Villanova College VILLANOVA, PENNSYLVANIA LIBRARY L 111 Class...* A? . 13.84-3.5, Accession 2 7 o 62 Date 4= 4s 4= 4= 4» 4 4s 4* 4s 4» 4» 4 Case, A’/ie//, . 'f* 4* 4* 4” 4* + 4* 4* 4* 4- + + 4* 4- # •#- •$< # *+++++■* **+++■* ++++++-H-H.+++1 +++++, ++++++^+++^+^ i J ! * - L * \ 1 r v '• * V’/v v» . •» i. REPORT OP THE! COMMISSIONER OF EDUCATION rofi THE YEAR 1884-’85. S!@?SSSS5» NAtlftNAL LIBRARY DP EbuCAtlON U.S. DEPARTMENT OF EDUCATION 400 w; MAR 2 6 2013 s.w. 02 MARYLAND AVttfOlH \SHINGTON. D.C. 202 HINGTOK: GOVERNMENT PRINTING-OFFICE. 1886. I » I m FfZ CONTENTS. Report of the Commissioner of Education . Library, v ; publications of tbe Bureau, vii ; governmental provision for education, x ; educational reports, xiv ; table of facts relating to State reports, xix ; recess or no recess, xxiv; school legislation, xxvi; statistics of correspondents of the Bureau, xxviii ; growth of education in the United States, xxix ; school ages, xxxi ; summary of statistics of State systems, xxxii ; summary of the statistics of the last ten years, xl; school population, enrollment, and average attendance, xliii; comparative view of school attendance in the more densely populated States, xlv ; defective adminis¬ tration of common schools, xlvii; status of the teaching force, xlix; supervision of country schools, 1; graded course of study, lii; compulsory attendance, liii; sum¬ mary of the educational condition of the Union, liv; education of the colored race, lxvii ; statistics of institutions for the education of the colored race, lxviii ; teach¬ ers for colored schools, lxxv ; illiteracy in the South, Ixxvi ; industrial training for colored youth, lxxvii; Peabody fund, lxxix ; John F. Slater fund, lxxx; summary of statistics of city systems, lxxxii; table of average expenses per capita for city schools, xcviii ; school population, enrollment, and attendance in cities, c ; exam¬ inations, cv; an experiment in discipline, cvi; supervision, cvii; free text books and stationery, cix; gymnastics, cx; tenure of office of teachers, cx; administra¬ tion, cxiii ; the teaching of vocal music in public schools, cxiv ; statistics relating to city superintendents, cxvi ; summary of statistics of normal schools, cxxviii ; ap¬ propriations for normal schools, cxxxiii; character of normal training, cxxxvii; information concerning particular schools, cxxxix; teachers’ institutes, etc., cxl; summary of statistics of commercial and business colleges, cxlv; summary of sta¬ tistics of kindergarten, cxlvi; general statistical summary of pupils receiving secondary instruction, cxlviii ; summary of statistics of institutions for secondary instruction, cl; summary of statistics of preparatory schools, cliii; public high schools, civ ; measures for improving secondary instruction, clvi; overwork in secondary schools, clvi ; statistical summary of students in classical and scientific preparatory courses, clxiii ; statistical summary of students in institutions for su¬ perior instruction, clxiv ; summary of statistics of institutions for the superior in¬ struction of women, clxvi; summary of statistics of universities and colleges, clxxii ; distinction between colleges and universities, clxxiv ; movements in certain colleges, clxxviii • graduate departments, clxxx ; the university of the nineteenth century, clxxxi ; colleges whoso main work is in the undergraduate department, clxxxii; catalogues of American colleges, clxxxiv; statistics of alumni of colleges and universities, clxxxvi ; summary of statistics of schools of science, cxcvii ; classi¬ fication of scientific students in a number of institutions, ccv; meaning of the ex¬ pression, “industrial education,” ccvi ; the Workingman’s School, New York, ecvii; experiments in connection with city public schools, ccviii ; exercises of universal * application, ccxii; exhibitions of industrial work by school children, ccxii; indus¬ trial training in normal schools, ccxiv; in the South, ccxv; special schools, ccxv; instruction in cookery, ccxvi ; summary of statistics of schools of theology, ccxviii; summary of statistics of schools of law, ccxx ; summary of statistics of schools of medicine, etc., ccxxi; statistical summary of all degrees conferred, ccxxiv; sum¬ mary of statistics of training schools for nurses, ccxxxi ; education of the deaf and dumb, ccxxxii ; summary of statistics of institutions for the deaf and dumb, ccxxxvi ; education of the blind, ccxxxviii ; summary of statistics of schools for the blind, ccxlii ; education of the feeble-minded, ccxliv ; summary of statistics of schools for feeble minded youth, ccxlvi; statistical summary of benefactions, ccxlvii; list of historical societies in the United States, ccl ; education in foreign countries, ccliii ; recommendations, cccxii ; appropriations needed, cccxiv. in Pag®. v-cccxvn ,2'136'L- IV CONTENTS. Page. Abstracts . 1-325 Abstracts of the official reports of the school officers of States, Territories, and cities, ■with other information . 4 Educational associations and conventions . 318 Statistics of Education for the year 1884-85 . . 328-837 Table I. Statistics of the school systems of the States and Territories . 328 II. School statistics of eities containing 7,500 inhabitants and over . 336 III. Statistics of normal schools . . . 392 IV. Statistics of commercial and business colleges . 417 V. Statistics of kindergarten . . . 437 YI. Statistics of institutions for secondary instruction . . . 438 YII. Statistics of preparatory schools . 552 Vm. Statistics of institutions for the superior instruction of -women . 567 IX. Statistics of universities and colleges . . . 584 X. Statistics of schools of science . 622 XI. Statistics of schools of theology . 637 XII. Statistics of schools of law . . . 650 XIII. Statistics of schools of medicine, dentistry, and pharmacy . 654 XIV. Summary of examinations for admission to the United States Military and Naval Academies . — . 668 XY. Degrees conferred in 1884-’85 by universities, colleges, scientific and other professional schools, and by schools for the superior instruction of women. 670 XVI. Statistics of public libraries numbering 300 volumes and upwards . 691 XVII. Statistics of training schools for nurses . 783 XVIII. Statistics of institutions for the deaf and dumb . . 788 XIX. Statistics of institutions for the blind . 794 XX. Statistics of schools and asylums for feeble-minded children . 798 XXL Statistics of educational benefactions . . . 800 Index . . . . . . . . . 839 REPORT Department op the Interior, Bureau op Education, Washington , D. C., June 30, 1885. Sir — I have the honor to submit my fifteenth Annual Report, for the year ending June 30, 1885. In all the work of this Office it. has been my endeavor to regard with the utmost care the spirit and letter of the law providing for its operations.1 The appropriations for the Office have never been sufficient to enable it to do all the work legitimately required of it within the law. For the year covered by this Report the items of the appropriation were as follows: Salaries _ $44, 022 60 Library _ 500 00 Current educational periodicals _ 250 00 Other current publications _ 225 00 Completing valuable sets _ 200 00 Collecting statistics _ 2, 200 00 Distributing documents _ 2, 000 00 Total . . . 49,397 60 LIBRARY. The Office may very properly be described as an agency for collecting and disseminat¬ ing information on the subject of education. The collected information forms already a professional library of great value. This library, its collection, preservation, and cataloguing, have been objects of my constant care during my sixteen years in this Office. Not a hundred volumes belonged to the library when I assumed direction. Now there are 17, 500 volumes and 45, 000 pamphlets. There was no official pedagogical library for a model by which to shape my efforts. But the plan which I adopted for the general work of the Office was applied to the col¬ lection of this library. Keeping in mind sound pedagogical principles — First, I sought to answer as far as possible the reasonable demands made for informa¬ tion. Second, I did not seek to communicate my own opinions, but facts and the opinions of others, and to treat all subjects by historical and comparative methods. 1 According to the Revised Statutes of the United States, the purpose and duties of this Office shall be “ to collect statistics and facts showing the condition and progress of education in the sev¬ eral States and Territories, and to diffuse such information respecting the organization and man¬ agement of schools and school systems, and methods of teaching, as shall aid the people of the United States in the establishment and maintenance of efficient school systems, and otherwise pro¬ mote the cause of education throughout the country.” Again, it provides that “the Commissioner of Education shall present annually to Congress a report embodying the results of his investigations and labors, together with a statement of such facts and recommendations as will, in his judgment, subserve the purpose for which the Office is established, M T VI REPORT OF THE COMMISSIONER OF EDUCATION. In this way all data naturally had a habitation and a name, and the organization o» the information became geographical instead of purely logical. Demands came for facts about education as conducted at places. Persons reported education at places. Its history was always located. Necessarily the Annual Reports were made on a geographi¬ cal basis. All the information, whether about a system or an institution, appeared ia connection with its place, whether in descriptive text or statistical tables. The same principles substantially determined the arrangement of the library, the logical element, however, being allowed to come in wherever it could facilitate the work to be done. The intelligent conduct of the work of the Office, as required by the law for its estab¬ lishment, demanded, it seemed to me, that there should be at hand all current publications on education. These were, First, reports of systems, State and city, and of institutions of education, — catalogues, announcements, etc. Second, educational periodicals. Third, treatises on educational topics, — pedagogical works. Fourth, dictionaries and encyclo¬ pedias and other books of reference in different languages. Beyond these printed materials imperatively demanded in our work, there was a great variety of other publications to which our inquiries naturally led us, and which we sought to supply as the means furnished the Office permitted. There were, therefore. Fifth, biographies and local histories, for these often supply, in this country especially, the only recorded data of the history of education. Sixth, travels often were the only source of information on education in foreign countries. Seventh, general history, although in the main its construction did not give due importance to education. Eighth, works of eminent men who had specially thought or written or spoken on the subject of education. Ninth, looking upon education as I did, as the means given man for changing his condition, I naturally sought to arrange around this agency all the tests of its results as they are to be found in reports or discussions on sanitation, insanity, charity, pauperism, crime, the improvement of labor, or the advancement of health ; a great variety of these publications are statistical, and are now made by general, State, or city governments. Tenth, general magazine and newspaper literature, which occa¬ sionally is the exclusive source of educational information. Eleventh, a great variety of ephemeral publications, often the only source of names and dates. A special embarrassment connected with the organization of the library has arisen from the fact that we never have had suitable room for the installation of books and pamphlets. We have always had to use the rooms of the library for the general clerical purposes of the Office, and several times the removal of the Office from one building to another has necessitated a perilous carrying of the books to and fro. It is hoped that only one more removal may be necessary, and that when the appro¬ priate building has been erected for the Office, where the library will take its permanent place. Every opportunity has been improved to add value to the library. The largest amour t appropriated by Congress has been $1,000 a year for the purchase of books, with addi¬ tional small amounts to be expended for periodicals, completing sets, etc. For the last several years only $500 per annum has been appropriated for books. The most valuable collection of books and pamphlets in the country relating to ed r - cation was that made during his life-long labors with much difficulty by my erniner predecessor, Hon. Henry Barnard, LL. D., and was still in his possession. Fortunate i he was prepared to sell this collection to the Office and to receive his pay in sni; amounts from year to year, as appropriations to the Office warranted and other deman.,.- permitted. This formed an admirable nucleus for all additions, and saved great ex¬ pense and labor. Many gifts have beeu made to the collection by those who have gra¬ tuitously aided in furnishing information used annually by the Office. These gifts have been largely reports, pamphlets, catalogues, etc. A large share of the foreign material has been obtained by exchange. Great foreign interest has been shown in the publica¬ tions of the Office. PUBLICATIONS. VII There has never been a librarian famished in terms of law by act of Congress. For the lirst several years it was impossible to assign the library to the care of any ono in particular. After linisliing the special report on libraries, S. Ii. Warren, A. M., one of the gentlemen that had been assigned to the care of that publication and one of my most scholarly assistants, in addition to other work, was given the care of the library. A scheme for a card catalogue by authors and by subjects was developed, and the work of cataloguing was commenced and has been since carried on as the demands upon the Office would permit. This catalogue now contains 70,000 cards. Since Hr. Warren's resignation Henderson Presnell, A. M., has faithfully and efficiently carried on the work commenced, aided by competent assistants, as the general demands upon the Office would allow. Eminent librarians of the country have given more or less special attention to every department of library organization, excepting the pedagogical. Mr. C. A. Cutter, of the Boston Athenaeum, however, after much care, in the light of his great experience, developed a scheme for cataloguing a pedagogical collection. His plan has been of special service to ns. It has been my earnest desire that the office of each State and city superintendent of instruction, and especially the large libraries of the country and the libraries of colleges where pedagogical chairs were established, and also normal school libraries, should un¬ dertake the organization of pedagogical collections. Wherever any effort of this char¬ acter has developed it has been my earnest endeavor to aid it so far as in my power. A considerable number of important collections have been commenced. It is well known that the strength and character of any learned profession may be de¬ termined by its literature. The collection, reading, and cataloguing of educational works -would be much more effective in advancing the vocation of the educator to the position of a learned profession than all the resolutions that all the educational conventions may pass. The interest in the quality and amount of literature touching the different phases of education has in¬ creased rapidly in recent years, and it is hoped that the publication of this catalogue will serve to furnish much needed information to those now making these collections for themselves. It gives me peculiar satisfaction to be able to state that the catalogue of the library is so far advanced that it will soon be ready for print. PUBLICATION'S. The law establishing the Office provides for the annual reports, and the appropriation acts from year to year provide for special reports, circulars of information, or bulletins. The nature of the work under the general law and the specific acts of appropriation may be said to require the communication of information by correspondence. Over 22,000 letters were sent out during the year, discussing a great variety of topics, and some of them comprising manuscripts of considerable length. The number of reports, circulars, and other documents distributed was 348,864. The preparation of circulars, bulletins, and special reports has always had in view some specific end. In each case the treatment of the topic has been as thorough and complete as the means at command and other circumstances would permit. The publica¬ tion when thus prepared and made has been reissued as the demands for tbe information it contains have required. A publication of this Office issued upon a specific topic just coming into importance in the discussions of the country may be said in all cases to be followed by great growth of information upon that particular topic. Xew investigations are stimulated and reported, additional experiments are made, modifications are intro¬ duced, and thus, after a time, a revision of the publication becomes necessary.1 1One of the great trials in the administration of the Office has been the dropping of many pieces of work before they are concluded, for lack of means to complete them. An important demand is recognized and an attempt is made to meet it, bat in the midst of this work a greater and more im« VIII REPOET OF THE COMMISSIONER OF EDUCATION The information sent in response to special inquiries would often be of interest to the general public, but its communication is impossible in the limited compass of the Annual Report. In this Report, from year to year, while including in the briefest terms some notion of the work of the Office, I have sought specially to include statistical and other condensed statements, giving as correctly as possible a view of the progress of education in this country and elsewhere. The following circulars and bulletins have been pub¬ lished since those recited in my previous Report: Aims and methods of the teaching of physics. City school systems in the United States. Teachers’ institutes. Circulars — No. 5, 1884. Suggestions respecting the Educational Exhibit at the World’s Indus¬ trial and Cotton Centennial Exioosition. No. 6, 1884. Rural schools : progress in the past; means of improvement in the future. No. 7, 1884. No. 1, 1885. No. 2, 1885. Bulletins — Preliminary circular respecting the exhibit of education at the World’s Industrial and Cotton Centennial Exposition. Educational congress at Havre. Articles exhibited at the Southern Exposition, Louisville, Ky. Also new editions of the following have been printed : Circulars' — Rural school architecture. Causes of deafness among school children. Industrial art in schools. Co-education of the sexes in the public schools of the United Circular No. 4, 1880. Circular No. 5, 1881. Circular No. 4, 1882. Circular No. 2, 1883. States. Circular No. 2, 1834. Circular No. 5, 1884. The teaching, practice, and literature of short-hand. Suggestions respecting the educational exhibits at the World’s Industrial and Cotton Centennial Exposition. Circular No. 6, 1884. Rural schools : progress in the past; means of improvement in the future. Circular No. 1, 1885. City school systems in the United States. Bulletins — The discipline of the school. Natural science in secondary schools. Planting trees in school grounds and the celebration of Arbor Day. Building for the children of the South. Instruction in morals and civil government. Of the work of publication by the Bureau, I may say, first , it should be greatly en¬ larged; secondly , facilities should be furnished the Office so that it can print bulletins, perative demand comes in, and what has been accomplished in respect to the former has to be laid aside for another opportunity, because there is not clerical force enough to accomplish both. But however great the disappointment arising from these delays and this non-publication of work, no work well done has proved wholly in vain. The portion of a plan accomplished and the data col¬ lected have proved valuable for reference in correspondence, and sometimes in advancing the work on the same reports undertaken elsewhere. The history of colleges and the history of normal schools, undertaken and advanced considerably towards completion, but stopped by other more imperative demands, have proved useful in aiding local efforts where local interest has been suffi¬ cient to warrant the undertaking of similar histories. Several histories of colleges, etc., have appeared based on the work measurably completed here. The preparation of the history of Indian education, interrupted half a dozen years ago, has now been ordered completed by a resolution of the Senate. PUBLICATIONS. IX circulars, etc., -when circumstances demand, more promptly than heretofore, in larger or smaller numbers, with or without illustrations, and in any proper modification of form that may best meet the interests of education. The General Government has always responded in a greater or less degree to the idea that the intelligence and virtue of the people are essential to its preservation and prosperity. Evidences of the thought in the minds of our statesmen that they have some responsibility for the intelligence of the people appear in the form and character of the government publications from the ear¬ liest date. Our government reports are not made solely for the information of the gov¬ ernment officials to whom they are addressed; they are uniformly expected to contain information of use to the people with regard to the function of the Government which these reports represent.1 !The following is a complete list of the publications of this Office, including those in course of preparation : Under Commissioner Barnard. Report of the Commissioner of Education, with circulars and documents accompanying the same ; submitted to the Senate and House of Representatives, June 2, 1868. Washington, 1868. 8°. 40 + 856 pp. Special Report of the Commissioner of Education on the condition and improvement of public schools in the District of Columbia, submitted to the Senate, June, 1868, and to the House with addi¬ tions, June 13, 1870. Washington, 1871. 8°. 850 pp. + various indexes. Valuable reports on technical education and education in Europe were also prepared, but were not ordered to be printed by Congress. Under Commissioner Eaton. AX2TCAL EEPOETS. Report of the Commissioner of Education, made to the Secretary of the Interior, for the year 1870, with accompanying papers. Washington, 1870. 8°. 579 pp. Report of the Commissioner of Education for the year 1871. Washington, 1872. 8°. 726 pp. Same for the year 1872. Washington, 1873. S°. 88+1018 pp. Same for the yeaT 1873. Washington, 1874. 8°. 178+ 870 pp. Same for the year 1874. Washington, 1875. 8°. 152+ 935 pp. Same for the year 1875. Washington, 1876. 8°. 174+1016 pp. Same for the year 1876. Washington, 1878. 8°. 214+ 942 pp. Same for the year 1877. Washington, 1879. 8°. 206+ 644 pp. Sam e for the year 1878. Washington, 1880. S°. 202+ 730 pp. Same for the year 1879. Washington, 1881. 8°. 230+ 757 pp. Same for the year 1880. Washington, 1882. 8°. 262+ 914 pp. Same for the year 1881. Washington, 1883. 8°. 277+ 840 pp. Same for the year 1882-’83. Washington, 1884. 8°. 293+872 pp. Same for the year 1883-’84. Washington, 1885. 8°. 271+943 pp. Same for the year 1884-:85. In course of preparation. SPECIAL EEPOETS. Contributions to the annals of medical progress and medical education in the United States before and during the war of independence, by Joseph M[eredith] Toner, M.D. Washington, 1874. 8°. 118 pp. Public libraries in the United States of America; their history, condition, and management. Washington, 1876. 8°. Part 1, 36+1187 pp. ; Part IX, 89 pp. Contributions to the history of medical education and medical institutions in the United States of America, 1776-1876. By N. S. Davis, A. M. , M. D. W ashington, 1877. 8°. 60 pp. Industrial education in the United States. 1883. History of the University of Missouri. History of the Philadelphia Normal School for Girls. In press — History of Indian education and civilization. Industrial and high art education in the United States. Vol. I. Educational exhibits and conventions at the World’s Industrial and Cotton Centennial Exposi¬ tion, 1884-’ 85. Outlines for a museum of anatomy. X REPORT OF THE COMMISSIONER OF EDUCATION GOVERNMENTAL PROVISION FOR EDUCATION. But the efforts of the Government for the enlightenment of the people have not been limited to its system of official reports. The Congressional Library, the Smithsonian Institution, the National Museum, the scientific and historical work carried on under the auspices of the War Department, the foundation and support of the Naval Observ¬ atory, the geological surveys and agricultural investigations under the auspices of the Interior Department, indicate the disposition on the part of the Government to make costly provision for searching out knowledge and preserving and distributing the same for the benefit of the public. More striking evidence of the view which the Government has taken of its obligation in this respect is furnished by the grants of land and money for the establishment and endowment of schools. CIRCULARS OF INFORMATION. Circular of Information, of the Bureau of Education, for August, 1870. 8°. 70 pp. — Contents: Illit¬ eracy of 1860 ; educational statistics ; Virchow on school-room diseases ; education of French and Prussian conscripts ; school organization, etc. Same for July, 1871. 8°. 4S pp. — Contents : Public instruction in Sweden and Norway ; the folke- hoiskoler of Denmark. Same for November, 1871. 8°. 14 pp. Methods of school discipline. Same for December, 1871. 8°. 17 pp. Compulsory education. Same for January, 1872. 8°. 43 pp. German and other foreign universities. Same for February, 1872. 8°. 77 pp. — Contents : Public instruction in Greece, the Argentine Re¬ public, Chili, and Ecuador ; statistics respecting Japan and Portugal ; technical education in Italy. Same for March, 1872. 8°. 93 pp. — Contents: Vital statistics of college graduates; distribution of college students in 1370-’71 ; vital statistics in the United States, with diagrams, etc. Same for April, 1872. 8°. 125 pp. Relation of education to labor. Same for June, 1872. 8°. 22 pp. Education in the British West Indies. Same for July, 1872. 8°. 62 pp. The kindergarten. Same for November, 1872. 8°. 79 pp. American education at the Vienna Exposition of 1873. Circulars of Information of the Bureau of Education for the year 1873. 8°. 441 pp. — Contents : No. 1. Historical summary and reports on the systems of public instruction in Spain, Bolivia, Uruguay, and Portugal. 66 pp. No. 2. Schools in British India. 30 pp. No. 3. Account of college commencements for the summer of 1873, in Maine, New Hampshire, Vermont, Massachusetts, Rhode Island, Connecticut, New York, New Jersey, and Pennsyl¬ vania. 118 pp. No. 4. Lists of publications by members of certain college faculties and learned societies in the United States, 1867-1872. 72 pp. No. 5. Account of college commencements during 1873 in the Western and Southern States. 155 pp. Circulars of Information of the Bureau of Education for the year 1874. 8°. 221 pp. — Contents: No. 1. Proceedings of the Department of Superintendence of the National Educational Associ¬ ation, January, 1874. 77 pp. No. 2. Drawing in public schools. The present relation of art to education in the United States. 53 pp. No. 3. History of secondary instruction in Germany. 88 pp. Circulars of Information of the Bureau of Education for the year 1875. S°. 687 pp. — Contents : No. 1. Proceedings of the National Educational Association, 1S75. 119 pp. No. 2. Education in Japan. 64 pp. No. 3. Public instruction in Belgium, Russia, Turkey, Servia, and Egypt. 108 pp. No. 4. Waste of labor in the work of education. 16 pp. No. 5. Educational exhibit at the Centennial in 1876. 26 pp. No. 6. Reformatory, charitable, and industrial schools in the United States. 208 pp. No. 7. Constitutional provisions in regard to education in the several States. 130 pp. No. 8. Schedule of students’ work for the Centennial Exhibition, 1876. 16 pp. Circulars of Information of the Bureau of Education for the year 1877. 8°. 105 pp. — Contents : No. 1. Education in China. 28 pp. No. 2. Public instruction in Finland, the Netherlands, Denmark, Wurte;nberg, and Portugal; the University of Leipzig. 77 pp. GOVERNMENTAL PROVISION FOR EDUCATION. XI In the Congress of the Confederation Mr. Jefferson wa s chairman of the committee that in May, 1784, made a report on the organization of the Western territory, which provided 1 ‘ that there shall be reserved the central section of every township for the maintenance of public schools, and the section immediately adjoining the same for the maintenance of religion.” The ordinance as adopted on May 28, 1785, read as follows: “ There shall be reserved lot No. 16 of every township for the maintenance of public schools.” The ordinance in its final form, passed in 1787, prohibited slavery, required the encouragement of liberty and morality, and set apart the sixteenth section in every township of public land for school purposes. Webster, referring to this great act of patriotism, remarks : “We are accustomed to praise the lawgivers of antiquity, we help to perpetuate the fame of Solon and Lycur- gus; but I doubt whether one single law of any lawgiver, ancient or modern, has pro¬ duced effects of more distinct, marked, and lasting character than the ordinance of 1787. Circulars of Information of the Bureau of Education for the year 1878. S°. 66 pp. — Contents : No. 1. The training of teachers in Germany. 42 pp. No. 2. Elementary education in London. 24 pp. Circulars of Information of the Bureau of Education for the year 1879. 8°. 340pp. — Contents: No. 1. Training schools for nurses. 22 pp. No. 2. Proceedings of the Department of Superintendence of the National Educational Associ- ation in 1877 and 1879, and of the conference of State college presidents held in Ohio in 1877. 192 pp. No. 3. Yalue of common school education to common labor. 38 pp. No. 4. Training schools of cookery. 50 pp. No. 5. American education as described by the French Commission to the International Exhi¬ bition of 1876. 3S pp. Circulars of Information of the Bureau of Education for the year 1880. 8°. 624 pp. — Contents: No. L College libraries as aids to instruction. 28 pp. No. 2. Proceedings of the Department of Superintendence of the National Educational Associ¬ ation in 1880. 112 pp. No. 3. Legal rights of children. 96 pp. No. 4. Rural school architecture. 106 pp. No. 5. English rural schools. 26 pp. No. 6. Teaching of chemistry and physics in the United States. 220 pp. No. 7. The spelling reform. 36 pp. Circulars of Information of the Bureau of Education for the year 1881. 8°. 350 pp.— Contents: No. 1. Construction of library buildings. 25 pp. No. 2. Relation of education to industry and technical training in American schools. 22 pp. No. 3. Proceedings of the Department of Superintendence of the National Educational Asso¬ ciation in 1881. SO pp. No. 4. Education in France. 144 pp. No. 5. Causes of deafness among school children and the instruction of children with impaired hearing. 48 pp. No. 6. Effects of student life on the eyesight. 30 pp. Circulars of Information of the Bureau of Education for the year 1882. 8°. 323 pp. — Contents : No. 1. Inception, organization, and management of training schools for nurses. 28 pp. No. 2. Proceedings of the Department of Superintendence of the National Educational Associ¬ ation for 1882. 112 pp. No. 3. The University of Bonn. 63 pp. No. 4. Industrial art in schools. 38 pp. No. 5. Maternal schools in France. 14 pp. No. 6. Technical instruction in France. 63 pp. Circulars of Information of the Bureau of Education for the year 18S3. 8°. 240 pp. — Contents : No. 1. Legal provisions respecting the examination and licensing of teachers. 46 pp. No. 2. Co-education of the sexes in the public schools of the United States. 27 pp. No. 3. Proceedings of the Department of Superintendence of the National Educational Associ¬ ation, 1883. 81 pp. No. 4. Recent school law decisions. 82 pp. Circulars of Information of the Bureau of Education for the year 1884. 5:. 724 pp. — C n 'cars : No. 1. Meeting of the International Prison Congress at Rome in October, 1883. 31 pp. No. 2. The teaching, practice, and literature of short-hand. 382pp. No. 3. Illiteracy in the United States in 1870 and 1880. with diagrams and observationr . with an appendix on National Aid to Education . 99 pp. XII REPOET OF THE COMMISSIONER OF EDUCATION. It fixed forever the character of the population in the vast regions north-west of the Ohio. ’ J This great grant has shed its benign influence upon every State since organ¬ ized, and the total amount of money reported as realized and now in hand mainly from this source in these several States reaches nearly seventy-one millions of dollars. But the care of the fathers for education did not stop with common schools. When Ohio was admitted as a State it received 69,120 acres for superior instruction, and a similar policy has been pursued with other States. The great Universities of Michigan, Circulars of Information of the Bureau of Education for the year 1884— Continued. No. 4. Proceedings of the Department of Superintendence of the National Educational Associ¬ ation, 1884. 176 pp. No. 5. Suggestions respecting the Educational Exhibit at the World’s Industrial and Cotton Centennial Exposition. 28pp.' No. G. Rural schools : progress in the past; means of improvement in the future. 90 pp. No. 7. Aims and methods of the teaching of physics. 158 pp. Circulars of Information of the Bureau of Education for the year 1885 : No 1. City school systems in the United States. 207 pp. No. 2. Teachers’ institutes. 206 pp. In press — No. 3. A review of the reports of the British Royal Commissioners on technical instruction In Europe. No. 4. Education in Japan. No. 5. Physical training in American colleges and universities. Ready for the press— Technical education and the apprenticeship question. OTHEB PUBLICATIONS. Free school policy in connection with leading western railways. 1872. A statement of the theory of education in the United States of America, as approved by many leading educators. 1874. 22 pp. The National Bureau of Education ; its history, work, and limitations. 1875. 16 pp. Educational conventions and anniversaries during the summer of 1876. The international conference on education, held in Philadelphia July 17 and 18, in connection with the International Exhibition of 1876. A manual of the common native trees of the Northern United States. 1877. 23 pp. The Brussels congress. 1880. The Indian school at Carlisle Barracks. 1880. Industrial education in Europe. 1880. Vacation colonies for sickly school children. 1880. Progress of western education in China and Siam. 1880. Medical colleges in the United States. 1880. Educational tours in France. 18S0. Comparative statistics of elementary education in fifty principal countries. 1881. Fifty years of freedom in Belgium, education in Malta, &c. 1881. Library aids. 1881. Recognized medical colleges in the United States. 1881. The discipline of the school. 1881. Education and crime. 1881. Instruction in morals and civil government. 1882. Comparative statistics of elementary, secondary, and superior education in sixty principal coun¬ tries. 1882. National pedagogic congress of Spain. 1882. Natural science in secondary schools. 1882. High schools for girls in Sweden. 1882. The Bufalini prize. 1883. Education in Italy and Greece. 1883. Answers to inquiries about the United States Bureau of Education. 18S3. Planting trees in school grounds. 1883. Report of the director of the American School of Classical Studies at Athens for the year 18S2-’83. 1SS4. Building for the children of the South. 1884. Planting trees in school grounds and the celebration of Arbor Day. 1SS4. Preliminary circular relating to the World’s Industrial and Cotton Centennial Exposition. 1884. Articles exhibited in the Southern Exposition at Louisville, Ky. 1884. Educational congress at Havre. 1885. GOVERNMENTAL PROVISION FOR EDUCATION. XIII Wisconsin, and Iowa are examples of the results of these university grants of land, from which have been realized funds now in hand amounting to $6,720,000. Later, when the question of introducing scientific, technical, and industrial education arose, there followed the great land grant, out of which have sprung colleges of agricult¬ ure and mechanic arts in the several States, whose funds, arising from this source, now amount to $4,S02,000. The total of these several large grants for education is put down at nearly seventy- nine million (78,659,439) acres, or more than twice as many acres as are contained in the whole territory of England and Wales (37,324,883). A vast amount of these lands is only assigned and not yet sold, so that it is impossible to state what they will ulti¬ mately realize in dollars and cents. By various laws a certain per cent, of the sale of lands by the General Government in the new States has been turned over to these States, sometimes amounting to five per cent, of the whole. Under this provision Illinois re¬ ceived, from 1821 to 1869, over seven hundred thousand dollars. In some of the States this revenue was used for school purposes ; how much it is impossible to determine at present. In addition to these various aids received from the United States for education by the several States, there have been a large number of special grants, as, for instance, 480 acres to Lafayette University, 160 to the Holy Cross Mission, over 22,000 for the educa¬ tion of the deaf and dumb in Kentucky, 400 to the Pine Grove Academy, and especially large amounts to several towns in Missouri.^ In 1836 there was a large surplus in the Treasury of the United States, and an Act was passed providing that a definite amount of this should be deposited with the several States in proportion to the number of members of Congress. The total was over forty- two millions of dollars, of which three installments were turned over. The fourth in¬ stallment was not paid on account of financial embarrassments. The amount received was $95,584 for each member of Congress. These moneys were all held in trust, to be paid on demand to the United States. A number of States set apart the amount received as a fund, the income of which was to be used for the schools. This was done definitely by Alabama, which received over $669,000; by Georgia, which received over $1,051,000. by Illinois, which received over $477,000; and by Indiana, which received over $552,000. $850,000 of the share of Kentucky was set apart for this purpose. Louisiana granted a considerable portion received to the colleges of Jefferson, Louisiana, and Franklin, and the Covington Female Academy. Maryland and Pennsylvania, after paying out of it their public debt, set apart a portion for the benefit of education. Missouri and New York set apart the whole amount for common schools. North Carolina transferred $300, 000 to the literary fund. Ohio provided that the net income should be used for the encouragement of schools, and Rhode Island did the same. Tennessee set apart her share as a school fond. A number of States distributed the amounts received among counties or towns, and allowed the money to be used for school or other purposes, at their option ; how much thus went to schools it is impossible to determine. The whole amount distrib¬ uted was twenty-eigjht million dollars. How largely this great supply of money became a factor contributing to the success of the revival of education at that period, no one can calculate. Congress, touched by a humane effort to introduce education for deaf-mutes in this country, gave 23,000 acres in aid of the establishment of the first institution, at Hart¬ ford. Moved by a similar sentiment for the blind, it has recently set apart a fund of a quarter of a million, the interest of which is to be “divided equally for the use of the blind in the several congressional districts.” The influence and policy of our Goyemment having been such as is here described, the establishment of a Bureau of Education was inevitable. It is singular that the ne¬ cessity for a such a bureau should be questioned by any though tful person, more espe¬ cially when the principal educating countries of the world are making provision more or less ample for ascertaining and reporting all attainable information with reference to XIV REPORT OF THE COMMISSIONER OF EDUCATION. education, and for collecting all works pertaining to the history and philosophy of the subject and all material illustrating educational methods and appliances. This Bureau has been greatly cramped in the past by reason of inadequate appropriations, and, but for the voluntary co-operation of teachers and school officers throughout the country, a judicious system of international exchanges, and the strictest economy in the use of funds, could not have developed to its present acknowledged importance. Extravagance in the use of public funds can be deprecated by no one more than myself ; but I think no rea¬ sonable person can doubt but that the work which the Office is required to perform de¬ mands more liberal appropriations, and that the service which it renders in fostering the educational interests of the country justifies a larger expenditure for its support. GBOWTH AND IMPOBTANCE OF EDUCATIONAL BEPOETS. The importance of authoritative and reliable records of the condition of educational sys¬ tems has been made very evident by events that have occurred in several countries during the present year. In Belgium, France, England, and in sections of our own country, education has been recognized as a leading interest in political campaigns, and in the discussions of the sub¬ ject free use has been made of official reports. They have furnished material for argu¬ ment, have served to correct false statements, to expose fallacies, to check extravagant speculations, and to indicate the essential conditions of economy and efficiency in the conduct of popular education. In the attention directed by public discussions to the operation of systems of education for a period of years, the value of tabular statistics has been apparent. Those setting forth the educational condition of the United States have received due attention, and, it is gratifying to note, very general commendation. On account of this interest, the time seems opportune for considering the origin, growth, and present status of educational reports in our country. The subject is very fully treated in the following paper submitted to the National Council of Education by the committee on educational literature and approved by it: SCHOOL BEPOETS.1 I. The origin of our State school reports, which antedates that of local reports, is co¬ eval with the origin of the State school funds. The just distribution of the proceeds of these funds for the benefit of schools rendered it necessary to obtain certain statistical facts, well authenticated, such as the number of children of school age for each school district or other school precinct of which the State is composed, the number attending school, the disposition of the school moneys, the amount of local school revenues, etc. The first school reports, therefore, were purely statistical and financial in character. This was the case in Connecticut, the first of our States to establish a State school fund. Such reports were made by the manager of the fund many years before provision was made for a State chief of the common school system, charged with the duty of reporting upon its con¬ dition. So, at a later period, in Massachusetts, simultaneous with the act creating a State school fund was the act providing for statistical returns from the school committees of the towns. The first issue of the abstract of these school returns, by the Secretary of State, was printed on royal quarto sheets, and is a curious landmark, as showing how rudimentary and imperfect were the first attempts to exhibit the condition and work¬ ings of a school system by printed reports. Three years later, on coming into office as secretary of the board of education, and virtual superintendent of public instruction, Horace Mann compiled the abstract in an octavo volume of upwards of three hundred pages, this being his first task as author of school reports, in which sphere he afterwards became so pre-eminently conspicuous; and, ever since, the statistical portion of the Mas¬ sachusetts Report has borne the title — “An Abstract of the school returns made by the school committees of the several towns and cities in the Commonwealth.” Mr. Mann’s first report, which was simultaneously submitted, contained no tabulated statistics, and was issued separately, in a pamphlet of fifty pages. This document was a statement, for the most part, of certain classes of facts and’ important views relating to the condi - 1 This paper was prepared by Dr. Pliilbriek after special correspondence and most thorough con¬ sideration of the whole subject, and at the close of his long life-work in education. SCHOOL REPORTS. XV tion and wants of tlie school system, derived from other sources as well as from the sta¬ tistical returns, its desigtf being not merely to reach and influence State and local officials, but to be somewhat largely distributed among leading citizens in all walks oflife; while the abstract, being intended more especially for the use of legislators and other officials, was printed in more limited numbers. This continued to be the plan of reporting for upwards of a decade, except that the volume containing the statistical abstract was ac¬ companied by copious extracts from the written reports of school committees. These two documents embodied the essential elements now deemed requisite in every good re¬ port. namely, statistical information on the one hand, and, on the other hand, state¬ ments, observations, suggestions, and views, relating to the interests concerned. But although the complete report requires these two entirely different classes of statements, the chief object of all reports alike is to disseminate the most useful information in the best form. Onr system of education, like our government, is of the people, for the people, and by the people. It is for the benefit of all children alike, and is wholly dependent, both for support and control, upon the will of the people, expressed either directly, by the popular vote, or indirectly, through legislatures, boards of control, and the officials clothed with authority by these bodies. Hence the necessity of diffusing accurate and detailed information as to the condition and working of the school systems, and also in respect to the best means of promoting their progress and development, not only among legis¬ lators and public school officials, but among the people at large. To insure the maximum utility of this twofold information it must be as fresh as possible; that is, it must he gathered up and made available at short intervals — in gen¬ eral, once in each year. Accordingly, we find that, with the development and growth of our State systems of schools, the part relating to reports has vastly increased in ne¬ cessity, importance, and excellence. The aggregate of the printed school documents, na¬ tional, State, and local, issued annually in the United States, has become very great, whether considered as to number or to mass of printed matter. The school statistics exhibited in a large proportion of these reports have become accurate, full, well-arranged, and digested; while the non-statistical portions of the documents comprise most of the current wisdom relating to school interests. In this branch of educational economy onr country is clearly in the lead, as has been shown in all the universal expositions of which education has formed a part. Foreign authorities agree in recognizing the superiority and great utility of this feature of our system. The peculiar merit of this feature of our system has been pointed out and elucidated by M. Buisson, in the remarkable chapter on school statistics, in his report on educa¬ tion at the Vienna Exposition, and also in his no less valuable chapter on the same topic, in the report on education at onr Centennial Exposition by the French Commis¬ sion, of which he was president. This eminent educator attributes the success of our statistical reports to two causes : (1) because the aim is to make them the medium of publicity to those results in which public opinion is most interested; and (2) because they have fixity and uniformity in form and substance, although liberty of change every¬ where prevails. It is important to add, however, that we find abroad individual instances of educa¬ tional reports, both national and local, which are unsurpassed in merit, and may well be studied as models by our ablest experts. As an example of the latter, we may men¬ tion the very extraordinary Report on the schools of Paris/’ of 1S78, by Director Greard, covering a period of ten years; and Bnda-Pesth affords a very conspicuous ex¬ ample of perfection in arrangement and completeness in detail of school statistics. In Germany, it is customary for each secondary school to issue an annual report, con¬ taining an elaborate statistical statement, the chronicle of the year, the course of study, a detailed account of the work done, and a learned essay. These documents are largely exchanged for the purpose of comparison. But, notwithstanding our creditable achievement in this particular, in surveying the results of onr systems of reports as a whole, we find very great imperfections, short¬ comings, and desiderata. Over large areas we find inadequacy, not only in the charac¬ ter and amount of the information disseminated through this channel, hut in the means of procuring it and in the method of collating, presenting, and interpreting the results. V'e find. also, a too general insufficiency of provision for diffusing among the mass of the people, by means of general and local reports, the information which they need for inspiration and guidance in the performance of their duties toward school interests, both as parents and citizens. It is the object of this paper to point out the more important merits and defects in school reports, and to suggest desirable improvements, more specifically, of State, and local school systems. II. The Report of the national Commissioner of Education claims onr first attention, XVI REPOET OF THE COMMISSIONER OF EDUCATION. as being a comprehensive summary of all the educational reports of the country, -whether of systems or of institutions of instruction. This document gathers up, condenses, and arranges for comparison the most essential facts relating to our public school systems, State and local, private schools of different grades, and State and corporate institutions of instruction, of all sorts and grades, from the university and professional schools to the kindergarten and schools for feeble-minded youth; and is then distributed to all points of our territory, where its treasures of wis¬ dom and fact become available for the use of all officials charged with the duty of pre¬ paring educational reports. The law being silent as to the character of this Report, and making no provisions for the materials to be embodied in it, it seems almost incredible that the Commissioner should have been able to make it what it is by the aid of merely voluntary contribu¬ tions of information afforded by educational officials. The vast body of statistical information comprised in the series of this Report has been furnished by answers to inquiries embraced in a number of carefully prepared schedules annually sent out by the Bureau. Schedule Number I, the most general and comprehensive, comprises fifty-one in¬ quiries, which it is deemed that well organized State departments of instruction should have the means of answering correctly. Number II, more specific in some points, is adapted to reveal the condition of city systems. Besides these, there are upwards of twenty schedules, relating to different kinds of institutions of instruction. Considering that the answers to these inquiries are wholly voluntary, they are more complete and accurate than could have been expected, and every year shows a gain in the direction of completeness. Still there are too many regrettable failures to respond to the inquiries. But in view of the very encouraging progress made, it may reasonably be hoped that at no distant future a very near approximation to completeness of returns may be reached. School statistics are most beneficially appreciable only by comparison, and compari¬ son is practicable only so far as uniformity exists. Notwithstanding the disadvantage under which the Commissioner has labored from lack of authority to demand regular and uniform returns from States, cities, and institutions, he has succeeded, almost from the first, in producing annual reports, in pursuance of the requirements of law in respect to the dissemination of information, far more comprehensive and valuable than have been issued in other countries. Twelve years ago M. Buisson, in the former of his reports, already referred to, said: “The national Bureau of Education, at Washington, began a few years ago the organi¬ zation of school statistics for the whole extent of the United States; and, if one seeks to-day to form an idea of the total result of instruction, there is no great country of Europe which affords so complete an exhibit of its educational institutions. ’ ’ During the period which has elapsed since this was said, the reports of the Bureau, as already intimated, have been constantly improving in every respect, and the large num¬ ber of copies annually printed and gratuitously circulated has made them accessible to all inquirers, thus keeping before all educational officials an admirable model of logic¬ ally organized statistical facts and the current transactions relating to educational prog¬ ress and development, both at home and abroad. The tendency in educational administration of all sorts to conform more and more to the statistical organization adopted by the Bureau is highly gratifying, and it is desira¬ ble that educational bodies should favor this tendency and endeavor to procure the legislation requisite to render a complete conformity practicable. Besides the annual reports, containing the most useful information that could be gleaned from foreign countries, together with the educational collections from our own country, already referred to, each giving abstracts of the various classes of instruction, such as primary, secondary, superior, professional, and special, with lists and statistics of all noticeable institutions, and a general summary of the whole educational field, the Bureau has issued several valuable special reports on important topics of current inter¬ est, a number of smaller publications on matters of minor importance, and occasional circulars of information, to the number of about sixty. In quantity these publications, up to the year 1883, amounted to 15,577 closely printed large octavo pages. III. The invaluable Reports issued from the Bureau of Education, the institution characterized by the great French authority just cited as the “central establishment of comparative school statistics,” could have had no existence but from the large precedent development of State and local systems of school reports, which had familiarized the public mind with the necessity and value of comparative school statistics. In every State1 of the Union, Territories not being considered here, legal provision 1 The committee regret to be obliged to except the State of Kentucky, from which, up to the pres¬ ent time, they have not been able to obtain a report or a copy of the school laws. This exception applies to one or two subsequent statements. SCHOOL REPORTS. XVII exists for tho preparation of a report, either annual or biennial, of the condition of the public schools, either by the board of education or the chief educational officer, who is usually styled superintendent of public instruction, though he is sometimes designated as commissioner or as secretary of the board of education. As there is no State where a general report of the system of instruction is not required, so there is no State where there are not specific legal provisions for gathering up the information necessary for the statistical portion of the report, and no State, it is believed, where this class of informa¬ tion is not required to be supplemented in the report by information other than statis- t ical, including suggestions for remedying defects and promoting success. In some States, Alabama ibr example, it is enjoined upou the superintendent by statute to study other systems at home and abroad as a preparation for reporting the wisest plans for the im¬ provement of the system. For procuring the facts requisite for the statistical part of the report, specific, detailed provision is made in almost all cases. These provisions prescribe: (1) what classes of facts shall be obtained and reported; (2) what local and subordinate officials, both scho¬ lastic and non-scholastic, shall procure and make returns of the different classes of facts called for by the schedules of inquiries sent out by the superintendent; and (3) the pen¬ alties for non-performance of the duties thus prescribed. In respect to all these points there is a wide diversity among the school codes of the States. Most of these codes contain excellent provision for some particulars of these requirements, while they are quite deficient in others. 1. Recurring to the first division, we find that while in some States numerous classes of facts are made obligatory Ibr the report, in others it is left mostly or entirely to the discretion of the superintendent to determine this matter. Of the latter class, New Jer¬ sey is, perhaps, the extreme example, while Illinois may be taken as a type of the for¬ mer, the obligatory facts called for being set forth as follows: ‘ ‘ The whole number of schools which have been taught in each county in each of the (2) preceding years, commencing on the first of July; what part of said number have been taught by males exclusively; what part of said whole number have been taught by males and females at the same time, and what part by males and females at different periods; the number of scholars in attendance at said schools, the number of persons in each county under twenty-one years of age, and the number of such persons between the ages of twelve and twenty-one years that are unable to read and write; the amount ot township and county funds; the amount of the interest of the State or common school fund, and of the interest of the township and the county fund annually paid out; the amount raised by an ad valorem tax; the whole amount annually expended for schools; the number of school-houses, their kind and condition; the number of townships and parts of townships in each county; the number and description of books and apparatus purchased for the use of schools and school libraries under the provision of this act, the price paid for the same, and the total amount purchased, and what quantity and how dis¬ tributed; and the number and condition of the libraries.5’ The starting-point of a good system of school statistics is a good plan of school census. For one of the elements of a good census, namely, an annual enumeration, provision is made In most of the State systems. In a few, however, it is quite too infrequent, taking place only at intervals of four and even live years, as in the case of Virginia. In a num¬ ber of the systems, the information gathered by the census is insufficient. Until recently, the Massachusetts law required but a single fact to be obtained by the enumerators, namely, the number of persons between the limits of the school age; and it now requires, in addition, only the name and age of each person enumerated. It has been improved in one other particular, however, namely, by making the school hoards of cities and towns responsible for taking the census, whereas previously it was the duty of the tax assessors, who were wholly independent of the school department. In a considerable percentage of the States, this service is still left to officials outside of the educational or¬ ganization. California is, perhaps, the State which, occupies the most advanced position i a respect to provision for obtaining the school census. This provision is, in substance, as fallows : There are officers in each county for this particular duty, called census mar¬ shals. It is the duty of this officer to take the census, annually, of all children under seventeen years of age, by personal visitation and observation, and inquiry at each dwell¬ ing. He must take the number, age, sex, color, and nationality, of all the children listed, and the names of parents and guardians, and such other facts as the State su¬ perintendent of public instruction may designate; and the report must be made under oath, on blanks furnished by the State superintendent. The census marshal has power to administer oaths to parents and guardians. But, however the school codes may differ in regard to the prescribed items of statistics to be obtained, which may be regarded as constituting the permanent part of the statis¬ tical report, they approach to unanimity in properly giving the superintendent discre¬ tionary power to include other items in their schedules of inquiries. H E XVIII REPORT OF THE COMMISSIONER OF EDUCATION. There is still another diversity to be noted in respect to the materials for the statistical report. In a few States the report is limited exclusively to matters pertaining to the public school system. In a considerable number, statistics of private schools are included. In some, the report embraces, also, an account of such institutions subsidized by the State as are actually under the supervision of the board of education or the superintend¬ ent. In other States, the superintendent is required to include in his report informa¬ tion concerning all educational institutions receiving aid from the State, including the State universities and colleges, where such institutions exist. 2. In every State, the superintendent or board of education is required to send to cer¬ tain local officials blank schedules of inquiries to obtain the statistical facts requisite lor the State report; and it is made the duty of these officials to make returns of the in¬ formation called for. In a large proportion of the States, the county superintendent is the medium of com¬ munication between the State department and the local boards, officials, and teachers. This officer is made responsible for the collection, consolidation, and forwarding of the returns of his county. j In the more rudimentary systems, the teachers report the school statistics directly to the county superintendent; while in those more completely organized, the teachers re¬ port certain classes of tacts to the town or township trustees, who consolidate the facts thus obtained with information obtained from other sources, and report the same to the county superintendent. As a means of securing uniformity and accuracy in the returns, the proper school registers are furnished to the teachers by the State. The Indiana system is a good representative of this type, and perhaps deserves the dis¬ tinction of being cited as making the most logical, complete, and liberal provision for the State report of any system in the country. In the New England States, where, unhappily, no office analogous to that of county superintendent exists, the city and town boards are made responsible for reporting di¬ rectly to the State department the requisite statistical returns obtained from teachers and other sources. 3. And, finally, to secure honesty and punctuality in making the required returns, more or less stringent provision is everywhere made. In the most advanced States, the officials of all the orders in the hierarchy concerned in making the returns have to verify their reports by affidavit, and are subject to serious forfeitures and fines for neglecting to report at the time legally specified. In the case of teachers, a portion of the salary is withheld; in the case of town and county officers, fines are imposed on the delinquents, and school moneys withheld from the schools under their charge. While legal provision, more or less complete, is made, as we have seen, in all State systems, for exhibiting the condition and progress of public instruction, the superintend¬ ent is left more largely to his own resources for the information requisite for that di¬ vision of the report containing the statements touching the condition, progress, and wants of the system, which cannot be presented in statistical form. One of the sources of this information is afforded, however, to some extent, in nearly every State, by local printed and written reports. We are thus brought to the consideration of the provisions for the other class of school reports besides the general or State reports, namely, the local reports of different kinds, such as county, city, town, and township reports. Here we find scarcely anything ap¬ proaching to uniformity, either in respect to statutory provision or local practice. In many States the county superintendents are required to make written reports to the State superintendent. In Virginia, the county superintendents and superintendents of cities must make reports to the State superintendent, brief abstracts of which shall be furnished to every newspaper published in the county. Statutory provision, requiring city, town, and township reports to be printed, is ex¬ ceptional. In Massachusetts, however, the school committee of every city and town is required annually to print a detailed school report, in octavo form, for the use of the in¬ habitants thereof. And in the New England States, generally, the school committees of towns are required to make detailed annual reports to the town meeting, though the printing of the same generally depends upon the vote of the town. IV. To attempt to estimate the results, in the promotion of education, of the legal pro¬ visions thus briefly reviewed, would be to go beyond the scope of our inquiry, which is concerned with their results only as manifested in the reports produced, viewed in re¬ spect both to their quantity and character. As every State has come to have a public- school system, with a State department of supervision, so we find that a report has come to be issued by every State department of schools. The results of an examina¬ tion of a set of these documents recently issued, in respect to form, size, number of copies issued, contents, etc., are herewith presented in tabular form: Table of facts relating to SCHOOL REPORTS. XIX It’S E °! £ H . 5 c 6 o' 6 6 o d e « s' !T 3 i 3 53 53 53 53 53 53 53^53 33 53 t 0 1-2 n a s« 3 : s i : i i j M jj M j MM : : : : : m 0 = ■. • ; • ; Hm > o O o' o' o' o' o' o' dodo o' o' o' o' o d 6 o’ o' o' d 53 fc 53 53 53 53 53 53 53 53 53 53 53 53 53 i 53 53 53 53 53 jmmnmnmmmm n n inn hi i i i h h h h i [s< 53 5* 032053 5*0::* Ok m in imminm mini i : i i :::::: : i : • : : • ! • ! |] 1 1 M i ! 1 1*- ! I ! ! j | ] n ! } | M ! Uiili o5*k5*53 •jaiqdracd | ui sjjod | -oi Xjunoo I ajt:jvd3«s || I W MidLi OOOOOOOOcuOO jz; 53 53 53 53 53 53 53 c* 5*53 53 : : :OOcOOO rocooccooo :53530535353 ; 53 53 53 53 53 53 53 53 53 o o 53 53 O 0 o o 53 53 53 53 •pajutid sa«Bd jo •o^ 9[oqA\ IgggiiifiliW i£iiiiiiii^iig|§pg cf id > I 35 •pajuud j saidoo jo ja’qtniix j llllllllllll ec lo tji oo oo lo oi to o" to ph nil in ins : uoeo-^'c'fT? : ^ icT i-T mu in sisi- D i! n ::::::::::: mum sis o o o s : o iij : : :-3 «? : :C0) . 5-17 250,097 j 184,091 j 116,028 Colorado . . . 6-21 57,955 t 44,245 3S, SC5 | 21,747 Connecticut, . 4-16 151, 069 125, 713 eS2, 654 Delaware (a) . 6-21 j fg 40, 569 31, 263 . p21, 447 Florida . 6-21 ?G6, 798 1 C2, 327 ; 45, 850 Ceorgia . 6-18 7508,722 ! 291, 5C5 ! 195, 035 Illinois . 6-21 ! 1,077,302 | 73S, 7S7 1 490,536 a For 188S-’S4. & The figures for enrollment, school population, attendance, number of teachers, &c., are for!8S4-’S5; all financial statistics, except average monthly pay of teachers, are for 1883-’ 84. c In graded schools. d In ungraded schools. 140 cl71 (1108 179. 13 7A57. 4 152 Iren in IVilming- c For the winter term. /Not including colored eh ton. g Approximately. h For white schools only. i School census of 1384. j Corrected State school census of 1882, STATISTICS OF STATE SYSTEMS. XXXIII Table I. — Part 1. — Summary by States (A) of school population, &c. — Continued. States and Territories. Legal 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. 6-21 722, 851 501,142 325, 499 126 5-21 623, 151 472, 966 284, 498 144 5-21 461,044 335,538 194,325 116.5 6-20 581,322 282,514 178,672 102 f ellO cG-18 d291, 049 99,941 70,346 1 J108. 02 4-21 213, 863 144,909 99,239 106 5-20 o295, 215 176, 393 S2, 963 198 5-15 343,810 339,714 ! 253,955 184 5-20 595,687 411,954 141.83 5-21 £7359,366 232,721 118, 697 116 5-21 444,131 279,020 184, 421 r £78.5 6-20 805,313 544,147 I 371,896 (. il80 107 5-21 233,238 161, 918 aj 81, 430 al20 Nevada (a) . . . 6-1S 9,593 7,868 1 5,227 148.6 New Hampshire . 5-15 j d60, 899 . . 63,656 | 45,160 99.75 New Jersey (o) . 5-18 j 356,061 216,792 122,930 192 New York . 5-21 | 1,721,126 1,024,845 ; 611,019 179 North Carolina . . . . 6-21 j 530,127 298,166 185, 578 f e61. 67 1 J62.50 Ohio . 6-21 1,095,469 810,028 774,660 517,569 157 Oregon . 4-20 80,018 44,668 46, 107 31,005 95 Pennsvlvania . 6-21 dl, 422, 377 982, 158 657,128 155.98 Rhode Island . . . c5-15 60,147 £52, 665 £34,114 186 South Carolina . 6-16 d262, 279 d262, 279 178,023 I 122,093 70 Tennessee . 6-21 603, 831 373,877 192, 403 . 80 Texas fal . 8-16 311, 134 244,895 ; r £100 l il64. 6 Vermont . . . 5-20 d99, 463 71,659 j 49,031 i 126 Virginia . 5-21 610,271 303,343 176, 469 118.4 West Virginia . 6-21 236,065 178,531 171,533 ’ 109,177 96 Wisconsin . . . . 4-20 545, 0S4 j 321,718 | 174,844 170 Total for States . i 16,863,265 10,974,463 | 6,410,557 Arizona . . . 6-18 10, 220 6,040 4,232 152 Dakota . 7-20 87,563 69,075 a32, 520 99 District of Columbia . C&-17 d43, 537 d37, 511 28, 659 23,296 f el85.5 1 /183 Idaho . 5-21 15,399 10,037 Montana . . . 4-21 16,796 9,750 a4, 465 102 New Mexico (d) . . 7-18 29,255 4, 755 3,150 Utah . . 6-18 ! 50,638 29,978 18, 678 145 a For 1883-’ 84, g School census of 1884. & For 1882-’83. £ In the counties, c Inclusive. i In the cities. d United States census of 18S0. j Approximately. e For white schools only. £ Includes evening school reports. / For colored schools. in e XXXIV REPORT OF THE COMMISSIONER OF EDUCATION, Table I. — Part 1. — Summary bv States (A) of school population, >© £3 .51 | r ~ s 0 I j > $20 72 $26 26 20 42 20 66 $27 24 1 617 26 135 S4 648 33 1 . 6cl5 94 619 43 629 25 I dl4 63 d22 57 d26 88 d$15 84 elO 84 el3 65 elS 00 ell 57 13 57 20 22 31 79 17 78 $21 40 10 60 10 31 12 40 19 72 9 75 11 50 17 19 . I 13 IS f9 47 A3 60 1 | 9 28 11 63 17 58 I 6cS 90 bell 73 6cl9 50 8 22 11 99 18 06 gS 01 gl2 29 | | 7 89 13 15 22 22 7 70 10 83 16 39 . g7 35 glO 09 gl~ 44 7 00 11 00 21 00 eft6 93 ch9 81 c614 85 bg6 45 6p9 30 6pl4 32 . ::;j 6 21 8 97 bc» 3 s 5*2 r*3 ^ ! lllf ! •= '! o - .2 2 Arkansas . . . 6cl 78 6c3 67 cl 56 j c2 51 ■Tennessee . | Kentucky . . I 1 55 ! Louisiana . „ . 1 55 ] 4 50 6 40 1 South Carolina . 1 52 | 2 40 1 3 51 1 Georeria . . 1 29 1 2 24 3 35 ! Alabama . 1 28 | 2 12 3 40 1 North Carolina . 61 19 | 62 52 63 55 New Mexico . cd99 ; cd6 09 cd9 20 California . 6el7 08 | 1 6e24 61 New Hampshire . 1 /9 63 /13 58 Vermont . 8 53 ; 12 47 . Pennsylvania . 68 24 612 52 Virginia . 1 . i 4 14 7 04 a In estimating these items only the interest on the amount expended under the head of “per¬ manent” (£. e., for sites, buildings, furniture, libraries, and apparatus) is added to the current ex¬ penditure for the year. 6 For 18S3-’84. c Estimated by the Bureau, 6 per cent, being the rate used in easting interest on permanent ex¬ penditure. d Based on the United States census figures. e Per capita on current expenses only, /Total expenditure per capita. XL REPORT OF THE COMMISSIONER OF. EDUCATION. GENERALIZATION BY YEARS AND BY TOPICS, "WITHOUT REFERENCE TO STATES. Statistical summary showing the school population , enrollment , attendance , income , expendi¬ ture , &e. , for ten years, from 1876 to 1885, inclusive , as collected by the United States Bureau of Education. Year. Number re¬ porting. In States. In Territo¬ | States. Terri¬ tories. ries. ' 1876 37 8 14,121,526 101, 465 1877 38 9 14, 093,778 133,970 1878 38 9 14,418,923 157, 250 1879 38 9 14,782,765 179, 571 1880 38 8 15,351,875 184,405 School population. . . . . 1881 38 10 15,661,213 218,293 1882 38 10 16, 021, 171 222, 651 1883 38 10 16, 255,535 249,157 1884 38 10 16,510,463 283,939 1 1885 38 10 I 16,863,265 306,126 i 1876 36 10 8, 293, 563 70, 175 1877 38 10 8,881,848 72,630 1878 3S 10 9, 294, 316 78,879 1879 38 10 9,328,003 96,083 1 1880 38 10 9,680,403 101,118 Number enrolled in public schools . ■{ ! 1881 38 10 9,737,176 123,157 1882 38 10 9, 889, 2S3 124,543 1883 3S 10 10,228,088 136, 3S5 ! 1884 38 10 10,572,751 165,441 l | 1S85 ! 38 10 1 i 10,974,463 1 195,460 ■ 1876 27 5 4,032,632 34,216 1877 31 1 4 4,886,289 j 33,119 1 1878 3! j 5 5,093,298 38,115 1879 32 | 8 5,223,100 59,237 1SS0 ! 31 8 I 5,744,188 61,154 Number in daily attendance . -{ 1881 j 34 j 9 5,595,329 69,027 1882 38 10 6,041,833 76,498 1883 3S 9 6,260, 150 83,913 1881 38 9 6, 590, 582 103,346 18S5 35 9 6, 410, 557 109,743 1876 14 3 228, 867 9,137 1877! 12 4 203,082 6, 08S 187S 12 4 280, 492 6,183 1879 19 4 358, 6S5 7,459 1880 21 4 561, 209 6,921 Number of pupils in private schools . 18S1 20 2 564,290 5,305 1882 20 2 562,731 5,143 18S3 21 2 601, 674 5,265 1884 23 2 601, 216 5,301 1885 25 2 659,694 2,227 1876 37 9 247,557 1,720 1877 37 9 257,454 | 1,842 1S78 38 9 269,162 ! 2,012 1879 j 33 9 270,163 2,523 Total number of teachers . . . 1880 3S j • 30 ! 2S0, 034 ! 2,610 1881 | 3S 9 2S5, 970 | 3, ISO 18S2 | 38 j 9 290,028 3,266 j j 1883 j 38 j 10 I 294,513 4,039 . 1884 | 38 i 10 ! 301,848 5,956 1 i 1885 ■ 3S 1 9 ! 312,173 7,376 SUMMARY OF STATISTICS FOR TEN YEARS. XLI Statistical summary of school population, enrollment , &c. — Continued. Year. Number re¬ porting. In States. In Territo¬ ries. States. Terri¬ tories. 1876 32 9 95,483 1 678 1877 33 9 97,638 706 1878 34 8 100, 878 789 1879 34 8 104,842 985 1880 35 8 115,064 948 Number of male teachers . . . ^ 1881 36 7 107,780 1,018 1882 35 8 105, 596 1,080 | 1883 35 7 107,301 1,024 1 1884 34 7 101,307 1,476 l 1885 35 8 104, 979 ' 2,338 1876 32 9 135,644 898 1877 33 9 138, 228 986 1878 34 8 141,780 1,027 1879 34 8 141,161 1,342 1880 35 8 156, 351 1,306 Number of female teachers . . . ,. • 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 1885 35 8 186,680 4,655 1876 38 9 86,632,067 717,416 1877 37 9 85, 959, 864 906,298 1878 38 10 86,035,264 942,837 1879 38 10 82,767,815 1,020,259 1880 38 10 82,684,489 1,255,750 Public school income........ . ;r7T....i.......Tr....< . ■ 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 10 107,299,006 3,268,561 1S85 37 10 109,455,324 4,066,571 1876 36 10 83,078,596 926,737 1 1877 37 8 79,251,114 982, 344 | 1878 38 10 79,652,553 877,405 1879 38 10 77,176, 354 1,015,168 1880 38 10 78,836, 399 1,196,439 Public school expenditure . . . .V . . . 1881 38 10 83, 601, 327 1,510, 115 1882 3S 10 89, 504, 852 1,653,187 1883 38 10 95,770,712 2,073,809 1884 3S 10 100,775,512 3,174,016 1885 38 9 106,957,702 3,426,955 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, 26-4, 434 2, 776, 593 | 1880 33 2 119,184,029 3,694,810 Amount of permanent school funds . ■ 1 1881 34 2 123, 083, 7S6 1,089,015 1882 35 2 128,483, 681 1,089,015 1883 35 | 2 | 129,381,454 1,130,744 1884 35 S 2 1 130,923,561 1,132,352 l 1885 31 ! 1 ^ 1 138,839,529 1,071,967 XLII REPORT OF THE COMMISSIONER OF EDUCATION. From an examination of Table I it will be seen that six States, Arkansas, Delaware. Indiana, Kentucky, Nevada, and Texas, and three Territories, Indian, New Mexico, and Wyoming, fail to make reports for 1884-’85. California makes a partial report only for 1884-’ 85. After the closing of the summaries and of the table in the Appendix a special return was received from Iowa and the printed State report from New Jersey. These statistics will be found in the abstracts of State reports following this summary. For all the States failing to report for 1884-’85 statistics for 1883-’84 have been used, except in the case of Kentucky, from which State the latest figures are for 1882-’ 83. For New Mexico and Wyoming the U. S. census figures for 1880 are still used, and for the Indian Territory figures for 1883-’84 are repeated. LEGAL SCHOOL AGE. For 1884-’ 85 the legal school age remains the same for every State and Territory an for 1883-’ 84, except in Arizona, where the age has been shortened by 3 years, having been changed from 6-21 to 6-18. LEGAL SCHOOL POPULATION. From the preceding summaries it will be seen that five States, viz, Louisiana, New Hampshire, Pennsylvania, South Carolina, and Vermont, still use the U. S. census figures of 1880 for school population; ten use the population for the preceding year (18S4); Georgia reports her school census for 1882 and Kentucky hers for 1882-’ 83; the remain¬ ing twenty-one States report school census for 18S4-’85. Of the Territories, New Mexico, Wyoming, and the District of Columbia use the U. S. census figures, and the Indian Territory those for 1882-’83. The increase of 352,802 in school population in the States, therefore, which appears from the generalization at the close of the summaries, is an increase for twenty-one States only, and the increase of 22,187 in the Territorial school population an increase for six Territories only. ENROLLMENT. With the exception of the States and Territories noted above as making no report at all for 1884-’85, every State and every Territory makes a report on enrollment for the current year. AVERAGE DAILY ATTENDANCE. Arkansas, Michigan, and Texas among the States, and Idaho Territory and the Choc¬ taw tribe in the Indian Territory, give no figures for average daily attendance. The decrease for the year in average daily attendance as shown in the generalization above referred to is therefore only apparent. In the total of the previous year were included figures for Arkansas and Texas for the year 1882, and for Michigan from the U. S. census of 1880. If these same figures be added to the total for the thirty-five other States as made up for 1884-’ 85 (6,410,557), the total for the thirty-eight States becomes 6,790,882, an in¬ crease of 200,300 over the previous year. TEACHERS. All the States and Territories, except Idaho, make some report of teachers. Cases in which the report is not for the year 1884-’85 have been carefully noted in Table I, part 1, Summary B. Delaware, Georgia, Missouri, and the Indian Territory fail to report sex of teachers. The total for the entire country, 319,549, shows an increase of 11,745 over the year 1883-’ 84. PEE CAPITA EXPENDITURE. Many States and Territories still fail to make reports of per capita expenditure. For most of those not reporting this has been estimated by the Bureau, the uniform rate of 6 per cent, having been adopted in casting interest on permanent expenditure. GENERAL CONDITION OF EDUCATION. XLIII As in 1884, so in 1885, Massachusetts led the States in her expenditure per capita of school population, enrollment, and average daily attendance. Dakota leads the Territories for 1885. North Carolina of the States and New Mexico of. the Territories expend the smallest amount per capita. INCOME; EXPENDITURE; VALUE OF SCHOOL PROPERTY. These three items all show increase in 1885 as compared with 1884, and such items of expenditure as are summarized in the preceding summaries, viz, expenditure for per¬ manent purposes (sites, buildings, furniture, libraries, and apparatus), salaries of super¬ intendents, salaries of teachers, and miscellaneous expenditure, are all in advance of similar items of expenditure for the preceding year. A study of the generalization by years and by topics (p. xx) accompanying the sum¬ maries of State school statistics for 1884-’85 will show the income and expenditure in the States and Territories for each of the last ten years. These figures show steady increase. No report of income having been received from Kentucky since that for 1881, it was omitted in the summary of income, and no report of total expenditure having been re¬ ceived from Montana, it is omitted in the summary of expenditure, which shows a total of $110, 384, 657. 1 Georgia, Mississippi, Texas, and Vermont still fail to report the value of school prop¬ erty, and no figures for this item can be obtained from Indian Territory. PERMANENT AVAILABLE SCHOOL FUNDS. With respect to permanent available school funds, Texas has made no report since 1878, when the amount given was $3,385,571. The District of Columbia has made no report since 1880, when the amount was $60,385. Delaware, Kentucky, and Mississippi have made no report since 1881, when the amounts were, respectively, $495,479, $1,760,- 652, and $800,000. New Hampshire and Nevada have made no reports since 1882, the amounts being then, respectively, $213,757 and $564,000. Pennsylvania, South Carolina, and Georgia make no report under this head for the current year. SCHOOL POPULATION, ENROLLMENT, AND AVERAGE ATTENDANCE. According to the rate of increase in our population from 1870 to 1880 as shown by the last census, statisticians estimate our present population at something above 57,000,000. The legal school population as reported for 38 States and 10 Territories is 17,169,391, or 30 per cent, of the entire population. This number, it must be remembered, bears to total population a ratio varying in the different States and Territories, by reason of variations in the legal school age. For the entire country 18 different school ages are reported, the longest being from 4 to 21, or 17 years, the shortest from 8 to 16, or 8 years. There are but 5 States and 2 Territories in which the legal school period is less than 12 years, and none in which it is as limited as the period of obligatory school attendance in places where compulsory school laws exist. In the United States the legal school period is made the basis for the assessment and distribution of the school fund, and the length of the period indicates the disposition of our people to make liberal appropria¬ tions for the schools and also to admit all minors to their privileges. The latter is an important consideration, since the social and industrial conditions of our country often 1 It would be interesting to compare this total with the amounts expended by the public for the support of criminals and paupers. In an address on this subject before the National Conference of Charities and Correction at St. Paul, ex-President Rutherford B. Hayes said : Our statistical information on this subject is neither full nor exact. An approximation is all that we can attempt. A careful estimate for the United States would probably show something like this ; Requiring public care or control . . . . . 500, 000 Men and women employed in this work . 50, 000 Amount expended annually on this account by the public . $75, 000, 000 Value of property devoted "to this use . $500, 000, 000 XLIV REPOST OF THE COMMISSIONER OF EDUCATION. make it impossible- for young people to complete their elementary education within the ordinary years of school attendance, and it is desirable that there should be no legal hindrance to their making up this 'loss at a later period. Moreover, the extension of the school period beyond the ordinary age of elementary school attendance leads naturally to the establishment of public schools of an advanced grade, a matter about which our people are in general very watchful. But while the extended school period is an advan¬ tageous feature of our public school system, its use as a basis in comparative statements is extremely misleading. This has been so clear to my mind that I have endeavored to secure from each State the census between 6 and 16 years of age, as affording a liberal estimate of the youth who are the proper subjects of elementary instruction. Table I, part 1, Summary A, shows how few States are able to make the desired return. From various calculations it appears that 23 per cent, of the whole population is a fair approximation to the number, and in the absence of the exact enumeration it is well to employ this percentage in our calculations. Upon an estimated population of 57,000,- 000 this would give a school population of 13,110,000, or 4,059,391 less than the legal school population. The total public school enrollment for 38 States and 10 Territories (11,169,923) is 85 per cent, of the estimated school population, and the daily attendance (6,520,300) is 50 per cent, of the estimated school population and 59 per cent, of the enrollment. If to the enrollment in public schools be added the number of pupils in private schools as reported for 25 States and 2 Territories, we have a total school enrollment of 11,831,844. The average attendance in elementary schools is not so great as is desirable, and it is important that the reason for this state of things should be thoroughly investigated. The opponents of free schools find in this deficiency of school attendance an argument against the system, but the argument is not supported by the past history and present condition of private school attendance in our country, nor by the ascertained causes of the irregular attendance upon the public schools. Among these causes, the scattered nature of our population should undoubtedly be placed first, as will appear from a very slight examination of the census of 1880. Ac¬ cording to this the population numbered more than 100 to a square mile in but five States and one Territory, and from 50 to 100 in six other States.1 For the remaining States and Territories the density of population ranged from .21 in Wyoming Territory to 41.22 in Kentucky. The last statement includes the frontier States and Territories of the West and North¬ west, and all the recent slave States excepting Delaware and Maryland, sections in which schools and school attendance are affected not only by the sparseness of the population, but by peculiar conditions that have been repeatedly set forth in my annual reports and are very generally understood. The States included in the first two classes are those in which the highest ratios of at¬ tendance would naturally be expected. In order to find out the true status of school attendance in these States, it would be necessary to know for each, first, the census of youth who are proper subjects of elementary instruction (in the United States, as I have before stated, 6-16 is accepted as the period to be embraced in the enumeration) ; secondly, the total enrollment between those ages in public and in private schools; thirdly, the average enrollment between those ages; fourthly, the total attendance for those ages in public and in private schools; fifthly, the average attendance for those ages. The following table shows the nearest approach to these data that our present infor¬ mation allows: 1The density of population in the States and Territories having more than 100 to a square mile isasfollows: Rhode Island, 254.9; Massachusetts, 221.8; New Jersey, 151.7; Connecticut, 128.5 ; New York, 105.7 ; and the District of Columbia, 2,960.4; and in those having from 50 to 100 per squaro mile— Pennsylvania, 95.21 ; Maryland, 94.82 ; Ohio, 78.4G ; Delaware, 74.80 ; Indiana, 55.09 ; and Illi¬ nois, 54.96. Comparative view of school attendance in the more densely populated Stales. STATISTICS OF SCHOOL ATTENDANCE. XLV Absentees. •uotjtixndod Xooqos ox saa -Xuasqu jo oijByx 8 : j • 1C : 01 •MBiXq paatnb -a.i auttx aqj uBqx ss'ax Sut -puoxXBaaqunix 2,355 •sxuBpuajx'B -uou joaaqmnx 11,222 1 *UOIJ -Bxndod xooqos xbjox oj sjooqos ojxtAiad pun otxqnd ut juata -Iioiu'a xmox jo oi;bxi Per cent. 93 107 92 o Ratio of average attendance to to¬ tal enrollment and to average enrollment. quant -xxojua aSnaa -AB 0£ Per cent. 89 90 # quatu -xxoaua XBJOJ ox Percent. . 74 65 60 56 67 66 52 06.8 06 60 •uotjuxn -dod SnipuodsaJtoo OJ SaSt? p3TJT03dS aqj joj aounpuaj -JB a“Ba3AB JO OtJttJI Per cent. 91 CO 1 •uotjBxndod Xooqos oj ' sxooqos otxqnd ui aounpuaj -JB 3SBI3AB JO ojxbjj Per cent. 52 74 54.7 35 - 34.5 46 c51 31.4 63.8 45.7 45.5 •uoijBxndod Xooqos oj sxooqos otxqnd ui juatu -Xxbaua x^joj jo oijbjj Per cent. 79 98 83 59 61 69 c77 59 94 I 1 70 68 •sxooqos ajBA -tid x^ib otxqnd ui juamxxoiua paj.iodaq; 56, 404 365,340 140, 198 265, 754 786, 463 •sxooqos otxqnd ui aouBpuajjB aSBialy CO L<0 -* © © 00 C-1 CO © © © CO lO CO — i O) LO r-l © — < © O cq g © r-< © » lo eo ■>?< i •sxooqos otxqnd ui i juatnxxojua" aSniaiy 35, 269 282, 154 •sxooqos otxqnd ut juamxxotua x^l0,! o oo 10 - O |> t> 00 I> . pH o CO o pH N O' LO* ^ O' 04*' N O' ^ i-T OCT ^C0<>4C4THC0 01t^l^OC0 CO t-4 O CN O » rH 1C L- ■patqoads saSB joj uoxjBX^dod xooqog LC 1> LOO OO tH O OC rH ^h £ — < Ci 0 1C O 00 rH -H r-« Ol HH HO Cl C — M CMC Cl O 1 H ICO IO 1 H IO 1- 1 O 1 Cd IO 105 i CO LOo LOco~ ^ 10 O ; Sz; d ! © ^ > S C 5 « ,c i ft 5 i ? c ‘ c c > ^ ) b- ; ja j 5 a In the v.’inter time. 6 United States census of 1830. c Whites. XLVI REPORT OF THE COMMISSIONER OF EDUCATION. From an examination of the preceding table it will be seen, first, that Massachusetts and Rhode Island are the only States that supply sufficient information for our purpose; second, that Connecticut, New Jersey, and Ohio are the only remaining States that ap¬ proximate the desired information. In the absence of these exact enumerations we must depend upon the general state¬ ments of State and local officers for an idea of the amount and regularity of school attendance in their respective States. These officers admit that the school attendance is not what it ought to be, whether regard be had to the number of youth in the schools, or to the regularity of attendance on the part of those who are enrolled as members. Steady improvement in these respects is, however, noticeable in nearly every State of the Union. Means for improving school attendance. — As to the means by which the deficiency of attendance may be overcome all school officers are agreed. These are: increased public interest in the matter and more enlightened public sentiment, better teachers, more in¬ telligent supervision, and obligatory laws. Evidences of increasing public interest. — Public interest in the matter is undoubtedly increasing and finds expression in high places. State governors, as a rule, give much space to public education in their annual messages, and approve the recommendations of superintendents and boards of education as to practical measures for improving the schools; but legislatures are very slow in giving effect to the suggestions. The interest manifested by the governors of southern States in behalf of the common schools is especially noticeable. A gratifying example is afforded in the message of Governor McEnery, of Louisiana, dated May J 2, 1884. As the condition of the public schools of that State has excited much solicitude among the friends of popular educa¬ tion, I give in full the section of his message upon that subject: COMMON SCHOOLS. It is encouraging to notice the great interest manifested in the public school system and popular education throughout the State. At no period in the history of the State has there been such outspoken sentiment in favor of the education of the people, the introduction of improved methods in teaching, the employment of educated and trained teachers, and the extension of the means for elementary education. The people of this State are prepared to approve any legislation that will secure an effective system of free elementary instruction. We have a vast number of children whose parents are not only unable to send them to school, but it is to be regretted that we notice an unwillingness to do so, and many are keeping their children out of school for the small sum they get for their labor. Compulsory attendance at school should be required and legislation enacted to enforce it. The attendance of children at school must first be secured, and then the term of instruction should be extended. There should be a resolute and de¬ termined effort made to increase the amount of money appropriated for school purposes. Every cent of money not needed for current expenses should be devoted to the main¬ tenance of our public schools. The State can only give a general superintendence and partial support to public edu¬ cation. That it is the duty of the State to educate its citizens into an intelligent compre¬ hension of the duties of citizenship is undeniable. The best system organized will fail to accomplish the object desired unless actively sustained by the community, individuals, and local authorities. There is danger to popular education in relying exclusively upon the State or national authority for aid. “No community succeeds in educating its chil¬ dren until it faces the hard fact of local taxation, and trains itself to the persistent and generous assessment of all its property for the general good. ’ ’ I will advise an entire change in the common school system, and recommend that school precincts be presided over by local boards or commissioners, and that the organic law be so changed as to permit each school precinct to tax itself for school purposes. This system, I believe, has been advantageously used in Texas and North Carolina. IMPORTANCE OF THE LOCAL SCHOOL TAX. What is here said with respect to local taxation is applicable to every State in the Union. The promptness and fullness with which this tax is met will be the measure of the efficiency of common schools throughout our land. Governor Robinson, of Massa¬ chusetts, emphasized the point in his annual message for 1884. DEFECTIVE ADMINISTRATION. XL VII “No argument nor demonstration,” lie said, “is needed in support of tlie fact that the people of Massachusetts have not, in any degree, abated their interest in the cause of the education of the young. During the year 1883 there was raised by taxation, lor all common school purposes, the sum of $5,499,717.83. Add to this the income from funds and other sources, $313,468.19, and you have a total of $5,813,186.02. * * * The law makes it the duty of every town containing live hundred families or householders to maintain a high school, to be kept ten months, at least, in each year, and any town not having the stated number of families may provide such a school. It is an interest¬ ing fact that seventy-five towns under no obligation by statute, but availing themselves of the privilege, have maintained high schools during the last year. Ninety per cent, of our whole school population have the privileges of high school instruction.” In his message for 1885 he notes again the liberal support which the people of that Commonwealth give to their schools. “Massachusetts,” he says, “has always been deeply interested in popular education, and never more so than at the present time. This interest is manifested by the amount of money voluntarily raised for the support of schools, by the length of time the schools are maintained, and by the attendance of children upon them. The entire amount raised last year for all school purposes was $6,502,359.24, providing an allowance of $19.34 for each child between five and fifteen years of age.” '* DEFECTIVE ADMINISTBATIOX. But while all measures for the improvement of the schools depend primarily upon public interest and its practical manifestation in local taxes, it is evident that the school system itself, as it exists among us, needs improvement in many important particulars. In the majority of the States the system suffers from defective administration. This arises chiefly from the multiplicity of school districts and of independent local author¬ ities, with the inevitable result of small schools, low standards, low wages for teachers, poor supervision or none at all, and waste of funds. These are evils which cannot be eradicated until the petty school sovereignties are aban¬ doned, and local interest in public education is manifested in the united action of com¬ munities and formulated in laws binding alike upon all. Such union leads naturally to the appointment of executive officers interested equally in all the districts included in the operation of the law, and invested with sufficient power to secure its enforcement. Wherever this united action has been secured the schools are flourishing. "Wherever it is wanting they are in a bad condition. These declarations are confirmed by reports from every State of the Union. A few examples must suffice for illustration. The Connecticut board of education in their re¬ port for 1885 use the following language: It is made by law the duty of this board to give to the legislature ‘ ‘ an account of the condition of the public schools.” It would be very gratifying in performing this duty to be able to flatter the State pride common to us all by assuring your honorable body that the schools of Connecticut retain that precedence in excellence which used once to be conceded to them. It is important however that the truth should be told, for if the children of this State are not getting as good an education as ought to be and could be given them, this means that the Commonwealth which these children must hereafter sustain will not enjoy the full prosperity which would have been attainable, and it means that life is to be a smaller, a weaker, and a meaner thing for thousands of men and women of the next generation. We make our statement with a full sense of its gravity, and of the concern which it will excite in all thoughtful minds; but we find the fact to be, and we must state it as we find it, that the common school system of this State is in a most unsatisfactory con¬ dition. I. Too many school-houses are unfit to be used, and very many more are insufficiently equipped with appliances for teaching. II. The attendance of large classes of children is irregular and insufficient. III. There is too little really first-rate teaching in our schools, and too much that is very, very poor. XLVIII REPORT OF THE COMMISSIONER OF EDUCATION. TVe have had the less hesitation in frankly telling facts as they are because of our confidence that if the people of this State once realize the actual extent of the short-com¬ ings of our schools it will not be long before radical remedies will be sought and found. We wish especially to suggest to your honorable body the inquiry whether it is not a necessary preliminary to successful reform to make our system of school administration more simple and effective. There was spent last year on our schools $1,852,221.45, of which $120,855.20 came from the school fund and $226,603.50 out of the treasury of the State. We are not get¬ ting our money’s worth, and for the failure to do so our methods of administration must be at least partially responsible. By creating within our towns from ten to twenty little parasitic governments, partially independent in school affairs of one another and of their towns, and by dividing the du¬ ties and responsibilities of school administration between town meeting and district meeting, and between school visitors and district committees, we have vitally impaired and paralyzed the self-government of our towns, and have rendered a proper management and control of schools impossible, or at least unlikely. The town is the genuine organic unit of our popular self-government, and we urgently suggest to your honorable body that there be substituted by law for the present confused and unsound system a simple and well ordered town management of schools. The changes required to this end are not extensive or revolutionary. Nearly all that is necessary is to transfer the powers of district meetings to town meetings, and to unite the powers of school visitors and district committees in the hands of a town committee composed and elected as is now the board of school visitors. Such a change would tend to give us these much-needed results: (1.) An honester and more skillful selection of teachers. (2.) An authoritative, constant, and real supervision of the teacher’s work. (3. ) The union of the schools of the town into something like a sensible organic sys¬ tem, producing a more economical and effective expenditure of money and a juster dis¬ tribution of advantages and burdens. The following is from the report of the Massachusetts board of education for 1884-’85: The general agents have reported regularly upon the condition of the schools, and their reports have engaged the earnest attention of the board from the disclosure which they make of the state of learning in parts of the Commonwealth which suffer from the evils attendant on isolation and absence of concentrated effort. The following extract from one of these reports will illustrate this point: “In my work this fall I find poorer buildings, more poorly supplied, smaller schools, cheaper and poorer teachers, and looser and less competent supervision. It is impossi¬ ble to picture to one who has not seen them some of these schools, so nearly worthless are they. The little money that is spent on them and the time of the children are both wasted. I have found but one normal graduate in these towns, and nearly half of the teachers have had only a common school education in the towns where they arc teach¬ ing. Nearly half also were teaching their first term in the schools in which I found them. The schools are visited by the committee but once or twice during the term, and they are rarely examined. If the pupils are in their seats and quiet, if they read without much stumbling and seem to have learned their lessons fairly well, the com¬ mittee are satisfied. Few of them are competent to apply any tests of the thoroughness of the work. Nearly all the children learn to read by spelling out the words. The only employment of the little ones is fingering the primer. The older ones study all lessons from the books, and all recitations are conducted by questions and answers. In some towns there is not a globe or a map in a school-room, and the blackboards are scanty and poor. We can only reflect that the teachers could not use more if they were supplied. Almost without exception the buildings are destitute of the means of ventilation. After visiting the schools I have spent a half day with the teachers and committee in suggest¬ ing improvements. The criticisms and suggestions are everywhere well received. If I or some one else could visit again in a month and repeat the visits frequently some good would be accomplished. In the present condition I see little to hope for. ’ ’ Such a state of things as this report indicates calls for serious attention. It is very evident that the board has not the power, through its agents, to effect rapid or perma¬ nent improvement in such cases. It can do scarcely more than awaken interest and make suggestion. Nor is it desirable that the work of raising the standard of education, in any given community, should be committed directly to the board. There is no principle . of our educational system more jealously to be guarded than that of local control and supervision, and it is the towns, and towns alone, that can properly be intrusted with the education of their children. The palpable obstacle to improvement is in the poverty and isolation of the smaller towns. The cities and large towns have found it necessary to establish the system of super¬ intendency, and the results have shown the wisdom of this course. In the judgment of STATUS OF THE TEACHING FORCE. XLIX the board, no one measure is more imperatively demanded, in the growth of the educar iional system of the Commonwealth, than the extension of the principle of superintend¬ ency to the smaller towns and villages. It is not to be expected nor desired that these places should each be provided with a separate superintendent, but it is entirely possible that several neighboring towns and villages should combine to maintain a superintendent, whose duties would be substantially the same as those of one placed over an equal num¬ ber of schools contained within a single large town. Such an extension of the principle of superintendency would have a marked effect upon the entire educational system of the State. It would call into service those teachers and normal graduates who show a special aptitude for pedagogy, and would bring together, in various forms of association, men and women of both theoretical and practical knowl¬ edge of the art of teaching. It would, moreover, greatly stimulate the intellectual life of the remoter districts, and do steadily and methodically much of the work which can now' be done only spasmodically by agents and teachers’ institutes. The time is ripe for such a movement. The country districts invite it; only their pov¬ erty stands in the way. If, in the judgment of the legislature, it should be deemed ex¬ pedient to lay such an additional tax for educational purposes as was proposed at the last session, it is the opinion of the hoard of education that the first application of the money thus obtained should be toward the support of superintendents chosen by the smaller towns, acting upon some simple plan of combination. Hon. Le Roy D. Brown, State commissioner of common schools, Ohio, in his report for 1885, says: The meager progress of the country schools of the State is not chargeable to school offi¬ cers, teachers, or pupils, but to the lamentable deficiencies of that part of the Ohio school system which relates to schools in township districts. Under the present law no town¬ ship board of education has sufficient authority to enforce the rules and regulations for the government of the schools under their control which they have sworn to prescribe. The same may be truthfully said of courses of study. It is not strange, therefore, that these boards, in a large majority of cases, have entirely neglected to prescribe rules or establish courses of study. The law should be so modified and improved as to define clearly the relations existing among teachers, directors in sub-districts, and township boards of education. Responsibility in school management should be fixed somewhere. * * * * * * * With a wise consolidation of the educational forces in township, special, and village districts under a single board of education not large in numbers in each township of the State, efficient supervision could be secured, better teachers would be employed, and in every way the schools outside of the cities would be greatly improved. STATUS OF THE TEACHING FOECE. The improvement of the teaching force is undoubtedly the most direct means of im¬ proving the schools. Never before were so many agencies at work for the accomplish¬ ment of this purpose, and their influence is felt even in such districts as are described in the foregoing extracts. The work of training in normal schools and in teachers’ institutes is considered in its appropriate place in this Report. (See p. cxxxvh. ) The important part that teachers’ associations perform in stimulating teachers, enlarg¬ ing their views, and increasing their intellectual and social force, must not be overlooked. Teachers’ reading clubs or reading circles have lately come into prominence as an addi¬ tional means of improvement, but the success of these various efforts is impaired by the faulty administration of which I have spoken. The rates of wages will he seen by reference to Table I, part 1, Summary B. As re¬ gards appointments, although it is required in every State that a teacher should hold a certificate, the local officers with whom the appointing power resides show a very gen¬ eral disposition to be contented with candidates who have only the lowest-grade certifi¬ cates. As a rule these represent very meager qualifications. State superintendents m ake every effort to ascertain the grade of certificate held by the teachers, and as a result of their inquiries we have evidence that in a^n umber g/ States the teachers show a laud¬ able ambition to obtain advanced-grade, ce'hjfu^atfts,; v In this respect the teachers of Yiigkda have a record of which obey may well be proud. From a tabular statement it appears that more than half of the certnicatesjield in this IV E L REPORT OF THE COMMISSIONER OF EDUCATION. State are professional or of the first grade, and if to these the number of second-grade certificates be added the sum is 85 per cent, of the entire number. A few other States have an equally good report under this head, but in general conditions similar to those set forth very forcibly by Hon. J. E. Morrison, State superintendent of schools for New York, affect the standard of the teaching force in all the States. Mr. Morrison says: One of the most serious obstacles in the way of raising the grade of qualification of the teachers employed in the public schools is to be found in the existing system of examina¬ tions upon which the greater part of the teachers receive their licenses to teach. Of the 31,399 teachers employed in the public schools of the State, over 20,000 are licensed by school commissioners upon examinations held by them, which are character¬ ized by no uniformity whatever in different localities. Whether a license is granted or withheld is substantially discretionary with them. They are elective officers in their respective districts, and subjected to various political and personal influences, sometimes deflecting them from the straight line of duty, generally annoying, and often resisted only at the risk of losing a renomination or re-election. The consequence naturally follows that numerous incompetent and inefficient teachers are crowded into the schools, who. but ior such influences, would remain unlicensed, and their places would be filled by others qualified for the business, I know of no more effectual means of remedying this evil than the system already in successful operation in seme of the States, by which this class of certificates to teach issues only upon examinations held by school commis¬ sioners, or other local officers with similar functions, the questions tor which are pre¬ pared under the direction of the State superintendent, and sent out simultaneously, in printed form, at proper intervals, to such examiners throughout the State. A plan of subsequent revision, and approval or disapproval of the answers, at the department, on the result of which should depend the granting of the licenses, would give stability and effectiveness to the system, and could he easily arranged. This plan would require the enactment of some amendments to the present general school laws. I respectfully recommend the subject to the attention of the legislature. It is certain that until some such action as that recommended by Mr. Morrison is taken in all the States, no extended, well sustained movement for the perfecting of the teach¬ ing service is possible. The tenure of office has also an unmistakable influence in determining the general character of the teaching force. In the rural districts appointments are generally made for one term, and although engagements are often renewed over and over again, this is the exception rather than the rule. The evils of an uncertain tenure are so many and so obvious that efforts are being made in several States to secure the legislative action necessary for placing the teachers’ tenure upon a more permanent basis. The friends of this measure in Massachusetts have been particularly active during the year, and a bill will shortly he introduced into the Massachusetts legislature for enlarging the powers of school committees so far as to permit them to elect teaehers to serve during the pleasure of the committees, instead of for a term of one year.1 SUPERVISION OF COUNTRY SCHOOLS. As regards the supervision of the rural schools, evidences are not wanting of improve¬ ment in many localities, but on the whole the service is exceedingly deficient in the United States. The subject has been freely discussed during the year in the National Educational Association and in State teachers’ associations, and the facts and opinions which I have set forth very fully in previous Reports have been confirmed and emphasized by the statements made before these various bodies. In the Illinois State Teachers’ Association attention was called to the fact that, as the law now stands, the office of county superintendent is political, and the lucky favorite 1 While this Report was in progress the bill referred to was introduced into the legislature and passed. The following is the tqxt of the=new law, which, as will be seen, is simply permissive : Sec. 1. The school committee of any city ©rdowArlay elect any duly qualified person to serve as a teacher in the public schools, of such, city or town during the pleasure of such committee : pro¬ vided , such person has served as a teacher in the puiriiQ'sekpols of such city or town for a period of ! not less than one ye*r. Sec. 2. This act shafl take effect upon its passage. SUPERVISION OF COUNTRY SCHOOLS. LI of “blind votes,” be be competent or not, holds the position for four years. No quali¬ fication is necessary save citizenship and ability to furnish the required bond. This statement represents very fairly the present status of this service in our country. Hon. J. W. Holcombe, superintendent of public instruction for the State of Indiana, in his report for 1884, submits the following statement and recommendations with ref¬ erence to the county superintendency : No office in the State has more fully justified its own existence than the county super¬ intendency. The contrast between the country schools of to-day and those of a dozen years ago is a sufficient testimonial of its value. Its effects have been felt in every branch of educational administration. The elder State superintendents found themselves helpless in the midst of chaos; their voice was as “ the voice of one crying in the wil¬ derness.” They could do little but exhort and plead. The trustees controlled the schools, the State superintendent and State board of education sat at the capital and beheld the reign of confusion. The influence they could exert was but feeble, the power naught. There was no medium of communication between them and the schools; the trustees could not be reached; the examiners were mere functionaries with power con¬ fined to one thing. The indispensable link was supplied in the county superintendency, and with its creation begins the period of the most marked and rapid progress that our schools have ever enjoyed. System, order, organization, with all the improvement that these imply, have appeared in the schools; and the promptness and certainty with which the directions of the central department are executed have secured an almost equal prog¬ ress throughout all the counties, and have given us a State system in fact as well as in name. If in any counties these gratifying results have not been secured in as full meas¬ ure as they ought, the fault is with the trustees, in not realizing the possibilities of the office, and so not appointing men of sufficient strength to fill it; or with the county coxry missioners, in hampering the work of the superintendent through mistaken ideas of economy. But I think it safe to say that the incumbents of this office have, as a rule, accomplished more than could have been expected of them in the short space of eleven years; and it gives me pleasure to bear testimony to the high character, fidelity, and competence of the county superintendents of Indiana. I shall, therefore, ask of the general assembly a little legislation in matters of de¬ tail, which will have the effect of strengthening this office. And first, as to a standard of qualifications for superintendents. It has been pointed out as a defect in our sys¬ tem, both theoretical and practical, that the men who examine and pass upon the qual¬ ifications of nearly all the teachers of the State are themselves not subjected to any ex¬ amination whatever, and the occasional appointment to the office in past years of persons notoriously inferior in scholarship to many of their teachers has seemed to make the es¬ tablishment of some test of qualifications necessary. Various plans have been proposed, as that the superintendent, or all candidates for the office, must hold college or normal school diplomas, or must be examined by the State board of education. The practical objections to these plans are serious. But I think it would be very reasonable and en¬ tirely practicable to prohibit the appointment of any one as county superintendent who did not hold a valid teacher’s license of not less than twenty-four months’ grade. The high¬ est grade of license issued by the superintendent is for thirty-six months; but it would not be well as yet to require him to hold this grade himself. It has been in existence less than two years, and has been issued to but a small number of persons, and in some counties it might happen that no one holding this license would accept the superin¬ tendency. But if scholarship were made by law an essential qualification for this office, there is little doubt that trustees would be compelled by public opinion to appoint from the available men the one that held the highest license. The objection to be urged •against this plan is that the superintendent, being the examiner, might not deal fairly in grading possible rivals for the office. But I think this criticism ought to have no weight. It is theoretical merely; and I believe the superintendents would be particu¬ larly careful in such cases to avoid any suspicion of injustice. Besides, a man who can¬ not make a sufficiently high grade to merit a twenty-four months’ license beyond all question, is hardly qualified for the superintendency; and in the last resort an appeal may be taken by an applicant for license to the State superintendent, on the grading of the examination. * * Provision should be made for the necessary expenses of the county superintendent, incurred in the performance of his duties, and he should in all cases be furnished with an office. He is the depositary of records and public property of value, which should be safely kept. The proper administration of his office requires stationery, postage, and printing, and these should be supplied by the county. Such is the practice in many counties, but in others allowances for these necessaries are. refused; and there may be LII REPORT OF THE COMMISSIONER OF EDUCATION. some doubt of the commissioners’ right to grant them, under the present law. I recom¬ mend, therefore, that section 4433 R. S. be amended in accordance with these suggestions, and that at the same time the proviso permitting the commissioners to limit the number of days for the visitation of schools be omitted, a needless authoritynot much exercised, and when exercised causing only detriment to the schools. It is obvious that the schools need all the visitation the superintendent, with other duties to perform, can give them in one hundred and forty days. The National Council of Education, in its session of 1883, approved the report on State school supervision submitted by a special committee. The following are the main points in the report: State supervision is necessary because, having undertaken to tax the people to secure better school advantages, it must follow up the tax and see that the money is wisely ex¬ pended. It is not enough to make a school system possible. The State should compel the location, establishment, and maintenance of a sufficient number of schools to educate all its children. It should fix the minimum time in which the school should be in ses¬ sion, and prescribe a minimum course of study. A State superintendent should be em¬ ployed to take general supervision of schools, and of school funds and revenues, to advise with subordinate school officers, interpret the law, and report needed legislation. The State board of education should be composed chiefly of professional teachers, and the various public educational interests should be well represented. It should take charge of the issuing of State certificates, supervise State educational institutions, examine and license all local officers authorized to examine and license teachers throughout the State, exercise control over county and district institutes, and appoint the State superintendent* A county or district superintendent should have his fitness well attested and have a long tenure of office. He should have power to examine applicants for teachership, and issue and revoke licenses. He should be appointed by a county board of education, formed of members of the local boards, and this county board should have oversight of the schools in the county. The governor of Massachusetts, in the addresses before referred to, dwells particularly upon the subject of supervision. In 1884 he said: The most promising field for improvement is in the small towns; they cannot make suffi¬ cient provision for the highest success; the large towns can. "We need more thorough, intelligent supervision, especially in the small country towns. Whatever can be done to build up and strengthen these struggling communities will bless the State at large. More towns should avail themselves of the statute authority to employ a superintendent, if not alone, then in union with their neighbors. Apply this system generally, and the benefits will quickly appear in better teachers, improved methods of instruction, more satisfactory buildings and appliances, and an increased attendance of pupils. In 1885 he said: Intelligent and thorough supervision contributes much to the excellence of the public schools. The advanced condition of the schools in the cities and large towns affords the best proof of this fact. Smaller towns may have the benefit of this important agency by union in districts, and by supporting together a district superintendent. In several in¬ stances of trial of this method most successful results have been accomplished, and the need of its wider application has been abundantly demonstrated. Any practicable : measure looking to and encouraging the adoption of the system generally throughout the State should receive your earnest support. It is to be hoped that the agitation of this subject will be continued with increased vigor in every State, until the supervision of the schools is established upon a sound basis. GEADED COUESE OF STUDY. One of the most successful measures employed by county superintendents for the im¬ provement of rural schools is the graded course of study. The advantages of this meas- j ure are illustrated by its excellent effects in Macon County, Hlinois, a full report of which ■ has been furnished to the Office. The plan was first suggested to the county superintendent, Mr. John Trainer, in 1880, J by the perusal of Mr. A. L. Wade’s “Graduating system for county schools. ” Since COMPULSORY ATTENDANCE. LIII then the superintendent has been steadily at work improving and extending the original idea. The following are the principal features of tho plan as now developed: 1. A complete course of study. 