body of the address on “ Imagination in education” gave excellent satisfaction. The subjects of “Manual training” and “New education” occupied the morning session of the third day, and among the closing exercises in the afternoon was Dr. Scouller’s address on the “Management of had boys,” which was well received. CHIEF STATE SCHOOL OFFICER*. Hon. Henby Raab, State superintendent of public instruction , Springfield, [Term, January 9, 1883. to January, 1887.] INDIANA. 71 INDIANA. STATISTICAL SUMMARY. 1882-,83. 1883-’ 84. Increase. Decrease. POPULATION AND ATTENDANCE. White youth of school age (6 to 21) .. 703, 162 705, 863 2,701 15, 873 719, 035 491, 948 8, 721 500, 669 16, 988 722, 851 492, 239 8, 903 501, 142 1, 115 3,816 291 Whole number of school age ......... White youth in public schools _ _ Colored youth in public schools ...... 182 Whole enrolment in public schools ... 473 Average daily attendance . Per cent, of enrolment to school vouth. 315, 974 69.63 325, 499 69.33 9, 525 .30 Per cent, of attendance to enrolment. 63.11 64.95 ’ L84" Per cent, of attendance to youth of 43.94 45.03 1.09 school age. SCHOOL DISTRICTS AND SCHOOLS. School districts reported . 9,446 9, 393 9,491 9,414 45 Districts in which schools were taught. 21 Districts without schools . 53 77 24 Schools for colored youth . . . . 119 115 4 District graded schools . . 533 550 17 Township graded schools . . 219 230 11 Average time of schools, in days _ 130 126 4 Public school-houses reported _ 9,744 291 9, 664 340 80 Number built within the year . . 49 Private schools in public buildings 665 684 19 Pupils enrolled in these schools ...... 13, 473 7, 304 15, 308 10, 651 1,835 Average daily attendance in them.... 3, 347 TEACHERS. White male teachers in public schools. 7,011 6, 739 272 White female teachers in them . 6,400 84 6, 428 82 28 Colored male teachers in public schools . 2 Colored female teachers in them . 65 63 2 Whole number of teachers employed . 13, 560 13, 312 248 FINANCIAL STATEMENT. Whole expenditure for public schools. $4, 663, 500 $4, 660, 000 $3, 500 Y aluation of State school property _ 13, 113, 378 13, 619, 561 $506, 183 . . m r Permanent State school fund avail¬ 9, 271,911 9, 339, 328 67, 417 able. Average monthly pay of men teaching. Average monthly pay of women teach¬ ing. 57 40 | 39 66 35 80 (From figures furnished by Hon. John W. Holcombe, State superintendent of public instruction, in advance of publication, for the two years indicated.) STATE SCHOOL SYSTEM. GENERAL CONDITION. The statistics reported for 1882-’83 and 1883-’84 present a pleasing record of increase during the year in nearly all the items which indicate effective school work, and yet against an increase of 3,816 in school population appears one of only 473 i n enrolment, leaving over 30 per cent, of the youth of school age not in the public schools. The at- 72 REPORT OF THE COMMISSIONER OF EDUCATION. tendance in private and parochial schools, were the statistics at hand, would of course •how a somewhat higher percentage of school attendance throughout the State. The increase of 9,525 in average daily attendance over 1882-’83 and the holding in such attendance of nearly 65 per cent, of the enrolment indicate really good work done, this large attendance being probably nearly, if not fully, up to the school ac¬ commodation. While there was a decrease of 80 in school-houses reported, there were 340 built, a gain of 49 over the previous year, which in size and value probably more than made up for the above decrease (if it was a real decrease) in numbers, since the value of school property shows an advance of $506,183. Then there were 45 more school districts reported, and 21 more in which schools were taught, offset, however, by 24 more without schools. In private schools taught in the public school buildings in the intervals of the regular sessions, and generally by the same teachers, there was an increase of 19, with 1,835 more enrolled and 3,347 more in average attendance ; this item indicates a clear gain in the amount of educalional work in the State, the public schools being in session only an average of 126 days in 1884. As to teachers, the figures show an increasing preference for females (partly per¬ haps because they can be had for less pay), the white male teachers decreasing by 272, the white females increasing by 28. Both male and female colored teachers decreased 2 each, showing a total decrease of 248 teachers, with a decrease of $3,500 in expen¬ diture. The Slate school fund, already one of the largest in the United States,1 shows an increase of $67,417 during the year. ADMINISTRATION. This is by State and county boards of education ; a State superintendent of public instruction, who is ex officio president of the State board ; a county superintendent for each county ; a school trustee lor each township ; 3 such trustees for each incor¬ porated town or city with less than 30,000 people; a director for each rural district ; 2 and, in cities with 30,000 or more inhabitants, a school commissioner for each ward. The members of the State board include the governor of the State and 7 educational officers named by law. The State superintendent is elected by the people for 2 years; the county superintendents, by the assembled township trustees of each county, for a like term ; each township trustee, for 2 years, by the electors of his township ; other school trustees, by common councils in the smaller cities and by boards of trustees in incorporated towns, for terms of 3 years, with partial annual change where they form a board ; the director, for a year, by the patrons of the rural school he is to care for. For colored children and youth separate schools are provided, with the same advan¬ tages as other schools of like grade. Any one attending these schools and deserving promotion to a grade not included in them is entitled to enter a white school of that grade, and no distinction therein may be made on account of race or color of the student. The trustees of two or more adjacent counties or townships may estab¬ lish a new district and build a school-house therein when in thoir judgment it may appear necessary. Trustees of two or more municipal corporations for school pur¬ poses may establish joint graded schools and provide lor admission to them from the primary schools of their corporations. Such gradation is becoming extensive even in country districts, and a system of graduation from such schools at the conclusion of the course is now common. Teachers seeking employment must present a license to teach from the proper State, county, or city authority, for which, see Preparation and Qualifications of Teachers, further on. At the close of each term of school, teachers must make to the proper trustee, under oath, a full report of the required data, one- fourth of their wages being held until such report is filed. German may be taught at the request of the parents or guardians of 25 or more children attending a public school and the Bible may not be excluded from the public schools. A school term is of 60 days ; a school month, of 20 ; and a school week, of 5 days. The public schools are free to all unmarried youth of school age (6 to 21) as ascertained by an annual census. SCHOOL FINANCES. The means of support for public schools on the part of the State come from the income of a common school fund of nearly $9,340,000, which, with the proceeds of a State tax of 16 cents on $100, of 50 cents on each taxable poll, of a congressional township fund, and of the tax for liquor licenses, goes for tuition only, without de¬ duction for expenses of collection and disbursement. For constructing, renting, or repairing school-houses, for providing furniture, apparatus, and fuel for these houses, and for meeting all the other necessary expenses ofcthe schools, except tuition, the trustees of townships, towns, or cities may levy a special tax, not to exceed 50 cents 1 Missouri and Illinois exceed it in amount reported, but may not include the same elements. 2 The rural school districts here are an aggregation of persons or families that choose or agree to send their children to a certain school. They are not, as in most States, limited by defined lines, but cover whatever teiTitory the patrons reside in, resembling very nearly the school communities that have for several years existed by law in Texas. INDIANA. 73 ©yi each $100 of property and $1 on each poll in any year. For other school purposes, trustees of civil townships, of incorporated towns, and common councils of cities may levy annually a tax not to exceed 25 cents on $l! 0 and $1 on each poll ; while larger cities may levy also 25 cents on $100 for grounds, school -houses, and supplies for these, and the same amount for paying teachers, with one-fifth of a mill for school libraries. In smaller cities and incorporated towns a tax of one-third of a mill annually for a free public library in each is authorized. Special additional taxes for payment of school debts are likewise j>rovided for. NEW LEGISLATION. Amendments to the school law, which took effect June 10, 1883, created two new grades of county teachers’ licenses, one of them for 3 years and one for 8 years; made the former one of 0 months a trial license, not renewable ; authorized superintendents to consider special fitness of applicants for work in city and town schools and took away the power of renewing licenses without examination ; provided for an institute fund of $20,000 annually from the State ; and changed the time for trustees’ reports from Sei>tember and October to the first Monday in August. SCHOOL SYSTEMS OF CITIES WITH 7,500 OR MORE INHABITANTS. ADMINISTRATION. In cities with less than 30,000 inhabitants 3 school trustees, elected by the common council of each city for 3-year terms, with annual change of one, manage the schools, erect the buildings for them, appoint the teachers, grade the pupils, anu make annual reports of receipts and expenditures to the county commissioners and of all statistics to the county superintendent; since 1883, such reports have been due on the first Mon¬ day in August for the school year ending July 31. in cities with 30,000 or more inhabitants the electors of each school district, since 1871, elect a school commissioner to represent their interests in the city board, which is authorized to levy taxes for teachers, buildings, and libraries. Both classes of cities may choose superintendents for their schools. STATISTICS. 18S2-’83. Cities. Population, census of 1880. Children of school age. Enrolment in public schools. Average daily at¬ tendance. Number of teachers. Expendi¬ ture. Evansville . 29, 280 14, 676 5,582 4, 851 139 $73, 170 Eort Wavne .... 20, 880 14, 466 3, 662 2, 801 104 53, 926 Indianapolis .... 75, 056 33, 079 13, 785 10, 442 259 248, 597 Jeffersonville ... Tift 'Fayette _ 9, 359 14, 860 11, 198 3,693 1, 835 1, 324 36 32, 090 LogansDort . 4, 371 1,929 1, 418 35 21,062 Madison . New Albany.... Richmond ... _ 8, 945 16, 423 12, 742 13, 280 26, 042 3, 926 1, 670 1, 117 31 19, 113 South Bend . Terre Haute.... Vincennes . 9, 695 3, 642 4, 374 1, 147 3,312 784 90 21 62, 543 7,680 1883-’84. Evansville ...... 29, 280 26, 880 75, 056 9, 359 14, 860 11, 198 8,945 Fort Wayne - Indianapolis .... Jeffersonville . . . La Fayette . Logansport ..... 14, 701 35, 019 3, 886 14, 295 2, 991 10, 411 104 270 71, 509 238, 457 7, 600 3, 065 1, 700 51 58, 624 Madison . ....... New Albany.... 16, 423 6,364 3, 071 2,123 55 Richmond ..... 12, 742 5, 522 2, 580 1, 846 51 76, 578 South Bend . 13, 280 6, 058 2, 236 1, 512 43 . 38, 249 Terre Haute.... 26, 042 9, 748 4, 545 3, 377 91 63, 298 Vincennes ...... 7, 680 3,952 1, 053 893 21 13, 333 ADDITIONAL PARTICULARS. Evansville in 1882-’88, with an increase of 203 in school youth, had 289 more in average attendance in public schools, although the enrolment in those schools had 74 REPORT OF THE COMMISSIONER OF EDUCATION. fallen off 208. The number of teachers was 0 greater, 1 of them teaching music. In private and parochial schools there was a reported enrolment of 1,930, more than a third of the number reported as enrolled in the city schools. Fort TVtiynem 1882-’83had 9 school buildiugs, with 4,130 sittings, providing for only 29 per cent, of the school population; adding 3,400 enrolled in private and parochial schools, only 55 per cent, had school accommodations. Public school property was valued at $234,000. While there was a slight increase in school population, enrolment, average daily attendance, and teachers, there was a decrease from 1881-’82 of $11,447 in expenditures. Of the 3,400 in private and parochial schools, 2,350 were in average daily attendance, occupying 17 buildings. The public schools were in session 195 days. Special teachers in music, drawing, and penmanship were employed, and the work in these branches was said by the editor of the Indiana School Journal to be exceptionally good. In 1883-84, with an increase of 235 in school youth, there was an increase of 224 in enrolment in the city schools and of 190 in the average daily attendance in those schools, while in schools other than public there were 3,500 reported, an increase of 100. Indianapolis in 1882 ?83 had 29 school buildings, with 12,837 sittings, valued, with other pro perty, at $1,023,101, providing for only 39 percent, of the school population. For the year there was an increase of 2,201 in school population, of 404 in enrolment, of 932 in average daily attendance, and of 39 in teachers, but a decrease of $1Q,378 in expenditures. The enrolment in public schools was only 42 per cent, of the school population ; adding 2,833 in private and parochial schools shows only 50.24 per cent, of the children in school. In 1883- 84, with the same number of school buildings and sittings and same valu¬ ation as the year before, there was an increase of 1,940 in youth of school age, of 510 in enrolment, and of 11 in teachers, while there were 31 fewer in average daily attend¬ ance and $10,140 less were expended. There were 2,800 in private and parochial schools, which, with 14,295 enrolled in public schools, shows only 49 per cent, in school. Only 1 special teacher in drawing is reported. The city lost this year its excellent superintendent, Hon. H. S. Tarbell, who had served it with great fidelity from 1878. He was succeeded by the assistant superintendent, Mr. Lewis II. Jones, Mr. Tarbell going to Providence, R. I. Besides the city schools proper there appear at Indianapolis 12 Kindergarten in 188:3— ’84, one of them a training school for Kindergartners, 2 others free and meant for children gathered from the street, who are taught and fed. For statistics of all these, • see Table V of the appendix. Jeffersonville in 1882-82 reported 5 school buildings, with 1,900 sittings, valued at $73,445, yet providing for only 51.44 per cent, of the school population of the place. With a small loss in youth of school age as compared with the preceding year, there was yet a gain of 102 in enrolment, of 63 in average attendance daily, of 5 in teachers, and of $2,822 in expenditure for public schools. Still, only 50 per cent, of the school population was enrolled, 72.15 per cent, of those that were enrolled being retained.in average daily attendance. La Fayette for 1882-’83 presents no statistics, but in 1883-84 shows an increase in school youth of 940 since 1881-’82. Yet, with this growth of material, only 61 more pupils were enrolled in city schools and only 86 more were in average attendance, un¬ der the same number of teachers, though $24,169 more had been expended for the schools, mainly for sites, buildings, furniture, apparatus, and library books. Logansport in 1882-’83 had 6. school buildings, with 1,784 sittings, valued, with other property, at $146,000 and providing for only 41 per cent, of the school population. With slight change in statistics for the year, there were only 44 per cent, of the youth of school age enrolled ; yet, including 900 in private and parochial schools, 65 per cent, were in school, while 73.5 per cent, of the enrolment were in average daily attendance. One teacher in music was employed. For 1883-’84 no information has been received. Madison showed no increase of school buildings or rooms in 1882-’83. With only 68 more school youth than in lSSl-^, it enrolled 167 more in its schools, but failed to hold more than 52 additional in average attendance. No evening schools are re¬ ported. In 3 private or church schools there was an estimated enrolment of 800. The school trustees, in a printed report, say that there has been improvement on the part of both teachers and pupils, with a most healthy and satisfactory condition gen¬ erally. There were 7 graduates in the year, of whom 6 were young women. Notwith¬ standing a large falling off of revenue the trustees were able to pay $2,000 of indebt¬ edness and yet keep the expenses entirely within the receipts. For 1883-;84 there is no information. New Albany makes no report for 1882-’83, but in lSSS-^ reports 48.25 per cent, of the school population enrolled in its public schools. Including 500 in private and paro¬ chial schools, only 56.11 per cent, were in school ; but 69.13 per cent, of the enrolled were in average daily attendance. School property was valued at $158,000. INDIANA. 75 Richmond presents no figures for 1882-83, but for 1883-84 shows an increase from 1881-82 of 547 in youth of school age, of 282 in enrolment in public schools, of 222 in average daily attendance at such schools, of 1 in teachers for them, and of $38,979 in expenditure upon them, $42,200 being spent during the year for sites, buildings, fur¬ niture, and apparatus. In private and parochial schools there was an estimated en¬ rolment of 975. Music and German, under 2 special teachers, formed part of the instruction in the public schools. South Bend sends no report of its schools for 1 882— ’83, but for the year following that shows an increase over 1881-?82 of 811 in children of school age, of 172 in enrolment in public schools, and of 78 in average attendance, a small advance in the last two items for so long a period. The expenditure for school purposes increased by $15,318 in the two years, $5,104 of this increase going for new school buildings, furniture, and apparatus and $8,000 for payment of indebtedness for past improvements. The city school property was valued at $11,000 more than in 1881-82. In private and parochial schools there was an estimated enrolment of 600. The number of city school build¬ ings was not increased by the improvements above noted, but 2 large and well lighted rooms were added to a building that had been greatly crowded. A night school was maintained for some time during the year by one of the teachers, and the attendance is said to have been such as to show that many desire instruction in that way after the labors of the day are over. Terre Haute for 1882-’83 had 12 school buildings, with 4,000 sittings, valued, with other school property, at $230,352, providing for 41.26 per cent, of the school popula¬ tion, only 45.12 per cent, of which was enrolled ; adding 1,000 in private and parochial schools, only 55.43 per cent, were in school ; still 76 per cent, of those enrolled in public schools were in average daily attendance. In youth of school age there was no change during the year; there were 42 fewer enrolled, 40 more in average daily at¬ tendance, 5 more teachers, and $1,999 more spent for school purposes. One music teacher was employed. In 1883-’84 the city shows the same number of school buildings, with 120 more sit¬ tings, valued, with other property, at $230,909. Compared with the previous year, there was a gain of 53 in school population, of 151 in enrolment, of 65 in average daily attendance, of 1 teacher, and of $755 in expenditure for schools. One music teacher was employed. Besides the city schools, 2 Kindergarten were maintained. Vincennes reported for 1882-783 4 school buildings, with 904 sittings, which provided for only 25.10 per cent, of the school population. The enrolment, with 500 in private and parochial schools, was only 45.22 per cent, of the youth of school age, leaving nearly 55 per cent, not in school. School population fell off 200 ; enrolment, 57 ; aver¬ age daily attendance, 58; while there was 1 more teacher. KINDERGARTEN. Beside the 12 Kindergarten noted in the matter relating to Indianapolis and the 2 others in Terre Haute, there appear at La Porte, Marion, and Spiceland 1 each/ mak¬ ing 17 in the State. For statistics of all these, see Table V of the appendix ; for a summary of these statistics, a corresponding table in the report of the Commissioner preceding. PREPARATION AND QUALIFICATIONS OF TEACHERS. STATE REQUIREMENTS. The State allows no teacher to be employed in its public schools without evidence of good moral character and of literary capacity for good school work. Such evi¬ dence may be obtained as follows: (1) Through a certificate from the State board of education, composed of the gov¬ ernor, the State superintendent of public instruction, the presidents of the Slate University, Purdue University, and the State Normal School, with the superintend¬ ents of the three largest city school systems. This certificate must show 48 months of successful teaching (at least 16 of them in Indiana) and the passage of a satisfac¬ tory examination in common school branches, physiology, history and Constitution of the United States, general history, plane geometry, algebra, elements of physics, of zoology, and of botany, English and American literature, rhetoric, moral science, and the science of teaching. (2) Through a certificate from a county superintendent, showing the passage of a written and oral examination in the same studies up to physiology and history of the United States, (3) Through a like certificate from a committee or officer of the school board of a city of 30,000 or more inhabitants. The certificate from the State board is good throughout the State during the life¬ time or good behavior of the holder ; those from county superintendents, good in the county w here they are issued, for 6 months, 12 months, 24 months, or 36 months, ac¬ cording to the ratio of correct answers given by the holder. 76 REPORT OF THE COMMISSIONER OF EDUCATION. A professional license, valid for eight years, is also available by holders of 24-month licenses, whose next consecutive one shall be for 36 months, or by holders of 36-month ones that have received two such in succession; these last only on aj^proval of the State board and on examination prescribed by it. STATE NORMAL TRAINING." The Indiana State Normal School, Terre Haute, admits young men of 18 and young women of 16 years of age. They must possess good moral character, average in¬ tellectual ability, and an acquaintance with the ordinary school studies, and, if residents of Indiana, must promise to teach in the common schools of the State a period equal to twice that spent in the school. The school provides a 3-year course for those who enter with a minimum amount of scholarship and wish to prepare for teaching in the common schools, a 2-year course for graduates of the best high schools and academies and for teachers of age and experience, and a 1-year course for graduates of colleges and State universities who seek a professional training that may fit them to be superintendents and principals of high schools. For the first mentioned class of students a Latin course has been arranged. In 1882-’83 there were 20 resident in¬ structors, 266 male and 374 female normal students, and 30 graduates. All of these graduates engaged in teaching. In 1883-84 there was a total enrolment of 1,144 during the three terms of the year, the largest in the history of the institution, 68 cut of 92 counties being represented and 70 per cent, being children of farmers. OTHER NORMAL SCHOOLS. A special spring normal school, to begin April 4, 1883, and to continue 10 weeks, was announced by De Pauw College for Young Women, New Albany; also, a sum¬ mer normal, to begin June 27, 1883, and to continue 7 weeks. Like arrangements appear for the next year. The following schools in 1882~’83 showed no changes : Elkhart Normal and Spen¬ cerian Business Institute, Goshen Summer Normal and Business Institute, and South¬ ern Indiana Normal College, Mitchell. In 1883-84 the same appears to be generally true of the Central Indiana Normal and Business Institute, Ladoga, with 492 students; Central Normal College and Com¬ mercial Institute, Dauville, which has a teachers’ course of 48 weeks; and the South¬ ern Indiana Normal School, Paoli. Smithson College , Logansport, is reported by the Indiana School Journal to have been leased for 3 years for normal college purposes. It was to be opened as the American Normal College, April 1, 1884, under the presidency of Mr. J. Fraise Richard, a well known educator. Subsequent information shows that it began with 58 stu¬ dents. Hope Normal School and Business College , Hope, a renewal of a former school at that place, was also to open in April, 1884, under John Mickelborough, for many years principal of the Normal School of Cincinnati, Ohio. For 1883-’84 the Indianapolis Normal School shows a course of one year and a half, 1 instructor, 37 normal students, and 24 graduates, all the last engaged in teaching. The Richmond Normal School opened September, 1883, with 5 instructors, and closed the year 1883-’84 with 240 students enrolled. It has a good 3-year course, which pre¬ pares teachers for the common schools. Northern Indiana Normal School, Valparaiso, added during the year 8 new cases of books to its library, which is said to be now one of the best equipped in the Sta e. The music department has been organized and made a conservatory, with 19 pianos and 11 organs in constant use. Many new buildings have been erected. A Normal School is reported to have been located at Angola in 1883-’84, a company having bought 6 acres of land, on which a new building was in process of erection. The teachers’ class in the Central Normal School, Danville, graduated 43 in 1883-’84. The teachers of New Albany have taken up the study of the theory and practice of teaching, meeting three times a week, and studying the underlying principles of their work. The review and normal term of the Academy of Purdue University in 1883 took the place of the Purdue Normal School. The Indianapolis Kindergarten Training School in 1883-’84 had 1 instructor and 9 pupils, all of whom graduated, with a 2-year course of study. Mrs. Hailmann's Training Class for Kinder gartners, at La Porte, reports for 1883-84 2 instructors, 7 students, and 6 graduates (2 of whom engaged in teaching), and a 1-year course of study. Normal training, in some cases separate from the regular course, in others con¬ nected with it, appears in the latest catalogues of all the colleges but Concordia, Franklin, Butler, Notre Dame, and St. Meinrad’s. For statistics of normal training, see Table III, Part 2, of the appendix. INDIANA. 77 TEACHERS* INSTITUTES. According to the law requiring teachers* institutes to be held in each county of the State at least once a year and in towuships at least one Saturday of each mouth, 0? couuty institutes are reported to have been held in 1883-84. EDUCATIONAL JOURNALS. The very useful Indiana School Journal, Indianapolis, the organ of the State super¬ intendent, began its twenty-ninth volume January, 1884, and continued through the year, devoting much space to educational methods and principles. The Educational Weekly, Indianapolis, began its first volume July, 1883, and was in its third in September, 1884. The Central Normal News, Danville, began its issues May, 1882, and was in its fourth volume in 1884, with quarterly issues, being mainly an advertising sheet tor the Cen¬ tral Normal College, Danville. The Normal Teacher, formerly of Danville, now of Indianapolis, entered on its seventh volume March, 1884. SECONDARY INSTRUCTION. PUBLIC HIGH SCHOOLS. High schools, not being expressly provided for in the State law, are not reported. They are, however, recognized by the State university and the State board of educa¬ tion, under an arrangement which admits certified graduates of approved high schools without examination into the freshman classes of the State and Purdue Universities. Such students are also admitted to advanced standing in the State Normal School, by which they are enabled to complete the course in 2 years. OTHER SECONDARY SCHOOLS. For detailed statistics of business colleges, private academic schools, preparatory schools, and preparatory departments of universities and colleges, see Tables IV, VI, VII, IX, and X of the appendix ; for a summary of their statistics, corresponding tables in the report of the Commissioner preceding. SUPERIOR INSTRUCTION. COLLEGES FOR YOUNG MEN OR FOR BOTH SEXES. Before the opening of the session of 1883-*84 the Indiana State University lost by fire its main college building, with all its valuable contents, July 12, 1883. A desir¬ able campus of 40 acres had, however, been soon secured, on which 2 well planned buildings were in process of erection during 1883-*84. Since 1875 graduates of approved high schools applying for admission to the freshman class have been ad¬ mitted without examination. In 1884 there were 34 such schools. Other candidates may be examined by any county superintendent holding a commission from the uni¬ versity for that purpose. All other applicants for admission must be examined by the instructors of the high school at Bloomington. Applicants for freshman standing must be not less than 15 years old. Women are admitted on equal terms with men. The student, on admission, has a choice between 3 collegiate courses, one in ancient classics, leading to the degree of A. B. ; one in modern classics, leading to the degree of B. lit. ; and one in science, leading to the degree of B. s. These courses are the same in length, each 4 years, and will be as nearly as possible equivalents in culture and mental discipline, all requiring the same preparation for admission. There were 143 collegiate and 157 preparatory students, 300 in all, under 11 professors and 5 as¬ sistants. For 1882-*83 Wabash College, Crawfordsville ; Indiana Asbury University, Green- castle ; the University of Notre Dame ; Earlham College, Richmond ; and Ridgeville College, Ridgeville, show full classical and scientific or philosophical courses of 4 years each, as well as preparatory courses of 2 and 3 years. All have modern lan¬ guages, with normal and music courses ; Asbury has military, business, and theo¬ logical courses ; Notre Dame, commercial and Hebrew, and, with Asbury, law courses of 2 years, while the former shows a preparatory medical course. Catalogues of other universities and colleges for 1883-84 show no material change in the amount and character of their work. For their statistics, see Table IX of the appendix. All show classical, scientific, or philosophical courses of 4 years each, with preparatory courses of 2 and 3 years. Wabash, Franklin, and Ridgeville have English courses ; Wabash, Franklin, Union Christian, Moore’s Hill, and Notre Dame, commer¬ cial ; Wabash, DePauw, Hanover, Hartsville, Union Christian, Moore’s Hill, Earlham, and Ridgeville, some normal training. All but Wabash, Franklin, Hanover, and Earlham gave instruction in music, and these gave training in elocution. Harts- ville, Union Christian, Notre Dame, and Ridgeville have lessons in drawing, and all 78 REPORT OF THE COMMISSIONER OF EDUCATION. but Concordia and Hartsville, modern languages. For sucb as give instruction in theology, law, and medicine, see Scientific and Professional Instruction, below. Mr. W. C. DePauw having given to the Indiana Asbury University, at Greencastle, about $1,500,000, bringing the value of the university property up to about .$2,000,000, the title has been changed to DePauw University, in honor of the liberal donor. Considerable additions to the working force and apparatus have been made, as well as arrangements to establish law, medical, and other departments. Fort YVayne College does not yet attempt to give collegiate instruction. INSTITUTIONS FOR THE SUPERIOR INSTRUCTION OF YOUNG WOMEN. Of the 14 institutions for young men, 11 admit women on the same terms. Of those for young women, St. Mary’s Academic Institute had in 1882-’83 primary, intermediate, and senior departments, with 78 students and 7 graduates. The senior department embraces the higher and ornamental studies of a good course. In 18^3-84 the DePauw College for Young Women, New Albany, showed a prepar¬ atory course of 1 year, a scientific of 2, and a classical of 4 years, with a normal depart¬ ment and schools of music and art, elocution, and domestic science, with needlework, wood carving, and designing in clay. SCIENTIFIC AND PROFESSIONAL INSTRUCTION. SCIENTIFIC. In 1882-,83 and 1883-,84 the Indiana State University and 11 other collegiate insti¬ tutions continued to offer scientific instruction, some fully, others to only a moderate extent. Purdue University , La Fayette, the chief and oldest of the scientific schools of the State, changed in 1882-’83 its courses of study, making its work more distinctively technical and scientific, remanding to the rear the scientific course, which had held the leading position, and bringing the course in agriculture and horticulture to the front, with less study of mathematics and more of natural sciences. The revised curricula, with some subsequent changes, include now a school of agriculture and horticulture, a school of mechanics and engineering, a school of science, and a school of industrial art, each of 4 years, with a preparatory class of 2 years. Students in 1882-,83, 219, of whom 90 were in collegiate studies (3 of them graduates), 33 in me¬ chanics, industrial art, chemistry, botany, and engineering, and the others in aca¬ demic studies. The graduates of the year numbered 16. Owing to a somewhat higher standard for admission the number of students was 19 less than in the previous year. Statistics for l883-,84 are wanting. A school of pharmacy was announced for 1884-’85. Women are admitted on like conditions as young men. At the close of l882-’83 President E. E. White, who had brought to it a large educational experience and had done much to bring it to its present high standard of efficiency, resigned his place because of adverse action in the State senate, and was succeeded by Hon. James H. Smart, formerly State superintendent of public instruction. He is aided by a staff of 18 professors and instructors. The Pose Polytechnic Institute, Terre Haute, commenced its sessions March 7, 1883, with a faculty of 8 instructors, Charles O. Thompson, president, and had at the end of the year 1883-’84 45 students, 3 of them juniors, 26 sophomores, and 16 freshmen. The founder, Mr. Chauucey Rose, left to the institution property exceeding $500,000. The school is to be devoted to the higher education of young men in engineering, including in this term all those productive and constructive arts by which the forces of nature are made subservient to the needs of man and the principles which underlie these arts. Instruction is to be given in mechanical drawing and engineering, civil engi¬ neering, chemistry, and physics. A department of mining engineering is contem¬ plated. German and French are to be studied. A course in geology will be given to the senior class. The cabinet has a collection of 5,000 minerals ; the library, of 5,000 volumes. The institute occupies a well sodded campus of ten acres, on which are the academy building, the shops, and laboratory. The academic building is a hand¬ some brick edifice, 4 stories high, 100 feet deep, and contains 46 rooms. PROFESSIONAL. Theology. — There is no regular theological school in Indiana, theology being studied iu 5 schools as a mere auxiliary to university and college courses, with no changes since 1881-82. In 1882-83 the Union Christian College, Merom (Christian), showed a 3-year course, and Indiana Asbury University, Greencastle (Methodist Episcopal), raised its theological department to a like standard for 1883-’84. Law. — DePauw University will, under its new title and regime, reorganize its law department. The University of Notre Dame in 1883 extended its legal course to 3 years; raised its standard of studies, it is claimed, to the most approved plane ; and partially sub¬ stituted the lecture system for the compulsory use of text books. No special prepa- INDIANA, 79 ration is required for matriculation. Any student who is 17 years of age and has a fair English education is eligible. Medicine. — “Regular” medical instruction was given in 1882-’83 by the Medical College of Evansville; the Hospital Medical College, of the same place, opened ir that year; the Medical College of Fort Wayne and the Fort Wayne College of Medi¬ cine; and the Medical College of Indiana and the Central College of Physicians and Surgeons, both at Indianapolis. All required some preliminary education, with the usual 3-year tutelage under a medical preceptor and an attendance on at least 2 full lecture courses of from 20 to 24 weeks each, this last at the Fort Wayne College of Medicine, which in two preceding reports has been unfortunately confounded with the Medical College of Fort Wayne, a less reputable school, that suspended in 18^3. With this exception, the same colleges continued their instruction through the session of 1883-84, when the Medical College of Evansville also ceased to teach, leaving only 4 regular schools. The 6 colleges had 227 matriculates and graduated 101 in l882-’83; the 5 of the next year, 145 matriculates and 72 graduates. The Medical College of Indiana, which had been from 1878 a department of Butler University, Irvington, severed its connection with that university in 1883. Of the eclectic school, there were 2 colleges in 1882-’83, the Indiana Eclectic and the Beach Medical College, each requiring some preliminary education for admission and attendance on at least 2 annual lecture courses of 20 weeks. In the next year the Beach school was merged in the other. The matriculates of both were only 24 in the former year; the graduates, only 7 ; in the hitter, the one remaining school reported 31 matriculates and 10 gradua es. An index>endent school, the Physio-Medical College of Indiana, organized in 1873, requiring fair preliminary training and attendance on 2 full, lecture courses of 24 weeks each, reported 21 matriculates and 11 graduates in 1882-’83 and 40 matricu¬ lates and 7 graduates in 1883-84. » Dentistry. — The Indiana Dental College, Indianapolis, issued its usual annual an¬ nouncement for 1882-’83, indicating but slight requirements for either admission or graduation. No subsequent information respecting it has been received. For statistics of professional schools, see Tables XI to XIII of the appendix; for summaries, corresponding tables in the report of the Commissioner preceding. SPECIAL INSTRUCTION. EDUCATION OF THE DEAF AND DUMB. The Indiana Institution for Educating the Deaf and Dumb had in 1882-’83 a total of 328 pupils (175 males, 153 females), under 18 instructors, of whom 7 were semi¬ mutes. Since its foundation, 1,495 have received instruction, remaining in the in¬ stitution an average of 5 years. In school, the common school branches, with script¬ ure, natural history and philosophy, rhetoric, algebra, and articulation, were taught. In the industrial department, 15 boys worked at shoemaking, 37 at cabinet work, 64 at chair caning, 2 at baking, 2 in the greenhouse, and 1 in the dairy. The girls do light chamber work, ironing in laundry ; 75 were trained to sew, cut, and fit gar¬ ments, to crochet, and to make fancy work. The library contained 3 195 volumes. Property of the institution was valued at $457,925 ; State appropriation for the year, $58,000. No report for 1883-’84 has been received. EDUCATION OF THE BLIND. The superintendent of the Indiana Institute for the Education of the Blind, at the close of the session of 1883-84, said that the several departments are thoroughly or¬ ganized and the work of instruction has been directed by the teachers with fidelity and discretion ; the pupils have been obedient, tractable, and industrious. There is but one session for the year, beginning in September and closing the fol¬ lowing June, a period of 40 weeks. The total number in attendance for the session, was 120, 58 males and 62 females, 21 being newcomers. Instruction is given in three distinct departments : literary, musical, and indus¬ trial. The literary department is divided into six grades, in charge of 5 experienced teachers. In the musical department there are three sections : vocal, instrumental, and tuning. In this last the training of teachers is an important part of instruction, as many of the pupils expect to teach music and tuning when they leave the school. The industrial, department has a workroom for girls and one for boys. The female pupils receive daily instruction in sewing, knitting, crocheting, and in making fancy and useful articles of thread, worsted, and beads. The older girls are taught to run the serving machine, to mend and darn, and keep in repair their own clothing. The number of articles finished during the session was 1,555, of a cash value of $369.37. In the boys’ shop, in addition to the usual broom making, cane seating of chairs was successfully introduced, awakening a new interest in the indus¬ trial work for boys. 80 REPORT OF THE COMMISSIONER OF EDUCATION. EDUCATION OF THE FEEBLE-MINDED. No later report Ilian that for 1882 has been received from the asylum for this class at Kuightstown, where there were then 81 pupils, under 3 teachers. EDUCATION OF ORPHANS. For statistics of a number of institutions in which instruction is given to orphan children, see Table XXII of the appendix. INSTRUCTION IN MUSIC, ART, ETC. The Island Park Assembly, Sylvan Lake, in its hand book for 1833, shows arrange¬ ments for a music college, with apparently large facilities for voice culture, chorus classes, class in harmony, and an old fashioned singing school. The sessions are held each summer. The session for 1883 was to begin July 2 and to continue at least until July 23. Besides music, instruction in microscopy, languages, elocution, art, and the theory, science, and art of teaching may be had at the assembly, which appears to be settled on a firm foundation and to be gradually broadening the scope of possible studies. children’s home. The first anuual report of the Children’s Home, Madison, gives an account of its work in 1883-84. It receives children who otherwise would be confined with the vicious, insane, and imbecile of the poorhouse, and those suffering from abuse and neglect in poverty stricken homes, and aims to prevent crime and pauperism by giv¬ ing them some chance for their fut ure. During the year 50 were admitted, 12 returned to parents or guardians, and good homes were found for 15, leaving at the close of the year 21 girls and 9 boys. The children admitted have been from 3 to 11 years of age. TRAINING OF NURSES. The Flower Mission Training School for Nurses, Indianapolis, in 1883-?84 continued its work, and expected to build a home at a cost of $3,500. REFORMATORY TRAINING. The Indiana Reformatory Institution for Women and Girls , Indianapolis, has penal and reformatory departments. Children from 0 to 15 are admitted. During 1882-’83 of the 133 inmates 34 were committed on the reform side and 16 discharged and 17 com¬ mitted on the prison side and 25 discharged. Since committal, about one-third have learned to read and one-half to write. Inmates are in school one-half the day and are taught the ordinary branches of the common school. In the iudustrial depart¬ ment, on the reform side, the training is in general housework and caning chairs; on the prison side, making overcoats and shirts. Of the 539 committed since founda¬ tion, 82 per cent, are known to have become orderly and useful members of society. When discharged, they are usually placed in Christian families. The Indiana Reform School for Boys, Plainfield, under State control, employs 17 male and 13 female officers and teachers ; admits boys from 8 to 16 years of age for crime, and from 10 to 17 for incorrigibility. Of the 385 inmates, 149 were committed and 166 put out on trial in 1882-’83. Of the 1,930 committed since its establishment, 93 per cent, are known to have become orderly and useful members of society. None are dis¬ charged, but such as promise well are put out on trial. In school, the ordinary com¬ mon school branches are taught; in the industries, farming, brickmaking, carpentry, baking, cobbling, tailoring, plumbing, and plastering. Earnings for 1882-’83, $5,000; total expenditure, $45,000. EDUCATIONAL CONVENTIONS. CONVENTION OF COUNTY SUPERINTENDENTS. The county superintendents held their annual meeting at Indianapolis, commencing June 26, 1883, and continuing in session two days, with Mr. B. F. Johnson in the chair. About 70 superintendents were present, making the largest and it is said tho most profitable meeting of its kind ever held in the State. The specially important feat¬ ure of the occasion was the “Gradation of licenses under the new law,” presented by Hon. H. S. Tarbell. Mr. Tarbell stated in his paper that the changes are impor¬ tant ones and may result in great harm to the school interests or be the means of important benefits, as they may be judiciously or otherwise applied. The evident purpose of the law was to allow special fitness for teaching to weigh largely in determining the granting of certificates ; to make a broader distinction than heretofore between the several grades of teaching ; to cut off many of tho poorest teachers ; to relieve progressive, capable teachers from the drudgery of frequent ex¬ aminations ; to make for the more competent teachers a standard uniform throughout the State, thereby securing a greater uniformity in all the work of examinations ; and, finally, ,to_emphasize the value of professional attainments in .teachers. INDIANA. 81 Tlio annual meeting of this body in 1884 was held at Indianapolis June 10-13, State Superintendent Holcombe in the chair. He gave in a few opening remarks a review of its work. The first convention was held in 1862, the second in 1866, the third in 1873, soon after the county superintendency law went into effect, since which time the meetings have been held annually. A number of interesting papers were read and discussed. Resolutions disapproving Of the publication of answers to State board questions were unanimously adopted. A committee on course of study made a report recommending that the course be divided into 3 standards, primary, intermediate, and advanced, which, after a spirited discussion, was adopted, and another committee was appointed to draft a model course; it subsequently reported a course embracing 5 grades and covering 8 years. Among the resolutions adopted were the following: (1) That the scale of grada¬ tion of teachers’ licenses adopted in 1883 should be adhered to; (2) that special fitness should be considered in the examination of teachers for graded schools in towns and cities ; (3) that arbor day exercises be approved and an autumn arbor day bo rec¬ ommended; (4) that the graduation of pupils from the district schools tends to in¬ crease interest and faithfulness in school work. STATE TEACHERS’ ASSOCIATION. This association held its thirtieth annual session at Indianapolis December 26-28, 1883, the retiring president, Hon. H. S. Tarbell, introducing his successor, Dr. John S. Irwin. There were present 284 teachers, from 66 counties. After the inaugural address of the president, papers were presented by C . W. Hodgin, principal of the Richmond Normal School, on the question of “Separate schools for colored youth, for truants, and for both sexes in common schools;” by James Bald¬ win, on “ The common schools of a quarter of a century hence;” by W. N. Hailmann, on “The moral results public school training should give and the results it does give ; ” by prof. W. H. Payne, of Michigan University, on “ The science of education : its nat¬ ure, methods, and some of its problems;” all of which were ordered to be printed and may be found in successive numbers of the Indiana School Journal. Miss Mary it. Krout read a paper on “ The model teacher,” which is said to have been bright and interesting. A paper on “The school-house and its surroundings” urged the planting of trees and flowers on school grounds and contained many excellent suggestions. Other papers read were on “ The study of English in schools” and on “School incentives.” A^committee appointed to confer with the State Horticultural Association concerning the decoration of school grounds reported in favor of cooperation in so desirable a work. Customary resolutions were then adopted, after which the convention ad¬ journed. INDIANA COLLEGE ASSOCIATION. The members of this body met in conjunction with the members of the State Teachers’ Association, above noted, Prof. L. S. Thompson, of Purdue University, opening the ses¬ sion with a paper on “Art in American colleges,” which subject was further treated in a paper by Miss R. J. Thompson, of Franklin College. President Stott then pre¬ sented papers on “The college and the Commonwealth” and “College degrees,” which were discussed by President Everest and by Dr. Ridpath, of DePauw University. In the afternoon a paper was read by Dr. George B. Brown, of the State Normal School, on “The classification of knowledge,” Dr. Ridpath presenting in connection with the topic an elaborate chart of the classification of knowledge proposed by Bishop Wilkins. The association then appointed Prof. Robert P. Warden, of Purdue University, to pre¬ sent at its next annual meeting a plan for graduate courses of study, and, after elect¬ ing officers for the ensuing year, adjourned. CHIEF STATE SCHOOL OFFICER. Hon. John W. Holcombe, State superintendent of public instruction , Indianapolis. [Term, March 15, 1883, to March 15, 1885.] It is understood that Mr. Holcombo has been elected for a second term. 6 E 82 REPORT OF THE COMMISSIONER OF EDUCATION. IOWA. STATISTICAL SUMMARY. 1881-’82. 1863-84. Increase. Decrease. POPULATION AND ATTENDANCE. Youth of school age (5-21) . Enrolled in public schools. . Average attendance in public schools. Per cent, of enrolment to school youth. Per cent, of attendance to school youth Per cent, of attendance to enrolment. Number attending private schools .... 604, 739 621,222 16, 483 406, 947 469, 537 62, 590 253, 688 300, 000 46, 312 67. 29 75. 58' 8.29 41.95 48. 29 6. 34 62. 34 63. 89 1.55 SCHOOLS. Public graded schools . . . . Pu blic ungraded schools . . Whole number of public schools . Average time of schools, in days . School-houses of brick or stone . Whole number of public school-houses 521 10, 751 11, 272 140 931 11,237 530 13, 094 13, 624 140 1,054 13, 624 9 2, 343 2,352 123 2, 387 TEACHERS. Men teaching in public schools . Women teaching in public schools.... Whole number of teachers . Teachers’ institutes held . 6, 044 16, 037 22, 081 5 SCHOOL FINANCES. 5,795 16, 721 22,516 5 249 684 435 Whole expenditure for public schools. Valuation of State school property.. . Permanent State school fund . Average monthly pay of men teaching. Average monthly pay of women . $5, 558, 259 9, 949, 243 3,681,432 35 20 27 46 $5, 856, 068 10, 430, 247 4,009,866 $297, 809 481, 004 328, 434 (From figures furnished by Hon. John W. Akers, State superintendent of public instruction, in advance of the publics cion of the report.) STATE SCHOOL SYSTEM. GENERAL CONDITION. The figures given above under the heading 1881-’82 have been furnished by the office of the State superintendent as belonging to the year 1882-’83, but as they coin¬ cide in almost every respect with those (furnished from the same source) which have heretofore appeared for 1881-82 and as the increases noted are exceedingly large, it is believed that the statistics cannot refer to two successive years. These figures, then, are given subject to revision. As may be seen, the increase shown in 1883-’84 is large (even for a period of two years) in every important particular, that in enrolment going far beyond the growth of school youth, that in average attendance going proportionally almost as far, while the number of public schools and of school-houses is fairly proportioned to the great growth in school enrolment, as are the expenditure for schools, the valuation of school property, and the reported permanent school fund. The only apparent falling off is in the number of men employed as teachers, which shows a continuation of the preva¬ lent tendency to substitute women for men. A comparatively small increase of teach¬ ers indicates that, except in this change from men to women, there has been more permanency of tenure on the whole and that better training in institutes and. normal schools is making at least a full year’s continuance more sure. IOWA, 83 administration. A State superintendent, elected for 2-year terms in each odd numbered year, has general supervision of the public schools. Each county has a school superintendent; each township and independent district, aboard of directors; each subdistrict into which a township may be divided, a subdirector, the subdirectors of the subdistricts forming a district township board. Women are eligible to any school office in the State, and since 1682 one member of the State board of examiners must be a woman. For the State board to examine teachers, see Preparation and Qualifications of Teachers. Public schools must be taught in each subdistrict for at least 120 days in the year and are free to all resident youth of school age (5-21). Besides common schools the system includes high schools, a State normal school, teachers' institutes, a State uni¬ versity, agricultural college, reform school, institutions for the deaf and dumb, for the blind, and for the feeble-minded. To be legally employed, teachers must have cer¬ tificates of qualification. They must keep a register and make annual reports to the board of directors, which in turn reports to the county superintendent, and he to the State superintendent. If not already growing there, at least 12 shade trees must be set out at each school site, and it is the duty of the county superintendent to see that this is done. Industrial expositions, for displaying useful articles made by public school pupils, are encouraged by a law of 1874 ; they are to be held in the schoolrooms and on a school day as often as once a term. FINANCES. Public schools are sustained from the income of a State school fund and from county and district taxes. The State fund, comprising the proceeds of public school lands sold and rented, of intestate estates, and such other means as the general assembly may provide, is distributed to the districts in proportion to the number of youth 5 to 21. County taxes must be not less than one mill nor more than three mills on the dollar; district taxes must not exceed 10 mills on $1 for a school-house fund, $5 a pupil for a contingent fund, or $15 for each resident pupil for a teachers’ fund, this last including the amount received from the State by semiannual apportionment. SCHOOL SYSTEMS OF CITIES WITH 7,500 OH MORE INHABITANTS. ADMINISTRATION. Under a general law, cities, towns, and villages with not less than 200 inhabitants may be constituted separate school districts and may attach to such districts contigu¬ ous territory by vote of the electors in the proposed addition. Public schools are controlled by boards of 6 directors in cities with 500 or more inhabitants, 2 of these directors being subject to change each year. For the larger cities superintendents of schools are usually employed. STATISTICS. 1882-’83. Cities. Population, census of 1880. Children of school age. Enrolment in public schools. Average daily at¬ tendance. Number of teachers. Expen¬ diture. Cedar Rapids.. . Clinton . . . 10. 104 9, 052 18, 063 21, 831 22, 254 12,117 8, 295 3, 993 2, 645 1, 769 48 $52, 689 Council Bluffs . Davenport . Dubuque . Keokuk ............ _ 7,244 9, 439 10, 941 2,572 4, 835 3, 928 1, 562 3, 534 2, 625 50 86 72 53, 422 71, 940 57, 371 Muscatine . 2,800 2,650 1,400 34 1883-’84. Cedar Rapids _ 10, 104 9, 052 18, 063 21, 831 22, 254 12, 117 8, 295 Clinton . Council Bluffs . Davenport _ 3, 363 7, 244 2,200 2, 758 1, 500 1, 558 42 . 61 37, 688 53, 322 Dubuque ................ Keokuk . . . Muscatine ............... 4, 931 2, 557 1,821 50 39, 589 ADDITIONAL PARTICULARS. A Cedar Rapids return shows for 1882—83 an increase of 145 in youth of school age, of 109 in enrolment in primary, grammar, and high schools, and of 225 in average 84 REPORT OE THE COMMISSIONER OF EDUCATION. daily attendance, with $19,147 more expended on the city system. The schools were taught 179 days in 13 buildings, with 46 rooms for study and a seating capacity of 2,422. A special teacher of penmanship was employed. "Enrolment in 2 private or church schools, 250. Estimated value of public school property, $142,500. The Clinton public schools, classed as primary, grammar, and high, were taught 187 days in 1883-84, the teaching force comprising 2 men and 40 women. Its six school buildings, capable of accommodating 1,779 pupils, were valued, with sites, furniture, and apparatus, at $90,500. About 325 pupils, it was estimated, attended private and parochial schools, making 2,525 under instruction. The statistics show a slight increase in school youth and average attendance, with $1,538 more in ex¬ penditure for schools under the city system as compared with 1881-82; the enrol¬ ment fell off somewhat. Council Bluffs for 1882-’83 reports public schools classed as primary, grammar, and high, taught 196 days in 15 buildings, with 48 rooms, capable of accommodating 2,654 pupils. School property was valued at $144,300. Estimated enrolment in pri¬ vate schools, 210. In 1883-’84, with the same classification of the schools and the same number of buildings for them, there was 1 more room, with 04 more seats for pupils, who had increased by 186, with 4 fewer in average attendance. The rating of school property remained the same us in 1882-83. . Penmanship was taught in both years by a special teacher. Davenport presents statistics for two years. These show an enrolment of different pupils in the ordinary public schools less by 47 in 1882-’83 than in 1881-82; but 11 pupils in a city normal school and 263 in 2 evening schools bring up the numbers en¬ rolled and in average attendance beyond those of the earlier year, and expenditures for the city schools were greater by $3,940. The valuation of school property belong¬ ing to the city remained nearly the same for the next year, the number of school buildings not having increased, while attendance appears to have diminished. Music, drawing, and penmanship were taught by the regular teachers. Dubuque, in a return marked “For the year ending September 1, 1883,” but not re¬ ceived LSI January 14, 1884, and possibly relating to 1883-84, presents an increase from 1881-’82 of 410 in youth of school age, of 44 in enrolment in public schools, and of 80 in average daily attendance, with the same number of teachers, but an expendi¬ ture for city schools smaller by $3,872. The schools — primary, grammar, and high — occupied the same 9 buildings, with 3,550 sittings, reported in 1881-82. Value of school property, $170,000 ; estimated enrolment iu private and parochial schools, 2,700, an increase of 80. For the city schools there was a special teacher of German, but none for music, drawing, or penmanship. The Keokuk public schools in 1883-’84 were taught 188 days by 7 men and 43 women. School accommodations were sufficient for 2,241 pupils, some what less than the actual number enrolled, but more than the average daily attendance. The value of all school property was put at $100,000. About 500 pupils attended private and parochial schools, making a total of 3,057 under instruction during some portion of the year. Music, drawing, and penmanship were taught in the public schools. From 1881-’82 the increase shown is 24 in school youth, 96 in enrolment, 2 in average attendance, and $5,478 in expenditure for city schools. Muscatine, apparently for 1882-’83, reports primary, grammar, and high schools taught 200 days in 10 buildings, with 31 rooms for both study and recitation, besides 5 for recitation only, and 1,700 sittings, all the school property valued at $115,000. Enrolment in private and church schools, about 200. Penmanship in the city schools was taught by a special teacher. PREPARATION AND QUALIFICATIONS OF TEACHERS. STATE REQUIREMENTS. The law requires teachers in the public schools to possess scholarship, ability to govern, and aptness to teach. Examinations are conducted by county superintend¬ ents and are said to be made with a view of obtaining the actual measure of the proficiency of the applicant in each branch. Special teachers of music, drawing, penmanship, book-keeping, German or other language, are examined with reference to such branches and may be employed to teach only the branches upon which they have been examined. Teachers’ certificates are for 1-year terms only. STATE NORMAL TRAINING. The Iowa State Normal School, Cedar Falls, organized in 1876, presents a 3-year didactic course of 40 weeks each year, which prepares teachers for common and high schools, and a scientific course of one additional year, fitting teachers to be superin¬ tendents and principals of high and normal schools and academies. For admission students must sign a statement of their intention to teach in the public schools of the State. The State in 1683-’84 approiiriated $7,750 for teachers’ pay, $30,000 for build- IOWA. 85 ing purposes, and $3,000 for incidentals. There were 293 students in attendance dur¬ ing the year, under 9 instructors, and 13 were graduated. A model school was es¬ tablished in 1883, with 52 pupils. Graduates receive certificates, which do not, how¬ ever, entitle them to teach in the public schools without further examination. The chair of didactics of the State university, Iowa City, an elective course pursued during the entire senior year, comprises the study of school management, organiza¬ tion, and supervision, with careful reading of the subjects of history of education, national systems of education, and practical educational topics ; there is also a brief course of lectures. Students completing this course are entitled to receive certificates of qualification as teachers. After two years of successful teaching, graduates may receive the degree of bachelor of didactics. There were 42 students in attendance during 1883-84, of whom 12 were graduated ; 9 of these engaged in teaching. OTHER NORMAL SCHOOLS AND NORMAL DEPARTMENTS. The Eastern Iowa Normal School, Columbus Junction, formerly at Grand View, founded in 1874 and said to be the oldest normal school in the State, presents 2 courses of nor¬ mal instruction, an elementary of 3 years and an advanced of 2 additional years. Graduates from the advanced course receive the degree of bachelor of didactic phi¬ losophy. Dexter Normal School, Dexter, reported a normal preparatory course covering 2 years, which, with 1 additional year, constitutes the full normal course. Normal instruction was given at Amity, Tabor, and Western Colleges, in 2- year courses; at Iowa College, in 1 year; at Cornell College, in 2 courses, preparatory and advanced, of 2 years each ; at Upper Iowa University and Norwegian Luther Col¬ lege, in 3-year courses ; at Drake, Oskaloosa, and Penn Colleges, in 4-year courses ; and at Parsons and Simpson Centenary Colleges and Central and Iowa Wesleyan Universities, in courses not defined. Whittier College and Normal Institute, Salem, when last heard from, offered normal training in connection with the college studies, including practical work in organizing schools and conducting classes. Iowa City Academy offered a 3-year normal course, from which 16 students were graduated in 18»3-’84. Training in the theory and practice of teaching was given in connection with the city school systems of Davenport and West Des Moines. A training school for teachers is said to have been established at Marshalltoivn, course nofi defined. The Normal and Scientific Institution, Bloomfield, formerly known as the Southern Iowa Normal School and Commercial Institute, presented for 1883-’84 a 3-year course of normal instruction to 255 students, of which number 18 were graduated, 12 of whom engaged in teaching. There are beginning, advanced, and review classes each term. The studies pursued comprise the common English branches, with book-keeping, chem¬ istry, geology, zoology and botany, penmanship and drawing, vocal music, Latin and Gerrnau. Special attention is given to a teachers’ training class. West Des Moines Training School reported 6 normal pupils and 6 graduates for 1884, and the normal department of Davenport High School, 12 students and 12 graduates, the course of study in each extending over a school year. teachers’ institutes. County superintendents must hold normal institutes annually in their counties, and, with the concurrence of the State superintendent of public instruction, they may procure the necessary assistance in teaching, the expenses to be defrayed from the pro¬ ceeds of a registration fee of $1 from each person attending the institute and the same from each applicant for a certificate. Whenever reasonable assurance is given by the county superintendent of any county to the State superintendent that not less than 20 teachers of the county desire to assemble in an institute to remain in session 6 days, the State superintendent is required to convene such institute, the expense not to ex¬ ceed $50, which amount is allowed to each county for this purpose from public funds. EDUCATIONAL JOURNALS. The principal educational journals in the State are The Iowa Normal Monthly, pub¬ lished at Dubuque, which entered on its fourth volume in August, 1884, and the Cen¬ tral School Journal, Keokuk, in its seventh volume, both containing much to interest and aid teachers in their work. SECONDARY INSTRUCTION. PUBLIC HIGH SCHOOLS. The law provides for the establishment of high schools in counties having 2,000 or more inhabitants. There were 36 such schools "in 1883-’84 approved by the State uni¬ versity as preparatory schools for it. Graduates from these are admitted to the uni- 86 EEPOET OF THE COMMISSIONEB OF EDUCATION. versity without further examination, except in some one branch of study as a test; hut certificates from the principals of the schools, with specific statements as to the amount of work done in each study, must be presented. The same rule applies to 15 private and church schools, students from which are received on similar terms. It was proposed that for 1884-’85 the list of such accepted schools should be revised and a classification of them be made on the basis of the extent of preparation. Thin will be likely to lead to a generally higher standard. OTHER SECONDARY SCHOOLS. For statistics of business colleges, private academic schools, and schools for pre¬ paring students for college, see Tables IY, VI, VII, and IX of the appendix, and sum¬ maries of these in the report of the Commissioner preceding. SUPERIOR INSTRUCTION. COLLEGES FOR YOUNG MEN OR FOR BOTH SEXES. The State University of Iowa, Iowa City, comprises 5 departments, collegiate, legal, “regular” medical, homoeopathic medical, and dental, with a total faculty of 43 pro- fessors and instructors. The collegiate department embraces a school of letters, with classical and philo¬ sophical courses of 4 years each, and a school of science, with scientific and engineer¬ ing courses, each of 4 years. Candidates for degrees are required to make an election of one of these four courses and will not be allowed, wiihout permission, to pursue more or less than 3 studies at a time except as required by the program, while stu¬ dents not candidates for graduation, on complying with the terms of admission, will be allowed to select their studies from the four courses under the direction of the faculty. Resident graduates of this or other institutions desiring to prosecute ad¬ vanced studies may become connected with the university and avail themselves of such facilities as the several chairs afford. The university accepts the graduates of 36 high schools and 14 academies or preparatory schools without examination ; the right to examiue such students in some one branch of study, however, is reserved. In the school of letters both courses are chiefly devoted to instruction in language, literature, and history, the difference between the classical and philosophical courses being in the attention given to ancient language in the former and to modern in the latter, including German, French, Italian, and Spanish. The libraries of the uni¬ versity aggregate 18,000 volumes, with 70 American and European periodicals in the reading room. The collegiate faculty, which includes both literary and scientific teachers, consisted in 18H3-’84 of 18 professors and instructors, having under them 240 students, of whom 70 were females. Of the 240, a class of 35 was graduated, 6 of them as bachelors of arts, 19 as bachelors of philosophy, 4 as bachelors of science, and 6 as civil engineers. The university has $212,000 in productive funds, yielding an annual income of $16,000. There is also an annual State appropriation of $24,000, makiug a total revenue of $40,000. Of the other 18 institutions for superior instruction, all but Griswold, Luther, and St. Joseph’s Colleges admit women the same as men ; all show preparatory courses of I to 4 years, mostly of 2 years; all, classical of 4 years; all but Amity, Griswold, Luther, and St. Joseph’s, scientific of 4 years, Amity and Griswold having 3-year scientific, and Luther and St. Joseph’s none. Normal courses of 2 to 4 years appear in 13, while 3 give normal instruction in connection with the regular college studies; II have commercial and business courses; 2, ladies’ courses of 4 years; 13, music courses of 1 or 2 to 3 years ; 12, courses in art ; 6, in theology ; 3, in law ; and 2, in medicine, 1 other in law and 4 others in medicine appearing elsewhere than in these colleges. For statistics, sefe Table IX of the appendix ; for a summary of them, a correspond¬ ing table in the report of the Commissioner preceding. INSTITUTIONS FOR THE SUPERIOR INSTRUCTION OF YOUNG WOMEN. Of the 19 colleges for young men or for both sexes previously presented, 16, including the State University, are open to young women as well as to young men, while Drake University, Des Moines, under the influence of the Disciples, and Iowa College, Grin- nell (Congregational), have special ladies’ courses of 4 years each, in both cases of fair collegiate standard. Besides these there are 4 minor institutions which in their higher departments are devoted wholly to young women, namely, Immaculate Con¬ ception Academy, Davenport; Callanan College, Des Moines; St. Agatha’s Academy, Iowa City, and Mt. Pleasant Female Seminary, Mt. Pleasant, 2 of which are authorized to confer degrees. For statistics of these 4, see Table VIII of the appendix ; for a summary of their sta¬ tistics, a corresponding table in the report of the Commissioner preceding. IOWA. 87 SCIENTIFIC AND PROFESSIONAL INSTRUCTION. SCIENTIFIC. The State University of Iowa ofl’ers in its school of science 2 courses, scienti Sc and engineering, each of 4 years. The scientific course is meant to lay a foundation on which students may build in any special branch of scientific work, and also to meet the demand for thorough preparation for scientific teaching in the high schools. The engineering course, similar to the scientific in its geueral aim, devotes the latter part ot its time to engineering science and practice. The Iowa Agricultural College , Ames, continued in 1883-784 its arrangement of studies under general and technical courses. Under the first is a course in the sciences related to industries, which aims to give a fair preparation for the great industries of the country, without especially confining itself to any particular pursuit. This being for both sexes, the course is given a considerable degree of flexibility to meet the wants of each. The technical courses, while giving a liberal culture, aim also so to cl-irect it as to meet the requirements of a special pursuit or profession. These courses are : (1) in agriculture; (2) in mechanical engineering; (3) in civil engineering; (4) in veterinary science; and (5) in domestic economy. The 2 last mentioned are each of 2 years ; the others, of 4 years. These courses are arranged in schools having special faculties. In the department of military science and tactics young men are fitted for positions in the State troops as line officers and company instructors. Provision is made for mixed optional and graduate courses and the study of commercial law. French, German, and vocal and instrumental music are taught by female instructors. There were 22 “officers of. instruction,” 5 of them women, with 252 students in all departments, the graduating class in 1883 being 29, of whom 13 were women. The scientific courses of the other colleges vary from 3 to 4 years in duration and ih the extent and kind of scientific work done. In 3 instances the courses are slightly varied by Latin and philosophy. PROFESSIONAL. Theology— Ho distinctively theological school appears in the State. Theology is taught in 3-year courses at Griswold and Germau Colleges, in the former of which 3 candidates for orders appear in a report for 1884. At Oskaloosa College theological instruction is given in a 4-year course of sacred literature, in indefinite ones at Iowa Wesleyan and Simpson Centenary Colleges, in a 2-year Bible course at Drake Univer¬ sity, and slightly in the ecclesiastical department at St. Joseph’s College. For statistics of the above, see Table XI of the appendix; for a summary of same, the report of the Commissioner preceding. Law. — The course of instruction in the law department of the State university, here¬ tofore but one year, now extends over 2 school years of 40 weeks each, the change being required by an act of April 5, 1884. Candidates for graduation, on the passage of a satisfactory examination under the direction of justices of the supreme court of the State, receive diplomas from the regents of the university which admit them to the bar without further examination. Under 4 professors and 4 lecturers there were in l882-’83 120 regular students and 6 irregular; in 1883-’84, 132, all regular. The Iowa College of Law, a department of Drake University, Des Moines, in 1883-’84 shows a course advanced from 1 to 2 years, according to the new law, under a faculty of 15 instructors, with 18 students, against 14 in 1882-,83. Graduates receive the de¬ gree of bachelor of laws and are admitted to any court in the State. The Iowa Wesleyan College offers legal instruction under 2 instructors, but its course remains somewhat undefined, and the last report in 1881-’82 showed no stu¬ dents. Keokuk College of Law, Keokuk, presents for 1883-84 a law course covering 1 year of 40 weeks, with an offer of an extended course after graduation, under 20 instructors. Students in 1882-83, 21, of whom 8 graduated. By the law above referred to, its course must in the future cover 2 years to secure the admission of its graduates to the courts. No preliminary examination seems to be required, nor any prior reading of law. Medicine. — “Regular” medical instruction was given in 1882-,83 by the medical de¬ partment of the State university; the College of Physicians and Surgeons, Keokuk; and the College of Physicians and Surgeons of Iowa, Des Moines. Each of the 3 re¬ quires some preliminary study, the usual 3 years with a physician, and attendance on 2 full courses of lectures, of 20 weeks each in the first two, of 22 weeks in tho third. They continued their instruction through the session of 1883-,84 without change. In the homoeopathic medical department of the State university special instruction continued through the 2 years, with lecture term and requirements the same as in the regular school. Eclectic instruction was given in 1882-,83 by the Iowa Medical College, a depart¬ ment of Drake University, and in 1883-,84 also by Xing Eclectic Medical College, Des 88 REPORT OF THE COMMISSIONER OF EDUCATION. Moines, which opened for instruction in 1883. The former requires for admission a good elementary education ; for graduation, the usual 3 years’ study and 2 lecture courses of 24 weeks each; the latter, no previous preparation, hut for graduation 3 years’ study, with 2 full courses of lectures of 20 weeks each, or 2 years’ study and 3 courses of lectures, or 4 courses with no previous reading. Training in veterinary practice continues in one of the courses of the Iowa Agricult¬ ural College at Ames. It is the expressed purpose of this school to meet the increas¬ ing demaud for trained veterinary practitioners growing out of the vast stock inter¬ ests of the West and the enormous losses from sporadic and contagious diseases among domestic animals. The course of study covers 2 years, under a special faculty of 4 instructors; it includes lectures on the technical and special topics of the course and practice in microscopical and anatomical laboratories and in the veterinary hos¬ pital. Candidates for graduation must pass their examinations with the standing required in the other college courses and x>resent a thesis in veterinary science ; if successful, they receive the degree of doctor of veterinary medicine. Dentistry continued to be taught iu the State university. Requirements for gradu¬ ation : Mature age, 2 years of dental study, attendance on 2 lecture courses (apparently of 30 weeks each), the preparation of a satisfactory case of artificial teeth, a practical operation on natural teeth, and the passage of a final examination. Matriculates in 1883-’84, 31; graduates, 13; teaching faculty, 8, besides 2 special lecturers and 15 clinical instructors. For statistics of all the above medical schools, see Table XIII of the appendix; for a summary of the same, the report of the Commissioner preceding. SPECIAL INSTRUCTION. EDUCATION OF THE DEAF AND DUMB. The Iowa Institution for the Deaf and Dumb, Council Bluffs, in 1882-’83 gave free instruction to 225 pupils in the common and higher English branches and in the em¬ ployments of carpentry, broom and dress making, gardening, printing, and shoemak- ing, all under 18 instructors, besides the president. The institution owned 80 acres of land, which, with buildings, &c., was valued at $200,000. The appropriation from the State for the year was $16,000. Articulation was taught to such as were deemed capable of profiting by it. Whole number of pupils from foundation, 369. EDUCATION OF THE BLIND. The State also provided for the instruction of the blind in the College for the Blind, Vinton, the branches taught being primary, grammar, and high; the industries, bead work, broom and mattress making, cane seating, and sewing. In 1883-’84 there were 125 pupils enrolled, under 30 instructors and other employes. The estimated value of the buildings, grounds, &c.,was $350,000; total receipts, $35,864 ; expenditures, $31,312. EDUCATION OF ORPHANS. At the Iowa Soldiers’ Orphans’ Home and Home for Indigent Children, Davenport, there were 68 soldiers’ orphans and 150 county children in 1882-83. Since the opening of the Soldiers’ Home, in 1862, there have been received 1,450 orphans, and the depart¬ ment for indigent children since its opening, in 1876, has received 250 of that class. The schools are graded, under 3 teachers, open 9 months in the year, and in session 5£ hours a day for 5 days in the week. The hoys are instructed in gardening and the girls in general housework and sewing; industrial drawing is taught iu all the departments. TRAINING OF THE FEEBLE-MINDED. The Iowa Institution for Feeble-Minded Children, Glenwood, established in 1876, had 239 children of this class enrolled in 1882-83, to whom were given the elements of a common school education. There were 12 receiving instruction in drawing, and a large number, in plain sewing. REFORMATORY TRAINING. The State Reform School, with a department for girls at Mitchellville and one for boys at Eldora, undertakes the education, reformation, and industrial training of youth committed to its charge. The children in both' departments are required to at¬ tend school 4 hours each day of the school months, the boys to receive instruction in hat and shoe making, farming, gardening, and stock raising, and the girls to be trained in general housework. IOWA, 89 EDUCATIONAL CONVENTION. STATE ASSOCIATION. The Iowa State Teachers’ Association held its twenty-eighth annual meeting at Des Moines, December 26-28, 1883, with an enrolment of 435 members, the number being greater than ever before and larger by 160 than in 1882. The address of Colonel Parker, of the Cook County Normal School, Illinois, entitled “ Learning to do by doing,” was listened to with much interest. He said that one advantage of these associations was the inspiration given and received ; teachers would discover a won¬ derful unity in their work ; what we call new is really very old. He showed the ways in which thought may be expressed and the advantage of originality or self activity , and closed by saying that character should be made the aim of all education. A system of school savings banks was discussed at length, but without leading appar¬ ently to any definite conclusion. President Klinefelter, in his official address, sug¬ gested “ that four weeks of attendance on institutes be compulsory as to teachers holding second and third grade certificates, and that teachers be allowed pay while attending institutes ; that the work of rural districts be concentrated on a few essen¬ tials, and that elementary didactics be made a study to be taught at the request of pupils of a certain age.” Addresses and papers followed on “An outsider’s view of what is lacking in our public schools,” “ The money value of a college education,” “ What constitutes a practical education,” “ School government,” “ What can rea¬ sonably be expected from the schools,” and “ Addition to and subtraction from our education.” The last subject was a discussion of spelling reform, classics vs. sci¬ ence, morals in the schools, &c. A special feature of the meeting was the presence of most of the college presidents and many of the members of the faculties. A new constitution was adopted at the beginning of the session. CHIEF STATE SCHOOL OFFICER. Hon. Joux "W. Akers, State superintendent of public instruction, Des Moines. [Second term, January 7, 1884, to January 4, 1886.] 90 REPOST OF THE COMMISSIONER OF EDUCATION. I£ANSA§. STATISTICAL SUMMARY. 1882-’83. 1883-84. Increase. Decrease. POPULATION AND ATTENDANCE. Youth of school age (5-21) . Enrolled in public schools . . Average daily attendance . Percent, of enrolment to enumeration. Per cent, of average daily attendance to enrolment. Per cent, of average attendance to enumeration. 382, 269 286, 168 168, 117 74.86 58.75 43. 98 411,250 28, 981 303, 601 17, 433 207,339 39, 222 73.82 68. 29 9. 54 50.41 6.43 SCHOOL DISTRICTS AND SCHOOLS. School districts organized . School districts reporting . School districts with 3 months’ school¬ ing or more. Average time of schools, m days - Number of school-hous* 5 . Number of school rooms . Number ol private or church schools. 6, 582 6, 706 124 6, 337 6, 127 6, 152 6, 236 84 6,188 6, 354 166 7, 156 7,318 162 TEACHERS. Men teaching in public schools . Women teaching in public schools ... Whole number of teachers . Teachers inpriv ate and church schools. 3, 138 5, 145 8, 283 a2, 936 a4, 915 a7, 851 202 230 432 FINANCIAL STATEMENT. Whole expenditure for public schools Valuation of public school property. Public school fund apportioned . Whole invested school fund . Average monthly pay of male teachers Average pay of female teachers . $2, 579, 243 5, 344,006 280, 374 39 19 32 53 $2, 882, 963 5, 715, 582 290, 554 1, 102, 807 40 70 32 85 $303, 720 371,576 10, 180 1 51 32 a Three counties not reporting. (From fourth biennial report, by Hon. H. C. Speer, superintendent of public instruc¬ tion, for the two years named.) STATE SCHOOL SYSTEM. GENERAL CONDITION. The statistics given in the biennial report of the State superintendent, though in¬ dicating fair progress since 1882, are to some extent imperfect, as of 6,706 organized districts in 1884 579 failed to report, of which number 440 are said to have had no school. While this shows neglect of duty by some district officers, the statistics indi¬ cate efficient school work in the main. While the percentage of enrolment to school population fell off, that of average attendance to enrolment and of average attend¬ ance to school youth materially advanced. The superintendent says that the weakness of the school system lies in the inde¬ pendent districts. The number failing to support schools in 1880 was 367 ; in 1882, 411; in 1884, 440, or 1 district in every 15. He suggests two remedies: (1) That the State, by general tax, afford such support as will give at least 3 months’ school in KANSAS. 91 every district, such tax to bo divided, not on population, but by giving each district a stated sum, say, $75, and coupling this appropriation with a requirement that a similar amount as a minimum be raised by the district; (2) organize the State on the township plan. In this way taxes would be equalized and every community would be provided with at least some term of school, as contemplated by the constitution of the Stale. Some limit, it is thought, should also be put to the power of county officers to form districts that cannot perform their functions. The school term for the two years has averaged in the State but twenty-three weeks. The superintendent urges that, as the State grows in wealth, there should be a cor¬ responding increase in the length of term till it reaches nine months a year. There has been a gratifying improvement in the supervision of schools, as the re¬ sult of the law of 1881 requiring visitation and inspection of schools by county officers. This is seen in the large increase of attendance, as already indicated. The standard of teaching has also been raised during this period, under the influence of normal schools, normal institutes, county associations, county superintendency, and examin¬ ing boards.1 The figures in regard to school buildings show a marked advance in good new buildings, these in many cases taking the place of old ones less suitable to the need of the district. ADMINISTRATION. For the State and county there is a superintendent of public instruction elected biennially by the people ; for school districts, a board of 3 members elected for 3 years, with annual change of 1. For examining applicants for State diplomas there is a State board of education ; for examining teachers in counties there are associated with the county superintendent 2 holders of first grade certificates, each to serve 1 year ; for the care of the State school funds there is a board of commissioners, con¬ sisting of the State superintendent, secretary of state, and attorney general. Women may vote and hold school offices. The public system embraces primary, grammar, high, and normal schools, a State Agricultural College, a State university, and schools for the deaf and dumb, for the blind, and a reform school. No sectarian teaching is allowed iu any of these, but the reading of the Bible without note or comment is not prohibited. For the improve¬ ment of teachers annual county institutes are provided for, supported by an appro¬ priation not to exceed $100 to each one, made by the board of county commissioners, and by funds received from those attending and those examined for certificates. These certificates are of first, second, and third grades, and continue in force 2 years, 1 year, and 6 months. Teachers are required to report to county superin¬ tendents and they to the State superintendent. The State treasurer is also required to report semiannually to the State superintendent the amount of school money in the treasury subject to disbursement. Uniformity in text books is required. All pub¬ lic schools are free to childreu from 5 to 21 years of age, and those from 8 to 14 are by law required to attend at least 12 weeks in each year, unless excused by school authorities or taught elsewhere. SCHOOL FINANCES. The public schools are supported from the proceeds of all lands granted by the United States, including 500,000 acres given to new States under act of September 4, 1841, and also sections 16 and 36 in every township, granted by act of January 29, 1861; from estates of those dying without heir or will; from such per cent, as may be granted by Congress on the sale of lands in the State; from a yearly tax of 1 mill on $1 ; and from an annual fee of $50 paid by every insurance company doing business in the State. This income is distributed annually, by order of the State superintend¬ ent, to the county treasurers, and thence to the district treasurers, in proportion to the children and youth of school age (5-21). For the support of a State university, 72 sections of laud were reserved. NEW LEGISLATION. The only changes in school laws that have been noted since the last report are (1) a permission to boards of education in cities of the second class to raise their annual school tax levy from 8 mills on $1 to 10 mills; (2) a permission to boards of directors in cities of the third class to raise the limitation regarding bonds issued to erect or purchase school-houses from 5 to 6 per cent, of the taxable property. 1 The committee on education of the Kansas State Grange, in its report for 1884, holds that in the district schools there is still too much memorizing, too manj studies requiring abstract reasoning, and too much straining of the powers of pupils by study of rules and principles beyond their grasp. In place of this it urges that there should be more object teaching, acquainting children with the forms and modes of lito around them and life in every form throughout the world ; that the study of numbers should be in connection with familiar objects of definite dimensions and with materials that enter into domestic economy ; that quickness and accuracy should be induced by exercise in practical computations relating to such objects; and that in such exercises this study should be confined to the primary grades. 92 REPORT OF THE COMMISSIONER OF EDUCATION. SCHOOL SYSTEMS OF CITIES WITH 7,500 OR MORE INHABITANTS. ADMINISTRATION. Cities of more than 15,000 inhabitants have elective hoards of education of 3 mem¬ bers from each ward, with annual change of 1; cities with from 1,500 to 2,000 have similar boards of 2 members from each ward, 1 of the 2 liable to annual change. The larger boards may and the smaller ones must choose a superintendent. STATISTICS. 1832-’83. Cities. Population, census of 1880. Children of school age. Enrolment in public schools. Av e r a g e daily at¬ tendance. Number of teachers. Expendi¬ ture. Atchison . 15, 105 4, 203 2, 460 2,115 29 $23, 785 Lawrence . 8,510 3, 110 2, 005 1, 429 25 16, 089 Leavenworth . 16, 546 6, 996 3, 508 2,410 43 32, 918 Topeka . 15, 452 6, 890 4, 552 2, 805 50 34, 758 1883-’84. Atchison . 15, 105 4, 972 2, 786 % 2, 371 31 23, 000 Lawrence . 8,510 3, 343 2, 202 1, 606 28 16, 311 Leavenworth . 16, 546 7, 129 4, 212 2, 894 48 28, 900 Topeka . 15, 452 7, 130 4, 447 3, 086 54 32, 427 ADDITIONAL PARTICULARS. Lawrence in 1882-’83, with an increase of 242 in school population, shows no addi¬ tion to its school rooms, now numbering 25, in 10 buildings. Of these, 3 rooms were occupied by the high school, 5 by the grammar, and 17 by the primary schools. The accommodations were insufficient, the average daily attendance being far in excess of the seating capacity of the rooms. The board decided to add 2 rooms to one of the school buildings, thus giving some relief. Leavtmoorth in 1882-’83 increased its school buildings to meet an increase of 554 in school population, affording 2,500 sittings. There was an outlay of $584 to supply the new buildings with furniture and apparatus, with an advance of $11,600 in value of school property, it being $180,600 as against $178,000 the year before. There was an increase of 191 in enrolment and of 45 in average daily attendance. The 8 schools are classed as prin ary, grammar, and high, the high and primary having each a course of 4 years and the grammar one of 3. Topeka in 1882-783 reported 12 school buildings, with 3,248 sittings, valued, with other property, at $176,900. There was an increase of 637 in enrolment and of 482 in average daily attendance over the previous year. This, with an increase of 1,329 in school population, called for the employment of from 6 to 10 more teachers (the number given being 50) and a large addition to the school rooms, including 2 new buildings. Schools are classed as primary, grammar, and high, the last having a course of three years. PREPARATION AND QUALIFICATIONS OF TEACHERS. GENERAL STATE REQUIREMENTS. In this State no person may teach in the public schools without a diploma or cer¬ tificate from the State board of education,1 from a county board of examiners (of whom the county superintendent is the chairman), or from the examining committee of a city board of education. The diploma of the State board is valid in any county, city, town, or school district in the State during the lifetime of the holder, unless revoked by the board. Its certificates are valid in like manner for 3 years or 5 years, according to grade, unless revoked. Those from county boards are good only in the county in which they are issued and for a term of 2 years, 1 year, or 6 months, according to the ascertained qualifications of the holders. Those of city examining committees hold usually during good behavior. 1 A diploma from the State Normal School has nearly the force of a State diploma; a certificate of graduation from the normal department of the State university, about that of a State certificate. KANSAS. 93 STATE NORMAL TRAINING. The State Normal School, Emporia, in its report for 1883-84, shows a faculty of 11 Instructors, with an attendance of 534, of whom 283 were in the normal department. There were 35 graduates, of whom 32 engaged in teaching. The full course covers 4 years, 3 of them academic, the other professional. There is also a model school for practice. Candidates for admission must pass a fair examination in the common branches and present satisfactory evidence of good moral character. No one is ad¬ mitted to the professional year who has not completed the academic work of one of the courses. Children between the ages of 4 and 8 are admitted to the model school and preparatory course, in which the lowest grade is a Kindergarten department. To graduate, a student must reach an average of 80 per cent, in a final examination and must have taught in the preparatory and model school at least 20 weeks. The diploma granted is by law a life certificate to teach in the schools of the State. There is a library of 1,600 volumes. The appropriation by the State and the income from endowment amounted to $15,000. In the second year’s work there were 2(5 teachers, of from 2 to 11 years’ experience, who had left salaries of from $50 to $80 a month to take the advanced English and Latin course. The normal department of the University of Kansas, Lawrence, shows 3 courses, classical, modern literature, and English, each of 3 years. Its certificate of gradu¬ ation authorizes the holder to teach in the common schools of the State without fur¬ ther examination. In 1884 there were 64 students and 14 graduates from its 3-year course. It received from the State $1,500. OTHER NORMAL TRAINING. The Kansas Normal College, Fort Scott, reports for 1883-84 391 students and 11 teachers. The “ teachers’ ciass” numbered 58 men and 51 women. The Kansas Normal School and Business Institute, Paola, prepares for teaching in a 3-year course. The special feature of this school is its training department, in which are enrolled several hundred children in eight grades and a model district school. The Campbell Normal University, Holton, in 1882-’83, had among its 7 courses one of 5 terms, of apparently 10 weeks each, in which it aims to meet the demand for trained teachers. The course shows fair academic studies, including a training class. Diplomas are granted to those who satisfactorily complete the course. Students, 10. Both sexes are admitted on equal terms. Normal departments appear in 1883-’84 at the Atchison Institute, Atchison, and at the Freedmen’s Academy of Kansas, Dunlap. Total attendance at the former, '806 ; at the latter, 175, without distinction of normal students in either. Salina Normal University, Salina, was to open September 2, 1884, and to offer with other courses a teachers’ course not yet defined. Women are to be admitted on equal terms with men. NORMAL INSTITUTES. Institutes for the instruction of teachers and those desiring to teach are required to be held by the county superintendents in their respective counties for a term not less than 4 weeks, 2 or more counties uniting in sparsely settled portions of the State to hold an institute. In 1883 there were 74 institutes held, with an enrolment of 6,770, at an expense of $21,075, of which $3,700 were from the State and $17,375 from local funds. In 1884 there were 78 institutes, enrolling 6,956: a gain, of 4 in institutes, of 186 in attendance, and a corresponding increase in expenditure. EDUCATIONAL JOURNALS. The Educationist, published at Emporia by a former State superintendent of public instruction in Indiana, George W. Hoss, continues to be the official organ of public instruction and the chief medium for the diffusion of educational information through¬ out the State. The Industrialist, published weekly at Manhattan, is the organ of the Kansas Agricultural and Mechanical College and is devoted specially to industrial education. The former was in its sixth volume in 1884; the latter in its tenth. To these may, perhaps, be added The University Register, organ of the Normal University, Salina, published quarterly and devoted to practical education, the first number of which was issued June, 1884. SECONDARY INSTRUCTION. PUBLIC HIGH SCHOOLS. By authority of the board of regents of the State university, any high school adopt¬ ing a imescribed course of study is “ recognized” by the university and applicants for admission to its freshman class from such schools are admitted without examina¬ tion. The number thus authorized in 1883 was 17. Others are said to be contem¬ plating an early adoption of this plan. 94 REPORT OF THE COMMISSIONER OF EDUCATION. Of the schools thus authorized, the high*school in Lawrence had an attendance ot 138, that in Leavenworth of 230, and that in Topeka of 125 during 1832-83. OTHER SECONDARY SCHOOLS. For statistics of business colleges and private academies, see Tables IY and VI ot the appendix; for summaries of them, corresponding tables in the report of the Com¬ missioner preceding. For preparatory departments of colleges and scientific schools, see Tables IX and X of the appendix. SUPERIOR INSTRUCTION. COLLEGES FOR YOUNG MEN OR FOR BOTH SEXES. In the University of Kansas four departments are organized : (t) science, literature, and q,rt, (2) elementary instruction, (3) law, and (4) normal training. The first de¬ partment comprises a general scientific, a Latin-scientific, three special scientific, a classical, and a modern literature course. There are also an optional course of 2 years; a music course of 4 years; a graduate course of 3 years; ami a preparatory medical course of 1 year, which, by an arrangement with the leading medical schools of the West, is to be counted the first year of a regular 3 year medical course. For other courses, see Scientific and Professional Instruction, below. Faculty in 1883-’84, 17 ; students, 521, or 61 fewer than in 1882-’83. For the other collegiate institutions reporting in 1883-’84, see Table IX of the ap¬ pendix ; and for a summary of the same, the report of the Commissioner preceding. All show preparatory courses, mainly of 2 and 3 years, and classical courses of 4 years. For their scientific courses, see Scientific, below, and for normal courses, see Table III of the appendix. St. Benedict’s, St. Mary’s, and Washburn Colleges show commercial courses; St. Benedict’s and St. Mary’s Col leges, Baker and Highland Uni¬ versities, musical training; St. Benedict’s and Lane University, ministerial instruc¬ tion ; while Washburn College offers a ladies’ course of 4 years. All but St. Benedict’s and St. Mary ’8 admit both sexes. INSTITUTIONS FOR THE SUPERIOR INSTRUCTION OF YOUNG WOMEN. The College of the Sisters of Bethany, Topeka (Protestant Episcopal), is the only school of this class reporting in 1883-84. Its schedule of studies embraces a Kinder¬ garten and a primary department, a preparatory course, a collegiate department of 3 years, with courses in insrrumental music, vocalization, drawing, painting, elocu¬ tion, French, and German. It had 24 instructors and assistants in 1833-’84, with 334 students, a gain of 75 over 1881-’82. For other statistics, see Table VIII of appendix. SCIENTIFIC AND PROFESSIONAL INSTRUCTION. SCIENTIFIC. The University of Kansas, Lawrence, continued to offer a general scientific, a Latin- scientific, and three special scientific courses in chemistry, natural history, and civil and topographical engineering, each of 4 years and leading to the degree of bachelor of science, in which were 67 students in 1883-84. The State Agricultural College , Manhattan, had in 1883-’84 an endowment fund of $474,305. The last legislature appropriated $20,000 to finish the main college build¬ ing and it was approaching completion. The college has shared in the general pros¬ perity of the State, the inventory of its property having within the last 2 years grown from'$109,l09 to $145,858 and attendance from 312 to 395. The 4-year general courso in agriculture and science, offered to both sexes, involves industrial training, to which each student is required to devote at least one hour a day. Young men may take farming, gardening, fruitgrowing, carpentry, cabinet making, iron work, printing, or telegraphy; young women, sewing, printing, telegraphy, floriculture, or music. Special and graduate courses are also provided. Military drill is optional. Each winter a series of 6 farmers’ institutes is held in as many counties, in which the fac¬ ulty meet with the people in discussions on topics looking to the improvement of farming. The degree of bachelor of science is conferred on those who complete the full course of 4 years and sustain all the examinations. Instructors in all the depart¬ ments in 1883-’84, 21 ; students, 395, of whom 135 were females; graduates, 17. The library contains over 5,0n0 volumes. Of the 7 collegiate institutions, Baker, Highland, Lane, and Ottawa Universities and Washburn College show scientific courses of 4 years each. PROFESSIONAL. Theology . — St. Benedict’s College in 1883-84 reports an ecclesiastical department for boys who intend to study for the priesthood, with special instruction adapted to the vocation. KANSAS. 95 The Kansas Theological School, Topeka (Protestant Episcopal), continned its 3- year course, which by the canons of the church is ordinarily to be prepared for by a collegiate course or its equivalent. There appears to have been in 1882-,83 bat 1 can¬ didate and 1 ordination. Law. — The law department of the University of Kansas aims to furnish a complete course of legal training covering 2 annual terms of 7 months each. The degree of ll. b. is conferred upon such members of the senior class as shall be recommended by the examining committee and faculty and approved by the board of regents. Medicine. — The preparatory medical course of the University of Kansas, covering 2 terms of 20 weeks each, has been accepted by the leading medical colleges of the West as the first year of a 3-year course, and students passing examination in these classes are admitted to the second year in the colleges on the certificate of the faculty of this institution. For professional students, a full collegiate course is recommended. Students in 1882-’83, 7. SPECIAL INSTRUCTION. EDUCATION OF THE DEAF AND DUMB. The Kansas Institution for the Education of the Deaf and Dumb, Olathe, under the care of the State board of charities, reported for 1882-83 10 instructors, 2 being semi¬ mutes, and 190 inmates, 88 of whom were females. Sixteen completed their course of instruction in the year and were honorably discharged. Since opening in 1861, 369 had been instructed, each one having spent in the insti¬ tution an average of 5 years. They were taught the common branches, the method of instruction being the manual and articulation combined. The employments for boys were printing, cabinet work, and shoemaking ; for girls, needlework. There was a library of 500 volumes. The grounds, buildings, and apparatus, including a farm of 177 acres, were valued at $60,000. State appropriation, $24,000 ; expended, $22,974. The enrolment for 1883-’84 was 160, of whom 1 was granted an honorable dis¬ charge at her own request, having completed 5 years of study, and 4 received diplo¬ mas, having spent, their full allotted time in school and passed creditable examina¬ tions. Expenditures for the 2 years, about $55,000; estimated value of property $96,554. EDUCATION OF THE BLIND. The State Institution for the Education of the Blind, Wyandotte, for 1883-’84 reports 19 instructors, 3 blind employes, and 72 inmates, having instructed 186 since opening, in 1867. The boys are employed in broom and brush making and chair caning ; the girls, generally in machine and hand sewing, but in some cases they also made brooms and chair seats successfully. In school they are taught the common branches, as well as algebra, rhetoric, civil government, and American literature. Special attention is given to vocal and instrumental music. A library of 500 volumes was increased 50 during the year. Grounds, buildings, and apparatus were valued at $100,000. State appropriation, $13,900. Enrolment for 1882-’83, 69, with an average attendance of 65; for 1883-84, enrolment, 75; average attendance, 71. Expenditure for the 2 years, $29,683. REFORMATORY TRAINING. The State Reform School, Topeka, was opened in June, 1881, and reported June, 1882, an enrolment of 72. The second biennial report from July, 1882, to June, 1884, shows 109 admitted, 9 escaped. 8 returned, and 59 discharged, leaving 100 present. Average number present, 1882-83, 76 ; 1883-84, 95. Their time was divided between farm work and study, giving training for the hands as well as discipline for the men¬ tal faculties. In school, they are classed in 3 grades and are said to make fair progress. INDUSTRIAL TRAINING. General information on this point is wanting, but from. an unofficial source it is learned that a building for an Indian school at Lawrence was iu course of construc¬ tion in 1883-?84, in which, when completed, instruction in practical industries was to be united with literary training. EDUCATIONAL CONVENTIONS. STATE ASSOCIATION. The twenty-fourth annual session of the State Teachers’ Association was held at Topeka, December 26-28, 1883. The attendance was 400. On the evening of the 26th the president elect, Prof. F. A. Fitzpatrick, delivered an address on the “Educational lessons of the year,” followed on the 27th by a paper on “Theory versus practice in country schools,” showing that most of the work in the country schools is without 9G REPORT OF THE COMMISSIONER OF EDUCATION. system and that if teachers have good theories they very often fail in practice Papers on “The high school question,” “The teacher and politics,” “The relation of academic and professional work in institutes,” and “ County uniformity in text hooks” were followed by an address on “The present status of the profession,” which closed the day. The last day of the session was opened by a discussion of “ County uniformity in text books,” at the close of which a resolution was introduced asking the next legislature to provide for such uniformity, and, as a means to this end, au early adoption of the township system. Chancellor J. A. Lippincott, of the State university, then read a paper on “ The public school and its relation to the formation of character,” in which high ground was taken in favor of moral training and of Christian character instead of mere intellectual culture. He emphasized the fact that learning is no certain pledge of purity, that culture alone does not secure right char¬ acter. A resolution recommended that the county normal institutes should be graded in a course of study providiug for promotion and certificates of graduation on com¬ pletion of the course, each to be equivalent to a first grade certificate. Another res¬ olution, asking that the county superintendents be required to hold preliminary examinations as a condition precedent to enrolment in the county institutes, was referred to the State board of education. In connection with papers on “ Drawing” and “ An education to the useful,” speci¬ mens of drawing work were presented from the State university, State Agricultural College, State Normal School, Bethany College, and several others, which elicited much interest. Senator Ingalls gave the closing address on “ Garfield : ” when, the of¬ ficers for the ensuing year having been elected and the usual resolutions passed, the association adjourned to meet at Topeka, December, 1884. superintendents’ convention. The State convention of county superintendents met at Junction City, Juno 5, 1883, and after completing a permanent organization, in which the State superintend¬ ent was made permanent president, discussed, among other topics, “ Township ver¬ sus the district system” and “Normal institutes.” The place for the next meeting was made the same as that of the State Teachers’ Association and the time within the same week. Accordingly, on December 28, about thirty superintendents met at Topeka, Supt. J. II. Lee in the chair. Mr. Noble, of Jackson County, opened the discussion on “A graduating system for country schools.” He said that he himself had a 4-year course and held monthly examinations to test the progress of pupils. Those present were in favor of the adoption of the plan and requested the State superintendent to xirepare such a course. A paper on “ School visitation” expressed the opinion that lessons in telegraphy, surveying, astronomy, &c., should be given to awaken an enthusiasm for higher ^earning." Adjourned to meet at Emporia, June, 1884. principals’ association. On Friday, December 28, 1883, the principals and superintendents of town and city schools held their session in connection with that of the teachers’ association. After the annual address from the chairman, Mr. Cutler, of Fort Scott, the subject of “Teachers’ meetings” was presented by J. M. Abbott, superintendent of Osage City schools, and that of “The basis of promotion” by B. S. McFarland, of Olathe. Next meeting to be hold on the first day of the State Teachers’ Association, at Topeka, De¬ cember, 1884. CHIEF STATE SCHOOL OFFICER. Hon. H. C. SrEER, State superintendent of public instruction , Topeka. [Second term, January 10, 1883, to January 0, 1885.] Then to bo succeeded by Hon. J. H. Lawhead. KENTUCKY. 97 KENTUCKY. STATISTICAL SUMMARY. 1881-,82. 1882- 83. Increase. Decrease. POPULATION AND ATTENDANCE. White youth of school age (6-20) . C'olorcd youth of school age a . Whole number of school age . White vouth in public schools . Colored youth in public schools . Whole enrolment in public schools... 488, 815 74, 365 563, 180 240, 585 29, 976 270, 561 493, 667 87, 655 581,322 250,682 31, 832 282, 514 4,852 13, 290 18, 142 10, 097 1, 856 11,953 Percent, of white school youth enrolled 49. 22 50. 78 1.56 Per cent, of colored school youth en- 40.30 36.31 3. 99 rolled. Average attendance of white youth... 155, 533 156, 742 1,209 Average attendance of colored youth. 19, 960 21, 930 1,970 Whole average attendance . Per cent, of white school youth in av¬ 175, 493 31.82 178, 672 31.75 3, 179 .07 erage attendance. Per cent, of colored school youth in 26. 84 25.02 1.82 average attendance. SCHOOL DISTRICTS AND SCHOOLS. School districts for white youth . School districts for colored youth. .... Whole number of school districts.... 6, 330 843 7,173 6, 376 854 7, 230 46 11 57 Districts with schools for white youth. 6, 270 6, 302 32 School-houses for white youth . School-houses for colored vouth . Average time of schools, in days . 5, 749 482 101 6, 010 536 102 261 54 1 Private schools of all grades reported.. 859 932 73 TEACHERS. Men teaching in white schools . Women teaching in the same . FINANCIAL STATEMENT. Total expenditure for white public 4,014 2,970 $735, 076 3,721 3, 287 $700, 790 317 293 $34, 286 schools. Valuation of public school property 2, 161, 254 2, 140, 111 21, 143 for whites, b A verage monthly pay of teachers in 22 77 23 33 $0 56 counties. Average monthly pay of men in cities. 119 00 103 45 15 55 Average monthly pay of women in cities 49 93 39 94 9 99 a For 1881-82, school age 6-16 ; for 1882-’83, same as white. b Includes value of furniture. (From statistics furnished by Hon. J. Desha Pickett, superintendent of public in¬ struction. ) STATE SCHOOL SYSTEM. GENERAL CONDITION. Through the exertions of the State Superintendent the above statistics have been furnished in time for this report, notwithstanding the obstacles with which he had to contend in collecting them. In 1882-,83 the figures show a large increase of youth of school age, particularly of colored youth whose increase was nearly three-fourths of the whole increase, which was mainly due perhaps to the fact that the school age was changed from 6-16 to 6-20, or the same as that for whites. The decrease in the per¬ centage of the enrolment and of the average attendance of colored youth to those of school age may be attributed to the same cause. Such being the case the only feature that materially detracts from a year of evident advance is the extraordinary decrease in the average pay of teachers, both male and female in cities, which a later report may explain. 7 m 98 EEPORT OF THE COMMISSIONER OF EDUCATION. ADMINISTRATION. For the State there is a hoard of education consisting of the superintendent of public instruction (elected by the qualified voters of the State for 4 years), the secre¬ tary of state, the attorney general, and 2 professional teachers elected by them: for counties, a county superintendent elected by the people for 2 years; for districts, boards of 3 trustees elected by the voters of each district for 3 years, with annual change of 1. The State board prepares rules for the government of the common schools of the State, selects and recommends a course of study, with suitablo lists of text books, from which the trustees of districts adopt those to be used in their several districts for 5-year terms. Indigent orphan children may be supplied with text books gratis. The board has power to organize and keep in existence a State Teachers’ Association ; also, to cause to be organized and held annually 3 model State institutes of 3 weeks each, to be under the care of the State superintendent and to be taught by an expert model teacher, with such assistants as may be necessary. The State superintendent must report biennially to the general assembly and may visit anuually different portions of the State in the interests of the schools. No person is eligible to the office of county superintendent save upon a certificate from the judge of the circuit court of the county in which he resides that he has been publicly examined before him and that he is qualified to discharge the duties of county superintendent as required by law. The county superintendent must visit at least once a year each district school in his county, investigate and direct the operations of the school system, condemn any school-house which is unfit to be occupied for the purpose of a common school, report to the State superintendent the census of children in his county between 6 and 20 years of age and the required school statistics of the county, under a penalty of $200 to $500 or imprisonment in the county jail not longer than 6 months in case of know¬ ingly and wilfully making false reports. He must also conduct or superintend the examinations of all offering themselves as teachers of the common schools. He must not give a certificate of qualification to any one whom he has not personally examined or who has not been examined in his presence as provided by law. For any violation of this rule he is liable to a fine of $20 to $50. He may suspend or remove teachers or trustees for cause. No district may include more than 100 children of school age, unless it contains a town or village wfithin its limits, and none may contain less than 40, except in ex¬ treme cases, and never les3 than 20. Widows with children of school age may vote at elections for district school trustees. These trustees must employ duly qualified teachers, and may, for cause, remove them, subject to approval oi the county superintendent. They are to encourage the attendance of all the children in the district, but may forbid attendance from families where infectious or contag ous diseases exist. They are to visit schools 5 days after their opening and once a month thereafter, to see that the regulations for their gov¬ ernment are complied with, and for cause may suspend or dismiss a pupil. Schools for colored children must be kept separate from those for whites, in separate districts, and governed by colored district trustees, but under the common supervision of the State and county superintendents. The school year begins on the 1st day of July and ends on the 30th day of June; the school mouth is 20 days. No books, tracts, papers, catechisms, or other publications of a sectarian, infidel, or immoral character may be used or distributed in any common school ; nor may any sectarian, infidel, or immoral doctrine be taught therein. When a pupil in any common school shall have completed the prescribed course of study and passed an examination before the cou lty board of examiners, he is to be entitled to a certificate to that effect, signed by the county board and indorsed by the State superintendent, who must affix to it his official seal. SCHOOL FINANCES. The annual resources of the school fund are : (1) the interest at 6 per cent, on a bond of the State for $1,327,000 ; (2) dividends on 735 shares of capital stock of the Bank of Kentucky, representing a par value of $73,500, owned by the State ; (3) in¬ terest, at 6 per cent., on a bond issued for surplus due counties by the State; (4) an annual State tax of 22 cents on $100 of taxable property ; (5) an annual tax of 50 cents on each $100 of the capital of the Farmers’ Bank of Kentucky, of the Bank of Kentucky, of the Farmers and Drovers’ Bank, and of the Bank of Shelbyville ; (6) all other moneys and property, taxes, fines, and forfeitures set apart by existing laws for common schools. The sum to be distributed is the net revenue accruing during the year, less expenses incurred by the State board and the incidental expenses of the department of public instruction. KENTUCKY, 99 The State superintendent apportions the fund in proportion to the number of chil¬ dren of school age in each county and district, as ascertained by the returns of t he county superintendents, the money to be used only in the payment of legally qualified and employed teachers. If it be the ascertained will of the legal voters of any county to levy a county tax in aid of common schools, such levy is now lawful. Donations, gifts, grants, or devises designed for the education of colored children in the State must be held by school officers for that purpose and expended as the law directs. No tax may be levied upon the property or poll or any service be required of any white person to aid in building- or repairing a school-house for the use or colored children, and the same provision is made to exempt the colored people from aiding the whites. NEW LEGISLATION. The new edition of the school laws of 1884 appears in a much improved form and arrangement, showing such changes as wer,000 for the establishment of a State normal school in the town or city that should offer the highest inducements in money and buildings. It is be¬ lieved to have also effected at the same session an increase of the State tax levy for its schools from 1 mill to 1£ mills, and at the last accounts, which reach beyond the date for the close of this report, was engaged in other work looking to the formation of auxiliary associations throughout the State for the promotion of its great general aim. STATE TEACHERS’ ASSOCIATION. In the summer of 1884, at Minden, a meeting of teachers from various parts of the State, on the first annual session of the Louisiana Educational Society, unanimously re¬ solved to proceed tothe organization of a State Teachers’ Association, to be composed of members engaged in teaching or directly connected with education in the State. Mr. William O. Rogers, long superintendent of city schools in New Orleans, was elected permanent president; an executive committee, with State Superintendent Easton at its head, was chosen ; and resolutions were passed calling for a meeting at New Or¬ leans at such time as the executive committee should designate, and requesting all teachers of the State to put themselves in correspondence with the secretary, Mr. J. E. Seaman, of the New Orleans High School for Boys. CHIEF STATE SCHOOL OFFICER. Hon. Warren Easton, State superintendent of public education , New Orleans. [Term, January, 1884, to January, 1888.1 Hr. Easton succeeds Hon. Edwin H. Fay, whose term was from January, 1880, to January, 1884. MAINE. Ill MAINE. STATISTICAL SUMMARY. 1882- 83. 1883-,84. Increase. Decrease. POPULATION AND ATTENDANCE. Youth of school age (4-21) . Enrolled in public schools . 213,294 146,513 97, 900 212, 390 145, 438 98, 455 68. 48 555 904 1,075 Percent, of enrolment to enumeration. 68. 69 .21 Per cent, of attendance to enrolment. 66. 82 67.69 .87 Per cent of attendance to school popu- 45.89 46. 35 .46 lation. SCHOOL DISTRICTS AND SCHOOLS. Towns not divided into districts . School districts in other towns.. ..... 49 3,969 321 4,292 3, 022 71 54 3, 865 329 4, 312 3, 046 73 5 104 Parts of districts reported . Pnhlic. sohnnl-hmiHos _ _ 8 20 School-houses in good condition . School-houses built during the year... 24 2 Average time of schools, in days _ 116 114 2 TEACHERS. Male teachers in free schools _ _ _ 2, 125 7, 499 9, 624 2, 068 7, 590 9,658 57 Female teachers in free schools. ...... 91 Whole number of teachers employed.. 34 Number of experienced teachers...... Number graduates of normal schools. 6,402 601 6, 374 587 28 14 FINANCIAL STATEMENT, Whole expenditure for public schools. $1, 118, 161 $1, 157, 534 $39, 373 Cost of school-houses built during the 75, 664 82, 873 7, 209 year. Value of all public school property... 2,970 956 3,045, 822 74, 866 Average monthly pay of male teachers. 31 87 32 59 72 Average pay of female teachers . 15 36 16 28 92 (From report of Hon. N. A. Luce, State superintendent of common schools, for 1882-’83, and also returns from the same for both years.) STATE SCHOOL SYSTEM. GENERAL CONDITION. For the second time in 14 years there appears in the report for 1882~,83 an increase in the number of children of school age, instead of a decrease. Superintendent Luce hoped that the tide which had so long tlowed downward was on the turn. But 1883-’84 again shows a decline, with a corresponding decline in the enrolment in public schools. Still the average attendance was fair in 1882-’83 and better in 1883-84. There was also encouragement in the increase of expenditure for schools, school- houses and appliances, and supervision. For such purposes there was paid in 1882-’83 $26,327 more than in the previous year, 1883-’84 going still further and showing a total expenditure of $39,373 beyond that of 1882-’«3. In the higher class of towns, where a township system has been adopted, an improved educational condition has resulted from the increased expenditure. But the superintendent says that in others, where the “wasteful, inefficient, and inequitable district system s; still prevails, “too 112 REPORT OF THE COMMISSIONER OF EDUCATION. large a portion of it is wickedly wasted, and is barren of returns.” Hence “schools in which are registered nearly two-thirds of all attending in the State are open less than 5 months in the year, and probably those in which a third of all are to get their education are open less than 4 months.” And this period of school terms seems to be steadily falling, the average time in 1880 being 120 days; in 1881, 118; in 1882, 117; in 1883, 116, and in 1884, 114. The highest of these figures is below the average of the better class of States, and the fact that Maine is thus steadily descending in the scale of school terms suggests the inquiry whether the district system, which is largely responsible for it, cannot be overthrown, as it has been in other States, and the more effective township system be adopted in its place, as has been often recom¬ mended in reports from this State. ADMINISTRATION. For general control of the system there is a State superintendent of common schools, appointed triennially by the governor and council; for each town (i. e., township), a superintending school committee of 3 members, chosen by the town at its first annual meeting, with subsequent yearly change of 1 ; or else a supervisor of schools, chosen in the same way, apparently each year. Women are eligible to these offices. For each school district in a town that has been divided into districts there is a school agent, chosen either by the town or by the district at its annual meeting, to look after the schools. He also acts as district census taker. City school officers may be found under the head of City School Systems, further on. Every city, town, and plantation may raise money to provide school books for the pupils in its public schools free of charge for use or furnish them at cost to pupils. Annual provision for free instruction in industrial drawing may be made, too, in towns and cities for persons over 15 years of age, in either day or evening schools. Compul¬ sory attendance on some school for at least 12 weeks in each year is a part of the school law requirements, unless pupils are excused from such attendance by the proper school officers. Besides the ordinary schools, provision is made for high schools, aided by the State, in towns that have raised and expended the annual 80 cents for each inhabitant, for which, see Secondary Instruction, further on. Graded schools are also provided for, as well as normal schools, a school for the deaf, and reformatory schools. SCHOOL FINANCES. The public schools are sustained from the interest of a permanent State school fund, from a tax on banks, from a 1-mill tax on each $1 of taxable property, and from a local tax of not less than 80 cents on each inhabitant. The proceeds of the first three mentioned are distributed among the several towns according to the num¬ ber of children in each between 4 and 21 years of age. The last mentioned is retained in the towns where it is raised and goes towards the support of the public schools therein. Failure to raise this involves forfeiture of from twice to four times the amount of deficiency, and also a forfeiture of the town’s share of the State school fund for the year. There may also be, as has been stated, local taxes to purchase books for the public schools, such books to be either sold to the scholars at cost or loaned without charge except for abuse or injury. NEW LEGISLATION. The only change of school law indicated in 1883 was one making the time for re¬ porting the statistics of free high schools June 1, instead of December 1, as in the case of the common schools. SCHOOL SYSTEMS OF CITIES WITH 7,500 OR MORE INHABITANTS. ADMINISTRATION. The cities of Auburn, Lewiston, and Portland have each a school superintendent, apparently elected by the school committee of each city. Each town has a school supervisor or a superintending school committee and a school agent, as noted before under State School System. The school committee ordinarily examines and employs teachers ; directs the general course of instruction ; selects a uniform system of text books ; visits the schools, inquiring into their discipline and the proficiency of schol¬ ars ; expels the disorderly after proper examination, and excludes any not vaccinated, when deemed expedient. The school agent provides fuel for the schools, makes repairs on school buildings, and reports to the assessors and school committee the children of school age in his town or district. MAINE, 113 STATISTICS. 1882-’83. Cities. Population, census of 1880. Children of school ago. Enrolment in public schools. Average daily at¬ tendance. 1 Number of teachers. Expendi¬ ture. Auburn . . . . . 9, 555 3, 019 1, 500 1,196 55 $16, 042 Augusta . . . ......... 8,605 2, 161 1, 239 889 36 19, 107 Bangor .v . - . 16, 856 a5, 347 63, 003 2,320 82 35,101 Bath . . . 7, 874 3, 507 2, 359 1,419 38 18,411 Biddeford . 12, 651 4, 062 1, 929 1, 132 47 23, 405 Lewiston . . . 19, 083 6, 561 2, 736 1, 706 57 30, 437 Portland . 33, 810 11, 734 6, 737 4, 335 139 91. 244 Rockland . . . 7, 599 1, 991 1, 488 1, 116 31 Hi 366 1883-’84. Auburn . . . 9, 555 3, 061 1, 588 1, 379 54 $14, 406 Augusta . 8, 665 2, 220 1, 375 949 47 22, 336 Bangor . . . . 16, 856 5,430 2,993 2,354 85 39, 161 Bath . . . . . 7, 874 2, 882 2, 198 1, 444 39 18, 796 Biddeford.... . 12, 651 4, 321 1, 590 1,185 46 25, 079 Lewiston . 19, 083 6, 672 2, 789 1, 795 61 30, 269 Portland . 33, 810 11, 734 6, 987 4,516 143 95, 934 Rockland . . . 7, 599 2, 227 1, 302 1, 061 32 12, 385 a Figures of city report. 6 Figures of both the State aud city reports for 1883. ADDITIONAL PARTICULARS. Aufoirn began the year 1882-783 under a new charter, providing that only one-half of the school board shall be elected or retained in any one year, and also with the ap¬ pointment of a superintendent of schools. The schools numbered 19 rural, 11 primary, 5 grammar, and 1 high, in 32 school buildings. The superintendent improved the grading of the schools. The primary schools, under teachers well trained to their work, had come to be regarded as “ foundation schools,77 the grammar schools main¬ tained their previous good standing, while the high school is reported as one of the best of its kind in the State. The school board, believing discrimination against pri¬ mary teachers to be unjust, endeavored to make the pay of each accord with the quality of the work done. The returns show only 50 per cent, of the school popula¬ tion enrolled for the year. In 1883-784 public school enrolment somewhat improved and average attendance was considerably better, though less was spent for school purposes. Augusta shows in 1883 an advance of 101 in school youth over 1882, and in 1884 one of 59, enrolment, average attendance, and teachers in public schools also all ad¬ vancing for both years, with an expenditure for school purposes considerably higher. The value of public school property, however, was rated in 1883 $17,000 less than in 1882, though the school-houses numbered 3 more. Bangor for 1883-784 reports 35 school buildings, with 74 rooms and 3,626 sittings. Entire school property, $150,000. Of 86 teachers employed, 83 were women. School year, 216 days. No private or parochial schools were reported. The public schools enrolled only 56 per cent, of the school population. They are suburban, primary, inter¬ mediate, grammar, and high, the last two having each a course of four years. The condition of the schools is said to be most gratifying. The school buildings received needed repairs, with improvements in ventilation and relief from overcrowding. Sal¬ aries of intermediate, primary, and suburban teachers were increased 50 cents a week. With a slight decrease in enrolment there was an increase of 3 in teachers and of $4,060 in expenditures as compared with 1882-83. Bath in 1883-84 had 15 school buildings, valued, with other property, at $97,000. The public schools are primary, grammar, and high, each having a course of four years, and two suburban schools, with no specified course. Of the 36 teachers 32 were women. The statistics, compared with 1882-783, show a falling off in children of school age and in enrolment and a slight increase in expenditure. School year, 207 days. Fifty were enrolled in private and parochial schools. Heretofore written examinations have been required for advancement from the grammar to the high school, but all that is now demanded is work the teacher deems satisfactory. In the primary schools progress was made toward the modern methods of teaching. Cards are sent by the teachers to the parents of pupils who are habitually idle or disorderly and in danger of being disciplined or dropped. A regular course of manual training in the industrial arts is urged as affording the best exercise in physical culture. 8 E 114 REPORT OF THE COMMISSIONER OF EDUCATION. Biddeford shows a decline of 148 in school population in 1883, but a recovery in 1884, with considerable fluctuations in other items, as is not uncommon in manufacturing towns. Its school property, rated at $95,000 in 1882, is given as only i 61,500 in 1884. The schools reported in 1884 are 12 rural, 20 city primary, 5 intermediate, 2 gram¬ mar, and 1 high. Besides these, an evening school was maintained 4 nights a week, from November 19 to March 14, with 3 regular teachers and 4 occasional assistants, all of whom generously worked without pay. The city schools were housed iu 10 build¬ ings, with from 1 to 7 rooms each and with 1,488 seats. The rural schools, 11 in num¬ ber, had each only 1 room. Including 125 in the evening school the total registration was 1,590, as stated in the preceding table, in addition to which a Roman Catholic parochial school had 450 from 7 to 12 years of age. But even this left 2,281 children of school age not in school. Lewiston in 1882- 83 had 29 school-houses of all grades, valued, with other school property, at $179,500. The schools are rural, primary, intermediate, grammar, and high. The average daily attendance was up to that of the previous year, while there was an increase of 198 in enrolment and of $2,225 in expenditure. One special teacher in music was employed. Special schools for factory children are recom¬ mended, the irregularity of their attendance rendering it impossible for them to main¬ tain a standing in the graded schools. Ungraded schools have not been kept up since 1880, nor evening schools since 1882. School-houses are reported excellent in condi¬ tion, and it was recommended that their grounds be ornamented with shade trees. During the year the superintendent made 496 visits to the different schools; the school board, 181 ; parents and other citizens, 1,749. In 1883-,84 there was some advance on the preceding year in school youth, enrol¬ ment, and average attendance in public schools, as wrell as in teachers employed, but the expenditure for schools was less than in 1882. Portland in 1883-^84 had 15 school buildings (1 less than in 1882) for its 23 publio schools, consisting of 1 high, 7 grammar, 13 primary, 1 ungraded, and 1 for deaf pupils, the last 3 having a course of 6 years ; the others, of 4 years each. "While in school popu¬ lation, number of school-houses, and schools there was no change from 1882-,83, there was an increase of 230 in enrolment, of 4 in teachers, of $4,690 in expenditures, and of 171 in average daily attendance. Of the 145 teachers employed, 12 were in the high school, 36 in the grammar, 95 in the primary and ungraded schools and that for the deaf, with 2 special teachers for penmanship, drawing, and music. More than half the teachers have had special training for their work, while the o hers have earned an equal standing by long experience. Most of them are residents of the city, thus securing a good degree of permanency. The condition of the school-houses is reported as becoming annually more satisfactory, important additions and repairs having been made during the year. Good progress is said to have been made in all brauelies of school work. Adding 1,300 enrolled in private and parochial schools, 70 per cent, of the enumeration were in school. Rockland , in 1883-’84, had, as in 1882-’83, 11 buildings, valued, with other school property, at $41,100, and 25 schools: 1 high, 3 grammar, 8 intermediate, 12 primary, and 1 mixed. There was an increase of 236 in enumeration and one of $1,019 in ex¬ penditure, with a decrease of 186 in enrolment. To meet the increase in school popu¬ lation one new building was called for and one or more besides to take the place of poor ones in the northern part of the city. The high school room had been furnished with new desks, seats, and blackboards, and important repairs were made on one other school-house during the year. PREPARATION AND QUALIFICATIONS OF TEACHERS. STATE REQUIREMENTS FOR TEACHERS’ CERTIFICATES. These are satisfactory evidence of good moral character, a suitable temper and capacity for government, and the passage of an examination in the common school branches, including book-keeping and physiology. No one may teach a district school without a certificate from the superintending school committee of the town indicating compliance with these requirements, and no certificate is valid for more than one year without the approval of this committee annually indorsed thereon. STATE NORMAL TRAINING. The State appropriates annually $19,000 towards the support of normal schools at Castine, Farmiugton, Gorham, and the Training School for the Madawaska Territory, in 1883 adding $2,500 for repairs. For 1883-’84 the 3 normal schools had an attendance of 418, graduating 86, 83 of whom engaged in teaching. The Mudawaska Training School held 2 sessions of 20 weeks each, one at Fort Kent, the other at Grand Isle, with a total attendance of 126, of whom 88 were normal stu¬ dents. Teachers are here trained for the schools in the French towns, and, under the care of Vetal Cyr, b. s., this school is said to be in a high degree effective, having MAINE. 115 graduated 28 teachers since its organization in 1878, including the class of 12 sent out ill March, 1884. The normal department of Maine Central Institute , at Pittsfield, reported, for 1882-83, an attendance of 25 pupils, and for 1883-’84, 85. Seven pupils were gradu¬ ated in June, 1884. The Normal Training and Practice Class, Portland, continued in 1 883-^84 to train can¬ didates for the profession of teaching, especially for the primary schools, thus fur¬ nishing, as needed, teachers for the city schools. During the year 10 young ladies attended, 7 of whom graduated and began to teach. teachers’ institutes. In 1882-’83 there was 1 of these in every county in the State, except Sagadahoc, while in Oxford and in Washington there were 2, all enrolling an aggregate mem¬ bership of about 2,000. During 1882 and 1883 there were held 47 meetings, of 2 days each, at 47 different places, showing, it is said, a constant gain in work and interest. SECONDARY INSTRUCTION. FREE HIGH SCHOOLS. The original law for this class of schools, enacted in 1873, required the final annual reports from them to be presented on or before December 1. This took them out of correspondence with the other schools, whose final reports were to be presented June 1. It also caused some months of delay in the publication of the general school sta¬ tistics, as those of the high schools had to be waited for long after those of the common schools were in. To remedy this an act of January, 1883, so changed the rule as to require the annual returns of free high schools to be made June 1, like the others. This made the report of them for 1882-?83 present the statistics of only half a year, and that half the one in which the smallest number are usually in session. Even thus, however, there were shown 87 towns having such schools, with an enrolment r of 5,908 pupils, an average attendance of 4,850, and an average session of 16.26 weeks. Fuller returns for the year 1882-,83 give a total of 109 towns with free high schools, held for 236 terms, with an enrolment of 10,374 pupils and an average attendance of 6,7Q3, of whom from 1,288 to 4,362 were in ordinary studies, 2,337 in ancient languages, 853 in modern languages, 3,070 in natural sciences, 3,229 in higher mathematics, 1,334 in book-keeping ; expense for these schools in the year, $88,372. In 1883-’84 there were 123 towns with free high schools, held for 285 terms, with 9,757 pupils and an average attendance of 7,733, from 1,783 to 6,042 of them in ordi¬ nary studies, 2,212 in ancient languages, 637 in modern languages, 3,286 in natural sciences, 3.432 in higher mathematics, 1,621 in book-keeping; expense for this instruc¬ tion in the year, $99,373. These high schools, besides training a higher class of pupils for a wider rang© of work, repay the State for its share of their support by preparing teachers for the schools of all classes below collegiate. Of the 10,374 pupils registered in high schools for 1882-^83 there were 571 who either taught in the intervals of study or were in¬ tending to teach when they should bo prepared for doing so ; and, of the 9,757 regis¬ tered in 1883-84, 782 either taught in that year or were expecting to teach. OTHER SECONDARY SCHOOLS. For statistics of business colleges, private academic schools, and schools preparing students for college, see Tables IV, VI, and VII of the appendix. For a summary of those statistics, see like tables in the report of the Commissioner preceding. SUPERIOR INSTRUCTION. COLLEGES FOR YOUNG MEN OR FOR BOTH SEXES. Bowdoin College , Brunswick (Congregational), reported for 1883-’S4 ' an academic faculty of 14. Its president, Joshua L. Chamberlain, ll. d., having resigned, Professor Packard in the mean time was acting president. No material changes appear in its classical 4-year course, which still allowed, in the junior and senior years, a wide range of elective studies. Facilities are provided for graduate instruc¬ tion for those who wish to continue their studies beyond the regular course with or without reference to a degree. Special students may study by themselves or enter the regular classes without becoming matriculated members of college. In 1883-’84 the different libraries contained 38,01)0 volumes, an increase of about 500 during the year. Collegiate students in 1882-’83, 149; in 1883-84, 108, a decrease of 41. Bates College, Lewiston (Free Will Baptist), in the same years had a faculty of 10; its usual 4-year classical course, open to women on equal terms with men; 10 State scholarships, giving free tuition to 10 students, with a preference for the children of those who fell in defence of their country ; 13 others, founded by individual dona¬ tions of $1,000 each, 1 being for a lady student ; and libraries containing in 1882-83 116 REPORT OF THE COMMISSIONER OF EDUCATION. 10,683 volumes and in 1883-’84 11,373, a gain of 4,490 since 1881-,82. Collegiate students in 1883-’84, 115, a gain of 9 in 2 years. Colby University, Waterville (Baptist), had also in the same years a faculty of 10; had a classical course of 4 years, with a preparatory department consisting of 3 academies in different parts of the State, under the control of the university ; admitted women on equal terms with men ; gave some attention to the study of French and German and more to the natural sciences ; permitted students to he absent for teaching 8 weeks, without loss of college time ; allowed persons of suitable age and attainments to take a partial course of not less than a year ; had 69 scholarships and a library of 18,800 volumes, increased by over 1,000 during the 2 years. Students in 1882-’83, i.24 ; in 1883-*84, 117. During 1883-84 the sum of $29,593 in cash was received on account of the academy fund at Colby, making, with $77,166 heretofore received, $106,758 as the total of this fund. The college also received bequests amounting to $72,615, of which $70,000 were from the estate of Gardner Colby, Newton, Mass., and $1,115 from that of Cotton Brown, Sangerville, Me. Bates College received during the same year a total of $8,281.76, of which $4,000 were from the late Chase Lewis, esq., of Providence, R. I., and $1,000 from Richard W. Shapleigh, esq., of Boston, Mass., the remainder being given in small sums by various friends. Bowdoin College reports a gift of $1,000 from Mrs. Hannah A. Ludwig, Thomaston, Me., for founding two scholarships. 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 the same, a corresponding table in the report of the Commissioner preceding. SCIENTIFIC AND PROFESSIONAL INSTRUCTION. SCIENTIFIC. The State College of Agriculture and Mechanic Arts, Orono, reports for 1883-’84 9 resident professors and instructors and 76 students (of whom 4 were women) in its full course of 4 years. It had a library of 4,200 volumes, property valued at $150,000, and a productive fund of $129,300, yielding an annual income of $7,678, which, with $6,500 from the State and $2,000 from tuition, gave an income from the year of $16,178. At the commencement in 1884 4 young men and 2 young ladies received the degree of b. s. ; 5 young men, that of b. c. e. ; 1, that of b. m. e. ; 2, that of c. e. ; 1, that of M. s. A set of standard weights and measures was given by the General Government and $220 were received from Hon. A. Coburn for increase of library and prizes. PROFESSIONAL. Theological . — Bangor Theological Seminary, Bangor (Congregational), for 1883-’84, had a faculty of 5 professors and instructors, with 23 students in its regular course of 3 years, 1 resident licentiate, and 2 special students. Candidates are admitted on examination, and must present evidence of church membership, of a collegiate edu¬ cation, or of such attainments as shall be satisfactory to the faculty. By a recent donation of $1,500 a graduate course of 1 year at Bowdoin College is secured to any graduate of this seminary. The Bates Theological School, Lewiston (Free Will Baptist), a department of Bates College, admits on examination, a college education not being required, though pre¬ ferred ; it had in 1882-83 and in 1883- J84 a faculty of 5, and 2,200 volumes, already reported, in its library. In the former year there were 18 students and in the latter 19. Medical. — The Medical School of Maine, Brunswick, a department of Bowdoin Col: lege, for 1882-*83 and 1883-J84 reported 9 professors and lecturers, a library of 4,000 volumes, and, respectively, 104 and 94 students. The required examinations for ad¬ mission and graduation remained the same as heretofore reported. The Portland School for Medical Instruction, with 10 professors and 2 terms of 16 weeks each annually, continued to afford medical students facilities for obtaining a higher grade of preparatory and professional instruction than can usually be given by a single professor. It graduates no students and confers no degrees. The course comprises daily recitations, lectures, and demonstrations, clinical instruction, and practical anatomy. SPECIAL INSTRUCTION. REFORMATORY AND INDUSTRIAL TRAINING. The State Reform School, for boys, Portland, reporting for the year ending November 31, 1883, 142 inmates, received 32 and discharged 37, leaving for the beginning of 1883-84 105. The common English branches, including book-keeping and vocal music, were taught in school. The industries were baking, cane seating, carpentry, farming, gardening, tailoring, house and laundry work, and knitting. On leaving, some are in¬ dentured till of age, others released on probation, and both are required to report every 3 months till finally discharged. The superintendent says that nearly all allowed to MAINE, 117 go out on trial were doing well. Under direction of ike legislature, with, an appro¬ priation of $5,000, a mechanical school was organized ; a shop, furnished with tools, was erected, and instruction ki the use of carpenters’ tools was begun. The trustees favor the family plan and hope soon to be allowed to adopt it. The Maine Industrial School fdr Girls, Hallowell, under the management of a pri¬ vate corporation, is designed as a refuge for girls aged 7-15 who are in danger of becoming outcasts. It is not a place of punishment, but a home for friendless, neg¬ lected, and vagrant children, where, under the influence of kind treatment and physical and moral training, they may be fitted for lives of usefulness. The State, which is represented on the board of managers by the governor, the secretary of state, and the superintendent of common schools, aids in the support of the institution. The report for 1883-’84 shows an average of 47 under instruction, 17 committed during the year, 16 sent to homes, and 3 returned. Of 181 received since 1875 there had been 148 sent to homes, of whom 38 were returned to the school, 82 remaining in homes; 18 were married before reaching majority ; 7 were returned to friends; and only 4 dis¬ missed as incorrigible. The facts thus far indicate that fully 80 per cent, of pupils instructed in this school will grow up to lives of usefulness and respectability. They are taught the common school branches, sewing, and housework. An additional building for the home, which had been greatly needed for some time, was begun in the spring or summer of i 884 ; funds for the purpose to the amount of $5,000 were received from friends, chiefly ladies. EDUCATIONAL CONVENTION. MAINE PEDAGOGICAL SOCIETY. The Maine Pedagogical Society held its fourth annual meeting at Lewiston, Oc¬ tober 11-13, 1883, President L. G. Jordan in the chair. The large attendance included 300 teachers and the leading educators of the State. In a paper on “Moral instruction,” being the report of a committee, prepared by M. C. Fernald, an outline sketch was given of the points of the subject. It was held that in the lower grades of schools advantage should be taken of all opportune occasions for impressing moral ideas, while in the higher there should be morning talks, appeals to honor, right, justice, &c. A teacher, it was held, must be a con¬ stant moral force. Under the head of “Educational outlook,” Ex- Superintendent Cortkell then main¬ tained that there are indications of progress : that educators are building on a solid foundation ; that farmers are awaking to the fact that brains are to win on the farm as elsewhere and are demanding a better education for their sons and daughters; that a course of study adapted to the common schools is demanded, also better teachers; that even in the rural districts there were calls for better school work; while, largely throughout the State, there is a growing sentiment in the same direction. Of the “Study of arithmetic in common schools,” it was said by Principal C. C. Rounds that this should be taught mainly in its application to business and practi¬ cal science. Square and cube roof should be reserved for higher courses. Memoriz¬ ing what is not understood should be condemned. Computation should be taught by itself and accuracy secured by special exercises. A paper on “Securing the cooperation of parents,” by Superintendent Tash, of Portland, is said to have been full of common sense and wise suggestions as to the means of accomplishing this end. In a talk on “The art of questioning,” Superin¬ tendent Abner J. Phipps, of Lewiston, condemned the old methods of teaching by text books only, and a combination of this with questions which might stimulate the pupil to think and draw out his knowledge was advised, while it was said that leading questions should be discountenanced; that teaching questions should be put slowly, testing questions rapidly; the former to be answered by a class, the latter by individuals. “The relation of the common schools to the college” was discussed by Professor Chase, of Bates College, and was regarded as a vital one, to be kept dis¬ tinctly in view; being dependent on each other, their courses of study should be arrayed in conjunction, and as parts of one system they will flourish or fall together. The “Study of geometry” was urged for its mental discipline, and it was said that preliminary training for it should begin at an early age. “Easy method of teaching science in the common schools,” as presented by A. L. Lane, of Coburn Institute, was regarded as one of the most interesting topics of the meeting. An illustration of the cheapness of the apparatus needed for the work closed this subject and created a pleasing surprise. A brief outline of the educational work of Hon. Henry Barnard, of Hartford, Conn., was given during the evening of the second day and the discussion of a report on instruction in reading and writing occupied the closing hours of this very interesting and instructive session. CHIEF STATE SCHOOL OFFICER. Hon. N. A. Luce, State superintendent of common schools, Augusta. [Second fall term, February 6, 1883, to February 6, 1886.] 118 EE PORT OF THE COMMISSIONER OF EDUCATION. MARYLAND, STATISTICAL SUMMARY. POPULATION AND ATTENDANCE. Youth of school age (whites, 6-21; colored, 6-20). Attending public schools..... . Average daily attendance . Colored pupils enrolled . Colored pupils in average attendance.; Percent, of enrolment to school youth, j Per cent, of average attendance to en- i rolment. Per ceut. of average attendance to school youth. SCHOOLS AND SCHOOL TERM. Public schools reported . . . Public schools for colored pupils...... Average time of schools, in days . TEACHERS. Men teaching in public schools . j Women teaching in public schools .... Whole number of teachers employed. J Number of teachers in colored schools. ' FINANCIAL STATEMENT. Whole expenditure for public schools [ Amount paid teachers . i Building, repairs, and furniture . Books and stationery . . Rent, fuel, and incidentals & . . Estimated value of school property o.. Amount of available school fund o _ Average monthly pay of teachers . 1882->83. 1883-,84. Increase. Decrease. a310, 945 161,759 170, 393 8,634 85, 320 86, 486 1, 166 28, 888 31, 327 2, 439 11,850 12, 574 724 52. 02 54. 79 2. 77 52.74 1 50. 75 1.99 27. 44 27. 81 .37 2, 061 2,097 36 401 415 14 182 182 1,218 2, 077 3, 289 3, 353 . 64 519 536 17 $1,603,211 ! $1,720,264 $117, 053 1, 195, 984 1, 245, 684 49, 700 123,687 138, 655 14,968 83,900 86, 60b 2,705 110,597 109, 624 $973 2,900,000 906, 229 40 a United States Census of 1880, showing the whole number of both races entitled to free tuition, b Other sums going to make on the full amount weie for supervision, ofiice expenses, interest on con nty debts, ana payment of such debts. c In' 1882. (From reports of the State board of education through Hon. M. A. Newell, secre¬ tary of the hoard and State superintendent of public instruction, for the two years indicated. ) STATE SCHOOL SYSTEM. GENERAL CONDITION. The State board of education, in its report for 18H3-,84, expresses satisfaction with the showing of the year in most particulars, the increase in attendance corresponding with that in population and increase of expenditure with that in teachers aDd pupils. The smallness of gain in average attendance is accounted for by the severity of the winter, the bad condition of roads, and the prevalence of epidemic disease. Making due allowance for certain hindrances, among them the prevalence of scarlet fever and diphtheria in some sections, the report says there still remains considerable preventable absenteeism, against which the most vigorous eflort of teachers and school officers should be directed. MARYLAND. 119 It is strongly recommended that text hooks be made' free for the county schools, as they have been made in the city of Baltimore. Among the advantages of this course, it is claimed, would be an increase in the number of children attending school. It is estimated that an addition of three-fourths of a cent on $100 to the State and county tax would pay for this desirable improvement. The following changes in the school laws are suggested by the State board: (1) That text books be supplied without charge; (2) that the State school tax be 12 cents on $100 and the minimum county tax be no less ; (3) that the State tax be distributed to the counties in propor-ion to the average enrolment, white and colored, no pupil to be counted who has not attended at least <50 days in the year; (4) that the few re¬ maining county academies be made a part of the public school system ; (5) that there bo one district trustee in place of three under the present law ; (0) that all principals of public schools be required to report at least twice a month to their examiners ; (7) that provision be made for ascertaining once in 2 years in the city of Baltimore and in the counties the number of children over 6 and under 16 years of age, the number of these attending public schools, and the number in private and parochial schools. ADMINISTRATION. For fhe State there is a State hoard of education consisting of the governor and 4 persons appointed by him from among the officers of the county boards, with the prin¬ cipal of tbe State Normal School, who is secretary and executive officer of the board and ex officio State superintendent of public instruction. For counties there are hoards of school commissioners, of 3 to 5 members, appointed for 2-year terras by th® judges of the circuit courts; for districts, boards of 3 trustees, chosen by the com¬ missioners. The schools of the State are free to all white children 6 to 21 years of age and to colored 6 to 20 residing in the districts where they are held, though schools for the two races must be separate. Provision is made for the establishment in every dis¬ trict of one school or more, according to population, for white youth ; and the boards of county school commissioners must establish a free public school for colored children in each district where the average attendance is not less than 15, such schools to be under the direction of a special board of trustees, subject to the same laws and fur¬ nishing instruction in the same branches as the schools for white children. These studies include common English branches in all, with vocal music, drawing, physi¬ ology, domestic economy, and other higher studies when deemed expedient by the district trustees. County commissioners are authorized to cause the German language to be taught in any district if they think proper. Public schools must be taught for 10 months each year, if possible. County commissioners adopt the text books, which must contain nothing of a partisan or sectarian character. The system pro¬ vides for high schools, teachers’ institutes, and a State Normal School. SCHOOL FINANCES. The income for support of public schools is derived from a State tax of 10 cents on each $100 of taxable property, levied annually, and the proceeds of real and personal estate granted, conveyed, devised, or bequeathed for the use of any particular county or school district, such grants to be exempt from all State and county taxes. CITY SCHOOL SYSTEM OF BALTIMORE. ADMINISTRATION. The schools of Baltimore are controlled by a board of twenty school commission¬ ers, appointed by the city council for four years, five going out each year. Tbe hoard appoints a superintendent of public instruction for the city, who serves four years, devoting his whole time to the work ; likewise, an assistant superintendent. STATISTICS AND ADDITIONAL PARTICULARS. The population of the city of Baltimore, according to the United States Census of 1880, was 332,313; th© latest school census, taken in 1879, showed 86,961 children of school age (6-21). The city of Baltimore in 1883 had 63 public school buildings, of which 38 were for primary, 21 for grammar, and 4 for high schools, valued, with other school property, at $1,840,000. The public schools were taught 203 days, by 848 teachers, of whom 768 were women, at a cost of $667,972 ; 48,876 pupils were taught, 31,601 being in average attendance. For L884 the board of commissioners reported 67 school buildings, with 128 schools of all kinds, viz, the Baltimore City College, 2 female high schools, 19 male and 20 female grammar schools, 29 male and 29 female primary schools, 5 English and Ger¬ man schools, 1 manual training school, 14 colored day schools, 4 evening schools for 1 School ceneuB of 1879. 120 REPORT OF THE COMMISSIONER OF EDUCATION. white and 4 for colored pupils. The total enrolment in these was 52,548, of whom 34,024 were in average daily attendance. The full course in the city college, which includes the high school for hoys, is 5 years, upon the completion of which the Johns Hopkins University admits the gradu¬ ates without further examination. At the last commencement, in 1884, 14 were gradu¬ ated. There is also a 1-year commercial course, from which 56 graduated. In the girls’ high schools the course is 4 years ; the studies include modem languages and other branches taught in seminaries of the higher grade for girls. In addition to the diplomas, the 7 highest graduates of the coliege and 15 highest of the female high schools receive prizes from the trustees of the Peabody Institute. Of the 67 school buildings reported, 5 were rented ; the 62 owned by the city were valued at $1,195,811. One was built during the year and others were enlarged to meet the increase of population, and yet the primary and grammar schools were overcrowded. Baltimore builds its school-houses but two stories high, as better for health and easier of egress in case of panic. In the 4 evening schools for whites there were 20 teachers and 891 pupils, with an average attendance of 534, 63.4 per cent., while in the 4 for colored there were 17 teachers and 987 enrolled, with an average attendance of 481, 55.4 per cent. In the 14 schools for colored, including the high school, there were enrolled 4,910, with an aver¬ age attendance of 3,990, 83.6 per cent., under 107 teachers. A manual training school was opened in connection with the public schools, March, 1884. Undertaken as an experiment, it is reported to have been eminently success¬ ful, proving that it is practicable to unite mental and. manual instruction with pos¬ itive benefit to both. In object and course of study the school is similar to the one in connection with the Washington University, St. Louis, Mo. The course re¬ quires 3 years and differs from that of the city college in omitting from required studies foreign and ancient languages and in giving prominence to mechanical draw¬ ing, scientific instruction, and practice in the use of tools in carpentry, wood turning, pattern making, iron chipping and filing, forge work, brazing and soldering, all al¬ ternating with the English branches of a high school course. One hour a day is spent in drawing, 2 hours in shop work, the remainder of the school day in study and reci¬ tation. Before graduating each pupil is required to construct a machine from draw¬ ings and patterns made by himself. The lirst session opened wTith 50 students and closed with 150. The appropriation for the city schools being only $670,000, or $15,000 below the es¬ timate for the year, the result showed, notwithstanding the most rigid economy, a deficiency of $7,237, which was deducted from the salaries of the teachers. Mr. Charles G. Edwards, assistant superintendent of city schools, died October, 1884, causing profound and sincere regret in the community, and many marks of esteem were shown by all classes of citizens. KINDERGARTEN. There are 10 Kindergarten in Baltimore and 1 at Embla, but they do not belong to the public school system. Their adoption is recommended. For statistics, see Table V of the appendix, and a summary thereof in the report of the Commissioner preceding. PREPARATION AND QUALIFICATIONS OF TEACHERS. STATE REQUIREMENTS FOR TEACHERS’ CERTIFICATES. Persons desiring to teach in the public schools must present certificates of qualifica¬ tion from the examiners of the counties in which they propose to teach or from the State board of education or the principal of the State Normal School. If, at the end of 6 months, the examiner is satisfied of the teacher’s fitness to govern and impart in¬ struction, he may issue a certificate for 3 years. Certificates of the first class may be renewed, with or without examination ; but teachers with second class certificates must be reexamined at the end of 3 years. Graduates of State normal schools and holders of first class certificates or college diplomas who have had 7 years’ experi¬ ence in teaching (5 of them in the State) may apply to the board of education for a certificate, which is good>for life, unless annulled on account of improper conduct. STATE NORM AD TRAINING. The Maryland State Normal School, Baltimore, for training teachers in the sci¬ ence of education and the mode of governing schools, has a normal course covering 3 years of 9 months each. A model school is connected with the normal, all grades, from primary to high, being represented. Vocal music, drawing, and calisthenics are taught. The school is free to 200 State students. There were 233 young women and 20 young men, under 12 instructors, in 1882-83 ; graduates, 42. In 1883-’84 there were 22 men and 245 women students under the same number of instructors as in the preceding year ; graduates, 42. _ State appropriation, $10,500. MARYLAND. 121 OTHER NORMAL TRAINING. The Baltimore Normal School for the Education of Colored Teachers offers a course of 4 years of 41 weeks, including in the course instruction in vocal music and map draw¬ ing. Students liave tlie advantage of a library of 1,200 volumes. For 1883-’84 there were 200 pupils, 35 of them in normal classes, all under 5 instructors. Graduates re¬ ceive certificates of qualification, which do not, however, legally authorize them to teach without further examination, although they are allowed to do so. A model school is attached to the institution. Graduates for the year, 3. State appropriation, $2,000. The Centenary Biblical Institute , Baltimore (Methodist), has a normal department (length of term undefined), in which the required studies are algebra or plane geome¬ try, natural science, theory and practice of teaching, vocal music, geography and history of Maryland, universal history, etymology, history of the United States and of the English language, with a suitable review of preparatory studies. Number of normal students in the institution in 1882~’83, 7. The Theresianum, Govanstown (Roman Catholic), a training school for female teach¬ ers, reports for 1883-’84 a 4-year course, with an attendance of 20 pupils, under 5 instructors. teachers’ institutes. The teachers’ institutes of the years 1883 and 1884 were all well attended. They were held in 1882-83 in the counties of Alleghany, Caroline, Carroll, Dorchester, Harford, Kent, Montgomery, and Talbot. Baltimore* County, Cecil, and Howard have county teachers’ associations, which meet quarterly and keep alive the professional spirit of the teachers. SECONDARY INSTRUCTION. PUBLIC HIGH SCHOOLS. High schools or high school departments are reported as existing in several counties of the State, no definite number being given for 1884. All the counties report pupils in book-keeping, algebra, philosophy, and physiology, all but 2, in geometry, while only 5 had pupils in drawing. In 15 counties Latin was studied by 497 students ; in 2, Greek by 30 ; in 1, French by 63 ; in 1, German by 63 ; in 1, music by 175. The State board in a revised edition of its by-laws, published at the beginning of the school year, states what is necessary to constitute a high school, the law failing to define it or to prescribe a course for it. The schedule of primary instruction being divided into 6 grades, the new by-laws provide that the high school course shall begin with the completion of the sixth grade, and may include all studies re¬ quired for admission into the freshman class at college. No school may be classed as a high school unless it contains at least 3 grades higher than the sixth. OTHER SECONDARY SCHOOLS. • State aid, amounting to $35,429, was given during the year to 16 academies and other schools, including the Maryland School for the Deaf and Dumb, which is noted under Special Instruction, further on. In these schools there were 44 teachers and 950 students, of whom 16 studied Greek, 149 Latin, 49 French, 27 German, 160 algebra, 86 geometry, 23 trigonometry, 90 natural philosophy, besides students in chemistry, physiology, botany, geology, logic, rhetoric, English literature, drawing, and vocal and instrumental music. For statistics of these and other secondary schools reporting, see Tables IY, VI, and YII of the appendix; for summaries of same, corresponding tables in report of the Commissioner preceding. SUPERIOR INSTRUCTION. COLLEGES FOR YOUNG MEN OR FOR BOTH SEXES. Johns Hopkins University , Baltimore, with high standards, has no courses of definite length, graduation and degrees depending on acquirements. It offers two distinct departments, collegiate and university, and had 204 students enrolled in 1882-’83, of whom 106 were residents of Maryland, 91 being from 28 other States and 7 from for¬ eign countries. There were 125 graduate students, coming from 67 colleges and universities ; also, 49 undergraduates, candidates for the degree of a. b., and 30 special students. Ten were graduated from the collegiate department and received the de¬ gree of a. b., making a total of 56 in 5 years, while 6 received the second degree of ph. d., making 39 in all. In 1883-’S4 the academic staff numbered 49; matriculates, 53; special students, 37 ; graduate students, 159 ; total students for the year, 249. This year 23 received the degree of a. b. and 15 that of ph. d. During 1882-’83 college education in its relation to university work occupied the 122 REPORT OF THE COMMISSIONER OF EDUCATION. attention of a “ "board of college instructors,” consisting of the president and 8 others, who, after 20 meetings, arranged 7 courses of study, oach adapted to a certain class of minds, combining mathematics and physical science with literature, philos¬ ophy, and history. All these courses lead to the degree of a. b., which can be gained in 3 years after the matriculation examination and is considered as difficult as the examination usually required for admission to a sophomore class. Good students may remain one year after completing this matriculation, thus making the curriculum time of this college course equal to that in other colleges. In determining his course, the student has the counsel of a member of the board, and, when he has once selected it, he may not change it for another. “Experience,” says the president, “has shown that we were wise in including a college department in the university organi¬ zation. The endeavor has been to work out a plan of study adapted to the youth from the Baltimore City College on the one hand and then from the private schools on the other. The result has been the enrolment as matriculated students of a com¬ pany of excellent scholars, whose steady intellectual growth it is a delight to watch. Nearly three times as many students and twice as many resident teachers were en¬ rolled in 1882-’83 as in the first year, 1876, and there was an increase on this in 1883-’84.” All the chief departments of investigation and instruction hitherto estab¬ lished were maintained during 1882-’83, with some additions. In biology, 27 special lectures, besides the usual courses, were given. In the Latin seminary additional courses were conducted during the year. Prof. Paul Haupt, of the University of Gottingen, was added to the staff of instructors; his department will include the Hebrew, Arabic, Ethiopia, and Assyrian languages. A gymnasium has been erected during the year. The libraries, also, received impor¬ tant accessions, making a total of 18,700 bound volumes in September, 1883. Eight¬ een honorary Hopkins scholarships, with an annual value of $250 each, have been instituted, to reward conspicuous merit among the undergraduates who regularly matriculate. The report of 1884 presents but few changes during the year. As the Johns Hop¬ kins Hospital approached completion much thought was devoted to the organization of a faculty of medicine. The first professorship established in it was one of pathology, and Dr. William H. Welch, of New York, was selected to fill it. Since the completion of the gymnasium all candidates for the degree of a. b. are required to take the course in physical training Sir William Thomson, professor in the University of Glasgow, gave, in October, 1884, a course of eighteen lectures to the mathematical physicists in the university, on molecular dynamics, treating particularly of the wave theory of light. Professor Thomson also gave a public lecture on the rigidity of the earth. In concluding his report for 1883 the president expresses a great satisfaction in look¬ ing back seven years without recalling ono instance of disorder among the students or a single breach in the harmony prevailing between the trustees and academic staff and the workers in the different branches of study ; and he closes that of 1884 by ex¬ pressing his confidence that the foundations are firmly laid and the superstructure is rising quite as rapidly as is best. The Baltimore City College, already noted under Secondary Instruction, besides pre¬ paratory high school studies of 3 years, has 2 years that are collegiate in character, which prepare for Johns Hopkins University. For 1883-’84, 9 other colleges report, 5 of which receive annually State aid, viz, St. John’s, Western Maryland, Baltimore Female, Washington, and Frederick Col¬ leges. They report to the S'ate authorities 269 male and 103 female students, 29 teachers (one college not reporting this item), and $22,190 received from the State. In return 95 free scholarships were given. These are for students selected by county boards after competitive examination, the holders being pledged to complete the full course of 4 years and to teach in the public schools of the State at least 2 years after grad nation. The remaining colleges are Loyola, Rock Hill, St. Charles, New Windsor, and Mt. St. Mary’s, of comparatively low standard. All 10, except possibly Rock Hill and Frederick Colleges, have preparatory courses of from 1 to 4 years; in these colleges the length of the preparatory course is not defined ; all but Frederick show classical courses of 3 or 4 years ; 3 have scientific courses, so called, of 3 or 4 years ; St. John’s shows a graduate course of 2 years, the undergraduate course being par¬ tially elective, with modern languages ; Loyola and Rock Hill, commercial courses, of 4 and 2 years, respectively ; Washington also offers a special or partial course to students not candidates for a degree ; St. Mary’s, an ecclesiastical and a commercial course ; New Windsor, normal and commercial courses, with instruction in music, painting, and modem languages. INSTITUTIONS FOR THE SUPERIOR INSTRUCTION OF YOUNG WOMEN. The 6 institutions of this character reporting in 1883-’84 are Baltimore Academy of the Visitation, Baltimore Female College and Burkittsville, Cambridge, Frederick, and Lutherville Female Seminaries. The Misses Norris’s School, though not reporting, MARYLAND. 123 remains on the list, as it is known to be still in existence. These institutions show the collegiate courses common to schools of this class, embracing also courses in mod¬ ern languages, music, and art, Frederick in addition offering a graduate course in belles-lettres. For statistics, see Table VIII of the appendix; for a summary of same, a corresponding table in the report of the Commissioner preceding. SCIENTIFIC AND PROFESSIONAL INSTRUCTION. SCIENTIFIC. Special facilities for scientific study continue to be offered by the Maryland Agri¬ cultural and Mechanical College, the United States Naval Academy, and the Johns Hopkins University. St. John’s College announced in a circular of July, 1883, the organization of a tech¬ nical department, including civil and mechanical engineering, with analytical chem¬ istry. Students are admitted who have mastered the ordinary English branches. Courses in general science, as before noted, are presented by Baltimore City and Rock Hill Colleges. The Maryland Agricultural and Mechanical College in 1882-’83 had 55 students. Though without State aid, the college received an income of $7,000 from United States land scrip fund and $4,500 from tuition fees. The course of instruction, extending over 4 years, embraces scientific and practical agriculture, civil engineering and physics, English literature, mental and moral science and history, mathematics, chem¬ istry, and ancient and modern languages. Instruction in the department of agricult¬ ure includes both theory and practice and is intended to embrace the widest field of knowledge and to impart the most thorough course of instruction possible. The practical department comprises work on the farm and in the laboratories. For farm work the students are divided daily into garden, field, yard, and ground detail, under competent supervision. Suitable compensation is paid to students on special volun¬ tary detail on Saturdays and during vacations. Provision is also made in the charter of the college for technical education, which it is the intention of the ins itution to develop to the extent of its ability. Military instruction under a United States officer is required and is said to be of great value for healih and discipline. The farm con¬ tains 286 acres ; the building and apparatus are valued at $100,000. In the United States Naval Academy, the course of study covers 4 years in academy and 2 at sea, and includes, besides English studies, history, law, and modern lan¬ guages, higher mathematics, seamanship, ship building, ordnance and armor, marine and steam engineering, navigation, naval architecture, tactics, gunnery, chemistry and electricity, astronomy, surveying, applied mechanics, and free hand and me¬ chanical drawing. Au act of Congress of August 5, 1882, provides that there shall he no more appoint¬ ments of cadet midshipmen or cadet engineers at the Naval Academy, but that in lieu thereof “naval cadets” shall be appointed from each congressional district and from the country at large. From those who successfully complete the 6-year course appointments are hereafter to hd. made in the lower grades of the line and engineer corps of the Navy and of the Marine Corps, but only in sufficient number to till va¬ cancies therein, provided, however, that the number of such graduates he not reduced below 10 in each year. Johns Hopkins University continued in 1883-?84, as in preceding years, to furnish op¬ portunities for advanced scientific study in its graduate departments, while in the undergraduate department the more elementary scientific studies were pursued with the aid of the new laboratories before mentioned. Of the 249 students, 37 were en¬ gaged in the various branches of mathematics, 56 in physics, 51 in chemistry, and 47 in biology. The scientific work of the year has gone beyond the possibility of a full report here. The original laboratory for chemistry has been enlarged to three full stories and a basement. A new building for the biological laboratory has been erected, affording ample facilities for study and adding much to the facilities for imparting scientific knowledge. Classes have been taught in the various branches of mathe¬ matics, including among other things algebra in multiple quantity, non-Euclidian geometry, mathematical astronomy, spherical harmonics, differential equations, solid analytical geometry, the calculus, and probabilities; in physics, including heat con¬ duction, physical optics, mechanics, mathematical theory of sound, and electricity, with weekly exercises in the laboratories; and in biology, including animal and vege¬ table physiology and morphology. The Chesapeake Zoological Laboratory presents the results of a series of original experiments in this department of science. Work in archeology received much attention during the year, resulting in the or¬ ganization of an archeological society in the university for the prosecution of this study. For statistics of schools of science reporting, see Table X of appendix; for summary of same. Us© report of the Commissioner preceding. 124 REPORT OP THE COMMISSIONER OF EDUCATION. PROFESSIONAL. Theological. — The theological schools in the State reporting in 1882-’83 and in 1883-84 remain the same as heretofore. These are the Centenary Biblical Institute, Baltimore (Methodist) ; the Theological Seminary of St. Sulpice, Baltimore, and the ecclesiastical seminaries of Mt. St. Mary’s College, Emmettsburg, of Mt. St. Clement’s College, Uchester, and of Woodstock College, Woodstock, all 4 Roman Catholic; and Westminster Theological Seminary, Westminster (Methodist Protestant). These 4 report courses of study, respectively, of 5, 4, 6, and 7 years, but the portion which is strictly professional does not appear. The Westminster Theological Seminary, ojjened in 1882, held its first commencement May 4, 1884. It reports a theological course of 3 years, subject to such modifications as circumstances may require; it had 5 instruc¬ tors and 20 students during 1883-’84, and 1 graduate. The Centenary Institute, first mentioned, for the training of colored preachers, had, up to the close of 1883-’84, a preparatory course of 3 grades, which was to be abolished from September, 1884; a good normal course; and a theological course of 3 years, of 39 weens each. Of the 151 students reported for 1883-84, 15 were theological. For statistics of the above schools, see Table XI of the appendix ; for summaries of the same, the report of the Commissioner preceding. Legal. — The School of Law of the University of Maryland offered in 1883-’84 a course of study extended from its previous one of 2 years of 32 weeks each to 3 years of 36 weeks each. For statistics of schools of theology and law, see Tables XI and XII of the appendix. Medical. — Five “ regular” schools of medicine reported for the 2 years under review, all in the city of Baltimore, viz, the School of Medicine of the University of Maryland, the College of Physicians and Surgeons, the Baltimore Medical College, the Woman’s Medical College, and the medical department of the Johns Hopkins University. The first two recommend, but do not require, a 3-year graded course, and make no requirements for admission, while the Baltimore Medical College and the Woman’s Medical College require either a diploma from some institution of learning or evidence of a good English education. For graduation all, except the Johns Hopkins depart¬ ment, require attendance on two full courses of lectures. In the school of the University of Maryland these include 22 weeks each; in the College of Physicians and Surgeons, 20 weeks each; in Baltimore Medical College, 30 weeks each; and in the Woman’s Col¬ lege, 28 wxeks. Johns Hopkins University offers a preliminary course of training for those who intend to pursue the study of medicine, the principal elements of the course being physics, chemistry and biology, Latin, German, French, and English, with oppor¬ tunities for the study of psychology, logic, history, and other branches of knowledge, according to the requirements of the scholar. Dentistry is taught in the Baltimore College of Dental Surgery in a full course of 2 years of 20 weeks each. Chartered in 1839 and opened in 1840, it claims to be the oldest and for many years the only dental college in the world. Up to its commence¬ ment in 1884, 2,087 had attended its annual sessions and 1,210 had been graduated. The dental department of the University of Maryland, Baltimore, gives instruction in a 2-year course of 23 weeks each under 16 resident and 10 non-resident instructors, with 86 students, 46 of whom had received a degree in letters or science. Pharmacy was taught in the Maryland College of Pharmacy by a faculty of 5 in¬ structors in a 2-year graded course of 20 weeks each. During the year 1883-’84 it had added a laboratory department with capacity for 75 students at a time. The degree of graduate of pharmacy is conferred upon graduates of the full course. Require¬ ments for graduation are 21 years of age, an apprenticeship of 4 years to the apothe¬ cary business, attendance upon 2 full courses of lectures and 1 course in analytical chemistry, and a thesis of not less than 15 pages. For statistics of schools of medicine, dentistry, and pharmacy, see Table XIII of the appendix ; and for a summary of same, the report of the Commissioner preceding. SPECIAL INSTRUCTION. EDUCATION OF THE DEAF AND DUMB AND THE BLIND. The Maryland School for the Deaf and Dumb, Frederick City, undertakes the educa¬ tion and industrial training of all white deaf-mutes of the State of school age (9 to 21) and free from disqualifying physical or mental infirmities. The studies pursued are the common English branches, with drawing and the industries of cabinet and shoe making and printing for the boys ; for the girls, sewing and general housework. Ar¬ ticulation is taught to such as may be able to in’ofit by it. For 1881-’82 and 1882-’83 there were 66 boys and 55 girls in "the institution. Of this number 120 were from the State and 1 from Pennsylvania. The Maryland Institution for the Instruction of the Blind , Baltimore, is for white MARYLAND, 125 youth between the ages of 9 and 18. It gives instruction in a common English course and music, with broom and mattress making, piano tuning, sewing, and knit¬ ting. The whole number attending for 1883-’84 was 81, of whom 10 completed the whole or partial course and 9 left for various causes, leaving 62 at the end of the year. The Institution for the Colored Blind and Deaf-Mutes, Baltimore, is exclusively for the education of such children as come under its care and is not in any sense an asylum. The studies pursued are such as are taught in the public schools for colored youth, with the addition of various trades like broom making, chair caning, sewing, and others adapted to their capacity and wants. There were 34 pupils in the institution in 1882-83, of which number 20 were blind and 14 deaf-mutes, being an increase of 6 over the previous year. Five were from Washington, D. C., and 2 from West Virginia. m’donogh institute. This school lias for its object the education and the moral and physical training of poor boys of the city of Baltimore. Common and higher English studies are pur¬ sued, with drawing and German. Attention is given to moral and religious instruc¬ tion ; also, to military drill and discipline. The age for admission is 10 to 16. To encourage a desire to excel and to give further advantage to the worthy, the board has established scholarships to be conferred on boys who, up to the age of 16, have best improved their school opportunities, which scholarships entitle the holders to the privileges of the school for an additional year. Vacation is spent by the boys in gardening and farming. During the session of school, which covers 10 months in the year, they do but little of such work, as that would interfere with school duties. Work in the garden, however, is often substi¬ tuted for play as a penalty for small offences. There were 49 boys in the institution, under 6 instructors, including the principal and matron, at the close of the year 1882-’83. REFORMATORY AND INDUSTRIAL TRAINING. St. Mary’s Industrial School for Boys, with 2 houses of refuge, one for white boys and the other for white girls, Baltimore, and the House of Reformation and Instruc¬ tion, for colored children, Cheltenham, all attend to the moral, educational, and in¬ dustrial training of their inmates. St. Mary’s had for 1883-’84 an enrolment of 422. The industries taught are printing, shoemaking, tailoring, carpentry, blacksmithing, painting, basket making, iron moulding, baking, farming, and gardening. For statistics of these and any other such institutions reporting, see Table XXI of the appendix to this volume. EDUCATIONAL CONVENTIONS. STATE ASSOCIATION. No information of any meeting of this character has been received for the years under review. OBITUARY RECORD. MRS. ALMIRA LINCOLN PHELPS. Almira Hart, daughter of Samuel and Lydia Hart (the former a direct descendant of the early puritan colonist Hart, after whom the city of Hartford was named), was born July 15, 1793, at Berlin, Conn. She was a younger sister of Mrs. Emma Willard, widely known as a writer and teacher and founder of Troy Female Seminary. Almira received a good education, in which she was greatly assisted by her sister, and at the ago of sixteen years began to teach, her first charge being a district school in the neigh¬ borhood of her home. After a few years she removed to Sandy Hill, where she intro¬ duced improved methods of instruction, the most valuable being one in geography, originated by her sister. In 1817 she married Simon Lincoln, publisher and editor of The Connecticut Mirror, who died six years after, leaving his widow with two daugh¬ ters. Mrs. Lincoln then recommenced teaching with her sister in the Troy Female Seminary, remaining there eight years. Her studies comprised the ancient and mod¬ ern languages and the natural sciences, especially botany, on which she published two works which had a large circulation. She contributed to Woodbridge and Will¬ ard’s Geography, translated Vauquelin’s Dictionary of Chemistry (which translation, was published in 1829), and published The Female Student in 1833. In 1833 she com¬ menced teaching at West Chester, Penn. The next important step of her life was her marriage with John Phelps, a lawyer of Vermont. In 1841 Mrs. Phelps removed to Ellicott City, Md., where she was principal of the Patapsco Female Institute, then under the control of the Protestant Episcopal Church. Although a devoted member of this church, Mrs. Phelps used her powerful influence to make the institution non¬ sectarian, and succeeded. Her second husband died in 1849, leaving a son and a 126 REPORT OF THE COMMISSIONER OF EDUCATION. daughter. Mrs. Phelps’s eldest daughter also died during that year, and the bereaved mother soon after retired from the profession she had successfully followed for more than forty years. She continued, however, to write on educational and other themes, publishing various books, among them Hours With My Pupils, besides many con¬ tributions to magazines and reviews, her publications on the subjects of geology, chemistry, and natural philosophy beiug too numerous to mention. Her health re¬ mained good up to a short period before her death, which occurred at Baltimore, July- 15, 1664, on her ninety-first birthday. CHIEF STATE SCHOOL OFFICER. Hon. M. A. Newell, State superintendent of public instruction, Baltimore. [Seventh term, January, 1884, to January, 1886.1 \ MASSACHUSETTS. 127 MASSACHUSETTS. SUMMARY OF SCHOOL STATISTICS. 1882-?83. 1883-,84. Increase. Decrease. POPULATION ANT* ATTENDANCE. Children of school age (5-15) . 329, 459 336, 195 6, 736 Pupils of all ages in public schools... 335, 872 342, 012 6, 140 Average membership for the year - 270, 531 277,241 6, 710 Average attendance for the year — .. . 242, 043 248, 168 6, 125 Percent, of enrolment to children of 101. 95 101.73 U <»•• .... .22 school age. Per cent, of average attendance to average membership. 89. 47 89.51 4.04 Per cent, of average attendance to 73.47 73. 82 .35 children of school age. Enrolment in evening schools ......... 11,112 5,613 13,251 6, 975 2, 139 1,362 Average attendance in evening schools. Enrolment in high schools . _ _ .... 19, 423 967 20, 012 963 589 Pupils in State charitable and re¬ 4 formatory schools, a Pupils in academies and private 32,479 34,438 1,959 schools. SCHOOLS. Number of public day schools. . 6,246 179 6,358 180 112 Average time of these, in days.. ...... 1 Number of evening schools. ...... .... 111 125 14 Number of high schools . . . . 228 228 2 State charitable and reformatory 16 15 1 schools, a Academies and private school® . . 446 470 24 TEACHERS. Men teaching in public schools. ...... 1,038 8, 197 1,058 8, 340 20 Women teaching in public schools.... 143 Whole number teaching . . 9,235 623 9, 398 634 163 Teachers in high schools ....... ...... 11 Teachers in evening schools . . . . 450 501 51 Teachers in charitable and reforma¬ 21 18 5 tory schools, a FINANCIAL STATEMENT. Expenditure for public schools ....... $5, 813, 186 $6, 502, 359 $689, 173 Permanent State school fund. .... .... 2,711,263 2, 710, 209 68, 642 $1, 054 91 Income from this fund for schools. .... Valuation of State school property Average monthly pay of men teaching. 68, 733 22, 062,235 103 33 108 02 4 69 Average monthly pay of women . 41 90 44 18 2 28 a Being always presented a year later than the statistics of common schools, the figures respecting these institutions are for 1881-82 and 1882-’83. & .Return of 1881-82. (From reports of Hon. Jolin W. Dickinson, secretary of State board of education, for the two years above indicated.) 123 REPORT OP THE COMMISSIONER OF EDUCATION. STATE SCHOOL SYSTEM. GENERAL CONDITION. The record for tlie school years 1882-’83 and 1883-84 shows large advance at almost all points, the statistics of school youth, enrolment, average membership and average attendance, schools, teachers, and teachers’ pay for 1882-’83 all indicating progress, and evening schools alone showing a very slight decline in enrolment. In 1883-’S4 this slight fall was much more than compensated by an increase of 2,139, enrolment and attendance in all tbe schools increased considerably, and the figures, with slight exceptions, are on the gaining side. While the State is thus advancing a3 compared with itself, as is shown by two im¬ portant tables in the report for 1882- 83, it leads all other States in some of the most important evidences *of a good school system. First, as respects native white illit¬ eracy : the proportion of native whites 10 years of age and upwards unable to write, according to the last United States census return, published in 1883, was only seven- tenths of 1 per cent, in Massachusetts, while in Connecticut it was 1 per cent. ; in New Hampshire and Nevada, 1.1 ; in New York, 2.2 ; and so on in a steadily advanc¬ ing ratio to North Carolina, in which it was 31.7 ; while in the Territory of New Mexico it reached the alarming figure of 64.2. Next, as respects colored persons 10 years of age and upwards unable to write : by the same census Massachusetts leads all the States, the per cent, of such illiteracy being only 15.1, while in other Northern States it ranges from 15.8 to 53.9, and in the Southern States from 55 in West Virginia to 81.6 in Georgia. Finally, Massachusetts occupies a leading position in respect to the attendance of youth of school age in the public schools, but, as this age varies widely in different cases, the figures do not readily admit of fair comparison. In the fulness of its school courses, the large number of its towns and cities with high grade schools, and in the completeness of the education given throughout the grades, a success is attained which comparatively few other States emulate, and which, it is believed, no other has yet reached. ADMINISTRATION. A State board of education of 8 members, with annual change of one, is presided over by the governor (who appoints the members), and by the lieutenant governor in his absence. This board has general charge of State school interests, with special inspection of the State normal schools. It prescribes the form of registers to be kept in public schools and the forms of the returns to be made by school committees. All educational institutions aided by the State must report to it. In its supervision of State schools it is aided by a secretary and assistant secretary, chosen by it, and by 3 agents, who visit the different sections of the State, inspect schools, hold institutes, and stimulate school officers and teachers to higher standards and better school work. Cities and towns (answering to townships elsewhere) have each an elective school committee of 3 members or some multiple of 3, with a possible annual change of one- third. These committees must maintain for at least 6 months each year, under com¬ petent and reputable teachers, enough schools for instructing in the common English branches all the children that may legally attend them. They may add also algebra, vocal music, sewing, physiology, hygiene, agriculture, and, since 1884, elementary instruction in the use of hand tools. Towns with 500 families must maintain a high school,1 with the usual studies of such schools, including Latin. Towns with 4,000 inhabitants must provide teachers competent to instruct in Greek, French, astronomy, geology, rhetoric, logic, intellectual and moral science, and political economy. The minor school districts, always a hindrance to great educational success, having been abolished in 1883, towns now form the units of the State school system. Providing thus for the education of its children, the State requires that all of school age (5-15) must have the benefit of the instruction it provides or of such other as parents and guardians may prefer. It accordingly forbids the employment of chil¬ dren under 10 years of age in any manufacturing, mechanical, or mercantile establish¬ ment. It allows no child under 14 years of age to be so employed, except during the vacations of the public schools, unless in the year preceding he has had at least 20 v/eeks’ attendance on some school approved by the school committee, or on like evi¬ dence of regular attendance, during such employment, on a half time day school, similarly approved. School committees are required to aid in carrying out these arrangements. Owners, superintendents, or overseers of the establishments above mentioned who employ children in violation of the law, and parents or guardians con¬ senting to such employment and thus hindering the education of their children, are liable to a fine of $20 to $50. FINANCES. The chief means for the support of public schools come from taxes voted by the people in the towns (and cities) at their annual meetings or at a meeting called for 1 Adjacent towns, with, loss than 500 inhabitants, may form a union high school. MASSACHUSETTS. 129 the purpose. - The levy of such taxes is made peremptory by the requirement that a town refusing or neglecting to raise the money held necessary for its schools shall A, forfeit a sum equal to twice the highest ever before voted for the support of schools therein. The sums thus raised by town tax are supplemented by annual apportion¬ ments from a moderate State school fund to towns that have complied with all the laws relating to this apportionment. NSW LEGISLATION. A law approved May 14, 1883, requires every town and city with 10,000 or more inhabitants to maintain, in addition to the other schools already legalized, evening schools for instruction in the common English branches, with drawing, history of the United States, and good behavior. The school committees of such towns may add other branches and must have the same supervision of these evening schools as of other schools. This law modifies section 7 of chapter 44 in the existing school laws of 1883. In 1884 a law was passed directing school committees to purchase text books and other school supplies and to loan them to pupils of their public schools not already supplied, free of charge, unless the books should be abused. It is believed that, after the first year, this measure will reduce the cost of the schools. SCHOOL SYSTEMS OF CITIES AND TOWNS WITH OYER 7,500 INHABITANTS. ADMINISTRATION. For both cities and towns the continued 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 chairman of the board. Boston, besides a superintendent, has 6 super visors for special parts of the school work. STATISTICS. G 1822-83. 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, 939 2, 224 1, 550 64 $40, 082 Beverly . 8, 456 1, 478 1,460 1,146 35 19, 936 Boston . 362, 839 64, 426 62. 000 47, 900 1,175 1, 680, 246 Brockton .... _ 13, 608 2, 564 2; 833 2, 130 54 34, 021 Brookline . . , 8,057 1, 346 1, 574 1, 153 42 40, 048 Cambridge . 52, 669 10, 370 9, 395 7, 231 220 175, 443 Chelsea . . 21, 782 3, 784 4, 714 3, 168 71 60, 997 Chicopee . . 11,286 2, 084 1, 475 845 40 20, 455 Clinton . 8, 029 1,751 1,710 1,299 31 20, 228 Fall Etver . 48, 961 9,965 10, 242 6, 474 183 130, 746 Fitchburg . 12, 429 2, 508 2, 785 1, 977 56 Gloucester . . 19, 329 4,119 3, 945 3, 029 108 56, 902 Haverhill . 18, 472 3, 642 3, 509 2, 664 98 62, 387 Holyoke . 21, 915 5, 017 3, 465 1, 750 63 57, 382 Lawrence . . 39, 151 6, 608 6, 204 4, 508 147 90, 461 Lowell . . 59, 475 10, 330 9, 614 6, 268 175 197, 910 Lynn . . . 38, 274 C, 482 6, 007 4, 757 116 94, 027 Malden . 12, 017 2,477 2, 240 1, 515 50 37, 841 Marlborough . . 10, 127 2,167 2, 365 1,690 59 37, 933 Medford... . 7, 573 1, 392 1, 422 1, 152 34 28, 517 Milford . 9,310 1, 761 2,154 1, 436 40 21, 858 Natick . 8, 479 1,644 1,677 1, 366 47 27, 200 New Bedford . 26, 845 4, 083 4, 760 3, 784 115 99, 948 Newburyport. . . . 13, 538 2, 611 2, 092 1,133 42 29, 207 Newton . 16, 995 3, 458 3,759 2, 797 101 93, 835 North Adams . 10, 191 2, 678 2, 492 1,678 59 45, 367 Northampton. . . 12, 172 2, 216 2, 407 1, 830 80 32, 245 Peabody . 9, 028 1,634 1, 618 1, 249 43 24, 396 Pittsfield . 13, 364 2, 732 2,841 1, 943 78 33, 560 Quincy . . . 10, 570 2, 314 2, 302 1, 669 59 41, 522 Salem . . 27, 563 4, 870 3, 494 2,982 94 73, 052 Somerville . 24, 933 5, 102 5, 576 4, 005 101 101, 625 Springfield . . 33, 340 6, 452 6, 054 4, 396 126 101, 170 Taunton . . . 21, 213 3, 867 4, 004 2,735 76 53, 149 Waltham . 11,712 2, 349 2, 520 1, 851 62 37, 525 •Westfield . 7, 587 1, 377 1,669 3,176 54 25, 695 Weymouth . 10, 570 2, 006 2, 216 1, 677 58 41, 517 i Woburn .......... _ 10, 931 2, 300 2, 428 1,940 54 36, 38G Worcester . 58, 291 12, 286 11, 837 8, 235 222 183, 652 ttFor the sate of uniformity, as before, the figures here g;ven for both years are from the State reports. -. Those from returns may he found in Table II, appendix. “^9 E 130 REPORT OF THE COMMISSIONER OF EDUCATION. Statistics — Continued. 1883-’ 84. Cities and towns. Population, census of 1880. Children of school age. Enrolment in public schools. Average daily at¬ tendance. j Number of I teachers. ! , Expendi¬ ture. Attleborough . 11,111 1,140 2, 300 1,545 63 $29,944 Beverly . 8, 456 1,505 1, 491 1, 166 48, 565 30 19, 836 Boston . . . . 362, 839 65, 512 65, 000 1, 191 1, 907, 585 Brockton . 13, 608 2, 775 3, 257 2, 370 61 48, 384 Brookline . 8, 057 1,499 1, 612 1, 196 47 63, 024 Cambridge . 52. 6G9 10, 490 9. 691 7, 523 230 194, 105 Chelsea . 21, 782 4, 406 4, 582 3, 24J 78 71, 329 Chicopee . 11,286 1, 969 1,530 922 42 26, 439 Clinton . . . 8, 0 J9 1,745 1, 657 1, 351 42 23, 208 Fall River . 48, 861 11, 128 10, 443 6, 726 194 152, 663 Fitchburg . 12. 429 2, 620 2, 841 2, 094 72 46, 956 Gloucester . 19, 329 4, 043 4, 145 3, 283 107 56, 144 Haverhill . 18, 472 3, 651 3, 270 2, 472 98 84, 447 Holyoke . 21, 915 5, 234 3, 768 2, 0;i9 79 63. 976 Lawrence . 39, 151 6, 896 6,233 4,418 135 103, 629 Lowell . 59, 475 10, 734 9, 696 6, 168 176 231, 220 Lynn . : . 38, 274 6,726 6, 405 5, 018 123 118, 572 Malden . 12, 017 2, 662 2,313 1, 595 56 43, 501 Marlborough . 10, 127 2, 053 2,218 1, 6i5 58 26, 886 Medford . 7, 573 1, 439 1, 475 1,184 33 34, 265 Milford . 9,310 1, 750 1, 764 1, 398 41 22, 800 Natick . . 8, 479 1, 572 1,771 1, 356 50 22, 122 New Bedford . 26. 845 4, 288 4, 470 3, 700 120 85, 378 New bur , port . 13, 538 2, 681 1, 836 1,113 42 25, 988 Newiou . 16, 9 *5 3, 564 4, 002 2, 904 104 147, 157 North Adams . 10, 191 2, 720 2, 484 1, 734 54 1 24, 502 Northampton . 12, J72 2,463 2, 540 1,751 78 1 37, 665 Peabody . 9, 028 1, 795 1,907 1, 323 48 ! 24. 477 Pittsfield . 13, 364 2, 995 2, 881 2, 067 82 | 34, 701 Quincy . . . 10, 570 2, 446 2, 370 1, 681 50 i 42, 347 Salem . . 27, 563 4, 913 3, 592 2, 928 92 123, 628 Somerville . 24, 933 5,478 5, 728 4, 191 106 91, 657 Springfield . 33, 340 6, 566 6, 070 4, 423 130 118, 733 Taunton . 21, 213 3, 690 4, 563 2, 644 80 l 64, 956 Waltham . 11,712 2,678 ! 2,597 1 1,930 62 i 71,843 Westfield . 7,587 j 1,539 i 1, 545 1 1, 071 57 22, 689 Weymouth . 10, 570 1, 973 2,237 1,744 61 32, 777 Wolmm . . . 10,931 2, 317 2,528 1,910 54 39, 444 Worcester . 58,291 1 12, 721 12,104 9,082 239 230, 714 ADDITIONAL PARTICULARS. Attleborough, with 52 fewer school youth than in 1881-’82, showed in an in¬ crease of 142 in enrolment, of 219 in average daily attendance, and of $7,165 in ex¬ penditure for schools. In 1883-’84 there was a large loss in school youth, a slight one in average attend¬ ance, and one of $10,138 in expenditure, hut a gain of 76 in enrolment and of 9 in teachers Beverly a little more than held its own from 1881-82 to 1882-83, and in 1883-84 shows a gain of 27 in school youth, of 31 in enrolment, and of 20 in average daily at¬ tendance. Boston public schools, with a fair increase at all points in 1882-,83, made in 1883-,84 an advance of 1,086 in school population, of 3,000 in enrolment, of 665 in average daily attendance, of 16 in teachers, and of $227,339 in expenditure. The schools taught during the year were 1 normal, 10 Latin and high, 51 grammar, 450 primary, and 22 special schools ; in all, 534. Of the 1,250 teachers in these schools, 1,066 were females. For the schools there were 159 school-houses, with 60,558 sittings, school prop¬ erty being valued at $7,792,650. The schools were in session the full 206 days of the school year. The per cent, of enrolment on school population is 99.32, the school age being 5-15. The estimated enrolment in private and church schools was 7,319, which, added to the number in the city schools, makes 6,807 more in school than the whole number of school age, or 111.39 per cent. The per cent, of average attendance to enrolment is 74.72. The large increase in expenditure over 1883 was in part an additional appropri¬ ation of $2,500 tor a manual training school organized this year, and $60,000 for the pur¬ chase of free text books, required by a recent law. Of the 535 pupils in the Latin schools, 30 boys and 13 girls completed the entire course and 23 boys and 3 girls entered Harvard College or the Annex with honors. The experiment of a manual training school, first introduced in 1883, has been successful, 200 beys coming from the grammar schools to MASSACHUSETTS. iai constitute the class. Each student had two hours of instruction weekly in alterna¬ tion with the regular school work. Attendance is not compulsory. This shop -work is regarded by the apprentices as a recreation, and the interest exhibited is marked, the boys remaining longer than is required. The practical results appear in the skill displayed in applying to carpentry and cabinet work the rules of drawing and di¬ mension -which they have learned at school. Evening schools continue to hold an important place in the school system. While the elementary classes show a tailing iDtr of 87, the evening high school increased 306, there being 1,642 registered in March, 1884. The interest in this school is said to have been great, and yet irregularity of attendance, caused largely by the want of competent teachers, reduced the average attendance to 832. During 1882-,83 there were 9,614 days of substitute teachers’ service rendered in the schools. By order of the school committee, May, 1883, the board of supervisors revised the courses of study for the primary and grammar schools, aiming to simplify and re¬ arrange the matter embraced in the course, to reduce the amount of work in each year and in each branch of study, to reduce the number of topics, and to make a better distribution of time. A committee reported 3,667 truants and urged the re¬ moval of the truant school from Deer Island to some suitable location under the care of the school committee, with an industrial department. The school committee say that the public education of Boston is fast outstripping all private schools in variety and scope; that military exercises for boys and sewring for girls are no longer novelties; that boys are taught skilled manual labor and in¬ dustrial drawing, not only in regular classes, but in 13 special schools, from which last drawings have been sent to the New Orleans Exposition, the equals of which could hardly have been produced by the best drawing schools of thirty years ago. Brockton in 1883-’84 shows an advance over 1882-83 of 211 in school population, of 424 in enrolment, of 240 in average attendance, of 7 in teachers, and of $14,363 in ex¬ penditure; of the pupils enrolled, 72.77 per cent, were in average daily attendance. Brookline shows gains over 1882-83 of 153 in school population, of 38 in enrol¬ ment, of 43 in average attendance, and of $23,876 in school expenditure, this last due to the addition of two rooms to one school building and the erection of a school, at an expense of $24,500, raising the value of school property to $i21,800. The usual even¬ ing school was sustained by an appropriation of $500, with an average attendance of 30. A new enterprise was the opening of an industrial vacation school, continuing 8 weeks and offering instruction in elementary carpentry and joinery, with applica¬ tions. Beginning July 9, 1883, it had 21 regular pupils who made satisfactory prog¬ ress, 12 others that entered being dropped because of irregular attendance. Cambridge , with advance at almost all points in 1882-783, shows in 1883-’84 an in¬ crease of 120 in enumeration, of 296 in registered attendance, of 292 in average attend¬ ance, and of $18,662 in expenditure. This is all the information at hand, no city report having been received. Cheksea in 1883-’84 gained 622 in school youth and 79 in average attendance, but lost 132 in enrolment. An increase of $10,332 in expenditure is partly accounted for by the furnishing of additional accommodations for an increasing school population, a new building opened February, 1884, not supplying even the then present want. Though there were 14 school buildings, valued at $435,000, 3 additional new ones were required. The city maintains 77 schools: 1 high, 38 grammar, 36 primary, and 2 even¬ ing schools, one of the last devoted entirely to drawing. These evening schools en¬ rolled 375, of whom 75 were in the drawing school, making a total enrolment of 5,111 in all public schools. Chicopee in 1883-84 had 10 school buildings, with 1,590 sittings, all school property being rated at $98,885. With 115 fewer school youth, there was an increase of 55 in enrolment, of 77 in average attendance, and of $3,984 for schools. These were 2 high, 2 grammar, 3 intermediate, 7 primary, 2 ungraded, and 2 evening drawing schools, one of these last with 41, the other with 39 sessions, and the aggregate attendance in both was 497. There are also 2 free evening drawing schools in which instruction is given in geometrical and scale drawing, mechanical or architectural designs, tinting, shad¬ ing, &c. In 2 parochial schools there were 1,065 pupils. Clinton in 1882-83, under a new superintendent, reorganized i‘ts schools, introducing music into the primary classes under a special teacher. In 1883-84 a report shows 12 school buildings for the enrolment of 1,657, with but slight changes since 1882-’83. Schools are classed as high, grammar, and primary. Fall Elver, losing at some points in 1832-83 but gaining anew in 1883-’84, reports for that year 38 school buildings, with 9,363 sittings for its 11,128 school youth.1 Of this number, May 1, 1883, 1,131 were found in private and parochial schools, 1,643 at work in mills^ and 1,425 neither at work nor at school, leaving 6,929 in school; yet 93.84 1Fall River has long needed a new high school building, and on the 5th of February, 1883, it grate¬ fully accepted from Mrs. Mary 13. Young an offer to erect and furnish, at her own expense, an edifice for that purpose, with spacious grounds, in a beautiful location, and with ample apparatus, the whola to be a memorial of a deceased son. 132 REPORT OF THE COMMISSIONER OF EDUCATION. per cent, of school youth were enrolled in the city schools and 64.4 per cent, of the enrolled were in average attendance. The day schools are high, grammar, inter¬ mediate, primary, and suburban. A uniform advance appears in these schools from 1882-’83 of 1,163 in school youth, of 201 in enrolment, of 252 in average attendance, and of $21,917 in outlay, the city expending $29,488 for a new school-house and repairs which added 350 school sittings. Truancy was held in check by the vigilance of truant officers better than in any pre¬ vious year. Of the 219 truants, all but 9 were restored. Fall River was the first to adopt the plan of free text books Under the permissive law of 1873, made imperative on school boards from August, 1884. The average daily attendance since the adoption of this plan by the city has gained 49 per cent. The evening drawing school continued its session of 17 weeks in 1883-84, the class in free hand drawing meeting on 2 evenings a week, with 131 enrolled and 66 in aver¬ age attendance ; while the mechanical and architectural classes met on 2 other even¬ ings, with 42 enrolled and 33 in average attendance. Some of the work was superior to that of last year, while none fell behind. There were 600 drawings to be put on exhibition in the rooms of the school committee. The city training school in June, 1883, graduated a class of 14 young women, and at the next session 31 entered, 3 by examination and 28 by virtue of their graduation. Fitchburg in ISSS-’Sl had 18 school buildings, with 3,128 sittings, valued at $184,033. There are 287 more sittings than the reported enrolment. The schools (high, gram¬ mar, intermediate, secondary, primary, and ungraded) show an increase of 112 in school youth, of 56 in enrolment, and of 117 in average daily attendance. There were 2 special teachers of music, drawing, and penmanship. Under a law of 1883, requir¬ ing towns and cities with 10,000 or more inhabitants to maintain evening schools, 2 were opened for common school studies, the first of this class since 1880. An even¬ ing drawing school had a session of 71 evenings, 80 pupils entering the mechanical and 60 the free hand classes. The work done is said to have been very satisfactory. Gloucester in 1883-’84 had 22 school-houses, as in 1881-82, but in better condition and affording 4,152 school sittings, 111 more than its school youth, 9 more than the city enrolment, and 871 more than the average daily attendance. With a diminution of 76 in children of school age, there was yet a gain of 200 in enrolment and of 254 in average daily attendance. The schools are high, grammar, primary, and mixed. The city council had purchased a lot for a long needed new high school building. The introduction of free text books and stationery took effect at the beginning of the fall term, with an outlay of $5,600. Music and drawing, under special teachers, are said to have been pursued with improved methods and unusual success. A sewing school held on Saturdays from January to June registered 269 pupils, with an average at¬ tendance of 156, under 31 regular and 16 occasional teachers. Haverhill in 1883-84 expended for schools $22,060 more than in 1882-’83, probably for the erection of 3 new brick school buildings, completed and occupied May 1, 1884, which relieved the previous crowded condition of the primary schools. Teachers re¬ mained the same in number, but, with 9 more school youth, there was a decrease of 239 in enrolment and of 192 in average daily attendance. Two evening schools, ] for males and 1 for females, were reported in 1882-83, but with a rather unsatisfactory attendance. An evening drawing school in the same year is said to have been well attended. A city training school, with 170 to 216 pupils, 2 regular and 16 pupil teachers, was regarded as an important factor in the preparation of teachers for the public schools. HolyoTce in 1883-84 had 13 school buildings, with 66 occupied and 4 unoccupied rooms, against 12, with 65 occupied and 5 unoccupied rooms, in 1882-,83, an increase of 217 in school youth, of 303 in enrolment, of 289 in average attendance, and of $6,594 in expenditure for schools. The existence of rooms crowded so as to be detrimental to the health of children was a matter of serious complaint, but one that will proba¬ bly be soon remedied. The law requiring free text books and stationery, which went into effect at the opening of the year, increased expenses considerably for the time, but will be an eventual economy. A revision of the rules of the board was made, re¬ quiring examination in writing for admission to the high school. Evening schools were open in both years, from October 15 to the Christmas holidays, for French, Ger¬ man, and English speaking pupils, with an aggregate enrolment of 808 and an aver¬ age attendance of 360 in the latter year. An evening drawing school awaited the completion of a new high school building, when it was to open with much improved facilities. Music appears to have been especially well taught. The report of truant officers shows that over 70 per cent, of the children not at work nor in school were under 8 years of age. There were 1,691 enrolled in private and parochial schools, an increase of 168 within the year. Laivrence, compared with 1882-83, shows a gain of 198 in school youth and of 29 in enrolment, but a loss of 90 in average attendance, while $13,168 more were expended for schools. No other information is at hand. Lowell in 1882-’83 had 92 public schools, consisting of 1 high, 9 grammar, 2 mixed, MASSACHUSETTS. 133 and 80 primary. Three special teachers in penmanship, music, and military tactics were employed. Five free evening schools, including a high school, enrolled 1,476, with an average attendance of 534. In the evening drawing school work was done in machine, architectural, modelling, and free hand departments, by 297 students in the spring and 553 in the fall session. Appropriation, $4,000. In 1883-784 the 43 school buildings and property were rated at $663,760. There was a gain of 404 in school youth and of 82 in enrolment over 1882-783, but a loss of 100 in average daily attendance. Expenditure for schools was $33,310 more. At Lynn in 1882-83 extensive repairs were made on school-houses, improving the sanitary condition of some rooms. Discipline is said to have reached a high standard. Attendance was improved through the exertions of a truant officer, but in spite of all that can be done truancy is sadly prevalent. The continued vigilance of parents, teachers, and truant officers cannot wholly control it. An evening drawing school was largely attended and kept up its former standard of excellence in mechanical, free hand, and stump drawing from models and casts. There were also 21 common evening schools, with an average attendance of 345, under 31 teachers. In 1883-84 a well proportioned advance on the previous year was made, there being 244 more school youth, 398 more enrolled, 261 more in average daily attendance, 17 more teachers, and $24,545 more expended for schools. Malden in 1883-784 shows 10 city school buildings and 2,444 sittings, or 217 more than the reported enrolment and 793 more than the reported average attendance. There are gains at all points over 1882-’83 : of 185 in youth of school age, of 73 in enrol¬ ment, of 80 in average attendance, and of $5,660 in expenditure for schools. School property was rated at $195,429. Estimated enrolment in private and parochial schools, 600. Marlborough fell off, from 1882-’53, 114 in school youth, 147 in enrolment, 65 in average attendance, and $11,047 in expenditure. The rating of 15 school buildings, with other school property, was $65,300. There were 200 attending private and pa¬ rochial schools. Medford in 1883-’84 gained 47 in school population, 53 in enrolment, 32 in average daily attendance, 2 in teachers, and expended for schools $5,748 more than in 1882-J83. Milford had 11 fewer school youth, 390 fewer enrolled, and 38 fewer in average attendance than in 1882-83, though $942 more were expended for schools. Of the 41 teachers, 13 had attended normal schools. The 19 school buildings had 2,414 sittings ; valuation, $78,500. Two special teachers in evening schools were employed. Enrol¬ ment in private and parochial schools, 290. Natick reports only statistics, which show, as compared with 1882~’83, a loss of 72 school youth and of 10 in average daily attendance, a gain of 94 in enrolment, and a decrease of $5,078 in expenditure for schools. Of the 23 teachers who had attended normal schools, 19 had graduated. New Bedford in 1883-784 gained 205 in youth of school age, but lost 290 in enrol¬ ment and 84 in average attendance, expending for the year $14,570 less. The 24 school buildings, with other property, were rated at $399,600. Of the 120 teachers, 3 were special, in music, drawing, and sewing, and 29 had attended and were graduates of normal schools. Newburyport, giving few statistics for 1883-84, shows a gain of 70 in school youth, but a decline of 256 in enrolment, of 20 in average daily attendance, and of $3,219 in expenditure for schools. Of its 42 teachers, 8 had attended normal schools. Newton, in the same year, shows an advance of 106 in school youth, of 243 in enrol¬ ment, of 107 in daily attendance, and of $53,322 in expenditure for schools. Of its 104 teachers, 44 had attended normal schools, 32 being graduates. North Adams barely held its own in 1883-84, gaining only 42 in school youth and 56 in average daily attendance, while it lost 8 in enrolment and expended for schools $20,865 less than in the previous year. Of its 54 teachers, only 2 had attended normal schools. Its 12 school buildings, with other school property, were rated at $142,000. No evening schools are reported. In private and parochial schools were 70 pupils. Northampton reports gains at all points, except average attendance, where there was a falling off of 79. School youth increased 247 ; enrolment, 133 ; and expenditure, $5,420 over 1882-’83. Of the 78 teachers, 10 had attended normal schools and had graduated. One evening school and one special teacher in music are reported, with 25 school-houses ; valuation of school property, $127,885. Peabody presents a well proportioned advance on 1882-’83, increasing by 161 its school population, by 289 its enrolment, by 74 its average attendance, and expending $81 more for schools. Of 48 teachers reported, 17 had attended normal schools, 14 of them graduating. One special teacher in music is reported. School property in 7 buildings was rated at $116,000. Pittsfield shows a growth of 263 in school youth, of 40 in enrolment, of 124 in aver¬ age attendance, and of $1,141 in school expenditure. Of its 27 school buildings, 21 were for primary schools, 5 for grammar, and 1 for the high school. School property, 134 REPORT OF THE COMMISSIONER OF EDUCATION. $86,300. One special teacher in music was employed. Only 9 of its 82 teachers had attended normal schools, 4 being graduates. Quincy , with school youth increased by 132 over 1882-83, gained hut 68 in enrol¬ ment and 12 in average attendance, expenditure for schools being only $825 more. Of 50 teachers, 15 had attended normal schools, 13 graduating. Salem in 1883-,84 a little more than held i ts own, gaining but 43 in youth of school age and 98 in enrolment, while it lost 54 in average attendance and 2 teachers. It expended $50,576 more than in the previous year, partly for furniture, apparatus, and a supply of school books under the new law to that effect. Of 92 teachers, 63 had attended normal schools, 57 being graduates. Somerville presents for 1883-,84 an advance of 376 in school youth, of 150 in enrol¬ ment, and of 186 in average daily attendance, though it expended $9,968 less. Three special teachers in evening Schools and 1 in music were reported. Of the 106 teachers, 20 were graduates of normal schools. School property, including 19 school buildings, was valued at $362,032. Springfield for 1883-764 reported 25 school buildings (1 for the high school. 7 for the grammar, 17 for primary schools), school property having a value of $552,600. There was an inciease over of 114 in school youth, of 16 in enrolment, of 27 in average attendance, and of $17,563 in expenditure, largely for school buildings and repairs. Of t he 130 teachers (7 more than necessary to supply the schools) 35 had attended normal schools and 26 had graduated. Special teachers in evening schools, music, drawing, and penmanship were employed. Enrolled in private and parochial schools, 500. Taunton in 1882-’83 had 31 public school buildings, with 4,501 sittings, affording ample accommodation for its 4,353 youth enrolled and the 2,853 in average attend¬ ance. Entire school property was rated at $220,000. Two special teachers for evening schools and 1 for music were employed. Enrolled in private and parochial schools, 152. Tbe report for 1883-’84 shows that, while school youth fell behind 177 and average daily attendance 91 from 1882-83, there was an increase of 559 in enrolment and of $11,807 in expenditure for schools. Waltham progressed from 1 882-’83, showing an increase of 229 in youth of school age, of 77 iu enrolment, of 79 in average attendance, and of $34,318 in expenditure for schools. School property, including 13 buildings, was rated at $261,000. Of the 62 teachers, 18 had attended normal schools and 12 had graduated. Westfield , with 162 more school youth than in l882-,83, fell off 124 in enrolment, 105 in daily attendance, and $3,006 in expenditure for schools. Of 57 teachers employed, 31 had attended normal schools and 21 had graduated. Weymouth in 1883-’84, losing 33 in school youth, gained 21 in enrolment and 67 in daily attendance, but expended $8,740 less for schools. It had 21 school buildings, with sittings for 2,500, amply providing for its enrolment. School property was rated at $143,500. There were 61 teachers employed, 7 of whom had attended normal schools and 3 had graduated. No special teachers are reported. Private and paro¬ chial schools enrolled only 30. Woburn in 1883-’84 gained 17 in school population and 100 in enrolment, but lost 30 in daily attendance. It expended $3,058 more for schools than in the previous year. Of the .54 teachers, employed, 6 were graduates of normal schools. Worcester reported in 1882- 83 41 school buildings, 1 for high, 28 for grammar, and 12 for primary schools. These, with 11,658 sittings, seem to provide amply for the enrolment aud average daily attendance, exceeding the latter by 3,423. Special teachers in evening schools, music, and drawing were reported. Estimated enrolment •in private and parochial schools, 1,500. The advance in 1883-’84 was 435 in school youth, 267 in enrolment, 847 in daily attendance, and $47,062 in school expenditure. Of 239 teachers, 162 were graduates of normal schools. KINDERGARTEN. There were in the State, as reported in 1883-’84, 41 Kindergarten of all grades. Of these, 21 were in Boston, 2 iu Brookline, 5 in Cambridge, 2 in Oambridgeport, 1 in Chelsea, 1 in Florence, 2 in Jamaica Plain, 1 at Northampton, 4 in Roxbury, aud l each in South Boston and West Newton. The existence of these schools is largely due to a spirit of womanly charity. The Albany Street Kindergarten and Nursery , Boston, was founded and supported by Mrs. Quincy Shaw, daughter of the late Louis Agassiz. The building being ready, Mrs. Shaw, with her assistants, gathered the poor children in and cared for, amused, and ins¬ tructed them while their mothers went out to work. The nursery contaiued the babes of working women. It is said that Mrs. Shaw has founded and supported 30 similar in¬ stitutions, placing them where the poor are the most numerous, as they are entirely for the children of workingwomen. The Florence Kindergarten owes its origin and maintenance to the generosity of Sam¬ uel L. Hill, a Friend. * He first opened his parlors by way of experiment, embracing in MASSACHUSETTS. 135 his care not only the children of the well to do, but also those whose lives had been overshadowed by the ignorance and poverty of parents. Pleased with the result, he erected a substantial building for the school and opened it in December, 1876. From December to April a large covered vehicle, prepared for the purpose, carries the children to and from school, thus securing regular attendance. During 1884 there were more than 80 children in attendance. For further information and statistics of these schools, see Table V of the appendix; for a summary of same, the report of the Commissioner preceding. PREPARATION AND QUALIFICATIONS OF TEACHERS. GENERAL STATE REQUIREMENTS. Every teacher of a town or district school is required, before opening such school, to obtain from the school committee a certificate of qualification in duplicate, one to he deposited with the selectmen of the town. Until this is done, the teacher has no' authority to teach or control a school nor any legal title to wages. STATE NORMAL TRAINING- The State in 1883-’84 continued its aid to 6 schools for normal training, 5, at Bridge- water, Framingham, Salem, Westfield, and Worcester, to prepare teachers for the pub¬ lic schools, and 1, the Art Normal School, Boston, to prepare art teachers for cities and chief towns. The course of study of this last covers 4 years. Each of the other 5 schools has 2 courses, 1 of 2 years for those who propose to teach in lower schools, the other of 4 for such as aim at higher grades. The schools at Framingham and Salem are for females ; the others, for both sexes. In the Salem school, during 1883-’84, 4 classes of 12 scholars each and 1 of 6 were engaged in practice with band tools. The State rejjort expresses the belief that the time has come when this branch of in¬ struction should have a place in the curriculum of all the normal schools of the State. The attendance on these 5 schools during the year was 894 ; graduates, 184. Of teachers in public schools 2,744 have attended these normals, while 2,240 graduated from them. About 98 per cent, of the graduates teach after leaving the schools and four-fifths of the number teach in the schools of the State. Attendance in the Normal Art School for 1883-84 'was 123, of whom 3 graduated and 26 received certificates. An enlargement of the course went into effect during the year. OTHER NORMAL TRAINING. When the State board of education is satisfied that 50 teachers of public schools de¬ sire to unite in forming a teachers’ institute, it may proceed to organize the institute. To defray the necessary expenses and to procure teachers and lecturers, a sum not exceeding $3,000 may annually be paid. Under this law, up to the close of 1883, in¬ stitutes had been held in 193 towns. During 1883-84 there were held 35, represent¬ ing 152 towns, with an attendance of 2,770. Normal training was continued in the Boston Normal School, the Fall River and the Lawrence City Training Schools; in Wellesley College, and also to some extent at Harvard in vacation schools; in Cushing Academy, Ashburton, and the Kinder¬ garten of Miss Garland and Miss Weston, Boston. For further statistics of these and other schools of like character, see Tables III and Y of the appendix ; for summaries of same, the report of the Commissioner preceding. EDUCATIONAL JOURNALS. The excellent Journal of Education, Boston, weekly, continued its regular issues from volume XVI, June 29 to December 28, 1882, to the close of volume XIX, June 19, 1884, each volume containing 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 were: Education, a bimonthly octavo, for the discussion of the science, art, and literature of education, in its fifth volume; The Public Schools, a monthly quarto, for presentation of principles and methods of teach¬ ing, in its third volume. The Primary Teacher has been replaced by The American Teacher, a monthly quarto, with a wider range of view and much useful matter in relation to Kindergarten. Good Times no longer appears. SECONDARY INSTRUCTION. PUBLIC HIGH SCHOOLS. Any town in the State may establish a high school for instruction in the higher English branches. Towns with 500 families or householders must have such schools ten months each year for ordinary high school studies, and towns of 4,000 inhabitants 136 REPORT OF THE COMMISSIONER OF EDUCATION. must add instruction in Greek, French, astronomy, geology, rhetoric, logic, intellect¬ ual and moral science, and political economy. * In 1884, with only 157 towns and cities of over 500 families^ 210 maintained high schools (53 of them voluntarily), 8 towns supported 2 each, and Boston 11, making in the State 228 of the first class ; while 85 towns and cities with upwards of 4,000 inhabitants were required to furnish in¬ struction in Greek, French, and other advanced studies, and 15 to 20 more did furnish such instruction voluntarily. The whole number of pupils in the 228 schools in 1883- was 20,012, including many who bad not studied high school branches. Of these 228 schools, 183 are reported as regularly organized, with 14,955 pupils, of whom 0,422 were boys and 8,533 girls. Nearly twice as many girls as boys receive the benefit of the full high school course. OTHER SECONDARY SCHOOLS. The number of academies reported to the State authorities for 1883-’84 is 75, an in¬ crease of 5; the number of pupils in them, 9,132, a decrease of 19. The estimated amount of tuition fees received was $472,994, an increase of $21,148. For statistics of secondary schools, outside the State system, reported to this Bureau, see Tables IY, YI, and VII of the appendix ; tor a summary of these statistics, see corresponding tables in the report of the Commissioner preceding. SUPERIOR INSTRUCTION. COLLEGES FOR YOUNG MEN OR FOR BOTH SEXES. There are still 7 institutions of this class reporting for 1882-83 and 1883-’84 : Am¬ herst College, Amherst (Congregationalist) ; Boston College (Roman Catholic), and Boston University (Methodist Episcopal), both in Boston; Harvard University, Cam¬ bridge (non-sectarian); Tufts College, College Hill (Universalist) ; Williams College, Williamstown (Congregationalist) ; and College of the Holy Cross, Worcester (Roman Catholic). All report classical collegiate courses of 4 years and most of them various other courses. Harvard University , during the two years under review, continued the advancement of its standard of admission and studies. The meetings of the faculty were chiefly occupied with the discussion of proposed changes, the problem being to devise a plan which should give modern studies an opportunity to show their worth as a prepara¬ tory training for liberal education without endangering the position of old studies whose value has been proved by long experience. As a beginning, it was decided that the freshman year should be largely elective, the studies to amount to 23 full courses, of which 13^ were to represent the old prescribed work. This scheme of freshman studies was adopted only for 1883-’84 as an experiment, subject to future consideration and such changes as experience might suggest. It was also proposed that the conditions of admission be so changed as to insure in preparatory schools greater attention to the study of English literature, including the history of Euglaud and of the United States ; that English composition be made a part of the work of the freshman course, and that more practice in it be required throughout the course ; that honors for success in these be given at graduation ; and that more attention be devoted to elocution. Besides important changes made in existing ones, several new courses were established, making in all 156 courses offered in 1883-84. The appointment of an assistant professor in political economy in 1882-83 enabled the faculty to double the amount of instruction. in a subject now pursued with great zeal by large numbers of students ; new provision was also made for professional and scientific students to reach the master’s degree. In ancient and modern classics 43 evening readings were given by instructors in 1882-’83. The gifts to the university for immediate use amounted to $63,000 in 1882-’83 and to $81,346 in 1883-’84. . Boston University, in its college of liberal arts, besides arrangements for full colle¬ giate studies, makes provision for admitting as candidates for the degree of ph. b. persons unable to take the full course in arts but desiring to fit themselves for the professional schools of the university. Like provision is made for mature students who wish to pursue studies for the degree of a. b. with greater thoroughness or in another order than the regular 4-year course will allow. Special students of mature age and proper qualifications may also be admitted to instruction in the college of liberal arts. Amherst College in 1883-’84 still adhered to its specialty of student government. Per¬ sons not wishing to pursue the 4-year course for the degree of a. b. may carry for¬ ward a select course under due direction. Resident graduates may pursue an extended course in any department. Degrees are conferred only on clear evidence of qualifica¬ tions. Gymnastic exercises are conducted under a professor of hygiene. Libraries in the college contained 43,000 volumes. Tufts College is said to have been in most hopeful condition in 1883-’84. Recent gifts have provided for the erection of a natural history museum, a gymnasium, and for im¬ portant alterations in the main building. A 3-year course in electrical engineering MASSACHUSETTS. 137 was added to the former one in engineering. Special honors are still conferred on any senior of the regular or philosophical course who excels in natural history, physics, chemistry, mathematics, philosophy, modern languages, and classics. The degree ot A. m. is conferred, as at Amherst, only on graduates of known qualification, but the required course for it, after graduation, is only half what it is there. Williams College in 1833-’84 offered 9 elective studies to the senior class, each stu¬ dent to elect 2 and to pursue them from September to June. Instruction in a part of these was given twice a week; in the others, thrice a week. The apparatus for the study of astronomy now consists of an observatory, a transit instrument, a sidereal clock, a refracting telescope, and a meridian circle, with its special observatory. In the natural history department provision is made for a scientific expedition every fourth year. Boston College and the College of the Roly Cross retained in 1883-’84 the same rudi- mental, preparatory, and collegiate arrangements noticed in previous reports. For statistics of these institutions, 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. The 11 schools of this class reporting show no special changes. Smith and Wellesley Colleges confer the degree of a. m. on graduates of at least 2 years’ stand¬ ing. Lasell Seminary continues its annual course of object lessons in cookery, with increased interest on the part of students and parents. Gannett Institute has added several new studies to its graduate course. Bradford Academy has special courses for those who cannot take the regular course. For statistics of these schools, see Table VIII of the appendix ; for a summary of the same, the report of the Commissioner preceding. SCIENTIFIC AND PROFESSIONAL INSTRUCTION. SCIENTIFIC. No essential changes appear in the course of study in the State Agricultural College, Amherst, or in the Bussey Institution of Harvard University , both fully noticed in the report for 1881. The legislature of 1883 appropriated $10,000 to aid the former in providing for the theoretical and practical instruction required by the charter, and by the same act established 80 free scholarships, to be at the disposal of the State senators. The Massachusetts Institute of Technology in 1883-’84 not only retained its courses of three years in engineering, geology and mining, architecture, chemistry, metallurgy, natural history, physics, and electrical engineering, but had largely increased its fa¬ cilities for study. A distinguishing feature of the institution is the prominence given to laboratory and shop work, with field practice, experiment, and research. For this work in 1882-’83, the accommodations were very limited. Now ample and well lighted room is provided for laboratory work, mechanical engineering, and applied mechanics. A new building for mechanical art shops furnishes rooms covering 20,000 square feet of floor surface, in which have been placed 40 carpenters’ benches; 37 wood lathes ; 32 blacksmiths’ forges, with anvils and vises ; 22 engine and 15 speed lathes for working metal, with a full equipment of planes, shapers, milling machines, and other apparatus from the best machine shops in the country. Students in all depart¬ ments in 1882-’83, 516 ; in 1883-84, 557. The Lawrence Scientific School of Harvard University continued in 1883-84 its 4 courses in engineering, in chemistry, in natural history, and in mathematics, physics, and astronomy, each of 4 years. It confers the degrees of civil engineer and bach¬ elor of science. The Worcester County Free Institute of Industrial Science is especially designed for those who wish to prepare for work as mechanics, civil engineers, chemists, and de¬ signers. Students selecting mechanical engineering go to a workshop, which, orig¬ inally designed for only 20 students, is now doubled in capacity and furnished with all the facilities for this work, from the first elements up to the building of machines. The course for this department covers 3£ years; that of all others, 3 years of 42 weeks each. More than 80 per cent, of the graduates are engaged in occupations for which their training in the institute specially fitted them. The Boston University School of All Sciences, a department for elective graduate study, offers courses in mathematics and the natural sciences, including calculus, math¬ ematics, quaternions, biology, zoology, chemistry, physics, botany, and the physiology of the vertebrates, with what laboratory work the student may choose. Besides the above there were, as noted in 1881-’82, opportunities for scientific cult¬ ure in the monthly meetings of the American Academy of Arts and Sciences , the weekly meetings and laboratory instruction of the Boston Society of Natural History , in the Peabody Museum of American Archaeology and Ethnology , and in the museum and sum- 138 REPORT OF THE COMMISSIONER OF EDUCATION. tner school of biology connected with the Peabody Academy of Science, Salem. No in¬ formation has been received respecting the last named institution for the 2 years under consideration. PROFESSIONAL. Theology was taught in the 2 years under review in 7 schools with the usual courses of 3 years, mostly following a collegiate course, without evidence of which an ex¬ amination was required for admission. These schools wnre the Andover Theological Seminary ('Congregational); Harvard Divinity School, Cambridge (non-sectarian); Episcopal Theo ogical School, Cambridge (Protestant Episcopal); Boston University School of Theology (Methodist Episcopal); Tufts College Divinity School, College Hill (Universalist) ; Newton Theological Institute, Newton ( Baptist) ; and New Church Theological School, Waltham (Swedenborgian). In the Roman Catholic diocese of Springfield there were 50 •ecclesiastical students in 1883 and the same number in 1884, probably at the College of the Holy Cross, Worcester. For statistics of these schools in the 2 years above mentioned, see Table XI of the appendix ; for summaries of the same, the report of the Commissioner p receding. Legal studies were still pursued in 3-year courses in the law schools of the Boston and Harvard Universities. Both admit graduates of colleges without examination; all others must furnish evidence of qualification for pursuing the studies of the course or for whatever advanced standing may be desired, those alone being excused who wish to pursue select studies without reference to a degree. Harvard confers the degree of ll. b. cum laude on those who pass the whole honor course of 3 years. Boston offers the same degree cum laude to those whose average is 85 per cent. ; to such as reach 90 per cent., magna cum laude ; and summa cum laude where the average reaches 95 per cent. For statistics, see Table XII of the appendix ; for a summary of them, a like table in the report of the Commissioner preceding. Medical. — The 2 regular medical schools of the State are that of Harvard Univer¬ sity and the College of Physicians and Surgeons, Boston ; besides which is the Bos¬ ton University School of Medicine (homoeopathic). The courses of these 3 schools are of a high standard, all requiring a 3-year graded course, the Harvard of 34 weeks annually and the others of 30 weeks, while the Har-' vard and homoeopathic schools recommend 4 years, the former offering the degree of M D. cum laude to those who complete the 4-year course. For admission, all require evidence of a collegiate or scientific education at some recognized institution or a satis¬ factory examination. For graduation, all’ show the usual requirements of age, good moral character, evidence of 3 or 4 years of study, and passage of the required exam¬ inations. Dentistry continues to be taught in the Harvard University Dental School and in the Boston Dental School, both showing the usual courses and requirements for ad¬ mission and graduation. Pharmacy is taught in the Massachusetts College of Pharmacy, Boston, with a 2- year course of 6 months each year and the usual requirements of such institutions for admission and graduation. For statistics of all these schools, see Table XIII of the appendix ; for a summary of them, alike table in the report of the Commissioner preceding. SPECIAL INSTRUCTION. SOCIETY FOR THE ENCOURAGEMENT OF HOME STUDIES. This association furnishes those who have not been able to pursue continuous stud¬ ies at school means to complete such studies at home by monthly correspondence through a staff of teachers. In the 11 years of its existence 1,179 women, engaged in family or other duties at their homes, have obtained positive and permanent gain in mental discipline. Of the 672 students in 1883-84, 123 were teachers by profession ; 320 were new members ; 491 persevered. The highest rank was taken by 205 ; the sec¬ ond, by 249 ; the third, by 37. A staff of 201 volunteer teachers carried on the work, only 2 salaried assistants being employed. Of these 201 helpers, 54 taught history ; 38, scieuce ; 19, art ; 7, German ; 15, French ; 69, English literature ; and 6 were heads of these departments. The work of the association embraces 38 States, 1 Territory, and Canada. During the year 20,000 documents were sent through the mail, 6,283 leiters were written to students, and 5,740 were received from them. Of 1,525 volumes in the library of the society, 1,214 were circulated during the year. Funds come from tuition fees and donations, the latter in 1884 amounting to $2,981 ; expenditure, $•£,353. TRAINING IN MUSIC, ORATORY, AND LANGUAGE. The New England Conservatory of Music , Boston, Dr. E. Tourj^e, director, has long taken rank among the foremost of its class in New England and is said to be now the largest of its kind in the world, having sent forth in the 20 years of its existence more than 30,000 graduates. MASSACHUSETTS. 139 In 1883-84, there were, under 100 teachers, 1,949 students, representing 37 States, 6 British provinces, and 3 foreign countries. There are separate schools for the piano, organ, voice, violin, orchestra, and band instruments; attention is given to the arto? conducting concerts for church music, oratorio work, training of teachers for public schools, common and higher English branches, modern languages, elocution, fine arts, and physical culture. The erection of an elegant hall after the best European models is contemplated, for which the famojus Music Hall organ has been purchased. The Boston University College of Music presents a 3-year course for students of aver¬ age proficiency in the best American conservatories of this art. It is therefore essen¬ tially a graduate course, and those that enter must | rove their acquaintance with the elementary principles of music and have a correct ear and a reasonable degree of skill. In 1884, it shows 19 professors and teachers and 35 students. The Wellesley College School of Music, Wellesley, Charles Morse, director, occupies an entire building of 38 music rooms, for teaching and practice, with a hall for choral singing, floors, partition walls, and doors being deadened. It offers 3 full courses in music, each extending through 5 years, viz, piano, organ, and voice training. In 1883-’84 there were in this school 148 students. From the Boston Conservatoi'y of Music, Julius Eichberg, director, there is no definite information. Elocution and visible speech were taught by M. L. Alonzo Butterfield, at 448 Shaw- rnut avenue, Boston ; elocution and voice culture, by Miss Marvel te E. Eddy, at 175 Tremont street, with special reference to teachers’ needs; instruction in elocution, by Walter K. Fobes, 147 Tremont street. There are also the Boston School of Oratory, R. R. Raymond ; the Blisli School of Elocution , G. W. Blish ; the New England Conservatory of Music, Department of Elocu¬ tion, Samuel R. Kelley ; the Monroe Conservatory of Elocution, Dr. C. W. Emerson ; and the School of Elocution and Expression, Miss Anna Baright. Mr. Moses True Brown, m a., professor of oratory at Tufts College, held there, in 1883, a Summer School of Oratory, and was to hold another at the same place, beginning July 9, 1©84, and con¬ tinuing 5 weeks. TRAINING IN ARTS AND TRADES. • There are special schools in Boston which give this instruction, of which the follow¬ ing are noticed : The Neio Art School, 161 Tremont street, under Frank M. Cowles, aims to develop the artistic individuality of pupils by encouraging their special talents and tastes. In¬ struction is given by one teacher in figure painting from the flat, cast, or life ; by another, in still life, flowers, and composition ; by a third, in drawing still life, water colors, and perspective. There are also lectures and evening classes, separate classes for life models, and object studies for both ladies and geutlemen. The School of Art at Wellesley College, Wellesley, has a 5-year course embracing in the first year what relates to form ; in the second, light and shade ; in the third and fourth, color; in the fifth, drawing and painting horn life. Lectures are given during the course on ancient, classic, and modern art, science of perspective, composition, and style. In the regular college classes there is free instruction in art 2 hours a week during one college year, ami further private lessons to such as desire. Mrs. Hemenway's Vacation School of Industrial Training for Girls was opened during the school vacation of 1883, in the Star school house on Tennyson street, as an experi¬ ment, the idea being to gather a class of poor girls who are kept in the city during the summer months and to add to their public school education industrial instruction. A trial during two summers was sufficient to show that a great lack in education had here been provided for. The girls, averaging 16 years of age, were taught needlework, clay modelling, light cabinet work, the details of housekeeping, and economical marketing. Mrs. Lincoln's Boston Cooling School, at 158 Tremont street, was said, in 1883, to be the only one of its kind in America, as it provided instruction for those who wished to earn their living as cooks. Applications for graduates of this school were received from States as distant as California, one coming from Constantinople. Large classes from the city and State hospitals took special courses to fit them for caring for the sick ; there was also a class from the Harvard Medical College. From the Boston Cooking School of the Woman’s Educational Association, heretofore reporting, no information is at hand. Miss Parloa has transferred her work from Boston to New York and the West. There are 3 training schools for nurses in Boston : one attached to the Massachusetts General Hospital, one to the Boston City Hospital, and one to the New England Bos- pi al for Women and Children. For statistics, see Table XVII. EDUCATION OP THE DEAR AND DUMB. The State provides 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. 140 REPORT OF THE COMMISSIONER OF EDUCATION. At the Clarice Institution instruction is given only by means of articulation, lip reading, writing, and reading. For school training there are primary, grammar, and high school courses of study. Of the older hoys 21 were instructed in cabinet work, with encouraging proficiency. A special feature in the work of the year was an im¬ proved method of dealing with beginners, in giving 2 or 3 months to articulation and lip reading of elementary sounds and combinations, which was followed by learning of language, always spoken before written. At the close of the year such pupils had a vocabulary of 600 or 700 words. The substitution of the word “ mute” for “dumb ” is urged as describing this class of unfortunates. Received from the Clarke fund, $16,885 ; from the State, $14,501. For statistics, see Table XVIII of the appendix. The Horace Mann School, a public school of Boston, in charge of the school com¬ mittee, differs from the other institutions of its kind in being a day school, which, it is claimed, has some advantages in the influence of home surroundings. The work of the school has been similar to that in previous years, with a few changes suggested by experience in the same line as those spoken of in the Clarke Institution, chiefly in the younger classes. Enrolled during the year, 88, 51 from Boston, 36 from adjacent towns, and 1 from another Slate, leaving at the close of the year 82 pupils. At the Hew England Industrial School for the Education of Deaf-Mutes , Beverly, in¬ struction is given in articulation and lip reading, with good results, in connection with the use of signs, which is regarded as facilitating the teaching of the art of speaking. Articulation will hereafter be made the special feature. Attendance during the year, 20, 12 boys and 8 girls, as in 1883. The boys have done good work on the farm ; the girls have done house work and sewing, some having learned the use of the sewing machine. Buildings and grounds have been much improved. As yet there are no shops for boys, but an accumulating fund, it is thought, will soon furnish them. EDUCATION OP THE BLIND. The Perkins Institution and Massachusetts School for the Blind gives to blind youth of either sex instruction similar to that given in the best common schools, with such industrial training as can be added. Since 1869, the State annually appropriates $30,000, for which the school gratuitously educates all such blind indigent children as the governor may designate. Reading by touch is encouraged by all possible means. One evening in the week is devoted by most of the pupils to the perusal of works of various kinds in embossed types, including history, biography, poetry, science, phi¬ losophy, and belles letters. Music is also carefully taught. All advanced pupils take lessons in the normal classes, where they learn the best methods adopted in their pro¬ fession. For statistics, see Table XIX of the appendix. EDUCATION OP THE FEEBLE-MINDED. Feeble-minded youth receive training in the State school at South Boston and in the private one at Amherst, those heretofore noted at Bafre and Fay ville not reporting for the two current years. The Massachusetts School for the Feeble-Minded, South Boston, gives free instruction to children of the State whose friends are unable to pay for their care. Thus far it has only attempted to provide for children, keeping them from 2 to 3 years, which, in , the majority of cases, has proved sufficient to effect a marked improvement in their mental and physical condition. School, workshop, sewing room, drill, and hours of recreation combine their influences for good. Of 144 inmates, 55 were girls ; 89, boys. A farm was bought and stocked during the year and 16 of the older boys were trans¬ ferred to it. The legislature, at its last session, established a department of the school as an asylum for idiots who are beyond school age. The Family School for Delicate and Nervous Children, Amherst, opened March, 1883, offers a home and suitable training for children who have been enfeebled by disease or rendered backward and belated in habits of mind and body by constitutional pecu¬ liarities. For statistics, see Table XX of the appendix. CHARITABLE AND REFORMATORY INSTITUTIONS. The State supports, in whole or in part, 3 institutions of this character. The State Primary School, Monson, takes both sexes from 3 to 15 years of age, and under industrial and Christian training prepares them to be put into homes in the country, while the feeble ones are retained in the school. In 1883, there was a total of 727 inmates; in 1883-84, 644. The children behaved better than in any previous year. By vote of the legislature of 1884 the State Reform School, after September 30, takes the name of the Lyman School for Boys, Westboro’, in recognition of an endowment of $72,500, made by Hon. Theodore Lyman, at whose suggestion the age for commit¬ ment is limited to 15 years, thus excluding such as have become hardened by a course of vice, who have heretofore caused incalculable harm among the younger boys. During 1882-’83 there were 247 in school ; in 1883-J84 there were 274. About one- third of the boys of the better class live in family houses of from 25 to 50 and work MASSACHUSETTS. 141 on the land. Each family includes a man, wife, and a female teacher. Here the hoys eat at the same table, cook their own food, and have no intercourse with the boys in the main building or in the other families. The others, £>f the harder class, live in the main building and work in the chair and shoe shops, in the laundry, and sewing room. The schools are said to have been in charge of earnest and faithful teachers and the boys to have made satisfactory progress in their studies. The Stale Industrial School for Girls was opened at Lancaster, 1856, on the family plan, on which it is still conducted. In 1883 there were 129 inmates in all ; in 1884, 165, Girls committed ignorant of almost everything but the vernacular of the streets are retained only for such a time as will seem to justify sending them out strong enough to withstand temptation and earn their living. They are employed in general house¬ work, laundry, and kitchen work, and are taught to make and mend their garments and knit stockings. They are also employed at the lighter work of gardening, fruit picking, gathering vegetables for the families, and care of the driveways and lawns. There have been no escapes from the school, and a feeling of contentment is said to have generally prevailed. For statistics of private and church institutions caring for neglected and orphan children, see Table XXII of the appendix. EDUCATIONAL CONVENTIONS. MASSACHUSETTS STATE TEACHERS’ ASSOCIATION. This body held its thirty -ninth annual session at Boston, December 27-29, 1883, C. P. Rugg, of New Bedford, presiding. Among the subjects before the general meeting were “ The recess question,” “ What can be done for temperance in our public schools ? ” and “Why do not more pupils at¬ tend our high schools ? ” In the high school section, J. O. Noris in the chair, the following topics were dis¬ cussed : “The inductive method as applied to elementary instruction in Latin” and “ Chemistry in the high schools.” In the grammar school section, M. F. King in the chair, the subjects were “ Prac¬ tical work in the school room,” “ Reading,” and “ The teaching of history : its aims and purpose.” The primary school section, O. P. Bruce presiding, considered three topics: (1) “How far can Kindergarten methods be adapted to primary schools?” (2) “Expedi¬ ents found helpful in daily school life,” and (3) “The threefold purpose of school life : knowledge, mental activity, and good conduct,” followed by another paper on this topic, which stated that the educator creates nothing in the children, but develops wisely what is already in existence; the educator’s needs are a “sanctified common sense” and careful professional training for teaching the primary schools. The general meeting then resumed its session and considered “The moral influence of machinery,” “ Education of the feelings,” and “ The great Northwest,” when, hav¬ ing elected its officers and passed the usual resolutions, the association adjourned. ART TEACHERS’ ASSOCIATION. The Industrial Art Teachers’ Association of Massachusetts held its second annual meeting at Boston, December 27, 1883, a large number of teachers being present, Henry Hitchings, of Boston, in the chair. The session was opened by an essay on ‘ ‘ Teaching drawing in the high schools,” by Miss C. Webster, of the Girls’ High School, Boston, and was discussed by a large number of the teachers present. Mr. E. Colby, director of drawing in the public schools of Lawrence, then spoke on the question of “Teaching scientific perspective in day schools,” taking the ground that it is not ad¬ visable, owing to limitation of time and the depth of study required. The president then spoke on “The teaching of design in day schools,” stating that at present no such scheme of teaching was authorized in the Boston public schools. A simple and consistent method would be desirable. After a discussion of this topic officers for the ensuing year were chosen and the association adjourned. MASSACHUSETTS ASSOCIATION OF CLASSICAL AND HIGH SCHOOL TEACHERS. This body held its seventeenth annual meeting at Boston, April 11-12, 1884. The subjects for consideration were “English literature in high schools,” “The value of modem Greek as an introduction to the study of ancient Greek,” ‘ ‘ The study of Greek,” and “Desirable changes in the programs of secondary schools.” In presenting this subject President C. W. Eliot, of Harvard University, said that we have to take cognizance of the fact that entirely new constituents have been forced into secondary education by the progress of knowledge. French and German must now be studied. Harvard is a unit as to the desirability of having students read French and German, and so are scientific and classical instructors, as no extended studies in any department of knowledge can now be made without an acquaintance with these languages. With the exception of botany, the literature of science is not now relegated 142 REPORT OF THE COMMISSIONER OF EDUCATION. to the Latin tongue. This alone should fundamentally change the modern methods of secondary education. The present policy of always begiuniug with Latin is an in¬ heritance from mediaeval times, when Latin was throughout Europe the medium of all advanced thought. Unfortunately, he says, we have no experimental knowledge on this subject, aud for this we must look to the secondary schools, though it take a generation to decide what is best. Directly relating to this topic was a paper by Miss Alice E. Freeman, president of Wellesley College, on “Admission to college on certificate of the preparatory school;” In the discussion of this subject it was asked how long it could be possible for col¬ leges and secondary schools to remain at cross purposes in the matter of entrance ex¬ aminations. It was resolved “that, in the opinion of the association, the want of an understanding and of effective cooperation between the teachers of the prepara¬ tory and high schools aud the faculties of colleges is a serious evil ; and that a meet¬ ing of delegates from this association with representatives of New England colleges, to consider matter of common educational interest, would be productive of good.” After a full discussion of this question and the consideration of “ How shall we supplement the ordinary English high school course?” and “The high school in its relations to business,” the association adjourned. OBITUARY RECORD. DANIEL C. BROWN, A. M. This gentleman, a teacher for half a century and for twenty-nine years master of Bowdoiu School, Boston, Mass., died July 3, 1884, aged 09 years 9 mouths and 29 days. Mr. Brown, born at Kingston, N. H., 1815, showed, when a child, the same good traits that honored him as a man ; he received his earlier education at Kingston and Exeter Academies ; studied medicine, but finally gave up this profession for teach¬ ing, which he never regretted. After teaching with success at Arlington, Vt., he came to Boston in 1854 and was for some years associated with the now venerable Joshua Bates as a submaster in the Brimmer School ; then was made master of ihe Bowdoin School, which position he held till near his death. Taking advantage of the means which Boston offers, he studied early and late, receiving the degree of a. m. from Mid- dlebury College, Vermont. No better idea of the man and his life work can be given than in the resolutions adopted by the Boston Masters’ Association, commemorative of Mr. Brown : “That in the death of Mr. Brown there has fallen from our ranks a faithful teacher, a safe coun¬ sellor, an upright citizen, and a true friend.” CHIEF STATE SCHOOL OFFICER. Hon. John W. Dickinson, secretary of ihe State board of education , Boston. [Mr. Dickinson has been secretary of the board since 1877.] I MICHIGAN. 143 MSCHIGART. STATISTICAL SUMMARY. 1882-’83. 1883-84. 1 Increase. POPULATION AND ATTENDANCE. Youth of school age (5-20) . 560, 730 577, 063 16, 333 In graded school districts . 254, 712 266, 459 11,747 In ungraded districts . . . 306, 018 170, 382 310,604 4, 586 Enrolled in graded schools . . 174, 275 3, 893 In ungraded schools . . 221, 228 230, 691 9,463 Enrolment in all public schools ...... 391,610 404, 966 13, 356 Per cent, of school age enrolled in 69. 84 70. 18 .34 public schools. Enrolment in private schools . 22, 581 27, 130 4. 549 Per cent, of school age enrolled in all 73. 86 74. 88 1.02 schools. DISTRICTS AND SCHOOLS. Townships and independent districts. 1,147 1,176 29 Graded school districts. . . 433 437 4 Ungraded school districts . 6, 286 6,378 92 Whole number of districts . . . 6,719 6,815 96 Districts maintaining public schools.. 6,617 6,728 111 Number of public school-houses . 6,890 7, 053 163 Sittings for study in them . 485, 386 498, 859 13, 473 Average length of schools, in days _ 148 152 4 Volumes in public school libraries.... 327,653 347, 557 19, 904 TEACHERS. Men teaching in public schools . 3,726 3,757 31 Women teaching in public schools _ 11,111 11,503 392 Whole number of teachers . . . 14, 837 15, 260 423 State teachers’ institutes held . 65 68 3 Enrolment in teachers’ institutes . 5,758 6, 361 603 FINANCIAL STATEMENT. Whole expenditure for public schools - $4, 259, 873 84, 636, 335 $376, 462 Value of public school property . 10, 435, 860 10, 945, 178 509, 318 Permanent fund available . . . 3, 737, 309 3, 795,225 57, 916 Average monthly pay of men teaching. 44 99 46 92 1 93 Average pay of women teaching . 29 58 30 68 1 10 Decrease. (From reports of Hon. H. R. Gass, State superintendent of public instruction, for the two years indicated, the statistics of the latter year being furnished in advance of publication.) STATE SCHOOL SYSTEM. GENERAL CONDITION. The statistical summary indicates marked progress : The enrolment in public and private schools combined shows an increase of 17,905, this number being 1,572 more than the increase in youth of school age ; there were 111 more districts that maintained public schools, against 96 new districts ; and 163 school houses were built, giving accommodations to 13,473 more children. The average salary of teachers of either sex was advanced and the average length of school term was increased by 4 days. The State superintendent, in his report for 1883 (the latest printed one received), says that uniformity of text books is demanded, that better supervision of the schools is needed, and that more stringent measures should be enacted to secure from all school officers 144 REPORT OF THE COMMISSIONER OF EDUCATION and teachers a strict observance of the laws concerning their official duties, especially as to making reports, employing teachers, 'and disbursing school funds. He also says that the compulsory school law should be made more effective, and thinks the dis¬ tribution of the primary school interest fund on the basis of percentage of attendance would, under proper restrictions, secure a larger school attendance. ADMINISTRATION. The school system is administered by a State superintendent of public instruction, elected by the people for 2 years; a State board of education, elected for G 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. The local officers are county boards of 3 school examiners, to determine the qualifi¬ cations of persons purposing to teach in public schools ; township boards of 3 school inspectors, whose title indicates their work ; and district boards of G trustees for graded school districts and of 3 for ungraded ones, to look after the educational interests of their districts, specify the studies to be pursued, prescribe the text books to be used, and elect the teachers. The county boards are elected by the chairmen of the town¬ ship boards of inspectors of their counties ; the other boards, by the voters of their township or district, in each case for 3-year terms, with annual change of one-third. Public schools are free to all residents of school age without distinction of race or color, and no separate school for any race is allowed. Schools must be unsectarian and 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 3 months in smaller districts. The State educational system includes graded, ungraded, and high schools ; township and district school libraries ; county teachers’ institutes; a State teachers’ association; State normal school, university, and agricultural college; institutions for the deaf and dumb and the blind; 2 reform schools; and a public school for de¬ pendent and neglected children. SCHOOL FINANCES. Public schools are sustained from the income of a State primary school fund, from a township tax of 1 mill on Si (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 schoo is taught in such district. NEW LEGISLATION. The legislature of 1883 reenacted, with additions, its former law providing for the compulsory education of children in certain cases. Every parent or other person having charge of a child 8 to 14 years of age is required to send such child to a public school at least 4 months in each year, G weeks of which must be consecutive, unless excused by the school officers for good reasons. Under this law no child under 14 years of age may be employed by any person, company, or corporation to labor in any business unless such child has attended school at least 4 months of the pre¬ ceding year. Provision was made the same year for instruction in every school in physiology and hygiene, with special reference to the effects of alcoholic drinks and other stimulants upon the human system; and after the 1st of September, 1884, teachers’ certificates are to be withheld from applicants who are not qualified to give instruction in this respect. Text books on this subject must have the joint approval of the State board of education and the State board of health. Contiguous districts having together more than 100 youth of school age were, under another law, author¬ ized to unite and form a graded school district if two-thirds of the qualified voters attending the annual meetings of each district should pronounce in favor of such union. SCHOOL SYSTEMS OF CITIES WITH 7,500 OR MORE INHABITANTS. ADMINISTRATION. The city of Detroit has a board of education of 12 members and Grand Rapids one of 16. Other cities have boards of 6 trustees elected for thlee years. Superintend* ents are employed in the larger cities and many of the smaller ones. MICHIGAN. 145 STATISTICS. 1882— ’83. Cities. Population, census of 1880. Children of school age. Enrolment in public schools. Average daily at¬ tendance. Number of teachers. Expendi¬ ture. Adrian . 7, 849 2, 605 1,446 974 30 $29, 781 Ann Arbor _ _ _ 8, 061 20, 693 116, 340 2, 802 1,945 1, 354 38 38, 122 47, 440 339, 066 Ray City. . . 6,762 43, 840 Detroit . 17, 392 11, 949 283 East Saginaw . . 19, 016 7, 323 3, 477 2, 646 65 59, 450 Elint . 8, 409 2,441 1, 938 1,317 37 29, 045 Grand Rapids . 32, 016 11, 910 7, 232 4, 544 133 133, 708 Jackson, District No. 17 . 16, 105 2, 227 1, 303 731 21 11, 476 Kalamazoo . Lanainc _ 13, 552 8, 319 11, 262 3, 632 2,436 4,902 2, 344 1,571 48 42, 432 28, 050 53, 600 Muskegon . 2, 656 1, 705 47 Port Huron _ 8, 883 10, 525 3, 315 4,203 1, 896 2, 176 27 17, 450 30, 138 Saginaw . 1,467 35 1883- 84. Adrian . Ann Arbor ................. 7, 849 8, 061 2, 469 1, 046 969 31 20, 515 Bay City . 20, 693 6, 762 3, 300 2, 098 57 57, 393 Detroit . 116, 340 43, 840 18, 148 12, 448 297 290, 914 East Saginaw . 19, 016 * 7,665 3, 840 3,066 68 62, 557 Elint . 8, 409 2, 443 1, 989 1,362 39 37, 237 Grand Rapids . 32, 016 12, 071 7, 604 5, 240 142 194, 852 Jackson, District No. 1 . 16, 105 2, 590 2, 023 1, 326 39 31, 507 Kalamazoo _ _ 13, 552 Lansinv _ 8, 319 Muskegon . 11, 262 5, 379 3,238 2,140 55 73, 161 Port Huron . 8,883 3, 724 1, 941 1, 183 27 15, 580 Saginaw . 10, 525 4, 203 2,300 1, 564 39 31, 207 ADDITIONAL PARTICULARS. Adrian in 1883-’84 had 5 school buildings, with 27 rooms and 1,588 sittings for study, valued at $104,000. The schools, classed asprimary, grammar, and high, were taught 192£ days by 2 men and 29 women, including 2 special teachers of drawing and penmanship. Counting the 1,046 pupils enrolled in the public schools and 365 in private and church schools, there were still 1,058 youth of school age (4-20) not at¬ tending any school. Ann Arbor for 1882-’83 reported little change in the school statistics. The numbers enrolled and in daily attendance were somewhat below those of the preceding year, due, it is said, to the prevalence of disease. The schools were taught 197 days. Ksti- mated enrolment in private and church schools, 200. Valuation of school property, $160,000. Bay City in 1883-84 reported 3,900 youth in public and private schools, leaving 2,862 not attending any school. The public schools were taught 193 days, in 8 build¬ ings, containing 44 study rooms, with 2,810 sittings. All the teachers employed were women. Music was taught by one special instructor. Expenditures were $57,393. School property was valued at $142,340. Detroit for 1882-83 gave an increase for the year of 120 in public school enrolment and a decrease of 112 in average daily attendance, with 12 more teachers and an in¬ crease of $71,807 in expenditure. The schools are grouped into three departments, primary, grammar, and high, each covering 4 years of study. A well organized evening school, with a separate department for girls, had an enrolment of 430 pupils and an average attendance of 250. Contrary to what had usually been the case, during the winter of 1882-83 the large attendance held out to the end, and on the last evening the school was attended by 219 pupils. Industrial or mechanical draw¬ ing was added in the evening school as a new feature of the educational system, and it gave excellent results. It includes the use of tools, carpenters’ work, joinery in its rudiments, designing patterns, modelling in clay, keeping of accounts, and other branches of practical industry. In 1883-’84 the city reported 227 school rooms for study, with 14,272 sittings, being 3,876 fewer sittings than the actual public school enrolment. Private and church schools enrolled 7,671 pupils, leaving 18,021 as the number of youth not under school instruction. An evening school was maintained 74 nights in the year, with 605 10 E 146 REPORT OF THE COMMISSIONER OF EDUCATION, enrolled and an average attendance of 269. Music and drawing were taught in the public schools by special teachers. Estimated value of. school property, $994,575. East Saginaiv in 1882-83 increased its school population by 283, its enrolment by 2, and its average attendance by 176. Music and drawing were included in the course throughout. The schools were taught 192 days, in 11 buildings, with accommoda¬ tions for 3,200 pupils. Enrolment in evening school for boys, 133; average attend¬ ance, 35. Enrolled in private schools, 484. For 1883-’84 there was an increase of 342 in youth of school age, of 362 in enrol¬ ment, and of 420 in average attendance; also, an increase of two days in length of term. The estimated enrolment in private schools for the year was 575. No evening school was reported. Value of school property, $212,000. Flint for 1883-’84 gives about the same school population as in 1881-,82, with a moderate increase in enrolment and average attendance. The schools were classed as primary, grammar, and high and were taught 195 days in 7 buildings, with 1,893 sittings for study, valued, with all other school property, at $129,100. Enrolment in private and church schools, 175. Grand Rapids for 1882-’83 showed an increase of 612 in school population, of 656 in enrolment, and of 334 in average attendance. The schools were taught 193 days by 34 more teachers than in 1881, 3 being special teachers of music, drawing, and pen¬ manship. Estimated value of school property, $519,600. In view of the great amount of truancy existing, the superintendent regretted that the school accommodations were so inadequate as to prevent the enforcement of the new truant law. In 1883-84 the increase in the school census was 161 over the preceding year, and that of -average daily attendance in public schools, 696. One new building was erected, costing, with furnishings, $17,649, and the speedy erection of 3 more was earnestly recommended by the building committee. Evening schools were maintained, with the usual fluctuating attendance. Out of an enrolment in 12 weeks of 226, there was an average nightly attendance of but 85. MusTcegon for 1882-’83 reports a steady growth of public schools, with 403 more pupils than ever before. The per cent, of average attendance slightly exceeded the previous maximum and the per cent, of tardiness was much less The schools are classed as primary, grammar, and high, with one ungraded school. Much attention was given to vocal music throughout the course. An increase of 582 over the preceding year appears in the enrolment of 1883-’84, the largest in the history of the city. One reason for the increase is said to be the en¬ forcement of the compulsory law through a truant agent. An evening school was taught, with an attendance of over 250. The advisability of introducing some kind of industrial work into the schools finally led a few philanthropic ladies to volunteer their services in conducting a sewing school on Saturday of each week. The number desiring to attend was so large that it was found necessary to divide the class, one half coming in the forenoon, the other half in the afternoon. The classes were kept up with full attendance till the close of the year. Fort Huron for 1882- 83 showed an increase of 15 in school population and of 21 in enrolment. The schools were taught 197 days, in 5 buildings, with 1,500 sittings for study, valued, with sites, &c., at $88,000. Estimated enrolment in private schools, 300. For 1883-84 there was an increase of 409 in youth of school age and of 45 in en¬ rolment, but the average attendance had decreased by 40 since 1881-82. Enrolment in private and church schools, 300. Value of school property, $93,000. Saginaw public schools for 1883-J84 were taught 195 days, in 6 buildings, with ac¬ commodations for 1,857 pupils. The schools were graded and employed 2 special teachers in music and drawing. School property was valued at $105,000. Enrolment in private and church schools, 600. KINDERGARTEN. For the statistics of 8 Kindergarten in this State, see Table V of the appendix ; for a summary of the attendance on them, see a corresponding table in the report of the Commissioner preceding. PREPARATION AND QUALIFICATIONS OF TEACHERS. STATE REQUIREMENTS FOR CERTIFICATES. Teachers not graduates of the State Normal School must have certificates of quali¬ fication from the county examiners of their county or from the State board of educa¬ tion. The county certificates, valid only in the county where issued, are of three grades, good for 1, 2, and 3 years. Soate certificates are valid throughout the State for 10 years. STATE NORMAL TRAINING. The State Normal School, Ypsilanti, presents 4 courses of instruction, scientific, lit- MICHIGAN. 147 erary, language, and English, from ■which students may choose. The English course covers 3 years ; the others, 4. A special 4-year course with music is given, in which students are trained in harmony, voice culture, and solo singing, instrumental music "being elective. The University of Michigan , Ann Arbor, in its department of the science and the art of teaching, presents 5 elective courses : the art of teaching and governing, the science of education, school supervision, history of education, and the teachers’ seminary, each covering 4 years. The last course is for the study and discussion of special topics in the history and philosophy of education. It offers, besides facilities for studying the art of teaching and governing, instruction in methods of general schoolroom practice, in the art of grading and arranging courses of study, and in the conduct of institutes. There were 113 students enrolled in this department during 1863-84. OTHER NORMAL TRAINING. Both Adrian College and Hillsdale College offer a 2-year course in normal training, and Olivet gives 3 courses, viz, an elementary course of 2 years, the same course with an additional year as a full English course, and a language course of 4 years, the last offering a choice between ancient languages and German and French. There was also a summer normal class continuing 5 weeks. The catalogue of Battle Creek College seems to indicate that the normal department has been dropped, as no notice of it appears. Training schools are included in the city school systems of Detroit and East Saginaw. teachers’ institutes. The institutes in 1883 and 1884 are said to have been generally better attended and to have awakened more interest than ever before. Under the new law there is added to the standing of teachers 1 per cent, for each day’s attendance ; teachers also are permitted to cfcraw pay during institute attendance, although their schools may be in session. In 1883 institutes were held in 65 counties, with a total enrolment of 5,758 ; one of these was a State institute held under the direction of the State superintendent and in which the program for the county institutes is discussed and determined. Of the teachers present 43 held State, 99 normal, 312 first, 487 second, 3,374 third grade, and 140 special certificates. Normal school instruction had been received by 1,495, and 1,261 were without experience in teaching. A marked decrease -was noted in the attendance of teachers holding higher grade certificates, but a still larger increase in that of those holding third grade certificates, showing that the institutes were reaching that class of teachers most in need of normal instruction. EDUCATIONAL JOURNAL. The Michigan School Moderator, a weekly journal published at Grand Rapids, con¬ tinued to be the official organ of public instruction and the chief medium for the dif¬ fusion of educational information throughout the State. It was in its fifth year in 1883-’84. SECONDARY INSTRUCTION. PUBLIC HIGH SCHOOLS. Any school district containing 100 or more children of school age may, by a two- thirds vote of the qualified electors present at any annual meeting, organize as a graded school district. The board of trustees of any graded school district, when so ordered by a vote of the district, must establish a high school and determine the qualifications for admission to it. High school departments were reported in 60 graded school dis¬ tricts in 1882-83, with a total enrolment of 7,021 pupils. Detroit high schools report excellent and progressive work in their 4-year English, classical, Latin, and English- preparatory courses. A commercial course was established at the beginning of the year and pursued with satisfactory results. The schools had an enrolment in 1883-’84 of 509 pupils, including 76 graduate students, and 75 were graduated in June, 1884, a class of 26 having been sent out the January preceding. The common English course, the preparatory English, the classical course, and the Latin-scientific course in the Grand Rapids high school cover 4 years ; the scientific and engineering course and the courses in French and German, 3 years each. Attendance for the year, 458. SUPERIOR INSTRUCTION. COLLEGES FOR BOTH SEXES. The University of Michigan, Ann Arbor, a part of the public educational system of the State, sustained from the proceeds of the United States land grants and from. State appropriations, aims to complete the work begun in the public schools by fur¬ nishing facilities for a liberal general education and for the thorough study of med¬ icine, pharmacy, law, and dentistry. Its privileges are gratuitously extended to 148 REPORT OF THE COMMISSIONER OF EDUCATION. men and women alike who are qualified for admission, whether residents of the State or not. In the department of literature, science, and the arts, different lines of study lead to the degrees of a. b., b. s., and lit. b., to the corresponding masters’ degrees, and to 3 degrees in engineering. In the undergraduate courses the studies are for the first 2 years required, but at the beginning of the third year students are allowed almost unlimited freedom of choice. The advanced studies of the school of political science, noticed in 1882, are among the electives which are not taken till after the com¬ pletion of the required studies of the first 2 years ; and these electives, comprising 12 courses in political and constitutional history, 8 in economic sciences, 3 in social, san¬ itary, and educational science, and 6 in constitutional administration and international law, may be chosen by other undergraduates as well as by those belonging to the school. The number of women attending in 1883 was 170, of whom 107 were in literary studies and the others in medicine, law, pharmacy, and dentistry. The university received in 1882-83 $37,200 from the State and several gifts from friends, among them $2,500 from one who withholds his name, for the purchase of his¬ torical works, and $6,500 from Mr. James McMillan, of Detroit, for the purchase of a most valuable Shakespeare library, including a choice collection made by Hon. E. H. Thomson, of Flint. In 1883-84 a bequest was received of a collection of art material comprising about 600 pictures and 30 pieces of marble, valued at $200,000, from Henry C. Lewis, of Coldwater, a condition being that Mrs. Lewis might, if she pleased, re¬ tain possession of the collection during her life. Of 8 other institutions in the State claiming collegiate rank, 2, Battle Creek and Grand Traverse, appear to be doing no real college work. The remaining colleges all present classical courses of study of 4 years, and all but Hope College, scientific courses of equal length, Adrian and Hillsdale adding a philosophical course, Albion and Kalamazoo a Latin scientific, Adrian and Olivet a special course for ladies, and Adrian and Hillsdale business courses. The new plan of study adopted in Alhion College in 1881-’82, in which the study of modern languages precedes the study of ancient, has worked satisfactorily. This method, claimed by its friends to be the natural one, was fully introduced into the two lower classes, and, as far as practicable, into those which had already completed a portion of the course on the old plan. Many young men and women have been at¬ tracted to the institution by this system and the results seem to justify the adoption of the plan. Hope College, under charge of the Reformed Church, received in 1883-’84 from vari¬ ous friends $4,582, partly to defray current expenses, the remainder to aid in endow¬ ment. Hillsdale College (Free Will Baptist), was given $3,362.04 by various friends, the interest to be used for the equipment of a biological library and other special objects; also, to increase the general endowment. For statistics, see Table IX of the appendix, and for a summary, see a corresponding table in the report of the Commissioner preceding. INSTITUTIONS FOR THE SUPERIOR INSTRUCTION OF YOUNG WOMEN. Women are admitted to all the colleges of the State on equal terms with men. Further provision for them is made in Michigan Female Seminary, Kalamazoo, au¬ thorized by law to confer collegiate degrees, which reported 37 undergraduate students and 10 in a preparatory department in 1883-84. SCIENTIFIC AND PROFESSIONAL INSTRUCTION. SCIENTIFIC. The Michigan State Agricultural College, Lansing, besides other branches necessary to a good education, teaches surveying, levelling, laying out of grounds, mechanics as applied to implements, building, stock breeding, agricultural chemistry, horticulture, and such practical applications of science as are specially useful to the farmer. The farm comprises 676 acres, of which 10 are devoted to experiments, 180 to a systematic rotation of crops, and 110 to woodland pasture. Students are required to labor three hours each week day, except Saturday ; most of their work is paid for, the maximum rate being 8 cents an hour. The degree of b. s. was conferred in 1883 on 29 young men and 1 young woman ; that of m. s,, on 5 young men. Scientific courses, as already noted, are found in the State university and in all the other colleges of the State except one, the State university making provision for graduate study leading to the degree of master of science, as well as offering techpical courses in civil, mechanical, and mining engineering. For statistics of scientific schools and departments of colleges, see Tables IX and X of the appendix, and for summaries, see corresponding tables in the report of the Commissioner preceding. MICHIGAN. 149 PROFESSIONAL. Theological instruction was given in Adrian College, Adrian (Methodist Protestant), and Hillsdale College, Hillsdale (Free Will Baptist), in courses of 3 years to 56 stu¬ dents, 43 of them in the latter, including 38 undergraduates and 5 resident graduates. Battle Creek College (Seventh Day Baptist) offers a biblical course of study, the aim of which is to lead students to a familiarity with the Bible before all other writings, making use of the latter only as they may serve to explain the former. Whether or not any students were engaged in these studies does not appear from the catalogue. The law department of the University of Michigan aims to give students a thorough preparation in the several branches of constitutional, international, maritime, com¬ mercial, and criminal law, medical jurisprudence, and the jurisprudence of the United States. A spacious building is devoted to its accommodation, with debating and society rooms, and the conveniences of the department are exceptionally good. Dur¬ ing 1883-’84 the course of instruction was extended so as to include the entire college year of 9 months. Opportunity is thus afforded the law students to attend without additional expense some of the lectures delivered in the department of literature, science, and arts. An admission examination is required of candidates for a degree, unless they are graduates of some collegiate institution, high school, or institution of corresponding grade. The medical schools are the department of medicine and surgery of the University of Michigan, Detroit Medical College, the Homoeopathic Medical College of the Uni¬ versity of Michigan, and Michigan College of Medicine, Detroit. Both schools of the university agree in requiring of candidates for their diplomas a 3-year graded course, each year (of 9 months) being divided into two semesters, which close with written examinations on the work gone over. Women are admitted, and their instruction is, in all respects, equal to that of men. An examination for admission is required of all candidates not able otherwise to prove that they are qualified for the study of medicine. Detroit Medical College and Michigan College of Medicine present the usual 3 years of study, including 2 courses of lectures ; the latter, however, advises a 3-year graded course. Both require of applicants for admission sufficient knowl¬ edge of the branches of an English education to enable them to engage intelligently in the study of medicine ; and this knowledge must be proved by an examination, if it be not shown by diplomas or certificates from some competent educational insti¬ tution. For statistics of professional schools, see Tables XI, XII, and XIII of the appendix ; for summaries of their statistics, corresponding tables in the report of the Commis¬ sioner preceding. SPECIAL INSTRUCTION. EDUCATION OF THE DEAF AND DUMB. The Michigan Institution for the Education of the Deaf and Dumb, Fiint, for 1883-’84, reported 141 male and 126 female students. The studies of the common school and some of the high school branches are pursued, oral and manual methods being employed. The time allowed for completing the course is 10 years, but the average time devoted to study by the pupils is about 5. The number of instructors was 15, 2 of them deaf- mutes. Agriculture, cabinet making, carpentry, printing, and shoemaking are taught to the boys ; sewing, cookery, and general housework, to the girls. The institution owns 83 acres of land, valued, with buildings, at $437,123. State appropriation for the year, $45,000 ; expenditure, $42,762. The Evangelical Lutheran Deaf-Mute Institute , Norris, sustained by the Evangelical Lutheran Synod of Missouri, gives instruction in the common school branches, with drawing, gardening, and housework. There were 28 male and 16 female pupils, un¬ der 3 instructors, in 1883-84. Method of instruction, German articulation. Average time spent in the institution by the pupils, 4 to 6 years. Value of buildings and the 20 acres of land owned, $15,000. Money given the institution in 1883-784, $4,000, in¬ tended for payment of debts and for current expenses ; other income, $1,400. Total expenditure, about $6,000. The Class in Articulation for the Deaf, Marquette, is no longer in operation. Michigan School for the Blind , Lansing, gives instruction in the common English branches, with astronomy, chemistry, geology, geometry, and physics. The boys are also taught broom making, and the girls, crocheting, knitting, and sewing by ma¬ chine. In 1883-’84 there were 50 pupils and 26 instructors and employes. Amount of State appropriation for the year, $132,000. Value of buildings, grounds, &c.7 $78,000. REFORMATORY AND INDUSTRIAL TRAINING. The Michigan Reform School, Lansing, aims to improve, educate, and give industrial training to boys of 10 to 16 years of age convicted of crime by the courts. The boys attend school 4£ hours 5 days each week, and work the same length of time, per- 150 REPORT OF THE COMMISSIONER OF EDUCATION. forming the entire labor of the institution, under the direction of competent instruc¬ tors. Boys who have merited confidence by good conduct are granted leave of ab¬ sence and are required to make satisfactory reports at stated times. The whole number committed to September, 1883, since opening, was 2,864. In 1882-83 there were 352 boys in the school. Total expenditure for the year, $53,028. For full statistics, see Table XXI of appendix. The State Industrial Home for Girls, Adrian, one of the last established of the State institutions, is still in the experimental stage, but the results of its work for the firs£ 3 years have been excellent. Girls between the ages of 7 and 17 are committed to it by the courts for any offence not punishable by imprisonment for life, and are taught the common English branches, domestic work, sewing, dressmaking, &c. School work occupies the afternoon and an hour in the evening. Religious instruction forms an important part of the education. There were 159 inmates at date of report, Sep¬ tember, 1884. EDUCATION OF POOR AND DEPENDENT CHILDREN. The State Public School for Dependent Children, Coldwater, receives children 3 to 12, training them in school studies and industries, caring for their health and morals, and finding homes for them in families. Up to 1883 there had been 1,200 thus cared for since the organization of the school, 10 years previous. Of these, 900 had been sent to homes, 300 remaining in the school. A majority of the 900 were then in com¬ fortable homes, with every encouragement to develop into good citizens. The pupils enrolled in each of the years 1883 and 1884 was 469, of whom 131 were placed in homes in the former and 258 in the latter year. Whole expenditure for the two years, $91,794. Since the previous biennial report 34 acres of land have been added to the grounds. A serviceable hospital was also built and furnished during this time at a cost of $7,000. EDUCATIONAL CONVENTION. STATE ASSOCIATION. The Michigan State Teachers’ Association held its thirty-second annual meeting at Lansing, December 26-28, 1883, Prof. Estabrook presiding. The title of the president’s address was “ Effects of alcohol on the human system,” after which papers were read on “Courses of study for smaller high schools,” “ Methods of study of the classics,” “ The study of the English language as a means of mental culture,” “ True education,” “How can we best care for the eye, ear, and brain in school life ?” “ Defects in the present system of examinations,” and “Effective energy in teaching and grading of dis¬ trict schools.” At the closing session it was resolved that a committee be appointed, consisting of the State superintendent, Prof. Putnam, and President Estabrook, to con¬ sider the subject matter of Prof. Putnam’s paper on “Grading public schools,” to wait upon the governor and request him to call the attention of the legislature to the sub¬ ject and recommend favorable action. It was further resolved that the subject of county institutes be likewise considered and presented by the committee. Otherres- olutions followed; after which the officers were elected for the ensuing year and the association adjourned. CHIEF STATE SCHOOL OFFICER. Hon. Hekschel R. Gass, State superintendent of public instruction , Lansing. [Term, March, 1883, to April 21, 1885.] Mr. Gass is understood to have been reappointed and to have resigned early in his second term, and to have been succeeded by Hon. Theodore Nelson, ll.d. MINNESOTA. 151 MINNESOTA. STATISTICAL SUMMARY. 1882-’83. 1883-’84. Increase. Decrease. POPULATION AND ATTENDANCE. You tli of school age (5-21) . . Enrolled in public schools . Average daily attendance . Per cent, of enrolment to school youth. Per cent, of attendance to school youth. Enrolment in graded schools . Average daily attendance in them . 337,254 209, 475 92, 048 62.11 27. 29' SCHOOL DISTRICTS AND SCHOOLS. Number of schoo} districts . Public school-bouses in use . New ones built during the year.. Number of graded schools . Departments in graded schools. . . Average time of schools, in days. 4, 666 4,288 325 181 850 100 359, 366 223, 209 100, 637 62.11 22, 112 13, 734 8, 589 28. 00 .71 52, 189 32, 088 4,902 4,671 391 236 383 66 112 12 TEACHERS. Men teaching in public schools . . Women teaching in public schools . Whole number of teachers . Teachers continuing 3 years or more. Teachers graduates of a normal school. Teachers who have attended a normal school. Men teaching in graded schools. . Women teaching in graded schools Total teachers in graded schools . 1,535 3, 867 5,402 224 253 838 1,715 4,371 6, 086 364 180 504 684 140 415 162 1,245 407 130 887 1,017 FINANCIAL STATEMENT. Whole expenditure for public schools. Valuation of all school property . Valuation of school-houses built during the year. Amount of available school fund. Average monthly pay of men teaching. Average monthly pay of women teaching. $2, 283, 165 a4, 686, 679 400, 098 5, 779, 930 39 00 29 00 $2, 819, 711 a5, 415, 599 685, 072 6, 246, 321 40 00 30 00 $536, 546 728, 920 284, 974 466, 391 1 00 1 00 a These figures include all property, as furniture, &c., as given in the State report. (From the biennial report of Hon. D. L. Kiehle, superintendent of public instruo* tion, for the years mentioned.) STATE SCHOOL SYSTEM. GENERAL CONDITION. The statistical summary for the year 1883-84 shows an increase in all the items given, the per cent, of enrolment of the school population appearing to bo the same 152 REPORT OF THE COMMISSIONER OF EDUCATION. in both years. A growth of 8,589 in average daily attendance compares favorably with the increase of attendance in 1882-’83 over that of 1881- 82. In 1882-’83 there were 325 school-houses built, at a cost of $400,098, and in 1883-’84 there were 391 built, costing $685,072. The value of school apparatus, including seats, desks, and libraries, was given as $321,133 in 1882-’83 and increased by $100,755 in the next year. The school libraries alone were rated at $12,612 in the former year and $23,628 in the latter. Of the 6,086 teachers employed in the State, 415 were normal school grad¬ uates, an increase of 162, while of those who had attended a normal school there were 1,245, an increase of 407. ADMINISTRATION. For the State there is a superintendent of public instruction appointed for 2 years by the governor, with the consent and advice of the senate; he is a member ex officio of the board of regents of the State University and secretary of the board of direc¬ tors of the State normal schools. For each county there is a superintendent of schools elected for every 2 years, who examines and licenses teachers. There is a board of 3 trustees for common school districts ; for independent school districts, a board of 6 directors, which appoints 3 competent persons as school examiners, all elected for 3 years. Women may vote and hold any office pertaining solely to the management of public schools. The public schools are free to all resident youth of school age (5-21) and pupils over 21 and non-residents may be admitted on payment of tuition fees. Schools must be taught not less than 12 nor more than 44 weeks in each year. Teachers are permitted to give daily instruction in social science, good morals, and patriotism. Thirty topics are specified, such as cleanliness, truth, perseverance, self reliance, &c. Provision is made for teachers’ institutes and normal training schools. The State provides for the uniformity of text books, certain State officers being vested with authority to contract for the same. SCHOOL FINANCES. The public schools are sustained from the proceeds of a State school fund, from a county tax of 1 mill on $1, from the proceeds of liquor licenses and fines not other¬ wise appropriated, from the unclaimed proceeds arising from the sale of estrays, and from an optional district tax, the last to provide school-houses and sites, but not to exceed 8 mills on $1 in any one year for those objects. SCHOOL SYSTEMS OF CITIES WITH 7,500 OR MORE INHABITANTS. ADMINISTRATION. Any cities of 500 or more inhabitants not under special laws may be organized into independent school districts, with boards of 6 directors elected by the citizens for terms of 3 years, with annual change of 2. A superintendent is elected by the board, of which he is a member ex officio and executive officer. Minneapolis and St. Paul are under special laws, each having a board of education elected by the people, that of the former city having 7 members, called school direc¬ tors; that of the latter, 12, called school inspectors ; each body is subject to partial annual change and each is authorized to employ a superintendent, teachers, &c. STATISTICS. 1882-’83. Cities. Population, census of 1880. Children of school age. Enrolment in public schools. Average daily at¬ tendance. Number of teachers. Expendi¬ ture. Minneapolis . I 46, 887 23, 500 10, 692 6, 369 198 $302, 313 St. Paul . Stillwater ....... _ 41, 473 9, 055 10, 208 . 7, 654 4,578 161 326, 787 Winona . 1,934 1, 440 1, 315 38 31, 563 ADDITIONAL PARTICULARS. Minneapolis presents in 1883 an increase of 4,100 in youth of school age, of 2,942 in enrolment, and of 1,411 in average daily attendance, with 56 more teachers, including 13 in evening schools. The schools (primary, intermediate, grammar, and high) were taught 185 days in 21 buildings, with 8,264 sittings for study. Special attention is given to drawing throughout the course. The system being industrial, the principles of construction, representation, and object drawing are always kept in view. Special teachers of music and drawing are employed, who also give instruction to the regular teachers in these branches. The growth of the schools made it necessary to build MINNESOTA. 153 new school-houses and enlarge old ones, at a cost of $69,405. Evening schools were taught 63 evenings during the year by 13 teachers; whole number of pupils enrolled, 934 ; average evening attendance, 313. St. Paul for 1882-83, reports an increase of 929 in pupils enrolled in public schools, and, although the erection and improvement of school-houses gave 1,700 more sittings (at a cost of $156,000), many children were refused admission from lack of room. Evening schools were taught 101 evenings and had 852 pupils enrolled, with an aver¬ age attendance of 562. There were 2 private Kindergarten, with an enrolment of 174 children ; other private schools reported 3,436 pupils. In 1883-’84, the enrolment in public schools, including evening schools, increased, but the inadequate supply of accommodations still interfered with the regular attend¬ ance. The schools are graded, the entire course covering 12 years. Special teachers are employed in music, drawing, and penmanship throughout and in the German lan¬ guage from the fifth grade. Physiology has been dropped from the course of study below the high school. Evening schools enrolled 1,264 pupils, with an average at¬ tendance of 386, the average age of pupils being 18 years. The valuation of all pub¬ lic school property was increased from $509,600 to $539,500. Winona for 1882-83 shows a decrease of 365 in enrolment in public schools and of 39 in average attendance, with the same number of teachers. The schools were taught 196 days in 3 different buildings, with 1,585 sittings for study. There were special teachers in drawing and penmanship. Estimated enrolment in private schools, 500. Valuation of all school property, $175,000. The Kindergarten at Winona is under the auspices of the State Normal School. KINDERGARTEN. For statistics of 11 Kindergarten in this State, see Table V of the appendix; for a summary of the attendance in them, see a corresponding table in the report of the Commissioner preceding. PREPARATION AND QUALIFICATIONS OF TEACHERS. STATE REQUIREMENTS FOR CERTIFICATES. Before receiving licenses to teach in the public schools candidates must pass an ex¬ amination to show their fitness for the work. In ordinary districts this examination is conducted by county snperintendents ; in independent districts, by examiners ap¬ pointed by the boards of education. After examining applicants in the common school branches (including the history of the United States and the practical facts of hygiene) .and after testing their general knowledge and ability to impart instruc¬ tion, county superintendents are authorized to issue three grades of certificates, the first valid in the county for 2 years, the second for 1 year, and the third (valid in the district only) for 6 months. STATE NORMAL TRAINING. The 3 State normal schools, at Mankato, St. Cloud, and Winona, prepare teachers for the public schools, giving free tuition to all persons who pledge themselves to teach two years in the State after graduation. The schools graduate from 2 courses: elementary or preparatory, of 3 years, and academic or advanced, of 4, the 2 courses combined covering 4 years. Mankato and Winona add professional studies of 1 year for those who graduate from either course. These studies include the history of edu¬ cation, psychology, mental science, methods and philosophy of teaching, and practice teaching. All have model schools thoroughly graded and classified, designed to afford students ample opportunity for observation and practice, Winona having also a well organized Kindergarten. The schools, in 1883-’84, had a total enrolment of 1,375, of whom 672 were in the normal departments and 87 graduated. OTHER NORMAL TRAINING. Of the summer school for teachers conducted at the Minnesota University in 1882 no notice is given in the catalogue of 1883-84. The city school system of St. Paul includes a training department to prepare teachers for the public schools of that city. It had, in 1883-84, an enrolment of 112 students, and 23 were graduated, of whom 18 engaged in teaching at once. TEACHERS’ INSTITUTES. The number of State institutes held during the year was 52, an increase of 11 ; the number of teachers enrolled 3,231, an increase of 1,126. Of this number, 164 held first grade certificates, 1,234 second grade, and 767 third grade, the remainder hold¬ ing no certificates. 154 REPORT OF THE COMMISSIONER OF EDUCATION. EDUCATIONAL JOURNAL. School Education, formerly the Journal of Education, published at St. Paul, con¬ tinued to give valuable information in regard to educational matters in the State. SECONDARY INSTRUCTION. PUBLIC HIGH SCHOOLS. The State high school board, consisting of the governor of the State, the superin¬ tendent of public instruction, and the president of the State university, had under its supervision in 1883-84 61 high schools. The total enrolment was ‘2,613, of which number 718 were non-residents receiving instruction free of charge. The reports of the schools and the results of their work prove that they are, with a few exceptions, in a prosperous condition, a good proportion of them holding the first rank as to effi¬ ciency and scholarship. Over nine-tenths of the principals and superintendents are graduates of college and have had successful experience as teachers. SUPERIOR INSTRUCTION. COLLEGES FOR YOUNG MEN OR FOR BOTH SEXES. The University of Minnesota, Minneapolis (non-sectarian), offers free tuition alike to students of either sex who are over 14 years of age and able to pass the required examinations. The collegiate department comprises colleges of agriculture ; mechanic arts ; science, literature, and arts; medicine ; and law (this department not yet organ¬ ized), all leading to appropriate degrees. There was an attendance of 147 students in 1883-84, under 21 instructors. The State appropriated $23,000 for the year. In¬ come from productive fund, $35,000; value of all property belonging to the university, $450,000. The other colleges reporting for 1833-’84 were Hamline University, Hamline (Methodist Episcopal), with classical and scientific courses of 4 years ; Carleton College, Northfield (Congregational), with 4-year classical, scientific, literary, and English courses ; and St. John’s University, College ville (Roman Catholic), with classical, scientific, commercial, medical, and ecclesiastical courses. All give preparatory training and instruction in music. Carleton gave increased attention to drawing and painting during the year, and an art department was projected. For statistics of colleges reporting, see Table IX of the appendix; for a summary thereof, the report of the Commissioner preceding. INSTITUTIONS FOR THE SUPERIOR INSTRUCTION OF YOUNG WOMEN. The University of Minnesota, Carleton College, and Hamline University offer the same privileges to young women as to young men. For statistics of other institutions for the higher education of women, see Table VIII of the appendix ; for a summary of them, the report of the Commissioner preceding. SCIENTIFIC AND PROFESSIONAL INSTRUCTION. SCIENTIFIC. The State university in its college of agriculture adds to the last 2 years of the collegiate department * training in agricultural chemistry, practical agriculture, hor¬ ticulture, and other sciences relating to agriculture. Its college of mechanical arts, also following the preliminary studies of the collegiate department, presents three courses of 2 years each, mechanical engineering, civil engineering, and architecture. An artisans’ training school, established as a department of the college of mechanical arts, meets the needs of mechanics and others and takes the place of the course in sliopwork and drawing heretofore given. Evening instruction is also given in me¬ chanical drawing. Carleton College, Hamline University, and St. John’s College also offer special scientific courses. PROFESSIONAL. Theological instruction continued at the ecclesiastical seminary of St. John’s Uni¬ versity, Collegeville (Roman Catholic), the Seabury Divinity School, Faribault (Prot¬ estant Episcopal), and in the theological course of the Augsburg Seminary, Minne¬ apolis (Evangelical Lutheran); besides which the Norwegian Evangelical Lutheran Seminary, Red Wing, presents itself in 1883-’84. All show the customary 3-year course, meant to follow a high school or collegiate training if possible. For sta¬ tistics, see Table XI of the appendix. Medical training was given in the Minnesota College Hospital, Minneapolis, succes¬ sor to the St. Paul Medical College, under 21 professors and 1 demonstrator in 1882-’83 MINNESOTA. 155 and under 1 fewer in 1883-84. The regular course was 3 years, of 19 weeks annually. For admission there was an examination in ordinary school studies, United States his¬ tory, and physics, except where a degree in arts or sciences, a certificate from a high school or other reputable seminary, or a teacher’s certificate was presented; for grad¬ uation, attendance on 2 regular courses, full age, 3 years of study, and evidence of good moral character, with dissection of each part of a cadaver. The University of Minnesota in 1883 organized at Minneapolis a medical depart¬ ment, which, in view of the multiplication of medical schools, is to be an examining, not a teaching, body. As a State examining board it tests the genuineness of medical diplomas presented to it by persons desiring to practise medicine in the State and authorizes the holders of such as are found genuine to enter upon practice. As a medical faculty, it examines in letters and science those who seek the university medi¬ cal degrees, and grants the diploma of bachelor of medicine to such accepted candidates as pass successive annual examinations during 2 or 3 years, according to their previous preparation : that of M. d. to bachelors of 3 years7 professional practice after gradua¬ tion and to any m. d. of other recognized medical colleges that presents and defends successfully a thesis on some medical theme. As far as can be judged from the sched¬ ule these examinations seem to be exceptionally thorough. SPECIAL INSTRUCTION. EDUCATION OF THE DEAF AND DUMB. The Minnesota Institute for the Education of the Deaf and Dumb, Faribault, free to deaf-mutes of the State 10 to 25 years of age, reports for 1883-’84 an enrolment of 130 pupils, of which number 60 were girls, under 9 instructors, 4 being semi-mutes. The school was founded in 1863, since which time 336 pupils have received instruction. Besides the common school branches the children are taught cooperage, shoemaking, printing, tailoring, plain sewing, and dressmaking. About one-third of them re¬ ceive instruction in articulation. The institution owns 65 acres of land, valued, with buildings, at $200,000. EDUCATION OF THE BLIND. The School for the Blind, Faribault, is now occupying its commodious new building erected in 1883— ’84, and it is well equipped and furnished. In addition to common school studies, instruction is given in vocal and instrumental music. The industries comprise broom making for the boys ; bead work, hand and machine sewing, knitting, and crocheting for the girls. The average number of pupils during the year was 30. EDUCATION OF THE FEEBLE-MINDED. The Minnesota Training School for Idiots and Imbeciles, Faribault, had in 1883-’84 an attendance of 45 boys and 15 girls, an increase of 19 over 1882-’83. The instruc¬ tion is in common school branches and in fancy work, sewing, &e. The question of affording further and full relief for the idiotic and epileptic children of the State has given the directors of the institution much embarrassment. Applica¬ tions for admission continue largely to exceed accommodations, and a more complete separation of the totally demented from the merely weak minded is demanded. Ad¬ ditional buildings are needed and an appropriation sufficient for the erection of two for adults with moderate intellect is recommended. REFORMATORY AND INDUSTRIAL TRAINING. The Minnesota Reform School, St. Paul, aims to educate and reform youthful criminals and obstinately bad boys. To aid in this, it gives instruction in common school studies and in carpentry, tinning, tailoring, shoemaking, and farming. The shops are not managed for profit, but to impart actual industrial training, so that the boys, when sent out, find no difficulty in obtaining employment. Three separate schools are maintained, one for the older, one for the younger boys, and one for the girls, with the same division as to families. Since organization, in 1867, about 550 inmates have gone out from the institution, and the managers believe that much less than 10 per cent, have returned to a criminal life. The average number of pupils in the school for 1883-’84 was 128. EDUCATIONAL CONVENTIONS. MINNESOTA STATE EDUCATIONAL ASSOCIATION. The eighth annual session of the Minnesota State Teachers’ Association was held at Minneapolis, December 26-28, 1883. The attendance of principals and upper grade teachers was better than that of the previous year. Among the subjects presented were “Education in its moral aspect,” “The relation of education to crime, pan- 156 REPORT OP THE COMMISSIONER OP EDUCATION. perism, and production,” “Moral training,” “School libraries as a means of cul¬ tivating a taste for good reading and as an auxiliary to the regular instruction,” and “ Professional preparation.” Following this, State Superintendent Kiehle pre¬ sented arguments in favor of the granting of State certificates as recognitions of professional skill and preparation. After some discussion, a resolution indorsing the granting of such certificates passed unanimously, and the matter was referred to a committee with instructions to take such action, in conjunction with the State superintendent, as to secure, if possible, proper legislation to carry the idea into effect. CONVENTION OF COUNTY SUPERINTENDENTS. The third annual convention of county superintendents met at St. Paul, Decem¬ ber 29, 1883, 30 superintendents being present at the opening. State Superintendent Kiehle called the convention to order and delivered a brief address of welcome. The first discussion was on the length of teachers7 institutes, most of the superintendents favoring the present short term of 1 week. Superintendent Sperry read a paper on “Im¬ provement of the grade of teachers by better methods of examination and by estab¬ lishing a better standard,” the discussion of which brought out many points indicat¬ ing that present methods of examination and grading may be improved. At the re¬ quest of the State superintendent, a committee of 3 was appointed to confer with him on the methods of examination, the preparation of questions, and the grading of certificates. A paper was read entitled “ How may we secure greater permanence of teachers in our country schools?” The superintendent from Norman opened the dis¬ cussion by saying it was simply impossible to get good normal teachers to accept the poor pay and poorer accommodations offered in the frontier counties. An interest¬ ing discussion was held on the reading of the paper “ How shall schools be inspected with a view to the best results ?” After which the convention adjourned. CHIEF STATE SCHOOL OFFICER. Hon. D. L. Kiehle, State superintendent of public instruction , St. Paul. [Second term, August, 1883, to August, 1885.] MISSISSIPPI. 157 MISSISSIPPI, STATISTICAL SUMMARY. 1882. 1883. Increase. Decrease. POPULATION AND ATTENDANCE. Youth of school age (5-21), white. 185, 026 180, 093 4,933 Youth of school age (5-21), colored 259, 105 267, 478 8, 373 444, 131 447, 571 3,440 Whites enrolled in public schools. 104,451 125, 598 21,147 Colored enrolled in public schools. 109, 630 141,398 31,768 Whole enrolment for the year.... 214,081 266, 996 52, 915 Average monthly enrolment, 82, 985 93,816 10, 831 white. Average monthly enrolment, col- 89, 537 115, 900 26, 363 ored. Whole average monthly enrol- 172, 522 209, 716 37, 194 ment. Average daily attendance, white. 61,738 68, 946 7,208 Average daily attendance, colored . 73, 578 85, 517 11,939 Whole average daily attendance. 135, 316 154, 463 19, 147 Per cent, of enrolment to youth 48. 20 59. 65 11.45 of school age. Per cent, of attendance to youth 30. 47 34. 51 4. 04 of school age. SCHOOL TERM. • Average time of schools in cities, 147 154 7 in days. Average time in country, days _ 77i Average time for the State, days. 75i TEACHERS. White teachers employed ........ 2, 910 3,598 688 Colored teachers employed ...... 2, 272 2, 803 531 Number of men teaching . . 3, 046 3, 645 599 Number of women teaching _ _ _ _ 2, 136 2,698 562 Whole number of teachers _ .... 5, 182 a6, 401 al, 219 FINANCIAL STATEMENT. Total expenditure for public $680, 640 $803, 876 $123, 236 schools. Amount of available fund . &800, 000 Average monthly pay of teachers. 30 03 31 20 1 17 a Includes 58 whose sex is not reported. b In 1881. (From report of Hon. J. Argyle Smith, State superintendent of public instruction, for the two years indicated, with return from the same for 1882.) STATE SCHOOL SYSTEM. GENERAL CONDITION. The statistics show a large increase in the number of each race enrolled in public schools and in average daily attendance, notwithstanding a comparatively small one in youth of legal school age. More than 59 per cent, of the school population were, in fact, enrolled in public schools, and more than 34 per cent, were in average daily attendance, an increase during the year of more than 11 per cent, enrolled and of about 4 per cent, in average attendance. There was a corresponding increase in the 158 REPORT OF THE COMMISSIONER OF EDUCATION. number of teachers employed for each race and in the amount expended on the schools, the total for all school purposes reaching $603,870. The average length of school term for the State for 1682 was 75£ days. In 1883 it was 2 days longer than this in the country districts. But fuller means for the support of public schools are required to render the work more effective. The superintendent, therefore, recommends that the poll tax be made $2 per capita instead of $1, that an allowance be made for an op¬ tional increase in the 3-mill school tax by removing the limit which fixes the minimum at 3 mills, and that a dog law be enacted, the fines resulting to go to the public schools. He also urges the establishment of a State normal school for white pupils, and asks of the legislature an appropriation for the purpose, stating that Dr. Curry had offered to defray from the Peabody fund one-third of the expenses of the establishment of such school, exclusive of buildings and incidentals. The superintendent reports that unusual interest was manifested in education during the years 1882 and 1883, and that public instruction was growing,in the estimation of the people, as shown by their will¬ ingness to pay the school tax, their desire to extend the school term beyond 4 months, and their readiness to employ competent teachers. ADMINISTRATION. Provision is made in the State constitution for a superintendent of public educa¬ tion, to be elected by the people for 4 years ; for a State board of education of 3 mem¬ bers, including the superintendent, which is charged with the management of the school funds and with other duties ; and for county superintendents, one in each county, appointed by the State board for 2 years. The law requires that before any person be appointed county superintendent he must have a certificate from a board of exami¬ ners instituted for the purpose of ascertaining the fitness of candidates for such office, the examination embracing, first, educational qualifications, which must not be in¬ ferior to those of a first grade teacher ; second, habits and moral character ; and, third, executive ability. Two of the 3 members of this examining board must be profes¬ sional educators or men who have had experience in school teaching. One is selected by the judge of the circuit court, one by the chancellor of the district, and the other by the board of county supervisors. The local interests of public schools are super¬ vised by trustees, a board of 3 being provided for each school. In country districts they are elected by the patrons of the schools ; in incorporated towns, by the mayor and aldermen. Trustees are required to select teachers, protect school property, pro¬ vide fuel, and visit the schools at least once a month. Separate schools for white and colored children must be maintained. The legal term is 5 months, except when this would require a tax of more than $7.50 on each $1,000 of taxable property; in such case the term may be reduced to 4 months, the minimum length fixed by the State constitution. Districts that neglect to sustain schools for at least 4 months during ? any year forfeit their proportion of the public school moneys for such year. Each county in the State constitutes a school district. FINANCES. The public schools are supported from a distributable State fund of $200,000, from township funds, and by municipal and county taxes, with some assistance from the Peabody fund. The State fund is apportioned among the several counties according to the number of children of school age therein. Aid was received from the Peabody fund during 1882 and 1883 amounting to $3,200, besides about $5,000 intended for the expenses of Mississippi State pupils at the Normal College, Nashville, Tenn. CITY SCHOOL SYSTEMS. ADMINISTRATION. An incorporated town of 1,000 or more inhabitants may constitute a separate school district if the mayor and aldermen so elect, its boundaries to be those of the town. For the supervision of city schools the mayor and aldermen appoint a board of 3 trust¬ ees, whose duties are similar to those of country school trustees, the county superin¬ tendent retaining the same jurisdiction over these schools as over others in the county and the mayor and aldermen exercising the functions otherwise belonging to county supervisors, STATISTICS OF VICKSBURG. Vicksburg, with a population in 1880 of 11,814, reported in 1882-83 3,760 youth of school age, with 1,320 pupils enrolled and 1,120 in average daily attendance, under 21 teachers, 12 of the latter being women ; 1,100 sittings for study in 3 school buildings: all school property valued at $10,600; schools taught 170 days, at a cost of $14,830, all except $830 raised by taxation. Estimated enrolment in private and parochial schools, 600, MISSISSIPPI, 159 PREPARATION AND QUALIFICATIONS OF TEACHERS. STATE REQUIREMENTS FOR CERTIFICATES. To be employed in public schools teachers must have certificates of qualification signed by their county superintendent, who, in conjunction with the board of super¬ visors, examines candidates for positions as teachers, and, if found qualified, gives them certificates of first, second, or third grade, according to their attainments, which certificates are valid in any part of the county for one year. The certificate of a first grade teacher shows that the holder is thoroughly qualified to teach the higher branches of English literature, natural philosophy, elements of book-keeping, and all studies usually taught in common schools; that of a second grade is proof of ability to teach the intermediate branches of arithmetic, grammar, and other common school studies; and that of third grade certifies as to the elementary branches. STATE NORMAL TRAINING. The State Normal School, Holly Springs, established in 1870 to train teachers for the colored public schools, presents a course of study designed to secure this object and none other. All studies in the course are compulsory, only such being included as are necessary to prepare teachers for reaching the masses of the unlearned. The standard is raised each year to meet the increasing requirements of county superin¬ tendents. Tuition and text books are free, the school being supported by "the State. There were 155 students in attendance during 1882-83. OTHER NORMAL TRAINING. luka Normal Institute, Iuka, first opened in 1882, reports a 4 year course of study, which includes drawing and music, a chemical laboratory and apparatus for illustrat¬ ing physics, a small museum of natural history, and a model school. Jackson College, Jackson, a normal and theological school, is one of the fifteen insti¬ tutions founded and sustained by the American Baptist Home Mission Society to train men for the work of the Christian ministry and qualify teachers for the public schools. Normal departments are also reported in connection with Rust University, Holly Springs ; Tougaloo University, Tougaloo, and Union Female College, Oxford. For statistics of normal schools reporting, see Table III of the appendix, and for a summary of these statistics, see a corresponding table in the report of the Commis¬ sioner preceding. TEACHERS* INSTITUTES. It appears from a paragraph in the Educational Journal for July that over 50 county institutes were to be held in the State in 1884, but no more definite information as to this work is at hand. EDUCATIONAL JOURNAL. The Educational Journal started at Jackson in 1882 is now published at West. It is a biweekly, edited by P. W. Corr and devoted to the interests of the public schools of Mississippi. A limited amount of educational information from this State is still given in in the Mississippi department of the American Journal of Education. SECONDARY INSTRUCTION. PUBLIC HIGH SCHOOLS. By a law of 1878, private academies and colleges having suitable school buildings, libraries of not less than 200 volumes, and a faculty of good standing are recognized as high schools, an d pupils attending them are authorized to draw from the school fund, in payment of their Tuition, the pro rata amount to which they are entitled. Such high schools and colleges are required to adopt a course of text books as nearly as possible in accordance with the curriculum of the University of Mississippi, so that students may pass from them into the university without loss of time. There is no information at hand as to the number of such schools in the State. OTHER SECONDARY SCHOOLS. For statistics of business colleges, private academic schools, and preparatory depart¬ ments of colleges, see Tables IY, YI, YU, and IX of the appendix ; for summaries ol such statistics, see corresponding tables in the report of the Commissioner preceding. SUPERIOR INSTRUCTION. COLLEGES FOR YOUNG MEN OR FOR BOTH SEXES. The University of Mississippi, Oxford, still provides preparatory,, collegiate, and pro¬ fessional instruction in its 3 departments, viz, the University High School, the de« 160 REPORT OF TI1E COMMISSIONER OF EDUCATION. partment of science, literature, and arts, and the department of professional educa¬ tion, this last including only a school of law. The department of science, literature, and arts presents 5 distinct courses of study, 3 of them undergraduate and 2 graduate. The undergraduate courses are for the degrees of a. b., b. s., and ph. b. The first two, extending over 4 years, have a fixed curriculum, in which all the studies are com¬ pulsory. The course for ph. b. is elective and embraces the studies of any 7 of the 10 departments. Students not candidates for a degree may pursue a course of select studies under certain restrictions. The 2 graduate courses lead to the degrees of a. m. and ph. d., the former extending over 1 year, the latter over 2. A choice is offered in each between 6 special lines of study, iu one of which the applicant must pass a satisfactory examination. Since June, 1882, women are admitted to the uni¬ versity on equal terms with men, but they must be qualified for the freshman class. There were 22 in attendance during 1883-84, the whole number of undergraduate students being 148. Mississippi College, Clinton, provides no regular curriculum, except in the preparatory department. Scholarship is measured, not by the time spent in college, but by the attainments made, and degrees are conferred when the prescribed studies have been mastered. The schools are those of mental and moral science, Creek, Latin, mathe¬ matics, natural science, English, modern languages, and commerce. The degrees conferred are those of a. b., b. s., and b. lit. Four students were graduated in 1884, all bachelors of science. Bust University, Holly Springs, continues to present a theological department, a classical course of 4 years, and a shorter scientific course, in which Creek and Latin are omitted after the sophomore year. To prepare for these it has a subacademic course of 4 years and an academic of 3, leading up to freshman studies. There is also a normal of 3 years, which is the same as the academic, except that pedagogical studies are substituted for Creek. Both sexes are admitted. F or statistics of colleges, see Table IX of the appendix, and for a summary, see a cor¬ responding table in the" report of the Commissioner preceding. INSTITUTIONS FOR THE SUPERIOR INSTRUCTION OF YOUNG WOMEN. Reports for 1883 or 1884 have been received from 8 institutions for the higher in¬ struction of young women, all authorized by law to confer collegiate degrees. All make provision for preparatory instruction and nearly all include in their course of study music, drawing, French, and German. For statistics, see Table VIII of the appendix, and for a summary of them, see a cor¬ responding table in the report of the Commissioner preceding. SCIENTIFIC AND PROFESSIONAL INSTRUCTION. SCIENTIFIC. The Agricultural and Mechanical College of Mississippi, Oktibbeha County, has not only received from the legislature ample appropriations for the necessary buildings and their equipments, but also receives fair support. The property, consisting of lands, buildings, and appurtenances, valued at $180,000, includes 1,940 acres of land, of which 600 are under cultivation. There is a large supply of stock, with a full outfit of farm machinery and implements. Preparatory and collegiate courses afford the means of acquiring a thorough elementary education and a scientific and practical knowledge of agriculture and the mechanic arts. The degree of b. s. is conferred on those who complete the collegiate course, which extends over 4 years. Graduate courses of 2 years in agriculture, horticulture, chemistry, aud botany lead to the degree of m. s., and students are earnestly advised to follow one of these studies. Those who do this are exempt from the military duty and compulsory labor imposed on all other undergraduates. Tuition is free to residents of the State, There were 108 students during 1883-84 in the regular college classes, besides 14 in irregular courses and 135 in the preparatory department. Alcorn Agricultural and Mechanical College, Rodney, shares with the preceding the congressional grant for the benefit of agriculture and the mechanic arts. Its prop¬ erty, valued in 1882 at about $43,000, comprises 300 acres, 125 of them under cultiva¬ tion. The courses of study are an academic of 2 years, a scientific preparatory of 2, and a scientific of 4. In the last there were 16 students in 1883-’84. For full statistics of the two agricultural colleges, see Table X of the appendix, and for a summary of them, see a corresponding table in the report of the Commissioner preceding. PROFESSIONAL. Theological instruction is given at Jackson College, Jackson, supported by the American Baptist Home Mission Society for training ministers and teachers, and at Rust University, Holly Springs, Methodist Episcopal. In this last the text books used MISSISSIPPI. 161 are mainly those prescribed by the general conference, and theological students are expected to take such studies from the collegiate course as are deemed expedient. Natchez Seminary, Natchez (Baptist), sends no information for 1884, nor has Bishop Green Associate Mission and Training School, Dry Grove, sent any for several years past, and it seems probable that this last has been discontinued. For statistics of theological schools reporting, see Table XI of the appendix, and for a summary of them, see a corresponding table in the report of the Commissioner pre¬ ceding. Legal training is provided for in the law school of the University of Mississippi, which, in a 2-year course, undertakes to qualify students for practice in any court in the State. Applicants for admission must be at least 19 years of age, and, if not graduates of some college, must show certificates of good moral character. No ex¬ amination for admission is mentioned. Twelve students were reported for 1883. SPECIAL INSTKUCTXON. EDUCATION OF THE DEAF AND DUMB. The Institution for the Deaf and Dumb, Jackson, established by the legislature and supported by the State, is open to deaf-mutes of the State who desire an educa¬ tion, boarding, tuition, books, and medical attendance being furnished free of cost, and, to the very poor, clothing and transportation also. Increased accommodations were provided in 1883 for both white and colored pupils by the erection of new build¬ ings and the improvement of the old, funds having been appropriated by the legisla¬ ture for this purpose. There were separate buildings for the two races, and at the date of the report colored pupils numbered 15. The whole number under instruction during 1882 and 1883 was 88. Since the last report instruction in articulation has been added to the course of study, which, besides the more elementary branches, in¬ cludes algebra, history, natural philosophy, and moral science. The employments taught are printing, carpentry, shoemaking, cabinet work, sewing, and cutting and fitting. For statistics, see Table XIX of the appendix, and for a summary, see a correspond¬ ing table in the report of the Commissioner preceding. EDUCATION OF THE BLIND. The Mississippi Institution for the Education of the Blind, Jackson, a free school sustained by the State, is open to all resident blind youth 9 to 21 years of age who are not incapacitated for instruction by physical, mental, or moral infirmity. Three departments are included, literary, musical, and industrial. The first, designed to give a fair English education, includes elementary branches, with history, elocution, geometry, physiology, and astronomy. The employments taught are broom making, chair seating, mattress making, upholstery, sewing by hand and machine, knitting, crocheting, and bead work. There were 37 pupils at date of the report for 1883, under 14 instructors and other employes. EDUCATIONAL CONVENTION. STATE ASSOCIATION. The Mississippi State Teachers’ Association met at Jackson, December 27, 1883, remaining in session two days. Among the topics discussed were technical educa¬ tion, coeducation in colleges and universities, system as it aifects school work, the proper limit of the school age in public schools, the art of questioning as related to teachers, excellences and defects of the public schools, the proper limit to the public school curriculum, and the duties of the State in the support of public schools. Coeducation received more attention than any of the other topics presented, two papers on it being read. One was by Mrs. Annie C. Peyton, favoring separate education for girls ; the other, by Prof. C. W. Hutson, claiming for coeducation special and important advantages, aside from the evident one of economy. A discussion fol¬ lowed, in which a majority of the speakers favored the views expressed by Professor Hutson. CHIEF STATE SCHOOL OFFICEE. Hon. J. Argyle Smith, State superintendent of public instruction, Jackson. [Second term, January 3, 1882, to January 5, 1886.] 11 E 162 REPORT OF THE COMMISSIONER OF EDUCATION1. MISSOURI. STATISTICAL SUMMARY. 1882-’83. 1883-84. 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 . Whole number enrolled . Average daily attendance . Per cent, of enrolment to enumeration . Per cent, of attendance to enrolment . Per cent, of attendance to enumera¬ tion. 727, 412 43, 812 771,224 487, 509 23, 820 511, 329 330,411 66. 30 64. 62 42. 84 Pupils attending private schools 734, 624 ‘7,212 43, 954 142 a778, 578 7, 354 501,321 13, 812 26, 131 2, 311 527, 452 16, 123 398, 031 67, 620 67.75 1.45 75.46 10. 84 51. 12 8. 28 10, 528 schools. Schools for white youth ..... Schools for colored youth Whole number of schools . Buildings used for schools Sittings in these buildings . . . Average school term, in days 68, 601 8, 881 280 497 528 31 9, 098 68, 763 541, 198 9, 409 311 574, 923 33, 725 116 113 TEACHERS. Men teaching in public schools . Women teaching in public schools . .. Whole number of teachers . 7, 126 4, 951 12, 077 13,296 1,219 FINANCIAL ITEMS. Whole expenditure for public schools . Estimated value of school property . . Available school fund . . . Average monthly pay of teachers . . . . j $3, 767, 049 9, 289, 410 9, 879, 066 46 61 $4,288, 135 8, 825, 548 10, 178, 806 47 75 $521, 086 '299*740' 1 14 $463, 862 a Figure given in State report ; a return gives 785,122 children of school age. & Mercer County not reporting. (From reports and returns from Hon. W. E. Coleman, State superintendent of com¬ mon schools, for the two years indicated.) STATE SCHOOL SYSTEM. GENERAL CONDITION. The State superintendent, in his report for 1883- 84, says that for several years there has been a gradual improvement in the general management and efficiency of the pub¬ lic schools and that no single year has produced more marked results than the one lust passed. The statistics given fully confirm this, showing an increase of 7,354 in school youth, of 16,123 in enrolment, and of 67,620 in average daily attendance. This shows 67.75 per cent, of school population enrolled, a gain of 1.45 per cent., while 75.46 per cent, of the enrolment were reported in average attendance, a gain of 10.84 per cent. There were 311 more schools taught, 33,725 more sittings provided, and 1,219 more teachers employed, at a slight increase in average monthly pay. There was an increase o£ $521,086 in expenditure for public schools and of $299,740 in the permanent fund, which advanced to $10, 178,806, one of the largest in the United States. MISSOURI. 163 The State superintendent reports 105 private and parochial schools in the State, with 518 teachers and 10,528 pupils, which last, added to the enrolment in pnblio schools, shows 69.10 per cent, of the school population of the State under school instrue- tiou. ADMINISTRATION. For general supervision of State school interests there is a board of education, com¬ posed of the governor, secretary of state, and attorney general, with a superintendent of public schools, elected by the people for 4-year terms. For each county there is a school commissioner, elected by the people biennially. For each district there is a board of 3 directors, elected by the qualified voters of the district for 3 years, with annual change of 1, which has the care of the district school property and provides necessary apparatus for the school rooms, fuel, and other necessary material. The public schools are free to all youth 6-20 years of age in the State, but separate schools must be established for colored children in districts with 16 or more such chil¬ dren, these to be under the same school officers as other schools and have the same advantages. When school officers fail to establish such schools, the county court is required to provide for them. Teachers of public schools must make monthly reports of all required statistics, and a summary report of the whole term at its close, to the district clerk, or forfeit'the last month’s wages. Uniformity of text books is secured by a meeting of the presidents of the boards of education of cities, towns, villages, and district directors, held every fifth year since January, 1875. Neither sectarian teaching in the public schools nor appropriation of State funds to private or sectarian schools is permitted. The State superintendent apportions the public school fund to the different counties according to school population and county officers apportion to the districts in the same way. Districts failing to return an enumeration of their school youth receive no portion of the public fund. SCHOOL FINANCES. In addition to. 25 per cent, of the State revenue, the public schools are sustained from the proceeds of lands granted by the United States ; by moneys or other prop¬ erty belonging to any educational fund, except where vested rights would be infringed ; by the net proceeds of the State tobacco warehouse ; by sales of escheated lands or other property and of estrays; by unclaimed dividends of distributive shares of the estates of deceased persons ; by fines, penalties, or forfeitures ; by congressional grants ; and by any grants, gifts, or devises made to the State, not otherwise appropriated by the terms of such grants. Local taxes may be levied for building school-houses or paying for them afterwards, but must not exceed two-fifths of 1 per cent, on the taxable property in a district. For school purposes, except in cities and towns, dis¬ trict taxes are not to exceed 40 cents on $100, unless by a majority vote of taxpayers. NEW LEGISLATION. The following among other changes were made in the school laws in 1883 : The school year was made to begin July 1, instead of the first Tuesday in April. It is required that the entire estimate for public schools shall not exceed 1 per cent, on property in districts formed of cities, towns, and villages, nor 65 cents on $100 in other districts. School boards are forbidden to employ any of their own members as teachers. District clerks are forbidden to issue warrants in favor of teachers for the last month’s salary until they shall have filed with said clerk theii term reports. The attendance at school of any child afflicted with any contagious or infectious dis¬ ease is forbidden. No member of any school board of city, town, or village having less than 20,000 inhabitants may hold any office or employment of profit from said board while a member thereof, except that the secretary may receive not to exceed $100 and the treasurer $50 for any one year; and said boards are required to make semiannually a detailed report of school finances and publish the same in a local newspaper, if there be such ; if not, by notices posted in public places. SCHOOL SYSTEMS OF CITIES WITH 7,500 OR MORE INHABITANTS. ADMINISTRATION. Any city, town, or village may organize as a school district and elect a board of 6 directors for a term of 3 years, with a president, secretary, and treasurer, chosen from its own members. It is the duty of such boards to establish primary and higher schools of grade similar to those in other districts and to look after the other edu¬ cational interests of the district. 164 REPORT OF THE COMMISSIONER OF EDUCATION. STATISTICS. 1882-'83. Cities. Population, census of 1880. Children of school age. Enrolment in public schools. Average daily at¬ tendance. Number of teachers. Expendi¬ ture. Hannibal _ ........... 11, 074 55, 785 32, 431 850, 518 9, 561 Kansas City . Sfc. Joseph ............. St. Louis . Sedalia . 20, 018 12, 722 106,372 3, 650 8, 847 4, 599 59, 047 2, 614 5, 662 3, 208 38, 135 1,659 118 72 1, 135 31 $143, 643 87, 485 836, 120 35, 981 1883-84. Hannibal . Kansas City . St. J oseph . St. Louis . .• . 11, 074 55, 785 32, 431 350, 518 9,561 4, 115 22, 570 12, 338 2,160 9,723 4, 662 1, 444 6, 242 3, 223 34 137 78 22, 539 255, 122 87, 631 Sedalia . . . ADDITIONAL PARTICULARS. Hannibal made no report for 1883, but in 1884 for its school population of 4,115 had 7 school buildings, valued, with other school property, at $58,700. The enrolment was 52.49 per cent, of enumeration, the schools holding in average attendance 67.41 per cent, of the enrolment. Schools were in session 175 days. No special teachers were em¬ ployed. The superintendent urges the opening of an evening school and an increase of school rooms to meet the increasing population. Kansas City in 1883 had 13 school buildings, with 7,384 sittings, valued, with other school property, at $359,400 ; in 1884 there were 15 school buildings, a gain of 2, with 8,463 sittings, a gain of 1,079 ; value of all school property, $461,000, a gain of $101,600. With an increase of 2,552 in school population and of 876 in enrolment, there were 19 more teachers employed. The per cent, of average daily attendance to enrolment was 64 in both years, with a small fraction in favor of the latter. Schools were taught 177 days in 1883 and 176 in 1884. In 1883 there were 1,500 in private and parochial schools, and in 1884 2,000. St. Joseph reports for 1883-84 19 school buildings, with 3,690 sittings, all school property valued at $196,375. There was a decrease of 384 in school population, with an increase of 63 in enrolment, of 15 in average daily attendance, of 6 in teachers, and of $146 in expenditure. The schools were in session 198 days in 1883 and 188 in 1884. The estimated enrolment of 700 in private and parochial schools was the same in both years. The superintendent urges the establishment of a training school for those who are to teach in the schools of the city and also that teachers’ wages be restored to their former schedule. St. Louis reported in 1882-’83 satisfactory progress made in all grades of the pub¬ lic schools, definite results having been realized more especially in the primary and intermediate grades, where the greater portion of the children are instructed in the rudiments of number, form, and language. Much attention had been given to methods of instruction, and the improvement in this direction had awakened new in¬ terest in the work among both teachers and pupils. No report for 1883-’84 has been received. Sedalia in 1883 had 8 school buildings, with 1,860 sittings, for its school population of 3,650 ; all school property was valued at $70,000. The enrolment was about 72 per cent, of the school population, while 63.46 per cent, of those enrolled were in average daily attendance. Schools were in session 178 days. Estimated enrolment in private and parochial schools, 200. KINDERGARTEN. There are 51 Kindergarten reporting, all but one of them apparently in St. Louis. For their statistics, see Table Y of the appendix, and for summaries of the same, the report of the Commissioner preceding. PREPARATION AND QUALIFICATIONS OF TEACHERS. STATE REQUIREMENTS FOR CERTIFICATES. To be employed as a teacher in any public school in the State a person must hold a certificate of qualification signed by the commissioner of the county where the applicant intends to teach, those holding certificates from the State superintendent ex- MISSOURI.* 165 cepted. To obtain said certificate the applicant must furnish evidence of good moral character and of fitness to teach the ordinary common school branches. Certificates are good only for one year, unless the person is found qualified to teach the elements of the natural sciences and physiology. STATE NORMAL TRAINING. Missouri now supports 5 normal schools : One at the State University, Columbia, and 3 others at Kirksville, Warrensburg, and Cape Girardeau, called, first, second, and third district normal schools, besides Lincoln Institute, Jefferson City, for the training of colored teachers, the one at the State College, Rolla, apparently having been dropped. The district normal schools are each under the control of boards of 7 regents, ap¬ pointed by the governor, with consent of the senate, for 6 years, with partial change every 2 years, the State superintendent being ex officio a member of each board. The 4 ye’ars of study in the normals and the grades of certificates given are sub¬ stantially the same in all. Certificates, good for 2 years, are given at the end of 2 years’ study; certificates good for 3 years, at the end of another year of study; and a State certificate and diploma, with degree of bachelor of arts and didactics, to those taking the full 4-year course. All the normals have model schools. Kirksville (first district) in 1884 had 11 instructors, with 501 normal and 181 other students; graduated 17, of whom 16 engaged in teaching; received from the State $10,000 ; and had a library of 1,000 volumes, increased by 300 during the year. Warrensburg (second district) in 1882- 83 had 11 instructors and 448 normal students, of whom it graduated 43, 18 from the 4-year, 6 from the 3-year, and 19 from the 2-year course. Cape Girardeau (third district) reported for 1884 8 instructors and 248 normal stu¬ dents, graduating 39, all of whom were engaged as teachers in the public schools. It received from the State $22,784, $12,784 for repairs, and has a library of 1,800 volumes, 150 being pedagogical. The dean of the normal department of the State university, Columbia, in 1884 was assisted by 16 other instructors in the university ; 37 normal and 573 other students were in attendance and 11 were graduated from the 2-year course. The appropriations are in common with the other departments of the university. Graduates receive State certificates from the State superintendent, without further examination. Lincoln Institute (colored), Jefferson City, shows for 1883-’84 a faculty of 8 instruc¬ tors, with 187 students, of whom 61 were in the normal department, and a graduating class of 5 from its 4-year course and 9 from its 2-year course. The preparatory course covers 5 years. Appropriations were $12,500 for maintenance, $2,000 for completing dormitory, $1,000 for repairs, and $500 for the purchase of books. OTHER NORMAL TRAINING. The Liberal Normal School, at Liberal (1882), in its report for 1883-’84, shows 2 in¬ structors and 5 normal and 108 other students. Graduates from its full course of 3 years receive certificates good for the county in which the school is situated, without further examination. La Grange College, La Grange, continued in 1883-784 its 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. St. Louis Normal School is maintained by the city for the training of young women to teach in the city public schools. In 1883-’84 there were 6 instructors, 64 students, and 22 graduates from its 2-year full course, all engaged in teaching, their certificates being good for the city, without further examination. Normal courses were also reported at Southwest Baptist College, Bolivar ; Lewis College, Glasgow; Stewartsville College, Sfcewartsville ; Central Wesleyan College, Warrenton; and Christian University, Canton. TEACHERS’ INSTITUTES. In those counties where (by vote of the citizens) the superintendents give their whole time to the supervision of the public schools, receiving full pay therefor, as provided by law, it is their duty to hold normal institutes for teachers, subject to the advice of the State superintendent ; and teachers are required to become members of such institutes and to attend regularly. The State superintendent, in his report for 1883-’84, recommends an amendment to the law which shall require the organization of institutes in every county. He considers them a necessity, as they supply teachers with that which is absolutely essential to them, and which only the few who can attend normal schools obtain otherwise than in these institutes. He thinks the efficiency of the average teacher is increased 20 per cent, by a month’s earnest labor at an institute, and that of inexperienced teachers ta doubled. 16G REPORT OF THE COMMISSIONER OF EDUCATION. During the summer of 1884 many interesting and valuable institutes were held. While in a number of counties there were none, yet more were held for four weeks than ever before and with better results than formerly. Longer sessions were held, more experienced conductors were employed, there was a better attendance by the teachers, and the interest taken in the work by the public was greater than formerly. SECONDARY INSTRUCTION. PUBLIC HIGH SCHOOLS. Kansas City in 1882-83 reported a high school which enrolled 316, with an average daily attendance of 231 and a graduating class of 24. Its studies are arranged in general and classical courses of 4 years each. St, Joseph in 1882-,83 enrolled in its high school 204, with an average daily at¬ tendance of 162, graduating 25 from its 4-year course. In 1884 there were 185 students attending, of whom 144 were in average attendance. The year is said to’ have been one of prosperity, marked by faithful and efficient work.^ St. Louis reported in 1882-?83 an enrolment of 781 pupils in the high school, with 592 in average attendance, of whom 76 were graduated. There is no information for 1883-84 at hand from any of the above or other high schools in the State, except that at St. Joseph. 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 appen¬ dix following. SUPERIOR INSTRUCTION. UNIVERSITIES AND COLLEGES FOR YOUNG MEN OR FOR BOTH SEXES. The University of Missouri, Columbia, continued in 1883-84 to give instruction in 11 academic schools, 6 in science and 5 in languages, and in 9 professional schools, 1 of the latter (the School of Mines and Metallurgy) being at Rolla. There was a fac¬ ulty of 33 members, with 573 students, 71 being in the mining school at Rolla. Women are admitted on equal terms with men. The Washington University , St. Louis, continues to give, in its Smith Academy, for young men, and the Mary Institute, for young women, thorough preparatory train¬ ing for the 3 collegiate courses in arts, philosophy, and science. Graduates of the 2 former courses, of 4 years each, receive the degrees of a. b. and ph. b. There are also provided 3 degrees beyond the ordinary a. m. : the first, cum laude ; the second, rnagna cum laude ; the third, summa cum laude. The Manual Training School, established in 1879, affords an exceedingly useful course in mechanical industries. The St. Louis School of Fine Arts, a department of the university, gives training in art. For an account of the Manual Training School, see Scientific aDd Professional Instruction, fur¬ ther on. Free evening schools, preparatory to industrial pursuits, are held in the polytechnic building, also connected with the university. The Southwest Baptist College, Bolivar (organized 1879), appears now, for the firsts time* in the collegiate table, IX, of the appendix, having been previously in the aca¬ demic list. It shows classical and Latin-scientific courses and a course in letters of 4 years each, a normal course of 3 years, one in music of 4 years, and an undefined commercial course. Westminster College, Fulton (Presbyterian), not reported in 1881 or 1882, now shows a classical course of 6 years and a scientific course of 4, with an English course de¬ signed to fit boys for business. Morrisville College, Morrisville (Methodist Episcopal), chartered as a college in 1876, but heretofore found in the academic list, now, for the first time, appears in that of colleges. It shows a faculty of 5 members, with a preparatory department, which includes only ordinary English studies; a high school department, including higher English studies, with Latin optional; and a collegiate department, with the ordinary college studies, covering 4 years. Sedalia University, Sedalia (Presbyterian), now first reported, shows a preparatory course of 3 years, and classical, scientific, and modern language courses of 4 years each, the first two leading to the degree of a. b. and the other to that of b. s. There are also commercial, normal, and music courses. Women are admitted on equal terms wnth men. From an academic character this institution has gradually advanced to an apparently fair college rank. Most of the above colleges report preparatory training of from 1 to 3 years. Christian and St. Louis Universities and Stewartsville College have commercial courses, St. Louis University and Pritchett School Institute each provided a graduate course, while music, drawing, and painting were taught in nearly all. MISSOURI. 167 For the statistics of the above institutions, see Table IX of the appendix, and for summaries of the same, the report of the Commissioner preceding. INSTITUTIONS FOR THE SUPERIOR INSTRUCTION OF YOUNG WOMEN. All the colleges, except Central, William Jewell, and the 4 Roman Catholic insti¬ tutions, admit women on equal terms with men. For statistics of colleges for women only, see Table VIII of the appendix, and for summaries of the same, the report of the Commissioner preceding. SCIENTIFIC AND PROFESSIONAL INSTRUCTION. SCIENTIFIC. The Missouri Agricultural and Mechanical College, a department of the University of Missouri, combines in its complete course the academic and professional. The latter may be taken first or alone, the purpose being to give a special rather than a general education. Students enter at once on the 2-year course in agriculture, and when it is completed may, if they, desire, pursue the academic studies as graduates, with spe¬ cial advantages. The degree of bachelor of agricultural science is conferred on those who complete the course and pass a final examination. The School of Mines and Metallurgy , Rolla, also a department of the University of Missouri, has a preparatory course of 2 years, the satisfactory completion of which admits to the technical department without examination, and 2 technical courses of 3 years each, leading to the degrees of mining and civil engineer. There is no men¬ tion in the catalogue of 1883-’84 of the teachers7 class heretofore reported. The O' Fallon Polytechnic Institute, at Washington University, covers the whole sci¬ entific work of the university, including such elementary instruction as circumstances may require. It continues to offer 5 courses of 4 years, 1 each in civil and in me¬ chanical engineering, in chemistry, in mining and metallurgy, and in building and architecture. The same rule as to degrees of distinction applies to this department as to the colleges of the university. After June, 1885, only bachelor’s degrees will be conferred on the graduates from the 4-year courses. The full professional degrees are given only to graduate students who complete an additional course during a fifth year. The Manual Training School in Washington University, presenting some novel feat¬ ures, proceeds on the assumption that there is too little manual training given in ordinary American schools. This school exacts close and thoughtful study of books as well as of tools. By lengthening the school day an hour and abridging the daily recitations, time is found for drawing and tool work. No special trades are taught, the work being disciplinary, nor are articles manufactured for sale. The course of instruction covers 3 years, the school time being about equally divided between the mental and manual exercises. One hour a day is given to drawing and 2 to shop work. Everything made by the pupils must first be drawn by them. One year is spent in wood work and 2 at iron and steel work, the boys in the third year making their own tools. The interest the pupils evince for the shop work is said to be great, but does not lessen that felt in their other studies. The examinations passed by the graduates of the school, when they are candidates for polytechnic schools or colleges, are said to be, on an average, fully equal to those passed by studentshaving had other preparation. The graduates of this school enter various pursuits, and a number have made rapid progress in mechanic arts and occupy responsible positions. The school is no longer regarded as an experiment. Its 240 sittings are all occupied and numbers await future vacancies. The minimum age of admission is 14 years. PROFESSIONAL. Theology. — Theological studies are pursued to some extent in the Christian Univer¬ sity, Warrenton ; in Central College, Fayette (Methodist Episcopal South) ; and in La Grange College (Baptist). Central Wesleyan College, Warrenton (German Method¬ ist). has a regular 4-year course of theological studies in German. St. Vincent’s Col¬ lege, Cape Girardeau (Roman Catholic), has a theological department. Concordia College Seminary, St. Louis (Evangelical Lutheran), has a full 3-year theological course in German. The Jeremiah Vardeman School of Theology, in William Jewell College, Liberty (Methodist Episcopal), shows a regular course in theology of 2 years for those who can read the scriptures in Greek and Hebrew, and for those not having a classical education the course is so arranged as to be pursued, in connection with the literary studies, in a course of 5 years. Law.— The law school in the University of Missouri, Columbia, with a faculty of 9, gave instruction in a 2-year course, an elective one being provided for those not desiring a full course. The mode of instruction is by daily examinations upon text hooks, by lectures, and by exercises in a moot court held e very Monday. Those who 168 REPORT OF THE COMMISSIONER OF EDUCATION. sustain a satisfactory final examination receive the degree of bachelor of law, which entitles them, without further examination, to practise in the courts of the State. The St. Louis Law School, in the Washington University, continued its 2-vear course. With a view to raising the standard of legal instruction, it purposes, as soon as cir¬ cumstances will allow, to add another year to its course. The present one is designed to prepare young men to a degree above the ordinary standard of admission to the bar in any part of the United States, with the conviction that an elevation of stand¬ ard is required in the interest of the profession at large. Moot courts are held weekly, preserving as nearly as possible the forms of an ordinary court. Adult students who have been members of the senior class during the entire term with the prescribed reg¬ ularity and have passed a satisfactory final examination receive the degree of ll. b., which entitles them to admission, without further examination, to the bars of both the State and United States courts. Medicine . — The law of 1883 regulating the practice of medicine authorizes the State board of health to issue certificates to all who shall furnish satisfactory proof of having received diplomas or licenses from legally chartered medical schools in good standing, of whatever school or system of medicine. They are to prepare two forms of certificates, one for those in possession of diplomas or licenses, the other for candi¬ dates examined by the board. The following 9 “regular ” medical schools reporting in 1883-84 have courses of from 18 to 34 weeks: Missouri Medical College (St. Louis), Kansas City Medical College, Kansas City Hospital College of Medicine, and St. Louis College of Physicians and Surgeons have courses of 20 weeks; Northwestern Medical College of St. Joseph and St. Joseph Medical College, courses of 5 months ; St. Louis Medical College, one of 21 weeks; medical department of the University of Kansas City, one of 26 weeks ; while the Medical School of the University of Missouri, Columbia, has a 2- year course, the first year being 32 weeks in length, the other nearly 36 weeks. The Missouri Medical College, St. Louis College of Physicians and Surgeons, and St. Joseph Medical College recommend, but do not require, a 3-year graded course ; while the St. Louis Medical College has a 3-year graded course and the Medical School of the State University one of 2 years. The American Medical College, St. Louis (eclectic), has a course of 20 weeks, with 8 professors and 1 adjunct professor. The Homoeopathic Medical College of Missouri, St. Louis, has a course of 19 weeks, with a faculty of 12 professors. The requirements for admission are substantially the same in all but 2, which make no requirements, viz, a good English education and good moral character ; for gradua¬ tion, 3 years of medical study, from 2 to 3 years’ attendance on full courses of lectures, and a satisfactory final examination on all the branches taught. The aggregate number attending the regular schools in 1883-’84 was 613, of whom 212 were graduated, under 100 professors. In the eclectic school there were 9 instructors, 65 matriculates, and 15 graduates ; in the homoeopathic school, 12 professors, 39 matriculates, and 19 graduates. Dentistry. — The Missouri Dental College, St. Louis, 1883-84, requires for admis¬ sion a good English education ; for graduation, attendance on 2 full courses of lectures, a thorough treatment of some patient requiring the usual dental operations, under the eye of the demonstrator, the construction of at least one practical artificial case, and the passage of a satisfactory final examination in all the branches taught in the college. The Kansas City Dental College in 1883-’84 gave dental instruction in the usual courses of such schools, with the usual requirements for admission and graduation. Pharmacy.— The St. Louis College of Pharmacy gives instruction in chemistry, materia medica, botany, and pharmacy. The requirements are : For admission to the junior class, an examination held in accordance with the rules of the State boards; for graduation, attendance on 2 courses of lectures and service in the drug business 4 years. The new building just erected affords superior facilities for teaching. Women are admitted on the same conditions as men. For statistics of professional schools, see Tables XI, XII, and XIII of the appendix, and for summaries of same, corresponding tables in the report of the Commissioner preceding. SPECIAL INSTRUCTION. EDUCATION OF THE DEAF AND DUMB AND THE BLIND. The Missouri Institution for the Education of the Deaf and Dumb, Fulton, in 1882-’83 enrolled 199 pupils, representing 84 counties and the city of St. Louis, making 836 since its organization. The course of study is the same as that of the common schools. The boys receive instruction in three trades — cabinet work, shoemaking, and print¬ ing — furnishing the institution with all needed in these lines of industry. The girls are taught to make and repair clothes and are also instructed in general sewing and housework. Tuition and board are free to all residents in the State, the State MISSOURI. 169 appropriation for tlie 2 years 1883 and 1884 being $118,500. The property of the institution is valued at $172,000. The Missouri School for the Blind, St. Louis, in 1882-83 enrolled 102 inmates ; 13 completed the course in all departments and were awarded the usual certificate of distinction ; quite a number over the age of 25, admitted to learn a trade, completed the course in the mechanical department and were discharged. In the primary and intermediate departments the studies are those of the common schools; in the literary department the course embraces the studies usually taught in the high schools. Thorough musical training is given to those possessing musical talent. Broom and brush making, cane seating, and rag carpet weaving are the trades taught. Property is valued at $200,000 ; the annual State appropriation is $57,000. INDUSTRIAL TRAINING. The Girls’ Industrial Home and School, St. Louis, in its twenty-ninth annual report, shows a family of from 55 to 70 children, from 1 year old to 16. Very few of the lat¬ ter remain in the institution, as good homes are readily found for them, where they generally become useful and happy. Dressmaking and other branches of woman’s work are taught. Kindergarten songs are taught in the school. The home is sus¬ tained by private charities. HOMES FOR ORPHAN OR DEPENDENT CHILDREN. For statistics of these schools, see Table XXII of the appendix ; for summaries of them, corresponding tables in the report of the Commissioner preceding. EDUCATIONAL CONVENTION. STATE ASSOCIATION. The Missouri State Teachers’ Association held its twenty-third annual session at Sweet Springs, June 24-27, 1884, State Superintendent Coleman presiding. Mr. Loos, of New London, gave an address on “Memory in the school.” Mr. Coats followed with a paper on “ Physical education,” in the discussion of which the neg¬ lect of teachers in regard to this was pointed out. Ex-Superintendent Shannon read a paper on “Free thought and free thinkers,” in which he said that of all men the teacher should be the freest to think, and his thoughts, written on the hearts of his pupils, should ennoble, elevate, and dignify human life. Prof. Anthony Haynes then read a ‘ ‘ Defence of the normal school system ; ” Commissioner T. P. Lee, a paper on “ Mental andwritten arithmetic;” followed by a talk on “Practical teaching in primary schools,” introduced by Commissioner Lumpkins. A discussion then took place on “ The county commissioner a counsellor,” a paper on “County institutes” was read, and an ad¬ dress was given on “Institutes.” Then came a paper on “ Mental growth,” and an ad¬ dress by James H. Canfield, of Kansas University, on “The best education for the indus¬ trial classes,” said to have been the most effective exercise of the session. Papers fol¬ lowed on a variety of subjects, including “ The beautiful in education,” “School mas¬ ters and school teachers,” “The new vs. the old,” and “English in the high schools.” In the resolutions adopted, private schools in the State were recognized as valuable aids in the work of education and normal schools as an essential factor in the public school system. The improving condition of public education and public sentiment was noted with reference to the State school system, as seen in the better methods adopted, better teachers employed, and more thorough teaching done in a large num¬ ber of country schools ; in the introduction of a graded school system in many vil¬ lages and towns, and in the improvement of those already graded; in the more sightly and commodious school-houses erected ; in the increasing number of normal insti¬ tutes and of teachers attending them ; and in the friendly attitude of the legislature. A resolution was also adopted looking to the establishment of a summer normal school of 4 weeks at the close of each annual convention, and arrangements were made to secure its beginning in connection with the next meeting at Sweet Springs, July. 1885. CHIEF STATE SCHOOL OFFICER. Hon. W. E. Coleman, State superintendent of public schools, Jefferson City [Term, January 8, 1883, to January, 1887.] 170 REPORT OF THE COMMISSIONER OF EDUCATION. NEBRASKA. STATISTICAL SUMMARY. 1882-’83. 1883-’84. Increase. Decrease. POPULATION AND ATTENDANCE. Youth of school age (5-21) . 185, 057 126, 129 71, 192 68. 15 209, 436 137, 618 81,430 24, 379 Enrolled in public schools . 11,489 10, 238 Average daily attendance . Per cent, of school youth enrolled _ 65.70 2. 45 Per cent, of school youth in daily at- 38. 47 38. 88 .41 tendance. SCHOOL DISTRICTS AND SCHOOLS. Public school districts . 3, 521 2, 078 143 3,834 2,563 221 313 Districts with six months’ school . 485 Districts having no schools _ 78 Districts having graded schools . 114 128 14 Average duration of schools, in days . 119 120 1 Public school-houses, _ _ 3, 160 3,353 309 193 School-houses built during the year .. 230 79 School-houses without blackboards . . . 230 146 84 TEACHERS. Men teaching in public schools . . 1,788 3, 805 5, 593 3, 228 1,906 4,144 6, 050 3, 716 118 Women teaching in public schools.... 339 Whole number teaching . . 457 Teachers attending institutes . 488 FINANCIAL STATEMENT. Whole expenditure for public schools. $1, 504, 417 $1,842,631 $338,214 Estiraated value of public school prop¬ 2,503,108 2, 786, 387 283,279 erty. Permanent available school fund . 2, 329, 059 38 23 3, 974, 216 40 81 1, 645, 157 2 58 Average monthly pav of men . Average monthly pay of women . 30 36 34 32 3 96 (From returns of Hon. W. W. W. Jones, State superintendent of public instruction, for the two years indicated. ) STATE SCHOOL SYSTEM. GENERAL CONDITION. As may be seen from the preceding summary, the increase in pupils enrolled during 1883-’84 and in average daily attendance bears, for a young State, a fair proportion to the 24,000 more youth of legal school age (5-21), the per cent, of this age enrolled reaching nearly 66 and that in average attendance nearly 39. Many more school dis¬ tricts were reported, and very many more in which schools were sustained six months ; 309 school-houses built indicates a considerable enlargement of accommodations; while the valuation of school property increased, as did the number of teachers em¬ ployed, their average pay, the amount expended for public schools, and the amount of school funds, permanent and temporary. The funds have kept pace with the growth of the State, having increased so greatly as to allow in 1883-’84 an apportionment of 23 per cent, more to each pupil than could be made five years previous. Better preparation of teachers has resulted from a law of 1883 requiring them to attend county institutes, on penalty of having their certificates revoked. Much good has resulted from the adoption of a course of study in country schools as far as this has been tried, and the superintendent has taken measures to continue and increase NEBRASKA. 171 efforts in* tliis direction. Greater public interest in school work was aroused by meetings of county associations, of which 31 were held during the year. This inter¬ est was stimulated by the newspaper press, which was largely instrumental in awaken¬ ing popular pride in the high standing of the State in respect to illiteracy, as shown by5 the United States Census of 1880. This placed Nebraska and Iowa in advance of all the other States in respect to the small proportion of persons unable to read, and gave Nebraska the lead when those unable to write were counted. ADMINISTRATION. 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 Stale uni¬ versity 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 people 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 the voters so decide, elect boards of 6 trustees. Women 21 years of age, residents of the district and owners of property or having children to educate, may vote in district meetings. The public schools of any district are free to all residents in it 5-21 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 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. Each district director reports annually to the county superintendent, the latter to the State superintendent, and he to the governor. 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. SCHOOL FINANCES. The funds for the support of the public schools are derived from the income of a State common school fund ; from such percentage as has been or may be granted by Congress on the sale of lands in the State ; from moneys arising from the sale or lease of school lands; from the proceeds of all lands granted to the State, unless for other purpose distinctly stated ; and from the proceeds of escheats and forfeitures. In addi¬ tion to the income of this fund, there i3 for public schools a State school tax of not more than 1-fc mills on $1 of taxable property. Taxes are also voted by districts, which may not exceed 25 mills on $1. The income of the public schools is also aug¬ mented by various fines, licenses, &c. SCHOOL SYSTEMS OF CITIES WITH 7,500 OR MORE INHABITANTS. ADMINISTRATION. Public schools in incorporated cities with 2,000 or more inhabitants are under the direction of boards of education of 6 members, elected on a general ticket for terms of 2 years, one-third of them liable to annual change. These boards elect annually a superintendent of public instruction, who becomes the principal teacher. STATISTICS. 1882-83. Cities. Population, census of 1880. Children of school age. Enrolment in public schools. Average daily at¬ tendance. Number of teachers. Expendi¬ ture. Lincoln . . 13, 003 30, 518 3, 503 8, 921 2, 404 5,411 1, 800 3, 610 33 83 $37, 057 134, 178 Omaha . . 1883-’84. Lincoln _ _ _ 13,003 30, 518 3, 869 10, 367 2, 507 6, 136 1, 587 3, 886 38 105 Omaha, _ 195, 942 172 REPORT OF THE COMMISSIONER OF EDUCATION. ADDITIONAL PARTICULARS. Lincoln in 1833-84 had 1,520 pupils enrolled in primary schools, 704 in intermediate, 196 ingrammar, and87inhigh; there were 96 colored pupils. The schools were taught 9 months, in 8 buildings, containing 38 rooms. Average salary of teachers, $51. Omaha in 1882-’83 had an increased enrolment of 711, more than 15 per cent, over that of the preceding year, and an average attendance greater by 689, or more than 23 per cent. This increase in daily attendance severely taxed the resources of the board of education in providing room. Although 3 new school buildings were erected during the year, giving 8 more rooms, while others were in progress, these came far short of meeting the demand. Among the features of 1883-84 were the introduction of music into the course of study, the employment of special teachers in this branch and in drawing and pen¬ manship, and the completion of 3 more school buildings, giving 18 more rooms, another building being improved and still another in process of erection. The schools maintained their high standard in studies, discipline, and attendance, with a large falling off in cases of tardiness. Evening schools had 260 pupils, with an average at¬ tendance of 40, under 3 teachers. Estimated enrolment in private schools, 1,729. PREPARATION AND QUALIFICATIONS OF TEACHERS. STATE REQUIREMENTS FOR TEACHERS’ CERTIFICATES. No person in this State may teach" in the public schools without a certificate, based on examination, from the State superintendent of public instruction, from the county superintendent of the county in which he purposes to teach, from the State Normal School, or from a city board of examiners. A diploma from the State Normal School or from a like normal school of another State has the force of a high grade certificate ; the latter, however, must be approved by the State superintendent. For a profes¬ sional State certificate, which authorizes the holder to teach in any public school of the State without further examination, there must be evidence of high character and of broad scholarship or of graduation from a college or university in good standing and of successful teaching for at least 3 years in a high school of the State. STATE NORMAL TRAINING. The State Normal School , Peru, gives 2 years to elementary studies and 3 to a higher course. Vocal music, penmanship, and orthography constitute a part of the daily exercises and instruction in Latin is given in the advanced course. Graduates from the elementary course are qualified to teach in common ungraded and lower grade schools ; those from the higher, for any educational position in the public schools of the State. The University of Nebraska, Lincoln, in its department of didactics, presents elective studies in the junior and senior years. The studies offered are history of education, State and national systems of education, school organization and management, and school supervision in city, village, and country. OTHER NORMAL TRAINING. The Santee Normal Training School, Santee Agency, established by the American Board of Commissioners for Foreign Missions to train Dakota Indian minister^ teach¬ ers, and interpreters and to educate the men and women of the Dakota Nation, offers instruction in the English studies and science ; also, in industrial work. Whole num¬ ber of students, 114 ; under normal training, 4. Boane College presents a 3-year course of normal training in common English ard advanced studies. Special attention is given to the best methods of acquiring and imparting knowledge, to school organization and discipline, and to State laws con¬ cerning education. Opportunity for practice teaching is given to students. Nebraska Wesleyan University , in a 3-year teachers’ course, trains students in all the branches required for a first grade certificate. For statistics of normal schools reporting for 1883-’84, see Table III of the appen¬ dix to this volume ; for a summary of those statistics, a corresponding table in the report of the Commissioner preceding. EDUCATIONAL JOURNALS. School Work and Literary Notes, a semimonthly published at Crete, continued to be in 1883 and 1884 the official organ of public instruction and the chief medium for the diffusion of educational information throughout the State. It was in its eleventh volume as School Work in 1884. NEBRASKA. 173 SECONDARY INSTRUCTION. PUBLIC HIGH SCHOOLS. Any district containing 150 or more children between the ages of 5 and 21 years may elect a district board of 6 trustees, which may grade and classify the scholars in the district, establish a high school when ordered by the district, and prescribe courses of study and text books for the same. In 1883-’84 there appear 37 such schools, with a total of 1,955 pupils, an increase of 141 from 1882-’83. The State report says that a joint committee of the faculty of the university and ol the principals and superintendents of public schools arranged in 1884 two courses for the high schools, a minor and a major. Completing the former — which includes arith¬ metic, elementary algebra, scientific studies, and English, Latin, and German ele¬ ments — admits to the second year of the University Latin School. The completion of the latter — which includes higher elements of the same kind, with Greek and considerable English history — admits to the freshman class of the university. High schools adopt¬ ing these courses and signifying their desire to prepare students for the university will be visited by a committee from the university, and, on approval of their work, will be allowed to enter their graduates without examination. SUPERIOR INSTRUCTION. COLLEGES FOR YOUNG MEN OR FOR BOTH SEXES. The University of Nebraska, Lincoln, has a college of literature, science, and the arts ; a college of medicine, organized in 1883 ; an industrial college, embracing agriculture, practical science, civil engineering, and the mechanical arts ; and a conservatory of music. The college of literature, science, and the arts presents classical, scientific, and literary courses, each covering 4 years and leading to appropriate degrees. Two years are given to preparatory studies. Drawing, painting, ancient and modern lan¬ guages, and didactics form a part of the course, the last optional. During 1883 and 1884 the faculty of the university wa^ greatly strengthened, stu¬ dents increased in number and improved in quality, and more baccalaureate degrees were given than half the entire number for the preceding 10 years, or the whole pre¬ vious existence of the university. During 1883-84 there was an attendance of 349 students in all departments. The other collegiate institutions reporting are Doane College, Crete ; Nebraska Col¬ lege, Nebraska City ; Creighton College, Omaha ; and Nebraska Wesleyan University, Fullerton. All include preparatory departments or courses and classical courses of 4 years and all but Creighton College scientific courses. Doane College reports the erection during the year of an astronomical observatory, the first and only one in the State. Its establishment is due to the liberality of the late Charles Boswell, of West Hartford, Conn., who recently gave the college $4,500, this making a total of $13,000 received from him at various times, besides an addi¬ tional amount left by will. The observatory is also a signal service station, cooper¬ ating with the United States Signal Service at Washington. The equipment includes an equatorial telescope of 8-inch aperture, a transit instrument, an astronomical clock, a sidereal break circuit chronometer, a time ball dropped daily at noon by electrical connection with the observatory clock, and various other electrical devices. This col¬ lege also received during the year a bequestfrom Mr. L. J. Knowles, of Worcester, Mass., cash from Mr. and Mrs. Knowles amounting to $1,000, and additional amounts from others, making a total of $11,400. SCIENTIFIC AND PROFESSIONAL INSTRUCTION. SCIENTIFIC. Provision for scientific instruction is found in the Industrial College of the University of Nebraska, and to some extent in the general scientific courses of that university, Ne¬ braska Wesleyan University, and Doane and Nebraska Colleges. The leading studies of the Industrial College are agriculture, horticulture, civil engineering, and related sub¬ jects. In the agricultural course prominence is given to the sciences in proportion to the directness of their relation to farming, and an effort is made to give the student (who has two or more agricultural or horticultural studies each year) such knowledge and skill as will be of the greatest value to him should he leave before completing a full course. PROFESSIONAL. Theological training has been heretofore reported in the Nebraska Divinity School, Nebraska City (Protestant Episcopal), in the German Theological Seminary, Crete (Congregational), and in the Nebraska Baptist Seminary, Gibbon. There is no report for 1883-784 from the Baptist Seminary ; the Nebraska Divinity School appears to have had only 2 students, under 1 professor ; and the German Seminary had 15, under 2 174 REPORT OF THE COMMISSIONER OF EDUCATION. professors. The Santee Normal Training School of the American Missionary Associa.- tion, meant to prepare teachers and preachers for the Dakota Indians, reports 39 students of theology in 1883, under 4 instructors. No schools of law report from this State, but the department of political science and philosophy of the State university includes in its curriculum courses in international law and in the Constitution of the United States. Medical instruction continues to be given at Omaha Medical College, Omaha- in the usual course of 3 years’ study, including 2 terms of lectures. These extend over 26 weeks. An examination in English branches is required for admission, and both sexes are received on equal terms. A college of medicine after the “regular” form was established by the board of regents, in connection with the State university, in February, 1883, and a faculty of 7 elected, who agreed to serve the university for two years without compensation, except necessary travelling expenses. At a later meeting of the board, in June, 1883, representation in the college was also granted to the homoeopathic and eclectic schools of practice upon the same conditions. In June, 1884, regulations were adopted requiring attendance on 3 lecture terms of not less than 6 months each, as well as a satisfactory examination on all the studies of the course. As a result, most of the students entering in 1884 did so for a 3-year course. After September, 1885, candidates for admission must sustain an examination on the subjects required for a county superintendent’s certificate of the second grade, with the ad¬ dition of elementary chemistry, and must also show ability to write the English lan¬ guage correctly. SPECIAL INSTRUCTION. EDUCATION OF THE DEAF AND DUMB. The Nebraska Institute for the Deaf and Dumb, Omaha, instructs, by both the sign and what is termed the aural methods, deaf residents of the State 7 to 25 years of age. This instruction is in common school branches, history, physiology, philosophy, &c., and the report for 1883 and 1884 says that there were 27 pupils under aural and oral instruction. There is practice also in carpentry and printing for the boys, with sew¬ ing and general housework for girls. Wood engraving was added in 1884. The in¬ stitution publishes an interesting Mute Journal, which was in its eleventh volume in that year. Since the organization of the school, in 1809, it is said that 211 pupils have received instruction, of whom 141 were in attendance in 1883-’84. For other statistics, see Table XVIII of the appendix. EDUCATION OF THE BLIND. The Nebraska Institute for the Blind, Nebraska City, furnishes tuition to resident blind pupils 9 to 21 years of age in common and higher school branches, with special attention to vocal and instrumental music. All receive instruction in some indus¬ trial work or trade which will fit them for self support. Thirty-six pupils were under instruction in the biennial term which ended in 1884, and in 1885 the first class was expected to graduate from a literary department reorgan¬ ized in the two preceding years. STATE REFORM SCHOOL. The State Reform School, Kearney, organized in 1881, reports for 1883 a total of 62 inmates, 27 of them committed during the year. Age for admission, 7-16; instruc¬ tors, 10 ; studies, the common English branches and drawing. EDUCATIONAL CONVENTION. NEBRASKA STATE TEACHERS’ ASSOCIATION. The Nebraska. State Teachers’ Association held its annual convention at Lincolm March 25, 1884, Hon. W. W. W. Jones, State superintendent, presiding. Among the papers read and discussed were “ Educational hindrances,” “National aid to educa¬ tion,” ‘ ‘ Twenty years in school,” ‘ ‘ The relation of the teacher to the people,” ‘ 1 Modern languages,” “Special training for teachers,” and “The relation of secondary and superior instruction in the State ; ” also, an address on the relation of high schools to the State university, discussing fully the question of cooperation between these in¬ stitutions, which seems to have been secured, as may be seen under Secondary In¬ struction, preceding. CHIEF STATE SCHOOL OFFICER. Hon. W. W. W. Jones, StccZe superintendent of public instruction , Lincoln. [Second term, January 4, 1&J3, to January 8, 1885.] NEVADA. 175 STEVABA, STATISTICAL SUMMARY. POPULATION AND ATTENDANCE. Youth of school age (6-18) . Enrolled in public schools . . . Average number belonging .... . . . Average daily attendance . Per cent, of school youth enrolled . Per cent, of school youth in attendance. .. Attending private schools . SCHOOL DISTRICTS AND SCHOOLS. Number of districts . Number of districts reporting . Number that voted district tax . Number of public schools . Number sustained without rate bills . Ungraded schools . . Graded schools, including high . . High schools . . . Average length of term, in days . . . Volumes in school libraries. . . TEACHERS. Men teaching in public schools . Women teaching in public schools . Whole number of teachers . . . FINANCIAL STATEMENT. Expenditure for public schools. . . Average monthly pay of men . Average monthly pay of women . 1882-’83. 1883-’84. Increase. Decrease. 9,900 9, 593 307 7,913 7,868 45 5,532 5,512 20 4,956 5,227 271 79. 93 82. 02 2. 09 50. 06 54. 49 4.43 600 554 46 134 137 3 114 123 9 3 3 198 205 7 138 138 78 80 2 125 130 5 5 5 132 14&i 16^ 927 1,342 415 50 60 10 170 170 220 230 10 . $159, 147 $162, 011 $2,864' 100 00 140 50 40 50 71 00 1 1 96 01 25 01 (From report of Hon. Charles S. Young, State superintendent of public instruction, for the biennial term ending August 31, 1884.) STATE SCHOOL SYSTEM. GENERAL CONDITION. The falling off in mining in this State begins to show itself in a diminishing popula¬ tion, and the statistics of public schools may be expected to sympathize with the downward movement. Nevertheless, the per cent, of school youth enrolled shows in 1883-’84 an increase of about 2 per cent, and that in average daily attendance an increase of 4.43. With 3 new school districts formed, there were 9 more that reported school statistics ; of 7 additional public schools, 5 were graded ; more men were em¬ ployed in teaching, higher pay was given to both sexes thus employed, and expendi¬ ture for public schools increased, although not largely. The State superintendent says that there has been an increasing interest in the prosperity of the public schools, partly from discussion of school questions in 3 State teachers’ institutes, partly from agitation of like questions in the public press, and partly from a unanimous appeal by teachers for needed school reforms. County su¬ perintendents’ reports presented by him show a like increase of interest in many counties. The causes of failure, where failures to advance are spoken of, appear to be inadequacy of provision by the legislature for good schools, and especially inadequate taxation for them. 176 REPORT OF THE COMMISSIONER OF EDUCATION. ADMINISTRATION. Tlie general supervision of public school interests is in the hands of a State super¬ intendent of public instruction, chosen by the people for 4 years, and a State board of education, consisting of the governor, the surveyor general, and the State superin¬ tendent, the last named being secretary of the board. County school affairs are admin¬ istered by county superintendents, elected by the people for 2 years. District schools are supervised by boards of trustees elected by the people and consisting of 3 or 5 members, according to population. Kindergarten, primary, grammar, and high school departments must be established in connection with the public school system, provided the funds be sufficient for all ; if not, preference is given to the lower grades, with the exception of the Kindergarten, which may not take precedence of any other department. Provision is also made by law for teachers’ institutes, a State university, and for the instruction of deaf and blind pupils of the State at Berkeley, Cal. Public schools are free to all youth 6 to 18 years of age, and those 8 to 14 years of age are required to be sent to school at least 16 weeks each year, unless excused by the school officers. One school must be taught in each district at least 3 months each year to entitle the district to a share in the public funds ; but further provision is made for terms of at least 6 months, and it is the duty of trustees to see that funds are provided to sustain them for that length of time if possible. Schools must be entirely free from sectarian and denominational influences. Teachers are not entitled to pay from public funds unless they hold certificates of competency from State or county boards of examination and have made reports to their county superintendent and to the board of school trustees. County superin¬ tendents must report annually to the State superintendent, who reports biennially to the governor. FINANCES. Public schools are supported from the interest on a State school fund (which is ap¬ portioned to each county according to the number of youth G to 18 therein), a State school tax of half a mill on the dollar of taxable property, and a county tax of from 15 to 50 cents on the $100. When these funds are not sufficient to keep schools open at least 6 months of the year, trustees must levy a district tax sufficient to make up the deficiency. The schools may be taught for a longer term by additional taxes, if the voters of the district so decide, or by rate bills levied by the trustees on persons sending children to school. State and county school funds are apportioned by county superintendents to the several districts : 25 per cent, of them in proportion to the number of teachers employed, one teacher being assigned for each 100 census chil¬ dren or fraction thereof ; the remaining funds, according to the number of youth 6 to 18 years of age. CITY SCHOOL SYSTEMS. ADMINISTRATION. Each village, town, or incorporated city constitutes but one school district, the schools therein being under the control of a board of trustees elected by the people, which board numbers 5 members in a city whose population reaches 1,500 or more registered voters. In smaller towns and cities, as in country districts, the boards comprise only 3 members. SCHOOLS OF VIRGINIA CITY. Virginia City, with a population in 1880 of 10,917, reported for 1882-583, the latest information received, 1,848 youth 6 to 18 years of age, 1,787 of them enrolled in pub¬ lic schools and 994 in average attendance. The schools w ere taught 10 months, or 200 days. Teachers were paid $90.60 a month ; there were 25 employed : 9 had taught the same school 2 years or more and all had attended teachers’ institutes. The valua¬ tion of school-houses and furniture was $32,000 ; of school apparatus, $300 ; of library, $250. There were also 156 children reported as attending private schools, 52 of them between 8 and 14 years of age. PREPARATION AND QUALIFICATIONS OF TEACHERS. STATE REQUIREMENTS FOR CERTIFICATES. Certificates are granted by the county board of examination in each county to per¬ sons who have passed a satisfactory examination in the branches of study taught in the public schools and who give evidence of good moral character and fitness to teach. Such certificates are of two grades, the first good for 2 years, the second for 1 year. Those of teachers who are successfully and continuously engaged in teaching in the county may be renewed without reexamination. Certificates are also granted by the board, without examination, to holders of a life certificate of any State or of a Cali¬ fornia State Normal School diploma, provided that such State certificates or diplomas shall be presented within 5 years from the date of issue. NEVADA. 177 STATE NORMAL TRAINING. The only provision made "by the State for the training of teachers appears to he in its Ssafce and county institutes. The superintendent is required by law to hold a State teachers’ institute annually, the sessions to last from 5 to 10 days, the expenses, not to exceed $100, to be paid out of the general fund. County superintendents are authorized to convene one or more institutes annually, provided the county commis¬ sioners concur. The expenses, which must not exceed $100 in each year, are to be paid out of general county funds. SECONDARY INSTRUCTION. PUBLIC HIGH SCHOOLS. As already stated, the school law authorizes the establishment of high school de¬ partments in connection with the public schools whenever the funds are sufficient to sustain them. Five such appear in 1882-’83 and the same number in 1883-’84. The superintendent of Storey County reports 2 in that county, but gives no statistics regarding them. SUPERIOR, SCIENTIFIC, AND PROFESSIONAL INSTRUCTION. STATE UNIVERSITY. The-legislature of 1883 appropriated $11,950 for the support of the various officers and for supplies of the institution at Elko. The regents have been endeavoring to attract outside scholars to it, desiring to make it what it is intended to be — a State university. Thus far it is said to have been little more than an Elko high school, supported by the State, nearly all the pupils being Elko children. SCHOOL FOR GIRLS. Bishop Whittaker’s School for Girls, Reno, while not claiming collegiate rank nor conferring degrees, presents a 4-year course of superior instruction in English branches, with Latin and the modern languages as optional studies. Careful attention is given to moral, mental, and physical training. Calisthenic exercises and recreation in the open air form an essential part of the daily discipline. No institutions for instruction in science, theology, law, or medicine report from this State. SPECIAL INSTRUCTION. EDUCATION OF THE DEAF AND DUMB AND THE BLIND. Provision is made by the State for the instruction of its deaf and dumb youth at the institution in Berkeley, Cal., $300 each being paid for hoard and tuition and about $50 more for clothing. Three Nevada pupils were under instruction here in 1884, of whom 2 were deaf and dumb, the other blind. TRAINING OF ORPHANS. The State Orphans’ Home, Carson City, affords instruction in the elementary Eng¬ lish branches and vocal music, as well as in the principles of morality and religion. EDUCATIONAL CONVENTION. STATE INSTITUTES. The fourth annual session of the State Teachers’ Institute was held December 27-29, 1883, at Reno. It was largely attended both by teachers and school patrons, and unusual interest was manifested in the topics presented. The Reno papers gave a full account of the proceedings, and 1,500 copies of a paper containing them were distrib¬ uted among the school officers and teachers of the State. It was unanimously re¬ solved by the institute that amendments to the school laws were needed and that these should include provision for State certificates, for increasing the school rev¬ enue, and for aiding State institutes. In 1884 the institute was divided, the eastern division meeting at Elko, the west¬ ern at Gold Hill. The proceedings related mainly to the means of improving the school laws and securing greater efficiency in the execution of them. CHIEF STATE SCHOOL OFFICER. Hon. Charles S. Young, State superintendent of public instruction , Carson City. [Terra, January, 1882, to January, 1887.] 12 E 178 REPORT OF THE COMMISSIONER OF EDUCATION. NEW HAMPSHIRE. SUMMARY OF EDUCATIONAL STATISTICS. POPULATION AND ATTENDANCE. 1882-’83. 60, 899 1883->84. 60, 899 Increase. Decrease. Children of school age (5-15) in 1880 a . Enrolment in public schools . Average attendance in public schools. Per cent, of enrolment to enumeration. Per cent, of average attendance to enumeration. Children in private or church schools . Children of school age not in school.. SCHOOL DISTRICTS AND SCHOOLS. Towns with organized schools........ School districts in these towns . Fractional districts . Districts under special acts . . Different public schools . Number of graded schools . . Town and district high schools . Schools averaging 12 scholars or under. Schools averaging 6 scholars or under . Number of school-houses . Number built during the year . School-houses with maps or globes .. . Average time of schools, in days . TEACHERS. Men teaching in public schools . Women teaching in public schools.... Teaching the first time . Teaching the same school in succes¬ sive terms. Teachers from normal schools . FINANCIAL STATEMENT. Whole expenditure for public schools . Amount of this paid teachers . Amount paid for superintendence .... Valuation of public school property .. Average monthly pay of men teaching 5 Average monthly pay of women b _ 64, 854 64, 654 200 .46, 071 43, 723 2, 348 106. 49 106. 17 .32 75. 65 71.80 3. 85 4, 606 5, 122 516 3, 078 2, 993 85 235 235 1,989 1,993 4 190 208 18 50 59 9 2,713 2, 698 15 486 491 5 50 46 4 786 782 4 313 306 7 2,209 2, 221 12 25 26 1 1,875 1,851 24 98. 15 99. 55 1.40 460 443 17 3,090 3, 077 13 569 544 25 1,421 1,539 118 318 342 24 $605,887 $624, 125 $18,238 430, 352 426, 472 $3, 880 14,871 15, 308 437 2, 393, 577 2,381,577 12, 000 38 27 38 41 14 22 67 23 14 47 a United States census. b Including board. (From reports of Hon. J. W. Patterson, State superintendent of public instruction, for the two years indicated. ) STATE SCHOOL SYSTEM. GENERAL CONDITION. The figures of the statistical summary just given tell their own tale of mingled loss and gain in schools, school districts, teachers, &e. The items of gain and loss, as may be seen, are about equal in number for the second of the two years covered by the re¬ port, In the earlier of these two years there had been gains in enrolment and aver- NEW HAMPSHIRE, 179 age attendance in the public schools, in the number attend ing private or church schools, and in the valuation of State school property ; the number of youth of school age not in school, too, was smaller by 601. But in the second year most of these gains diminish or altogether disappear. Though there were 5 more graded schools aud 12 more school- houses, public schools were fewer by 15, and, while the number of teachers from normal schools increased, the increase was not sufficient to bring up the whole num¬ ber of such teachers to what it had been in 1881-82. Expenditure for public schools is the one thing that seems to be continuously rising. But whatever the general educational condition of the State as compared with it¬ self in other years, it stands, as compared with other States, among the highest, if not the very highest, as respects the proportion of school youth brought under in¬ struction in its schools. Taking, as in the statistical summary preceding, the United States census figures of 1880 for bchool youth, we find that the per cent, of pupils en¬ rolled in public schools alone, not counting those in private and church schools, was 106.49 in 1882-,83 and 106.17 in 1883-?84, while the per cent, of average attendance was 75.65 and 71.80. Even with the limited school age of 5-15, such percentages of enrolment and attendance are highly creditable. ADMINISTRATION. For the State there are a superintendent of public instruction, a board of commission¬ ers of the literary fund, and a board of trustees of the State Normal School ; for towns, school committees, and a superintendent of schools in any town which may so elect; for districts, a moderator, a clerk, aud a prudential committee. Districts comprising the whole town must elect a board of education. Such other districts as have 50 chil¬ dren of school age or support a public school 30 weeks each year or a graded school 24 weeks may do the same. Women may vote in school meetings and are eligible to town and district school offices. • The public schools are free to all resident children of school age, and children 8-14 years of age are required to attend a public or private school or receive instruction at home at least 12 weeks in every year, six of which, in the case of a public school pu¬ pil, must be consecutive. No child under 16 years of age may be employed in any manufacturing establishment unless he has attended school 12 weeks of the preced¬ ing year; none under 14, unless ho 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 may be 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 guardians of children 8-14 vio¬ lating this law forfeit $10 for the first and $20 for every subsequent offence. Towns may make bylaws concerning habitual truants and children 6-16 years of age not attending school and require their attendance, under a penalty of $10 for each offence or a sentence of one year in the State Reform School, SCHOOL FINANCES. The public schools are sustained mainly from a town tax on polls and ratable estates, from a literary fund arising from a tax on the capital stock of banking corpo¬ rations and on savings bank deposits, and from a fund derived from the sale of public lands. SCHOOL SYSTEMS OF CITIES WITH 7,500 OR MORE INHABITANTS. ADMINISTRATION. Towns and cities have school committees or "boards of education for the control of public schools and may appoint a superintendent. STATISTICS. 1882-’83. Cities. Population, census of 1881). Children of school age. Enrolment iu public schools. Average daily at¬ tendance. Number of teachers. Expen¬ diture. Concord . ' . 13, 843 ' 2,549 1,872 84 $38, 834 Dover . . 11, 687 . . MOO* 1,763 1,350 47 23, 543 Manchester. . . . 32, 630 a7, 500 4, 473 2, 831 108 76, 792 Nashua . 13, 397 2, 7 55 1, 880 56 38 521 Portsmouth . . . . 9, 690 1,591 1, 910 1, 282 38 21, 833 180 REPORT OF THE COMMISSIONER OF EDUCATION. Statistics — Continued. 1883-’84. Cities. Population, census of 1880. Children of school age. Enrolment in public schools. Average daily at¬ tendance. Number of teachers. Expen¬ diture. Concord ................... 13, 843 11,687 32, 630 13, 397 9, 690 2.518 2,073 4, 262 2, 960 1, 926 1, 926 1, 382 2, 720 1, 831 79 47 86 59 39 $39,116 25, 159 67, 872 27, 797 22, 051 Dover . . 1, 954 Manchester _ _ _ _ Nashua _ _ .............. Portsmouth _ 2, 400 a Estimated. Concord in 1882-,83 reporter! the result of the year’s work as fairly satisfactory. In 1883-84 there were 54 different public schools, 39 of them graded, and 243 pupils in higher branches. Instruction is given in music, drawing, and penmanship. The schools were taught 32 weeks during the year, in 30 buildings. Valuation of school property, $184,402. Average monthly salary of men teaching, $88.48 ; of women, $42.14. Dover shows a small decrease in the enrolment and attendance of 1882- 83 ; in 1883-84, a corresponding increase. During the latter period the number between 5 and 15 not attending school was reduced from 361 to 112. The high school was taught 38 weeks; grammar schools, 36; primary and ungraded, 35; and an evening school, 17 weeks. There were 39 day teachers, 3 evening, and 1 special teacher of music. In employing teachers no allowance is made for successful experience or for professional training, and thS superintendent says that a change in this respect would decidedly raise the standard of education in the schools. Of 42 public schools in the city 33 were graded. The 18 school-houses were in good condition and were valued, with other school property, at $116,000. Manchester for 1882-83, with a large estimated increase of school children, shows a small decrease in enrolment, but 119 more in average attendance. The city system includes primary, intermediate, grammar, high, training, and evening schools, with accommodations for 3,750 pupils. The schools were taught 180 days by 9 men and 76 women, including 1 special teacher of music. Valuation of school property, $316,575. Esiimated enrolment in private and church schools, 3,000. In 1883-’84 an increase was noted in enrolment and attendance, with a decrease in the school expenditures. The average monthly salary of 8 meu teaching was $130 and of 78 women $40. There were 79 public schools, 65 of which were graded, the average length of term being 36 weeks. Of the 25 school-houses all were in good con¬ dition and 1 was built during the year, at a cost of $12,512. Valuation of school property, $326,525. Nashua in 1882-83 had 17 school buildings, with 2,465 sittings for study, valued at $232,395. The city system included primary, intermediate, grammar, high, and even¬ ing schools, the last" enrolling 542, with an average attendance of 329. Estimated enrolment in private schools, 20. The enrolment in public schools increased in 1883-’84, but (apparently from an out¬ break of fever) average daily attendance decreased. The youth of school age not attending any school increased from 100 to 300. There were 3 men and 53 women teaching. The average monthly salary of the former was increased during the year from $118 to $146.15 ; that of the latter from $30 to $45.21. Public school property was valued at $232,395. Portsmouth in 1883 reported a small decrease in its public school enrolment and average daily attendance. The schools were classed as primary, grammar, and high and occupied 34 rooms. A special teacher of penmanship was employed. In 1884 there were 32 different public schools, 28 of which were graded, the average length of term for all being 40 weeks. The schools were taught in 14 braidings, val¬ ued, with other school property, at $83,000, an estimated decrease of $400. Average monthly salary of the 5 men teaching, $125 ; of the 34 women, $38. PREPARATION AND QUALIFICATIONS OF TEACHERS. STATE REQUIREMENTS FOR CERTIFICATES. Persons desiring to be employed as teachers must present to the prudential com¬ mittee a certificate of qualification from the school committee of the town in which the school is to be taught. This certificate must give evidence of the good moral character and suitable temper of the teacher and of the capacity to teach at least all common English branches, while for higher branches evidence must be given of ability to teach them also. NEW HAMPSHIRE. 181 STATE NORMAL TRAINING-. The New Hampshire State Normal School, Plymouth, admits young1 women of 16 and young men of 17 years of age who declare iheir intention to fit themselves for teaching. Candidates may offer themselves for examination in any branch taught in the normal school, and if found proficient, are excused from further study of that branch except in the methods class. In this way the course may be completed in 3 terms of 20 weeks each, instead of the customary 4 terms. The common English and higher brauches are taught, including algebra, physics, physiology, mineralogy, and the elements of mental science. Instruction is given in vocal music and in designing ; also, in free hand, model, and geometrical dra wing. The training school includes 100 pupils from Plymouth village, is carefully graded, and is assigned to the pupil teachers in groups of 10. CertiJBca.tes are given to graduates from the 1-year course and full diplomas to those who complete the 2-year course, but neither certificate nor diplo¬ ma entitles the holder to teach iu the public schools of the State without further examination. For statistics, see Table III of the appendix. OTHER NORMAL TRAINING. A training school at Manchester was organized in 1883-84 as a part of the city school system. Four schools, embracing both primary and middle grades, are used for schools of practice. The pupil teachers receive regular instruction from the prin¬ cipal in methods of teaching, school economy, the philosophy of education, &c. Tho course of training covers 2 years. During tiie second term the pupil teachers receive a monthly salary of $10 and for the second year $20, often acting as substitute teach¬ ers in the place of regular teachers. teachers’ institutes. According to a law of 1883, at least one teachers’ institute is to be held annually in each county, under the management of the State superintendent assisted by the princi¬ pal and teachers of the State Normal School, the expenses to be paid from the proceeds of the sale of State lands. An institute was accordingly held during 1883-’S4 in each county, at a total cost of $1,398, the whole number attending being 719. The sacri¬ fices made by the teachers to secure the advantages of these institutes, their eagerness to learn, and the large number of them attending, as well as the interest manifested by the public in the exercises, were all a source of unexpected encouragement to those in charge. It was the aim throughout to bring clearly before teachers the correct principles of pedagogic science, and to develop these, with actual teaching of the public school studies, in a natural and systematic order. educational journal. No journal of this class is published in the State, but educational information is given in the Journal of Education, Boston, which has a New Hampshire dex>artment. SECONDARY INSTRUCTION. PUBLIC high schools. Any town, if a majority of the voters so agree, and any school district having at least 100 children may, by vote of two-thirds of the qualified voters, establish a high school. Such town or district may appropriate that part of the school money to which it is entitled for the support of the high school, and may elect a high school committee, that shall have entire charge of it. There were 42 high schools reported in the State in 1883, with a total enrolment of 1,429 male students and 1,806 female, all under 108 teachers. Number studying ancient languages, 1,089 j modern languages, 417. The shortest term of high school in the State was 10 weeks, the longest 41 weeks, the for¬ mer at Dublin, the latter at Portsmouth. In 1884 the same number of schools enrolled 1,349 male and 1,749 female students, under 108 teachers. Number studying ancient languages, 983 ; modern languages, 414. Volumes in libraries, 5,847. Length of term, about the same as the previous year for the same places. PRIVATE secondary schools. There were 48 of these reported in 1883-’84, for statistics of which, see Tables TV, VI, and VII of the appendix to this volume, and for summaries of them, the report of the Commissioner preceding. SUPERIOR INSTRUCTION. DARTMOUTH COLLEGE. Dartmouth College, Hanover, for young men only, maintained in 1883-’84 its usual high standard of instruction, with a total enrolment in all its departments of 402 182 REPORT OF THE COMMISSIONER OF EDUCATION. students, under 42 instructors. These departments continued to be academic, scien- tiiic, agricultural, and medical. The academic department has a 4-year classical course, with modern languages, mathematics, &c. Elective courses are provided, which include a Latin-scientific course. Students from such preparatory schools as have a thorough course of preparation for college, covering at least 3 years, continue to he admitted without examination, on the certificate of their principals that they have mastered the entire requisites for admission to the freshman class, or their equivalents, and have regularly gradu¬ ated. INSTITUTIONS FOR THE SUPERIOR INSTRUCTION OF YOUNG WOMEN. For statistics of these institutions reporting, see Table VIII of the appendix ; for summaries of them, a corresponding table in the report of the Commissioner preced¬ ing. SCIENTIFIC AND PROFESSIONAL INSTRUCTION. SCIENTIFIC. The Neiv Hampshire College of Agriculture and the Mechanic Arts, connected with Dart¬ mouth College, presents a 4-year course of scientific traiuing, and numerous elective studies render the course well adapted to the wants of students who desire prepara¬ tion for active life. One class of these elective studies includes the higher mathe¬ matics; another offers an extensive course in chemistry, with reference to analysis of agricultural products, assaying, and the general application of chemistry to the arts. The Chandler Scientific Department of Dartmouth College in 1883- 84 had 74 students in its 4-year course. This department is for instruction in the practical and useful arts of life, special attention being given to mechanics and civil engineering, the inven¬ tion and manufacture of machinery, carpentry, masoury, architecture, and drawing. Modern languages, English literature, book-keeping, and other branches are taught. The Thayer School of Civil Engineering , another department of Dartmouth College, had 12 students in its 2-year course. This is strictly professional and essentially a graduate course. Graduates from either the Latin-scientific course or the Chandler Scientific Department of the college are considered to be prepared for the successful prosecution of the engineering course of the Thayer school. For statistics of these schools, see Table X of the appendix. PROFESSIONAL. No schools of theology or law are known to exist in New Hampshire. The medical department of Dartmouth College in 1883-’84 had a teaching force of 19, with 44 students. For admission candidates are examined to test their fitness to begin the study of medicine. For the degree of M. D. they must be 21 years of age, have attended 2 full courses of lectures, and have devoted 3 years to jn ofessional studies. They must also give evidence of practice in dissection and pass a satisfactory exam¬ ination in all the studies of the course. 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 Instruction of the Deaf and Dumb, Hartford, Conn., the former of which in 1884 had 1 pupil from this State; the latter, 24. Provision is made for the instruction of the blind in the Perkins In¬ stitution, Boston, Mass. REFORMATORY AND INDUSTRIAL TRAINING. The State Industrial School, Manchester, gives moral, educational, and industrial training to youthful offenders against the laws. During 1883 there were 149 inmates, 62 Americans and 87 foreigners. The ordinary expenses for the year were $17,663, of which amount the boys earned over $6,000 in ebair work. EDUCATIONAL CONVENTION. NEW HAMPSHIRE STATE TEACHERS’ ASSOCIATION. The thirtieth annual meeting of this association was held at Concord, October 26— 27 1883, Prof. Elliot Whipple in the chair. Among the papers read and discussed were “Study of United States history : its use and abuse,” “ Methods in geography,” “English literature,” and “Needs of our schools.” An address was delivered by C.C. NEW HAMPSHIRE. 