2. A definite outline of study, based upon the course of study. (A) A system of examinations (based upon the outline of study) : (a) monthly; (&) annual (central); (c) final (annual). (B) A system of outlining, based upon the definite work. 3. The grouping of the county into great districts. 4. The county a district composed of the great districts. 5. A system of reports: (A) Reports to parents. (B) Reports to county superintendents. 6. A plan for preserving the several examinations. 7. A permanent record of the progress of the pupil as determined by the examinations. 8. Certificates of rank in class issued at the central examinations. 9. A county diploma issued at the final examination. The condition of the ungraded schools in Macon County prior to the adoption of the system may be summarized as follows: the classification was miserable, one teacher actually having thirteen classes in arithmetic alone; the want of uniformity in text¬ books was appalling; the entire absence of records was noticeable in many cases, a ma¬ jority of teachers keeping the attendance in pencil on a sheet of foolscap; the school¬ rooms were nothing if not repulsive; less than one-half the scholars were studying grammar, and fewer still pretending to study history; no district knew what its next neighbor was doing. By the application of the graded course the following results have been accomplished: (а) A classification which grades the school to the minimum number of classes. (б) An improved attendance in every grade: the boys starting to school several -weeks earlier in the fall; the girls remaining in school through the spring and summer terms, longer than ever before. (e) All the branches “outlined ” are taken up in the proper order, and completed as required before the pupil is promoted. (d) Pupils are passing directly from district schools to the high schools and to the preparatory course in the State institutions without an examination. (e) More pupils are preparing to take advanced courses of study — double the number under the old regime. (/) Teachers are adopting new and improved methods of doing the work outlined for them; the strong teacher is advancing term after term, the weak teacher is being pushed to the wall; the public are demanding the very best teachers, even at the highest price. The State superintendent of Illinois, Hon. Henry Raab, who has been exceedingly active in this matter, reports that more than half the counties of the State have, during the last three years, adopted a course of study and manual of work, with excellent results in every case. The use of the graded course is rapidly extending in all the western States. In the eastern States the measure has attracted less attention, although no better illus¬ tration of its practical advantage can be found than is afforded by certain counties of New Jersey. COMPULSION. My Report for 1882-’83 contained a compilation showing tho status of each State and Territory with reference to compulsion. The laws compelling attendance upon school have undoubtedly increased the number of youth who are brought under instruction, but at the same time in some instances they have apparently been the cause of a decrease in the annual enrollment. For instance, in Connecticut the ratio of the number of youth registered to the number enumerated has declined steadily since 1875. In that year LIV REPORT OF THE COMMISSIONER OF EDUCATION. the per cent, registered in public schools was 89.34, as against 81.85 in 1885; registered in both public and private schools, 95.65 in 1875, as against 91.53 in 1885. With refer¬ ence to this decrease Hon. C. D. Hine, the secretary of the board, says: It is probable that the compulsory law itself has contributed to this result. Under its provisions those over 14 were legally exempt, and felt that they were morally relieved from school obligations. Those under 8 were also little pressed, and there was no forced regularity. The large class between 8 and 14, which is the promising and proper school age, found that the State permitted absence for six of the nine school months; with this high sanction, if there was no desire to attend or no home impulse, the State limit became the standard, and convenience or necessity regulated attendance. As a means of correcting this tendency the law has been re-enforced by an additional enactment, which provides for the attendance of all unemployed children between 8 and 16 years of age. Similar action has been taken in some other States where there was an apparent tend¬ ency on the part of some parents to limit the school attendance of their children to the minimum required by the law. BRIEF SUMMARY OF THE EDUCATIONAL CONDITION OF THE UNION. NEW ENGLAND STATES— MAINE. The statistics show, for the first time in several years, an increase in the number of school children, and it is hoped that the limit has at last been reached in the decrease that has been going on in this respect, with one exception, for 10 years. The whole en¬ rollment in public schools (145,121) was over a thousahd less than during the previous year; but this, it is believed, was owing to the fact that fewer children of 4 years were sent to school. The average daily attendance increased in summer, but epidemics less¬ ened it in winter. The superintendent thinks that, on the whole, the statistics of attend¬ ance show a more intelligent and active parental interest, securing better teaching, better supervision, and more regular attendance. The average school term was 2 days longer and the number of graded schools was 50 greater, while ungraded ones decreased, show¬ ing that small and weak schools have been absorbed by larger ones — a reform much needed. The whole expenditure for public schools decreased by over $47,000, but this was owing to the fact that less money was paid for new school-houses, in which matter greater economy was observed, without the sacrifice of any essential good. There was, therefore, an improvement in school organization; a better quality of in¬ struction; comparative increase in work done; and more efficient supervision. There was also an extension of the system of high schools, and a growing adjustment of their work to that of the lower grades; an increase of attendance on normal schools and of the number graduated from them; and a more efficient organization of teachers’ associa¬ tions, with better attendance and better work. NEW HAMPSHIRE. For many years this State has been hampered by an educational system which made long school sessions in the cities and short ones in the country districts the current rule. The schools in the latter, relics of an outworn and always miserable plan of cheap neigh¬ borhood instruction, have been comparatively costly, because few children were in¬ structed, and commonly inefficient, because poor pay generally brought to them poor teachers. Superintendent Patterson, stimulated by the action of Massachusetts in doing away with its old district system at the close of 1882, labored earnestly as well as wisely in 1885 to effect the same thing for New Hampshire, and happily succeeded, a law of that year abolishing the division of towns into school districts, and making each town, except some under special acts, a single district for school purposes. This is the entering wedge for great improvement in the educational condition of the State; with sure result- of better school-houses, fuller attendance on them, a higher style of teaching, and a better understanding of the subject studied, all with probably' less expense than under the old rule. PRESENT EDUCATIONAL CONDITION. LV VERMONT. The full reporta from this State are biennial, and 1834-’85 is therefore only partially presented. From this cause perhaps 1,085 less children than in 1883-’84 are reported as enrolled in public schools, and average time of school appears a little shorter, but 10 more schools are presented, and average daily attendance in all the public schools of the State was 1,424 greater. Pay of male teachers was somewhat diminished, but that of females was correspondingly increased ; the total expenditure for all school pur¬ poses was $20,922 greater than that of the preceding year. From educational papers it is understood that the voting on the abolition of the old school districts with a view to the adoption of a general town system was still going on, with increasing prospect of eventually reaching on this point the position of Massachusetts and New Hampshire. MASSACHUSETTS. With 343,810 children of school age (5-15) this State enrolled 339,714, a noble showing, though a decrease for the year of over 2,000. The average membership, however, in¬ creased by nearly 5,000, and the average attendance by 5,787, raising the ratio of average attendance based on membership to 90 per cent. The increased demand for instruction was met by the establishment of 89 new schools, and about $518,000 more was expended on all than during the previous year, much of this, however, being due to the operation of the free text-book law. There was a gain of 152 in the number of normal graduates employed, and of 122 in teachers that had attended normal schools; but, on the other hand, about 1,300 more teachers were employed during the year than the number nec¬ essary to supply the schools, showing too many changes in the corps to be consistent with the welfare of the schools. There was, however, an improvement in all the equip¬ ments for teaching, such as school-houses and apparatus; a better supply of dictiona¬ ries; free text-books furnished; supplementary reading matter introduced ; and better provision made for truants. Discipline, too, was greatly improved, the theory of com¬ pulsion having largely given way to that of a healthy stimulation. Evening schools in¬ creased in number, enrollment, and attendance. High schools had an increased attend¬ ance, and a number of new and elegant buildings were erected for them. RHODE ISLAND. The figures from this State show advance in all important respects. With about 60,000 children of legal school age (5-15), nearly 48,000, or about 80 per cent., were enrolled in public schools, the average belonging being 35,269, and the average daily attendance 31,743, an increase for the year of 1,289 in school population, of 2,349 in enrollment, of 1,147 in the average number belonging, and of 996 in average daily at¬ tendance, besides a greater attendance on evening schools and on private schools. Thir¬ ty-one more graded schools were taught, though the whole increase for the year in all day schools sustained was only 32. Eight more teachers were from normal schools, while only 16 more teachers than in the previous year were employed ; their average monthly pay increased slightly, and the whole amount expended on public schools was more than $100,000 greater, while public school property was reported worth $127,850 more than in 1883-’ 84. CONNECTICUT. Encouraging advance during 1884-’85 is shown by the statistics from this State. About 151,000 children of school age (4-16) are reported, of whom 125,718, or 83 per cent., were enrolled in public schools, besides 14,480 in other schools, showing that nearly 93 per cent, of the school population were in school during some portion of the year. An increase of 468 is reported in the children of school age, while the in¬ crease in the number enrolled in public schools was five times as great, the average at¬ tendance also increasing. Nineteen new school-houses were built, providing 2,247 more sittings. More teachers were continued in the same school, and fewer having no expe¬ rience were employed, the average pay remaining about the same. The whole amount LVI liEPORT OF THE COMMISSIONER OF EDUCATION. expended on the schools was nearly $75,000 more than the previous year. Still it is ad¬ mitted that the people are not getting all they should from this expenditure ; that there are too many incompetent teachers, and too many school-houses unfit for use and im¬ perfectly supplied with apparatus. MIDDLE ATLANTIC STATES— NEW YOBS. Continuous advance, not fully proportioned to the greatness of the State, but absolutely large, is presented here almost throughout. Though multitudes of country districts with old and poor arrangements for instruction still made little progress in effective schooling, the enrollment in all public schools was 24,788 greater than in 1883-’ 84, ex¬ ceeding by 6,629 the increase in youth of age for school instruction, while average at¬ tendance in like schools was 14,859 greater than the year before. These would seem large advances in a smaller State, but here are dwarfed to small percentages by the very greatness of the field. Taking into the account of school attendance the whole addi¬ tional number in private or church schools, in academies, normal schools, colleges, and special schools, there appears a total under some form of instruction very nearly up to the whole number of healthy youth, the cost of such instruction for the year reaching nearly $14,000,000. NEW JERSEY. Although State school machinery was considerably hindered in its working by a fire at the State-house in 1884, a full report for 1883-’84 and 1884-’85 is presented by Su¬ perintendent E. O. Chapman, which shows in the 2 years an advance at almost all im¬ portant points beyond the showing of the two preceding years, though here and there appears a slight decline. In the latter of the 2 years, out of 10,256 new school youth, 5,525 were enrolled in the free schools, and 9,087 more than in 1883-’ 84 were in average daily attendance in such schools, while the number in private and church schools fell off by 452. With 10 fewer State school buildings, there were yet sittings for 6,939 more pupils, 27 of the buildings being newly built and very good; $29,709 more were spent for public schools, and valuation of State school property went $482, 119 higher than the year before. PENNSYLVANIA. The fact that in this State a school census is taken only once in a decade so impairs the value of the percentages based on it that these are omitted from the present brief review. The absolute numbers reported as enrolled and in average attendance daily in State schools in 1884-’85 were, for the former, 16,119 greater, and for the latter 21,450 greater, than in 1883-,84, while private and parish schools presented 11,957 fewer at¬ tendants, indicating a continuance of the drift that has long been sweeping the great body of the children into the better officered, better furnished, and generally better taught free schools. The expenditure for these schools was increased by $254,767 in the year, and the valuation of all State school property by $728,348; but the old school dis¬ tricts, great hindrances to progress, still held their place in the State system, and even somewhat increased, while in these districts were 335 more schools, only 14 of the additional ones being graded. Districts with school libraries were, however, more nu¬ merous by 380, perhaps from the spread of teachers’ reading circles; and teachers, as a whole, were increased by 400 in the public schools, those in private and church schools falling off by more than twice that number; but public school teachers with 5 years or more experience and teachers trained in the State normal schools fell off also considera¬ bly and unaccountably. The record of the year is in many points a very good one; but it has, as may be seen, .drawbacks that still call for remedy. DELAWARE. The reports from this State are published only biennially, covering apparently the calendar years, and none for 1885 and 1886 can be expected before some time in 1887. The figures for 1883 and 1884, given in the last Report from this Office, must therefore stand for at least another year. PRESENT EDUCATIONAL CONDITION. LVII MARYLAND. The figures here show an increase of 6,00p in tke number of pupils enrolled in public schools, and of 6,477 in average daily attendance, the per cent, of the latter to the former being 1.95 more. There were 7 more schools for the colored race, 1,363 more pupils en¬ rolled in them, and 1,818 more in average daily attendance. The whole number of schools taught in the State decreased by 7, but the average term for the State was 16 days longer. The average monthly pay of teachers increased by $1 . 33, the whole amount paid them being about §32,000 more than for the previous year, although the amount expended for all public school purposes ($1,745,258) was not quite $25,000 more than in 1883-’84. The State is, however, evidently steadily awakening to a sense of its need of better and more effective school work. VTRGINIA. The statistics of this State show a progress in education that is very gratifying. There were 15,313 more pupils enrolled in the State free schools, and 13,100 more were in aver¬ age daily attendance in 1884-’85 than in the preceding year. The public schools in which they were thus enrolled were more numerous by 225 ; the school-houses owned by districts, 293 more ; the teachers employed, 222 more, with fairly larger pay than previously, men getting about 68 cents more a month and women 49 cents more. There was an increase in public school expenditure of $102,995, and one of $226,822 in valua¬ tion of public school property. A new State normal school was established, under the excellent supervision of ex-Superintendent Rufiher. SOUTH ATLANTIC STATES— NORTH CAROLINA. A partial report for 1885 from this advancing State indicates progress at almost every point: 14,723 more youth of school age (6-21); 13,850 more of such youth in public schools, and 12,583 more in average attendance; while school districts increased by 217, and school-houses by 214; the average school term going up from 58 days in 1884 to 62 days in 1835, and the value of public school property from $483,092 to $565,960, an in¬ crease of $82,863. Could the figures of the graded schools established in several of the larger towns and cities have been included, these statistics would have presented a still better aspect, and it seems only fair that the State should be able to obtain full informa¬ tion as to the whole school system it is fostering. SOUTH CAROLINA. The advance presented here at some points is broken by sad gaps in others. With nearly 300,000 school youth to draw upon in 1884-’85, only 178,023 were enrolled in public schools, a falling off from the preceding year of 7,596, while average school term was shortened by 10 days and the number of public school-houses by 20. School-houses owned by districts were fewer by 75, and school-houses built during the year fewer by 17, though these last appear to have been more valuable by $5,353 than those built in 1833-’ 84. Much of all this is evidently due to insufficiency of funds to provide fairly for public schools, and to the fact that these funds are not available in the school year for which they are designed. This leads to brokerage of the certificates of school dues that are given teachers in the place of present pay, and the brokerage so cuts down the pay that from 10 to 25 per cent, of it is lost. With such losses steadily occurring, and no remedy for them, in the shape of either prompt pay or fuller revenue, discouragement and ill success is natural. GEORGIA. No statistics of the Georgia school system, except as respects the schools of the chief cities, are available for 1885. These show, at Atlanta, a small increase of enrollment in the public schools, with an average attendance of 95 per cent, of the enrolled, and a pressure for more room and means; at Augusta, a decline in public school enrollment LVIII REPORT OF THE COMMISSIONER OF EDUCATION. and in teachers, but a continuance of special teaching of penmanship in all the grades of schools for whites, and a school term of 177 days; at Columbus, a school session of 188 days, with drawing, penmanship, and music in the course; at Macon, a falling off in en¬ rollment and average attendance, and very many children out of school; at Savannah, a more than usually satisfactory progress on the part of pupils, but much need of greater room for pupils in the lower grades. FLOBIDA. With no reported increase in the youth of school age here, there was one of 4,016 in the enrollment of pupils in State schools and of 9,969 in average daily attendance in them, the schools increasing by 220, the teachers in them by 217, and the amount ex¬ pended by the State for the instruction given going $163,806 beyond the expenditure of the year before. These are clear evidences of a new and active educational life, which is shown also in well-attended teachers’ institutes, in the institution of a teachers’ read¬ ing circle, and in a clearly demonstrated interest in the improvement of the deaf and dumb. GULP STATES— ALABAMA. With only 649 additional school youth in 1884-’85, this State presents an increase of 18,331 in pupils enrolled in public schools, of 10,162 in average attendance, of 8 in school districts, of 173 in the number of public schools, of 210 in teachers for them, of $1.84 in the average annual pay of teachers, and of $16,223 in expenditure for the schools under the State system. These figures indicate an educational awakening, that has drawn in very many children not previously enrolled, and which, having thus brought them under instruction, has held them to their studies in a very fair degree. Alabama, indeed, appears to be fast pressing towards a leadership in the educational progress of the South. MISSISSIPPI. This State, reporting for 1884, shows advance in most points on the figures for 1883, such as 12,024 more enrolled in public schools, 29,958 more in average attendance, the per cent, of this attendance to enrollment going 8.23 beyond that of the preceding year, while teachers were more numerous by 405 and expenditure for the free schools greater by $68,444. The legislature in 1884 provided also, for that year and the next, the usual appropriations to the different State institutions, and for the establishment of “an industrial institute and college for white girls,” in which such girls may ac¬ quire a thorough normal training, with a knowledge of kindergartening, telegraphy, stenography, photography, drawing, painting, designing, engraving, book-keeping, and household industries. LOUISIANA. The reported number of youth of school age has not changed here for several years, but youth of that age (6-18) in public schools increased by 18,917 in 1885, with an in¬ crease also of 12,997 in average attendance, of 35 in the number of public schools, of 117 in teachers employed for them, with large increase in other teachers, apparently through more searching inquiry after them. A State normal school at Natchitoches, pro¬ vided for in 1884, was organized in October of that year, and another at New Orleans had the foundations of a promising normal work laid for it. The faculty of the former will bring a new life into the institutes held in the State; that of the latter will prob¬ ably do some like good in the chief city, where Tulane and other universities are labor¬ ing efficiently for the promotion of higher education. Although in 1883-’84 reports came in from only a part of the 166 counties in this great State, and although school age in 1884-’85 was extended by 2 years, giving opportuni¬ ties for free schooling to a considerably larger number, the figures received lor the latter year present an apparently great decline in children of school age, in enrollment of such PRESENT EDUCATIONAL CONDITION. L1X children in the State schools, in school communities organized, and in the schools main¬ tained. Later information from counties, communities, and cities slow in presenting their reports may change this disappointing aspect of school affairs; but as far as can be seen from figures presented by State Superintendent Baker in the Texas School Jour¬ nal of May, 1886, the above is the seeming outcome of the year. SOUTHERN CENTRAL STATES— ARKANSAS. No statistics of the Arkansas school system for 1884-’85 have reached the Bureau of Education up to the time at which this matter goes to press. The State has therefore to stand upon its record for the years 1882-’83 and 1883-’84, instead of that for the later year, which it was hoped that the Bureau might have material to present. KANSAS. With 461,044 youth of school age (5-21) this State reports 335,538 pupils, or nearly 73 per cent., enrolled in public schools, and 194,325, or only about 42 per cent, of the school population, in average daily attendance; the number enrolled was nearly 32,000 more than that reported for 1833-’84, while the average daily attendance was about 13,000 less. Public} schools were sustained for at least 3 months by 315 more districts; 214 more school-houses with nearly 600 more rooms were used, and 1,189 more teach¬ ers employed. The average monthly pay of women teaching was $2.57 less, and that of men $0.15 more; the whole amount spent for public schools being $505,689 more, and the valuation of public school property $832,163 more, than the previous year. MISSOURI. A progressive condition of the public schools, on the whole, is shown by the statistics from this State, although one or two important exceptions to this condition are noted. With about 805,000 youth of school age (6-20) there was an enrollment in public schools of a little over 544,000. or about 67 per cent., an increase for the year of 26,474 in school population, and of 16,695 in the number enrolled. More schools by 107 were taught, 492 more rooms having been provided. An increase in the number of teachers necessary to supply the schools, and a decrease in the number actually employed, has caused a better proportion between these two items, indicating that about 900 fewer changes in the corps were made than during the previous year. An increase also ap¬ pears in the average monthly pay of teachers. On the other hand, a decrease of 26,135 appears in the average daily attendance, the average school t erm was 6 days shorter, and $26,563 less were expended for all school purposes. It must be remembered, how¬ ever, that the report for 1883-’84 included 15 months, and that for the last year only 12, the law having been changed so as to make the school year close in June instead of in April. KENTUCKY. / In the absence of any late report no public school statistics for 18 84-’ 85 can be given; but the files of the Educational Courant for the year show evidence of continued educa¬ tional vitality, more especially in the reports of county teachers’ institutes held. A note from the State superintendent says that the expenditure per capita for both races would be increased this year by 15 cents over that of 1883-’84. Important amendments were made to the school law in 1884, among them one pro¬ viding for the election of county superintendents, the levy of county taxes, and for an increase of the distributable State school fund from $150,000 to $200,000 a year. Indi¬ gent and orphan children are to have text-books free of cost, half-time and third- time schools have been provided for, and physiology and hygiene added to the course of study. TENNESSEE. The information for 1884-’85 shows that the public schools throughout this State were steadily advancing, both as to interest in them on the part of the people and work done by the teachers and pupils. With 609,028 youth of school age, 373,877, or about 61 per LX REPORT OF THE COMMISSIONER OF EDUCATION. cent., were enrolled in public schools, not a small figure when the long extent of the legal school age (6-21) is considered, and when it is remembered that a large majority of those over 16 were in higher schools or engaged in employments. Private schools, too, enrolled 25,569 more of the school population. There was an increase during the year of 23,637 in the number of youth of school age, and one of 23,734 in public school enrollment. The average attendance, too, increased, in the opinion of the superintend¬ ent, although from a failure of several large counties to report this item the figures show a decrease in it. There were 210 more public and 28 fewer private schools taught; 33 more public schools were graded; 331 more houses were in use by them; and the value of school property was $8,336 more. Normal institute work exceeded that done in any previous year, one result of this being a commencement of the plan of grading country schools. WEST VIRGINIA. With 235,345 youth of school age this State reported 176,576 pupils, or about 75 per cent., enrolled in public schools during the year, and 109,177, or 44.46 percent., in average daily attendance, an increase for the year of about 7,000 in youth of school age, and of an equal number in the average daily attendance, while the number enrolled in¬ creased by over 10,000. The figures also show advance in the enrollment and average attendance of colored youth, the former numbering about 55 per cent, of the colored school population, the latter 35 per cent. More school-houses were reported, more schools were taught, both graded and ungraded, but the average length of term was 4 days shorter ; 631 more teachers had experience, and 157 more were graduates of nor¬ mal schools, although their average monthly pay was about $4 less than the previous year. NORTHERN CENTRAL STATES— OHIO. A continuation of the progress that has been going on for many years in the school ffair3 of this State is shown by the statistics for 1884-’85, the only exception being a decrease of 27 days in the average term of school. There were in the State over 1,095,000 school youth (6-21), of whom 774,660, -or nearly 71 per. cent., were enrolled in public schools, besides 11,803 in private schools ; an increase for the year of more than 13,000 in youth of school age, of nearly 12,000 in public school enrollment, and of 18,352 in average daily attendance. With only 163 more teachers employed, and about as many more schools sustained, there were 841 more teachers continued in the same school. This latter fact, taken with the largely increased average attendance, points significantly towards an improvement in methods of instruction, as well as to an increased interest of parents and pupils in school work. The average monthly pay of men teaching decreased by $1, while that of women — forming a majority of the teach¬ ers — was $2 more, the whole expenditure being $409,569 more. Although the average term for the State was 27 days less than in the previous year, 35 fewer districts are re¬ ported in which it was less than the 24 weeks required by law. INDIANA. The reports of the superintendent being biennial, and the last including only 1883-’84, little official information is available as to the condition of the public schools durirg 1884-’85. That there was a healthy activity in school work appears from a perusa of the educational journals of the State. This is indicated, among other ways, by at increased attendance of teachers on the county institutes, by an improvement in tin instruction given therein, and by the success attending the teachers’ reading circles, recently organized, nearly all the counties having united in the work. It is said, too, that throughout the State the power and influence of the normal schools and colleges were felt more than ever before. ILLINOIS. Large gains in the public school system are shown by the statistics for 1884-’85. Out of a school population of a little over 1,077,000, the age being 6 to 21, 738,787, or about 68 per cent., were enrolled in public schools. While the whole number of pupils en- PRESENT EDUCATIONAL CONDITION. LXI rolled increased during the year about 10,000 (against an increase of about 8,000 in school population), the number enrolled in graded schools was 13,754 more, there being, of course, a proportionate decrease in attendance on ungraded schools. This larger pro¬ portion of the better class of schools, in connection with an advance in the average pay of teachers, an increase of nearly 5,000 in average daily attendance and of one day in the average school term, shows plainly that better work, as well as more of it, must have been done in the schools. The increase in expenditure for school purposes was $570,742, the value of school property was $1,301,580 more, while the amount of the State school fund was augmented by $12,566. iUCHIGAJT. The statistics from this State are gratifying, showing decided advance in nearly all important points. Of 595,687 youth of school age (5-20), 411,954, or about 69 per cent., were enrolled in public schools, besides 30,458 in private schools. Public school enroll¬ ment increased by nearly 7,000, against an increase in school children of 18,624, over two-thirds of the advance in enrollment being in the graded schools. More districts maintained public schools, more houses were reported, and more teachers were employed, the increase in the latter item, too, being less than in that of the number required to supply the schools, showing a healthy tendency toward fewer changes in the corps cf teachers. More teachers’ institutes were held; the attendance on them was larger than during any previous year, and further means for improvement were sought by them in the organization of a State teachers’ reading circle. Notwithstanding this, there was not only no increase, but even a slight decrease, in the average monthly pay of male teachers, which was only about $46. The average school term for the State decreased. WISCONSIN. With 544,976 youth of school age (4-20), 321,718, or 59 per cent., were enrolled in public schools, and 174,844, or 32 per cent., were in average attendance, an increase ot more than 16,000 in the number of youth of school age and of only 4,749 in the enroll¬ ment. There were 237 more teachers employed during the year, while only 147 more were necessary to supply the schools, an apparent indication of frequent change. An increase appears in the average monthly pay of teachers in the cities, with a decrease in the pay of those employed in the counties. The whole amount, however, expended for public schools increased by $335,594. juxxesota. The reports of the State superintendent to the legislature being biennial, and the last one printed being for the term closing with 1883-’84, the information at hand for the present year is limited to that given by the superintendent in a special return to this Office. These figures show advancement, as far as they go, in many respects, the ex¬ ceptions being a small decrease in the average monthly pay of teachers, in the whole amount expended for public schools, and in the estimated value of public school prop¬ erty. Progress appears from an increase of about 9, 500 in pupils enrolled in public schools, and one nearly twice as great in the average daily attendance, causing nearly 6 per cent, of advance in the latter based on the former, while the average school term for the State was 4 days longer. IOWA. In this State the statistics for 1884-’85 show advance in many points. With 634,407 youth of school age (5-21), there were 477,663, or about 75 per cent., enrolled in public schools, besides nearly 18,000 more in private schools, an increase for the year of 4,697 in pupils enrolled out of over 11,000 more of school age. The number of schools, both graded and ungraded, increased, as did that of teachers, in about the same proportion, and the average monthly pay of men advanced slightly, that of women falling off. The average school term was, as during the previous year, 144 days; the valuation of public EX1I REPORT OF THE COMMISSIONER OF EDUCATION. school property was $1,882,237 higher, and the amount of the State school fund $46,707 more than in 1883-’84. There was, however, on the other hand, a decrease of 2,704 in the average daily attendance, and of $182,658 in the whole amount expended for public schools. NEBRASKA. The statistics for the year 1884-’85 indicate progress in the public school system at all points. With about 233,000 youth of school age (5-21), nearly 162,000, or 69 per cent., were enrolled in public schools — an increase of 23,802 in school youth and of 24,300 in the number brought into the public schools, the per cent, of the enrollment to school population having advanced by 3.72. The average monthly pay of teachers was greater by more than $2, and all public school expenditures by $1,075,527, the whole amount spent for school purposes reaching $2,918,157. The valuation of public school property was over $641,000 more, and the amount of the permanent school fund $348,421 more. COLORADO. Here, too, the statistics show an advance during the year at nearly all points. With nearly 58,000 youth of school age (6-21), about 39,000, or 67 per cent., were enrolled iD public schools, an increase over the figures given in 1883-’84 of 1,713 in school popula¬ tion, of 1,023 in the number of pupils enrolled, and of 1,440 in average daily attendance. To meet this greater demand for instruction 74 more teachers were employed, and ac¬ commodations were provided for 2,820 more pupils, the valuation of State school prop¬ erty increasing proportionately. This valuation for 1884-’85 was $2,052,100, against $1,676,130 the previous year, although from a clerical error in the Report of this Office for that year the annual increase in valuation of school property was given instead oi the whole amount. The entire expenditure for public schools also increased during the year, but to an amount less than that of the increased value of school property, and the amount of available State school fund was $19,609 more. STATES ON THE PACIFIC SLOPE— NEVADA. There appears but little ground for doubt that population in important parts of this wide territory is declining, from depression in the mining districts, which were for several years sources of great wealth. Partly from this cause, and probably some kin¬ dred ones, the activities of school work have been affected, and Superintendent Young prefers to wait till 1885-’86 before presenting the statistics of schools, which by that time, it is hoped, may be more satisfactory and fuller than they could be if presented earlier. CALIFORNIA.1 Through figures furnished by State Superintendent Welcker, in advance of his full biennial report, there is shown, in 1884-’85, an increase of 14,425 in youth of school age (5-17), of 4,200 in public school enrollment, and of 1,566 in private or church schools; also 121 more school districts, 112 more public schools, 170 more teachers in these last, and 633 more such teachers holding first-grade county certificates, with 55 additional graduates from normal schools. The pay of men teaching was somewhat di¬ minished; that of women slightly increased. No figures are given for school expendi¬ ture, value of State school property, or amount of State school fund. OREGON. The legislature having changed its time of meeting from September and October to January 1, all State reports from Oregon are now presentable at that date. The next biennial one for public schools will therefore be submitted to the legislature January 1, 1887. Meanwhile Superintendent McElroy supplies statistics for 1885 which show an increase of 6,151 in school youth (4-20), and of 2,950 in the enrollment of such youth in public schools, but a large decrease in average daily attendance. The average school iThis Office is much indebted for valuable aid to Mrs. S. B. Cooper, of San Francisco, well known for her able, self-sacrificing, and effective labors in behalf of education. PRESENT EDUCATIONAL CONDITION. LXII1 term was 5 (lays longer, the expenditure for public schools $34,475 greater, than in 1884, and the valuation of all school property, including school lands yet unsold, was esti¬ mated to be far beyond any before reported. THE TERRITORIES— ALASKA. Dr. Sheldon Jackson, recently appointed United States general agent in Alaska, re¬ ports the schools in 1884-’85 in a flourishing condition under missionary supervision. At Sitka the training and industrial school for native children was enlarged, and the girls’ industrial school held for some time at Fort Wrangell was removed to and united with it, instruction being given in school studies, household industries, and, for boys, carpentry and woodwork, by 8 teachers. Over 100 children came under these forms of instruction here. At Haines, 200 miles by water north of Sitka, an industrial school, with from 25 to 30 boarding pupils and about 75 day scholars, was carried on in a new building under 3 instructors. At Hoonah, 130 miles north of Sitka, the school attend¬ ance, under 2 teachers, was 69 boys, 76 girls, and 74 adults, making a total of 219. At Jackson. 533 miles south of Sitka by the usual route of travel, about 100 pupils were taught by 1 teacher. At Fort Wrangell, after the removal of the industrial school to Sitka, a small industrial school for boys has been maintained, under 1 teacher. From the Seal Islands, where the Alaska Commercial Company has schools, no report for 1884r-’85 has been received. March 2, 1885, the Secretary of the Interior assigned to the United States Commis¬ sioner of Education the duty of providing for educational work in Alaska. This looks towards an enlargement of school training there, which will require additional teachers, buildings, furniture, charts, books, etc. , and must require an increased appropriation. As nearly as can be ascertained from the United States census of 1880 there are 11,237 children of school age to be provide^Pfor within the Territory.1 1 During the progress of this Report the Senate called for a copy of the report of Dr. Sheldon Jack- son on the schools of Alaska. I transmitted the same with the following letter, which, as it con¬ tains matter of permanent interest, I think it best to repeat in this place. Dr. Jackson’s report gives full details of the work in Alaska. Six thousand copies of the report have been ordered, and as soon as published copies may be obtained by application to members of Congress. March 1,1886. Sir : I have the honor to transmit herewith the report of Dr. Sheldon Jackson, general agent of education in Alaska, called for in your letter of the 17th ult., in accordance with Senate resolution of February 15,18S6. In forwarding this report, allow me to say that in obeying the order from the Department to or¬ ganize the common schools required under the provisions of the organic act providing a form of government for Alaska, the first requisite, as it seemed to me, was some one in Alaska possessed of the ability, education, honesty, devotion, courage, and willingness to sacrifice his comfort and himself and endure the hardships and perils of undertaking to supervise the establishment of the schools ; one who should not only understand the facts in the condition of the youth to be taught, but who should be able to aid in securing the teachers fit for the work. No one, to my knowledge, met these requirements as did Dr. Sheldon Jackson, who had already spent so much time in the Territory, and who had studied the people and their environment so thoroughly, and who had done so much to arouse the country to an effort for the education of their children. Although I had carefully studied Alaska with reference to the possibilities of education there, and had endeavored to report the facts as I found them with the same care that I had studied and re¬ ported all other portions of the country since entering upon the duties of this office, I could have accomplished little or nothing had not Dr. Jackson accepted the place of general agent of educa¬ tion as named by you. With his aid I believe that good progress has been made, considering the distances to be traveled and the lack of communication and the other obstacles encountered. Plans have been matured ; the co-operation of benevolent agencies has, as far as possible, been secured, in some cases greatly increasing the amount expended and the good accomplished ; the schools have been started upon methods and principles specially calculated to take the people as they are, on their soil, in their climate, and with all their other peculiar surroundings and all their customs, and give them the benefit of instruction in the virtues of our civilization before they are destroyed by its vices. The people are self-supporting and teachable, and never should be set back by intro¬ ducing the destructive features long ago admitted into our policy of treating the Indians, and now found at once so obstructive and so expensive in the present efforts for their wise education. Al- LXIY REPORT OP THE COMMISSIONER OF EDUCATION. ABIZOXA. Although, this young Territory in 1885 shortened by 3 years its tree-school age, mak¬ ing it 6-18 instead of 6-21, it still reported 844 more youth of that age than in 1882- ’83, enrolled 1,527 more pupils in its public schools than in 1833-’34, and held 945 more in average attendance under a slightly larger corps of teachers. The average term of school, however, was less by 53 days, and the amount expended for the schools was smaller by $53,983. A new and much improved school law made the minimum school term 5 months instead of 3, with other changes, which may be found under the full Ter¬ ritorial matter in the Appendix. DAKOTA. This vigorous Territory, excelling several of the States in expenditure for schools and accommodation for the pupils in them, shows striking growth at almost every point: more youth of school age by 10,084; more pupils enrolled in public schools by 19,044; more by 10,997 in average attendance daily. School districts increased by 20; school townships, by 214; schools in the public system, by 1,280; teachers, by 1,234; expendi¬ ture for public schools, by $507,333; and valuation of school property, by $493,192 — a record almost, if not quite, unparalleled in the case of so young a Territory. DISTBICT OF COLUMBIA. No census but a decennial one being taken in the District, the increase of school youth cannot be reported, nor, consequently, the true per cent, of such youth enrolled and in average attendance. The enrollment, as may be seen, fell off considerably, notwith¬ standing an increase of 319 enrolled in colored schools; but average attendance in the public schools was 973 greater than in the previous year, an indication of more attract- j ive teaching. The average time of school was nearly 4 days less; the teachers, 40 more in number; the expenditure for their pay and all school purposes, $21,838 beyond that I, of 1 883-’ 84. IDAHO. The statistics presented h ere are few, many trustees of schools having failed to report them to the Territorial superintendent, but, as far as received, they show an increase of i 2,259 school youth (5-21), of 1,750 such youth in public schools, of 35 in the number of :] school districts, of 39 in school-houses, of 68 in schools, and of $33,454 in expenditure for i the Territorial schools. Teachers’ monthly pay was reported to be $61. 53 on an average, I the standard of qualification having been raised. Teachers’ institutes, marked by good j] attendance and lively interest, are said to have been held in several counties with ex- 1 cellent results, a new law providing for the attendance of all teachers in the counties > - where they are held, without loss of pay. though the report is only a preliminary one — coming in the first few months of progress — it is brought as nearly as possible down to date, and is full in details of great value. It will be seen that I have not thought it best, with the smallness of the appropriation already made for the work, to begin the erection of school buildings, but in my opinion there is now in hand sufficient data on which to base estimates and to proceed to erect buildings. These, in my judg- I ment, with the school-house, should include a residence for the family of the teacher. I have elsewhere recommended that §30,000 should be appropriated for the next fiscal year. It only remains for me to add that I have many evidences that the schools and the general agent I have been uniformly favorably received by the Alaskans, and that the only opposition has origi- M nated with those who should have been the first and most constant to aid him and his work. I may be pardoned, perhaps, if I add that I have felt that in our neglect to fulfill our solemn treaty I promises with fhe Alaskans, our boasted free government has in their case been brought into u:i- ■ favorable comparison with the imperial government of autocratic Russia, and I have therefore ■ taken special pleasure in endeavoring under the order of the Department to give the people of « ^hose distant regions, even at this late day, the benefit of our common schools in the form best fl adapted to their good, and best calculated to teach them our ideas, and to introduce among them the knowledge of the blessings of our free institutions. I have the honor to be, very respectfully, your obedient servant, JOHN EATON, Commissioner. To the Honorable The Secretary of the Interior, Washington , D. C. PRESENT EDUCATIONAL CONDITION. LXV INDIAN TERRITORY AND INDIAN SCHOOLS. From the 5 tribes of the Indian Territory proper no report for 1884-’85 has been re¬ ceived; hut for many of the other tribes new and improved arrangements were secured by Mr. John H. Oberly, Indian school superintendent, with $992,800 from the general Government. The results of these arrangements were 84 boarding schools and 86 day schools under agency supervision, with an average attendance of 6,008; 7 Indian train¬ ing schools, with an average attendance of 1,425; and 23 other Indian schools in the States and Territories, with an average attendance of 710, all at a cost of $887,276 to the Government, besides large amounts from friends of the red men in the States and Ter¬ ritories. MONTANA. The report from this Territory indicates advance at every point but one; 33 more school districts, 54 more public schools (the number of such graded reaching 76), while 45 more teachers were employed at fair pay, that of women lessened, that of men increased, the average for both sexes being better than in some large States. School property was rated $42,395 higher than in 1883-’84. With only 1,714 more school youth, there were enrolled in public schools 1,632 more pupils, which, with 90 more in private schools, a little more than covered the whole increase of persons of school age. NEW MEXICO. The new school law of 1884, referred to in the last Bureau Report, shows some good fruits in 1884-’85, no full statistics coming yet from the Territory as a whole, but enough to give promise of fuller ones ere long, when the machinery of education shall be brought into better working order. It is something to have a report at all from a regular school officer (the Territorial auditor being ex ofilcio superintendent), those of pre¬ vious years, few and far between, having been from generous volunteers. An increase here of $24,504 in expenditure for public schools and a still larger one in the estimated value of school property is hardly met by a corresponding advance at other points. There was indeed an addition of 1,749 school youth; but of this new material all that appears to have been utilized was 653 more such youth in the Territorial schools, the average attendance in such schools falling off by 395 from the reported number in 1883-’84, making a loss of .78 per cent, in youth enrolled and of 2.13 per cent, in average attendance. Under the domestic mission boards of the Presbyterian, Congregational, and Metho¬ dist Episcopal Churches, 60 day schools report 7 male and 99 female teachers, and 1,769 male and 1,637 female pupils; 43 of these schools report grounds and buildings owned and valued at $147,025, and 22 schools report apparatus valued at $2,232. Of the 60 mission schools thus reporting 32 are Presbyterian, 15 are Congregational, and 10 are Methodist Episcopal. All but two are doing elementary and intermediate school work ; they are supported chiefly by the mission funds of their respective churches ; nearly all have a nominal tuition fee, but, from the purpose of their work, do not collect much from their pupils. From the other mission schools among the Mormons nothing definite has been received ; the Protestant Episcopal Church has a good school at Salt Lake City and another at Logan ; there is a flourishing Baptist school in Salt Lake City ; the Roman Catholic Missions are at work in Salt Lake City and other places, but of these efforts no authentic particulars are at hand. WASHINGTON.1 Superintendent Kerr, in charge of Territorial school affairs, reports fair progress here, 71 percent, of the school youth going into the public schools, and 66.31 per cent, of JThe schools in Oregon and Washington Territories have had from the first a wise and faithful viend in Eev. Geo. H. Atkinson, D. D., to whom this Office is specially indebted for information. V E LXYI REPORT OF THE COMMISSIONER OF EDUCATION. those enrolled in these schools continuing their attendance in them, while children in private or church schools were 1,836 in number. Public school-houses numbered 71 more than in 1883-’84, pay of teachers in them was from $2.20 to $2.60 greater, and though total expenditure for the Territorial schools fell off a little, the total school property of the Territory was rated at $163,742 more. The average time of schools re¬ mained as in the year before, 92 days. WYOMING. A fuller report than usual comes from this Territory for 1885, and shows a satisfactory increase in public school instruction. The number of youth enrolled is said to have been 4,405, an advance of 1,034 over the enrollment in 1882-’ 83, while school-houses re¬ ported numbered 39 more. Other evidences of progress in educational arrangements are presented, especially a fairly generous rate of teachers’ pay, and an outlay of $13,075 for new school-houses. But the reports differ so much in plan in different counties that no complete presentation of results is possible till a uniform schedule of items to be presented shall be required of all school officers. EDUCATION OF THE COLORED RACE, LXVII EDUCATION OF THE COLORED RACE. Tabic showing comparative school population and enrollment of the white and colored races in the public schools of the former slave States , with total expenditure for the same in l&84-’85. States. White. Colored. u o 5 £ k £* 7: C School population. Enrollment. © a 5.2 *- J & 2 -a 5 — — 5 ~~S ~ zz u on© School population. Enrollment. c a 5 ° v.1 1 C 3 or 1 a 2-3 o 2 P GpS £ u Z G ® G Pi Alabama . 233,901 143,037 61 186,512 90,872 49 §538,950 Arkansas 6 . «... 241,927 115, 648 1 48 74,429 37,568 50 561,745 Delaware 6 . . 35, 069 27,037 ! 77 e<25, 500 4,226 : 77 215,161 Florida . | 6(234, 106 tZ29, 917 88 | 6(232, 692 <232,410 99 335,984 Georgia . e265, 54S 181,355 68 e243, 174 110, 150 45 653,863 Kentucky / . 493,667 250,682 i 51 87, 655 31,832 36 pi, 248, 524 Louisiana . 6139, 665 59,032 ] 42 6151, 3S4 40,909 27 450,030 Maryland . 6226,806 143,703 63 668,409 32,690 43 : 1,745,258 Mississippi . 185,026 , 129,647 70 259, 105 149, 373 5S i 872,320 Missouri . 761, 09S 516,469 6S 44,215 27, 678 63 j 4,261,572 North Carolina . . . 330,890 185,225 56 199,237 112,941 57 6535,205 South Carolina . 694,450 78,458 83 6167,829 99,5® 59 6428,419 Tennessee . 448,172 292, 989 65 155,659 80,888 52 > 1,013,464 Texas b . 231,069 £L48, 639 1 64 80,065 i56, 160 70 j jl, 661, 476 Virginia . 345,022 194,235 56 265,249 109,108 41 J 1,424,532 West Virginia . ! 6219,548 6161,665 674 68,637 64,607 653 2699, 331 District of Columbia . 629,592 19,173 65 613, 945 9,486 68 581,534 Total . 4,315,556 1 2,676,911 j 2,043,696 1,030,463 1 17,227,373 . a In Delaware, in addition to the school tax collected from colored citizens, the legislature appro¬ priates annually So, 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. 6 In 1883-’ 81. c Outside of Wilmington. d Estimated. e State school census of 1SS2 as corrected. /In 1832-83. g For 1S81 ; this is the latest report on expenditure which includes colored schools. h United States census of 1880. t As far as reported; there were also enrolled 40,098 children whose race distinctions were not reported. • j 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. 6 For 1883-584 ; figures of total school population and enrollment in this State for 1884-’ So are given in Table I of the Appendix, but race distinctions are not reported. I Current expenses only. LXYIII REPORT OF THE COMMISSIONER OF EDUCATION, Statistics of institutions for the instruction of the colored race for 1884-’85. Name. Location. Religious de¬ nomination. ® H O o 3 U G 0 tr C y 3 m NORMAL SCHOOLS. Huntsville, Ala . . . Meth . 3 169 State Normal and Industrial School . Huntsville, Ala . «... Non-sect... 4 1G7 Marion, Ala . Non-sect... 11 373 Mobile, Ala . „ . Cong . 9 329 Selma, Ala . Bapt . a8 al48 Talladega, Ala . Cong . G 51 Tuskegee, Ala . Non-sect... 12 207 Helena, Ark . 4 311 Branch Normal College of Arkansas Industrial Pine Bluff, Ark . Non-sect... 5 150 University. Atlanta, Ga . Cong . 61 63 Atlanta, Ga . M. E . 3 20 Augusta, Ga . M.E. So ... 3 132 Waynesborough, Ga Meth . Louisville, Ky . al6 83 New Orleans, La . M.E . 3 14 New Orleans, La . Cong . 4 4G Peabody Normal School for Colored Students . New Orleans, La . Non-sect... 1 10 Baltimore Normal School for Colored Teachers... Baltimore, Md . Non-sect... 5 194 Centenary Biblical Institute, normal department.. Baltimore, Md . M. E . a8 147 Normal department of Rust University* . Holly Springs, Miss M. E . a8 106 Jackson College . Jackson, Miss . Bapt . a5 170 Tougaloo University . Tougaloo, Miss . Cong . 14 85 Lincoln Institute* . Jefferson, Mo . Non-sect... 7 2L7 State Colored Normal School . Fayetteville, N. C . Non-sect... 3 1 127 State Colored Normal School (Albion Academy).. Franklinton, N. C . Non-sect.. 8 1 138 Whitin Normal School* . Lumberton, N. C . O 76 New 'Berne State Normal School* . New Berne, N. C . Non-sect .. G 140 Plymouth State Colored Normal School . Plymouth, N. C . Non-sect.. 5 104 St. Augustine’s Normal School and Collegiate In¬ Raleigh, N.C . P. E . 130 stitute. Shaw University* . Raleigh, N. C . Bapt . g 330 Normal department of Zion Weslev College . Salisbury, N. C . Af.M.E. Z. 41 State Colored Normal School* . Salisbury, N. C . Non-sect .. 2 125 Gregorv Institute . Wilmington, N. O . Cong . aS 3 Wilberforce University, normal department . Wilberforce, Ohio . M.E . 61 Institute for Colored Youth . . Philadelphia, Pa . Friends ... Scholfield Normal and Industrial School . Aiken, S. C . 8 90 Avery Normal Institute* . Charleston, S. C . Cong . H 355 Brainerd Institute . . . Chester, S. C . Presb . 5 129 Normal department of Allen University . Columbia, S. C . Af. M. E ... 9 275 Normal School of Claflin University . . Orangeburg, S. C . M.E . 5 1G5 Fairfield Normal Institute . Winnsborough, S. C . Presb . 5 70 The Warner Institute . Jonesborough, Tenn . Friends.... Knoxville College . . Knoxville, Tenn . Presb . 13 52 Freedmen’s Normal Institute* . Maryville, Tenn . Friends.... 17 1 150 Le Moyne Normal Institute . Memphis, Tenn . Cong . 10 l | 118 Morristown Seminary and Normal Institute . Morristown, Tenn . M. E . 7 | 172 * From Report of the Commissioner of Education for 1883-’84. a For all departments. 6 Assisted by the college faculty. EDUCATION OF THE COLORED RACE. LXIX Statistics of institutions for the instruction of the colored race for 1884-’ 85 — Continued. Name. Location. o a *3 O §| grg W | 3 § ■£ 02 o as c M normal schools— Continued. Central Tennessee College, normal department... Nashville, Tenn . . M.E . 4 240 Nashville, Tenn . Cong- . 8 26 Normal department of Roger ‘Williams Univer- Nashville, Tenn . . . Bapt . 11 230 sity.* Austin, Tex - . Cong . 12 132 Hampton, Vft . Cong . . 046 a659 Petersburg, Va . P.E . 7 275 Petersburg, Va . Non-sect .. 6 123 Richmond, Va . Non-sect .. 12 300 Harper’s Ferry, Va. ........ Washington, D. C . Non-sect .. 7 199 Non-sect .. 1 16 Washington, D. C . Non-sect - 5 153 Washington, D. C . . Bapt . 6 115 Total . 405 8,390 INSTITUTIONS FOE SECONDARY INSTRUCTION. Trinity Normal School* . Athens, Ala . Cong . 4 150 Dadeville Seminarv . Dadeville, Ala . M. E . 2 170 Lowery’s Industrial Academy* . Hnntsville, Ala . Christian. 5 135 Talladega College . i Talladega, Ala . Cong . 16 365 Forest Citv School . Forest City, Aik.. . Cookman Institute . . . Jacksonville, Fla . M.E . j 6 2S2 Florida Institute . . . . . . . Live Oak, Fla . Bapt . 5 134 Atlanta Baptist Seminary* . . . Atlanta, Ga . Bapt . 4 145 Spellman Seminarv for Girls and Women . Atlanta, Ga . Bapt . 17 628 Storrs School . . . Atlanta, Ga . Cong . 10 538 The African Methodist Episcopal High School*... Howard Normal School . Cartersville, Ga . M.E . 3 104 Cnthbert, Ga . Non-sect... 2 121 La Grange Seminarv* . *.... . T.a Grange, Ga . M. E . 3 143 Lewis Normal Institute . Macon, Ga . Cong . 7 297 Beach Institute . Savannah, Ga . Cong . 7 305 Freedmen’s Academy of Kansas . . . State University- . . . Dunlap, Kans . Ass.Presb. 6 135 Louisville, Kv . Bapt..., . 12 201 Gilbert Seminary . Baldwin, La . M. E . 4 296 St. James Academy and Industrial Seminary * . St. Joseph’s Day and Boarding Academy for Young Ladies of Color. New Orleans, La, (35 Derbigney si.). Opelousas, Ta.,.,..,,. . A. M.E . 3 82 Baltimore, Md . . St. Francis Academy . . . . . Southern Christian Institute . Fd wards Miss . Christian.. j 5 310 Meridian Academy . . Meridian Miss M. E . 3 143 Scotia Seminarv . „ . Concord N C ! Presb . 1 ! 15 230 Bennett Seminary . Greensborough, N. C ! M.E . 5 1 160 Yadkin Academy . Mehanesville N. C . i Presb . 3 121 Washington School * . i Ttaleierh. N. C . ' . 5 1 379 Albany Enterprise Academy* . ! Albany, Ohio . Non-sect... 3 58 Polytechnic and Industrial Institute* . | Bluffton, S. C . ' Non-sect... 10 | 357 * From Eeport of the Commissioner of Education for 18S3-’S4, " oFor all departments. LXX REPORT OF THE COMMISSIONER OF EDUCATION. Statistics of institutions for the instruction of the colored race for 1884-’85 — Continued. Name. Location. Religious de¬ nomination. Instructors. oi c <0 5 2 INSTITUTIONS FOR SECONDARY INSTRUCTION— Continued. Charleston, S. C. . Presb . 7 606 Columbia, S. C . Bapt . 7 202 Penn School . Frogmore, S. C . Non-sect... 10 223 Greenwood, S. C . Cong . 2 110 Knoxville, Tenn . 3 384 Mason Tenn . Meth . 3 114 Alto, Tex . 5 65 Goliad, Tex . Hearne, Tex..! . Bapt . 3 88 Marshal], Tex . Bapt . 7 256 Marshall, Tex . M. E . 6 182 Paris, Tex . M. E . Abbyville, Va . . . U. Presb... 4 250 Chase City, Va . U. Presb... 4 241 Norfolk, Va . U. Presb... 8 986 Richmond, Va . Bapt . C 70 Richmond, Va . Bapt . 6 61 Indian Universitv . Muskogee, Ind. Ter . Bapt . 6 109 Total . 252 9,994 UNIVERSITIES AND COLLEGES. Philander Smith College . Little Rock, Ark . M. E . 216 Atlanta University . Atlanta, Ga . Non-sect... 6 56 Clark University . Atlanta, Ga . M. E . 5 25 Berea College a . Berea, Kv . Non-sect... 16 312 Leland University . New Orleans, La . Bapt . 11 6265 New Orleans University . New Orleans, La . M. E . 19 190 Southern University . New Orleans, La . Non-sect... 6 6260 Straight Universitv . New Orleans, La . Cong . 8 156 Rust Universitv . Holly Springs, Miss . M. E . 8 304 Alcorn Agricultural and Mechanical College Rodnev, Miss . Non-sect... 5 211 Biddle University . . . Charlotte, N. C . Presb. 8 179 Shaw University* . Raleigh, N. C . Bapt . 16 106 Zion Weslev College . Salisbury, N. C . Af. M. E... 16 119 Wilberforce University . Wilberforce, Ohio . Af. M. E... 10 i 108 Lincoln University . Lincoln University, Pa... Non-sect... 14 202 Allen University* . Columbia, S. C . Af. M. E... 15 58 Claflin University and College of Agriculture . Orangeburg, S. C . M. E . 10 405 Central Tennessee College . Nashville, Tenn . M.E . 5 38 Fisk University . 1 Nashville, Tenn . Cong . 19 295 Roger Williams University . Nashville, Tenn . Bapt . 11 228 Hampton Normal and Agricultural Institute . Hampton, Va . Cong . (c) (c) Howard Universitv a . Wsishineton. D. C . Non-sect... ' 66 Total . . . 1 . 222 3,799 *From Report of the Commissioner of Ed ucation for 1883-’S4. a This institution is open to both races, and the figures given are known to include some whites. 6 Total for all departments, c Reported with normal schools. EDUCATION OF THE COLORED RACE. LXXI Statistics of institutions for the instruction of the colored race for 1884-’85 — Continued. Name. SCHOOLS OP THEOLOGY. Alabama Baptist Normal and Theological School, Theological department of Talladega College*..., Institute for Training Colored Ministers* . Atlanta Baptist Seminary . Gammon School of Theology (Clark University), Paine Institute . . . Theological department of State University . Gilbert Haven School of Theology (New Orleans University). Theological department of Belaud University . Theological department of Straight University*. Centenary Biblical Institute . Jackson College . . . . . Theological department of Biddle University . Theological department of St. Augustine’s Nor¬ mal School. Theological department of Shaw University . Theological department of Zion Wesley College.. Theological Seminary of Wilberforce University. Theological department of Lincoln University*., Benedict Institute . .. . Theological department of Allen University. . . Baker Theological Institute (Claflin University)*.. Theological course in Fisk University . Theological department of Central Tennessee College. Theological department of Roger Williams Uni¬ versity. Theological department of Bishop College . Richmond Institute . Theological department of Howard University... Wayland Seminary- . Total . Location. Selma, Ala . Talladega, Ala . Tuscaloosa, Ala... Atlanta, Ga . Atlanta, Ga . Augusta, Ga . Louisville, Ky . . New Orleans, La. 6 c 2 '-3 5 § ia V o Bapt . Cong . O.S.P.So.. Bapt . M.E . M. E. So... Bapt . I M.E . ! New Orleans, La . New Orleans, La . Baltimore, Md . Jackson, Miss . Charlotte, N. C . Raleigh, N. C . . Raleigh, N. C . . Salisbury, N. C . Wilberforce, Ohio . Lincoln University, Pa... Columbia, S. C . Columbia, S. C . Orangeburg, S. C . Nashville, Tenn . Nashville, Tenn . Bapt.. . Cong... M.E.... Bapt.... Presb. . P. E.... 3 1 8 I a5 I Bapt . Af. M. E... Af. M. E... Presb . Bapt . Af. M. E... M. E . Cong . M.E . Nashville, Tenn . 1 Bapt. SCHOOLS OF LAW. Law department of Straight University* . Law department of Allen University * . Law department of Central Tennessee College... Law department of Howard University . . Total . - . Marshall, Tex . Richmond, Ya. . Washington, D. C . Washington, D. C . New Orleans, La... Columbia, S. C . Nashville, Tenn.... Washington, D. C. Bapt . Bapt _ .... Non-sect.. Bapt . 95 ol48 10 30 137 32 146 18 20 634 20 20 12 8 9 40 5 20 20 0 33 35. 6 ! 8 5 71 4 ! 50 2 I 24 SCHOOLS OF iTEDICETE, DENTISTRY, A5B PHARMACY. Leonard Medical School (Shaw University)* . Raleigh, N. C. Meharry medical department of Central Tennes- \ Nashville, Tenn., see College. Howard University : Medical department . Washington, D. C., Pharmaceutical class . - . . . 1 . do . Dental class . . . . j . do . Total. . 950 96 * From Report of the Commissioner of Education for 1S83-’S4. a Total for all departments. 6 In the special course for pastors. 151 c For 1883-’ 84. LXXII REPORT OF THE "COMMISSIONER OF EDUCATION. Statistics of institutions for the instruction of the colored race for 1884-’85 — Continued. Name. Location. SCHOOLS FOB THE DEAF AND DUMB AND THE BLIND. •jfa o o tt s a o m Georgia Institution for the Deaf and Dumb (col¬ ored department). Georgia Academy for the Blind (colored departs ment). Kentucky Institution for Deaf-Mutes (colored de¬ partment). Maryland School for Colored Blind and Deaf- Mutes. Mississippi Institution for the Education of the Deaf and Dumb (colored department). North Carolina Institution for the Deaf and Dumb and the Blind (colored department). South Carolina Institution for the Deaf and Dumb and the Blind (colored department). Tennessee School for the Deaf and Dumb (colored department). Tennessee School for the Blind (colored depart¬ ment). Cave Spring, Ga.... Macon, Ga . Danville, Ky . Baltimore, Md . Jackson, Miss . Raleigh, N. C . Cedar Spring, S. C. Knoxville, Tenn.. Nashville, Tenn. ... Total. aG G do a7 2 26 31 39 *16 5 17 612 120 * From Report of the Commissioner of Education for 1883-84. a For both white and colored departments. 6 Number in attendance during two years ending January, 1835. EDUCATION OF TIIE COLORED RACE. LXXIII Summary of statistics of institutions for the instruction of the colored race for 1884-’85. States and Territories. Public schools. Normal schools. Institutions for sec- j ondary instruc¬ tion. ® 2 m o H Schools. 03 o a H £ Schools. 1 X z X 186,512 90,872 53 I 1,444 4 j 27 820 Arkansas . 74,429 37,568 2 9 461 1 5,500 4,^6 I 1 Florida . 32,692 32 410 ' . 2 | 11 416 Georgia . 243,174 110,150 4 7 ! 215 8 ' 53 2, 279 Kansas . i j 6 135 Kentucky . 87,655 31,832 1 16 83 1 12 201 Louisiana . 151,384 40,909 3 8 70 3 7 378 Maryland . 68, 409 32,690 2 13 i 341 1 ! Mississippi . 259,105 149,373 3 27 361 2 8 I 453 Missouri. . . . 1 44,215 , 27,678 1 i 217 North Carolina . 199,237 112,941 10 I 49 1,214 4 ] 28 : 890 Ohio . 1 ■ 1 1 j 3 i 58 Pennsvlvania . 1 South Carolina . 1 167,829 | 99,565 , 6 ' 43 1,024 ! 5 36 1,55S Tennessee . ; 155,659 j 80,888 j 8 j 70 j 988 2 j 6 498 Texas . 80,065 i 55,160 | 1 j 12 132 6 | 21 591 Virginia . 265,249 | 109,108 i 5 78 : 1,556 5 i 28 1,608 "West Virginia . 8,637 j 4,607 District of Columbia . . . 13,945 j 9,486 j 3 | 12 j 284: Indian Territory . 1 j 6 j 109 TotaL . 2,043,696 1,030,463 58 405 8,390 47 252 1 9,994 States and Territories. Universities and col¬ leges. Schools of theol¬ ogy. ; Schools of law. m o o m 1 E 1 ! £ Pupils. Schools. ! s 9 § o r< X j ^ 1 Schools. Teachers. Pupils. Alabama . 1 . i 3 1 12 188 Arkansas . 1 1 7 216 Georgia . 2 11 81 3 : : 12 315 ' . | . | . Kentucky . 1 16 312 1 j i 18 ' Louisiana . 4 44 871 3 1 12 74 1 1 5 1 55 Maryland . 1 8 20 Mississippi . 2 13 i 515 1 5 12 | | North Carolina . 3 40 404 4 9 57 j | 1 Ohio . 1 10 108 1 5 j Pennsylvania . 1 14 202 1 5 20 ! South Carolina.. o 25 463 8 20 i 1 : 2 5 Tennessee . 3 35 561 3 6 63 i 14 G Texas . 1 6 8 Virginia .. . 1 1 5 71 ! | District of Columbia . 1 7 66 2 6 74 1 5 : 30 Total . . 22 ? oo 3,799 2S 95 950 , 4 | 16 | 96 LXXIY REPORT OF THE COMMISSIONER OF EDUCATION. Summary of statistics of institutions for the instruction of the colored race , &c. — Continued. States and Territories. Schools of medi¬ cine. Schools for the deaf and dumb and the blind. Schools. Teachers. Pupils. Schools. Teachers. Pupils. Georgia . . . . . 2 6- 31 Kentucky . 1 Maryland . . . 1 6 39 Mississippi . 1 5 16 North Carolina . x 5 21 1 South Carolina . 1 5 Tennessee . 1 7 38 2 9 29 District of Columbia . . . 1 12 92 Total . 3 24 151 9 26 i 120 Table showing the number of schools for the colored race and enrollment in them by institu¬ tions, without reference to States. Class of institutions. Schools. Enrollment. Public schools . al9, 051 58 47 22 28 4 3 9 * al, 030, 463 8, 390 9, 994 3,799 950 96 151 120 Normal schools . Institutions for secondary instruction . Universities and colleges . . . Schools of theologv . Schools of law . Schools of medicine . Schools for the deaf and dumb and the blind . Total . 19,222 1,053,963 a There should be added the 661 schools in free States, having an enrollment of 56,142, making total number of colored public schools 19,712 and total enrollment in them 1,086,6C5. This makes the total number of schools, as far as reported, 19,883, and total number of colored race under in¬ struction in them 1,110,105. The figures for the colored public schools of free States are from the United States census of 1880. As compared with the corresponding table for 1883-’84 the above table shows some signs of progress. The census of school youth for the current year is reported from 6 States, and in all but one of these the increase in school enrollment is greater than the increase in school population. Virginia appears as an exception, probably for the reason that the school population reported in 1883-’84 was that given in the United States census of 1880; whereas since the publication of my last Report the State census has been taken, so that the present Report shows the school population up to date. The total white and colored school population, according to the State census, is 610,271, as against 555,807 in 1880, and the total enrollment in white and colored schools is 303,343, as against 220,736 in 1880. This gives an increase of 9J per cent, in the school population since 1880, and oi 37 per cent, in the school enrollment. The expenditure for schools has increased in all the States from which the item is re¬ ported for the year. Of even more importance is the fact that in eight of the sixteen States of the table the local school tax has increased, the total increase being $705,148. EDUCATION OF THE COLORED RACE. LXXV In Delaware the total of the local tax is the same as last year; the local tax in Georgia is not reported apart from the State tax; and for the remaining six States no comparison can be made, on account of their failing to report the local tax, either for the present or for the previous year. The progress indicated by these statistics is confirmed by the re¬ ports of school officers, by the agents of the Peabody and Slater Funds, and by the state¬ ments of niauy teachers and professors. In the cities and larger villages graded schools are rapidly replacing the ungraded, school-houses are multiplying, and the work of normal schools is increasing. It would, however, be wrong to infer that the improvement affects all localities, or that it has placed the southern States on an equality with the northern States as regards provision for the instruction and enlightenment of the entire population. While recognizing what has been accomplished, it is of the utmost importance that we should keep in mind the deficiency of provision that has yet to be overcome. Complaint is still heard of opposi¬ tion to the school tax in many localities, and even where the tax is promptly collected the funds are not equal to the necessities of the case. According to Hon. S. M. Finger, State superintendent of North Carolina, 1,500 dis¬ tricts of that State are destitute of school-houses. One county commissioner of South Carolina reports the closing of schools during the year to save money for building, and the same thing has been done elsewhere. Hon. R. R. Fair, superintendent of education for Virginia, states that 1,095 schools are still needed to give to all the children of his State equal school facilities. In many districts the school fund is not sufficient to maintain schools for more than two months. Under these circumstances the white people often manage to prolong their schools by voluntary contributions; this the colored people are unable to do, and unless missionary societies or some other charitable organizations come to their help, their chil¬ dren are turned adrift for nine or ten months, to forget amid ignorant parents and com¬ panions the little they have managed to learn in the brief school term. It is obvious that the short duration of the school year in the South greatly increases the disadvan¬ tages under which education is pursued in that section. The average length of the public school year in Alabama, Florida, Kentucky, Louisiana, Mississippi, Missouri, North Carolina, South Carolina, Tennessee, Texas, Virginia, and West Virginia, is 98.5 days; in 25 northern and western States which report the item, the average length is 145.9; in other words, the children in the former States for whom accommodation is provided have only two-thirds as much schooling per annum as those in the latter States. TEACHEES FOE COLOEED SCHOOLS. The South also suffers particularly from the want of qualified teachers in the elemen¬ tary schools. In his report to the trustees of the Slater Fund, Doctor Haygood, the gen¬ eral agent, writes as follows: Many of the teachers in the colored public schools are pitiably incompetent — the state¬ ment need not be qualified by the word 1 4 colored ”, if we were considering the whole case of the public schools in the southern States. Many of them lack not only scholarship and training, but moral character. As a rule, there is good reason to believe that they do the best they can; not a few of them do admirably well: some do their work so effi¬ ciently and usefully as to justify the belief that the colored people are capable of furnish¬ ing fit material for making teachers of the most approved quality. The defects of these colored teachers are so great as to create an urgent necessity for training better ones; their excellences and their successes are sufficient to justify the best hopes of success in the effort, and to vindicate the judgment of those who make large investments of money and service to give to colored students opportunity for thoroughly preparing themselves for the work of teaching the children of their people. As I have before stated, the provision for training teachers continually increases, but it is far below the requirement, and only a small proportion of the well- trained teachers go into the rural districts, which, with their short terms, miserable school-houses, and utter lack of appliances, offer no inducement to competent teachers. While both races are af- LXXVI REPORT OF THE COMMISSIONER OF EDUCATION. fected by these drawbacks, it is the colored people whose welfare is most seriously threat¬ ened. In my judgment there is no graver problem before us than the adequate and ap¬ propriate training of these people, who after years of servitude were suddenly invested with the rights and duties of citizenship. They require a training specially adapted to their wants, a training in which the moral and industrial aptitudes shall receive equal attention with the intellectual. These conditions are well understood; the methods, the subjects of instruction, the material appliances required for the development of the col¬ ored population of the South, have been fully considered, and I am satisfied that if the means were forthcoming the work would go rapidly forward to satisfactory results. ILLITEBACY EST THE SOUTH. The fact of steady progress in the educational system of the South has given rise to the belief in many quarters that the deficiency in the means of public education which existed in that section at the close of the civil war has been very nearly overcome, and that the States in question are amply able to rid themselves of the evils of illiteracy, which made such an alarming showing in the census of 1880. On account of this erroneous impression, which some find it for their interest to foster, it is to be regretted that we have not from all of the southern States more recent sta¬ tistics than those of 18S0, setting forth the various conditions by which literacy and illit¬ eracy are determined. In accordance with the law of Virginia, during the months of June and July, 1885, a census was taken in that State of all persons residing within the school districts between the ages of five and twenty-one years. This census enables us to form the following comparisons with the showings of the United States census of 1880: Census of 1880. Population 10 to 20, both inclusive: White, 205,360; unable to write, 43,688; percent¬ age, 21. Colored, 160,338; unable to write, 101,320; percentage, 63. Census of 1885. Population 10 to 20, both inclusive: White, 212,524; unable to read, 26,374; percent¬ age, 12. Colored, 135,975; unable to read, 55,368; percentage, 40. Census of 1885. Population 7 to 15 years of age: White, 189,382; unable to write, 72,492; percentage, 38. Colored, 145,663; unable to write, 98,132; percentage, 67. Of the white population between 7 and 15 years of age who cannot write, 29,846, or 15.7 per cent., are between 10 and 15 years of age, and of the colored population, 50,705, or 34.8 per cent. The State census of 1885 does not give precisely the same data as the United States census — inability to write having been made in the former the test for persons between 7 and 15 years, and in the latter for those between 10 and 20. It can¬ not, however, escape notice that the proportion of illiterates between 7 and 15 years of age in 1885 is greater than the proportion between 10 and 20 in 1880; also that the num¬ ber of colored illiterates between 10 and 15 years in 1885 bears to the colored population between 7 and 15 a larger ratio than that of the colored illiterates between 10 and 20 years of age to the colored population between those years in 1880. The corresponding comparison for the whites indicates a slightly more favorable condition in 1885. W'ith respect to this census Hon. R. R. Farr, the State superintendent, says: The percentage of illiteracy of each class and sex is given, and affords a curious study, and admonishes us that it will take a steady and persistent fight to meet and overcome the army of illiterates which is embraced within the school period, to say nothing about those who are under the prescribed age, and who will soon require school facilities. We know of no way to generally remove the illiteracy of our adult population; as a rule, that will stand as a canker in the body-politic — a source of much danger and of inesti¬ mable loss to the State. But there is every reason why the Slate and Nation should remove the illiteracy from our young generation by furnishing ample school facilities for all the different classes and conditions of the present and future school population, and then, by some practicable method, compel them to acquire at least the rudiments of a EDUCATION OF THE COLORED RACE. LXXVII 1*011111101? education. The safety and progress of the State and Nation demand this, to say nothing of humanity and religion. It is not remarkable that the percentage of illit¬ eracy of the colored school population is so much greater than that of the white. The one is the offspring of an ancestry of illiteracy, and consequently without any opportu¬ nity of home training; the other, the descendants of au intelligent and refined people, surrounded by all those home influences which are such potent factors in the education and elevation of a people. It may be safely assumed, as a rule, that all the education, be it ever so little, that is possessed by the colored school population, has been derived from one class or another of public education; and when we remember that in this State they have only had the advantage of some fifteen years’ school facilities, their progress is wonderful, deserving of the highest praise, and shows conclusively that they have the capacity to acquire an education, and that all they need is fair school facilities to enable them soon to remove the burden of their illiteracy from the body-politic. It should he remembered in this connection that Virginia is one of the most favored of the States included in the table before us. In density of population it is surpassed by two of those States only; in the amount of taxable property by four; and in the amount of school income by two. The school system has been administered by super¬ intendents of great energy, and the teaching force includes an unusually large propor¬ tion of qualified teachers, from all of which it may be inferred that Virginia is making as rapid progress in the struggle against illiteracy as any one of the southern States. The summary of all public schools, normal schools, secondary schools, colleges, etc. , for the instruction of the colored race, gives a total of 19,222 schools and 1,053,963 pupils. As compared with .1883-’ 84 this is an increase of 1,455 schools and 27,844 pupils, and as compared with 1877, the first year for which the summary was given, it is an increase of 8,343 institutions and 473, 946 pupils. This seems the more remarkable when it is considered that the greater part of the work of secondary, superior, and pro¬ fessional education here represented is the result of denominational or of private zeal and benevolence. The aims and operations of the secondary and superior institutions included in this summary show on the part of their founders a clear and comprehensive understanding of the needs of the colored people, whose future destiny is to be largely determined by their influence. Even before the close of the civil war, attention was turned to the necessity of provision for the training of colored teachers and preachers to he leaders of their peo¬ ple. Provision for other professional training followed. Industrial training in its simpler forms was a feature of the earliest schools for the colored people, but its supreme importance as a means of their development is of recent recognition. The great success achieved by the Hampton Normal and Agricultural Institute of Virginia, under the wise efforts of Gen. S. C. Armstrong, is undoubtedly due in large measure to the able management of the industrial department and the special attention given to training for the conduct of the practical affairs of life. So important do I consider the industrial part of the educational work among the colored people, especially since the tendency of some tract es-unions to exclude colored citizens from industrial training and employment has become manifest, that I would urgently recommend all persons and organizations, State, local, or corporate, having colored instruction in charge, to promote industrial training by every means, both as a substitute for the trade-apprenticeship when it is denied them, and as the most effective means of preparing the working people of the South for the new and remunerative oc¬ cupations which must inevitably diversify and round out the social requirements and industrial development of the future of that region. IXDUSTEIAL IXSTEUCTION IX SOME COLLEGES FOE COLOEED YOUTH. As an illustration of what denominational efforts may do in this direction, I append the following statements from two colored seminaries engaged in this industrial in¬ struction: Clark University, Atlanta, Ga. The industrial school of Clark University, Atlanta, Ga., consists of eight departments: 1, carpentry; 2, wheelwright and body-making; 3, blacksmithing; 4, painting; 5, print- LXXVIII REPORT OF THE COMMISSIONER OF EDUCATION. mg; 6, harness-making; 7, housekeeping; 8, sewing and dress-making. The aim is twofold: to secure education through the training of the hands, and to teach the trades. The carpentry department has been in operation five years, the sewing and housekeep¬ ing two, and the others are j ust entering on their second year. The work accomplished can best be seen by taking each department separately. The carpenter shop, a two-story building, contains a four-horse-power Baxter engine, three saws, a planer, and two lathes. The young men have erected eight frame dwell¬ ings on the college grounds and other buildings outside. Tables, book-cases, and other articles of furniture are made, and all repairs done by them. The carriage shop, including the distinct departments of body-making, blacksmith- ing, and painting, is constantly engaged with work. Several fine buggies and carriages have been completed, and a large number of wagons and drays. Orders from manu¬ facturers and private parties keep us fully employed. A light buggy and a fine express wagon attracted much attention at the New Orleans Exposition. The harness shop has already completed several fine sets of harness, and has large orders ahead. The printing office publishes an eight-page paper every fortnight, issues the annual catalogue of the university, and does a large amount of job printing for the college and other parties. The model home is a neat cottage, where a class of girls make their home with a matron and learn the art of housekeeping. All the young ladies are required to take plain and fancy sewing, and the most expert are taken into the dress-making depart¬ ment. Much work is done for the students and for other parties. In all these departments a large number of students are enabled to earn considerable on their school expenses. Each of the departments has already attained near enough to self-support to demonstrate that entire success in this line can be reached. Several of the students have already discovered that wages are higher and more certain in the pursuit of a good trade than at school teaching. * Central Tennessee College. The industrial department of the Central Tennessee College consists of (1) a girls’ department having 3 instructors, and (2) a male department with 2 instructors. The young women have had instruction in mending, darning, patching, plain sewing, fancy work with needle, machine sewing, and cutting and making their own and others’ garments. Some of the young women wore dresses at the last commencement cut and made by themselves. A building is nearly completed for industrial work for the young women. When this is occupied housekeeping, laundry-work, preparation of food for the sick, etc., will be added to this department. The young men have at present but two kinds of mechanical work, carpentering and printing. They have made wardrobes, tables, book-cases, wash-stands, and many smaller articles; have built with the aid of the teacher two large buildings — a shop and indus¬ trial building — and done much work on smaller buildings and repairing. The instruc¬ tion is given by an experienced workman, who constantly exercises an oversight of the workers. The printing is done on two small hand-presses; two monthly papers are printed — the Palladium and the Central Tennessee College Record. Programmes, circulars, cards, hand¬ bills, and general jobs are done. The instruction is given by a practical printer. The pay for instruction and the financial support of this department is mainly derived from the Slater Fund. The number engaged during the year was about 25 in the carpenter shop, and about 20 in the printing office. The department has no endowment. Thus far the work has been purely voluntary. Some small amount has been allowed as aid in compensation for their work out of the Slater Fund. To help them who help themselves is the principle on which aid has been given. The buildings are two frames, costing between twelve and fifteen hundred dollars, built by the students and teacher of the department. The young men work an hour a day. The girls meet for sewing once a week or once in two weeks. The need of the department is for more room and more means to equip it with instruction and apparatus. PEABODY FUND. LXX1X PEABODY FUND. Table showing the amount and disposition of the sums disbursed from the Peabody Fund from 18U8 to 1885, inclusive. 1868. 1869. 1870. 1871. 1 1872. 1873. 1874. 1875. 1876. 1877. Virginia . $4,750 $12,700 $10,300 $15,950 $29,700 $36,700 | $31, 750 $23,350 $17,800 $18,250 North Carolina...... 2,700 j 6,350 7,650 8,750 8,250 9,750 14,300 16,900 : 8,050 4,900 South Carolina . j 3,550 7,800 3,050 2,500 500 1,500 200 100 4,150 4,300 Georgia . 8,562 9,000 6,000 3,800 | 6,000 13,750 6,500 9,750 3,700 4,000 Florida . 1,850 6,950 6,550 6,200 7,700 9,900 1,800 1,000 6,500 Alabama . 1,000 5,700 5,950 5,800 9,900 ! 6,000 9,700 2,200 5,500 3,700 Mississippi . 1,338 9,000 5,600 3,250 4,550 0,800 6,700 5,400 9,950 5,990 Txmisiana . 8,700 10,500 5,000 12,400 11,500 2,750 1,000 2,000 2,000 Texas . 1,000 1,000 1,350 4,450 10,800 Arkansas . 4,300 11,050 9,200 12,250 11,400 3,600 1,500 1,000 6,300 Tennessee . 4,800 ‘ 11,900 15,050 > 22,650 23,250 27,800 33,100 27,150 10,100 15,850 West Virginia . 10, 900 j 13,000 ! 9,150 | 17,900 15,750 : 15,100 10,500 1 8,600 6,810 Total . 35,400 1 90,000 I 1 90,600 I 100,000 130,000 137,150 134, 600 101,000 1 76,300 89,400 1878. 1879. j I860. 1881. 1882. i 1883. 1884. 1885. Total. Virginia . $15,350 $9,850 $6,800 $5, 150 $3, 234 $4, IS $6,200 $6,775 $258,734 North Carolina . 4,500 ; 6,700 3, 050 4, IS 6,485 8,350 6,075 5,430 132, 315 South Carolina . 3,600 4,250 2,700 4,050 5,375 4,2S 4,400 5,000 61, SO Georgia . 6,000 6,500 5,800 5,300 J 8,590 5,900 4,900 4,175 118,227 Florida . ' 3,900 3,000 2,600 2,000 ! 3,7S 2, 9S 2,100 ; 2,375 71,075 Alabama . : 1,100 3,600 1,200 1,800 5,075 ' 5,775 5,000 5,300 84,300 Mississippi . 600 4,000 4,200 3,950 4,275 ; 4,400 3,650 2,250 # 85,903 Louisiana . 8,000 7,650 4,200 1,700 5,900 2, IS | 2,645 1,800 89,870 Texas . . . 8,550 7,700 27,500 10,800 : 17,500 13,600 5,750 7,150 117,150 Arkansas . : 6,000 5,600 7,200 4,000 5,075 4,050 2,950 3,100 98, 575 Tennessee . 1 14,600 12,000 10,900 5,500 12,800 ; 12,600 13,475 11,850 285,375 West Virginia . 1 5,050 ! 4,000 ! 2,000 2,000 2,300 J 3,100 i 2,350 1 2,500 131,510 Total . 77, SO ; 74,850 ! 78,150 50,375 80,334 71,175 ! 59,995 I 57,705 1,534,284 The twenty-fourth meeting of the trustees of the Peabody Fund was held in New York, October 7, 1885. In his address on that occasion Mr. 'Winthrop, the chairman, alluded in appropriate terms to the death of Samuel 'Wet more and of General Grant, two of the sixteen original members of the board. Mr. Winthrop also suggested that in view of the unexpected resignation of the general agent, Dr. J. L. M. Curry, to accept the ap¬ pointment of minister to Spain, the board consider whether it might not be best that, for the present at least, the trust should be administered without the service of a gen¬ eral agent. Referring to the able manner in which Doctor Curry has conducted the work, Mr. Winthrop said: Most happily for this emergency he has so arranged and organized our work and so mapped out all its details for at least a year to come, and everything has become so sys¬ tematized and simplified under his auspices, that we may not need the fall measure of service which has thus far been required, and the salary which he has so richly earned may serve for a time to increase our restricted resources for general educational purposes. The machinery which he has constructed and set in motion will, I am assured, carry our work along in its accustomed grooves, with no danger of its running off the track or stopping short of its destined terminus. While Doctor Curry has thus made it hard for us to part with him, he has made it easier for us to do without him. In my own best judgment the correspondence of the board may safely be left for the present to our worthy secretary, Doctor Green, under the supervision of the chairman and executive commit¬ tee, with authority for him to sign checks and certificates in place of any general agent. LXXX REPORT OF THE COMMISSIONER OF EDUCATION. From the report of the general agent we learn that since the preceding meeting of the board he has addressed the legislatures of North Carolina, South Carolina, Florida, Ala- htvma, Arkansas, and Tennessee. He notes the improvement in the material resources of the South, which while more decided in particular localities and in some branches of industry than in others, may yet be said to characterize the entire section. This im¬ provement is accompanied by a more general interest in the cause of popular education, and by an increased disposition to appropriate money for its support. Gratifying as :;s this progress, it is not in the judgment of Doctor Curry a reason for ceasing the appeal for national aid, with reference to which he says in his report: The needs of the South, and especially of the freedmen and their descendants, give in¬ creased emphasis and weight to the arguments which the trustees, through committee, chv.irman, and individual members, have urged in behalf of national aid lor the removal or prevention of illiteracy. The failure of the House to pass the Senate bill at the last session of Congress is ascribable not so much to hostility to the measure — for a majority was unquestionably favorable to such legislation — as to other causes, which need not be mentioned in this paper. It is to be hoped that what the chairman characterized as ‘ ‘ this greatest of our national needs and obligations ’ ’ will receive prompt and favorable action when Congress shall assemble. The policy of concentrating the appropriations from the fund upon the training of teachers has been maintained, and the general agent, by correspondence and public ad¬ dresses, as well as by the directive and stimulating use of the income, has sought to se¬ cure the establishment of normal schools in all the States. The detailed report of the distribution of the income for the year ending October 1. 1884, shows that out of a total of $57,705, the amount expended for normal schools, teachers’ institutes, and Nashville scholarships was $52,305, the balance, $5,400, having been expended upon public schools. JOHN F. SLATER FUND. Table shoiting the amount and disposition of the sums disbursed from the John F. Slater Fund from 1883 to 1885, inclusive. Alabama . Georgia . Kentucky . Louisiana . Mississippi . . . North Carolina . South Carolina . Tennessee . Texas . Virginia . District of Columbia. Special . Total . 188-1. 1885. ! Total. | $2,450 ' $5,000 $9,550 500 6, S14 13,514 1,000 1,000 2,000 592 1 1,400 1,992 2,600 2,000 5, GOO 740 j 4,400 7,140 750 | 3,500 6,250 4,325 j 7,600 12,875 600 600 1,200 2,000 3,000 ; 7,000 1,000 1,000 2,000 550 450 j 1,000 17,107 36,764 | 70, 121 18S3. 6,200 | 1,000 2,000 2,000 950 2,000 | 16,250 The disbursements from the John F. Slater Fund in 1885 amounted to $36,764, or more than double the total for 1884. In accordance with a resolution passed October 3, 1884, Dr. A. G. Haygood, the gen¬ eral agent of the fund, has devoted his entire time to the work since January 1, 1835. The policy adopted by the trustees of giving special attention to the fostering of man¬ ual training for the freedmen has been steadily maintained. At a meeting of the trustees held January 17, 1885, the secretary, Daniel C. Gilman, LL. D., submitted a statement embodying the following among other suggestions : The subject of manual training in connection with mental discipline is so important, so specific, and so difficult, that it requires very careful attention. A great amount of SLATER FUND. LXXXI experience lias been acquired upon this subject in different cities of this country and abroad, which ought to be brought together. There is a great diversity of opinion as to the methods which should be employed. Having given emphasis to manual training, in their previous action, the trustees should now take measures to explain what they think is feasible among the schools for freedmen. On motion, it was resolved, ‘ ‘ that a special committee of five be appointed, with power to carry out the suggestions made in the paper above referred to, and that they be re¬ quested to make a full report with reference thereto, for the further consideration of the trustees at their next meeting. 5 ’ And also ‘ ‘ that the general agent be requested to visit at an early day schools and institutions in different places where manual training is now provided, and report his observations to the board at their next meeting.’ ’ At a meeting of the trustees held May 20, 1885, it was reported that several mem¬ bers of the committee had given much attention to the subject of manual training, and had visited schools engaged in such work, and that much data on the subject had been collected by the chairman of the committee with reference to publication. At this meeting it was resolved, ‘ 1 that the appropriations for the next school year to he allotted by the general agent shall be $30,000, including a special appropriation, not exceeding $1,000, to meet a request from General Armstrong for a special purpose mentioned in his letter to this board ; ’ ’ and ‘ ‘ that an additional sum of $5, 000 may be expended in the gen¬ eral work of the trustees, if, as the year advances, the finance committee think that such a course will be wise.” YI E 1 3 4 5 6 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 * ; a REPORT OF THE COMMISSIONER OF EDUCATION, Table II. — Summary of school statistics of cities 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 wero taught. Pupils. Whole number en¬ rolled. Average daily at¬ tendance. 1 2 3 4 5 6 7 8 9 10 Montgomery, Ala . 16,713 7-21 4,928 5 1,670 32 ol56 1,900 Little Rock, Ark . 13,138 6-21 7,338 10 2,458 43 177 3,302 2,150 Los Angeles, Cal . 11,183 5-17 5,584 19 3,200 68 162 4,148 2,808 Oakland, Cal . 34,555 5-17 10,115 15 7,031 142 206 7,915 5,609 Sacramento, Cal . 21,420 5-17 7,816 13 83 190 4,348 2,972 San Francisco, Cal . 233,959 5-17 69,000 1 62 734 . 43, 265 32,183 12,567 5-17 3,690 6 41 190 2,738 1,919 10,282 5-17 2,498 39 186 2,508 1,560 Denver, Colo.(gof city)* 35,629 6-21 9,000 11 3,867 83 5,743 3,765 Leadville, Colo/. . 14,820 6-21 2,067 4 2,200 30 180 1,712 943 Bridgeport, Conn/. . 29,148 4-16 8,188 16 5,150 107 5,975 04,483 Danbury, Conn/. . 11,666 4-16 3,146 16 2,185 48 . 2,487 01,784 Derby, Conn* . 11,650 4-16 3, 5o3 9 2,443 55 . 3,033 01,963 Greenwich, Conn/. . 7,892 4-16 1,963 19 1,702 30 . 1,794 0886 Hartford, Conn/. . 42,551 4-16 10,097 18 6, 4S7 162 . 7,428 04,880 Meriden, Conn . 18,340 4-16 5,019 13 3,194 69 197 3,819 2,432 I Middletown, Conn*7i... ill, 732 4-16 1,595 6 991 22 198 914 600 New Britain, Conn . 13,979 4-16 3,817 10 2,215 45 187 2,184 1,458 | New Haven, Conn . 61,388 4-16 16,782 35 11,344 279 200 14,067 9,623 New London, Conn*... 10,537 4-16 2,009 10 2,000 40 . 1,847 01,184 Norwalk, Conn . 13,956 4-16 3, 208 12 43 195 2,748 1,512 Norwich, Conn* . 21,143 4-16 5,043 23 4, 227 99 3, 992 02,827 Stamford, Conn /. . . 11,297 4-16 2, 836 18 1,750 39 1,971 01,215 Waterbury, Conn* . 20, 270 4-16 5, 688 60 199 4,071 ! Windham, Conn/. - 8,264 4-16 2, 164 13 1,289 33 1,190 0755 Wilmington, Del . 42,478 6-21 23 7, 228 169 198 8,915 6, 073 Key West, Fla*j . 10, 940 6-21 6 21 180 1,129 soo Atlanta, Ga* . . 37,409 6-18 12,000 21 6,000 81 200 5,676 5,236 Augusta, Ga . 21, 891 6-18 6,056 10 42 177 2,978 1,666 Columbus, Ga . 10, 123 6-18 3,562 6 1, 460 32 188 1,771 Macon, Ga . 12,749 6-18 3,413 1,520 36 175 1,770 1,300 Savannah, Ga* . 30,709 6-18 6,056 7 3,000 59 175 3,163 2,025 Alton, HI* . 8,975 6-21 5 1,319 25 193 1,425 1,075 i Belleville, Ill . 13,404 6-21 4,774 5 2,400 43 198 2, 4S9 : 1,866 j Bloomington, Ill . 17,180 6-21 6,868 10 2,900 72 176 3,106 | 2,303 Chicago, HI/. . 503, 185 6-21 169,384 62 60,780 1,299 195 83,491 57,550 ! Danville, HI . 7,733 6-21 3,545 6 2,500 42 190 2,317 1,5S9 | Decatur, Ill . 9,547 6-21 4,323 1 6 1,844 35 17S 2,453 | 1,857 [ 'rom Report of the Commissioner of Educa¬ tion for 18S3-’84. )xclusive year. of balance on hand from last school c Includes cost of superv ision. d Assessed valuation. e Exclusive of the value of furniture. /These statistics are for the year 18S3-’84. g For the ■winter term. STATISTICS OF CITY SYSTEMS. LXXX1II containing 7,500 inhabitants and over for 1S84-’S5. Pupils. © M a ° ’© © © 'rt ^ >G JS >» * V g o ? 3 a d a -r. w 1 £ i U o ® - _ n 0 i o £ 1 gg. 1 -pO 03 I" i H !■ i ii? §1 71 y as 3 c 2.2 XI £ X d Total receipts. Expenditures. Average ex¬ penses per capita of daily aver¬ age attend¬ ance in pub¬ lic schools. S a := 2 "o ' t. .S3 6 o G tr 5 V 0> £ z ® *s "5 ® 1 | : 1 0 1 H Instruction and su¬ pervision. ® - z 1 1 11 12 13 14 15 1G 17 18 19 20 $10, 000, 000 $51,500 $20,475 $88 $16, 307 $19,029 $10 00 | $1 40 850 9, 500, (XX) 131' 000 5 645,828 20,342 23, 496 55,429 11 76 j 4 55 759 30,000,000 248,000 102,409 32,765 c50,245 101,246 17 89 J 6 49 1,500 d28, 794, 949 419,450 2 182,366 ! 20,508 ! 129,123 182, 964 24 52 i 4 45 dl2, 000, 000 ^OOO 3 132,081 1 12,587 62, 204 92,709 8,544 509 550 3, 189, 000 886,341 ; 64,600 j 646,401 817, 168 20 09 3 30 616 16,000,000 146,000 1.5 65,399 332 32,706 45,877 18 39 5 34 194 159, 595 79, 855 : 12,130 33,300 55,751 c547, 328 202, 090 ; 165, 923 280 d2, 911,499 155,200 . 38,403 10,261 j 22,030 49,301 j 23 36 i 11 25 676 (712, 388,405 325,000 98,171 | 22,378 55, 153 100,661 ! 86 ; d5, 845, 548 103,650 > 33,954 : 889 21,388 35,244 ■ 4S ! <73, 984, 502 83,600 | . 7.33 37,462 | 1,852 23,693 40,027 j 142 c/3, 705, 075 40,325 i 17,471 ; 11 12,050 , 17,770 ! 1,850 (748,570,137 1,006,000 1 245,723 67,684 114,011 226,803 ; 940 15, 000, 000 277,500 3 42,768 1 94,100 34,605 135,672 1 14 56 ! 2 54 400 (75, 800, 000 113,000 j 2 32,269 ' 1,419 ! 11,260 27,687 | 20 10 j 6 20 1,300 *9,000,000 165,000 ! 30,290 ! 30,290 ! 2,031 (747,540,590 716,860 j 4 247,553 ! 4,880 169,836 j 225,715 17 96 4 40 76 I (76, 789, 397 60,000 ! 2.7 23,55S ; 459 j 16,225 j 23,444 | 535 *(75,419, 859 84,194 j 43,168 j 141 ; 20,652 j 42,507 (17 65) 549 (713, 119, 742 203,000 i 4. 08 65,931 265 1 43, 9a2 ! 61,270 I 460 ! (77,511,124 79,100 ! 25,129 59 ! 19,092 ] 25,679 ! . i 500 | (78,482,435 : 350,000 j 8 136,238 29,231 i 31,190 ! 133,699 ! . ( 647 1 (74,195,604 ! 41,075 ! 19,743 2,785 i 11,776 j 20,911 | j 28,864,776 1 32S.661 1 4 *137,397 ! 1,403,458 | 13,000 4 6,720 ! 853 j 6,283 1 7,536 | (Jt9 42) 2,000 26,000,000 j 150,000 58,665 11,000 ! 47,665 58,665 ! 9 10 1,500 | (713,000,000 | 50,000 2.3 42,226 ; 10,500 17,000 31,047 j 11 40 93 300 ; 5, 333, 430 47,500 19, 8S0 : [ 400 i (79, 150, 609 66,500 130,063 13,430 17,302 I 11 87 1 00 1 600 ! 143,500 51,172 42,425 49,395 | 22 43 1 96 1 j 650 ! 6, 000,000 109,000 j 15.9 j 55,110 20,825 34,807 11 80 | 2 40 . 10,548,675 j 245,200 | H | 7o, 593 6,661 | 32,757 52,783 14 92 j 3 85 25,487 ! *399, 641,064 4,036,988 ! 11.16 i 1,482,586 490,432 | m783, 990 1,615,925 15 18 3 07 613 | 5, 807, 670 j 115,800 16.5 ; 52, 559 3,405 i 19,402 37, 563 350 i *8, 477, 492 | 138,200 ( 54,198 i 11,077 j 18,757 * 41,264 ! 11 17 ! 3 00 h These statistics are for the Middletown city k Total expenses per capita. school district only. I These figures are for the whole county. » Total population of the town. m, Includes total cost of evening schools. j Including Monroe County. 1 4 5 6 8 9 10 11 12 13 14 15 16 17 18 19 20 21 28 31 32 33 34 35 36 33 39 40 41 42 43 44 45 46 47 48 49 50 51 52 53 54 55 56 57 58 59 60 61 62 63 64 65 66 67 6S 69 70 71 72 73 74 75 *3 a. THE COMMISSIONER OF EDUCATION. TABLE II. — Summary of sehool 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. Pupils. a « (4 0> J3 . GO u o O A !». 1 I © C I p o < 2 3 4 5 G 7 8 9 10 8,787 6-21 3,695 i 8 35 | 185 1,965 1,365 8,516 6-21 4,168 5 1,860 35 1,600 1,300 11,437 6-21 4,678 7 1,900 37 175 2,096 1,536 10,927 6-21 3,775 8 36 1,613 1,427 16,149 6-21 5,783 10 2,359 51 198 2,938 1,995 7,800 6-21 2, 353 32 1,863 61,159 | 7,834 6-21 3,218 8 1,415 30 1,648 1,258 31, 086 6-21 11,803 12 106 5, 972 4,031 ‘ 27,268 6-21 9,993 9 3,261 60 196 3,887 2,540 13,129 6-21 5,000 11 2,000 52 195 2,000 1,660 ! 11,659 6-21 11 2,010 42 176 2,159 1,614 19,743 6-21 9,936 8 63 180 3, 140 2,496 ! 29,280 6-21 17,206 12 5,888 143 198 5,931 4,744 | 26, 880 6-21 14,712 9 4,174 107 193 3,829 2,988 i 75, 056 6-21 40, 286 23 12,387 276 186 18, 188 10,483 ! 9,357 6-21 3, 682 1, 950 39 1,901 1,364 J 14,860 6-21 7,600 7 2,150 51 . 190 3,065 1,700 j 11,198 6-21 4,159 6 1,770 36 178 2, 002 1,470 8, 945 6-21 3,926 7 1,700 31 177 1,670 1,117 16,423 6-21 6,364 55 170 3,071 2,123 ! 12,742 6-21 5,610 9 2,378 54 177 2,512 1,925 | 13,280 6-21 6,312 7 2,250 43 178 2,258 1,680 j 26,042 6-21 10, C02 12 4, 286 94 195 4,605 3,488 7,680 6-21 2,517 4 926 21 196 1,062 827 10,104 5-21 3,993 13 2, 422 48 179 2,645 1,769 9,052 5-21 3,363 6 1,779 42 187 2,200 1,500 18,063 5-21 7,522 15 2,718 52 199 2,763 1,747 | 21,831 5-21 9,412 11 4,264 89 196 5, 332 3,407 0 22, 408 5-21 6,018 3,082 75 177 3,512 2,894 22,254 5-21 10,204 12 *3,550 78 196 4,088 2,817 12,117 5-21 4,931 9 2,302 52 178 2,398 8, 295 5-21 2,800 9 1,000 38 182 1,552 1,352 15,105 5-21 4,985 5 1,740 30 168 2,570 2,333 8, 510 5-21 3,343 11 1,650 31 159 2. 360 1,691 16,546 5-21 7, 321 *3, COO 51 188 3, 412 2,812 15,452 5-21 7,031 13 3, 2S8 1 53 157 4,G95 3,086 29, 720 6-20 10,910 6 3,500 ! 64 197 1 3,926 2,891 missioner of Educa- 6 Apparently for day schools only. c Includes expenditure for rent and repairs. d Based on average number belonging. STATISTICS OF CITY SYSTEMS. LXXXV statistics of cities , dee. — Continued. Pupils. o 2 3 q O.# o § 2 la .a >. II ii >. 1 !t O U §5 51 p I i! s 11 11 1 ! I Expenditures. Average ex¬ penses per capita of daily aver¬ age attend- 1 anee in pub¬ lic schools. If ut a 2 11 .P I|?l if I 1 ! 3 j 2 1 1 Total expenditure. . i 5 j! 1 ® w o J -1 '5 i a 11 12 13 14 15 16 IT IS 19 *» j 757 $7, 114,515 888,259 15.1 $52,652 1 823,412 812,958 $49,321 810 37 8S 61 39 6,500,000 95,100 16.12 44,620 8, 326 13, 902 29,233 40 . 8,330,285 127,150 6.5 26,527 i . 18,788 23,304 12 23 i 2 94 41 500 12,000,000 300,000 45,626 ! 551 17,143 25,713 . . 42 600 02,099,727 137,300 1.15 67,490 21,153 21,630 69,396 11 64 4 47 43 56,535 4,463 14,946 39,650 14 06 44 261 5,352,088 60,000 1.55 26,290 30 15,325 24,286 | 13 14 r«i7 45 1,346 . 105,064 clO, 653 45,515 ' i 107,477 dlO 59 ; 46 2,100 18,000,000 201,640 | 6.5 , 46,664 | 314 30,073 46,117 11 84 4 25 47 150 ; 7,050,000 136,000 j 1 L.. . . 7,(60 32,000 49,952 : 19 29 6 56 48 - . 1 7,441,209 100,000 ii. 23 ; 35, 5S6 | 583 20,510 34,496 j 14 38 1 4 53 49 1,343 04,839,913 162,000 1.33 65,844 11,076 31,095 ; 60,422 13 18 ! 6 02 ! 50 1,690 571, 500 97,144 j 36,000 70,000 , 119,945 ! 14 76 ! 51 3,830 12, 308, 295 241,500 3.9 186,268 j 8,111 48,790 72, 019 18 22 | 3 17 52 2,047 a53, 973, 910 857,300 9 293,189 57,839 161,790 ! 275,927 j 16 18 3 53 53 . 1 3,000,000 73,453 . 36,638 84 16,343 22,831 12 93 j 3 04 I 54 1,200 | 21,000,000 203,090 . 46,314 j 24,000 e26, 004 i 5S.624 15 35 . ! 55 900 al, 000, GOO 143,500 3 25,246 1,603 | 14,080 22,167 11 18 2 81 j 56 S30 2,296,500 81,090 8 31,424 ! . e 12, 158 19,113 10 81 j 3 32 i 57 509 1 7, 000, GG0 15S, 000 /2, 900 i 58 980 | 10, 030, 000 190,500 3.5 123, *293 36, 611 26, 609 80,500 ! 15 28 ........... , 4 30 59 800 18, 030, GOO *145,000 2.5 5S, 426 3,197 18,544 31,048 ! 11 48 2 71 | 60 900 | crI4, S53, 695 1SS, 777 3.7 133,627 26,363 j 50,350 89,342 15 15 i 2 90 61 853 j j *5,500,000 59,103 .5 52,(69 14,050 11,238 28,363 14 56 . * 62 250 6,000,000 | 142,500 L5 58,598 23,529 16,180 52,689 10 05 j 4 79 63 325 4,830,000 | 93,500 19 40,377 9,325 17,848 37,688 13 00 3 33 64 200 12,000,000 | 231,800 14.25 j 122,356 49,919 . 25,962 99,544 j 16 00 9 03 1 65 1,000 18, GOO, OX) j 291,500 17 SI, 818 3,515 e 56, 517 73,877 ! 16 59 4 06 ; 66 . 17, 400, (XX) ; 270,000 1.5 j 101,934 21,081 40,379 98,511 | 14 68 6 68 ! 67 2,503 05,359,015 200,000 j . .. 60,9(6 1,865 j 37,300 55,817 j 14 12 | 5 02 68 300 c3, 275,895 100,000 9 42,659 . | 26,870 41, 316 ; 69 200 3,471,324 81,000 16 28,737 156 | 19,513 27,914 j 14 43 j 5 67 i 70 1,143 6, 000,000 182,000 10 j 22,686 325 15, 350 22,022 7 10 j 1 10 i 71 400 4, 009,000 110,000 10 30,237 6,049 13,326 26,690 8 60 | 2 10 | 72 1,240 14,000,000 200, 000 6,25 38,868 741 e 23, 493 1 h 36, 598 10 15 2 62 73 450 ; 12,000,000 186,000 j 7 65,498 1,493 22,344 44,415 7 72 : 2 71 74 . ! 16, 000, coo ; 239,000 ; 3 j 73,162 1 . .......! 37,380 j 60,650 13 55 2 50 75 e Includes cost of supervision. /Incidental expenses only. g For the entire city. h Exclusive of amount paid for indebtedness. -Li-d 76 78 79 80 81 82 83 84 So 86 87 88 89 90 91 92 93 94 95 96 97 98 99 100 101 102 103 104 105 106 107 108 109 110 *] a. b' cS REPORT OF THE COMMISSIONER OF Table II.— S\ Cities. % Total population (census of 1880). Legal school age. School population. Number of school buildings. Number of sittings for study. Number of teachers. N umber of days schools were taught. 1 2 I 3 4 5 1 6 7 8 Louisville, Ky . 123,758 6-20 58,978 33 372 204 Newport, Kv* . 20,433 6-20 6,923 5 2,540 45 200 New Orleans, La . 216,090 6-18 63,000 49 18,000 379 185 4-21 3,061 32 2,180 52 Augusta, Me . 8,665 4-21 2,226 26 1,655 42 170 16. 856 4-21 5, 253 36 *3,626 S9 Rath, Me* . 7,874 4-21 2,850 15 35 Biddeford, Me . 12,651 4-21 4,321 20 1,928 44 ! 1S4 Lewiston, Me 6 . 19,083 4-21 6,672 30 61 1S5 Portland, Me . 33, 810 4-21 11,662 24 6, 414 151 j 189 Rockland, Me . 7,599 4-21 2,227 12 1,525 33 | 158 Baltimore, Md . .. 332, 313 6-21 cS6, 961 67 930 Attleborough, Mass 6 .. 11,111 5-15 63 1 180 T^p.yprl y h 8,456 5-^5 1,505 36 ; 196 Boston, Mass* . 362,839 5-15 66,560 160 60,558 1,297 206 Brockton , "Mass . 13,608 ! 62,775 22 661 ' 6183 Brootline, Mass . 8,057 1 5-15 1,409 12 39 1 Cambridge Mass . 52,669 1 10,682 33 228 200 Chelsea, Mass . 21,782 1 5-15 *7:5,000 16 3,778 89! 200 Chicopee, Mass* . 11,286 5-15 1,908 10 1,590 36 195 Clinton Mass* . 8,029 5-15 1,742 i 12 30 197 Fall River, Mass* . 48,961 5-15 11,128 | 38 9,363 227 Fitchburg, Mass . 1 12,429 5-15 2,793 20 3,328 58 190 Gloucester, Mass . 19,329 5-15 4,340 | 23 4,420 95 195| Haverhill Mass h . 18, 472 5-15 3,651 j 98 203 Holyoke, Mass . 21,915 5-15 5,836 14 3,262 106 196| Lawrence, Mass . 39, 151 5-15 6,947 1 Lowell, Mass . : 59,475 1 5-15 j 11,168 44 215 200 Lynn Mass . ' 38, 274 5-15 1 7,380 29 6, 814 173 195 Malden, Mass . j 12,017 5-15 2,643 10 2,494 ; 69 ! 194 Marlborough, Mass . 10,127 5-15 2,250 | !2 2, 500 ' 52 | 175 Medford, Mass 6 . 7,573 5— 15 1 439 33 195 Milford, Mass* . 9,310 5-15 | I > i 1,750 19 2,414 1 41 pl74 Natick, Mass 6 . 8,479 5—15 I 1, 572 1 50 176 New Bedford, Mass* ... ' 26,845 5- . 1 5,150 24 5, 450 i 125 175 'rom Report of tlie Commissioner of Educa¬ tion for 1883- 84. Assessed valuation. 'hese statistics are for the year 1883-’84. chool census of 1879. ncludes total costof Manual Training School, amounting to $7,000. e Total of reported items only. /Amount raised by taxes for 1 board, fuel, and care of fires g Amount paid for all school money raised by taxation. h Average number belonging STATISTICS OF CITY SYSTEMS, LXXXVII statistics of cities, cC*c. — Continued. Pupils. • o 3 u o O ■ 1- > c - >. !1 sS eS a 1 - ol 1J IJ II a I | 5 a §§ II 3 H I 1 E-t Expenditures. • Average ex¬ penses per capita of daily aver¬ age attend¬ ance in pub¬ lic schools. I g II O o 11 w a iT t 1 8 f- a 3 ga u « •RDiauius (Saoipuaj, Total expenditure. Instruction and su¬ pervision. 1 Pf a ~a % o a ia 12 13 14 15 1G 17 IS 19 20 862,763,461 SS98, 192 a §2S7, 462 ! §5,257 8196,075 8284,015 814 96 j S3 34 . 12,000,000 134,500 2.8 29,319 . 20,299 28,854 ! 11 21 ! 2 06 i 13,000 120,000,000 761,000 2.25 204,554 0 i 216,000 249, 000 16 67 ■ 2 28 20 5,100,000 89,000 . 21,832 . 15,698 21,468 . ..... . 40 5,780,839 52, S00 4 24, 574 12,325 24,574 i 13 08 | 7 99 . a9,431,500 ' 125,000 . 38,075 . j 28, S37 38,075 . . 50 6,847,955 , 97,000 . j 19, 245 . ! 13,531 18,793 | ■ . 450 10,000,000 103,500 | 2.83 j 23,998 875 17,035 | 23,705 . . j 1,213 alO, 679, 926 179,000 1 1.8 ! 30,626 . 1 22,146 30,269 13 17 3 69 1,300 32,803,735 341,440 1 2.5 95,748 ' 8,732 : 66,361 j 95,747 ’ 14 91 4 01 45 4,000,000 44,700 3.33 12,504 : 1,7H | 9,668 ! 12,485 9 06 2 47 . a250, 000, 000 1,195,SH ’ . ! 650,129 ! 40,945 ! d550,030 | 701,353 *15 71 *:4 65 75 o5,367,099 e31, 577 i 910 ! /24,000 <729, 944 . a9, 630, 850 e20, 487 /17, 579 <719, 835 7,319 0682,432,671 7,792,650 1 ;;;;;;;;; 2,006,436 455,732 ; 1,147,863 ; 1,908,586 . . 625 aylO, 467, 956 . 39,338 . 1 25,700 36,585 200 026,646,500 254,100 1.64 44,223 i 43,771 1,501 a53, 54S, 692 644,317 4 223,429 17,991 150,969 223,428 19 70 6 42 • 435 018,103,497 1 i 4S0.000 1.86 | 164,155 11,308 49,186 (S3, OSS 15 14 6 00 1.065 6, 738, 2S7 98,835 4.7 26,716 1,121 16, 175 26,716 19 28 8 48 25 05,125,543 23,496 15,700 23,408 1,131 1 . "zd 1 106,000 17,948 93,293 151,456 . . 0 aU, 054, 378 212,253 5.25 58,048 8,839 30,361 58,044 14 30 744 75 12,572,405 189,360 4.38 78,855 16,772 38,099 78,855 13 £2 5 54 75 013,265,454 . eS4, 877 25,000 f 35,000 <784, 447 . 2,539 22,467,894 216,727 4.83 77,939 15,814 38,909 77,939 16 06 5 92 2,200 i 68,000,000 1 713,000 2.8 j 178,469 37,530 119,900 213,143 ol8 08 o7 76 770 27,548,581 ! 549,383 4.1 115,228 2,049 76,270 j ns, 002 ol4 53 ! 06 37 700 U, 951, 200 j 183,809 4.3 52,124 0 34,612 ! 52,124 | 19 77 ! 8 36 j 300 a4,171,095 71,000 i 29,347 500 20,000 | 29,199 . | . a7,590,524 . . 1 e34, 265 6,122 /26, U8 <734,265 . 1 290 5,200,000 78,500 4.4 23,265 201 15,317 i 23,129 | 12 07 4 33 ; 31 04,598,775 . . e22, 122 . /20, 000 j <722,122 : . . 030,289,605 399,600 . 92,527 6,000 63,482 I 91,299 i is n 6 19 | i Including Horace Mann School for the Deaf. 3 In 1883. k Estimated. I Expenditures for school repairs and buildings are not made by the school board ; hence the apparent excess of expenditures over re¬ ceipts. 89 SO 91 92 93 94 S3 96 97 98 99 100 101 102 103 104 105 106 107 108 109 110 m There was also an evening drawing school in which there were enrolled 186 pupils under seven teachers. n Exclusive of evening schools. o For day pupils only. pdn the high schoolr-193 days. Li 111 112 113 114 115 116 117 118 119 120 121 122 123 124 123 126 127 128 129 130 131 132 133 134 130 130 137 138 139 149 141 143 XXVIII EXPORT OF THE COMMISSIONER OF EDUCA Table II. Cities. Total population (census of 18S0). o to 1 j | W o 1 ^ School population. Number of school buildings. Number of sittings for study. Number of teachers. Number of days schools were taught. 1 & i 4 5 6 7 ! 8 13,538 ; 5-15 2, 631 i I . 42 I 195 j Newton, Mass* . 16,995 i 5-15 | 3,564 20 ! 4,025 101 190 North Adams, Mass . 10,191 5-15 2,765 13 2,500 55 182 Northampton, Mass . 12,172 5-15 | 2,383 25 2,580 63 el74 9,023 ■ 5-15 7 ! 1,900 40 195 Pittsfield, Mass . 13,364 5-!5 . 2,870 27 I 2,500 70 196 Quincy, Maas a.. . 10, 570 j 5-15 2,446 50 200 Salem, Mass a . 27,563 1 5—15 5,212 16 4,282 92 199 Somerville, Mass . 24,933 5-1.5 6,032 20 5, 960 114 190 Springfield, Mass . S3, 340 5— Id 6,327 23 5,747 131 198 Taunton, Mass . 21,213 5—15 4,173 32 ! 4,693 90 195 Waltham, Mass . 11,712 5-15 2,332 15 2,858 60 Westfield, Mass . ■ 7,587 I 5-15 1, 557 20 61 7il75 Weymouth, Mass . ■ 10,570 5-21 3,475 23 2,590 53 1S5 Woburn, Mass . 10,931 j 5-15 2,629 14 2,485 57 195 Worcester, Mass . ' 58,291 5-15 13,269 38 12,607 263 195 Adrian, Mich a . ' 7,849 5-20 2,469 5 1,588 31 192* Ann Arbor, Mich . : 8,061 5-20 2, 876 7 1,800 4i 190 Bay City, Mich . 1 20,693 5-20 7, 578 9 3,065 59 ■ 196 Detroit, Mich . ' 116, 340 5-20 45,641 31 15,429 315 196 | East Saginaw, Mich . ( 19, 016 5-20 7,734 11 3,525 74 193 Flint, Mich* . ! S, 409 5-20 2, 443 7 1,893 39 195 | Grand Rapids, Mich . ! 3 >,016 5-20 12,218 ! 22 7,570 163 196 Jackson, Mich : District No.l . ( i (* -j /v: f 2, 714 8 1,843 36 192 1 District No. 17 . j* JLo, iUo O-ZU (2,339 7 1,136 21 196 I Muskegon, Mich.. Hf 262 5-20 9 2,780 62 197 Port Huron, Mich . 8,883 5-20 3,724 6 1,725 32 i 198 1 Saginaw, Mich . 10, 525 5-20 4,430 ; T7 2,048 j 41 195 Minneapolis, Minn ..... 46,887 6-21 34,450 27 10,254 278 183 St. Paul, Minn . 41,473 6-21 25 10, 580 198 193 Winona, Minn* . 10,203 5-21 1,934 3 1,585 S3 196 Vicksburg, Miss* . . 11,814 5-21 3,760 3 1,100 21 170 Hannibal, Mo . 11,074 m 6-20 4,347 7 1,600 34 173 | Kansas City, Mo . 55,785 1 6-20 1 2o, 4oo 16 9,121 147 180 1 *From Report of the Commissioner of Education for 1883-’84. a These statistics are for the year 1S83-’S4. b Assessed valuation, c Total of reported items only. d Amount raised by taxes for wages of teachers, board, fuel, and care of fires e In the high school, 194 days. ,f Amount paid for all school purposes from money raised by taxation. STATISTICS OF CITY SYSTEMS. LXXXIX statistics of cities, gu 5 a I'3 Permanent improve¬ ments. £ Total expenditure. Instruction and su¬ pervision. Incidental expenses. 11 12 13 14 15 16 17 IS 19 | 20 ; 500 $8, 112, 000 $105, 000 3.7 $33, 991 $872 $20,543 $29,163 $14 39 $3 51 3S5 *21, 478, S12 70,200 80,580 3,205 27,474 43,463 681 184,000 75,350 18,187 31,057 58, 633 ZZZZZl 33,000 *61, 276, 677, 164 ■■12, 499, 000 . 3,626,328 251,091 c2,756,146 3,626,328 j 20 51 4 74 j 560 71,000 32, 880 2,056 14,526 20,916 1,142 12, 2S0, 490 179,230 3.8 49,062 334 28,247 46,784 ! 12 14 . 6 81 75 4, 300,000 55,700 8.8 21,322 | 99 8,694 21,321 j 11 31 4 00 . 612,012,035 128,005 2.35 55,731 e2, 728 27,081 38,398 13 49 1 3 28 j 7,500 86, 000,000 586,930 4.74 280,452 ! 5S, 022 151, 320 275,704 14 40 ! 6 02 375 7,918,250 | 81,000 j 3.36 19,649 540 13,860 19,649 12 22 3 04 63,715,400 | 100,000 6 58,500 2,901 19,258 34,071 . . 800 94,000 ; 39,672 15, 7S9 20,231 39, 672 2,443 j 35,000,000 j 787,500 3.2*1 137,535 11,042 SS, 714 137,483 13 45 4 37 2,500 | 50,000,000 | 410,000 7.73 141,244 4,112 c92, 159 119,877 . . 2,191 | 25, 400,000 371,766 3.4li 110,220 22,587 j 59,627 104,626 j 15 81 5 06 | 125 1 8,000,000 107, 621 4 32, 973 8,184 | 18,877 38,176 | 15 91 7 85 j 1,800 i 18,659,436 169, (XX) 2.7 78,867 14,051 37,567 70,078 ; 21 18 7 83, • 791 20.000,000 385,000 9 189, 273 47,916 39,015 119,602 12 40 4 93 8 24,643 10, 320 29, 2S7 ;;;;;;;;; ;;;;;;;;;;; 67,702 25,213 41,533 j 10 29 325 8,248,672 150,000 5 47,065 1,839 23, 719 35,481 16 42 5 06 16. SS5 700,000,000 2,200,000 4 834,651 S3, 010 504,345 762,954 | 20 52 3 72 11, 729 673, 8S6 265,418 ! 322,137 6S2, 339 14 92 i 3 S2 1,820 65,000,000 843,508 5.5 253,973 12,794 j 136,445 210,703 18 06 7 57 ! . . 423,950 . . 174,574 27,537 99,220 169,553 17 52 . 400 3,300,000 55,000 5 22,237 100 10, 693 14,631 14 86 3 30 1,100 8,695,005 150,000 5 66,241 15,730 27,369 56,974 16 53 4 30 3S5 1 63,000,000 75,000 7 28, 351 7, 6S3 15,885 p |s 5 5 to y r. S 00 *33 3 w as V Eri Total expenditure. Instruction and su¬ pervision. Incidental expenses. 11 12 13 14 15 1G 17 18 19 20 1,500 $46, 000,000 $994, 335 4.9 $337, 672 $44,605 $125, 339 $311, 259 1 $12 50 218 200 a7, 839, 610 460,000 60,853 339 24, 898 57,292 219 1,000 6,900,000 145,000 20 48,861 9,071 23,074 ^8, 860 7 77 $2 09 220 al, 963, 103 62, 150 19 41, 103 4,939 17,871 36,383 221 150 2, 0,000 27,000 16 11, 803 1,051 8,363 12,879 222 500 a7, 156, 515 130,000 4 32, 7S8 5,202 621,993 33,676 11 94 1 2 72 223 100 a7, 195, 286 237,900 5 81,760 22,734 24,047 81,989 14 66 : 5 20 j 224 2,500 al6, 500, 000 5.5 87,695 j cl3, 859 ' 44,876 ! 80,049 225 900 ! 24,824, 7S0 344,025 13 82,674 2,169 54,507 81,036 13 84 1 2 99 226 143 1 . 1 120, 000 20,624 j 3,800 ! 14,011 • 23,596 - 227 500 a!2,450,000 ! 225, 800 3 223 375 4,800,000 84,000 10 18,563 J ns 10,064 | 18,472 8 16 2 00 j 229 300 a5, 500, 000 75,000 5 25,323 I 7,955 10,702 i 23, 608 8 50 2 67 1 230 300 a2, 006, 330 80,000 flO 33,259 2,800 14,427 31,522 13 20 4 97 231 375 *3,750,000 53,200 6.5 20,976 j 11,751 16,287 9 88 2 74 232 300 a7, 200, 000 159, 600 4 34,776 ! 178 21,387 36, 693 13 39 5 93 ! 233 18,000 577,198,087 6, 934, 789 22 1,618,447 1,121,445 1,499,618 11 80 5 25 j 234 al21, 174, 714 | 2, 229, 02S 841,807 j 113,494 300,685 62S, 215 | (19 SO) 235 750 30,000,000 318,300 7i3 146,393 j 32,578 56,395 112,560 9 76 1 3 30 236 1,240 | 50,000,000 j 332,000 133,594 ! 6, S74 78,330 109,128 13 06 1 2 94 237 50 1 cl, 487, 9e>0 63,000 15 24,996 i 1S1 11,863 22,532 9 10 i 3 65 j 238 300 | al, 630, 000 64,275 S3, 785 13,281 32,850 j 239 1,800 j 20, 000,000 202, 672 99,039 I 29,179 i i46, 513 93,371 1 1123 | 3 17 | 240 1,350 ! 12, 625, 000 153, 990 6. 5 45,644 | 3,016 i 28,981 J45, 568 J 12 13 j 6 06 j 241 300 j 10,797,089 150,000 3.5 50,606 1,597 21,944 51,089 j 11 61 1 3 82 242 410 ; 91,700 32,935 | 3,297 17,113 32,699 j 243 897 j a27, 492, 200 128,139 1.14 60,921 | 32,842 48, 268 244 600 al7, 227,833 | 217,427 70,435 | 19,874 j 31,009 60,264 J m 84 12 89 j 245 4,176 al22, 496, 500 1 974,455 347,239 92,601 203,743 347,290 ! 246 73 alO, 302, 050 36,913 0. 68 11,183 2,424 1 10,549 7al4,334 9 22 S4| 247 1,183 a9, 000, 000 140,000 3. 11 28,096 105 2S, 096 248 a24,800,000 146,000 1.75 71,805 300 62, 870 70,344 249 150 a3, 200, 000 30,540 O 15,224 615 8,091 11,392 12 47 1 43 : 250 400 06,653,638 90,100 2.25 27,281 9,184 21,074 26,921 11 04 1 S3 251 300 6,871,544 51,950 2.25 31, 899 22,321 26,616 11 63 ! 33 252 2,190 *o21, 256, 276 131,400 I 1.5 48, 699 167 34,061 47,643 253 600 so,ooo;ooo 231,000 1 2 107,497 2S9 67,095 i 85,753 13 29 j 2 15 254 i Indud.es janitors’ wages. j Exclusive of expenditure for permanent ob¬ jects amounting to $3,016. k Inclusive. I For day pupils only. m This is the sum of the items given, though the reported total is but $12,945. n Estimated number between 6 and 16 years old. o Total taxable property of city and county. 255 258 257 25S 259 260 261 262 263 264 265 266 267 268 269 270 271 272 273 274 275 276 * a b VI REPORT OF THE COMMISSIONER OF EDUCATION. Table II. — Summary of school Cities. Total population (census of 1880). Legal school age. School population. Number of school buildings. j Number of sittings for study. Number of teachers. N umber of days schools were taught. Pupils. Whole number en¬ rolled. A ej 1 G cs 2 1 # ! 4 ; 1 2 3 4 5 1 1 1 6 7 8 9 10 Galveston, Tex . 22,248 7-19 9,000 9 3,000 64 1 175 3,375 \ ! 2,525 Houston, Tex* . 16,513 8-18 3,973 13 1,800 SO 180 1,937 ! 1,173 Burlington, Vt a . ^ 11, 365 5-20 48 1,603 61,058 Rutland, Vt a . 12,149 5-20 70 2, 776 Alexandria, Va* . 13,659 5-21 4,582 5 1,800 200 1,717 1,219 Danville, Va*.... 7,526 5-21 2,126 2 1,260 22 19S 1,209 604 Lynchburg:, Va . 15,959 5-21 4,907 6 2,150 44 195 2,510 1, 8G1 Norfolk, Va . 21,966 5-21 6, 695 n 28 188 1 2 022 1,270 Petersburg, Va* . 21,656 5-21 6, 392 9 39 /1S6 2,684 1,838 Portsmouth, Va . 11,390 5-21 3,210 3 1,300 19 201 1,274 1,016 Richmond, Va . 63,600 I 5-21 21,536 14 6, 674 162 1S3 8, 285 6,998 'Wheeling-, W. Va . 30,737 6-21 10,053 5,000 J 107 198 5,000 4,500 Anpleton, Wis . S, 00d i 4-20 3,938 7 2,450 | 43 176 2,097 1,817 Eau Claire, Wis . 10,119 ! 4-20 13 3, 0C0 46 180 2,870 Fond du Lae, Wis . 13,094 | 4-20 5, 407 17 3, 800 | 45 200 2,123 1,477 j Janesville, Wis . 9,018 j 4-20 3,829 11 1,005 35 136 | 1,374 1,280 La Crosse, Wis . 14,505 4-20 6,298 13 2,628 54 196 3,191 2, 282 Madison, Wis. . 10, 324 4-20 3,802 8 1,900 37 185 1,871 ], 535 Milwaukee, Wis . 115,587 4-20 49,804 27 16,070 290 192 7/14,943 jl3, 613 Oshkosh, Wis . 15,748 4-20 7,056 10 3,200 57 196 2,197 1,987 Racine, Wis . 16,031 4-20 7,031 8 2,900 57 200 2, 969 2,087 Watertown, Wis* . 7, 883 4-20 3,361 5 1,100 24 198 1,134 924 Total . 11,054,681 3,169,027 4, 287 1 L, 160, 469! 1 35,683 1,911,133 1,315,695| tom Report of the Commissioner of Educa¬ tion for 1383-’84, hese statistics are for the year 18S3-’84. or the fall term. c Includes incidental expenses for libraries. d Includes cost of supervision. e Assessed valuation. /Average duration of schools in days. STATISTICS OF CITY SYSTEMS. XCVU statistics of cities, dr. — Continued. Pupils. Estimated cash value of taxable property In the city. >» 7 ? as c. ^ *5 1 o i. o 5 "d'3 > 2 d 3B i. s_ 1| 9 3 00 H "3 O 8 . o ^ 7. -3 cr. ~ I# a; «-« 9 * |*l £ "3 9 e3 Total receipts. Expenditures. Average ex- j penscs per * capita of 1 daily aver- | age attend- 1 aneeinpub- ! lie schools. Estimated enrollment] in private schools. | i O H a, © | 3 3 © Teachers’ salaries. Total expenditure. Instruction and su¬ pervision. 6 CD O * © j £ © il 12 13 14 15 16 17 18 19 20 | 800 $40,000,000 $200,500 2 $146,000 j [ $105,100 | $42,000 j $152,500 $17 53 $1 19 400 7,000,000 ] 38,100 | 25,866 5, 470 j 14,511 25,735 j 14 07 i 2 94 1,000 23,719 320 16, US 24,539 ; 523 24, 676 1.720 16, 760 24,500 ZZi . | 4,000,000 53,900 2.2 19,687 2 245 10, 201 16,695 i | 326 20,000 ] 1.5 12,206 c35 t>i3 ! dS, 445 12,088 1 387 e9, 99, 8652 75,000 j 1.9 39,223 13,263 ] 18, 759 39,073 11 98 ! 2 19 1 2,671 ell, 543,689 ] 63,000 ! 22,571 450 1 17,835 21, 969 : 14 51 2 43 67,000 23,680 pi, 737 | 16, 196 23,330 . . . 819 ! e3, 600, 000 31,500 ! j 13,541 1,729 9,050 12,561 2,285 e43, 241, 164 301, 0S1 ! 3.5 ! 94,083 4,683 ! 59,044 95,622 1 10 71 i l 2 29 800 30, 000, 000 303,500 1 69,259 3,754 i d46, 789 ' 65, S47 520 ! 9,500,000 142,100 ; 10 j 52,340 19,7S4 ■ dl6, 406 46,484 5, 772, 927 58,700 ] 63,381 16,562 11, 488 A39.537 I . 1 . 6C0 1 5,000,000 i 125,500 j 3.7 24,638 30 15,466 21,540 10 81 3 75 300 6,000,000 100,000 j 4 i 22 825 o50 12,312 19, 997 10 79 i 4 56 J 1,273 : 12, ooo, ooo 133,000 j 5 96,560 9,876 27,847 48,344 12 55 4 30 300 10,000,000 100,000 j 4.2 j 28,639 pi, 309 dl7, 873 ! 24, 610 11 64 j 4 3S 13,010 ; e70, 787,582 ; 863,800 : 3.5 348,657 ! 171,638 | 237,819 7:14 52 | k 2 70 1,550 ! e7, 276, 303 102,500 1 5.5 55,952 6,134 25,700 | 42,136 12 93 j 4 94 ' 963 8, 242, ISO 112,000 38,748 272 27,313 38,748 13 66 4 90 800 | 3,000,000 36,000 j 6 j 18,997 1,244 7,432 | 10,510 8 44 1 60 ! 404, 36o j 9,003,670,601 1 Il03, 667, 075 ! ! i . 36,082,543 i 5,257,692 19,S03,643 !33,0S4.S74 i . 1 g Includes expenditure for repairs. j Exclusive of evening schools. h Total of reported items only. h For day pupils only, t Average of the whole number enrolled each month. 255 256 257 25S 259 260 261 263 263 264 265 266 267 268 269 270 271 272 273 274 275 276 YU E XCV1II REPOET OF THE COMMISSIONER OF EDUCATION. Table II. — 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. I 824 82 813 37 Chicago, Ill . 815 18 S3 07 Oakland, Cal.. . . . 24 52 4 45 Terre Haute, Ind . 15 15 2 90 23 36 11 25 | Chelsea, Mass . 15 14 6 00 22 43 1 96 1 Ann Arbor, Mich . 15 08 4 75 Yonkers, N. Y . 21 18 7 83 Louisville, Ky . 14 96 3 34 Cincinnati, Ohio . 20 52 3 72 1 Bloomington, Ill . 14 92 3 85 20 51 j 4 74 ! Cleveland, Ohio . 14 92 3 82 20 30 i 7 80 1 Portland, Me . 14 91 4 01 20 22 7 19 : Fremont, Ohio . 14 86 3 30 Middletown. Conn . 20 10 6 20 Jackson, Mich., District No. 1... 14 77 3 53 20 09 3 30 | Evansville, Tnd . 14 76 19 77 8 36 I Brooklvn, N. Y . 14 73 4 52 19 70 6 42 Des Moines (west side), Iowa... 14 68 6 68 19 59 3 89 ! Easton, Pa . 14 66 5 20 Rockford, Ill . 19 29 6 56 ! . Tiffin, Ohio . 14 60 5 76 19 28 8 4S ! J Meriden, Conn . 14 56 . 2 54 18 39 Vincennes, Ind . 14 56 I Fort Wavne, Ind . ! 18 22 3 17 Lvnn, Mass . al4 53 a6 37 New Bedford, Mass . j 18 11 j 6 19 Milwaukee, Wis . al4 52 a2 70 Springfield, Mass . 1 18 10 6 91 ! Norfolk, Va . 14 51 2 43 Lowell, Mass . ! als OS a7 76 ' Muscatine, Towa . 14 43 5 67 Columbus, Ohio . 1 18 06 7 57 14 41 6 34 New Haven, Conn . 1 17 96 4 40 j Westfield, Mass . i Rochester, N. Y . 14 40 6 02 Orange, N. J . ! 17 94 4 74 1 Springfield, Ohio . 14 39 9 87 Los Angeles, Cal . • 17 89 6 49 j i Lockport, N. Y . 14 39 3 51 St. Louis, Mo . 1 17 5S 5 05 j Rock Island, Ill . 14 38 4 58 Galveston, Tex . 1 17 53 1 19 1 ! Fitchburg, Mass . 14 30 7 44 Dayton, Ohio . 17 52 1 . i | Adrian, Mich . 14 27 6 35 Woburn, Mass . 1 17 14 5 91 j ' Peabody, Mass . 14 21 3 89 New Orleans, La . 16 67 2 28 Detroit, Mich . 14 15 5 62 Minneapolis, Minn . 16 60 j 4 92 ! j Dubuque, Iowa . .....i 14 12 5 02 Davenport, Iowa . 16 59 | 4 06 ; j Houston, Tex . 1 14 07 2 94 Kingston, N. Y. (f of city) . 16 58 6 56 j Moline, Ill . 14 06 Hamilton, Ohio . 16 53 4 30 | Grand Rapids, Mich . 14 01 13 60 Worcester, Mass . 16 48 4 90 Harrisburg. Pa . 13 84 2 99 Somerville. Mass . 16 43 6 55 Racine, Wis . 13 66 4 90 Chillicothe, Ohio . 16 42 5 06 Steubenville, Ohio . 13 65 3 97 Indianapolis. Ind . 16 18 3 53 Wevmouth, Mass . 13 56 5 46 Holvoke, Mass . 18 06 5 92 Covington, Ky . 13 55 2 50 Council Bluffs, Iowa . 16 00 9 03 Auburn, N. Y . 13 54 4 77 Watertown, N. Y . 15 91 7 85 Poughkeepsie, N. Y . 13 49 3 28 Nashua, N. H . al5 90 a4 72 Dover, N. H . 13 48 4 00 Utica, N. Y . 15 81 5 06 Muskegon. Mich . 13 47 3 94 Baltimore, Md . . . 15 71 4 65 Newark. Ohio . 13 47 3 42 Albany, N. Y . 15 58 3 97 j Svracuse, N. Y . 13 45 4 37 La Fayette, Ind . 15 35 Norristown, Pa . 13 39 5 93 Richmond, Ind . . 15 28 4 30 Elmira, N. Y . 13 37 4 93 St. Joseph, Mo . 15 19 4 97 Taunton, Mass . 13 33 4 29 a For day pupils only. PER CAPITA EXPENDITURE IN CITIES, XCIX Table II. — Average expenses per capita based on daily average attendance , c fee. — Ccnt’d. Cities. For instruction and supervision. For incidental expenses. Cities. For instruction andsupervifclon. For incidental expenses. I $13 29 $3 69 South Bend, Ind . . . $11 48 $2 71 13 29 2 15 East Saginaw, Mich . 11 45 4 43 13 20 4 97 Augusta, Ga . 11 40 0 93 Springfield, Ill . 13 18 6 02 Mansfield, Ohio . 11 32 13 17 5 16 Plattsburg, N. Y . 11 31 4 00 13 17 3 69 Wilkes Barre, Pa . 11 23 1 3 17 13 14 6 17 Newport, Kv . 11 21 2 06 13 08 7 99 Logansport, Ind . . . 11 18 2 81 13 06 2 94 j Decatur, Ill . 11 17 3 00 13 00 3 33 I Chattanooga, Tenn . 11 04 1 83 13 00 3 08 Bav City, Mich . 10 90 3 82 Cohoes, N. Y . 12 99 3 80 1 Fond du Lac, Wis . 10 81 3 75 Oshkosh, Wis . 12 93 4 94 ; Madison, Ind . 10 81 3 32 12 93 3 04 Janesville, Wis . 10 79 4 56 12 88 Richmond, Va . 10 71 2 29 12 82 5 54 Toledo, Ohio . 10 66 Elizabeth, N. J . 12 71 4 14 Peoria, Ill . 1 610 59 La Crosse, Wis . 12 55 4 30 Elgin, Ill . 10 37 8 61 Allegheny, Pa . 12 50 Canton, Ohio . 10 29 Columbia, S. C . 12 47 1 43 Paterson, N. J . 10 28 4 07 Akron, Ohio . 12 40 4 93 ' Hannibal, Mo . 10 26 2 42 Sandusky, Ohio . 12 35 3 90 ! Leavenworth, Kans . 10 15 2 62 Pittsfield. Mass . 12 31 4 77 ' Cedar Rapids, Iowa . 10 05 4 79 Galesburg, Ill . 12 23 2 94 j Saginaw, Mich . . 10 03 3 85 Rome, N. Y . 12 22 3 04 ! Montgomery, Ala . 10 00 1 40 Oswego, N. Y . 12 14 6 81 1 New Castle, Pa . 9 88 2 74 Williamsport, Pa . 12 13 6 06 Lima, Ohio . 9 81 4 00 Flint, Mich . 12 07 4 % j Reading, Pa . 9 76 3 30 Milford, Blass . 12 07 4 33 Warwick, R. I . 9 22 0 84 Ithaca, N. Y . 12 00 3 16 | Shenandoah, Pa . 9 10 3 66 New Brunswick, N.J... . 12 00 2 61 Atlanta, Ga . . . 9 10 Lynchburg, Va . 11 98 2 19 1 Rockland, Me . 9 06 2 47 Chester, Pa . 11 94 2 72 Lawrence, Kans . 8 60 2 10 Macon, Ga . 11 87 1 00 McKeesport, Pa . 8 50 2 67 Quincv, Ill . 11 84 4 25 Watertown, Wis . . . 8 44 1 60 Pawtucket, R. I . all 84 a2 89 Lebanon, Pa . 8 16 2 @0 Philadelphia, Pa, .. 11 80 5 25 j Altoona, Pa . . 7 77 2 09 Belleville, Ill . 11 80 2 40 i Topeka. Kans . 7 72 2 71 Little Rock, Ark . 11 76 4 55 I Camden, N. J. . . . 7 35 2 22 Hudson, N. Y . 11 76 2 15 Atchison, Kans . 7 10 1 10 Joliet, Ill . 11 64 4 47 Pittsburg, Pa ... . . 1S19 801 Madison, Wis . . . 11 64 4 38 Norwalk, Conn... . (17 65) Knoxville, Tenn . 11 63 1 33 ! Concord, N. H . c (10 82) York, Pa . 11 61 Kev West, Fla . .. . d(9 421 3 82 j aFor day pupils only. c Based on enrollment. b Based on average number belonging. d Total expenses per capita. c EXPORT OF THE COMMISSIONER OF EDUCATION. SCHOOL POPULATION, ENROLLMENT, AND ATTENDANCE. Table II presents the school statistics of 276 cities having each a population of 7,500 or more. The importance of these statistics may be more fully realized when it is considered that the total population of these cities is more than one-fifth the total population of the United States, and the expenditure for school purposes about one-third of the total school expenditure. The legal school population reported for 247 cities is 3,169,704; the total enrollment reported for all the cities save one is 1,941,166; the average daily attendance reported for 258 cities is 1,315,695, or 70 per cent, of the enrollment in those cities. Legal school population, total enrollment, and average attendance are all reported for 235 cities, the totals being respectively 3,101,996, 1,693,747, and 1,186,715, or an enroll¬ ment equal to 54 per cent, of the school population and an average attendance equal to 70 per cent, of the enrollment. The estimated enrollment in private schools for the cities reporting that item is 13 per cent, of the school population of those cities. This esti¬ mate is probably less than the actual proportion, as many private schools are entirely omitted in the calculation; but at least 13 per cent, of the school population should be added to the enrollment in public schools to show approximately the proportion of youth under instruction in schools of elementary grade. This would give for the 235 cities referred to above a school enrollment equal to 67 per cent, of the school population. As a rule the legal school period in cities corresponds to that of their respective States, and, for reasons stated in the consideration of Table I, the comparison of school enroll¬ ment with the legal school population is misleading. As in the case of States, however, so also in respect to cities, the census of youth of 6 to 16 years, which is accepted as a fair basis of comparison, is not generally attainable. For instance, of the ten largest cities of the United States, only four report the census between 6 and 16 years, while in Boston, one of the ten, the legal school population includes only the youth from 5 to 15 years of age. The following table, drawn from the statistics of these five cities, shows that the com¬ parison of school enrollment with the population 6 to 16 years of age gives a very dif¬ ferent impression of the amount of school attendance in the cities from that which is conveyed by a comparison of enrollment with legal school population. New York . Philadelphia. Chicago . Boston a . Cincinnati..... Percentage of enrollment to— A 1 g M J ' .2 • i "S’-* 3.2 & ! k 53 87 42 65 49 08 91 91 38 52 a Basis in both cases, population 5 to 15. GENERAL CONDITION OF CITY SCHOOLS. Cl If to the enrollment iu public schools in the five cities specified the estimated enroll¬ ment in private schools be added, the ratios that school enrollment bears to the popula¬ tion G to 1G are as follows: Per cent. New York _ 103 Philadelphia _ _ _ 1 _ 78 Chicago _ _ 90 Boston (5-15) _ _ _ „ _ 103 Cincinnati _ ' _ 77 A mistaken idea of the regularity of school attendance in our cities is often formed from the unwarrantable comparison of average attendance with total enrollment, whereas the comparison should be made between average attendance and average enrollment, or the total attendance and total enrollment for a specified period. Examination of the latest returns from 40 cities having each a population above 25, 000 shows that the per cent, of average attendance estimated upon average enrollment fell below 85 in but one city, in which it was 74 per cent. ; for the remaining 39 cities it ranged from 85 to 99 per cent. This indicates the extent to which the schools maintain the interest of their pupils and the co-operation of their patrons, a matter quite apart from that of securing the attendance of the entire school population. To sum up the evidence regarding these two distinct considerations, viz, the regu¬ larity of school attendance and the amount of school attendance, it appears that in respect to the former the record of our city schools is creditable, but in respect to the latter it is far from satisfactory. It is the opinion of the most competent authorities on the subject that an obligatory law is necessary to secure the attendance of all chil¬ dren at schools. The absence of such a law, or of its efficient execution, is regarded as the chief cause of insufficient school attendance. A second and scarcely less potent cause of the evil is inadequate school accommodation, a matter toward which public attention is gradually turning. I might cite a long list of superintendents and other officials whose recorded utterances confirm these statements, but on account of limited time and space must confine myself to a few extracts from very recent reports. From the Report of the Board of Education of the City of New York for 1834. The right to compel parents to educate their children is a necessary complement of the duty of the State to provide education for those who desire it. ‘ 1 The State has the same right to compel the ignorant to learn that it has to compel the penurious to pay for that learning. ’ J In order to perform its duty consistently with these principles, and pursuant to the Act of the legislature of May 11, 1874, entitled an Act to secure to the children the benefits of elementary education, and its amendments, this board has made provisions, arrangements, rules, and regulations concerning habitual truancy in the city of New York. The children here between the ages of 8 and 14 years who may be found wander¬ ing about the streets and public places of the city during school hours, having no lawfal occupation, and growing up in ignorance, are compelled to attend the sessions of ourschools by the agents of truancy. The principal of every school is required to keep a register of all children between the ages of 8 and 14 years who have been reported to the agents of truancy for the violation of the law, and whenever a truant agent brings to the school any child between these ages who is not registered as a pupil, it is the duty of the prin¬ cipal to enter his or her name upon the register, and all the facts relating to such child as may have been communicated by the agent of truancy. These agents not only appre¬ hend all truants, devoting their whole time to the duties of their office, but certain of them are designated by this board, in the months of September and February of each year, and at such other times as it is necessary, to make an examination into the situation of children emploved in manufacturing and other establishments in violation of the laws of 1874 and 1876." The board now has in its employ twelve agents of truancy, whose entire time is de¬ voted to this work, and who are in receipt of an annual salary of $1,250 each. During the past year the agents have returned to school 2,247 truants and have placed in school 782 non-attendants. This board, through the agency of the truant officers, has. during the past year, made a school census of the Fifth, Sixth, and Eighth Wards, which sets out the full details of the character of the school population of those wards with refer- CII REPORT OP THE COMMISSIONER OF EDUCATION. ence to age, color, nativity, and nativity of the parents, of all children between the ages of 5 and 14 years, and which, so far as details of attendance and non-attendance are con¬ cerned, may be summarized as follows: Ward. Total school population. Number a t- tending pub¬ lic schools. Number at¬ tending paro¬ chial schools. Number at¬ tending pri¬ vate schools. Whole number who attend school. Number not attending school. Fifth Ward . 2,534 1,766 384 2 2,152 382 Sixth Ward . 3,342 2,532 402 26 2, 960 382 Eighth Ward . . . 5,224 3,480 886 49 4,415 809 Total . . 11,100 7,778 1,672 77 9,527 1,573 This census is being perfected, and by its means it will be possible to learn exactly the extent to which parents fail to avail themselves of our public schools and disregard the provisions of the law. The failure to send their children to the schools is confined al¬ most entirely to the cases of very poor or illiterate immigrants, and of the vagrant and criminal classes. Those who are themselves sufficiently educated to know the value of our schools, as well as those who have themselves profited by them, almost invariably compel the attendance of their children for a sufficient length of time to give them a fair educational start at least, and it is believed that the system itself will ultimately render any attempt at compulsory education unnecessary. The people of this city are so gen¬ erally persuaded that voluntary ignorance is a cause of shame and danger, and that the compelling by any parent of his or her child to remain in ignorance is a crime both against the child and against society, that the power of public opinion is itself to-day almost sufficient to render a compulsory law unnecessary in this community. It is be¬ cause of this that with so large a school population it is possible to comply practically with the terms and requirements of the law by so small a body of truant agents as the board now finds it requisite to employ. The insufficiency of school room is itself, in large measure, the cause of the non- attendance of the greater portion of those of our children who are not to be found upon the public school registers. To endeavor to increase the efficiency of our truant agents, and to enlarge in any way the system for the more exact observance of the law for com¬ pulsory education, is not only useless, but absolutely harmful, so long as the board is left without the means to provide the requisite accommodations for those children who really desire to attend the schools. Until it is possible to say that not only for every child who desires to go to school sufficient room and facilities are afforded, but that for every child who shall be compelled to go the proper school room is at the disposal of the board, it is in the last degree illogical for the board to make any further expenditure of either energy or money than it at present does in the effort to compel the attendance of delin¬ quent scholars. From the Report of Hon. E. P. Seaver, Superintendent of Public Schools , Boston, for the half year ending March , 1885. By the school census taken in May, 1884, there were in Boston 66, 560 children between the ages of five and fifteen. Of these, 52,932 went to the public schools, 7, 31 9 to private schools, and 6,309 were reported as not having attended any school during the year. This last number, 6,309, invites some investigation; for it is important to know the causes of such non-attendance, and to discover how well or ill the laws relating to school attendance are obeyed. Let no one hasten to say that 6,309 children in Boston are grow¬ ing up in ignorance, because the census-taker found that number who had not attended school during the year; but let the facts be examined a little more closely. To any one who will have the patience to do so it will become clear that a very different conclusion is to be drawn. To begin with, the census books show that 4,357 of these non-attendants were only five and six years of age. With regard to these it is to be remembered that their parents are under no legal obligation to send them to school; and the opinion is quite prevalent that children of those ages are too young to be kept in school-rooms. Although I do not share in this opinion, I own that it is entitled to respect. This class of cases, then, may be set aside without further inquiry; for there is reason to believe that most of the chil¬ dren were well cared for at home, and that a considerable number had good instruction there or in private kindergartens. GENERAL CONDITION OF CITY SCHOOLS. CIII Next, there were 84G non-attendants reported as fourteen years old, concerning whom it would have been interesting to know what kept them out of school; but, as the stat¬ utory obligation no longer held in their cases, it was deemed unwise to trouble the tru¬ ant officers with the investigation of questions possessing only a historical interest. On this point it is to be borne in mind that the law is fulfilled the moment a child has at¬ tended school for twenty weeks subsequently to his thirteenth birthday. In other words, the statutory obligation may run out — often does run out — when the child is thirteen years and five months old; but the child would be called thirteen years old for seven months longer; so that if he were fourteen years and five months old and had not been in school for a whole year, he still might have complied with the law. In the cases, therefore, of non-attendants reported at the census date as fourteen years old (the months over not being stated), it may or may not have happened that the law was disobeyed; this would only follow necessarily from the two facts of age and non-attend¬ ance in those cases where the age was less than fourteen years and five months; that is, by the doctrine of chances in less than half of the whole number of cases. But when account is taken of the invalids, the already sufficiently instructed, and others excepted by the statute, it must be admitted as probable that the cases of real disobedience to the law are less than one-third of the whole number reported. On the other hand, some allowance may be made for cases of disobedience where the evidence does not prove it. On the whole, I believe it entirely safe to conjecture that the cases of real disobedience to the law included among those reported as fourteen years old do not exceed 300 in number. After the two deductions above noted had been made there remained 1.106 cases of children, from seven to thirteen years of age, reported as non-attendants. More than a third of these— 402, to be precise — were reported as seven years of age; but as many of them would soon be eight, it was thought best to give their names with the others to the truant officers for investigation. Accordingly the names, residences, and ages of the whole 1,106 children were copied out of the census-books upon cards, and the cards were distributed to the truant officers, in September last, with a request that the reason for non-attendance in each case be ascertained and reported. The results of this inquiry, to be clearly presented, will necessitate going somewhat into details; but the details are instructive in several ways. Out of the 1,106 cards issued, 922 were subsequently returned, bearing the truant officer’s report in that number of cases. The lack of information caused by the failure to return all the cards relates particularly to Wards 17, 18, and 23. For Ward 13 only three cards were issued, the census-taker apparently having found only three children in that ward from seven to thirteen years of age not attending school. The case of Ward 21 is still more remarkable, the census-taker having found no children of any age who had not attended school the past year. In the other twenty wards the truant officers’ reports cover all, or nearly all, the cases reported by the census-taker. From the analysis of these reports the conclusion is drawn that there were not o rer 600 children who failed to comply with the law. From Circular of Information 1 on City School Systems, prepared by Dr. John D. FhilbricJ;. Public instruction cannot be considered as having fulfilled its mission until it secures the rudiments of education to every child. To accomplish this object coercion is neces¬ sary. No community has ever been known to secure absolutely universal education without the application of the principle of coercion. It is right to make the schools at¬ tractive and use all available moral means to secure the attendance of pupils, but these means have never proved wholly adequate; experience has proved the necessity of sup¬ plementing them by compulsion. When non-attendance is due to the dereliction of the parent, then the parent must be held responsible by the strong arm of the law; if the child absents himself contrary to the wish and intention of the parent, then the child must be held responsible. All arguments against compulsion have been triumphantly refuted by accomplished facts. The rapid growth of city population has made it very difficult for many cities to keep pace in the supply of school sittings with the increase of children waiting to be instructed in the schools. So great is this difficulty in not a few important cities that inadequacy of school accommodations has become a chronic evil. As a mitigation of this evil the makeshift has been resorted to of limiting the attendance of a portion of the pupils to one session a day. ******* 1 Circulars of Information of the Bureau of Education. No. 1, 1885. City School Systems in the United States. By John D. Philbrick, LL. D. Washington : Government Printing Office. 18S5. CIV REPORT OF THE COMMISSIONER OF EDUCATION. Tlie city of Denver deserves to be mentioned as an example of a very young city of marvelously rapid growth of population, which has courageously and successfully met the demand for school accommodations sufficient for all its schoolable children, and in quality these accommodations are of the first order. Among the cities of the first order Saint Louis may be mentioned as one which has successfully grappled with the problem of school accommodations. In a recent report the president of the board states that the funds of the board ‘ 1 are ample for all necessary school accommodations required now or in the near future. * * * There is now, happily, no question of the financial ability of the board to provide all necessary school facilities. ” The school law of Massachusetts empowers school boards to provide needed temporary accommodations if their request for the same is not complied with by the municipal authorities. This provision of the statutes has proved a sure guarantee against the evil of insufficiency of accommodations. Where the school board is invested with such authority, it is never necessary to limit at¬ tendance to the capacity of the school-houses erected or to submit to the evil of chronic overcrowding. ***** * The rapid growth of urban population in all parts of the country has of course ren¬ dered necessary a correspondingly rapid increase of school accommodations; and although there are not a few cities where this necessity has been only partially met, on the other hand, in general, cities of all classes and in all sections of the country have made liberal sacrifices to provide the requisite school accommodations. The acting school visitor of the town of Meriden, Conn., in his report for 1885, com¬ plains of a difficulty that is experienced in many places where an obligatory school law is in force. He says: It is to be regretted that the carelessness of employers makes it necessary, about twice every year, to cause an inspection of shops and iactories to be made, to ferret out chil¬ dren who have been taken from school and put to work, contrary to the law of the State. If employers would make it a rule, in every case, to demand the requisite certificate of school attendance before employing a child, whether at hisown solicitation or thatof his parents, almost all this trouble and expense might be saved. There is probably no in¬ tention to defy the law, but only a carelessness that suffers the matter to pass unheeded. A rigorous application of the law in a few cases might work a wholesome reform. An interesting feature of the year’s record is the increase in the enrollment and in the average attendance of scholars in the public schools of southern cities; the progress here is not, however, as rapid as it would be if the school provision were equal to the demand. LENGTH OF SCHOOL YEAR. By reference to Table II, in the Appendix, it will be seen that, omitting Virginia City, Nev., the number of days the schools were taught in the cities ranged from 156 to 220. In Virginia City the number was exceptionally high, viz, 294 days. FINANCES. The financial status of the city system is very fully set forth in the table of the Appen¬ dix referred to above; the columns showing the salaries of superintendents and the cost of supervision are particularly deserving of attention. The salaries of superintendents are reported from 230 cities. In 60 of these the salaries ranged from $2,000 to $3,000. In 18, from $3,000 to $4,000. The highest salaries reported are as follows: Cities. Salaries of su¬ per intend- ents. Salaries of as¬ sistant super¬ intendents. $4, 000 Chicago . 4,200 S3, 150 4,200 3, <80 Philadelphia . . 5, 000 2,500 Brooklyn . 5,000 4,000 New York . . . . . 7,500 4,037 GENERAL CONDITION OF CITY SCHOOLS. C\ By reference to the part of the table showing the per capita expense of the city schools, it will be seen that no one of the live cities specified reports an exceptionally high rate, so that the payment of liberal salaries to superintendents does not appear to be an extravagant policy. In connection with the showing of per capita expense it i3 interesting to note the cor¬ responding figures for certain foreign cities. In London the cost of the maintenance of efficient elementary schools for the current year was 3? Os 3d (about $14.60) per capita of attendance; in Glasgow 21 2s Id (about $10.25); in Edinburgh (1833-J84) 21 9s 3d (about $11.50); in Berlin the cost of mainte¬ nance of elementary schools in lSSi-'So per capita of attendance was, for teachers’ salaries, $9.15; for incidentals, $11.09; or a total of $20.24; in Vienna, 1834-’S5, the per capita expenditure was about $15.72. EXAMINATIONS. Experience seems to prove that examinations are an indispensable feature of any sys¬ tem of education, but it is of the utmost importance that they should be judiciously con¬ ducted and properly subordinated to the true end of education. Several experiments in respect to the conduct of these exercises are reported for the year. Hon. John B. Peaslee, superintendent of schools, of Cincinnati, in his report for 1885-’86, says: The subject of examinations and transfers of pupils is one of the most difficult of so¬ lution of any connected with our city schcol systems. A few years ago educators thought tha£ they had found the true solution in per-cented written examinations. Such exam¬ inations were held in every subject in which it was possible to hold them. The per cents were posted up in the offices of superintendents, exhibited and commented upon in the different schools, carried around in triumph by the principals, paraded in the daily papers, and published in the school reports. But it has been found that attaching undue importance to per cents leads to the driving and cramming process; to narrow, rut teaching; offers an inducement to teachers to resort to improper devices and expe¬ dients, which keep the children from thinking for themselves; to adopt pernicious meth¬ ods, that contract rather than expand the mind, that retard rather than develop the reasoning faculties. For these reasons there is a growing sentiment in favor of their abol¬ ishment. But, on the other hand, it has been found that, where per-cented written examinations have been discontinued in any study, the teachers are apt to neglect the instruction — to let the pupils go over the subject in a slipshod manner, discreditable to both teachers and pupils. Between the two evils the question arises, what should be done? Should we drop the percentage system altogether, or retain it in part? Not seeing my way clear to dispense wholly with the system, I have endeavored, during my superintendency, to relieve as much as possible the pressure formerly brought to bear upon per cents, by not publishing them, by not even requiring the teachers to report them, by attaching very little importance to them, and by throwing them off of object lessons, history, and physics, in the district and intermediate schools — off of studies that had better never be touched than to be taught by the pernicious methods the teachers were compelled to resort to, in order to obtain high per cents in written examinations. And, that these non-percented subjects may not be neglected, I have directed the prin¬ cipals to give especial attention to them, and have required them to make a written report twice a year, not only of the results obtained, but of the methods pursued in im¬ parting the instruction. While, on the whole, there has been great improvement in the teaching, candor compels me to admit that, on the part of many of the teachers, there is still too much driving for per cents, with all its attendant evils, in those branches in which the percentage system is retained, and too little attention paid to those in which it has been abolished. Teachers are conservative. Having once gotten into a way of teaching a subject, it is very difficult to get them out of it, however important it may be to do so. Having once taken a pride in having their classes average in the nineties, it is almost impossible to induce them to adopt better methods and do broader teaching, if thereby their classes would only average in the eighties. As a rule, the best teachers do not obtain the highest per cents from, their pupils. Of course on a fair examination in a properly graded school their classes will rank higher, but they will be beaten every time by classes taught by inferior teachers who follow in narrow ruts. ' Good teachers will obtain good per cents; but to judge teachers wholly CVI REPORT OF THE COMMISSIONER OF EDUCATION. by per cents, as has been so generally done in years past, is to commit an injustice. As my predecessor, Superintendent Hancock, once said: “Per cents show some things, but they do not show all.” The methods pursued in obtaining the per cents are the im¬ portant factors. Again, much injury to the schools has resulted from the great importance put by trustees, principals, and teachers upon passing all the pupils remaining at the close of the year in the highest grade of the district and in that of the intermediate schools; that is, upon passing pupils from the district to the intermediate, and from the inter¬ mediate to the high schools. In a school justly graded and properly taught, from 80 to 90 per cent, of the pupils in these grades should pass a successful examination upon the questions usually submitted. To pass more than 95 per cent, upon a fair examina¬ tion is prima facie evidence that the teaching or the grading (probably both) is bad. Hon. H. B. Dali, superintendent of schools, Oshkosh, Wis., reports that the semi-an¬ nual system of examinations and promotions has been changed for the annual system, so that now the plan is uniform for the five largest cities of Wisconsin. Written exam¬ inations have been discontinued in a number of cities; though the general experience tends to prove that when judiciously conducted they are beneficial, at least in the higher grades. SPECIALIZING INSTRUCTION. In Newport, R. I. , an experiment has been made in the direction of specializing the teacher’s work, with reference to which Superintendent Littlefield says in his report for 1884-’85: In the first two grammar classes, which occupy adjacent rooms connected by a door¬ way, the departmental plan of instruction has been continued, whereby each teacher, passing to and fro, instructs both classes in certain subjects. The plan greatly eco%> mizes the teacher’s time and strength, enabling her to present her few subjects most exhaustively and entertainingly. There is no substantial reason why the same plan should not be tried in the two second classes, occupying as they do similarly sitnated rooms. AN EXPERIMENT IN DISCIPLINE. At the suggestion of Hon. A. J. Moulder, superintendent of schools, San Francisco, Miss Hannah Cook, principal of the Pacific Heights School of that city, gives the follow¬ ing account of the operation and effects of an experiment in school discipline known as the deportment class. Her statement is embodied in the superintendent’s report for the year ending June 30, 1885. The original germ of the class came into notice under the board of 1882, when I as¬ sumed control of the so-called Jackson Street School. The chairman of the classification committee, upon my report, gave me an extra teacher for 26 pupils, when the whole school numbered but 145. These 26 were of such a type that the necessity of their seg¬ regation was admitted, and this was considered by the board the best aid they could render. In September, 1884, on moving into the new building, the attraction of a new house drew largely on the floating pupils of neighboring districts, and a large class gathered in our building, representing some of the most dangerous characters I ever dealt with, including representatives all the way from the accredited street gangs to the milder type of Young America at the head of the family. At this time, by accident, I was brought before the joint committees of classification and rules, when I made a statement of af¬ fairs in my building, and especially of this disturbing element. You will recollect you very readily entered into the idea, and, after a brief review of similar cases in our public schools, made the motion, which was at once seconded, that a deportment class be formed. A teacher was appointed to take charge of it, and from that time till the pres¬ ent the class has shared my constant attention, I feeling convinced it would ultimately solve the great problem of our schools. And let me say right here, an innovation so marked would naturally raise opposition, especially from those who had contributed largely to it; but in very many cases the more intelligent parents, on seeing the practical benefits to their own children, have voluntarily given me their unqualified support. The entire enrollment has been 86. They have been divided as lollows: 38, tiring of us and being at liberty to leave, took their departure and probably now report in other schools; 34 have so far changed their minds (which means conduct) that they have again GENERAL CONDITION OF CITY SCHOOLS. CVII joined tlieir former classes; the remainder still are trying with differing success to be good children — a small fraction of these will probably never succeed, though hope is always held out to them. I consider the class no longer an experiment; under certain conditions certain results can certainly be predicated. It seems at once to solve the problem of the rod. The whole thing is simply this: that the deportment of scholars should be classified as care¬ fully as their scholarship, and for the same reason; and I speak safely when I say that the tailure of either classification will subvert the other. Many of these children, on their first trial, regain their lost seats and never return to the class; more fail and need a second chance; few take three trials, they feeling and we knowing it to be useless. The lessons are the same daily as their classmates are pursuing, so no time is lost; and as they are usually the most “brainy boys,” they frequently distance their old classes, and only lose again through their own bad conduct, which takes the teacher’s time. The best of feeling always exists between these children and their teacher, they have confidence to believe she too is hoping they will reach their classes again, and we fre¬ quently hear and know of marked expressions of gratitude to her for her endeavors in their behalf. This class acts as a constant but quiet check over all the other classes, and so, while reducing punishment to a minimum, gives the most happy results in scholarship to the entire school. Though our school has the disadvantage of being new and partially formed, as com¬ pared with older institutions, I feel that the united testimony of my teachers and my closest observation for the past year in regard to the benefits to the school cannot be very incorrect. The teachers teach, the children learn, and the deportment pupils try and frequently win. The corporal punishment possible in the ordinary class-room gives a weight to a misdeed greater than to many good ones, and the distraction of many worthy minds on acount of the misdeeds of one. This should not be. Another objection to punishment is that, instead of the misdeed being prevented , it is actually accomplished , and the following punishment gives the whole affair the air of a sort of quits on both sides, after which they (the teacher and pupil) are again ready to enter on another skirmish ; and so the days and deeds follow through all our schools. Discipline which is not self-government does not deserve the name ; and when the culprit finds he has to deal with himself instead of a second person, that his success is a direct measure of his personal exertion, and that no teacher can cancel his bad conduct by punishment, then, and then only, will he try to help himself; and all this necessi¬ tates a separate room and irregularity of time. A teacher might as well try to make a child grow physically by taking his meals for him as to make him grow mentally or morally by depriving him of those conditions on which mental or moral fibers thrive ; ’tis a personal matter, and admits no second party. The importance of our city systems of public schools, and the constant inquiry re¬ specting them on the part of school officers and teachers all over the world, led to the publication by this Office of a special circular of information, entitled “City school systems in the United States.” (See note, p. cm.) It was prepared by Dr. J. D. Phil- brick, whose opinions were eagerly sought wherever popular education is a subject of national interest. This circular has been in great demand, and it is in the hands of a large number of those in our own and other countries practically interested in the subject of which it treats ; but as the information that it contains is brought up to date, I deem it advisable to present here the following extracts having reference to topics of current interest : SUPERVISION. 1 In nearly all cases the school board is aided in the care and management of schools by a superintendent. This officer generally depends on the board for his election and acts subject to its control. He is selected as an educational expert, having usually received a liberal education, having had successful experience in teaching, and having acquired, by observation and study, information more or less extended as to approved methods of instruction and school economy in its various departments. He is required to devote himself wholly to the interests of the schools under his charge. His tenure of office is precarious, being subject to an annual or at best a biennial election. Perhaps in a very 1In connection with thi9 subject, see also table (p. cxvi) showing term of service, mode of ap¬ pointment, compensation, etc., of the superintendents of a large number of cities. CVIII REPORT OF THE COMMISSIONER OF EDUCATION. few exceptional cases the period of tenure is a little more extended. The salary in gen¬ eral does not differ materially from that of the principal of the high school, though prob¬ ably in the majority of cases it is somewhat higher. In a few cities no superintendent is employed, the entire supervisory and directing service being performed by the mem¬ bers of the board. Such cities are justly regarded as being behind the times. Until recently the great city of Philadelphia belonged to this exceptional category. There are still belonging to it three cities of considerable importance in Essex County, Massachu¬ setts, ranging in population from 13,000 to 27,000. In a vast majority of the cities a single superintendent is employed. In all the cities of the first class, however, with pos¬ sibly one exception, one or more assistant superintendents are employed. The number of assistants in New York has risen to seven. In cities of the second class, also, assist¬ ant superintendents are beginning to be employed. The duties of the superintendent are prescribed by the board, and are usually set forth in considerable detail in the rules and regulations. He is commonly regarded as the chief executive officer of the board, although this idea of the functions of his office is seldom, if ever, declared in prescribing its duties. The essential duties of the office are every¬ where substantially the same, although in matters of detail there is considerable diver¬ sity among the city systems. The first permanent city superintendency was established in Providence in 1840. The duties prescribed for this officer I have not the means of knowing. One of the first cities to follow this example, although at a distance of more than a decade, was Boston, and at the head of the list of duties prescribed for the new officer was this: “He shall devote himself to the study of our school system and of the condition of the schools, and shall keep himself acquainted with the progress of instruction and dis¬ cipline in other places, in order to suggest appropriate means for the advancement of the public schools of this city.” Thus clearly and definitely was enunciated at the outset the highest and most charac¬ teristic function of the city superintendent as a professional expert in matters pertaining to public instruction. The supreme importance of this requirement has very generally been recognized by school boards in prescribing the duties of this official. The duties of superintendents vary considerably according to the size of the system in charge; but personal supervision of the instruction and discipline and of the internal economy and management of the schools are the common requirements of superintend¬ ents in cities of all classes. In the smallest cities, the superintendent, being the only agent of the board, is necessarily a man of all work. He not only acts as adviser of the board and of its individual members, and supervises, inspects, and examines the schools, but he has to provide, under the direction of the board, for all the material wants of the school. He superintends the repairs on the school-houses and assists in devising plans for new ones; he attends to the providing of fuel; he procures and distributes the sup¬ plies, not only of materials and apparatus for instruction, but also brooms, mats, dippers, and such like; audits the bills; prepares the pay rolls of teachers; acts as the secretary of the school board, and makes an annual report exhibiting the progress and condition of the schools. The usefulness of an energetic officer in such a situation, with the ver¬ satility of talent requisite for such varied duties, can scarcely be overestimated. In cities of a larger size, the specialization of the executive work is begun by the employ¬ ment of additional agents for such branches of service as do not require the qualifications of an educational expert. This specialization goes on with the increase in the size of cities, the functions of the superintendent being correspondingly restricted until, in the very largest cities, as in New York, for example, his duties are mostly limited to whatper- tains to instruction, discipline, and school management. And even here — that is, in the large cities — wc find again further specialization, not only in the employment of assist¬ ant superintendents, as above noticed, but also in the employment of special experts, as superintendents and directors of certain branches of instruction, such as modern lan¬ guages, penmanship, drawing, gymnastics, singing, vocal culture, etc., these specialists being of course subordinate to the superintendent. The one specific and comprehensive duty expected of every superintendent is to see, so far as practicable, that all the rules and regulations of the board are faithfully ob¬ served, not only by the pupils, but by all teachers and employes within the sphere of his authority. A further analysis of the subject shows that city systems differ, not only in the range of the duties assigned to the superintendent, but in the very considerable diversity which exists in respect to the degree of power and authority with which this officer is invested; and this difference in respect to the limits of power is found to exist even where the sphere of duties is substantially the same. For instance, the superintendents of Boston and St. Louis are alike chiefly occupied with matters pertaining to instruction and school GENERAL CONDITION OF CITY SCHOOLS. CIX management, but the superintendent of the latter city practically exercises much larger powers than the superintendent of the former. He performs the duties and exercises the powers to a large extent which are assigned in the former, and indeed in most cities, to subcommittees on individual schools or districts. In connection with the committee on teachers he nominates candidates to fill vacancies in the corps of teachers and trans¬ fers both teachers and pupils from one school to another, and this means that practically the chief responsibility of this important part of the administration is in his hands. ******* There is no longer occasion to seek arguments to prove the expediency of employing expert supervision of city systems of schools. The day for that service to the cause of education is in the past. That the superintendency has been the most effective instru¬ mentality in bringing about the existing advanced condition of things in our city systems is beyond a doubt. Men of exceptional ability and devotion have been employed irom time to time, in some cases for a series of years, in the more conspicuous situations in different sections of the country. These men, by their practical wisdom, their indefat¬ igable labors, and their unselfish devotion to the best interests of the schools under their charge, have afforded noble models for imitation, whose widespread influence has largely inspired and shaped city supervision throughout the country. In a large number of less prominent positions, and even in humble places, superintendents possessing in no small measure desirable qualifications have been secured and retained for a longer or shorter period. But we are a long way yet from perfection in the matter of supervision. Too many school boards, through incompetence or indifference to the public interest, have employed superintendents of inferior qualifications. Incompetent teachers and ineffi¬ cient schools are the inevitable result. Like produces like: as is the school board, so is the superintendent; as is the superintendent, so are the schools. It is hardly too much to say that the chief use of school boards is to get and retain and sustain good superin¬ tendents. Forty years ago there were no city superintendents, or next to none. In¬ struction in city schools then was scarcely better than instruction in country schools. The immense superiority of city instruction over country instruction at the present time is due mostly to the introduction of supervision. But the capabilities of this instru¬ mentality have thus far been but partially utilized. Public sentiment should hold school boards to the strictest accountability in the choice and treatment of superin¬ tendents. FREE TEXT-BOOKS AND STATIONERY. Gratuity of text-books and stationery is the natural and inevitable sequel to gratuity of tuition. Indeed, a system of instruction cannot be properly reckoned as free which does not supply free books as well as free tuition and free accommodations. Something may be said to the purpose against every possible arrangement. The opponents of this provision tell us that it is communism. The only proper answer to this charge is that gratuitous instruction is in exactly the same sense communism. They say that it is detrimental to the development in the pupils of the spirit of self-reliance. To this as¬ sertion the reply is that the same objection has been urged against free tuition, but ex¬ perience has shown it to be without foundation. Moreover, it is said, the pupils will not take proper care of the books which they do notown. Experience refutes this assertion, too. In fine, it is claimed that it is a good thing for pupils to own their books and keep them after leaving school as mementos and for the purpose of reference. This is no doubt a just claim, but it is of little importance compared with the great advantages of free books. The two chief arguments in favor of free books are (1) the economic consideration: the saving of expense and the great saving of the time of the teachers and pupils; (2) the morai consideration: an invidious distinction between the children of the well-to-do and the indigent, as far as school provision is concerned, is obliterated. The policy of furnishing free books was long ago adopted by New York. Its success here has led to its adoption in a number of other cities, and it appears to have been generally approved wherever it has been applied. In Philadelphia the average yearly cost for each pupil has been less than one dollar. At the recent session of the Legislature of Massachusetts, 1884, an act was passed requiring all the towns and cities in the State to furnish all the pupils in the public schools with free books and stationery. There is, however, one danger to be guarded against to which the free-book system is liable, namely, that school committees may be tempted to permit the principals of schools to select text¬ books from an approved list, as is the case in New York City, instead of requiring an absolute uniformity in all the schools of the same city or town. The Massachusetts act referred to is defective in not embodying this safeguard. There can be no doubt that ultimately gratuity of school books will be coextensive with gratuity of tuition, as they cx REPORT OF THE COMMISSIONER OF EDUCATION. rest on one and the same foundation, and a conclusive argument in favor of one is equally conclusive in favor of the other. ‘ ‘ Remove all possible distinction between the children of the rich and the children of the poor man. Let the children go into the school-house that is free for all of them. And the teachers — they, too, are free, certainly. But why withhold the books? So the legis¬ lature said there shall be free text-books for all the children of this Commonwealth. Those are good things and they are in the laws.” — (Extract from a speech by His Ex¬ cellency George D. Robinson, governor of Massachusetts.) GYMNASTICS. Within the last twenty or twenty-five years the physical exercises commonly called free gymnastics have been introduced into a great number of city schools. By free gymnastics is meant such exercise of the muscles of the limbs and trunk as is practica¬ ble without the aid of any apparatus whatever. These exercises are taken by pupils either in their seats or in a standing posture; and marching, which may be regarded as an exercise in free gymnastics, is much practiced. To a certain extent simple appa¬ ratus, such as wands and dumb-bells, mostly of wood, are used. In some cities use has been made more or less extensively of a system of vocal gymnastics. This system com¬ prises the special exercise, development, and training of the muscles employed in res¬ piration and the production of vocal sounds. It aims particularly to promote expansion of the chest and the habit of fully inflating the lungs in breathing. All these physical exercises are good in theory, and good in practice too, if given with skill and discretion by the teachers. It is desirable that some form of free gymnastics — that is, the most appropriate muscnlar exercises without apparatus, which are sometimes called calis¬ thenics — should be introduced into schools of all grades. Great care should be taken, however, that the exercises should be of the right kind and taken in the right way. They should be supervised and directed by competent experts. But physical exercises of this description are not sufficient; no city system of schools can be considered as up to the standard of the day that has not gymnasiums and teach¬ ers of gymnastics sufficient for the pupils of all grades. It is to "be regretted that no one of our American cities can be named where such provision exists. A few high schools, as elsewhere stated, are provided with commodious and well equipped gymna¬ siums, but high school gymnasiums of this class, or indeed of any description, are few and far between, while gymnasiums for grammar and primary schools are, it is believed, wholly wanting. This is a grave defect in our city systems of education. It precedes logically the hand training about which so much is said at present. If the history of education has made anything certain, it has made it certain that the gymnasium is an essential appendage of the school-house. It is well known that Germany took the lead in making gymnastics one of the branches of public instruction. Physical training was introduced into the public schools of Germany in the early part of the present century as one of the essential means of the regeneration of the nation. After Sadowa the statesmen of Austria followed the example. TENUBE OF OFFICE OF TEACHEES. In our country we have * * * undertaken to develop and build up an efficient system of instruction while acting on the assumption that the teacher cannot be recog¬ nized as having a claim to any ownership in a position of service. In our system, therefore, there has been provided as yet no solid foundation upon which to build up a desirable status for the teacher ; consequently little has been done to environ the teacher’s office with the subsidiary guarantees requisite to constitute a career of teaching service. This condition of absolute insecurity and dependence in re¬ spect to position is necessarily compensated, in some degree, by the rate of salary. In fact, our system, instead of taking permanency of tenure as the point of departure from which to develop a competent teaching corps, in accordance .with the opinion and prac¬ tice prevailing in all other enlightened countries, has relied primarily and mainly upon compensation in money as the mainspring in the scheme for securing the desired teach¬ ing service. I cannot help thinking that this uncertainty of tenure, this absolute dependence of teachers, both in respect to livelihood and reputation, upon the will of local committees, is the most serious defect in our school system. Reform in this particular is most ur¬ gently demanded ; not that, as a matter of fact, teachers are displaced by wholesale when the annual election comes round, but because they are all liable to displacement GENERAL CONDITION OF CITY SCHOOLS. CXI by this process. The actual summary dismissals -without just cause are not numerous, but even in the best managed city systems they occur with sufficient frequency to in¬ spire too many of the teachers who are spared with a sense of humiliation and inse¬ curity. But the effect produced on the minds of the mass of teachers by unjustifiable remov¬ als through the machinery of the annual election — our barbarous school guillotine — is, perhaps, less pernicious and regrettable than the effect resulting from what is some¬ times called the “blackballing” process. A teacher is said to be “blackballed” when he has failed to receive a full vote at the election. It is no uncommon thing for the best of masters to be elected by a small vote, for which no possible reason could be assigned except that they had some individual opinions with regard to educational mat¬ ters. What could be more disheartening to a corps of teachers than such unjust treat¬ ment? Capable men hasten to quit a situation which exposes them to such humiliation. To render the permanent tenure effectual, it must be accompanied by a permanent, that is, an irreducible, salary, as control of salary is virtually control of tenure. We know what the objector to this plan will say : Your permanent tenure, with its irreducible salary, constitutes without doubt a desirable status for the teacher, provid¬ ing the rate of salary is not too low. Whatever other tribulation may await the teacher, he has no longer any risks to run ; he has no longer to submit to an annual humilia¬ tion in the shape of an annual election ; his reputation and his living are no longer at the mercy of incompetent or prejudiced school officers ; his status is invested with dig¬ nity and independence ; he can hold up his head like a man and look the whole world in the face. But in all this what have you done but shift the risk from the employe to employer, from the teacher to the public? You have insured the teacher against risk, but what guarantee has the public that the teacher will do his duty when he has no longer the fear of losing his situation to act as a spur to effort? Are not the annual election and the power of summary dismissal necessary means of stimulating teachers to vigorous and sustained effort and of removing those who are delinquent and incompe¬ tent? and, besides, is not this permanency of tenure contrary to the spirit of our free institutions and too un-American to find favor with us 0 To these questions, which embody the substance of all that can be said in favor of annual election and the power of summary dismissal, it may be said in reply : First, that the precarious tenure has not been found necessary for the end in view in any other enlightened country on the globe : and, second, in our own country the annual election is unknown outside of the public school system, so that this odious annual election has no place in the civilized world except in the public schools of the United States. But it is not denied that the public should be guaranteed against risk as well as the teacher. In the adjustment of compensation and service the relation of risks must always be taken into account. In this case the guarantee of the public against risk is perfectly feasible, as experience has satisfactorily proved. This guarantee consists of six distinct provisions : (1) A thorough professional training of teachers in normal schools suited to their • destined functions. This is necessary as the primary guarantee against the appointment of teachers without the requisite qualifications. And it is evident that the State could afford a more liberal expenditure for the education of a teacher who is to serve the public thirty or forty years than for the teacher who is to serve only three or four years. Only a small fraction of the teachers now engaged in the service are graduates of normal schools, there being no one State that has not recoiled before the task of securing to the whole body of teachers a professional education; and this is because of the very great number of teachers which teaching as a temporary employment necessitates. (2) Another guarantee should be provided by a system of examining and certificating teachers by experts wholly under the control of the central authorities; besides, the local certificate, the only one, with few exceptions, now issued, does little for the establish¬ ment of the standing and reputation of the holder. But a certificate granted by the central authority, and valid throughout the State, would create a professional rank and standing which would elevate the status of the holders. (3) As a third condition requisite to the permanent tenure, probationary service must be provided for. The candidate must not only have his certificate, but he must prove his capacity by actual service in teaching before he can claim a definitive appointment. The period of probation should not be less than two years and it might well be three or four. The judgment on the result should be rendered by one or more approved experts. If a further guarantee against failure is deemed expedient, it may be obtained by an examination at the end of probation, bearing especially on the practical work of the school room. (4) As to the choice to be made among candidates thus prepared, the most judicious method appears to be for the superior school authority to nominate three or four candi- CXII REPORT OF THE COMMISSIONER OF EDUCATION. dates, having regard both to seniority and merit, and that the selection from this list should be left to the local committee. (5) Provision for a suitable hierarchical situation for the teacher. Such a situation would comprise a competent supervision and the other means requisite for stimulating the teacher to the best efforts, by recognizing his worth and rewarding his merits; and such a situation would also comprise the necessary machinery for administering just and salutary discipline in cases of delinquency. In France the hierarchical situation is so well contrived that the young man of talent, entering upon his career as primary teacher in the remotest mountain hamlet, may hope to reach, by well earned promotions, the principalship of a metropolitan school, or to become director of a normal school or even inspector. “It is the function of a good administration,” says the eminent Belgian publicist and educator, Emile de Laveleye, “to seek by fixed rules, which science indicates, to ascer¬ tain merit and to class individuals according to their aptitudes; then there would be an end of solicitations, of subserviency, of intrigues, of protections, of favors, of injus¬ tices. ’ ’ And this is the paradise for which the teacher prays. He wants to feel that he owes his position to his merit, and not to favor, and to be sure that his efforts will be appreciated and recompensed. It is, perhaps, in vain to hope that the public school teacher’s pathway may be strewn with roses; hitherto it has been too much hedged up with briers and thorns: but the supreme misery of his lot is to be judged by incompe¬ tents. This would necessarily be mitigated by the better supervision which the perma¬ nent tenure would require. (6) A retiring pension is requisite, not only as a security for old age, but as a means of rendering practicable the retirement of the aged and fatigued public servant without reflecting on his reputation or abandoning him to destitution. These six conditions are logically involved in the full and complete application of the principle of fixity of tenure. Moreover, they are at the same time the means of pro¬ ducing an equilibrium of risks and authorities which experience has proved to be indis¬ pensable to the most efficient, economical, and harmonious working of a school system. In every point of view this reform in our system seems to me fundamental in its im¬ portance; all others are but secondary, subordinate, accessary. It may seem to the timid to be a bold undertaking, but it is not more bold in the present circumstances than the project of State normal schools or the project of a State board of education fifty years ago. Every epoch has its peculiar tasks. This reform I verily believe to be the task of the hour for the friends of educational progress. Public sentiment is now every¬ where drifting in this direction. In the powerful movement which has been begun to reform the civil service I. see plainly the dawning of anew and better day for the public school and the public school teacher. The press is daily teeming with arguments for this cause, for the principles of a good civil service are essentially the same as the principles of a good educational service. Hence the achievement of the civil service reform will prepare the way for this reform. The spoils system and the annual election are twin bar¬ barisms, and with the abolition of the former the latter must go. But permanent tenure is not to be brought into successful operation by a single legis¬ lative act. This radical reform must be reached by a series of steps. Initiatory steps have already been taken in various quarters. It is worthy of mention that, at a late session of the Massachusetts legislature (1874), the chairman of the committee on pub¬ lic service offered to include the teaching service in the provision of the civil service re¬ form bill reported by this committee. This reform must begin practically in the cities and larger towns. Teachers have their duty in connection with this task. Everywhere they should pour in their petitions and memorials upon the legislatures throughout the country, and do their share of the work in creating a public opinion which shall demand this reform. To our metropolitan city belongs the credit of taking the lead, and of setting a good example to cities cf less importance, in respect to the reform in the tenure of office of teachers. In New York the position of the public school teachers is reasonably secure. This security is provided for in the law creating a department of public instruction for the city and county of New York. In the first place, teachers are elected once for all, presumably to serve during efficiency and good behavior. There is no recurrence of election whatever. The barbarism of annual election is utterly unknown in the sys¬ tem. There are three modes of removing teachers: (1) By the board of education, upon recommendation for cause by the city superintendent, or a majority of the trust¬ ees for the ward, or a majority of inspectors for the district; but not without a three- quarters vote. (2) The board of trustees for the ward, by the vote of a majority of the whole number of trustees in office, may remove teachers, other than principals and vice¬ principals, provided the removal is approved in writing by a majority of the inspectors of the district; but the teacher so removed has the right of appeal to the board of edu- GENERAL CONDITION OF CITY SCHOOLS. CX1II cation, and may he reinstated if the hoard so decides. (3) By revocation oflicen.se by the city superintendent, for cause affecting morality or competency, and the written concurrence of two of the inspectors of the district in which the teacher is employed, the teacher having the right of appeal to the State superintendent and the revocation taking effect only after the confirmation of the State superintendent. In short, the principle of fixity of tenure is fully recognized in the New York system. There is no such thing as summary dismissal or arbitrary removal. The teacher once appointed is not subject to removal except for cause touching his morality or competence, upon charge of responsible officers and sustained by competent evidence. And thus the lun- dameDtal -requisite for a good status for the teacher has been provided. On the other hand, in the Boston school system, the oldest in the country and that which has been most commonly ranked with New York as a representative system, the teachers hold their position by a tenure as insecure as it can well be made. In the infancy of the system the famous Master Cheever was inducted into the office of prin¬ cipal of the Latin School with much pomp and ceremony. He had come to stay; and he did stay until ‘ 4 time took him off, 1 ; afier he had got well into the nineties. He had probably never heard of the absurdity of electing schoolmasters annually: but in an evil day some short-sighted reformer introduced this buDgling contrivance of getting rid of incompetent teachers, and, as time has gone on, the condition of teachers in re¬ spect to security of position has grown worse instead of better. There is nowhere, either in statutory provision or in the by-laws and regulations ordained by the school hoard, any recognition of the principle that the teacher has any right to continuance in the service, no matter how unexceptional in conduct or capability. Every principal is liable to be dropped from the service at the end of the year unless he obtains the votes of a majority of the whole number of members of the board, this majority being the legal quorum. Hence, the loss of a single vote would cost the master his place, if there happened to be only a quorum present at the time of voting. The case of the subordinate teaehers is still worse, unless nominated to the hoard by the majority of their district, committees, their re-election is not even considered by the board. In fact, no teacher is accorded the right of being notified of any intention to drop him from the service, and, when dropped, has no redress, not even the poor satisfaction of being informed for what cause he has been deprived of his means of livelihood. This preeariousness of tenure has been aggravated and rendered less endurable by the system of supervision inaugurated by the supervisors, described in another part of this report. Reform of this feature of the system, which has been so discouraging and demoralizing to the teachers, has of late been considerably agitated, and it is to be hoped that the time is not distant when not only in the Boston system, but throughout our city systems gen¬ erally, teachers will be made secure in their situations during efficiency and good be¬ havior. The citizens of Brooklyn, Jersey City, and Newark are reported as having taken the advanced position, by the side of New York, in reforming the tenure of office of teach¬ ers. The superintendent of Jersey City, Mr. George H. Barton, writes as follows: 4 4 Teachers once appointed in this city hold office during the will of the hoard or during good behavior. One or two principals have held their positions for thirty years. Teach¬ ers can only he removed for cause after a fair trial.5’ Superintendent William N. Barringer, of Newark, says: 1 ; Our teaehers are all appointed during good behavior and cannot he dismissed except for good cause. We settle them for life. ’ ’ ADHTSTISTEATION. The schools of cities are controlled and managed by local boards, variously designated in different sections of the country as school committees, school visitors, school directors, school trustees, school commissioners, and school boards. These beards differ not only in name, hut they differ very considerably in respect to number, mode of election, tenure of office, powers, and duties, but for the most part they directly represent the opinions and will of the people themselves in reference to the maintenance and condition of their schools. The American school system is largely founded on the idea of local competency in the management of educational affairs; hence the most important factor in the success of city systems is found in the character of the school boards; and there is no one prob¬ lem connected with the economy of these systems so important and so difficult of solution as that of securing competent school boards. In Prussia they say, 1 ‘As is the teacher, so is the school;” in Holland they say, “As your inspection is, so is your school; ” with us it would be more fundamentally true to say, ‘ ‘As is your school board, so are your VIII E CXIV REPORT OF THE COMMISSIONER OF EDUCATION. schools.” Nobody denies that the men chosen to serve on a city school board ought to be the foremost citizens in respect to intelligence, integrity of character, public spirit, sound judgment, and social standing. In practice it has been found extremely difficult to reach this standard. The school boards are probably few and far between among whose members there are not some persons unqualified for a trust of such importance. This office is not unfrequently used by young politicians and old politicians of the infe¬ rior order as a stepping-stone to coveted political places. In too many instances it is sought for by patientless doctors and clientless lawyers as a means of professional adver¬ tising. It is too often traded off by politicians, for assistance in running the political machine, to incompetent persons, who are gratified by the local notoriety which it af¬ fords. And yet, on the whole, great credit must be accorded to our city school boards: the great and undisputed success of the city systems, generally speaking, is the measure of their merit. The worthy and the competent have far outnumbered the unworthy and incompetent. The roll of every school board bears the names of members who deserve the lasting gratitude of their fellow-citizens for their faithful, self-sacrificing, judicious, and persevering labors in behalf of the public school interest. ******* All boards, with perhaps the exception mentioned below, are probably alike in one particular, namely, in being limited by law, or by the action of some other city author¬ ity, as to the amount of money they may expend for school purposes. The school boards of Massachusetts, though invested with less power in some respects than those in some other sections, possess one power which is peculiar and highly important : they have the right to determine absolutely the number, the grade, and rates of salaries of teachers, without regard to the amount appropriated for this purpose by municipal authorities. On the other hand, the municipal authorities have the power to stop school expenses and close the schools at the end of six months in each year if they think the scale of ex¬ penditure is too high for the approval of the popular will. This balance of power, which has long been a feature of the school system, has worked most satisfactorily, giving to the board sufficiency of independence in the matter of expenditures and to the adminis¬ trators of the public revenue the power to check any extravagance on the part of school boards. This wise, far-reaching, and fruitful provision is doubtless one of the very best features of the system. The result has been a liberal support of the schools, while the tendency to extravagance on the part of school boards and the tendency to parsimony on the part of city councils have been kept under wholesome restraint. As a matter of fact, the schools have in no case been actually suspended from lack of funds. Another important power which is believed to be peculiar to the school boards of this State is that of providing school accommodations temporarily without regard to mu¬ nicipal appropriations therefor. The result of this power is that, as a rule, no children are deprived of schooling from lack of school accommodations. School boards may be divided into three classes respecting their power in purchasing sites and building school-houses, namely: (1) the class exercising all the power in pur¬ chasing sites and building school-houses, (2; the class which divides this power with the city council, (3) the class which has no authority whatever in providing school ac¬ commodations. St. Louis affords an example of the first class ; Chicago and Boston, of the second class ; Philadelphia and Hartford, of the third. In Chicago the sites are purchased by the city council ; the rest is done by the school board. In Boston, until 1875, the school board had no authority in determining the location or character of the school- houses ; since that date they have had the veto power, both in respect to location and plans, and this division of power has thus far proved very satisfactory. Had this veto power been given twenty years earlier, the four-story school-houses in that city would have been fewer. The history of city systems of schools makes it evident that in the matter of admin¬ istration the tendency is towards a greater centralization and permanency of authority, and that this tendency is in the direction of progress and improvement. No doubt ex¬ cessive decentralization of administration has been one of the chief obstacles to improve¬ ment in every department of our free school system. THE TEACHING OF VOCAL MUSIC IN PUBLIC SCHOOLS. At the request of the Music Teachers’ National Association this Office, in the spring of 1885, made an investigation as to the amount and kind of vocal-music teaching in the cities and principal towns of the United States. The results, so far as attained, formed part of an address delivered at the annual meeting of that association during GENERAL CONDITION OE CITY SCHOOLS. CXV tho summer. I design further to co-operate with the purposes of the Association by completing at least this part of the inquiry, and by publishing the statistics with sev¬ eral useful articles relating to the teaching of singing in our public schools as a circular of information. CITY SUPERINTENDENTS. The following table, compiled from recent returns to this Office, exhibits the details regarding the mode of appointment, term of service, etc., of the superintendents of a large number of cities. c: i 2 4 5 6 8 9 10 11 12 13 14 15 1G 17 18 19 20 21 22 23 24 25 26 27 28 29 SO 31 32 33 34 35 REPORT OF THE COMMISSIONER OF EDUCATION, VI Service, compensation , &c., Note.— x indicates an City. Name. • Su] How appointed. Length of term in years. itendent. a s o a _o I p. * i i I ! | § fl _o o o ■y u ci 's Pi o Pi >, M T3 in <3 O XJ o o o 33 >» M i ► 0 0 o “ 03 oj u cS o .Q >> |m 1 2 3 4 5 6 7 8 Los Angeles, Cal . 1 X 1 1 July 1,1886 $2,000 Oakland, Cal . x 2 Apr. 6,1888 2,400 : X 2 Jan. —,1888 2,700 i X 4 Jan. 5, 18S7 4,000 j X (c) 1,500 1 Stockton, CaL . X 2 Jan. 1, 1S88 1.500 Bridgeport, Conn^ . X 1 July 1, 1886 2,500 i Hartford, Conn . 1 W. Waldo Hyde . x cZ 1 Oct. — ,1SSG 1,000 : Middletown, Conn . 1 William E. Hurlbut _ x' 1 Sept. — , 18S7 1 2,000 i New Britain, Conn.... 1 J. N. Bartlett . X 1 I Oct. 1, 1886 > 500 New Haven, Conn . 1 S. T. Dutton . X 2 Sept. 1, 1SS6 j 3,000 i Norwalk, Conn . Benjamin J. Starges . X 1 Oct. — ,3886 | 125 j Norwich, Conn . ! Nathan L. Bishop . X 1 July — , 1886 j 2,250 ' Meriden, Conn . 1 .T. H. Chapin . 1 Oct. — , 1886 ! 800 I Wilmington, Del . David W. Harlan . X 3 May 31, 18SS ! 1,600 ! Washington, D. C . | William B. Powell . (e) (e) July 1, 1887 ! 2,700 | Key West, Fla . 1 Horatio Crain . (/) 1 o Dec. 3,1S87 j (y400 I Atlanta, Ga . W. F. Slaton . X 1 July 1,1886! 2,000 ' Columbus, Ga . A. P. Mooty . X i 1 July 1, 18S6 | 1,600 J Macon, Ga . B. M. Zettler . . j X 1 Oct. 1, 1886 j 2,000 { Savannah, Ga . W. H. Raker . X (c) . 2, 800 Alton, Ill . R. A. Haight . X 1 June 25, 1SS6 1 1,500 Belleville, HI . Emil Dapprich . July 31, 1886 1,200 Bloomington, Ill . Sarah E. Raymond. X 1 July — , 18S6 | 1,400 Chicago, Ill . George Howland . X 1 June — , 1886 j 4,200 Decatur, Ill . E. A Gnstman . x i June— ,1886 j 2,000 j Elgin, Ill . W. S. Smith . X l June 15, 1886 1 1,100 : Freeport, Ill . .. . Charles C. Snyder . X i July 1, 1886 | 1,800 j Galesburg, Ill . W. L. Steele . X i June — , 18S6 1,500 Joliet, Ill . D. H. Darling . xh l July — ,18S6 1,600 ! Moline, Ill . W. T. Mack . . . X i July 1, 1S86 1,800 Peoria Til . x i Apr. — , 1886 i 2,500 Quincy, HI . 1 T. W. Macfall . - (i) l July 31,1888 ; j‘1,500 ; Rockford, Ill . . . P. R. Walker . (fc) l June30, 1SSG 1,800 [ Rock Tslau d , HI . S. S. Kemble . . X l July —,1886 j 1 1,750 ; 1 a Secretary. b Four assistants, c Indefinite. d Acting school visitor. t Appointed by District commissioners, and term expires at their pleasure. /Appointed by the governor ns county superintendent STATISTICS OF CITY SUPERINTENDENCE. CKVII of city superintendents. affirmative, or “yes.” g Also traveling expenses. h Confirmed by city council. i Appointed by city council. j Superintendent receives 2 per cent, on all receipts, so that $1. 500 may some years be more or less than actual sum. h Appointed by mayor and confirmed bv eify conned. 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50 51 52 53 51 55 56 57 58 59 60 61 62 63 64 65 66 67 68 69 70 71 72 73 74 REPORT OF THE COMMISSIONER OF EDUCATION. Service , compensation , dec., Note. — x indicates an City. Name. Superintendent. How a o © % H £ 3 a o Pi >» PQ r appoi nS d o .a o o ■o 02 >. M inted. w ► 'o o A ® 02 *35 u 0 3 o >> FQ s a o c a © o t a © ►q a u o > V s 0 & © 2 73 to >» « 1 , ! CB 1 > '0 0 0 <*> m u cS cl 0 .a >> ffl 1 2 3 4 5 6 7 S Malden, Mass . Charles A. Daniels ... x 1 Jan. 1, 1887 $2, ICO Marlborough, Mass . G.T. Fletcher . 1 X 1 Mar. 15, 1887 1.7C0 Milford, Mass . W. T. Leonard . X 1 Aug. 1.1SS0 d,5C0 | North Adams, Mass . Anson D. Miner . X 1 June 25, 1886 1,700 Attleborough, Mass . H. M. Masson . X 1 Apr. — , 18S6 1,500 : Northampton, Mass . X 1 July 1,1886 1,CC0 Pittsfield, Mass . Thomas H. Day . X 1 ! Apr. 1,1836 1,5C0 j Taunton, Mass . J. C. Bartlett . X 1 j Sept. 1,1886 2, COO ! Waltham, Mass . Henry Whittemore .. X 1 Jan. 1, 1887 2,000 Westfield, Mass . Henry Fuller . 6 x 3 Mar. 1, 1887 4G0 Weymouth, Mass . G. C. Fisher . X 1 Mar. 10, 1887 1,800 Woburn, Mass . F. B. Richardson . X 1 June 30, 1886 1,350 Worcester, Mass . A. P. Marble . X 1 Oct. —,1886 3,000 Adrian, Mich ' . George W. Walker 1 X 1 1 June — , 1886 1,6C0 Ann Arbor, Mich . W. S. Perry . X July — , 1886 2, CC0 Detroit, Mich . J. M. B. Sill . X 1 0 July 1,18SS 4,000 East Saginaw, Mich . C. B. Thomas . X 1 Sept. 1,18S6 2,250 Flint, Mich . Wesley Sears . . X 1 July 15, 18SG 1,500 Grand Rapids, Mich . I. N. Mitchell . X 1 July 2,1886 2,250 Jackson, Mich . J. B. Glasgow . X 1 Sept. 1,1887 1,500 Jackson (Dist. No. l),Mich F. M. Kendall . X 1 July 1,1886 1, 8C0 Muskegon, Mich. . C. L. Houseman . X 1 July 1,1885 1, SCO Port Huron, Mich . H. .T. Robeson . X 1 J imc 2o, 18SS 1,500 1 Sno-inaw, Mich. . S. G. Burkhead . X 1 June — , 1SS5 1, SCO Winona, Minn . H.T. Gillette . X 1 July 1,1886 1, 8G0 I Vicksburg, Miss . H. T. Moore . (c) 2 Feb. 1, 1SS8 2C6j! Hannibal, Mo . H. K. Warren . X 1 July 1,1S86 1,500 | TCansas Oitv, Mo . J. M. Greenwood X 1 3,000 1 Saint Joseph, Mo . Edward B. Neely X 1 July 31, 1886 2,000 I Sedalia, Mo . William Richardson X 1 July 1,1886 1,800 | Sa.int l-iouis, Mo . Edwin H. Long . X 3 Mar. — , 1SSS 3, GOO T.ineoln, Nebr . E. T. Hartlev . X 1 June 11,1886 1,800 Omaha, Nebr . H. M. James . . X 3 Aug. — , 18S7 3,000 Ceneord N H . L. J. Rundlett . X 1 Aug. 1,1886 1,200 j Dover, N. H . Channing Folsom . X 1 Feb. — ,18S7 1, COO : Manchester, N. H . William E. Buck . X July — , 1888 1,800 NflsTmft N, TT . . Frederic Kelsey X 1 Jan. — ,1S87 1,000 Bridgeton N. J,„, . . William E. Cox . X 3 Mar. 10, 1SS7 ICO j CQiiidcTi N J.. . . . M. V. Bergen . X 1 Mar. 15, 1887 9C0 | I a Committee. b Chairman of school committee. STATISTICS OF CITY SUPERINTENDENCE. uXXI of city superintendents — Continued. affirmative, or “ yes.” Assistant superintendents. Clerical assistants. Aggregate of salaries. ! Other incidentals. 75 76 78 79 SO 81 82 83 84 85 So 87 83 89 90 91 92 03 94 95 96 97 98 99 100 101 IGfj 103 104 1C5 103 107 105 109 110 111 112 113 Official titles. Number. • | Salaries. How ap¬ pointed. £ a £ Salaries. How ap¬ pointed. Q -o O 00 0, Supervising principal. Supervisor. By superintendent. By board of education. By superintendent. By board of education. 9 IO 11 12 13 15 16 17 IS 1 19 20 21 1 $100 j X $2, 200 2, COO 1,500 $100 CO 150 00 300 OO (a) $300 i . , | 1 . . ... [ .. 1,000 1,550 2,000 2,000 100 00 ' 1 53 1 X . . . 150 00 50 00 .... . 1 . | . 1 . 1 100 - 1 .... 1,800 1,350 4,400 j 1, GOO 2,000 4,750 2,250 1, 5C0 2, 250 1,500 1,800 1,800 1,500 1,800 2, 700 44G1 1.500 3,000 2,000 1.500 12,820 1,800 3,000 1,200 1,GG0 1,800 1 1,000 100 1 1 400 00 I . : . : ! 1 i 1 !{i M CO 88 }* 1 X .300 00 I i i 1 1 . ! . ! . . I ! . 1 ! . 1 • 1 i j 750 X i 1 i 1 1 I i j | ! .. 1 i . ! . | . 1 . 1 ! :::: 1 1 1 i ! . i . I . ! . 25 CO ! . i . 1 1 1 i i . 1 1 . i : : | 1 . X | . i 000 i . I i | ISO X 1 200 00 I . | 1 1 . . i i 120 00 j X 2 2,750 X * 3 id) X X zi • . j 150 00 1 . 100 00 . 1 . ! 50 00 ::::: . ..j 1 . ... c Appointed by the State board of education, d $1,830, $1,200, and $720, respectively and confirmed by lU.- senate. CXXII REPORT OF THE COMMISSIONER OF EDUCATION. Service, compensation , <£> t appo rd O ,£5 'o O A o m inted. .to 'o o o “ to «*- o 0.44 tJ % XI PQ i o .2 i QJ o B tp o a u O d o 1 a w u £ d m 2 3 4 5 G 7 8 1 Aug. 31, 1886 $2, 500 X 2 Sept. 1,1886 1,850 It. S. Page . X 1 July — , 1S86 1,800 J. M. Greenslade . X 1 May — , 188S 1,500 J. C. IJartzler . 3 June 20, 1887 1,800 Alston Ellis . ! (a) Aug. 31, 1886 2, 500 W. J. White . x 2 May — , 18S6 2, 000 Henry N. Mertz . X (a) Aug. 31, 1SS6 1,750 J. W. Knott . 1 Aug. 31,1886 1,800 JohnW. Dowd . X (a) June — , 18S7 3,000 Thomas H. Crawford X 1 June 30, 1886 2,000 John Morrow . June—, 1887 2,200 L. B. Landis . . x 3 June — , 1887 1,200 D. S. Keith . X O June 1,18S7 1,200 George F. Stone . 3 June — , 1S87 2,000 Charles F. Foster .. . x 3 June 1, 18S7 1,200 Wm. W. Cottingham X 3 June — , 1887 1,600 Henrv S. .Tones . 3 June 1,1887 2, 200 L. O. Foote . 3 June 1,1887 1,500 T. B. Johnston . ... X 3 June 1,1887 1,500 •T. F. Nitraner . X 3 June — , 1S87 500 [ Henry It. Roth . 3 June — . 1837 1,350 Charles W. Deane X 3 June 6, 1S87 1,200 William N. Aiken . X 3 June—, 1887 1,000 Joseph K. Gotwals . X 3 June 1, 18S7 1,400 James MacAlister . 1 Dec. 31, 1886 5,000 George J. Luckey . X 3 June — ,1887 3,500 Thomas M. Balliet . X 3 June 1,1SS7 2,000 L. A. Freeman . X 3 June — , 1887 1,500 R. M. Streeter . X 3 June — , 1887 1,800 S. Fransen.n . X 3 June — , 18S7 1, 400 George F Littlefield x 1 Jan. 1 , 18S7 3,000 Alvin F. Pease . X 1 Dec. 31,1886 2,000 H. S. Tarbell . X 1 Sept. — , 1886 3,500 Charles J. White . X 1 June 15, 1886 500 D. B. Johnson . X 2 June — , 1886 1,500 H. D. Wyatt . 1 July 31, 1886 1,800 Albert Ruth . X 1 June 9, 1886 1 1,500 1 City Dayton, Ohio . Hamilton, Ohio . Ironton, Ohio . . Lima, Ohio . . . Newark, Ohio . Sandusky, Ohio . Springfield, Ohio . Steubenville, Ohio . Tiffin, Ohio . Toledo, Ohio . i . Portland, Oreg . Allegheny, Pa . Allentown, Pa . Altoona, Pa . Bradford, Pa . Chester, Pa . . Easton, Pa . . Erie, Pa . Harrisburg, Pa . Johnstown, Pa . Lebanon, Pa . .. Meadville, Pa . McKeesport, Pa . Newcastle, Pa . Norristown, Pa . Philadelphia, Pa . Pittsburg, Pa . Beading, Pa . . Shenandoah, Pa . ritusville, Pa . Williamsport, Pa . Newport, R. I . Pawtucket, It. I . Providence, It. I . Woonsocket, It. I . Columbia, S. C . Chattanooga, Tenn . Knoxville, Tenn . One year or two years. b Four appointed. STATISTICS OF CITY SUPERINTENDENCE, CXXV of city superintendents — Continued. affirmative, or “yes.” Assistant superintendents. Clerical assistants. Official titles. How a p - pointed. i IIow ap¬ pointed. lUl g 5 j 1 1 1 2. 1 it j 1 i *4 | 1 1 o 1 2 ■§ If 1 r c 8 1 ■z o . | i n c. 1 o z II £ 1 3G l £ | £ j* £ X >. £ 3 1 1 >» >> ! < 1 O 9 10 11 12 13 14 15 1G | 17 IS 19 20 i 21 j . 82, SCO 1,850 1.500 1.500 1,800 2.500 2,000 1,750 1,800 i 3,420 1 . 151 830 00 152 1 . i . . . . . . . 153 154 I r::zzz 255 156 . 157 :::::::z;l . j 158 zziziz . 1 ! . | ::::::::::::: j 159 . . . j ::::z: 1 1 . *“ X 160 ! . "j . 1 1 . 1 i 2,000 ! 2, £00 1,200 1 1,200 2,000 1,200 1, 600 ! 3,160 1,860 1 1,500 500 ; i6i i j . 150 0C ' ; 162 i j , . | hi . : 163 i j . Hill ! : 164 ZZZZZZ . j zzz LZZ 1 . ! 25 00 ! 165 1 j 166 IZ . i nz ::::::::: 1 . 30 00 167 1 izz..: . Izzzd 1G8 ! . 360 169 | ZZII zzz 170 fZZ i . 171 . ' X 2 600 i 175 . X j 2,723 1,200 1,000 1 1,400 14,400 : 170 00 17-3 1 174 . 1 . 66 if c2,500 1 dl, 800 r:'" i x L....... i 800 X 1 . 5,6(X) 00 175 , 176 1 . • 177 . j . ZZZ i 900 X ! 2,900 1 1,500 j 1,«» ; i,4oo ! 3,500 2,100 3,900 500 178 . 1 . I:::...:. . 1 . i 179 . 1 . j . 1 IS) ZIjZZZ czz 75 00 ! 1S1 i . i 500 X i 1S2 . . i . 1 . i . i 100 X 1 i 183 i 1 400 X 100 00 ] 134 zzz . . 1S5 IIZZZZ !... i . i . . j . liz: lizzi: ' 1,500 120 00 ' 1S6 . 1 . liz:::: j . LZZ | 1,800 ! 1,600 60 00 1S7 i:::z | 188 c For males. d For females. CXXYI REPORT OF THE COMMISSIONER OF EDUCATION. Service, compensation , o 3 cc By superintendent. By board of education. By superintendent. By board of education. 9 10 11 12 13 14 15 16 17 18 19 20 21 i . 1 a$75 189 1 900 190 $800 191 1,140 $75 00 192 L, 1 300 X 1,020 193 380 194 1 | 2,000 25 00 195 1 600 2,200 500 00 190 1 ' 425 25 00 197' . ! 1 240 x 2,240 198 | . i 1 800 X 3, 800 100 00 199 1 | 600 300 00 200 . ! j ' 1,200 50 00 201 j 1 . 1 1,500 200 00 202 1 ,1 1 1 c Appointed by the State board and confirmed d Appointed by the city council, by the sedate. NORMAL SCHOOLS. The following is a comparative summary of normal schools, instructors, and pupils reported to the Bureau for the years 1875 to 1885, inclusive (1883 omitted): 1875. 1878. 1877. 1878. 1879. 1880. 1831. 1882. 1884. 1 1885. Number of institutions . 137 151 152 156 207 220 225 233 255 263 Number of instructors . 1,031 1,065 1,189 1,227 1,422 1,466 1,573 1,700 1,937 2,076 Number of students . 29,105 1 ! 33,921 j 37,082 39,669 40,029 43,077 48,705 51,132 1 60,063 55, 135 CXXVIII REPORT OF THE COMMISSIONER OF EDUCATION, Table III. — Part 1. — Summary of States and Territories. Alabama . Arkansas . California.... Colorado . Connecticut . Florida . Georgia . Illinois . Indiana . Iowa . Kansas . Kentucky . Louisiana . Maine . Maryland . Massachusetts.. Michigan . Minnesota . Mississippi . Missouri . Nebraska . . New Hampshire. New Jersey . New York . North Carolina. Ohio . Oregon . Pennsylvania.... Rhode Island.... South Carolina. Tennessee . Texas . Vermont . Virginia . West Virginia . Wisconsin . Dakota . District of Columbia Utah . Washington . Total. o Ms t; a 131 15 44 28 IS 11 15 4 25 IS SO 21 38 17 72 12 3 31 164 77 22 13 178 7 1 11 7 20 Number of students. Number of nor¬ mal students. 1,254 150 8G3 215 85 183 1,384 1,207 647 302 560 1,234 624 478 1,122 517 1,012 243 2,269 509 31 280 4, 610 1,881 266 286 6,377 160 106 165 194 412 1,182 918 1,428 135 16 41 17 2,130 440 102 1C6 7 13 35 ( 250 447 138 120 350 447 48 719 (358) 208 2 15 432 558 308 182 210 106 276 73 (517) { « 231 573 — 'to 00 126 51 41 676 747 611 159 240 60 31 40 240 (904) 472 j 2,702 (125) 8 | 746 2 I 214 47 (21) 60 I ' (165) 1,591 10 53 93 (162) 60 447 j (137) 434 (15) 2,966 152 96 113 101 190 425 312 779 68 16 "Tl 12 Number of other students. 145 0 222 0 60 100 172 (202) 67 134 30 112 52 (39) 83 25 235 50 (259) 103 128 170 104 (153) (266) 690 699 110 200 38 59 83 132 0 0 (2,404) j (924) X 8,212 | 15,478 | 2,558 | 2,554 j Graduates in the last year. 2 207 123 141 100 160 45 5 87 109 13 622 18 59 47 92 56 59 110 2 16 13 4 c o ~ -> £ e jz o> c tfl £ e* s to 61 12 I 40 ' 19 10 105 84 54 4 121 4 5S 391 3S9 6 1,793 NORMAL SCHOOLS. CXXIX :faiislics of public normal schools. Volumes in- li¬ braries. *3 71 ^ oS 2.® H sr * || ’.5,0 in T 1“ f, ?! el 'o » 2 o © ^ 23 3 O 3 S © £ Number in which instrumental music is taught. J © •“ o 11 go U o — T. - 9 cr. 5s U 3 .2^ x - Z c; - 30 *3 gc P'S gg 2 s ! g 3 O m 1 ^ a S fct.2 'x — s s 5 = S s £«« i Jo o 1 ~ a >*> to a to a 3 o3 o a b O ^3 1 1 o o M « .O s 3 £ Number in which students re- ceivediplomas or eertilieates on completion of course. Sa 5 e jf 2 £ 65 c §* U-r *3 o - o > U O r* © u C £ © 2 2 33 S-t O 2,300 200 4 1 6 6 5 4 4 6 $66,500 1,000 48 1 0 1 1 1 1 . 1 0 1 25,000 2, S50 500 3 2 3 0 3 3 3 2 3 1 3iOj 000 3,000 300 1 1 1 0 1 1 1 0 1 1 125,000 800 600 0 1 i ! 0 ° 0 0 0 1 20,000 500 50 0 0 1 0 1 1 1 1 0 1 12, 796 1,715 3 3 3 0 3 3 3 3 3 285,000 3,320 4 2 4 1 3 3 1 1 1 3 1 4 100,000 2,282' 282 4 o 1 1 2 3 1 0 2 4 100,000 1,7C0 200 1 1 1 1 1 1 1 | i : 1 75,000 3,500 250 1 1 1 1 1 1 i 2 75,000 1 1 1 4,263 184 5 3 4 - 3 3 1 4 5 j 85,000 3,655 82 2 1 2 1 1 1 1 i 2 2 130,000 6,400 728 8 - 7 ■ ~ 5 r j 5 8 | 208, 114 6,6S0 | 707 ; 1 1 1 1 l ! 1 1 1 2 125,000 3,600 j 300 3 3 3 0 3 3 1 1 3 180,000 700 ! 13S 1 2 ' 1 2 2 1 o i 0 0 1 2 i 54,000 5, 8S3 ; 439 ' 7 3 7 | 6 5 7 3 1 3 4 337,000 2,350 j 295 | 2 ! 1 I 2 ; 2 1 j 2 1 0 1 2 107, 0G0 495 j 6 j 1 . ! 1 1 i i 1 2 1 2 20,000 557 50 2 2 1 2 i i 1 1 2 1 2 1 3 3 j 500,000 5,833 7 9 8 / 4 8 1 3 6 3 9 10 ! 1,651,805 1,323 154 i 5 2 9 i 5 1 6 1 8 6 ! 11,440 930 35 4 i i 4 1 1 1 0 1 3 4 i 60,000 200 45 2 . 1 2 ! 2 1 1 1 1 2S,314 1,389 H s ! U. j 10 8 11 6 2 H 11 1,378,000 1,278 100 l| i 1 | 0 1 1 1 0 0 1 0 . ! 1 0 1 0 25,000 500 1 ! . 1 i j 1 1 j o 1 1 1 1 o 1 3,500 1,000 i 1 0 1 o 1 1 0 0 0 1 20,000 1,800 ' 250 3 2 1 2 1 1 3 ! 17,530 4,761 1,1S7 3 3 2 3 0 1 3 4 575,000 5,750 634 4 3 | 4 2 3 i 1 2 2 6 116,000 5,924 528 6 5 6 1 4 5 4 3 * 6 6 195,000 500 5C0 1 1 1 0 1 1 1 1 1 1 29,600 50 4 1 1 l ! 0 0 o ! 0 o | 1 1 1 1 i 1 o 0 i 1 0 0 1 2,000 1 0 l 1 1 1 1 1 1 1 1 1 131,399 j 12,907 111 67 103 54 76 94 54 23 89 123 7,071,990 IX E cxxx REPORT OF THE COMMISSIONER OF EDUCATION States and Territories. Alabama . . . 