183 Rounds, president of the State Normal School, on the “Ranking system.” He said the object of the school is the development of character through study faithfully and hon¬ estly done; ranking should not be at all a matter of public honor or discredit or be used to promote one at the expense of another. Such ranking, he thought, as tempts to overwork, to sujmriicial work, or to dishonesty should be condemned. “Books as auxiliaries in teaching ” and the “ Greek question” were discussed. The lively dis¬ cussion on the latter subject brought out the fact that the teachers in high schools and academies for the most part favored the retention of Greek in the course. CHIEF STATE SCHOOL OFFICER. Hon. James W. Patteesoh, State superintendent of public instruction, Concord . [Second term, June 21, 1882, to June 23, 1884 ; third term, June 24, 1884, to J une 23, 1886.] 184 REPORT OF THE COMMISSIONER OF EDUCATION. MEW 1EKSEY. STATISTICAL SUMMARY. 1881-82. 1882-’88. Increase. Decrease. POPULATION AND ATTENDANCE. Youth 5 to 18 enumerated.. .... ... _ 343, 897 209, 526 113, 532 349, 242 211,905 119, 513 5, 345 Enrolled in p nblic schools ...... ...... 2, 379 Average daily attendance in free 5, 981 schools. Percent, of enumerated youth enrolled 60. 92 60. 69 .23 Per cent, of enumerated youth in 33. 01 34.22 1.21 average attendance in free schools. Enrolled in private or church schools. 44,560 48, 707 4, 147 254, 086 73. 88 260, 612 74.62 6,526 .74 Per cent, of these to enumerated youth SCHOOL DISTRICTS AND SCHOOLS. $r*hoel fli strict-** reported _ _ _ 1,366 1.577 189, 871 1,360 1, 584 194, 456 6 Public school build in cs . . ............ 7 Sittings for pupils in these . . 4, 585 Private and church schools........... 261 233 28 School buildings classed as poor . 115 110 5 School buildings classed as medium.. 298 293 5 School buildings classed as good . School buildings classed as very good. 524 571 510 600 29 14 Districts with less than 6 months’ 2 5 3 school. Districts with 6 to 9 months’ school.. 65 66 1 Districts with 9 menths or more.. 1,299 192 1,289 192 10 Average time of school in days TEACHERS. Men teaching in public schools . Women teaching in public schools.... 911 887 24 2,594 2, 719 125 Whole number teaching public schools 3, 505 3,606 101 FINANCIAL STATEMENT. Whole expenditure for public schools. 11,987,671 $2, 196, 557 $208, 886 Valuation of public school property.. 6, 270, 778 6, 515, 620 244, 842 639, 884 4 16 PprirumAnt fitatA aplinnl ■fYirirl a2, 595, 883 56 96 3, 235, 767 61 12 X vi lUctilvii U U UO) IU DUHUUI X LULL VL ... Average monthly pay of men teaching Average monthly pay of women . 33 41 34 79 1 38 a In 1881. (From reports of Hon. Ellis A. Apgar, State superintendent of public instruction, for the two years indicated.) STATE SCHOOL SYSTEM. GENERAL CONDITION. Because of a conflagration at the State bouse, in wbicb tbe school records for 1883-^84 api>ear to have been consumed, no school report for that year has been issued up to the time at which this matter goes to press. The statistics of 1881-82 and 1882- 83 are therefore the latest available. These show a continuation of the progress that has marked the school history of the State for many years, the increase of enrolment in NEW JERSEY. 185 all schools in the latter year going 1,181 beyond the increase in youth of school age, and the increase of average attendance in public schools going 3,602 beyond the in¬ crease of public school enrolment. The seats for pupils in the public schools, too, were increased in some fair proportion to the great increase in average attendance, while the average pay of teachers was better than it had been and the expenditure for public schools advanced $208,886. The whole report is creditable to the State, to the board of education that has had charge of general school interests, and to the State superintendent, Hon. Ellis A. Apgar, whose faithful field and office work for 19 years has greatly aided the development of the present excellent school system. ADMINISTRATION. The general supervision of the public school system is committed to a State board of education, which appoints every third year a State superintendent of public in¬ struction and 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) 3 trustees are elected by the people for 3 years, 1 being changed each year. The district trustees constitute a township board of trustees for each township, and meet the county superintendent semiannually for consultation as to the management of schools. Women residing in a district are eligible to the office of district trustee if over 21 years of age and able to read and write, which qualifications are required of men also. Each district board has a clerk to record its proceedings, keep accounts, and take an annual census of school children. There are also State and county boards of examination to test tbe qualifications of applicants for teachers’ certificates, for which, see Preparation and Qualifications of Teachers, further on. The county and city superintendents together constitute the State Association of School Superintendents and meet annually, as the State board of education may direct. Teachers may suspend pupils from school for cause, but may not administer corporal punishment. SCHOOL FINANCES. The public schools are made free to all resident children 5 to 18 years of age, regard¬ less of religion, nationality, or color, by the proceeds of a State school fund, by a State tax equal to $4 for each child of school age, and, when necessary, by additional amounts raised through township, city, and district taxation. Each district is en¬ titled 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 buildings and must have maintained a public school for at least 9 months during the preceding school year. Teachers to be entitled to pay must hold certificates of qualification and must have kept registers in the man¬ ner prescribed for the time for which the pay is asked. The State allows an annual appropriation of $100 for the expenses of each county teachers’ institute, and teachers are required to attend the institute held in the county where they teach. No portion of any school fund maybe used for the support of sectarian schools. 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 pur¬ suits, and afterward 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 to establish a library and to pro¬ vide chemical and philosophical apparatus, with an annual sum of $10 if the district shall have given the same. NEW LEGISLATION. The legislature of 1883 enacted (1) that the term of office of members of the board of education of any city shall be for as many years as there are members of such board elected from each ward : (2) that there shall not be assessed upon any inhab¬ itant of the State any poll tax in excess of the sum of $1 ; (3) that no boy under 12 nor girl under 14 years of ago may be employed in any factory, mine, or workshop ; that no child between the ages of 12 and 15 shall be so employed, unless such child shall have attended some public or private school for at least 12 consecutive weeks or 2 terms of 6 weeks each within the year preceding such employment; and that no ch'ild under 14 years of age shall be employed in any such establishment longer than au average of 10 hours a day. SCHOOL SYSTEMS OF CITIES WITH 7,500 OR MORE INHABITANTS. ADMINISTRATION. 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. 186 REPORT OF THE COMMISSIONER OF EDUCATION. STATISTICS. 1882-’S3. Cities. Population, census of 1880. Children of school age. Enro’ment j in public 1 schools. 1 I Average at¬ tendance. Number of teachers. | Expendi¬ ture. Bayonne . . . 9, 372 3, 286 1, 852 1, 052 33 Bridgeton . 8, 722 2,314 1, 564 969 28 j $15, 578 Camden . 41, 059 12, 902 8,628 4,737 125 SO, 150 Elizabeth . 28, 229 8,359 3,449 2.233 52 39, 662 Hoboken . . . 30, 999 10. 660 5. 237 3, 354 100 72, 230 Jevsey Citv . 120, 722 49, 880 21, 602 13, 559 833 198, 220 Millville . 7, 060 2, 556 1,725 1, 372 85 23. 712 Newark . 336, 508 41, 493 19, 804 13, 258 319 319, 789 New Brunswick . 17, 106 4, 860 2, 473 1, 736 45 33, 803 Orange . . . 13, 207 4,311 1, 523 997 34 26. 122 Paterson . . 51, 031 16, 379 12, 052 7,000 140. 106, 003 Plainfield . 8, 125 2, 142 1,272 885 24 49, 600 Trenton . 29, 910 S, 045 3,724 2,418 70 58, 328 1883-’84. Bridgeton . . . . 8, 722 2, 510 1, 564 30 15, 657 Camden . 41, 659 13, 022 8, 891 . 8,’6o6" 129 a 255, 992 Elizabeth . . 28, 229 8,339 3,498 2, 502 53 42. 742 Hoboken _ ................ 30, 999 5, 394 8 592 112 77, 331 Jersey City . . 120, 722 52, 207 23, 397 . 13, 831 348 183! 687 Orange . . . . . . 13, 207 4, 311 1,572 1, 080 33 26,425 a Including payment of indebtedness. ADDITIONAL PARTICULARS. Bayonne in 1882^83 had in its school buildings accommodations for 1,564 pupils. Of the 3,286 youth of school age (5-18) it was estimated that 734 attended no school during the year and that 700 were in private and church schools. Public school buildings were in good condition and were valued, with other property, at $203,000. Bridgeton in 1882-?83 reported an increase in school census and in enrolment and average attendance in the public schools. Id lb83-784 there were 5 public school buildings, containing 30 rooms for study, val¬ ued, with other school property, at $45,000. The schools were taught 187 days by 13 teachers for primary, 8 for grammar, and 9 for the high school. Private schools had an enrolment of 200 pupils. Camden in 1882-83 had an increase in school children, in enrolment, and in average daily attendance, with the same number of teachers and a slight decrease in expendi¬ ture. In lBSS-^ the statistics show about the same increase in all but the attendance, which was much larger. The payment of an indebtedness of $166,500 incurred in pre¬ vious years and the erection of new school buildings at a cost of $12,955 largely in¬ creased the expenditure for the year. School books were supplied for the use of the pupils at a cost of $5,718. The schools were taught 200 days in 13 buildings with 122 rooms, and the evening schools in 2. Public school property was valued at $262,600. Estimated enrolment in private and parochial schools, 2,000. Elizabeth in lb82-’83 reported primary, grammar, and high schools taught in 14 buildings, with 2,453 sittings; a small increase in school youth and average attend¬ ance, and a corresponding decrease in enrolment. Evening schools were taught in 6 rooms, with an enrolment of 328 boys and an average attendance of 147.* In 1883-84 a slight decrease was noted in school population, with an increase in en¬ rolment and attendance. Enrolment in evening schools fell off to 230 during the year and average attendance to 125. Public school property was valued at $79,600. Enrolment in private and church schools, 2,260. Hoboken in 1882~,83 reported an increase in school population and in average at¬ tendance and a small decrease in enrolment, with the same number of teachers. The day schools were taught 10 months; the evening schools, 41 evenings. A general advance in school work was reported for 1883-,84. While good work was done in all departments there was a noticeable progress, in primary classes, in the adaptation of the instruction to the capacities ot the children. New methods were gradually being adopted instead of the routine teaching once so common. The train¬ ing in written and oral expression received great attention and the results were good in classes not overcrowded. School buildings improved greatly, though repairs were still needed, as well as increased accommodations. An evening school was taught 4 NEW JERSEY. 187 months, 512 pupils "being enrolled and 228 in average attendance, irregularity of at¬ tendance forming, it is said, the great obstacle to the usefulness of the school. The public school system comprises also primary, grammar, and high grades and a city normal. Drawing (in charge of a special teacher) was taught in the grammar and higher classes ; German aJ.so formed a part of the course in these grades. Jersey City reported in 1882-?83 an increase of 2,328 in school census, of 451 in public school enrolment, and of 675 in average attendance ; also, more teachers and a larger expenditure. In 1883-84 the schools were taught 195 days in 22 buildings, containing 300 rooms, with 14,694 sittings for study, the value of school property remaining about the same as the previous year, $628,820. Enrolment in private and church schools in¬ creased during the year from 13,200 to 14,215. Newark in 1882-’83 owned 28 school buildings and rented 7, with a total seating capacity of 16,000. Four new buildings were being erected, with accommodations for 2,280 children. The system includes normal, high, grammar, intermediate, primary, industrial, colored, and evening schools. Special attention was given to instruction in physiology and the laws of health throughout the primary and grammar depart¬ ments. The evening drawing school, established in 1882, had fully met the expecta¬ tions of its friends. The course of instruction includes mechanical, architectural, and free hand drawing and designing. Nearly all of the 120 pupils in attendance were engaged in some mechanical pursuit. The evening schools were even more than usu¬ ally successful. None but experienced teachers are employed in them and the same care and supervision are given to them as to the day schools, with as good results. New Brunswick in 1882-’83 reported a small increase in enrolment and average at¬ tendance. In promptness and regularity of attendance as high a standard had been reached as was considered consistent with the health of pupils. The schools were classed as primary, grammar, and high, and were taught 204 days in 6 buildings, with 2,175 sittings, valued at $125,200. Private and church schools had an estimated en¬ rolment of 1,200. Considerable attention was given to school hygiene. The abolition of the general recess in schools was considered a step in that direction, and as far as tried tfie plan had given satisfaction. The health of pupils was said to he better; the discipline also improved and was maintained with less severity. Orange reported for 1882-,83 an increase in youth of school age and enrolment, with a slight falling off in average attendance and a larger one in expenditure. In 1883-’84 the public schools were taught 200 days in 4 buildings, with 1,422 sit¬ tings for study, valued, with other school property, at $100,000. Enrolment in private schools, 1,200. ■Paterson in ISSS-’SS showed an increase of 357 in school youth, of 1,409 in enrolment, and of 1,176 in average attendance. To meet this increase there were 19 more teach¬ ers. Special teachers of drawing and penmanship were still employed. The city school system embraced primary, grammar, high, normal, and evening schools. Schools were taught 204 days in 12 buildings, with 8,325 sittings, all rated at $333, 000. Enrolment in private schools, 1,450. Appropriations for school purposes had not for some time kept pace with the rapid growth of the city ; consequently schools were overcrowded, even to the detriment of health. Another obstacle to the usefulness of the schools was tardiness and irregular attendance, leading to truancy and va¬ grancy and making truant schools necessary. Plainfield in 1882-’83 reported a slight falling off in school youth and public school enrolment, with a small increase in average attendance and a large one in expenditure. Public schools were taught 10 months, school property was valued at $80,000, and 350 pupils attended private schools. 1 Trenton in 1882-’83 reported 1,437 pupils, 18 per cent, of the school population, at¬ tending private schools, the public school enrolment given being 46 per cent, of it; thus leaving 36 per cent, without any school training in the capital of the State, Public schools were taught 10 months in 12 buildings, valued, with other school prop¬ erty, at $160,000. PREPARATION AND QUALIFICATIONS OF TEACHERS. GENERAL REQUIREMENTS. To obtain employmentin the public schools, teachers must hold certificates of qualifi¬ cation from the State board of examiners, which consists of the State superintendent of public instruction and the principal of the State Normal School ; from a county board of examiners, which consists of the county superintendent and 1 to 3 teachers appointed by him ; or from a city board of examiners. The certificates of the State board are of 3 grades, the highest for life; the next, for 10 years; the third, for 7 years. Those of the county boards are for 1, 3, and 5 years, the 5-year ones good thoughout the State. Graduates of the State normal school who have given evidence in its model school of ability to teach and govern also receive State certificates. 188 REPORT OF THE COMMISSIONER OF EDUCATION. STATE NORMAL TRAINING. The New Jersey State Normal School , Trenton, offers free instruction to duly quali¬ fied persons who will pledge themselves to teach 2 years in the State ; others pay a tuition fee of $50. During the year 1883-’84 there was an attendance of 214 normal students and 445 pupils in the model school. The number of graduates was 27, of whom 25 engaged in teaching. The full course of instruction covers 3 years. The Farnum Preparatory School, Beverly, a branch of the State Normal School, with primary, intermediate, preparatory, and senior classes, prepares students for ad¬ vanced classes in the normal school, to which its graduates are admitted without examination. It also gives instruction in elocution, vocal and instrumental music, drawing, painting, French, and German, with other studies that prepare for college. Pupils are admitted at 6 years of age and upwards, the full course covering 10 years of 40 weeks each. During 1883-’84 there were 163 pupils, 3 of whom were preparing for a scientific course in college. OTHER NORMAL TRAINING. City normal schools or training departments form a part of the public school systems of Newark, Jersey City, Hoboken, and Paterson. That at Hoboken, though meeting only once a week from 9 to 12 o’clock, on Saturdays, was doing much for the professional training of the teachers of the city. The school at Newark reported satisfactory work done in 1882-83, and that its graduates were sought after by the surrounding cities and towns. At Bordentown Female College, Bordentown, there is also a course for students that desire to prepare for teaching. teachers’ institutes. County superintendents (in connection with city superintendents, if there be any in the county) must organize annually a teachers’ institute in their counties; and public school teachers attend in the county in which they teach, unless excused for cause. No deduction may be made from their salary for the time they are attending the in¬ stitute. During 1882-’83 institutes were held at least in Atlantic, Bergen, Camden, Cumberland, Gloucester, Hudson, Middlesex, and Salem Counties. SECONDARY INSTRUCTION. PUBLIC HIGH SCHOOLS. The State report gives no definite information in regard to the high schools in the State. They are reported, however, in most of the principal cities. 4 In 1882-83 the Jersey City High School enrolled 636 pupils, with an average attendance of 454, a greater number than in any previous year of its existence. The graduating class numbered 81. OTHER SECONDARY SCHOOLS. For statistics of business colleges, private academic schools, and schools specially preparatory to college, see Tables IV, YI, and Y1I 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 institutions for superior instruction classed by this Office as colleges (all exclu¬ sively for young men) are, as heretofore, the College of New Jersey, Princeton (Pres¬ byterian), Rutgers College, New Brunswick (non-sectarian), St. Benedict’s College, Newark, and Seton Hall College, South Orange, the last two under Roman Catholic influence. The two first named continue to offer classical, scientific, special, and graduate courses of study ; the other two, preparatory, classical, and commercial courses. The College of New Jersey in 1883-’84 reported 55 graduate students, be¬ sides 465 undergraduates; Rutgers College, 17 engaged in graduate study and 368 undergraduates. Gifts were received during the year by the College of New Jersey amounting to $153,000, of which $150,000 were from Mrs. Mary Stuart, of New York City, for a professorship in the school of philosophy. For further statistics, see Table IX of the appendix, and for a summary, the report of the Commissioner preceding. INSTITUT S FOR THE SUPERIOR INSTRUCTION OF YOUNG WOMEN. The collegiate institutions for young women are Bordentown Female College, Bor¬ dentown; Pennington Seminary, Pennington; Freehold Young Ladies’ Seminary, Freehold ; and St. Mary’s Hall, Burlington. The first two are authorized by law to confer collegiate degrees. The college at Bordentown offers 3 courses of study in the NEW JERSEY. 189 collegiate department, besides one for normal training and departments of music and art. The seminary at Pennington admits both sexes, and presents 10 courses of study, including, besides the coliegiate, a college preparatory and courses in science, music, and art. For statistics, see Table VIII of the appendix, and for a summary of them, the report of the Commissioner preceding. SCIENTIFIC AND PROFESSIONAL INSTRUCTION. SCIENTIFIC. Scientific instruction is given in Rutgers Scientific School, a department of Rut¬ gers College ; in the John C. Green School of Science, connected with the College of New Jersey; and in the Stevens Institute of Technology, Hoboken. Rutgers Scientific School, constituted by the legislature the State Agricultural College, includes in its curricula 3 distinct courses of scientific study, viz, in civil engineering and mechanics, in chemistry and agriculture, and a special course in agriculture, the last a short course of 2 years, the other 2 full courses of 4 years. Free scholarships in this department are given by county superintendents, on examination, to a limited number of students selected from the counties in j)roport ion to the popu¬ lation of each. The instruction in the Stevens Institute includes training in element¬ ary and advanced mathematics and their application to mechanical construction ; mechanical engineering, including construction of machines; mechanical drawing; shop practice in mechanics; and courses in physics, chemistry, and applied electricity. For statistics see Table X of the appendix, and for a summary, see the report of the Commissioner preceding. PROFESSIONAL. No schools for professional training were reported in 1883-84 except the following theological schools: Theological Seminary of the Presbyterian Church, Princeton ; the Theological School of Newark, N. J., Bloomfield, also Presbyterian; Drew Theological Seminary, Madison (Methodist Episcopal) ; the Theological Seminary of the Reformed Church, New Brunswick ; and the Diocesan Seminary of the Immaculate Conception, South Orange (Roman Catholic). All report a course of study extending over at least 3 years; all hut the last named had also a graduate course, the whole number of undergraduates being 290, of whom 212 had received a degree in letters or science. For further statistics, see Table XI of the appendix, and for a summary, see the report of the Commissioner preceding. SPECIAL INSTRUCTION. EDUCATION OF THE DEAF AND DUMB, The State Institution for the Deaf and Dumb of New Jersey, Trenton, was organ¬ ized in 1883, and had at the close of that year 68 pupils, representing 19 different counties. Under the law governing the institution, the length of term for which pupils may be maintained in the school at the expense of the State is 5 years, the lowest limit of age for admission being also 5 years. The common school branches are taught, and the question of providing industrial training was under considera¬ tion. EDUCATION OF BLIND AND FEEBLE-MINDED CHILDREN. New Jersey makes provision for the education of its blind and feeble-minded chil¬ dren in special schools in New York, Pennsylvania, and Connecticut. There were 43 blind thus provided for in 1882-83 and 40 in 1883-84, at a cost of $14,477 for the former year and $11,536 for the latter. The number of feeble-minded under training was 61 for 1882-,83 and 69 for 1883-’84, at a cost of $14,978 for the former year and $16,149 for the latter. REFORMATORY AND INDUSTRIAL TRAINING. The New Jersey State Reform School, Jamesburg, established in 1867 for juvenile offenders, receives hoys between the ages of 8 and 16 years. In 1883 there were 270 instructed in the elementary branches of learning, and in agriculture, the manufact¬ ure of shirts, and other varieties of labor. The farm of the institution covers 490 acres, and it contributed $6,761- in supplies for maintenance of the inmates. The gross earnings of the hoys during the year were $19,816, of which $15,155 were earned in the shirt factory. The State Industrial School, for girls, Trenton, for 1883 reported 27 inmates being trained to lead useful lives. The girls are furnished with good homes at the end of their term of commitment, and the institution has many more applications for them than can be met. The Newark City Home, Verona, a reformatory and industrial institution, in 1883 190 REPORT OF THE COMMISSIONER OF EDUCATION. received 73 boys and 14 girls and released on trial 59. Besides the elementary branches of learning the boys were taught brush making and farming; the girls, housekeeping and needlework. EDUCATIONAL CONVENTIONS. NEW JERSEY STATE TEACHERS’ ASSOCIATION. The New Jersey State Teachers’ Association held its meeting for 1883 at Newark, December 26 and 27, the president, Randall Spaulding, in the chair. The address of welcome and response were followed by a paper from the president on “ Conservatism,” in which he described a true conservative as one who unites the fire and force of youth with the clearer vision and prudence of age, who gathers from the past seed for present strength and present sowing, but whose eyes are directed towards a future harvest ; who lends an honest hearing to old custom but is never enslaved by it. Professor Seward, of Orange, presented an exposition of the tonic sol fa method of teaching vocal music and President M. E. Gates, of Rutgers College, gave an address entitled “The teacher a determining power in the child’s life.” Other papers fol¬ lowed on “Technical and art education as a means of mind culturo” and on “ Illit¬ eracy and national aid to education,” the latter paper giving arguments in favor of leaving the care of schools in the hands of the State alone. A proposition laid be¬ fore the association in 1882, to request the legislature to substitute 7 normal schools, with sessions of 4 weeks, for district teachers’ institutes, was considered, but was not adopted. CHIEF STATE SCHOOL OFFICER. Hon. Ellis A. Apgar, State superintendent of public instruction , Trenton. [Sixth term, March, 1682, to March, 1885.] NEW YORK. 191 MEW YORK. STATISTICAL SUMMARY. POPULATION AND ATTENDANCE. Youtli of school age (5-21) . . Public school enrolment . Average daily attendance....... . Per cent, of school age enrolled . Percent, of attendance to enrolment. Per cent, of attendance to school population. Pupils in private or church schools... Number attending academies . . Number attending normal schools.... Number attending colleges . Number attending medical and law schools. Whole number under instruction . SCHOOL DISTRICTS AND SCHOOLS. School districts reported . . Average school term, in days.... _ _ Volumes in district school libraries... Public school-houses . Houses of brick or stone . . TEACHERS. Men teaching in public schools — .... Women teaching in public schools.... Whole number of teachers . Teachers employed 28 weeks or more. Teachers attending institutes . Licensed through normal schools . FINANCIAL STATEMENT. Whole expenditure for public schools. For teachers’ pay . For sites, buildings, and furniture _ Value of all school property . . Average monthly pay of teachers _ STATE SCHOOL FUND. Amount of available fund . Permanent school fund . . . 1882-’83, 1883-’84. Increase. Decrease. 1,685,100 1, 702, 967 17, 867 1, 041, 080 1, 000, 057 41,032 583, 142 596, 160 13, 018 61. 78 58. 72 3. 06 56. 01 59. 61 3. 60 34.60 35. 00 .40 119,952 121, 460 1,508 32, 126 34, 162 2, 036 6,270 5, 084 1, 186 7,544 8, 381 837 3, 570 3, 036 534 1,210,551 1, 172, 180 38, 371 11, 239 11,258 19 177 168.5 8.5 7.01, 675 701,437 238 11,914 11, 921 7 1,753 1, 749 4 6, 723 6, 424 299 24, 847 24,513 334 31,570 30, 937 633 21,117 21,411 294 14, 477 14,770 293 1,280 1,259 21 $11,973,194 $11,834,912 $138,282 S, 285, 453 7, 985, 723 279, 730 1, 925, 671 2, 103,216 $177,545 31,011,211 31,937, 951 926, 740 44 00 44 24 24 $3, 247, 000 5, 466, 890 (From report of Hon. Neil Gilmour for 1882-?83 and of Hon. William B, Ruggles for 1883-’84.) STATE SCHOOL SYSTEM. GENERAL CONDITION. The school work of 1882-’S3, as shown by reports received, indicates improvement in many particulars. There was an increase in the number of youth of school age, in the average attendance in public schools, and in the total number attending all schools, including those for higher and professional instruction. The average pay of public \ 192 REPOUT OF THE COMMISSIONER OF EDUCATION. school teachers increased, a larger number were employed 28 weeks or more, and more held normal school diplomas. A larger number of visits were made by school commissioners and there was an improvement in the character and value of school buildings. Over $400,000 more were expended for buildings, sites, furniture, and re¬ pairs, and $675,566 more were expended for all public school purposes. The report for 1882-’83 notes some improvement made during the year in the sani¬ tary condition of school buildings, although much deficiency in this respect remained. Considerable good had resulted from an amendment to the school law, made in 1882, providing that no school-house shall be built in the State until the plan of it, so far as ventilation, heat, and lighting are concerned, shall have been approved by the school commissioner of the district in which such house is to be built. The State board of health has given special attention to the sanitary condition of the school- houses, making systematic inquiries regarding it throughout the State. The result showed that only 1 in 15 was well fitted for protecting the health of pupils; that generally ventilation was insufficient and the means for it badly designed. It was found lhat the experiment of omitting the forenoon and afternoon recess was being extensively made, with doubtful, probably injurious, results. It was also noticed that the physical benefit derived from light gymnastics, so important to the healih of pupils, particularly to the younger ones, was not suitably appreciated by the people. No exception was furnished in this year to the rule of annual decrease of volumes in district libraries. State Superintendent Ruggles renews suggestions heretofore made looking towards amendment of the law as to school libraries. lie would restore the essential provisions of the old law previous to 1851, authorizing the several dis¬ tricts to raise by tax an amount for their libraries equal to that of their respective quotas of library money from the State, making the payment of the State quota de¬ pend on the raising of an equal sum by the district, the money to be rigidly aj>pro- priated to the inirckase of books. The school year 1883-’8i was an exceptional year in that it was shorter by about 6 wreeks than usual, owing to the fact that the legislature, in the year 1883, changed the date of its close from September 30 to August 20. This accounts for the falling off in certain statistical details which, from their nature, are necessarily affected by the matter of time. In particulars not thus affected the reports received from the various districts show decided improvement over the year preceding. With about 41,000 fewer pupils enrolled, the average daily attendance was 13,000 greater, and the per cent, of attendance on the whole number enrolled was also greater. More pupils were taught in private schools and more attended academies, colleges, and professional schools. More teachers were employed 28 weeks or over and more attended insti¬ tutes. The expenditure for sites, buildings, and furniture was greater, although, naturally, the whole amount expended was less, and the estimated value of all school property increased by more than $900,000. ADMINISTRATION. A State superintendent of public instruction, elected by the legislature for 3 years, is at the head of publie school affairs. Academic, collegiate, and professional training is under the direction of a board of regents of the university, of which board the superintendent is a member ex officio. Local school interests are administered by school commissioners,1 elected by the people for 3 years, 1 for each school commis¬ sioner’s district, and by district boards of trustees, of 1 or 3 members in ordinary dis¬ tricts and of 3 to 9 in union districts. Women are eligible to school offices and may vote in school meetings. Trustees must make an annual report of school statistics to county commissioners, who in turn report to the superintendent and the latter to the legislature. Public schools are free to all residents 5 to 21 years old in the school district. Separate schools for colored children may be established by the school authorities of cities or of uuiou districts; hut facilities for instruction must be provided iu them equal to those in schools for white children. Separate arrangements are made for the instruction of Indian youth on reservations. The public school system includes union or graded schools, academies, teachers’ institutes, State normal schools, and institutions for the instruction of the deaf and of the blind. Provision is also made for instruc¬ tion of 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 for at least 14 weeks each year, unless instructed in the common school branches at home or other¬ wise. The employment during school hours of any child under 14 who has not re¬ ceived this amount of instruction the year preceding is prohibited under a penalty of $50. Free instruction in industrial drawing must be given in all cities and in union and free school districts uuder special acts, unless such districts are excused by the State superintendent. State normal schools must also teach this branch. 1 These school commissioners, including city superintendents, number usually from 1 to 2 or 3 in each county ; in some cases, from 3 to G. NEW YORK, 193 FINANCES. Public schools are sustained from the income of a common school fund, of a United States deposit fund, of trust funds, and by the moneys coming from certain fines and penalties, as well as from State and local taxes. The amount of State tax, according to the last revised code, was one mill and a quarter on the dollar of taxable property. District taxes must be levied when necessary to cover a deficiency in public moneys for teachers’ wages ; and they may be levied for school-houses, sites, apparatus, and libraries. To be entitled to their share of State school funds, districts must have sustained not less than 1 school, taught by a qualified teacher, for at least 28 weeks in the preceding school year ; and no public school money may be paid to an un¬ qualified teacher. SCHOOL SYSTEMS OF CITIES WITH 7,500 OR MORE INHABITANTS. ADMINISTRATION. City public schools are managed by local boards of education, under special stat¬ utes, varying in the nature of their provisions. They are also under the supervision of local superintendents or clerks of local boards who perform the duty of super¬ vision and exercise powers and duties similar to those ©f school commissioners, with whom they are ranked in the State reports. Such superintendents report annually to their boards of education and also directly to the superintendent of public instruc¬ tion, embodying in their reports whatever facts the superintendent may require. STATISTICS. 1882-’83. Cities. Population, census of 1880. Children of school age. Enrolment in public schools. Average daily at¬ tendance. Number of teachers. Expendi¬ ture. Albany . 90, 758 35, 855 13, 914 9, 059 285 . $223, 638 Auburn . . . 21, 924 7, 690 3, 448 2, 627 78 58, 346 Binghamton . 17, 317 5, 654 3,310 2, 338 86 48, 085 Brooklyn . . . 566, 663 210, 000 94, 456 57, 487 1, 490 1, 350, 420 Buffalo . 155, 134 63, 000 26, 752 16, 329 500 379, 395 Cohoes . . . 19, 416 6, 47i 3, 043 1, 455 62 38, 385 Elmira — . 20, 541 6, 236 3, 949 2, 807 83 61, 753 Hudson . 8, 670 3, 650 1, 274 802 22 13, 814 Ithaca . . . . 9,105 2, 906 2, 020 1, 329 34 28, 817 TTi n crston (l _ 8, 780 3, 008 1, 923 32 25, 318 Lockport . 13, 522 4, 000 2^ 528 1,493 45 29, 125 Long Island City . . . 17, 129 6, 558 4, 258 2, 349 63 40, 392 Newburgh.. . 18, 049 6, 344 3, 646 2, 215 65 43, 601 New York . 1, 206, 299 398, 000 237, 612 142, 857 3, 743 3, 626, 328 Ogdensburg . . . 10, 341 4, 033 2, 035 1, 176 48 20, 915 Oswego . 21, 116 7, 940 3, 800 2, 577 73 47, 742 Poughkeepsie . . 20, 207 6,000 2, 871 2, 043 72 40, 898 Book ester . . . . 89, 366 37, 000 11, 736 8, 631 294 225, 117 Borne . . 12, 194 3, 004 1, 894 1, 134 31 18, 727 Schenectady . 13, 655 4,917 2,475 1, 588 52 39, 672 Syracuse . . . . 51, 792 18, 595 9,426 7, 124 209 150, 698 Troy . 56, 747 20, 000 8,298 5, 600 156 133, 578 Utica . 33, 914 12,618 5,590 3, 697 129 85, 960 Watertown . 10, 697 3,403 2,884 1, 263 54 36, 564 Yonkers . . . 18, 892 7,256 2,543 1, 566 46 67, 193 1883-’84. Albany . Auburn . Binghamton . . . Brooklyn . . Tin ffa.l 0 _ _ _ 90, 758 21, 924 17, 317 566, 663 155, 134 35, 900 7, 586 5, 654 215, 000 Cohoes . 19, 416 6,471 Elmira . . . 20, 541 6, 544 Hudson . . . 8, 670 3, 640 Ithaca . . . 9, 105 3, 008 Kingston® . . . . 8, 780 2, 995 Lockport . . 13, 522 4, 000 Long Island City . 17, 129 6,763 N ew burgh . . . . 18, 049 6, 199 New York . . 1, 206, 299 403, 000 13, 718 3, 568 3, 484 93, 599 9, 452 2, 634 2, 577 56, 718 241 80 68 1,355 203, 142 58, 286 49, 008 1,453, 020 2, 781 cl, 692 52 36, 074 3, 983 2, 900 79 62, 542 1,194 846 22 11,259 2, 055 1,411 35 23, 817 1, 836 1, 241 32 47, 067 2, 399 1, 643 44 28, 62G 4, 178 3, 313 2,514 55 39, 486 217, 398 dl44, 949 3,748 3, 626, 328 a These statistics are for the Kingston school district only the population of the city in 1880 was 18,344. b Including 499 in evening schools, c Including 143 in evening schools. d Including 8,004 in evening schools. 13 E 194 REPORT OF THE COMMISSIONER OF EDUCATION. Statistics — Continued. 1883-84— Continued. Cities. Ogdensburg .. Oswego . Poughkeepsie Rochester .... Rome ......... Schenectady. . Syracuse . Troy . CJtica . Watertown ... Yonkers . Population, census of 1880. Children of school age. Enrolment in public schools. Average daily at¬ tendance. Number of teachers. Expendi¬ ture. 10, 341 4, 033 2, 035 48 $20, 916 21, 116 7, 955 3, 640 63 46, 377 20, 207 6, 002 2, 892 2, 125 64 38, 398 89, 366 37, 000 13, 513 9, 842 301 233, 900 12, 194 3, 004 1, 959 1,232 33 19, 649 13, 655 4,917 2, 475 52 39, 672 51. 792 18, 884 9, 215 7, 094 192 144, 862 56, 747 20, 000 8, 298 156 133, 578 33, 914 12, 861 5, 647 3, 845 147 83. 175 10, 697 3, 403 1,786 1,262 52 38, 176 18, 892 7, 256 2, 543 46 67, 193 ADDITIONAL PARTICULARS. In Albany the public school system comprises primary, grammar, and high schools and a teachers’ class, the last added to the course in 1882-’83, in which year there were 26 school buildings. The prevalence of epidemic diseases caused a falling off in attend¬ ance, which, however, in l883-’84 reached a higher point than ever previously, for, though the registered number reported was somewhat less, owing to strict exclusion of duplicates, the average attendance was 393 more than in 1883. During the past 20 years registered pupils have increased 210 per cent, and average attendance 350 per cent. Taking into account the 5,000 pupils estimated as belonging to private, academ¬ ical, and parochial schools, there were about 55 per cent, of youth 6 to 21 under instruc¬ tion. This limit exceeds the preferable school age, which is from 6 to 16, and on this basis the number under instruction was about 90 per cent., leaving only about 10 per cent, of the children of the city neglected. The superintendent insists that even this is too large a proportion, and he renews his former suggestion that steps be taken to enforce the compulsory education act. Considerable improvement was made in both 1882-’83 and 1883-’84 by the erection of 2 new buildings, costing $62,000, and by other additions to the seating capacity of schools, at a cost of $20,899 more. Resort to corporal punishment to maintain disci¬ pline is rapidly dying out, cases of suspension also becoming less. In the teachers’ training school pupils are required to practise such methods of government as will preclude the necessity of using the rod, and its entire disuse is looked forward to in the near future. A trial of the new plan of dispensing with the noon recess confirmed the belief of school officers and teachers in its advantages over the old. By the new arrangement pupils of the first 3 years are given 10 minutes’ recess each session, the widest liberty of individual recess is allowed, and between the exercises opportunity is given for whispering and for physical movement. Avburn has a course of study in primary, grammar, and high schools covering 12 years. Schools were taught in 1882-’83 for 200 days. No changes had been made in studies, nor in the general method of presenting them. A new feature in the high school was the giving of greater prominence to rhetorical exercises. The most radi¬ cal measure of the board for many years was its discontinuance of the regents’ examinations for promotion after 1883. This was done after careful investigation and thoughtful consideration as to the best interests of the schools. The action is not ex¬ pected to result in a lower standard of scholarship, but in a greater freedom in the selec¬ tion of subjects of study and the methods of dealing with them. Some of the schools were at a disadvantage on account of their crowded condition. The discipline in all was good and was maintained without serious complaint as to strictness and severity. In response to a pressure for additional accommodations, a new building was finished in 1883, at a cost of nearly $11,000, with sittings for 200 pupils, and another one to cost $8,000 was contracted for. Binghamton reports public schools classed as primary, grammar, and high, taught during 1883^84 197 days in 10 school buildings, affording 3,216 sittings for study and valued, with other school property, at $228,411. There was an estimated enrolment of 542 in private and parochial schools. The Brooklyn public schools in 1882-83 were taught 28.8 weeks by 70 men and 343 women in 61 school-houses, of which 56 were brick and 5 frame, valued, with sites, at $3,300,000. The public school library comprised 18,000 volumes, valued at about $20,000. Because of a great deficiency of seats for pupils, particularly in the pri¬ mary grades, the city board of education has been endeavoring since 1882 to secure additional school buildings, with better arrangements for both health and comfort. The success achieved has been far short of its desires, but enough advance in good NEW YORK. 195 seating and good sanitary arrangements has been made to awaken a new interest in the matter among citizens and to encourage the hope that something like fair accom¬ modations for all pupils will be possible in the near future. At no time in the history of the schools, it is said, have so much care and thought been expended on school buildings with a view to combining economy and taste with conditions promotive of convenience and health as in the years 1883 and 1884. Buffalo, in addition to statistics already given, reported for 1882-’83 public schools taught an average of 40.4 weeks by 41 men and 459 women in 41 school-houses, of which 38 were brick, all valued, with sites, at $804,000 ; school libraries of 20,664 vol¬ umes, worth about $18,766 ; and 45 private schools, with 9,676 pupils. Of the teachers in the city system 71 had come from normal schools. In Cohoes in 1882-’83the public schools (primary, intermediate, grammar, and high) were taught 40.8 weeks by 4 men and 58 women in 9 school-houses, valued, with lots, at $100,000. The library comprised 1,845 volumes, worth $2,067. Two private schools were reported, with 800 pupils. In the city high school the English course is the regular graduating course, a classical one being intended for pupils expecting to enter college. Elmira reported in 1882-83 public schools taught 40 weeks by 7 men and 76 women in 8 school-houses, valued, with lots, at $309,450 ; a school library of 2,630 volumes, worth $2,700 ; and 8 private schools, with 610 pupils. Evidence of the good work done in the city system is given in the fact that, in the year, 95 pupils received at the re¬ gents’ examinations their preliminary certificates, 10 more than in any previous year; while at the regents’ advanced examination 491 successful papers were presented, 21 pupils receiving the regents’ intermediate certificate and 9 their diploma. In Hudson the public schools were taught an average of 40.4 weeks in 1882-’83, Besides the pupils attending these, 7 private schools reported 600, making a total of 1,874 under instruction. The 3 public school-houses, all of brick, were valued, with sites, at $39,500; the library, of 1,020 volumes, at $1,120. Ithaca opened its schools in 1882-’83 with an unusually full attendance, but epi¬ demic diseases caused absence and tardiness and consequently less satisfactory results in the annual examinations. The pupils in the high school being less affected by dis¬ ease than those in the lower grades, the number enrolled and the average attendance increased considerably ; the number of non-resident pupils advanced over 60 per cent., and it is believed that the attendance might have been considerably increased had there been room to accommodate more. The crowded condition of the school made it impossible to continue the teachers’ class which had before been taught there. In November, 1883, it was decided to have a new high school building, to cost about $50,000 and to be one of the best in the State, with accommodations for 500 pupils. Kingston reports an increase during 1883-’84 in pupils enrolled in public schools and in average daily attendance — a better record for attendance, in fact, than had been known before in the history of the schools. Good order was maintained without the use of physical force, except in very few instances ; also, without any resort to ex¬ pulsion and with very few temporary suspensions. All seeming necessity for corporal ' punishment in the schools is gradually disappearing. The schools are classed as pri¬ mary, junior, senior, and academic, this last including a preparatory department and an academic class, with two undergraduate courses of study, one in literature and science and the other a college preparatory course. Beyond the last was a graduate course, with 12 students. Lockport in 1883-’84 makes return of primary, grammar, and high schools taught 195 days in 7 buildings having 2,667 sittings and valued, with other public school property, at $105,500. Special teachers of German and penmanship were employed. There was an estimated attendance of 500 in private and parochial schools. At Long Island City , in the same year, public schools were taught 181 days in 7 buildings, valued, with other school property, at $70’, 200 ; 6 of the 61 teachers held normal school diplomas, 1 was licensed by the State superintendent, and the re¬ mainder by local authorities. A special teacher was employed for music and German and one for drawing. Seven private schools were taught, with about 248 pupils attending. Newburgh reports public schools taught 174 days in houses valued, with other school property, at $154,000, and an enrolment in private and parochial schools of 594, which, added to the number attending pubkc schools, gives a total of 3,907. New York City reported for 1883 297 schools under the supervision of the board of edu¬ cation, as follows : A normal college, a training department, 103 grammar schools, 113 primary schools, 3 colored schools, 27 evening schools, 1 nautical school, and 48 corporate schools, including industrial schools, reformatories, orphan asylums, &c. While the whole number enrolled in all these schools remained nearly the same as in 1882, the average daily attendance was 4,848 more. A large proportion of the increase (3,447) was in the primary and grammar schools, which. have in the past 10 years advanced about 38 per cent. During two years past the increase in the grammar schools has about equalled that in primary grades, though the whole number in grammar 196 EEPOET OP THE COMMISSIONER OP EDUCATION. schools is only about a third of that in primary schools, an indication that higher education is gradually making its benefits more manifest. Still, the highest grammar grade embraced only about 27 per cent, of the pupils who entered its first year in 1879. Ninety per cent, of the average number enrolled in grammar and primary schools attended every session during the year. In all the schools 79 more teachers were employed than in 1882, and 44 more in the primary, grammar, colored, and training schools. Of 391 licenses granted, 70 were to men and 321 to women, 247 of the latter being graduates of the normal school. Examination into the character of the instruction and discipline of the schools showed that in 1,895 classes the instruction was excellent; in 657, good; in 24, fair; that the discipline of 2,470 was excellent ; of 167, good ; of 12, fair. The general methods of discipline remained unchanged, punishment for neglect of duty or for dis¬ order consisting in a loss of marks, in detentions, and, in extreme cases, in "suspension. Corporal punishment in any form is absolutely forbidden. During 1880 there were only 80 suspensions, fewer than in any previous year. The gradual diminution of this number, it is said, is only one of several indications of the improvement in discipline that has taken place during the past few years, other indications being a higher standard of scholarship, greater regularity in attendance, and increased punctuality. The 48 corporate schools participating in the school fund enrolled 28,211 pupils and had 9,979 in average attendance. Of these the 21 schools of the Children’s Aid Society enrolled 14,132; those of the American Female Guardian Society, 5,237. These schools supply a want felt in all populous cities among a class of people whose poverty is so great as to make the labor of children, for at least part of the time, necessary for the support of the family. While in the public schools absence for days •or parts of days would materially interfere with progress, in the corporate schools instruction is adapted to the peculiar circumstances, the course of study for the pub¬ lic schools and their methods of instruction being followed, however, as far as possible. The character of instruction in the corporate schools was reported in 1882-83 to be excellent in 56 classes, good in 29, fair in 5, and indifferent in only 1. The 26 evening schools showed an increased attendance of pupils, accompanied by a steady improvement in instruction and discipline. These schools are divided into senior and junior grades ; the former, admitting no pupil under 16, have an optional course of study, comprising reading, arithmetic, book-keeping, penmanship, and composition. Pupils may select any 2 of these studies. Classes for foreigners learn¬ ing English were formed in both grades, and their average attendance was nearly 40 per cent, of that of the whole. The total enrolment was 20,910; average attendance, 7,853. Truancy decreased by 17 per cent, during the year. The 12 agents of truancy em¬ ployed to assist in enforcing the compulsory education law made more than 41,000 visits during the year, about 12,000 to families and over 24,000 to stores and factories in which children were known to be employed. In all these establishments only 243 instances were found in which there was a violation of the law, showing the gen¬ eral cooperation of employers and the sympathy of the public in the matter of prop¬ erly instructing the young. Ogdensburg reports for 1883-’84 schools taught by 48 teachers in 10 school buildings, valued, with other school property, at $71,000, and, besides 2,035 enrolled in public schools, about 560 in private and parochial schools. The Oswego public schools in 1883-84 were taught 196 days by 2 men and 61 women in 23 school buildings, with 2,920 sittings for study. All public school property was valued at $171,980. Estimated enrolment in private and parochial schools, 1,209. Poughkeepsie reports for 1882-83 a prosperous year in school work ; a course of study extending over 12 years, of which 3 were in introductory grades, 3 in primary, 2 in grammar, and 4 in high ; a slight increase in the percentage of attendance on enrolment,- although the total attendance was somewhat less than the previous year ; a continued improvement in drawing; and over 1,000 additions to the library, of which nearly 800 were gifts of citizens. The plan adopted two years ago of retaining the youngest children only half a day in school worked so well that it was proposed to adopt it in the next higher grade. The experiment of dispensing with the regular recess worked admirably. Each pupil is allowed to leave the room on request, and the time saved from the ordinary recess is taken off the length of the session. The Rochester public schools, embracing primary, intermediate, grammar, academic, and training departments, the last organized in 1883, were never before in so good a condition as during that year. The chief difficulty reported was insufficient school accommodations, occasioned by the growth of the city and the increase in public school attendance. A new school building was erected and others were repaired and im¬ proved, but, even with this additional provision, between 400 and 500 children were ex¬ cluded for want of accommodations. The report for 1884 shows a continuation of the favorable condition of previous years. Enrolment had still increased, rendering it necessary to occupy rented buildings. The per cent, of attendance was 96.08, a record never excelled in the history of the schools. The superintendent thinks this in- NEW YORK. 197 creased attendance over other years is largely due to the abolition of the general re¬ cess, a measure first adopted in 1883, and which, though meeting with strenuous op¬ position at first from some, had been finally accepted as a step in the right direction. In Borne public schools were taught 193 days in 1883-84, in 8 buildings, with 1,833 sittings. Two special teachers were employed, one in drawing, one in penmanship, all the force but 3 being women. Public school property was valued at 081,000. Enrolment in private and parochial schools was 375. The schools were classed as primary, grammar, advanced, and academic, the last affording preparation for col¬ lege as well as a full English course. Schenectady reports for 1883-’84 public schools taught 192 days in 10 buildings, val¬ ued, with other school property, at 094,000, all the teachers but 3 being women. The estimated enrolment in private and parochial schools was 800. While no marked changes occurred Syracuse claims progress made in school work during 1883. Ample accommodations were afforded the school children in 18 buildings, although some of these needed improvement in respect to heating and ventilation. A new building, perfect in these respects and capable of accommodating 850 pupils, was erected during the year. The system includes primary, junior, senior, and high schools, besides a training class for teachers, the course up to the high school covering 8 years. Enrolment in the high school was 473, somewhat smaller than usual ; the number of graduates, 43. Monthly teachers’ meetings were held, as usual. Corporal punishment is never resorted to in preserving discipline, and only 127 cases of suspen¬ sion, or about 1 in 100, occurred, and of those suspended all but 22 were reinstated. As for those not readmitted to the schools, the superintendent thinks they are better off outside, as in his view most of such cases arise from a dislike of school and a desire to engage in some kind of work ; he thinks it better for a boy to be learning a trade if the teacher cannot inspire him with a love for books and the tradesman can interest him in tools. The figures for 1883-’84 show a decrease of 211 in pupils registered in public schools and of 30 in the average daily attendance. This is ac¬ counted for by the increased attendance in parochial schools, which, with private schools, numbered 2,484 against 1,826 in 1883. The enrolment and average attend¬ ance in the high school increased somewhat during 1883-784. Troy reports public schools taught in 14 buildings, public school property valued at $317,000, and about 1,500 attending private and parochial schools, making, with public school attendance, 9,798 under instruction. Attendance on public schools de¬ creased somewhat during the year, but the time lost by absentees was also less, making the ratio of attendance better. A large part of the loss was due to a vigorous agitation of the subject of founding and maintaining parochial schools, of which one was erected capable of receiving 600 pupils. Still, it is estimated that as many as 5,000 youth between 5 and 16 years of age and about 3,000 between 5 and 13 were not attending any school. The public schools were primary, intermediate, grammar, and high, the last having 181 pupils enrolled and 162 in average attendance. Utica in 1883 had 35 public schools (primary, intermediate, advanced, ungraded, and evening) and a free academy, all taught in 18 substantial brick buildings, well lighted, well ventilated, and in other respects comfortable. A new and commodious building was completed during the year, nearly 700 volumes were added to the library, and over 8,000 more books were taken out. The demand for books of an instructive character was increasing : during four years the call for works of fiction had fallen off from 64 per cent, to 53. The free academy offers four courses of study : a normal of 2 years, an English and scientific of 3, and two classical courses, one of 4 years, the other of 3. Of 160 pupils 127 were in average daily attendance. Watertown in 1883 shows primary, grammar, and high schools, the course extending over 12 years. The enrolment was somewhat less than during the previous year, though average attendance was about the same, and there were fewer cases of tardi¬ ness and about 64 hours less time lost. More select schools were taught and they drew somewhat from the public schools, the enrolment in them being about 100. The number of books lent from the library increased, but fewer novels were called for, the demand for useful books advancing. The high school offers two courses of study, classical and English, the latter subdivided into French, German, and Latin- English courses. Of 197 pupils enrolled 154 were in average attendance. Yonkers in 1884 reports public schools taught 199 days in 6 buildings by 3 men and 43 women, public school property valued at $137,449, and an estimated enrolment of 1,556 in private and parochial schools. PREPARATION AND QUALIFICATIONS OF TEACHERS. STATE REQUIREMENTS FOR CERTIFICATES. Teachers to be legally qualified for employment in the public schools must have a normal school diploma or a certificate of qualification from the State superintendent, the school commissioner of the district, or from the school officer of a city authorized 198 REPORT OF THE COMMISSIONER OF EDUCATION. by special act to grant the certificate. Certificates issued by tlie county com missioner and by the State superintendent are given only after an examination as to qualifica¬ tions. By a law of 1882 pupils instructed in teachers’ classes in academies and union free schools for at least 10 weeks, and who have passed an examination prescribed by the regents (which includes methods of teaching), are entitled to a certificate, and when this is indorsed by a school commissioner it constitutes a license to teach. The State superintendent may annul for cause any certificate granted by a commis¬ sioner and may declare any normal school diploma invalid as a qualification to teach. STATE NORMAL TRAINING. The 8 State normal schools, at Albany, Brockport, Buffalo, Cortland, Fredonia, Geneseo, Oswego, and Potsdam, report an attendance during 1883-84 of 2,393 pupils in normal studies, besides 2,691 other pupils. Of the normal students 300 graduated, making a total of 5,833 graduates since the opening of the schools. The e-liortening of the school year affected the figures of attendance in these as in other schools, the whole enrolment being 670 less than in 1882-’83. The number of graduates, however, was two more than that in the preceding year. These schools are all under the supervision of the State superintendent, the regents of the university being associated with him in the case of the Albany school. Tuition is free ; so also is the use of text books ; and to students who remain at least a full term travelling expenses are refunded. The State makes a regular allowance of $18,000 a year to each school, besides additional appropriations for special objects when neces¬ sary. Each county is entitled to send twico as many students as it has representa¬ tives in the assembly, and appointments are made by the State superintendent on the recommendation of the school commissioners or city superintendents of schools. Can¬ didates must be at least 16 years of age, must have good health and average abilities, and must pass a prescribed examination in English branches, including arithmetic as far as square root. All of these schools but one present 3 courses, extending over 2, 3, and 4 years. The school at Albany appears to offer only 1 course of 2 years. This school reports a new building in process of erection, for which the legislature of 18 »3 appropriated $125,000, besides allowing whatever sum might be realized from the sale of the old building. The demand for normal school graduates as teachers in the better class of schools throughout the State is said to be increasing from year to year. Such teachers find ready employment at fair wages, and in some of the counties their number is becom¬ ing noticeably large. OTHER NORMAL TRAINING. The Normal College, New York City, gave instruction in 1883-’84 to 1,520 young women in a 4- year normal course and sent out 238 graduates. Although this school has been in operation only since 1870, about half the teachers in the schools of the city are graduates from it. Tuition is free, the institution being a part of the public school system of the city. Classes for instruction in the science and practice of common school teaching were organized by authority of the regents of the university in 111 academies and union tree schools, 16 more than during the previous year. The number of pupils receiving instruction was 1,875. These classes are under the supervision of an inspector ap¬ pointed by the regents, and are also subject to the visitation of the school commis¬ sioner of the district in which the school is situated, who is required to assist in the organization, management, and final examination of the classes, and to report thereon to the regents of the university. The number of classes and the number of pupils thus instructed increase yearly, and the beneficial results of the instruction are beginning to be felt in the schools near the localities where the classes are taught. TEACHERS’ INSTITUTES. It is made by law the duty of each school commissioner to organize each year a teachers’ institute in his own district, or, in counection with other commissioners, a combined institute for the county. He must, if possible, induce all the teachers of his district to attend, and there is no deduction from their pay for the time spent at the institute. Such meetings were held in 1883-’84, as during the preceding year, in 58 counties, at a cost to the State of $16,927, an increase of $1,156 over the cost in 1882-’83. The number of institutes held was 71 against 73 the previous year ; the aggregate attend¬ ance of teachers was about the same, the average number attending each institute being 10 more in 1884. The percentage of teachers attending in all the counties where institutes were held, based on the number teaching 28 weeks or more, was 81.99 against 80.9 in 1883. EDUCATIONAL JOURNALS. The most important of the journals in this Stnte <1evoto, hrv ,-r. yv I;;,, , , ,v |.V XX 1,1 .»C \it 1 -U II M ' > H • H l,IH cltuH-o lihiai) , ( .iluiii I, ami o| Iht r if >s, has Imt.ii iii.kIh Uiu irsi-iwary h-r.ii.-e his 200 REPORT OF THE COMMISSIONER OF EDUCATION. widow’s large property, which, at her son’s death, is to go in money to the university, for the collegiate education of women under university auspices and officers. St. Lawrence University had from the estate of Mrs. Sarah D. Gage $37,457 in fulfilment of a bequest for the maintenance of its school of theology. Cooper Union, New York, iu addition to more than $1,000,000 bestowed on it by its venerable founder before his death, received from him by will, after his decease in 1883, $100,000, and from his children a like sum. Cornell University was relieved by special act of a restriction which had limited its corporate property to $3,000,000, and will probably be several millions richer by the change. For other benefactions in 1882-’83, see In¬ stitutions for the Superior Instruction of Young Women, below. The information as to 1883-’84 is still imperfect, but already there are announce¬ ments of the receipt of $5,000 by St. Stephen’s College, Anuandale, for scholarships ; of $14,476 by Syracuse University, for endowment; and of $85,000 from Hon. Hiram Sibley, for a mechanical professorship and for additions to the Sibley shops and build¬ ing at Cornell University, Ithaca. Of the colleges belonging to the university system, at least 14 were still for young men only, while Alfred, St. Lawrence, Cornell, and Syracuse Universities admitted young women also. All continued their instruction in French and German, as well as in Latin and Greek, except St. Stephen’s College, which, as preparing for theo¬ logical study, substitutes Hebrew for German. With the same view, Hobart and St. Bonaventure Colleges also teach Hebrew, as do Alfred and Madison Universities. Columbia College and Cornell University offered Anglo-Saxon and Sanscrit also. The former was offered, too, at Hobart College and Madison and Syracuse Universities. At Columbia, Danish, Icelandic, Spanish, and Italian were included in the optional courses, and at Cornell, Swedish, Spanish, and Italian. Chautauqua University, an outgrowth of the Chautauqua Assembly and Reading Circle, was incorporated by the legislature in 1883 without the customary require¬ ment to report to the regents its course of study or its means for imparting instruc¬ tion. It is also left free from the usual university demand of at least a 4-year course of study, which enables it, if it should choose, to give diplomas and confer degrees without assurance of the time-honored preparation. INSTITUTIONS FOR THE SUPERIOR INSTRUCTION OF YOUNG WOMEN. The 5 colleges for women already referred to as of full collegiate rank are Wells College, Aurora ; Elmira Female College, Elmira ; Ingham University, Leroy ; Rut¬ gers Female College, New York City, and Yassar College, Poughkeepsie. All present classical courses of 4 years, as previously, and all give instruction in music, drawing, painting, French, and German, Elmira adding Anglo-Saxon, and Rutgers, Spanish. All seem to prosper, though in different degrees. Ingham University was enabled by its friends in l882-’83 to increase its property in grounds and buildings by the pur¬ chase of a chancellor’s residence for $5,000 and by the erection of an art annex at a cost of $4,000 ; a debt of $11,660 was also met by contributions from its friends. In 1883-’84 Mr. Timothy Hill offered it $10,000 towards an endowment of $100,000, condi¬ tioned on the raising of $90,000 to make up the full amount. Yassar College, too, had its jmeceding large endowments from the Yassar family in¬ creased by $50,000 for a scholarship fund and $80,000 for 2 professorships, all from Matthew Yassar, jr., in 1883. In 1884 John G. Yassar gave $10,000 for the improve¬ ment of the college laboratory. For detailed statistics of these colleges for women, in which the regents reported in 1882-83 a total of 520 collegiate students, under 81 instructors, see Table VIII of the appendix of this volume : for like statistics of the colleges for men or for both sexes, see Table IX, For summaries of the statistics of both classes, see correspond¬ ing tables in the report of the Commissioner preceding. SCIENTIFIC AND PROFESSIONAL INSTRUCTION. SCIENTIFIC. The United States Military Academy, West Point, established and sustained by the General Government to train officers for the Army, includes, with military instruction, the study of English, French, and Spanish, international and military law, mathe¬ matics, drawing, natural and experimental philosophy, geography, history and ethics, chemistry, mineralogy, geology, engineering (civil as well as military), and telegraphy . The course covers at least 4 years ; no students are advanced from one year’s work to the next without a rigid examination on the studies passed over ; if found deficient, they are put back or discharged. The number of cadets in 1883-’84 was 284. Cornell University , the agricultural and mechanical college of the State, besides its * literary and special courses, offers 6 scientific courses of 4 years, leading to degrees in agriculture, architecture, analytical chemistry, chemistry and physics, electrical en¬ gineering, and civil engineering ; also, another engineering course, of 5 years, and shorter courses leading to no degree. The degree of civil engineer is given only on NEW YORK. 201 completion of the 5- year courser graduates of the 4-year course receiving that of bachelor of engineering. Three professional schools of science recognized by the regents are Rensselaer Poly¬ technic Institute, Troy, a school of civil engineering, conferring the degree of civil en¬ gineer; the School of Mines of Columbia College , in which the degrees of engineer of mines, civil engineer, and bachelor of philosophy are conferred; and the Scientific Department of Cooper Union, covering a course of mathematical and scientific study of 5 years and conferring the Cooper Union medal and diploma at its close. The number of students in these 3 institutions reported to the regents in 1882-83 was 3,774. A College of Electrical Engineering, New York City, has been established to give a scientific and practical knowledge of the systems of telegraphy in use in this and other countries for submarine and inland telegraphy, electric lighting, the telephone, and their commercial utilization. Instruction in civil engineering and in general science is given at the University of the City of New York and at Union aud Syracuse Universities, while 15 other colle¬ giate institutions present courses for the degree of bachelor of science. For statistics of scientific schools reporting, see Table X of the appendix, and for a summary, see the report of the Commissioner preceding. PROFESSIONAL. Theology. — The following 10 schools of theology report for 1883 or for 1884: St. Bonaventure’s Seminary, Allegany (Roman Catholic); Auburn Theological Seminary, Auburn (Presbyterian); Canton Theological School, Canton (Universalist) : Hart- wick Theological Seminary, Hartwick (Lutheran); General Theological Seminary of the Protestant Episcopal Church, New York; Union Theological Seminary of the City of New York (Presbyterian); Rochester Theological Seminary, Rochester (Baptist); Christian Biblical Institute, Stanfordville, (Christian); Seminary of Our Lady of Angels, Suspension Bridge (Roman Catholic), and St. Joseph’s Provincial Seminary, Troy (Roman Catholic). Seven of these report 412 students in 1883-’84 ; the remain¬ ing 3 had, in 1882-’83, 210. All report courses of study extending over at least 3 years, the 3 Roman Catholic institutions presenting .courses of from 4\ to 6 years, including preparatory as well as professional training. About half of the above named schools offer opportunities for graduate study and report students in them. The General Theological Seminary instituted such a course in 1883. Delancey Divinity School, Geneva, and St. Andrew’s Divinity School, Syracuse (Protestant Episcopal), as well as Hamilton Theological School, Hamilton (Baptist), do not report to this Office for 1883 or 1884 ; but evidence of their continued existence appears in the year books of the Protestant Episcopal and Baptist Churches for 1884, which show that the two Episcopal schools had each 7 candidates for orders in 1882- 83 and that the seminary at Hamilton had 52 students, under 5 instructors. The Chautauqua School of Theology, formally opened in 1884, is an outgrowth of the Chautauqua work in the direction of ministerial culture. It gives the usual biblical, theological, ecclesiastical, historical, and philosophical instruction. Two depart¬ ments have been provided, one leading to a diploma in theology, the other presenting a course of reading and study for ministers and others who desire the benefit of the school without being subjected to the examinations required of regular students. The number of students in 1883-’84 was 307. Gifts were received by the above theological schools, as reported, during 1883 and 1884 amounting to over $376,000. Chief among these were $37,400 from Miss Sarah A. Gage to the Canton Theological School in St. Lawrence University, Canton; $81,928 to the General Theological Seminary of the Protestant Episcopal Church, New York ; $23,800 to Rochester Theological Seminary ; and about $225,000 to Union Theo¬ logical Seminary, New York, for library hall and scholarships. Instruction in law was given in the following schools : Albany Law School, Albany, a department of Union University ; Maynard-Knox Law School, a department of Ham¬ ilton College, Clinton ; School of Law of Columbia College, New York, and Depart¬ ment of Law of the University of the City of New York. These schools, which form a part of the University of the State of New York, reported to the regents an attend¬ ance of 506 students, under 20 instructors, aud.215 graduates sent out in 1883. In 1884 the students numbered 511. Medicine, dentistry , and pharmacy. — The regents, for 1883, report 9 schools of medi¬ cine, 1 of dentistry, 3 of veterinary science, and 3 of pharmacy. These reported 2,330 students, under 214 instructors, in 1883. This list excludes the medical department of Niagara University, organized in 1883 ; the New York Medical College and Hospital for Women, which had made no report to the regents for several years; and 2 colleges whose charters had been declared invalid by the courts. The list of medical schools in New York, published by the Illinois State board of health for 1883-84, not including schools of dentistry and pharmacy, comprises 12 in¬ stitutions which reported 2,264 matriculates, of whom 660 were graduated. 202 REPORT OF THE COMMISSIONER OF EDUCATION. The New York College of Dentistry, New York City, reports 142 students and 30 grad¬ uates in 1883-84 ; it has a 2-year course of study, 20 weeks each year ; there is no ex¬ amination for admission. The Albany College of Pharmacy, a department of Union University, reports 37 stu¬ dents and 13 graduates ; the College of Pharmacy of the City of New York, 330 in 1884. The course in both extends over 2 years; in the college at Albany, of 20 weeks each; in the other, of 22 weeks. For statistics of professional schools, see Tables XI to XIII of the appendix. SPECIAL INSTRUCTION. SOCIETIES FOR THE PROMOTION OF HOME STUDY. The Chautauqua Literary and Scientific Circle, organized in 1878 to encourage study at home, reported in 1882 an enrolment of nearly 30,000 members living in every State and Territory of the Union, as well assome in other quarters of the globe. It gradu¬ ated in 1882 its first class of nearly 2,000 members. In 1883 the institution was in¬ corporated by the State legislature and authorized by law to confer the usual colle¬ giate degrees, but without being restricted to any standard or obliged to report to the regents its course of study or means for imparting instruction. The Correspondence University, a new institution somewhat resembling the above in its methods and aims, can only be said to belong in this State from the fact that its secretary, Professor Wait, is of Cornell University, Ithaca. Its faculty in¬ cludes 32 professors, selected from colleges here and in Great Britain. It publishes in Chicago, Ill., a paper entitled The Correspondence University Journal, which presents full statements of its courses in all subjects. EDUCATION FOR POLITICAL LIFE. Courses of special training in political science are given at Columbia College, New York, and at Cornell University, Ithaca. That at Columbia covers, as when last reported, 3 years from the opening of the senior year ; that at Cornell, 4 years, of which 2 are comparatively elementary. Graduate courses in the same study are offered at Columbia. All tendency to party views, as such, is carefully avoided. TRAINING IN ARTS AND TRADES. Cooper Union, New York City, besides its courses in science, gives instruction in free art and industrial classes, taught both day and evening, as follows : An art school for women ; school for women in wood engraving ; school of telegraphy ; classes in phonography and type writing for women ; free night school of art for men. The amount earned by the pupils of 1883-’84 and the graduates of 1883, so far as heard from, was $27,751. Many instances of success on the part of graduates of the wom¬ en’s art school are reported. The whole number of pupils in it in 1833-’84 was 4,327 ; the number using the reading room and library, 549,707, of whom 6,664 were women. A number of art schools and societies for promoting a knowledge of art report from New York City, among them the Metropolitan Museum of Art, the Drawing School of the Society of Mechanics and Tradesmen, the art department of the Turnschule, the Decorative Art Society, the Woman’s Institute of Technical Design, and the New York Trade Schools, including the 1,000 pupils in the art and technical schools of the Cooper Union, it is estimated that there are in New York City alone over 2,000 students of industrial art, whose influence must be felt within a short time in all the trades of the city. Encouraging results are already apparent in an advance in every department that requires artistic workmanship. Courses in painting, drawing, and music form a part of the instruction offered in Syracuse University, Wells College, Elmira College, Rutgers Female College, and Vassar; painting and drawing are taught in the University of the City of New York, while drawing (architectural, free hand, and mechanical) is taught in the engineer¬ ing courses of the various colleges already noted under Scientific. The College of Electrical Engineering, New York City, recently organized, has been already noticed under Scientific. TRAINING SCHOOLS FOR NURSES. Nine schools to prepare women for intelligent care of the sick report from this State for 1883 or 1884 : New York State School for Training Nurses, Brooklyn, opened in 1871 ; Bellevue Hospital School for Nurses, New York, opened in 1873 ; Charity and Maternity Hospital School for Nurses, Blackwell’s Island, 1875; New York Hospital School for Nurses, 1877 ; Buffalo General Hospital School for Nurses, 1878 ; Brooklyn Training School for Nurses, 1880 ; Rochester City Hospital Training School for Nurses, 1880; Mount Sinai Training School for Nurses, New York. 1881: Brooklyn Homreo- J.fl'lli,. i f i S.-Im'm; !<>> N 1—4. .,1 jiUpi’s p.-ljl «1 hU 18*3. <>,<•! w l.rlil NEW YORK. 203 TRAINING IN MUSIC AND LANGUAGES. Special schools of music reporting are the Grand Conservatory of Music, New York City; the Philharmonic Society of New York; the School of Music, Poughkeep¬ sie, and Columbia Conservatory of Music, Brooklyn. The last named reports t horough courses of musical instruction, vocal and instrumental, including the use of a large number of instruments; also, instruction in elocution, foreign languages, and dancing. There are also special schools of languages, the mostimportant being Stern’s School of Languages, New York, in which French, Spanish, German, and Italian are taught according to what is termed the natural method, i. e., beginning not with rules, but with the spoken words of the language to be learned. This school maintains a free normal class for teachers, one of the aims being to extend the knowledge of the methods of instruction followed. About 700 pupils received instruction in 1883. EDUCATION OF THE DEAF AND DUMB. The institutions for the deaf and dumb are as follows: New York Institution for the Deaf and Dumb, New York, which reported 390 pupils under instruction during the year 1883-’84 ; Institution for the Improved Instruction of the Deaf and Dumb, New York, with 163; the Central New York Institution for Deaf-Mutes, Rome, with 148; Le Couteulx St. Mary’s Deaf and Dumb Asylum, Buffalo, with' 139; St. Joseph’s Institution for the Improved Instruction of Deaf-Mutes, Fordham, with 250 ; Western New York Institution for Deaf-Mutes, Rochester, with 161, and Northern New York Institution for Deaf-Mutes, Malone. The whole number reported under instruction was 1,251. The last named institution was opened in September, 1884, with about 20 pupils. It occupies a rented building and its accommodations are limited. With the others, it receives, under the law, a pro rata appropriation from the State. Total expenditures for the year in all these schools, $362,699, against $391,129 in 1882-’83, when there were 52 fewer pupils. All teach the common English branches, including articulation, and such employ¬ ments as shoemaking, tailoring, printing, dressmaking, and housework. EDUCATION OF THE BLIND. The New York State Institution for the Blind, Batavia, and the New York City In¬ stitution for the Blind report an average of 353 pupils in 1883-’84, against 400 the previous year. This reduction was due to an epidemic in the city institution, in con¬ sequence of which the schools were temporarily closed and the pupils sent home. The expenditure for both institutions during the year was $165,698 against $134,619 in 1882-’83, an increase of over $31,000. The common and higher English branches are taught, with music, piano tuning, broom making, sewing, knitting, and fancy work. TRAINING OF THE FEEBLE-MINDED. The State sustains two institutions for the care and instruction of this class: The New York Asylum for Idiots, at Syracuse, and the Custodial Branch, at Newark. That at Syracuse is for children only, and gives them generally 7 years’ instruction ; it' has a farm department near the city for idiotic and feeble-minded men, in which about 30 are maintained. Average number of inmates during the year, 326 ; aver¬ age weekly cost for education, maintenance, and care, $3.33 for each pupil. The Newark Custodial Branch Asylum is devoted entirely to the oversight and care of idiotic and feeble-minded young women, and is under the control and management of the Syracuse Institution. An average of 140 were cared for during the year, most of them between the ages of 15 and 40. INDUSTRIAL SCHOOLS. Some industrial training in connection with instruction in the common school branches is given by a large number of institutions and societies to about 10,000 chil¬ dren each year, these being generally of a class who, from poverty, are deprived of other means of training. Among these institutions may be mentioned the schools of the Children’s Aid Society, New York City ; the Brooklyn Children’s Aid Society ; the Brooklyn Industrial School Association ; the American Female Guardian Society, New York City ; House of the Good Shepherd, Tomkins Cove ; the Five Points House of Industry, New York City; the Hebrew Benevolent Society, New York City; the Wil¬ son Industrial School for Girls, New York City, and the Industrial School of Rochester. REFORMATORIES. There were over 4,000 juvenile delinquents in the various reformatories of the State October 1, 1884, about one-third of them being girls. The New York House of Refuge, Randall’s Island, reports 758 ; the Western House of Refuge, Rochester, 513 ; the New York Juvenile Asylum, New York, 941 ; New York Catholic Protectory, West Chester, 2,051, and Rnffaln Catholic PrnlWfnrv for l^l . Th« H r** two nanmd nn> mi.-iim- tuiacd by K- giM.u u v u .j ( qu o, a hi» iw«j-s ; Ums modM's, « v i:«* too 'ia«l by .! 1* »* >>u»!e 204 REPORT OF THE COMMISSIONER OF EDUCATION. and municipal authorities. All give instruction in the common English branches and in various industries. In regard to the House of Refuge on Randall’s Island the hoard of charities has recommended various changes, among them the abolition of stone cells with iron doors and the substitution of a more open system, on the family plan ; a reduction in the number of corporal punishments, these to be inflicted only by the superin¬ tendent or matron or by their direction and in their presence ; the inauguration of a system of. rewards to stimulate* the ambition of children ; and the abolition of the con¬ tract system for boys, a comprehensive system of trades to be substituted for it. Some improvements were made in the grounds and buildings of the New York Ju¬ venile Asylum during 1883-’84 and some necessary conveniences were furnished the inmates, but the institution was found to be overcrowded and the administration of corporal punishment not surrounded with sufficient checks. The State board of charities invites the attention of the legislature to a report of its committee on this subject, and believes its recommendations should be carried out, as they have been in the case of the New York Catholic Protectory. ORPHAN ASYLUMS AND HOMES. There were reported by the State board of charities 192 orphan asylums and homes for the friendless, with 42,773 inmates during the year 1883-’84, of whom 21,736 were youth, 11,641 boys and 10,095 girls. EDUCATIONAL CONVENTIONS. NEW YORK STATE TEACHERS’ ASSOCIATION. The thirty-ninth annual meeting of this association was held at Elmira July 9-11, 1884. Addresses of welcome were given by Professor Steel and Mayor Flood, of El¬ mira, followed by the address of the president, Mr. Barnes. On the second day a pre¬ liminary report was made by the committee on education, which, among other evi¬ dences of progress, noted that increasing attention is being paid to the health and eyesight of pupils and to the preparation of teachers. The report led to an animated debate, which resulted in the appointment of a committee to devise a plan for secur¬ ing better work from school trustees. A paper read by Commissioner J. T. Lusk, of Binghamton, showed the difference in taxation, appropriation, and length of school terms in different cities, villages, and districts of the State; Mr. A. H. Dundon fol¬ lowed on the practical importance of the imagination and its cultivation in school. After some discussion of Mr. Dundon’s paper, one was read on the teaching of geog¬ raphy. In the afternoon Mr. Lusk’s paper was discussed and the evening was de¬ voted to an address by Chancellor Sims, of Syracuse University, entitled “Person¬ ality in the teacher’s work.” The session of the following day was opened with a historical paper from Noah T. Clark, on “Academic education in this State one hun¬ dred years ago.” Other papers were on “Educational humbug,” by Jerome Allen, ph. d., of St. Cloud, Minn.; “Self culture,” by J. M. Milne, of Cortland; “The relation of theory and practice,” by Edward E. Sheib, ph. d. , of Baltimore, and the “ Relation of art to education,” by Rev. A. W. Cowles, of Elmira Female College. STATE COUNCIL OF SCHOOL SUPERINTENDENTS. The second annual meeting of the council of school superintendents was held in Al¬ bany, Thursday and Friday, November 20 and 21, 1884. The topics for discussion were of the most practical character, including examinations of teachers ; methods of teach¬ ing reading, spelling, and language ; how much technical grammar should be taught; Kindergarten methods applied to primary school work ; and training schools for teach¬ ers : are they essential in the present stage of the profession of teaching ? STATE ASSOCIATION OF SCHOOL COMMISSIONERS AND SUPERINTENDENTS. The twenty-ninth annual meeting of school commissioners and superintendents was held at Rochester, January 16-18, 1884. The program included addresses on the rela¬ tion of the teachers’ class to the country schools, on the value of the teachers’ institute to country teachers, school supervision, and normal schools as training schools for country school teachers. OTHER STATE ASSOCIATIONS. The twenty-second university convocation and the centennial anniversary of the organization of the board of regents of the university were held at Albany, July 8-10, 1884. These meetings were characterized by a lively interest in educational matters, and interesting papers were read and discussed, of which, however, no detailed report has been received. ] NEW YORK. 205 OBITUARY RECORD. PETER COOPER. This most conspicuous promoter of education in New York City was born there Feb¬ ruary 12, 1791. His early life was one of labor and struggle. When very young he assisted his father in his business, the manufacture of hats, attending school only for half of each day for a single year. At the age of 17 he was apprenticed to a coach - maker. Soon after finishing his apprenticeship he invented an improvement in machines for shearing cloth, from which he realized a large profit. In 1830 he built, after his own design, the first steam engine ever constructed on this continent. He took great interest in the extension of the electric telegraph and engaged in various manufactures, one of the most important being that of iron, and perhaps the most profitable that of glue and isinglass, which last he continued to carry on for over 50 years. As capitalist and manufacturer, inventor and philanthropist, he was connected with some of the most important and useful accessions to the industrial arts of the country, its progress in invention, and the promotion of educational and benevolent institutions. He was a trustee of the Public School Society first formed to promote public schools in New York, and when that was merged in the board of education he became a school commissioner. The most cherished object of his life, carried out as soon as his means would permit, was the establishment of an institution for industrial training. Having himself felt the need of such instruction, which the common school, academy, and college all failed to supply, he determined to set an example in pro¬ viding for it that should not only prove useful in New York City, but contagious throughout the country. In 1854 he laid the cornerstone of the Cooper Union in New York, “to be devoted forever to the union of art and science in their application to the useful purposes of life.” The institution has admirably filled the place for which it was created and has continued to grow steadily under the fostering care of its founder. Besides the building, which cost $650,000, he annually made large gifts to supplement its income, and before his death provided it with a cash endowment of $200,000, to which his will added $100,000, his children contributing $100,000 more; Mr. Cooper died April 4, 1883, in the ninety-second year of his age, having preserved to the last a remarkable degree of vigor, both of body and mind. CHIEF STATE SCHOOL OFFICER. Hon. William B. Ruggles, State superintendent of public instruction, [Term, April 7, 1883, to April 7, 1886.] 206 REPORT OF THE COMMISSIONER OF EDUCATION. NORTH CAROLINA. SUMMARY OF EDUCATIONAL STATISTICS. 1882-,83. !883-’84. Increase. Decrease. POPULATION AND ATTENDANCE. White youth of school age (6-21) _ 294, 840 314, 293 19, 453 Colored youth of school age (6-21) ... 173,718 189, 988 16, 270 Whole number of school age... _ .. a468, 558 142, 233 98,511 6240, 744 97, 147 a504, 281 167, 059 111,239 35, 723 White youth in public schools _ _ _ _ 24,826 12, 728 37, 554 7, 144 9, 899 Colored youth in public schools _ . . Whole number in public schools . a278, 298 Average attendance of white youth . . 104,291 Average attendance of colored youth. 55, 504 65, 403 Whole average attendance . 6152, 651 51.38 al69, 694 55. 19 17, 043 Per cent, of enrolled to school youth.. 3. 81 Per cent, of average attendance to 32. 58 33. 65 1.07 school youth. SCHOOL DISTRICTS AND SCHOOLS. Number of school districts reported.. c6, 233 a6, 635 402 Number of public school-houses . c4, 158 3, 617 c2, 559 3,845 1,599 Number of free schools for whites.... 228 Number of free schools for colored.... 1,909 2, 175 266 Whole number reported as free . . a5, 526 d58 a6, 020 e58 494 Average time of schools, in days _ TEACHERS. White men teaching.... . . . 2, 191 1,063 1, 157 570 2, 296 1,173 1, 500 731 105 White women teaching .............. 110 Colored men teaching . . 343 Colored women teaching . 161 Whole number teaching ............. 4,981 5, 700 719 FINANCIAL STATEMENT. Whole expenditure for public schools. /$623, 431 #$535, 205 $88, 226 Valuation of public school property.. Amount of available State fund . a390, 009 25 26 6483, 092 24 16 $93, 083 Average monthly pay of white teach¬ ers. Average monthly pay of colored teach¬ 1 10 24 45 22 06 2 39 ers. a Four counties out of 96 not reporting. b Three counties not reporting. c Five counties not reporting. d Seven counties not reporting. « Six counties not reporting for white schools and. 8 not reporting for colored schools. / Thirteen counties not reporting. g Sixteen counties not reporting. h Eleven counties not reporting. (From the report of Hon. John C. Scarborough, State superintendent of publio instruction, for the two years indicated.) STATE SCHOOL SYSTEM. GENERAL CONDITION. The State report for 1882-’83 and 1883-’84 shows a decided improvement since the two preceding years. Then there appeared many items with large decrease ; now almost all show handsome progress, together with large additions to public school NORTH CAROLINA. 207 enrolment and attendance. There are also indications of a deep and widespread feel¬ ing in the State in favor of better education for all classes. In 1881-82 the enrolment of colored youth in public schools fell off 12,169; the average attendance of such .youth, still more. In 1883-’84 the colored people seem not only to have made up that loss, but also to have made a great advance, 1882-’83 showing 10,275 more of their chil¬ dren in the public schools and 13,763 more in average attendance. In the following year the enrolment of colored youth was 12,728 higher still, and there were 9,899 more in average attendance. In the character of the schools for both races there is also indication of improvement. Numerous normal schools are doing effective work and teachers trom other States are bringing into the graded schools the most approved new methods of instruction. Three useful educational journals, well conducted and apparently well patronized, are further tokens of awakened interest in education, ADMINISTRATION. For the State the law provides a board of education and a State superintendent of public instruction ; for counties, boards of education and superintendents ; for each district, a school committee of 3. No branches are required to be taught except spell¬ ing, defining, reading, writing, arithmetic, English grammar, geography, and the history of the State and of the United States. Other branches are allowed by special arrangements with the school committee. Teachers, at the close of each term, must report to the school committee of the district the prescribed statistics of their schools as a condition of receiving pay. They are also required to maintain good order and discipline in their schools; to encourage morality, industry, and neatness; and to teach thoroughly all the branches required to be taught. Provision is made for hold¬ ing teachers’ institutes iu each county or in two or more counties combining, and when so held teachers in such county or counties are required to attend. The State board of education recommends the text books to be used in the public schools for a term of 3 years and until otherwise ordered. The school committees report the teach¬ ers’ returns to the county superintendents, and they to the State superintendent. Schools for the two races are to be kept separate. Sectarian and political books are prohibited. SCHOOL FINANCES. The public schools, free to all children in the State between 6 and 21 years, are sus¬ tained by the income of a State school fund ; by at least three-fourths of the pro¬ ceeds of a State and county poll tax, which under the constitution must not exceed $2; by an educational tax of 12^ cents on $100 of the property and credits in the State and 37£ cents on every poll ; by the net proceeds from sales of estrays, from fines for breaches of the penal and military lfiws, and from exemptions from military duties; and by proceeds from licenses to auctioneers and to dealers in intoxicating liquors. If the above shall be insufficient to support one or more schools in each district for 4 months, a special annual tax must be levied in each county. The State board of education apportions the school fund to the counties on the basis of school popula¬ tion as ascertained by an annual census, and the county boards to the districts on the same basis,1 specifying the respective amounts going to white and colored schools, the funds for these being kept separate by the treasurer of the county boards. AID FROM THE PEABODY FUND. North Carolina in 1882-83 received $8,350 from the Peabody trustees : $4,650 of it for public schools, $1,400 for teachers’ institutes, $100 for the North Carolina Educa¬ tional Journal, and $2,200 for normal training of teachers at Nashville. In 1883-34 the State allowance was $6,075, of which $2,175 were for Nashville scholarships, $400 for teachers’ institutes, and $3,500 for public schools. NEW LEGISLATION. An act of 1883 amending the school law of 1881 makes the following changes : (1) The school committee of any district may transact the business of the county superintendent in case a vacancy occurs ; (2) school committees are to be elected biennially in October instead of in December, their term of service to begin the first Monday in December ; (3) no order given by a school committee for apparatus is to be valid without the indorsement of the county superintendent and approval of the county board of education ; (4) a third grade certificate shall not be issued unless the. applicant answer at least 70 per cent, of the examination questions ; (5) the clause making it the duty of a county superintendent to visit and regularly inspect the public schools of his county is repealed, and he may suspend a teacher only with the concurrence of a majority of the school committee of the district in which the teacher is employed ; (6) the daily pay of the county superintendent is reduced from $3 to $2 and he must render under oath an itemized account of his services, his salary 1 From 1885 the apportionment will be two-thirds on school population ; the remainder, so as to equal¬ ize school advantages. 208 REPORT OF THE COMMISSIONER OF EDUCATION. never to exceed 3 per cent, of the school money apportioned to the county ; and (7) members of school committees are to be exempt from jury service and from work on public roads. SCHOOL SYSTEMS OF CITIES WITH 7,500 OR MORE INHABITANTS. ADMINISTRATION. As yet no general provision for city school systems appears in the State school laws. In townships embracing a city of 5,000 or more inhabitants graded schools may be established, and a tax not to exceed one-tenth of 1 per cent, on property and 30 cents on the poll is authorized for their support. STATISTICS. Raleigh and Wilmington, although they have each over 7,500 inhabitants, the mini¬ mum population of cities noticed in Table II of the appendix to this report, make no returns to this Bureau for 1883-’84. KINDERGARTEN. For full statistics of these schools reporting, see Table V of the appendix. PREPARATION AND QUALIFICATIONS OF TEACHERS. STATE REQUIREMENTS FOR TEACHERS’ CERTIFICATES. The law requires of each county superintendent that he examine applicants for teachers’ certificates, and issue the same, of 3 grades, according to the following standards of qualification : A first grade to those whose general average is 90 per cent, or more ; second grade, if 80 per cent, or more ; third grade, if 70 per cent, on all ex¬ amination questions. A special third grade certificate on the basis of proficiency in fundamental primary studies is also provided for. These certificates are valid for one year, but only in the county where they are issued. No teacher may be employed who does not hold a certificate, pay being regulated by the grade of the certificate held. STATE NORMAL TRAINING. Ten State schools for training teachers appear in the State superintendent’s report for 1882-83, with a total attendance of 1,610, under 69 regular instructors and several lecturers. Five of these were for whites and 5 for colored ; the latter continued through the school year ; the former, for about a month. Nine such schools report for 1883-’84, 5 of them for whites and 4 for colored. The 5 schools for whites show 44 instructors, 789 students, and $4,520 of appropriations, of which $420 were from the Peabody fund. The 4 schools for colored reported 17 in¬ structors, 1,063 students, and $4,697 of appropriations, $647 being from the Peabody fund. Besides providing these normal schools, the State, by an act of 1881, requires free county students at the university to pledge themselves to teach in some school of the State for at least half the time that they receive free tuition. Such students will naturally have some training in the university normal school. OTHER NORMAL TRAINING. Besides the above schools there are 6 private normals reporting in 1883-’84, employ¬ ing 39 instructors, with 1,205 students, making in the State an aggregate for this year of 15 normal schools, with 100 instructors and 3,057 students. Of these institutions the Shaw University Normal School, Raleigh ; the American Missionary Association Normal School, Wilmington ; and the Tileston Normal School, also at Wilmington, all with an aggregate of 24 instructors and 882 students, were for the training of colored teachers. Of the 15 normal schools reporting, 1 was opened in 1880 and 6 in 1881. Of the whole number, 7 are for the training of colored teachers. 4 of which are State schools. For the statistics of each of these various schools, see Table III of the appendix ; for summaries of same, the report of the Commissioner preceding. EDUCATIONAL JOURNALS. The North Carolina Educational Journal, an official organ of the State Teachers’ Association, published monthly at Chapel Hill, continued in its fourth volume in 1884 to give valuable information to the teachers and friends of education in the State. The Light-House and Tileston Recorder, a monthly journal published at Wilming¬ ton, also in its fourth volume in 1884, gave some general educational information, though it was mainly devoted to the interests of the Tileston Normal School. The North Carolina Teacher, a useful monthly, began its issues at Raleigh, Junef 1883, andjentered on its second volume. July, 1884. NORTH CAROLINA. 209 SECONDARY INSTRUCTION. PUBLIC HIGH SCHOOLS. Although no statement has reached this Office as to high schools, there is informa¬ tion that the graded schools, which have been rapidly established in almost every town of any considerable size in the State, have given a great impulse to public education. The proceeds of the regular tax have been largely supplemented by a local optional tax which has kept these schools going for 9 months of the year. The Light-House and Tileston Recorder, of Wilmington, says that the germ of this important educational movement was the Tileston Normal School, established in Wilmington at the close of the war by Miss Bradley and sustained by Mrs. Hemenway of Boston. In 1867 Miss Bradley opened there a union graded school, and 3 years afterward the Hemenway graded school, both now free public schools for the white children of Wilmington, thus convincing the people that a public school could be made worthy of the patronage of the best people and that female teachers could do it. From this and the centen¬ nial graded school, established at Raleigh in 1876, the graded school idea is said to have expanded until there are schools of this class in successful operation in at least 14 of the larger towns in the State, with prospects of further progress. These schools are said to be superintended by men well qualified, and are all well sustained, some enrolling more than 500 pupils each. Graded schools in 1884 received $2,700 from the Peabody fund. OTHER SECONDARY SCHOOLS. For statistics of private secondary schools, such as business colleges, academies, and preparatory departments of colleges, see Tables IY, VI, and IX of the appendix; for summaries of same, corresponding tables in report of the Commissioner preceding. SUPERIOR INSTRUCTION. COLLEGES FOR YOUNG MEN OR FOR BOTH SEXES. The University of North Carolina continues to offer 3 general courses of 4 years each: the classical, leading to the degree of a. b.; philosophical, leading to the de¬ gree of ph. b. ; and scientific, leading to the degree of b. s. These courses are pur¬ sued in 16 subordinate colleges or schools, each presenting its appropriate studies. There is also a teachers’ course of 2 years, opened in 1883, embracing all the studies required by law to be mastered by public school teachers. Optional courses are provided for such as are allowed to take studies out of the regular courses. Beyond the regular courses are graduate courses leading to the de¬ grees of PH. b., a. m., and m. s. For the statistics of the above and of 8 other universities and colleges reporting in 1883-84, see Table IX of the appendix ; for summaries of the same, see a corre¬ sponding table in the report of the Commissioner preceding. INSTITUTIONS FOR THE SUPERIOR INSTRUCTION OF YOUNG WOMEN. Of the 12 colleges of this class heretofore reporting, 2 make returns for 1882- 83 and 8 for 1883-84. For statistics of these, see Table VIII of the appendix ; for summaries of them, a corresponding table in the report of the Commissioner preceding. SCIENTIFIC AND PROFESSIONAL INSTRUCTION. SCIENTIFIC. The scientific course of the State university, covering 4 years, includes the studies that relate to the practical pursuits of life, especially those relating to agriculture and the mechanic arts, with mathematics, German and French, and such English studies as fit students to be useful citizens. There is a philosophical course of 4 years for those wishing to study only one ancient language, either Latin or Greek. This allows of greater devotion to scientific and English studies. There is also an optional course for students of limited time and means, by which they may obtain purely agricultural instruction in branches deemed of special value. Biddle University and Trinity and Wake Forest Colleges show somewhat advanced scientific courses of 3 years each ; Davidson and Weaverville Colleges, scientific courses, that of the former of 4 years for such as wish to pursue a select course to the exclusion of the classics; while Shaw University has a scientific course of 4 years, in which the studies of the first 3 years are the same as in the normal course. PROFESSIONAL. Theological. — Two universities for the education of the colored people provide the chief theological training of the State. Biddle University, under the care of the Pres¬ byterian Board of Missions for the Freedmen, has a theological course of 3 years, re- 14 E 210 REPORT OF THE COMMISSIONER OF EDUCATION. quiring for admission graduation from some college or its equivalent. The theologi¬ cal department of Shaw University. Raleigh (Baptist), has a regular course of 2 years for students who have graduated from the academical department and an English course for those who have not completed their literary studies. For statistics of these departments reporting in 1883-’84, see Table XI of the ap¬ pendix, and for a summary of them, the report of the Commissioner preceding. Legal. — The law department of the State university has a plan of study comprising the course prescribed by the supreme court of the State for licence to practise and another for those who wish to compete for the degree of ll. b. The f ormer appears to be of 1 year ; the other, of 2 years. Medical. — This is one of the few States in which there is no medical college for whites. The medical department of the State university gives instruction in a 2-year course, but does not now grant degrees, there being A State board of examiners, to whom all applicants for licence to practise medicine or surgery in the State must ap¬ ply- The medical department of Shaw University, opened in 1882, for the training of colored physicians, offers a 3-year course, of 5 months each year. For needy and de¬ serving students there are scholarships of from $30 to $60. The 2 large buildings erected, 1 on a site given by the State, are commodious and afford facilities for a full medical course. Pharmacy. — The course in pharmacy offered by the State university extends over 2 sessions, of 5 months each. Students who attend the exercises of these sessions and pass a final examination on all the studies of the course receive certificates of gradu¬ ation. Those who have had 3 years’ experience as drug clerks, with the above re¬ quirements, are entitled to a diploma and degree of graduate of pharmacy. For licence to practise pharmacy, both of the above classes of students must apply to the State board of health. For statistics of the above departments, see Table XIII of the appendix ; for sum¬ mary of same, the report of the Commissioner preceding. SPECIAL INSTRUCTION. EDUCATION OF THE DEAF AND DUMB AND THE BLIND. From the Institution for the Deaf and Dumb and the Blind, Raleigh, no report later than the one for 1881-’82 has been received. EDUCATION OF ORPHANS. The Orphan Asylum at Oxford, organized and managed by the State Grand Lodge of Masons primarily for the orphans of Masons, receives also promising orphans of all classes between the ages of 8 and 12. They are discharged when 14 to 16, or earlier if adopted, found incorrigible, or incapable. The boys and girls occupy separate buildings aud have separate schools ; out of school the girls are trained in general housework, in sewing, and in making and mending clothes for themselves and the boys. The boys assist in preparing fuel, caring for the stock, and cultivating the soil. Its annual income is $5,000 from the State, $2,000 from the Grand Lodge, and contributions from lodges, churches, benevolent societies, and individuals, amounting in 1883-’84 to $14,309. Total number of orphans during the year, 192 ; number at date of report, 125. INDUSTRIAL EDUCATION. The industrial department of Shaw University has a class of young men receiving instruction in carpentry and furniture making, while the young women who board in the institution receive instruction in dressmaking and domestic arts. Skilled teach¬ ers have been provided in these departments of industry. EDUCATIONAL CONVENTIONS. STATE ASSOCIATION OF COUNTY SUPERINTENDENTS. Of the 3 educational journals in the State only 1 gives any account of the meeting of this body in July, 1884, and this account is so brief that it is here given as published in the North Carolina Teacher of August, 1884 : “The State Association of County Superintendents met at Chapel Hill July 2, 1884. There were but few present. No officers were elected for th6 ensuing year and but 2 of the topics assigned in the program for the meeting were presented. Superin¬ tendent A. S. Smith read the answers from superintendents and other educators to the circular letter sent out by order of the last meeting. He then read a paper on the i School law : its defects and remedies.’ Superintendent Isham Royal followed with a paper on ‘ School organization.’ These subjects were discussed by the superintendents and visitors present. A committee was appointed to' issue a circular to the county superintendents of the State urging them to attend a meeting to be called by the president. The association adjourned to meet at Raleigh at the call of the president.” NORTH CAROLINA. 211 NORTH CAROLINA TEACHERS’ ASSEMBLY. This body takes the place of the North Carolina Teachers’ Convention and is in¬ tended to be permanently located at some beautiful and healthful mountain spot, with commodious buildings for its use, when its grounds will become the educational capital of the State, after the style of the Chautauqua of the North. Its first meeting was held at Haywood White Sulphur Springs, near Waynesville, June 18-28, 1884, there being jjresent on the first day over 300 teachers and friends of education, which number was largely increased during the session. On the first day a permanent organization was effected, with choice of John J. Fray as president, who, on taking the chair, appointed committees on a constitution and program. The order of exercises adopted was one session a day from 10 a. m. to 1 p. m., with 2 topics for each session, the afternoons to be given to rest, recreation, and sightseeing and the evenings to musical and literary exercises. On the second day began the earnest work of the session, the discussion of topics, the first one being “How to awaken interest in the work of the schools,” followed by “ How to gain and hold the attention of pupils;” on the third day, “ How to in¬ terest parents ’’and “The nature and value of county supervision of schools,” the latter said to have been thoroughly handled by Mr. A. R. Johnson, superintendent of McDowell County. “The art of questioning” was the first subject for discussion on the sixth day, followed by “The best method of teaching history,” an easy and satisfactory method being explained by Mr. E. C. Branson. At this stage of the proceedings a letter was received from Mrs. Stringfield, owner of the sulphur springs, offering the grounds of the springs and other liberal inducements for the location of the annual sessions of the association. A committee was appointed to consider the offer and report to the next annual meeting. Miss T. Pescud then read an essay on “The new education,” after which Dr. George Thomas, chairman of the board of education of Detroit, congratulated the teachers on the admirable work they were doing at this meeting. On the seventh day, ‘ ‘ Grading of country schools ” was discussed by Hon. Alexander Mclver, former State superintendent, and was con¬ tinued by Professor Morson, who said that one of the greatest difficulties in the way of grading country schools was the effort to teach too much. Only the plain, practical branches should be taught, and the very best efforts must be given to this line of in¬ struction. The elementary branches are enough in such cases. On the eighth day Miss Mary R. Goodloe read an essay on “The teacher and his methods.” The regular topics for the day, “The new education ” and “Physical training,” were then dis¬ cussed, the latter by Mr. W. H. Smith. In the afternoon Miss Florence Slater, teacher of calisthenics in St. Mary’s School, Raleigh, entertained the assembly with' an hour of drill in calisthenic exercises, which appears to have concluded the exercises. The North Carolina Teacher, speaking of this first session, says that it was a com¬ plete success and is conceded to have been the most important educational meeting ever held in the State. The attendance was very large, representing 65 counties and 10 States, made up from the cream of the profession in nearly all the leading schools and colleges in the State. The assembly, now thoroughly organized, with grounds and money pledged for its purposes, is to raise an ample fund to secure the most able teachers in the Union. STATE COLORED TEACHERS’ CONVENTION. The State Colored Teachers’ Convention held its second annual meeting at Raleigh November 12-14, 1884. The work of the association is said to have been good and practical, and the essays read are reported to have showed considerable thought and information. The teachers are using every available means to make themselves more proficient, and the prospect of success seems promising. CHIEF STATE SCHOOL OFFICER. Hon. John C. Scarborough, State superintendent of public instruction , Raleigh. [Second term, January, 1881, to January, 1885; then to he succeeded by Maj. Sydney M. Fingir for a term ending in 1889.] 212 REPORT OF THE COMMISSIONER OF EDUCATION. OHIO. STATISTICAL SUMMARY. POPULATION AND ATTENDANCE. White youth of school age (6-21) . Colored of school age (6-21) . Whole number of school age . White youth in public schools . Colored youth in public schools . Whole number enrolled - • . Average daily attendance . Per cent, of enrolment to youth of school age. Per cent, of attendance to enrolment. Per cent, of attendance to youth of school age. Pupils in private schools . SCHOOLS. Public school-houses . Rooms for schools below high . Rooms for high schools . Whole number of public school rooms. School-houses built . Average time of schools, in days . TEACHERS. Men teaching in public schools . Women teaching in public schools.... Whole number of teachers . Teachers permanently employed . Teachers in schools below high . Teachers in high schools . . Teachers in colored schools . . EINANCIAL STATEMENT. Expenditure for public schools . Cost of school-houses built in the year. Value of public school property . Average monthly pay of men . Average morthly pay of women . 1882-’83. 1883-’84. Increase. Decrease. 1, 043, 340 1, 056, 948 13, 608 24, 860 25, 347 487 1, 068, 200 1, 082, 295 14, 095 746. 251 754, 265 8, 014 9, 240 8,490 750 755, 491 762, 755 7, 264 488, 956 499, 217 10, 261 70. 73 70. 48 .25 64.72 65. 45 .73 45. 78 46. 13 .35 31,470 10, 957 20, 513 12,220 12, 509 289 16, 380 16, 721 341 613 677 64 .16,993 17, 398 405 537 451 86 180 • 184 4 10, 805 10, 699 106 13, 454 13,766 312 24, 259 24. 465 206 10, 539 10, 890 351 23, 466 23,579 113 793 886 93 242 241 1 $9, 451,143 $9, 684, 369 $233,226 1,211,417 991, 128 $220, 289 24, 454, 498 22,586, 046 1, 868, 452 52 00 55 00 3 00 39 00 38 00 1 00 (From returns and reports of Hon. Le Roy D. Brown, State commissioner of common schools, for the two years indicated.) STATE SCHOOL SYSTEM. GENERAL CONDITION. The above summary, as may be seen, indicates a generally progressive condition of public school affairs. With an increase in 1883-’84 of over 14,000 enumetated youth, 7,264 more appear as enrolled in public schools and 10,261 more were in average daily attendance ; the per cent, of school age enrolled exceeded 70, although this age includes all unmarried youth 6 to 21. Twenty-five per cent, of these youth of school age enumerated were, it should be remarked, between 16 and 21, of which portion over 31 per cent, were enrolled in the public schools. Leaving these older youth out OHIO. 213 of the account, it appears that over 83 per cent, of the children 6 to 16 were enrolled for public school instruction. The large decrease of 20,513 attending private schools is not explained. The average school term for the State was 4 days longer than the preceding year ; more teachers were permanently employed ; the whole expenditure for schools was considerably increased. School rooms were more numerous by 405 in 1883-’84, and the cost of school-houses built that year was much less, as was the val¬ uation of all school property. ADMINISTRATION. For geueral supervision of the public schools there is a State commissioner elected triennially by the people. Under him are boards of education for city and village districts, township and special districts, and joint subdistricts. To test the qualifi¬ cations of teachers, there are boards of examiners for the State, for counties, and for cities and villages. 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 necessary, may open one or more high schools. Each town¬ ship board must establish at least one school in every subdistrict under its control. District boards may, if thought best for Ihe interests of the district, establish sepa¬ rate schools for colored children. In cities and villages such boards may provide evening schools and establish schools in children’s homes, orphan asylums, and county infirmaries, expending on these the full share of public moneys due all such children of school age, which must be applied exclusively to the payment of teachers. 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 weeks must be consecutive, unless the child’s health, the needs of an indigent relative, or the' distance (2 miles or more) from the nearest school makes such attendance inexpedient or unless rendered unnecessary by the child’s previous acquirements or by the fact that its instruction is otherwise provided for. The employment of any child less than 14 years, under control of a parent or guardian and not dependent on its own resources, is prohibited unless the child has attended school for at least 12 weeks ; nor may it then be employed for more than 40 weeks. Each board determines the text books to be used and the studies to be pursued, text books not to be changed for 3 years without the consent of three- fourths of the members of the board. The studies must be in English, unless German be demanded by 75 freeholders, who represent at least 40 pupils entitled to attend such schools. SCHOOL FINANCES. The public schools are sustained from the proceeds of an annual tax, the amount to be fixed by the legislature ; when not so fixed, it is 1 mill on $1 of all taxable property. They receive also 6 per cent, interest on an irreducible common school fund and the income from local taxation. State funds, to be used only in the payment of teachers, are apportioned by the State auditor to the several counties and districts ac¬ cording to the latest enumeration of youth therein. The funds for continuing schools, for providing school-houses and sites, and all other contingent school expenses must be raised by a district tax not to exceed 7 mills on $1. In Cincinnati the limit is 5 mills and in Cleveland 4£ mills. The law allows an appropriation to be made from the contingent fund in any district for libraries. In city districts a tax of one-tenth of a mill on the $1 of taxable property at its assessed valuation may be levied for this purpose, and in the city of Cleveland it may be two-and-one-half-tenths of a mill on $1. SCHOOL SYSTEMS OF CITIES WITH 7,500 OR MORE INHABITANTS. ADMINISTRATION. Cities with 10,000 or more inhabitants have boards of education of 1 or 2 members for each ward, while cities with less than 10,000 inhabitants and villages usually have boards of 3 or 6 members; but a majority of the board may decide that its number shall correspond with that of the wards of the city, one-third being changed annually in either case. Cincinnati has a board consisting of 12 members at large and 25 others representing as many wards and Cleveland has a board of 18 members, 1 for each ward. 214 REPORT OF THE COMMISSIONER OF EDUCATION, STATISTICS, 1882-’83. Cities. Population, census of 1880. Children of school age. Enrolment in public schools. Average daily at¬ tendance. I Number of teachers. Expendi¬ ture. Akron . Bellaire.. . . 16, 512 8, 025 12, 258 5. 858 3, 152 3, 584 2, 839 ee 23 55 $98, 453 36, 054 53, 266 Canton . 6, 013 3, 244 2,258 Chillicothe . . 10, 938 3, 517 1,985 1,543 45 32, 627 Cincinnati . . 255, 139 85, 402 «32, 901 27, 275 680 769, 399 Cleveland . . 160, 146 56, 411 28, 519 19,989 502 492, 383 Columbus . 51, 647 16, 858 8, 821 6, 854 170 215, 780 Dayton . . 38, 678 12, 111 6, 529 4, 958 138 179, 898 Fremont . 8,446 1,965 1, 078 743 20 15,444 Hamilton . 12, 122 4, 490 2, 134 1, 623 39 48, 166 Ironton . 8,857 3,161 1, 883 1, 380 7 32, 842 Lima . . . 7, 567 3, 123 1,820 1, 288 32 30, 499 Mansfield . 9, 859 3, 196 2, 188 1, 622 42 33, 027 Newark . . 9,600 3, 039 2,017 1, 428 44 33, 380 Portsmouth . 11, 321 4, 242 2, 324 1, 763 41 32, 822 Sandusky . 16, 838 5, 960 2,629 2, 112 55 45, 864 Springfield . 20, 730 8, 582 3,975 2, 913 77 104,843 Steubenville . 12, 093 4, 457 2. 439 1,788 43 36, 835 Tiffin . 7, 879 2, 986 i; 350 1, 016 33 18, 948 Toledo . 50, 137 • . 19, 757 8, 354 5, 921 147 171 589 Youngstown . 15, 435 7, 221 3, 127 2,283 53 54, 607 Zanesville . 18, 113 6, 007 3, 067 2, 348 69 70, 554 1883-’84. Akron . 16, 512 6, 505 3, 887 2, 996 78 121, 497 Bellaire . 8, 025 3, 306 1, 629 1, 091 30 29, 287 Canton . 12, 258 5, 804 3, 701 2, 634 56 41, 533 Chillicothe . . . 10, 938 3, 540 2, 045 1,535 46 32, 674 Cincinnati . 255, 139 91, 342 33, 765 28, 172 696 692, 545 Cleveland . 160, 146 58, 112 27, 766 21, 380 543 682, 339 Columbus . . 51,617 17, 498 9, 439 7,438 190 204, 502 Dayton . 38, 678 15, 226 6, 689 5,152 144 169, 553 Fremont . 8,446 1.954 1, 089 787 22 14, 816 Hamilton . 12, 122 4, 671 2,166 1, 659 41 51, 670 Ironton.... . . 8, 857 3, 325 2, 003 1, 538 37 29, 547 Lima . 7, 567 2, 958 1,859 1, 381 32 19, 959 Mansfield . 9, 859 3, 258 2, 232 . 1, 698 41 38 595 Newark . 9, 600 3,168 2, 089 1,491 44 36, 045 Portsmouth . 11, 321 4, 178. 2, 186 1,617 43 31, 763 Sandusky . 15, 838 5, 382 2, 685 2, 139 57 56, 639 Springfield . 20, 730 8, 669 4, 394 3, 311 88 91,038 Steubenville . 12, 093 4,407 2, 362 1, 799 49 60, 270 Tiffin . 7, 879 2, 818 1,347 1,012 32 33, 542 Toledo . 50, 137 19, 106 8, 851 6, 490 163 198, 426 Youngstown . . . 15, 435 7, 590 3, 237 2,423 59 49, 015 Zanesville . 18, 113 6,022 3, 146 2,494 68 46, 848 a In day schools only. Akron in 1882-83 reported 12 school-liouses, containing 47 rooms, with 3,325 sittings for study, less than the number of pupils enrolled but more than enough for the average attendance. Additional buildings were in course of erection, including a high school building, and the following year 383 more sittings were reported. The public schools were taught 194 days during 1882-83 ; the following year, 193 days. Private and church schools enrolled about 788 pupils in 1883 and 860 in 1884. Chillicothe in 1883-?84 reported primary, grammar, and high schools, taught 190 days in 5 buildings, valued, with other school property, at $168,000. Besides the enrol¬ ment in public schools above reported, 3 private schools had an estimated attendance of 325 pupils. Cincinnati showed in 1882-’83 an apparent decrease of 8,763 in school youth, yet en¬ rolled 93 more than in 1881-82 and had 750 more in average attendance. School ex¬ penditures were materially reduced. In 1883-’84 it again advanced in school population, enrolment, and average attendance, without reaching its limit of 1881-?82 in expen¬ diture for schools. It reported public schools taught 200 days in 49 school buildings, with 636 rooms for study, 31 for recitation, and 35,953 sittings, all school property being valued at $2,100,000. The city school system includes, substantially as before, primary, intermediate, grammar, high, evening, and deaf-mute schools, with instruc¬ tion in music, drawing, German, and penmanship, for which latter branches special OHIO. 215 teachers are employed. The number studying German in the district, intermediate, and high schools in 1882-’83 was 17,770, or, exclusive of those in colored schools, over 53 per cent, of the whole number enrolled; in 1883-'84 it was over 18,000. The school age for the city, as for the State at large, is 6 to 21, but the superintendent takes 6 to 14 as the average age within which the jmblic school course below the high school is completed, and practically the time for such completion in most cities. The actual number attending the public schools between these ages in 1882-?83 he says was 31,237; the estimated number in church schools, 13,590; in private schools, 700; in charitable and reformatory schools, 500. This makes a total of 46,027 between 6 and 14 years of age attending school, and leaves only 5,647 of such age not apparently in any school. The appropriation for the evening schools was in this year so small that they had to be closed in the middle of the term, and consequently no pupils graduated from the night high school. The enrolment in the night high school was 721 ; in the district evening schools, 2,636; total, 3,357. Average number of teachers, 72. The studies in the night high school were of fairly high grade ; in the others, the common branches. Cleveland reported a decrease in the school census of 1883, but the superintendent says it is manifest that enumerators have done their work carelessly, and states, for example, that in the twelfth ward there were more children attending school than ever before, but according to the census the youth enumerated in that ward were fewer by 1,500 than the year before. He says that while 21 years is the maximum legal school age, 16 years ts the maximum practical age, a fact that is recognized by the law, as it requires those who are more than 16 and less than 21 to be enumerated separately. There were only 396 pupils in the public schools during the year who exceeded the age of 16, and of these all but 56 were in the high and training schools. Church schools had 10,456 pupils and private schools, 1,510. The public schools are primary, grammar, high, and normal. About one-half of all the pupils in the public schools studied German, a monthly average of 9,593, of which number 6,325 were of German parentage. The two high schools numbered 1,063 pupils and graduated 83. Lots for the erection of school-houses were purchased during the year at a cost of $32,171. The board also contracted for and began to erect 7 buildings, the total contract price of which was $266,990. These buildings, to be ready September 1, 1884, although furnishing 56 additional rooms, would not entirely supply the need for additional accommodations. Columbus reported in 1883-84 an increase of 618 pupils in public schools over the preceding year. The schools, primary, grammar, high, and normal, were taught 191 days in 27 buildings, with accommodations for 8,975 pupils. One more building was reported, and 561 more sittings for study. Special teachers of music and drawing were employed and these, studies were pursued throughout the entire school course. In the high school Latin and German were among the studies pursued and Greek was elective. School property was valued at $852,394. Estimated enrolment in private and church schools, 1,820. Special attention is given to German during 7 years and music is taught through¬ out the entire course. In the evening schools were enrolled 611 pupils, with an av¬ erage attendance of 297. There were 52 boys and 130 girls in the free hand drawing department and 206 boys in the industrial drawing school, about the same as during the previous year. The number in the school for common branches increased, while in th.6 free hand drawing school it fell off nearly one-half. Dayton for 1882-’83 reported an increase in enrolment and a falling off of 2 per cent, in average daily attendance. The enrolment in the day schools was 52.2 per cent, of the youth of school age and 68.2 per cent, of the youth 6-16 years of age. According to the estimate of the city superintendent, there were enrolled in private and church schools 1,800 pupils, giving a total in all the day schools of 8,329, or 66.5 per cent, of the school census. As the pupils 16 to 21 in public schools numbered only 200, it was estimated that about 84 per cent, of the children between 6 and 16 were enrolled in the day schools. The city school system includes primary, Intermediate, grammar, high, normal, and evening schools. Fremont , in a return for 1883-84, reports public schools taught 185 days in 8 school buildings containing 10 rooms, with 1,000 sittings, all school property valued at $50,000, a slight increase in public school enrolment and average attendance, and 400 attending private and church schools. The number 6 to 16 enrolled in public schools was 1,448 ; over 16 years, only 517. Particular attention was paid to music and pen¬ manship and the work in the German department was the most satisfactory that had ever been done in the schools, about 120 pupils being engaged in the study. Hamilton in 1883-’84 had 5 school buildings, with 37 rooms and 2,116 sittings, all school property being valued at $135,000. While the number of youth of school age reported remained the same, there was an increase in enrolment and average daily attendance in public schools. These were classed as primary, grammar, and high. A 216 REPORT OF THE COMMISSIONER OF EDUCATION. special teacher of music was employed. The estimated enrolment in private and church schools was 1,100. The statistics from Ironton show an increase in 1883-’84 in the number of youth of school age, the number enrolled in public schools, and the average daily attendance. Besides the number in public schools, there was an estimated attendance on private and parochial schools of 200. Lima in 1883-84 reported public schools taught 188 days in 3 buildings, containing 29 rooms, with 2,010 sittings,- school property valued at $91,200 ; 2,346 youth 6 to 16, of which number 1,776 were enrolled in the public schools; and 777 youth over 16, of whom only 83 were enrolled. The schools were classed as primary, grammar, and high. Newark for 18S2-’83 showed a decrease in school census and an increase in enrol¬ ment, with the same number in average daily attendance. There were 300 in private and church schools, leaving 1,022 not attending any school. The public schools were taught 184 days in 6 buildings, containing 41 rooms, with accommodations for 1,980 pupils, school property being valued at $80,500. Special teachers of German and pen¬ manship were employed. Portsmouth for 1883-’84 reported 2,091 youth 6 to 16 in the public schools and only 95 over 16. The schools were taught 190 days. in 6 buildings, with 43 rooms, valued, with all school property, at $200,000. The high school occupied 4 rooms and en¬ rolled 43 boys and 96 girls, with an average daily attendance of 109. No information is given as to private schools. Sandusky in 1883-84 had 10 school buildings, with 49 rooms and 2,850 sittings for study, valued, with all school property, at $168,000. The schools were classed as primary, grammar, and high, and were taught 193 days in the year. German formed a part of the course of study ; penmanship and drawing were taught throughout the entire school system, but no special teachers of these branches were employed. The estimated enrolment in private and church schools for the year was 1,000, which number, added to the enrolment in public schools, gives a total of 3,685 under in¬ struction, leaving 1,697 youth of school age not attending any school, a very large majority of them, however, being over 16 years of age. Springfield reported in 1883-’84 an increase during 2 years of 1,347 in youth of school age, of 1,008 in enrolment, and of 789 in daily attendance. There were 1,200 pupils in private and church schools, making a. total of 5,175 youth under instruction and leaving 3,407 not attending any school. The public schools — primary, grammar, and high — were taught 190 days. Three special teachers of music, drawing, and penman¬ ship were employed. There were 13 school buildings, with 80 rooms and 4,383 sit¬ tings, all school property being valued at $198,098. Steubenville in 1882-’83 reported public schools taught 196 days in 6 school build¬ ings containing 28 rooms and valued, with all school property, at $134,000. Schools were classed as primary, grammar, and high, and ai normal class, the last added about a year before date of the report for 1883-’84. A special teacher of German was employed. Two 8-room school-houses were being built, to be completed by July, 1884, which, it was expected,. would afford nearly sufficient accommodations for all the children. Tiffin in 1883-’84 had 5 school buildings, with 28 rooms and 1,460 sittings for study, valued, with all other school property, at $90,000. The summaries show a slight fall¬ ing off during the year in school population, enrolment, and average attendance. The schools were classed as high, grammar, and primary, and were taught 186 days, 1 special teacher of music being employed. Toledo for 1882-83 reported an increase in public school enrolment and in average daily attendance. The schools are divided into 5 departments, primary, secondary, intermediate, grammar, and high. Of the 141 teachers employed, 59 were graduates of the high schools of Toledo. The teaching force of the city was the same as the previous year, 4 special teachers of French, German, music, and drawing being in¬ cluded. The schools were taught in 21 buildings, with 118 rooms for study. There were five new buildings erected during the year, at a cost of $23,682, and improve¬ ments were made upon 13 old ones, at an expense of $2,429. PREPARATION AND QUALIFICATIONS OF TEACHERS. STATE REQUIREMENT FOR TEACHERS7 CERTIFICATES. Persons desiring to be employed as teachers must present certificates of qualifica¬ tion from the legal examiners (State, county, or city) as to good moral character, ability to teach the common English branches, and an adequate knowledge of the theory and practice of teaching. Those intending to teach branches additional to the above named must present certificates giving evidence as to qualifications to teach such branches. A legal certificate must cover the entire time of the teacher’s ser¬ vice and must specify all the branches to be taught. OHIO. 217 CITY NORMAL TRAINING. The State still makes no provision for the education of teachers, hut normal train¬ ing is included in the public school systems of Cincinnati, Cleveland, Columbus, Day- ton, Steubenville, and other cities. The Cincinnati Normal School presents a 1-year course partly devoted to the theory of teaching and partly to its practice. For admission persons must be over 17 years of age and pass a satisfactory examination. To have free tuition, students must be resi¬ dents of the city. There are both English and German classes. Students in 1882-83, 58, 14 of them German, 45from the high schools. Of 63 students in 1883-’84, 37 were graduates of the city high schools. Whole number of normal graduates since the or¬ ganization of the school in 1868, 725. The Cleveland Training School gives instruction to graduates from the public school course, qualifying them for teaching. In 1882-83 there were 41 such students, 37 of whom were graduated, making 282 since organization in 1875. Of this number 250 had been employed as teachers and 175 were still teaching. The Columbus Training School, established in 1882, gives a course in theory and practice covering a school year and including the study of mental science, history of education, and school government. Resident graduates of the high school or resi¬ dents of like qualifications who are at least 17 years of age and agree to teach in the public schools of Columbus for 3 consecutive years, if their services are required, may be admitted free. The Dayton Normal School graduated 9 young women in 1882-83, of whom 7 en¬ gaged in teaching, making a total of 157 graduates since the opening of the school. A normal class at Steubenville , apparently established in 1882, was continued in 1883-84, having met the anticipations of its most sanguine friends. The course in¬ cludes mental philosophy ; theory, principles, and history of education ; methods of instruction ; and school economy. The practice department consists of 2 rooms in charge of a training teacher, children in these rooms being taught in turn by the nor¬ mal pupils. Respecting the normal class formerly noticed at Toledo, there is no information. OTHER NORMAL TRAINING. , The private normal schools reporting are the Northwestern Ohio Normal, Ada, having a 4-year course of study and reporting 1,195 normal students in 1883-’84, of whom 121 were graduated; Ashland College Normal, having a 4-year course, with 80 normal students ; Fayette Normal, having a 4-year course, with 160 normal students and graduating 5; National Normal University, Lebanon, with courses of 2 and 3 years and 1,656 students under normal instruction, of whom 98 were graduated; Northeast¬ ern Ohio Normal School, Canfield, with classical, scientific, and normal courses, the last enrolling 132 students; also the normal department of Ohio Wesleyan University, Delaware; the Western Reserve Normal School, Milan; Teachers’ Seminary, Wood- ville; and Northern Ohio Normal College, Mansfield, formerly Mansfield Normal College. For statistics of these and other normal schools reporting, see Table III of the ap¬ pendix, and for a summary, a corresponding table in the report of the Commissioner preceding. TEACHERS’ INSTITUTES. An institute may be held in any county if at least 30 resident common school teach¬ ers declare their intention to attend. Such institutes must be held not less than 4 days and a report of proceedings must be made to the commissioner of common schools within 30 days. Fees of 50 cents from each applicant for examination as a teacher are applied to the support of institutes. City districts, if they prefer, may retain in their own treasuries the fees collected, and with the amount hold a city district institute. Teachers of common schools in the county in which an institute is held may dismiss their schools to attend such institute, but union and graded schools may not be thus dismissed unless all the teachers are willing. Institutes were held during 1883-84 in all the counties but one, at a cost of $22,147, the sessions lasting from 4 to 20 days and having an aggregate attendance of 12,270. EDUCATIONAL JOURNALS. The Ohio Educational Monthly, published now at Akron, is the oldest school journal in the State and one of the oldest in the United States, being in its thirty- third volume in 1884. It has been for many years the organ of the State Teachers’ Association. The National Normal Exponent, published mainly in the interest of the National Normal University, at Lebanon, appears monthly at Cincinnati and was in its eighth volume in 1884, 218 REPORT OP THE COMMISSIONER OF EDUCATION. To these may well be added the Vis-a-Vis, an interesting weekly, edited and pub¬ lished at the Ohio State Institution for Deaf-Mutes, Columbus, which in June, 1884, was at the close of its sixth volume. SECONDARY INSTRUCTION. PUBLIC HIGH SCHOOLS. The high school statistics for 1883-’84 show an enrolment of 2,256 pupils in town¬ ship high schools and 29,697 in city, village, and special district high schools, an in¬ crease of 3,343 over the preceding year. Of this number 13,985 were between the ages of 16 and 21 years. The average daily attendance of pupils in the township schools was 1,587, and in those of city, village, and special districts, 21,458, an in¬ crease of 2,460. The whole number of teachers in these schools was 600 men and 286 women, an increase of 65 men and 28 women. The average monthly salary of men in township high schools was increased from $54 to $62 ; that of women was reduced from $37 to $31. In city, village, and special district high schools the pay of men was increased from $69 to $70, while that of women was reduced from $59 to $57. The average number of weeks the high schools were in session in township districts was 26; in city, village, and special districts, 35 The high schools occupied 677 rooms during the year, an increase of 64. OTHER SECONDARY SCHOOLS. For statistics of private academic schools, preparatory schools, or preparatory de¬ partments of colleges, see Tables YI, VII, aDd IX, and for business colleges, Table IY of the appendix ; for summaries of the same, corresponding tables in the report of the Commissioner preceding. SUPERIOR INSTRUCTION. COLLEGES FOR YOUNG MEN OR FOR BOTH SEXES. The Ohio State University, founded on the congressional land grant of July, 1862, for the benefit of agriculture and the mechanic arts, provides 3 general courses of study, for the degrees of bachelor of arts, philosophy, and science, besides 4 special courses leading to the degrees of civil, mining, and mechanical engineer and bachelor of agriculture. The trustees in 1884 reported the university to be in a condition of healthy growth, and facilities for scientific and practical instruction were constantly increasing. During the year the various laboratories had received important addi¬ tions, the library was enlarged, a new horticult ural hall was completed, and the grouiids were much improved. Young women are admitted on equal terms with men. Of 34 colleges and universities, including the above, reporting to this Office for 1883 or 1884, all but 8 were open to both sexes; all but 1, the University of Cincin¬ nati, offered preparatory training ; all had classical courses of 4 years ; nearly all, scientific courses, also of 4 years. Business instruction was provided by 9, and prep¬ aration for teaching, to a greater or less extent, by 17. Nearly all included some of the modern languages in their curricula and more than half the number gave in¬ struction in music. Theological or biblical courses were offered by 13 and medical courses by 2. The State superintendent, in his report for 1883-84, gives statistics of 28 of these colleges, including National Normal University, showing an attendance in collegiate departments of 3,139 students (775 of them young women), of whom 930 were can¬ didates for the degree of B. a., 432 for that of B. s., and 334 for that of PH. B. ; a total expenditure for the year of $430,244, of which $141,283 were received from students; and property valued at $6,823,595, Eleven of the above institutions report a total of $184,496 received during the year, most of it in cash, in gifts, or in bequests from friends. Of this amount, Buchtel Col¬ lege, Akron, received over $8,000; Baldwin University, Berea, $2,000 (besides 1,000 •acres of land, not included in the above total) ; Hebrew Union College, Cincinnati, $22,000; Adelbert College, Cleveland, $500; Ohio Wesleyan University, Delaware, $35,000 in cash and land, part of it for endowment of a professorship of experimental and practical religion ; Mt. Union College, $3,000 ; Muskingum College, New Concord, about $1,000; Wittenberg College, Springfield, $40,000 for a new building ; Otterbein University, Westerville, $35,000 to pay indebtedness and make improvements ; Uni¬ versity of Wooster, about $7,800 to increase endowment, and Oberlin College $30,000, of which $6,000 were from Mr. David Whitcomb, of Worcester, Mass., to found schol¬ arships for worthy and self supporting young women. Other bequests were received by Oberlin recently, but it does not clearly appear from the report that they belonged to the year 1883-84. The courses of study in Hiram College were revised during 1882-’83 and made to ' accord with those prescribed by the Ohio College Association ; the scientific course was discontinued and the former Latin-scientific course became a philosophical course. OHIO, 219 Urban a University reports a school for girls, opened in 1881, embracing collegiate studies for advanced pupils. For further statistics, see Table IX of the appendix, and for a summary, the report of the Commissioner preceding. INSTITUTIONS FOR THE SUPERIOR INSTRUCTION OF YOUNG WOMEN. Besides the 26 institutions noted above which admit both sexes, 13 colleges and seminaries for young women report either for 1883 or 1884, of which 6 were authorized by law to confer collegiate degrees. For statistics, see Table VIII of the appendix, and for a summary, see the report of the Commissioner preceding. SCIENTIFIC AND PEOFESSIONAL INSTRUCTION. SCIENTIFIC. Scientific instruction is given in general scientific courses of study provided by nearly all the colleges of the State, including the State university ; in the 4 technical courses of the university, and in the Ohio Mechanics’ Institute, Cincinnati. In the 4 technical courses of the State university students find opportunity to pursue - studies in agriculture, veterinary science, horticulture, botany, civil and mechanical engineering, mining, and metallurgy, besides mathematics, drawing, German, French, and Latin. In recognition of its obligations to the agricultural interests of the State, the university has fixed its standard of admission so that students may enter from the better classes of common schools ; it has provided thorough instruction in the branches of science on which agriculture depends, has established professorships of theoretical and applied agriculture and of horticulture and botany, and has instituted free courses of agricultural lectures for the farmers of the State. The Ohio Mechanics’ Institute , an evening school comprising in its curriculum mechanical, architectural, and artistic departments, has increased its number of ses¬ sions from 2 to 5 evenings in the week, and is thus able to give instruction to a much larger number than formerly, the enrolment in 1883-84 reaching 428 against 364 the year previous. For statistics of scientific schools reporting, see Table X of the appendix, and for a summary, see a corresponding table in the report of the Commissioner preceding. PROFESSIONAL. Theological instruction is given in regular courses by 13 institutions, some of them independent seminaries and others departments of colleges and universities; while a number of other colleges provide facilities for biblical study during the college course. For statistics of these schools, see Table IX of the appendix, and for a summary of their statistics, see the report of the Commissioner preceding,. Legal instruction is provided in the Law School of the Cincinnati College, an insti¬ tution organized in 1833 and meant to be a college of general academic instruction, but which, not having means to support a full college course, has limited its work to the law department. A course of 2 years, extending over 30 weeks each, is provided and diplomas are granted only after examination by a committee appointed by the supreme court of Ohio. The school has a carefully selected law library of 3,000 volumes, to which additions are made each year from an annual appropriation of $1,500 for the purpose. For statistics, see Table XI of the appendix. Medical training was given in 1883-84 in 15 bona fide schools of medicine, of which 10 were “regular,” 2 homoeopathic, and 2 eclectic, as well as in one institution not rec¬ ognized by the Illinois State board of health. The following are the “regular” insti¬ tutions reporting: Medical College of Ohio, Cincinnati; medical department of Western Reserve University, Cleveland ; Starling Medical College, Columbus ; Cin¬ cinnati College of Medicine and Surgery ; Miami Medical College, Cincinnati ; medi¬ cal department of the University of Wooster, Cleveland ; Columbus Medical College ; Toledo Medical College, and Northwestern Ohio Medical College, Toledo. The last two were reorganized in 1883 ; all the above but one (the Starling Medical College) require an examination for admission of applicants not graduates of college or some other approved literary institution; all make for graduation the requirement of 3 years of medical study, attendance on two annual lecture courses, the length of lect¬ ure term ranging from 5 to 6 months ; 8 advise their students to take a regular graded course of three years ; 1, the medical department of the University of Wooster, offers a graded course of 2 years, the Medical College of Ohio retaining the old 3-year course. The two homoeopathic institutions, the Homoeopathic Hospital College, Cleveland, and Pulte Medical College, Cincinnati, require an examination for admission of all applicants who cannot prove their fitness to engage in medical study by showing a diploma from some literary institution, and require for graduation 3 years’ study of medicine, including attendance on 2 lecture terms, the latter lasting 6 months in the 220 REPORT OF THE COMMISSIONER OF EDUCATION. case of the first named and 5 months and 9 days in the last. Both recommend a 3-year graded course. The Eclectic Medical Institute and the American Eclectic Medical College, both at Cincinnati, present the usual course of 3 years, including attendance on 2 lecture terms, these terms extending over 20 weeks in the case of the first named and only about 18 in the other, which lacks the recognition of the Illinois board of health. The first mentioned advises a graded course of 3 years and offers in a preliminary course of lectures opportunity for a review in all the branches of a good English education, although it is not distinctly stated that this knowledge is required for admission ; the American Eclectic requires an examination of all not graduates of some approved literary institution. For statistics of medical colleges reporting, see Table XIII of the appendix, and for a summary, see the report of the Commissioner preceding. SPECIAL INSTRUCTION. TRAINING IN MUSIC. The Cincinnati College of Music makes no special report to this Bureau for 1883 or 1884, but is understood to have continued in those years both its academic depart¬ ment and general music school, the former for those who desire to graduate or to pur¬ sue a definite course of study for some time, the latter for either general or special instruction in musical science and practice. A school of dramatic art is reported to have been also in contemplation. EDUCATION OF THE DEAF AND DUMB AND THE BLIND. The Ohio Institution for the Education of the Deaf and Dumb, Columbus (founded 1828), reported 505 different pupils in 1883, with an average daily attendance of 420. In 1884 there were 476, of whom 216 were girls. The school has 4 departments, academic, grammar, primary, and articulation, all under 25 instructors. Besides training in literature there is instruction in book-binding, carpentry, printing, and shoemaking. The general length of term is 7 years ; the utmost limit of it, 10 years. Pupils must be residents of the State, be between the ages of 8 and 21, of good moral character, and of sound intellect. Total number who have received instruction since organization, 2,068 ; volumes in library, 2,000. The institution owns 10 acres of land, valued, with buildings, at $750,000. State appropriation for the year, $100,675; expenditure, $95,301. The Cincinnati Day School for Deaf-Mutes, in charge of the city board of education, had in 1882-’83 an enrolment of 26 and an average attendance of 23 ; in 1883-84, an enrolment of 31, with an average attendance of 28, under 2 instructors. The full course covers 7 years. The Ohio Institution for the Education of the Blind, Columbus, had in 1883-,84 an en¬ rolment of 190 pupils. Instruction is given in common and higher English branches, in Latin, and in instrumental music. In the industrial department there is training in piano tuning, chair caning, broom making, sewing, knitting, and beadwork. This department in 1882-’83 made 455 dozen brooms, cane seated 284 chairs, and did about two hundred dollars’ worth of piano tuning, besides other work. EDUCATION OF THE FEEBLE-MINDED. The Ohio Institution for the Feeble-Minded, Columbus, in 1882-83 had 519 inmates, 28 officers and teachers, and 85 employes. In addition to learning common school studies, the boys keep up the current work of the farm, garden, and grounds. The girls are taught laundry work, sewing, and general housework. INDUSTRIAL AND REFORMATORY TRAINING. The Boys’ Reform School, located on a farm of 1,210 acres, near Lancaster, under¬ takes the educational, moral, and industrial training of those committed to it. One half of each day is devoted to school work ; the remainder, to industrial training and recreation. Instruction is given in vocal and instrumental music by experienced teachers. Great pains are taken to make all the instruction thorough and practical, so that pupils going out may enter school without hindrance or be fitted for self sup¬ port. The institution was organized in 1858, since which time there had been 3,717 received up to 1883, of whom 460 remained. Number committed during the year, 178, the youngest 10 years of age and the oldest 19. Of these, 108 were white Americans, 23 colored, and the remaining 47 foreigners. For statistics of reform and industrial schools reporting, see Tables XXI and XXII of the appendix, and for summaries of them, the report of the Commissioner preced¬ ing. OHIO. 221 EDUCATIONAL CONVENTIONS. STATE ASSOCIATION. The Ohio Teachers’ Association held its thirty -fourth annual meeting at Chautauqua, N. Y., July 3-5, 1883. The superintendents’ section was called together by Superin¬ tendent R. McMillen. The president of the section, J. W. Dowd, of Toledo, delivered his inaugural address, after which papers were presented on “The legitimate duties of the school superintendent” and “ The mission of the public school.” The general association was convened the second day, Chairman McMillen presiding. Mr. George W. Walker, president of the general association, in his inaugural address, called upon the officers and teachers to give more attention to health in the public schools, and said physiology and hygiene should constitute a part of every teacher’s course, and that he should be required to pass an examination in these subjects. Among the matters discussed were the question whether the minimum of school age should be changed; whether there should be training schools for villages and townships ; whether there is “a higher education,” and “ How far can our school system be called a mach ine ?” The committee on a course of reading for teachers recommended a 4-year course, and a resolution was adopted that the association take steps to inaugurate among the teachers of Ohio an organization for reading and study, to be known as the Ohio Teachers’ Reading Circle, said circle to be under the management of the State Teachers’ Association. A committee chosen for the purpose reported resolutions recommending the association to choose a board of control consisting of 8 members, who should select a course of professional and literary reading, issue certificates of progress, and grant diplomas at the completion of the course. The resolutions were adopted and the president appointed the board, after which the association ad¬ journed. The thirty-fifth annual session of the association, held at Lakeside, Ohio, July 1-3, 1884, was one of the most successful meetings in its history. The attendance was not less than 500, membership tickets numbering 315. The superintendents’ section was presided over by Superintendent R. McMillen, chairman of the executive committee. President Andrews delivered an inaugural address and the reading of papers on “How well is the average graduate prepared for life?” and “The old and new in education” followed. In the general association President E. F. Moulton delivered the inaugural address. Among the subjects presented by others were “ Every day difficulties in the school room,” “ The practical realization of the great end of education,” “ Ethics in the school room,” “Music in the public schools,” and “The value of literary culture to the teacher.” E. A. Jones, secretary of the board of control of the Ohio Teachers’ Read¬ ing Circle, stated the general object and special aims of the circle, as well as its plan of work. He reported over 2,000 members, the greater j>art of whom had completed the course prescribed for the first year. CHIEF STATE SCHOOL OFFICER. Hon. Le Roy D. Brown, State commissioner of common schools, Columbus. JTerm, January 14, 1884, to January 14, 1887.] f 222 REPORT OF THE COMMISSIONER OF EDUCATION. OREGON. STATISTICAL SUMMARY. 1882-83. 1883-,84. Increase. Decrease. POPULATION AND ATTENDANCE. Youth 4 to 20 years of age . 69, 076 37, 184 73,867 43, 157 39,512 58. 43 4,791 5,973 12, 915 4. 60 Enrolled in public schools . Average daily attendance . 26, 597 53. 83 Per cent, of enrolled to school youth.. Per cent, of attendance to school youth . 38. 50 53. 49 14. 99 Attending private and church schools. 4, 452 5,230 778 Total enrolment, public and private . . 41, 636 48, 387 6,751 Per cent, of whole enrolment to school 60. 28 65. 51 5. 23 youth. Attending graded schools . . . . 5, 669 20, 409 7, 489 24, 372 1,820 3,963 Reported as in no school . SCHOOL DISTRICTS AND SCHOOLS. Organized school districts . 1,131 1,206 1,146 46 75 Number of these reporting . 1,078 37 68 Graded schools reported . 9 State school -houses built in the year.. State school-houses built previously.. 93 95 2 1,022 1,074 52 Whole number of State school-houses. 1,115 1,169 54 Average time of schools, in days . 86 90 4 Private and church schools reported.. 136 173 37 Average time of such schools, in days. 74. 60 68. 20 6. 40 TEACHERS. Men teaching in public schools . 577 623 46 Women teaching in public schools ... 586 913 327 Whole number of public school teach- AT*Q » al,497 ol, 712 215 uJLO» Number of these in graded schools .. . 115 143 28 Teachers in private or church schools. 209 206 3 FINANCIAL ITEMS. Expenditure for public schools . Valuation of public school property.. $493, 483 823, 410 $478,677 1, 454, 506 1,000, 000 46 75 $631, 096 $14, 806 Amount of State school fund . 832, 522 45 15 167, 478 1 60 Average pay of male teachers in State schools. Average pay of female teachers in 34 47 35 45 1 98 State schools. a Several counties not reporting sex. (From the report of Hon. B. McElroy, State superintendent of public instruction, for the two years indicated.) STATE SCHOOL SYSTEM. GENERAL CONDITION. The statistics as presented for the two years embraced in the State report show a large and well proportioned increase throughout, although there was a falling off in the school term and in expenditure in 1883-’84. Against an increase of only 4,791 in school youth in 1883-^84 enrolment increased by 5,973, the per cent, of enrolment OREGON. 223 \ to school youth, 58.43, being a gain of 4.60. In average daily attendance the gain was greater, the increase here being 12,915, making the per cent, of attendance to enrolment 91.55, a gain of 20.03. The shadow across this picture of prosperity is the 24,372 youth of school age not in any school, but this figure is not large, due regard being had to the wide range of school age and the newly settled character of the State. To supply facilities for schooling there were added 75 new districts, 54 school build¬ ings, 46 male and 327 female teachers, $£31,096 of school property, and $167,478 to the State school fund. The State superintendent says that the unsatisfactory results of schools planted in the remote parts of the State and the migratory character of the inhabitants, who move from x>oint to point, have given rise to questions difficult of solution, but of great importance to the permanent schoolpatrons and school officers of remote districts. ADMINISTRATION. For the general management of public schools there is a State superintendent of public instruction, elected quadrennially by the people ; this officer, the governor, and the secretary of state constitute a State board of education. For counties there are county superintendents of common schools, elected biennially by the voters of the county ; for districts, boards of 3 directors, chosen by the voters in the district for 3 years, with annual change of 1, and a district clerk, elected at the same time for 1 year. District school boards receiving State school funds (which are apportioned on the basis of children of school age) must make report to their county superintendent by the first Monday in March of each year ; the county superintendent, on the first Mon¬ day in April, to the State superintendent ; and he, biennially to the legislature. Uni¬ formity of text books is secured by the State superintendent, who sends to the county superintendents quadrennially a circular naming the required studies. Each county superintendent marks against each study the text book he prefers, and those called for by a majority of the superintendents are selected by the State board and author¬ ized to be used 4 years. Any school district of 10,000 or more inhabitants may have one or more of 'its common schools taught in the German language on the peti¬ tion of 100 qualified voters of the district. Widows with children to educate and owning taxable property in the district are entitled to vote at school meetings. Any qualified voter, male or female, is eligible to the office of school director. Sixty days or 12 school weeks constitute a quarter of a school year, making the full school year 240 days. SCHOOL FINANCES. The public schools are made free to all youth 4 to 20 years of age in the State through the proceeds of a State school fund, escheats and forfeitures, moneys paid for exemption from military duty, gifts, devises, and bequests for common school pur¬ poses, property granted to the State with no specified object, a county tax of 4 mills on $1, and through a tax which district meetings, legally called, may levy on real and personal property in the district. SCHOOL SYSTEMS OF CITIES WITH 7,500 OR MORE INHABITANTS. ADMINISTRATION. Any city or incorporated town of 10,000 or more inhabitants may be organized into a district and elect a board of 3 or more directors, who may employ a superintendent, hire teachers, prescribe courses of study, improve the grading of schools when neces¬ sary, and create a board of examiners to test the qualifications of those to be employed as teachers in said schools. Schools supported by a tax on the district are free to all persons 6 to 21 residing therein, and persons from outside may be admitted on such terms as the district may direct. SCHOOL OFFICERS OF PORTLAND. Portland has a board of 5 directors, a school clerk, a city superintendent, and a board of examiners. STATISTICS AND ADDITIONAL PARTICULARS. For 1883-84 the city report shows that in a population of 32,000 there were (includ¬ ing 223 Chinese) 6,523 of school age, for whom there were 71 school rooms. The en¬ rolment, 3,864, was an increase of 381 over the last year, and there was an average daily attendance of 2,779. The enrolment was 59.24 per cent, of the school youth, and, with 592 in private and church schools, there were 68.01 per cent, of enumer¬ ated youth in school; while 71.88 percent., of those enrolled were in average daily attendance. The schools were classed as high, grammar, and primary, and wero taught by 72 teachers, including the superintendent. An evening school, for boys who are obliged to work during the day, was open 5 evenings a week for 3 months 224 REPORT OF THE COMMISSIONER OF EDUCATION. during the winter, with an attendance of 25 to 30. The directors, within the 2 years included in their report, expended for sites and 3 new school buildings $93,591, of which $54,176 were for a brick high school building, the estimated cost of which, completed, was $114,176. PREPARATION AND QUALIFICATIONS OF TEACHERS. STATE REQUIREMENTS FOR TEACHERS’ CERTIFICATES. Persons seeking employment in the public schools of the State must have certifi¬ cates of qualification from the State board of education, a county superintendent, or a city board of examination. The State board grants life diplomas, which entitle the holder to teach in any pub¬ lic school in the State during life; State diplomas, which entitle the holder to teach for 6 years ; first grade State certificates, good in any county for 2 years; and second grade, good in any county for 6 months, these certificates being of the same force as those granted by the county superintendents. Each county superintendent is required to examine, in the branches taught in the common schools, all applicants intending to teach in his county. He may issue only the 2 grades of certificates just mentioned. STATE NORMAL TRAINING. The Oregon Normal School, Monmouth, and the Ashland College and Normal School, Ashland, organized by the State in 1882, have courses of study covering apparently 3 years, though this is not made entirely clear at Monmouth, where there is an element¬ ary course of 1 year and a regular course of 2 years, but no positive evidence that the two together constitute what is called in the State law “the required course.” Men over 21 and women over 18 years of age, completing this required course in either school and passing an examination approved by the State board of education, re¬ ceive a State diploma good for 6 years ; and, if these years are spent in successful teaching in the State, may have a Life diploma from the State board. The school at Monmouth graduated 1 person in 1882-83 and 9 in 1883-’84 ; that at Ashland, appar¬ ently with a 3-year course, expected to graduate a class in 1884-’85. The University of Oregon, Eugene, continued in 1882-83 and 1883-’84 its 3-year nor¬ mal course of English studies, and for the latter year reports a class of 28 against one of 10 the preceding year. OTHER NORMAL TRAINING. McMinnville College and Willamette University continue to offer normal instruction in well arranged courses, in the former of 2 years, in the latter of 3. Santiam Academy , Lebanon, and Wasco Academy , The Dalles, are said to offer like instruction. teachers’ institutes. The law requires the State superintendent to hold a teachers’ institute i^n each judi¬ cial district in the State at least once a year, but makes no provision for them beyond the necessary travelling expenses of the superintendent. During 1882-’83 and 1883-84 one was held in each of the six districts, and in four of them two were apparently held. The work was done largely by the teachers of the counties where the institutes were held. Teachers in the public schools are required to attend at least one teachers’ institute a year, held under authority of law in the counties where they reside; and school directors are urged to allow them a reasonable time for such attendance without deducting wages or requiring them to make up time so spent. For non-attendance without sufficient excuse the county superintendent may lower the grade or revoke the certificate of teachers. SECONDARY INSTRUCTION. high schools. School districts with 1,000 persons of school age are required to maintain a high school for at least 6 months of the year, in which shall be taught, in addition to the common English branches, such others as the directors of the district may prescribe. The State report, as in preceding years, gives no information as to these schools. In the city of Portland the high school, in 1883-84, enrolled 189, with an average daily attendance of 155. Its courses are English of 3 years and English-Latin and English- German of 4 years each. The graduating class numbered 24. The only case of dis¬ cipline was 1 suspension. OTHER SECONDARY SCHOOLS. For statistics of private secondary schools and preparatory departments of colleges reporting, see Tables VI and IX of appendix, and summaries of them in the report of the Commissioner preceding. OREGON. 225 SUPERIOR INSTRUCTION. COLLEGES FOR YOUNG MEN OR BOTH SEXES. The University of Oregon, Eugene City, still has 2 departments, the collegiate and English preparatory. The collegiate has 3 courses, classical and scientific, each of 4 years, and normal of 3 years, the scientific differing from the classical only in omitting Greek and substituting German for it. For those not fully prepared to enter either the classical or scientific course, there is a preparatory course of 2 years. The Eng¬ lish preparatory department, -with a course of 2 years, supplies the want felt at present of a suitable preparatory school in the State, and therefore may not be a permanent feature of the university. The report for 1883-84 shows a faculty of 10 instructors, 213 students, and 25 collegiate graduates for 1883, including 9 normal students; also, a library of 1,200 volumes and property valued at $77,000. Women are admitted on equal terms with men. The State superintendent says that the general aim of the school, as determined by the faculty and the regents, constitutes a fairly comprehensive view of the field of letters, the policy being to elevate and enlarge the field of work until the school shall afford to young men and women facilities for graduation in any of the learned professions. Of the other 9 institutions, the Pacific and Willamette Universities and Philomath College have ladies’ courses of 3 to 4 years; Ashland, Christian, and Philomath Colleges aud Willamette University show commercial courses, in the last of 2 years; Corvallis College, a school of history and literature ; Ashland, a music course of 3 years; Blue Mountain and Willamette Universities, and Christian and Philomath Colleges, draw¬ ing and painting. All are open to young women. For statistics of the above institutions, see Table IX of the appendix; for summa¬ ries of same, corresponding tables in the report of the Commissioner preceding. INSTITUTIONS FOR THE SUPERIOR INSTRUCTION OF YOUNG WOMEN. Willamette University continues its well organized woman’s college, with a lady dean. For statistics of St. Helen’s Hall for Girls, Portland, see Table YIII of the appendix. SCIENTIFIC AND PROFESSIONAL INSTRUCTION. SCIENTIFIC. The Agricultural College of Oregon is organized in the school of agriculture in Corvallis College, Corvallis, where instruction is given in analysis of soils, manures, modes of drainage, methods of preparing farm buildings, stock raising, fruit culture, and, prospectively, the special geology of the State. In the school of engineering instruction is also given in drawing, descriptive geometry, and the general principles of civil engineering. This school, says the State superintendent, is rapidly becoming one of the impor¬ tant agencies of the educational system. The character of the instruction given is annually better adapted to the general purposes of an agricultural school, so that its students shall become intelligent and progressive farmers, thoroughly prepared for the farm, the school room, and the management of farmers’ institutes. A new building is to be erected on the agricultural farm. For statistics, see Table X of the appendix. PROFESSIONAL. Theological. — The only information at hand in regard to theological instruction in the State is the announcement by Christian College that in 1883-84 a department of biblical literature and exegesis would be opened, of which opening no report has reached this Office. Legal. — Willamette University, Salem, in 1883-84 presents, for the first time, a college of law, with a faculty of 5 professors, a 2-year course of study, and junior and senior classes, moot courts, &c. The studies are such as are common in good schools of law. The school year begins on the third Wednesday in September and ends on the third Wednesday in May, making but one term. No student is admitted for less than a year, and he must have studied law a year in some college or under a competent instructor. Students who have pursued the full course and passed final satisfactory examinations will receive the degree of ll, b. Arrangements will be made, it is hoped, for the admission of graduates to the bar of all the courts in the State without examination. Medical.— The medical department of Willamette University, located at Portland, remains the only medical school in the State reporting in 1883-’84. The required course is 2 years of 20 weeks each. A 3-year graded course is recommended, but not required. Women are admitted on the same conditions as men. For admission, if 15 E 226 REPORT OF THE COMMISSIONER OF EDUCATION. the applicant is not a graduate of some approved college, academy, or high school, an examination as to fitness for the study of medicine is required ; for graduation, 3 years of study, 2 full courses of lectures, a course of practical anatomy, a thesis, and a final satisfactory examination. For statistics, see Table XIII of the appendix. SPECIAL INSTRUCTION. EDUCATION OF THE DEAF AND DUMB. The Oregon School for Deaf-Mutes is under the direction of a board of 9 trustees, with 5 instructors. The sign system is used, though the lip reading system is to be gradually introduced, the experiment for the present being to unite the two. The ordinary English branches are taught in school. When organized, the industrial department will embrace shoemaking, carpentry, binding, printing, and sewing. The school property, including grounds, consists of a home building for the boys, one for the girls, and an educational building, the whole being valued at $6,000. For statistics, see Table XVIII of the appendix. EDUCATION OF THE BLIND. This is but in its infancy in the State. At the biennial session of the legislature in 1882, an appropriation of $8,000 was granted for the education of the blind for a term of 2 years, to be expended in accordance with an act passed in 1872. Under this provision the Oregon School for the Blind, Salem, was organized, April, 1883, with a faculty of 4 instructors, since which time it has been in regular session, ex¬ cept the usual vacations. It has adopted the New York point system as best adapted to the wants of the school. In the school the branches ordinarily taught in schools for the blind are adopted. The industrial department, to be fully organized, only needs the required tools and material, and, when furnished, the boys will bo taught chair bottoming, shoemaking, basket work, broom making, cooperage, tailoring, carpet weaving, and brush making. The girls are already taught sewing, knitting, crotchet work, and the use of the sewing machine. For statistics, see Table XIX of the appendix. REFORMATORY TRAINING. Mr. W. S. Ladd, a banker in Portland, was reported in 1882 as having given to tlie State $20,000 for the erection of a reform -school and offering to pay all expenses of maintaining it. No further information respecting his gift has reached this Bureau. EDUCATIONAL CONVENTION. OREGON STATE TEACHERS5 ASSOCIATION. This association held its annual session at Salem, June 30 to July 3, 1884, State Super¬ intendent McElroy presiding. Besides the members present, of whom 180 were en¬ rolled, there were lecturers aud professors of colleges and universities in attendance. The session is said to have shown an increasing interest on the part of teachers and a fair progress in the educational forces of the State. An address from Prof. F. A. E. Starr on “The teachers' ambition" opened the ses¬ sion. In this address it was urged that teachers must not doubt as to the ultimate results for which they are doing battle : they must be content to be patient toilers among the millions of mankind, animated by the consciousness of a noble calling. Rev. R. W. Hill followed with a paper on “The school in its relation to the future of the Republic." The common school, he said, is the creature of the State, and it is the imperative duty of the State to provide such education as will conduce to the welfare of the people and the perpetuity of its institutions ; and the education given must be not in intelligence alone, but in intelligence allied to moral principle. Other topics discussed w'ere “The relative value of discipline and instruction;” “Commercial education in public schools ; ” “ Order and its relative importance in primary schools ; " “ Relation of the teacher to the moral training of his school." As to this last Rev. Mr. Spriggs said that there were difficulties connected with the teaching of morals in schools. When morality is mentioned many think of roligion, and thus make trouble for the teacher. His idea was that moral trainin g must be kept apart from any special system of religion. As mutual relations exist in the school, we cannot keep from teaching morality, but it must be taught as influencing these mutual relations and as a sweetener and purifier of the intercourse of life. President E. C. Anderson, of McMinnville College, read a lecture on “Home happiness, the prime aim in educa¬ tion," in which he said that a happy home is a Mecca to which all the weary travel¬ lers of earth must turn. The comparative merits of mixed and fully graded schools were discussed, with some difference of opinion. Mr. H. O. Hutchinson considered the graded system a saving of time and trouble. Examination in graded schools OREGON, 227 means promotion it is an incentive to study, and is favorable to progress as pushing toward the higher grades. All common schools may have rules of gradation by lay¬ ing oft' work regularly for every study. The discussion of the question “Are public examinations and exhibitions advisable?’7 developed a difference of opinion, the affirmative prevailing. “Character the end of education77 was next presented in an address by Prof. J. L. Gilbert, who said that thoughts are seed germs that produce action; that this action blooms into habit and ripens into character, either good or evil. Education is the systematic process of training the growing mind toward the pleasure giving power of spontaneous, unselfish improvement. “ Public schools and their relation to colleges77 was presented in a lecture by Prof. Joseph Marsh, of the Pacific University, in which he said that the duty of the State to the citizen may be broadly expressed in one phrase, “ the securing of opportunity for right action ; 77 that the training of the mental and moral powers is of far greater value than the amusement of youth or the acquisition of wealth; and that position, influence, and honor, to be real and permanent, must have a foundation in grand and clear purposes, sound and well de¬ veloped judgment, and well established views and principles. “Modern history from a geographical standpoint77 was considered; after wffiich came the closing lecture, on “Elementary instruction in the principles of civil gov¬ ernment,77 by President J. F. Ellis, of the Pacific University, in which he said : “Let the common schools but drill our youth faithfully, and we can stand against the world.77 Popular government must have a basis of popular intelligence or it cannot stand. CHIEF STATE SCHOOL OFFICER. Hon. B. B. McElkoy, State superintendent of public instruction, Salem. [Term, September 11, 1882, to January 1, 1887. ] 1 1 The regular term is 4 years, but in 1882 the terms of governor and other State officers were so changed by the legislature as to make them begin January 1 instead of September 11. Hence the present incumbents have a little longer term. 228 REPORT OF THE COMMISSIONER OF EDUCATION. PENNSYLVANIA. SUMMARY OF EDUCATIONAL STATISTICS. 1882- 83. 1883-’84. Increase. Decrease. POPULATION AND ATTENDANCE. Youth of school age fG- 21) _ . . _ al, 422, 377 957, 680 67. 33 a 1,422, 377 966, 039 67. 92 Enrolled in public schools . . 8, 359 .59 Per cent, of this to school youth. .. Average attendance . . 626, 268 65. 39 635, 678 65. 80 9,410 . 41 Per cent, of this to enrolment . Pei cent, of this to school youth. .. 44.03 44. 69. .66 P uni Is in private and church 633, 687 631, 100 2,527 schools. Per cent, of all pupils to school 69. 69 70.11 .42 youth. SCHOOL DISTRICTS AND SCHOOLS. Number of school districts . 2,227 19, 542 7,897 2,241 19,919 8, 345 14 Free schools in these districts . 377 Number of free schools graded 448 Schools with Bible reading c ...... 14, 273 5, 195 14, 376 5, 679 5, 255 103 Schools that teach drawing o . 484 Schools that teach vocal music c ... 4,588 667 Schools teaching higher branches o. 2,222 2, 306 84 Schools with uniform text books c. . 15, 320 16, 140 820 Schools for colored youth only c. .. 48 47 1 Districts with school libraries c ... 195 198 3 School-houses for free schools c _ 13, 089 13, 246 157 School-houses rated as first class c. . 3, 594 4, 043 449 School-houses built in the year c. . . 453 445 8 Average time of schools, in days. . . 154 148* TEACHERS. Men teaching in public schools.. .. 8, 600 8, 559 41 Women teaching in public schools. . 13,414 13, 905 491 Whole number of teachers . 22, 014 7, 077 22, 464 7, 733 450 Number employed more than 5 656 years. Number employed less than a 1,965 1,870 95 year. Graduates of State normal schools. . 1,149 1,310 161 Attended State normal schools .. .. 3, 716 3, 810 1,551 94 In private and church schools . FINANCIAL STATISTICS. 1,100 451 Whole public school expenditure. . . State appropriation toward this. .. Valuation of public school prop¬ erty. $9, 335, 360 1, 000, 000 30, 199, 636 $9, 545, 638 1,000, 000 31, 886, 098 $210,278 1,686, 462 t Average monthly pay of male 37 03 38 47 1 44 teachers. Average monthly pay of women. .. 30 05 29 39 $0 66 a United States Census of 1880, Pennsylvania talcing no census of school children. 6 These include academic as well as lower grade schools. c Not including Philadelphia. (From reports of Hon. E. E. Higbee, State superintendent of public instruction, for the two years indicated.) PENNSYLVANIA. 229 STATE SCHOOL SYSTEM. GENERAL CONDITION. The figures in the statistical table show progress in almost every particular. As the State takes no census of its school youth, there is nothing to show the increase of such youth since the United States Census of 1880. There "is, however, an increase of 8,359 in enrolment over 1882-83, with a more significant increase of 9,410 in aver¬ age daily attendance. There is further indication of progress in the increase of 14 new school districts, of 377 free schools, of 157 free school-houses, of 450 teachers, of $210,278 in expenditure for public schools, and of $1,686,462 in value of school property. The improvement in the character of the schools is seen in more graded schools, more that teach drawing, vocal music, and the higher branches, and more with uniform text books, while improved accommodations are shown by more school-houses rated as first class, and better instruction by more teachers who wore graduates of normal schools and more who have been employed beyond 5 years. The superintendent says that every reasonable effort has been made to increase the interest of the people in edu¬ cation, to bring before directors the responsibility of their office, and to induce teachers to seek a higher standard of preparation for their profession. But much, he thinks, remains to be done, as there are houses iu the State used for school purposes into which no law should require a well mannered youth to go, and ail such ought to be removed and better ones substituted for them. More and larger nor¬ mal schools are also needed to supply qualified teachers, while those that exist should be so ideutified with the public school system as to share in the common school fund. An extension of the school term is also urged, as in many sections of the State it is now only 5 or 6 months of the year, with change of teacher nearly every term. An enlargement of county supervision is another want. Many counties have become so populous as to have outgrown the old system of inspection. While accomplishing all it can, it is still insufficient to make itself properly felt over a range of districts where 300 or 400 teachers are employed. The number of children out of school, as in nearly all the States, presents a serious and difficult question. In the matter of school books a uniformity established by law would seem to afford the only solution of the question. ADMINISTRATION. The public schools of the State are under the supervision of a State superintendent of public instruction appointed for 4-year terms by the governor with the consent of the senate. The superintendent may appoint a deputy. Local supervision is through a county superintendent for each county, elected by the school directors of the county, and through school directors in independent school districts in the county, 6 for each district, elected for 3 years by the qualified voters. Women are eligible to all school offices. 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 aboard of controllers, composed of all these directors, for other school matters of the city or borough. Directors and controllers must provide a sufficient number of schools for the free education of all youth 6-21 years of age, without regard to race or color. The State also provides for the free instruction of the deaf, dumb, blind, and feeble-minded. The sessions of schools must cover at least 5 months annually to entitle districts to their share of the appropriation. It is the duty of directors to establish night schools in cities and towns where there are sufficient youth needing instruction in them to warrant such schools. Half time schools are also permitted in cases where children cannot attend the whole time. Teachers must have certificates of qualification from the proper school officer, for which, see Prepa¬ ration and Qualifications of Teachers, further on. They must also report monthly to the directors under whom they serve ; these directors, annually to their county super¬ intendent; he, to the State superintendent, and he, in turn, to the legislature. The school month is 22 days, 2 of which days may be devoted to institutes for im¬ provement of the teachers. SCHOOL FINANCES. To support the school system the State appropriates annually $1,000,000 and author¬ izes in each school district the levy of an annual tax not to exceed 13 mills on the dollar for instruction and as much more for buildings. Fines and forfeitures are ap¬ plied to school purposes. The amount of State appropriation due each district is based upon the number of taxpayers, as certified by the county commissioners at each triennial assessment. SCHOOL SYSTEMS OF CITIES WITH 7,500 OR MORE INHABITANTS. • ADMINISTRATION. Philadelphia and Pittsburgh, under special laws, have boards of education which do not include the ward boards. 230 REPORT OP THE COMMISSIONER OF EDUCATION. School districts composed of cities or boroughs have boards of directors, usually of three for each ward, and may have a superintendent where there is a population of over 7,000 inhabitants. STATISTICS, a 1882-’83. Cities. Population, census of 1880. Public schools. Enrolment in public schools. Average daily a t - tendance. Number of teachers. Expendi¬ ture. Allegheny . » . 78, 682 213 30, 338 8, 876 215 $252, 849 Allentown . . 18, 063 58 3, 658 2, 582 6L 115, 146 Altoona . 19,710 54 3, 246 2, 654 56 67, 231 15 rad ford . 9, 197 24 3,743 1, 080 35 30, 449 Carbondale . . . 7,714 ‘24 1,794 1,008 26 12, 879 Chester . . . 14, 997 51 2,755 1,763 55 33, 450 Columbia . . 8,312 22 1, 515 1,077 24 13, 361 Danville... . . . 8, 346 27 1, 757 3,155 28 11,154 Easton . . . 11,924 44 2, 294 1,773 51 35, 439 Erie . 27, 737 105 4, 720 3, 372 105 • 90, 366 Harrisburg . . . 30, 762 97 6, 124 3, 982 113 95, 595 Johnstown . . . 8,380 29 1, 726 1, 224 30 18, 745 Lancaster . . 25, 769 72 3. 928 2, 770 73 07, 849 Lebanon . 8, 778 30 1,642 1,135 30 16, 074 McKeesport . 8,212 25 1,719 1,129 25 17,405 Meadville . 8, 860 30 1,800 3,356 SO 23, 785 New Castle . 8,418 29 1,848 1, 292 34 20, 382 Norristown . 13, 063 43 2, 293 1, 577 44 34, 548 Philadelphia . . 847, 170 2,139 6305, 424 93, 394 2, 139 1, 829, 158 Pittsburgh . 358,389 492 25, 753 17, 865 492 558, 100 Pottsville . 13, 253 51 2. 654 1,901 51 34, 297 Reading . 43, 278 147 8, 221 5, 756 154 120,125 Scranton . 45, 850 90 8, 857 6, 184 212 .111,838 Shamokin . 8,184 28 1,932 1,213 30 23, 315 Shenandoah . 10, 147 31 2,311 1,347 31 24, 903 Titusvillo . 9,046 26 1,771 1,297 32 24,452 Wilkes-Barre . 23, 339 76 4,917 3, 067 79 55, 872 Williamsport . 18, 934 69 3, 488 2, 294 68 45, 947 York.... . 13, 940 62 2,559 1, 838 52 43, 167 1883-’84. Allegheny . 78, 682 224 10, 781 9,311 226 311, 259 Allentown . 18,063 59 3, 795 2, 6,16 60 78, 247 Altoona . 19, 710 57 3, 459 2, 837 59 42, 587 Bradford . 9,197 32 1,929 1,166 38 56, 626 Carbondale . 7,714 23 1,657 1, 113 24 12, 007 Chester . 14, 997 51 2, 668 1,764 51 33, 776 Columbia . . . 8, 312 23 1, 630 1,183 27 19, 503 Danville . 8, 346 28 1,699 1,182 29 16, 193 Easton . 11,924 49 2,311 1, 725 52 52, 574 Erie . . . 27, 737 110 4, 950 3,418 110 81, 592 Harrisbufg . 30, 762 103 0,121 4,028 115 95, 367 Johnstown . . . 8, 380 31 1,707 1, 262 33 31,361 Lancaster . 25, 769 73 3, 932 2, 657 74 58, 558 Lebanon . . . 8, 778 31 1,635 1,277 31 21,328 McKeesport . 8,212 29 1,820 1,215 33 25, 502 Meadville . 8, 860 37 1,780 1, 276 37 29, 547 New Castle . 8,418 28 1,815 1,354 32 21, 143 Norristown. . . 13, 063 43 2, 330 1,618 44 37, 434 Philadelphia 847, 170 Pittsburgh . 156^ 389 524 27, 479 18, 987 524 503, 043 Pottsville . 13, 253 51 2,614 1, 889 51 34,481 Beading . . . 43, 278 146 6, 800 5,775 157 lid, 582 Scranton . 45, 850 92 9, 739 6, 826 237 160, 445 Shamokin . 8, 184 28 2, 072 1,416 30 17,713 Shenandoah . 10, 147 29 2, 226 1,337 29 20. 582 Titusville . 9,j046 26 1,658 1,246 33 28, 539 Wilkes-Barre . . . 23, 339 78 5,254 3, 325 79 60, 542 Williamsport . . 18, 934 70 3, 755 2, 518 68 44, 359 York . 13, 940 54 2, 468 1,794 54 43, 228 a Pennsylvania takes no census of children of school age, hence these are not given. b This is the estimated number of different pupils enrolled. The whole number, including dupli¬ cates, was 175,273. State Rep. p. xvi. ADDITIONAL PARTICULARS. * Allegheny for ISSS-’SS reported its school-houses generally in good condition, and one building erected containing 8 rooms, making in all 235 rooms for study and recita- PENNSYLVANIA. 231 tion in 1883-84. The schools are primary, grammar, high, and evening. Drawing, vocal music, penmanship, and physical culture are taught by the regular teachers. In 1883-’84 there was an increase in enrolment, in average daily attendance, in the number of schools, and in teachers. The schools were taught 10 months, 2 new build¬ ings being apparently added to that above reported, while a third was in process of erection, on the completion of which there would not be an old one left occupied. A quarterly institute, with an evening and a morning session, helps to improve the teachers. School property was valued at $994,336. Enrolment in private and church schools, 1,500. Allentown for 1883-’84 reported 59 schools in 10 buildings, with accommodations for 3,495 pupils. The day schools were in session 193£ days, and evening schools were opened for the first time, enrolling about 170 pupils. A high school library of about 400 volumes was secured by special effort, and several of the teachers began the formation of school cabinets representing the animal, vegetable, and mineral kingdoms. There was an increase in public school enrolment and in attendance. Valuation of school property, $460,000. Enrolment in private schools, 200. Altoona, in the same year, enrolled 3,375 youth between the ages of 6 and 16 and 84 over 16, and had 1,000 in private schools. The schools were in session 192 days in 57 rooms, with 3,447 sittings. The accommodations in 1882-83 were so short of the needs of the school population that several schools were obliged to hold only half day sessions to admit a double number daily, till a new building, in process of erection, was completed. This gave 13 additional rooms, but even then a church building had to be rented and preparations made for further building for use in 1884-’85. Bradford reports for 1883-’84 a substantial increase of school population, enrolment, and average attendance, the erection of a 7-room building, and the renting of another. Among new features introduced during the year was a systematic study of natural philosophy and chemistry in the eighth grade, with satisfactory results. Another was the opening of a public school library of nearly 1,300 volumes, obtained by voluntary subscriptions. Still another was the establishing of a printing department, at a cost of about $260. All blank forms used in the library and schools and much supple¬ mental reading matter are now printed, all work being done by the pupils under the supervision of an amateur printer. The average length of school time was 10 months. Garbondale shows advance in 1883-84. A new series of regulations for the govern¬ ment of the schools isnaid to have had a decidedly benficial effect, while a simplifica¬ tion of the course made the teachers’ work both more clear and more efficient. A slight decrease was noted in enrolment, but there was an increase in average attend¬ ance. Chester had for its 2,675 enrolled pupils 10 school-houses, with 52 rooms and 2,356 sittings, and supplied all needed books for pupils’ use, as in five preceding years, find¬ ing this plan economical and satisfactory. School property increased from $111,000 to $125,000. The schools were taught 196 days in the year, by 51 teachers, 30 of them graduates from the Chester High School, which is made to some extent a training school for teachers. Estimated enrolment in private schools, 700. Columbia had 1 more school in 1883-84 and an increase in enrolment and in average daily attendance, with 3 more teachers. The endeavor is made to teach words effectu¬ ally by having pupils carefully observe their forms, and to teach arithmetic by de¬ veloping the power of concentrating attention. Morals, but not religion, enter into the instruction given. Danville , in 1883-84, kept its schools open 8£ months ; they were taught by 4 men and 25 women. A small decrease in enrolment and a slight increase in attendance were reported, and the receipts exceeded the expenditures by $1,716. The Easton superintendent of public schools (William W. Cottingham; said, in a letter from that place, to have been longer continuously in one school office than any one else in the United States) reports for 1883-’84 evidence of growth and progress in all the public school departments. He says that during the last 30 years one new school- house has been built in the district, on an average, every 4 years, at an outlay, in the aggregate, of nearly $180,000. School property was valued in 1883-’84 at $222,000. A weekly gathering of teachers for institute work was regularly maintained throughout the school year and was well attended, papers being read on topics of practical school interest, with subsequent discussions. A normal class, composed of 19 graduates of the high school, was enrolled as a quasi part of the institute, with great advantage. A special course of instruction on the theory of teaching was given this class by th® city superintendent. j Erie reports a carefully revised course of study for 1883-’84, milking the use of the English language prominent in the lower grades, where a specially qualified teacher was made superintendent of primary instruction. A training class was estab¬ lished in connection with the high school at the beginning of the school year, enroll¬ ing 14 during the year. The study of German was pursued in all the schools by over 95 per cent, of the pupils in this year, under 10 special teachers. A special school for instruction in mechanical drawing was. organized in January, 1884, Jiohe . opened .day 232 REPORT OF THE COMMISSIONER OF EDUCATION. and evening to the pupils of the grammar grades and to men and hoys employed in shops. Teachers’ institutes were held throughout the year, with efforts to get rid of rote work and to cultivate individual observation, thinking, and expression. Harrisburg reports for 1883-’84 gradual but sure progress in its public schools, with an increase in numbers, interest, and efficiency. The schools (C of them for col¬ ored children) were taught 198 days in 23 buildings, with accommodations for 5,870 pupils and, it is said, with much improved school apparatus, such as outline maps, charts, dictionaries, and pronouncing gazetteers. Mechanical drawing was taught in the boys’ intermediate, grammar, and high schools and industrial drawing in the girls’ high school by special teachers, with very satisfactory results. In other grades, containing a much larger number of pupils, drawing was taught by the regular teachers. Music is also taught in all grades below the high school. Johnstown reports 1883-’84 to have been a year of progress in attendance, of greater thoroughness in instruction, and of more efficient working in the entire educational system. A slight decrease in enrolment was noted, with an increase of 2 j>er cent, in daily attendance. A new brick building, containing 8 rooms, well ventilated, was erected at a cost of $24,000. The city is thus amply provided with school accommo¬ dations. There were 4 institutes held during the year for the benefit of the teachers, with perfect attendance and gratifying results. A new system of drawing awakened reuewed interest in the study and brought about a great improvement in the quality of the work done. Of the teachers in the schools, 6 were graduates of the high school. Lancaster , for 1883-’84, reports a slight increase in enrolment, a falling off in the average daily attendance, a new school building erected, and 2 more normally trained teachers employed, making 4 such in all. Each of the professors of Franklin and Marshall College, adjoining the city, kindly gave the members of the high school a monthly lecture on some subject akin to the studies pursued in the school. Within the last 4 years, 6 new school-houses have been built, with all necessary light, ventila¬ tion, and apparatus, many of the teachers furnishing this last themselves. The same spirit of improvement has prompted some of them to form a collection of books for a school library, others making arrangements for a supply from the public libraries. Lebanon, in 1883-84, had a small decrease in enrolment, with an increase of 142 in daily attendance. The schools were taught 187 days in 8 buildings, with 31 rooms for study. The estimated number enrolled in private schools was 400, which, added to the enrolment in public schools, makes 2,035, leaving only 100 youth 6 to 21 years of age not attending anv school. Valuation of all school property for 1883-84 was $84,000. McKeesport had 4 school buildings, with 1,500 sittings for study, valued at $75,000. The schools were taught 169 days by 2 men and 31 women. Estimated enrolment in private and church schools, 300. Mahanoy City reports a success, after several years of effort, in the establishment of a systematic course of oral instruction in object lessons, awakening interest and thought in both teacher and pupil and doing much to relieve the monotony of school life. There were 13 graduates from its high school at the close of the spring session of 1884, each graduate that reached 75 per cent, on an average in the final examinations re¬ ceiving a diploma showing the percentage made in each branch. MeadviUe reports the year 1883-’84 one of unusual activity and progress in school work, under the influences of the "new education.” Weekly teachers’ institutes were held. The daily composition work, suggested by pictures sketched upon the blackboard and drawn from familiar objects and subjects, is said to have greatly stim¬ ulated literary taste and readiness of expression in the children. Letter writing and business forms also received attention. Music, drawing, and penmanship were taught, but no special teachers were employed. Estimated private school enrol¬ ment, 210. New Castle reports lor 1883 and 1884 a great improvement in educational affairs, secured by the united efforts of the school officers, patrons, and teachers. During the past two years the schools have reached a high standard. The salaries of teachers have been increased and the result has been that the services of a large number of certificated teachers were secured. Of the 32 employed, all but 3 have had five or more years of experience, while some have taught continuously for ten or twelve years. Norristown classes its schools as primary, secondary, grammar, and high, the entire system covering eleven years. The attendance in 1883-’84 was 2 per cent, more than in the preceding year and is said to have been the fullest ever secured, partly, it would seem, from the fact that there are many experienced and progressive teachers and partly from the fact that object teaching is attended to in the primary grades and very naturally interests the children. Institutes for improvement of the teachers were held semi-monthly, with efforts to make them as practical as possible by dis¬ cussion of subjects bearing on current work. _ Truancy in the schools is limited to a PENNSYLVANIA. 233 small number. Valuation of all school property, $158,(500. Enrolment in private schools, 300. Philadelphia, in 1883, had, for the first time, a superintendent for its schools, who estimated its youth betVvTeen 6 and 16 (the legal school age for the city) to be 160,000 aud those 6 to 21 (the legal school age for the State) to be 250,000, no census being taken. The enrolment in the public schools was 90,000 of those 6 to 16 years of age and 15,424 of those between 16 and 21. It is estimated that there were 18,000 in private and church schools,1 making, in all, 123,424 under school instruction and leaving 36,576 as the estimated number bet ween 6 and 16 not attending any day school. The city system includes primary, secondary, grammar, high, normal, and evening schools. Vocal music, drawing, and penmanship are taught and physical training is strongly recommended, but no special teachers are employed for these branches. The schools were in session 205 days in 284 buildings, with 2,475 rooms for study and recitation. The evening schools used 344 rooms in 47 of the day school buildings and had a total enrolment of 12,590 pupils, with an average attendance of about 3,000 males and 980 females. In the day schools, 82 men and 2, 086 women teachers were em¬ ployed, at an average monthly salary of $117 for the men and $41 for the women. Estimated value of all public school property, $6,934,789. The change from almost utter lack of direction to the skillful supervision of all the schools by a superintendent and four assistant superintendents was accomplished, at the opening of the school year, with much less friction than might have been expected, and has abundantly justified itself by excellent results. Superintendent MacAlister has evidently secured the hearty cooperation of the city school authorities, and, working with judicious caution, has been enabled to reduce to fair proportions a greatly overloaded city school course, to make the nominal supervising principalships something of a reality, to introduce the Boston adjuncts of sewing for the girls and tool work for a portion of the hoys, and to bring the teachers into full harmony with the somewhat changed system by a series of conferences with them. Pittsburgh shows for 1883-84 an increase of attendance which, the superintendent says, has more than kept pace with the increase in school population. Of the im¬ provement in school accommodations, he says the Riverside district completed one of the finest 8-room buildings in the State ; 2 others of 6 rooms each were in process of erection ; another, of 15 rooms and an audience hall, was in preparation for the fall session ; and one was enlarged by the addition of a third story — making, in all, 56 buildings, valued, with grounds and apparatus, at $2,000,000. The schools were classed as primary, grammar, high, normal, and evening. The day schools were taught 10 months in the year. The average monthly salary of men’ teaching was $130; of women, $50. An increase of 1,726 in enrolment is noted and of 1,122 in average at¬ tendance. Evening schools were open 60 nights, with an enrolment of 2,404 boys and 204 girls. Average attendance of boys, 677 ; of girls, 73. Cost per pupil, based on average attendance for term of 60 evenings, $5.22. For Kindergarten in and near tbe city, see Tables III and V of appendix. Pottsville occupied a part of its school term in 1883-84 with an examination of the eyes of 'pupils, to determine, if possible, whether school work under fair condi¬ tions is injurious to fairly clear vision. The result was a satisfactory demonstration of good condition of the eyes in a very great majority of cases. Out of 1,895 pupils examined, 1,346 were found to see well with both eyes and with each, 1,619 were in fair normal condition with both eyes, and 276 or about 14 per cent, were more or less defective. This is considered a very fair showing for a city in the heart of the coal mining region, where eyes are frequently exposed to injury from dust as well as from the effect of using them in study. Reading for 1883-84 reported the entire school population receiving school instruc¬ tion. The schools were taught 220 days in 26 buildings, with 146 rooms and 7,750 sittings for study. School property was valued at $318,300. The course of study, which had been somewhat undefined, was carefully revised ; the foundation of a teachers’ library was laid by adding works on pedagogics to about 400 volumes of a general character; and a new building, said to bo very complete, was erected during the year for the boys’ high school, at a cost of $64,600. Scranton had 2 school buildings erected during 1883-’84, 1 enlarged, and others remodelled in accordance with school needs. Further school accommodations were required, and the hoard of control was about to erect two buildings, each to contain 300 sittings. A substantial increase was noted in enrolment and attendance. The corps of teachers for the year included 10 graduates from State normal schools, 5 col¬ lege graduates, 52 graduates from the Scranton High School, and 2 seminary graduates. Schools were in session 10 months. An oral class for the instruction of deaf-mutes, under the control of the city board and taught by a special teacher, was organized at the beginning of the school year, numbering 20 pupils. City teachers’ institutes were held throughout both 1882-’83 and 1883-84, with their usual good results, and a county institute in November, 1883, was attended by all the teachers of the city. 1 Some of these were Kindergarten, for which, see Tables HI and V. of appendix. 