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 . ... ••••••••••••••••a*** Virginia . Wisconsin . . . District of Columbia . .' Utah . Total . Table III. — Pabt 2. — Summary of Number of students. Total. Number of nor¬ mal students. Number of other students. Male. \ . Female. Male. ’d a 0 fa J ( 2 !2) (3i )7) ] «697 1 52 I 80 23 1 65 I 311 (6 1) (250) 25 25 1 215 48 1 104 30 33 ( (S 4) 948 | 445 385 y 70 14 6,253 2, 952 2,014 705 582 f (2 4) ) 1,834 1 847 806 ^ 98 59 r (260) (7( 38) 1 1,797 i 453 316 . j o309 42 121 78 22 56 24 4 20 o337 98 52 <1 7) 16 16 284 134 150 a651 262 214 25 25 99 79 20 195 40 42 67 46 .. 15 15 / M 1) 682 1 242 216 \ 87 96 ( (1,378) ) 4,234 1 1,844 811 y 121 80 448 203 231 8 6 1,024 \ (1| !9) i- 224 338 1 175 1 158 J al,651 J (16 si) (69) 1 322 245 227 215 ) 132 53 79 275 10 15 100 150 al52 112 18 281 159 113 8 1 38 25 13 . no* nr)5 f (2,1 10) (1,411) 1 (8,623 6,335. 1,793 | 1,710 J O 'o “02 *3 Graduates in the last year. I rr ej 1 c ^ & o o I .a I'g a * 3 ill & 132 93 62 37 35 10 12 13 6 28 28 12 27 6 40 118 35 43 93 12 7 12 15 10 2 2 4 25 14 12 2 97 46 485 245 86 38 65 48 9 617 6 5 7 4 8 16 9 46 25 26 22 21 17 15 12 18 15 221 72 52 43 67 7 31 18 5 12 12 12 i 8 18 1 11 1,366 | 692 a Classification not reported in all cases. NORMAL SCHOOLS, CXXXI statistics of private normal schools. t Volumes in li¬ braries. Number of schools in -which drawing is taught. Number having collections of models, casts, &c., for free¬ hand drawing. 1 Number of schools in which | vocal music is taught. Number in which instrumental music is taught. Number possessing chemical laboratory. 'ft 03 C3 a ts o 2 '5.S lx 55 .S'S x 3 O ” J G 0 g !! §2 a 3 i a b =3 O r-. £2 |3 ag Jo 3 Number possessing a gymna¬ sium. N umber having model schools. Number in which students re- - ceivediplomas or certificates on completion of course. of GO 2 *3 5 © > o o o $ Increase in the last school year. 850 25 2 2 2 l 1 l 1 2 $130,550 500 25 1 0 1 i 1 l l 0 1 1 1 1 1 1 100 2 3 2 1 2 . 1 3 5, 100 395 8 5 9 7 6 8 . 6 2 3 9 159,000 13,000 1,290 9 3 8 5 8 8 » 1 7 11 72,500 9,300 325 9 5 7 7 8 8 5 1 7 124,500 4,300 320 3 2 4 4 4 ! 4 : 3 1 1 | 4 55,000 1,832 225 2 3 3 2 3 1 3 20,000 1,340 300 2 0 3 2 1 1 0 0 1 4 2 1 1 1 1 1 0 1 0 2 400 100 1 1 2 1 2 2 1 1 30,000 1 1 0 1 I 1 2 2 2 2 3 3 3 1 o 3 417 3 4 4 3 j 3 1 1 3 35,000 5,300 70 1 1 2 1 1 1 1 1 2 2,025 10 3 2 3 3 1 2 2 3 39,275 1 1 1 4,650 1,120 3 4 4 1 1 1 1 6 16,000 11,000 304 8 3 8 9 7 8 6 3 1 9 207,000 1,337 112 5 2 4 2 2 3 3 1 4 5 65,000 1,895 835 5 6 4 4 3 2 4 6 28,000 4,564 | 570 8 1 10 10 3 7 4 8 10 81,000 1,000 ! 40 1 0 1 1 0 1 1 0 0 1 41,000 500 50 0 0 1 1 ° 0 0 0 0 1 1,200 50 3 2 3 2 1 2 1 1 2 3 81,000 2,090 4 3 4 1 1 1 2 4 40,000 1 1 1 1 1 1 0 0 1 1 72,700 6,170 90 31 99 80 61 74 47 13 46 107 1,224,825 6 One institution reports 9 of last year’s graduates as engaged in teaching, but fails to give the total number for the year. CXXXII REPORT OF THE COMMISSIONER OF EDUCATION. Table III. — General summary of statistics of public and private normal schools. ft Number of normal schools supported by— States and Terri¬ tories. State. County. City. All other agencies. Number of schools. Number of instructors. Number of students, a Number of schools. Number of instructors. Number of students, a Number of schools. Number of instructors. Number of students, a Number of schools. Number of instructors. v •squoprijs jo .toqiun^i 6 50 887 4 26 154 1 5 150 1 4 Cl 2 24 759 i . 1 1 66 1 2 25 1 1 11 215 1 1 5 I bl 15 50 3 7 152 2 27 682 1 17 358 1 . 11 49 864 1 15 704 3 j 13 301 13 93 4,966 2 10 428 ' 2 8 18 9 62 1,677 1 11 302 1 5 37 1,029 Kentucky . 61 1 . 1 * 1 1 14 560 4 35 163 Louisiana . 1 4 . 1 . 4 10 78 Maine . 4 22 577 :::::: 1 3 9 c2 32 24 Maryland . 2 1 18 316 i . 1 3 13 150 Massachusetts . c 1 71 1,000 2 ! 9 70 1 6 16 Michigan . 2 21 517 . | . O 28 284 Minnesota . 3 38 804 i * ! . 1 1 Mississippi . 2 17 177 . t . 1 4 28 1 476 Missouri . 5 G4 1,322 i 2 5 i 6 96 3 13 99 Nebraska . 1 10 339 | i 2 1 60 5 27 82 New Hampshire 1 2 ! 22 i . | . i 1 | 9 New Jersey . l\ 25 : 220 ! i . I 1 2 6 60 New York . 8 | 122 ■ 2,555 j I 2 42 j 1,523 J o 6 15 North Carolina.. . 10 1,649 1 40 499 Ohio . 1 1 10 1 112 ! 3 12 | 154 11 3-18 4,033 Oregon . i 2 13 i 128 I i j 1 1 1 Pennsylvania . 10 148 ; 3,243 . i 1 1 30 1 1,479 6 I 35 ! 434 Rhode Island . . 1 160 ' : . :: J 1 South Carolina . ! i . I . 1 1 lj 106 6 43 462 Tennessee . l| 11 166 ' 1 12 93 728 Texas . 1 194 ! I | . I 1 1 1 12 132 Vermont . • 3 20 412 1 i 1 Virginia . d3 60 872! i | 1 12 j 1 1 7 25 West Virginia . 32 821 1 j j Wisconsin . 5 62 1,191 ! • 1 1 | 22 4 | 12 130 Dakota . 1 e2 1 9 135 District of Columbia . 1 1 l! 16 5 15 272 Utah . l| 6 41 , . j . ! 1 1 10 38 Washington . 1 1 3 17 j i . i | j . Total . 103 1,043 21,070 o 29 475 25 | 162 4,549 132 j 842 ! 1 17, 068 a This summary contains the strictly normal students only, as far as reported. For the total num¬ ber of students, see the preceding summaries. 6 A department of an institution endowed by the national grant of land to agricultural colleges, c Receive an allowance from the State. d One of these institutions is partially supported from the proceeds of the national grant of laud to agricultural colleges, the normal school being part of an institution so endowed, e Territprial appropriation. NORMAL SCHOOLS. CXXXIII Appropriations for normal schools. Name of school and location. State Normal School, Florence, Ala* . . . . State Normal and Industrial School, Huntsville, Ala . State Normal School, Jacksonville, Ala . Livingston Female Academy and Alabama Normal College, Livingston, Ala. Lincoln Normal University, Marion, Ala..... . . Tuskegee Normal School, Tuskegee, Ala . Branch Normal College of Arkansas Industrial University, Pine Bluff, Ark.. Branch State Normal School, Los Angeles, Cal . Normal department of Girls’ High School, San Francisco, Cal . - . California State Normal School, San Jose, Cal . . . . Normal department of University of Colorado, Boulder, Colo . - . Connecticut Normal and Training School, New Britain, Conn . . East Florida Seminary, Gainesville, Fla . . Normal department of Atlanta University, Atlanta, Ga . Normal department of North Georgia Agricultural College, Dahlonega, Ga.. Southern Illinois Normal University, Carbondale, Ill . . . .. . Illinois State Normal University, Normal, HI . . . Cook County Normal School, Normal Park, HI. . . . Training School Department of public schools, Fort Wayne, Ind . Indianapolis Normal School, Indianapolis, Ind . .... . American Normal College, Logansport, Ind . .. . . . Indiana State Normal School, Terre Haute, Ind . - . . . Iowa State Normal School, Cedar Falls, Iowa . . . Normal department of the High School, Davenport, Iowa . . . Chair of Didactics, State University of Iowa, Iowa City, Iowa . West Des Moines Training School, West Des Moines, Iowa . . . - Kansas S&te Normal School, Emporia, Kans . . . Southern Normal School and Business College, Bowling Green, Ky . Normal department of Agricultural and Mechanical College, Lexington, Ky.. Louisiana State Normal School, Natchitoches, La,. . . . Eastern State Normal School, Castine, Me. . . . State Normal and Training School, Farmington, Me . State Normal and Training School, Gorham, Me . . . . . . . . . . . Madawaska Training School, Grand Isle and Fort Kent, Me* . . . . Normal department of Maine Central Institute, Pittsfield, Me* . . . Normal Training and Practice Class, Portland, Me„ . Normal department of Oak Grove Seminary, Yassalborough, Me.. . . . a: $7,500 i 65,500 2,500 2,500 ! 4,000 $10 00 3,000 14 50 2,572 17 15 15,000 65 00 c2, 000 40,000 ! 76 00 (d) (d) 17,000 79 07 750 8 82 (d) (d) (e) («) 22,340 I 45 40 24,000 /47 SO i/25, GOO ! W C h ) (6) w Co, 000 j 22,000 ! 13,500 | 23 00 (h) | <* *> (d) (d) (W W 416,500 23 00 c3,000 (e) (e) j6, 0C0 6,833 31 00 6,000 17 05 6,667 54 00 1,300 600 . (fc) 1 (*) 300 ! * From Report of the Commissioner of Education for 18S3-’84. a Exclusive of appropriations for permanent objects. b $1,000 from State, $1,000 from Slater Fund, and $500 from Peabody Fund, c City appropriation. d Appropriation in common with other departments of the university (see Table IN). e Partially suppoited from the proceeds of the national grant of land to agricultural colleges, this normal school being part of an institution so endowed. / This is for normal pupils only. g County appropriation. h Appropriation in common with other public schools of the city. i This figure is estimated, and also includes income from endowment. j State appropriation ; buildings and grounds donated by town and parish of Natchitoches. k Appropriation in common with other public schools of the city. CXXXIV EEPOET OF THE COMMISSIONEE OF EDUCATION. Appropriations for normal schools — Continued. Name of school and location. Baltimore Normal School for Colored Teachers, Baltimore, Md . Maryland State Normal School, Baltimore, Md . . . . . Boston Normal School, Boston, Mass....-- . .... Massachusetts State Normal Art School, Boston, Mass . . . . . State Normal School, Bridgewater, Mass . . . . Training School for Teachers, Cambridge, Mass . State Normal School, Framingham, Mass* . . . . . Haverhill Training School, Haverhill, Mass . State Normal School, Salem, Mass* . .. . Westfield State Normal School, Westfield, Mass . . . Massachusetts State Normal School, Worcester, Mass . .... Course in the Science and the Art of Teaching, University of Michigan, Ann Arbor, Mich. State Normal School, Ypsilanti, Mich . . . . . State Normal School at Mankato, Minn . . . State Normal School at St. Cloud, Minn . State Normal School at Winona, Minn . . . Mississippi State Normal School, Holly Springs, Miss . Tougaloo University, Tougaloo, Miss . Missouri State Normal School (3d district), Cape Girardeau, Mo . Normal department of the University of the State of Missouri, Columbia, Mo* Lincoln Institute, Jefferson City, Mo* . Missouri State Normal School (1st district), Kirksville, Mo . Liberal Normal School, Liberal, Mo* . . . St. Louis Normal School, St. Louis, Mo . State Normal School (2d district), Warrensburg, Mo . Bloomington Normal School, Bloomington, Nebr . Nebraska State Normal School, Peru, Nebr . . . McPherson Normal College, Republican City, Nebr . Santee Normal Training School, Santee Agency, Nebr... . . . Manchester Training School for Teachers, Manchester, N. H. . New Hampshire State Normal School, Plymouth, N. H . . . Newark Normal School, Newark, N. J . . Normal Training Class, Paterson, N. J . . . . . . New Jersey State Normal School, Trenton, N. J . . . . State Normal School, Albany N. Y . . . . State Normal and Training School, Brockport, N. Y . ****** State Normal and Training School, Buffalo, N. Y*.- . . . State Normal and Training School, Cortland, N. Y.. . . . State Normal and Training School, Fredonia,N. Y . . $2,000 10,500 $36 97 (6) (6) 16,210 <&) (6) 11,800 100 00 (6) 14.Q00 53 84 10,850 70 00 11,325 (C) (c) 32,500 12,000 20 80 12,000 55 40 16,000 31 00 3,000 14 00 3,000 10 04 10,000 36 00 cZ560 8,000 38 00 10,000 15 00 <420 1 00 /7, 472 025,000 20 87 7i4, 473 • 14,000 41 30 /6, 000 413, 997 A 000 A 500 20,000 18,000 18,006 17,878 18,000 18,000 31 00 * From Report of the Commissioner of Education for 1883-’84. a Exclusive of appropriations for permanent objects. 6 Appropriation in common with other public schools of the city, c Appropriation in common with other departments of the university (see Table IX). d Special appropriation for the purchase of bocks and appliances ; other appropriations in com¬ mon with other departments of the university, e 8100 from the State and $320 from the county. f City appropriation. g Includes $15, 000 for buildings. h Public city funds and non-resident tuition. < United States aid, $8, G47, and missionary contributions, $5, 350. NORMAL SCHOOLS. CXXXV Appropriations for normal schools — Continued. Name of school and location. Appropriation for 1S84-’S5. State appropriation per capita of pupils in the last year, a $18,000 697, 000 State Normal and Training School, Oswego, N. Y* . 18,000 $55 22 18,000 University Normal School, Chapel Hill, N. C* . 2,000 6 00 Elizabeth City State Normal School, Elizabeth City, N. 0 . . . c675 3 10 State Colored Normal School, Fayetteville, N. C . 2,000 15 74 Franklin Normal School, Franklin, N. C . (2585 3 01 State Colored Normal School (Albion Academy), Franklinton, N. C . 500 3 63 New Berne State Normal School, New Berne, N. C* . «600 4 00 /690 Plvmouth State Colored Normal School, Plvmouth, N. C . . . 500 State Colored Normal School, Salisbury, N. C* . gl, 092 4 00 Wilson State Normal School, Wilson, N. C . 7i725 1 22 Cincinnati Normal School, Cincinnati, Ohio . 65,500 Cleveland Citv Training School, Cleveland, Ohio . (i) Oavton Normal School, Davton,Ohio . 61,600 freneva Normal School freneva,, Ohio . . jS, 650 Ashland College and Normal School, Ashland, Oreg . Oregon State Normal School, Monmouth, Oreg* . 0 0 00 Pennsylvania State Normal School, sixth district, Bloomsburg, Pa . 5,000 Southwestern State Normal School, California, Pa . 5,000 State Normal School, Edinborough, Pa_ . 5,000 16 00 State Normal School at Indiana, Indiana, Pa . 5,000 Keystone State Normal School, Kutztown, Pa . 5,000 (fc) Central State Normal School, Lock Haven, Pa* . 5,000 (fc) Pen nsvl vania State Normal School, fifth district, Mansfield, Pa . 8,000 Pennsylvania State Normal School, second district, Millersville, Pa* . 10,000 (fc) Philadelphia Normal School for CJ-irls, Philadelphia, Pa . 635, 576 Cumberland Valley State Normal School, Shippensburg, Pa* . 5,000 (fc) West Chester State Normal School, Westchester, Pa . 5,000 21 00 Rhode Island State Normal School, Providence, R. I . 12,000 Schofield Normal and Industrial School, Aiken, S. C . 1400 Saturdav Normal School, Charleston, S. C . . . . . 62, 500 Brainerd Institute, Chester, S. C . 1600 Fairfield Normal Institute, Winnsborough, S. C . tTt 1500 Morristown Seminary and Normal Institute, Morristown, Tenn . . . 2250 * From Report of the Commissioner of Education for 1883-’S4. a Exclusive of appropriations for permanent objects. 6 City appropriation. ?S500 from State, $100 from county, and $75 from Peabody Fund. d $500 from State and $85 from Peabody Fund. e$500 trom State and $100 from Peabody Fund. /For 1884 ; $500 from State, $100 from county, and $90 from Peabody Fund. <7S500 from State, $250 from city, and $342 from Peabody Fund. 6 $500 from State, $100 from county, and $125 from Peabody Fund. i Appropriation in common with other public schools of the city. j $750 from the State and $7,900 from the county. fc Fifty cents a week for normal pupils and $50 to each graduate agreeing to teach two years in the State. I County appropriation. CXXXVI REPORT OF THE COMMISSIONER OF EDUCATION. Appropriations for normal schools — Continued. Name of school and location. Normal department of Fisk University, Nashville, Tenn . State Normal College, University of Nashville, Nashville, Tenn . Sam Houston Normal Institute, Huntsville, Tex . . . State Normal School, Castleton, Vt . . . Johnson State Normal School, Johnson, Vt . . . . . . State Normal School, Randolph, Vt . . State Normal School of Virginia, Farmville, Va. . . . Hampton Normal and Agricultural Institute, Hampton, Va. . . Virginia Normal and Collegiate Institute, Petersburg, Va . - . . Colored High and Normal School, Richmond, Va . . . Concord State Normal School, Concord, W. Va . . . Fairmont State Normal School, Fairmont, W. Va . Glenville State Normal School, Glenville, W. Va . Storer College, Harper’s Ferry, W. Va . . . Marshall College, State Normal School, Huntington, W. Va . Shepherd College, State Normal School, Shepherdstown, W. Va . West Liberty State Normal School, West Liberty, W. Va* . Milwaukee Normal School, Milwaukee, Wis . Wisconsin State Normal School, Milwaukee, Wis h . State Normal School, Oshkosh, Wis . . . Wisconsin State Normal School, Platteville, Wis . . . State Normal School, River Falls, Wis . . . State Normal School, Whitewater, Wis . Dakota Normal School, Madison, Dak . Normal School, Spearfish, Dak . Miner Normal School, Washington, D. C . Normal department of University of Deseret, Salt Lake City, Utah . Normal department of University of Washington Territory, Seattle, Wash. $800 10,000 626,500 c2,544 2,724 cl2, 980 10,000 el0,329 20,000 /7, 000 cl, 509 2,000 2,000 $90 00 24 72 20 72 27 77 9 50 18 51 2,000 2,000 1,140 #2,000 16,950 25 13,782 20,000 *27,000 jo, 000 (fc) *5,000 48 35 *115 S3 (*) *125 00 * From Report of the Commissioner of Education for 1883-’84. a Exclusive of appropriations for permanent objects. 6 $20, 500 from the State and $6, 000 from the Peabody Fund, c For 1884. d$2, 880 from the State and $100 from the county. e Received annually from the State, being one-third of the income in this State from the Con¬ gressional grant of land to agricultural colleges. / Paid by State and city jointly. g City appropriation. h Succeeds the Milwaukee (city) Normal School. i Territorial appropriation. j Territorial appropriation for 1884, which appropriation was expended for public school building. k Appropriation in common with other public schools of the city. 8 8 NORMAL SCHOOLS. CXXXVII PUBLIC AND PRIVATE NORMAL SCHOOLS— THEIR NUMBER, ATTENDANCE, ETC. Normal schools for the training of teachers are fully established as an integral part of the public school systems of our country, and on the whole the tendency each year seems to be to make more and more liberal provision for their maintenance. Where the number of public normal schools is few, the demand that exists for trained teachers is sufficient to induce private institutions to attempt the work of training, and in sections where education depends largely upon the fostering care of the various relig¬ ious denominations or other benevolent agencies it has been seen that in no way can the work be so directly and fully promoted as by the endowment and efficient conduct of normal schools. Much of the training in these denominational schools is of a very high order, following closely the model presented in the best public normals. The present status of public and private normal schools, as regards the attendance and classification of pupils, instructors, equipment, property, valuation, and appropriations, is set forth in the summary of Table III. The number of schools reported is 263, of which 131 are public normals. The latter had 1,234 instructors and 32,130 students, nearly two-thirds of the number being women. The number of graduates was 3,162, of whom 1,793 have since engaged in teaching. Few of these schools have extensive libraries, but as a rule they are supplied with necessary books of reference. In respect to training in music, drawing, elementary science, and gymnastics, the provision, with a few notable excep¬ tions, is meager, exceedingly so, when the great and growing importance of these sub¬ jects in a scheme of popular education is considered. The State Normal School at Natchitoches, La., whose opening was delayed by an error in the appropriation bill, is about ready to begin operations. The Milwaukee Normal School appears now as a State normal, its province having been extended in accordance with the legal provision made as early as 1880. Two Territorial normal schools are reported from Dakota, one with an appropriation of $27,000 and one with $5,000. A new training school for teachers will be opened in Brooklyn the coming fall. It will be thoroughly equipped for the work, the school of methods being under the charge of Miss Lucilla E. Smith, who has achieved an enviable reputation as principal of the Washington Normal School. Every year adds to the number of public normal schools at the South. The latest addition is the training school at Charlotte, N. C., which is to be opened in September. The private normal schools reported in the table number 132, having 842 instructors and 23,005 students, the number of male students being slightly in excess of the num¬ ber of female students. The number of students who graduated last year was 1,366, of whom 692 have since engaged in teaching. The proportion of private schools in which provision is made for instruction in gym¬ nastics, elementary science, and vocal music, is still smaller than that of the public schools, but in the private normal schools more attention is given to instrumental music. The property valuation of the normal schools appears for the first time in the tables. It will certainly not be charged, upon an examination of these figures, that there has been any extravagance in the matter of sites and buildings. ACADEMIC AND PROFESSIONAL TRAINING. The schools under consideration differ materially in organization and conduct, as must be the case with schools adapted, as these necessarily are, to a great variety of conditions. With few exceptions the public normal schools require entrance examinations. As a rule, these examinations are limited to the branches taught in the common schools. Several schools require for admission either graduation from a high school, or evidence of equivalent attainment. These obviously possess great advantage in the purely pro¬ fessional part of their work. In a little more than one-half of all the schools profes¬ sional training includes practice in a model school, and in a few instances these model CXXXVIII REPORT OF THE COMMISSIONER OF EDUCATION. schools comprise the three grades, viz, primary, intermediate, and high; as a rule, how* ever, the practice school is merely a primary grade school. There is a very general conviction among those whose experience gives weight to their opinions that secondary or academic instruction ought to be eliminated- from the normal schools, or, in other words, that they should be conducted strictly as professional schools. However excellent this idea of the function of normal schools, it cannot be generally carried out at present. In many parts of our country there are no high schools nor other efficient secondary schools accessible to those intending to be teachers, and upon the narrowest interpretation of the qualifications of a teacher the normal schools must supply this deficiency. Surely no one capable of judging in the matter will hold that a mere knowledge of the common school branches, reading, writing, and arithmetic, United States history, a little geography, and possibly less physiology, is sufficient for even the most elementary teacher, or that such limited attainments afford a suitable basis for anything worthy of the name of professional training. In the schools in which the standard of admission is low, it is indeed difficult to preserve a just balance between the time devoted to the acquisition of knowledge and to special training in the theory and art of teaching. The difficulties, however, do not appear to be insurmountable. Where the normal school is obliged to perform the function of a secondary school, students ought not to be admitted unless they give evidence of a thorough mastery of the elementary branches, with the intellectual habit that such mastery implies. Under these circumstances the course of the normal school should cover at least three years, two for general study and one for special training. Many of our normal schools illustrate the possibility of forming excellent teachers out of pupils whose previous study has not extended beyond the common school branches. In every such case the work of the school is characterized by thoroughness and precision. While it is necessary that a large proportion of our normal schools should combine gen¬ eral instruction with the special function of training teachers, we must note as an evi¬ dence of progress the increasing number that are able to confine themselves to profes¬ sional work. The opinions of experienced principals as to the desirability of this course deserve attention. Gen. T. J. Morgan, principal of the Rhode Island State Normal School, says with reference to this subject: A large part of the strength of normal schools is spent in giving their pupils the rudi¬ ments of the common school studies. They do academic instead of professional work. Against this policy it may be urged that it is a waste of resources. The normal school faculties are required to do what the faculties in the high school should do. It creates rivalry and jealousy between the normal and high schools. It degrades the normal from a professional to a secondary school, thus helping to defeat its own end, the creat¬ ing of a professional spirit. It fatally lowers the standard of attainment that should be required of every teacher. It overcrowds the course of study, and by attempting to teach both matter and method, does neither with thoroughness. It attempts the impos¬ sible. Students need more culture and discipline than are now required upon entering normal schools, and the separation of matter and method before they can fully grasp the significance of methodology. A complete separation of matter and method, a thorough differentiation of the normal school into that of a strictly professional school, would, it is believed, be productive of the following results: The normal schools would at once take higher rank and compel greater respect. The ranks of college and high school teachers and grammar masters would be more largely recruited from the normal graduates. The professional work would be better done. Normal-school teachers would turn their energies toward pro¬ ducing pedagogical literature rather than school books. Normal students would go out with more clearly defined notions of what constitutes professional training than they now possess. The antagonism between high school and normal school would at once cease. It is worthy of note that, in the early educational history of this country, the great institutions of learning were designed as theological schools, and their work was miscel¬ laneous and elementary. By a natural process of evolution and differentiation the academy, the college, and the university have grown out of the divinity school. The divinity school proper, now leaving to those the work of general culture, seeks to do strictly professional, post-graduate work. The normal school is undergoing something NORMAL SCHOOLS. CXXXIX of the sarae healthy metamorphosis. The improvement and multiplication of the schools of all grades, where those who wish to teach can receive the requisite instruction in the subjects to be taught, and the growing public sentiment, or rather demand, for a higher order of professional training, unite in rendering it possible and desirable for the normal school to do distinctively and exclusively professional work. A similar view of the province of normal schools, or, as they are called in England, training colleges, is expressed by Dr. J. W. Rigg, principal of the Westminster Training School, England. In a recent inaugural address, Dr. Rigg observes : The training colleges will be increasingly efficient for the training of teachers in pro¬ portion as they have less need to give labor and time to the work of finishing the school learning of the students. The unfurnished condition in which students enter the col¬ leges hinders the college tutors in all their work. With thoroughly educated students, of well-disciplined minds, entering college a year or two older, they would often be able to do more in one year to prepare them for the work of their lives than they can now do in two. And if, by having less to do in the way of imparting what in reality is merely the higher class knowledge of schools, and by having more thoroughly disciplined minds to deal with, the tutors were free to bestow more leisurely and more thorough attention on the instruction and training of their college pupils in all that belongs to the science and art of teaching and training, then we should see vastly higher and better results from our college work. PARTICULAR SCHOOLS. Detailed accounts of individual schools by those personally familiar with their opera¬ tions are always helpful to those engaged in the same work. The following statement by Hon. J. O. Wilson, late superintendent of public schools, Washington, D. C., shows the plan and working of the Washington Normal School, under Miss Smith, which has for several years maintained a very high character as a school confined exclusively to the professional training of elementary teachers : . The normal school was established for the exclusive purpose of giving instruction in the scienceof education and the art of teaching. It was notintended thatitshould doacademic work. Its pupils are young women not less than eighteen years of age, who have been graduated from the high school, and have successfully passed an examination in which they have attained a standard not below that required for a teacher’s certificate of the third class. Under our system this certificate ranks next below the highest given. The number of its pupils was limited to twenty at first, then increased to twenty-five, and the present number is thirty. The number of candidates is always largely in excess of the limit fixed for the school, and therefore the examination becomes competitive. As the pupils in this school are required to have a knowledge of the subjects of instruction when they are ad¬ mitted, its course of study occupies only one year, which is taken up mainly in learning how, and not what to teach. The course includes psychology, didactics, the history of education, and constant exercise in the practical application of the principles and meth¬ ods acquired through these studies. The school has under its control practice depart¬ ments made up of pupils in the lower grades, and has the privilege of observing and practicing in higher grade schools. Its pupil teachers are thoroughly trained in the manual part of the work of an efficient teacher. By the best methods of practice they learn to execute with skill and ease. They become proficient in printing, writing, and linear illustration on the blackboard; in modeling geometric and other forms and relief maps in clay or other plastic substances; in map drawing; in preparing materials for teaching color, and objects, cards, and charts, for teaching number; in making collections of flowering plants, leaves of standard shapes, and insects and other small animals suit¬ able for us’e in teaching young children ; in preparing sets of picture-cards for language teaching, and devising many other most useful appliances for the objective teaching re¬ quired by the younger children. Upon completing the prescribed course of study satis¬ factorily a certificate to that effect is given to the graduates. They are then immediately employed in the schools of the city, and if their work for a period of not less than one year is entirely satisfactory they are entitled to receive the full diploma of the normal school. A good city normal school, aside from the training it gives to its own pupils, is a continual source of improved methods of teaching, and an inspiration to better work throughout the whole system of schools. The St. Louis Normal School, under the charge of Dr. F. Louis Soldan, occupies a high position as a professional training school. During the five years preceding 1880 the CXL REPORT OF THE COMMISSIONER OF EDUCATION. number of graduates was so much greater than the number of vacancies in the city- schools that it was deemed desirable to diminish the number of normal students. This was done by making high school graduation a prerequisite for admission to the normal school. This naturally diminished the number of applicants, and at the same time se¬ cured students of much greater maturity than formerly, and therefore better able both physically and mentally to profit by the course. Since 1882-’83 the normal school has been so situated that its students have had the opportunity of practice in teaching under the supervision and with the assistance of more experienced teachers. In consideration of the different opinions advanced with reference to the advantage of a practice depart¬ ment in connection with normal schools, the opinion of so experienced and competent an authority as Mr. Soldan is of interest. Mr. Soldan says : The students of the higher classes of the normal school have been sent regularly to the several rooms of the Franklin to teach for at least five weeks at a time, under the supervision of the teacher of the room. This seems to be the best way in which the practical efficiency of the young teacher can be tested, and in which she can learn how to apply the methods whose logical theory she has studied. The students have the as¬ sistance of the teacher of the room, and also the advice of an experienced teacher who inspects their work and meets them before or after school hours to give them an oppor¬ tunity for obtaining advice. Another valuable feature of this plan is that the young teachers are required to hand in estimates of the ability and character of some of their pupils, which necessitates a personal study of the habits and peculiarities of the children under their care. The Massachusetts State Normal Art School is the only institution of the kind in the United States, on which account its progress is watched with unusual interest. In pur¬ suance of a recent act of the legislature the board of education has arranged for the erection of a new building for the accommodation of the school, and it is expected that the coming year will see the work completed. The success of this measure in the leg¬ islature is an evidence of the public appreciation of the merits of the school. TEACHEES’ INSTITUTES, CHAIES OF PEDAGOGICS, ETC. Particular accounts of the teachers’ institutes held during the year will be found under the heading “Preparation and qualifications of teachers ” in the abstracts of the educa¬ tional affairs in the States and Territories. The subject was also exhaustively treated in a circular prepared by Hon. James H. Smart, and published by this Office as No. 2 in the series of 1885. Chairs of pedagogics or didactics are still reported from the Universities of Michigan, Missouri, Iowa, Wisconsin, and North Carolina, and from Johns Hopkins. The chair of didactics in the University of Nebraska has been abolished. We note also the closing of the normal departments of the following Universities : Arkansas Industrial University, University of Kansas, University of Oregon, and the summer normal of the University of North Carolina, for which is substituted the chair of pedagogics mentioned above. The importance attaching to science instruction, and the desire recently manifested to make it a feature of public school instruction, have created a demand for the special training of teachers for this department of knowledge. One of the most important ex¬ periments in this direction is that conducted by Dr. A. S. Bickmore, professor in charge of the American Museum of Natural History, Central Park, New York City. The work has been in successful progress a number of years and receives from the State an annual appropriation of $18,000. Recognizing the importance of a pedagogic museum as a means of keeping teachers and school officers informed of the progress in methods, material, appliances, etc., Sup¬ erintendent Draper, of the department of public instruction, New York, has begun a work of this kind in one of the rooms of the Capitol. Arrangements axe being made for classifying and explaining all articles received for this exhibit. NORMAL SCHOOLS. CXL1 PUBLIC DISCUSSIONS. The organization and conduct of normal schools and kindred topics have been freely discussed in our own and in other countries during the year. The following extracts from various sources exhibit the opinions of recognized authorities with reference to important questions. In 1884 the committee on normal education, one of the standing committees of the National Council of Education, made a report on “Academic and professional instruction in normal schools,” in which the following general propositions were recommended: 1. That the amount of academic knowledge to be required of candidates for admission to normal schools must largely depend upon the condition of education in the com¬ munities in which those schools are established. 2. That a uniform standard for admission to normal schools is impracticable. 3. That the main work of normal schools should be professional ; the academic work mainly incidental and illustrative. 4. That the professional instruction should be based on a thorough study of man as a physical, intellectual, and moral being. For the present year the same committee, through its chairman, Dr. C. C. Rounds, re¬ ported upon the subject of “ Practice schools in connection with normal schools.” After a brief review of the usages in Europe and in the United States, the following recommendations were submitted: 1. A school of application, to be used as a school of observation or practice, or both, is essential to the complete organization of a normal school. 2. In its course of study this school should cover the ground of the common school, commencing with the kindergarten and extending through the grammar grade at least. It should comprise the high-school course, if practicable. 3. For the work of teaching in this school, careful preparation should be made by a course of professional study, comprising psychology and pedagogy, with special refer¬ ence to their mutual relations, the history of education, and several principles of teach¬ ing. The study of methods special to the various branches in the course should ac¬ company the work of the practice school. 4. The principal of the normal school should have the direction of the course of pro¬ fessional study, including general principles of teaching, and the regular teachers of the practice school should give instruction in the methods of teaching their respective branches. If, for any reason, instruction in methods can not be thus secured, special teachers of methods should be members of the faculty, as assistants of the principal in his professional instruction. Each teacher in the normal school should be teacher of methods, under the direction of the principal, in the branches in which he gives in¬ struction. 5. The practice school should receive its character from its regular and permanent teachers, and should be under their sole care and instruction enough to secure this end. The practice teaching may take a part of each day, but it is best to have periods devoted to professional study in the normal school, without practice, followed by periods in which practice in teaching shall be substituted for professional study. The school of application should be used as a model school, while under the sole direction of its regular teachers. 6. Lessons should be first observed as given by the teachers of the school for practice, and schemes of lessons to be given should be carefully reviewed and corrected by the teachers of methods in their respective branches. 7. Lessons given should be observed by other members of the class, by the teachers of the methods of the branches taught, and by the teachers of the practice school con¬ cerned in the lessons, and so far as possible by the principal of the normal school. Con¬ ferences for criticism of these lessons should be frequently held. Criticisms should be systematically made by the pupil- teachers and the teachers observing the lesson, or the teachers may criticise the criticisms of pupil-teachers merely. From time to time, written reports of the discussions should be prepared and presented. 8. Through at least the first two or three years of the course of the practice school, each pupil-teacher should give instruction, in order, in each subject in the course, and in each grade. Later the pupil-teacher should be assigned to the teaching of special classes and subjects in the several grades for a longer time, to secure familiarity with class-work, and still later should have charge of an entire grade, to gain a knowledge of the problems arising in the conduct of a school, as regards care and discipline, as well as instruction. . In these later periods of practice it should be the aim, by making criti- CXLII REPORT OF THE COMMISSIONER OF EDUCATION. cisms more and more general, to approximate the freedom in work which would attend the pupil-teacher’s work in her own school. 9. There should be a weekly conference, under the direction of the principal of the normal school, and with the participation of the faculty of the normal school and of the practice school, for a free and full discussion of questions suggested by the experi¬ ence and observation of pupils and teachers daring the week. 10. Preparatory conferences should be held by all teachers concerned, under the direction of the principal of the normal school, to make such arrangements for the work to be done in the practice school that there may be the least possible disturbance of its regular order. To this conference pupils of the highest class in the normal school should be admitted, to give them a better acquaintance with school administration and the duties of teachers. 11. Lessons should be given to classes from the practice schools, before the normal school or classes of the same, as examples of method. For these lessons carelul previous preparation should be made, and they should be followed by criticisms by pupils and teachers. 12. Though exercises in teaching classes or sections out of their school-rooms may be recommended for special ends of illustration or instruction, the practice in teaching should be in the schools themselves, under circumstances like those which will attend the future work of the pupil- teacher. The opinion expressed in this report with reference to the necessity of a practice school, as a part of the complete organization of a normal school, is undoubtedly that which prevails wherever the training of teachers has been a subject of serious attention and practical endeavor. The opposite opinion, however, is advocated by some of the most accomplished professors of pedagogics. Among these we must count W. II. Payne, professor of pedagogics in the University of Michigan. Recognizing three distinct aims of the normal schools, viz, scholarship, method, and doctrine, Professor Payne assigns pre-eminent importance to scholarship. In discussing the essentials of this scholarship he does not overlook the attitude of mind that should characterize the student, which attitude he evidently thinks is liable to be disturbed by exercise in the practice schools. While in pursuit of scholarship, as here considered [he says], I wonder if I am wrong in thinking that the pupil’s mind should not be kept intent on the technical uses which each study is hereafter to serve? It seems to me that I am not; at least, I would not have pupils preoccupied with hourly anxieties about the demands of the class-room. It is not prevision that I am discouraging, but a certain sort of prevision. A comprehensive scheme of life that is most befitting a rational creature must exclude anxious ques¬ tionings as to what we shall eat, or what we shall drink, or with what we shall be clothed. These subordinate purposes are all implicated in a wider and higher purpose, and they are best provided for by a living allegiance to the needs of the higher life. I suspect that this truth has a direct bearing on the intellectual life of the teacher. Proceeding then to the question of method, he discusses the ways of mastering the same, viz, the scientific, the empirical, and that by observation, and then adds : Practice, or, as it is more properly called, experiment, merely serves to make a method more completely known. But practice work in connection with normal-school instruction has become so prominent that it deserves our marked attention. I think it is not extravagant to say that a practice school is generally regarded as an indispensable adjunct to a normal school ; and a trained teacher has come to mean one who has served a longer or shorter apprenticeship in this experimental school. A school that for any reason is not provided with this necessary adjunct feels itself in an attitude of apology. From all I have observed of the actual results of this kind of training, I do not share the popular appreciation of these experimental schools. In the main, the teachers thus educated, as I have observed their work, embody and display the very spirit of routine. What they do, they do with mechanical exactness, and if their methods chance to be bad, as sometimes happens, it is followed with fatal persistence. At the same time there is often a marked absence of the scholarly spirit, and an indis¬ position to strive for higher attainment. The effect of technic on culture I have already attempted to illustrate, and so I need not restate this ground of objection to practice work. I will only add that the conditions under which this alleged training takes place are so peculiar and unlike those under which real school work will be done that harm is quite as likely to arise from it as good. The criticism that follows this prac¬ tice-teaching is quite likely to be either superficial and worthless, or hypercritical and pernicious. If this experimental work is done, it seems to me that it should be done NORMAL SCHOOLS. CXLHI subject to these conditions: The academic training should be well advanced, and the pupil should have gained a considerable mastery of educational doctrines, all to the end that he may preserve his freedom. A school of observation seems to me indispensable. The normal school itself will illustrate the high-school grade, but some express provision should be made for representatives of the primary and the grammar grades. At the international congress of teachers held at Havre in September, and at the an¬ nual congress of the Belgian teachers held at Antwerp the same month, the conduct of normal schools was a prominent topic. M. Sluys, director of the normal school at Brussels, and a recognized authority in respect to the training of teachers, presented his views quite fully before both assemblies. The following propositions advanced by him were adopted by the Antwerp congress : (1) A preparatory course of two years in the normal schools for wide general culture, including the study of natural science, mathematics, literature, history, geography, music, gymnastics, etc. ; (2) a finishing course of not less than two years, the studies to include anatomy, physiology, hygiene, psychology, morality, school method, the science of teaching, the history of methods of teaching, and finally, practical lessons in the art of teaching ; (3) the masters of training schools ( ecoles normales proprement dites) should be professors who have taught for some years in primary schools, and who possess a thor¬ ough grasp of the programme of study. I have many times called attention in my Reports to the fact that higher scholastic attainments are required for teachers in most European countries than are required in the United States, outside of cities. CXLJV REPORT OF THE COMMISSIONER OF EDUCATION. The following time-table, drawn up for general use in the training colleges of the Grand Duchy of Hessen, will serve to give some idea of the nature and amount of work ex¬ pected from the students in these institutions weekly. Programme of German Normal Schools for Elementary Teachers. Subjects. Classes. m. l ^ i. 1 2 3 1 r- 2 2 2 ! 2 3 2 ! 2 1 1 4 2 2 5 2 2 2 6 Style (composition) . . . 2 2 1 7 A rifhmetie and algebra . . . . . 3 3 2 8 j Geometry _ _ _ _ _ _ _ _ _ 2 2 9 History . . . . 2 2 2 10 Geooraphy _ _ _ _ _ _ _ _ _ 2 2 1 11 Natural history . . . . . . . 2 2 1 12 Natural science . . . . . . . . . 2 2 2 13 "French . . . . . . . . . 3 3 2 14 "Writing . . . . . . . 2 2 o 15 Drawin" . . . . . . 2 2 2 1G Gymnastics . . . . . . . . . . . . 2 2 2 17 Theory of mnsin _ _ _ _ _ _ _ o 1 1 18 Individual sinking _ _ _ _ _ _ _ _ _ 2 2 0 19 Choir sinoinnr . . - . - . . . . . Oi 0 2 20 2 1 0 21 0 | 1 ! 2 22 2 I I 1 | 0 Instruction for deaf mutes a . . . . . . . . . ........... _ o ! 0 1 Culture of frnit, trees a . . . . . 0 1 ; 0 Total . j 42 i | ITj a Optional. This is a fair illustration of the preparation required of elementary teachers through¬ out Germany. TAELE IY.— COMMERCIAL AND BUSINESS COLLEGES. The following is a comparative exhibit of colleges for business training, 1875-1855 (1883 omitted). 1875. 1876. 1877. 1878. 1879. 1880. 1881. 1882. 1884. ! 1 1 3S85. Number of institutions . 131 137 134 129 144 162 202 j 217 221 21.2 Number of instructors . 594 599 568 527 535 619 794 j 955 j 1, 015 1, C9C Number of students . 20, 109 25, 234 23, 496 21, 048 22, 021 27, 146 34, 414 44, 834 |44, 047 1 1 43, 700 COMMERCIAL AND BUSINESS COLLEGES. CXLV Table IV. — Summary of statistics of commercial and "business colleges. States and Territories. Humber of schools. Humber of instructors. Humber of students. Humber of volumes in li¬ braries. Increaso in the last year. A ML! *j.So 's's | g-3® g * -2 * © a ci 3 y 73 s-fu! j q’3'5 S 1 Eh In day school. In evening school. 2 4 1 33 33 o Arkansas . i 5 340 242 98 310 . | 110 California . . 9 56 1, 155 1, 096 59 1, 650 25 9 7 103 77 26 38 i 4 164 125 39 I. 2 4 210 189 21 Illinois . 23 ICS ai, 418 3,814 493 21, 735 1, 775 Indiana . 11 48 ■ &2, 470 1, 951 J 469 1,100 75 Iowa . 15 61 2 298 1,978 3SS 4,115 416 Kansas . . . 3 15 722 636 161 425 25 Kentucky . . . ; _ 6 26 935 G8C 285 500 100 Louisiana . . . 2 11 321 274 58 2,012 26 Maine . . . 3 22 760 632 226 765 110 Maryland . . . 2 22 1, 405 1, 105 300 Massachusetts . G j 18 5S3 443 140 280 Michigan . . . 11 j 34 cl, 794 1,304 161 1 9, 038 925 Minnesota . . 4 j 20 d991 694 91 | 600 j 106 Mississippi . . . 3 | 13 172 164 8 4,600 ! 96 Missouri . i4 ; 81 e2, 921 ‘ 2, 274 497 1 2,440 i 106 Hebraska . ' 4 23 ! 853 | 759 j 94 | 25 | New Hampshire . 6 335 252 ! 83 i 200 ! Hew Jersey . 6 j 32 j 1, 593 1, 224 j 369 i 3, 375 150 Hew York . 20 135 /6,2L3 4,997 | 3,173 3, 865 ! 462 North Carolina . 1 4 70 CO ! 10 15 I 2 Ohio . 26 119 gi, 362 2,702 872 5,533 | 150 Oregon . 2 3 145 118 27 75 18 Pennsylvania . 18 106 M, 221 2,539 814 2,000 I 417 Rhode Island . 3 13 525 411 114 1 222 | 9 Tennessee . . 7 12 i249 218 9 10, 604 | 800 Texas . . . 7 26 1, 072 3,019 61 313 20 Vermont . 3 12 176 170 8 1,276 1 125 Virginia . . . 1 1 2 57 34 23 560 | 5 ■West. Virginia . . . . 1 4 240 200 40 1 "Wisconsin . 8 34 1, 326 1 1,059 302 2,663 61 Dakota _ _ _ _ _ _ 1 2 68 68 j 20 500 1 District of Columbia _ 1 7 404 195 j 209 500 ! Total . . . 232 1, 099 jk 43, 706 £33,742 jS 00 80, 834 6, 114 a~S ot reported of 175 ’whether they are in day or evening schooL t»Hot reported of CO whether they are in day or evening school. cHotereported of 350 whether they are in day or evening school. dHot reported of 206 whether they are in day or evening school. efhTofc reported of 150 whether they are in day or evening school. /H ot reported of 43 whether they are in day or evening school. gHot reported of 789 whether they are in day or evening school. 7iHct reported of 882 whether they are in day or evening school. i Hot reported of 22 whether they are in day or evening school. j Hot reported of 2,677 whether they are in day or evening school. £461 are reported as attending both day and evening school. X E CXLVI REPORT OF THE COMMISSIONER OF EDUCATION. The tabular comparative exhibit shows an increase of 11 commercial and business colleges over the number reported in 1884. The number of students reported is slightly less than in 1884. As will be seen by reference to Table IV of the Appendix, a large proportion of these colleges are private institutions. Several are departments of colleges or uni¬ versities. They meet an important public demand, and every year gives increased evidence of public appreciation of their services. The programmes of foreign commercial and business colleges show that there is room for a wide extension of the province of these institutions in this country. TABLE Y. — KINDERGARTEN. The following is a comparative' summary of kindergarten, instructors, and pupils, reported to the Bureau from 1875 to 1885, inclusive (1883 omitted): 1875. 1876. 1877. 1878. 1879. 1880. 1881. 1882. 1884. 1885. Number of institutions . 95 130 129 159 195 232 273 348 354 415 Number of instructors.. 21G 364 336 376 452 524 676 814 831 905 Number of pupils . 2, 809 4, 090 3, 931 4, 797 7,554 8,871 14, 107 16, 916 17, 002 18,832 Table V. — Summary of statistics of "kindergarten. States. Number of schools. 1 Number of teachers. «M o sa ■g s* a i3 § P yA States and Territories. i Number of schools. cm © B a | Number of pupils. Alabama . . 3 2 20 New Jersey . 12 25 440 California . . . 34 64 1,579 New York . 41 92 al, 532 Colorado . . 2 4 137 North Carolina ......... 3 3 38 Connecticut _ 7 19 228 Ohio . . 26 53 641 Delaware . 2 5 42 Oregon . . 2 4 60 Georgia . . . 2 5 55 Pennsylvania . 55 112 1, 634 Dlinois . . . 37 71 1, 715 Kb ode Island _ . _ 3 9 122 Indiana _ _ _ 11 32 622 Tennessee _ _ 1 Towa _ 4 18 202 Texas . . . . 1 Kansas . . 3 5 134 Vermont . . . . 1 1 15 Kentucky _ 3 4 27 Virginia _ _ 1 2 22 Louisiana _ _ .. 2 9 128 Wisconsin _ 31 64 1, 885 "M nine _ _ _ 2 3 51 Dakota . . . . 3 5 82 Maryland . 7 15 168 District of Columbia. . . 12 21 217 "W nssa obn setts _ 19 38 641 Indian Territory. . . 2 3 52 Michigan . . . 9 18 a427 New Mexico . . 1 1 16 "Minnesota _ 7 12 170 Utah . 1 1 Missouri . . . 62 181 5, 655 Tnfal 415 905 18, 832 Nebraska . 2 3 40 New Hampshire . 1 1 35 a Includes some pupils receiving primary instruction. The total number of kindergarten reported is 415, with 905 instructors and 18,832 pupils. As compared with the number reported in 1884 there is an increase of 61 schools, which increase is chiefly in the South and 'West, Pennsylvania being the only eastern State that participates largely in the excess. From this State 55 kinder¬ garten are reported, as against 27 in 1884. The new schools, which are all in Phila- KINDERGARTEN. CXLVII delphia, have been established under the auspiceB of the subprimary school society of that city. Illinois reports 37 kindergarten, as against 25 the previous year, the now schools having all been opened in Chicago. California reports 34, as against 29 the previous year. The work in this State, which was described at length in my last Annual Report, has been continued with equal enthusiasm during the present year. The extension of the kindergarten work to other States of the Pacific slope is largely due to the influence of the work in Cali¬ fornia, and to the efforts of tbacliers trained in the California schools. Colorado, Texas, and Vermont appear for the first time in the tables. Hon. Edward H. Long, superintendent of public schools, St. Louis, in his report for 1883-’84 calls attention to the fact that the rule excluding children under seven years of age from attending primary classes in schools having kindergarten went into effect at the beginning of the year mentioned. No children under six years of age were admitted to the schools during the year. The total number of pupils six years old was 6,711, and the total enrollment in the kindergarten was 5,543, the average number belonging to the kindergarten being 3,147. Little progress has been made in the establishment of kindergarten at public ex¬ pense, or as a part of the public school system ; nevertheless the system has had a marked effect in improving the methods of training employed in the primary grades of public schools throughout the country. In reference to this subject, Hon. E. P. Seaver, superintendent of schools, Boston, says, after brief mention of the kindergarten maintained by Mrs. Pauline Agassiz Shaw : Although these kindergarten form no part of the public school system,- their relation to that system is important in many ways. In some localities they prepare whole classes for the primary schools ; in all localities they furnish practical exemplifica¬ tions of FroebePs educational principles, which our primary school teachers see and study ; and the result has been that many of our primary schools have been trans¬ formed in spirit and method by kindergarten influence ; so that Mrs. Shaw’s beneficent work deserves recognition, not only as a charity, but also as a highly useful experiment in the practical application of educational theory. There is no doubt in my mind that our school system would gain very much in effi¬ ciency if there were thoroughly good kindergarten in every district, through which all young children should pass before entering the primary schools. Then the primary school teachers could take the children just where the kin dergartners left them, and go right on. As it is now, the advantages of the kindergarten are obscured, and in some measure lost, because the kindergarten children are mingled with other children not from kindergarten, and the primary school work, which must be adapted to the latter, is made the same for all. No doubt something has been gained, and yet more may be gained, by imbuing the teaching in the lower grades of the primary schools with the spirit and methods of the kindergarten. This is the great reason why the school committee has been right in treating the free kindergarten with encouragement and hospitality. But the next great step forward is to recognize and establish the kin¬ dergarten as a part of the system of public instruction. The growing demand for kindergarten teachers causes a rapid increase in the num¬ ber of training schools. Several public normal schools have added a class or depart¬ ment for training kindergartners. CXLVIII 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 (Table III), b In institutions for sec¬ ondary instruction (Table VI). In preparatory schools (Tablo VII). In preparatory depart¬ ments of— Total. Institutions for superior instruction of women (Table VI 11). .2 ‘go® © ®-§ * Schools of sci¬ ence (Table X). 762 2, 932 273 160 23 4,150 250 2,245 633 3, 128 California . 1, 698 38 4,728 633 117 1, 397 34 8,645 1, 160 69 177 32 1, 438 102 2, 108 1, 104 70 0 3,384 530 0 530 70 708 44 38 860 Georgia . . . cl26 196 16, 145 433 564 262 613 18, 339 Illinois . 2, 794 428 7, 364 549 347 2,503 86 14, 071 Indiana . 905 1, 489 1, 903 266 32 1, 308 115 6, 018 611 358 4,563 244 181 2, 235 8, 192 218 768 1, 065 115 1, 352 3, 518 879 4,645 880 888 70 7, 362 1, 454 99 1, 215 53 2, 821 561 38 1, 800 1, 150 305 3,854 179 2,571 176 58 432 10 3, 426 Massachusetts . 8,224 52 3, 019 3, 232 60 272 66 14, 925 Michigan . . . . 3, 030 2,655 112 G 979 6,782 Minnesota _ _ _ 70 208 2, 607 45 48 598 3,576 Mississippi . . . 116 3, 327 325 494 382 4, 644 Missouri . . . 209 846 7, 236 316 1, 503 271 10, 381 Nebraska . . . 206 223 922 659, 10 2, 020 Nevada . . 30 33 63 New Hampshire . . . 301 1, 869 856 89 0 3, 115 New rTersey _ 1, 216 4,209 1 945 6, 370 New York . . . . 3,662 532 18, 847 3, 480 1, 166 2, 660 30, 347 North Carolina . . . 415 9,178 218 664 10, 475 Ohio . . . 5, 717 201 3, 959 452 220 3, 424 111 14, 084 Oregon . . . 203 158 1,892 812 40 3, 105 Pennsylvania . 2, 507 1,669 9, 646 1, 814 34 1,888 90 17, 648 Rhode Island . . . 229 126 435 790 South Carolina _ 628 562 2, 825 340 242 596 5, 193 Tennessee . 529 511 8, 424 349 557 2,022 64 12, 456 Texas . 5, 902 141 786 29 6, 858 Vermont . 3, 021 146 34 0 3, 201 Virginia . 129 560 3, 814 50 257 123 543 5, 476 Vest Virginia . . . 97 475 49 621 Wisconsin . 553 215 3, 000 505 210 710 5,193 Dakota . 346 130 172 648 District of Columbia . 9 1, 158 90 62 1,319 Idaho . . . . 81 1 81 Indian Territory _ _ 963 963 Montana . . . . . 46 46 New Mexico... . . . 1, 313 Utah _ _ _ _ _ _ 2,542 1 2, 542 Washington . 775 1 193 963 Wyoming. . . . . 1 85 | I . Total . 35, 307 ! 10,950 160, 137 17,605 6, 994 | 31,351 | 2, 680 265, 024 a In 135 cities. b Strictly normal students aio not included. c Average daily attendance. SECONDARY INSTRUCTION. CXL1X The general statistical summary of pupils receiving secondary instruction sliowa tlio various classes of institutions engaged in tlie work, with the attendance upon each. The total attendance is 265,024. According to the statistical summary of pupils in classical and scientific preparatory courses, 34,326, or 13 per cent, of the whole number, are preparing for superior instruction. The proportion of students preparing for scientific courses increases slightly from year to year. Considering the country as a whole, the greatest number of students preparing for classical courses are in secondary schools (Table VI), and the greatest number pre¬ paring for scientific courses are in universities and colleges. Considering the country by geographical sections, the work of preparing students for classical and scientific courses is found to be distributed as follows : Is « 1 Middle Atlan¬ tic States. Southern At¬ lantic States. Gulf States. Southern cen¬ tral States. Northern cen¬ tral States. States of the Pacific coast. Territories. Secondary schools (Table VI) . 1,201 2,457 2, 840 1, 385 2, 285 1, 805 685 154 Preparatory schools (Table VIT) . 2,741 1 38 2, 277 2,057 200 69 630 108 141 Preparatory departments of universi¬ 701 948 2, 739 5,407 617 161 ties and colleges (Table IX). Preparatory departments of scientific 66 j 643 651 487 405 354 74 schools (Table X). 4, 046 | 7, 434 4,392 | 2, 820 5, 498 8, 196 1, 484 456 This shows that in the New England States more than two-thirds of the students reported as preparing for superior instruction are in schools classed in Table VII. In the middle Atlantic States and the Territories they are nearly equally divided between the three classes of institutions. In the southern Atlantic and Gulf States about one-half, and in the States of the Pacific coast a little less than one-half, of the work is done in schools classed in Table VI. In the northern central States a little more than two-thirds, and in the southern central States more than one-half, of the work is done in the preparatory departments of universities and colleges. As compared with 1880, this exhibit indicates for the southern Atlantic and Gulf States a decided increase in the proportion of the work done in secondary, to the re¬ lief of superior institutions, and a similar though less marked change in the northern central States. Otherwise the distribution of the work is about the same as at the earlier date. SECONDARY (INCLUDING PREPARATORY) INSTRUCTION. TABLE VI.— INSTITUTIONS FOB SECONDARY INSTRUCTION. The following is a comparative summary of the number of institutions for secondary instruction (exclusive of high schools, preparatory schools, and departments oPnormal schools and of institutions for superior instruction) making returns from 1875 to 18S5, inclusive (1883 omitted) : 1875. 1876. 1877. 1878. 1879. 1880. 1881. 1 1882. 1884. 1885. No. of institutions.. 1,143 1,229 1, 226 1, 227 1, 236 1, 264 1, 336 i 1, 482 1, 588 1, 617 No. of instructors .. 6,081 ,5,999 5, 963 5, 747 5, 961 6, 009 6,489 | 7,449 7,923 ! ! 8, 186 No. of students . 108,235 106,047 98, 371 100, 374 108, 734 ] 110, 277 1 122, 617 138, 384 152, 354 160, 137 CL REPORT OF THE COMMISSIONER OF EDUCATION, Table VI. — Summary of statistics of States and Territories. Number of schools. Instructors. Number of students. Male. Female. Total. Male. Female. In English course. In classical course. In modern languages. Alabama . 35 57 83 a2, 932 1,448 1, 334 2, 378 478 181 Arkansas . 20 32 50 a2, 245 958 916 1, 007 203 71 California . 39 149 212 4, 728 2,149 2, 579 2, 698 520 1, 031 Colorado . 5 16 33 1, 160 543 617 463 110 84 Connecticut . 38 64 122 a2, 108 1,002 1, 046 1, 281 377 338 Delaware . G 12 14 530 274 256 329 89 35 Florida . 6 6 29 708 245 463 594 61 54 Georgia . 189 a 265 264 al6, 145 7,929 7, 929 9, 688 2, 130 830 Illinois . 52 a 124 217 al, 364 2, 579 4, 213 3, 087 262 936 Indiana . 13 18 46 1, 903 613 1, 290 1, 252 143 135 Iowa . 40 a 86 87 a4, 563 2,223 2, 173 1, 973 378 394 Kansas . 8 a 36 17 1, 065 487 578 374 34 249 Kentucky . 53 95 202 4,645 2, 087 2, 558 2, 587 513 372 Louisiana . 17 34 49 al, 454 716 617 839 68 303 Maine . 22 34 36 1, 800 924 876 868 192 99 Maryland . 37 95 111 2,571 1, 362 1, 209 1, 678 305 587 Massachusetts . 51 97 192 3, 019 1, 207 1, 812 61, 704 545 679 Michigan . 13 39 75 a2, 655 986 1, 449 1,948 234 352 Minnesota . 20 a 52 66 a2, 607 1, 415 1, 076 1, 668 243 731 Mississippi . 31 a 56 76 a3, 327 1,439 1, 689 2,148 278 41 Missouri . 66 163 234 al, 236 3, 357 3, 659 5,340 724 1,089 Nebraska . 12 24 34 a922 338 554 492 91 146 New Hampshire . 32 45 50 al, 869 962 857 1, 218 374 151 New Jersey . 47 122 145 a4, 209 2, 077 2, 072 2,843 478 2, 141 New York . 179 a515 654 18, 847 8,821 9, 631 11, 023 2, 772 3, 707 North Carolina . 108 al88 176 9,178 5,057 3, 876 65, 962 1,701 378 Ohio . 45 alOO 136 a3, 959 1, 569 2, 130 62, 190 425 654 Oregon . 20 26 86 1, 892 596 1, 296 1, 069 164 209 } Pennsylvania . 104 a257 369 a9, 646 5, 075 4,358 4, 168 1, 581 1,447 j Rhode Island . 3 3 8 126 3 123 71 17 73 | South Carolina . 22 40 61 a2, 825 1, 219 1,496 2, 391 343 263 j Tennessee . 77 al45 138 a8, 424 4, 034 3, 588 6, 082 1,077 209 Texas . . . 40 al03 117 a5, 902 2, 606 2,375 3, 783 650 902 j Vermont....... . 27 53 88 3, 021 1, 496 1, 525 1, 835 633 414 Virginia . 39 a84 85 a3, 814 1, 800 1,614 3, 202 592 434 "West Virginia - - 6 8 10 a475 225 205 395 82 24 "Wisconsin . 26 90 114 3, 000 1,420 1, 580 1,479 566 J 982 Dakota . . . 4 8 10 a346 122 121 224 95 3 District of Columbia. . . . 17 35 102 al, 158 366 772 822 143 375 Idaho _ _ ........ _ 1 1 4 81 25 56 36 11 Indian Territory . 9 al8 24 a963 318 434 709 72 18 New Mexico . 8 29 14 1, 313 825 488 688 39 305 Utah . 16 20 50 2, 542 1, 108 1, 070 542 37 15 "Washington . 13 19 29 a775 329 397 435 72 42 "Wyoming . . . 1 0 4 85 35 50 Total . 1, 617 o3, 463 4,723 al60, 137 74, 369 79, 007 95, 563 19, 902 21, 481 a Sex not reported in all cases. SECONDARY 1NSTBUCTION CLI institutions for secondary instruction. Number of students. 1.2 "1.2® .2 3 I Libraries. | Property, income, &c. i Sc w ~ u fee J gl g 3 Jf mo .c.2 cz ^ D.© u 5 ! ? cZ Q O I § o'o r £ ® O ss ~ .z C ^ 5|8 0 « j? 0 - S *2C 5 £ 1 j ■ p 0 2 0 ~ ® ~c 2; * -5-2 "3 c fc * * t. _ | | - "xTi j "y * £ *'z m - z 4-1 0 0 3 0 fc | |! . *3 ® T. _£ - 3 C J • ■ z. 'H a ! pTs 33 0= g O 0 a 0. > 0 i fa ® 5 S J cS 0 ©is 0 +* 0 0 fl : II ©’3 u Z 2 O i oc iU 192 85 60 7 15 22 23 9, 040 264 $185, 200 $22,500 ; $1,420 | $37, 288 108 59 23 4 8 11 11 3, 057 907 89, 700 675 27, 763 223 303 284 52 33 31 33 25, 085 635 877, 200 45.000 2,250 j 156.962 31 27 8 5 5 4 3^00 300 230, 000 1,500 16,400 116 73 30 11 24 20 26 11, 617 445 344,000 1 125, 055 3,692 38,060 24 7 4 4 2 3 2, 2C0 820 117, 000 7,000 420 19,000 49 2 3 5 1,450 150 110, 000 3, 060 990 301 274 73 54 83 95 18, 534 2,750 551, 000 6,000 1,610 134, 471 306 69 69 42 36 39 34 21, 959 878 1,164,890 35,640 8, 760 113, 369 9 45 49 27 9 9 6 9,950 314 178, 500 70,662 4,633 17, 766 6213 118 53 18 19 22 19 9,777 1,143 279, 275 ! 114,000 1 7, 900 39, 595 66 177 17 6 7 7 6,312 2, 012 125, 550 9,396 704 5,241 253 112 122 15 29 36 40 15, 175 1, 082 426,700 1 31, o00 1,800 74,671 57 52 56 7 10 11 5 7^9 101 87, 000 j 10, 880 104 42 21 7 14 5 11 10, 061 719 271, 150 65,850 | 4, 321 14,570 57 42 114 20 25 19 23 28,640 1,000 638,700 717,000 40, 000 41,200 177 63; 35 ! 17 38 ; 31 1 28 ; 26,683 1,624 , 1,199,000 830,364 49, 862 66, 379 103 25 j 85 , 12 1 12 | 11 9 j 9,895 473 220,000 ; 23, 000 1, 500 20,153 142 138 27 i 6 ! 12 i 17 16 j 7,357 1,193 390,500 59,400 ; 3, 944 75, 700 212 113 j 60 35 10 18 21 J 9,713 370 161,200 40,000 4,000 19,298 6476 297 j 170 138 j 41! 55 54 ; 23,343 1,555 j 844, 900 20,000 1, 250 161, 120 70 57 26 2 ! 8 ! 10 8 7,537 j 796 : 195, 300 15,500 1,550 19,415 164 104 ! 27 17 ! 10 1 8 11 ! 20, 532 j 521 ! 264,600 184,060 8, 603 21, 014 210 115 1 55 28 36 33 so | 21,445 485 275, 700 29,626 2,215 116, 135 983 j 464 : 226 i 91 134 j 112 : 124 1 117,453 4, 552 4,187,414 ; 424, 596 23,773 ’ 448, 208 903 ! 303 i 6165 j 49 48 61 65 ! 22,123 j 1, 545 572, 350 ! 28,500 4,460 i i 124, 250 105 j 111 j 61 , 23 21 ! 27 i 31 ! 26,381 1,180 393,700 122, 225 4,587 47,088 105 54 j 10 i 7 i 13 i 14 15 5, 950 157 323,300 34, 870 2,150 j 14, 359 356 j 87 ! 155 : 29 78 i 58 55 | 78, 579 2, 667 4,804,837 j 7, 237, 631 985,354 1 174, 448 1 . 2 500 123 ! 167 j 50 31 15 | 13 13 9, 558 ; 512/ 192, 000 800 5,260 27,625 370 | 357 j 153 53 22 48 49 9,467 2,746 j 340, 450 69, 850 j 6,700 63,327 427 247 78 ; 11 25 28 29 j 10, 216 1, 052 312, 200 1,303 j 56, 295 293 65 53 ! 13 19 19 23 ! 10,640 403 438, 000 312,500 17, 545 33,486 92 20 1 43 9 IS 20 21 | 17, 342 353 373, 700 65, 000 305 64,134 10 3 4 ; 4 4, 200 73, 000 2, 800 203 | 33 12 4 18 j 20 19 44,302 i ! 2,720 i 612,500 14, 000 800 ' 20, 633 7 1 0 : 4 4 C68 I I 116 51, 000 18,000 1,230 3,790 24 j 11 i 15 1 14 11 11 1 9,200 1 1 530 175,250 19, 950 4 1 1* 1 ; 1, coo 1 20,000 0 0 1,100 3 2 1 8 3 6 5 l 1 3,800 500 349,500 20, 200 1, 772 26 14 23 4 ; i 5 6 6 ■ 1 5, 165 277 50 000 4, 900 629 0 4 4 3, 242 159 ' 214, 900 500 . 40 17,054 22 16 2 3 7 6 5 3, 565 343 181, 000 60,000 3, 109 10, 218 1 2 1 1 ; 0 8,433 ;2, 733 I 925 i 909 ; 974 1 1, 015 692, 241 i 40,375 23, 392, 166 , 10,861,725 1, 207, 755 2, 389, 947 6 Classification not reported in all cases. CLII REPORT OF THE COMMISSIONER OF EDUCATION. The comparative summary of institutions reporting in Table VI shows a steady increase in the number of schools, instructors, and students. In this increase the New England and Middle States apparently bear no part, the number of this class of schools reported from the two sections having decreased by 44 since 1877. The character of the schools as regards the courses of instruction, the number of teachers, equipment, and funds is very fully set forth in the detailed statistics of Table YI of the Appendix . Instrumental music is taught in two-thirds of the schools, and vocal music and drawing in more than one-half. The following table shows the percentage of secondary schools in each geographical section reporting chemical laboratories and philosophical apparatus, with the per¬ centage of increase since 1877 : Geographical section. Percentage of schools report¬ ing chemical laboratories. Increase since 1877. Decrease since 1877. ! o'g'l c p. <0 • i ^ 1 o® § ! © ®.S c3 1 rH © © .9 i! o G o o cf£ ce if ; O o a P New England States . _ . . . 38 6 59 8 Middle Atlantic States _ 3S 4 1 * J 1 Southern Atlantic States. ....... .. ...................... 10.2 1.1 1G.9 2. 5 Gnlf States . . . „ . . . 12 7 20 4 Southern Central States _ _ _ 17 7 24 2 Uorthem Central States . . . 24 14 49 3 States of the Pacific Slope . 42 21 50 8 A little over 5 per cent, of the pupils of the secondary schools are reported as pre¬ paring for classical courses in college, and 2.8 per cent, for scientific courses. The number reported as entering colleges and scientific schools since the close of last year is 28 per cent, of the number reported last year as preparing for superior institutions. The majority of all the scholars are in the English course, and it. is probable that these, together with a large proportion of the scholars not so classified, complete their education in the secondary schools. A great trust is therefore committed to these schools, and it is of the utmost im¬ portance that the public opinion of the communities in which they are placed should hold them up to a high standard. The report of productive funds alone is sufficient to indicate the need of more liberal endowments for this part of the general educational work of the country. TABLE VII.— PRErAEATOEY SCHOOLS. Detailed statistics of preparatory schools will be found in Table YIl of the Appendix. The following is a comparative statement of the statistics of these schools as reported to the Bureau from 1875 to 1885, inclusive (1883 omitted) : 1S75. 1876. 1877. 1878. 1879. 1880. A 1881. 1882. 1884. 1885. Number of institutions . 102 105 114 114 123 125 130 157 169 179 Number of instructors . 746 736 796 818 818 860 871 1, 041 j 1, 183 1, 218 Number of students . 12, 954 12, 3G9 12, 510 12, 538 13, 561 13, 239 i 13, 275 1 1 15, 681 |18, 319 17, 605 SECONDARY INSTRUCTION CLI11 Table VII. — Summary 0/ statistics of preparatory sohools. States and Territories. Alabama . . . California . Colorado . Connecticut . Georgia . . Illinois . . Indiana . Iowa . Maine . . . . . Maryland . Massachusetts . Michigan . Minnesota . Missouri . Hew Hampshire .... Hew Jersey . Hew York . Ohio . Pennsylvania . Rhode Island . South Carolina . Tennessee . Vermont . Virginia . "Wisconsin . Dakota . District of Columbia Total . Humber of schools. Humber of instructors. Number of students. Preparing for classical i course iu college. Preparing for scientific j course in college. Other students. Entered college since close of last academic year. Entered scientific school since close of last aca- domic year. 1 1 0 10 2 5 33 48 60 525 16 0 O G 5 a64 2 6 43 157 125 a822 42 13 2 14 110 10 a313 8 2 1° I 58 162 105 0282 13 23 3 1 21 12 8 a246 4 3 22 8 3 a233 (C i) 11 52 178 39 aS33 47 3 4 27 23 16 ol37 18 2 31 229 1, 075 355 al, 802 175 62 1 7 6 15 91 3 1 1 2 o45 1 20 . 1 6 3 6 42 I 47G j 136 244 71 17 7 64 223 142 580 33 37 33 270 960 j 351 | o2, 169 171 93 8 50 182 39 0231 34 7 18 125 289 1 273 al, 252 120 49 3 31 149 17 269 22 9 2 11 50 30 0260 9 4 3 13 49 20 0280 7 2 14 22 12 112 3 5 14 o50 42 7 6 30 54 31 0420 70 2 3 12 38 38 54 4 3 1 7 50 15 25 15 ! 1 (< 3) 179 1,218 1 4, 326 1,840 oil, 439 945 346 1 a Includes students preparing for classical or scientific course, the number included not being specified. CLIY REPORT OF THE COMMISSIONER OF EDUCATION, Table VII. — Summary of statistics of preparatory schools — Continued. States and Territories. Libraries. Property, income, z z § g i — - c- S.O d « 3 ’S © ? M ^ 0 0 $1, 500 1, 200 110 $105, 500 ! C, 750 100 20 77,440 j Connecticut . 4,450 175 485,000 i $62,000 $5oo ‘ 7, 5C0 Georgia . 500 25 47,000 ! 150,000 i 5,000 j 1, 800 Illinois . 5,420 \ 65 92,500 11, 064 625 i 31, 000 Indiana . . . . . . 30, 000 800 Iowa.. . . . 3,409 353 90, 637 17, 000 1, 200 12,345 Maine . . . 4,762 1, 596 236, 000 163,500 ; 8,460 11, 922 Maryland _ _ _ _ ... 2,200 110 ; 92, 000 32, 630 Massachusetts . 28, 914 1, 134 1,099,885 829, 512 53,089 ; 127,175 Michigan _ _ 850 150 100,000 j Minnesota . . . . Missouri . 75,000 . | . . 28, 000 New Hampshire . . . . 15, 700 875 209,000 i ! 285,000 | 16, 070 ' 11, 564 New Jersey . 5,300 681 , 3,026,000 521,500 19, 260 | 50, 062 New York . ’. . 16,390 i 641 1, 236, 442 172,000 12, 970 148, 192 Ohio . 1,900 125 184, 330 | . 1, 740 22,232 Pennsylvania . . . . . 7, 865 355 497, 500 205, 000 10, 500 68,773 Rhode Island . 1,350 125 160, 000 90, 000 3, 900 24,060 Smith Carolina _ 400 15, 000 4, 000 6, 000 Tennessee 815 60 16, 500 2, 500 Vermont . 1,800 150 38, 000 45, 500 3,700 1,200 Virginia _ _ _ 9,000 225 37, 000 "Wisconsin . . . . 3,460 601 131, 000 35, 000 2, 000 I 2, 600 Dakota _ _ _ 1,700 900 95, 000 2,000 200 District of Oolnmhia _ 27, 000 | 6, 000 Total . 117, 485 8,476 j 6,203,734 | 2,589,076 143, 214 | 604,605 SECONDARY INSTRUCTION. CLV Tj>ble YII includes n largo number of schools that have gained marked distinction. They are a characteristic institution of the New England and Middle States, 70 per cent, of the whole number reported being located in these sections. The close con¬ nection which these schools maintain with superior institutions, their endowment, aud the nature of their patronage, have all contributed to the maintenance of a high standard. As the name “preparatory ” indicates, the aim of the schools is to prepare students for college ; and although the majority of their students do not matriculate, all have the advantage of pursuing a well systematized course of study which has been uni¬ versally approved as the best possible preparation for a liberal education. The value of this training as a preparation also for practical life is abundantly illustrated by the careers of graduates who pass directly from these schools to commercial and in¬ dustrial pursuits. Naturally the strength of the schools has consisted hitherto in the thoroughness of the instruction in mathematics and the classics. More recently de¬ mands have arisen in the direction of science and the modern languages. To meet these demands additional buildings, teachers, and educational appliances are required, and strenuous efforts are being made by the teachers, trustees, and alumni of the leading schools to increase their funds proportionably. About one-half the schools report a chemical laboratory, and more than two-thirds philosophical apparatus, but, as a rule, where such provision exists it is of rather a meager character. The centennial of Phillips Exeter Academy, one of the most noted of the schools in question, which occurred in 1883, afforded the occasion for special efforts looking to the increase of its resources and equipments. The long cherished desire of the trustees to erect a gym¬ nasium has been accomplished, chiefly as the result of a bequest of §50,000 from Dr. Francis Parkman Hurd, of Boston. The importance of such an adjunct to schools of this class cannot be overestimated, as their pupils are just at the age when physical training properly conducted is likely to yield the best result. By reference to Table YII of the Appendix, it will be seen that only 66 of the schools report gymnasiums. Out of a total of 17,605 students, 4,326 are reported as prepar¬ ing for a classical course in college, and 1,840 for a scientific course. The number reported as having entered colleges and scientific schools since the close of the last academic year is about 20 per cent, of the number reported that year as preparing for these institutions. PUBLIC HIGH SCHOOLS A large part of the work of secondary instruction in our country is accomplished in public high schools, of which with the present information it is not possible to make more than a partial exhibit. As a rule the city high schools are provided with su¬ perior teachers, and have unusual facilities for instruction in the branches that con¬ stitute what is generally termed the “ modern course,” including drawing, science, French, and German. The steady increase in the number of these schools, and the liberal appropriations made for building and furnishing the same, are the best evidences of the recognition of their value on the part of the public. Such evidences are furnished from every part of the country. For illustration, I may point to two high-school buildings recently completed — one at Hartford, Conn., the other at Portland, Oreg. The former, which replaces that recently destroyed by fire, cost, with its furnishings, library, ap¬ paratus, &c., §285,000, the cost of the lot, in addition, having been §30,000. The latter cost between §127,000 and §130,000, besides the cost of the lot, which was also §30,000. In the circular already referred to in this Report (see p. cm) Mr. Philbrick said: “ Forty years ago there was not one public high school west of the Alleghanies, and those of the Atlantic cities south of New England could have been counted on the CLYI REPORT OF THE COMMISSIONER OF EDUCATION. fingers of one hand.” Out of 148 city high schools reported in Table II of the present Report, 10 are in southern and 43 in western cities. These figures give but a small idea of the number of public high schools or of the growth of public sentiment in their favor, as they do not include all the city high schools and none of those in rural districts. In the comparatively small proportion of the high schools tabulated, are enrolled 13 per cent, of all the scholars leported as receiving secondary instruction. MEASURES EOR IMPROVING SECONDARY INSTRUCTION. Among the most prominent subjects of discussion during the past two years has been that of the scope and conduct of that part of education which is intrusted to the schools classed as secondary or preparatory. The advance in college standards necessitates a corresponding advance in the preparatory work ; the interests of science call for a great enlargement of the curriculum, while the public have become more exacting with reference to results that conduce directly to business and industrial success. Wise counsels, carefully elaborated plans, ample resources, and nice adjustment are more necessary here than in any other part of educational activity. Fortunately the need has already given rise to several important conferences, and to some perma¬ nent associations whose efforts are directed to the solution of the problems suggested. The Modern Language Association of America, whose organization dates from De¬ cember, 1884, has already made valuable contributions to the discussion of the courses of study best suited to the preparatory schools. The Massachusetts Classical and High School Teacher’s Association at the last annual session appointed a committee to consider what steps should be taken to promote co-operation between the colleges and the preparatory schools. Circulars were issued to the presidents of the New Eng¬ land colleges and other prominent educators, in response to which a notable gather¬ ing of college presidents, masters of schools, and others was held in the Boston Latin School in October, As a result of this conference the New England Association of Colleges and Preparatory Schools was formed, having for its immediate purpose the equalizing of requirements for admission to the New England colleges. The influence of the association will undoubtedly be felt in other sections of the country, and in reference to other problems pertaining to secondary instruction. OVERWORK IN SECONDARY SCHOOLS. One of the most important considerations that has been urged upon public atten¬ tion in recent years is that of overwork in schools of the grade under consideration. There is a very general impression that the evil exists. The matter is one of such far reaching consequence that I deem it desirable to devote considerable space to the following reports of two investigations carried on abroad with reference to this mat¬ ter. SCHOOL HYGIENE. In his work on overpressure in high schools in Denmark, Doctor Hertel gives the following results of his examinations of the pupils of the high (secondary) schools of Copenhagen, which are attended by children of the upper classes. Doctor Ilertel obtained his information by sending printed forms to be filled out for each school by both teachers and parents. The points on which inquiry was made were the age and class of the pupil ; the number of hours of school work, and the time employed at home in preparation ; the amount of written exercises to be done at home ; whether a private tutor aided the pupil, and for how many hours ; whether the pupil had any difficulty on the whole or in any particular subject; his state of health; the hour ho went to bed, and the number of hours’ sleep he had. The teacher was also requested to state whether the pupil in question was one of the best, middling, or dullest in the class. All the columns except those for the first two points were to be filled up by SCHOOL HYGIENE. CLVI1 the parents. In describing liis method of getting at the number of sickly children, Doctor Hertel said : It is essential I should explain what I mean by sickly children. Many head mas¬ ters have tried to prove to mo from the school 8ick lists that the state of health in their schools is excellent ; but the sick lists are of no value on this point, for they merely show the number of children who arc absent owing to temporary illness. It is not to such cases of temporary illness that I refer when I speak of sickly children. By “sickly” I mean unsound children , u'ho suffer from chronic complaints, hut who are, nevertheless, able to attend school regularly ; in short, children whose state of health is ab¬ normal, and who require special care , both at home and at school, during their groxoth and development. It is only such cases that have been collected here and designated as sickly ; properly speaking, they ought to be called cases of unsound or abnormal health. The information in regard to boys’ schools was taken from 14 schools having the classical and modern sides, and including 3 of the largest preparatory schools. The 14 schools had a total of 3,141 boys, of whom 1,900 were healthy, 978 were sickly, and 263 were called non-retumed, on account of insufficient returns or where returns were wanting. The percentages were, healthy, 60.5 ; sickly, 31. 1‘; non-retumed, 8.4. On entering school the conditions were, healthy, 74 per cent. ; sickly, 18.4 ; non-retumed, 7.6. These conditions were ascertained by taking the two youngest mixed classes, consisting of 369 pupils. In the third mixed class the proportion of sickly rose to 34 per cent., nearly double the amount in the lowest; while in all the 6 mixed classes, containing 1,742 children, the healthy were 62.2 per cent. ; sickly, 29.9 ; non-retumed, 7.9; showing a great increase in the proportion of sickly children, an increase ob¬ viously due to the influences of school life. At about twelve years of age the pupils leave the mixed classes, and pass either to the classical or the modern divisions. In the first modern class the proportion was, healthy, 49.7 per cent. ; sickly, 38.8 ; non- retumed, 11.5, the highest proportion of sickly children in the modem division. It falls in the next 3 classes and the average of the whole division was, healthy, 56.5 per cent. ; sickly, 31.1 ; non-retnrned, 12.4 ; the number of pupils being 300. In the classical division, second class, a rise in the percentage of sickly occurs, reaching 41,9 per cent. , the highest observed percentage in any class. In the third class it drops to 31.8 per cent., and the average for the whole 783 pupils in the rhetorical section was, healthy, 58.5 per cent. ; sickly, 34.4; non-retnrned, 7.1. In the mathematical section, consisting of 85 pupils, 63.2 per cent, were healthy, 28.3 sickly, and 3.5 non-retumed. In the two highest classes of the classical division, both rhetorical and mathematical, there were 63.3 per cent, healthy pupils, 31.1 sickly, and 9 non-retumed ; the sickly being thus one-third of the whole. The sudden rise and fall in the earlier classes of both the modem and classical divisions is due to the period of development, the pu¬ pils being then about thirteen years old. Of special complaints, anaemia, scrofula, nervousness, headache, bleeding at the nose, and diseases of the eye are the principal. The eye diseases increase from the youngest to the oldest classes. The hours of work, i. e., the number of horns spent at school and in home prepara¬ tion, were 4.6 hours in the lowest mixed class, and rose to 7.7 in the highest. In the classical division, rhetorical section, the increase was from 8.2 hours a day in the lowest to 10.4 in the highest class. Besides the work done in and for the school, 28.7 per cent, of the pupils had private tuition, which increased the daily amount of work in the upper classes to eleven hours a day. Information was also collected with regard to schools for girls belonging to the upper classes. Altogether 1,211 girls between the ages of five and fifteen were exam¬ ined, the percentages being: healthy, 53.1 ; sickly, 39.4; non-retumed, 7.5, the propor¬ tion of sickly being greater than in the boys’ schools. Between the ages of twelve and sixteen the number of sickly girls increases. Dr. Hertel says, “ Sickness among school girls here shows itself unmistakably to be so great that we must put aside all illusions, and openly confess that the present generation of young girls is weakly, anaemic, and nervous to an extraordinary degree.” Taking the first two years, as in the case of the boys, as a criterion of the state of health of the girls on beginning their education, the following percentages were obtained: healthy, 71; sickly, 22; CLVIII REPORT OF THE COMMISSIONER OF EDUCATION. noil-returned, 7. Taking the numbers in the oldest classes as an indication of the state of health on leaving school, 78 pupils gave 32 healthy, 41 sickly, 5 non-returned, or 41 per cent, healthy, 53 per cent, sickly, and 6 per cent, non-returned. The particular complaints were substantially the same as with the boys. In both sexes scrofula in¬ creased up to about the fourteenth year, and then decreased rapidly. The hours of work increased from 5 hours daily for the youngest to nearly 9 hours for the oldest, including private tuition. Doctor Hertel draws several general conclusions and makes valuable practical sug¬ gestions from the results of his investigations, which cannot be further alluded to here. Prof. Axel Key, of Stockholm, who has followed the same line of investigation with Doctor Hertel, delivered an address on the health of the students of Swedish schools before the international medical congress, held at Copenhagen, in 1884, of which the following is the substance. Professor Key says: In the schools of my fatherland, Sweden, as indeed in those of all the countries whose distinguished representatives I have had the honor to address, the study of the classical languages has always occupied a predominant and, indeed, an oppressive place. Realschule students are admitted to hardly any of the university examina¬ tions. Classical studies are regarded as possessing a special power of giving a formal training to the intellect, and even in our time it is deemed necessary to give a clear, objective, and living insight into the life of classical peoples, whether one desires a scientific or simply a general humanistic culture. Whether our young men have ob¬ tained such an insight when they leave school is a question which I will not now discuss. * * * Modern life, bringing with it the new and rapidly developing sciences of our time, has been making new and higher demands upon the school, which after a long resistance can no longer be set aside, and an attempt has been made to satisfy them by constantly increasing the school work of our children. To such an extent has this increase been carried that it is no longer compatible with a sound mental and bodily development. The Strasburg commission said in their well-known report: “We can hardly restrain our astonishment that persons should have allowed themselves to lay such an unheard-of tax on the infant organism.” In the same way physicians in all countries are uttering loud protests against the altogether too heavy load with which the development of our youth is burdened. Overpressure has come to be one of the questions of the day in our northern coun¬ tries, as well as elsewhere. Doctor Hertel has shown the extent of work-time which is exacted from Danish children by the school. The following table shows that it is still worse in Sweden : Class. Average wort-time for all schools. Longest time in any one school. Shortest time in any one school. Weekly. Daily. Weekly. Daily. Weekly. Daily. Hours. H. M. Hours. H. IT. Hours. H. IT. Latin, VII, 2 . . . 66.2 11 2 87.0 14 30 57.8 9 38 vn,i . 68.2 11 22 76.0 12 40 60.2 10 2 VI, 2 . 67.4 11 14 77.9 12 59 58.2 9 42 VI, 1 . 66.1 11 1 72.9 12 9 58.1 9 41 V . 58.7 9 47 66.5 11 5 50.2 8 22 IV . 55.9 9 19 61.2 10 15 47.0 7 50 Real, VH, 2 . 68.0 11 20 88.8 14 48 57.8 9 38 vili . 66.1 11 1 82.1 13 41 58.2 9 42 VI, 2 . 62.8 10 28 83.8 13 58 55.6 9 16 VI, 1 . 63.8 10 38 77.5 12 55 56.0 9 20 V . 58.0 9 40 67.6 11 16 51.7 8 37 IV . 54.7 9 7 61.7 10 17 48.0 8 0 Mixed, III . 47.7 7 57 53.0 8 50 43.7 7 17 n . 46.6 7 46 53.2 8 52 41.9 6 59 i . 41.5 6 55 48.1 8 1 37.7 C 17 SCHOOL HYGIENE. CLIX The table is based partly on legal requirements (programmes), and partly on accurate information obtained from individual pupils and checked by consulting teachers and parents. It refers to the schools which give maturity diplomas, and which comprise 9 classes for pupils between 9 and 18 years of age. Beginning with the fourth class, the schools are divided into a real and a classical, or Latin, division. The table shows that the average time required by the schools is approximately 7 hours a day, even for the youngest pupils. The length of time increases rapidly and constantly until in the Latin division it is nearly 114 hours a day for students in the class next to the highest. Students in the highest of the real classes have the same length of time. Gymnastic instruction is included in the table; if we deduct the time allotted to that (about half an hour a day, approximately), the average working time for pupils of all the last four classes of the Latin division, and of the last two of the real division, is between 10 and 11 hours a day, and in the last two classes nearly 11 hours. Since these figures express the average time, without taking account of private instruction and elective studies, it is easy to see that there must be a large number of boys who devote much more time to study. Indeed, one of the schools shows an average time of 14 hours of obligatory work, after deducting gymnastics, during the day and night. How can children find under such circumstances the time necessary for meals, rest, bodily exercise in the open air, and above all, for sleep ? Must not their mental powers be fatigued and dulled by such a burden, and their bodily development suffer or be checked ? What are the actual facts as to the health of the school children ? Notwithstanding the clamor that has been raised in different countries of Europe about the overpressure question, and the numerous commissions which have busied themselves with it, the opinions hitherto expressed have, in general, treated the sub¬ ject too subjectively. Thorough and varied examinations of the condition of the health of the school population have not been instituted. Even the idea of over¬ pressure is very differently understood, and consequently the question receives as many different answers as there are different views. It is high time to approach this sub¬ ject more closely, in order to lay a substantial foundation for an opinion. To Doctor Hertel belongs the honor of having first attacked the question in the proper way, in his investigation of the condition of the schools of Copenhagen, by a method which proved to be very suitable and which he has brought to the knowl¬ edge of persons interested in the" subject. About two years ago a commission was appointed in Sweden to examine into the organization of the entire secondary school system. Although a hygienic? investigation of the schools was net the only object of the commission (in which respect it differed from the Danish commission ap¬ pointed at the same time), yet it was decided to make such an investigation, and as thoroughly as possible, in order to take its results into account in making the new organization, as well as in determining the time to be allotted to school work. Hertel’s method was generally followed, and the investigation was made easier for us because attendance of a school physician at nearly every secondary school in Sweden is required by law, so that we could enter into more details than would otherwise have been the case. Our investigation was to be confined to secondary schools for boys, but we also examined 36 schools for girls. Altogether 14,72*2 boys and 3,246 girls were examined. We made no examination of the common schools. The principal results for boys’ schools are given in the following summaries. Out of 11,227 boys examined, 5,025, or 44.8 per cent., were out of health. The distri¬ bution of the sickly among the different kinds of instruction shows that 50.2 per cent, of the Latin students were suffering from some complaint, 39.6 per cent, of the real students, and 40.9 per cent, of the younger pupils who attended the three lower or mixed classes. The percentages of particular complaints were, anaemia, 12.7 per cent.; nose bleed, 6.2 per cent. ; nervousness, 2 per cent. ; loss of appetite, 3.2 per cent. ; headache, 13.5 per cent. ; near-sightedness, 15.2 per cent. ; unspecified, 9.9 per cent. ; besides 1.5 per cent, of cases of curvature of the spine, and 2.7 per cent, of scrofula. In the Latin division there was a steady increase of the percentages of sickly pupils from the lowest to the highest class, viz, from 43.9 per cent, in the lowest class to 58.5 per cent, in the highest; but none of the special complaints showed such an in¬ crease, except nervousness and near-sightedness, the latter of which rose from 9.8 per cent, in the lowest to 37.3 per cent, in the highest class. In the real division the per¬ centages were, 38.1 per cent, of total sickly in the lowest class, which increased, but irregularly, to 50 per cent, in the highest. In this division near-sightedness increased from 8.9 per cent, in the lowest class to 26.3 per cent, in the next to the highest, and fell to 21 per cent, in the highest, while there was no regularity in the relations of the particular complaints. In the three lower or mixed classes the percentages of total sickly pupils were 3 7.6per cent, in the lowest, 41 per cent, in the second, and 43.2 per cent, in the highest, while the near-sightedness was 6.1 per cent., 6.4 per cent., and 9.6 per cent., respectively. The question is, can statistics show that the length of time devoted to school work has a definite influence on the health of school children ? His first examinations of CLX REPORT OF THE COMMISSIONER OF EDUCATION. the schools of Copenhagen, gave Hertel positive results on this question, but subse¬ quent examinations of the schools of all Denmark led to negative results. I am of the opinion that the method employed by Doctor Hertel in making the examinations was not adapted to produce more accurate results, and we followed another method. The conditions for making the comparison are, that the boys to be compared must live as nearly as possible under similar sanitary conditions ; they must be examined in a uniform way and as closely as possible; and their number must not be too small, and, if possible, equally great. We examined only the schools of Stockholm, with about 2,000 boys. We found the average working time of each class and arranged the boys in two groups, those who worked more than the average time and those who worked less. It then appeared that 50.8 per cent, of the boys who worked less than the average time were sickly, and 56.1 per cent, of those who worked over time — a difference of 5.3 per cent. We were unable to make any comparison with the common schools of Sweden, because they did not enter into our plan of examination. From Doctor Hertel’s report we learn that the pupils of the Danish common schools are nearly as sickly as those of the secondary schools, and that is probably the case in Sweden. But this circumstance should not, as Doctor Hertel pointed out, relieve our solicitude. Weshould not say that this high degree of sickliness belongs to youth. Sickliness is never physiological, least of all in youth ; and whenever we meet it, it is our duty to seek for its causes and combat them with all the means which knowledge and experience have placed in our hands. A physician or hygienist who finds a bad sanitary condition in one family or locality should not content himself with reflecting that the same condition is to be found in another family or locality; he must oppose it wherever found. That the home and family are more to blame for sickly children than the school may well be true, and school teachers often find consolation in the fact. But the school is still responsible for a portion of the evil. Let it be our effort to improve the sanitary conditions of the homes as much as pos¬ sible, but we can never get such a hold upon them as upon the school. The Govern¬ ment has the jmwer to make the requirements of physiology and hygiene recognized in the school. * * * Sound hygienic principles, through which the harmonious development of the bodies and minds of the children is promoted, will then flow back from the school to the home. The school must become a hygienic model. * * * Aside from all other circumstances, which must be taken into account in order to at¬ tain this object, it is necessary, first of all, to place the school under strict hygienic control. It gives me pleasure to state that the Swedish commission has recommended the appointment of a school physician to attend every school. He is to make a thor¬ ough examination and report upon the health of all the scholars at the beginning and end of every school year. This will require measuring and weighing of the pupils, in order to discover the degree and progress of their development, and an examina¬ tion of their eyes will also be made at the end of every school year, with special reference to near-sightedness. Once a month the school physician will make an in¬ spection of the schools with special reference to everything connected with hygiene. The physician is to be a member of the school direction and will be qualified to take the initiative, and his opinion must be regarded in all questions of hygiene, even in arranging the school programmes. Moreover, one of the teachers will be appointed hygienic assistant. He will be charged with the daily supervision of the hygienic conditions of the school, and will assist the physician in the more mechanical details of the work, or attend to them himself. The Swedish commission expressed itself as follows : “ It is much to be desired that every school teacher should have the neces¬ sary knowledge of hygiene. It is hoped that this knowledge will soon be required of teachers by law.” Activity in the direction of school hygiene in this country during 1885 was shown in several quarters. An address on school hygiene, by Dr. Middleton Michel, pro¬ fessor in the Medical College of the State of South Carolina, was delivered before the State Normal Institute at Charleston, S. C., in August, 1885. Doctor Michel opened his address by calling attention to the increasing public in¬ terest in sanitation, and to the importance of disseminating the principles of hygiene through the teaching of physiology. He enlarged upon the general ignorance of physiological and hygienic principles due to the neglect of instruction on those sub¬ jects, and then spoke of the importance to the community of a knowledge of the pre¬ vention of disease, which he considered greater than the knowledge of cure. This importance he illustrated by considering the economical side of the question. It ap¬ pears from statistics that every death costs the community about §1,000, part cf which would be saved by a knowledge of prevention, which would make the number of preventable deaths smaller. In this connection Doctor Michel made the following SCHOOL HYGIENE. C'LXl important suggestion. He said, “ Mortuary statistics are positively reduced by san¬ itary regulations, and in this connection it has often occurred to me that school au¬ thorities might occupy as important a relation to sanitation as boards of health, or even moro so, should they constitute themselves a signal corps that gave warning, through absentees from sickness in the schools, of the earliest encroachments of dis¬ ease, before even boards of health w ere prepared to announce the general prevalence of epidemics. This pathomeMc record, if I may invent the word, this registered measure of disease, handed in officially from all the schools to the proper health au¬ thorities, would prove most valuable, for it would indicate the local, or, it might be, the general distribution of any incipient tendency to sickness in a community.” Doctor Michel then took up the subjects of respiration, impure air, and ventilation, and pointed out the special importance of good ventilation for the health of young children and the school population ; the hygiene of gymnastics ; the hygienic require¬ ments to be fulfilled in selecting school furniture ; and, more at length, near-sighted¬ ness and its relation to school surroundings, test-books, etc. ; and, finally, the effect upon the nervous system of the school exercises and discipline. Much in the same strain is an able address on hygiene by Dr. Stanford E. Chaill6, professor in the Medical Department of Tulane University, before the Louisiana Edu¬ cational Association, August 11, 1885. After discussing hygiene in general, and the importance from an economical stand|3oint of the knowledge and practice of preven¬ tion, Doctor Chaille goes on to insist upon the necessity of providing instruction in hygiene in the schools. He illustrates that part of hygienic instruction which bears upon school life by suggesting the following questions (among others), with which school teachers should be familiar : What injuries to body and mind result from foul air, impure water, etc. ? What should be done to diminish the increasing impairment of sight due to school work ? What amount, daily, of mental labor, of exercise, of recreation, and of sleep are requisite to the best mental and physical development" of children seven, ten, and fifteen years of age ? At what temperature should a school-room be kept in cold weather ? What is the greatest number of children which should be assigned to a room measuring, say, 30 x 20 x 10 feet, and what should be the size of the ventilating inlets and outlets for such a number ? What are the names, the common causes, and the evil results, of the impurities which ordinarily befoul the air of school-rooms, and what are the most simple and practicable means to diminish these impurities ? In the proceedings of the sanitary convention held at Ypsilaoti, Mich., June 30 and July 1, 1885, a paper on the sanitary conditions and needs of school buildings and grounds was read by Prof. Austin George, State Normal School, Ypsilanti, Mich., in which the subjects of location of buildings, water supply, size of rooms, and their lighting, heating, and ventilation, were treated in a concise and able manner. The paper was followed by a discussion, in which the question of ventilation occupied a prominent place. A very full and important report on the sanitary condition of school buildings in Massachusetts, by Dr. D. F. Lincoln, is contained in the supplement to the sixth an¬ nual report of the State Board of Health, Lunacy, and Charity, for 1885. The infor¬ mation was obtained for the most part by personal inspection by Doctor Lincoln. Twenty-five towns and cities were, visited, and the points chiefly attended to were site, condition, and surroundings of the buildings, their plans of construction; dimen¬ sions of rooms; ventilation, heating, drainage and sewerage; lighting, color of walls, type of book3, and other matters affecting eye-sight; vaccination, affections incident to school life, and length of hours of study and recess. Many instances of over¬ crowding were noticed, and ventilation was defective or not attended to in a ma¬ jority of cases. Forced ventilation by steam fans has been introduced into new buildings in Boston. Insufficient lighting, due to the proximity of other buildings, was observed in city schools, and in many cases the desks were arranged so that the light was admitted from the wrong direction. The water-closets and privies were found in an unsanitary condition in the great majority of instances. In some cases SI E CLXII REPORT OF THE COMMISSIONER OF EDUCATION. contaminated air from closets in the cellars was admitted to tlie school-rooms through the hot air ducts, and frequently sufficient attention was not paid to supplying the rooms with pure air, cellar air often entering them through the warm air supply and otherwise ; in some cases the outer air was taken from points close to, nuisances. The Bureau of Education has prepared a compilation on the subject of school¬ room air, giving directions for examining it chemically, and so ascertaining the amount of ventilation required for the rooms. In this paper1 a number of analyses of school-room air from different places in this country and in Europe shows the degree of vitiation which such air usually exhibits, and the importance of medical inspec¬ tion of schools is pointed out, in order to discover what connection exists between certain complaints and the vitiated school-room air. 1 See the Bureau’s Special Report on tlie Educational Exhibits and Conventions at the World's Indus¬ trial and Cotton Centennial Exposition , New Orleans, 1884-’85, Part XT, pp. 349-892. SECONDARY INSTRUCTION CLXIII Statistical summary of students in classical and scientific preparatory courses. States and Territories. Humber preparing for clas¬ sical course in college. Humber preparing for scientific course in college. d e2 a H GO .C -A JP 5 © c3 1 1 ^ ^ sis o © ^ 1H 00 © .23 5 & r. Jh k © •- - g r f- 1 M r2 3 08 H 00 © ^ JP a S rr. o o • OC c> ■S3 II u w a H 3 © • CZ '“l 00 © .£ 3 CA © w £ 2 B fcX fl © E-’gR © r r”* x rE c: © ^ E x ts 2 ^ S So 132 1 10 85 o 5 23 315 108 j 75 59 j . 173 415 California . 223 48 105 303 60 343 34 1,116 31 65 27 40 32 200 116 157 0 73 125 0 ! 471 24 0 7 0 31 49 15 4 38 106 Georgia . 990 110 110 301 10 10 613 2,144 Illinois . . . 306 162 595 69 105 473 86 1, 796 Indiana . 9 12 301 45 8 378 115 868 213 8 251 118 3 511 1 i io4 ' 66 66 177 120 | 429 277 112 204 70 916 118 52 178 | 53 | 458 104 178 42 39 i 363 Maryland . 57 23 211 42 16 34 10 393 Massachusetts . -» . 177 1, 075 20 63. i 355 18 C6 1, 774 Michigan . . j 103 6 ! 296 25 15 207 652 Minnesota . 142 90 138 143 513 Mississippi . . 212 233 113 108 382 1, 048 Missouri . . . 476 326 297 374 271 1, 744 7s ehr aska . . . _ _ . 70 181 ' 57 61 i 10 379 Hevada . . . . . .... .... Hew Hampshire _ _ 164 476 0 104 J 136 0 880 Hew »Tersey . . 210 223 115 142 j S'*- . 690 Hew York . . . . 9S3 960 713 464 ! 351 so5 j . 3, 974 Horth Carolina . . . 903 329 303 ! 39 j 1, 574 Ohio . 105 182 1 987 ill ! 39 | 627 Ill 2, 162 Oregon . . . . . 105 169 54 1 40 368 Pennsylvania . 356 289 | 319 87 j 273 . 217 j 90 1 1,631 Rhode Island _ _ 149 ! . 1 17 168 Sonfh Carolina, _ _ 123 50 ! 114 167 30 84 _ 1 568 Tennessee . . . 370 49 1 490 | 357 20 602 64 | 1, 952 Texas . 427 . 97 i 247 199 29 j 999 Y ermont _ ............ _ 293 22 ! 0 i 65 12 0 392 Virginia . . . 92 . | 50 j 20 10 543 | 715 West Virginia _ _ 10 25 7 42 Wisconsin _ 203 54 76 33 31 125 522 Dakota __ _ _ 7 38 20 ■ 38 2 105 District of Columbia . 24 50 42 t 11 15 142 Indian Territory _ 3 i 2 Montana . . . 3 29 32 Hew Mexico . . . 26 14 40 TJtah _ _ _ 29 29 Washington . . . 22 15 16 50 ' 103 1 Total . 8,433 4,326 6,794 4, 379 1, 840 j 5,874 2, 680 34, 326 CLXIV EXPORT OF THE COMMISSIONER OF EDUCATION. SUPERIOR INSTRUCTION. Statistical summary of students in institutions for superior instruction ( not including stu¬ dents in preparatory departments). States and Territories. • 1 1 V. <0 © ' £ !? 2 "3 o ° Pfl yA Number of students in schools of sci¬ ence. 42 o » ® o ■ C § |.f | ”= “ £■_§ : A " " ! *- © to j © ©-G ^2 C-r* ; £ « o £ — sc 1 "o 5C 463 120 998 1,581 ' 236 3 239 1,283 158 311 1, 752 110 123 233 924 i 290 112 1,326 58 58 65 33 103 580 407 1, 511 2, 498 1, 980 423 1, 151 3, 554 Indiana . . j 1,763 166 70 1,999 1,288 Q 5? urse. u V o © 5 ^ s5 S £ | i a g f! M ° © S Alabama . 4 4 0 0 4 0 0 1 0 2 1 1 0 Arkansas . 5 5 0 1 3 1 0 0 0 4 1 0 I 0 California . 11 ii 0 0 10 1 0 1 0 9 0 2 ! 0 3 3 0 0 3 0 o o 1 2 0 , o Connecticut . 3 3 0 0 3 0 0 0 0 3 0 0 0 Delaware . 1 1 0 0 1 0 0 1 0 1 0 1 0 0 Florida . 1 1 0 0 1 0 0 0 0 0 0 1 ’ 1 0 Georgia . . 7 0 0 0 0 0 0 6 0 1 0 27 27 0 1 23 1 2 1 0 0 22 0 Indiana . 14 12 2 0 13 1 0 0 1 11 0 2 0 20 19 1 1 18 1 0 1 o 18 i 2 ! o Kansas . . 9 9 0 0 9 0 0 0 1 0 1 L o 14 14 0 1 11 2 0 2 2 8 3 i Louisiana . 10 10 0 2 6 2 0 1 0 0 j 3 0 Maine . 3 3 0 0 3 0 0 0 0 3 0 0 0 Maryland . 10 10 0 0 9 0 1 0 1 7 1 1 0 Massachusetts . 7 7 0 0 7 0 0 2 0 7 0 0 0 Michigan . 8 8 0 o 7 1 0 0 0 7 1 ! 9 0 Minnesota . 5 5 0 1 i 4 0 0 1 2 2 1 0 0 Mississippi . 3 3 0 0 3 0 0 0 0 2 0 0 1 Missouri . 18 18 0 1 13 4 0 2 j 0 15 1 ! 2 I 0 "Nebraska . 6 6 o 1 5 ! 0 ' 0 1 1 5 o j 0 Nevada . . . 1 1 0 1 0 | 0 ' 0 1 1 0 0 ! o 1 0 New Hampshire... 1 1 0 0 1 I 0 i 0 0 0 1 0 0 0 New Jersey . 3 3 0 0 3 1 0 ! 0 1 1 2 0 0 0 New York. _ 27 27 o o 27 i o i o 4 j 1 23 3 0 North Carolina .... 10 j 10 o o 9 ' o j 1 1 0 8 1 1 Ohio _ _ _ _ 33 i 32 1 2 30 j 0 ! 1 2 2 28 3 0 Oregon . 7 i 7 0 1 5 j 1 0 2 5 I 0 0 0 Pennsylvania 27 27 o 0 1 27 0 • 0 3 4 21 2 0 Phode Island . 1 1 0 0 1 0 0 0 0 1 0 0 0 South Carolina .... 9 9 0 ° ! 9 o ! 0 1 1 7 0 1 0 Tennessee * . 18 18 0 i 17 1 o 1 0 0 1 14 1 0 2 Texas . 1 9 9 | 0 ! 0 6 ! 2 1 2 0 6 ! 1 1 2 0 Vermont . ! I 2 2 i 0 0 2 ! 0 ' 0 0 0 2 0 j 0 0 Virginia . j 7 7 0 0 ! G ! 1 0 0 1 4 | o 0 | 2 "West Virginia . 1 2 ; 9 i 0 1 I 1 j 0 0 j 0 0 2 0 | o 1 0 "Wisconsin . \ 8 ; 8 0 0 8 i 0 o i 0 0 8 0 0 | 0 Dakota . ! 2 0 1 j 1 0 0 | 0 0 2 ! 0 o : 0 Dist. of Columbia. . 5 j 5 0 0 1 4 1 o i 1 0 3 2 0 Montana . 1 1 1 0 0 1 0 0 0 0 1 0 0 0 TJtah . i 1 0 0 0 1 0 Q 0 1 0 1 0 0 Washington . 2 I 2 1 0 0 ' 2 0 0 0 0 2 o 0 0 Total . 365 361 | 4 16 323 1 21 j 5 ; 31 i 23 289 8 38 7 CLXXII REPORT OF THE COMMISSIONER OF EDUCATION. Table IX. — Summary of statistics cf ro QJ 1 £> Preparatory department. 1 Collegiate department i ° w •Students. Students | Students P rn in classical jin scientific "a course. course. .2 o5 s "S States and Ter¬ ritories. a © o *03 a p o •d o '3 p o f-i CO .9 O ig for cl course. g for sc course. Vu ci g o s O O g ! u Ph d a u «4H 5 0) 0) o d i d & ■ ci ci in r2 ci Male. 73 0 £ 0 ft ce o H Male 0 £ & n & p4 © E-i S P 4 O O O £ Male S (144) l 301 1378 \ 248 142 1, 763 541 117 235 101 Iowa . 20 34 a2, 235 1,114 897 S 1 251 SS) 511 £ 910 179 1,288 d432 126 307 222 Kansas . 9 44 al, 352 822 484 66 120 340 72 621 214 42 218 53 Kentucky . 14 41 a888 681 131 277 204 306 93 1, 212 6261 32 146 9 Louisiana . 10 53 1, 215 831 384 118 178 121 84 622 6169 625 113 35 Maine . 3 32 354 320 33 Maryland . 10 29 432 417 15 211 34 59 149 871 6260 38 31 8 Massachusetts. . 7 3 272 272 .... 20 18 168 2, 134 61, 701 51 33 6 Michigan . 8 24 979 557 422 296 207 405 131 1,324 | 132 30 117 116 Minnesota . 5 7 598 383 215 90 143 292 73 349 65 20 24 29 Mississippi . 3 5 494 37o 119 233 108 63 23 269 52 3 70 13 Missouri . 18 45 al, 503 969 334 326 374 321 176 1,352 6235 636 137 22 Nebraska . 6 18 a659 411 155 181 61 199 63 433 114 46 23 23 Nevada . 1 2 33 0 11 22 0 New Hampshire. 1 0 0 o o 0 15 232 232 New Jersey . 3 61 439 622 422 New York . 27 110 2,660 2, 227 433 713 503 485 3, 513 62, 077 6351 585 44 North Carolina. . 10 21 a664 435 127 329 39 179 73 694 248 4 114 Ohio . 33 125 a3, 424 : 2,177 962 987 627 1,187 337 2, 960 61, 169 308 319 165 Oregon . 7 16 a812 339 261 5 (S' l 169 7) | 95 29 105 634 610 21 30 Pennsylvania... 27 71 al, 8S8 l, 347 171 319 217 270 337 2, 480 61, 601 686 354 35 Khode Island _ 1 22 240 6240 South Carolina. . 9 18 596 426 170 114 84 341 58 501 211 47 3 Tennessee . 18 45 a2, 022 1, 381 389 490 602 326 140 1, 299 6282 67 68 93 Texas . 9 24 786 511 275 97 199 50 68 762 683 13 13 10 "Vermont . . 2 0 0 0 0 0 0 0 12 80 18 160 136 16 Virginia . 7 5 123 123 50 10 7 15 995 6242 "West Virginia.. 2 4 49 43 6 25 63 646 614 "Wisconsin . 8 26 710 526 184 76 125 293 105 615 288 58 90 43 Dakota . 2 3 172 84 88 20 2 150 11 20 6 4 Dist.of Columbia 5 1 62 62 42 20 54 415 48 1 Montana........ 1 2 a46 3 29 14 10 21 1 1 2 Utah ..... ...... 1 4 7 368 "Washington .... 