234 REPORT OF THE COMMISSIONER OF EDUCATION. Shamokin for 1883-’84 reported 28 schools, -with an enrolment increased during the year hy 140 and average daily al tendance by 203. Semimonthly institutes and weekly grade meetings were maintained and attended. Vocal music was made a regular study in the schools, and a special teacher was appointed to instruct the regular teachers in giving instruction in this study. Corporal punishment was prohibited in all the schools. Shenandoah, in the same year, had 5 school buildings, with 26 rooms and 2,010 sit¬ tings, valued at $63,000. The schools were closed 27 days earlier than usual because of the prevalence of small-pox, leaving only 159 days of actual school work; still, there was but a small decrease in enrolment and average daily attendance for the year. Music and drawing were taught by a special teacher. Of the 29 teachers em¬ ployed, 24 held diplomas from State normal schools; the remaining 5, permanent certificates or diplomas from other institutions. The superintendent recommends the employment of experienced teachers, even if high salaries must be paid to secure their services. Titusville, in 1883-84, taught its schools 190 days, and had 3 special teachers for music, drawing, and French and German, and 1 regular teacher for an evening school. Penmanship reached a higher standard than ever before. Enrolment in private schools, 450. Wilkes-Barre, in 16 school buildings, with 73 rooms for study and recitation, kept its schools in session 10 months, securing an increase in enrolment and attendance. Evening schools, occupying public school buildings, were maintained in each of the 3 city districts. Williamsport, in 1883-84, had 25 school buildings, with 58 rooms and accommoda¬ tions for 3,515 pupils. Public schools were in session 185 days and had an increased enrolment and attendance. Private schools enrolled 1,300. Night schools were or¬ ganized, but were not a success. In the last nine years the number of schools has increased from 47 to 68, and the average number of pupils enrolled is now 53 to each teacher. All buildings used for school purposes are owned by the district, except one. Of the 68 teachers only 2 were inexperienced and these were graduates from the city high school. A public school library numbers over 1,000 volumes, the books said to be well selected, for which $381 were expended during the year. Public school prop¬ erty was valued at $150,990. York enrolled 2,400 youth between the ages of 6 and 16 years and 68 over 16, a slight decrease from the number in 1882-83. Schools were taught 9 months, in 11 buildings, containing 48 rooms, with 2,650 sittings. Private schools were conducted in 3 rooms, with 350 sittings, and had an enrolment of 300 pupils. Valuation of public school property, $150,000. A separate school for colored children was maintained. KINDERGARTEN. For information as to a number of these important means of early training for young children, see Table V of the appendix ; for a summary of their statistics, a corresponding table in the report of the Commissioner preceding. Some that are engaged in normal training may be found in Table III. PREPARATION AND QUALIFICATIONS OF TEACHERS. STATE REQUIREMENTS FOR TEACHERS’ CERTIFICATES. Teachers must have certificates of qualification from some recognized school officer, such as a county, borough, or city superintendent or principal of a State normal school, which certificates must specify the branches the applicant has been found qual¬ ified to teach and the degree of efficiency shown in each. These certificates may be either provisional or professional, the former being given to applicants who show a fair knowledge of the common school branches of study, or to those who prove a thor¬ ough knowledge of these but have had little or no experience in teaching ; the latter limited to those only who, in addition to thorough knowledge of the required branches, can prove successful experience in teaching. • STATE NORMAL TRAINING. The 10 State normal schools, at Bloomsburg, California, Edinboro’, Indiana, Kutz- town, Lock Haven, Mansfield, Millersville, Shippensburg, and Westchester, are only in part sustained by the State, the appropriation for 1883-84 being $10,000 for each of 5 and $5,000 for each of the others. The course of normal training covers from 2 to 4 years, according to the position sought. Graduates receive certificates of quali¬ fication, which authorize them to teach in the common schools of the State without further examination. The whole attendance for the year was 4.656 ; of normal stu¬ dents, 3,405, 1,764 of them young men and 1,641 young women. Elementary, scien¬ tific, and classical studies are pursued and all have model schools, with a total attend¬ ance of 1,249 pupils. Value of the entire school property, $1,511,902; income for the year, $392,208; expenditure, $371,198. PENNSYLVANIA. 235 OTHER NORMAL TRAINING. Tli'e Normal School for Girls, Philadelphia, has a 4-year course. The normal pupils must attend the fourth year, to quality themselves and show by actual work in the school of practice that they are fitted to do good service as teachers. Graduates from this course are awarded certificates that entitle them to teach in the public schools of the city without further examination. Whole enrolment for 1883, 1,025; average attendance, 1,001. The Central High School, for hoys, in the same city, has a 4-year normal course, from which 25 young men graduated and received teachers’ certificates during the year. Chester is reported in 1883-’84 to have used its high schools as a means of training pupils for teaching. Easton showed a normal class of 19 graduates of its high school in the same year. Pittsburgh has a normal department in its public schools, which requires 2 years of preparatory study for admission ; then, apparently, a year of attention to the branches to be taught and to methods of teaching. This had, in 1882-’83, 51 normal pupils, under 5 instructors. Graduates of the year, 23. Most of the cities and boroughs report in 1883-84 meetings of teachers for educa¬ tional readings and discussions of educational topics and methods, substantially equivalent to normal classes. The Normal College, Huntingdon, has a normal English course of 3 years, the first of which is preparatory and answers to the elementary course of the State normal schools. Lectures on teaching enter into the first and second years and the science of teaching and review of studies into the third. Normal students in 1883-84,21; graduates from the normal course in 1883, 0. Lycoming County Normal School, Muncy, in 1883-84, had 151 pupils in its normal de¬ partment, which includes preparatory, junior, and senior years. This department is tinder the supervision of the county superintendent, and the students are required, in the 2 years of normal training, to take a course in the theory and practice of teach¬ ing. A model school of 50 pupils is connected with the department. The following colleges offer normal instruction: Westminster College, New Wilming¬ ton, in a summer institute, which, in 1883, covered about 5 weeks and had 32 normal students in attendance, 13 of them collegiate ; Suarthmore College, Swarthmore, which has a 2-year course in principles and methods of teaching and school govern¬ ment and in the science of education; and TJrsinus College, Freeland, wrhere also there is a 2-yeafi course, under a special professor, in the science and art of teaching. Pine Grove Normal Academy, Grove City, presents a 4-year course of study. Classes are organized each term in theory of teaching and methods of instruction. Number of students in normal classes not given. The Institute for Colored Youth, Philadelphia, has a high school course covering 4 years, the 3 higher classes of which are instructed in the theory and practice of teach¬ ing and take part in the instruction of the preparatory departments, one of which is for boys and one for girls. Four private training schools for Kindergartners appear in Philadelphia in 3883-’84, namely, the Froehel Training School for Kindergartners, under Miss M. L. Morrison; the Philadelphia Training School for Kindergartners, Mrs. M. L. Van Kirk ; the Centen¬ nial Kindergarten Training School for Teachers, under Miss Ruth R. JBurritt, and the Kindergarten Training Class, in charge of Ann W. Bonnard, West Philadelphia. For statistics and other information respecting these, see Table III of the appendix. The Normal Training School for Teachers of the Oral Method, connected with the Pennsylvania Institution for the Deaf and EHimb, offers a course of instruction cov¬ ering 6 months, and graduates are prepared to teach lip reading to the deaf, a cor¬ rect articulation to the semi-deaf, and to improve the more or less imperfect articula¬ tion of the semi-mute. teachers’ institutes. Teachers’ institutes, as provided by law, were held in all the counties in the State between August, 1883, and January, 1884, the greater part having sessions of five days. Whole number of actual members present, 17,373; the largest attendance being in Berks, Lancaster, and Schuylkill Counties, each of which had over 700 enrolled. The number of common school teachers attending was 13,480; of school directors, 2,843; of others, 38,195. There were 597 instructors and lecturers employed, at a cost of 823,040. Other expenses amounted to $12,287. Receipts exceeded expenditures by $3, 199. EDUCATIONAL JOURNALS. The Pennsylvania School Journal, published monthly at Lancaster and edited by the State superintendent, in its thirty-second volume in 1883-’84, continued to be the official organ of the State department of common schools and the State Teachers’ Asso¬ ciation. It gives much valuable information as to principles and facts in education of both local and general interest. 236 REPORT OF THE COMMISSIONER OF EDUCATION. Other educational journals were The Chautauquan, published at Meadville, in its fourth volume; The Indicator, Philadelphia, a Lutheran organ, in its third volume; The Student, at Philadelphia, a monthly journal of the Society of Friends, in its fourth volume; The Teacher, Philadelphia, in its fifth ; and The Morning Star, pub¬ lished at the Indian Training School, Carlisle. SECONDARY INSTRUCTION. PUBLIC HIGH SCHOOLS. The public high schools, though authorized as graded schools, are not as clearly de¬ fined in Pennsylvania as in some other States. Outside of Philadelphia, which has 2 in its city system, there were, in 1882-’83, 2,222 and in the next year 2, 305 public schools in which some branches beyond the ordinary and required school studies were reported to have been taught. The number of pupils in such branches, however, is not given. In the reports from city and borough- superintendents appended to the State report of 1883-’84, it appears that besides the Philadelphia Boys’ High School, with 57G pupils in 1883, and the high and normal schools for girls, of the same city, with 1,025 in the same year, high schools were maintained in 1883-84 in at least the following places: Allegheny, Allentown, Bethlehem, Chester, Columbia, Corry, Easton, Erie, Harrisburg, Hazleton, Johnstown, Lancaster, Mahanoy City, Pittsburgh, Pottsville, Reading, Scranton, Shamokin, Shenandoah, Titusville, and West Chester. Harrisburg and. Reading, like Philadelphia, had 2, one for each sex ; Pittsburgh, a central high school, with academic, commercial, and normal departments. OTHER SECONDARY SCIIOOL8. A list of 39 academic schools under private or church influences appears in the State report for 1883-’84, but it is believed that this cannot be complete, though schools of this class are said to be fast dying out because of the increased number and excel¬ lence of public schools. For statistics of such schools, see Tables IY, VI, and VII of the appendix ; for sum¬ maries of their statistics, corresponding tables in the report of the Commissioner pre¬ ceding. SUPERIOR INSTRUCTION. COLLEGES FOR YOUNG MEN OR FOR BOTH SEXES. The University of Pennsylvania, Philadelphia, the oldest and most important of its class in the State, continued in the 2 years under review its high grade of instruc¬ tion in the departments previously reported, but with some improvement of standard and a considerable rearrangement of its faculties. These faculties, as rearranged in 1883, are (1) the college faculty, comprising the faculties of arts, science, finance and economy, and music ; (2) the faculty of medicine ; (3) that of law ; (4) that of dentistry; (5) that of sciences auxiliary to medicine, and (6) that of philosophy. These faculties together constitute an academic council for the consideration of ques¬ tions touching the general interests of the university ; while each separate faculty has a dean and secretary and makes its own regulations for discipline, promotion, and rec¬ ommendation for degrees, the qualifications for admission to any department or to its degrees are determined by its faculty, subject to the approval of the trustees of the university. The courses of lectures on German literature, older English classics, Norse history, and physics and chemistry, noticed in the last report as open to the public, continue to be so open on payment of moderate fees. A department of physical culture was authorized in 1883. In 1882-^83 and 1883-’84, 24 other collegiate institutions reported, St. Joseph’s, Phil¬ adelphia, not among them, Waynesbuig College remaining closed, and Pennsyl¬ vania State College (while offering a full collegiate course) continuing to be largely scientific, as will appear under Scientific and Professional Instruction, further on. All but 9 of the 24 institutions show preparatory courses of 1 to 4 years ; all, classical collegiate courses of 4 years, except St. Vincent, St. Francis, and Pittsburgh Colleges, which show collegiate courses of 2 and 3 years, with grades very little beyond those of fair preparatory schools ; while 17 show scientific courses that will be noticed further on. As in 1882, the purely collegiate institutions undertaking no preparatory work were, besides the University of Pennsylvania, Lehigh University and Haverford and Lafayette Colleges. Dickinson College was, by mistake, included with these in the last report, it having a preparatory school, as have also such colleges as Franklin and Marshall, Lancaster; Muhlenberg, Allentown; Pennsylvania, Gettysburg ; Washing¬ ton and Jefferson, Washington ; the Western University of Pennsylvania, Allegheny, and the University at Lewisburg ; while Swarthmore, with 8 outside preparatory schools to draw from, still retains its own excellent preparatory 4-year course. PENNSYLVANIA. 237 Lehigh University and Haverford College continued their rule of conferring ad¬ vanced degrees only on graduates that pursue under direction of their faculties the special courses prescribed for such degrees, passing examinations on them, and Swarth- more in 1884-85 is to follow the same rule as respects the master’s degree. For statistics of all these colleges reporting, see Table IX of the apjiendix; fora summary of their statistics, the report of the Commissioner preceding. INSTITUTIONS FOR THE SUPERIOR INSTRUCTION OF YOUNG WOMEN. Lebanon Valley, Ursinus, Thiel, Monongahela, Allegheny, Westminster, andSwarth- inore Colleges, with the University at Lewisburg, continued in 1883-’84 to admit .young women, Lewisburg having a special institute for them, while the University of Pennsylvania opens to them as to others the free courses of lectures on literary and scientific subjects above referred to. The names of 16 colleges and schools especially for the instruction of young women appear on the list of this Office. Most of these show a fair grade of studies for their kind, while some provide studies of a collegiate character. Among these the palatial school at Ogontz, near Philadelphia, which cost its liberal donor, Mr. Jay Cooke, $1,000,000, well merits special mention, alike for its beautiful accommodations and surroundings and for its excellent school work; while to this is to be added an elegant and admirable Friends’ College at Bryn Mawr, founded by the late Joseph W. Taylor, of Burlington, N. J., at an expense for grounds and buildings of several hundred thousand dollars and of $800,000 for endowment, the college to be opened in October, 1885. For statistics of such of these institutions as report, see Table VIII of the appendix; for a summary of their statistics, the report of the Commissioner preceding. SCIENTIFIC AND PROFESSIONAL INSTRUCTION. SCIENTIFIC. The Pennsylvania State College, State College Station, has advanced from the Farm¬ ers’ High School of 1859 and the Agricultural College of Pennsylvania of 1862 to a well organized college of technology, with 3 general, 4 technical, and 2 special courses and with provision also for select or partial courses. Under these arrangements it is said to be doing more in the direction of progressive and scientific agricultural in¬ struction than when that was its principal object. Young women are admitted as well as young men, A separate course for ladies is proposed, with more branches of study especially serviceable to them and fewer mathematical and scientific studies than in the present courses. Military instruction is given. Farmers’ institutes are held annually in January and February to meet the wants of progressive farmers. Its agricultural experiments are published in regular bulletins. The principal income is from the proceeds of the sale of public lands donated to the State by the General Gov¬ ernment. For statistics of it, see Table X. In 13 of the other colleges, in the 2 years under review, general scientific courses of 3 and 4 years continued, while the Western University of Pennsylvania, the Pennsyl¬ vania Military Academy, Lehigh University, Lafayette College, and Swarthmore Col¬ lege gave special and thorough training in civil, mechanical, and mining engineering, with chemical and metallurgical instruction, in 4-vear courses. Haverford College offers instruction in these studies as electives. At the Towne Scientific School of the University of Pennsylvania, the course in these studies is of 5 years and appears to be exceptionally thorough. The Wharton School of Finance and Economy, in its fourth year in 1883-’84, continues to provide for young men special training in modern finance and economy. The course of study extends through 2 years for properly prepared students and corre¬ sponds in time and quality with the last 2 years of a fair scientific course. The Wagner Free Institute of Science, Philadelphia, continued in 1883 its useful work of helping forward persons desiring to fit themselves for industrial pursuits. Instruc¬ tion was given in 2 annual courses of free lectures. The natural sciences formed the distinguishing feature of the course, but the institute aimed to give a liberal educa¬ tion, including various branches of literature and the arts.1 Girard College for Orphans, in the same field of work, trains at least a part of its boys in the use of tools and in the first steps in mechanics, as may be seen further on. A mining firm at Drifton, Lucerne County, reported in 1883 the continuance of an Industrial School for Miners and Mechanics, aiming to fit its pupils to be good mechanics and overseers of mines. Attendance for the year, 29 preparatory and 81 other pupils. The course is meant to cover 3 years, but attendance is irregular. For statistics of the above schools, see Table X of the appendix ; for a summary of those statistics, the report of the Commissioner preceding. 1 In consequence of the death of Mr. Wagner further information is wanting, except that the insti¬ tute will be continued and that its endowment is made sure. 238 REPORT OF THE COMMISSIONER OF EDUCATION. PROFESSIONAL. Theology .— In Table XI of the appendix tbe statistics and cburch connection of 17 theological schools and departments in the State may be found ; also, a summary of such statistics in the report of the Commissioner preceding. These schools and depart¬ ments generally require, as a preparation for their 3-year courses, at least an academic and, if possible, a collegiate course ; that of Lincoln University (for colored youth), with a regular 3-year course, has a special English course for non-graduates. The Moravian school, Bethlehem, shows still only a 2-year course following a semicol- legiate one of 4 years. The Theological Seminary of St. Charles, Philadelphia, and the Augustinian College of Villanova, near that city, include academic and col¬ legiate studies with the theological, carrying them on together. Dickinson College does nearly the same, combining the Hebrew of the Old Testament and the Greek of the New with its collegiate course, for such students as wish to prepare for the min¬ istry. Allegheny College, heretofore reporting a similar arrangement, seems to have dropped it, as it does not appear in the college catalogue for 1883-’84. Law continued to be taught for the two years under review in the law department of the University of Pennsylvania, in a course of 2 years, with terms of 4 months each year. Instruction is given mainly in lectures, on which students are frequently examined, and in moot courts. Graduates are admitted to practise in the courts of common ideas and in the orphans’ court in Philadelphia. Medicine. — The representatives of the “ regular” school of medicine continued to be the medical department of the University of Pennsylvania, Jefferson Medical Col¬ lege, the Medico-Chirurgical College of Philadelphia, and the Woman’s Medical Col¬ lege of Pennsylvania, all in Philadelphia and with good courses of 3 collegiate years, ample teaching force, and, except Jefferson and the Woman’s College, with high requirements for admission. The courses in all but Jefferson are graded, and Jeffer¬ son recommends such a course, but does not require it ; while both the university school and the Woman’s College recommend a 4-year graded course. The university, besides its regular school, has both an auxiliary and a graduate school for such as wish to extend their studies beyond the regular course into the science of medicine, or into its pathology and bed-side practice. There is also in Philadelphia a Polyclinic School of Medicine with the same aims. The homoeopathic school was represented, as before, by the Hahnemann Medical College, Philadelphia, with 18 instructors, a required 2-year course of 21 weeks annu¬ ally, a recommended 3-year course, and high requirements for admission. Dentistry. — The Pennsylvania College of Dental Surgery, the Philadelphia Dental College, and the department of dentistry of the University of Pennsylvania, all in Philadelphia, continue their courses of 2 years of 20 weeks each, the course in the last being a graded one. Pharmacy. — Philadelphia and Pittsburgh each report, as in former years a College of Pharmacy, with 2-year courses of 20 weeks each, designed to follow a 4-year ap¬ prenticeship with some reputable apothecary. Veterinary. — The University of Pennsylvania, in 1883-’84, so far progressed in the establishment of a department of veterinary medicine as to purchase ground, f rect a building, with large rooms for dissection and laboratory work, stables for hospital use, and had so nearly completed its faculty that the formal opening of the department was announced for September, 1884. For statistics of medical, dental, and pharmaceutical schools, see Table XIII of the appendix; for summaries of their statistics, a like table in the report of the Commis¬ sioner preceding. SPECIAL INSTRUCTION. TRAINING IN ART. The Pennsylvania Academy of Fine Arts , Philadelphia, admits both sexes, but has separate life classes for men and women in sketching, painting, and drawing and in the study of the antique. The Philadelphia School of Design for Women aims to qualify young women for the application of art to the common uses of daily life. The subjects taught are design¬ ing, modelling, lithography, painting, architecture, wood engraving, china decora¬ tion, and the tasteful shaping and adorning of manufactured articles. The school has an annual grant from the State in aid of its work and receives 15 free pupils from the grammar and normal schools of Philadelphia each year. The School of Industrial Art attached to the Pennsylvania Museum offers instruction in wood carving, drawing, and the study of color. Day and evening classes, open to both sexes, are under a principal and assistant instructors. The Philadelphia School of Art Needlework gives instruction in painting, preparation of designs, art needlework, &c. The Drawing School of Franklin Institute , Philadelphia, in 1882-’83, made gratifying progress in effectiveness of instruction and number of pupils. The pupils at the spring PENNSYLVANIA. 239 term numbered 192; those at the winter term, 184. There was a slight falling off in the attendance of 1884, the spring term enrolment being 166; that of the winter term, 178. The school was divided into seven classes, oner teacher for each class. TRAINING FOR USEFUL INDUSTRIES. Girard College for Orphans , opened in 1848 with 100 boys, had in 1883 an enrolment of 1,105; in 1884, of 1,132. Besides the branches of a common English education the more advanced pupils are instructed in algebra, book-keeping, drawing, chemistry, geometry, natural history, navigation, surveying, trigonometry, French, and Spanish. Technical instruction was introduced in 1882, and the results of the experiment were so satisfactory that in the following year the board caused to be erected a new build¬ ing supplied with steam and fully equipped with all necessary machinery, tools, &c., at a cost of $93,000. Three hundred of the older and more advanced pupils attend this department an average of 5 hours each week and are taught to work in metals and wood under skilful and experienced teachers. Only poor white orphan boys between the ages of -6 and 10 years are admitted. They are boarded, clothed, and educated at the expense of the college fund, and, by the will of the founder, are bound out between the ages of 14 and 18 years. The officers of the institution are 4 professors and 32 teachers, and the household is under the care of a matron, an assistant matron, 12 prefects, and 14 governesses, who have the care of the boys when not in school. Corporal punishment is only administered in extremo cases. The Spring Garden Institute, Philadelphia, in 1882-83 considerably improved its means of instruction by the equipment of a pattern shop, by the introduction of new desks for its drawing schools, and by the development of its mechanical handiwork department through the aid of a naval officer detailed for the purpose by President Arthur. The pupils in its drawing schools that year numbered 472 ; in its handiwork schools, 181 ; while 9,030 books were loaned from its library, which had 22,042 readers. In 1883^84 instruction was given to 826 pupils, 595 of them in the drawing schools and 231 in those for mechanical handiwork, 140 of the whole number being day scholars, the remainder in evening classes. Large facilities for vise work, lathe work, pattern making, and elementary steam engineering are afforded. INSTRUCTION IN COOKERY. The New Century Cooking School, Philadelphia, was started by the New Century Club, apparently in 1881-82, to teach young women who might afterwards have charge of homes how to prepare viands, both palatable and nutritious, yet cheap. It was conducted for two years under the auspices of the club, and then the expensive classes were assumed by the teacher, Mrs. S. T. Rorer, as a business enterprise, the club retaining the cheap classes, which were incorporated with other evening classes for working women at 1112 Girard street. The success of the school in its useful line of training is attested by high authorities, well cooked and palatable dinners having been prepared at a cost of from 9 to 12 cents for each participant and publicly tested with high approval. EDUCATION OF THE DEAF AND DUMB. The Pennsylvania Institution for the Deaf and Dumb , Philadelphia, with a principal and 28 teachers, in 1883 had^ under instruction 436 pupils, of whom 184 were girls. The institution was founded in 1820, since which time 2,079 pupils have received in¬ struction and 15 graduates have become teachers in similar institutions. Common school studies were pursued. Articulation was taught to a class of 74 pupils. The employments pursued were dressmaking, shoemaking, and tailoring. The School for Ch'al Instruction, Philadelphia, a branch of the Pennsylvania Insti¬ tution for the Deaf and Dumb, reported 46 boys and 28 girls, under 8 instructors, in 1883. Articulation, lip reading, and the English branches were taught. Another branch is for the training of teachers of the oral method. The Western Pennsylvania Institution for the Deaf and Dumb, Wilkinsburg, founded in 1876, reported 120 pupils, under 7 instructors, in 1882-’83. Articulation and the common school branches were taught. State appropriation for the year, $26,700 for maintenance and $60,000 for buildings. Gifts were received during the year to the amount of $20,000 in land for sites and $55,000 in money for building purposes. Buildings were just completed at the date of the return (September, 1883), at a cost of $150,000. The Pennsylvania Oral School for Deaf and Dumb, Scranton, under the control of the city board of education, was founded in September, 1883, and reported 10 boys and 10 girls, under the instruction of Miss Emma Garrett, the originator of the School for Tal Instruction in Philadelphia. Articulation was taught to all the pupils. EDUCATION OF THE BLIND. The Pennsylvania Institution for the Instruction of the Blind, Philadelphia, in 1883 had 155 inmates from Pennsylvania, 12 from New Jersey, and 2 from Delaware, under 240 REPORT OF THE COMMISSIONER OF EDUCATION. 10 teachers of school studies, 11 of music, and 12 of employments. The pupils were taught the common and higher English branches, with German and vocal and instru¬ mental music; also, the usual industries practicable for the blind and useful in self support. Tho library contained 1,250 embossed books and 1,000 others. State-* appropriations for 1883 were $43,500 from Pennsylvania, $3,087 from New Jersey, and ' $793 from Delaware; from private pupils, $600. Value of all property belonging to the institution, $206,000. Indus! rial training was given to nearly 100 in the Pennsylvania Working Home for Blind Men in 1883. Of the Pennsylvania Industrial Home for Blind Women, Phila¬ delphia, no statistics are given in the report of the board of public charities. EDUCATION OF THE FEEBLE-MINDED. The Training School for Feeble-Minded Children, Elwyn, for 1882-’83 reported 396 children, 203 of them supported wholly or in part by the State, 61 by the State of of New Jersey, 2 by Delaware, 18 by the city of Philadelphia, 81 by parents or guar¬ dians, 1 by the soldiers’ orphans’ fund, and 30 free. The industries taught are mat¬ tress and shoe making, caning, farm and garden work, sewing, and general house- , work. The appliances of the schools and the facilities for training to usefulness in ( the shops and kitchens and on the farm were steadily increasing. INDUSTRIAL AND REFORMATORY TRAINING. The Pennsylvania Reform School , formerly House of Refuge of Western Pennsyl¬ vania, Morganza, was established in 1854 for the care and training of juvenile offend¬ ers. All property belonging to the institution, consisting of over 500 acres of land, a substantial building, sufficient for the accommodation of 350 inmates, with work¬ shops, &c., was conveyed to the State in 1878 and is now under its control. Light saddlery and carpet weaving are the chief industries, which, with shoemaking and the necessary farm and garden work, afford the boys useful employment in summer and winter, while the girls are instructed in domestic employments, the laundry work of the entire institution being performed by them. The inmates are required to attend school 4| hours each day. There were 284 boys and 62 girls in the institu¬ tion in 1883, of whom 36 boys and 12 girls were colored. The House of Refuge, Philadelphia, established in 1826 for the purpose of properly training wayward children, is supported by aid from the State and from the city of Philadelphia, by labor of the children, and by contributions. The average daily num¬ ber in the institution is not often less than 500 and the total number frequently reaches 700. January 1, 1884, there were 729. The estimate of the earnings of the inmates is about $12,000 annually. The children are required to devote 3 hours of each day to school duties, which include common English studies, with music. The hours given to labor in the shops are 4£ each day, employment being largely relied on as a correctional agency. The industries for the boys include brush making, wreaving, and knitting, tasks being set, but the boys are paid for extra work. Laundry and housework are performed by the girls. TRAINING OF INDIAN YOUTH. The Indian Industrial School, Carlisle, reports through its superintendent 239 boys and 122 girls connected with the school at date of the report for 1882-’83. To these were added, in 1883-84, 139 boys and 69 girls, making a total of 569. Of this whole number 194 were within the year returned to the Indian agencies from which they came and 6 died, leaving 369 connected with the school. Of those returned to agencies 8 went into western schools of their race as employes, and good reports were received from all but 2 ; others that went home were employed at the last accounts in schools at the agencies and in new schools away from these. Of those remaining at the school, 27 girls were transferred, at the instance of the Commissioner of Indian Affairs, to the Lincoln Institution, Philadelphia ; 44 girls and 173 boys were placed in families and on farms, and of these about 110 were to remain away during at least the winter of 1884-’85 to attend the public schools or receive instruction from the families in which they were under training. By far the greater part of those placed out were well reported of by those to whom they had been committed, and in this mingling of Indian youth with whites in the ordinary work of school, home, and farm the superintendent of the Carlisle school thinks that a practical solution of the difficulties of civilizing the Indians may be reached, especially if the General Government should grant to Indians the privilege of citizenship. J The system of half a day in the schoolroom and the other half in work in the( shops, sewing room, and laundry was continued, with increased advantages, through the liberality of a friend of „the, school, an alternation of work and study being found to produce the best effects. PENNSYLVANIA. 241 TRAINING OF NURSES. Training schools for nnrses are found in connection with the Woman’s Hospital and Blocklcy Hospital, Philadelphia. For statistics of these aud any others reporting, see Table XVII of the appendix, and for summary of the same, the report of the Commis¬ sioner preceding. EDUCATIONAL CONVENTIONS. PENNSYLVANIA TEACHERS’ ASSOCIATION. This association held its twenty-ninth annual meeting at Williamsport July 10-12, 1883, President N. C. Schaeffer, of Kutztown Normal School, in the chair. There was a total attendance of 450 members, 8 of whom were from other States. Dr. Schaeffer, in his inaugural address, took for his subject “The training of the will,” and said that success in life depended more on the will than on the intellect. Scholarship must sometimes beg for bread, because it is crippled by a defective will. The man of fine intellect without will power is like a locomotive without steam, helpless, even if on the right track ; but a strong will needs the guiding light of intelligence to direct its energies. Superintendent MacAlister, of Philadelphia, said that at all hazards, by persuasion or compulsion, the whole people, American and foreign, black and white, must be educated for citizenship, and the common school is the instrument provided, for the purpose. The great need of our educational system to-day he held to be sim¬ plification, unloading school courses of superfluities that make them heavy, and mak¬ ing sure of reading, writing, and arithmetic. Among the other subjects brought be¬ fore the association were “ Heading in our public schools,” “ Our normal schools and their defects,” “ Indian education,” “ Culture derived from science,” “ Scientific tem¬ perance in our public schools,” “Defects in our system of graded schools,” “The principles and philosophy of teaching,” and “The next step.” State Superintendent E. E. Higbee took for the subject of the closing address the three great factors, the common schools, academic and collegiate institutions, and professional or technical schools. The association held its thirtieth annual meeting at Meadville, July 8-11, 1884, with 450 members present, President S. A. Baer in the chair. The subject of the president’s inaugural address was “ Education and labor,” showing that labor is the source of all wealth and prosperity. The speaker strongly advocated physical train¬ ing, as every measure of strength added to the arm of the laborer adds to his efficiency and happiness. He said much could be done in the public schools in the way of mus¬ cular development, and that we want a regular system of physical training, from a scientific standpoint, with the view of developing symmetry of form and strength of body. A paper on “Temperance in public schools,” forwarded by the Woman’s Christian Temperance Union, was read, and among the subjects which followed were “ The new education,” “ Education at the South,” “ Boys and girls, or the pendulum of life,” “ Light and sight,” and “ Literary spirit in our schools.” The closing ad¬ dress was delivered by State Superintendent E. E. Higbee, entitled “Minister of edu¬ cation.” The papers and addresses at both these meetings were so generally interesting and effective that it is with regret they cannot be more fully reported here. The full re¬ ports of them in the Pennsylvania School Journal for September, 1S83 and 1884, will be found well worthy of perusal. CHIEF STATE SCHOOL OFFICERS. Hon. E. E. Higbee, State superintendent of public instruction, Harrisburg. [Term, April, 1881, to April, 1885.] Henky Houck, deputy superintendent. 16 E 242 REPORT OF THE COMMISSIONER OF EDUCATION. RHODE ISLAND. SUMMARY OF EDUCATIONAL STATISTICS. POPULATION AND ATTENDANCE. Youth of school age (5-15) . Different pupils in public schools . Average number belonging . Average daily attendance . Per cent, of total enrolment to youth of school age. Per cent, of average daily attendance to total enrolment. Per cent, of average daily attendance to youth of school age. Enrolled in evening schools . Enrolled in private and church schools . Enrolled in all schools . SCHOOLS. Towns in the State . Public school-houses in towns . Graded schools reported . Ungraded schools reported . Whole numbor of public day schools. Average time of schools, in days . Number of evening schools . Number of evenings held . TEACHERS. Men teaching in public day schools.. . Women teaching in such schools . Whole number of different teachers.. . Number of teachers from academies, high schools, and colleges. Number from normal schools . Teachers in evening schools . FINANCIAL STATEMENT. Whole expenditure for public schools. Available permanent school fund . Valuation of public school property .. Average monthly pay of men teaching. Average monthly pay of women . 1882-83. 1883-’84. Increase. Decrease. 58, 399 58, 858 459 42, 671 45, 641 2,970 31,579 34, 122 2, 543 28, 553 30, 747 2, 194 73. 07 77. 54 4. 47 66. 90 67.37 .47 48.89 52. 24 3. 35 3,257 3, 614 257 7, 680 7,944 264 53, 708 57, 199 3, 491 36 36 453 453 548 560 12 294 290 4 842 850 8 184 184 28 27 1 70 64 6 177 185 8 953 1,036 83 1,130 1,221 91 690 741 51 285 310 25 173 184 11 4647, 315 4636, 542 $10, 773 255, 510 255, 510 1,949, 503 2, 099, 285 $149, 782 677 93 6/9 95 2 02 643 30 643 31 01 a This whole expenditure includes $18,705 for evening schools in 1882-’83 and $17,832 in 1883-84. &Pay of evening school teachers ($1.32 to $1.36 for males and $1.04 to $1.06 for females each evening) not incladed. (From reports of Hon. Thomas B. Stocliwell, State commissioner of public schools, for the two years above indicated, with returns from the same.) STATE SCHOOL SYSTEM. GENERAL CONDITION. The statistical summary for lSSS-^, presenting a pleasing contrast to that of the previous year, shows that with an increase of only 459 in school population there were 2,970 more enrolled in the public schools and 2,194 more in average daily attendance, RHODE ISLAND. 243 with 91 more teachers, a large proportion of them with normal school, high school, or collegiate training. There was also some increase in the attendance upon evening and private schools. This improvement was doubtless brought about in great meas-] ure by ihe compulsory education law, noted further on. In 1883-’84 schools were taugl t 184 days in 969 rooms for study and recitation, an increase of 40 rooms. Even¬ ing schools were open 64 evenings during the year and 145 pupils enrolled in them also attended the day schools. The value of public school property increased, expendi¬ tures dimiuished, and the pay of teachers remained about the same. ADMINISTRATION. The general supervision of the public schools is vested in a State board of educa¬ tion; a State commissioner of public schools, chosen annually by the board, acts as its secretary The school committee of each town consists of 3 residents of the town elected 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 be appointed by the school committee. For each district 1 or 2 trustees may be elected annually by the people. The public schools are free to all resident citizens of the State without regard to age, race, or color. The system includes the education and training of deaf-mutes, of the blind, and of the feeble-minded. Any one employing a child under 15 years of age in work that prevents attendance upon school is subject, as well as the parent or guardian of the child, to a penalty of §20 for each offence. Corporal punishment is permitted in the public schools, but is seldom inflicted. Any child between the ages of 6 and 16 years convicted of habitual truancy may, at the discretion of the court, be lined $20 or committed to the industrial school in the city of Providence. SCHOOL FINANCES. To support public 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 com¬ missioner of public schools, the money to be used for the payment of teachers only. No to wn may receive any part of the State appropriation unless it raises by tax for the support of public schools a sum equal to the amount it receives from the treasury for this purpose. There is an annual appropriation of $3,000 to purchase works of ref¬ erence and other apparatus for the schools. Means for the maintenance of evening schools are also provided. Towns may vote such additional sums as they deem nec¬ essary for the support of schools, purchase of sites, erection and repair of school-houses, and maintenance of school libraries. Any town having established a free public library may, by vote of electors therein, appropriate 20 cents on each $1,000 of its ratable property for the support of such library; also, the State board may make an appropria¬ tion annually, at the rate of $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 pub¬ lications and providing lectures on educational topics and other means of promoting education. NEW LEGISLATION* A new compulsory school law went into effect October 1, 1883, looking toward the correction of absenteeism and truancy. The responsibility for non-attendance at school is placed upon the parent or guardian ; for truancy, upon the truants themselves. All children 7 to 15 years old are required to attend school at least 12 weeks in each year, 6 of which must be consecutive ; if found guilty of habitual truancy they must be sent to the Sockanosset School for Boys or to the Oak Lawn School for Girls, at Cranston, for a period not exceeding two years. Truant officers are appointed annually to notify offending parties of the offence committed and the penalty therefor, and if they can secure satisfactory pledges for proper compliance with the law they may forbear to prosecute so long as such pledges are kept. A law enacted April 24, lfc84, requires all school committees to make provision for instructing pupils in all public schools in physiology and hygiene, with special reference to the effects of alcoholic liquors, and other stimulants, and narcotics upon the human system. SCHOOL SYSTEMS OF TOWNS WITH 7,500 OR MORE INHABITANTS. ADMINISTRATION. This is by school committees of 3 or more members, divided into 3 classes, with annual change of one-third, and by a superintendent chosen by the people or the committee. 244 REPORT OP THE COMMISSIONER OF EDUCATION. STATISTICS, a l882-’83. Cities and towns. Population, census of 1880. Children of school age. Enrolment in public schools. Aver a ge daily at¬ tendance. Number of teachers. Expendi¬ ture. Lincoln . 13, 765 3, 306 2, 566 1, 312 41 $23, 125 Newport . . . 15, 693 3, 519 2,013 1, 486 46 46, 723 Pawtucket . 19, 030 4, 603 3, 484 2, 168 56 72, 904 Providence . . 104, 857 22, 062 615, 427 10, 758 310 279, 224 Warwick . . . 12, 164 2, 537 1,963 1, 179 35 13, 858 Woonsocket . . . 16,050 3,679 2, 171 1, 315 47 25, 249 1883-’84. Lincoln . 13, 765 3, 613 3, 076 1, 541 47 21,327 Newnort . 15, 693 3,414 2, 003 1,541 45 45, 948 Pawtucket . 19, 030 4,914 3, 592 2, 443 65 67, 279 Providence . 104, 857 21, 676 16, 814 11,716 344 292, 263 Warwick . 12, 164 2, 615 2,412 1,257 37 12, 589 Woonsocket . 16, 050 3, 736 2, 351 1,387 46 26, 493 a The above statistics (except the population) are taken, for uniformity, from the State reports for 1883 and 1884. The figures are for the school year closing in March of each year, with the exception of those showing the enumeration of children of school age, which are only brought up to December of each year. The figures from written returns, differing at some points from these, may be found in Table if of the appendix. 6 A return gives 13,140. ADDITIONAL PARTICULARS. Lincoln during 1882-’83 was reported to lie in the front rank of towns having a large percentage of children not attending school and its school committee urged a ready compliance with the new law relating to compulsory education. The report for 1884 says this law has been accepted in good faith ; truant officers have been chosen and have attended to their duties. Besides the number attending public schools, there was reported in Roman Catholic and select schools a sufficient number to make about 72 per cent, of the school population under instruction during tho year in all schools. Newport for 1883-’84 reports 12 school buildings, with 45 rooms and 2,447 sittings for study, all valued at $151,939. The schools were taught 196 days by 8 men and 51 women, including 2 special teachers of music and drawing. The system embraced primary, intermediate, grammar, high, evening, ungraded, and Kindergarten schools. Particular pains are taken to give systematic instruction in morals and manners, suitable reference books upon the subject being placed upon each teacher’s desk. The high school course covers 4 years and includes Greek, Latin, French, German, and higher English ; pupils enrolled in. it during the year, 139, an increase of 6 over the preceding year. Pawtucket in 1883-84 reported that two new public school buildings wefe erected during the year and one enlarged, at a cost of $2:4,175. The schools continued to be primary, intermediate, grammar, and high and were taught 197 days by 23 men and 67 women, with 1 special teacher of music. The 5 evening schools had 667 hoys and 312 girls, and were open, with one exception, for 14 weeks. The number of pupils was greater than ever before. The evening drawing school was well attended and did excellent work. As there were reported 30,994 days of absence and 5,519 cases of tardiness, the superintendent recommends the appointment of a truant officer and the enforcement of the new compulsory education law ; he further urges that the physical training of children be confined to the home, so as not to interfere with the 5 hours specially ap¬ propriated to study, and that in place of some of the higher school training atten¬ tion be directed to subjects connected with industrial and mechanical pursuits. Providence in 1883-’84 reported that the schools were taught 200 days, a special teacher of music was employed, and evening schools were maintained, with a total registration of 2,043 and an average belonging of 1,272, at a cost of $12,207. Rev. Daniel Leach, since 1855 the faithful superintendent of the city schools, retired at the close of the school year 1883-84, and in the session following the school com- RHODE ISLAND. 245 mittee secured the services of Hon. Horace Tarbell, former State superintendent of the schools of Michigan and for several succeeding years superintendent of the city schools of Indianapolis, Ind. Warwick in I88&-’83 had 18 graded and 10 ungraded public schools, the average length of term beiDg 9 months and 2 days. Of the 35 teachers employed in public schools, 13 were educated at academies or high schools, 15 at normal, and 7 in com¬ mon schools. The statistics for 1883-’84 show an increase in the public school enrolment and a decrease in the number not attending any school. The public school term was 9 months and 5 days, a slight increase, and the average monthly pay of teachers was about $1.50 more than in 1882- 83. Woonsocket in 1883-84 reported 14 school buildings, with 36 rooms for study, val¬ ued, with all other school property, at $146,470. The schools were taught 193 days and are graded as primary, grammar, and high. The superintendent urges that a special teacher of music be employed to give instruction in all these schools ; also, that more attention be given to training in morals and manners. Corporal punish¬ ment is administered less frequently, and the best teachers, as a rule, resort to it least. PREPARATION AND QUALIFICATIONS OF TEACHERS. STATE REQUIREMENTS FOR CERTIFICATES. Teachers must give satisfactory evidence of having a thorough knowledge of com¬ mon English branches, the examination being conducted by the school committee, who test the capacity of applicants to teach any grade of school. In granting cer¬ tificates some reference maybe had to the condition and wants of the particular schools for which the candidates are presented. Teachers must also be qualified to govern and to impart instruction. STATE NORMAL TRAINING. The State Normal School, Providence, requires for admission an examination in the common English branches, except in the case of high school graduates. A 3-year course of instruction, to take the place of the 2-year course, was adopted in 1884, in which English sttidies are pursued. An advanced course is also offered, including Greek, Latin, French, German, mathematics, and natural sciences. The public schools of Providence furnish to students in the senior class opportunity for observa¬ tion and practice teaching. Tuition is free to pupils who intend to teach in the pub¬ lic schools of the State. The whole number of students in 18S3-*84 was 160 ; gradu¬ ates, 9. Several improvements were made in the arrangements of the school building to in¬ crease the comfort and convenience of pupils. More time than previously had been given to music, and with satisfactory results, a number who had supposed that they possessed no musical ability have found that the subject was within their grasp. The State commissioner reports the school in excellent condition. Certain modi¬ fications made during the year in the course of study had resulted in a decided im¬ provement of the health of pupils. The attendance was never so good as during the year under review. TEACHERS* INSTITUTES. The State provides institute training for teachers by appropriating $500 annually for that purpose, the institutes to be under the direction of the commissioner of pub¬ lic schools. Two very successful institutes were held during l883-*84, one at New¬ port, designed especially for the teachers of that county ; the other at Wakefield, for Washington County. At the first named, every town in the county but one was represented ; at the last, every one, and an unusual degree of enthusiasm was man¬ ifested. SECONDARY INSTRUCTION. PUBLIC HIGH SCHOOLS. Schools of this class were reported at Bristol, Newport, Pawtucket, Providence, Reading, Warren, Woonsocket, and other places. The Rogers High School, Newport, enrolled 139 pupils in 18b3-*84, an increase of 7 over the preceding year. The instruc¬ tion here in Greek, Latin, mathematics, and physics, includes all that is required for admission to the best colleges. The school at Westerly was larger in 1883-’84 than ever before, having increased 55 per cent, in 3 years, and that at Warren has never done more practical work than during that year. South Kingston reports her high school to be gradually gaining ground and to have already become one of the 246 REPORT OF THE COMMISSIONER OF EDUCATION. indispensable institutions of the town, and. Woonsocket lias a bigli school which is justly said to be the pride of its citizens. OTHER SECONDARY SCHOOLS. For statistics of business colleges, private academies, and schools preparatory to college, see Tables IV, VI, and VII of the appendix to this volume. SUPERIOR INSTRUCTION. BROWN UNIVERSITY. Brown University, Providence, for young men only, presents 3 courses of 4 years each, the first leading to the degree of a. b. and the second and third to that of pn. b., one of these including Greek or Latin. Students may pursue a select course without entering as candidates for a degree. The university in 1883-84 had an enrolment of 248 students, under 20 instructors. The degree of a. b. was conferred ux>on 46 grad¬ uates ; that of ph. B., on 7 ; and that of a. m., on 18 graduates of former classes. Benefactions received from April, 1883, to February, 1885, were $50,000 from the ex¬ ecutors of Gardner Colby, of Newton, Mass. ; $12,500 from the estate of Hon. H. B. Anthony, of Providence; $1,000 from the estate of William Latham, of Bridgeport, Mass. ; about 14 acres of land from Mrs. Metcalf, valued at $75,000 ; and a subscription of $50,000 for repairing university hall. Whole amouut, $188,500. The president reports that it is every day becoming more and more apparent that a larger number of electives should be offered, especially in branches of natural sci¬ ence and modern languages ; also, that greatly enlarged accommodations should be provided for those wishing to take advanced courses in applied science, the numbers of such students being greatly in excess of the capacity of the college. He says, further, that the freshman class entering in 1884 included an unusual number of can¬ didates for the degree of b. ph., constituting, in fact, more than one-fourth of the candidates for degrees, not one of whom took Greek and only a few Latin. The pro¬ portion of candidates for this degree in the graduating class of 1884 was only one- ninth, and this difference, it is thought, shows plainly the drift of public sentiment towards what is called a more practical education. SCIENTIFIC AND PROFESSIONAL INSTRUCTION. SCIENTIFIC. The departments of practical science in Brown University still continued in 1883-’84 to afford special preparation in the mechanical and physical sciences and their ap¬ plication to the industrial arts. The regular course in civil engineering covers 4 years, but a longer or shorter one may be pursued, according to the wants and abili¬ ties of students. The course in agriculture includes chemistry and physics, botany, physiology, zoology, comparative anatomy, and special lectures in agriculture. PROFESSIONAL. No professional schools were reported in the State in 1883-’84. SPECIAL INSTRUCTION. EDUCATION OF THE DEAF. The Rhode Island School for the Deaf, Providence, founded in 1877, is under the control of the State board of education; it had during the year 1884 a total at¬ tendance of 12 boys and 18 girls. The more advanced pupils are taught the higher branches of education, with drawing and painting, but the English language is con¬ sidered of the first importance. Special attention is given to lip reading and articu¬ lation. Tuition is free to residents of the State and provision is made for defraying the expenses of indigent pupils. INSTRUCTION IN ART. The Rhode Island School of Design, Providence, continued to give instruction in freehand and mechanical drawing, painting in oil and water colors, and modelling in clay. Day and evening classes are maintained ; also, a Saturday morning children’s class for those that are in other schools during the. week. The instruction is made RHODE ISLAND, 247 practically useful to mechanics, and includes geometric and perspective drawing; orthographic projection; descriptive geometry; projection of shadows; mechanical, object, model, and design drawing ; oil painting; and china decoration. The number instructed in the school in 1382-83 was: Day pupils, 48 ; evening pupils, 134 ; in the Saturday morning class, 47. STATE HOME AND SCHOOL FOR INDIGENT CHILDREN. In accordance with an act of the general assembly authorizing such action, a, site was purchased in 1884 for a home for neglected children. The site chosen contains 44 acres of land in Providence, with a mansion house, cottages, barn, and other buildings. The school is to be similar in plan and scope to that at Coldwater, Mich., of which the prominent features are the separation of innocent from criminal children and ed¬ ucation in a temporary home by the State, succeeded by permanent homes in families as soon as children are fitted for them. It has been decided to adopt the “cottage plan,” each cottage, fitted up for 25 inmates, to be under the special care and direction of a woman, the “cottage manager; ” the cooking and dining rooms are to be in the central building. The officers in charge of the whole school will be a superintendent and matron. INDUSTRIAL AND REFORMATORY TRAINING. The Rhode Island State Reform School, Howard, established in 1850, received 194 children in the year ending December 31, 1883, and discharged 159, leaving in the school at the end of the year 173 boys (of whom 1(5 were colored), under 14 teachers and other officers. Boys are committed between the ages of 10 and 21, and up to 1883 3,467 had been under instruction and training.bere since the school was founded. The common school branches are taught, with singing and band music, and such in¬ dustries as chair making, gardening, farming, house and laundry work, and tailor¬ ing. A library of 1,400 volumes is connected with the school, 100 books having been added during the year. Expenditure for the year, $29,831. EDUCATIONAL CONVENTION. RHODE ISLAND INSTITUTE OF INSTRUCTION. The thirty-ninth annual meeting of the institute was held in Providence, January 24-26, 1884, Mr. W. T. Peck presiding. The morning of the first day was spent in visiting the schools of the city and the afternoon was given to meetings of the different departments of the institute. In the higher department papers were read on “The natural method of studying history,” “ The teacher and the pupil after graduation,” “The moral and religious element in education,” “Utility in high school work,” “ Wasteof energy,” and “ High school exhi¬ bitions ; ” the prevailing sentiment in all being a desire for more practical and thorough work in the high schools. The importance of encouraging study for its own sake and for the culture and knowledge obtained, rather than to enable the student successfully to pass his examinations, was strongly urged, In the grammar department an essay was read on ‘ ‘ Some of nature’s helps to tea ching,” reference being had chiefly to object lesson methods. Another, on “Cultivation of thought and expression in children,” seemed the complement of the first. Both insisted on such instruction as would arouse independent thought. In the evening, after musical performances by pupils of the high school which showed excellent training, the audience listened to an eloquent address by President Carter, of Williams College, on “ One or two elements of good teaching.” The exercises of the second day were opened by an address from President Peck, entitled “Is teaching a profession?” The next paper, “The teachers in the common schools,” was a continuation of the same topic, as was also the next, entitled “Growth after graduation.” A paper followed on “ Moral training and school government,” by Mr. J. T. Prince, agent of the Massachusetts board of education, and one on “School work” closed the exercises of the afternoon. In the evening the institute was ad¬ dressed by A. O. Bourn, governor of the State, who, after reviewing the changes which inventions and discoveries have made in business and consequently in the require¬ ments of education, closed by urging on teachers the duty of impressing on their pupils a belief in the dignity of labor. An address followed on “ Methods ; ” then came one, largely retrospective, from Rev. J. T. Edwards, D. d., who was president of the institute fourteen years ago ; then Hon. T. W. Bickuell, president of the National Ed¬ ucational Association, discussed the work of that body, referred to the coming meeting in Madison, and gave a cheerful picture of the progress of education throughout the country, especially in the West and South. The final session of the institute was largely attended, the audience including 150 pupils from the public schools. After music by them, Prof. H. E. Holt, instructor of 248 REPORT OF THE COMMISSIONER OF EDUCATION. music in the Boston public schools, gave a lecture, illustrated by a class, showing how children should be taught to think in music. A paper on “The great Northwest” followed, and then one on “ Literature and the schools,” closing the program. Among the resolutions adopted by the association was one affirming the importance of enforcing the truancy law, one urging the necessity for more definite moral in¬ struction in the schools (including the subject of temperance), and another calling for the appointment of a State board of examination for teachers. CHIEF STATE SCHOOL OFFICER. Hon. Thomas B. Stockwell, State commissioner of public schools, Providence. Mr. Stockwell has held the place of supervisor and visitor of the State schools, by annual election of the State board of education, since 1874. SOUTH CAROLINA. 249 SOUTH CAHOLIM. SUMMARY OF EDUCATIONAL STATISTICS. 1882- 83. 1883-’84. Increase. Decrease. POPULATION AND ATTENDANCE. White youth of school age (6-16) ... Colored youth of school age (6-16) . . Whole number of school age . Whites enrolled in public schools ... Colored enrolled in public schools ... Whole enrolment . Average daily attendance . Per cent, of enrolment to school youth Per cent, of average daily attendance to school youth. u 94, 450 «167, 829 a 262, 279 74, 157 98, 938 173, 095 110, 996 66.00 42. 32 84, 028 101,591 185, 619 114, 144 70.77 43. 52 9, 871 2, 653 12, 524 3, 148 4. 77 1.20 DISTRICTS AND SCHOOLS. School districts . Number of schools . Average time of school in days Public school-houses . Houses owned by districts . Houses with grounds inclosed.. Houses built during the year. ., 502 3, 269 80 53,119 893 147 104 508 3, 482 80 63, 254 958 109 121 6 213 135 85 17 TEACHERS. Men teaching in public schools . Women teaching in public schools Whole number teaching in public schools. Number of colored teachers . 2, 000 1.494 3. 494 1,329 2,115 1,569 3,684 1,393 115 75 190 64 FINANCIAL STATEMENT. Whole expenditure for public schools Cost of school-houses built in the year Value of school-houses . Average monthly pay of men . Average monthly pay of women . $389, 834 39, 655 474, 022 26 73 25 04 $423, 473 13, 750 441, 587 26 92 24 73 $33, 639 $25, 905 32, 435 31 a United States Census, 1880. b Returns very imperiect, from the fact that private residences, public balls, and churches are largely used for school purposes and not reported. (From the reports of Hon. Asbury Coward, State superintendent of education, for the two years indicated.) STATE SCHOOL SYSTEM. GENERAL CONDITION. The two years under review present progress in nearly all the vital items relating to the public schools. In 1882-,83 there was an increase of 27,121 in enrolment, of 86 in schools, of 104 in school-houses, and of 81 in teachers, over 1881-’82. Going back a few years, the State superintendent says, the successive waves of increase, each year (with few exceptions) reaching higher, show that the tide of popular feeling in favor of the system is moving well on to the flood. For 1883-84, however, he reports the presence of adverse circumstances in the short and unremunerative crops of 1883, the severity of the winter, the delay and difficulty in planting the crops of the cur¬ rent year, the unusual stringency in money, and the discussion of the policy of Fede- 250 REPORT OF THE COMMISSIONER Or" EVOCATION. ral aid, which revived into active expression all the latent opposition to the common school system of the State. And yet, the statistics show continued progress in enrol¬ ment, an increase of 12,524, gaining 4.77 per cent, over 1882— ’83 ; and in average daily attendance an increase of 3,148, that attendance being 61.49 per cent, of the enrolment. There is also evidence of progress in the fact that there were 6 more school districts, 213 more schools, 135 more public school-houses, 65 more owned by districts, 17 more new ones, and 190 more teachers employed. The relation of the two races to the schools presents an interesting feature. The census of 1880 shows a continuance of the large preponderance of colored youth over the white, noticed in preceding years. This appears again in the enrolment and at¬ tendance of the years under review. In 1882-83 against 74,157 whites eurotled there were 98,938 colored, or 24,781 more colored than white. In 1883-’84 against 84,028 whites there appear 101,591 colored, 17,563 more colored than white. As respects the increase of attendance in the schools, the State superintendent speaks with very reasonable gratification. Assuming that the school population of the State was 283,000 in 1884. he makes the per cent, of enrolment, on that basis, 65.50 of the whole number of school youth. The figures in the preceding table, as may be seen, fairly just ify his est imate, for, with the United States Census number of 262, 279 school youth, the per cent, of enrolment in the State schools was in 1883-84 70.77, which exceeds considerably the like percent, of such highly estimated States as New Jersey, New York, Ohio, Pennsylvania, and Illinois in 1882. Advance to such a point in ed¬ ucational matters in a State so impoverished as South Carolina was at the conclusion of the war is highly creditable. ADMINISTRATION. The general educational interests of the State are committed to a State superin¬ tendent of education, elected by the people for 2 years, and to a State board of exam¬ iners, composed of the State superintendent and 4 others appointed biennially by the governor. Each county has a school commissioner, elected biennially by the people j a county board of examiners, including the commissioner, as chairman and clerk, with 2 others appointed by the State board for 2-year terms. Districts have 3 trust¬ ees, appointed for 2 years by the county boards. The State board of examiners pre¬ scribes the course of study in the free public schools, and also selects a uniform series of text books for use in the same, to continue for 5 years, except in the city of Charles¬ ton. The board also makes rules for the examination of teachers and prescribes a standard of proficiency, which shall entitle applicants to certificates of qualification as teachers. It is the duty of each county commissioner to have general supervision of the schools, school-houses, and school furniture in his county, to aid the teachers in e'fiforts to improve in their profession, and to report to the State superintendent by October 1 in each year, failing to do which last, he forfeits one-fourtli of his pay for that year. When so advised by the county board, he may apportion from the in¬ come of the 2-mill tax $200 to defray the expenses of legally conducted teachers’ insti¬ tutes. County boards of examiners and boards of trustees are required to see that in every school under their care there be taught the usual school branches, with history of the United States and of the State, the principles of the Constitution and laws of the United States and of the State, morals, and good behavior. District trustees are required to provide suitable school-houses for their districts, to take care of school property, suspend or dismiss pupils when deemed necessary, visit the schools, and see that they are kept according to law and with the utmost efficiency. Each county board may limit the school term according to the school fund of his county. County commissioners apportion the income of the school fund among the districts of their county according to the average attendance of the last preceding year. SCHOOL FINANCES. The public schools are sustained from the proceeds of a tax of 2 mills on $1 and a poll tax of $1 on each voter. This fund is to provide for the free education of all youth in the State 6 to 16 years of age without distinction of race or color. PEABODY FUND. In 1883 the State received from the Peabody fund $2,000 for the public schools, $825 for teachers’ institutes, and $1,400 in Nashville scholarships; in all, $4,225. In 1884 there were received from that fund $2,300 for the public schools, $1,000 for teachers’ institutes, and $1,100 in Nashville scholarships ; in all, $4,400. Four vacan¬ cies in the scholarships at Nashville Normal College were filled. NEW LEGISLATION. The following among other changes were made in the school law in 1884 : The salary of the State superintendent was raised $100 and $300 were allowed for clerk hire ; provision was made for the expenses of teachers’ institutes ; county commissioners SOUTH CAROLINA. 251 were allowed travelling expenses while visiting schools, but not to exceed $100 a year ; and an allowance of $3 a day for live clays each year was made for the services of county examiners. SCHOOL SYSTEMS OF CITIES WITH 7,500 OR MORE INHABITANTS. ADMINISTRATION. The public schools of Charleston are governed by a board of 10. commissioners, 6 elected by the people, the others appointed by the governor. The board, as before the act of 1882, chooses a superintendent, and, in other respects, retains its former duties and powers. The city of Columbia, by law of 1880 and subsequent amendments, became a sepa¬ rate school district, with 4 wards, and its public schools were placed under the con¬ trol of a board of 7 commissioners, 4 elected by the people, 1 by the city council from its own number, and 2 unpointed by the governor. The board appoints a superin¬ tendent. STATISTICS AND ADDITIONAL PARTICULARS. Charleston , by census of 1880, had a population of 49,984 ; in 1883 public schools, classed as primary, grammar, high, and city normal, were taught by 100 teachers and had an enrolment of 4,055 and an average daily attendance of 3,662, or 90 3 per cent, of the enrolment. Of those enrolled 2,000 were colored. Superintendent Simons reports few changes, and these mostly iu improvements of school buildings, of which there were 18 in 1883-’84, valued at $138,000. The grades in 4 of the schools were raised, the high school having introduced geometry, chemistry, and astronomy. The Catholics in 1882-83 had 6 parochial schools, with 27 teachers and 1,043 enrolled. These schools are said to be practical and efficient and annually increasing. Columbia , by census of 1880, had a population of 10,036; in 1883-’84, a school popu¬ lation of 2,160; an enrolment of 1,493, being 69 percent, of school youth ; an average daily attendance of 864, being 57.87 per cent, of enrolment. Schools are classed as primary and grammar. For these there were 19 teachers, 3 school buildings, with 857 sittings, less than the average daily attendance; but 160 additional sittings were provided during the second term. School property was valued at $29,944. The schools were in session as free schools but 7 months, the public money being then ex¬ hausted. They were continued 2 months longer by subscription, thus making a full session of 9 months. Estimated enrolment in private and parochial schools, 150. PREPARATION AND QUALIFICATIONS OF TEACHERS. STATE REQUIREMENTS FOR TEACHERS’ CERTIFICATES. Any person passing a satisfactory examination by the State board of examiners re¬ ceives a certificate entitling him to teach in any free public school in the State for 2 years, which may be renewed with or without examination, at the discretion of the board. County boards of examiners are required annually to examine candidates for teaching, and to give to each found qualified a certificate setting forth the branches he or she may be capable of teaching. No teacher may be employed in any of the free public schools without a certificate from either a county or the State board of exam¬ iners or from one of the faculties of the State normal institutes, the last being valid for 3 years. To such students as have attended three normal institutes, diplomas of authority to teach in the State without further examination may be granted. STATE NORMAL TRAINING. There are two State normal institutes, one for white, the other for colored teach¬ ers. The South Carolina State normal for white teachers held its fifth annual ses¬ sion at Spartanburg July 15 to August 14, 1884. The program embraced nearly all the subjects of public school instruction, and a model school with 9 instructors was provided. The work is said to have been done with ability and success. There were enrolled 227, of whom 146 were teachers and 81 were preparing to teach. The annual session of the State normal for colored teachers was held at Orange¬ burg July 2-29, 1884, with an enrolment of 63 teachers under 6 instructors and a pro¬ gram similar to that of the white institute, this also had a model school. At Clafiin University, Orangeburg, one of the three institutions that go to form the University of South Carolina, the 3-year normal course for colored students, noticed in former reports, was continued, with an attendance of 100 pupils in both 1882-83, and 1883-’84. OTHER NORMAL TRAINING. There were 5 other normal schools and departments reporting in 1883-84 : The normal department of Schofield Normal and Industrial School, Aiken; the Avery Normal Institute, Charleston, sustained by the American Missionary Association (Con- 252 REPORT OF THE COMMISSIONER OF EDUCATION. gregational) ; the normal department of Brainard University, Chester, sustained by the Presbyterian Board of Missions for Freedmen ; the normal department of Allen University, Columbia (African Methodist Episcopal), and Fairfield Normal Institute, Winnsboro’, the last sustained by the Presbyterian Board of Missions for Freedmen. All these schools are for the training of colored teachers of either sex, with courses of 3 and 4 years. For their statistics, see Table III of the appendix. TEACHERS INSTITUTES. County institutes were held during the year in Abbeville, Chester, Darlington, Edgefield, and Fairfield Counties, Chester and Darlington having each two insti¬ tutes, one for white, the other for colored teachers. SECONDARY INSTRUCTION. PUBLIC HIGH SCHOOLS. The State report for 1883-84 makes no mention of the existence of high schools, giving only the statement that in 1883 4,515 and in 1884 4,721 pupils studied the higher branches. The State superintendent reports a growing feeling in favor of graded schools, awakened by the success of the graded schools of Columbia. Spar¬ tanburg was inaugurating a similar system, as were also the colored people of Orange¬ burg. lie also reports 101 schools of a lower grade than colleges not connected with the public school system, with an attendance of 6,458. Charleston reports two high schools, one of which in 1883 enrolled 327 girls and in 1884 had an average of 275; the other, in 1883, enrolled 167 boys, and in 1884, about the same number. OTHER SECONDARY SCHOOLS. For further statistics of private academic schools, preparatory schools, and prepara¬ tory departments of colleges reporting, see Tables VI, VII, and IX of the appendix; and for summaries of same, the report of the Commissioner preceding. SUPERIOR INSTRUCTION. COLLEGES FOR YOUNG MEN OR FOR BOTH SEXES. The University of South Carolina , as organized in 1880, includes the South Carolina College, Columbia; Claflin University, Orangeburg; and the South Carolina Mili¬ tary Academy, Charleston. The South Carolina College, for educating white young men of the State, reports for 1883-84 a faculty of 13 professors and instructors, with 5 parallel courses, of 4 years each, for degrees, and as many of two years that bring no degree. The degree courses are in (1) classical literature, (2) Latin and modern literature, (3) general science, (4) mechanics and engineering, and (5) agriculture and applied chemistry. The special courses, leading to no degree, are in agriculture, English studies, studies preparatory for medicine and pharmacy, a course for teachers, and one in science. In the 2- year classes there were reported 18 students ; in the 4- year classes, 143, while 8 graduates, 11 students in elective studies, and 22 subcollegiates made a total of 202. The college has a library of 27,000 volumes. Claflin University , for the education of colored pupils of either sex, offers classical and scientific courses of 4 years each, a normal course of 3 years, a college preparatory course of 3 years, and a grammar school course of 2 years. In 1883-’84 there were 11 professors and instructors, with 2 superintendents of an industrial department, and 424 students, of whom 17 were collegiate. South Carolina Military Academy, Charleston, was reopened as a department of the State University October 1, 1882, according to an act passed June 1 of that year. For details, see Scientific and Professsional Instruction, further on. The regular courses of Allen University and of Charleston, Erskine, Adger, and Newberry Colleges are preparatory, of 2 to 3 years, and collegiate, of 4 years, with others noted under normal schools or to be noted under Scientific and Professional In¬ struction, further on. Furman University and Wofford College group their studies under independent schools, the former having 7, the latter 9, embracing the usual col¬ legiate studies. For statistics of the above institutions, see Table IX of the appendix ; for sum¬ maries of the same, see a corresponding table in the report of the Commissioner pre¬ ceding. INSTITUTIONS FOR THE SUPERIOR INSTRUCTION OF WOMEN. Willi amston College, since 1877, has modified its plan of study and differs from most schools of its kind. The college year is divided into 9 sections of 5 weeks each, one of which is devoted to one of the 4 departments in the course of study, each student giving special attention to one principal subject for 5 weeks. Commencement days are dropped, each student graduating on completion of the full course. Instead of prizes SOUTH CAROLINA. 253 or excellence in scholarship, a discount of 10 to 50 per cent, is allowed from the sec¬ tion tuition fee to those whose report for any section averages from 85 to 88, up to 97 to 100. The plan is said to work well, the students unanimously preferring it to the old system. For statistics of 6 institutions for the superior instruction of young women report- ' ing (all authorized by law to confer collegiate degrees), see Table VIII of the ap¬ pendix ; for a summary of same, a corresponding table in the report of the Commis¬ sioner preceding. SCIENTIFIC AND PROFESSIONAL INSTRUCTION. SCIENTIFIC. The South Carolina College of Agriculture and Mechanic Arte , a department of the South Carolina College, is for the education of young white men of the State. It offers courses of general science, mechanics and engineering, and agriculture and chemistry, each of 4 years, and also shorter ones in science and agriculture, each of 2 years. There are 30 acres of land, on which experiments testing different vari¬ eties of cereals and the effects of different fertilizers were in progress, and several hundred varieties of fruit trees and small fruits were planted. The trustees declare their intention to give prominence to the work of this department of the college. The South Carolina Agricultural College and Mechanics’ Institute, at Orangeburg, is for the education of colored students, and has a farm of 150 acres, cultivated largely by student labor, by which many nearly support themselves. It is supported prin¬ cipally by the income from the sale of lands granted by the United States for the en¬ couragement of industrial education. Its scientific course covers 4 years. The me¬ chanical department has been organized by an appropriation from the State fund, and shops with the necessary machinery are soon to be ready. The South Carolina Military Academy, Charleston, groups its studies under five courses of 4 years each: (1) Mathematics and engineering; (2) physical science; (3) history, belles letters, and ethics ; (4) modern languages, and (5) military science and tactics. Each county of the State was entitled for 1882-,83 and 1883-’84 to two beneficiary cadets, to be maintained and educated at the public expense. All stu¬ dents are received on a probation of 3 months; if found unsuitable, they are dismissed. The academic year is from October 1 to August 1, with semiannual and annual ex¬ aminations. For statistics of the above scientific schools, see Table X of the appendix; fora summary of same, the report of the Commissioner preceding. PROFESSIONAL. Theological instruction continues to be given in the Baker Theological Institute, connected with Claflin University, Orangeburg (Methodist Episcopal) ; in the theo¬ logical department of Allen University, Columbia (Methodist Episcopal), in a 3-year course; in the Benedict Institute, Columbia (Baptist), in a course of 3 years; and in the Theological Seminary of the General Assembly of the Presbyterian Church South, Columbia, the last, reopened in 1882 after having been closed for several years, having a full course of 3 years and a library of 23,000 volumes. For statistics of the above, see Table XI of the appendix. Legal. — The law department of Allen University, Columbia, offers the usual 2-year course of instruction to students desiring to pursue the study of law. In 1883-84 it had 1 professor and 1 instructor, with 5 students, 4 graduating with the degree of LL. B. Medical. — The Medical College of the State of South Carolina, Charleston, reports for 1883-’84 a faculty of 7 professors, with 6 other instructors. A graded course of study is recommended, but not required. There are no requirements for admission, but for graduation there are required 3 years of study, attendance on 2 full lecture courses of 20 weeks each, and a final satisfactory examination. In 1883-’84 there were 20 graduates in medicine and 3 in pharmacy out of a matriculation of 80. SPECIAL INSTRUCTION. EDUCATION OF THE DEAF AND DUMB AND THE BLIND. The South Carolina Institution for the Deaf and Dumb and the Blind, Cedar Spring, has for the deaf-mutes 2 teachers of the sign system and 1 for the oral ; for the blind, 2 teachers for the literary, musical, and tuning departments. In school the deaf are taught the elementary branches prepared especially for them, besides biblical and general literature, articulation, and lip reading. The blind, beyond the elementary studies, are instructed in English literature, geography (with map lessons), history, natural philosophy, rhetoric, algebra, geometry, Latin, biblical and general literature, vocal and instrumental music, and tuning. For industries, the boys have slioemak- 254 REPORT OF THE COMMISSIONER OF EDUCATION. ing, printing, broom, brush, and mattress making and chair seating ; the girls, house, kitchen, and laundry -work, plain sewing, knitting, and fancy work in beads, wool, and cotton. EDUCATION OF ORPHANS. There are two institutions for the education of orphans in South Carolina, of which a few interesting facts are given: The Thor nw ell Orphanage, Clinton, in 1883 closed its eighth year with 4 teachers and 50 inmates. It is under the care of the Presby¬ terian Church South, and is supported by contributions, from a part of which an increasing endowment fund is created. From a building fund an orphan seminary was built during the year, while the current expenses were paid from a fund for its sup¬ port. Income from all sources, $2,771. A collegiate course for the girls is in view, and for the boys, a farm, workshop, and printing office have been introduced. The school is the main feature of the orphanage, which has a library of 897 volumes. The Holy Communion Church Institute, an excellent high grade school for boys, con¬ tinues to advance its standard of education and increase its numbers. In 1883 there were 203 boys, with 100 in the day school ; in 1884, 216 boys in the institute and 104 in the day school. A large 4-story building for dining rooms and dormitories was erected during 1883 ; also, a chapel, seating 550, at a cost of $21,335. Total expendi¬ ture for the year, $60,058, nearly $18,000 of which was raised at home, the balance abroad. EDUCATIONAL CONVENTIONS. STATE ASSOCIATIONS. The information as to these means of improving teachers is far from being as explicit as could be desired. In July, 1881, the first State Normal Institute for Colored Teach¬ ers, held at Columbia with an attendance of 185, was made by the teachers an occa¬ sion for the organization of the first State Teachers’ Association of their race ever organized in America. This association held its third annual session also at Colum¬ bia, July 12-17, 1883, when it claimed a membership of 225, presented an excellent scheme of studies, a constitution and by-laws for itself, and a form of constitution for county teachers’ associations, which were adopted. The proceedings of that session were very interesting and exceedingly creditable to those engaged in them, but were too full to be detailed here. The subjects treated were “The free school as the cor¬ ner stone of republican institutions;” “Novel reading,” as having its two sides of vileness and of healthful interest; “The illiteracy problem in South Carolina;” and “A cultured womanhood the beacon light of Christian civilization.” In 1884, in connection with the fifth session of the State Normal Institute for Whites, at Columbia, Dr. James H. Carlyle, president, and Dr. Chas. F. Smith, of Vanderbilt University, lecturer, several sessions of the State Teachers’ Association are said to have been held in the evenings, when measures were taken for the better organization of the association, for the formation of auxiliary associations in the counties, and for the publication of a State journal of education. As Mr. D. B. Johnson, of Columbia, the white superintendent of schools in that place, was chosen president for the ensuing year and as the institute was for whites, it is inferred that this second association is one for the white teachers of the State, and that it will be heard from as such. CHIEF STATE SCHOOL OFFICER. Hon. Asbuey Cowakd, State superintendent of education , Columbia. [Term, January 1, 1883, to January 1, 1885. J TENNESSEE, 255 TENNESSEE. STATISTICAL SUMMARY, a 1882-’83. 1883-’84. Increase. Decrease. POPULATION AND ATTENDANCE. White youth of school age (6-21) - Colored youth of school age (6-21).. . Whole number of school age . . . W'hite youth in public schools . Colored youth in public schools . Whole public school enrolment . Average daily attendance, white . Average daily attendance, colored.... Whole average daily attendance . . Per cent, of public school enrolment to youth of school age. Per cent, of average daily attendance to youth of school age. Enrolled in private schools . Average daily attendance in these.... Pupils in public and private schools .. Average daily attendance in both Per cent, of this to youth of school age. 418, 872 142, 624 561,496 261,297 65, 934 327,231 144,306 31,498 175, 804 58.28 31. 31 31,903 20, 576 359, 134 196, 380 34. 97 420,997 150, 832 585, 391 272, 850 77. 293 350, 143 160, 966 44,513 205, 479 59. 81 2, 125 8, 208 23, 895 11,553 11,359 22, 912 16, 660 13, 015 29, 675 1.53 35. 10 3.79 33,743 27, 389 383, 886 232, 868 39. 78 1,840 6, 813 24, 752 36, 488 4. 81 SCHOOLS AND SCHOOL-HOUSES. Public schools for white youth Public schools for colored youth... Whole number for both races . Number of these graded . . . Number of them consolidated . Number under city school boards. . Public school-houses . Average time of schools, in days . . . Private schools reported . 4,727 1,384 6, 111 333 255 69 4,506 78 1,015 4,924 1,471 6, 395 471 230 93 4,735 78 893 197 87 284 138 24 229 122 TEACHERS. White teachers in public schools _ _ Colored teachers in public schools.... Whole number teaching in them...... Teachers in private schools . FINANCIAL STATEMENT. 5,280 1,453 6, 733 1,172 5,410 1,518 6,928 1,085 130 65 195 Whole expenditure for public schools. Valuation of State school property ... Permanent State school fund . Average monthly pay of teachers..... $918, 863 1, 120, 550 2,512, 500 27 79 $955,470 1, 367, 445 2,512, 500 28 41 $36, 607 246, 895 62 a In 1882-’83, 4 counties failed to report the number of teachers ; 5, the pupils enrolled ; 25, the aver¬ age daily attendance; 5, their receipts of school money and their expenditure for schools; 10, the number and kind of school-houses ; 13, their valuation of school property ; 28, the number of private schools within their counties. In 1883~’84, 3 counties are incompletely reported and their respective school populations are represented in the total by the figures of the preceding year. More detailed statistics not yet received may slightly modify the summary for this year. (From reports of Hon. Thomas H. Paine, State superintendent of public schools, for the two years indicated.) 2:6 REPORT OF THE COMMISSIONER OF EDUCATION. STATE SCHOOL SYSTEM. . GENERAL CONDITION. The report from this State for 1881-’82 showed a falling off in the number of school youth to be instructed and a large decrease in the number brought under instruction both in private and public schools. From that time of decline there appears now a great reaction in a school system full of vigorous life. In 1882-83 school youth pre¬ sented an advance of 12,290; while attendance in public schools rose from 264,35(3 to 327,231, making this attendance 58.28 per cent, of the whole number of school age iu the State ; the number of pupils in all schools rose from 290,504 to 359,134, and aver¬ age attendance in all schools was 34.97 per cent, of the whole number entitled to in¬ struction. In 1883-’84, as may be seen from the statistical summary preceding, this great increase still went on, school youth being 23,895 more numerous, enrolment of theto in public schools 22,912 greater, and average daily attendance 29,675 more than in 1882-83, an increase of 3.79 per cent, in this respect within a year. Adding to this the average attendance in private and church schools shows a total of 232,868 youth daily in the different schools, an increase of 36,488 within a year, or 39.78 per cent, of all school youth brought under instruction during the average school term. ADMINISTRATION. 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 dis¬ trict there are 3 directors, elected by the people for 3 years, one going out each year. The law requires State and county superintendents to be persons of literary and sci¬ entific attainments and of skill and experience in the art of teaching. The public schools are free to all youth of school ago (6-21), but separate schools must be main¬ tained for white and colored. The studies iu them include only the ordinary branches, with vocal music, elementary geology of Tennessee, and elementary principles of agriculture, though other and higher branches may be provided for by local taxa¬ tion 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. The establishment of public high schools is encouraged when the population justifies it. SCHOOL FINANCES. The entire permanent State school fund amounts to $2,512,500, and the public schools are maintained by the interest arising therefrom, by a poll tax of $1 on each man living in the State, and by a property tax of 1 mill on each $1, all distributed on the basis of scholastic population. If from these sources there should not bo enough to sustain schools five 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, is not to exceed the entire State tax. SCHOOL SYSTEMS OF CITIES WITH 7,500 OR MORE INHABITANTS. ADMINISTRATION. For cities there are boards of education elected by the people. City superintendents are elected by these boards. STATISTICS. 1882— ’83. 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, 929 2, 144 36 $27, 133 Knoxville . 9, 693 33, 592 3,196 2. 265 1, 519 34 10, 921 Memphis . 11,200 13, 476 4; 323 2,814 65 45, 023 Nashville . 43, 350 6, 168 .4, 408 105 89, 197 1883-’84. Chattanooga .......... 12. 892 . . 1 . . Knoxville . 9,693 4, 315 2,737 I 1, 955 44 24, 421 Memphis . . 33,592 1 13, 169 4,226 | 2, 981 68 47, 391 Nashville . 43,350 14, 010 7,073 5, 498 116 87, 557 TENNESSEE. 257 ADDITIONAL PARTICULARS. Chattanooga reported for 1882-’83 graded schools taught 168 days in 7 buildings, containing 26 rooms, all school property being valued at $45,000. There were 350 2>upils in private and church schools and about 1,400 youth 6-21 not under any school instruction. Music and penmanship were taught, but no special teachers were em¬ ployed. All teachers who have taught for five consecutive years in the public schools of the city are allowed $50 extra on their yearly salary. Although there was a de¬ crease in school-houses reported the value of school property increased by $5,250. Knoxville in 1883-84 reported graded schools in 8 buildings, containing 41 rooms, with 1,805 sittings for study, considerably less than the average attendance ; but 3 buildings were added during the year, with accommodations for 445 more children. The schools were taught 189 days by 13 men and 31 women, an increase of 12 teachers. There was also an increase in school population, enrolment, and average daily at¬ tendance. Private and church schools enrolled 250 pupils, as far as reported, leaving about 1,800 youth between the ages of 6 and 21 year's not attending any school. The valuation of public school property increased during the year from $48,000 to $50,500. The Memphis schools in 1882-’83 were in a state of progression, but attendance was retarded by the lack of accommodations. The superintendent said, in an interview published in the Memphis Appeal, that the school-houses were all full, and that, if the room would admit of it, the enrolment would be increased fully 2,000. In 1883-84 there was an increase of 1>969 in school population, with a slight de¬ crease in enrolment. Graded schools were taught 167 days by 7 men and 61 women in 12 buildings, with 68 rooms for study and recitation. Four more school rooms were in use, though the number of buildings reported was the same. The school debt was reduced during the year from $15,532 to $10,185, giving a brighter outlook for the future. Public school property was valued at $131,400. Nashville shows advance at many points over 1882-’83. With only 534 additional school youth, there were 905 more enrolled, 1,090 more in average daily attendance, and 11 more teachers. Two new school buildings, making 13 in all, advanced the value of school property to $231,000, an increase of $35,000. With this addition of buildings there was a gain of only about600 sittings, one of the new buildings taking the place of a rented one of nearly the same capacity. The large increase of attendance called for another building, of a seating capacity of 500 at least, for the whites; another for the colored; and still another, in the near future, for the high school. The schools were taught 187 days. The course of study in those below the high school extends over 8 years; including the latter, 11 years. A special course of drawing and writing is included. PREPARATION AND QUALIFICATIONS OF TEACHERS. STATE REQUIREMENTS FOR CERTIFICATES. No person may be employed as a teacher in any public school or receive pay from the public funds without a certificate of qualification from his county superintendent, who, under the direction of the State superintendent, examines and licenses appli¬ cants. Any officer who shall make or sanction a payment to an unlicensed teacher is subject to a penalty of not less than $5 nor more than $50. The law also directs that for like services of male and female teachers like salaries shall be paid. STATE NORMAL TRAINING. The State Normal College, organized under a law of 1875, is a department of the State University at Nashville. It derives its support from the funds of the university, the Peabody educational fund, and an appropriation from the State. It receives stu¬ dents of either sex, and, while it is a State normal school for Tennessee, it receives students, mostly on Peabody scholarships, from other Southern States. Applicants for admission must pass an examination in grammar school studies and declare their determination to become teachers. The course, covering 3 years, em¬ braces a review of all the elementary studies and some in the higher branches, with reference to the best way of teaching them, including management of classes and schools, organization, and discipline. The diploma of the college includes the degree of licentiate of instruction, and is given to those who complete the entire course ; it entitles the holder to teach in any county in the State without further examination. Students who complete the fourth year, for more advanced studies, receive the a. b. degree of the university in addition to that of the regular licentiate. For statistics of this and 11 other normal institutions and departments reporting for 1883—84, see Table III of the appendix ; for summary of same, the report of the Com¬ missioner preceding. NORMAL INSTITUTES. Normal institutes, under the supervision of the State superintendent, were held, in 1883-’84, at Covington, for one week;. at Humboldt, Lewisburg, Mont Eagle, and 17 E 258 REPORT OF THE COMMISSIONER OF EDUCATION. Knoxville, each for one month. Three were held for colored teachers and also sev¬ eral county institutes. All received aid from the Peabody fund. Instruction was given by some of the best teachers and professors in the State and much iuterest is said to have been manifested by the people and students. In several of the county institutes referred to, experts were employed to lecture on the most improved method of imparting instruction, greatly benefiting the teachers and awakening a healthier public sentiment in favor ot free education. EDUCATIONAL JOURNAL. The Tennessee Journal of Education, the most important educational journal in the State, edited by lion. Leon. Trousdale, former State superintendent, Avas in its first volume from March, 1883, to February, 1884, beginning then a new volume as the Southwestern Journal of Education. The Southern Teacher was continued into 1883, but no numbers have been received since May of that year. Other education journals are the West Tennessee Normal and The Southern Normalist, published by the liter¬ ary societies of the normal college at Nashville, and occasionally educational in¬ formation has come through the columns of The Christian Ad\mcate. SECONDARY INSTRUCTION. HIGH SCHOOLS. The State rep.ort for 1882- 83, the latest complete report received, gives no full sta¬ tistics of the high schools, but shows 7 in Carroll County, 5 with annual sessions of 10 months each and 2 with 5 months each. Other counties do not report on this point. Some of the larger cities, such as Knoxville, Nashville, and Memphis, report statistics of their high schools, the first 2 having courses of 3 years, the last with one of 4. From Chattanooga, which showed a high school in 1881-’82, there is no report since that date. Union City, one of the smaller cities of the State, ha ving only 3,500 inhabitants, reported a high school which more than prepared pupils for qollege, em¬ bracing in its course Greek, Latin, French, and German. 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, YI, VII, and IX of appendix; for summaries of same, the report of the Commissioner preceding. SUPERIOR INSTRUCTION. COLLEGES FOR YOUNG MEN OR FOR BOTH SEXES. The University of Tennessee in 1883-’84 distributed its course of instruction among 8 distinct schools, each organized into classes of different grades, covering the several topics embraced in the school. These schools are : (1) Agriculture, horticulture, and botany; (2) natural history and geology ; (3) chemistry and mineralogy ; (4) applied mathematics; (5) pure mathematics; (6) ancient languages ; (7) English and modern languages; and (8) history and philosophy. There is a subcollegiate course of 2 years for those not prepared to enter the collegiate classes. The classical course of 4 years leads to the degree of A. B. For scientific courses, see Scientific Instruction, further on. Of the 20 other colleges and universities reporting, 12 admitted women on equal terms with men. For their statistics, see Table IX of the appendix : for a summary of their statistics, the report of the Commissioner preceding. INSTITUTIONS FOR THE SUPERIOR INSTRUCTION OF YOUNG WOMEN. Of the 22 schools of this class on the lists of the Bureau, 17 were authorized to confer collegiate degrees. No material changes in their organization or courses of study are noted since the last report of 1881-82. The Broadhurst Institute, Clarksville, reap¬ peared in 1883-84 with preparatory and collegiate departments of a fair standard, and La Grange College, La Grange, after a brief suspension, reopened in September, 1883. Most of these schools continue to report courses of from 4 to 7 years, including music, drawing, painting, and modern languages, besides other studies necessary to the col¬ legiate degree, a few showing also commercial and teachers’ courses. For their statistics, see Table VIII of the appendix ; for a summary, the report of the Commissioner preceding. SCIENTIFIC AND PROFESSIONAL INSTRUCTION. SCIENTIFIC. The State University and Agricultural and Mechanical College, Knoxville, offered in 1883-’84 courses in general science and in arts, in agriculture, in civil, mechanical, and mining engineering, and in applied chemistry, each of 4 years ; also special courses TENNESSEE. 259 in applied mathematics, in practical agriculture, and in agricultural apprenticeship, each of 2 years. The last course is accompanied by work on the farm during the afternoon of each day. . j , For statistics of the above and of the scientific departments of other colleges and universities in the State reporting, see Table X of the appendix; for summaries of them, the report of the Commissioner preceding. PROFESSION AX. Theological training continued to be given in the Vanderbilt, Fisk, East Tenne Wesleyan, and Southwestern Universities, University of the South, and Central Tennessee College, in courses of 3 years each ; in Cumberland and Roger Williams Universities, in courses of 2 years each ; while in Burritt College biblical instruction was given throughout tbe collegiate course, the biblical school being optional. For statistics, see Table XI of the appendix. . Legal instruction continued to be offered in the Vanderbilt and Cumberland Uni' versifies and in Central Tennessee College, with the usual requirements for admission and graduation. Medical studies were still pursued in the Nashville Medical College, a department of the State university ; in the medical departments of the University of Nashville and Vanderbilt University, Nashville ; in the Memphis Medical School, a department of the University of Tennessee ; in the Meharry Medical Department of Central Ten¬ nessee College, Nashville (for colored students), and in the Memphis Hospital Medical College, a department of Southwest Baptist University. The first two named recom¬ mend but do not require students to take a 3-year graded course, of instruction, all graduate students on the old plan being required to pursue a 3-year study of medi¬ cine, including attendance on two terms of lectures. Dentistry was taught in the dental departments of the State and Vanderbilt Uni¬ versities; and pharmacy, in Vanderbilt University, under the usual requirements for admission and graduation. For statistics of schools of medicine, dentistry, and pharmacy, see Table XIII of the appendix ; and for a summary of their statistics, the report of the Commissioner pre¬ ceding. SPECIAL INSTRUCTION. SCHOOLS FOR THE DEAF AND DUMB AND THE BLIND. The Tennessee School for the Deaf and Dumb, Knoxville, in 1882-’83 reported 101 inmates in the white department and 10 in the colored. All deaf-mutes in the State of proper age and sound physical condition are received free of expense. The Tennessee School for the Blind, Nashville, continues to make provision for the white and colored blind. In 1883-84 separate buildings were erected for the colored pupils, means having been provided by the legislature for this purpose. The school is graded, embracing the common and some of the higher branches. Instruction is also given in vocal and instrumental music, including practice on a pipe organ recently presented by the State. Much attention is given to tuning pianos. In the industrial department mat¬ tress and broom making is taught, while the girls are trained in bead work, knitting, crocheting, and sewing by hand and machine. It was estimated that there are in the State about 212 blind youth of lawful age to enter this institution, but of these only 51 were enrolled. For statistics of these two institutions, see Tables XVIII and XIX of the appendix; for summaries, see the report of the Commissioner preceding. INDUSTRIAL SCHOOL. The Austin Industrial School, Knoxville, was established by Miss E. L. Austin as a department of the public schools for colored children, and admits those who for want of room attend the regular school only a half day at a time, and trains them in indus¬ trial classes the other half. During the year 1883-84, 225 were trained in the sewing school ; 267, in the little housekeepers’ class ; and 199, in the training shop, in car¬ pentry. During the holidays a substantial dinner for 25 guests was cooked and served by the cookery class, a charge of 10 cents each defraying the entire expense. EDUCATION OF ORPHANS. For statistics of schools and institutions for the care and training of orphan chil- drenj see Table XXII of the appendix; for a summary of same, the report of the Com¬ missioner preceding. ^60 REPORT OF THE COMMISSIONER OF EDUCATION. EDUCATIONAL CONVENTIONS. SUMMER INSTITUTE. This organization for study and instruction held its first meeting at Mont Eagle Springs, Cumberland Mountain, July 2 to August 4, 1883, under the direction of Prof. Jas. E. Scobey, of Murfreesboro’, who gave instruction in English and supplemented the work in other departments. Mr. A. D. Wharton, of the Nashville High School, had charge of mathematics ; G. R. McGee, of Trenton, charge of history ; Mr. J. I. D. Hinds, of botany ; Miss Acree, of Memphis, of primary studies ; Messrs. Goodman and Baily, of writing and music. Teachers attending, 150. Educational conferences were held every Saturday. An extensive program for a meeting of this body at Mont Eagle, to be held in the summer of 1884, appears in the Southwestern Journal of Education for April and May, 1884, the inauguration of a “Southern Chautauqua” being the object. The presence of a large number of superintendents, leading educators, and managers of Chautauqua schools was promised, and arrangements were made for instruction by distinguished teachers in reading and elocution, writing and book-keeping, geography, arithmetic, grammar and language, history of the United States, geology of the Southern States, music, calisthenics, hygiene, and morals. Lectures on drawing and moulding, on man¬ ual training, on object teaching, on school management, and on Kindergarten work were also to be delivered. A teachers’ institute, with a wide range of interesting and useful themes, was in the program ; but, though it is understood that the program was carried out, no account of the proceedings and attendance has reached this Bureau. CHIEF STATE SCHOOL OFFICER. Hon. Thomas H. Paine, State superintendent of public schools, Nashville. [Term, January 15, 1883, to January 15, 1885.] TEXAS. 261. TEXAS. STATISTICAL SUMMARY a 1882-’83. 1883-’84. Increase. Decrease. POPULATION AND ATTENDANCE. White children of school agefc . 214,398 81, 059 295. 457 231, 069 80, 065 311, 134 148, 639 16, 671 Colored children of school a ge& . 994 Total children of school age b . 15, 677 36, 070 White children enrolled ^in public 112,569 schools. Colored children enrolled _ 40, 473 cl83, 849 <26 0, 259 62. 23 56, 160 c244, 895 15, 687 61, 046 Total enrolment . . . Average daily attendance . Per cent, of school population en¬ 78. 71 16. 48 rolled. Percent, of school population in aver¬ 20.39 age daily attendance. Children paying tuition . . . 30, 049 37, 594 7,545 SCHOOL COMMUNITIES AND SCHOOLS. White school communities . . 4, 435 4,860 1,547 4,399 425 Colored school communities ...... _ 1,283 3,996 1,181 264 Schools for white children ........ _ 403 Schools for colored children.... . 1,432 1,441 251 School-houses reported . 1,041 80 400 Average length of school in counties, 100 20 in days. Average length of school in cities, in days. 179 164 15 TEACHERS. Men teaching public schools _ _ <23, 767 <21,270 <25, 037 4, 326 1,957 559 Women teaching public schools . 687 Whole number of teachers . . e6, 369 1,332 FINANCIAL STATEMENT. Expenditure for public schools/ . $1, 150, 332 $1,661,476 $511, 144 a Reports received in each year from only 125 counties out of 166 ; in several particulars, from a much smaller number. b School age 8-14 up to January, 1884, when it was made 8-16. c The race of 30,807 not reported in 1882-’83 nor that of 40,096 in 1883-’84. din 1882. e The sex of 86 not reported. / Actual expenditure not reported. Includes funds paid teachers from private sources and in cities. (From reports of Hon. B. M. Baker, State superintendent of public instruction.) STATE SCHOOL SYSTEM. GENERAL CONDITION. The preceding summary shows an increase for the year of about 61,000 children enrolled in public schools, with only about 15,700 more reported as of legal school age. There were 654 more schools reported, expenditures being about $511,000 more, the average term having been extended 20 days in the country and shortened 15 days in cities. It must be remembered, however, that the statistics from this State continue to be very imperfect, owing to the failure of many county judges to report. Out of 166 counties only 125 sent reports for the two years under review, a smaller number than in 1882. Under these circumstances little dependence could be placed in the results shown by the above comparison, were it not that their indications of progress are confirmed by the superintendent, who says that during these two years popular education was unusually prosperous. He expresses _the^belief..tbat „ the_free„jBchools 262 REPOET OF THE COMMISSIONER OF EDUCATION. have passed the experimental stage and have so firmly fixed themselves in public esteem as to stand in no danger of discontinuance. Public school funds increased even in greater proportion than did the number of legal school age, notwithstanding the extension of the latter. There was, too, a marked improvement in the attain¬ ments and efficiency of public school teachers, who were seeking a better prepara¬ tion for their work, some at the State normal institutes, others through home study. The explanation given by the superintendent of the fact that so many county judges fail to report the school statistics is that these officers have not time for such duties. He advises that the State be divided iuto districts and that superintendents be appointed or elected for them, these superintendents to relieve county judges of the school duties now imposed on them, besides attending to additional work, includ¬ ing the examination of teachers. ADMINISTRATION. By the school law of 1883, under which the State school system was operated and re¬ ported for 1882-’83 and 1883-J84, the public schools were under a State board of educa¬ tion, composed of the governor, the secretary of state, and the State comptroller. The board was authorized to appoint some competent person as secretary, to receive a salary of $1,800 a year. County school affairs were then and still are superintended by county judges, the judge of each county appointing annually a board of 3 examiners for the examina¬ tion of teachers. The school funds were distributed to the several counties in pro¬ portion to their school population, white and colored, then 8-14 years of age; but the races must be taught separately, and no sectarian schools could receive any public school money. For changes since made, see New Legislation, below. SCHOOL FINANCES. The fundsfor the support of public schools are derived from the interest of a per¬ manent public school fund, from legislative appropriations not to exceed one-fourth of th^general revenue, and from a poll tax of $1 annually on all male inhabitants of the State 21 to 60 years of age, and in incorporated cities and towns, if the taxpayers so decide, an additional sum, not to exceed 50 cents ou $100 of city property. Under certain regulations and restrictions, not distinctly stated in the law at hand, boards of aldermen had power in 1883 and 1884, at least, to levy and collect ad valorem taxes for the support of public free schools. In 1882-’83 the State received from the Peabody fund $13,600 in aid of public schools, institutes, and Nashville scholarships ; in 1883-84, $5,750. NEW LEGISLATION. At a specially called session of the legislature, January, 1884, as appears from a re¬ port in the State School Journal, an improvement of the school law was effected : the office of State superintendent of public instruction is reaffirmed and the superintend¬ ent is made the official secretary of the State board of education ; boards of examiners of teachers, who must themselves hold first grade certificates, are provided ; salaries are to be proportioned in the three grades; a certificate from the State normal school or from one of the State summer normals exempts its holder from examination by the county normal’ boards; a diploma from a Texas State normal is substantially a life certificate ; and colored school communities are given the right to have trustees of their own race for their schools. SCHOOL SYSTEMS OF CITIES WITH 7,500 OR MORE INHABITANTS. ADMINISTRATION. The councils or boards of aldermen of cities and towns are invested with exclusive power to maintain, regulate, control, and govern all the public free schools within their limits. Austin, Galveston, Houston, and others of the larger cities have school superintendents. STATISTICS. 1882-’83. Cities. Population, census of 1880. Children of school age. Enrolment in public schools. Average daily at¬ tendance. Number of teachers. Expendi¬ ture. Austin . 10, 960 10, 358 22, 248 16, 513 20, 550 1,459 1, 455 3, 698 2, 861 4, 006 Dallas . . Galveston . 2, 656 1, 822 % 325 Houston . . 1,137 29 $19, 207 San Antonio . TEXAS. 263 Statistics — Continued. 1883-’84. Cities. Population, census of 1880. Children of school age. Enrolment in public schools. Average daily at¬ tendance. Number of teachers. Expendi¬ ture. Austin _ 10, 900 10, 358 22, 248 16, 513 20, 550 1, 610 1,700 3, 903 3, 140 4, 695 34 16 50 37 38 Dali, is . Galveston . Houston _ 2, 800 1, 937 2, 807 1, 828 $43, 838 San Antonio.. ADDITIONAL PARTICULARS. Austin in 1883-’84 maintained 26 white and 8 colored schools in 8 school-houses, the State apportionment for the same being $7,245. The average length of school term for the year was a little less than 9 months. Dallas reported 4 white schools and 2 colored, with 945 white pupils and 309 colored. Of the 1,760 children of school age in the city, only 7 white and 10 colored are re¬ ported as not being able to read. State apportionment, $7,920. Galveston had 6 white and 2 colored schools, with about 2,000 sittings, the State appropriating $17,960 toward their support. Of the $3,300 given the State from the Peabody fund Galveston city schools received about $1,400. A gift of $50,000 was received from Mr. George Ball for a building for high and grammar schools, the city board giving a site valued at $35,000. Houston in 1883-’84 maintained 19 schools for whites and 11 for colored. Enrolment in them, 1,173 white and 764 colored pupils. Of the 3,140 children of school age, only 93 colored youth were reported as not being able to read. Amount of school apportion¬ ment from the State, $14,130. The schools are classed asprimary, grammar, high, and normal, with special attention given to the study of German. San Antonio in 1883-’84 maintained 5 white schools and 1 colored, with an enrol¬ ment of 2,377 white and 430 colored pupils. The schools were taught 10 months by 32 white and 6 colored teachers. Amount of State apportionment, $21,475. PREPARATION AND QUALIFICATIONS OF TEACHERS. GENERAL STATE REQUIREMENTS. Persons wishing to teach in the State free schools must have from the county judge certificates of qualification, both moral and intellectual, the former based upon the judge’s knowledge or on evidence that satisfieshim on that point ; thelatttr, on the oath of the county board of examiners or on the certificate of the State normal school or of a Texas summer normal school that the applicants have passed the required examina¬ tions. The examinations for a third grade certificate cover only spelling, reading, writing, arithmetic, geography, and English grammar ; fora second grade, in addition, composition and history of the United States ; for a first grade, all the above, with elementary algebra, geometry, natural philosophy, school discipline, and methods of teaching. A certificate of either of these three grades is only valid for a year, but may be renewed by the county judge without examination if the teacher has proved successful. The diplomas and certificates of a Texas State normal school are sub¬ stantially for 3 years, 2 years, or during good behavior. STATE NORMAL TRAINING. The Sam Houston Normal Institute , Huntsville, offers a 3-year course of strictly professional training, aiming to furnish competent teachers for the public schools. State students (4 from each senatorial district and 6 from the State at large) receive board free for one year, but books and tuition are free to all. The school in 1882-’83 reported 190 students and graduated 77 ; in 1883-84, 200 students, of whom 117 were graduated. The model school was suspended in 1882-’83 for want of room. In Galveston provision is made for 2 normal classes, one for white and another for colored teachers, and all teachers of public schools are required to attend regularly upon the class to which they are .assigned. In Houston teachers’ normal classes are conducted every Saturday by the superin¬ tendent with satisfactory results. A normal class is also connected with the high school. OTHER NORMAL TRAINING. Tillotson Collegiate and Normal Institute, Austin, presents an elementary and a higher normal course of instruction, each covering 2 years. To those preparing for the profession, both courses are recommended. The institute enrolled 177 students iu 1883-’ 84, of whom 8 were in the normal courses. 264 REPORT OF THE COMMISSIONER OF EDUCATION. teachers’ institutes. Teachers are required by law to attend institutes held in their respective counties, and in 1884 there were 42 held during the month of July, 11 of which were for col¬ ored teachers. Total enrolment, 1,270 white teachers and 518 colored. educational journal. The Texas School Journal, a monthly, published at Austin and edited by Hon. B. M. Baker, secretary of the State board of education, still continued to be the official organ of the department of education and gave much valuable information as to educational matters in the State. SECONDARY INSTRUCTION. PUBLIC HIGH SCHOOLS. The State report gives no information in regard to public high schools. The city of Houston in 1882-’83, reported 1, with an enrolment of 75 pupils and an average attendance of 55 and two 4-year courses of study, a classical and a general, the for¬ mer including Latin, the latter French or German. By special ordinance of the city council, in order to render high school pupils eligible to free tuition, the school age was raised from 14 to 18 years. OTHER SECONDARY SCHOOLS. For information as to business colleges, private academies, and preparatory depart¬ ments of colleges reporting, see Tables IV, VI, and VII of the appendix; for summaries of their statistics, see the report of the Commissioner preceding. SUPERIOR INSTRUCTION. COLLEGES FOR YOUNG MEN OR FOR BOTH SEXES. The University of Texas was opened in September, 1883, at Austin, preliminary steps having been taken in 1881 by the legislature, which provided for the selection of its location by vote of the people, for its endowment, and for the appointment of regents, who were to contract for a suitable building, elect a faculty, and take other necessary action. In accordance with the decision of the voters, the academic and law departments were located at Austin and the medical department at Galveston. The endowment of the university is to comprise the proceeds of a million acres of the public domain, besides other lands appropriated by the Republic of Texas in 1839 and by the State constitution in 1876. The law provides that the university shall be open to young men and women on equal terms and that tuition shall be free. Being a part of the public school system of the State, the university aims to establish a close connection with the public schools, and it is designed that as soon as practicable graduates from approved schools shall be admitted without examination. The aca¬ demic department comprises instruction in literature, science, and the arts, the or¬ ganization being that of distinct schools, of which there are 6, leading to the degrees of B. a., b. s., b. l., b. lit., and M. a. The studies of the first 2 years are pre¬ scribed for candidates for a degree; after that, choice is allowed on advice from the faculty. The other colleges and universities reporting are St. Mary’s University, Galveston; Southwestern University, Georgetown ; Baylor University, Independence ; Mansfield Male and Female College, Mansfield; Salado College, Salado; Austin College, Sher¬ man; Trinity University, Tehuacana; Waco University, Waco; Marvin College, Waxahatchie; and Add Ran College, Thorp’s Spring, which for the first time appears in the list of collegiate institutions. Five of the above are for young men only, Southwestern University, however, providing an annex for young women ; the other 5 admit both sexes on equal terms. Of these Waco University provides a somewhat different course for young women, supposed to be more suitable for them, which leads to the degree of maid of art ; while Trinity University and Marvin College offer a shorter course, with the degree of mistress of English literature, to those who do not desire to take the regular one. All the above colleges present preparatory departments and classical courses of 4 years, or that which amounts to the same, a number being arranged on the plan of independent schools. Modern languages form a part of the course in nearly all, and music, the fine arts, and business instruction, in many. For statistics, see Table IX of the appendix; for a summary of them, the report of the Commissioner preceding. INSTITUTIONS FOR THE SUPERIOR INSTRUCTION OF YOUNG WOMEN. The collegiate institutions exclusively for young women are Dallas Female College, Dallas ; Ursuline Academy, Galveston ; the Ladies’ Annex of Southwestern Univer¬ sity, Georgetown (above referred to); Baylor Female College, Independence; Wood- TEXAS. 265 lawn Female College, Paris; Nazareth Academy, Victoria, and Waco Female Col¬ lege. All these are authorized by law to confer collegiate degrees. From Austin Female Institute, Bryan Female Institute, and Sould College, formerly reporting, no recc7)t information has been received. For statistics of those reporting, see Table VIII of the appendix; and for a summary, see the report of the Commissioner preceding. SCIENTIFIC AND PROFESSIONAL INSTRUCTION. SCIENTIFIC. The Agricultural and Mechanical College of Texas, College Station, gives training in scientific, agricultural, and mechanical branches in courses of 3 years. The estab¬ lishment of the new State University has been an advantage rather than otherwise to the college, the students now seeking instruction here being more entirely in sym¬ pathy with the industrial aims of the college than formerly. The agricultural de¬ partment has gained decidedly in favor, earnest efforts having been made to dissipate the prejudice of students against this pursuit. Courses of study in general science leading to the degree of b. s. are found in the State university, Southwestern University, and Add Ran and Marvin Colleges. Aus¬ tin College gives the degree of civil engineer to students who complete a course in applied mathematics. For statistics of scientific schools reporting, see Table X of the appendix ; and for a summary, see the report of the Commissioner preceding. PROFESSIONAL. The theological schools reporting are the theological department of Baylor Univer¬ sity (Baptist) and the Bishop Baptist College, Marshall, the latter first opened in 1881. Some theological instruction is also given at Trinity University, apparently during the collegiate course, and in Waco University special provision is made to aid young men who intend to become preachers in obtaining an education. For statistics of theological schools, see Table XI of the appendix; and for a sum¬ mary of them, the report of the Commissioner preceding. Legal instruction is given in the law department of the University of Texas, organ¬ ized in 1883 and offering the usual course of instruction in law, extending over 2 years. For statistics, see Table XI of the appendix ; and for a summary, the report of the Commissioner preceding. There are no medical colleges reporting from this State. SPECIAL INSTRUCTION. EDUCATION OF THE DEAF AND DUMB. The Texas Institution for the Deaf and Dumb, Austin, had 98 pupils in 1884, an increase of 4 over the preceding year, all under 9 instructors. Since its organization (1857) there have been 263 pupils under instruction, the average length of time spent by each in the institution being about 6 years. The common school branches were taught, as well as articulation, agriculture, printing, and shoemaking. The State appropri¬ ated $98;736 for the institution in 1884. Valuation of grounds, buildings, &c., $75,000. Expenditure for the year, $94,000. EDUCATION OF THE BLIND. The Texas Institution for the Blind, Austin, had 99 pupils in March, 1884, an increase of 8, under 10 instructors. The common school and some of the higher branches were taught, with music and the industries of broom and mattress making, chair seating, piano tuning, bead work, and sewing. The State appropriated about $31,000 during the year, which was the amount of the expenditure. Value of property belonging to the institution, about $95,000. EDUCATIONAL CONVENTION. STATE ASSOCIATION. The State Teachers’ Association met at San Antonio, June 24-26, 1884, with presi¬ dent John Collier in the chair. Among the subjects of the different papers read were “Methods of moral instruction in public schools,” “Compulsory education,” “A chair of pedagogics in the State university,” and “The proper work of the normal schools.” Hon. B. M. Baker, State superintendent, delivered an address on “ Our school law,” pointing out objections to the old law and commending the new in the highest terms. CHIEF STATE SCHOOL OFFICER. Hon. B. M. Baker, secretary of State board of education, Austin J 1 After January, 1884, tlie title of this officer is State superintendent of public instruction. 2G6 REPORT OF THE COMMISSIONER OF EDUCATION. VERMONT. STATISTICAL SUMMARY. POPULATION AND ATTENDANCE. Youth of school age (5-20) . Different scholars in the free schools.. Number of these of school age (5-20). Average daily attendance . Per cent, of enrolment to school youth . Per cent, of average attendance to school youth. Attendance in private and church schools. Attendance in graded public schools - Attendance in ungraded ones . SCHOOL DISTRICTS AND SCHOOLS. Number of school districts . Number of public schools . Number of graded public schools . Average time of schools, in days . Schools with not more than 12 scholars. Schools with not more than 6 scholars. TEACHERS EMPLOYED. Men teaching in public schools . Women teaching in public schools.... Total teaching in public schools . Number from Vermont normal schools. FINANCIAL STATEMENT. Whole expenditure for public schools . Available school fund . Average monthly pay of men teaching. Average monthly pay of women . 1882-’83. 1883-’84. Increase. Decrease. «99, 463 < 672, 842 673, 283 441 72, 155 72, 744 589 46, 112 47, 607 1,495 73. 23 73. 68 .45 46. 36 47. 86 1.50 6,680 8, 004 1,324 13, 631 59, 652 2, 330 2, 290 40 2, 553 2, 550 3 33 131 127 4 555 115 550 540 10 3,745 3, 723 22 4,295 4, 263 32 598 521 77 $558, 290 $590, 581 $32, 291 669, 087 669, 087 32 48 34 82 2 34 19 32 20 04 72 a United States Census of 1880. b Includes some that were over school age and, possibly, some from Canada or New Hampshire. (From report and returns of Hon. Justus Dartt, State superintendent of education, for the two years above indicated.) STATE SCHOOL SYSTEM. GENERAL CONDITION. The educational condition shown in the figures of the State report for the year above presented indicates progress as far as it can be looked for in view of all the circumstances. Although in both years business was depressed, more money was ex¬ pended for public schools than in any year since 1876-’77, while attendance in them was fairly kept up, in view of the difficulties it must encounter in a State with rug¬ ged mountain ranges, a severe winter, and a school system not yet brought to the point that could be desired. The per cent, of both enrolment and average attendance in the public schools was good and there was a diminution in school districts, resulting from substitution of the town VERMONT. 267 system, with its graded schools and better pay for teachers. There were 77 fewer teachers who had attended the State normal schools, but there was an increase in average daily attendance in 1883-84. The superintendent says that, while the needs of the ungraded schools, in which are nearly six-sevenths of the whole enrolment of the State, are many and great, there are signs of improvement even in these. On the whole, the people show more interest ; there is greater demand for well qualified teachers ; 7 more towns have changed from the district to the town system, making 19 in all. Nearly every town superintendent reporting advocates the town system and the introduction of free text books. ADMINISTRATION. The school officers are, for the State, a superintendent of education, elected at each biennial session of the general assembly ; for towns, superintendents, elected for 1-year terms ; for counties, examining boards, with clerks ; for 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 or 6 directors ; and any town having a high or central school elects for such school a prudential committee of 3, with annual change of 1. Women have the same right as men to vote in all school district meetings and in election of school commissioners in towns and cities, and the same right to hold school offices. A town at its annual meeting may abolish the district system in such town. Unless otherwise instructed, every child of good health and sound mind between 7 and 14 years of age is required by law to attend a public school at least 3 months in the year. A district may estab¬ lish evening schools, each evening to be regarded as a half day session of a public school. SCHOOL FINANCES. Public schools are sustained by district and town taxation and the income from town school funds and from the United States deposit fund. The interest on the last is apportioned to 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 equally divided among the districts of such towns. The remainder is divided among the districts ac¬ cording to the attendance of the children of school age during the previous year. Towns failing 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 by 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. No money raised on the grand list may be apportioned for the maintenance of strictly sectarian or religious schools. NEW LEGISLATION. The legislature of 1882 provided that books recommended by the text book com¬ mittees of the towns in 1879 be the authorized text books till November, 1889, and that all others be prohibited. As to studies, the law, as amended, provided that one or more schools shall be maintained in each town for instruction of the youth in good behavior, reading, writing, spelling, English grammar, geography, arithmetic, free¬ hand drawing, his,tory, and Constitution of the United States and of the State of Vermont, and in elementary physiology and hygiene, with explanation of the effects of stimulants and narcotics on the human system. The time for such instruction was made to cover at least 20 weeks in each school year. The time allowed each teacher to attend a teachers’ institute, held in pursuance to law, and reckoned as so much time in teaching, was limited to 3 days. In distributing public money the selectmen were required to reckon the school year from March 20 to March 19. The selectmen of any town were authorized to divide, unite, or otherwise alter school districts in their town on the petition in writing of a majority of the legal voters. School directors were authorized to provide for the conveyance of pupils to and from the public schools at the expense of the town. At the session of 1884 it was enacted that each town in which the district system exists shall, at the annual meetings of the town in 1885 and 1886, vote upon the question of adopting the town system. SCHOOL SYSTEMS OF CITIES WITH 7,500 OR MORE INHABITANTS. ADMINISTRATION. Burlington has a board of school commissioners of 6, 1 from each of the 5 wards and the city superintendent j Rutland, a board of education of 9 members, with a pity superintendent. 268 REPORT OF THE COMMISSIONER OF EDUCATION. STATISTICS. 1882-’83. Cities. Population, census of 1880. Children of school age. Enrolment in public schools. Number of teachers. Expendi¬ ture. Burlington _ ....... .............. 11, 365 12, 149 03, 258 1, 526 2, 539 42 66 $20, 462 33, 221 Rutland _ ......................... 1883-’84. Burlington . . . . . 11, 365 03, 258 | 1, 603 48 20, 727 Rutland . . . . . 12, 149 70 24, 500 . j 2, 776 a Census of 1878. ADDITIONAL PARTICULARS. The city superintendent of Burlington says that the schools are maintaining their reputation of past years, the general condition being somewhat improved. Special attention has been given to the health and comfort of pupils. The effort to lead them to act and work independently has been continued. Greater prominence has been given to topics which are essential or important. In school property no changes are reported, though there was great need of enlarged accommodations. The efficiency of the system does not appear to be as great as could be wished, as in 1883-’84 only 49.20 per cent, of the school youth enumerated 5 years before were enrolled in the pub¬ lic schools, or 1,603, against t, 000 in private and church schools. Adding both together and allowing for the increase of school youth since the census of 1878, the report esti¬ mates that nearly 1,000 children of school age were out of school. Rutland grades its public schools as primary, secondary, and intermediate, each of 2 years, and grammar and high, each of 3 years. Statistics of 1883-84 show a gain of 237 enrolled over 1882-’83 and of 4 in teachers, but a reduction of $8,721 in expend¬ iture for schools. KINDERGARTEN. None of these useful aids to early training of children are reported from this State. PREPARATION AND QUALIFICATIONS OF TEACHERS. GENERAL STATE REQUIREMENTS. A certificate of graduation from the lower course of a normal school or of a train¬ ing department of a graded school is a license to teach in the common schools of the State for 5 years; one from the higher course of such schools is a license for 10 years. A county license for 5 years may be issued by the board of examiners chosen at the annual meeting of town superintendents of each county. Candidates must pass an examination on all the branches required by law to be taught in the common schools, and also in drawing and methods of teaching ; they must, if men, be 20 years of age; if women, 18. A town certificate of qualification may be given to any one passing a satisfactory examination on the questions selected at the annual meeting of the town superintendents of the county. Except in the case of principals of graded and union schools, a teacher must hold one of the above certificates to make a valid contract for teaching. STATE NORMAL TRAINING. The State sustains 3 normal schools, at Castleton, Johnson, and Randolph. The reports for 1882-’83 and 1883-’84 show an aggregate attendance for the 2 years of 836 and 177 graduates. In courses of study, gradation of classes, regularity of at¬ tendance, and thoroughness of professional work, all report an advance over any previous year, while they as uniformly call for larger appropriations to supply real needs for a full normal training. The State superintendent suggests that there be 1 normal school wholly under the control of the State, and that the money now ex¬ pended on the three be united on one. For full statistics of each of the above schools, see Table III of the appendix ; for summaries of same, the report of the Commissioner preceding. OTHER NORMAL TRAINING. In counties where there is no normal school a training school department may be organized in a legal graded school under the direction of the State superintendent, VERMONT. 269 the courses of study to be similar to those of the normal schools and the certificates of graduation to have a similar force as those of normal schools. No reports of such departments have come to this Office. INSTITUTES AND EDUCATIONAL MEETINGS. As required by law, 1 institute and 79 educational meetings for the instruction of teachers were held under the general supervision of the State superintendent in the 2 years under review. The institute held at Bradford for four days was well attended, and is said to have been ably instructed by a large number of leading edu¬ cators, assisted by several teachers and classes from the schools. Of the other meet¬ ings no special mention is made, except that those at Newport, Irasburg, Bethel, and Glover were held in connection with county associations. SECONDARY INSTRUCTION. PUBLIC HIGH SCHOOLS. For the two years under consideration 28 public high schools are reported in the State, with an aggregate attendance of 1,825. Of these, 466 studied Latin, 64 Greek, 168 French and German ; 137 were graduated and 36 fitted for college. Thirteen of the schools had an aggregate of 3,783 volumes in libraries. For statistics of business colleges, private academic schools, and preparatory de¬ partments of colleges, see Tables IV, VI, and VII of the appendix; for summaries of 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, continues its instruction in departments of art, applied science, and medicine, the first two open to women on equal terms with men. The department of art comprises the usual academic course of 4 years, leading to the degree of a. b. Candidates are admitted on examination, on certificate of graduation from preparatory schools whose courses of studies meet the requirements, on certificate of honorable dismissal from some other college or on evidence of proficiency in the studies proposed to be continued by the candidate. All male students are required to take part in military drill and in¬ struction 2 hours each week. Through the liberality of John P. Howard, esq., the main college building has been reconstructed at an expense of more than $40,000. The library contains 21,000 volumes, 12,000 of which were from that of the late Hon. George P. Marsh, presented to the university by Hon. Frederick Billings, of Wood- stock, who has also given $100,000 for a suitable building to contain the whole col¬ lection. MiddWbury College in 1882-’83 and 1883-’84 continued to confine its instruction to an extended classical course of 4 years, with high standard for admission. In all the stud¬ ies of the departments in which honors are sought, a general average of 75 per cent, is required for “ simple honors ” and of 90 percent, for “higher honors.” During 1883-84 $1,500 from the estate of Rev. Thomas A. Merrill were paid to the college for the improvement of elocution. The college library, recently increased by liberal do¬ nations from the alumni, now contains more than 15,000 volumes. Lewis College , Northfield, though largely scientific, offers the usual academic course of American colleges. For statistics of the above, see Table IX of the appendix ; for a summary of same, the report of the Commissioner preceding. SUPERIOR INSTRUCTION OF YOUNG WOMEN. The Vermont Methodist Seminary and Female College, Montpelier, a preparatory school of high standard, offers opportunities to fit for college, for business, or for the general duties of life. Its courses of study include, besides 2 preparatory, each of 3 years, 2 collegiate courses, each of 4 years, including normal instruction for teachers. It confers on lady students who complete these collegiate courses the degrees of mis¬ tress of liberal arts and mistress of English literature. For statistics, see Table VIII of the appendix. SCIENTIFIC AND PROFESSIONAL INSTRUCTION. SCIENTIFIC. The State Agricultural College of Vermont , in its department of applied science, offers instruction in courses of civil engineering, theoretical and applied chemistry, agri¬ culture and related branches, and metallurgy and mining engineering, each of 4 years. It continues its special winter course for young men who cannot leave their farms 270 REPORT OF THE COMMISSIONER OF EDUCATION. in summer and fall. The topics in this course are agricultural chemistry, botany, physics, entomology, stock breeding, dairying, fruit culture, road making, farm ac¬ counts, and bee culture. Representatives of the college cooperate with the State board of agriculture in attending farmers’ meetings during the winter, giving special attention to fertilizers with reference to experiments conducted by the college on farms throughout the State. Lewis College , Northfield, largely scientific, has courses in science and civil engineer¬ ing, in mining engineering, in chemistry and physics, in metallurgy, in science and literature, and in arts, each of 4 years. Military instruction is given in ail the courses. For statistics of these schools, see Table X of the appendix ; for a summary of same, the report of the Commissioner preceding. PROFESSIONAL. No schools of theology or law report from this State. The medical department of the State university in 1883-,84 shows 18 professors and in¬ structors ; 2 annual terms of 17 weeks required ; a 3-year graded course recommended ; no requirements for admission ; for graduation, the usual 21 years of age, good moral character, and 3 years of study, with the passage of a final satisfactory examination. Matriculates, 230 ; graduates, 100 ; a gain in the former of 26 and in the latter of 32 over 1882-’83. SPECIAL INSTRUCTION. EDUCATION OF THE DEFECTIVE CLASSES. Vermont continues to provide for the education of its defective classes in other States. Its deaf-mutes are cared for in the American Asylum, at Hartford, Conn. ; its blind, in the Clarke Institution, at Northampton, Mass., and the Perkins Institution, Boston ; and its feeble-Minded children in the Massachusetts School for Idiotic and Feeble-Minded Youth, South Boston. REFORMATORY TRAINING. The Vermont Reform School, Vergennes, sends no report since 1881-82, at which time there were 146 boys and 26 girls under the usual instruction in common school branches and the ordinary industries of such institutions. EDUCATION OF ORPHAN AND DEPENDENT CHILDREN. Of the 2 institutions of this character, Providence Orphan Asylum and the Home for Destitute Children, both supported by private contributions, only the latter makes return for 1883-’84. This shows 13 instructors and 538 inmates since foundation in 1865. The Roman Catholic Directory showed 86 orphans in the Providence asylum in 1883. For statistics of schools that may have reported, see Table XXII of the appendix; for a summary of same, the report of the Commissioner preceding. EDUCATIONAL ASSOCIATION. VERMONT STATE TEACHERS’ ASSOCIATION. The thirty- fourth annual meeting of this body was held at Montpelier October 23-26, 1883. The following topics, among others, are said to have been ably discussed : “ What preparation do colleges expect from the high schools and academies?” “What constitutes a practical education ?” “Relation of classical to scientific studies,” “ Eng¬ lish literature as an element in education,” “ How can ungraded schools become graded?” “ How can pupils be best taught to think ?” “What should a teacher do before the first day of school ?” and “Methods of inciting to diligence and order.” Mr. A L. Hardy, principal of West Randolph graded school, is reported to have made an interesting and suggestive exhibit of the practical work in the school room. Samples of penmanship by primary scholars and composition by young pupils, which were submitted, are said to have been highly creditable, the latter being grammatically and gracefully expressed; samples of map and technical drawing of a high order were also exhibited. It was resolved that a more efficient supervision of schools is a pressing need of the educational system ; that the establishment of village and town libraries in various parts of the State is noted with great satisfaction ; that the town system of schools be earnestly favored and hearty efforts pledged to secure its adoption throughout the State ; and that untiring efforts be put forth in favor of temperance instruction in schools. CHIEF STATE SCHOOL OFFICER. Hon. Justus Dartt, State superintendent of education, Springfield. [Second term, December, 1882, to December, 1884.] VIRGINIA. 271 VIRGINIA. STATISTICAL SUMMARY. POPULATION AND ATTENDANCE. White youth 5-21 . . . Colored youth 5-21 . - . Whole number of such youth . White youth in public schools _ _ Colored youth in public schools . Total public school enrolment . Average daily attendance (white).... Average daily attendance (colored)... Whole average daily attendance . Percent, of school youth enrolled _ Per cent, of enrolment on daily attend¬ ance. Per cent, of attendance on school pop¬ ulation. Whites studying higher branches .... Colored studying higher branches.... Pupils supplied with free text books.. 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 . . TEACHERS. White teachers in public schools . Colored teachers in public schools.... Whole number of teachers . Number of men teaching . Number of women teaching . FINANCIAL STATEMENT. Expenditure for public schools . . . Valuation of school property . Permanent State school fund . Average monthly pay of men . Average monthly pay of women . 1882-83. 1883-84. Increase. Decrease. «314, 827 «314,827 ft240, 980 $240, 980 «555, 807 $555, 807 177,412 184,720 7, 308 90, 948 103,310 12, 362 268, 360 288, 030 19,670 102, 155 106, 907 4, 752 48, 850 56, 462 7, 612 151,005 163, 369 12, 364 48. 28 51.82 3. 54 56. 27 56.72 .45 27. 17 29. 39 2.22 5, 850 7,250 1,400 801 1,024 223 6, 686 8, 674 1,988 4,259 4,477 218 1,715 1, 873 158 5,974 6, 350 376 287 319 32 126. 66 120 6. 66 3,093 3,580 487 351 435 84 4,720 4, 783 63 1,277 1,588 311 5, 997 6, 371 374 63, 122 3, 247 125 b'2, 875 3, 124 249 $1,297,620 $1, 321, 537 $23, 917 1,442, 482 1, 592, 435 149, 953 1, 511, 340 29 62 30 32 70 25 84 26 39 55 a Statejjensus of 1880. b Montgomery County fails to report sex. (From reports of Hon. Richard R. Farr, State superintendent of public instruction, for the two years indicated.) STATE SCHOOL SYSTEM. GENERAL CONDITION. The statistical summary shows a very gratifying as well as steady increase in all that goes to make up an efficient school system. As the State school census is only taken once in 5 years, that of 1880 is used. The enrolment and attendance, as well 272 REPORT OF THE COMMISSIONER OF EDUCATION. as the number of public schools and teachers, have largely increased. More of the schools were graded and over 1,G00 more pupils were studying the higher branches. The percentages of school youth enrolled and of those enrolled in average daily at¬ tendance are not yet what could be wished, but on the whole there is advance instead of retrogression. ADMINISTRATION. The general supervision of the public schools is vested in a superintendent of public instruction, elected by the general assembly for 4 years ; in a State board of educa¬ tion, consisting of the governor, superintendent, and attorney general; in county superintendents, appointed quadrennially by the board and confirmed by the senate; and in boards of district school trustees and subdistrict directors, each of 3 members, the former chosen by a county electoral board, the latter by the voters of the subdis¬ tricts. The schools are free to all persons of school age, the law requiring separate schools for colored pupils. The school census is taken every five years, and the State funds are apportioned on the basis of the number of school age shown by this census. SCHOOL FINANCES. The schools are supported from the proceeds of a State 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 general assembly may direct. County and district funds are derived from fines, penalties, and donations, and a tax not to exceed 10 cents on $100. Telegraph and railroad companies are liable to a tax for school purposes. Cities and towns may levy for the support of public schools a tax not to exceed 3 mills on $1 and a capitation tax not more than 50 cents for all school purposes. AID FROM THE PEABODY FUND. In 1882-’83 the State received $4,125 from the Peabody fund, with the stipulation that $2,000 should be used for Nashville scholarships, $1,525 for teachers’ institutes, $500 for Hampton Normal Institute, and $100 for the Educational Journal. In 1883-’84, from this source came $1,700 for scholarships, $2,000 for institutes, $500 for Hampton Normal, and $2,000 for Farmville Normal School. SCHOOL SYSTEMS OF CITIES WITH 7,500 OR MORE INHABITANTS. ADMINISTRATION. 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. 1882-’83. Cities. Population, | census of 1880. Public schools. Children of school age. Enrolment in public schools. Average daily at¬ tendance. Number of teachers. Expendi¬ ture. Alexandria . 13, 659 28 4, 582 1, 522 1,136 26 $13, 127 Danville . 7, 526 20 2, 126 1, 035 530 20 11, 692 Lynchburg . 15, 959 38 4,907 2, 341 1, 554 40 24, 843 Norfolk . 21, 966 28 6, 695 1, 734 1,202 28 20, 460 Petersburg . 21, 656 38 6, 392 2, 684 1, 838 39 23, 330 Portsmouth .... 11, 390 14 3, 210 1, 102 627 14 9, 560 Richmond . 63, 600 145 21, 536 7, 955 1 6,559 154 81, 688 1883-’84. Alexandria . 13, 659 31 4, 582 1, 717 1,219 27 $15, 200 Danville . 7, 526 21 2, 126 1,209 604 22 12,088 Lvnchburg . 15, 959 41 4, 907 2,457 1,595 43 23, 418 Norfolk . 21, 966 28 6, 695 1,998 1, 826 28 20, 016 Petersburg . 21, 656 41 6,392 2,718 1, 979 41 22, 565 Portsmouth _ 11, 390 14 3, 210 1,116 798 14 9, 736 Richmond . 63, 600 159 21, 536 8, 153 6, 760 159 81, 691 ADDITIONAL PARTICULARS. Alexandria in 1883-’84 had 29 school rooms, with 1,800 sittings, valued at $53,900. The schools were taught 200 days. The total receipts exceeded the expenditures by $2,992. VIRGINIA. 273 Danville reported 1 higli, 9 grammar, and 11 primary schools, with accommodations for 1,260 pupils. The schools were taught 198 days. Enrolment in private schools, 326. Valuation of public school property, $20,000. Receipts for the year were $119 in excess of expenditure. Lynchburg had 40 school rooms, with 2,000 sittings. The schools, classed as primary, grammar, and high, were taught 196 days. Estimated enrolment in private schools, 300. Norfolk in 1883-,84 reported 18 schools for whites and 10 for colored, taught by 6 men and 22 women, with an average monthly salary of $92.98 for men and $62.15 for women. The schools, primary and grammar, were taught in 7 buildings, valued at $63,000. Private and church schools enrolled 2,447. Although no high school was reported, 140 white and 73 colored pupils were studying the higher branches. The superintendent said, at the close of 1882-83, that the accommodations for pupils were far below the needs of the city, that hundreds of children who applied for ad¬ mission had to be turned away, and that many more would probably have applied had they not known that it would be useless. Petersburg in 1883-84 had 20 schools for whites and 21 for colored, taught 180 days, in 10 buildings, valued at $67,000. Of the 1,979 pupils in attendance upon the public schools, 94 Avhite and 93 colored pupils wero studying the higher branches. Portsmouth reported 10 schools for whites and 4 for colored, taught 191 days, by 4 men and 10 women, with an average monthly salary of $82.50 for the men and $42.50 for the women. The schools were classed as primary, grammar, and high, and occupied 14 buildings, with 1,100 sittings for study. Private schools enrolled 819 pupils. Richmond in 1883-84 reported 12 buildings occupied by primary and grammar and 2 by high schools. The former contained 128 rooms and the latter 15; total number of sittings for study, 7,201. The schools were taught 184 days, by 28 men and 131 women, with an average monthly salary of $70.92 for the former and $42.86 for the latter. The superintendent calls attention to the efficiency of the teachers and their small salary, and urges that they be better paid. He further says that the public schools are growing in popularity, and most of the buildings are crowded largely in excess of their seating capacity. Private and church schools enrolled 8,153. Public school property was valued at $297,510. Receipts exceeded expenditure by $43. PREPARATION AND QUALIFICATIONS OF TEACHERS. GENERAL STATE REQUIREMENTS. No one is eligible to teach a State free school unless he presents to the trustees, or to the patrons at a called meeting, a certificate from the county or city superintendent in charge of the school that he desires to teach, showing ability to teach at least the branches required in that school. Examination for such certificates must be held in spelling, reading, writing, arith¬ metic, grammar, geography, and history ; and, ‘if the applicant desire to take charge of a school in which higher branches have been introduced, he must also be examined in such branches. STATE NORMAL TRAINING. A State normal school for white girls, authorized by the legislature of 1882-’83, was organized June 10, 18S4, to be opened at Farmville in October. It is designed to pre¬ pare teachers for the public schools of the State. The law gives to each city of 5,000 inhabitants and to each county the privilege of sending one or more students, accord¬ ing to the number of its members in the house of delegates, these State students to receive free tuition. The school will consist of an elementary and an advanced course, each of 2 years ; a model school ; and the extra studies of French, German, music, paint¬ ing, and drawing. All State students must agree, on entering, to teach at least 2 years in the public schools of the State after graduation. The school is to have the valuable services of Dr. W. H. Ruffner, long the superintendent of the schools of V irginia, as principal. A State normal school for colored pupils was authorized by the legislature of 1881-82, and was to receive from the State $100,000 for buildings and maintenance. In consequence of this it was to be under the control of 7 visitors appointed by the gov¬ ernor, 6 of them well educated colored men. It has been since established under the title of the Virginia Normal and Collegiate Institute, Petersburg, and presents courses, normal and academic, of 3 years each. Connected with it by legislative act is a sum¬ mer normal course of 8 weeks each year, to be conducted by the president and fac¬ ulty, with such trained assistants as the State superintendent may think proper, and all colored teachers in State schools must attend it for at least one month in every year. Failure to attend for 5 consecutive years is to work a forfeiture of license, and no new teacher may take charge of a State school till he has attended at least one session of this normal course, the first session of which began July, 1884, and con¬ tinued 6 weeks, enrolling 53 men and 60 women. 18 E 274 REPORT OF THE COMMISSIONER OF EDUCATION. OTHER NORMAL TRAINING. Other normal sch ools reporting are the Virginia Normal School, Bridgewater ; J lamp* ton Normal and Agricultural Institute, Hampton; St. Stephen’s Normal School, Peters¬ burg ; and Richmond Normal School, for colored pupils. The first named offered a 2-year course. Hampton, for colored and Indian youth, with a 3-year normal course, in 1882- ^3 had in this 507 pupils, 295 in day and 212 in evening classes, the senior class receiving daily instruction in the art of teaching. In 1883-’84 the normal students were 349. St. Stephen’s, for colored youth, under control of the Protestant Episco¬ pal Church, ulso gives a 3-yearnormal course. Roanoke College in 1883 established a course of normal lectures in connection with the regular studies. For statistics and other information of these schools, see Table III of the appendix ; for a summary, the report of the Commissioner preceding. GENERAL TEACHERS’ INSTITUTES. The State makes no provision for teachers’ institutes, but the agent of the Peabody fund required that $1,500 of the amount given to the State in 1883 and $2,0i 0 in 1884 from that fund should be devoted to this purpose. Two normal institutes were held in the summer of 1883, one at Blacksburg, continuing 4 weeks, and the other, for col¬ ored teachers, at Staunton, for 3 weeks. In 1884 there were four held, at Wytheville, Harrisonburg, Farmville, and Petersburg, with a total attendance of 1,029. The Wytheville institute continued 4 weeks, and the one at Petersburg, for colored teach¬ ers, was in session 6 weeks. COUNTY INSTITUTES. In 1883 there were 169 institutes held in 88 counties, and 221 in 1884 were held in 80 counties, Lynchburg reporting 50 and Staunton 24. EDUCATIONAL JOURNAL. The Educational Journal of Virginia, published at Richmond, still continued to he the official organ of the department of education, and furnished valuable information as to the progress of education in the State. The general department is edited by William M. Fox and the official by State Superintendent R. R. Farr. SECONDARY INSTRUCTION. PUBLIC HIGH SCHOOLS. The State superintendent gives no information concerning the high schools in 1883-’84, but reports 7,250 white and 1,024 colored pupils studying the higher branches, an in¬ crease of 445. The city of Danville reports 1 high school; Lynchburg, 3, with 132 pupils; Portsmouth, 2 ; Richmond reports 2 high school buildings, with 15 rooms for study and recitation. The one for colored pupils gives normal training, and the course of instruction in each school covers 3 years. OTHER SECONDARY SCHOOLS. For statistics of business colleges, private academic schools, and preparatory depart¬ ments of colleges, see Tables IV, VI, and VII of the appendix; for summaries of their statistics, see the report of the Commissioner preceding. SUPERIOR INSTRUCTION. UNIVERSITIES AND COLLEGES FOR YOUNG MEN. The University of Virginia continued in 1883-’84 its academic and professional courses, the former in the literary and scientific departments, the latter in the departments of medicine, law, engineering, and agriculture. The instruction in these subjects is dis¬ tributed among 19 schools, each affording an independent course, with a professor, the student electing the course he wishes to attend. Graduate courses follow the com¬ pletion of the literary and scientific courses. Attendance in all the schools, 298 in 1883- 84. Diplomas are granted to graduates of schools; degrees, to those only that complete a full course in a certain number of schools. Emory and Henry College, Emory (Methodist Episcopal South), at its last report of studies had 3 optional courses, the classical and Latin-scientific, each of 4 years, and the scientific, of 3 years. In 1882-’83 it reported 6 instructors, 98 students, and prop¬ erty valued at $100,000. Like the University of Virginia, Washington and Lee University and Randolph- Macon and Richmond Colleges continued their courses in separate elective schools. Hampden Sidney and Roanoke Colleges continued their preparatory departmeuts and regular classical courses of 4 years. Both offered German and French. At Roa¬ noke these languages were spoken in the class rooms, and at least one of them is required for a degree. , VIRGINIA. 275 For statistics of the above institutions, except the Emory and Henry College, see Table IX of the appendix; for a summary of statistics, the report of the Commissioner preceding. INSTITUTIONS FOR THE SUPERIOR INSTRUCTION OF "WOMEN. For the statistics of the 17 institutions of this class reporting, see Table VIII of the appendix; for a summary of their statistics, the report of the Commissioner preced- SCIENTIFIC AND PROFESSIONAL INSTRUCTION. SCIENTIFIC. The three special scientific schools reporting for the two years are the following : The Agricultural and Mechanical College of Virginia, which offers technical, scientific, and literary courses of study. Students taking only the technical have a 3-year course ; those who seek the degree of civil or mining engineer or of a. b. have a. 4-year course, "with an additional year of special study for the degree sought. Elective studies are provided for those who do not intend to graduate. The Virginia Military Institute receives from the State $15,000 annually for the bene¬ fit of cadets unable to pay their own expenses, and affords instruction in architecture, engineering, mechanical drawing, and natural sciences in a 4-year course, with a special school of applied science for a graduate course. General scientific courses of three to four years are found in Emory and Henry Col¬ lege, when last reported ; in Washington and Lee University, in its department of ap¬ plied mathematics; and in the University of Virginia, in its scientific department, to which is added a special course in analytical and agricultural chemistry. New Market Polytechnic Institute offers, besides primary, intermediate, and prepara¬ tory studies, a collegiate course of 2 years, including some of the higher mathe¬ matics. PROFESSIONAL. Theological instruction in the 2 years under review continued in the Union Theo¬ logical Seminary, Hampden Sidney; the Theological Seminary of the Diocese of Vir¬ ginia, Theological Seminary: and the Richmond Institute, Richmond. In the first two of these schools a preliminary examination or its equivalent is re¬ quired of all candidates for admission not collegiate graduates ; and the three have each a 3-year course of study ; Richmond Institute, for colored students, a 2-year theological course. In St. Stephen’s Normal and Theological School, for colored students, Petersburg (Protestant Episcopal), there were, in 1882-83, 18 students in the theological department. The Theological Seminary of the Evangelical Lutheran General Synod South has made no report to this Bureau for 1882-,83 or 1883-?84. For statistics reported, see Table XI of the appendix ; for a summary of statistics, the report of the Commissioner preceding. Legal instruction continued to be given in the University of Virginia and the Wash¬ ington and Lee University in the usual 2-year course, no requirements for admission appearing in either case. In Richmond College the law department has disappeared. Medical studies are still pursued in the medical department of the University of Virginia, Charlottesville, and tho Medical College of Virginia, Richmond. The former, with an annual session of 36 weeks, has a 2-year graded course, but no requirements for admission ; the latter, with an annual session of 24 weeks, no requirements for ad¬ mission, but for graduation 2 full courses of lectures and attention to practical anat¬ omy, attendance at clinics, and a thesis. SPECIAL INSTRUCTION. EDUCATION OF THE DEAF AND DUMB AND THE BLIND. The Virginia Institution for the Education of the Deaf and Dumb and the Blind, Staunton, in 1882-83 reported 77 mute and 42 blind pupils. In 1883-’84 the pupils fell off to 41, cause not given. Instruction continued to be given in the common English branches, with articulation, drawing, and painting for the deaf, and the higher branches and vocal and instrumental music for the blind. The boys are taught different trades and the girls sewing, knitting, &c. INDUSTRIAL TRAINING. The Hampton Normal and Agricultural Institute aims to give the negro and Indian races what they most need and need now: a class of intelligent, earnest teachers, practical workers, and leaders. To that end it selects and trains its youth by a sys¬ tem of mental and manual labor drill. The problem is said to be to turn to account the labor payments of the students, who in 1882-83 earned over $35,060, being paid at the rate of 6 to 8 cents an hour. The present proportion of races is about 4 negroes 276 REPORT OF THE COMMISSIONER OF EDUCATION. to 1 Indian, there being 451 of the former and 117 of the latter. Of the 60 graduates in 188*2 more than 90 per cent, engaged in teaching. Boys, in connection ’with school studies, are instructed in almost all the common industries, as well as in field work, while girls receive instruction in cookery, sewing, tailoring, and general housework, All receive pay for work, and those who fail to pass the required examination for admission may be to some extent employed during the day and admitted to the night class to fit themselves for entering the following year. At the Industrial School, Norfolk, established by Mrs. Hemenway in 188*2-’83, there was reported to be instruction in cookery by a graduate of the Boston Cooking School, in that year at least. The Miller Manual Labor School, for boys, at Crozet, is divided into 3 departments, primary, intermediate, and academic, the last 2 covering 3 years each. The studies of the school embrace the common and higher English branches, with civil engineering, physics, chemistry, Latin, and the modern languages. Practical familiarity in agri¬ culture, engineering, technical drawing, electrical engineering, and printing is given the pupil by his working at these arts. The institution owns 1,000 acres of land. Enrolment for the year, 164, an increase of 18. ORPHAN ASYLUMS. 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. EDUCATIONAL CONVENTIONS. CONFERENCES OF CITY AND COUNTY SUPERINTENDENTS. Tho first annual conference of this kind was held in Richmond, February 27 to March 2, 1883; the second, at the same place, April 15 to 19, 1884 ; a large majority of the superintendents and many distinguished educators and speakers were present on both occasions. The aim at each meeting was to discuss such questions and suggest such action as might best promote good education in the State. Those brought for¬ ward at the first conference were “ School-house architecture and location of schools ; ” “Teachers’ institutes : how to organize and conducfcthem ; ” “ Methods of examining teachers, and advantages of such examination;” “Uraded schools;” “ School furni¬ ture and apparatus;” “Duties and authority of superintendents;” “Text books: their uses and abuses ; ” “ State uniformity in qualifications for certificates ; ” “ Live teachers and dead ones.” At the second, among many other subjects treated were “The importance and bene¬ fits of proper school literature; ” “ Higher education for women, industrial and scho¬ lastic;” “Free text books along with free education;” “Importance of grading schools under one teacher, and how to do it;” “Normal training for teachers.” In the absence of State aid for teachers’ institutes, these conferences, attended and addressed by such men as Dr. Curry, of the Peabody fund ; Dr. Newell, of the Mary¬ land State board of education, and Dr. Wickersham, long State superintendent iu Pennsylvania, seem likely to afford important suggestions as to better organization and better management of all the school forces of the State. CHIEF STATE SCHOOL OFFICER. Hon. Richard R. Farr, State superintendent of public instruction , Richmond. [Term, March 15, 1882, to March 15, 1886.] WEST VIRGINIA. 277 WE§? VIRGINIA. SUMMARY OF EDUCATIONAL STATISTICS. 1882-,83. 1883-784. Increase. POPULATION AND ATTENDANCE. Youth of school age (6-21), white - 212, 865 219, 548 6, 683 Youth of school age (6-21), colored.. . 8, 652 8, 637 Total white and colored school youth. 221,517 228, 185 6,668 Whites enrolled in public schools .... 156, 225 161,665 5,440 Colored enrolled in public schools .... 4,679 4,607 Whole enrolment in public schools ... 160, 904 1 66, 272 5, 368 Whites in average daily attendance.. 95, 368 99, 225 3, 857 Colored in average daily attendance.. 2, 822 2, 787 Whole average daily attendance . 98, 190 102, 012 3, 822 Per cent, of school age enrolled . 72. 64 72. 87 .23 Per cent, of school age in average at¬ 44. 33 44. 70 .37 tendance. SCHOOLS AND SCHOOL-HOUSES. Public ungraded schools . . 3, 986 4, 122 136 Public graded schools...... . . 124 125 1 Public high schools . 6 7 1 Average time of schools, in days . 98.5 100 1.5 School-houses, frame or log . 3, 835 3, 984 149 School-houses, brick or stone . . 110 113 3 Whole number of school-houses . Number built within the year...... .. 3,945 171 4, 097 167 152 TEACHERS. Men teaching in public schools . 2, 961 3,036 75 Women teaching in public schools.. .. 1,494 1,607 113 Whole number of teachers . 4,455 1,348 4,643 188 Teachers who have had experience. .. 1,433 85 Teachers from State normal schools . . 763 862 99 FINANCIAL STATEMENT. Whole expenditure for public schools. $947, 371 $997, 431 $50, 060 Available public school fund . 509, 305 514, 159 4, 854 Valuation of State school property . . . 1, 841, 661 1, 871, 235 29,574 Average monthly pay of men . Average monthly pay of women . 29 72 31 08 30 31 30 52 59 Decrease. 15 72 35 4 $0 56 (From reports and returns of Hon. Bernard L. Butcher, State superintendent of free schools, for the two years above indicated.) STATE SCHOOL SYSTEM. GENERAL CONDITION. Progress and improvement appear at almost every point, the schools growing in public favor and attendance in them advancing except among the colored youth. Discipline in them had improved very greatly, as a decrease of 3,154 is noted in cases of tardiness, of 971 in truancy, and of 89 in cases of suspension, while the number of pupils neither tardy nor absent during the year increased by 538. Almost the only thing that seems to be wanting to attain higher success is better pay for teachers. Although there are more with some experience employed and nearly 100 more from State normal schools, the superintendent shows that the average salary of men is only 278 REPORT OF THE COMMISSIONER OF EDUCATION. $130 a year and of women $155, the length of school term being very short. He rec¬ ommends that the minimum term of school, now only 4 months, be increased to 6 months, as the people now generally recognize the fact that 4 months out of 12 is too brief for effective schooling, even if the children attend continuously. ADMINISTRATION. A State superintendent of free schools, elected quadrennially by the people, has general control of public school interests. Local schools are supervised by county school superintendents, elected by the peox>le for 2 years, by district boards of educa¬ tion, and by subdistrict boards of trustees. District boards comprise a president and 2 commissioners, elected for 4 years, and 1 apparently for 2 years. This board appoints 3 trustees for each subdistrict to hold office for 3 years, with annual change of 1. The county superintendent and 2 high grade teachers whom he may nominate constitute a county board of examiners for each county to examine and license applicants for teachers’ certificates. SCHOOL FINANCES. For the support of public free schools there is levied annually a State tax of 10 cents on $100 of real and personal property, which, with the interest of the invested State school fund, the proceeds of forfeitures, fines, and an annual capitation tax, constitute a general school fund, annually distributed among the counties in proportion to the number of youth of school age in each as shown by the last enumeration. Besides this State contribution there is an annual levy in each independent school district of not more thau 50 cents on every $1CG of valuation for the payment of teachers’ salaries within the district. To provide school-houses and grounds, keep them in order, supply fuel, and pay other expenses incurred in connection with the schools, there is a further tax in each district annually of not more than 40 cents on $100. AID FROM THE PEABODY FUND. For teachers’ scholarships at Nashville, institutes, and normal schools there were granted from this fund $3,100 in 1883 and $2,850 in 1884. CITY SCHOOL SYSTEM OF WHEELING. ADMINISTRATION. The city school officers of Wheeling are a board of education of 3 members from each subdistrict, and a superintendent of the city school district, appointed by the board. STATISTICS. For 1882-’83: Population, census of 1880, 30,737; children of school age, 9,986; pub¬ lic schools, 8; enrolment in public schools, 5,152; average daily attendance, 4,514; number of teachers, 106. Forl883-’84: Children of school age, 10,459; public schools, 9; enrolment in public schools, 5,013 ; average daily attendance, 4,386 ; number of teachers, 107. ADDITIONAL PARTICULARS. Wheeling in 1883-’84 had an enrolment of 4,819 white and 164 colored pupils, with an average attendance of 4,242 white and 144 colored. Schools were taught 200 days by 6 meu and 97 women. Of the 9 school-houses in the city 3 were rented and 1 was built during the year. The buildings contained 104 rooms, all having fenced and im¬ proved grounds, valued, with other school proj>erty, at $246, 5S5. PREPARATION AND QUALIFICATIONS OF TEACHERS. GENERAL STATE REQUIREMENTS. For examining and certifying teachers each county has a board of examiners, con¬ sisting of the county superintendent with 2 experienced teachers holding first class certificates, nominated by him and appointed at a meeting of presidents of district boards. Teachers must present to the proper school officers a duplicate certificate of qualifications to teach a school of the grade applied for. STATE NORMAL TRAINING. The State normal schools at Concord, Fairmount, Glenville, Huntington, Shepherds- towm, and West Liberty all present courses of 3 years in normal training and nearly all offer preparatory. The schools at Huntington, Shepherdstown, and Fairmount give collegiate training. Storer College, Harper’s Ferry, for colored students, offers a 3-year normal course, and in 1884 had 87 normal students, of whom 14 were graduated. The State aids the school with 18 scholarships, which secure room rent and tuition for State students, ( WEST VIRGINIA. 279 who have the free use of hooks also. The colored teachers of West Virginia are offered free tuition from the close of their schools to the end of a summer normal term. For statistics, see Table III of appendix ; Tor a summary of them, a corresponding table in the report of the Commissioner preceding. OTHER NORMAL TRAINING. The State is entitled to 0 scholarships in the Nashville Normal University, awarded by the trustees of the Peabody fund. At the close of 1.883 there were 3 vacancies ex¬ isting, all of which were tilled in 1884, 1 vacancy subsequently occurring. West Virginia College, Flemington, has a 3- year normal course, The first 2 years be¬ ing given to the branches taught in the public schools and the third year to collegiate branches. A model school is connected with this department for the observation and practice of the pupil teachers. TEACHERS’ institutes. The law requires that one or more teachers’ institutes shall be held annually in each county in the State and teachers are required to attend them. The annual cost of these institutes is about $1,250, of which the State appropriates $500, the remainder being contributed from the Peabody fund. The amount received from this source in 1883 was $1,500 ; in 1884, $1,332. In addition to their attendance at the'regnlar county institutes, the teachers in sev¬ eral counties hold for a day or two each mouth district institutes or teachers’ associ¬ ations, to discuss among themselves, with such patrons as will attend, local questions affecting the school interests of the county, methods of teaching, and school man¬ agement. EDUCATIONAL JOURNAL. The West Virginia School Journal, published at Wheeling and devoted to the cause of education, was in 1883-84 in its third and fourth volumes. The general depart¬ ment is edited by the principals of the Wheeling schools, and the official department by the State superintendent of public schools. SECONDARY INSTRUCTION. PUBLIC HIGH SCHOOLS. When the hoard of education of any district deems it expedient to establish a high school, it may submit the question to the voters of the district, and if they so decide the board is authorized to establish a high school. In 1882 there were 10 high schools in the State, the following year 6, and in 1884 1 more w as added. 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. West Virginia University in 1882-’83 entered on a new arrangement of its studies- in 10 independent schools, under 2 general courses, academic and professional. It is claimed that this allows greater freedom in the selection of studies and the elevation of the standard of instruction and attainment ; that, the course being elective, the student may pursue the studies of any school for which he is prepared, without regard to his deficiency in other studies; and that, if he desires but a partial course, he may adapt that course to his tastes or necessities : and, finally, that he is put upon the same equality with his fellows and thrown upon his own resources. Its military course of 4 years remained unchanged. Bethany College, with the same arrangement by schools as the university, in 1882~’83 continued its classical, scientific, and ministerial courses, leading to the degrees of a. b., s. b., and l. b. It has also an academic course of 2 years, preparatory to the regular college course. While all courses are open equally to both sexes, there is a special ladies’ course. The musical department offers a course of elementary training and drill in technique, both vocal and instrumental. West Virginia College, noted in previous years, has made no report to this Bureau for the years under view. For statistics of colleges reporting, see Table IX of the appendix ; for summary of statistics, the report of the Commissioner preceding. INSTITUTIONS FOR THE SUPERIOR INSTRUCTION OF YOUNG WOMEN. For statistics of schools of this class reporting, see Table VIII of the appendix; for summary of statistics, the report of the Commissioner preceding. 280 REPORT OF THE COMMISSIONER OF EDUCATION. SCIENTIFIC AND PROFESSIONAL INSTRUCTION. SCIENTIFIC. The University of West Virginia , in its new arrangement, offers the degree of bachelor of science to graduates holding diplomas in the schools of metaphysics, modern lan¬ guages, English, geology and natural history, mathematics, agriculture, chemistry, and physics. Bethany College, in its school of mathematics and astronomy, has a scientific course of 4 years, including, with subjects in the classical course, applied mathematics, road and railroad engineering, descriptive geometry, shades and shadows, and perspective drawing. A special course in engineering includes, in addition to some of the above, surveying, drawing, levelling, profiling, and mapping. No time is specified for this course. For other information in regard to these schools, see Table X of the appendix. PROFESSIONAL. Theological. — The only theological instruction given in the State in 1882-83 appears in the ministerial course of 4 years in Bethany College. The studies of the first 2 years are classical, those of the third and fourth years theological, of a fair stand¬ ard. • Legal training in 1882-’83 continued in the State university in its school of law and equity, embracing the usual studies. The degree of bachelor of laws will hereafter be conferred on graduates of this school. For statistics of these schools, see Tables XI and XII of the appendix. Medical. — Up to 1882-83 no full medical school or department appears in the State. In the school of anatomy, physiology, and hygiene of the West Virginia Uni¬ versity there was preparatory medical training in anatomy, with dissection ; in physi¬ ology and hygiene, by specimen, the microscope, drawing, and lectures. A foundation has been laid for a medical museum. Under the new order of things this department, it is said, has had during the session of 1882-’83 more bona fide medical students than ever before. The faculty hope soon to complete a medical department. SPECIAL INSTRUCTION. EDUCATION OF THE DEAF AND DUMB AND THE BLIND. The West Virginia Institution for the Deaf and Dumb and the Blind, Romney, founded in 1870, reported for 1883 an appropriation from the State of $23,450 and buildings and other property valued at $80,000. There were 102 pupils under instruc¬ tion, of whom 66 were deaf-mutes and 36 blind. All are taught the common English branches, with drawing for the deaf and music for the blind ; also, the usual indus¬ trial occupations of such schools. EDUCATIONAL CONVENTION. WEST VIRGINIA EDUCATIONAL ASSOCIATION. The State Association met at New Martinsville, July 1-3, 1884, Hon. B. L. Butcher presiding. Among the subjects presented and discussed were “The old and the new in education,” “ The relation of the State university to the free school system,” “Re¬ form schools,” “Building for the children of the South,” and “Grading county schools.” The meeting was regarded as a very profitable one, and the association will hold its next session at Keyser. CHIEF STATE SCHOOL OFFICER. Hon. B. L. Butchxb, State superintendent of free schools , Wheeling. [Term, March 4, 1881, to March 4, 1885.] WISCONSIN. 281 . WISCONSIN. STATISTICAL SUMMARY. 1882-’83. 1883-’84. Increase. Decrease. 528,750 286, 542 316, 969 59. 94 18, 625 17,117 7,289 .76 238, 266 7, 689 15,616 5, 821 338, 406 5, 767 519 115 3,466 170 5, 575 486 2,200 60 33 1 30, 985 5,951 287 2,378 8,251 10, 629 199 666 7,835 $2, 964, 861 2,947 81 31 79 227 306 31 72 240 $71,984 POPULATION AND ATTENDANCE. Youth of school age (4-20) . Number between 7 aud 15 years old .. Public school enrolment . . Per cent, of school youth enrolled _ Average daily attendance . . Enrolment of youth 7 to 15 . Attending free high schools . Youth in private and church schools . In collegiate and normal schools . In all classes of schools . 510, 125 269, 425 309, 680 60. 70 SCHOOL DISTRICTS AND SCHOOLS. Number of school districts outside of cities. Schools with more than one depart¬ ment. Number of high schools . Average term of school in cities, days. Average term of school in county, days. Volumes in district school libraries... Public school-houses . School-houses built during the year . . TEACHERS. Number of men teaching . . Number of women teaching . Whole number of teachers . Teachers with first grade certificates . . Teachers with second grade certifi¬ cates. Teachers with third grade certificates. FINANCIAL STATEMENT. Total expenditure for public schools. . Amount of available school fund . Total of permanent school fund . Value of school property . . Average monthly pay of men in cities Average monthly pay of women in cities. Average monthly pay of men in coun¬ ties. Average monthly pay of women in counties. 234,800 7,519 21,191 5,335 336,206 5, 707 486 114 192 168 28, 038 5, 870 256 2, 457 8,478 10, 935 168 594 7,595 $2, 892, 877 2,913,612 3, 063, 612 5,930,789 156 30 37 50 40 89 27 27 (From returns of Hon. Robert Graham, State superintendent of public instruction of Wisconsin, for the years indicated.) STATE SCHOOL SYSTEM. GENERAL CONDITION. The statistics show a steady increase in the school population, wThich in 1883-84 numbered 33,517 more than in 1881-,82. As may be seen, the advance in the number of pupils under instruction did not keep pace with the increase in school youth in 1883-J84 282 REPORT OF THE COMMISSIONER OF EDUCATION. Above 7,000 more were enrolled in public schools, but 5,575 fewer are reported from private schools, which brings the net increase down to 2,200, counting students in nor¬ mal and collegiate institutions. Fuller statistics from private schools, however, the State superintendent says, would change this presentation very much, several of the largest cities in the State, where it is well known there are large numbers of private schools, sending no reports of them. Besides, as he says, the failure of attendance to keep pace with population is easily understood when it is remembered that a large pro¬ portion of the increase in population has been in the newer portions of the State, where time is required to provide school facilities, and in a few large cities, where school accommodations are almost always inadequate. The number of pupils 7 to 15 years of age reported in public schools in 1883-,84 was 14,691 more than in 18dl-?82 and 3,466 more than in 1882-,83. Fuller statistics on this point, it is believed, would sho w that nearly all of that age attended during some portion of the year. More school districts were reported, a fairly larger number of schools with more than one depart¬ ment appears, more houses were built, and there was an increase of expenditure for all school purposes. Sixteen towns adopted the township system in l8S2-’83, four more did so the next year, and more school districts were supplied with libraries, dic¬ tionaries, maps, and globes. A larger number of the country districts have adopted a graded course of study, and this efiort to systematize the work of the common schools has resulted in the more rapid advancement and the more equal and symmetrical development of pupils where the experiment has been tried in good faith and with earnest purpose. The superintendent advises that district boards be required by law to adopt a course of study prescribed by the superintendent, just as they are required to adopt a list of text books, and that all teachers be required to organize their schools in accordance with it. ADMINISTRATION. A State superintendent, elected biennially by the people, has general supervision of the public schools. Each county has a superintendent, and counties with 15,000 or more inhabitants may have 2 of these officers. Districts have boards of 3 directors. Towns which have adopted the township system have township boards, consisting of the clerks of the several subdistricts belonging to the township. Women are eligible to all school offices except that of State superintendent. Public schools must be non- sectarian ; they are free to all resident youth 4-20 years of age, a census of whom is taken annually by the district clerk. Children 7-15 years of age must attend school at least 12 weeks in each school year unless their education has been otherwise provided for or unless excused for specified causes. The public school system comprises high and normal schools and a State university. There are also State institutions for the blind and deaf and a State Reform School. SCHOOL FINANCES. Public schools are supported from the income of a State school fund and from local taxation. The income of the State Bchool fund is distributed annually to such towns and districts as send the required reports and show that they have raised towards the support of common schools one-half the amount last appropriated to them from the State fund and that they have maintained schools at least 5 months in the year, a 3 months’ term in extraordinary cases being accepted. School money is apportioned according to the school census. SCHOOL SYSTEMS OF CITIES WITH 7,500 OR MORE INHABITANTS. STATISTICS. 1882-’83. Cities. Population, census of 1880. Appleton .... Pond du Lac Green Bay... Janesville ... La Crosse.... Madison . Milwaukee .. Oshkosh . Racine . Sheboygan... "Watertown .. 8, 005 13, 094 7, 464 9,018 14, 505 10, 324 115, 587 15, 748 16, 031 7, 314 7, 883 Children of school age. Enrolment in public schools. | Average daily at¬ tendance. 1 Number of teachers. Expendi¬ ture. 3, 300 1,906 1, 759 33 $44, 673 5, 264 2, 049 1, 341 41 25, 833 2, 854 1,279 20 12 435 3, 671 1,597 34 20, 990 5, 132 2, 854 1, 923 53 40,612 3, 707 2, 001 36 37, 006 45, 931 19, 027 13, 541 285 238, 589 6, 516 2, 032 1, 161 55 34, 993 ‘ 7, 275 2,795 2, 088 53 39, 820 3, 538 1,249 20 13, 131 3, 353 1,267 26 14, 419 WISCONSIN. 283 St a tisiU:8~Contin ued. 1883-84. Cities. Popnlation, census of 1880. Children of school age. j Enrolment- in public schools. I Average daily at¬ tendance. 1 I Number of 1 teachers, i Expendi¬ ture. Appleton . 8, 005 3, 72G 2, 08 L 1, 602 36 $30, 281 Fond du Lac . . . 13, 094 5, 688 2, 066 1,410 : 40 21,289 fi-Teen Ray _ _ _ 7, 404 2, 9.'; 8 1,327 24 13, 873 Janesville . . 9, 018 3, 642 1, 645 1, 150 | 39 19, 054 La Crosse . . . 14, 505 5, 667 2, 946 2, 028 52 58, 648 "Madison _ 10, 324 3,702 1,857 36 22, 737 M i 1 wan keA . _ _ . . 115, 587 49, 804 19, 854 299 237,819 Oshkosh , . . . 15, 748 6. 701 2, 15G 56 46, 838 "Ranine _ _ 1C, 031 7,408 2, 930 55 41, 307 Sheboygan _ _ _ 7, 314 3. 778 1, 323 20 12, 851 "Watertown . . . 7, 883 3, 395 1, 357 24 19, 746 ADDITIONAL PARTICULARS. All the cities named above continued in 1883-’84 to have graded courses of instruc¬ tion, covering 11 to 13 years, including high school studies, with ancient languages, and in all but Janesville pupils may tit themselves for college. Teachers' meetings are held in all the cities. Appleton reported for 1883-84 8 school buildings, with 32 rooms and 2,300 sittings for study, valued, with other school property, at $110,500. The schools were taught 170 days in the year, and tjie average annual salary paid to men was $807 ; to women, $322. The evening school enrolled 29 pupils, and private schools, 444. One Kinder¬ garten was maintained, with 30 pupils and 2 teachers. Fond du Lac public schools in 1883-84 were taught 200 days, in 17 buildings, with 2,800 sittings for study, valued, with all other school property, at $124,800. The aver¬ age annual salary of men teaching was $875 ; of women, $355. Private schools en¬ rolled 500 pupils. Green Bay public schools occupied 17 rooms, with 1,070 sittings for study, valued, with grounds, at $54,500. Private schools had 775 pupils, and one Kindergarten was maintained, with 20 children, under 1 teacher. Janesville had 6 public school-houses, with 1,815 sittings for study, valued, with all other school property, at $87,150. Private schools had 250 pupils enrolled. La Crosse held its public schools in 13 buildings, containing 43 rooms, with 2,684 sit¬ tings for study, valued, with other school property, at $108,000. Schools were taught 194 days, and teachers received an average annual salary of $1,038 for men and $400 for women. Two Kindergarten were reported, with 60 pupils, under 2 teachers. The Madison schools were all graded and were taught 175 days, in 9 buildings, in good condition and well ventilated, with 2,000 sittings for study. All school property was valued at $100,000. Two Kindergarten were reported, with 100 pupils, under 2 teachers. Milwaukee schools, classed as primary, grammar, high, normal, and evening, were taught in 1883-’84 197 £ days, in 27 buildings, containing 16,200 sittings for study. The schools were all graded. The average annual salary paid teachers was, to men $1,147 and to women $568. Special teachers were employed in music, drawing, and German. There were 12 evening schools, with 1,776 p upils enrolled, under 46 teachers, a.11 belonging to the day school force. There were 7 Kindergarten, enrolling 900 chil¬ dren, under 13 teachers. Public school-houses and lots were valued at $722,900. Oshkosh public schools, classed as primary, intermediate, grammar, and high, were taught in 9 buildings, 6 of which were in good condition and well ventilated, valued, with sites, at $80,000. The average attendance was about 93 per cent, of the number enrolled. The course of instruction extends through 12 years. Calisthenics was taught by the regular teachers, with satisfactory results. Racine classed its public schools as primary, grammar, and high, each covering 4 years. Drawing and music were taught throughout the first 8 grades. Schools were housed in 7 buildings, with 2,900 sittings for study, valued, with grounds, at $105,000. Watertown reported public schools taught in 1883-84 in 5 school-houses, all in good condition, well ventilated, and affording 1,200 sittings, houses and sites being valued at $34,000. One night school was maintained, with 60 pupils, and 1 Kindergarten, with 30 children, under 1 teacher. Private schools were taught 200 days, with 700 pupils, under 14 teachers. PREPARATION AND QUALIFICATIONS OF TEACHERS. STATE REQUIREMENTS FOR CERTIFICATES. Teachers to he legally employed in public schools must have a certificate of qualifica¬ tion from their county superintendent or from a State board of examiners, unless they are graduates of one of the State normal schools, or the State university or other college 284 REPORT OF THE COMMISSIONER OF EDUCATION. in the State with equivalent courses of study ; and no person may receive a certifi¬ cate who does not write and speak English correctly and easily. Certificates granted by county superintendents are of 3 grades, the first good for 2 years, the second for 1 year, the third for such term as is specified on the certificate, but not for more than 1 year. Each county superintendent establishes for his county, under the advice of the State superintendent, the standard of attainment which must be reached by appli¬ cants for the different grades of certificates. The board of examiners, which is ap¬ pointed by the State superintendent, gives State diplomas, good for 5 years and for life. The State superintendent also has power to grant diplomas to graduates of the university and of colleges, which are good until annulled; and diplomas of graduates from the full 4-year course of the normal schools, countersigned by the State super¬ intendent, become unlimited State certificates after the holder has taught successfully one year. STATE NORMAL TRAINING. The 4 State normal schools, located, respectively, at Oshkosh, Platteville, River Falls, and White Water, had in 1882-’83 a total enrolment of 1,908, of whom 952 were in normal departments; and in 1883-84 the whole number increased to 1,971, that of normal students being 940. All have elementary and advanced normal courses, both together covering 4 years. All have primary, intermediate, grammar, and prepara¬ tory departments, aud that at Oshkosh a Kindergarten training class. The aggregate number completing the courses in 1883-’84 was 71 from the elementary and 30 from the advanced course, an increase in the former of 16 and in the latter of 4 over the preceding year. A handsome and commodious building has been erected in Milwaukee for a State normal school, which will be opened as soon as the funds at the disposal of the board of regents will justify such action. Among the teachers in the public schools of the State there were in 1883-’84 243 who were graduates from normal schools, an increase of 57 over the preceding year. By a law of 1883 the free high schools of the State are required to include in their course instruction in the theory and art of teaching and in the organization, man¬ agement, and course of study of ungraded schools ; and all examinations of teachers for the high schools are to include examinations on these subjects. The question of the reestablishment of a chair of pedagogy at the University of Wisconsin was decided in 1883-84, and President J. W. Stearns, of the State Normal School at White Water, was tendered, in June, 1884, the appointment to the chair, and accepted it, to take effect in February, 1885. OTHER NORMAL TRAINING. The City Normal School of Milwaukee continued to prepare teachers for the city schools, and in 18»2-’83 had 24 students, under 2 teachers. The National German- American Teachers’ Seminary, Milwaukee, for 1883-84 reports 25 normal and 20 other students, under 9 instructors. The course of study covers 3 years. Six pupils were graduated during the year and engaged in teaching. The Catholic Normal School of the Holy Family, St. Francis Station, has a 3-year normal course, with preparatory studies, and in 1883-’84 reported 50 normal students and 56 others. Galesville University, when last heard from, offered a 3-year course of normal train¬ ing, all the studies being pursued which are required by the State for a first class cer¬ tificate. Melton College, in its preparatory department, reported teachers' courses, the element¬ ary and advanced together covering 4 years. TEACHERS' INSTITUTES. County teachers’ institutes were held under State authority in 1882-’83 in all the 62 settled counties, one county having 3. In all 4,429 teachers were in attendance. In 1883-’84 there were 63 institutes held again in the 62 counties, with 4,757 teachers attending. The institutes were in session generally from 4 to 10 days, and each had an average daily attendance in 1883-’84 of 60, an excellent record. EDUCATIONAL JOURNAL. The Wisconsin Journal of Education, published at Madison and conducted by the State superintendent and his assistant, continued in 1884 to be the organ of the State Teachers’ Association and of the department of public education, and in that year was in its fourteenth volume. SECONDARY INSTRUCTION. PUBLIC HIGH SCHOOLS. The State appropriates $25,000 annually for the. maintenance of these schools, which may bo established under the law where not less than 25 pupils are prepared to enter upon a high school course. The schools are in charge of a high school board, consisting WISCONSIN. 285 of a director, a treasurer, and a clerk in joint high school districts; hut in cities not under county superintendents the city board acts as a high school board. Tbe course of study to be pursued and the standard for admission are established under the advice of tbe State superintendent. As may be seen under the head of State Normal Training, these schools are now utilized as means of preparing teachers for the lower schools. The number of high schools organized under the free high school law in 1883 was 1 14 ; the number making special reports and receiving State aid was 110. Pupils enrolled for that year, 7,519; instructed in English branches only, 6,400; in other branches, 1,119; while 454 completed the course of study. In 1884 there was 1 more organized ; 2 more received State aid; the enrolled pupils (7,689) were 170 more ; a smaller number than in the previous year studied English branches and a larger number the higher branches; and 475 completed the course, making a total of 3,430 graduates since the organization of these schools. The major part of the teachers in both years held either State certificates of quuliiication or normal school, collegiate, or university diplomas. SUPERIOR INSTRUCTION. COLLEGES FOR YOUNG MEN OR FOR BOTH SEXES. The University of Wisconsin, Madison, admitting both sexes and giving free tuition, comprises in its collegiate department a college of arts and one of letters, the latter including an ancient and a modern classical course, leading to the degrees of a. b. and lit. b. In the college of arts a general course in science, leading to the bachelor’s degree, is provided, besides several technical courses, including agriculture. Of the professional schools contemplated, only that of law has as yet been established. The board of regents report in 1883-84 that for a number of years past the history of the university has been that of rapid, continuous, and wholesome growth, a growth not alone measured by increase in the number of students, but also by necessary ad¬ ditions to real estate and buildings, by the progressive enlargement of cabinets and libraries, by the establishment of new and the expansion of old departments of in¬ struction, and especially by the higher grade of instruction imparted. Seven other institutions in the State are classed by this Office as colleges or uni¬ versities, viz, Lawrence University, Appleton ; Beloit College, Beloit ; Galesville Uni¬ versity , Galesville ; Milton College, Milton ; Racine College, Racine ; Ripon College, Ripon ; and Northwestern University, Watertown. All but 2 of these are open to both sexes, all have preparatory and classical courses of study and all but 2 scientific courses, all include one of the modern languages in their course of study, while in most of them two or three of these languages are studied. Instruction in business and in music and the fine arts is given by 3. For full statistics of colleges and universities reporting to this Office, 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. Three colleges exclusively for young women are Wisconsin Female College, Fox Lake ; Milwaukee College, Milwaukee ; and Santa Clara Academy, Sinsinawa Mound. The college at Fox Lake is authorized by law to confer collegiate degrees. All include music, drawing, painting, and German in the course of study, one adding French and another Italian. For statistics, see Table VIII of the appendix; and for a summary, see the report of the Commissioner preceding. SCIENTIFIC AND PROFESSIONAL INSTRUCTION. SCIENTIFIC. Instruction in scientific branches is chiefly given in the college of arts of the Uni¬ versity of Wisconsion, which includes, besides a general science course, departments of agriculture and of civil, mining, metallurgical, and mechanical engineering, all having courses of 4 years, which lead to a corresponding bachelor’s degree. Courses in science, leading to the degree of bachelor of science, are also offered by Lawrence and Galesville Universities and Milton, Racine, and Ripon Colleges. For statistics of scientific schools reporting, see Table X of the appendix ; and for a summary, see a corresponding table in the report of the Commissioner preceding. PROFESSIONAL. The theological schools reporting are the Mission House, Franklin (Reformed) ; the Lutheran Theological Seminary of the Synod of Wisconsin; Nashotah House, Nash- otah (Protestant Episcopal) ; and the Seminary of St. Francis of Sales, St. Francis (Roman Catholic). All but the last named report a 3-year course of study and require an examination for admission. In the Seminary of St. Francis the course is 9 years ; 286 REPORT OF THE COMMISSIONER OF EDUCATION. how many of these are preparatory does not appear. For statistics of these schools, see Table XI of the appendix ; and for a summary of them, see the report of the Com¬ missioner preceding. Legal training is given in the college of law of the University of Wisconsin, in a course of 2 years, the method of instruction being chiefly by reading, lectures, and moot courts. Applicants for admission who are not college graduates must be 20 years old and must pass an examination in the ordinary English branches. For statistics, see Table XII of the appendix ; and for a summary, the report of the Commissioner preceding. Medical instruction was ottered in only one school, and that is extinct. SPECIAL INSTRUCTION. EDUCATION OF THE DEAF AND DUMB, Wisconsin Institution for the Education of the Deaf and Dumb , Delavan, founded in 1852, trains the deaf-mutes of the State for a useful life, giving instruction in the common and higher English branches, including anatomy, philosophy, chemistry, and natural history. Special attention is given to articulation, penmanship, morals, and manners. Sewing, knitting, ironing, printing, cabinet and shoe making are taught. Pupils in 1883-’ 84, 212, under 13 instructors; State appropriation, $40,000. The institution owns 37 acres of land, which, with buildings, &c., wa« valued at $100,000. Expendi¬ tures for the year, $40,000. The Milwaukee Day School for Deaf Children, founded in 1883 and under control of the Wisconsin Phonological Institute, reports 8 pupils, but does not define the stud¬ ies. The oral method is employed. The city appropriated $1,200 for maintenance of the school during the year and $300 were received from tuition fees. St. John's Catholic Deaf-Mute Institute, St. Francis, founded in 1876, in 1883-’84 had 22 boys and 15 girls under instruction. Common school studies were pursued; artic¬ ulation, to a limited extent, and agriculture, shoemaking, needlework, and general housework were taught. For further statistics of deaf-mute schools, see Table XVIII of the appendix ; and for a summary, see the report of the Commissioner preceding. EDUCATION OF THE BLIND. t The Wisconsin Institution for the Education of the Blind, Janesville, in 1883-’84 had 78 pupils, who received instruction in common and high school branches, in vocal and instrumental music, and in carpet weaving, cane seating, sewing, and fancy work. The age for admission is from 8 to 21 years, and the State provides Free hoard and tui¬ tion. All youth are admitted whose vision is too defective to allow them to receive the benefit of public school instruction. Total receipts for the year, $25,000; expend¬ itures, $18,000; value of all property, $175,000; volumes in library, 1,700. REFORMATORY AND INDUSTRIAL TRAINING. The Wisconsin Industrial School for Boys, Wankesha, under State control, receives boys between the ages of 10 and 16 years, and in 1881-82 reported 132 released on tickets ; 21 released at 18 years of age, the limit of detention ; 7 discharged ; 8 escaped ; and 299 on the roll. In 1882-,83 there were 229 pupils reported. The institution was founded in 1860, since which time 1,979 boys have received its care. The common school branches are taught ; also, farm work, shoemaking, and knitting. The Wisconsin Industrial School for Girls, Milwaukee, established in 1875, has for its object the moral and intellectual training of girls under 16 and hoys under 10 yearsof age who are found destitute or disobedient or are in manifest danger of becoming vicious. In 1882-’84 there were 149 enrolled, some in a Kindergarten class, all rep¬ resenting 40 different counties. School is in session for the little ones 2 hours in the morning, 3 in the afternoon ; 1 hour in the evening for the others. The studies include the common school branches, with some scientific and general literature. Instruction is also given in sewing, laundrying, and general housework. For statistics of reform schools reporting, see Table XXI of the appendix; and for a summary, see the report of the Commissioner preceding. For statistics of orphan asylums, see Table XXII. EDUCATIONAL CONVENTIONS. WISCONSIN STATE TEACHERS’ ASSOCIATION. The winter session of this association was held in Madison, December 26-28, 1883. President J. W. Stearns, of the White Water Normal School, called the meeting to order, and Professor Payne, of the University of Michigan, delivered an address on “Educa¬ tion as a university study.” Among other subjects presented were “ Industrial educa¬ tion in Europe and America,” “ Institution life for deaf and dumb,” “The Netherlands WISCONSIN, 287 and the Rhine,” and “Normal work in the high 'school.” ’Among the topics reported upon were “How can the schools secure better supervision?” “What modifications of the school course do the times demand ? ” and “The teacher’s mission in awakening in the community an interest in school work.” The summer session was also held at Madison, July 14-15, 1884, President Stearns again in the chair. After the committees were announced, papers and reports were read and discussed upon “The school and the home,” “ Elementary education,” “Edn cational systems in the South,” and “Instruction in the high schools in the theory and art of teaching.” After the election of officers for the ensuing year the meeting adjourned. CONVENTION OF CITY AND COUNTY SUPEKINTENDENTS. The annual convention of these school officers was held in the afternoon of Decern her 28, 1883, with State Superintendent Graham in the chair. The attendance ot superintendents was meagre, only 18 being present. Some very interesting subjects were presented, but owing to lack of time the discussions were brief. CHIEF STATE SCHOOL OFFICER. Hon. Bobert Graham, State superintendent of public instruction, Madison. [Term, 1882 to 1885.] 288 REPORT OF THE COMMISSIONER OF EDUCATION. ALASKA. Educational affairs in Alaska remain much as reported in 1882-’83, tke principal schools still being those in the southeastern portion of the Territory conducted and supported by the Presbyterian Church. A letter from their superintendent, Rev. Sheldon Jackson, reports them to be steadily growing in influence and in attendance. Of 7 different settlements mentioned, in which one or more schools had been taught during some portion of the year 1883-84, the number of pupils attending in 5 was re¬ ported, aggregating from 500 to 600. One of them was a summer school, which fol¬ lowed the natives 16 miles down the coast, returning with them in the fall. Three schools had industrial departments connected with them; that at Sitka, having been designated as the Government industrial school for Eastern Alaska, promises great en¬ largement of its work. No late information is at hand from any except 1 of the 3 schools sustained by the Alaska Commercial Company in the southwestern section of the Territory. This, at St. Paul’s Island, reports 47 pupils enrolled during 1882-,83. The appropriation by Congress of $15,000 for industrial schools and $25,000 for com¬ mon schools in Alaska will doubtless give a powerful impetus to education in the Ter¬ ritory. ARIZONA. 289 AEISOM. STATISTICAL SUMMARY. 1882-,83. 1883-,84. Increase. Decrease. POPULATION AND ATTENDANCE. Youth of school age (6—21^ _ ......... _ 9, 376 Enrolled in public schools _ ......... 3,751 4,516 765 2, 554 3, 287 733 Per cent, of school age enrolled . 40 48. 16 8. 16 Per cent, of same in average attendance . . 27. 24 35. 06 7. 81 SCHOOLS. Number of school districts. .............. 110 127 17 Number of schools _ _ _ 104 121 17 Average term, in days _ _ _ _ _ 150 210 60 Number of school-houses ....... _ _ _ 68 87 19 TEACHERS. Number of men teaching _ ............ 42 61 19 Number of women teaching _ _ ... ...... 56 82 26 Whole number of teachers . . . . 98 143 45 Necessary to supply the schools . . 100 127 27 FINANCIAL STATEMENT. Amount expended for public schools . $77, 998 $161, 862 $83, 864 Valuation of public school property . 82, 183 153, 466 71, 283 Average monthly pay of teachers . 