2 5 193 111 82 15 50 83 19 21 12 4 3 2 Total . 365: 924 a31, 351 : 21, 202 i 7, 645 1 ( (456) )6, 794|5, 874 ^7, 672jl 3, 912 34, 377 614,872 i 61, 805: 3, 839 1, 302 a Sex not reported in all cases. 6A small number of scientific students included here. UNIVERSITIES AND COLLEGES, CLXX1II universities and colleges — Continued Coll opiate depart¬ ment. Volumes in libraries. Propcrtj', income, &c. Special or optional students. 1 1 02 s 0G O 3 1 Sc o u © rO a 3 ft Number in college libraries. Q -2 o © CG j Number in society libraiies. m to H i- g o £ 3 © © © 00 a <5 © > o a 3 a Income from productive funds. Receipts for tho last year from tuition foes. 1 ' ’ i 8 o i ' ^ c5 ] i 'Zl ! 1! 5 cT Vh © 5 rt : i o j Aggregate amount of scholar¬ ship funds. 17, 000 soo 3, 6C0 i $307, 0C0 $24, COO $S, 500 $60, 000' 2 4, 133 930 400 309, 000 j 137, 500 11, 150 6, 200 13,000 $1, 250 115 25 59, 735 2, 995 7, 645 1, 435, 000 ! 1, 768, 387 i 100, 400 34, 000 { 30,000 71 1 9, 800 1,310 200 295, 828 45, 000 j 3, 000 1, 512 40,000 ; 57 38 178, 000 3, 700 27, 000 1,409, 630 2, 009, 938 91, 209 i 117, 341 195, 978 9 n 60, 000 j 83, 000 4,980 830 0 1, 500 990 15, COO i 45, 700 2, COO 700 700 18 40, 561 2, 380 10, 725 955, 500 624, 000 36,180 8, 800 11,000 16, 300 494 77 119, 732 2, 237 15, 950 2, 544. 897 1, 484, 820 110, 212 164, 110 85, 354 219 14 81, 490 3, 360 13, 500 1, 161, 0C0 1, 038, 000 36, 715 16, 636 66, 000 15^ 000 149 10 71,935 2, 500 6, 475 1, oil, 500 690, 164 43, 743 71, 299 28, 000 5,500 33 34 j 34, 350 2, 5S0 4,250 695,000 ! 379, 234 22, 325 S3, 970 29, 000 16, 000 21 29 50, 606 3,484 i 11,838 S25, 500 944, 083 52, 343 5S, 986 40, 571 11 i 58, 200 9, 160 1,650 733, 250 1, 393, 313 89, 556 j 32, 600 20, 000 2, 000 1. 02, 378 579 1,600 300, 000 824, 841 49, 170 i 20, 716 . 146, 013 10 1S2 80, 300 5, 450 7,100 1, 101, 280 3, 000, 000 220, 777 ! 23, 833 15, 290 160 90 313, 835 13, 495 40, 355 1, 686, 000 7,777,045 909, 545 ! 222,828 S54, 977 56 20 95, 425 9,016 3, 000 1, 550, 531 1,206,456 81, 342 100, 246 40, 500 102,245 13 18 29, 640 ' 2,289 1 600 531,281 836,730 42,741 13, 876 1 23,000 i 16, 763 36 3 11,000 470 | 3, 050 475,000 i 557, 561 33, 879 6,866 70 24 86, 668 3,023 | G, 999 2, 692, 000 1,479,400 94, 666 81, 683 127, 640 42, 660 225 2 15, 379 2, 710 675 434, CC0 256,009 18, D60 10, 524 41, 000 2,125 55, 000 100, 000 600, 000 1 30,000 14, 000 5, 000 100, 000 9 65 75, 000 900 20, 800 1. 200, 000 1,889,000 100,500 20, 910 115, 000 311 101 338, 426 23, 243 20, 800 8, 618, 648 11, C84, 833 582,783 587,943 136, 672 347, 692 58 12 38, 400 1,991 35, 000 743, 500 340,500 21,110 \ 21, 510 8, 750 5,600 478 24 194, S46 5, 068 31,281 3,537,867 3,360,373 219, S90 123, 637 4,900 165, 620 c 10, 730 625 1,000 374, COO | 255,500 ] 19, 850 16,000 2, 500 151 36 186, 336 10,761 70, 847 5,110,449 5, 884, 655 340, 37G 151,877 104, 000 62, 764 G, 470 ! 600, 000 • 765, 031 89, 919 22, 172 140, S97 31 | 5 j 52,550 ' 2,015 1 8, 305 589, 600 545, 900 26, 800 7,600 25, 600 35, 400 <3 j 39 j 71, 609 ! 5,347 16. 240 1, 654, 289 1, 627, 000 109,610 ! 54,078 2,050 ' 26, 366 **3 12,920 2,456 j 1,200 180, 000 689, 085 125,552 40,300 1 1 37,000 345, COO 37S, 750 23,130 3, 658 ! 44 1 87, 159 j 656 23, 300 1, 635, 000 809, G44 47,206 2S, 767 : 40, 0C0 14, 150 3 7, COO | 100 275, Q00 117, 200 6,348 j 600 j 16,000 129 7 54, 8uo i 2,823 2, C50 013, 700 901,849 I 67,724 64,966 Sd, 533 1 23, 500 10 730 350 . 1 105, 000 51, 000 . 1 44, CC0 i 300 500 i 1,150,000 | 80, COO 66, 454 10, 580 22, 500 : 32, 875 17 ! .... 150 150 100 j 50, 0C0 i 2, 0C0 2, 500 2, 500 ! 2, 000 3, 033 120 70,000 ! 6,455 | 3, 656 1, 066 . . i 136, 000 8,425 j 800 j 6,900 3,000 3,020 869 1 2, 758, 528 137, 875 398, 635 48,479,200 j 56,827,917 J 3, 915. 545 2,270,518 ! 932,635 1 2, GGI, 836 e Includes 23 sex not reported. d Includes 97 sex not reported. CLXXIV REPORT OF THE COMMISSIONER OF EDUCATION. Table IX gives a total of 365 colleges and universities, as against 370 for the pre¬ ceding year. Seventeen institutions reported in 1883-’84 do not appear in the present table. Three of these classify themselves now in Table VI, one in Table VII, and one in Table XXII. Two colleges of Illinois, viz, Abingdon and Eureka, have united, making one strong college at the latter place. Ten colleges and two universities not reported in 1883-’84 are in the present table; all of these are supplied with buildings, and five report productive funds varying from $1,500 to $23,000. The greater part of their students are in the preparatory department. Of the total 365 colleges and universities, 16 report ohly preparatory students, 323 report collegiate students, 21 fail to report the classification of students, and 5 make no report of students ; nearly all have a four-years’ course. The following totals are brought into comparison with those of 1883-84, the latter being placed in brackets : Preparatory department. Number of instructors . 924 [ 829] Number of students . 31,351 [32,755] Preparing for classical course . 6,794 [ 7,466] Preparing for scientific course . 5,874 [ 6,037] Unclassified . 8, 128 [ 6, 090] Collegiate department. Number of instructors . 3, 912 [ 3, 815] Number of students . . . . . 34,377 [32,767] Number in classical course . 16,677 [16,346] Number in scientific course . 5, 141 [ 4, 890] Number of special or optional students . 3, 020 [ 2, 429] Number of graduate students . 869 [ 778] Property, income, etc. Value of grounds, buildings, and apparatus . . . $48, 479, 200 [46, 339, 301 ] Amount of productive funds . 56,827,917 [50,881,894] Income from productive funds . 3,915,545 [ 3,018,624] Receipts from tuition fees . 2, 270, 518 [ 2, 105, 565] Receipts from State appropriations . 932,635 [ 784,270] Aggregate amount of scholarship funds . 2,661,836 [2,218,177] The increase noticeable in the totals of property, valuation, income, etc., is due in a large measure to the greater fullness with which these particulars are reported for the current year. DISTINCTION BETWEEN COLLEGES AND UNIVERSITIES. The year covered by the present Report has been characterized by great activity in all departments of college and university work, and by free and earnest discussion of important questions pertaining to the conduct and development of these institu¬ tions. Prominent among these questions is that of the separate functions of colleges and universities. Notwithstanding the interchangeable use of these terms that pre¬ vails in the United States, distinct ideas are attached to them, and the distinction is maintained ifi all sound discussions of the provisions for superior education. These distinctions are best illustrated by reference to particular institutions in which they are practically emb'odied. Williams College, Massachusetts, may be taken as a representative college ; and Michigan University, Ann Arbor, as a repre¬ sentative of one type of the university organization as it exists among us. UNIVERSITIES AND COLLEGES. CLXXV REQUIREMENTS Williams College, for the degree of A. B. English: Grammar; composition; literary analy¬ sis. Geographt: Modern and ancient. History: Greek and Roman (short courses). Mathematics : Arithmetic ; algebra to quadratic equations ; geometry, first 4 books of Loomis. Latin:1 Grammar: composition; Caesar, 4 books: Cicero, 7 orations : Virgil, the Georgies and 6 books of the iEneid. Greek:1 Grammar: composition: Xenophon. 4 books of the Anabasis : Homer, 2 books of the Iliad. Translation at Sight: Passages from easy Latin and Greek prose. 1The preparation for Latin is expected to con¬ sume not less than 3 years ; for Greek not less than 2 years. FOR ADMISSION. Michigan University , for the degree of A. B. i English: Grammar; composition; rhetoric and rhetorical^inalysis. Geography : Physical ; political, modern and an¬ cient. History : History of Greece, of Rome, and of the United States (short courses). Mathematics: Arithmetic.; algebra, school com¬ plete: geometry, first 2 parts of Olney. : Latin:2 Grammar; composition: Caesar. 4bnoks> Cicero, 6 orations; Virgil, whole of the iEneid. I Greek.:2 Grammar; composition; Xenophon, 3 books of the Anabasis. | 2 Four years, if possible, should be given to the preparatory course in Latin. ‘ ■ Two full years ought to be given to preparation in Greek.” curriculum— (catalogues of 1884- 65). Williams College. The Classics— Greek: The verb; composition; Herodotus, Homer, Demosthenes. Plato. Eurip¬ ides, Aristophanes. Latin: History, prose composition, antiquities; Livy. Horace, Catul¬ lus, Tacitus, Terence. Plautus. Sanskrit (elect¬ ive) : Grammar ; reader. Mathematics: Algebra; geometry, plane, spher¬ ical, analytical; trigonometry. plane, spherical; calculus (elective). Modern Languages — French: Grammar, read- ings, composition. German: Grammar, read¬ ings, composition. Rhetoric and Oratoey: Elocution, declama¬ tions, orations, compositions, debates, philoso¬ phy of rhetoric. English Literature : Manual, readings, essays, aesthetics, study of masterpieces. Histort: Green’s English People; Gilman’s American People : historical evidence of Chris¬ tianity; lectures. Philosophy: History ox philosophy; study of man ; moral science ; Butler’s Analogy. Logic: Jevons’s Manual. Theology: Vincent on the Catechism: Flint's Theism. Political Economy: Perry’s text hook; U.S. Constitution, test and lectures. Michigan University — Department of Litera¬ ture, Science, and the Arts. T. The Classics— Greek: History, grammar, prose composition ; Lysias, Demosthenes. Arrian, iEschylus, Sophocles, Euripides. Thucydides, iew testament, Homer. Aristophanes, Lucian. Lyric Anthology, Plato. Latin : History, grammar, prose composition, antiquities and art; Livy. Quintilian Horace, Pliny. Seneca, Plautus,' Catullns, Tibullus, Propertius, Ter¬ ence. Juvenal. Persius, Tacitus, Cicero. Martial, Virgil. Sanskrit : Grammar, reader, lectures. H. Mathematics: Algebra, geometry and calcu¬ lus. plane and spherical trigonometry, analyti¬ cal mechanics, loci of equations, mathematical reading, quaternions. m. Modern Languages— French : Beginning French, composition and conversation, classic dramas. Corneille, Victor Hugo, La Fontaine, scientific reading, Chateaubriand, Montaigne, Lamartine. Rousseau. Gilbert. Gresset. Voltaire. Germ an : Beginners’ course, Goethe, the Xiebe- lnngenlied. Schiller, Lessing, minor German classics, lyric poetry. Italian: Grammar and readings. Spanish': Grammar and readings. IV. English and Rhetoric: Composition and speeches, theory and practice of rhetoric. Eng¬ lish Literature: (1) Period of Anglo-Saxon; (2) period of Early Modern English ; (3) stndv of masterpieces: (4) period of Transitional English; (5) period of Modern English : extemporaneous speaking; history of the English drama. V. History: Historv of Englan i, Enslish Gov¬ ernment. continental Europe-, political and social institutions, Prussia, United States, American colonies, constitutional law. VI. Philosophy : Empirical psychology, special topics in psychology; epochs in European phi¬ losophy ; Greek science and philosophy ; history of philosophy in Germany, in Great Britain'; the philosophy of the State ; logic : ethics ; Kant’s Critique of Pure Reason. VTL The Science and the Art cf Teaching: The practical, school supervision, history of systems and methods, theoretical and critical. VTIL Political Economy: Elementary course, advanced course, principles and methods of finance. IX. Sanitary Science: Lectures. X. International Law : Lectures, history of treaties. CLXXVI REPORT OF THE COMMISSIONER OF EDUCATION. curkiculum— (catalogues of 1884-’85)— continued. Williams College — Continued. Physics : Text book and lecturos. Chemistry : Text book and lectures^ laboratory- practice (elective). Astronomy : Text book, lectures, practical exer¬ cises. Geology: Text book and lectures. Natural History: Elementary biology; Pack¬ ard’s and Tenney’s Manuals ; embryology, com¬ parative morphology of vertebrates and inver¬ tebrates (elective) ; botany, structure and growth of plants, exercises in analysis ; zoology (elect¬ ive). Physiology : Huxley’s Lessons ; illustrated lect¬ ures. Surveying: Theory. Elective Studies: “ Courses are offered the cur¬ rent year to the senior class in the following de¬ partments: Astronomy, the calculus, chemistry, French, German, Greek history, Latin, English literature, Sanskrit, and zoology. Each mem¬ ber of the class will be requirea to elect two of these studies and to pursue the same from the beginning of the year until the first of June.” Michigan University— Continued. XI. Physical Sciences— PnTsics : Experimental lectures, theoretical physics, problems, advanced physics laboratory work. Chemistry: Labor¬ atory methods, experimental lectures, gas an¬ alysis, kinetic theory of gases, qualitative an¬ alysis, organic chemistry, quantitative analysis, physiological chemistry, assaying ores, blow¬ pipe analysis, original investigations, chemical technology. Astronomy and Meteorology: Theoretical astronomy, modern meteorology, celestial mechanics, spherical and practical as¬ tronomy; course for time, latitude, and longi¬ tude. XII. Mineralogy and Geology— Mineralogy: Short course, mineralogy and lithology. Geol¬ ogy : Facts and doctrines, advanced geology and paleontology, laboratory work, economic geol- ogy, geology of United States, comparative ge- ology. XHI. Biological Sciences— Zoology : System¬ atic zoology, study of vertebrates, of inverte¬ brates, ccnchology; comparative anatomy and physiology, embryology. BOTANY: Crypto- gair.ic botany, structural botany and micro¬ scopy, forestry. Histology and Microscopy.- Practical physiology and microscopy, animal physiology. ‘Laboratory work throughout all the courses in biology. XIV. Drawing: Geometrical, mechanical, free¬ hand, topographical, architectural, and water- color drawing. XV. Surveying: Use of instruments, TT. S. sur¬ veys, field work. Xvi. Engineering — Civil Engineering: Strength and resistance of materials, theory of construction, graphical analysis of structures, design, mechanism, machine dynamics* hydraul¬ ics, stereotomy. Mechanical Engineering: Forging, prime movers, wood work, dynamics, thermodynamics, machine construction and mill work, steam engineering, pattern and foundry work. Mining Engineering: Mining. XVII. Metallurgy: Fuel and refractory mate¬ rial : metals, base and precions. XVIII. Music: Choral music, harmony, counter¬ point, masterpieces of choral composition. XIX. Bibliography: Historical, material, and intellectual bibliography. Colleges like Williams confine tlieir efforts chiefly to the thorough intellectual and moral preparation of young men for the studies and duties of educated manhood ; their graduates in some cases remain after acquiring the degree of 11 bachelor of arts,” to study more extensively some subject or subjects in which they wish to be¬ come thoroughly versed ; such graduate students often become tutors and assistants in the teaching corps, and may become professors in the college faculty. It is usual in such colleges to confer the degree of 11 master of arts ” upon bachelors of three years’ standing, who are pursuing further studies or who are engaged in literary or educational work, if they apply therefor ; hut each college confers such master’s degree “in course” only upon its own baccalaureates; masterships u ho¬ noris causa ” are seldom conferred by reputable colleges, except upon professional or literary men of signal merit. These colleges have generally a prescribed course for the first two or three years, with electives for the senior, or for both junior and senior years. The following remarks in the Williams College announcement express so exactly the general reasons for a required college curriculum, that they are quoted as the best possible explanation thereof: This order of studies is so arranged that the work of freshman (first) year is given chiefly to the ancient languages and the mathematics. A close connection is thus maintained with the studies of the preparatory schools. While the mathematics and the ancient languages form also a considerable part of the studies of tho sophomore (second) year, the natural sciences are introduced and UNIVERSITIES AND COLLEGES. CLXXV1I rcceivo much attention during tlie remainder of the course. In the junior (third) year political science and modern literature are introduced ; and the course has its culmi¬ nating interest in the required studies of the senior (fourth) year, which relate prin¬ cipally to man himself as a physical, intellectual, moral, and religious being. In an important sense, the required studies of the senior year are a system by themselves. The department of litoraturc, science, and the arts of Michigan University provides courses of study enough to till four years or eight semesters, at the end of which suc¬ cessful candidates receive, according to the lines of work followed, one of the follow¬ ing degrees : bachelor of arts, bachelor of science (general), bachelor of philosophy, or bachelor of letters. Five exercises a week during a semester, whether in reading and explanations, laboratory work, or lectures, constitute a full course of study; before presenting him¬ self for a degree the candidate must have accomplished the following amount of work : Degree. Eequired j courses. Optional courses. Total full courses. Bachelor of arts . 10f 13| 24 Bachelor of science . . . 13$ 12* 26 Bachelor of philosophy . lOf 15f 26 Bachelor of letters . 17* 26 Bachelor of science (in chemistiy )..-.- . . 24* 5* 30 Bachelor of science (in civil engineering) . . 22* 1* 24 Bachelor of science (in mechanical engineering) . 23 1 24 Bachelor of science (in mining engineering), I . 23* * 24 Bachelor of science (in mining engineering), II . 21§ 2f 24 The four degrees last mentioned are preceded by courses of study which might be called of a polytechnic, rather than of a university character. All candidates for baccalaureates in arts, general science, philosophy, or letters, must pursue the prescribed studies during the first college year to the following ex¬ tent each week : Arts. Science. : Philosophy. Letters. Studies or subjects. Semes¬ ter I. Semes¬ ter FL Semes¬ ter I. Semes¬ ter II. Semes¬ ter I. Semes¬ ter U. Semes¬ ter I. Semes¬ ter 3X Sours. Sours. Sours. Sours. Sours. Sours. Sours. Sours. Greek . . . 4 4 "Latin _ _ 3 4 3 3 4 % Mathematics . . . O 4 3 4 4 2 French . 4 4 4 4 4 4 4 4 English _ 2 2 2 2 German . . . 4 4 4 4 4 4 History (or elective subjects) . i . 6 6 Elective studies . . . | 5 2 Total required . 16 1 16 16 16 16 16 16 16 In other words, the first-year students must complete three and one-fifth fall courses in each semester. During the second year of collegiate attendance, the department of literature, science, and the arts requires the following studies, if not done as elective work in the first year : Either Greek and Latin, or Greek and mathematics, or Latin and mathematics, or Latin, Greek, and mathematics ; mathematics, Latin, and Greek, respectively, be- xn e CLXXVIII REPORT OF THE COMMISSIONER OF EDUCATION.' ing dropped in the first three cases, and the studies pursued being continued as “ma¬ jor” or “minor” studies in the third and fourth years of collegiate study. The third and fourth years of the collegiate curriculum are occupied by elective studies, it being understood that candidates shall follow to some extent the oourses which give names to the degrees conferred in this department. The university offers advanced instruction in all the following subjects in this de¬ partment : Classical languages and literature ; mathematics ; modem languages and literatures ; English and English literature ; history ; philosophy ; pedagogics; polit¬ ical economy ; sanitary science ; international law ; physical science ; mineralogy and geology; biological science; drawing; surveying; engineering; metallurgy; bibliography ; forestry ; ethics. In addition to the department of science, literature, and the arts, the university includes a department of medicine and surgery, a depart¬ ment of law, a school of pharmacy, a homoeopathic medical college, and a college of dental surgery, each having a faculty of instruction charged with its special manage¬ ment. “ The university senate is composed of all the faculties, and considers ques¬ tions of common interest and importance to them all.” The libraries of the university are as follows (in 1884) : (A) The general library, 42,364 volumes and 9,406 pamphlets; (B) the medical library, 2,636 volumes, 614 pamphlets, and files of 35 medical journals ; (C) the law library, 4,500 volumes, etc., etc. The museums of the university include nine collections, viz : (A) Fine arts and his¬ tory; (B) zoology, archaeology, and ethnology: (C) mineralogy; (D) geology; (E) botany; (F) applied chemistry ; (G) medicine and surgery ; (H) homoeopathic medi¬ cine ; (I) dental surgery. The university has physical, chemical, geological, zoological, botanical, micro¬ scopical, histological, mechanical, physiological, and dental laboratories, all fur¬ nished with recent and abundant instruments, etc. The medical faculties are in charge of two hospitals/, and there is a fine astronomical observatory, with a smaller one for use in instruction. The University of Michigan, like many others, confers no degrees on ordinary graduates honoris causa. Master’s degrees in arts, science, philosophy, and letters, and doctorates in philosophy, science, and letters, are conferred on bachelors who prosecute liberal studies in those several subjects after graduating as bachelors. Pro¬ fessional studies cannot be undertaken without passing preliminary examinations, and degrees in law, medicine, and pharmacy cannot be obtained until a final examina¬ tion is passed. MOVEMENTS IN CERTAIN COLLEGES. Harvard, Yale, Columbia, and Princeton may be regarded as in the stage of trans¬ formation from the college to the university. The first two are now generally designated as universities, except in such legal in¬ struments as require the corporate name for their validity. The president of Prince¬ ton said recently : “I have hitherto discouraged all proposals to make Princeton Col¬ lege a university. I am of opinion, however, that the time has now come for consid¬ ering the question.” In his report for 1882, President Barnard, of Columbia College, after calling attention to the great expansion of the college in twenty-five years, adds : “ The college has thus taken on the functions and assumed the aspect' of a university.” Prominent among the measures by which this transformation has been furthered is the substitution of electives for a uniform course of prescribed study. As stated in my last Report, Harvard was the first, and so far is the only one of the four, to extend this system to the entire undergraduate department. In the president’s report for 1884-85, it is announced that “with the change in the work of the freshman year the reason for the rule restricting the preliminary examination to prescribed subjects disappeared, and the faculty accordingly voted to allow a candidate to present him¬ self in any subject, prescribed or elective.” UNIVERSITIES AND COLLEGES. CLXXIX As the hoard of overseers have not yet approved the decision of the faculty, prepara¬ tory schools are not affected by it, and the discussion which the Harvard experiment excites still turns, as last year, upon the significance of the B. A. degree under the new conditions. In his report for 1884-85, President Eliot presents a detailed analysis of the opera¬ tions of the elective system, as illustrated by the work of 350 students for three years each. With respect to the most important inquiries that have been raised as to the comparative advantages of prescribed and elective courses, he finds the evidence pre¬ sented by this exhibit of work entirely favorable to the electives. With reference to the significance of the B. A. degree at Harvard, President Eliot says : It does not mean that all bachelors of arts have passed through the same course of studies in college : and since the action taken in 1884, which made three-fifths of the work of the freshman year elective, it does not mean that all bachelors of the same year have necessarily studied together while in college any subject except rhetoric and English composition and the barest elements of chemistry and physics. It does mean that all bachelors of arts have spent from seven to ten years, somewhere be¬ tween the ages of twelve and twenty-three, in liberal studies. They have all learned at school the elements of three languages besides English — namely, Greek, Latin, and French or German — the elements of mathematics and physics, a little ancient history, and something of English literature. They must also have gone, while at school, somewhat beyond the elements in at least two of the four subjects, Greek, Latin, mathematics, and physical science. At college they must have added the elements of a fourth language — German or French — to the three studies at school, besides pursuing the few prescribed studies above mentioned ; and they must further have spent three years and a half upon a prescribed quantity of liberal studies, each person having been at liberty to select his own subjects of study during those three years and a half, and all studies being accounted liberal which are pursued in the scientific spirit for truth's sake. Such being the comprehensive signification of its degree of bachelor of arts, the university has no occasion for the great variety of special courses, with degrees in letters, philosophy, political science, journalism, and so forth, which other institutions have established. Every student makes his own course for three years and a half, and the common goal of all courses of liberal study is the degree of bachelor of arts. According to the report of the executive committee of the Society of the Yale Alumni for 1885, the chief change the past year in the internal economy of the academi¬ cal department of the college has been the enlargement of the list of elective studies in the junior, and especially in the senior class. At the end of the year’s trial it may be reported that the new scheme is almost unanimously approved by the faculty. It is especially noticeable that a great number of the students, the most of them seniors, have, without suggestion from their instructors, voluntarily extended their studies beyond, and in not a few cases far beyond, the limit which the rules require them to reach. In both Harvard and Yale inducements to concentration of work are offered in a system of honors. A uniform curriculum is presented at Columbia College for the freshman and soph¬ omore years, with French and German elective. The junior and senior students have a wide range of electives. A tabular view of the students’ selections is presented in the annual report for 1885, with reference to which President Barnard observes : In examining the foregoing statement it appears that the study which has com¬ manded the preference of the largest number, in both the classes in which there is freedom of choice, is the Greek. This is a little remarkable in view of the activity of the effort recently made to deprive this language of the prominent place it has so long held among the acknowledged essentials of a liberal education. * * * Math¬ ematics is the study which, among the limited number once supposed to comprise all the essentials of a liberal education, commands the preference of the smallest number of mature students free to choose; because the capacity to grasp and follow a diffi¬ cult train of mathematical reasoning is a rare endowment, and only such as possess that capacity, at least in some degree, will voluntarily undertake that study. The age of the students who are left to the exercise of a free choice in studies is a condition that ought not to be overlooked. CLXXX REPORT OF THE COMMISSIONER OF EDUCATION. President Eliot notes that the average age for admission to Harvard was below 18 until 1860, and below l&J until 1873 ; that in the next 10 years it rose gradually to 19, and that since 1882 it has fallen a little. The average age of the graduating class at Yale is stated to be little over 22 years and 7 months, which would make the average age of admission between 18 and 19. In his report for 1880, President Barnard stated “that the average age of gradua¬ tion in Columbia College is now between 21 and 22 years, and further, from the exact statements in regard to the extreme and mean ages of matriculates in Columbia Col¬ lege, which have accompanied the annual reports for many years past, it appears as an ascertained fact that the average age of our entire student body is upward of 19 years, with a slight tendency to increase; also, that the average age of admission is over 17 years.” Altogether, limited electives in the colleges specified do not appear to have impaired the quality of their instruction, nor to have affected materially the position of math¬ ematics and the classics as instruments of intellectual discipline. It is yet too early in the experiment for a final judgment as to the effects of full electives as adopted at Harvard. It must be remembered that the institutions here considered belong to the first order as regards endowments and other material resources, the number in their faculties, their prestige, patronage, and all other conditions favorable to the maintenance of high standards, and to the judicious and successful conduct of experiments. In col¬ leges less favorably placed, having limited resources, little prestige, and an uncertain hold upon patronage, there is reason to fear that the elective system may operate to the detriment of thorough scholarship. Changes in the admission requirements, in the average age of college students, in the conduct of studies, and the modes of discipline, are important features of recent college history in our country, and have an unmistakable bearing upon the develop¬ ment of the university organization ; but the record of graduate departments affords the best evidence of the demand which exists for university provision, or at least of the extent to which students are now ready to avail themselves of this provision in this country. GRADUATE DEPARTMENTS. Table IX gives a total of 869 graduate students; information received since the completion of the table increases the number slightly ; of these, nearly three-fifths are distributed among eleven colleges and universities, reporting each fifteen or more resi¬ dent graduate students. These institutions, with the number of their graduate students and the scholastic degrees attained by them before entering upon the graduate course, so far as re¬ ported, are as follows : Johns Hopkins, 174, including 37 fellows. Of these, 120 had received either a bach¬ elor’s degree, or degree of master of arts, and 37 had received first and second de¬ grees. In the case of 17 no degrees are mentioned. Harvard, 80 graduate students and fellows, of whom 63 were bachelors of arts, science, etc., or masters of arts, and 17 had received first and second degrees. Princeton, 66 ; the degree attained by these are not specified, but in order to be ad¬ mitted to the course they must have attained at least a bachelor’s degree. Yale, 37, of whom 34 were bachelors or masters of arts, 2 had received first and sec¬ ond degrees, and one was an ensign of the U. S. Navy. Cornell, 29, including 7 fellows ; 24 had attained a first degree, and 5 first and sec¬ ond degrees. Vanderbilt, 29, representing 17 first degrees and 12 first and second degrees. Columbia College, 23 ; Boston University, College of Liberal Arts, 20; Lehigh Uni¬ versity, 17 ; University of Michigan, 15 ; University of Minnesota, 15. All of these had previously attained the bachelor of arts degree or some other first degree. UNIVERSITIES AND COLLEGES. CLXXXI Tlie University of Virginia, it will be seen, is not included in the foregoing con¬ sideration, although, as is well known, it bears an important part in the maintenance of a high order of scholastic work in tki3 country. The peculiar organization of this University makes it difficult to include any part of its work in a scheme of comparison adapted to other institutions of similar standing. The courses of instruction in Virginia, as in other American universities, are aca¬ demical and professional ; the former are comprised in two departments, the literary and the scientific ; the latter, in the four departments of medicine, law, engineering, and agriculture. In the various departments there are nineteen schools, among which, without regard to the departments, the student is at liberty to elect those he may wish to attend, limited only in respect of lectures occurring at the same hours, and by a regulation concerning the number of schools to be attended by academical students. The academic degrees, conferred only upon examination, are as follows: Certificate of distinction, certificate of proficiency, diploma of graduation, bachelor of letters, bachelor of science, bachelor of philosophy, bachelor of arts, doctor of let¬ ters, doctor of science, doctor of philosophy, and master of arts. The last is conferred upon one whodias graduated in Latin, Greek, French, German, moral philosophy, pure mathematics, natural philosophy, and general chemistry. From the catalogue it appears that in July, 1884, this degree was conferred upon ten candidares, and in July, 1885, the degree of master of arts and the degree of doctor of philosophy upon one candidate each. The Illinois Wesleyan University has established non-resident and post-graduate courses of study, for the purpose of affording a tolerably full course of academic read¬ ing to those who cannot attend a college, and to offer an inducement to graduates to prosecute studies for the purpose of earning advanced degrees. With reference to these courses, Dr. C. M. Moss, the dean of the university, writes : The examinations on each course last from two to three weeks of steady writing, and are as searching as we can consistently make them, considering the fact that the work is done without lectures. We exact a passing figure of 804-, and great stress is laid on the final thesis. We have rejected applicants several times within the past five years whose examination work passed, but whose final theses did not show that originality and vigor of thinking which we expect and demand. No person is admitted to the advanced courses who has not a preliminary degree, and that from a list of accredited colleges which omits half of the schools of the coun¬ try granting the bachelor’s degree. We believe we are more particular about this matter than most of the colleges offering post-graduate work in residence. The total number now matriculated for A. M. and Ph. D. is 80. The number ma¬ triculated for Ph. B.' is 213. Many of these expect to fake up further courses. It ought to be added that we do not matriculate any one for Ph. B. who does not make a statement that attendance upon college is impossible. Anyway, most of them are ministers, lawyers, physicians, etc., for whom attendance is impossible by reason of their occupation. DR. M. B. ANDERSON ON THE UNIVERSITY OP THE NINETEENTH CENTURY. In connection with the subject of university development in the United States, the following extract from an address by President M. B. Anderson, of the Rochester Uni¬ versity, deserve special attention : That which seems to me to make the special feature in the German university sys¬ tem is the full and ample provision for a course o£ lectures for those who design to make literature or science a profession, or to engage in the profession of pubhc in¬ struction. In this respect the Germans, and all the nations of continental Europe, are immensely in advance of us. While we make provision for professional instruction in the departments of law, theology, and medicine, we make none whatever for the teacher beyond what he acquires in the college course or by his own unaided efforts. We do not need, then, to replace our colleges by a system like that of a German uni¬ versity, for without the preceding class-room drill students would not be prepared to avail themselves of the advantages which it would offer. Such a change would de¬ stroy the foundation upon which all sound education must rest. We need our college system. It is doing good work. It is a natural, indigenous growth. It is adjusted to us, and we are adjusted to it. Let it be retained as a system unchanged, but im- CLXXXII REPORT OF THE COMMISSIONER OF EDUCATION. proved in its details, adapted with wisdom to the growth and differentiation of all knowledge. Let it be rendered more and more efficient, liberal, and complete. It furnishes a good foundation. Let us strengthen and build upon it, but not destroy it. What do we need in the way of enlargement of this system ? We need professional instruction in science and general literature for those who, having passed through the college course with special honors, shall desire to devote themselves to public in¬ struction or to the increase and diffusion of knowledge. This would secure us a body of men prepared for scientific and historical investigation, and furnish us what we most need — adequately trained teachers for our academies and colleges. It would also tend to elevate and dignify the teacher’s profession, and ultimately to secure for it rewards in some degree commensurate with those earned in other learned professions. In order to make this provision available, we need a number of fellowships attached to every college, which shall be attainable only by men who, by their success in study, have shown a decided vocation for scholarship. The enjoyment of the revenue of these endowments should be conditioned also on spending in special study a time equivalent to what is spent in preparation for the learned professions. Provision for higher instruction and the endowment of temporary fellowships would be the natural complements of each other. Worthy pupils would be thus fur¬ nished for the higher course of instruction which we have had in view. In order to elevate the regular college course, we need a healthy public opinion which shall compel professional schools to require for admission to their studies a dis¬ ciplinary education equal to that furnished by an average American college or a Ger¬ man gymnasium. As we are now situated, the theological seminaries alone require as requisites to admission a college course or a substantial* equivalent. Neither the schools of law, medicine, nor general science require a preliminary liberal education. Young men who are graduates do enter upon these studies, but, in most of such schools, no examination for entrance, nor any evidence of the possession of a respectable dis¬ ciplinary education, is asked for. As a result, only a small portion of such profes¬ sional students are college graduates, or make pretension to any acquisitions worthy the name of liberal education. Those who control such professional schools by their practice advertise to the world that neither law, nor medicine, nor general science de¬ mands any more training than the common handicraft trades or farming. It is true that intelligent gentlemen in all these professions deplore this state of things, and the depression of professional ability consequent upon it, but in the professional schools which are carried on as private speculations the interest of the teachers is more pow¬ erful than the often-expressed wishes of the more intelligent members of those pro¬ fessions for which their pupils are training. It is a sad fact that the most depressing influences bearing upon college education in our country come from the schools of physical science, law, and medicine. Among professional schools, those of theology alone steadily encourage and support high edu¬ cation. It may be worthy the attention of all well educated lawyers and physicians that, while the average standard of education for all other classes in society is con¬ stantly rising, the standard in these two noble professions , is, on the whole, going relatively downward. The large income returned by teachers of law and medicine is not seldom a measure of this depression. In most European countries Government remedies the evil tendency to which we have referred by stringent enactments. The reason why the higher institutions of learning in most European countries are so thronged with students, is due to the fact that no school-master can teach, no lawyer or physician can practice, without the best education, both general and professional, which the country can afford. It is not my purpose to point out the remedy for these evils. I only wish to call attention to their existence. COLLEGES WHOSE MAIN WORK IS IN THE UNDERGRADUATE DEPARTMENT. While peculiar interest attaches to the colleges and universities that take the lead in promoting the highest order of intellectual effort, it must not be forgotten that this work itself depends upon the general condition of the undergraduate work throughout the country. The colleges whose force is mainly expended here include some of the oldest and most influential colleges in the country, and a still larger number of young and small colleges of a class very aptly characterized by Dr. McCosh, of Princeton, in a recent address as follows : Most of these young colleges are serving good purpose. They all do so, so far as they give solid, and not superficial knowledge ; so far as they teach thoroughly the fundamental and disciplinary branches of literature, science, and philosophy, and also impart religious instruction to give a higher tone to the mind. They draw a number of young men from their vicinity who never could be allured to more UNIVERSITIES AND COLLEGES. CLXXXIII distant and expensive places. If they cannot impart a wide and varied culture, they often give a substantial training. It is a happy circumstance that in almost all these colleges religion is inculcated ; and they may bo the means of compelling our larger colleges not to abandon it, when they might bo led to do so by the pressure of the times. These colleges change little from year to year, but the record of a period of years shows many evidences of growth. Increase in the number of students is more notice¬ able in the southern and western than in the eastern colleges. Roanoke College, Vir¬ ginia, which reported 76 students in 1880, reports 108 in 1885; the University of North Carolina increased in the same time from 171 to 207 ; Wofford College, South Carolina, from 83 to 124 ; the University of Georgia, from 83 to 184 ; Emory College, Georgia, from 141 to 189 ; the University of Tennessee, from 154 to 180. The following table shows for a number of colleges the increase in property valua¬ tion, or productive funds, or both, from 1880 to 1685: Institution. Value of grounds, buildings, and apparatus. Amount ductive of pro¬ funds. 1880. , 1885. 1880. 1885. University of Georgia . . $200,000 $200,000 $373,000 $374, 000 Bowdoin College, Maine . . . 260, 000 345, 000 Amherst College, Massachusetts . . 400, GOO 4S6, 000 411, 000 700, 000 "Williams College, Massachusetts . . 200, GOO 400, 000 315, 000 510, 000 Dartmouth College, Xew Hampshire . 500, 000 600,000 Mayville College, Tennessee . . 50,000 75, 000 14, 000 112,000 Washington and Lee University. Virginia . . 150, 000 190, 000 150,000 475, 0C0 Beloit College, Wisconsin . . 80, 000 110,000 144,000 185, 000 Improvement in the college curriculum is a subject that deserves particular con¬ sideration. I can do no more than suggest that it is particularly noticeable in the methods of classical instruction, and in the increased attention given to the study of English. The year under review completes the first half century of Marietta College, Ohio, whose history illustrates that of many Christian colleges in our country. In a brief summary of that history, President Andrews says : The name of college was given to it by the legislature in 1835, and there were two college classes in the autumn of that year. At the beginning there were four depart¬ ments of instruction, each in charge of a permanent professor. There were the de¬ partments of moral and intellectual philosophy, of the Greek and Latin languages, of mathematics and natural philosophy, and of logic, rhetoric and political economy. There was not at first a distinct department of natural science, though instruction was given in chemistry, etc., by the professor of natural philosophy. In this Marietta was not an exception : at that very time the juniors in Williams College recited in chemistry to a tutor, and heard a few lectures from a professor. But in 1840 provis¬ ion was made for regular instruction in chemistry and mineralogy, and in 1846 this department was established by the election of a permanent professor. From that time to this, with the exception of two years, the time of one professor has been devoted to this class of studies. At the celebration of the twenty-fifth anniversary in 1860, the whole number of volumes in the college and society libraries was 17,000. There were then only fif¬ teen colleges in the United States that reported a larger number. According to the last Report of the United States Commissioner of Education, of 362 colleges reported, 12 have more books than Marietta, 2 have the same number, and 347 have less. Our total is now somewhat larger than at the date of the Commissioners Report, being 33,000 volumes. At the 150th anniversary of Yale College, President Woolsey gave the number of volumes in their college library as 22,000. At our 50th anniversary we report, exclusive of the societies, 20,000. The library of Marietta College has been growing more and more valuable in the line of American, and especially Ohio, his- CLXXXIY EEPOET OF THE COMMISSIONER OF EDUCATION. tory, there being but few libraries in the West that surpass it. And if, by and by, there shall come to its shelves and alcoves other collections of books, pamphlets, and manuscripts which are confidently expected, it will be in some respects unequaled. ******* This glance at the early work of some of our colleges of highest repute shows that almost all their instruction was at first by tutors instead of professors. Often these tutors began their teaching immediately after their own graduation. The difference between x>ermanent and temporary instructors was the same then as now, and it was a great improvement in a college when students received their instruction from per¬ manent professors. At Marietta there has been no occasion for thi3 change, as nearly all the instruction has been professorial from the beginning. In the first catalogue issued every study now thought essential to a liberal education is enumerated. Even the German is not omitted ; and through almost the whole history of the college German has been studied, either as required or optional. Political science has also had a prominent place. Complaint is made that in many colleges little or no atten¬ tion has been given to studies of a governmental and economic character. What¬ ever may be true of other colleges, Marietta is certainly not open to this charge. These branches have always been taught here, and for the last quarter of a century they have been made specially prominent. The greater the permanence of the students, the larger the number of seniors as compared with the freshmen. For our 48 years the seniors have been to the freshmen as 70 to 100 ; or, expressed with respect to the number admitted, it is found that the graduates are 63 per cent, of the whole number matriculated. The same ratio is found in Williams College for the 60 years from 18*20 to 1880. It is believed that in very few colleges in the country has there been so little falling off between the be¬ ginning and close of the course. There is an impression very prevalent that students often enter college too young ; that they need maturity of years in order to profit by the course of study ; and, therefore, other things being equal, the older students derive more advantage than the younger. Our experience of 50 years does not confirm this. This experience shows that when a lad is well prepared for entrance — can pass a good examination on the required studies — he is old enough to do the college work. The average age of our alumni is about 22.7 years. The average age of those who have held the first rank in their respective classes is 22.4 ; and, if we leave out 10 whose age at gradua¬ tion was 25 and upwards, the age of the others is 21.3 ; that is, the average age of three-fourths of those who have held the highest place in scholarship is a fraction over 21 years. EVENTS OP THE YEAR. An unusual number of college presidents have resigned during the year. Hon. Leland Stanford, United States Senator from California, has devoted a large part of his fortune to the endowment of a new university. The gift includes lands valued at about $5,000,000, with a money endowment not yet stated. The site chosen for the university is the Palo Alto estate near San Francisco. The formal transfer of the estates to the trustees of the university was made November 14th. CATALOGUES OF AMERICAN COLLEGES AND UNIVERSITIES. The American college has fallen into the habit of publishing little else of itself, its methods, work, results, or alumni, than appears in its annual and triennial or gen¬ eral -catalogues. When the historical work of this Office was commenced in this di¬ rection, it was found that a considerable number of colleges had not complete sets of their own catalogues. Harvard, under President Eliot, and some older colleges are now giving the public more definite reports. State universities and colleges of agri¬ culture, in accordance with law, generally publish somewhat fully the facts in their administration from year to year, but the American college annual catalogue is much the same in all cases. In the triennial or general catalogue there is greater diver¬ sity. There is a general demand for the results of college education. What have the colleges accomplished ? How far does the triennial or general catalogue give the information desired ? In order to bring into the smallest possible space the data con¬ tained in these general catalogues, I have had those sent this Office carefully exam¬ ined and the data grouped in the accompanying tables. If any college is omitted, it is because its catalogue is not in the possession of the Office. It should be borne in mind that .the^effort in making this collection of data UNIVERSITIES AND COLLEGES. CLXXXV is not to show tho work of our colleges, or what their alumni have accomplished, but to exhibit what they report for themselves. It may bo added that generally the re¬ sults hero presented are obtained by an amount of careful, painstaking examination that readers in general have not time to bestow upon a college catalogue, and there¬ fore, a9 a rule, the catalogues would not yield to the public the information pre¬ sented in the accompanying exhibit. With regard to the meaning of the word “ alumni” there are differences of usage ; some college authorities include in the term all former students, others only those who have been graduated. ?- OLXXXYI REPORT OF THE COMMISSIONER OF EDUCATION. Statistics of the alumni of colleges Name of institution. Location. Date and character of cata¬ logue used, a, annual ; g, general; t, triennial; l, latin. Tears covered. Number of alumni. i Number of alumni living. 1 . C5 ! 'S £ : ■3 I i o a S | *! 1 2 3 4 5 6 7 i _ | 1 Southern University . Greensborough, Ala. 1884-85 a 1860-’83 86 75 11 2 1881-’82 a 1848-’82 163 134 29 3 1883 a 1872-’83 58 54 4 4 1883 a 1870-’83 342 ! I 332 10 5 1877-78 a 1872-78 47 6 1882-’83 a 1857-’82 103 7 Pacific Methodist College . Santa Rosa, Cal . 1881-’82 a 1863-’81 87 79 8 8 Hesperian College . Woodland, Cal - 1883-’84 a 1870-’83 55 53 2 9 1880 g, l 1827-79 818 595 223 10 Wesleyan University . Middletown, Conn . . 1881-’83 1833-’81 1, 291 1, 047 244 11 Tale College . New Haven, Conn . . 1883 1, l 1702-1882 9,625 4, 392 5, 233 12 1785-1876 g 1785-1876 1,388 980 408 13 Atlanta University _ __ Atlanta, Ga . 1882-’83 a 1876-’82 33 30 3 14 Emory College . Oxford, Ga.. . 1884-’85 a 1841-’83 716 566 150 15 Hedding College . Abingdon, HI . 1883-84 a 1867-’84 112 104 8 16 Hlinois Wesleyan University. . Bloomington, Ill.... 1883— ’84 a 1853-’83 224 209 15 17 Eureka College . Eureka, HI.. . 1883-’84 a 1860-83 121 115 6 18 Knox College . . . Galesburg, Ill . 1882-’83 a 1846-’82 522 475 47 19 Lombard University _ _ Galesburg, HI. ...... 1883-’84 a 1856-’83 174 153 21 20 McKendree College . . Lebanon Til _ _ _ 1882-’83 a 1841-’82 409 353 56 21 Lincoln University Lincoln Til _ 1883-84 a 1868-'83 138 22 Monmouth College . Monmouth, Ill . 1883- 84 a 1858-’83 640 582 58 23 Augustan a, Coll eve _ Rock Island HI. 1884- 85 a 1860-85 24 Shurtleff College . Upper Alton, Ill . . . 1836-77 1836-77 *162 25 Illinois Industrial University. Urbana, Ill . 1883-’84 a 1872-’S3 364 356 8 26 Indiana University . Bloomington, Ind . . . 1884-’85 a 1830-’84 679 584 95 27 Wabash College . Crawfordsville, Ind. 1883-’84 a 1838-’83 435 364 71 28 Franklin College . . Franklin Tnd _ 1884 Jubilee 1847-’84 61 7 54 29 DePauw University . Greencastle, Ind - 1883-’84 a 1840-’84 905 812 93 30 Hanover College . Hanover, Ind . ... - 1833— ’83 g 1833-’83 495 382 113 31 Hartsville College . . Hartsville Ind 1883-84 a 1859-'83 58 54 4 32 Butler University . Irvington, Ind _ _ _ _ 1883-84 a 1856-’83 208 183 25 33 Union Christian College . Mfirrnn Tnd 1882-’83 a 1864-’81 37 34 Mooro’s Hill College . Moore’s Hill, Ind . . . 1884-’S5 a 1858-’84 133 121 12 35 Earlham College . Richmond, Ind - 1881-’82 a 1862-83 140 128 12 36 Griswold College . Davenport, Iowa. . . . 1881-82 a 1863-81 45 37 Luther College . Decorah, Iowa - 1884-’85 a 1866-’84 163 154 9 38 Upper Iowa University . Fayette Tnwa _ 1881-’82 a 1862-’82 56 53 3 39 Iowa College . ririn riel! Towa 1883-’84 t, l 1854-83 230 227 40 Simpson Centenary College. .. Indianola, Iowa _ 1882-’83 a 1870-’82 188 183 5 i 41 State University of Iowa . Iowa City, Iowa .... 1882-’83 a 1882-’83 226 1 42 Iowa Wesleyan University. . . . Mount Pleasant, 1879-’80 g 1856-79 262 243 19 Iowa. Collegiate, 162 ; theological, 36. STATISTICS OF COLLEGIATE ALUMNI, CLXXXVII and universities in the United States. Occupation. -2 3d < j tc <3 d t o i ! Educa- 3 | tion. . T. C w ‘5: » c c s 0 d ^ ^ u £ i Z • 7 “ S PI - •-H 3 : * ! tfi 5 ' * I g £ j 0 u Si 2 1 2 « "0 ^ ^ S i r! CO d tc 3 : ti [x d 0 G .1 O CO X 5 1 CO Other and unknown. 1 ill s if O p |h C O § o 10 11 12 13 14 15 16 17 ;1S 19 CO 21 22 23 24 25 26 27 2 20 : 3 ! 6 12 16 ! 1 ' a| | 7 .... 1 12 21 j 1 ... 23 j 9 | 8 12 3 3 25 2 12 -• !-j 44 . . ! i .... 1 1 ; J'"1 . ""I ... M ....... .... 1 295 _ ■■ 25 4 13 1 ... CO I 5 : "m- 46 77 633 83 161 1,261 249 I.... ■^35 55 1 73 | _ I 42 ; .... 2,169 _ _ 514 j _ ' 375 .... !□ 797 ! 115 1 .... 35 141 : 41 i 9 : 1,162 i 5 '...J 1 1 IS ' 3 . .... 6 j 1 8 139 _ L... 23 j 3 115 I 6 2 --- 55 .... ... 1 j .... 359 5 j 23 1 3 1.... 20 ; .... 2 i 12 .... 3 2 3 1 1 39 12 j 6 57 2.9; 21 3 4 27 l 17 : .... 2 2 1 41 ! 2 15 1 1 j 9 1 1 | 13 -j 3 1 45 ! 48 1 15 ! 5 j 4 58 j 17 j 14 49 6 52 1 I 12 2 4 .... I8 1 1 1 .... 2 2 263 13 ! . . . . 1 1 9 8 2 17 ! 3 5 30 _ 3 4 9 ... .... 70 1 1 , i 1 59 2 32 14 61 5 1 8 ; .... 24 261 9 j 2 ■ 17 4 .... 27 1 5 , 32 _ 2 8 32 19 2 I 1G6 20 9 63 .... 6 3 71 ....; 10 .... 24 .... 1 J 1 244 j 213 2 7 6| 1 1 .......... "J 47 ! 6 ! i 5 i . 2 ! 28 : 5 | 34 1 29 19 | 43 L... 4 5 i 22 .... 2 8 28 77 I 25 ' 7 i 4 87 39 18 | 87 i 4 1 ’ 246 2 j 10 2 45 | 1 1 2 9 ; j 89 18 j 5 5 140 23 16 1 19 I 2 1 ! 120 4 | 15 . 5 J 27 .... .... 2 1 4 93 ; 25 ! 16 ! 2 j 133 ; S3 30 120 8 j 4j 300 j 3 I 34 5 j 92 I 2 1 3 1 2 23 I 104 : 14 ! ! 224 3S 38 64 ! 88 !....] 13 ).... 40 1 2 ! 34 9 1 5 _ 8 ; 13 ! 9 .... 9 ! 1 3 .... i 16 9 : 1 ■ 40 21 2 31 I 54 j ...... j - .... 6 _ 11 1 ! 33 5 j 5 13 9 3 ' 4 3 4 3 1 15 _ 6 46 8 3 .... 4 9 1 46 27 6 ' r*T"s 1 1 1 .... 10 5 106 5 11 1 21 ! 4 irj .... .... g 2 : 1 10 4 2 8 ........ ! 2 1 .... 20 13 23 ! 1 j * j- — 6 ' 178 1 29 6 ! i j 55 .... 18 8 3 4 17 I . ii3 ; 4 3 ' 1 .... 8 | 131 1 55 ' • 32 1 1 1 i i 1 1 i 1 1 r i 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 CL 43 44 45 46 47 4S 49 50 51 52 53 54 55 56 57 58 59 CO 61 G2 63 64 65 68 67 68 69 70 71 72 73 74 75 76 77 78 79 80 81 XXVIil BEPOBT OF THE C OM2JISSION Eli OF EDUCATION. Statistics of the alumni of colleges and Name of institution. Location. Date and character of cata¬ logue used, a, annual; g, general ; t, triennial ; l, latin. Years covorod. '3 S o u © 1 ! Number of alumni living. 6 *2 cm C S | * ! 1 2 O ~ 1 4 5 6 Cornell College . Mount Vernon, Iowa; 3 881— *82 a 185S-’81 222 206 16 Oskaloosa College . Oskaloosa, Iowa .... 1883-’84 a 1867-’84 C6 63 3 1883-’84 a 1875-’84 38 1883 a 18C4-’83 78 74 4 1883-’84 a 1866-’83 44 1881-82 g, l 1819-’82 873 623 250 1881-’82 a 1860-80 172 Kentucky Military Institute. . Farmdale, Ky . 1883 a 1851-’83 321 Georgetown College . Georgetown, Ky _ 1884-’85 a 1832-’84 360 298 68 Kentucky Wesleyan College.. Millershurg, Ky .... 1882-’83 a 1868-’83 66 63 3 Bethel College . 1884-’85 a ' 1857-’83 83 69 14 Louisiana State TTniyersity Fflton Bou^a La 1882-’83 a i 1869-’82 ! 60 Centenary College . . Jackson, La . 1882- 83 a ; 1827-82 235 163 72 "NTew Orleans University New Orleans La .... 1884-’85 a | 1878-’85 12 Straight University . New Orleans, La ... . 1882-’83 a 1876-’83 90 1 88 2 Bowdoin Collevo . . Brunswick, Me ..... 1881 g, l 1806-’81 2, 028 1 1,265 763 Bates College . Lewiston, Me _ 1884-’85 t j 1867-’84 365 349 1 ! 10 Colby University . . . W aterville, Me _ 1882 g 1820-’82 ! 730 194 536 Johns Hopkins University. . . . Baltimore, Md . 1884 report. 1878-’84 133 Mt. St Mary’s College . Emmittsburg, Md. . . 1881-82 a 1 1830-’82 337 301 | 36 Ifew Windsor College and Fe- | New Windsor, Md . . 1885-’86 a 1879-’85 34 male College. Western Maryland College. . . . Westminster, Md 1882-’83 a 1871-’83 133 129 4 Amherst College . Amherst, Mass . 1885 g 1822-’84 2, 832 2, 045 I 787 Harvard College . Cambridge, Mas9 ... 1880 t, l 1642-1880 9, 526 3,574 5, 952 Williams College . Wiiliamstown,Mass. 1880 g 1795-1880 2, 601 1, 559 1, 042 Adrian College . . . Adrian, Mich . 1882-’83 a 1858-’81 ♦167 158 9 ! Albion College . Albion, Mich . 1883-’84 a 1853-’S0 259 243 i 16 i University of Michigan . Ann Arbor, Mich . . . 1844-’80Uni- 1844-’80 6, 662 6,384 278 ver’syBook. Battle Creek Colletm Battle Creek, 1880-’81 a 1879-’81 24 Hope College . Holland City, Mich . 1884— ’85 a 1866-’84 108 101 7 j Olivet College . Olivet, Mieh . . 1883-’84 a 1863-’83 171 163 8 j University of Minnesota . Minneapolis, Minn. . 1882-’83 a 1873-’82 161 158 3 i University of Mississippi . Oxford, Miss . 1883 1851-’81 720 610 no ! Christian University . . . Ca.nt.nn Mo 1884-’85 a 1857-’82 121 109 12 1 Central College . . . "Payette Mo _ 1883-’84 a 1859-’83 46 44 2 W estmin ster 0 oil ece . "Fnltnn Mo 1874_’75 a 1 855-’ 74 89 Ba Grange College _ T,n Orange Mo 1883- 84 a 1870-’83 96 1 . 93 3 Morrisville College . _ Morrisville Afo 1883-’84 a 1876-’84 41 1 Washington University . St. Louis, Mo . 1883-’84 a 1862-’84 U430 * Received degree of B. S. t Received degree of B, Mech. Art9. STATISTICS OF COLLEGIATE ALUMNI CLXXXIX universities in the United States — Continued. Occupation. | Agriculture. | Banking. | Civil service. Clergymen. I Commerce, trade, and 1 transportation. Educa^ tion. d S To H d *3 r3 C3 X 3 © .2 Ph Law and justice. c3 O .7. rr. r__ "r ci 7L Tc c ra a 2 *d . 2 £ 3 a* 1- d O 5 L O bfl 33 2 eg © O © M i 1 i ta ry and naval service. GO O d bp 3 Publishing. 3 ! « Skilled industries. Other and unknown. c 0 rCJ tc Other. § 9 10 11 12 13 14 15 1G 17 IS 19 20 : 31 22 23 24 25 2 S - 8 28 25 ( 19) 4 .... 40 : i 5 1 i 9 1 ! 1 48 18 q 7 1 1 .... 1 1 1 1 21 .... ! I 38 7 1 12 1 9 8 9 4 .. .... .... 24 11 1 2 3 1 1 2 3 20 181 329 75 .... . | . . .... .... . ' .... 1 1 68 3 2 81 16 24 24 1 51 .... 8 2 25 60 11 .... . .... .... .... . .... . . i . 33 : 19 ! 3 ; .... 3 7 2 78 .... 1 29 1 60 .... ... J 1 1 j 1 "*63* H rl . 26 1 342 * • •• 1,284 ! | 53 ! 1 I .... 9 3 1 230 29 12S 6 ;;;; 183 10 1 32 ! 7 48 6 4 1 137 1 2 j 5 1 51 ! 9 1 20 1 9 1 34 j .... 1 j .... .... .... 682 I . | 1 2,344 i 1,980 2, 470 *213 +23 .... /302\ 704 242 6 • 38 4 i 4 : 20 §1 28 3 4 1 58 * 1 181 2, 400 J 2, 194 938 1, 649 70 1 (j L6) 5 1 1 7 ... 10 4 1 1 - 81 i "s' ...J v- 5 i 31 4 2 13 a 7 1 63 .... 1 4, 9 ! ' 2 .... 17 2 1 18 1 2| G7 | 3' 1 4 ■ 2 5 1 14 1 2 1 1 6 ' 5 24 2 1 2 10 21 13 12! 1 . ' 1 ; .... I . 1 4 1 3 2 1 41 ! 4 1 2 2 ! 4 1 4 1 + Classified according to degrees given. Non-graduates not included. § Musical graduates not included. i] The 67 whose occupations are given are graduates of the Polytechnic School. 43 44 45 46 47 48 49 50 51 52 53 54 55 56 57 58 59 60 61 62 63 64 65 66 67 68 69 70 71 72 73 74 75 76 73 79 80 81 cxc REPORT OF THE COMMISSIONER OF EDUCATION Statistics of the alumni of colleges and 82 83 84 85 86 87 90 91 92 93 94 95 96 97 100 101 102 103 104 105 106 107 108 109 110 111 112 113 114 115 116 117 118 119 120 Xapie of institution. Location. Date and character of cata¬ logue used, a, annual; g, general; t, triennial; l, latin. Years covered. Xumher of alumni. Xumher of alumni living. Xumborof alumni dead. 1 2 3 4 5 6 7 Drury College . Springfield, Mo . 1884-’85 a 1875-’85 1 61 60 1 1884-’85 a 1879-’85 16 1884-’85 a 1877- 83 1 23 1883-’84 a 1873-’83 ' 63 ! 60 3 1880 g 1771-1880 ! 6, 010 3, 220 2 790 1881 g, l 1748-1881 5,439 3, 190 2, 249 1879 a 1862-79 124 ! Alfred University . Alfred Center, X. T. 1876 g 1836-’76 437 387 50 St Stephen’s College . Annan dale, X. T — 1883-’84 a 1861-83 : 160 146 14 1883- 84 a 1869-’83 61 60 1 Brooklyn Collegiate and Poly- Brooklyn, X. T . 1882-’83 a 1858-’80 ! 308 technic Institute. St Lawrence University . Canton, X. T. .... _ 1879-’80 t 1861-’79 ! 260 244 16 1 TTaTniltnn College . . Clinton, X. T . 1880 g 1814-’80 2 204 1, 689 515 Elmira College . Elmira, X. T . 1880-81 a 1859-’80 | 228 200 28 "FT chart College _ Geneva, X. T . 1879 g,l 1825-79 1,188 1, 030 158 Cornell University . . . Ithaca, X. T . 1883 Sup. Cat. 1869-’83 897 Ingham University ........... Le Boy, X. T . 1875 g * 1840-75 1 ! 329 1 288 ! 41 College of St. Francis Xavier . Xew York, X. T - 1883-’85 a 1861-’83 * 400 358 ; 42 College of the City of Xew Xew York, X. Y - 1882-’83 a 1853-’82 1,042 941 101 York. Columbia College . Xew York, X. Y. . . . 1882(7 1754-1882 7,287 6, 020 1, 267 Manhattan College . . Hew York, X. Y _ 1882-’83 a 1866-’82 201 { But gers Female College . Xew York, X. Y - 1867-’68 a 1840-’66 398 . 72 26 1 University of the City of Xew Xew York, X. Y - 1882p 1833-’81 879 I 706 173 Tork. Vassar College . Poughkeepsie, X. Y. 1883 g 1861-’83 566 539 27 University of Ro Chester . Rochester, X. Y - 1879 g 1850-79 667 603 64 Union College . Schenectady, X. Y . . 1797-1884 1797-1884 6, 694 4, 167 ,2, 527 Xorth Carolina College . Mt. Pleasant, X. C . . 1884-’85 a 1871-’84 23 20 3 Shaw University . Raleigh, X. C . 1875-’82 g 1S78-’81 32 [Rutherford College _ _ _ Rutherford College, 1881-82 a 1873-’82 | 46 X.C. Trinity College . Trinity College, X.C. 1882-’83 a 1853-’82 i 272 241 31 "RorTifel College _ Akron, Ohio . . 1881-82 a 1873-’80 ! 63 Baldwin University _ ! Berea, Ohio . . . 1882-’83 a 1850-83 1 27 151 20 St Joseph’s College . Cincinnati, Ohio .... 1883-’84 a 1874-’S3 ! a University of Cincinnati . | Cincinnati, Ohio 1883-’S4 a 1877-’83 ; 48 Belmont College . College Hill, Ohio . . . 1883-’84 a 1847-’83 148 115 33 Ohio ~SV esleyan University. . . . * Delaware, Ohio . 1842-’80 g 1842-’80 ! t809 752 57 Denison Universitv . , Granville, Ohio . 1831-’81 g 1831-’81 ! 260 235 25 Uirnm College _ I Hiram, Ohio ... 1881-82 a 1869-’82 ! 73 ; Marietta College . 1 Marietta, Ohio . 183o-’82 Q 1835-’82 1 534 | 425 109 * Alumna Soc. Cat. STATISTICS Or COLLEGIATE ALUMNI, CXCI universities in the United States — Continued. Occupation. 6 I .X bt ◄ ti 3 i i Civil service. Clergymen. -d a a -a _® O gi 8g o a 5 “ a o O Educa¬ tion. Engineers. p *5 5 S c3 ro © a % Law and justico. Logislato rs, national and Stato. Literature and journal¬ ism. Manufactures. Medicine and surgery. Military and naval service. Mining industries. t'c .5 "3 3 a Ph Science. Skilled industries. Other and unkuown. © ft S © 1 s 9 IO 11 12 13 14 15 16 17 IS 19 20 21 22 1 23 24 1 25 26 27 14 2 13 2 9 1 20 i . I 3 1 1 5 11 4 15 0 3 2 .... ..... 18 153 23 i 32 957 191 107 494 78 13 1, 295 ] 4 57 .... 44 1, 764 16 2 17 10 18 735 I 1, 056 32 157 465 ;J 114 9 37 '"1 ....I | 19 39 576 42 80 117 2 649 9 50 87 534 56) 136 695 :... mm 26 168 16 19 3 65 12 26 3 1 87 4 9 .... 9 1 53 88 14 77 35 15 246 .... 16 11 109 8 1 1 9 8 329 .... 141 144 S3 2 i ! 2 182 10 2 13 1 355 11 2 | 217 76 0 .02) 4 1 139 .... 19 22 38 3 .... 5 8 20 189 66 31 1, 123 315 209 ! 323 245 16 1,933 20 85 110 476 54 1 2 14 5 i 8 4 4 7 7 27 !.... 1 42 18 ! 1 27 16 9 61 ... 2 ! 60 3 1 19 i 1 1 52 1 ' i 2 3 4 11 4 23 5 I 28 45 I 1 52 1 22 6 10 100 .... 1 ... 9 1 l 1 14 8 21 ! 2 1 1 ^2 3 10 36 34 9 23 225 105 118 i 187 20 41 8 54 113 15 1 102 12 16 22 | 2 1 i 50 2 4 1 11 i 1 17 i 9 2 ; 166 21 8 45 I 6 3 I 84 5 12 22 1 34 2 .... 2 ! 14 1 1 | 104 t Ohio Wesleyan Female College from 1855 to 1877, inclusive, not reckoned in this summary. 82 83 84 85 86 87 88 89 90 91 92 93 94 95 96 97 98 99 100 101 102 103 104 105 106 107 108 109 110 111 112 113 114 115 116 117 118 119 120 CXCII REPORT 01' THE COMMISSIONER OF EDUCATION. Statistics of the alumni of colleges and Name of institution. Location. Date and character of cata¬ logue used, a, annual; g, general ; t, triennial ; l, latin. Tears covered. Number of alumni. fcj n V "3 § 5 ’cS Sh o p 1 O 1 1 1 * Number of alumni dead. . 1 3 3 4 5 7 121 Franklin College . New Athens, Ohio.. 1881-’82 a 1826-79 344 1 261 83 122 Muskingum College . New Concord, Ohio . 1882-83 a 1839-’82 205 113 92 1833-83 a 1833-’83 2, 081 1, 774 307 124 1884-’85 a 1854-’84 2G8 241 27 12;! 1884-85 a 1871-83 19 12G Otterhein University . Westerville, Ohio. . . 1885 quadr 1857-84 258 236 22 127 1881— ’83 t 1870-’83 47 12.8 1882— ’83 a 1871-83 315 302 13 129 1879— ’80 a 1870-’80 47 45 2 130 University of Oregon . Eugene City, Oreg.. 1884-85 a 1878-’84 77 76 1 131 Pacific University and Tua- Forest Grove, Oreg . 1884-’85 a 18G3— ’84 66 63 3 latin Academy. 132 Willamette University _ pp.lpm firmer . . 1882-83 a 1859-82 187 167 20 133 Western University of Penn¬ Allegheny, Pa . 1883-’84 a 1823-73 225 167 58 sylvania. 134 Mnlilpriherg Colleve _ Allentown, Pa . 1884 a 1868-83 175 170 5 135 Lebanon Valley College _ Annville, Pa. ....... 1883— ’84 a 1870-’83 105 104 1 136 T)ie"kinsori College . Carlisle, Pa . . 1864 l 1787-1864 988 696 292 137 Lafayette College . . Easton, Pa . . 1836-’79 g 1836-79 *796 708. 88 138 Pennsylvania College . Gettysburg, Pa . 1883-’84 a 1834-’83 705 586 119 130 TTrsinns Colleve _ _ Freeland Pa........ 1871-81 dec 1871-’81 51 140 Thiel College . Greenville, Pa . 1882-’84 hi 1874-’83 63 61 2 141 Haverford College . Haverford, Pa . 1883-’84 a 1836-’83 342 304 38 142 Fi'anklin and Marshall College Lancaster, Pa . 1882-’83 a 659 143 University of Lewisburg . Lowisburg, Pa . 1883-’84 a 185l-’83 345 319 26 144 Allegheny College Meadville Pa . 1821-82 641 537 104 145 Westminster College . New Wilmington, Pa. 1882-83 a \ 1880- 81 a 1854-’89 546 501 45 148 Lehigh University . South Bethlehem, Pa. 1883-34 a 1869-’83 138 134 4 147 Swarthmore College . Swarthmore, Pa .... 1883-’84 a 1873-’83 139 134 5 148 W ashington and 3 efferson Col¬ Washington, Pa .... 1872 p 1802-72 2, 964 2, ISO 784 lege. 149 Brown University . . Providence, It. I - 1880 l 1769-1879 2 032 1, 614 1, 318 150 University of South. C&rolinct. 1807— ’71 t 1867-71 164 151 l?i i rm an TT n i versify . VjUIUUiOldj kJ< v •••••• Greenville S. C . . . . . 1S82-’S3 a 1875-82 37 152 Newberry College . Newberry, S. C . 1883-84 a 1869-’83 51 . 50 1 153 Claflin University and South Orangeburg, S. C ... 1881— ’85 a 1879-’84 19 Carolina Agricultural Col¬ lege and Mechanics’ Insti¬ tute. 154 Wofford College . Spartanburg, S. C . . . 1880— ’81 a 1856-’80 238 211 27 155 East Tennessee Wesleyan Athens, Tenn . 1883— ’84 a 1871-83 87 82 5 University. 156 King College . Bristol, Tenn . . 1882-’83 a ’ 1870-’82 48 46 2 157 Cumberland University . Lebanon, Tenn . 1881-’82 a - 1843-’82 1, 577 * Record of the men of Lafayette. STATISTICS OF COLLEGIATE ALUMNI. CXCIII universities in the United States — Continued. Occupation. 6 M 3 « t ◄ j S fco .5 a » d o o CO 3 o a >> 6 1 J 3 § ■ o 5T o 5 . 3 j 12 Educa- | tion. | d S . .2 Tc c .1 © 1 o .9 Law and justice. ~ ' a C3 ! 'S> a ! s 1 5 d S ! :f X 5 o a> 1' Military aud naval service. d © ao tJD 1 1 W) To 3 3 . 1 S I m | Skilled industries. 0 u 0 0 z fcJD f-* o O 9 10 11 13 14 15 1G 17 IS 19 20 31 ! 22; 23! 24 25 26 27 1 231 2 i 6 j G 9 13 10 3 g 1 1 63 92 1 > l 1 6 1 93 1 678 f3331 31 134 30 52 3 ! 820 186 1 1 44 ! ....j 38 ....1 .... 1 .... * 1 11 i 1 47 16 I 71 i 10 21 1 1 9 1 1 17 1 1 11 46 | 17 9 14 1 j 14 ! 4 2 1 .. 1 1 115 26 ' 4 j 38 2 67 1 1 6 j 4 • 17 x 1 29 j | 1 o 6 9 1 9 19 2 ! 13 ! 2 1 11 17 4 1 1 i 4 O 9 1 14 J 2 1 5 30 J 6 ! 7 J 30 22 .... 1 ! J 1 103 2 * '■? 84 i 12 5 i 1 37 1 1 | 74 .... 65 12 9 89 1 22 1 9 2 15 1 1 10 6 4 .... 1 1 33 | 241 j 35 I 712 10 7 1 235 j 48 ! 74 71 i 235 14 ! S3 * 20 1 352 1 21 22 2 .... 1 53 1 252 27 I 'H 24 24 2 1 i ! 36 .... 1 .J 2 10 35 295 .... . 7 652 154 3 6 ! 1 8 23 150 20 ! ...J L... 19 612 11 !..._ 264 68 100 1.1 7 16 80 r" 1 3 8 6 2 1 65 2 12 rv 4 20 ;;;; 8 1 I 31 8 5 1, 333 43 6 29 j 15 678 ! 4 H l 7 320 2 .. 3 I 469 ' . : i„. .... i r" .... 1 1 ... i'." 1 .... i . 1 l 15 j.... j... 1.... j.... 2 ! ... 34 1 . ... .... .... 1 35 1 203 4 13 6 3 28 .... 10 rm i 1 2 1 19 4 24 2 2 4 i .... » 3 I 79 L... i ' 19 1, 113 L... | 1 . .... :::: 1 ! 366 1 t [Normal course not included. 121 122 123 124 125 12G 127 128 129 130 131 132 133 134 135 136 137 138 139 140 141 142 143 144 145 146 147 148 149 150 151 152 153 154 155 156 157 .a. Ill CXCIV REPORT OF THE COMMISSIONER OF EDUCATION. Statistics of the almuni of colleges and 158 159 160 161 162 163 164 165 166 167 168 169 170 171 172 173 174 175 176 177 178 179 180 Name of institution. Location. Date and character of cata¬ logue used, a , annual; g , general; t, triennial ; l, latin. Tears covered. Number of alumni. Number of alumni living. Number of alumni dead. 1 2 3 4 5 <5 7 1880-81 a 1851-81 78 1879-’80 a 1873-79 27 Carson College . Mossy Creek, Tenn . 1880-’81 a 1870-’8l 91 84 •' 6 Central Tennessee College.... Nashville, Tenn .... 1882-’83 a 1877-’82 31 29 2 Eisk University . Nashville, Tenn .... 1883-’84 a 1875-’83 32 31 1 University of tlie South. _ _ _ _ Sewanee, Tenn . 1883-84 a 1878-’83 74 Burritt College . Spencer, Tenn . 1882-83 a 1853-’83 75 61, 14 Greeneville and Tusculum Tusculum, Tenn .... 1879-80 a 1816-’80 118 College. Southwestern University . Georgetown, Tex . . . 1883-’S4 a 1844-72 132 99 33 Baylor University . Independence, Tex.. 1883-’84 a 1854- ’59 116 Saladn College __ _ _ Salado, Tex . 1874-75 a 1867-74 21 "Waeo University _ Waco, Tex . 1879-’80 a 1866-79 110 102 g University of Vermont and Burlington, Vt . 1791-1875 g 1791-1875 1,435 936 499 State Agricultural College. Emory and Henry College .... Emory, Va . 1880-’81 a 1846-’80 422 361 61 Hampden Sidney College . Hampden Sidney 1776-1867 g 1776-1867 497 339 158 College, Va. "Roanoke College _ _ Salem, Va . 1877—78 a 1855-77 157 148 9 University of Virginia,. _ _ University of Vir¬ 1829-80 g 1829-’S0 1, 188 ginia, Va. Bethany College .............. Bethany, W. Va. _ 1881-’82 a 586 Eawrence University _ Appleton, Wis . 1883-’84 a 1857-’83 272 244 28 Beloit College . Beloit, Wis _ _ _ 1883-84 a 1851-’82 311 284 27 University of Wisconsin . Madison, Wis _ ... 1849-83 g 1849-53 862 827 35 Bacine College . . Bacine, Wis . . 1883-84 a 1853-’83 155 146 9 Gonzaga College . Washington, D. C . . . 1882-’83 a 1860-82 631 622 9 STATISTICS OF COLLEGIATE ALUMNI. CXCV universities in the United States — Continued. Occupation. 9 < ti © _ F 5 00 V 5 fcfl Fh S 5 c a? g _ o § 1' ® 5 24: c ° Educa¬ tion. QQ S- c QJ *5: .2 1 3 ® c3 © s Law and justice. j Legislators, national and State. rt p 3 o ill £ P 1 Manufactures. Medicino and surgery. 3 p c >SO 1 f-4 CC c3 S 1 Of? I 1 b£ I ii s £ 1 8 .2 1 *3 1 m rr. ! *•> m | i 1 a j Sh 5 i 1 £ o 2 § 9 10 il 13 13 14 15 16 IT IS 19 30 21 22 23 24 35 26 27 1 1 158 7 1 10 .... .... .... 4 .... _ 3 159 3 1G 1 4 7 9 5 .... 46 160 .... .... 161 .... 5 ! 4 20 2 ! i | 162 - 163 L. 164 .... .... 1 .... 165 .... .... 166 1 13 .... ! 103 167 1 .... ' 168 . L .... ' f" .... 169 19 5 4 . 185 | 43 29 j 54 21 3 332 ! 5 I 30 ! 12 576 i ii 1 j 3 4 170 38 2 2 | 35 21 17 f 84 3 i 103 2 J 6 1 2 j 27 1 72 171 1 117 35 6 96 6 2 49 196 172 10 1 42 j 6 7 j 37 j 24 1 3 2 "■* 10 |.... .... 16 173 1 1 . i 174 1 175 3 4 | 38 ! 4 7 I 26 1 1 54 6 1 3 i IS i 2 ! i | 104 176 8 1 2 1 97 20 12 22 1 j 59 13 | 7 25 i 1 i i 3 39 177 22 i ' 3 4 32 39 ' ( 121) | 24 1 333 26 42 i i 1 2 160 178 I ^ 1 179 G 1 4 1 r 1 15 1 43 1 1 1 4 | 26 5 1 4 1 8 1 ^ .... | 30 437 ISO CXCVI REPORT OF THE COMMISSIONER OF EDUCATION. TABLE X.— SCHOOLS OF SCIENCE. The following statement shows the number of institutions and departments of this class, with instructors and students, as reported to this Office each year from 1875 to 1885, inclusive (1883 omitted). These numbers include the National Military and Naval Academies : 1875. ! 1876. ! 1877. 1878. 1 1879. 1880. 18SL 1882. 1884. 1885. Number of institutions . 74 75 74 76 81 83 85 86 92 105 Number of instructors . 758 703 781 809 884 953 1, 019 1, 082 1,178 1, 282 Number of students . 7, 157 7, 614 8,559 13,153 10, 919 11, 584 12, 709 15, 957 14, 769 17, 0S6 SCHOOLS OF SCIENCE, CXCVII Table X. — Part 1. — Summary of statistics of schools of science endowed with the national land grant. State3. 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 . Khode Island . South Carolina . Tennessee . Texas . Vermont . Virginia . West Virginia . Wisconsin . Total . 17. S. Military Academy.. 17. S. Naval Academy _ Grand total . Number of schools. Preparatory depart¬ ment. Scientific department. 30 o -2 2 | : 1 A ‘ § © ax | x- r! £ o J to Students. S CO k O O Students. i 1 © 1 « s 1 © 6 DO • o © a 9 1 © 1 £ I 3 ! 1 1 Ct '-0 « ' Scg 1 11 ' ° 1 ^ ^ X X 23 0 ii 97 23 0 0 1 (a) (a) (a) (a) (a) 3 (1, 000) 1 0 0 ; 0 34 46 44 (a) 0 0 1 1 18 I ! 14 9 43 18 3 0 0 1 0 0 1 0 31 99 0 10 20 1 0 0 j 0 (a) (a) (a) o 30 1 4 38 | 5 3S 0 108 0 5 12 395 218 j 28 331 75 1 20 i 2 78 8 25 247 | 23 6 0 0 i 2 62 53 9 85 33 3 184 i 20 231 18 3 i 17 394 2 i 4 64 6 11 143 j 400 0 i 5 53 4 40 0 1 o 5 i 9 84 7 2 1 i 1 10 5 35 2 1 0 2 9 66 79 j 466 1 211 12 | so : 17 1 0 0 0 15 150 ’ 19 7 i °i 0 1 (a) (a) (a) (a) (a) (a) I . 2 6 367 15 1 18 241 | 22 9 i 2 1 35 j 17 1 16 ' ; 26 1 . 1 1 1 7 10 0 5 13 0 0 1 i . 1 1 (a) (a) (a) 1 8 28 1 . 12 22 1 16 50 6 (a) 40 1 0 . 0 o (a) (a) (a) (a) 512 1 0 0 0 (a) (a) (a) (a) 96 1 88 5 20 89 (a) 0 0 1 25 15 5 108 . 60 1 3 52 | 1 17 14 43 9 2 50 0 1 ! (a) (a) o 2 (a) (a) (a) I (a) (a) (a) (a) 5 1 1 3 64 ■ 15 152 4 (36 3) 1 29 | 0 9 112 o l 0 j ! il 0 ° j 0 (a) (a) (a) ! (a) 0 (a) 2 72 226 | 117 ; 74 440 8 ; 12 200 j 659 i ! (a) (a) o (a) i 1 (a) (a) (a) j | (a) 10 1 1 (1, 363) 47 133 1,703 , 4S5 512 3, 952 533 92 j 1,772 : 733 1 51 310 1 0 o 0 60 | 243 0 0 0 j 0 (1,1 163) 49 133 1,703 1 485 623 4, 505 533 92 X.7TX | 738 a Included in summary of statistics of universities and colleges (Table IX), CXCVIXi REPORT OF THE COMMISSIONER OF EDUCATION. Table X. — Part 1. — Summary of statistics of schools of science endoned u ith'the na¬ tional land grant — Continued. States. Libraries. Property, income, > o.2 ! i & Valuo of grounds, buildings, and appa¬ ratus. Amount of productive funds. Income from product¬ ive funds. Receipts for tho last year lrom tuition fees. ! "i §< 1 c Q j 'r*02 - c >-■ Alabama . 1,500 500 1,500 $100, 000 $252, 000 $20,160 $1, 000 $7, 100 Arkansas . (a) (a) (a) 200, 000 130, COO 10,400 1,600 13, 000 ( a ) (a) (a) (a) (a) 0 (a) 1, 000 200 o 70 0C0 0 0 21, 000 Connecticut . 5, 000 200, 000 278, 904 > 32, 366 28, 706 Delaware . (a) (a) (a) (a) 50 o 35, 000 1 154, 500 9, 228 0 10, COO Georgia . 4,100 30 750 188,000 247, 202 17, 304 575 16,000 Illinois . 14, 000 1,000 0 545,000 ! 384, 000 17, 280 8,596 1 29,469 Indiana... . 2, 730 404 300,000 1 340, 000 17, 000 1, 508 20, 000 Iowa . . . 6, 000 400, 000 637, 807 42, 000 0 2, 500 Kansas . 5,760 686 182, 000 497,444 33,213 7, 414 22, 553 Kentucky . . . . 0 300 100, 000 165, 000 9, 900 1,900 16, 500 Louisiana . 17, 000 0 50 300, 000 318, 313 14, 556 0 10, 000 Maine . 4, 291 91 150, 000 131, 300 7, 700 2,240 .6, 500 Maryland . 2, 000 50 1, 200 90, 000 112, 500 7, 000 2, 250 0 Massachusetts* . 4, 023 1, 000 945, 264 645, 333 31, 269 117, 500 50, 915 Michigan . 7, 490 834 343, 960 283, 344 27, 296 0 35, 103 Minnesota . • _ (a) (a) (a) (a) (a) (a) (a) Mississippi . 3, 689 388 10 253, 402 212, 150 10, 608 352 37,821 Missouri . 2, 500 180, 000 330, 000 13, 500 300 7,500 Nebraska . (a) (a) o (a) Nevada . . . New Hampshire . 1, 500 500 70, 000 80, 000 4, 800 2, 000 New Jersey . New York . (a) (a) (cl) (a) (cl) (a) North Carolina . 2,000 50 5,000 (a) 125, 000 7, 500 5,000 10, 500 Ohio . 5,000 2, 000 0 600,000 537, 841 32, 270 5,139 10, 450 Oregon . 3,000 600 10, 000 77, 000 6, 000 1, 500 2,500 Pennsylvania . 3, 500 140 2, 550 951, 616 500, 000 30, 000 0 0 Rhode Island . (.a) (cl) ~ (cl) 50, 000 South Carolina . 27, 000 100 1, 000 329, 600 191, 250 11, 500 0 17, 500 Tennessee . (a) (a) (a) (a) 405, 000 24, 410 (a) Texas . 1, 200 30 200 250, 000 209, 000 14,280 0 20, 000 Vermont . . . (a) (a) (a) 8,130 j (a) Virginia . 5, 562 562 0 550,000 | 449, 959 26, 022 1 25, 540 10, 329 "West Virginia . (a) (a) (a) (a) (a) (a) Wisconsin . (a) (a) (a) (a) (a) (a) (a) Total . 129, 895 8, 065 13,660 7,343, 842 7, 744, 847 485,692 211, 120 379, 240 U. S. Military Academy . 29, 609 474 6306, 976 TJ. S. Naval Academy _ 25, 976 602 0 955, 214 0 0 0 0 Grand total . 185, 480 9, 141 13, 660 8, 299, 056 7, 744, 847 485,692 | 211, 120 686, 216 a Included in summary of statistics of universities and colleges (Table IX). 7) Congressional appropriation. SCHOOLS OF SCIENCE, CXCIX Table X. — Part 2. — Summary of statistics of schools of science not endowed with the n a tional land grant. States. Humber of schools. Preparatory de¬ partment. Scientific department. ft 2 H oS o © © to o u o 3 yA Humber of other free scholar¬ ships. Instructors. Students. Corps of instruction. Students. Male. Female. 6 P o © 'p tX) CP t-i In partial course. Humber of grad¬ uate students. A. Schools of Mining, Engineer- ing, Agriculture, &c. O 2 26 8 g 48 20 2 7 17 42 1 4 38 2 1 1 8 45 2 5 107 273 16 2 20 4 1 {a) (a) Missonri _ _ _ 1 (d) (a) Hew Hampshire _ 2 14 Hew Jersey . . . 2 36 248 6 Hew York . . . . G 86 3, 797 27 4 Ohio . . . o 21 386 12 12 Pennsylvania..... . . . 9 i 21 139 3, 001 92 19 54 Vermont . . . . . 1 12 51 30 12 Virginia . . . . . 4 3 12 22 245 50 9 Dakota . . . 1 6 240 Total . 43 6 59 8 467 8,464 215 27 100 91 B. Manual Training Schools. Colorado........ . 1 Illinois . , . . 1 7 143 4 o 0 0 Louisiana . . . 1 Maryland . . . 1 4 114 109 Massachusetts . . . 1 Minnesota . . . . 1 Mississippi . . . 1 20 287 22 Missouri . 1 12 219 0 50 Ohio . 2 18 Pennsylvania . . . . 1 Tennessee . . . 1 Virginia . . . . . 1 10 160 28 Total . . . 13 22 397 28 31 544 26 159 Total A . 43 6 59 8 467 8,464 215 27 100 91 Total B . 13 22 397 28 31 544 26 159 Grand total.... . 56 28 456 36 498 9, 008 241 27 100 250 a Included in summaries of statistics of universities and colleges (Table IX). cc REPORT OF THE COMMISSIONER OF EDUCATION. Table X. — Part 2. — Summary of statistics of schools of science not endowed with the na¬ tional land grant — Continued. States. Libraries. Property, income, &c. Sumber of volumes in general libraries. Increase in the last school year. Sumber of volumes in socioty libraries. Value of grounds, buildings, and appa¬ ratus. Amount of productive funds. Incomo from produc¬ tive funds. Receipts for the last year from tuition fees. Itocoipts for the last year from State ap¬ propriation. A. Schools of Mining, Engineering, Agbi- culture, &c. 1 1 300 $100, 000 340 25 $30, 000 $21, 000 805 20, 000 $325 7, 000 (a) 5, 000 154, 000 500, 000 $30, 000 Maryland . 2, 800 25,000 6, 450 45 150,000 1,448, 141 69, 723 9, 697 (a) (a) (a) (a) (0) (a) (a Sew Hampshire . 2, 000 12, 000 176, 000 10, 500 2, 720 Sew Jersey . (a) 9,000 Sew York . 19, 000 800 690, 000 | . 44, 125 Ohio . 2, 000 1, 25C, 000 ! . Pennsylvania . 57, 000 350, 100 290, 000 14, 500 ! . 7,151 Vermont . 3, 000 20, 000 Virginia . 5,240 208 300 250, 000 20, 000 1,200 8,000 30, 000 Dakota . 25, 000 Total . 103, 935 1, 253 300 1, 726, 100 3, 784, 141 125,923 81,318 58,000 B. Manual Train¬ ing Schools. Colorado . Illinois . . . 500 100 90, 000 0 0 8, 800 0 Louisiana . Maryland . 131 25, 000 Massachusetts . Minnesota . Mississippi . 100, 000 20, 000 Missouri . 60, COO 80,000 0 Ohio . Pennsylvania . Tennessee . Virginia . 1, 000 1, 500, 000 68, 000 Total . 1,631 100 275, 000 1, 580, 000 | 68, 000, 8,800 20, 000 Total A . 103, 935 1, 253 300 1, 726, 100 3, 784, 141 ~ 125, 923~ ~8I3uT 58, 000 Total B . 1, 631 100 275, 000 1, 580, 000 68,000 8, 800 20, 000 Grand total . 105, 566 1, 253 400 2, 001, 100 5, 364, 141 193,923 | o CD OO 78, COO a Included in summary of statistics of universities and colleges (Table IS). SCHOOLS OF SCIENCE. CCI Table X, Part 1, presents the statistics of (47) colleges, universities, or departments of universities, endowed with the national land grant of 1862, and having as a distinct purpose training in agriculture and the mechanic arts. The number of schools is the same as in 1883-’84 ; the relative status of the schools with respect to instructors, students, etc., will be seen from the following totals, those in brackets being for 1883-’84 : Preparatory departments: Number of instructors, 133 [79]; students — male, 1,703 [1,493] ; female, 485 [452]. Scientific departments: Number of instructors, 512 [540]; students, 4,577 [4,212]; number of State and other free scholarships, 3,873 [3,159]. The receipts from State appropriations as reported for 21 States were §358,740, as against §378,379 reported from the same 21 States for 1883- 84. Florida, which made no report of State ap¬ propriations last year, reports for the current year §10,000. For North Carolina, last year the appropriation was included in the totals for universities and colleges (Table IX) ; this year it is reported separately, and amounts to §10,500. In the case of 5 States the appropriations for this year are included in the totals for universities and colleges. A detailed examination of Table X of the Appendix will suffice to show how widely these colleges and universities differ from each other in respect to organi¬ zation and resources. These differences, however, are the result of causes more or less transient, and do not indicate either fundamental difference of purpose or ultimate difference of rank. An examination of the admission requirements of 41 of the institutions in the table shows that for 15 the studies pursued in the common schools are a sufficient prepara¬ tion, while 26 call for somewhat higher attainments. In 10 of the latter, the additional requirements are the elements of algebra and plane geometry ; the remaining 16 in¬ clude other branches, and one requires a high-school diploma. A comparison of the reports for the current year with those of 1880 shows for the majority of the schools marked increase in the number of teachers and in the num¬ ber of students, while the large proportion of the students in the departments of in¬ dustrial training is a proof that these institutions are realizing more and more fully the special purposes contemplated in the endowment of 1862. Several of these schools have long been noted for their very complete equipment for instruction in pure and applied science. The development of such instruction in the remaining schools has been retarded by the want of laboratories and apparatus. Much has been done during the last five years to supply these costly but indispensable appliances, so that a larger number of the schools can now be reported as fairly well equipped, while the better understanding of these necessities by the people gives hope of ampler provision in this respect in the future. The present status of a certain number of these schools with respect to technical training is indicated by a tabular statement on pages ccv and CCYI, showing for 10 institutions endowed with the grant of 1862, and for 8 not so endowed, the number of courses of technical training for which provision is made, and the present number of students in these courses according to returns received at this Office during the year. The following institutions have made special reports of new buildings, new im¬ provements, new means of instruction : The Agricultural and Mechanical College of Alabama has newly fitted up its chemical laboratory for analytical work ; also erected a chapel, or public hall. The State Agricultural College of Colorado has erected a new chemical laboratory complete in all its appointments ; greenhouse with latest improvements ; machine shop with 15-horse-power engine, together with the latest improved machinery for wood and iron work; also water- works connected with the town system. Delaware College is about to establish an experimental sta¬ tion. The Illinois Industrial University reports a blacksmith shop with forges, an¬ vils, and all necessary tools for 16 persons ; §200 expended in new machines and tools for carpenter and machine shops; §1,500 in apparatus and materials for chemical, physical, and botanical laboratories. The Kansas State Agricultural College reports CCII REPORT OF THE COMMISSIONER OF EDUCATION. wing of main building, $2,000 ; greenhouse, $25.00 ; other buildings, $1,000 ; alsd gen¬ eral improvement of apparatus and machinery. Maine State College of Agriculture reports shop for mechanical instruction, including filing, forging, and wood working. Agricultural and Mechanical College of Mississippi reports new barns, stables, sheds, also 3 silos with capacity of 300 tons. The Agricultural and Mechanical College of Missouri reports a $100,000 addition to university building, of which the department makes use. University of North Carolina reports a biological laboratory ; also an auditorium capable of seating 2,500 persons. Pennsylvania State College reports $11 for laboratories and apparatus, also $400 for mechanic arts department. Virginia Agricultural and Mechanical College reports orchards, nursery, grapery, cabinets of minerals, etc. Table X, Part 2, presehts the statistics of (56) schools and of collegiate departments of science not endowed with the land grant of 1862. Owing to the increase in the number of manual training schools, an effort has been made in this part of the table towards a distinct classification for such schools. In Di¬ vision B, those schools which are essentially manual training schools have been brought together, while the general character of Division A remains unchanged, in¬ cluding besides schools of agriculture, general science, etc., some polytechnic schools, in which manual training may or may not be a distinct feature. The usual difficul¬ ties in a first effort at classification have been experienced. More extended inquiries on this subject will probably increase the number of insti¬ tutions which should have recognition as manual training schools, and may show that some institutions now classed in Division A would properly be reported in Division B. As intimated above, where there has been any question as to classification, the dis¬ tinction has been made as far as possible between schools organized primarily for the purpose of giving manual training, and those which make provision for a syste¬ matic course of instruction in science and its industrial applications, together with practice in the laboratory, machine shops, etc. As a rule, candidates for admission to the schools and collegiate departments included in Division A of Table X, Part 2, must be well grounded in mathematics. There is also a noticeable tendency to increase the requirements in the English language, and some jjreliminary acquaintance with French and German is strongly advised. In gen¬ eral these schools are well equipped for the work in which they are engaged. The increased patronage and resources of the institutions presented in Table X, and their general improvement, must be regarded as both a cause and an effect of the in¬ creased interest manifested in the subject of technical training throughout the coun¬ try. In respect both to an understanding of the importance of such training, and to provision for the same, the United States bears very favorable comparison with for¬ eign nations, a fact which is constantly recognized by foreign authorities. We must, however, admit that our distinction is due chiefly to provisions for training in the me¬ chanic arts ; in respect to agricultural training we are inferior to the European na¬ tions in which it has been fostered. The increasing recognition of the importance of technical training, and the disposi¬ tion to seek it in approved institutions, is illustrated by certain facts in the recent history of the Massachusetts Institute of Technology. In his report for 1884, the president, Francis A. Walker, gives the number of students for each year from 1865- J66 to 1884-’85, inclusive. From this table it is seen that the attendance steadily in¬ creased up to 1876-77, when the number of students was 215, then there was a falling off for two years ; but in 1879-’80 the reaction commenced, since which date the at¬ tendance has again steadily increased, reaching 579 in 1884-?85. The president also notes the gratifying tendency to a widening of the field from which the students are drawn. He says : Last year twenty-six States of the Union were represented on our list of attend¬ ance. This year our students come from thirty-three States. Of the total number of 368 students in all classes of the regular courses, 235 are from Massachusetts, 41 from other New England States, and 92 from outside New England. Of the total SCHOOLS OF SCIENCE. CCIII number of 5/9, including special students, 358 aro from Massachusetts, 70 arc from other New England States, aud 151 from outside New England. Not less than eleven Southern States are represented in the attendance. The fol¬ lowing statement is of general interest, as indicating the need of constantly increas¬ ing resources to enable an institution of this kind to maintain a high standard : Large additional endowments are needed — 1. As a reserve against hard times, against the occurrence of financial disaster, and even against the possibilities of temporary internal mismanagement. It isa perilous position for an educational institution that it should depend so largely upon tuition fees as to draw one-half of its revenue from this source. Yet five-sixths of the in¬ come of the Institute of Technology will be thus derived the current year. 2. As a basis for free scholarships for a large number of deserving students, whose means would be severely taxed to meet the expenses of their maintenance, even were the charges of their tuition remitted. * * * 3. As a means to reducing somewhat the very high tuition fees now necessarily exacted from all students. 4. To place it in the power of the corporation to raise the compensation of the pro¬ fessors and other instructors of the school, to correspond, if not with the incomes of successful practitioners in the several scientific professions, at least with the salaries of professors and instructors in the leading classical colleges. 5. To enable the corporation and faculty, through the long future of the school, to meet promptly and fully all the progressive demands of industrial education, as well as, through original research and investigation, to pay back each year some part of that great debt which the arts owe to science. Experience seems to prove conclusively that an effective course of practical agri¬ cultural training will include farm work by the students. This plan is pursued in the Agricultural College of Michigan, which is one of the most successful of its class. President Willits observes in his report for 1834-’85 : The college affords to its students the benefits of daily manual labor. Most of the labor is paid for, and lessens the expenses of the student. It is in part educational, varied for the illustration of the principles of science. The preservation of health and the cultivation of a taste for agricultural pursuits are two other important objects. Four years of study without labor, wholly removed from sympathy with the laboring world, during the period of life when habits and tastes are rapidly formed, will almost inevitably produce disinclination, if not inability, to perform the work and duties of the farm. To accomplish the objects of the institution, it is evident that- the student must not, in acquiring a scientific education, lose either the ability or the disposition to labor on the farm. If the farmers, then, are to be educated, they must be educated on the farm itself ; and it is due to this large class of our popu¬ lation that facilities for improvement second to none other in the State be afforded them. It is believed that the two and one-half hours’ work that every student is required to perform on the farm or in the garden, besides serving to render him familiar with the use of implements and the principles of agriculture, is sufficient also to preserve habits of manual labor, and to foster a taste for agricultural pursuits. A similar view of the importance of practice in an art which combines manual skill with the application of scientific principles, was expressed by the late Charles O. Thompson, President of the Eose Polytechnic Institute, in his report for 1885. He says : Those who are actively engaged in the practice of engineering are generally agreed that every young man who is in training for an engineer should acquire familiarity with the practical side of his profession, especially that mechanical engineers should understand the use of tools and machinery. The acquirement of this manual dex¬ terity may precede, accompany, or follow the training in engineering principles. In this school it accompanies it. In acquiring knowledge of any form of handicraft, or of the practical industries by which society is supported or carried on, it is essential that the student should prac¬ tice under conditions like those that he will meet in actual life. The more his work is subjected to the inexorable tests of trade, the more he feels the same responsibility that rests on an actual workman, the more his shop training is worth. If the student’s study of principles is supplemented by weekly practice in a shop where these principles are seen in action, his entrance upon the life of an engineer will be an expansion of his course of study, rather than an abrupt transition to a new mode of life. CC1\ REPORT OF THE COMMISSIONER OF EDUCATION. The important fact which underlies any sound scheme for school shops is that ma¬ chinery is to have a constantly increasing share in the conversion of matter into use¬ ful form. The educated mechanic must understand the practical limits of mechanical production and all the possible ways in which those limits can be extended. He must know by practice how to design, construct, and assemble the parts of a ma¬ chine, as well as how to finish its product by skillful handicraft, and he should also know how to make his tools. The power of an engineer to decide upon general grounds the best form and material for a machine, and to calculate its parts, is vastly increased by blending with it the skill of the craftsman in manipulating the material. And the graduate from such a course is practically secure of employment, even iu dull times ; for experience in a school1 which has been conducted on this plan for six¬ teen years shows that such young men, in addition to securing the advantage of a good education, are as skillful mechanics as those who have served three years as ap¬ prentices. The same idea was carried out by President Thompson in the training at the Wor¬ cester Free Institute, as expressed in the catalogue for 1884 : Special prominence is given to the element of practice which is required in every department. In favor of this feature of the training adopted at the Institute, there may be as¬ signed the following reasons : 1. The fact that some of the most useful and sagacious manufacturers and business men, as well as many able educators, continually recur to the idea of combining manual labor with school instruction, shows the increasing demand for a closer union of theory and practice in technological training. 2. Those who are actively engaged in the practice of engineering, are generally agreed that every young man training for an engineer should acquire familiarity with the practical side of his profession. The acquirement of the manual dexterity, con¬ ceded by all to be desirable, may precede, accompany, or follow the technological training. 3. Most of the young men who have graduated from the school have readily found employment in situations for which their technical education particularly prepared them, and have proved themselves well fitted for their work. But while practice is made thus prominent, it is insisted that it should spring from a clear comprehension of principles. Practice is not an end, but a means and help to the best instruction. With this view of its relation to theoretical work in the school training, the student’s entrance on the pursuit he has chosen becomes an expansion of his course of study, rather than an abrupt transition to a new sphere of life. In acquiring knowledge of any form of handicraft, or of the practical industries by which society is supported and carried on, it is essential that the student should practice under conditions as like as possible to those which he will meet in life. The more his work is subjected to the inexorable tests of trade, and the more he feels just the same responsibility that is inevitable in actual business, the better. For the acquisition of practical familiarity with different branches of applied science, the same facilities are offered as in the best schools of technology elsewhere : in mechanical engineering, shop practice is added to the course and incorporated in it. • Practice in the school is subjected to three conditions : First, it shall be a necessary part of each week’s work ; secondly, it shall be judiciously distributed and constantly supervised ; and, thirdly, the students shall not expect or receive any immediate pecuniary return for it. At the middle of the first year every student who has not already done so (under the advice of the instructors) chooses some department, and, until his graduation, devotes ten hours a week, and an additional month of each year, to practice in that department. Students who select chemistry, work in the laboratory ; the civil en¬ gineers, at field work or problems in construction : those who select drawing, in the drawing room ; and physics, in the physical laboratory. The mechanical engineers practice in the machine-shop from the beginning of the apprentice half-year, and their practice extends over the whole course of three and a half years. 1 The Worcester Free Institute. SCHOOLS or SCIENCE. ccv Classification of scientific students in a number of institutions. I fg 1 1 2 a 1 cn A o 2 . 1 Id i - to u. and -lab- 1 3 *7 1 / .3 Name. Location. u 3 1 5a 1 rt .2 C c r* i C A | rO O | | , Hi a ... | =5 O P- •g a c •£ © o ci > . | o r? | •2 1 ! © © 1 o J; i o 1 © C3 +3 f- 02 1 G ^ 2 ri ! ! T 8 . £ . 1 ° 5.2 j i g-2 Name. Location. ■si i 2 2 * H 1 | Y* t£F- i !t?J! pi Drawing- Architect shops Military field .2 >> la a © S gS 1 r. M C3 02 o 3 State Agricultural and me¬ Auburn, Ala . ^ 12 25 96 126 . .... chanical College. Illinois Industrial Univ’y . . Hose Polytechnic Institute* Kansas State Agricultural College. Urban U1 4s! . 26 220 Terre Haute, Ind . Manhattan, Kans . i 1 9 ! cl04 I 88 91 45 | 405 ~ i Cambridge, Mass . Lawrence Scientific School (Harvard University). ! . 1 ' .... Polytechnic School of Washington University. * V b Y* 0 1 . | 182 Chandler Scientific Dep’t of Dartmouth College.* Hanover, .L . H . 1 Ithaca, N. Y . \ 1 ! . 37 Scientific courses of Cornell University. Sensselaer Poly t ocliaic Troy, N.Y . 1 . Institute. * Virginia Agricultural and Elaclisburg, Va . 80 Mechanical College. Corcoran Scientific School Washington, D. C . 6 76 (Columbian University) .* . ! ! . ! i * Not endowed with national land grant. a Including mechanic arts. b Thirteen only for the time being ; others in chemical laboratory during the year. e Three in type- writing. CCVI REPORT OF THE COMMISSIONER OF EDUCATION. Classification of scientific students — Continued. Name. Location. '* Total number Storrs Agricultural School* . Chicago Manual Training School* . Pnr#he University . State College of Agriculture and the Mechanic Arts State Agricultural College . Polytechnic Institute* . State Agricultural and Mechanical College . duplicates. Mansfield, Conn . . a36 Chicago, Ill . «156 La Fayette, Ind . a200 Orono, Me . aSS Agricultural Coll., Mich.. a235 Brooklyn, N. Y . alb College Station, Tex . a 139 * Not endowed with national land grant. a Details not reported. The question of providing for manual or industrial training by other instrumen¬ talities and under conditions different from those pertaining to the institutions which are classified under Table X of this Report, has become one of deep and wide-spread interest. MEANING OP THE EXPRESSION, “ INDUSTRIAL EDUCATION.” In the general discussions of the subject two lines of thought are noticeable, which were distinctly defined by Professor Felix Adler in an article in the Princeton Peview of March, 1883. Professor Adler says : The phrase ‘“industrial education ” may have, and has acquired two entirely dis¬ tinct meanings. As understood by one party it means the kind of education that is intended to foster industrial skill, and to fit the pupil, while at school, for the indus¬ trial pursuits of later life. Perhaps the majority of those who insist on the impor¬ tance of industrial education in public schools, and who are urging its adoption, use the phrase in this sense. * * * But there is a totally different sense in which the phrase “ industrial education ” may be understood ; not that; education shall be made subservient to industrial success, but that the acquisition of industrial skill shall be a means for promoting the general education of the pupil; that the education of the hand slffill be a means of more completely and more efficaciously educating the brain. It is in the latter sense, in which labor is regarded as a means of mental development, that industrial education is understood by the most enlightened of its advocates. They are Well aware that to introduce a trade into the school is to degrade the school ; that to take away from the young the time that should be dedicated to the elements of general culture and devote it to training them in a special aptitude, however useful later on, is to impair the humanity of the child. They desire nothing of this sort, and they ask that a workshop be connected with every school for no other reason than that a chemical laboratory is connected with every college. There are thus two antagonistic parties whose watchword “industrial education” has alike become. The one seeks to make the mass of mankind more machine-like than they already are, though with the proviso that they shall be made more perfect machines, more skillful to increase wealth and to feed the channels of the manufacturer’s profits. The other party, standing at the opposite pole of thought, seeks rather to elevate the masses, to more completely develop the humanity of the young, and looks upon technical and art education in the school as a novel and admirable means for achiev¬ ing this result. Since, then, the phrase “industrial education” is susceptible of in¬ terpretations so diverse and so incompatible with each other, it is in the interest at least of those who have the higher educational aim in view to make use of a less equivocal designation; and the phrase “the creative method” will henceforth be adopted by us. THE WORKINGMAN’S SCHOOL. Various efforts have been made to develop a system of training in accordance with the latter conception. The most notable of these is the Workingman’s School of New York city, conducted by Prof. Felix Adler, under the auspices of the United INDUSTRIAL TRAINING. CCVII Relief Works of the Society for Ethical Culture. As the name of the school indi¬ cates. its benefits are intended especially to accrue to the children of the working people, although the methods employed, are believed by those engaged in the enter¬ prise to bo desirable for all children. The Workingman’s School receives children from the Free Kindergarten (maintained by the same society) at six years of age, and retains them until their fourteenth year. The school aims at an “all-sided develop¬ ment” of the child, and to this end takes into account in all its processes the intel¬ lectual, the aesthetic, and the moral nature. As is the case in many public and private schools, the importance of a sympathetic co-operation between parents and teachers in the work of training the young is fully recognized. In the Workiugman’s School such co-operation is promoted by teachers’ meetings, and meetings of parents and teachers, held at regular stated times. With reference to these conferences Professor Adler says in the article above referred to : A close connection between the parents and the teachers of the school has been established. Every month a so-called parents’ meeting takes place, at which the progress or deficiencies of the pupils are brought to the notice of their parents. At these meetings, moreover, some special features of the method of the school are always discussed, so that the parents may gain an insight into our plans and give us theirassistance in carrying them out. The result has thus far been most satisfac¬ tory. The parents have, of their own accord, organized a committee to support the managers of the school, and a feeling of mutual confidence and good-will prevails. The branches pursued in the school are reading, penmanship, composition, gram¬ mar, history, geography, natural science, ethics, drawing, modeling, manual train¬ ing, and calisthenics. The distinctive feature of the school is the system of manual training, which has been elaborated by experiment combined with the careful study of principles, meth¬ ods, and results. This feature is described as follows : The chief practical difficulty in carrying out the plan of the school was found to consist in formulating a series of workshop lessons whose value should be educa¬ tional. Numerous attempts at so-called industrial education have been made, both in this country and abroad, but to our knowledge they are for the most part aimless, inco¬ herent" and lacking in system. There are thousands of manual occupations from which a selection must be made, and of these now one kind, then another, has been chosen for introduction into the school (printing, carpentry, basket-making, and the like), without much rhyme or reason in the choice. What is needed is a principle of selection which shall organically connect the work-instruction with the remaining branches. It seemed to the writer that such a principle of selection might be found in the drawing course in both its departments : mechanical drawing to be the basis of instruction in the workshop, and free-hand drawing the basis of work in the atelier. In the department of art-instruction the realization of this idea seems comparatively easy ; in the department of technical instruction the difficulty is much greater. An attempt to solve it has, however, been made, and the following outline would afford * * * a survey of the scheme of workshop lessons projected for and partly carried out in the school. The board of managers of the school are not committed to all the details of the plan, which will continue to be modified as the experiment proceeds. But the scheme will show at least the lines along which we hope to advance toward our goal. * * * * * * * This plan consists of a series of exercises so arranged that the different tools and materials of construction employed are successively introduced according to the ages aud abilities of the pupils, so that the actual practice necessary for the skillful manip¬ ulation of the tools may be given simultaneously with an education of the mind. The exercises planned for the five lowest classes involve the rudiments and most important principles of geometry * * * and most useful laws of mechanics and physics. Throughout the scheme the exercises in the work-instruction course will be constructed from the pupils’ own drawings. By this means the work of both the drawing and the work-instruction departments will be pursued at a greater advantage than they would be if entirely independent of each other ; but besides this, the pupil will be taught to appreciate the true relation between the plan and the construction. The habit of working from a definite plan will be inculcated, which will be of great CCVIII REPORT OF THE COMMISSIONER OF EDUCATION. value and an important factor to the pupil’s success in whatever he may undertake later in life. To illustrate definitely the connection that exists between the drawing and the work-instruction courses, an example of an exercise designed for the fourth class is takeD. In the drawing-room the pupil will be given a model of a cone, from which he will take measurements and then make a complete working drawing. In the workshop, with the drawing, proper material, and tools, the pupil will turn in his lathe a cone according to his drawing, which when completed will be a copy of the original model used in the drawing-room. The following is a very brief summary of the plan for each class : The exercises planned for the eighth and seventh classes introduce the use of pa¬ per, pencils, triangles, compasses, and rules in the drawing-room. In the work-room small toy squares and chisels are employed for carving geometrical forms from pieces of clay. Only plane figures are involved in the exercise for the eighth and seventh classes, from which the pupils will acquire a knowledge of the names and properties of lines, angles, polygons, circles, parts of the circle, and also the methods of con¬ struction of many geometrical forms. In order that the exercises may have greater interest to the pupil than could be elicited from the study of abstract geometrical figures, the pupil will first be shown a model of some familiar object composed of pieces representing different geometrical forms. For example, a model of a house will be taken at first, and then the different geometrical figures, as the square, the rectangle, and the triangle, which enter into the structure of the model will be taken as the subjects of different exercises. The pupils of the schools are arranged in eight classes, and a day’s session, exclud¬ ing recess, is 5f hours, which gives, for 5 school days, 28f hours ; there is also a short Saturday session for three of the classes, devoted entirely to work instruction. Each class, or rather each division of a class, spends a certain portion of the school time in drawing, modeling, and work exercises, the time so devoted varying from hours a week in the third class to hours in the eighth class. Work instruction for the girls comprises cutting and sewing, cooking and design. in g. According to the report for 1883-’85 the total number of pupils in the school was 217, and the number of teachers 12, assisted by 9 volunteers. The annual expenses of the school are about §20,000. EXPERIMENTS IN CONNECTION WITH CITY PUBLIC SCHOOLS. The experiment of combining tool work with the ordinary course of school instruc¬ tion is now going on in several cities. So much interest attaches to the subject that it seems desirable to give a somewhat extended account of these experiments in this place. The operation of the Boston Manual Training School is thus described by Superin¬ tendent Seaver in his report dated March, 1885 : The experiment in manual training for boys has made interesting progress. Two hundred boys from ten different grammar schools have been under instruction in car¬ pentry two hours a week since September. Most of them were beginners at that time, but a few were members of the classes formed last April. The boys were selected by the masters of the grammar schools, no boy being taken, who was not fourteen years old, and who had not the express permission of liis par¬ ents to take the instruction. This limit as to age is well suited to the usual size and strength of boys, and has the additional advantage ot avoiding some possible legal difficulties. ******* The interest in their work shown by the boys is very lively, such as I have seldom seen surpassed in any kind of school work. Many boys come to the shop afternoons an hour before the appointed time, and get the teacher’s permission to work three hours instead of two. Some, seeing the gas-fixtures provided for use on dark days, and fancying that instruction was going to be given in the evening, begged to be allowed to come and work then, as well as in the daytime. But there were others, of course, whose ardor cooled as the novelty wore off, and the truth began to dawn upon them that manual training was, after all, work and not play. Still, the num¬ ber of these last was not large enough to disturb the generally favorable impression the classes produce. » The experiment has already gone far enough to prove that work of this kind can bo joined to the ordinary grammar-school work with good effect. It enlisted the sym- INDUSTRIAL - TRAINING. CCIX pathy, encouragement, and support of the masters from the beginning, and to this cause the success already achieved is largely due. So long as there are nearly three thousand boys in the grammar schools, fourteen, fifteen, or more years old, it Trill be desirable to give them good opportunities to dis¬ cover and improve their mechanical aptitudes, and thus to gain a mental discipline which otherwise they would miss. But whore is the time for a new branch of in¬ struction f The auswer has been given that manual training, being a kind of physi¬ cal exercise, is a relief from other school work, and therefore a boy will do all his regu¬ lar studies and the shop work too, in the time usually given to the former. This answer can be defended to some extent by an appeal to experience ; still, it is taking rather high ground to say that manual training can be added to the branches of in¬ struction now pursued without diminishing the latter. I would rather take a more moderate position, and pay due regard to tho average possibilities. It would be wiser to make room for a new branch of instruction by dropping some of the old. For example, if the question were between physics, as commonly taught out of a book, on the one hand, and instruction in carpentry on the other, I should unhesitatingly prefer the latter. Indeed, by means of the latter we might be able to get some real instruction in the former. The time given to carpentry would not be wholly a loss to the other studies, for some of them, as drawing and tho geometrical part of arithmetic, would be aided. The manual training practicable in school-rooms seems to be limited to those kinds of work which can be done at a bench with hand tools. 