75 85 10 (From reports of the territorial superintendent of public instruction for the years mentioned. ) TERRITORIAL SCHOOL SYSTEM. GENERAL CONDITION. As will be seen from the preceding summary, the public schools, while not up to the standard desired, were making a fair degree of progress. The census taken in June, 1883, showed a school population of 9,376, more than 48 per cent, of whom were en¬ rolled in public schools in 1883-84, with about 35 per cent, in average daily attend¬ ance, an increase for the year of 8 per cent, enrolled and of nearly that proportion in average attendance. In the year 17 more school districts were organized, 19 more school- houses built, more schools were taught, and the average term for the Territory was, according to a written return, 60 days longer, though a printed report gives an in¬ crease of only 30 days. The new school-houses were said to be substantial and well adapted to the purposes for which they were erected, several of them having also been built with an eye to beauty of design and finish, and supplied with the latest improved furniture and apparatus. A majority of the country schools had also been supplied with the necessary school apparatus. The standard of scholarship required for license to teach was being gradually raised throughout the Territory. Many of the teachers had been trained in a normal school, and at least one-half of those who applied for certificates during 1883 and 1884 were graduates of universities or normal schools. ADMINISTRATION. The school system of Arizona is conducted by a superintendent of public instruc¬ tion, elected for 2 years by the people; a territorial board of education, consisting of the governor, territorial treasurer, and superintendent ; county superintendents ; 19 E 290 REPORT OF THE COMMISSIONER OF EDUCATION. county boards of 3 examiners ; and a board of 3 school trustees for each district. The county probate judge is ex officio county superintendent and presiding officer of the county board of examiners. SCHOOL FINANCES. Four forms of school taxation are provided by the law. The first two, which are obligatory, consist of a territorial tax of 15 cents on $100, which forms the territorial school fund, and of a county tax of not less than 50 nor more than 80 cents on $100, which is known as the county school fund. The third is conditional, only being re¬ quired of those districts in which the tax apportioned is inadequate to secure three months of school, and the fourth an optional tax for prolonging the school term beyond the three-month limit or for building school- houses, voted on by the district at a meeting called by the board of trustees. The territorial fund is apportioned to the counties on the basis of school population, 10 per cent, of it for libraries, the an¬ nual amount, however, not to exceed $20 a year for this purpose. Moneys arising from escheats go into the territorial school fund ; those from dues, forfeitures, and gambling licenses, into the county school funds, except in incorpo¬ rated villages or cities. SCHOOL SYSTEM OF TUCSON. SCHOOL STATISTICS AND OTHER EDUCATIONAL PARTICULARS. Tucson had for January, 1883, an enrolment of 318, an increase of 84 over the pre¬ ceding year, all under 6 regular and 2 special teachers, these last of music and Span¬ ish. The school registers show that most of the new pupils come from families that have resided in the city for two years or more but have never before sent their chil¬ dren to the public schools. The superintendent states, with regret, that the school buildings do not meet the requirements of this growth, and that a further increase in attendance is impossible. A new building was to be erected soon, however, which will furnish ample room. Schools are classed as primary, grammar, and high, the course of study covering 11 years. Music and drawiug enter into the first 8 years, special attention being given to oral instruction. Expenditures for the year were $8,455. PREPARATION AND QUALIFICATIONS OF TEACHERS. GENERAL REQUIREMENTS. Teachers must have attained the age of 18 years, must hold certificates of quali¬ fication from the county board of examiners or from the superintendent of public in¬ struction, must keep a school register, and make proper certified reports to the county superintendent at the end of each quarter. TEACHERS* INSTITUTES. The law provides that whenever a county contains 20 districts a teachers* institute may be held at least once a year. Teachers are required to attend and participate in its proceedings. But the superintendent says the districts are scattered and the ex¬ penses attending institutes great. None, consequently, have been held in the last two years. SECONDARY AND SUPERIOR INSTRUCTION. SECONDARY. „ The Territory makes no provision for the instruction of its youth beyond the com¬ mon school course. Tucson, however, reports a high school, which offers 2 courses, scientific and literary, each of 3 years. The former includes the study of Spanish, and Latin is added to the latter. Students may elect either course, and diplomas of graduation are given on a satisfactory completion of it. SUPERIOR. No institutions of this class, either territorial or private, have reported to this Bureau. CHIEF TERRITORIAL SCHOOL OFFICER. Hon. W. B. Horton, territorial superintendent of public instruction , Prescott. [Term, January 1, 3882, to January 1, 1884.] Succeeded by R. L. Long, Phoenix. DAKOTA. 291 DAKOTA. STATISTICAL SUMMARY, a 1882-’83. 1883-,84. Increase. Decrease. POPULATION AND ATTENDANCE. 56, 476 77,499 21,023 33, 988 50, 031 16, 043 20, 560 32, 520 1L 960 Per cent. of school youth enrolled . 60. 18 64. 55 4.37 Per cent, of school youth in attend- 36. 40 41.96 5. 56 ance. SCHOOL DISTRICTS AND SCHOOLS. Organized districts _ _ _ _ „ _ ____ 1,644 1,042 602 Oraded schools _ _ _ _ _ _ ____ 51 69 18 Ungraded schools _ _ _ _ 1,356 1,930 574 School-houses _ ......... .......... 1, 136 1,921 785 School townships in 50 counties _ ... 567 Average number of days of school.. . 93 101 8 TEACHERS. Men teaching _ _ _ ...... ...... _ , 461 863 402 "Women teaching. _ ...... _ 1,056 2, 048 992 Whole number of teachers _ .... 1,517 2,911 1,394 FINANCIAL STATEMENT. Total expenditure for public schools.. $532, 325 1, 306, 879 $774, 554 Estimated value of public school 937, 764 1, 689, 658 751, 894 property . Average monthly pay of men ......... 39 70 38 43 $1 27 Average monthly pay of women _ _ 30 70 31 72 1 02 a The statistics are from 44 counties in 1882-’83 and from 65 in 1883-’84 ; in addition to these 65 there were 16 others not yet in a condition to report. 6 The school age was 5-21 in 1882-83 and 7-20 in 1883-’84. (From report and return of Hon. W. H. H. Beadle, territorial superintendent of public instruction of Dakota, for the two years indicated. ) TERRITORIAL SCHOOL SYSTEM. GENERAL CONDITION. As may be seen from the foregoing table, education has shared in the general pros¬ perity that has marked Dakota affairs in the years reviewed. The superintendent says a better public.sentiment has developed, and even a spirit of enthusiasm in school work, while the people have demanded longer terms and better schools and have kept their children more continuously and regularly in school. The large increase in school population and enrolment made it necessary to erect 785 school buildings, thus largely increasing expenditures. ADMINISTRATION. Educational affairs are in the hands of a superintendent of public instruction, ap¬ pointed biennially by the governor and confirmed by the legislature ; of county super¬ intendents, chosen biennially by the people, women being eligible ; and of township boards of 3 members, elected for 3 years, with annual change of 1. The duty of these boards is to provide buildings, employ teachers, regulate schools, and disburse the funds of the township. The school census must be taken annually. The Bible 292 REPORT OF THE COMMISSIONER OF EDUCATION. may not be excluded from any public school nor deemed a sectarian book, and the law requires that the highest standard of morals shall be taught. School attendance is compulsory on all children 10 to 14 years of age for at least 12 weeks in each school year, 6 of these weeks to be consecutive, unless such children are excused by the school authorities for good reasons. SCHOOL FINANCES. Taxation is of two kinds: (1) a county tax of $1 on each elector and of 2 mills on $1 of taxable property, to be distributed to the several school corporations of the county in proportion to their youth over 7 and under 20 years of age ; (2) a local tax, not to exceed 3 per cent, of the taxable property of the district in which it is levied. The general tax, or public fund, as it is called, is increased by penalties of various kinds and is distributed according to the ratio of school youth in each school corpo¬ ration. NEW SCHOOL LEGISLATION. A new school law in 1883 changed the ending of the school year from March 1 to June 30 ; made the school age, which had undergone several previous alterations, 7-20 ; required an amftial census of school children ; abolished districts and subdistricts in school townships; gave free choice as to the schools to be attended, but made education for at least 12 weeks in each school year compulsory on all youth 10 to 14 years of age; and appropriated $600 a year for the employment of experienced con¬ ductors of teachers’ institutes. CITY SCHOOL SYSTEM OF YANKTON. ADMINISTRATION AND STATISTICS. The municipal system is in no way subordinate to the territorial system, its only obligation being to report its school population in order to receive its share of the school fund. Under a board of education composed of 10 members, including secre¬ tary and treasurer, the Yankton system iu 1883-’84 was still progressing. The school population of the city comprised 1,114 children, of which number 751 were enrolled in public schools and 474 were in average daily attendance. The schools, classed as primary, grammar, and high, were taught 175 days by 13 teachers, including the su¬ perintendent, who gives part of his time to teaching, and 1 special teacher of vocal music. The schools occupied 12 rooms, containing 576 sittings for study. PREPARATION AND QUALIFICATIONS OF TEACHERS. GENERAL REQUIREMENTS. Teachers to be employed must present certificates of qualification from the super¬ intendent of public instruction or from a county superintendent, and to receive pay must furnish duplicate reports of attendance and whatever statistics are needful for making an accurate report of their schools at the end of each term, one report for the district clerk and one for the county superintendent. TERRITORIAL NORMAL TRAINING. The Territorial Normal School, Springfield, has been suspended. Notice comes through the New York School Journal that a new State normal school was opened at Madison, December 5, 1883, under the principalship of Prof. C. S. Rich¬ ardson, a graduate of Colby University, Waterville, Me. OTHER NORMAL TRAINING. The University of Dakota presents teachers’ courses of 1 and 2 years and 2 years of advanced normal training. Students qualified to teach at the end of the first and sec¬ ond years receive a certificate of proficiency, and those who satisfactorily complete the 4-year course receive diplomas conferring the degree of bachelor of didactics. TEACHERS’ INSTITUTES. The law requires institutes to be held, conducted by teachers employed or designated by the territorial superintendent, and $600 are appropriated annually for this purpose. Every applicant for a county teacher’s certificate must pay $1, which is added to the institute fund of the county where it is received. From the territorial fund not more than $60 may be paid for the expense of any institute, which institute must continue in session two weeks, and no institute aided by this fund shall continue for less than five days. Two or more counties, however, may be grouped into one institute and $80 appropriated for its use. Money assigned for any particular institute may bo added to the county institute fund of any county and the institute extended as long as the combined funds may last, not exceeding four weeks. In 1883-84 there were 39 county institutes held and 70 sessions of county teachers’ associations were reported DAKOTA. 293 SECONDARY INSTRUCTION. PUBLIC HIGH SCHOOLS. This class of schools is not required by law, but has been established in the larger towns. Yankton, the only one furnishing statistics for 1882-783, had 1 school building, with 46 sittings for study. The enrolment during the first quarter was 37, with 33 in average daily attendance, but the number fell off considerably before the end of the year, only one being graduated, many of them leaving the high school to enter the new college. Owing to the advantages of an advanced education from this source, the course was shortened from 4 years to 3. SUPERIOR INSTRUCTION. TERRITORIAL UNIVERSITY. The University of Dakota, Yermillion, organized and opened in 1883, has prepara¬ tory and collegiate departments, the former extending over 3 and the latter over 4 years. The collegiate department has 3 courses, classical, scientific, and literary. A 4-year course in normal training is also presented, as before stated, and arrange¬ ments are being perfected for thorough instruction in vocal and instrumental music. In 1883-784 there were 95 students enrolled, under 7 instructors. By a vote of the regents, Superintendent W. H. H. Beadle was to organize and con¬ duct at the university a normal institute in August, 1884, of which full information is expected in the report for 1884-785. SPECIAL INSTRUCTION. EDUCATION OF THE DEAF AND DUMB. The Dakota School for Deaf-Mutes, Sioux Falls, founded in 1880, in 1883-’84 had 23 pupils, under 2 instructors, making 28 from the beginning. The common English branches were taught, with penmanship, drawing, and agriculture. The Territory appropriated $12,000 and the expenditures were $4,830 for the year. CHIEF TERRITORIAL SCHOOL OFFICER. Hon. W. H. H. Beadle, territorial superintendent of public instruction , Yankton . [Third term, 1883 to 1885.] Then to be succeeded by Hon. A. Sheridan Jones. / 294 REPORT OF THE COMMISSIONER OF EDUCATION. !>I§TRICT OF COLUMBIA. STATISTICAL SUMMARY. POPULATION AND ATTENDANCE. Population of the District... . Total school population (6-17) . Colored school population (6-17) . Total enrolment in public schools .... Colored youth enrolled . Per cent, of enrolment to school youth . Average daily attendance . Colored youth in daily attendance .... Per cent, of attendance to school youth. Estimated enrolment in private and church schools. SCHOOLS. Number of sittings . Average duration of schools, in days.. TEACHERS. Number of men teaching. . . Number of women teaching . Total number of teachers . Colored teachers . FINANCIAL STATEMENT. Expenditure for public schools _ Value of public school property . Average monthly pay of teachers . 1882-,83. 1883-84. Increase. Decrease. al77, 625 al77, 625 a 43,558 a 43, 558 all, 938 all, 938 28, 571 30, 388 1,817 8,710 9, 167 457 65.59 69. 76 4. 17 22, 291 22, ,318 27 6, 815 6, 895 80 51.18 51. 24 .06 5, 000 4, 000 1,000 25, 028 25, 076 48 192 189 3 46 56 10 459 469 10 505 525 20 147 154 7 $669, 691 $559, 697 $109, 994 1, 206, 355 1, 296, 355 $90,000 66 50 66 50 a Census of 1880. (From returns by Hon. E. A. Paul, acting superintendent of public schools, andG. F. T. Cook, superintendent of colored schools.) DISTRICT SCHOOL SYSTEM. GENERAL CONDITION. In the absence of printed reports of the public schools in the District, their general condition can be seen only from the preceding statistics, gathered at the office of the superintendent and certified to by him. From 1880-’81 to 1882-?83 there was an increase of 1,272 in enrolment, although Ibat of the colored youth fell off by 873 ; in average daily attendance, a gain of 1,561, that of colored falling off by 477. In 1882-83 there were 3,295 more sittings than in 1880-’81; 45 more teachers, of whom 12 were colored ; expenditure for public schools increased $142,379, while school property seems to have diminished in value $120,533. The gains of 1883-’84 over 1882-’83 show a continued advance on all material points, there being no decrease worthy of note except of 1,000 in the private and church schools and of $109,994 in expenditure for public schools. From both white and colored superintendents assurances were received that the schools of both classes were in a prosperous condition. ADMINISTRATION. The absence of suffrage in the District of Columbia places the choice of the 9 mem¬ bers of the board of trustees, which is the educational authority, in the hands of the DISTRICT OF COLUMBIA. 295 Commissioners of the District. This hoard annually selects 2 superintendents, who are its chief executive officers, and chooses supervising principals, who act under the supervision of these superintendents ; through its committee on teachers, the hoard of trustees also appoints an examining hoard composed of the 2 superintendents and an undefined number of supervising principals and principals of public schools. To assign each superintendent to his proper sphere of action, the public schools have been formed into 8 divisions, the first 4 comprising the white schools of Washing¬ ton, the fifth those of Georgetown, and the sixth the rural schools for both races, over all of which one of the superintendents exercises authority; the seventh and eighth, comprising the colored schools of Washington and Georgetown, are under the control of his colleague. SCHOOL FINANCES. To support the system Congress makes an annual appropriation, one-half of which is taken from the amount raised by local taxation and the other from the public funds of the United States. The school age is 6-17. The schools are all graded, with a few exceptions among the rural schools, and each race is taught by instructors of its own color. PREPARATION AND QUALIFICATIONS OF TEACHERS. GENERAL DISTRICT REQUIREMENTS. All examinations of candidates for teachers in the public schools and for promotion are conducted by a board of examiners consisting of the 2 superintendents and others appointed annually by the committee on teachers from the supervising principals and the principals of public schools. The result of such examinations is reported to the committee on teachers, who select such candidates as in their judgment have given evidence of qualification and report their selection and the class of certificate to which the candidates are thought to be entitled to the board of trustees, who pro¬ ceed to consider the same and determine what candidates may receive certificates and the grade of the certificates. DISTRICT NORMAL TRAINING. There are 2 normal schools connected with the public school system of the District, 1 for white teachers, the other for colored. Owing to the non-publication of school reports there is no official information in regard to them at hand. The Miner Train¬ ing School for Colored Women Teachers is said to have done goo dservice in training teachers for the colored schools of Washington. It is under the care of Miss Lucy Moten, a graduate of these colored schools and more recently of the State Normal School at Salem, Mass. SECONDARY INSTRUCTION. PUBLIC HIGH SCHOOLS. The Washington High School reported for 1882-’83 382 students, including 51 unclassi¬ fied ; and for 1883-,84, 509, including 41 unclassified students, showing an increase of 127 over 1882-’83. The courses, each of 3 years, are (1) academic; (2) scientific; (3) business. There is also a special elective course for the first and second years in object drawing, historical ornament, plant forms from nature, projection, and per¬ spective ; for the third year, a choice in instrumental drawing, free hand drawing, and design in colors. The graduating class of 1883 numbered 13 young men and 23 young women. In its new quarters, the school has ample accommodations in study and classrooms, and the advantages of a library, lecture and drawing rooms, drill and exhibition halls, and laboratories. Military training, under a United States officer, was among the regular exercises of the school. The High School for Colored Students is said to have been in successful operation dur¬ ing the year, but no report of it has been published. OTHER SECONDARY SCHOOLS. For information respecting business colleges, private academic schools, preparatory schools, or preparatory departments of colleges, see Tables IV, VI, VII, and IX of the appendix ; for summaries of them, the report of the Commissioner preceding. SUPERIOR INSTRUCTION. COLLEGES FOR YOUNG MEN OR FOR BOTH SEXES. The Georgetown , Columbian , and Howard Universities continued in lSSS-^ substan¬ tially the same collegiate courses they have heretofore reported. They are all of fair standard and well equipped and officered. Columbian University has been provided with a large and excellent brick building in the heart of Washington, near its medical 296 REPORT OF THE COMMISSIONER OF EDUCATION. department, the law school having a home in the new university building. Howard, through aid from friends, made a beginning of an industrial department in carpentry, tin and sheet iron work, printing, shoemaking, sewing, and cookery, to be enlarged as means may be provided. Gonzaga College in 1883-’84 had as yet only the beginning of a true collegiate course, preceded by rudimentary and grammar classes, with a non-classical course of undefined length. In the National Deaf-Mute College the curriculum embraces 5 years, 1 of them in¬ troductory. Students desiring to do so may pursue a selected course of 3 years for the degrees of b. s., ph. b., or l. b. The master’s degree is conferred on graduates of 3 years’ standing who furnish evidence of progress in science, philosophy, literature, or the liberal arts after graduation. For further information concerning these colleges, see Table IX of the appendix ; for summaries of same, the report of the Commissioner preceding. SCIENTIFIC AND PROFESSIONAL INSTRUCTION. SCIENTIFIC. Scientific courses of 3 years, leading to the degree of b. s., continue in the George¬ town and National Deaf-Mute Colleges. In the Columbian University a Corcoian School of Science and Arts has been established, and will open in October, 1884, in the new university building, corner of Fifteenth and H Streets. The general course will embrace studies in literature, science, and arts, loading to degrees of bachelor of science, of civil, mechanical, and mining engineer. PROFESSIONAL. Theological. — Howard University in 1883-’84 had a well organized theological de¬ partment (non-sectarian), with Greek and Hebrew for such as are prepared for them, the course requiring 3 years. Its support comes from the American Missionary Asso¬ ciation and the Presbytery of Washington City. Legal. — The law departments of Georgetown, Columbian, Howard, and National Uni¬ versities in 1883-’84 continued their 3-year courses of legal instruction, leading to the degree of bachelor of laws ; also, additional graduate courses of 1 year, on completion of which the degree of master of laws is conferred. Graduates are admitted to prac¬ tice at the bar of the District after examination by a committee appointed by the court. Medical. — The National Medical College, medical department of Columbian Univer¬ sity, and the medical department of Howard University have each an annual session of 20 weeks, the medical department of the National University (1884) one of about 27 weeks, while the medical department of Georgetown College shows one of 30 weeks. All have 3-year graded courses; all require for admission evidence of qualification for the successful study of medicine ; and, for graduation, substantially 3 years of study, attendance on 3 courses of lectures, clinics, anatomy, and dissection, with final satis¬ factory examinations on all the studies of the course. Pharmacy. — The National College of Pharmacy, with annual session of about 32 weeks, requires for graduation 2 years of study in chemistry (practical and analytical), toxi¬ cology, pharmacy, materia medica, and botany, the degree of doctor of pharmacy be¬ ing conferred. SPECIAL INSTRUCTION. EDUCATION OF THE DEAF AND DUMB. The Columbia Institution for the Deaf and Dumb, Kendall Green, near Washington, including the Deaf-Mute College, in 1883 had 106 pupils, 40 admitted during the year. Of these 41 were in the college department and 65 in the preparatory. The work of instruction has proceeded as usual. In the intellectual courses the success is said to have been highly satisfactory. Training in articulation has been given to nearly two- thirds of the primary department, with very gratifying results. The older pupils have derived great physical benefit from the gymnasium. Such boys as were caj>able of improving have been taught carpentry and cabinet work. EDUCATION OF THE BLIND. As heretofore, the District of Columbia continues to provide for its blind in the Maryland Institution for the Blind. INDUSTRIAL AND REFORMATORY. The Associated Charities of the District of Columbia, in July, 1884, at its central office, opened a school for the instruction of girls 12 to 18 years of age in housekeeping. They were taught to build fires, set and wait on tables, wash dishes, sweep and dust, DISTRICT OF COLUMBIA. 297 take care of house, wash and iron, make beds, and sew. Two exhibitions of progress made are said to have given proofs of excellent training and satisfactory results. The same association opened a free Kindergarten, with an average attendance of 20 children 3 to 6 years of age. There was also maintained jointly a kitchen garden and a Kindergarten for a portion of the year. An industrial school has been supported, the principal going into the streets and picking up the children who were roving about in idleness and filth, and putting them under wholesome influences. This association has paid, in a 6-month term, for the instruction of one class in cookery. The Metropolitan Industrial School reports in 1883-84 the introduction, among other industries, of the manufacture of straw goods, with encouraging success. There were 56 girls enrolled in the school. A night school for boys who work during the day is said to have been well attended. The Reform School of the District of Columbia reported for 18S3-,84 a total popula¬ tion of 243 ; committed during the year, 103 ; discharged, 80 ; leaving at close of the year 163 inmates. All the younger boys are employed one-half their time in chair caning. The tailoring and shoe departments furnish clothes and shoes for all the in¬ mates. Various other industries receive attention. The schools hold regular ses¬ sions throughout the year in rooms provided for the purpose. The Industrial Home School of the District of Columbia, for both sexes, had, at be¬ ginning of 1883-84, 63 inmates ; received during the year, 58 ; discharged, 44 ; cared for, 121 ; found homes for, 22 ; returned to friends, 18. The schools are under public school control and are said to have made fine progress. Industries are pursued in a car¬ penter’s shop, a greenhouse, and garden. Girls are instructed in house work and sewing, with the prospect of soon having a kitchen garden. children’s homes and orphan asylums. Six such homes and asylums reported in 1881-’82 an aggregate of 583 inmates and continued their work in 1883-84. For information as to these institutions, see Table XXII of the appendix ; for a sum¬ mary of same, the report of the Commissioner preceding. TRAINING IN ART AND MUSIC. So far as known, the enterprising art schools of Mr. W. M. Rouzee, Mr. Edmund C. * Messer, Mrs. S. E. Fuller, and Mrs. I. R. Morrelle, reported in 1881-82, continue their work, though no official report from any of them has been received at this Office for 1883-84. The same is true of the Washington Conservatory of Music, Mr. O. B. Bullard ; the School of Music of Mr. Theo. Ingalls King ; and the Georgetown Con¬ servatory of Music. EDUCATIONAL CONVENTIONS. teachers’ associations. A voluntary association of the graduates of the Normal School for White Students meets once a month to compare experiences in government a'sfd teaching. CHIEF DISTRICT SCHOOL OFFICERS. Hon. J. Ormond Wilson, superintendent of public schools for white pupils in Washington and Georgetown, and of the schools for both races in the rural districts, holds office till 1885. Hon. George F. T. Cook is superintendent of the public schools for colored pupils in Washington and Georgetown. [Mr. Wilson is to be succeeded by Mr. W. B. Powell in 1885.] 298 REPORT OF THE COMMISSIONER OF EDUCATION. IDAHO. STATISTICAL SUMMARY. 1882-83. 1883-’84. Increase. 1 Decrease. POPULATION AND ATTENDANCE. Youth of school age (5-21) . . Number of scholars enrolled . Per cent, of school youth enrolled _ Average daily attendance . . 10,936 a 6, 424 58. 74 13, 140 a 8,287 63. 06 2,204 1,863 4.32 DISTRICTS AND SCHOOLS. Number of school districts . Number of school-houses . Number of schools. _ _ _ _ &198 dl39 /139 h200 $31, 000 i66, 848 h 60 h 50 c238 e 166 g 180 40 27 41 TEACHERS. Whole number of teachers . FINANCIAL STATEMENT. Value of school property . Total expenditure for public schools.. Average monthly pay of men . $89, 914 $23,066 Average monthly pay of women . a Nine districts not reporting. /Fifty-one districts not reporting. b Four districts not reporting. g Twenty -one districts not reporting. o One district not reporting. h In 1882. d Fifty-three districts not reporting. i (hie county not reporting. e Fifty -five districts not reporting. (From report and returns of Hon. James L. Onderdonk, territorial superintendent of public instruction, for the two years indicated.) TERRITORIAL SCHOOL SYSTEM. GENERAL CONDITION. It is a source of regret that the statistics from counties and districts are so incom¬ plete, but the summary above given indicates healthy growth. The superintendent says that the success of the graded schools in Bois6 City and Lewiston has been most gratifying, a higher standard having been attained than ever before ; that every year the demand becomes more imperative for a higher degree of education ; and adds that there is a great and increasing improvement in the school-houses built throughout the Territory. The principles of light, ventilation, and hygiene are receiving in some degree the attention which their importance demands ; the standard of teachers is improving, and there is a growing tendency to allow them a more suitable compensa¬ tion. The salaries in the rural districts average about $50 a month and board ; in mining communities, from $60 to $125 ; and in the more advanced schools, from $75 to $150. ADMINISTRATION. 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 examiners and each district a board of 3 trustees. Schools cannot be sustained from the public school fund if any political or sectarian doctrines be taught therein j and the distribution of books, tracts, or documents of this character in them is forbidden by law. IDAHO. 299 SCHOOL FINANCES. The public schools are sustained from the income of a general territorial school fund, from a county tax of not less than 2 nor more than 8 mills on the dollar, from moneys arising from legal fines and forfeitures, and from fees paid by teachers for certificates of qualification. The basis of distribution of the school money is the num¬ ber of children of school age (5-21 years). 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. PREPARATION AND QUALIFICATIONS OF TEACHERS. GENERAL TERRITORIAL REQUIREMENTS. Teachers must present to the proper school officers certificates of qualifications from the county board of examiners, said certificates to state the branches which the holder is competent to teach and to be valid for 2 years ; and no certificate may be granted to any applicant who is not found competent to teach the common English branches. TEACHERS’ INSTITUTES. The law of Idaho makes no provision for this means of instruction for its teachers, but Superintendent Onderdonk says institutes have been held in several counties, with beneficial effects, and that their establishment has given rise to a spirit of emu¬ lation among the teachers. He further says that, if the legislature would adopt a territorial system and provision could be made for holding a territorial teachers’ in¬ stitute, such institute would be of incalculable value to the educational interests of the Territory. 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. Eon. James L. Onderdonk, territorial superintendent of public instruction , Boise City, Idaho . [Third term, February, 1883, to February, 1885. J 300 REPORT OF THE COMMISSIONER OF EDUCATION. INB3AM TERRITORY. STATISTICS OF INDIAN EDUCATION. 1882-,83. 1883-,84. Increase. i Decrease. 35,883 39, 918 4, 035 11,450 al2, 837 1,387 10, 241 11,731 1,490 &4, 984 7, 862 2, 878 32. 17 37. 14 4. 97 6, 504 7,650 1,146 & 1,957 3,978 2, 021 17.87 22. 04 4. 17 7, 962 9,515 1,553 2,244 1,230 1,014 82 89 7 14 17 3 117 126 9 199 201 2 11,214 12, 178 964 7,599 10, 704 3, 105 683 785 102 $449, 445 1 154, 365 j $848,498 $244,688 175, 608 196, 612 21, 004 14,399 19,579 5,180 1,889 2,257 368 32, 050 2, 350 23, 505 25, 394 1,889 45, 800 POPULATION AND ATTENDANCE. School youth among tribal Indians. .. School youth in the Five Nations . Enrolment of the former class in schools. Enrolment of the latter class in schools . Per cent, of school youth enrolled _ Average attendance of the former Average attendance of the latter . Per cent, of school youth in average attendance. Largest monthly average attendance of the tribal youth. Largest monthly average attendance of the youth in Five Nations. SCHOOLS AND SCHOOL SITTINGS. Boarding schools of tribal Indians... Boarding schools of the Five Nations Day schools of the former class. . _ Day schools of the latter class . School sittings of the former class... School sittings of the latter class. ... TEACHERS. Teachers among tribal Indians . FINANCIAL STATEMENT. Expenditure for schools on reserva¬ tions. Expenditure for others, at Carlisle, Hampton, &c. Expenditure for schools of the Five Nations. EDUCATIONAL RESULTS. Number of tribal Indians that can read. Number that have learned to read in the year. Number in the Five Nations that can read. Number that have learned to read in the year. Number of tribal Indians that speak English, Number of the Five Nations that speak English. aNo census taken. A proportionat eincrease to that of the tribal Indians assumed and calculated. & No report from 26 Creek day sell ools in 1882-’83. (From reports of Hon. H. Price, Commissioner of Indian Affairs, for the two years above indicated.) INDIAN TERRITORY. 301 TERRITORIAL SCHOOL SYSTEM. GENERAL CONDITION. The above table denotes an important and general advance in every way. Of the 264,369 Indians in the United States, exclusive of those in Alaska, 64,000 wear citizens’ dress and 71,194 speak English sufficiently well for ordinary conversation ; 38,051 fami¬ lies were engaged in agricultural pursuits during the year and the number of male Indians performing manual labor in civilized pursuits was 57,053. There were 29,074 houses occupied by Indians, of which number 1,975 were built during the year by the Indians and 292 for them. ADMINISTRATION. The school systems of the Five Nations are nearly alike. The Cherokees have a board of education, consisting of 3 persons of liberal literary attainments 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, Creeks, and Seminoles there are superintendents of public schools, boards of education for general control and for local supervision, and trustees who have charge of the schools in the districts into which the territory of each tribe is divided. Each nation holds teachers’ institutes at its capital annually. Schools are estab¬ lished only where 10 or more scholars can be got together. The neighborhood builds the house and the nation furnishes teachers and books. Most of the teachers are edu¬ cated Indians, who teach only English in their schools. In addition to the neighbor¬ hood schools, each nation has academies and seminaries, and boarding schools for their children alone. The Cherokees have 2 fine seminaries, managed and operated by themselves. The Choctaws have 3 large academies, managed by religious associa¬ tions. The Chickasaws have 4 academies, conducted by contractors who are citizens of their nation. The Seminoles have 2 and the Creeks 4, under the management of religious societies. There are also private schools receiving no support from the nations. The schools at Carlisle, Hampton, and Forest Grove, Oreg., were continued in 1882-’83 and 1883-’84 on essentially the same plan as previously, namely, with a combination of industrial pursuits and school studies, half a day for each. It is also learned that in January, 1881, a boarding and industrial school was opened at Albuquerque, N. Mex., for the children of the Pueblo Indians of that region, which had for its first year an average attendance of 40. This school in 1883 reported 112 attending for a month or more during the year, with an average attendance of 82 ; in 1884 the enrolment was 147, the average attendance 115. Other schools of this class are reported at Genoa, Nebr., and at Chilocco, Ind. Ter. Movements were on foot for at least one other in New Mexico, in some connection with the projected university of that Territory, and for yet another at Lawrence, Kans. CHIEF SCHOOL OFFICERS. These at last advices were reported to be as follows : FOR THE FIVE NATIONS. Hon. O. H. Bbewster, president of the hoard of education of the Cherokees, 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. General S. C. Armstrong, Hampton Normal School, Hampton, Va. Capt. R. H. Pratt, Training School for Indian Youth, Carlisle, Fa. H. J. Minthorn, Training School, Forest Grove, Oreg. Samuel E. Tapp an, Training School, Genoa, Nebr. 302 REPORT OF THE COMMISSIONER OF EDUCATION. MONTANA. STATISTICAL SUMMARY. POPULATION AND ATTENDANCE. Youth of school age (4-21) . Enrolled in public schools . Average daily attendance . Per cent, of school youth enrolled - Per cent, of attendance to school youth . Pupils in private schools . DISTRICTS AND SCHOOLS. Districts . Graded schools reported . Ungraded schools . Total number of schools. . . Average term of schools, in days . Public school-houses built during the year. Total number of school-houses . Private schools . TEACHERS. Number of men teaching . Number of women teaching . Total number of teachers . FINANCIAL STATEMENT. Expenditure for public schools . Valuation of school property . Average monthly pay of men . Average monthly pay of women . Average monthly pay of both . 1882-’83. 1883-84. Increase. Decrease. 14, 208 15, 082 874 7,033 8,118 1,085 5,117 4,465 652 49. 50 53. 82 4. 32 36.01 29. 60 6. 41 189 301 112 180 216 36 a\2 84. Increase. Decrease. POPULATION AND ATTENDANCE. Youth of school age (4-21). . . . Public school enrolment . Average daily attendance . . Per cent, of school youth enrolled _ Per cent, of attendance to enrolment . SCHOOL DISTRICTS AND SCHOOLS. Districts . . . . . . . 23, 899 al6, 698 7,968 69.86 47. 71 a 591 b 438 496 c 33 d 11 31,599 22, 341 14, 223 70. 70 63. 66 7,700 5,643 6,255 .84 15. 95 . Districts in which schools were taught. Public school-houses. . . . School-houses built during the year .. Graded schools . . . . 652 87 156 54 Average term of schools, in days. . .... 92 TEACHERS. Men teaching . ... _ _ _ _ _ ...... Women teaching . . . . Whole number teaching . FINANCIAL STATEMENT. Total expenditure for public schools. . Value of school property . . . Average monthly pay of men. ........ Average monthly pay of women ...... 649Q $144, 825 el84, 912 b 30 634 831 $287, 590 360, 421 48 39 341 $142, 765 175, 509 18 5 a Five counties not reporting. d Seventeen counties not reporting. 6 Six counties not reporting. e Eleven counties not reporting, e Thirteen counties not reporting. (From report and return of Hon C. W. Wheeler, territorial superintendent of public instruction, for the two years indicated.) TERRITORIAL SCHOOL SYSTEM. GENERAL CONDITION. The territorial superintendent in 1882-’83 reported a prosperous condition of the schools throughout the Territory, the educational interests keeping pace with the rapid advancement of the Territory in other respects ; that the number of school dis¬ tricts and school-houses had increased in xjroportion to the great increase of popu¬ lation ; and that the school buildings were of a better class than formerly and largely supplied with improved furniture. The figures for 1883-J84 show a large increase in the number of pupils enrolled in public schools and a still larger one in the average daily attendance, more school-houses, a larger number built during the year, more teachers employed, and au increase in expenditure corresponding to the advance in other respects. The superintendent says that within the past lew years there has been a strong and steadily increasing demand for a better class of teachers and as a consequence great improvement had been made in this direotion. ADMINISTRATION. 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 aud 1 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 comity superintendent and 2 teachers chosen by liiru, 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, 1 being changed each year, and a district clerk. Women are eligible to school offices and may vote at school meetings. 308 REPORT OF THE COMMISSIONER OF EDUCATION. Public schools must be taught by qualified teachers at least 3 mouths 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 pu¬ pils, and to the ventilation and temperature of the school room. Nothing of an infi¬ del, partisan, or sectarian nature may enter into the instruction in any public school or be admitted in any school library. To receive their apportionment of the school funds, districts must take an annual census of the school children and report to the county superintendent. SCHOOL FINANCES. The schools are supported from an annual tax on property of not less than 2 nor more than C mills on $1 and the proceeds of certain special taxes, fines, and penalties, all to be apportioned according to the number of youth of school age. Districts may raise funds, by taxation not to exceed 10 mills on $1, to furnish additional school facilities. NEW LEGISLATION. A new school law of 1883 modifies the compulsory law previously reported, making the age of children required to attend school 8 to 18, instead of the former 6 to 16, and the time for absolute attendance in ordinary circumstances 3 months each year, instead of 6 months. Time lost by any child because a school has not been taught the re¬ quired 3 months, or from other cause, must be made up the next year or as soon as the disabling cause is removed. The penalty for disobedience or neglect of these requirements is $100, to go to the school funds of the district. The school age was also changed from 4-21 to 6-21. PREPARATION AND QUALIFICATIONS OF TEACHERS. GENERAL TERRITORIAL REQUIREMENTS. Teachers must hold certificate of qualification from the legal school officers, first grade to be valid for 3 years, second grade for 2, and third grade for 1 year. Those holding first grade county certificates and who have been teaching for 3 years are eligible to examination for first grade territorial certificates. TERRITORIAL NORMAL TRAINING. The normal department of Ihe University of Washington Territory gives a 3-year course of normal instruction, including chemistry, geology, physiology, botany, com¬ mercial law, and other higher English branches. A primary training school is con¬ nected with this department, giving illustrative lessons in the art of teaching. Whitman College also offers a 3-year course of normal training, and students who complete the first 2 years or elementary course receive certificates, while those com¬ pleting the advanced or full course receive normal diplomas. The higher English branches are taught, with music, mental philosophy, and the science and methods of teaching. For statistics of these departments, see Table III of the appendix ; for a summary, the report of the Commissioner preceding. SECONDARY INSTRUCTION. PUBLIC HIGH SCHOOLS AND OTHER SECONDARY SCHOOLS. No definite information is at hand in regard to public high schools. For statistics of private academic schools reporting, see Table VI of the appendix, and for a summary, the report of the Commissioner preceding. SUPERIOR INSTRUCTION. INSTITUTIONS FOR YOUNG MEN AND YOUNG WOMEN. The University of Washington Territory, Seattle, and Whitman College, Walla Walla, open alike to both sexes, present a 4-year classical course, with scientific, commercial, and normal courses of 3 years each, and Whitman a 3-year literary course. Both give attention to preparatory studies, and the university has departments of music and art. For statistics of these institutions, see Table IX of the appendix ; and for a sum¬ mary, the report of the Commissioner preceding. CHIEF TERRITORIAL SCHOOL OFFICER. B on. C. W. Wheeled, territorial superintendent of public instruction, Olympia. [Term, January 5, 1882, to January 5, 1884.] To be succeeded by Hon. It. C. Kerr, wli03e term is to be from January 9, 1884, to January 9. 1886. WYOMING. 309 WYOMING. STATISTICAL SUMMARY. 1880-’81. 1882-’83. Increase. Decrease SCHOOL ATTENDANCE, ETC. Enrolled in public schools . Public schools taught . Whole number of teachers _ _ 2,544 55 57 $40, 500 59 31 3, 371 75 827 20 Valuation of school-houses . Average monthly pay of teachers .... $99, 781 $59,281 (From tlie reports of the governor of Wyoming for 1881 and 1883.) TERRITORIAL SCHOOL SYSTEM. GENERAL CONDITION. Information as to the public school work of the Territory is so meagre and unsatis¬ factory that but few items can be given even for l882-’83, but, as may be seen above, they denote improvement. ADMINISTRATION. The territorial librarian is ex officio superintendent of public instruction for the Territory. County superintendents are elected biennially by the people, and for each school district boards of 3 trustees are elected for 3 years, with annual change of 1. Women are eligible to vote and to hold school offices. Separate schools may be es¬ tablished for colored children when there are 15 or more ot these in a district. A com¬ pulsory school law requires parents or guardians to send their children of school age (7-21) to some school at least 3 months in each year or furnish satisfactory reason for not doing so, under penalty of $^5. County superintendents and district directors may, in their discretion, establish schools of higher grade than the ordinary district schools, the studies pursued in them to be determined by the territorial teachers’ institute. SCHOOL FINANCES. The public schools are sustained from a poll tax of $2 on each voter, from 2 mills on $1 of all taxable property, and from fines, penalties, and forfeitures. The people may, at the annual district meeting, vote such tax as they deem necessary to pay teachers, to purchase libraries, build or repair school-houses, and to procure fuel, or books for poor children, the amount for a library not to exceed $100 for any one year. PREPARATION AND QUALIFICATIONS OF TE4CHERS. GENERAL TERRITORIAL REQUIREMENTS. Teachers must have certificates of the required qualifications from the legal school officers, and in the question of salary no discrimination is made on account of sex when the qualifications are equal. TERRITORIAL NORMAL TRAINING. The law requires the superintendent of public instruction, with the county superin¬ tendents and principals of all graded schools in the Territory, to hold annually, at some convenient place, a territorial teachers’ institute, for the instruction and ad¬ vancement of teachers, to continue not less than 4 nor more than 10 days ; but no in¬ formation is at hand of any such meeting. CHIEF TERRITORIAL SCHOOL OFFICER. Hon. John Slaughter, territorial librarian and ex officio superintendent of public instruction , Cheyenne. Mr. Slaughter has been ex officio superintendent since 1873. His term of service will expire De¬ cember, 1885. 310 REPORT OP THE COMMISSIONER OF EDUCATION. \ EDUCATIONAL ASSOCIATIONS AND CONVENTIONS. NATIONAL EDUCATIONAL ASSOCIATION. The twenty-second annual meeting of the National Educational Association was held at Saratoga , N. Y., July 9-11, 1883, including, as usual, meetings of the general as¬ sociation and of the different departments, of which a new one was organized on this occasion — the department of art education — making 6 departments, the others being those of higher instruction, superintendence, industrial education, normal schools, and elementary schools. The following were the addresses given before the general association: “Examination of teachers,” by Eli T. Tappau ; “The moral influence of manual training,” by Dr. J. K. Buchanan; “The teaching of drawing in gram¬ mar schools,” by Walter S. Perry ; “City systems of management of public schools, ” by J. T. Pickard ; “ The normal school problem and the problem of the schools,” by H. H. Straight ; and “ What has been done for education by the Government of the United States,” by Hon. John Eaton. The twTenty-third annual meeting, held at Madison, Wis., July 15-19, 1884, brought together, it is said, the largest and most eminent gathering of educators that ever assembled on this continent. It is estimated that over 6,000 persons were present during the four days. The speakers announced were present as a rnle, and the pro¬ gram was successfully carried out. All sections and States were well represented, as were all grades and methods of teaching; the discussions, oral and written, evinced ability, research, and enthusiasm ; the educational exhibits showed improvement in apparatus and text books, while the various reunions held and the general cordiality were noticeable features of the gathering. On account of the large number present, the general sessions were divided into three sections, one meeting in the assembly chamber, another in the senate chamber, and the third in a church. Addresses of welcome were made by the governor of the State, Hon. Jeremiah M. Rusk; by Mayor B. J. Stevens, of Madison; and by Dr. John Bascom, president of the University of Wisconsin. Among the topics presented to the general association were “Citizenship and education,” by Hon J. L. M. Curry, of Richmond, Va. ; “The Utah problem as related to national education,” by Prof. J. M. Coyner, ph. d., Salt Lake, Utah ; “ Science of educat ion,” by Hon. T. W. Bicknell, ll. d., Boston ; “Educational status and needs of the South,” by Maj. R. Bingham, superintendent of Bingham School, North Carolina ; and “ The educational outlook in the South,” by Prof. B. T. Washington, Tuskegee, Ala. An address was made by Albert Salisbury, superintendent of education of the American Missionary Associa¬ tion, showing what the North has done in and for the South since the war, mainly through the missionary societies of the churches. One by Hon. G. J. Orr, of Georgia, contained an eloquent appeal for national aid for southern education, and Prof. Will¬ iam H. Crogman, of Atlanta, Ga., gave an able rdsunnS of the present status of negro education in the South, its helps and hindrances. Folio wing this topic came that of the education of thelndians. General S. C. Armstrong, of the school at Hampton, Va., gave the results of his six years’ experience in the teaching of Iudians there, and Alfred L. Riggs, of the Santee Agency, Nebraska, gave a paper entitled “ Special difficulties in educating Indians.” A collection amounting to $175 was then taken to defray the ex¬ penses incurred in having a party of Indians present from the Santee Mission, Nebraska. The third evening was set apart as “Woman’s evening,” a new feature in the associa¬ tion meetings, and one which in this case proved a very acceptable one, the places of meeting being crowded with eager listeners. Miss Sarah E. Doyle, of Rhode Island, presided. The first address washy Miss May Wright Sewall, of Indiana, on “ Woman’s work in education,” and Mrs. Louisa P. Hopkins, of New Bedford, Mass., presented the same topic. Miss Frances E. Willard, of Chicago, spoke on “Temperance in schools;” Mrs. Eva D. Kellogg, of Massachusetts, on “ Needs in Americau education ; ” anil Miss Clara Conway, of Memphis, Tenn., on “The needs of southern women.” During this "evening Governor Rusk tendered a reception to all members of the association at his private residence. Elaborate preparations had been made for this reception and about 5,000 people were entertained. On the closing day the association listened to remarks from Monsignor Capel, the distinguished Anglo-Roman divine, who urged the importance of paying greater atten¬ tion to the study of the English language in our schools, and spoke again in the even- ing, giving the “Catholic view of public education” and reiterating the desire of the church for religious instruction. Addresses were also presented by G. Stanley Hall, LL. D., professor of pedagogy at Johns Hopkins University, on “ Elementary educa¬ tion ; ” by Hon. J. W. Dickinson, secretary of the Massachusetts State board of educa¬ tion, on “ Method in teaching ” ; and by J. M. Green wood, superintendent of schools, 311 EDUCATIONAL ASSOCIATIONS AND CONVENTIONS. Kansas City, Mo., on “ Primary instruction.” President W. T. Harris and others dis¬ cussed the “ Relation of the art of education to the science of education,” and closing remarks were made by Rev. A. D. Mayo, of Boston, General John Eatou, ll. d., and others. General Eaton expressed great satisfaction at the success of the convention and thought that it would be the means of a great awakenin g in educational interests, especially in the South. Among the resolutions adopted was one favoring national aid to education in the South; another advised the introduction in public schools of instruction as to the ef¬ fects of alcoholic liquors on the human system. Sessions were held during the four days by each of the 6 departments of the associa¬ tion, and many of the papers and discussions were of special interest ; but lack of space forbids even an enumeration of the many topics presented. NATIONAL COUNCIL OF EDUCATION. The National Council held its fourth annual meeting July 10-13, 1884, at Madison, Wis. About 25 members were present at the opening session, President E. E. White, of Ohio, in the chair. After the opening address of President White attention was given to the report of the committee on hygiene in education, the special topic being “Recess or no recess.” The report, which was read by Dr. J. H. Hoose, of the State Normal School, Cortland, New York, favored the continuance of the recess, as also did, apparently, a majority of the speakers who discussed it. Among other subjects considered by the council were “Oral instruction,” by Hon. J. W. Dickinson, of Mass¬ achusetts; “ The duties of city superintendents,” by Aaron Gove, of Denver, Colo.; ‘•'Mode of election, tenure of office, and grades of superintendents,” by A. J. Rickoffi, Yonkers, N. Y.; and “Preparation for college,” by Rev. Lemuel Moss, d. d., of Indiana. All these topics were quite fully discussed and some of them recommitted to commit¬ tees for future report. AMERICAN ASSOCIATION FOR THE ADVANCEMENT OF SCIENCE. The thirty-third annual meeting of this association, held at Philadelphia, Septem¬ ber 4-7, 1884, it is said, was one of the largest and most successful meetings ever held. Among the addresses and papers of the first day were the following : Before the de¬ partment of economic science and statistics, one on “Scientific methods and scien¬ tific knowledge in common affairs,” by General John Eaton, United States Commis¬ sioner of Education ; before the physics section, one on the nature of electricit y, by Prof. John Trowbridge; before the section of geology and geography, one on the crystal¬ line rocks of the Northwest, by N. H. Wincheil, of Minnesota; and before the anthro¬ pological section, one on the antiquity of man, by Edward S. Morse, of Salem, Mass. At the second day’s session Professor Minot called attention to the proposed organiza¬ tion of an International Scientific Congress. He said that the British Association, at its recent session in Montreal, received the proposition most cordially, and appointed as a committee to consider it three of the most eminent members of the association. In. the economic science section a large collection of charts and diagrams was explained by Prof. E. B. Elliott in elucidation of “The principles of graphic illustration.” The professor also gave a lecture on “ The credit of the United States Government,” after which Miss Alice C. Fletcher, of the Peabody Museum, Cambridge, Mass., gave per¬ sonal experiences among the Omahas, her text being “Lands in severalty to the In¬ dians,” and John Biddulph Martin, of London, England, read a paper on “The future of the United States.” Before the same section, on the following day, a paper was read on “Technical education in the British Islands,” by Henry Hennessy, f. ii. s., of Eng¬ land; also, one on the commercial relations of the United States with Spain and her colonies, by His Excellency Don Arturo de Marcoartu. Mr. Charles W. Smalley, of Washington, D. C., then submitted some statements respecting the salmon industry. In the chemistry section, on the second day, an interesting discussion occurred on the “Analysis of a mural efflorescence,” in which Professor Silliman, of Yale, took a prom¬ inent part. In the section on geology and geography the most interest ing subject considered was the relative level of the Atlantic Ocean and the Gulf of Mexico, with remarks on the Gulf Stream and deep sea temperatures, by Prof. J. E. Hilgard. In the mechanical science section Professor Alden read a paper on “Training for mechauical engineers.” In the section on physics, during the third day, Prof. Graham Bell made a state¬ ment of a possible method of electrical communication between vessels at sea, which would be also available between light-houses within distances of one mile. Mr. 'W. Preece, electrician to the British Government, followed in a description of experiments made by himself between the Isle of Wight and the mainland, proving that it was pos¬ sible to maintain communication by means analogous to those described by Professor Bell. Prof. C. A. Young, the retiring president of the association, read a scholarly paper on “The pending problems of astronomy.” After the election of officers for the ensuing year the association adjourned to meet at Bar Harbor, Mount Desert, Maine, provided satisfactory arrangements could be made at that place, otherwise the meeting will be held at Ann Arbor, Mich. 312 REPORT OF THE COMMISSIONER OF EDUCATION. AMERICAN INSTITUTE OF INSTRUCTION. The American Institute of Instruction held its fifty-fourth annual meeting at Fa- byan’s, White Mountains, July 11-13, 1883, which was largely attended and is said to have been a very interesting session. Its fifty-fifth annual session convened at Cottage City, Martha’s Vineyard, Massachu¬ setts, July 7-10, 1884, at the opening of which about 2,000 persons were present, the president, Homer B. Sprague, in the chair. He sketched the history of the institute from 1830. At that time popular education was in a deplorably low condition. There had been no efforts to make teaching a profession ; schools were kept, but in no true sense were taught; parental indifference and neglect were everywhere prevalent. In such a state of things this association originated, and has cooperated in all the efforts put forth in behalf of education, helping in the solution of every educational problem. At the close of this interesting address, W. T. Harris, ll. d., of Concord, Mass., in¬ troduced the first topic, “Moral instruction in public schools,” followed by Hon. J. W. Dickinson, secretary of the Massachusetts board of education, in a discussion on “ High schools.” A paper on “ Special preparation for citizenship ” was then read by George H. Martin, of Bridgewater, Mass., and ably discussed by General H. B. Car¬ rington, ll. d., of Boston. Prof. A. B. Palmer, m. d.,ll. d., of Michigan University, spoke of the importance of a knowledge of sanitary science, or the science and art of good living, as a branch of popular education. “The New England Primer,” “Language in schools,” “One way of studying poetry in schools,” “English in schools,” “The educational reading of teachers,” with other topics, were presented and discussed with interest. Hon. Daniel H. Cham¬ berlain, of New York, in “A reply to Charles Francis Adams, jr.,” opposed atsome length the main position of Mr. Adams, that Greek should be optional in college. Hon. J. W. Patterson, superintendent of public instruction, New Hampshire, introduced “Indus¬ trial education,” and, among many other wise things, said that our systems of instruc¬ tion have come down to us strong on the intellectual side but weak on the practical. “Natural history in schools ” was well presented by Miss Lucretia Crocker, supervisor of Boston schools. Hon. John D. Philbrick, ex-superintendent of Boston public schools, in discussing “Reform of the tenure of the teacher’s office,” very justly said that the pivotal question in pedagogy is the question of the teacher. The funda¬ mental requisite of a good school system is a desirable status for the teacher, and the indispensable requisite for such a status is certainty of position. The following resolutions were passed : “ Resolved , That, whereas the great advance made in the adoption of improved methods of instruction and school management is largely due to the intelligent super¬ vision of competent educational experts, we desire to call the attention of school authorities, particularly in sparsely settled districts, to the importance of adopting plans which shall give to the schools the benefit of such supervision. “Resolved, That we reaffirm the sentiments heretofore expressed many times by this institute in support of the National Bureau of Education and in appreciation of the great value and importance to the cause of education of the work it is doing.” John Fiske, ll. d., then gave his lecture on “ Manifest destiny,” after which Presi¬ dent Sprague, in a few well chosen words, introduced the president elect, Hon. J. W. Patterson, of New Hampshire, and the fifty-fifth annual meeting of the American Institute of Instruction adjourned. FROBEL INSTITUTE OF NORTH AMERICA. The second annual meeting of the Frobel Institute was held July 15-18, 1884, at Madison, Wis., the president, W. N. Hailmann, of La Porte, Ind., in the chair. After the annual address of the president a number of others were given, among which were the following : “ How can the friends of Frobel be organized for efficient local work ? ” “How should efficient training schools be organized ?” “ The benefits that may be expected from charity Kindergarten,” and “To what extent should primary teachers be familiar with Kindergarten methods?” Before adjournment a committee was appointed to take the necessary steps for securing the organization of a Kinder¬ garten section iu the National Teachers’ Association. It was resolved, however, that the identity of the Frobel Institute be retained and meetings of it be held as often as practicable. NATIONAL ACADEMY OF SCIENCES. This body held its regular session at Washington, D. C., April 15-18, 1884. Among the subjects presented were “The sufficiency of terrestrial rotation to deflect river courses;” “The origin of crystalline rocks;” “ On the photographs of the transit of Venus ;” “ Zoological results of the deep-sea dredging expedition, United States Fish Commission steamer Albatross ;” “ On the depths of the western part of the Atlantic Ocean and Gulf of Mexico,” with an exhibition of a relief model ; “ On the relative levels of the western part of the Atlantic Ocean and Gulf of Mexico, with respect to 313 EDUCATIONAL ■ ASSOCIATIONS AND CONVENTIONS. the Gulf Stream “ On the existence of tin ore in the older rocks of the Blue Ridge,” &c. Professor Gallaudet, of the National Deaf-Mute College, spoke of some recent results of the oral and aural teaching of the deaf, illustrating his remarks by convers¬ ing with a deaf-mute boy, a student of the college. The boy read speech from the professor's lips and replied in tones usually understood by the audience. AMERICAN MEDICAL ASSOCIATION. This association was organized in 1847 and held its thirty-fifth annual meeting in Washington, D. C., May b-9, .1884, with 590 names registered. A. Y. P. Garnett, M. D , called the meeting to order, and President Austin Flint, m. d., delivered the opening address, in which he said the object of the association was to promote improvement in medical instruction and to advance the standard of medical acquirements; that the terms cultivation and advancement of medical knowledge implied progression ; that the time would come when means would be found to destroy morbific agents outside of the body, thus securing prevention of disease, and means would be found to destroy the agent within the body, and thereby afford the power to arrest the course of disease. Other addresses were delivered on medicine, diseases, dentistry, surgery, and anatomy. AMERICAN PHILOLOGICAL ASSOCIATION. The sixteenth annual session of this body was held in Hanover, N. H., July 8-9, 1884, President M. L. D’Ooge in the chair. After the election of new members papers were read on “The theory and function of the thematic vowel in the Greek verb” and “On a group of Sanscrit derivatives.” “The historical method and purpose in phi¬ lology” was the subject of an address delivered by the president, in which he con¬ gratulated American scholars upon the successful opening of the American School of Classical Studies at Athens and the work at Assos by the Arclneological Institute, both of which institutions give promise of doing much for the honor of American scholarship and of promoting the study of classical philology in this country. Other subjects were briefly discussed, among them, “Primary and secondary suffixes of de¬ rivation and their exchanges,” “On the relation of the Anglo-Norman vowel system to the Norman words in English,” and “The influence of written English and of the linguistic authorities upon spoken English.” Professor March, chairman of the com¬ mittee on the reform of English spelling, reported no very active movement in regard to the spelling reform, and proposed starting a periodical called Language, in which the spelling recommended by the Philological Association should be used. SPELLING REFORM ASSOCIATION. The ninth annual meeting of this association was held at Hanover, N. H., July 10, 1884. President March delivered an address, reviewing the history of the reform move¬ ment, which he said it was in contemplation to prepare an alphabetic vocabulary, with amended forms of all the ordinary English words susceptible of amendment. NEW ENGLAND ASSOCIATION OF SCHOOL SUPERINTENDENTS. The regular semiannual meeting of this association was held in Boston, May 23, 1884, Mr. J. L. Brewster, of Lawrence, in the chair. The one subject for consideration in the meeting was the “Teaching of reading.” W. T. Harris, ll. d., of Concord, Mass., said that the objects of teaching reading are two : first, to enable the pupil to understand for himself the literature he is reading ; and, second, to enable him to read the printed page so that others may understand it. Superintendent G. I. Aldrich, in “Choice of methods,” said the method employed must be based on correct principles, such as will make learning to read as pleasant as possible. Superintendent W . F. Gordy , of Ansonia, in ‘ ‘ The sentence method,” defined the two kinds of reading as eye reading and oral reading, the first of primary importance, and said that the child passes from thought to expression. W. H. Lambert, of Malden, in “ Supplementary reading,” declared it to be a futile attempt to hold a child’s attention to a reading exercise which had become devitalized by rereading, and that supplementary reading cultivates a habit of reading, creates a taste for good reading, and teaches a child how to read. Superintendent Bates, of Hingham, said the child’s reading is constantly leading him into difficulties, and that teachers should instruct the eh i Id how to use the dictionary by careful drill. Superintendent George A. Littlefield, in his remarks on “Public libraries and schools,” said judicious supplementary books were needed ; that the time of every lesson should be economized and common pieces should be read but once. Superin¬ tendent W. E. Pulsifer, on “Silent reading vs. elocution,” said: “Elocution as an art should be studied, for it yields to the world much that makes it happier and better ; good reading as a vocal exercise is the proper expression of thought and feeling in speaking tones; but,” the speaker added, “the fact remains that the great mass of clildren need to be so trained that they can grasp the meaning of the printed 314 REPORT OF THE COMMISSIONER OF EDUCATION. page by silent reading ; and, in view of the fact that our boys and girls drift into paths of vice from the baneinl influence of bad literature, pupils should be taught what as well as how to read.” MUSIC TEACHERS’ NATIONAL ASSOCIATION. This association held its eighth annual session at Cleveland, Ohio, July 2-4, 1884, its object being for mutual improvement by interchange of ideas and the broadening of the culture in music. After the address of welcome by Hon. George A. Ely, aud reply by the president, E. M. Bowman, papers were read and addresses delivered on “ Musical art creation in America, and the relation of music teachers thereto,” “ Vocal culture,” “An American school of composition,” “Elocution in its relation to the musician,”' “Theartof teaching,” “ Organ playing,” “ The requirements necessary for a teacher of vocal music,” “ Howto practise,” “Sight reading and cultivation of the ear,” and “ The necessity of accurate mechanical powers to a higher development of musical sense.” It was resolved to institute three grades of examinat ion for teach¬ ers of music, a first and highest grade comprehending a mastery of the science and art of music; those successfully passing this examination will be entitled to a diploma and the degree of master of musical art, those passing a successful examina¬ tion in the intermediate grade will receive a diploma and the degree of fellow of the American College of Musicians, and those passing the third or lower grade will be rewarded with a diploma and membership in the American College of Musicians. CONFERENCE OF OFFICERS OF PRISONS AND REFORMATORIES. A conference of wardens of penitentiaries and superintendents of reformatories was held in Chicago, commencing December 9, 1884. Maj. R. W. McClaughry, warden of the Illinois State penitentiary, called the conference to order ; Mr. Charles E. Felton, of Chicago, was appointed temporary chairman, and Fred. H. Wines, secretary ox the Illinois State board of charities, secretary. The object of the association, as expressed in the opening address by Mr. Felton, was to discuss the details of the prac¬ tical workings of prison and refurmatory institutions and to consider the practical questions growing out of them, hoping to profit by a comparison of views. An ad¬ dress of welcome was delivered by Hon. Carter H. Harrison, mayor of Chicago. Ad¬ dresses followed from Rev. Mr. Wines, Warden Nicholson, of the Detroit House of Correction, Mr. C. E. Felton, who spoke on prison labor, Mr. Round, and many others. Such questions were considered as the government, discipline, employment, and in¬ struction of prisoners aud youth in reformatories, all the papers and addresses being quite fully discussed by the conference. BUSINESS EDUCATORS’ ASSOCIATION. This association held its sixth annual convention at Rochester, N. Y., July 17-24, 1884, President Charles E. Cady in the chair, with 83 members present. Hon. C. E. Parsonsj mayor of the city, delivered the address of welcome, ottering hearty sup¬ port. President Cady, in his annual address, declared the object of the convention to be “to canvass and discuss methods of teaching and courses of study, and gener¬ ally to promote the cause and elevate the standard of business education, and added that the work undertaken by its members in preparing the young for useful and honorable employment was the noblest work in which a man could engage. Among the subjects brought forward and discussed were, “Book-keeping,” “Penman¬ ship,” “Commercial calculations,” The relations of business colleges to public schools,” “Penmanship and photo-engraving,” “ Business correspondence,” “ Commercial law,” “Shorthand,” “College discipline,” “Phonography,” “Business practice,” “ Clas¬ sification of accounts and closing books,” “ The English language,” “The stenograph,” “Students’ rights and teachers’ duties,” “Box and package making,” “Morals and manners,” “ The ethics of commerce,” “ Commercial arithmetic,” “ Political econ¬ omy,” “ Takigraphy,” “ Pari i men tary law in business colleges,” “Relation of business colleges to agriculture,” “Business methods and practice,” and the “Influence of business colleges on the destiny of American women.” AMERICAN ARTICULATION TEACHERS OF THE DEAF. The third annual convention of this association was held in New York City, June 25-28, 1884. Prof. A. Graham Bell, chairman of the meeting, remarked upon the im¬ portance of the work and the nature and progress of articulation in this and other countries, and stated that since the convention of 1874 the number of articulation teachers has largely increased, there being now jn the United States and Canada about 125; that we have 58 institutions for the instruction of the deaf, containing more than 7,000 pupils, but that these are no sufficient to meet the demand. Interesting papers were read on “An American system of teaching articulation,” “ How shall our children be taught to read?” “ Speech reading,” “Aural instruction of the semi -deaf,” &o.c Prof. A. Graham Bell was chosen president. for. the ensuing year. APPENDIX. STATISTICAL TABLES RELATING TO EDUCATION IN THE UNITED STATES. 3 Tj i 2 3 4 5 G 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 REPORT OF THE COMMISSIONER OF EDUCATION. I. — Part 1. — Statistics of the school systems of the States and Territories, showing > © Z u o p» « SCHOOL , YEAR. SCHOOL POPULATION. Begins - Ends — Between what ages. Total number between said ages. 1 2 3 4 5 6 Alabama . 1882-’83 Oct. 1 Sept. 30 7-21 403, 901 Arkansas . 1882-’83 July 1 June 30 6-21 303, 962 California . 1882-’83 July 1 June 30 5-17 222, 846 Colorado . 1882-’83 Sept. 1 Aug. 31 6-21 53, 426 Connecticut . 1882-’83 Sept. 1 Aug. 31 4-16 149, 466 1882 Dec. 1 6-21 c38, 433 Florida . dl88l-’82 Oct. 1 Sept. 30 6-21 e97, 224 Georgia . 1883 Jan. 1 Dec. 31 6-18 o508, 187 Illinois . 1882-’83 July 1 June 30 6-21 1, 046, 937 Indiana . . . 1882-’83 Sept. 2 Sept. 1 6-21 719, 035 Iowa . 1681-’82 Sept. 15 Sept. 15 5-21 604, 739 Kansas . 1882-’83 Aug. 1 July 31 5-21 382, 269 Kentucky . 1880-’81 July 1 June 30 6-20 «571, 793 Louisiana . 3 1883 Jan. 1 Dec. 31 h 6-18 e291, 049 Maine . . 18*2-’83 Apr. 1 Mar. 31 4-21 213, 877 Maryland . ! 1 882-’83 l Sept. 1 July 31 i5-20 e3t9, 201 Massachusetts . . . 1882-’83 5-15 f '*9, 459 Michigan . 1882-’83 Sept. 4 Sept. 3 5-20 560, 730 Minnesota . . . I 1882-’83 Sept. 1 Aug. 31 5-21 337, 254 Mississippi . 1883 Jan. 1 Dec. 31 5-21 447, 571 Missouri . 1882-’83 July 1 June 30 6-20 771, 224 Nebraska . 1882-’83 1 Apr. - Apr. — 5-21 185, 057 Nevada . 1882-’83 Sept. 1 Aug. 31 6-18 9,900 New Hampshire _ _ _ _ 1883 5-15 e60, 899 New Jersey . 1882-’83 Sept. 1 Aug. 31 5-18 349, 242 New York . . . 1882-’83 Oct. 1 Sept. 30 5-21 1, 685, 100 North Carolina . dl883 Dec. 1 Nov. 30 6-21 468, 558 Ohio . . . 1883 ! Sept. 1 Aug. 31 6-21 1, 068, 200 Oregon . 1882-’83 Sept. • June — *4-20 69, 076 Pennsylvania . 1882-’83 June 1 June 1 6-21 el, 422, 377 Rhode Island . 1882-’83 May 1 Apr. 30 *5-15 58, 399 South Carolina . . . 1882-83 Nov. 1 Aug. 31 6-16 e262, 279 Tennessee . 1882-’83 July 1 June 30 6-21 561,496 Texas . 1882-83 Sept. 1 Aug. 31 8-14 295,457 Vermont . 1882-’83 Apr. 1 Mar. 31 5-20 e99, 463 Virginia . 1882-’83 Aug. 1 1 July 31 5-21 m555, 807 West Virginia . 1882-83 July 1 June 30 6-21 221, 517 Wisconsin . . . . . 1882-’83 July 1 June 30 4-20 510, 125 Arizona . 1882-’83 Sept. 1 Aug. 31 6-21 9, 376 Dakota . . . dl882-’83 Apr. 1 Mar. 31 5-21 56, 476 District of Columbia . 1881-’ 82 July 1 June 30 *6-17 e43, 537 Idaho . 1882-’83 Sept. 1 Aug. 31 5-21 10, 936 Montana . 1882-’83 Sept. 1 Aug. 31 4-21 14, 208 N ew Mexico . . 1880 7-18 «29, 255 Utah . 1882-’83 July 1 June 30 6-18 45, 908 Washington . 1882-’83 Sept. 1 Aug. 31 4-21 «23, 899 Wyoming . . . 1880 7-21 e4, 112 Indian : ( !h erokeos _ _ _ 1883 5,000 Chickasaws _ _ 1883 1,000 Choctaws . . . . . . . 1883 3, 000 Creeks . . . 01883 2, 000 Seminnles 1883 450 In 1882. For the winter term. Not including colored children in "Wilmington. This report is only approximately correct, sev¬ eral counties omitting to make their returns to the superintendent. e United States Census of 1880. f For white schools only. g This report, excepting the school population, is exclusive of the city of New Orleans, ana includes the statistics of only 46 out of 58 par. ishes. STATISTICAL TABLES. 317 the school population, enrolment, attendance, duration of schools, number and pay of teachers , by the United States Bureau of Education. SCHOOL POPULATION. PUBLIC SCHOOLS. BEX. Number under 6 years of age. Number over 16 years of age. Number between 6 and 16 years of age. Number of pupils en¬ rolled during school year. Average monthly en¬ rolment. Average daily attend¬ ance! &200 m 00 *50 00 j 42 75 151 226 226 71 40 54 50 43 fil28 <36 <164 «30 67) 1 4.4 252 312 564 46 80 28 31 45 (4901 490 . 46 <31 i <39 <70 «60 23) 47 48 (113) 113 (30) 30 (72) 72 (u20) t*20 (15) 15 1 l 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. m Excluding board, which costs the districts an average of $8.12 a month for each teacher. n In normal schools, academies, and private schools. o In private schools of all grades. p Number between 5 and 15 reported as attending Catholic and select schools. q Includes evening school reports. r In 1880. s In the counties ; in cities, for males, $156.30 ; for females, $37.50. t United States Census of 1880. u In boarding schools only. 1 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 24 35 36 37 38 39 40 41 42 43 44 45 46 47 48 a I b I c S d C e S / 1 9 1 h S REPORT OF THE COMMISSIONER OF EDUCATION. Table I. — Part 2. — Statistics of the school systems of the States and ANNUAL INCOME. States and Territories. a s B bJC02 5 g-3 p. a § © a o « -P3 ©'O © © .3 ^ 30 31 32 33 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 . Now Tork . North Carolina . Ohio . Oregon . Pennsylvania . Rhode Island . South Carolina . Tennessee . Texas . Vermont . Virginia . West Virginia . Wisconsin . Arizona . Dakota . District of Columbia. Idaho . Montana . New Mes^po . Utah . Washington . Wyoming . Indian : Cherokees . Chickasaws . Choctaws . Creeks . Seminoles . $130, 000 a$136, 733 $266, 733 cl, 850, 834 299, 984 224, 193 c/37, 207 e465, 808 1, 000, 000 d 1, 315, 819 307, 271 1, 292, 982 /144, 592 £7132, 907 147, 839 6, 452, 052 607, 255 1, 517, 175 $132,907 613, 647 7, 452, 052 463, 825 e741, 672 161, 663 m338, 618 455, 930 640, 142 23, 000 c300. 000 m560, 384 94, 381 c47, 931 (573 1, 375, 599 2, 750, 000 463, 194 1, 609, 856 177, 181 1, 000, 000 <80, 334 vA22, 642 ml41, 310 Cl, 068, 323 760, 401 227, 987 25, 000 19, 007 77, 804 3, 235 4,851, 1, 823, *384, 55, n706, 846, o4, 339, 2, 538, 1,416, 593, 2, 299, 1, 027, 109, 956) 806, 8, 241, 50, 6, 640, 135, 8, 365, <536, w266, 678, 532, 071 508, 778 697, 770 2,339,415 82, 383 254, 490 521, 908 43, 521 139, 593 44, 766 5, 315, 123 1, 823, 805 1, 125. 742 216, 836 1, 301, 986 o4, 339, 378 3, 179, 139 1, 439, 015 1, 121, 815 573, 956 2, 182, 598 10, 991, 463 513, 615 8, 250,713 312, 537 9, 365,217 <616, 775 W389, 211 819, 433 532, 071 1, 269, 179 925, 757 2, 364, 415 101,390 332, 294 521,908 43, 521 w 191, 930 111, 001 $139,409 29, 424 112, 097 cl5, 195 * 613,757 225, 907 288, 592 26, 230 52, 879 137, 285 724, 864 302, 741 222, 548 33, 084 100, 000 170, 000 at, 000 258, 334 50, 985 12, 661 9,422 2, 466 33, 130 197, 674 1,288 . 6 rom poll tax. Lcludes balance on hand from last school year, ate apportionment. mnty apportionment, city and district taxes, ate appropriation, or white schools only. mount of county assessment for school pur¬ poses. tlaries of county superintendents only. i Amount invested in school-houses in 1883. j Included in “ salaries of teachers ” (column 41 of this table). Jc Local taxes and subscriptions. I Includes compensation to commissioners by the State, interest on county surplus bond, &c. m Amount available from State treasury. n Amount available from town treasuries. STATISTICAL TABLES, 321 Territories, showing the income, expenditure , $'C,, for 1882-83 — Continued. ANNUAL INCOME. Increase of permanent fund in the school year. ANNUAL EXPENDITURE. Revenue from other funds. m O o o 00 u Jj © a o ft *3 o EH Permanent. Current. aT . tu® || fi '“-'H 11 m pd a . *3 02 H •r o3 £ ft 03 u GO ® fl CM ® O0 03 © l| ^ s a p, 34 35 3® 37 3S 4® m 1,864 6$418, 006 740, 244 63, 847, 658 863. 880 1, 733; 393 /181, 799 148,102 613, 647 8, 884, 370 4, 307, 020 5, 558, 259 62, 970, 041 1, 194, 258 249, 042 1, 079, 015 1, 577, 819 -p4, 724, 778 4, 449, 738 1, 918, 089 803, 876 3, 588, 774 61, 753, 819 gl64, 290 633, 043 2, 315, 603 11, 868, 620 602, 445 9, 558, 354 498, 255 9, 365, 217 tt>74, 396 *1471, 171 945, 515 1, 150, 332 548, 610 1, 285, 803 1, 191, 180 2, 837, 079 101,390 652, 886 579,312 q 78, 920 196, 930 *32, 171 6215, 692 186, 057 *36, 161 2/86, 000 2/37, 500 2/217, 540 2/221, 680 2/9, 960 $12, 229 32,463 227, 201 52, 654 $293, 840 267,611 327, 408 $87, 536 $51, 467 $25, 000 14, 969 33,182 40, 249 0 818, 561 1, 245, 450 7444, 226 648, 080 512, 143 29, 791 7i.76, 763 17, 229 6857, 644 Z68, 516 134, 309 10, 833 28, 118 142, 450 ( 3 ) 5,976 45, 270 2, 452 75, 664 123, 687 538, 546 707, 408 577, 694 6, 018 30, 591 42, 898 156, 228 U) 50, 000 17, 000 33, 554 222, 954 4,139 499, 539 176, 333 243, 976 46, 106 145, 951 484, 829 37, 603 90, 237 537, 978 191, 318 6409, 456 1, 428 8, 702 98, 323 728,710 329, 834 rl?, 355 73, 863 350, 119 1, 925, 671 84, 085 1,416, 340 rl75, 445 1, 858, 139 130, 215 w9, 825 65, 215 168, 623 447 17, 301 33, 005 75, 000 14, 871 38, 943 114, 600 14, 651 158, 467 7, 970 82,417 10, 452 Wl8, 507 17, 422 180, 539 25, 000 8,392 210, 468 632, 157 88, 830 236, 055 116, 347 813, 252 18, 386 698, 457 1,948 7,600 1 37, 360 t*81, 960 126, 082 82, 009 7,117 14,158 232, 293 274, 990 1, 446 4, 711 ui, 822 65, 786 135, 681 142, 045 437, 916 2, 434 1,381 16, 249 44, 245 14, 237 63, 752 0 320, 592 56,.116 16, 959 5,000 274, 744 (176, r5, 550 50, 000 vll, 722 7, 380 079) 337 100 0 0 13, 000 6104, 691 33, 277 52, 133 1, 439 500 1 2 3 4 5 6 7 8 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 o Amount raised by taxation for wages of teachers, fuel, and care of fires and school rooms. p Total of reported items only, and not the whole income for school purposes. q Items not fully reported. y Includes expenditure for repairs. 3 This is not included in the total receipts, the in¬ terest on the permanent fund being retained in the State treasury until the fund is large enough to make a per capita apportionment. 21 E t Includes income for evening schools. u For the year ending October 31, 1882. v Paid out of general county funds and not included in expenditure of school funds. w Includes a special tax for teachers and building. x United States Census of 1880. y Total income not reported ; amount given is that reported as expenditure. z For boarding schools only. 322 EEPOET OF THE COMMISSIONEB OF EDUCATION. Table I. — Part 2. — Statistics of the school systems of the States and ANNUAL EXPENDITU RE. - States and Territories. Current. Total. Expenditure in tbo year per capita on the school popula¬ tion.®. Salaries of teach¬ ers. Miscellaneous or contingent (in¬ cludes fuel, light, rent, re¬ pairs, &c.). 1 41 42 43 44 1 1 1 Alabama . . $420, 138 ! 6$16, 131 $448, 498 C$1 11 2 1 4"9 471 cl 57 1 8 California . . . | 1 2, 511, 078 419, 761 3, 312| 215 cl3 62 I 4 Colorado . - . . 367, 356 117,194 752, 161 9 52 1 5 Connecticut . 1,094,530 376, 529 1, 813, 4S6 9 84 i 6 Delaware . . /136, 289 glil, 618 . ! 7 104, 240 4I33 260 il 37 i 8 IcQX'd] 647 1 20 9 Illinois . . . . 5, 318, 659 j 2,426, 709 9, 09?i 372 7 54 10 Z2, 972, 141 | <4, 663, 500 j q 49 11 Iowa . 3, 075, 870 ml, 648, 216 5,’ 525! 449 8 18 12 Kansas . . . nl, 516, 956 622, 026 2, 579, 243 t\ 88 13 ol, 248, 524 14 Louisiana . 148, 599 21, 983 179, 052 65 15 Maine . . . . . ($1,001,470) 1, 107, 725 4 74 16 Maryland . . 1, 195, 984 240, 642 1, 603, 211 5 02 17 | Massachusetts . pi, 339, 378 565, 566 t5,813.186 715 02 18 ! Michigan . . . ?i2, 459, 084 rl, 055, 778 4, 259, 873 5 88 19 1 Minnesota . . . . . . 1, 070, 637 | r494, 597 2, 283,165 5 68 | 20 ; Mississippi . . 714,306 j 72, 570 803, 876 1 82 j 21 Missouri . 2,543,582 ; 326, 134 *3, 767, 049 4 89 22 | N ebraska . . . . 802,214 ! 372, 369 1, 504, 417 6 52 23 | Nevada . . . 133,883 j 12, 462 159, 147 cl4 86 J 24 ' New Hampshire _ 430, 352 1 r86, 801 605, 887 25 New Jersey . . . 1, 435, 826 ! 363, 277 2, 196’, 557 j 5 18 j 26 New York . . . 8, 205, 453 1, 457, 002 11, 973, 194 7 10 ! 27 | North Carolina. . . 483,677 41, 028 623, 441 1 33 ! 28 Ohio . . . : 5, 603, 504 | r2, 272, 832 9,451, 143 8 85 1 29 Oregon . . . . . . 259, 371 49, 395 t>493, 483 7 10 | 30 i Penns vl vauia . . . 5, 193, 691 2, 154, 505 <9, 335 300 31 Rhode' Island . ‘ W342, 807 Wl59, 130 W647, 315 8 59 j 32 ; South Carolina . *341,176 *15, 504 *389, 834 cl 43 ! 33 Tennessee ......... . . 795, 484 40, 742 918, 863 1 50 34 Texas . . . . . ... ......... yl, 150, 332 3 62 1 35 j Vermont . . . 404,247 ; 88, 257 558, 290 5 00 i 38 Virginia . . 999, 360 115, 894 1, 297, 020 2 22 : 37 West Virginia . 603, 656 180, 052 947, 371 CM 3 31 j 38 Wisconsin . 1, 187, 150 1, 187, 810 2, 892, 877 5 56 ; 39 ! Arizona _ _ _ _ .............. 77, 998 8 31 40 j Dakota . . i8i, 692 r75, 889 532, 325 9 38 ! 41 ' 1 District of Colombia . 317, 229 78, 624 579, 312 /i9 50 i 42 | Idaho . 52, 710 8, 251 66, 848 c5 61 43 ! Montana. . . ......i 150, 000 46, 930 CC259, 930 8 03 j 44 | New Mexico . 1 6528, 002 66971 6628, 973 C99 1 45 [ Utah . . . ! 120, 290 26, 908 182,414 c3 26 46 1 Washington . . . ......! 77, 616 10, 473 tl44, 825 c4 01 47 j Wyoming . . . . 6625, 894 662, 610 6628, 504 e6 93 48 Indian: Cherokees 86,000 Chi oka, saws _ j 37,500 Choctaws _ _ j ff\7, 540 P.rcfiks . r__T _ | /2) , 680 Seminolea . 1 9, 960 a In estimating these items, only the interest on the amount expended under the head of “per¬ manent” (i. e., for sites, buiidings, furniture, libraries, and apparatus) should be added to the current expenditure for the year. 6 Includes $15,500 spent for normal schools, c Estimated by the Bureau, 6 per ct. being rate used in casting interest on permanent expenditure, din 1880. e In 1882. /Eor white schools only. £ Includes total expenditure for colored schools and amount paid for white teachers only. h In 1881. i Items not fully reported. j An estimate including per capita of total per¬ manent expenditure for the year. 1 Amount received from State and local taxation for support of public schools ; this amount is largely supplemented by patrons. Z Total tuition revenue. m Includes salaries of secretaries and treasurers, interest on bonds, &c. n Includes salaries ot' superintendents. o The sum included in this total as public school expenditure for colored schools is the amount raised for them, and may be somewhat greater or less than the aotual expenditure. p Amount raised by taxation for wages of teach - er8,_fuel,_and care of .fires and school rooms. STATISTICAL TABLES, 323 Territories , showing the income , expenditure, $c., for 188k2-’83 — Continued, ANNUAL EXPENDITURE. © © .q © aa © 7s ■g £ 8 "tH cm O g a o 1 go c H II ■M M a h © o Ili III ® J > «r 05 III w u c © J; -3 t£® 0 . P’s ti 7? 03 K £ S g f tr -© ® f4 © a q ga C'W s dial: . OpO £ P.SS g a. 73 ® aa 8 fell fs*" H © a © £ © « *3 «s 8,23 .sill ©2|1 St- o lap lU.gg, a* w ** « | .5 a, © 1 r. ig c. * = 05 © a a a '*2 e -©c x -S © „• ^ © bt. © £• t ll Iff .-5 C.V to c § X d r**, M ^ c at rg H « s as more correct than the county commissioners’ total. t Per capita cost on tbe entire sum expended. u As reported for 1881 ; exclusive of large quanti¬ ties of swamp lands. v So reported, though the sum of the items given is $194,129. w Includes evening school reports. #11 or the year ending October 31, 1882. y Actual expenditure not reported; the figure given includes the total State apportionment for the year and tbe amount paid teachers from private funds and by cities. 2 In 1878. aa Cost per capita a term for teachers’ salaries and all current expenses. 55 United States Census of 1880. ce So repotted, though the sum of the items given is $260,030. dd Includes the Cherokee asylum and orphan funds, ee Schools-supported from general tribal funds. ff For boarding schools only. gg The income derived from these funds is aug¬ mented from other sources. 3 T. 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 REPORT OF THE COMMISSIONER OF EDUCATION. bi/e I. Part 1. Statistics of the school systems of the States and Territories , showing $c.,for 1883-84; from replies to inquiries States and Territories. 1 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 V irginia _ _ _ _ Wisconsin . Arizona . Dakota . District of Columbia Idaho . Montana . New Mexico _ .... Utah . . Washington . Wyoming . Indian: Cherokees . Chickasaws . Choctaws . Creeks . Senainoles . Report for the year — SCHOOL TEAR. SCHOOL POPULATION. Begins — Ends — Between what ages. Total number between said ages. 3 3 4 5 6 1883-’84 Oct. 1 Sept. 30 7-21 419, 76i 1883-’84 July 1 Juue 30 6-21 316, 356 1 883— ’84 July 1 June 30 5-17 235, C72 1883-’84 Sept. 1 Aug. 31 6-21 56, 242 1883-’84 Sept. 1 Aug. 31 4-16 150, G01 1883-’84 Dec. 1 6-21 cd4 0, 569 1 883-84 Oct. 1 1 Sept. 30 6-21 /G6, 798 1883 Jan. l Dec. 31 6-18 «508, 187 1883-’84 July 1 June 30 6-21 1, 069, 274 1883— ’84: Sept. 1 Sept. 1 6-21 722, 851 1881-’82 Sept. 15 Sept. 15 5-21 604, 739 1883-’84 Aug. 1 July 31 5-21 411,250 1880-’81 July 1 June 30 6-20 0571, 793 1884 Jan. 1 Dec. 31 <6-18 0291, 049 1883-’84 Apr. 1 Mar. 31 4-21 213, 524 1883-’84 Sept. 1 July 31 j5~‘20 295, 215 1883- ’84 Sept. 1 July 1 5-15 336, 195 18S3-’84 Sept. — Sept. — 5-20 577, 063 1883-’84 Sept. 1 Aug. 31 5-21 359, 366 1883 Jan. 1 Dec. 81 5-21 447, 571 1883-’ 84 July 1 June 30 6-20 785, 122 1883-’84 Apr. — Apr. — 5-21 209, 436 1883-’84 Sept. 1 Aug. 31 6-18 9, 593 1884 5-15 060, 899 1 882-’83 Sept. 1 Aug. 31 5-18 849, 242 1883-’ 84 lOct. 1 A; Aug. 20 5-21 1, 702, 967 1883-’84 Dec. 1 Nov. 30 6-21 504, 281 1 883-’ 84 Sept. 1 Aug. 31 6-21 1, 082, 295 1883-’84 Sept. — June — <4-20 73, 867 1883-’84 June 1 June l 6-21 0l, 422, 377 1883-'84 May 1 Apr. 30 <5-15 58, 858 1883-’84 1 Nov. 1 Aug. 31 6-16 0262, 279 1 883-’ 84 July 1 June 30 6-21 /571, 829 1883-’84 Sept. 1 Aug. 31 8-16 311,134 1883-’84 Apr. 1 Mar. 31 5-20 099, 463 1883-’84 Aug. 1 July 31 5-21 n555, 807 1883-’84 July 1 June 30 6-21 228, 185 1883-’84 July 1 June 30 4-20 528, 750 1883-’84 Sept. 1 Aug. 31 6-21 9, 376 1883-’84 oApr. 1 oJune 30 7-20 77, 499 1881-’82 July 1 June 30 <6-17 043, 537 1883-’84 Sept. 1 Aug. 31 5-21 13, 140 1883-’84 Sept. 1 Aug. 31 4-21 15, 082 1880 7-18 029, 255 1883-’84 July 1 June 30 6-18 48, 889 1883-’84 July 1 June 30 6-21 31, 599 1880 7-21 04, 112 1883-r84 05, 000 1883-84 0l, 000 1883-’84 03, 000 1883-’84 02, 000 1883-’84 0450 In 1882. For the winter term. Estimated. Not including colored children in Wilmington. Approximately. No report from three counties. q United States Census of 1880. h For white schools only, t Inclusive. j This is the age for distribution of school funds: for free attendance it is 6-21 for whites and 6-20 for colored. STATISTICAL TABLES. 325 the school population , enrolment , attendance, duration of schools , number and pay of teachers , by the United States Bureau of Education. SCHOOL POPULATION. SEX. Humber under 6 years of age. Number over 16 years of age. Number between 6 and 16 years of age. Male. Female. 7 8 © SO 11 167, 136 149, 220 28, 433 27, 809 13, 111 43, 131 541, 086 528, 188 211, 376 199, 874 #144, 538 #146, 511 401, 455 109, 015 4, 822 383, 667 100, 421 4,771 262, 791 555, 192 37, 701 #707, 809 29, 696 #133, 003 /293, 158 241, 490 527, 103 36, 166 #714, 568 29, 162 #129,276 /278, 671 274, 020 808, 275 #262, 279 W282, 528 119, 130 n273, 279 109, 055 n49, 911 «121, 917 53, 967 W383, 979 174,218 4, 910 4,466 #20, 988 #22, 549 #6, 026 #37, 511 7, 773 7, 309 25, 037 23, 852 1, 226 . . PUBLIC SCHOOLS. Number of pupils en¬ rolled during school year. Average monthly en¬ rolment. Average daily attend¬ ance. 12 13 14 215, 578 134, 410 1 153, 216 a56, 291 2 179, 801 126, 133 124, 714 3 37, 872 23, 307 4 123, 280 680, 075 5 31, 263 ©21, 447 6 /5S, 311 /35, 881 7 287, 411 188,371 8 728, 681 485, 625 9 501, 142 325, 499 10 406, 947 ......... _ 253, 688 11 303, 601 207, 339 12 71238, 440 hl49, 226 13 79, 018 51, 853 14 146, 345 6100, 630 15 170, 393 86, 486 16 312, 012 277, 241 248, 168 17 404, 966 #263, 775 18 223, 209 100, 637 19 266, 996 209, 716 154, 463 20 527, 452 398, 031 21 137, 618 c81, 430 22 7, 868 5, 227 23 64, 654 43, 723 24 211, 905 119, 513 25 1, 000, 057 596, 160 26 278, 298 169, 694 27 762, 755 ' 583, 050 499, 217 28 43 157 39, 512 29 866i 039 635, 678 30 m49, 255 m36, 487 m32, 366 31 185, 619 114,144 32 350, 143 205, 479 33 244, 895 «60, 259 34 73, 283 47, 607 35 288, 030 216, 209 163, 369 36 166, 272 102, 012 37 316, 969 #185, 276 38 4, 516 3, 287 39 50, 031 32, 520 40 p27, 299 p22, 061 p20, 730 41 8, 287 42 8,118 4, 465 43 #4, 755 #3, 150 44 29, 325 19, 073 45 22, 341 14, 223 46 #2, 907 #1, 920 47 43 4, 798 2, 925 449 rl83 1, 163 1, 200 771 252 r99 &The school year 1883-’84 covered only ten months and twenty days. In subsequent years the school year will extend over twelve months, from August 20 to and including August 20 of the ensuing year. I This is the age for distribution of school funds ; for free attendance it is 6-21. m Includes evening school reports. n In 1880. ©Hereafter the school year will begin July 1 and end June 30. 5? In 1881. q In 1888. rlu hoarding Bchools only. o. 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 1G 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 a b c d f a REPORT OF THE COMMISSIONER OF EDUCATION. Table I. — Part 1. — Statistics of the school systems of the States and Territories, States and Territories. PUBLIC SCHOOLS. SCHOOLS OTHER THAN PUBLIC. rs 0,^(3 . -r g o ir1 c 2 rL p -a « P ©£ U, £ ** c«i c u fn •7? s-< fc'S-s o - • S.gJ 1111 a » C >5 *£ «j n & Schools corre¬ sponding to pub¬ lic schools!), low high schools. Schools corre- spending to pub¬ lic high schools. Pupils. Pupils. Male. Female. Male. I Female. 1 13 i«5 17 18 19 2© Alabama . 83 152 hi 74 C.1O0 179.55 /157. 4 fffl.17 953) . f } (1. 577) 0x14. 5801 Connecticut . t Florida . 7t05 il98 151 126 142 j 15,553 15, 256 t75 3, 213 P21) 2, 821 Illinois . . \ (15, 308) til 5 13, 110 65 Hoi. 70 114 182 180 152 112 *77. 50 <154 112. 6 120 148.6 99. 55 192 168. 5 qw i r8 21 184 90 148. 25 184 80 78 *100 <104. 6 127 120 100 ftml68 im!92 210 101 jl90 Maryland . . . Massachusetts . t34. 438) Michigan . m. 130) Minnesota _ Mississippi _ __ .... [ } . Missouri _ _ 10, 523 l i . N ebraska . . (2. 575) Nevada . . (a554) (5, 122) (48, 7u7) tnlCO. 706) Now Hampshire . Now Jersey . . New York . North Carolina _ S \ . 1 I _ 1 _ ' Ohio . . 17, 398 l > 1 tlO 957) Oregon . . . (£5, 230) (31, ICO) («7. 944) (0, 458) t83. 743) Pennsylvania _ Rhode Island _ 850 119 South Carolina . Tennessee _ Texas _ _ . 5 } . 1 . . J . 1 Vermont _ _ _ ' 2.550 mb, 291 4,486 i s 1 tolO, 291 1 (8, 004) trio, 90G | wl, 772 j w2, 723 Virginia .1 _ __ TVdst, Virginia, 41 . f Wisconsin _ _ _ 1 . (15, 616) Arizona _ _ i Dakota :::: . i District of Columbia .... Idaho . . j382 n 3 (ow5 , 000) Montana . . 103 1301) New Mexico Utah .. 455 135 92 Washington Wyoming . _ ' _ Indian: Cherokees .......... C hickasaws ......... Choctaws Creeks Seminoles ........... umber of census children attending private * In the counties, schools. i In the cities, l graded schools. j In 1881. 1 ungraded schools. * For white schools in the counties ; the average umber employed in winter. for teachers in graded schools for whites in the umber employed in summer. cities is $71.25; in public high schools, $88.97. or white schools only. I Not including the city of New Orleans, or white teachers ; for colored teachers the m In 1883. average salary is $24. STATISTICAL TABLES, 327 showing the school population, enrolment, attendance, $c. , for 1883-’84 — Continued. SCHOOLS OTHEE THAN PUBLIC. Teachers in said schools in all grades. Teachers. Male. Female. (1, 139) 793 I 1, 181 ' 0522)" . (634) 253 383 (182) («206) (1, 551) (1, 085) w477 wl, 132 Whole number of teachers em¬ ploy ed in public schools during the" year. mber of teachers ecessary to supply ae public schools. Average salary of teach- ers per month in public schools. Male. Female. Total. 0 S+s (2? Male. Female. 24 ! 25 37 38 3® 3, 393 i 1,789 663 5, 182 ($24 76) 2, 236 2, 899 4,072 l' 108 2, 964 $81 38 63 15 69 17 $65 37 62 29 37 21 328 d562 795 e2, 596 1, 123 3, 158 946 ffi24) 624 1cr32 31) 809 627 1,436 6, 970 19, 897 13, 312 22, 081 | 8, 221 6,910 f6. 970) ' » 6,714 6, 821 6, 044 (3 2,936 4, 195 13,183 6, 491 16, 037 4, 915 2,715 976 18, 500 51 31 i (39 66) 35 20 1 40 70 (Jfc23 87) (Zw31 35) 40 44 (0) 13, 175 7, 336 27 46 32 85 '858 1, 834 7, 448 | 3, 353 9,398 15, 260 6, 086 | 6, 401 13, 296 6, 050 230 (7. 448) rt32 59 ttl6 28 (8 1,105 1, 058 3, 757 1. 715 93) 1, 355 8, 340 11, 503 4, 371 2, 698 4,144 170 (m40 00) 7, 950 9,480 108 02 i 46 92 40 00 44 18 30 68 3G 00 (58) /31 2ft) a, | (13, 1, 906 60 296) 10, 523 05, 400 (47 , 40 81 140 50 75) 34 32 96 01 443 3, 077 2, 719 24, 513 3, 520 3, 606 30, 937 5,611 24, 465 ^ 1, 712 22, 464 wl, 405 3, 684 38 41 23 14 34 79 887 ' 61 12 6, 424 (44 (s24 55 00 46 75 38 47 79 95 26 92 24) 16) 3, 706 10, 699 (1' 623 8, 559 w261 2, 115 1, 905 13, 766 913 13, 905 wl. 144 li 569 76) 17, 243 1, 850 20, 000 wl, 122 38 00 35 45 29 39 43 31 24 73 4, 813 2, 115 1, 957 3,723 6, 928 | 6, 369 4, 263 6, 371 4, 643 IP 629 143 2. 911 (28 ’ 41) a 4,326 540 !6) 34 32 20 04 3, 247 3, 036 2, 378 61 863 3,124 30 32 30 31 mx 40 89 (85 i 38 43 1 26 39 30 52 ia> 27 27 31 72 1,607 1 8,251 82 2, 048 4,643 7, 459 127 00) jBo (y< 97 1 y425 ;460 2/200 292 jQl 13 »/fift ftft j6l 27 i/50 00 !00) 195 (66 70) fzSft 67) zl28 236 z\ 64 261 331 592 49 80 I 28 80 (831) 831 48 00 39 00 Z31 ! 239 Z70 i7.m 23) 'I (332) 132 (16) 16 (59) 59 (69) 69 (.17) 17 1 2 3 4 5 e 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 . n Excluding board, which costs the districts an average of $8.20 a month for each teacher. o Estimated. p In normal schools, academios, and private schools. q For white schools. r For colored schools. s For white teachers; for colored teachers the average salary is $22.06. t In private schools of all grades. u Number between 5 and 15 reported as attending Catholic and select schools. v Includes evening school reports. w In 1880. x In the counties; in the cities, for males, $156.36 s for females, $37.50. y In 1882. a United States Census of 1880. 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 20 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 REPORT OF THE COMMISSIONER OF EDUCATION. / Table I. — Part 2. — Statistics of the school systems of the States and ANNUAL INCOME. States and Territories. From State tax. From local tax. Total from taxation. 4^ CO a © cz ►* 5 1.S3 ©n- a 6 p ^ SI'S ‘©■".J ©r3 © © a 33 O 1 34> 31 32 33 a$230, 000 6$135, 784 $365, 784 $140, 026 dl, 893, 011 305, 182 225, 902 ai52, 056 el, 411, 544 409, 780 1, 294, 598 <161, 048 jl87, 482 147, 839 7, 053, 323 714, 962 1, 520, 500 31, 721 112, 950 Florida . a465, 808 1, 000, 000 613, 647 8, 053, 323 604, 104 463, 825 4, 851, 298 2, 021, 053 m384, 070 o55, 173 g725, 862 883, 100 6, 313, 967 3, 289, 228 1, 830,189 503, 876 2, 572, 886 1, 235, 134 112, 179 021) 806, 999 8, 692, 576 2781 5,315,123 2, 021, 053 1, 125, 742 0216, 836 225, 907 304, 445 Kansas . Kentucky .... . . . a741, 672 0161, 663 i>337, 890 404, 933 Louisiana . . . o26, 230 Maine . . . . . Maryland . . . . . 1, 288, 033 54, 003 137, 285 725, 170 347, 684 Massachusetts.. . . . Michigan . 3, 289. 228 1, 853, 189 Minnesota . . . . 23, 000 d300, 000 427, 756 100, 874 d53, 556 (574, 1,375,599 1 d2, 976, 803 | tifVT Mississippi . . . Missouri . . . 3, 000, 642 1, 336, 008 1, 075, 271 281, 607 Nebraska . Nevada . . . New Hampshire.. . . . 574, 021 2, 182, 598 . | 33, 921 100, 000 New Jersey _ _ _ New York . . . . . North Carolina, _ _ _ _ 457, 278 8, 462, 368 346,465 10, 261, 329 to592, 480 «387, 094 892, 715 Ohio . . . . 1.695.867 1 6.866.501 234, 607 53, 371 Oresron . . . _ . 195, 398 •1, 000, 000 wSO, 317 ®107, 028 <2147, 864 <21, 399, 874 151, 067 9, 261, 329 w512, 163 ®280, 066 744, 851 Pennsylvania _ _ _ Rhode Island _ _ _ 12, 053 South Carolina . Tennessee . . Texas . . . . . . . . . Vermont . 469, 021 558, 959 745, 426 2, 486, 966 177, 942 2/908,119 521, 908 47, 891 469, 021 1, 303, 859 956, 431 2, 486, 966 205, 901 t/908, 119 521,908 47, 891 9,783 Virginia . . . . . 744, 900 211, 005 West Virginia . . . . . . . 31,370 208, 659 Wisconsin . . Arizona . . . 27, 959 Dakota . . District of Columbia . . . . . 1, 288 Idaho.. _ _ Montana _ _ _ 0 New Mexico _ _ TTtah . . . . . . 89, 397 62, 267 151, 664 Washington _ Wvoming _ _ _ Indian : Cherokees . . . . Cliickasaws . . . Chocktaws . . . . . . Creeks _ _ _ _ Seminoles . . . . .. State appropriation. From poll tax. Exclusive of the local funds of Mobile County and Faunsdale district, aggregating $23, 186. State apportionment. County apportionment, city and district taxes. Includes balance on hand from last school year. Paid out of general fund of counties, and" not, therefore, included in State expenditure. Included in “salaries of teachers” (column 41 of this table). i For white schools only. j County assessment for school purposes. k Salaries of county superintendents only. I Amount of tuition revenue only, m Local taxes and subscriptions. n Includes compensation to commissioners by the State, interest on county surplus bond, &c. o These figures, which are for 1883, are exclusive of the city of New Orleans, and include re* . ports from only 46 out of 58 parishes. p Amount available from State treasury. STATISTICAL TABLES. 329 Territories, showing the income, expenditure, tfe., for 1883-’84 — Continued. ANNUAL INCOME. Increase of permanent fund in the school year. ANNUAL EXPENDITURE. He venue from other funds. 02 V4 • c 2 S ° g © o g » "'2-3 _ . | § «•§ H | a ® V "S a S .a £ © I— ( tt iS t c g!!i B u * & ||! c3 02 a ° w'~ * 1 41 42 43 44 $486,781 5$22, 259 $522,727 561, 745 c$l 25 cl 78 2, 573, 624 r/432, 255 415, 587 140, 322 3,364,224 809,808 * "l6 51 l) ] 30. f-63 393, 777 1,777,277 215, 161 7i9 81 152,591 161, 076 54, 327 3, 757 ciU 90 172, 178 c2 58 *613, 647 1 20 j 5, 640, 474 13, 154, 083 3,075,870 pi, 682, 735 2, 591, 432 9, 628, 186 4, 600, 000 5, 525, 449 2, 882, 964 0 07 m(j 45 ni," 648,' 216 577, 395 8 18 c4 88 - Tfontnclcy . . . . . . 01,248.524 Louisiana _ _ _ - _ , _ _ _ 460,930 cl 60 Maine _ _ _ _ _ n non 0821 1, 134, 050 4 92 M ary land . . . . 1, 245, 684 r4, 524, 371 p2, 674, 485 1, 369, 541 714, 306 >ftft 45 c5 91 7 25 7(9 91 19 70 9 07 7i9 10 2 01 6 52 9 80 cl 9 43 md 65 8 53 Ml 50 h2 70 10 78 10 38 8 24 11 38 m2 28 c2 50 7 25 hi 26 4 63 16 35 84 M5 59 j!5 16 TClO 85 7il6 08 c6 09 c5 09 12 87 c9 81 ANNUAL EXPENDITUKE. C$2 42 c3 67 C$3 89 /17 08 /24 61 15 63 25 33 M2 21 7(19 64 cG 88 CIO 03 c2 95 c4 80 2 13 3 25 13 32 19 99 w9 30 «»14 32 12 16 ' 19 50 e6 62 ell 02 •S ft ft 2 os ^ « « t3 2 g fty.: ■2 s* O t- ; «■ y i 46 c9 00 10 60 Til 8 79 25 84 ft oj m 4t ® a a &f 3 ° - S s i H+rf = t> ft .3 ft a.'s ©_ a — — . o £^§”P I S « 0.3. r>, CJ Q M 2ft >sa « : « >» 48 $13 71 $16 82 33 09 A21 46 3 65 8 47 16 74 c29 25 ml 4 27 15 14 M0 53 hi 09 16 47 11 34 12 52 16 89 m3 71 c4 27 11 09 hi 61 7 50 48 33 7i25 77 j!9 97 c 9 20 c8 76 20 22 cl4 85 10 17 jlO 18 14 67 11 85 jll 96 > 3 « a 49 ft a QJ © P ft 2 fcC- m j£l ft'^ 3 Et* esS 5© d$2, 528, 950 1, 975, 900 114, 220 2,017,159 £j495, 749 429, 981 9,437,714 9, 339, 328 3, 681,432 3, 043,593 1, 7C0, 652 7(300, 000 (7438, 287 c906, 229 2, 710, 241 6, 246, 321 4800, 000 10, 178, 806 3, 974, 216 e564, 000 el66, 747 h3, 247, 000 e3, 825, 150 1, 000, 000 255, 509 M," 512,' 500 669, 087 hi, 511, 340 h2, 913, 612 (760, 385 z750, 886 (cia) bbccol, 081 cc200, 000 cc70, 000 $170, 347 *2, 617,159' 9, 437, 714 3, 732, 174 el3, 500, 000 1, 130, 868 3, 795, 225 18, 000, 000 20, 395, 033 e2l3, 757 3, 235, 767 ho, 466, 890 <431, 555 1, 400, 000 '"273,339 h2, 512, 500 (K 3, 385, 571 514, 159 K3, 063, 612 (760, 385 7^ t> a S *3 455 ft rp tt;p4 © 0^ ta^S § H 51 C$204, 921, 7, 936, 1, 676, 5, 257, i608, 210, 21, 038, 13, 619, 9, 977, 5,715, 2, 395, p300, 3, 045, c2, 900, €22, 062, 10, 945, 4, 993, 8,825 2, 786, 223, e2, 381, 6,515, 31, 937, 483, 22, 686, 1, 454, 31, 886, 2, 099, 441, 1, 367, 1, 592, 1,871, 7i5, 930, 153, 1, 689, jl, 326, 2/3 1, 335, 2/13, 433, 360, 2/40, p In the city of blew Orleans only ; no report for the remainder of the State, q Includes amount paid for interest or to can¬ cel debt. r Includes somo miscellaneous expenditure. 8 Items not fully reported. t As reported for 1881 ; exclusive of large quan¬ tities of swamp lands. u So reported, though the sum of the items given is $472,005. 9 Includes evening school reports. w Actual expenditure not reported ; the amount given is the sum of the State apportionment for the year and the amount paid teachers by cities and from private funds, a? Tn 1878. y United States Census of 1880. z Includes the Cherokee asylum and orphan funds. a a Schools supported from general tribal funds. lb Includes the Choctaw orphan fund. cc The income derived from these funds is aug¬ mented from other sources, Table II.— School statistics of cities containing 7,500 inhabitants and over, for 1883-’84 ; from replies to inquiries by the United States Bureau of Education. 332 REPORT OF •jqSfrlBJ 9J9M sxooqos 9q j sAep jo jgqxnnx; THE M COMMISSIO co o cs co co WC0000005 00 HHNHWHH NER OF EDUCATION. • ■ • • .^COCOO • • • .O .OOOCMOiftCO « • • • .ooooo • • i • O • O 00 O (X 00 t> o » » 1 1 1 H H ri C4 • • • *rH > HHtNriHHrl •JT33A‘ 9qi ux sAnp xooqos jo .laqmnj^; « rt O © *• O 00 o o COO • C2 O O O r-i CM • rH CM CM CM O^'OOOOt^OOOOlCOOCOrHOOO'MO^ 0^000000000000000000’— 00005 (^Ocir^ — CMCMHCM^-r-t — CICM— HCMrlCMr-ir-iriH •BJ00t[09 XBTqOOXBd pUB 9'}CAUd ux' juguixoaua psjBaixjsg; w O i-H O O CM O t* O — * O O O O lO CP O O O CO iH t-Ti-T irT WNKHMOOOOOOHOhOK) ocj'joiooori3i>iflTfoo» lf5 r-l -^1 C~ rji C» O irt ITS »0 lO rji r-T rH CT • o o o o • . o o o o • • O CO W CO • ; ; Number enrolled in public schools. •sjugoi qo.iua ojBOxidnp Saipnxoso ‘pojxoi -ao aaqainu 9joqA\ © N C5 ifl CO W O Oi-^fOiOC'l O ^ 05 l> t- CO CO CO t> *£ © CM COHWC5O5OO5OMlO -«t X 74 W M *-J lO H 1^ CO rf< M 05 »C5 C5 lO (N 1^ Tl* r-< O W t'^o:o'?'COwc5ogooH05i>owwH^ccooHTj< irf.OC'ieOi-it^CO rH d t— 4 Cl CO r—T ^ip^OOi— iiAr^r-ioo r-H rl ^ •9§b jo eiuaA 91 J9A0 joqumjj O 101 300 ift N 05 H 50 X "• IohN^iOCOW • *kO • C4 l> W i-i CO CO O • • X iO lO O l> • • CQ • . ! s-^ • • . *9§B JO fi.IBOA 9 ctopau joqranN£ (S3 • i i i i 00 * 1 O i i • • • • o i o ©> * • • i « • O i • CO *••••• CO • 1 * • CO • • rH ».«••• t • • • •< CM ••••«• • • • School population. *oSb xooqos xbSox jo aoquina X8J°1 b L0-J00 05O05C0 1^ 05 O CO M M 05 OOOCOiOXOni o' *cT ©" i>" tff «T cm" O h«OOC50d5lONOfl5»OmO«» COOlOrOXQ^COOOrrCOOGH lO C5 iO C5 CO X lO 00 CM © CM O |> CO O t> CM CO" r-T O' r*T r-T Co" CD* of co" icT CM *0 CM" rH co o »o CO CO • -OlOHlO • ^oco^o • co" CM CO CO CfiT • •oSb JO SXB9.<£ 9X J9ao JoqamNj O 2, 393 • • i i t l i i i t i • i i i '•••••••••iiiti • •••••••••••a*. • •••••••••••■•a I l i • i l • 1 i l • | 1 l i l • i i l • i i • 1 1 l ■ • i *•»»••*•••■•••• •9Sb JO BXB9A 9 J9paa agqtan^ tft • • • • » lO * • tH •••••• • •••« CM • • tJI •••••• • • • • « • • CM *••••• : :° : •oSb xooqos xrSoq; « i-u>t-t-'-t-t>t--Jc©©<©toto«oco©> s © a •2^«§g tip- S t>;S 2 5- «? S a eS j ® ©w Mi ■-!' 7i *«51 Ig^t f(§ • c3 -;o U R. '© op* *|g oO o jO rg®oB-loo^ o S^- g g vs' RJ ^<1^2 > tr^ ^ M - -i 5 a 'h p ?-< co' «o 10 co cT co' co' co' t> of © ■<* ei co' co' to t> ©' eg" to of g co' c ? r cm" rrt* • id jcT cd •o8b jo sjboX 91 J9ao jaqmtijj o 111 i i ii i i phcc :;:::: iSS i i ; ii ! ; •o8b jo 6.1B9.£ 9 jgpun aequra^p S i: issinii! i ;il i ill i 1, 172 691 372 900 I •oSb pooqos ibSq-j; j S ^ ^ S 'N 'N ^ S ^ ^ H ° L° ^ ^ ^ L° ^ ^ ° ^ ^ L° ^ ^ 13I33332233.a3333333333333333.a33 •(0881 jo 8U8U90) uorjxqndod -[Bjox M SggSI8S8S|illg|iS!SSsgEsS§SiS8 co f-' cm of cc t> oc p-' od so' gf r-j- aJ x cf a x r-T a'xNoaoo'gx jo Superintendent. R,. L. Howard, chairman . Frederic T. Simpson . B. P. Suowo. . Abner J. Phipps, PH. D . . Thomas Tash . J. Lovejoy . HenrvA.Wiso . D. T. Lakin, secretary of county schools . G eorgo A. Adams, chairman school committee. Edwin P. Seaver . D. H. Daniels . . - . . . Francis Cogswell . E. H. Davis . - . John T. Clarke . S. Arthur Bent . — . * . William Connell, jr . . . . Joseph G. Edgerly . M. L. Hawley . Charles H. Poor, secretary . Edwin L. Kirtland . George H. Conley . . . . . - . O. B. Bruce . . - . - . Charles A. Daniels . - . . . W. D. Burdett, chairman . William E. Hatch . Henry F. Hai rington . Stephen Collins, secretary school committee .. John E. Kimball . City. * i • 1 Bangor, Me . Rath. Me . JK. ijiisaa Brookline, Mass . Cambridge, Mass* . Chelsea, Mass . Chicopee, Mass . Clinton, Mass . Fall Iliver, Mass . Fitchburg, Mass . Gloucester, Mass . Haverhill, Mass* . Holyoke, Mass . Lowell, Mass . Lynn, Mass . Malden, Mass . Marlborough, Mass . 1 Milford, Mass . Natick, Mass* . New Bedford, Mass . Newbury port, Mass* . i Newton, Mass . E;?^S«3S3S2SSS5SSSs:8SaSSS£i;SSig§gggo STATISTICAL TABLES. 335 Table II. — School statistics of cities containing 7,500 inhabitants and over, for 1883-’84, cfc. — Continued. 336 REPORT OF THE COMMISSIONER OF EDUCATION. •jqStlBJ 9.T9M. ft sjooqoe 9qi Sj£bp jo jgqranx iH •xb9£ ~ ux e^Bp xooqoe jo jgqran^i; i ^ owao^o^o 0050--0000 CM.-iCM0> > CM CM CM CM CM •sjooqos IBiqaoiBd pCB ejBAud ui juaaqo.iu9 pgjBuiijssi o '3 2 •SJUOni qoina gjBoqdnp saipnpxo ‘pa i [o.i -uajaqanui 0[oq^ *o3b JO S.1B9£ 9X j9ao jaqamjq; 'Q°TS jo 8.IB9j£ 9 aopua aaqamjq; •98b [ooqos pjSaj jo joqoxnu {bjox •o8b jo sjbgjC 9t j9ao aaqum^i r^iooooooocMooc'i 00 r-1 CO OOOlCOOOO'" C<3 *" ' OINCN'VWCOC Hrr OiHm '000>0l>000r|<000l0000inin0 'Onot'Ti'OTrojo^OhMoi^oo • CO CO CO (NONIOO»OC4 COOCOCJCO ■ «* -• fcy -« Ttt^O^^ O I- t- CC »— rrTO iOMOCCCOiCO^CO^lOTrriOWOWQOOMr'W ID CC rn 05 C't t ICOOOCOCOOieeCCOiHCQi-lCq^* CO O • CD 04 •93b JO 8JB9£ jgpan jgqrati^; •93b [ooqos [BSoq OOh^CO’+HOCOOOO^ coc;oco^t-^ r - o os id C0CJ^^XC0f:(Nl>OQ<0 O IO t> ID • xt< • < > r* . c Nin - - PiM'lOtCrHMlOHOCIMHNNMr-.Ttiffl (NONHOWi ei w s' 2 « .2 a © 5 \Min II 3 g itx) SO j££j I 111 82^-2 £h £ £ g$J fc-.s-S J!^ o^ao»iH jjf§ © W.W | | ^ ^ -g w W s © « t> | ^ i-a © Pd^Wddt-aOopq^ohMd^ oOoP^^^dPMajHsdaj .•-a ‘m ' ^ *"T># • , • i-r' •e * : ^Hu* • • ofN , r. ■ ^ © . : .Jh *1 hJ Sbc WS^u’r^cC s I ill! fill mMiiifiUik I If *8 ^ ill g I'll « c If ^ all |U^2^!ziOP^^<1^«W«OHpMNt-lP^^OOPPPpHa202 !SS!§ m io in io so «© co < STATISTICAL TABLES. 337 :SS2 ; 187 169 172 170 200 205 200 220 220 181 £ T—i IS IISIIIIISsSIISSIIISIs§slSSsllglsS»s§l Ills 1, 826 1. 500 1,213 125 1, 558 788 COO 300 16,715 1, 820 2, 027 400 1, 100 200 1 111- Hrt 3, 000 592 1, 500 200 1, 000 450 150 700 120 2, 000 900 820 500 400 300 210 400 300 18, 000 200 750 1,240 420 lIllllS§§SsllllsSlllsl3»SSSSlslSlSIIHI1131slgS saleSS”- sas sa SIS :sss n §S|S lllllIS§lllllsa2lll§lgl wg-gco>.-wf«-TOg-^-g-n^-recorf-»io'i«f^‘ri'j5‘«= f 111 rf-fO ms 1 llglllsslsl « Jj-cocf A r," ssss Aer II it 1*18 r-T l0lAl0l^!0WCC>C0W®Ce>C£>(©SC><£>C0t0l©CDcicio4’CDC©«i>C©t0«lc0«0«i>«0«S;DtA«0<© l«Oci«i«5 8gsi83SSSSi3iaiSIS8gSSSE8lgSgSSi2gl8ggS8S5gSig8S s sf gfs s s S3 1 g ; g^S"00" sa" g s sss #*>";£' ® ® *" «r sgg s ® 22 E * From Report of the Commissioner of Education for o For term ending December 22, 1882. /Census of 1877. 1882-83. . d These statistics are for the Kingston school district pin 1881. a Estimated. only. h Succeeded Hon. John Hancock, who b In day schools only. c For the entire city. above figures. Table II. — School statistics of cities containing 7,500 inhabitants and over , for 1883-64, $c. — Continued. 333 EEPOET OF THE COMMISSIONER OF EDUCATION, 'JT[£rLUJ GJGAi 6XOoqoe9qjS;£rxjJoa9CimnN f* S||g •: s ^ « : :S > r-s rH 1 < »- S ;j>ggsgggggg§£§gS;|g§ MEG-i Gift ut sinp [ooqos jo aequraj^ 1 •spoqoe piqooi’Bd puts oiEAud HE JUGUqOiUG p9|3tuiisg; ; rfr-T re" r i isn H ; 500 I. 200 4C0 1,000 iis ii cf j is_m 1 Number enrolled in public schools. 'BJTIGUl -ToruG cqurtiplnp gaipnxosG ‘ponoi -ug aGqamu oioq^ © V* SSlSSSSSSSi ef «-T 19 cf cf cf cf cf /l«!n * > '■> HI iJH! . Portsmouth, Ya . Richmond, Ya . . Wheeling, W.Va* . Appleton, Wis . 1 Fond dn Lac, Wi3 . STATISTICAL TABLES. O o OD > ^ $e> o o o o o o o Ci o © o o o rH CM CM CJ CO CM O O O CO CO O O , Ift CO t- CO CO Tfi CO ^ CQ ^ O* CO o «CClOfCl>H 00 r-T 04 cf Cvf o ^ CD CO o to CO CO ^ CO to lO CO l> CO t>- o o o o o o t> Cl (M CM Cl Cl rH •4< -4^ -4< -4< ^ ci CC LC t- CC > rH CO 00 HOOO^CCOO CO O lC iO t> O CO CO cf ^ irf co t> co ■g *H ® P.M ^ c *£.2 5 w.-e|p^£ I >||p5dri I p^FpWd H or* a © © f* u «3 £A ®Ja . ® © N b ® CO 3 * oo m re) t-H © © ” go §Ja » ,©^43 a^.§ § s-i § a * ® ‘3 .3 Wi1^® 0 ^3 a £ g © 3 § ©£ fe.2cg Q rrt k. © . 43 bi k> © © fe.s- I ! I1-! ’® .2 © .5 © © ■ _ ^"oS "3 o e3 0 43 sa o -ra a -s s o f « ; ,-M J °Aj£S2 9 0 a g d « w w a ^ .2 ^ 53 C3 53 ^ «.g h..s 2/3 ^ © © § s © © _2 © a -fi 't-J > r£ "*5 hr. a 33 a .5 „ a * £»©tt© § a a r< s si'- §'43 ©-S ©ri3 ©-3 I^gsg-S * Q r© Ci ^ <* «K sc IT* k^.S VS 66 gpp r_ ©s .» cTS § © ® ^ tk fe 3 -» a 43 j4 1> oOM © a 1 ®~£®.2 o £h.S£ ^ ^33 43 © c8 © cS ©>®T-HoqccTj«io«9 inaaoea©© © (N N N N N fl C3 I \ Table II. — School statistics of cities containing 7,500 inhabitants and over, for 1883-’84, — Continued. 340 REPORT OF THE COMMISSIONER OF EDUCATION. Number of teachers in — High schools. •QXBUIO^ W M iO 6, 000 1,414 O C5 O rH o CO CO rH •sxooqos SuiuoAg; © « o 00 •exooqoe ^Braiou AqiQ I * •sxooqos q§iH « CO CO • O CO •sxooqos Aibuixj j o s O Cl O CO o m o a> Number of school buildings for — •equAT-id pus oixqnd ‘sxooqos XXY ! j- •sxooqos XBiqo -OJBd pue ©XBAIJ^ © lO •sxooqos oqqnd XXY © * S3 C5 (M CO i-< t> t> t> lO LO 1 © CO t> jOJWON CO O CO © r-l ca o o >•0*0 ) © CO > O © CO t> o o > g> © CO CO O IP I o o o o o c COQHM> o4r-TCQ r-TrH • © © © © " 0(N O T co oo~ t*T o ip ^ © IP © (N Cl Tji (N CO IN 1 CO CO CQ IP © CO IP © © © r> IP ip cs o ' ' -© 13 1 1£,^OPC?PPa2Pflh5ppafcPHKHt>OOOPPPM30«lPPHop!ziPt2;< H* CM *H Ol CM CO 00 lO CO to ; tjicx .2 30 wl •9XCH m oc »i7 O Cl H CO CO CM Cl H< CM CM '— '© © ^H V . -o ■ % 2 6 |l •oxnrao^ M W § © © CO s © oc © OC CO CO 00 CM ^ © © © rH rH © CO © © H 00 © •exnjq « M « Cl © 05 t> CO • ' CO rH toco to ■ © « tH © X CZ 'o g o 'So ** •eiBiuoji H W © CC H* lO H» © © CO © C5 Hi CM CM CM CM CM rf © rH -© 00 CCOOkOH © CM rH © © © rH Hi •ox^iq 8 © • j Number of sittings for study in — •3|t!AI.ld pUB ot[qud ‘exooqos XIV © 00 H' CM CO iH CM CO" © t> © 5 CM L- H t> CM 6, 205 ; •feqooqos {Biqo • -oxud pan © © CO © H> © Hi iO © © © s o : exooqos oqqud qy IT © oc © ri © 00 s © © © © © ic> CO 00 ^ © CM O © © Hi © Hi © H' © ^ © © UO © © © lO © CM © © H1 Cl © H Th © © & r-i © CO HH © © CM CM CM UO CM H CM Cl fH •exooqos SuiuoAg; « e* © oo © ! © . © iO rH © © © t H j ■ •fcqooqos |nauou £qO « © © o • © i O * CM i ^ - •exooqos qSiH h< H» H< CO CO © rH © © © © 00 © © OO CM Cl rH © CO © P Cl © © • © . •exooqos anraranj-o « « © CO © Hi 00 CO © CO © © © 00 ^ 00 1,056 © © CM uo Hi © © © © © cm" © • © ■ O • •8{Ooqoe e> e* : © H^ 25, 128 © © S2 © © © CM gcT H w ©" S tH © Q © ©" rO © © © « © • CM • Number of school buildings for — •a^BAijd pun oqqnd ‘e'xooqoe XIY H S* CO 00 Hi rH CM © © ©CM CM HI CO rH rH I © CM ; CM •exooqos iniqo •oxnd pan einAiJj; © « CO © CM ift i£0 O CM *H CM •exooqos SuiuoAg; ® j | © I rH •exooqoe [etmoa .tyiQ *% «( - © ; i : •B[Ooqos qSiH o r rH * oo © rH rH rH - - •exooqos xnununa-0 « r CO © rH (M iO 00 CM CM Cl © l> © © . . . CM *H © •exooqos jtinxnxjj CM CM rH 00 CO © © (M CM © ' C2 w© © © © CM © 1 Hi^l' i i / >- t £ a T s >j ;l i'S 1,2 Portland, Me* . "Rnp.Xrlanfl Ma . . It II ■ 5 !pc \rZ IS >> II : ? f’g jj IS II y 5 > > t; > a il ! : o : a < o is ;;c :| : a IP er r- ir 1 g IP * 7 1 r& : r \% ■ d !C 1 j 5 7 r r ? : c . a : a i ^ )C Chicopee, Mass . — . mi Tiffin IVTasa a a j! 1 s IS N Fitchburg, Mass . . Gloucester, Mass . . TTa.trp.rh ill TVTn.fls* . _ . _ Holyoke, Mass . . TbwaII IVTnQQ Lynn, Mass . . . lifal/lnii Maoa ! 6 1 1 ■ r 7 r c p :,c ii jS II * M II 53 ? il s ii| 3 PQ C 1 i c a ;^|z 1, r cc a l § c :'p< ill Is f c • C : e ax :t : « ■ Peabody, Mass . J 310 | Pittsfield, Mai STATISTICAL TABLES, 341 t-C-lO 'MCCCW^OlSO - CO CM CO C3rHtDCMCDt>rHfH rH rH CO CM CM CM CO rH rH Cl rH rH CO CO CM HMrfi ^ CM CM t> CD 00 rH CM CO 05 ID H H W r( ri OH rH CO C5 rH lO CO 0 CO rH CD l> IO 00 CD CO CM Hr) CM O L- O CD rH ^ r^rH ID CM t~ t> rji SO CO O ■' rH 10 CM CM CM J O tH 0 tO CM CC . CM CM h m H CO 535 98 ! 05 C5 CO TH/rH Cl CO Cl T-i T-i JO r*< H O O " CM rH 2 CM -W O 0 co Hd CD. CD rj4 CO*t> W O ri h LO H CD CD Cl t> CM Cl HI COH O CM rH • O i i 0 •HO 1 O rH CM C5 rH rH rH *5 rH r> cd ^ L- CM <0 to 0 0 ! CO » 10 0 * cfw • rH CO 00 05 tt> O CO CM*" O CM cm" 0 10 00 cm" O lO O L- »C rH 0 0 • CO 0 . 0 0 0 0 0 m CO j 0 0 O CD cm 5, 000 5,747 4,501 2,486 2, 500 2, 990 11, 658 OCQHCCNt>OOOOt-HClOO Mt'XOHHCOOOtOdOOO ^ Cl CO 00 uo X (M O 10 O0 (N t> C H n^COHOnntNnnQOC^Hri CO 0 0 0 0 CO 05 CO 0 O HC OGOCO CQ CO CD th CM CO O VO CO lO CD <35 I> CO in' co" cm" hH CM CD ^ ID CO ID cm" S5 CD hT rH 10 ooq coorji CQ (M H . O • » m 1 . CM • e « <2 • O O CO co" 0 to CM L— 0 1 0 !h 0 CM 0 (NOlO HOfC H- CM rH O O CM O O CM ph lO OCOOMIOOOOO CO CO ifC CO O CO CO C5 CM CD CM CM CO H 05 O 0 1-0 O O CM rH O O rH 00 CM O w>*t ! 2,285 1,294 1,282 OOO 0 ^ :o odw rH V 0 cm r*< m t> cm m in — ^ r> to h 0 wco 1A ©J 1A ?H cc 1 CO CO CO CM rH O H CO CO CO OO H CO rH rH tH rH •01BH « W ~ ! j i ^ • h^ rH • hH • » o WWONNOt- 05 CO cq l> l>- CD CO H'MrHi-tr-rcq'ci' CM rH O vo 2, 920 1, 384 2, 641 11, 681 1, 833 • VO .CM • © j oo | m ‘f | •sxooqos SuiuoAg; © « CO • * > o • •spoqoe pcuuou jfqg « o vO • t> i v : ■ o •sxooqos qgtjj « O 00 O S °° rH oi>oo L^OOO (NHQ CDOOC1 VO O CM iO 00 O lO CO CM CM 00 CO rH lO © CM CM H* rH I CO • rH . ^ CM © •sxooqos jcrauici^) M « 715 347 1, 758 OlOlO O O CO t- GO CO r-T CM* CM O VO o o 001 ‘I S LZ ‘l o TJ1 ocT vo VO © © vO © t> CO HU CO 1-H I> CM © © © CO • • CM • CO i ** tH CM •sxooqos Xjxiunjq « « 1, 300 987 6, 397 2, 097 2, 224 39, 769 . 1, 647 2,240 780 992 1, 134 1, 740 91,984 vo © 00 ^ VO CO *“H !>• © CM ^ CM © rH rTf-Tt^r-T • CO • t- ! ^ J TfT CO rH © CO* Number of school buildings for — •ojBATid pun oqqnd ‘e\ooqos qy « VO rH CM r^ 05 r> rH rH CM S05 CM CM •sxooqos x^tqo -ojcd pun o’iuauj © « CO ^ CO CO tH 00 00 rH rH HIHHHH rH •exooqos JuratuBif) S 1 rH CO 00 o • VO CM rH rH VO §M t> rH • tH • rH • vo •8[ooqos H< 1 H 1 ^ CO CQ O CO CO j CM CO'** m t— CM © © CM CO rH rH • © • rH © - ■ -’’i g!zi - a X 05 . ' & g|-? a -s =5,g e-g*** *8 *** -i a|l! s?§ Its s e f#| P|iS| t> P O .9 & ^ ^ffo ° *3 r§ ^ ^ _2 S +H y ^5 C]rt ^ rt © £ H 42 2 5 2 .2 ^ o 'c *1 3 5 -S ® ® ^ bJD ® * § o o & *3 pi ; 2 ^ »<■% fn s. rr i ^ u «> rA «44 ^ ^ QO © O r - ---- - — > — . > © t> 00 © © . _ _ >imoiflioocooo< STATISTICAL TABLES. 345 Table II. — School statistics of cities containing 7,500 inhabitants and over for 1883-’84, #c, — Continued. 346 REPORT OF THE COMMISSIONER OF EDUCATION. fr,§ •epmra^ w co CM CO rH I- CM CO CO ^ : ; . . 00 CO CO i£3 ffll M •OIBH » rH CO rH CM 00 CM in CM • CO • m Grammar schools. •epstaoj M 05 CM m t> in oo Cl 00 00 CM © 1 o .* cm m © t- * CM rH oo C3 9 M o CO Hji CO • CO 00 CO j so * i i Hh r— • • ; CM • l> t- I'- Primary schools. i •opstao.q « M oo CM •H CM CM ItH o CM T* o m m rH » © '• * 00 0C © CM - © rri rH CM •©IBM © W - O : m «o CO j * !M © cn •Q^Aiid pm? oqqnd ‘sjooqos qy © 9 o o o CO* O m cm" m © CM* :> in © i n © rO •ejooqoe I'Btqo -oaisd puc oiuAjjj; 9 o m CO o o CC § CC © s ; © © © s •siooqos oqqnd qy 9 ir s CC O to §8 to oo to 00 m oo © © © • © © © » © © © • © © © . © m oo • oo cm © ■ ‘ © r~ © © © • © © to © © • — ■ CM to CO 00 3 S © ^ CM CM CO r-» rH " © CM rH in cm" cm" ci »n •sxooqos SumoAg; © « © © i © | •exooqos pmuon ^iq 9 o ® j in CM •S{ooqos q§fH h 9 in o ^ o rH CM m oo o a o o in © © CO © I © . © O) © OO Cl © © CO ■spioqoe jBorare.if) « « m O tO © CO CM Cl 00 © © CM o 9 o © © © • © • »n • ! © , © © © CO CM* © c- oo © cm" •fqooqos ^annrij j 9 9 1, 725 1, 800 O CO* o ^ © in CO © © © CO © • r-T O • '— Cl • © © t- 00 CM ' r-T CO © CM •O'JBAUd pnB oqqnd ‘e'[ooqo8 qy H rH 00 CO 8 1 1 Cl CM 2 a t> •H[Ooqoa [Riqo -oned pun oinAu^j © 9 Ctt m © ; ; S'* s •epoqoe oqqnd qy © in ih CM rH CM 00 r— i rH ® OO ® C- ® tOW g- •spoqoa gmuoAg; QC H f-H j : i * 9 • « | •sxooqosi'ecaioUiCqQ J h H O i i t » | •eiooqos qgijj | © rH rH ■ i uo rH i • CS • t— I *-< ^-i 1— 1 i-i •sjooqos JBcaareif) | 2 • • « in l> rH 1 to • • ’ m H CT H* Cl * H ' •sjooqos Aiboiu^[ s CO® to i : *° rH so 00 - w • CM in co 00 *^rH : ~ I 1* e p | i ( 8 ■1 3 A 0 5 e H ■1 S ^ ' ,1 ,vta,.o T) T jii d-ill o « o v. : ^a|i £ j *■ i a 3 : u 3 + i 3 | 3 : 5 a ? ■C Jr is* iVi li iSi Nashville, Term . ........ . <1 2 ► ■H fl (] y i e K H B.« _ C i It] it* i 9 ^ t 5 ^ t J I] C > ! t p - 1 U j ! ! j.e8 : aT =1 i > ( p y -p > « • • • 1 * ►.J •fefe ill 3 ? 2 £ j ( .5 & a* : : 11 u s : i i* si i! hH S ej 2 <3 3 6 - : - C H 3»- • • • i • 9 • >► - © o © o ^ ! § 5 1 ■ o « S 8 88 o t~ n a a g M ® PH O V, ® OH ® a1 s.9 0^3 S «8 !& O g ii © i ■si 2-3 IE n SS^S ■£.® -- a" a -a ^ o-2 83 ©t5 ®.S s Sag'S ps ® a g « pH ®r2-3 c§ & *■§ P5«s2ffl 1 a.§ o ! 2 g-gjsJS p£j<5H e« »■« &£p STATISTICAL TABLES. Table II.— School statistics of cities containing 7,500 inhabitants and over, for 1883-’84, $c— Continued. 348 REPORT OF THE COMMISSIONER OF EDUCATION. STATISTICAL TABLES. 349 Easaai'aisiSEStsiassisissssEgaisas isiiisii^ssi ; r-T cfg r^r-Tr-Tr-Tr-T^ rH T* TgrH CO I 8SSSSSSS8SSS3SSiS88|iigiiS§3li§g SSS11SS8SS5S3S HNCOaWHHMNrtHlOWNNNM^HmHHW «« Mffjn N M -*N rHr^ :i° i I r"** * o § • o o ;s ir i ■ «r : • s H o i o 068 ‘t •jo; ss i o oo 1 O • CO i i ° i 33 : o S :£° ill® |rH s 00 CO £3 § 170 597 • o I ! ^ ! . 79 120 272 is S| s 1, 436 228 100 S8 S rH o 3 11 i $8 i rH • :Sg| is as s 137 191 572 86 65 260 10, 909 425 277 1 SI rH 1 780 9, 799 . ;3 j isi | is ii lO 51 2, 449 714 JL5.J 3, 231 12, 950 549 349 l 1 1 988 18,598 1,125 560 in i is Is rH* 1 3, 773 902 ziy 5, 045 ills |3 1 r-T II 1 2,030 is | ills i“ $ il : r-T 1, 033 2,317 1 521 1, 606 cl3,554 cl, 879 528 10, 351 . ins :S"" 1 1 96t‘l g csT 1,800 1, 270 illl : rJ'r* tf • o :S IS cq CO 888 ‘I mill l cfg"- fH ! oo O ! * S*a SSgSI3:§SS^§5iS33i§§^$§g3SSS!8gSgg8S Table II. — School statistics of oities containing 7,500 inhabitants and oner {for 1883-84, ^o. — Continued. 350 REFORT OF THE COMMISSIONER OF EDUCATION. 9bb.t9ay j ’psiioaua I j£]tbp eg^jQAY > © •paiiojuac > (M ' — < O —< t> kfj , O to CO *-* !>* < ‘ - CO rH ^ CM • CM L- . 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CM ^ CO ’•f O0 O Cl CM t «>OCO ESS r-T S a5 'eou^pao^ti j£pBp 93BJ9AY ■panoaua | •90EtBpU9?^B S ^ ^ftBp 9S’lBa9AY $$ SB •poiiojua; ^ to H C5 O CHO O CO CD © CO h CM H i-i H CO CM rH *s CS 0D So 1J II ft ® •oouBpnox'XB ^Xtep 9^B.I9AY •ponoaaa; •90U'BpU9^B ATbP 9SBJ9AY •panO'iaa; gf © \a io © (M © r-T cn cf O'# © r-T CO i-l CO r-l NTjfeo'cq S •e^BAiid pnB oixqnd ‘e'xootps XIY •Biooqoe e* XBXI[0OJBd pnB 9JBAI.I J ^ 88S eg ft 2 •9[BK j 05 «e M06ciS05©Cj# © t~ © — ' M> © •.*' CO ■<* i m P c «■ > y H ®. •9IBJ? >>11 S«o °s1 •gxBrao^ '9IBH » • gw » 2 »£5h « g ^ tfiToS*3 -e-P-SI -'S tBfc“!jS as as w-sTS ro p- o .cap ° StflSgVtS'oS'Sss >12 g S 0.2 0=2 « g >|^ o| g^-g* j£ 0 cl ei .5 © O O cl © ffi O 8 rtAJr003 O >.i* ® ® .® '-'^ObMOHHOO^O^SoOOff^NCO. » 00 «5 04 W to P N o ^ Tf1 „ CO t> CO CO ' s*r § CMCMr-nCMCCtOC2^ CM H CM CM < O CM i .. . i CDM (NHNOOfO^O » *-« ^OCOOHCIM >00^00 lOOlO > to © »o ^ I CCt TJ1 o0 O O O CM ' — I^QrtHH CO *-* T~< tO CO CM 00 CM sss §>§> N CM* rH 1C «© CO o o to o Or-,® HNrf •5g ;■ C !‘S 2 * ■ ir§l J liil I &Ss^ I §jsf! §q l e'i “ a g ® g t> c§ S'-® 5 -91 H^03^ s ' « «t «* *3 II £> ■> S? g g •-3)COt-OC500CiiOW?0^?DHOiflHOT}IW >O^^C©©CMO©©t-l>©CMt^t©eoCOt>‘^YH,'*hlCMCOOOtO©©' HH CM rH r~4 rH HHH _ 3Q CO U2 £ (fl --- S ©3^ _ ° o ■§£125 s & CM CM t; Cr«~ flllll I illllg.2 14! I If Ills fi*4fi?S slits Isa a- 0 -“r^uSbr.*Wri»HH - !« IlfltllJI •S-0 ® a O-r- ’ff >« ts sg,2^e S^g-g g -gS-S ©,§ os® sj3 © SrcJ-a O t>,oS $-i £?«.© Mfl «3 ac c3 S ®,_J lifl^i! f*T! fJ O © © ■SAfliT’ • ri-a s $£’oj> ODp O-g galS • oS hoe- |S«S5S S.© — its ® O ca fl oh ©£ 3 f «*«?.$ - g^ao *f?L tsc3p sggafla tS 03 o CS ^33 Il2«|a £*s§Sg gns,© 2 o £ 1.2 ItS-Sg j ? S «|I © § b£)_3 re* «rj jtn cans! ep | ill'll « i f* u B § |i © g s | i ® § *s& $ 6 © •Ptf .5 SAgigg 00 © OD K6* o^rt if alp iml! £r2 03 fi 1 §| 1 1ft ^2 Table II. — School statistics of cities containing 7,500 inhabitants and over, for 1883-’84, $c. — Continued. 352 REPORT OF THE COMMISSIONER OF EDUCATION. r9'o 8 ® Pys •ean'epuo^'B £[rep 0S'CJ9Ay •p9[I3'®ffl®fflMO®raH»l>0! r % H a •QOttCpUQWB ^[TBp eS'BJQAY •penojug; ® 9 s 8 •eotrepuawe A^p qS'bjqay ■panoju£E •90tttpU9^'}.'B Aprep 9#bj9ay •panoiag; i® g o •90U'BpU9^B ■£jrep 9SBJ9AY •pgnojna; P 15 Ph ® ■QOU'Bp'TIQ^^T! A [rep eS,BJ9AY 05 ©5 00 Tt"* 00 t- rH oo~ •p9[[0jug; r- o 50 05 lO C- (NNfflOO®IM Of5M®NWOCO xnc5'4hmn^io > .S^PQ j?f §«§ o a fci S3r2"§ g® . &5 •frfri fr • -fr •fry frfrfr ;^[Zi in S7* s* £****. &|S«|2||ggj3|lS! £!l!jj ill ilia llill H W h5 3 yA to O £h P H ◄ <1 pq pa pQ o ^ W bf] ^ _ B « a .-■s g-g &-■,§** 3 §£5 3 2 ww owa ^•2 § § ® ® tx*.S o o )0>O^NM^lftONOOO>OH(MM^WOI STATISTICAL TABLES. 353 aa «-i SI COrH ISSHfllliisssIsSl cf ea rH gT c-*w r4 rt hhhwoshhio* ef essssesssssse 1111 Cl CO rH rH r-T t-T rH rH CO 'dT rH* fff r-T j rHr-T^Tg- iSS!8SgSS*ii!!i!ilS!iiSSl§P8SSg§i!SISi8Sgi§i3 r-T rH OS O W OS l-T iH Ol in »-H N •<** « r-S H* rH r-T r-T rH CQ* O* S i i j 12 i i la 1 © • • i eo* 1 i l i 1 je j © 1 • 1 1,013 1 . 1 o §83 i © • • s £83 i o • • 1 1, 025 1 I S : 175 56 94 1, 163 404 230 3 i sli§3§» :S § j l ;; a j Hi £ TH 909 197 225 75 108 1, 366 514 269 a i 106 137 139 124 133 160 96 186 178 So i 8; Sgjg 2,454 1, 228 892 483 568 4, 529 2, 271 1,255 1 j la Is 457 351 is i i g i j 1 540 621 14, 509 1 of 1,627 532 1,119 721 687 5, 412 2,724 1, 507 I j 622 601 1, 106 538 436 ll 8 j 1, 050 600 761 14, 639 L4-.344 1, 778 iESSiea i :hhh«V» j 1, 055 Cl, 297 866 cl, 508 1, 510 C3, 200 1, 203 582 il » r-T 2,293 1 ii OS* 1 1 1, 558 900 j 846 I 79, 284 1 5,999 2,714 1, 057 insist i j Cf NrHOOOTH j 1,436 cl, 753 cl, 880 1,425 1,960 3, 155 1, 741 815 il : • is • • < s § I 3 i :3 i j i§ : i 3 i « © l j j •! ! i • « < 30 t>» 1 Ss3Si2sSSsS|Sg|Sg|gg||||||||gJ|3gg5S22S22SS|lg 23 E I * 53 -o - -**• iO CO *CC Ow5t>HOW(N OCT 1-T if j* CD* rH v-Tr-T • CM* r~ ,N«Wp5«®kft9.1 "rf kft — 00 'OS^OJW i <~i O "tfc © O > lO»OClt> ■ — O <& r~l 1 CO in Tj. I> r- T}* ‘CO > C5 c. un T— ^ CO 05 i C-T t-. r-< ■ 7— C~i r-T , , — T — " AP -QrH | • J -penojua: 1 ! * 1 w fc^fc~COt'-t*-r©OOOOCOCC t> - o c: -i :j r. ^ c ■*frOCOCt>COCMCDOtiOTt’ od ©T c© go" »h~ cm i-T t© co cm S?r*','S3 '«TCM»OC ID i-C l» — CO O O^fCOr O'- C^O "OXO 'tsoifixooM • — . t— . — seciirst-c^r"^ r oi" of tc o ci o^- : T^tfca ^* • • • * • 1 l> •»«»»*•• » ^ 1 • I 1 I 1 1 1 I I • 1 1 W 1 » * ' • < i i t ' i i ' ii>iiii»iiia • « • i • i i l i i • i « •popoaua 1 : « ! 1(15 oo • •«»»•* i © «»«»«>!» © ' » 1 1 9 • • » C'l !•»••*•• ■ IAC5 * < • • • * • < i i i • 05 S ' ' • i * i i i i i i * Od i • i i • • i i • i • » •* t i « i i i i i i a • i i i 8 9 a ii i • 'c? gji c © S O £•« 3 •99UBpU9'Jt'C IpBp ©Sbjoay H a f • a • i i i ilia ■popoinjj © j | j j j j ; j j 1 I 1 8 * 1 1 1 I 1 • 1 1 1 (>l|ll>lll|l|l 1 1 1 1 * 1 ■ * 1 « < 1 I 1 VI 1 V • • • If V • • | ( • •Bf • i • * i f • a . to O « * bO a 'eoanpao^n i{irp 0SBJ9A Y | © O • < CO 00 • • • CO tfh • • rH ' » « rH II « 1 1 • |> i • • i • i i • oo • i 1 W 1 9 i 1 i 1 r . C5 • • • 1 1 • I 1 1 • 1 I « • 8 ■ 8 • 1 • • l l 8 • 1 F I 1 1 1 • 1 II • a • i 9 • i • i l i • ■ g • u . 2 09 5*0 2 ° Sg •9ourpu9;^n jfptjp 9SUI9A Y *» • • • cm co * * • t© • • • CO O 1 * * CO • • • to ^ • • • yH •CO i .ii.i .00 .COia • to ••••••• t> • o * • • • i • • i i . « — 4 ■ • . i c2> • • CM • i i • » i •popoaug; © * • • • O 00 ' ' *05 • • 1 40 l'* • • • CO ' * • CO CO • CO i ©o i • • . i i i CO 1 CQ • • • CM 1 1 1 1 • 1 1 t>* • H i • , [». i • i » • • * o • CO • • • • i i a i • • tH • i-H i i • • i i • i i i i ii • • t? • 1 • « a? j !| i £ s ■eoanpua^^'B ! ipop 9SBJ9AY j , § : : : :?J CO 1 CO • • 03 • TT< • » » • • CO • • • • 00 TF •»•••! © > r-l • • • • • P !§ ; rf -rH : ^ ; ; Number of teachers in — •Ol^AUd pne opqnd ‘sjooqos nY M * • ii> CO • » o • • « • ' • © i i • CM • 00 * * • • • > to i • • tO • CM • » till! Ill 1 H ' 1 i ■ a i i fii • ii •gpoqos XBXqOOIBd pUB O^BATJcC • ii« CO 1 1 40 • i i « • • CM • • 00 • C|^ • • © 11 V * ffOCOC^^H05tO©lt0THt0^tC0t»05C0QD CO fH Cl H H NrtH rH iH HH c~«ooo«p m P o > o ■opsuioji © M H * • • • • • • • • Ol ••••••ii • • © IT; 1 9 | 8 1 1 1 1 1 1 1 • • • 1 9 8 8 9 • i a • '©TO S 1 CO i i i i i i * * • 1 OOO • • • i 1 • < 4 1 1 1 • • • 8 a 9 9 « 19 9 9 £-l| •opemoa; j b W 1 1 1 1 1 • 1 1 1 1 t » • • * • f • • • < © • 1 1 • 1 1 8 t I 1 1 1 ■ • a • 9 9 9 1 a • a i ’©TO © w 1 1 1 I I 1 I I ) 1 1 I 1 1 • 1 1 I I I • 9 •••••••• • © • ' • • CO ' 1 ' 1 * ' ' City. wt Pittsburgh, Pa . Pottsville, Pa* . . . Reading, Pa . . Scranton, Pa ...... _ _ Shamokin, Pa* . . . Shenandoah, Pa . . Titusville, Pa . Wilkes-Barre, Pa . Williamspoi't, Pa _ _ York, Pa . JjlIU/UlU, XV. ± _ _ ........ Newport, R. I . Pawtucket, R. I . . Providence, R. I. ........ Warwick, R. I . Woonsocket, R. I... . Charleston, S. C . Columbia, S. C _ _ Chattanooga, Tenn . Knoxville, Tenn . . Memphis, Tenn . Nashville, Tenn . . Galveston, Tex . Houston, Tex . . . Burlington, Yt « . . Alexandria, Ya . Danville, Va . Lynchburg, Ya* . Norfolk. V a . > 05 ■ _ . _ INWNWNf - Petei STATISTICAL TABLES. 355 cooooowoooo-HOC-f no cr. c: CD ~ ~ — c: rf tc rfr-A to 00 t- t> CC w T* r. 0*4-00) rH^ r-T CD t*T rH fH r-T Djf CO r-f 1 1™ . k. . @ ! ! .2 ^ ^ £^i'J£N £ k *~f s-'fe.2 o g g S § § a g pS oS % ^3a5?'0>o2S«t«.a £®§S — -3?>2Sa® t-fA £5 Splits t§ £SpM « • o • • 00 i ® : :i : :c, i o i • cq • • Dl » ( • ID Cl i . S : [ iO e> co s 0 * lO 1 • « 1 ■ '-«"-"»g.o«« o ® «OF-j .1 * i i ° * i O jo j ! • ;NO < > tfrj • • • • • « 0 • ; ° « j i i ° ° ; ; ® 8-» «SH ® jb “* S'f t C9 c © •g.a ^ I *1 »- © ■ C .Cj ; « >.5' w X ° «-? « u * a Sit P ® cl t'jd.g i!3r.NC0^ . lO ■ . ; 7 1 > ~ O 1 ~ - 1 . t- *»l«TC ♦» 1 ■ • • • • III. • • • • * ■ • • • a • i i i i • • i • • • i • | i • « < © • • © • © . . © • r* • • © • i i : MM:::: r. a o o T -3 rr ^ *£ < a 3 £g u •epsmoj; ■>«( O • O CM • O • 1 3 « c* • co 10 • 8 ; ; © CO © » • '• to CO 3 1 • t t— CM © . • . : : : :< • • © © • • © © » ' if. lO S * • • lO » • ^5 • ■ ■ © © O © • © . . -T © © *- ; ; ^ j; : : : :« •9[^H © *» • . o • o : :g :S • . . • Q |l-H o o © o • • 1 © © © © • • • < ir; oo irt • • • - .-T .-T • • ! • . o • n ; • © | © o © iO i c! s ^ © 3 • ri-ir i .53 rt » C- * ‘5 £ C c9 £| Pi •91VU19.J o TfJ tO CM CO CM S j* rH O © ! • a o cd « * CM CM © • • <3 ! : s a : : ! I • iti © i i - 1'- 1> • ■ CO . o — ' ■ CO ^ © © © Ol © CM © © • i: o ioc^ococc »o •®ra « i i i O • ; is j j i : i i : » • 1 :::::::: •qaa -patrjuxiedns qtnqsqssy h © • • o i i ** I I , ci • • o D • i • • © O'*.© - ; * ; ; ^ 3 j : : i j i j j M M •inopn^cnjoduB Aijiq « *0 © I ! ! o i 8 : : :s; H ■ ! : DOOO j • • C ~ *n © © • . . c OCJ • • • c e* cm • . . •* « : : : liot- © © ro + CM CM (Mr ^ — . c CS ’ © © • CO © ^ CM c © © © © • © • © © © if? © ■ © • © © ^ CM © • *0 . © r-< 'T'J CM" • rH . CM c ^ ; ; e s\ f J, o j P r « N « +> rC.-« a 2 *3 ±; 43 a! Pi !*• ns 'Ui «.a SI Sfl fe m 43 is > <1 •sjooips orjqnd flY i© C • * • i ( iiii^ X. 00 • • » • V CO • CO I • i 1 I • 1 ! • oo • • » rf c*4 • • oc © . CO cc ^ r- Htfl I !h CO CO CO CO * « cvj ^ ; : : •tqooqos SatasAg *r£i : ; ; • • CM . . CO * CM © CM • • lO • • 1 •ejooqos {cnxioa tCbO j « :::::: i : •fjooqoe qShjj j ! • ! » oo 1 • 1 CM C 0 N • h • • » M CM *CO • • • • • « • • ii» • © CO « CM crj © CO CO i -CO • • CM CO CM • • • . •sqooqoR a'BUiaiBJf) © * • * 5 5 f' • (£) i • • f ro • co » « » • iii ■ N C** . CO CO ^ © ! * to ! ! CO CO CO » « CO • • •fiiooqos jf-iBuna j © ! ! 1 © h • • • co ci * oo • oo • * • * ** .co • • • • i i « « • I 1 • a • III! . !-< 1/0 • ^ co © CO »<0 • i © .* • ^ ^ t#' • . O 1 1 Number of scholars in — P.ei If 9^«J.0AY © ill; j ; j i i” . . if ; : ?. :?j : : : : : . 6o • ■ • > • n *io • • • • • •ponojtta; 05 *5 ill! j : : 1 ' i g? 3 : : : : : w n ■ ' i ■ i • • • • • CS 03 IC o p-p a « 0 * « > "J3 *E o ft 2 •oonvpnonB Ajitrp «^ea©Ay b» j j j j • ■ i • • < « • • iiiii i • • • • i»iii j is o '»o ! I I ^ • H .« J J i 1 I •ponoina; « MM « • • • » iiiii • • • » » • © ! ; 00 to • lA 1 • • ' 1 CO CM • • • • • CM ©..... cm j iiiii i & 5 © f! p ^5 P Augusta, Me . . Bangor, Me . - . Bath, Me . . . Biddeford, Me* . i i i i*' ©2 fa jjj c K ^^5 S ;*%■£ DO O rt 3PiP!pq Frederick. Md* . Attleboro’, Mass* . Beverly, Muss* . . . Brookliue, Mass . . Cambridge. Mass* . Chelsea, Mass . Chicopee, Mass . . Clinton, Mass - - * « ®*L * s ” % ^ tt o" — ' > 3-© s’S N!ii Hi 1 * ■ f^r? ®tj' H 2 ® ^ ~ t a ^3*13*1 O o •* 'v •-* ci x* m»t«coaoHNMg(ifl(ot>a300HN22i l.-c-c-t-t~ao®ooi’aQoo®cioaoao»a/©500«i STATISTICAL TABLES. 359 111 ;p igif :! 545 400 325 520 '425 350 475 375 380 500 8Sg§; ji :J? : 111211 lil| : ilS 1 1 i i j i j 1 i i i° is : i i i » • • rH » • • • • i i’-r j j | ■ j i j i i I j | ] j j |1 i; i j i i i i is i 2 i ; i ; o j i i j I i 1 i i jp i ji ils§ ;; sin iniss i i\\ i i | Is r-i | i ji 1 i ;t§ 1 r-T in • i— T r-T : 53 mm -•rH-fJ i ne i • r-T r-T « i : in i il i i i :^r | \*t j | j i ; i I j j IN i jtliii j r-T • i »H i ; i |P mi i it -sY j p 358 j 750 400 |P SISf ini il sell IIIIs BHN §1311 r-T 111 Mil 8 i i i i i i i j j j i |i | p •8 • • 1 1 • ■' c 5 ! I 1 • o i I • • © 2 MM o © j • • j • j c :::::: =1 i i i° i *rf| s i • il i | ef ; Ills il ^eivivr 1111 iiiiiiliiiniil iiiiiiini! I ‘ CO rH ^NNCO-'hM j © $ ; © « t* 111 ^Tr-T^r e i ; ill %% S 1 3S8 i » :8838 is is is is |||: % iSSi§ i i i i i? ill! ■ j 1 83 ! © ! !* ! I ! I j i i j i i j i N j i j j is 1 j • : Nil N ■ 04 ‘ i ™ : j i :S 888 : :88 :88S8£ 58 i i i i i? ^ j is ! ! ! ! oo i; t a i 1 ! ! ! i 83 js 838 : s§ i i i i is j i^ i j i iss * ; \ i j i is 333 38 i j i j is i • tH • i i i is i i i I in ; ‘•aw : il ; rH || is i i i i i i \>t ; ; ; • ; ; • * » * * * » i j ! : i j IS iai i«- i ; 1 1 1 1 i i i i i i i • * • • ill i il • of : i il i i i i i i |hT | ; j ; j ; 3s ssS eW i i j i i i j i j ; i ji§; |8 i ! j ja j | i j j | s§ if4* il i is- i . i i i i jsa i is i ! 4 «•»««. |l j j j i j j gg rH 11| f£ i i i i i | | | | | i ■ i | ! ! 1 ; i i ■ j ■ J rH « e i 1 i | • ! I S3 s§§i§33S333SS3§ss§Sss § saas3aa3aassasa33sss§s3s Table II, — School statistics of cities containing 7,500 inhabitants and over, for 1883-84, Tfl ID rO 1, 635 710 688 O O O O O CD o lO OOujO o o C5 CO c: I.o VO IO ID ID O O O • Cl ID O ID 1 CD ID IQ 05 • e •9IBH O . r- o o « . CD X O • ■ -ee-o o • •ro - - • • HH • ^ ; O O Q> • • o © • • © © • • o i> • • f-i c^r ; ; e o o 3 • o • »D • - C5 :g • »D • rH ID CM CD cm’ o « O • CM | ^ : i o - CO • Principals in primary schools. •opsuiaji © wot-o^o r-ivf QOCCCOO C5 ro i> io r- o 685 445 458 al, 500 o o ID O O O O r- 7ioo o 05 ^ ^ CD CD o VO CO o Oft • e ; ID O O • 1-0 0 • CO CD ^ • •®UK X) © • cm • • < • Oi • ■ ■ • «£-D5 • • 1 • ^ • • ; « ; ; al, 200 •pi9 -puoquuodus pnj^sissy © 1 ! *. < © 3> § t> o rh O o CD *<>> ! o • ^ •^uopuo^uuodns ApQ © © o o o o o o O iD o o o o CO Tf tQ IQ CM O CM cm cm cm" cm" «■ e * § 000 ‘c» 008 ‘1® 008 ‘1 002 ‘S» o o o o o o o O O O O O O O O D OO C TT 7J CMHH O ID co" al, 500 1,500 1, 600 2,200 1,200 Average daily attendance per teacher, excluding special teachers, in — •sxooqos oqqnd py © t> rH • ^ ^ • • CO . CM DCOt> Oft CO Oft l>»ftODt^OCO Oft^CO Oft 00 ^ t Oft Oft Oft « ; •BjooqoB Suiuoah ^ : ; : j : ■ •ejooqos xcnuou w © ; : i : : j •ejooqos q“iH « © ! co . CM I o ! . Oft . Oft Oi CM 05 CO • ! t-h- • • OO CM • •SXOOqOB JBUIOHJX0 © CO CO • CO • 00 ! co • • Oft . CM 00 CO CO CM - CO ! 1-4 id ! • Oft ^ • •spoqos iljcraij^; © CO ID • ID • Oft • o ! • Cl • CM CO CO ID • CO ID ! • CO co • Number of schools in — All schools, pub¬ lic and private. •aouepuapps iqrep osuaeAy 8 : j i i co * JCO • 1,904 3,207 j j ; • •papojraa; 00 j || ‘ oo ! ;S j . . 4,271 4, 559 j CD C i j Private and pa¬ rochial schools. ■90UBpU9UB Apup aSuaoAy j • o • . CO • • co . o o O CD Oft ^ j j i •papoiug; 1 | © ; i i • o '• • o . • CM • » r—i • §5 CD O co a i : ■ 1 City. 14 * h 2 i i t Hj = 25h 3*5,3 4 > o p j £ ~ !■?> '■2 h 2 r- S& is! 1 New Brunswick, N. J - 1 Orange, N. J . I 25^ O 4 43 .£ 3* SiP- 5 * h a j : £ Albany, N. Y . Auburn, N. Y . Binghamton, N. Y . a' 2 £T-c |g 2 c 2Q PC * *> 52 f a ;2 It \ l > 5 12 fi > 3 5 3 4 3 c 3r= > 2 l 11 Ls S2 hI> 52 h i/JA !J ft i!^ fe 3^2 t 3 W2 ;> >h2 -ci : ! 43 6 525C 3 : 2 ?c \l x a >C -1 2h, 251 1 r' : m i ~ [S' >fHl N : *£ ^3 43 r fct^3 5 flOf o c c !^«p: | Saratoga Springs, N. Y. . . I CO id < > lO iD ID » fft itftO 'ifJOOHMOOt^OO • tnotor'-^otr^trcio CM 'I^^TfOTtOlOfCiOOO ' ^ O l- ^ O CMt- 1^ " «f'T*’L-to©,^©-^co «tototorrcotoi>to o © © to to CO i i i • i * O i t t i « i i i i t • ((till O » • • ■ • a • « • 1 • 00£ t i i i • • CQ 1 ' i i < i * * > > > • •••••••III ■ !•••■;• ••« 1 IS > © © © © tO CM »0 © © I- to to © 00 00 • © © © • © • © 0C to 'to • © CO to • © © © £S STATISTICAL TABLES. tO ©tO © tO © © © © tO CM © tO © ^O to ^ 00 © © ^ -©I0©0©0t0© > © *CO© cm" cm" cm Co" CO Co" t-T t-T r-T r-T r— T r-T cm" CMr-TrHCM OOo to © © l> CM CM © © © c © © CQ CO co ©O © o CM ^ cm : to © CO to t~ CM rOrOlO © © © © © © © CM tO © 00 © ^coJS o © o © I-l CO CO -cf .© © © © -?< t" © e _r ifl o eq co >o o r-T r-T i-i~ r-T t-T ©~ t-t 23 © i« to t~ _ ooooooooooooooooooc i rt N CO ^ 18 ( > © © © © os c _ ii-ii-if-iT-ir-ir-iT-irn— (cqcMCQC'jesie^C'ic HCKO N«CqMNNNNNNffq ©coi>ao©©.-<« 361 2^ ^ o fl CO C2 » a® OQ I'3 .gc -4-> O CO 3 t*s a t1 g s £§2 AH ■g ® a a© o p 2 g a »|0 a © ° a Kh> 2 *1 P4 1 •9^-019^ j 1 «5 $ •epjR ! ® HS _ _ mic ; O O X ■ I- t- O M ^ © OI CO ^ CC CO e OOt^ -Olft ooomo WO'-l © r-, in> O <5 O O ioco s co t* t> o — * - *a« 3 5 o o §§§ :8 04 CT. hO S occoo-o e .v. Q w M © ^ iCOOt-C' r-fof 1TI9 -pue^UTJoduti ^au^eissy ^uopua^ULiodns © © © © © © © © © © © © C lOOOOliftO > OI iC © *0 CC i •sjooqos onqnd fly j j2 © o © o < ■ - * 00 i . • © 00 CO 04 04 © r rT of of of ' •e[ooqoe SutaoAg; ^ £"3 ®’3 « » t- x •8|Ooqo8 q®in I ^ ; £ •sxooqos jrracrejf) j £ •e[Ooqoe AjBrauj j ^ *53 *2 o a CD ci •9onvpai+y>B j 3j Ajpsp ©^bjloay i v5 •penoing; S1 El Ch w ■peqojajj rt rt *2 13® .-3." M » J *rcG 3h © H £ © O =; 'O- sv g* a C3 sjaL. ^-ce .5> ■ . « *i ©"^ © --sr W 2ca^-e^p^|.5 g 2^ O' S 2^1 § g-ga^-g rag| | g | | g ® g -£ a a-r-9 5P3 h oi C4 04 03 01 04 01 O* 04 04 iClW-^'ftO^OOOOH^ ■ ■ ‘ ic$3£8< STATISTICAL TABLES. 363 Table II.— School statistics of cities containing 7,500 inhabitants and over , for 1883-84, ^-c. — Continued. 3G4 REPORT OF THE COMMISSIONER OF EDUCATION. I g *TO<>I 8 88111888 i |5|S|S|| j ;i ioo 219, 000 113, 000 163, 000 674, 787 60, 000 135, 000 203, 000 1 i 1 i slim : |3'ss§| •: ;ed real value of property used fo purposes. •en^nj'Bddy 8 Ill ass 11 rH r-T © ; il r4 il [i 3! IJ. ’oan^iuanj; 11 :■ ss_ is o ! T ^ ' 1 2 i * ll S'* : ; Sg : oo ! •eSutppnq; 1 ill s ;i H ”=1 if 11 |8 Hi: III i cT r i l i : *r : 111" j •eo^is jo spanoj£) 8 111 is m is if 1 H ;g 11 S3f : :§! II j ii r-T T-s§ ; i 8" i Average annual salaries of— i i i •diqeuuaiaox 1 HI i ; = i if Ji s 1 s : •2ui4i.BJ(J 2 ill ii i ? II. H it 11 Meriden, Conn . . Middletown, Conn/ . |g| Si Sa3= o © ® ^si. SSo rn ill; a s I 1 Wilmington, Del . 1 Key West, Fla h . j if Si • III STATISTICAL TABLES. 365 366 REPORT OF THE COMMISSIONER OF EDUCATION. o o Si* g *1 © © < >Orf' uftWi © O © in cxT ©~ t> in © < ‘ - >«><* r-t CO ■ © 40 05 © t- co • & I © © © o © in gf III © © © SsS V ©" ©“ gf © 00 3 s5 © © © i> © © ’§?*igs? :§ » X © • © b- © © © © co fHOOOOO — < © © CO © © 00 ©~ —< CO *-n^H © © © © © © © © © cr co ^ * C3 &Q dinsurcaiuo^ •SmjA^ia *0I8tlJ\[ fl tJD "" P . «•* * is? I si H |I *“•§ ,g« os'® +s O C -3 c! O •aiisraa^ •9IBK •apjma^ '9FK ® •9p3UI9J N « 1% © © © © oo ac in t- © © © ■ m © — • © ©©•*<© .g ® 3 P © —.© o ggg. © © in © m © © © © © © © m © oo n> oo © © © © © © © niT.iO »n c- © © t- © in in « © © in © © r-l gggg g 3 P ^ c8.3 © © o n ^ © o — w-s-j-m — 3: >3 ‘x Tv? *3 .-V ajogoo «4 00 woo* STATISTICAL TABLES. 3G7 1 Table II. — School statistics of cities containing 7,500 inhabitants and over, for 1883-’84, $c. — Continued. 3G8 REPORT OF THE COMMISSIONER OF EDUCATION. u. real value oi property useu ior scnooa property. •rnoi 1 llllllllglllllllllllllllllllll "" 5 “ •sninauddy S !. jl i ;f 5 j ’ < ii 11131 ii j cieiin^ j. ! 1, 500 000) 700 1, 800 1,500 2, 500 200 I ill if in jeor-r •aaniiuanj ? g is ;sf i i ii i ^ ,i if : 58,000 3,500 30, 000 12, 000 9,219 155,000 IS'Hlll I ic ioisoowio j . i ii $ i*- 000*5 000 •eSmpimg; 1 § i if 000 ‘001 0 ‘689) 183, 000 ,000) 599, 000 120, 000 359,218 4, 354, 877 567, 350 50, 000 250, 000 31,000 50, 000 112, 000 72, 000 55, 000 7, 680, 000 , COO) 131, 090 48, 000 104, 405 412, 289 50, 000 •sails ao spnnoaQ s $12, 200 1 ill : is3' i !§ 8 162, 000 30, 000 56, 431 588, 675 123, 035 36, 600 75, 000 8, 500 25, 000 51, 000 26, 000 10, 000 Special teachers. •dtqsnnmn9j; s is : : if M iji I i i r-r : j 009 001 ‘1» •SttTiiBjg 8 ;l ij is ii :ll ii :-r : : e : l i _r ; e : Ijj ij» •oisnjc 8 jo it il ill ii is r i i M : e : 1 ii i il j!j Teachers in evening schools. •apjoiaj if 1 i *®r®H 1 is Principals in normal schools. •opsuretf 2 is it ii j | 'eTBK OB *» i i • • ! i $7, 500 Assistants in high schools. •aiema^ h b* 1 732 646 945 667 ii ipsi Ij is ill: ! i ! 31313 •eicH tC h :l :^r : ill i jr-r j is 11 : « 11 i ils J • r-T iii :§S • t> • i — r Principals in high schools. •apscno^ b ■S3 •s. 600 1,800 2, 000 ii •9IBK b $1, 700 . 2, 500 <16100 a2, 100 cl, 000 i i imi i isre’S ; i, 800 1, 300 1, 100 2, 500 i i i m : : « ; ! ai, 200 in HNrt i Elizabeth, N. J . :h> j..# as i ■ U : i* t ! f sV r? 36 3^; ■s ; a : o : $ ^ R II ' * i : i \». |gll: mi Brooklyn, JN. Y* . JBnflalo, N. Y* . Cohoes, N. Y* . Elmira, N. Y . 1 llndson, JN. Y . l Ithaca, N. Y . Kingston, N. Y / . jn j ifc : •5;: If 111: Mew York, N. Y . Ogdensburgh, K. Y . y 25 il §1, 1’onghkeepsie, N. Y .... Rochester, N. Y . Rome, N. Y . STATISTICAL TABLES. 24 E * Table II. — School statistics of cities containing 7,500 inhabitants and over, for 1883- 84, ^-c. — Continued. 370 REPORT OF THE COMMISSIONER OF EDUCATION. STATISTICAL TABLES. 371 Table II. — School statistics of cities containing 7,500 inhabitants and over, for 1883-64, fc. — Continued. 372 REPORT OF THE COMMISSIONER OF EDUCATION. Expenditures. Permanent. •sauBiqti © IN !SS | II- ji , 't 11 3 O 3 rH~_ o < o © •snjBaBddB puBoanjiuan^ 1 * ills! % 21 \ CO o £§ i §iS8tgigs' nT CM £ =§ •eSuippnq Pub sajtg § H ssi § i; » tjT oo I. a © corn ■ ooo 1 i s' ! . 1 < • • 1 li is 1° :a a t, 1 w •spIpoM pjjox I llllsillilimissillssilSlsIs •eoo.mos joqjo jjb kkuj poAtooaa^anocuY © w s i”s§ ji ! § il :°o is :fll! i» g iSEl :: i€ s‘i ro i-» is i^‘ 'S99J TTOIJTUJ cnojj p3AT909 j janoaiy 8 * iis i ils j rH* j : ca" 6 is • rH i : rt ; ;• ; is ii ii i is ! 11 Amount received from taxation. '{BOOT 1 436) 44. 120 82, 091 45, 765 197, 528 21, 283 24, 444 f 3 ii i§ 175, 578 18, 000 21,400 52, 963 ills i: is's'sf 1111 Sags •9JBJS % sisiiii :§gS'SS‘ ; cj -o 11 1 i S' : i°sssis Amount received from interest on perma¬ nent fund. IBOOT s S j i : : i 3 is « tji s§i§ rH isS° i j co ! i ° •ifjunoo t. 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C— CO I o o PcTcf O O CO I O CO ~o~ CO i tfp-, rsr. 3 a o art ^bE > CO CO r^r CO CO CO CO to o co o CO o co «r rH Cl • to O tO O rH rH rH CO O rH C to cd to co " OOOOOO *0000000 00 O O O O CO - - . _ ^ o o . . o O O 00 to o £> O O O 0 rH '(NNNOOOOC3( I b- O O (M rH • 00 O O O O O Hi (M C * 03 00 O O rH • rH 00 lb- to to CC> CO t r CO CO o' CO co" • OOtOTHOOcffHCO^T^ *CJ 'd'd p. a rtfl to O O CO ClbOb OOOOOO OOOOOO OOOOOO to o oo o o o *0 rd • rr - w □ • , -pa - ■“ a P r.-! 02 C® o £ o«owcocccoooci t>00 — OSOJlOTt J 2"tjbc3 ro pgs P_© cS -2 © 50 b.o S . ® 4» © LO Pcu'B cc •°Pi> be a agfl «> R B •it-ej- i ® >,+3 p"g, © a : - 1 1 2 o i ^llrss.s •° ® £.2 - g.i T) Oj"q £h<1 • H «d rH H* csTtff (M!0»ON»®N 03 — ■ - - J CO OO 00 O CO CO Pi a p a z o1® ® .-SS- a t^r- . 3 s © R£1 >5 O 7" 2 Cl hn 3 o hh g z, -® « «■ © CO Ci-H O O ©H O Psf-. ^ ^ C g a a S a hh^coco >Vq o -Prt ^ a w&2” ^ ^ o i O 00 CD M CO O 00000 O O O b- o O O O O (M O -MOO ri rr r . o w' ^ r-H'*M in fldr3 dTir3 ,w q p- p - ui HRBflg S?||f | Hill IMS || a l| rf!it-S |.S&|5 1 12? 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H ::::::: '(5 ' oi cS egP4&< J.P4 llSIf 1! ill jjj : : : : « III 1111111 =SH!Sli iinilu • .•••• iNiii yyji Hllll SaSflBHSUiUiflSUIIIBIHHSlia STATISTICAL TABLES. 379 i ;S : 60S 86 O ■ r-4 » « CO • . .00 © : |E S| ii s i iss : Is! is iiU1* 671 123 4,129 10, ooo 4, 700 1, 500 2, 262 iSg=3l : S3 ill i • r-Tt> ' ill I OOCKjOO(NCMb-C)OI.'I>QMHiOfOOCOQ CO !iss° i v-r j ° in is" 2, 271 374 665 324 745 • 873 208 56, 116 il :1 °gss 182 170 1, 142 iF° 27, 000 13, 234 8, 800 9, 321 14, 779 11, 552 6, 313 51, 497 9, 387 30, 716 17, 189 16, 784 57, 000 220, 533 33, 000 33, 900 9, 749 521, 908 T* i & : a j 6,140 2,848 5, 724 10, 645 1111 -'as 1 ill cq ;rH© i i§° i i~ 001 ‘II 0 180 0 • ; ; O 1, 288 0 0 1,200 • • <=> ; : : © is! •••»- s Galveston, Tex . Houston, Tex . 111 j > 1 ii iNorioiK, va . 1 Petersburg;, Va . Portsmouth, Va . Richmond, Va . Wheeling, W. Va* . Appleton, Wis . Fond du Lac, Wis . . Janesville, Wis . La Crosse, Wis . Milwaukee, Wis . usnKosn, wis . Racine, Wis . Watertown, Wis . Georgetown, D. C* m \ Washington, D. C*mj aaaaaaaaaaa&aaasaaaaa i| i IS IJI g=S'9 i 1 Table II. — School statistics of cities containing 7,5C0 inhabitants and over, for 1883-’84, COO— iTtC'tOOlOi t't'K- •lOOinONOHOt'rfO) OJiHOiCMr-iCOCOCOtSt-'HlCMCOOCCOCMrj'OtOOT— lOiUOCMCM © 00 M © b* 00 CO (M ^ rH © © CC © CM CC CO H CO Tt< © © LO rj< © ©~ tcT csf co" ecT o' i o ccT cf o' cm" t>" to* r-T o — < — T oo cm oo — ' Gi cm cd co co THO-jJCOlftCMCMCO OO^CM o lO CO ^ C- CO CO lO CM rH gt-COCO csf b» CO~ rH of LO CO LO t> LO l>~© LO CO t*T ccT ©~ co -hT 00 LO © CO rH 00 CO lO r-1 lO C3 O > © oo . _ . . . I CO co © © oo >lO©tO©LOt>l>©©© © CO CO lO LO 1 © LQ CO © CO < I>C0 05^^C © © lo © © t> © b* t-T Csf CO © © I © © © CO b* ( © CO 1 Cvl CO 1 b- © © © © b- co csf © © © © lO CM d fc'E o g^g* '-g.g u O.oS © b- CO © - sri % §,H © a g-S § a'd © g oS 5 CO b- 00 5 LO © rH 5 A O'* iSoa, tO CM CM rH CO ' ^ © 00 © * u afl 1 O o a ® c q cn ^ © -oouepuewB ^pup oSuiaAB uo pssttq ‘notj -onx}S£iix>UT5 uoi8rAJ9dug © 888 ^ W M C*- • 2 : 88?5 00 ^ C5 £§ CO is§ •9.Ul)ipU0(IX9 * »N 3llll§alassls :! £S“'§2SS'SS'fSS§ ij 181 S51 r-r SgSll§i?I8 g'es'sss's'isg S . §i •I p s u © 7? •sosnsd -X9 jaojjiio put: saqddns J9qjo py ** w tN 8333S lO «Or-T «■ « i • t> |8 I a' ; -1 :8 : |S t ; S s "2 1 1 1 •19115 e* tN H p •111 > rHrn" 1 t-J 05 • o |S f- 8sa II s' I ism HH»M» :SS jeo© S' W •eSmppuq jo sjojiuuL' jo .tu,! F- IN rt mil 3- 2 1 r- 111 HHM i S': 1I1SIS isg •oy ‘sj9Su9« -8901 ‘89U1SJ9J098 ‘pjBoq jo ejQogjo © 111! 8 ”' 1 11 i °o- j • o g j i rH • •3 B H \oaiqot?9j joj pied janouiy § Hill £ " mis s‘3a‘s'§ i Ii 111 00 JO tj "5 ^ S iH §S8lls!lll I'S'S'S'S'S'S'l's'S •aot -8IAI9dtl8 jo JSOQ S T-1 Hi! r 111 h„‘n 6* 111 C^TrH'r-T mu 1 1 •(JS9J9JUI ®m -pnpui) Saijuoi5 § is. ! j o •(J89J9JUI Sniptqoai) epaog; 1 IN if Is 3 : : l | j • © ‘ i ° City. IN S' 31 1! o < i \i il D « © E M :i : : 3 5 > ;.s y 0 > 1 4 3 y i i IlSlSp sl |11 III lj Ii 5^ ii j 3 7 il il - c H K 1 il Is is 15 II iii: af sS s' III! is j ii i STATISTICAL TABLES. 383 0? CO 50 H< ID && :'g MCO * CO ;SSSa.®.$3g§§]5S 1.0 Ui' t# -r>< ! rt IO M W ffl « ^ ^ W 1# Tjt O £3 : 02 i :» • C1! gg.s ic irt co 3 CO as la H* O • CM r-i • rH t.BSS o t — ^ r- 'wioc^jc^- 1 53 55 12 o O O • o r- • • cc ■ o 'a as ’fOCi BSiSiiliieS§2iliiilI5?SSS§s§5SI§Sgil§§S§sSS g«'s?$?^s'||«J5iss'5o's'^5a¥^g'8'8'^s'g'sse'^!?ggsfs'?f^s'|'8‘fe'g 23331 i?!i! <52S§i2*82223E36§§2S23B SS81SSSS :. r-Tclcf rji" :®'nV '^c*Tfcr.‘ ciwn HOiOnrf rfrtO 555 «V®Vf)H tH* Tf (M t~Tc 1 c4 * © ! ! : : s §3 rH'CO* 11 rH 1111 ^-eq^VT SillsSs CiSr Hr* r-Tr-TssT igii 1,600 2, 618 9, 244 1, 104 1, 738 12, 345 5,020 1, 560 3,462 ii mil -X”" 1 t-t sills -s Slss ®‘NHrt 1 illlll O • H”1 r-1 r-T rH T-1 Ills COtDofd 2, 100 1, 961 6, 757 1,112 1, 240 13, 692 4,626 1, 787 5,133 is , t- SEISE HHOOOH e si -s' IS r4nT 1 009 ‘I 1 111 eo jl* IBB*- • rH 1 §321132 cf -rfS-T ii 1111 -W | 21211 sf ins: Iff® GO 1C I urn WiimmiM ilflpllf 1111 IIII1I! 1111151 1 ISlStiijSpfll Sfiolss^fifiSaaSSo 'isS333SSSSSSSS2S S S8S3SSSS85SSS3 Table II.— School statistics of cities containing 7,500 inhabitants and over, for 1883-84, $c. — Continued. 3 8-1 REPORT OF THE COMMISSIONER OF EDUCATION. Average expenses per capita. •Qourpuaiu? Axyep -.19 at? no poKnq‘sosu9dx9 juoSaipioo xo fepiopioai © r $6 71 82) 4 00 4 59 eG 00 2 22 4 51 . • co co 05 co -oiocor-o • •©rrc5rc ( C5 © L- r- ' © T-. CO H L- • •»OQ0».7l- ; 04 Ol CO j ^ CO CC CO 04 • ' ^ CO 03 •oon-epuajpe -^ITT5p oSraoAT? no poerq ‘aoij -otujsui pan noistAxodng St «°ooiftn O "-'CO © CO CM HHH lO hr I co » h- 04 '• Ii>coc5^ • oi r-^ co © — 1 — < *©»-:c:to • L" O co O • Oi 00 L'- 04 tH 00 y^r-n > © T^ Ol CO • CO ^ lO 04 CC ^ |HnHH • H ri H H ri rH 'nnHH Expenditures. •QjnxTpuedxe [njojQ ® f* CO T* ID t> t> rH C CO ‘O O d iC CJ OO CM O CO O tJi co id oo © of COmCMOCOIM ■ee- ^ Ol 04 ■ 1 C5 Th > < 05 h* • < ui 04 . « ICTJ1 • < t> to 00 a to TJ* FH 04 04 LO 00 to f*. XrHO»r5 03t>COOOTt'rO©QO — OLO. - - ©04t>©ThC0ThOfHD0©C0r-C>iL-CCa0 CO CO 05 ^ CD CO Ol C5 C5 iff 05 00 CO O O • rf CO X) 04 ^ CO 04 © Ol Tt* © to ^ r-i .-C © r- c 1 — CO T-l Ol nc: ^ r-T CO © CD a © pH © fl © bO a £ a o © © 7$ a © '3 p H •698U9d -X9 JU9IJT10 ptTB S9i[ddu8 xaqjoxiv r MOONC5 1C5 C H o (M CM CM Tf © T*1 Tf< CO ^ id" to cfof 05 04 ! h- . 00 o . i©lC00COI>COt^C0"**C5©©CO01OlO5 .©h-rfC5CX)^©cotC©r^'n*©©©o •004t— IOOCO»0©COt>COt>i— itHOtH© • r-T riT CO r-f Iff I-T CD iff r-T rH • 04 •epdnd JO 9STI .ioj p9qd -dne 85[Ooq jooqogj © H w © © © Ol iCOlOCO ^•CC 04 Tji oo o ! < •“<05 • < l> ^ J ' Iff of • - » *04©04l>© *t*©TH^tCO4tOCD00-^ ©r-cc»o © © to CO tH 04 Ol t>* »D © rto — l — ©C0l>*Ol©«— I10 0104C0C0O CO r— CO CO !D r-T Of r-T of Tjf 03* rH r-T Of ^rH iff rH — H 05 C5 CO •gomunenj H H 00 o • LC1 o • Cl H • «©■ ; CO CO ' co • 03 ?H • •©©00 • • © ' CO <55 © © "^© 00 • TT © iO • • • o 00 nt^ <- • O 04 • • • io CO nrl • • • . : : : is* •Xuoa W f4 ! ! -c • . . if? : ; :<£ o o • o . 00 't> • •!>© •© - • © ' © lO *00 © .00 • • ID • © • • © * O 04 • © © * CO • • rH • CO • | Tji ‘0104 ; • of • • • • • ©~ • • « f* T=4 oowo O 03 O Ol lOCMr-'O r-T of of r-T 00 Ol u- o — 1> C fn h-©t-©l0©04©©C0Tf<^©04©rH»-H CO © Tfi © © IO “♦• © © H CO 0C lO C ) T— T co rHCC©CO©h-lDCOOCiOOlTrOOTiiOOCXOO oo" ©~ cf rH* of of C»f Iff rT of •eSaippnq jo sxojurcL jo Anj F* fH FN o o ID 04 ■€£■ O rf< 00 04 O 04 CC CO Ol O t> 00 Ti< Ol CO C5 05 CO to c 04 © 04 rH CO tc L- © • © 01 .D 04 CO ©" rH rH t> rH 04 04 CO 00 • Ol TO rH r-i rH CO • •07? ‘SJOSUOB -eora ‘89ta;ux9 J09S ‘pxuoq jo sjoorgo e fI Fl o o o o o o O 0D O O HC1HH o o o o 00 Th © • »D © © © © © Ol ' © ID © © © © © © • CO © © © tD © CO .05 1000000 ID • H Ol CO 03 ri Ol © • 01©©©00r-i r-T ' © CO" H ! ©" 04 . . co 0 _o H •gmqonoj xoj prod jimotny © © H OOOOOmI'- t-ocoo;o5io 04 rH t> © *D © (N CQ M Tt oi H •ee- lO CO co o h- CO oo io 10) 04 ! © © rrooocooocih-^H-L- « ID ^ O O ^ ao C'] o H- a) 7) D • CO h- COCO©r^O4©rH0CTf71©»D 'CO 00 O Ol CO OOtOi-CiOOX • rH rH ©rHCO^COCO^fOOlCO rH • rH © ' ' • CO oo ; © Ti< •not -etAxodne jo jsog Cfi © © « © o o © . o o o rH . CO 00 o of » rH rH rH • o . o . o • Iff . co" © . . o 05 o rj, .©©©© *co©©© •© . © “^ © .©©oo o©oo •© . ID ID • © ID id 00 rH ID CO © ' © • of 'of of rf -id" of of ■ of ' ! ; fr- ; 1 . $ © 3 vr * — * c © a — ©® s tr» Ph •(JS9J9JUI Sat -pnxoui) S dipso [j h © O • • • C4 • • • ■€0" • 1 • o • o • IO • of • i i i i ■ • i i ■ • « • • • . . CO >D • • • i i • « i • i • • • • • • o • i ) i ■ • i • ■ i i ■ i . i i n «•••«•••••••***. i i • i i .• i i i i i • i ■ • i • ••••■••••. ••••a * (JS9 J9JUI j Sntpnxoat) spuog; © H MM o • o • o • t>r •' to 1 S- j • • i ID • • OO (•*■•• tD 04 • • i i i rH • * OO i • • i • • tH rH • • • • * iO * • i * i • i • © CO * • • • • iD * • ^ »«•••« f— ^ CO • • City. a C Q ’E 'fc P > ) ! ! wJ > Hr r 1 l >_h < (— i • . • :y J'ofc 2 *-« 3c§t|2] if g £ rt g f 1 3 | 2 < h < H f 3-*: 3 j = a-3a a <5 o D O M h S.2"5 5 0^3 • . . ^ • i i t i i • i • • i i . !! I'2! I!!',. !t» !!!!•’ ! fliiill -II-iSl- H 7! W o CO O O r- M r 't 1*1 ! - OO T. C - ?l ^ 00 ^ H ^ H ^ ^ H ^ ^ " H ri H ^ ri ri H H H M M ' n H H H S H STATISTICAL TABLES. Table II.— School statistics of cities containing 7,500 inhabitants and over, for 1883-’84, fyc.— Continued, 386 REPORT OP THE COMMISSIONER OF EDUCATION. fl ‘QQtnspnejjg ^pup o§t? -J9AU ao paeuq ‘sosaedxa jaegaijuooao jujaapiouj •goaupng^B iqiup 9§'8.I9A'B no posuq ‘not^ -orujsni pau aoisiAjodug •Gan^xpuodxo p^oj; ■eoenod -X9 cj.n9i.iiio pan soqddns joqcjo qy •sqdud jo 9sn joj pai{d -dns S5[ooq [ooqog *8JIBd9^[ Tj< C© i •eSnipnnq jo ejojiduijo Abj •o if ‘sjeSires •8901 ‘891JBJ9J09S ‘pjBOq jo SJ90tg() ccs'i-^Tt‘t^eociooooi>'Mc^cocNcooooo^-'ai t' Q h H Q o 'M O CC rJ c O) O M -H 00 W C 1^ t* “ - - - - - - - ■ O CD W IQ i-i t> lO lO X O ^ w q lc o co co o, o i i n«NH )NOW^NHN CQ HH •gaiqoB9j joj piucl janoaiy ®m l> co cTerT o i> oo o w ^ co < « tc t> o oo o i •nox -eiAjedns jo ^soq sinw '0oao< o © o o o © © o © +3 © © © a >> •(J89J9JHI Sui -pnpui) StiijBot^ ’(jsojg'jm Smptipm) epnog 00 Oi CS C^l TT 00 ^ o of cT 'CO^OiTWO 05 O h* C ( c3*_ PL| « ce e8 ci ft, ^ 3 c3 ©43 h jaPn ^ L : a „ ^ ; n, J e3 c3 fL <3 _ P-* Pm =* ■ _ P" Ph j-Ph c« || gpSgi! § gH g I°t4 § £-2 « h fl P b- 3j3 S-S'S :© 3,4) :o«o ~ „ j «5^'-,.srg,= a 3 ci 5 a .3 m'1® cv2-r< p © « <§‘B ca-g ” © ,2 ,2® J3S o J 0.3® I Sj2 INC0Ttcket, R I STATISTICAL TABLES. 387 IHNHOO I H « CO ^ O > lO CO © T*l rH |^OOI>05(MH00( 'oOO)OODt)if505(MOO l£) _ Ot-OO WN iOOOO«OHOWH05^05HCOOO ^rb-"o> < 1 O O O CO > iiootf c^f r-T cT cc INN^CO^(NNHH(MWN JMOOHQCOIO^C; O 05 00 05 CO • CC 00 05 • - rH co co ; CO *H L'* §S iO CO iC cfco lO CO < CO 1 > © O LO I » © © CO © * O 00 © © » 00 CO rH tO fl * o & 2 o5 3 5 3 § K. O rOO § © fl J - H a 9 § M .-p ® £ © g © © M f> t> ©CO © © © © © © © © © © rH ^ © to CO © 00 © © e s :®oo iniiipii't iiiiii i u pis iJjJjajsJl &s?i.s£ §§ g^s-slj §| C35 © rH CNJ CO tH »C5 © t )©Or^CQCOr^L^©t>CO©©»H(McO'rHLC© .9 ^ -d § •S *8 O bfi .9 .9 +3 0 2 £ 3 ►i w 3 ££ «o © © ° bCP g© , 43 95 ® 2 §.2 'SS£S>'W* sggfSJ •P k g >• ® © •g ®.s © «,fl w „ -(3 ^ +3 ® 0'S o 23 d ©-£ _ j. « ^ >■ +3 n£~ ^®.9‘S 03 © O ® © 9 r©, fl-BS o s ’d x© 8 Ph SHH * ~§S -£) © W> ft p3 © O © 3 -a s > - ’fcJO .' to 9; Id o SS3 goo «H 05 © -Si C ©‘r iil'sll d o_g t>>05 © css © ft|Q ® too ~ — ■> J i'ill 05© -t- +■' tn © © ra i.2 o'® "2 ©s P,3| ES-S £ agj3 © «- ,d w a 5 g PdHH ©V6* <*•***' M 5 oi ©'S 00 © ndfl ~l xn © H 9 88n.9 t2s ^30 ®5d M2o .95* H 00 a © S «H 05 d^ ts a § ri jo -B> 'gap °|«s a ® ra Od ft g^ft 1'2 £ ©^ s! 9^1 1-f‘S ^§.9 rS-g( d o p a - © g oh a 3 aN £ « ° •§S«Sm215 ||i^l ° “f'd § © © © •43 5 a-d^d f4 N n O ° nS 3d S^-sibg! ©5 P.9-+5 5 © "t>5 d G, © —'fl a ®® £§^£| $ City. Austin. Dallas. San Antonio. Rutland. Eau C iaire. Madison. Salt Lake City. I State. Texas . Do . Do . Vermont . ’Wisconsin.... Do . Utah . § b Hornellsville. Kaleigh. W ilmington. Bellaire. Cleveland. Mansfield. Youngstown. Zanesville. 1 State. "New York North Carolina Do . Ohio _ *....: Do . .] Do . Do. ........ Do . . City. Brockton. Lawrence. Medford. Quincy. Bay City. Kalamazoo. Lansing. Stillwater. State. Massachusetts . . Do . Do... . Do . Michigan . . Do..... . Do . . Minnesota ...... City. Danville. 1 East St. Louis. Jacksonville. Evansville. Burlington. Lexington. Shreveport. Cumberland. State. Illinois . ....... Do . . Do . Indiana. ...... Iowa . Kentucky .'... Louisiana . Maryland. _ City. Mobile. Montgomery. Selma. Leadville. J acksonville. Augusta. Aurora. Cairo. State. Alabama . Do . . Do . Colorado . . Elorida . Georgia _ .... Illinois . . Do . . Table III. — Part 1. — Statistics of public normal schools for 1883— ?34 ; from replies to inquiries by the United States Bureau of Education. 388 EEPORT OF THE COMMISSIONER OF EDUCATION. *01 m •eivtadg ,0FH S IS 3 t- ^fooco in in eo ohh *000 'm ox lOtXM COO •sjo^oni^sax jo joqam OOO CO O O N wjv9£ [ooqos oqq. m paXXOjuo exidnd jo ^idea jod noi^E jadojddB 9^g 4 p kfi © j'S a 3 a o Pi © » .d Ofl,^ W a 'OK-;® eg ho3 •noi().Bziire§jo jo 9ps 00 CO t> 00 l> 00 00 oo CO CO 00 oo CC CO CO 00 m co < £525 * ^c <5 ©P5 *4 a<\ a tag ■ eS •3C5 O o' -or % §U.P Wrt'S P Rf* o © «1fth>xs ef fi > ® lZ «• Wt-si c JClfl cS § £3* h o ? S 5 © eS'ej 3 o O < W WmobW WWW O WWf* £.2~ © ce e3 ■w « : -m =1| "!* £ saL © O o . a ■ r© : p _£> ; a q cs i :f M !© 4H o =t » a S’ O o' :o2 IrP jw~„ •s^S oWo2.S -H rt oOdh • OJcm 5 o cs .,02 g 2^0 ■S aw O OS w a W3H .P'cil P'S ® -a aj ££h oW p S8 8 |«j & ^S-§‘ ' ' c8 :u § &fc te g^- a a ®g © ! - co LO CO 05 CO (MOO OOOH ◄ g kfl (5 !§■§ ® h ^ d'S 8 = Ilfelw ^ M * M- Od a -p , Huo’ «« bf.C i5 ^ Q ti ^ civ-i 3 §1 rg-3 pKH S' pMb • •2 ^ % P« o Q >. ^ • 2 :§g la3 S* la , C5 : a ■ rd • d ^ ^ ©:s _- , pd ® § ’ 0 % XSg o © co Is Pm “dp ®p|xi ^>5 H d © mHP ..2 hn T, . . p *© M B 9 g* 43 QQ r3 bDO rj ^ /) OT O ' .^oqW 3d ..s a rP^Sr-H £ ||| I Z Pi© © d_H M3 _ •rtl> m a 03 O-Ph © s-gg^* © “rd S £ tfpd.-d 2 a fj bfi te J O OQ "P ^ "t j •a’S'gg,-' gSjfj d ® o_p s dm© cSpd 15 J a§ £EhH M ~fig © £~ph« Sf'p. £ 5.2 ?.£' •*'+3 >n a? +* ' g-g © § d g •J a^p-^ © •c * g I o' ® Ph.£ «h m m Pm o'" PT. d Sh O , = © a £m © © O t d g phm o •d 03 etfn © § o'cd © £ © p«> © h 9 5 M - M3 g © — . ©■iK-pd'g H BfflH l^-.o > o H Ph © c3 © Si ~ Cfl ^ °5 lO O O O rH O O O 00 O O O ro«H rp ° (D P3 CO p. o ^ .-1 a> od ?h ; co p . s - . p S’ bE^ "1b d' .9 a? cpm o^MCSl $ X> SpS.2 ill lllilfi « 11 I HH M E_ P3 ©s dt a ^ % t>02<4 © J © d d d ® W)© 53 Jj © § 3id a 3S £ -d «W S o " C3: J-PH 0U © ^2pt; s h jh ■ . p fe m ce © -<35Jo - t> © £ d © 0_ g 2 b»,d .Epd ce © © © > fP*H O . I rP p CO o poo 00 00 0C 00 CO oocooo alii# 2 HPh drd J8S|° '§s»|l hHoPh © cS © P ^ © "S d fe k, P d ®C0^ ® 03 C0 ®®M- 00^0 00 CO CO CO CO 00 CO : ©p !a,§ gillie rf-o 9 ® sm3 a b 2 1S4|5| 2 M . ©^ . d . ^ | i § ssjs ® ^ ^ d g bl^ ^ lllillfe d o o*^ ?h ^ ®573 pqpqM MI^Wcc W cz? 2 C8 <£>0.3- - d) p ^ 2 S d 2 0ch 5-° og^ofa M ^ ® S ^ ^ c$ .2 ^ m§ ©’-g .g. *8 Hi a a rt lO -S5 ©M 9‘Sm 4g P CO d © p ■S3 I PS? p©5 r-T© © ® >-. 43 S g d 3 & 2 I grg S B Ph I d'B © d © d ©pd § .§£ ttH_^S© c3 d d d p © © J iHS 03. H SmS wHtt SwS la^P|l ph pjs ^d 9 © o orp ©(— i © Izjp^lzi^ © © O © © © d M3 .© ^3' _ „ © o © © o © © © 2 © to j> rd rd p© ad • M © © © © © ©0302 03 02 ^ B'd d d d d|f§igH ""•d o © o © g ci © © © © O CC 03 03 C/3 'S d«t Pi ©. , Shi ftS ' p a ! d £ « p • © ® goor ® a> < ■m ® t> oo p Table III. — Part 1. — Statistics of public normal schools for ISSS-’SI, cfc. — Continued. 390 REPORT OF THE COMMISSIONER OF EDUCATION. •9p3tri9J[ •0™ •ejeraQ^ ii CO'^®(M'^r-iO>OOlOO ■ 05 00 l>» © 03 l^OT •sjo3.on.48u1 30 aeqran^ V’i'bqS xoottos 38ej 9TII nT pojxojuo Sfidtid jo e^ideo J9d uoix.t3udoj.dde o^e^S •Aio •^unoo •9^e?g OCt» o ocw <0 O © t> JO e$ttf 00 rH : : a a !|i. i 3§f * III 3 Sfe ^WOg< S?^ fi >nhs a ◄ a © bfi - rt a W § 0Ph *m3 £ fl - ^ « s g' i © ^ c3 — a c0 m o « 6 © Er_. g X 2 rtP4 ® rtWcO §-!» b. ED O ^Ttc g M(_X O o O © 0 M*SSS ■S pf o (-1 P'S • rt gw * a i,i fH rt © « ©1-1 IJg £.2 & WP-W p| «© a Hah>p H O : £ £ 1 ^ £ -Sga §lg «Wd ww * « JBa§ "ill •uoi^eziueisio jo a^eQ <0 c- © < cc 00 00 00 CO 00 00 00 .00 00 00 «ooc n rH rH BHi _ to s os w ™ m.35 pS £ 'C _- rt «4§ >-■ it CD 5g g P. Who © W .#W S fcHfe 1 o W : : ww • sot! •si ia&st-z S § bO^O-OrtSSn-g ©i_3 H©?0wte®? 5 +i 2 .9 © j5 i? ® rt S Wrrt rt ; T3 is a o t>>9 © £ 23 -g © ^ .£ >■ © 02 a:« •BPS : « :K3 • o ! rO .cc ! ”rt ;0 ; ; § ;©* 1 0 © !*3 rt ! ©02 ! "© "© .ww ,-j^OH a , o'S'g § § ; g §02-5^ rt o o ^ 0.2 *-> ©0^3 cj ^ ,rt /1-1 — 1 OJ. 4*J J Q(/j+->75 *~l m'r-4 ,'r-i I ®tsEHjP g occ ®WS302jpo££ w.® ©2^ *.1^H B • >g g £5 ^ ^ Jj to ^ h! © S 9 o © £ «T 3 a? •2®hl5'2Spi^g^ ® fJ © © O O i^i|p asa « s © O 0.2 'o '©'©'© co co co co fct) fee fc£ bo _g _rt_© a ‘5 'S'pjS ”jS "« 'rt ’« H BHH ©co © © © *- +j rt « rt co co co co co 1 U) 10 U) 10 <0 © © 3S STATISTICAL TABLES. 391 hSUM 0a* !=j © p PBH £^§'3®«h^> HO Ph t«H£iH t*-..S -g °- nil'll S.i >ra^ McS 3 9 B ® 9 © “ojcH.gJ^ <1 pOni'-i ©0^ P © - • --••■■ Pi J ’ot© ,5 © W <" .M HH J 00 00 00 00 oo 00 00 oooocooo oooooooooo 000 050N05 00 00 00-00 00 00 ►& t a s w ■§ © £ m c6 g4 ■SB 2 ® tb rP P02 o t3 a _ a eS ©. e8 a o a gog © a © _d o a OQ0OQ -»-» o •pr§ L. &JD T3 a P -S *1 c3 S SH o 0O fsfcpti siy |o^-S •gf .*3 jpg -P C? Fh Fh HHHH Sy^o «! §1 g lllif bJD 2 bfl «3 . _iOg£ Ou^oo g p;0 J ._r ^pposi £ t^goo-of p Sj2 S4 s' ef p 2 © ® ■S©S^||gag g ©h ^ I'S p § § 56 pdj^H^S h .. CS PH ** PCb'-P pi-P O'Sj^ ©>3° ® O O g-g a|p ®ag^|£ i©°30riM| ®° g g ® p ® © a ®| c3 ^ *3 ^1 © <0 C3 rp HroHoa <25 ^ P-i 3q^ Table III. — Part 1. — Statistics of public normal schools for 1883-’84; (N®«OOi *IT?;OX OS T-i I-H (M -9] fr¬ ee »o •sjojotujsiii jo joqranj^; t- -3< «D 50 «ocoeeooc»«oeecQTfir-ifr-io wi t> © © © OWM jS J I ag xn to oj . *u g.9 & ||§ A to 9 -!*| gw Sa |feS1 cso H • S r-4 P n §3° a * ■ .*«-8 g ®" o " fe Si 03 ** "hH 4V 3 i^§ ; ;CC !(££>- © a . 02 i? U „ a* •noijuziauSao jo ojeq; I — * *o Ot> OOOOCOQOCOOOCOCOCOOOOOOO PhH 2 q ^ rP 02? • «£ H ^ nfemi ,2? •zi ~ ^ h _r a cj. Z -r~ r: z: ; > p_j 2 3 o 3 ? °*^Fd+3 o © ^ < "S^,5 *5+3 P rH S a -*P a ft »— I * Jll 02 02 s r__i _ , 0 rl © el £25 g "S g 3© ^ ^ © M & 1^35 q3 ©j^ts £ | jj kPscq mih a .-g © xn g ,3 <32 ^ M B B ® o ^ 'C u W) So ^3 So© o 5«2, r©l" " 5«2 a ft OO g 31 |l aOO g o^i^3 a © © o -©'S'S 1 hswSW 3 O rt a^ a oj2i S3 •S O'? ©.a a o 3.SII P>PsO o o © © fc02. S»gs|5 3-^i ?s o o o o r© ^ © o JCCfi lisgislll inegf^!^! •rH © q pj C) C eg «rH g 7s?3 ^ 23 o o 33 inxn STATISTICAL TABLES. Table III. — Part 1. — Statistics of public normal schools for 1883-84, tfc. — Continued. Note. — x indicates an affirmative answer; 0 signifies no or none; _ indicates no answer. 394 REPORT OF THE COMMISSIONER OF EDUCATION. ‘3 O CO © s 3® H » June 12. June 1. June 20. June. June 15-18. May, last Thur, June 12. June 10-15. May 29. May. May. June 13. June. June, 2d week. June, 2d Thurs. June 19. June. June. June 18. 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CB© «©t- A Sc'fao< STATISTICAL TABLES. 395 t 0 ft H cJg .^ft M . . . <*” ” © © *1©©^-©©©®© . © © 00 .TPdq&addadfldd P d PSC.2s3BfJatS03 H5H3 1-3 H5 (-3 ^ h5 1-3 *-3 l-S hi l-S (-3 l"3 ft c5 H CM 43 ' l> CO ™ © x ; © x x OO X o xo xxx io 40 o xooo x©o©®©55x x e e e e X X ps X X X xxxxxxxxxxxxxxx s> XXXXXXXX X X © © X X © XX Ixxxxxx X xoo© xkxxoxoo © © © © J X | o o o o o X o o O O OO oooooooo o © © x ; x x ; o o x o o o X © X X X XXXXXXXX © xxx ! x x X xo xo X O X X O X X X XXXXXXXX X x ; x ; x x X X O X o X O X xo xxx XXXXXXXX X x © © ; x x O O loo xoo |ooooo :©©© X X XX X x ; © x x ; xx !xxxxx©xxxxxx XXXXXXXX X 0X0. ; X X ; x © x© ; x X X X O X X X X X o X O X ; X o X X X X X X xxxxx Jxxxxxxxxx XXXXXXXX X ©CIO I.ooid ^h5© ioooooooooooo cji.,H,-iao . 8 8S 8SS O • a tH • ■ ©©©©© 1 00 © • T - i 'c* *c? ’c** 1 tSW • M ■ °> ■ O • CO • 00 ' CM 00 CO CO O ip . 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CC • CM Tj! • LO • CM •69umxoA jo joqumyx J 51 H O O Oi © O rH O O O OlOCJOOeOlOOlO o rH r-^ O ^ CM O o O CO CO © r-T rH ^ c* O O • O O i o o wo • 00 00 « CO t- • •JB9A oijSBXoqos m sqaajA. jo i9qom£ 1 *) H ocoooooooooocooo lOCO^^^OOOOT^^TiiCOTP^ ooooooo»nr^o rr ■q' ^ ^ Tji ^ CO •Apnjs ^jo 9s.xnoo xpij in 8jb9j£ jo jeqnniN; ** H TjiecN'^^ic Jnhhcon^ cg of 2,3,4 2-4 2,3,4 4 12, 3, 4 2, 3,4 1 2 3 CQ g P% •SarqoB9j m paSBSno 9ABq oqji J9qara& 2 H to ’NCCc- • «o o ■ »o -V ■ C ‘N^'-'«DOOO»f5»ONWb-C500COOOHCQO • ■ ^ 1-t • C^l ^ ^ ^ H ,*0 W W 00 N H Q Cl CO w lO Cl H • • • w 3 W2<8 P P P^ P bbPflb © Ph p P^ P P P i©h)?3 bbb p 3 p p d 3 3 Hd © © ‘m © Prfl © P > O © © ; © © © © X X X X X X X X X X X X X © © © © ; © © ; © o© © x © © © © ; © © X X X X X X 8 3 XXX XXXXXX X xxxx X X X X X X X XXX©© OXO© ;©©©©© © ; © © © xx ; X X X XXXX© ©XX© XXXXXX © © X X X X © ! , X X © X X x ; x x ;© X X X© XX XXXXXX X xxxxx ©© ©©©© ' x © x © ;©© x X X oo© X xxxxx XX© xxoxoxoxx XXXXXX X xxxxx ©OO©©© • © T— I © © © t (NCOOOON O OMIOO ^ CM iO 1C ^ ir: ^ lO o o o c- _ CM ^ ^ > O UO • CM O - o 1C • o o • OH • CO O ;OHE>QOO I lO rH O © 1-H o o ? o o CO CO ? 3 a « •-'2 § 2 2, 2 ® ® 43 © C #rd 03 d SrH xJnora®H-£o7i © § ® g'gS «ci g ra-rt P a 5r © ;23 'g'S § Sc®,2 ^©rd ^<£>^©0^^ d © ®raro®plCD^rS0 rd o o 5 o £-3 H HHEncofeii o sa, <©n %» °® •“ 5 b.2 d«P P'43 .3 © a 4s © ©< 1 a o • o «g° O © 02 4» ,43 © W ©L| ® "P 4? ffl © 2 © -rH 'grP "sc 2 © .2 11 «^§ S'® '43 a. pr -2^ P rP *J © I § -^-2 1 g es ■*" •aS^§'S“g>6C« ° -^^S'SgctS© © e§ f-i , P P o 'h©ih o o s3 d ©^< © © d 2 *d §3-3 •§**“ ”3315 SH 0« P P ® 43 fa HIZ2 HMfi CQ ■it S3 rC) Table III. — Part 1.— Statistics of public normal schools for 1883-’84, cfc. — Continued. Note. — x indicates an affirmative answer ; 0 signifies no or none ; _ indicates no answer. 0D8 REPORT OF THE COMMISSIONER OF EDUCATION. '3 c 2 f 2 © g ► H CO « June 15. June 22. June, 2d Thurs. June 20. May 30. J une 13. June. June 26. J one, 3d Thurs. June. 3d Thurs. June 19. May 30. June. *nop» -BUtutBxe aoq^anj jnoqit.A sqooqos nornoioo Qjtug ut qouoi so^cnycaQ w OOOOOOOO X X X X X xoo p© ^ ^ 0 j,feSj.noo jo aoxj9[dino9 uo S9}B0 -Tjijctao .10 SBraojdrp OAiooaa ejuapnjg w W xxxxxxxxxxxxxxxx iUOtJTlJ •xasni oqx oj poqocjjB xooqos [opoxy « oooooxo Jxxxxxxox l rams Bunins b eossossod xooqog h m 00000 XO XO X I X © © O © 2, A’aojsiq; -ujbu jo umosnui 'ceassossod xooqog I © | £0 ooooo Jo |®x Ixxoxx i etijereddB pun jamqco XBOtqdosoxiqd B saseossod xooqog 65 | « xoxx : XO Joxxxxxxx i £ioj -'Cjoqtq xcotiuaqo b sassassod xooqog ao « xoxoo Jo Joxxxxoox L . i Is music taught? •Xcjuamujjsui i'* <** OXXOXXOXOX ; O 0 0 0 X qcooA w e* xxxox [oxxxxxxxxx 1 “UTAVBjp liucq QOJJ .10 J eafdarexa pan ‘sn jeiBcidB ‘6}sbo ‘s[9 -ponx jo uoitoaxfoo u xooqoe oqj 863 10 00 Joo Jo Jox Joxxxx jjqSu'BX SaiMuap SJ e* 00 Joxxoxxxxxxxxx •uoixtuj joj juopujs qoisa oj oSaeqa xunuuy w et OOCO^OO(M co »p • - • > n flo ©50 P? -i a e CM Ojd a seal s © a < e* Table IXL-Part 2. — Statistics of private normal schools for 1883-’84 ; from replies to inquiries by the United States Bureau of Education. STATISTICAL TABLES. « * 09 © © i» •guiqOBOJ TXT paSnSuo OA'eq oqM. aequitm •joqumu ojog a\ •9IBOT9J; © •0IBH lO s . ® b® J ;s ^ ® % |W % | :p4|| «? S § « W .2 P eg Japs © a s a m § t| a J ® f-t 03 • 03 H CO O CO GO aasa a a ft ◄ a © t>s J H Pj o is p4 (- cS >- rd <» o P 02 s ;« I :w R *s d gS Irf s • j 03 00 >■<1 ® 00 «da a :S j;g ; l ■ & ■© «=H dj| =nl S£5W a < ©" . .3 ® DS "UOI^'BZTUBgjO JO ej'BCt 00 00 00 00 00 rH Cd CO CO 00 05 00 S>- OQ CO l> t>- 00 5o 00 00 oooo 3^ o o . * r <0 ©S' o © © © eg ® © » * ' B-SflSoO CP Pdaa - o § a W^EhW m cc <1 ; d^ ! &c"§ ill ;S * f^nd esSrIs a. 03 m nd .*® R ® 2"§§b§a §' H 8-d © ©V §-d©° ■3 V. £ ^ ^ ^ i? .K J3 d s <| <| .3°^ 3 • be dflj © £ © «2 g g M M ci *. ca a^?a o ® © Jz* & ^ &C >5 ©EH aj ®('dBl?ad - _ o 9 1 |fcg h g-a's 8 ^|p ^ .a I 151 ’dji 2 d1® I d:|'a | © bego o ^ 6s!z; 02^ o d ~d o o fl O *fT' .2^o © © d 02 CC g rd bJC © d d d eg cs d IH i'A s| 3 g SC: Q o g© r-t 0Q - CO © 00 rH • i>© •aaquinu bjottm 11 1 . M •OFH • E eo • • in • . « (M • ^3 o o • r£ o m oo . in © • * ■ in • m Normal. •0XBUX0X m o co C5 t^h a t- in o CO Tji rH rH p-4 in m CO (M Ol CO d820 105 15 112 0 S oo ! •8TO l> M O ho:.| . t> • CO . © © D- . Th o ca • co © § © © in • r> • © © CM • • © CO a •s * a < 1 o *|is P :Ph fH ^ K* PH <4,3 § M © P 3^ .9 3 g ■&!> 'o'J= P^ .2rom aj ©'pffl W fcJjO . © p ot> eg .• ao ►dP,>0 © £ rs-g ® 2 © ’£ w«*| “&§>p“ “ © 'd © 9 P’S 2 •S§2§ 2 . . U * JHrfS M W > is > % . ®r- © Jg . H <4#KP4 hO a £® © > a 2 g &jc P'S tco ©„• ;Ph Ph >j W| © 2 Ao ct £) •noi^zmcSjo jo 9}«(j w -P^ .S.S © 2,* t* ns-d 'P 5 S O C3 C3 ^ PHPh Pm h3 M © lO CO © OC 00 l> GO l> CO 00 00 C - ■ ^ oo t> l> 00 00 00 CM M t'- t> CO 00 00 00 Hrd ii A :_rH. Sail'S « ©»H ® cS p~ C3 O ■— I J_I bfl+i © o _, • rd fe <*T§ • 2^ p o fcj°p a “ • H M P p £ - - u •p © ® 2 9”«H •| •SoQfS-' ' ®«® 73 teg 2 (D d o J5I§& £ g wu„ § ® d o 5co» WUOfl H >4 © eS fifH sg © g p © S'! t> 5 . © SI © © ©•• ^3? 5P cc a b).H ■p g p sr © © -£rd Ski a -I ■d § a-s ^ 1 22 © ;ps ja Spa : p 'S 22 |f 2 b£g 1 ® a a © o o oft PI w © - sa-S a © p £ « OHfp p^ r§" k p-r-J ® L eS e3 0-4 fl 11111“ H 02 JO'S c8 >3 ^ S 3 9 S S . ^ a « S!2i p ; © ■ ® : tf sM :§ 3 a'Sfc . o §>3 o icp) a s+i 5 *r; ia a tj 3 M2 bCcS : ©4 :fca ^ © S 2 2 fl-d.2 © © N® f p,r2 i- S P'S.© ©u o .M2 a Is p p o p tn a © 'd ce © irrai q £2 a a s j«2 ©^l~jMJ“ © O ( o 3 ,£73^1 p73 9S5 9-S-2 Sc « p|2i j3 © © © p ii °-d a © a on c- oo a o m csi ca a* co 05 *0 • CO - to 4ft ^ ' co jW la 0 S a' X £ d| r2 >5 a s £% ^1 ®d T3 . "® w w q .P ©^ N.® aJ £ gv; p.g •-p © Hs £<5 h;^ oiW W £ I . © fe3 (4 © ft ■ c a • ©3 _ d « § ^ o r H a eg 4^ X ^ h : e> © g,s ' S i^j .ij a ‘2 ® . ® 3 ' 2 s : ft ft • « p-^d © DQ J - w . >. a r g ® «i <| a «i | I^'l^ a a 05 fta .8 &§•§,&!& 8-ia.o'- 'S ^ccPv-s^ jOQoo © ® © . - fc“ rP o cc bft .©©©.43®©^ 3 AWWWH WWW 00 00 05 eiuo CO 05 _ Cl to 00X00 i : .3 ® w 9 ► TO ■a'M 5jf CO 9 M • 00 3 ;M y M - ^ © ! eS :w 4 2 M 1 © .9S ^02 a 0 M d" p w> if bC_® t£p e© as a g ^ d a 'p 1 d © ww 0 W d W a 0 a iaw © §0d 3 ” * i ^co © 1:3 «w 0^3 © O g ,<§ pc . £ft ® >5 © ,,-Ch «3 go •s5a- S'S {5 g “Sftl - -3®}z 2 oc® © n 3 2 © > a ® 3 ©, H WM a s s § o -9 _ , © 1 W £ r3 2 * 2 3 "a J b © © Z ®«2 3 a_ pa ©fcfli 5-2 g S: o a - § H a o M 1° “1 ill §*!& O^rS fe^i © tea S §o © ^ 02 ® e8 ri ^ ft® ^ a a 2 © cS W ft- ® 5 a -fj ^ ® q © > © = i C-a ©_ >s t1 o r2J Ad •fin ** ©cc © ^2g' rfg. 12} O 5 £=a C3-S ;-o 2 ill H l3 ; «>ds :a • ©rS © :©^| hc^b «gO(§ 2 CH ©-I >*5 •S © © © "3 P .j +S 43 'a q P S-r3 73 p 'p ■% q *< A « S| ,®a o © to q e« p o d t£ d © q^a ‘3 a q © &«l ■ ^ ® © ad ft 5 Sr^JS q P rW 02 H PC 2 . sa ,c3 43 Jz q ^ rs 3 w © o g © <1 © » | a a ® c3 © o a i© 3 §1 &a _ y .a §4 611,3® lM-pl t£,q go- o p a ®'i> ^ fSft P 3^ 2^.9 ft© q d © += « p ® n q o-p 05 -©i g © £ © Ph<1 1^02 * e 1© © 26 E kfi CD !>» 00 ID lO ID IO 05 O 1— I 03 CO ID CD CO ID CD CD CD CD CD CD CD CD CD Table III. — Part 2. — Statistics of private normal schools for 1883-*84, 3 eS 12 •Smqo^gj ui | pog-B2U9 9AT3q j oi[Ai j 9 q hi n j\j; uaqtrnm 9totta\ *oi«K •gpeoig^ O- ONlfl O *91®H I #W°X gjo^otti^ein ;o OHO HH 04 CO H t- io o o co ^ ^ o o 04 CO io 0 04 04 t> CO IO O Ot'H CO O On 04 O •uoi^rauSjo jo gj'Bd M g « ftp »’ ar H bfl , £4 W) a _.J© PhM § § : -T3 <3 g<* s 2 . J3 © ^Hpq ”a«|g fr S'SSSl | m m >‘£ > © « ® M MQM a p. © p r , © ^ e > t> © © MM : o : £ ■ p-i : a : < S iS| M SHlj S ©M-a -«1M aW S«j 2 g ■ • ■ • 2s ! • • a ■ © ■ S ! +2 • 0 • ftj »:l | i j © j © g j ftW s' ^ ° d g a" £ g O'S- I® 03 © WH ! r_* was** ^cq«M CO O O 00 04 r-» < t- La* 00 CO 00 00 »- r- oo t- < : :3 £ § ii~ § 5 H M :o ■ a ^ fC I 04 « i eb ” © © O', rr; S'S’p' P o® fc fc OMM »rf a :a<=> ^ ©Op -a a wb-a isla •g 9 1 «?as S'® * a .2 1 i S°-S -■o^a §1° g'S a* 2 S4$ © i so o ©* - O P °«2 *S Sjg » W :J _ :o a • be © • a !§| s-sl §«H 8 Mrd 1.9 § sa a.Sd • © llljs ' (1 & rg M uM’3 111 . ®n o >:.a h 9 18^2*5 si! ill's 1 1 ? -a* frag i! I ll'lls'l ! si| dI>I lilfii o XS S 5 ;«2 O •Sll g 9 |S ^|1| gits at g’p-sf^^al a|| ® 2 ® J S S^K®'§ ^ iOCOb> 00 05 O tH 04 CO STATISTICAL TABLES, 403 ic 00 o ,10 00 o Cl IO LO • ci f- co o ci io oo ei > l> CM PS CO rH lO ^0(» t- 1 loeo wn, ci io < > ’t* t- lO t- lO OO io oo woo C5*|>»Ot> tH O lO CO O ea lO lO OfHlOCO CO COCO era iftT* >© 'COtH lOrH 00 t> t M .a _ ft § WO rg » IJjft ft § djrf a h % .0 a S m e3 00 h .j=i fj a * ►©Oft S ft o.2 |I Pi ,♦ A £ *§M ©' £a <1 'c-g Pf o.S g I'gfi C3 C$ • S § £ & 1 e* si*£ o >£ : p > p g|So£> a.® fig hQ-@ ja, t*w* A^ft h -© . • tH H > C3 ® L : < „ I >>% H £ a 3 § ■ 3 : ft : « : d a a j * l.’g • -3 is ® . pi 8 ft rft jf -B ft. Si e3 ft n-0 Oft ©02,0 -*= . o 02 hr ho Hs £ £ Hfi* 5 ^ ftft ft ;! • o :o ■ u * • 5 © ''&%S >>© ®M2 O > g g Pftltt ©O© t> ««SS §8 §3 CO C5 00 Lft ««5t* rH 00 CO LO 5 0D ^ 00 «00 88 00 00 *>- S +* a § ©.S m © .5 JrS B 00 TO ® cS e3 pi <1 l>ais jg wo ©• ©' Isli Il3§ 3 ® 0^ "C © C«3 Mftft^ 31 II |<^ ft3 0-3 a ° 1® '*CG g> o£ © © pficc 6| 5 | «3 S ® gfl te'S ' ^ hh » * pft-S do ^ 2°^ o -o bjoce'H a g-S’d o 2 o J © §-g ©: ®>-saj^ >,§K5- H HftO f ft 3 1 1 ! ® n © p, > be © a 2 :: EH ^ wo 0 0 I 1® &\ 1 s : >> ^ ;JS 3 ■ *° P ©0 .a oft •ft ,p •I £ p< aS 0 a 2| I a18 also|«?lli ft ft # -aiftS ’♦From Report of the Commissioner of Education for b These also instruct in other departments. e In the high school department. 18S2-’83. eHas since gone to Tougaloo University, Mississippi / Succeeded since date of return here made hy Mrs. a See Table IX. d Assisted by other college professors Nelson. Table III. — Part 2. — Statistics of private normal schools for l883-’84, tfc — Continued. 40 A REPORT OF THE COMMISSIONER OF EDUCATION. Graduates in the last year. •SmqrrBat m pofieSuj 0A«q oqax J«qiuu|i s CD CD 40 CO • CD CO • •joqranu 9(oq.Ay w ** f- os e *-* Number of students. Other. •0pJUI9£ © 9 0 40 •9[BK © 11 50 30 i o •epuuaj X CO O iO ID CO iD ^ rH ID ^ •9[BJ^ h C4 tD I O • CO rH rH CO • i Oi rH T8*0! © 45 85 75 5 8 153 155 •sao^ona^su; jo jequm^ *9 O IS Ifi « MIS <£> OS i 1 j * I. Keller . Rev. 'William Neu, rector . Miss Susie Pollock . Mrs. Anna B. Ogden . Mrs. Louise Pollock . Miss Maltha B. Biiggs . Rev. G. M. P. King, a. M., president. . Karl G. Maeser . 1 •UOIJ'BZTUbSjO JO OTB (J | « 1878 1870 1875 1882 1875 18(57 1865 1876 l 1 | « 1 Milwaukee, Wis. (643 Broadway). St. Francis, Wis . Washington, D. C. (1127 Thirteenth street,N.W.) Washington, D. C. (923 Nineteenth street). Washington, D. 0. . . Washington, D. C . Washington, D. C. ........ Provo Citv. Utah . » 1 wl ! National German-American Teachers’ Seminary. Catholic Normal School of the Holy Familv.* Fiobel Normal Institute. . . Garfield Kindergarten Training School for Kindergartners. Kindergarten Normal Institute . Normal department of Howard Univer¬ sity. Normal department of Wayland Sem¬ inary. Brigham Young Academy, normal de¬ partment. SN CO r* ID CO 3 % % S3 From Report of the Commissioner of Education for 1882-’83. a At the commencement in 1883. Note. — x indicates an affirmative answer; 0 signifies no or none; .... indicates no answer. STATISTICAL TABLES. 405 1 §>> 0 a £ ® 0 > H n* ® 2 ® % J || s ^ s jj|| i& || I |i||| gl juoijbiu -unrxa .toqnnj jnoqrtM. iqooqos aotnraoo ojyjg a! 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June 21. June. August 19. July 8. April 6. August. June. August 1-10. June 26. Juno 12. J uly 7. Juno 20. August 7. June 12. June 11. June 19. June 22. June. J une r>. juoijBm -iubxo joqunj ynoqyiAi syo’oiyas uotnuioo oying uc qouaj sajBnpB.i-9 © ; 95 ! © ® © © © © © © © © o © © © © j © ; © © l osanoo jo uoiyoyamo.) no ssjBopi j. -.too ao smnoydip oaioooj syuoptrjg ffi, g* xxxxxxxxxxx x xxxxxxxxx© X « uoijnjyys -ni oqy cy paqoBjjB yooqos yapopj; ® 1 „ « J x ©xx©x©xxx © © © © :©©© X4 © i mnisnatu^fi e sossossod yooqog j © © I X © X © © © © ! © ; © © © ; © l Xaoysiq yiunyBU jo mndsnm v, "sossossod yooqog © 1 x © ; x © © X X X X © X X X X © I X l snyoaoddB pue jeaiquo ycoiqdoeoytqd b sossoseo’d yooqog 1 x x j ; x X X X X X XXX©XXXXX \ X l Ajojba j -oqgy yBOimoqo b eossoseod yooqog 1 * x : ix X X X © X X X X 0 X X X Is music taught ? •yBjuoranajeuj 95 « j x o x ; ; x X X © X XXXXXX©XXX X •yBooA X © X J X X X X X X XXXXXX©XXX X 1 SuiAiBjp pngq ooaj aoj soyd -rauxo pun ‘snjBagddB ‘sjsbo ‘syo -poux jo uotjoayyoo b yooqos oqj sbjj © © © ; x © ; © o X © X © X J X X © © ijqSnBj SumBap sj © « j X X X X X X X X X X xxx©xxxx | x X •uoTjinj aoj jaopujs qoBo oj oSauqo ygnuny © (N0^1©0Th00XC50 COC-rCO©©CCu3^CT3CSlrj< © ©OO© ©00©©^© © t-, CO r- CM CO 04 00 rH uoqBj eaumtSecu pnB eygnanof yBuoijBOupo jo aoquin^ ! « ! ON'# jeOT* COCO oo m © • m co (M • • co Library. •S5[JOAt yBOlSoSB -pod jo eonxuyoA jo aoqcanji *> i © • © t- lO • LO CsJ m © • 00 oo 1 . t> • © « © 1,000 150 jS © ! © co ! ! © • © rH i • •soranyoA jo aoqnm^y « 4, 000 200 1,000 50 3, 000 © © © © © © © © o © C4 co 5, 000 500 550 (/) 1, 000 3, 000 (h) 500 600 1, 500 aB0.i! i oijsgyoqoe ui sqooaA. jo aaqumjq m 00OC3O © © © CO t>" CQ © © Tti©T* «a i®-S s m i2i 111 Northern Indiana Normal School and Business Insti¬ tute. Normal and Scientific Institute . . . Eastern Iowa, Normal School . Normal department of Norwegian Luther College. .. Nnrmfil Snhnrd ... . . Normal department of Upper Iowa University . Iowa City Academy, normal department h . Normal department of Cornell College . Whittier College and Normal Institute . Teachers’ Seminary of the German Evangelical Lu¬ theran Synod. Normal department, Baker University . . . STATISTICAL TABLES. 407 NI>C 00 HCvl O'! <73 >^. to ^ d d d cj d o o a c §. 0 p 0 s 0 0 | 43®; bt>>§ p PPPPPP^Oi-jPP t-s Hs t-5 i-t> l-a Ha i-s 3 Ha 3 1-3 Ha © © al PI pi Pi o © ; x © o o o o o o o X X X X X® X X X® X xoooxxo® ;©©x © ! ® © © © x J © © ; x x x© xo® ; x x x x© © x x x© xxxxxx©x©xx x©x©xxxx©xxx XXXXOXXXX©X X X X X X © © , x ; © x x © © © © ; x x © xxxxxxo© :xx XXX XX ea©o6io©©oooo©©rhi CO lO ,'s 'i' £ (XJt+ic^ © § S 4i ©t-©©©®®©©t”00©o ©©in'#© no , 'CJ.-S ta g-3 §s o« 13 l£ j 3 : j> :5_ ©£§ ► .-grrt P Pm te.Srrt 0 Cl © SnP a i l t 3 ffi'd PS - 3| b£ u CD C$ §*> o © C>05 © ' "3 0 Md ® - s si's .a 2 © -p © 93 eS lies ill Jiljei ® m £ ® © eg P =0 C cS ® Md © o § P<® ,2 p^ 0 § O a d d x) © »»~i -Ssgll&s's i©cc!^oPm1^ il Si *8 pi! &a§2 aS aa®a s nO.d 1l.s I H O O >>§-3 ^'5 «o 2.2 P 0 l^o© £ 3 © 0 © © 05 a .2 5 © 2 3 © •0:0 0 0 CO r? 4^ btco .2 ... P 99 5 SlmPSl'tluJ § g 05 ® •-■! W)§ © 0 — 0 w 1 a 0 o'^’T 0 © © o ii >i-a •© *« a ulta tt r©i 9 oq 5/2 ^ ~ g.g © il: ■351^ >.a&| | | ©H e> ms >» ^=J ® ^ o5,2 g *c © '“■' .3 p— © S ^1? £ «s-P 2 IrfsJ -P M ^ £fl£-23p'B ' i9l^.S.©9fg^5 3 2^i tf.S.0.9 §0 a-al ^.s|l H 2^ Table III. — Patit 2. — Statistics of private normal schools for 1883-’84, $c. — Continued. Note. — x indicates an affirmative answer; 0 signifies no or none: _ indicates no answer. 408 REPORT OF THE COMMISSIONER OF EDUCATION. ■a 9 >j Zu © ® c S s ► l uopnin -0112X9 joqunj jnoqjtM. stobqps uotuiuoa ejejg ut qjBaj sajBiipejf) l asanoo jo uoij qdinoa uoeajBogij *.£pnje jo OBjuoo tpj ui sjb9£ jo jaqranj^ a a a t> += o © © Tr © a a w a p = 5 p >~3 ^.r=» ^ 9 .45S .<* * ® ® ® © a a a a a a s z a a i-3 *-a >-a "a > j uoijnjijS -m 9qj oj paqoejjB’ tooqos ppoH GO O 000 © X 0 X X X X X X © X X X l auHSBnai.£3 b eaeeoeeod poqag « X 0X0 © © © X 0 © © jAaopiq pan jea jo ranaeucu b sass.iesod tooqog <6 et X X 0 X © X X X X XXX,* ^enjBJBddB pae jouiqBO piotqdoeojjqd v sassassbd iooqog « X XXX x x ; © xx x x x ! X i A‘ioib.1 -oqBX {Boiraaqo b s9S99eeod jooqog | s X XXX x x ; 0 xx X © X X X .2°“ "« 'S rj J3 a M S a ® 5 qBjnocunjjsni J M « X XXXXXXXX XX © © X © X X 'IB90A | « « X X X X X 0 X X XXX X X ©,X X X X X iSu[MBjp pacq 99Jj aoj so[d -mBX9 pas ‘snjBaeddB bjbbd ‘ep -potu jo iuqj09[p)9 b iooqog eqj sbjj H & XXX 0 : © © x © ; © x ; t jqSmjj §aiAi.Bjp ej O « X X X X X 0 X XXX X X X X X X X J •uotjmj joj jaapnjs qoB9 oj e3aBqo prauay 9) »H eo 3 © Library. •eqaoAi jbotSoSb -pad jo seraniOA jo aoqtnn^j; i» W I i © • • CO © © CO WH *jboAl OTjSBXOqos tq eqaaM. jo joqtnnji fF 3 b- © CO © f-l 00 CO ^ ^ ^ ^ © CO © © ^ ^ a.9 :h :«2 ■ bfl o.g o ^ bfi 2 -9 § . © 6 „ 2 a 2 £ 09 t/.as .9 _ _ ^g^®®®* ® s.-ssco.^ § © * o^h gs^sC^C-S-l^ 8s5|5s^a5s^t di §ii3f>i! i£s C73H . d •’d © C a rt . L fl ^,H 3;.S ©•a t- - 00 s a Eft? r2'o,o go o M g« a o'/2 «2 S'S 'i’S o sS-g 9 3 ®t3 .£0 a ® O ««■ « o^or ® o,q ^ € c3 EE o rp .9 5* 'o’S’5 ^a o j * S s l® 2 O ^ a iS.rss.io’si OgSflS|flgy ® Od©Hfl©C«H wo £ a 2 a © -9oH-g g-stJ-g’S Bpcsaoa^rtS *g«8 '-9 §fc g g’g’S 'Sg-d’S®1>s«5 ei&SIl&IIS ^,2(Kpc'5^ooo S2£ ££££3 00 00 06 00 CD ® irfiold j^Tormal Institute. STATISTICAL TABLES. hs 3 H H 3 K . * - fcl ® ® © a 05 a Bjs S § § S S ^ *o> g*f 1-5^3 05 I * U -- ift « »£g 3 « * o © - ^ H rH Cv § o |©° CO^ O © a S C3 £§V CZ 7Z ® s ©.-*2 cj.Th p'Sfe'cj p p» : : g ' ' ®"* S, o Sc-- o'A I'M"' “ o © © © © o © © © © © © o © © © X ©© X © X X X xxxxxxxx X X X X xxxx o O X O X X X X X © © © X © X X X o© o X © © © o ©©©©©© X X © © © o O X © O O X X X X © © © © X © © © © © O ; o o o o X XXX xo© X © © © X X O ; O O O X o ; x © © © © © © © © X X x x © x x ; xxxxxxxx X X X © X X X X o X X X xxxxxxxx XXXX xxxx x o o o o o xo xoooo x©© ; :© X © X © © xxxxoxxo x x x ; x © X £?© © ^©*m 04 rH © r i i ii s • • • ■ • • oo © © © o 00 _b« — .© © © ^ CO to o o o o to o »o o to © • • © « © ^> r-H © • i CO • rH • • • ■ cf © d CQ © 00 CO ^ CO CO CO CO rJHOCO(Mt^tOO© COCOCOT^COCOrJi^ ©C0(M»O ©CO(M© ^ rf CO CO CO CO ! ^ CO CO ! co CM* CM CODJCMf-) v-1 CO CO CM • • • • • • • • • • • • • • • • • • t • • • • • 43 . ® . 1 • a • g • ■ ■ b : : ■ ‘ : : : £ h : ■ a | : M 9* ■ w r>s • r* • • » 8 ■ • • • • • • £ • © ‘3 >5 1=3 “1 »Fh 2 b f3- m W)-,, Bow •3§W 2H S a 1 ©flc-i J3 — ' © O C3 C*H • M _ _ , ©*,-§* S-g°«H 5a'o® h'o 5* 'B 2 o 73 p5 2 ao^S «2a 3o® ® *J§ •s-g saj§£| C3^M j-j ^ -+f ^ _g © 3. 9 c7<1 w SIS -3 ® § ^.22 S SrS q^fj u iaaisaaa,a!®HB|'3^? gts g-g'S.s a^ aS a _ § bli UUUi--.* sS^S&gaglill-SS’illSg urn i& gSiii^^ ;>5>ac>.2 2ggign©©3o;a'3,« 5§l&is8^gM‘S[Ssi5ll§'B \ t- — m rs _j ai -r »r\ i»n *^_ stl egs «.Sft |§-S a ®'Eo§ a 3=2 © g & bfl_ ©o'3 b oHM So-* So3 o ® 'gaJ o ® i| &| «1 i© £3 409 Table III. — Normal schools from which no information has been received. 410 REPORT OF THE COMMISSIONER OF EDUCATION. P ^ £ 3 .5 £ H "E-s lx fe o 'P 10 o T g -8 £ « feSaa^-g © © C,jq(t) pj t=J © to 51 ©-P .21 02 ■ ’ — 1 ! o « . © a □ • © « 5§ t a ®. 2 p.-p£< P bt-3 .« U a« AH «H •S rt o a M goS 55.2 m |3il I b « p lass 'o p ; © •g -a © a H M ei lag ioj® © a 2 « w> o®g Sps Ilk s^l .•g ©•© >>2 © >•£ g 2 2 2 g s-b SogiS^-Pisgr rP©3 2 ® SO 'rt © si. O „© ill ■f-Sl gw p — ,— M © e8 — o sH fe-sllgs J^g I’lgljj PQ » o ® a C eSWfcr s a © a 1 ® p !M| CS ^ 5 I I © © . p © g p MS 'P P PM * O 3 | J « h, © Ph^od ■p ©© i|S . ft. fl . 4* £ 3 <* 0 i^S1' 3S.S p © o ’© — JK «H IS £b cS ® &* S3 ©2 S| ^ © M ® © P § w> a ® I- g o &P £-2 p^ A © i ? © p © © sit a, p(S §* - © a p g « a 3 9.25 P'S H si © © fc* td T ^ O ct o o pa . o 8c® © cS 1 s o S ® p ass ^ o © © Css iis fcC^S °g %* i' gp 3 ® © — © £ Sft , - a© 1 © **■’ , — oj r~ cj X 4^ 5b” © oj _ B,w fc»r? ® ®n© 1'i^af p-.ti _ _ 1 ©ns I'M 5 5-43 g ^ © r© ®rj '<■ .5 © if'g©^ 2|^^lc£ 3 S 1 * &| ® 8-5 s § § I o £ P O.S § g Pl « .2 © fc/EP _ 5 2 H g ®^3 j-ssag © © © a S'-— ©S'D'G e8 © ® d ^ ^ £ fl fl S^P.-gM®© §8N Nrd aM a Ofl 1 © o s ©!® S P2^i02^|Zi5 §— ■ . M 8 ®— ® S O © 0&h“ KfJg'g O'© .■sO«io | i&l !1 is sji © gHH-g «||a _„„cc Hi! JSJ3a»a_ „ § — S © © o J i,® « OR&KK ft S p!21 “si §11 Table JY* — Statistics of commercial and business colleges for 1883-’84; from replies to inquiries by the United Slates Bureau of Education. STATISTICAL TABLES, 411 A 1 1 © ^ ■ 1 a £ I feu a . 'So CD O O o 03 M •opsuio^ 1 ^ | J © O ; to CM © © ; © ; © © ^ o © to CO CM . rH rH © •m<>x CO © ^ Oi CM rH CM CM CM © © O © © 00 O rH to to GM 231 221 133 799 40 •S}U30I[0,ia9 OJBOIld -npgaipnpxo ‘ejuop -n js jo aoqrana tcjo,x ® 13 26 324 63 1 137 80 500 100 65 170 2 255 1 57 231 221 133 790 55 •SJO? -otujsui apuraj jo joqranyj; h © © rH © CO • lA rH HO • ■ rH rH IA rH I •Bjotouj^sui: opsin jo aoquxnyr « rH 00 M IO CO j ©to 00 ^ CM tO rH © toco CO rH rH 1 Principal. iti 0. D. Smith, A. M . James T. Murfee, ll. d., president. Aaron Bales, president . C. W. La Fetra . E. C. Atkinson . Cyrus H. Andrews, pres’t . . E. P. Heald and C. S. Haley. W. E. Chamberlain, jr . . . R. J. Wallace, dean . T. W. Hannum and F. A. Stedman. Rev. C. J. Brown, M. A . . B. F. Moore, president . . ’ P j! i e S J : © . • w ® : < Se ■ ■* r * ■ ; O g « 4 ® © ^ . b i ^ 3 g iM ^ 8® 1 *§ ^ c Edward I. Galvin, superin¬ tendent. B. M. Worthington and A. N. Palmer. 1 •HOTJBZTOBg.IO JO 9JE oo *From the Report of the Commissioner of Education b The figures here given are for the Western Normal c Included with report of day school. for 1882-83. Commercial Institute, the commercial department a Succeeded by Hiram H. Blanton, M. Accm of Western Normal College. Table IV. — Statistics of commercial and business colleges for 1883-’84, #c. — Continued. An REPORT OF THE COMMISSION E R OF EDUCATION. Number of students. In evening school. ■9{BIU9J 3 12 2° 0 0 f’ii 0 • • O CO 0 CO • • CM "3 3 50 3 11 •®I«K H vi O rH OO ^ O O Tj* .CO CO f-4 • • 0 00 0 00 • • Cl ICO) • 1 • CO t> HO 00 rH . l> CM rH TUOX « f-H 00 rH O CO «H in 0 ! ’ O H OH! • 1 CO lO CM CO O iO rH :M L- lOL- CM O In day school. •9IBIU9X 11 CO CO O t}< ^ O O rH 00 O OkOH id rH csi CO CO lOH t- O CO 0 CO co 05 O ^ CM IO CO CO CO *r®iox © 00 CO 000 O O OCOOJ ici- ^ *>d 'C o p.g ©,© « o Ms SO •aoiiuziaultio jo qj'bq iNO CO SI CO CO CO • cc CO 00 ' iO lO OIO ^ CO O o 00 CO 05 l>COCD 30 COl-‘0 COO COt> ~ - - - * 0000 00 00 j CO 00 CO or* ueijreqo jo > bJD cO g fl ?^3 ® o <3 Sf-i j s w "S astir; _ H .a o w ^ m ® 43 O ®. 2 ©P* 2 •f 3 M Cj O PWHC5^ Hs R w a » sS ©.| ■a^ _c3 S ,g s 7s 5^ ■ 3 •SSg 3^ J&f £| g3§ 1 8 i,§eS§;jjS Soph 0'S oTecS Sh «a^gs|| as •c -g-© © © c3 es c3 «8 Phi •!>§!« Isa :s . © o • ;oo ;s • 3 tx • § : o.S :gfc isw oo §;5 - ■' © tUO S •S 6 Sg 1-3 d§ ^-3 O I I o 5 S £ sa At V ci C5 w h wu % §“© gS % % §*21® ®3.2m3 tJD1 P © © „ k ~ w 3 © e § p e a ® §*« ^ a fiOOPb h> O |“3 •,s -a 2 as aS © a ®. -« a 2 3i« a © cS-S, bi-2 c £r © a 2 « -< O fl © OOP © © bfiojO <2,2 'o'© is .2 i » ® a a ®«S g >>-© 3 6-2 oo M P « © hh © © OS • 'o 2 •o p & •fa : &§> © o © tcng © © © 3PO OP.r-1 s •I PQ • a © o tto: .© ts S la o h a ai qcg a * ^3p gP£^ .©gcPs ©^©t^OPcStzjO •2 S 9 cs ©.tfS bf).g »ad> fl ©o fl oa o hs»’#i rl CM 2 ri-| : d © : t3 9 00 H •P d. j H ’S ?9m d O o CS \4 ■d 'C p ! K pH a £ jd r— Pv a CO O ^ c3 fcfl ».9 , © © g 9 ^ H a ■ 53 « a e3 a (M 00 (M SH BP .=3 P Is*".® sfe » ■2 "^ © saS cS f> h> * ; 5 >-.© <5 e3 S © ‘i> — I H r<-3 t> O B # ©C8cs©g©c3©©© H t>i>Po3PPP ■ S 9 J ’© '3 © & H-t O S3 v© n “ 0) d a 5*3 ®P‘S g-38 „ r2 ro 5) CD £n a^P P'3 s ®£§ gdp P 2 gg7 ©« P P o 3 © = .* 08 Pt>HyQQ3,3 ■ © ; be ■ a : S :.g il •! . cs pq .4© jp ©'g • o ®o © OJD i-a ;-p jlfS ©S A o p .©H © «s 's'© a® c3-a o o © © bft— | btxa ® C3 ^ aa a :§, b : ® ^ I'S a B § > ;i S § o o 43 'S © © H ”3 go| OTfZj ©li’S 9 1111 Ip I3 &ssf pp o. ^ OT 51 oa d © © © P d bO p ® S » •^r© AH -9 9 3id' 3oo^‘ d s m s d 9 Sh Q & o ®a 3 ©^' ^<1 $f>® o ^ fc/w O od s°4 I»1 •is! n o3 O ^ GO cc ^ ^ .9 3 >> 1 © 4= P nd 3 « ^ 3 .©"SflS-H'g JUflOtSgP J 3 d f-rd Pc.'d © g|H|a^a U|3o§3i P^H O O © bJO® P © d M SO § w ItyS^I | ! § a I J lf^sl-1® g-SaoJa^ P H F P ' kQ 40 40 40 40 1 From Report of the Commissioner of Education for 1882-’83. a Same students in both day and evening school, b Included with report of day school, c Also 4 lecturers. Table IV. — Statistics of commercial and business colleges for 188H-'84, * rH t- o © m © m a m o cj o (M O 1 'Fiox j 51 (a) 300 11 0 83 19 OCO fr O h- O >0 CO CO (M rH rH ri cm »r: In day school. •oi'Bino^ li rH 00 CO t>* O* in CO rH (M rH rH HO I^iox Si in OOO CD r* O O COO t- C5 ^ O O rH omoo in mcD o CO rH rH Dl rH D4 Dl CQ HH •ejuoniTo.raa oveoiftl I -np itoipmoxa ‘s^tiop ! ® -n|w jo jaquran pnoj, | -fuoj in O O CD Ci O Of O O iO -onijeui opioiaj jo joqmn x | bjqjoxujsiii 9[vmjo joqranji ® DX OCO 1 a © O M ta&H s’ _h b •§ 5 fed '• '• o • .2 : ri : I : 5 : J : ! : . . • Q? • • 'P K A o 1 >■ a ff 3 ^ © © . « 1 Sf .© ri Pc L 1 4H MS j.a Ho O ft s ri«i «nr- oVq£ w b 3 k fsipi •uoijimtrelfjo jo ej'ca; © CM O CO O OO GO CO 00 Ifi COCO CO 00 00 CO CD NHDN CO CD t- C- CD CD OO 00 CO 00 OD 00 uejj'eqo jo qjbq i w i £ ^ III 15 a ggl^aS© ^ eS^cSo-noPcs -h M rw pq fe Ph 8* go's « 22 s if 0,2 boo O-g b© © PM Wfi« rfg* *o rt'0 |f§ © ® u P o .1*3 ■gagS Sg‘i£ j-ie Bt- .2 5 * 3 llgq S © ■© tc a © E.S cq * a » dv. cS Sh .5 . o © . o © ■ .© © • © a ;cc-a •as p : w« *&5j ill _p t, «P® ®.9^ to g 0 a © g_ n| b f I m o l"5 Sf as H'S c! a ® o . P “© rP bXj'S 2 -P © "p j* ’ C .* 'o |0 51^11111^1 6 w5 son ■ ° ©S '3® .^§3^3 © .5 *2 c2 3 jo o II? t> © a ss; « STATISTICAL TABLES. 415 O Oi ^ i • •O’*© id O O ’ o I> O ' rH « • fc- id »h • »d • o co o oo • • M | ’ rH ifC t>ooo tH 00 t- CO t> Th lO CO CO ! o • « • COCO • ’id id Old • o id B . CQ ^ CO Ml • » » rH • i CO o • 00 ■— 1 o O id t- MO H o HH o O CO TfiOQH LC L- CO 00 O O 00 ^ IOHH O id id rH CO • id O *d 05 Id id rH rH CO • 05 05 rH CO id C'j t- CO CO O CO CD O OC CO »d i t> id ©M CO HW HOI 1 id r-1 o o o O Ttl LO> H CD CQM xr CO rH Id rH r- 1 H 290 153 43 O OMOCO ID O l>H M Id CO id O O •— « ididOCO O 04 o Id rH HHH r-« CD 05 250 158 264 O 05 O Id CO 05 00 CO 77 129 190 700 12 185 140 j 150 80 40 id 05 O CM © id CO rH 86 i 43 | 100 ! 510 ! 141 i 68 | 175 167 138 252 I 625 222 t^COOO OOlMCH OOC5 OCOCMOO'H* CO CQ CO (M 9 o id o o t> o o id o o oqcocooco CO OO 00 M HHHt> 04 05 05 Id id O 05 L- id CO CM b- CO O id 00 id O 00 CO CD Id 05 r-H CO id O id CM id ^ CO CO Ol — * rH rH CD CO H 04 (M rH CO O M |hn ho jo® • ri • • 05 id M tH 00 CD , Archibald . in£,. . addia . © Pa 'C § § 1 l- e l°A «"S ©r2 C2-S a © b ci u £ r P Pa 4 o r T • S e 03 • c W H) P- It 5 r? s g , X - s.- ^ . . i. M. a., president - ir, a. M., president . - . .* Icarion, F. s. c ...... !arpenter. M. D., pres’t Charles Kossak . T. Johnson, president ►limer . . . j A. Rice, A M., LL. B., lent. . 0. H. Perry, A. M., lent. A. Koch, B. D. ..... . y man, president - i Heron, jr ... - B. Meservey, A. M., i , president. Smith 5. Lansley, ph. d . l E. Drake . A. Haskell - - n & Palms . . iller . . . . W. Latimer. ........ r J. Rider... . ixhardt . . Claghorn . . W. French, LL. B - other Tatiam . 3. Wright . ® Pa Is (Sol I >05^0 t>* t— cd OO 00 CO ^ A . . ^ g^'3p4 P3 W <3 P4 f-j cq , H o1 , «■ ; ^ & PaS'&1 3^h W«iM £o£d ||h| dMoo Sj m>> I £§ o ww 00 00.00 00 oo 00 00 00 00 00 00 OO I 00 OC 00 00 '00 oooocooo oocooooo CO 00 00 05 r-H 00 co 00 00 rfBj d isSfl £ g frill :|| i-g^-g :«s O O O • . 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SS& 8 to S 05 O §*8 •i§ p]3 © ft ^ 3 <0 ^ 4© © s a “.a : o .o : * r3 :w :-£ : 3 • Pr © _uT © $fip tJC ® © ^ O a oot O « * g © © © 0'S .2'3 « |Sg M «a ® p.2 a ft9| 1 2 p © © _ _ ^©'a ||§ u|ss MS « 3jv § 'isl«« IIS* . .ts .2 p m "* i P .M sM^I w *2 > > © ®rr p s © ©©^rphrcSSSn ■g gap© a 3^-g oSw So 3 ’2 * »d § | I | o g O *3 03 P S 3 g © 5 p W w ° O ©ojm a ^ s^-2'2 g|pf« -2 « rt £ >» College* ... | TJtica, UST. Y. ...... - ... I 0 1 1860 I H. B. McCreary and Thoi STATISTICAL TABLES. Cl CO CO < :S O O rH OiO'M !>OCO(»^CC CJ LO O Oi O so du0 CO^dlOdOCOi ■do < • a © oo Sl§ Eu © a*■ ^=3 JB-3 ,3 P ^ d b •? "© © S ' p ®005^.; jws Cl d CO oo CO o . 00 X X 00 CO i CO CO CO O (M O I • CO t> ’O 00 CO SO I .2 ®t .0|S3* SO-H.H O* r— Cj Cw - p p ’ p 'HO ’ -T P d ! oi3-5.£ 1 ©^3 © © :j* ®.a.a: a a .9.9 ©•© ’© ip g g 0<5<5q6 ob ©-f a -i a g®Tfl*aj ^5s*!s •2 a 9 ® © Si g -c- a — © cs.2^.2 g.S JojJO^O © Is 9’g ”di a a-1- ”-a 9 -a JS 0,2 rig pop © a a®^ — oo|o| - «C3 S 500O.2 © © o a a -d ..a s ap.® o 3 > S5 > ©d a a © o Ca!a OO o a d aa‘3 & © ©003 ai «a d . » bfi b£ fee o tfi a a a ”3 9 bD^ o . 58 aP UJ ^ w > W P-© P^o*© S’.®8. *h^F?oo«So'3 Ph &,»©© S 5 = -= O ooofl^oaj j» N P«M rs P _ 23a A a o IS ,2 b®P w ^ ^ • a =i®2| d O -© s’S’ ®»5« >■ -■fi &,© g'g. •S § * ©; 3.2 •a > o: 53 cc '-H '©d M g a; © a- .2 ^ tx>a a G eW r~-j a 2 o cc^ o SO SqO U 05 s ® ft SIS 3 g ©o.9 ©Pd | ® 1 §| a § © a bc'3 ® o Ofl 05 O ® O a ^ a 9 w‘3 ra 05 ca a P a a. © ©aa t^a ^ a o a a a ||P a © 9 © o a H CO 02 o S o :o • 00 ' oo 3 1 a 3 JSSPW’S fcx. a ■ ® 1, ©d' o-e w §oi.ga290®6 3 o 2s © aSdS * ©-h O a ’a d © a ® a®^|5o5?&-3 9r © ^ *a a o © 7A^> 1 8 S |s-3=i|.-!s .«o | |v3 «3p ^ 5 &31 aiflo ||g §1^^ a o-^a §A-p o a^ © B ©d os a 3'5a ©Bod 0COO^Ol2iWO tZikHH ;d © § * bt=3 © ® © bid b£ © © © Sod 6 2o | a ® a g p 1«1 «e«Si llgj 1 J § M'S 1“ - ® ! s? • ^ : :o . ¥ So So • © ^ J22 ©W g “r9,o © 2 0OOA3 a “^•sgl'S -.g.jOcopq Od’3 | S %% a - 9 a | a ® a O SM a a-33 a a 58 5 5 „ a-‘S SflOOcq gs ©cqo| aC|2^^ da® >-p *fl-g g ®u^floo!S§ 27 E io io x> o ; 'X3J OHM ■ O {> 00 CO co 417 * From Report of the Commissioner of Education for 1882-’83. & So© statistics of Kinderhook Academy (Table VII). a Includes special students in phonography, telegraphy, German, c Charter of Genesee Wesleyan Seminary, with which Lima Business College is associated. French, and Spanish. d Bate of reorganization. Table IV. — Statistics of commercial and business colleges for 1883-^4, ® t- OO r* frj »Q rH rf HNtJI N j e • T)nflP At Ratio S. A. Drake . Rev. N. R. Luce . . F. E. Wood . J. B. Hambly . . . Albert G. Scholfleld . Jeremiah Behm . J. T Johnson . . . Joseph Willett Jones . as M I.S i O ; a ! ©' l^i i£ itfi Rev. Telfair Hodgson, D. D., vice chancellor. W H. Sutton . F. P. Preuitt . J as. M. Benrnh . . Eugene E Scherrer . J H. Gillespie . Major Geo. S. Storrs, presi¬ dent. John W. Mahan . R. H. Hill . . J amcs M. Carlisle . . UOPBZIUbSjO JO 9^B(I * 1865 1877 1860 1840 1881 ! 1876 1865 1864 1846 1875 1881 1880 1865 00 © © 00 CM © CM 00 rH © © OO C- I- CO © CC f 00 00 CO oooooooocccc oooooo •jejaBqo jo 9jB©•• • • » to • ^ oo oo cc .^oo • • » » oo * 1848 1884 1881 1870 1882 1879 1882 1883 Location. : Philadelphia, Pa. (919 Chestnut st.). Pittsburgh, Pa . Pittsburgh, Pa . Pittsburgh. Pa . . Titusville, Pa . Union City, Pa . . . Williamsport, Pa . East Greenwich, R. I . Providence, R.I.(193 West¬ minster st.). Chattanooga, Tenn . Knoxville, Tenn . Knoxville, Tenn. (box 354). Memnhis. Tenn . . . . Nashville, Tenn . . . 1 bewanee, lenn . . Spencer, Tenn . . Fort Worth, Tex . Galveston, Tex . . Galveston, lex . Tebuaeana, Tex . Thorp’s Spring, Tex . Tvler, Tex.... . Waco, Tex . Whiteshoro’, Tex . - - <$ S fN 1 Peirce College of Business . . . Commercial department of Catholic College of the Holy Ghost. Curry Institute and Union Business College . . Clark’s Commercial College . . . Luce’s Business College* . . Williamsport Commercial College .... _ _ Greenwich Commercial College . . . . Scholfield’s Commercial College . Bchm’s Chattanooga Commercial College . Goodman’s Business College . Knoxville Business College and Telegraphic Institute.* 6 Leddin’s Business Collecre . . . Practical Business School . Commercial department, University of the South. Commercial department of Burritt College* . . Fort Worth Business College . Island City Business College . bcnerrer 8 .Business College . Commercial College of Trinity University _ Thorp’s Spring Commercial College and Lit¬ erary Institute. Mahan’s Commercial College . Waco Business College . Whiteshoro’ Normal and Commercial College. STATISTICAL TABLES, 419 COO © 40 o c© - r—i o COCCO OCX •rt- 00 cc 1C CQ O) O 04 03 ' rH HCC OW \ 04 CO C 0 CO H O W C53 1 : & % : ;o pfiT ! ■ £ : ;rg a : « ■ © fcO ^2 O'-a © © £ S© t> .-a P GO o ^03^6 ®J-|^ >05 00 1-4 i>- O OOCOCC© © « — CO |> GO © © © © © iO I'- © © t> CO OCOOGOGO OOOOOCOO 00 CC 00 OC 00 « . . > .2 ® +3 S j r> -~ .s "&J5 § 9 .9 © S © |3-sjs a * l. © ©o © a 8* |5q ©3 - - -co- ■ -iQ^ i ii%£ I jll ® c3 t£« be55 3 fl 3 2^ B fi a,:* S3 cS cS g w3 ® ' & l£ B « £ • 2 K :T ■g :° r cei5M 5^1 , p - w „& _ _ . o «cfi S3^ sssal* * '■3 0 © V so §o — „a * © « ® ©3 «r.o © o fe-3.SC> 5 ®l“’ a o a g-a u0.3s £-_© a pq II © «Q.2 © a ©'Soft : to §&§J £q tO *0 *7^ ® © O CO I§SI © 5? !» © rt © © a •9 a aca a g g a &5g! .«©§* © d © & id ag^.-g f» : W ; © :45 • © : « | ■ X ® a g> i g> §jf£*3 • • lu If I IflPl ill jf I | Si"*** g © S © ©.© c^-£^ I 1 © SO w fe C3© , o Hi 5 ’arac8° id a1^ °5 5 OOiPiPHCflPl wot-cooo HHHHHN C* IN M C* €* N »„3| « I © a a*a © Table IV. — Statistics of commercial and business colleges for 1 883-’84, 00«5 03>#1000 qooqas Sat -U8A0 ai gqjuoca jo aaqcan^ » o ©won lowior* ! • « • o ©owt-oo • • • rM-» H ' H n H • • oo CO 0^00 • (N N W op OO-M CO ■ O -NNCO CO TfiO TMO -lOiCLO^ iCCO^ -Tt< •jCpnis jo oe.inoo [jnj ai eqjuouu jo aoqtan^j 35 Zl r.i-or o-t 01 • OD Cl O -CD P-OO ~ : ir «i • CO O) © © n:icjo CO o CM & u B 2 13 i> #p •aca^C [ooqos jsbj oqj ui oscaaoui 34 ^ 'coo lg »t^^UT5 :° j : § i o i CO ! 1 o i i • o • 1 1 ^ • 1 1 o • • o o • • o r-H • • o • • eo o o o O •jaqranu Qioq ,\\ VS • ^ o o _ « c© o o 9 :° : : o • o in • ic CJ • o Branches taught. •^qdu.iSomx « X X X X X X X 0 x j x ; o ;oco X X •^qdcaSouoqj » ; ©x®x Ixoxxx© 0 X X X X X X '0OUBJU8UI ojiq § J OXOX Ixoxo ; o 0 0 X X X X © X •A’tnoaooa jBOTjqoj 1 « 1 x xxxx : ;xx© ;x x x ! o ; x x x X •Airi I'Bto.iacaraoo J «5 | : ©xxxxxxxxxxxx X xoxxxxx X X •SaiquB£[ et « | 1 J xxxxxxxxxxx X X xxxxxxx X X •SuiA'oajus | X xoooxxxoo ! o x : © o x x O jBJijBUioqjBaiJoqSijj ! « « [ X X © © © X X x© x :© X XX X O X X X •Smdaaq-qooa x xxxxxxxxxxxxx x xxxxxxx X X *3uia\bj(J | § 1 X ox©© ]xx©© : © I | x Jxx Jxxx X X •diqsuBtaaox j § x xxxxxxxxxxxxx x xxxxxxxxxx •90U9pUOd89.IJOO [puB sqsua uocmuoQ 1 3 X xxxxxxxxxxx ; X XXXXXXXXXX •ejaopnje jo 9“e oSbjoay j § 1 00 00 • o o 00 O ■ 00 ^ CQ • rH 13 21 18 :::::: 1^- o o o HrtW-1 ic 05 ! 1 ; | OQ z i 5 g •qsiUBds aj j © © © © © j l> ; O © © © o j • o •qoaaaj aj ® I | ©o© © * 00 • o o o o CO CO • • © •UBtaj9{) UJ 5 j j in © © © • O CO o ift o o ao o © © : .© O ®H CO a l fc i ’AqdejSoaoqd aj © ©oo©^ •©IN 00 122 15 282* in cc o CD CO O in o ® o st © rr. ® tt M jc ® 'f— ’o > a ® P ®?t* >i® ’psJ-7'S 7 wfl 2 j- ®P 2 °oa» W& e« 8 O'Z £ g ® 3 irj £ ® Q SS&s,1? ”o > .SS&:g«Ho2S # £ c^-s g-g © *B£ gas |SSo6^g^|S*§o ® © 3 c ® 3 ® ® £53 8, £ p, 8 § « 5 S st c A a g ® § at h b c ® £ .p S P o ® O _C-) Q p A* :© •£ p3 or' ^ OqS .. ® S-PTstaT? ® — ' , 5r S © bt a ts © WJJo ©o Jjf

■g g ®*S 9F« m •s©^©*t§£|gp'S a-ft-l O © a P I ® S72 £ © Sis'© © 3 - «.* 2® 2-p’-io = ^£2®©a -S'3 OS O cj'S ooo^ccPoo£>-5 C«COTfitfS©t.-CO©©.-l(NW STATISTICAL TABLES, 421 © © © © © ©owiflt- © © ©o^S"© ©or~©©©©©©io»o © m © w