'Within this limit the way now seems clear to spread instruction among the schools, as far as may be thought desirable. Mr. L. L. Camp, principal of the Dwight Grammar School, New Haven, says of the experiment in that city : Forty-eight boys have enjoyed the privilege of manual training each week, and, as the classes can be changed every two months if the principal thinks best, we have actually had during the past year seventy-three different boys from the Dwight School, twenty-five from the Webster, and twenty from the Washington School, mak¬ ing one hundred and eighteen in all who have had the opportunity of working two months or more during the year, and with hardly an exception they have all seemed to appreciate the privileges and improve their time so as to become quite handy in the use of tools. While teaching the correct use of tools has been our chief object and aim, yet, in addition to the numerous small articles and blocks upon which practice has been given, the pupils have made 14 molding tray tables, 12 sewing tables, 74 stools, 4 small cabinet boxes, 3 black- walnut book shelves, 2 tool chests, 2 easels, 1 book¬ case, 1 lap cutting-board, 1 knife tray, 1 inlaid checker board, 4 drawing boards, be¬ sides a great number of small articles. There are also now in the process of manu¬ facture numerous tables, stools, boxes, book-cases, etc., so that there is a real money value to the work the pupils have done, though that is not the object aimed at in the formation of the industrial classes. While the boys have been thus engaged in the shop, learning the use of tools, the girls have not been neglected. A class of forty or fifty meet every week in the recitation rooms, under the charge of one of the lady teachers, and learn all kinds of sewing, knitting, crochetting, embroidery, and other work suitable for girls. We also have classes formed in wood-carving, reponssd work, and modeling.. We are now extending this industrial work or manual training through all our grades, selecting the kind of work best suited to the age and capacity of each pupil, from the kindergarten to No. 12. Hon. George A. Littlefield, superintendent of schools, Newport, B. I., in his report for 1884-J85 earnestly recommends that the city council he requested to make provis¬ ion in the next annual budget for instruction in sewing for the girls of the grammar schools, and in carpentry for the hoys above the third grammar grade. The Industrial Art School of Philadelphia was opened September 22, 1885, in con¬ nection with th6 public schools. Admission is limited to hoys and girls who are pu¬ pils of the grammar schools. The course of instruction includes drawing and designs, modeling and wood carving, carpenter and joiner work, and metal work. An act providing for the establishment of schools for industrial training was ap¬ proved by the legislature of New Jersey March 24, 1881, and at a meeting held June 26, 1884, the secretary reported that a technical school was about to be established under the provision of the act in the city of Newark. In the report of the Newark hoard of education for 188,4, the following statement is made : As was stated in last years report, the James Street Industrial School is well pro- XIV E OCX REPORT OF THE COMMISSIONER OF EDUCATION. Tided for in the matter of school-room accommodations. The building is fully com¬ pleted, with the exception, perhaps, of some additional blackboards and closet accom¬ modations. The school is well attended, well supplied with teachers, and reasonably prosperous. Hon. Randall Spaulding, superintendent of schools, Montclair, N. J., writes con¬ cerning an industrial department in that city: This department has been in operation nearly four years, and with eminently satis¬ factory results. All pupils of both sexes in the second and third grammar grades are engaged in industrial work. Each pupil during the two years is employed in this work two, and in some cases three, hours per week. The boys are trained during the first year in the use of carpenters7 tools, and during the second in wood carving. The pupils generally originate their own designs for wood carving, though this has not been the case until recently. While the boys are in the workshops the girls are engaged in needle-work under the supervision of the regular class teacher. During the first year they are taught to embroider patterns upon linen, momie cloth, etc. In this work the pupils learn the various stitches used in ornamental needle-work and drawn work. Daring the second year the various stitches used in plain sewing are taught ; also a little cutting and fitting. The girls have invented of late their own designs for their ornamental work. A special instructor is provided in carpentry and wood carving. Tbe shop is in a large and well-lighted attic of one of the school buildings. It is provided with two dozen sets of carpenter tools and as many sets of wood-carving tools. The chief aim in this industrial work is disciplinary. No effort is made to produce salable articles, but rather to provide such work as will best train the hand and eye. Drawing is taught in the primary and grammar departments, with special refer¬ ence in the higher grades to decorative design. Hon. R. H. Miller, superintendent of Scott Manual Training School of Toledo Uni¬ versity, Toledo, Ohio, writes respecting manual training in connection with the public schools of that city : We have a four-story brick building 120x40 ft., containing eight well lighted rooms 40x55 ft., besides large halls, store rooms, wash rooms, etc. Every floor of the man¬ ual training building is connected direct with the high school, so that no time is lost running up and down stairs. We have t wo fully equipped wood- working shops. The first contains bench room for a class of twenty-four students, one grindstone, and seventy-two complete sets of car¬ penter tools for "the accommodation of three classes per day. The second shop, in addition to all contained in the first, has twenty-four wood-turning lathes, one di¬ mension saw, one jig saw ; also seventy -two sets each of wood-turning tools and wood-carving tools. We are also fitting up a blacksmith shop and foundry, to be ready for work by September next. They will each accommodate three classes of twenty-four students each per day. One year from September next we snail open a fully equipped machine shop. Power is furnished by a sixty horse-power ball engine ; steam for heat and power is provided by a seventy horse-power steel boiler. We also have two drawing rooms, one for free-hand and the other for mechanical drawing. The course of manual training instruction covers four years. Students have three recitations per day in the high school, and two hours of laboratory prac¬ tice and one hour of drawing per day. The grammar students take manual training four times a week, and the high school students five. The object of the school is general education; the manual training work will be made as much as possible a practical application of the principles taught in the high school course. A. department of domestic economy will be opened next year in two fine rooms reserved for the purpose, in which girls will receive instruction in draw¬ ing, cutting, and fitting of garments, plain sewing, cooking, purchasing of household supplies, care of the sick, household decoration, etc. Hon. R. L. Barton, superintendent of schools, Peru, Ill., writes : For three years the board of education of Peru, Ill., has supported a workshop in connection with the public schools, and has run it as a part of its system of schools. The boys of tlje high school and grammar grades are permitted to take the course of manual training in the workshop. The workshop is nearly self-supporting. The superintendent of schools orders all the material needed at the shops, and the board pays the bill. The materials used are lumber of all kinds, nails, sand paper, paints, oils, varnishes, brushes, putty, glass, etc. These the boys use in their work, taking what they need, ami paying tor what they use, which money is turned over to the district. A basement of one of the school buildings is used as a workshop. Iu it are ten work benches furnished with twenty sets of carpenters’ tools, a lock-box being in INDUSTRIAL - TRAINING. OCXI each end of each bench, in which is placed a set of tools, seventeen in number. Two boys are assigned to each bench, each boy having a box of tools lor which he is held responsible. The loss of tools is nothing, and the breakage very slight. Besides carpentry tools the shop is also furnished with a full sot of carving tools. Then there are grindstones, oilstones, vises, clamps, turning-lathes, scroll-saws, au¬ gers, and such other appliances as render tho shop sufficiently equipped for the kind of work to be done in it. When well advanced in the work, the boys are taught to grind and sharpen their tools, but this is led up to slowly and cautiously. ’ Two classes a day do work in the shop. The time allowed for each class is forty minutes, so that just one quarter of the school day is taken up in this way. The boys, when the time of shop work arrives, leave their respective rooms, repair quickly to their places in the shop, don aprons, and take up their work where they left it the day before. A lively scene of enthusiastic industry now ensues. They are no longer school-boys, trammeled by the quiet conventionalities of the school-room; they are workmen, each being engaged in some undertaking in which his interest in¬ creases with his success and progress. The interest and enthusiasm of the boys is evinced by the fact that fully half of the Saturdays during the current year they have spent in tho workshops upon their work — in fact, they are always ready for Satur¬ day’s work when their instructor signifies a willingness to be with them. Sewing class : Sewing is taught in the high school. One class of girls is taking its work with good results. Plain sewing, patching, darning, etc., only are attempted. Hon. O. V. Towsley, superintendent of schools, Minneapolis, Minn., in his report for 1884-85, states that the subject of industrial education is now before the board of education. Hon. H. M. James, superintendent of public schools, Omaha, Neb., writes: The idea of a high school workshop was first born in July, and the arrangements were made so that the shop was ready for use in October. Up to this time we have only made a beginning, but have sufficiently advanced the work to settle a few points. 1. The manual work in no way interferes with the regular academic work of the school. Those who go into the shop (this work is optional) are doing just as much in the regular lessons as those who do not. It has been remarked by some of the teachers that those who take the manual training are more manly and earnest in consequence. The time given to this line of work comes out of the recreation and waste time, of which boys have so much. 2. The work is popular with the community, and increasingly attractive to the boys who are engaged in it. None of those who undertook it at first now ask to be excused from it, and they seem anxious to take this lesson under any circumstances. One class goes into the shop at the close of school, and yet they accept the situation as in no sense a hardship. At the first we organized four classes of twenty boys each, and the number has kept up as well as any class in the school. Quite frequently now inquiries are made by parents if their boys can undertake the work next year. 3. We are convinced that while manual training is expensive, it is not more ex¬ pensive than we had anticipated, and hardly as much so. In this, however, the judgment is based on the work of the first year, which is in the use of the saw, plane, and chisel. Probably as we advance and take more difficult work, the expenses will be increased. You will understand that with so brief an experience we ought not to presume too much on the final result. At this point we can simply say that the experiment is promising well. We obtained a teacher from the Saint Louis school, one of Professor Woodward’s graduates. The president of the school board of Atlanta, in his report for the year ending Jan¬ uary 1, 1886, says : I cordially approve of schools of technology, wherever the city, State, or locality is in condition to maintain them, and I submit the question to the consideration of the honorable mayor and council, whether Atlanta is at present in condition to sus¬ tain a school of technology in connection with her public schools. Hon. J. F. Ellis, superintendent of schools, Eau Claire, Wis., writes, March 5, 1886 :: We have in our schools a manual training department. Expenses last year in fit¬ ting up rooms, wages of teacher, and everything required for the year’s work, were, in round numbers, $600. JThe letters quoted were all received in March, 1886, while this Report was going to the press. As they describe work conducted during the period covered by this Report, it seemed proper to insert them here. These experiments are treated in extenso in Part II of the Special Report on Industrial and High Art Education in the United States, soon to be issued. CCXII REPORT ■ OF THE COMMISSIONER - OF : EDUCATION. We found tlio boys did their work in the other rooms as well as before, also that they dropped base ball and other athletic games in a measure. We use a basement room in one of the houses. The only trouble that I can see is that the course is not long enough, so that when this class has finished none will be ready to take its place. If a course can be suggested that will avoid too much repetition, or that will not be monotonous, and that can be ppt in without additionalbuildings, sufficiently extended to occupy a class of 40 or 50 until another class is old enough to succeed it," in schools of the size of ours, then manual training will be a success. The foregoing experiments differ substantially from manual training schools of the grade of high schools, forming indeed, as expressed by Doctor Philbrick, “a variety of the non-classical high school.” Schools of this class are increasing among us. Since the organization of the Manual Training School of Washington University, St. Louis, Mo., in 1880, the following have been established : The Baltimore Manual Training School, organized in 1883, supported by public funds. The Chicago Manual Training School, founded in 1884 by an association of gentle¬ men connected with the Commercial Club of Chicago. The Philadelphia Manual Training School, opened September, 1885, as apart of the public school system. The Cleveland Manual Training School, incorporated June 2, 1885. This school is supported by a stock company. Applicants for admission must be at least fourteen years of age, and be of high school grade or have acquirements equivalent to those required for admission tor the city high school. These schools are classified with the institutions reported in Table X, Part 2, Division B. Their advantages must necessarily be limited to a much smaller propor¬ tion of the population than those of industrial schools co-ordinated to the grammar ‘grades. The latter schools take pupils at an age when it is possible and desirable that a taste for mechanical work should be excited ; the former are for the benefit of those in whom the aptitude has decided development. EXERCISES OF UNIVERSAL APPLICATION. These two classes of schools, however, do not meet the demand which has become quite general for some method of training which shall develop a certain degree of manual skill and a taste for manual work among all children. So far the only exer¬ cise of this kind that it has been found practicable to bring within the reach of en¬ tire school populations are drawing, clay modeling, and sewing. Sewing, which was introduced into the grammar grades of Boston in 1876, can no longer be regarded as an experiment in that city. Every year affords new evidence of the great value of the instruction, and shows a slight increase in the number of cities following the exam¬ ple of Boston. Of the 276 cities enumerated in Table H, 73 report special teachers of drawing ; it is also included in the course of instruction in many other cities which make no special provision for the instruction. In a number of cities the instruction in this branch is of a high order, and its beneficial effects are felt in many branches of industry ; but as a rule provision for this important art is altogether too meager and the course of instruction exceedingly defective, while modeling and design are largely neglected. The result of all experience bearing upon the subject and the testimony of all competent judges justify the assertion that drawing and modeling ought to be included in all elementary training, and the need of adequate provision for this work cannot be too persistently nor too urgently forced upon the attention of legislators and school authorities. EXHIBITIONS OF INDUSTRIAL WORK BY SCHOOL CHILDREN. In several cities the influence of the public schools has been thrown on the side of industrial work executed by xhe pupils outside of school hours, and independently of school instruction. INDUSTRIAL TRAINING. C CXI 1 1 This has been done by arranging for exhibitions of snch work and by the distribution of prizes for the same. Moline, Ill., has gained distinction by such exhibits, with reference to which tho superintendent of schools, Hon. W. I. Mack, in his report for 1885, says: \ The industrial exhibit for 1835, measured by the number, but more especially by the quality of the articles exhibited, was superior to that of 1884. Nearly double the number of drawings was exhibited, and three times the number of wood carvings, be¬ sides nearly a hundred more miscellaneous articles. While the plan followed here during the last two years has been productive of most excellent) results, it must be remembered that participation by the pupils is op¬ tional, and that a continuation of the present interest can hardly be expected with¬ out the introduction from year to year of some new feature. We have no doubt this can be done without detriment to the main object. However, the educational weather vane seems to be pointing toward hand training as an indispensable element of a consistent and harmonious elementary training. To our mind nothing in pub¬ lic school education is more inevitable. Communities like our own, where almost the sole occupation of the people is the transformation of raw material into useful products, should be the first to perceive this tendency, and to demand that their educational instruction conform to it. The Industrial Education Association of New York city was organized in 1834. Its object is to promote the cause of manual and industrial training, by disseminat¬ ing information relating to it; by securing its introduction into schools of all grades ; by training teachers and organizing classes in special branches. The work of the association is entrusted to committees which have been formed to meet the needs of the specific work assigned to each. What has been accomplished thus far may be briefly indicated. Through the office much valuable information has been obtained, and a large cor¬ respondence maintained. Toronto, Canada, owes the impulse of a successful move¬ ment in favor of industrial education to a normal class held under the auspices of the association. Similar classes have been held in other cities, and classes in domes¬ tic economy have been introduced into several well known young ladies’ schools out¬ side of New York city, while the Industrial Education Association of New Jersey is a promising offshoot from the parent society. The introduction of “kitchen garden,” or “little housekeepers’” classes into mission schools, orphan asylums, and tenement houses; the development of a system of sewing, under which teachers have been carefully trained and sent out to mission schools and to public and private schools; the formation of classes in domestic econ¬ omy in the leading private schools of New York city ; and the introduction of the same practical teaching into working girls’ clubs, and girls’ friendly societies, are some of the means employed. Still another is the opening of a training school, where classes in industrial drawing and clay modeling, in sewing, “kitchen garden,” cooking, and domestic economy, are crowded almost beyond their capacity by chil¬ dren who come from the public schools on Saturdays and after school hours. A daily kindergarten, morning classes for ladies fn some of the above practical branches, and evening classes for girls employed during the day, are likewise held. A training school for servants is also established in connection with this house, where girls are thoroughly trained in all departments of domestic service. While practical work is thus vigorously prosecuted, the association emphasizes most strenuously the importance of its work as a bureau of information, and in creating a public sentiment in favor of handicraft or manual training. Active co¬ operation from principals and teachers in both public and private schools, the sympa¬ thy of the press, and the support of public spirited citizens indicate the success of their efforts. The possibilities of the work before the association are limited only by the funds and resources at command of the workers. As a means of increasing interest in the subject, it is proposed to hold during the ensuing spring an exhibition of children’s handiwork in a public hall of New York city. Exhibits from other cities will be included. CCXIV REPORT OF THE COMMISSIONER OF EDUCATION. INDUSTRIAL TRAINING IN NORMAL SCHOOLS. It is evident that if industrial training is to become a feature of the common schools, it must be included in the normal school curriculum ; hence all experiments in this direction are followed with peculiar interest. Hon. James MacAlister, super¬ intendent of schools, Philadelphia, says with reference to an experiment of this kind : It took a good deal of earnest effort to get sewing introduced into the Girls' Normal School, and it was feared by many that it might interfere with what was regarded as the more important work of the pupils. We have learned, however, that no step ever taken in connection with the school has yielded more satisfactory results. The scholarship has not suffered ; the sewing exercise affords an agreeable relief to the other duties of the girls, and a graduate now leaves the school skilled in the use of the needle to an extent that must add to the sum of her happiness, in whatever posi¬ tion of life she may afterwards be placed. Professor Hagar, of the normal school, Salem, Mass., has tried the experiment of training the girls of his school in the use of common wood-cutting tools with very satisfactory results. The following prospectus has been issued by Prof. C. M. Woodward, principal of the St. Louis Manual Training School : PROPOSED TEACHERS' MANUAL INSTITUTE IN SAINT LOUIS. It is hoped that the following proposition will meet the eye of every teacher in the United States and Canada, and all editors and managers of journals, newspapers, and periodicals are respectfully invited to give it a place in their columns. Our motive is not mercenary ; we wish to give practical encouragement to the movement to put manual training into American education. Teachers protest : “ How can we give what we do not possess ? How can we teach what we have never learned ?" We are well prepared and willing to help them on. To teacher 8, students, and others interested in manual training : It is proposed to open the shops and drawing rooms of the St. Louis Manual Training School during the summer of 1886, from the middle of June till the end of July or the middle of August, and to organize classes of adults in manual work, for the special purpose of enabling teachers to fit themselves for giving manual instruc¬ tion. We contemplate classes as follows: 1. In projection, isometric, machine, and detail drawing ; line and brush shading, lettering, tracing, etc. 2. In bench and lathe work in wood, including wood carving. 3. In modeling in clay and plaster; in molding in sand and casting in plaster. 4. In iron and steel forging. 5. In iron and steel turning, planing, drilling, and fitting. The full details of the programme cannot be published till the number and wishes of applicants are known. It may be assumed that the school will be in session six hours per day and six days per week ; that a member may devote his time to one, two, or three subjects ; that some consideration may be necessary to secure equal privi¬ leges to all members ; that sufficient uniformity will be insisted on to illustrate the class-method of tool instruction ; that men ahd women will be received on equal foot¬ ing ; that, tuition fees will be at the uniform rate of 12£ cents per hour; that all tools and materials in the shops will be furnished ; that members will furnish their own drawing instruments and paper; that all drawings and specimens of shop work will become the property of the makers ; and that no allowance will be made for oc¬ casional absences. An intelligent and earnest teacher, who devotes four hours a day for six days per week, and for six weeks, will make as much progress as an average 15-year-old boy makes in the shop allowances of an entire year. The same may be said of drawing two hours a day. The capacity of the school for manual work is as follows : Forty -eight drawing stands. Forty -eight wood- working benches and sets of hand tools. Forty-eight wood lathes and sets of turning tools. Twenty-four molding and modeling benches. Twenty-two anvils and forges. Twenty places in the machine and fitting shop. And I have an adequate number of very competent teachers. INDUSTRIAL TRAINING. ccxv Now I wish every person who desires to secure a place in the institute during the coming summer, to write mo at once, giving his full name, ago, occupation, residence, the probable lines of manual work, and tho number of hourj to bo devoted to each. I suggest drawing an hour or two, and one kind of shop work for tho rest of the day. If responses are promptly made, I can issue a definite programme in March, and secure places to as many as we can receive. I shall give the preference to teachers and those more than eighteen years of age. Good plain board and lodging can ho found in the neighborhood for five dollars ($5.00) per week. To school boards and managers I suggest tho great propriety and economy of con¬ tinuing the salaries of such teachers as may attend this Institute, and of paying the same upon my certificate of attendance here. In no other way can they get so cheaply correct ideas of the methods of manual training. Should the number of applications be small, the school will not be organized this year. C. M. WOODWARD, Washington University, St. Louis, Mo. January 20, 18S6. INDUSTRIAL TRAINING IN THE SOUTH. The South offers an important and interesting field for the training under consid¬ eration, and while perhaps public opinion nas been less active on the subject in that section than at the North, the training has been introduced into a large number of schools. The action taken by the trustees of the Slater Fund is giving a special impetus to industrial training in schools for the freedmen. It is a feature of nearly all the schools established by the American Missionary Association and the Freedmen’s Aid Society of the Methodist Episcopal Church, and of many other normal schools and universities of the South, as will be seen by reference to the tables and abstracts of the Appendix. A very great want of the South is a system of industrial training for the mass of the colored youth who will never reach the higher grade schools. Hon. Ulrie Bettison, superintendent of schools, New Orleans, in his report for 1885 calls attention to the efforts of Tulane University for the practical training of the youth of that city. He says : The most effective of its efforts to reach the masses has been perhaps the free in¬ struction furnished in drawing. Evening classes for the benefit of mechanics and others who are occupied during the day have been formed and eagerly attended. On Sat¬ urday free instruction is given to all teachers who wish to undertake the course. These classes are fully attended, and the instruction given has made possible the in¬ troduction of drawing into our schools. PUBLIC OPINION. The disposition manifest for several years among leaders of public opinion to at¬ tribute the distaste for manual labor on the part of our young people to the influence of the public schools is passing away. Other and more probable causes of the evil are attracting attention, and other agencies are suggested for its correction. Said Prof. Charles 0. Thompson: “It is safe to rest upon the certain endowment of private institutions for the teaching of handicraft. Nearly $10,000,000 have been given to found institutions of technology, and mainly by private givers, since 1868, and the good work still goes on.v Every year chronicles some new and important movement in this department, due to private benefactions or the enterprise of some corporate body. SPECIAL SCHOOLS. One of the most recent instances is the inauguration by the Baltimore and Ohio Railroad Company of the Baltimore and Ohio Technological School, for the promotion of a higher course of instruction for the apprentices of the service than is now attain¬ able. The headquarters of the school are at St. Clare, Baltimore. CCXVI REPORT OF THE COMMISSIONER OF EDUCATION. The following information is derived from a report of the operation of the New York Trade Schools : These schools were opened four years ago for the purpose of giving young men instruction in certain trades, and to give young men already in the trades an oppor¬ tunity to improve themselves. The results of the past four seasons have proved the success of what at first was an experiment. Many young men are now earning high wages who were unable to obtain work before joining the schools. Iustruction was given the first season in two trades, the attendance being thirty- three. Instruction is now given in eight trades, and the attendance the past two seasons has averaged two hundred. The New York Trade Schools are not intended to be either a charitable or a money-making institution. They are not managed in the interest of, nor are they in opposition to, any trade organization. Skilled labor all over the United States commands the highest wages. The demand far exceeds the supply, and is constantly increasing. In the large cities this demand is supplied chiefly from abroad, owing to the difficulty young men in the large cities experience in finding an opportunity to learn a trade. A thorough knowledge of a trade yields its possessor, if he works but two hundred days in the year, an income equal to that received from $20,000 invested in government bonds. Young men can now obtain this knowledge at the evening classes of the New York Trade Schools without inter¬ fering with the work by which they may be earning a living during the day. The schools are conducted on the principle of teaching thoroughly how work should he done, and leaving the quickness which is required of a first-class mechanic to be acquired at real work after leaving the schools. The experience of the past four years has shown that from one-third to one-half a day’s work can be done after one season’s course of instruction, and that from one-third to one-half a day’s wages can be obtained. Full wages havo usually been obtained in from six months to two years after leaving the schools, according to the nature of the trade. Young men who were exceptionally quick at learning have obtained full wages at once, but it is the opinion of the management that steady work at moderate wages is the more profit¬ able in the end. Progress at a trade school is necessarily rapid. Skilled mechanics are employed as teachers. It is their duty to show each individual how work should be done, to see that he does it correctly, and to point out the difference between good and bad work. It is constantly sought to ascertain, not only what the pupil knows, but in what ho is deficient. Such a system can rarely be pursued in a workshop where each employ^ is necessarily employed upon the work he can do best. * * * In both American and foreign schools where trades are taught to beginners, the trade instruction is usually combined with a general instruction extended over several years. Although the results of this system of combining trade instruction with a general education are excellent, it does not meet the wants of young men who must support themselves or contribute to the family support. The system, therefore, which seems adaptedto American wants is to leave the general education to the public schools, and confine the work of a trade school to the manual and scientific instruction neces¬ sary to make a mechanic. INSTRUCTION IN COOKERY. In Boston an experiment has been made which it is to be hoped may lead to per¬ manent provision for giving girls attending the public schools instruction in cookery. During the year the school committee intend to permit the girls of three schools to attend the School of Cookery conducted by the North Bennett Street Industrial School, and the girls of five other schools to attend the Boston School Kitchen, No. 1, which js conducted under the direction of the committeo on the Manual Training Sohool at Mrs. Hemenway’s expense. She agreed to pay the expense of a teacher and of the materials until July, 188G, when she desires to present the “ plant ” to the school com¬ mittee of Boston. The committee on the Manual Training School urge the school committee to assume the expense of this school in the following September. The “First Mission School of Cookery and Housework ” of Washington, D. C., was established in 1881, by Mrs. A. L. Woodbury, for the free instruction of young girls who are unable to pay. It is managed by a small committee of ladies. The number of pupils is limited from want of funds to thirty-six ; they are divided into practice classes of six— each class receiving a lesson once a week in cookery and whatever else will enable them to make their own homes comfortable. The zealous labors of Miss Juliet Corson in establishing schools of cookery and in SCHOOLS OF THEOLOGY. CCXYII exciting public interest in the training have been duly noticed in former Reports. Since 18S3 Miss Corson has been continuing her work with marked success, lecturing upon the subject and conducting classes in the principal cities of the East and of the Pacific coast. As a result of her efforts in Oakland, Cal., the committee on industrial education of the Oakland board of instruction resolved to make an experiment in the introduction of cookery into the public schools of that city. In Philadelphia the ladies of the Public Education Association arranged with the board of education for two experimental lessons in cookery to be given by Miss Corson in the normal school of that city. The experiment was tried with the view of ultimately introducing into the public school system a department of “household science.” TABLE XI.— SCHOOLS OP THEOLOGY. The following is a comparative statement of the number of schools of theology (in¬ cluding theological departments) reporting to this Bureau each year from 1875 to 1885, inclusive (18S3 omitted), with the number of professors and number of students: 1875. 1876. 1877. 1878. 1879. 1880. 1881. | 1882. | 1884. 1885. Number of institutions . i 123 124 124 125 133 142 144 145 146 152 Number of instructors . 615 580 564 577 600 633 624 712 | 750 793 Number of students . 1 5,234 4,268 3,965 4,320 4,738 5,242 4, 793 4,921 5,290 5,775 CCXVIII REPORT OF THE COMMISSIONER * OF - EDUCATION. Table XI. — Summary of statistics of schools of theology. States and Terri¬ tories. ro o o ■3 GQ C+H o © rO 1 Corps of instruction. Endowed professorships. Students. Libraries. Property, income, &c. Present number. Resident graduates. Present students who have received a degree in letters or science. Graduates at commence¬ ment of 1885. Number of volumes. Increase in the last school year. Value of grounds and buildings. Amount of productive funds. Income from productive funds. 3 12 188 3 2, 800 100 $22, 000 $6, 000 a$3, 868 California . 2 12 3 8 0 3 4 20, 000 7, 200 99, 000 125, 000 5, 900 2 4 2 2 0 15 5, 100 75 18, 000 70, 000 2 25 10 148 11 138 14 45, 000 2, 580 305, 608 Georgia . 4 13 2 318 4 8 3, 608 1, 069 50, 000 40, 000 2, 300 miopia . 18 89 13 761 18 180 71 51, 525 826 865, 000 1, 399, 093 103, 991 3 25 4 44 1 1 7, 217 225 45, 000 46, 000 4, 000 5 12 5 60 5 2 5 348 21, 090 41, 204 6, 392 Kentucky . 5 13 1 203 1 43 73 24, 000 400 117, 000 404, 170 25, 093 Louisiana . 3 12 74 3, 000 2, 500 Maine . 2 9 4 52 11 8 18, 500 550 105, 000 199, 600 13, 141 Maryland _ 5 42 5 © F-> © £ 5? Increase in the last school year. Vplue of grounds, buildings, and apparatus. Amount of productive funds. Income from productive funds. | s ! tc © 1 c 3 ®,2 1 ^ S cz g fl 3 5 *© £ © © e g I. Medical and Surgical. 1. Regular. A Iftlisma _ 1 14 90 34 500 $150, COO i $4,000 A r Transas _ _ _ 1 15 41 . 8 0 15, 000 $0 California T _ 3 132 14 32 200 . 100, 000 j 6, 234 fTnTrvrado . . 2 24 41 3 8 7, 000 0 $0 1,138 Connecticut- - - 1 17 27 11 6 29, 134 1, 212 2, 701 Georgia r - T 3 38 255 ! 103 5,000 110, 000 15, 464 Illinois . 5 | 118 795 101 295 265 20 225, 000 15, 000 500 59, 262 Indiana _ 4 72 119 47 2,500 1,800 800 Town _ _ 3 35 245 16 96 750 i . 30, 000 4,020 _ 4 52 581 231 4,000 165, 000 19, 500 Louisiana _ 1 16 223 64 Maine* _ 2 18 67 16 14 4,000 . 25, 000 2, 500 150 4,987 Maryland _ 3 71 647 233 1,600 500 2, 000 Massachusetts.. . . o 77 294 130 1 65 2, 100 3, 000 177, 2-54 10, 783 50, 613 "Minhigan _ 3 1 64 456 32 120 2, 736 12 30, 000 3,192 Minnesota 2 1 34 64 19 500 CO, 000 2, COO Missouri _ _ _ 8 128 508 4 172 1, 775 25 163, 500 14, 385 >7 ol lT*fkC;V fl _ 1 I 15 22 8 150 20, 000 Hew Hampshire . 1 13 44 7 21 1, 900 20, 000 1, 000 70 3, 200 "NT (>w T" orlr _ i 9 247 I 1, 908 184 593 8, 250 972, 450 42,185 3, 800 113, 388 27 ort h C arolin a .. 2 9 26 500 40, 000 6,000 300 | o( 450 Ohio _ 9 153 715 20 254 3, 500 234, 200 260, 000 1 35, 854 Oregon . 1 1° 1 30 4 7 100 15 20, 000 0 0 ! 2, 600 Pennsylvania . . . . 4 1 125 1,024 135 311 5, 690 367, 500 135, 597 7, 842 59, 507 South Carolina ! l 13 1 67 19 30, 0C0 i 0 ! o ; 4, 770 Tennessee . 1 5 68 490 10 192 1, 900 141 65, 000 5,000 100 15, 700 ’Vfvrmrm'fc- 1 19 200 26 78 30, 000 o ! 0 ! 9, 000 Vircnnin. _ ! 2 23 ! ill 33 150, 000 i Bist. of Columbia 4 56 219 20 | 50 1, 500 2,200 154 . j 3, 070 Total . 88 1, 591 9,441 733 3, 113 47, 416 713 :3, 038, 450 1675,870 | 24,911 440, 835 CCXXII REPORT OF THE COMMISSIONER OF EDUCATION, Table HD — Summary of statistics of schools of medicine, > 0 § 1 £ 1 1- 3 1 u It- K 1 6 1 ® - 0 * >3 £ O d 0 a s H P O © >i CS 1 0 1 3 0 Georgia . 0382 16 209 10 18 1 0 6 1 4 | 1? ■ 127 16 64 10 9 7 2 r 4 35 12 leges. cl73 145 9 6 82 82 — _ Illinois . 1, 04G 31 228 8 137 .. ii ~3 ! 58 I 21 i 522 1 j 53 1 Classical and scientific col- 477 25 192 8 3.37 45 3 .. 43 15 46 1 r^i 1 leges. ! "! j 1 36 Professional schools . 533 6 15 6 476 42] .... 330 17 142 A 7Gj ~ 29, 1 2 6 71 1 1 10 7 i \ Classical and scientific col¬ 251 1G 136 4 76 29 ii 2 . ...! 6 1 10 5 leges. Colleges for women . G 6 Professional schools . 70 | 11 70 1 _ _ Iowa . 392 3.8 114 8 82 ~ 43 pi| 1 I 2 G 119 34 1 2 Classical and scientific col¬ 337 18 103 S 78 43 1 1 1 2i 6 79 : 31 2 leges. 1 Colleges for women . ' 15 11 4 Professional schools ....... 40 .... 40 _ _ Kansas . 72 : 8i 27 3 37 H □ 4 8 1 Classical and scientific col¬ 72 : gi 27 3 37 4 si 1 leges. N j .... 1 L_ Kentucky . . . 428, 15 334 5 49 77 2 7 243 1 3 Classical and scientific col- , 123 ! 15 j 49 5 46 2 7 26j _ 3 leges. Colleges for women . 88 85 3 Professional schools . 217 217' .... ...... Louisiana . . . 118 i- 7 31 5 9 2 71 ! r Classical and scientific col¬ 98i i 7- 11 5 9! 2 71 - leges. Colleges for women . . . 20 20 Matnp. . 167 10 115 3 22 1 4j ! 4 25 3 Classical and scientific col¬ 150 10 109 3 22 1 4 4, 14 3 leges. Collecrps fnr vrmn pyi _ 6 C Professional scliools * 11 11 ~ — _ _ _ . a Includes 13 degrees not specified. XY E CCXXYI REPORT OF THE COMMISSIONER OF EDUCATION. Table XV. Statistical summary of all degrees conferred — Continued. Ail courses. Letters. Science. £ Hi £ S Art. V a 0 j 0 a EH Medicine. Law. _ In course. j o a o a In course. £ O $3 O ft In course. Honorary. d 0 0 M | Honorary. | In courso. | Honorary. | In course. s fl 0 ft In courso. •A'.iu.iouoif In course. f-. r; s c Maryland . 513 8 94 3 8 13 42 5 338 ! 13 1111 Classical and scientific col- 102 7 81 3 8 13 4 leges . 6 6 Professional schools . o405 1 7 a42 1 338 18 Massachusetts . 922 21 559 4 109 1 12 1 7 ~2S 6 140 i_ | 67 9 Classical and scientific col- 748 21 463 4 88 1 12 1 b L 22 C 96 67 i 9 leges. 124 96 21 50 1 6 44 I I .... Michigan . 546 18 105 2 61 1 51 ~2 10 \2 3 5 180 !i ;l36 3 J Classical and scientific col- 506 18 105 2 61 4 51 2 10 1 3 5 140 1 130 ' 3 leges. Professional schools . 40 40 .... Minnesota . 100 4 33] 37 5 8 17 1 4 .... Classical and scientific col¬ 70 4 29 34 5 2 4 leges. Colleges for women . 7 4 3 I Professional schools _ 23 I. 6 17 Mississippi . 89 6 54| 3 22 9 I 1 2 — 1 1 3 1 Classical and scientific col¬ 36i 6 4! 3 20 9 H 2 _ _ j 3 1 leges. Colleges for women . 53 50| 2 1 i .... _ Missouri . 496, 6 81| .... 112 8 77 ~8 5 4 _ 259 3 23 2 I Classical and scientific col¬ 195 6| 55| 100 8 — J r 5 4 4 1 1 23 2 leges. j j Colleges for women . 46 1 _ 26 1° 81 Professional schools . 255 255 _ Nebraska . . . ~ 43 5 10 4 5 1 28 Classical and scientific col¬ 35 5 10 4 5 1 20 leges. Professional schools . 8 8 1 - . 1 i:1 . . . .... Nevada . 5 5 — n = .... .... Colleges for women . 5 5 ! .... 1 — New Hampshire . 114 20 62 13 30 1 i 1 2 21 3 _ 71 hi Classical and scientific col¬ 111 20 59 13 30 "l "1 2 21 3 leges. 1 Colleere^ for "women _ 3 3 _ . _ — - .. — a Includes 30 ordained as priests during the year. SUMMARY OF DEGREES CONFERRED, CCXXVII Table XY. — Statistical summary of all degrees conferred— Continued. l D Q O < 5 O d ! 00 O w ; 5 d S. M 1 ' i \ 5 o « Honorary.! X s o m 1 ° >! 5 d 1 QB O w i| ' d 1 ® s 237 12 179 i 5S 2 3 J ! 3 Classical and scientific col- 230 12 372' i 58 2 3 7.1 17 .... 3 o leges. 7 7 .. .. .... .... • _ Xew York . 1, 754 G5 468j 26 191 • 45 5 16 i j 44! 18 785 H 1*205 j 15 Classical and scientific col- 3,280 58 455 28 j 191 1 44' 5 11 i 12 11 362 205 15 leges. 19 13 1 5 r " - 1 c32 - 423 .... L .. . Isoeth Carolina . 85 5 65j 1 6 .. j- 10 7 L. — 1 2i 4 2 .... Classical and scientific col- 66 5 4Cj - 1 c! ! 10 2 4 2 .... leges. 18 18' 1 Professional schools _ _ 1 1 . :::: 1*1 Ohio . 61, 045 1 33 409: 6| 120 | 36 j |~2; ! 1 9 1.5j 411! |1; 59 7 Classical and scientific col¬ 6629 33 386 6 115 £6 9 "7 7 5 1 15! 78 2 4 7 leges. 1 Collecps for "wojnpn 28' 23 5 Professional schools 388 .... ! ! 333; 55 Ourr.nv _ . _ _ 44 2 10 26 1 ! 2! 7 7777 j mi Classical and scientific col¬ 44 2 id 2G: 77 1 ■ " 2 - leges. 1 hi ! _ ! | Pennsylvania . 1, 296 59 1 365 25 160 | 20| ~3 ' 26; 2lj 688 : 37 ~0 Classical and scientific col¬ 738 59 ; 364. ! 25 160 20 3 21 157 ~ 10 leges. i Professional schools . 55S 1 26 531 J P TT DIYR T ST. A XT) . 87 4 76 2 | 11 7 H 1 1 1 Classical and scientific col- 87 4 76 2 : ni 1 1 leges. South Carolina . 129 8 1C6 i : 4| 19j n~ 9 Classical and scientific col¬ 48 y 44 i | 4- ~ 4 Li 2 leges. ... Pnllp! ..J 1 - - — - ’ = — 1 - - — .... 13 1 118 67 51 340 Massachusetts . 3 24 0 205 103 102 521 Michigan . 2 25 3 306 141 165 1,117 Minnesota . 1 10 5 169 96 73 507 Mississippi . . . . . . 1 5 1 91 38 53 Missouri . 4 13 4 310 183 127 971 Nebraska . 1 8 1 99 65 34 211 New Jersey . . . 1 6 0 117 66 51 133 New York . . . 7 95 12 1,375 777 598 4,717 North Carolina _ _ _ _ _ _ _ 1 8 0 125 69 56 Ohio . . . . 2 27 6 487 261 226 2,177 Oregon . . . . . 1 2 0 28 12 16 76 Pennsylvania . . . 4 44 5 634 374 260 2, 412 Khode Island . 1 4 0 34 16 18 55 South Carolina _ _ _ _ 1 3 60 31 29 191 Tennessee _ 1 ' 7 2 122 72 50 Texas . . . 1 9 52 146 87 59 288 Virginia . 1 11 2 11 9 2‘ 570 West Virginia . . 1 4 2 75 42 33 217 Wisconsin . . 3 18 1 271 168 103 868 Dakota . . . . 1 2 1 37 28 9 42 District of Columbia . c3 16 3 112 90 22 531 New Mexico . . . _ . 1 Utah . 1 1 0 14 9 5 14 Washington . 1 2 0 9 4 5 9 Total . 64 516 73 7, 295 4.140 3, 155 24, 905 a One of these represents the Chicago system of deaf-mute schools, which includes five small schools. . 5 One of these is a deaf mute. cThia includes the Deaf-Mute College, an organization within the Columbia Institution. INSTITUTIONS FOR THE DEAF AND DUMB. CCXXXVII Table XYIII. — Summary of statistics of institutions for the deaf and dumb — Continued. States and Territories. £ * « s 2 5 5 o 5 5 5 £ Libraries. Property, income, &c. . 1 > % U 3 >> 5 2 § ~~ » aT g bfl Li a ZQ £i L § u H 9 500 a$ 75, 000 a$\S, CC0 -I a$lC0 a $16, 000 SO 5 50, 000 17,780 0 £3,100 4 al, 000 a350, 000 a44, 000 aSOO a44, 000 Colorado . o 250 25 a45, 000 g22, COO 0 a23, 000 2,500 50 258,000 1,050 3,000 52,715 al6, 000 ! Georgia . 3 1,000 30 40,000 17,000 j 0 15, 814 7 1S4 431 400, 000 103. 0C0 1 102, 163 Indiana . . 10 3,400 10 504,070 58,947 0 57,003 90 30 000 57,400 0 Kansas . . . 0 200 0 I 125,000 32,000 0 37,500 Kentucky . . 1,500 0 140, COO 30,000 0 30,000 Louisiana, . o 375 12 25. 000 10, 000 7 850 Maine . o ! 1 Maryland . . . . . 4 4,800 50 a335, 000 a33, 500 al, 700 a33, 239 Massachusetts . 1, 615 8 102, 000 30,952 Michigan __ . 2, 639 144 490,823 50,000 1,579 57, 153 Minnesota . . . 4 1,100 20 200,000 32,000 900 32,000 Mississippi . . . 1 300 75, GOO * 16, 175 16, 175 Missouri . 5 1, 032 175, 000 5118, 500 0 j 5107, 465 Nebraska _ _ _ . . 1 800 50 81,000 0 21,000 New Jersey . . . I 250 100, 000 New York . j j 90 _ ' o, Dfc* ; 140 ; 1,332,675 el67, 825 cl34, 700 347, 992 North Carolina _ _ _ 1 1,321 alGO, 000 a36, 000 Ohio . 2,000 . i 750, 000 94,421 9 77,083 Oregon . ' 0 0 5, 000 4,000 0 6,800 Pennsylvania . 8 5,100 i 150 760, 000 113,500 2,998 121,793 "Rhode Island _ _ o 325 12 3,000 0 2,600 South Carolina . | . ! c52, 000 alO.OOO a4S3 dlO, 610 Tennessee . 12 600 125, COO 22,500 200 24,000 Texas . 1 500 100, 0C0 46,402 0 Virginia . 5 500 10 a275, 000 o35, 000 a34, 695 "West Virginia . 1 700 20 aSO, 000 a25, 000 0 a22, 9 56 Wisconsin . 6 600 150 110,000 40, 000 COO 41,036 Dakota . 0 30 0 39,000 16,000 5,040 5,040 District of Colombia _ _ 41 3,300 100 650,000 . a58, 000 5, 757 New Mexico _ _ _ Utah . 0 o e2, 000 195 2,000 Washinoton . Total . 19S 51,664 1, 426 7, 995, 568 1, 299. 000 1 158, 052 1,439,739 © S‘5J £5 © J3 > Number of inmates. i*? ’S'a Name. It J§ g ft a © m a 3 g 5> © a SeS £ O 9^ a Q Male. Female. Total. u m ® r® © a § o 2 Income. t 1 ft M H 1 California Association for the Care and 9 6 7 13 0 $2, 160 $1, 440 Training of Feeble-Minded Children. 2 nnen 102 16, 536 56, 000 3 Illinois Asylum for Feeble-Minded Chil- 172 138 310 228 56, 000 dreu. 4 Indiana Asylum for Feeble-Minded Chil- 15 43 41 84 a30, 000 a30, 000 dren. 5 Iowa Institution for Feeble-Minded Children. 50 164 95 259 42, 080 41, 700 6 Kentucky Institution for the Education 27 87 65 152 91 29,634 29,631 and Training of Feeble-Minded Chil¬ dren. 7 Family Home School for Nervous and 3 8 2 10 1 2,500 2,500 Delicate Children (Amherst, Mass.). 8 Private Institution for the Education of Feeble-Minded Youth (Barre, Mass.). 31 44 25 69 160 44,800 9 Hillside School for Backward and Fee¬ 6 3 3 6 18 ble Children (Fayville, Mass.). 10 Massachusetts School for the Feeble- Minded. 34 86 61 147 25, 000 25, 000 11 Private School and Home for Feeble- Minded Children (Kalamazoo, Mich.). 9 6 19 25 6, 000 8,000 12 Minnesota School for Idiots and Imbe¬ ciles. 18 64 ! 32 96 8 12, 269 13 New York State Custodial Asylum for 16 0 1 140 140 1 20, 000 63, 377 Feeble-Minded 'Women. 14 Triiot Asylum llAndrill’s Tfllund . . 15 New York Asylnm for Trliots _ 82 205 1 168 373 72, 838 114, 725 71,565 16 Ohio Institution for Feeble-Minded Youth. 122 443 ; 278 721 111, 711 17 Pennsylvania Training School for Fee¬ ble-Minded Children. 298 205 | 503 107, 637 90,490 Total . 422 $ K \ 1, 629 )2 jl, 279 } 3, 010 507 525, 110 528, 483 a This includes the report of the Soldiers’ Orphans’ Home. 6 For three months only. SUMMARY OF EDUCATIONAL BENEFACTIONS, CCXLVII Table XXI. — Statistical summary of benefactions, by States, for the year 1834-J85. States and Territories. Alabama ... Arkansas . . . California .. Colorado .... Connecticut Delaware . . . Florida . Georgia . ^Illinois . Indiana . j Iowa . ' Kansas . . j Kentucky . . . I Louisiana . . . I Maine . i Maryland . I Massachusetts . - . I Michigan . I Minnesota . ! Mississippi . j Missouri . . . Nebraska . . Nevada . . . New Hampshire . New Jersey . . . New York . . . North Carolina. . . Ohio . . . Oregon.. . . . . . Pennsylvania . . . . Khode Island . .. . South Carolina . j Tennessee . Texas . . . Vermont . Virginia . "West Virginia . Wisconsin . Dakota . District of Columbia . Indian Territory . Montana.. . • New Mexico . . | Utah . j "Washington . Total . ; o H 1 Universities and col¬ leges. Schools of science. Schools of theology. Schools of law. Schools of medicine, j $7,650 i . . 5, 515 $2, 500 123, 337 110, 000 32, 173 7, 958 147, 567 143, 742 $275 ! $2, 000 10, 000 1 j 67,442 53,000 83,182 45, 000 j 23, 178 ....... 765, 136 112, 430 ! 361,391 ! $150 .......... 75, 000 75,000 | 98,124 93,799 | 144, 075 138, 200 ' i . 96, 335 44, 959 ! 34, 000 173,360 158, 000 1 174, 215 55,225 ! 100,000 700 293, 850 200 13 000 $650 847,421 ; 413, 212 42,750 1, 000 217, 318 j 170,490 ' 1 86,447 : 67,249 1 1 5,240 , 3,900 ! 113,308 1 90,706 i 500 14, 440 1,500 j 3,457 1, 000 84, 400 80,000 1 " 1 102, 857 77,000 | 4,509 1 | : 2, 027, 538 759,367 ! 119,929 . j 50, 000 17,687 j 11,155 1 4, 000 . i 518,402 j 240,602 132, 000 20, 450 3,000 34, 023 32,000 j 1, 567, 599 1, 105, 004 j 208, 266 25, 300 40, 100 64,500 64,500 ! 12,715 j 2,500 ! 6, 829 317, 937 ( 250,200 | 58,712 50, 155 j 29,000 j 32, 230 700 ! 716, 505 ' 619,000 [ 79,080 j 1,500 : 1,500 ' . 27,572 j 16,972 ! 2,200 35,060 19,500 . 1 1,200 1, 200 ' . 1 18, 378 1 . j 10,390 10,390 ! . ! 3, 680 9,418 ' . i 78, 200 ! 28, 000 9, 314, 081 5, 134, 4C0 562, 371 681, 855 150 1 1 94, 250 CCXLVIir REPORT OF THE COMMISSIONER OF EDUCATION. Table XXI. — Statistical summary of benefactions , by States, $c. — Continued. States and Territories. Institutions for the superior instruc¬ tion of women; Preparatory schools. Institutions for sec¬ ondary instruction. Institutions for the deaf and dumb and the blind. Training schools for nurses. Institutions for fee¬ ble-minded children. e Miscellaneous. $7, 650 3, 015 3, 000 18, 750 200 10, 000 14,442 6, 004 5,961 $1, 000 $850 5,465 500 $8, 487 $850 Florida . 4,000 5,000 75, 204 210, 000 400 3,925 5,875 17, 376 10, 600 13, 200 80, 000 41, 000 5,000 5, 643 3,340 21, 602 9,483 5, 300 5,090 200, 000 39, 233 40, 000 31, 000 Massachusetts . . 106, COO 140 1, 828 $19, 606 184, 500 Michigan . . . . Minnesota . 2, 555 Mississippi . . Missouri . - . 500 Nebraska . . Nevada, . 1,000 New Hampshire _ _ _ 2, 000 2, 650 21, 557 2, 400 9, 161 1,041,400 2, 532 7, 050 223 135, 514 New Jersey . . . 8,000 200 1, 537 756 New York . . . 8, 829 25, 500 North Carolina _ Ohio _ _ 300 115, 000 Oregon . . 1, 800 25, 020 Pennsylvania _ _ 25, 000 250 3, 145 lihode Island _ _ _ _ _ South Carolina _ 3, 336 2,725 18, 155 8,030 18, 425 50 Tennessee . 3, 800 3, 000 500 2,500 Texas . . . Vermont . . 23, 000 Virginia . - "West, Virginia . . "Wisconsin . . . 5,000 1,200 500 2, 200 Dakota . 15, 060 District of Columbia. . . Indian Territory . . .. 18, 378 Montana . . . New Mexico . 3, 680 9, 418 50, 200 Utah . . . . . "Washington . . . Total . 322, 813 276, 916 1, 629, 213 40, 667 24, 754 3, 145 543,487 SUMMARY OF EDUCATIONAL BENEFACTIONS, OCXLIX Table XXI. — Statistical summary of boncf actions, by institutions, for the year 188-1-’S5. Institutions. Total. Endowment and general purposes. ‘3 <£ a CD'S II os •— q «o * r5 cT 5 Universities and colleges . . . Schools of science . Schools of theology . $5, 134, 460 562, 371 681, 855 150 94, 250 322, 813 276, 916 1, 629, 213 40, 667 24, 754 3, 145 543. 487 $2, 714, 204 381, 405 315, 985 $949, 319 2G, 438 196, 283 Schools of medicine and pharmacy . Institutions for the superior instruction of women . Preparatory schools . Institutions for secondary instruction . Institutions for the deaf and dumb and the blind . Training schools for nurses . 650 257, 300 117, 629 1, 283, 777 28, 587 850 3,145 298,987 93, 000 33, 638 63, 990 224, 934 1, 800 3, 044 244,500 Total . . . 9,314,081 5, 402, 519 1, 836, 946 Institutions. Professorships. «T ft IB c3 . O g it i 5 5 Q Ph Aid for indigent students. Libraries and museums. Objects not specified. Universities and colleges . $389, 997 $136, 050 $48, 229 $194, 583 $702, 078 Schools of science..; . 107, 0C0 25, 54C 5,826 1,741 # 14,421 Schools of theology . 77,712 6,000 15, 678 25, 000 * 45, 197 Schools of law . 150 * Schools of medicine nnd pharmacy „ 600 Institutions for the superior instruction of 12, 000 6,300 2,009 11,575 women. Preparatory schools . . . 70, 000 90 35 150 25, 022 Institutions for secondarv instruction _ 14. 605 34, 400 640 70,857 Institutions for the deaf and dumb and the blind 140 20 10,120 Training schools for nurses . 250 20, 610 Institutions for feeble-minded children . 1 . Miscellaneous . . . ! Total . 644,709 | 194,435 110, 858 224, 134 1 900, 480 The foregoing summary exhibits the total of donations and legacies by indiTidnals in aid of education for the year ending June 30, 1885, so far as reported to this Office, and the classes of institutions that are the recipients of the benefactions. The total amount reported, viz, $9,314,081, exceeds the benefactions for any single year since 1873, when the total was $11,226,977. More than half the entire sum donated during CCL REPORT OF THE COMMISSIONER OF EDUCATION. the present year is for the benefit of colleges and universities. Institutions for sec¬ ondary instruction receive $1,629,213, the largest amount credited to them in any year. For full particulars concerning these benefactions, their sources, purposes, etc., the reader is referred to Table XXI of the Appendix. LIST OF HISTORICAL SOCIETIES IN THE UNITED STATES. This preliminary list of historical societies, compiled from two lists — one published by the Magazine of American History , August, 1884, the other by the Magazine of Western History, February, 1885, and both prepared by Gen. Charles W. Darling, cor¬ responding secretary of the Oneida Historical Society, Utica, N. Y. — and from the in¬ complete files of this Office, is published with the hope that other historical societies and kindred organizations may become interested and supply such data as will enable the Office to give a much more complete and satisfactory list in a subsequent Report: State. Alabama . Arkansas . California . Do . Do . Do . Colorado . Connecticut ... Do . Do . Do . Delaware . Georgia . Do . Illinois . Indiana . Iowa . Do . Kansas . Kentucky . Do . Louisiana . Maine . Do . Do . Do . Do . Do. . . Do . Maryland . Do . Do . Massachusetts Do . Do . . Do . Do . . Do . Do . Do . Do . Do . Society. City or town. Alabama Historical Society . Arkansas Historical Society . Historical Society of Southern California . Society of California Pioneers . Territorial Pioneers of California . California Historical Society . — . State Historical Society . . . Connecticut Historical Society . American Oriental Society . . . New Haven Colony Historical Society . New London County Historical Society . . Delaware Historical Society . Macon Public Library and Historical Association . Georgia Historical Society . Chicago Historical Society . Indiana Historical Society . . . Academy of Natural Science . Iowa State Historical Society . Kansas State Historical Society . Kentucky Historical Society . . . ..... Historical and Scientific Society . Louisiana Historical Society . .» . Bangor Historical Society . . Maine Historical Society . . . Gorges Society . . . Maine Genealogical Society . Sagadahoc Historical Society . . . York Institute . - . . . Historical Society . Maryland Historical Society . Johns Hopkins University . American Historical Association . Massachusetts Historical Society . . . Archaeological Institute of America . New England Historic-Genealogical Society . Boston Numismatic Society . — . Webster Historical Society . Boston Memorial Association . Tuscaloosa. Little Bock. Los Angeles. San Francisco. Do. Do. Denver. Hartford. New Haven. Do. New London. ■Wilmington. Macon. Savannah. Chicago. Indianapolis. Davenport. Iowa City. Topeka. Frankfort. Maysville. Baton Rouge. Bangor. Portland. Do. Do. Bath. Saco. York. Baltimore. Do. Do. Boston. Do. Do. Do. Do. Do. Military Historical Society . Bostonian Society . Universalist Historical Society . American Congregational Historical Society. Do. Do. College Hill. Chelsea. HISTORICAL SOCIETIES. CCLI List of historical societies in the United States — Continued. State. Society. City or town. Dedham. Do . Deerfield. Do . Dorchester. Do . Lexington. Do . Lowell. Do . Malden. Do . Newburyport. Do . Plymouth. Do . Rehoboth. Do . Salem. Do . South Natick. Do . Taunton. Do . "Weymouth. Do . Woburn. Do . Worcester. Do . . Historical Society . Winchester. Detroit. Do . Do. Do . Do. Do . Houghton. Do . Lansing. Orton villa Do . St. Paul. Mississippi _ Mississippi Historical Society _ _ Jackson. Missouri _ Missouri Historical Society of St. Louis _ ........ St. Louis. Montana _ Historical Society . . . Helena. Nebraska _ __ Nebraska State Historical Society _ Lincoln. New Hampshire....... New Hampshire Historical Society ................... Concord. Do . New Hampshire Antiquarian Society _ Contoocook. Do . Nashua Historical Society _ _ Nashua. New Jersey . New Jersey Historical Society _ _ Newark. Do . New Brunswick Historical Club _ , New Brunswick. Do . New England Society . . . Orange. Do . Passaic County Historical Society _ _ _ _ Paterson. Do . Salem Connty Historical Society _ _ . Salem. Do . Vineland Historical Society _ Vineland. New Mexico . . Historical Society of New Mexico _ Santa F6 New York . . Albany Institute . . . . . . . . . Albany. Do . . Cayuga County Historical Society _ , _ T _ Auburn. Do . Genesee County Pioneer Association......... _ Batavia. Do . Long Island Historical Society . . . . _ Brooklyn. Do . Buffalo Historical Society . . . ... _ Buffalo. Do . Chautauqua Historical Society _ . Jamestown. Do . Ulster County Historical Society . . . Kingston. Do . Livingston County Historical Society _ _ . _ Mt. Vernon. Do . . . Historical Society of Newburg Bay . . Newburg. Do . American Archaeological Council _ _ _ New York. Do. . American Ethnological Society.. . . . Do. Do . American Geographical Society . . . Do. Do . American Numismatical and Archaeological Society. . Do. Do . American Philological Society . Do. Do . Genealogical and Biographical Society . Do. Do . „ . Historical and Forestry Society . Nyack. Do . Onondaga Historical Society . 1 Onondaga. CCLII REPORT OF THE COMMISSIONER OF EDUCATION. List of historical societies in the United States— Continued. State. Society. City or town. 1 New York . Utica. Do . Waterloo. Do . White Plains. Ohio . Cincinnati. ' Do . ' W estera Preserve and Northern Historical Society. . . . Cleveland. Do . Columbus. Do . Licking County Pioneer Historical and Archaeological Newark. Society. Do . 1 New Carlisle. Do . Norwalk. Do . Toledo. Do . Oregon . Astoria. Do . Butteville. Pennsylvania . Library of the Archives of the Moravian Church . Bethlehem. Do . Carlisle. Do . Chambers!) urg. Do . Doylestown. Do . Gettysburg. Harrisburg. do.:::::::::::::::: Linnaem Scientific and Historical Society . Lancaster. Do . Crawford Conn tv Historical Society . ! ^ Meadville. Do . Moravian Historical Society . Nazareth. Do . Newport Historical Society . Newport. Do . Historical Society of Montgomery County . Norristown. Do . American Philosophical Society . 1 Philadelphia. Do . German Society of Ponnsvl vania . . . . . Do. Do . Franklin Institute . . . . Do. Do . Historical Society of Pennsylvania . . Do. Do . Numismatic and Antiquarian Society . . Do. Do . Friends’ Historical Association . . . Do. Do . Catholic Historical Society . Do. Do . Presbyterian Historical Society _ _ _ Do. Do . American Baptist Historical Society . . . . Do. Do . International Scientific Association. .....t...... ...... Do. Do . Library Company Historical Society . 1 Do. Do . Historical Society of Pittsburg and "Western Penn¬ Pittsburg. sylvania. Do . Bradford Cnnnty Historical Society . . . . . i Towanda. Do . Wyoming Historical and Geological Society . . ! Wilkes Barre. Rhode Island . Newport Historical Society . . . : Newport Do . Rhode Island Historical Society . . . > Providence. Do . Rhode Island Soldiers’ and Sailors’ Historical Society. Do. South Carolina . . Sonth Caroline Historical Society . . . Charleston. Tennessee . Tennessee Historical Society . . . Nashville. Texas . Historical Society of Galveston _ ............ ........1 Galveston. Vermont . . . Middlebnry Historical Society . _ . . . ■ Middlebnry. Do . Vermont Historical Society _ _ _ Montpelier. Virginia . Virginia Historical Society _ _ _ Richmond. Do . . Southern Historical Society . . . . . . Do. Do . Historical Society of Roanoke Collp^e _ _ _ Salem. "West Vircnnia . West Virginia Historical Society _ _ _ _ < Morgantown. "Wisconsin . . State Historical Society of Wisconsin . i Madison. Do . Milwaukee Pioneer Club . . . . ! Milwaukee. - . - . 1 Old Settlers’ Historical Society . Racine. EDUCATION IN FOREIGN COUNTRIES. CCLIII EDUCATION IN FOREIGN COUNTRIES. I.— Europe. Austkia-IIuxgaky.— a. Austria, constitutional monarchy: area, 115,903 square miles; population (December 31, 1880), 22,144,244. Capital, Vienna ; population, 1,103,857. Minister of public instruc¬ tion, Conrad von Eybosfold. The following statistics aro taken from the “ Ocsterrcicliische Statistic, ” B. IX, Heft I, and “Statistic der Untcrrichts- Ansi alien” for 1882-’83, published in 1885. Higher instruction. — The number of teachers at the different Austrian universities in the winter of 18S2-’83 was 969, ot whom 322 were at Vienna; 133 at Gratz ; 89 at Inns¬ bruck ; 159 in the newly established German section at Prague, and 61 in the Bohemian section, 220 in all ; 62 at Lemberg ; 105 at Cracow ; and 38 at Czernowitz. Of the total number, 326 were regular or ordinary professors ; 148 were extraordinary ; 249 were Privat-docenten ; and the rest were assistants, special teachers, etc. The theolog¬ ical faculties had 73 professors, the law faculties 135, the medical 347, and the phil¬ osophical 414. These figures show an increase in the teaching force at all the uni¬ versities of 27 persons since the previous year. The students during the winter semester numbered 11,467, and 10,667 in summer, against 10,594 and 9,766, respect¬ ively, the previous year. Of the 11,467 in the winter semester, 5,0C0 were at Vienna, 965 at Gratz, 686 at Innsbruck, 2,750 at Prague (1,695 in the German, and 1,055 in the Bohemian universities), 985 at Lemberg, 811 at Cracow, and 270 at Czernowitz. As to nationality, 9,472 were from the different provinces of Austria, and 1,995 from other countries. As to native language, 5,315 wero German, 2,198 Czech-Slavonians, 1,670 Poles, 511 Ruthenians, 175 Slovenians, 315 Croatians and Servians, 377 Ital¬ ians, 160 Roumanians, 62S Magyars, and 118 others. As to religious belief, 8,744 were Catholics, 321 were Oriental Greeks, 352 Evangelicals, 21 Unitarians, 1,997 Jews, 13 belonged to other confessions, and 19 were without religious connections. The number of those receiving stipends in the winter semester was 1,381, and they re¬ ceived 237,836 gulden ($93,469). In the summer these figures fell to 775 students and 111,547 gulden ($43,838). The six higher institutions for technical instruction had 337 professors and teach¬ ers, 2,785 students in the winter semester and 2,578 in summer. They have faculties of engineering, architecture, mechanical engineering, chemistry, and technology. The technical institute at Vienna had 92 professors and teachers and 1,282 students ; that at Gratz 53 professors and 217 students ; the German technical institute at Prague 49 professors and 338 students, the Bohemian 59 professors and 612 students ; the in¬ stitution at Briinn had 38 professors and 119 students, and that at Lemberg 46 profes¬ sors and 217 students. Of the 2,785 students,^, 376 were Austrian, and 409 from other countries; 1,327 were of German origin, 794 were Czech-Slavonians, 333 were Poles, and the rest of different nationalities. As to religion, 2,039 were Catholics, 567 were Jews, 112 Evangelicals, and 58 Oriental Greeks. There were 304 stipendiaries in the winter semester of 1882-83, who received 52,710 gulden ($20,715). The numbers fell in summer to a total of 2,449 students, of whom 154 were stipendiaries, with 23,355 gulden ($9,178). The superior agricultural institution in Vienna had 39 professors and teachers and 508 students in the winter semester. The mining academy atLeoben had 21 professors and teachers and 172 students, and that at Pribram 8 professors and 21 students, at the end of the year 1882-83. The ten art schools had 35 teachers and 453 students. The forty-five Latin-Catholic theologi¬ cal sehools had 228 professors and teachers and 1,666 students, of whom 240 were sti¬ pendiaries, receiving 19,619 gulden ($7,710) ; the Greek- Catholic school at Przemysl, Galicia, had 5 professors and 28 students ; the Armenian-Catholic school at Vienna had 1 professor and 1 student ; the Greek-Oriental school at Zara, Dalmatia, had 5 professors and 18 students, of whom 16 were stipendiaries, receiving 2,270 gulden ($892) ; the evangelical seminary in Vienna had 6 professors and 27 students, 10 of CCLIV REPORT OF THE COMMISSIONER OF EDUCATION. whom were stipendiaries, receiving 750 gulden (§295). This makes a total of 245 professors and teachers in the 49 theological institutions, and 1,740 students (at the end of the year), aside from the theological faculties of the universities. Secondary instruction. — There are 131 Gymnasien, with 2,601 teachers of all kinds and 42,191 students at the end of the school year; the Eealgymnasien numbered 35, with 669 teachers and 9,702 students; the Eealschulen 80, with 1,419 teachers and 15,236 students. The male teachers’ seminaries numbered 42, with 593 teachers and 5,783 students, and those for females numbered 28, with 385 teachers and 3,009 students. Of the 42,191 students attending the Gymnasien, 41,083 were Austrians, and 1,108 foreigners of different nationalities. As to native language, 19,142 were Germans, 9,276 Czech-Slavonians, 7,911 Poles, 1,699 Ruthenians, 1,465 Slovenians, 539 Servians and Croatians, 1,573 Italians, 332 Roumanians, and 169 Magyars. As to religion, 34,627 were Catholics, 6,020 were Jews, 945 Evangelicals, and 564 Oriental Greeks. There were 2,414 stipendiaries, receiving 289,654 gulden (§113,834). Of the 9,702 students of the Eealgymnasien, 3,099 were of German origin, 5,757 Czech-Slavonian, 535 were Poles, and 263 were Ruthenians, the rest being insignifi¬ cant in numbers. The Catholics numbered 8,225, the Jews 1,186, and the Evangeli¬ cals, 280. Of the 15,236 students in the Eealschulen, 9,030 were German, 3,942 Czech-Slavonian, 945 were Polish, 779 Italian, and the rest were Slovenians, Servians, Magyars, etc. The Catholics numbered 12,263, the Jews 2,237, and the Evangelicals, 641. The sti¬ pendiaries numbered 367, and received 39,872 gulden (§15,670). There were 65 business or commercial colleges in Austria in 1882-83, with 475 teach¬ ers and 7,956 students, and 407 technical-industrial schools ( Gewerbeschulen ), with 1,993 teachers and 36,154 stndents. The latter schools were divided into special schools for art industry, building, machinery, etc. ; drawing and review schools ; and schools for special subjects, such as goldsmiths’ work, basket-making, wood-working, weaving, watch-making, glass-working, etc. The singing and music schools num¬ bered 197, with 558 teachers and 10,534 students. There were 68 farming and for¬ estry schools, with 389 teachers and 2,209 scholars ; 5 mining schools, with 10 teach¬ ers and 95 students ; and 3 naval schools, with 25 teachers and 78 students. The veterinary institutions numbered 4, with 26 teachers and 469 students, and the schools of midwifery 14, with 22 teachers and 713 students. There were 213 schools for teaching female work, with 410 teachers and 12,539 students ; other educational institutions for giving instruction in special subjects numbered 236, with 2,267 teach¬ ers and 14,069 pupils. Elementary instruction. — The public elementary and burgher schools numbered 15,944, with52,314 teachers and 2,557,747 pupils. There were also 944 private schools with 84,102 pupils. In 6,733 of the 15,944 public elementary schools German was the language of instruction, in 4,018 Czech-Slavonian, in 1,364 Polish, in 1,611 Ruthe- nian, 863 Italian, 476 Slavonian, 306 Servo-Croatian, 53 Roumanian, 3 Magyar, and 492 were mixed. If we add together the number of students in the various grades of instruction, we have for superior instruction of all kinds 16,064, for secondary instruction proper 75,921, for business, technical, and other special institutions of various kinds 84,816, for public elementary instruction 2,557,747, and for private elementary in¬ struction 84,102, making a total of 2,818,650 persons receiving instruction at the close of the scholastic year 1882-’83. The number of students attending the univer¬ sities was 10,667, and of those attending the superior technical institutions and mining academies 2,771. The number at the Gymnasien was 42,191, and at the Eeal- schulen 15,236. The number attending gymnasial studies in the Eealgymnasien would increase the number of those taking a humanistic course. These figures give an idea of the relative importance attached to liberal and tech¬ nical education in Austria. EDUCATION IN FOREIGN COUNTRIES. CCLV The Bureau is indebted to Mr. Edmund Jussen, U. 8. consul-general at Vienna, for the following statistics of Vienna schools and for a copy of that i>art of the Austrian budget for 1885-86 which relates to educational affairs, from- which the appropria¬ tions given below are taken. There were 70 public elementary schools for boys, 72 for girls, and 24 for both sexes, or mixed schools, in Vienna in 1884-’85. The attendance was 76,884, and the teachers numbered 1,530 (1,059 male and 471 female). The expenditures for these schools amounted to 3,001,980 florins (01,179,778), of which sum 1,774,908 florins (0697,539) were paid for teachers’ salaries and the hire of servants. The state appropriation for education in Austria for 1885-86 was 12,936,836 gulden ($5,084,176), distributed as shown in the following table: Universities. For the university in Vienna . 0510, 979 For the university in Innsbruck . 86, 696 For the university in Griitz . 112, 870 For the university in Prague (both sections) . 330, 473 For the university in Lemberg . 69, 640 For the university in Cracow . 143, 708 For the university in Czemowitz . 40, 636 Zoological station at Trieste and stipends . 4, 441 Total for the universities . . . 1, 299, 443 For theological seminaries outside of the universities . . . 21, 780 For superior technical institutes ( technische Hockschulen ) . 372, 250 For the superior agricultural institute at Vienna . 48, 614 For instruction of teachers at superior institutes . 7, 860 For stipends . 1,572 Secondary instruction. For G-ymnasien and Eeaigymnasien . - . .. . 1,425,725 For Realschulcn . 498, 613 For examining committees, gymnastics, stipends, increase of salaries. . 10, 257 Total for secondary instruction . . . 1, 934, 595 For libraries . 9,078 For industrial education . 580, 647 For special institutions (veterinary, naval schools, etc) . 50, 933 For public elementary schools . 643, 897 For foundations and scholarships . . . 75, 060 For sundry expenses . . 38, 447 The budget also contains statistics later than the official statistics of education published in 1885, and are as follows : Superior instruction. — In 1884-’8o the attendance at the universities was as follows: Vienna, 5,421; Griitz, 1,110; Innsbruck, 740; Prague (German, 1,447 ; Bohemian, 1,757), 3,204 ; Cracow, 918 ; Lemberg, 986 ; Czemowitz, 269 ; total, 12,648. In the winter semester of 1885-’86 the totals were, at Vienna, 5,157 ; at Gratz, 1,175; Inns¬ bruck, 797; Prague (German, 1,518; Bohemian, 1,955), 3,473; Cracow, 1,025; Lemberg, 1,005 ; Czemowitz, 263 ; total, 12,895. The superior technical institutes ( technische Eochschulen) were attended by 2,173 students in 1884-’S5, and 1,972 in 1835-’86. Secondary instruction. — G-ymnasien and Eeaigymnasien. — The attendance at these in- CCLVI REPORT OF THE COMMISSIONER OF EDUCATION. stitntions in 1883- 84 was 54,728; in 1884- 85 it was 55,922; and in 1885- 56 it was 56,441. The attendance at the liealschulen was 16,940 in 1883-84, 17,562 in 1884-85, and 18,371 in 1885-’86. The industrial schools had 7,312 students in all the courses in 1885-’86, the schools of drawing and modeling 1,230, and the schools in which in¬ struction in special industrial "branches is given, 5,671. The normal schools for males numbered 39, with an attendance of 4,156 in 1834-85. and 4,215 in 1885-86; those for females numbered 18, with 2,032 students in 1884-’85, and 2,041 in 1S35-86. b. Hungary, constitutional monarchy: area, 125,039 square miles,- population (Dec. 31, 1880), 15,042,102 (including Croatia and Slavonia with military frontier, Transylvania and the town of Fiume). Capital, Buda-Pesth: population, 360,551. Minister of public instruction, Dr. August von Trefort. Primary instruction. — The number of children of school age in 1883 was 2,242,537, an increase of 27,150 over the preceding year. The number attending school was 1,756,836. The number of schools was 16,090, with 22,858 rooms. Of the total num¬ ber 85 per cent, were confessional schools, 2.63 per cent, state schools, 11.14 per cent, communal or district schools, and 1.04 per cent, private schools. The teachers num¬ bered 22,984, of whom 20,607, or 89.65 per cent., were males. The expenditures for elementary schools were 12,186,825 fl. in 1883 ($4,789,422). This amount was obtained as follows : Source. Florins. | Percent. From revenues from real estate . . . . . 1, 849, 740 358, 235 1, 601,178 1, 065, 682 3, 696, 753 2, 882, 057 733, 180 15.2 2. 94 From interest on capital . . . . . From srlinel mnnpy _ _ ... _ __ 13.14 8. 75 From government aid . . . . . . . From commune or district aid...... . . . . . . 30. 3 From ebureb aid . . . . . . . . 23. 65 From other sources . . . . . . . 6. 02 Most of the expenditure was for salaries, viz., 9,558,608 fl., or 78.45 per cent, of the whole ; heating and cleaning cost 823,347 fl., or 6.75 per cent, of the total expendi- tare ; building and repairs 966,053 fl., or 7.92 per cent. ; and aid for poor scholars 123,- 215 fl., or 1.05 per cent. The teachers’ seminaries numbered 71, of which 53 were for males, 17 for females, and 1 for both sexes. Twenty-four of them were government seminaries, 46 confes¬ sional, and 1 private. There were 674 teachers and 3,594 pupils. In 1883-34 there were 34 independent schools for instruction in technical industries (weaving, wood-working, sewing, etc.), 12 combined with other schools, and 13 in orphan asylums. They had 83 teachers and 2,529 pupils. The teachers’ pension institute had 30,091 members, with a fund of 3,993,967 fl. ($157,159) ; 1,756 persons, 1,573 of whom were widows and orphans, received aid from the institute. Of the 1,756,836 children attending school, 923,958 were Roman Catholics, 135,134 were Greek Catholics, 192,545 Greek Orientals, 252,701 Reformed, 165,482 Evangelical, 7,248 Unitarians, and 79,754 Jews. As to language, 877,656 were Magyars, 269,856 Germans, 221,848 Roumanians, 273,118 Slovakians, 43,670 Servians, 30,221 Croatians, and 40,467 Ruthenians. Secondary instruction. — The new law affecting secondary instruction went into ef¬ fect in 1884. It redistributes the educational districts with reference to the lan¬ guage spoken in different parts of the country and the prevailing religion. This change made modifications in regard to the supervision necessary, and changes in the examinations were also introduced. In the school year 1883-’84 there were 178 secondary schools in Hungary, of which 145 EDUCATION IN FOREIGN COUNTRIES. CCLVII were Gymnasicn of different degrees, 27 Eealschulen, and 6 were mixed — Eealgymnasien. Twenty-eight of these schools were maintained and aided by the Government, 23 by city treasuries, 18 from the Studienfojid, 42 by the Roman Catholic clergy, 3 by the Greek Catholics, 3 by the Greek Orientals, 27 by Protestants of the Angsbnrg confession, 28 by the Protestants of the Helvetian confession, 1 by both combined, 2 by Unitarians, 1 by Jews, and 3 were private institutions. These schools were attended by 40,473 students, 35,243 at the Gymnasien and 5,230 at the Eealschulen, during the year, of whom 37,520 remained at the end of the year. Of this number 45.41 per cent, were Roman Catholics, 4.41 per cent, were Greek Catholics, 5.01 per cent, were Oriental Greeks, 14 per cent, were Protestants of the Helvetian confession and 11.11 per cent, of the Augsburg confession, 19.69 per cent, were Jews, and 0.38 per cent. Uni¬ tarians. As to nationality, 70.5 per cent, were Hungarians, 15.4 per cent. Germans, 5.9 per cent. Roumanians, 0.5 per cent. Italians, 4 5 per cent. Slovakians, 2.1 per cent. Servo-Croatians, 0.4 per cent. Ruthenians, and 0.6 per cent, of other nationalities. The number of professors and teachers was 2,256. The expenditure for secondary instruction was 3,568,989 fl. (§1,402,613), 60.87 per cent, of which was paid for salaries. Of the 37,520 students of the secondary schools, 3,171, or 8.5 per cent., were stipendia¬ ries. There were seminaries for teachers of secondary schools at Buda-Pesth and Klausen- burg, with 21 professors and 48 students, and 15 professors and 31 students, respect¬ ively. Superior instruction. — In 1883-84 there were 51 theological institutions, with 1,857 students and 298 professors. Classified as to religious belief, 45.4 per cent, of the stu¬ dents were Roman Catholics, 15.5 per cent. Greek Catholics, 12.8 per cent. Greek Ori¬ entals, 7.5 per cent. Evangelicals (Augsburg confession), 14.6 per cent. Evangelicals (Helvetian confession), 0.7 per cent. Unitarians, and 3.5 per cent, were Jews. The 13 law academies had 367 students in the winter semester of 18B3-’84, and in summer 733. The Roman Catholics amounted to 45.4 per cent, of the total, the Prot¬ estants of both confessions to 38.5 per cent., and the Jews to 8 per cent. The great majority, amounting to 88.9 per cent., spoke Hungarian, 3.9 per cent. German, 5.3 per cent. Roumanian, and the rest other languages. There were 135 professors. The university buildings at Buda-Pesth, which were begun in the previous year, were completed in 1883-’84. The university had 173 professors and teachers of various grades, and 3,369 students in the winter semester, which number fell to 3,083 in sum¬ mer. Almost all the students, viz., 98,12 per cent. , were from Hungary proper. As to religion, 38.7 per cent, were Roman Catholics, 2.1 per cent, and 2.8 per cent, were Greek Catholics and Greek Orientals, respectively, 24.2 per cent, were Evangelicals, 2 per cent. Unitarians, and 32 per cent, were Jews. The Franz-Josef University at Klausenburg had 62 professors and teachers, with 477 students in the winter and 446 in the summer semester, all of whom were from Hungary. The Roman Catholics formed 50.2 per cent, of the total number of students, the Greek Catholics 6.9 per cent., the Greek Orientals 1.8 per cent., the two Evangelical confessions 29.5 per cent., the Unitarians 4.5 per cent., and the Jews 5.8 per cent. In both universities the law fac¬ ulties had the greatest number of students, and the medical faculties stood next. The expenditures for the universities were 833,463 fl. ($327,551) for Buda-Pesth, and 263,121 fl. ($103,406) for Klausenburg. The Josefs-Polytechnicum in Buda-Pesth had 38 professors, and 645 students in the winter and 571 in the summer semester of 1883-’84. The classes or faculties were those of architecture, engineering, mechanical engineering, and chemistry. The engineering class had 57.4 per cent, of the total number of students, mechanical en¬ gineering 23.7 per cent., architecture 7.9 per cent., and chemistry 3.7 per cent. Philanthropic and art institutions. — The Royal National Institution for the Deaf and Dumb at Waitzen had 93 deaf and dumb children, in charge of a director, with 7 male teachers, two assistants, and one female teacher to give instruction in female hand¬ work. Pupils are taught to speak and understand others by the movement of the lips. They learn handicrafts also. The institution is supported partly by the State, XVII E CCLYm REPORT OF THE COMMISSIONER OF EDUCATION. partly from the income from foundations and gifts of private individuals. Of the 93 students, 43 were supported by foundations established by the State, 31 by private foundations, and the rest were educated at their own expense. Fifty-nine of the pupils were boys and 34 were girls. The national Jewish institution for the deaf and dumb at Buda-Pesth was founded by a former resident of that city, Anton Fochs, for deaf and dumb Jewish children of both sexes born in Hungary. It occupies a large and handsome building, containing 33 rooms. It had sixty pupils and 4 male and 3 female teachers in 1883-’84. The blind asylum at Buda-Pesth had 86 pupils and 16 teachers. The boys numbered 67 and the girls 19. Music (instrumental) and handwork (basket-work, straw-work, etc.) were the principal practical subjects studied. The theoretical instruction was adapted to the sense of touch of the pupils, and consisted principally of reading and writing in relief letters ( Punctirschrift ) and arithmetic. The orphan asylums and creches numbered 58, with 2,001 inmates, 96 male and fe¬ male teachers, and 58 curators and managers. There were 1 secondary and 24 ele¬ mentary common schools, and 1 burgher school at the asylums. Various handicrafts were taught in addition to the usual school studies. The private institution for the care and education of idiots at Buda-Pesth had 18 inmates. Of the art institutions the national theater school had 26 students in the dramatic section (11 males and 15 females), and nine in»the operatic section — all of whom were females. The national music academy had 43 male and 404 female students in 1883-:’84. The school for painting ( Meisterschule ) was opened at Buda-Pesth on November 19, 1883, and forms the first step towards the establishment of an academy of arts. Its students numbered 14. Three of them were sent at the expense of the Government to Munich, Vienna, and Florence, to make copies of celebrated pictures there. Be¬ sides this institution the drawing school (also a Meisterschule ) had 109 pupils in the winter semester of 1883-’84. The Royal Hungarian Art- Industrial School is of recent origin, and is still in course of development. It is a government institution, and is intended to supply a complete education in the different branches of art-industry, with instruction in the principles of special branches of applied science. Accordingly the preparatory course embraces technical and art drawing, elementary and descriptive geometry and perspective, ornamental, architectural, and figure drawing, history of art and principles of style, and anatomy. The special instruction embraces architectural designing, wood, metal, and ceramic decoration, modeling in clay, wood, plaster, and wax, metal working, galvano-plastics, wood cutting, wall and ceiling frescoing, etc. The Hungarian national museum contains a library, a numismatic and archaeologi¬ cal collection, a collection of prehistoric relics, a zoological and mineralogical col¬ lection, and a picture gallery. . The Royal Hungarian Technological Industrial Museum was started in 1883, and is devoted principally to wood and metal working industries. Lectures on subjects connected therewith are given in the evenings, with demonstrations. The museum contains collections of machines and products, and a library, Belgium, constitutional monarchy: area, 11,373 square miles; population (Dec. 31, 1SS4), 5,784,958. Miuister of public instruction, M. J. Thonissen. Effect of the school law of 1884. — The text of the law was given in my Report for 1883-’84. The immediate effect of its operation has been to close a large number of public primary schools and retire their teachers, so that it is said that many com¬ munes are now destitute of public elementary schools. Several normal schools have also been closed and their teachers dismissed. On the other hand, the number of cloister schools has increased, and several episcopal normal sohools have been estab¬ lished. Elementary instruction.— The statistics of elementary instruction proper, in the “An- nuaire statistique de la Belgique ” for 1884, are not given for a later date than 1881, and were published in my Report for 1882-,83. EDUCATION IN FOREIGN COUNTRIES. CCLIX At the close of 1883 there were 6 state normal schools, and 8 normal sections at in¬ stitutions for secondary instruction for male students, with a total of 1,375 students, a decrease of 177 since 1881. The 6 state normal schools and 7 normal sections for female students had an attendance of 1,282 students in 1883, a decrease of 268 since 1881. Secondary instruction. — The two normal schools and two normal sections for second¬ ary instruction for males had a total attendance of 153 students in 1883-,84, a de¬ crease of 9 from the previous year, and the two normal sections for females at Lidge and Brussels had an attendance of 63, a decrease of 11 from the previous year. The number of state institutions for secondary instruction was 146 in 1883, of which 25 were royal atheneums, 85 were secondary schools for young men and 36 for young women. The communal colleges and secondary schools (for boys) subsidized by the state numbered 10, making a total of 156 secondary institutions. The number of state institutions in 1881 was 113, in 1882, 135, thus showing a constant increase up to the end of 1883, when it was, as above stated, 146. The communal institutions decreased from 17 in 1881, to 10 in 1883. The royal atheneums had an attendance of 5,943 in 1883, the state secondary schools for young men 13,192, and for young women 4,673. Of the subsidized communal schools the colleges had 407, and the secondary schools 1,380 students.’ This makes a total of 25,595 persons receiving secondary instruction in 1883, an increase of 2,648 since 1881. The allowance for secondary instruction in 1882 was 4,105,352 fr. ($792,333), of which 2,652,360 fr. were from state appropriations. Superior and special instruction. — At the state university of Ghent there were 870 stu¬ dents in the school year 1883-,84, and at Li6ge 1,454 students. At the independent uni¬ versities of Brussels and Louvain there were 1,686 and 1,554 students, respectively. These figures include students of the special schools, viz, 292 at the schools of civil engineering and arts and manufactures at Ghent, the schools of mines, arts and manu¬ factures, and mechanics at Lidge, with 295 students, the polytechnic school at the uni¬ versity of Brussels with 126 students, and 184 at the special schools of the university of Louvain. The total number of students was 5,564 in 1883-84, of whom 720 were in the philosophical faculty, 1,213 in the faculty of sciences, 1,403 in the law faculty, 1,272 in the medical, and 59 in the theological, and 897 attended the special schools. The number of students of this grade of instruction per 100,000 inhabitants was 97. The allowance for the two state universities in 1882 was 1,369,035 fr., of which 1,366,013 fr. ($263,640) were expended. The Royal Academy of Fine Arts at Antwerp had an attendance of 1,436 students in 1883. Besides this institution the 80 academies and drawing schools in the different provinces were attended by 10,790 students. The royal conservatories of music at Brussels and LiCge had an attendance of 574 and 557 students, respectively. The 89 other conservatories and schools of music in the various provinces had a total of 8,508 students. The veterinary school at Brussels had 87 students in 1883, the agricultural institute at Gembloux 75, the school of practical horticulture at Vilvoorden 32, the state hor¬ ticultural school at Ghent 25; total, 219 students. There were 49 apprentice work¬ shops subsidized by the state, with 969 apprentices, of whom 8.77 per cent, were illit¬ erate. The number of workmen who were trained in these schools in 1883 was 493, and 23,977 have been so trained since the shops were established. There were 35 indus¬ trial schools with 9,354 pupils in 1881-82, and in 1882-,83 the schools numbered 36 with 10,417 pupils. The school of industry and mines of the province of Haiuault at Mons had 75 students in 1882-83, and the superior commercial institute at Antwerp 111 students. The expenditures for this branch of instruction in 1883 were 71,151 fr. for the ap¬ prentice schools, 541,473 fr, for the industrial schools, 79,598 fr. for the school at Mons, and 81,285 fr. for the commercial institute at Antwerp; total, 773,507 fr. ($149,287). Of this sum 341,875 fr. ($65,982) were appropriated by the state. Illiteracy among recruits . — Of the young men drawn for military service in 1884, 15.59 CCLX REPORT OF THE COMMISSIONER OF EDUCATION. per cent, could neither read nor write, 2.91 per cent, could read only, 48.31 per cent, could read and write and no more, and 33.19 had received more advanced instruction. Thoso who could not write were therefore 18.50 per cent, of the number drawn. The proportion of men in the contingent for the militia who signed their names was 83.42 per cent., and of those signing with a cross 16.58 per cent. In 1884 there were 392 political journals and periodicals in Belgium, of which 63 were dailies; 21 devoted to finance ; 66 to agriculture, commerce, and industry; and 322 literary and other ; total, 801 periodical publications of all kinds. In 1883 there were only 641. Denmark, constitutional monarchy : area, 14,124 square miles ; population (estimated January 1, 1882), 2,018,432. Capital, Copenhagen : population (with suburbs), 273,323. Minister of public instruction, J. F. Scavenius. The latest general information received at this Office in regard to education in Den¬ mark may be found in my Report for 1882-’83. Finland, a dependency of Russia: area, 144,255 square miles; population (1883), 2, 142, 093. Capital, Helsingfors: population (1883), 43, 316. Superior instruction. — Official statistics (from the ( ( Statistic Arsholc for Finland ” 1885) show that there were 70 professors and 805 students in the first semester, 1885. Of these, 119 were in the theological faculty, 200 in the law, 78 in the medical, 208 in the historical-philological section and 200 in the physical-mathematical section of the philosophical faculty. The income of the university in 1884 was 989,900 marks ($191,- 051), of which 619,900 marks were from state aid, and the expenditure was 873,900 marks ($168,673). Secondary instruction.-— The state complete lyceums numbered 11, of which 8 were Swedish and 3 Finnish ; those with incomplete courses numbered 5, 2 being Swedish and 3 Finnish. The Bealschulen with complete courses were 10 in number, 5 Swedish and 5 Finnish, and the incomplete Bealschulen were 7, 2 Swedish and 5 Finnish. There were also 7 state schools for women, and 6 “lower elementary ” schools classified in this grade. Thetotals were 29 Swedish and 17 Finnish institutions supported by the state, and 31 Swedish, 23 Finnish, and 2 German private schools aided by the state, including 38 for girls and 2 for female teachers. The 16 state and 12 private (subsidized) lyceums had 379 teachers and 4,069 students in 1883- 84, 248 teachers and 2,697 students being in the state schools and 131 teachers and 1,372 students in the private (subsidized) in¬ stitutions. As to native language, 2,383 of the students were Swedes, 1,620 Finns, and 66 were of other nationalities. As to social position, 1,079 were sons of public func¬ tionaries, 668 were sons of ordinary citizens, 273 were sons of small proprietors, 120 of rustics, and 557 were unspecified. There were 4 preparatory schools with 13 teachers and 148 students. The 17 Bealschulen had 123 teachers and 776 students in 1883-84, of whom 486 were Swedes, 275 Finns, and 15 were of other nationalities. Their social position was as follows: sons of public officers, 161 ; 23S belonged to the citizen class; 69 were sons of small proprietors, 40 of rustics ; and 268 were unclassified. The 7 state and 40 private (subsidized) schools for girls, including two female teach¬ ers’ seminaries, had 483 teachers and 3,834 students, 311 teachers and 2,510 students being Swedish, 133 teachers and 1,051 students Finnish, and 39 teachers and 273 stu¬ dents German. Primary instruction. — There were 771 primary schools, with 993 teachers and 46,687 pupils, in the school year 1883-’84. Of these, 184 were boys’ schools, 168 girls’ schools, and 418 were mixed. As to nationality, 593 of the schools were Finnish, 158 were Swedish, 18 were S wedish-Finnish, and 2 were Russian. Of the 993 teachers, 447 were males and 546 females. There were 47 pupils to a teacher on the average. The majority of the schools, viz, 581, were in rural districts, leaving 190 for cities and towns. There were 322 rural districts, or communes, with schools, and 149 with¬ out. There were 42 teachers (29 male and 13 female) in the normal schools and 551 students. EDUCATION IN FOREIGN COUNTRIES. CCLXI Technical instruction. — Tho 2 professional technical schools at Abo and Nikolaistad had 14 teachers and 68 students in 1883-84, and the polytechnic institute at Helsing¬ fors had 26 professors and teachers, and 128 students, in the first semester of 1885. There were also 7 naval schools with 178 students, and 4 commercial schools with 32 teachers and 160 pupils in the school year 1884- 85. France, republic: area, 204,092 square miles; population (December 18, 1881), 37,672,048. Capital, Paris: population, 2,269,023. Minister of public instruction, Rene Goblet. Primary instruction. — The following information is taken from the corrected report of Deputy Antonin Dubost, on the budget of the ministry of public instruction lor 1885, published in the Revue pedagogique, February 15, 1885. One of the principal points in the programme of democracy was the establishment of obligatory, fi ee, and lay instruction, and these separate features had to be incor¬ porated in the laws and realized in practice. It was an immense undertaking, which involved the preparation of teachers and the construction of new school-houses, in order to bring instruction within reach of all ; the recasting of programmes and re¬ organization of all branches of the service of instruction ; and the introduction and adoption of new financial measures, to make the new efforts fruitful. The law of August 9, 1879, was the prelude to this great reorganization, and directed the establishment of a normal school for male and another for female teachers in each department. Then followed the law of June 16, 1881, which established absolute gratuity of instruction in the primary public schools. The law of March 28, 1882, made primary education obligatory and lay ; and then came a series of laws, decrees, decisions, and instructions, establishing hamlet schools ; organizing superior primary schools, maternal schools, apprenticeship schools (manual labor schools), normal courses in normal schools and superior primary schools; preparing teachers of manual labor and reorganizing military instruction; establishing scholarships in the superior primary schools; reorganizing the courses for adults; instituting school banks, etc. Finally, on March 18, 1884, a bill was introduced into the Chamber of Deputies reor¬ ganizing primary education. This was the plan of national primary education. Its application can be seen in the comparative figures of different periods which follow: In 1878-79 there 78 normal schools for males with 3,551 students, and 17 normal schools for females with 691 students; total, 95 normal schools with 4,242 students. In 1883-,84 there were 85 normal schools for males with 4,952 students, 5 normal schools for males in course of construction, 57 normal schools for females with 2,487 students, and 17 normal schools for females in course of construction; total, 154 normal schools with 7,439 students. The appropriation in 1878-79 was 3,902,132.08 fr., and in lSSS-^ it was 6,754,350 £r. The increase of public, or state, and the decrease of private schools were as follows : 18C7. 1876-'77. 1881-82. 1882-’83. Public schools. Rnva* nr mirpd schools . . . . . . . 38, 858 15, 099 39, 764 19, 257 41, 493 21,504 42,236 22. 224 Girls’ sr.hnnlft _ _ _ _ _ _ Total . . . . . 53, 957 59, 021 62,997 64, 510 Private schools. Boys’ or mixed schools . . . . . . . Girls’ schools..... ..... ...... .......................... 3, 599 13, 115 2,657 9,869 2,842 9, 796 2, 938 9,854 Total . . . . . . . . . . . 16, 714 12, 526 12,638 12,792 Total public and private schools ....... m . 70, 671 71, 547 j 75, 635 77, 302 CCLXII REPORT OF THE COMMISSIONER OF EDUCATION. The number of teachers in the public and private schools was as follows : Public schools. Male teachers . . . . Female teachers . Total . . . . Private schools. Male teachers . . . . . . Female teachers . . Total . Total pnblio and private teachers. 1863. 187G-’77. 1881-'82. 1882-’83. 42, 778 27. 663 46. 400 33, 663 50, 708 37, 512 52, 779 39. 521 70, 441 80. 063 88, 220 92, 300 6, 807 31, 551 5, 317 25, 329 7, 429 29, 31 0 7,845 30, 512 38, 358 30, 646 36. 745 | | 38, 357 108, 799 110, 709 124, 965 130,657 In the same years the number of salles d’asile was as follows : 1863. 1876-77. l881-’82. 1883— ’83. Pnblio . . . . . 2,335 973 2, 785 1, 362 3, 161 1. 891 3, 345 2, 035 « Private _ _ _ _ _ _ _ _ _ Total _ _ _ _ 3, 308 4, 147 5, 052 5.3S0 Teachers . . . . . . . . . 5,250” 6^ 223~ Y,5tT 8^086 Calling the increase of schools 1,000 since 1883, and counting in the salles d'asile as above, the total number of schools of this grade would be 83,682 schools, with a teach¬ ing force of 137,743 persons. According to the cpnsus of 1881, the number of children of school age, six to thirteen years, was 4,586,349. The number in the different classes of schools was as follows : 1867. 1876-77. 1881-’82. 1882-’83. Public schools. Boys . . . T _ 2, 114, 988 1, 422, 721 2, 197, 652 1, 625, 696 2, 442, 581 1, 916, 675 2, 455, 390 1, 953, 920 Girls . . . . . Total . . . 3, 537, 709 3, 823, 348 4, 359, 256 4, 409. 310 Private schools. Bovs . . . 228, 793 749, 465 203, 230 690, 357 265. 929 716, 026 288, 174 734. 667 Girls........ . . . , . Total . 978, 258 893, 587 981, 955 1, 022, 841 Total public and private . Salles d’asile . 4,515,967 ! 4,716,935 432, 141 J 532, 077 5, 341, 211 644, 384 5, 1327151 679, 085 This makes a total in 1883 of 6,111,236 children receiving instruction, or 1,524,887 more than the school population between six and thirteen years of age (in 1881). Deducting the number in the salles d'asile, or maternal schools, viz, 679,085, there re* main 845,802 children not of school age attending school. EDUCATION IN FOREIGN COUNTRIES, CCLX1II The law of 1882 made primary instruction not only obligatory, but lay ; i. e., it in¬ trusted the direction of primary schools only to laymen. The operation of the law may be seen from the following table: 1867. 1876-77. 1882-’83. Schools. 1 Teachers. Schools. Teachers. Schools. Teachers. Public schools. 35, 774 6,569 36, 457 8, 459 36, 399 9, 417 39,533 13, 707 40, 042 13, 652 49, 015 24,012 La^schools, girls’ _ _ _ ......... Total _ 42, 343 44. 916 45, 816 53,240 | 53, 694 73, 027 Clerical schools, boys’ and mixed.. . Clerical schools, girls’ .................. 3, 084 8, 530 6, 321 19, 204 3, 365 9,840 6, 867 19, 956 2, 244 8,572 3, 764 15, 509 Total . 11, 614 25, 525 13, 205 26, 823 10,816 19, 273 Private schools. Lay schools, boys’ and mixed _ ....... Lay schools, girls’ . . . 2,944 7, 079 4,360 12, 550 1,750 4, 091 2,716 8, 069 1,349 2,873 2, 215 7, 281 Total . 10, 023 | 16,910 5,841 10, 785 4,222 9,496 Clerical schools, boys’ and mixed _ _ _ 655 I 6,036 1 2,247 I 19,001 | 907 5, 778 2,601 17, 260 1, 589 6, 981 5,630 22, 231 Clerical schools, girls’ _ Total . 6,691 21, 248 | 6, 685 19, 861 8,570 27, 861 Taking the totals of public and private lay and clerical, we have : 1867. 1876-77. 1882-’83. Schools. Teachers. 1 Schools. Teachers. Schools. Teachers. Lay schools, public and private . . 52, 366 18, 305 61, 826 46, 973 51, 657 19, 890 64,025 46, 684 I 57, 916 19,386 82, 523 47, 134 Clerical schools, public and private . The variation in the number of maternal schools is shown in the following table, as well as their classification into lay and clerical : 1867. 1877. 1883. Schools. Teachers. Schools. 1 .Teachers. 1 1 Schools. Teachers. Public schools. Lav ....... _ _ 562 2, 027 582 3,110 581 2, 204 781 3, 542 1,442 1,903 2,863 2,296 Clerical. . . . . . . Total . Private schools. T.nv ...... ...... . * . 2,589 3. 692 2,785 4, 323 3, 345 5, 159 363 615 373 L175 257 1,105 395 1,605 250 1, 785 329 2, 398 Clerical _ _ _ _ Total . .. . . 978 1,548 1, 362 2, 000 2,035 2, 727 CCLXIV REPORT OF THE COMMISSIONER OF EDUCATION. The attendance at the primary schools, classified into lay and clerical, public and private, is as follows : 1867. 1881-82. 1882- 83. Lay. Clerical. Lay. Clerical. Lay. Clerical. Public schools. Boys . . . . . 2, 188, 487 1, 161, 286 254, 094 755, 389 2, 222, 292 1, 228, 942 233, 098 724, 978 Girls . Total . Private schools. Boys . 2, 386, 711 L 150, 998 3, 349, 773 1, 009, 483 3, 451, 234 958*076 65,997 152, 091 199, 932 563, 935 63, 759 140,042 224, 415 594, 625 Girls . . . . . Total _ _ _ _ 398, 793 579, 000 218, 088 763, 867 203, 801 819, 040 Taking the sum of the two classes in both the public and private schools, we have the following attendance for the above years : 1867. 1881-82. 1882-’83. Bay . . . . . .2,785, 504 1, 729, 998 3, 567, 861 1, 773, 350 3, 655, 035 1, 777, 116 Clerical . . . . . . Differences . . . . . . . . 1, 055, 506 1, 794, 511 1, 877, 919 These figures show an increasing difference in favor of attendance at lay schools. A similar movement occurs in the maternal schools, as appears from the following statement of attendance : 1867. 1881-’82. 1882-’83. Lay. Clerical. Lay. Clerical. Lay. Clerical. Public schools . . . 73, 065 17, 109 283, 356 58, 611 189, 091 15, 326 291, 511 148, 456 221, 712 13. 913 275, 432 168, 028 Private schools . . . 3S( Total . 90, 174 341, 967 | 204, 417 439, 967 235,625 443, 460 • Superior primary instruction. — The law of 1833 established this grade of instruction, and in 1850 there were 486 institutions, with 27,159 students. The law of March 15. 1850, interrupted the development of this branch of instruction by abolishing the di¬ vision of primary education into elementary and superior, so that by 1870 what were called elective studies were being taught in only 264 schools to about 4,000 students. Superior primary instruction was re-established by the law of March 10, 1878, ana was definitely reorganized by a decree of January 15, 1881. The total number of establishments in 18S4 was 570, of which 145 were public superior primary schools for boys, and 47 for girls; 25 were private schools for boys, and 29 for girls; while there were 324 complementary courses, public and private, 228 of which were for boys and 96 were for girls. Thus there were 398 schools and courses for boys, aud 172 for girls. The teaching force numbered 3,688, of which number 2,070 were regu¬ lar teachers, and 1,618 were special and auxiliary teachers (for modern languages, drawing, gymnastics, manual work, etc.). The students numbered 30,140. Iu 1884 EDUCATION IN FOREIGN COUNTRIES. CCLXV the sum of 774,000 francs was appropriated by the Government for scholarships in this grade, which contributed to the support of 949 students in 158 schools. The public courses for adults in 1870-77 were 21,973 for men and 5,036 for women, with 487,297 men and 98,758 women in attendance. The private courses numbered 160 for ineii and 248 for women, with an attendance of 12,746 men and 6,952 women. Total, 27,009 public and 408 private courses, with an attendance of 5S6,055 and 19,698 persons respectively. In 1882-’83 the public courses were 24,230 for men and 5,459 for women, with 410,375 men and 74,274 women in attendance ; while the private courses were 191 for men and 99 for women, with 10,996 men and 3,846 women in attendance. Total, 29,689 public and 290 private courses, with 484,649 and 14,842 persons in attend¬ ance respectively. The number of public libraries was 19,234 in 1877 and 28,845 in .1883, containing 3,160,823 volumes, and the pedagogical libraries numbered 2,500 with 663,878 volumes. The law of March 28, 1882, compelled the establishment of school banks in all the communes. During 1883 such banks existed in 19,436 communes, and their receipts were 4,254,176 fr., disbursements 2,630,528 fr., leaving a balance in bank of 1,623,648 fr. Illiteracy. — In 1871 the proportion of recruits who could read was 83 per cent.; in 1882 it was 86.9 per cent. In 1870 the proportion of persons who could sign their names to the acte de manage was 66.8 per cent.; in 1881 it was 86 per cent. Expenditure for primary instruction. — The government expenditure may be divided into two parts, the amount placed at the disposal of the communes for building school-houses, and the regular annual appropriation. The increase in the latter since 1870 is shown in the following figures : in 1870 it was 8,751,700 fr.; in 1875, 16,542,605 fr. ; in 1880, 28,383,454 fr. ; in 1882, 62,440,066 fr. ; in 1883, 84,235,516 fr. ; in 1885, 97,280,405 fr. But these state appropriations formed only a part of the money actually devoted to primary education. There were besides large sums derived from bequests, the com¬ munes and departments, gifts, and, before 1881, the school fees payable by the families. The latter source of income was abolished by the law of June 16, 1881, which made primary instruction free. The total amount recorded as devoted to public primary in¬ struction, and the sources from which it was derived, in 1870 and 1884, are shown in the following statement : From gifts and bequests . 1, 000, 000 From the communes . . . . 17, 127, 143 From families (school fees) . 19, 169, 476 From the departments . . . 4, 944, 319 From, the state . . #,"751 , 700 Total . 50,992,638 1884. From gifts and bequests . 668, 000 From the communes . 26, 887, 283 From the departments . . . 14, 992, 700 From the state . 94, 258, 515 From disbursements by school banks in each commune, about . 4, 500, 000 Total . . . 141,306,498 The estimated expenditures for private instruction in the same years were 10, 198, 527 fr. and 23,551,083 fr. respectively. In 1870 the average cost of education for each pupil of the primary schools was 12 fr. 36 c. ($2.38), and in 1884 it was 26 fr. 70 c. ($5.15). The annual expenditures for primary instruction will be increased by 48,026,400 fr. very soon, to enable the law authorizing the construction of school- houses to go into effect, and by a further amount of 81,066,500 fr., to carry out the new organization of primary education and provide for the new scale of salaries. CCLXYI REPORT OF THE COMMISSIONER OF EDUCATION. The disbursements of the state funds for primary education are of two kinds, viz : (1) Those of which the minister of public instruction has direct control, such as the ex¬ penses of inspection, of normal schools, scientific material, libraries, direct assistance, etc., and (2) those which consist of subsidies to the communes for the maintenance of their schools, the control of which latter is more or less in the hands of the prtfets, who distribute the money to the communes in accordance with the law. The difference between these two classes of disbursements consists mainly in the fact that for the first (over which he has immediate control) the minister can check or verify the estimates before the expenditure is made, which he cannot do for the second class, where, under the present, system, the verification can only come after the expenditure has been made. No criticism has ever been made of the management of the fi.st kind of expenditures, but complaints have been made from time to time of expenditures exceeding the esti¬ mates in the other category of disbursements. The law of June 16, 1881, made instruction gratuitous in the three kinds of pri¬ mary schools : infant schools, primary schools proper, and advanced primary schools, and also in the primary normal schools. The law of March 28, 1882, making primary instruction compulsory and lay, which was published in Circular of Information No. 6, 1882, on “ Technical education in France,” is here reproduced: Article 1. Primary education includes moral and civic instruction ; reading and writing; the French language and the elements of its literature ; geography, especially that of France ; history, especially the modern history of France ; the elements of law and political economy ; the elements of the natural, physical, and mathematical sciences, and their applications to agriculture, to hygiene, and to the industrial arts ; manual work and the use of the tools of the principal trades ; the elements of draw¬ ing and modeling ; music and gymnastics ; and, for boys, military exercises ; for girls, needle-work. Art. 2. The primary public schools shall be closed one day each week besides Sun¬ day, to allow parents to give theirchildren religious instruction, if they wish, outside the school buildings. Religious instruction is optional in private schools. Art. 3. The provisions of articles 18 and 44 of the law of March 14, 1880, which give to the ministers of worship a right of inspection, surveillance, and control in public and private primary schools and salles d’asile, as well as paragraph 2 of article 31, of the same law, which gives to the consistories the right of presentation for teachers belonging to non-Catholic denominations, are hereby repealed. Art. 4. Primary instruction is compulsory for children of both sexes, from the be¬ ginning of their seventh to the end of their thirteenth year. It may be given either in establishments of primary or secondary instruction, or in public or private schools, or at home by the head of the family himself, or by some person chosen by him. A regulation will determine the means of securing primary instruction to deaf-mute and blind children. Art. 5. A municipal school board is established in each commune1 to direct and increase attendance on the schools. It is composed of the maire, who is president ; of one of the delegates of the canton, and, where communes comprise several cantons, of as many delegates as there are cantons, appointed by the academic inspector of members appointed by the muni¬ cipal council, to the number at least of a third of the membership of the council. At Paris and Lyons there is a board for each municipal arrondissement. It is pre¬ sided over at Paris by the maire, at Lyons by one of his assistants ; it is composed of one of the cantonal delegates, of members appointed by the academic inspector, and of members appointed by the municipal council, to the number of from three to seven for each arrondissement. The authority of the members of the school board appointed by the municipal council shall last until the election of a new municipal council, and shall always be renewable. The primary inspector forms part of all the school boards established in his juris¬ diction. Art. 6. Children may present themselves for examination for a certificat d'etudes at the age of eleven, and, on passing it, are to be exempted from further compulsory primary instruction. Art. 7. The father, the guardian, the person who has charge of the child, or his em¬ ployer, is required to inform the maire of the commune fifteen days before the opening 1 There are about 36,000 communes in France. ! France is divided, for the purpose of public instruction, into 17 academic districts. EDUCATION IN FOREIGN COUNTRIES. cclxyii of the schools "whether he intends to have the child taught at home or in a public or private school ; in the latter case he must indicate the school he has selected. Families domiciled near two or more public schools have the right of entering their children in any one of such schools, w hether or not it is on the territory of their commune, provided the maximum number of scholars ascribed to the school by law is not complete. In case of dispute, and upon request either of the maire or of the parents, the departmental council has the final decision. Art. 8. Every year the maire, in co-operation with the municipal school commission, is required to draw up a list of all children from six to thirteen years old, and notify the persons who have charge of them of the time set for opening the schools. In case of failure to give the required fifteen days’ notice on the part of parents or other responsible persons, the maire himself enters the child at one of the public schools and notifies the proper responsible person of the fact. A week before the opening of the schools the maire is to remit to the directors of the public and private schools a list of the children who are to attend their schools. A duplicate of this list is to be sent by him to the primary inspector. Art. 9. When a child leaves a school, his parents or the persons responsible for him are required to notify the maire at once of the fact and state in what manner the child is to receive its instruction in future. Art. 10. When a child is temporarily absent from school, his parents or the persons responsible for him are required to explain to the school director the reasons for his absence. The school directors and directresses shall keep a register of attendance, which shall show the absences of the scholars of each class. At the eDd of each month they shall seud to the maire and the primary inspector a copy of the register, indicating the number of absences and the reasons alleged therefor. The cansesnf absence shall be submitted to the school commission. The only legiti¬ mate excuses are the following : Sickness of the child, death of a member of the family, and accidents of travel which prevent the child from reaching the school. Other exceptional circumstances will be duly considered by the commission. Art. 11. Every director of a private school who fails to comply with the require¬ ments of the preceding article shall, at the instance of the school commission and the primary inspector, be reported to the departmental council. The departmental council may inflict the following penalties: 1, admonition; 2, censure ; 3, suspension for not longer than oDe month, and, in case of a second of-' fense during the school year, for not longer than three months. Art. 12. Where a child has been absent four times in one month, for at least a half day, without an excuse allowed by the municipal school board, the father, guardian, or responsible person shall be summoned afler 3 days’ notice to appear before the board, where the text of the law will be brought to his attention and his duty under it explained to him. In case of unexeused non-appearance the hoard shall inflict the penalty named in the following article. Art. 13. In case of a repetition of the offense within twelve months, the school board shall order the name of the responsible person to be posted on the door of the mairie, together with the charge against him. The same penalty shall be inflicted on persons who disregard the provisions of arti¬ cle 9. Art. 14. If the offense is again repeated, the school hoard or primary inspector shall address a complaint to the juge de pair. The infraction shall be considered an offense and the penalties prescribed by articles 479,480, and following ones of the peual code may be imposed. Article 463 of the same code is applicable.1 Art. 15. The school commission may grant to children residing with their parents or guardians, on request (with reason therefor) of the latter, leave of absence for a time not to exceed three months, exclusive of vacations. When these leaves of absence exceed two weeks they must he submitted to the primary inspector for approval. This arrangement shall not apply to children who desire to accompany their parents or guardians on a temporary absence from the commune. In this case a verbal or written Dotice to the maire or the teacher will be sufficient. The school board may, subject to the cousent of the departmental council, exempt children employed in trades or in agriculture from one of the two daily attendances.2 Art. 16. Children who are educated at. home shall undergo an annual examination after the second year of compulsory instruction upon the subjects taught to children 1 The penalties here referred to are a fine of from 11 to 15 francs and imprisonment for not more than 5 da vs. Article 463 allows these penalties to he reduced at the discretion of the judge. 