CO d© rH O O • ■ O OOO • OOO 'OOO to O • o lO CO 0‘C1> O CM • lO CO rH (M CO UO o c- o CM . w © 3 ;8?§ . s-j © S.-r.aA. * OD1© CIS ..©i (g* • ^ £ !sf- . . I 3 ; © x ; ; © X X O O X XX ; © x © x X X X !® fflfitill J x ! x x ', x X X X XX ; x x X O X O X X X X 'o '5 © 2 S *o 2® x birr cc h ‘ C O V • 05 'x ^ & * tf p- ,M ^ — x ; x ; x x x x xx x© x ; ©x ; x x x X i • xo g'25|S8s:| XX ! XXXXX XX OO XX XX : x : x X X x x : X : sgoa, ^ ; XXXX XXXXX XX XXXX XX XXXXX XX XXXXXX pms* _ go X XXXX XXXXX XX XXXX XX XXXXX J ■ XX X X , X X X c ® § M ____ • b r i CO J :© : © : © ; ; © © © ; ; © x ; o x o o ; ; ■ £ o : : :® £ «s ® 3 x ; ; ; x ox xo x O X 1 XX XO X o X t ©, ® c8 1 « v « ^ ® .2 H :xxx . 12 3 X XXXX XXXXX XX XXXX XX XXXXX o % XX XXXXXX O c o ® g ^ ..... c* V 3 rl ^ x xx©; xx :© x ;© ©© x ; ©x ; o x o ; xx ; ; x ; :© a s. 5 85 a o .o § 3 m B X XXXX XXXXX X X XXXX X X XXXXX Q CL.Zi S XX XXXXXX Wflo « X X ; X ; XX X© ; XX XXXX XX X X X o . . . ^ _ -4-^ 4^ Ox/, ,-p) rw x xxxx ® ^ a . o .-S ® • ' • g O ® oso !- U c? 15 CO O CO O) t> CO o CM CM 00 O 00 00*0 CM rH rH HHnN CM CM I o I o i a • CM CC 1-H : : : *s®-gL®o-tw *s SS SS :§ : : .| • © • © ■ 1 • • ; O o o « : j® • o jo ° i ; : : ; * « >.g!z i ®A S'g • O « O' • 1 1 • o © © i i i ° • o jo o • ;; • ! •O' O' j o o o • • • LO tO • O H* O . • rH • CM O | ■ 1 0 ej © C ta. . V a ‘ • 3 d-ssops © c © • o o o ° • rH • • T# O • CM » 00 O CO O 'OOO^O • • ^ CO a . . Gvs; "o 25 ' CO t> O lO ; co 00 j \£ 1© il it ! 1 ;■<£ ! £ ; £ 1 Commercial department of Oskaloosa College* .. Ort.nmwa Business Cullevo _ _ _ Whittier College Normal and Business Institute. Northwestern Business College . 1 from Report of the Commissioner of Education 1882-’83. Reported with scientific department (see Table Part 1). for life scholarship in commercial department; s in telegraphy, n day school, for commercial course. Students in the business department are entitlet gratuitous instruction in these branches in the cla of the other departments of the university. l-H 1— 1 M VJ. to o- oo © © HfiMtuo © t-» oo © © r-i xs ©©©©©©> Table IY. — Statistics of commercial avd business colleges for 1883-’84, $c. — Continued. Note. — The branches taught are indicated by x . 422 REPORT OF THE COMMISSIONER OF EDUCATION. •notJTnj joj jaap •njs qotso oj eganqo [nauay QB » >o ©O© O Wino to OOI9WOOO .OONO lO eo mioo © «pt~m co ooc« os oo <© • t* ti — o QOO«OCOiO • •jnaA orjKtq -oqoe m gq99.1v jo aeqamhj « CO CM © CO O CM — ' 00 00 (N W ^ rf- W « O M C'l b (M O CO IQ '7"^ ^ 10*0^ ^ ^ •j£pnjs jo asjnoo jpnj ax eqjaoai jo .xaqran^; M tH!0(N © «(MN © NW^O ‘OO • « * • CM • • • ■ • © * • • © 00 rH t i • CM • i « rf CO © © CM HOCOHH ° ! . © © a ; £ +ri * ;®CJ .-g5 :«g 2 ill ' .3 » ’8 *8 ® h p p Safi ig§ 1 -3 g^!tr !l® 1 S&S^ ; 00 fl 1 o ^4 c^3 b ^ 0+- ; *=2 2 hC-®.«Q p : 5^ )i?oB Sr© Safe's • ca 03 2.5- i M a ®oS 2 a :©§e) BteoSr r=^ g ? l |e|S|^5&l li&8££* li I >h3H ^ »©cc»c: * 1 1 1 1 1 > t i ) 1 !? IS ]{s ; a “j J y > — j P 3 J 3 f Rockland Commercial College . Bryant, Stratton & Sadler Business College . Eaton and Burnett’s Business College . French’s Business College . Sawyer's Commercial College . . Chickering’s Commercial College and School of Business. W libra ham Business University (Wesleyan Academy). <31 ffO © t- OPC!«rtNC4 O o OOO »o CO CO rh lO •c^ lO O O • to o O S> • CM IO r~| • O to O O IO O O O ‘OOOrH IO cm ^ IO CO ^ IO CD 1 K*j |> H IO « & •«*•» 1 rO .. . f*j ! 1 ^0*0 w ^ ! CO OSI-OI’ OS sz. CD ' NO'O © © • « • lO t> ID CD CD O O CM rH COCM • CO CO 00 00 O ;© • © © "a CO CO O COON CM • .o OOO ^ TT lO iO» rfl TJ’ rti CM CM CM « O IO to o • ^ 00 CD rji CO CQCMOCMOCMCMCMO© lO IO ^ I/O ^ lO IO IO Th CO CM CM © © © ID IO ^ ^ o o o S nh « CD O O CD CM 1 rH rH ^ 4 ; *900 t> o o O O T* o O rH S © ! © © » rH \ \ • 0 ■ © 1 008 ‘9 l>* o r- o 7,000 I o so 300 289 300 1,200 . © © • © ^ © © © ■ » to „ °L ; ; CM© HHHNHNHHHH rHC0©®t~ NHMriH tratton Business ’S A © rq 1 w 1 ® p -g tj © 9 J © cS be a » ! ‘43 i :J i :! ! it ; ; be : : © < • © : :h :i • 0 ■ 4— :*-*s • p © p be® ^9 >ilege (Southwest > and Writing In- d • • ■ • a • CO * 1° i >*0 "• 1 i i IS i i :9 : : s *. :*a 'j • • © ; ! * ■ O ^ : © bj m : be © g • 9 0 9 a 0 a • * c ■J ! "c a e • • : >g -■«s»o t» © ® © to 05 <« w S& ® q © so ® ® 2 3.5 q s q ® k -Pd r? © su* © © q q w ®.-S e©’ga^na.S,S g t>»cQ3w * w/®*® © p C8 r3 S +a 2 rH *><« h Bm M-S’TS'S 3 a ^ „ - O-q £ « 4S 3 © O i ^ O © t,PH'd Hn eg to” .5,2 o S o.B,a-R « S'S _ PQSqq.2 big s> ® s’® ^ ’ s®'^1 \r,n ;qo®w S' ©g ?,^3 *3 be 8 « o g O ^Sho® © c ® g 2 ?§iis?i •9 2 P'S'H 0W s^pg ® ©o' PQ ® ” q ® +3 4=, . «8’S-f § 2.5^5 q «3 5s fl F+3 P q I H «2 +j « -g •« 00 Pcoo ClJaj M C8 8S8 8. $SSSSS3S8-SSSS§ ~«© Hr ® a _Q S cans ,W 05 -BPS ill ||| fl © £ q^*^a © s9 |.S.SI> '-3 g g © ••>35 ©3 ©•&«§£- ^^5.2© OXPbt® s S-gsStf *2® si S ■a §12 fr< u P-a © © ©P pbppMB £ ^3 eg 00 ■ 5 < gs 9 1 w < -g^s’S :g “cl® il |-S« g -g q § be ® $ S On5 ® q ©£0:3 g a 3 g a q ® pO^|g^ ®.g s pW a-® © ® s.s 9 § 8 <§ 1-9*1 • ■S^-9 § ®-s 3 gl S'-S 1 ® © 0 43 fl “ amssh © © 0C00O3 3 0HH HarlrlHH ■ p jd p he a eh o o © a oo » ® 2 5a 00 U B £ © 5” © © s > p pPri-< Table IY. — Statistics of commercial and business colleges for 1883-84, ONOOO O i CO -"TIO^NO CO CO OCCO 7 1 «=» C5 so d> o > ^ • © ■* •60- so 00 • oy O ; j qooqos Sat -U9A9 at eqiaoca jo joqtan^ *• M t> oo so o? os so so * c^T • sc sc j j so < so • • • 00 © M CM O r-i r-i •JU9^ -oqos ui eq99Ai jo joqamu t© W OWWNOW^OOrfOlMONNO) © © © © rt< lO »0 O ^ ^ ^ ^ ^ *0 iCl iO CO ^ ^ ** CO 00 Tt« XXXXXXXXXXXXXXXX XX 1 X xxxxx •Sat qacg; *» « e* xxxxxxxx I X X X X X X X XX ; X xxxxx 'SuiifoAjng o © ; x © © \ ©ox © \ j i ; © ; ; © •sot jBtnoqj'uut jo qSijj © ©xxxx ! X© X xxxx © X X © •2uid99q-qooa 3 XXXXXXXXXXXXXXXX xxxx X X X X •SatAiBJQ j 8 1 ; ; ; x ;© ;©xx©©xx©x xx : x ; © ; ; © •diqsauuiuo,! | « I « 1 XXXXXXXXXXXXXXXX xxxxx xxxxx •eoaopnodsaxioo 1 paBqsqSaguouiaioQ | 3 | X *. xxxxxxxxxxxxxx xxxxx ’.xxxx •sjuepnje jo oSu oSiuoav © « 00000100(0 • • © HWHHr-iHH • . t-H Hn • c*i« CD O Q GO O .10 0 HCMHH CM • H CM O • OO P- © © *H r-t H *>4 ■ ; © © r ! i ; M j © © ‘ © •qouoj^q up GC i * • i o 00 ! ! I rH • O • ^ CM • . CO • • © © CO © ; CM •aurajo-Q UJ b * O) UO CO CO 1 .Oh • • Cl CO ill 1 " 8 .... • © iO © . CO •Xqd«aSo[9j up « j i i HO • • o o ! ! ^ ' o • • | cm ; • • © © • © •j£qdBjj?onoqd up CO O CM iO o • • O iO • O «0 ' CM ' • ; cm • • • eo ^ © © © I r* < t c c c c c j *5 p < r* c ( p t « *< 5 0 C f S c CK Itr p s !i § t* P’s 4,i S c & j ® : © : o : ? m • JD 05 • jg : >•§ : 3 © : tfq • 5 0® 3 § fct) 3-2 ®* s 3 S o 5 .j50 03 'C gc ?-g.SS IS < ^ Ph h- f a >.= 3 © ® c 5U12GP © ® O * jO( ~ 5 rgi 3 ®C E S c 0 c 0 3 O (J 3 O C EO-s s : 3Q b lit l m i rt < ■iOP> o : : ; © • • • j ■ • • £ : : i cS bxi • • •s ® : ; ©"o • • bo : :* S ja • • a op.® : § O g §L -i a bi^ *c 3 _fH “ r-t _® 5 5^ B’i 0-3 ?<3 -5 -MJ ? Commercial department of Canisius College . Allen Business College . Elmira Business College . Commercial department, Fort Edward Collegiate Institute. Geneva Business College . Elmwood Commercial and Select School* . Kinderhook Academy and Commercial College*^ Commercial department of the College of St. Francis Xavier.* Metropolitan Business College . . . Packard’s Business College* . Paine’s Business College . Paine’s Up town Business College . Rochester Business University* . rj( m sc t> oo os o i CO CO CO M CO CO Tt • STATISTICAL TABLES. 425 O ift if5 L^3 O © O © ift iO t- *>C^CMCMTji©t>t^iO no o t7 IftOOOOO © ©O: ^nO O W no i'-. 10 < Ci fO rO > © b- ' O CO Cl CM oo woo :jooo • o cm no rf! OiO'tTj'Tf '^OCO WWiftTOOOCCWW CM CO CM O © © Cl © CO < x x x x o © o ; X xxoxxoxx O X ; X O X o xxxxxox ; x o o o o CM CM ©©©oococm©co © 00 < (M M N 00 C Cl O Cl Cl Cl O (W rh c: lo ^ o o l6 io dWClC^XOCQ CHOO^O 333 " " ©©XXXXX X X xx x x© ^ x ; x x © ; © © ; x x © xx ! © x © © © j © ; © ; x XX X X : X , X X a p4 XXXXX X xx©xxxxx xxxxx© £§s g ll'si a "S 2 ,§ a +3 ° gr^ ga? © g a >Vo rt © ‘S 2-~ ” ©"£ ■ p o 3 S >■ o £ III -54^ g S X X xxxxxxxxx X X X X X XX xxxx xxxxxxx X XX X XXXXXX X xxxxxxxx X X X X X X >©©© © ;© ;© ;© .© x © x© x ; x ; x x , © ; x x XXXXXXXX X XX X XXXXXX X xxxxxxxx xxxxxxx X © X X X © , , , x © x© ; x x ; xo© xxxxx : x ;© x x x XXXXXX X XX X XXXXXX X xxxxxxxx xxxxxxx xxxx|x x xxxxxlxxx XXXXXXXXX XX X© : X X • © • C4 t> «e cs <© :§S 2 18 23 cc©5© © 22 20 10 1 n 00 h05t(I CM rH CM © 00 00 © © © 00 H H rH rH CM CM rH i jo© © • • i 0 © • © © : r o© © i50 ! 0 © ! 0 © ! ; © CO « CM •*<© © •*<© © no CM i 0 ©lOr HClr i 0 * i i 0 © • iM : © no • OJ © CM ‘ © CO ! © CO © O CM © • • © 10 CO © • © 00 © CM ^ • © i-H CM tH © • rH v~< © n0 © CM IO © © © • CM • : w S> ® 1 : e.® : '■§ c3 < © '2 §M :gg :6§ g g-g©®^ xn * « .20 s Cj ^ JZj 23 ct oc ©uw a +3 O £ o ffi £ p. © ® S 5-43 os « ® ? © ° 9 a " ” g C3rt' • “ a ® o® a a ao c-3 O-S rr, 03 U C2 8 *a • <4-1 ; © I'o . © I'S •©) © g bB® © © a to o © ss © ® a ® s ® 5 S o 5b® B-g * « S 60 ||3 oH »o Of 2; fee »og^ • mal if : © = fee © «> © ® ® Mj2 •8 H >j . S'*© © © ~ '©r© ® d .9 §< o a ® o © ,© > 'a © © ® © «*© 2 ® g.g-5 § §MS '.©'p.a © ■« -2 a « ®rg % © s.a g l§a0® I’SiSS? p,' © 2 ® ® ©*'© 2 ©^ ® a ® ® a -1 ■ © « : gya ©S ®w .2 * ®r2 O © .2 ~ ® " 3s®.9. po S.O 0^, O Q ® ; ? © W gjj -4-i PQ rfi Q f t ^ rJ r ^ © 3 ®=3 5 u r2 » O , w r M ^ I rr, ^ O ,,H rrv C_J 3 .H ^ o 2 s ppq 5»-F ©'S^'S § a § a a” rs"0-© a^3 ©P3-© ^ ® sj .■g +s -g ^ ^ -a a, a ®hhS a n S a § p § gr* grt g fl^£2'-a.'gt33a®®(E©e)©Hfl 'l-^feCg^2r«©o©®©lU^:>) p, J pq H mcc *50dd I i|l! a © i5 'o © rM QO^O^CCO ^ ©-©rt ® '§ ©ig.Socc O'—* D o Q ^ O.S'8 2 © ®^ I III 111 ■® S aOOp 2 c8+3 ■©g+a'S - g-S^-g^'p'g -2 -g 2 © 1 a S © 2 a a 5 f2;kHEHNPq«<^ w o (- o PJ o © © 00 bCfeB a a ’a ’a ® © > > © © © pi© « .2=2 -© .®M &<*>■**- O rx -a ^ © m o o tj C 2 © o © -aa^^aaa cl.22 © o © © ©2° ®,a ® ® d 00 o ^ nd > © HMW't I O O 1C o o © © »— < CM 00 ■* i^©t'*C0©©^HCMCC'^ lOCOt>00©©i ^ ^ C- r- 00 C Table IV. — Statistics of commercial and business colleges for 1883-'84, O to tO © O »0 © O 'OOlfl » © rO CDlOCOI^COCO • Tf* »o 10 O ^ ^ )OWOO * 00 • • o • • • CM • 00 • • uoqnmu ejoq a\ « W O O .© ' O O • © _ © • © rHr-lg 05 ;t> ; to o o o r-i CM © ' • o • »o • o » ‘ • CO • 00 • CO • • • CO • Branches taught. •^qdBigoxax 4k « too ©OX | X X I© x : ! X©© : o ,^qdt;j.Souoqc£ M X XO X o ! ^ X© © x 1 x x x ! © •oouBansui gjrj i ; © © © to X X ; © X X X XXXXX ! X \flU0n039 IBOIJIXO^ J 1 ! ; x x xx ; x x x© X X X XXXXX J X \41tq JBI0J9UIUI0Q j 8 | XXX XXXXXXXXXX X X XXXXX xxx •guiquca j S XXX XXXXXXXXXX X XXXXXXX XXX •2ut.f9A.ing © e* ©O X© ; o ; x o ! o x ; x ; ; x x x ; x •eoxjuraoqjuui aoqSijf « © x x ; xx : x © x © x : x x x x x x : x *2u[d99q-qoog; s I XXX XXXXXXXXXX X XXXXXXX XXX •Suiil'BJd 8 :© x xoxxxxx© : : ; : ; x : x x© xxx •diqsuBmuoj; fit 1 « ! XXX XXXXXXXXXX X XXXXXXX XXX ■90U9pnod89JJ09 puu qs]|2ua[ uomutoo s j XXX XXXXX ! X X *,X X XXXXXXX X '.X •ejuapnjs JO oSb 9°BJ9Ay © a \a oo 'ooooooontk oo rlfH r-t «H(NMHriC4(MW rH oo qit-t-NiO © M • HrtnNH NM ; Number of students. •qsxuBdg tij © :© ° : 1 ° © HC5 Ci ^ > t— 1 rH * CO I • O CO r?B •fi o •sw J I?® s w 2 g ■ a :z.o ® 3 -2 §c-2 * ^0° Sso mo ajfe §c'®'S’a®,®0 _ J? .2 q P 2 t5 « 8 r-i 02 " m fcf 81 ® © ; >> • 0® ® hair®* il a! 111? sirs El tl; -fl Pi ^ w © ""2 CJ _rj ^ O ~ M ^ r| ^ - L d C3 © J ^ OPO oPoPFOoiPOM PPUOPmCCOH ^PP o ® g ~ t£* "c? rt M fl if 1 s|C0Jg8lja£u ^ o il mm §2| H 9)Z 3 & .go© !0« fc S CO iCOt>OCOCi C l CO 05 000000 OOO HHnWCMWiN CJWW STATISTICAL TABLES. 427 'ONOOilfflOffii ■ffl»NOOO®HNNOO I ^3 X ; looooxooox xx Ixxooxxxox X .xxxxxoxxxox X ;xxxxoxxxoo X X X X X X xxxxxxxxxxxxx oooo xoooo XC5XXXOOXX xxxxxxxxxxxxx x ! ! Jxxxxooxx xxxxxxxxxxxxx XX xxxxxxoxxx 'OOt>ooac(M«soif-t .o • os IrtrtrlHNrtH^CClN ■ tH ' fcf.rd © p £ • MO • m if :o :1 :'g w © © fcl) © © a c®» i ^.he*0® s® ®o0on © 2^ f- (— < ari CO ^ C W ® 02 .5 32 <£* cs ^ 02 Ta ® O ro ~ y O J j) a-s ® © ©.2 « So ® & pq«3 © gflif*§jfM28£3£ l|cl pSS.^Sa.S.Sg.J.S sifl gpqA.2 s © * © © © © te a O J2 o p52s?3so^S^o®5o ©£ O e> X 6 o m A Ph £ W tc ww«wnwn55«nJ)Smm^ o g © .2 PS r3 © © s< dl'S S.S| CO o si d Q rf* & cn z>‘r* *rH liig-f pa 0 g ^ pa .5 gS'SxpV © £ a ■£ p b o S’"*-1 © ’'"* Afe ah •cr^^ « g II » I 31 t.f IS8g.ll 2 c p ©-S © o §3 e § ^p? 'S'Kj ©Xg.,» ? d Scd^li i.w’g © ©o P3 J.-2 to® pi IS Ills & «4ja£ * - «a ©ns 423 REPORT OF THE COMMISSIONER OF EDUCATION. S * hi 4 *7 6? • ®> § p4®sh|h^ ** St* * K .~0 ? .«u| ---< sj % jS : -S - §*£5 c* eg g.gV® fl- ft p = £=^® = 7 — II ri hw — - a ' © ♦- IT- — *a2***JS"3«S“S.SV.B^E t-5 ® o 5? c2 W«g 2 P t. 43 2 ’> cea: — ■s|£?| is^ggg^sisiMI'sIi'S W P^iPOSowWi^ ^POOhO o . _ • ® p ^ :° : §o : £-®p rfl ■ ~ £§* 4=^ £ fig 0-2® ^o« ft * „® 05 X ® m ® a op” 31 £ CfiPW -P CjiE :o :2 2 ® ■ o ‘0,< a :•! :g|« t>®£”g UJ rr^ . If P “ “ ^ OS'S a5t>.9? iis|sisis l-IS “3’ilS |a I® eg £ || o.2 r$| § s £■& ^$^•9 ft! *3 5^ § Krt § g p g.ra *o g g g © « © a ® a j © S £ g q S S*Sc'* a afl o C .11 C C 09 OOPPPO ‘ <3 3 . : "3 *3 p 2- .c a c | ® *• ®5= c m~m fct® 9 2 Ug . 7? rf-rf-l sF-gfr-ailllP^fiJa c o if .*j - +- P-i? .S © .S &. Pu • M ^ 5C'OCi A C co C k rtQ -_p -_d ST o**"a w_ «.-£ §7 2 — a® a® £ ® g fefc^^_e5|«5«a}J®SgCogOc3oOd CS rl rt r* r-> .££ .1* •—« rr* 4-> CC X rr ^ fl*5^ ©SgpSajq^aee^effieio^o^C*!^ 5?scccccaiWp Q t2ftQf>PQ pq J^socc ' ® I’o’O S.M o © 5 » ® ' , a o ,2P :o _ Eg Vs® c?<2 © 5 WS|g'Hl K0llll^ a 2 2 S S.S a "~ a ® a a ®'rt ® ® ct ^ = S £s|Jia»2 a -e c ft ft g ®o g g p g s a * s a s * K a s © a o o >s '® o P o § S- — j « § fate -2 +j ^ C .02 O-H bc.3 ® ® ® a Or-* ^ \ d SSgw ®2p ® — — 'a 2 eg ® p ,3 ft® g «2 OROOOWO 2S.P 5 fl8 c ^ ,± CD © ll-SloS'S Milling. W " ■21 A- >>s'a S>» '©"© »"© ■ :z3’0 c © S a © 3 - .5 P E?2i ® x ® a-s-- «t- ^ ja 2 3 -a 1*3 •§ 5 ® 3d flj 3 Cf_| ® t- _ >i M+3 .a H .Shi ■a -5 ® ^ ©33 ~ o — ©> 13 fa a .13 « Q O O ' j_j o-3. ^ w „ . . ^ J||. xco&coSoHaHoocoof I' 50 .2 “ c3 • • J • . • .S • * D • £ : • cs a : : O • M .3'= SOtL(Hg •( H- -gao^ooicf^^ g -233i?® a 3 = ,--5 1^^533 tf.o. s a a « ® ® -3 3 p:3 3 t» J a> © ® © a -S bJL-s -3 « •© © '3®+j®HKSH5qaao^ P5 o P p^x^fa^dbl^P-P-dfax H © 2| •|f : a i 1 © a : w • © © . * H g 52 |g 3 ■4 ®ffl o © a ©o •§ 03 r5 * a a, = _ - w»o sloao-2-sl 6 © 2A£2x » So 81 ©fc^:; » 3 2 ©3?x^; ©2 2’S fc © © ® 2 d 5 * g.So s« s.g ©*£ S •Is1|li|2la||-Ii1 •'Sa-'sg w. jO O a a-® « £ 3 fe w ^ — p. c-r p- « — 6-g.a 5 & a® g 2 © ©S'. a = oSt3®®SB®ua(1J o«j o 2-gtT = a o-g'3 S i&aoumcQptf0^w5oMh ■ fcxsS © © II cS o © a ■« a 3^ 429 i 430 REPORT OF THE COMMISSIONER OF EDUCATION. Table V. — Statistics of Kindergarten for 1883--,84 ; from *4 ® .2 *53 Pupils. « c £ Name of Kindergarten. Location. 1 52 V § ,4 * Name of conductor. % eH 75 C -U - 2 ® C5 a s ft o 1 s rO a 9 ft Between the ages of — SI A £ a >3 -S' ft 1 2 3 4 5 6 7 8 1 2 Ki n d ergarten ( Ju d s on Female Institute). Harmon Seminary Kindergarten. Marion, Ala . . Berkeley, Cal . 1877 Mrs. Margaret E. Lumpkin. Miss Carrie Trincano. 1 22 20 4-12 1 3 Market Street Free Kindergarten. Oakland, Cal. (corner Market and Twenty- second streets). 1883 Miss Helen D. Bar¬ nard. 2 65 3-6 5 4 Oakland Free Kinder¬ garten.* Oakland, Cal. (659 Broadway). 1880 Miss Minnie Oviatt. . . 40 3-6 3 5 Pagoda Hill Kinder¬ garten. Oakland, Cal. (1513 Telegraph avenue). j 1883 Miss Mary Alice Phelps. 1 40 3-8 6 6 Miss Boyd’s School and Kindergarten.* San Francisco, Cal. (1015 Leavenworth street). 1882 Flora S. Boyd . 1 12 4-12 4i 7 Buford Free Kinder¬ garten. San Francisco, Cal. (comer Pacific ave¬ nue and Polk street). 1881 1 i Miss Alice Cullen .... 30 2-6 4 8 Clementina Street Kindergarten. San Francisco, Cal. (32 Clementina st.). [ 1884 Anna L. Manning _ 1 60 2J-6 4 9 The “Faithfull” Kin¬ dergarten. San Francisco, Cal. (512 Union street). 1881 1 Miss Cora B. Griffin . . ! _ 1 43 3-5 . 4 10 Free Kindergarten, Art and Work School.* San Francisco, Cal. (comer Pacific and Sansome streets). 1882 1 I Miss Emma Marwedel (a) i 50 | 7-14 (b) Ui Free Kindergarten, No. 4.* San Francisco, Cal. ! (1018 Folsom street). 1880 ' Gertrude B. Briggs j and Mrs. Lloyd. 1 45 3-6 4 12 | j Haight Street Kinder¬ garten (University i College).* San Francisco, Cal. (119 Haight street). 1881 1 Jessie Curtis . 0 12 1 3-7 1 5 * From Report of the Commissioner of Education for 1882-’83. a The normal pupils of the Pacific Kindergarten Normal School. STATISTICAL TABLES. 431 replies to inquiries by the United States Bureau of Education. oi •§! ,2 a s A a. a a A Occupations of pupils. Apparatus and appliances. Effect of the system. 10 11 12! 13 35 40 Perforating, embossing, paper folding, stick laying, block building, weaving, embroid¬ ering, singing, calestbenics, 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. 5 44 Drawing, sewing, pricking, weaving, paper folding and cutting, modelling, and chain making. Gifts, sticks, tablets, rings, &c, piano, drum, tambour¬ ine, blackboards, lunch ta¬ bles, &c. 5 ; 42 All of Frdbel's occupations... All modern apparatus and appliances for Kindergar¬ ten. 5 Sewing, weaving, drawing, pa- f>er cutting and folding, gift essons in blocks, tablets, sticks, and rings, cork work, modelling, games, singing, and object lessons. Balls, blocks, tablets, sticks, cork, rings, slates, sew¬ ing cards, weaving papers, Kindergarten furniture, swings, piano, and two horses and a carriage. § i 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. 5 ; 40 i Singing, motion plays, sewing, j weaving, stick and tablet laying, &c. Kindergarten tables and chairs, blackboards, charts, zoological and physiological tablets, sticks, slats, drawing books, slates, and mate¬ rials for sewing, weaving and modelling. First, second, third, and fourth gifts, slates, lead Se n c i 1 s , piano, drum, esks, tables, &c. 5 i 45 Singing, weaving, sewing, draw¬ ing, modelling, paper folding, {>erforating, stick and ring aying. The gifts and material ne¬ cessary for the occupa¬ tions of the system. 5 ’ 43 The usual occupations, sew- Usual apparatus and appli- ing, drawing, weaving, stick anees. laying, and pricking. 40 Frdbel’s occupations. The Kindergarten gifts and materials. 5 40 1 Frdbel’s occupations and ex¬ ercises with the gifts. Perforating, sewing, drawing, weaving, modelling, paper folding, paper cutting, and chain making. Pictures, plants, black¬ board. piano, &c. Gifts, tables, and seats, piano, plants, and a large sunny room. Cultivates individuality, im¬ parts dexterity and grace, teaches the child to be indus¬ trious, persevering, cleanly, and polite, to concentrate his mind on what is before him, and to express his thought® with ease. The physical and mental de¬ velopment is wonderful, and a grand opportunity is af¬ forded formoralandreligious training. Children who have attended th© Kindergarten are more at¬ tentive, more orderly, better able to comprehend what is brought to their notice, more capable of interesting them¬ selves, and better prepared for t he public school in every way than those who have not attended. Most beneficial; the young mind is pleasantly occupied and improved ana the body given free and careful exer¬ cise. The beneficial effect on- the physical system is perfectly apparent, the marching and gymnastic exercises are en¬ joyed, and turn the child’s thoughts into a healthy chan¬ nel, and the mental develop¬ ment is very striking. The motion plays develop the body and the gifts and occu¬ pations the mind ; the re¬ sults are good and influences refining. The whole body is strength¬ ened, and it is impossible to enumerate the good results which this training produces in mental development. Develops the mental faculties through artistic and mechan¬ ical labor, improves the man¬ ners of tliecluldren,and turns natural talent into right di¬ rections. Very satisfactory. Children are further advanced mentally than those who have not received the same training. h Two hours weekly. 432 REPORT OF THE COMMISSIONER OF EDUCATION. Table V. — Statistics of Kindergarten for 1883-’84 ; from replies to •6 I © A 1 A X ’* X Pupils. 1 P 3 . o Name of Kindergarten. Location. % 1 "I 1 © G © ja £ Name of conductor. ci '-t-i £ £ a © s a 3 £ Number of. ©"3 % l © lL Z'i © ~ |I A 1 3 3 4 5 G 7 s 13 Tbe Hears t Kinder¬ garten. San Francisco, Cal. (512 Union street). 1S83 Miss Annie It. Thomp¬ son. 1 41 3-5 4 11 Jaekson Street Free Kindergarten. San Francisco, Cal. (116 J ackson street) . 1879 Miss Belle T. Scott _ 1 J00 21-5 4 15 Jaekson Street Public Kindergarten.* San Francisco, Cal. (116 Jackson street). 1880 Flora van Den Bergh . 45 4-6 5 16 Kindergarten of tbe Little Si -iters’ In¬ fant Shelter. San Francisco, Cal. (512 Minna street). 1879 Miss Fannie Temple. . 45 2-6 4 17 Kindergarten of "Van Ness Seminary. San Francisco, Cal. (813 Van Ness ave.). 1877 Mrs. Julia Gihon . 0 15 4-6 5 18 Kindergarten of Young Women’s Christian Associa¬ tion.* San Francisco, Cal. (29 Minna street). 1880 EllaF. James . 1 50 2J-6 4 19 Kindergarten (Prot¬ estant Orphan Asy¬ lum).* San Francisco, Cal. . . . 1881 Marcia D. Crane . 1 48 3-6 3i 20 Mission Free Kinder¬ garten. San Francisco, Cal. (Bartle* t and Twen¬ ty-second streets). 1882 Miss Lily L. Ransom . . 2 68 3-8 5 21 Model Kindergarten* . San Francisco, Cal. (1711 Van Ness ave.). CS1880 Emma Marwedel . 3 40 3-12 3,5 22 New Silver Street Kindergarten, No. 1. San Francisco, Cal. (64 Silver street). 1882 Miss Nora A. Smith . . 75 3-6 » 4 23 New Silver Street Kindergarten, No. 2. San Francisco, Cal. (64 Silver street). 1882 Mrs. Mary E. Arnold . . 75 3—6 4 From Report of the Commissioner of Education for 1882-83. STATISTICAL TABLES. 433 inquiries by the United States Bureau of Education — Continued, ox .§8 g.a s ft Occupations of pupils. Apparatus and appliances. Effect of the system. 10 11 13 13 42 44 42 51 42 5 I 40 48 43 The usual occupations, sewing, drawing, weaving, stick lay¬ ing, and pricking. Pricking, sewing, drawing, weaving, paper cutting, pa¬ per folding, and modelling. ■Weaving, sewing, pricking, paper folding, paper cutting, drawing, stick laying, and slat work. Frobel’s occupations, music, gymnastics, &c. ; reading, natural history, spelling, and writing for the advanced class. Exercises with 1st, 2d, 3d, and 7th gifts, drawing, stick lay¬ ing, paper folding, weaving, and sewing, accompanied with songs and games. Weaving, sewing, pricking, paper folding, stick laying, chain making, tablet laying, drawing, 1st, 2d, and 3d gifts, games, and stories. Sewing, weaving, drawing, modelling, stick laying, pa¬ per folding, paper cutting, paper twisting, paper past¬ ing, perforating, tablet and ring laying, building with blocks, singing, and march¬ ing. Usual occupations, culture of flowers and vegetables, silk raising, &c. All of Frobel’s occupations . . . All of Frobel’s occupations . . . The usual apparatus and ap¬ pliances. Piano, squared tables, squared blackboard, slates, gifts, and every¬ thing essential to a first class Kindergarten. Gifts, tables, benches, pict¬ ures, .slates, and squared blackboards. The usual Kindergarten ma¬ terials, piano, plants, pict¬ ures, &c. Kindergarten furniture, gifts, and material for oc¬ cupations. Instructive pictures of the various products of the animal, vegetable, and mineral kingdoms, black¬ boards, &c. Frobel’s gifts and materials for the occupations. Usual apparatus, a garden, a palm grove, a play¬ ground, cabinets, p i c t- ures, sand tables, and ap¬ pliances for modelling. A room, 70 x 30 feet, beauti¬ fully decorated and fur¬ nished, Frobel’s gifts, small collection of min¬ erals, birds, fishes, &c., a piano and other musical instruments. Large airy room, completely equipped with furniture, and apparatus fora model Kindergarten. Children are better fitted men¬ tally and morally to begin the hard world of school, having been trained to habits of at¬ tention, thoughtfulness, and obedience, accompanied with pleasing and strengthening physical exercise. Very satisfactory. Superior to any other system for harmonious training of body and mind. Through the occupations, games, and exercises, the muscular system is evenly and carefully developed, and every mental faculty is fur¬ nished support and nourish¬ ment. Makes the children vivacious, obedient, attentive, and ob¬ serving; accustoms them to memorize and reason ; and teaches self control, amiabil¬ ity, self reliance, honesty, .promptness, and cleanliness. Develops muscular strength, self reliance, and general health, teaches clearness and Erects! on in the use of the and, leading to skill in art and themechanics, influences the intellectual, social, and ethical natures and gradually leads the youngest child into the kingdom of righteous¬ ness, order, and beauty. The children are remarkable for their punctuality and attend¬ ance, though coming from the poorest classes only, and the refining and elevating in¬ fluences affect not only the children but the parents. The children are remarkable for their punctuality and attendance, though coming from the lowest classes only, and the refining and elevat¬ ing influences affect not only the children but the parents. a At San Francisco; first established at Los Angoles in 1876. 28 E 434 REPORT OF THE COMMISSIONER OF EDUCATION, Table V. — Statistics of Kindergarten for 1883— ?84 ; from replies to •d 0) jj & a ; Pupils, j CO 3 . 1 _ c ^ T c a. a Q 3 X N'ame of Kindergarten. Location. 1 1 a •d £ Name of conductor. Number of. f\ © u © a p & Between the ages of — If p ^ 1 2 3 4 5 6 7 8 99 ' Mrs. Brown's Kinder- Boston, Mass. (Hotel 1880 Mrs. A. K. Brown . 0 15 3-6 3 garten. Chmy, Boylston street). 100 Chard on Court Kin- Boston, Mass. (School- 1880 Ida A. Noyes . 1 50 3|-5 3 dergarten. house, Chardon Court). 101 Mary C. Peabody . 25 3J-4 3 Winchell school- som street). house.* 102 Chauncyllall Kinder- Boston, Mass. (2 59 1874 Lucy Wheelock . 1 14 3-7 3* garten. Boylston street). 103 Cottage Place Charity Boston, Mass. (1267 1879 Sara E. Wilts© . 1 50 3£-5 3 Kindergarten. Tremont street). 104 East Street Kinder¬ Boston, Mass, (pri¬ 1877 E. L. Alter . 1 50 3^-5 3 garten. mary school-house, East sti eet). 105 Kindergarten Per* Boston, Mass _ Miss Bella Bennett . . . tins Institution and Massachusetts School for the Blind. 106 North Margin Street Boston, Mass. (64 N. 1878 Anna Spooner . 0 25 3-6 3 Kindergarten.* Margin street). 107 Parmenter Street Kin¬ • Boston, Mass. (Cush¬ 1878 Mrs. Sarah S. Ropes. . . 1 50 3-5 3 dergarten, No. 1.* man School). l 108 Parmenter Street Kin¬ Boston, Mass. (Cush¬ 1879 Miss Mary E. Cotting 1 53 3-5 3 dergarten. No. 2.* man School). 109 Private Kindergarten Boston, Mass. (52 Chest¬ 1872 Misses Mary J. Gar¬ 3 a63 3-5 3 nut street). land and Rebecca J. 1 Weston. 110 Brookline Private Kin¬ Brookline, Mass. (Har¬ 1881 | Annie B. Winchester.. 2 21 3-7 3 dergarten.* vard street). 111 i Kimball Farm K i ~n d pr- Brookline, !M!ass. (cor. 1879 1 Misses Stodder and garten.* Walter avenue and Cushman. Tremont street). 112 Private Kindergarten. Chelsea, Mass. (No. 16 1879 Louise Be Bacon . 1 20 3-9 3 Everett avenue). 113 Florence Kindergarten Florence, Mass. (Pine 1876 Ella C. Elder . 5 88 3-7 3 street). * From Report of the Commissioner of Education for 1882-’88. STATISTICAL TABLES. 445 inquiries by the United States Bureau of Education — Continued. •fl ©I ® u a e Occupations of pupils. Apparatus and appliances. Effect of the system. 9 lO 11 IS 13 5 40 Moulding in clay, building, stick and tablet laying, pa¬ per folding, weaving, sew¬ ing, drawing, peas work, and pricking. 5 40 Sewing, weaving, pricking, stick laying, drawing, gift lessons, color lessons, object lessons, modelling, games, singing, and stories. 5 5 36 Block lessons, drawing, sew¬ ing, weaving, pricking, slick and ring laying, color les¬ sons, singing, &c. Building, weaving, sewing, painting, folding, drawing, laving figures, and counting with sticks, beans, peas, &c. 5 40 Block building, paper folding, form laying, weaving, draw¬ ing, sewing, modelling, num¬ ber and color lessons, games, &c. 5 40 Usual occupations . Clay, blocks, tablets, paper, sticks, mats, cards, draw¬ ing books, wire, &c. 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 materi¬ als for tile occupations. Frobel’s gifts, piano, black¬ board, drawing material, tables, chairs, window gardens, library, and cab¬ inet. Usual appliances and appa¬ ratus. Develops the body and culti¬ vates the intellectual powers. Promotes physical health, im¬ parts quickness and acute¬ ness in distinguishing ob¬ jects, and develops the power of expression, and makes pu¬ pils happy in their relation¬ ship with one another. Excellent. Symmetrical development; the physical nature is developed at the same time that the mind is unfolded in a natural, unforced way. Marked awakening of the slow minded and corresponding imp ro vement of general health. Satisfactory. . Those occupations which tend to awaken and exercise the powers of observation, com¬ parison, combination, inven¬ tion, memory, reflection, and action. 5 40 Usual Kindergarten occupa¬ tions. 5 40 Fro bel’s occupations . . All means and appliances necessary to the carrying out of this method of in¬ struction. All regular Kindergarten gifts and materials. 5 40 Frobel’s occupations . Complete furniture and aH material necessary for a true Kindergarten. 5 Frobel’s occupations and gift exercises. Usual Kindergarten appa¬ ratus. Most beneficent; no training of primary classes of blind children can attain a high degree of efficiency without its assistance. Beneficial. Trains the child into habits of self control, makes him grace¬ ful in movement, observant and intelligent, and is bene¬ ficial 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. Good. 5 39 5 40 5 40 Weaving, sewing, stick lay¬ ing, drawing, building, and designing. Frobel’s occupations, gifts, and games, with reading, willing, and arithmetic for the older pupils. Those of a Frobel Kindergar¬ ten, marching, singing care of plants, instruction in music by the tonic sol fa method, and instruction in reading, writing, and num¬ bers during part of the 4th year. Blocks, colored paper, straws, worsted, needles, bqads, planes, slates. All necessary appliances. . . . A commodious building, with grounds for garden¬ ing and play, the usual Kindergarten materials, tables, chairs, pictures, two pianos, and a comfort¬ able vehicle for transpor¬ tation of children during inclement months. Trains each child individually, developing body and milid harmoniously. Satisfactory to parents and teachers. The training gives ease and grace of movement, manual dexterity, love of work, eagerness for knowledge, and respect for the rights of oth¬ ers. a Includes pupils in advanced classes. 446 REPORT OF THE COMMISSIONER OF EDUCATION, Table V. — Statistics of Kindergarten for 1883-84; from replies to ,d c % .2 ’K cc Pupils. os o >\ Name of Kindergarten. Location. ! © a © rP £ Name of conductor. C3 u a 5 eS 6 S S3 o S- © s £ Between the ages of — C v ' 'o w 1 *•< s LS 'I1 r_ 1 2 3 4 5 6 7 8 114 Kindergarten* . Jamaica Plain, Mass. (Green street). 1875 Carrie E. Josselyn - 1 50 3-7 3 115 Mrs. Putman’s Kin¬ dergarten depart¬ ment.* Jamaica Plain, Mass. (Alveston street). 1877 Miss Annie Winches¬ ter. 0 6 4-6 3 116 Newtonville Kinder¬ garten.* Newtonville, Mass. . . . 1882 Miss Katherine S. Willard. 10 3-6 3 117 Kindergarten . Northampton, Mass. (20 Main street). 1882 Mary K. Clark . 1 12 4- 3,4 118 Bickford Street Kin¬ dergarten.* Roxbury, Mass. (23 Bickford street). 1879 Agnes P. Hale . 2 75 3J-5 } 3 119 Kindergarten . West Newton, Mass. (Highland street). 1877 Mrs. Nancy C. Sweet- ser. 1 12 3-7 3 120 The Detroit Day Nurs¬ ery and Kindergar¬ ten. Detroit, Mich. (58 Church street). 1882 Miss Olga Meyrowitz. 0 65 l*-6 3 121 Miss Julia L. Allen’s Kindergarten. Detroit, Mich. (202 Griswold street). 187 G Miss Julia L. Allen . . . 2 18 4-6 3 122 Kindergarten . . Detroit, Mich. (83 Sec¬ ond street). 1881 Miss Maria C. Elder . . 1 20 3-7 3 123 Kindergarten of the German - American Seminary. Detroit, Mich. (251 La Fayette street E.). 1869 Miss Minnie Budden - - 1 25 4-7 i 1 124 Kindergarten (St. Vin¬ cent’s Orphan Asy¬ lum). Detroit, Mich. (Mc- Dougall avenue). 1881 Teresa Flanagan . 2 50 3-6 3 1 1 125 Germania Kindergar¬ ten. East Saginaw, Mich. (601-605 Lapeer st.). 1876 Miss Laura Ebel . 1 56 3J-7 ! 4 ! 1 128 Second Ward Kinder¬ garten.* Ionia, Mich, (box 417) . 1880 | Lida A. Brooks . ! o ' 60 j 5-8 s I 127 Char ity Kindergarten* Minneapolis, Minn, (near cor. 16th ave. soutn and 7th st.). ’ 1880 Mrs. E. R. Holbrook . . 1 i 1 35 3J-7 3 • • i * From Report of the Commissioner of Education for 1882— ’83. STATISTICAL TABLES. 447 inquiries by the United States Bureau of Education — Continued. . ® lit* 1 Number of. Between the ages of — 1 2 3 4 5 6 7 8 Frobel Kindergarten . . Kindergarten in Miss Howel’s School. Kindergarten (J udson Female Institute.) Minneapolis, Minn. (10th street, bet. 3d and 4th avenues S.). Minneapolis, Minn. (11th street S. and 3d avenue). 1879 Elizabeth C. Stephen¬ son. 1 30 3-8 3 Maude L. McKee .... Minneapolis Kinder¬ garten. Minneapolis, Minn. (11 9th street S.). 1883 Maude L. McKee . 11 4-7j 3 Plymouth Charity Kin¬ dergarten. Minneapolis, Minn- (1406 2d street S.). 1879 Amy B. Fisk . 1 59 3-7 3 1 Private Kindergar¬ ten. a Minneapolis, Minn. (29 Eastman ave.). 1874 Mrs. E. R. Holbrook . . . 0 15 3-7 3 Kindergarten, German American Institute. St. Paul, Minn. (305 E. 9th street). 1881 Miss Julia Nolte . 1 20 8-7 3 Kindergarten depart¬ ment of State ^Nor¬ mal School. "Winona, Minn . 1880 Mrs. Eudora Hailmann 2 34 35-6 3 Kirkwood Seminary Kindergarten. Kirkwood, Mo _ 1877 Mary M. Barr. . . 10 5-10 2 Ames A. M. Kinder¬ garten. St. Louis, Mo. (He¬ bert, between 13th and 14th streets). 1875 Maria A. Kearney - 2 75 6-7 3 Ames P. M. Kinder¬ garten. ,St. Louis, Mo. (He¬ bert, between 13th and 14th streets). 1876 Kate E. Ernst. . . . 2 56 6-7 21 Bates A. M. Kinder- j garten.* St. Louis, Mo. (corner Bates and Collins streets). 1876 1 Lucretia W. Treat _ 1 3 175 64-6| 3 i Bates P. M. Kinder¬ garten.* | Blair A. M. Kinder- [ garten.* | Blair P. M. Kinder- j garten.* St. Louis, Mo. (corner Bates and Collins streets). St. Louis, Mo. (18th street and St. Louis avenue). St. Louis, Mo. (18th street and St. Louis avenue). 1576 Lucretia W. Treat. . . . Nellie Ferguson 2 1 166 25 2 1 128 129 130 131 134 135 136 137 * From Report of the Commissioner of Education for 1882-’83. a This is held in the morning ; Mrs. Holbrook has the Charity Kindergarten in the afternoon. STATISTICAL TABLES, 449 inquiries by the United States Bureau of Education — Continued. O-Jtf X rj O ; o . 'oojpp “ * e § > a £:a.g £ « o 9 1© 5 j 36 5 40 5 j 36 I 5 ; 40 5 ' 40 5 38 5 40 5 | 40 5 j 40 I 5 40 5 I 40 Occupations of pupils. Apparatus and appliances. Effect of the system. I II 13 T Perforating, sewing, weaving, paper folding, interlacing, pasting, modelling, peas work, cutting, embroider¬ ing, and drawing, | G-ames and calisthenics and gift exercises. Weaving, sewing,- pricking, | folding, drawing, cutting, j and pasting. Lessons with blocks, sticks, I rings, and slates, sewing, j weiring, color mixing, and } modelling. i All used in Kindergarten ! taught according to Frobel’s method. ) Weaving, sewing, mounting, i pricking, paper folding, pa- i per cutting, modelling, in¬ terlacing, drawing, peas work, and lessons with the ! gifts. | Drawing, sewing, perforating, J weaving, paper interlacing, peas work, paper folding, paper cutting, modelling, | ana all of Frobel’s occupa¬ tions. ! Weaving, perforating, sewing, J drawing, paper folding and j cutting, modelling, exercises i with staffs, rings, cubes, balls, j and cylinders. Frobel’s occupations and ex¬ ercises with the gifts. I Erobel’s occupations and ex- | ercises with the gifts. ! | Sewing, cutting, weaving, fold¬ ing, drawing, peas work, i modelling, stick laying, build- j ing, exercises on 1st, 2d, 3d, j 4th, 5th, 6th, and 7th gifts. Those given by Ei bbel . Erobel’s 2d, 3d, 4th, 5th, and 6th gifts, viz, balls, blocks, tablets, sticks, and rings. 1st to 5th and 7th gifts, sticks, peas work, clay, &c. Blocks, sticks, slates, rings, balls, bags, bibs, aprons, dishes, tables, &c. All used in a true Kinder¬ garten. 1st, 2d, 3d, 4th, 5th, and 6th gifts, building blocks, sticks, rings, tablets, and slats. All of Frobel’s gifts, piano, squared tables, and every appliance needed in a gen¬ uine Kindergarten. Apparatus and appliances to the value of $100. All necessary for the Frobel j 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. Natural and harmonious devel¬ opment of mind and body, and superior preparation for fut¬ ure abstract study. Development of the child in a three-fold direction: the phys¬ ical, mental, and spiritual. Strengthens the weak physical organs, insures free use of all parts of the body, and pro¬ duces marked improvement in the action pf the mind. Healthful; the children learn to observe and to be accurate, to be quick of comprehension and keen in discerning. Very beneficial. Strengthens the body, devel¬ ops the mental faculties, and makes the children happy, independent, unselfish, kina, sympathetic, and grateful. Excellent. Very healthful; excellent prep¬ aration for primary school. Gives perfect control of the body, makes the child grace¬ ful and self possessed, culti¬ vates the senses, awakens curiosity, arouses a desire for knowledge, and stimulates to free creative activity. Gives perfect control of the body, makes the child grace¬ ful and self possessed, culti¬ vates the senses, awakens the child’s curiosity, arouses a de¬ sire for knowledge, and stimu¬ lates to free creative activity. Harmonious development of the physical and mental na¬ tures. Harmonious development of the physical and mental nat¬ ures. 6 This age has been changed so that children under the age of six are not admitted. 29 E 450 REPORT OF THE COMMISSIONER OF EDUCATION. 143 144 145 146 147 148 149 150 151 152 153 154 155 156 157 158 159 160 161 Table V. — Statistics of Kindergarten for 1883-^84 ; from replies to l © & L La Pupils. Is J ■ & |o M Name of Kindergarten. Location. 1 Name of conductor. : cs j o -2 c © |l i § J 3 ! § J Ml © N a r_ j 1 j j & Is % M M 68 j i-2 . 1 2 3 4 5 6 7 8 Carroll A. M Kinder- 1 St. Louis, Mo. (corner ) CarrollP. M. Kinder- f ten.* J >1875 4 90 a 5-7 3 streets). j Sallie A. Shawk . I Charless A. M. Kin- St. Louis, Mo. (Shen¬ andoah avenue near ' Bettie Werden . 2 5137 «5-7 dergarten.* Gravois Road). • Charless P. M. Kin- St. Louis, Mo. (Shen- Eva Hess and Sevilla 3 6145 a 5-7 dergarten. * andoah avenue near Gravois Road). Brady. Clay A. M. Kinder¬ garten. St. Louis, Mo. (corner 10th and Farrar 1876 Irene F. Wilson . 3 98 6-7 3 streets). Clay P. M. Kinder- St. Louis, Mo. (comer 1876 IolaM. Gwathmey - 2 j 77 6-7 24 garten. 10th and Farrar streets). Clinton A. M. Kinder¬ St. Louis, Mo. (Grat- j tan street, between 1877 Nellie Fisher . . . 3 l 50 6-7 3 garten. Hickory street and Park avenue). Clinton P. M. Kinder¬ garten.* St. Louis, Mo. (Grat¬ tan street, between Agnes Ketchum _ 2 6122 o5-7 21 Hickory and Park avenue). Compton A. M. Kin¬ dergarten. St. Louis, Mo. (Hen¬ rietta street). 1880 Tda Jorgensen _ _ 1 ! 35 6-7 3 Divott A. M. Kinder- St. Louis, Mo. (Dayton 1874 Susie M. Simmons - 2 6170 a5-7 3 garten.* street). Divoll P. M. Kinder¬ garten. St. Louis, Mo. (Dayton street, near Garrison 1875 Kate Sayers _ _ 2 36 6-7 21 avenue). Eliot A. M. Kinder- garten.* St. Tenia, Mo . . Clara Hubbard . 5 6148 u5-7 3 Eliot P. M. Kinder¬ garten.* St Louis "MV* _ - Clara Hubbard .... 4 6130j o5-7 21 Everett A. M. Kinder¬ garten.* St. Louis, Mo. (1410 N. 8th street). 1874 Kate H. Wilcon . 1 6176 a 5-7 3 1 Everett P. M. Kinder¬ garten.* St. Louis, Mo. (1410 N. 8th street). 1874 Ida Richeson . 1 6147 a5-7 21 Franklin A. M. Kin¬ St. Louis, Mo. (comer 1875 Annie E. Harbaugh. . . 5 6164 a5-7 3 dergarten.* 18th street and Lu¬ cas avenue). Franklin P. M. Kin¬ dergarten.* St. Louis, Mo. (comer 18th street and Lu¬ 1875 Mattie Johnson . 2 6181 ao-7 21 1 cas avenue). Hamilton A. M. Kin¬ St. Louis, Mo. (25th 1 1876 Lucretia Nangle . 2 6150 a5-7 3 dergarten.* and Dixon streets). 1 6161 i 1 a4-7 31 1 Hamilton P. M. Kin¬ dergarten.* St. Louis, Mo. (25th and Dixon streets). 1876 Tda, R. Bates . 2 i * From Report of the Commissioner of Education for 1882-83. a This age has been changed so that children under the age of six are not admitted. STATISTICAL TABLES. 451 inquiries by the United States Bureau of Education — Continued. ll-g o5'0^ s.slgS If-'g-S p «tf ! ES ft'0 Occupations of pupils. Apparatus and appliances. Effect of the system. 9 1© 11 13 Frobel’s occupations . . Those given by Frobel 5 i 40 •Frobel’s occupations and ex¬ ercises with the gifts. 5 | 40 Frobel’s occupations and ex¬ ercises with the gifts. 40 40 40 40 40 5 ! 40 5 40 40 Frobel’s occupations. Frobel’s occupations. Those used by Frobel. Frobel’s occupations. Frobel’ s occupations. 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. 5 40 I Gift exercises and usual occu¬ pations. 5 | 40 I Frobel’s system . 5 J 40 [ Usual Kindergarten occupa- | tions. 5 40 Modelling, peas work, perfo¬ rating, weaving, sewing, drawing, and gift lessons. 5 40 5 40 Folding, weaving, embroider¬ ing, drawing, cutting, and modelling. Those given by Frobel. Those given by Frobel. Usual Kindergarten mate¬ rial for gifts and occupa¬ tions. Usual Kindergarten occu¬ pation and gift material. Those used by Frobel. Those used by Frobel. Those used by Frobel. A large variety of. gifts and materials for occupations, tables, chairs, blackboards. &c. All necessary Kindergarten material and furniture. All necessary Kindergarten material and furnituro. Frobel’ s materials . . Frobel’s materials . All necessary for the occu¬ pations. All necessary for the occu¬ pations. Most excellent. Excellent in its effect on the more prominent habits and practices required ofthepupil 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. The child becomes graceful, polite, self dependent, skill¬ ful, thoughtful, and atten¬ tive, and is prepared in a su¬ perior way for the common schools. Harmonious development of the body, grace and ease of movement, politeness, con¬ sideration for others, habits of attention, observation, self control, self reliance, thought, and power of expression. Very good. Very remarkable and benefi¬ cial. Harmonious development of the three-fold nature of the child. Through the gifts is developed his intellectual nat¬ ure; through th6 occupations, his physical nature ; and by Bongs and games, bis spiritual or emotional nature. Very 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. b Including pupils receiving Kindergarten instruction only and those receiving both primary and Kindergarten instruction. 452 REPORT OF THE COMMISSIONER OF EDUCATION. Table V. — Statistics of Kindergarten for 1883— '84 ; from replies to Name of Kindergarten. 162 ; Humboldt A. M. Kin- ! dergarten.* 163 j Humboldt P. M. Kin- j dergarten.* 164 165 166 Irving A. M. Kinder¬ garten. Irving P. M. Kinder¬ garten. Jackson A. M. Kin¬ dergarten.* 167 Jackson P. M. Kin¬ dergarten.* dergarten.51 Jefferson P. M. Kin¬ dergarten.* 170 171 172 173 174 175 176 Lafayette A. M. Kin¬ dergarten.* Lafayette P. M. Kin¬ dergarten . * Lincoln A. M. Kinder¬ garten.* Lincoln P. M. Kinder¬ garten.* Madison A. M. Kin¬ dergarten.* Madison P. M. Kin¬ dergarten.* Maramec A. M. Kin- dergarten.* 177 j 178 I 179 j 180 | 181 1 182 183 ' Mullanphy A. Kindergarten. Mullanphy P. Kindergarten. rs 9 89 Pupils. iiJ a> '5 I c 3 © Location. J g Name of conductor. 35 - a 1 n ii a © cs rO S 35 s ° ill © a a £ 8 £ g £ 3 -g uo — a A n 85 A 2 3 4 5 6 7 8 | St. Lonis, Mo. (cor- j ner Jackson and Mary E. Thorn . 2 166 J a5-7 1 3 ! Trudeau streets.) ’ St. Louis. Mo. (cor- 3 140 1 a5~7 21 j ner Jackson and | Trudeau streets.) j St. Louis, Mo. (25th 1879 Leon tine T. Nowcomb. 2 90 6-7 3 1 street and Bremen avenue). i St. Louis, Mo. (25th 1879 LeontineT. Newcomb. 1 60 6-7 2* street and Bremen avenue). St. Louis, Mo. (Maid- ! Mary J. Kincaid . 2 (>134 a5-7 en Lane). i i St. Lonis, Mo. (Maid- j en Lane). TTnlda, Worth _ 2 6104 a 5-7 St. Louis, Mo. (9th 1877 J ulia Nievorgelder. . . . 4 6200 a5-7 4 and Wash streets). St. Louis, Mo. (9th 1877 Julia Nievergelder .... 3 6193 , a 5-7 31 and Wash streets). j St. Louis, Mo . . Lina G. Shirley . . . 3 6152 6136 6185 6165 6123, 6102 ! 686 o5-7 I 1 a,5-7 a 5-7 1 a 5—7 Ct/D— 7 a 5—7 a5-7 St. Lonis, Mo _ Linn, G. Shirley _ 3 5 St. Louis, Mo _ Carrie M. Hart. ....... St. Lonis, Mo _ Nellie Elynn _ 3 St. T.oniSjMo _ 1876 1876 j 1 Tda, Gilkeson _ 2 St. Lonis, Mo _ i Hattie Neil . . 1 3 I St. Louis, Mo. (Mar¬ Mary D. Runyan . amec street, near Jefferson avenue). 1 St. Louis, Mo. (cor- 1 ner 14th and How- > ard streets). ) 1879 Lillie I. Park . cl c50 6-8 c3 1 St. Louis, Mo . . Laura Fisher . . 2 1 St. Louis, Mo . . 3 ' St. Louis, Mo. (16th ' 1875 ] 17o| a 5-7 | | st. near 0 ' Fallon ) . ! St. Louis, Mo. (16th j 1876 > Mary H. Waterman. . 6 st. near O’ Fallon). St. Louis, Mo. (corner ! C arroll 8 1 reet and 2d 1876 j j Ma srgie Gorman _ _ 3 61701 a5-7 3 Garondelet avenue). ! 1 1 1 1 P. M. Kindergarten.* O' Fallon A. M. Kin¬ dergarten.* O’Fallon P. M. Kin¬ dergarten.* Peabody A. M. Kin¬ dergarten.* *From Report of the Commissioner of Education for 1882- '83. a This age lias since been changed so that children under the age of six are not admitted. STATISTICAL TABLES. 453 inquiries by the United States Bureau of Education — Continued. V. -o © „a « a I 9 5 5 5 5 Occupations of pupils. Apparatus and appliances. Effect of the system. a .2 a A lO 11 IS 13 40 40 40 40 Frobel’s gift occupations, drawing, folding, modelling, Miss Campbell’s Kin¬ dergarten.* Morristown, N. J. (De Hart street). 1875 Miss E. F. R. Camp¬ bell. 2 24 4-7 4 206 Beacon Street Ger- j man-American School Kindergar¬ ten. Newark, N. J. (10 Bea¬ con street). 1872 Arnold Voget, princi¬ pal. 3 85 4-7 5 207 German American Kindergarten. ! Newark, N. J. (19 Green street). i 1871 | Hermann von der Heide, director. 3 c55 4-7 4£-5 208 Kindergarten of the Fifteenth Ward German-English School. ! Newark, N. J. (New¬ ark street). 1879 Miss Bertha Beyer. . . . 0 25 3-7 5 209 Kindergarten of the First German Pres- j byterian School. Newark, N. J. (College Place). 1878 Misses Babetto L. Guenther and Em¬ ma L. Eckors. 1 45 3-6 5 * From Report of the Commissioner of Education for 18S2-’83. a Includes pupils receiving Kindergarten instruction only and those receiving both primary and Kindergarten instruction. STATISTICAL TABLES. 457 inquiries by the United States Bureau of Education — Continued. c as 15 flu I,- w * fs 3 Occupations of pupils. I Apparatus and appliances. Effect of the system. £ ® £.3 o g a © m it is 23 5 40 5 40 5 40 5 44 5 5 43 Gift 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. Weaving, folding, perforat¬ ing, drawing, sewing, build¬ ing, marching, calisthenics, singing, games, &c. All of Frobei’s occupations. .. Frohel’s occupations Those given by Frdbel 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. Frobel’ s materials Frobel’s appliances. 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 in manners andpolite habits, as well as habits of regularity, obedience, and self control, and cultivates the imaginative and inven¬ tive powers. Promotes health, and the re¬ fining and moral influences affect not only the child; but often the home circle of which he is a part. Very beneficial Most beneficial; children of English speaking parents learn to speak German flu¬ ently. 5 40 5 46 5 j 46 5 49 5 47 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, writing, ring laying, modelling, folding, cutting, calisthenics, &c. 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. Object lessons, movement plays, block building, tab¬ let, staff, and ring laying, drawing, perforating, em¬ broidering, interlacing, &c. Singing, writing, drawing, exercises with balls, cubes, cylinders, and tablets, ring and stick laying, weaving, folding, straw and paper work, &c. All of Frobel s gifts Kindergarten furniture, and all ot Fi bbers gifts and materials. Squared tables, slates and blackboard, worsted balls, sticks, rings, 2d, 3d, 4tli, 5th, and 6th gifts, materi¬ als for modelling, weav¬ ing, paper folding, sew¬ ing, and perforating, tab¬ lets, and illustrations for object teaching. Frobel’s Kindergarten gifts and appliances. All material necessary for the occupations. Excellent. Beneficial to body and mind. Cultivates correct habits of thought and expression, awakens the senses, makes the child graceful, polite, self dependent, eager for knowledge, and skilful. Children attending Kinder¬ garten for two or three years are always the healthiest and best scholars. Healthy effect upon body and mind. It rouses and strengthens the intellectual faculties and makes the child gentle, obo» dient, and thoughtful. b This age has been changed so that children under the age of six are not admitted, cAverage. '453 REPORT OF THE COMMISSIONER OF EDUCATION. Table V. — Statistics of Kindergarten for 1883— ?84 ; from replies io Location. When established. Name of conductor. Number of assist¬ ants. Pupils. 00 h C >: Name of Kindergarten. Number of. | Between the ages of — ,3.73 3 3 A 1 2 3 4 5 G 7 8 210 Kindergarten of the Newark, N. J. (46 1874 Miss Mary C. Beyer .. 1 50 3-7 5 Twelfth Ward Ger- Niagara street). man -English School.* 211 American Kindergar- Paterson, N. J. (167 1876 Miss S. M. Storey . 3 50 3-12 5 ten. Van Houten street). 212 Kindergarten . Upper MontClair, N. 1882 Miss Jennie Bolwell . . 0 6 3-8 3 JT. (Bellevue ave.). 213 Kindergarten ( A 1 - Albany, N. V. (Pearl 1879 Miss Martha H. V ane . 1 20 5-9 3i bany Female Acad¬ street). emy). 214 Brooklyn Frobel Kin¬ Brooklyn, N. Y. (210 1877 Misses Mary and Eliz¬ 1 20 3J-9 3 dergarten.* Clinton street). abeth P. Sharpe. 215 Kindergarten (Chris¬ Brooklyn, N. Y. (426 1874 Miss Klingsohr . 14 3-7 3 tiansen Institute). Fulton street). 21 C Kind ergarten (St* Brooklyn, N. T ....... John’s Home). 217 Lafayette Kindergar¬ Brooklyn, N. Y. (390 1877 Lena Schroeder . 1 18 3-8 3 ten. Waverly avenue). 218 Mrs. C. M. Curtiss’ Buffalo, N. Y. (1092 1882 Mrs. C. M. Curtiss - 1 «25 5-7 4 School and Kinder¬ Delaware avenue). garten. 219 Mrs. Hoffman's Kin¬ Buffalo, N.Y. (623 Del¬ 1876 Mrs. Amanda M. Hoff¬ 3 20 4-6 3 dergarten. aware avenue). man. 220 Jardin des Enfants . .. Buffalo, N.Y. (284 Del- 1877 Miss Katharine Ches¬ 1 25 3-7 3 aware avenue). ter. 221 Kindergarten of the College Point, N. Y . . . 1870 Mina C. Brehm . 1 95 3-6 5 Poppenhusen Insti¬ tute. 222 Kindergarten, State Fredonia, N. Y. (Tem¬ 1880 Miss Mary A. Bemis.. 7 25 3-6 3,4 Normal and Train¬ ple street). ing School. 223 American Kindergar¬ Glen’s Falls, N. Y. 1883 Elvira S. Hampton - 1 16 4-10 4 ten. (Warren street). 1 Km dergarten of Glen’s Falls N Y Clara S. Hampton .... 16 4*4 [ Glen’s Falls Acade- i my. b 1 * From Report of the Commissioner of Education, for 1882-’83. a In the school and Kindergarten. I STATISTICAL TABLES. 459 inquiries by the United States Bureau of Education — Continued. *§ 8 ® u « 5 * 8 , £-p ph 2 o_g tgjf.s P 5s \P Occupations of pupils. Apparatus and appliances. Effect of the system. 10 11 12 13 50 40 40 40 40 40 Object lessons, plays, block budding, laying figures with tablets," staffs, and rings, drawing, perforating, em¬ broidering, braiding, inter¬ lacing, intertwining, peas work, paper folding, and modelling. Printing, drawing, weaving, perforating, embroidering, paper cutting, paper fold¬ ing, ring and stick laying, designing, embossing, mod¬ elling, writing, reading, arithmetic, geography, cal¬ isthenics, pasting, &c. Ball games, singing, drawing, weaving, and all the occu¬ pations of the Frobel Kin¬ dergarten. 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. Frobel’s occupations and ex¬ ercises with the gifts. Frobol’s Kindergarten occu¬ pations, learning alphabet in English and German, singing, drawing, games, &c. All the usual occupations. "Weaving, modelling, drawing, pricking, embroidering, singing, marching, calis¬ thenics, object lessons, read¬ ing, writing, block lessons, &c. Frobel’s Kindergarten gifts and occupations, object les¬ sons, games, plays, singing, and marching. Usual occupations . All of Frobel’s occupations. Use of Frobel’s gifts and oc¬ cupations, and study of nat¬ ural objects, songs, games, &c. Newspaper lesson, weaving, Serforating, embroidering, esigning, pasting, draw¬ ing, dictation card lessons, and paper folding. All Frobel’s Kindergarten gifts. Drawing cards, blocks, weaving materials, nee¬ dles, paper, rings, sticks, clay, dumb bells, books, collections of leaves, shells, and stones, Kin¬ dergarten tables and chairs, globes, maps, charts, &«. Balls, blocks, slates, pen¬ cils, sticks, slats, mats, needles, cards and wors¬ ted, clay, peas, sticks, numeral frame, black¬ board, low table, and piano. Tables, pictures, blocks, straws, and other mate¬ rial used in Kindergar¬ ten, piano, books, and blackboard. All necessary appliances. . . . Frobel’s apparatus and charts for German and English reading. All necessary appliances. . . Tables, chairs, charts of animals, birds, and fishes, blocks, marbles, &c. Tables, chairs, blackboards, pictures, balls, battledoor and shuttlecock, bean bags, bows, arrows, and pipes for soap bubbles. Usual apparatus . . Usual apparatus and appli¬ ances. All regular Kindergarten materials. Beading chart and cards, blackboards, boxes of form, rings, sticks, natu- ural history, cards, scrap¬ books and hooks for de¬ signing, &c. Awakens and trains the mind, enabling the little ones to see and appreciate with new delight objects by which they are surrounded. Develops healthy, natural chil¬ dren, quickens the intellect, trains the eye and hand har¬ moniously, cultivates the hu¬ mane, thoughtful nature of the child, and lays the foun¬ dation for all after training. Excellent; the children keep their health and buoyancy and gradually acquire a love for books. Beneficial ; strengthens the body and mind. Quickens the child’s intellect and develops his moral nat¬ ure; makes him happy, po¬ lite, and healthy, and is ben¬ eficial as a preparation for more advanced studies. Most satisfactory. Trains all the perceptive facul¬ ties, forms correct judgment, teaches children to live and work harmoniously together, and lays a foundation for moral growth. Good. Excellent in every respect. Increase of physical and men¬ tal strength. Instils habits of order, pre¬ cision, and quickness of ob¬ servation, develops original thought and action, and ed¬ ucates in all hand work. b These figures are for the year ending June, 1883 ; the Kindergarten seems to have been since then discontinued, there being no notice of it. in the catalogue for 188S-’8i, 4G0 REPORT OF THE COMMISSIONER OF EDUCATION. Table V. — Statistics of Kindergarten for 1883-84; from replies to Name of Kindergarten. Location. When established. Name of conductor. I Number ot assist¬ ants. Pupils. Number ot hours taught daily. © a £ © © u « 88 1 2 3 4 5 6 7 8 Harlem Kindergarten. Harlem (New York), 1877 Mathihle Becker and 1 60 4-9 4 N Y. (207 East 117th Olga J acobi. street). Frobel Kindergarten Mechanicville, N. Y. 1873 Mrs. M. B. Aitchoson. 2 40 4-10 4 (Mechanicville (3 Elm street). Academy). New York, N. Y. (52 3-7 3 ten (Miss J. F. East 77th street). Wreaks’ School). Free Kindergarten of Netv York, N. Y. (139 1878 Mary L. Yan Wagenen 6 80 2J-8 3* All Souls Church.* West 48th street). Free Kindergarten of New York, N. Y. (109 1878 Fanny E. Schwedler.. 6 115 3-7 3* the United Relief West 54th street). Works of the Soci- ety for Ethical Cult- ure. Hebrew Free Kinder¬ New York, N. Y. (206 1881 Ida Mandel . 2 60 3-7 5 j garten.* East Broadway. t Kindergarten, Friends’ New York, N.Y.(East 1878 Sarah M. Harris . 0 20 3-7 3 Seminary.* 161k street andKuth- erford Place). : Kindergarten (Mrs. New York, N. Y. (75 1874 Mrs. Leopold Weil - 2 25 4-7 4 Leopold Weil’s West 55th street). School for Young • Ladies and Chil- | dren). ; Kindergarten, No. 2, New York, N. Y. (624 1883 Miss Nellie Mawson . . 1 50 3-6 5 Hebrew Free School. East 5th street). [ J Kindergarten of Chil- New York, N. Y. (70 1878 | Miss Emma Wissmann al 143 3-6 4 i dren’s Charitable avenue D). Union.* t \ Kindergarten of Mrs. New York, N. Y. (13 1876 40 3-6 4 Frederic Jonson’s East 31st street). and Miss A. L. Jones’ School. } Kindergarten of the New York, N. Y. (24th 1880 Sister Mary J. St. John .... 15 3-8 3 Academy of Mt. St. ward). Y incent-on-the-Hud- son.* J Kindergarten of the New York, N. Y. (343 1879 Sister M. Helena . 2 30 3-7 3 Academy of the Holy West 42d street). Cross.* I Kindergarten of the New York, N. Y. (19 61879 J. W. Skinner, super¬ c4 el30 4-7 5 I f. > Children’s Aid So- East Fourth street). intendent. 1 j ciety. 220 227 228 229 230 231 232 233 230 237 ♦From Report of the Commissioner of Education for 1882-’83. a Also tea volunteers. STATISTICAL’ TABLES. 461 inquiries by the United States Bureau of Education — Continued. © (U © «H'0 0^3 6 e3 . © Occupations of pupils. Apparatus and appliances. Effect of the system. g tn P p fc-3 s.s a 9 1© 11 12 13 5 43 Fiobel’s occupations. All usually found in a true Kindergarten. Very satisfactory. 5 39 5 36 Customary gifts anti occupa¬ tions of the Kindergarten. Those given in a true Frobel Kindergarten. 5 42 All the usual Frobel occupa¬ tions. 5 40 5 40 5 38 Singing, object lessons, games, gymnastics, drawing, weav¬ ing, sewing, pricking, pa¬ per folding, building, laying, forms of life, knowledge, and beauty, with rings, sticks, and tablets. Weaving, sewing, pricking, paper folding and cutting, paper and slat interlacing, drawing, modelling, singing, and games. Weaving, drawing, calisthen¬ ics, games, writing, embroid¬ ering, &c. Customary apparatus and appliances. Gifts, materials for the oc¬ cupations, ruled black¬ boards, and other appara¬ tus necessary for carrying on the work. Tables, chairs, pictures, stuffed birds, piano, black¬ boards, and Prangs’s chro- mos. Building blocks, squared slates, tablets, sticks, rings, and materials for sewing, pricking, paper folding, and weaving. Frobel’s 1st, 2d, 3d, 4th, 5th, 6th, and 7th gifts; con¬ nected slats, slates, black¬ board, sticks, peas, clay, &c. Usual apparatus and appli¬ ances, -with colored plates of animals, &c. Children promoted from the Kindergarten are bright, quick, and active mentally, and well and strong physi¬ cally. Develops the physical and in¬ tellectual powers of the child naturally. Gives control of the body, makes the child self depend¬ ent, awakens the observing powers, and imparts dexteri¬ ty to the band ; also power to analyze and synthetize, and to give expression t o thought. Promotes general health, and awakens the mental facul¬ ties naturally, bringing knowledge in a connected form before the mind. Good, both physically and mentally. Very beneficial; accustoms to habits of neatness, order, punctuality, and attention. 5 41 5 40 Frobel’s Kindergarten occu¬ pations. Frobel’s occupations . Squared tables, benches, chairs, and the gifts and occupation material of the Kindergarten. Squared tables and chairs. . . 5 40 42 Those of English infant schools, Fibbers and Pesta- lozzi’s. Exercises with all the gifts Complete apparatus Develops the different parts of the body, and awakens all the faculties of the mind. Promotes physical health, quickens the faculties, cul¬ tivates habits of neatness, cleanliness, industry, and kindness; and these refining influences extend even to the parents. Very satisfactory. Most excellent in every re¬ spect. 5 40 5 1 40 Frobel’s occupations Weaving, modelling, sewing, exercises with blocks, draw¬ ing, counting, writing, read¬ ing, spelling, and agricult¬ ure. Charts, blackboai'ds, cases for pupils’ work, plants, birds, material for occu¬ pations, gifts, &c. Blocks, sticks, clay, squared tables, blackboards; also ploughs and other appli¬ ances for teaching agri¬ culture. Makes the children healthy, cheerful, and happy, and un¬ der a thorough Kindergar¬ tener develops the mental faculties in a systematic manner. Quickens and devolops the mental powers, fitting the child for ordinary school studies; also, teaches use of and how to handle different farming implements. & Date of opening of the Eighteenth Street Kindergarten ; others opened at various times since, c These figures are for two Kindergarten only. 462 REPORT OF THE COMMISSIONER OF EDUCATION, Table V. — Statistics of Kindergarten for 1883-84; from replies to When established. .2 *3 Pupils. § £ Name of Kindergarten. Location. Name of conductor. ! Number of at ants. Number of. CD *3 | © ® £ © M * r3 7? "S p C c: 6 1 2 3 4 5 7 8 242 Kindergarten of the .Foundling Asylum.* New York, N, Y. (E. 68th and 69th sts., J Third and Lexing¬ ton avenues). 1874 Sister M. Irene, di¬ rectress. 4 1 200 3-6 1,3 \ 243 Kindergarten of the Germ an- American School of the Nine¬ teenth Ward.* New York, N. Y. (244 and 246 East 52d street). Miss C. Dellevie . 1 45 4-7 5 244 Kindergarten of the training department of the Normal Col¬ lege. New York, N.Y. (Lex¬ ington avenue, be- ' tween 68th and 69th streets). 1877 1 Emma A. Newman. . . . a0 33 4-7 4 245 Model Kindergarten i and Training Class | for Young Ladies. New York, N. Y. (1455 Broadway). 1880 E. von Briesen . 25 3-7 5 246 Normal Training School for Kinder¬ garteners, Model Kindergarten, Ele¬ mentary Classes and School Garden. New York, N. Y. (7 East 22d street). 1872 Prof. John Kraus and Mrs. Maria Kraus- Bolte. 5 60 3-10 3J-4 247 Mrs. Smuller’s Kin- 1 dergarten.* New York, N. Y. (2125 Fifth avenue). 1873 | Miss A. M. Smuller . . . 1 24 31-7 1 I 3 248 ! Frobel Kindergarten*. Nyack, N. Y. (Pier- mont avenue). 1882 ; Emma F. Wells . . 1 • i 10 4-8 .3 1 248 Nyack Kindergarten.. Nyack-on-Hudson, N. 1 Y. (cor. Second ave. | and Gedney street). 1 ♦From Report of the Commissi 1378 oner ot : Miss Sarah C. Robin¬ son. • V , ‘ Education for 1882-’83. .... 1 I 10 3-12 3 1 1 STATISTICAL TABLES, 463 inquiries hy the United States Bureau of Education — Continued. Number of weeks in the year. Occupations of pupils. Apparatus and appliances. 10 11 13 52 43 Paper folding, weaving, inter¬ lacing slats, peas work, drawing, perforating, em¬ broidering, modelling, sing¬ ing, playing, dancing, and gymnastics. Building, weaving, stick lay¬ ing, paper folding, peas work, pricking, sewing, modelling, exercises with tablets, dumb bells, and slates, object lessons, sing¬ ing, marching, Sec. 1st, 2d, 3d, 4th, and 5th gifts . . 40 Occupations and gifts of the Frobel system. All necessary mate-rial for the gifts, occupations, and games. 1 42 Frobel’s occupations, games, plays, songs, stories, &c. 1 Frobel’s gifts, appliances for calisthenics, Sec. 38 Frobel’s occupations, gym- j nasties, games, songs, sto- j ries, garden work, care of j animals, &c. i Frobel’s gifts, seeds, plants, animals, apparatus for teaching the metric sys¬ tem in the advanced class¬ es, occupation material, gymnastic apparatus, mu¬ seum, cabinet, Sec. 40 All occupations of Frobel’s system. Frobel’s gifts, Kindergarten tables, black boards, slates, charts, pictures, plants, &c. 36 Drawing, perforating, em¬ broidering, paper cutting, interlacing, intertwining, paper folding, peas work, and modelling. 1st, 2d, 3d, 4th, 5th, 6th, 7th, 8th, and 9th gifts. 38 'Weaving, modelling, drawing, designing, sewing, sticklay-, ing, study of natural objects | of form and of color, sing¬ ing, gymnastics, reading, spelling, and writing. Charts for teaching color, form, natural history, bot¬ any, and reading, squared I tables, boxes of geometri¬ cal forms, balls, books, and 1 pictures. ® a Effect of the system. 13 Renders the child graceful, po¬ lite, and intelligent, develop¬ ing the physical and mental powers systematically. The work of the Kindergar¬ ten tends to develop and strengthen all the muscles of the body, especially those of the hand. Flexibility, firmness, and gentleness of touch and dexterity of move¬ ment are acquired by it. The eye also is trained to judge of distance, form, size, color, &c. All the mental faculties are awakened and developed in their psycho¬ logical order, particularly perception, imagination, a logical order of thought, and the power of expression or language. Thus the founda¬ tions for school work are laid, the child being prepared to do work intelligently and thoroughly and to advance rapidly. f Harmonious development ; it teaches combin ation 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 humane treatment of ani¬ mals. i 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. Strengthens the body, enlarges the reasoning faculties and powers of observation, and so fits the child physically and mentally for later stud- a Five or six of the pupil teachers are present each week from the Normal College. 464 REPORT OF THE COMMISSIONER OF EDUCATION. 250 251 252 253 254 255 256 257 258 258 260 261 262 263 264 Table V. — Statistics of Kindergarten for 1883-’84; from replies to *6 & a* Pupils. te 3 • *00 o >> Name of Kindergarten. Location. 1 Name of conductor. 3 rf) o 2 u P o ^ U o 0-3 s.s a 9 1© 5h 40 40 40 40 40 48 44 46 Occupations of pupils. 11 Modelling, sewing, weaving, perforating, paper folding, and paper cutting. All of Frobel’s occupations. .. Perforating, sewing, drawing, weaving, paper folding, pa¬ per cutting, card board work, dnd 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 tlie occupations of Fro- bel’s system. Those used by Frobel (paper folding, drawing, sewing, care of plants, &c.). Usual occupations . Frobel’s occupations, gymnas¬ tics, games, songs, stories, &c. Pricking, drawing, sewing, weaving, paper folding, pa¬ per cutting, peas work, mod¬ elling, stick laying, mathe¬ matical exercises with sur¬ face and solid forms. The aim is to carry out Fro bel’s idea of a perfect Kin dergarten; the gifts, mod elling, pricking, weaving folding, stick laying, draw ing, &c., all the Kindergar ten games, singing, play ing, dancing, &c., and a lunch, with the instruction it demands. Apparatus and appliances. 12 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. 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, small museum rep¬ resenting the animal, veg¬ etable, and mineral king¬ doms, and living natural objects. Complete apparatus, with all modern improvements. Kindergarten furniture and Frobel’s gifts and materi¬ als. Usual apparatus. Frobel’s gifts, plants, mals, &c. Those used in a regular Kin¬ dergarten. Gifts, materials for occupa¬ tions, squared tables, blackboard, &c. Blocks, needles, sticks, pa¬ per, colored balls, worst¬ ed , drawing material, clay, books for preserving children’s work, drums, bells, whistles, rods, and toys. Effect of the system. 13 The children are led to observe, to express themselves clear¬ ly, and to be graceful in movement. They learn to read and write more readily than those who have not had the training. When combined with primary work, Kindergarten training makes the child neat and particular in habits, gener¬ ally intelligent and observ¬ ing. When combined with study under a teacher not bound by the system, it is invaluable. Children are better developed physically and mentally than before the Kindergarten was established. Supplies those elements which contribute to natural healthy growth. Excellent in every respect, es¬ pecially as regards physical development. Remarkably good. Trains the eye and hand, cul¬ tivates the affections, and in many ways develops the physical and mental powers. >0 E b All are schools of The physical nature is strengthened by intelligent exercise, and the harmoni¬ ous influences which sur¬ round it ; the mental devel¬ opment is marked, the child learns to think and act in¬ dependently, and his facul¬ ties are developed in the order of nature, while too much stress cannot be laid upon the effect of the sys¬ tem in its influence upon the moral nature of children in the free Kindergarten. The Kindergarten really cor¬ rects evil home influences and starts the little waifs in paths of virtue, industry, and happiness, the Cincinnati Kindergarten Association. 466 REPORT OF THE COMMISSIONER OF EDUCATION. Table V. — Statistics of Kindergarten for 1883~’84 ; from replies to i JTame of Kindergarten. Location. When established. ! Kame of conductor. *=> 1 co | *3 OQ * .1 *8-2 ! , a S 03 S ft Pnpils. ! ! £ O t-1 7*8 jUjjj 9 K ft O 1 1 ! s ft ® ^ 1 © * 1 « 1 n 1 2 3 4 5 CJ 7 8 265 Eden Park Kinder- Cincinnati, Ohio (7 St. 1882 Ida M. Stevens . 2 22 3-7 3 garten. James Place, Wal- nut Hills). 266 Mt. Auburn Kinder- Cincinnati, Ohio (Ev- 1878 Kathrine S. Dodd . 3 25 3-7 3 garten.* ans street, Mount Auburn). 267 Seventh Street Kin- Cincinnati, Ohio (112 1876 Miss Helene Goodman. 3 46 3-8 3 deT garters. West 7th street). 268 Walnut Hills Kinder- Cincinnati, Ohio (Mac- 1881 Lizzie Beaman . 1 1 13 3-7 3J garten.* nnllan street, near Gilbert avenue) . 269 East End Kindergar- Cleveland, Ohio (1457 1881 Eunice Thomas . 0 10 3-7 3 ten. Euclid avenue) . 270 Miss Hutchinson's Cleveland, Ohio (cor. J 1881 Jane W. Hutchinson. . ' 0 8 3-8 3 J Kindergarten. Prospect and Erie streets) . 271 Kindergarten in Miss Cleveland, Ohio (1020 1877 Florence E. Bucklin . . 14 3-7 3 Mittleberger’s Prospect street). School. 272 ! Miss Beatrice Pen¬ Columbus, Ohio _ _ _ - 1883 Miss Beatrice Fennell. 1 nell’s Kindergarten. 273 Kindergarten, Frank¬ Columbus, Ohio (Mt. 1882 Mrs. Emma Wright. . . 1 75 8-8 5 lin County Chil¬ Yernon avenue). dren’s Home. 274 I Kindergarten (Insti¬ Columbus, Ohio . 1878 Miss Laura A. Strother 24 8-11 u tution for the Blind) . 1 275 Kindergarten (Ohio Columbus, Ohio . Asjlum for Feeble- Minded Children). 276 1 Elyria Kindergarten.. Elyria, Ohio (East ave¬ 1878 Miss Rosalie M. Hill.. 2 38 | 3-7 3 nue). 277 Frobel Kindergarten . . Toledo, Ohio (corner 1883 Emma L. Lau . 1 1 7 3-8 Superior and Locust • streets). 278 Kindergarten in the Toledo, Ohio (corner 1879 Sister Mary of St. 1 33 ' 4-10 3 Ursufine Convent.* Cherry and Erie sts. ) . C media. 279 Orange Place Kinder¬ Toledo, Ohio (corner 1879 Lily G. Lang . . . 1 a25 3-7 3 garten. Orange and Huron streets). 280 Primary School and Urban a, Ohio (Rey¬ 1881 Miss Alice S. Werner. 0 (02 4-8 8 Kindergarten, Ur- nolds street). j bana University. * From Report of the Commissioner of Education for 1882 ’-83. a Average. STATISTICAL TABLES, 467 inquiries by the United States Bureau of Education — Continued. Occupations of pupils. Apparatus and appliances. 11 IS If ^ . w fcsfts ci a & P c3 10 Effect of the system. 13 5 5 5 5 5 38 36 40 38 40 All Erobel’s gifts and occupa¬ tions. "Weaving, paper folding, sew¬ ing, modelling, drawing, les¬ sons with blocks, singing, marching, and games All of Frobel’s gifts and occu¬ pations. Lessons with Kindergarten ■gifts, weaving, drawing, pa¬ per folding and cutting, sew¬ ing, perforating, modelling, singing, games, and conver¬ sational lessons. Usual occupations . . Piano, squared tables, and all the necessary appli¬ ances for carrying out Frobel’s ideas. All necessary fcfr a well or¬ ganized Kindergarten. Frobel’s apparatus. Kindergarten gifts and occu¬ pation material, Prang’s series of natural history charts, piano, andtheusual Kindergarten furniture. Strengthens the powers of ob¬ servation and tends to pro¬ duce harmonious develop¬ ment of the physical and mental natures. Imparts a fondness for mathe¬ matics, makes the child more observing, more logical in thought, self helpful, and re¬ spectful of the rights of oth¬ ers. Very good. , 5 40 Frobel’s gifts, games, plays, songs, luncheon, &c. 5 38 5 42 5 40 5 24 Lessons with Frobel’s third and fourth gifts, weaving, sewing, stick and ring lay¬ ing, modelling, paper fold¬ ing, singing, object lessons, &c. Frobel’s occupations, gift les¬ sens, singing, games, gym¬ nastic exercises, and read¬ ing and numbers to the ad¬ vanced class. Weaving, sewing, modelling, paper folding. Kindergarten games, weaving, pricking, sewing, paper fold¬ ing, drawing, and modelling. 5 40 5 40 5 32 5 39 Sewing, perforating, weaving, paper folding, pasting, stick laying, interlacing, inter¬ twining, drawing, model¬ ling, &c. Drawing, weaving, perforat¬ ing, embossing, modelling, designing, gymnastic exer¬ cises, singing, recitations, and study pf the kingdoms of nature. First, second, third, and fourth gifts, pricking, sewing, drawing, weaving, cutting, folding, and modelling. Usual Kindergarten occupa¬ tions and primary school work. Tables, chairs, piano, and general Kindergarten ma¬ terial. Chairs, squared tables, blocks, rings, balls, a cab¬ inet, pictures, flowers, &c. It makes healthy, thoughtful children. An approach to symmetrical development, physically, mentally, and morally. Those given by Frobel Blocks, clay, modelling knives, weaving needles, &c. Low chairs and tables, ma¬ ter ial for occupations, dishes for lunch, and all appliances necessary for a true Kindergarten. Tables, gifts, &c . All necessary appliances for the occupations. Chairs, tables, and all arti¬ cles needed for the work. A few of the more common appliances of the Kinder¬ garten. Develops the physical, mental, and moral powers, and lays a firm foundation for future education. Excellent for blind children; cultivates ease of motion and good manners, quickens the powers of attention and ap- rehension, and educates the and. Harmonious physical develop¬ ment, culture of mental and moral perception, and excel¬ lent foundation for later training. Physical and mental activity are acquired; the child is easily controlled and ner¬ vousness and dulness over¬ come. Very good. Develops physical powers and quickens mental faculties. 4G3 REPORT OF THE COMMISSIONER OF EDUCATION. Table V. — Statistics of Kindergarten for 1883-’84 ; from replies to 2 JBD *55 CO Pupils. CO ES . o Name of Kindergarten. Location. 1 © P Name of conductor. Number of a ants. © © B P3 A Between tho ages of — Number of 1 taught dai 1 2 3 4 5 6 7 S 281 Frobel Kindergarten* . Portland, Oreg. (246 W ashington street). 1882 Mrs. Caroline Dunlap . 1 21 3^-8 4 282 Allegheny Kindergar¬ ten. Allegheny, Pa. (280 Ridge avenue). 1875 Miss C. L. Wilson - 13 3-7 3 283 Kindergarten (Penn¬ sylvania Training School).* Elwyn, Pa . Isaac N. Kerlin, M. D., superintendent. 2 40 3-9 4-5 284 Frobel’ s Kindergar¬ ten, Lutheran Or¬ phans’ Home. Germantown, Pa. (5580 Main street) . 1879 Miss Laura C. Hoag- land. 1 27 3-8 3 285 Germantown Kinder¬ garten. Germantown. Pa. (103 Price street). 1874 Miss Marianna Gay. . . 2 1 16 3-7 3 28G Intermediate School and American Kin¬ dergarten. Germantown, Pa. (Chelten avenue near Green street). • 1876 Ada M. Smith . 3 34 4-10 4 287 Pulaskitown Free Kindergarten. Germantown, Pa. (Penn street and Patton avenue). 1882 Miss Alice M. Barrett. 1 50 3-7 3 288 Kindergarten of Lan¬ caster County Home for Friendless Children. Lancaster, Pa. (South Ann street). 1880 Miss Orril R Cole . 0 75 4-7 2i 289 Miss Bennett’s Kin¬ dergarten. Philadelphia, Pa. (2105 - Spruce street). 1874 Anna Bennett . 1 i 19 3-7 2 290 Charles "Whitaker Kindergarten.* Philadelphia, Pa. (Peed street below 8th street, St. Timo¬ thy’s Protestant Episcopal church). 1882 Ella May Wood . 1 ' ! 31 ' 3|-7 3 291 Eleventh Ward Kin¬ dergarten. * From Philadelphia, Pa. (St. John and Button- wood streets). Report of the Commissi* 1882 J 3ner of Florence C. Frantz - ' Education for 1882-83. i 32 3-6 3 STATISTICAL TABLES, 469 inquiries by the United States Bureau of Education — Continued. Occupations of pupils. Apparatus and appliances. 11 13 00 £ 'SS * i a o . B-f-i £ 9 10 Effect of the system. 13 Chain making, drawing, sew¬ ing, stick laying, pricking, paper folding, "paper cat¬ ting, parquetry, modelling, weaving, leaf making, and paper lacing. 3G Frob el's gifts and occupations 48 42 Those common to the system Modelling, weaving, sewing, perforating, s t a ff laying, and exercises with all the gifts of the Kindergarten. 40 I Playing a variety of games, work with all of Frobel’s gifts, and such exercises as naturally suggest them¬ selves to a true Kindergar- tner. 40 40 40 42 Weaving, modelling, ring and stick laying, pricking, em¬ broidering, reading, writ¬ ing, object lessons, paper folding, making books with¬ out words, games, calisthen¬ ics, singing, &c. Singing, physical exercises, object lessons on color, counting, adding, &c., mod¬ el 1 i n g, sewing, drawing, weaving, perforating, ex¬ ercises with geometrical forms, & c. Fyobel’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. Building with blocks, draw¬ ing, sewing, pricking, stick and ring laying, gymnastics, vocal culture, games (illus¬ trating trades, habits of an¬ imals, &c.). Weaving, sewing, modelling, and drawing. A bright, cheerful room, a piano, seats and squared tables, 1st, 2d, 3d, 4th, and 5th gilts, rings, tablets, numeral frame, and mate¬ rials for all the occupa¬ tions. Fibbers Kindergarten ma¬ terial, piano, . 3 « . i 2 , T'~ X ame of Kindergarten Location. e3 6C A Name of conductor. ^ o5 CJ C3 45 a & Number of. . bCjyj m ^ • a'S ohP •rP © dW.gM'S^gS §rt-.2yp p g rj C3^ 3 • aSg <§^ 2h,§p 20 § £ §3 s ®P3 .3 ®pd • ©=3 P ®oq ©,=3 02 APW I? at •OOIJOZTO'bSjO JO 9^C(J •^lOOiO co ^ io OO CO CO CO 1 O T— ( CO tH i> o co c ) 00 co •j9!|a:T3qo jo ocpjQ O CO , »o 00 00 raScl*,® * 3 ° ^:-§ Ilf i "m3 i?S9 P P fel-S? ■S-sHi _ o ® fcO ,© bud R-^cScS eSeaeSScSfinScs «MOO AQApOCbOHp s a M 302 © O ri © +S^ © cS "ra S g ^ a f-> a H P © p) |£gs I’SlS 3SM? . . > o I © • c3 : g>>,a ,5a® ^ In § atnP a*or®r^ ^ O o2«Mis cS ,3'©cc» ps a s a H P gW « 'SSI ca fl.g fj ag Sw^’ 3 d cS © ip fot> X 31 E ♦From Report of tlie Commissioner of Education for 1882-83. a As a school for males ; reorganized 1883 as a school for both sexes. Table VI. — Statistics of institutions for secondary instruction for 1883-84, • • jinoON i ° ' lO • «© tH I HOOH TJ1 CO 'HOC 1C r-J rH • rH ' H< O CO O 00 O O o •oxBiuag; H H 00C5 OOOOOO ICHCO CM CO CM lO tH CO CO 33 100 CO Tt< a o to •9X«h © W CO l2 cm co tUcowoohoooo" rr TH <3 rH CM O t> CO o co tH •iuj°x ® 1 CO OLO HCOHOOOC5COH L— CO lOCOCOCOCOiO(MO H •eio;onj^sui ajcmag; X NO rH © O I ■ N N N H rH CO - (M Tt< •ejojonjjsur *» CM CO i i M. Shelby Kennard, a. m _ Myra C. \Varner . _ ! A. F. Benson . • U S *- oo a O v 1 Jerome Haralson . •uoijnztufcS.io jo 9pj(J 0 05 COOlOlOOOMlOrHCO i— co oot-t^r'oot^coco co CO 00 CO QO OO 00 00 00 CO 00 1868 1873 1877 1874 1884 1871 •J9JJ«qO JO OJT3(J M 0 05 tH ! CO CO O CO • r- co co . oo r- cc ih • co coco co .oooooo^oo • co 1 1881 1872 © rH 5 Location. « 1 Talladega, Ala . Talladega, Ala . Talladega, Ala . Tuskegee, Ala . Altns, Ark . Arkadelphia, Ark . Austin, Ark . . . Bentonville, Ark . Clinton, Ark . El Dorado, Ark . i ft- i< 3 a i 2* 3 + 3 c - £ u i >>< h Q * r - r *{= La Crosse, Ark . Little Rock, Ark . 1 T.Ufla T?r>nV A r>lr i li r- U < p :• - - c 5? ■a. i li 1 i i © c : 5 3 © C 5 i o a VC 'l lYt | Quitman, Ark . 1 H Germania Institute . . Talladega College . Talladega Malo High School . Park High School* . Central Collegiate Institute . Arkadelphia Baptist High School. Austin Institute* . Scientific and Normal School . Clinton Malo and Female Academy. Independent High School . . . . 5 2 3 J 2 a a; h 21 - a h s Z c 3s y £ t : l a c a f oi u n -r u \ u IIUIIIOUU kJCUUUUl J ............... La Crosse Collegiate Institute - Arkansas Female College . Edward Smith College . Marianna College and Normal In¬ stitute. Melbourne Academy b . III rll 5 l 5 © C VC l ' '3 *c -> t- E JL UU1 IU U1UVU AUOWOUVO ........... | Quitman College . © © i-ifNeoTj o n O N aoMioe-# CP CO © © i * CM rH ’ C3 OC3C-CO O t-» • » O 100 < -?H O ID© F-l 1 • CO 100C5CO © 03 ' ■ 10 <0 CO • CO © C3 © » • rH r-\ T-J rH • ■ — 1 • CO -<* • • © © © P © © CM rH rH O *~H • © lf5 (M c- • • © CQ © © ©©*£>© e 00 « IP CO CM tH ^ • IP a • rH * * t> • P • 00 • CO • • C3- t> "O 00 ©t>t'*»© © l> PP© P- © ©© !>• P • tH CM rH t—< rH rH CO CO ^ t> • P © CO P CO © © CM ^ Tt< © t>- 'CO CM l>t>©P © OO CO CM © ^ CO ' v-J 00 CM CM © 8' t ^ ^ © tHP rH CM rH • CM rH ^ J HH ©3 (M © up t> © © « ^ CM H • P P © CO CMrH CM* © rH* P < W {> W HM . « rH vH • 'CM • -sect -sect b... -sect rj • • . -P • . -4^5 -U> -+343 • • • * a 4=* • ° * 45 8 .43 2 81.0 8 0 iCOOOO ** 8 0*0 0 s » O > «0 *»* 4-i • ® . M ® ® 05 •• » OQ » CO • • ^ bQ • • OQ 3^0 Cl § 3 pN£p & g 8%% pp pN ri pp P-p Pi £ p ti £ w E- Pn WJ McS <3 OBi'O „ ^CO p.2 © g hJ ■ • ®«H PI’S plus's! ic Ph i-saS « i » : GQ 3 © „ . . © 2 2 ro t>P"l ^ ®H 7 ® ® C 33 P 1 1^ « *? « Si I ^ NS CO CM © ^ © 00 CO 00 P P © 00 00 00 00 00 CO ! CM ;§ © © 3-1 rH P l> © 00 00 00 00 CO $ 00 CM OO rH CO 00 i>. 00 00 00 rH CO © ir- 00 00 © T-l t>» 00 00 p 00 CM © 11 1 s 1859 © tJO © 1 CM CM S5§8 HHHHHH rH rH rH rH rH rH rH rH O © t> l>- oo CO © © ©© i-B *« •5 § g 3 2 M rP O bfi 7 "cl ‘C ._, °°£3 ;l;| | §§ |f '3*3 k±i F -g •j CD Cj 5cS c«4“ 3 §*£7^ NPPo o o o fe° o r&'~ © -o-p O 03 O o'.!2 :ww .~-S#TSS « f'S § 'd'2'gqS-F ©+a © ©cc ®£ © § C3£p}0;H9& 2 © Ilia CO i-rl 0 5 o 3^ © f3 0r^ §| |C|^0 g-si’C g S’® 2 ®j g<® 3 m b 1 « y a >*§ 3 lIMili! lqHccNhIOWP • hfi : p . 0 • O jft ■'S*'c2 ©eWH IS c3 m P.3- ©.3 g © ®02 cc _ w* i' W 2 (a ‘bo ^ ®.i ^ cgr=ir3'® ® o cs.2 ». «ll” © If -^r^ro Vlr$ c$ o 2 ^H © §P c3 0 3 WCCCC pM-e 'P«S Sr£-to 2 ^ fl ^ ©H PP S pi © © a a 22 © o b3 cS rjim i £| ' : » j h*, ij3 a ; a |P ; © M © 1 Is i ^ gp u O O -*3 8 * ^3, d-^3 ^ g'H ©"© l rl O & p°-i^ w CC § 2>®«g M ; cc No P 6 c3 CC >1 •1 H CM CO P ©© <£ © . © P 2 is-in ^From Eeport of tie Commissioner of Education for a Includes students in all departments of the college. & Buildings destroyed by a cyclone in November, 1883, 1882-’83. and school temporarily closed. Table VI .—Statistics of institutions for secondary instruction for 1883-84, tf-c. — Continued. 484 KEPOET OF THE COMMISSIONER OF EDUCATION. a OP CQ O O a 0 & •JBO^ omopuou J3UX JO 980X0 1 90nie xooqos optjaaios peiejng; | QB H J cc 0 © .© ; © f? » •auaA oitaep'BO'B ^sux jo esoxo eoats oSoxxoo poaojug; | &> • •ox'Btugg; s m 0 _ 00 ■«* cn «^Ori 0 ^-/im(*lo o ta • go to ca s ! a a 2 o • o o o & . • 5 : a 2 » 53 e5 ’ 0 §©£*«© o A o £ ^ o > S 2 2 § « ° .© 5§0 § S Ih O o ^ § £ ^ GO -* i £ : : : © o ; ^ <4 •? I w : * <1 n^S 2^ £*ffl •1111*3 & " -cb .SgSgES-Sg S wcS d2^K r-, ' M roQ rft >>^o ® ft® Hr-i © © © (2 P3 ^HccPh . I « i : : : 1 ^ is ft .3 "< 4 ■'1 W©b| & : is © §0 8 g :pli lo2oi|H cj 0 "S cry rt 3 a 'fn tJ0G * a &aoaa •uoijBznre2io jo g;u(J ■4 coca coco 00 00 00 in . OQ o 3 m ci ^ 2 ^ 33 gas ^-g s ® 2ft 3 oS^.o.q STATISTICAL - TABLES, 4R oD CO o • rH ' O d 1C lO xfl CO CO lO C© iO HCOHrf'OtM Cl QMO lO — gt3 t> i^F^HOh^ M r-H ®o «rp g H P » S' § - pH ^ © b» ^ &®-S'© «go'S s^|^l < a l ©"* 8 * • p : o ri g : pcopi § ^ -khI” - £ MkOWb; > ■3 . Si'S (D «lrp P © • .P'S a © Jpeg'S & 23 23S. OnpH 5|_^ . ,W P Og.-g . ffl bs.1^ hs „ 'uju2 © • ® m s ga3 p © jgsa d;^W-3 ©, ® ^ d & 2? g §5 a o a ^ o os ® eS^Hsmd CC 03 . • . • • . to F- t> E3 <9 <9^2 ) 00 00 CO 00 00 OO 00 00 CO OO'X) oooo . OO 00 00 00 00 CO CO CO OC CO 00 00 00- 00 co c fl g ce c3 dw p fl o flO © _ ^ j°.a Pg^SB? 'g ® Jo sp:| ,PUH - "S o a s c3 © 9 S- WMhh' P b P © (3 "°oa§ o © © §'■§ S t>j - -[> a-p P <3 rt" cS © _ p « ca t> P ® •c 11 woK |W ^ ^ ^ rP ^ © ffl © cc © «s§i §65° p Q _ _ -5 ■-PP S o P o fn Oq g«£3° cS O p p p p p § p p p p g O o o o p p a o a 05 o°ooo § ^ ! grisl ryrpf©'t3 bop OFHH fi n '■'.O o o Mr*^ 'M«PcS w3a£| 0 inti isfiii*.* p p poO R P o . OOJ!> OO -p~g= t> d < p^§p Sp m, -©rPrPrS P "© p ffl p" a fH v A a? £ C p.p s.p p P O O goaagN1 C.'P ffl p to P CC rp ^ . ^ OtiP >5© ^ P.” ■ biisni-cll • S*rS-ti«^C5DQS S pd ® fflCC ffl MS • w 'h : till =1 § :p ^frj ffl ^!^p ©^pd &D.2-P .H® ®0 P^ja®:©?13 SL-rH © © <3£i° J? ® !§' PCS!) •2 P p P P Fh Sfl® a Snp Mog l2i^H . JSrPfflS :g |--J3 ©flows ^ „, ©"pm© p^ ®ra©'S g>p g ££22 p .Jfa ©PP <3 ® j -P 'P -g rP Pi gnd ^ ^pqH^ri OmPmmEH&q g-g r§!» H-2 b^S >>p a.s-3 a © ® rjO ©O P^'gg g o p ©3 Hw m ® §•- si Fbr a rS rP * P Fh © co o c\itM (N co eo From Report of the Commissioner of Education for 1882-83. Table VI. — Statistics of institutions for secondary instruction for 1883-’84, fyc. — Continued. REPORT OF THE COMMISSIONER OF EDUCATION. • Mai! oimoproe js-ei jo osop ooais po'qos ogi^noxos IS _ r” 0 • ;© ; • Number of students. •anal oiraopnoo jsbj; jo a sop ooms o§9[po pojojug; 1 is i ° 00 CO ' CO • • • CO ' O • • i • t 1 1 111! CO O rH • •ogogoo tn osanoo opijuops joj ’gugredej j s 1 i ° o lOOlO • •osjuoo potseBp uj 13 0 CO rH *H CM CO o • • o o o rH • • CC CO O • IO tH • •osjuoo qsqgag; uj 1 2 | • t> O CM O • rH CM 00 lO o • O CM • Ht • rH CO • 0005 3) OifiHH •opraog; 11 217 68 WOOC5 H-O ' CM l>- O CM ■ O LO 0.0 CO H* lO lO CO CO (M CO ' t> (M t> O 'CiM^OOCln • rH CM rH •opK 2 | i * lOOCO OOHIOOO • o *D 'OOvHtHCOOOCO rH Hi (M N lO W (M • H' « O Ci CO ^ (M tH H T*WL i ® 217 124 OOOlO CM O Irt M *> lC io ooincjTjit-o hcxmcooohiocch rH H HHCOH (N •BJOpnjpui 9[«UI9J[ ao CO CO H CO H H HiOHQOH^OO ' Ot>N » CC O • • iH rH • rH • ■ ' •sjopuipoi opj^ » tH CO • iH CQ rH HHHHO H< CO O H CO CO H H rH e •uoi^Bupuouop snoigipy; R. C _ Baptist . Non-sect P. E - Non-sect Non-sect Non-sect Non-sect Non-sect Baptist . Baptist . Non-sect Cong . . . Non-sect Non-sect Non-sect Presb. .. Non-sect 1 *S Mother M. Felicitas, supe¬ rior. Rev. J. L. A. Fish . Mrs. Marv G. Scott . E. B. Earle, A. B . . . Henry D. Capers, A. M . G. W. Hendricks . Benjamin T. Hunter, A. M... Mrs. A. Sterne . James P. Mooty . Miss Caroline Sosnowski .... Sophia B. Packard and Hat¬ tie E. Giles. Rev. Joseph T. Robert, ll.d. Mrs. J osephine W. Ballard. . Miss Amy Williams . W. W. Lambdin . Charles E. Lambdin, A. M _ James R. Glenn, A. M . J. S. McDowell . J. E. McDonald . •uoi^njtreSio jo 9^»a; 1868 1880 1875 1856 1881 1881 1880 1881 1877 1881 1865 1884 1870 1875 1866 1883 OJ5DOI> t> H t> • C CO 00 00 HHHH •j«)jnsqo jo Location. $ Key West, Fla - . . . Live Oak, Fla........ . Milton. Fla _ Pensacola, Fla . . 1 Adairsville, Ga . Adairsvillo, Ga . . Adairsville, Ga . Albany, Ga . . . Albany, Ga . . . Antioch. Ga . . Athens, Ga . . Atlanta, Ga . . . Atlanta, Ga . . . Atlanta, Ga . Atlanta, Ga . Atlanta, Ga. (West End) . . Barnesvilie, Ga . Bartow Iron Works, Ga. . . Bellevue, Ga . Bond's Mill, Ga . i N 1 Convent, of Mary Iramacnl ate . Florida Institute . Santa Rosa Academy* . . Christ Church School . . . . Adairsville High School* . Bartow Classical and Scientific Institute. Cedar Creek High School . Boys’ High School* . Sterne’s Institute . Mulberry Grove Academy* . Home School for Young Ladies. . . Atlanta Baptist Female Seminary. Atlanta Baptist Seminary . Atlanta Female Institute . Storrs School ■ . . West End Academy . Gordon Institute* . Union Academy* . Jackson Academy* . Bond’s Academy . 1 STATISTICAL TABLES. 487 CO O lO l> CO LO r CO -5 ©d jS3|^ ‘s.^S I".| npd a -I a (3H^ >5r3 s £§ © 05 0 „ . „ 2 o.S'S© 43 jz> S 'bJ ... MOfj?s5 _ o" ,|d>£^M gdjqWp^W £ d^Hd^d w • 43 PM g y jj w ^Sb4 0 © © l>, CD W e£ a 53 ai^ri jj| 45 „ © a 3Ph pop^ da t>‘ PnhaPn . 00 ■S : 00 • . .NHOOO i-h . . 1 OO N lO N l> . • . 00 00 00 00 00 . • (M . LO • 00 10 00 l> LO CP t> 00 CO 00 •NCOl> 1 CDAO CO • 00* bo 00 8 00 00 00 .NOOMO LO CO i^LO^NI> 00 00 • 00 00 00 00 00 1 LO CO t>- tH < N iO N lO « 00 00 00 00 CO . O -t< • CO b- . 00 00 • rH . • rH T-H rH rH rH • • ** rH rH rH » H H n HH *HHH»HH •HHHHH • rH rH 00 LO CO 00 00 g %'i g" ro.Or— i g g'S'S PQPQP5PQ «8 c3 Pcb * .5«® a .©“2 a £>3.2 gn a 2 OCjdBnQOOO a ~ a a a 0Odd dd a o' © o bE hp bj[) ^ > > > ’S £ PM COM 1 § 11 © © © a a . . „ add a a .9.0? d ur'tpdd ’ llllf rt S S O tb ©43,2 fl a o © o © © acb d © © a > t>f© cs a © OOOOOOOO OOOO OOO OOOOO a ’d ; a 'a ■ s _• .d .aa arg • >djd^dj|g-add_ deb „r©r2 a' -■g^ bib t> j.- ^ ^ a a a ©'*■ 4JoS®.cS©_rf-|_3a©_a'a© l^llls!!l|Sf|1 1|| © S S a a'S'^ a a ©.2 a cs5 Saia OOOOOoflfiflflPflHS dHP §■<» ■S'bLg'i dfi © a «W O J a S'a t. © ^ a a BMfCffl Id -a al a © .fea' 41- . © ■I5 • g !l — CO '§© •si CO .SfgH^'SWdQ § ©i^g©WI©g^©|W)| •■s||^a©;3| » pall|l-"l£ Jj*s^ s!31 § S' 0M0 ococooo >, I-© i_._ .. on ©45 O 3 g a > ^ I a © CO n t>i a aa o O oZrr, 5©M 0'S,© g >>c © 21®^! |§lwf llfcl lll!il!all|4J! loloollofiOQlfioll >> : i i n • a • © • ^ £ bl >» ss© a2l '“CQ t>! ifioa dSd ^iCOh CO Q O H (M CO H LO ©h-00( LO LO LO iO LO LvO CO CO CO CO CO CO CO CO : C50rJ©fCHLO©NCOC5( t^OOCOOOOOOOOOCOCOCOCOC I (M CCrtLA From Eeport of the Commissioner of Education for 1882-83* a Sex not reported. Table VI. — Statistics of institutions for secondary instruction for 1883-’84, o io in •9Sjnoo usixSug nj « H O CO O O CC 00 mo o ! io r>- OCO H* • CO co CM lO lO L- o 1ft ICO IO t- CO •axemog *4 & ^OOO *t*0>10 CM •oibh © H CM t> O O O H • lO O rH ■ C lO (M H O O CO lO O O *0 CO 00 CM • Tji O O 'lOWCO^WCOnHQOCOCO •Ibxox © o io o o o co »o oHcoNOOiocococooooacq L'COO CO 00 LO CO OO iOLOCOOOrriOt>COC*OCMiCC5C50^ ■eio^om^sui o^xna^ <20 HHH rH < PS B, M.TTall _ W. D. and T. H. Thurmond. . B. S. Willingham . .T .T WilVes _ > > ) 4- 5 X ;P 5 h: Mrs. Mary B. Persons . F. N. Means . Morgan H. Looney . J. M. Proctor, A. M., president Itev.C.B.LaHatte, president G. H. Murray . T. H. Thurmond .. _ _ 1 ' ' | U U f cT r-^ i— ! a ©.• |H|r; ! ! c [% ;u. '< || ' C a It T C. Belslier . Howell B. Parker . Of, is Ashmore . _ _ 1 George B. Atkisson . •uoijbziucSjo JO OJTJQ I 1876 1867 1856 1831 1878 1886 1873 1880 1884 1851 1873 1870 1884 •J9JXBIX9 JO 9JT3(X M 1876 1851 1834 1878 \ LO CM rH ! • CO 00 CO • • 00 ° oo oo • o ; j 0 1870 Location. « ! Fairbnrn. (la . 1 1 eg i© ;| © Eh Forsyth, Ga . Forsyth, Ga . . Forsyth. Ga . cS e : d. ) ? ; 5 s ! "fc £ Fort Valley, Ga . Fort Valley, Ga . Franklin, Ga . Gainesville, Ga . Gainesville, Ga . Garden Valley, Ga . Gossan sville! Ga . . Gordon Springs, Ga . Grantville, Ga . Greeneville. Ga . Greensboro’, Ga . Greshamvillo. Ga . i 1 c3 ; rH a ie Griffin, Ga . Hapeville, Ga . Harlem, Ga . Harmony Grovo, Ga . i 'C eg © •s 1 Anthon Academy . Forsyth Male and Female Insti¬ tute.* Hilliard Male Institute . Jackson Academy . a i i ; © :1 <1 Fort Valley Female Seminary* ... Fort Valley Male and Female In¬ stitute. Franklin Institute* . Gainesville College . Methodist College . . Oak Grove Academy . Fleming Hisrli School . Gordon Springs Institute . Grantville High School . Greeneville Select School . O o o m rd tl s "o u o r£> a © © o ) 'c o aa o CO al bl 0 Porter Hi rH S> l> »C C3 i H r- ^ L- C— 1 CO CO • ^ -iJSf dh^ os o o •S CO 03 p.fl fl rt O O Pft Jzs 3_ c ^ 'I'g a &ab:x I'm O “■ . . '**" H W^jod qhW O a kTS • o M O § a-gwjSlaiari’g.-s^ w d «*!sg £31 fcdD .a &r HIMHWC3 CO _ 00 CO. d ^ d C2 Q, l? h2 l2 l5 d c3 6S6£PPPP Hd^n cads J«H o H p4 hi l"5 Pi P3 hj pH O ^ EHO H H h> 02 >"5 ^ ^ hJ P* <=1 H iN i— Pi ("S ("5 >"D "<5i pH ?o U) 2 o^S)®(3 §-SH.©rt-Ei« SftM l-gab.9 £®g- ' £.2 EjjH £Sa (K _ O ^ ©-2 2 '5 o^jtrj ;5£ ®w , Ki-^FPif O CS CO t-tr-00t>- • • O co « NO 00 00 00 CO *00 • 00 < i^. L^ 40 00 00 N t> 1^ oooooooooocooooo 0> CM » O C^J COO • CO CO 00 00 . 00 00 > ;d 2 c8 5 cses „ >.=f « O a © a © . O C3 a dsad ^d® ©- |-3 ©~ ® : f?g3>S>&g U"r3 a Jj | .2 a 2 I ® ® ci « e a u nHHHWW -- n, ra d ffi ^ 0 ^ ' 'CtO c3 • • ' ' ' ' ' ' ^ “-"*® " ® > -a § «°.as 2 « *ddd0dd^®gg ”30.9 > > Scbd n & „ do . e3 : ® o « s 2-S hL-g^-a 5 5 a a a n^4s 1 © o3 © g bC_r?J3 r-'-id H h 3 Hn © O o oJS ! ^ §3-KrK s a "So oft22®§ §.2.52.2.2.2.2 l'1-s s^sii sus §l if f ^ i soli's s § s BH^^M^jaa^gaaaaaaaaaa 3 w O *r . « 1 c3 <-> c3 e3 1 §®J®. g«« l 11 if ii 1 1 +3 -4-3 tJQ<1 d N3 C d a as -'a . ^ £ os :s ■w S'g.a • a M m .2£t3 §W^AE-a^ rB^< ”||i|| g^.2 ^do e § ® 0's acg^s- flSMa»§aflMaaa^33Sagaai5ieaaaaas-9g" ©OHIMn-# lt3fflb-OOfflOr-'f1«T)(n©SmaOH(MCO'^Offl^Mffl©HIMMr)l lO CDt~OOOTOrHC • o 1 16 ■1 L2 : •osjuod pjoiBBcp uj | W to CO 94 O fo( | ^ ’-IM o to CO rH CO t>- O O 00 1C O "*♦< »H O • l> OU>(N ^ 00 (M 00 CO • OO • io SO rH 'CO O CO •ojuraag; | ^ 1 t> t>OLO ca j oo co 01 co COHNOCOHNCi^cq HOCl-^H CO (M O (M (M CO CO ID CO ^ C4 : •0[BK | 10 88 41 22 35 COOOQ^OOHhh H O ^ * O LO O r-, ^ Cl (N Tj< 1C H (M Tt O rji (M CO O ■m°x * 1 o oowo t- t> Th t> aococsc-owo-ci 94 © © 94 — no © l~CO©'J'TroO©COCO© •»* © CO © •<*< CO »o •SJOjonjjBui Qjnraog; | « 1 -f* -H* <00000 » © O 0) O O 02 X X X OD fl 0 fl fl o o c o o !iq|2;^{2i : Baptist . Baptist . o o 1 Principal. Terrell E. Simmons, rector. . E. C. Merry . Thomas C. Newton . Leonidas Jones . P . a • a ; S ►, a © a ? a ° a | IS £,=3 O > •“ aa £ 8^ F SPw Albert B. Vaughan, jr . . S. N. Chapman . . S.G. Brinkley . John W. Dozier . W. A. Parham . Kev. John J. Hyman . 1 Wylie T. Laine' . 1 S. K. Hoitr . . Miss E. A. Camp . . . 2 o _ +J a pi i 9 oi P 0 P A i a a a a •uoij'ezranS.io jo q)bq; - 1 * 1 1872 1879 1880 1870 OWOO^f • • cr. x to *t (Doo « • t> oo oo oo oo oo • i a 1884 . 1858 1 1870 1 1871 1870 • o • B • jn^auqo jo ajCQ M 1872 0 1879 1853 i ! i 1859 1 1870 1 _ o Location. « 1 Norcross, Ga . . . Norwood, Ga . :. Norwood, Ga . Owcnsbyville, Ga . • c3 1 * T. £“ c3 c ■H P* Penfleld, Ga . Perry, Ga . . Philomath, Ga . T){«aTao- Mo Powder Springs, Ga . Powelton, Ga . Quitman, Ga . . . . -DoV.™ r.nn fi-.i : cS : o « S -O sg 'd 'c sa a 2 t- 3 s PT3 J ^ a ? 1 < i-3 i s« \ S’© ajl mi pc • ® 7 • bfi 1 as © ) a o * |2i fit 3 a ©“ 3 a^ ; S.SS ►i • O ( ISop ' 3 a Is l § Q « S'© $' o ® lSi ±tome Academy . . . Rome Male High School* . Alex. Stephens Seminary . . 94 94 94 94 94 94 94 C4 94 94 94 94 94 94 94 STATISTICAL TABLES, 491 • • 1 • o 0 • 0 ; ; OH rH ; ; CM 1 1 O ; O CO j j • • © : ; © C> r~l > • CO 0 c^i • ! co co CO . 1 8T rH * • Tfl • a 0 j 0 j CO Tfl CO O ca coca O , io ■ > O 0 ' • *00 LO LO CM rH jrHrf 0 • ! CO Tt< CM CO O a lO | - IO CO • • 1C 0 0 da «o 0 O LO LO CM CO C000 0 i i • LO CM CO ' rH O 00 LO 00 • rH . ^ 1 o- o • « C^l 0 12 :::: 0 »o CM '• oca 00 0 • 0 OOO • ^ rH • O 0 CM t> CO CO b- rH t> IO LO CO CO CO rH rH C5 rH IO O CM O O rH rH ^ rH LO O t- LO O LO ' CM O CO ' LO rH CM • rH LO • O O LO O CO rH 0 0 CO LO • O rH H * CO - OOOOH CO O O IO CO CM CO 00 CO 10 0 CO fc— LO rH O O O rH CO rH I 00 T#< CO CO t> 05 ^ ; co IO t> O LO 0 0 co 00 00 LO 0 00 LO 0 b- 00 HP CO IOH r-H CO «H CO t> OCCO ' 00 rH UO IXM IO O O CO CD O MO ^!NL^ « LO CO CO CM CM CO CM CO CO LO CO rH O CM CO rH CM CO CO O LO 'OOOHOOHHOH O CO L0 LOCO • CM ^ CM CO HP LO 00 Hp O Cl • rH rt » O \ CM O ) LO ) CM 1 lOOOOpOmo LO »H O O O LO H O CO LO CiCDOiC^lCOO CO CO Cd CO to CM CO COLO \PO(MCOOOC COCO t- CO LO cc rH coco C5 LO * LO CO CO CO CM rH Hp O H lO C5 lO LO «hPCMCOhPCOCMhPhPC5 COCO CC • rH C3 IO H O O N L'' (M io CM CO LOOOOOOOlOO COOM0HOOCOO lO»fOlOlOCOCOOOCMDCOCM LOCI O lOlO l> <0 O CO 05 IO 00 »n CO CO l>O^COiOiOOiO CO CS0 C5 rf I> CO O HOQ^^OOCJ5CO»OCOOt> oo rH CM rH rH rH rH r-t rH C3 r-( rH CO H rH rH LO j CM | ■ rH OH CM rH j CM rH O • | LO « CM CO O • rH LO rH *CO J • CM H j • rH rH rH rH ^ r> jO CO rH rH E> rH CM CM rH rH rH rH rH CM r^cocar-i r-i i rH rH t-i ea rH ca > ca r-i ca ca >h ca ca ca rH © 0) ■ CO , CO 00 : p |£ p a • ogoo ^ 0 ^© © © ® m © ® ® ® . w m fl P P © O^j 0 0 Non-sect Union .. Meth . . . Non-sect M. E _ Baptist . Meth . . . Non-sect _ 000 ! ©00 • K ffl K » p p P : OOO1 : Non-sect! Ev. Luth Non-sect M.E.... R.C .... Non -sect R. C - : j • ® : • (D § gp « : ; ® i 1 • *5 ' ° • • O a • : : g : : : : a : : GC \\\g Mi : : '3 : : : : :|p : : : : « p * : : : © ll:! j • *s : ! : < 1 . . . , > • • • > i « : : c ' u 0 • • ! Is : : i : : - fe» . • : ! 3^1 ■ > © • 8 ! % a 0 ,P EH W W j j se . n . Ftobinson, n. ronie . / 3r . 1, superior ... £WrP . ® £ . s s +3!? ©,« § es -^ss^wis ^|dj!^s^s f-1 H ® . r^O £ 3 a ©=w p'«i HJZ2 CS^J) •«ai, — I © -i © ,CS . . w DQ O • ’rH a S ^ i_; |jh § ^ g i-i ^ PQ bx?i* . -P ® ^ ®r3 . ® • W^HdH ©• £> 1g* H-g a q ^<1 SlM » HPhI-0 ^_.'fr.uJ »“H *-4-3 o ^ pH ^ *r£3 . ^ |^|rioiaw^H|| £i p4 > hW h >5 P ea PS p fH Q ® 02 02 ft w.§ --,02 3~ ca .S CG02 oo oo oo oo oo io • t- 1~ oo • m 00 00 -00 00 > 00 00 00 — CO © CO t- - CO CO NOON I CO t- OO OO C-- 00 • 00 00 >00 00 00 00 00 00 00 CO CO IO 00 00 8 8 C3$3ti5 C5 - ~ „ ca ea ^dsds fee w ~-© S 9 cf eg " a b- O 5 C «r— i »r-i £^< © £hc3c«00^ ®'*3^^ci;ac3c3 ®2 p p © ®dd,p KFAmmmmmm Ci5g go S-a flO P o mm P ST.’S P o O p ft.rpjrhfp o P P p “Prscc^ 42 P P •s ’s ca ca “5332 o'SpS 5 p : | !1§ QM * k-.co^^ P S-^poofl •P fee p +2 SfM <1 oo ^W'|3a§^g ^ o dw p^3 ftj bf-H o'® ca S1”^ t> © -P fee— ^ Pr-H « p ® o pH Srt ^ S 2 fl Op®®^©^!- WWWdJWccwl2! o'P Pd Q O W ®®s | §3 a p 2 k,SoH 5V*I a p mO ^ i-H ' rj H ll ill |s .■§» . Sf'“ia§&n«, Iwilwa^a “ o d 2 >,-3 a _, ® ©h a cbi§^ 9 <1 ^ &l fl ® ® 2 d S S la-S-Sg&s^a ® ftftS-2 a a t>jO a2C0a202J/2«2«2O •a i o ■ © •,_, • C/2 > © ,"© !§1l^ :|f§*©S’g2i ■ 'd ’§ -S 43 M -P .2 © g(» p O-P&fbC ft^^?S.2'©-u>o opg^pco po © ® ® e8 §-£ P P filSail31= • tf a j&? 5 ^ C5 slit ■SW'gg ■” _ © > JllSiii <1 sa © Pod a © fgSl^lpSa^ niI4§ii|l|gi 6? a ca -5 kc.S'o © a a,§5 3 all. c.S C-E ^ P lP ® a^ 2 M |1 |i <1ep Opo i3 ® &) > P^T> W CQ t^OOOOHOlM^ CX) CO CO Q Oi C5 Q 05 W W ooo> .. . gggooooo in?:^ o o o CO CQ CT5 CO CQ > t> 60 05 O rH (M CO CO CO CO CO CO CO CO CO CO CO CO COCO CO From Report of the Commissioner of Education for 1882-83. a Sex not reported. Table VI. — Statistics of institutions for secondary instruction for 1883-’84, fc. — Continued. 492 REPORT OF THE COMMISSIONER OF EDUCATION. Number of students. \TB9i! oiuiopnon q.siq jo 9S0|0 oouis xooqos orqjuoios paroxug; 1 2 1 i ! ; tH \ IQ J • • • •acoA oiraoproB jsbi jo osop oouis esopoo poaojug; 1 *» j H i CO • 1—1 OS •oSapoo ui osjnoo oqpuotos Joj’Suuudajp I ® | H 1 i ; ■ CO,lOI>CO •«* ciwoot-eowoco •uotjeuiraouop snoiSpag; a P.E .... Non-sect ■r n o ! +3 O O d> : © u P O © 4J O « a •< I EC +3 1 « 2 >,— T ft ; S > :R, ft § ^5£ft §« Snag'S Ml 5ft 3 ©^ o I © So © . PftftPP : a g id -g ■ ft 2 ■ p >“3 ' TO Ift .ft .02 ® g !«•!© ^3'SR| ft cjft !> ft ft'G ©' -ft » ft §l-g»,ii opdftj COOH. rt o £ d to © © ©ft to . ft-S-SS dfq coccft W ft- -rH CO t> r^ O O ft4 Mo OO 00 CO 00 00 i OOWOWOM CO O t> O CO o OO 00 • OO 00 mcOt-NNQ COO. 00 CO (X) CO CO 00 OO CO c _3 Fh rT rT ® O C _ . ^ g-ft £ dP g g > TO ©^ ft ft P © t> TO TOTO TO © o cs ggpppp gM-g-g pppp bcft-r- ■ © oh d -t>ft © ©ft d >>dHftft *■ d2 © © -TO cS ™ ft -d to ftk. m ©iift .2 - d oollMMo 2sh d’M kT To ^g §!|t I HI c»cct>^ ft ■ life© LtoIwI ift a p to |ii| © © A fl ft to fdftft flgdflq co co cx ro 0^0 0 0 Qj CL Cu Qj TO 2 TO TO to d g p a a .2 §.2.2.2 ft ft ft ft ft d d d P : to ; ■ :s t^ft :a drt :© » © .'d ft^J © 0.2 o > bCo t?82a. K- oft o ^•© Soft 2 to ft Or^ d'g U.SP<1|§^ g«|wi-gsa -i ; G >5 © y S3 3 2 ©o © O _ TO ■P >srt ■0^0 ^.^go dsy.nH - d ft © ^.-G >s .©©g^a'il •g^.s.a © d.g to g P TO^ft a M be© d g^ g^j ^©ffift, ^OQ.O jIJJS C3«lftJS ^ f-' - '.rH-rG' - 02 ^ ^ P e?P P o 'g, « o ® o o^'l K4SH ^ ®-S|Slt|S0ll^asl“l2 ^l«fi^«l32fia|a|3|s “ © ©ftft ©^ TO © S © 02^ H 02 02 02 O 02PP02PWP TOSS'S a o-2 rt Je ^ 9 o ^ - >5 • 2 >> 0 h*§ a • be P , d :F a'R >5 fQ kOO H ' ^ 2 £> ^^02® ftS^g 5o.g^g||^-g d i 2^1 5-“^ lS=>5 a s 'ift a Jl« t ■jv9jC oiarapuoT; jenj jo 9S0{0 9om’e oSopoo poaojng; I 2 1 CM O 00 O CO CM • O • CO O to •9Sjrioo x'coieB'cxo nj 1 O CM (M O H1 • 00 to CM 0 rji •9Binoo qsixSua; aj j ^ O CO (M HO O O CM CO O CM — rH 00 to CO CM tO O •91111119,1 ^ lfi> ^4 iH l> CO 171 60 84 to O t*- 00 CC CCJ O JO Cr rH tO tO tO H CO »H CO l> CM O CO rH •9IHK © H rH 0 CO H O CO 05 O O O O 03 (M O l> CC t> to 0 <0 rH O tO rH > O rH O rH 'HhOP? 1 to CM CO to > 00 CO O O CM •Ifejox O CO 00 CO |> t- o g > W * a • 'E, fcc © : n O «!#** ; P fl j CCOTtH^fXM^lOH(M ( CO O CD CO H .CDl>l>l>J>CDCD^«O^a0«O ) GO CO CO 00 GO . ex) oo oo CO 00 00 00 00 oo 00 00 00 CM >fJH O ICCO 00 00 00 O -tH CO 00 Q&v k.O N c?.2£ pH'© P ©3 _ . . § 'o'^tsa" § i||2l! : i* £ x-l o ; fe (i S e ? e3 5 d : «! 3 * I* * - c^5j £*5555,* 0 lij k H go a J _ _ „'© o“g-gHsoap!a’S, tiSHt32 ^33B S S sP o a o a 2 M be btPn a 1 Iasi' I § i-§ taas § © o'oj§ Brt gljj e*1 : i'a :S>g ■ fl 5 Sff fs! «i25 So rt 1^1 a a 3: a © © M^-tS H tj 9 251 J1 o 3© k, ifl 111 ^&§isajs-§!l|bjl'§I;g6 l^WlWali ■ o -g-g s': s £ pi 073 ,P.® I § « E1 Ra ® bf § W-3 O'" %- .™ >" i*H ® i-> rt k 3 g g'i s f M bi“«fS^ 3 g|l«l5| gS g4 1 1 ill 2 |a>5 IfJ b3 -g ® o ©a ©m.23^3 2 a.s m g © c g « ->*5 85 as « §-S43,S O kM TjiLOO 00 00 00 G9 CO CO CO CO CO CO CO CO . CQ CO n CO CO CO CO COOOH w COr*tO tft © • xh CO 12 rH 00 CM xH CO CO to O CM CO CM • CM tO to to • CO NOHCOOi CO to C5 tO rH r> ro to -*h t>- • © to 05 © 00 00 ■ © • © to 00 © © t> • © Xfi © © t> rH • CM CM rH © 00 © to © to COOO OQhh-HC^ (NIOOO CMriOCOOC' (M rH ^ COOtOH rH 00 rH ^ CM rH CM rH rH *H © 00 H iO H l> O ^ © © CM © © ,'H © xH t> rH CO CM 1 > © © CM rH CM © © rH CM x^ xh 0 0-0 'COOHlOH CO tH rH © © CO CM © CO 1 CO Cl CO CO CO !>• © Xh xfl CM rH (M rH rH H Cl H H O CO ^ CO Tti to CO CO rH -H ©©©CM© © 00 CO ' to © 00 rH xH CM rH rH • © t> ; xt^ O to O C CM CO © CO O (Mr-HMO H!MH C’liSWr-MO © to 00 C5 to CM Hr-H CM rH rH CM rH © CO tO CM © rH © Ch 05 05 © 05 CM 00 CM xH CM tO tO © © t> tO rH © CO CO © t> rH t> CO rH CO rH rH © rH © X^ CO (N'sh'tf hhOHNH t* ^OrHHN • rH ©CO rH CM CM • • eo (M 50 « rH o o • o ®Ph £ M H \K< Ph isj i '0' 0 os H 1 fi 1 Beardslev and Paulson .....i , fal 1 s £ 0 s (E r* o © Hd tx. W. Bingham, A. M . Rev. P. Winfried Schmidt, o. S. B. Miss Harriet H. Horr . . Rev. Christian Anker . George W. Jones, ph. b . Jesse Macy, a. m . J. A. Ritchey . W. M. Martin, a. m . ' . ■ G. A. Graves, A. M . J. S. Dunning, A. M . . ~W. A. McKee _ _ Charles E. Cox, A. B . . . E. M. Ives _ _ Rev. W. T. Currie, A. M . A. M. M. Dornon . J. C. Hadley . Darius Thomas, a. m ....... . Alonzo Abernethy . . . . Mrs. M. A. Peck . . Mrs. Mary Squire . . Isaac M. Cox, a. b . Rev. Andrew Grafelmann .. James F. Snowden . T. F. Tobin . . . James C. Burns . Mrs. Harriet E. Monroe . Rev, John F, Hendy, D. D., president. A. W. Bishop, A. M., pres’t. . . Edward Nelander . Prof. R. 0. Morrison . Rev. Daniel Stevenson, D. D , president. xH tH CO H CO 00 t> 00 ^ CM no tO CM CM oo rji ^ or^io^^oco co 00 oocooo oococooococo CO 00 00 00 rH H H H HHHHHH rH H HH 1875 © 00 00 CO CM CO © in © to © ih r> 00 00 00 00 00 00 00 © CM H xt< © © CO rH tO d5Nt> r- GO 00 CO 00 OOOOOOOOCO 00 00 1881 1860 1803 1843 1856 1847 1873 1875 0 0 1879 .00 © • • to . © -3 © . . tH .oo°oo • • co • ?H rH • • rH 0 1853 1871 1872 f 1883 1882 1882 1876 0 £ O H 4 0 3 '© 0 0 O O Decorah. Fowa . . . Denmark, Iowa . Des Moines. Iowa. . . Dubuque, Iowa . Elkhorn, Iowa . Epworth, Iowa . Grinnell, Iowa . . . Hopkinton, Iowa . Humboldt. Iowa . . Iowa City, Iowa . . . Jefferson, Iowa . Knoxville. Iowa . . . Le Grand, Iowa. .......... Evnnville. Iowa. .......... Lyons, Iowa . Madrid. Iowa . . Morning Sun, Iowa ....... New Providence, Iowa. . . . Newton, Iowa . . Osage, Iowa . . . Ottumwa, Iowa . . Ottumwa, Iowa ........... Pleasant Plain, Iowa . St. Ansirar. Iowa . Sherrill’s Mount, Iowa _ Troy, Iowa . . Yinton, Iowa . . Washington, Iowa . . Atchison, Kans . . Dunlan. Kans . . Emporia, Kans ........... Harlan. Kans . 0 M "r9 'o 0 3 Lindsborg, Kans . . . Anchorage, Ky . . Augusta, Ky . . . ^ ^ ' a a ►»„ §n3 g « rt ® -0 | © fcJC 3 2 « «0 § rt §<1,0 be rt-sg ^®<)§g«2a-lflU| %&5; f- 2 • 0 :h 0 © ilfcs .£rP tc® o ® ^ 3 gO'3fof0 o o:0 ©05lS^ ^Sots-teferiSf1 “1 ll sis «i i El % gB-at? s I B lJ § 1 Is i i» : 5 3 : §,§ : ® g b : a • o ;^d . c3 I o :<1 ..■§ © j-fl 0 G'S-Sr-'? o^'-^q _ _ _ TsSa^iS. §=ssi P rl »■ A $ O bfi 0 >5 a lb 8o§ &jsl t)0 o d 0> a -s o >5’o -0 £44 2 2 r0 0,0 ^ o3’#inoi»(»»Oi t~ CO Ci O H fj CO i*( LO CO «>OOOiO- © © © HHHHHH rH HrHHM(Mea(NWWW^CM^MM NCO^lfttO CO CO CO CO CO <<$< X* xjl Tjl ^ 0005 O r-H CO CO H< x« 9 H*! * From Report of the Commissioner of Education for 1882-’83. 6 Includes ladies of “ ladies’ course.” a Some of them only taught one class one term; instructors in academy and college same in part. c Number in scientific course. Table VI. — Statistics of institutions for secondary instruction for 1883-’84, CO (M «>© I • CO • • i • ©W • ■ ii •soSenguiq uaopora nj j ^ | • ID 00 © o CO ID ID • © ID (MWH © © © © © © 00 +=>+» 'HH-P •r;ooo • o a o • rH co co,© co ro ap £ O O O -H o o o • -4-3 • II o O O o • • © Ifl (V rd © o P is W^ii Kev. G. W. Flowers . H. 0. Snow . Kev. James P. Hendrick - T. M. Turner . Mrs. Mary T. Itunyan . Samuel G. Stevens, A. M . Sister Vincentia . Sister Yincentia . Kt. Kev. B. M. Benedict, abbot. J. T. "Walker . (Kev. E. W. Hall, A. M., ? \ president. 5 Ed. Porter Thompson . Miss Mary L. Hodge . •uoijbziu'eSjo jo 9jed * © «io h* oo© . ©NioecaHcooH t- © ©© 00 ICO rH © CM i © CO t- ■'J* t- © tH ITS © "H* © 00 • 00 00 OO 00 i 00 00 00 00 00 00 00 00 00 00 00 00 0000 i-H • rH rH rH rH • rH rH rH rH rH rH rH rH rH rH rH rH rH rH •jgjxBqo jo 9juq; W © • © © (NO i©t~Hj< • rH CC t- eo 00 tr 00 I® OO OO S8 !®00C0OC> ' ° * * j® oo 00 Looation. « P 'l * c 0 p ■ • ■ • a • • » I • • a a • • a • • ^ a ^ i i M ! h** e i t {> P P r§ 1 •p52 pa >1 i o m M « a * rJ fH (H rt SrJ: 3 es cS c3 ® Sc Carlisle, Ky . rin.Tr nil ton K"v _ Columbus, Ky . Elkton, Ky . Flemingsburg, Ky . Frankfort, Ky . . Frankfort, Ky . Frankfort, Ky . Frankfort, Ky . ! Getksemane, Ky . Ghent, Ky . Greenville, Ky . ? Greenville, Ky . j Harrisbnrgh, Ky . Henderson, Ky . a rl «rv. -cr , Carlislo High School . P.qttaII Sftminn.r\T Columbus Colloge . . Green Kiver Academy . Kalamont High School* . Dudley Institute . Greenwood Female Seminary . Kentucky Eclectic Institute . St. Joseph’s Academy* . Preparatory and Select School of the Abbey of Gethsemani. Ghent College . Greenville College for Young Men. Greenville Female College . Harrisburgh Academy . Henderson High School* . 1-^LOCO < -rr i ^ ooaoHNMTiiinot'Ooao ! 04 • • • © -* • • 04 ii« • © t- CO to © 04 CO • © CO • CO rH rH » Ol CS . Tfl • * Th © © to to • CO • rH • j o © 00 © • • rH © © • !> © • . • ^ 04 | ; © © tf5 © to 04 rH rH 10 • r> * rH © ■ »o © co « **h 01 ; t- ! CG ©to©t>to©©© CO © © © 04 CO r-i 04 t— < 04 CO © © rH rH © t> CC © 04 CO 04 to r-H • o , o o o t- oo CO « tH ©LOlO©©lOrHr- hH * CO 0-1 t> L> CO L'* r-i **J* L'- ^ © © 1C CO • Xji © 00 04 rH • © CO © iO 04 © © ©■© Th rH f © Th CO © to * CO 04 * lf5 • rH •CQOOCOO r> ifiOlOOOOOCOOOO • CO t> OO Oh- ' CC O Tji Tf r-J O CO l> « (N ^ CO wo • OO^J CO IT} to o © 1© © rH co ci oo 04 04 l- Th r- CO CO Th © Th » O » lO ©T*<© •©£> CO ©TH -CO .-u: C0^i«co • l— wo co © to ir> © co i> icr- 04 tO tO © CO r- 04 • l£> « o © O © © CO E^- lO l^HiOWOtOHt>©00 0 lOOOO © © L- CO © -^ © © CO © L— UO L- r- Tt 00 a> © CO CO t — CO COCO (MH i-H to to CO l> © to CO © to r— 1- 04 04 j CO CQ C3 cooo ^ 2 - • ; £p<|z;£ pq ^pqjzi^jzifz; :Jz;i2i!zi^ p. 22 ! O , u IP-1 ’ o * « • * o a * • o5 © • © • • © © • • 32 ej O 0 3 3^0 ce o . o ■ • o © • . m fc P3 & PP gP-i ^g. c2 C3 ^ gtUPP i«.| _ m 0 0 3 o 3 3 .s t* ’53 fee 1 ® 5; a ^ : X ^ cS t> 5Ch'f> - O 3 w • 3 a'l^'S ih m s o . - " ' ' -£ (=] “ D-i S« .B rsM g 2ca o sl£a“_ g jj jzi § 'p-% pq d E-i g . ^iidHPHPHi-aO^ Od ® s3 03 H £pq P gd ©.a g r& fc> cc £ zo ® .0,3 dtfo and 4=» © 6 <5 : | d* ^ • • & ij &C • * ©©CO©©©©*HlO© CO©© Th CO (OhOXE* ©t>©tr.©iO©©Tht>t^t^ 00X0 © Th .CCCOCOCOOO oo OCCOOOOOCOOOt>CCOQaOCOOO ooooco coco 1 HH H HH rH Hririnr'HHnHHHH H H H rH rH 1869 1872 1822 1872 1882 1849 1880 1866 1875 1866 8*81 1840 1880 1882 0 1876 1865 1867 0 1856 1832 1851 1798 1868 1849 1881 1875 1870 0 1882 1856 1875 1879 1873 1840 1877 © © © to oo co oo co - >S >s >5 t>5 >> >> >> ►WMMMWMMM M £r*r&r flJ’.sf.g,®?® § 2 "s '§'>’?’> "P "t> ro « rt n * « ® * a; JJ © © O .1- ■*- .r-. T-< -rl '533333333 jjtiSciCOOOO jl^hll-lHihl^Hh! ’ >i ' W} ^■W.»r-3 t>.M . M--5 - ! >s H 'S 32 — -

? s"3-p > g fJWW .S'rt I © pCC 2-g 3 3 OB" 03“ ®|JTS 3 'El SajaSSfcfcOOPiPqAi >>>» ,2* tc 32 S 3 3 « O © © 3 s 3 -g MCQ 02 3 b;H H a ef •3^1 £ a -a '3 3® ’c5 3 O pqpqo o j p’3 3 o 11 0,3 §« 5.-w >i ' " g rO (»a f3 f-iSjg 3 <5® S-Im : S . o ;Ph I'd ■ 3 * 3 'o o © „Ph t“t I g a § r2g s §s- £ c3 Sfcj C2 r-j ® 5 c eJ J«2^g§'|g>S.|>ig.® •£%!§.2 3:S!6£l^ -go a FJ-O © * ® fl ^ o 3 $s%. I ‘■illg PhPhS ccg ® 'S g gotA® 2 o © V g o33 m a .2 ee jo osop 90 his onoftoo po.ioiug; H : : : < iOfi ; ; • 1 ; ” i • IQ oh ; ; ; •o^ojroo U! ; © osanooopijaoTOf.iojSciii^dioj^ | h Is i i j IQ ®“> ; . -o-toipro «i j 9SJU00 i pOISSCp .IOJ .oUUUdO.IJ 1 H 1” ! • c> ! ° Tj* CO IQ CO • ■89"enSau| a.iapOm nj | ^ ^ 1 cs o o IQ . • • |Q 00 O CC ^ T1 J •osrnoo poiseep nx ! j fH CO o o IQ IQ CO Woj; o o o rH CO O (M IQ CO 9ZZ 1 K;L 1 ... CC T* eq IQ IQ C Q 05 Q' *-H (M ‘Gjojoru^sat g^Buid^ 30 2 n j rH j 40 . o • o o . . Blake _ • 4=» p P £ o> r3 1 8 If a 5 ! a 6“ i >11 « 1 O ? e i a ,§ h 1 « M £ : a : : : Ha : : : g ^ : : I «§©“■:! 1 ^ll i : j ^ ^PhPh S •ao]|Hztm3§jo jo 9pc(j 1882 1 1866 1836 1872 1879 1880 1850 1880 1846 1836 J851 1851 1868 •JOJX'BqO JO 9a«(J w i 1870 0 1839 ; i 1882 ©©OHO CO IQ »Q »Q 00 00 00 00 00 hhhhh Location. e* Hew Orleans, La. (370 Ba- r on ue street). Hew Orleans, La. (115 Terp¬ sichore street). Hew Orleans, La . Hew Orleans, La. (304 St. Andrew street). Hew Orleans, La. (3d dis¬ trict.) Hew Orleans, La. (35 Der- bigney street). Hew Orleans, La.. (234 Jackson street). Hew Orleans, La. (Orleans street.) Hew Orleans, La. (Corner Poeyfaure and Constan¬ cy streets). Athens, Me . . . Bethel, Me . Bucksport. Me . Corinna, Me . Cumberland Centre, Me . . i i i ■N ! Academy for Young Ladies . Evangelical Lutheran Progym¬ nasium. Mt. Carmel Convent . Peabody High School for Young Ladies. St. Isidore’s College. . St. James Academy and Industrial Seminary. St. Mary’s Academy* . St. Mary’s College . Southern Academic and Kinder- j garten Institute. Somerset Academy . Gould Academy . 1 East Maine Conference Seminary. Corinna Union Academy . i Greely Institute . CC iQ CO t> 00 tQ IQ tQ tQ tQ iQ STATISTICAL TABLES, 499 tC O CM ' O ^ CM O' tO O O CM © • • rH l CM © C3 « © Cd © © c: © CI-O tO CC rH 1 o r- i> o c o o • G* CC CT 0, J l CC . O C rH rH CO * CM (N »0 CO H CM CM O «rH .«h 3 p; © P ft • a 4 a a w.* bt % % , a cH K a R c B ’CO - cgcgoo O CO. f«i PQ o . H P5 pH <1 : ; : pi ' : : : P 1 : t * ™ ?1 J «c| N 5 > JH . • ~ o pH O *1 h> : < 5 «L § i h-i orirp; id|^1 5 g^-S'^2 l!s| ?l iMW^ o o5 gw ® ra ca • t-* *.aa fl fRO s o.-titri tx £ g «-.S Jjhh § ® HQoS .0°^ a p. g.es S-Sfc I .“ h> S S bin IJN ^ !»8| 1 - - o H ® £ « w a a a O a 1833 1844 1823 1837 1805 1849 1821 1845 1851 1847 TjiO CM C© COt>tH* o »o oo i- dtnio . tn GC cc 00 00 t> 00 00 • oc n H rH rH h H H | r- 1879 1 1880 1859 1844 1873 tH O CO CO CO Cl — * tococ CO f>* CM CO O CO ■' 1 HH"^ co co oo co co a,, co cc oo co tH rH r~i <— h rH i~« r-Q rH rH rH 1801 1867 . °.J 1791 1872 1857 1864 1859 W s 56 ® © °3 S ® a' 1 a a *'Ph « fi h © ®ii^ ,_r ' P r-Pf-J A6f a HA h : o^r3 . ®Q «© 0^3(8 0 -ft a © a fee g^t ©3 o o £ C © .3 .5 4h ^ o 55 *». CM GO © ® o ^ -? -3 ~ - rj gJ“^«r3£§52'5») 5^ ®rP' .:■£•" " o o HH3h!3£ OiPQ jEHf>PQ PQ PQPQ ^ ®nH sjS -ft . ® 0 © o o o a a a Cl ^ C3 PQ M C'o 2 Is5- 3 3 M § M eg >3 B 2-p ® £ O ® > C a 3 rt a 3 ® d-3 eS © ®15 M PQ b* -S - S © EH o 2lsi S32 o ^ « e8 +=> eS PQ PQ a a ® ® 'g s b • © .gP ! ^SS§ © « « p o a © . c6 04s OH S a g , >>Sa5,5?""*. ®Ssb<'M a s s a d s'd pi BgJNH S « o ©> h ©So £ SHfEPQ^ i-hPhIHi-Q^h §1 la ISI £ £ 3 -g Es fct*. » ® Bn Ifl S R ® M0«2 O © -Sk ^1§ 0 >-..3 £ |ll«2 §raw § A yuuapijou jo ofio[.> o.i n is .).r ojioo e* • • i-H rt< • ■ MONO > «••• rH ••• CO • • • •oswiioo UI OS.ITIOO X’JDISSt JO JOjS(TT.tX3Cl9.I T#< t> • III • O CO • O *rf o O | rH rH O • i • Cl CO C lO •01 O rH O t— **"t< ' t^-CO O t^r^COrH* rHrHOOTjiCOr-OCOrH-^^rHCO • *m°j c. 20 25 283 47 04 12 104 87 22 40 47 40 67 101 150 •sjojoiujeui opjcuoj 3D rH rH • • • ' • • O * • O rH rH O O • ... . • . h(N •ejo^oiuisnr op^H * 1 ■ • ■ N CS • rH (M IO’ M lO N N M O rf •aoTxraiuiouop pnoiS^ajj « t3 I 'o "o • » 5 "§ O i • *5 •' tf'o • O • S |g^esl | w O w !%•>= S^|coS3| 05 05 • • aC ~ ‘ ^ ^ H fj . p KH ^ oc 03 > ^ 9 C ^ ^ k,> C U ^ o: ^ ^ ^ ^ M K ftoc-S fn PM H 0MH3S •UOia'BZTUBS.IO JO 9X13(1 H 1876 1875 1836 1814 1879 1852 1862 1793 1 1796 1 18G9 1842 1812 1872 1812 1836 1846 i •jejauip JO 9}t!(J M • 1 to to c Or*. Cl rH . rt CM l'- d rf- • • CO rH t- to • O t— . Tf H ‘-C H ^ (O • • co co occo» * co ooooacaoco Location. Baltimore, Md. (248 "N. Carey street). Baltimore, Md. (89 McCul- loh street). Baltimore, Md. (N. Gay street). Brooke ville, Md . Carroll, Md . Near Catonsville, Md . Catonsville, Md . Centreville, Md . . . . Charlotte Hall, Md . Churchville, Md . College St. James, Md . Colora, Md . Darnestown, Md . Elkton, Md . . EllicottCit.y, Md . Embla, Md . 6 I Soloct School for Girls and Boys* . Miss Teates* School and Kinder¬ garten. Zion School of Baltimore . . Brooke villo Acadomy . . Mt. St. Joseph’s College . Mt. de Sales Academy . Overlea, Home School for Young Gentlemen.* Centreville Acadomy and High School. Charlotte Hall School . Holy Trinity School . College of St. James Grammar School. "West Nottingham Academy . Andrew Small Academy . Elkton Academy* . ' . Patapsco Institute . Notre Dame of Maryland. Col¬ legiate Institute for Young Ladies. O rH »? g ; ® ;i§ £ SO ©r C Uj T ^ -O \r-\ £ a O CO CE . 1- 3 2 g : ^ o ft M © •£ . ^-g© 3^ >•.•£ £ £ ',§§S&| Po ©ft^ '.©■< ECP.I Pftcop’^ 2 S ft. fcJD £ 3 <£ £ • 4- . s s a O c3* ■3 H •3 W p ,qco ; « i < : fee ■p 5? ed| -3 CO i2> £,© 13 © o 4 °3 C* CO T*< OTfCOt^NNO r- 7 - CO t^hr l-l'CDt'-O CC 00 00 QC CO CC CO CO CC 00 00 00 00 00 lO O o o 00 00 CO 00 ,|S ^3 q“ PVT* © ©s r~ -1 C © i . g> ^ ' ■•§ g-d-Oft fe ft" © ^ a £ > p P o ® © © PC ® +3 biPr3.2 £ ® § ® H^pft :^2 i * :E? - £ •ft : s f| O gf CO © ■~'?a . © ^ feT"* r£ . © a S M B*S § 2 ©-'T o a’S ©-ftft-^ftft 4- v P.S ft ft p~ © £3 £ p-'x > ft £ go g ®£>2©©©g.££ SS’S'd.Sft 2^ s :"r © ig a ft ” a £ £V - _ -+3 ^ + oS“S=®e; So©. a £ -3 g3”S -4ig >-.k: © ©:£ oo®o®o Wcococo^<1 © . J P en 1 ® !f^- ||| } X cc - : ^ o • ® bo ® co ® C$ Q ® CC ^a • © o ft ft ft ft ® <‘a* « h £ ®© ££tg« ini 1 ft ft« a?. £3 >4 £ £ PP ■.a -s : a £ • ® s ;ce (►.-P £ ■ S5|t PH £.2 .-•gSa ^ g m3 • ® £ £ coCb ft t>s£ P • £> * fQ 3Ci !ft 03 . ® , © - /£ feco !co : >j . £ :P 2 © ^ .SO o CO^a-^ 3f*j ft £ ®kg >;C^q P Q £ £ CO ^ ft cH •£ 6^ : I : a © ft -a ©5 o £ £ © © C-® ^^coSwgftoW • © © — ft MV £®OWP73r££ S3itsil§i co^ftcoft HftPft ft a ■ £ • ® : ®.S I lllfi :ft~ S ; © tx+e I g ££ : £^ o ill a O n CO 1-1 « O -2 ©CO-2'2 "alia0 £ O © O r£ PpPhWH^ P £ ft o . ft ® « © 'S be® qa p-^ ^ 5 g ® fl a ft S?3 •3 O £ ® ^CO *§2 J® £ © If! ft £ M fel a o bj . 09 •2® a |ft^ ft.o o Hft§ £^.^ * c O • O O U © © .®Z © £ S eft o © ■©p CO r£ •as W a S §o| © ^il£ 1£ I© lO 1£ IQ 1© t£ in to u? S S mm tow to . From Report of the Commissioner of Education for 1882-’83. Table VI. — Statistics of institutions for secondary instruction for 188^-64, i P r5 p C/2 O L- i REPORT OF THE COMMISSIONER OF EDI •JPOif OICtiap'BOB ISBf JO 9S0J9 ’ g) I ;© » ; • ; hmo ODUI8 jooqosogijuaios'paraiua; ' ** : ; ; • JCA'3 0 HON. ONOH iH O •auo.v oittmpcjy jeiq jo osojo ooais osopoo paaaingf It ■ O ■ ‘ ' • O ffO 0 O O O rH O rl O ■ojfopoo TIT 9SJH00 OTji'aoiJs ,:oj g uurdo.ij 2 J C5 • j • O •«* O - O O 03 0 O rH •D.gopoo HI i ^ os.moo iBoissiq.) joj gni.iBtlaz^ ; w t> eo | 0 CO ©coco O coo^o 3 40 ■s@Spugau[ u.iopoui uj ra : i>o qo i • co w : in : 0 ^ rH ■GSariOO |T30ISSB[0 up 22 U i : : S§°3 O , tX O - - — — . § *- •9«auoo Tisj’gug q 2 ° 55 I I 1 rH *o 1 a •9lBU19,q S ! 8S3 §2 : 5 S&S 8 S rH § | 3 is : a - TU<’X ; £4 ! |S|{ 3 £$§ § §8338 1 ■ •sjojomisui SB | corn OMC CO ©MCO 10 OOriHM -Xp x* r-t •saoijon.ijsBt opijy fr» HH CO i—< CO CO CO j iH r*i CO eo »-c •aoi|Baiinouap snoiSqejj; C ?| d; 1 111 ~~~ — s a o css iT c cog 0 000 c;^ t & y VA £ £ /S H c P4 p: ) a a ^ a a I el .0000 0 • 0 ' t I O : : : : i : : : '» :*Hg : : : ' ■ fl w i 0 Ph ; ■ • J i fijjl A i: tfe'si i:-i Ph g jS-f t>>i » CO'® 5 — t> c . 1 •= b (•> l *in In Sai -iSH K hfe ! c i 1 » < 3 l w § d < >, X II : ; 42 iil 1 5* = ‘ idS- § j | d| ^ p <3 5 3 f i \ O t> •UOi;i}Zmt;2jO JO 91 PQ 1 || Hi | Hi 1 mu iiiii 1 •J9WBt[0 jo 9}T?d [ l . ’ . « 1 is | j | 1 !|| 0 0 °S i| | 1 I rH rH i 3 ' :J £ : j! in : «y fi 111 1 lit! hI III 1 l«gs C 0 & 1 in ^ ao . S3 y= 1 III: iSli i! 1 a! » |ts | is I! 1 :ji 1 i >5 a i Home School for Young Ladies - . Lawrence Academy and High School. Dean Academy . Mt. Gardner Seminary . Sedgwick Institute . Prospect Hill School for Young Women. Hanover Academy . Bromfield School. . Derby Academy . Manning High School . The Misses Hill’s Boarding and Day School. St. Patrick’s Female Academy - Tabor Academy . Barstow SchooP . ij 111 m Consolidated High and Putnam Schools.* New Salem Academy* . S§ ill I nils 33333 5 1 3 STATISTICAL TABLES. °§ O O 'OICIC CM iO o o to ^ t> eo o o GO kO O O 50 fo * t>- a i IOCM tO CM 00 iO 50 l> s :■ .o ’ : p ! © • © PwJ fc : Q §og o p5 p4 P-g OOgOQg P6 :o p oo p.g :« : J&* *§1* <3 | p'SW fe s,S a© : o . ■ JCU IS - - - II '*© p ,-S cS P'S ”2 “38 « ci SP j P3 P O ®.S-c3 O « 5 Is A © ® ro ce M O © 1 s'r5! > I “ ®C3 © p 3 P3PP 05 £ P - P «2 o8 _© ci'S’g S .9 M m P cs 3 2 *Eo f^Jl I 11^1 m cs.p p (-v tf||§ P. ® p, eS ® 'S © P ^02^ Ps P S MI ri s !> ® 2®o 3 p p « - g P^-g|~ *£« 1 1-S p£p°<*fe • . * ”S ^ ^ ^ « O O ^ pH h p- • © CD . © ©Q 6 a: or? ^ w (<« jr 2 .2 ** ccui^ cficeP B 5 © ,*)'P '©•g © SO cc >> *1 1l Pc/2 cS o £W © £d § a ^p St go » fc © c o " Sal ® ffl B It C^l fl (A OQcS t> 00 0C 00 00 CC 00 00 00 oo O 1C O to <35 5© rj« CC 00 t- !"• oc oo CC c© oc oo h co ao to b- l> 50 IS b- «> f 00 00 00 00 00 oo WOH 00 oo 00 00 CO I saa _r *ffl *© S §~{g«g O -S p -P rP *P £ a tt 3 U+J O Ort fe s 3 tT d 3!sU -js 1^1 a g p2^ ->.53 P pp*3'© rSs3 P C8 . 'rP , sajif I |llals 3 © f p"' p .-s O O a O "^^jp r^pClrj ©rl bTf^iS o 03 S'g 2 ^-r2 sAa!sifI -ts+=-^>5S+3 c? a^1 *000 ^'o50 0*3 A33 pis -3 a | © © ©<+i © c3 © Ph ppp pppe> © p © „ IH k2 ^ -® p"*3 j & «s : m :0 • « ll£- « g p M|1 0COr^ C r-i a lP 11 3g -2 « ^,2 p g<1§ *© I 3 © © «2 S’© g O . d‘ m ho 5 3 i^i.S .9 8 I © © "^r-2 g .g S*s .2 3 IS «$ CO © A !! a I” © CG 9 ®£-s cS © © g .© a Sii in i-sa : «oV. . \l% P '3 S h • § £ :g :p ! rs 2 t» I ill •rc'Iiil a « g-3 ■ 2 2 § -a ,© ass'tialfllsi S^p?=s3®pf-'R 2 £ O ^U2 .JJa p-oo© ■©'© © 1 »H pWfP PfS Ph-

4 Is 1 -S >> •43 a ® © H « ©2 a.® Il © 00 O CM C4 CM 50 50 50 50 IS CM CO r* »J*5 50 I COOOH (MM^lft50h-0000 rH 05CO^^ iO 05 50 50 50 505050505050505050 50 to to to to From Ileport of the Commissioner of Education for 1882-’83. a At Hadley ; removed to Springfield in 1881. b Preparing for medical school. Table VI. — Statistics of institutions for secondary instruction for 1883-’84, to • • • < • ■ ■gSoiioo at esanoo {uoissup aoj Sauadgjj 2 | j <00 to * • 'Tji rH • rH • CO • • l> •soSunSaui ajopoai aj 2 ! • o o w ! • C'J ^r< O • ! co * CO CM lO • • lO * • O CO COCO ' rM tM • • • « rH • •gs.inoo iGOTKStqo aj 2 | co j co o j 00 H^O • lO O O lO H C H-NC5 rH H CM • rH nH CO *—• CM •gsanoo qsixSa^r uj j 3 ! ^ o ic Ol * 00 HTf CO • CO - O 00 O «’ rH ' O in O t'- cm »o CO Cl COO *00 • CM CO CO lO CM co •91GOI9J I 3 ! 210 100 135 0) 1 CO » do • CO lO 'HH5M O O O CM • -031^ • CO CO ^ TJ1 L- •9IGK | 2 1 m-' o o w OO O O (M r~* t-H * lf)Wh •gjo^orujeut gpjnioj]; j GO | • ooeo i>oi© •' • nm ‘Nthh^nw cii© co •eao;on.ijs«i 9[uj\r *• 1 LO # ♦ •uoT^xiiinonop enoiSip'jj © P . +3< wj,,©©©i-©© ©oo a •• • • • tf ■ P3 • © © © © © c/2 ©7;© J • ' rj • ^5 • ^ _ • « as © © 05 . w , a r oH U® : . : “SlaaaiaP aW a > •• £*t>* ► ^•cccco* c • o w Pa Po, :p : I?a kiSK « tD 2 «■ -s ; *g i « : u - 4 ii j a 't> ‘ •sis : a "< a ’-3 bs sK-M s |ai *s J © ^ ft HQ © tT : s J d 3 03 lT ■ o ^ w c • 3 rt * C3 C! O 1 hH ^ 1^5 -ga ds.sJ^J43s5|^«u,= .1 ?**• S sri53d g g „• 1”) | P< * j»as Ja a © > Q • ^ s e-5. PpP^^M^E-ip KHO •notjuzrau.o.io jo gjBQ •JOJJBip jo a^UQ i oo oc oo co ce oo qo oo oo co UO 00 00 00 00 * 00 00 00 aa u tT I a a!’?- ^Taa^l'© OSslo a a a ©^ Pj £j Cj aS P . 7 t W C Pj 2 3 •2 5 $a « S .2 a! a -fS ?-~ ifSgSrfS **1 — ' ~ - ,2 SQ © oo kaaot*!j^c;© a a a PS KPS Pp^pqpqpPQOO PCS § If ,P So a 3* P .a m3 , bJC* © © K W> 2 ©r a ©•£<} © ©'tfa'Sc-; .2^-3 © £•= is -S a® -g © .2.9^ gap I a gao-3 1 i gS^ i lgllj*i£g£ 3 b'S^jo oaae = 5 1^,2 S^hs'©^ © cq s«2®iocS^'? pSfflHBMPOO 'o 02 fcfi E £ H ci >• (h o a © a © ftp ft © © a oOW COI>QOOOHNWTl< (0«0(D(0^t-r*M> <0 CO CO CO CO CO CO CO CO STATISTICAL TABLES. 505 © ; ^ ; rH t«H • • • © . • • to ;ON j ih > j , Csl . > ^ o o tp o ■’ to to gj ; o • o ° . - « i i rH • 00 • 3 i^S500 iol “S i 35 11 25 14 CO j £8 CO to o to to to O CO COt^N to • o w ig. :S88 i 888 r- r-l 3 : gs o -oo g !g <*8§ g to ! • L- . . 8 ;8|§gsg s§§ S 8 CO ScisNCO > 83 §3 88°8 388 °38 .3 8 : S§8 S23 88 is : °§ gg 8233 igg 888 8 to • » rH C© 00 o t> * oot^o TP • • w Cl> H t> O H • , Tp CO 6>^ si! Sllllll 11 ISII Ill ill § g gg gllggggsK GPK * of the Commissioner of Education for a Bechartered in 1884. b This school is the successor of Sardis Male ■which was organized in 1855. Table VI.— Statistics of institutions for secondary instruction for 1883-’84; akdale, Nebr . | 0 I 1882 STATISTICAL TABLES. 507 ° i • P IN • • O O • ‘O O CM O O • 'OOO • CM « ' t-H xO * • CM • • ; O 1 O • tO r-i CM O ; ;t- j O ; O to • O CM -HO 'CMtCCOO CM • ■ r-i rH o • Cl O CM CM * XO CM ^ * CM HHO 00 • CM • cm « ; O 'CM OMHH • i£5 cm to o to j C3 ; ° ^ ; O « CM CM O tO CO ' rH • rH CO rH 42 5 O — CM o 00 • O MMXH OOhWO • OJ CC Ol O CO • CM • CM 00 • lO rH O O t> CO C5 • 0 CO rH CO rH r-1 r-1 • 7° 2° j 4 to CO -5* n C5 C r- 1 CO CO 00 to ^ O IT XT rc • o CC CC H rr CC H CO CO CO CO • ‘Q O CO '05 • Ct i-H I IQ ^ • rH • CM lO • o t- ' — 1 CO COr* rH rH to ^ tH CC- CM CM rH • rH CM • O CD CO Cl CM Cv I> C5 H H XO CO • CD CM Th CO rH CO Cl (N h CM COrJi* o'i 'xoo^oo co to rh r> n o o o* © ^ • (M ?j M ^ X CO CM n r— < CM CO CC *T CM OO ' C5 -»< rt< 00 * TT CM CC CM CO * O HXO O CM CC o O O Cl ■ Til- COTj< ^ HCCCMHO COCO* CO oc ^ O — i CM CO to HOWO E X C N OO r- O lO iC X X CO CM CO 03 O L>* l> L- LC C--1 T~< IP. H O O rf( - i*3lO CC to lO h CO ^OC-I rO O t-H CM CM*0COC5 01^ to XO • O O 05 CO tO tH CO C<3 CM CD ' CM CM OC5ThCOtOCMHCM CMtHCTtH tHCOtHiHCMiH CM rH CM : - : : ^ H rH CO rH H CM H H CO OlrH' iH CM ' O • r-i CO CO ClH HH 1 HHHHH HthCMHxO hhh CO r-. rH • CO HHO • t> rH Cl; , ■■■..•1 a©e3© ©OO©. !khoo!|« |g£g IHIi pn^p^rtrtrtrtS rtrtrtrt rtrtrtrt : © ! © © ! © © © © • ® © ■ © © © V fcX)* « ' ? °F *■ C n s ea p a = C o © © . OOO rtortrtrt rtrtrt Cl i CL, • *0 • oS 1-0 ! "ol^i zW • o • o o * a) ‘ ©o* H HH r/) . COCO, ffi • K CO • © « a!p : d d a 3P3 q.rt : ^ £ § o • c o o o- o o • rt rtert ; rtrtort^ rtrt : ® - o «3 % •'T-S-T | :g5S © a ©X - M g © «M £?fccg rt i~i . ^ .2 ^ a © © .9 H H 2 © .O c3 5Sr||l B rt^rt WrtHrt p : ‘ rtcoScrt Eip-P oS o % |§ J 2^ ort 00 l> cO cc oo oo CO 00 CC tO 00 cs OC^HHO 00 00 GO 00 OO 00 LOOOO OCOCJNN CM -M lO OC t>- 00 GO 00 coocoo CO l> 05 CO CM lO 00 ao aS S oo cS CO CC 00 'rf o I oo CO CO oc • 00 X X X CO : : :W : :*rt : :^- wwg| '.©,©-© ©PS . j© ® © be® H ^.n 3 eS e3 e3 T © aasa^^o a^a© sooowFk s :W : .td •te" ©ja. c3 § * >5 c3 C • : 1 * a-a - :tc :® © ci fl a : rt 6551 -S ■n^ « ® Sc2 w®1.5Q ©q •k ’d O 3 J© « tz co^1 : • >jbep &1SI c3 *4 0 '**• j CJ . © g ■3^ o^^sra -^cccccChP?! '3 «s 5 h 2 §0^ grS. ®.g^ © o^ n s ti43 c3 © Ph<1qM © a a >»© ’1 a^“l a .2 ,2 'S ®© as^, 1 a. ££ Sjs | p am ®rd® 0-2 U ©b^^l^ oaJo^rtoFSrtcqWH 'bt© j?© L © s as h-5 lla| 3 1 ® be” 3 1 t: a 8 •*H • • :g : : \m • • ; ® . ; ; ii • § be’© • • ® © © . • p ©rt 2rt k • (HPJP3 2* • .©rt © a S'Sqw § rt O 43 ^ C3 '3*0-2 acli •S § a a MhP^o A* a rt M a a ^ © 8 ^!§SW«IJ S||fe§g| ©'©rt S ;„bc©t>P,a=3a®|-'(D ^ „ s © S,c5 s e ^ 1 §S § a° © « © fl. 2 art eg M^pttrt MHrt o t> x c*5 o ?i :5 , CO CO CO CO ^ T^i 'ft T* t'* i> i> c* t> l> ^ O t> ^ ^ TT< ^ OOOO- i'MCOT*.00O> T^^iOiOiOiOiOiftiOiOiOiO LOJON CO CO o t-5> OOHNM ?o l*» t> fc> l> From Report of the Commissioner of Education for 1882-83. & Number of pupils duiing the term ending July 1, 1884. Chartered in 1880, and organized in 1881 under its present management. Table YI. — Statistic & of institutions for secondary instruction for 1832- J83, tfc. — Continued. 503 REPORT OF THE COMMISSIONER OF EDUCATION. otraop^oT? jecy jo osop 1 oouisyooqos oqipiaijs pojoyag; | OD 1 H 1 O O • 0 • 0 . • •aB9A OIUIOpBOS JS0[ jo osop oonis oSoqoo po.iojad *» V* J O CM • -OIXNCO • t- CO 0 j •os'oypj nr. os.inoo o^ijnopu ioj SauBdojj « t~ o • • O W | 0 •’0 0 ; 0 i ° ° ; 5 •oSoqoD nr osanoo poxss'Bp aoj SuT.i'cdo.qj \ s I 55 : • 0 Tf co 10 • CO • 0 0 • W to O O O ; "S •soSimStnrj njopotn nj 2 | -3 •O^HiOCiO • CVJ ^ CO 10 oc 0 Cl FH 00 f O C4 ci 0 0 0 0 1 •osmoo poisssp nj M rA ooo 1 • 'NOCOOCQ • ' CM rH • 0 0 • C4 00 * O 00 • • § •os inoo qsrySng; up rr I'SS • to f O • 10 0 •WHO • CM ^0 m ci r- COT^O 2 3 f 0 0 ccooo •epuio.j | -M | V* 00 • C4 • • LO CC O T— c • 00 ^ ^ r- ^ 3 00 • O P- CO • op O ■ Cl • cci Cl i> C O •opj^ % CO 00 Tf 00 O O 0 ^0 O 0 • (M CO CO n O 04 1 PS cc 10 oc O 10 — ' 0 00 • O'* 0 COrr^O^^^ £| 1 0 04 g 1 3 000 0:00 •e.iojon.xjRui oj^raoj; Tj CO j •COOiOW Ol> CO ) O rH CO ££ ■.Ci-A££AZ ! yA i P- . G N 03 c ® p § c?5 J*. _ w § I|1 cep* ej £ : £ o :q \i$. 0 P43 o' 5°°$* ?Ld'3 pz.SM c Jfel.lglwS 02 'c .2 u . © « . »p§ £ ^ P © rt *5 > > 4 t> > 2 © © « © © «!«« +3 bfl © 3 ©45 Np £§2 3^ © . © a »t*«S u © ® © McZJI-3 'UOIJ'BZItrKo.IO JO OJ'Bd CC O 00 CO CO CC 00 00 30 o ^ oo io Tjt i© i t- -cf t - o c© i 00 03 00 00 00 00 CC < UOJIBqO JO 9Jt!(J JHj ; AA^1 1-5 A Eh>^ a 1 . o :3 ! to « ? ® ® | Si'S 2tS '§£,&£?§ fl « 8'55S«'3^ pqptSSbuS S. hsi-o hs :

© © © S'f'gcp WWW ;V ® *fcKS p on^-rt SSgsH* © p^S & >jb ■<1 S ® © f-1 3 Z. pjs* 3 ® fefe|cS3 §fl-2 :~.2S P 2 2 ? 91 • ®"Bci P ® § P’S : sZ*1-1 © .3 © .2 o 'P • b. a3 S- 03 5 M2 43 Q_i eJ P — P a, «. - £ g€ g © §M43 •B £ c3 .S 7s 1-3 43 .3 >-• = pqo P5oj- «31 G *; *2 © CS H Ho ® . 53 © ; .•y b£ -3 «h P<£> OM >> « © § hPhO >; a © s © «3 g -® 8>g -+3 43 CQCQ H'o r-. O 2© cS •g^© © ©•^ © «p*s a £>^ § a p © « S 43 © © H<1C5 C- t> tr* fc« t- l> t- L- L- ft- School in the j Hoboken, N. J. (cor. Sixth STATISTICAL TABLES. 500 ©1 • O (M J ; ;° ; : » : : ;0 O ; ;NNO • ; O • O O rH j i : •CO j CD rH O O j CM Ti< 05 O j • 0 CM O O O I CM • •jo; :-| j O O j j T* >0 • • S' 0 O 05 • CD O O • O rH • rH in CD • r- > • 0 < • rH CM •OXO O * 0 cm CO • O O . r-^ CO 80 m t- 0 CM CM CD N O t> O (M » in in IH CO CC T-H CO ; ^ CO lOI> « CM O C5 CO rii CM • O Th Ti< • CM O • OC O O • CM C5 CD O O »H O tH O CO t-4 |> CO CJ CM HH 0 in 0 CO CM 91 'H ‘ CM 05 O CO rH • CO O O CM 1 H X CM CO H • O O 00 r-H CM • rH •tH 00 0-^00 0 in rH O CM ri CO CO m h 0 0 *n co a CD O O CO O in co co t> 05 0 m • co CO rH • O • CM • CD CD 1 CO O O C5 • CO O in rH CM; Hi 00 *— • O CO Hi O O tJh CM T^ OC 0 00 • m co 0 co 0 1 in CM CD rH CM rH in co 00 • Tji CO co • L90 150 210 40 80 • r> « CD CD . co • 00 00 co co co m • • • in 0 H H TjH 00 0\ • • • CM Tfl CO • • 1 m Is* 0 cm 0 1 Tfi CM CO *n t*i CM 0 t- 00 0 O O CO 05 3-1G 280 340 113 170 0 Cl • CM O CO in • rH rH CM t* Tii 00 rH co m 05 cm co lo m CM T^ rH 05 CD CM — co 0 m 00 ^ CO en rH T^ CM lO CO rH TjS I> CO CM rH rH •<# lft©l 05l©s0 »-(MM rH Tii tH CO CO TH CM CD 00 rH in 3 2 12 1 1 11 CM »H CO Tji CO CO CO j rH CM • CM HH j CM H CO O CO CD CM CM Ref’m’d. Ev. Luth Kon-sect Non-sect Non-sect Non-sect Non-sect Friends Non-sect Non-sect 1 . Non-sect Presb.. . Non-sect R.C .... Non-sect Presb .. Non-sect Non-sect Non-sect Non-sect > ) 1 P.E .... Non-sect Non-sect Friends . Non-sect Non- sect Non-seet R.C .... Mefch . . . Non-sect ® • < bfi • > 5 ^ w : : m : : § £ a : • j : ® ^ « 1 , • <* *-3 • • • rt P ;VH • • ?e n 5 ! j?? ; • _ # fli ti; rn g1 M H 8 liwo g *5 cS^-Xr-* 0 g 53 J-" ^ !@ c3 S ^ ^ 7^ W 'OJ +* M „H 0 Ol *SW £§3 © H -e o 2 ® ccO M Ife.S'P t*J c« 2 Isa « aw © a> jc a> © P*S5 A ^Sa- M '§«>>,§ sgS*3 <5 ©^H 2; ^ ' ^ g a-SfV j\©£ Sc© iSasKi^-s' :^i • _ 5 a-g © p st: a § © ©^l © 3W0 00 00 cc CO < CO (M fO Ti< 00 CO oc 00 00 CO CM • t* to « l> 00 • CD » I 10 05 . CO CO • 00 00 • CO CO rH I OC t— • 03 • 00 00 00 ' rr- ° ' 00 00 ©■ a ?3S**!*~ P.S^i£i r-S M is ® >5 S t>» < Bh O © © © £ © i .2-s as SA 2 W £ 1 S m :*> tS • fe a h)t-s '1133-2^^4?^^ d©d®c3©c3c3 fe t t £-2 £ £ 'S^O'-jCO ©tC©©©Mffi® ft fc c3 ' Jzj ""<5 . . S®|2g,8S^S 3 g 2 g-g gjgjS-e |§^wg.g.sJ3| [ziOW WWWa2a3 \7\ : *>* o22**-*-* O •»- co 05*.^ ^i_r a § § © - - ,_ M a © © fcjz a' £ —3 B 2 C a E © ® ® © "id bid .gw ci© ►> e? S w >> f-t ■*— ~'J- © co h S3w Sob •3 ® o bJC . O ffll .. - >-.<532 tr.x ■*** n g _•-! ©; o £ ^ p G> § ^ j3 § a o a © 2 £ Ir© c fcri Cl J3 03 Sr^ 3^ O O g cj Os O C3 O O ^*H . f o ® TO °© !®1 Sfc-a 3Q§ EH t >5 ! c« ■Bi~ g‘| 1 ’o go >5 g~® 1 fl a© ©^ g js ®<5 0 rtCC ®^J 1? © g a O O ‘ all-gl: ^SJillSaQf h 3 1*3 S2 : tc • B :w a V.a ill® g-S' a 2 ' h a* S3 ^ ■PI ®3 a rird © Hl-Ifsi j-s o| g :M£-a © ^ao £ 5 O cqH JziWPn H ||s|i II Is?1 § >>^2 9 c3 © O ■5 bl a .Si H pig § « 5ww |5 t/2 722 ©5^3 >-.<) -w © •5u O tS S O ® "a- ®^-Eb§-iS5-sJ* br.-S e A a a > -4.r= _ . . 2 S ©a-g-sSSh iJlllsSlSllI 03 EH 1^ <5 <1 o> o r- 00 0000000 cao 00 00 00 x 00 00 CO tHO 00 00 00 OhCOOO 00 x So 00 00 ci rl ?5 cj Xpi cl L^j CO GO 00 00 00 00 X CO o o C3 cc 00X00 From lleport of the Commissioner of Education for 1882-83. «This includes girls in the Kindergarten. b From the Is inety -seventh Regents’ Report. Table VI. — Statistics of institutions for secondary instruction for 1883-r84, fc. — Continued. 510 REPORT OF THE COMMISSIONER OF EDUCATION. \itnA oimoprot! jsrj jo osop | gp earns puAps arjijTiaios po.iojnjj i w •JIJJA OUUOpiiOlS 4BVJ I jo osop earns oSoftoa po.iogug; | ^ '■oSoflob nt 7 . ©' esunoo optjaoTOB.ioj.'^niJTuIo.ij | -vi •.XoOjp > ni | OS.lllOO fraiKS: (,> ,lOJ .oaTU’CL>.IrT I r-i ' uu5ui![ luopoux nj •OSMTIO.) [UOTSSTjp rip ■oeanoo tpn»uH ap •opuu.vi | q •op; CO o o I G2 I •«jo)onj:;snL j\r^ | fr* •e.ro^onjjsni o[iuuoj r- CO t— CO Cl — J 1 Cv * J CO Tf CO C5 CO 40 lO •nopunjuiouop «i!Of.T.i[v;j w ^ o e d k re x • o • 12 0 0 £ O . 0.0 \A : AA'A VA Ph A Ch yA (4 A , , , I , ; ; J :j • ;3 ! si a j a : * S u .2 1 pT 1 bC i p Ph d E d r/j © ht to 3 p p 'g a ’c? ;■ g a © > 5 50 O > "o i u P-i K h? P' ^ ►-) Ph f^q d a 3 a c mm ir. o o> O i-O X X 3 IA CO £ X X nHHnHHHH iH rH O r-H r-< • t- ! iO C9 ; CO •JOJ.I'BqO JO 0U3(J 99 4-0 O • 4.0 C4 . XXX • X X .x o ; O o X ^ rH ^ ;HH . rH ; > :>^gg. ©~s s «MsC? cS ©3 S oo®o(<25ojJor S 2 S 2 S 23 £3 g-g P pq P pq pq i |&: i i ji ; : ; o ; ; © ; : ; H ; * * S : 3 \ . . o , . rt • : :<1 : & © : jj : • ’ b“ 1.9 « ® 2 • : ll >& ®fp3 & ■ § >-.£■© o.t; 1 £?© ©-a .2 g^£^a g grt'O 2 P-a § g *4 M _ 85 <| S 2 2 MH ® O $• C © « * © rd ^ 71 Sr o P p- hf, u Ph P © o fc/'-Sr o ^ I §*a.srg a-§ ^ypqO0p5W <) O O fN i CC 00 00 00 X 00 00 3 3 S ;al School b . . . . I Buffalo, STATISTICAL TABLES. O .o IO C/0 CO • CO • io CO • •OCO ’ ^ r-- O O r-4 1 Tt< CO CO io CO io »0 ■ O ^ • O O • t- : o O O 00 CO PC • HO (MHCQCVJtHOJiC. Qd CO l»-0 CM >^ w . gpn^gO^gaOcJjfl” © 1J 2 § 3'S -- - H hi 3 mOPH aSWShaStfPHft H o : : : : £S> ' * ' _b ?h • 2 J ‘d ' £ ' cofc> a 2,5 " ® osa^t> (2 <1 ^ >5 S '"© be »** rd q s* - © &* 5 /S 2?S^2^.s«S HSiSS^SSsS S ,q ©d 2 © g gp Hp^pMoHtfP C0 d g ; pi" 3 j q ® cS^S ©P 0.3 <3 U © © © t> gHl jg H^PHq s ; ■ * : • j : : ^ : : ^ ' * _ ® g j, J H o i> oa a co co OQ 00 co 00 00 c I Tt< ‘I ■00 • c • o > CO ; oo oo 00 CO co co co l- O0 00 CO CO » O CM ( . ^ 00 < > CO 00 ( ' b- O ! S S •l*'© ! !*^ gN gdtn ^ „S3 O , SrSA £r| p|'© S&W | g | WFP WQOO ,e3,«S P.cJ © a c p p « ih : ; |J »** isA : iS hJ fall bf.1 - roV.S.S^t* a crP ce Cm in . JjJilSwws o i > i i ^ S i iw ? ^ X ;4jI^4 d a 2 5 g^^liz’ig - -§ « . c 3 . 'S i2? © 5 «.® o bc-^ id . ® e8 a a ^ g._r® .dp d -r .g.S'S - «» min ■JOOOOOOOO O o OfiWWKlWWHWW !o S r-_S a rt l| |w FP HH a >3>^ 'fa a a c © © . np >^S s a rt a,^ i fltio# <^‘•2 p”.S »-h q a © O rt KS Phi Hoop 5 >> : : ? g I b^.S , w tiMi :”^§- i g-9 S3 H ^ g^sSJI ^SiS’^oa m CA % q a'F* ® bn Cj M J. _j . C3 ^4 1T3 © rt © 3 fw'w co B 0 © q -Hqdd.S S:p3 ©d® t-aP OOOPOfaoHfa ^Jh a a A w ^ e= s ^ pi ® a pi a a >» *M»| ^ ® B -fB* ^ © g 5 ®'3 q.STrjds , a © : a- © s ■S t>> : : J s Ba : :©* •■g^ : :2>» >£j « >s ; "rt © ’<1 a w|h3g ?:tTj- cd ^ ; ^ c O O oPP-^HHmHpH PaifaSo ©r£ © rt P X3 d <5 .P O © ® *3 ©.& a © ©.j~ ©•; > ,, 3 S3r^ £w 5 S-f, q a g p; g A sc O rH 03 ro _ . . , _ U3 L- 00 Ci O *H CM CO iO CD t> CO Ol O H (M W tfj O N X C5 i -rH IO UO OO IO LQlOiOcOlOiOOCOC O O OOOOOt-M'1-1^ t- I>- r- I- t- >co opogoQoo.-ogcooQopoococgooQO oo oo oootjoocgcococooooooo oo oo co co oo 511 ^ From Report of the Commissioner of Education for & Temporarily suspended. e At Clinton; removed to Fort Pi Ain iu 1879. 1882-’83. c From the Ninety-seventh Regents’ Report. / Closed tempo: arily; fi cures are from the Report of a Since succeeded by L. J. Dean. d Rechartered in 1881. the Commissioner of Education for 1882-’83. Table VI. — Statistics of institutions for secondary instruction for 1883-’84, $'c. — Continued. 512 REPORT OF THE COMMISSIONER OF EDUCATION. Number of students. OTmapnou aeux jo eeoxo oours xootps opijaoios pa.iojaa; 3D wi : ; ; © © © j ; ; ;© ; fO © © h}< . •jb9a oiuiaxreou CJSBX jo esoxo oom’s oitexxoo poioing i> *< • 0* rH I I © © © • ‘b-UO©©-<*©rHiHCOCO •aorrEUTUiouap snoxSixog; i nun a ~ a c-5 a a o o o c -£ o c i ?i i mmim o a a . a a a ch a a a a a OO • 0000-00000 • Principal. t-3 i E £ £ s 1 :a : : : : ;f :3» : ■list : «JU : ca 2 > > &$&&&* i -l i MSijiiiij | ii i 5 j*a \i iJ- ? 11 i i! 1® i W 1 Sllillljl ! Hii Sillsllsls i iis! mmt . 1 •UOIl'GZTU'cSjO jo ojnd lllllll II 1 llllllllll uojjmxo jo ojtj(j M ||||°o° |o j 1 \ i- e* t* £ i § o 3 : : i i : : :£ : : : : ir? : : ■ li-sfi illiSf i : : : i : : i : :^ : : : J i i i »» i i i > ^ ^ di H tFi^ i « i mi a tl WM t-4 iJ (-1 t-i tj »-i >-3 ^ j & Elnvwood Commercial and Seleot School. Glens Palls Academy . Gouvernour Wesleyan Seminary . Greenville Academy* . Hartwick Seminary . Mountain Institute . Hempstead Institute . Academy of Our Lady of Perpetual Help. Hudson Academy . Hudson Young Ladies’ Seminary . The Misses Skinner’s School for Young Ladies. Lansingbursr Academy a . Lawrencovillo Academy . Le Roy Academic Institute . Liberty Normal Institute . Genesee Wesleyan Seminary* _ Lowville Academy * . Maoedon Academy . Franklin Academy . Marion Collegiate Institute* . Mechanic villo Academy . 1 §111111 II 1 llllllllll Me: STATISTICAL TABLES, 513 « • O • tH CO * CO CO IOO O • • • O to C5 to to rtf • O CO O O CO CM CD CO • 1 • CM lO ttf- COtO* CO CM rH t^O^CCO « ' CM O CO H CO CO • « rH too ‘Oto Ortf • •'Ttf • • CO CO • OOt^b- Ttf rM • CO CO tO CO • 'CO •• rH • CM rH O O H -J LC O H O t> CO rr CM CO CO CO co • id OO OOtO O rtf tO 05 O tOrtfCOCOCO COt^O O CO O 00 tO CO CM tO lO O tO rH CO CM CO CO • CO CO ' CM t>» rtf CM JO O rH CM CM O CM t> JO CO • tO CM tO rH CM CM m rtf • rH j rM to CD a Tf 00 cp 0 © n3 02 m ap m co cp g 3 2 2 2 2 2® 00 0 0 0 0 •£ 6 6 ft ft ft ft & Non-sect Non-sect Non-sect Non-sect s : 4 ^ " A' < ^ HI Mry c8 b?5 c pi a Rev. Leander Hall, a. m . John M. Hawkins, A. M., PH. D. Miss J. S. Lourie . Miss Eleanor J. Maclde . Rev. M. J. Phelan . Mrs. Ambrose J. Erwin ..... Henry A. Balcam, ph. d . Sj\ Mary Helena . Miss Ann A. Ballow . Rev. Henry B. Chapin, PH. D Duane S. Everson, A. M., and William McD. Halsoy, A. M., PH. D. James H. Morse, A. M. ...... . Edwin A. Gibbens and D. Beach, jr. Miss Annie Brown and Mademoiselle Isaline Ruel. Miles. E. and M. Charbon- nier. 5 Benjamin Smith, A. m ...... . Mrs. Beilina Eroehlich . Miss Julia Gibbons . . Henry E. Wells . Waller Holladay, B. 8. C., C. and M. E. Miss Judith E. Wreaks . John MacMullen, A. M . Misses Adeline A. Leeds and Nellie A. Leeds. Mrs. Leopold Weil . . i GO CO 00 00 . 00 £{xl* (X (X [X fx § 6 6 66^6 Jxpc'ic |^1 P|| j; a ® ? © c4 el ® ® ® gftft-ftftft ■ • • © C3 £ CO ■■x h 2 « :6 :3 « t - ^ 3* h ^ t* Ji 6®6fc~fca£ ,3" C. N w © M 2 J- S & PQpntx *fx «{x gi* £ & £ £ i ®®©®-'t'®C;lffl — 1 6666 ft ft -d +2 § eS * H •o o® prrtf 43 43 43 +3 g© § 3 S § *rt H ^ £ £ W ift to CO ;*J iS, £} H f* ©-S^X \A P >H, £[zjsfc'g'8j^S[2^|z;?jjz: ^g^g^^g-SS-* - ® - iJZ3 § £m - JH -*-« O 05 © > jzj c3 tg ajSSJ-g ^S'S s o'S1P"Si?3^i?"Skj 2 *"* "L ~ c« w w ~ ^ 00 C5 E> rH £xlO ^ (-5 /S & o ^ o & 0)00 © tO © J>- © CO <0HH^ © tO © rtf © rtf © 6 6 6 6 6 666ft 5-M ® £ x x "' © c3 & : ®.rt 6* lH>". ~6f6>~ % §-*£,*£ -£ s & ^ rrf.O . O 05 lOiOaiO-pOcj Kj rtf © o 03 l^xi^jft f^c! FsN£(x.d > t,+3 t.d t> S ^ A £ CM £ in © rH © r— I © LQ 6 6 6 :p © fcJD >>s : >> : b£ 5 s© : S' cs"(x ©d ©"o si® 'p S'S? © ’3 .2 o* ©<) 2 ©oS^'S o <1 01Hmcg g o C3-!^ pj >. >H o r- .2 2 © ^ ir 3 a = £ X ©35 ©,S S «•£ Srt02U ^CC WfttHii^ s § ^«2 © © 6h-2 lli M 2 1° H "5c ® o OS o sec «8 | « ^ S 1 - 2 •© 'SJ X J d >io “•B™ j g i X5*-! © x ,_, > S§^ $*$ "&§© o-rnsa H H 6-3^ rtf © O |s$ O >-:© ScS § be . H Wa ©.2 CSrtf .gS 'g W» o |g ^ M O O W>H OJ 8 © -® 1« dl ^113 ^ 03 H? 2^ E -jjM.hjgas ^ a C^OO 05 O H(M CO O O O rH r-< »-» QQ050C5QC5 t* lO CO l> OQQO. 33 E * From Report of the Commissioner of Education for 1882-’83. ' & Since succeeded by Professor and Madame Alfred e Includes those pursuing the course in modem lan¬ es From the Ninety-seventh Regents’ Report. Colin. guages. Table VI. — Statistics of institutions for secondary instruction for 1883-’84, o ©-*> Ph M £ .0 a 5 .2P * I «g | g^-2 -2 W <3 S 3 •uotpezitreSio jo ejB(i : * ! -^ © -rf . © OO • © W © Tt' i6 i i c © • o- OO 00 cc • OO CO • 00 00 © 00 1 rH tH tH • fH rH » rH rH rH •japreqa jo ajUQ 1 ” 1864 1854 1849 • ■ 00 pH PH £ c5 £ ao & i © eo o-co ® y yA £ P/5 f* d*: ®.i£ (-> fc. |is; 5 £ < rH ©■ fc Kl i^l M PH ■'“"O > © s ^2 J © T3 6 w ca *s £ H w PH •* cm gt 6 fc i*j ©,*4 < I © CO J2? I ! ® p . ; : : ’n-5 2 • *0 "9 o ■ | 3^2 2 2 H3 P « 2h § -§ > cc cs m « o > ■> b ■H f3 2 £ : >> § » : a ^ s © § w »3 -$ 1 ! 1 h Hg g 1 • n: ! J g 1 CO ! 2 5 c3 H .fe J§^« £ i i^j HH £ H fc pj ® bJC dO .gPS P^5 H P3 bcs-s ,* |B^S 5 & co 02 O £ •9 -8 i •§ 43 O CO CO o g « ■S^a co 3 £2 3 S 3s N.Y. STATISTICAL TABLES. 515 CM • b- CO la lO CD 00 CQ CO »ci>»oo o rJUJJQO lO © CM WOO ?»4 rjM ift ia co ffl rH CO CO rH § OrgS ^ © wfc ■*> o „ fe5® ■© A' 3 % © a 1 fcg 2 ’gWj vi 3 • ■< H : d ; grS ^ i r« g Ssts 3| S ©ft fc pi lasii s > ^ : © -2 2j2 S : ijj i* : : 1 •' ^ 0 J '43 '2 » t'rf fc* « I < t3 3 '1 3 $ © «5 « p-l#” O <3 1 J ltd <-g S • o-gSa >,2 2 _ . , . . „ t*" 2 iC . © o »— i P-1 OhsfcO GQFfcp1fc<5 /■A fcj GO 'ijf • 2 3(i;0 Jg.£ 2>M t. ! b ; ^ © , a- , 5 B ■ ® - f? ■g _ © , nd «3Jg i« W^aEH >S-zi § .g fc! 3 ® § g « fcr* § ©PI t>S > d . <5 ■ ® pqOP-ifcfc I ® 3 :■&!* . b |pq “•Sjhgj *j . .3 h m 4*«M >4 Ph ^ £ : © . t g «5 © d3 ^ -*3 12 I" t> CD rfi CO CO^OQO 00 00 OCX 00 GO t- 00 CO CO 00 co co co 10 00 m> co ^ c ^ ai c CO 00b*QC CO <5> iH ^ m r- h 00 00 CO 00 ci^aiooi o ^ ^ itj io r- co o ** co io »> 00 oc; 00 CO 00 coco 00 00 TO »CCH O-dl iWW CO ^ » 00 CO CO CO P£J 5 Ph^ I® {25 « : i-S : t a> -3^ 2 ^ Hill's d^|^| W > o ^ QO-if M g rO g P O s?® 11^ fq » «© fi'IS o © fH ^ t © cS © £ fc dPffc/. o _^T c; m °? ^ >- r2 ©XI ■g © « o^O £ £ 0 £ © ’fc >Cf fcpnfc H? 1 ©. "Ayr P rotx.S^ P ^ i s-i r 3 - £■< © © © I O.^-rS >)h l^23^ ®pp : *#i ix !^f ® ® -S ® ©. ^ o A S a' rW^l fc flbJ,&£2f© _, _ p c ?h a . ?■£ "2 » gro "gx o©-t > © OOPiPi © © g, cj ^ cr so jt ‘ IbSl ri Cj 3 fail; o^j s^ac PcoPO S’ 3 ^ 1! m g a -5 IS . fc-e d © ® fcJ3 ©3 © ^ © =30 s ,rfc3 >s ! a) ^ J csp 1^3 * fc •S^ *g>§ C3 © ®.S>, S So a “a gowdS §fc pfc s 3 afc aJ^3P O © © e5 fl O fcJCg »g-g.S^ O © 5h >*F! GO £j Sh5 _ci © . • ^-i-a © cs c e-d •sag n f-ii0 o © % .fe”3 M pfcco g i s CCr^iOO t> CO 05 O » CO t- a wo t- N I-- t> woes * From Report of the Commissioner of Education for a Rechartered in 1871. o School not opened for at least a portion of the sqIdoI 1882-’83. b Erom the Jfinety-seventli Regents’ Report. year ending June 5, 1884. Table VI. — Statistics of institutions for secondary instruction for 1883--,84, #o, — Continued. 516 REPOST OF THE COMMISSIONER OF EDUCATION. CQ P O 4= CO dH g 1 MT?9t Oimop'BO'B JS'BJ JO 9S0p 1 coins joo’qos ogtjuoios paiojag; | S 1 • * • • • C3 O ■ > • . •• .0 -1-4 ; ; © ; ; • ... ■ • . < , MIJCA OimOpBOlS J8TT[ jo 9So[o ooats eSapoo poiajng 5 ! Tt<>OiH| < CO O • C CO 10 ©. ;IPC0^ © S L~ .CO© © 0© •OJSnzO^ | s 1 ©.©©co © . ia;w© m • t-.r-.uO CO © 1 rH 1 • •opn 2 1 OOiflwSi 0 0 • • O 0 Tfi 0 • (MOO CM CM CO rH O OC • '(MO CO O • CO r*C© rH rH CO • • 0 H lO 0 CO 0 0 icr>000 I/O 00 CM t** O CM r- 10 t> CM 0 00 t>«^CCO 0 0 10 CChttO 1 CM rH C4 rH CO •sjojotlixsut oxetna^ » t— 00 CO Tt< Tt* © © © N j C— rH © © i -rj- rH ' ‘siojonjjsni opspj - ©5 © r-H r— 1 rH © © NMNM CO t- CQ © CQ © © I •not^mmouap enoxSr[8 O O t>- C- O DO O Oi OOCi^t^ CC w D— 0 CO CD 10 C£- CO t> lO CC 10 ID CD i>ccauccco 00 co COOOOCDO co 00 00 00 DO 00 CO •JOJJtBqO JO OJTJQ « 1791 1869 1866 1847 0 1830 0 3855 1827 0 ■J* ^fto" : ft e8.S.-« c ^ br£ o « pOSsg to © H S' fe w '3 SS S cir3 .9 - _ 02020202 02 02 CO 02 CO CO CO CO cor fcfi fcJD 0 a a > c i ftftft : ^ a" a" ~ a* o o c o' a a ce.5 HHHH 1 >! 9.9 ® © e 43 rO £ C ►>’ © £ 8»Si“ s ■< ^ S'S J § a cm « a ^ 9 t »rj 02 * JCJX 'p's *§« flKS' fcr£-® . .9 5©' t o J- CCOOHN CO t- r> co oc 00 00 C9 Oi C5 05 c; o OH CM CO ,H< »D O 05 0060 05 05 05 05 05 03 STATISTICAL TABLES. 51' I0t>00 CM CWO.bvCO»0(MOO LO o o o o ^ lC^OOHWt> ' rH o a p o o 66 0 0.-7 -7 e o . h Fh CO 03 ft 5 2 g 0 £ o o S d e 66ohi-j hi O O © O 33 CO P P O © 66 5 pqS CD O • S 6dE ~.p^ Prj® O Jp _bd o ° g rt g £-3 § H J° S 5P1 ^ _ o'cys go s p-n^ ©o ^5’§o . rf} Ci -CiJJsi.! • , . rP ; s^d i >-d E~i cd : « *$ . © -o * ©■s'w © ft, w d-ScS c3 > fc- -d o o 066 00 LO rh o : co oc go co c CO oc oo co co co 1 CO CO LO CO O CO HdO O CO 00 CONt' 00 It- 00 t>- 00 CO 00 00 00 00 CO Cl GO O ^ 00 COt^N co oo 00 oo ^ t- CJ o CO cc o CO 00 X X X i : ifc !*& 6 t'v ;>h>h ‘66 1’c. •al.al ® ^ddcP^ g H“uO d rTfe •° £ £ 5 a ‘5 : ^ ^ >-"2 O q H ^ g /, cp0 2'S'rc^cSc3ai0 t§ s sf -2|t £©1 133 N t* a. oo 2rv M>6 bfl • „ 3^ 2 'fl ®8 O ©'g £>P o O fed °°° ^Ofcfcfc l!!il|w»?l^l||“ .g^'SMg^lgllilsss r— 03 ©.pH HPcSOrPCPOO OO ^^pqpqppqfqoooooooo (fz;tzi ©r- r - -CC b; br -,- _ . © © 0 © ; ;° o ^^P^pjO-g) w-gf§S^ g>-3 p t>3] p ©.2 g P3 P oo 2 OP3 M a © ci— p p a PPHHPPPhPh :p _o^ P-g © H P fH POO <1 g. !>3 © sh; 5 i wHi * : p Fft. • p S e © ® t>.^ S 9 ©-S’©-?: © ©<( pec S ^ p jp a ^ AJ2 ^2-3 © pa^l U O O -r* co ^ o J ^|§-2Wo o 2 C * ® •ft :i S cS >i© t=1 1 „ ssl O P-P > . a >»& ©HP >7p P ©• ^ © P’Pr t ^ 3 «-P |^^!sg§l a M.s 2 ©'PpP Obp ® - -' rP‘*3 PXJ/-~, r— - _0 p.a° oW 'Pnp lC-,r-H (S ®.P «10M“ . . _ .P3 . . . >1 .-*5 • o a-p : : a : p* M m ° ‘ ■ © a'Ss . | IPrS^Pg5 b^ip'ap © a © 3-cp p o © 2 ®o ©.a pj^w'g 1 1 § « p § §4 8 ,©®^pps2.2 2p©p U H © e8 ©tfSPi P O o O MWccOO^OtflOccO 3 ?r?^ p © a >5 a ® g-'-g r_. OOBS c3* 'Pps © 53 © -P O © JZ3 C3 ® ^ c-hj CB S "S c;» bf.3^ § pi © P'3.2 a © a| 3 2 g-p.2 2^3 3 ? n p cs^ n4 » OPOPPPP PccW >>« o 3 -H PH cq CJ 03 (31 (3J (N M <33 03 CO W 5? CO CO CO «M» OOO O O O O O O O O O © O O O O O O OOOOOOO OOO From Report of Commissioner of Education for 1882-83. &As Oneida Seminary; recliarted as Whitestown Sem- c Sex not reported. .From the Ninety-seventh Itegents’ tteport. inary in 1845. Table VI.— Statistics of institutions for secondary Instruction for 1883~?84, ^-c.— Continued. 518 REPORT OF THE COMMISSIONER OF EDUCATION. ! •a i «f-4 o u £ i •jeojC onnop-eoB jo osop ooatsioo’qosogtjuops poAOjag; QB | 1 woe • o < o o . . . CO O ; •JEOA 0TOT9PB0B J8BJ jo osop oonis oSopoo poaojag; «NOH» ! IM o r-l eo • X o j i- i *> •ouopoo UI osanoo otjtjuoios aoj ’gmaudoag; © CO • • © i « rH • js° SSSSS i ;CO^^S •osanoo qsqSug; nj 2 : i|S S§5|g i :§S§§ •opraog; T*. T*. is g I © ri • rH i ,0FK @ £ S3 i • © m »o ; C n co t> *WOx Si »“< r-l • r-l SS5gg i •saojonapai op mag » ® CM w^w jw :w !1 }( wH| WWj§ W«i •uoijBziauSao jo o;uq * iiiiii i in il||l|i|||l 'JOjauqO JO OJB(J nii° j 1 ;fo °°ii! ; o 1 K OQqOC fill I mu tfcWWW o o W '®“ o' > . i - aiz; ii I il 11 IW WW t'ljj 314= KWKr : i :6 : jS°! f f -.--ooWg i uiiii a |^9.5.Srt q WW^WMW 1 •iig II! 1 S-§ ll ) 1 5 V* ji 1 j V. a • >J fill. lr||J HI! e^wwe i i ph : 1 1 i! il tt'o ) £ -O iliSi Hill 18*11 IW £o i i it fiJ: Ilf till w5i^^ ! mi i 4 IIJm : 1 ^Jfi j I lilfilfr - SeSci- 1 2fl|§! SllilSg* Klffil i i w OrS 1l| III i&jM HfE O Ss | 5JI t-l 1e is 1! WH mill mill STATISTICAL TABLES. 519 i ^° : : : : : to © • © ; ’ • 0 ■ : • | < j® j CM © ^ CM • J rH | j ; « 00 tO * * rH rH 1 © 4* * © © • I> CO CM j i'* • i j |° ; CO ^ oo rH j j - : : i • O CO to • • 1 rH CM • ' • 1 © ' • ; j H * • © • CM © J • JH © iO • « • WON • CM CM CO • CM CM • tO © • • IO • © H$1 © ' CM rH • * * Tf r-H • 01 lO • • © • | | rH • 00 to 00 to • rH rH • (MOW ; SI I SI . . . . 89 8 01 0 to © 10 ■ • 1 to Q CO U2 CO r-l CO CM CM CM © *H OS CM CM CM © to CO CO ^ © • CM © © © © © ^ tO CO CM rH t- inwoMrt rn t>CO Tt< L- rH © © © • CO to CO | O CCWHOOO^C tO L— © CO CO CO to CC to • IO r> to 'rH © © CO rH © • rH ^ CM CM to OS CM CM rH CO 00 © CO « to to 00 © • CM rH rH t> to to • • CM CO CO rH • • to © CM • Cl rH • • t^O^NONXO *0 tO 00 ^ O H CO CO CO • • t> H CO H O M O Is* CM CM . L- to CO CO CM tO • ^ © hM tH tO lO © CM • © CO CM CM • !>• © © CO CO Hi H1 © CO t> CM r-H © 00 • CO H* rH • O to on to CM OhNO O IOCOH 1© Cl 00 C5HH to lO t- CO lO Q ^ Cl O CO CM CM CM t> tO CO r-COC5 HH , r-C r—< (M r— 1 rH rH CO rH r- tth © 00 tO©©©©tOrJi tO»O©C0r^ © © CO CO rH CM t** t> © to t>* CM © © © • CO © CO • ^ CO CO CM CQ H j CM • CMCO©COI>H © CQ©© Tf©00 ©lOr£ co t'-i-Gciotoaocoto to - tcr-t- t^coo- ©to© 00 00 CO 00 00 CO 00 00 CO 00 00 CO co oo 00 CO OC 00 CO ©00 00 00 rH CM t> © rH © 00 © © rH © -Hi |> L- © -^ tO CO 00 P- © tO 0C' 00 00 00 00 00 00 oo©ooooco HHHHHHH riHHHH 1878 1856 1870 [ 1883 1875 1877 1882 1870 0 1833 1853 • 0 0 0 0 0 1874 1866 . 1807 1840 0 1877 t- • rH • CO • P- o ^ 00 . 00 ° a ° 1878 1868 1870 Littleton, H. C . . Monroe, N. C . Moravian Falls, N. C . Morrisville, N. C . . Mfc. Pleasant, H. C - .... Mt. Vernon Springs, N. C Hathan’s Creek, H. C . Hew Garden, H. C . • a .3 b . • • a a a • • Jsj • a • • B • • ■ ' \2 a a • • a » • l « * a • a isp ’ : i : : ‘o ■ 2 ! :M o° : :S5 Its > K .-feO O . -J0 ) S _r_r u .J0-W03 0a.^^t l # ®C> §.W) M§ CP > 0 M tH! cs-rH.S W 0 0 ®'5Pd i O OOPn PhPiPh pHf^coa; Scotland Neck, N. C . Selma, N. C . Shffihv.N.C . . :o : : : • -oo ■.S'S&c g § 1 \e | p.fc fc i >©00000 Washington, N. 0 . . . . Waynesville, N. C . . W aynesville, N. 0 . Whiteville, N. C . . Wilmington, N. C . Wilmington, N. G . Woodland, N. C . Yadkin College, N. C . . . . . Zeb, N. C . . . Ada, Ohio . . . . 4§ I § s : . -3 .9 © ; t>. ® a 'O . fngs . E M © O ' 5 ^ o 0-5 rt fcf ^ <3 O 4= ^ 2 bJD .Sto o g 0:0 3 ~ W ^ ■S > © g fe oqW - 0 •S =s a 2 . ® © 8^,3 © 0«g.g*a 0 3 sis Ms .. _ : o’p, fed :£«> 3 jg _; m 0 *sjls 2-«wi “Ills •galls S-g| O Woh OPntf +3 >> e a si >>>? © "S 'O 03 _ 0 © <2 ®C0 0 (3 0 .2 ® aj © oooga ■ij © ^ -aillilSSli © § 0 |.y©wig m® ® ^phW'SS § fl ^ PH ;© WH *S O r^AjH -s ’Sp§0©l = £a P„0 t> ® ©.0 03 0*-.© (>Ma!PHP'cc[z:a!02Hfr s!l -2 ' r® 0 :Fr ® 8 ® 2 ©^3 l“a . ho ' 0 K-0 ' '& CO o* ■ 0i So btO © ■ ® © Hr/j 03 >-23 o W “ ® a £ 03 ^0)02 who «.S.C03^ ®“ tq g-gS ^ r r-“W ~*** R.tcd ..2 ©H^^.2 JW^ISrlJ £ sills fS”f 2 o r-'oOT^O P P £h i-. oj w a ^ -rH v*' • — © ^ --p. : a .© &* &**&& 'SSfiiS? I fM fO rf O t« CO C5 O ' oooooooo o o o o o < * From Report of Commissioner of Education for 1882-’83. e Succeeded by Rev. E. Rondthaler, d. d. e Not open during; tlie scholastic year 1883-’84 ; figures a Sex not reported. d These statistics are for five months of the school are from the Report of the Commissioner of Educa* b School suspended for some time until August, 1884; year only* tion for 1882-’83. figures are from the Report of the Commissioner or Education for 1882-’83. Table VI . — Statistics of institutions for secondary instruction for 1883J84, Continued. 520 EEPOET OF THE COMMISSIONER OF EDUCATION. \tb9jS oungp'eo'B jstq jo osop 90UE8 Too’qoy oijijqaps paapjng; i 8 | r-i j : : : : : : ° •J'BO.t OimopHOH JSiq jo osop oouis oSepoo paaajug; 1 s j O ; ; ;010 < 00 00 • NOO H O ' lO • ; ; • rH • O CO ■ CO t— • •0sjnoo poissup nj | W rH o • V* O' • O • C'l 00 O 'O'*. io IIth ; ; | « no • • •9eanoo qsqgag; nj « H 'NOilO • O CO • C3 to CO O ■“H lO I'- "TOCCO » ^ CO • C-J CO OC L>- *9X131119^ : h H 1 O IO Tjirocooo O CO O • NO 00 ■ o CO N CO O CC Cl O o o CO • H CO O * C^4 ^ 1 Cl -H rH oi rr rH »— •ejojomisni apuraq <20 j Cl Cl Cl rH rH Cl CO HJ lb C • Cl ?0 CO • rH •SHO^OTUjent 9]I3J\[ •no^'euiraouop suojgipy; •noi^'Bzinugjo jo 9ieq; p a .© VA £ Ph igg :p»^ °§ P A A hs ; 0? a > a ■ o ; a, : a : S a a 5 o : s • j t>' S^-pp o § '3 ||dh5 ^4 Ph^ t>l « ®'s a -> b/3 "3 MS co ©. © O « ;6 3 £ 2 00 c/2 P4h •jajxcqo jo ej^o; W ! » ,3 P -ia <1 o 5 ■•2« 2 ■g’g a ;*§~s jl'loo c U rg *~T ^ O O fcC-g ^ fit III £ I '■—* c3 CfL, O Cl t- oc »o 00 CO Jo © .p 50 -a O •So -S a ©.3 ^'© a 2 °P4 %% of a 3 5J" a ■fri 5 a © s o 55 5 o >i S3 g 2 £ .3 g 3- rt o Wn ©£ >-.3 P 'g © to 11 sis Sh rt © © © Ph cq ?q O t» 2 a go ® a«2 12 08 . cj /“> t> ©H a <1 ft 43 'C gj ss © © © rt oo a be 3-9 ccd STATISTICAL TABLES.' 521 t > CO CO O OiO« OC5)OCOJ2 CO co iO to <0 rH CO OOfiOWlfl C^OO?OOiCOa)NH-J( COOt>lOt>^HiOCOCOC5l IWlCOOCQHMNCOCO’ CO NNCOO *60 INN WH rH Cl . +3 . . o ' O • O O . hCQ ' Or0 ' ' • « ■ ®,0 ® • «? • m g w g;|gggtj*°g%g° d £ ft fc fiH S§!3 •3}^ *«>,£> • 02 0} rQ ■ CO PhJz; 3a ‘H goow £3 :d ^5p4p4^‘ f S ®W g ‘ 5 © 5m ® W<] ©^H - P - ,s sp .bfarjOQt-5 ba'go'H > ?" 1-5 2 ^ 5 5 9 ^ O gi P P 'S -g ®M . ©Hi .®ooP . . ® . . H .g P Ph rS So :Sp to u <1 ■— ( aj •SB t-P £ i sc : '.9 a 1W1 ;PH CQ CO 02 £3 Q Is : qOS dP i 5s g a © >> p|. . 0LM . etf p-P 9 P3P®>cb ■ H ®.2l3 c3 ®u'S ®i_j II- fd , o . S : P-i ■ H pj o«i Pi (Q |l Sp ID CC d SC . to M <| fj • >po^|d >5^ ©^ ©^ © ®L^ PnhjdhJ MS . ©| a si P © to o M P I S 1-5 |t c3 ‘ iO C5 CO C5 CO O ( • lO CO CO CO COCCCOOOCOCOOOOCOOC CO — H O O CO 1(0 00 t>» CO 00 00 CO 00 00 CO GO 00 00 CO s°_ . ® SC O 3 © .2 £-2.3 ' s 9 i-t —s © p/_0,-< TM3 02 ©® • Q w — © o __ SI :^d • :o : : gl : I© Ph d d p"^ S Sts © a 2c2 ts’CnS" p 2 jp 9,2+3 © k ® 51 o 2 S rt so g.S | ©•§' ddPWWWp^^Spi >o PI.; Q.S o 3.2g Im35o lo'^o - :-S° y°2 rrf S do bc© 5g^o|o sc 0-2' a APd g-^> d c,H43 a® d s e8 ®S+».S flia S-9 OD a 2 t> ^’S p h op Sfe o 5 sp>9 a ® S o -ri p ,P b. i® ce •— t 5 °OP fej.S p +?>-a =3 rt sg'S’s °o5o c pfra'S ■HOflfl g 3 <4000 PPOP OO 5lO i%o i j J 5 "2 ® ocad PPM202 a c ^ . P3 5 >>2 3 a 2 c3 ® c3 O W >»©. ® '.2 35 bJU iT] cd M r r? 2V a ; ^ ;r'^ o bo a gg : © g_| »§ 5 .2 "S O ; 5 » hSoSI-a^sSil ^fc^§l.-s§|o3e p^ d ©* ,6 .il III nils ddWWf>W<1w^ppP : Iq © h9« b 5 a a © a 'tsSa-gA^^-. 5 © SB'S ph h® t>p cs r©+aStnP®P^dC©©. a B ® p ©05 ® Pm ®C0‘S sis ©SIzmcc ©js.S a Sh *5 © ^1®225Elt^lr^u H. 2 S ©-Jd p abj°!-,rd ISltSIlaCf^i&s p 2^ >.95 ®.S.9 ® © p 55 • • ■ !* : © a * © P ci gp ;SCbC 55 :^.9 O ® 1 rd “5 ;p£ rd p!> .a 5 a' a’ p .'5155 5SS5 i^J illf a §5.2 kImOW § ; © : ,5 :w : m ’'S : 111- ©5 2 ® tm ch as .a ®s a m -p . 3 © O H O I CO t}i LO C Is- CC C) O H 05 0(MOOOCOOl>05*^OOHOMH to tO tO CO to CC CC CO rH t> ©©»-* 0Q tO lO CO © CO l> 00 © •sjojonxxem opiuzaj • CM lO CD ■ : . fn pj 2 . . 4-> ■+->+-> • 4^ -fp> • « CO O rn O O • O O • © ©• q GC j- C4 CC • 00 CO ■ : fl flO ■ L o'joo • o ©j : {2? fcp4 PrinoipaL Sister Mary Perpetua, sup’r . J ohn E. Day . Sisters of Mercv _ o ; « : * ! . • « < : t • r ® g -.S © ii i £ IH > t> >5 ! ® ©X3 >PP PPc Miss Fanny I. Walsh . L. Gr. Grier . George G. Knnkle, A. M _ P. S. llftnernft,. a. ivt _ W. P. Hosterman, A. M . Genrg-e Gilbert _ Rev. J. M. Edwards, A. b _ Joseph Short lidge, a. si . Theophilns N. Glover . Rebecca J. Williamson...... Henry M. Walradt . . John Gosman, PH. D . R. H. Traeh . Rev. Alexander Donaldson, D. D. Alaric Stone, A. M . Sister M. Gregoria, o. s. B ... •UOI^CZTUBSJO JO 9JB(X * n o to t't>oO'<#H’5t»N®oao> .oootM t— tomtXLO omtoiii® jnototototx < co t- ** cii© OC CO CG CIO 00 GO 00 00 00 CO 00 (X 00 00 00 < 00 00 00 00 00 00 •jojjuqo jo 9jB(j M . r- • to • 00 • rH CO co to o 00 CO rH rH ^ CO ■ C5 t- to 00 00 > GC ^ 1869 1870 1848 0 1876 1876 1817 1868 Location. « ; The Dalles, Oreg . Wilbur. Oreo- . 0 [& > ! rt I W Beaver, Pa.. . Bellefonte, Pa . Bethlehem. Pa . Bethlehem, Pa . Birmingham, Pa . Broadheadsville, Pa . Butler. Pa _ _ Centre Hall, Pa . Chester. Pa _ Clarion, Pa . Concordville, Pa . Damascus, Pa . Darby, Pa . Downington, Pa . Dovlestown, Pa . Easton, Pa . Eldersridge, Pa . Erie, Pa . . . . Erie, Pa . . . i 1 St. Mary’s Academy . . TTmnnna Aeademv . St,. Xavier’s Aeademv . Beaver College and Musical In¬ stitute. Bellefonte Academy . . Bethlehem Aeademv . . Bishopthorpe School . Mountain Seminary . . . Fairview Aeademv* . . WifhersnnoTi Institute _ Penn’s Talley Institute b . Chester Aearlemv _ _ Carrier Seminary . Maplewood Institute . Union Academy . Darby Friends’ School . . Chester Y alley Academy . Doylestown Seminary . Traeh ’s Academy and Commer¬ cial School.* Eldersridge Classical and Normal Academy. Erie Academy* . St. Benedict’s Academy . 10 0 0(0 S i «* iH r* r* rt ri rl *t »-l i-l r-| jH i-l r«l a aa STATISTICAL TABLES. 523 ! « • j • *o • ; rH rH ; ■ O • rH j • O CO • ... 25 rHrH S'! • iH g ^ : '• 0_ 008 1 rr> i i i • • CD tQ iiiii rH ° i 50 iiiii ^ • ■ i • • * is • • • co ; . ; m rn I i CO lO O i (M • • HlO • • • 1 ' WLOW O j oo rH CM CO eo • CO XH • 1 • S S ©rH<0© • rH .2 « S3 ! 0 r0> • O ',00 '00^ . CM . • CO l> o 'iflO • rH CM « CO to • rH 00 « OX • l> • • C5 • CM • rH • SO tO CM rH • • P © 3 : :s S % =s5 i i %a> ID O • CM • • r-l CM CM • O rH I • eo 'H(MO • • • CM CM CO • rH 00 ICKNO -NO • 05 rH CO * CM lo-io ©©eOrH©eo © © ©«S rHrH W rH «3 rH © „ I ID ' O O N 00 » *o > cd *o x • 1 • »D •lODO • tH rH T* 'NMOC5HO | b- rH ID t> C5 00 • » ID 05 lO • CO O • • O ^ C5 t>- • m • * rH ^ • OOiO©OOrH©r(<© ■ © Hg CM 05 rH tO CD CO !io©©e©eNrH© © < J5‘S © • H CO CO (N H in l' • H ti fe . ' rH rH ' ^ LO l> lO O l> X tH id, oo r- co i>- CM 05 CO t005CCC5rH»DCM ' H CD CD O CO CD t~- lO ^ ^ ? CO CO «rJ >©C1r-4iH"«rH'*rH « CO CO O 'CMCMrHiH • • 'CM • • CO t*UD cg-2)© rHUO • d • • d • • -+=> • • X O CO ' OX- X X - X ' *JrH O • r^j - - . . cl r3 ^ r3 1 O - V a a a ® a-© : ® 0® a a & a' o> o o O 0,0 . o'g o • ©~ o o ^j|2i pq |gp{z;}2i^i^|z5pqj25^f25 :pqp ^ ^ ©^ Rev. John H. Harris, A. M., PH. D. Mrs. Sallie J. Ackley . . Rev. W.W. Deatrick, A. M. c. Rev. Lucian Cort, a. m - - - Isaac C. Ketler, a. m., ph. d. . Mrs. Annie L. Croasdale _ J. P. Sherman, A. M - ..... J. W. Cheney, A. M . . Emma L. Baker . Lewis W. Brosius . J. N. Shoffner ..... _ _ _ Cynthia Doane . . . t i L ■ i ' : :g : :» j ; t>c ! : j pj , m , . ^ © • 2 * • 00 rH tH HHHHH XXOHOHXOCMOICO . h« t» CO G Cl Cl O O O iC O i 00 CO CO t> C- b* CO 00 00 00 oo t HHir HrlHnHHHH * HO CO (NtOlrteSOOrHTtHHCSrHrHC-lOlO <© 05 8 9. voes t-» ©- • ICO 00 • • CO 00 • CO © ; o ; c 1863 0 1879 1884 1859 ...... 0 0 1873 0 1863 dl883 1838 1884 l !® ‘rn ; : . * * $ 00®®l° ’ ‘ rH © B ^ ^ : i §l£ Factoryville, Pa . Germantown, Pa. (Green and School streets). Glade, Pa . . . Green sburg, Pa ... . _ .... Grove City, Pa............ Jenkintown, Pa . Jersey Shore, Pa . . Jersev Shore. Pa . ■ eg :ph ; © ■p o' »® 2j§ a Cl — Igs to S Cg i X J ei'l W Hh Uitil^UUI 11U, X^irh. ........... Lititz, Pa . . . . London Grove, Pa . Loretto, Pa . McAlevy’s Fort, Pa. ...... Martinsburg, Pa ......... . Media, Pa . . . Mifflin town, Pa . Millville, Pa .............. Monongahela City, Pa ... . Mfc. Pleasant, Pa . . Murrysville, Pa. . Nazareth, Pa . . . New Berlin, Pa . .......... New Bloomfield, Pa . . New Lebanon, Pa......... U3 C 0^3 n © © Norristown, Pa . . . North East, Pa . North Hope, Pa . Oxford. Pa . Oxford, Pa . Parkesburg, Pa . . . . Pennsburg, Pa . Philadelphia, Pa. (corner Locust and Juniper sts.). Philadelphia, Pa. (1834 Spruce street). Philadelphia, Pa . >f Education for 6 This scl e Has bee Rimer Keystone Academy . . Friends’ School* . Glade Academy* . Greensburg Seminary . . . Pine Grove Normal Academy.. . . Abington Friends’ School . Eclectic Institute . Jersev Shore Academv . English and Classical School ... Martin Academy . . . . Pickerin" Institute . Buckingham Friends’ School .... Langhome Friends’ Institute. . . . Linden Hall Seminary . . . London Grove Friends’ School - . . St. Alovsius Academy . Stone V allev Academy . . Juniata Collegiate Institute* . . . Swithin C. Shortlidge’s Media Academy for Boys. Private Academy . . . . . Greenwood Seminary*.... . . Hazzard’s Academy* . . . Western Pennsylvania Classical and Scientific Institute. Laird Institute . . . Nazareth Hall . . . Union Seminary . . Bloomfield Academy . McElwain Institute . . as o o c: ^ g 0 O^H ftt> & & © © Treemount Seminary . . . St. Mary’s Preparatory College . . North Washington Academy .... Friends’ SelectT School . . . Oxford A cademy . Parkesburg Academy . Perkiomen Seminary . Academy of the Protestant Epis¬ copal Church. Agnes Irwin’s School*. . . . Aldine Institute . . . rom Report of the Commissioner 1882-’83. Reorganized in 1879. » HH rH CM C0^i0C0t>C005OrHCMe0^i0C0t>C0a5 OH(M CO ^iCD^XOOH(MM^»OCOt>X C5 O ^ 00 CO XXXXXXXDOC505C5DC50)050 OOO O OOOOOOrHTHrHrHr-trHr-^rH^H r-1 Cl * Q tH rH HHHHHHHHHHHHHHHHm CM Cl CM CM CMCMCMCMCMCMCMCMCMCMCMCMCMCMCM CM CM fH rH HHHHHHHHHHHHHHHHH rH rH rH - rH HHHHHHHHHHHrtHHrl i-l rH Table VI. — Statistics of institutions for secondary instruction for 1883-’84, tf-c. — Continued. : - - — — - - Number of students. REPORT OF THE COMMISSIONER •jeeA oimepBou jenf jo eeop 1 qd 1 : ; ; oouis jooqos oxjijuetos paiopia; | H | ; : : OF ED UCATION. ° i : i i ' .1130 A OUUOpBOB JSBJ jo oso[0 oouis oSopoo pojajujq I £» : H lii" ° i ; i 10 ■oSopoo ux esjnoa ogiguoxos joj siuuudojj i 2 MM 00 j rt j i i'*i •oSopoo ax eeinoo inoissep joj 3'ntJudojj i « i * I • • o 1 : : 10 11 20 37 30 •osjuoo qsrjSaa; uj i e» [ 78 12 04 1 120 CM • © rH j CO t~-«* • (N © j 03 © •uoiiumniouap enoiSq0!! © • ® : ns • o 'S O .2 S p4 & & co m gc ro o • • o rdrd r z v • ■ o ho o h *P ■ ; ® .2 .2 .2 .2 o . h && £ £ Jzj I ft Principal. K5 : : « : : o' : i i * : 1 i ft is! O § ^ « W M i_r o i t ” £ *3 > w 3 « s : ■4 p of ® -W ■g-a § •s a § H 2 fcf© £ o a ' 2 fl John H. Dillingham . Adara'H. Fetterolf, A. M., ph. P., president. Sisters of St. Joseph . Rebecca E. Judkins . De Benneville K. Ludwig, A.M. •uotjbziu'bS.io jo qjbq; 1872 1721 ' 1837 1845 1845 1833 1848 1858 1871 1854 [ i •aepreqo jo eject M o ; © © 0 1832 1858 Location. « Philadelphia, Pa. (337 S. Broad street). Philadelphia, Pa. (Station 0). Philadelphia, Pa. (247 S. 13th street). Philadelphia, Pa. (511 S. 4_’d street). Philadelphia, Pa . Philadelphia, Pa. (s. w. cor ner 15th and Race sts.). Philadelphia, Pa. (4th and Green streets). Philadelphia, Pa. (820 Cherry street). Philadelphia, Pa . . . . Philadelphia, Pa. (Chest¬ nut Hill). Philadelphia, Pa. (1325 North Broad street). Philadelphia, Pa. (n. e. cor. 18th and Chestnut sts.). «5 Jl Broad Street Academy . By berry Friends’ School. . . Classical Institute . Friends’ Central (High) School.. Friends’ Central School . Friends’ Select School for Boys.. Girard College for Orphans . Mt. St. Joseph Academy . Philadelphia Seminary . Rittenhouse Academy . i elphi: STATISTICAL TABLES. 0 O O O • • rH rH rt 0 eo j : : 9 O OMtHH CG CO O 0 <35 iH rH • 30 O O lO j CM O O * 10 ; O IO O O O ID CM • CO r-t 00 • 05 ^ O »0 ■^ * CO H CO CM H 74 : 00 ’ i • t> * • 1 • • 00 10 co 0 • CD rH • • 1 , . . . ir^COCOTfrH 00 to CD lO •ID CO OO^b-lD CM ID* • CO rH j-i CM CM ID ID • CO p^Pnp» p-1 r: a : : :hs > > © 3 A o .A©®© COt-sfiHlOOKPHW © £> ^® •'?£’© 0(5^ a • K f- A A^ ©CO H □0 p|j j« g- » *a s ◄ «% A o A • § S A © « M so<|£ 1 tjo -g^spj §i|^ &£fcW h>^6 O, riWwH 6 Ph co O MM ic CM CM 00 CO 00 cm t>- r*i o a 00 co 10 co t>- 00 GO 00 CO • 00 03 "9 ©Ph a .a a+S'a^jas'a =3 . ; : SPh—Pi ® Pi ®Ph ®P4 ;+£■ ; »-g2££G-®sA^ 3 A~ tj A""© a""® dfS “ ® © © A 2 a 2 1 — — ! o © ICO CO P4 g" Acl, p Ph -5 A © Ph Ii» r SPh kTC^ 55 O d £ ©"pj ^ © & © A P"t 3 A q © O A ’ £ ,3 5 © 3 ig .S SI > «^o!c P3 Ph § I TfiOOl'COOOHj ^Tt'Tt‘r}''^rfU0>Of 525 * From Report of the Commissioner of Education for 1882-’83. b Revised in 1871. dSex not reported. a Closed during 1883 ; reopened January, 1884. 0 Approximately. Table VI. — Statistics of institutions for secondary instruction for 1883-’84, $c. — Continued. 526 REPOKT OF THE COMMISSIONER OF EDUCATION. Number of students. Mua.f onuopnou jeuy jo osop ooms poips optjuope poaojug; 1 s | • • • * O • r-4 • « © • • ■ • • • ■ • 3 . • 9 |) 1 • • • • • ■ • . . n •auoA oioiapuoB jsej | *<» jo gsop 9 outs 980 [joo po-iajag; | H .... 0 8 5 10 ■9jj0pOO UI 9SJU00 otjtjuoios joj guuudgjj | © j 1 • • • • • • • • , i • • • • O ' • • CM • • • • • • • • (i • i . 1 • ' • • • * i i « i •0$9f[O9 ai 98IU00 pjoxssup JOJ SaiJBdQ.I J 1 2 1 • • • • . « i ' ' ' • © t> to • • © • © © • • • ■ | ' CM 1 04 H ■89§8nSuu[ u.i9poai up 1 2 m o o • . t>cn o?o o u- ci o in coco •<*«© t> tp -oo 1 ^ : •sjoiona^eur qjbjtj; J CO O rH O O jo i;0050> • •noijBUiraoaop suoiSrp^i © ccajoow • < i • • * • • • O O O J • ■ i.ri • • • Hppipi-^ la : ■ a : .© .2 .2 .2 S • " . o .S • O O &£&& & p4 Princip&L Richard Darlington, jr . Fannie A. Pyle . Mrs. LucretiaM.B. Mitchell. Jonathan G.'Williams, sup’t. Andrew T. MeClintock, president. Sophia E. Wilson . Rev. Edward J. Gray, D. d., president. Mrs. Helena L. Gilliat . Ellen White . Augustine Jones, A. M . Miss Ida M. Gardner . Brother James . . Sister Mary Leo . •uoi^uztubSjo jo 9JBq; * 1854 1877 1799 1852 1865 1848 1874 1872 1819 1880 1871 1874 •JQJJ'BqO JO OJU(J M ! ! ! loo Icoco ! ! no • 1 • ^ GO « CO • GO CO • • OO Location. « West Chester, Pa . West Chester, Pa . West Philadelphia, Pa. (315 North 35th street). Westtown, Pa. (Street Road Station). Wilkes-Barre, Pa . Williamsport, Pa . Williamsport, Pa . . Newport, R. I . Providence, R. I . . Providence, It. I . Providence, R. L (235 Benefit street). Providence, R. I. (119 Franklin street). Providence, R. I. (Bay Yiew, box 866). J • j Darlington Seminary for Young Ladies. | West Chester Friends’ High | School. Lucretia M. B. Mitchell’s School for Girls.* Westtown Boarding School . The W ilkes-Barre Female Insti¬ tute.* Ladies’ Classical Institute.. _ Williamsport Dickinson Semi¬ nary. Family and Day School for Girls . Female Academy of the Sacred Heart.* Friends’ New England Boarding School.* Miss Gardner’s School for Young People. La Salle Academy* . . . St. Mary’s Young Ladies’ Semi- i narv.* CO © O CO a a s s 3 > T— IU W icm cmcm S c5 c3 g T"i ri r-l r-4 r-4 H Polytechnic and Industrial Insti- I Bluffton, S. C STATISTICAL TABLES, 527 «£» . OO-O* O • O 05 O : O l> T* | • J J J ■ pi • • • CO o OO ‘ CO rH o jooo CM T^HIOCO • CM • • CM O j CO rH j WS CM O CO 'O ' O '0^0 . rH • • O o oo to • • io • | i : : : : : : : : CO o CM IO O • O rH O '0050 ! C"1 ! o CM CM oo • CO * Ttl • • • o • ^ to i rH ° ! ! ! o CO o o _ •0050 ' O CM O O O • rH ' rH rH o to ONON • CM CM • T* rH • CO rH • O LO jo j CO o CM CO 0500010 CO OlOlOO rM CM rH ' Cl CO 01 to CM to 00 to co o ^ «H HJ1 21 to CM »o CO co CM OM O CO CO O rH r- o IO co CO tM rH t-v 05 O CM CM CO Cl H tH Tfi 00 O CO W rH C50 O M H CO rH CM *H 35 to CM 05 CO lO O CO CO tM> o CO CM CO CM rH 200 95 i ' 00 I ! 05 O ft* to lO CO O 0° co CM rH o o t- CO rH tO IO O CO 00 COb-*^ Th CM to O 00 CM • rH CO rH 20 lO O ON • CO O CO O to • to CO CM O O O CO tO CM O to CM 0X0N0NU50N ft^HitOft^CO'HCOrftrH 00 OOHOH tH • 00 rH O rHcOtOftjiOQ Q » CO m CO to CM » • r> CM CO CM o • • CO rH Tf CO 00 ONH • lO tO 05 CO • ^ OiCOlOOOOOOOtON OHOCDHHOHCO 357 160 HH050N CM CO tO rH t#h tO CO 05 CO CO rH CO O M H CO ’M CM rH to TjH to O t> 05 CO to O CO O CO CO L'- CO COO HO to 00 to o 05 rH CM lOCOHlOOiO>OiOH 00 05 Ol rH O C5 CO 04 tO m» o ^^HlNr-ICO 05 JO o CO co O *H • CO CM HnHN CM ’•f CM CM rH rH rH j CO rH m CO CO CM rH CO O CM rH lO rH rH CM • rH CM T* rH CM rH ^ CM CM • H^CMCMrHCMrHCMrH^I *o • CO • g : ^ : Presh. .. Presb. .. Presb. .. M. E. So. Baptist . Non-sect Baptist . Non-sect Non-sect Baptist . . . Non-3ect Its '©'o'© ! ! • © © © © • • ^2 © © © ©P2 . © d gags ; ftft toftkA \ hh o • * • o O • • • CD OQ • ■ _ OQ P ft ft +s p &%%% ft Christian Non-sect Non-sect Non-sect Non-sect Non-sect Non-sect Non-sect M. E. So. d ! O 00 • i ft *3 © 4 1 | ft w >' © ft a Rev. Thomas A. Grove . ! Rev. S. Loomis, A. M . Prof. William S. Lee, A. M . . . C. C. Reed . Rev. C. E. Becker, A. M., president. Lanra M. Towne and Ellen Murray. H. P. Griffith and R. 0. Sams. Rev. Thomas J. Earle . John B. Patrick . T. I. Young . Edwin J. Dreher . . Robert P. Smith, A. M . 1 Mrs. Laura A. Browne and Miss Eliza E. Cooper. C. Meriwether . Boynton O’Brien, A. B ... _ Col. A. Coward . J. T. Roberts, A. B . H. L. W. Gross and J. L. Boon, B. s. \*k * *4 .J J fl c .1 S'- S9ft Pft-C 1 .d^a^ P.OT' ® ® t © © £ o o ® ft ft ft Rev. D. Hearon, A. M., president. A. W. Yonnv _ _ _ 0 i i l i Josephus Hop wood . R. E. and L. T. F. Arnall .... S. V. Wall . W. E. Powers _ _ _ Rev. Milton R. M. Burke _ J. E. L. Seneker . W. J. J. Terrell, a. b ........ George D. Holmes, A. M . W. R. Webb, a. m., and J. M. Webb, A. M. 1878 1870 1865 1871 1872 1836 1870 1862 1881 1859 1878 1880 1875 1857 1866 1848 1880 1855 1854 1870 1877 1884 1868 C1869 OOOtOCMfrHCMOStOO CDQiONCOCC^ tQt> ccoocccooooooocooo 1880 0 1868 0 1882 1834 0 0 0 0 O 1857 ■Hi . rH 1 > to . 00 « 1 00 • 00 « « rH • rH * ■ 1869 0 1884 1874 0 1882 1859 1871 1868 1882 1870 1852 1888 4-3 ; ; ; ; ; : © „ ; i j j j i * * ■ ; • O £ i : : :o 6 ; : c \**° ■■ Sc 1 c * w*rm>j §§|§«^£y '©'©'"'© d p~ 3 3 i?,2H\2.2 o x d h ^ C | *H 53 -jH © 52!32®.9ft-d «5 O .g %d si- :t § — |f ft oOPPftftftftw o ®‘P ^^9 s o « * • • © CQqOOh gcO^CO cf © a ®" sB II g **|5« §9 0 -, d 3 w .. © d •I? ® j| § | O od-S® z: 1 sp biH 'gcb.g.g^ 42-9 a S3 -d © 2 2* d d ” o = © » dH ®c2 § aft d I fl s - S-^g- ® ft s'hSh p'^ a w M - dft.S ft of ft © <3 ■S 1 „ © CC ©ft © 0^3 - H 2-< .9 a “J s- 1 « ej ci O O d HftftMft OOUOOOOOOOQ = — , d gw a? 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[-ft O © bJ3 J&M-aJJ M <3 ft ©3 o ft ^ >! 2 -2 <"> ® •“ a © fl a © © ft bJO sp O °.W^ftg rtft gMa goft-g as 2 ® 3 .2 ft W ft © as .§ft©-edM^fts .,- ,p © ft d pj ^ft ft t> ft ft § £? i tji I r~ ■* r*^ ) .,. o P-ffldMM 3 oo^^,p©®©H UOOCJftft^ftco |r g :so © <1 >& % © '9'S 3 g-glia §3| d ft © ^ © d^^'P'd ;d d bift © PidJ d a 2 a a|&| "S O a o •pO-Sq < "S ® I d ® 'SS-alg s fills 3n|Si3a-s2fl! ,-g ® o ©a cjft’ft O a d pSalww^ft d o'S-SPlS-gSlnlS 3m a C3 c3 Cj S bCQ^M <& Z3 O’M a OOSOOOOOOHO 00 Oi p- <71 (M CN C'J C l (M O^GOOOHMCO^ OCCOOOCOOOOO!^ rt m m o o a ^ m co cm • co - co •9X'Bui9l3; H ccmiONco rf m m o ^ m o o o oo co ro m CM O -H — • ^ CM t- '-HlOH m co m cot- • cm m m ’9P3TC | J - jj - C500C50 T* o co ^ cc> co cc n o O CM L- CO O 00 05 i • o ^ co oo CO TJ* * • t- 05 co CO •i^tox c. t- a ti< m co t*j < r-j cm oo •sio^ounsm a^uiaj | ® NHNNN Tt< HO iH CM • *“H CO CO rH • rH CM rH • H • •ejoiotu^sui oxe^ j ^ MOi itCOifl O kC 00 L— too • l- t- lO 00 00 00 00 00 00 *000000 •JOJJ'Bqo JO 9JEQ ITS CM m m 00 00 ' a £ rj a p ® ©n rj & r— r— ^ ‘£n°,2 2 3 an x ^ o §M§^ >,£S'C a o 00000 a a in © - £ § © » 0 & e3 3 ® © 6K o _ I* :§ 2 o a 00 g qH § © ® ©H hH fct - n .fig pT s>. a © © © t 3 , J p S (j O s o HI-B0000 O . o a Wl 2 : a :S ; H : § §ggli^ © kT - a ,'S 0-^g^ 5g u 3 A fctro © SnSBflfl ©C..2 O © B»J 'o V o © >5 tS •h«;S eZ u< O^s © 0 © £>02 w,-_ © p u "2 >• '1*111 ii^ ■ © : 54 '.a ■35 >.£ O C3 pH ■ss g^ oj -a 2 .a .2 2 §3®^| ©>5143 ® o a ® S a 0m a > 0 o © ►= ° 02 fJ| a a © £ ® ©CG © ©.> • © 2 © a a 80 brf3 n . >> : s* >> 1 S'©*] ■ ir.i 00 a£ © 000 •a a 2 a © a >02 a © © 5 —. © r© £ § g £§«? i J* |'l! §JI « S^c‘> §?| ® * |«2 £ J.5 £ 5 PW >0 • Hcj.Srl.JSr^ rhSjr^iJl © „ c > P P .. r- I rs .b S n t>» :HcdC‘ CO CO CO CO CO CO 1 STATISTICAL TABLES. 529 0 • , J ; ; j 00 ; ; 0 J 0 . . 0 : • 0 own 0 IO CO *00 • H d - 1> 0 to d WHO rH O O O O 0 • l> 10 • 0 0 • CO | d • 0 O O rH lO 00 « O d d Cl CD 0 10 » l>- 10 [ P- • Cl d • CO rH • •Od'H LO O d O O rH d • • rH d 00 • 10 0 0 0 10 • rH rH d CO 0 10 O d r>^ ^ 'CO 1C *00 • d r+« 0 00 10 ioi>oo 000 ■ 0 0 0 »d • dd OOlO d rH <9 CD Girl* -OOW • do w:c« ICO OO lO OO UO CO CO CO l O • lO © ' 1HHO ..,00 10 O O iQ CO CO r-H < CO CO > 00 lO ^ IQCO O > o »o © d CC CO d d d rH HlQCOMlMN • d rH » d ! d * Cl CO CO CO r-H d d t i Cl Cl rH d NCIHi I C3 H (M H (N W W ’"&p.P P p P^ 1 eg O O O © • :fqpq£££!z;3 O © O 7f) o © <0 © © ^ © © 02 20 CO _2 02 OQ R tf R ’-*£ Pi R * ~ COO CD c O - - ij e_i - *w £66 £366 SSfcC4SSS6 A 00 Ou . 'o © © © O . o ©Cfi © • © 02 . 20^ 00 §H. g © g 6S6&6 «g 66 jin : :m 'd :w •H » : iS 11^ Hb^bPK^bH AfiH Pi © >M fl ri rt 5 A 3 3 3 g >s« » o .§£ ^ a © i(N^0t>0 • 00 *WOC5I> d©r* CXNOCO 00 d t _ _ _ , r^oco i 00 OC 00 CO CD ICO . I> 00 CO l> 00 OO 00 iOlO( 00000600 ooooocoo <0000000000 • r~ - - - - - - - O CO O CO 00 CO 00 h- t- op I ‘ '* 00 00 ( 00 00 00 00 00 00 c (NlO^iOO CO l> © Q 001^-10 00 00 00 00 000000 O d 00 t> > 00 00 c pg R r R R pi p n r r r © .0 , ri a n 0 a r R opj ‘ lj . S © lEH J _r _r _-A P ©i c-J A -g j_| £ pj ;b 2 r® ” ^ j_s cT cT1"© o H EH *p ©EH (il p A ® g-a^ £ & s-g ©-©-§ ® § > [AAA-S-So ©aao » i A ^ 2 .2 .2 >5 £ ’> ’> © £ *0 fs A - I r— -*3 "tl ’?-( ’M aJ'^rPfPS’S ® ® !-5 g S p; ^ ^ © 9 d - = |gH “ -H-l .2 .9 P Cu «J f-B ,.a.H.S WK K1 » nM r.; _Tm S a p p h w 'B-g-gis’l 1 s-g ^ odd O^S OOOOOCcJcj©® * g „b0 - P|>r 3 >>3 A 2 ^ C3 fe ^ n'-S g «®Arp §A^'£©>-®,2A ® Pnti A 0’®'pS«p‘g.c3c3 PhSp^m c«^«2ME-iE-iEh'^^ P ri ^ --P 9 _ 2 2 h« I 9-2 pfA © bo © - o . •A ■ : ® ; :cc : 1 rt >1 :§a :W.a Jlls- s s-fi-a’3.S'S2§g as s s-ga s Sap2p3®'SP ‘P.2 A A 'p A © h §•3 ® A ® i’S U MW^K5(St>aiOOHN03T|ll0!0r'00 ,44 ^ rj, »f5 10 irt »n in 'n irs »A «-» CO CO CQ CO CC CO I &l§*bS-a^^a s-S-lS>"Ss=^ 'S 02.3 >0 cj 2 P 2 ® © 2 ®U^A^ 2-2 gcc—A+stxiP r0 0 O rj Cl W) ittltsliJ |«-as-= 3 >5^5 li® 8$S tHA| 5§f§ 3^ Sii’i 8 S3 CO CO Tfi Ttl CO CO CO 00 Cl CO ^ 10 CO CO CC' CO CO 34 E * cO O O t— 1 cnj co ^ r^> uj ci co ^ 10 CO CO CO CO CO CO CO CO O^0CClOHN«d< O CO l> CO Q a O h h hh CO CO CO CO CO CO CO CO CO CO CO CC From Report of tho Commissioner of Education for 1882-’83. e School temporarily closed ; to be opened in September, 1884; figures are from Original charter, 1845. Report of the Commissioner of Education for 1882-’83. Not opened for the spring session of 1884 ; to be reopened in the fell. d Chartered at Greeneville in 1879; removed to White Pine in 1883. Table VI. — Statistics of institutions for secondary instruction for 1883-’84, 4'G- — Continued. 530 REPORT OF " THE COMMISSIONER OF EDUCATION. 3? P a: C <£> s * •IB9jC OTTOOp'BO'B J6BX JO 980p I ® j oouis poips opijaops pa.iojag | | ; \ eo ; C > o •JtfO-f OtOTOp'BOO JSUJ j £* jo os op coins 9§9{[oo poaajng; | «« CO CM i C > o • • ■ NO1 « • 1 • •oSojpo HI esxnoo oppueps joj'SirtJ'edojd • ° Cl NOO O • ^ iii co • ! ! 1 •eSeipo hi osjnoo poisenp ,ioj gni.redMj w* • co m CO Cl ^ 00 • o o | co •scgBnSn-EX naopotn uj j 2 : • i O lO m • ^ • « • o o o « . • CO *9811100 pOT6813p HJ J ^ CO o in -^ O' CO OOrtl th • r-t m co 05 •cpmaj £ ** o 1 CM O o cs • Cl o • os m o oc m co oo m CO L- H TJ« *9I®H j 2 in m r-> CM in CJ o ' o o o m oc os ^ m m on® m co m •mox © os m CM co m CO o o cs CJ O Cl o m i> rr O CO O CO O M ^ CO r-f 05 05 HH t-H 'tl :«h • • 0 • © S3 © | 1 >-,3 ig* ;w^ 4 i| h i is ;< A. L. Peterman . Percival M. MTiite, B. A., president. Rev. Charles P. Westbrooks, B. s., president. J. H. Ranson . T. G. Arnold . Frank P. Crow . •noxi'Bz^n'cgao jo 9j« CO CL) 00 s 00 00 00 00 05 Cl woe l> 00 00 uo li | in • J9 II 1 °ll Location. / Woolsey College, Tenn ... Altn Tex _ _ V I* ' e !| !« ! g , 1 H. ! J . J 0Q *— i « 3 s &■ ; £ 1 i c 5 pc : ► • « ! Kb ) 0> -Ht fag 1 <8 s j ja J: : ail > © E JBP ( 8 4 f|§ >;?c! ft £ gl ;pap si i£i 1 1 a 1 fc »p i > i < In N ip Fairfield, Tex . Fort Worth, Tex . Goliad, Tex . Gonzales, Tex . Hemphill, Tex..... . Homer, Tex . . . 1 H j! S3 t>sC $13 |! \ h sS j - 1.S cl ) 1 Texas German and English Academy. 1 ij K sj u i ]» IS c M-S S Sh; ^ : is 5 O + 81 rl I ®st 535 *•( 0 t 5ccP 1, ks e8 t a *3 e f 3 4§ © c ?oop: » y 3« fs ; ^ 3 P 3.t 3^ 1C- n Fairfield College* . Texas Wesleyan College . Jones’ Maloand Female Institute* Gonzales Male and Female School Sabine Valley University* . Homer Male and Female High School. COC5 OOCOOOCOCCOOCCCC COCOCOCOCOCOCOCO § s < a oa o co co©» STATISTICAL TABLES. 531' • ! • ^ co • CM • • 1 « 10 CO CO • rH O O • • O CM • O 00 00 H^O ^ CO ^ j • • • co 0 • 'HO ' ' • « ■ lO W • / C5 H O (N • / (M - lO 1C rH • CM CM H oo 00 t> 0 co 10 to l>* lO CM rH rH rH H^Ji HH »c 00 C c: 00 t^* 00 rN ^ 0 ! 00 P "3 cq 0 0 'H t— CO CM H- rH O ^ 0 0 O CM CM CO 10) »0 CM 'H CM HIOIO |> t> • CO co CM O t- • l>- 00 CO O tH l> O CO O O CM rH CO 00 tH CO >©t> »H CO O 10 ' ^ L- 00 00*0© 00 CM • O l>- O CM O O CO CM rH CO 05 CM t> lO T4 OOO « HCOOOOOHtPiOt^ 10 J.HN 05 O 00 • CO LQ iH CO OOCOtTCOCO HOH(M C3 O t>Nlfl 00 00 0 O c-j co 00 00 CO IO OO rn ■«B H ■ O © ■ Kb CO CM • 10 • O rH • ^ ' • *0000 r^-rfCO ’ lO CM hH ^ CO ht< CO CO CM O O 00© WOOO^ 05 O CO 00 CO O HJ CO CO IO OO t> CO 00 05 lO iHTf CO CO CO rH ^ : CO CM O O t> CO • t> CO j CMT^lOlOrH^CMrHrHCM Non-sect 4 M. E. So. c4 rH (M CO CO HCOH CO CM rH CM CO Ol CO ^ HCOrU • lO rH CM rH H CM rH rH CM rH •4J * • 4-3 . , ©^ . © . . © o5 ■ © • • g'~ M J :5 0 & • O’® &pq ^ }zj M. E . . . Non-sect Non-sect j Non-sect P. E . P. E .... R.C .... 1 It. 0 .... iM M. E. So. Baptist , M. E. So. R. C - Non-sect Cons; . . . TTniver . P. E .... P. E - Non-sect Non-sect Baptist . TTniver . P. E .... Non-sect Non-sect Cong ... a a « »j o o ® ® u ® J30 p* 0 cc ^ S © O © _ I ' toO Ocfi-PK tJ ®^o 2Q.S 2 r*H ^ b k! w '""' ' • ^HdhSPP1 i-H 'r*02ata: trjpP • ,H«k'W . •, iv> ft «g c . .3 O , to 03 . o a> . r ICON'S » ; . •- d H P3 P .S o 5 £ *rjf ® £ ■wg« : « fl ■ § 5 ,P ” ~. Q. = | rt P ©tf> <1 M t gA^o^-oa^s rC M A • OJHOOOCJ^NiO^ tHtnt^cococo*T5tftH' 00 • :®® 88 00 00 00 • • 00 00 CO 1 • • ■ © • ■ SS ' 1 . w 1 . 00 • 1 H< CO 1 to CO 10 . 00 00 • 00 00 00 :S® 10 CO CO to 00 00 00 00 • rH HHH ; ; : ; ! :t i ! ! ^ ^ ^ ^ ! ! ^ ^ ;-H^-rH rHrHr^rH . M M © © {H r^ ' g « M >> MH£® 00® -~ H M H gH H«®®®®®H i ^ H H ^ M H_H .3 a § * r£ o lie'll ^OOPPhP ETiprit-! ----- -n 1 w K.S u -r£ -222222 * • ® © 5- S S^'Sa'a'3'3'2 § £HEH£H )^oooooop®_- . to A j£PPPPPpa2rtrtg.S «3 &hh«h«mS |>a g-a o H ©"SOOOOOO 0 4 -<«.a S-’H-’H-sMS I - t J l!l§§i§iggss^o^ PSP^aJCGWCGCGGCMCGCfiMGGK ® 4^-f &H OkS^P>‘t> ® |2£|^^^^C -g g £3 g g g-g ®.w) MWpqpqpqp^EHOW P PR •g^S-? <3 _w ® P £ *£ #§1| &SS& m :* £.2 4? -P ‘ ® O Ss .Sf ® «3pu £> h S3 c (j X P-g ® 2 © « 2 oSb54h ® S * R S> ©« .go 2£s P P :^5 ® . I ® he® ’CO ©-y !-h3^S -£•- 0*3 "! O-w -P © o a co o :.® .P . r^J t» • © • « a -1-0 ^ 'S O bC ^ 0 9 a 2 ® ^ o o £< m|oj|x CSPPJ'-P® VS : m*‘ _ •p* -2 Ip ig-g ;S ; a , ® to , rt •r3LR 1 ® : a H : >s a kl ® >j s i :0 c tnMdwS £ »®w^'p3,ph JIh © © ^ Scijcp ®w 2 ©. ^, , ©^ .© c 3 3-a 3 PflS.2® 3V^ 43 R o P2y(2> : a 'S'b :-§ g 6b P a-® o ^ rvi -1 d 2 ®w a-p © 0}’2 ^ _ rij Vf\0 C 3 -P p rg ®f> g > o^ g^M-rfSeo^ ® MtZicoOco WMOcnt*- ffi p _ -P opB <1 © . r, +*X P ©^ ©2“ 2©|^ o^S| S^3 &- p2 a| O fp r§ fl S 2flH SSP O o bD U o P H (M 00 Tf 10 O t- CO Ox Table VI. — Statistics of institutions for secondary instruction for 1883-84, $c. — Continued. 532 REPORT OF THE COMMISSIONER OF EDUCATION. • xedS oiraappo'e jo oeop poms [ooqjs ogrjaops poaojag; a«0A- onnapBOB jsbj jo oeop 9oat8 oSoipo pojojag; •oSojpo ui peanoo opijaops aoj Sm.njdojj •ofonoo ux esjnoo ['Botss^p joj Snu^doj j •BoS'BnguBj tnopora uj mot. t-ooo •oejuoo poieeup uj •oeanoo qei^Sag; uj •epmoji •opH 1 O O CO <35 CO lujox ^[.OO i-l rl •<* 50 HHCIN O O © O t- © 50 < •ejojomjsai opjuiog; ® >5050 53 33 CO 105 53 ■ 50 • =2 fl <-? © P S NSgSiSlgi •noi^Bzrn'Bgjo jo ojbq; CO CO O CO CO CO l> CO 00 CO CO CO 00 00 CO CO c •j9jjuqo jo ojea 00 CO ^ 00 c t> 0?* 111! & §3<1 ® © 0^5 :t> »*!§ o SS-«^ ■SS c3 O CCCCCGSO <3 <3 t>i> c? cT c3 c3 fc> ^ ’w f g g g *S ® § ,s SoScS © ^ a) c3 ctf ^ q p p ,2 © jO ® ® P3 ,d « § £ "S^.a a -3 c or9 « £ es oUC? O co S ed <2 ©3 o = « “i a> <3 *-< ,rH ^ 1 3 o " g 43 <1 i.a ^ g © n «m 2i-5 a © Q a ft ® H © ^ © t- Occt>0 .a a go © « ^■zn © S >. P fS gW oO ® T « o tits'0 a © «_, Bhk as © c3 — -» 'O.tSk . o ■ o ‘ o M “ cc^a M®?§PO, M . >5 |1 c; « S«o® • < • A 1 • • CO • • • • II 1 © CO CM ■ « io • ■ t© eo • • ■ CO : i i : : © j * • • CM O » CO m • ' • • • H d • • • • o i © • • ' lO ' rH © © o t> ’ m © Hi © rH CM - CM • t- CM CO • 81 CO §3 © © • © CM in © rH CO J rH rH rfl © CO rH © j in © © IO © CM inommrHCO CO rH M CM m © rH 06 CO » © © © in oo © CM CM © in ©oo m 01 l> ©O rH Hi t> © O © © 00 CM© IO in CO © l>CM rr rH CM l> ' CO CM ; CM co t>^ in co • © co © tn co CM C- in t> ©• CM CQ ^ CM rH rH l> rH rH 00 t> rH CM rH CM CM ©CM © t> © © IO o l> rH . rH © • © 00 CO CM CO © • Tf CO • © CM CO rH CM CO • CO ^ | '< 00 • HO 00 • i to • t» »o ■ io eo • j rH IO t> rH • © !> © l> H< © 00 © ■ © m t> • t> CO . © CM CO © • ©Tt< intHrH *© CM © © • rH © CO lO 1 rH rH Tf • rH • r- rH • " • • t- • i Hi . - rO ICO l> r- 1 rH ©CO rH ©r-©t>©0 © CM© in. in CO © t> CM rH rH rH CM CM © CO CO rH CM CO t> ^ in 00 ^ ©COrHI>CO CM IH in l> in rH CM Ch in CM rH rH ts rH rH rH © ■ i> m © p- m CO • t- lO iO rH • CM © j CO CO CM © CO rH CO rH j • • © CM CM CM CM © CM © ! * © ^ CO CO CM CO CM © CM CM • rH rH CO * rH • m rH CO CM CO « rH ^ CM CM CM CM rH CO j rH • ^ c cd Baptist . Non-sect Non-sect N on-sect M. E. So. Meth . . . Non-sect P. E .... IT. P - Meth . . . Discipl’s P. E _ Non-sect o CQ d o j R.C .... Baptist . Luther’n Christ’n Non-sect Baptist . ) ) 1 -P> • -p> . 4= ■ Q, o • Ox, o . jr m • cp.S co • pa a • g&ao q o' o PT © . M * \ gq Sisters of the Holy Cross Miss F. Page Robinson, A. M. _ _ Maj. Albert G. Smith . C. C. Fisher .. . . . . Rev. Edgar H. Rowe and Mrs. Win, T. Chandler. Rev. Edgar Woods, PH. D., and John R. Sampson, a.m. Rev. and Mrs. R. K. Meade. . Rev. J. H. Yeazey . . Ellis W. C. W ard, A. M - ... J. Wade Shelburne . . J . Mrs. M. M. Castleman . . Andrew J. Shipman, A. b _ Charles Goodloe . G. W. Hop/nshel . . Dr. F. S. Hall . R. W. Tunstall and J. H. Dillard. Rp,v. M. Clarke . . is < 1 pd i!z Sister M. Justina Prevost, superior. Rev. Lyman B. TefFt, A. M . . . Rev. Chas. Henry Corey, A. m., d. d., president. J. B. Greever . P. J. Kernodle, A. M . J oseph King, A. M . Rev. J. R. Garlick, A. M., D. D. l c 1 ! i ! i ) i William Meigs . Rev. Nathan C. Brackett, A.M. Mrs. .T. R. Monro . _ . . . P. B. Reynolds . Miss Pauline H. Seguin . Sisters of the Yisitation .... F. E. Williams . I 1869 ! 1871 1731 1731 1869 1872 1866 1877 1853 1876 1869 1878 1876 1878 1882 1883 i 1881 1804 1883 1869 1866 1883 1867 1878 1872 1875 1855 1869 1867 1869 1883 1868 1848 j 1854 0 1803 0 0 0 0 0 0 1866 1884 1876 0 1872 0 0 1871 1868 1851 1883 1863 c. I> cc 'P p 1 < i i ■ • a Q j ft *P 3 ©a i Hf£ Belleville, Ya . . Bethel Academy, Ya . Bickley’s Mills, Ya . Bowling Green, Ya . Charlottesville, Ya . Charlottesville, Ya . Chase City, Ya . Elk Creek, Ya . Gordonsville, Ya . Herndon, Ya. . . Lewinsville, Ya . ! d ^ ■>> iWf >d c i <3 a J cc ^ rs w!i ice « :J°T JpH ^ \Mt !SSz L ii sl 1 c5 • > r > !c i ^ i p : £ 1 •> \£ i *. ) C itz Richmond, Ya. (Grace st., between 22d and 23d). Richmond, Ya . Richmond, Ya _ .... _ Rural Retreat, Ya . . Suffolk, Ya . . . Suffolk, Ya . Walkerton, Ya — . > 3 p * u % $ ^ N © F j i ! o © ■£ ■>£3 c % ! a > h iz > is Wheeling, W. Ya . Wheeling, Mt. de Chantal, W. Ya. Albion; Wis . e sjS jj “ g ,©02 St® : o ofl elir b¥f3§It % .2 © © ^ 1?, a ifcssijf'g M c« S g .2^ | pi .2 © •o © sa ©ad O o j>,© * • .,-<02 | g t-Q : Jlfr • t>: lfg|3| ; goQ : g Ph’-C^'S .©^ g’grd § ®1 > ®£Trg|W^ o^ggo ©«2® a © >-.Jd S go.g'g | 2® a^'|5 ©£=£ o ©5 ©! 2-^* § g :ki •3.-2 2 § 9?<§ pi £ o a Ice © o © © JT| .2 © -§ o ©In %* ©r^J bJsJ 1 •ssSj ssal ea : e : 15 © s co-e cS5 ^ PI Pi M c3 rd & >5 ;5 a , © © ro o l3<1 « tps £ ©: ft SSsHH&Sg£oga> iagtS^Jf !§ o © S.S? § 03 © cS a :£® £, © © S e* S’ ft w-2 a 9 s§s§'||| g|§ ?,.,§ g 'SdPicSPp©^^^©^ 1—1 iceGOPPftftftH 3'/2C£ cs © H © §1 3-g H CD o CO O CO COO CO CO « ' Tt ^ ^ From Report of tlie Commissioner of Education for a The Teates’ schools are about six miles apart ; they have the same b Average for a term. 1882-83. hoard of trustees and are supported by private endowment. Table VI. — Statistics of institutions for secondary instruction for 1883-J84, tyc. — Continued. 534 REPORT OF THE COMMISSIONER OF EDUCATION. Number of students. •aB9i£0IUI9pB0B!)eBXJ0 9S0p I ® I : ; 90UI8 JOOqOS 0qiJU9I0S p9J9XU3; w : : © j :i | : i ° i \IB9A OltUapBOB JSB[ 1 J> JO 9S0p 99UI8 9§9X[09 p9J9JUg[ | ^ O | S : : : : i '9S9n«o ui | CS | : ; 98jnoooptju9ioe joj Snundej,! I ^ | ! : © • © © : • i r O 1 •9§9X[00 Ul 9Sinoo xnoissiqo aoj Sin.red9i. iO to r-i • CO • rH • ! 05 00 HH © • 3 2 * : •opK »o • © lO r*“1 06 68 © © rH CO 00 CO tO • I Ev. Luth Non-sect It. c .... O O HO p4 Ph?4 Principal. J. Emory Coleman, a. m _ Miss Ida C. Y. Martin . Mrs. J nlia A. Warner . J. B. Silsbee . Very Rev. P. Antonius Rot- tensteiner. Sister Marv TTt.ha i 1 ‘a jl Ift £ Emil Ilamann . . I. Keller . Rev. Isidore J. Boudreaux, 6. J., president. Sister Mary Ernesta, s. s. of N. D. Sister M. F. Seraphica, s. s. OF N. D. Grace P. Jones . Very Bev. William Becker, s. j., president. •uoi^B^xunSro jo 9jbq lOCOiOOO CO 00 00 CC GO CO ^ rC 1865 1882 (N rH GO tO 00 00 rH rH 1881 1850 1850 1856 1880 •ae'jJBiia jo « Jg a> lO in 00 00 e’H 1871 0 _ 000> O ?H • • L" ^ • • O rH CO 04 100 25 7° 38 $8 j 18 70 160 47 - oo • CD 04 • 51 90 115 40 20 60 CO o o o o • T* C4 O • ^ t— 1 rH. * 10 40 260 o oc 40 CD 23 25 25 4 120 .... 0 34 160 cc o t> tH CD CO — i CM O C& to 113 115 25 .... 25 40 24 120 60 48 120 70 34 100 160 47 CD O rH • • CO 15 17 • CO CO * 05 C5 O O O ; ^ Cq ; CO IN 03 04 tH » i 40 i t - rH CD C4 rH CD CO j 00 CO o p3 P.E .... R.C .... F.W.Bap R.C .... 1 Ruth R.C .... Presb Luther’n Coner . .. R.C .... R.C .... Non-sect © © pi © «2j P.E .... Non-sect Non-sect Friends. P.E .... Non-sect •P • • H © ■ « © © • • © ® ® p o o g © • • © fc & tt fc Sister M. Seraphia . . . Mary L. Stuart McMurphy. Sister M. Hyacintha, o. s. D., president. Albert E. Schaub, a. b . Rev. Augustus Zeininger . . . Rev. John O’Keeffe, c. s. c. . . Walter L. Rankin, a. m . . Jarvis Richards, president hoard of trustees. Sister M. Perpetua, direc¬ tress. Sister Mary Rose Mullen . . . Burton Macafee, A. M., m. d. . Misses Edith Blair and Eliz- abeth P. Barnes. John W. Hunt, A. M . . Mrs. C. R. Burr _ Euphemia H. MacLeod . Charles B. Young . . Mrs. L. P. McDonald and ■ Miss Anna Ellis. Mrs. Charles W. Pairo . Mrs, Elizabeth J. E. Somers - Mr. and Mrs. William D. Cabell. 0. C. Wight . . . Sister Mary Ambrose . Brother Tobias, president . . Miss Mary C. Douglas . 1872 1877 1866 1867 1856 1872 1846 1880 1868 1850 1880 1888 1868 1869 1 1852 1883 O | too ^ CD 00 1— oo oo oo 06 oo oo oo oo » oo 00 ^ t— 1 * rH rH 1872 1845 1877 1853 ; © 1877 Prairie du Chien, Wis Racine, Wis . Racine, Wis . .. Rochester, Wis . St. Francis Station, Wis . . Watertown’ Wis . Waukesha, Wis . Spearfish, Dak . . Washington, D. C. (1312 Massachusetts avenue). Washington, D. 0. (Con¬ necticut ave. and L St.). Washington, D. C. (Cor¬ coran building). Washington, D. C. (1731 Thirteenth street). Washington, D. C. (lock box 535). Washington, D. C. (1308 H street). Washington, D. C. (1213 Twelfth street north¬ west). Washington, D. C. (Four¬ teenth st. bet. I and K). Washington, D. C. (1305 Seventeeth street north¬ west). Washington, D. C. (1530 I street). Washington, D. C. (1100 M street). Washington, D. C. (1212 and 1214 14th street). Washington, D. C. (306 In¬ diana avenue). Washington, D. C. (601 East Capitol street). Washington, D. C. (Ver¬ mont avenue). Washington, D. C. (1023 Twelfth street). H s* a ■s-g..® m°^ g til rj *3*3 Oi^P <1 H <1 n o ^ 'S -s .a ^ c8 Pi O "S a 8|«|d %&%&£ S « 3 h-3 _.GG O P*j PIS 2« - a * P4 rjJ © a{> p?£sl 3 c 48 5. © •£ -. S 83 » HHH , rirtHi 4f> 40 40 . 40 * From Report of the Commissioner of Education for 1882-’83. b Date of organization of the academy for young men, a department of Fox Lake Seminary. a Rechartered in 1880. e School not in session during this year. Table VI. — Statistics of institutions for secondary instruction for 1883-’64, $c. — Continued. 536 REPORT OF THE COMMISSIONER OF EDUCATION. oiurepuau as'q jo 9sop oouis po’tps ogr^poios p9J9;ag[ ■jvqA oiawpeoB jse[ jo osop sours egefpo pQJQpg; •sSoipo ut esxuoo opi^gsps joj S uuBdoi j •oSonoo UT osjnoo poisscp joj guiJBda.i j •sgg’BuSu'B^ ujopoui uj •osjnoo poiestjp uj •osjnoo qsr[“a5I uj OO r<®10- >0000 O • 05 t- •9pui9jl CO l© O O COM o (M > £ © © © a §<© a cj p . WHP ©h *a£ OflO P, .-.3 • 3 g a 3 ^gs O p os O n .ft ©a|S ►5 P3 ft O goooy ft^ mW a^ t>-.a u o p ^ ©ft^ ^.24! ©2 •uoppzA'egjo jo 9^a g § • t'- 00 00 00 CC CO 00 CO O © O 05 00 00 oo 00 MO^ip jo Qj'Bd rH CQ fH > -2H a •- E-S S c8 : a a g a ©'a a m © * * £ CQWS © oo -fe g h a ®rh ^ s © £0,3w£ ©«2 3 ^4 § 3 eS .2 |a-g ft© © © © © © © ^ © © {2500 h , o <© M'S •SSftl® £ c3 ^5 >pS.S.2 p^S • • hoSw 4! 3g» :◄ b. a © © ^ © fct£ ©'O^ g, ft ©"o © «M . es W P q fcOMft P © ©^ © ® ® © « a co i© o r^oo < 2 2 2 2 2 2 1 »© UO l© •© l© »© I© eo'H iflffl t-ooos o i© i© i© irt i© in i© «o - i© i© i© i© STATISTICAL TABLES. 537 C5 CO O OO'*^^^HC0 I O CM CO fl §• N N oooococooooooooococoooooooooooooaooocooo t 3 i-S-S l>5 >* >> >5 t>> ioooo oio « m «P5 OP3PhP4 I W. ^■•la ; ; n « : o' • : 1:| Ia3 S|«f ^"1 ©5 ® ® <) Js£ > > t>-g © © © ® P3KP3cc IN 00 O (MONO §31 ^yODOGDl ggg i-ppp Hf^ O ^ ^ ,. C-) „ w o3 c3 o$ c3 c3 c3 - 4S4§Slp.§S8§g£^HWH^|§;§ flcjcjas bebjo^asaJ o o 2 9 c3rtp^L2©©fc_j W) i&J) *h f-taaaaaa®*.^ GOCGaHH^h^OOPn^cecGtecoasaoE-H :h • rd.H^ . ®rd j; I “la •3 - ® ■■a ©HO ,R fltS-W3 g&B Bbpo .dpi a£* |g*N a'gp'6 §^.2 Jill l£M bD ■ ,o'ZJ -•:«.. ^2 bbi,o|*i | Jlll'I^lfa'5^ ° ^ * ■ 'l©p ■ ©.a ' Jj r§ :«3 a 2 . o,© 3t»-2 h P a « P ® a'P © a |f> g h >» ai'3 Ps^fS^alsSbiiil* 111! I|l||ll|!lag^|| '^Occt?.HocQ|>OcQWPL(P^aQaatccQMEH» Si ◄ ◄ *311 ® .aj A -r^S "5 rP © O © OMOO s i • 2 • ?<5 © Or-. b® © §r9^ © t© ou 2^ r— ; a© ©aj o P ® M © rt P bC ® - © | og. OQ §◄ S S ga£*a ,S ® o • • mMoqqq tWC0^i0C0t^C00)OH(MW^iCCDt>00OO ) 0 O CO CO CD O 0 — . . . ' - “ )WIOIOIO“ “ ‘ “ _ _ _ _b«i>St*i>St>c^SSoo oo 66 oo S lOOiOiOtOiOiOiOlOOlOlO^iOiO iO fco \o & fl p.2 © © u p* ccA5 ~5 © II © ^ wg il « \ Table VI. — Statistics of institutions for secondary instruction for 1883-’84, ; cm © © © © 00 to to © t— 1 © 20, 000 1, 000 1, 500 5,500 •noijinj aoj ju9pnjs qoB9 oj ogjBqo pmuuy ©CO©© ^ © © © © © © ©ccoc? CM CO 1 © CM CO Oi © 1-9 © © * t*- H to CO © CM CM A Library. •JB9^ jooqos jsbx oqj at 9SB9I0UX © « ! © i © • © « rH i • © 1 50 0 36 ! oo © . CM • © • © © * • © • © • © to • • © • r-i • • • rH •seanqoAjo joqmn^ > • ■ O O ' © o 2, 500 75 ©©00© •© •©©©©© toot-© ' © • © © © © CO © _ to ■ © CO rH Gf$ 'CO 'CO •snjBJBddB puB jeuiqBO xBOcqdosoxiqj « © © X © X © © © X x © © X © © X © X © xo® X •jfjojBaoqB[ XBairaaqo M e* ©©xo xo©©©x©©© X X © X © © © © OC® .2®°* gS a p£ •XBXU9UIUJJSUI * © X X X XX X X © X X X X X X X X X o X X X © •Xbooa « X X X X XX xxoxxx © : X X X XX© x ; x x Is drawing taught? •pUBq 99JJ © [ I x © © © © x ; © X X X X © X X X © © X *XBOtUBqo9H © H x x x © © © x ; ©:;© © x : ; x :®x XO© X . <0 c 3 Sgig £ g.-gos 3 a ■+= « 3 fee . to gw S3 • •O'rt | O' © ® g 2 t>)0 a o © -sjco 4££o C M jL 2 CC O w -P Cw 4P -aSilllla « e8 •| m &, 3-5 3 © © fri ^ ^ - S Pw P3 g'P a CiHH P P ^ 2? .2 ohhpmoHHm STATISTICAL TABLES. 539 gSHfuSi pP,2o §,© ® © -p c5 ^ 3 ® ©.'S’© ■-; a^a >, «O fci sao siSsSisSS* | S.-S-S.1 2 1 1 §1 g^ggg^a^ 1 | l;g-§ I £|1 ffg&IIH ® J £ 2'3 | eisa o jfjs^ o^; afeftPLiaraHaahiqebl^o&feS o ! bfi*. ©H ®- , §r3 © g-S SN o S 2i5 oh i Wo302PhW I 2&HM IJS’lgs's i-pO'o^ > § !CC>HO H CG 10 10 1Q10I© Table VI. — Statistics of institutions for secondary instruction for 1883-’34, 4'c- — Continued. Note. — x indicates an affirmative answer; 0 signifies no or none; _ indicates no answer. 540 REPORT OF THE COMMISSIONER OF EDUCATION'. *1 C CO ©ft! .a to t>. >5 bJC to bli bD jo tt>. bC 3^ j = 5 ©3 >* >» a £ •g . . a 'p- o C 05 _ O O 02-2-5 -SrOr© IS S-1 S 3 ^ ® ©J" jg © p-ap.p-p.ft © © © © © a unwmuivi ©• ©g ||« « W H © © r r ft ft ft p, ft © © © © © 020202C C 02 •ano-S oij8«| -oqos ui eqooA jo joqnm^; •S99j uopjnj iuojj jnoi jse’l oqj aoj sjdiaoajj •spunj oat}. -onpo.nl iuojj oinoouj •spunj 9AIJ -onpood jo ;auomy •sneered -de pun ‘sSaxppnq ‘spnnoaS jo' anpiA o o O O o o OCOLO - eo o c © iS oo © •uoi^uk* joj ^aopti'js qo'Be oi 9SjT?qo pmuuy O O (M l T-l CO I I rO O r-i •j'eol poqos jset oqj ui oseojouj •soumjoA jo jQqmnjq > 00 lO CM © ©©©©©© o o © © ■>* © io eo •enju-inddu pun jomqeo xnoiqdosoitqj ft* x © © x © © x ; © x x x © © © qnjuamnajsux •psooA i ft* X X X X X X bC P^- a be h s -2 e3 •punq oa jj; xxxxxx xxxox qeoiUBqoojf I| -g ^ S-3 S“l | Wi »<« ©5£ D -*J *— < as rotq I © >:P3 02 22 © CO ^ 2 . - W » P3 S'© * § t>s© 5 "S 02 53 © oo S ^ ® 'SS B « d ^a.s73 oMOd^--8 o5,'":S'50aoce.-§KoS«,3®wcH2S^ 1ll«n^ls!!lis-2aa°9S‘ Mo2'g'o 2 ® © « g«n r~1 t*r\ 5 O TD ^ ® ^5 bfl-^NWh?020202O 02 w a co ^ ^ zi -T-3 a p d o d J cS 03 © CO © I r* Tr CO CO CO OOOOOO O O 10 o o o OOiOWCQlO OOOO OOOO OOOO 00000 o o ®%*r o o o o o o 0000000 1-0 I rO< ifloooicoooooomooinoH t- 19 O ^ ^ go O Tf co V Sao • 5§ d 10 o cA CO ^ NWNINN iH l& O JLW > o 0 < 1 o o o (N X X x o o o x ; x ; o x xoooo ;ooxoo xxxxxx ; X X X xo xxxxoxxoo x ; ; x ; x x ; ® x xo X xxxoxxooxox x : x x ! rt . © xoxxxxoo ~sr ; p tc V p = ^r> j bf.2 ■ £>®* ei- 2 5 § ,©!» ® •S 23 J= H t>> C • g 05 © be « ® © a 02 a p -43 C3K2M » © cj a fe -g ” dJ SS sio^a « fc; ^ © © ci m bfl a b o N © § '*-1 _ © * ®B-a a 2 Zw o P -u. rr^ . & 2j © ; s ^5 JS © © © ®r4 ®* &£§£ © ® 02 H Ss ©M-- © 3 a * 59 KS rt-fl © A >S<2c§ 1=1 ©■’a ,5 -a a g-g vkun,7< © ® O krkrS 1 nBS©5®®£K2'©si?®o.3©,Sd,©rg ■PPSccPOSS^i=>h 'S * is g is s a 2r pj fl fl cart c3 as o *r> O CiOOOOO(MOOC?OOHTfOOOO( C! CO t^ If sc cs I I •]u;a9intu;8ux X^DOA •pnUT[ 99JJ •psoiireqoopi; o o o o o o o o o o o o o o o o o o o o o o o o o o o O O 00 o o o o o o o o o o O CO O W tO CQ cf r-T to ol O CO Ift 00 o o o o CO to o o o o o o o Cl o o o o (MOCKNCO X O O X o x o : o o o X O X X X X ; X g s 3.9 m3* >3 ® a .£ a ^11 a^M c5® •s^-iaS nil's ,sm »lal“a !•£ § i © o ? sa ® a^ > ag© M c3 c3 cd ooooo )OOHNC0rj-3 >-5 a a. CS « bw o o poo o moo o t- o o o o o oo - © o • ■ » to o • . iOOW o o o o o o o o o o o o W ^ C CO w o o o o o to to :§g § • to to o ■ « lO • 1 MO rT • WH • . (M ; ! HHH r-T M cT • co oTcsT r-T ocT of of M ; r-i of tc ■ST OQ e CO C l t> OiCiOlftMOJOO'MOJOOOO OWN (M 3 o i02 i3 a b’oJS ^ cJD p ■305 "" ' . w ■ a a, -S .©g -m© ’’©'©!£ ' S'P ^,£.2 > 2 &P 1 l^ss *»® 2 £ § £ .... 3W3SoSW4®« qqH odPo oKo >=p o<' ® o; &1© • P >5^ all a a otcmoo 6'uooooWoPPPPPPP !%■§ i a ^ >> mu* arptf} S _ ^ oh >.s ap • §45 2 £® Is ®:P.aP £ S o~ rt p o+- H^pp!>> SH >,2^ rz a g a >- S’S'SfB P a “ o c Pp-'IPP p © a 32 §1 S - co tx m o i t'-00 00 c00000000000cc000505< !35 Ift CO t^» GO OiOHNW QQOO OOOOO HriHH Ms® 9° ' P-© Ost cc a i. i 3 S tJ d d S d '•-£ P P P O 3 pj p.a 3 ov fl o 3 8 d c; o S Pm cc hs ►© O t-s s? s n •£> r-5 8 'p. a S^'p, odccfl® 02>1u3>-5CO m S s © Wg, 5 © •*hcc >4-° t>» ill n ©.© cod t-oUil-s £ CM | 3 Jo £.& a a p. a ~r ft H> ►© CO CO 1 co cm n O C5 o o O o o o o o o o o o o o o. o o o o o o o o o o o o LO LO rH o o o o o o o o o o o o o o o o o o O CD 00 ID • O CM 1 CM CM ^co o (TlOKONMOO^Tf^OOOOO S $ 'O $ S $ ^Cjl^CM^lOCO lO rH o o o rH $ CM CO tH IO CO Ifllftrjiocq^oo •“ * 3323 Bto3 lO LO O (M ^ CM r— i CO e CM A * O O o o CM CO O XOOO O XOOO o $> © o Uj'Z pd 02 .* © rd •' kd js g * ^ c 1 r> *3 fj © S’S^apig.q W-| ©Pi ® " 1 UP’ i«q co :p p- R ga © © »M«lf3lf oo|I|||a| i 0,3 >coS ■d ©.P_< CO tio £ £ ©^ S S-si-2 « i -n C3 m ^ * '♦"T rr> _ - . ^ r* •-“ . cl ■ a ■ >~ © , .„x «* a^ ■JH 2*. rH © ®r-H : “qoS^1fl :2Er/it:;Hj3“g m a a ~ 50 c £ s 2 £ ^ fccg © 0 (s'cs ai!a>2^>.S - >» hi d -d bd’S ll >-. a .a a s' ® © B © £ co |!| Sco a >-Jjr d '*S © © COMGO ©4^ O oSS 2©'cs®.2P-®®,aS^ £j ?j§ a a ‘Si p © © © ©5 ©^l2i5l5 *- ©H .“>g-«.2aBgSH © W*g iS 'S © o' fl S ,-g.g i7£.2a © © S S op op 5 o 3 a See <3 ' © JC2C2'g-g d‘43 § S,®3 © i11t^2|a|.s|l _^2'Sk2';:!”©© = P3 S H Pd Ph ^ G> CMCMCMCMD1CMCMGMCMCMCMCMCMCM CM CM CM CM CM CM _ CM 0NOOC5OHWM OiOiOiDOOOO CM CM Cl CM CM CM CM CM lOOt-XDOHCqjvjxtiftO OOOOOl>t>l^-C'-I^OI>. cmcmcmcmcmcmcmcmcmcmcmcm 35 B From Report of tlie Commissioner of Education for 1882- 83. a Charge for a month.. b Average charg< Table VI. — Statistics of institutions for secondary instruction for 1883-’84, cfc. — Continued. Note. — x indicates an affirmative answer; 0 signifies no or none; _ indicates no answer. 546 REPORT OF THE COMMISSIONER OF EDUCATION. M O o2 '-g.9 4SS? >,2 p p, CS © t-SCO' B S b a ca cS 1 & rS .§ SjjS® ©sm g « g,c,c „ -a 5 a p § §.2 « Zl » p a cj rt f a §!§ sS 0) _ II1 •JB9.£ OIJSBf •oqos ax sqoo ay jo aoqamji W 'S99J uoijraj raojj jb9A jsb [ bqj joj tsjdieoojj; •eptmj 9aij -onpoad tuoaj 9raoouj •epunj 9atj -onpoad jo juiaomy ’smuand -dts pun ‘sSmp|iaq ‘epuuoaS jo QtqBA. o o §§ rHfff 00 o •><#• © o ® o o o 0 0 0-0 OOlOOOO r-i OOH •uorqn^ joj ^tropins s qDi?d 04 eSaeqo jiHiuay W lOWNWCO rH I e 8 « uboX xooqoe JBiq 9qj UI 9SC9J0UJ © © Ift © © •BGimqoA jo J9qamjv[ •enjnjBddB puu jguiqao pjoiqdoeopqj; •XiojeaoqiJt pjoraioqQ © © x © qrjaaaraajeni © x XX qxjooA to £ JS g M ■2 1 •pusq 991,5; qBOiuuqoaj^ I P'S £S g® M c . a 5® ®3:S < _ i ^ ® CSB3 E ©^ p .sg«3 = Bui 3 t-i , • O O » ® © o La ••a : a © • 1 : © . 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O O » • B a a tLQ tO 4^3 B t a a O « « ^ a a O * O > A e f «W «H «c< an a i a a a • a ■ a a » • a a a a a a 8 a a a a a a arH a 0 * ® O ® ® CO ® O © ® © o coim © ' t— © s> < © 8 :3§8 :3 •-T : a ; XX I X K ®-W x x ; x ® ® © x x x x © XX XXX© © X X K X © X X X X X X © -X © X X X X XX ©XX X © XXXXXX XX g t>» .9 g a ® ■g a g^’g^M © £+3 •''S'g-g+aM >£„ g r§ l3 pc 3 „ s £ a ® ©<|r2-<~:+2 ©Hj^J © -d pa _j ;«p § « 'S -g o ^ S ®aHwQM.SO o O © 3 ^ © *9 r~. ft © g^a_,.=cg .g-s 1 M . M *1 b ^ a © a o ® gs<1 a 5 © .r^ Jm* g © JH >>8 M'S) S’®, ftS|| ~ JWi« o g.g.a j i § cs d cs sa |a Mo 3 g j-jS i|J >%.9 o © 111=3 III®® ■3-p © *- = HSU ©.5 B-2 S§|i 53^ " a^ © I s li |i ftria O gdf, ®abo.sd a v dft ®a3 © ''jv ®cp a © ! 'bc"2 a d !.a |||p ijgll-a : P ^ d ^ 1^ pp< CO c« CO CO CO CO CQ CO CO CO CO CO CO CO CO CO CO CO CO CO CO CO coco IQOHN >CO^( ifl(ONCOOOH Cl CO ICMCOCOCO CO CO COCOCOCOCOt*^! r5* ) CO CO CO 20 COCO. CO COCO CO CO CO CO COCO * From Eeport of the Commissioner of Education for | AveP&ge char^o. « From membership fees. 1882-’83. c Includes board. / Value of apparatus. a Charge for a month. 4$ Private library of principal, £ Value of grounds and buildings. Table VI. — Statistics of institutions for secondary instruction for 1883-’84, — Contimiod. Noth.— x indicates an affirmative answer; 0 signifies no or none; _ indicates no answer. 9 548 EEPOET OF THE COMMISSIONER OF EDUCATION. OQlOlftiac eo co co co.ec co CO CO CO CO CO CO CO i STATISTICAL TABLES. 549 ro §00 © 81 a « s a © © S’ t-otOOcO ® © © © r-l ,© ,£> ® ,JS . a a 8 s ® © © ® »rO ^3 4_ O ® © © © © 50 02 50 50 O s? 'O §£ 40 <$ WrO r <© © © mm Pk Ph 03 ® CO CQ t4 -g © a a a r© © © © O -U *-' 4-i ■*> Qi Pi Q| © © © © Ooocooj 4u „ 03 40 <33 03 © *5 © a- a a a© a © •©©©□© -U 4-i -w +J> +5 PPPPPrJ P Q HH >41 © © © © © r: © r, © © 50 50 50 50 50 50 <15050 •9 © t- ?fH 2^ a d r © &■£+? sag ■S -2 -S P^Pt 03 03 03 OQCQCQ OOC5 co o CO o co gof« g‘-g C5 d *s 1^ §< o o o o o o o o o o O iO © o o o o o o IO o CO 03 OCQia o o o o o o o o o cTt> cT w . ® p< 20 o r5 ® • 15 5 si" fefS i p a? ( ®.S , Hi .8.9 I § ©I fes-*3 o o 2 43 §,5 V*® o s y « © © «r* ■3 £ £j la 05 -i 42.2 « 3 £ ® ^3*8 fCl © •. <3 § a^ rO © U b&lg © *H Pj * © >3 "'■.a a >3© o gSS'SaJ-g-l 2-9©S®'s5oa -£>>>> Mo ^5 2; © © ca _ >iP>® 1 >*§'§.3 §P |I||i||| IHjli! flM^a^io.S® b->® -2? r M H^cottPcoco p»j a ^ © >3<_ 'S a 3 § s -' >3 . a © a © k! a^ t>a © a ^ •o^a :2« : s a § a a p © ©•e a *- 3 ja. ©ESJ w „ - - fct-H to © a a a.- , rt-2 © «.2 2 •43 © . •g © ® g> 'I o ao Ill-Si&ii -cac5”^H[S5~ a a -a g. g © -3 a s o tfr- 43 aj 3^2 ca a a V x M S v-i QJ ^ .ZL rd o 0343 d-3 >p^3 as s o a4i Pi^ © ©«’•§ 8)0 .’ ® ■ »| s^3 ob-s!»L i §! s Sh! |s. ''iil il !1«|| sills Hill S © a a a s g g^.9^ wj® g S'S'I gSSjsSl 1 o $ © ^ §r2-£3 2 © 43543 2=§ §-S^.£J ®aa_o pa? 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O CO PmOm 2 -2 '2-2 -2 » a- a a a a a a a-< © r©©©®®©® r PlP, Oh' &' P ftftftftft ®®®©®®®®D® 0202020202 02 02020202 O O £| 'a .2 x x 25 o o © o o o id o o ©OHinoo o o o o o o 1C o' T*r o' o o o o o o o o o o OOOOOOOIOOO 00 H ^ T H l° ^ ^ ^ 7 o ^ ci o o~ o NON Tt1 CO O ic kO CO CO *T *S o o o OLO _ O O lO OLOO o o oooo O X o X oooo o xox X X X X X X X X X X X X XXX XO XXX aS C 03 II ◄3 ® J ! >o a’i it r^p a.©bgPS”s -So •■p.SrS ® , (s 02 m « -3 r5 tJ a © r? co 6 £ ftaf p a -a o © .2 O <1^- §;«•* a © g bfl £,2 ^© g ° sj§ £0 CD © kC’Pt „ - illfl fc*9 *1 ^ * 3 sis g| if» jg c§ ?i2r^ © o $s . * ^ ^ o o o o o ■ .■g ft S)b5 ■jr? ■ s^l fcC® O c3 -g © p « fl ® > g ^£o rtTco' ^: O O O O O c 0-1 O O O O 1 n ci H ^ t O XO XO X © . S 2 o d 00©.©r-< th ^rllN p fl -0 aaaa ,0 © © © © ©dCCCGOQCfl o« a © © COCC CO © y *3os £23 •J5'©'£;aj © © ^ fe_a >:3>d o -a 5 o 2 -a h © r^O © © S « O o SfcaWKPQttPGHl CO © Mr' <0 1 ^ ■ a .+3 © * cs 3 : cs ;^© 5 § 0-~* • ’ey 5oi£, § a It £ro © t. 0 -Ph.2 i-isg| ST >, © rq 3 ® © 3 2.9 ; ©q .0 o.S © © gCS-g © © S 3"^ ® 3 cc ceft t>b sl’§1t|-S’i| ©!z 2-9ta2 ^ «P5o :3 1 STATISTICAL TABLES. 553 1*2! E4S— S 8 © . ro4! p. fl p.'ft-S r© p s © o> ^5 c a s a- 3 rO <© TrO © sr« o CccmO PI C'J C-l Pl?-J & fetes fcfcii a a o o CO o L. C-« a> o I .9 ; gq ! § 2 !ea pi ’ . a a n r r b© a -^fccrthgtt)-' 02 oooooo to M~ iO oT *oT o o o o o o o o o t> o MH o o o o *2 ill! fi 3pce<5P 3 ■ >i ■ ' © II hi :'S : v® : 1 : :* :M£ :ga : p, ■a ic>r- c« £| H *0 r~$ i q q,g 3 a § a y®°.2.;gco g ® « tg^i M h « .9 P a o a ® ^ rt © « ^ ‘si S «§§ Kl^OJ a ^ 111 pa a^ ®Phl o n> rt q -e?a o„ rp 9^3 Pl g § gA ©■ ii Pfrtfe a ® gF L_3 © _• . a VQ0Q!O aOSofik^^^O Pa MS ® «8 o Hk coOPOO^ P rt rt‘l a g1 * . © a l|f a|| a Brto P§3 Jhl r3'3 2 a mm u ^Sl'gS^-S guss a © a wia cj C3 rt§'o^2H0^ _ !li|i||l 3PPi2i 33 § ra Pl ri._ rt a Pi-a © I {: tD*. a a o5 O bo 0.3 • ■ <-> i p-.co I a P>*a ©a; a ©: •ses -• S rt«3 <3 Pa © 30 a* © © a .rtnq ® ^ P '0 a =*.3 o g© * 3*0 oh co a O -P CM CO H lO O h CO O O S000.I0SS0S0 ■ &J CO O OH (M CO -H iO c CM 03 CO CO COCO CO CO ( lOOOO. IQIO icnoi % 554 REPORT OF THE COMMISSIONER OF EDUCATION. © ® '43 a S’S •.reoil OT JS'B f -oqos ui eqaoAjo aaqninj^ M SP . 13 m j . a . a . . d CS C o c O 00 ® CM 3 —I Cvl rH <0 o ,, « o o „ g^gcogpgrH S ro rooo r ■«-» M-J 4^J +J 4^ 4^> p,cip,ap,p,p,p. O _ o II “.11*1 ftftp-a^aa © © © © a © m’TrnujWinxn & ££ P a £ • o lC C C °° si as;: 4i C+3+S © 02 d Oj 03 d ” SHr" 3 r © •“ r® P.ft&6p, © © o © © cccccnccaj •<# Tjf ^#1 T<( Xfl •eoaj uoijxnj xnoaj jbo.£ jtnq bqj aoj ejdiooo^ •epnnj oaxj •onpoad uiojj ouioonj •epnnj oaij -oupoad jo jancxuy •sxijBJBd -dB pxre ‘sSmpjmq ‘epuxioaS jo stub a •uoijmj aoj juopnje qoB9 oj oSiBqo p3nuay z o o o o o o co »o rH T—* ^ CO od, oo m o o o o o o oocf o o o o o LOIO o o o CO l> iO 00 -h o o ©cT oooooo ooooo Tj< CO IO w CO I H I I CM ^CO ^ O 00 rC>0,0 ‘ jv9£ |Ooqos oq^ ui os^ojoni 89am[0A jo J9qtan£[ o o 00 o cico "STtyMtiddii ptre j9nxq^o x^°R^oeonTI J •^jo^joqtq XBOiaioqQ a p » c| •psjuaranajeni TB00A bC .91 fed g w> a 5 13 s8 •puBq 9 aa a qBotaBqo9j\[ W ®o 'S d "3 P O’*3 o+5 a • a ® 0 «w o cc 2 p t? a^ — JS pa .9 tiM bS d •— ! O ■: W-3' • ®.2 >0 © o oH a id^ b. ©^d^ o oW t^OOCiO— J (NCO^ SisSSSSSS 1.0 O r- CO 05 o r S S S 3 3! S I I CO ^ lO CP |> 00 05 c > O to 1<0 ift 1ft O lO < O IO O Irt iO kOkPl st ISTottin STATISTICAL TABLES. 555 >0 tj, <0 ©43 8 th s a-i pu a, pk p, e e u o ® © w CCCOCCCOM M02 Table YI. — > Statistics of institutions for secondary instruction for 1883-’84, 5 © .cg-c'S ©'2® ^ g« O 0} © © © © c/2cocoa2 wmw x/i c nwwimn £ . •3 g 2|g “a” iS -d o h g« g © © W .©,© r“l a a -s *5 B ui « © © -j ojoc *JC9^ OiqiSBJ -oqos ut ejjeaAjo joqran^j •B39J uorjin^ xnojj JcaA' qetii oqi aoj tqdi909£[ © •epunj 9atj -onpojd uioaj otuoDuj o o o o t> o •epnnj 9aij -onpoad jo junoary •enjuaud -dn pure ‘eSuippnq ‘epunoaS jo onps^ o o o o §*° o o cTtrT o o o o o o •noijmj joj jnopnjs qoud oj ogjreqo pmtmy o o © O O CD COOOI> N«5N O© I -H « jooqos e8 T®°°A X© © X X© X X : X xxx X X © © © © If •ptreq 99JJ X © © X © qBoiireqooj^ x © © x «q a a ' B ■ SIC'S !f» a c © g <1 £5'2i-3 = ©'SoM §2" «-5 Wfi .9 <5.3 >s©-rt a® ^ | s 2 ^ tem O *V, 2£ :p O o >> a V §! a . |tq | § I’g a ©i?(^,o £2 S g § g © £ Wpaq^H Pho £ OT3r t- oo ©orHCM 55 .$< us to £.ao©©.H ^ 2 gg 2§SS_.8«SS, §2®®S ©©©©© - «» STATISTICAL TABLES. 557 eo Baa .23.2 p .ap. © £> « •- [■ *2 4J +J +s p.p,rtp.ac.ft © © z © © © © ww © © T* © O CO © © © too CO © © © 0 0(000 © © © © Th © © © ©©©©©©©© © o ©oooo©©© O © © lO © 1-H © (M © © ^ r. ~ ^ ^ ^ ^ OQ© tO!^GO® ©CO © © © © © O « ‘O JO O N 2 ® ^ © © < © © t co »o ©©©©to©©© ICO CO rH © CO CO 5 :"rt ®co s'® a . ® w. p © p h 2^3 I§f r3 a * r 2 o s ^||l sSi-^ |3ll*g| §1 JS^a s W 0 © © o H'gco . H -P CO ® ° * ©^ , >--23 o? a”s I ® ■«. ft 72 _ © © tip £<13 § ^ od .* m Bf&b® W o a a *n sp1 h S1roPP 1 : © ~-w p o j '1§gSd o o i2^io| coo ^'g"2 go C5bc^°p .2 co t1 n ^ h O ■ P 3 S ® ® g*.S p ® © s a s §2 i'2-a'S a-© •3 ©co § Sec §7: ®NC4?5 N-. _ n 10© ®CO ©®«5©®®©©© ©®©©©©©© COCO coco 1 © © © © © © < From Eeport of the Commissioner of a Estimated. c Includes board. e To non-residents; for residents, $6. g Charge for a month. Education for 1882-83. & To residents. d To non-residents ; for residents, $12. / Average charge. h "Walue of apparatus. Table VI. — Statistics of institutions for secondary instruction for 1883-;84, <$-c. — Continued. Note. — x indicates an affirmative answer ; 0 signifies no or none; _ indicates no answer. 558 REPORT OF THE COMMISSIONER OF EDUCATION. W) rs ® tnjsnx ci -oqos ui B5i99.M,' jo jaqmn^x e® •eooj uotjtuj tuojj anaX qsn[ aqj joj fcjjdiaoa'jx •sptmj oaij -onpoad taoaj omoonj •epunj OAtj © -anpoad jo ja'noaiy i 5* •enjnand -dn pun ‘sSuip[tnq ‘epunoiS jo an|UA •uoTjinj joj juopnjs qona oj ©Sjuqo [tmuay •jna.£ xooqos ^ qs'BX 9tW uf oenoioui •saamxoA jo jaqranj^ •enjnjnddn pun jautqno xnoxqdoeopqj •^jojnaoqnx inoicnoqQ c a 00 «? •[njuaumjjeui qnooA I •punq oajjx t-i u * ® © 4=45 ' 9 S' £&. p.; £ rtSnS 'Z) coJJ^JS * S S S i ’"l S § § ►>£* 5 d S ® sis* S?& 'fl'p o © S3 ■ ® © ® r © ® © >2 +srd so 2 W O txM g Cj 5 s! ,151111 i«4 i|il gS'5 fl-Td £ 0-*3c3 © ® ©n. ” Wife •SaJ 3 45 © brS Cfi ”3 © X X X X X XO X X XXXXXXOXX >> -* 9 ! © *&§ : © © :« Jfg ^1° :*S o *r t Tlo» CO 00 00 DO CO CC 00 to O CO o . ial Insi STATISTICAL TABLES. 559 r o IS- 03 d «H rf cvs f3 ^ p ^ ^ pp W ®®©®,_j®ls©H-u>©® ^^,^S>'2£>X&rr10^rq 000020’H0C'J'~!.00 © © © © d © r © r . © © ■4-© W 4^-fj vf4J 43 4j 4^ +3 +-> ftPiaftg’ftcufxp-ftpuft O i- C (D j ©©©©©©© xnmirimJ3r©-grQ^ ^ 0 0 0 0 0 0^0 0 0 0 ’H 0^ r ©.©©©© © . © © © o rs r £ * c3 oooopooooo CKMlOCOiOOiOOOOlO ■ o o o o o o o o o o o o o o o o O 40 o o o CO CQ 05 M CO COOOOOtOM*HOO^To ►o ^ m cr^ m i m o th m ^ o' O ^ S CQ M ^ O 4a CO CO CO rH CO M OOOOOLOiOOCOOOOOlOOOO^O - - - ''WC0 05NNIC II 1 I c H CO O ^ ? M CO M CO » o o I lO O ~iO 2 d OOOO-rHOrHOOCO 20TtlOCOCC«MrH O • tO CO O 00 CO H OOOOOOO ' O *0051000000 CO CO to t> o xoo x ; x x x x x x x ox ! © X X X xo xooo XXX XX X X X X X X X ooooxo ; xo xooo ;oxox xx ooo !oo xxx ; xxxoxxxxxxxxxxxxxx xx xo X X X X X X X X X xxxxxxxxxxxxxxxxxxxxxx ;x X X X X X X xxox xx ox xxx x x XXX : X X szq aSl \a H 4 M i| 15* I® PI " $ O 1° . •s.d’d 5 ^h)W^F^HPi«cq^ i s a' ; e a ;Sx:| § ; c3 : ® ® ® . « § © ■ 'btrd ® h • * hog -g B ® S* 2 l’-!3 0W I'd •2 g* j§® it ||la|llf|j|s|ll © 0 ©^ J g^r© C ©tM=3 © M>> ® ®'S*aS OM.S rt §M^ goa o om«|fl % ® © M pj S M fl 2 ® o'>5^ c3 oGG ^ g ©3 f £ §•§ s ® | § g3,SgtSgg^xa>gigg(S(£wigHag o-g s“§ >4® t>>© ©•* Sc > 3 ss||>3!§*i-g|I|l" ^0 .1® lIl^S3g.Sgg HEH^co«2HN|2iWaico CiOHMCOrHif5©N©< COO5O5O5O5C5O5C505O5C ooooooocoooc HnOO .000 OOt^O .OOOOOCMOtn • in 00 tO O CO iC to • CM CO ^ 00 O CO CM 04 • rH *sr O - - • CM r-t • ?H rH rH • ■ • O O o o o o ' o in o I o O O « CO l'- o ■ CO to CO • 00 Tf ■ • of ■ • <*> • •spun,; oat; -onpoid uio.ij omoouj © 99 . . 1 o ■ « o • • O O to O O O O O CM . • o t>- o co o • • CO CM O CM o • • o • in o • O • • O • CO o • O • 'CM • r*i rH * •spun; oat; -onpoad jo junoury © fit :|° ; j • 'OOOOO oooooo • « o o ooooo . . o oo owo®o o C- i o • O O o O CO - O • O o o o ' o • o o 1 » to O OHO’tfJH * • rH rH CM CM* CO* . cT . cocm rH • CM • •enjBJBd -dB pnB ‘eSuippnq ‘epunooS jo enpjA, 30 OOOO 'OOOOOOOO ooooo OOOO 'OOOOOOOO ooooo OOOO 'OCOOOOO^O 0*0000 0~ NOV • tn~ CM~ O tn O rh* 0(f rT»0H»0© r-4 o CM 0001000 O • O O O CM O O 0~ ! -rf O O CM to rH CM • rH •uotjtn; jo; juapms HOBO oj eSaBqo penuay h imnoo iHoo^^unaiin iS’r-tooow '-'riinTji '.ONNNflW 1-H .WHrtN 20 15,18 19 e250 18 22* 9 Library. •jbo£ jooqos J6B; 9qj UI 96B9J0UJ | © e* O O no . O O CO • no • O ■ O xxxx Jo J Jooo : ;• o X x 0 J Jooo ‘IB90A « ■ ■ • xo'xxxxxxxo Jo J oo Jo « • ( © x ;© x x © © © bC Iff *d a n *■' W •pUBq 99J^£ © • • 1 oxxxxxooxx Jo J 1 o o o « • a o x jo ; 0 0 0 0 •feoniBqoapi; © TB* oo x ; x • • i 00X0 Jo J oo Jo 1 * 1 o x jo ; 0 0 0 0 <5 1 Fi 1 Gates College . Oakdale Seminary . Brownell Hall . 1 Loomis Select School* . | St. Catherine’s Academy . Silver Itidge Seminary . Luther Academy . Nebraska Conference Seminary*.. Proctor Academy . Atkinson Academy . Candia Village High School* . Beede Academic and Normal In¬ stitute. Chester Academy . Stevens High School . Colebrook Academy . Pinkerton Academy . ?] ; C. s i % i e 5 • \\ tt 3* si f! Francestown Academy . Gilman ton Academy . 1 Brackett Academy* . Hampstead High’School . The Holderness School for Boys. . Kingston Aeademy . Lancaster Academy* . Marlow Aeademy . . OOOOr-i©acO'H ^ C"* l> £*• |> f* t* t* STATISTICAL TABLES. 561 Table VI. — Statistics of institutions for secondary instruction for 1883-,84, <$'c. — Continued. 562 § 1 £ .S X I i REPORT OF THE COMMISSIONER OF EDUCATION, Scholastic year begins — « fS s5->— ■» IeJ s5 » i nm . . i . ill® i mi i unis s d ig ms i mi I flffl? 4 5 I* 1111 1 fill •jboA! 0I J9UI -oqos m sqoaAv jo .raqtunNj 8 9 is S § S3 • © © © © • T TT rr Property, income, &o. •BOOJ UOTUlll TOO.TJ JK9.V JSiqbqMqj KpllOJOy; •X W II ! s” i ia i i ; rf ci s i rH* | 1 i is d : : is ii Oi T-t •Sjltnj 9ATJ 'Onpoad iuojj ouioonj n :S : i : ° a i ° © © • • :3 •epnnj 9\tj •onpoad jo jauouiy s ig j M ° | i ° © © • « ii ]ef •snjBrnd - •| 1! ‘r < 2 ^ “ : Z 'Z It !| is < u f! :I >s | itJ, i c=a i!<8 fn ; S o i2 © owo ef uf cf o q - © o O lO o o OnCO O |> * 3 3 « .3 * -3 s^l|§§t! >•.9 as ^ ! >» 5 © g ~3'* © _ R +* , -. © © .ts -i ha C **-2 a'5? t»7~ j£|3j ol p s &Bl §lf.-2 |s e a 'S 2o © 2 * *53' • g . >st"1 !fa ^ a a C ^ » § :-a © rd >. a «j£85^-s-gsga" M >» - o i “1 J i 1 3 -goS «73 * ; g-t, „ ^ a ^T'd § § ® r=) J . _ „ w a o . . _ . — ; ®. St* © csoj: S ■3„j3 SS3 8f^Saf®K8S» la *£ © g § £ o o u Pa Aj ft, M W h E a o P 2Fi C _ _ ddS 5-SjJ ? COOPhO^OWW ® g-h'.S ® I g OT §?§■§ |-Sss = S o g •° eb* © O^O .MiMCO^lOtOr-OO ©50 iH4 00 00 00 00 00 00 00 00 op op 00 as op op op as 00 563 * From Report of the Commissioner of Education for 1882-’83. c Also $1,200 from rent of buildings. / Temporarily suspended, alncludes board. ' d From the Ninety-seventh Regents’ Report. g Includes $l’l'J8 from rents. b Average charge. e Income from all sources other than tuition. h Private library. STATISTICAL TABLES. 565 Table VI. — Statistics of institutions for secondary instruction for 1883-J84, $c. — Continued. Note. — x indicates an affirmative answer; 0 signifies no or none; _ indicates no answer. 566 REPORT OF THE COMMISSIONER OF EDUCATION. c3 © ® s- a « r « I c • »ts £ . « N u p u j-. © © © -all • © e. © P.P-P. S© © © © 4. © © © CO CO CO CO CO CO CO s? 'O p • a? ^ . *3.8.3“ • '■SSSvo ^ -9 ,© cocococoOO © ©« xj.O •jnaX opBtq -oqos ui sqaoAi’jo a qran^j •saoj noijmj raoi] jBoi jsc'[ oqj aoj tqdiooojl •spnnj oaij. -onpoitl iuojj ouioonj •epnnj gatj -onpoad jo ipiuonry •BnnuBd •dn pnu ‘sgutppuq ‘spanoBS jo oiqBA. Nt' CO m ! •uorjinj .Toj jnopnjs qono oj oSayqo p:nuny •ano^ jooqos jsej oqj ui osnaaaui | g | - - - S j •soranjoA jo aaqran^ r-1 Cd • C\J ^ ^ S SI o © 22 i 'sn’jB.mdd'B pun joatqBD {Botqdosopqj | ° i i : X XXX X X X © •^aojnaoqB[ iBOiniaqo M « o i j : X © ; x © X © © O ^ o 5 S|£ h5 ^ qBjnaranajsnj « O X oxx ;o X X X X : xo X X ; x •XBOOA o O : X : © X X XXXXX XXX X bX p» is P bJC 4: 3 05 't-' •punq 99J,3[ © O X XXX : X X X XXXXXX XXX X X qBOXiTcqogpi © H o x ; x ; X x ; ; © X X x ! © 2 rCrP ts -j coco r^.S 'a ’ * <.2.P I*S s - © £5 gpj © ® fe S O J “J- as' £h; .3^ U o : ms it* a, i a i .’S'P u © . 2 & «U = f««.5o (ft o O ^ s*"~" - 5s «5*o5>c20l . a «* 2 g ££ §■? o © ,P © CZ2 • • © ... 3 V.g b'S £li-s| -* Ip ®^ ifco 5 - r* © ©.« _ . _ . ,'fl.cflS2>oo3a jsa®-oS cocococococo ^co^P-F O : CO ®co S « S«» 05 05 05 05 05 05 03 ooqjo^'Mco ^iccot^oo 050505050505 05 05 05 05 C5 STATISTICAL TABLES, 5GT Table VI. — Statistics of institutions for secondary instruction for 1883~’84, a c; c, ~ c, v v cc cn & x c/; & & u2 m r. >, cl rS •v r3 . = 3 es o o s« i P C. P o >s& SSffttS.e.e.S-p.s.a, _ t _ © ~oo r;oc;o -moiss o o o o o»- o re- o — 2:1 o cs O ^ CO ^ G O O JO O — OOOOO o o o o o~ o COCOr T p O ocESwto O •— * GO CQ V lO OOO o 10 cnT ooojloopp^ 000 r. o ?■» irf o* o o ».d ^ o’ o *cT oo o rj- O O O OOO OOOO OOO 7} - Cl O O O O OOOOOC^)M C C X O LT Thh ; Sr ci ^ S o OO . O O O O t I cc o • o o o 00 40 • O O P CM • • O • 10 ICO . _ _ 00 *r :i:i GiMOwn^o 10 o: c>- L 1 ”2 sw^c, 3 115 lOOOOOOOOOOOOOCOOOO t-ooooooorrio oooo»-o NiCOW'WOeWCvhOnflC'lO •Ajojnaoqn) [uoiraaqo 1 H S Sl tc CS •jnjuecanjjsui « ©xxxxxxo© X X XO X X X ; © X X X X © qnooA XXXX ; X X © © X X 0 © X X ; ;© x x x x© •punq 991,1 :2 I qnoianqoapf o X © ©ox p i 2 a> c/2 i XXXXX© © X >> ® a •S>.h^g§2o--SS^.S :5P :o IS : a ! © ■U '$ § ;•§ ©o;-‘dtc'2a>8 I (9-g ©-g 2 oiptg'cl ^-•§3^l!5llis?2Ss3 ^ s lbs Jg5®' ^ 111 tlsi 3 g ||| l||l|g||| m <5ocq 00 © © rH IM T»< IO © © © © 3017 I Bingham Sch< STATISTICAL TABLES. 5G9 <1 < ^-5 r3 © _P3 ©i 3 — 72 CO CO £ ^ ►© >.p> II 5 a C5 © •■see p-;s»o « t- - a x — • tE fcf t). So g :iiii P--J.C-Z ■/.£<<< x o © 0 -p if) P,3 © J g Sw®"1 l&afg* W CO h) < 72 > % DC & o o o r- ^ a. co o © © OiOCCIO Ifi l > (N r*' O o oo •©©©©© • - O 'C:-^CO © © ■ Ol O C. O 71 O O © O O O © O © © CO © © © o n © o © © o ce cj 5 J; J: 5 r CO-. o - 9 C3 CO t> CO ww o o o o o • o o • O GO , c^4 • O O O • . o »o • • O 04 * • o o • • o • 400 ooooool^^ • poo c^l | • • • © o » . . o • • • UO o ■ o o o • o • • o • o • • t- ■ C4 • • • o • . m > © P Cj 2 ©©^p-ag.gg pqppccooSow ooooo»ooo 2§ ^2 **3 O • » >■3 a a © -a ^ jo g 3 § ^ g "O rg q‘- B3flS°'SS5rtH<1o ogo«C=SSiei^S P*h © O rjj _j s^i-3 ...M g O 2 § 6.^0 fc£g g > fct n rs 5o b o fel ■2gsh >3 £ 3 © X X X X o g^-g^cc p ~ o q s M © a ■ pi ■ © a — DC§ © -*ce -2 g ^ r a ■ 3- © %3 ■'%a <3 ©"*"! o 72 DSC o © g bTin-5‘d -.rt i- gsla a s a g»| a V c3 eg ■— ! ■• 0t3 Piq73H § DC r* a , 1d.«l I 5h fl < ©2 ’£ Eg' ^ «3«® o Q+,56t : x a © © © !> £i ^ © DC •f§S . 3 5 © P DC a “ 9 S ® O • rr o O O-'te > . o pe ^ ^ 'OCH« 570 REPORT OF THE COMMISSIONER OF EDUCATION. STATISTICAL TABLES. 571 Table VI. — Statistics of institutions for secondary instruction for 188o-’84, — Continued. Note. — x indicates an affirmative answer; 0 signifies no or none; _ indicates no answer. 572- REPORT OF THE COMMISSIONER OF EDUCATION. a M © CO •£ p g §Jl . CQ < tC • Cl O. w P © Ec-gS. gg y; < GO M ^ C H C « ■c-!= U - - a. i O O OO SM 000 00 000 00 oco 00 ^fcco* • cT 0" CM • CC Tf 0 0 0 0 0 0 0 0 1-1 0000 0 0 c= 0 CCQCC O X* r-i 0" CM rH O OOO O OPO 0 000 *+ to 00" *^7 •notimj jqj anopme ipua 64 aiJaaqo [cnatiY q e» eexs S' 0 ao -*• »c ® 0 ■*? CC CJ OJ O CM ® 1 C-l 1" CO «■! C^t A $ S- 10 C^l £2 0 0 0 ao IT. rr CM H 4 • 0 Tf CM 10 T Library. •jt?9.£ looqos jexq yqj ui y«nemuj © w loo I • O CO • • • 0 * • 0 ITD • • IQ S : g° is 0 1 0 I 1 10 • • • •eararqoA jo joqmn^ « 0000 0 0000 0 riCOOO CO i£ 008 000 ‘8 (<2) OOi O OOOOO 0 • 0 0 »o »-» 0-00 fH J OH 0 0 0 • 10 • CM • •sujuinddu paB $9aiqnD inoiqdosoirqj * « XXX X X X X X X 0 X X X X XO X 0 © XO •Aiojnaoqni pioiiuaqo w « O X X X X 0 X X X X 0 X X X X X 0 X 0 OOO Is music taught? qBjaoiunajBOX 1 1 « 1 « X X X X X X X X X X X : X X XO X X XXX •peooA 1* « XXX X xx ; x x X X X X X ; X X XXX fct £Z If a ** -panq 99JJ ! © 1 « x ; x | 0 ; x x x XO X : XO X x x ; x qnoinnqog^; 1 © * 0 • • ! x x 0 x : : : ® x ; ; x >= ^f'g I5 c a B « a Us% ^ |S g.^S w !?#§§■£ SlliiSgs PiPm£

.« a S P M © §, a p ^.2 h ®o 8 ui'AxnmO^, w 21; a C © © M ©EG’^ ad ©.a “ ,K r. ^ a ; c?c -PPh eg* ® 3 ® *3 §B ||p ~ a ® S!z; C £ rj % O " ® a'S p a 1.2 1 > tt-f-3 « a 0,T P ” O H C j l | 6 5 >.13 © a a ce A"? . V |p1 J >.>» s a © © B B 3=e.2 H'a c: ^ ,P OH-- coO ' CO t> 00 C5 < STATISTICAL TABLES. 073 indicates an affirmative answer; 0 signifies no or none; - indicates no answer. 574 EFFORT OF THE COMMISSIONER OF EDUCATION. 'd © I !> 'S < H Scholastic year begins— W M >» £ . a « « •g . . s . . i . i . . -• | T#_ © *-l *3- t> M fH _ £ 00 CC r-, C-S © ®<3 ^ © S ^©w©2© e-1©^^©© © © * •Is S1s J15|«1 S|Pla | | 5 © ® :p © © .'©sos® r © p r © « © © •^PP p.Pp "pp EfiP« ft P,a2j C.©© Pi "p Pi >-B '32 02 of • ■ e • I • . .^oo . . ir-i O . . . O CM CM i i « 300 15, 000 © o © 00 •spunj 9A]1 •onpoad uuujoiuooaj © M o • ! <& ; ; o O CO o I I o • • 2 i ! • • i • • • i • 1 • o o • • • • 1 1 * o •epnnj oatj -onpoad jo juiiotny © « o o • &> ; o O o • o • • * • 1 1 • • o O 1 • • « » 1 • © • © •enimcd -dn pms ‘sSaippnq ‘spnuoaS jo eupsA 00 « 000 ‘08 000 ‘05$ 1 1, 500 30, 000 2, 500 33, OdO 22, 000 10,000 8,000 40, 000 50, 000 2, 000 4, 000 3, 200 18,000 I • © :g i ©~ . CM •ttOTjinj joj juapnjs qouo oj 9#aeqo jeuuuy tt ^ O O C 1 rr o cT ^ 6-12 10 27-45 20 a205 32 32-40 24 28 ^OC^OOOOCMIC O C CC o CM CM to Tf CO CM t"» «Ci s 3 3 O TT rH • © • CO ;3 . © Library. •j'Boy jonqos jsej eqj ui 98C9aonx © rH O 2 © • • O O o o o o o o * • •mo o o o o o • • CO CM WO©H^ • • 1-7 iftCM • • o o o • • • CM O CD . 1 • CM O C3 • • • r-T C^f • • o • • o • • uO * • | 000 ‘I | •sn'vnxudde pun jouiquo [eoiqdoeopqj « OO X XXX xxxx ;o ; x ® ® x x x ; X X •.Liopejcqvx i^oimeqci M « ©O X O X X x x o ; o ; x o o x x x ; < © © ©e~ p23 od £ •psjuoumjjsui Cl « XXX o ! x xxxx ; ; x o x © o x o © © © •I^doa H « XXX oo x x x x ; x ; ; x x x ® ® X © X X if. s 1 H •punq 99.TJ © O X X o * x ; x® ; ; x ® © ® x X X X X q^oiaeqoaj^ © H OO X O X X x ; ;® : ; x © © © ; x © x ; 1 fe Stone Valiev Academv . Juniata Collegiate Institute* . Swithin C. Sbortlidge’s Media Academy for Boys. h J i i S" » © ; 32 ‘ i < 1 g.« ) '■£. r\ ■ a < il ‘.2 ; *S . a , C3 i5© 1 .3 13 p.d s o tr-M ■< S3 ; cSt :*!i ill: Nazareth Ilall . Union Seminary . . . Bloomfield A.cademy . McElwain Institute . . Newport, Academy* . Newville Academy* . Treemount Seminary . St. Mary’s Preparatory College ... North Washington Academy . Friends’ Solent School . Oxford Academv . * - a | 2 \ v\ 3 i 1 \ d *r 5 : hO x niwuiUJU ui IU1U(1>1 y ■ ------ ..... Academy of the Protestant Epis¬ copal Church. Agnes Irwin’s School* . Aldine Institute . . . Broad Streofc A cademy . r^ooo © r-* cm co © © © © © © © © © © © © © r HrifM . c | CM C* 1 £1 CM CM CM C I £ I CM CM r © s* DC DC © fc o O P. <1 o o © 0=0 o o o o o g§ lO -tt< rH rl lA CM CO CO (NO XX X X : X 2 2 -s’ 3,9 © * 1 5 M S > & © ©'.a •gia .a <3 fl & p o cp c -5 £-g «» g fcB S ® is §cq *.w s ® a ,3 fc- ^^3 3 o>- 4ii: .tf o © 1.3- as?! fB3 n° ® ,5 cc -3N 5 » sir-® > ©.5 35 a ?s~ s a s w © ® • >» CD ' © - 2 J .9 S£ sar/2 a 5 2® © a <3 Pm c^J 1 | |° Em 8 h3 fl = CC r-^ !SS CJ CM Cl CM CM CO CM CM Cl CM CM CM ^ WO cj ci ci J Gi O r- r- co ci ci cm cm STATISTICAL TABLES. £-t 577 Hi A Hilt It II ! I 111111111 I tllllts I II 3 ■§ S C © 3 s !! 5 S? § O w sT< l ll I 111 of I-T'*T ,-T o«i =| 11 r-T 1 J I :1 CO If II; ill 111 Pill Of r-T ° = g © § Cj © © • © o * 1 C5S • © 0 000 ‘I © OCX °°1 © © © © • © © • j © ' © ° © 1 of •1111111. © of of o o~ 1 1 illllll S3 "P* :11 -O of II sr 111111111 ©of CO rfA'eaca 11111 of CO ©~ of 1— 1 1 11 1 of r-T O °g£r€°ggg s •s gg=«2gg S3 ss mf-i n H ') H rr !?fg ic5 r4 r- 1 0 001 0 © © © 1 °ss © to 1 S ig 8 °§3 : 10 1 § sPIti rH © § 1 © io © © O^g Is 1° 1 © © ggi rf rn~ 1 II I x :» © X © X © X © x ; © x © X © X X © © © © © © © © X © © X X X x © © © X © © © X • •, © ; x © x © © © © © © © © © © © © © © © © X © X <5 O X O X O X o © X X O X O X X © X X X X X X© X x x ; XXXXXXX X X 0 X X 0 © X X © X © X X X X X X X X X © X X X XXXXXXX X X ©xoxxxoxx X X © X X X © X X © X X X © © I X X © X X x ; © © © © © X X X © X © X © © ; X © © X © 8° M \p 111 :ij ■~ o :£3 otlv mt a ftll-ilf ^mr5 , Jsi Ip* :i^3^|Ii illllffli ® t_r <3 o. £S Rll is?l Li 11 «iSli5Spg " ^ c- _ . !1 ll jSS-gag. murnUB I'Sf.siot.s^.sgg'l! Ill III" :£>'c:,ji*iS a 3;^r2’s'S S£ § js jz zz _ _JI s2l1|»|a ISSsfalill^llI ■■|ISwlj1=tlcll^ oSSlllEllll §5 its jmi ll* !! ° 4-3 s -a &rig dp IlIIlllllIlIIIlllIlllIIIIIIIlIlIIllIslllIll II I Table VI. — Statistics of institutions for secondary instruction for 1883-,84, fe. — Continued. Note. — x indicates an affirmative answer ; 0 signifies no or none ; _ indicates no answer. 578 REPORT OF THE COMMISSIONER OF EDUCATION. STATISTICAL TABLE3. 679 l y y ' -d -d . OCl+i^ CO © ;j £ 00 52'43aia"asa g g r c3 © e © r 3 © © fcf. t-T.-g CXg tf. ^ fct fcC-g +» _ — _ . = = ®d.2 S'® = ©M <1 <1 72 < 72 <3 72<!v?-E ! t*» ! a :.9 : a ; >j : 3 • © :«2® ! ©3 |pg . ’5 © 3 ■ -t^> M © ®a« . C3 :W.g ' "g ® ' ® * . M « § Mb'! >> © fj.2 Sf ©rS o o o © o o a |o b0 3^ ^ = ^n^i; ©.£2*-* SS'p’g T « © C c ? ©Jrf^3cSfflcS^«d PSHPhP-iOOO-5 llo 1 S-2 g-g^ S o o o o o o ® o o r^2 CD iMll!11!!l|ii ip Sggl Sgs &\§aO Ka.2 ®S,9 o! [>,T O o i^IsbS^i l- © 3 © © © <*3 ^ o a :.§ § &72 13 © esrj ~ ^ r ‘i to o 3 o o o to o © to o o o o o ® o o o o o o CM* to* CM*~ o“ 0000^00 LC CO H< d o" o to pH « O O OOOOO O O o © © X X X X X o ^ c o & o M ©• fcC- .CP. x ; x o o pT|5 « q 1 1 p/3 w a .sS © CP c OJ © ^ C-"H c o © p 'O 00 ll'J, i i-x CO R c ®.o ^ P-?+3 » c rf d d- ? c<* o eS ® o ^ 33 3 S ®, © © ■ ob: I .©, p fct * pH- © C3 ' »>* J.tn :lga Sr gig H.y©£^p 4) K 3 a ”2 SP § o « ?® S 5; w „ a a s a a p « © j? ® a © 5 WccPaooQO^Ht-3 a3 co a ©~ OC/2 o R to O co O o — M co gg^g‘ zu ZZ2 zn CjT CO CO CO CO.CC C _ p H CM CO rt tO O 00 O O tH O O O O O h* 1^ N N t'' Is* N t" t'- CO CO - cococococococococococococccoco • to 00 CO CO 00 t >COCOCOCOCCCOCOCOCOcOCO« fctH d a , ^ w •ga 1 1| 8l © g-5 © 2§-pc| ffl ^ " S; gt > o © S 3 -a © s ^ae’5 ew •:* g £ 2 M « 2 R ODR * S-ss « Tabus VI. — Statistics of institutions for secondary instruction for 1883~,84, 4'C- — Continued. Note. — x indicates an affirmative answer; 0 signifies no or none ; - indicates no answer. 680 REPORT OF THE COMMISSIONER OF EDUCATION. * I ® to es © •jvqS -oqos m sqy9Av jo JoqranN noTiym too.tj .ino\ Sidteooji •spmij oatj onpoid cuoaj otuooaj . ! +3 © © ,4 © © © so &£> . j©-:© rH. ES32c?:a a ftE-Eatft © © © ^ © © © © m w cc O k ec a; go ® - »C JJ g-H e-a © © U)CO It .»•!? . ■'* - ©*H OXSSOt1I3 vhio© e© ©j cf ift oo ift «© oo o5 . ■S.2 g© :.® « - §7?o^ = -^ © 3 . . J © fcJO © 5-e = :5Si-5<3 go = u-« ; ^ ® 0. > ^.33 n'5 2'"P 3 S £ H $ K © e3 « '2 "a H ^ e £ Cd ® _® 1^3 « © O ©> O O © 3 ■*)< © a> © ■»r co o co « C*i JL 24 © © © ~l? X XO X X X X X X X X X X X X X X X >»•©•« g :a> :»-j wl ill I !^!||n ”1 © o © o o o 5 © »o © © © t"-” is? © CO n o © o ^CCH I** II © 2 !® j o ; £0 i . ^ m *© ® ^ 55^i5§5§s?.®s|f^a *5 B S *'= ®’x =-= S-g o Sfiv 5 £.2 5 §®r ® = = “ 3^2 « ©.r.^ p <1 J W B ? S cE 55 <1 Ph Ph « W « C O H cc as s 2 xfE OHI I © 3 So s .• J — © a ej ® -a a a © c = P ^ © S ^ _ mPcjk&c/? 5“^. ; J : s-MBn-o _ . _ .©=>0000000© OOHNMrfrtOhC I O O - H « ’f lO CO ^ Tvj ■>! <>l STATISTICAL TABLES. 581 1 *4lL JJ- lit Ii- . I2!!5ii!|!ii!i hn M i 44fl444lt£44Jf 4111 411 1 f||ja ftJJ, 2 A M ffifllifel ! fel II 4I4IIIIIIIII 1 lilt fl £SSSS£;SSS;S3§33 SS3S \U 11 L _ it 8 il ;cd i ! il isiSlll i IIS ; ! : : ^vr : ^ © ® 0 09 § : ; i i illg ; ; ; s I i cf ; il II il • id cf ; 1 111 -111 :-S|g 1 ; ^ ; !°IS i II i : r-r : ; SI oo'o i o © I : i i : i . Ilfll : ®J>|g 11 -a i°H ii i : no : th* : 1 lH • • i°si i 11° ; s'- ; SS II S' 00 i ° ® ! i Jit* i 0 11 §£ ;lli ilil i'ni mi Is' S'- isf-3' —s's IS Ss* mu i of id id o' ®" ; ii 1 i 00 • 1 i cd ; if nil isf —as 25 25-50 O© OCOT«r?® ~ -r r5? 3 § §33 ci^° a" 3 :|§3|i§S : ii :S ?§S§ 1 i SJ • ■ 1 :S : ['as° i j SS| :S 3 j° • • rH :S£ j £ : S j I il ° is i .1 800 1,300 iiiai n : n j • lll°i s ii r-T jr-T • © :© l i imr | : rf j 3 j ii °ais m r «-* 111 X X© X X X X X ; X X X© X XXX xxx x x ; ; ® ® ; ®® x x : x : ; x © ; ; ° Hi 3 u § x x © x ® » x® ; © X X© X © X X xxx ; X J ; x © ; © © x ; x ; : x ©© : >03 a xxxxxxxxxxxxxx xoxx xxx x x ; ; x x ; X © xxx; : © x x x x X X ; x ; x x x x ; ® ; ® ® x ; x x ; x x xxx ; X X X X© ® x x ; j. X... \ X X : x x® ; : ; X X X© X © ; X X xxx ; © ; ; X X X X © x x © ; ; x x x © : ' . ... tJ ;x;®;;xxx;®x ® ® x ! x ® ; © © © ; © ; : : w ; © ; x x x 'g : • t-> hfl. IS <3 S j It OL AAJ'Ill/S Alii II . | Vermont Episcopal Institute . Derby Academy . Essex Classical Institute . New Hampton Institution . Orleans Liberal Institute . Champlain Hall . Lamoille Central Academy . Black River Academy . Lyndon Institute . Molndoes Falls Academy . Newbury Seminary and Ladies’ Institute. Beeman Academy . - . Caledonia County Grammar School Troy Conference A cadeui y — Villa Barlow Bearding and Select School of the Sisters of Notre Dame.* Convent of Notre Dame . i *1 i 1 ffi 1 i 4 : " > Ii * .*s It! D H Leland and Gray Seminary . School of the Blnestone Mission.. Abingdon Male Acauemy . Academy cf the Visitation* ...... Stonewall Jackson Institute...... Alexandria Academy* . . • o oi 2f> > 3S! iaj in OMP- >:>■ II ill IIS :s$ ft1 If Shi il il i Is II i fl 11 i !l 1!! ii ,in Sllll! i 1 a . X C3 •Jf eo d r? Ill 111 1 !aU iii M -k 582 REPORT OF THE COMMISSIONER OF EDUCATION. S O g « +3 a k'3j o m OT'JSTq -oqoe m KqodAijo .loqtan^ •e©9j noptm moij jboa ^9B[ oq) J.OJ S)di909}i •epunj o .it'). ■onpojd uiojj ornoouj •spnnj oat') -onpoad jo ^tmoray •sn'jKT'ed -ds prre ‘eifaqqraq ‘spauoaS j 6 otqiJA 4> « 2 2 2 — -2 "Sflcfl p.p.^CuP, « i- © © » * a est run a, © a; K P.~P< P.P-P, P. 4/ © O (U 4) V 4. 5GCGCC CG0202 02 r£.a.= £ £ Iff c.i OCOtfix c/2<1 | 0000 500 Cf CO CO CO ' 5i 0 0—0 <*§ i*2 co o o o o C^4 *0 © © © © © © © C5 O O' O © 3 o l.. o o o o o o oc m oo Td 'co o tfs •tropin') joj ^aapnije qoB© oV oSauqo pumay ooooaw 46- rl PO r-l C4 53 > oo o o © © © O? TJ- 50 P3 Cg "JT!9if {ooqos f)SBJ Oq) Uj 96B9JOOX •89tanpA jo ioqurax •enjB.iisddT! ptre )ou;q«a peojqdosoxnpi •Aiojejoqvi jBoraraqQ e-P @§P K Es -a ^ J •ppaoumxjsui « 'IBOOA •paeq 90JJI qBOTHBqooiq o >. a p‘43 s S fl bS3 g IJ Jjfc 3 3 t M 'G p-J g a © •’S o> t: tcSgS 9« t to « © 2 © C 4) „. -P S-2 - 3 bS " - qtc3r? a a'P © ~ r- — d-~ww<55as ■ I- t- t~ C~ t- l 1494 | Shelton Colic; STATISTICAL TABLES. 583 t a r * HI P P - « ' © W 1, ^ CZ2 x 02 <1 © © 45 42 S 3 ' «? ® c rA © © s a © © pp MCC 4= 45 S 3 ® © P-- Pu O O m c/3 !"3 0 j 9« © is~^ pppp © © © © ©* ® ©“ 1 ©* » M CC CQ CQ SpP 5 PPP3 W .9 . S» pppp © © © © *K®** o o o © © © © Irt 00 lO © © © —I © © © © i-i © i© c5 na ;.c © 43 © ^3 ss XXX X © XXX X xxxx xxxx • rS : ° B >. >> IIS £HP 2~ >, 3ga o C$ ipl |-p|! j -I 0 63 J s' « t- ; p 3 It 1-5 hi S O j'- © ri'C ©on © 6s&= *JS e . .53 *5 4; O 73 «J :.s ■fS iiii! =«r o-gs^ ® 9 ® «J P *4 © £ §S o~ o hb 5 '3 S.B B t» : a> : o s' . ®.s 1 '© 5 ' £■*£> gfa * ; g t'l >>=9 fa V 4; O cecc ‘ ssr •© q * © p-g £?£ I gi , § © £ h- B to © ’£ "^ ® © y."©t2 op ©O'g'q - ; © O ®,p43 ^ O g P iCO W t~ C/5 P4 32 -3 0X3 © - :.9 54 t! Pg M 2 g‘Il§3 go *>•§». P Z3 a ,r~l « O Pro ® :k 2 £ P B © P £•2 id rt S= % O I oj’c,5? ; w c ® 3 ^ I £ 1 1 ?a §88 Soai £" ? O O — I iOOOts^;^» $24 §59 S-s ac -o ,© r. nr oc H cH 5 S 2 3”::H r© r-2 © © © r r r UfLe.S§.|.£££.£ UB3.f jooqos >» g jsbx eqj m asBoaonj « 3 •socan^OA jo aoqianjsj •en^nanddB pan jomqBO [Boiqdosopqj •^aojBaoqBj [eotmoqQ I ^ « 3 He •&3 •|u^u9uuu^sai ‘IT5DOA •ptreq 99i£ •p20itreq99jj ciio' S o xo ; x xo CO © O © © © ' o o © © o o cm to © o to tO CO © r-« CM © »<4 © lA © © © © © ooo © © © ©' ©*■ © © © © © © © © © © »0 © O CO CO CM © I I CM © A e © © © O • •© • © lO © © Tt* r. © . . © . CM 04 r-4 0 ©©©©©©©©©©©©* © © © © © © i.O UO © 0 1 CM CM CC^(0«Mrinnri » © © © © 'xxx©© ; © © X X X X X X © X X X X ; m ; : : ; : >> • 6 ! ■ o : • : : ; a % p ; :«m '.9 4. 1 5 : s • o • 1 ^ ho • © © -Hi • rt t- 73 Ik * o ffi) ! ^ |§ .9 Jo a ©* © x ; © © ; © © xxxxxxxx io©r-co©©^CMco^t»o© ^{©©©r-tCMco^oso^co©©^ SsSSSSSSiooSSS SSSSoSoIoiololooibSo STATISTICAL TABLES. -j I * ■*-- -'tl ^ t-i >-. i>> t>) >s 4 4 44 44 a a a a a a c . • o • a a • a a ^ r— i— i *-> f- C C ’"'3 *22!s*22tt*M*s22z$&* AAA AAA^ ^ES£H£Hr'r'^""::r'5^1 £ S 3 c£=rt, ZSJZ& JJ F, 3 JJZ2 J£ * J 3 22 2 2**; fa.c-c.a-a- — a.a.a.a-a.a.a-a.a.;a.a.a.ai< a. p. a* P< -- a. p< AAA AAAA o=S if rO C 2 II « © 585 \ 586 REPORT OF THE COMMISSIONER OF EDUCATION. List of institutions for secondary instruction from which no information has been received. Kamo. Location. Marne. Location. Lad evil le Seminary- . . Ursuline Institute of St. Jobn Bapt ist. Evening Shade College . Lee High School . Searcy Female Institute . St, Mary’s Ilall . Convent of Mary Immaculate St. Joseph’s Academy . Sacramento Homo School .... Sacramento Seminary . St. Mary’s Academy of the Sisteis of Loretto. Golden Hill Seminary . Everest Rectory School . Glastonbury Academy . Greenwich Academy . Hillside- School for Boys . The Selleck School . . Boarding and Day School for Young Ladies. Our Lady of Perpetual Help J Sa y brook Seminary . Miss Aiken’s School . I The Maples; Family School j for Young Ladies. English and Classical School.! Stratford Institute for Young Ladies. A1 worth Hall . . Academy of St. Margaret of Cortona. Laurel Select School . Academy of the Visitation . . St. Joseph’s Academy . Academy of the Sacred Heart Ackworth High School _ _ Means High School . Summerville Academy . Bairdstown Academy . Oak Grove High School . Blackshear Academy . Brooks Station Academy .... Buena Vista High School — Peach Orchard Academy .... Byron Academy . Mr s. Field’s Select School - Paris Hill Academy . Wolford Academy. . . Cedar town High School...... Chiucapin Grove High School Conyers Female Academy ... Conyers Male Academy . Culverton Academy . Dirt Town Academy . Mt. Pa ran Academy . Select English and Classical School. Faii-monnt Academy . Fayetteville Seminary . Fort Valley Male Academy. Greensboro’ Male and Female Cooperative School. Braswell Academy . Planters’ High School . Martin Institute . Auburn Institute . Mount de Sales Academy - Marietta High School for Boys and Girls. Milner High School . Monroe Male and Female Academy. Stonewall School . Newnan Seminary . Liberty Academy . Dadeville, Ala. Tuscaloosa, Ala. Evening Shade, Ark. La G r ange, Ark. Searcy, Ark. Benicia, Cal. Gilr oy, Cal. Oakland, Cal. Sacramento, Cal. (II st.., bet. 13th and 14th). Sacramento, Cal. Deuvor, Colo. Bridgepor t, Conn. Centreville, Conn. Glaston bury, Conn. Greenwich. Conn. Mo r walk, Conn. N* rwalk, Conn. Morwich, Conn. Putnam, Conn. Say brook, Conn. Stamford, Conn. Stamford, Conn. Stratford, Conn. Stratfor d, Conn. Tyler City, Conn. Winsted, Conn. Laurel, Lei. Wilmington, Lei. Jack sou vil le, Fla. Palatka, Fla. Ackworth, Ga. Atlauta, Ga. Augusta, Ga. Bairdstown, Ga. Bartow County, Ga. (17th district). Blackshear, Ga. Brooks Station, Ga. Buena Yista, Ga. Buena Vista, Ga. Byron, Ga. Calhoun, Ga. Cameron, Ga. Cass Station, Ga. Gedartown, Ga. Cbincapin Grove, Ga. Conyers, Ga. Conyers, Ga. Culverton, Ga. Dirt Town, Ga. Euharlee, Ga. Fair burn, Ga. Fairmotmt, Ga. Fayetteville, Ga. Fort Valley, Ga. Greensboro’, Ga. High Shoals, Ga. Ilollonville, Ga. Jefferson, Ga. Jeffersonville, Ga. Macon, Ga. Marietta, Ga. Milner, Ga. Monroe, Ga. Morven, Ga. Newnan, Ga. Pino Level, Ga. Willis Institute . Raytown Academy . Reynolds Academy . Rome Military Institute . Sandersville High School - C. P. Bcmau School . Summerville Academy . Tazewell High School - Thomson School for Boys and Girls. Toceoa Academy . Fulton High School . Wav Cross High School . Bethel Academy . Wynn’s Mills Male and Fe¬ male Academy. Hrsuline Convent of the Holy Familv. Notre Lame Academy . Sts. Benedict and Scholasti- ea’s Seleet School. Danville Wesleyan Seminary. Frienosville Seminary . McDonough Normal, Scien¬ tific, and Commercial Col¬ lege. Rich Square School . Academy of the Assumption. St. Paul’s Academy . St. Paul's Grammar School . . St. Rose’s Boarding and Day School. St. Joseph’s Academy of the Sacred Heart. St. Francis’ Academy for Young Ladies. St. Joseph’s Academy . Preparatory and Normal School. Kossuth Normal Academy... Howe’s Academy and Teach¬ ers’ Institute. Ainsworth’s Grammar and High School. Wilton Academy . St. Mary*s Female Academy. St. Ann’s Academy . Elk ton High School . Harrisburgh High School - Hodgenville Seminary . Christian College . High School . Loretto Academy . . Holyoke Academy . Graves College . Maysville Seminary . Owenton High School.... - Bethlehem Literary Institu¬ tion. Speucer Institute . West Liberty Male and Fe¬ male Seminary. Collegiate Institute . . . Feliciana Female Collegiate Institute. Convent of the Presentation Dav School for Colored Chil¬ dren. Loequet Leroy Female Colle¬ giate Institute. St. Aloysius Academy . St. Mary’s School for Colored Gitls. St. Joseph’s Day and Board¬ ing Academy for Young Ladies of Color, i St. Vincent’s Academy . Pistol, Ga. Hay town, Ga. Reynolds, Ga. Rome, Ga. Sandersville, Ga. Sparta. Ga. Summerville, Ga. Tazewell, Ga. Thomson, Ga. Toceoa, Ga. Trick u m. Ga. Way Cross. Ga. West Po nt, Ga. Wynn’s Mills, Ga. Alton, Ill. B o u r 1) o n n a i s Grove, 111, Chicago, ill, Danville, Ill. Friendsville, HI. Macomb, ILL Lewisvillo, Tnd. South Bend, IucL Valparaiso, Ind. Valparaiso, Ind. Vincennes, Ind. Cedar Rapids, Iowa. Council Bluffs, Iowa. Dubuque, Iowa. Iowa City, Iowa. Kossuth, Iowa. Mt. Pleasant, Iowa. West Union, Iowa. Wilton Junction, Iowa. Leavenworth, Kans. Osage Mission, Kaiis. Elk ton, Ky. Harrisburgh, Ky. Hodgenville, Ky. Huston ville, Ky. Lame. K v. Loretto, Ky. Louisville, Ky. Mayfield, Ky. Maysville, Ky. Owen f on, Ky. St. John, Ky. Taylorsville, Ky. W est Liberty, Ky. Baton Rouge, La. Bayou Sara, La. Marksville, La. New Orleans, La. New Orleans, La. New Orleans, La. New Orleans, La. Opelousas, La. Shreveport, La. STATISTICAL TABLES. 587 List of institutions for secondary instruction, $ c. — Continued. Name. Beech wood Academy _ China Academy . Mt. St. Agnes Academy.., St. Francis Academy . Southern Home School . Steunrt Hal! Collegia to and Commercial Institute. Easton Friends’ School . St. Joseph’s Academy . Academy of the Visitation. .. Day and Boarding School for Young Ladies and Children. Institute of Languages . Family and Day School for Young Ladies. Miss Salisbury’s School for Young Ladies. Willow Park Seminary . Oak Park Seminary . School of the Holy Apostles.. St. Joseph’s Academy . Sk Paul Home School . Columbus District High School. Mt. Hermon Fomalo Seminary Crystal Springs Institute Meridian Academy . Oakland Male and Female College. Okolona Male Academy . Pontotoc Male Academy . Chamberlain Hunt Academy. Stonewall Female College. . . . Sardis Institute . . . Walthall Male and Female High School. Arcadia College and Acad¬ emy of the Ursuline Sis¬ ters. Location. . Tangipahoa, La. . China, Me. . Baltimore, Md. (Mt. Washington). . Baltimore, Md. . Haiti to oro, Md. (107 N. Charles I (street). B a! ti m ore. Md. (1028 W. Balti¬ more street). . Easton, Md. . Emmittsburg, Md. Frederick, Md. Boston, Mass. (West Chester Park). Boston, Mass. (Hotel Pelham). Springiield, Mass. Pittsfield, Mass. Wesfboro’, Mass. P; w .Paw, Mich. Mankato, Minn. St. Paul, Minn. St. Paul, Minn. (36 Iglehart street). Chester, Miss. Clinton, Miss. Crystal Springs, Miss. Meridian, Miss. Oakland, Miss. I I Okolona, Miss. Pontotoc, Miss. Port Gibson, Miss. Kipley, Miss. Sardis, Miss. Walthall, Miss. Arcadia, Mo. St. Joseph’s Academy. . Classical and English School. Oak Bulge High School . St. Paul’s College : . I Pilot Grove Collegiate Insti¬ tute. St. Mary’s Hall . . . I Academy of the Sisters of | Mercy. Appleton Academy . . Coe’s Northwood Academy.. Pittsfield Academy . Home School for Young Ladies. Trinity Hall . Misses Hayward’s English and French School for Young Ladies* Young Ladies’ Institute . St. Aloysius Academy . St. Peter’s College . St. Elizabeth’s Academy . Miss Stevenson'sErench and English Boarding School for Young Ladies and Lit¬ tle Girls. St. John’ s School . Passaic Falls Institute . . Tall man Seminary, Edina, Mo. Glendale, Mo. Oak Bidge, Mo. Palmyra, Mo. Pilot Grove, Mo. Virginia City, Nev. Manchester, N. H. Hew Ip swi ch , FT. H. North wood, N. H. Pittsfield, N. H. Belleville, N. J. . Beverly, N. .J. Elizabeth, N. J. Hoboken, FT. J. (352 Bloomfield st.). J ersey City, N. J. Jersey City, FT. J. Near Mad ison , N. J. (Convent sta¬ tion). Morristown, H. J. Passaic, H. J. Paterson, H. J. (cor. Market and Church sts.). Paterson, H. J. (York ave.) . j Name. Location. Horth Plainfield Seminary. .. Collegiate Institute . S evens dale institute . Miss Sarah B. Matthews’ School, Christian Brothers’ Academy English, French, and Clas¬ sical Institute. St. Mary’s School for G iris. . . Young Ladies’ Institute - Brooks’ Seminary for Young Ladies. Friends’ School . Germ an-Ameri can Boarding and Day School for Young Ladies and Children. Lockwood’s Academy . St. Mary ’s School . . Leseman’s Institute . . . . St. Paul’s Cathedral School .. Goshen Institute . Hamilton Female Seminary.. Union Hall Seminary . Monticello Academy . Miss Chisholm’s School for Girls. Plainfield, H. J. (box 341). Salem, N. J. South Amboy, H. J. Summit, N. j . Albnnv, H. Y. Albany, N. Y. (131 Pearl st.). Alban v, NT. Y. A uburu, H. Y. Brooklyn, H. Y. Brooklyn, H. Y. (Schermerh orn st. near Boei'utn). Brooklyn, H. Y. (151 Mont ague street). Brooklyn, H. Y. Brooklyn, N. Y. Ci 11 ge Point, N.Y. Garden City, H. Y. Goshen, N. Y. Hamilton, H. Y. Jamaica, (L. I.), H. Y. Monticello, H. Y. Hew York, H. Y. (718 Madison ave.). Miss Jaudou’s Boarding and Day School. M’lle M. D. Tardivel’s Insti¬ tute for Young Ladies. Moeller Institute . Hew York, H. Y. (348 Madison ave.). Hew York, H. Y. (25 W. 46th st.). Hew York, H. Y. (336 W. ‘29th st.). Murray Hill Institute . Misses Perrin’s Young La¬ dies’ School. St. John’s school . School for Boys . Sisterhood of the Gray Huns . Villa de Sales, Academy of the Visitation. Bishop’s English an 1 Classi¬ cal Sch oo' for Boys. Peiliam Institute . . Hew York. H. Y. (1 W. 39th st.). Hew York, H. Y. . (2021 Fifth ave.). New York, N. Y. Hew York, N. Y. (10 W. 45tli st.). Ogdenshurg, N. Y. FTear Parkvillo. FT. Y. Poughkeepsie, FT. Y. Poughkeepsie, H» Y. Bivervie w Academy Poughkeepsie, N. Nazareth Academy . St. Andrew’s Preparatory Seminary. Boarding and Day School for Young Ladies/ Bye Seminary . Syracuse Classical School - Hartwell’s Family School for Boys. Bavenscroff School . Cary High School. . . . . Denver Seminary . Woodland Academy . Pittsboro’ Scientific Acad- Bochester, H. Y. liochester, H. Y. (Broome st.). Bye, N. Y. Bye, H. Y. Syracuse, N, Y. Unienvilie, H. Y. Asheville, N. C. Cary, N. C. Denver, H. C. Goldsboro’, H. C. Pittsboro’, N. C. entry. Misses Welfare’s Private School. Wilson Collegiate Institute.. Winston Male Academy . Mt. St. Vincent’s Academy .. Miss Mittleberger’s School . . Madison Seminary . Ursuline College . Salem Academy . Ursuline Convent of the Sacred Heart. 1 Salem, H. C. Wilson, H. C. Winston, H. C. Cincinnati, Ohio. (Cedar Grove). Cleveland, Ohio ( 1020Prospect st. ) . Madison, Ohio. Nottingham, Ohio. South Salem, Ohio. Toledo, Ohio. 588 REPORT OP THE COMMISSIONER OF EDUCATION, List of institutions for secondary instruction, — Continued. Name. Dague's Collegiate Institute. Notre Dame Academy . St. Mary’s Academy for Toting Ladies. Jefferson Institute . St. Mary’s Academy . St. I’aui’s Academy . Wasco Independent Acad¬ emy. School for Girls . Linden Female Seminary . .. Friends’ Graded Scliooi.... Germantown Day College — Holliday sljurg Young Ladies’ Seminary. Miss ADablo’s School for Young Ladies. Friends’ Select School . Home School for Girls . Lauderbach Academy . Mt. Vernon Seminary and Kindergarten. Seminary for Young Ladies and I.ittlo Girls. Young Ladies’ Academy and Select School lor Children. The Bishop Bowman Insti¬ tute. St. Mary’s Academy . . St. Cecilia’s Acad' my . York County Academy . Island High School . . English. French, and Gorman Boarding School. Brewer Nonual School . Chattanooga Female Semi¬ nary. Cleveland Masonic Institute. Clifton Masonic Academy .. Dickson Seminary . — Central Tennessee Confer¬ ence Seminary. Huntington High School .... Martin Academy . South Normal School and Business Institute. Lexington Male Academy.. Lynchburg Male and Female Academy. New Male and Female Insti¬ tute. Macedonia Male and Female Institute. West Tennessee Seminary.. Miss Higbee’s School . Memphis Institute . Young Ladies’ School . . Mt. Pleasant Male and Fe¬ male Academy. Location. Wadsworth, Ohio. Baker City, Oreg. J ackson ville, Oreg. J efferson, Oreg, Portland, Oreg. St. Paul, Oreg. The Dalles, Oreg. Allegheny, Pa. Doylestown, Pa. Germantown, Pa. (Maplewood ave.). Germantown, Pa. Holliday shurg, Pa. Philadelphia, Pa. (1350 Pine st. ). Philadelphia, Pa. (Germantown ave.). Philadelphia, Pa. (doll Ilamiltonst.). Ph ladelphia, Pa. (108 S. 10th st.). Philadelphia, Pa. (1H13 Green st.). Philadelphia, Pa. (Gol N. 18th st.). Philadelphia. Pa. (1813 Poplar st.). Pittsburgh, Pa. Pittsburgh, Pa. Scranton, Pa. York, Pa. New Sborcham, R. 1. (Block Island). Providence, It. I. Greenwood, S. C. Chattanooga, Tenn. Cl veland, Tenn. Clifton, Tenn. Dickson, Tenn. Hollow Hock, Tenn. Huntington, Tenn. Jonesboro’, Tenn. Jonesboro’, Tenn. Lexington, Tenn. Lynchburg, Tenn. Lynchburg, Tenn. Macedonia, Tenn. (McKenzie P. ().). Mason, Tenn. Memphis, Tenn. Memphis, Tenn. Memphis, Tenn. Mount Pleasant, Tenn. Name. Location. Southern Union Normal School. Hardin College . . Cumberland Institute . . Eaton Institute . . Powell’s Valley Seminary ... University of West Ten¬ nessee. West Texas Conference Seminary. Calvert High School . Academy of the Sacred Heart of Mary. Live Oak Seminary . Ursulme Academy . . Alamo Military and Com¬ mercial Academy. Bristol Academy ...t . . Morgan Academy . Bell Institute . . Glenwood Classical Sem¬ in ary. White* Rock Female High School. Ann Smith Academy . . Leache-Wood Seminary _ Private School . St Mary’s Female Academy Hoover’s Select High School. Landon Female School . . Suffolk Female Institute - Prince Edward Academy... St.-Mary’s Academy . Academy of the Sisters of St. Joseph. Academy of the Visitation . St. Alphonsus School . St. Joseph’s Academy . St. Mary’s School . . College of the Mission House St. John’s Female School . . Academy of the Sacred Heart of Mary. Eclectic Seminary . . English and French Board¬ ing and Day School. Pinkney Institute St. Matthew’s Institute . School for Young Ladies and Children. Academy of the Visitation . Collogiate Institute for Youug Ladies. Brigham Young College .... Sacred Heart Academy . University of Utah . j Newbern, TeDn. | Savannah, Tenu. Near Sparta, Tenn. Sparta, Tenn. Well Spring, Tenn. White Haven, Tenn. Austin, Tex. Calvert, Tex. Corsicana, Tex. Gay Hill, Tex. Laredo. Tex. San Antonio, Tex. Bristol, Vt. Morgan, Vt. Underhill, Vt. W cst Brattleboro’, Vt. Near Fork Union, Va. Lexington. Va. Noifolk, Va. Norfolk, Va. Norfolk, Va. Staunton, Va. Stevensville, Va. Suffolk, Va. Worsham, Va. Charleston, W.Va. C lark sb urg, W . Va. Parkersburg, W. Va. Wheeling, W.Va. Wheeling, W.Va. Wheeling, W.Va. Franklin, Wis. Milwaukee, Wis. Washington, D. C. (8th and C sts. S. WO. Washington. D. C. (1301 Corcoran st.) Washington, D. C. (1018 17th st. N. W.). Washington, D. C. (818 Connecticut ave.). Washington, D. C. ( K bet. 14th and 15th sts.). Washington, D. C. (908121b st.N.W.) West Washington, D. C. (35th st.). West Washington, (3100 N st.N.W.). Logan, Utah, Ogden, Utah. Salt Lake City, Utah. Table VI. — Memoranda. Name. Location. Remarks. Livingston Male Academy . Richardson and Cleveland's Academy and Commercial Institute. Mt. Union Seminary . . Livingston, Ala . Mobile, Ala ........... Superseded by Cedar Grove Academy. Superseded by Richardson’s Select School. Not above elementary grade. Closed. Mt. Union, Ala ....... Mountain Spring High School . Trinity, Ala . STATISTICAL TABLES. 589 Table VI. — Memoranda — Continued. Name. Location. Eero arks. Philander Smith College . Walden Seminary . Montioello Mule and Female Institute Texarkana Institute . Centennial Institute . . . .1 . . Goethe’s German School . . Mrs. Colgate Baker’s School . Washington College . Curtis School for Boys . Kent. Seminary . . . . Miss Meeker’s School . Stratford Academy . Smyrna Seminary . Wilminston Academy.. West Florida Seminary. Little Rock, Ark . Lii tie Rock, Ark . Moutieello, Ark . Texarkana, Ark . Warren, Ark . Sacramento, Cal . San Francisco, Cal.... Washington Corners, Cal. Bethlehem, Conn . Kent, Conn . Norwich, (hum _ Stratford, Conn . Smyrna, Del . Wilmington, Del . Tallahassee, Fla . Transferred to Table IX. Chanced to Philander Smith College. A public high school. Name changed to Texarkana Gymna¬ sium. It> moved to Monticello. Closed. Das passed into other hands and is now known as Van Ness Seminary. Name of post office changed to Irving. Removed to Brookfield Centro. Closed. Closed. Removed to New Milford and name changed to Adelphio Institute. Closed. . Closed. Has become the literary department of the University of' Florida (see Table IX). Limetta Academy . Lodge Aoademv . . Plenitude Academy . Central Collegiate Tnstitnte. . Culhbert Male High School . Elbert Male High School . Select School for Girls . Juniper High School... Grooverville Academy. Lewis High School .... Kennesaw High School Norcross High School.. Masonic Literary Institute . Savannah Military Academy . Le Vert College and Collinswood Insti¬ tute. Excelsior High School . . Thomson High School . . Antlron Academy . French and English School (M’lle Cle- mence Bronssais). East Illinois College and Normal School St. Mary’s Training School for Boys ... German-Emrlish College . Germau-English Independent School .. Des Moines Collegiate Institute . Western Normal and Business Insti¬ tute. Wank on Seminary . Abilene Academy . . Anchorage Classical and Military In¬ stitute. Forest Academy . . . Bracken Academy . . . La Rue English and Classical Institute. Cottage Homo College . Dixon Academy . . Owen College . . . High School . Kentucky Normal and Theological In¬ stitute. Perry Academy . Jessamine Female Institute . „ . . Yellow Bluff, Fla . Bullard's. Ga . . Clinton, Ga . Culloden, Ga . Cnihbert, Ga . . . Elberton, Ga . . Forsyth, Ga . Juniper, Ga Key, Ga — Macon, Ga.... Marietta, Ga . Norcross, Ga . Ringgold, Ga . Savannah, Ga. Talbotton, Ga Taylor’s Creek, Ga ... Thomson, Ga . Wellborn’s Mills, GaJ Chicago, Ill . j Danville, HI . ! Des Plaines, Ill . I Galena, Ill . Indianapolis, Tnd ..... Des Moines, Iowa .... Malvern, Iowa . Mt rged in the public school system. Closed. Letter received August. 1883, says ‘ No school here this year.” Now a private high school. Not in existence. Apparently superseded by Elberton Military Academy. Superseded by Monroe Female Col¬ lege. which, after being suspended four rears, reopened September, 1883 (see Table VIII). Not. in existence. Letter received December, 1883, says “ There is no academy in Key this year.” Name changed to Lewis Normal In¬ stitute. Closed. Name changed to Georgia School of Language, Science, and Art.' Name changed to Georgia Normal College. Chartered in 1883 as Georgia Military Academy. Conuectiou between these institutions has been dissolved, and each now exists as an independent institution. Closed. Name changed to Augusta District High School. Name of post-office changed toFeagin. Closed. Suspended. An indusMal training school (see Table lOUil). Transferred to Table IX Closed. Superseded by Callanan College (Table VIII). Not in existence. Wankon, Towa Abilene, Kan 8 . Anchorage, Ky Not in existence. See Abilene Commercial School and Literary Institute (Table IV). Closed. Anchorage, Ky . . . Augusta, Ky . . Buffalo, Ky . . . Cave Spring, Ky . Dixon. Ky . Hanisbnrgh, Ky . House’s Store, Ky .... Louisville, Ky . Closed. Name changed to Augusta Collegiate Institute. Closed. N o school taught during year 1883-’84. Closed. Now known as Harrisburgb Academy. Name of post office changed to Larue. Changed to State University. Mt. Vernon, Ky. ...... j Closed. Nicholas ville, Ky . | See Table Yin. 590 REPORT OF THE COMMISSIONER OF EDUCATION. Table VI. — Memoranda — Continued. Name. Location. Riverside Male and Female Seminary. . Commercial and Classical Academy for Boys. McGrew Institute . . Si. Isidore’s Institute . Hail > well Classical and Scientific In¬ stitute. Fryeburg Academy . . Monmouth Academy . . Notre Dame of Maryland . “ The Elms ” . South Berkshire Institute . Vanceburg, Kv . New Orleans, La .... . New Orleans, La . New Orleans, La . Hallowell, Me . Fryeburg, Me . . Monmouth, Me . Govanstown, Md .... Hadley, Mass . New Marlboro’, Mass Hummer Academy . Hillside Home . School of Modem Languages . Hauge College and Seminary . South Bvfield, Mass .. Stockbridge, Mass _ Worcester, Mass . Red Wing, Minn . Booneville Institute . Johnson's Classical School . Tallahatchie College . . . Kossuth School . Sardis Male Institute . . Montgomery College . MorrisvilleMale and Female Collegiate Institute. Foster’s School . German Institute . Sedalia University . Contoocook Academy . . . Wolfborough Academy . Blum’s School . Hackensack Academy . . . . Classical and Commercial High School Booneville, Miss . Booneville, Miss _ _ Charleston, Miss . Kossuth, Miss . Sardis, Miss . Montgomery City, Mo. Morrisville, Mo . St. Louis, Mo . . St. Louis, Mo . Sedalia, Mo . Contoocook, N. H . Woliborougli, N. H . . . Belleville, N.J . Hackensack, N.J . Lawrencevillo, N. J. . . Lawrenceville Young Ladies’ Seminary Union Academy . Washington Avenue School for Young Ladies and Misses. Dansville Seminary . . . Lawrenceville, N. J. . . Shiloh, N. J . Brooklyn, N. Y . Dansville, N. Y . Friends’ Seminary of Easton . St.John’s Military School . Select Family School . Millbrook Academy . . . Hr. J. Sach’s Collegiate Institute . Madame lioch’s School . Mr. Churchill’s School . Starr's Military Institute . Easton, N. Y . Manlius, N. Y . Meclianicville, N. Y .. Millbrook, N. Y . New York, N. Y . New York, N. Y . New York, N. Y . Port Chester, N. Y _ Mrs. Bock6e's Seminary for Young Ladies. Hr. Warring’s Military Boarding School Rochester Realschule . Vireiin . Mountain Institute . . . Beihel Academy . Miss Jones’ School . . M t. Airy High School for Boys . New Garden Boarding School . Male Academy . North wood Normal and Collegiate In- s*;tute. Bristol Seminary . . Collegiate Institute. . . Oakland Female Institute . Friends’ Girard Avenue School . S \V. Janney and Sisters’ Select School Ury House School . George’s Creek Academy . Clarksville Female Academy . Hatebie Academy . Masouic Institute . Edwards Academy . . Hollow Springs Academy . Branner Female Institute . Clear Spring Academy . Fulton Academy - . Davilla Masonic Institute . Poughkeepsie, N. Y. . . Poughkeepsie, N. Y. . Rochester, N. Y . Sing Sing, N. Y . Sntfern, N. Y . Davidson College, N. C Greenville, N. U . Mt. Airy, N. C . New Garden, N. 0 _ Shelby, N. C . Nortliwood, Ohio . Bristol, Pa . Germantown, Pa . Norris town. Pa . Philadelphia, Pa . Philadelphia, Pa . Philadelphia, Pa . Smith field, Pa . Clarksville, Tenn . Durham ville, Tenn . . . Fall Branch, Tenn _ Greeneville, Tenn . Hollow Springs, Tenn. Mossy Creek, Tenn... Rhea town, Tenn . Smithville, Tenn . Davilla, Tex . Remarks. Closed. Suspended indefinitely. Closed. Name changed to St. Isidore College. Transferred to Table YU. Transferred to Table VII. Academy closed for the present. Post office is now Embla. Removed to Springfield, Mass. Closed ; principal has gone to Houso- tonic Valley Institute, Cornwall, Conn. Transferred to Tablo VII. Closed. Closer^. Name changed to Red Wing Evangel¬ ical Lutheran Seminary and College. Merged in The Johnson Institute. Now known as The Johnson Institute. Closed. Name changed to Elgin’s School. Superseded by Sardis Graded School. Closed. Transferred to Tablo IX. Name changed to Foster’s Academy. Principal removed. Tr ansferred to Table IX. Closed. Has ceased to exist. Closed. Closed. Superseded by Lawrenceville School on the John C. Green foundation (see Table VH). Closed Closed. Not found. Closed ; a union free school takes its place. See Marshall Seminary ; identical. Transferred to Table VII. Closed. Closed. Transferred to Table VII. Transferred to Table VIII. Closed. Removed to Tarrytown-on-the-Hud- so n. Closed. See Poughkeepsie Military Institute. Closed. Transferred to Table VII. Closed, Suspended. Principal deceased. Suspended. See Friends’ School; identical. See Shelby High School. School closed in 1884, and is likely to die out altogether. Closed. Closed. Closed. Of elementary grade. Closed. Closed. Closed. Closed. Post office changed to Orysa. Closed. Removed to White Pine. Now a part of the public school system. Suspended. See Clear Spring Academy, Jockey. Superseded by Pure Fountain College. Closed. STATISTICAL TABLES. 591 Table YI. — Memoranda — Continued. Name. Location. Houston Seminary . Texas Polytechnic College Linn Flat Academy . Pino Hill Academy . Houston, Tex.. Houston, Tex .. Linn Flat, Tex. Pine Hill, Tex . District Conference High School The Grove Academy . Add Kan College . Me Indoe’s Falls Academy . 3dt. Anthony Seminary . . . Hodman School . . Incarnation Church School . Sulphur Springs, Tex. The Grove, Tex . Thorp’s Spring, Tex . . Barnett, Vt . Bennington Centre, Yt Not folk, Va . Washington, D. C . Asbury Manual Labor School. Levering Manual Labor School..., Holy Family Boarding School .... Eufaula, Ind. Ter . Wetumka, Ind. Ter ... St. Ignatius, Mono. Ter Remarks. Closed. Closed; Suspended. Information received September, 1 883, that there was no teacher at , Pine Hill Academy. See Central College. An ungraded public school. Transferred to Table IX. Post-oflice is now Mclndoe’s Falls. Closed. Closed. See Church School for Young Ladies; identical. See Table XXTI. See Table XX l L See Table XX.LL Tablts VII. — Statistics of preparatory schools, including schools for secondary instruction having preparatory departments, for 1883-84; from replies to inquiries by the United Stales Bureau of Education. >92 REPORT OF TIIE COMMISSIONER OF EDUCATION. mbo-T otjstqoTps tn sqooAV jo .Taqninjx I oo © © e>i © © occ ocosooci© © © © ’S pnjs j 13 jo osjtioo nnj m gjb3jC jo J9qmn& | •enoijrrjtisni .i9T]io.t9ino soa pip pmi .itjoA oimopBOB qstq jo osop jb 9sai!0o pojoi3 MTJD-C OTTUOpBOB }SB{ JO 9S0]3 ooatB jooqos ogi i agios poj9.pig; ' © x# MBOA‘ OUUOpBDB JSBJ jo oso[D oanis oB'oqoj pojopig; •uoissiuipe joj pojinboj 9By w § © o ft ft 1 C c3 ? Jo : : o i ; 4 B< : :J_ S3 , u • g a ~ ® 1. < a. •S O -5 2 a i o‘o>= - 2 - E » = Eij q 5-A^s 5 > c-=J iT c.2 ffl a ◄ tf 5* "3 c3 g 2 o « ft •UOIJBZincSjO JO OJBQ Mopveqo jo 0jBd CC CC * CO ® = : • =3 o rt°-2 o-j o ® C° CO 5 a® U grfja^ ® e<-d 2 ^ d t c3 ® Wft O ® w ^ a do o a . =8 gO ®^C15 H.:2 * S £> _• ! c 3=3 t ti it ‘ *2 3c E .21.1 j •“JSj -d" o o : >» : : 3 ’ J! 3 © . es • • ra • « • • l^lwf E-iOciOcC^-s Tr.a s § .2° 'S a Jj ©: C e . «£w. .2 : >> Sli!^ 2^ « a Z£ ^ > a a'i o ■S8>* :© a o «• a © © ■ P§|| g-C a o S Io«®o§k lo tP|ZiO^' <1 W = 3 a fk riWCOx^iocD »ohnm ^ m> o ri rl H H H H H H STATISTICAL TABLES. O C5 ■ 'O O C5 ^ CO • tX CO c» r> o O to voo wo o oo« 0S00«5 &»©§«>§, eo-*w . H PMft fl ■e 2 il > . ft obj^'a .5®^ 2^ft § N • fcw 1 &S mUss | §'§« §ft . p ©" to eg CO ftftlft! £fti . 3 © o 3ft £>ft © © cgK, 5 : ® -S g3 § ® .5 § 2 1 • 3 ^ fcO ft I m S ft ^ .SftH ® ft © tg^ W3 ^ a eg p sj a a a as © J2 ft n o ® o ft HaCl3 (-p up ft eg eg © © ftl ft) ft £? a w ?§ ft eg f « 3 & ft © ^1 g©'^ CC rfi ^ ££ j«j 1 00 05 CO CO «o 00 00 00 00 CO ^ 1^ co 00 1882 1859 1 1852 1882 1870 • jji ! 00 • rH Ip N O0 O ?5 O ^ O Tf* O CO w O O 00 00 00 00 00 00 CO 0 w co co > 0 00 co 00 0 r- i> w CO CO 00 t> co 00 1821 1878 1866 1868 1635 1847 | 1865 1 • • h» r • CO « — . . 00 . 0 • iH » h- O s » 1880 • g' O Oft^ftft r- a : * ft flp'8 tfS* ^ “r-a © a eg ftftO a ■ of ® *2 ,2-2^^ 3fS bi^r |ai| I* hi . -T-rljg :«arfl ®2S S2 s3 -2 I dll - - v1~) O . w S ® ri esaa - - - ■- a',.=--=i|g“-iss«-^^§a a‘'2S®t>ft2‘©2i^ g*s .® > a a ,2 a ^ ©ft! © t>5© , ® CD -Oj- . ^ « a£ «* • SftS _ ,b_ ftCH+iCg^M©® ©p- 3 SGrl - -S -ft -®3 S % §§l§p§sl ^-5 a&- V O © .TZ ft k. c3 w w O « „ «. ® »© o5« » s a ©S© ©©^©©©Seg - w ftft ftj ft c> 1 1 eg <5 o ! a ! :i ;>. ®«p 2 s 3 S ot; 3. d-^ ^ ^00 o £ >, 1 !|| \i (ft o, © ' © ©43' 2) '-< © ap a M<0 ■h O ft; >-a .til- ;|1.s] \%; © 2 M cr- a ’© O © ft © © rf) ft t» S m ® *" ©•a ™ft'©-a S » »So2 ® bch s-l >3.a 1 a— a eg c« ’■so o •a a ®ft ® © a « ©ft aft p^iftfftOO a^ jb ■a q © •2 - ft Tc. ^ £ ft 3ft w CO ■a ^ W £ ©©•3M©^ HNNtlNN 38 E 5^3 *From Report of the Commissioner of Education for b In classical course. d Total enrolment for year. l882-’83. c Whole number of students. e Thirteen years for hoysaad fourteen years for girls, allot specified. Table VII. — Statistics of preparatory Softools, including schools for secondary instruction having preparatory -departments, for 188. 4’r. — Continued. 594 REPORT OF THE COMMISSIONER OF EDUCATION. I •Jt?9£ OIJSTqOqOS TIT SqoaAV jo .taqum^ 1 t 1 «®o oosejoseo r>- o tea oo oo r- o« 1 cs n co n« bmm cc ~r co t c- c~ m o ■Aprus ) jo os.moo ijnj m ema^f jo .laquinyj; • ^ * -3< ■+ Pi • T* CrJ . -e-lft Tft t© (O O ' j : : :9 •: ^ 55 •saoijiv'Tjeni aoqjo aajiia joa pep pm;'. lira's! oimapnoB asisj jo osop jr 06. moo pajcqdraof) ! rat • • « © • H Cl » i CO i (M irj! !••..• • • * ... ! •mol oimepcoi! jsr[ jo osop oonts poqos opijuaps po.iajugr 5* Cl © • O C l CM • « CO .o io co in cm rr com co a coco »0 rH •norjmmironop suoiSqejj $ • ' • ••+s’43 iou •' ' *a «4a ! ;^a ''O' o « O' ; ! V V o O O ; bt^ ti : ^ bt? f t : : « ? « f :§J? §wo§§ §§ : : ^ § § 9§ ■om qPh^ohj : : p; ^ ^ Zx g *© J} *C Ph if : i : i jl i : : : 1 a” i : i : *1 : j : : J s a : : : ^ < : : : :a : « d : a : a » ' » : : < : 1.^ J ti2 g g* ^ ^ .9 s d, 9 . . - . a a d .^5 ^ r -d j 2 1?| |s.-!^Km S* 8 f* 3 =3 is“5t-oa!5 o 1 * s g J^n; £ 9 Sf4<2 m ..If .,■ r. = o w-y'g’S- >r.pH 2 Sr3 B K © £ • .5 « t£ § .5 s5555oa”a* ww ^ £ o •UOIJ'BZinB9jO JO 9JRQ" | * | f-< '** fO ^ H tc Wl> .' Cl LO CO CM tH Is- Q-COOI- CC ^ • OD O O rf t- iO avcoco 25 Ih S S rnS • 00 oc co co jo •jajmqo jo ojbq | « ; > t-H • CO • — H 1 v I»mci •• 1 1 • c; looo • 0 1 « « o oo — . • • 1 Si ^ i ^ ^ ; • ; uj 0 • *t Location. e* '■ m : : : : : a : : S3 8 a f : : : 3 : o '8 :s: ■£*'* rtS rfoT 3 3 ta £3 III ir.lj! ^ ? -3 5 (=1 c,S P e-g^'co o

© © ^ co © oo ci © © © —JiLlL © © © ^ - © © © Cl oo I ^ © © CO © 00 rH © CO © CO CO ^ a rxi : § g gw : .2 03 : -2 ro & jS M ^ “ ;£ "1 ® ip, PSp.cS ^ H ^ g S P.S.C IS Iz^pl^i Q N Eip . «2 ps © O . S&S & ft %< S =3 w ll t»^ PS L - , i ©2rh fa § .fc «3' £ pq^-- .3 fc SO Si? SAs £ fe fe B g jljj © P3 p j3 IIP5’ “g*|: ©ifa a >, qS OH SH 9 O <3 o£ M ' W S s. <5 . .-Cp.-fa H-SSStJ M S Q SrS ^0,3 rt pi© ft Jj .Q^OPr^v^ ^ M H O, © © © © co d CO © © Th co © CO © cot-i^r^cit^© © © 00 oo CO 00 oo t> 00 CO 00 OL 00 00 00 CO 00 l> 00 00 CO 00 CO CO ceg s - o: ^ -f5 2i -4-i CC CJ OQ OP H S3 rt _ H © ^6 iw*. Hfc* ■2|^W logoS QjlJ -C « -» . BBS MCOH £ SrS p£g «.°s h>& ^5 i-p 3l> , £ .-« © p © TJ P-$r^ © ®;ox: © fa fa fa Si'S £ © a--! o ci MSWWS : : h N h ^5 ^ Jz5. f if! 1 1 S § « g O o S : : : :>h : : q W © t» -i-l +» §!«s oo s J B-S >iO S-g 72 O © © >a l , j /*» rrt O P-i •§glM^®2 SS^ga is -a - a ■£ -p b£39 1 bf® ©na <5 g Wl? a a aro m o o srpr^i OOOSWWw *Erom Report of the Commissioner of Education b For all departments. eSncceeded in July, 1884, by Cassius S. Campbell. for 1882-88. c Includes two pupil assistants. /Includes students reported m iablo VIII. a Not specified. & Whole number of students. Tablk VII .—Statistics of preparatory schools, including schools for secondary instruction having preparatory departments , for 1883-’84, ^o.— Continued. 586 REPORT OF THE COMMISSIONER OF EDUCATION. uboI oijSBpqoa m sqocm jo joqran^j; j IN ao o o © to oo io o ooowa CO CO CO tt tt ^ co \Cpnjs | jo oexnoo ipj a! sjvoi jo aaquin^; | ft 8-9 8 6 • °0 CO 0O I o © s 25 •saoijnjijsnt aoqio .iojao jou pip put? jbo.? oituapBOB istq JO 080 [O 08.11100 pOPXCluiOQ * 15 3 4 • rH O O ■ O Cl O (N • • CO ■JB9.C OIUIOpBOB JSiq JO OSOfO ooute [ooqosogcjuoioepoaojajj M 12 3 4 CO © Ci © 'odo » mbojC oitnonnoB jsbj jo osop Qouis &Soqoo peapjira; « Tf O t- CO rl CM * 03 O © locco i • 1 t •uopsruipB .ioj poambaa oSy 7-8 7 . I O CO CO O 00 M O i ^ 2^ ^2 • r-t i-H •ejuopuje joqjo jo joqran^ © rH 10^-0 8 5 45 62 20 21 21 110 cS5 •oSonoo ui os.moo ogij -traps joj .ouucdoad .loqamj^ ® 1 $ g o in *1 « COMO CO • CO o • 8 1 «© O 'WHO o i t~ CO CQ 00 CQ CO * CO O rH CO ; 13 1 7-1 « . O • • • rH • • • O CD ! I ! CQ ITS » ©1 * CO rH C* «0 CO "H NNO« C> •HjH'HjH x*IO CO CQ CO CO t> o •* O <>1 \ ’ rH rH « t» t- HR 00 ' O OO CO ©J rH |4S^3 ^ rH RH O^H W ® Ift ^ O ^ rH ^ rH C5 rH t-H CQKO CD D- lOOO'rt O CO Q CM *H rH CO (M (MiDrHiQL^GOCOrHCOO CO 00 Ti< CO O O CO d ID rH ID Cl 152 c89 100 O CO OO • • 'CO *0 CO CQ ID O r— Tfn .... ^ r-H 6 1 87 0 2 15 13 90 • o • ^ CD O ID • O O 00 CO 00 O CO ID O W iO CD lO tH r- O 00 H (MW i CQ ^ CQ CQCQCICQrHiOr^^ rH Cl 62 25 CMI> rH lO *Ci 1C ID I> CQ 00 • a rH OQ rH rH i. +5 +3 .13+3 . +3 1+3 +3 43 43 1+3 . 'T >•0000 •© >©©0® •© • r .. © © ©ffl • © .©©© © •© .a •• 05 CD CD CD • CD • CD X CD 00,003 ■ £ PP § § §i H g ^g§§ § ®§ RB PP R ^ KK Ph R PhRRR |2; PR 3(2 Baptist . . Eon-sect. Reformed Eon-sect. Eon-seek Eon-sect. Eon-sect. Presb .... Friends . - Eon-sect Presb .... : a H : © ' 3 • © s- - ag v n £ * W p5 ^ © § P ® o> ^ * ®m > a ©^ © rpp Ph HF ! ! '* &j : :e.ra r a a S Iii5 }|l-i " ©W'S" - • rd ^.Apq a g ®E 3oH-=g a | s > © © © r P3 | a'g® w •±i P-Ph na r -r • eS « ©P © 3'>:® .2 a* ^C«fS o ®P s&ss-g a :-Sh3R8SS.S 5 . t> as 23 ^M-41 CG ■rf R . a . to W> * oo ~ -Q § PSo | Sg3 3 . .H2 ^ few a I , ■§| jjsIS^S P3 H R o t> o t> »D OR r> • O h- CO CO O Tt CD co • oo r> r- CQ 00 a oo CO f- ID cc oo % ID 00 CO oo r- id cc oo 1 00 w • rf* h- • oc 00 l> 00 rH a «d i> r> "H* CO ^ , O 00 CO 00 • oo o 00 | § rH oo rH 00 00 CD g oo rH CO 1 Tf ID . r+H O 8 r- i CD ID 00 J ; ^ CO O 03 o O ; © ! co C3 OO • ID CQ • 00 CO 8 Gl O0 ^1 . H-r-O • r- oo • cc oo oo © ; o ! 00 00 P— 00 rH ! T“l • rH rH J r H rH • ihmH ; rH :fc ! © ■ bfi br.a .3 § 02 © w>& N5 E"l 2 0) o - P o 2 !>Q Ph 1J® ? ao B « 2 M3 TJ1 > a "" ,n © ,© 2 tc >a ;a n'% B :.2^P •g || • r=2 wa'B^ ^©B^l © >2"a ®p g ©P.2 ©cg . „ h cs fcoSa p o 3 g 2 o a p ®°a a £ 2 a © ©O^’H 2 >2 o3 o s g ©/a s a Ph OO : >> • a : © >> _ a >» 2 a ' e3 ««r§ t5^ 2 a a £ <5 © a . a? ) » © , >-rn Ira .9 2^ «* © I Oh wrg aca >hPh Oh ^ a p? d tn & o 1 3 £ £ £ £ CO CO CO CO S M < Eroxn Report of tlac Commissioner of Education for 1882-’83. a Discontinued in June, 1884. & Not specified. « "Whole number of students. Table YII. — Statistics of preparatory schools, including schools for secondary instruction having preparatory departments, for 1883-’84, CM o o • ci CQ t-i -rfi rfl •uoissiuip'u joj paainbgj 9Sy ■ejuopnp aoqp jo J9qmn]£ ■Q.o 9 [[oo ui osanoo opij •u9ios joj gaiaudojd J9qcamj •gSoqoo ui osanoo pjo -issup joj Suiiudojd joqcuuj^; •sjopujpat jo aoqumjq; ■ m cm •uoipuimouop enoiinpy; cH la © © fc S2i © O ^ *} • © © » .*® pfljiaiJ o © ST © a. e a Ph . fe « < cf'3 «-2 f? S © © ; i : © • > >. £.2 3 | ? >>.§6 .h^u Jojo 3 «=r§ 5 si1"£i bill's S " 2 1~ q S a«M5cj s . o' 2 M«3 c s'Sri * (sed f* •UOIJUZlUUSjO JO 9JB(X ^ O) CO O a > S«2 Ph Ph O a i/: § i !f§ § :Iw ££ g-e . -O 3 S- (-IT O ®£ £o ce © C +s ffl © ^ ® ■sstj §|g1;>?2 if :^r >. ®va ® £3 Y*o fe * © , K ^ aa^<3 «c5l I P§ M 'a « W * •■§ ®5 a. 'a .2 ® 4^ © : 'm r*»S s a >> S'© * His 2gd> o|'J‘S :° • n3 ;s 1 J :■§ £ fr'S & © ©3 3 © s ^ 2 'oc3aa2t;o2o® 3 p- © ^ • >> : 2 *^S"s 1 1 ||! 1 1 s fu |I1 ” “ © ce^; a >. „ « « r; o w 1 1 « M STATISTICAL TABLES. 599 ©■> ■'S' TJ< TJ1 © O 'M coot> © co » r> . 1 10 ! 32 47 oq ro ! CO n » 00 1 • OQ c<3 OC3 CO 1H w I 1 ©noo CT 03 rH o in o o CO J ^ O} ^Q00 o 4t i H <© • 3§« © • © ® *r

CC IN 00 oc c» 0 : - ^ * D O : * i ^ qS 111 E5 § S^3p5 ©3-2 ssj • o ; a il •« « a ? u ©■•— A's o 'Sc-© o, ■!•£.■§ <8 IS i-sc XXXXOXXX X y’S X X xo oxxxxoxx x « ® o x x © Ss id t'.'T' o O -§■3 cccc E3 P cj s 1 .2 ©.2 a be |JS iMMISSIORER OF EDUCATION. '53 £2$ 3 §2 £«5r.*52§£:i®S 22 arr 1 p p . p p m ^ p ^ u ^ t- u s- ^ u et u t. 'si © © .-m © © © c©i3© .us ©©©.«© © © 2 © © 5* ! .©,© S3,© a’©©'© JO -j.©_0 pS®S£3 S Sm 2 2 S 3^ 3 2n £ * 3 S ® ® *1 “ 53 *5,2 ®,® *j * ® -tJ+l 3 * 2 P.cL-e ©*0. c, c, & pc. 2 B, 3, a, c. & a & as. 3 0. a. 0©®©©© ©©©©-©©©©©©©©©-;©© Property, income, &c. •sooj aorqnj raoaj aeol jsrq oq) joj s^diaoo'jj 0 0 o' C 1 & e OOO OOO O M O © r-i 00 CM O 'OOO *0.0 • -* 0 0000 O -OOO’ I- 0 . .00 • O O CO 0 O 'CO^ OO • r~i 0 >00 1-0 10 • CM CO r-i • r-1 CM • • r-i 00 * CO t> CC OT CM • CM • • r-i rH •spanj OAipnpoui raoaj ocnoonj « 0 O O • O • iO • t}T j •OOOOOOO • *00 'OOO * • 0000 1-00 •• Oi 0 ■ • r-i O O 0 t- 0 C'j O ■ O • • t-TcTcm' o' t—T • . o' • • I rH • • rH • • 1 1 1 1 • •spanj OAt^onpoad jo ^anoray Vb « 0 0 0 * 0 * 0 • a3 • • OOOOOOO • O O O >000 ♦ • OOOOOOO • O O • O • • 0000 CC 00-0 0 • 0 •^CCO^r-O -r< 0' • O • • COO«n»W 1 »Q* rH • • CM • CM • • •ernruedde pun ‘sSax -piinq ‘spanoaS jo onfe^ H> « i 0 © 0 CO CO •68- OOO OOO OOO 0 0 0 rr 0 0 CM OOOOOOOOOOOOOOO CM O 000000000000000000 OOOOOOOOOOOOOOOf-O »r. cm or 0^ ' ocioidcooc 0 0 f— h 0 t- 0 0 CO 0 C4 0 1 to CO L- O 0 00 CM 1-1 rH CM ^ r> 05 •umuue .Tod 9tn -Spoj pue p.icoq jo jsoo oSragAy W OOOOO 8 ?5 ^ 0 0 0 to 0 0 !o »o • ootoioo Cl- 05 O CM CM *0 • O 0 • t.t ? l to O O CM CO CM n H • CM CM • : 3 * . . 0 » • CO • to - 0 ^ •uoijhu joj juapnjs ipc9 03. oxfjmqo xennay « « 00000S CC » 0 1 r- CM - O - 1 O TJ< 0 »o CO <&- CM t— rH OflOOOiUOoSbO ZZt'M 05 0 OOO Oi— OOCbCjlCC-** if5 10 T ^ coo4 'V d ^ to 0 THrt 0 £ <£ t: c < oe 1 Dana Hall School . 1 Howard Collerriate Institute . . ! West NewtopEnglish and Classical School . Worcester Academy . . . . Michigan Military Academy . Smith Academy . Austin Academy . St. Paul’s School* . Phillips Exeter Academy . Kimball Union Academy . . . McCollom Institute . . . . . . . Colby Academy* . . . . . Farnnm Preparatory School . . . Burlington Military College* . Peddie Institute . — . Stevens High School . . Lawrencevi He School . . Rutgers College Grammar School . Pennington Seminary . . . Cazenovia Seminary . . . . Claverack College and Hudson River Institute * . Port Edward Collegiate Institute . OtHcvicoTjcoosor-iiMM3;K20E«oo22s;SiSS‘ t-i>r*t~t»t't~r-c--t--oocoQOooaooOQOQOooaoe»«;as<4 STATISTICAL TABLES. 603 Table VII.— Statistics of preparatory schools, including schools for secondary instruction having preparatory departments, f&r 1883-"84, fo. — Continued. Note. — x indicates an affirmative answer; 0 signifies no or none ; _ indicates no answer. 004 REPORT OF THE COMMISSIONER OF EDUCATION. Scholastic year begins. • 3D & od § cd fc* fet a: ri SN S £ ® r oc C.& p-c O P P c ctM cea £ A C oc £ C' t : “tc to j; A i i _j j" .'si S.C.P.S.P.S .POP® x x x x . ... 'A - . .in ® t-rf® ©m . ■i cs t*i-i ei m ^ th :f, t ss s p p ^ 1 1 s « t p 3~4 ,J2 ■ 4 JZrO. ^3, 3trgp-SE5p2S5?i=^S3 ; ?r ^ A ?x A A •§ A ■§ A A -2 A A £ ©"i* o’p'pp^S'p1 NbMltfitdO’/iOx'KKKifiW Property, income, &c. sooj norjim noq aneA q.su[ eqj joj sjdmoeg; to O O o o O to gftf © cf O © CO ! o 55 ! ^ cS j O • O 1 . 0*0* 00 • o • ci N • o o L- O • • • C5 • • ' •sprmj OAiior.pojd moii ocnoonj « © o o co" oo ! ! 0 3 i i o o . . o' \& | | ° isg • O 00 o o ! ! CM ^ I ! C1 ^ ^ : •spunj QAtpnpo.id jo junouiy « • o ; o o o o • • © © © © • • © © © © « • o' o' © o' • • wwo.o * • O o » . o • • o • • o I o o • • O • • © ^ • • : : CO ^ • » •snju.raddt? pun ‘sSat -pijnq ‘spanoafi jo oui’u^y e» o o © o lO © cf »o ® .®0® -®®00® ® 'OCT® ■ ® ® ® ® ® ® 'OO® • © ® »n ® © o" ' io* nf © ! o'® t* ®‘ o' in It-rf O . H H CM CM O O tO* CM o o o o o o o o o © o o o o o o © © o © of CM JO to . O V IO i o' •nrannii aod Sm -2po[ pun p.ruoq jo jbod 'oSkjoay • p- • CM • ^ • » •o®®®® ■ © © t-- © in®®® O 40 ® ® © • C-l ® CO 05 t'W't'O « t-H CO CO Cl rlr-H H H N Cl ! oin ! ri A . in t« • d in • CQ H • rH ^ ^ N : : ss o • • o 00 • • © •non mi joj jnopnjs qouo oj extra qo pmutry « M iO o to *2 CO CO ® ® ® ® in in co eo ® oh ® « ® CO ® if CD Cl N OttlCl l>(N ® ® A A AdS A® t-00 CO © Ttco OJSiCO CM CM ^ Library. \rae£ {ooqos jstq oq^ ux esneioui H 5* ; CO o o © ooo CO © © T* o © o o © © to ** iumisnnnLfiif n poqos eq? enn j © O X X x x x ; ® ® ® ® X X x x x x ® ; x ; emr jeddr pan 'joaiqno X • © : o • o • pC3 •M 1 i Op a 2 ® i *" 3 t>5® *" A £ ,S 'S -S • £ ij'O A3 §'2 ^p, ^5 §* eo > ! 1 o > o \&> IS! ill lo< j a a \%t = J S C 5 5 ^ £5 York Collegiate Institute . Rogers High School . . English and Classical School . University Grammar School . McTyoire Institute . Manchester College . Burr and Barton Seminary . Green Mountain Seminary* . • ) • > » 1 : i . i • ij •§ i'y ;x ;.n 3 E.C-v II ; © a llJ p bfl © o O 3 cj 'o o w C II r +f • © ? 5 2 « 3 r i- 1 52 JfcE > 1 p 1 a i! •.< !i IS it > £ a c < rl ^ Cy >1 :! i l ia Wavland University . Beloit College Academy. : . . . Berlin High School . I Concordia College . cot* wv^^^'r^^TiuooteoiBiooooois®©® r-lfl HrtHrtHHMHrtHrirHHrd-iHiinriHMHrt STATISTICAL TABLES. +5 -*-.5 © c O £ CCCCK " £ © © 50 50 CO © o o o o o o o o o o o o o o o o o o o OC O rf o o' o' r-i o MWH o o o o o o o o o o 0X000 X X X O X o O X X o o o £ o S'S £ c' 'S ® 3 o « -p © A := «« jj o’S^ a o *1 50 S r2 O ^ J S © II! Ssa «’o 0 t*OP ^3 fee _ p-g «s o 2P ©3 J«’3'g tC if p a 1-5 «Jj © ® § g § £ ~ s © % *g -g o "S ® *SoS& ce'wg-i 2 ® 0> O^rS cr © ® c3 I 2 = o« » a; P.S-S p3t>co «*Sewsi © bboj © ^ B g m £ iigjg || |i g §cl * ® p- O © fld 2^ ®i®2 w. .. . t.'bb £ « «i 5 a * 8* o1^ p-^ . g P* ©Q © 3 Ipllso c'“ a =5 !»©ctC«h gp^-a ^ js W ®;2 Jf'gw |l © 33I22I OOrP^etC © cs^ . 6' •£ ® a g.S § fe ©,©33 sP © 1 a : oM p®, on o « a « a p « § ^ ? S o S ® ? . O J® fj m rK ®W gf| §3 g &jo §3 § .^i ® « >0'© p CO w ►. JS s o ”vJ s 1-2® PasO $ h3 O o rt p «<2 o § CD ® O -9 s g s« 2 5 2 £ w - , Off J? ® M ® 5 -S .&& 3 a © I 3 © §g|?32S a © © s © © ccfcfcajMSH „ ® f>H ^a g S>«2 © S'® H la a .S.S-g'S « ^ ® ©ll ,© ©a© t>>® § s OO'PPh^hh^coH ®°s • ^OHri P5 ©3 2 a o o° t© S *■©' ^as 2co 3 p o ^ U • r3 *§.5 © c$ 8lg$. §*!!. Pm-FPP 605 Tabus VIII. — Statistics of institutions for the superior instruction of women for 183o-’d4 ; from replies to inquiries by the United States Bureau of Education. 606 REPORT OF TIIE COMMISSIONER OF EDUCATION. •sdtqs.n;jOTp8 jo jsqran^j; 2 •O* O • • O O • CO o . m m • • • • i o5 ! 5 •sjasni ■jaudop n« cu aaqnimix'BJox «5 r+ di o t»«,-ccci rt n w CCOt> ^ IT3 C^5 IT. c: rf o O^J-r^lO mo Cl -* cc oo *■ 1 00 ■ C5 x t c r. o cco i ott'Wic^i ccx . r — t- ri o^i • cc m CCO O O O L- •inouipredop X.uq'c.redojd ui aoqiun^; i O CO TP lO ! e ICOOIOOO wo in CCr-CI »-c O -rf ^ •O rO ^ o © o co mo I m ^ h c: M o rp co . co co •juonj}.u;d j -ep ^.iojrjudaad ai saojotujenj © i T-l CO CO C o i> t^t>oo t> •noijTrattnouop stioiSijajI ovi ' t. ’ © ~ co ja ® ^(-3 ® c- _ - _ _ • « © © © © • © © ■ © ©co © 33 ; » • ©L S : a . : : q ; < J fe.ra j ll^al ©S? - . £ G ■g.-feEli a a d < a ©12 is w tr“ £ . d SjIlHSwgri .2 g £i_jrKK." FH • © .12 05 A-* • 0^-2 r— . 2) HH §?* W « £5 •g a dCO w© rf & a3 © a > > © © •aorp'zimjSjo jo ajUQ; co CO 00 00 X 00 . io C5 oo in a ^ ce^ ®“ ^'O .a ® c"2 © -© © >. ® E.S d « © d p^'/jkW^coo oPf^O :o ©'o q • C J3 t>; big t- c £ rt-r-'r tx 2 c* d £3 © c Ss* O © ^o® £5|o ©^ g aa al s f a t;, ©' © © E!p *©a.s © io £■' ©c-Mc75rtO^ 5^ laa^fa S ® ® g © © *~a ©fca '-a © ® a o o © © 2 ■s ss^-S'SaS paa 1-5^00: a © ©a c a a a .cwsoi.[j iriV'/!>» r5 *”• a ’ ill :o ©j© ® a i' a ® © ®.S2 il >5 :P g»fe ©a © o «t"© d § | fS'S SJP “ fcC a ^ S'S[' ft Pa^-w-g Sd^b 5 i^h O §l^ O 3 o * td^ooiWo ioO INW -^»«®t>0005 MM CO Tjt UO 5© I ile Col STATISTICAL TABLES. 607 ISIllsil § I ss i : ini! i si is s 11111 sssimi uni « ^ «Ss ^ IfJ : g -ri : d : wmi& Ip5 i U i5 iltfj ill 1 « * g ^ 3SSS8SI3® s&ft - ®& j.S 5 1 IS ^ 2 J'S £g:S g* *$ l|| pss fill!!!! * 6 >«> v ^3 Table VIII. — Statistics of institutions for the superior instruction of roincn for 1883-,84, • 0 • ?H 0 • • ■ • • • ♦ • • Cl * « c a © 35 •sinam -^.ntdop nu nt joqmnu {B'jox m © 0 m © t- ® ift 0 © f 1 « 0 0 wfior.. cs Srt2lHH*rt§ Ht-©Q gj -g ■o^ ® ci & .S3 u © Mli a^a m •s^aapn^f? 95'Bn -pi3i^ jo joqian^i rt oh ! ! ! : : : : :rH i i O • • • l 1 t * 1 • • • * •9sxnoo JBIJ •and jo puoads hj 13 0 x lo ! • ■ t> L^CO « • • • • » 1 • O • O * • tH • • ■ •9Sjnoo JHfnSai clj ,3 160 HHCl r~*COO$ OO NCIONNO tool t^C0TM>t^CM t- OC -H (M •+U8nrja\jd9p ifjo^'Baudo.xd hi aaqninx H O CO so 0 10 QMC- 00 0 0 0 ^ 0 0 rH CO O Ig co 0 O Cl O 10 g 3 *5U8 015.1^5 *9p .OoiBicdaid m ejo^oruienj !oi r" CO Cl Cl | IT. CO H O C4 H CJHCOCMHH Tt«rHCIrH t> • •ui°i 1» >i#©«ffl©ffl»® oo«o©i> t~«ccoc© ci -5- •notjuarraouap enopip^j i j ^11 ‘CO gW a a o .9,9cc © o • j, © © © taco . © © • 1702 © 03 . . ® ,73 •£*. CO , . . g P^gH W o. W mNszspJ ^ W !?lw ^ Cg*OT S - s ® . 00 g o ^ iw g 'HOOOgSrS? ^ ® . © ® rH . © t-50>KPHHH^',tlP4 ; Q ; : fi : ^ : «£■ : h : >s w i*»! © ..< ' o *- K ag-S" lass ehSSJ > ^ o r 0? P ©4 •hoi^ziubSjo jo o;^(j ^ OH^NOi^t^rH MflCiOO^a 00 lO CO t- co »o i 'O co 00 00 00 00 oc co oc co aococooCcoco oocooooo MOJXBlp JO 9Jt?Q 69 O O CO CO Cl H ^ hOOCOCDW uo co m »o t>. ict*- !>• c oc co ro o to »o »c5 oc^aococoootGoo 00.00 00 00 X oo 00 00 oo £ ^WW >4 ® © M a <3 • • • b» ■ ►: • • : K^w :W >4 >4 W . MMM . „© J _ St St 77 . _ 8 3 3 b Jjj '£ >-!« 77 H ■ _ e .S.s.gJa'S 2m> ii'PT'S- - Tcsctt® ©,2^ .5.9.3 Sm 2 *© g.a.avS'g.S x x * s • ~ ^ 2o,sSog © © ©LriT- ce © Pja^iijK.^4 ■W h?2 ■S © 2 © a a §) © « — a was s a S~ ©“ W ? © c a © £ ◄ W £ ’ >4 : a SH ■ © ® ® ols o s-2 © © ® s-g © S'rsc.iS : a .2=3 © § qW| zft ®®M 0=2 a 3 ®w © 2 S « © sc • © ■ bi ff. a ci btStEq 3n M T. fll-H.i,. bo © ^ . S ©, © O 4 W ©, ®r£ !§t ^ CD. IS I HcGM ©CO c8 tJ -5 = ^ ® § g; SS^mW TJ § t? , c8 -j P ! 1 1 “ ^ fl ®r- a bt« >4®. So M fe ©o =« a gal P W 00 C&< O © CO iO WO © CO OOHOWW rH COOtH t^HCOiO' wo ^ wo co wo t> o a > >® J > -• >< © © © 3 © b; . a ◄ S > t> t> © © © PhPhP3 rJi 6 o O CO O rMO CJ O lO O CC l> C3 • JSSSSSS S2 00 00 ' C0l0-OC00i 00 00 00 00 CO WO Tji lO CM wo 00 00 00 00 CO 00 OOW O CO (M OO 00 00 00 a a pp pp ri : f9 dJ "W ©H 3 SS?.2ES1 9^3 « 2 o a HT ,_Q ^ 3 1 £ a 1 1 pqoPMi-P bj _r'© §=a o 2 ® o oS pqpqftlzj^PM ° . Oh hog ® eg ©“ J S g a cs -a • S“ -S--2 | .- “Si8. 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'9.9 B- “is, |cc«- l«l' (§|I jSPh^ P3 > tCrX PP PP rr1 a'G a I £ PPOPM ||1 3$i . a3<)co a t> ® h ^ a ®oPP o 5^ St? m^HmP • • 'oC ! ! a . , a : ^ : HO® >§ ^ S .-S'S £ © a a 'o -gSfabflSM >= ^ta'9 = flojjW 5 g ejO o ^_© g-^ccaa g b ©^©.•tqSp^a s 0A sr 0 opphI^S ^ ' >5 : g >» : 9 a :!’!-£ '02 © a 02.5 O c3" ® is ■o^'g ^©.SPSftS 3 ^.'Sg'oS w ja ’SdVs oO 02 PP ra © O feD ® © o a 'So- 3 9 © « rH q g O 3^1 a-a § §15 © S -t! q A S^o ® © facfari ©^©^ Mfcx® © © bo © ©Pm Pm£m ^ a a c§ MCn © ,3PmPh ® l^sggS U^®d©§)0^0 - <£ Q Ci Cm CD © c> q .2 .a a8^Jo9ag ^ 5 pM^OpM02t-PO02pM PM t> 39 E 609 * From Report of the Commissioner of Education for 1882-’§3. d Rechartered in 1883. / $1 00 annually given to all who need aid. a Includes other students not separately specified. e For report of this institute, see preparatory schools g The institution has an education fund of about b Includes students in music and art. (Table YII) ; statistics of ladies’ collegiate course $50,000, g Includes students in primary department. are these included. Table YIIT. — Statistics of institutions for the superior instruction of women for 1883-,84, •jngtujjudop •£jojeaud9jd tu aequmK 1 * r OON 20 236 200 CO X to rH X •JU9IU)JUd •op jCjojnjndg.id ut sjojonjjsai © HHHN : : 00 T)t l> REPORT OF THE COMMISSIONER OF EDUCATION. •s diqsjiqoqos jo joqranj^l 'S-S f* Tj T®!0! •uotjuntinoaop enoisrpn •notiuztnnsjo jo gjuq •J9JlUq9 JO 9JT5(J HNHN COIN • • • eH ; ; ! rj : * :cy a :s. :a a • di. ; S a"' J jS '•a ,_ s 'ft © -i ’1 -? a ^-T C 1 S Si < S-g I 1.2 © pq co 0 3 S ■? 3 © pa H.o © % !gP? 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L«S 0QPPOH HH <5 (C -rH HO 00 00l>-HC3iCO CC H LO 1C ^ Cl 00 05 TH CD CO (ML— O H M 05 Tf« t> l> 00 rH rH rH H H H rH rH rH H H H rH %5 C3j 1 i rH IH © » Th • • CM • a * a i a • 1 < i a O ■ H <0 05l>05 iOCDCOtMiHCOt^CD Tii^OOO O I O • ci re o o o • o . ic f-H (M O • ?H • ^ ! ! 100 05 tt C© M O O O O CO COM H HCO^lO 00 1ft o M lO CO ClhOOHd^t- lO M CO n eo w i H ; ; i i WCOOH COO O O COHHH CO CO CO O COCOiO CO CO CM ^ lo O y& ^ CO COO ©COiftbOOSlO tH >H rH rH (M »H H H rH j© lO op CM CQ • CO 00 ^ CQ CM CO CO CO CO t~ cc © to l> COrlHH M CO r-l 00 rH CO 05 CO J> 00 'H’l CO 00 t— CM CDC© COCO rHCCIrHt^0505(Ml0 rH rH rH rH rH rH rH CO rH rH rH rH rH H 43+3+3+3 ,i « +3 o o o o • « • © £>

© © rn fl o ft 1+3+3 ii . O O O.I .<£<£) 05 • • ' ® ® . . rO _rj o fl c W 2^^ * © O • © . P3£!zi ^ph!^!s 1 i Baptist . . Presb .... P.P. _ Non-soct . P.E . M. E . Non-sect. Non-sect. Presb.... Presb.... Baptist .. Presb..., M.E . Presb .... Presb.. .. §881 9 u © ••>9 © 1 &£© sibs a od^S 43 d ®" A cpT33-a^ ^ o43 h o ftS o © 23 "cl A wft h > . pi 3 .3 ^ '♦d d=g l^fll PnCacUo ftfeH >> saga S|5l h> « aH ^ U O O m< 1 <1 I- b| :1 S& i-i jfi :? «r^ • .“ el a ' ,4 g a ® g ft «>©« -d 'o © Sis I “p|l : >> i a . m 2 o _4 ©t* §£ g +5 c3 « © sa ; © : tn . I © . >5 • © • • p3 • fn ©fen® • o • d “ © g : o © .g s o§ .' © If a ;®0^®’|^| io© | 2 fl 1b 'B ^ © « d 9 ®®2^df3 8 ^r®p£< J:jp^ SA pa ®^'> 2-3 § M O ^ © © « £ £? h| il^lls^li^o!1 cs.g^5 > a'^’S - Ss o 3 fta o 2d ® o 2a-II4i's||g§.sfg^ Hpq bS Obbt^f^PO, Cl» • N tr> r? g-t >r^ O'* rH | o. © _, c?» ©Td 1 88 ru o T-H c^ WrflOC Table VIII. — Statistics of institutions for the superior instruction of women for 1883-’84, > % l < a : ‘fjfl g® M ^43 A3 A P jTj p © fS ^ © © t> W pT'O q © o *t§ ^iS00 Ig'SlId 8qg8^ A3 © S- • P^l Hh) *3 O C6^ w © ^ >- i't* 8 : © o P § pW a © :w j -- g ■ Bp a W fe; 3 g5 'o aP g as S-eSgH-F P2P Pa'S © a ©ifP w £ -A ° ® © ©©^-^©a © '-'lS a 5 pp ww^ p aa a a O’’® p fcS , , „ .S^ -R a s (h j £ 2 © u A’ts p.8**1 § M^.wO > ® fe t> ©a © © P^PW CJC 00 GO 00 CO o o LO LO oc oo ° « s O ■■% ss S&ft ©*.20 „-,©.2 P.A •SO 9 © e a * a pP a _ - ® a a > £ £ a 55 c feas ©.a w -g^© O'S’S ®f| -r. eg— y ^ "is ® © W ® «fl’o ©© pMp «1w woo oo <0 2 2 b-D II pr af 2 P . £§ bo fa 5 a ^■a ap P _ w O 'OO vied a" a" T5 ^ 5||a © £ he &y- SkSo p p pf«1o S ® 'a g.|W •g^'a © kj tx15*1 © (_, P.o O ■” O >, : g) (a , © q I o •a :o § :® CC .^5 io © 25 C3 C? ^5 *00 * Jr © • © w ©P ^a3 ^6 > llil II .© g a.2A2 2 53 S^P a a ia ‘a* ‘.iV . a a J, © o %WH o ® 2 M o'© ^t>o gS'g 5coc/3 ©W >5 p -§S§; q 2 o 2 pN‘ 2p'3 P h2 •2p a M © o In S o *5 P ° M© wa © N o g © © S be WO Hg |°'3sS-SS "a a * a bcf © a © o ©co „ „ • aiO © © © O ©p o , « a © F- .. if r® p a a a a.s ✓ H -J .2 /•* ^ £wN.^|a- p^55 * o STATISTICAL TABLES. 613 © •©© © «l>OOOOOOOHNO f-coc5Hcnooceoo(N»o rH tH r-< ^ ^ ^ 00 o rH O t>Ot-ffl O'# Ot-rHCOr-l t-HHOW CO iH r-l K3 S<1 NHfflO 0510 COfflOOr# (M i-IOCOIM-rtl «5 ® CO — 1 r-l r-l CM CO r-l NMH r-l HrlHrtH r-l rH 05 'WO • • • • 1 o • ■ * vo ■ 05 vo • • • * • • • O rH 00 vO ■ O « • • « a ■ • : « : j jo o • OCOO *. ! : : lO CO Th • O ! CQTtl . 0 CO CO • • ^ • 05 L^» • • a • 1 a o • 94 119 41 OiOt-OOON CO vo CO 05 ^ CO r-l tH cc o rH VO O » p- h- O 05 t> VO 1>C500 » CO vO O vO O CO • 05 rH rH *H . O 9-5 Th l> CO • CO CO 00 Ttl • rH a. 1 001 VO t> 05 CQ t> tO Tfi ICrJI •©© 00©r#< r-* CO rH ^ • 1 H rl rl H N PO rl 0 05 NNHW © IM ^ HNK5M CO CO ONHUOil5iniOffl®0 °® 00 r> s> 10 co 0 r>t>rHo rH rH 05 rH 00 00 CO » 00 rH rH lO CO 00 • rH HH Non-sect. Baptist . . Lutheran Non-sect. Non-sect. P. E . Baptist . . Baptist . . M. E. So . Non-sect . Non-sect. Non-sect. P. E . •4-3 . © * © • CO • 1 i Cumh.Pr. Non-sect. M.E.S0 . M. E. So . R. C . Non-sect. Meth .... Presh.... Baptist . . M. E. So . R, f! M. E. So . Baptist . . Non-sect. R. C . Meth .... M. E . M. E. So . Baptist . . Baptist . . M. E. So . Baptist . . M . Townes . er, D. d . . M.,D.D . llins . nport, rector c >r, A. M . .ms, A. M . 3 Bioadhurst. L.L, D . A. M _ . °r !o &h* : : S P i CD • g • i • . ft : -tf : < ^ A.M . )mpson, A. M.. Price, M. a., ildman ....... 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K 2 « a+3 w-P £ 43 x ® fc ~ *3 2 Bflfigfl £ o’cjai ® ©h! £ © o sxtx -i 1-5 1-5 ►©> © © a a a a ooooooooooo ooooooooooo ooooooooooo m o oo o •os.moo jiqn ■Sqj ui utnuau aod uotjinx OOOOOOOOOOO ClCO^^rjaO^iOOOCO OOOOiCN •^uom^j^clop Xioq.'Rj^d. •oid ui mnuuB jod uorjinj; i i ~ ii O O O O O CO coca >! bl p. © © gfi |3|g ^ig>®&,j© ip I© g jf £ S 2 +3 cots ©^ ffi+sO © ©'3 >5 Sc a y 3 • 2 a 4S a © .-a 2 © © 'o ©ii a'ow'®^ go^-i-sSSog a: © © ® g ©^2 a pH © ®1| |! 1 ©5 . © i£ s | * o J a ©a 1 J Uls-I g © © | cso ©.3^ c«Ea-Jaj^v2r® 9 I §*g S||g£ foj Sri20 a*S §2l?! g^rgfcW® t> rt a a-25 a 35 ©Pnl^nl g £ S ©5 icaco^mcot^ooo From Report of the Commissioner of Education for a Board and tuition. b College buildings and library were destroyed by fire 1882-83. January 9, 1884. indicates an affirmativ e answer ; 0 signifies no or none ; . . . . indicates no answer. 616 REPORT OF THE COMMISSIONER OF EDUCATION. •saaj uoijtnj thojj Ltb9.£ ^ sex 9Tli sjdiooaa; CO 30 f- © r-l ('Cl' • O 1-1 1- to . 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' - "> V So^SioO H PP cc &H Ph <5 imp ii L ©o Mg’S pH O 3>S «8 op © o ® J ccAoPh<1o i~ ml3 : o ® 3 ;o^ a ®Oa ^ _ O X O X X © O X 3 §§‘| ■fS&W) 2 be >j « © bj © M ® += ©S P £2 ~ +r =o'-S >5 »B © ©72 © sa* J-'g a h ® 5 >,®~£ a ©o © <*b ^ O OM tf? o ti'-! d -wfLi ^r-H *Sl3!«?§ slllij^l £ sill o § s g'^tS 5^g^a<: cqcqsqcqcqcococococococo cq cq c i cq ci cq HHHHHHH !cqco-fio©tHOO©©i >OONCOC50HCJCOHLOCDI> 52 £2 CP CP £P CQ COCOCO'^Tf^HHHHHH’tOiCimOiOiOiOlCOiOCCDCDOCDCCOCO ^ ^ ^ ^ ^ ^ ^ nn rH fH rH rH rH rH rH rH »H rH HHHHHHHrlririHHHrlHHH * From Report of the Commissioner of Education for 1882-’83. d See report of 'Washington University (Table IX). g Includes value of furniture* a Board and tuition. e See report of this institution (Table VI) . h Estimated. b Library destroyed by fire in 1883. /Included in statistics of preparatory schools (Table c Library of principal.’ VII). 620 REPORT OP THE COMMISSIONER OP EDUCATION. H © ® 3 a ® o fl ® I cS a Q •899J UOIJTTIJ OIO.IJ roX jsiq 9qj joj sjdiaoajj •gpunj 9AT^0np0jd rao.lj 9OI00UI •epunj 9Ai;onpojd jo ^ntioray •8ti;'B.iuddB pnr; ‘eSni -pyinq ‘epunojl? jo enftJA •aeinoo JBJTl -§9J ux ratiauu J9(I ttoijinx •juonipredap XioxtuBd -aid ut xanaute Jt9d uoijxnx •xnxin -tre J9d SmSpox pxru pjuog; •JB9/C Xooqos jbbx aqj ui 9SB9johi •sanxnxoA jo .iaqtxmjq; •JB9jC ot^SBXoqos ni sqaaAX jo jaqxxmjt •^ptixs jo 98JH00 xinj ni eoBai jo aaqxnxijyx l 899JS9p 9JBIS9XXOO J9JUOO OJ AIB] j£q pazuoqjriB xioxjxijxjsgi aqj 8j lO • 0500 03 (HO kI© © © © I p p p !h?3S3 > 3 hi O O © O l- o Tf C© O ooooooooooooooo ooooooooooooooo OOOOOOiOOOOOOOOO OiOCMkO*OiO©Ot>© • CM r-i «© (»HWH(MflH ^WrtH _ T-l tH HfJH i#HH * o © © © © © © ohpppppppppppppp p p p pppa ppppppppppppppsp p p p P p P P ^ ^ ^ ^ ^ ^ *“0 hD o o o o o o O o o o o o cm o o -r o io o o in CO o o o o o < CCQ^OOCQ ooooooooo ir.xtocomcocoQO O O O O O O in 0©h D1 -cH CO HHH •bjo^oujjsui jo J9quxu^[ - rH • O ! 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Table IX. — Statistics of universities and colleges for 1883-’84, c. — Continued. Note.— For statistics of the professional schools or departments connected with any of these institutions, reference is made to the appropriate tables. 624 REPORT OF THE COMMISSIONER OF EDUCATION. •P°FTS « -Srxoun s!j.uapnis jo aoqranjq ] w •esanoo opx^uo -los aoj “uxandoatj •esanoo pjots -sup aoj gutaudoajj •ojuoiaji; •9[®H "O O O ID t- io o o o ocm 'M •gio^oiu^sai jo joqinnsj; t> o o o §w w ^ w w > > © ft/ ww o « r=f ft> ft © W >5 '3 © £ III .1 . ft . ft . ft ww • © a ; ft : ft : ft ft a W W < <£ «3 * <5 |1 Wf gw A « wa d| Wo .|W| w fjM o *-< gja! :^g :«5g Iwaft^o Ohh 3_? •- 0 ® a|| g * -ft § .w | « > ^ © © © © ® ■ : «H s^fft ip v 9 -ft ^ ft S -03 F ft ft-rt :j •noijczrauSao jo ejud •aajauqo jo ojud . ft ft iM-rt ftW M W na O.J . lJ © ® ww w a ww w d rj a? r ts a b ^ ^ ij d • w i^h u2 *_J -• B • o3 pB c3 Jzj o3S M lO O l/i C5 C5 OJ Cft lA I hhhOOiOlOOrfMDOJ cd t> co t>* cc »d h» »D *o l> iO ooooocooccocoooOcoaooooo B o *0 -ft s-T ft © ■ t> 3 O J[© ef ® ® ®5 cS 5 - Wftjg * *Fft : > j -,CD .» ft ft r r-S § © - " r*s rw rh ft ft cjd ft 33 O O a a rft ft ft W ' WWW > o © o-ft -ft ’to ‘og _WW ©oo © >5 •*» © 3 • "ft * •W ® .ft : p tx co ■ ft— ft ®" §>M-s 4) ©J O -ft = -3 ®W . to © a ^ tc© ft ©’ft ft >i . f® ^3£jtnoo ft© -u © U^ffl© 'oft QP ® ft S fc ft£" ^3wo5§^|^.3 ft.® s 2 ©^^^^3 ft ^q^P^H^WmccWcoW STATISTICAL TABLES. 625 626 REPORT OF THE COMMISSIONER OF EDUCATION. STATISTICAL TABLES. 627 a • ; M p . P ►3 ’ i>0 i oo ifs m • CO I I-H ts> a -s*) *-i © g , © © ^1* PP © i . . f- >0 a CD . JO PPo a : a-i§ a #■ 2 ◄ : 3 -a - ■ P P © §2 >2 n c paP-a I a S hhP ’? >P«H WWS “ • j np b> b— i . © . *^3 > a > _• . © § © Po P^P •*3 ' OU C g o ; ~ J «r| § i JSN^ Pi3fcf_ taftal** : a ; s « d a « •< ft' ft jS , © ft © gl^.Sf 5 a ftp ‘E * ft . '1 © O <"> o o o — 1 o o OHO O ft . <0 ft a ,-i f b^b^ © © © © » t>pt>pp ptf £ £ J & >3pP> © . J-* , BOP .§1 PQ.S X! ““ 33 a : q" Z ©-ft « 1.1 .s?§ %xt'& ©^ J OJ < > If* 8,00 fit-5 P © <3; . OP p'j O'* r _ . .»* ''''®ft®cs®>r P PPPfe ^ t4 > ® !««*; ^ bb® © © © ft Pt>t> 3 ft Aq ©„b g'® Ot-2 II o > PS © HP §£§*: S ©P''"’ o’^OZ H a c^ppa a nP « ft pa ©©•ftp aft © p Spa i> ex ©3 ^ S a fe£ . os t-5t-5^1? P © t» fc» fc* !> 2 a ® ® ® ® ft^J PPPP o if so Pvig © -gjl ? © s- 5 ft,P © POP ’ ft a a .p « a a © a Sr^r §.'£ *c P -3 : : : • : j :::■:■ : • 'S « • : : i : : : : s • TO j ! 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CQ i Jzi 0^0 P.W g p go . t_j j ij ,® o,® • P^Pw^^o^P bt;> ‘43 ni> o, o . a OPP * 00 s CO » • • ft go gooo |z; ^ fi4 ^ PP pp Pft a © §2 ^)P P be 'P © 2° © ^|P^ cq tc WlflT** CO oo VO ^ $ io co r- h- o cq o c-- cm * co^oooooo 00 CO CO 00 00 00 00 < < C3 O -X I CO N h- C5 i oo oo oo 00 . o ci cm r- oo co 00 00 TJ1 O ‘ ") 00 00 CO 00 r— co oo oc co oo ©>0500000 ci i;iooh i- o ^ to icvm x o c 00 00 2J 00 X OOCOCOOOOOOOCOOOOOOOTOCOOOOC ^ CO O ^NWNWHO O ^ Cl (X) C LO oc co cc cc oo co r* oo co i"- co co oo ©> CO CM ^tt 00 cc flMM . © O P3 ©'P i-2 a Saw a a es ppp 6Mb ilill ©.a tcs1^ Ef^.g ©5 O i c? ■ >> ' vj ^ >.M to 1 rt M-P © a fcfi ® a a a a a apa O o V (R OS oKn nt a p P a P p p(2 i_j a a a a a aw oZ b P C) p''Z!.,3'3’3 _ _ a^ s p 'P gcooooo §■ -9 © g-g i* ^ ^ •S a ^ a 8^®©©©©®^ MPm P St" ^ & © pp; 'apj’d'^ g^fco ^©©oo3| O © © ft ®= tn &.9.g|-So-i a +3 43 2 © © S 313 13^3^5 a > Pa-M ^^2 | 2 • ilSill 3if |§I fl“SS£ | IflS S s> ‘43 'ft ^ P © « a ©^ 2 pft ® -a-ft o © 4J S > ft-d ® « p-H © a ® >,o ft a © t>PH >w © ^ ®3§§‘ ©111 P<1PP , a :1 ®w fcJO ©rd •sg o ©II |q^ "o © t*j l|| 1.2© OPM ©O— - lcO £ „ >5. ©fts.E: o © p S»1 ®-®"i >> ^ s . rr> ir. o : . • • • a . . •r^ ® ^ 54 fer © 9 ’3 M ^©SI©9-9lIl3§) g, r3fta-pftSpftPk©r© ®u 2 © •> §s © 2 tc® © > OP © • © jo ©^^©P^vift-g gZ ^ o O Q P rt ■4~| S 2 o—> ! rd j .<"1 ’aEftl ft 2 2'ftJ ft ”© ^ "2 ft P © S ■ P3 r — fe-ft p P p ©^O^a-SP-gP ft ^-g OojPPP OPM3P WOCWfccOBQp^ PPO >d ® >; *- ©P5 a-g ®P ■ © ©45 ’3 g? -i OP ®'flo * b ^ 0,33 ov-; 05 b « O ©Iftp ®IH 5wi.sSl2 O O' © 02 t-o ft) P P e o3 I1© ;0 II P.2 1^. o O rs a © .h bf^S a- § 2 It *S w © © a « ©p IS ^•3 ©a ©a ft© 2 w 5 ©53,21 *Po2.£ ph’So^S ca K ft^PP a» -2 5 b ^ ft < «-) ca 1 < g a •pOTJ t -res upon ejnopiusjo joqnin^ « o o 2° S£2 : : s ! 3 a •1 •as in on oijnnn -ins .IOJ oUL lllllo.l J « o o f- o Rg : ■s?.sa «5 s s , I i | •os m on i no is -siq i.K)j Sui.uulo.ij S 1 o © s° :5S?S 53 °pg § o i c s a t p •9H5UIOJ © © i 1.- c S° " I 3 Sg : ° ■® Z S ■°r:K ^SSS^SSSSga £3 spans'' 2 •s.iojoiujsm jo .loqmnvj i* o o ^t-o CO j ec — © j o Cl CO ?0 •uoi^nrraonop shoiSiio^j J -> C d _ !?!••<= _ i’E-e? 5 1 -I = -• 3 ~ E.E3 > « >' © i- © i-l III : :■* ■ d § . d 5 u* — u r. is 3 !«3 -r“C>- ■“ *'E3I§ liX WB ® 1 I! il c d c a II as Is* o £ a : a jd s a cs ® e *- 1 2 1“’^ l 114131111 : : ■; s : :i 11.3 :&s «- ]R;i!!i!l •noijuzinuSjo jo 9?i:(j , ^ uoviurp jo 0}ca M 6 tssif?5i2lgf§ IS SlsfiSifl Ilggtlil9!l8| I Ia. i : p- •« -| SPf-g^afa.^. f! fill! !!!!!! lllsss §a aj.:v : : ; io t-t II III?lsl’t| Pet £^>.i£-S‘ J!ii!;pi iin p^-SBPao»t SSSSSSSSSSSSSS S3 SS335SS3 STATISTICAL TABLES. K (M :5 —rocc C& 1 - ”T o • ©o O a o o CO 8 oo Ss 33 ts o O ° § o o 0 o 5 3 §~ rf 00 -v i— i co °3 o 5 2» 3 o 3 o s 00 & iC ST t35 ° isss? ■*®g • © © j © • • CO o O o • ss ~Sf23 S3 |^S5?25«t:Sa»8S- s s 2 ggs=« ° 0 su CVJ r-i r- - i ^ • * • c i' w ’r o c i ^ o 00 H r- o © 0 : ~ ! ® : ® ; < a «• a >, _ c s s' < : : ;= a:;:.g;:o.a. a 3 i : : id n c ; : leg ifeis- j | : = : D a ^ 3 “i = * £ ~r -c •1 d Q !d ‘ c c " 5 £ J r? i 3 r o o i = : J O -2 32 : e - a o ° *5 „■ 0.2 < 24 'c * ccZ'w.? h 5£i-f»5fta * « 'VS ‘5^? a £^ — >^ - . 5 ^i25^.:&4lsi&Sw^c .Jftllii SUIMI? tiPHc/jirp^ > > • r > >><>£■ .; ^ «•■; t £ ;. o * is 5 _• “£ "c5c H i-; • — Wr^ = t-v b= t; >> — 0*0—0 s ci ^•ei> ™ - .-5 - a - s >.S ■ -j cc 5 -.3 _■-* -it o3 2-5=0 =^-**5 - = rp - 2 2-ccIH u Kiwi* JlfllSI >E|t-' A^sTS sisiiii si§iiisiisisitii!iss isi i is sigisssss § Isilli giiiii?IISI8iili5S ISi 113 .81 188818 I o cP. . 2 dP t* &* - ~ s %****$■$ S-gijJ** ti = 3 £o iHfil! ipjfifiiiiiiifiu ii SSSSSSS SSSSSSSSSSSSaSSSSS ssS 111 111111113 S G29 * From Report of the Commissioner of Education for 1882-83. e See report, of Smith Academy (Table VTT.) i Preparing for commercial course. a Including modern course. /At Osceola; removed to Fullerton in 1881. j Total tor all departments. 6 Includes English academy department. g Succeeded by Iiev. Jos. G, Zealand, s. .». I Rev. E. N. Potter, u. n., L.I.. D., elected president c Includes those preparing for literary course. h Preparatory department is identical with Itutgers June, 1884. . , ,T T r din English academy doi^artmenU College Grammar-School (Table VI2L). I See report oi Colgate Academy (Table VII). Table IX. — Statistics of universities and colleges for 1883-’84, — Continued. Note. _ For statistics of the professional schools or departments connected with any of these institutions, reference is made to the appropriate tables. G30 REPORT OF THE COMMISSIONER OF EDUCATION. •pop -isseptm sjuaprijs jo aoqran^i; •9S..moo orjtjuo -pS aoj Suuedojj •os.moo pop -SB[0 .XOJ .oULICUO.IJ •oxerao^j •oxen © O © I r-l i-'ioooe jo noa •sjojotujsut jo joqran^x P _ U to "3 Spq p« J * ©■£«.< ■ 2 .m §1 •r-e S SW W®1^ 1 sl| §® r* > © 15 « ©~ c P P P* J t»2 go c U r© E3 p^q^ . 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Central University of Iowa . Tabor College . V7estern College . St. Benedict’s College . 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C^j J ; r CO OM-M ° :S!2 : *01«R 5 ! 3SS3 g32 ! is r* a c: o • •ejuapn^s jo joqmnn o[oq^ | ** 5 *8*3 gBgSSSg 1 j c ; b s •sdrrjsjoesajo.id 1 paaiopao jo *ox C fM o • o i 1?°^ i • o © NOi-iO? ■ o > o •e.io.in io<>r , pan siossojojd 4U ipiscu-non jo -ox © l i r: * i l5 :l g H 3 o : : : j iiliii III! iisfi lists ; r b: cl- > t5: o 1 ! te- til! If M g • • III si! im till $ SSSg gggggsssssgsssssgsg STATISTICAL TABLES. 641 O © ©! © © 05 co co -c** e<5 os < co ■ ° ° • o - I— 1 o ° § H'OH^ i i C 100 co CO WOO 00 ° i o - o O rH ! ° O O O ; i ■ ^ 00 o o o o : o 05 o o ; 0 ■ 'OH • H : ID ■ ' t- > O - 3 U3 b- • ; ^ CO (M C<1 i o • • lO co lO 1C o rH O 10^0 > I OOO siH : : : i o • O IO - : o rH i • loco I rH : : s l> • '00 • ... rH j |> • r-i iO i£5 CO ' j • T-l H§SH ioO*OOOOOO^OCOIfiH<'»i1 05 CO © © a bfl,2 ■§ 'g 3 2 O ©33'-£ ■5 a a «3 OcgHPPPh V. 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S^.fc£gl(S^!£nS!3 § § p P c rC p ^ ^ © *C c sC5 p>ro 4iS> Sid-S £ J® JEJ ^ p< p ,p> p © <£> *-< ^ ^ PPa2OccPPoPPPP^^PO?0^ccQMOP(ZiPizioPwpHWcc<)a2W2Krn bP3 ccccOcccoWW a - o ■MO)OMC'lXTHOfflt-©aOHNM^infflt-i 5 CD CD I- t- I- c~ t- I- l- l- t- t> 00 00 00 00 00 00 00 00 i ^nHMrtHHHMHrlrtHMr-IHHrtrlrt 41 E JH © O ■ OCaOHN 05 ■<3110 CD t- 00 05 £a H P i i«aooo ooooooo “ 1 s»-1ih05O'MrM>C0T^00C0 Ift 00 O (M ’ 'cc^o^ooiaoocc^t-^x^iooot \V t . a >* IP° o 1® ££o © SJ 'M : £ ££ S &S 5 fijS’e’Slfc g£ ® OS?'"B®lod i o ® A ° a?Bf5 c © ^ tc® ® 9> ”'S S >-.% J? . fcfi . -5 © » ji ° *3 cliU >. © • ”3 a j- © ie ^ cr! r > o ® > . hi 5 * i o _ H r- fcC w «. w £ © 35 © ^ A cD way ® >-©!§ g HWr,HrtHrtH«-NNNNC-l'?i(MJJ(MfJCann«Mn ©I ^ (M N c-l c~) W ^1 C'HM (ti Ol !M ?l :i MJ4JJ Cl Cl Cl C-l Cl CM STATISTICAL TABLES. 643 %%%%%% 5#sS,SS3S85gS5SSS^885aSS3SI8 %%%%% ^ T* -*H T# TH T(< T* >* «D "«Uft -tf-* T* -*<<©.*( ■* g in pgiii^isi mmmmrnmmwm esses * 644 REPORT OF THE COMMISSIONER OF EDUCATION. 4 ‘XB9& OljeiqoqOS UT Eq99Ai. JO ’OJ^ COfOCQ-^rtcOOSWCO' •Bdcqsaepqos jo "Ojq *» W O O rO H(MO Tji r-i 0 0 •OH • 0 b- 0 •gdrqeAvoipj jo *ofj; © M 1 ° OOO OOO 0 0 ; O ; • Collogiate department. •s^uapnqs ejunpuaS jo »$ M l 0 O O © © © © © ;N£ j • • •sjuep -up peuor^do ao pstoedg 34 1 : CO O H © ! © (» 00 '(MO O • V CO • I Students in scientific course. I Senior. •9^019^ » ft (M O O • © j © CO i ‘ i 0 : : i « M 1 " HOHIN CQ i s CQ rH ' Junior. •9pun9£ M 0 0 j O * O i to ! ! ! 0 '®T®K © M ! ° co® -5- © t> © co o’ ; "o Sopho¬ more. *9'['EUI9kJ © 1 " • O •’ O I O i ! i i 0 *®I*K 30 « 1 - • • CO rH (M • b- CO rH rH tD Junior. 1 •9IBOI9J M « 0 I 0 ZP 0 . . . 0 ; co •®IBR CO CM '(OOOCOO^tHWH 1-1 • CO ^ CD tO CO H T* r-i H »« rH •s juapnjs jo reqranu otoum oooo^^oocjooiOioowa^N «O0)Q0C0WOi000W05t^OC00J00^ CO T-H tH rH MbOCOHH^ON H’fOCOCOHHHt'H rH O HHN Corps of instruction. •ediqsiossojojd p9M0pU9 JO *0£[ 16 0 OOUO IlONHO N t>o© ! © ! 0 CO CO 0 •BJ9inj09I puu 8I0SS9J0.nl juopisoj-uoa jo 'o^j; IN 0 ©ON " rH © N © © © lOHN^OOt* •siopnijs -UT pun SI0S89J 0.1’d juopieoi jo -ojsj H H 0 rH t>WH ! 00 1> 0 m co t>- HW • rH © © 'CO NtflOHN ! WHHHH • •ijinouj jo -ox M 0®t>©M«©in(M10©l> <-i rH ©J i-H 0 0 ao ao 'OOH^t-H • HHr 10 17 1 5 be. ®*© 53 be bJD O <£ . 0=3 ©■ o bf S b£0 O &O O So ^ « o * o®.S o O be 1 lO © T** T* Tf T). - ISIIflllsIlII © 0=3 5 0 &SU3 ■ bfC =5 a ?! a ® sO<-) « 53^: a 2 a «« ©^6^ S jg S2a3 l>| S& I? 1 llilstplilti |1 1 1M r. -f LO O MX) O O H (M ( STATISTICAL TABLES. 645 iiiiii . ssasaaaa saaaaaBua&BaaaBiasi&aaaas ?~525 Table IX. — Statistics of universities and colleges for lSSS-^, eoO»OH(BfflO»a -0500 © • 00 00 o •JTB9A OXJSiqoqoS UX 85[99iA. JO ‘OJ^ j coeo^'^eoeoeoeo^^terscs^eoeo • c© -*i -91 eo • c© e© ■<* •oeinoo ejeiSan00 U1 sanei! jo -oj^ 1 s§ S''* x S'S"'*1 S'*1 S'x ■'* x x ^ ■*< c- ■'f w •edxqsJBioqos jo *0£[ h « O rH eo O O to o o CQ rH tO CO O I ■ CQ rH • • CO O •edtqsjMonsj jo ’ojq; e w O rH I o © © © j j © © Collegiate department. •6JU9ptiJ8 9JxmpBJ§ JO ‘O^ w O X* j © © © »o jo © •njs •sjuap [uuotjdo ao inioodg 1 M to IN 00 oo C, rH • i tH • tO CQ 05 • rH • Students in scientific course. Senior. "opjuio^ 33 : j eo j o rH *®I*K 1 8 CQ »o CO hH O CQ rH rH CQ Junior. I 3 CO te, • T* (N © IN •oi«h ® to ’3>os CO « • CQ CQ • • Sopho¬ more. •9 [IB 0X9^ 1 » j 9* : • C5s ; CQ T* O rH ■®I*K ! 8 to to to rH |> CO CQ CQ rH |l •9fBUI9lJ 5 CO to • : c© O O 05 I 8 to t> ^5t tH 00 05 00 CO Students in classical course. o ‘3 j o rH •oi«K 1 H ! « © l> 05 C5 O CQ CQ tO CQ b- CQ CO x* Junior, j •opBaiatf w : : 00 * O O • : • •OFBR « ao h* to X* CQ o> HOHMttWr© tO tO CO Sopho- | more. •9XUXU9J CQ • • l> CQ O O • : : : •OIBR © t> o x* CQ CQ cq cj s CQ^T^tOtOCQCQCO rH rH S^50 •id V el •OpSUM^ » h 00 : • to r-t • | 00 V © © • | • * •opsjq; OR H © rH tO CQ rH CQ to 55 o o rH •^OO^CQOCOCQtO r-i rH H rH O tO 05 to •sjuepnjs jo J9qumu 970 u A\ > ■N eo©oor-l Corps of instruction. •edxqsjoesajoad peakopua jo 'o^i © H 9 to rH O O CQ to ! O I • rH < ; ; J © o •8J9.mj09T pus 8jo889joaa JU9pi89.I-U0U JO‘OJ>I « ‘ r * 9H IN • i • • 1 o o 1 rH O • • O • i • • i i • • i * • * CO rH iftooooHO i eo co rH rH CO ’ rH C-© » •iCjinottj jo -o^ W H ao®ift«o©L--©t~»«©fr»©iOi-ii'-t-e©cB f-l (M ,H eo >H • (.hooca 1 H g C | S 'C ii § a J i§ I cc >5 !| II il Id I s n >c ' > 1 1- :g |* II |E ll I ® i t. II ?> ! s [5 iK II | •s E ,;s p |J il > O 1 | J 1 1* :i c 1C r.l c 1 1 Roanoke Oollfto A _ _ _ TTnivorflitv of Virsinia . Bethany College . West Virginia University* . Lawrence University . . . Beloit College . G-alesville Univeraitvt . . . University of Wisconsin . . . Milton College . Racine College . . . . Ripon College . . Northwestern University* . Presbyterian University of Southern, Dakota. i rr \\ !t= ?e 1! c c 'C jt 1 1 • c I g : c II i b ! i 1 :3 > !| | £ ’P p| I ! cq | National Deaf-Mute College . ssaisssssssssBsssis.assss STATISTICAL TABLES. 647 p ^ r* <& .5cl®5 •3 a s §, » || S a a p ^ S m£«*Ph H •«* CO *3 CO © 0«M ViS _, © c ® 1I-&I 4- CO CO § III! t- oo c& o OtOCDO coco coco \ Table IX. — Statistics of universities and colleges for l883-’84, no © >, ° © ® © t>- t*.7? >* © CV tL © -^ © OO© §~§ §g g s £ Ss g ggg Property, income, &c. •spnnj dtps -jiqoqos jo junoure ejnSoiSSy H «) o o • m- ■ • ! ° • © © © © * ■ © •aotj'cijdojddc ojetg moaj xcqA jsiqoqj aoj sjdieoag; © o o » i • • CO . . co ! » ©" • • co • © o ©J© • * © . • • © . . o • . ! otf • • i co •S99j uoijTnj moaj real js%i oqj ioj sjdi999£[ © H • © . lO 1,500 (c) 1, 600 720 1, 800 200 © © i © © © © © | © © « © © © © < CM © • © © © © < ^ © . ci cm o ^ ( r» • © © © • © 00 © • © 00 M • 03 • •spnnj: OAijonpoid raoij Qinoonj; 3D H o ©•© © to © t- CM :S i . . © • • © . . © ! « © © © © © © • © © < © © © « © © f. © © O • © © ' ^ • ZD © © CM CM CM • CM CO i • CO •spnnj 9Aijonpoad jo jnnoray r* H © <£y © © o © © © CM 00 © CO ;S j \ ! © • • © . • © . . ZD i . © • . tC © © © © © ’ © © < © © © © © < © © © • © © 1 cf irf cf • to" irT t l> CM ^ • CM C * ; ^ © * © • > • rT • M • i« © r-" to © i •fanjuanddn pun ‘sSuippnq ‘spunoas jo onjuA CM • © © © © to CO CM © CM ©©©©©© •©©©©©© ©©©©©© •©©©©©© ©©©©©© • CO © © CO © © rH CM rH CO © CM • CO © »0 CO rH • CM CO ; •3[99av u pacoq JO !JSOQ H H CO* 1C • 1 5j r-*W 1 Hi CM ^ • C M • i 1 • © 'rH • • ^1 • i • Crfrf HftHlCI Hd to • . T* to to to CO to to CO • • 1 • ■ •aoijmj aoj juopnjs qoca oj oSreqo {many © H © © © © © ©©©©©©to©©t>co©©©io©©»o co©-^Tfio ^ © iocc^^©t>©i>©^>co©©t'- CO 1 1 _ 1 I CM rH || HH ^ tO © . 1 ©$ ~ t- © whSw © tji ^ © to co to © CO e © 8 & w Southern University . 1 Howard College . Spring Hill College* . University of Alabama . Arkansas College . c^ane run ooiiege . Arkansas Industrial University .. Little Hock University* . Philander Smith College _ College of St. Augustine* . University of California . Pierce Christian College . St. Vincent’s College . . University of Southern California . St. Ignatius College . St. Mary’s College . Santa Clara, College . University of the Pacific . . . Pacific Methodist College* . Hesperian College* . University of Colorado . © > 0 ® iffl © - > °a ) >-.© l £ >3 l>’a liSB | WeBleyan University . | HHHHHrtHrtiHrtWNWWWN College. . | M40 STATISTICAL TABLES. C 19 © © s a S3 =3 h- oo 000 000 • 000 00 > 10 o o ^o o O CO H © CO ' ■10 00 o © o o o < 10 IO o o o o < OO O O © f-1 ' O 00 3 . 00 08 ^ P CJ^r^ eph" :d b 0.2 £ 'So^ *=f- ? fl o ;j 5 a X ^ s © © c; © C ,J1 C-S - ■— p 5 © ,p <1 £ '-i o g © o « ©“o-^a© ©li^o o Pn 3 SSof w. o ot - ;C© 24 ft s o ioco q. a 3’ © 0 o o ft t» % j oooooooooooooooooooooooot o *0 © o f> O ■ © O O O 10 o . _ .0000000000 OOOOOOOOOlOOlOOOOO - — - - - XO^IOWO 0000 O O O “ *o o o cfcoaoc* 00000 000 0*0 0 THWO 000 o o o o ■ 000 000 • o id o ^o o o > O rH CO 'TX'CO O CO C £ o ^ ra >* I r3 5 •2 a i a © !§« ;®.a ! >?2 2 cc a 00 - 000 3 : 0000 0000000 .5 *0 o *0 o ^o 000000 -4ft 3 rt" N cf 3 H cT H n*' 10 o' mH 00 w > ®=a 1 a 2 co pi Ph o a © o a t oo^- (5*0 -ft’-* © a to a S M ‘ft § .9 c a s «i .© > © d s ,o 2 © a da© c/a © 00- Pi H tx ft s' © « a <0 w o a iafS'3 H ‘O-S' (N rH CO CO CO CM rH o © +3 a. •a © e.9 © a ~r-.2tSft dr ^ ^2®©"^©0qS 2.a.5®,p®eiaa'^ 43 9 dp! ft t> ©fH ® .2 3 5 & © « es -g p.S’ft fctrS.5 4^ 'p®,2 -^3^0 o riMpa as ftw-aft p® ®^° ©00 p <3 -a ®2o gci spe aggs©^H©t o * 8-0 Table IX. — Statistics of universities and colleges for I883-’84, tyc. — Continued. C50 REPORT OF THE COMMISSIONER OF EDUCATION. Date of next com¬ mencement. 52 June 18. June 11. June 19.. June. 2$ 3 gss'sss i 1 1 iiiiiiiiii'iiiii -5 hj H5 Property, income, &c. •fe’punj drqe -.retoqos jo 'xunoure ejeSojggy « : : : : ! : i i 1 i Ir 1 i i jNII \f Ml 0 0 000 lzi 0 5 j ; •aoia'eudojddn oye^g mojj jnoii jset oqj aoj ejdiooo^i % mm : i : 1 : j : :&° i : O jooo je * j i i 5 0 j •S00j uotjinj UIOJJ aB9l j8Bi0q!) aoj e;dt0O0j£ » j«f 1 isi i imi ii nT • 0 : :-r* ^ :« 2, 000 5, 000 3, 500 4,731 16, 900 1, 5U0 2,380 12, 000 1, 700 •epnnj oAi^onpoid mojj emoouj » ilils I ill i iiiii i i j * of of co j j 2, 500 800 12, 000 2, 241 16, 000 1,600 4, 000 4, 000 800 •epunj 0Ai()onpoid jo junoury ins: 5 j<«! 1 ill i iiiiii i i !ss ; ispfs ; 33, 000 10, 000 145, 000 40, 000 212, 000 20, 000 50, 000 50, 000 12, 000 •enjei^ddu pue ‘sSutpiinq ‘epanoaS jo ©npjA. 46 $100, 000 20, 000 100, 000 35, 000 i ill ! illliillllllllll i : :SS'2'gggg'S|S|l3SS§ Libraries. •80UBjqiI ^joioo8 ui eomrqoA jo joqmn^ « 1 i§ il I is il ! i il* i i jrf |ef | ; j : 700 100 0 275 1, 000 2, 000 300 College library. •eqooq ui jbojC ojbiS -0UOO qs‘B'[ oqj ui 98Baaoni 5 is§ss \ : :3 i is : :§ :§: DU 150 1,000 40 1, 000 25 50 150 •sjopidraed jo joqoinj^ « iiiii 1 ! !s im ii i j 1,000 1, 000 450 2, 000 180 300 1, 000 500 •somrqoA jo jeqomjq; 42 5, 000 1, 000 2, 800 650 500 17, 000 3, 166 241 7, 000 1,736 350 7, 000 4, 000 1, 500 1,000 Hills!!! r-Ttffof *3[09AV. « pJBOq JO $800 5 *3?" ' h IkT’ *" •uoi*inj roj 'jnopn^e qono o; 92i«qo penaay % * JS3S 33 24, 28 24-30 p25 18 27 18 30 - 1 1 Hanover College . . ... . . . Hartsville College . Butler University . Union Christian College . Moore’s Hill College . University of Notre Dame . Earl ham College . Ridge villo College . St Meinrad’s College* . St Bonaventure's College* . Amity College . Griswold College . Norwegian Luther College . Drake University . University of Des Moines . St Joseph’s College . Upper Iowa University . Iowa College . Simpson Centenary College . State University of Iowa . German College . Iowa Wesleyan University* . Cornell College . . I Oskaloosa College . S£SEf2Sgg£fSgSfi5£83SSS888S88 Collej STATISTICAL TABLES. C51 OOHOW ppppqppppp SP33SSS3Sd ►"St-Sl-sl-sl-shsl-shoh^l-s C^T^OOrHrfirJir-IL-T-HrH ®©©®©©®®©© qqqqqpqpqq pppqpqpqq-q ® © © fc*. p p p-55 p p p p It) l-s l-s 1-3 o o o o o o o o o o o o o o © o o o o o o ©<© 4^-f^cO ci rW * Jdr^4< CO pj co pj ■ i OH1 nWrSM -«« co *o •»!' co eo co hJsco co m co oq tji ,h i i -44 -^h to © in io ■«* p P S l*J V f-H . «gs . $ tj © 00 © © © CO © O'S^r •1 oQ-a ll i; pp ft© © . X) >> S3 ft c*1-1 a ! g § 3.0 o p*5 ® p © (4 P © n o © £►» 13 § g m ^ ^ ^ ® ©^ °<2o °£§!^d gl’gSS'Sf? .5 "t* 5 P b£ ■ p l|||iai HHh OOiS © ^ Oj >« *•» ‘«s 5% 00 a. . j .ll i—T *fu fl’ot5r§/3 flP hs oM 8?,.fe 2 53^ r— -> J, a - t»5©®fcC © O J? 5i P ’1 :£ U) 5fJ2 (P “ «'S'M ? ? ® hr^bffS^O © ■ rn q _, j« © © (V, ' °»o 9 >jO Q ft .„ , cs^.^ v - H - Srq| |.S§£ O a> _a L> CD ^ 5 l2 jk q -h n R+3 £T'— < -P -P ^ H ^ M .2 kt3 n ^ jrf'rv p R r§ rj} >s „ bi-p p^^ Spo'op'rt fl 0'S P P P3? P^V2U"a^ © fe-fi'p.5sS te_g-© P^+3^4i®bC© ® 9.® © ©®+i O^O - g'S 0'S © §Sh a«W FcoMMP^CwFccPQOOOWMOccMMM OWmhI c ooo ^^cc^Pi^fqpqo © o ftco © Px3 © - ©co ® P p P ^ M^Mpp»S S“ .S'© O® ©*j ftp o>a>AO)Oiceoooooo< 1 1C C© t~ 00 05 O i S * »-© ©73 Table IX. — Statistics of universities and colleges for 1883-’84, Sec. — Continued. 6-52 REPORT OF THE COMMISSIONER OF EDUCATION. ® © ® I,. q a flj? 3 3 3 3 I-® »-r> Hs l-s P 3 3 3 *t> >-a >-3 ® ® 3 o 3 3 3 3 a 3 3 3 Kohjhs •span; drqs i -JHioqoe jo janorau QjuSoiSSy •aoi'i'ci.idoJddH ejujg raojj xeaA jsbj oqj joj ejdteoe'jj o o o o' ®~ CO O O O O o »o lOOQCCMH rH rH ,3 © §c ° I o >» o'® - 5P w* ® 33 Sfo , .2,20 ® aggi? f StiflCS.* o a>23''i®o 'o.S So0:3 fe* b'-3 SPS lllllliil ‘weh^u^phow 33: • WOlOHMOjTluflffl i^i^iiQinioininino STATISTICAL TABLES. 6515 P PS fl d a a . 00 CO id . . Tji rH ^ ooio co io cf 0^00 O CO o o O to L- IQ 10*00 o o o o O CO o o o © o o O^hW id r* CO rH o o o o o o O CO o o o o To* o' cT o' JO rt< Tf O ^ o o o o o O O O O O CO o o o o O ©© O O o o o o oOooio OOfflOON OOOOOOOt^OOOO oo OOOOOOOOOO o© id CO O O O CO ‘HTjiOCO " of co O CO o o o O t> o' CO** OOOOOOOOOO OOOOOOOOOO OOOOOOOOOO lOOlCON o o O o O CO ro d 'g n O 9 ©■* © g's- b .^So1 & fags! ■S 3^ g=g aj g-® [•'S a „ o s cj 2 o « d « 03 g ° •rt ^ 2 'S o o «sHh -g8 WpH^ © Po d *0(3 ® °l ° o © =S|5 ij Jsll -I I §J*S.*B* -3 O. o-'P ®og eg d ’® © (® p fet'd ©.S'© s a « dud ;3 d S =2 o1 ^ pq Oc 5*3 &5rfS oSJg ® o ■ © s£ |a 5 I JO &4 » -i £ 2 bo o o d ® « S3 -b £8 • g © fl o d ® O o r©^ btfg ° 0r0 I .IS|^°| ifillul d<^2rs^aH* 9 00 ® b H Table IX. — Statistics of universities and colleges for 1883-84, os ® 50 i 00 CO ■'31 CO t> C5 epunj OAijonpoid mojj 9trrooaj •epunj OATjoupoad jo jnnoray (M OO 00 < © ® in © © © © 00 © a © Tf © in Id CO © ©©©©©©©©( >01© ©00*0 •B9T.XBJqTX Ajopos tn eoninxoA jo jgqran^j •eqooq ui xeai ejeiSax qoo js'Bf 9*qj ui aeWaouj •ej9xt[drand jo jcoquraj^ •89ump>A jo loqcanjsj; © © © © rr © © o o io co t- 5THlO©l'-00©©T-l(MM'flft«Ot-CO©© ©©©©© OOOOOOOrtHHilrtHrtHHHN ri r-i 5s* 9.®®®®® a P pp?p p p p p PpppsPPPP i-ji-al-st-aHaPjl-sl-sha ®xcoaoaoici HMO-MCMNi ' o ® c o ® ® X ® O l!0 O © I 00 o> cq ic oo o © o o o JLal * •4* co ( CO CO ci “ ■«’-* s£ IMM'IMS « ^ rH r-1 ©©©©©© | ^S’SJ'gf'o §P ® S® :« : p :8 ju-s -u © © :sp to|S3®«o^ :£g-g :js? g §>•£ Vs <£ n O U ct f-4 — 1 ^ * - *'■ bJ3 ' © 00 © oiiwp • fee® fee© © ,®ep ® Sip: SS^S125S^a5RSS^S2^2SSS£:S£2^2^153^,5*^<,® ® t- oo os ® r-ffca ccN* in «o t~ oo os CQCvlC"5 1-5 P hs © © © © 3 3 R R 3 3 3 3 © © © © R 3 R R 3 3 3 3 1-5 1*5 1-5 1-5 *899j uoijrnj raojj j.B9j£fiSBi9qj ioj ejdraoay; U5 t~ — U5 lO i-H i IHWHM- O O © t" C O O r* T* t> 00 rH O O ® O O O > in ® co o ® ® )HO CO GO lO r-T Iff of CO* ® 00 O CO ® CO O lOOOHOO •3[99Ai pi^oq JO J8©0 CM CO CO »o> CO CM CM CO 1 cm cm* 21 CO CO 1-® cooooeo •aotjTOj joj jagpnjs qoB9 oj 9§JBqo iBiinay COCOCMt^OOCOCO^COCO^rj* CD O CO*© lO 00 •9* 00 O -9* t»« Os'S § & H A 1 O 3 c3 -g if • Os : a sis al'l s ■ 7 _ _ an'Z o 0*. © lag'll P © >!rCW 5 A® s-1 'o'rt;© e3 ©V; a ®^3— . 9 O © © g -£ ® © o®.. Os 3 h'5o a w ©tb 3 3 ® 0 3 s a ■ © aa ^ ® I’Ss's >.? > ©§ o s{ ■s^’S'SdrF ^ a s s ®-3 bC : M® © _.-3 ©0=3 © g^fS, CS « 0 3 38 © a g ©o a'agSlfess iss^ls&s P'2^ oC«* c'li © .^ -3 © 3 *- S i-3 02 P Pm P P OH51M-*i-0!'©0DH CD t- COOCDCOCOCDOCOCOOt'-t'- l>- t"“ t> t> _ WWWW CM CM CM CM CM CM 0 — 01 ^ qq x ^0 STATISTICAL TABLES. 657 §fe* s s$s*^ £ co 8 sggsggsg 888888888 8888 £ I £§3 S§£S o *-=>t^a*-r^»-3*-©*-^>-s K' hs t-j Hs hs ^ hs l"J hs h: Hj >-3 ^ f-s hj h> gSpjs8£A^g0S80§P§3 ill : ii i \Sg i ;5f ; • oo© ; ° i i 1 : i : isg : HPi il° i :£' : • j © ; : i 21. ii & ; O O O jo j • o o o joo • i i il i j i !ef ; ° u 1 ii cT 1 i °3 j - O j r Ml l tm mill ; “efs"‘ “ ; 1111 . i> r> cT • 11° i §*-' i *s : iggll : V-i cf III ii »w-r : Cs . II IS a il III 1 vfis i *wi im filing :ii° i t>oa =r IS 1 ;i TO‘a -■ r HU! iii=i 1 illSl i s ilm i iir i. ii¥ i: ri i i i i rH rH ! ! issi i ilsa : illl jS'S’S i i! : is i i ii i i Sg 11 1 ;i SSf g i° “ ! 1 5)0 ^ min ii I'sp’IS j! llll ii SgS§ : Ill i isf i r-r : iilii fs iilii in ii ns mi f 4 :3.S8§ g^S Eg SEE8 Z i • ■ ■ 1 1 Iiril H &VT»a* odi-T j llll i ^■r-Trf : i§ in Jr-T J *- 0 11° i i s^r : | ii jlfif il i| it n 3 tH%4‘ 13 NH I !* 15 :** | 1 8*I«*8 i i is i ; ills ; io'rJ in j i il .* :S § il as § ig 'S | • § f il in ii : : : l i ;ll : :~cf isi ; i « • i il j i il ii ■ rH* il if l i 13 a !1 1 !J iJ mia 881811 ii cd'*' i© ©Jod •' Hill *'N.4h) 53 3 t-9 •spxmj drqfi -j'Bpqas jo janocuB 9j.vS&iSSy •UOl'JBUflO.TddB 9J1£|g j raoaj auoA j’siq oqj aoj Kjdpoojj •S99J UOTJinj raoaj jboA J6®[ oqj aoj sjdtooog; II III g's’s 111 eoef fill S oft-'ofw- ®f •spunj OAijoTipoad raoaj oraoonj IS s’ II I I «f of •spnuj OA^onpoadjo janoray II S2 'll sw I l f S •snqvjndfiv pans ‘eSurpjmq ‘spuaoaS jo onpsjx ;iiiiiii i§ in i’S 13’ lllllll I as’fss'ag s’ •seTXBaqn Ajopos rn souinjOA joaoqranu I ' I | -pqooq ui jbo.C 9jm3 | -gqoojsiqoqjajoeeoajni •spxqdarsd jo aeqranjx 221 ”211 o ! •eanrnpA jo aoqraujj ‘lull r.‘«M I® III 81 r-T §§2§ j 4 112 rH rH* II SE3 lllllll I s’ *1[99A!L « p JBOq JO J&OQ ei W n o O) c? < is ,S§H ?,§°83S ssss s !ii4l!|!®« iitftt-lf WlliSlfllKIIj llpljlll i"5^l!sp!l'!?l * olslf slf! !l!s!ISII{IMlF!!flilr‘i 3 i: BSiSilSISiSIsSI §111151 3 STATISTICAL TABLES. cco EEPOXiT OF THE COMMISSIONED OF EDUCATION, Table IX. — Memoranda . Name. Locution. Remarks. Judson University . St. John's College of Arkansas . Bovvdon < 'ollogo . Cat tli age College . . . Indiana Asbury University . Barlsvillo UniveiRity . M array Halo and Female Tnstitutoaud West Kentucky Normal School. Coneoid (.’oil- ge . . . Baltimore City College . Lincoln College . . . . Cieigbton University . Judsonia, Ark ... Little Bock, Ark Bowdon, Ca . Carthage, Ill . GreeucaMlo. Ind. Uartsv.lle, Ind .. Murray, Ky . New Liberty. Kjt Balt more. Md Greenwood. Mo.. Omaha, Nebr State Uuiversity of Nevada . College and Seminary of Our Lady of Ang< Is. Farmers’ College . Willoughby College . Elko, Nov . Suspension Bridge, N. Y. College IJ ill, Ohio. . .. WilkiUgltby, Ohio ... Xenia College . Bioo Mountain University . Monmonth College . Wa.Miesburg College . Henderson Male and Female College .. Xenia, Ohio . La Grande, Oreg . Monmouth, Oreg _ Waynesburg. Pa _ Henderson, Tex . West Virginia College.,. . Whitman College and Seminary Fleminr,ton, W.Va... Walla Walla, Wash. Ter. Not at present in operation. No intoi mat ion received. No information received. No info’Tnation received. Name changed to Do I *auw University. Name changed to Uartaviile College. No information received. No information received. No information received. Suspended nntil 1885 for want of funds. Tl’.o title of this institution is now Creighton College. No information received. Now a department of Niagara Univer¬ sity. Name changed to Belmont, College. This collogo is abandoned and property leased to public, school board. Trcnsfcned to Table VIII. No information teceived. No irformat on received. No information received. Discontinued, college buildings and grounds bring deeded to the State for ft eo school purposes. No information received. Charter amended and name changed to Whitman College. Table X. — -Part 1. — Statistics of schools of science (mining, engineering, agriculture, 1 1 1 % * G ^ w T. , * S £ A - Z « > “ — SS*>' £ 2 i«s'u M3 G o | CM — © •noi'juzTa'BSjo jo o!)t?(x ^ ! co « S & U-3 um-l^tp JO 9?K(I S 3 £o CO ; ~ ! O • 0 E 5. e a c 2 'c ca % £ ' . a CJ © o g s fii € G 45 0 £ a o HU IJsTS 0*3 .t s - ^ ti- £ ® © G As ^ £ « •§ ~'s rD 3 u5s"=c -D <1 ss^s- tx.2 jo St >.D s S*5<£v*.2 ® o t- e* £ « c :2e=|rpl Ou ZC'S s Cj til ►•© 2VrS.DC. s O *J £> SfW — - »S ® j D u ^ 2 i i <1 tcO £ f=i 3 From Report of the Commissioner of Education for I882-’83. a Reported with classical department (see Table IX). - 6 To be opened Octebor, Table X. — Part 1. — Statistics of schools of science (mining, engineering, agriculture, cfo. ) endowed with the national land grant, for 1883-?84, — Cont’d. G(i2 REPORT OF THE COMMISSIONER OF EDUCATION. —5 ■ rt Pi © n © q © "S CC Students. •einopnjs GjenpiuS jo aoqranu •9S.IUOO pjti.i®d at joqum^ «■ © 1 I CO CO CO CM 1 0 0 0 7 f c20 4 CO CO 00 CQ O Ch 0 CO ©1 p >© S3 C «3 ® £ •Qpirao^ 2 CO lOOlO • (N 0 O * <^1 rH •©I r-K 5 I 00 a 0 0 n CO r-< CM r-\ b N ee t- 10 t! 0 rn ^ Cl „ = . |§ H •oxBtnojx ! 2 2 • O O O i CM 0 •9IBK « O rH CC ZD CO Cl rH » W 03 05 *2 CO ; ri Hr ^ *2 CO Second year. •oiTsmaj «■ cq W®N : rn 0 0 •0FW 0 lo 00 «o kO HOIO IO CO CO O d J5 CD rH rH CO r-< CO 05 t- h- ; rH o* Cl CO »H Cl rH © : §i?§ ! ; 6-5 ~ 1 %H 0 I *ej9.imo9x pm? e.ios -99joad ju9pxs9j-ao^ e ! I . • • O OOO • fcD d ® •ejojon.nsnt pue | saossojoad jiiopisojf 1 © CO 0 OlOMH ^ji CS »H 10 •*-< 2 3^ >*j|b ^ | 5A ►3 -<3n ■ » < < ■ 5 o •- •>* • * O-s © -a u > fci w *- ‘3 © © 0^5 •a*ri ®b O 2t_.3 1 tr . : © © ■ o~< ■O a = 13 S3 sj * © ?a las 1*1 © 5^ = H fe-§3 \-r. 3 S3 *± a o lie 9 <3 t- 3 ©.— 'S.2 a Sm ^ £ £02 £ a 2H S3 S-° > ,2 ©(*3 02 91 "3 3 <3 .2 '53 « ® r fct)-~ bt‘ £ *3 SES §««»' 2 M02 a'73 ® ® «-s . s a ® 2 OA e'3 3 £> I 0 a . a X S3 >.3 O . © M 3) • c3 ® r. o-- © urns* ^ a ^ 2 s 8 * . d Me- | Minneapolis, Minnl 1868 I 1867 i William Watta Fol STATISTICAL TABLES. 663 • o o o o • _ ~ ^ ^ot- • S ? ^3 "d «s» «* § 3 i Ttf O ; *- g * § CM 15 «• ® ! ° : ■ • o o : i j o 1-H co O) i- ic o cH 00 o < o • • i - -■ ; ! © CM rH -** 7 10 E> Cl t- to »® to rH o i : i - C3 \ i © - © dS ■'* o oo co 3 CO «o 13 10 20 o : : - o i \ o w w oo eo — -i' •a- 3°| 3§>i «q C«Ph<1 8 S , Si a sauusax t & ■ t&ossaa^ ^ 34 Table X, — Part 1. — Statistics of schools of science ( mining , engineering, agriculture, $c.) endowed trfikfhe national land grant , for 1883-r84? > •Qpjawjj; ! M H co • oo * co ! 00 ! •oitjk r?r~ i ^ | o r-i —i • r~- r-i O C3 • C5 •0s.ni oo m?yn -Sqi ni aoqiuuu p?}0£ j V*H I Cl "t « _ M 1 S3 § « 22 e 2 ® ? . © •StO.ITUOO] pm? S.108 -sajo.icl ■jaopiso.i-uoji O an ’ O C5 O O •sjojonijein prrB s.io8s.»ju.ni inptisojj ft • t~ © -c? rf : « ® •§ i 5 § ! 3 . a- j p.?5 ut ■2 q •ojuiuojt 2D O O 00 o o o •91BK ! * 1 O ff-1 ©> 'p o 1 CJ co •sjopnjjeaj © j o © © e- c. i .... «s .id J § J o’ 1 <: 1 <: “ • 3 r- fl C tq p r o o m 2 <1 ® o i> a : a « 1,0 2 £ w la-5 5 *11 t»jjj ^ a — § a prq t> 8 0 £ *TXOpBZtat}3jO JO 8}T?Q | g ^ 5 OC 00 00 «0 00 00 ! MOJlHtJO JO OJ'BCt « j 1© o co a: i — t- o *** t- oo co co co CO i ! 1 « T« j M j ■ a fl .2 g ^ 1 K \ u | I | g j |lf «<•! r* © C © « 3 w 3 3 i f . . 4 a «m 1 ® * 23 <» O J Sa1fei? g •§ 'E ■s 'g a * ^ <3 P cS . ^ p > +3 »cJ «5 . ' 3 giis g sap §= 3 • -esc. P c^a ©>-3 a j. hiSh ilfi . 5 ^ g.» o =33 2 _ o ®'=3§»5§^“a a^-a o « a fcx>'o^ p t> K <5 a i S3 $ S 3 5 H M XI ■S rj e S3 r'l CO U Table X.— Part 1.— Statistics of schools of science ( mining , engineering, agriculture , $ c.) endowed with the national land grant, for 1883-^S4, ~3 •Apms jo 93JU03 unj ui saboA jo joqranjj •sdxqsjBXoqoe 99JJ Joqjo jo joqranj^ •ediqsxeioqos ojbjs jo J9qumj£ ®g® © « big? S > fg pr-o © ^ C cS a * 'S © 1 & |®1.2 A®® S bi '■3 +J ^ B © © § g ® y a O^Q-g -P o 2 1.& £>§ SA<--2£ p.a<.g a g-3^ ‘E co o ©5‘Ccc 3 bCw £ §5 M-;;3 <3 2 a .3 ci<1'3 3 © § ««y ©|| 2 a, eo-^O ccezi5^ © © g o © a td 1 ft -uotJ'ct.kIo.t (IcTb oiB^g mojj jbj i* '4b 0 3 CJO « O O ^ GO • o c^^S- o ! w ; © © © © ©" •S99j notxrnj mo.Tj JB9i£ J8E[ oq) ’.toj sxdpoooj M © «?■ J 40 5? © © © © © •sprnij OAijonpo.id raojj oiuoouj M es O © © C » rti ^ o'©*'0 lo-T s> ^ w2 1 s § © ^ CO © tS- C3 •gpntij oAT^onpoid jo janora y « 09 §Ss- IT. Q 2- © © © ^ © o 05 © © © ef »^T s < • •-% •smB.rBdd'R prio ‘sSaipxsuq J<>ynFA W oo _ o o O O o o o ©s ® => ~. <©“ ©T kTo A © id t- © ii-*1 *J 50, 000 20, 000 80, 000 Libraries. •S9i.iB.tqxx A'joidos xxi s9nxa[oAjo aoqrun^f e 69 © • ^ S j ^ of • ; S § General library. •sqonq nt .ibo.? [ootps 4St[ oq> ax 9sB9.it) a f es ei © ^ _ © ! SeS s io © CO ■sx9[qdraBd jo jgqxnnjj ro © © © • ^ o • _ e ^ -e © •sorartxoA jo aoqranjj th. 5? © © © © ^ _ o © ^ ^ *>&s V *aB9jC oi)st!ioqo8 tn sqooji jo joqain^ « © © 05 co r- ao CO T rj} CO CO CO co rf< 00 CO © A • « a f-® p £ _ 05 "a gw© 3 a O 3 sis U g r: § l>? 2 §•£ t gr- P- w> ii, p -grO a ©"3 5ve°So « © g s- © b£ C_3: ,3 ~ o Sl| § « |o t f sJ c r. ~ 5 *■= +» .a ®sSsaS*? §2 t a •S? rt S~u>.2~ ® * - : i*' S SZ £• —4 p CO M Ci *•* fill . © y« •5 A <5 «f 2£-ifi --©I ^ i's § i-ig | «Su . g 5 © ©-S ° '‘55 > .+" 3! 1 - *3 CS „E « 3 3 g r -'ll ?! — •'©©--© c r3 '3|ts?'gg| S-~g^a'°© | « S-g £ o| © § ©a ~v' © Usui's »sr " ' 03 <»'*-» ©.5 cs @ 3 ®, « © © iSLs ©■O © feed *3 §13 Pd © "■' ei’tD -c s g *. a © © 3 © - © -'So© • 8 & £ RII2 Sill rg©'© ® Po ©33 33 © g'Sia •2r2co .2 •(in.® grtC^S §5 a eg . B g© t&©©§ (2~p5-' o ‘CM-g-g £ § ® be , S © ©rO) P»i <3.SSa3 fe ^W-15 PJ • o ^ f5 jg > > w *3' © fD *bi ©33 ’q P3 £ fee © P O _ .*-, -f © i-ot- it - J. ®| ?| ®6 o. . © Cd P5 2° a di c « ■*3 te-3 ©E3 © tBB *‘fe ^ ||Sf|l ^5 « © P > Pt*a a; a © :PH (•o to •^«o® s~w Table X. — Part 1. — Statistics of schools of science (mining, engineering, agriculture, ) endowed with the national land grant, for 188IV-V4, r-l © « ,• a s Jr 3 r © a a a a a B sj 53 a sf E nopinj moji JB9j£ )HB[ Oq* 10 J 8jdp09}j •spnnj ©Aijonpoxd moij ouioonj •epnnj ©Aipnpoid jo juuoary ooooo q 55 o WW r-t T-J OOOOO OONfi: 7 j — • r: r- *o C5 « to F-» CM t— < o o ^ S3 ef ®" £ 3 •BTIJU.redde pUB j ‘sSaipiraq ‘spanoai? jo onp?^ I ooooo *S cm'N o'*^ o o S3 •89T.re.iqq j jCj9po8Tneoump>Ajo.ioqniTij(j 5 § ° ®; ^ § §A&-s A a S3SSU .3 a §££3313 a £8 STATISTICAL TABLES. p a a P 0 B a 3 4 b bbb oo © o o 40 40 © © ^ 00 u0 j'*-* X JzS & S *g *a § S £ « . 3 05 111 s g£ o 'o'gf •3 ©.? § SI3 s A2& a o<3^ s ?tfe 3 .£ S © .SS'P.S . a 6 1 ©5 = % %!i 2 St* ° r? <1 ?T <& o w ftljH > O © • fee ° >;® 2 ® s P a s 111 03 | *p ”34 © © © co^ © S’ if .? if | o> g <— 3 £2 3° 2-g § sb g’S >•-:» - — p's © ‘=jS 03 £ g*. O G ,-e bC ® M j,S -M ' ’ © 6C-5 I 2 H- ® g > C-* 9 O'** fzi PO 'H © 3 iw g p © az f>* H 5M ®.S © bCp ’ © be © .* ►© _ 3 g tf&SM 1? 5-S^^ * old „2 S d “ • J- _ © g© © ® otd 1 g J ©B^H 5—9 2^2 g a © © g-g © Sg-g >-3 ©^ > gw ~ f» H be >■ 13 9 S bt20 ^+iQs o q o J O a Si b-^ O 'M Ph ^ "w o b «2 b &> A 4*3 g A pA p £ © g G ri „ *•’ ,*43 P © Of «s* b © ci s-.— . © ?*?-=§ a rW S- © f® : p‘c © a" o 3 (/) 0 1,200 0 © {/) (/) 0 0 (/) 0 (/) 55,000 3,307 © © CO TjT 3 (/) 34, 000 6, 000 30, 000 5, 500 5, 600 /24, 410 14, 280 08, 130 21,000 4, 671 (/) (/) 80, 000 3 (/) 537, 841 75, 000 500, 000 n50, 000 95, 000 95, 750 /405, 000 209, 000 350, 000 pll, 899 (/) (/) 46, 660 © © © 5 1, 200, 000 15, 000 451. 616 (/) 200,060 12,000 (/) j 230,000 (/) 150, 000 450, 000 (/) (/) o © 500 © (/) 2, 350 (/) 2, 000 (/) 150 0 (/) 300 14 (/) >~x © ^ (M © • _ © Ci C7 co © « © W O *H " ^ *H (/) 20 1, 500 247 (/) (/) 900 500 ^ • © © © ^ ^ ^ © ^ 40 ^ » 00 © © oiw • f-Tw co O • ® O O • ® © ^ ^ TO • TO TO ^ V, ! 1, 700 (/) 1,500 ^ c<, b “ o o 05 >a®»a® o ©o®ira®©55® ! 3 g " - a © © CO CO oo CO ! © o co © © © © ^C< CO ^ " 00 W O C5 CO N ^ 00 “CO co^coco^co^co CO ^ ©sko CO ^ 'Tjl©^ l -jt -a* <^1 eo •* TO C ! i i © 13 ■ ■ Sa > o ® : ; ; 5 wo 01/ ; ...... 29 LI/ 0 1 . . O e "o©> ■ T-H ^-4 b TO • O us -2“ a lO • «K>. • s » /275 0 0 200 0 /65 0 03 g=g 33.* ,P 2-3-© a W"2 ... 43 ^ £2 cl g ” g CP ^ c3 %~is *i5 'p .!H 9 «5.b£ ®„a3 rs x a Jb « <9 £ °i5 liUh "Z hr. d /r' 'b ^ 15 1 4P r- Qauwa^-*-3 -r 0-3 61 S-i o « © -tsI-Pgs! „b'5.3 ttH g bt© h ^ p b « « 8« » 1 0 1 .3 fi«2 1 oS a © b» o © p- O !> ew = ^ O Is SI ©b m rt II *5 £'£*-. p b ^ © ©— © _ - 4-i ZS u © §c||p|e A «S bib 3 w > -p fe •Sa^i © ©—- © © <» ^ bs-ig ■“* *4 1 ^ © c © g-a |8 05 3 ,22 ft •Q^ | o 18) © o r© &, o ® b r fc« § .£.2 00 <® £ t» © p §"© £ - Ou ^ £ 9 «e © a -> a -9 •“os’5 aO « • © *■£ Lr -r> 2 c © 3 S&.CKI -a 2 If „ sa. ^ *^.-..04 ■ 2 ■ s ® ^ © ©m b ~ r— g ^ o-s * ^,<1 **rz£ ^ 5?5-r.o Si 5-3 ^cA'p g"S'g © ® © i§ Spill! fi * e ^ « *53 6G7 l'ABLE X. _ Part 2. — Statistics of schools and of collegiate departments of science (mining, endive* ring, Ac.) not endowed with the national land grant, for 18S3-;8t; from replies to inquiries bg the United Stales Bureau of Education. REPORT OF THE COMMISSIONER OF EDUCATION. a o o pisj.i-uoyi © O O •saojou.ijsni pm? siossojoad 'pioptsaji ® 1 l> CO CO C S ^ CM 3 p 7- 5 11 £| . £ a •opjmoj * j CO •op? re to CM ; ; • ; • • •s.iojonijsui CM : ; : ; President. «? a > ® a a c rt | fc ^ jj PL i * ► > ◄ £ : «r ■ a •d' I *3 « i £g ! g* j5 | uj-lg : 2 > b . ®--r ! KP3 W < , O t: T. .. ft t> J J H u u h’"3 O2: > a tic 3= Ijfc a 2« *= s SI O P= - ; | ! '■i \ b j 1 4 c > C > .5 5 t 1 < ) r ) T ' c r* § J a i i ; C ; a 5 | 1 h o d-4 ! H j r “? - f ) C ? _;2-3 5 l CC . 5 3 5j-2 8l ! ^ 6 •uorp?zim?3jo jo ojtq * Cl CO 00 -H . CO CO CO r- o i co co oo co 00 00 • 00 00 co 00 rH r— t • rH rH rH i-* -f 00 h- ^ GO 00 uojjeqo JO 9^(1 W I h ! ! ^ »» j j co » c 22 ;t p: 3 c c® o °2 .. u-;s p 'S^-aJ S&S-si 1 cZ a P -p ® t eo^a e « 3 o £ : 'SC cjs s ® '• & O <50 H * 3 O ( § 2^5 5 O « 2. p - ! 3 •= C < = 2=0 ■ 3 oj — : «1 « P i S g * ^ ■i c3 ^ a f a o' 'S 2 3 % l $ 1 q P3 O « 1 1 ] School ofPractical, Civil, Mining, aud Mechanical Engineering, I Surveying, and Drawing. Department of Miniitgund Metal- j lnrgy (Colorado College). State School of Mines . Storrs Agricultural School . Atlanta University a . Chicago Manual Training School. Rose Polytechnic Institute . Technical department, St John’s College. Baltimore Manual Training School. College of Agriculture (Boston Universita ).b School of All Sciences (Boston University), c 1 Lawrence Scientific School (Har¬ vard University). « eo »o to t* « o o h H - STATISTIC.! o j • O O j CO ; L TAD r r. -f *" 6 GGO 1 11. g S « 73 n *= It! ,§ i ^ d © ■5 s g ■| lit -f Ilf 1 I0Q | ao '§bg-S f H !f^ . |1 iiii 3 II ■i« ins !,S lip i-5^1 5>g.s -|l?l |4|i •S ®. a .3 M 3 ® &: llltSJJit R -S ^. p. 1871 18G8 1880 | | S || | I g|| |i 11 gig 1 j 1855 1870 ! 174G 1857 1754 1830 1795 1826 ill -ii Jamaica Plain, j J! it ‘ 1 1 • ! ; :j * * u ^ :< X H U ^ - bta>A ,'J . * ** H§ 5 5 5 Sff & i 1 1 1! i && *i\ hi 3 1 1 II ! ! ! IEJ Il Cleveland, Ohio. .. Allegheny, Pa.... Drifton, Pa . . . Easton, Pa.. . t HI | 1 1 1! ! 3 1 1 3 H» I a gtl 1 tl i tiasfi i* i*i 1 Him ! llillSiU Hi isSJSSrt la s^|5o§|g2 15H WM-sis Jn ® fe rT 1." 2& t:a 2. a « ev3 § Sa,- 2 £££*£■£*•9 o'-2 jjc J.5S-§d.§ o-®A-§ o © P £ 0 £3 P OH cc^-3 O cc to M School of Civil Engineering of Union College. Rensselaer Polytechnic Institute* Industrial and Art School of the Ohio Mechanics’ Institute. Case School of Applied Science .. School of Engineering and Chem¬ istry (Western University of Pennsylvania). Industrial School for Miners and Mechanics. Pardee Scientific Department in Lafayette College. 13 14 15 1G 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 . 33 , * a »a> Taut.k X. — Part ‘2. — a Statistics of schools and of collegiate departments of science ( mining , engineering, c i — © © © •0{CtUOX 1 £ 1 : : : -oinrc ! : 1 3 h*> CO rH Cl CM ■nf rH £ ? £ >> •optnaj j ft : : : : •OIBK nr * o O CM IO rH •oemoo acjnSoj m j}qmnu pi^ox j «■ i H t** *— H c. nO C CM ir p- m co t> m CM CO CO CM rH C2i 6 « P . i-si o •sraiajofq pan sjos -eajtud tn^p;s9a-uox 2 CM * O o ■s.iojon.irem pnu ejossejo.id ipmpisajj & Pi i - CO CO CO CO o Preparatory department. i 05 5a •otnaiaj a c 1 : o i * ° "8IGM ! - CO m • o • Cl O •e.io.)onj)8ax $ ** • o • CO o -4 1 .* 2 • — i ; - c : o j i* ; , ^ $ • p- s' ti • e- © 3 1 2 M B *" « © .-s a ~ a* © t s J : ^ I : . !-« 1 O *h -c Ph W 2 j 3 1 j « p i ^ i w i m U i -2 k; i 5 d 1 'o ® ^ 1 O 0 Francis n. Smith, l.L. n _ Prof. J oseph Salyards, A. M. James F. Harrison, m. d., chairman of faculty. iiorpsz inrgao jo 9}bq; * CM CM t> gg 3 s rH Sr® a OC CO oo V— 1 »-H rH •jopicTp JO OJUQ ft ~ »n in m m o 00 |> 00 r-i rH rH CC oc CM CS O O • CO CC r^ rH • r- cc oo co Location. : a tj sS ei Sif J ** p-ii t *£ £% © ■©'© ©^ l « « H -P * "S p«{8 03 i : : : : jj : rj ef o‘« K? i -3 1 ; -c *1 -pa .fc.a © © c ® 0 &£ ! }25 H P 1 r IS © -C a a © « C u .5 'C ©- 02 p g-s i a •g .* ^ P. 3 £ ~ .C 3*.$** : s s2 ti.i o -'a - _ a s © 3 s 5’=£J e » >ts i 1 S ©5^3 1® | l^o 1^3^ * o § «.S c >.a j ttj H S * H 02 h! School of Civil and Military En¬ gineering (Washington and Lee University), Virginia Military Institute . New Market Polytechnic Insti¬ tute. Scientific department, Univer¬ sity of Virginia. * From Report of the Commissioner of Education for 18R2-W. d Includes twenty students in the Wharton School of Finance and Economy, a This report embraces only the mechanical handiwork schools and schools of steam e Reported with classical department (see Table IX). engineering. /See full report of Swartbuaore Col lego (Table IX). p Faculties of arts, of science, and of finance and economy, g In departments of engineering and agriculture. c Includes students of the first two years. Table X. — Paiit 2. — Statistic of schools and of collegiate departments of science ( mining , engineering, 4~c.) not endowed, #o. — Continued. STATISTICAL TABLES. •jnaniootioarraoo jxen jo 9ji?{X •uot^TJdojddn ojrcjg mojj dvd'A oqj aoj yjdtaoajj •eaoj uopraj raojj jtboX jstq oqjaoj ejdieoaji •epanj aArjonpoid utojj Qraooaj •epanj 9AT)onpoid jo jmioary •enjBjnedd'B pn« ‘sSmpxraq ‘spatuuS jo enj^A •S9i.re.iqn £}0T008 tit sauuqoA jo .laqran^ “Bqooq tit jb9,£ {ooqo® j8Bi eq; m osuoaouj ”8j9]qdaiBd jo laqumjq •soranxoA jo joqumjj © © p 3 s a •tioijmj joj jaapnjs qoB9 V* oSxcqo pBUtray •jvq£ 9},}8'Bxoqo8 U] 8q99A jo j@qimi£[ s ?oeo® i a. o co •Xpnin jo osjiioo xjnj ut sj.vaS jo joqxirnx; •ediqsjBjoqog ©9JJ J9qjo jo aoqmrqsf •edrqsatqoqos ojbjs jo jaqamji St £ if If j$&s' s3-a o a jg o © « ei-O © -■ f2\ -4-> O . fcf 5 _ ©o'"* s -S- s © a'° * ® f-sl mm ; — -2 ^ flw*'* 2 ^3 j3 r.s c r S|>“5 © © © © ,a ® © '*■' H «a» a t s « .9 P « S *§|| 1||| <1 gs I 1 I * >» * ^.s a ©-a te B a o t - ”2 e-a rei«5 .2 © T -a is be © P» 2£ © g ■a .a T--I ■sj ©-a ja * .ti « 'O'© » g ft s ■« © a p © £-2 © § S-oO Oo C^H <3h . «u’« 1 bL-- c.^"7 s © © ’3 © Si fcA f *3® Sjis "q S<5 C/^rC 5-3 ■P"P '-s'/o St ® £ t? -© 2§» II 11^1! 1*3 .* -g g-.s * a „ 0 tt.1 a w ©^ 5FS S Tl-2 p fqa a.-© = 2 « ©£- © 2 - _ . — _ „ p ® y a -• w © s t ;ja. :»5cc c~ t a « ^bxbi _© •a«2+scs©®pl^3cuca-1®'OtJ O.E.2 l"2 e‘S § gS a % ^5 ®-as £ 5| g?3 SS-sLsf gS-g £- a’S-i is- ^psl!-^ !? 1211^1 ©- a S * bfcg | 5.©^ ©•■£ ,5 cl b£ C o-c‘215S’5^<3^ t bS © -a p.tj «4- .£ S § *k >?# g ^ ^ h5.?gr}d^S'S’^^ ^ g t ^ ® 2 titz *g | eg V. > J2 * P.‘S i g 4 m&S g ©pa § g-s^l J-g g £ ®*« f o§ ft Tflao'^cjWS-'&Oce ^ - im ie^»cs»c-«©®®^ is' ©2S2 H G71 Table X. — Part 2. — Statistics of schools and of collegiate departments of science ( mining . engineering, tfc.) not endowed , — Continued. 672 REPORT OF THE COMMISSIONER. OF EDUCATION. •juotueDaacuixroo jxati jo ojb © 55 p a p p 1-3 ^-5 C5 O p a B P ©J -I , r-> © © 55 © B P BP ►-j'P) ►-S'-B tc2 p 3 <1-3 o o • oo •goqj noprai I rao.ij acaA jsiqaqi jloj e;droo9jj oso o§3 e © 5* © t-'©" ■gpunj OAtpnpo.nl nxojjamooaj ©i «5 © M W ©f ip ©> • © © © © © © •epnnj OAipupoad jo jiinoray © © ro I r- -n rfi I «► •Stl?'BJ\lddlS PUB ‘sSuipjiuq ‘spanoaif jo anpA. •gai TB.iqi[ Appos tri souiiqoA jo joqmnx •sqooq ni jbo.C poqos js!q oq| iit asBoaouj | © 1 « •sjapplcuud jo jaqmn^ V) « •eatnnpA jo joquimj •tbh^tiu •_■ joj popup qouo oj aSanip jennay » :-a © © © Ift l© o _ > © © >-.©>© “ ^ ° ^ -a >' wcT od © © • © © © 51 ■ O i— rH ’05 MBaA otptqotps ut sqoo^i jo joqttm^; •A'pnp jo osanoo pnj n; s.n?o.f jo joqmn^ © © ^ ^ IO ' •sdtqR-iiqoips aojj joqjo jo joqnmjq •6d;qeiB|oq3s apjg jo aoqumx : o.2 :-i3 55 . f-*3 ® °5 *fl P s © ?£ a; q 1^1 > -Ja~ o ■3*38 :,®«l : £ a ■ © a :t5 © a to. to > -p I eK®.^ 'Co o' 0 sm -SS®^ Ks? •sgs-g ® ^ a CC «fl fl f ~p'S oO (C C rr. vJ +=! a fl o £ -2 ffl o -p^ •5 cw.h k^p oO ®^£§ H8. M y _P £-«J S>g §0-58 ■© o-g.S 9 Jlfl'S ?»;§ 5p Hc.«o • eS'o^° g ©-B 55 o g pai£ ©"§ 3 g B £ B. cC l; .2 ^ ^ CM O • O o : o b :!3 .2 'O o © © Eb3 C -t3-*j 5 .1= © •P SOB 13 a a JSWt o ® h ^ K ^ C 5 5 !X o 5? tt £ fl B. c 2 « I p£ ©.icJ-3'J 2p; 0-0 ! & *' ; £ O 2 • 0pj Wc rA 2 ® 2 bO •I-© 02 g. II- ^ ‘tr O C c rt p o.S* s3 *2 o SE £ 9 23 S'S ° £-§•3 0K0 S ill Occ 3 15 Cl 05 ff 5 < STATISTICAL TABLES. 673 43 JB Tablk XI. — Statistics of schools of theology for 1883— 'S4 ; from replies to inquiries by the United States Bureau of Education. G 74 REPORT OF THE COMMISSIONER OF EDUCATION. u 1 0 ; +■* ■sdiqs -jossojoad poAvopua; - o rj< 'tto^HmraouoQ; : o . t. • P< _ ft . © 2 x ) ft : § : . © ■ •r3 • fioscoiH m ci t* ci o i © © O • Bj .Cl •?_£ g - J © ft ’3 fc tri > t> > © © © © ◄ _ • . © tn © is |^P4 JMP OQ . r\ 50 . >; Q) > M « O O _ _ t>P3 ft a J l^grf 1*15' ° a p- JP s-sls 0^ = 1 43^ > {> © -C © © *§ ! ’ ft ® . « j”3 o3 t . ft3 a _p 5 a s: ft o r* - S/d ^r. > > . t> ©at.® co S dO CO &( dd > > © © Mrt © tj ^ M -S 0-1 ° um d |=sj| 1 I hai W HtPCiPHftJhs TIO^BZTTnjltXO JO QJBQ[ "ft s-3 p«2 ft a 2 .2 ft 1& ' rt . ft £> ft j a 8 a :?2^£ p tS . M P-flCO ft « o . o «OOy *6 «! £p t>-. ft ft) ft » ft ■S-a o-S* c1. P ft .. g-a a Roq J o rt.2 £\ft* © AhPh ;h d* © •s £ ft ■ a®* : © H 43 Fc fciO 5 •© o To 2 © § «,§ © ~ £ Sea a ft PH H a ft-3' •J« d 2S •is -IS •a 3 ©o © o3oP!3 oc oc co oo Mojjuqo JO ojbq „ ft 4^ ft r *-< ft © w «UC§T pli a; rt CCHHO MMWOWHi -OCOH N ^ ? 1 1 - cc X • ir. »c CO occcocoocox> -ooccoo !xo§! S2! w ft ©O a.© « © ■r ® ft o W ft- • ftO 15 gj u- 1© aft ft 9 tefl tr £3 ri a| i ft — 3 lO'JJ ft ► .2 ®q o _ _ j© > 2£l!8 s t* ft s a HPCOW © o r= © CO © 'a o ® .©P 5S Ftp ^ fct.p ®ic 9 --3 :q ;«w • o : >> •^EH £ *» hi. s s CO s e s » s 25 'C a a +» « S .2 ■2 ©H o£ -© •CO ctft CO ©■ wl'S- |Tt5H ft © s © J’c.tC'ft « J©'| H © §H tc IS © © *3 p Osh P © © a S'O - © .2^ sag £g oe b g ©^3 1 1 3 iS ft' 2 1 ©a a .5 o a o co jl = 5 o.S ■ 5 £co fcc l&«l- © ft s a P o g© •Cr^ a S'-cco a a n-3 s-gt.9.2 .5 p a ticp ft C- o o CO a cj To W ©

«< O O ^ T* • CS 2 a -S’ c 4 a ; a • 143^ £ a ^ .2 a 3|jj * i£ c — 2 cs w .q y ^g 5 © 3 Ay B o 2 airj P4P-,PS33 • ■ tea a : « • a'gP fcl- y c a gjd-=:- i%-T§ x *V%3 © (3 5 « £-3 5 © «5 a £P^A §5 5 6§ : a : a - a ◄ | a 5 ‘i| .3 -yj .S > > ^ o v q P4 P-i ’ : i « >Qo :AS° a ; a a d a, w*f Ilfs «COm 2 « s s- a eS , . “ © ^ l-SCO-yfeaih) >©>>>> ^ © *- © © V © +a ©s' ©‘c s-g 8 5 feu ^ cc -*a © P4i3 . ... cj i'\ i ? 8 a; ’ * y ■■o « ! cia 5-d £ A © 5 . B ad'3 2 ; ■ ,g _« • • : : © 2 a : I’iSS^I III I si o a, !cc o • . © . at -a \ Aa Zfifi £*© © P33 a .2 §• ia « rt ©r ;u- i^'S, _ =S I 3 £«£r3£ ga • j|a5 -2 | :pe3§ |y? S -£h fci.3 g a So ©as 1^1 >3 2 « ©‘-a a Oddrddta .2 3 :| © .2 a 9 ri °.S © j? §£o 3 a © © ® © Ps K3« tf 00 "JO X 00 CO o co -t ro i ct x x x x CO OO 00 (JO JO CO • S-O OOOh :n ; : i i **l*A *§«$ p 3 S & ^ g cs cs © © > ; ; | ■ti ■ : ' N g : : i -** !ii ©'A ^11 1^.1 s 5 ^*1 :o ■ O 3°n' ?°o d >P 2c.a’ a © a .© ;©( O « a .'■' © ~z a -© © « ^ © fz5 PhZxHOQ KH9 ■ • a : :* i if a >rx ho fr?-S PS pS-g qd2 g © a © tH a ORH^O t> . © y :.£^ ■ a cs ^ ->2© 3 : g a .: °-acao r«<1g. . g O O © CC .a ® -° 43 *3 •— a s-’? s ^ « 2-5.5 © © .2 5 a § a a fc<^_ i-R .2 t- ^ 5s-N.p-2 ;.25® tfctc 511*11 © a a ~ © © ©a y4i^©5 P5 '_> 0Q CC Ei cH © © O- .2 6 o aJ'S'g ‘2 pOO-2d S’gl-oZ- c~ a g.3 '© © 5 Sfa .22oJa ooopo oO '.2 jars. ® 5 On!a® p 2 3 - y ®tg©a fit aS ©jC OoiHP? © 3 o C3 •a © ^ to fee © © «a ft5 Ph §yS a ^0-2 C> O C3 ^ i° S3 © § P S3 2 p-a RS^i O • a :w i.2 £ ! ’5 v • > a :'3ta ?. h -2 a ' "a ^ Ixl >3 §3 1 § >,§ ! o* :i-2 %l o © a a © 02 .13 aa -j aj-fi ‘SO- c n ©.a- >> c 'o° ;3 a O K2 2 2 | ,t> © s E>aq ^ ~ 3 o £ a a l||xs©^ 8*o5l| 3 i^aO tt© H a « y ® a £-2 §2, © ayaO OooOOH ©as.*- 1^33 js-2 J>3d3 £ g -a © © csOj O' © c^-s-a © « P^Hhh | 3 Ph ,«. ) rt'tt 111 3M 2 0 H ;H; o 5^p- 5 fe e ?! |S x 2 O 3 53 >.3 11 Ui s © y © 95^ H cs s> » © o y (- x o y cy rj* uy P.PrH G77 * From Iiepoi't of the Commissioner of Education for 6 Instruction suspended in 1878 ; the seminary exists <2 Number of professors in St. Vincent’s Seminary and 1882-’8:j, for the present only in its library and property. College* a Partially endowed. 0 Includes three professors in the German depar tment. Table XI. — Statistics of schools of theology for ISSS-’&l, ^o.— - Continued. 678 REPORT OP THE COMMISSIONER OF EDUCATION. 'S'Thb j a -jossnjojd i>9.siopn3r '8.io.irtj90{ pile ejoe •snjo.id ja9[)iso.i-uo X •s.injnn.nsni pm? sjossojojd juiipjsay; 10 03% » •<* COlO CHa 3d ; ^ au u • ! ; a ©t; ® c PS « « o PH © © HP 3 < 33 2 t_r ~ .a 00 a 9; 3. r-s a rP S0-L5 1-3 c3 1 > > > < oj © © PPPS .3 G&jTva r~~z x ®-a S±i5l ^3 £ ^ 2 ^ r5 r- — © © a ® © I ‘.2 cj ; * O ! 03 ! 2 • 23 0 a > ■ . a : 3 e« --g Ss<3 a 0 0 n *& w a © aj a ii 2 a ^5o a a . ;‘r. a :w.g • 3 © 23 & 0 #g *& H § O a .2 0 C, 4J 2 ^ ©w -g ^0 : :s .28 : :| a'®- : ’ ® WW22^ ^2 re rt §-s a 0 hP |J « 1 a 1S1 •g a §| P« — © p. s. © p 0 0 PiPh > W t» 0 WPS CC ^ t* M<1P^ cC w ,2 p re re SI 00 OO CO CO 00 00 «D ?jj 05 00 » 00 • ■ Cl 06 cS ! ! S3 Ph : : £* : : 2 i : Hi P . ®'3j O? £ 2^3 jig Cl j! • ■4* ■ *§ 00 X 05 00 » X iN > X 00 000 CCC0M3 ef *" c£ 233 s a 3 P P 3 • fl g O C R P © ® . ® © P:B3 p’> £ : ©" . to ;l • o : >1 o wpp ft is©-*p H ® ® ©2 “H gH«2 A ©2a: 3 1 1 ||U , ! p-r 5 §i> ftcg>S3tf 3 -s 3 3 3?3 2; r- C ® =g3«j o 4SM g o — .2 S 5* :dt :P- !3 : a o :.a :H • *s J*o • >> • P © £5 a ® 5 Ti'§ o © R 2 t- = II §* © H “ps-Eg* © -t: .0 _® ■p. ctS |l2r§ 3 ®3^2 JS^iJa ®'p H h££ i p 3 rj ’r* -j ^P3*r3 ^ pra 5„ 2 C’"© 0 »w P rz 2 52 o3 22 Cl 01 rt ' •d-SaS-SiSg 8 ^-9 1 « t-s 1--S 1 0^1 i'-S llllgll P H = 2 a & © to £ w 7 '3 ll| iP-9 © ©< R' P P 32^3 sSS^S <5 ®-M © o "” § >3 © ss'^ «p.e "2 p S. a '2 2 2 O® 2 'to P 7: 2 ^ 9 § © S 2 > .2 h §'®2'o © © cs C © ©pa^ P £>-< £11 a > © IflW 2 .. o Sl¬ op § 0.9 S 111 P= p a cc ©^ 22 p .2 .2 .2 *Si3o2 c c c •5 © £ _ . P'S : ©'tq a : 3 P;P ^ ; •c?5 o : p © t-.jp . re t» ei cd . ^"SrS © C^.® © 1 IpgaS S = 5 a® >- a- — P. TV ® ®-r © £P ©1 (4.2 -1 .2 .2^ ,t£ Cl I- Cl 51 Cl tlH ^,2'S ®233 a ^8«l888| O.P a H E-HHHP COOO — ' PI CO^t< ICS a^H f-1 Cl CM CM C'i CM CM : (Hrtr* ^ ^ HH .. rir CO CC CO CO CO CO STATISTICAL TABLES. 679 Table XL — Statistics of schools of theology for 1883-’84, $o. — Continued. 680 REPORT OF THE COMMISSIONER UF EDUCATION. e| G fl *§ . «« «; a •spnuj OAj^onpojd uiojj omoonj S> •epunj QAponpoad jo jtmomY •Srmpjtnq puB eponoJa jo stipe a. •e^ooq at jBa£ looqospsiq Qqjtn 9SB9iotr[ o’ w ©• ^ co’-co^J >. a £ >3 - — cs ^ ^ iZ 3 a a a ■£ 2 >, C.5« m «© ci i- in <»- w •sjoiqdmed jo Joqum_K[ •eemtqoA jo aoqnmx coo o a o r-n O O © O C C5 Q CM O O \n?a.f cuaeB’oqoe m ey/o^Ai. jo joqiun^r 'A’pr.as jo | osjuoo jprj m jo aaqian^ "f88T J° auataoongra -moo wqj jb sojBupBJO •Qoamosjosjn -aoj m oo-iiiap b pdAiooai OABq oqM fiioopu'isaaeeajj •eojBnpB^S juoptsa^j •aoqranu paasaa^ ' C SJ O 19 oc in tc ^ • __ _© ; ©jC ®v ‘3W ® £ y.2S f|S I r= 5^ : a : I <3 •c£ £ > ©.2 ^11^1 Te ©M | fill! .- &#•£■? §11*® 5 t? S'S.ir’e ©•« •- &Y iPzS ir c c C - o o p o CvTa^w CO CO CO CM CO < dbcbb o _ c *’ ! ! ‘ ! m ! >5 • I • +3 . t» £ ; T3 i- > j *s .*? © ■ 5 > • !§ a e ; s > ©a ’• a. P «*-. o ■ © : w - ~ *s EP : 6£ : ® © 2^ 6o'> tc : >> © : ~ ? .• a c.r-| © M r. ?■ -n IP 6 ^ = ■5 . t o • ”> ijg ? 5 ■O C';-; :i1?c IS !SJ3 COGS >2 ■3^5® 5 a C a GCO ; s£fs ■ £•£ ©«£ 2 ®33 :£~%E£< G-c'. i p= |£ 2-g ce-2 c£ a C g c B SB o £ cJ-2 ^•^49 33 ~ — r- P~= , y. c — ^ tt CS CC - ~ E O C-SQ* ** Z t-.» © S 5 tx.’t!, Fr_: c.! © © - • fcx W ei » e^-a l?c ‘3.3 t-i cq Pi •»* m ©> t- oo < STATISTICAL TABLES. G 81 Table XI. — Statistics of schools of theology for 1883-’84, cfc. — Continued. 682 REPORT OF THE if ? © *- a . w " +3 © 9 s gsa COMMISSIONEB OP EDUCATION. I 8 Jiiasc^g s- 2 cs r-'s gc'a ssste MUiS = | if | %'s &|| HI Property, income, &c. •sptrnj QAijonpoad UIOJJ OCUODttJ yO « in 0 0 0 0 t 0 0 0 0 • CCQ^riSO * cf rh op rf '• r- ^ « 0 0 ^0 ©O© -“© .-1©© COO Cl . 1 . © 0 ip ci-o ©eo .©eo:» i-T Tfi’ ©‘ — ' -T ‘ to o' ci 3 -1 CM IP • cn — •spunj ©Ajjonpoad jo puomy © « CO O (MOO* Cl 71 O O * O ~ O O • iftVS^co • r- cq co — iro • rl • (fcr * O O O O 0 00 in 0 !noo 00 »— 0 -ooc 0 00 00 •«: 00^ •• 0* «o oc co • co «*•' i^T ^ -err- »-* co *coc^w • CM CO 0 • TT rl •sSaxppnq pan epauoaxf jo anpe/y © H O O Cl L-5 CO 000 0 0 ^ 0 0 <=? r. 0 co • O O « O • O _ • rH OOO OOOOOO O OO O O O w O 000 0 0000^ ir © ©' « c c o 5 r-11-0 r- © r t » CM© CO CM CM Library. •sqooq m .tb9.£ j looqos 'j.stq aqj ui osuoaonj Xl i j 10 0 • 0 10 • 0 CM ■ CO 0 LO ^ O ^ 1-5 f£,rH : :§ ® : : j^SB •6j9[qdarcd jo joqxunjj , H j i 0 0 ^ 10 g 0 ^10 1 • »o O • • 0 • • - • Cl 0 • « 10 • • • *— 4 O • • t • * • co Iff • e? • • • : : ~ ■© : : : earauiOA jo aoqamji © H i 0 0 00 00 • 0 00 • 0 CM 0 -to t> co j *sjT 0 00 0 0 0 ® S' in ^ o' ^ 1,500 18,000 36,831 41,000 («) (5,1 14.000 8, 500 (/) (17) •aB>£ j ojiseioqos m sqoo.u. jo aaqranjj «9 1 I^-OOOOIOW CO CO CO CO CO CO O O Q CIOO cov^l TJ* CO CO CiO^ rfClM.OOOO COCOCO CO ■TT CO CO 'V CO •/■pn^8 jo j os.raoo qrij ni eaeoi! jo jaqranjq; 2 ec co co cc co co co CO IP CO ^ ^ «MTO CO -* © CO CO CO CO Students. 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Hi C V © 1 f H I d a •3 a ft © g £ P H s y. ft S grfl- ^df .2 K g s y«p| 4® Ph §PP s*9 tl^ aa^s ft £ft :•£ | 0 S* §W fi S © r j >v7 - »d 1 a'S.-MMs S i o ®-faa^ © & 18511? I S 3 eg © o O © 3 O ftftftlZ) ft °°22 'Sop ©E-i |l 03 5m 2 SR © 2 Oft 1866 1845 1878 1855 1863 1878 1879 1872 1S60 1871 1883 1 1841 1867 1868 1865 1881 1829 1821 1879 1883 1872 | 1865 1844 1854 1863 1878 1874 1872 1859 1873 1884 1841 1852 1866 1881 1831 1822 1848 1872 C^eo^ lO tO L* CO O* © i-tc^eo-** kO ®t> Op Cft © rH CSOO fcft ass ssa a a ft a33a..s<*sSJus*. a 3 -sajssl ?rd« ?s Table XIII. — Statistics of schools of medicine, of dentistry, and of pharmacy for 1883-’84, — Continued. GOG REPORT OF THE COMMISSIONER OF EDUCATION. Jti § I £8 C g >5 rn P 1 'So pm O >> © W> • CO • cS • a 5M o -M PH ® 33 j> *8 tH <0 •M Jl 'o o c5 o3 5 Jj .3 ® '3 .2 © *S « » § 3 6 O cS © • *!sf: §3 « £ el; •fHCJ -CO"* - L5- O I STATISTICAL TABLES. 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O. ^ &I dt p f> Table XIII. — Statistics of schools of medicine, of dentistry, and of pharmacy for 1883-’84, o OOO OO O IO O ^ CO » - * - •99j norjinip-Bif) ,o 10 I.o OO o m o* ■ co co oa ^ s 3 iO O O C iO O lO lO «o OOO OO LO uo •99J tlOXX'BpiOUX'Bpf •eqooq m .tb9.£ x00IPe I « 9qj «X AiBjqq jo 9BB9aaai •ejaxqdured jo igqran^x •89ranxoA jo J9qain^j; •JB9l otxBBxoqos tit S3[99M. jo joqtnnj^ '^pnjs jo 9sanoo xinJ ut SJB9A jo J9qtnnji co eo co eo ;9 ■ 80 : a ■ a :p- 95 a f §f 2s| 73 cs te IHS a°sl 8-^ d) A rs © o — <_ O o o ■3 0 ® .273 £ o ©^ ® ©^3 • © p4«*-i'd M ® ©J W) ° ° - & a |S ill . ©” • > *S igfi ■ § © &b §.£3 Hffi o O'© | I ■s 5 >a >f3 © o u o © 9 g'g .2s* fill ® © ©1-3 ills. ■- x} R eS © C._© ©; P’S ™.S.S P4--d S.S '3 W*P © +s‘+5‘ Mfl fl Jl £9- 'd a|^£T2 § ® ® (OO ofc ◄ P^ h 5 s. © ej c6 .2 bn .2 „ a © 1-1^5 S.2 Mg^Zn . *3 ® © ® © as t>» 4i s tS.§ ^ g-pc? 9 a o cs p'©a± W'S3,S^ w h f®§73®«£ no S f 9^5^555 SS S S?S12 £ S College of Medicine of Sy STATISTICAL TABLES. 699 • - ci SrO a I SI H >! CV_S ft i-s o o. o ® o o Olrf* o o © © o CO 05 Cfl SO i© i© l© »© *n i © k© o o 150 o o «o o LO § i • OSI 225 o 3,000 000 ‘I 500 300 5,800 500 . 2,600 500 « § s® s 1 p. co ^ 500 500 o 3, 000 O o o 04* 1 001 1 o s icT 300 O O iO O CO iO 0 co q —i © I 1 § * CM CM CM CM • 3 3 > co co co co ; & § * I q *2 cj g 2 & © w113 g ?1 ^ S.S O -4^ ■ (N o « O rj O to lO O ic © ®~p 2 ^ 2 o 5 *t £§Kl1 a p o | •Ap «fC S? © •ss'SSsvrfS-cs^ & PS : © ;S . be . _ • © • © • 6 : | ® :3 it 3 : * .p ft ft rt * '© O^® CO ©3 >-.2 2 « ‘ +* rg S9 2 • » ©O § ft PbtO 2i= s ?3g 1 *11*1 £ I|SA s alas. PO,2o ® la§2l ”“dg§ ®s bfl © plft o P OS ©2 S fee & ® ® *3 ? ft o ■a ^ fec£ fli Is 'P«H ^ ppgSoJ >-m ■pr^ ft-J§ ft-s^ i® ®rd © +3 WPiS'S ©'§’?! 2^ «y's Jill's Ms&o* '3 Ef® 3.2^.2-p aaft'P-SS ; © P -p IpihPjb h"g ©p ■fi-aaa^^igga * & a s % ft ® 3 £ m ^>3 S >» P _ gr-O ft £ 1 1 p.li | 2*a ©ft ® ft® !„ © *M O > ® -g 3 & © ^ « 1 .& ? SL§Fg p fi?0 -S ^ftTi § .2 §35 ©^ •slags. ;£ p &>Jj;2 32 SjS^S | .Si-Si, 3 ► ,2 43 ft ®ft S ft 3 3> S wn 3 .2P ® ^1 1 |l | © c3 <3 'o © §* .22 2ft ft (S P d 03 ft a © ©ft © ® ® ^ a . p ft p .2 » © P © SP3 fc£ 1 |“§3 o •© a ® © ® -2 ©> 2 «M co o csi* co r> in o o m <0 o m 10 o o o © © 10 iff •gpunj QAijonpoad oiojj graoonj •spanj 9AT» bcq At) o © P< © >3 ■S >s ifl! irl* O O o © © © 2 C3-P •t>S! all' p © 0 ‘-g o£Wo* Sjhs-S-3 A? S3 go® .2 © *A ^3 ' eA©^© o 6 |Al^s * s o£ .5 * « 5 AH 6 ^ c3 o © o I | e8 © ©'. ills , © ' o I© , ©^ © W H a |£ 2 SA a es co m-I ej T« ©, S c3 © * 3 IS © a fct © r£ © -2 a cs * c« gta H Ufi H STATISTICAL TABLES, 701 23 222 2 §2222 222 Table XIII. — ■ Statistics of schools of medicine, of dentistry, and of pharmacy for 1883-,84, -5 « o 5 [g I|t S'lfso <3,© EO< SQj C3J3.-S *»£ s o ® a 2 2^ £ o S' © ,c ^ * 'S.2 ^ S«S o£ ® o tr-H 0 I «§?:§ o ® o Cv wo s '^SSd^ 'S-g'S^ . „ U'ssgkfc *3 I o o£ a a^-g o^;5P ~ a © ®o t. -*> 'S O J5! '' S o © ^ o o -»*■ 'is&s* eg «3 _= to ® m O- STATISTICAL TABLES. V.Q © to 2 2o a 7? m I ^-2 A 's’® * C3 0*H®§ *5 flO? P Orj £ c o . a & r-* O >v #111 8*3,3 S a n«* © x .2 O g rt t! 0 © B © ^ <3 i’S’S 400 _ 250 _ © 2 © © • a 2£ a © o a '** •'-' .© tga® c« «3.2 2 ll ||5 u5 rs © f-.s a © tu, o 9 “ % c rt a £a3 S P< 2 o -g x |§ 2 ® ^ a g.’a © O g-+a > x: r3 P *rj g £ J-liSli-S & g £ $ g °'g © ^ « O ^ ^ c 1® 1 -©••s” 5 fl‘ ® jAb o' § < '«» ’^rSi 2 P . xs >> w a i*$! | I § £ > « .® yg: ®g& © <3 £? o5 5P 2 '" 5 *sb£#% twr2 g p ® p 2 t§|IS^S &*s»s*g S'S.g'SSSI g|l|§l- 2 <* t>! > § * 3 rC> « **S <£> ®2. tern A 8 ©©; W ® ca^ £<2 OtJ S'© « 3S?§ co - -g ..s ‘iH'i'i 8-s g-s.fc.fe b b a® © © -J So 5f © © Stfa-sea n 52 q H B B ©i-i.a a o © •S-l 111 fH'O ss as a a be ts _, _ 5 o o 'S a 5 ©-• 'h S9s«s.g &§ ws a sis i * 1S|g £jpl'S'S © ® ?„8i I® aa^ Il|8gS 63°-2*-grSj -S EW a fc I ^ s © .a rS O S jg i? 5? a •*» 703 704 REPORT OF THE COMMISSIONER OF EDUCATION. Table XIV. — Summary of examinations for admission to the United States Naval and Military Academies for the year 1683. MILITARY ACADEMY. States and Terri¬ tories. 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 _ Arizona . . Dakota District of Columbia Idaho. Montana .... New Mexico Utah "Washington "Wyoming... Foreign. At largo Total . tall 1 116 !J STATISTICAL TABLES. 705 Table XIY. — Summary of examinations for admission to the United States Naval and ^ Military Academies for the year 1884. States and Terri¬ tories. NAVAL ACADEMY. MILITARY ACADEMY. Number of candidates. Number accepted. Number rejected. g £ A 1 j Number of candidates. | Number accepted. Number rejected. a S © H On what account. Total. On what account. | Physical disability. For deficiency in — | Physical disability. | For deficiency in- | Reading. 1 Writing and or¬ thography. j Arithmetic. | | Geography. | Grammar. History. •Suipeajp | £ . 1 rS >> o "2 1 es Ph H bit TS O •r-P | Arithmetic. Geography. J Grammar. History. 6 3 3 1 1 2 1 2 2 i 1 1 0 1 1 i 3 2 1 1 3 2 1 i 1 1 1 1 3 2 1 1 1 3 3 2 1 1 1 1 1 1 I 1 1 1 1 0 0 o Q_| 0 0 2 2 2 2 0 0 o 3 2 1 1 4 3 1 1 i 1 1 1 1 9 7 21 1 1 2 8 5 3 i" 1 1 "Indiana _ 5 1 3 2 1 1 l 10 7 3 1 2 3 4 3 1 1 1 1 i 3 2 1 1 ** l KflUSflS _ _ _ 2 0 1 1 1 6 4 2 2 2 1 i "RT on tn elf y r _ - 5 3 2 2 i 1 2 2 Louisiana,. _ 3 3 1 1 TVTa.ino _ _ _ 4 1 o 1 1 1 l IY 0 0 ! 0 i:::: Maryland - _ 4 2 2 2 i i 4 2 2 i i cb ii spittfl _ 6 3 3 2 i 6 4 2 2 1VT i oh i (ra n _ . . 5 3 2 1 2 l 2 i 6 4 2 i l 2 "Minnesota, _ 2 2 4 2 2 i 1 "Mississippi _ 3 2 1 1 1 1 5 3 2 2 Missouri ............ 6 3 3 2 Y 2 l 3 2 1 1 Nebraska _ _ 2 2 .... 2 1 1 1 Np.vadn, _ . 0 0 0 1 1 New Hampshire 1 1 0 0 0 New.Tersey _ 4 1 3 2 i 1 1 i 4 2 2 i 1 [ i 1 New York . 23 15 7 1 .. 2 5 2 4 2 i* 14 9 5 i* i 2 1 1 i 3 1 North t!arolina, 2 ! 0 2 2 5 3 2 2 1 1 Ohio . . 8 3 5 2 4 2 2 4 8 4 4 2 i 1 .... i Oroorm _ 1 1 0 0 0 .... Pennsylvania. _ 8 5 3 3 2 3 1 12 11 1 1 "Rhoilo Island _ 0 1 0 0 0 0 0 Smith fla.rolina _ 4 1 2 2 1 2 4 1 3 1 2 2 1 1 i 1 Tonnossoo _ _ _ 5 1 1 3 3 1 i 4 2 2 1 1 1 Texas _ 4 1 3 1 2 1 1 2 5 5 . . .. Vftnnnnt _ _ 1 o 1 1 3 2 1 i Virginia, . c 5 1 1 1 1 6 3 3 3 2 i 2 "Wost, Virginia, _ 2 1 1 1 1 3 1 2 1 2 2 1 Wisrnnsin _ _ 4 2 2 1 1 3 3 A rizona _ _ 0 0 0 0 0 0 .... Dakota 1 1 1 1 District of Columbici o 0 0 0 0 0 Idaho i o o 0 2 0 2 2 1 9 .1 Montana- ............ i o o 0 1 1 N ew Mexico ......... 0 1 o 0 0 0 0 Utah . . . 0 0 0 1 1 "Washington _ o o o 1 1 1 Wyoming . . o o o L.L. 0 0 0 .... Foreign . . 0 0 0 1 I 2 2 At large ............. 10 6 4 3 1 1 i 1 1 Total . 164 93 68 16 13 42 20 |30 17 3 ,155 i 104 51 9 13 21 F 20 14 45 E ofS Mil D. ] 1 2 3 4 5 6 7 8 9 10 H 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 85 36 37 38 39 40 41 42 43 44 45 48 47 48 45 60 REPORT OF THE COMMISSIONER OF Table XV. — Part 1. — Degrees conferred in 1884 by universiiit rhe following are the explanations of abbreviations used in Part 1 of this tat cience; B. C. E., Bachelor of Civil Engineering ; C. E., Civil Engineer ; B. i ling Engineer; D. E., Dynamic Engineer ; B. Arch., Bachelor of Arc hitectui Bachelor of Divinity ; *D. D., Doctor of Divinity ; M. D., Doctor of Mediein Note. — 0 show; All classes. All degrees. • Institutions and locations. c a o 1 State Agricultnral and Mechanical Collego, Auburn, Ala .... Howard College, Marion, Ala . . Spring Hiil College, near Mobile, Ala . Cane Hill College, Boonsboro’, Ark. . . . Arkansas Industrial University, Eayetteville, Ark . Little Rock University, 'Little Rock’ Ark . - . College of St. Augustine, Benicia, Cal . University of California, Berkeley, Cal . . Pierce Christian College, College City, Cal . University of Southern California, Los Angeles, Cal . St Ignatius College, San Erancisco, Cal . Santa Clara College, Santa Clara, Cal. . . University of the Pacific, Santa Clara, Cal . Hesperian College, ‘Woodland, Cal . University of Colorado, Boulder, Colo . . . Colorado College, Colorado SpriDgs, Colo . University of Denver, Denver, Colo . State Agricultural College, Fort Collins, Colo . . . . State School of Mines, Golden, Colo . Trinity College, Hartford, Conn . Storrs Agricultnral School, Mansfield, Conn . Wesleyan University, Middletown, Conn....' . Yale College, New Haven, Conn . . Delaware College, Newark, Del . University of Georgia, Athens, Ga . Atlanta University, Atlanta, Ga . . . Cla»k University, Atlanta, Ga . Pio Nono College, Macon, Ga . Emory College, Oxford, Ga . . . . . Abingdon College, Abingdon, HI . Hedding College, Abingdon, Ill . Illinois Wesleyan University, Bloomington, Ill . St. Viateur’s College, Bourbonuais Grove, Ill . University of Chicago, Chicago, Ill . . . Eureka College, Eureka, 111 . Northwestern University, Evanston, HI . . . Ewing College, Ewing, Ill . Knox College, Galesburg, Ill . Lombard University, Galesburg, HI . Irvington College, Irvington, III . . Illinois College, Jacksonville, 111 . Lake Forest University, Lako Forest, 111 . McKendree College, Lebanon. Ill . Lincoln University, Lincoln, Ill . Monmouth College, Monmouth, Ill . . . Northwestern College, Naperville, Ill . . Chaddock College, Quincy, Ill . Augnstana College. Rock Island, Ill . Illinois Industrial University, Urbana, HI . Westfield College, Westfield, Ill . j 12 8 15 4 28 3 3 c36 4 3 5 10 10 o3 1 1 6 3 2 28 6 51 277 14 c4G 4 1 0 33 5 14 34 2 24 6 85 40 8 0 15 14 33 7 34 8 16 21 31 6 0 4 20 0 0 4 0 1 o' 1 3 10 2 5 a 10 of these are B. L. L. (bachelor of Latin letters). 6 Includes 1 honorary M. D. c As far as reported ; this does not represent the whole number of degrees conferred by this institution in 1884. J 6 of these are B. S. cum laude. e Degrees not s f 8 of these art g Certificates c h Includes 6 “i i “Bachelor ol j Honorary dej STATISTICAL* TABLES. 707 md other professional schools, and hy schools for the superior instruction of women, Letters; A. B., Bachelor of Arts; A. M., Master o:f Arts; Sc. B., Bachelor of Science; Sc. M., Master 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. D., Doctor of Music j Dental Surgery ; Ph. G., Graduate in Pharmacy; LL. B., Bachelor of Laws ; LL. D., Doctor of Laws.] k 3 are “bachelor of English literature ” and 2 arc “mistress of English literature.” I “ Master of philosophy .” m 6 in course and 1 on examination. « Conferred on examination. «*2 of these are “ mistress of arts.’" p C of these are masters’ degrees. q These are S. T. D. (doctor of sacred theology^ r Thi3 is M. L, L. $ “Laureate of English literature," t Graduates in theology. v, Includes 1 M. L. 51 52 53 54 55 56 57 58 59 60 61 62 63 64 65 66 €7 68 69 70 71 72 73 74 75 76 77 78 79 80 81 82 S3 S4 85 S3 87 88 89 90 91 92 93 94 95 96 97 98 93 100 101 102 103 104 105 106 107 a b G REPORT OF THE COMMISSIONER OF EDUCATIO Table XV.— Part l.—Degt Note.— 0 shows tha All degrees. Institutions and locations. Ridgeville College, Ridgeville, Ind . Iowa Agricultural College, Ames, Iowa . Amity College, College Springs, Iowa . Norwegian Luther College, Decorah, Iowa . Drake University, Des Moines, Iowa . Universit y of Des Moines, 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 . 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 . 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 — . . Ogden College, Bowling Green, Ky . Centre College, Danville, Ky . Eminence College, Eminence, Ky . Kentucky Military Institute, Farmdale, Ky . Georgetown College, Georgetown, Ky . . . Agricultural and Mechanical College of Kentucky, Lexing¬ ton, Ky. Kentucky University, Lexington, Ky . Kentucky Wesleyan College, Millersburg, Ky . Central University, Richmond, Ky . . . Bethel College, Russellville, Ky . . . Louisiana State University and Agricultural and Mechanical College, Baton Rouge, La. Centenary College of Louisiana, Jackson, La . College of the Immaculate Conception, New Orleans, La . Leland University, New Orleans, La . New Orleans University, New Orleans, La . . . Universitv of Louisiana, New Orleans, La . Bowdoin College, Brunswick, Me . Bates College, Lewiston,. Me . . . Maine State College of Agriculture and the Mechanic Arts, Orono, Me. honorary degree. ' Master of accounts.” One is “Bachelor of natural science,” and 1 “graduate in. commercial course.” All classes. Wheaton College. Wheaton, Ill . The Indiana University, Bloomington, Ind . Wabash College, Crawfordsville, Ind . Franklin College, Franklin. Ind ...... a . De Pauw (late Indiana Asbnry) University, Greencastle, Ind. Hanover College, Hanover, Ind . Hartsville College, Hartsville, Ind . . . Butler University, Irvington, Ind . Purdue University, La Fayette, Ind . . Moore’s Hill College, Moore’s Hill, Ind . Efulham College, Richmond, Ind . 14 11 201 4 36 3 4 6 4 9 1 10 5 37 17 0 0 5 /I d Includes 1 “proficient,” ad eg! the completion of a couis< partment. STATISTICAL TABLES, 709 1884 by universities , colleges, tfc.— Continued, conferred j .... indicates none returned. Science. Philosophy. Art. Theol¬ ogy. Medicine. Lavr". 1 * i -w Sc. M. In course, B. C. E. & C. E. M a Ph. B. Ph. . D. & | £ e§ o -© H O C O 5-i o O a j Honorary. In course, B. Agv. •8 p4 S w © £ 3 O w PI In course, B. Arch. In course, C. & M. E. rf © £ 3 8 In course. Honorary. In course. Honorary. In course, Mus. B. Honorary, Mus. Doc. w p ©“ £ pi o © Honorary, D. D. In course, M. D. In course, D. D. S. In course, Ph. G. In course, LL. B. Honorary, LL. D. 9 JOJ1 12 13 14 15 1© is 1© m >1 23 23 24 25 2© 37 38 3© SO 31 5 ft 1 2 1 4 2 1 1 al 1 6 1 3 1 5 1 4 2 i 3 5 10 1 2 6 3 12 9 3 1 7 io 2 4 2 1 1 2 1 4 6 19 49 13 104 4 7 5 6 3 1 1 1 1 1 2 1 3 2 4 2 61 5 2 5 1 7 1 8 1 17 4 1 2 2 1 2 1 c2 1 4 6 3 1.... l 2 2 4 | . . . 3 31 l c5 6 .... 3 3 g7Q 10 2 33 4 3 62 6 1 7 1 I 61 52 53 54 55 56 57 58 59 60 61 62 63 64 65 66 67 68 69 70 71 72 73 74 75 76 77 78 79 80 81 82 83 84 85 86 87 88 89 90 91 92 93 94 95 9G 97 98 99 100- 101 102 103 104 105 106 10? e “Graduate in mechanics.’’ / “Bachelor of literature.” g Includes graduates in pharmacy ; number not specified. A, These are “SL T.D.” 710 REPORT OF THE COMMISSIONER OF EDUCATION. Table XV. — Part 1. — Degrees covfcrred in Note.— 0 shows that no degrees were Institutions and locations. All classes. All degrees. 108 109 110 111 112 113 114 1 115 116 117 118 119 120 121 122 123 124 125 126 Colby University, Watorville, Me . Maryland Agricultural College, Agricultural College, Md St. John's College, Annapolis, Md . United States Naval Academy, Annapolis, Md . Johns Hopkins University, Baltimore, Md . Loyola College, Baltimore! Md . Washington College, Chestertown, Md . Mt. St. Mary’s College, Emmittsburg, Md . I New Windsor College and Female Seminary, New Windsor, j Md. Western Maryland College, Westminster, Md . Amherst College, Amherst, Mass . Massachusetts Agricultural College, Amherst, Mass . Boston College, Boston, Mass . Boston University, Boston, Mass . . Massachusetts Institute of Technology, Boston, Mass . Harvard University, Cambridge, Mass . Tufts College, College Hill, Mass . College of the Holy Cross, Worcester, Mass . Worcester County Eree Institute of Industrial Science, Wor¬ cester,' Mass. Adrian College, Adrian, Mich . . Michigan State Agricultural College, Agricultural College, Mich. Albion College, Albion, Mich . University of Michigan, Ann Axbor, Mich . Hillsdalo College, Hillsdale, Mich . Hope College, Holland, Mich . . Kalamazoo College, Kalamazoo, Mich . Olivet College, Olivet, Mich . . . . St. John’s University, Collegeville, Minn . Augsburg Seminary (Greek department), Minneapolis, Minn. University of Minnesota, Minneapolis, Minn . . Carleton College, Northfield, Minn . Agricultural and Mechanical College of Mississippi, Agricult¬ ural College, Miss. Mississippi College, Clinton, Miss. . Rust University, Holly Springs, Miss . University of Mississippi, Oxford, Miss . Alcorn Agriculturaliand Mechanical College, Rodney, Miss .. Southwest Baptist College, Bolivar, Mo . Christian University, Canton, Mo . St. Vincent’s College, Cape Girardeau, Mo . University of the State of Missouri, Columbia, Mo Grand River College, Edinburg, Mo . Central College, Fayette, Mo . Westminster College, Fulton, Mo . Pritchett School Institute, Glasgow, Mo . . WTiliam Jewell College, Liberty, Mo . . Morrisville College, Morrisville, Mo . . College of Ibe Christian Brothers, St. Louis, Mo — St. Louis University, St. Louis, Mo . . Washington University’, St. Louis, Mo . Drury College, Springfield, Mo . . . nee “proficient in German” and 3 “dis- Letters. A. B. A. M. In coni’se. Honorary. In course, L. B. 6 § 1 a 1 M Honorary. In course. ! 0 j 2 : 3 4 5 7 8 20 6 24 6 2 3 0 1 2 1 19 1 aQ 12 1 0 0 38 23 0 3 3 31 1 10 8 0 2 , do 1 i 7 2 3 4 I | 1 90 12 \el 63 24 G 10 0 16 15 1 128 11 6 19 0 <84 23 2 13 3 l 1 23 17 6 20 *“* 12 3 3 1 31 26 5 1 .... 403 ‘"'3 io' 52 1 11 40 2 . . . . 6 4 1 10 n 4 ' 2 .... 8 3 ( 9 u 2 1 qi O 5 1 32 1 6 6 21 i 0 3 9 5 0 4 9 4 . 1 1 5 1 4 14 ”"2 1 5 4 o 0 ' 2 sX j 2 1 1 73 I 2 5 ! 2 3 1 | 1 5 2 .... 3 9 4 . . . . . ”5 2 . . . J 4 .. J 7 0 . 4 1 1 0 1 20 si 6 2 12 1 . 4 . 4 . <9 ! 0 7 1 2 . 1 ... . Tl / “Doctor of science.” g3 received “diploma certificates” only. h Includes 1 “bachelor of surgery ” i Total of degrees reported ; full return not re¬ ceived at date of closing this table. j D. M. D. (doctor dental medicine). k 1 “bachelor of mechanic arts" and 1 “master of mechanic arts.” STATISTICAL TABLES, Til 1884 by universities , colleges, §c. — Continued, conferred ; _ indicates none returned. Science. Philosophy. Art. Medicine. Law. Sc. B Sc. M. 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. In course, Mus. B. Honorary, Mus. Doe. 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. 1 Honorary. 6 oc 3 p | Honorary. S d w •«r 03 c o o a In course. Honorary. In course. Honorary. 9 10 12 13 14 15 IS 17 IS 19 2© 21 |22 23 24 25 26 2 27 : k : 29 1 3© 1 ' 31 J 1 2 | .... 1 1 15 55 c8 1 1 1 2 3 10 3 ■’** 4 19 /i 3 2 9±l .... h35 55 .... .... 15 5 59 jio *2 1 20 1 30 4 5 6 1 8 1 i 3 14 5 Z13 3 3 Y m3 .... .... .... .... .... n5 pll 104 25 o38 134 .... 5 1 1 1 1 523 2 r7 9 1 9 4 1 9 2 4 1 £15 4 .... 10 u5 - - - . 1 ylO . pi 4 14 2 2 2 1 4 . 1 4 r2 1 . 3 . ... 1 do 1 . 1 4 . wi . 1 6 . :::: . ....| 1 '108 1 109 110 111 112 113 114' 115 116 117 118 119 120 121 122 123 124 125 126 127 128 129 130 131 132 133 184 135 136 137 138 139 140 141 142 143 144 145 146 117 148 149 150 151 152 153 154 155 1 12 graduates in music and 1 in painting. m 1 is the honorary degree of C. E. n Includes 1 “master of philosophy.” o “Pharmaceutical chemist.” p “Master of philosophy.” q Diplomas given on completion of ladies* literary course. r Graduates in theology. 8 “Bachelor of literature.” £ Includes 7 “bachelor of pedagogics,” 3 “principal of pedagogics,” and 1 “bachelor of domestic art.” u “Bachelor of agricultural science.” v5 of these are “topographical engineer” and 5 are “surveyor.” to “Engineer of mines.” 7: S58 159 160 161 162 163 164 165 168 167 168 169 170 171 172 173 174 175 176 177 178 179 180 181 182 183 184 185 18 J 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 a b c( d el /* EEPOET OF THE COMMISSIONER OF Table XV.— Part 1 Note. — 0 shows th£ Institutions and locations. All classes. All degrees. Stewartsville College, Stewartsville. Mo . Central Wesleyan College, Warrenton, Mo . Doane College, Crete, Nebr . . . University of Nebraska, Lincoln, Nebr . Dartmouth College, Hanover, N. H . Stevens Institute of Technology, Hoboken, N. J College of New Jersey, Princeton, N. J . St. Stephen’s Collogo, Annandale, N. T . Wells College, Aurora, N. Y . Brooklyn Collegiate and Polytechnic Institute, Brooklyn, N. Y Canisius College, Buffalo, N.'Y . St. Lawrence University, Canton, N. Y . Hamilton College, Clinton, N. Y . Hobart College, Genova, N. Y . Cornell University, Ithaca, N. Y . Ingham University, Le Roy, N. Y . College of St. Francis Xavier, New York, N. Y . College of the City of New York, New York, N. Y . Columbia College, New York, N. Y . Rutgers Female College, New York, N. Y. . . . University of the City of New iiork, New York, N. Y . Vassar College, Poughkeepsie, N. Y . University of Rochester, Rochester, N. Y . Union College, Schenectady, N. Y . Niagara University, 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 . North Carolina College, Mount Pleasant, N. C . Shaw University, Raleigh, N. C . Rutherford College, Rutherford College, N. C . Trinity College, Trinity College, N. C . Wake Forest College, NVake Forest College, N. C . Buclitel College, Akron, Ohio . Ashland College, Ashland, Ohio . Ohio University, Athens, Ohio . 1 . Baldwin University, Berea, Ohio . German Wbilace College, Berea, Ohio . Hebrew Union College, Cincinnati, Ohio . St. Joseph’s College, Cincinnati, Ohio . St. Xavier College, Cincinnati, Ohio . University of Cincinnati, Cincinnati, Ohio . Western Reserve University, Cleveland, Ohio . . Belmont 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 0 18 1 20 133 42 158 10 Mount Union College, Mount Union, Ohio Franklin College, New Athens, Ohio . Mistress of liberal arts.” Mistress of music.” raduates in theology. Bachelor of literature.” is tho honorary degree of C.E. Mechanical engineer.” of these are A. B. nunc pro tnno. 9 9 64 28 61 £15 16 47 j214 A:6 205 31 30 158 5 60 21 0 16 7 1 13 13 15 3 1 6 9 10 6 9 15 7 79 5 11 13 79 8 4 8 24 4 P 1 22 h “Bachelor of mechanical engineer i Degrees not specified. j Total of degrees conferred in the of law and medicine only. Jfc Includes 2 who received certifieai STATISTICAL TABLES, 713 1*884 by universities, colleges, $c. — Continued. conferred ; _ indicates none returned. Science. * Philosophy. Art. | Theol- | osy- Medicine. 1 Law. - Sc. B. Sc. M. H o H. | Ph. B. Ph. D. | In course. >; c3 5 B © w | In course. j Honorary. $ P d « © 00 d. 0 o o a bD p © 5° 1 o ! * <3 p N p © 0Q B c © a p i- <1 P © I o © a 1 In course, C. & M. E. j In course, D. E. | In course. j o © p | In course. >•. ?S o 0 o H | In course, Mus. B. Honorary, Mus. Doc. P P © cc O © d j Honorary, D. D. P , ao 8 65 :::: .... 1 1 cl 1 297 298 -99 300 301 302 303 304 305 306 307 it Includes 2 M. L. (master of letters) conferred on examination. I Conferred on examination. m Includes 1 conferred on examination. n Degrees conferred, in the medical department only. o Includes 1 honorary M. D. p Includes 3 not specified. q “ Doctor of pharmacy.” r 3 of these are “master at law.” 8 9 of these are LL. M, (master of laws). JP Divi Ph.i 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 38 39 40 41' 42 a M cY dVc e‘ REPORT OF THE COMMISSIONER OF EDUCATION. he XV. — Part 2. — Degrees conferred in 1884 by professional schools not connected with universities and colleges. ie following are the explanations of abbreviations used in Part 2 of this table : D. B , Bachelor of lity ; D. D., Doctor of Divinity ; M. D., Doctor of Medicine ; D. D. S., Doctor of Dental Surgery ; -., Graduate in Pharmacy ; LL. B., Bachelor of Laws ; LL. D., Doctor of Laws.] Institutions and locations. SCHOOLS OF THEOLOGY. Talladega Theological Seminary, Talladega, Ala . Pacific Theological Seminary, Oakland. Cal . Theological Institute of Connecticut, Hartford, Conn. .. Atlanta Baptist Seminary, Atlanta, Ga . Chicago Theological Seminary. Chicago, Ill . . . Presbyterian Theological Seminary of the Northwest, Chicago, ill. Garrett Biblical Institute, Evanston, Ill . Wartburg Seminary, Mendota, 111 . . Baptist Union Theological Seminary, Morgan Park, Ill. . Union Biblical Institute, Naperville, Ill . Concordia Seminary, Springfield, ill . . College of the Bible, Lexington, Ky . . Preston Park Theological Seminary, Louisville, l£y . Southern Baptist Theological Seminary, Louisville, Ky . . Bangor Theological Seminary, Bangor’, Me . . Theological Seminary of St. Sulpice and St. Mary’s University, Baltimore, Md. Scholasticate of the Congregation of the Most Holy Be- deemer, Mt. St. Clement, Ilchester, Md. Westminster Theological Seminary, Westminster, Md . . Andover Theological Seminary, Andover, Mass . Episcopal Theological School, Cambridge, Mass . Newton TheologicaSlnstitution, Newton Centre, Mass . . Seabury Divinity School, Faribault, Minn . Bed Wing Norwegian Evangelical Lutheran Seminary, Red Wing, Minn. Concordia College (Seminary), St. Louis, Mo . | German Theological School of Newark, N. J., Bloomfield, i N. J. Drew Theological Seminary, Madison, N. J. . . . 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. V... . Hartwick Seminary, Hartwick Seminary, N. Y . General Theological Seminary of the Protestant Epis¬ copal Church, New York, N. Y. Union Theological Seminary, New York, N. Y . Christian Bibical Institute, Stan ford villo, N. Y _ _ _ St. Joseph’s Provincial Seminary, Troy, N. Y . St. Charles Borromeo Seminary,’ Carthagena, Ohio . Lane Theological Seminary, Cincinnati, Ohio . German Evangelical Lutheran Seminary, Columbus, Ohio Union Biblical Seminary, Dayton, Ohio . Heidelberg Theological Seminary, Tiffin, Ohio . United Presbyterian Theological Seminary of Xenia, Xenia, Ohio. Theological Seminary of the United Presbyterian Church, Allegheny City, Pa. a3 3 all a4 610 cl3 d24 all /17 al a20 a4 a3 010 a4 612 a3 1 al jlO al3 9 a5 a38 a-2 *21 a!7 a43 all a2 135 a31 a3 wi26 a2 a5 al3 al2 a5 a5 10 Theology Medicine. Law. In course, D. B. R P c3 O § In course, M. D. In course, D. D. S. | In course, Ph. G. In course, LL. B. Honorary, LL. D. 3 4 5 & S 9 3 6 6 e5 15 2 t5 1 8 9 8 <12 10 dumber of graduates reported, received certificates of graduation only, certificates of full course and 1 partial, received diplomas of graduation, 6 the de¬ gree of B. D. in course, and 5 the honorary oegree of B. D„ Chese are honorary B. D. of these are honorary degrees. g 6 “full graduates ” and4 “English graduates.” h Includes 6 A. B. and 1 A. M. i These are S. T. B. (bachelor of sacred theology.) j 2 completed their studies but did not receive degrees. 613 of these received diplomas only. 1 23 are graduates for the year and 12 are S. T. B. tn Number of priests ordained during the year. STATISTICAL TABLES. 719 Table XV. — Part 2. — Degrees conferred in 1884 by professional schools, 4 * 4 w 5 Ph S a© Ph M a j o m 12 tfj & 55 a 13 3 3 4 5 | 7 9 a2 a2 19 3 16 614 614 c8 0 0 5 | 1 4 <221 i . <216 5 n o 2 2 5 5 14 6 5 e3 8 6 1 1 /23 56 85 10 5 6 5 1 6 6 11 11 2 g2 15 6 6 M 6 3 3 1 1 4 4 5 1 U ?12 A13 A13 8 3 12 m3 3 3 1 3 3 2 1 1 5 5 5 5 1 1 14 8 i2 4 4 9 o2 5 0 1 1 9 2 7 1 1 Institutions and locations. Union Femrde College. Eufanla, Ala ... Huntsville Female College, Huntsville, Ala. -Tudson Female Institute, Marion, Ala.. Marion Female Seiumarv, Marian, Ala.. Centenary Female College, Summer- field, Ala. 6 ! Synodical Female Institute, Talladega, Ala. 7 I Tuscaloosa Female College, Tuscaloosa, I Ala. 8 J Georgia Methodist Femalo College, Covington. Ga. 9 | Andrew Female College, Cutlibert, Ga. 30 j Dalton Female College, Dalton, Ga . 11 Georgia Baptist Seminary for Young Ladies, Gainesville, Ga. 12 La Grange Female College, La Grange, Ga. 13 Southern Female College, La Grange, Ga. 14 Wesleyan Female College, Macon, Ga.. 15 College Temple, Newnan, Ga . 1G Young Female College, Thomasville, Ga. 17 St. Mary’s School, Knoxville, Ill . 18 Ferry hall, Labe Forest University, Lake Forest, Ill. 19 De Pauw College for Young Women, New Albany, lnd. 20 Callanan College. Des Moines, Iowa ... 21 College of the Sisters of Bethany, To¬ peka, Kans. 22 Clinton College, Clinton, Ky^.... . . 23 Franklin Female College, Franklin, Ky. 24 Daughters College, Harrodsburg, Kv . 25 Sayre Kemale Institute, Lexington Ky. 26 Millersburg Female College, Miilers- b.Ag, Ky. 27 Mt. Ster ling Female College, Mt. Ster¬ ling, Ky. 28 Kentucky College for Young Ladies, Pewee Valley, Ky. 29 Logan Female College, Russellville, Ky. 30 Science Hill School, Shelby ville, Ky - 31 Stuart’s Female College, Shelby ville, Kv. 32 Stanford Female College, Stanford, Ky. 33 Cedar Bluff Female College, Woodburn, Ky. 84 Silliman Female Collegiate Institute, Clinton, La. 35 Keachi College, Keachi, La . . . 86 Mansfield Female College, Mansfield, j La. a With the degree of “graduate." 6 5 received the degree of “full graduate ” and 9 are graduates in eclectic course. c6 “full graduate" in the collegiate depart¬ ment, 1 “ excelsior graduate, "and 1 “gradu¬ ate in art department.” d 16 received the degree of “full graduate.” e These are P. M. (proficiency in music). / 12 diplomas on completion of English course and 11 on completion of Latin course. g “Bachelor of literature.” 46 E h These are certificates : 3 in music and. 1 in art- i “ Mistress of science.” j With the degree of “ alumna.” k 3 diplomas on completion of regular course and 10 on completion of English course. I “ Maid of philosophy.” m 1 “mistress of science” and 2 “maid of sci¬ ence.” n Degree of M. E. (mistress of English). o These are LL. D. 722 REPORT OF THE COMMISSIONER OF EDUCATION. Table XV. — Part 3. — Degrees conferred in 1884 by schools , 4 4 4. 4 M. L. A. 4 4 f=i M. Ph. M. P. L. B. Sc. i s 3 4 5 a 7 S 0 10 11 12 13 1 _ a4 7 7 j ..... . 1 3 6 0 ' o 1 . 43 2 <71 41 2 7 i <72 0 2 6 3 . j 18 i 1 .... 4 3 e2 2 4 1 4 3 1 7 5 3 j u . <76 0 1 <1 3 0 1 c < n ... L ' 2 . ' 5 j . 1 |*13 ! 73 i 1 1 ' m2 2 9 8 6 1 ° 13 1 1 h Includes 4 “B. P.,” which is apparently a no rmal degree. t “ Baccalaureate of piano music.” j “Bachelor of philosophy.” k 7 received diploma which corresponds to the A. B. degree on full course, and 6 diplomas on full English course. 1 1 diploma in music and 2 in art. m These are Pin I). STATISTICAL TABLES. Table XV. — Part 3. — Degrees conferred in 1884 by schools, ifc. — Continued. 87 80 83 100 101 J02 103 104 Institutions and locations. Moravian Seminary for Young Ladios, Bethlehem, Pa. Wilson College, Charnbersburg, Pa . Anderson Female Seminary, Anderson, S. C. Colombia Female College, Columbia, S. C. Wal ha 11 a Female College, WalhalK S.C . Wilhamston Female College, Williams- ton, S. C. W esleyan Female College, Brownsville, Teuh. Broad hurst Institute, Clarksville, Tenn. Bellevue Female College, Collierville, Tenn. Colombia Athenaeum, Colombia, Tenn.. Tennessee Female College, Franklin, Tenn. Memphis Conference Female Institute, Jackson, Tenn. Cumberland Female College, McMinn¬ ville, Tenn. Haynes Institute. Murfreesboro’, Tenn. Soule Female College, Murfreesboro’, Tenn. W. E. Ward’s Seminary for Young Ladies, Nashville, Tenn. Mary Sharp College, Winchester, Tenn. Ladies’ Annex, Southwestern Uni¬ versity, Georgetown, Tex. Baylor Female College, Independence, Texas. Woodlawn Female College, Paris, Tax. Vermont Methodist Seminary and Fe¬ male College, Montpelier, Vt. Martha Washington College, Abing¬ don, Va. Hollins Institute, Botetourt Springs, Va. Roanoke Female College, ‘Danville, Va. . Marion Female/College, Marion, Va - Not folk College lor Young Ladies, Nor¬ folk, Va. Southern Female College, Petersburg, Va. Fauquier Institute, Warrenton. Va. Episcopal Female Institute, Win¬ chester, Va. Milwaukee College, Milwaukee, Wis. .. 5 1 c8 12 17 10 8 0 52 15 1 dZ 1 2 7 el 5 S 2 ?grees. P) 8 s « g ^ S' §** ©?> t! i o .- A o *2 *3 C..S - o © t- o ^ -jS ■£ -JS Yearly expen- diiurert. •tqtrjnop -Tom pue beuniBS w O O OhO CO ro 0 oc 0 CO I •gmpmq pmj ‘epeoipojaod ‘sqoojr j 1 S PN 0 II lO t> 00 0 8° Fund and in¬ come. •eoomos qn mo.ij | OtUOJUI .C[JU0A [B4OX 1 wl ! O <& 0 CO 0 1- 0 01 M CO* r-T § rH 1, 239 | •puny yuan -Bm.mil jo juuotny 0 | 1 O O i©* ; O j • 0 i 0 •jko.C /C.iBjqq jsiq gauup pjus«| Kouxnjo^ ft 0 • co 0 0 S ' 5 § J cs cc CO • • 0 » •JB9.C .V.iuiqi[ jstq guuup pjpp« kjraiqo^ : ir- 1*. Ci o CO CO •SStftO •uondujeqns jo oai^j ; o ^ oCj CS =•§•§•£! S c d O P-P,^co 72 O * -•2 ' A & co th © © ® © .© © © © - © © r- Em S- E- S- ~ Em C/lPR C® © » © P-.E=4R •popuuoj uaq^v I ^ 1* -M £S5 t- 00 cc . i- r- r- < a, xx co co o w . £ ££l : © © © •J*3 cs c3 !> ©’-2 ® ® »:g £ S S » C{f t-ja2 k3 _ £ £ ■ g rt O , 72 © © .© . - : 0-( il2 h fl - :« 2 s \a ® J : r*l •Sc*?. P-- £ ^ B||a S- ^ 0 ^ PS 2 ©2 i % © c • o A - • « ^^^3 1 © 48 - * • *2 | 72 5 ©3 §3 •5 a ll ££ •c *2 £3 : ^ i : : i g e^-g li §1 i * © sgJ W53.|3f&|!*3 S?-i=iJsS>SlSga3rf •Cj — 3 q “ rs- ^ i- fc» g >-l £5 ^ ©^ S © 5 .3 I* CJ T* Cs, rt rt.3 o * q^- at* s a a a r! r° •*? ,5 «s ce n « s- OPh O Pi 72 72 CC7272CO js a a 2 > > gsg £® £ « ■pp; g «bii *2 "PA '3 S 5 *33 « * V. c . ; • • • ^3 n ! 1 ; • 3 . eg • ; to 3 ■4* • I • ! ft © © -^ I • 0 j? I • j © "® ©^O _2 • • 1 R £ : ® • >.£> q = ^ 0 • : "©«=>>;! § 0 2 t- .g m COl-Al-O IgS =2J £ 3.-£«.S a to .9 ^5 «5 t« e £ J M x £ © a J « 5 ■«1sra >J >. h 2 = 3 tn g25ll|§©|l £3£ ►4J JJ © -~ B T .35 ® S- 3 J" **■* 3 © r*- © S3 U fc-fc» © t5 2“! rt 3 HSEi-2 O tP. C «- i © ^>.~3SS->» g S rt a e« g £<2£ = =£ (J »J7272tJ ^ ‘S-gJda sh = £ — 6*1 E-?.="^ £ a £ J 2 £’.2P iJ «OW MtC «©t-» STATISTICAL TABLES. 725 © 3, 957 1 °J2° ° § : s ° s§£ 31* O © §S®g g *2 s 8 3 SgS| °g° I 83 § 1 151 g|s 8 8. § s § 2 g cc cT §Pe °r 1 P 8 § || j 8 8 1 1 -■ a o = 11* ° ° i i : -- : j ; i i ° : :°§> i : ^ ® ° 8 ° J !1 i o s » 111 ;1S "1 ! ! ii i ncsv : « - : : j g i 11 ! © : odj-r : i : l : + s ^3 •r"5 i r-T gg-l °§= 1 §S S|S 13 ggSSg | g°gs || gn mm mm in i is m ns isiii i 1111 -CO~ -r-T - rl'(N C0~ Of r-T r-i -VT B5H 3 •e[Bjaap ^ -Tout PUB SQUBIBg ® . if; o o « -o® . <&iTj O ‘ UO • TJ* o o 'JO oo o o o o O CM o o •gnipniq pun ‘spsoipouad ‘85JOO£[ W o o o o >-0 «— o o CJ 1C cc &r O 40 » O O O l> » o o r-» • CO CM o 40 O o ! § o Fund and in¬ come. •sao.xnos pu mo.ij ^ ginoaaj A‘[JBai i«^ox TO • 3E as o o i ^ * o o »o o o- o © CO § •pun; )uan © -Buuail jo junoray *" o o • o S I O © ; © ©o o © •jeaJi .f,n?.iqq | ^snx guianp panesx MaranTo^ 65 • O CM O ’ ! CO CO rH • • c Tf .Ct'CWOOW 40 o 50 : CO CM CO CM CO 40 rH n § •samniOA jo aaqmnjii; ! CO O OOOOO OOOOOlClCCtiOOO O OO CO 00 O c 1 - C O ftClCOOl'l*?ir^CO O Ol- lO 1 O CO WOCO^tiO CC^CCCO®COMCO^O 1C cco to jo* CO oTrnCMCOCM i-T . CO* O* <5 •B8BI0 ^ Sch . Mis . 1 Mis . Tub .... Sch . ! ATI a rs x:^} r= \in c cm, . • a . t :v 3 ® 2^ j ^3 .2 3 ©• M } 02 3 •r-J £ cc ao J! •ttotjduasqns ao aa.ix »?5 •paptraoj uaqAl £ £ ^ iX 3 ^ 72 W ! 3 S £ Jt, 72 P=< £ P&< o r- co cm co -t 40 • cc . cc a n ^ co r-< o 3 m. cc ci ac n t- . i- cc . cc i- i- i- i- oo oo ac ao OCOOOOCCOO 00 • 00 C/3 .OCOOaOC/yUC/OO 00 CC *r § II III C © g O <5 : E ® 3 e a JsijS Is a •? e 5 = u C ~ o .^' o-|cKpk6 E-h^H gE-3^ § £ : : « £ rtp4 S= o ^ ~ o c* > ;P^O ' ^ & £ c - C C5 . _ i •" ^ Vs —* • >- — •— r _ -h «J .E = P-l>5r £ §L«fe = aS e‘P b 5® « .S t- I- ® a ^ « JT'£ ’“' b; ^ c4 a: * "S siSlI^ggl-sIiSfegfel o uaasj ^^aoKSitc-xp^p? tr bi c = S-fi farj? 3,3 ' 8= : 3 1 © o g 72 I fc* : . I :II? 3 ^3 'c ejj ■|||^| w3rc *13 O 9 U^EO P,£-P,PW £§ £ go ►» CC * <3 ►-* ^ ^ " E ^4 ^ ~ r#-> *** ggfc/3 ei Si *r © E s ;j 5 i I ,J£» H § e o e-'A s bv&.©‘"', g>-3 >j Oi © «S t- QO © as © _ s- y £ g-a^-S E ° £ ££ 5 «•§ .3-2 w-s-g i 5-f ,£ld fiM . Uj *■" t-w © t | £s £ oooo— » t** i-* -. ^ ^ Ecleotie Library . . ....... . . I Martinsville, Ind .... I J. R, St STATISTICAL TABLES. 727 O O Cv tO O ^ 00 CCC • o o • o o . **t o - “ to \0 CN 'CCH o O C C W lO OOOOlO ^ ^ ^ ^ ^ . -4 « . «I pj 5 £ ® cr OOOOOOOOOO rr <£ 111 *a? £ - 05 %3 3 o O *CO»< cS -ot & 2 C Ks c^©ooo»o oo o © o o o eo o o Is* ^ fC O CO IO ICO § &§§; kO to to i> i ^ c H §’^3 B's fiSbfe i-rs g a *2 *ft fct. S|; jSbSi .g c tX«<0 c4.«- C- £ BWO^ SsSa&iKIE^s GblgsS®ffJ-^pc« ®X-M re.C'Vsi feS S feCS S 's £■ c ^2 -e8 .'S *2 ,b :S *j e >2 ►3i~506->Jc£PiS» s.,ssssss^.sssws. Table XY1— Statistics of additional public libraries numbering eaoh 300 volumes or upwards for 1883-J84, ^c.— Continued. 728 EEPOET OF THE COMMISSIONEE OF EDUCATION. h o i* s Cj'w •sy^nop •pm paK satiupg M ■H 100 0 89 0 35 ° ! * i8a 0 12 0 50 0 30 50 12 •goipnin pm? ‘ep?oip6}ioa ‘sqoog; G\ p i °IS° s I B i if ! m lOOO S3 ; i la ^ CS 3 c p N •eoD.mo? \\vt raojj otnooai iyjjiOA psjox W p i o o t- o t- > a ° : °1 il ! i iss :§3- S : : •punj ymm -'eauod jo juuomy © H S : :: i i r 1 : i r* : °8 if O [v • ill is§ i is § : : jfjABjqn Sou up penssx eatanio^. © : : : !°II 1 i i «• : O I » ils • r}T :• rH : 1 ill j^r i ii i-4 ; yreoi! & re.iqri ?se-[ Stqjnp puppc soranpA ® ii i; §83° ^ i s!§is5s : |000 ®o ®o •eamtqoA jo joqum^r igiiiii zmmm sags as n -r co .4 © r-r «© ,-r ,-r •estj[0 © : : :f KPh ;* A : : : : : *H i if : :m, kU : : :c m A i i ii ill 1 i i : S : : •uopduosqns jo ooj^ Infill | : mum i m : p=- ^ ^ Ph : III •popauoj uoq^y * mill ; 1 : iSsilsS!l Ilil II IS Librarian or secretary. « • • • • iii ii i m x 3 ; ■ *2 ij Ill: i isl if gfc4?§ |l S' £3 »5l i&s n Ed; >-? i £ Mfc 3§ll fill ii! : - -r a ! p , ^ — 3P4 i^tod ill : if ; r; ^ : d i Mil m all f III 6 Charles Schiiekan . J. D. Ell in wood . Pulaski Middleditck . ' Location. « Hi » ■g-ar <5<«f ; -Mi : i • ; ©-6a : j iij|||a lliif r! Ml :8 : «s3j 5;^. l§fj i|lh m w 5 j 3 S.< 5 : ^ j m III. •< ' -3 '■ f a!| ^ iii I Blumfield, Micli.(Ar- ! thur post otBee). Brighton, Mich . Burnside, Mich . Name. Cnshing Academy Library . Public Library . Daly's Library . ravni bchooL Library . Turn Society Library . Public Library b . Massachusetts State Prison Li¬ brary. Town Library . Library of Partridge Academy.... Wentworth Library . Ames Free Library . Northtield Seminary Library . rilgnm Library . Bacon Free Library . Goodnosv Library . . II I i ^ .1 ift JSb, §ii r^i Clay Township Libraiy . Township Library . Lilirarv of First Ward of West Bay City. Townshin Library . Township Library . Township Library . Township Library . ssaaaaa^aaaaBBaasa.aasa s§ si STATISTICAL TABLES. 729 °? g°£° :S M Sg| S | 100 . 50 ' 5 §i 300 1,500 05 35 050 27 0 _ ! °s gSSSg S3 go° °i r ;gg • o • o 25 0 99 0 _ ! ;°gg : Ill ofr-T 000 ‘9 .008 0 0S9 . 2, 980 0 0 1,000 0 1,200 § §!5r2S O C'ICOOO t-r j r ;nh 8 g ££§008 §00g°£g! S3 SsiSSSSSSSSS £ SllSSSfiSlliSiS SSSS5SS 111 § I rt rt CO <* rt* r-T cf j j j Mil • III Se.h _ ill Hii tin ! ;ij |i! m i.2 .'43 43 43 44 -MCC 02 02 ninm -.mm mn pc, 4, & ps, fc, p=( £■*:*.[=< ps, pci Free Free Free Free Free Free SSSSSSSSISSI rsglgggisslslggg IggggSS ;g£g. § I a Free to students. c Free to members of Lowell bar only. / Free to residents. & Succeeds the Boylston Social Library, which was or* d Year of foundation ; not opened until March, 1883,. g Librarian's salary, ganized in 1792. e Income from fund only. Table XVI, — Statistics of additional public libraries numbering each 300 volumes or upwards for 1883-’84, r _ : ° SS^SSS*0 § :S2^S°S§ |° °S(S •Sutpniq pm; ‘epsoipouod ‘sqooQ po 2 S is : • < iff t~ O :§° ig 2 :°S :S ° * !l Is I ft •soo.mos nr tno.ij OUIOOlli A {‘1)0 A [CJOJ, © VM §£§ s s iss § °s ;sss 2§!?g®S 2 •punj Quota -truuoii jo Qtinoaiv : : S |®« g : ° ° ! ; c 3 : o ° © o o 9 •JB9A Xiraqrj Qsri Suunp ponssi kuuti[o^ is I 1 ! : i1 2||| ° ir if j ti-s is ° : : c^st?x Sui.xrip i>3 p pi! earanioA * SS| S °£0C®g80§°iS •S3aati{OA jo .iaqran nj 111 S SSSISSS SlllligSlIl 111 r-T r- • iijl 1 III i i . 1 j IN 1 IJj !■*= « 1 •£)=r • • If* 1 • » * • • • • ■ ( ill i 1 MS ! 1 111! « • »*H « ; : levf : : : : o >» i i i* I IsiUl roil; :s o/ri a oC illii fi • i * > i • y-4 • ■ 1 • 6 ^ » 1 m \ m = 3«1&S fill! : u s o c Public School Library . . Erin Township Library . Saginaw Public Library . Somerville School Library . Victor Township Library . . Union School Library . Sand Beach TownsliSu Librarv _ . > i 4 ! f J 83BJ.H5SSaSSJ£3S25&SS8J»S ad Li STATISTICAL .. TABLES. n f » i i u 1 « o o o I o ® ® O © © © • © jo© ©o©©«© o© j O *H O CO G4 tO cT l" o Ot to t~f • © • CM • oT • co" • © i a • to 'NOCOO;^OHO*A C- • ^ W©HiOt^ L- • co 151 2, 574 100 30 50 400 20 25 64 © © © © © © to © © © CQ *-i © CO etf 60 65 25 425 125 I 600 © © i _ _ JtOO - W W w w U'4 «-©CO©©©CM© 2CM©-5tnOCG-*»©tOCMI>©COy? OiOQWO ih cic^T . . . • ^ >> t» • I rd .2 ^ » © pd .2 .2 -d liOCOlipCO CO CO ^ ScO QiC;®C30 .Cj© © ^ rr £ g^-g PP ®cctc . »o co i !- l>> • 00 co 00 Ti- I «- 1-OXI sss 00 00 ■y. 00 00 00 00 00 00 00 : g a «w , a • g* 1 * IS : _ . » ; : »■§■£ fe.3 : : ■ ~ •= 5 -5 w p 5? " ” fc ^ 5 3 ce A ££■£ cc i'Sijg --ZB 1 §,•§«»*: geagp ~ c3 ->-< s «*1 a1" iCdp ifcd © d i !> cl,m CO 2 J ^ H - J . i OO H ^ p £ t> 13 5 1> -2 S g£ | > S ^ fa co <3 Ph P •H I iWO i 03 *1 s © P O B S* *•§ * «5S.A i% ill* f'sj *S a ^OtecKo , ° © © ..S ^ h ^co ®<=i iM *3 >i : P tJCrM a|^ w ro o5 K p- p N <4 O © - : © ■ o ■a « ■ ©-S .. W) cs ®-s s f>i K P rf 2 S3,< US if jS^S'JziS ^ g * rt> g ri TTr, 03 ® s *w tc .r *2^ c5 o ^si^i « '2 ’to ^3 G Or ' PP c o'A P3 KWt-iSW 2? 52 ® to E 3 © © . - © lsal 15b »J i£23 2E-i^ •v t>i‘-,-« Sc2|S'r-c«2j^ , , c fo !“■- n n « ® J St'.- O #" d? = 2 § ! -2 £ © 2 = 5 £ ® 2 © ®'^'Sc;2;5t^n©rt'©,= ’©©2:2‘*3 P POxPPPHcoHPPHco^ CO t>COCJOrHCaCO-«Jl«©COt-*OCiesO N -v Soic^oSe^oic^JicaoJc^c^cio^ CO UO ® M C-J 'N CJ | a ©J C4j w COO®1-|«CJ CO 1<5 ® 00 o® Free to residents. c For the year ending 1882, being the latest information e Valne of boohs donated per mmm. Librarian’s salary. reoeived. . / Free to inmates. d Average monthly cironlation. g Free to students. Table XVI. — Statistics of additional public libraries numbering each 300 volumes or upwards for 1883-’84, • • o o o »o o o o »o CM CM <0 o o • •Smpniq pun ‘epjDipoiidtl ‘sqoog; m CO o co «©• o o o O ® R § • Fund and in¬ come. •soo.mos tl« tnojj QtUOOUT A[.1B9A [B^OX IN W O CO o t> ri Tji • €©■ ; o o • o O CM rH • O • • o • ■pnnj jaoa •Bnuod jo junomy © o o • o <50* ; o o o • • o o o • • rH ! o o • o •jeo.t A‘je.iq]j Hsn{ Snuup pdiitfsi bjuinp^ © ci :i c o ac cc o CC CO M co o CO o O O O lO CM o m r-( rji |> O X CM O rH ^ CO • O CM • O Cl ' O CM • rH ; CM •jno^ A!.it;.iqTX ^sb{ Snuup pop pc saump^ QC I> iC CO HkO rH 05 40 oo o 0X0 CO O O CO CO CO O CM CC -^1 O r-T o' co cm" cm tH •ssbio e Mis . Sell .... S»h .... Ilist ’l . . . A.&E.. ! Scb . Col . .2 1 • 43* C'^3 pO a c . 0-3 P'H x cti § H — -> O d a ^ lia-wJlo pp£p3 a a» d a . c3 S* ► s © 03 ; rs :*3 • p o'o © ® -= feJSTi. o £2 a « » « S-! c ft '5 • g | K* 3 >-5 t-.*S § c3't= W ajO is o 'u © §5“ If 18 8 ags«|ggo ^ n h ^ p "TTIJT : : s » -4 • : :^-r jjx bj '^cS . £ . y, & a' > ©* ® . .5s '3 S a a;£ ® s« b'B5^ O c'ooJ-g* S~^pp 2 22a^S 9*3 j 3|| g s § . §73 ©S'oS p* S X -£» 3? u5o^u~5 * (h : *x* ; ill* :>j : ;* • ^ ~N 43 ’> ,«f J5j a^s lei x ■ i) « ft-O A g -4,- cJ.S ^.2 a w p pp £pp . t-.K CM ; «'-3 o' N'Sg ^ ►I*-2 5 O 5i jo 5 © -2 ^ .5 b'B 2 - aP rt .2 3 5. 2 — S§ © 3 P3 O 0~j u _ k4 c~J * c~ 5-3 ©*® . = >3 = a-ow; 4> 2 s a._ .— f*1-“ S S'? ft4 § * rt 3 3 « £‘5|^(2|^a HPtfOP hi pp 5 fr • ' r-W« o d o ©oh E'S Z .2 3 A Ppp -.2 - •P pat PPP ’o’o'o o © o 4=43,3 O V O c ecccc *3 § I* 6 «M © a o H o . : _ • © § ^ •g M r3 *3 _} .2 2 03 0 P 5— a t_P« O >.P ► a^ £ r a S'© a p -#l I CM CM ® r-> M M STATISTICAL TABLES. £33 >o » • O o o *' ■ - 59 ® 00 CM © -t 09 o o — i © a n w« •— © o -o' coco th ©©©©©©©to e© O ~ CM © -MO S ©1 to oofKsooa to ' tMO co 1 ? ® o C 43 43X: • • 3 /c Z? ~ 1 • j ^ ® 43 X3 43 al JC J= i a X5 1 JC !dd 95 .2 CO 43 43 0 02 © u a CC02 M wo 0 CCV3 02 a 02 0 woo m c exec 3 "m i a OJ a 02 «?© J > _. © 1 > © ® 0) S N||fl fe.S m g |p >3 w HHO S (A B ;N > V ;"t* «>4 © * > a -z £5 p a ?0 S t a's»5z;S Sa-SgSltfS S £ S.® 3 eooocstSaS © • - f 5| g'Ss >> t* ® a a > o o 5 3 © © *5t> 8 SS £ t* ; - jd ■ '• h* -e «S cte r 73 Jhri 13 P ej te fe I w|| & ® © © © o x ^ s 3 Sfi£ ft c £ *3 © ft c — o h-3>< £3 5 - c &: cs © ft ft ft & 5 «i a - §.; Ht 4j ^ « >ft Pt >-. p2* 3 C;2 « a e-ti£j o * : >> : ig • . £ :b-3 * :** i| it? !« dl^ >P| |2^ 3 3 $3 : | J§ -7? -O p-^i P*^ § ® 5 © S «£ § 4= .X © a O- »n != 0-1 2oo2 .6 ®®2 *s *5 cS .g 2 >. .• ' h 2 3 3 bb.2 .2.2 ® g SQ OQ1.-23 t-.2 ®Q e5e l|-3 -S^a ® tt. i.go®o - a l2!l|l|il :^SpOjilpi3 " J u-5 b® I^To !l!!fll!U!5^ — ?'5“a ® o-— a: — i 05 t. £ a o 3BOSqi.H®1!Os8ffl3j Pzoo^t.'roM=[V]p--S'§ ^ S.J.a3 a; fp ”2 43 "^5 S.43 C -S ro •a ® o3M a o o f— a; 50 t-5 CO CC 3 Pco 02 P p - o X © 02 b cS 3-s g's 2 o ©<2 P tofc^.2 g a b a-g0^ © S o." © a 'a -® "3-5 2 -S PtJp Ph ^r*a II. |3“ ww t* 's| 8% U ® o| o 91 cS ®5-,sd « a o gO|> 2^ a a 44° p >h:|2 fe’S’S ® © — < ^3 ’« P ■sit fc*j« 00 g,:il a P P P «MCC'^(lOX5h-00O5 O — MMCO ^lO <0 h— cooocoo® t-~ r~ fi t-- S. P MNNNWMN1M M NN« CS!(M ©) ©J 00 Cl © *H CM CM CM ©I Cst CM CM CM a Free to inmates. e For books. h Free toresidenrs of N'ew York City over 12 years of acm. b Free to residents. /For teachers’ wages. i Income from all sources for 1883. c Succeeds the Fredonia Library Association. g Ottendorier 3rancb (8,500 volumes) not yet opened. j Free to members. d Free to students. Table XYI. — Statistics of additional public libraries numbering each 300 volumes or upwards for 1833-84, © © o © ;o i5 © © -y ® ■<* 00 © -S' ■<# Cvl © C* O Ifleo OO © © m © i— i CM rH CO* rH ih CM CM (NnH rH eenio © Sch . Sch .... Sch . Mis . Sch . Sch . Sch . Mis _ Sch . Sch . Hist _ Mis . Mis . .Sch . Soc'l _ Sch . Pub ... Mis . Coll . Mis . Mis . •not^duoeqne jo oqj^ © © © _ © © ©'©©«© © ©® ©J© © © © © © ‘ © ©©.©©© ©,©©©©© © © © © 3 © © © © P-© P s- ©. 3 ©i P t- pj u p s- Ui C t. i. & t, u j-t p ~ s pp PpPpccPp-^ Ppo;PpPpPpCu Pp^Pp oPpfp P=i Pphc/2 3 O <<3 •paponoj g9TTA\ O WO *CM rH • CO h* ’TOO • CO © • CO CO CC X X « X CO • CO rH Hnrt • rH rH • rH ■ n woo ccos ® o®p< ’ cc t— ■«. oc i- o cc i - in t-i-r- • QQ '-JO CO 00 00 CO XX 00 CC 00 JO Librarian or secretary. 69 Gertrude Miller . W. L. Cunningham . Davy D. McGeorge . George F. Bixby . A. M. Drummond . John M Doiph; superintend¬ ent of schools. S. A. Ellis . :. Abner Heald . - . C. H. Williams . i«i • • S i t • • • • o ' • t» » • jO • • • • • 1 » • • • • o • ®si : i \o i Hj i p| . &g2 ® « | Bis p t? h Cheater W. Merrill . Oswald Dietz . Pev. J. J. French, C. B. C . Annie M. Strauss . . . D. E. Lorenz . . . Location. ■ .... i • ^ • • hi 1 cf ■ • © : : (x • r; '>rary - Union School Library . Library of Oneida Historical So¬ ciety. District School Library No. 2 (Castleton). Public Library . . Library df Scotia Seminary . W ells Library . Public School Library . Columbia Branch of Public Libra¬ ry of Cincinnati. Library of Cincinnati Turnge- meinde. St. Joseph’s College Library . Home Library . Young Men’s Christian Associa¬ tion Public Library. rH t-OOOOr^^ §1 SSwwmS 8 So® fO « M .15 t- OO O STATISTICAL TABLES. 735 OCifllOift HO H kO 0 iO rH «rs 0 00 £> 00 00 00 0 1 OST *-* O b*COOO 75 164 90 0 0 200 1 ^ OS 08 O O Q 0 0 rfl IQ JO omcoo t> O O ~H O O O « O • O O O O CO r-j 500 1,500 O * i 0 000 ‘I 0 0 0 0 O • O O i 0 0 • 0 0 • 0 0 . 0 00 t$< O « • • ZQ O O CM O » • i(C IQ CO C- • • • rM CM co' « 1 « rfr t t 0 009 0 008 O CM 0000 CO TJl ift 0 1ft* VH rH 60 30 101 ’ 74. 1,600 70 95 0 300 20 150 . ,. lO 0 O O CM ^ T* no 1,500 200 13 20 o o CO o co o o o o o co CO gTg : > 1 Q ■ » • • • 1 • e • : : :b ; : ,s *2 ft ; © ," ^ ! ft „® ,® ,js ,® 45 ,® .* . ® » •b «y 06 : .30| co .CO i (5H j co 33 ft 3 c» 33 jS j ' io 3>; 3 A £ oi co cc & © .© © © Aco £ fe ceA Pm a 00 00 CG CO CO o © I - l - f" 00 00 GO • t- o • &! 5 © © ££ ft ©ft ©-©ft © ^ s- p e cc ftco Pm ©cc £.3 00* oo 5 1 © g •5 fa J, •K-< 5 i-jft 33E : S «^Q a a g$ '©u ►"ft Em © e8 O W HQ :$ . to :£ |1 I fs I mi ^ 2£ .6 ^abg O 04 co r- 00 co 00 00 o cc CO CO 00 IT"* t-*- 00 JO 3a ” t 0 © B ft . « ^ CO tc^ © © I “fi! 3 CC o3 6^4 eM SM n* Bs 5 ^© P^o CO Mg M © 9 j-'pq ® 3w 3 ! ! : !q.2 © © • .2 © o SgiS^rf co5 -2 © « * O 5 ^afepft ftftD = 50 •© > © r> ©J2 3 ©oEfcAA :o © >> Oo ftft p : ; : j | «s cs ^ > . A AA * . a a- p : c3 « > A. ^ $SS& ( O ^ A ft a » ft re *"© £ « s «d > «* -A 1 o n-s ft 3 * 8, go£g° co < '2 '~C5 2 -—0 2 &A A A o :g <8 fc-> . n a ^*5 £g.a cc£ 5 a 3 A 5- Sf ' 2 3 a- ft >■.- * S J5 5 fa Ip* P >h fa .2' — 3 fa ,© S5 3 1 2^ 5 s.b hJA.-O^^A( ij j j © © a ^«-3ol S'2^2 ftp SH t*4 2 fab >. • 2b ,2 3 go 35 a ©H? -p 3 3 Or=P> O -s © « o * bj ,® S P 0 3=2.3 . . % b§ bb a g -a IP ft g «a §■43 oflaaa PH . PO PP 0^= : O O § •e « ft r © « o p £ Slj 3 — ^ Wo 3 a <3 m g »oo S35 Sc3 co co I J'l ^1 Cl ^ 10 O b- C*^ «M Cl C3 CO CO -„ CO CO § a. Free to residents. d Tnclndin" pamphlets, &o, a As a free reading room. b V alue of books donated- c For incidentals only. .©These statistics are for the year eFree to members. / For Librarian’s salary. Table XVI.— Statistics of additional public libraries numbering each 300 volumes or upwards for 18S3-,84, <£ c. — Continued 73G REPORT OF THE COMMISSIONER OF EDUCATION. ! . o 5 ° 5 •eft?; nop -put pun eaurjug •Surptrq pas ‘spoipuuod ‘sjpog; •eoo.moe jp iuojj «■ euiojm PPX •pnnj jnon ■nraaod jo ^auouiv mro.C .C.iv.Tnq asxq Sauup pouSisT sacanpA •jroA A ir tqq jsbj Sauup poppt? so coup ^ •somtipA. jo Jtoqainj^ K O K C »— O -~5 OM O O ;oacoo c~ c© ;o © n ’SSBIO •uopduosqns jo oo.ij; •popnnoj iioq^i x .2 -a .2 © © r P M M ; V V © © © © © ©.© l«i« Cal e 4, .© w w Mco MM © © © ®J© ■ p Si *4) 43 43 -543 HO O 0^0 Sc/: m m pu.cz: * © ©" ’ © © © »~ © © © © © © MM M M MM ws®-««o 00 1) 00 00 00 CO 00 ® © 43 e3 I bi) '• § • h -Pa ■ a t- © « r - • a ©q ] sb ; © co a j CO CO 00 ' © © e; « gSj * .fe 5> m3 jj » g ■j :M£^ •SI 5 © ha SB’S ■‘•a p A O C - O ® ® S5‘,g^S °i 3 .S-3« O.S.3Q ^ ® a 88 o “ b o ■£ : c > 5 02 ! © ® :-4 43 © 4*1 w p © w’o CM Hj bbiJ W j | | 'm :> -S 2 ?M „ M « >Mc: — a' -4 S M += w“ ) © © §V^ Hm p ? ©T^'S , I -- ja.3 MM a5 M > .i-3 bo & sg £ o' £> £■©• EKrl P<1 3 MM occ x to a.9 I| •Em p-.h" S3 g ^.1 SM ^ p t 9 £ 2 cs UjP5*3 6 • fe b >.© ,P3 • C • S3 t>i 42 . .'M 2 ..**£'£■ ^•a a a o a M 3 bo Mw.2 bb S3 3 o Kg >«-5 • i wiSIsr R45 O S3 .9 a • © O ©M z £ Ef.S^Sr _ .2-2 c^c a a a flJH M«MM £M a M^ •s5 M Mm *» igl ^ © S3 coMM © 43 © to m3 b® b§ abS © 9 !C4 p © » £ sa^a^ M ^ HNCO fL'iCNX'OO Scow SSSSoSSw lO m IOIAI > CO CO CO 0$ STATISTICAL TABLES. 737 © © © • rH • 400 3,’ 260 0 0 1, 200 1, 500 © 3 CM © © 23 I o « ; ^ © 0^0 © © CM © © r- »ri © © © oo o 1C CO CO © © © 40 1H ^ © CO © © 40 © rH 0 0 0 0 215 12 900 „ O . IO . cm 33 rH 40 © © © © © • © : © 0 1,200 1 5, 000 0 © ; © o • 009 000‘ I 0 • ss CM* © 3, 274 0 2,000 © . © . Cl®©© .CO . C5 © O • • CM 3 O i ;;;;.;; ; ; : H 03 03 X? : ; >> '■ : % & ^ „05 ' i, ' : o J ti o O o o O m o m o CO 'll 1 « ^^00^0 : Hk-jcccPnaj H 1 « . W Px j ;3 0> 0* <3^ G> O J2 CJ O £ S"2 g ^0^0^ g £ g pqyjjEqpq pq pqpqpqEqpqpq ^ pq Eq — i . © r- co 00 . r- I - - 00 • 00 00 00 S3 00 00 a =5 £ 1-3 «aS a p o rr> -' -u> aiS 3 f*i • £ C o tt^-= §-* a «tfj2 «“«a s sai» Is 2 ® S _2 ^3^0 S 0 >. © ^C« £ o W) §1 •?2, O fe >sS til 8“ S*!** ._ „ _ E Pg tn^ •0 q q, o ^ c ~ Es O C03-O q 0 £ — S 2 hW|«|^||| ^<15oP^t0'SisS ©“ME ,3 ba OH>cjail( H S pq H 0 :0 5 111 a 30 fe tc 6 ^ •- © S Z-r ^ « • : :> ► :£•* S j|‘l p£ >-s ©p*a © o © a p-®^ 0.0 © _. 'g >55 ”| 2 § a^oSw VB - ' p- « ► ££ :$Sg s- rr — g fl -3 a £ I i s2 1 1 I |I1 111 0 0 3 3 ta tc £ £ i IS ■ -H © : . -a m in m b 1 l i * as£ 0 >-3*0 3 ?oa I ‘S© © a “*§1 j> ©'" o 3’o >5, © © 0 b©3 - - ■ 3^§2« ; o £o _ £0 e o£i Hi S a g 53 05 05 _ ;=; S-3 b W © S'-0 0 © © | to 03 0'S 0 3-© °s I if . s :?t>s 1 bSj ®so^ <13 &£gg? £ b-a.S.2 •r C "0 dd *-■ '<-0 _ © o 0 0 mj O © © 7 - 5 = 4*5 «<1 ,«SJ Bh S 2 0 a a p 5,2 ° 2 c? © 3 ^ 3 Eq>ti a § © :*> 1 Ijs 5 33 b-© § *g<8 P3§5-S03 . ' 2 a iS H jlli s® © Q ^ eS r, »s O & ■5 § a a o g s- co^sh^^SpQ l^-S © s" £ oK2Ko 2^3^ TE«!ISill PC p 5 Pao © " h* =' :«§a-0<3. iM't ©•© b-A 5 o 2 H - - fcw ~ fcc* 3,3 ©^"h _3 q3p>JH2-F H 47 E i-H w m m o i t> t> ?*• t'« i'- t— i 03 03030303tf0< Ol 03 ' CO 00 < COCO ( :§g - . b© '3 -S a ■s5l-gSi b © (.f*-3 & © b § gaogS^rttj; 5-1 i §3 a 13 £ 0 § * . H £.| .13 a © t © 3 83 If! ’t- -2 ** 00 *- » ,or2 C' o o ill 2H ev u 1) 003 pq&-H III# o a a S te ® « © a * S-3 © a ~ 3 Table XVII.— Statistics of training schools for nurses for 1883- 84 ; from replies to inquiries by the United States Bureau of Education. 738 REPORT OF THE COMMISSIONER OF EDUCATION. Conditions of admission. i i « «* ! ' a ©^ jg 'S'g £ g *c§ ^ ^ 4§ S. S ® - £1? o _g-n* 2 - g si - ** g £ £ 2 ^ cs _ ^ c: o cq q 33 0^3 o Ofl.2 r cj i a j fetes fct-wV! fctfcc® fct® « fctw .txtxo5csofci.es I <5 .«2SS *£.2 S- S- H £«§ a tj j; I 0 a to J" 5 — 1 £3 ^CjCfcL +2 ^ g : . ®2 JI rS — c.c 2 --+5 a£es'"<2~JeS gg~' O 00 “J- « -P -~ j, s:m 30 ■"■ 'C - - > . _.©■©( © p c3“r ~ c © p fell cS ■+•> r. j a S ■ ee ^ a a £ g^SSflO rt3 •ft^S ■-e'S3'i © ,,2 a u ?'£ wc3p &!« aJ-3 «i . 3 t? 5 « § cS g»Ofl O O 5 &r%l-C 03 * >» lO ^ S- o o 0) fc» CO Co p iU Sy Si . d © * §ii fc g o 2 W c8 « P m P-JZ O c i s a M H •ejjj? 2 3? § o |> o >» P$H I m Si 3 W f-3 ee a 1 3 a_' ' £?2 'gca 2 g^C- n A -1*3 o ® ® Boo ^«S i>.© Wj-Sg &«w a - © © © ►-» 2 c ®.S3tc|fQ3 WflM PCC ^-+J ©,o 3S *n P. w| 1 sc ppj.3 p* « . «b£«| .o.s § a o .a ® p s §3: o S li n 3 c — t-.a a o£g g 5 g'p.StSg^Wp.flH^ h? fc H P 5i a o sis ■§ «« ^ .1 TJ g os o » *- « P'S .H 2 B|1.35§ C o-giZJ u o 3 C4 (M CO j *Frora RepoTtof tlie Commissioner of Education for c Medical staff of hospital. /Since the formal organization of the school in Sop- 1882-’83, d !>ate of incorporation of hospital tern her, 1872. ,53 ®i a ct ’cjg I « 3 g = g s fc 3g ® g«3 fi-s-S^S-3 Sr_~-2^n4_s5 d»s*iw.J*sa «® = ®«=-«£-=s ij3-_j)sa tx ii.3 «s ■£ « -i it eS <1 <1 "< M <1 Salary paid pupils. « i? x3 «s *j o i es ; ; : Ja *■=!© : : : ill *iH$ i i J £i2l 5 : ® §<*8 j £ Eu* £l§1*ia ! | ^ 5 ® c-s—cs ■ ^ _ -rsafijco • p O rH • Cl «©• <©■ o- ; «*■ ubsA aijsei •oqos m sqoaj\ jo .mqmnjyj 00 **t< O O ■w .9 CO 2 W Mias E. P. Perkins - Zilpha E, Whitaker. . . Mias Markham, super¬ vising nurse. William C. Bane, M. D., secretary. A. E. Tyng, M. D . Misses Fishor and Jlosmer. TIOrjBZJUB&IO JO ©5B(X 1873 1877 1880 1884 18C3 . •uoTjujodJoam jo ojbq « 1872 0 1881 C1801 . I Location. g “ . i i *4 : j ''it H A * & ffia % A »: § tpi is’ 13 2 1 ,^|| &! 1 1 |jSs1 ^ f2J Sh 0 r-i P-; H ■ i 1 t i o§ 1 11 0 0-3 o£ c| « fc a-^ § a 3 a 0® 0 Si 0 ooo9 e • o> ■■— 0 o'-Ho^coa ^3-? §2 tfs® ^3 fef.B ^£3 .-=5-s |‘l § ® *s§ — © e, be . -5 g ®s °d fc£® fcxH 0 .9 5 Mg i® bc®^ tegiJ .£5^ P44 |si .S i giSa EN ^5 125^1^4 H H W H (2j H H ©3 S3 SI S m w S3 STATISTICAL TABLES. 741 I C*-i O I 1 Table XVIII. — Statistics of institutions for the deaf and dumb for 1883— ?S4 ; from replies to inquiries by the United States Bureau of Education. 742 REPORT OF THE COMMISSIONER OF EDUCATION. HI. I £ Q pH \ ^ ! •9p3taaj[ T»I°I sajntn-tmas jo laqranff •jgqtuna i«}ox iSS : cn ocoi^ cs m c~. cl ci ci co o © oo o cs ci o in (O Cl I ~ r-ICOlO r-, Cl eo (N ;M s* Ef *< © r S3 ?I It 11 rs R S S s 2 p 2 A tc O £ is A ■Q cLm . Ch w p d _ w KH PM § p © gw | ’"mm .P-J {s g © a •w © n « d •UORBptmOJ JO J-BOi 03 C5 Oj totfiw ° 05 ^ ' nil? M P<«M Mc/2 © © C40Q 53 qS c3 CO o ^ co ;o t- 00 00 00 o o \r: 00 CO 00 CO O 00 CO CO 00 D © J 4J 3 g* 0Ph3q 3? ©NW h- r - r - r- O CO CO 00 00 £ !A i ! :1 ! i J •* .* ! $ ’"o : - -m * ! j ! ;C » d • • • ; a ’co ; ; P : 00 .o i • of ■ b0 !o • O ^ i § rs ~ H o e2? • A :m : Cl ;^5 •'tJ o M. .“3 bo 3 3 a M‘g «-■§§«: a © rt ;.p 3 • © -a . © o iB'J a,o ® u « .2“ O §UU Wi-s «M « © ©A §3 CO >-,© M£,c Am > § gS c3 rt PM $*» - © © Is © o §SS v'£~ on as PMM ©3 - fcl-3 :®s c © •© o M © gd P ® © ac © s~ «2 H-^oa -3*105 I3 sill Jo © os M M .5 Ad'S g|n R P « P ©«M P § © P a » § © a © •;: pa M Pa© >1 g Pco O K ^ >3 11*13 l=l-ia *r-i3 c.£*P q 55 o «2 W C?. 0^3 <1 POO :p PM © g «|§ 11 cc-M fct a a © • ci ■ © IP • © I*3 £ o P J a © a a o'© « cq «2 a ©Tj a R so < g o *- « SO ^ S§|^ © *p g-2 gc-©i| llsS° eO *-5S«5 o .®s P-g R 5 ® ® a3a P S^Ph © M 2 w75 P rvq 05 1 a is-s-2 ©o.5b® I ^ « S §P o AM Mm mm3 C1C9V al School STATISTICAL TABLES. 743 00 0 0 OOO CO CQ oowoo r-i CC O ^ CO H 10 rr( CO 68 CO rH 79 O rh 81 C5 *Q r-( O tO CO 00 N HU> CM OO hji I> 32 1 52 C--4 O 00 0 rH O CO O rH O CO CM O CO 0 CO 05 r-i tji ^t1 ^ CM t> O rH CO 00 CM 0 L- CM 00 7— uO rH O rH HP CM IO L- CM CM 1^- O (M ^r- ^ 0 ir: 0 CO CO IO CM O t> a CM O O 50 CO CM Tp COHO 00 rH W CO 06 0 CM rr CO 10 rH Ca r-i 00 iO IO CM 00 rH HP O 3P CM CM rH t> Hi CO rr CM HI rH CO to CO 00 ON O ^ rH rH OO O O ■ CO i Ol O O j (M 00 CO 10 CO CS IO Cl 01 CO 00 0 rH CM Hi co 20 rH 00 CM O CM rH 00 CM OO *H t~ •h. CO CO 0 ^ ! ! rt • * : 0 « » ! • *§ • . 0 . : : : : 1 • * • +d • H * ; 3 : 1 Q . ! I » .1 - c • j ; 0 : . : 3 3 ; ; 5 • * «i 1 P ; n © 40 49 0 5i C S ' .3 ‘ ! © ! . • Ipd • . 0 22 43 P4 0 . • 1 0 ! * 'la ! JH 05 .2 CD ^ Pi p* ; a 0 . . 27 • r 1 s ® \ CO 05 i d ^*'3 g • C« pH • © « ; :^2 .9 i ® 1 > u ! fi 05 td k ©M2 ’3 ® SB ® ®3 c" 3 P3 « • 00 £3 03 |P * ^ © j ts'P : ||p g ® | a ^^P p ii ®^ 02 23 n.a 07 © Ah O 0 Hh cS . t^ppa ^ 0 «j! eZP a S' g © S* Pi s a 3 © S g w o ►» 2 « § 3 P © «J 153 © HP O to £g fePH r-j P l*§ '5a® M?-l co cs g P^P • 05 03 p> » ® P « g >£ p s * q JEj 03 g oS^ ' 3h i4 ! : * &H • « * c3 © • > • ® ! .' : 3 ■w i 09 ■JW'3 ®2« Oio © --'-a ® _,r_j . © P-h1 ® . P3 Pn . ®q3 v-r; m-c © lllli ^p *jo;* © 43 "tC § H t ** if- 2 © 5 f. g'5 a _ o.at,s rt^H 2 g ©4*4* © 1 3'!®? P J § 2 a P'21 ©3 5ls4l S £ * 2 © ^ fc H •r c3 r> is Phco oj M ® « o l?9 Pefi02O2 Am znm Pn ffl H PH cn q g P P3 a Bp Op H 02 02 02 $ ^ Sod MU2P g£.£r Poo £2 ®2 02 o imo io eft ft* r — n l~~ oa CO 00 CO 00 CO H M 5© CM 0O I'. 00 00 CO PP a US g a iz£,3 « c. © •§ ia a2*f u 03 AA an. sog : « o 5.2 ^ 3 ns s Pj S Ik pi! 1 ;§ I i? •t* ;& .9 * n ■sl§ £*J S|5 i a © o^< I* ^ ~A fc'c3 «? •Sg W H w e| ^ Hid# C Q fH M" £ : cb . c3 : ® ,p-:p :p r— t gC O 2 ®^5 j£ r* _r3 fl^’pe'A0 - • W ®-tPeS©43Cpg'3 A A A A A PP ^ +p -' o'cs « 2’cS ©ja .9 a ■ . cS 05 c3 ej fcij *‘3p3P a a -P-Sa-'P O 0 ffl c p 2 --P-® g:^2.g. a . a © « c jj) © g~pra ,Ii P3 OO mP=QP Po2t i :§ 8 I |? :P^ o p> . S ; fco a = 'SP © t, P| .© n a S w 'SP r£ o ; « a ; o I • a "3 •P I i ©r o © H02 3 a J9 p§ ® © S=;P g.2fa |.2p oS .J|| P~ . (4 ar|« |3|| 111! PokS’-S . PSOO” cS a C g « a Ph = • aa n n>.« a 3 © I'® SO tuc© ® a_ . g g ® ® 9 P ^ S ^ SM 3P o.® ®'a ®P as 9 73 «Pl l| ll 2 «S2 23 -5J 23 © ®02 M H ee ® m H 3 £ © © .9 -0 © b a > sS| i*A ^ s g9 a ®P h V®52 29® -li «4fl a s « i 22 - w ® ad® |P paa © © pp ; 6 a 3 ?« 2' - -2 ■S'gg*^: o > O gO rf; © P 02 •~ 3 SaJ 4P B ® i ^ ^1® raO^ © o ts. o!^i < M a >j.e a +p : >j . ® . a .as s-i hod 55 a 3.0 §1" H f§ a ^02 fe- 9-S ' ® 9p© ■ c n +* a 321 %iUl ' ■' ^sr§ P «2© M © a a ij 23.33-5 ■^pp t* ^ ©a a e5 s •§ •S-r a .2 -jp a © a IJa a ® a.® r9 O Bp 5 „Ta a.^P 2 ®na «“1 CO >i| -(SC §pp bO©^ TF-n~®4 a h=m 55^11 e2§ 2agq£ .al3 •H S» H m - - 302 OHO Pec, a £ © £ n sOpuP ® ^ n a5*-^ £f®a® glll^ o ® * ® . P 2 frss p O 02 uj ©a §2 2m ® p •’-' a © ,£ *P ^2 9 02 H so., os .soeo.eorP. ® Sc’ -a *r ® P j "2 ® p« j «n _ |££1S§ ©>& Oh 5* # — SrO Table XV I II.— Statistics of institutions for the deaf and dumb for 1883-’84, ^-c.— Continued. 744 REPORT OF THE COMMISSIONER OF EDUCATION. .5 a° f- '3 -a 53 a: . r.® 3 ||& 1 - j 1 •Ofemej j 2 1 * i O CD Ci IT> C3 IDCDtH lO CO CO CM t> r-t tH ’°ICK [ CM CO t'- h- CD CM ID rH lO O ^ CO CO CMrl O 00 O O CM CO t> CO CM O O L** CD *H CO CM tH CM tH 1 Instructors, j •so^nm-tuias jo aoqranjq; b > ©i oa t-i - r-i j CO •joqranu |n?ox | $ 9 10 5 13 CO tH CM C3 tt © a ■S3 b a 2 & S Isa ci c;;t! c3 •9 .a^ n 0*2 a > eC5 eg © sj . P4 • . 2 95 • • ! ■ • • • oe ! 1 ! ^ il : i J * g : ! ‘ ^ § ; © © * .2 ! ^ ^ eg © s a ® ® ® S 5 41 H to to .2 oO ^ — •uoi^epanoj joaesi 8 S5 oo oo oo oo i § '“'.2 :c © ^ a' - .9 S & « | § 3 4 1 ^ «i M ; ® 2 a :C d : S 2 •= jd - • . « • Pai#*P^a ^ .2 s F .5 CS ^ *5 © _ ISSg’S.a ^ ♦ c *5* cc p a w to . .2 'S tfi . a f> fc> t* © § eiS ?' . - j§ © g % sit 5?? 9 po3^,3j <2 a £ a -S-*3 a <25I § 1 1 1 ® •- a 2 ^ xn 2 S^'© « § 5? al-Qfl 1 1- a?” at 8 Ho|o?3|c| gggflglJ®^ h >» £ £ a .2 2 • 2= : o 1 22 11! «2 ! o 5 a ts ♦» a _a _, 23 o ® a c 23 __ © a l *3 © 0 .5 *3 •gfa a 1 h>Ja& 3 a *3 O eg & oot' its ktS to 00 s s 2 2 1 An organization within the Columbia Institution ; its statistics are there reported. See also Table IX. Table XVIII.— Statistics of institutions for the deaf and dumb for 1883-’84, cfc. — Continued. Note. — x indicates an affirmative answer and also the branches taught. STATISTICAL TABLES. •spdnd uorjninsut nl saeaA' jo LquinagSuagiy •'O J§ : a ♦» :f.r 32* i'S o a-S jp'e'Ss ;ilo| • *,2 o § • • <0 e£ r 72 •P S.oW : 2P~ 2 ■ -a ' ® § :P :s *3 ■ <9 © p © ® £pp 9 © © ^99 St* a 8«is: 3lSi:- <1 rC^ » M§§M§ g-SM d P 5^w’- 5 i-£- n^- fl-gSlrliJiSi S a flfc.2.S cel 745 Property, income, &c. •jB9,t 9qi joj ojn;ipno(Ix3 « a$15, 000 20, 000 a41, 110 16, 200 52, 715 »^ © Cl © Ttl O C-5 © CO CO 1 - © © © © © © © 1 . . $181 © ^ • « © • © O rfi •uoxiBpiopjy * © XXX X X X X X X X X X X <4> ©1 ©3 ‘naaqouaj omoooq 9Aeq otjAi B9jBnp«a2 ,jo aaqainsj ee w w -on • j xi ■ h •uorpnjistn P9AI909J 9At?q oqM aeqranu pr}ox 9 i © o©i© © o i© !t» .in > o co © CO© Ci t» im .w © •© CO ci © ci co • ©2 • © *co op 4i P. P3 jU, g# “f 3f" ” l© « S CM rS O t/.M is ^ p © 3 A to a ci _©B =3 :a © - . P : *3 '1 = ll rc 3 S fl «S p.8 ©T* pP ®*S a ^ •3 £ a cs ; . ®: 13«-q Sp’a- Si -S©-Bm ' '■S3 E >> : CC^ Cm p ®P © ' 0 PS* P £ 3 © © _n ©3 1 .2 1 a bxj3 S.gS ® *9 P «3 © «© t> 00 OiO Po •o © Table XVIII. — Statistics of institutions for the deaf and dumb for 1883- ’84, rc <5o o o o -h O L- OX ^ crT cf o’ O* dc of Cl ^ Mrlh O—O o t- o ooo asfsf •eooj uotitnj uiatj iva£. oqj aoj omoouj 3D ei • O ' O • CO . SP : :g g : cf ! OO o o o o C5 o o o oo ci CO «-H o O o o rH ■ •aeoA pe| oqj .toj uoipi.ido.idde opjc; o o o o’ §| % : Cl O o • r4 oo" 1 rf I rO Cl • ift o -ooo *- o -ooo CO o -ooo cf o' •o''t>'xr r-1 ^ CO CO 1 c«to Ol-o O CO o -T-f CJO CN O Ol •enpaedde pas ‘sSni -pljnq ‘spunorS jo onpA. © o o o »o o o o o o o o o o o o © cT © of © c 1 »c rH j 90, 000 437,12:1 15, 000 200, 000 75, 000 172, 000 OOO 0 0-0 ^-sO o o o o o ooo •uoipjtjsui A'q pouAto 1 pnej jo B9.10B jo roquinu | »3 Cl • • OlOOM . i r-i © r— * GO Cl «© t> O CO Cl Cl o CO Library. MB9.C poqos JSBI oq > ut 0St?9.I0UJ j Cl O * O • O • • © © • i GO • O i • • IC Cl • * • «i o o •satunpA jo raqain^i 1 « « lO t- CO O i OOOOt-I © © © »o o • o o n o *«o © © o — © • (N tJi h O lO CO (N CO O cf • cf rH r-T r-f r-T o o 00 o § 1 A.iopuf print? a jo tnnosnra v not pjt jeat orIl 9BII O OXO OOOXX ©oo© o o X i enpaedde pan paupo pot 1 *qdoBO{tqd u Uotjnjt jsut oqj sen | S © ©X© X © © X X ©xo© © © o l Aiop.ioqtq poimoqo t? noianjipat oqj ecjx I © e» © 0X0 © O © X © ©»©© © © o i jqSnej oanjpo|aSu sj j CS tN © © :© © x © © x xo x : ©o © Branches taught. \£ijsiraoq;j j V) N * j M : : : : i : : •ASoptsAqj *» in x : M :x i ix i X •Aqdosopqd proper © H x ! M ; x ! ; x ; X X •qsnSua uoairao3 N< X XXX XXXXX xxxx * §> « 65 xxxx TJ Ci « •uotppoiuy * TN o XX© r» X X X X xxxx § ^ o « _ „ X X ° XTd-l3 •saoqoea; ouiooaq | OAuq oqM sopnpuaS jo raqran^vj « N* © © : : 10 © © © : oc° rH : •uotjorupui | pOApoar OAuq oqAi roquinu pjox W M i V* © © oo © ci © r-~ o o .oo oo © — ca r- 1 ■N,t~Cl CO — C1 © O CO IC3 ri 00 — 00 -f ■ H N MN91 niO >«D Cl CO •siprind Aq norjmtpnt oqt tn I pods sruoA' jo ioqama WeroAy TN TN 00 I 1 n5 • 00 *»0 CiOC^O ’ © © 1 rt 1 Louisiana Institution for the Education of the Deaf and Dumb. F. Knapp’s Tnstituto*a . Maryland School for the Colored Blind and Deaf- Mutes. Maryland School for the Deaf and Dumb . New England Industrial School for Deaf-Mutes - Clarke Insf.itufiou for Deaf-Mutes . Michigan Institution for Educating the Deaf and Dumb. Evangelical Lutheran Deaf-Mute Institution . Minnesota School lor Ihe Deaf . . Mississippi Institution for the Deaf and Dnmb .... Missouii institution for the Education of the Deaf and Dumb. 3 G p a Q P t- !*" ; i ’ g ir/ i t i d ■ KZ f! > ^ HI : : g, 1 - 1 !J :*§ : « v S3 51- 3-2 Ia2« - w 3 i 2 S * - J • " y ^ O r.gxcc q - <3 « ~ O ® ® 2 ? fe EtO I ; © © 1, 207 STATISTICAL TABLES. CO CO CO 4= O — O'- o CO J> o o »o cc cr. o rH r- CO o o o o o o o o o © o o © o © o © © © CQ ^ © © © X© X ©© © © © © © © © © © © © © X © © © © x xxx xx x;xx © © © © © © © co IO © © le¬ er © © co © O© o© © © © ©© © O© ©© X © X © © © © © © © © © © o© © © ©X XX © © © ©X : x x x TO CQ © O © C4 « QO © > © t> © cf _ o oo ©c?< S3 ft a ;2 _S I g^'a 73®p ft © a ^ c o u '■P .2 •Ebb r ~ © !« S3 X XX XX X X X *> §> « » XX X © X XX ®0 rH © © © >§ > a a‘*-3 3 § » a «• a P-^ja© Sftft £ ga| gr.3 5 q-gsp^ §Q g,g !’| .2q |.g -3 g i|.|f§^| g 1 ~'gaf | gajH 5o HH > £ £ S5o © © rl 52 CO •* © © f* 00 05© r-t Cl 00 I »<*! XP '*< ^ © 4© IO lOl ;+■> Ja ttS ! © '. 2- -2 £ g a 3 a ft® a. © C3 $ g © s3& — © e-S r. «^e ® '© © © S 3:So g“g ®.2£ I1 SO'H a a : *> a a^a .. tt © a c0 ^ o? to II . P~ §j © p, 0 fee— S,S'o So fcl? 2-a« 2 2 H a 4s- © ® a .2 1 i!i ^ ©1 £ &1 °© g 03 .•©©•© _ t-.t© >0 55 a 55 55 fa S " 3b 05 3 ®-2 tf § © gf-S-g^ o J m rj G G 1 a i— O 3|25a n © co ft ©1 s. 5s ■“ A ©s a . a t»c © a JPg © £*J a a +-- © © ® .HlS o g Jo. 2 a e 0 ■Sea PH >> ’3 . 1 0 ©as imi Lai! ®g-gS £ 2 ©-3 ^2^1 ■© a 2 ® 2 M’S 2| O ^ fta’i js h g.2 2h3 ©J S'^.a-g Cb ftl: - ^ a I Mills?! is? 1 11 1 £ &il-s “l.§1-l||s!i H H'i hh 55® o © 5^2 _ © m .5 a ® si II 2 a II |l £.a D t. .0 j ^ frj | Sj-3 fcfiSa! ^ ^ 3 © * ®I2l «® i S-ioa aS-2 ©; n, © a •>■< 42 © S '~ •£ ' i ) o ^ C3 m p. , -, ^ w a o fl ® n a i . 2- 13 2 +2 0 a.;3 B'S ir/© ^ WH >33(5^ Hh 747 ’48 REPORT OF THE COMMISSIONER OF EDUCATION. p © o I © gS CO a £ 2 'S .C s ■* rS w 4 ^ 8 -g * § e> §3 ■§ I 5 9 30 9 as u | •c* 8 =Q 5 I fc Property, incorue, &c. mboX oqj IOJ o.mjipuadxa j . 1 e» 'V « 1 ” 1 * ! «£■ 1 58, 172 •saoj noiqnj mo.y jboX oqj aoj oraoouj O ifr CO o ' ■JBO C QSBI oqjaoj uo i jb udoaudc 9 jbjs o o o oi s fO o o o c € o •enjB.TcddB priB ‘sSm qqmq ‘sptnuuS jo oxqe^y . § o o o Cl Boj ora9q OABq oqAi sojBnpBaS jo joqranfl M i o> CO •uoTiorujsm P3AT900J OABq’oqM jgqcunu fBaoi •sni4 .'H ® +£ e Cj © M » ©3 e 3 O ti cr-a 5- '2 £ 3 « §s H 72 H '.3 © !«w :1 ig ■ eg : fl ;fi © la • 2 I *3 P = .a ■ *a • fl • a .2 ! <*-. o 0 © • ce • © £ : o :« • © •-d to p :'l : a . t-i • © .«=! : © : © ** ,i-*' f £ fc * a a. a l| ^ 3 55 e 3g -a 3 -P ew3“ ** •> P .• 2 © I g-sS _ _—■ C- S a is- “Jell 3 fjlf'S I 53 e;Q M g | o » 750 REPORT OF TIIE COMMISSIONER OF EDUCATION. Table XIX. — Statistics of institutions for the blind for 1883— ?84 ; from Note. — x indicates the employments taught; Name. 1 1 Alabama Institution fortheDeaf and l)umb and the Blind. 2 Arkansas School for the Blind ..! 3 Institution for the Deaf and | Dumb and the Blind. 4 Institute for the Education of the Mute and the Blind. 5 Georgia Academy for the Blind h 6 Illinois Institution for the Edu¬ cation of the Blind. 7 Indiana Institute for the Educa¬ tion oi the Blind.* 8 Iowa College l'or the Blind . 9 Kansas Institution for the Edu¬ cation of the Blind. 10 Kentucky Institution for the ! Education of the Blind. 11 1 Louisiana Institution for the 1 Blind and Industrial Home for the Blind. 12 Maryland Institution for the In¬ struction of the Blind. 13 Maryland School for the Colored Blind and Deal -Mutes. 14 I Perkins Institution and Massa¬ chusetts School for the Blind. 15 Michigan School for the Blind .. 16 Minnesota School for the BlimPp 17 Mississippi Institution for the Education of the Blind. 18 Missouri School for the Blind*.. 19 Nebraska Institute for the Blind. 20 1 New York State Institution for j the Blind. 21 I New York Institution for the Blind. 22 . j North Carolina Institution for ! the Deaf and Dumb and the Blind.* 23 j Ohio Institution for the Educa- 1 j tion of the Blind. 24 Oregon School for the Blind . ! 25 Pennsylvania Institution for the 1 Instruction of the Blind. 26 South Carolina Institution for the Education of the Deaf and ( Dumb and the Blind. Location. Year of foundation. Superintendent. Belonging to State or corpo¬ ration. Z 1 9 ! £ . it ! % i •S 5 'cl 6- a 5 6 2 3 4 5 6 Talladega, Ala. . 1860 Joseph H. John¬ State . 3 i 1859 son, M. D., prin¬ cipal, Otis Patten . State ... 16 Berkeley, Cal . . . j 1800 Wairing "Wilkin¬ State . /3 Colorado Spr’gs, ■<71874 son, M. A., prin¬ cipal. J. It. Kennedy - State . /2 Colo. 1852 W. D. Williams, A. M. Franklin W. Phil¬ State _ 15 Jacksonville, Ill. 1849 State . 36 Indianapolis, Ind 1847 lips, M. D. AY. B. VV ilson . State . 24 Vinton, Iowa.... 1853 Thomas F. Me- State . 30 Wyandotte, Kans 1868 Cune, M. A. George H. Miller . State . ...... 19 Louisville, Ky . . 1842 Benjamin B. Hun- State . 24 Baton Rouge, La. 1871 toon, A. M. P. Lane . State . 4 Baltimore, Md .. 1853 Frederick D. Mor¬ Corporation. nl2 Baltimore, Md. I 1872 rison, M. A. Frederick D. Mor¬ State . 6 (258 Saratoga street). Boston, Mass . . 1 1829 rison, M. A. M. Anagnos . Corporation ; 82 Lansing, Mich .. 1880 J. F. McElroy.A.M. and State. State . 26 Faribault, Mmn. 01866 James J. Dow - State . 11 Jackson, Miss. ..j 1852 W. S. Langley, State . 14 St. Louis, Mo — 1851 M. D. John T. Sibley, State . 21 Nebraska City, 1875 A. M., M. D. J. B. Parmelee - State . 9 Nebr. Batavia, N. Y . . . 1868 Arthur G. Clem¬ State . 41 New York, N.Y. 1831 ent. William B. Wait. . State . 57 (34th st. and 9tli ave.). Raleigh, N. C ... > 1849 Hezekiab A. Gud- State . 11 Columbus, Ohio . 1837 ger, M.A., prin¬ cipal. G. L. Smead, M. A.. State . ! »25 Salem, Oreg _ 1883 C. E. Moor . State, . 4 Philadelphia, Pa 1833 William Chapin, Corporation. j 33 Cedar Spring, S. 1855 A. M. Newton F. Walker State . 4 ! C. 1 * From Report of the Commissioner of Education for 1882-83. a Collar making is also taught. b Music is taught. c See Table XVIII. d For both departments. e Upholstery is also taught, /Instructors only. g First opened for the admission of the blind in the fall of 1883. h These statistics, which are for the year 1881, are the latest received from this institution, i Includes $10,000 for building. j Cash receipts from the institution. k Brush making is also taught. STATISTICAL TABLES, 751 replies io inquiries T)y the United Stales Bureau of Education. 0 signifies no or none ; .... indicates no answer. Employments taught. Library. Property, income, &c. Humber of blind empl and workmen. Humber of pupils. 3 *5 « a .2 3 ft ti .2 13 a 5 2 o o £ Cane seating. o ft o a ft Mattress making. 1 j Piano timing. Sewing. Humber of volumes. Increase in the last school year. « a a 3 o « f- . . 'c|J a « r> z % o « p, © © ■g ■© s a C - 2 o ^ £ £*.£ © C c ci ki < 1:11 gSj '3 1 3 k; Total receipts for the last year. *8 © , V- £ © ll £ ® az H 7 8 9 IO 11 13 13 14 15 16 17 18 l j 19 20 21 *y 2 29 75 ax X (&) .... 200 75 to) tc) <2$15,000 to) 6 40 190 b x $20, 000 $12,153 $0 16, 274 $|5, 1 00 ?A 118 to) to) to) a "3. S a o a? ts 3 .su ~ B 1 68 s a Number of pupils. Number of pupils admitted since opening. Employments taught. Library. Property, income, &c. | Broom making. | Cane seating. | Fancy work. j Mattress making. | Piano tuning. J Sewing. Number of volumes. Increase in tbe last school year. Value of grounds, buildings, and ap- ! paratus. Amount of State or municipal appropri¬ ation for the last j year. ja*£j3 ©3 * a 2 S— 3 o— > * s n So % t» !e*3«ci jtt Total receipts for the last year. Total expenditure for the last year. 8 9 io £ 12 13 14 15 16 17 18 1© 1 20 21 22 4 66 263 X X X X 600 80 $80, 000 $13, 000 | . 1 $13,000 $12, 612 0 99 X X X an X 95, 000 31, 000 $0 I 31,000 31,000 4 41 266 X X X X (a) X 250 20 (6) (6) (b) 0 36 79 X X X (a) 360 80 (&) (6) cdo, 150 c29, 508 (&) 2 77 333 X X («) (a) X 1, 700 1 75 175, 000 18, 000 0 25, 000 18, 000 d Receipts from counties and individuals. e Carpet weaving is taught. 48 E 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 ( REPORT OF THE COMMISSIONER OF EDUCATION. Table XX. — Statistics of schools and asylums for feeble-minded children for Note. — x indicates Name. Location. Date of establishment. Superintendent. 1 2 3 4 California Association for the Care and Training of Feeble- Minded Children. Vallejo, Cal . 1884 J. Henry Applegate, jr„ secretary. Connecticut School for Imbeciles . Lakeville, Conn. 1858 : Robert P. Knight, M. D. Illinois Asylum for Feeble-Minded Children - Lincoln, 111 | 1805 Willi uu B. Fish M. D.. Indiana Asylum for Feeble-Minded Children*. .. Knights to wn, Ind. 1879 Dr. 00 56. 000 12 4 8 12 C X x X X X 0 M), 000 10, 000 50 160 89 249 ( d ) x x 10 el 23, 557 el 05, 817 27 U1 7 62 J 149 , X X X X X X £53 81, 748 34, 446 3 1 2 3 x x X x x 2 al, 800 10 50 28 78 x x 300 44, 800 33 89 55 144 (/) x x X x X h2l 30, 260 30, 229 & 7 2 9 x x X x X i x X 715 14 45 15 60 Ik) x x 2 12, °69 16 0 141 141 (D X X 1 20, 438 17, 798 76 191 129 320 (dl) x X x 60, 876 : 62, 636 113 318 201 519 (ft) x x x x x A9 104 078 ■ 82, 683 245 151 396 (dl) nx X X X X 117, 759 109, 830 TiHumber dismissed improved during year. i Instruction also given in painting, fret sawing, sewing and physical exercises. Humber dismissed improved up to close of 1880. k Instruction in gymnastics, fancy work, sewing, &c., is also given. I Various industries are taught. m Has become superintendent of the Hew York Asylum for Idiots. Kindergarten instruction is given. 1 2 3 4 5 G 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 REPORT OF THE COMMISSIONER OF EDUC Table XXI. — Statistics of reform schoo Name. Location. Control. 1 - 1. a 3 City and County Industrial School. Colorado State Industrial School. State Reform School . San Francisco, Cal . . City and county. Golden. Colo . State Meikkn, Conn . S.ate Connecticut Industrial School for Girls. Middletown, Conn Pn’vato: aided by State. Illinois State 11010™! School*. . . Iilmois lndustiial School for Girls.* Indiana 'Reformatory Institution for Women and Girls. Pontiac. Til . State . . South Evanston, El Board of trustees Indianapolis, Ind Stato Indiana Reform School for Boys. Plainfield, Ind State State Reform School* North Topeka, Kans State House of Refuge* Louisville, Ky Municipal Maine State Reform School. Portland, Me, House of Refugee. Baltimore, Md nouse of the Good Shepherd .... House of Reformation . . Marcella Street Home . Penitent Females’ Refuge . Baltimore, Md Boston, Mass.. Boston, Mass . Boston, Mass . State . State, monici- | pal, and pri vate. Stato . Municipal . Municipal . Private . Truant School. Boston, Mass Municipal Truant School . . . Truant School* . . State Industrial School for Girls Cambridge, Mass Fall River, Mass. Lancaster, Mass . Municipal Municipal State . Lawrence Industrial School - House of Reformation ior Juve¬ nile Offenders. Truant School . . Lawrence, Mass _ Municipal Lowell, Mass . Municipal New Bedford, Mass. Municipal Plummer Farm School, Salem, Mass Private Hampden County Truant School . Springfield, Mass .. . County Stato Reform School b. Westborough, Mass. Stato •From Report of the Commissioner of Edncation for 1882- » la © +2 - a ri a |8 o a A © % S'? « £ ro.Ti i| o ii a a S3 Number taught to read. d ♦a u £ 3 .a Mi 1 a © .a J85 to "© 35 -a a rt fct .2 £ fcj 1 q i 3 8 I Arithmetic. Algebra. Book-keeping. £ © a o te¬ £ ©4 rt to c © a Grammar. History. Philosophy. | Botany. 6 ja o "S £ Ch Drawing. Music, vocal. Native parentage. Foreign-born parent¬ age. SO 31 23 23 ! 24 25 26 37 28 2© 3© st 33 1 _ 33 34 35 1 30 1 37 _ 1 38 1 _ 1 39 1 1 1 40 54 43 36 20 y x X X x X x X X x x x x (d) X "" x x x x x x X X (/) x x x hx x 1 * x (i> x x 46 65 X X X 7 5 7 12 x x x x x i X X x x 179 J x X X 90 x x X X X .... 1 /Telegraphy is also taught. q Employment was secured for 10 of these and 11 were apprenticed. h Civil government also taught. i Some instruction given in wood carving and modelling in clay. j Kindergarten instruction given to young children. 766 REPORT OF THE COMMISSIONER OF EDUCATION. Table XXI. — Statistics o f 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 63 Industries. Name. be a 5 n fee .5 s a 09 44 § w bi] .5 44 cs a a o o « fee a M et a cc ri u M fci) G § 85 a ej o ►> p 95 a u ci o fee _p <8 a s- '5 .a O to 44 «8 a 09 05 p Q fee a £ i* a Eh ti .5 ’5 p cS © ’8 p Eh fee © e 3 49 1 © 2 o fee _R 1 40 : 41 1 43 43 44 l_ 45 1 _ 40 47 _ 48 i 49 50 _ 51 53 x X X X x X X X X X X x X X X X X X X Illinois Industrial School for Gbls* Indiana Reformatory Institution for Women and Girls. x x X x X x x x x x C x x X x X x x X x X X x X X nf the (tnnrl Shepherd _ x x House of Reformation ................ X Marcella Street Home ................. Penitent, Females’ Refuge. ............. X x X Truant, School _ _ _ _ ... _ Truant, School _ _ _ x x Truant, School* _ . . . State Industrial School for Girls _ x x x x Lawrence Industrial School . . X x House of Reformation for Juvenile Offenders. Truant School . . Plummer Farm School . . X X X X Hampden Countv Truant School . X State Reform School i . . . X X X X X Worcester Truant School . X State Industrial Home for Girls . x X x State Reform School . . . X X x Minnesota State Reform School . k X House of Refuse . . . . X X x' r" State Reform School . . . State Industrial School . . X l X X X .... X X St. Francis Catholic Protectory* . New Jeisey State Reform School . x x State Industrial School for Girls . X Newark City Home . x x x X x House of Shelter . . X x House of the Good Shepherd . Catholic Protectory for Bovs* . x x Catholic Protectory for Girls . . New York. State rieformatorv . X x Juvenile Houseof Industry of Brooklyn* House of the Good Shepherd . New York House of Refuge . X X x New York Juvenile Asylum . X X X New York Magdalen Benevolent So¬ ciety. l W estern House of Refuge . Protectorate and Reformatory for Des¬ titute Childi en. _ New York Catholic, Protectorv. _ x x x x x Cincinnati House of Refuge ............ x S x x X X X Protectorv for Boys _ ... _ _ .......... Girls’ Industrial Home . X "x"l * From ‘Report of the Commissioner of Educa¬ tion for 1882-’83. a $286.68 for each inmate of the Industrial School and $180 for each inmate of the Magdalen Asylum. 6 Plumbing is taught. c Basket making taught also. d These statistics are for the year ending No¬ vember 30, 1882. e Plumbing, plain and fresco painting, basket making, and wicker work taught. /Books are sent from Boston Public Library. g These items are included in general account with House of Industry, Almshouse, House of Reformation, and Truant School. h In 1882. i Since the date of the above return the namo of this school has been changed to the Ly¬ man School for Boys. STATISTICAL TABLES. 767 schools for 1883-’84, $c. — Continued, tlie industries taught. Industries. rW o p 5 « i-4 o a bi) a s o rO 3 bi a E- Ph bi 0 1 bi 3 a j ^ bi a a © o ja (A Shoe mending. u 3 *3 H 53 54: __ 1 ■ 57 58 59 G1 X X X X X x- X X X X X X x X X X .... b X X X X X X .... X X X (e) X X * X X .... X X X X X X .... * X X X X X ....1 X X .... X X (m) X X X X X X X (O) X (P) X .... X X X X X (?) X X X r x X X .... X X X .... X 163 | 09 3, 639 585 75 1, 193 65 1X0 90 539 83 1, 930 102 1,508 1,739 3,400 1,008 5, 420 1, 372 867 1, 221 103 93 67 70 Library. 64 350 1. 250 1, 200 400 150 1, 000 0 600 1, 556 1, 788 65 o . "ce 2 66 (a) 350 '$175 00 5o 78 160 25 100 (/) 710 (/) 400 1, 500 650 108 100 150 00 147 00 120 00 81 61 165*25 90 00 114 61 120 00 114 61 139 00 3 53 G7 $10 28 20 00 19 50 20 00 *58*96 *45*00 70 00 (. g ) o (9) 71 01 <1 68 539, 909 22, 231 83, 743 36, 983 33, 807 28, 000 45, 000 12, i '00 20, 1 58 23, 367 30, )■ 26 20, 000 (9) 47, 579 2, 894 (9) 4, 170 •1, 000 15, 087 5, 515 C3 2 © _ 3 69 $1,232 13, 955 3, 500 4, 476 3, 931 5, 000 6, 604 4. 9x8 5, 3.6 16, 000 (9) 0 223 (9) 2, 131 168 67 5, 227 272 205 2, 864 765 0 1, 200 100 M38 65 115 88 3 96 86 97 4,809 78 1, 150 1,000 1, 000 500 0 400 256 115 00 222 04 hi, 941 6, 086 5, 613 35, 000 1,552 j'49, 755 53, 028 28, 421 50 32 34 175 00 50 00 18, 000 2, 609 5, 000 1,397 189 574 550 240 145 28 60 10 47, 905 5, 894 20, 620 4, 905 «69,613 19, 816 766 2, 226 355 1,463 3, 301 21, 175 23, 520 1, 000 17, 000 4, 972 80 1, 000 250 250 •50 188 26 170 00 0 2, 246 900 87 200 113 78 120 00 37 40 200 n!54 96 104 00 ,500 131 44 £141 35 97, 893 11, 000 «57,871 88, 522 83, 248 7il0, 373 n89,502 10, 397 267, 751 £59,258 68, 196 0 29, 101 tt22,347 48 49 57, 362 24, 240 50 51 52 1,120 ...... 137 13 . 42,000 . 53 q Engineering and making boys’ caps also taught. r Instruction also given in electrotyping, paint¬ ing, glove making, weaving silk, wheel- wrighting, work in machineiy, &c. s Firing and running an engine and gas making also taught. £ Includes repairs and improvements. 834 75 j For two years. h Painting and tin smithing also taught. £ Painting and running boilers also taught, m Brick making is taught. n For the year ending September 30, 1882. o Type setting and electrotyping are taught. p Drawing, moulding, and other processes con¬ nected with the manufacture of hollow ware and modelling from original designs, and something of repoussd work. 768 REPORT OF THE COMMISSIONER OF EDUCATION. Table XXI. — Statistics of reform Note. — x indicates Name. Industries. be 3 ei tc 3 s aa & k 5 Broom making. Brush making. Cane seating. £ £ a o pi <£ O Chair making. Dress making. Farming. tc .9 #3 a £ i Gardening. House work. b*C a *3 3 M 1 1 40 41 1 42 l 43 44 45 46 4r W 49 _ i i 50 51 1 52 1 _ Ohio Reform School . . X x (a) * Ilonse of Refuge and Correction* . X X x TTonse of Rufnce _ _ _ dx x x Pennsylvania, Reform School. _ x f X x State Reform School _ _ x x Vermont Reform School* . X x x Wisconsin Industrial School for Girls.. X x Wisconsin Industrial School for Boys.. X "(j) Reform School* . x X X ""1 "’'From Report of the Commissioner of Educa¬ tion for 1882-83. a Engineering also taught. b This amount in cash and an equal amount in farming, vegetables, fruit, &c. c Income from all sources. d Instruction also given in the making of mats, mattresses, and hosiery, in varnishing, wicker and wire work, and in the engineers’ department. eLess the earnings of t he children. /Light saddlery and carpet weaving are the chief industries. Table XXL — Memoranda. Name. Location. Remarks. Iowa Reform School ............ ...... Eldora, Iowa _ No information received. No information received. No information received. No information received. No information received. Gi Is’ department of the Iowa Reform School. Bovs’ 11 on se of Refuge _ _ .......... Mitchellville, Iowa New Orleans, La .. New Orleans, La.. Baltimore, Md .... Girls’ TTonse of Refufft _ ......... Female House of Refuge _ ... _ .... STATISTICAL TABLES. 769 schools for 1883-’84, 4 c.— Continued. the industries taught. Industries. Number committed since establishment. Percentage of discharged known to be orderly, &c. Library. e 6 . « © •| I §3 *■3 a 8 Cy o > < Average annual earnings of each inmate. Annual cost of institution. Total annual earnings of institution. 3 © £ h 5 5 h a o % a Paper-bos making. Printing. fcs _o £ 0) co fcb .9 3 rt ■ a 3 CO tb 3 2 2 e 55 bC .9 5 © s © o 02 Tailoring. Number of volumes. Increase in the last school year. 53 54 55 56 5* 58 5@ 60 1 61 62 63 64 65 ©6 ©7 ©S m X X 3, 944 75 3, 000 loo 1 $142 00 6$23 00 $56, 000 $23,000 1 y 731 c30, 121 x x X x X x e!24 00 97/4 "3 16. F51 ' X x x x x (74, 278 154 72 15 70 54, 1 l\i 5,404 x x 3,407 1, 400 100 29, 831 5, 105 1 x 046 75 120 00 4, ISO [ x 7i x X 405 95 505 11*1 26 £10 00 17, 040 £1,521 ji x 1. 97D 775 140 145 00 49, 073 1 X x 812 000 50 12 00 34, 389 ”i’739 Ji 1 ft Up to September 30, 1882. j Employment in sock and mitten factory also h Also embroidery and machine sewing. provided for. i In addition to labor and products. Table XXI. — Memoranda — Continued. Name. Location. Remarks. House of Reformation and Instruction for Colored Children. Kcforiu School for Oil'll _ ---------- Cheltenham, Md . . Near Adrian, Mich Cleveland, Ohio ... Galveston, Texas . No information recoived. Name changed to State Industrial Home for Girls. No information received. No information received. House of Refuge and Correction . G alveston Reformatory ....... ........ 49 E Pakt 1.- REPORT OF THE COMMISSIONER OF EDUCATION. •TXOT^ptraOJ 90HTS sajeoiat jo jeqmna jbjoj, os in O O ■ t> t~ o«i3 © — ca © | Si eosoioeo 'cow »o ’©iura9£ '©I'BJV )eoo)«t> ' t> t- 1> w w w •noTjunimonep snots » • o o o ® • © © © 03,0 09 33 03 UHS © © © o a R . . . o c O O O J I . -go g p^OOO'pO p g: pd p4 [2; ftMtfMRtf&lz;; O o a © . o o o PSfcfcfc ® © ©.©.p bC© p © © be® .2 4= 4* ,3 a — © © P3 O IFe ft «S P pep (-teH «8 . • be :.2 © 9 P © BE - g t» S c p; o a ®5 O ft^ 2 |H cS.^-p aJ pi .2 p< "'*5 9 * i ® ® S rf'*At C .2 .2 J3 © a © 'd © £ .2 £ ft CGtfj^RrbRR ft 3 02 ^ p3.P © .2 If . © 5 ® *$1 03 ® « « ’UOtJCZItTeSjO JO J.'BOjt ^05NOHi< w cc o x t— xxoccoxoo HN 05 «OH MOOXOfN^NfOW t-io CO t> .COl^IDICCMi'CCCCOCOC©' coco CO OC 00 • OC OO OC 00 OG CO 00 CO CO 00 •uor^ujod joout jo » CO CO CO CO 00 CO 00 :o 31- •a :«yy3 u : © g 2 a © o . a,-— 2 ft .2 © © © p <3 g p .2 5© 4a rrt ,®5 o ft O f- 02 0 © „ gas o 03 w a ■ - • • o o m . • ■ p a — « d © © © ® ; te : a a ® » ! o a o'— ,r© ® fl © 3 Kij <12 p-^.ccW i7»5 ^ © - £°3© ©9 2 54 a ^ c8 : ft g © © © ® © Q So ,00 © © 05 r^r*5 c5 . ' oT ^ ® ® rj rf 0 fO N +a vO sj) © © O 9 v® 9 is ^ ^ ^ a '©'©•© ^ « "S R hb^ ©_* W'SO— > t> 9 © © p p bP c«2 2 2 2© ©^ © 115® « ROO a? | .®3 <2 " O 11 = cs a© -a t- p o p o OOORORRK) pa’©, a i © £■ o ftpOM o O i © ns— a.» • p ci — © . «s ft^s © © _ OH n( ” o2a > a a p © = g'pjS >--o - F S -2 J5 -a — ro u « >•’© •?oSR p |ffl 1.2,3 a C- _ — %»n< O Rcc ^p|EW©Sdl;5.2p5 g P’2 p- p.— 20 p © C,: k* n 33 l O « r-r, f , C3 §&OR^°£^o^©0.g ©«2^§i"it5’9^5iR © . ® (L , p L. r _ _ ® © t> © s? 3 — i © ci© P — S it— p jj ® r aRf>'g^.g.at:oh) a tt a HoQoocGORiStiiMMW^El STATISTICAL TABLES. 771 Table XXII.— Part 1. — Stalislim of homes and asylums for orphan or dependent children for 1883- 84 — Continued. n 77: REPORT OF THE COMMISSIONER OF EDUCATION. TTorirpnnoj o arris ss^ccuui jo aeijmuu jujox ?0£| 111 S- 175 ’7. ^ +5 co S f-2 C © a ^ w « •oxenxoj ‘©FTC •noiQTjaiuxotiap snoiSnojj *8* ooow S t> CM CM • rH Cl tft O • tft ' rH • rH CJ rH : | .2 .2 O g ft, ft, P*P P a Vj 1) p’S ft ftf±KZ'J>Xft fts c/-5 g cs . o PPI^i u o a. oo qO a q O ft o , oo.o yAftftft g 3 i £ — o ■'‘jpH p 6 : :P : III..1 : X a . «« a fc> a E aP = a I I ^ *5 3«i ^3-ao .1 UjQ s f “cc p tt- © a a jo « o u -a £ 3 a c q j paa *? P & a t> {« s ^ 05 (0 Oh a © B«JP S © A .3 p M >> t-s ^ u 2| Sco £.S e%' m © j| ^ © o cm (M r^- — < h- i x i- r- vo © © r- o CO oc UL- OC 00 GC 00 co Ci : : i i : : a b ;••••.£ t>: : : : : : a : ? • i or- co -* 00 50 X 00 x >o — WL1 CC 50 1- 04 00 00 s 0.00 00 05. X 00 g.3 !£ £ W£>.J5* •5 ac'jcs a,: t~. a «5 tJp c *i * E o “ jc- 3 h~~ ©a uS-eSJ ® © «3fs ® *3 “ e$ JuJ P * % £ * § ©*«©* » Jg J J |j § J g jj — o ^ Ilia 3 3 C/2 s ® d SSS .J2 2r# jJo’cf.p o t: > c > > >‘3 rtp^SZoO *5^050 o'3^a a « j_- eo jj-. m a * » * * fe O t-( ce . . c.?r „-.2 5 S3'3 ®'~ fe's 2 c s o'Eo^5' S & & o 5s a & tf Es c» fs © ft ~ >s E UCB B Hi BBBBaocB 54 ftftA ft'A •V © Is IS § c : s « ~ a, fl5 « y* *io; co'-tt o : o efeiS : § « "ft. a c -S — ik.a ; ’Jj c. ® «s ^■3 ° S3S|o jf « © S-H.3 2^ |-3oI>.| I fc-.w > fti *_ *« art*2--^c3 S o is P t» **30 S|a 15“ a +5 e* |.I |l i ■ 3 3D . • <1 :■§ pa o3> : • ® J2 0 q « 2 e3 •^.3 H dl ?2 ^ 3D • « ; Ug : « a * p a, : rr> H ' ! £ CO 00 CO 00 MV1 . 1 1801 | 1802 I Mrs. J. Alex. Shrlv. STATISTICAL TABLES. r-l © c* o o » XXX XX X X 7 3 *3 3 .ft0 ' H . C- • C- H g 77-d * .a^a a £ £ a o as & §} § £•13 « T. Ti fe a § a « — © © 50 © £ © s 5a o j 5 u o*. ^ •- .►5^a3asa|gg ■ «w ” c-3H£h o - | P " C8 *3 CO *Jg « cS 59 I S P P P UW ' U;. s 2 a « © -5 a ■^t> .8® : « © -jCf^ftjgs-g^.a : ST L~ "c o 1 2i a t> .2 .^ooo . • - © o o o OC-/« ; *1 r©’Sf-P d ?- ij-tr ® f3 rX © ^ s-f^ ft ®P c8 ' © P > - o a - E s II e ti» Fa *'i 1 £jSq2 © © s^.a :$55 . X X [2 95. Zt <§ ^ n? o oc 00 CO 00 00 X 00 ‘ 50 13 „s s ® fii ©.M .£W 1 o «2 © Is ©•3 Wrft 1° P * a a S.2 i5 fn a^ p «'1 !& ;p ©.a" •1 :p i | § *^•3 : :"p <5^ © . =pr" r/J -j'&a a* ft-; 0*-c_ A iiinim Ulllisli . g-ap g*© « ®s ® Q ^.-ftr»3s P w w t< « .> S •= g ^ ^ -5McSc3ocjj^a 02 PP hJPPPPPO O ■• o ip' a :Q Hga „ a cs © a a g*r a .'3 a © a ft 3 £p • J tc*, fe'g ^ ;7dMs§® • bP 5’o^ft^i *B» b 3 ^ l3 kS -^KW d "a G- ^ CC^dCj • r-t W d 50 t- fc/.- - r«i ^ gsra3g&g|g a-£Ao § 2*2 ' 2 sja S PcoPccPOccQizi £ © 2H © il d o.| o a j2 «o ® S^wp2.2^ © ftO jcBh^ a ”&-* ft© a,© a6a5ooccw ,3^ OS Si ft ] 773 5! : h ; 3 © CD © 6 § 50 B l ll >.li © © © o-S ^ © © o ® f- © PO E •© &a cc >, aJ I £ ^a :a "S al ” M © ft PP ft M '* a -ft as 2 ft fg cP ® 9 al -?w „ - g«o^ |5^s| op § a © a CQ CC CCS o o o => o ® o o co oa cm O lC JO 0 •©ITimaj © j ! • i I • rH cax IM !M O 10 : • • *H J •ora : : : : ; i j j | •2 .3 3 2-3 a © a [25 w «s •aotjeaimotrep snoi2r{3'jj goo © 3 9} t> :°§>00.£^° ft o H ft ft : | o§ j o o ^o o ft ft Sft ft •notjBzitreSjo jo •uoi^Modioou] jo JB92L p, II .»-5 - . °.s : c e a t- >j ?e «3 o , • o« ;« to wgl! 0) 1) -w I; 3J QJ H .43 D . -r- .2 #2 ' £ £h . £ .£ fC r3 £ C/3 j ^ W h: W GO P c=l ft . ft 2 N « £ CO 3 .a 3 •g P< A a co g 3io 3 oo5Ci^M^V5icoor>*HO c i co o j’* 1^ 10 co n o c irs 1^ to r- 00 co XOOXXXOSXXXXX XX X iHr^CO^nOO I OC C h LC 1C I' ® . X X X X X X X Ss-S-T j.sa © £ ! c3 ! to c32 » : g o © ® g.® Ii£i2lSsi^ •2..g£ss«8 ^ a es ^COCOl>ftftoQ Oft ft j£a s ,- 2 ?=:l CC OG ~ p p* .- d E3: *g CP COCO CO ^ts*: rt, c f. » o © « ft . SPVq 5^^ £ a • P-js . ;5^ • 5 .2 3 : 3§g|f© -’H.fS'p- 1 ^faS2 « rt fl a rt 2 w’® C5.5 ^ cS 5 SssEsiIh HP.V^i&Sgg * S O a » « P4 _' o a o rt ^.a n a o © SCOft US °S| w| si Sag *3 © > coHH :◄ • t* :s -.a :o ® os is H 3 • © z> c © g* s © 11 C ft £7 iSSS c9 -P w -J OO CO li 5 O w| gp ce -2 'S = O § *3* p.a © 03 2^ 6 D HO |§ Pw ft oO ft 5 d ?ft re*3 <0 IS I SJo £ WMCOWWWWMWfO1 X 05 o St. Louis, Mo. (Fiffc< STATISTICAL TABLES. 775 '0^000 i © r- 10 oo I r-< CO iO CO O ^ O rc 05 coo o d l> o CO o CM tH CO c^ ^O-^IO^COWCOCO CO 05 CO ^ CO p£].p 12 12 . 4© +3 +3 4» 1 . , , , -P 43 . 43 . 43 43 : : i i ! i • © ; tt ; © • O O O § : O • O . • , O O 1 O • 0 0 • • « 0 • ■ 1 *5 a: • tc • op j ® M ® 02 • OQ • § ' • • 02 ® • S ' ? CO 0 © p BO aa a © 0 0 M © 'flPP ' © O O §? 8°. § 600 a go ao d 0 d 0 0 6 00 |o 6 6 066666 ■;666 66 66 6 66666666 6 6 6 66 |6 © r~ . U~ rg B 3 !j gcq< «k>; ft &>j ! o jg|§ J .?®s = © w _a -S 0 05 © © Ph ‘3 2 F Wi pj' .9. & S ® 2 50 a ® t> >5 *1 cc n ©2 2.2 ^02 a . © t>> W-a j ^ © 4 £ ©2 2.2 ^cc II |H « §o § © go H|<|© ©&5^ ^1? o £ daffc ssI »"3 t>5 2^ 6 : s'Sa . © . © ©.a £ 6 I 0.2 © 5 T3 © >p ii 2.2 ^ cc Tf 'tOOwHh-CiCCrtl co cc co t- tc r- t> c© «© cd ooaccocoacooccccoooo 38! CO O CO CO 00 00 • O Ol CO 00 C5 '10 CD C- CD 00 00 oc 00 00 CO 00 00 00 CO ac 00 0000 > 05 05 oa 00 ■ Tf rH O CO 1 00 00 00 00 >2£ •><\ © \ J"2 m % : w ^Lrs.P © n-5W 2 3 o 5 3 2 >-.-2 000660^3 : tjo :.S . > :p :a> . *H 66 tftf? e3 © © £ £2 *! &6 2-© ^ B 6jb . - bO - a 5- ; © B i ►jS^N^ 9 ®! 66 ‘6 b£T© £ |S :« J-Si 'fcJSgS' © -*-» fl r i • ^ 3(^2 6® 6 ~ : K- ;43 jD ^ c :5« -• S 00 02 © •! § §6 cs 6 S.P6 1|^1-®| j 2 .3 6 . ,-r o^l © H © © ^IS^Wlaja^l . (>5 © t>S a+f a © © 5 -axi'M 2- ® * i_ o Sf 2 S 5 32 a3 bo fee o a o ©j ^ tj-a6j2.S255 s < a a p o c^>. (i,t> W a'2o a'r2 pf a-®' ® ■^5 8t3 -4 4 >-§ I ii paw *■ a a^ 2* SH <) a pa © © p.3 p.2 t^8 o-ss ii2o P.0 'f . _ . §5 c3 2 a ©3 a g«« o o ^20^0° § ®2 *2^ 3 © g’s^’i 0 pw ®fe.^ 8 S26 ® P ^ D l tJ _P ® © « H 2 b-© p S.S 3 mpS 2 § ^^+5 C3 O OcficcOPcficGO ra g b2 >22 © o ^ -5 o © fi-ej a 2 o-3 ®m « 2 bo£ 5 G C 2 ©a 'w'S*! a °p 5 a c r© ©l- o"3 SS S§ S * From Report of the Commissioner of Education for 1882— ’83. 5 The Fewark Orphan Asylum Association has several auxiliary societies. a These statistics are for the year ending December, 1882. c Besides the home there are live industrial schools belonging to the Brooklyn Industrial School Association. Table XXII. — Part 1. — Statistics of homes and asylums for orphan or dependent children for 1 776 REPORT OF THE COMMISSIONER OF EDUCATION. nd Child’s Protectory.! New York, N. Y. (95 East I 1878 I 1878 | Max S. Da'1 STATISTICAL TABLES. © r-i 1C Cl © ci cr. O r-» O l© l> 00 ICOCO «H iOI> Cl © rH O t- CO 4 3 6 10 3 2 0 0 ° ^ ! i i 14 ;© • rH HH J , 43 +3 +3 • • « 1 >.©©©•••• ^ i

o o c > f£ +=> . -4^ © © . © © © . © C0 50 • CO 1 a p^) a © © . © ! © © ! © © • © © • © © • CO OT • ® '£ pi 1 w §§^ > do t=!^!2i^^p^(^p4p^^ i Ph Pm P^ i p- i & P4^i 5z; Ph l^^p- 0 P W co H © £ O S P 2 ® o g o £ •3 tic a h a . 2 J e * Ti *3 8 £ sd ^ ® I % £ M ; ^ 03 to a tfi to 0! 2® u ®p*« 02 P3 M2 *51 ?sa 111 £ ^ SO -fC 03 9t S* gfc 2 +* u -3 © «73 co _ _ H • 'S d © I PH 4s QC © £ StH 'S - a « - a §*. 1^: > ^ « © • - ©. I ! B ! *« i .3 w 04 Cl # S-S **«.*£■“ !> *Ph p b c? © ©Cl © 6 fc SS ® > „• 5 £ © © fc < gt* | itself . o © © s P4« ®i5 *2 a « d l-n ^ .® P ^ 6 je *S £ § c 1 & t o 2 -3 >> 5 •i s _M U & m l o-| © 'ob ©d rt.2 | ■§#§ O M i 3 P? M I £ h) 02 W OQ ; ^ ;e . © • ja Ed © .•sS W Ta 2S t>iv <3 c © ■© o-r 9 02 50 ob © ©2 J3 aH H H © Ph W W ^ o C5 © a -, ® j® Ph a 5 © © © a1- 1 Jo a— — ; u -g fig £ a a 'o«W S r.® . ■g'* o ® ® © a ® 5® ®V.©^ 3 P- © l» £ q F kP ! . g'gd 2 ®'0 g O q | © « g “O© ^ ©%3 §2 & «! g 3 si &?3 «& . t>o C pq ® O ® v| CC02 W M N W (M corju n «© r- oo ® CQ NflN CM Cl CM CM CM CM CM CM CM CM CM CM O fH CM CO ■Wt© CO CO CC CO CO CO CM CM CM CM CM CM 777 Prom Eeport of the Coiamissioner of Education for 1882-’83. Table XXII. — Part 1. — Statistics of homes and asylums for orphan or dependent children for 1883-’84 — Continued. 778 REPORT OF THE COMMISSIONER OF EDUCATION. •noijBpunoj 9oms sajuiaat jo jaqiuua pejo oo to Tfowt' r-T N r-T i-T Ot'OOt'CO 00 r-t CM P. c3 S £-3 p © 0 ®T •9IBH lOOOO f-l rji ^ toco CO co co eo •uoij'cmtnongp enoiStpy; IS ooo o ©wo . o © © © © M © © ® ® ® i«q ® ® p p p d o p c o © © c o OPP ifl r § 3 fl° 2333 P h u © • © © © :£3 igsEf ; © 2 p g4rgf s^f©^ :^l§g | « £ £W 3t:cc55 p333hs ; p £.2 £ rt g 9 P£ ©P By S3 © . cm * §P © CL P. .t? » & •aOIJ'BZIU'BSjO JO JT39i ^ £ oo *-* • CQ 00 : >. >: >r_^ ® _H /- ■fe ! o' ! ° M’S g* © - © >5 . S P. — © 03 ©o 4-» £,/ ® c3 ©C/2 © © c © p © ce *§ 2xj £ £ p 2 x +i p © cj -S 0 O Sol «: 3 Pp 3 w 2 2 3 ' i o e. 2>^i a|g? ^2 ® i5:h- , . !j« 01 p fi IS g ©>-© p^^^ W POjZi02!/5 ■— H © ©^ 'd ® 50 is 51 K/1%, ^'='a >s p" oo°oS o^gligl-i HHWPH : o , <0 :o §3 :s |S 2o >; © 0? w op 1 CS 05 fO ® ^3.5 e-p O o P. s- Os >-tM -g.S 0 "® p3 op a° ft £ «=S d 2 >» ® p 2 «* 0.3 © ® a © go - S-W 12 £> ic 00 CO CO CO OCM C4 > O Ol CO ^ 1C o co OJO CO ^ 1C CD oo STATISTICAL TABLES, 779 295 608 1,600 • l> < rH « • . oo • • h- tO • 05 04 • DO rji CO H (M a O O H hNOJONOt^OiON CQ tO lO cio oo 05 co co »-i 5© ^ ^ 05 o cj h i> h ic n h lO r-H COC^C^I t> l> rH CO CO CO rH CO CO CM rH rH - O 9* IfliOSt'OOO to mca CCCOC- oo »D- O to O rH rH rH ^ rH rH C4 ^CO HHh tO C^COCOrH « iO rH pO j rH rH CM R.C . Protestant R.C . R.C. . . PH3 ' • O Z) • co to p ; §11° _Lt. V^» - - K.C . Non-sect .. E.C . RC . Non-sect.. R.0 . is’ on -sect .. Ev. Assoc. Non-sect .. Non-sect.. Non-sect .. Non-sect .. Non-sect .. Non-sect .. N on -sect . . Non-sect .. Non-sect . . Non-sect.. Non-sect .. Non-sect .. Non-sect . . Non -sect .. Pv.C . Ev. Luth.. Non-sect .. E.C . Baptist . . J HD 4H HP O O O O 0) o 05 m M flfld coo q a o o w © 2 2 CO « M © 02 £©©*!£:£ Erasts*? l-H GQ « « "§ © • W . m te -g ,S t> I g §■3 o£ H w "". ® ® -g as > f> o§ . t. ri "S ® r-> a © © £; P3 OP 0 ccP g OT1 J.' S : a ^ ®p3 flfe 2 . fl 3 • ©A ; S o • © -3 • ; 0.2 : . : §«£ . a-’oO'd © i^rSaSg’S »1£ g ■ r,5 • h ffi OH ■ 03 t> « ©.+3 . If! ©-©S 2fc> .PpO^ceP ' p< © fcf § 0 JO © SH g . *s ^ O a ©^ 5 gpS =3 © © ^cooocM^eooio m h- a ^ co th tH hccnccooo'MNn ^cocioh^o oc o o o io >n CO l> I- tc rt< X T l - r- 00- DC O CO r^ l>- CO CO X t- CO t"- co co '«0 iC CO - - — 00 CC 00 00 CO 00 GC DO OOCOOOCOCOOOOOQO 00 00 00 00 CO 00 00 oooooooccooooooo Cl o o 00 1^ CD 00 00 00 bC W9: .2 £ 20- O <| ; s o a ..g 2 .2 o © 6 © o' © . ‘ :.- :©° iff i © n ®Oo: ISO iooqo ; fg 0.2.2 > .© ^ « . to e© ’ cc oo fi a ca g I ii UJ-gls >--o -0 a-S 0-23 .■50 sgoo^-go^ . . q Q q o « o'c'c'S’S'o S S.2 SsjSS 9 « « Sht J ©-§ OOODOOOO O pOHIx^Hq o 6 o 220 ^°-o5 O O >- 00 oo oo Is? ci a ~i a v%° ) t> 0 2 ©> ^.-0 R q* .gg'CSfi, i gomH O o o'~L : goo :J d"5 ^■5 O SjS © ©y ■ oco" ” o' ©" o" ;« © o ©J© © oo o HHH o=|°^ call's era o 9 o a • tU trj <1 cq toOX s© a a 'P.2 “fW* ^ » a >; -0 Sfr1 2JjgJ a £ put d? -3 ,5 *g . 0 ■® ns R © © § *.0 O o 0 2^ s<] ffl -Tra .0 “3 0 e ® ^ 0 4? © H -a rt a? >.0) q -0 2 2: cLS 0 2l o£a«0-“o © >-.— 2: 2) ® 0°2i c« a O p- v ® s a &0XI S^'eSS w c3'©©Oia:'',i^O Ph -» 'Hg Mu GC P-iOhsMGCMpK >>q o S . © 0 o| : © >> ’ §jS 3 0^0 l|SS 3 s gw ^0 , B& i>.® a'&d 0 Sea o - > I8« £>g| OJ ■— O'© C05q3tC;> ■ a i © © : 1 a © iSWga. :*g||| a ©■■2 © Sr: r„® IIS'1^11 Slfl^ao fe-g “SO;-i Mr,-. - a So .2 q £>>>> R © (JflO,L 0 0 eOOa^WoH s .^aw:0 2 a ^ r2 © © 3 a q r'O gtS feiuOO 5 SjS 300©.2 9?o i &-a?.2 c a-s 2.2£3 l °2k a'? o ® s O o PW tn jn "a 'a © © ?jS3a >,o00 r_, R 0 iW o q : a| : 0 Ph §-a3 a §3 P 0 0 ®1 ^ ©rR^O a-RL ® a | ® © ggop£<3a IIIsrJw “Si &-S.S s 1 B^O' 33 ® a 3 r.2 3 ©3.-g®S^R3 ^OOdPHCfiWu . © : a • o :W ® 0.5 aRI W o'F* ® Wo a >3 0 |0 0 £ i2 02 S 0“h? ^.2 ® kOH CQ fO if? to t~ oi c* cq cq OH««ri(W!OS t--t-aoccooooaocoooao CN CM OJ OJ OJ CC BM CM C* CM CM CM CM CC SM ICCCCC^C3CCCCCCCMCC« From Keport of tlie Commissioner of Education for 1882- 83. a Resident officers only. & Sex not reported. Table XXII. — Part 1. — Statistics of homes and asylums for orphan or dependent children for 1883-84 — Continued. 780 REPORT OF THE COMMISSIONER OF EDUCATION. •TtOTjt'prmoj ©oms eajouui} joaoii'auiti [ijoj O 4C8 eo o • HO ' OO CO o CO ' O r—’ o: n X JO H m it c £ q 3 2» X +- a> a *■ 33 c © a ^ © os •©lurno^ 2D riO *^(M EC • O C Tf O rtrl H » t— 1 C. O -V ■«• •Tf 11 2 c .3 to pS£fcfcfcKfcpiI-l © S3 © © 53 • • 53 © 53 V « £ » 9 • '£ ®9 a> a: ® cn • ^ b * e q p q a a q q cccco . q © c © 3 P 3 rr 9 to £q: C cw £2 fcS c n *tT 513 © « § S - l^is ?» g . « 53 5 : £ | B -VS. S O 3 ® S JM E&I ^ t— ^ W £© 9 ® > <5 73 w > $ § c 3 3 s 3" ;« 53 . ' cox CC a. to .*3 r ta » 5 -.5 e^-g 2^ > £ ^■a « CH ^**s S£||='l &*> >» p q © » .spa 01 tfi 53 53 <;q Si! . 53 3 C Ph 3: •«q •fv9 _ a to.%, to.* i~5 JS".3 £>33 iP * 33 00 jjUtco® ; ; • • • n • • •'53 j i :::§,! • t • *a • i !9 • • • • • 2 S • ; • ; tx s ; S ;3 hnol . m School. : : :<5 J 6 : :|s : as • • g • q • • ® : ’ J3 • ! O -© r? 2 :« W o © 33 «2-S xli! :S§ fcs&s § £•*!_ ;0.® 33^^53 <5 c-q ii?f EJo pit >*31*^ £"CJ . B JJ *< go.i^O ®<5^ fci'e.^'aO » §j * BJ S3 a cn “« 2 tTrf'E a"* 2p:'5 cs"* ©'to-^ « »3 m°? §5 §.>?! s ©^ 8 ape p.S^ s‘= a « £ = g cj 2*. OP-I q1.® §^o s J;£ otI;=^ e-^: atS,5SCO'?i ■5x3 _ _ ci c: o OOOOOCPSf— HriHf H cis co eo co co w eo c« co cs eococococo STATISTICAL TABLES. 781 « • rH 1 © a> won in ■ > jo je©»Hi-» • rH jrH : i •aonmutnoaap enotSixo^j <3 £ p4p I q ?a o-s so -w . - . - J3 O . ’ . C 4 1 M| Mi ! 1! ^s’J soo 2 o p* pteei P. E . Non-sect. -1 Superintendent. ’ tt t* <; | Sister Mary Cecilia . Avev. ii. 1UUU1C1 A UI LOl, A/. L/., lovoasi. . . Rev. William P. Jacobs, president. .. Sisters of St. Mary . Mrs. E. J. Mackey, matron . A. Clark, president board directors.. Mrs. Lydia A. Turrill, president . Sister Catharine . Mrs. Marv Smith . R. W. Cridlin . Sister Mary Rose . Mrs. Mary C. Staite, teacher . Sister Marv Hyaciutha, bS. DE N. D.. Rev. Kail E. G. Oppen . Rev. Norbert Kersten, director . Rt. Rev. K. C. Flasch . Miss Maria P. Mason, matron . Sister Mary Joseph . Sister Mary Wenceslaus . Miss Amelia J. Piper, matron . Sister Sarah . A. Killian, matron . . . . •UOtJBZIUBSjO JO JBOi * i ii mm in !!<*!!!!!! III! ! •uotjBaodjoout JO ibox M 1846 1862 1871 1873 1867 1847 1881 1865 1866 1856 1856 II ;! j ;!!! =| l 1879 1 1 « Providence, R. L (20 Olive street). South Providence, R. I . Charleston. S.C. (Broad at., cor. Court-House square). Clinton, S. C . . . Memphis, Tenn . . . Nashville, Tenn . Thorp's Spring;, Tex . Burlington, Vt . Burlington, Vt . Burlington, Vt . Norfolk, Va . Richmond, Va . . . Richmond, Va . Elm Grove, Wis . Green Bay, Wis . Green Bay, Wis . LaCrosse, Wis . Milwaukee, Wis . Milwaukee, Wis . Milwaukee, Wis. (Lake ave., near North street). Polonia, Wis . Racine, Wis^... . i • 8 : IL.! •wl 6 m Nil t* £ Name. Providence Association for the Benefit of Colored Children. St: Alovsins Ornhan Asylum . Holy Communion Church Institute . Thornwell Orphanage . - . Chinch Orphans’ Home* . Nashville Protestant Orphan Asylum . Texas Christian Orphan dome and School® . Homo for Destitute Children . Providence Orphan Asylum* . St. Joseph's Orphan Asylum . Jackson Orphan Asylum . . . ± Ui tniiiuu lu v>m | iiiu.li xxna> uuu - - -- -- -- -- -- -- -- -- -- -- St. Joseph’s Orphan Asylum* . St. Paul’s Church Home . . - St. Mary’s Orphan Asylum . . Northwestern Orphans’ Home . St. Joseph’s Orphan Asylum . St. Michael’s Male Orphan Asylum . Milwaukee Orphans’ Asylum . . St. Joseph’s Asylum . St. Rose’s Orphan Asylum . St. Casimir Polish Bohemian Orphan Asylum . Taylor Orphan Asylum* . St. iEimlians Orphan Asylum . The Church Orphanage . . . German Orphan Asylum* . 8 IS SSBSBISSSBBBSEEESe EEES I STATISTICAL TABLES, 783 N © • • 1ft IN g % ri w g ® 6"i S > ££ "S s s S«3 pi 7 go eg J= >> © P*-S 2 6° O m fl w 75 £ P<« gr-, o a n a; oq *a •S 13 ° "ot -= a o a a: ,2 g ® JO Ph ® 03 is 1£ Sm >-l C3 CO ■** W CO 05 00 OO CO 00 00 CO COCO CO coco 'OtS PH fc'S g-3 i§ .2 2 s s I? aa ©■a ,a m Cm 0 | 'I S fl-9 la P 9 - • ^ w © p & S ©^ a £ -r « |!'s<. T3 a a <2 •3 © la Jl I 1 | a g is 2 a & £ © « to a© .2a !»s g-E*= -a e.® © ® a O X o .5-3 £ "S I ® 'CS—t '2 . ® a * os a ® g S~.y 0 a S a 2 5 fl a E c-Sc-PcsPOoP fl fl O tc« tc of p- p, r3 -3 P . P rt g d ^ 03 e". 05 rt * p n a n a #© e o«o ,5 2-S pJa !S S'B 3 'is p 3 P 5 a © « © a o o o o p o •-£ >3 PS II a © a £ P*C0 rt . P 3 a.® I a £ « & a ©ca o— o- ft ft a o o *rt ©. rt P .2p? ■P ® © «3 a a 5ft ' * o o © ©3 © ■ M P< p. . •| rt £ W rt a .a o n . '£ © .5 >3 •nox^mnsm otj* 0AT59X 03 poiiuboa CUB uaapjiqo qoiqAY 30 e2y *p933itnpB oq .£0111 traappip qoiqAi 30 eSy -* .-g *r.- a Kt s- © tc« ft £ 00 J 1 © © fc fc *A <1 el d el O O wtt ®Tb 3 a • © © © :£ S *3 : w s .«M ft ® :» -s ^ !g8« o *,*6 2 ja ' 5 >3 Is i *0^ c © . r© p •3 a 2 §4 a 5 ©< o * < B a E rt H <0 «s © .2 © pa u ” p< ® J: £0 to » cc O ^ S — © 0 ■S^Sg 8-S43® d © w a w O a' rt © ® . © ® to a) M r-^ ® S^c—P 'a g-g-E'g pa P3 pa © S A 1 1 a a e*s © i ce rt 3 a ® ® C ©'2 gfe £-1 ** £ *o| § § PQ ft M ^ H O O ft 0^ W es - rt< toe e* #» O H « M c-n ©. t- © U C* |2 STATISTICAL TABLES. 785 . o rS « * 2 £ ^5 C^3 §. © o-r © *J3 & £Z . AS (£ ^3 |3 gS| p‘S . «?■§ a„_ a ®?P 3 c -3 £ S ^ X o ^ c ^ ^ no H <5 o a e © OW a §•- r§*i s? S p’'? 1 o _, 5 2 ’3 is ©■“ u s* >-3 ®. 2 St 5: c* ct> ■^ssipife «2-§ra= S’-ggS ifiil'll-l® fl,w - - 3 2 o E«3p*5o3 r is .y CD i- a >; p ® a s. c a fcs« a "S a -s a a a ® ® & =H O •" S {Z5 PiO P CJ a od i.s a A-y fel" o «i Ks fctj .c-d "S'® £ g & & P&i r.y a a ® as © Seal <■ •d . a$ a a 5 2 ©-3 M tTg .si £ to g.a 09 III ? tXO ■I .So O'w P £-5§ *® O e ; c ■ ssk0* £ : ■d ; II ill clo 2 a. a - I§ •I a s g *«§• $■§ ^la 4S*» S' ~ a a ® c >> 00 < 14 14 flN ^2 a,? .2 .2 .2 2 a a o o OO a a c © yy a as e >» >> a OP « H © p a • o a • ■ >s U «* . a 3 32 o ; p.« • V ©^ © Q •« B 53 a. — (g ■gsl > CO O a « r o % ei o-S ® » a oa a 09^3 a a o a o a a o o ° o o o A Z!'i3 >:z >:z '" “sfesis4 '-©.£-=> 2-a-d i 'd a '2 a ‘E ^ a a-= ora a 2 © o c o o ©-£> uy>o>y A IT i « cm cm ■sS* ll © 2 ^t=» SM 03 01 tH *h ei> Sg P- CM a a 1*1 g| & ? ©o a ©<3 o«j *s g Ec$ a S-© |8 d 3 — - © b t» a Horae for ] dren. St Peter’s Augusta (J 09 > el *2 a *i *5 COCO B & SiS 3 HN CM CM CO ^ CM CM to 6 S 53 § it © o uO - c o o o fcJDbX .3.9 P4 H © •n £ w p. © © s 4 MO •S'3 |1 t.a £ a ® a o f* *43 V a PkS -+-1 © 3 *”* r- 3! S ©rl ®5 life ◄ w 3 III k g a © p ® vi O 3 © © © 3 60 © © © o g & £ ® a £ .3 © 3 a >>s o 2 © a A m ~ « a be © .-rt.g fc(-~ C a-3 g a © o o be . a be * 1 *s as “ © M © i? « .- S a M W> ■2.S © a £ ® ©*g s is O M — X! © be S.9 O 3 M §* i<2. a a .2 i S a +3 a g * © a -3 2 a 3 3 I a •2 3 -*2 o 2 s 2-3 rg|| 15| | O U «4 sr ® £ ® g.j 3*-, 15 — 3 C O is.fl.-s i jasj s'© 0 ©3 t*>® S ©-^ a .•S-® § O O CCO a § © 2 as o ? • g *42 a s ft « £2_ §•31 TSg,- a •. g 3 ggg-c a 5Jga| CQ UO Jfo si b •uoi^mT^sm ©tfj 9AB9X 0} pOJItlb9i 9.IB najppqo qolqM. %v 92 y •peuicup^ 9q jfim U9jppqo qoiq^i. o2y •** ci wci brj!? B'u • • • 1 !| i i i ■s i • « 1 •! f ®-d ! i 1 M % 1 “ f II a S si s I ® 1 e3 © o © i3*a Am o © 1 H m 1 1 11 a a © O r-a og u ©«3 o w 58; 3- S3- 3 STATISTICAL TABLES. 787 From Report of tho Commissioner of Education for 1882-'83. a This institution reopened after so veral years’ Tablk XXII. — Paut l. — Statistics of homes and asylums for oi'phan or dependent children for 188IW84 — Continued. 783 REPORT OF TELE COMMISSIONER OF EDUCATION. t i! c tS l * fl lt| ! ||i if I J! t Ifi 5 fl 1 I IjJ SS| 1 *£* 1 s= * -gl k? i Ssi ? sis I |S | II -m 'si'; .1 III & -£ | is ilfj iif if is? | m ii < if n =11 U 111 1 1 11 I ifiilfi <-« p P O <3 * ow «, CM fi Jr. J • Industries taught. 2 tf t c = & S ii 11 !! Hj 3J i | | | 1! 1 142111 1 i : luif ■ * 4 | :« S- 'iilll.s s i ; f-f |'| ; 1 1 1 S| Mill 1 ii li«; i 1 1 si * nmm i ii stiff i 1 1 d .|^!UIii S L 111=1 1 I 1 :l Sill? i I 1 lajl*!slBSWl ;! !-!Ja ' Dow supported. o ** ss ss c r 11 1 1 1 1 il.l S ;i5:!in ii Si Kill |! 1 ;} 1 i i 1 ill ill! i ii fl !{? ii 1 j HI Mil i ll ail i ll III iifspti H JIM list •uoxiniiient oqt oauoj oj p-Minb.u a.iu uoupnqo qoi'qAY 92 y j : 2 :4 .4* .is 2 S ^ S S : 2 SS Iil3i 1| • - 1 ccwcSlo c • o fcP p « £ : {23 ! uajpiiq.) qoiqAv eTiy , 1 © 2 I : * 22 t 2 £2 Z 22 7 2=? ^ « A74 44 ^ d 44 4 44 « 4W ll il fcp p 1 1 * | >> I II r £5 N i 1 ij i j i i J i? J i| l 1 j 4 l! j j III fl 1 H § i s i ii i i 1 1 1| 1 1 ! 1 m ! ! II f fl 1 is Sliiiii] 1 i 1,61 itiiiii ilia SSS 85 8 8 S3 g S SS S S3 S || STATISTICAL TABLES. 7S9 From Report of the Table XXII. — Part 1. — Statistics of homes and asylums for orphan or dependent children for 1883-84 — Continued. REPORT OF THE COMMISSIONER OF EEUCATION. o a £ d •uoirnqiqeTn 9qq 9 Ana [ oq pa j i ubai ojb aaj.p|[qa qoiqjA. qu o3y •paqiroip'B 9q jf'Btn uaapijqo qoiqAi q« o2y O H g I >> 1 a ©2 ©a O QC^ P P O a .2 QJ . O u 3 « -©a a 0 >a fl © u © S *43 cS & ®l 3 *a so be P © S fta © © _ a .9 ^'S | n3. O If .2 ra lt'3^ s ^ ©H is gefl © © © © a a SI’S “0 0 D •gs § 0 M MM M 0 P4 0 M a fl !& r— ^ © c © : be a a 1-^3 OO be •9 S © ft * :a * if a © ©H ^ fl !& : a .2.2 «g a fl : s © © §Q © 2* ^ .2 aa flC :« Ii n a ©■§ is 0 fl- a a be be fl a | d 00 be be 53 2 9 .? .2 CCJ a p p © o3 a bo c ’§ a h 0 A || £ C3 0 rt 03^ 9 0) 1 p ® teas MM OO M ! p , © \ .’■§ L © '3 r s g. \n c fl fl fl ° pied 6 0 o o >5 fc . f* ej • ci *A B a c 50 Wg JJJX3 •g. © £■» |2.a •^p> os os os nap coo f HI J I -2 o AH fl fl c © H - h a sl P c o c c o COO fl ”53 .0 . » s 0 © I ©£-J © 9 g.^'3 3 S * 5 ^a MO O 43 Hjj 1 o o’5.o yA M 'A «« bi 55 OJ A ao $ ©a ill O 9 j 03 »H o'© d p 3 S bC §.9 P a x >3 c be M |§ S3 be C bb •fl fl pa an - fl a © I a §2 w i a o . o o a« gg 28 o p* 5 © * © ga £ 2 p 'P- — s g P'S - = 20 |. s.9 .t o K=a Oh fl0 2 © £ % w r® COM :a • o i « ii u © © © ■© O i oH SP **1 § fl. £- o © s a 6 - a a a .2 a Z3 > a - © - 111! H OO ® o. © s a m <© g rt R 3 o© O rOr& 5 O aft © © b s.g «5.a I ft ® 6tf**< Sllf* ^ c3*-h ® ?? 1 g> ft I 1 big §3 .5 ?® o a <8 O® bCft bfl .a 9.s g.g J « fs fe fs ft '— < © r © O [fi ® _ be ® a © <0 S ® C& A *a «M i OQ 0 S 3ft a *§■ * ii rt oft Ot„ . i * 0 o ® a. •-' j" a © .'ft o •g -as |sJl| 13 § a § i § o P o a j «M ft O § >jft 1® 9 «? ft n® § ft . J «' ft o o 03ft o '3 © 'Bi q„« 5 o £ft _ <0 'Ba pd . , „ O < cJO^ © rt © ft PP he a . be fe SP.S 1 .3^ * § g .a ^ « c3ft'^® ft bc©.g Ift^l .2 S.2 § "S .0 1e ^ © a ©erf a g ft a O c3 o rt ppp ft 0 as cn .2 fe ft ft w -©poo >5*43 f>» >1 >5 rt ,2 -r -J 2 a g a 0 s ® a i a© a a a o ft o o o t>o£i>> a ° o® a -*2 rt S ft o "IS-0 a£® a a" © 'SflBB s,Sftft ©ra ^3 S*S ft ft P rt o O ^ OO ft -a a *0 o-S r . s *-© rt © ft S*n o I'B § S© O £ Q<1 M I ® - . d «) ••2 3 ' ■+= .2 . a +s ..a a • T! ft &1? a P-.rt rt ® rt-C’C-g >jPP.0 J?oo0 rj Ph m h© a aaa o ftPrt 0<1<5 od rt *3 O b£ P oo •- co *e<« eo ^ si A A ei od oo 4. co A Cdci cl e4 iH cl A A j A 1 a o ® 1 & P £ sit -|2 *s t.2 OrtB 8 gft W S 1 • I 1 f • • • ■ J ! i i s i 1 *g*s ■ ; I1© % : i * © © a ; : J S • •s 3 • a a ft § a rt g. o o a rt 2 F.'l 5° ft & o oie ll I 6h •3 t> a || 9 111 w o O II |e-rt 00 "© be rt ft P. J30 PH id ® P^Vs ® |°3 P ®jq .2*A& ® •a p © O |S •?» 73 § gjo ft w OQ £ § o • . c3 C0C/2GQ ;»§ Ift © *ft a :o O • m w g ft. 3 .3.2 ...? .0 §3 8 3 •g a a S 5 ceatS. _ be o m P © q®^ - a §£§1ft^i g-^q^Cfi © o © <3o gO*ft © jp *hi ^ a I •g©a£-SMii t) &3 a® Od“ q alw^^fto ® rtM p g : i 1 M Mill ij j iii iifo 1 i1! I1!1!1!!1 S •aoipnpflm 9Tji OATOf oci pO.ljllbaj 9JB U9jp[up qaiipa. o2y : S3 3 S S 2 : • • cq -vi cc oo • cq > I : : 2 2 3 33™ l.i i I | i! i ! 1 H •p^rtapn sq £«ra uojpiiqa qoiqAv % ; : 22 2 3 S 2 ii 5 i : s 2 s S : :S " s a A A II 1 | I • ft ! Convent of the Sisters of Mercy . . Home for Destitute Children a . Orphan Asylum Society of the City of Brooklyn. Orphans’ Home. Church of the Holy Trinity. Orphans’ House on the Church Charity Foundation of Lod* Island. St. John's Home . . . . St. Joseph ’8 Female Orphan Asylum . St Mary’s Maternity and Children’s Home. St. Vincent’s Home for Homeless and Des¬ titute Boys.* Asylum of Our Lady of Refuge - ... - Buffalo Orphan Asylum . . . . Church Charity Foundation . . Evangelical Lutheran St. John’s Orphan Horae. German Roman Catholio Orphan Asylum* St. Vincent’s Female Orphan Asylum - Ontario Orphan Asylum . . St Mary’s Orphan Asylum . . St Mary’s Orphan Asylum* . E.EE.B.& E.S.SS .2 .E.S S.S.SS SS of chil- 1 STATISTICAL TABLES. 70: S3 *9 Z a 5 -3 .-33 . © tL x'3 р, 3 B — .3 X X ■i ||f ys * in © a '•£ 3 _ © §j © _ ^ sc a — 5 o « ^ a IliilPl с. --a © r * © J <1 p Pa 3 6 £• ^ ~ «# ^ n 1 1 S £ g <2 O O o 'S .rs .rs © * © * a age©? S§ = £3 ©«=» ©-a « M M tc3 ti §-5^ 'a © 3 ®;q.:3 a © +s © P o P ® «*j <© c.9 § P fc x cS •g f I I 1 I e3 «S B | •2 -2 o 3 .a .-a r© a a a r£e ©ll ri _ fccto *3 a a ||1 fc *13 £ 3 © "3 B 5 © bfi P fe © IR *7l © © © .a a Iff I I I 5 "I I te a © © w O big C.~ © © P p fzs §3 5S« 5^!«S .2 sis a _ . £_ 3 a ;-tj «?-©"3 & a a Iff MS* IS 1~ s g Ij s ft a >• 3 g 5 P -S h ««.~aaa=.g- ka’S-'is^ a ” l§§f|p£2§ I a ’G ® a a ,. 03 a bT 3 a a, © ft^l 1 1-1 t? o .2 >.© .© r a 4* t- © SIM ■ x ft rt f-35 . fa 8-S a S ft a.©„2 ft c« ♦. © a r© 5 a o a ftci g egg •c| | a fl*2 ©Kfl <1 - <1 ■**2 >- O -3 w 6 p 6160 I! rr-3 a a © si o © fs £ © m uSti c © pp a a c ‘3 © ft I bfi §8 © n © e- .a Table XXII. — Part 1. — Statistics of homes and asylums for orphan or dependent children for 1883-’84 — Continued. '94 REPOET OF THE COMMISSIONER OF EDUCATION. Provision for children who have left the institution. Apprenticed or placed at service, and have the privilege of return¬ ing to the asylum when out of work. Good homes are found. Situations found. Returned to friends. Homes found. Placed at service. Indentured, adopted, or given to friends. Returned to friends or placed in homes. Placed in homes or with friends. Placed at service or with friends. Industries taught. W v=< Knitting, sewing, &c . Domestic work and use of sewing machine. General housework and use of machine. General housework and sewing. Housework, sewing, and farming. Domestic work, farming, shoemaking, and tailor¬ ing'. Housework and sewing. . . Housework, sewing, and gardening. Hone . Gardening, housework, | knitting, sewing, &c. How supported. . ■ a 1 " ! Appropriation, contributions, endowment, and subscrip¬ tions. Appropriation and contribu¬ tions. Charitable contributions . Contributions, board of inmates, endowment, and appropria¬ tions from excise fund. Voluntary contributions . Appropriations, contributions, interest on fund, &.C. Contributions . Appropriations and contribu¬ tions. Appropriation . County appropriation . Appropriation, contributions, and endowment. Contributions . Board of inmates, donations, and subscriptions. •uopn^i'tem oqt 9AB9j oj paiihbai qxb ; uajpiiqo qoiqM. oSy - Boys, 13; girls, 16. 14 Boys, 12; girls, 18. 13-14 14 16 Ho limit .... 16 14 12 16 Ho limit .... •poyirnip'B oq jfuui uejppqo qoiq-iv oSy © 3 3- 14 4- 10 4-10 4-10 2-14 7-15 Boys, under 12; girls, under 16. 2-16 2-12 2-10 Under 16... Ho limit .... 1 lN St. Joseph’s Asylum in the City of Hew York. St. Stephen’s Home for Children*... . St. Vincent de Paul Orphan Asylum . The Sheltering Arms . . . The Society for the Relief of Half-Orphan and Destitute Children. Oswego Orphan Asylum . . Roman Catholic Orphan Asylum . Home for the Friendless of HorthemHow York. West Chester Temporary Home for Des¬ titute Children.* St. Mary’s Orphan Asylum . Poughkeepsie Orphan House and Home for the Friendless.. Western Hew York Home for Homeless and Dependent Children. Church Home of the Protestant Episcopal Church.* a iii i §oo o o 8 8 3 p & S-r •9 » • ® a? .2 © 3 ©rP.a ago P3 CP? £1©2 ft^ ft C fc. o 'O cps *4 <5 ®P2 ci P _ 43 5- S'3 £ ^ a _® :©|?§ : *£&■§ ; a o os S a '■ * ®-S . te 8 • jjT n ® ■ p ^ •'2 fcco a .2 &2 . ® n5-2 -Jf a * p *rH o -t^ 2 ‘3 . © 2 ^ r- fl a & 0 «fH 53 O h <8 © WP4 1 § 3 3 ft ja g ft "S S-® © » a © >v® - -9-9 ® n 3 a a -a o ©■rs "a| S 8 a ®r-< ® >-. a a-1 ■gal W ^ >a £ © © _® © a be® 5,sa2 ft w-a :.g a I to w.g 4= -a '5 a £vi £ b o | ’£ ft b <1 a-a ft© t * £ a >-.3-9 -s*E o 8 ft§ Q O No limit .... No limit .... 14 16 Jh 55 No limit .... 16 14 14 16 i 16 14-18 14 rH I ! ' •*? r* 00 O CQ rf rH t*h 1 CVJ rr 0 51 J2 O O «M pj Under 18. Under 12. Under 14. 3- 2- a3- 2- ci ci d 3- 2- 3~ Under 12. d d A A eo 1 oi> >,=« P) 5 a © a 1 ft 02 5 ■g -s o 5 p £.2© © w o 6 « a a ® a o° (3 © « a 42 © pps* • u o ®| IS O Sr » 1 % «22 ©* t>~ i 3 © 5 * o ^ c^C-it-b ■+i 43 *3 «i 02 020202 S-3 504 522 i?-5 g ' 5 a - a 3»; :W o a3 ,2 a «§l l^-a § • -a • O p «2 a 82 'o 43 a O a a 43 & O © "o © a ft 6 jr-3 ® 3 a 3 0 0 a c « >> s >> 8 a 0 a ® 8-a 0 a 43 H 1 H H & H £ O l> 00 0 3 CM CM 3 -Sa-S, t<*l 1=3 03 03 jp s a a "^p4 © _ -r a 5 O 3iq 4^2* 02 O C4 C4 S-4 C4NC4 795 From Report of tlie Commissioner of Education for 1882-’83. a In the homes for the young. Table XXII. — Part I. — Statistics of homes and asylums for orphan or depend* wt children for 1883-?84 — Continued. 96 REPORT OF THE COMMISSIONER OF EDUCATION, a A 9 § .3 9 ii £'£3 la y s is a.— X g C.» **- £ .5 5 l; § | I1 = e 0 S o c." .© 3 ^ 03 •C a a v- n o o *“ ® 5.2 3 1 ill = 2 cap c £ 2.5 o'? 2 a £ 3 .S !0 S3 5 o £ a ^ 3? c . * a P.s-Ss’S x c R •f .11? <1 O P 3 o 2 a a a: as trs-ga .2 .2 . C8 |-o | .2 " a || ^ it I ° s'? §is RP > & II >. a '13 - q _. -a a.* it? •gPa 8 a: .2 = a ’f 2-2 a fa I x 5 R fct® ti~ fe 1 to? '$ rfS I 2j.2gi.2iS: R R o • « : a s: © 3 tE O H afa ? » © c <3-2.2 £ o a PR P R •umm^tjsni aq? aABq oj pniiiiba.i a.u? aojL L*im.o ujuim. jb o5y •panttapB aq £era aojppqj qjiqAi jt? a2y III IS II li a 3 a a x -a a a e a Jo .2 E g a a S -3 § o J£l - S-a •2g ■? a I 3*3 p t> RP g,q 3 U3 Cl Cl 2 5 2 ; Cl Cl CJ cnA sA A a 2 fc-a £ ?? r §1 >.3 aj c o bl •tj a S s t- a O 5 Ti ® R ►» a' o s a R § o f a t 9 ?r ® £ X — «CE o •3 £ 2^ R a 3 a O w ® £ g & s ec Z3 £ g £ i? a 'S a 6 o a O •? to | •* P ~i •~.2 02 P "fi © o XT. =a © a 'C.a g* ^ a i.s§Dss2l§§§-E o jz^Q § a w ■ *d ■S a P C« : * a ; o .3 ; S © •J^d j l8| £ § 5'1 a 5-2“ £ 3 fl O P h i 3 ® a a 2 >-. © © ^ POO *3 Ct | « eo « e\ s G fcfl £ 3 § Et a ® c © W a © if «ti cw d CO 'd 1§ >•.2 o b£ tt c ® , c"S' : t. - S. be.2 ® u ►£ — o’© c--§ £-*> p-js a tt P P p° f& w§ ® o -f? II I w»s 2 j :£o g • ij © ™ tntlP § c o H> t • • a 1 tf •s .“^ag g?!5 siss U * -3 iTfl d a~ s 2 o CQ | lit ►9-S § 2^ a o . HOW £ go « .<3 5s S 0-. ® 5 ◄ a J in ® tx ® pAia S3 Pi 03 2 00 ©-a O s§2 W 02 iflO oa ca ca cm . cm cm oo ca o CCiO CM CM CO STATISTICAL TABLES. 799 d I I ® g • bed . © ^ B dj » ‘2 ^ 3© B 'S 1 gl 2 S3 = -3 a ©3 a m PS-m £ a <2-0 I® -.ft "d a © § P'S aft 3 id © © ? > © o d | g ® d be I J g.2 1 © is % \ §££.' b P a a °/a I j* ® d § S A be 13.9 s-