8 hence, on the passing of this law, children under the age of 13 can only he employed as half- timers iD trades and agriculture by the joint consent of the commune and of the department, unless, at or above the age or 11, they have obtained the eertificat d'&tudes . CCLXVIII REPOET OF THE COMMISSIONER OF EDUCATION. of their age in the public schools, in suchananner and according to such programmes as shall be determined by ministerial decisions given in the superior council. The examining board shall be composed of the primary inspector or his delegate, as president ; a delegate from the canton ; a holder of a university degree or certifi¬ cate of qualification. The judges shall be selected by the inspector of the “acad¬ emy” ^educational district). In the girls’ examination the person holding the certifi¬ cate must be a woman. If the examination is not satisfactory the child must be sent to a public or private school within a week and the maire advised what school has been chosen. If no such designation is made the child will be placed at school by the authorities as before described. Art. 17. The school fund provided for by article 15 of the law of April 10, 1867, shall be established in all the communes. In subsidized communes in which the cen- tieme does not exceed 30 francs, the department of public instruction shall increase the fund by an amount equal to the sum of the communal appropriations. The aid is distributed through the school board. Art. 18. Ministerial decisions rendered at the request of the inspectors of acade¬ mies and departmental councils will indicate each year the communes to which, from want of school accommodations, the requirements of articles 4 and following, upon compulsory attendance, do not apply. An annual report submitted to the Chambers by the minister of public instruction will furnish a list of the communes to which the present article may have been applied. The bill for the organization of primary education adopted by the Chamber of Deputies, March 18, 1884, has only recently been returned by the Senate, after re¬ ceiving several modifications, to the Chamber of Deputies, where it will be again discussed and again reported to the Senate. It is hardly worth while, therefore, to give the text of the bill. Germany, constitutional Empire: area 208,695 square miles; population (December 1, 1880), 45,234,061, divided among tlie following 26 states which constitute the German Empire: Prussia, kingdom, 27,279,111; Bavaria, kingdom, 5,284,778; Saxony, kingdom, 2,972,805; Wiirtemberg, kingdom, 1,971,118; Baden, grand duchy, 1,570,254; Hesse, grand duchy, 936,340; Mecklenburg-Schwerin, grand duchy, 577,055; Saxe-Weimar, grand duchy, 309,577; Mecklenburg-Strelitz, giand duchy, 100,269; Oldenburg, grand duchy, 337,478; Brunswick, duchy, 349,367; Saxe-Meiningen, duchy, 207,075; Saxe-Altenburg, duchy, 155,036; Saxe-Coburg-Gotha, duchy, 194,716; Anhalt, duchy, 232,592; Schwarzburg-Sondershausen, principality, 71,107; Schwarzburg-Budolstadt, principality, 80,296; Waldeck, principality, 56,522; Beuss-Greiz, principality, 50,782; JReuss-Schleiz, principality, 101,330; Schaumburg-Lippe, principality, 35,374; Lippe, principality, 120,246 ; Liibeck, free city, 63,571; Bremen, free city, 156,723; Hamburg, free city, 453,869; Alsace-Lorraine, imperial territory (Beichsland) annexed from France in 1871, 1,566,670. Average density of population, 83.7 inhabitants per square kilometer. Capital of the Empire, Berlin : population, 1,122,330. No official statistics of education in many of the German states have been received since those given in my Report for 1882-’83. The information at hand is as follows: Bavaria. — The Office is indebted to Joseph W. Harper, United States consul at Munich, for a statement of the educational condition of Bavaria for the years 1884 'and 1885, from which statement the following information is derived: In 1885, the elementary schools employed 12,374 teachers, who received compensa¬ tion at the following rates: in towns of 2,500 inhabitants or less, a legal minimum salary of 771.50 M. j in towns above 2,500, 857.20 M. In towns having less than 2,500 inhabitants the teachers are usually furnished with a house to live in, for which 20.60 M. may be deducted from their salaries. There is no definite fixed salary for female teachers. For school-houses in 1885 there were expended 2,382,917 M., and for salaries 13,326,682 M. For secondary instruction there are 33 complete Gtymnasien , 4 Eealschulcn, and 55 Latin schools, the latter being supported out of district or communal funds. There are also 46 Bcalschulen in which Latin is not a branch of instruction. These are maintained at an annual expense of 1,570,000 M., about 140,000 of which are from tuition fees. The Polytechnic High School in Munich is also a state institution. It employs 30 first-class professors, with a large force of assistants. The estimated expense of the school for 1886->87 is 428,053 M. Institutions for special instruction supported by the state are as follows: The EDUCATION IN FOREIGN COUNTRIES. CCLXIX Academy of Science in Munich, which received in 1885 an appropriation of 319, 357 M. ; the Academy of Arts and two professional art schools, having an annual appropria¬ tion of 308,000 M. ; the Central Veterinary School, appropriation 87,000 M. ; forestry schools, annual appropriation 73,000 M. Agricultural education, which is highly organized, is conducted in 6 higher schools, 12 winter schools, and 581 primary agricultural schools. The annual appropriations for this branch are about 450,000 M. In 1885 the expenditure for the universities at Munich, Wiirzburg, and Erlangen was 2,359,112 M. Prussia. — The Bureau, is indebted to Mr. F. Raine, U. S. Consul-General at Berlin, for documents on Prussian education, from which the following extract from the budget for 1885-’86 is taken. The state appropriations for the different branches of public instruction for the year 1885-86 are as follows: Marts. For salaries and other expenditures of the provincial school boards . 533, 198 For examining boards . . . 88, 760 For the universities, viz : Konigsberg . 765, 239 Berlin . 1, 720, 555 Greifswald . . . 164, 894 Breslau . 753, 091 Halle . 545,915 Kiel . , . 523,830 Gottingen . 326,228 Marburg . 495,263 Bonn . 796, 754 The theological and philosophical faculties at Munster . 129, 303 The Lyceum Hosianum at Braunsberg . 15, 728 Other special and contingent funds for the universities . 311, 366 Total for the universities . . . 6, 548, 166 For secondary instruction . . 4, 712, 118 For elementary instruction1 . . . 21, 415, 517 For music and art academies, museums, special scientific institutions, etc. 2, 962, 492 For the technological institution at Berlin. „ . . 239, 280 For the technological institution at Hanover . . . . . . u 148, 480 For the technological institution at Aix . . . 142, 060 For the industrial school at Cassel . . . . 32, 550 For other technical instruction . . 1, 045, 647 For the art industrial museum . . . . . 392, 176 Total for technical instruction . . . . . 2, 000, 193 Thus the regular appropriation for the year lSSS-^ for different branches of edu¬ cation proper was 38,260,444 M., or $9,105,986. Besides this there was a special ap¬ propriation for the construction and repair of buildings, instruments, etc., of 4,504,- 632 M., or $1,072,102. Superior instruction.— The following information on superior and secondary instruc tion is taken from the Centralblatt fur die gesammte Untcrrichtsverwaltung in Preusscn, 1885. Erganzungsheft 2. In the winter semester of 1884- 85 there were 69 professors, 5 honorary professors, 76 extraordinary professors, and 106 Privat docenten at the University of Berlin, a total Including teachers’ seminaries, and deaf and dumb, blind, and orphan asylums. Of this sum, 12, 155, 513 M. were for salaries, etc. CCLXX REPORT OF THE COMMISSIONER OF EDUCATION. of 256, of whom 16 were in the Evangelical theological faculty, 20 in the law faculty, 96 in the medical, and 124 in the philosophical faculties. At Bonn there were 55 full professors, 2 honorary, 28 extraordinary, and 27 Privat docenien ; total, 112. Of these 9 were in the Evangelical theological faculty, 6 in the Roman Catholic, 11 in the law, 29 in the medical, and 67 in the philosophical faculties. At Breslau there were 122 professors and Privat docenten, 8 of whom were in the Evangelical theological faculty, 8 in the Roman Catholic, 11 in the law, 38 in the medical, and 57 in the philosophical faculties. At Gottingen the corps of professors and Privat docenten numbered 111, of whom 9 were in the Evangelical theological faculty , 10 were in the law, 22 iu the medi¬ cal, and 70 were in the philosophical faculties. At Greifswald there were 7 professors in the Evangelical theological faculty, 6 prolessors and 1 Privat docent in the law faculty, 22 professors and Privat docenten in the medical and 34 in the philosophical faculties, 70 in all. At Halle there were 94 professors and Privat docenten : 10 in the theological (Evangelical) faculty, 8 in the law, 24 in the medical, and 52 in the philosophical faculties. The theological (Evangelical) faculty at Kiel had 6 professors, the law faculty 5 professors and 1 Privat docent , the medical 21 professors and Privat docenten , and the philosophical faculty 37, a total of 70. At Kouigsberg the professors and Privat docenten were distributed as follows: in the theological faculty (Evangelical) there were 7, in the law 6, in the medical 31, and in the philosohpical 45 ; total, 89. At Marburg the theological (Evangelical) faculty had 8 professors and Privat docenten , the law 12, the medical 18, and the philosophical 38. The academy at Munster had 8 professors and 1 Privat docent in the Catholic theological faculty, and 27 in the philo¬ sophical, 36 in all. The Catholic theological faculty at Braunsberg had 4 professors and 1 Privat downt , and there was the same number in the philosophical faculty, a total of 10 persons. The number of professors and Privat docenten at the Prussian universities was therefore 2,088. Besides these there were 79 teachers of music, drawing, stenography, gymnastics, fencing, and horsemanship, and 38 lecturers on agriculture and instructors in veterinary surgery. The attendance of students at the Prussian universities in the winter semester of 1884-'85 is shown in the following table : University. Berlin . Bonn . Breslau . Gottingen .. Greifswald . Halle . Kiel . Kouigsberg, Marburg _ Munster .... Braunsberg, Total . Faculties. Evang’l Catbolio Law Medical. Philo¬ Special at¬ Total. tbeolog. theolog. sophical. tendants. 670 1,242 1, 133 1,955 1, 398 6,404 75 84 256 251 414 28 1,108 151 152 192 370 524 114 1,503 182 155 190 466 0 1,002 247 58 408 143 9 865 604 114 296 617 47 1,678 58 40 155 134 78 465 198 124 247 318 10 897 131 63 206 308 26 734 176 164 8 348 11 5 16 2,322 423 2, 244 3, 256 5, 048 1, 727 15, 020 The superior technological institutions had a teaching force of 159 professors and 68 assistants in the winter semester of 1884-?85, and 154 professors and 66 assistants in the summer of 1885. Taking the winter semester the technological institute at Ber¬ lin ( technische Hochschule) had 79 professors and 37 assistants, that at Hanover 43 pro¬ fessors and 14 assistants, and that at Aix 37 professors and 17 assistants. The stu¬ dents and hearers at Berlin numbered 887 in the winter of 1884-85, and 866 in the EDUCATION IN FOREIGN COUNTRIES. CCLXXI summer of 1885. The students and hearers at Hanover at the same poriods were 377 and 425, and at Aix 235 and 176, a total of 1,499 and 1,467 for the winter and sum¬ mer, respectively. The students at the three institutions during the winter semester were distributed among the various faculties as follows: architecture, 185; hearers, 103; civil engineering, 167; and hearers, 8; mechanical engineering, 377; hearers, 115; chemistry and metallurgy, 162; hearers, 58; general science, 10; hearers, 9. The art academies at Berlin, Konigsberg, Dusseldorf, and Cassel, had a total of 71 teachers and 575 students in the winter of 1884-,85, while the art schools at Berlin and Breslau had 109 teachers and 1,114 students. The academy of music at Berlin had 37 teachers and 217 students, the school for musical composition had 4 teachers and 19 students, and the school for church music 5 teachers and 28 students, in the winter of 1884-85. Secondary instruction. — In the winter semester of 1884-,85 there were 257 Gymnasien, with 4,581 teachers of all kinds and 77,979 students. The preparatory schools had 310 teachers and 3,734 students. Of the students at the Gymnasien , 54,291 belonged to the Evangelical faith, 15,895 to the Roman Catholic, 7,658 were Jews, and 135 were classed as “dissenters.” The Progymnasien numbered 37, with 303 teachers in all, and 3,844 students. The preparatory schools combined with the Progymnasien had 15 teachers and 493 students. The students belonging to the Evangelical faith num¬ bered 2,098, Catholics 1,409, Jews 329, and “dissenters” 8. There were 89 Realgym- nasien, with 1,599 teachers of all kinds and 24,178 students, the preparatory schools attached having 126 teachers and 4,723 pupils. The Realprogymnasien numbered 88, with 670 teachers and 8,674 students, the preparatory schoolshaving at the same time 56 teachers and 1,805 students. There were 14 Oierrealschulen, which had 326 teachers and 4,901 students in the win¬ ter of 1884-85, the preparatory schools attached having 18 teachers and 916 students at the same time. The great majority of the stndents belonged to the Evangelical faith, viz, 3,784 ; 767 were Roman Catholic, 324 were Jews, and 26 “ dissenters.” The Real- scJiulen numbered 18, with 265 teachers of all kinds and 4,012 students, the prepara¬ tory schools having 35 teachers and 1,214 students. Of the 4,012 students 2,721 were Evangelicals, 545 Catholics, 732 were Jews, and 14 were “ dissenters.” The superior burgher schools numbered 19, with 253 teachers and 5,173 scholars. CCLXXII REPORT OP THE COMMISSIONER OP EDUCATION. From the official report of the school committee of Berlin for the year 1884-,85 the following statistics are taken : Kind of school. No. Boys. Girls. Total. 1. Gymnasien: 5 2, 959 5,668 2,95fr 5, 6G8 b. City . 11 2. Eealgymnasien . 1 611 611 7 3, 891 1, 050 3, 891 1, 050 2 4. Higher girls’ schools: (i. "Rnyn.l _ ... _ _ 2 950 950 b. City . 4 3, 425 3.425 101 5. Royal preparatory schools...... . . . . 1 101 6. Public middle and elementary schools^jncluding deaf and dumb, blind, and orphan schools . 176 70, 334 67, 910 138, 244 7. Special schools . . . 12 751 762 1,513 Total public schools . 221 85, 365 73, 047 158, 412 Jewish schools . . . 2 617 325 942 Private schools of all grades . 90 6, 061 14, 192 20, 253 Total Jewish and private schools . 92 6, 678 14, 517 21, 195 Public schools . . 221 85, 365 73, 047 158, 412 Total, end of 1884 . 313 92, 043 87. 564’ 179, 607 Total, end of 1883 . 303 87, 107 82, 618 169, 725 Increase in 1884 . 10 4, 936 4, 946 9, 882 Of the public middle and elementary schools, 146 were district schools. The ex¬ penses for these in 1884-S5 were 5,111,910.50 M. for salaries, and 6,190,799.37 M. for other expenses; total, 11,302,709.87 M. As these schools contained 132,889 pupils, this makes the expenses per child 38.47 M. for salaries, and 46.58 M. for other expenses, 85.05 M. in all. In American money this is equivalent to $9.15 per child for salaries and $11.09 for incidental expenses ; total, $20.24. Saxony. — The following statistics are from the “ Erster Bericlit ubcr die gesammten Unterrichts- und Erzieliungs-Anstalten im Eonigreiche Sachsen .” Dresden, 1885. Superior instruction.— The University of Leipsic had 15 professors and Privat docen- ien in the theological faculty, 15 in the law, 48 in the medical, and 91 in the philo¬ sophical faculties in the winter semester of 1884-’85, a total of 169. The number of students was 3,281, of whom 696 were in the theological faculty, 691 in the law, 695 in the medical, and the remainder, 1,199, were in the various divisions of the philo¬ sophical faculty. There were 72 American students during the winter semester. The running expenditures for the year 1884 were 1,239,846 M., and the university income was 423,560 M., leaving 816,286 M. ($194,276) to be appropriated by the State. The Polytechnikum at Dresden had 41 professors and Privat docentcn in 1884-85, and 412 students. The State appropriation amounted to 257,649 M. ($61,320). The mining academy at Freiberg had 20 teachers and a total of 163 students. The appropriation for the academy to cover expenses in 1884-85 was 78,970 M. ($18,795.) The forestry academy at Tharanadt had 10 teachers and 128 students in 1884-85. The appropria¬ tion was 91,476 M. ($21,771). Secondary instruction. — There were 16 Gymnasicn, with 378 teachers and 5,481 stu¬ dents, in Saxony in the winter of 1884-85. The expenditures for the Gymnasicn were 1,749,713 M. ($416,432), of which 572,711 M. ($136,305) were appropriated by the state. The Bcalgymnasicn numbered 11, with 223 teachers and 2,788 students. The expeudi- EDUCATION IN FOREIGN COUNTRIES. CCLXXIII tures -were 713,015 M. (§169,697), of which 161,134 M. ($38,350) were from state appro¬ priations. The Eealschulen numbered 20, with 231 teachers and 3,057 students. The expenditures were 723,753 M. ($172,253), 218,642 M. ($52,037) of which were contributed by the state. There were 2 institutions of secondary instruction for girls, one in Dresden and one in Leipsic, with 41 teachers and 884 students, and the expenditures amounted to 155,622 M. ($37,038). There were 7 private schools for secondary instruc¬ tion for boys in Saxony in 1884-85, and 1 for girls. They had 111 teachers and 735 students. The teachers’ seminaries numbered 19, of which 17 were for males and 2 for females. Only one seminary was Catholic. The total number of teachers was 273, and of stu¬ dents 2,318. The practice schools had 78 classes and 2,079 students. The expendi¬ tures were 1,427,120 M. ($339,654), of which 1,020,152 M. ($242,796) were appropriated by the state. The normal school for teachers of gymnastics at Dresden had 3 teach¬ ers, and 16 male and 15 female students, who were fitting themselves to teach gym¬ nastics, besides an attendance of 997 students of the PolytechniJcum and the Gymnasien, and scholars from the elementary schools. The expenses of this institution were 12,459 M. ($2,964), of which 9,060 M. (§2,256) were paid by the state. The pensions to teachers of schools of secondary instruction and their widows and children in 1884 amounted to 162,929 M. ($38,777). Instruction in the fine arts . — The Royal Art Academy at Dresden, which was founded as an academy of painting in 1705, and enlarged to include sculpture and architect¬ ure in 1764, had 21 teachers and 149 students in 1884. The expenses were 92,800 M. ($22,086), of which the state paid about 83,300 M. ($19,825). The Royal Art Academy and Art Industrial School at Leipsic, founded in 1764, had 15 teachers and 296 stu¬ dents, and the expenditures were 44,000 M. ($10,472). The Royal Art Industrial School at Dresden had 20 teachers and 164 students in the year 1884-’8o. Combined with this institution is the Royal Art Industrial Museum, which contains about 15,000 ob¬ jects in ceramics, textiles, decorations, etc., etc. The expenditures were 149,000 M. ($35,462), 144,000 of which ($34,272) were paid by the state. (The Royal Conservatory of Music at Leipsic had 34 teachers and 513 students (278 males and 235 females) in 1884- 85. The Royal Conservatory of Music at Dresden had 60 male and 23 female teachers, and 1,247 students (637 male and 610 female). There were besides 4 private schools of music and 1 theater school, with a total of 38 teachers and 511 students. Special and industrial instruction. — The Royal Stenographic Institute at Dresden had 13 students in the winter of 1884- 85 in the candidates’ course, and 211 in the other divisions. Candidates for graduating must have received instruction of the secondary grade. Graduates are qualified to teach stenography in the secondary schools of Saxony. The state appropriated 29,250 M. ($6,961) for this institution. The Royal Veterinary School at Dresden had 38 civil and 10 military students in the winter of 1884-85 and 90 other attendants, 48 of whom were from the mili¬ tary service. The state appropriation for this school was 95,710 M. ($22,779). The school of obstetrics at Dresden had 1 director and 3 assistants as the teaching corps, and 33 students in the winter of 1884-85. The expenses were 115,535 M., of which 76,066 M. ($18,104) were paid by the state. Institutions for industrial instruction. — The state technical institution at Chemnitz had 43 teachers and 695 students, and the state appropriation for expenses was 149,000 M. ($35,462), the total expenses being 183,000 M. The city industrial school at Leipsic had 14 teachers and 260 students. The institution is supported by the district funds and tuition. Special schools of technical instruction consisted of 5 royal building schools, with 39 teachers and 518 students, and received an appropriation of 76,400 M. ($18,183) ; 6 day schools for weaving, embroidery, and lace making; and 22 evening schools of the same character. They had a total of 123 teachers and 1,701 students, and the part of the expenses defrayed by the state was 24,400 M. ($5,807). There were besides 20 schools for as many different industries, with 75 teachers and 1,325 XVIII E CCLXXIV REPORT OF THE COMMISSIONER OF EDUCATION. students, supported partly by corporations, societies, and districts, and the state ap¬ propriation amounted to 40, GOO M. ($9,663). The two mining schools at Freiberg and Zwickau for training foremen, etc., had 8 teachers and 93 students.. There were also 22 industrial review schools, with 210 teachers and 4,651 students, which received an appropriation of 12,600 M. ($3,000) towards the total expenditure of 64,240 M., and 9 industrial schools for women, with 76 teachers and 1,117 students, the expenditure for which was 59,085 M.,the portion of which defrayed by the state being 8,350 M. ($2,787). The agricultural schools of an elementary grade numbered 10, with 97 teachers and 523 scholars, and their running expenses amounted to 128,330 M., of which 47,900 M. ($11,400) were paid by the state. Finally, there were 25 commercial schools for apprentices, mostly maintained by mercantile societies or private indi¬ viduals. They had 142 teachers and 1,960 scholars in 1884-’85, and received 13,000 M. ($3,100) from the state. Primary instruction. — The number of public elementary schools in 1884-’85 was 2,154, of which 2,116 were Evangelical and 38 Roman Catholic, and the public review or advanced elementary schools numbered 1,892. The teachers’ positions numbered 6,841, the number of persons actually engaged in teaching during the year 8,768, and the pupils 599,470 (326,479 boys and 272,991 girls), including 63,355 scholars in the review schools. To this number is to be added 2 institutions for the deaf and dumb, with 49 teachers and 406 students. The expenditure for these institutions was 235,602 M. ($56,073), 206,314 M. ($49,103) being paid by the state, and the total outlay for public elementary schools, including this sum, was 17,039,352 M. ($4,055,366), of which I, 834,057 M. ($436,505) were from the state treasury. Of the total expenditure II, 710,002 M. ($2,786,980) were paid for teachers’ salaries. Instruction in handwork was given in 36 schools, where lace working, straw plait¬ ing, and spinning were taught. There were also 30 schools for household industries organized by Clauson von Kaas. These schools all together had 75 teachers and 2,208 pupils. The total expose of all the different branches and institutions of education in Saxony enumerated above, in 1884-’85, was 25,408,079 M. ($6,047,123), and the state treasury paid 5,931,424 M. ($1,411,579) of this sum. Funds for the support of students at the University of Leipsic amounted to 146,414 M. ($34,926), at the Polytechnilcum 16,987 M. ($4,043), and of students of the higher industrial schools 8,125 M. ($1,934). Pensions to teachers of secondary schools and their widows and orphans amounted to 162,929 M. ($38,777). Saxe-Weimar. — The followiug statistics are taken from the official report on edu¬ cation in the year 1883-’84. Superior instruction . — The university of Jena had 8 professors and Privat docenten in the theological faculty, 10 in the law, 14 in the medical, and 39 in the philosophical, a total of 71. Of these, 34 were professors, 9 honorary professors, 19 professors extra¬ ordinary, and 9 were Privat docenten. There were 566 students, of whom 108 were in the theological faculty, 88 were in the law, 142 in the medical, and 228 in the philo¬ sophical. There were also 21 hearers. In 1883 the expenditures amounted to 355,014.18 M., and the income to 73,441.38 M., leaving 281,572.90 M. ($67,014) to be pro¬ vided from the state treasuries. Funds to aid students amounted to 11,305 M. ($2,691) in 1883. Secondary instruction. — There are three Gymnasien in Saxe-Weimar, viz, one at Wei¬ mar, one at Eisenach, and one at Jena. These institutions had 44 teachers of all kinds, and 798 students at the end of the year 1883-84. The expenditures for the Gymnasien amounted to 137,049 M. ($32,618) in 1883, of which 66,746 M. ($15,885) were paid from the state treasury. The tuition fee amounts to 72 M. a year in each class. There were 60 free students’ places in the three institutions, and funds for the aid of poor students amounted to 10,692 M. ($2,544) in 1883-84. The two Eealsckulen had 28 teachers and 441 students at the beginning of the school year 1883-’84, and 420 at the end. The expenditures were 81,116 M. ($19,306) in 1883, of which the state treasury paid 35,029 M. ($8,337). Funds to aid students amounted to 3,019 M. ($718) in 1883-’84. EDUCATION IN FOREIGN COUNTRIES. CCLXXV The two higher citizens’ schools (without Latin) had 17 teachers and 218 students in 1883-,84, and 37,355 M. ($8,890) were expended for their support in 1883, of which the state treasury paid 15,123 M. ($3, GOO). The two teachers’ seminaries had 35 teach¬ ers of all kinds and 310 students at the end of 1883-’84, and their expenses wero 48,371 M. ($11,512). The students were aided from a fund of 8,263 M. Primary instruction . — There were 454 schools in 1883-84, with 771 male and 13 female teachers, and 51,719 pupils. Instruction in female handwork was given to 15,781 girls, and there were 4,302 pupils in the advanced or review schools. In 1883 the total expenditure for elementary schools was 333,692 M. ($79,419). For pensions and wait¬ ing pay of teachers 98,018 M. ($23,328) were expended, and for pensions of widows and orphans of teachers 38,357 M. ($9,129). The institution for the deaf, dumb, and blind at 'Weimar had 9 teachers besides the director, and 51 pupils (34 male and 17 female), in 1883-84. The expenses were 23,132 M. ($5,425), of which 12,772 M. ($3,041) were paid by the state treasury. The orphan asylum at Weimar had 1,816 inmates in 1883. The expenses were 89,162 M. The Falk Institute for abandoned or unprotected chil¬ dren, established in 1829, had 20 pupils in 1883-’84. The expenses of the institution were 7,158 M. ($1,705). Wurtemberg. — The following statistics of education for 1883-’34 are taken from the official “ Statistic des Unterrichts- und Erziehungs-Wesens im Konigreich Wiirtemherg .” Superior instruction . — The Royal University of Tubingen had 102 professors and Pri- r at docenten in the year 1883-’84, and 8 teachers of modem languages, art, and gym¬ nastics. The teachers were divided among the different faculties as follows : Fifteen in the Evangelical theological faculty, 13 in the Roman Catholic, 7 in the law, 22 in the medical, 19 in the philosophical, 11 in the political science, and 15 in the natural science. The students numbered 1,217 in the winter of 1883-’84, and 1,417 in the summer of 1884. In the latter semester 424 were in the Evangelical theological fac¬ ulty, 153 in the Catholic, 202 in the law, 224 in the medical, 143 in the philosophical, 205 in the faculty of political sciences, and 66 in that of the natural sciences (aside from those attending the lectures of the medical faculty). The expenses of the uni¬ versity were 738,409 M. ($175,641) in 1883-’84, and the income was 86,353 M. ($20,552), leaving a balance of 652,056 M. ($156,089) to be paid by the state treasury. There were 54 foundations in 1884, with endowments amounting to 2,675,364 M. ($636,536). The academy of agriculture at Hohenheim had 21 professors of all grades and 86 students in 1883-84. The veterinary school at Stuttgart had 14 teachers and 55 stu¬ dents ; the school of viticulture at Weinsberg had 15 pupils, the 3 farm, schools at Ellwangen, Ochsenhausen, and Kirchberg had 36 pupils ; 5 agricultural (farm) win¬ ter schools had an attendance of 89, and there were 906 advanced agricultural (farm) schools and institutions where similar instruction was given, with an attendance of 20,867 persons. / Technical and art instruction. — The Polytechnilcum in Stuttgart had 58 professors and assistants of all kinds, and there were 344 students in the winter of 1883-’84 and 255 in the summer of 1884. The Royal School for Builders had 33 teachers and 308 stu¬ dents in the winter of 1883-’84, and 89 in the following summer. The advanced com¬ mercial and industrial schools numbered 158, and had 778 teachers and 14,640 scholars, 4,488 of whom were females. The art school at Stuttgart had 12 teachers of all kinds and 90 students in the winter of 1883-’84, and 79 in the summer. The Conservatory of Music at Stuttgart had 610 students and 45 teachers. The expenditures of the Polytechnilcum were 267,486 M. ($63,662), and the appropria¬ tion from the state treasury was 236,127 M. ($56,198). The state appropriation for the royal building school was 121,036 M. ($28,806), and the running expenses were 135,220 M. ($32,182). Secondary instruction. — There were 92 public schools for secondary instruction (Ge- elirtenschulen ) in January, 1885. These consisted of 4 theological seminaries (Evan¬ gelical), 12 Gymnasien, 8 Lyceen, and 68 lower Latin schools. They had 418 teachers’ positions and 8,927 students. The public Realschulen numbered 74 in January, 1885, CCLXXVI REPORT OF THE COMMISSIONER OF EDUCATION. with 277 teachers’ positions and 7,093 students. There were 18 elementary schools, so called (preparatory to the secondary schools), with 59 teachers and 2,460 scholars in 1885. The seminary for teachers of secondary schools for girls in Stuttgart had 13 male and 2 female teachers, and 25 young women as seminarists, or regular students, and 13 as extraordinary students. In December, 1884, there were 9 public secondary schools for girls, with 58 male and 48 female teachers, and 1,804 pupils. Private in¬ stitutions with 15 male and 12 female teachers and 592 students, and the Kaiharinenstift and Glgasiift, bring the totals up to 110 male and 102 female teachers, and 3,523 stu¬ dents of this grade of instruction. Primary instruction. — The number of teachers’ positions in January, 1885, was 4,332, with salaries ranging from 900 M. to 2,000 M. and over ($214 to $476). Of these, 1,825 were males who were in receipt of increased pay for length of service (over 40 years of age), 45 were females receiving increased pay for the same reason (over 30 years of age), and 18 were head teachers in teachers’ seminaries receiving similar pay (over 40 years of age). The disbursements of the treasury on this account were 335,660 M. ($79,887). The increase was 100, 140, and 200 marks for male teachers who had passed their fortieth, forty-fifth, and fiftieth years, respectively, 100, 125, and 150 marks for women of 30, 35, and 40 years, and from 200 to 600 marks for the head teachers be¬ tween 40 and 60 years. There were 317,142 children in the different primary schools. The three orphan asylums had 663 pupils, and the institution for the deaf and dumb at Gmiind had 6 teachers and 56 scholars ( internes ) in 1884- 85. The free cities : Bremen. — The number of schools in the LandgeUet is 25, and in 1883-’84 the attendance was 5,367, with 100 teachers, besides 22 female teachers of handwork. The fund for the aid of widows and orphans of teachers amounted to 24,465 M. in 1883-84. In Vegesack there were 162 males and 78 females in the sec¬ ondary schools, and 250 boys and 253 girls in the primary school in 1884. The fund for the aid of the widows and orphans of teachers, which was started in 1869 by the teachers of the Bealschule, amounted to 12,872 M. in 1884. In Bremerhaven there were 382 male and 360 female students in the secondary schools, and 981 boys and 972 girls in the primary schools, in April, 1884. The relief fund for widows and orphans amounted to 22,778 M. in 1884. Lubeck. — The total attendance of the different grades of schools in 1884-85 was 12,492, of which number 10,182 attended the public and 2,310 the private schools. In the city of Lubeck and its suburbs the secondary schools, with their preparatory schools and industrial schools, and the navigation school, had 1,256 students ; in the public elementary schools there were 5,073 children (2,751 boys and 2,322 girls), and in the church, poor, and other schools there were 1,863 children (976 boys and 887 girls). The private schools of all grades and kinds had 2,200 pupils. In Travemiinde there were one private and two public schools, with 403 pupils, and in the other dis¬ tricts there were 1,697 pupils (855 boys and 842 girls). The city appropriation for school purposes in 1884-’85 was 337,380 M. ($80,296). The city library loaned 4,783 volumes in 1884, including 828 on German literature, 769 historical works, 689 theological, 503 on classical philology and archaeology, 429 relating to Lubeck, 282 on natural sciences, 270 on music, 250 on modern languages, 163 general works, 152 on art, 132 on geography and travels, 122 on law, 74 on peda¬ gogics, 58 on philosophy, 27 on mathematics, 19 manuscripts, 10 on medicine, and 6 antiques. The number of volumes consulted in the reading room was nearly double the number loane'd. Hamburg: Secondary instruction. — In 1884-85 there were, besides the directors, 29 teachers, 5 candidates, and 542 students in the Johanneum. The Wilhelm Gymnasium had 16 teachers and 1 candidate, besides the director, and 310 students. The Bealgym- nasium (the preparatory school included) had 34 teachers and 2 candidates, besides the director, and 852 students (270 preparatory). The higher burgher school had 23 teachers (including the preparatory school) and 734 scholars (293 of whom were iu the preparatory school) ; and one other school, 8 teachers in all and 119 scholars. There EDUCATION IN FOREIGN COUNTRIES. CCLXXVII were 139 private and semi-public schools, with 20,470 pupils, and 531 m$le and 604 female teachers. Primai'y instruction. — The teachers’ seminary, or normal school, had 103 students. There were 35 graduates in March, 1885 ; the preparatory school had 103 pupils in 1885. The normal school for females had 67 students, of whom 33 graduated in March, 1885 ; the preparatory school had 89 pupils. The relief fund for the seminary for males amounted to 15,336 M., and for females to 8,480 M., in 1885. The public ele¬ mentary schools numbered 68, with 655 male and 315 female teachers, and 42,094 pupils (21,295 boys and 20,799 girls). Teachers’ salaries. — The salaries of the head teachers ranged from 4,400 to 3,000 marks ($1,047 to $714), besides an allowance of 750 M. ($178) for rent; of teachers of the first grade, from 3,250 to 2,250 marks ($773 to $535), and the rest ranged from the last figure down to 1,000 M. ($238). The salaries of female teachers ranged from 1,800 to 800 marks ($428 to $190). The orphan asylum had 315 children in its schools ; the institute for the deaf and dumb 79 (44 boys and 35 girls), and the blind asylum 15. There were 47 schools in the country district, with 6,926 pupils, and 116 male and 23 female teachers, and the ex¬ penditures for these schools amounted to 392,087 M. ($93,317). The industrial school had 12 teachers and 637 students, and the evening and Sunday schools were attended by 2,007 persons. The school for builders had 170 pupils. Great Britain and Ireland, constitutional monarchy: area, 120,832 square miles ; population (1884), 35,951,855." a. England and "Wales: population (1884), 27,132,449- Capital, London: population, 4,766,661. The following information is derived from the Report of the Committee of Council on Education (England and Wales), 1884-85, signed by Lord Carlingford and A. J. Mundella. Day schools. — For the year ending August 31, 1884, the number of aided day schools in England and Wales visited by the inspectors was 18,761, containing 27,958 depart¬ ments under separate head teachers, aided by a large number of assistants ; the schools furnished accommodation for 4,826,738 scholars. The number on the registers was 4,337,321 ; the average daily attendance 3,273,124. The number of scholars qualified by attendance for examination was, in infant schools and classes, 1,069,050 ; in schools and classes for older scholars, 2,546,004. The number of older scholars presented for examination in standards i-vii was 2,342,521, of whom 1,534,629 passed the prescribed test without failure in any one of the three subjects (reading, writing, and arithmetic). While the increase of the population during the year is estimated at 1.35 per cent., the school accommodation has increased by 3.35 per cent., enrollment by 1.5 per cent., and average attendance by 4.67 per cent. The local effort which has resulted in this improvement may be measured by the continued support derived from voluntary con¬ tributions (734,128 1), and by an advance in the contributions from rates to the main¬ tenance of board schools from 840,947? to 915,474?. The school pence have risen from 1,659,743? to 1,734,115?. The annual government grants to elementary day schools rose in the year from 2,522,541? to 2,722,351?, or from 16s 1 to 16s 7 \d per scholar in average attendance. Night schools. — Number examined, 847 ; average attendance of scholars above 12 years of age, 24,434. Training colleges. — The 41 training colleges from which the supply of certificated teachers is mainly recruited were attended in 1884 by 3,214 students. School accommodation, enrollment, and attendance. — On the usual assumption that school seats should be provided for one-sixth of the total population, the returns ought to show a provision of 4,522,075 school places. The actual supply is somewhat in excess of this number ; but it is not evenly distributed throughout the country, so that in several counties the number of seats may not be equal to one-sixth the pres¬ ent population. If the supply of seats is, on the whole, somewhat in excess of the CCLXXVIII REPORT OF THE COMMISSIONER OF EDUCATION. required number, the attendance of scholars falls lamentably short of it. This may be seen from the fact that while, with the present population, there might be 5,426,490 (1 in 5) on the registers, and 4,522,075 (1 in 6) in average-daily attendance, the returns show only 4,337,321 children on the registers, and 3,273,124 in attendance. In other words, for every 100 children of school age, for whom some 89 school seats have been provided, there are only 80 scholars on the registers, and 60 in daily at¬ tendance. Standards of pass examinations. — The following table shows for each standard (a) the number of scholars examined in the standard, and (6) the number above 10 years of age examined. Standard. (a.) (6.) I . 519, 8C3 574, 242 516, 074 407, 137 221,491 83, 270 20, 444 60, 245 158, 392 303, 701 398, 850 221, 270 83, 204 20, 444 II . . . TTT . IV . . . V . VI . vn . As a general rule, it may be observed that a child of 10 should be able to pass the standard iv. It thus appears that whereas, out of 2,342,521 scholars examined, as many as 1,246,172 are over 10 years of age and ought to have been presented in standards iv- vii, only 723,834 were so presented, while 522,338 (or 41.92 per cent.) were presented in standards suited for children of seven, eight, and nine years of age. There has, however, been a gradual improvement in this respect, which is due partly to the more regular attendance and increased proficiency of the children be¬ tween five and ten years of age, and partly to the greater attention paid by teachers to the progress of individual scholars. Examination of the school returns shows that the education of many children of 10 years of age and upwards is discontinued as soon as, by passing the prescribed standard, they are freed from the obligation to attend school, and become entitled to go to work. Out of 374,336 children presented in standard iv (the exemption stand¬ ard) in 1883, as many as 152,845 disappeared from the schools in 1884 ; while the 202,713 scholars in standard v, of 1883, fell in the year to 82,270, and the 77,850 schol¬ ars in standard vi to 20,444. ♦ THE GOVERNMENT GRANT. Elementary schools that fulfill certain specified conditions and are accepted by the Department as efficient, participate in the government grant. The annual grant is made up of several grants distributed as follows : 1 I. — Infant schools or classes. (a) A fixed grant amounting (1) to 9s, if the scholars are taught as a separate de¬ partment, under a certificated teacher of their own, or as a class under a teacher not less than eighteen years old, approved by the inspector ; in order that this grant may be made, the scholars must be taught in a room properly constructed and furnished for the instruction of infants ; (2) to 7s, where the above conditions are not satisfied. In order that either of these grants be made, the scholars must be taught as befits their age, and so as not to interfere with the instruction of the older children. Only one infant class will be recognized in any department. 1 The sum mentioned is the amount of a year’s grant for each unit of average attendance. EDUCATION IN FOREIGN COUNTRIES. CCLXXIX (&) A merit grant of 2s, 4s, or 6s, if the inspector reports the schools or classes to he fair, good, or excellent, allowing for the special circumstances of the case, and having regard to the provision made for (1) suitable instruction in the elementary subjects, (2) simple lessons on objects and on the phenomena of nature and of common life, and (3) appropriate and varied occupations. 1 No merit grant is made unless the report on the instruction in the elementary sub¬ jects is satisfactory. j (c) A grant for needle-work of Is, if the scholars are satisfactorily taught needle¬ work according to the schedule. This grant is calculated on the average attendance of girls only, unless the boys are taught needle-work. (d) A grant for singing, amounting (1) to Is, if the scholars are satisfactorily taught to sing by note, i. e., by the standard or any other recognized notation ; (2) to 6d, if they are satisfactorily taught to sing by ear. II.— Schools for older scholars. (a) A fixed grant amounting to 4s 6d. (&) A merit grant amounting to Is, 2s, or 3s, if the inspector, allowing for the spe¬ cial circumstances of the case, reports the school to be fair, good, or excellent, in re¬ spect of (1) the organization and discipline; (2) the intelligence employed in instruc¬ tion ; and (3) the general quality of the work, especially in the elementary subjects. (c) A grant for needle-work, amounting to Is if the girls are satisfactorily taught needle-work according to the schedule. This grant is calculated on the average at¬ tendance of girls only. ( d ) A grant for singing, amounting (1) to Is if the scholars are satisfactorily taught to sing by note, i. e., by the standard or any other recognized notation; or (2) to 6d, if they are satisfactorily taught to sing by ear. ( e ) A grant on examination in the elementary subjects, determined by the inspect¬ or’s report of the percentage of passes in the examination, at the rate of Id for every unit of percentage. All scholars whose names are on the registers of the school must, as a rule, be present at the inspection, unless there is a reasonable excuse for their absence, v All scholars present whose names have, at the end of the school year, been on the registers for the last 22 weeks that the school has been open, must, as a rule, be pre¬ sented to the inspector for examination. All scholars so presented must be examined in the three elementary subjects accord¬ ing to one of the standards set forth in the schedule, unless the managers satisfy the inspector that there is a reasonable excuse for withholding them from the examina¬ tion. (/) A grant on examination in class subjects, amounting to Is or 2 s for each subject, if the inspector’s report on the examination is fair or good.1 * ( g ) A grant on the inspector’s report of the examination of individual scholars in specific subjects,3 amounting to 4s for each scholar passing in any subject. III. — Evening schools. (а) A fixed grant amounting (1) to 4s, if the school has met not less than 45 nor more than 60 times since the last examination ; (2) to 6s, if the school has met more than 60 times since the last examination. (б) A grant on the inspector’s report of the examination of individual scholars in any of the elementary or additional (£. e., class or specific) subjects, amounting to 2s for each scholar passing in each subject. This grant is not calculated on the average attendance. 1 The recognized class subjects are : English, drawing, geography, elementary science, and history, with needle- work for girls. * Specific subjects: Algebra, Euclid and mensuration, mechanics, chemistry, physics, animal physi¬ ology, botany, principles of agriculture, Latin, French, and domestic economy. CCLXXX REPORT OF THE COMMISSIONER OF EDUCATION. The following are rules of examination : No scholar may he presented for examination who has not attended the school for eight weeks, and made at least 24 attendances since the last examination. No scholar may he presented for examination in a standard lower' than the third. No scholar may he presented for examination in any subject for the teaching of which provision is not made in the time table of the school. No scholar may he presented for examination in the additional subjects alone. IV. — Training colleges. There are placed to the credit of each college grants of 100Z for every master, and of 7 01 for every mistress, who, having been trained in such college as a queen’s scholar during two years, (a) completes the prescribed period of probation, aud re¬ ceives a certificate as a teacher in a public elementary school, or in a training college ; or (&) is reported by the proper department in each case to have completed a like period of good service as an elementary teacher in the army or navy, or (within Great Britain) in poor law schools, certified industrial or day industrial schools, or certified reformatories. Teachers who have been trained for one year only may obtain certificates after pro¬ bation, or may be reported by the proper department, upon the same terms as others ; and grants, of half the amounts mentioned above, may be placed to the credit of the colleges in which they were trained, under special conditions. By the regulations of the code under which the grants for the past year have been administered, those made on account of the scholars depend upon the average attend¬ ance to a much greater extent than formerly. AVERAGE EARNINGS AND AMOUNT OF GRANTS FOR 1884. Infant schools. The average earnings per head of “number for payment” were as follows : «. d. Under the fixed grant . . . 8 7 Under the merit grant . - . - . . . . 3 10 Under the needle-work grant . - . - . . 0 10 Under the singing grant . 0 81- Total . 13 111 Schools and classes for older scholars. The average earnings per head of the average number in attendance for payment were as follows : s. d. Under the fixed grant . 4 6 Under the merit grant . 1 101 Under the needle- work grant . . . . . 0 21 Under the singing grant . 0 81 Under the grant for examination in elementary subjects . 6 11 Under the grant for examination in first-class subjects . 1 6 Under the grant for examination in second-class subjects . 1 51 Under the grant for examination in specific subjects and cookery . 0 11 Total . 17 21 The grants claimed by the managers of infant schools and schools and classes for older scholars, in respect of the fixed grant, merit grant, grants for needle-work and singing, and for passes in elementary and class subjects, amounted to 2,661,79 61 14s. The amount claimed on examination in specific subjects and for cookery was 13,2451 13s 10 d. EDUCATION IN FOREIGN COUNTRIES. CCLXXXI Tlio extent to wliicli class and specific subjects are taught is indicated by the fact that grants for class subjects were allowed in 18,483 schools, and that out of 325,205 scholars eligible for examination in specific subjects, 66,634, or 20.49 per cent., were presented for examination. Of these, 26,369 were in the London school board dis¬ trict. Miscellaneous. — Cookery was taught in 541 schools, or in 121 more schools than in 1833, and military drill was systematically taught to the boys attending 1,165 day schools. Savings banks have been established in 1,979 schools, and school libraries in 3,222. THE TRAINING COLLEGES. The training colleges under inspection in England and Wales, which have been es¬ tablished at a cost of 114,483? 5s 3d to the public purse, and of some 520,272? 3s 2±d to the promoters, provided accommodation for 3,383 students, and 3,234 are in resi¬ dence. These colleges can, therefore, at present furnish a yearly supply of some 1,500 teacher* who have been trained for two years. This supply would be of itself sufficient to fill up the waste (calculated at 6 per cent.) in a staff of 25,000 teachers. Looking at the number of duly qualified persons who yearly enter the profession through other recognized channels, and to the probable effect of recent changes in the code, in attracting a superior class of teachers from the universities, and in improv¬ ing the education of the uncertificated assistant teachers employed by school boards, the committee see no reason to doubt that, even taking into account the extent to which certificated assistants are now being employed in large schools that have been established during the last few years, the supply of teachers trained in the existing colleges, and in others that will shortly claim annual grants, will be found sufficient to meet the requirements of the country. — Report of the Education Committee. A considerable number of teachers who have not passed through the training col¬ leges will always be required for service in the small schools throughout the country, as the salaries which the graduates of the training colleges can command are beyond the means of the managers of a large number of small schools. The average salary of a certificated master, which in 1870 was 95? 12s 9d, is now 119? 3s 6 d; that of a school mistress was 57 Z 16s 5rif in 1870, and is now 72? 4s 2d. In addition to their other emoluments, 6,202 out of 15,243 masters, and 5,436 out of 22,434 mistresses, are provided with residences free of rent : these averages are calcu¬ lated upon the whole of the certificated teachers, whether principal or assistant. The proportion of female teachers in elementary schools steadily increases. With the view of encouraging the study of scientific subjects in training colleges, it has of late years been arranged that success in the examinations in science, held by the Science and Art Department, should be taken into account in determining the students’ places in the class list of candidates for certificates as teachers of public schools. At the Christmas examinations 1,379 students presented themselves in one or more branches of science. The authorities of several colleges have introduced the prin¬ ciples of agriculture into the course of training for their students. Languages (ancient and modem) now enter into the course of study in all the training colleges for masters, and in several of those for mistresses, and drawing is very generally pur¬ sued by those intending to become teachers. Pensions. — During the year ending Michaelmas, 1884, the department has allowed 13 pensions of 30? each, 107 of 25? each, and 79 of 20? each, together with 12 gratui¬ ties amounting to 400?. At the date mentioned there were 270 teachers in England and Scotland to whom pensions had been granted. The full number of pensions al¬ lowed has therefore been filled up. Income and expenditure. — The total income (England and Wales) for the year ending August 31, 1884, was 6.121,5387, and the total cost of maintenance was 6,131,8877. The cost of maintenance per child in average attendance was, in board schools, 2? Is 8£d; in voluntary schools 1? 15s 2d. CCLXXXII REPORT OF THE COMMISSIONER OF EDUCATION. ELEMENTARY SCHOOLS OF LONDON. School accommodation , enrollment , and attendance. — The chairman of the London School Board, Sir. E. N. Buxton, in his annual statement for the year ending November, 1885, called attention* to the fact that by the end of November the accommodation would have reached 631,357 places, to meet an estimated requirement of 667,637. He ob¬ serves that although the Education Department, in its report just issued, mentions “ the necessity of further increasing the present provision ” in London, it will be seen that the efforts which have been made to reduce the arrears have been so far success¬ ful that the next board will have a comparatively easy task to bring the supply level with the demand. He urges that in future, in the endeavor to anticipate the demands of the grow¬ ing population, sites should be acquired large enough to provide adequate play¬ grounds. There is a growing desire for open spaces for the children, and no complaints have been made that the playgrounds are too large. As a matter of fact their area is, on an average, less than half an acre to each school. • According to the report of the by-laws committee, the average enrollment in effi¬ cient elementary schools at midsummer, 1885, was, in board schools, 346,140 ; in vol¬ untary schools, 211,711 ; or a total of 557,851. The average attendance was, in board schools, 290,099; in voluntary schools, 168,712; or a total of 458,811. With reference to the foregoing statistics Mr. Buxton says: “ To summarize the statistics of school provision and attendance, and to compare them with those of the rest of the country, I may mention that whereas in the latter for every 100 children of school age there are 89 school seats, 80 scholars on the registers, and 60 in daily at¬ tendance, in London for every 100 children of school age 80.8 school seats have been provided, and we have 77.4 on the registers, and 60 in daily attendance.” School fees. — The fees charged in the schools average 2s 2d per week, and the total sum collected last year was 107,8 661. The arrears of fees, which three years ago were 1.77 per cent, of the whole sum collected, have now reached the startling figure of 7.85 per cent. This evil is the constant subject of attention on the part of the board, but as yet no effectual remedy has been devised. The proposal to make the schools free has been three times formally debated by the board, with the following results: On the first occasion a motion in favor of free schools was defeated by twenty-two to thirteen ; later, on a motion for establishing experimental free board schools, the previous question was carried by twenty-six to twelve; and on the last occasion a motion similar to the first was defeated by nineteen to eighteen votes. Administrative changes. — The most important administrative changes effected by the present board are the payment of teachers by fixed monthly salaries in lieu of part payment by grant, and the instruction of pupil-teachers in central classes. The former has proved not only a great practical convenience to the teachers, but, by dis¬ couraging the race for mere mechanical results, is the most practical safeguard against over-pressure which it lay in the power of the board to provide. Teachers. — In the service of the board there are 5,511 adult teachers and 1,668 pupil teachers and candidates. The policy of substituting in part adult for pupil teachers, i. e., of skilled for unskilled teaching, has been deliberately adopted by the board to economize the time and strength of the children and to avoid overstrain. The aver¬ age salary of a certificated male teacher under the London Board is 143Z 16s 5 d, and of a certificated female 112Z 6s 11 d ; whereas in the rest of the country they are 119Z and 72 1, respectively. This is partly accounted for by the higher cost of living in Lon¬ don, which also compels managers of voluntary schools to pay higher salaries in Lon¬ don than in the country, and by the fact that the board does not provide teachers with houses ; but after making these allowances the salaries are found to be somewhat higher than the average. This has been done for the avowed purpose of attracting the best workers in the service to cope with the exceptional difficulties of London. EDUCATION IN FOREIGN COUNTRIES. CCLXXXHI Passes in the three “P’s.” — Each triennial period has shown an improvement in tho success with which the children are taught the three primary subjects. The appended table, taken from the latest report of the school management committee under each board, and referring to schools which had been examined for a complete years work, exhibits the progressive percentage of passes : 1873. 1876. j 1879. 1 1882. ■Reading . . . . . . . . . . . 87.9 87.1 82.2 ; 92.1 Writing _ _ _ 83.3 83.7 84. 7 i 90.0 Arithmetic . . . . . . . . . . 76.8 77.9 80.0 85.4 At the same time each triennial period shows a steady growth in the number of children in the higher standards. The board employs special examiners or instructors in needle- work, singing, draw¬ ing, and certain other special subjects, from whose reports the following information is derived. As regards music, the substantial progress and excellent condition of the schools in general is evidenced by the fact that few departments failed during the half year ending September 25, 1SS5, to obtain the full grant. The instructors in drill for boys and physical exercise for girls report steady progress. During the half-year instruction in cookery has been given with marked success in 42 centers and class-rooms. Improvement is noticed in the average quality of needle¬ work presented for inspection. Cost of maintenance. — The expenditure per child in average attendance has increased from 21 16s 4 d in 1882, to 3Z Os 3d in 1885, and the estimate for the current year is 3 1 Is Id. Technical education. — In accordance with the suggestion of the special committee on technical education, the board has agreed that an experiment should be tried in imi¬ tation of what is called the slojd system of handicraft, in use in Sweden. The system consists of instruction in the use of certain simple tools, and the making of a number of usefol articles in wood, by the children, under the eye of the instructor. Industrial schools. — Under the head of industrial schools Mr. Buxton says that the striking diminution of juvenile crime in recent years, amounting almost to a social revolution, is due to the fact that throughout the country preventive measures have to a great extent anticipated punishment. A large portion of London children for¬ merly led their aimless lives in the streets or squalid rooms, because no pressure could be used to subject them to the discipline of schools, and the schools thus created necessarily recruited the yanks of criminals. It is now but a small percentage who have the chance to learn the first steps of waywardness and irregularity. While previous to 1870 much progress had been made and experience gained in the establishment of industrial schools, the voluntary agencies were insufficient to dis¬ cover and to cope with all the cases of children in danger of falling into evil courses. The ground is now completely covered in London by the industrial school officers, and it is difficult for such children to escape their observation for any length of time. During the last three years the industrial committee has inquired into 5,834 cases laid before them by the officers, and of these, 1,448 have been sent to industrial schools under voluntary management, and 981 to board industrial schools. 6. SCOTLAXD: population 3,866,521. Capital, Edinburgh: population, 236,002. The following information is compiled from the Report of the Committee of Council on Education in Scotland for the year ending September 30, 1884, signed by Lord Car- lingford and Mr. Mundella. Day schools. — Number of day schools inspected, 3,131, containing 3,435 depart¬ ments under separate head teachers aided by a laTge number of assistants and pupil CCLXXXIV REPORT OF THE COMMISSIONER OF EDUCATION. teachers; accommodation for 655, 672 scholars ; enrolled, 587,945 ; average daily attend¬ ance, 448,242 ; present on the day of the inspectors’ visits to their respective schools, 518,844 ; qualified by attendance for examination, 443,741 ; presented -for examination, 404,575, viz : 59,282 (under 7 years of age) for collective, and 345,293 (7 and over) for individual examination ; of these last, 270,092 passed the prescribed test without failure in any one of the three essential subjects (reading, writing, and arithmetic). In the year covered by this report the accommodation has increased by 21,971 school places ; the scholars on the registers by 18,704 ; those present at inspection by 20,330; and the average attendance by 15,105; while the number of children indi¬ vidually examined has increased by 14,587 (or 4.41 per cent.). The local effort which has resulted in this improvement may be measured by the continued support derived from voluntary subscriptions (28,517?), and by the contri¬ butions from rates to the maintenance of public schools, which have increased during the past year from 196,708? to 211,989?. The school pence have increased in the year by some 12;690?, and amounted to 289,112?. The annual government grants to elementary day schools rose in the year from 384,042? to 402,791?. The rate per scholar in average attendance has increased from 17s 8 id to 17s 11 id. Night schools. — Number examined, 193; average attendance of scholars above 12 years of age, 9,879. Training colleges. — The seven training colleges from which the supply of certifi¬ cated teachers is mainly recruited, were attended in 1884 by 851 students. School accommodation, enrollment, and attendance. — On the usual assumption that seats should be furnished for one-sixth of the total population, the returns ought to show a provision of 642,701 school places. The actual supply is somewhat in excess of this ; but 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 accommodation 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. If the supply of seats is equal to the requirement, the attendance of scholars falls lamentably short of it. This may be seen from the fact that while, with the present population, there might be 771,241 (1 in 5) on the registers, and 642,701 (1 in 6) in average daily at¬ tendance, the returns show only 587,945 children on the registers, and 448,242 in at¬ tendance. In other words, for every 100 children of school age, for whom some 85 schools seats have been provided, there are only 76 scholars on the registers, and 58 in daily attendance. Standards of instruction. — The following table shows for each standard, (a) the age at which the standard ought to be passed ; (6) the number of scholars of that age on the registers of aided schools ; (c) the number of scholars examined in the standard ; and () those vested in trustees for the purpose of being maintained as national schools ; 2d, non-vested schools, the property of private individuals. Both these classes of schools are under the control of patrons or local managers. There are also model schools, of which the commissioners are themselves the patrons, but which are conducted on the same fundamental principles as the ordinary national school. The commissioners encourage industrial instruction in national schools in all suitable cases, and also require that instruction shall be given in plain needle¬ work in all schools in which female teachers are employed. They also award aid (1) toward the payment of teachers, and supply of books and other school requisites; (2) toward building school-houses, and providing suitable fittings and furniture (this aid is given for vested schools only) ; and (3) toward providing residences for teach¬ ers of national schools. The chief objects of model schools are to promote united education, to exhibit to the surroundin g schools the most improved methods of literary and scientific in¬ struction, and to educate young persons for the office of teacher. In these schools the commissioners appoint and dismiss the teachers and other officers, regulate the course of instruction, and exercise all the rights of patrons. The commissioners afford the necessary opportunities for giving religious instruc¬ tion to the pupils by such pastors or other persons as are approved of by their parents or guardians, and in separate apartments allotted to the purpose. In addition to the ordinary national schools there are agricultural national schools. These consist of the Albert Model Agricultural National School, Glasnevin, under the exclusive management of the board ; the Munster Model Agricultural and Dairy Na¬ tional School, Cork, under the management of the board aided by a local committee ; and ordinary national schools, with school farms or gardens attached. Workhouse schools and schools attached to lunatic asylums are received into con- EDUCATION IN FOREIGN COUNTRIES. CCLXXXVII neotion on condition that they shall ho subject to inspection by the commissioners or their officers. Enrollment, attendance, and accommodation. — From the report of the commissioners it appears that on December 31, 1884, there were 7,832 schools on tho operation list. These supplied accommodation for 678,065 pupils, allowing 8 square feet for each pupil. The total enrollment for the year was 1,089,079 ; the average daily attendance was 492,928, being an increase of 25,224 as compared with 1883. The classification of the 696,130 pupils who made at least one attendance within the last fortnight of the results period was as follows: Infants, 179, 808, or 25.8 per cent. ; classes i-iii, 348,059, or 50 per cent. ; classes iv-vi, inclusive, 168,263, or 24.2 per cent. Mixed schools. — The classification of mixed schools as regards teachers and pupils was as shown by the following table : Number of schools. Homan Catholic pupils. Protestant pupils. Under Homan Catholic teachers exclusively . . Under Protestant teachers exclusively . . . 2,717 1, 274 81 343, 704 21, 265 11, 211 21, 510 128, 106 9,218 Under Homan Catholic and Protestant teachers conjointly. . Totals _ _ _ _ _ _ 4, 072 376, 180 158, 834 Unmixed schools. — Of 3,697 schools, showing an unmixed attendance, 3,016 were in charge of Roman Catholic teachers and attended by 479,013 Roman Catholic pupils, and 681 were in charge of Protestant teachers and attended by 74,727 pupils. Model schools. — The number of model schools reported is 29, having a total enroll¬ ment during the year of 16,243 pupils and an average daily attendance of 8,708. From the classification table of the pupils of the model schools it appears that 50.6 per cent, of them were in standards iv to vi, inclusive. WorTchouse schools. — The number of workhouse schools in connection with the De¬ partment December 31, 1884, was 159, having an enrollment during the year of 12,804 pupils and an average daily attendance of 6,767. Results examinations. — The total number of schools, including evening schools, ex¬ amined for results during tbe year was 7,767. The number of pupils examined was 512,452, of whom 115,615 were infants. The number passed was 402,198, of whom 107,329 were infants. The number of pupils examined and passed in extra subjects was as follows : Music, examined, 57,261 ; passed, 45,196. Drawing, examined, 25,827 ; passed, 19,797. Sewing machine and cutting out, examined, 5,769 ; passed, 4,966. Dairy and poultry management and domestic economy, examined, 255 ; passed, 224. Cookery, examined, 320 ; passed, 308. Other extra subjects, mathematics, physics, language, etc., examined, 23,238 ; passed, 15,488. The money value of the passes gained in vocal music and drawing was 7,7672 6s 6d; for other extra subjects, 4,985Z. 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. H.pprlinor . . . . _ . . ............. _ 93. 5 90.8 93.1 Writing _ _ _ _ 95.8 82.4 90.6 ATithmp.tio _ _ _ .... _ _ 78. 8 77.5 86.3 Agriculture.— The total number of school farms in connection with ordinary national schools on December 31, 1884, was 70. The total number of pupils examined in ag- CCLXXXVIII REPORT OF THE COMMISSIONER OF EDUCATION. riculture in this class of schools was 789, of whom 633 passed in the agricultural pro¬ gramme. There were also 19 schools having school gardens attached, for the management of which, and for the agricultural knowledge displayed by the pupils, special agri¬ cultural fees were granted upon the reports of the district inspectors. The number of pupils examined in the school gardens was 271, of whom 151 passed. There were 52,415 pupils examined in the agricultural class-books by the district inspector in the ordinary national schools at their results examinations, of whom 29,586 passed. The total number of pupils examined in agriculture during the year 1884 (including the pupils of ordinary agricultural schools and school gardens) was 53,475, of whom 30,370 gained passes for their proficiency in that branch. These figures show that a larger number of pupils were brought under instruction in agriculture in 1884 than in 1883. The returns show an improvement of 2 per cent, in the answering as com¬ pared with that of 1883. Dairy management. — The results from the establishing of dairy instruction at the agricultural institute have been eminently satisfactory. One session for dairy instruc¬ tion was held during the year at the Albert farm, Glasnevin, at which 17 pupils at¬ tended. The Royal Dublin Society continued its aid by contributing prizes for suc¬ cessful pupils at the examinations which were held at the close of the session. At the Munster agricultural school, Cork, where the facilities for dairy instruction have been increased, 65 pupils attend. It is satisfactory to observe the increasing interest which is taken in this branch of technical instruction. At Cork, the chief butter market of Ireland, a large quantity of butter manufactured by pupils of the school is sold. Inspectors of the market testify to considerable improvement in the quality of the butter received at that markot since the establishment of dairy instruc¬ tion at the Munster agricultural school. The teaching force. — On December 31, 1884, the commissioners had in their service 7,600 principal teachers and 3,068 assistants, making, in the whole, 10,668 classed teachers, of whom 3,413 wero trained. In addition there were temporary assistants and work-mistresses to the number of 510. The total number of teachers and students trained in the national training colleges was 177. The three training colleges under local management were also in successful operation. The total income of the teaching staff from all sources for the year end¬ ing March 31, 1885, amounted to 782,916? 18$ 7d, viz, 625,558? 10$ 3d from the board; 11,956? 18$ fid from the rates ; and 145,401? 9s lOd from payments by pupils’ subscrip¬ tions, and the estimated value of free residences, etc. 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 ending December 31, 1884, was 10,181, and the amount paid in pensions was 14,924? 16s Id, and in gratuities 8,043? 18s 5 d. Income and expenditure. — The funds at the disposal of the commissioners for the year ending March 31, 1885, amounted to 841,835? 4s Id. The expenditures by the com¬ missioners for the same time, 828,856? 17s. The following information is derived from the thirty-second report of the Science and Art Department, whose operations embrace the United Kingdom : Science instruction. — During the year 1884, the schools ahd classes of elementary science in connection with the Department, irrespective of the training colleges, were attended by 78,336 persons, an increase of 6,282 over the same for 1883. The number examined was 52,866 ; the number of papers presented (each paper being the examina¬ tion in a separate branch of science), 86,910; passed, 61,734. The total amount paid on the result of these examinations was 56,533? 12s 3d, an increase of OA^er 11,000?, as compared with 1883. In addition to this elementary work, 138 classes were examined in connection with 39 training colleges, the payment in results amounting in the same to 5,104?. Grants for fitting up laboratories were made to 14 schools, amounting altogether to 1,353? 9s Id, while the grants in aid of EDUCATION IN FOREIGN COUNTRIES. CCLXXXIN the purchase of apparatus, diagrams, and examplos amounted for tlio year to 1,3342 6 s id. Tlio aid grantod to local teachers of science classes in tho country, to enablo them to improve themselves by attending tho classes and laboratories in institutions in their neighborhood where advanced instruction in science is obtainable, lias been continued and extended. Special arrangements aro made at Owen’s College, Manchester; Firth College, Sheffield; Mason College, Birmingham; and tho Yorkshire Collego at Leeds, to enablo the teachers to attend two or more days a week, and three-fourths of their fees are defrayed by the Department. In the Normal School of Science and Royal School of Mines, 213 students were un¬ der instruction, and in tho Royal Colloge of Science, Dublin, 80 students. Art instruction. — In tho year ending August 31, 1884, the number of elementary day schools examined for drawing under the regulations of tho Science and Art Depart¬ ment was 4,506, or about 24 per cent, of tho wholo number of inspected schools. In these, 778,830 children and pupil teachers were taught drawing, of whom 508,370 wore presented for examination. The grant on results in theso schools amounted to 33,1292, an increase of 4,7952 over the grant in 1882-83. The grant made to the training col¬ leges on account of examinations in drawing was 1,8502, an increase of 6042 above the same in 1883. The department also gives aid to art classes, which in 1884 numbered 490, having 23,745 students. For advanced art instruction thero were 188 schools, with 14 branch classes, having in all 37,033 students. The National Art Training School had 721 students, and the Dublin Metropolitan School of Art 476. Tho grand total of j)ersons taught drawing, painting, or modeling through the agency of the department was 851,805, and the total of payments on their account was 59,1232. During the year the number of visitors to the South Kensington Museum was 963,117, and to the Bethnal Green Branch 447,330. The various methods of aiding provincial museums, exhibitions, schools of art, etc., by loans of objects from the central museum for exhibition, and for studying and copy¬ ing, have been actively carried on during the past year. The museums thus aided are 23 in number, and of these no less than five are now buildings opened in the course of 1884. The efforts bogan in 1883 toward developing and improving the lace-making industry of Ireland were continued in 1884. Students in tho Dublin, Belfast, and Cork schools of art gained awards at the national competition (1884) for designs for hand-made lace. Specimens of needle-point lace, made from improved designs composed by members of the communities in convents at Kenmare and Killarney, have been sub¬ mitted for inspection at the department ; and the superiors of both these convents have stated that the sales effected during 1884 almost exhausted their stock, and that the demand for work has been unusual. Some degree of interest in tho means which may be adopted for improvement in drawing lace patterns has been manifested by the foremost of the dealers in Irish lace ; but no practical steps have been initiated by them to take advantage of the aid offered, under the rules of the department, to establish art classes for their design¬ ers. Until something of the sort is done, no permanent improvement in design can be looked for in the larger amount of Irish lace on sale. On the other hand, a few of the ladies who have organized lace schools in or near their homes have encouraged one or two students of art schools to compose and draw out new patterns for their workers, and have purchased some of these designs. The artistic side of the lace industry in Ireland is not, however, under such active supervision as obtains in France and Belgium. The distinction between designer and worker is not duly felt. A salient feature in the Irish trade is to find a sale for the productions of workers chiefly left to themselves to devise novelties in design ; littea XIX E ccxc REPORT OF THE COMMISSIONER OF EDUCATION. if any, provision being secured through voluntary or local enterprise, whereby per- sons shall be enabled to train themselves to make designs for the use of lace workers. Finances. — The expenditure of the department during the financial year 1884- 85 amounted to 371,611Z 12s lOd. Italy, constitutional monarchy : area, 110,620 square miles ; population (in December, 1S84), 29,361,032. Capital, Rome : population, 273,268. Minister of public instruction, Signor Michele Coppino. The following statements concerning the lower grades of schools in Italy are taken from “Statistica dell ’ Istruzione elementare per V anno scolastico 1882-83.” There were 1,741 infant schools for children from 2-£ to 6 years of age, in 1,322 com¬ munes. The children in attendance numbered 218,958 ( 110,598 boys and 108,360 girls). The funds for these salles d’asile are furnished by the communes, by societies for the maintenance of infant schools, by charitable associations, and private individuals. In 1882-83 this amount was 5,054,599 lire ($975,537). By a law of November 13, 1859, instruction was rendered obligatory between the ages of 6 and 12. The parents were to be fined 50 lire in case their children did not attend school. This law was never enforced, but on July 15, 1877, it was enacted that children between 6 and 9 years must attend school, and such attendance should be continued through the tenth year if the pupil did not show a sufficient knowledge of the three “ R’s,” the rudiments of Italian, the metric system, and the duties of citizenship. This law went into effect October 15, 1877, and, although not strictly enforced in all communes, the statistics for 1882-’83 show its application in 8,116 communes out of 8,859. Accord¬ ing to a clause of the law of 1877, children are exempt from attendance on these com¬ munal schools if they are receiving instruction either at home or in private schools. Public elementary schools must be kept open at least 4 months of the year. The usual term is from October 15th to August 15th. No more than 70 pupils are allowed to a class, and if the increase in attendance is such as to exceed this number, another school must be opened in the commune. The lower primary grades numbered 37,647 in 1882-’83, with 39,007 teachers, and 1,760,097 pupils. The upper primaries, 4,743 in number, registered 113,626 pupils, with a general attendance of 96,263. There were 5,006 teachers and assistants. The 7, 129 private schools added 7, 478 teachers and 163, 102 pupils to the above. Total pub¬ lic and private schools of elementary grade 49,519, with 51,491 teachers and 2,036,825 pupils. Among the schools not included under the term obligatory were 6,787 evening and 3,831 Sunday schools, with a registration of 398,487 pupils; teachers, 10,704. Although these schools have both lower and higher grades, the course of study is not identical with that of the day schools of like grade. The normals, for the purpose of prepar¬ ing teachers for elementary grades, have two years in their lower course, and 3 years added to 2 years preparatory in their higher course. In 1882-’83 there were 124 nor¬ mals reported (69 governmental schools; the others communal, provincial, or private), with 9,416 pupils. At the close of the year 8,689 pupils were on the rolls. The total number of pupils receiving diplomas in the various normals in 1882-’83 was 3,124. The expenditures for elementary grades, normal schools, Sunday and evening schools, and infant schools, as given by the state, the communes, and the provinces, reach a total of 49,268,755 lire ($9,508,869), or 1.73 lira to each inhabitant. The “ Statistica dell1 Istruzione secondaria e sujperiore per V anno scolastico 1883-84” is authority for the following information. Secondary classical instruction is of two grades, and covers eight years. The first grade consists of a five years’ course in the gymnasia ; the second of three years in the lyc6cs. By law the gymnasia are to be maintained by the communes wherein they are situated. Still certain gymnasia, established prior to such law, receive state aid, as do a few others in some of the provinces. The lyc^es are state institu¬ tions, but buildings and apparatus, with the exception of that used for scientific purposes, are furnished by the communes. In 1883-84 there were 1,075 institutions FOSSIL J^DJJNTEJP3f CCXCI for secondary classical instruction, viz, 734 gymnasia and 341 lyc6es. In the gym¬ nasia were 45,110 pupils ; in the lyc<5es 13,674; total, 58,784. One gymnasium to 38,773 inhabitants, and a lycde to 83,436 inhabitants, is the rule according to the census of 1881. The teaching force for the two grades of institutions numbered 5,938 ; of these, 4,133 were in the gymnasia, the remaining 1,805 in the lyc<5es. The regular teachers belonging to those institutions were, however, not more than 3,323 for gym¬ nasia! instruction, and 1,260 for the lyc<5es, as the other instructors, or lectnrers, were not accredited to any one place, but taught in different institutions. From 1880-81 to 1883-’84 the number of gymnasia increased from 701 to 734 ; the pupils from 41,124 to 45,110. The increase in the number of lycdes was from 298 to 341 ; in pupils from 11,133 to 13,674. Technical instruction of a secondary grade is furnished by a 3-years’ course in tech¬ nical schools, and a 4-years’ course in technical institutes. During one year the instruction is alike for all sections. The state, the provinces, and the communes sup¬ port a majority of these institutions, but there are also private institutions of simi¬ lar character. In 1883-’84 a total of 498 technical institutions, viz, 422 schools and 76 institutes, were reported ; whole number of pupils, 32,086 : hearers, 1,313. At the close of the year the figures stood 28,358 to 922. The numbers for the year were subdivided as follows: The technical schools had 24,948 pupils and 805 hearers ; the technical institutes 7,138 pupils and 508 hear¬ ers. Professors, teachers, and assistants numbered 3,031 for the schools, and 1,230 for the institutes. During the three years 1880-81 — 1883-’84 the increase of technical schools was from 383 to 422 ; the technical institutes decreased from 79 in 1880-’81 to 76 in 1883-84. Another branch of technical instruction is given in the naval mercantile schools. These schools are the outgrowth of decrees of August 18, 1864, November 22, 1866, and January 30, 1873. The first and second decrees divided the instruction in two grades: a 1-year’s course, and a 3-t course; or into nautical schools and nautical institutes, with instruction tending & make machinists of second and first classes, naval constructors of similar class, and captains for the merchant marine. The reg¬ ulations of January 30, 1873, divided the course of instruction in six sections. The division for machinists covers 4 years ; that for naval constructors and captains 3 years. Similar to the other technical schools, the state, the provinces, and the com¬ munes are responsible for the maintenance of such schools. In 1883-84 there were 24 naval mercantile institutions with 825 pupils, 111 of them hearers. Superior instruction is furnished by the universities, superior collegiate institutions, and superior special schools. The universities numbered 21 in 1883-84. Seventeen of these were state universities, and 4 were “free” ( libere ) universities maintained by the province and commune, but still subject to the state as far as uniformity of study is concerned. The higher collegiate institutions, 11 in number, included 5 schools of engineering, 3 of veterinary surgery, a literary-scientific academy, a higher normal school, and an institute of higher grade for perfection in study. The 10 special schools were as follows: 2 schools of agriculture, a school of music ( scuolaper le solfare), a higher naval school, a higher commercial school, an industrial museum, 2 institutions of high grade for women who expect to become teachers (d'i magistero femminile), a forestry school, and a school for the study of social science. The universities have 4 faculties : Law ; philosophy and literature ; mathematics, physics, and natural sciences ; and medicine and surgery. In a few of these institu¬ tions there are schools of pharmacy, veterinary surgery, and obstetrics. The uni¬ versities of Padua, Palermo, Pavia, Pisa, and Genoa have schools of civil engineering annexed to the faculties of science, and at Pisa there is also an agricultural division. In 1883- 84 a one- year’s course only was reported in the schools of engineering in Pisa, Pavia, and Genoa. In order to obtain the requisite degrees, a 4-year’s course is ccxcii REPop;r qf the ggx^ibsionla \5'f Location. required iu all tire faculties except that of medicine and surgery ; i'u that a 6-year’s course is necessary. In the school of civil engineering the course lasts 3 years ; in that of veterinary surgery 4 years ; a 5-year’s course in the school of pharmacy leads to a degree, a 4-year’s course to a professional diploma ; in the school of agriculture a 3-year’s course is required in order to obtain a degree. The 17 state universities had 13,104 students in 18S3-’84, and 229 hearers. The free ( libere ) universities, at Camerino, Ferrara, Perugia, and Urbino, had 230 students and, 13 hearers. Candidates for a degree in all universities numbered 1,811; ap¬ proved, 1,792. In the 11 higher collegiate institutions a total of 1,484 students and 60 hearers was reported. Ten special institutions reported 504 students and 51 hearers. The most frequented were the Higher Commercial School in Venice, and the Industrial Museum in Turin. According to the census of 1881, about 61.94 per cent, of the population above 6 years of age could neither read nor write. The proportion w'as nearly the same for those above 15 years of age. In northern Italy the illiteracy was 40.85 per cent. ; in central Italy, 64.61 per cent. ; in southern Italy, 79. 46 per cent. ; among the islands, 80.91 per cent. The smallest percentage of illiterates above 6 years of age in 1881 was in Piedmont, viz, 32.27 per cent. ; the largest percentage, 85.18 per cent., in Basilicata ; next largest, 84.97 per cent., in Calabria. In 1871 the figures stood : Piedmont, 42.25 per cent. ; Basilicata, 88 per cent. ; Calabria, 87.01 per cent. Netheelaxds, constitutional monarchy : area, 12,648 square miles; population (estimated, December 31, 1884), 4,278,272. Capital, The Ha^ue : population, 134,552. Minister of the interior, Dr. <7. Heems- kerk. The official report on education in 1884-85 ( VersJag van den staat der hooge-, middelbare en lagere scholen in het JconingrijJc der Nederianden over 1884-85) furnishes the following statistics : Superior instruction. — There were 1,363 students at the three state universities of Leyden, Utrecht, and Groningen in 1884-85 (ap^^t 1,342 the previous year), Leyden having an attendance of 589, Utrecht 452, and W^ningen 322. The different faculties were attended as follows : at Leyden there were 24 students in the theological faculty, 216 in the law, 261 in the medical, 38 in the faculty of natural sciences, and 50 in that of letters and philosophy. At Utrecht there were 125 students in the theological faculty, 42 in the law, 203 in the medical, 42 in the faculty of natural sciences, and 40 in the philosophical. At Groningen there ■were 17 in the theological faculty, 43 in the law, 161 in the medical, 41 in the faculty of natural sciences, and 60 in the philo¬ sophical. The communal university at Amsterdam had 615 students at the same time, against 540 in 1883-’34. Gymnasien and Progymnasien are reckoned among institu¬ tions of superior instruction in the Netherlands. The 26 Gymnasien and 4 Progymnasien had 389 teachers and 2,306 students in 1885. The special schools of this grade, be¬ sides the private university at Amsterdam with 50 Students, are principally theologi¬ cal seminaries, and are 15 in number. They had over 1,300 students in 1884-85. There were also 14 private preparatory schools of superior instruction (Latin schools, Gymnasien, and colleges), with an attendance of over 720 persons. In 1884 the state appropriation for superior instruction amounted to 1,626,668 fl. ($653,920), of which 1,309,523 fl. ($526,428) were for the three universities, and 218,678 fl. ($87,908) for subsidies to the communes for the support of the Gymnasien and Progymnasien. Tho rest was devoted to various institutions and purposes. Tho total expenditure for superior instruction, including expenditures by the state, provinces, and communes, was 2,594,082 fl. ($1,042,821). Secondary instruction. — As the Gymnasien are included in superior instruction, tho present grade of instruction includes schools of the next lower degree, which are called “ middle ” schools. They are burgher schools and industrial and technical schools above the primary grade. The burgher evening schools (including 7 Indus- EDUCATION IN FOREIGN COUNTRIES. CCXCIII trial schools) numbered 39, and were attended by 3,726 students, and had 371 teachers. There wero 45 industrial and drawing schools, public and private, with 281 teachers and 4,71G students. Tho higher burgher schools numbered 61, of which 21 were state schools. The attendance was 4,990, and tho teachers numbered 722. Girls were ad¬ mitted to 24 of theso schools. The highest salary for directors was 5,50011. ($2,211), and the lowest 1,500 11. ($603). The teachers’ salaries ranged from 1,000 11. to over 2,500 fl. ($402 to over $1,005). The total amount paid for salaries in these schools was 1,228,519 fl. ($493,865). There were 14 higher burgher schools for girls, with 1,251 pupils, and 125 female and 54 male teachers. The highest salary of a directress was 3,750 fl. ($1,507.50), and the lowest 1,60011. ($643.20). The salaries of the teachers ranged from 1,000 fl. ($402) to over 1,500 fl. ($603). The amount expended for salaries was 209,325 fl. ($84,149). The state agricultural school at Wageningen had 157 students in 1884-’85, and the horticultural school under the control of the Royal Netherlands Horticultural Society had 24 students. The polytechnic school had a total attendance of 346. The 11 naval schools had an attendance during 1884 of 410 persons. The 4 institutions for the deaf, dumb, and blind, had 545 students in 1884. Instruction in the languages, geography, ethnology, etc., of the Dutch East Indies is given at Delft and Leyden, and the schools there had an attendance of 122 in 1884. The state appropriation for secondary (middle) instruction in 1884 was 1,128,683 ft. ($453,731). # The number of recruits unable to read or write was 9.94 per cent, in 1884. Primary instruction. — The number of schools in 1884 was 4,066, of which 2,897 were public, 65 were subsidized, and 1,104 were private schools. The subsidies for schools of this grade amounted to 555,707 fl. ($223,394). The attendance at the primary (day) schools on January 1, 1885, was 593,656 (311,062 boys and 282,594 girls). Of 10,000 children of school age (6 to 12 years), 1,527 boys and 1,800 girls between 6 and 8 years, and 709 boys and 1,223 girls between 9 and 12 years, received.no primary instruction. There were 12,554 male and 4,660 female teachers of all grades (including 2,846 male and 1,382 female pupil teachers). The salaries of head teachers ranged from 600 fl. ($241) to 2,699 fl. ($1,085), and those of teachers from 499 fl. to 1,599 fl. ($200 to $643). There were 575 students in the 7 state normal schools at the beginning of 1885-’86. The state expenditure for these schools in 1884 was 438,207 fl. ($216,159). The total num¬ ber of persons receiving instruction as teachers was 5,163 (3,391 males and 1,772 females). The total outlay by the state for primary instruction in 1884 was 6,680,389 fl. ($2,685,516), while the communes expended 8,666,727 fl. ($3,484,024) clear for this grade of instruction. Sweden, constitutional monarchy: area, 170,979 square miles; population (1884), 4,643,128. Capital, Stockholm : population, 205,129. For the following detailed account of education in Sweden, the Office is indebted to Hon. Nere A. Elfwing, U. S. Consul. There were during 1884 employed at the higher “ folk ” schools 15 teachers ; at the “folk” schools, 4,128 male teachers and 1,157 female teachers ; at the smaller “folk” schools, 265 male teachers and 780 female teachers ; at the schools for small children, 511 male teachers and 4,568 female teachers; total, 4,919 male teachers and 6,505 female teachers ; besides which 297 male and 327 female teachers gave instruction in manual training. The number of children of school age was 733,329 (boys, 373,124 ; girls, 360,205), of whom 15,149 were not instructed. The yearly salaries of teachers were, at the higher “folk” schools, 1,360 to 1,900 crowns ($365 to $610), besides residence and fuel; at the “folk” schools, 600 to 700 crowns ($160 to $190), besides residence and fuel, fodder for one cow, and, if possible, also a bit of land ; at the smaller “ folk ” schools and schools for small children, 200 to 300 crowns ($54 to $82). These salaries, which are paid both male and female teach¬ ers, arc raised for a school year of eight months. Instruction over this time is paid CCXCIV REPORT OF THE COMMISSIONER OF EDUCATION. separately. In the cities, particularly the larger ones, the salaries are usually higher, and are different for male and female teachers, as will be seen by the following table. Male teachers. Female teachi Stockholm . Crowns. 1,400 | Crowns. 1,800 Crowns. 2,000 Croivns. 1,100 Crowns. 1, 400 Gothenburg . 1, 350 1,670 1,870 1, 200 1,275 Mfllnm . __ 1, 266§ 1,466! l,666f 1, 066f 1, 166| Norrk oping . . . . 1,300 1, 600 1,800 1, 100 1, 200 Jonkoping . 1, 000 1, 300 1,600 800 1, 000 Orebro . . . 1,200 1, 400 1,600 900 1,050 Upsala . 1, 300 1, 550 1, 800 1,000 1,100 Gefle . 1,300 1, 500 1,700 1,000 1, 200 Lund . 1, 200 1, 400 1, 600 1, 000 1, 200 Crowns. 1, 350 1, 20Gf 1, 200 1, 200 The building of school-houses is made by the communities, but under the inspec¬ tion of the state. Even the salaries to teachers are paid by the communities, but an addition thereto, usually one-half, is made by the state. The elementary schools, which furnish education suitable for entering the universities or higher schools of application, are kept exclusively by the state, but the commu¬ nities have to pay for the buildings, although the state often contributes a part of the cost. The teachers here are called “lectors” and “ adjuncts”; the salaries fpr the former amount to 2,500 cr. ($670), 3,000 cr. ($804), 3,500 cr. ($938), 4,000 cr. ($1,072), and 4,500 cr. ($1,206) ; and for the latter, to 1,500 cr. ($402), 2,000 cr. ($536), 2,500 cr., 3,000 cr. and 3,500 cr. — the salary being raised 500 cr. for each 5 years of service. The higher elementary schools have 7 classes, but some have only 5, and 20 only 3 classes. From these lower schools the boys pass into those of 7 classes, which also include what were formerly called gymnasia. There are also 18 Pedagogies , a kind of school in smaller cities which furnishes instruction above the standing of the “folk” school. The number of elementary schools in the fall of 1885 was 78, with 14,278 pupils. In the 1$ Pedagogies were 339 pupils. During 1885, 831 pupils, among whom were 10 girls, passed the examination entit¬ ling them to enter the university. At present only boys are entitled to pass the elementary schools, and the state has only during the last two or three years paid a small contribution to some female schools ; but at the universities instruction is free to both male and female students. It is, however, a question of the day j ust at present to open the elementary schools to girls also. In these 78 elementary schools and 18 Pedagogies were, at the beginning of this year, 827 teachers employed, including teachers of drawing, music, and gymnastics. Superior instruction. — The total cost for the university of Upsala is 711,879.41 cr. ($190,783.68). At this university there were in the fall of 1885 1,821 students, and at Lund at the same period 827. At the Medico-Surgical, or Cardinian, Institute (the medical college) of Stockholm were, in the spring of 1885, 272 students, and the appropriation by the state was 133,450 cr. ($37,765). There is also a university, or rather the beginning of a university, in Stockholm, founded by private means. It has, as yet, only one faculty, that of natural sciences, but has about 150 students and 6 professors. What the expenses of this university amounted to for the past year I have not yet succeeded in ascertaining. The technical high school at Stockholm, with which the mining school is united, had during 1884-’85 194 students, 14 professors, 7 lectors, and 7 extra teachers. In the technical school at Stockholm were, at the same period, in the evening and Sunday EDUCATION IN FOREIGN COUNTRIES. CCXCV school, 919 students ; in the technical school for females, 197 ; in the higher and in dustrial school, 28; in tho architectural school, 41. Tho number of teachers was 21 In Chalmers’ Technical School in Gothenburg wore, in 1885, 82 students, and at tho technical elementary schools in Norrkdping, Malmo, Orebro, and Boris 233 students. The number of teachers in the last 5 schools was 50. The technical Sunday and even¬ ing schools, in connection with these technical elementary schools, had together a total of 1,097 students. Tho total appropriation for technical schools was 370,400 cr. ($99,268). The appropriation by the state for agricultural schools amounted to 175,400 cr. ($47,008). These schools are, however, supported to a greater extent by the provinces in which they are situated, but the total amount required for their support I have been unable to ascertain. There are 2 veterinary schools, one in Stockholm and a smaller one at Skara, for which the total state appropriation amounted to 47,200 cr. ($12,650). The number of students in Stockholm last year was 107 ; in Skara, 43. For the schools of forestry 44,950 cr. ($12,047) were appropriated. The total appropriation by the state for instruction and schools for the deaf and dumb, and blind, was 191,900 cr. ($51,430); the number of inmates in the institute for the deaf and dumb (in 1885) was 136, and in the institute for the blind 60; 13 smaller schools for the deaf, dumb, and blind had 435 .students ; 3 institutions for elderly deaf and dumb persons had 146 inmates. The military school had an appropriation of 79,889 cr. ($21,410.25) ; the number of cadets last year was 62. The military high school and the high school for artillery and engineer officers had together an appropriation of 25,640 cr. ($6,870.52). The teachers in these schools are nearly all army officers. For instruction of military sur¬ geons 8,500 cr. ($2,278) were appropriated. The naval school had an appropriation of 31,040 cr. ($8,319) ; the number of naval cadets was 63. In both the military and naval schools the cadets pay for their maintenance. In 9 schools of navigation there were 568 students, of wrhom 170 graduated as mates, 109 as masters, 42 as engineers, 16 as 1st engineers, and 133 as captains of steamers. The ship-building school had 14 students. The total appropriation for schools of navigation was 94,650 cr. ($25,366.20). II.— Asia. India: area, 1,383,504 square miles; population, 253,906,449. British INDIA: area, 874,220 square miles; population (1881), 198,755,993. The report of the royal commission appointed to investigate the condition of edu¬ cation in British India was briefly summarized in my Report for 1883-’34. Since the publication of that volume, the Office has received the report of the acting-director of public instruction in the Bombay presidency for 1884-85. From this report it ap¬ pears that the year specified was particularly favorable to the interests of education, being free from any wide-spread agrarian distress or malarial epidemic, and the pub¬ lic finances being adequate to the demands upon them. The public expenditure for education amounted to 2,788,102 rupees, an excess of 97,233 rupees over the expenditure for the previous year. If to the above sum be added the private funds expended so far as reported, the total expenditure amounts to 4,143,843 rupees. The number of scholars who shared in this provision was 438,416, of whom 340,639 were in British districts and 97,777 in native states. The combined figures represent an increase over the previous year of 25,075 pupils. As regards the grade of instruction, these pupils were distributed as follows: in arts colleges 802, professional colleges 734, or a total in colleges of 1,536; in high schools, 18,843; middle schools, 15,356; primary schools claimed 400,919 pupils; the remaining 1,762 pupils were in training colleges and special schools of industry or CCXCVI REPORT OF THE COMMISSIONER OF EDUCATION. technical instruction. As regards sex, 396,186 of the pupils were males and 42,230 females. The. latter, including of course Europeans, were graded as follows: in pro¬ fessional colleges, 17 ; in secondary schools, 2,744 ; in primary schools, 39,356 ; in normal schools and special classes of technical institutes, 113. The results in nearly every class of institutions, as tested by examinations, show marked improvement over the previous year. The education of Maham-Madans pro¬ gresses steadily although slowly, the number at school this year being 54.148, against 51,839 the year previous. The year has also witnessed an increase of 1,474 in the at¬ tendance at girls’ schools. The acting inspector calls particular attention to the importance of fostering tech¬ nical and agricultural training in Bombay. He seconds the appeal of the president of the Poonah College of Science for an addition to the staff of teachers of trades, and to the equipment in their departments. We have [says the inspector] too many pupils turned out with a smattering of that class of education which aims at a university career. The notion that the education of the mind and the education of the hands are distinct and even contradictory, pre¬ vails too widely in India : a revolution in this state of popular feeling would be ef¬ fected by the institution of technical schools alongside of the ordinary literary schools, for the practical instruction of those who must earn their living by the work of their hands. If this want is ever to be met, the first need is an outturn of skilled and well-trained teachers and foremen. The Poonah College, if properly fostered by Gov¬ ernment, appears to mo capable of laying the foundation of a great reform. If young Brahman lads, who are fitted to be masters of our higher primary and our secondary schools, will only go through a course of mechanical instruction in the workshops, while they acquire a theoretic knowledge of various crafts in the lecture-room of the Poonah College, we shall have solved the first of our difficulties, namely, the provision of competent teachers. * 7f * * * * * It is through the supply of the teaching material prepared in the College of Science that it became possible to graft instruction in agriculture on the high school’s course. There is a small but steady improvement in the results attained from year to year. The inspector believes that large results would be secured by a stricter adherence to the scheme originally outlined by His Excellency Sir Richard Tenqffe. This in¬ cluded a university degree in agriculture, which is still under consideration. It in¬ cluded also college certificates, which have been employed with marked success. The inspector advises the addition of a model farm to the Poonah College of Science. Bhitish Buemah. Director of public instruction, P. Hordern. The following information is derived from the report on public instruction in Brit¬ ish Burmah for the year 1884-’85. The year was marked by sensible progress in the diffusion of education among all classes of the people. The number of schools under inspection increased from 4,682 to 5,010, and the num¬ ber of pupils from 127,583 to 137,504. Government or municipal town committees maintained 49 of the schools, 53 were under missionary or other European manage¬ ment, and 4,905, or nearly 93 per cent., were native schools. Of the whole number of schools, 4,946 were primary, attended by 130,511 pupils, and 50 were secondary, attended by 6,532 pupils. Regret is expressed that the num¬ ber of students who passed the university entrance examination fell from 15 in 1883-34 to 11 in 1834-85. Three schools for the training of masters are reported, besides classes for the train¬ ing of women teachers at missionary schools in Rangoon and Moulmein. Five survey schools are also reported, in addition to the provision for training in various mechan¬ ical arts at several of the mission schools of the province. The management of European and Karen apprentices at the railway workshops of Insein continues to be very satisfactory. Lads from the shops get good employment outside as soon as they complete their five years’ apprenticeship. The number of girls under instruction in inspected schools increased from 11,039 to EDUCATION IN FOREIGN COUNTRIES. CCXCVII 13,032, the increaso being almost entirely due to increase in the number of pupils at¬ tending native schools. The number of girls who passed the middle school examina¬ tion increased from 22 to 34, and the number who passed the primary standards from 173 to 386. From the Catholic convent schools at Rangoon and Moulmein 9 girls wero presented for the university entrance examination. Though none of them were suc¬ cessful, the effort to teach girls up to the university standard is an encouraging sign. Much interest is now taken in the cause of the education of girls by many municipal and town committees, among which may be mentioned the committees of Rangoon, Akyab, Henzada, and Yandoon. Special encouragement to the education of women is given by the offer of results — grants at enhanced rates in the case of successful female students; by the maintenance of the normal classes for mistresses already mentioned; by the offer of special grants for students who gain mistress's certifi¬ cates ; and by the payment by Government of half of the salary of Burmese women teachers. Although the education of women is still backward, there are indications that steady progress is being made. The director reports that the enhanced grants have greatly stimulated the attendance at girls’ schools, and that in practical school management the women normal students far surpass the majority of men normal students. Plans for the establishment of a college at Rangoon, under the management of the educational syndicate, were considered during the year. The proposal cannot be carried into effect until by incorporation the syndicate acquires a legal status. Mean¬ while the Rangoon high school has been affiliated to the Calcutta University as a first grade college, and it is now called the Rangoon College. In the college classes at Rangoon there were 18 students, as compared with 23 in the previous year. Of these, one passed the examination for the degree of B. A., and six passed F. A. ex¬ amination. These results show an advance, slight but satisfactory as far as it goes, on the results of previous years. The total expenditure of the year on education was 808,483 rupees, as compared with 713,027 rupees in the previous year. Of the total expenditure 547,200 rupees were spent on instruction, 83,670 rupees on direction and inspection, 38,390 rupees on scholarship, and 76,084 rupees on build¬ ings. III.