O c3 t- © O CO U 1 is 8 © be s g-a p©o 1 4 e8 02 a is ft b .■§ a a cs Ma « o P*-'b© ‘3 bad .2 ©ft O fi,t 03 -Id ® © =« ©+> P> O -d to ® .2 © 3 IS . dft te . a M^fft a. 2 a 3 is a +i(p i *g ® 2 9 ss fee .9« fs HP p **d be a a d ©•? d % . © S' B . c3 r be bp£ .2 o ft be || III1 §1 bfi d be u" .2 © a P © 'Se d bo be ; te a a • ® ; e a .ft 5 u- : ^ qj ^ KrT . * ® Sl5gf i| So||| :-3« . be w . '«s®«o^otiecs PP XX — ^ g d o oft o«cts j® P P P •r a ag aj ftj © 3 S © cc> •c o S'-3 £‘d ® a a1^ || OtQ II 5 2 2 §• 6 s 3 et m P gg ■ ;*© 6 iA 1-3 |l Oc/3 2 & II •C3 II © ^ OP ti c« fl J0.S fc fx 8^ d a S>h ft 2 4SM P -3 * <23 a d a Sd >s2 ® d -s“ ft roc© 0 * s « n ?s ■D *3 o g ss © ® ^a pH IS d® wg la r^> a W ◄ §d a. 2 §« . a to a „? |a ©ft s r* © 3| a ft || -tS a mo o o to Ift 2 3 M to t"4 iH , O a b tj !◄ <2 da § ft a 3 Oft s S'ftH 'gOgft © . d « ad3 jx « SPft PM O S c3 From Report of the Commissioner of Education for 1882-’i Table XXII. — Part 1. — Statistics of homes and asylums for orphan or dependent children for 1883-’84— Continued. 800 EEPOET OP TIIE COMMISSIONER OP EDUCATION. 4 7^ 53 a J© s 3 e 421 g c | ^ =1 •w fl-3 §:a c © ■» "© .« -S®- p;o 1 « . 2 4 o S3 hi 0/ © -■s a a I! P.O .5=2 — -1 5 8 Hi a. 5 p a £ © x> a a a o si a; a a 3 c as 3 s^l = 111 n i tt « c a 13 a a 5 Is I = * a . a a CT Cv Cw ^ - o a rn © c« a S & • t* si © © *nopn(jpsnj gqj oaeo| m |io.iinbo.i oib uaupiiqo qojqAA jb oSy 'a 3 s * If P t-s HP p ll Ocfl c 2 c O 33 a c '-3 a o O (C p = "an © fcj as fcto t'c.2 is «.2g§ § 2 © o £ « » es- G O a A • • £ • i i ■B 1 : : 2 *2 : oi •2 p ■ © a : : ® 2 • • © 3 : : '0 « ® T* ra fe « « 1 ^ J a § S ^ 2 *s £ c a a fl*S5 O ""iSa -S 9 P a a P g oo®og '-CS g *£ ^ p 3 S c a B a OO ot> 5 j s a a=aa S’S a a c o OO ' 2 m © tfl P S o o be •po^cjmTp-R oq irn najpuqo qoiqAi cjb eSy n • o <» © ® i t %•£** * c.uS “ - 5 c <© a P «■! . e!i o C4 ‘ O rl £ u co Hb o to e:3 a o CO w-H © 2 HO 0 75 * (4 * .© a a .0.2 oc ® ©3 ■a« ■51 c » #u •-* h * 5- #© - h 50 all 143 © a c3 £ 42 s © 05 S © ja JS Pk *i O £ te S a © S O t .1 OJ: g|s *&S« a s « © ©.a P4 = r= a -a 2 P-3 ©•a PS <2 -3 © © § a o © PP S fl s3 g $ fn& S3 30 3.3 fS S4 | '7! *2 .9 o 9 -j+3 S|£o *• ©^ MS CC a P r3 o S3 © t£ g % p t §3 — . CO ® ** b a 'S .2js ©•ge-l4 9 tOw W-5*'® O^a » p-9 § B 2+= a i w J*S O CCCfi! »- 13 M 3 M ■* £3 S a a _ HM M »« eS ■«i< in s© CC CC ffO STATISTICAL TABLES. 801 © *3 re -3 2-3 2 P 7 3 1 1% J A -3 - i s> Jo a >o 2 1 01 75 'g © g *E $5 I % o 1 © ;o | tl " «• p- o *? a ® ©M . ®* r3 a _ .3 r- S § Sl.2 •£ 3 '3 P< C/) P £ o fll la's j.;.2 .v a J if; X. O -a c .3 s a Pos'-H {3 » (£-3 ^ n ^ fc/;S 2 3 P ~ tc 1 ■“ £ -3 £ 5 © & £bgg o o 2A 3 3 pH® «-3 a 3 « 3 r- X . S ~- e -© p p re • p.5 _o 'AS a« a o h" ^ h Jt J2 a ,5 a a xr A 3 «S . j-'r CS c — bl p 1 — ! tl-Sp a 3 H s* iO PO a a a £ a_2 . •Jag a p © s a 0{3 a po « p 3 po”1 "2 § .9 a © h> -3 ®A3,S g a "3 a a 'z’% a re S a Sootj O P P> t>s T 5 >-. © Pt> £2 P © U P 07^3 >-..2 EP © fclp © p £ SS • ■ « 0 Cl r-J ^0 ! © of i ^3 s C» ©J o © 5j ■CO a IS S-3 II ©P3 PH CO rl a cs a j§ P3 flO a® 5 a a-- •r« OP « o o © HP g . fcc ®S D © tx^ 5.2 o ■© fcc tt© 9 P ©a- © P * > o ® ; -p; co © .2 £.: ■ ? a 1 e” b £S a fcr a rs s^aa C =*• c a - ©•" © P P - <0 ®'-SaT i-ag ©^ a P If aa 5| a P § I ■3^ bC a a a w:*q S p © £ 5 & Jo £*p o| » x H .^3 © W’A e2 © <-0 Ij eS'H 2©J P'3 P<1 ©3 a re P P 5.3 23 pH * <3 51 E CO CO CQ CO CO CO CO CO CO CO CO Table XXII. — Part 1. — Statistics of homes and asylums for orphan or dependent children for 1883- 84 — Continued, 802 REPORT OP THE COMMISSIONER OP EDUCATION. O A . g'S rP 3 © a* •uoi^nipsni oqx 9AU9X ox poainboi ore ¥4 \n» noapiiqo qoiqM. 4 * 2 ! ! tj> ! : : < i ■ ■ • rrt • i ■ a » * Ja m O ao £ § ci^a-- ®o © P — al a 2 7* © ® -a a<4 n 5 a a s*.c« 2 *,P ft P- j®o -S® 5- ,n < a. C P ft ' .’Rg :1S<5 '5t« 3^0 2 'll ® ft <£ OQ a *05 ft (H o § g o_ P’3 ci P g os O sff a g.a 55 © £ rg ^ oil. a .2 o oft « ^ OiE> pC oo o t- 00 C5 O iH SoS§ 1ft c5 CO CO £ « to CftCft OJ Cft m From Report of the Commissioner of Education for 1882-83. Table XXII. — Part 1. — Statistics of homes and asylums for orphan or dependent children for 1883-J84 — Continued. STATISTICAL TABLES. •anof jooqos ^snt eqt ui osnoaoui M M • 1 1 f t • OO • • O O » * 9 n ■ H • iCO 1 t • 1 1 t • CO rt » « 1 • • 00 O 800 • 0 • 0 • CO O • i •secunjoA jo aoqtun^i « M 0 1 200 1, 400 150 400 0 50 <00 ‘ 0 0 0 0 t> T* . O O 00 br-< ^ >00 •SaiAvtud 0 M ; ; ;° ; ^9; ; 9 : ;go ;°9gs rH • w 0 co 0 CO CM •oijouiqtjjy €5 co^cococo^,^.^ 'go 0 0 0 3 '9 00 04 CO CO '=t xo co £ ^ co t> co 0 0 coy^ ’Sup 1.1^ iOWNO'M n“n W o:hw«oj ® Co 000 •C-iO ^ Ol ^ CM 0 CC CM kOM nr <"• to CO Ci.^ CM i> co 0 0 CO to •Sutpt’Ojj e» CC »-! CO 10 CO 3 Coocoo 3 3 M’ CO co Ol CO > H- O Hr T-< 00 CO C.HT CO t-00 0 CO CO Orphanage. ■Sunpano.j; 0 « ; ; rH tO O CM om » • • CO • ■ • 0 i '• •treqAio jxtjh 1-5 « : : « O Ci CO CM CM r- 00 • tC5 Ci Oh • CO Tfi CO • to Ol to CO 0 00 0 CO CO l> whioo CO f» CO r-< rH ^ Oi Ci 0 • CO 00 rH O 0 r-i • CO 0M O rH 0 'OH r* H C4 h H a js Parent¬ age. •nStoJOjj M IO CM <55 CO • CO !oh » b CM O » 0 O TH O ’• i t 0 «v »0> fO t - O) *5* C?5 <0 0 00 ' 00 cc 0 • CO CO « (Xj H tt; H 0 0 0 HT 0; CO t'* -T to V*J rH UO Sex. •opunoji ft • ! O CO H tO CO • ; CO CO H H • »!H CO i CO • CO rH • • 07 CO O O • O « 00 C5 H O • H* OOM •9ITl!JTptt3ClX2[ '©raooni • o b*W©{MI^OCM i io lo c cc o n; o o o I 05 (N CD C) O ^ m O ic H r CM CO «© CM Ci o' rH CO t*T im or, zo o o o >00000 > co © co* cm zo >0010 MNOOh I t> o o © *cf rH CM OC > O O t gf 00* CO of CM O id QC ^ Cl cm 0“ o* ptmj ^nou^ccriod jo qatioray o o o o o *o o © o o o o o o o' o* 0 ? * § jH g e a tf s > 3 1 .x • oj'O P O rj PJ flO rt ea 0“^ a M 5 5 3 © 5 ^ 43 5. 5 2 © a ■ a 0 W§ fe a ’» S/43 o <4 si! a 0 t _ =1 oSj £>*- Sqo^I o j* 3 §>#•§ ?Ji P.S © _ ., ™ *2 c" H S n » B Bn © « y s 2- ® +>+; c3 O O O Pi O ^ t~? ffl Q Pi 02 P K 02 M2 0Q „ _i | ' £ 3*H* 05 P'3 rt'- «3 5 jT “a.- -a 35 w u P>43 «j £S&S' ^ «-a tc ?»i G-« N <0 «v >rvg! 803 * From Report of the Commissioner of Education for 1882-83. G Children attend public school. . , , ,. , c fr The central station of this mission, which is at San Francisco, includes a mission school and an asylum for Chinese women and gins; there are mar.ca stations at ban JosA Oakland, Sacramento, and Chico. The statistics here given are for the mission asylum -only. Table XXII.— Part 1.— Statistics of homes and asylums for orphan or dependent children for 1883-’84 — Cob tinned. 804 REPORT OF THE COMMISSIONER OF EDUCATION. Library. •jro.C toor»^s ?stq oq4 ui oscojDnx ' n 1 : 8 • o o o . . J ! ! S \ •eonm;oA jo aoqain^ § § iir s i t- ; I :°° or * °S1 i .1 Present inmates. 1 g = , s 1 If I5 1 •oisiijy W ; oc- :^S3 § : 8 s ;^s-s3§ §8 a •SaiMUJQ S : ° i is : 8 : 8 :e8 : § : i *ot;3axqj{.iy § sssaass p 8 |8=8 3 •SutiuAV § &S888SS O 888? §8 5^ §8 8 •Saipuan g 8 2 5 * ro 8 cs P 8 |8?;??e|!|2e8 8 1 i ,3) 1 •eSaiipanoj ^ : ; i1-1 ; •sauqdao J[«H § g 800 2 538 332 8 §8 is SgSTiSS 8 •sanqdao a g iag.ee ot-wjjj 88 i 8 8 00 is 2gS^*2 8 P •nSmjoj ° :° i'-S : g § 8^° i i : i ! ^ •Q-Vi^ST ?! sassss ; 8 i° 5 SSS i * i i i^8 8 -1 1 •poaoxoQ fit o ! ! ! o WNO O — O O O • jo o *®5PUi § sassssas isaas 8o*i'0«OMinOcis8'^< i 1 •9|BtU0J T*l gaas ; is 3sa®a SSS5S2S 2*8 •oien 3D 3 *— cs t>* 3§8~8 8 •ojn^ipaodxa w Ills! liS s's'a I sii ; 5"” i sn ■ Vt=] m ill ; : n U 7 ^ 11 ? C N = 5 S a - c ✓ h III Ll< III rsf mt m IF !SS N. :§ | • - iO'S * 3 i ill! m m m 4 t i £ : 5 JJ : a II n il SI il i. Y* Sir 3§^?S latS g [fj-SE 5 £ 5* £ > -SO-i iWj iiss; 1 1 1 3 1 1 1 2 a T> f! • rt z n i : II : ® ;i ;o il STATISTICAL* TABLES. 805 8 ! I 1 5 © ; |S : : : 0 os 0 55 O O ^ O 1.0 * * » O » : : : : 1 § ;S 8 8 °1 ii i ill iSis o n if* s>£ :83 « ^ ilal.ll i°sl « ei ■• S3 8 p o 00 : i :°g° • 00 J © o S O O • 00 o • * * o o i . I 1 Q 9 ° |2 p ° i ;°s-^ ; : :°°g .1.0 i s , * ». » O O -CM • « ■ O . i » • % £22 28 ^3 §33=3 . r* *r> ga-l 8 53.38282223 i isS8 -5 8 ®3 88sig3383S5 3§3°3 s5”i: 8 5338232223 s -i='sa 23 — MOOOHOX'-rJl OOW«rtN»-H (M § rh O O O S • so j • © s : OSOhO^iM : ° 8 i :° : o o 2282^ : : :° S 8 :§5 2 »“* • Cl °| 8 3 ?i 3 © 3 3 £2 3 i ;s 2 8 8 = 8 :5 i.S23 O • pH CO rH O • 03 : ;° : : o rh • • • »-o o O O O • • O • • * O Tf n SSS; 23 r-l C-J 23 o 5:3 isSSSSgSS §g3°8 3 -ii Id * 3 5S3833S233 2, CO §22 ^ i 28535 :2|83w :3gaSS§3 °8 :s° :2528 8 oso — --f-cs O DOflJ®OOQO'f?l HvOCOO :>-^§2oco : :2|238° 582 :23° i is i trf 1- tH~ 8 : p o 1121121 o s 1 :§ . 18 12 ii 88311111=8 •-'© O of tjT ^jT ^ of r~i 04 C4 CO M o 8 © co «T 1 o' 1 »-T I 11 .-0- jllUSl ; © r4 C& O Iff «T 1 s' r-l I § O S3 rnOO IS oV § l'* V siiii mm cToo -*f OO **T • r-T evT rH ** r-5 ‘ G^fi ® © o ° rill i i sfs-: • r-t f ii . 00 55 ©“ 5 ©o jg • icT II 3°“' 1 s I2i rim i “Si1- i e'P'B'SS : • « t • From Report of the Commissioner of Education for 1882-83. c This institution reopened after several years’ auspen- e Half Indian. i Including some day pupils. a ion. /Including those in St. J aseph5s Industrial School. Children attend public school. d Supported by Sisters of Charity. Table XXU. — Part 1. — Statistics of homes and asylums for orphan or dependent children for 1883— ’84 — Continued. 80G REPORT OF THE COMMISSIONER OF EDUCATION. STATISTICAL TABLES. 807 Table XXII. — Part 1. — Statistics of homes and asylums for orphan or dependent children for 1883-,84 — Continued. 803 REPORT OF THE COMMISSIONER OF EDUCATION. Library. •JTJ3.C JOOqaS je«i oqx a! Qseoaoaj 8 . . © . > :S : S IS000 : rH » • IS ;o © •sotnnTOA jo aaqran^i :i in o if | 838* j j jl 83 1 • 1-1 Present inmates. 1 I, jl •oisnn « • O rr o • • l- S :S : o ©05 ©00 j ; °§ !g| | •guiiinaa; 1 § i i i° i i§ -S s ° X ^ o • °g^°| ; •orpmqjuy IS ; s 100 1 18 100 1 20 530 #’ s| | •SaiiRA! 8 SS 83 j SgSSSgg? S2§gg i — © • gg £§ 3 •Satpnaa 8 2S2g§ i ss Rl i ! •sSaiipanoa • © »o • • •saeiplao jpjjj § = 3 |1 j ^ g ?5 g 3 g CM gg£2 : : 32 3 ! • •eanqdao 3 S3 S3 j • ^ 0^0 o i -3 *« : : Parent¬ age. •ugioaoj • O *- ©> • XS 3 : S •oaijbm § S§ S.: • • :« SS : :S3g : : g : 3 : g i •poaoxoo e* 1 I os © ’ i” o *• o o 0^0 . w j °| j •91HIA1 8 j SSKSSSgS 114 25 151 34 70 gg 3° 3 i •opnuoj © rt SS i igggggff'S ssssss i ^g g oc — ... ^ •op?K 3D V* 33 g° : 5 3££g ig : g'-ggs i SS SS fj •sojnjrpuodxji g : I_ : g : |“S j i 111611 88861 j rf 05 «->4r ©" ; 4, 519 6, 000 3, 295 28,311 i 50, 000 | •onioonx SO H i $11,981 126,162 (a) s Him © od © © © i-T 8S881 i j 4,853 6, 000 3, 365 27, 142 ! 60,000 •panj jaaaccujed jo junoiay S 1 io j : • • o S :° S5 : 1 s' • !°!1 1 j fsf; 600 9, 000 21,300 158, 000 300,000 I ** ! vh ill • © • • • jg ill :| | | | ^ i!i IS !:l h| • JW ill M J t-. ~ M O . ' - Ol 2 00 • • :g : : 8S10 8® !;s is! :8 : 822£2£ —■ - - ^ 3 0° . j iw2 : .288 a 88 rH . 0 O O CO • o* WOO O r-t rtOO-'OOCQ W ^ j 0 (M ■8, CM ! ils "ill .is slSSSI 1 ^ . s rH 8g33££2 £88 2 888 °8 is .82 g®2&3g,g32 s°&s5i2® 8£°8^° g :2g £88 -S :s ®|® Sg§2§ 2322822 3 828 :-G3 S3 : j ill ill 1 00 :S S g- Sg'S |822 2288 Uiiii 21111SII ,-S^KMW 1 si CCI 111 |g§ c$ ao ^ 8 S3 cm 1 00" rH s 3 »- Sg§ §§11 gSSfst f_ isSSS liSIlIil co"S :<©’*»<*'» ^^s4ofog-rr i £2 GO —1 22 ;© 0 0 j 0 1 000 5f l i s' ; i s' 1 1° S' i :!i rr i is 3 i 2§ O r-r 1 s' i 0 II II m siisaia sissiasss mmm mmmmmzm jj ~ 1 >s 3 *r-5^a; •C *® £ T' s. - atl^vr |»S,I 1*45^11: * From Report of tlio Commissioner of Education for 1882-’83. e These amounts are the total receipts and expenditures <7 From January, 3882, to May, 18S4, a Included in report of St. .John’s Home. of the four institutions under the conlrol of the hoard h For all depai intents of the Society of St. Johnland. & Children attend public school. of managers of the Roman Catholic Orphan Asylum i Nnmberdnriuffthoyearin the homes for boys and girls, c Includes 44 adults. in the City of New York. j Also four Indians. d See Roman Catholic Orphan Asylum, number 215, of this /Number of abandoned children. Table XXII. — Pakt 1. — Statistics of homes and asylums for orphan or dependent children for 1883-84 — Continued. 810 REPORT OP THE COMMISSIONER OF EDUCATION. Present inmates. | Library. vreo.C jooqos oq^ ui oseaionj 3 ;°i°! : : : • • o § §8 2 :° :° :« o o 8 : : •samtqoA jo J9qran^[ § si ir * ! 1 rH 8| § r is • Cl • iO i§igi 1 CC* 4‘ M S § 1 •oienjy ¥■( w SSn ■ o ig» 8 :g :S i •SutAVBJd © w gg° :g : :g £ :l- §08§° Cl -* "8 i °°s S i •OT^amq^ijy g g| S S is g 74 § 00 §1511 sssi^'ss •Ge- / : :S : i53* 1881811111111 iff of — tjT i--* cL -+ r--' jjj" o oc r~' ~T 31 ill i s'S ;S3 : •einoonx O wl ills ; 5S"'3 ; i is . . t> l§ :!i!!!f! S3 II S3 SI =s‘ it i i 1 •panj ^uaueuuod jo junoray ISIS" irs o il • CO rs i i 8 8 ; : :! • iO |3 o o ooo ! £ Troy Catholic Male Orphan Asylum . Troy Orphan Asylum . House of tho Good Shepherd* . Utica Orphan Asylum* . Thomas Asylum for Orphan and Destitute Indian Children * 4:* ! £ ;S if : o jz ii il fill lit! ills rSal rip ntti ||le i : i • ji ; i j ! • ii« ni i :.* ! • i ’C i§S ■ ^ c ill ill llelmont County Children’s Home . German Methodist Orphan Asylum . Tuscarawas Countv Children’s Home . Cincinnati Orphan Asylum . Class of Preservation, Convent of the Good Shepherd . German General Protestant Orphan Asylum . St. Aloysius Orphan Asylum . . . St. Peter’s and St Joseph’s Orphan Asylum . Piekawav Conntv Children's Home. . Cleveland Protestant. Orphan Asylum. . Jewish Orphan Asylum, I, 0. B. B . Kt T AeAnli'oMmKnn A 3 ; £ H 1 r- O 2 x B St. Vincent’s Male Orphan Asylum . Franklin County Children’s Home . . St. .Tosenh’s Ornhan Asvlnm* _ .. . .. .. St. Vincent’s Orphan Asylum . . Montgomery County Children’s Home . St. Joseph’s Orphan Home . . . asssasaaBBasassasssMSSssssssss i’s Home . 2,300 | 1,419 |cl4 STATISTICAL TABLES. 81 1 O ° . . . i o g :° : • o : : ! ° 3 :S ' : j 1 1 oil*' ^ : : : • o S ;3 j is 8 s 1H" § I lists : -r 3 ;| || ’-T s : :§ ; : 1 J ■ • o M o O ^ _ o r : ° li ;"I?3 * ;s 22 §3 ' ;00S ° is : :g|12 .§? i- :s jrlSSS 5 ' § ' § • (N 12 :2 13 • ® :gS®35 23212 g§|}?3 S is S3 ?q O -H ^ 05 g :g : :S §i?3$ :J5 :|S23 SH| :SgSH- qj JO »>5-e OO" 5 >500^00 <* Vr* ±J * tEL o a a 5 ^ fillip fogSM-S - - ;ll|glinis!.iilllll ii "k3 SkS3oi) sssgsglssgg“l«llgiglll§88ll gSSSISSSSssS sisIS § Table XXII— Part 1.— Statistics of homes and asylums for orphan or dependent children for 1882-’S4 — Continued. 812 REPORT OP THE COMMISSIONER OP EDUCATION Library. •jbo.C jooqo9 <4eex oii4 ui ouBoaonj n 12 : :® IS ° 8 ; : • 0 . . •soraiqoA jo aoqtnn vj n 11 fill 11 llili 1 i i so or a°S.| i Present inmates. 1 ij IT ^3 x si j! •otenn p* w BBS3 ■ S : : ° i^S1" CO •3ai.vunQ n BBSS :r •oo • © : : ° ; ! 2 * 1 •oijoraqiijy s Bs2isasssi3 |3§5S| 83 i sa^sssg s BSS^PS2^3 sgssg §5 s S3sS3Sg •Saipuo^ 5 gggppssgi 8333! 8$ : S> I 1 •sSaiipanoj § © • • © : e j j © ; j o o © o ;OS • 'NN •sacqdio j4B]j § §S§3 is is : !« ! •sacqilio 3 §;f2 i 83 i '♦J g V* SS822§SSaS§_ S8 8 *©l«K 3D sgsg^g® ;S8 8 £8 g i ^-1 •OJtmjTpuadxa *» H , 11 s* ;1I i :! ©t> . , : ^ • . i Is x.n St?§ si.-ca 1 11 8 s? s'1- r 31 li i 0"rH : »o o •exaooui S 11 s? n i is o» . • s ! sf m oc-» ns S|S § 11 1 S' 3* ?' ill i : § a pnuj ^aotruauod jo 'junomy W s ! i i°i i j j S 11 S| • o :S :«o“ :S •0-‘ i j ° | r° i s j 1 Ft *1 V i K. s 1 McAlisterville Soldiers Orphan School . TIT.,.., fl.. 1,1 n m 11£ 3*58 '333 3®§g 8 : S Is II 8 M £3 83 : £: S3 8 SS8 3°°3§ ;g ;38 8 S .88 8 588 8 '83 § 888 8 »3 3°S323 :88 8 £22 :£° §2~®£ £S §S §£ H! §§2g ££ §§S2£ ££ §8328 88 8S: ’3 8282! 3° 8 • £ 2 :22§ u' 532233 :2 g :2 :_2'3 °gg£g E3§gg £S2~S8 ©§§' IS "*‘«0 81 I ill t-‘ oo Sill w t> o' m isii nBO Iff «“f ■>* o' hi nil wVffl I ,o ! a SllllSSSi l§Il!l§lll8lllISSSSSssIslS 1III1 Table XXII. — Part 2. — Statistics of infant asylums for ISSS-’SI. 814 REPORT OF THE COMMISSIONER OF EDUCATION. •noil -sptrnoj ootiie psAiooai sajratauijojaqcuuu [tfjoj, ® * •oib^t •aoipmnnonop enoxSqQ^ o o § P3 « 6 o o & q o o o o > « 3 53 c £ O g e4 fc 4S S |g '«! ® © U a e — ^2 a a . •noijuziaBSao jo iboj^ •aOI^BJOdjODUT jo ® -3 Cfi N ri i 2 “ 3 3 P-M ^3 q - l! 3S M © (X O « © — P /- © 2 © usj © « :_j ^2 © ^ a a o -~i I .22 P _© V • l— ' S *- 3 ^ 3 3 2 p£ £ £^3 c.2 2£!§-~®7£ ^5 | fc =1 rt'rs a © 3. § « S S A 5 * s '•§ § § o ‘c 5 o n‘. .Pii I Q- 5 o -ft g <_ HH « o o O . <) p6( ® CO +3 *3 3 § 3 g .3 c2 eS .2 r? a a rt<5 a a 05 05 a a ££ *5+5 3 3 o 5 «2 « •a a g 5 I S <1 a ?Ph 43 a © o qq O' !_ c * 3 s! a S-2' © >2 feS, n I* ©t'* STATISTICAL TABLES. 815 flja !| Si- ■3» II ; ; • o • o • CM o C 1 O O Z.O o -vH O CM CM O • o « lO • LO D- t- ; : pr $ CM* • i i • CM Cl o^t « CO CO j rH • CM i i :° o : • • CM irr C o co 3 y 3Q g £ CO 00 00 GO ■> fl : o -e^a +? • >> -a & yi ; ^ h t? 3 S e P g"'°. & p’ A « ^ -~.r~' gj ia' p ^ CL o ^C3- o"15 ~k:> flks5 otx g gaifl 3^ p-gi* 2^-flJT OOS^O fl ffisfl ~s2 !> fS > W>05 b. g go,t> g 2-^d'Ss jH S'Sh^ §«P ■ ON p h||^£ p C "3 3 '■' * 5 5 -r §1|J rfSIi M C3 b> <1 %xn p CO £ ^ fl 1 a » I ^ I * £ tH N ^5 jzj fl • PP ft i!*^ ;«£,3 55 ~©V- C« 0W g; Ci . ffi "" - Ci > ciffl =3 S3 Jg°i _,- |.g^.si-s .si iEcit'ciS'rtgli-i' fl :3 © := t> :fl £ .-p fl rP C fl CO fH fl fl fl fl ci -3 Ph a « 3 fl J3 il fl =3 $ M § g| .«'§ >s o «* cS TT ’ * S' ATS -> §.a ^ § 30 -r-i CO >ffi fl£ fc§ fly ffi £C-~- va-g ^ ® a C/2 ^ - o S ^ o <1> ✓o ol ji -9 flfl '**» 3 ® 3 T? M .A 2 ^ 3 ■** -3 2 W g«?t |>5_^ p 3-2 3 fl§^ _«2 >i p gq rr>. « ^ P .' O ffi S £ H a © ® fl .: 2 SSfcD fl 20.2 I2; «2 i> s' y^i >^>5 ci ci flfl y fl fl M fl § I a P 3? OQ WWW ° p *© « 5 3 3 S -2-3 .2 & ,d g .Sfg WO flS >3 «| .^3 dflg' fl^© oS^cifl wi; ^ ♦ioo h J h ^"5~-P ffi P •« fl • o o ffi ^3 O £ fl v fl fl 5 ° ® 5*3 o-.fl-g « ” C s- 3 2 _l p>i © « “3 rt . a © 00 ^ s =~.9 ^ 2ai ! 0e"5«Mrt;5 3 » a o o a 'S fl3 ffi.fl ^ S : rt?o §3 1 c O 3 .2 l!f!il|I * e»© «’?S cos^tj Table XXII. — Part 2. — Statistics of infant asylums for 1883-^84 — Continued. STATISTICAL TABLES. © n ST ® S ^ a o £Sa I©-® Iss * © «c C • © c .o . © ■§^ P© a a c. *5 f© p t ® a t. ?o J £ T © e ~f t a * a s - alb 2 £ CP ©-© S « P^vz.f> H <1 £4 > A :®S co * 4) 03 •S.S fj-a ° § 4 *-£ n3 © ®xT t- © fl I1 0 W I?; C cfl © si ® g c ® H I -o a . %* •c © 3 « K a 05 3 a © § © 11 « a I,! At g © © ©ns « -sm:| ilg^sls ’ §~ 2 a ^I'g.S&lg : c -a S'Pi: ® i'SflpP ©aa : a S 5 a § es W fi o Pi es o u . ® >» P4J •o'® p a K © .2 § -S a ? © B -O §”3 o M | f S I; U a « © 4-i U © c3 'SS © © ta 03 eg U 12 u ££ 43 2 eS C^» !& * g a •5 J-2 *2 © Z © 2®s g> : Pop .2 • 'H j=tfa : 0 § •O M a. 5 Bn3 © B ® Ufl from c< iseaso and f board. .2^2 Sa2 o®S &© _ 4w 0.2 ® ©0 P'S © © $ a U2 7-^ a | 2 s a 2 ^ 4? © ©3 © ®-s * «m B ® . g, •as § S'2 S'3 ® ® a"a © 0 © ' 0 * ® 2 aJrf rs O g • 0 § §£.2 52 2 g gig's S.2S§2 5-tf §•9 g-aa 2 *3 «3V Er 0 0 O 0 SZ5 •o © A & £ i?* a. 2 h fc g © t> co £ *o 52 b Isfl a s ®;a ^ s S) CQ t> 817 04 § .« £ % !0 ’-■a bs b a* 53 &t§i® «« ij1 ° r p-j B I -g 1 j aj B g .’C •43 ® p §H OOP Q <3 S aa s ^ HI! 0.M. so ^ a i il 5 M § ii i . &i 1 1 i* afe S © ^ S B *| fr.^®.a a © cc-t> ’S P iSall ls“S”s ItlU ©*^85 pO .. &n»%— _g ® ll?| (S.2.S $5 If III 5s®i§f « e>a e-e :oa.2©s.S a S Pk A4QDaQ^ C£ ^ ?• ^ s n 52 E 818 REPORT OP THE COMMISSIONER OF EDUCATION. .2 CO •ij.vsd£. [ooxps ^SBX OtXX Ut OSBOJCOnj •eactmxoA jo aoqum \t •oxsn]^; S I •SCXTAVUJd ■OTxomqjuy •i3tTn[XAV •Sutp-oojx a aj g So Oj «8 •s§am)Tinojj; •strsqcLio jfejj; •euuqdjQ •aStaaoj •9A'tXT?jJ •paaopo 'GpjCUOJ •91X3R •eojnxipnodxd O O c o cc c> •eraoonx . o Tt< H *** I . CO X' lO ^ ( i Q W Oi O H < P CQ lO iflT CO punj jaarmniod jo cjuiiouiy S >>§ til o£ » •^> >abc e-s.g 33 o* — Pfl-S bPh,5 p-0,2 c rr5 q &■* H Jh ® L_j ,0 CO ^ -4^ A3 00 2 A.3 ^ 2 2^ I 2 a a -gt =^§£2 g-S-t g<© ©>ffi%H0®2*ro : o5 gs# *t2 L ° 2 & * * gr-crf CJ c3 - © 9 *—"a £5 s o © S^.td 2 4? °JS _l=’— ’ >a Svfe*«fc &3fe£g«&Si£r? i « HI §* b|g^|J§ fr^-gS-* § j® £ P-1 * £ - © a j® y£ <© « y^ « o ■£ s « ks s s i'-a a^i s§ ; a - gg'S s fe'ss *|J JJ>> *£« a;£«OHH:ccoJ^cca3fi3toflW ^ ©^©^■s s s Oj 3 a+j « © ©_a a«3 IHHnHrlrtNriNNN«W«N< (STATISTICAL TABLE 8. 819 is«:s ; : : ISSS : : ° , i : : ! ! ! § iS : : | . t • ■ § i . • » i i° i i : 1 (?J 4 • • • O ' a ' •W ' • « Iq i i • • • i « ■ » o • • • • Tfc l * I • CvJ ■ # 1 • ■ 1 i 1 U) i i a a CQ a a « • H • » • CO a • 5? L? • • jog o _ a ; ' t* 00 1 t-J • CO b- • • © CO CQ • CO rH ! lO C 00 Cl i CO C 00 © ■ Oi kOOn ■ CQ CVWV •*» i ■ : : js • o • • • ' 1 1 1 1 lO- 1 • 1 • CO • • » • 1(0 • 1 a t Virginia Day Nursery* . Day Home* . . . . . Day Nursery for Children . . . . . . . . Northern Day Nursery . . . . Philadelphia 'Home for Infants . . . Pine Street Day Nursery . - . - . . St. Mary istreet Home and Day Nursery . . St. Vincent’s Home* . Sheltering Arms of the Protestant Episcopal Church . St. Vincent’s Infant Asylum. . . . . . . . St. Ann’s Infant Asylum . . . . . O HW fO CQ CO.CO COCOCOCOCOCOCQ^ Table XXII.— Part 3 .— Statistics of indmMal schools for 1883-^4. 820 REPORT OF THE COMMISSIONER OF EDUCATION. STATISTICAL TABLES. 82 1 P O ® ft c45 °§'J§ :pj gftsift o § ~ § § « ft ftftft.4 ft 5 0 0 = 9 •OHO ® , . p © < . . . Jzi f4 ft ft ft :ftftp4 £V U ~ S=4 o X I:! ft ’ft 2 2 a a & ® ; : g d : © 2 - ^ 3 +f a? a o .5 .3 3 .3 ©'5 5 o t® ® • ® 1 a b 2 P.® P-a' £.2 t- 43 ft § —i “5 1.2 coco ei O ~ © 2^ ^ * CE *■« S3 J :h a m c;5.2| CH^ft ? sfe a fe.2 .3 ■gsSi ft£4£ & 5 O *3 Q © 3 ® © g .2 § ® s B H © . o £ • c3 a U P* © © 23 53 p a H «B O ^5 'o B O © P? -2.3 "C 3 ■¥ 3 £ go S.~ < 9 o’© -S 05 £| : S'R ® WH - 2 !'C . » ; p. ■®3 © U ® S s—r a ; © -*ft ft : © &;>. ^ i?rJl O ®ft 1. * 173 t»" ® t- ,oJ* a :?3ftjo g 00 g ^ r© • *o 00 OO *00 p-i *H ; rH 1856 1884 Os CO • T* CO O lO CO X - 00 1854 COf H ^0 ® 10 X X X X 1870 1879 | 1854 1869 1856 1353 1856 1872 1866 1878 i> co oo o I lft CO 00 ° So x 53 O OO ! ■ :S * CO • co 1 OHlC’f CO r<- O O X X X X D |>- 9 r** • x os 3 t X s 1 lO "x! r- ■ f i o • x “ co co • ! ! ' rH ! ^ . 1-4 ! 9~l 1—1 *H ^ ! *"* ! £CO fa £-1 s a '©“", •1*3 co ^ _. ® j§ 4 =5 c S £ft . Ill <2.3-2 J< © S © 1k^ ® © ^ H 1 1,5 s' to |o3.a & *= £ © 2 § RHO :-p • £ • o •ft ; ® p © t- ,S_2 © © as a a c,,' © © oT'~ sim • — OCR 72 72 © ®^ •S ®5* -i 3 30 © targ -•36® a. -s-O ©ft §* §! J-5J 3 CO CO • ' fct.3 * -P : p £ © :2 . . •— 3 © 3 . .'S.a s o . . © w a 72 h> : :N S3.,- . : : ©.at* ft>x^£ ©ft . „ . Id3 :-3 .2 ® .2 -in r ^ : ,/J ' S t* d . ® o r a • r-Sj. • ■© 5$ 23^ .£» ^1^ • *J*f -1^ CO CO ^ - rt cc a * Jl ^;a ©•© Oft a > >-.43' © -»■ .C- o® c q^J ® — ^ a* s s cS 5 © p'i — 3; P3-t a £ fio aa'Sss^i^s^ t & § & _ « © -^ © p«ftft ft ft •n a& 5 3 2 2B ? O ? r. « ^ _ jft-^ft^ftftft I a 'if 1"| ©■£ P'f'l s’ © t Xt^ S>L2'r^!5*®®0.2o ay< *^,<1 4, c 0m'«' u (, « >3 u . J3 33 33 •= U s> ef > B -m Sf •* o •« © S rf NSOllfisSJsjflC® C *> > te i®5^i©a©,«'©co©offlo© ft ft ft ft ftftSHft co &• • Q ’S ^5 m.2 .Pa • • :i ;5:-5 if H •co : b ■l ii . © Ifa ! 3 -0 ©— ® §P|^ •g 2 © 2^ Kaf/2|g 3g«*| © © - P*3 3 . i® M ®^a ^3 P r§^ P 3? .,^2 © CO j» P 43 3= -3 P3 _ ’-3 g-a KhM« *43 i: % A e. O a & if o £' § W 1 ® „ s 2 CO 3-g I is|y t ^aSo ® «1§S § g^g •9 •§ B-Pft co cOq^ ® S !i o c-S +» _ _ flj p 2— ® 3C5.& ■s to *3 B © 3 •© 95 s 22 o ,5 * ~! ?s«|5 7j !*.•§ rfS tr, c co © « rq a .0-30 3 3 -3 »© 5 5 £02 K fl q «; •*-» P.2-? ®t> 5 ea « i tji 4r SSI 8C:-«j§ 6 © © <— > ” o r >3 CO © © © © +3 — ° SOP3 a-= 5^ *3 ;) REPORT OF THE COMMISSIONER OF EDUCATION. •noivuptmoj oonis a^uuux © » ! i 1 1 1 I •ei'Btaej; 3D ’9IBK *> I •noTjeaitnonap snotStxaa !> ® S3 ® m :S; i 00 00 00 00 O d . « . 5 ~ « 5 «; a :j>R ®R wr1* ffl ■ f> a ,-: . wH : _pMa-2«’ r’- .-»©©_ If * © HH “• a a © • © ©5^ r3^ H CC © £"T3 *C*C ^ c« cc^ © ^ T* rr ^ rr . 0* j‘5 25 bct3 •: c ^ fl? si a « «© 3 P i? s -a -a •? ^ © p 53=13 | a "g £ tTSS-St? © 3 3 S«2 S s S cp cj® © f— ^ S— , ® - . w K. K. Cm Oh SoWQ^I^ Kr* -|l^g .a a ►> « U ^ GG C/l PQ © fc : © ■a 0^-5 5g>| © S « »'g® W)©-3 ace .2 ” w!| ”3 -®o5 a S£§g© ilafs a)- 02: 5C C "S a^ ' llss HfloO .S.c N2 •g^i: © H © e a IS % Ogol |.g §f iali 1 1 « S a -j? 2 jl .3 ft® 83 ©"c .S' a © © C 43 ^o » • 2’occ'g : © Ji«M ■to W-Sra ©Ro^-S 5!3jS| •Pa- ^ ' o ,a_ _ © e o TJi ©J3 aj, b §JgS pC ^3 o M B'isJa 2 3 •2^^ e>e 3 5 a r3 “ O ?'3 3« *3 s'iwgflg^a pccm p ^^--=-2§e- iats g ^ aS +S © ® « a a © a = 45 c3 w.h 9 a.*3 ?l?il ©ro f- gi !oh^o^ J s '5 3 *i « «s PR a ® ce a "it 'E ©■s © ; .2 • p « S 61 llslj bgiSS- j I r-^ © * ©. 02 ® 0 ^ ^ USxSA KSl©»© ® From Report of the Commissioner of Education for 1882-’83. Table XXII. — Pabt 3. — Statistics of industrial schools for 1883- 84 — Continued. STATISTICAL TABLES. 823 \ CD CD r r to to to »eo Table XXII. — Part 3. — Statistics of industrial schools far 1883~’84 — Continued. 824 REPORT OP THE COMMISSIONER OF EDUCATION. 1$ rs ® .P “ u S © , §|-2 t:3 BsC •gi-S Pi Pi P *3 Pi tig O 3 o &jd P • .S3 fcl as ci ? s-eil £ c ~ - - § S £ S § P* w c a Jo a co > »rjl ! .5 2|2|!|l|ti®^ H co © © si ^ c>> 2 © 22 -a 0^-2 p« fi w Pi i© 5 . £2 fc S fctfcB p p 3 s g.«- o'" o . X i- _, C £ * >/ g : sol ® j I 5 *# % 2 = 53? fct- 22 £3 2 to . &r a- ~.S'lp;3 o|S|8 CO coy 3 ;.-p CC' g "C OQ i5 p1^ 2 s © oo tt p.S 5 7 9 1 •I £ 5..5S « fl n 9 0 *rS p-a 5r P. c ir to *3 £ tv rt fj ss § g-lss a coQ £ ... a « o PiO £.0 f-1 3 £ to »p ^ o s o p ■=4~ ^.Sco.S o e? « ^ OQ -r ‘S o-s ®y P3«3r ■ .3 o Si fcfi £ tS P-| rt 5 . . o fei SJ ? .3 © •f 3 ai , & a 5 © •» s 3 -- -n ^ PJ ^ c *c £&a iJra'** to _ « g » a, P § Pk £ o ® p; ©pQt; ■T-TS 60 | © c ft w o’« 5 _ 2 *.3 p ©|j© 12 £ •£ *2 *5 *3 , S P'V’k P •£" : © P-O m £ . » »'|-p *§' a 'T-s: oqH i .P .^-3 3 bS w?5 g STATISTICAL TABLES. 825 trt of the Commissioner of Education for 1882— *83. ics for the Industrial School are reported with the Home for the Friendless and Industrial School, Part 1 of this table, iation includes five industrial schools and the Home for Destitute Children. Table XXII. — Part 3. — Statistics of industrial schools for 1883-’84 — Continued. 826 REPORT OF THE COMMISSIONER OF EDUCATION. .p i? sc p- g •J ■fe.S g 0 © 3 O ® U II STATISTICAL TABLES. 827 © ci, g rg 2 p © § "55 A £7 t fcr § ' o M . XT P „ P •2 x tra £ 2.2 © !-S9i| ; ifl's i I fl i £! si p, EJ ill t® ^<73 O |«w P3 *23 o,£‘C . © U00 21 o o AS- <1 •<•'*} *1 .2 S 9 fc §1-1 pa 2§ ©— i © o P3 O oja 32 o tc72 .2 to rtf h £g g| ll «! »£ 5 £ -g ® « © 3« •arip.ioj 69 | * 1 •OAtJBSI e> i « ! © © •po.iop>3 j «4 *9?RAi j ® 1 «> 4t>‘ M £ - •apaioj 1 5> w 00 CO o © CM © © © 1 to Oo cr o 5 o O O O 1^ o Ci L'- I> rr t- r-» l—i 7—1 O © © 1 ) ~ •opK 00 wS *— i to ■ O O IO.WO O CM CO CM CM 50 o ^ CM c • - c •Qin^tpuodxg; o o S- © O LO O C. *H cm© $ h* lO . 00 CO lO O L'* L- to © ^ »o 00 Tt« CO CO •emoonj : __ > > Woman’s Christian i c H- Q c f J 3 l i 0 C 3.- a fc 3 S j ■a . the Good Shepherd. 5 'C .3 i tc f^orth End Mission). 5 *7? r3 o o A §3 © +3 I s ci o o pd o cc 3 43 r a 5 r-* a c P'S © o rJlA gg.S .2 a £ a 3 a!-'" = _ £ O ■— ' ct a? c es c nj ^ c C-® c S S*3cosOm ass-s-gS o a o c ’ 5 £-3 12 aa , gccc a>-*.wu; :rs a R — ‘ cSV cj « ■" iv-r -r al^'§g «3 a a g 1 '3^-2 ^IlS ■Ss’aaS WWE^cS cj £2 c a STATISTICAL TABLES. 829 Table XXII. — Part 3. — Statistics of industrial schools for 1883-’ 84 — Continued. 830 REPORT OF THE COMMISSIONER OF EDUCATION. *IB9^ 100TP9 jsiq eqj nl esBaaouj 1 1 « 1 « 1 tO Oi Cl 1-H o to o c cv > \ i > 1 •saniutoA jo aequmjq « w o o CQ o ooo^ © o ^ © o o c O 00 c r-* CN u o §1 is a a •otenjy OOiM OlOH •Sutmtuq; © w j co — •oijeuiqtyiy © ; | « j © © o: CO O IT. •Suiji.i^ GO « 0005M QC O tO rH »-i rH •Surpuey; j *• « OCOJM CO O to rH Orphanage. •BSniqjunojj © ”| : « ! •sneqcLio jpjjj « ! (Mlfl O CO § •eanqd.TO 3 oo m CO Parent¬ age. uSto.io^ s i •gaijb^; § ! <£> O CB « •poiopo fN Ct © G* | •9^0X9^; 'Q\VFl •oati^ipuedxa; © o OS © © O © O © © lO © © © It-H •ouiooni © © © ©T© © © © i-f ©' eo •punj juetra trued jo pnomy CM ® © 'd'-w .9 ° si II ©— < a 3 © w ® «-§ C .9 ° 2 M M alSs >Ai P*3 2^0® 9 ® « c C ® C ro ® fca. H — O o ® O :-§ S-s* ® '^’S'S’S©- © _ «3 +3 .2 c g « p « s_^ °'£ S-S «’ ® * c o =. t51 £ ©5 g.g |-g|f i-siiis* _c© • s ® a’Scg ©_ '9.-'® ® J-S«8g«.§ | J O rt gM © © S'® ® g-c o "S 5 ® o o 'a qS fcfS'S’rt > -c M . Sst'S ® 2 £'Hfa® « s.5i ®kflS r— r-3 k rr ^ i ^ © O ^5 z >«ot-e-t-c»t>c~c-fc- a Including 50 Indian gills. b School has use of a library of 2,000 volumes. o Appropriated annually by Creek Nation. STATISTICAL TABLES. 831 Table XXII. — List of homes and asylums for orphan or dependent children, infant asylums, and industrial schools from which no information has been received. Name. Location. Name. Location. Part 1. — Homes and asy¬ lums for ORPHAN OR DE¬ PENDENT CHILDREN. Part 1.— Homes and asy¬ lums, &c.— Continued. Grass Talley Orphan Asy¬ lum, Los Angeles Orphan Asy¬ lum. Sacramento Protestant Or¬ phan Asylum. Ladies’ Protection and Be¬ lief Society. San Francisco Protestant Or¬ phan Asylum. San Juan Orphan Asylum . . . St. Vincent’s Male Orphan Asylum. St. Vincent’s Female Orphan Asylum. Middlesex County Orphans’ Home. St. Francis Orphan Asylum. . Atlanta Benevolent Home. . . Methodist Orphans’ Home.. . Columbus Female Orphan Asylum. Orphans’ Home, North Geor¬ gia Conference. Episcopal Orphans’ Homo. . . . White Bluff Female Orphan¬ age. Orphans’ Home of the Mis¬ souri Synod. Newsboys’ and Bootblacks’ Homo. Protestant Deaconess’s Or¬ phan Home. Home for the Friendless - Woodland Home for Orphans and Friendless. Colored Orphan Asylum . Evansville Orphan Asylum.. Ladies’ Auxiliary Orphan Asylum Society. Indianapolis Orphans’ Asy¬ lum. Orphans’ Home . . Kush County Children’s Homo. St. Vincent’s Male Orphan Asylum. Kansas Orphan Asylum _ Protestant Orphan Asylum.. Presbyterian Orphans’ Home, Society of Louisville. Cleveland Orphans’ Institu¬ tion. Convent of the Good Shep¬ herd. Half-Orphan Asylum . Newsboys’ Lodging Home . . . Poydras Female Orphan Asylum. St. Louis Female Orphan Asylum. St. Mary’s Catholic Orphan Boys’ Asylum. Orphans’ Home . Christ Church Asylum ...... General German Orphan Asylum. Home of the Friendless . Johns Hopkins Colored Or¬ phan Asylum. Kelso Orphan Home - - — Grass Valley, Cal. Los Angeles, Cal. Sacramento, Cal. San Francisco, Cal. San Francisco, Cal. San Juan, Cal. San Kafael, Cal. Sonoma, Cal. Middletown, Conn . New Haven, Conn. Atlanta, Ga. Atlanta, Ga. Columbus, Ga. Decatur, Ga. Savannah, Ga. White Bluff, Ga. Addison, Ill. Chicago, Ill. (146 Quincy st.). Jacksonville, Ill. Peoria, Ill. (cor. Main st. and Flora ave.). Quincy, Ill. Evansville, Ind. Evansville, Ind. Evansville, Ind. Indianapolis, Ind. j Kichmond, Ind. Kushville, Ind. Vincennes, Ind. Lea ven worth, Kans. Lea veu worth. Kans. LouisviJle, Ky. Versailles, Ky. New Orleans, La. New Orleans, La. New Orleans, La. New Orleans, La. New Orleans, La. ! New Orleans, La. Bath, Me. Baltimore, Md. Baltimore, Md. Baltimore, Md. (cor. Townsend st. & Druid Hill ave.). Baltimore, Md. (206 & 208 Biddle st.). Baltimore, Md. •■*>*»' Orphan Asylum for Colored Girls. St. Anthony’s Asylum . St. James’ Home for Home¬ less Children. St. Paul’s Orphan Asylum . . St. Peter’s Asylum for Fe¬ male Children. Haverhill Children’s Aid Society. House ox Providence . Home for Voung Womeis and Children. Ladies’ Protestant Orphan Asylum. St. Vincent’s Orphan Home. Jackson Home for the Friendless and Indus¬ trial School. German Orphan Asylum — Home for the Friendless .... Home of the Friendless - German Evangelical Luther¬ an Asylum. Mission Free School . Nevada Orphan Asylum _ Orphan Asylum . . West Jersey Orphanage for Destitute Colored Chil¬ dren. St. Maryls Female Orphan Asylum. St. Michael’s Orphan Asy¬ lum. Home for the Friendless ... Oran ae Orphan Home . _ _ St. Joseph’s Orphan Asy¬ lum. Children’s Home . . Brooklyn Howard Colored Orphan Asylum. St. John’s Orphan Asylum. Children’s Home . St. Vincent’s Home for Homeless Boys of All Oc¬ cupations. St. John’s Orphanage . St. Margaret’s Home . . St. James’ Home . The Children’s Home . Home for the Friendless and Female Guardian So¬ ciety. New Orphan Asylum for Colored Youth. Bethel Union . . Orphans’ Home... . Children’s Home of Butler County. Church Home . Home for the Friendless .... Foster Home Association. . . Home for Destitute Colored Children. Newsboys’ Aid Society . Pauline Home for Children St. Mary’s Magdalen de Pazzi’s Asylum for Italian Orphan Girls. Union Temporary Home. . . . St. Paul’s Koman Catholic Orphan Asylum. Baltimore, Md. (Chase st. and Forest Place). Baltimore, Md. Baltimore, Md. Baltimore, Md. Baltimore, Md. (252 Myrtle ave,). Haverhill, Mass. Holyoke, Mass. Lowell, Mass. Detroit, Mich. East Saginaw, Mich. Jackson, Mich. St. Paul, Minn. Hannibal, Mo. St. Joseph, Mo. St. Louis, Mo. (2612 S. Seventh st.). St. Louis, Mo. Virginia City, Nev. Manchester, N. H. Camden, N. J. Jersey City, N. J. Jersey City, N. J. Newark, N. J. Orange, N. J. Paterson, N. J. Trenton, N. J. Brooklyn, N. Y. Greenbnsh, N. Y. Newburgh, N. Y. New York,N. Y. (53 & 55 Warren st.). Ogdensbnrg, N. Y. Ked Hook, N. Y. Wilmington, N. C. Cincinnati, Ohio. Cincinnati, Ohio. Cincinnati, Ohio. Cleveland, Ohio. Dayton, Ohio. Hamilton, Ohio. Lancaster, Pa. Lancaster, Pa. Philadelphia, Pa. Philadelphia, Pa. (Woodland ave.). Philadelphia, Pa. Philadelphia, Pa. Philadelphia, Pa. (913 South Seventh st.). Philadelphia, Pa. (north east cor. 16th and Poplar sts.). Pittsburgh, Pa. 832 REPORT OF THE COMMISSIONER OF EDUCATION. Table XXII. — List of homes and asylums, fa. — Continued. Name. Part 1.- Homes a^d asy¬ lums, &C. — Continued. Location. i Name. Location. Part 2.— Infant asylums— Continued. Home for Friendless Women Hnd Children, Emlen Institution . Home for Friendless Chil¬ dren. Home for Friendless Chil¬ dren. Charleston Orphan House . .. H< brew Orphan Society . Palmetto Orphan Home . Loath Orphan Asvlnm . St. Peters Orphan Asylum.. St. Mary's Orphan Asylum .. St. Joseph’s Orphan Asylum. Fredericksburg Femalo Or¬ phan Asylum. Lynchburg Female Orphan Asvlnm. Norfolk City Female Orphan Asylum. Friends’ Asylum for Colored Orphans. Richmond Male Orphan Asylum. St. Vincent’s Roman Catho¬ lic Orph in Asylum. Home for the Friendless, - St. Joseph’s Orphan Asylum. Oadle Homo and Hospital ... St. Francis Female Orphan Asylum. Wittenberg Orphan Asylum (Norwegian). St. Vincent’s Female Orphan Asvlnm. Chickasaw Orphan School . . . Part 2.— Infant asylums. Scranton, Pa. Warminster, Pa. Wilkes-Barre, Pa. Williamsport, Pa, Charleston, S. C. Charleston, S. C. Columbia, S. C. Memphis, Tenn. Memphis, Tenn. Nashville, Tenn. San Antonin, Tex. F roderick s b n r g , Va. Lynchburg, Va. Norfolk, Va. Richmond, Va. Richmond, Va. Wheeling, W. Va. Fond dn Lac.Wis. Fond du Lac. Wis. Green Bav, Wis. Sparta, Wis. Wittenberg, Wis. Washington, D. C. Chickasaw Na¬ tion, Ind. Ter. Little Sisters’ Infant Shelter. Dav Nursery, Union for Home Work. Boston North End Mission (nursery department). San^Fra n cisco. Cal. (412 Minna st.). Hartford, Conn. Boston, Mass. j(201 North st.). St. Vincent’s Infant Or¬ phan As.vlum. New York Foundling Asy¬ lum Society. The Lombard Street Day Nursery. Part 3.— Industrial 6CUOOL8. Industrial Homo, or Homo for the Friendless. Home Industrial School _ Railroad Mission Industrial School. Industrial School . St. .Joseph’s House of In¬ dustry. Vacation Industrial School . Industrial School . Bovs’ Industrial School _ Girls^lndustrial School . St. Paul’s Industrial School . St. Mary’s Academy and Industrial School. St Joseph’s Academy and Industrial School. Industrial School of the East Liberty Branch of tho Young Womeu’s Christian I Association of Pittsburgh and Allegheny. Pennsylvania Industrial Home for Blind Women. Girls’ Industrial Homo _ School of the Good Shepherd . [I Miss Newton’s School . [ Roman Catholic Industrial School. Buffalo, N. Y. New York, N. Y. Philadelphia, Pa. (430 Lombard st.). Savannah, Ga. Chicago, HI. Chicago, Hi. New Orleans, La. Baltimore, Md. Brookline, Mass. Kalamazoo, Mich. St. Paul, Minn. St. Paul, Minn. Brooklyn. N. Y. (Con gross and Clinton sts ). Bntlalo, N. Y. Lockport, N. Y. East Liberty, Pa. Philadelphia, Pa. (3020 Locust st.). Knoxville, Tenn. bawronceviHe.Va. Norfolk.Va. (Bram- bleton). Bernalillo, N. Mex. STATISTICAL TABLES, 833 Table XXII. — Memoranda. Jsaine. ©RPIIAN HOMES AND ASYLUMS. Location. Remarks. German Lutheran Orphan Asylum Lutherville, Ark St. Boniface Orphan Asylum Children's Aid Society . San Francisco, Cal Indianapolis, Ind . . Shaw’s Asylum for Mai'inera’ Children .... Jamaica Plain, Mass. . . . Newton Home for Orphan and Destitute Gills. Home for Destitute Children . . . N. E. County Home for Orphan and Home¬ less Children. Children’s Home . . . . Brooklyn Union for Christian Work . Institution of Mercy . . . . Newton, Mass . . . Roxbury, Mass . Winchendon, Mass . Portsmouth, N. H . Brooklyn, N. Y . New York, N. Y . I West Chester Temporary Home for Protes- Pleasantville, N. Y . taut Children. St. Peter’s and St. Joseph’s Orphan Asylum Cumin insville, Ohio. Soldiers’ Orphans’ Institute. Philadelphia, Pa. Canfield Orphan Asylum . INDUSTRIAL SCHOOLS. Memphis, Tenn, No build iDgs yet erected nor orphans received. Closed. A society for the establishment of free Kindergarten. The income of the endowment of this institution is used to aid mariner*’ children in their homes ; at last report the in¬ stitution had but one inmate and was aiding 800 children outside. Name changed to Rebecca Pom- ro.y Newton Home for Orphan Giils. See St. John’s Home, Dorches¬ ter ; apparently identical. Closed. Name changed to Chase Homo for Childi en. Transferred, to list of industrial schools. « See report of St. Joseph’s In¬ dustrial Home, a branch of the Institution of Mercy in Part 3 of this table Reincovporated, J une, 1883, with the name of the West Chester Temporary Home for Desti¬ tute Children. See St. Peter’s and St. Joseph’s Orphan Asylum, Cincinnati; Cumminsviilo is a branch of the Cincinnati post office. See report of Northern Home for Friendless Children and Associated Institute for Sol¬ diers’ and Sailors’ Orphans. Buildings now used for day schools for colored children. Industrial Home of the Hebrew Orphan | Now York, N. Y. Asylum. Closed. 63 E 83 t REPORT OF THE COMMISSIONER OF EDUCATION. Table XXIII. — Statistics of educational benefactions for eighteen months ending Organization to which intrusted. Benefactor. Name. Looation. Name. Residence. UNIVERSITIES AND COLLEGES. Little Rock University .. Philander Smith College . Little Rock, Ark Little Rock, Ark . . . r University of California. Berkeley, Cal University of Southern Cali- j Los Angeles, Cal .. . fornia. University of the Pacific _ Santa Clara, Cal . . . Citizens of Little Rock. Mrs. Philander Smith. . . Prof. Geo. Davidson _ Charles Mayne . J. S. Hittell Oak Park, Ill . San Francisco, Cal. Wells, Fargo & Co.’s Ex¬ press Co. Many donors . . Many persons University of Colorado . Boulder, Colo . C. G. Buckingham Colorado College . | Colorado Springs, Various persons .. Colo. Trinity College Hartford, Conn Wesleyan University . Middletown, Conn . . Mrs. John Evans Mrs. Susan S. Wortham (deceased) . Joseph J. Cook (deceased) Vale College . University of Georgia . New Haven, Conn . . j Mrs. Francis C. Lawrence Athens, Ga . Hon. Joseph E. Brown,- United States senator. ( \ Tuthill King . I J. H. t’assedy . Hon. Win. E. Dodge. Atlanta University . . Atlanta, Ga . Clark University . Atlanta, Ga . Hodding College . ! Abingdon, Ill Eureka College . ; Eureka, HI _ Northwestern University .. . Evanston, III . German-English College . | Galena, HI _ Lombard University . j Galesburg, Ill . Illinois College . Various sources V arious persons William Deering Hon. John Evans Various persons . Various persons . San Francisco, Cal. San Francisco, Cal. Boulder, Colo Providence, R. I _ Meriden, Conn . New York, N. Y. Georgia . Chicago, HI . New York, N. Y. Evanston, Ill Denver, Colo Jacksonville, Ill . . . . ! Many persons Lake Forest University . ! Lake Forest Ill . . . Lebanon, Ill f | Rev. Lemuel Brooks (de- | | ceased). J | Rev. Samuel M. Wood (de- 1 j ceased). | Mrs. Chas. B. Farwell - 1 Various others . . Church ville, N. Y .. Omro, Wis . Lake Forest, HI McKendree College STATISTICAL- TABLES, 835 June 30, 1884; from replies to inquiries by the United States Bureau of Education. Benefactions. 750| . | - 750 Object of benefaction and remarks. IS Towards the erection of the building. For building. f Photographs of the transit of Venus. Two oil paintings, “Summer” and “Winter.” 900 photographs of statues, buildings, &o. Fourteen volumes for the library. For new building. $28,000 reported for 1883-84 for new building, and purpose not specified of a reported subscription belonging to 1882- 83 of $3,000. Presumably this is also for building. To purchase books for library. $7,840 from western contributions for the year ending May 30, 1883, and $4,752 from eastern contributions for the year ending April 30, 1884 ; all for general support. For additional buildings. Value of books added to the library by the terms of the Cook bequest. To found a scholarship for licentiates in the M. E. Church. For the erection of a new dormitory. To be known as “ The Cbas. McDonald Brown scholarship fund,” the income of which is to he loaned to indigent students ; $1,000 per annum of the in¬ terest to be used for students in the North Georgia Agricultural College at Daklonega. For the King scholarship fund. For the Cassedy scholarship fund. For the Dodge scholarship fund. For the Hastings scholarship fund. $0,000 for the Knowles industrial build¬ ing, $3,343 for student aid, and $2,290 for general purposes. Value of building for theological school. Purpose not specified; of this amount $20,000 were reported forl882-’83 and the remainder belongs to the year 1883- 84. For endowment | For payment of debt. For general purposes. $10,000 to endow the theological chair and $10,000 for general endowment. $300 for repairs and $25,125 for profes¬ sorship or agricultural sciences. For general endowment and scholar¬ ship funds. For repairs and furnishings. 806 BEPOET OF THE COMMISSIONER OF EDUCATION. Table XXIII. — Statistics of educational benefactions for eighteen months ending June 30, Organization to which intrusted. Benefactor. Name. Location. Name. Residence. Universities, &c.— -Cont’d. Lincoln University ......... Monmonth College . Augustana College . Westfield College . Wheaton College . Indiana University . . Franklin College . De Pauw University . Harts villo College . Union Christian College .... Moore’s Hill College . Amity Coliege . . . . Griswold College . Norwegian Luther College. . Drake University . Parsons Collogo..... . Iowa University . Iowa College . . . Simpson Centenary College. . German College . . Connell College . . ^Oskaloosa College . Lincoln, HI Various friends . Illinois and Indiana. Monmouth, Til .. Rock Island, 111 . Westfield, HI . Wheaton, Ill . Bloomington, Ind . Franklin, Ind . Greencastle, Ind . . Members of Swedish Au- gustana Synod. Various persons . . Woman’s Christian Tom- pe ran co Union. J. L. Allou . . . Bloomington, Ind.. . Ellottsville, Ind .... Dr. George Manners Heirs of Dr. John Goodwin New Richmond, Ind. Brookville. Ind . Hartsville, Ind. I Citizens . [ Greencastle, Ind .... (. j Many others . Merom, Ind . Monro’s Hill, Ind Col leg' Spring-*. Iowa Deoorah, Iowa Des Moines, Iowa . . Fairfield, Iowa — • Fayette, Iowa ..... Grinnell, Iowa.... Indianola, Iowa . . . Mt. Pleasant, Iowa. ML Vernon, Iowa Oskalooea, Iowa .... Various persons Davenport, lo wa _ Miss Catharine L. W olfe . Halvor 0. Gjorgjord Martin Pedersen Various persons ... Charles A. Parsons Dr. E. B. Kinglund . Executors of Lewis B. Parsons. Various persons . Many hundred persons . . Dr. Ebenezer Alden (de¬ ceased). H. C. Sigler . Mre. B. E Sigler . F. B. Sigler . William Buxton . D. S. Sigler . Lew E. Darrow . J.C. Mitchell . James McGee...... . A. H. Swan . Several others . Rev. Geo. B. Bowman, D. D Col. J. B. Cornell . Various persons . Various persons .......... College Springs, Iowa Now York, N. Y... Stoughton, Wis.. Glenwood, Iowa , St. Louis, Mo Hamilton, 111. Randolph, Osceola, Town... Osceola, Iowa... Osc- ola, Iowa. .. Carlisle, Iowa. .. Coining, Iowa .. Corning, Iowa .. Nevada, Iowa. .. Indianola. Iowa Cheyenne, Wyo San Jos6, Cal — New York, N. Y. Iowa . STATISTICAL TABLES, 837 1884; from replies to inquiries by the United States Bureau of Education — Continued. Benefactions. boarding ball, on condition that ) $50,000 bo raised. For general endowment. 838 REPORT OP THE COMMISSIONER OF EDUCATION, Table XXIII. — Statistics of educational benefactions for eighteen months ending June 30, Organization to which intrusted. Benefactor. Name. Location. Name. Residence. a 2 3 4 Universities, &c.— Cont’d. j Penn College . . Tabor College . Western College . . . I Ottawa University . j "Washburn Col lego.... . I Bsrea College . | Georgetown College . Central University . ! New Orleans University . j Straight University . | Tulaue University . : . . ! Bowuoin College . Oskaloosa, Iowa Tabor, Iowa .... Toledo, Iowa Ottawa, Kans Topeka, Kans . Various persons . . . 'Many petxms . . f Rev. ii. S. Drury . Toledo, Iowa . ! Mr and Mrs. Clias. Mason . Toledo, Iowa . j John Dodds and other . . . ( f. iernls of college. . Collections from churches.; . Berea, Ky . Georgetown, Ky - Richmond, Ky . i Now Orleans, La.. | New Orleans, La. . ^ New Orleans. La — Brunswick, Ale . r Numerous friends . | . Numerous friends . ! Kentucky . Friends in Kentucky . 1 . Freedmen's Aid Society . Members ofLa. Conference; . . . A friend . Flushing, N. Y...... Hud. Seymour Straight ...| Hudson, Ohio ... lion. JohuC. Whitin(dec’d)( Wbiiinville, Mass .. Paul Tulane - j Princeton, N. J . Arrs. Hannah A. Ludwig..! Thomaston Me . Chase Lewis (deceased) ..j Providence, R. I _ Richard \V. Shapleigh - j Boston, Mass . Rev. E. True . i Rochester, N. H _ Bates College Lewiston, Me Various persons Estate of Gardner Colby. . I Newton, Mass . , Estate of Cotton Brown . . ; Sangerville, Me Colby University "Water vhle, Me . . . Western Maryland College .. Westminster, Md. Hon. Chester W. Kingsley ! Cambridge, Mass . . . Hon. J. Warren Merrill . . . Francis Lvford (deceased) Gardner R. Colby . Cambridge, Mass ... Mt. Vernon, Me . New York, N. Y _ Many persons Joel Giles (deceased) Amherst College Boston University. Amherst, Mass . . . ^ Hon. David Sears . James B. Jermain John A. Burnham Other friends . Boston, Mass Albany, N. Y Boston, Mass Boston, Mass j Thomas H. McGraw . : Poughkeepsie, N. Y. f i Hon. Alden Speare . | . < j Rev. Dr.Wrn. E. Hunting- ! . ( | ton. STATISTICAL TABLES. 839 1884 ; from replies to inquiries by the United Slates Bureau of Education — Continued. Benefactions. $2, 000 15, 000 39, 500 1 ■ 600 20, 000 . 8, 610 17, 0001 11,000! 9, 300 1 524, 666 1, 000 14, 782 { 73, 915 )> 133,000 } 40, 000 Endowment and gen¬ eral purposes. Grounds, buildings, furniture, and ap¬ paratus. Professorships. k . 'o S .a sj ® Pi w 'TJ 3* 2 ® P pH -23 •3 50 To aid indigent stu¬ dents. Library and museum. 6 7 8 9 10 11 $2, 000 . ..1 f _ .... $4, 000 j $20, 000 ..... 1 . 13, 000! 1 600 8, 610 17, 000 | 11, 000 2, 400 c . 6, 800 5, 000 10, 000 $100 . } . 524, 666 $1, 000 f . . 1, 500 • t 1, 000 . 1, 000 1 600 h‘ . 100 200 3, 500 50, 000 33, 000 > . 1 . . Object of benefaction and remarks. 12 For contingent fund. Purpose not specified. cabinet valued at $20,000, $17,000 for building fund, and the purpose of the remaining $2,500 not specified. For general purposes. Approximate amount received; pur¬ pose not specified. For current expenses. For general endowment. For endowment. 5 $2,400 for teachers, $100 for beneficia- i ries, and $6, 800 for building purposes. | For boys’ dormitory. For endowment. To found two scholarships. Purpose of gift of $4,000 not specified. Purpose of gift of $1,000 not specified. To aid indigent students in the theo¬ logical department; income only to be used ; this benefaction belongs to the year 1882-83. Purpose of gifts, amounting to $8,282, not specified ; $5,000 of this belong to the year 1882-’83 and the remainder to 1883-’84. $70,000, part of legacy, received during 1883-84; purpose not specified. $1,000 for general fund; purpose of $1,115, part of a legacy, not specified. To found a scholarship, the income to be used to assist young men prepar¬ ing for the ministry. For a prize for preparation for college. For general fund. For furnishing president’s recitation room. For the erection of “ "Ward Hall " for dormitories, one-half section of which was paid for by voluntary contribu¬ tions. Approximate amount from bequest of Joel Giles, who made the college his residuary legatee for the increase of its library. {This amount, given by Hon. David Sears, James B. Jermain, John A. Burnham, and others, was for changes in the library, including moving and furnishing. For the perpetual endowment of a pro¬ fessorship. ( To endow a professorship in the col- J lege of liberal arts, in memory of ] Emma Speare Huntington, whose i name the professorship will bear. 840 REPORT OF THE COMMISSIONER OF EDUCATION. Table XXIII. — Statistics of educational benefactions for eighteen months ending June 30, Organization to which intrusted. Name. Location. Name. Eesidence. I 3 4 Benefactor. Universities, &c.— Cont'd. Harvard University (for 24 months ending August 31, 1884). Cambridge, Mass . Edward Eussell . . . Anonymous friend. Daughters of the late Seth Turner. Executors of Henry T. Morgan. Mrs. C. M. Barnard . . Dr. Francis Minot Through Prof. "William E. Byerly. Joseph H. Choate . Executors of Thomas 0-. Appleton. Executor of Henry Harris Estate of the late Eben Wright. New York, N. Y Alexander Agassiz George Higginson . Samuel D. Warren. Various others . Various persons ... A friend, through Eev. James Freeman Clarke. j Nathaniel Thayer . . I William Amory . . Stepifcn Salisbury . . Wm. Eotlicott, jr . Mrs. M. Hemeuway . J. I. Bowditeh . John A. Burnham . J. M. Forbes . George Higginson . H. H. Hunnewell . | Henry B. Eogers . . . Henry P. Kidder . . j Various persons . . . Frederick L. Ames . William Endicott,jr . Other subscriptions . T. Jefferson Coolidge . George W. Wales. Class of 1828 . Eev. James G. Eodger STATISTICAL TABLES. 841 1884 ; from replies lo inquiries by the United States Bureau of Education— Continued. Benefactions. a Q «§ s c «* p, ^"3 c ® w Grounds, buildings, furniture, and ap¬ paratus. GO .Pi g £ © CD CD <2 o £ Fellowships, scholar¬ ships, and prizes. To aid indigent stu¬ dents. Library and museum. 6 7 § 9 1© 11 r . $325 $750 5, 000 600 200 500 6, 000 $5, 000 29, 939 $108, 889 2,000 { 1, 000 1 1,000 450 2, 543 10, 000 5,000 2, OtiO 2. 000 2, 000 2, 000 1,000 1,000 1,000 1,000 1,000 1, 000 2,484 8, 122 ........ | , 10, 000 2, 000 1,000 115, 000 400 1, 234 COO Object of benefaction and remarks. 12 To increase the scholarship founded by him. For the general fund of the divinity school. Income to be used for general purposes. Purpose of bequest of $80,557 not spec¬ ified. First yearly payment for the support of two scholarships, to be known as the Warren H. Cudworth scholar¬ ships. To increase the class of 1841 scholar¬ ship fund. “ The beginning of a fund to bo known as the Chauncey Wright fund, the income of which shall be devoted to the encouragement of the study of mathematics in the university.” To found the ItulufF Sterling Choate scholarship. For the astronomical observatory. For general purposes, one-half for the medical school and the other half for the university. Forihe foundation of theEben Wright fund, the income to be applied to¬ wards the cost of administration and service in the college library, iFor the increase of the botanic depart¬ ment fund. $1,672 towards endowment of thedivin ity school and .$871 for fund for dental school. > Towards a fand for the endowment of the observatory. . f For the endowment of a physical lab- ( oratory. For the constrnctioif of Jefferson Phy$ ical Laboratory. For books for tho library. Amount of class fund, for the establish¬ ment of a scholaiship to be called the scholarship of the class of 1828. To found a scholarship for tho benefit of tho divinity school. 842 REPORT OF THE COMMISSIONER OF EDUCATION. Table XXIII. — Statistics of educational benefactions for eighteen months ending JuneSQ, Organization to which intrusted. Benefactor. i Name. 1 Universities, &c.~ Cont’d. Location. 2 Hame. 3 r Executor of George I Dorr. Residence. 4 B. j Executor of Edward M. | Barringer. j Henry P. Kidder . } Henry Villard . Olliers . William Endicott, jr . • Nathaniel Thayer . Quincy A. Shaw . . George Higginson . Henry Lee . Frederick L. Ames . Martin Brimmer . John L. Gardner . Mrs. John L. Gardner . Edward W. Hooper . , Henry P. Kidder . . Charles J. Paine . Stephen Salisbury . Various others . William Amory . Arthur T. Lyman . j Various persons . j Josiah P. Cooke . Harvard University — Cont'd i Cambridge, Mass . •'• Quincv A.Sbaw . Mrs. Emily W. Appleton . . Thomas G. Appleton, on behalf of Natlian Apple- ton. r J. P. Cooke . Alexander Agassiz . Miss Anne Wigglesworth. H. H. Hnnnewell . Martin Brimmer . Henry P. Kidder . Oth eis . Massachusetts Society for Promoting Agriculture. George S. Hale . Robert N. Toppan . Anonymous friend . H. H. Hunnewell . F. L. Ames . Henry Lee . Through William Gray, treasurer. Various persons . Several persons . Dante Society . Through Professor Bficher Louis A. Shaw............ i STATISTICAL TABLES. 843 L884; from replies to inquiries by the United States Bureau of Education. — Continued. Benefactions. 2 o H 5 $657, 846 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. & 7 8 S» 10 11 $113, 824 $1, 641 5, 0U0 150 5, 000 5,000 7, 000 5,000 5,000 5, 000 2, 000 2, 500 2,500 2, 000 2, 000 2, 000 2,000 14, 850 1, 032 500 3, 030 300 500 500 $2, 500 2, 000 1, 000 1, 000 1, 000 1, 000 1, 000 1, 000 3, 000 450 $150 1, 000 600 600 1,500 300 900 5, 100 150 43 no Object of benefaction and remarks. 12 Property amounting $111,150, and in¬ come from said property amounting to $2,674, on account of a residuary bequest ‘ ‘ for the benefit of the gen¬ eral funds.” Property at valuations amounting to $27,100, on account of a residuary be¬ quest for the benefit of the medical school. j To establish a fund of which the in¬ i' come shall be used for the purchase ) of books for the law school. Subscriptions towards a fund to in- > crease the salary of the president of Harvard College. i Subscriptions towards a fund for re- • tiring allowances to officers of the i university. Forcurrentexpenses of the observatory. For the compensation of an assistant in chemistry. | For the museum of the medical school. Towards expenses incurred in improve¬ ment of Appleton Chapel. 1 [For the purchase of a collection of j meteorites. J $2,000 towards the establishment of the veterinary hospital and $1,000 asihe salary during 1882-’83 of the curator of the herbarium. For hooks for the divinity school. For a prize on political science. To increase the salary of the professor of entomology. ? Towards a new greenhouse at the bo- 3 tanic garden. For the salary of an instructor in polit¬ ical economy. For lectures on political economy. To aid in publishing the University Bulletin. Towards the fund for the new building for the medical school. For the purchase of books on Dante. ? For the purchase of books for the 3 French department. 844 REPORT OF THE COMMISSIONER OF EDUCATION. Table XXIII. — Statistics of educational benefactions for eighteen months ending June 30, Organization to which intrusted. Benefactor. Kaino. Location. Kama .Residence. Universities, &c.— Cont’d. Harvard University — Cont'd.' Cambridge, Mass . Tufts College Williams College Through Professor Child I Executors of Joseph J. Cooke. | Various persons . 1 ; nenry L. Higginson ... 'j P T. Barnum . I William J. Walker . ... College mil. Mass -j I VariousS? Godd“rd persons W illiamstown .Mass. Henry C. Lewis. University of Michigan . j Ann Arbor, Mich Hillsdale College ........ Hope College . Olivet College. 1 1 J. K. Eckel, m. n . Hillsdale, Mich . Various persons . ( j Board of Eduration.lt C.A. Holland, Mich _ < H. D. C. Van Asmus l Churches and indivi niitrrff Vqviaiiq noi cAna Olivet, Mich - - - Macalester College Minneapolis, Minn . Carloton College . Mississippi College . . Rust University . Grand River College. Central College . . Westminster College ... William Jewell College Morrisville College . . . . , Korthfleld, Minn. . Clinton, Miss individuals Various peisons Various persons . John B. EUliedeo . Dr. Edw. H. Williams . Charles Boswell Holly Springs, Miss. Edinburg, Mo . Fayette, Mo Fulton, Mo . Liberty, Mo . Morrisville, Mo. E. Farnsworth . A. L Williston . Fletcber estate . E S. Jones . Rev. E. M. Williams. Mrs. J. W. Scoville.. Many persons . Various persons V arious persons . . - Mrs. Mary E. McPheetera Miss Jane A. Thompson.. Many individuals . Various persons . Bridgeport, Conn ... Cold water, Mich.... Grand Rapids, Mich Hartford. Conn - Philadelphia, Pa... West Hartford, Conn Boston, Mass . . K orthampton, Mass Wiiitinsville, Mass Minneapolis, Minn., Korthfleld, Minn — Oak Park, HI . . STATISTICAL TABLES. 8 : 1884; from replies to inquiries by the United States Bureau of Education — Continued, 35, 000 55, 032 7,500 28,000 Benefactions. a © tc . _ _ m rc (V p 5 cc 2 O 1*2 c o a W Grounds, buildiugs. furniture, and ap¬ paratus. Professorships. Fellowships, scholar¬ ships, ana prizes. To aid indigent stu¬ dents. Library and museum. 0 7 8 9 10 11 | $3 5, 00D $500 G, 000 8, 000 © © o 27, 400 r. ....... $55, 000 200, 000 60 11,372 f 5, 250 2 5(0 R. . l 3,461) 1 m. 8701 i 35, 000 f 15, 000 12, 000 1,000 1, 000 1,003 1 1, 000 2, 000 _ i _ 558 i 100 100 * 17,il5 > 7,500 2, 393 $1,763 ) . . . 7,500 26, 000 ) . , C 6,000 ’ £ 2, 000 y so, ooo 2,500 Object of benefaction and remarks. 13 For the purchase of hooks on account of the Kubsciiption of 1880. Books for the college library valued at $5,000. Several portraits and statues, donations to the museums, anatomical plaster casts, a collect ion of plates of engineer¬ ing works, books for the college lilt- rave, &c. For the school of veterinary medicine. For natural history museum. For general purposes. For a gymnasium. $150,000 in sev ral benefactions and for different purposes reported for the school year 1882-83. $55,000 for t he endowment of professor¬ ships, $20,000 for general fund, and $7,400 for various purposes. Collection of about 000 pictures and 30 pieces of marble, valued at $2u0,000. Jdis. Lewis may retain possession until her death or may transfer it to the university at any time. For pathological museum. $3,587 to endow and equip the theologi¬ cal department, $2,400 lo pay indebt¬ edness, and $5,325 for general endow¬ ment and to equip a biological labora¬ tory and other special objects. Of the whole amount $4,423 belong to the year 18b2-’83. ( For current expenses and endowment, \ $1,032 belonging to the year 1882-83 ( and the remainder to 1883-’84. $23,870 in 1882-’83 for buildings and general expenses ; purpose of $15,900 reported for 1883-’fc4 not. specified. For endowment of president's chair. For current expenses. For a scientific building as a memorial of his son, William Williams. ment. > For general uses. $558 for apparatus and $100 for library. Art eases valued at $100. $1,763 for scholarship beneficiary fund, $8,853 for endowment, $8,262 for va¬ rious purposes, and $2,393 for fur¬ nishing ladies’ hall. $4,000 for salaiies iu 18S2-’83 and $3,500 for current expenses in 1883-’84-. Donor and gift not specified. For building purposes, on condition that $10,000 be raised by Oct. 10, 1884. For a now college chapel ; also valuable gifts to library and museum. | For endowment. For endowment for the year ending December, 1883. To pay indebtedness. 84G REPORT* OF TIIE COMMISSIONER OF EDUCATION. Table XXIII. — Statistics of educational benefactions for eighteen months ending June 30, Organization to which intrusted. Benefactor. Name. Location. Name. Residence. Universities, &c.— Cont’d. ' ! St. Louis University . St. Louis, Mo. Sedalia University Drury College Sedalia, Mo. Springfield, Mo... I Citizens . S.M.Edgell . C. E. Harwood . Charles Sheppard... J. C. Whitin’s estate Hon. Robbins Battell .... Mrs. W. A. House . . Miss A. W. Turner . . Mrs. Rhoda Sheppard - Many others . . | Sedalia, Mo . St. Louis, Mo . Springfield, Mo . Springfield, Mo . WhitinsviUe, Mass . New York, N. Y .... Kalamazoo. Mich... Randolph, Mo . Springfield, Mo . Various persons Central Wesleyan College. . . . Warrenton, Mo. I G. & W. Niedringkaus _ St. Louis, Mo A. Haustnann . St. Louis, Mo I Rev. Geo. Boesheuz and . (. others. Doane College Crete, Nebr Dartmouth College | Hanover, N.H [■Estate of Hon. Joel Parker Estate of RichardFletcher E. W. Stoughton . E. S. Swann . Mrs. Mary Stuart . New York, N. Y _ Nash) a, N. H . New York, N. Y _ College of New J ersey . St. Stephen’s College . j WcIIb College . j Prinoeton, N. J . Annandale, N. Y — Aurora, N. Y . Class of 1883 . Estate of Wm. S. White. . Estate of Dr. G. B. Wood Estate of Frederick Mar- New York, N. Y - qua ii d. Estate of G. M. Giger _ Princeton, N. J . I Estate of G. W. Musgrave Philadelphia, Pa - f Society for Promoting . |< Religion and Learning. J i (Miss Caroline Bard (dec’d) . i Henry A. Morgan . I Aurora, N. Y . . STATISTICAL TABLES, 847 1884; from replies to inquiries by the United States Bureau of Education — Continued. Benefactions. J J S c H 5 $100 10, 000] 44, 549 11, 400 68, 000 l r 12, 000 750| 0 V tl ff CO C3 O § 2 er £ O s a H Grounds, buildings, furniture, and ap¬ paratus. Professorships. i Fellowships, scholar- I ships, and prizes. j nj a } p 'S n P © 'S3 O H Library and museum. 6 7 § 9 19 | 11 $100 $10, 000 1, 000 . I 6, 075' $195j $230 j 6, 000' 1, oooj ’ 205 ! 1 50, 000 $3, 000 2, 000 $150, 000 1,000 1, 000 1 60, 000 26, 500 30, 000 7, 000 5,000 500 250| :::::::: Object of benefaction and remarks. 12 $100 for tbe benefit of the post graduate course and contribution to tbe mu¬ seum. Land and buildings valued at $10,000. Purpose of gift of $5,000 belonging to the college year 1882-83 not specified. Purpose of gift of $1,000 belonging to tbe same year not specified. Purpose of gift of $1,000 (1882— ’83) not specified. Purpose of bequest of $7,000 received during two years ending June, 1884, not specified. Value of a tower clock. Purpose of gift of $5,000 not specified. Purpose of gift of $1, 000 not specified. Purpose of gift of $250 not specified. Gifts received during two years ending June, 1884, to tbe amount of $23,299 from many persons: purpose not specified. These amounts promised in 1882-’83, though all were not then paid in; $6,075 were for repairing damages done college building, $195 to assist needy students, and $230 in gifts for museum, library, and furniture. > For tbe theological department. '$11,400 in cash for observatory, ladies’ hall, and scholarship ; $1,000 from Mr. and Mrs. L. J. Knowles, Wor¬ cester, Mass. ; $4,500 from Charles <{ Boswell of West Hartford, Conn.; and the remainder from friends in I Crete, Nebr. ; also, $5,000 from will < of Mr. Knowles, to go to the college t on death of the widow. $50,000 for law school and $3,000 for scholarship. Bequest of $11,000, purpose not speci¬ fied. For medical college. Purpose of gift of $2,000 not specified. For professorship of school of philoso¬ phy- To found the L. H. Atwater prize. For a scholarship. Bequest of $1,036 ; purpose not specified. For establishment of art school. To found Giger professorship. To found the Musgravo professorship. For general support of the college for 1882-’83. For scholarship. $500 for lectures and $250 for apparatus. 848 "REPORT OF THE COMMISSIONER OF EDUCATION. Table XXIII. — Statistics of educational bent factions for eighteen months ending June 30, Organization to which intrusted. Benefactor. Name. Location. Name. Residence. 1 ! a 3 4 Universities, &c.— Cont’d. St. Lawrence University - Canton, X. Y. f Miss Sarah Gage I It. J. Itich ....... <1 Class of 1877 . I John W. Adams and | others. 1 Alumni association . I l ( Estate of Frederick Mar- ! j quanh. j Hon. J. N. Uungerford | I (deceased). Elmira College . .; Elmira, X. Y . . . Elmira. Academy of J Sciences. | Various persons . . Hobart College Madison University Geneva, N. Y .. Hamilton, N. Y Mrs. Julia Merritt I C Mrs. J r Mrs. S Cornell University . Ithaca, N. Y Ingham University Columbia College. . . Vassar College . University of Rochester Niagara University . Syracuse University. . . . Syracuse, N. Y . University of North Carolina] Chapel Hill, N. C _ Leroy, N. Y . New York, N. Y Sevmonr . Rev. E. Dodge, n. n., le. d Hon. Hiram Sibley . Timothy Hill . Lewis M. Rutherford {Matthew Vassar, jr . John Gny Vassar . Rochester, N. Y . j Joseph B.'Hoyt and others I ^Suspension Bridge, ! ( Rev. Charles Ecoles, c. M Biddle University Shaw University . Wake Forest College Charlotte, N.C. Raleigh. N. C .. ;Wake Forest Col- ! lege, N. C. t Thomas Veddor (deo’d) . . } Northern New York Con¬ ference of M. E.Cliurck. Philo Remington . | Many persons . f C. R. Thomas . < John Manning . ( Various persons . Rev. Dr. John C. Backus (deceased). Mrs. Wm. A. Holliday . . . Various persons . . Watertown, N. Y Corning, N. Y. New York, N. Y . Buffalo. N. Y . Hamilton, N. Y .. Rochester, N. Y. . Poughkeepsie* N. Y. Brooklyn, N. Y - Suspension Bridge, Hion, N. Y . New Berne, N. C _ Chapel Hill, N.C... Baltimore, Md . Belvidere, N. J. ( J. j . I 8. S. Lea . _ I Caswell County, N.C (Many others.. . . «.*| North. Carolina STATISTICAL TABLES. 849 1884; from replies io inquiries by the United States Bureau of Education — Continued. Benefactions. 1=1 o fcfl . -tiS S3 % “1 a* is 2 3 s s w Grounds, buildings, furniture, and ap¬ paratus. Professorships. Fellowships, scholar¬ ships, and prizes. To aid indigent stu¬ dents. Library and museum. 6 7 8 9 19 11 $37,400 500 $25 $1, 500 $11, 883 $5,000 10, 000 25,000 9,000 4,000 10, 000 35, 000 [ $50, 000 10, 000 16, 475 80, 000 50, 000 10, 000 15, 000 11, 000 50, 000 14, 476 :::::::: 1 10.000 _ i . 1, 000 500 121. 500) 10, 000 5,000 32, 400 . Object of benefaction and remarks. 13 $53, 308 65, 000 13, 140, 000 16, 000 ■ 75, 476| 10, ooo1 I 1,500 21, 50ol ’ I j. 47,400! For the theological department. $250 for theological department and $250 for college. Donor and purpose of $2,000 not speci¬ fied. Books for library. For support ana education of students for the ministry. To be applied to the erection of Fisher Memorial Hall, ■which is now com¬ pleted. Bequest of $25,000, purpose not speci¬ fied. For a scholarship. Gift of observatory instruments, &c., valued at $10,000. A subscription for endowment, com¬ pleted in the year 1883- 84; at date of reporting, April, 1884, being collected. For chaplain’s residence and improve¬ ments in- the chapel. For endowment fund. Books for library. $50,000 for a mechanical professorship and $35,000 for addition to Sibley build¬ ing and shops. For endowment fund, conditioned upon raising $00,000 more. Astronomical apparatus valued at $16,000 and $475 for putting in order and mounting the same. $50,000 for scholarships, $40,000 for chair of Greek and Latin, and $40,000 for chair of physics and chemistry. For the laboratory. $21,000 from Joseph B. Hoyt and $11,627 from various others ; purpose not specified. For two scholarships. Gift of $1,000, purpose not specified. To help to endow the Gardner Baker professorship. For general endowment. For general endowment and current expenses. Books for the law school. Books for the law school. For building an auditorium. For the education of students for the ministry. For the purchase of books. For erection of buildings and for medi¬ cal instruction ; received during th© years 1882-83 and 1883- 84. ? For endowment; income only to be l used 54 E 850 REPORT OF THE COMMISSIONER OF EDUCATION. Table XXIII. — Statistics of educational benefactions for eighteen months ending June 30, Organization to which intrusted. Benefactor. Name. Location. Universities, &c.— Cont’d. Buchtel College . Akron, Ohio Baldwin University . j Berea, Ohio . German Wallace College - i Berea, Ohio . Hebrew Union College . j Cincinnati, Ohio _ Adelbert College of Western Cleveland, Ohio. Reserve University. Ohio Wesleyan University. . Delaware, Ohio . Denison University . j Granville, Ohio .... Mt. Union College . I Mt. Union, Ohio - Muskingum College . ' New Concord, Ohio i Oberlin College . Wittenberg College . . . . Heidelberg College .... Urbana University Otterbein University . . University of Wooster. University of Oregon.. Oberlin, Ohio Springfield, Ohio. Tiffin, Ohio . Philomath College . . Willamette University . Western University of Penn¬ sylvania. Muhlenberg College .... Lebanon Valley College. Urbana, Ohio . Westerville, Ohio. W ooster, Ohio Eugene City, Oreg.. Philomath, Oreg. Salem, Oregon . Allegheny, Pa . Allentown, Pa.. Name. . Residence. 3 4 f Henry Ainsworth . L. V. Bierce (deceased) .. Lodi, Ohio . 1 J. It. Buchtel . Lydia A. Drake . Several others . j Akron, Ohio . j j Norwood, Ohio . j John Baldwin . 1 Baldwin, La, _ f Jacob Leasangood (dec’d) 1 Ladies’ societies and oth- [ er sources. Mrs. A. D. Lord . r Eev. Joseph M. Trimble, | D. D. { Frederick Merrick . (. Henrv Amrine . < L. G. Leonard . . . Cincinnati, Ohio .... Batavia, N. Y . Columbus, Ohio . Delaware, Ohio . Marysville, Ohio .... I ) Several others . . C C. Aultman . . Canton, Ohio _ i < Lewis Miller . Akron, Ohio . j C J acob Miller . C anton , Ohio . . Quarter centennial fund of the United Presby¬ terian Church. I f James F. Clark (deceased) | David Whitcomb . \ 1 Citizens . Michael Oldfather . Vn.rions persons _ Cleveland, Ohio . Worcester, Mass .... ! Springfield, Ohio . . . Bluffton, Ind . Ohio . . . . Va.rions persona _ Various persons _ Many persons _ Hon. Henry Failing . Andrew Gellatly . Joseph Gray . | E. C. Wyatt . j W.S. Walker . John Wyatt . Mrs. Icbabod Henkle . Mrs. S. K. Brown . Others _ _ Portland, Oreg . Philomath, Oreg _ Philomath, Oreg _ Philomath, Oreg - Philomath, Oreg - Philomath, Oreg.... Philomath, Oreg ... Philomath, Oreg.... V arious persons . Pennsylvania Railroad Company. Samuel Appold, esq . i Altoona, Pa . Baltimore, Md . Various persons Annville, Pa . I Many persons I STATISTICAL TABLES. 851 1884; from replies io inquiries by the United States Bureau of Education — Continued. Ecni factions. .$8, 191 2, 000; . 3,000!. 22, 000:, 500 j. 52, 0001 3, 000 10, 000 30, 000 40, COO 4.000 35, 000! 8, 805 1 ioo ; 400 5, 000 300 5, 000 So . p ? § 2 S £ r- 1 > & of £4 P ^ 3 3 JS 5 S3 £43 & 0 CO J) 0 rX> 1 c3 . 2 0 O -- *-i d £ 3 * 3 13 ID a 0 . fcJDM 'B a a cu "cs - 0 EH Library and museum, j © 7 § 9 1© 11 $1, 000 . 1, 000 $2, 000 3, 000 r . 1 . . . $500’ $17,' 000 $25, 000 10, 000 - - -.-i 1,000 . ; $300 1,000 1, 000 1, 000 I 24, 000 6, 000: . 40, 000 >nm . df (3,000) _ _ _ 1 000 35, 000 8, 805 1 . j 1 ■ 1001 50 25 . 1 . 50 50 50 50 10 115 5, 000 1 . 300 5,000 1 1 1 i Object of benefaction and remarks. IS For scholarship. Pequest, of $3,204 ; purpose not specified. Ileal estate valued at $2,000; purpose of gift not specified. For schola'rship. $927 in small donations, purpose not specified. $2,000 for building purposes and 1,000 acres of land for endowment fund. For a new dormitory. Purpose of bequest of $2,500 not spec¬ ified. Purpose of gifts amounting to $19,500 not specified. To educate blind persons. For endowment fund; subject to an¬ nuity. For endowment of lectureship on ex¬ perimental and practical religion. For permanent fund. For E. K. Leonard scholarship. ^ For improvement of real estate. Purpose not specified. For endowment of the chair of mathe¬ matics. For Ellen M. Whitcomb scholarships. There were probably other gifts and bequests belonging to the period which this table covers, but a full re¬ port of the eighteen months has not been received. For new building. C For now college building and endow- l ment. For buildings and apparatus. For indebtedness and improvements. One bequest of $1,000, payable at de¬ cease of donor, and remainder in small gifts ; all to increase endowment. For periodicals for the reading room. For relief fund. J For endowment. Iron specimens and blue prints for il¬ lustration. £ For apparatus. < Donations to the library andmineralog- t ical cabinet. A large number of small bequests for general purposes. 852 REPORT OF THE COMMISSIONER OF EDUCATION. Table XXIII. — SialisUcs of educational benefactions for eighteen months ending June 30, Organization to which intrusted. Name. Location. Universities, &c.— Cont’d. Dickinson College Carlisle, Pa. Lafayette College . Thiel College . Easton, Pa - Greenville, Pa. Benefactor. Name. Residence. 3 4 f Jacob Tome . I M i s. James W. Bosler - ^ Mrs. Jackson . j i Others . Port Deposit, Md... Carlisle, Pa . Berwick, Pa . I 1 Trustees of college : Other friends . . Many persons . Haverford College . Franklin and Marshall Col¬ lege. Ilaverford College, Lancaster, Pa . Various persons . Mrs. James M. Hood Frederick, Md University at Lcwisburg .... Westminster College . Lewishnrg, Pa . Various persons .... New Wilmington, Fa Various persons - Hon. John Welsh _ Fairman Rogers . Thomas A. Biddle _ William Sellers . Dr William Pepper J. Vaughan Merrick. Harry Ingersoll . H. Pratt McKean ... Dr. William Pepper.. University of Pennsylvania (lor the year ending Au¬ gust 31, 1*383). I s Philadelphia, Pa. < A. J. Drexel . . Edwin N. Ben6on.. Estate of J. G. Fell. J. B. Lippincott. J. E. Gillingham Adam Seybert.. Many others.... Swarthmore Collego Swarthmore, Pa. Samuel Willets New York, N. Y _ Washington and Jefferson College. W ashington, Pa ... . f Brown University . . Providence, It. I . . $120, i),0* 0 in small donations ; purpose not ■specified. ; $13,092 for current expenses, $12,950 for gymnasium, and $lu,100 for en¬ dowment. 'or scholarships; of thisamount$10,000 is reported as for 1883-84 and $18,000 for 1882-’83. 30,000 for payment of debt and endow¬ ment. $10,000 tor general purposes, and $0,000 for observatory. ’or an astronomical observatory, to be known as the Daniel Scholl Observ- jytoi y in Franklin and Marshall Col¬ lege, in meipory of the deceased father of the donor. ’or improvement of buildings and grounds. For endowment fund. For Samuel Y. Merrick scholarship, or hospital fund ; for the George Rob¬ ert Ingersoll bed. For ward for chronic diseases fund.. For the Dr. George Pepper bed in ward for chronic diseases, or the A. J. Drexel bed in ward for chronic diseases. For Rosalie Benson bed in ward for chronic diseases. For J. G Fell fund for advancement of medical education. For chair of moral and intellectual philosophy. $1,700 for endowment fund, $1,067 for Leid.v chair of anatomy, $1,448 for hospital expenses, $310 for Rev. C. P. Kranth fund, and $1,251 for auxiliary faculty of medicine and women’s col¬ lege. $100,000 left the college, to be paid in five annual inst lments of $20,000 each, the income of which is to be used to assist needy students. Toward the endowment of the presi¬ dent’s chair. Puipose of bequest of $50,000 not speci¬ fied. Purpose of bequest of $12,500 not speci¬ fied. Purpose of bequest of $1,000 not speci¬ fied. For repairing university hall; given during 1882-’83. To establish a law scholarship. 854 REPORT OF THE COMMISSIONER OF EDUCATION. Table NXIII. — Statistics of educational benefactions for eighteen months ending June 30, Organization to "winch intrusted. Benefactor. Name. Location. Name. Residence. Universities, &c. — Cont’d. Erskine College . . . Newberry College Claflin University Adger College .... King College . . Hiwassee College.. Duo West, S. C, Newberry, S. C . Mr. Carson - Mrs. Brownlee. Virginia . Virginia Southwestern. Baptist Uni¬ versity. Maryville College. Carson College.... Orangeburg, S. C . Walhalla, S. C . . . Bristol, Tenn . j Iliwassee College, Tenn. Jackson, Tenn . Mr. Adger Dr. Norwood ... Various persons Various persons Charleston, S. C Abbeville, S. C . Marvville, Tenn Hon. William E. Dodge (deceased). William Thaw . . P. Smith . Dr. Willard . Others New York, N. Y. Pittsburgh, Pa . Dayton, Ohio .. Auburn. N. Y. . Mossy Creek, Tenn.j Elisha Kimbrough. r Central Tennessee College . . . Pisk University Nashville, Tenn Jashville, Tenn Roger Williams University- -| Nashville, Tenn Vanderbilt University . . University of the South. Nashville, Tenn Sewanee, Tenn . Baylor University . j Independence, Tex Rev. John Seay . Ed. Soc. M. E. Church. Other friends . Mossy Creek, Tenn Leeville, Tenn . . Wm. H. Vanderbilt . Mrs. S. E. Atkinson (de¬ ceased). New York, N. Y. Memphis, Tenn . . A. W. Duan . Colorado, Tex . G. B. Davis . San Antonio, Tex.. "] C. R. Breedlove . Brenham, Tex _ I T. C. Clay. . ! Independence, Tex. ( Hon. Frederick Billings. . . Woodstock, Vt University of Vermont . . j Burlington, Vt - { John P. Howard Middlebury College . I Middlobury, Vt . f | Charles J. and Egbert Starr . J j lion. Mark Skinner . j Chicago, Ill j | Hon. H. Phelps .* . Townshend, Vt [ Many others . f Rcv.’Dr. R. Mcllwaine I ! Prof. W alter Blair _ Hampden Sidney College . . Washington and Lee Univer¬ sity- Hampdep Sidney College, Va. Hampden Sidney College, Va. Capt. H. S. Reynolds . Norfolk, Va . . Lexington, Va , Various others . Cyrus H. McCormick, jr .. Chicago, Ill STATISTICAL TABLES. 855 1884; from replies to inquiries by the United States Bureau of Education — Continued. Benefactions. Endowment and gen¬ eral purposes. Grounds, buildings, furniture, and ap¬ paratus. Professorships. j Fellowships, scholar¬ ships, and prizes. To aid indigent stu¬ dents. Librai’y and museum. 9 7 8 9 10 11 $1, 000 200 2, 000 $500 10, 000 $1, 000 1, 000 200 5,000 14, 000 $25, 000 30, 000 25, 000 10, 000 10, 000 1, 000 500 500 $400 672 2, 140 5, 000 100, 000 50, 000 3, 500 10, 000 3, 334 3, 333 3, 333 16, 500 100, 000 5, 000 3,000 500 5001 ........ 100 100 _ 1, 000 1, 321 ' Object of benefaction and remarks. $1,200 2, 500 2,743 11, 000 1, 200 5, 000 14, 000 100, 000 1, 500 3, 712 20, 000 105,000 4,300 2, 521 20, 000 12 £ For endowment. $2,000 for endowment and books valued at $500. Purpose of gift not specified. To endow the president’s ebair; inter¬ est only to be used. To be invested in real estate. $1,000 for permanent fund and books valued at $200. For new auditorium. For the endowment fund. •For endowment of professorships. $1,000 endowment for aid of young min isters and $500 for college property. Land valued at $500 for endowment. To aid students. $672 to aid students and $2,140 for cur¬ rent expenses of Mekarry Medical Department. $5,000 in small donations for student aid and incidental expenses. Purpose not specified. For endowmen t fund of the university. For benefit of the theological depart¬ ment. • ' $16,500 for buildings, &c., and $3,500 for salaries and support of students in theological department. | For endowment. For a library building to be known as The Billings Library; also the gift of the valuable library of the late Hon. George P. Marsh, a collection of 12,000 volumes. For new dormitories in the main col¬ lege building. For building a boarding hall. | For library. Gift of $300, purpose not specified. This amount pledged for 1883-84 to to the chair of English, for which Dr. Mcllwaine and Prof. Blair have un¬ dertaken to pay $100, each, annually for five years; and Capt. Keynolds $1,000 per annum for the same term. f $071 subscribed to endowment, and $650 < contributions to salary of professor t of English. These belong to 1882-’S3. Purpose of gift not specified. 856 REPORT OF THE COMMISSIONER OF EDUCATION. Table XXIII. — Statistics of educational benefactions for eighteen months ending June 30, Organization to which intrusted. Benefactor. Name. Location. Name. Residence. Universities, &c.— Cont’d. Richmond College . . . Roanoke College . University of Virginia . Lawrence University . Beloit College . University of Wisconsin Milton College . Ripon College . Presbyterian University of Southern Dakota. • Howard University . University of Washington Territory. Whitman College . schools of science ( mining , engineering , agriculture , die.). Storrs Agricultural School. . Richmond, Va Salem, Va, Many persons University of Vir¬ ginia, Va. Appleton, Wis .. Beloit, Wis W. 0. Grover . Rev Andrew Bigelow, D. D. (deceased). Mrs. A. Wilkinson . Many other friends . Boston, Mass . Southboro’, Mass . . Cambridge, Mass . Many persons . . . Various persons Wm. A. Banister (Mass.), and many others. Madison, Wis. Hon. Cyrus Woodman _ , Wis . | Milton Ripon, Wis . j East Pierre, Dak . . j Washington, D. C - 1 Seattle, Wash. Ter.. Walla Walla, Wash. < Ter. ( Alexander Mitchell . A. P. Saunders . James Mills, M. D . Mrs. Helen O. Knowles _ Mrs. CyrusH. McCormick. Other friends . Estate of Hon. Wm. E. Dodge. Various others . . Henry Viliard . . D. S. Baker Mansfield, Conn. Various persons Augustus Storrs. and Charles Sheffield Scientific School of | New Haven, Conn Yale College. ! Dr. Beverly Livingston (deceased") Prof. Wolcott Gibbs Various persons .... Chicago Manual Training j Chicago, HI. School. Rose Polytechnic Institute .. Terre Haute, Ind . . . Chicago Commercial Club. Various persons Cambridge, Mass . . . Milwaukee, Wis Farmington, HI . E'igin, >.l . Chicago, Ill New York, N. Y . . Brooklyn, N. Y Chicago, HI. STATISTICAL TABLES. 857 1884; from replies io inquiries by the United States Bureau of Education — Continued. I Benefactions. Total. Pt o t£ . r _ 73 S l c a 11, 800 1 { 300 . ! | 7, 500 i 37, 102 37, 102 17, 000 17, 000 5,500 $3, 500 > 610 $610 $ 10,000 | C . 7, 500 I 17, 700 ] . 9, 800 i 400 ) ) | S 6, 34G| { . ! i $1,346 3,000 ) 3, 000 i . 3, 000 i > 8, 000 ) t (5. 000) 1, 200 200 f 3, OOOi j CO O o 1 { . 1 . 100, 000 ; 1 100, 000 i . 900 900 Object of benefaction anil remarks 13 For endowment, building. scholarships, and library; of the whulo amount $30,000 is reported as for 1882 -’83 and $25,000 for 1883-81. For endowment. For endowment. For endowment. For current expenses and scholarships ; also donations to the library and cab¬ inets. Donations to the observatory and library. $33,000 'for endowment and $4,102 for cur rent expenses. $5,000 from Wm. A. Banister, and the remainder from various donors, for endowment, scholarships, and current expen -es. For the library of the Washburn Ob¬ servatory; $5,000 for permanent fund and $500 for immediate purchase of hooks on condition that half the in¬ come be annually added to the prin¬ cipal. C Principally to add improvements to ( mam college hail. Purposenot specified. For building fund. $0,500 for building fund, $300 in furni¬ ture, and $400 in books. Scholarships for theological depart¬ ment. For students’ aid. For general expenses. Three acres of land for campus, valued at $3,000. For building and salaries. $200 to purchase books, $100 towards purchasing a horse, and donations of pictures, books, and flag. For permanent fond; also valuable sci¬ entific collections consistingof books, plants, and microscopic slides. 1 2 o vol uraes of vain able scie nt ific works. Valuable donations to the department of dynamical engineering and to the zoological cabinet. For the founding of the Manual Train¬ ing School; the money to be used for building, lot, equipment, and current expenses. Donations of books, furniture, appara¬ tus, Ac., including a full set of the Philosophical Transactions, from the president of the board of managers, valued at about $9110. 858 REPORT OF THE COMMISSIONER OF EDUCATION. Table XXIII. — Statistics of educational benefactions for eighteen months ending June 30, Organization to which intrusted. Name. Benefactor. Location. Name. Location. Schools of science, &c.— Continued. State College of Agriculture ? and Mechanic Arts. 5 Massachusetts Agricultural ? College. 5 Massachusetts Institute of ) Technology. j Worcester County Free In- ' stitute of Industrial Sci¬ ence. Manual Training School of ] Washington University. J Yassar Brothers’ Institute. . . Wagner Free Institute of Science. Virginia Agricultural and Mechanical College. Hampton Normal and Agri- ' cultural Institute (for 1 1882-‘83). ; schools of theology. Pacific Theological Seminary. Gammon Theological School. The Paine Institute . Chicago Theological Semi¬ nary. Orono, Me . Amherst, Mass Hon. A. Coburn . Skowhegan, Me. United States Government! . . V arious persons . . . . Boston, Mass United States Government! Nathaniel Thayer (dec’d). William Perry (deceased) . Worcester, Mass . . < St. Louis, Mo. Samuel G. Swott . Stephen Salisbury . Philip L. Moen . Hon. Horatio N. Slater. . David Whitcomb . A friend . Various persons . Estate of Ralph Sellew . Gottlieb Conzelman. Samuel Cupples l Poughkeepsie, N. Y. J. G. Vassar. Philadelphia, Pa . Blacksburg, Va . . Various persons Hampton, Va Various friends. Boston, Mass Boston, Mass Boston, Mass . . . Worcester, Mass Worcester, Mass Webster, Mass . Worcester, Mass Worcester, Mass n 1o , j < Estate of Mr. Whitin - 1 Wliitinsville,Mass» Oakland, Cal . j J Seth Richards . . Atlanta, Ga........ Augusta, Ga. j f Bishop H. W. Warren. . . . j Atlanta, Ga . IE. H. Gammon . j Charles Scott . (. Others . The Methodist Episcopal Church South. Chicago, HI. Batavia, Ill Philadelphia, Pa . . . Many persons . STATISTICAL TABLES, 859 1884; from replies to inquiries hy the United States Bureau of Education— Continued. Benefactions. Total. Endowment and gen¬ eral purposes. Grounds, buildings, furniture, and ap¬ paratus. CB 3 CC f-i o CO CO o & Fellowships, scholar¬ ships, and prizes. To aid indigent stu¬ dents. Library and museum. Object of benefaction and remarks. 5 G 7 8 9 SO 11 l $220 C . $20 $200 $20 for prizes and $200 for library. Set of standard weights and measures. \ 1,480 volumes for the library and spec¬ imens for the museum. Set of standard weights and measures and specimens for the museum from the U. S. Fish Commission. For the Rogers memorial fund. An interest in the residue of his estate, value not known. Purpose of gift of $10,000 not specified. | For permanent fund. f $20,000 30, 000 . i f 25, 500 8, 300 1 2, 500 l 3G, 800 ^ 350 > For current expenses. j 150 (. . J Books and rare minerals. j | 65, 000 25, 000 25, 000 A legacy of $40,000 for the permanent endowment of this school, and $25,000 to be paid in the course of five years, and the income to be used for indigent students. ( For permanent endowment, to be paid J during the course of five years and 'j the income to be used for indigent (. students. $15,000 is for an endowment fund for general expenses and $10,000 for mu¬ seum, library, and publication pur- • 115,000 25, 000 15, 000 10, 000 100, 000 100, 000 Real estate for the endowment fund. Donations to the library and museum. For general purposes. $36,946 for specific purposes. For annual scholarships. For beneficiary fund for colored stu¬ dents. For beneficiary fund for Indian stu¬ dents. For endowment fund. ( 17, 504 30, 036 | . $2, 004 4, 341 108, 603 16, 629 • 1, 014 For pastor’s salary. For Butler School. 129 | . | 6, 000 £ 5, 000 ' For general purposes. For scholarship. C For the establishment of the school of l theology. 1, 000 | 70, 000 70, 000 6,000 6, 000 In money and land to establish an ins¬ titute for the training of teachers and preachers for the colored race. $8,000 for completion of Hammond li¬ brary building, $5,000 for endow¬ ment of Jones’s alcove in library, $1,000 for scholarship, and $5,300 for general fund. 19, 300 5,300 1,000 13, 000 , 8G0 REPORT OF THE COMMISSIONER OF EDUCATION. Table XXIII. — Statistics of educational benefactions for eighteen months ending June 30, Organization to which intrusted. Name. Location. Benefactor. Name. Residence. Schools of theology— Con¬ tinued. Presbyterian Theological -m Seminary of the Northwest. 5 Lhicag0’ iU- Garrett Biblical Institute. . . . Baptist Union Theological Seminary. Wheaton Theological Semi¬ nary. Evanston, Ill . | Morgan Park, Ill. . . Wheaton, Ill . College of the Bible. Lexington, Ky . Southern Baptist Theologi¬ cal Seminary. Louisville, Ky Bangor Theological Seminary.: Bangor, Me . Centenary Biblical Institute. Baltimore, Md _ Westminster Theological I Westminster, Md. Seminary. Andover Theological Semi- | Andover, Mass . . . nary. Newton Theological Institu- j Newton Centre, tion. | Mass. Eton. Cyrus H. McCor¬ mick ’phceased). W G. Craig . . T. A. Skinner . Chicago, HI Chicago, Til Ch'cago, III . George Griffith . ! Philadelphia, Pa . . . Trustees of Jane Dorr fund Thus. O. Foster . Miss Aun Brehmer Jesse L. Williams. . Various persons . Many persons . ( E Nelson Blake . c E. C. Atkins . ( Mauy ot hers . Various persons . Various persons . T. M.Reed . Emeline S. Parsons ! A. H. Bm bank . Collections in churches Mr. Henry Winkley _ Springfield, Ill . Ottumwa, Iowa Peoria, Ill . . Fort Wayne, Ind . . . Cook Couuty, Ill . Chicago, 111 . ... Indianapolis, Ind Bath, Me . York, Me . Yarmouth, Me . Philadelphia, Pa Newton Centre, Mass Scabury Divinity School . i Faribault., Minn ... Red Wing Norwegian Evan- ? -r>„ -m-- -»*. _ gel i cal Lutheran Seminary. 1 1 Red Wing- Mmn * ' Drew Theological Seminary. . I Madison, N. J . f Estateof Gardner Colby . 1 Various persons . i Boston. Mass., and its vicinity. ( Estate of S. C. Davis . j Roxbury, Mass . Theological Seminary of the ! Princeton, N. J Presbyterian Church. Auburn Theological Semi- { 15 nary. Auburn, N. Y. ( K. S. Knuasen . ! Amlierst, Mina < Rev. M. Sampson . 1 Taylor, Wis - ( From churches . . ! . { “sag?” r } ! *«■*■>. »• j . ( Estate of Calvin P. Smith. Estate of Sarah C. Adams. Dr. S. Willard . H. A. Morgan and Mrs. N. L. Zabriskie. | Hon. Wm. A. Whocler . . Various persons STATISTICAL TABLES. 8G1 1884; from replies lo inquiries by the United States Bureau of Education — Contin ued. Benefactions. Object of benefaction and remarks. 12 j- For buildings. To found the George Griffith scholar¬ ship. To establish the Jane Dorr scholar¬ ship. To establish a scholarship bearing the donor’s name. To erect a memorial house, the income of which to be applied to the endow¬ ment of a scholarship. Further payment on his scholarship; amount not given. For miscellaneous objects. For the endowment fund. | Mostly for endowment. For current expenses for 1883-84 ; the purpose is not specified of gifts, amounting to $1,500, reported for 1882-’83. Towards endowment fund to educate young men for the Christian minis- try. For endowment and purchase of grounds ; $10,000 is reported for 1882-’83 and $20,000 for 1883-’84. For permanent fund. For general purposes. For new professorship. For current expenses. For building and faculty. Towards 1’aising a fund already estab¬ lished by the donor to the sum of $30,000. $10,0U0 for general purposes, $10,000 for library, and $10,000 for student aid and scholarship. | For a professorship of elooution. For three scholarships. f For salaries of professors and repair- i ing of buildings. For endowment. For current expenses. For aid of students and for library. \ For scholarship. For repairs in recitation room and chapel. For repair of Morgan halL For scholarship. {$1,400 for professorships’ permanent iund, $1,2(56 for scholarship, $15,338 for F, D. Biehee fund, $6,020 for gen¬ eral permanent fund, and $356 for other purposes. 8C2 REPORT OF THE COMMISSIONER OF EDUCATION. Tarle XXIII. — Statistics of educational benefactions for eighteen months ending Jane 30, Organization to which intrusted. Benefactor. Hama. Location. Name. Residence. Schools of theology— Con¬ tinued. General; ^Theological Semi¬ nary lof tho Protestant Episcopal Church. Union Theological Seminary. Rochester Theological Semi¬ nary. Christian Biblical Institute. . German Lutheran Seminary. Union Biblical Seminary. . .'. . Hew York, H. T Hew York, H. Y Rochester, H. Y. Stanford vilie,H Columbus, Ohio.. Dayton, Ohio . ... ,.Y.$ Various persons F. A . Palmer . | Hew York, H. Y Various (-hutches and indi- 1 . . viduals. Many persons . Various churches . Heidelberg Theological Semi¬ nary. United Presbyterian Theo¬ logical Seminary of Xenia. Allegheny Theological Sem-j inary of the United Pres-i byterian Church. ) "Western Theological SeiniO iuary of the Presbyterian > Church. > Moravian Theological Seru- ? inary. > Theological Seminary of the Reformed Church in the > United States. ) Benedict Institute . Associate.Reformed Theolog¬ ical Seminary. Mission House". . . Hashotah House . Wayland Seminary . SCHOOLS OF LAW. Union College of Lawof thcf Chicago and Horthwest- > era Universities. ) Albany Law School . SCHOOLS OF MEDICINE, DEN¬ TISTRY, AND PHARMACY. Hahnemann Medical College and Hospital. Louisville College of Phar¬ macy for Women. Dental department of the University of Maryland. Massachusetts College of Pharmacy. Tiffin, Ohio . . „ . . Xenia, Ohio . Quarter centennial fund of U. P. church. Allegheny City, Pa. Various persons Allegheny City, J Pa. ' ‘ 1 l Bethlehem, Pa _ < Rev. H. W. Conkling, D. D Hew York, H. Y . ... Estate of John Lee . Ohio . Churches of VVesternPenn- . . sylvania. Mrs. E. Yoder (deceased) . . Bethlehem, Pa . Various persons . Lancaster, Pa .... Columbia, S. C • - . Due West, S.C.... Christiana Loose Various churches Greencastle, Pa Mrs. B. A. Benedict . Pawtucket, R. I - Other friends . Will of Doctor McMillan . San Francisco, Cal.. Franklin, Wis . j Church contributions Hashotah, Wis . . . . Washington, D. C..| . . O. H. Horton . 1 Chicago, Ill. .. Albany, H. Y. Lazarus F.Minzesheimer | l. Callaghan & Co . f Faculty of Law College . | Widow and children of the late Prof. Isaac Edwards, dean of school. Chicago, Hi... Louisville, Ky Baltimore, Md Boston, Mass . Dr. D. S. Smith . j Chicago, Ill. . . Samuel L. Avery . I Louisville, Ky Many persons . Alumni Association . . STATISTICAL TABLES, 863 1884; from replies to inquiries l)y the United Stales Bureau of Education — Continued. Benefactions. Total. g bfl . ■n 1| "S 2 ® © p fclc? p §"2 '3 « ©" - to ™ - a 5 p| 2-5 ft o Professorships. £ O o ® U ofpj .ft P S of P ft -3 « 42 • -4-j> fc.cw £ a p 9. 500 l f>! 500 . 8, 000 14, 000 1, 300 20, 000 23, 203 \ 12, 400 J ^ 7, 500 | 1, 000 | 14, 000 14, 210 4, 725 8, 000 1, 000 200 l 14, 000 1,300 20, 000 23, 203 $5, 000 $5, 500 . 1 1,900 i 5, 000| £ 2, 500 1,000 14, COO $14, 210 - 4,725 . 1 i, ooo 50 25 100 25 ( . ■ | . ^ . I . 1 1, 000 25 1,000 200 200 i. 1 Object of benefaction and remarks. 12 $10,000 to add to the endowment of the dean, $10,000 to provide for instruc¬ tion in elocution, $5,000 for building purposes, and the remainder, $82,606, for general purposes (for two years). For buildings, library, and scholar¬ ships (for two years). Purpose not specified (for two years). For endowment. For current expenses; $2,500 of this amount belong to the year 1882-83. Purpose not specified. $7,000 for endowment fund and $7,000 for contingent expenses, on condition that the interest only be used. For endowment. For endowment fund. For endowment. For library fund. For scholarships. For elocution fund. Bequest (amounting so far to $5,000) for endowment. For current expenses. $500 for endowment and $500 for relief fund. For building and furnishing. For assisting young men in their prep¬ aration for the ministry. For general purposes (for the year 1882-83). Donor and purpose not specified. For a scholarship. Annual prize for best thesis in senior class. Prize for second best thesis in senior . class. Annual prize for best scholarship in senior class. Annual prize for best scholarship in junior class. Law library owned by him and used by the school. For new hospital. Purpose not specified. Valuable donations to the museum. For building fund. 864 REPORT OF THE COMMISSIONER OF EDUCATION. Table XXIII. — Statistics of educational benefactions for eighteen months ending June 30, Organization to which intrusted. Benefactor. Name. Location. Name. Residence. 1 2 3 4 Schools of medicine, &c.— Continued. Bellevue Hospital Medical College. Columbus Medical College. . . Northwestern Ohio Medical College. Hahnemann Medical College ; of Philadelphia. Woman’s Medical College of New York, N. Y - Columbus, Ohio . Toledo, Ohio . Philadelphia, Pa.... Philadelphia, Pa. . . . Andrew Carnegie . Dr. W. B. Hawkes . C. F. Curtis and others _ Citizens . New York, N. Y _ Columbus, Ohio . Toledo, Ohio . Philadelphia, Pa _ Philadelphia, Pa. . . . INSTITUTION'S FOE SUPERIOR INSTRUCTION OF WOMEN. Mills Seminary Georgia Methodist Female College. La Grange Female College. . . Callanan College . Clinton College . Logan Female College ... _ Minden Female College . Maine Wesleyan Seminary and Female College. ( Mills Seminary, { Cal. Covington, Ga . fRev. C. T. Mills(deceased) ( Mrs. William E. Dodge A friend . . I A friend . Citizens . Mills Seminary, Cal. New York, N. Y _ Abbot Academy. Bradford Academy Smith College Mt. Holyoke Female Sem¬ inary. Synodical Female College . . . Central Female College - . - Bishop Whitaker’s School for Girls. New Hampshire Conference ) Seminary and Female Col- > lege. > Tilden Seminary . . Granger Place School . Greensboro’ Female College . Highland Institute . Western Female Seminary .. La Grange, Ga . Dos Moines, Iowa. . Clinton, Ky . Russellville, Ky . . . Minden, La . Kent’s JElill, Me. . . . Several friends ...... James Callanan . Many persons . Va< ions persons . Hon N. C. Blanchard Eliphalet Clark, m. d. Covington, Ga .... Des Moines, Iowa. Shreveport, La ... . Woodford’s, Me. . . Andover, Mass . Bradford, Mass Northampton, Mass. . South Hadley, Mass Fulton, Mo - Lexington, Mo. Reno, Nev . Tilton, N. H . West Lebanon, N. H Canandaigua, N. Y. . Greensboro’, N. C . . . Hillsboro’, Ohio - Oxford, Ohio . rElbridge G. Wood and J John L. Hobson. ) Pupils of 1883 . . Haverhill, Maes . 1. Mrs. Mary F. Ames . Haverhill, Mass . 1 Rev. Austin Phelps, D. D 1 Alnmnapi _ VjuiniiH friftnrls _ _ Various persons . f .T. F. ClliaRPi _ Haverhill, Mass . ) fTriknnwn tViftnrl _ _ Citizens .................. West Lebanon and vicinity, N. H. Many persons ............ Dr. N. Siddle . Caswell Co., N. C . . . Gr. B. Beecher snd others (Mrs. Mary P. Lewis i (deceased). 1 Alumnco Association .... Oyf 57,000 1 * 38,271 2, 200 25, 000 4, 000 j 1, 100 1, 000 r 50, ooo 6, 000 1, 000 1 2, 200 25, 000 2, 500 C 100 \ 1, 000 1, 000 5, 000 350 | 2, 500 $5, 000 500 { . 2, 000 1 Object of benefaction and remarks. as For pathological laboratory. $10,000 in bonds and four lots in the city for foundation of a hospital. For furnishing appliances and material for chemical laboratory. For erection of new college building and hospital and purchase of lot. $730 for special purposes and a legacy of $15,000, the income to be used for the medical education of students. $20,000 to pay indebtedness and land, &c., valued at $5,000. For scholarship. For a library building. For books. For improvements and repairs. Purpose not specified. Purpose not specified. For enlarging building. For payment of debt. Books for library. For endowment ; not available until it amounts to $50,000, and afterwards to be kept at that amount by allowing interest to accumulate when neces¬ sary. $55 for apparatus, $125 for building, and $1,000 as a memorial fund to be kept to furnish a suite of musio rooms when new buildings are erected. Portrait of Rev. Rufus Anderson, D. D. Portrait of Mrs. Ann H. Judson. Portrait of Mrs. Harriet Newell. $50,000 endowment for art collections, $6, 000 for scholarships and prizes, and $1,000 for oil paintings. Philosophical library of the late Prof. M. Stuart Phelps. Sergeant apparatus for the gymnasium. Donor and purpose of gift not specified. To pay indebtedness. To erect new building. $2,500 for balance of indebtedness ; pur¬ pose of remainder not specified. ^ For endowment. For repairs and building. Donations of books, furniture, speci¬ mens to the cabinet, and telephone. To educate indigent students; interest only to be used. Pui’pose not specified. Income to be used for additions to the library. For aid of pupils ; income only to bo used. 55 E 866 REPORT OF THE COMMISSIONER OF EDUCATION. Table XXIII. — Statistics of educational benefactions for eighteen months ending June 30, Organization to which intrusted. Benefactor. Name. Location. Name. Residence. • 1 2 3 4 Institutions for superior INSTRUCTION OF WOMEN — Continued. Lake Erie Female Seminary. University Female Institute. Cumberland Female College . St. Cecilia’s Academy . Painesville, Ohio Lewisbnrg, Pa . McMinnville, Tenn . Nashville, Tenn .... C William Bucknell, A. M. . . ) Others _ _ Philadelphia, Pa ... . Gitizfvns _ McMinnville, Tenn . Nashville, Tenn .. . Mrs' Lucy Bedford . Baylor Female College. Waco Female College.. Vermont Methodist Semi- ) nary and Female College. 5 Independence, Tex.. j j E G Moore”;;;; \ Independence, Tex Waco, Tex. Montpelier, Vt. Citizens . Waco, Tex (Rev. A. G. Button (de- < ceased). ( Various others . Evanston, Ill Marion Female College . Richmond Female Institute . Wisconsin Female College... Milwaukee College . Marion, Va . Richmond, Va . Fox Lake, Wis . Milwaukee, Wis ... . Mrs. Mary McMullen J.B.floyt . . Ladies’ Art and Science Class. Marion, Va Stamford, Conn Milwaukee, Wis . . . PREPARATORY SCHOOLS. St. Helena Academy . Woodstock Academy . St. John’s Academy . Hebron Academy . Houlton Acadomy . Cobum Classical Institute- . . Phillips Academy . Cushing Academy . St. Helena, Cal . Woodstock, Conn . . . Garden Grove, Iowa. Hebron, Me . Houlton, Me . Waterville, Me . Andover, Mass . Ashburnham, Mass . John Lewellyn . John Allyn ’ . Several oi hers . St. Helena, Cal St. Helena, Cal ( Henry C. Bowen . } J. Henry White . i Citizens . . . . j Trustees of academy . i D. Appleton & Co. and ( various others. Various persons . t Ex-Gov. Abner Coburn < (deceased). ( Various persons - f Ex-Gov. Abner Coburn < (deceased). ( Mrs. Helen S. Coburn . . . E. V. and F. G. Morgan . . Various persons . Brooklyn, Y . Woodstock, Conn .. Garden Grove, Iowa. Skowhegan, Me Skowbegan, Me - Skowhegan. Me. Aurora, N. Y . . . Home School for- Young Ladies. Dummer Academy . Everett, Mass . Mrs. Olive Merrick. South Byfield, Mass. Sarah Hale Stickney Holyoke, Mass Lowell, Mass . . Howard Collegiate Institute. West Bridgewater, Mass. Worcester Academy. Worcester, Mass ... B. B. Howard (deceased) . ("Hon. Joseph H. Walker.. | Hon. Gardner Colby (de- ! ceased.) ] Hon. J. Warren Merrill .. I Rev. Win. Lanison, D. D. L (deceased.) Worcester, Mass. . . . Newton, Mass . Cambridge, Mass . . . Gloucester, Mass . . . STATISTICAL TABLES, 867 1884 ; from replies to inquiries by the United States Bureau of Education — Continued. Benefactions. Endowment and gen¬ eral purposes. Grounds, buildings, j furniture, and ap¬ paratus. Professorships. j|. o S g’B _P< 3 03 S CO £ & £3 4, W ft To aid indigent stu¬ dents. Library and museum. 0 7 § © 1© 11 $1,355 $5, 000 2,000 2, 000 $13, 000 . J 1 . 5 3, 700 34, 000 1, 100 $250 200 2,500 ( 600 . 1 500 1 ( 1, 400 ! < . 100 1 5 30 5,000 200 c . ( \ . 300 : 7, 500 C 5, 000 $ 7, 500 j 15, 000 . 1 50, 000 100 i 500 10, 000 200, 000 . 1 1 Object of benefaction and remarks. 19 $1, 355 20, 000 34, 000 130 5,500 25 25, 900 library; $1,250 from Hon. Reuben Hitchcock, Painesville, Ohio, and $105 from Congregational Church at Painesville. '$13,000 for scholarships and prizes, and $5,000 for improvements or buildings and campus ; purpose of $2,000 re¬ ported for 1882-’83 not specified. In buildings and money; purpose not specified. [Tor repairs and improvemeu < s on build- incs; $1,500 reported for 1882-’83 and $2,200 for 1883-84. A bequest of thirty building lots, valued at $0,000, from Rev. A. G. Button; $27,000 are for indebtedness and the remainder for endowment; $27,200 of the whole amount are sub¬ ject to annuities during life of do¬ nors; $0,000 belong to 1882-83 and , $28,000 to 1883-84. for art, library, and reading room. To found the academy, on condition that the school be maintained four years. For permanent endowment. For endowment. >50,000 for a building and endowment. 5100 for library. For fitting up chemical la, bo Donations of books, minei fine historical chart. honor of the father of the donor; income only to he used. 'or the founding of a school for girls and young women. 'For repairs, furnishings, scholarship, and permanent endowment ; $11,200 are reported as for 1882-’83 and th© remainder for 1883-’84. 868 REPORT ~0F THE COMMISSIONER OF EDUCATION Table XXIII. — Statistics of educational benefactions for eighteen months ending June 30, Organization to which intrusted. Benefactor. Name. Location. Name. Residence. Preparatory schools - Continued. Austin Academy . Phillips Exeter Academy .... Kimball Union Academy . McCollom Institute . Peddie Institute Cazenovia Seminary . Cook Academy . Kenyon G rammar School . Western Reserve Academy . Wyoming Seminary Wilkes-Barre Academy. Centre Strafford, N .H Exeter, N. H . Meriden, N. H . Mt. Vernon, N. H . . . Daniel Austin (deceased) . C John C. Phillips . I Various persons . . Estate of James Boyd .... Boston, Mass Boston, Mass. Antrim, N. H Hightatown, N.J... Cazenovia, N. Y . Havana, N. Y . Gambier, Ohio . Hudson, Ohio . ( Hon. Thomas B. Peddie . . | S. Van Wickle . < A.F. Job . Mr. Longstreet . ( Ot hers . C Mrs. S. Guernsey Griffin . ( Various persons . Columbus Delano Newark, N. J . New Brunswick, N.J. Hightstown, N. J . . . Holmdel, N.J . Troy, N. Y . Mt Vernon, Ohio . .. Kingston, Pa. Wilkes-Barre, Pa I Payne Pettebone . William Connell . . Rev. L. L. Sprague . Wyoming annual confer¬ ence. Many persons . H. Baker Hillman . Wyoming, Pa. Scranton, Pa. . Kingston, Pa Wilkes-Barre, Pa . . . Rogers High School Newport, R. I McTyeire Collegiate Insti¬ tute. Manchester College . Burr and Burton Seminary . . Way land University . Markham Academy . Yankton College . University of New Mex- ( ico. 3 Mackenzie, Tenn Manchester, Tenn Manchester, Vt . . Beaver Dam, Wis. Milwaukee, Wis . . Yankton, Dak - Citizens . Mrs. J. D. Wooton and Mrs. J. G. Willis. Hon. Mark Skinner - .... Various churches and in¬ dividuals. John C. Spencer . . Mackenzieand vioin- ity, Tenn. Chicago, Ill . Milwaukee, Wis .... Milwaukee, Wis _ Santa F6, N. Mex (■ Stephen W. Dorsey . \ Rev. Henry M. Ladd, D. D. Cleveland, Ohio INSTITUTIONS FOR SECONDARY INSTRUCTION. Andrews Institute . . Trinity Normal School . . Lowery’s Industrial Acad emy. Rust Normal Institute . . ( Andrews Institute ) Ala. Athens, Ala . . Huntsville, Ala - Huntsville, Ala . Talladega College . Talladega, Ala Southland College and Nor- Helena, Ark . . mal Institute. ( President of institute. . . . f Freedmen’s Aid Society . Various persons . . Various sources . Freedmen’s Aid Society of the M. E. Church. f J. H. Cassedy . i Mrs. Nancy M. Stone and I Miss Abbie Stone. New York, N. Y _ Jefferson, Ohio . Phehe H. Metford (dec’d). New York Melbourne Academy. . . . Quitman College . Texarkana Gymnasium. St. Joseph’s Academy. . , Urban School . . Wolfe Hall . Melbourne, Ark .... Quitman, Ark . Texarkana, Ark .... Sacramento, Cal .... San Francisco, Cal . . Denver, Colo . .-.j A. F. Benson . Many friends . Freedmen’s Aid Society of the M. E. Church. Agricultural Society . Mrs. Sweetzer . Miss Catharine L. Wolfe. . Melbourne, Ark .... Sacramento, Cal .... Cordelia, Cal . New York, N. Y - STATISTICAL TABLES. 869 1884; from replies to inquiries l)y the United States Bureau of Education— Continued. Benefactions. 29. Endowment and gen- j eral purposes. Grounds, buildings, furniture, and ap¬ paratus. Professorships. Fellowships, scholar¬ ships, and prizes. To aid indigent stu¬ dents. Library and museum. & J7 S 9 10 11 C $25,000 i 10, 000 $108 3, 590 $75 C 500 1 5, 000 10, 256 1,000 f 2, 500 1, 500 J 1, 000 1 4, 000 l 20, 000 800 500 $55 300 25 7, 000 s ........ i . . 680 75 $32 500 800 5,000 J . 1, 000 i . 5,000 102 1,230 100 550 20 1, 500 Object of benefaction and remarks. 12 Purpose not specified. | For permanent fund. Purpose not specified. In furniture. f $1,500 for steapi apparatus and $90 for j gymnasium from Hon. Tbomas B. j Peddie ; from others $75 for library l and $2,000 for steam apparatus. ?For endowment; income only to be > used. For general expenses. For improvements. Donor and purpose not specified. I For indebtedness. For endowment fund. A fine lot and new school building as a memorial to his son, on condition that the name of the academy bo changed to Harry Hillman Academy. Cabinets, curiosities, pictures, and furniture. For improvement of buildings. A bell for school. For prizes. For furnishing ladies’ rooms. For a prize in declamation. Chiefly for current expenses. Purpose of gift of $5,000 not specified. Purpose of gift of $1,000 not specified. For furniture. $75 for an organ and $32 for student aid. For general purposes. For support of school. For a new building. For theological scholarships. Donor and purpose of $4,969 not given. In aid of college ; paid to college trust¬ ees of Indiana Yearly Meeting in May, 1883. Appleton’s Cyclopaedia, 17 volumes. For indebtedness. To meet deficit. 550 20 1, 500 For general purposes. For chemical apparatus. For general purposes. 870 REPORT OF THE COMMISSIONER OF EDUCATION. Table XXIII. — Statistics of educational benefactions for eighteen months ending June 30. Organization to which intrusted. Benefactor. Name. Location. Name. Residence. Institutions for secondary instruction — Continued. Tillotson Academy . Mystic Valley English and Classical Institute. Wilmington Conference Academy. Cookman Institute . Bartow Classical Institute . . . Cedar town Male and Female Academy. Samuel Bailey Male Insti¬ tute. Arterberry’s Academy . Morganton Academy . Rutledge High School . Augusta District High School. Waithourville Academy . German Evangelical Luther¬ an School. Jenrings Seminary and Au¬ rora Normal School. German-Amerioan Academy? of Chicago. > Richmond Normal School. . . . Coe College . Denmark Academy . St. Mary's Catholic School . . Danish High School . Epworth Seminary . Lenos College . . . Humboldt Academy andNor- mal School. Friends’ Academy . New Providence Academy. .. Cedar Valloy Seminary . Pleasant Plain Academy .. Freedmen’s Academy of Kansas. Female Academy... . Dudley Institute . State TJ ni versity . . Prestonburg Seminary . P' inceton Collegiate Institute Madison Female Institute ... Baldwin Seminary . St. Hyacinth’s Convent . Gould Academy . . Greely Institute . W estbrook Seminary and Fe¬ male College. Trinidad, Colo . Various persons Mystic Bridge, Conn. Several persons. Dover, Del . — C. M. Wharton . . Jacksonville, Fla . . . Adairsville, Ga .... Cedartown, Ga . . Griffin, Ga . Monroe, Ga - Morganton, Ga. Rutledge, Ga .. Thomson, Ga . . Waithourville, Ga Addison, HI . Aurora, Ill . Chicago, Ill Richmond, Ind . Cedar Rapids, Iowa. Denmark, Iowa - Des Moines, Iowa. . . Elkhorn, Iowa . Epworth, Iowa . Hopkinton, Iowa. . . Humboldt, Iowa Le Grand, Iowa - New Providence, Iowa. Osage, Iowa . Pleasant Plain, Iowa Dunlap, Kuns . Bardstown, Ky _ Frankfort, Ky . Dover, Del. Various persons . . Hon. Judson Clemments Citizens . Samuel Bailey (deceased) Stephen Felkir . . . Teacher of school. La Fayette, Ga Cedartown, Ga . Griffin, Ga . Monroe, Ga Various citizens Thomson, Ga Members of institution Rev. R. D. Sheppard . ( German American School < Association. ( Gustav Hinstorff . Various persons . Aurora, III . Chicago, Ill . Church . Danish Lutheran Church of America. C Mrs. Helen Finley . ) Mrs. T. M. Sinclair . . Citizens of county . Citizens Dubuque, Iowa .... Cedar Rapids, Iowa Several persons. Le Grand, Iowa.. . New Providence, Iowa. Mrs. S. M. Lawson . . . Bishop T. M. Dudley. Louisville, Ky Prestonburg, Ky. Princetown, Ky . . Richmond, Ky ... Baldwin, La . Monroe, La . f J. D. Rockefeller . j Baptist Home Mission So- 1 ciety. I Other sources . Col. W. H. May . Various persons . N ewburgh, N. Y . . . Louisville, Ky . . New York, N. Y — New York, N. Y — Prestonburg, Ky. John Baldwin. Bethel, Me . Cumberland Centre, Me. Deering, Me . . . ! Young Catholic Friends’ j Monroe, La Society. Citizens . j Bethel, Me . Alumni association of the institute. STATISTICAL TABLES. 871 1884; from replies to inquiries T)y the United Slates Bureau of Education — Continued Benefactions. Endowment and gen¬ eral purposes. Grounds, buildings, furniture, and ap¬ paratus. i Professorships. Fellowships, scholar¬ ships, and prizes. To aid indigent stu¬ dents. Library and museum. 6 7 8 9 10 11 $8, 000 21 2, 000 $1, 000 . $100 6,000 100 . . . oo ^ o o . . 1 . 2,000 75 . z::::: $600 c . 16, 000 '{ . 1 20, 000 1 900 1 ' 300 1, 600 j t 5, 000 l • * . . I 80 400 250 250 80 f 500 ! 2, 750 l 500 100 1, 633 12, 000 20, 000 50 50 20 10, 000 Object of benefaction and remarks. 100 6,000 1*2 600 16, 000 1, 000 50 1, 200 3, 750 100 1, 12, 0001 20, 000 50 50 20 For general purposes. Foundation of an endowment fund. For payment of debt on condition that $8,000 additional be raised. To aid students and pay for buildings. Two medals for best essays on elocution. For apparatus. To erect buildings. For building. To aid poor students. For orphans. For new school buildings. For furniture. Purpose not specified. Books and periodicals, valued at $600. Ground and building for a permanent institute. Forty volumes to library. Purpose not specified. For new building. Interest to be used for teachers’ salaries. Purpose not specified. For general purposes. For purchase of ladies’ boarding hall. For endowment fund. For library and prizes. For repair of building. ment tuition fees. For general purposes. Donor and purpose not specified. Donor and purpose not spec! lied. Donor and purpose not specified. Eighty volumes to the library. Gold medal for encouragement of study of English. For support of teachers and other ex¬ penses. For repairs. For the endowment fund. To liquidate debt. » Buildings and thirty acres of land val¬ ued at $20,000. For indigent children. For current expenses. For library. To increase endowment. 872 REPORT OF THE COMMISSIONER OF EDUCATION. Table XXIII. — Statistics of educational benefactions for eighteen months ending June 80, I Organization to which intrusted. Benefactor. Name. 1 Institutions for secondary instruction — Continued. Freedom Academy . Berwick Academy . Charlotte Hall School . McDonogh Institute . Nichols Academy . . Prospect Hill School for ? Young "Women. 3 Bromfield School . Northfield Seminary . Wesleyan Academy . Somerville School . Spring Arbor Seminary . St. Olaf ’s School . ’ . Bochester Seminary and Nor¬ mal School. Gustavus Adolphus College . Methodist District High School. Harperville College . Bellevue Collegiate Institute . Couaordia College . Parkville College . Pierce City Baptist College Hales College . . Lutheran High School . Salem Academy . Pranklin Academy . Hastings College . Gates College . . Brownell Hall . Silver Ridge Seminary . Luther Academy . Proctor Academy . School for Boys . Blair Presbyterial Academy . Gymnasium or Preparatory Department of the German Theological School of New¬ ark, N. j. South Jersey Institute . Centenary Collegiate Insti- \ tute. 3 Hoboken Academy . Beacon Street^German- Amer¬ ican School. German-American Element¬ ary and High Grammar School. Location. Name. Residence. 8 3 4 South Berwick, Me . Francis B. Hays . . 1 Dr. Zenus Barnum . Baltimore Md _ ] Hezekiah Conant . Pawtucket, R. I . j Springfield, Mass ... Greenfield, Mass .... C Mrs. Chester W. Chapin . 1 Other friends . . Northfield, Mass .... f T. Hal! Cook _ _ J Morgan Scott . London, England . . . 1 Mrs! M. F. Hall . t B. F. Roy . Mark Hopkins _ _ St. Clair, Mich Spring Arbor, Mich Rochester. Minn _ St. Peter. Minn . Congregations of the Swedish Evangelical Lutheran Augustana Synod. Black Hawk, Miss . . Harperville, Miss _ Caledonia, Mo ...... Gravelton, Mo _ Parkville, Mo _ _ Various persons . Pierce City, Mo .... Piedmont, Mo _ V arious persons .......... Various persons _ _ _ St. Louis, Mo . Salem, Mo . Franklin, Nebr ..... J. W. Wingoand students. Numerous friends . Salem, Mo . . . Hastings Nebr . ( Cyrus H. McCormick - < J. B. Heartwell . Chicago, Ill . . Hastings Nebr . NeliP'b, Nebr _ ( Citizens _ _ _ Hastings, Nebr . . & . Omaha, Nebr _ Chicago, Ill . . Silver Ridge, Nebr. . Wflhnn Nebr.. _ C Morris E. Jesnp . New York. N. Y - Chicago HI . < Mrs. Cyrus H.McCormick ( Mrs. Margaret Wood — Citizens . . Poughkeepsie, N.Y. . Saunders Coimty, Nebr. And over N. "FT . _ Various persons _ . . Holderness, N. H Blairstown, N. J _ Bloomfield, N. J Hon. John L Blair . . Blairstown, N.J _ Bridgeton N. J William BucknelL . . Philadelphia, Pa. . . . Lynn, Mass. . . A . . . . Hackettstown, N. J. Hoboken, N.J...... Newark, N. J ...... . j Mrs. Mary F. Graves _ Louis Svein and others . . . Newark, N.J . ( Mrs. Ottendorfer . . New York, N. Y .... Newark, N.J . < Frauen-Verein . ( Young Ladles’ Society. . . Newark, N. J . STATISTICAL TABLES. 873 1884; from replies to inquiries by the United Stales Bureau of Education— Contiwied. Benefactions. $fo0 10, 000 20, 000 70, 000 125 *,325 270 8,: 5, 000 1,000 500 888 20 1. 500 257 7, 000 12, 300, 3, 500 100 750 Endowment and gen¬ eral purposes. Grounds, buildings, furniture, and ap¬ paratus. ro 3 02 o 32 05 «8 2 Ph Fellowships, scholar¬ ships, and prizes. I t To aid indigent stu¬ dents. Library and museum. O 7 § 1© IS $150 . .. 1 . . 20, 000 ^$70, 000 _ _ $125 l { III™ . 3,000 325 270 8, 867 5, 000 1, 000 700 250 1,164 700 $5, 000 3, 000 20 2,257 c . . 5, 000 11, 000 9,000 ) . i i 12, 000 100 100 100 c . 1 ) . \ . 1 _ _ r _ 1 . 1 . 12, 000 1 100, 000 1 . . $3, 500 1 . 100 400 200 '{ . > 1, 475 1 . c 500 > < 180 ( 70 Object of benefaction and remarks. 13 Bor repairs on building. Purpose not specified. To erect chapel. For technical instruction. For the school library. j For addition to school building. For books and apparatus. For general uses. For payment of debt. For apparatus. Donor and purpose not specified. Donor and purpose not specified. Donor and purpose not specified. Purpose not specified. For repairs of buildings. Books valued at $250. For improvement of building. To erect building. $5,000 to aid indigent students ; purpose of $25,000 not specified. To pay debt on building. To pay tuition of orphans. Donor and purpose not specified. Books for library. To remove indebtedness. For McCormick Hall. | For a second college building. Donor and purpose not specified. Towards a new building as a memorial to the donor’s mother. ^ For enlarging building. $7,000 and ten acres of land; purpose of money not specified. Purpose not specified. To build a chapel. For endowment; income only to be used. For foundation of scholarships. For library. French casts for illustration of physi¬ ology. Works of art. To pay off mortgage. Purpose not specified; $500 from Mrs. Ottendorfer, of New York, and $2,500 from proceeds of a fair. > For general purposes. 874 REPORT OF THE COMMISSIONER OF EDUCATION. Table XXIII. — Statistics of educational benefactions for eighteen months ending June 30, Organization to which intrusted. Name. Location. Name. 1 2 3 Institutions for secondary instruction— Continued. Benefactor. Residence. 4 Albany Academy . Ives Seminary . . Argyle Academv . Cayuga Lake Military Acad¬ emy. Albany, N. Y . Antwerp, N. Y . Argyle, N. Y . Aurora, N. Y - Henry Ramsay . C lion. Willard. Ives . \ Charles Pool . Several persons . Trustees of the academy. . Schenectady, N. Y.. Watertown, N. Y... Theresa, N. Y . Aurora, N. Y . f Fred. Williams Belleville, N. Y Union Academy Belleville, N. Y Judge J. Mullin Watertown, N. Y. .. Bridgehampton Literary and Commercial Institute. Adelphi Academy . . 1 Various persons . Bridgehampton, N.Y Proceeds of exhibition Brooldyn, N. Y . Several persons . The Hoffman School . Cherry Valley Academy . Clinton Grammar School . Delaware Academy . Marshall Seminary . S. S. Seward Institute . Hartwick Seminary . Le Roy Academic Institute.. Macedon Academy . Buffalo, N. Y C Sirs. George Hadley ( Mr. Wool worth _ Buffalo, N. Y Sandusky, Ohio. Cherry Valley, N. Y. Clinton, N. Y' Delhi, N.Y.., Easton, N. Y . . , Florida, N. Y . , Hartwick Seminary, N.Y. ■ Principal of school . < Hon. H. Sbeldon . ) Edwin C. Shelaon . . Friends’ Yearly Meeting. F. W. Seward . Various persons . New York, N. Y _ Chicago, Ill . Montrose, N. Y Le Roy, N. Y . Macedon Centre, N. William Lampson Various persons . Le Roy, N. Y Y. NewPaltz Academy Friends’ Seminary . . . Chili Seminary . . Lutheran Proseminary. South old Academy . St. Mary’s Academy . Oakwood Seminary . Brevard High School . Scotia Seminary . Concordia College . . . Bennett Seminary . Ellsworth School . King’s Mountain High School. Kinston College . . Brown Seminary . Moravian Falls Academy.... Friends’ School . Trap Hill Institute . Waynesville High School .... I Yadkin College . ! Albany Enterprise Academy. Grand River Institute .....*.. | New Paltz, N. Y — New York, N. Y _ North Chili, N. Y. . . Various persons . I. M. Chesbrougli (de¬ ceased). Rochester, N. Y _ Soutbold, N. Y... Troy, N. Y . Union Springs, N. Brevard, N. C . ... Concord, N. C _ Conover, N. C — Greensboro’, N. C f Zion’s First German Evan- Rochester, N. Y . | gelical Lutheran Church •( Now York Lutherisches . Ministerium. i Various individuals _ Henry Hutting . Various persons . Friends’ Yearly Meeting George W. Tilson . I C E. A. Graves . j ) Many others _ , . Various persons - . . j ( Freed men’s Aid Society . < of M. E. Church. I Others Southold, N. Y . Knoxville, Tenn . Morristown, N. J . Henderson, N. C ... I Several persons . . King’s Mountain, ! Alumni of school N. C. Kinston, N. C . Leicester, N. C . j Moravian Falls, N.C. New Garden, N. C . . . Trap Hill, N.C . Waynesville, N. C.. Yadkin College, N.C Albany, Ohio . Austin!) urg, Ohio...; Dr. H. O. Hyatt . Freedmcn’s Aid Society. . . Citizens . . Miles White Beneficial Society. Several persons . Several persons . Numerous persons . . Capt. L. B. Austin. Kinston, N. C Moravian Falls, N.C. Baltimore, Md . STATISTICAL TABLES. 875 1884 ; from replies to inquiries by the United States Bureau of Education — Continued. Benefactions. © . H a . © j! i rJS ° s H « ft a ”* ■p oS ft © « 5 § n'5 $ nk o oS 02 o 02 o fi Fellowships, scholar- j ships, and prizes. to a Keystone Academy . Linden Hall Seminary . Western Pennsylvania Class¬ ical and Scientific Institute. Union Seminary . Friends’ Select School . Sugartown Friends’ School. .. Barnesville, Ohio . . . Fostoria, Ohio . Green Spring, Ohio.. Pleasantville, Ohio . . f Asa Garretson . . < Elkinton Bros, and J.Scat- ( tergood. < Mary Seevy . $ Many others . ( Ex-President R. B. Hayes < James Wool worth . (Various others . Samuel Itickly . Barnesville, Ohio . . . Fremont, Ohio .. Sandusky, Ohio. Columbus. Ohio Poland, Ohio. . Farmington, Ohio . . Grand Ronde, Oreg . Beaver, Pa . Various persons Several persons . Catholic Church West Farmington, Ohio. Eldersridge, Pa .... Factoryville, Pa . . . .. Lititz, Pa. . George W. Dixon Mount Pleasant, Pa. Various persons . Dr. McCann T. B. Elder.. Pittsburgh, Pa. Eldersridge, Pa Bethlehem, Pa. New Berlin, Pa Oxford, Pa . Sugartown, Pa. Several persons Henry Bentley. Philadelphia, Pa. . . . Williamsport Dickinson Seminary. Polytechnic and Industrial Institute. Brainerd Institute . . Clinton College and High School. Williamsport, Pa . .. Bluffton, S. C . Chester, S. C . Clinton, S. C . Hon. John Patton . Curwensville, Pa . .. Many persons . - . Citizens . Chester, S. C . Various persons . -. Benedict Institute Penn School Kingsley Seminary . Bloomington College. Sullins College . . Columbia, S. C Frogmore, S. C . Bloom ingdale, Tenn. Bloomington, Tenn. Bristol, Tenn . ( Mrs. B. A. Benedict . I Others . . . Mrs. J. H. Towne . Mrs. R. C. Lincoln . R. K. Damah . . -HR. Towne . Mrs. W. H. Jenks . Misses L. M. Towne and Ellen Murray. LJohn D. Slayback . \ AidSoc’yof M. E. Church . Various persons . Various persons . Pawtucket, R. I . Boston, Mass . Boston, Mass . Boston, Mass . Stamford, Conn . Philadelphia, Pa ... . St. Helena, S. C . Now York, N. Y - Chapel Hill Academy . Church Hill High School. Tennessee Valley College ... Gordonsville Academy . East Nashville Academy _ Holston Seminary . Bledsoe Institute . Lauderdale Institute _ .... Pure Fountain College . Chapel Hill, Tenn. . . Church Hill, Tenn . . Evensville, Tenn . . . Gordonsville, Tenn. Nashville, Tenn .... New Market, Tenn. Orrae’s Store, Tenn. Ripley, Tenn . Smithville, Tenn. . . . ( Alexander Smith 1 Church Hill, Tenn.. Church Hill, Tenn.. J- Evensville, Tenn .. Gordonsville, Tenn. ^Nashville, Tenn - \ W illiam H. Price ... _ _ _ ( W. P. Davison . J Joe S. Evens . . R N. Gellespie . ( W. T . Glass . J. W. Bowen and wife - ( John Orr . . t C. S. Martin . Freedmeu’s Aid Society Principal of school . Wheeler and Osborne . Nashville, Tenn . STATISTICAL TABLES. 877 1884 : from replies to inquiries by the United States Bureau of Education — Continued. Benefactions, Endowment and gen¬ eral purposes. Grounds, buildings, furniture, and ap¬ paratus. m Ph u © m 1 8 Ph Fellowships, scholar¬ ships, and prizes. To aid indigent stu¬ dents. Library and museum. 6 7 8 © 1© 11 c . . \ . C $500 i 1, 500 c . $500 100 200 .... 1 . . 400 500 c . } 100 25, 000 2, 000 3,000 $60 1, 000 $2, 000 217 160 14, 000 10 650 ( . 250 i 50 2, 500 2, 500 ( 100 \ 100 400 1, 000 100 325 Object of benefaction and remarks. 13 400 250 500 100 1, 719 25, 000 2,000 3, 000 1, 000 2, 000 217 170 14, 000 650 300 2, 500 2, 500 250 200 400 1, 000 40 100 325 Purpose of gift of $100 not specified. Human skeleton and a phonograph. } For indebtedness and current expen- 5 ses, on condition of seeming $6,000. f For furnilure on condition that $5,000 { be raised. 100 chairs. Purpose not specified. For endowment, on condition of raising $10,000. Purpose not specified. For indebtedness. 30 volumes to the society libraries. Foundation for an endowment fund. Donor and purpose not specified. For a chapel. For payment of debts. For endowment fund. Donor and purpose not specified. Johnson's Encyclopaedia, valued at $60, on condition that the school shall con¬ tinue five years. For endowment. To aid indigent students. For workshop. $10 for endowment, $10 for apparatus, and $150 for improvement of building and apparatus. For an additional building. fFor the education of the freedmen and their children. Books were also re- < ceived and the principals Misses Towne and Murray give their serv- l ices. For new building. For current expenses. For college building. Fora new building, on condition that one costing $8,000 be built. Donor and purpose not specified, > To pay indebtedness. To build dormitories. One acre of land worth $1,000. Terrestrial globe and gold medaL For salaries of teachers. Gift of organ. Tuition to indigent students. Twenty-five volumes to the library. 878 REPORT OF THE COMMISSIONER OF EDUCATION. Table XXIII. — Statistics of educational benefactions for eighteen months ending June 30, Organization to which, intrusted. Benefactor. Name. Location. Name. 1 3 3 Institutions for secondary instruction — Continued. Residence. 4 Edwards Academy . Woolsey College . Buffalo Gap High School . Texas Wesleyan College . Wiley University . Germ an -English Academy... Central College . . Brigham Academy . White Pine, Tenn . . Woolsey College, Tenn. Buffalo Gap, Tex _ Fort Worth, Tex.. . . Marshall, Tex . Many persons . Mrs. Sarah C. Hatch Hiawatha, Tenn .... ( Rev. A. A. Johnson . I W. H. Cannon . Freedraen's Aid Society, of M. E. Church. Buffalo Gap, Tex .... Fort Worth, Tex. . . . Philadelphia, Pa - Rochdale, Tex . Sulphur Springs, Tex Bakersfield, Yt . Mrs. Sarah B. Jacobs Boston, Mass Goddard Seminary . Barre, Yt. Esbox Classical Institute - Essex, Yt Many persons . Mary Fletcher. Burlington, Yt. Lyndon Institute . . . . . Mclndoe’s Falls Academy. .. Leland and Gray Seminary. . . Hartshorn Memorial College. Storer College . St. Mary’s Institute . Lyndon Centre, Yt. . McTndoe’s Falls, Yt. Townsbend, Yt . f D. P. Hall . L. B. Harris .... T. N. Vail . . S. S. Thompson. I. Several' others . Various persons . Richmond, Ya . Harper’s Ferry, W. Ya. Prairie du Chien, Wis J. C. Hartshorn Various others.. ( Charles Lewis .. (Others . Hon. J. Lawler . . Lyndon, Yt.. Ludlow, Yt.. Boston, Mass Lyndon, Yt.. Providence, R. I. . . Providence, R. I . . . Prairie du Chien, W is Carroll College Academy ...,; Dakota College . Lewis Collegiate Institute... Waukesha, Wis . Spearfish, Dak . Lewiston, Idaho .... Various persons and churches. Various persons in Hew Eugiand. D. E. Vernon . Lewiston, Idaho .... Las Vegas Academy Laa Vegas, N. Mex . New West Education Commission. Chicago, HI. Willard Academy. Ogden Seminary . Provo Seminary . Rowland Hall.... St. Mark’s School Salt Lake Collegiate Insti¬ tute. Salt Lake Seminary . . American Fork , Utah. Ogden, Utah . {Woman’s Home Mission Society. Parent missionary board of M. E. Church. Provo City, Utah . . Salt Lake City, Utah. Salt Lake City, Utah. A lady — . Churches, Sunda and individuai East. Philadelphia, Pa. . . . y schools, fs in the Salt Lake City, Utah. Salt Lake City, Utah. INSTITUTIONS FOR THE DEAF AND DUMB AND THE BLIND. Voice and Hearing School for the Deaf. Horace Mann School for the Deaf. Englewood, HI. Boston, Mass ( J. L. McCague . < C. S. Watkins . . ( C. T. Boggs . ( Professor and Mrs. A. < Graham Bell. ( Thomas Gaflield . Omaha, Nebr . Davenport, Iowa. . . . Lincoln, Nebr . Washington, D. C .. Boston, Mass . STATISTICAL TABLES. 879 1884; from replies io 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 1 | § 9 | 1© 11 0 . $500 0 $100 3 . i . 1,000 10, 000 300) 3 . . 3 (3, 150 2, 0U0 ! . 300 $50 8, 500 . 2, 000 ) 25, 000 ) . . 1, 000 100 ) 460 i f 8, 500 \ 850 i f 2, 000 1 1, 000 1 . 1, 500 1 14, 500 l 1, 100 i . 5, 000 30) 100 ' (6, 0! i . i 500 $6, 000 $277 5 \ . . i Object of benefaction and remarks. 13 26, 000 1, 500 100 300 6,000 1, 950 9, 000 65 ! Hi For building and grounds. For indebtedness. To finish buildings. To maintain school and buildings. For current expenses. For' general purposes. $300 tor r epairs on buildings and $50 for books and apparatus. For permanent fund. To purchase and furnish a boarding¬ house. For general purposes. To found an institution for the higher education of young colored women. For general purposes. To aid in erecting dormitory building; alsostone for foundation and super¬ intendence of work donated. rent expenses. at $5,000. given in land valued cipal, and finishing of building; pur¬ pose of $1,500 not specified. Purpose not specified. For scholarships. To be used at principal’s discretion. For industrial training for needy pu¬ pils and for purchasing clothing for such. 880 REPORT OF THE COMMISSIONER OF EDUCATION. Table XXIII. — Statistics of educational benefactions for eighteen months ending June 30, Organization to which intrusted. Benefactor. Name. 1 Institutions for the deaf AND DUMB AND THE -BLIND — Continued. Evangelical Lutheran Deaf- Mute Institution. Le Couteulx St. Mary’s In¬ stitution for the Improved Instruction of Deaf-Mutes. Institution for the Improved Instruction of Deaf-Mutes. Institution for the Instruc¬ tion oi the Deaf and Dumb. Western New York Institu¬ tion for Deaf-Mutes. Pennsylvania Institution for the Instruction of the Blind. Western Pennsylvania In¬ stitution for the Instruc¬ tion of the Deaf and Dumb. Milwaukee Day Scliool for Deaf Children. TRAINING SCHOOLS FOR NURSES. Connecticut Training School for Nurses. Illinois Training School for Nurses. Earrand Training School for Nurses. Training School for Nurses (Orange Memorial Hospital). Training School for Nurses (Bellevue Hospital). Washington Training School for Nurses. Location. Name. Residence. 2 3 4 | Norris, Mich . | Various persons Buffalo, N. Y . New York, N. Y _ | New York, N. Y. . . Rochester, N. Y _ ! ^ Philadelphia, Pa. . . | Turtle Creek, Pa . . Milwaukee, Wis ( Alexander McConnell 1 Philadelphia, Pa. s (deceased.) ( Mrs. Swope (deceased) . . . j Buffalo, N. Y - Various persons . ( Daniel Marley (deceased). < Eliza Mott (deceased) . . . ( George A. Dockstadter . Many friends . f Under will of William I Miller. \ Under will of Mary A. 1 Grier. Miss Jane Holmes . William Thaw . Many others . . New Haven, Conn . . Chicago, HI . Detroit, Mich . Orange, N. J . New York, N. Y _ Washington, D. C . . Several persons. Various persons Various persons Various persons Mrs. E. F. Andrews . New York, N. Y. New York, N. Y. New York, N. Y. New Haven, Conn Orange, N. J . Washington, D. C INSTITUTIONS FOR FEEBLE¬ MINDED CHILDREN. California Association for the Care and Training of Feeble-Minded Children. Vallejo, Cal, Pennsylvania Training School for Feeble-Minded Children. Elwyn, Pa Various persons Various persons STATISTICAL TABLES. 881 18S4 ; from replies to inquiries by the United States Bureau of Education — Continued. Benefactions. 0 O fcfi . GO nr o S3 sr rC ^ r~ a 5 S* .a _ .t j E 3 e H | O _ p. «r T- .e-a £ & « 50 s . fcJO w s & — '3 Object of benefaction and remarks. $12, 439: 1 '1 $12, 439 1 600 | . 2, 270j 2, 200 ( 349 780 < 406 I ( 25 897 ( 285 760 i 475 ( 11, 000 75, 000, 4 2. 500 ( 61,500; 1,200 1,200 10 11 12 $15 897 Bor payment of debt; $533 from be¬ quests and the remainder from col¬ lections during 1882-83 and 1883-84. Purpose of gift of $500 not specified. Purpose of gift of $100 not specified. $55! $2,200 for general purposes, $15 for gymnasium, and $55 for library. > For general purposes. For building fund. j- For general purposes. ( Land worth $20,000 and $55,000 in cash 4 for buildings. For general purposes. 85 998 85 10,000 r . 1 I 10,000 1,342 7,303 7, 303 300 300 13, 350 13, CC0 5,207 5,207 350: , 56 33 For general purposes. Purpose not specified. For endowment. . Purpose not specified: in small sub- | scriptions made during two years, i For general purposes. Oil portrait of President Garfield valued at $300. Tbe trustees and patrons of the training school de¬ sign to subscribe the value of the pictnre and present the painting to Garfield Memorial Hospital and the money to the training school. . $13,000 subscribed for founding the schools, $350 on a $500 new grand piano, and assistance given in vari¬ ous ways by many friends. $1,026 subscribed by friends daring tbe year ending September 30, 1833, to- rr ward the building of a narrow-gauge railway, and $4,181 donated to the “free fund” during the same time, j A Chickering grand piano has also j been given to the institution by the j subscriptions of friends. 882 REPORT OF THE COMMISSIONER OF EDUCATION. Table XXIII. — Statistics of educational benefactions for eighteen months ending JuneSO, Organization to which intrusted. Benefactor. Name. Location. Name. Residence. 1 3 3 4 MISCELLANEOUS. Cincinnati Museum Associa¬ tion. City of Baltimore, Mrl . | Cincinnati, Ohio . . . J f Charles W. West . Hon. Nicholas Long- | worth. j R. R. Springer . ! From subscriptions for 1 the year ending March [ 1, 1884. Enoch Pra^t . . Baltimore, Md ...... City of Ea.ll "River, Mass . Mrs. Mary B. Young . Fall River, Maas. . . . . . . J STATISTICAL TABLES. • 883 i 1884 ; from replies to inquiries by the United States Bureau of Education — Continued. Bent factions. cS . & Object of benefaction and remarks. r: o EH 5 | $542, 331 j 13 $150, 000 371, 631 $20, 000 For endowment fund. For tlip founding of the Art School of Cincinnati. For hotter accommodations for the Art School. Special purpose not designated of this subscription amounting to $700. 1,058,333 600, 000 500, 000 1,058,333 $S33,333 paid to the city and building valued at $‘125,000 more transferred to the city by Mr. Pratt. For this the city is" to pay to the trustees of the Enoch Piatt Library an annual sum of $50,000 forever, to be spent by them as they may see fit in pro¬ viding the people of Baltimore with a free librai y. Probable value of lot given and build¬ ing to be erected thereon and fur¬ nished with mechanical, philosophic¬ al, and chemical apparatus, and upon completion to be conveyed to the city of Fall River for a high school, to be called the Bradford Matthew Cbal- oner Durfee High School, as a me¬ morial of the son of the benefactor. Tablts XXIV. — Publications, educational, historical, tfc. , for 1883-’84 ; compiled from publishers’ announcements bn the United States Bureau of Education. 831 RET OUT OF rI HE COMMISSIONER OF EDUCATION. 5 3 % © C © c u > > 3 00 00 00 rt* o © 9 > o © o a s a it *c s o ^ *5* C £.215 a / a a .bag o£o © tf,q ^ © ^3 Roi bf'B. q ® £ a w > p » *§ S3 >1 »S .ig a * S a S © / cj c j3? q> 3 1-® 111 as q q <5-q © © £ 2 w «*.= a § w •r © © £ © q © © *a'© 'o £c3^ " ^ «« .-2 qa .2 a a q © • Is I e.0 o P --- - o « q ©-* * a.2tst liila.2 . o 5 =1 aj 3 £ ►.« *ca a ® >> ©'© q To ■E i ©.t; 1.2 x e © C5 .* ‘3 o w a u © o-© a « ^ » 03 .g jjj£. q » tt . .’I 03 bD © eS Si *1 ei * H ■sf tt © . q a- a -S i£ s * « % % q -7i . •eS!|w ■ 5 — ©.2 b 1 SllSS.2 a go © S|N £m a M'S »*; ® - 6hH « q ® ►.£ cc 2 3 aq&H - 21 £ S(§ ■-« - q& . o®^, K N © 5 *8 a © 5 q b ;-§a ZL c.o r,®j 2 ® 2-» s3 ^ a ^ o 85 £l=as tim ii^l - liilikl! •2 SB, .bSS^ S.2£S°>3s h- |wgs © q »’ ».c^l llPii •3 a O S 53 ©^ B3M © © ^ §|gJlls£>? 1* • fctjBBJM' S^JS^g^ -BgS '~'3 3 - ©^«5 § g ©H 3 S5fl boJ*s3 © a e a •• '2oTt>35 ©.© ^ "3 ^ ail 1 2 © t w -® rt *2 P®w§30SP5^JiOa >b£ .K-S~ W3 J; >» y> P H CD 6 B P bO P fto IpH gSPb s A'p .a p d d ‘o'© Wo £ © V.O C©. a c -5 P (H © © > © O r°~ . © o 5 bt. to -s ©W_ _£”© o M _ .<1 P- o © Ph P 15 a p 5 o p P"5 ^2 *3 \© O • S >. ft--1 _© . "S -g 33 8 £ 3 • P, ^ ® -M ^ ifl-rdO t- >P A' d -PS -e o J5 3 P 3 1 .2 ©■s g-S p 1^11“ « . o p p p 2 >£.2 3 p ©^ pfc&l -> 5 2 >> ffl P_; ©-S'© © d o* a P © op cc ,rj ^ © c C ® 5*5 ► - . -o © K ® S ^ p g8j3£ ° • a g ^“frx2 ® tscb-sf Is ; © •— ■ , 5-2,rn'/3'-,2 » « .SW«1 f? *g.» & ^ Saa^ a ? 3 . . fl-fi d3005 o 4J * g&E S^S CD fH fiZ p CJ ^ is 2 £3 ® ^ 'In U to o 'S ^ a g j’Sa P J.S 2 £ 2 ..rbj rrrtK wr * 71 ® P s p" s . © w ba'd-s®3 o IJSsS®^ a 2 3 SSiSoSsS-Sl^a a §P5 3 ® (>.ro'E ®.2^ 2'* S © p.o -U'c-ia d.9 •o’g'.SSS 1 B-gO Sr.o' "feS's-S a ^ 2 £ 00 H *S ^ 3 g M * w _ £ ®'ao P ® g«2 ©U* ■2 §1 1^54 I S d^ 2^Mp^- so®- aHH S s ^ ® ■s SOiidH j co t^air^ 2 _ — be-*? pt « P O . -r- V <5 i';o *-''*^^T,.rP ® >5®-P’m t. w) English Literature. By Prof. A. H. Welsh- University edition. 2 vols in 1. 1 S. C. Griggs STATISTICAL TABLES. 887 a ci FMP r> + L- 00 0 TH l> O v— i 0 • cc> i> (M ca fM CO rH £ t CD rH + CM CM 263 354 115 O O JO g ^Hr#< CO OD500 COCM CM I> O O VKt> CO ID Cl r^C?r- 000 CO rH t-t-^00CM n CO H' H t~» rH CO rH CO CM O + + + + ++ +4-4- ^ '“wg 0510 1+372 343 0 f> CO 8yo . 12mo . 12m 0 . > 12mo . 12mo . 12mo . 12mo . 12 mo . 12mo . 12mo . 12mo . . . 16mo . 16mo . 12m 0 . 12m 0 . . 16mo . . 16mo . 12mo . 24mo . 24mo . 16mo . . 16mo . 8 vo . . 8vn . . 12mo . 1 12mo . 1 ^ a ^ © ©p © q © -Si s« Sh ©■fi ; «s : a , oa :H :N • 00 • © : a • c3 ;i-a © g p *” >)N r© © cs ©^ .© o is2? : >» -a! o a n ■ ..S'gsl^ :S*ggS5ri jjj£fl£8§ . 0'S i« •Oft r©H 8 g ^ a fl ca ®Ha 05'° 03 rH g © -2 M •S’fl §: 19 1.® Sou S^aH 1i5w;3 ^ ® 9 s ©3 6© i £§£ 3 ! j ~o ©’ 3=5' CS >,50 ^ '".©p la . © © Ills a >» £2 -S _ g a © . s -s S) 5 ||*J*5J :g ^'P ^ j p S ."S p £ ■S.SlsjZj a - S p ^ "'eLh m ’tb S a ;?-£ _? ,5 t*> © ® >. © © 5 a ^ p © © P®P q.'S’^'S S 2S fl ® ’© Pm ^J°Sil®£*!§§i«-s.§ iSUgaall^i^Sw^sj ©a|.s _a'73^ ^"9 © ®^ b.f3 "t © © >>;3 ©£ P< g'P O cs-h4^ dp o,©^ ^JllJ^ilfsfsif^ S'g^l^-J L«d si £ 33®o«T 3W?2Fgl.|-S|;SlS§ * 1 & ©^ a d J«iw’EjM*s£$a!?%i d ©H rrl « > XI -5® © ® a° .p £ . © B0 5g . »cS P u - = >, - .©M ©^ ■f3P ^ §1 C3 liO -g a«j ^® SPW M ci © §w ga ^ . q a 8© d © .a a a ® 2o o« Eg: C3 2 O 4I ’JL ej o s fe S’i’®S S ’ ®H>© l S1^ o •saiap-s«*afl -2 . *q oq. g at: a ©1 r" ® -to to .2!§^H. Cftps © ■oM « ® pp -to t, H !> s j h * © ©npl H ^ _J W Q,/ - •*-» TO T — Srz3 : a^o'S o'© 'a .2 tT^a © q S^-+. ©P 2 j t © 3 ©^ > >i§ ©H o-s M«3 P fH n Q PC? .3*0*3 I i5on«2 Table XXIV. — Publications, educational , historical, <$~c., for 1883-’ 84, Continued. 888 REPORT OF THE COMMISSIONER OF EDUCATION. S 8 iHHrlrtrtrtO ca CM > CM O a a c o a a o o a- OOOOOOOOO© I « O O O O O O O* ? o o o o CM - . - ! t « o cHg P j. 'ci -p ©A •1? n >' A ■w §s£c*g3 lesss-g fl 6 H o h> cS t fi 58 1 s a ,2«j o » 00 ®'S jj *§ o .tj 5 a? < 1 §•§ g* -j . « >5® r; ® a) a? c+i h p. f»j 8 s -3 © s *8 «3 P< if £3 "5 *. £|«asl5 I ^ w 'OJS P- 5 §H>8ai'3 •| d C cB f ® « « s“,p§&^fe^i ri L^> ©.£ bt'PCC^ ■gg«s® £Ho«>§,§&*82 •s^. 9h>^<2 s-rt g «g . . 'O .3 £ ®wJ-£ ^■'52.2 ps*es .a ® >> SI a +3 HH • v-T * O C6 fcl) X2 ”3 CE Oi S o tip 3* 5 EG E A * o n « >> >> pa pa J**? +3 >>© c l|S ; £ 3 1-3 03 <1 . -S'S ^§11° pa s’g I .£ fcJ5 13 o-P -is o -.-PS ,3 A^1P5.9 M-S a, V 1 ©‘3 n ® s^' :SaS Wg^o e ki iliiftiiiilife 5 2 c a fct> a o oH MfcHH i s £££ © S 5 S^S ££ ©-S rt-1 . >"3h S’5« ,2 1-3 © c ^ g, 3 s Sapq H H O Ph H H h3 C/2 .© £fi r__, ©H E8 STATISTICAL TABLES. 889 fiC OW Cvj W W CO O CO(N N N o o fafa > C: O 05 (Cl O Cl '-♦I c- <£> CO 06 -<* r-1 CO CS 05 GO C© • — »o r- -— t— (M lO H- + +-M- 00 00-q..!©»0 o © o a e a «£5 Cl C3 2 E P 0 0-00 a a ? a a Cl Cl > O V5 O O O O CO saaso^- Cl Cl Cl Cl -• ft ^rrinQOw -Sfc „ ?-< §15 05 £ ft © Cfift oooo© ooo ft g o rj 2** « n £p , l"8? 5 fa a a H fa fa w ■8 ^ o © o q c3 w .a a •♦a . i-C 3 - > ◄ . ® . CSS . a : | +> '-A © :h £ : y 3 £ §£ %«% % >2 *«§ Wo| S as- 73 <& . ©.9 £ 73 >0 Sag © © to /3J3 a Hnfa ■o . c£) 1| £ 8 Wre o a ,a cs 1 ft! 3 05 'O © © 9 g ' g 3 w|l»! -sS'fJa 1? fa©> • 5 d « 3 £©•* a -2 ao^S* Si 73 Jy4 ft ' — — © a Paal o o^gg yg.* 3ftWJa ft © . ©.a =«>-o 5 ©M © «. '“v © ®g 2 >> r5 ® %o°Ji . a 2 Sa © “>>3 ^2^9 1^^ g | fa - »w « .. o © 3 52 S| t>® tAa ® . 5?J0 fcB a to © CQ © W £ 3 i2 pa a . © ® a _ ci'^3 £ft-g ©ft » ° - c 23 .d ^ 2 « q COH H ^ Jj «s , 5 © b | © o a? 2 ® cS © i ^ p_ to ef;« olll-ls'S^'EW8 ift-2+ad, ®aito5o o'© -a a es ~c ft® HlHr.'c.cftflftS'OB F « ft > ^3 . S1© g o tit ? oH § «h ^5 : Sfd'a.©!^0 a g © o ®^d p j ■ o a m -® Hr 2 ft a5'© ^ o'H’® © 11^1115^ !§' ^!r! = &ff> S3-9 3"S^ &S 8 « ^20 sw^ ^ 2 Jill'S So-^J t ^T1 t2 •>— S *■ Cw ® Cl? r^J (D Q C 1SHHfl0£cdv^j:rj ©H£=j ®.So £ ©2 ^35? l! . o . c ©.2 '”'5 f£ -•-, © © >J 'gcq © ; W ©. §7^ |Wpq P< 13° >5° ©I ®£jft c«2f.-S a © ft «' H § fau 'c a ft ^ ft cJ 2 i-s « o g 2^3 a ft'© a .?£ © m ^ ft -ps i-s ^ ft ^ © ® ^ c© ss^.w'a fa ^ > t>.w & .««'«&£ I £ >5 . . ©^ | © wg - ft^ g.sigsff gpll, ,5 sW «}■ a 5, ft. s ft ft © ^ £ ft 2 © cs S-g a « § © « -fti: o> 5~> Tabus XXIV. — Publications , educational , historical , $c., for 1883-,84, , © C o o ■** a o I + + oooddoo £ £ S 3 S £ 3 WC-IJI 7 I o w ®-5 gtt ©t>HcG a © o o © © © o *9 15 dn3 &® § g a § g H £ .2 .2 a? 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W O 1 Cj £ a<« O B1 O «. i St pMh .? M £+= p >5 >J o © ^ .^.©w a © ©Pp3 . o ® ts o o STc IWSrhC — ^ ® 3 © © ^ ® . ,_ •w -r 'rj © a ® :pa gpMf2i H© 0:S ■3 Tc ©P p.^ ri o « 3 0 H HF ^HPiAh <1 W Hw 2 © x a a, a P<© © ©r'T'rt 0 a a aWp BS^S aO P e ^ ® ©SB?3 ^©^s £ B P © ® 'a^F J 'S r/5 trr a © ? a tc* — o a -© 5 o g^3 t-s >5 3G illustrations. STATISTICAL TABLES. 903 10 m o o CO rH rH P( P< cs a Pm m i I I a oo ^ cn r-i VO C© CM cm cc co + + + CO CO r- rH 00 (M 0 1 r. CO I 1 I _ L »o I *1 “T I rj* CO © O ^ I . r-J in co rr un T + c o £ 3 CM CM o o o o o o S 5 S 3 t> > CM CM CO CO CO OOnrir-H a a • o © o p s s a t> to SO >4 o a o w : *3 • p Z ; %D § : k ^ o *3 ■ tJ dr cO a'p § 55 ig 0 bm & t : g j- © . « § ^ Id d p ->•£ p a • t> ; (M © p MtT O co ;-•. • § j :i - 5 03 "ot d i2? 6 ^_, © M j o P< Sd • •'I pd o g ® CO 2 3 d ©as •£fl 22© fl m.2 ;-g S -g’^ : id m| >» CO n 3 B 0). ,?h J* 2^p -t-.o fl o » j ^ M § Hi! 1j © © a SgS^lIl Ph ,2 M x d ■*■* |f£©d • b! 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Sauveur and A. van Baell. Table XXIV. — Publications, educational , historical, <$c., for 1883-’84, r— i X ©co coo© © © © E 2 , + "+ '+ -f O O O CO : o © © <<3 5 3 3 r C« Ji £3 © h^co: o s ~ W § : o i 03 ! P tc t> 3 'Sag *35 ®PQ oPM .1 TI a£ ci .2 3 ©-03^ „ . P EJ 2 os « a © -~ © ^ o S N © l|i|l 111*? S.H 5® ^ 2 ® ^ £ ® ac^a_, sSl'+sO?! 03 CD B «B E~i © O CE ^ © «5 3 g cffl ! £ s§ -5^ >) « •- ^ w* s « .© ^ Q * >..23 "o |S-Sl! -2 © ©^ P ® -3 ©I I « « C JS5- J ..£ B - J ® r. O © : k.’S-h-] ’s> * * ,0 3 &3L © 2 +0 f© © a « s : g J >o © :5 • r© il 4 ^ s ♦3-r? 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IO O W CO CO IQ 909 ; § + 1 TTC5 I t>- CO •*$- o: co co 10 COQO | o +' + + 00 tH © > © © > > 00 CO © © s © >■04 > CO rl 00 o © > t» 00 00 © o goo t> > 6> t> > 00 CO rH 00 CO py n cl • o 0>H1S <1 , * a .2 CJ ^ r\ «s a pa oo ^ fl © s £ © m t; © £ n SQ 'fl © >» 'Ei a o riM S'© ^ «h2 a 0 p © a C ,fl a M c5 §§ a S .a © CO t» 0 § 0 8 ^ lJ b ■g§ M fl H ©5 » © ^ la 3 c 0 t4 t- a 5 £ ° p1 S ^ s 1m CC pa a 0 l«o S >4 t>» pa t>i . Cm l/.li >j • Md a ® d >4 pa or* P3 ro' i? ”S £1 © ® Erl © HH to 0.2 3.2 M £ © - °| g£; © CO © ' - I GO • i© a « O . « c «i »! ? ^ l >4 *1" 5-a P° -2 £« >-. <^ a o . © rt bO H©.2.2 fl<3 d 5 jj g © »3rf|| ••acsgS | -§ .a? • ™ ® cs sg5|a d^§l§ ^ t. g ® oa ’fl « | 1 •g M .1 I ldS g a ® © 1 O te * © g ttM «3S ^ 3 Ph la j <$£ . >* a £§«§ gSM H i a ®t> 1; © CS® ^5a g g|5§ A PS _( -go 2 2 o | ^<2 fti , © tills IS|“ ©^ g © © § 1 § i|i^ hH $ ^ ©_j J ^ aoJ g •S^©M A © >> ns cc ro» c 3 © ©! 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J^ftgft 9cS^ S So '©^^H C ° 345 2 © ft,£3 ^ 3 §<1 ft 7? © Ph bCr ft a 0 § COft 3 do ftft ^^Jft ® sslfg1* £ £ © y; PfP Sft 8.2ft >5ft P « 0 W ®.2-a.9 1> © rt ® .s|5S« p p © 3< .2 rv-M ffi H V O) f' hJD . - r. tH O a ^ C4 GO i-* W M ® CD’S ^<1 bC ii"u ^1 £-> CD a . r& m EH Ph cfiO ^ CO iO o o > > CO CO L_* rw R>g o'¬ er® o ® 33 ® « O^P -3« ft 2 ©3 -goW CO -3 ro c3 &P ®33 GCO ft® EH §a ® *!§> f«J£ Ill!4 iCIIH ssffes& O.H 0 OhW co ®Oi-i3 ”<£g-3g_g> a— ■£ a tcp. O 2 3 5; a O §©1p 2P . © o o,2 pace "" © 32 'f C O ’■o © >>« p- .fc B ^ O «3 j&js si p p A Sa *r 0,3 I | II .2 >> 33P p, • a & & .03 © g .ap 'S .9 ns 42 a « •§ d? © -S ,® > rt g Ch © 3 33 ® ’*"’ © S3 2 r K _P © p -*p> m •V eg p ei P s a rt 03 S ri •* P >> 31 rl Ph p ,§'gi?lll“ "^33 ? k»®-S S,a!'g|w •p.?3§I1 |i as is s^liso P ccW”<4 to Oflpfl 3 © Q © P a _-o 2 i © s .®^ © > *6~* g*S9 ©isl £Co^O ii?>> !§■ - CO o a I O 02 3 ® a a o \D .2 j§ ^ a a *2 £ © Cm — 1 § " 0 a . t? -2g §-2g^ _, . . JCfl o' o ©-a P M P I h.Jb.o « ® a ®p 033 « ^©3 g i Sfls^^iSSI •§ a-33 3ra©'®o33”-^ ® ®§^-c!SoHi1w ^ ns p >;-2 ©,Sm©£3>2© © O uP g®o^33®H'2<33 ® ^*=5 O m B H £ a 33 © P tE M P‘P C5^.9 •SS g _ >,c3 ^ t • O • >^03 £/S>a ® co a ®* ^ <4 H g^ISfO oT'SnsSS-^ ® >> « © © bT © o-o ®"t3 0's g| £^33-|^ fl ® o '3h §•§3.5 ©.& ® a S ®lSf ^Wrt©-9gl'-S Om'^ap9'P oSS3lS£-3 ■s ^as-0! STATISTICAL TABLES. IiH t- (M 83 r-l CM + + + + co cm in + + o o g a a t» CO CO o o a a fe as 5 S a 0 -g-Sf tt fee o = s ^ • g 8 5 . a W s CS > v ^ a 'o 'o : J : : 'O 'v!rOrS r!0'^'^ s ; : : : : : : : 3 ; A * h> w ;w * « • ‘ fH • « 6 i i i i i i i .<8f 2 8$ Isrf o«j §■2 S§s fl'O o 0 © > » .2 © w gr . » >>“5 ■S «A,2 a 2 s? ■p0hO.5h® “WhASs’S © l* ® r • (3 .2 -o ,£} to OT3( 1 *>§ B ' a> _ .ogslgil % §8^ J g« .. Is '? §’ § .gw-sJagA* 3oc3.S-SM°ofr'0Ssd >§-H^ca -*Ph.SPS o . a ’J^gl^-slas-gSl l eh oO£3 g£ §^^3 ©^ csW a e> > o o'© 0-rH cS‘^' a-s^ s ®.S 'g s PMr.0 'S .£ os a £ b^S jj ®rw 9 c •s« oOtoPn go “§7 &12 ©4? wja'oJaWjgs.SS'stt §s H H B H Ph £ 925 Table XXIV. — Publications, educational, historical, c., for 1883-’84, fa. — Continued. 926 REPORT OF THE COMMISSIONER OF EDUCATION. STATISTICAL TABLES. 927 O O O G r-< lO G> C C £ o cs I- + + ■f + O 00 + + o o s a (N T ) o o a a O . <3 : _ o ■3D ^ a a CK * 1 g H p2 ^ w> • W ■ W ■ w ■ w x w • • 1 . , ■ » » • 1 ^ • ^ p w ! fS cs i : : ; : H j : %% H-£ ; p § >,°£ . CS ,_ M gjo ®SeH • tJ : 3 ££ :0 § ® . §5 o : © ® . ,S«S 00 ® ^ ■a 43 ^ : s£j> :2.go ;r- «-g ! * • >,'« g§PH^1.0<)g i 2 feo" ©ce” CRSR-qy wj> #o a|" ^En STSa Pvsn '■' . a cj 5=t-t -E= ^ ■■“ 5 ° °w ° g § Iss sqS, q 0 0 tj S-t ® S'3’3'03 n® rS ® i® « t? ri> t>H a • te Table XXIV. — Publications , educational , historical, > r- 1 00 00 2 o 5 ^ I'd a ? It's © © fc w» u.9 © © -gM M’S p4 o p © W .23 Mo eSM /a ” H § S3 *ep J3 o © © Kk a a © o O _• Cw.2 O © t>.P |a .SP ■g-8 ^H •• ®»rt Vi © MOj §3 - o u T© ► O g r3P« 03 s > §M ® a ©P CQ S’® jH « A >' 3 © © © a « • .m © -O . ® rj fi^p III can a P^P o so o- Wp QP #o >1 O '* '* p> M 2P © 2 © Pi •2p«§ Ilia OS S 3 °j3 Ifa?® |PO ®M >, >..s §S\ © t»L_‘ O as o uj © c a 'i.S t-> WpE ,©<33p t-rO '§>”5 £* II 1* P-© i* 05 P=3 >‘S W ?1a -a.| >!-§ -S pC >5 p.Vi .5 go 3 «iasiiw p.©° .asp sl2^5l§ H " .2 d a« Hi 1 *5la§S P H30°2l k-4 W C3 2 ©p£?3® 0 -Jxl^ 0&U !z-T3eo ce^^O »5.2 «. £ZMt*'g H HP H t^M 2 ® ® > § a a §P t;.3poJ § cs >>3,2 W3 2 ©M,©PO,© o c« ©.» P •s© 85«“S S.3 r°^1.2 •a « ..2 §«s2j2£ WtfogagS w ^ >*S®c ,g g g 5P^.22 5cl ©"Ha rt . ^Rrto: p 05 .-r wh ® O O O © oOi . 2 05 Wr3 •Jp 1^©^ ©Cc a-SH ® Jo ^ oP3P H ©k;P . m.2« Si’S- IW'IspI -^&h^ a •:©'-§ ©op^o <1 as s-° s'S © 2 § £w-9 . m ' © c C32S.5MP 9 S i t a .. a° 0^=*-^ 8 |H||S P2^p^g3|«|l| H ^ (§|o§o © a tjW’ •S©* a^« si Ua*S’ O S’ a ? I © >• » p< & H rO O s m £ r& 'w § 1 3 5 fci . n ^ GH ®G . rt g S P oo 3 -G 2fe >«3 P i a' H H H STATISTICAL TABLES. 923 CM O © rH rH lO CO CO - ^ CM rH 5 CM + CO +4r i—* rH ca +3gw s£+ r-» 'CO + CO ■nt< + CO + C4 CM + CO + ' + 00 «.co » CO + IO 1 o n c r?-~ - fl>fe;>ipg(2H'2Q*J££ ■© -S' ® O <3^ .Sca’i.ti ® 2 >-w> - ©!3 . . ^ o r- ® a ^ --m -C ^ -w S ^-=3 £ a o +"~ q K2 c.^ •Jcsffjt.d i 6 '£ Pi ® ^-’§'®!.S qh3h p’03 br£ cc SoS S j H rG ^ ^ *® "S O 0 J? O -'rt U O 0^3 iiii* ®SB'SSi§3l;3Slpgw..S^; ® a'“2o 2 ^^5 ®^-2 oH jj ’*"' Jp s- -.&« Orri © csO-3^ 2^ .73^^ o 1 g5 O*3 Hill pf.r i“ii r-:ig|i §^.i> 5 - - 2 is a isfll#5f *fSI «st! Sfl? 0s s|'3il|(5||£n" d.o |zj_ j Sp^ ,^o£w5®p2" °2 flc^ M k-.« >5© fl 2,fc>HO’H >5? _..rt 5»-s|S &§3s*»3||sS« I* ® H ^ »* fc*. . O ^ O r' H r75 'p a j§.2 « ®.3 ® ^ rt <*H § SPQ © 2 Isi^^sJigpi H M H HR h 53 E ® S ^s5 ti'C’i c — -q w » w © b;= c« "8 o’® ©' S ©■ 2 J3 2 2 £ r§ «£L •_§■-: 3 fl © »— « © r-« w © H S-CjJ3^ © rH 4-^ 53 4* ^(/Jn-H H H — G'HH - H ^ J Table XXIY. — Publications , educational, historical, 4ro.,for 1883-*84, fyo. — Continued. 930 REPORT OF THE COMMISSIONER OF EDUCATION. If *T ' > .p3 "© ' Is W .C„ be ! © .9 :i2 1 : 1 .2 © © p GA © . g.2 a £££.2 -g « © g p^ p © © rc^1 © >» © t» St X o be p P w < n3 o :,p a u © ■ 3 ft" 'p p £ W I A a zZ |9 £§ ss ga M-® -§8 *8 9 p a o cC T3 p s 2 .9 p pit •fis ei +s~ 5j£.Q bl'S-a rh « " £ K P © O x xA pp fzo . p P I—. *83 <4 o 1 1 W'§ 6 S'S, ^ & W £•« «j©o u £ bH "g . _ _ © ® o o^. 2 63 o ~S :5 ^ £ bi'gH a? >; li1 ^ 2-9 fe o a s fc -9 p Op a ri * M © «s §1.9 S a'B’Z © S£ ga £ 2.2.3 go^w o^rP'g 2 o a a p3-^ - >> P p c Hp . • _ X ”3 2 rP ^ p 2 p • "ci © a ©^d p-* cS ft ft ew £7 C 4v 0-2 s ^l-s rp 0-0 C3 o 3 S wg© © OPj P3 ©H H o -- 6 ii 5)2W« • |^1 ©9^-^ r’sC 9 g"|o©!' ’|h . PH O g § t^TJ P-9c_ t>. o p S ■“ -gig^ii-SHg^ l tp-S § ir- »pq |JW M _ fl •d C w p a.-S

» figSB 2§ 9^ Pp © +S tJ©'S 9 “l-ss! IliissS ^ a ©0*9'^ Pt^’q 9 5 a H [>-.'© © g I? p^Ip^ 9 t> W B=1 § S: J? © os ! • s® L©.^ t>j 1^2 S J t§ © -2 ® P © ■*» p ©.^pj ^ fto50- & <1 STATISTICAL TABLES. 931 Table XXV.— Improvements in school furniture, apparatus , ventilation, $c., patented in the United States in the years 1883 and 1884. Name of patentee. Residence. Number of patent. Title of patent. McKinnon. Cameron . Faueette, James B . Bowman, David D . . Weed, Howard L . Miller, J. Franklin . Cogswell, Henry D . Foster, John F . Price, George C . Cook, G. W. F . Price, George C . Price, W. C . . Cook, G. W. F . Scbmolz, William . Sbaw, Albert C . . Finch, James B . Montgomery, Frank P .... Holman, Stephen A . . Halsey, John S . Crittenden, Ralph . . Henry, R. G . . San ter, Eduard . . Rightmyer, William T . McLane, Edwin P . Brown, Reuben H . Holds worth, Thomas _ _ Bancroft, William . Hendry, Alfred J . Ayer, John M . . . Blackman, James M . Bronson, James M . Burns, Robert . Byrne, John J . Caldwell, William L . Graham, Daniel M . Hafgar, Magnus J . . Hanstein, Herman . . Hepp, Daniel . . Lancaster, Israel . Newman, John A.. . . Ridge, Joseph . Swain, Edgar D.. . Weis, Julius . Doubler, John W. H . Hecklinger, George B . . Kiser, William S . Todd, Marshall . Hull, Lewis O . Fry, Henry R . Dodge, Wallace H . Kennedy, Albert H . Coulter, Joseph F . . Fitch, Eugene L . Byrkit, Archibald R . Burt, George . . Pond, Orlando M . Siltz, Frank R . O’Neill, Edward F . Midway, Ala . Dover, Ark . Eureka, Cal . Grass Valley, Cal. . . Oakland, Cal ....... San Francisco, Cal.. San Francisco, Cal.. San Kraucisco; Cal . . San Francisco, Cal.. San Francisco, Cal.. San Francisco, Cal.. San Francisco, Cal.. San Francisco, Cal.. San Fi ancisco, Cal.. San Jos6, Cal . San J os6, Cal . Spcncerville, Cal _ Buena Vista, Colo .. Hartford, Conn . Waterbnry, Conn... Ha rt for d, Conn . Meriden, Conn . Mt. Carmel, Conn ... New Haven, Conn .. W est Winsted, Conn Wilmington, Del ... Darlot, Ga - Chicago, Ill - - - Chicago, 111 . .... Chicago, Ill . Clricago, ill . Chicago, Ill . Clricago, Ill . Clricago, 111 . . Chicago, Ill . Chicago, Ill . Chicago, Ill . . . Chicago, Ill . Chicago, Ill . Chicago, HI . Chicago, HI. . . . Chicago, Ill . Rockford, Ill ... _ Streator, HI . Albion, Ind . Danville, Ind . Fort Wayne, Ind . . Grant County, Ind.. Mishawaka, Ind .... Rockport, Ind . Burlington, Iowa ... Des Moines, Iowa. . . Fairfield, Iowa . Fort Madison, Iowa Independence, Iowa. Leon, Iowa . . Storm Lake, Iowa. . . 298, 608 289, 401 300, 203 296. 092 299, 668 272, 653 • 273, 268 j 284, 326 1 300, 735^ 287, 477 288, 372 275, 475 294. 254 298, 090 291, 723 J 278, 225 285, 684 296, 456 299, 242 288, 771 296, 751 272,188 287, 434 291, 666 273, 805 290, 846 209, 733 270, 534 282, 702 297, 129 271,061 C 278, 010 \ 288, 235 276, 399 290, 691 282. 659 ( 294, 154 } 298, 891 297, 541 300, 421 292, 902 292, 650 292, 658 271,949 287, 400 273, 059 2S6, 594 270, 225 273, 260 299, 532 289, 384 298, 726 298, 499 280, 092 299, 492 Ward, George C - Hicks, Amanda M . . Disbman, A . . Crabtree, Thomas A. Libby, Frederic M... Frey, Charles - ... Card, William E. _ Bell, Albert . . Frost, Francis S _ Bellows, Stephen H. White, William A . . Getchell, Ellen S . . . Huntoon, Hazen P. . Johnston, F. J . . Hanson, H. L . Lockwood, Rhodes . Rich, Perez C . Robinson } J, Watts . Girard. Kans . Clinton, Ky - Paducah, Ky . East Surry, Me . . . Portland, Me . Baltimore, Md Baltimore, Md Reisterstown, Md Arlington, Mass . . Athol, Mass . Athol, Mass . Boston, Mass . Boston, Mass . Boston, Mass . Medford. Mass . . . Boston, Mass Boston, Mass . Boston, Mass ..... % 297, 041 1 300, 075< 283, 576* 294, 478 273, 058 276, 800 290, 169 275, 631 C 297, 056 $ 299, 722 296, 259 295, 996 300, 709 j 293, 014 270, 959 297, 717 294,079 Pen rest. Theodolite. Revolving book stand. Slate washer. Combined pen bolder and blotter. Air cooling apparatus. Pencil clasp. Slate pencil sharpener. Combined slate pencil sharpener and sponge holder. Ventilator. Tellurian. Arithmetical ohart. Folding map rack. Pen holder. Pen holder. Calipers. Caliper gauge. Pen. A ttachment for pen holders. Calipers. Pencil sharpener and holder. Blotter tablet. Ventilator. Ventilator. Ventilator. Removable book cover. Cyclometer. Adjusting mechanism for calipers. Combined blotter, calendar, and rule. Apparatus for heating. Folding desk. School blackboard. Attachment to dividers. Pen holder. School slate. Card for teaching drawing. Muffler for school slates. Noiseless slate. Dictionary stand. Blotting pad and ruler. Map holder. Shading pencil. Tax, interest, and percentage calculator. Interest calculator. Pencil holder. Map case. School desk. Geometrical block. School desk and seat. Siphon starter. Book rest. Music holder. Slate frame. Ventilator. Key-board attachment for musical instra ments. Pencil. Heating and ventilating device for build ings. Book holder. Pen holder. Siphon. Lead pencil case. Book support. Easel. Caliper rule. Calipers. Calipers. Book cover. Pen or pencil case. Siphon bottle. Pencil. Ruler. Machine for computing interest 932 REPORT OP THE COMMISSIONER OP EDUCATION. Table XXV. — Improvements in school furniture, apparatus, 270, 702 Voltaic arc light. 297, 434 Heating and ventilating apparatus* 280, 0G6 Pen bolder. 274, 03 1 Tablet for teaching penmanship. 289, 570 Music cabinet. 274, 836 Pen and pencil holder. 297, 189 Ventilator. 270, 543 Lead or crayon holder. 299, 602 Book case. 1 298, 532 Portfolio. 292, 007 Autographic telegraph. 295, 137 Writing tab Let. 299, 046 Marking and shading pen. 282,110 Music leaf turner. 297,602 Micrometer. 280, 051 Hand rest for books. 297, 651 Pen holder. l 279, 388 Fountain pen. 300, 2G0 Lead holder for pencils. l 292, 313 Pencil case. 298, 583 Pencil case and lead. ( 275,912 Stylograpbic fountain pen. 300, 375 Pencil sharpener. 289,711 School slate. 300, 740 Pencil holder. 290, 291 Pencil holder. 291,604 Inkstand. 299, 993 Ruler. 281,876 Pen support and hand rest, 289, 933 Writing paper tablet. 289, 608 Blotter. < 280, 278 Easel attachment. \ 280, 279 Easel. 272, 008 Book holder. 274, 566 Blackboard eraser. 934 REPORT OF THE COMMISSIONER OF EDUCATION. Table XXV. — Improvements in school furniture, apparatus, <$c. — Continued. Name of patentee. Residence. Number of patent. Title of patent. Colburn, Henry J . . Simpler, Pius L . Briukerhoff, Alexander TV- Davis, John . . . Slewart, Henry . . Pox, Amos T. and D. T _ Banie, Robert 0. . Brown, Charles W . Crandall , William E . Fernie, John . . Hale. Henry- S . Heysinger, Isaac W . Jones, Henry B... . Pnsey, Joshua . Sehnioele, II enry . . Sill, Alfred N . W erner , Emil . . . . Toledo, Ohio . Toledo, Ohio . Upper Sandusky, O . Allegheny, Pa . Erie, Pa . . . Mt. Pleasant, Pa _ Philadelphia, Pa.... Philadelphia, Pa - Philadelphia, Pa.... | Philadelph ia, Pa .... I Philadelphia, Pa.... Philadelphia, Pa _ Philadelphia, Pa.... Philadelphia, Pa - Philadelphia, Pa _ Philadelphia, Pa _ Philadelphia, Pa. . . . < 277, 545 272, 166 275, 983 292, 158 271, 749 279, 737 300, 834 294, 756 298, 290 275, 598 280, 595 300, 361 298, 379 283, 348 275, 517 272, 090 296, 235 283, 175 281, 591 School desk. Folding desk. Ink bottle. Globe and globe support. Abacus attachment for school slates. Music leaf turners. Music stand. Lead and crayon bolder. Alphabetical block and case. Combined desk and blackboard. Ventilating apparatus. Book case. Combined paper weight and pen rack. Inkstand. Crayon holder. Music roll. Blotter. Combined easel, artist’s box, sketching- board and stool. Easel. Brooke, Isaac . Schlecter, Gustavos A - Brooke, Isaac . Nimtno, Andrew . Fisko, Bradley A . Amlem, Clinton S . Arnold, William J - - - Butcher, Joseph . . Butterfield, William L . Carleton, Cyrus . Cross, Alonzo T . Darling, Samuel . . . Wales, Walter II . Walsh, John B . Barm ore, Albert K . Parker, Edwin V . Tucker, Sylvester J . 7 Kelly, E. F . j Tucker, Sylvester J . Stillman, George F . . Hamilton, James E . . Hester, Joseph G . Knight. William H. H . Louis, Michael A . Stickney, Charles TV . Phillips, Isaac . Hardtmuth, Franz.... . Breton, Peter N . Blackball, William B . Hewitt, Hezekiah . Fox, St. George L . Hickisson, James .... _ 7 Lee, TV . 5 Howell, Thomas J . .Hughes, Gibbard R . 7 Carwaniine, T. C . 3 Ross, Owen C. I> . Soulier, Alfred . Stettner, Albert, jr . Fischer, Ernst . . . Muller, Conrad . . Stuckle, Wilhelm . Johnsen, Carl . Stollwcrck, Heinrich ...... Mowat, J<’hn . Buchan, William P . . Henestrosa, Ignacio ....... Pottstown, Pa . Reading, Pa . Roger’s Ford, Pa ... Bristol, R. I . Newport, R. I . Providence, R. I - Providence, R. I — Providence, R. I - Providence, R. I - Providence, R. I _ Providence, R. I _ Providence, R. I — Providence, R. I - Providence, R. I - Benton, Tex . Strafford, Vt . 299, 729 299, 730 297, 722 280, 568 280, 073 272, 948 297, 553 288, 966 270, 737 291, 839 292, 409 296, 588 287, 420 289, 513 291, 964 296, 654 277, 387 293, 399 294, 498 Slate pencil sharpener. Inkstand. Pencil clasp. Inkstand. Calipers. Pencil or crayon holder. Music book holder. Music leaf turner. Cyclometer. Lead and crayon holder. Micrometer calipers. Crayon holder. Micrometer. Micrometer gauge. Fountain pen. Lead and crayon holder. School slate. .. Adding machine. Book holder and rest. Richmond, Va . Richmond, Va . . Madison, TVis . Two Rivers, Wis . . . Washington, D. C .. Washington, D. C .. Washington, D. C .. Washington, D. C .. Silver City, Idaho .. Budweis, Austria- Hungary. Montreal, Quebec, Canada. Ontario, Canada _ Birmingham, Eng... London, England . . . London, England . . . London, England . . . Hampstead, Eng. . . . Surrey Co., Eng. (50 Trafalgar Road) . Paris, Erauce . Berlin, Germany _ Hnllo-on-the-Saa 1 e , Prussia, Germany. Hamburg, Germany Worms, Hessen, Germany. Christiania, Norway Cologne, Germany .. Barrhead, Scotland . Glasgow, Scotland.. Madrid, Spain . 280, 772 Percentage calculator. 291, 817 279, 038 293, 731 276, 535 278, 239 277,139 289, 426 274, 528 296, 054 276, 812 Percentage calculator. Micrometer calipers. Interchangeable chart frame. Pen holder. Writing pen and holder. Lead or crayon holder. Ventilator. Ellipsograph. Combined knife and pen holder. Pencil or crayon holder. 295, 226 Book carrier. 283, 853 295, 395 279, 371 297, 396 292, 433 Removable book cover. Metallic pen. • Appaiatus for measuring electric cur¬ rents. (Combined apparatus for attachment to pencils. | Galvanic battery. 281, 998 Apparatus for supply of inkstands. 294, 335 Galvanic battery. 300, 202 277, 627 278, 697 Pyrometer. Adding machine. Pen holder. 297,707 Ventilator. 279, 457 Folding slate. 280 831 277, 804 301. 066 288, 004 270, 001 Dividers. Cooling apparatus. Pantograph engraving machine. Ventilator. Mechanical pen. 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. Abbott, Joseph P., minister of instruction for New South Wales, cclxvi. Abstracts, domestic. See the name of each State and Territory. foreign. See the names of foreign countries, plan "of, 3. Adelbert College of 'Western Reserve University, cxli. Adler, Felix, xcvi, cxx. Adrian, Mich., schools of, 145. Agricultural and Mechanical College of Alabama, 9. Agricultural and Mechanical College of Texas, 265. Agricultural and Mechanical College of "Virginia, 275. Agricultural College of Oregon, 225. Akers, John W., superintendent of public instruc¬ tion, Iowa, 89. Akron, Ohio, schools of, 214. Alabama, summary of educational condition of, xlv, abstract, 4-10. Alaska, summary of educational condition of, 1, increased appropriation for, advised, cclxx. abstract, 288. Albany, N. Y., schools of, 193, 194. Albion College, 148. Alexandria, Va., schools of, 272. Allegheny, Pa., schools of, 230, 231. Allentown, Pa., schools of, 230, 231. Alton, Ill., schools of, 61. Altoona, Pa., schools of, 230, 231. American Articulation Teachers of the Deaf, con¬ vention of 1884, 314. American Association for the Advancement of Science, session of 1884, 311. American Institute of Instruction, session of 1884, 312. American Medical Association, session of 1884, 313. American Philological Association, session of 1884, 313. American School for Classical Studies at Athens, bulletin upon, vi. Amherst- College, 136. Ann Arbor, Mich., schools of, 145. Apgar, Ellis A., superintendent of public instruc¬ tion. New Jersey, quoted, xxxviii. term of office of, 190. Appleton, Wis., schools of, 282, 283. Argentine Republic, education law of July, 1884, summarized, cclvi. elementary schools in, cclvii, cclviii. Arizona, summary of educational condition of, 1, li. abstract, 289, 290. Arkansas, summary of educational condition of, xlvi. abstract, 11—1 Arkansas Gollege, 14, 15. Arkansas Industrial University, 14, 15. Armstrong, H. Clay, superintendent of education, Alabama, ccixix, 4, 10. Arnold of Rugby, cxiv. Ascham, Roger, cxv. Atlanta, G-a., schools of, 55. Atlanta University, 57. Attleborough, Mass., schools of, 129, 130. Auburn, Me., schools of, 113. Auburn, N. Y,, schools of, 193, 194. Augusta, G-a., schools of, 55. Augusta, Me., schools of, 113. • Austin, Tex., schools of, 262, 263. Austin Industrial School, Knoxville, Tenn., 259. Austria-Hungary, education law of 1883 of, cxcviii. illiteracy in, cxcix. map of illiteracy in, cc. B. Baden, educational conference at Carlsruhe, ccx. higher schools in, ccx. Bakery B. M. , superintendent of public instruction, Texas, 265. Baltimore, Mcl., primary and grammar grades in schools of, lxxxix. manual training in public schools of, xcv. public school education in, 119, 120. Bangor, Me., schools of, 113. Baranda, J., Mexican secretary of instruction, cclii. Bates College, 115. Bath, Me., schools of, 113. Bavaria, university statistics of, ccxi. Bay City, Mich., schools of, 145. Bayonne, N. J., schools of, 186. Beadle, W. H. H., superintendent of public instruc¬ tion, Dakota, 293. Belgium, education law of 1884 of, coi, ccii. Bell, A.N., cpioted, xcvii. Bellaire, Ohio, schools of, 214. Belleville, 111., schools of, 61. Benefactions, summary for 18S3~’84 of educational, cxcv-cxcvii. tabulated statistics of, 834-883. Berne, Permanent School Exhibition at, ccxxxvi, ccxxxvii. Bethany College, 279, 280. Beverly, Mass., schools of, 129, 130. Bickneli, Thomas W., of Boston, ccixix. Biddeford, Me., schools of, 113, 114. Binghamton, N. Y., schools of, 193, 194. Blind, schools for the colored, summarized, Ivii, lix. summary of schools for the, in 1883-’84, clxxxviii. tabulated statistics of schools for the, 750-753. See, also, the heading Special Instruction, in the abstracts, under the respective States. Bloomington, Ill., schools of, 61, 62. Blow, Miss Susan E,. cxxiii. Bosscha, Dr., of Delft, Holland, quoted, cxxxiii. Boston, Mass., primary and grammar grades in schools of, lxxxvii, lxxxviii. industrial training in public schools of, xciv, xcv. public school education in 129, 130, 131. Boston Conservatory of Music, 139. 935 936 INDEX, Boston University, cxxxviii, clviii, 136. Bowdoin College, 115. Boyden, A. G., xcvi, note. Brace, Charles Loriug, quoted, Ixxxvi, lxxxvii. Brace, F. It., of Camden, N. J., quoted, xxxv. Bradford, Pa., schools of, 230, 231. Brazil, educational condition of, oclviii-cclxL Bridgeport, Conn., schools of, 35, 36. Bridgoton, NT. J., schools of, 180. Brockton, Mass., schools of, 129, 130, 131. Brookline, Mass., schools of 129, 130, 131. Brooklyn, N. Y., primary and grammar grades in schools of, lxxxviii, lxxxix. schools of, 193, 194, 195. Broolis, Edward, quoted, cxi, cxii. Brown, Daniel C., obituary notice of, 142. Brown, Le ltoy D., commissioner of common schools, Ohio, xli, celxix. term of office of, 221. Brown University, 240. Bryn Mawr, college for young women at, cxxix. Bufalini prize, bulletin about the, vi. Buffalo, N. Y., schools of 193, 195. • Bureau of Education, work of v-ix, cclxx. Burke, E. A., of Louisiana, cclxx. Burlington, Vt., schools of, 207, 208. Business Educators’ Association, session of 1884, 314. Bussey Institution, 137. Batcher, Bernard L., superintendent of free schools, West Virginia, cclxix. term of office of, 280. Buxton, Edward Noith, of London, quoted, ccxvi, cexvii, ccxviii. C. California, summary of educational condition, 1. abstract, 17-20. Cambridge, Mass., schools of 129, 130, 13L Camden, N. J., schools of 180. Canada, education in, ccxlix-cclii. Canton, Ohio, schools of 214. Carbondale, Pa., schools of, 230, 231. Carlin gford, Lord, ccxiii, ccxix. Carlisle Indian School, 24ft. Cedar Rapids. Iowa, sch' ols of, 83, 84. Census of 1880, statistics from, of persons whose pursuits require higher education, cxxxiv. of persons whose pursuits require scientific and technical training, clx. of clergymen in 1880, clxviii. of law\ era, clxxi. of physicians and surgeons, clxxiii, of dentists, clxxiii. of pharmacists, clxxiii. Central University, Kentucky, 101. Centre College, Kentucky, 10 L. Charities. See Orphan asylums, &e. Charleston, S. C., schools of, 251. Chattanooga, Term., schools of, 256, 257. Chautauqua, 201, 202. Chelsea, Mass., schools of, 129, 130, 131. Chester, Pa., schools of, 230, 231, 235. Chicago, Ill., primary and grammar grades in schools of, xc. free Kindergarten in, cxx. schools of, 61, 62. Chicopee, Mass., schools of, 129, 130, 131. Chili, educational condition of cclxi-cclxiv. Chillicothe, Ohio, schools of 214. Cincinnati, Ohio, schools of xc, 214, 215, 217. Circulars of Information of the Bureau of Educa¬ tion published in 1883-’84, list of vi. Cities, summary of school statistics of, lxvi-lxxxi. per capita cost of attendance on schools in, lxxxii, lxxxiii. condition of education in, Ixxxiv-xcviii. table of school statistics of, 352-387. Clark University, 57. Clergymen. See Theological instruction. Cleveland, Ohio, schools of 214, 215, 217. Clinton, Iowa, schools of 83, 84, Clinton, Mass., schools of, 129, 130, 131. Coeducation of the sexes in colleges, commenced, cxxxix. remarks upon, cxli, cxIiL in Great Britain, cxlv. in Ireland, cxlvi. Cohoes. FT. Y., schools of, 193, 195. Colby University, L16. Coleman, W. E., superintendent of common schools, Missouri. 169. College of New Jersey, clviii. Colombia, United States of account of Univer¬ sity of Antioquia in, cclxiv. Colorado, summary of educational condition, xlix. abstract, 27-32. j Colorado College, 30, 31. I Colored people, statistics of institutions for the instruction of liv-lix. j remarks on instruction of, lix-lxii. See, also, Southern States, public schools in the. ! Columbia, Pa., schools of 230, 231. Columbia. S. 0., schools of, 251. | Columbia College, 199, 200. Columbus, Ga. schools of 55. Columbus, Ohio, schools of, 214, 215, 217. Commercial and business training, summary of statistics of tabulated by States, cxviiL Association of Business Educators, cxix. table of schools for, 411-428. Commissioner of Education, report of i-cclxxi. See Table of Contents, iii. | Compulsory attendance and truancy, Ixxxv, lxxxvi. | Concord, N. H., schools of, 179, 180. j Connecticut, summary of educational condition of, xlii. abstract, 33-43. Conrad, Henry C., actuary for colored schools of Delaware. 44. Conrad, J., of Halle, civ, note. * j Cook, George F. T., superintendent of colored schools in the District of Coaimbia, 297. j Cook County Normal School, Illinois, cxx. | Cooper, Peter, obituary, 205. I Cooper, Mrs. Sarah B., quoted, exxi, exxii. 1 Cooper Union, 201, 202. | Cornell, L. S., superintendent of public instruction, Colorado, 32. Cornell University, 200,201. Costa Rica, schools in, cclv. Council Bluffs, Iowa, schools of, 83, 84. I Covington, Kv., schools of, 99. Coward, Asbury, superintendent of education, South Carolina, cclxix, 254. Crocket, William, superintendent of education for New Brunswick, ccl. 1 Curry, J. L. M., lx, lxi, ixiii, 158, 276, 310. | Cutler, Carroll, remarks of, on coeducation, exli- cxliii. D. ! Dakota, summary of educational condition, 1L j abstract, 291-293. J Dallas, Tex., schools of 262,263. i Danbury, Conn., schools of 35, 36. j Danville, 111., schools of, 61,62. ; Danville, Pa., schools of 230, 231. ! Danville, Va., schools of 272, 273. ! Dartmouth College, 181, 182. I Dartt, Justus, superintendent of education, Ver* mont, 270. | Davenport, Iowa, schools of 83, 84. ! Dawson, J. W., of McGill University, cxliii. j quoted, cxlv. j Dayton, Ohio, schools of, 214, 215, 217. Deaf-mutes, schools for colored, summarized, Ivii, lix. summary of schools for, by States, in 1883-’84, clxxxvi, clxxxvii. tabulated statistics of individual schools for, 742-749. See, also, the heading Special Instruction, in the abstract, under the respective States. Decatur, 111., schoolsof, 61, 62. Defective, dependent, or delinquent children, re¬ marks upon school statistics of, cxciv. Degrees in letters, science, theology, law, &c., summary of, by kinds, States, and classes of schools, clxxviii-clxxxii. Delaware, summary of educational condition of, xliil. abstract, 44-47. INDEX. 937 Delaware College, 47. DelyanofF, Professor, Russian minister of instruc¬ tion, ccxxx. Denmark, polytechnic school at Copenhagen, cciii. Dentistry ; summary of statistics of schools of, clx'xv, clxxvi. “ table of statistics of schools of, 604, 695, 701, 702. See, also, tho heading Professional Instruc¬ tion, undor the respective States. Denver, Colo., schools of, 20. Dol’auw University, 77,78. Derby, Conn., schools of, 35.36. Detroit, Mich., schools of, 145, 146. Dick, Thomas, minister of education for New Zea¬ land, cclxvii. Dickinson, Hon. JohnW., secretary hoard of edu¬ cation, Massachusetts, 127,142. District of Columbia, summary of educational condition, li. abstract, 294-297. Districts, remarks on schools in sparsely settled, xxvii, xxxviii. Doane College, 172, 173. Domestic economy, how taught in Germany, ccxii. Dover, N. EL, schools of, 170, 180. Dubuque, Iowa, schools of? 83, 84. Dumont, Albert, r6sum6 of his paper on superior education in France, ccvi-ceviii. E. East Indies, British, educational condition of, ccxxxviii-ccxlvi. Easton, Pa., schools of, 230, 231,235. Easton, Warren, superintendent of public educa¬ tion, Louisiana, 110. East Saginaw, Mich., schools of, 145, 146. Eaton, John, xcvii, 70,310,311. See, also. Commissioner of Education. Edwards, Charles G., of Baltimore, 120. Elective studies in colleges and universities, clviii, Elgin. 111., schools of, 61, 62. Elizabeth, N. J., schools of, 1S6. Ellis, S. A., quoted, exxiv. Elmira, N. Y., schools of, 193, 195. Emory and Henry College, 274. Emory Colloge, 57. England and Wales, education in, ccxrii-ccxvL See, also, Great Britain and Ireland. Enrolment in public schools, in 1882- 83, x, Xi, in 1884-’85, xii, xiii. Erie, Pa., schools of, 230, 231, 232. Evansville, Ind., schools of, 73, 74. Expenditure. See Finances. Eybesfeld, Conrad von, Austrian minister of in¬ struction, excviii. E. Failures, A., French minister of instruction, cciii. Fall River, Mass., schools of, 129, 130, 131, 132. Farr, Richard R., superintendent of public in¬ struction, Virginia, 275. Feeble-minded youth, summary of statistics re¬ specting schools for, clxxxix. tabulated statistics of schools for, in 1883-’84, 754, 755. See, also, the heading Special Instruction, in the abstract, under the tespective States. Finances, public school, in the United States, xxx. statistical summary of, for 1882-83 and 1883- ’84, xix-xxvi. Fingir, Sydney M., of North Carolina, 211. Finland, school statistics of, cciii. Finsbury (England) Technical College, clxv. Firth College, England, clxv. Fitch, J. G., inspector of English schools, quoted, cxxxiii cxxxiv. Fitchburg, Mass., schools of, 129, 130, 132. Flint, Mich., schools of, 145, 146. Florida, summary of educational condition of, xlv. abstract, 48-52. Florida University, 51. Fond du Lac, Wis., schools of, 282, 283. Fort Wayne, Ind., schools of, 73, 1L Foster. E. K.. superintendent of public instruo- lion, Florida, 48. France, educational condition of, cciii-ccix. Franklin Institute, 2 18, 239. Freeport, Ill., schools of, 61,62. Freitas, Barjona, Portuguese minister of tho in¬ terior, ccxxix. Fremont, Ohio, schools of, 214, 215. Fi obel, remarks on system of, cxx. Fi bbel Institute of North America, exxiv, 312. Funds, permanent. See Finances. Furniture, table of patented improvements in school, 931-935. G. Galesburg, HI., schools of, 61, 62. Galveston, Tex., schools of, 262, 263. Garnett, E. M.. of Richmond, Va., Ixxxix. Gass, Herschcl R., superintendent of public in¬ struction, Michigan, quoted, xxxvi, xxxvii. term of office of, 150. Georgia, summary of educational condition, xliv, xlv. abstract, 53-58. Germany, educational condition of, ccx-ccxii. middle schools in, ccxii. Gibson, Walter M., Hawaiian commissioner of edu¬ cation, cclxv. Gilmour, Noil, superintendent of public instruc¬ tion, New York, quoted, xxvii. , term of office of, 19i. Girard College, 237, 239. Girton College, England, in 1884, cxliv, note. Gloucester, Mass., schools of, 129, 130, 132. Gove, Aaron, of Denver, Colo., cclxix. Graham, Robert, superintendent of public iastruc- tion, Wisconsin, xxxv, 287. Grand Rapids, Mich., schools of, 145, 146. Great Britain and Ireland, educational condition of, ccxiii-ccxxvi. See, also, England and Wales; Scotland; Ire¬ land. Greece, educational condition of, ccxxvi. Green Bay, Wis., schools of, 282, 283. Greenwich, Conn., schools of, 35, 36. Guatemala, schools in, ccliv. Gymnastics, Swedish, introduced into London schools, ccxvii. H. Half day sessions in primary grades, Ixxxv. Hall, G. Stanley, cxiii. Hamilton, Ohio, schools of, 214, 215,216. Hammarskjold, C. G., Swedish minister of instruo tion, ccxxxiv. Hampton Normal and Agricultural Institute, Ixi, 275,276. Hannibal, Mo., schools of, 164. Harris, William T., of Massachusetts, cclxix. Harrisburg, Pa., schools of, 230, 232. Hartford, Conn., schools of, 35,36. Harvard Annex for Women, cxxxviii. examinations for women to be closed in 1884, cxl. Harvard College, admission requirements of, changed and varied, clvi, clvii. elective courses in, clviii. Harvard University, 136. Haverford College," 237. Haverhill, Mass., schools of, 129, 130, 132. Hawaii, enrolment iu schools of, cclxv. industrial education in, cclxv, cclxvi. Havgood, Atticus G., quoted, lxiv. .Hedges, Cornelius, superintendent of public in¬ struction, Montana, 302, 303. Heemskerk, J., minister of instruction of The Netherlands, cexxviii. Heller, T. E., quoted, cxvi, cxviL Hemeuway, Mrs. Augirstus, xciv, 209, 276. Hertzberg, N. C. E., Norwegian minister of edu¬ cation, ccxxix. Higbee, E. E , superintendent of public instruc¬ tion, Pennsylvania, quoted, xxxix. term of office of, 241. Higher burgher schools of Holland, described, cxxxiiju 938 INDEX. High schools. Seethe heading Secondary Instruc¬ tion, under the respective States and Terri¬ tories, in abstract. Hillsdale College, 148. Hine, C. D., secretary of the board of education, Connecticut, quoted, xxxiii, xxxiv, xli. term of office of, 43. Hoboken, N.J., schools of, 188,187. Holcombe, John W\, superintendent of public in¬ struction, Indiana, 81. Holland. See Netherlands. Holyoke, Mass., schools of, 129, 130,132. Hoo3e, J. H , quoted, xcvi-xcviii. Hope College, 148. Horton, W. B., superintendent of public instruc¬ tion, Arizona, 290. Houston, Tex., schools of, 262, 263. Howard College, 8. Howland, George, Chicago, xc, 69. Hudson, N. Y., schools of, 193, 195. Hyde; C. M., of Hawaii, quoted, celxvi. Hygiene, physiology, and abstinence, remarks upon instruction about, xli. I. Idaho, summary of educational condition of, li. abstract, 298, 299. Illinois, summaryof educational condition of, xlviii. abstract, 59-70. Illinois Industrial University, 65, 66. Illiteracy, in Austria-Hungary (map), cc. in the United States, 1870-80, pamphlet re¬ specting, vi. Income. See Finances. India, educational condition of, ccxxxviii-ccxlvi. Indiana, summary of educational condition of, xlviii. abstract, 71-81. Indiana Asbury University.' See DePauw Uni¬ versity. Indianapolis, Ind., schools of, 73,74. Indiana University, 77. Indian Territory, summary of educational condi¬ tion of, li. abstract, 300, 301. Industrial schools, summary of statistics of, cxciii. table of statistics of, 820-830, 832. Industrial schools for destitute children, lxxxvi, lxxxvii. Infant asylums, summary of statistics of, cxcii, cxciii. table of statistics, 814-819, 832. Ingham University, 200. International Prison Congress at Home, Italy, pamphlet respecting, vi. Iowa, summary of educational condition of, xlix. abstract, 82-89. Iowa Agricultural College, 87. Ireland, educational condition of, ccxxi, ccxxii. See, also, Great Britain and Ireland. Ironton, Ohio, schools of, 214, 216. Italy, educational condition of, ccxxvii. Italy and Greece, bulletin respecting education in, vi. Ithaca, N. Y., schools of, 193, 195. J. Jackson, Mich., schools of, 145, 146. Jackson, Sheldon, 288. Jacobs, Victor, Belgian minister of instruction, cci. Janesville, Wis., schools of, 282, 283. Japan, educational organization of, ccxlvii. school statistics summarized, ccxlviii, eexlix. Jasper, John, Netf York City, quoted, lxxxvi, lxxxvi ii. Jeffersonville, Ind., schools of, 73, 74. Jena, University of, cxv. Jersey City, N. J., schools of, 186, 187. Jewell, J. S., quoted, xcvii. John F. Slater fund, disbursements to the South¬ ern States from the, in 1883-’84, lxiv, lxv. Johns Hopkins University, Baltimore, cxiii, civ, clviii, 121, 122. Johnstown, Pa., schools of, 230, 232. Joliet, Ill., schools of, 61, 62. Jones, A. Sheridan, of Dakota, 293. Jones, W. W. W., superintendent of public, in¬ struction, Nebraska, quoted, xxxil, xxxiii. term of office of, 174. Joy, Charles A., r6sum6 of paper by, ccix. K. Kalamazoo, Mich., schools of, 145, 146. Kansas, summaryof educational condition of, xlvi. abstract, 90-96. Kansas City, Mo., schools of, 164. Keate, Dr., of Eton, cxiv. Kentucky, summary of educational condition of, xlvii. abstract, 97-103. Kentucky University, 101. Keokuk, Iowa, schools of, 83, 84. Kerr, It. C., of Washington Territory, 308. Khairy Pasha, Egyptian minister or instruction, eexlix. Kiehle, D. L., superintendent of public instruction, Minnesota, quoted, xxxii. term of office of, 156. Kindergarten training, summary of statistics of, cxix. in cities, exx-exxiv. statistical table, 430-480. See, also, the heading Kindergarten, under the respective States and Territories, in the ab¬ stracts. Kingston, N. Y., schools of, 193, 195. Knoxville, Term., schools of, 256, 257, 259. L. La Crosse, Wis , schools of, 282, 283. La Fayette, Ind., schools of, 73, 74. Lancaster, Pa., schools of, 230, 232. Lansing, Mich., schools of, 145, 146. Laurie, S. S., quoted, cxiv. Law, statistics of practitioners of, in 1880, clxxi. summary of statistics of schools of, clxxii. table of statistics of schools of, 686-689. See, also, the heading Scientific and Profes¬ sional Instruction, in the abstracts, under the respective States. Lawrence, Kans., schools of, 92. Lawrence, Mass., schools of, 129, 130, 132. Lawrence Scientific School, 137. Leach, Daniel, Providence, quoted, lxxxv, lxxxvi, 244. Leadviile, Colo., schools of, 29. Leavenworth, Kans., schools of, 92. Lebanon, Pa., schools of, 230, 232. Lehigh University, 237. Lewis College, 269. Lewiston, Me., schools of, 113, 114. Libraries, summary of additional public, for 1 883-’ 84, clxxxiii. recapitulation of all hitherto reported, clxxxiv. statistics of additional public, 724-737. Library of the Bureau of Education, v. Lima, Ohio, schools of, 214, 216. Lincoln, Nebr., schools of, 171, 172. Lincoln, R. I., schools of, 244. Lindsley, J. Berrien, xcvii. Little Rock, Ark., schools of, 12, 13. Little Rock University, 14. Lockport, N. Y., schools of, 193, 195. Logansport, Ind., schools of, 73, 74. Lombardos, C., Greek minister of instruction, ccxxvi. London, schools in, ccxvi-ccxviii. London University, cxliv. Long, R. L., of Arizona, 290. Long Island City, N. Y., schools of, 193, 195. Los Angeles, Cal., schools of, 19. Louisiana, summary of educational condition of, xlv, xlvi. abstract, 104-110. Louisiana State University and Agricultural Col¬ lege, 107, 108. Louisville, Ky., Southern Exposition at, v. schools of, 99, 100. Low'ell, Mass., schools of, 129, 130, 132, 133. Luce, N. A , superintendent of common schools, Maine, 117. INDEX. 939 Lynchburg, Ya , schools of, 272, 273. Lynn, Mass., schools of, 129, 130, 133. M. Mac Alister, James, of Philadelphia, Ixxxix, xc. quoted, xci, 241. McElroy, E. B., superintendent of public instruc¬ tion, Oregon, 227. McKeesport, Pa , schools of, 230, 232. Macon, Ga , schools of, 55, 56. Madawaska Training School, 114. Madison, lnd., schools of, 73, 74. Madison, Wis., schools of, 282, 283. Mahanoy City, Pa., schools of, 232. Maine, summary of educational condition of, xli. abstract, 111-117. Maine State College. of Agriculture, 116. Malden, Mass., schools of, 129, 130, 133. Manchester. N.1I., schools of, 179, 180. Mansfield, Ohio, schools of, 214. Manual training, xeiv-xcvi. Marlborough, Mass., schools of, 129, 130, 133. Martin, George hi., quoted, xxxv, xxxvi, 312. Maryland, summary of educational condition of, xliii-xiiv. abstract, 118-126. Maryland Agricultural College, 123. Massachusetts, summary of educational condi¬ tion of, xlii. school age in cities of, lxxxiv. abstract, 127-142. Massachusetts Agricultural College, 137. Massachusetts Institute of Technology, xcvi, 137. Mather, William, quoted, clxvi. Mayo, A. D , xeiii, 311. Meadville, Pa., schools of, 230, 232. Medford, Mass., schools of, 129, 130, 133. Medicine, number of practitioners of, in 1880, clxxiii. summary of statistics of schools of, for 1883-’84, clxxiv-clxxvi. statistics of schools of, 690-703. See, also, the heading Scientific and Profes¬ sional Instruction, in the abstracts, under the respective States. Meiklejohn, J. M. D., quoted, cxiii. Memphis, Tenn., schools of, 256, 257. Mercer University, 57. Meriden, Conn. , schools of, 35, 36, 37. Mexico, educational condition of, ccliii. Mexico, schools of City of, cclii, ccliii. Michigan, summary of educational condition of, xlviii. abstract, 143-150. Michigan Agricultural College, 148. Michigan University, cxv, cxvi, note, cxxxviii. Middlebury College,' 269. Middleton, W. D , quoted, xcvii. Middletown, Conn., schools of, 35, 36, 37. Milford, Mass., schools of, 129, 130, 133. Mills, Cyrus T., obituary notice of, 26. Millville, N. J., schools of, 186, 187. Milwaukee, Wis., schools of, lxxxiv, 282,283. Minneapolis, Minn., schools of, 152, 153. Minnesota, summary of educational condition of, xlviii, xlix. abstract, 151-156. Mississippi, summary of educational condition of, xlv. abstract, 157-161. Mississippi College, 160. Missouri, summary of educational condition of, xlvii. abstract, 162-169. Missouri A gricultural and Mechanical College, 167. Idoline, 111., schools of, 61,62. Muntaua, summary of educational condition of, li, lii. abstract, 302, 303. Montgomery, Ala., schools of, 6. Montgomery, D., superintendent of education for Prince Edward Island, ccl. Morrisvillo College, 166. Miicke, Franz, of Berne, quoted, ccxxxvi,ccxxxvii. Mundella, A. J., clxv, ccxiii, ccxix. Muscatine, Iowa, schools of, 83,84 Museum of the Bureau of Education, cclxx. Music Teachers’ National Association, session of 1884, 314. Muskegon, Mich., 145, 146. Myopia, ccxjtxvi, ccxxxvii. N. Nashua, N. IT., schools of, 179, 180. Nashville, Tenn., school i of, 256. 257. Nashville Normal College, Ixii, 257. Natick, Mass., schools of, 129, 13U, 133. National Academy of Sciences, session of 1884, 312, 313. National aid to education recommended, cclxx. National Council of Education, hygienic effects of recess discussed in, xcvi-xcviii, 311. National Educational Association, department of superintendence of, vi. manual training discussed in, xcv, xcvi. proceedings of, for 1883, 3i0. proceedings of, for 1884, 310, 311. Nebraska, summary of educational condition of, xlix. abstract, 170-174. Nelson, Theodore, of Michigan, 150. Nery, F. J. de Santa Anna, on education in Brazil, cclviii. Netherlands, educational statistics of, cexxviii. Nevada, summary of educational condition of, xlix, 1. abstract, 175-177. New Albany, lnd., schools of, 73, 74. Newark, N. J., schools of, 186, 187. Newark, Ohio, schools of, 214, 216. New Bedford, Mass., schools of. 129, 130, 133. New Britain, Conn., schools of, 35, 36, 37. New Brunswick, educational condition of, ccxlix, ccl. New Brunswick, N. J., schools of, 186, 187. Newburgh, N. ¥., schools of, 193, 195. Newburyport, Mass., schools of, 129, 130, 133. New Castle, Pa., schools of, 230, 232. Newell,- M. A., superintendent of public instruc¬ tion, Maryland, cclxix, 126. New England Association of School Superintend¬ ents, spring session of 1884, 313. New England Conservatory of Music, 138. New Hampshire, summary of educational condi¬ tio u of, xli. abstract, 178-183. New Hampshire College of Agriculture, &c., 182. New Haven, Conn., schools of, 35, 36, 37. New Jersey, summary of educational condition of, xliii. abstract, 184-190. New Loudon, Conn., schools of, 35, 36, 37. New Mexico, summary of educational condition of, lii. abstract, 304. New Orleans, International Exhibition at, cclxix, cclxx. schools of, 105, 106. Newport, Ky., schools of, 99, 100. Newport, R. I., schools of, 244. Newton, Mass., schools of. 129, 130, 138. New York, summary of educational condition of, xlii, xliii. abstract, 191-205. New York City, truant service in, lxxxvi. corporate (industrial) schools in, lxxxvi, lxxxvii. Children’s Aid Society of, lxxxvii. primary and grammar grades in schools of, lxxxviii. workingmen’s schools in, xcvi. public schools of, 193, 195, 196, 198. New Zealand, educational information about, cclxvii, cclxviii. Norfolk, Ya,, schools of, 272, 273. Normal schools and training, summary of statis¬ tics of, xcix-civ. remarks on, cv-cxiii. table of statistics of, 388-410. See Pedagogy. See, also, the heading Preparation and Quali¬ fications of Teachers, under the respective States and Territories, in the abstracts. 940 INDEX. Norristown, Pa., schools of, 230, 232, 233. North Adams, Mass., schools of, 129, 130, 133. Northampton, Mass., schools of, 129, 130, 133, North Carolina, summary of educational condi¬ tion of, xli v. abstract, 2UG-211. Norwalk, Conn., schools of, 35,36,37. Norway, educational condition of, oexxix. Norwich, Conn., schools of, 35,30,37. Nurses, number of, in 1880, elxxxiv. summary of statistics of schools for, clxxxv. statistics of schools for, 738-741. See. also, the heading Special Instruction, under the several States and Territories, in the abstract. Nnttall, L. J., superintendent of district schools, Utah, 306. O. Oakland, Cal., schools of, 19. O’ Fallon Polytechnic Institute, 167. Ogdeusburg,' N. Y., schools of, 193,194.196. Ohio, summary of educational condition of, xlvii. abstract, 212-221. Ohio State University, 218. Oki-Takato, Count, Japanese minister of instruc¬ tion. cexlvii. Omaha, Nebr., schools of, 171, 172. Onderdonk, Janies L., superintendent of public instruction, Idaho, 298, 299. Orange, N. J., schools of, 186, 187. Ordway, John M., xevi. Oregon, summary of educational condition of, 1. abstract, 212-227. Orphan asylums and homes, summary of statistics of, cxeii. tabulated statistics of, 770-813. See, also, the heading Special Instruction, in the abstracts, under the respective States. Orr, Gustavos J., school commissioner of Georgia, quoted, lxii, celxix. term of' office ol, 58. Oshkosh, Wis., schools of, 282, 283. Oswego, N. Y., schools of, 193, 194, 196. Ottawa, Ill., schools of, 61, 62. Ouimet, G., superintendent of.schools, Quebec, ccL Owens College, Manchester, Eng., cxliv. Oxford University, England, cxliv. P. Paducah, Ky., schools of. 99. Paine, Thomas II., superintendent of public in¬ struction, Tennessee, 200. Palmer, Solomon, superintendent of public in¬ struction, Alabama, 10. Pantelitch, G-, Servian minister of instruction, ecxxxii. Parker, Francis W., exx, 89. Paterson, N. J., schools of, 186,187. Patterson, Caivin, Brooklyn, lxxxviii. Patterson, J. W., superintendent of public instruc¬ tion, New Hampshire, quoted, xxxiv. tsr/n of office of, 183. Paul, Edward A., acting superintendent of schools, District, of Columbia, 294. Pawtucket, It. I., schools of, 244. Payne, W. H., of Michigan, course of pedagogics, exv, cxvi, note,- cclxix. Peabody, Mass., schools of, 129, 130, 133. Peabody fund, disbursements, to the Southern States from, 1868-1884, lxiii, lxiv. Peaslee, John B., Cincinnati, xc, xciii. Pedagogy, professorships of, in universities, cxiii- cxvii. See, also, Normal schools apd training. Pennsylvania, summary of educational condition of, xliii. abstract, 228-241. Pennsylvania Academy of Fine Arts, 238. Pennsylvania Museum of Industrial Art, 238. Pennsylvania: State College, 237. Peoria, Ill., schools of, 61,62,63. Perez, Fernando F., of Mexico, ccliii. Petersburg, Va., schools of, 272, 273. j Pharmacists, nnmber of, in 1880, clxxiii. j estimated number of urban and rural, iu 1880, clxxvii. I summary of statistics of schools for, clxxv clxxvi. table of statistics of schools for, 605, 702, 703. Phelps, Mrs. Almira Lincoln, obituary notice of, 126, 127. ! Philadelphia, Pa., primary and grammar grades in schools of, 1 xxxix. promotions and transfers of pupils in schools of, xci. I Subprimary School Society of, cxx. public school education in’, 229,230,235. ■ j Philadelphia School of Design for omen, 238. Philander Smith College, 14. 15. Pickard, J. L., Iowa State University, xevi, note, 310. Pickett, Joseph Desha, superintendent of public instruction, Kentucky, lxii, 103. Tidal y Mou, Senor, Spanish minister of instruc¬ tion, oexxxri. Pillsbury, W. L., quoted, xxxix, xl. Pio Nono College, 57. Pittsburgh, Fa., schools of, 229, 230, 235. Pittsfield, Mass., schools of, 129, 130, 133, 134. Plainfield, N. J., schools of. 186, 187. Population of legal school age, in 1882-’83, x, xi. in 1883-’84, xii, xiii. remarks on. xxix. Port Huron, Mich., 145,146. „ Portland, Me., schools of, 113, 114. Ponlatrd, Oreg., schools of, 223, 224. Portsmouth, N. H., schools of, 179, 180. Portsmouth, Ohio, scbwds of, 214,216. Portsmouth, Va., schools of, 272, 273. Portugal, superior council of public instruction, coxxix. Pottsville, Pa., schools of, 230, 233. Poughkeepsie, N. Y., schools of, 193, 194, 196. Powell, \V. B., of the District of Columbia, 297. Preparatory schools, summary of statistics of, cxxviii, cxxix. table of statistics of, 592-605. Prince Edward Island, educational condition of, cel. Princeton College, clviii. Prison and Reformatory Officers’ Conference, 314. Providence, R. I., truancy law of, lxxxv, lxxxvL schools of, 244, 245. Prussia, education in, ccxi, ccxii. Publications, educational, table of, 884-930. Publications of the Bureau of Education, vi. Purdue University, 78. Putmun, Mrs. Alice H., cxx. Q- Quebec, educational condition of, ccl-cclil. Queen Margaret’s College, Scotland, cxlv. Quick, R. H., quoted, cxiii, cxv. Quincy, 111., schools of, 61, G3. Quincy, Mass., schools of, 129, 130, 134. R. Raab, Henry, suporlntendentof public instruction, Illinois, xxxix, 59,70. Racine, Wis., schools of, 282,283. Raney, George P., attorney general of Florida, 48. Reading, how to teach, xcii. Reading, Pa., schools of, 230,233. Recess, committee report upon, to National Coun¬ cil of Education, xcvi-xcviii. Reform schools, summary of statistics respecting, cxc, cxci. tabulated statistics of, for 1883-’84, 75G-7G9. See, also, the heading Special Instruction, in the abstract, under the respective States. Religious denominations, activity of, in southern school work, lxi. Rensselaer Polytechnic Institute, 201. Rhode Island, summary of educational condition of, xlii. abstract, 242-248. Rhode Island School of Design, 246,247. Richmond, Ind. , schools of, 73, 75. INDEX. 041 Richmond, Va., schools of, lxxxix, 272, 273. Robertson, W. S., president Iowa State board of health, quoted, scvii. Rochester, N. Y., schools of, 193, 194, 196, 197. Rockford, 111., schools of. Cl, 03. Rockland. Me., schools of, 113, 114. Rogers, William <>., of New Orleans, cclxix. Rolla School of Mines. 107. Rome. N. Y., schools of, 193, 194, 197. Rose Polytechnic Institute, xevi. 78. Ruggles. William 15., superintendent of pnblio in¬ struction, New York, quoted, xxxiii. term of office of, 205. Rural schools, xxxviii, xl. Russell, Albert J., superintendent of pnblio ln- struetion, Florida, 52. Russia, educational conditiqn of, ccxxx. new i emulations for higher instruction, ccxxxi, ccxxxii. Rutgers College, 189. Rutland, V t., schools of, 267, 268. S. Sacramento, Cal., schools of, 19,20. Saginaw, Mich., schools of, 145, 146. St.John’s College, Arkansas, 14,15. St. Joseph, Mo., schools of, 164. St. Louis, Mo., schools of, 164, 1C6. St. Louis Manual Training School, xcv, xevi. St. Paul, Minu., schools of, 152,153. Salem, Mass., schools of. 129, 130, 134. San Antonio, Tex., schools of, 202,263. Sandusky, Ohio, schools of, 214, 216. San Francisco, Cal., Kindergarten societies and work in, cxx-exxiii. public schools of, 19, 20. San Jos£, Cal., schools of, 19,20. Sanniento, Domingo F.,cclxiv. Savannah, Ga., schools of, 55, 56. Saxony, school statist ics of. ccxi, ccxiL Scarborough, John C., superintendent of public instruction. North Carolina, 211. Scavcnius, J. F., Danish minister of instruction, cciii. Schenectady, N. Y., schools of, 193, 194, 197. School ages in the Stales and Territories, l882-’83, with diagram, xiv. 3883— ’84, with diagram, xv. changes in, xxix. School architecture in rural districts, xl, xii. School attendance, public, in 1882-’83, x, xi. in 1883-84, xii, xiii. School furniture. Seo Furniture. School inspection, remarks upon, xxxi-xxxiv. School law derisions, pamphlet respecting, vi. School of All Sciences, Boston, 137. School population, legal. See Population. School sittings, lack of, lxxxiv, lxxxv. School term, duration of, in the United States, xxix. Science, number of persons engaged in 1880 in pursuits demanding a knowledge of, clx. summary of schools of, clxii. remarks upon training in, clxv-clxvii. tabulated statistics of schools of, GG1-673. See, also, the heading Scientific and Profes¬ sional Instruction, uuder the respective States, in the abstracts. Soienco and Art Department, English, account of, ccxxiii-ccxxvi. Scotland, educational condition of, ccxix-ccxxi. See, also, Great Britain and Ireland. Scranton, Pa., schools of, 230, 233. Seaver, Edwin P., Boston, lxxxvii, Ixxxviii. quoted, xcii, xciii. Secondary instruction, summary of statistics of, cxxvi, cxxvii. remarks on, cxxxi, cxxxii. comparison of, in America and in Germany, cxxxii. discussion of, at London Conference, cxxxiii, cxxxiv. statistics of institutions for, 481-591. See, also, the heading Secondary Instruction, under the respective States and Territories, iu the abstracts. Sedalia, Mo., schools of, 164. Sedalia University, JG0. Selma, Ala., schools of, 6. Shamokin, Pa., schools of, 230, 234. Shattuck, Joseph (J., superintendent of public In¬ st ructiou, Colorado, 32. Shaw, Mrs. Q. A , cxx. Sheboygan, Wis., schools of, 282, 283. Sheffield Scientific School, 40. Shenandoah, Pa., schools of, 230, 234, Shorthand, pamphlet respecting the teaching, practice, and literature of, vi. Shortsight and spinal curvature curable by proper school furniture, cexxxvi, cexxxvii. Sidgwiek, Mrs. Henry, quoted, cxliv. Singer, E. A., xevi, note. Slater fund. See John F. Slater fund. Slaughter, John, superintendent of public instruc¬ tion, Wyoming. 309. Smart, James II., of Indiana, oclxix. Smith, Donald A., cxliii. Smith, E. T., minister of education, South Aus¬ tralia, cclxviii. Smith. J. Argylo, superintendent of public instruc¬ tion, Mississippi, 16L Smith, Lyudon A., cclxx. Smith College, Massachusetts, cxxxix. Society for Ethical Cultu'e, NewYoik, cxx. Somerville, Mass., schools of, 129, 13d, 134. South Australia, educational condition of, cclxiii. South Bend. Ind., schools of, 73,75. South Carolina, summary of educational condi¬ tion of, xliv. abstract, 249-254. South Carolina College, 252, 253. South Carolina-College of Agriculture, 253. Southern States, enrolment of white aiid colored pupils in public schools in the, compared, liii. expenditure for white and colored schools in, liii. population, white and colored, of school age, in, liii. normal schools, public and private, in the, cx, cxi. See, also, Colored people, instruction of. Southern University, 8,9. Southwest Baptist College, 166. Spain, Institucion Libre de Ensenanza, cexxxiii, ccxxxiv. Speer, H. C., superintendent of public instruction, Kansas, 9t), 96. Spelling Reform Association, session of 1884, 313. Springfield, Ill., schools of, 61, G3. Springfield, Mass., schools of, 129, 130, 134. Springfield, Ohio, schools of, 214, 216. Spring Garden Institute, 239. Spring Hill College, 8. Stamford, Conn., schools of, 35, 36. Stanford, Mrs. Leland, exxi. Stark, Joshua, Milwaukee, quoted, lxxxv, cxxiv. State Agricultural College of Florida, 51. State Agricultural College of Kansas, 94. State College of Kentucky, 101. States and Territories, statistical summary of public schools m, for 1882-’83, x, xi, xiv, xvi, xvii, xix, xx, xxiii, xxiv. statistical summary of public schools in, for 1883-84, xii, xiii, xvi, xv, xvii, xviii, xxi, xxii, xxv, xxvi. educational progress of, in 1883-’84, described, xli-xlviii. eneral school statistics of, 316^331. ee, also, the heading Statistical Summarv, under each State and Territory, in the ab- State University of Iowa, 86, 87. Statistics, collective summary of, for all schools, for ten years, viii-x. decennial summary of, by topics, xxvii, xxviii. Stearns, Eben S., lxii. Steubenville. Ohio, schools of, 214, 216, 217. Stillwater, Minn., school-* of, 152. Stockholm, Sweden, public schools of, ccxxxiv. Stockton, Cal., schools of, 19, 20. Stockwell, Thomas B., commissioner of public schools, Rhode Island, quoted, xxxi, xxxix. term of office of. 248. Storrs Agricultural School, 40. Stoy, Dr., of the Jena University, quoted, cxv. 942 INDEX. Snbprimary School Society of Philadelphia, cxx. Superior instruction, population requiring some sort of, summarized, cxxxiv. summary of institutions for, cxlvii-cli. remarks on, clii-clviii. statistics of institutions for, 623—060. See, also, the beading Superior Instruction, under the respective States and Territories, in the abstracts. Surgery, instruction in. See Medicine. Sweden, superior instrution in, ccxxxiv. Switzerland, cantonal reports, ccxxxiv, ccxxxv. compulsory attendance beneficial in, ccxxxvii, Syracuse, N. Y., schools of, 193, 194, 197. T. Tasmania, educational condition of, cclxiii. Tauuton, Mass., schools of, 129, 130, 134. Taylor, Joseph W., cxxxix. Tennessee, summary of educational condition of, xlvii. abstract, 255-260. Tenne- see Agricultural College, 258, 259. Terre Haute, Ind.. schools of, 73, 75. Texas, summary of educational condition of, xlvi. abstract, 261-265. Theological instruction, summary of statistics re¬ lating to, clxx. tabulated statistics of schools for, 674-685. See, also, the heading Scientific and Profes¬ sional Instruction, in the abstracts, under the respective States. Thompson. C. O., president of Rose Polytechnic Institute, xevi, 78. Thompson, W. E., superintendent of public in¬ struction, Arkansas. 16, Tiffin, Ohio, schools of, 214, 216. Titusville, Pa., schools of. 230, 234. Tolfdo, Ohio, schools of, 214, 216. Toltnan, Mrs. James, cxx. Topeka, Kans., schools of, 92. Townshend, N. S., clxvii Township system and union of school districts, x^xiv.' Tree planting in school gronnds, bulletin upon, vi. Trefort, A. von, Hungarian minister of instruc¬ tion, exc.ix. Trenton, N. J., schools of, 186, 187. Trinity College, 39. Tucson, Ariz., schools of, 290. Tufts College, 136, 137. Tulane University, civ, 108. Turkey, educational condition of, ccxxxvii, ocxxxviii. U. Ungraded schools, remarks upon classification and studies in, xxxiv-xxxvii. United States Military Academy, 200,705. United States Naval Academy, 123, 705. Universities and colleges, remarks respecting, exlii-clx. summary of statistics of, for 1883— ’84, cxlvii- cxlix. table of statistics of, 623-660. chairs of pedagogics in. See Normal schools and training. See, also, the heading Superior Instruction, in abstracts, under each State and Territory. University College, Liverpool, England, cxliv. University of Alabama, 8, 9. University of California, 22, 23. Untveisity of Chicago, 66. University of Colorado, 30. 31. University of Dakota. 293. University of Denver, 31. University of Deseret, 306. University of Georgia, 57, 58. University of Ireland, cxlvi. University of Kansas, 93, 94, 95. University of Louisiana, I0S. -University of Michigan, 147, 148, 149. University of Minnesota, 154, 155. University of Mississippi, 159, 160. University of Missouri, ICO, 167. University of Nebraska, 173. University of Nevada, 177. University of North Carolina, 209. University of Oregon. 225. University of Pennsylvania, 236, 238. University of St. Andrews, Scotland, cxlv. University of South Carolina, 252. University of Te nessee, 258. University of Texa-y 264. University of the State of Now York, 199. Univers’ty of Vermont and State Agricultural College. 269. University of Virginia, clviii, 274. University of Washington Territory, 308. University of Wisconsin, 2.->5 Utah, summary of educational condition of, lii. abstract, 305, 306. Utica, N. Y., schools of, 193, 194, 197. Y. Vassar College, cxxxix, 200. Vergara, Jos6 I., Chilian minister of instruction, cclxi. Vermont, summary of educational condition, xlii. abstract, 206-270. Veterinary school in Berlin, Prussia, ccxi. Vetter. Theodor, quoted, ccxxx. Vicksburg, Miss , schools of, 158. Victoria University, England, cxliv. Vincennes, Ind., schools of, 73,75. Virginia, summary of educational condition, xliv. abstract, 271-276. Virginia City, Nev., schools of, 176. Virginia Military Institute, 275. W. Wagner Free Institute, '237. Wales. See Eng and and Wales. Waltham, Mass., schools of, 129, 130, 134. Warwick, It. 1., schools of, 244, 245. Washington Territory, summary of educational condition of, lii. abstract, 307, 308. Washington University, 166, 167, 168. Waterbary, Conn , schools of, 35, 36. Watertown, N. Y., schools of, 193, 194, 197. Watertown. Wis., schools of, 282, 283. Welcker, W. T., superintendent of public instruc¬ tion, California, quoted, xxxii. term of office of, 26. Wellesley College, cxxxix, 137, 139. Wesleyan University, 39, 40. Westfield, Mass., schools of, 129, 130, 134. Westminster College, 166. West Virginia, summary of educational condition of, xlvii. abst ract, 277-280. West Virginia University, 279, 280. Weymouth, Mass., schools of, 129, 130, 134. Wharton School of Finance aud Economy, 237. Wheeler, C. W., superintendent of public instruc¬ tion, Washington Territory, 307, 308. Wheeling, W. Va., schools of, 278. Whitman College, 308. Wiggiu, Mrs. Kate D. S., quoted, cxxii, cxxiii. Wightman, John,jr., quoted, cxxii. Wilkes-Barre, Pa., schools of, 230, 234. Willamette University, 224, 225. William Jewell College, 167. Williams, Thomas N., superintendent of freo schools, Delaware, 44, 47. Williams College, 137. Williamsport, Pa., schools of, 230, 234. Williamston College, 252, 253. Wilmington, Del., schools of, 45, 46. Wilson, J. Ormond, of the District of Columbia, 297. Windham, Conn., schools of, 35, 36. Winona, Minn, schools of, 152, 153. Wisconsin, summary of educational condition of, xlviii. abstract, 281-287. Wise, Henry A., Baltimore, Ixxxix. Woburn, Mass., schools of, 129, 130,134. Woman’s Education Association, cxxxix, cxl. INDEX. 943 Women, superior instruction of. summary of in¬ stitutions f' r. for lfc83-’84, cxxxvi, cxxxvii. dogrees conferred by insulations for, summa¬ rized, cxxxviii. recent provision for, in several colleges, cxxxix. Bi’yn Mawr College for, to be open in 1885, cxxxix. Methodist college for, proposed, cxxxix. college for, in New York City, to be founded, cxxxix. associations to promote the, cxl, cxli. in other countries, cxliii-cxlvi. table of statistics of institutions for, 606-622. See, also, Superior instruction. ■Woodward, C. M., quoted, xcvi. Woonsocket. Ti. I., schools of, 244, 245. Worcester, Mass., schools of, 129, 130, 134. Worcester County Freo Institute, 137. World’s Industrial and Cotton Centennial Exposi¬ tion, preliminary circular upon, vi. Wight, D. F., of Tennessee, cclxix. Wrightson, John, clxvii. Wyoming, summary of educational condition, lii. abstract, 309. Y. Yale College, 39. 40, 41 . Yankton, Dale., schools of, 292. Yonkers, N. Y., schools o » , 193, 194, 197. York, Pa., schools of, 230, 234. Young, Charles S., supeiintendent of public in¬ struction, Nevada. 175, 177. Youngstown, Ohio, schools of. 214. Z. Zanesville, Ohio, schools of, 214. Zorrilla, B., Argentine minister of instruction, cclvi. Zurich, Swiss National Exhibition at, ccxxxvi, o J DATE DUE DEMCO 38-297 s* ;Stor4ln'1V V&(^8\ 111 ^ .A32x u