— Africa. Cape OF good hope, British Colony : area, 229,815 square miles ; population, 3,027,168. Capital, Cape Town. Superintendent-general of education, Langham Dale. The following information is derived from the report of the superintendent-general, which brings the statistics to June 30, 1884, and general information to December 31 of the same year. The number of schools in operation during some part of the year was 1,049; the annual enrollment of scholars was 7S,037 ; the ordinary daily attendance was 39,102. Out of 39,771 scholars present at the annual inspection, 16,321, or 41 per cent., were in the three lowest standards, 6,151 scholars were reported as engaged in studies above the five elementary standards, and in addition 26,327 were learning music, 2,925 draw¬ ing, and 14,586 girls received instruction in sewing. From the returns it is estimated that 34 per cent, of the children attending school are of European or white race, and 66 per cent, are of African or colored race. Twenty per cent, of the children attending school are infants, i. e., under seven years of age. In the five colleges and institutions for higher and professional education aided by grants, there were 315 students; of these, 244 were studying in the matriculation course, 52 were preparing for the B. A. examination, and 19 were candidates for the survey certificate. With respect to schools for the aborigines, the superintendent observes that the objects aimed at are elementary instruction and industrial training. Progress in this work is small but definite. CCXCYIII REPORT OF THE COMMISSIONER OF EDUCATION. In the majority of schools among the Dutch-speaking population, satisfactory ar¬ rangements have been made by the managers to give regular and adequate instruc¬ tion in the Dutch language ; and as regards the religious instruction, the department leaves the managers perfectly free to make their own arrangements*- provided that no scholars are comxielled to receive that instruction without the consent of their parents or guardians. The total annual expenditure for education was 201,562/, of which the Government supplied 99,918/. The cost of primary instruction per capita of daily average attend¬ ance was 4/ 18s 7 d. The annual cost to Government of each student in aided col¬ leges, calculated upon the ordinary attendance, was 13/ 14s 7 d. Liberia, republic: area, 14,300 square miles; population (estimated), 1,068,000. Capital, Monrovia. The Office has received a report of the Anna Morris School, at Arthington, named by its founder, Mr. Edward S. Morris, of Philadelphia, in honor of his mother. This gentleman is well known for his zeal in the cause of Liberian progress, for his prac¬ tical efforts for the development of the republic, and for the moral, social, and in¬ dustrial improvement of its people. The Anna Morris school numbered 80 pupils in August, 1885, among whom were the sons of several native chiefs. Religious instruction is combined with the elements of reading, writing, and arithmetic. “For the present century, ” says Mr. Morris, “this kind of education can and will make practical Christian men and women.” A negro, formerly a slave in North Carolina, is the teacher of the school, which is conducted in accordance with plans developed by Mr. Morris. A noticeable feature of Mr. Morris’s philanthropic work in Liberia is his effort to provide and introduce machinery suitable for the native industries. In pursuance of this purpose he has patented a hand gin and loom, which is easily operated and ena¬ bles “ two men to do as much work in a day as twenty men can do in six days by the native process.” One of these machines is in operation at the Anna Morris school. In 1850 a legacy left in Boston for education in Liberia, furnished the foundation for a college which was opened in 1865, under the presidency of Hon. J. J. Roberts, then president of the republic. A movement was started in 1883 to secure funds suffi¬ cient for removing the college to a more healthful site, and for inaugurating an in¬ dustrial department. The energies of the New York and Boston boards of control have been directed for the last two years to the accomplishment of these ends. The entire sum paid into the treasury of the New York board for the purpose during the ten months ending May 1, 1885, has been $1,148.89. IV. — North America. Dominion of Canada: area, 3,470,392 square miles ; population, 4,324,310. Capital, Ottawa: popula¬ tion, 27,412. The Dominion of Canada consists of seven provinces, as follows : Ontario, Que¬ bec, Nova Scotia, New Brunswick, Manitoba, British Columbia, and Prince Ed¬ ward Island. Educational affairs are left to the separate control of the provinces, and while the school systems established are not absolutely uniform, they agree in certain respects. Thus elementary instruction is free in all the provinces, and in all education is to some extent under government supervision. a. British Columbia : area, 341, 305 square miles ; population (census of 1881), 49,459. Capital, Victoria. Superintendent of schools, S. D. Pope, B. A. The public schools of British Columbia are supported wholly by the Government, and are free to all. From the report of the superintendent it appears that for the scholastic year 1883-’84 there were in operation 49 common schools, 7 graded schools and 1 high school, or a total of 57. The enrollment in these was 3,420, and the aver¬ age daily attendance 1,808.6. The number of teachers employed was 75. EDUCATION IN FOREIGN COUNTRIES. CCXC1X Tho total expenditure for education proper during the year was $58,301.24 ; if to this be added the sum expended by the lands and works department in the construc¬ tion of school-houses, etc., the total outlay for the year amounts to $08,953.57. Tho superintendent says: At no time in the history of our public schools has there been such a general inter¬ est taken in popular education as during the past year. The very large increase in both enrollment aud average attendance, as ^ ell as the fact that, the total number of visits made to the schools increased from 2,922 in 1882-’83 to 9,480 in 1883-,84, are very substantial evidences of this. It is worthy of note that this lively interest was not couliued to the cities, but was shown in nearly all of the other districts. b. Manitoba: area, 123,200 square miles; population (census of 1881), 05,954. Capital, Winnipeg. The school law of Manitoba provides for the formation of a board of education for the province, to consist of Protestants and Catholics in the proportion of 12 to 9. The lieutenant-governor is directed to appoint one of tho Protestant members to be the superintendent of the Protestant schools, and one of the Catholic members to be the superintendent of the Catholic schools. In October, 1883, the superintendency of the Protestant schools devolved upon the Hon. Mr. Larivibre, who in his report for that year pays a deserved tribute to the labors of his predecessor, Venerable Archdeacon Pinkham, who held the position of superintendent twelve years. No report of the condition of the Catholic schools has been received at this Office. The report of J. B. Somerset, the present superintendent of Protestant schools, brings the record of this department to January 31, 1885. The number of schools reported for the year ending at that date was 359, having an attendance of 13,641 pupils, of whom 13,051 were of school age, viz, 5 to 16. The total attendance in the schools for the last half of the year was 10,835, and the num¬ ber of teachers employed in the schools was 359, viz, 170 men and 189 women ; the av¬ erage duration of the school year in the rural districts was 7.3 months; in the cities and towns, 10 months. The average salary of male teachers in the rural districts was $460 ; of female teach¬ ers, $407. In the cities and towns the average salaries were, for men, $781 ; for women, $447. A provincial normal school is maintained in connection with the Protestant public schools of the city of Winnipeg, on account of which an annual grant of $2,000 is made by the Protestant section of the board of education to the "Winnipeg board of Protes¬ tant school trustees. Besides the session of the normal school held at Winnipeg for five months of the year, a second session, consisting of institutes for the instruction and training of third-class teachers only, is held in such places and for such periods as the board of education may determine. The number of students under training at Winnipeg during 1884-’85 was 50, and the number in the several institutes 86. The expenditure amounted to $3,000.65 ; and as $3,000 is the limit of the legislative al¬ lowance, no material increase can be made in the work until additional provision shall be made by the legislature. Collegiate departments are in successful operation in connection with the public schools of the cities of Winnipeg, Portage, La Prairie, and Brandon. The total legislative grant for Protestant schools in 1884 amounted to $37,732.23; the total expenditure to $40,682.62. c. Xew Ekuxswick: area, 27,174 sqnare miles; population (census of 1881), 321,233. Capital, Fred¬ ericton. Chief superintendent of education, William Crocket. The free-school system of New Brunswick includes common, grammar, and superior schools and the provincial normal school ; these are supported by legislative grants and local rates. In his report for the year ending April 30, 1884, the chief superintendent states that there has been during the year a very gratifying increase in the number of schools. ?cc REPORT OF THE COMMISSIONER OF EDUCATION. teachers, and registration and average attendance of pupils. The increase in the number and improvement of school-houses has, considering the large number of sub¬ stantial buildings already in existence throughout the country, been fairly satisfac¬ tory, and from the reports of the inspectors it will be seen that the general efficiency of the schools, which must ever be the prime object of a school system, has been main¬ tained. The increase in the salaries of teachers, slight as it is, is a further evidence of the progress which has characterized the operations of the year. The report for the year ending June 30, 1385, shows a continuance of the increase in enrollment and average attendance. In the summer term (1884) the number of schools was 1,508 ; the number of teach¬ ers, 1,001 ; the number of pupils, 57,088. In the winter term the number of schools was 1,549 ; the number of teachers, 1,695 ; the number of pupils in attendance, 63,000. In the former term the proportion of the population of the province enrolled in the public schools, according to the census of 1881, was 1 in 5.63 ; in the latter, 1 in 5.10. As regards age, it appears that for the winter term 405 pupils were under 5 years of age, 57,344 between 5 and 15 years, and 5,252 were over 15 years. The percentage of pupils daily present on an average during the period the several schools were open was, for the summer term, 58.47 ; for the winter term, 53.35. The maximum number of lawful teaching days for the year was 268. The average time the schools were open, exclusive of holidays, vacations, and Sundays, was 242.11 days. The following statements are given with reference to the teachers’ term of serv¬ ice : in charge of schools, summer term, 1,562 teachers; winter term, 1,659; number teaching in the same districts in which they taught the previous term, summer, 1,063 ; winter, 928; removed to other districts, summer, 284; winter, 306; teaching for the first time, summer, 196 ; winter, 239. The average rate of teachers’ salaries ranged, for men, from $226.32 for teachers of the third class to $511.80 for teachers of the first class; for women, from $182.58 to $333.43. In his report for 1883-’84, the superintendent expresses regret that — < So many schools are yet filled by untrained, inexperienced persons, who have very little conception of the nature of the teacher’s work. During last year no less than 514 local licenses had to be issued to supplement the supply from the normal school. There is no doubt that in some districts trustees prefer to engage local licensees on what they suppose grounds of economy, and have set the trained teachers aside ; but with all this the normal school has not yet been able to supply the demand. It has sent out during the last 12 years about 2,200 trained teachers, being an average of 183 yearly. But to keep up the teaching staff at its present numbers the school would require to send out yearly at least 250, and taking into account the number of local licensees in the field, it will require to send out for some time nearly 300 a year before all our schools are supplied with trained teachers. Every effort is being made by the board of education and by the inspectors to discourage the employment of un¬ trained teachers. The board has recently ordered that no license shall issue to an untrained person to teach in a district, if the services of a trained teacher can be pro¬ cured by the trustees or recommended to them by the inspector. Nearly all the in¬ spectors have strictly observed this order. By the legislative act of 1884 the grammar schools were made an integral part of the school system of the province, and, since November 1st of that year, have been under the exclusive control of the boards of school trustees in the districts in which they are established. The number of grammar schools and departments established is 20, and the report from 14 of these shows an enrollment of 754 pupils in the gram¬ mar department proper. Two courses, modern and classical, are provided. The in¬ spector observes that the majority of the pupils are looking forward to commercial pursuits, and urges that efforts be made to induce a larger proportion to seek further advantages in the university. The number of superior schools reported is 43. The Provincial Normal School was attended by 379 students. Owing to the scarcity of teachers, and the necessity of employing, in consequence, untrained per¬ sons to take charge of schools, it was deemed advisable by the board of education, after the close of the session in June, 1884, to grant to the student-teachers the option EDUCATION IN FOREIGN COUNTRIES. CCCI of being examined for licenses of the third or second class, and under certain condi¬ tions for licenses of the first class, after one term’s attendance. Nearly all the students elected to be examined for licenses at the close of a term, and lienee the large numbers added to the teaching staff of the province during the year. From the supply thus afforded, and the prospect of an additional supply of over 150 at the close of the term in December last, the board discontinued the granting of local licenses, except fo Acadian districts, for which the supply of trained teachers is still limited. Finances. — The total disbursement of provincial grants for the year ending Decem¬ ber 31, 1885, was §93, 805.04, and the total apportionment of county fund for eight months ending June 30, 1885, was $66,755.64; of this sum $3,750.26 were special ap¬ propriations to poor districts. d. Nova Scotia: area, 20,907 square miles; population (census of 1881), 440,572. Capital, Halifax; population, 30,100. Superintendent of education, David Allison. In Nova Scotia, as in New Brunswick, the public schools are supported by provin¬ cial and county funds and rates. F or the year 1884- 85 the superintendent reports an increase in the number of schools, teachers, and pupils, both for the individual terms and for the year as a whole, beyond that of any previous year. Moreover, some degree of improvement is disclosed in all those features of a system of public instruction which may fairly be appealed to as tests of its efficiency. The total number of pupils registered in the winter term was 81,472, with a daily average attendance of 44,214.5 ; in the summer term the total number registered was 86,578 ; average daily attendance, 47,457.9. In the former term 1,982 teachers and licensed assistants were employed ; in the latter, 2,127. With reference to the period of service, it is stated that ‘-'during the winter term 977 teachers continued to teach in the same sections in which they taught the pre¬ ceding term, 699 removed to other schools, while 282 engaged in teaching for the first time. During the summer the corresponding figures were 1,235, 655, and 210.” The average salaries throughout the province ranged as follows : for men, from $205.34 for teachers of the third class to 8421.77 for teachers of the first class; for women, lrom 8169.70 in the third class to §311.97 in the first class. Provision for intermediate instruction is made in county and special academies, which in 1885 showed a total enrollment in all departments of 6,636. In his report for 1883-84 the superintendent stated that from a careful examination of the matter he was led to the conclusion that but a small part of the advanced school work of the province (viz, instruction in Latin, Greek, algebra, geometry, and chemistry) was done in the county academies. He therefore submitted for the consideration of the legislature the outlines of a plan for remodeling the system of academic grants, which plan has been partially embodied in an act passed by the leg¬ islature since the publication of the report indicated. The superintendent also ob¬ serves “that the work of classical instruction in the academies and high schools has hitherto been seriously inconvenienced by the different matriculation standards in force in the various colleges.” This difficulty is about to be removed, inasmuch as the colleges of the province have agreed upon a uniform scheme of matriculation studies. The number of pupils registered in the normal school during the year 1885 was 205, of whom 140 received licenses. For the purpose of encouraging agricultural education in the province, the legis¬ lature has authorized the appointment of a lecturer on agriculture in connection with tho normal school. The total public school expenditure for 1885 was 8642,771.87, of which §199,188.21 were from the government grants. From the reports of the board of school commissioners and of the supervision for CCCII REPORT OF THE COMMISSIONER OF EDUCATION. the city of Halifax, it appears that the total number of different pupils enrolled in the common schools during the year Tras 6,247, with an average daily attendance of 3,9^3. j In the winter term 98 teachers were employed, and in the summer terms 102. About 1 four-fifths of the teachers are women, and the proportion of women teachers hold- i ing the higher grades is increasing. An examination of the records of the high school shows that, of the pupils who en- 1 ter, about one out of every twenty passes on to college ; one-third continue in school until they reach the age of 16 or 17 ; and all the rest leave as soon as they can get ] good situations in banks, stores, or workshops. In view of the very different relation in which these pupils must stand to classical students, it has been decided by the board that “no scholar of the high school shall be required to study Latin ; but all scholars wishing to omit the study of Latin shall be required to state their reasons to j the masters of the high school before such exemption is granted.” In addition to its system of public schools, Halifax has the advantage of being the \ seat of Dalhousie College and University. Acadia College, situated at Wolfville, has come into deserved prominence during the last two years by reason of the establishment of a chair of didactics. The first incumbent of the chair is Dr. Theo. A. Rand, well known for his work as chief super¬ intendent of education for New Brunswick, which position he left to accept the new professorship in Acadia College. e. Ontario : area, 101,733 square miles; population (census of 1881), 1,923,228. Capital, Toronto : pop- ij ulation, 80,415. Minister of education, Geo. W. Eoss. The report of the commissioner of education for 1881 presented a brief outline of i the system of public instruction in Ontario. The main features of this excellent sys¬ tem are as follows : A department of education has been created whose powers and duties are clearly defiued, and a complete system of instruction provided, extending from the primary school to the university. No person is deemed qualified to teach who has not passed the examination for one of the three grades of teachers’ certificates, all of which examinations are very rigid, j Provision for training teachers is made in normal and model schools. No person can be appointed head master in a high school or collegiate institute unless ho shall be a graduate of arts of some university within Her Majesty’s domin- ■ ions, and shall furnish satisfactory evidence of his knowledge of the science and art of teaching. Inspectors must also give evidence of qualification for the service. The cost of education is defrayed chiefly by legislative grant, municipal grants, and assessments. In 1881 efficient provisions were introduced into the school law for securing the I school attendance of all children between the ages of seven and thirteen years for a period of twenty-two weeks, in two terms of eleven weeks each, in each year. The following information is derived from the report of the minister of education presenting the proceedings of the department for 1884, with the statistics for 1883: The school population (comprising only children between the ages of five and six- • teen years) reported by trustees was 478,791 ; decrease, 5,026. The school population and total attendance have been diminishing for some years. The number of pupils between the ages of five and sixteen years attending the schools was 452,661 ; decrease, 4,517. Number of pupils of other ages attending the m schools, 11,708; decrease, 2,626. Total number of pupils attending the schools, 464,369; decrease, 7,143. The number of children between seven and thirteen years of age reported as not attending any school for 110 days during the year was 88,432. The number between seven and thirteen reported as not attending any school whatever, 7,266, or one and a-half per cent, of the whole school population. The average attendance, viz, the aggregate daily attendance divided by ike num- j EDUCATION IN FOREIGN COUNTRIES. CCCIII ber of legal teaching days in the year, being 220 for rural and 212 for urban schools, was 215,501 ; increase, 1,385. It is satisfactory to note that, while the total school population and attendance were slowly decreasing, the average attendance increased. The percentage of average attendance, as compared with the total number attend¬ ing school, was, for rural districts, 43; cities, 59; towns, 55 ; province, 46; increase, 1 per cent. The number of teachers employed was 6,911, of whom 2,829 were men and 4,082 women. Salaries are quietly but surely advancing. The average salary of male teachers in counties, including incorporated villages, was 8394 ; of female teachers, 8252. In cities, of male teachers, $764 ; of female teachers, $362. In towns, of male teachers, $605; of female teachers, $277. In counties, not including incorporated villages, the average salary of male teachers was $388 ; of female teachers, $250. In incorporated villages, male teachers, $515 ; female, $256. The average salary of male teachers in the prov¬ ince was $422 ; of female, $271. In these calculations teachers who are members of religious orders are omitted. The average time of keeping the schools open, exclusive of holidays, vacations, and Sundays, was 207 days. The number of Roman Catholic separate schools was 194, attended by 26,177 pupils, with an average attendance of 13,705. The number of teachers employed in these schools was 397 ; average salaries being, for men, $352 ; for women, $188. These fig¬ ures are considerably below the public school average ; but it must be remembered that many of the separate school teachers are members of religious orders, and receive merely nominal salaries. The amount apportioned and paid by the department of education from the legis¬ lative grant to separate schools in the same municipalities was $14,400. The amount of school rates from the supporters of separate schools, $108,634. The amount sub¬ scribed by supporters of separate schools and from other sources, $43,254. Total amount received from all sources, $166,288. The number of high schools and collegiate institutes reported is 104. Of these, 37 charge fees, 67 are free, 54 are united with public schools. The number of pupils in these schools was 11,843, and the average attendance in them 55 percent, of the total attendance. The cost per pupil reckoned on total attendance was $29.47 ; on average attendance, $54.07. The course of study includes algebia, Latin, Greek, French, and German. The total number of teachers employed in these schools was 347, and the average salary of head masters was $1,068 The total expenditure for the year on account of these schools was $348,946. Of the entire number of pupils reported in 1883 it appears that the number who matriculated at any university was 277 ; who entered mercantile life, 768 ; who engaged in agriculture, 583 : who joined any learned profession, 868 By regulations approved by the legislative assembly in 1884, the following condi¬ tions are required from each collegiate institute now existing, for its continuance, and for the establishment and continuance of any new collegiate institute : (1) Suit¬ able buildings, out-buildings, grounds, and appliances for physical training. (2) A library containing standard books of reference bearing on the subjects of the pro¬ gramme. (3) A laboratory with all necessary chemicals and apparatus for teaching the subjects of elementary science. (4) Four masters at least, each of whom shall be specially qualified to give instruction in one of the following departments: classics, mathematics, natural science, and modern languages, including English. (5) The members of the teaching staff must possess such qualifications as will secure thorough instruction in all the subjects on the curriculum of studies for the time being sanc¬ tioned by the education department for collegiate institutes. The foregoing are intended to apply to every collegiate institute that may hereafter be established, and to those now existing, on and after the first day of January, 1885. The annual legislative grants to high schools and collegiate institutes shall be dis- CCCIY REPORT OF THE COMMISSIONER OF EDUCATION tributed on the folio-wing basis: (1) Every high school with two qualified teachers shall receive the fixed grant of $500, and in addition 33£ per cent, of the yearly amount paid for salaries of such teachers from $1,500 up to $2,000. (2) Every high school with at least three qualified teachers shall receive the fixed grant of $500, and in ad¬ dition 45 per cent, of the amount by which the aggregate of salaries paid such teach¬ ers exceeds $2,000, but not to exceed $750 in any case. (3) With a view to encourage the establishment and maintenance of school libraries and laboratories, the improve¬ ment of grounds and buildings, and the promotion of physical culture by means of gymnastics, drill, and calisthenics, a sum not exceeding $10,000 is to be apportioned by the education department among such high schools (and collegiate institutes) as are considered worthy. In the distribution of this sum the average attendance will be taken into account. (4) Every collegiate institute complying with all the condi¬ tions prescribed by the education department for collegiate institutes, as such, shall receive the fixed high school grant of $500, the special grant for collegiate institutes of $250, also 33-t per cent, of the yearly amount paid for salaries of the four duly quali¬ fied teachers from $2,000 up to $4,500, but not to exceed $750 ; also 33£ per cent, of the amount by which the aggregate of all salaries exceeds $4,500, but not to exceed $500 in any case. The Toronto Normal School had an attendance during the year 1883-’84 of 219 students, and the Ottawa Normal School an attendance of 132. The expenditure on behalf of these schools, together with the model schools connected with them, was, for 1883, $45,340.40, and for 1884, $49,602.68. Fifty-one county model schools were in operation during the year, with an attend¬ ance of 1,117 student teachers, of whom 1,017 passed the final examination. The course of training includes principles of education, physiology and hygiene, music, drawing, and calisthenics, and review of non -professional work. The session continues for thirteen weeks, and a special allowance is made to the principal of any school in which provision is made for this work. Under the regulations of 1877 teachers’ associations were first recognized by law as part of the educational machinery of the province. They have grown rapidly in pop¬ ularity and usefulness, but so far have been maintained by the almost unaided efforts of the profession. Under the conviction that still better results may be secured through these associations, the department of education has appointed an officer for the supervision of them. The duties of this officer, whose title is “ director of teach¬ ers’ institutes,” are briefly as follows : ( a ) to visit each institute annually ; (5) to de¬ liver at least three lectures to the institutes, and one public address at each visit; (c) to form the teachers into classes for instruction in methods of teaching; ( d ) to direct the profession, either by examination or otherwise, as to the literature that should occupy their attention during their spare hours ; (e) to arouse their professional en¬ thusiasm by personal intercourse and advice ; (/) to meet trustees and other school officers, and give such information in regard to school matters as may be required ; ( g ) to report annually to the department the attendance at each meeting, the nature of the work done, etc. The institutions for superior instruction included in the report of the minister of education are the University of Toronto ; University College, Toronto : School of Practical Science ; and Upper Canada College. During the year 737 candidates underwent examination in the different faculties of the University, including 71 in the local examination for women. The number who matriculated or were admitted to degrees and ad eundem statum in the different faculties was as follows: law, matriculated, 10; degree of LL. B., 1; medicine, matriculated, 26 ; degree of M. B.,10; degree of M. D., 2; arts, matricu¬ lated, 170 ; ad eundem statum, 5; degree of B. A., 65 ; degree of M. A., 3. The senate of the University of Toronto has recently passed a statute establishing the degree of C. E., open only to those who hold the diploma in civil engineering of the School of Practical Science. EDUCATION IN FOREIGN COUNTRIES. CCCV One indispensable condition for obtaining this degree is that the candidate shall have spent three years on engineering work after leaving this school. The degree is thus a certificate that the holder has had six years training in his profession, three years of which shall have been spent in laying a scientific foundation for his future work. The establishment of this degree supplies a want long felt by the profession in this province. Hitherto the most general method of becoming a civil engineer in this country has been for the aspirant to begin on railway or other engineering work, as a chainman or rodman, and gradually to rise to the position of assistant engineer. At this stage it is usual for a man to assume the designation of C. E. and to be so consid¬ ered by his fellow professional men. If he has by this time gained sufficient expe¬ rience and influence, the higher positions in the service are within his reach. The defects of this system are obvious. No examination was required as a test of his scientific knowledge, and no diploma was received from any properly constituted au¬ thority. In fact, the profession has liitherto been simply a business open to any one, irrespective of his qualifications. This state of affairs has been unsatisfactory to men who take an interest in their profession, and various attempts have been made by the older members of the pro¬ fession in Canada to remedy it, by forming a society of civil engineers similar to the Institution of Civil Engineers in Great Britain, and to the American Society of Civil Engineers in the United States ; but hitherto little success has attended their efforts. This board feels confident that the establishment of the department of engineering in the School of Practical Science, and of the university degree of C. E., will do much to elevate the character of the profession by affording young engineers an op¬ portunity both of obtaining the scientific knowledge necessary for successful prac¬ tice, and of becoming properly accredited professional men. While any one is still at liberty to style himself a civil engineer, the fact that the number of students in the department has steadily increased from seven in 1878, when the school was opened, to forty-one in the present session, shows that the young men of the country feel the importance of good training, and appreciate the opportunity for obtaining it which the School of Practical Science now places within their reach. The tenth annual report of the Ontario Agricultural College and Experimental Farm brings the record of that institution to January, 1885. This is truly a farmers’ school, and every year gives increased evidence of its usefulness. The course of study includes business arithmetic, surveying, political economy, a little of the pure sciences, and agriculture in all its branches. English language and literature are included in the programme, but no place is assigned either to the clas¬ sics or modern foreign languages. Instruction is given wholly by lectures. The. daily routine of the students will serve to show how large a part of the time is spent in practical work. For nine months in the year the daily exercises are as follows : lectures in the college, three hours a day (except Saturdays) ; manual labor outside, three and a half to five hours a day, according to the season of the year; study in room, two hours a day ; drill and gymnastics, one hour a day (for five days of every alternate week). July and August are devoted entirely to work in the outside department. The roll of students for the year numbers 188. /. Pbixce Edward Islaxd : area, 2,133 square miles; population, 108,891. Capital, Charlottetown. „ Chief superintendent of education, D. Montgomery. According to the report for 1883, the number of pupils enrolled in the public schools was 21,495, with an average daily attendance of 11,759. Attendance is compulsory for at least 13 weeks annually, and from careful estimates the superintendent is led to believe that in the country districts nearly 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 appears to be less satisfactory. XX E CCCVI REPORT OF THE COMMISSIONER OF EDUCATION. Of the entire number of pupils enrolled, 1,934 were studying one or more of the fol* lowing advanced branches : Latin, Greek, French, algebra, geometry, chemistry, and natural philosophy. The total number of teachers employed was 473, of whom 247 were men and 226 women. The number of women teachers employed increases each year, the excess of men having fallen from 71 in 1881 to 21 in 1883. Average salaries range, for men, from $226.90 in the third class to $491.52 in the first class; for women, from $130 to $295, in the same classes. The attendance for the year at the Prince of Wales College and normal school was 130 pupils. The total expenditure for the year was $136,817.09 ; the rate of expenditure for each pupil enrolled was $6.36, for each pupil in daily attendance $11.64. g. Quebec: area, 188,688 square miles; population, 1,359,027. Capital, Quebec: population, 62,446. Superintendent of public instruction, G6d6on Ouimet. The department of public instruction in the province of Quebec is placed under a superintendent, and the council of instruction is divided into two distinct commit¬ tees, one Roman Catholic and the other Protestant. The province is divided into school municipalities managed by five school commissioners. When in any locality there exists a certain number of families who do not profess the religious belief of the majority of the inhabitants, the minority have a right to demand for their children separate schools, which are placed under the control of three trustees, and they receive a grant from Government proportioned to the number of children of school age. Thus it is sought to protect both Protestants and Roman Catholics in their beliefs. This is considered necessary, owing to the fact that the system of pub¬ lic instruction in Quebec is distinctly religious, and not secular. From the report of the superintendent of public instruction for the year 1833-’84, it appears that the number of pupils enrolled in the schools for that year was 250,000, being an increase of 7,277 over the previous year. The average attendance was 192,852, being an increase of 6,960. The superintendent reports marked improvement in school buildings and furniture. He goes on to say : The law of 1876, which obliges the municipalities not to construct school-houses except under certain conditions as to size and distribution of rooms, was not passed without considerable hesitation by the legislature. It was feared that popular in¬ dignation would be provoked at the restraint and additional expense which might follow, and that this feeling would manifest itself at the elections. Nothing of the kind, however, happened. The ideas of the people were misunderstood, I am happy to be able to state, in the matter of public instruction ; the opposition made to the law is scarcely perceptible. The superintendent calls attention to the very unsatisfactory positions of the teachers of the primary schools on account of their meager salaries ; a domestic servant earning $5 a month is better off than the female teacher who receives from $60 to $100 a year ; of these there are 1,863, leaving out the nuns. An annual salary of $200 is paid to 154 teachers. “ The time seems to have come, ” says the superintendent, “when the proposition to fix a minimum for salaries by special legislation ought to be car¬ ried into effect. ” The law respecting the pension fund, though incomplete, is said to have yielded excellent results. The superintendent advises that the examinations for teachers’ diplomas be made more severe. “ There are, ” he says, “ enough cer¬ tificated teachers, but not enough good teachers.” This he attributes to the too great facility with which certificates of competency have been granted. The great agricultural progress in the province for several successive years is, in the judgment of the superintendent, attributable in some measure to the instruction given on the subject in the schools. * The total amount of grant, assessments, and contributions for school purposes amounted for the year to $10,951.90. EDUCATION IN FOREIGN COUNTRIES. CCCVII From the statistics of superior education, Catholic and Protestant, it appears that the whole number of institutions was 563 ; the a mount of government grants to the same, $113,362. For 560 institutions the anuual revenue was $1,223,579 ; the annual expenditure, $1,234,607 ; the value of buildings and of real estate, $5,695,896 ; the number of professors and of teachers, 2,842 ; and the number of pupils, 74,592. The above statistics include 3 normal schools, in which there were entered for the year 286 pupils; of these, 244 remained to the end of the sessions, and 173 received di¬ plomas. Jamaica, British colony: area, including Turks and Caicos islands, 4.362 square miles; population 585,536. Capital, Kingston. Inspector of schools, Thomas Capper. From the report of the inspector for the year ending September 30, 1885, it appears that there were 728 schools on the government list, having an enrollment of 62,106 scholars, with 36,079, or 58.1 percent., in average attendance. The prominence that has lately been given to the subject of education in the legis¬ lature, in the public press, and in the report of the royal commissioners, has greatly stimulated the work in this island. Enrollment, average attendance, and the amount of school fees collected show large increase over the same for 1882. The difficulty which is experienced in the endeavor to secure qualified teachers will, it is hoped, be diminished by the operations of the Female Training College estab¬ lished in accordance with the legislative act of 1884. The opinion is expressed that, taking one source of income with another, a well qualified first-class teacher may se¬ cure an annual income of 100Z. A new building for the Jamaica High School was formally opened in July. Unusual success has attended the operation of the adult and juvenile reading clubs organized through the persistent efforts of the assistant inspector, Col. George Hicks. The grant in aid of education amounted in 1884-85 to 21,707Z, and the fees collected to 7,903Z. Trinidad, British colony : area, 1,754 square miles ; population, 153,128. Superintendent of educa¬ tion, R. J. L. Guppy. The following information is derived from the report of the superintendent of edu¬ cation for the two years ending June 30, 1885 : The number of schools under inspection at the date mentioned was 116, having an enrollment of 11,747 scholars and an average attendance of 8,132. There were also 20 Coolie schools, toward the maintenance of which a special grant of 250Z is made ; these had an enrollment of 645 scholars and an average attendance of 441. This gives in all a total of 136 schools, 12,392 scholars, and 8,573 in average attendance. These figures, the superintendent observes, show “ a marvelous increase upon those last published, namely, for the year 1882-83 ; ” but he estimates that there are still in Trinidad over 5,000 children who do not go to any school. Exclusive of buildings and repairs, the total expenditure for elementary and higher elementary education during the year 1884 was 16,415Z 18s 2d, or 5 per cent, of the public expenditure of the island. Of this sum, 2,368Z were returned in fees and reimbursements. Y. — South America. I My Report for 1883-84 contained information with regard to education in several countries of South America. Later information has been received from Ecuador, Chili, and Uruguay, but not in time for insertion in this Report. The interest felt in the progress of the South American countries leads me to hope for full data from the same for use in the next Annual Report of this Office. CCCVIII REPORT OF THE COMMISSIONER OF EDUCATION. VI. — OCEANICA. Hawaii, constitutional monarchy : area, 6,677 square miles; population (census of 1884), 80.578. Capi tad, Honolulu; population, 20,487. The latest information respecting education in Hawaii will be found in my Report for 1883-’84. Since that date the Office has received an interesting account of the industrial and reformatory school of Honolulu, established in 1865. Boys are committed to this school by a magistrate’s order, on conviction of crime or misdemeanor, or for being truants, vagabonds, or orphans. In addition to the or¬ dinary elementary branches the boys are trained in agriculture and in carpentry, provided they show any aptitude for mechanical pursuits. Instrumental music is also a feature of the training. Since the school was founded there have been about 450 admissions and 395 discharges. New South 'Walks, British colour: area, 309,175 square miles; population (estimated, 1884), 250,000. Capital, Sydney. Minister of public instruction, W. J. Trickett. In his report for 1884 the minister of public instruction gives the following sum. mary of the year’s work : 241 new schools were opened ; 1,912 schools were in opera¬ tion during the whole or some part of the year, and 1,875 schools were in existence at its close. The whole school accommodation thus provided was equal to 151,166 seats. Two hundred and thirty applications for new schools were received, and 181 granted. The total number of schools established from 1881, the year following the passage of the public instruction act, to 1884, was 575, and notwithstanding the withdrawal of aid from denominational schools at the close of 1882, the net increase for the period was 404. The total school population (4 to 15 years) was 250,628, and the statutory school population (6 to 14 years) was 180,577, showing an increase from April 1, 1881 (when the census was last taken), of 32,257, or 22$ per cent. ; 167,134 pupils, showing an increase of 71,216 for the year, attended state schools; 126,469, or 75$ per cent., were of the statutory school age, and 40,665, or 24$ per cent., were under or over that age ; 86,665 were on the school rolls nine months or more in the year, and the remainder, 80,469, less than nine months; 83,541 attended school 140 days or more, and 83,593 attended less than 140 days in the year. The percentages of enrolled pupils in average attendance, and attending 140 days or more, were nearly the same for 1883 and 1884. In 2,526 cases of default in school attendance, the parents were prosecuted and convicted. Steps were taken towards appointing additional school boards in each district, so that local supervision might become more active and efficient. 196 additional school sites were obtained, 406 new school buildings and 41 sub¬ stantial additions to existing buildings were completed, affording accommodation for 33,027 pupils. At the close of the year, the total number of places provided in school accommodation exceeded the average number of pupils in quarterly enrollment by 12,581, and was only 14,990 less than the number of distinct pupils on the school rolls during the year. Other new buildings and additions, for the accommodation of 9,924 pupils, were in progress at the close of the year ; 45 new weather sheds and repairs to 416 school buildings were also completed or in progress. The inspectoral staff was rearranged, and improved standards of proficiency were broaght into operation. 98,540 pupils were examined, 82 per cent, being of the statu¬ tory school age. In all respects the proficiency of the pupils evidences satisfactory progress. 8 high schools and 26 superior schools were in operation. The superior schools are doing fairly satisfactory work, but the amount of support high schools have hitherto received from the public is not encouraging. Night schools have still further declined, and the experience so far gained respecting them tends to show that their usefulness is very limited. 40 itinerant teachers are at work, and the results achieved are very encouraging. 2,264 teachers and assistants, 823 pupil-teachers, and 88 work-mistresses were em- EDUCATION IN FOREIGN COUNTRIES. CCCIX ployed; 119 students attended the training school, and, of these, 74 completed their oourse and obtained certificates. 774,357? were expended during the year, and toward this amount 56,766? were paid into the treasury as school fees. This expenditure shows a decrease of 47,495? com¬ pared with that of the previous year. The total amount expended per pupil was 12 s 8£d less, and the net state expenditure was 12s ll|d per pupil less, than in the previous year, while the state expenditure per pupil for education — exclusive of the expenditure on buildings — was 2? 9s 5 id, or an excess of Is 5£d per pupil over the like expenditure of 1883. Technical education. — The board of technical education was appointed on August 1, 1883. On October 1st the Technical College of the Sydney Mechanics’ School of Arts, which had been subsidized by the Government for four years previously, was transferred to the management of the board, and the large hall, the chemical labo¬ ratory, the art room, and seven other apartments were leased from the committee of the School of Arts. The number of individual students who received instruction at the Technical Col¬ lege during at least one session of the year was 2,128, or an increase of 887 over those attending some of the terms of 1883. The popular science lectures, given under the auspices of the board, in the large hall of the Sydney Mechanics’ School of Arts, leased for four nights weekly for that purpose, are principally intended for the benefit of workingmen, and to induce stu¬ dents to attend the college classes, and they have proved highly valuable in giving information on a variety of subjects to numbers of artisans engaged in the leading industries. The estimated number of persons who attended 187 of these lectures dur¬ ing last year was 34,298, or an average of 183 at each lecture. The total advance from the parliamentary vote for technical education in 1884 was 17,093? 3s 4 d. New Zealand, British colony: area, 104,027 square miles; population, exclusive of Maoris (1884), 596,604. Capital, Wellington. Minister of education, Robert Stout. The following information is derived from the report of the minister of education for the year ending December 31, 1884. The number of public schools reported in operation at the date mentioned was 987, being an increase of 44 since 1883. The number of scholars belonging at the end of the year was 97,238; the average attendance for the whole year was 75,391, being 77.9 per cent, of the mean of the number enrolled for the four quarters. The increase in enrollment and in average attendance over 1883 was greater than in any simi¬ lar period since 1880. The attendances reported include 163 pure Maoris, and 540 of mixed races. The branches pursued, in addition to the three elementary subjects, and the number of scholars in each were as follows : English grammar and composition, 42,784; geog¬ raphy, 55,128; history, 36,915; elementary science, 20,331 ; drawing, 59,066; object lessons, 74,656; vocal music, 70,157; needle-work (girls), 34,504; domestic economy, 6,462. The number of teachers employed during the last quarter of 1884 was 2,447, an in¬ crease of 156 over the corresponding number in 1883. This increase kept equal pace with the increase in average attendance. The total receipts for elementary educa¬ tion during the year were 371,548? 19a 9 d ; adding to this sum receipts for public libra¬ ries and secondary schools, and balances, the total income was 384,556? 11a 5 d. The total expenditure by the school board for elementary schools, public libraries, and secondary schools, was 365,002? 19a 2d. Four training colleges for teachers are reported, having an enrollment in Decem¬ ber, 1884, of 139 students. The expenditure for these schools was 8,652? 6a 6d, and the government grant 7,618? 4a 9 d. The report contates interesting particulars of 71 native schools maintained by the cccx REPORT OF THE COMMISSIONER OF EDUCATION. department, and 10 industrial schools and orphanages maintained wholly or in part by the department. Separate reports are made by the department to the general assembly respecting secondary and superior institutions. The latter comprise Canter¬ bury College, the Auckland University College, the University of New Zealand, and the University of Otago. South Australia, British colony: area, 903,690 square miles; estimated population (1883), 304,515. Capital, Adelaide. Minister of education, It. C. Baker. The following information is derived from the report of the minister of education for 1884. The total number of children under instruction during the year in public and pro¬ visional schools was 42,758, and the average daily attendance 25,048. The schools were in charge of 241 head teachers, the whole number of teachers and assistants being 1,000. The report on the operation of the compulsory law shows that 15.34 per cent, of the children of compulsory age did not make the required thirty-five days’ attendance, and that 5.44 per cent, of the total number of compulsory age were reported as cases of neglect. The cost of enforcing compulsion was 1,986? Is. Of 30 pupils of the training col¬ lege, 5 passed the examination for second-class certificates, and 28 the examination for third- class certificates. The cost of the training college for the year was 3,504? 2s 6d. The total cost of education, exclusive of buildings, was 102,143? 2s Id. The amount of school fees paid by the parents was 23,758? 0s 8d. Victoria, British colony: area, 87,884 square miles; population, 1884 (estimated), 945,703. Cap tal, Melbourne. Minister of public instruction, D. Gillies. The following information is derived from the report of the minister of public in¬ struction for the years 1883 and 1884. The number of schools in operation December 31, 1883, was 1,750. Of these, 1,680 were conducted as full time, and 70 as half time schools. The number of localities supplied with means of education was 1,820, showing a net increase of 26 during the year. Twenty-nine night schools were opened in 1883, and 27 remained in operation on December 31st. Of these, 8 were for boys, 4 for girls, and 15 for both sexes. The enrollment in the day schools for 1883 was 217,447 ; average attendance, 116,716 ; enrollment in night schools, 4,981; average attendance, 1,612; total enrollment, 222,428 ; total average attendance, 118,328. A careful examination of the returns indicates that these totals include many du¬ plicate enrollments; it is estimated that if the rolls were cleared of these duplicates the number of pupils in day and night schools would not exceed 188,949, being an increase of 1,559 over the number in 1882. The number of private schools which furnished returns for the year 1883 in com¬ pliance with the requirements of the Education Art Amendment Act was 673 ; in ad¬ dition three private schools were reported by the government statistician. The en¬ rollment in these private schools was 41,922. The percentages of passes in the several subjects of instruction were as follows : reading (I), 91.3; reading (II — comprehension of matter read), 62.6; spelling, 83.3; writing, 95.4; arithmetic, 81.7; grammar, 70.6; geography, 82. During the year 10,036 children passed the examination qualifying for the certificate of exemption from further attendance at school. Extra subjects were taught in 210 schools, a number less by 8 than in the preceding year. The subjects numbered 20 altogether, but usually not more than 2 or 3 were taught in one school. The amount received from pupils for this instruction was 4,832? 9s Id. Instruction in singing was given by 23 visiting teachers and 87 of the ordinary staff. The attendance at the classes was 33,566, being 440 less than the number un- EDUCATION IN FOREIGN COUNTRIES. CCCXI der instruction during the previous year. The number of schools in which singing was taught was 218. Drawing was taught in 156 schools by 14 visiting teachers and 80 members of the ordinary staff ; 20,462 children were under instruction in this subject, and the cost of teachingit was 3,963? 10s 6d. The attendance at the classes for instruction in military drill, which was taught in 195 schools, was 11,464, and shows a slight increase on the attendance over the previous year. Instruction in gymnas¬ tics was given in four schools. On December 31, 1883, there were employed in state schools 1,734 head teachers and 2,450 assistants. In 1871 there was one teacher, classified or unclassified, for every 52 children in average attendance, one classified or partially classified teacher for every 57 children, and one certificated teacher for every 132 children. In 1883 there were no longer any unclassified teachers, and the supply of classified teachers had so far improved as to provide one classified or partially classified teacher for every 46 children in average attendance, and one certificated teacher for every 100 children. The relative proportion of male and female teachers has undergone no marked change, but the latter are continually being introduced to a greater extent, as has been the consistent practice of the department. The average salary received by teachers, exclusive of any sum earned as fees for instruction in extra subjects, or as bonuses for the passing of pupil teachers, or for teaching singing, drawing, or drill, was, for head teachers, male, 1717 16s 4 d ; female, 101? 12s 7d ; for assistants, male, 1557 Is; female, 119? Is 9d. Where residences are provided a small rent is charged. Bonuses are paid to Victorian teachers for giving (if qualified) instruction in singing, drawing, drill, or gymnastics, and for passing pupil teachers at their annual examinations. They also receive the fees paid for in¬ struction in extra subjects. Last year 87 qualified teachers earned a bonus of 10? per annum for teaching singing, and 80 a similar amount for teaching drawing. The total amount received by teachers for giving instruction in drill and gymnastics (2,8777 Is 9 d), for passing pupil teachers (2,884? 2s 8 d), and for teaching extra sub¬ jects (4,832? 9s 7 d), was 10,593? l4s. Notwithstanding the rapid increase in the number of new schools, there still remain some sparsely populated localities where it has hitherto been found difficult, and sometimes impossible, to provide facilities for education. In such districts, wherever practicable, half-time schools have been established, 140 localities being thus provided for. In the case of small settlements widely separated from each other, an extension of the half-time principle has lately been adopted, by which the schools are taught week and week about, instead of on alternate days, or at alternate school meetings, as ordinarily. In still more thinly populated districts it is intended to employ ambu¬ latory teachers, who will pass from one group of families to another, teaching a month or so at each center. The number of such localities, where the children are at present deprived of all means of education, is, however, believed to be very small. The establishment of schools in remote districts has been greatly facilitated by the assist¬ ance freely rendered by boards of advice, and the parents providing rooms or build¬ ings for school purposes, often at a nominal rental. Mention was made in the last report of the department that, in order to cope more effectually with the evil of truancy, an addition was made during the year to the number of truant officers. Some of the larger districts were therefore reduced in size, and four new districts were constituted. The number of truant officers employed at the end of the year was 30. Subsequently, in March of the present year, it was determined to adopt further measures for maintaining a more complete surveillance over children of whom from time to time complaint was made that they might be seen loitering or playing in the streets during school hours. Four officers were accordingly appointed for the special purpose of traversing the streets, parks, and public gardens of the city and suburbs, with instruction to accost all children apparently of school age met with during CCCXII REPORT OF THE COMMISSIONER OF EDUCATION. school hours, and ascertain by inquiry of th6m and at their homes the reason of their absence from school. * The labors of these officers have been fairly successful, and have resulted in the detection of several children who never attend school, and the prosecution of the of¬ fending parents. On the other hand, their reports show that the great bulk of the children seen daily about the streets do attend school with greater or less regularity, and that their absence is due to causes of a temporary, and generally a legitimate nature. The total expenditure under the vote for the department of public instruction and under loans was 604,871? 9s 2d, and, as compared with the expenditure for the pre¬ vious financial year, shows a decrease of 9,404? 18s 10 d. Deducting the grants to the schools of mines and schools of design, the grant of 2,000? to the Melbourne Univer¬ sity, and the sum spent in the erection and maintenance of school buildings and for rent, the expenditure was 531,912? 3 a 8 d, and shows an increase of 4,896? 5s 9 a total of 7G pupils — 49 of them deaf-mutes, 27 blind — all under 8 teachers. Three teachers were for the blind pupils, 1 for a class of deaf who were under training in the utterance of oral sounds, by the provisions of a special act of the legislature of 1884-’85. An accomplished oralist from Philadelphia was in charge of this class. Music for the blind was also under charge of a special teacher. The buildings and premises of the in¬ stitution are said to be in good condition, through an appropriation of £>*2,000 from the legislature for necessary repairs. The accommodations would suffice for 24 more pupils; yet it appears that there are not less than 200 mute and blind children in the State who ought to be under instruction, but are not. EDUCATIONAL CONVENTIONS. STATE TEACHERS’ ASSOCIATIONS. The Alabama State Teachers’ Association for teachers of colored schools held its fourth annual meeting at Marion, May, 1885, and was in session three days. It is said to have been largely attended, most of the counties in the State being represented. Papers were read and discussed on the following subjects: “What are the greatest needs of the public schools? ” “ How can we secure good English? ” “ How can the teacher successfully imbue the minds of the pupils with temperance principles?” “ The teach¬ ers’ moral influence.” Prof. James Storum, president of the Virginia Normal and Collegiate Institute, at Petersburg, Va., delivered a lecture on “ Our profession; what is it? ” said to have been scholarly and instructive. The last evening of the session was occupied in hearing reports on the condition of the schools in the counties represented. This is said to have been the most interesting part of the programme, many of the re¬ ports being given in a very graphic manner. The association is reported to have been admirably organized and most intelligently conducted. The teachers of schools for whites met at Auburn, July 1, 1885, in the hall of the Agricultural and Mechanical College, to the number of 53, including 3 from Georgia and Virginia. The president of the college welcomed the association, and the State super¬ intendent made an appropriate response. The first discussion was on the common- school system of the State, when Mr. McAdory, of McCalla, pronounced the State school law good, but not as well administered as it might be, the State appropriating too little to its schools, the money being sometimes paid out' illegally, and the school officers failing to meet fully either the requirements of the law or the needs of the schools. Professor O. D. Smith held that the State erred in not depending mainly on local taxation for support of schools, merely supplementing this with a certain measure of State funds. Professor Godsey, of Blount County, thought that county institutes were doing great good, and that county teachers should be compelled to attend them. To this there was a hearty assent from several teachers and school officers. A paper of Hon. J. N. Slaugh¬ ter attributed the illiteracy of the South to its warm climate and the bad influences of slavery; Dr. A. S. Andrews held that it was due to want of money for support of schools, and to the difficulty of collecting children in the sparsely settled distri . evils which time would remedy. While ’‘The analyticand the synthetic methods of instruc¬ tion ” was under discussion, a youth from the State school for deaf-mutes and blind was introduced and shown to be ready in algebraic solutions of problems. A paper on .“Technical education,” by Mr. Calloway, held that each child should have special preparation for his specific vocation in life. One on “ Industrial training” dwelt on the advantages offered for this in the Agricultural and Mechanical College of the State. “The functions of the normal school” were subsequently discussed, and the prerequi¬ sites of every normal teacher were declared to be: (1) to know what to teach, (2) to have a general knowledge of the science of teaching, and (3) to understand the best methods of teaching. ALABAMA. 11 An important series of resolutions by Hon. J. N. Slaughter was presented by that gen¬ tleman for reference to the next General Assembly. They were, in substance, that in view of the great need of normal instruction for the teachers in the public schools it is recommended to the next General Assembly to enact a law for the appointment of a normal instructor in each Congressional district, such instructor (1) to receive a yearly salary and a sum not exceeding §500 annually for contingent expenses; (2) to organize the public school teachers of his district into normal classes without reference to county lines; (3) to spend 32 weeks each year in the instruction of such classes, all the teachers being required to attend and to get from the instructor a certificate of attendance on pain of forfeiting a quarter’s pay; and it was also recommended that after 2 years the present grades of teachers be abolished, and certificates of qualification be granted to each teacher only on evidence of thorough qualification. State Superintendent Palmer was made chairman of a committee to report on these resolutions at the next annual meeting of the association, and in his State school report since published he speaks of them as being in the right direction, and as substantially coinciding with a recommendation of a former efficient State superintendent, the Hon. Joseph Hodgson. CHIEF STATE SCHOOL OFFICER. Hon. Solomon Palmer, State superintendent of education , Montgomery. [First term, December 1, 1884, to December 1, 1886.] 12 REPOET OF THE COMMISSIONER OF EDUCATION. ARKANSAS. STATISTICAL SUMMARY. 1883-’84. 1884-?85. Increase. Decrease. POPULATION AND ATTENDANCE. White youth of school age (6-21) ... Colored youth of school age _ _ 241,927 74, 429 316, 356 115, 648 37, 568 a 153, 216 Whole number of school age _ Whites enrolled in public schools _ Colored enrolled in public schools _ Enrollment of both races _ Average daily attendance of whites . Average daily attendance of colored. Whole average attendance Percent, of school youth enrolled .. SCHOOL DISTRICTS AND SCHOOLS. School districts recognized. _ _ a 48. 43 3, 377 1,775 263 1,453 2, 236 663 2, 899 "NTnmber of these reporting School-houses built during the year _l Whole number of school-houses _ TEACHERS. Men teaching in public schools _ Women teaching in public schools _ Whole number male and female _ FINANCIAL STATISTICS. Average monthly pav of teachers _ Expenditure for public schools _ b $561, 745 1 77 3 92 c 921, 829 170, 347 Expenditure per capita of school youth. Expenditure per capita of youth en¬ rolled. Estimated value of State school prop¬ erty. Amount of permanent State school fund. a Enrollment imperfectly presented, nearly a third of the districts failing to report in 1SS4. 6 Eight counties not reporting. c Nine counties not reporting. (From figures furnished by State Superintendent W. E. Thompson for the two years indicated. ) STATE SCHOOL SYSTEM. ' ADMINISTRATION. The system is administered by (1) a State superintendent of public instruction; (2) a board of commissioners of the common school fund; (3) a county examiner for each county; and (4) three district directors for each school district. District directors are to report school statistics annually to their county examiners, the examiners to the State superintendent, he to the governor, and the governor to the Gen¬ eral Assembly. Directors failing to make this report are personally liable fbr any dam- ARKANSAS. 13 ages the district may sustain through losing the school revenues that would otherwise have been apportioned to them, while a county examiner Hailing to make report forfeits $25 to the county. The State superintendent makes semi-annually to the several counties a pro rata appor¬ tionment of the school revenue in the State treasury, on the basis of the number of per¬ sons between the ages of 6 and 21 in said counties. Teachers must keep a daily register of school statistics and report the same to their district directors at the close of each term, their last month’s pay being withheld until such report is made. They must attend the county institutes held for their improvement, and may not be charged with loss of time while thus attending. There are separate schools for whites and blacks. Books for the common schools are selected by the directors of each school district from a list recom¬ mended by the State superintendent, not introducing any sectarian ones. Public schools are required to be closed while the teachers attend the public examinations and insti¬ tutes held in the counties where they are teaching. SCHOOL FINANCES. The means for the support of public schools continue to be: (1) the income of the State school fund; (2) a per capita tax of $1 on males over 21: (3) such appropriations as the legislature may set apart; and (4) optional district taxes limited io J of 1 per cent, on the valuation of taxable property in the district. If sufficient revenue cannot be raised to sustain a school for three months, the district may by vote determine that no school be taught. NEW LEGISLATION. An examination of the material at the law library of the National Capitol, 'Washing¬ ton, shows the following legislation, March 30, 1883, not previously reported to this Bu¬ reau: (1) The directors of a school district may, at the instance of a teacher, suspend from school any pupil for gross immorality, refractory conduct, insubordination, or in¬ fectious disease; such suspension not to extend beyond the current term. (2) They may permit persons whose age exceeds 21 to attend school under such regulations as they deem proper. (3) The county court, on the petition of any person residing in a particular school district, may transfer the child, children, or wards of such per¬ son for educational purposes to an adjoining district, notifying the school officers of both districts. Such children are not to be enumerated afterward in the district from which they are transferred, but in that to which they go, and the district school tax of the transferred pupils must go to the district in which the schooling is received. Such a transfer of children to another district carries with it the right of a parent or guardian to vote on school and tax questions in the district to which their children go to school. (4) The county court is given the right to form new school districts or change the boundaries of existing ones on a petition from a majority of all the electors in the terri¬ tory of the districts to be affected by such change. SCHOOL SYSTEMS OF CITIES WITH 7,500 OR MORE INHABITANTS. ADMINISTRATION. Any incorporated town in this State may by vote of its citizens become a school dis¬ trict, "with a board of six directors, two of them liable to change each year. These boards have power to do whatever pertains to the management of schools within their districts, such as purchase of school sites, erection of buildings, engagement of teachers, establish¬ ment of rules, grades of work and study, choice of a superintendent. &c. As far as is known. Little Rock is still the only school district with a population above 7.500, though graded school systems have been established and well maintained at sev¬ eral minor points, such as Prescott, Bentonville, Russellville, Augusta, Batesville, Lo¬ noke, Fort Smith, Helena, Morriiton, Ozark, Van Buren, Texarkana, and Hope. LITTLE BOCK. The course of instruction in the public schools embraces a primary department (4 grades} . grammar department (5 grades), and high-school department (4 grades). Two evening schools were maintained, one apparently for boys, the other for girls. Two high schools also, one for white, the other for colored youth, have been for some years in operation. The studies in the former include English language, arithmetic, algebra, geometry, plane trigonometry, Latin, and the elements of physiology, philosophy, botany, and astron¬ omy. The latter school had, up to 1884, graduated three classes, several of the graduates becoming successful teachers, 3 entering colleges at the North to prepare for professional life, and others getting employment under the Federal government. See Table II of Appendix for statistical information. 14 REPORT OF THE COMMISSIONER OF EDUCATION. PREPARATION AND QUALIFICATIONS OF TEACHERS. GENERAL STATE REQUIREMENTS. Eacli county examiner must hold at the county-seat a quarterly public examination of those who propose to teach, after 20 days’ notice to every district director in the county. This examination is in orthography, reading, penmanship, mental and written arithmetic, English grammar, modern geography, and United States history. If the examination is satisfactory as to moral character and qualifications to teach, 3 grades of certificates, corresponding to qualifications shown, may be given: the first valid in the county for 2 years; the second for 1 year; the third for 6 months. For life cer¬ tificates, good throughout the State, the State superintendent has power to examine candidates, who must pass such examination not only in all the branches required for a county certificate, but also in 10 specified higher branches, and in the theory and prac¬ tice of teaching. Without one of these 4 grades of certificates no persons may receive pay for teaching in any public school of the State. But if a license expire by limitation during school term, it does not interrupt the school nor deprive the teacher of stipulated wages. STATE NORMAL TRAINING. The normal course at the State university, reported to have been discontinued in 1883-’84, is again presented in 1884-’85. The courses, as outlined, are of 2, 4, and 6 years; the first leads to a certificate of proficiency; the second to a diploma of normal graduate; the third to a degree of A. B. The Branch Normal College , Pine Bluff, for colored students, reports for 1884-’85 a State appropriation of $2,572.32; resident instructors, 5; normal students, 150 male and female; graduates of the year, 2. The full course of study is 6 years of 40 weeks each. A library of about 1,000 volumes included 27 pedagogical works. Eight educational journals were received. Drawing and music formed a part of the course, and there was some illustrative apparatus to aid in teaching chemistry and physics. Through aid from the Peabody fund, 1883-’84, institutes were held at 23 points for white teachers and at 9 for colored, all under carefully selected instructors, who were re¬ garded as experts in their work. For scholars from this State at the Southern Normal College, Nashville, the same fund contributed $950 in the same year. In 1884-’85 there was allowed for scholarships at Nashville $1,600; for teachers’ institutes $1,500, the State appropriating nothing for them. OTHER NORMAL TRAINING. At Southland College and Normal Institute , Helena, the arrangements for instruction in the theory and practice of teaching noticed in the reports for 1882-’83and 1883-’84, were continued in 1884-’85 under a special teacher. Students in normal class, 61, the same number as in 1883-’84; preparatory, 240; collegiate, 10. teachers’ institutes. The State superintendent is required to hold a teachers’ institute annually in each of the 11 judicial districts of the State, to be called a normal district institute. Each county examiner must personally or by deputy hold a county institute, which the teach¬ ers in the county are required to attend. EDUCATIONAL JOURNALS. The Arkansas Teacher , edited by Superintendent J. S. Shinn, of Magnolia, began as an octavo January, 1884, and was enlarged to a quarto in July of that year; it entered its second volume January, 1885, affording much useful information as to educational move¬ ments and meetings in the State. In September, 1885, it was transferred to Little Rock. SECONDARY INSTRUCTION. PUBLIC HIGH SCHOOLS. No information has been received by this Bureau as to whether any schools of this grade exist in the State, except in the case of Little Rock. Graded schools, as before stated, have been established in several of the progressive towns, but catalogues and courses of study from such towns, to indicate how far tbeir teaching goes, have not yet been presented. Little Rock has 2 high schools; the Sherman, established in 1869 or 1870, graduating its first class in 1873; and the Union, established apparently in 1876 or 1877, graduating its first class in 1880. The number of pupils in higher branches in both in 1883-’84 was 145. The schedule of studies in such branches covers 4 years, sub¬ junior, junior, middle, and senior. ARKANSAS. 15 OTHER SECONDARY SCHOOLS. For statistics of business colleges, private academic schools, and preparatory schools of colleges, see Tables IV, VI, VII, 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. COLLEGES FOE YOUNG MEN OR FOR BOTH SEXES. The Arkansas Industrial University, Fayetteville, like its congeners under the act of Congress of 1 862, is primarily for instruction in such branches of study as are related to agriculture and the mechanic arts. But, as the act forbade an exclusion of other scientific and classical studies, it has “the usual course of studies prescribed in universi¬ ties,” formulated in a language course, an English course, and a general science course, each of 4 years, and each including more or less instruction in industrial art, with some laboratory work in the general science course. Music, vocal and instrumental, also enters into the instruction offered, and 57 pupils in this are reported, with 15 in industrial art.1 In the collegiate classes were 67, in preparatory studies 241, in 1884-’85, all under 13 instructors, to whom it was proposed to add a superintendent of shops, car¬ pentry, and joiner work. The trustees, at their meeting in July, 1885, appropriated |4,000 for the establishment of a workshop, for fuller equipment of the laboratories, and for instruction of girls in domestic and other industrial arts. A committee of the legislature appointed to examine the condition of the university in 1884r-’85, recommended an appropriation of §55,900 for the purposes above men¬ tioned and for repair of buildings, which are said to have gone much to decay. Other institutions claiming collegiate rank are Arkansas College , Batesville (Presby¬ terian), Cane Hill College , Boonsborough (Cumberland Presbyterian), Little Rock Uni¬ versity, Little Rock (Methodist Episcopal), and Philander Smith College, at the same place and under essentially the same influences, but for students of every race and color, while the others are for whites. All these present apparently fair arrangements for prepara¬ tory and collegiate instruction, except Cane Hill, which in its latest catalogue (for 1883-’84) showed only 2 regular instructors for 120 pupils, primary, preparatory, and collegiate, assistants being employed only “as they are needed.” If this be held a sufficient equipment lor a college, it would seem that Southland College , Helena, might also be included in the collegiate list, as it, with normal and preparatory training, has since 1872 given collegiate instruction, and since 1876 has had a college charter, has graduated collegiate students, and for 1884-’85 reports “a full corps of competent pro¬ fessors and teachers for all the grades.” For statistics of the above-named colleges, except Southland, see Table IX of the Ap¬ pendix; for those of Southland, Table III. INSTITUTIONS FOR SUPERIOR INSTRUCTION OF YOUNG WOMEN. The Arkansas Industrial University and the other collegiate institutions above men¬ tioned are open to young women as well as to young men. Should there be any espe¬ cially designed for young women only, their titles, location, and statistics will be found in Table VIII of the Appendix. SCIENTIFIC AND PROFESSIONAL INSTRUCTION. SCIENTIFIC. Agricultural and engineering courses, each of 4 years, are provided for at the State university, the former leading to the degree of graduate in agriculture, the latter to that of civil engineer. Besides these there is a general science course, also of 4 years, with a considerable range of mathematical, zoological, geological, physiological, chemical, botanical, and other scientific studies. Industrial art and military drill enter into the course of instruction, the former being optional, the latter required. Arkansas College, Batesville, has a bachelor of science course, which includes one ancient language (Latin or Greek), one modem language (French or German), with his¬ tory, physiology, chemistry, algebra, geometry, trigonometry, surveying, political econ¬ omy, &c. A fair proportion of the students pursued studies in these lines. Little Rock Univei'sity, Little Rock, presents also a scientific course of 3 years, mainly the same as the classical course, with Greek omitted. A scientific preparatory course of 3 years leads up to this. Philander Smith College , also at Little Rock, shows good pre- 1 Forty-sis of the pupils in music and art were enumerated in other classes also. Deducting these, with 9 discharged and 22 that failed to pass the entrance examination, the net attendance for the year was 334. 16 REPORT OF THE COMMISSIONER OF EDUCATION. paratory and collegiate courses of 3 and 4 years, respectively, and is forging upward, showing 206 in preparatory departments and 2 in collegiate. For statistics of these institutions, see Table X of the Appendix: for summaries of such statistics, the report of the Commissioner preceding. PEOFESSIONAL. Theology. — Philander Smith College , for white and colored students (Methodist Episco¬ pal), reports a theological, preceded by a collegiate course. The length of this course is not given, nor is the number of students reported. Little Bock University , of the same church, has a fair elective course for its proposed school of theology, only waiting for a sufficient number of students to form a class. Law. — A school of law, for several years in operation as the Little Reck Law Class, is reported now as the Law Department of Little Rock University. Its graduates receive the degree of bachelor of laws upon the recommendation of the instructors. It presents a faculty of 9 lecturers, and had in 1884 a 2-year course of 22 weeks each year. Medicine — The medical department of Arkansas Industrial University , Little Rock, reports a faculty of 15 professors and lecturers; an optional graded course cf 3 years of 20 weeks each; no requirements for admission; for graduation, full age, good moral char¬ acter, 3 years of study, attendance on at least 2 full lecture courses, a final examination, and a medical thesis. Matriculates of 1884-’85, 37 ; graduates, 8; an increase of the for¬ mer and a lessening of the latter, which seems to indicate improving work. Graduation at this or any other reputable medical school does not, since 1881, insure admission to medical or surgical practice in this State. To gain such admission there must also be the passage of an examination before 3 medical examiners in the county where the candidate wishes to practice, or, failing in this, passage of a like examination before a State board of 5, and then a registration in the office of the county clerk. SPECIAL INSTRUCTION. INSTRUCTION OF DEAF-MUTES. The Arkansas Deaf-Mute Institute , Little Rock, is open for the free instruction of all too deaf to be otherwise educated. Age for admittance, not less than 9 years , nor more than 30. The number of inmates in 1884 was 73 (40 males and 33 females), uuder 6 instruct¬ ors, of whom 1 was a deaf-mute and 1 a semi-mute. July 29, 1885, there were 79 re¬ ported for the year ending with that date. Instruction combines the manual and artic¬ ulation methods, 23 being taught in the latter. School hours were from 8. 30 to 12. 30, the afternoon being devoted to instruction in printing, gardening, shoemaking, and dress¬ making, with sewing and general housework. Expenditure reported for 1884-J85, $23,100; estimated value of grounds and build¬ ings, $50,000. EDUCATIONAL CONVENTIONS. ARKANSAS STATE TEACHERS’ ASSOCIATION. The State Teachers’ Association met at Searcy August 25, and adjourned on the 27th. The work of the association was declared to be the bringing of the problem of public school education before the people. "With this end in view the papers read before the association were to be largely distributed throughout the State. After the usual address by the president. O. F. Russell, the following papers were read: 4 4 How to secure competent teachers; ” “ Grading country schools ; ” “Object and scope of school examinations ; ” “ Public schools under the law ; ’ ’ “ County supervision : ' 5 4 1 Professional literature ;” “Professional ethics.” The question of the Bible in public schools was discussed, the association holding that morality should be taught with every branch of study, and all through the course of their schools, and that it was unnecessary to use the Bible to obtain the very best results in moral training. CHIEF STATE SCHOOL OFFICER. Hon. W. E. Thompson, State superintendent of public instruction, Little Bock. [Second term, October, 1S84, to October, 1S86.J CALIFORNIA. 17 CALIFORNIA. STATISTICAL SUMMARY. POPULATION AND ATTENDANCE. j Children of school age (5-17) _ | Enrolled in public schools - : Per cent, of school youth enrolled — Average number belonging - ; Average daily attendance - ! Per cent, of attendance to average ' number belonging. Per cent, of school youth in attend- j ance. Attending private or church schools. Total in private and public schools. _ Attend no school - 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 grades _ ' Whole number of public schools _ l School houses built in the year _ L Average time of schools, in days _ TEACHERS. Men teaching in public schools.... _ j Women teaching in public schools _ j Whole number, male and female _ Teachers holding life diplomas _ Teachers with educational diplomas. i Teachers with first-grade county cer¬ tificates. j Teachers with second-grade county i certificates. Teachers graduated from normal ! schools. FINANCIAL STATEMENT. Average monthly pay of men teach¬ ing. Average monthly pay of women teaching. Expenditure for public schools _ Amount paid teachers _ Valuation of State school property.. State school fund _ 1883-’84. 1834-85. : Increase, j Decrease. 1 235,672 ! 250,097 j 14, 425 179,801 ! 184,001 ; 4, 200 76.29 73. 57 i 2. 72 126, 133 : 124,731 i 1, 402 124,714 ! 116,028 8,686 98.87 1 93. 02 j _ __j ' i 5. 85 52.92 ! 46.39 i 6. 53 17, 953 19,519 1,566 197, 754 203, 520 5, 766 53, 552 57, 254 3, 702 2, 395 2,516 | 121 2,128 2,236 | 108 2, 227 2,304 ! 77 2, 256 2,316 1 60 1, 616 1,731 j 115 j 1, 340 ; 1, 315 i 25 1, 155 ' 1, 173 ! 18 i 2, 042 2, 166 1 124 3, 197 3,339 ! 142 65 J 3, 262 3,374 1 112 96 165 69 ! 152 140 . 1 12 1,108 1,124 16 2,964 i 3, 118 i 154 4,072 4,242 ! 170 857 895 ! 38 699 607 ; 92 1, 825 2, 458 i 633 1, 345 1, 423 78 733 00 00 1 DO - — $81. 38 $79. 97 1 - - $1.41 65. 37 65. 89 .52 — 3, 364, 224 2, 573* 624 * 7, 936, 620 ! . . 1, 975. 900 (The figures above given for 1883-’84 are from the report of Hon. William T. Welcker, State superintendent of public instruction for that year; those for 1884-’85 from a special return kindly furnished by him.) 9 t? 18 REPORT OF THE COMMISSIONER OF EDUCATION. STATE SCHOOL SYSTEM. GENERAL CONDITION. The State report of public schools in California being issued biennially, and in the even years, the only information respecting them for 1884-’85 comes from the figures furnished in advance of publication by +he superintendent. These show advance in a j great majority of cases, but not as great as could be wished. With 14,425 more children \ of school age, the additional enrollment in the schools of the State system was less than j one-third of that number, and with the counting in of those enrolled in private and i church schools, it was still less than one-half. Besides this failure to gather in the full \ harvest of fresh school youth, there appears also a lailure to hold steadily in school the J pupils that had been enrolled, the average number belonging being less by 1,402 than j in the preceding year, and the average daily attendance less by more than six times the \ decrease in the number belonging. With these exceptions and a few smaller ones, there i are clear evidences of advance, — many more school districts, with gqod accommodations, with sufficient grounds, with well ventilated buildings, and with good school furniture; while of the graded schools provided for by law, not including high schools, there ap- ] pears an addition of 112. The number of teachers holding life diplomas or first-grade i county certificates, valid for 4 years, also very considerably increased, so that, even with I a decrease of 92 in those holding educational diplomas (the next to the highest grade), ] there were at least 579 more teachers with evidence of qualification for excellent school I work; or, including 55 more normal school graduates, an increase of 534 so qualified. And as good teachers make good schools, this gives fair promise of many more such schools. ADMIN ISTRATION. A State board of education, of which the governor is president, has general control of public school affairs. A superintendent of public instruction is secretary and chief ex¬ ecutive officer of this board. For local supervision there are city and county boards of education, each with a superintendent of schools, and sometimes a deputy superintend¬ ent; also a board of 3 trustees for each school district. These officers are all elective. Women are eligible. The State schools are open to children between 6 and 21 years of age; but apportion¬ ment of school funds is on the basis of the number of children from 5 to 17 years of age in each district.1 Since 1879 the schools have been graded as primary and grammar; the State school revenues are applied exclusively to the support of schools of these grades. The studies in them include, besides the ordinary English branches, history of the United States, el¬ ements of physiology and of book-keeping, vocal music, and industrial dra wing. Instruc- j tion in morals and manners is also to be given, though no sectarian doctrines may be taught. Books for the children of parents notable to furnish them may be supplied by ; the school trustees and boards, to be returned to the district school library after use. All children in the State from 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 excused for cause. The minimum session is 6 months of 20 days each, without which none but newly or¬ ganized or suffering districts may receive State school funds. SCHOOL FINANCES. The free schools are sustained from the income of a State school fund, which income must be used for paying teachers; from the proceeds of an annual poll tax of not less than $2 on each male between 21 and 60 years of age; from county taxes not to exceed 50 cents on $100; and from optional district taxes, notto be more than 70 cents on $100 for build¬ ing, or 30 cents on $100 for other school purposes. NEW LEGISLATION. An act of February 20, 1885, requires the State board of education to compile, or cause to be compiled, for use in the common schools of the State, a series of text- books of the following description: 3 readers, 1 speller, 1 arithmetic, 1 grammar, 1 history of the United States, and 1 geography — the matter contained in the readers to consist of lessons beginning with the simplest expressions in the language, and, by a regular grada¬ tion, advancing to and including the highest style of composition in both prose and poetry. The printing of the text-books thus provided for is to be done by the State printer, and the State board of education is to secure copyright of all the books compiled. When 1 Mongolian and Indian children not under white guardians are not included in this apportion¬ ment. CALIFORNIA. 19 any one or more of the series shall have been compiled and adopted, the State board of education is to issue an order lor the uniform use of said hook or books alter the expira¬ tion of a year from the time of completion, or earlier if any school district should so choose. The sum of $20,000 is appropriated for compiling the series of text-books thus provided for, and $150,000 for the plant and material for the work. The books so pre¬ pared and published are to be furnished to the common school children of the State at cost. March 3, 1885, the code was amended to the effect that no new district should be formed unless the parents or guardians of at least 15 census children (5-17), resident in such proposed new district and residing more than a mile from any school house, present a petition to their school superintendent, settingforth the boundaries of the new district asked for. March 5, 1885, provision was made for the establishment of an Industrial Home of Mechanical Trades, in which blind persons may be instructed how to carry on such trades, with a view to self-support, the provision to be available for blind persons of either sex that have resided in the State a year prior to application for admission. March 9, 1885, “ An Act to promote learning and advance the public welfare” wasap- proved, this being a new law for endowing, erecting, and maintaining in the State, uni¬ versities, colleges, schools, seminaries of learning, mechanical institutes, museums, and galleries of art. March 15, there was further provision in this line. March 12, 1885, came “An Act to regulate the practice of dentistry” in the State, through a board of 7 examiners, themselves engaged in the practice. March 18, another Act was passed, to create a “ Calilorma Home for the Care and Train¬ ing of Feeble-minded Children;” such children to be from ft to 18 years of age, and resi¬ dent in the State at least a year before reception into the home. Also on March 18, amendments to the charter of the Hastings College of the Law, put¬ ting it under control of the regents of the University of California, giving the chief j ustice of the supreme court of the State power to fill vacancies among the trustees and to act as president of the board of directors; also requiring that there shall always be in said college a course of lectures on the duties of municipal officers of San Francisco, and upon legal ethics, and morality in business. SCHOOL SYSTEMS OF CITIES WITH 7,500 OR MORE INHABITANTS. ADMINISTRATION. Boards of education in cities are elected under the provisions of their city school laws. There is," consequently, no uniform rule as to the number of members, or the basis on which such membership shall rest, some having 1 for each ward, others 2; still others, a fixed number, apparently without regard to wards. A president and secretary appear in each case to be members of the board, while under it, as executive officer, is a superintendent, and in the larger cities an assistant superintendent, with subordinate officers. Among their powers and duties are the following: to prescribe rules for their own government and the government of schools; to purchase furniture and apparatus; control school property; build school houses, if authorized by vote; employ teachers; eniorce a course of study and the use of the text- books prescribed by due authority; appoint an¬ nually a school-census marshal; and make at the close of each year a report to their con¬ stituents and the State superintendent of public instruction. STATISTICS. 1884~’85. Cities. Popula¬ tion, cen¬ sus of 1880. Children of school age. Enroll¬ ment in public schools. Average daily at¬ tendance. Number of teach- | ers. Expendi- j lure. Los Angeles . Oakland . Sacramento . S in Francisco . San Josd . Stockton . . . 11,183 34. 555 21. 420 233. 959 12, 567 10,282 5, 5S4 10,115 7, 8L6 69,000 3,690 4.148 7,915 4.348 43, 265 2,738 2,808 5, 609 2. 972 32.183 1,919 68 142 83 0734 41 $101,246 182. 904 92. 710 817, 1GS 45,877 1 1 a Includes 26 substitute teachers. ADDITIONAL PARTICULARS. Los Angeles presents an increase of 493 in school youth, of 669 in public school enroll¬ ment, ol 622 in average attendance, of 19 in teachers, and of $17,405 in expenditure for 20 REPORT OF THE COMMISSIONER OF EDUCATION. its free schools in 1884-’85; bnt from deficiency of means to meet the expenses growing ont of this rapid growth, had to shorten its school term by opening a month Later than the usual time, and was only saved (if saved) from an early closure in the spring by a generous offer of the teachers to continue their work for 2 months without pay. The estimated value of property used for school purposes was $248,000, of which $4,000 was in apparatus and a library. The sittings lor study numbered 3,200, the school buildings 19; the former an increase of 900, the latter of 7. In place of the music of ‘ the preceding year, drawing was taught. In private and parochial schools 759 pupils were reported. Oakland, next only to San Francisco- in population and importance, reports $15,509 ad¬ ditional expenditure for schools, and 507 more children of school age in 188.4-’85; but, from some cause unexplained, enrolled 30 fewer children in its public schools and in¬ creased by only 46 the average attendance in them, including 2 evening schools. In private and parish schools the number reported was 1,500, as in the preceding year. Music and drawing under special teachers were continued. Number of buildings, 15. Public school property (including grounds, buildings, furniture, apparatus, and libra¬ ries) was rated at $419,450. Of the instruction in astronomy and in cookery, reported last year as projected, no information has come to hand. Sacramento , the State capital, with 247 more youth of school age, and $6,761 more to provide for the instruction of them, shows in 1834-’85 a falling off of 355 in enrollment, of 374 in average attendance, and of 5 in teachers, school buildings remaining the same in number as before reported. Two eveningschools (one of them for instruction in draw¬ ing) were continued, and there were special instructors in penmanship, French, and Ger¬ man. School property was rated at $220,000. No private or parochial schools are re¬ ported in the written return, which is the only source of information. San Francisco , which in 1383-’84 failed to report fully its statistics, had in that year 63,029 youth of school age; enrolled in its public schools 41,942 of these, besides j 7,780 in church and private schools; held 31,578 in average daily attendance under 714 teachers, and expended for school purposes $797,452. In 1884-’85it went beyond these figures at all points, showing 69,000 school youth; 43,265 enrolled in public schools; 32,183 in average attendance, with 734 teachers, and an expenditure of $817, 168 for the schools; an increase respectively of 5,971, 1,323, 605, 20, and $19,716. The report shows, however, a very poor condition of mauy of the school houses, and great need of repairs and of new buildings. Two new ones were erected through a special appropriation of $40,000 by the board of supervisors; and these are spoken of as “model school houses, perfect in their interior arrangements, with all the requisites for health and comfort,” one of them accommodating 12 classes, the other 8. A comparatively new feature is reported, under the title of “deportment classes,” composed of children that have been wild, unruly, and even dangerous, whom an earnest and calm teacher takes in hand, to improve by quiet but firm discipline, without the ! use of any corporal punishment. Three such classes have been established, and all in charge of them are said to concur in declaring their influence on both pupils and schools salutary and beneficial. Some of the best results reached appear to have been in an evening school. Another step beyond the ordinary lines was the establishment of a sewing class in the Broadway Grammar School. In it were 30 little girls from grades 5 and 6, for whom the work was cut beforehand, and each girl was made to come provided with at least a thim¬ ble, and also a card marked distinctly with her name to be pinned on articles wrought j by her. With some preliminary instruction from the teacher as to the size of thread and needles, kinds of stitches, and care of hands, the prepared materials were distributed among the pupils, and when a piece was finished, another kind was given for further effort. The lesson over, each folded her work and pinned her card upon it, so that it might be ! readily found at the next session, as well as be examined by the teacher meanwhile, and receive the praise or counsel needed. The result was sufficiently encouraging to warrant the teacher in believing that sewing could be successfully taught in as large divisions as arithmetic, drawing, or other ordinary branches, and that one or two hours a week might be given to it with good results, parents to furnish the material, and the fourth, filth, and sixth grades to be open for the work, engagement in it being optional with each pupil. An experiment was made as to the possibility of securing better results in the gram¬ mar grades by having ea<5h teacher attend to but few studies, and those the most conge¬ nial and closely related ones. A year devoted to the trial of this method by one princi¬ pal has convinced him, and appears to have convinced the superintendent, of the useful¬ ness of rhis arrangement; and if, on another year’s trial, it should fully prove its supe- ; riority to older methods, it may be generally adopted for those grades. In the year which ended July 30, 1885, there were 35 evening classes organized in the f city, enrolling 3,021 pupils, 247 of them young women; but, from want of funds and a CALIFORNIA. 21 comparatively small attendance in 5 of the classes, pupils in these 5 were soon consoli¬ dated with other classes. Both the interest and attendance are said to have been well maintained till the close of the day schools, when only those who were expecting to be promoted or to graduate remained. At the final exercises, June 13, 35 from the first grades and 22 from the book-keeping classes received diplomas of graduation, which aroused great enthusiasm. For the Girls’ Normal School and the high schools, see “Preparation of teachers." and “Secondary instruction, ’ 1 further on. San Josd again revised its course of study, making several changes, to take effect at the beginning of the school year 1885-’8G. The chief of these was a transfer of such studies as reading, spelling, history of the United States, English grammar, and common arithmetic- from the high school to the grammar grades, adding thus a year to the gram¬ mar course and reducing the high-school course to 3 years. Further changes, such as the introduction of kindergarten training and some forms of industrial education, are suggested for consideration. Drawing and music enter into the schedule of studies throughout all the grades, as before. The evening school noticed in the report for 1883-’84 was discontinued. Besides the 2,738 pupils in public schools, 616 were reported in private and church schools. In all the cities above mentioned high schools, as well as primary and grammar schools, continued to form a part, of the school systems, though, under the existing constitution, no funds are received from the State for high-school purposes. KINDERGARTEN. In Table III of the Appendix may be found reports of 2 schools of this class for train¬ ing teachers; in Table V reports of about 30 more for elementary training in Froebellian methods, most of them in San Francisco, some in other cities of this State. PREPARATION AND QUALIFICATIONS OF TEACHERS. GENERAL STATE REQUIREMENTS. All applicants for employment as teachers in the public schools must be at least 18 years old, and must file with the superintendent of the county in which they wish to teach a certificate of qualifications, either from the State board of education or from the county examining board.1 The certificates are for 2, 4, or 6 years, or for life, according to proven qualifications and experience. Those from the State board for life are termed diplomas. STATE NORMAL SCHOOLS. The State, continues its 2 normal schools at San Jose and Los Angeles for the education of teachers for the public schools. Each has an elementary 2-year course, leading to a certificate for 2 years, and an advanced 3-year course, leading to a diploma and first- grade county certificate. Attendance at the former was 566 in 1884-’85, of whom 108 graduated; at the latter 231, of whom 35 graduated and were either teaching or about to teach. State appropriation to the San Jos6 school, $40,000 for the year; to that at Los Angeles, $15,000. OTHER PREPARATION FOE TEACHING. This consists of the following: (1) Two private training schools of Miss Marwedel and Mrs. Kate Wiggin. in San Francisco, for preparing young lady kindergartners; (2) a 1-year normal class at San Francisco, composed of graduates from the girls’ high school, the number in 1884-’85 limited to 66, admitted in the order ol their rank at graduation, 64 of them getting normal diplomas; (3) a 3-year normal course in the Stockton high school, reported in 1883 and supposed to be still existent; (4) instruction in normal studies and methods at Hesperian, Pacific Methodist, and Pierce Christian Colleges, and at a newly reported Sierra Normal College, Auburn. Hesperian offers to its pupils spe¬ cial instruction in the theory and practice of teaching without extra charge: Fierce Christian, like instruction through the collegiate year, with a normal course of a month or six weeks at the close of the session. , Pacific Methodist has a special principal for its normai department, and reports 28 students in it, not otherwise connected with the col¬ lege. Sierra Normal, established in 1882-’83, has preparatory and normal courses of 44 weeks each: drills in methods of teaching, school government, and school law of Cali¬ fornia are offered, and also instruction in the history and philosophy of education and in school supervision; but, though a considerable corps of students is reported, there is no indication how many of them are under specific normal training. 'A recent amendment of the constitution substantially disposes of the former city examining- boards. and limits the power of examining and certifying teachers to county boards and county superintendents. 22 REPORT OF THE COMMISSIONER OF EDUCATION* SECONDARY INSTRUCTION. PUBLIC HIGH SCHOOLS. Since 1879 no State school money apportioned on the basis of school population goes toward the support of schools of a higher grade than grammar. Where high schools exist in cities, they are sustained from special local levies; but, as before stated under “City systems,” they do exist in all the cities reporting to this Bureau. San Francisco has 3 — one lor boys, one for girls, and a commercial high school, the total attendance in the 3 reaching 1,319 in 1884-’85, of which number 325 were in the boys’, 125 in the com¬ mercial, and 8G9 in the girls’ school, Oakland reports 1 for both sexes, with 379 pupils under 9 teachers; Sacramento and San Jose 1 each, under 5 teachers, pupils not gi\en. Los Angeies shows high-school rooms and teachers, but makes no return of pupils. OTHER SECONDARY SCHOOLS. For statistics of business colleges, private academic schools, and preparatory depart¬ ments of universities or colleges, see Tables IV, VI, VII, and IX; for summaries oi same, see corresponding tables in the report of the Commissioner preceding. SUPERIOR INSTRUCTION. COLLEGES FOR YOUNG MEN OR FOR BOTH SEXES. The University of California , Berkeley, continued in 1884-’85 its 3 regular 4-year courses in the college of letters (classical, literary, letters, and political science), leading to the degrees of A. B., Lit. B., and Ph. B., respectively, besides graduate courses leading to higher degrees. There were also, as in preceding years, courses at large, special and limited courses, with one in military science and drill that led to no degree. In the 3 first mentioned there were 151 students, '51 of them in the classical course, 52 in the literary, and 48 in that of letters and political science. Besides these there were 2 grad¬ uate students, one of them a candidate lor the degree of master of arts, the other for .that of master of letters, and 3 resident graduates not candidates for a degree. For courses leading to degrees in agriculture, mechanics, mining, civil engineering, and chemistry, see “Scientific instruction” further on. All courses are open alike to both sexes, and all the undergraduate ones except the professional (law, medicine, dentistry, and pharmacy) are free of charge for tuition to persons qualified for admission. Since 1884 graduates of approved high schools in the State have been admitted without examination on recommendation of the principal of the school from which each comes and on his certificate that the candidate has completed all the studies preparatory to the course that he desires to enter. Besides the University, 12 institutions for young men, or for both sexes, claim colle¬ giate rank, and in most cases prove the claim by fair courses and apparently sufficient bodies of instructors, though naturally there are considerable differences in the degree of thoroughness. The Roman Catholic colleges, which for some years were very unsat¬ isfactory, have improved at many points, though one of them (St. Vincent’s, Los An¬ geles) still welcomes even primary pupils,1 and devolves on 2 professors . most of the collegiate instruction; while St. Augustine, Benicia (Prot. Ep. ), which formerly came short of full college training, now presents full and rich 4-year curricula, classical, lit¬ erary, scientific, and commercial, together with military drill, and excellent moral and Christian influences that remind one of the English Rugby under Arnold’s principal- ship. Washington College, Washington, still remains unheard from since 187R-’79. For statistics, location, and prevailing influence of the reporting colleges, see Table IX of the Appendix ; for summaries of the same, the report of the Commissioner pre¬ ceding. INSTITUTIONS FOR THE SUPERIOR INSTRUCTION OF YOUNG WOMEN. All the departments of the California, Southern California, and Pacific Universities, Pierce Christian, Pacific Methodist, California, and Hesperian Colleges, are open alike to both sexes; Washington College, heretofore reported among this number, uot beard from. Colleges especially for the higher training of young women are: Young Ladies’ Seminary, Benicia; Harmon Seminary, Berkeley; Mills Seminary2 and College of No< re Dame, San Jos6; to which, from 1884-’85, must be added Ellis College, Los Angeles, opened with full courses, good buildings, and fair promise. 1 Hesperian College, Woodland, also admits primary pupils. 2Mills Seminary, which has had almo-t collegiate rank, developed, at the opening: of 1885-’8G, into a full-blown woman’s college, retaining its seminary work. CALIFORNIA. 23 For their statistics and prevailing influence, see Table VIII of the Appendix; fora summary of their statistics, a corresponding table in the report of the Commissioner pre¬ ceding. SCIENTIFIC AND PROFESSIONAL INSTRUCTION. SCIENTIFIC. The University of California still offers 4-year scientific courses in agriculture, me¬ chanics, mining, civil engineering, and chemistry; also graduate courses for the degrees of mechanical ongineer, civil engineer, mining engineer, master of science, and doctor of philosophy, which courses, however, seem to be but little prosecuted, though gradu¬ ate students desiring to pursue advanced studies for the above degrees find every facility which the libraries, laboratories, and museums of the University offer.1 The general library contains 27.000 volumes, against 22.000 in 1 883— *84. The museums include the State geological collections, and others of great value from all parts of the world. The laboratories are planned after careful study of the best arranged ones in this country and Europe. Of colleges outside of the University, 9 offer scientific courses of 2 to 4 years. There is also a school of practical civil, mining, and mechanical engineering, survey¬ ing, and drawing, under private direction at San Francisco. For statistics of those schools that have reported, see Table X of the Appendix, Parts 1 and 2. PROFESSIONAL. Theology continued to be taught in 3-year courses at the Pacific Theological Seminary, Oakland (Congregational), and at the San Francisco Theological Seminary , San Fran¬ cisco (Presbyterian). Both test by examination the qualifications of candidates for ad¬ mission who do not present evidence of academic or collegiate training. The former had, in lS84-’85, under 9 instructors, 4 students, of whom 3 graduated; the latter, under 3 instructors, 4 students, one of whom ‘graduated. Volumes in its library, 16,000; un¬ bound pamphlets, 8,000. Pierce Christian College, College City, and Hesperian College, "Woodland, both “Chris¬ tian,” give, as before, instruction in the sacred Scriptures, Christian evidences, and other things which, to some extent, prepare for ministerial work. At the University of South¬ ern California (Methodist Episcopal) students looking toward the ministry are offered instruction in Hebrew and in historical and systematic theology, studies which, with others prescribed by the church, they are expected to follow up after entrance on minis¬ terial work. Law. — The University of California, in its Hastings College of the Law , San Francisco, shows still a 3-year course of 32 weeks each year. All the classes are trained in moot courts. Applicants for admission must he 18 years of age, of moral character, and good education and culture. To graduate, they must complete the prescribed course and pass all the examinations. Such as do, receive the degree of B. L., and are admitted to the bar of the State courts. March 18, 1885, as before stated under “New legislation,” it was required by law to add to its course lectures on the duties of municipal officers in San Francisco, and upon lo^al ethics, and morality in business. Medicine — Cooper Medico:1 College , San Francisco, and Poland Medical College, of the same city, the latter a department of the University of California, report, for 1884-’85, the former, 83 matriculates and 19 graduates, under 10 instructors; the latter, 56 ma¬ triculates and 12 graduates, unde7* 1'9 instructors. Both are “regular,” have ample courses: Cooper, 3 annual summer cues of 23 weeks each, and an intermediate one of 18 weeks, making substantially a 4-yeur course of 22 weeks each year; Toiand, a graded 3-year course of 9 months each year. Besides these, a new “regular” school appears in connection with the University of Southern California, Los Angoies, with 18 professors, a 3-year graded course of 25 weeks each year, and an intermediate one of 8 weeks in the last year. An article of the Act establishing it in 1884 says that its standard for admission shall be as high, its course as varied and thorough, and its requirements for graduation as rigid, as in the recognized first-class colleges of medicine in the United States. The “Women's Medical College of the Pacific Coast” makes also a new appearance in the year 18S3, announcing a third annual session to begin January 5, 18o4, and to continue 20 weeks, the course of study graded and extending through 3 years. All these have examinations for admission of candidates that present no other satis¬ factory evidence of preparation for medical studies. 'The deputy superintendent of public schools, in San Francisco, after two visits to the University in 18S4-’S5. arraign* these statements as to facilities, and seems to show great room for doubt as to the thoroughness of the practical instruction in scientific lines. — Municipal Lcyorut of ban Jb / ancisco, 18S4-’85, pages 618 to 6^2. REPORT OF THE COMMISSIONER OF EDUCATION. 24 California Medical College, Oakland (elective), with a regular winter terra of 2 G weeks, and an intermediate or summer term of 12 weeks, annually, recommends, but does not require, a 3-years ? graded course of study. For admission to its instruction, candidates must present evidence of good character, and, if without a diploma from a high school, college, or university, must submit to an examination as to their preparation for medical study. Matriculates of 1884-’ 85, 20; graduates in that year, 5. Faculty, 9 professors and a demonstrator. Hahnemann Medical College of San Francisco (homoeopathic), with a faculty of 19, a full graded course of 3 years, covering 5 months each year, and an apparently optional intermediate term of 6 weeks yearly, has also an examination of all non-graduates ap¬ plying for admission. Matriculates of 1884-^85, its second year, 17; graduates of the year, 6. Before being admitted to practice in the State, all graduates of these or other medical schools must secure the approval of a State board of medical examiners. Dentistry. — The College of Dentistry in the University of California, with 10 profes¬ sors and 18 other instructors, has an annual session of 3G weeks, and a regular course of 2 years. 1 For admission there are fairly high requirements; for graduation, the stand¬ ard of the best schools of its class. An Act to regulate the practice of dentistry in the State through a board of seven examiners, themselves engaged in the practice, was passed March 12, 1885. 2 The College of Pharmacy in the State University, with 4 professors and 4 assistants, continues its two-years course of 24 weeks each. For admittance the applicant must have had a good English education up to the high- school grade, or pass an examination in the common English branche-;. Instruction in Latin, sufficient to enable the student to read prescriptions accurately, is given. Candi¬ dates for the degree of “ graduate in pharmacy ” must be recommended by the faculty and the examining board to the regents of the University, who confer the degree. A woman was among the graduates of 1884. For statistics of the above medical schools, so far as reported, see Table XIII of the Appendix; for their summary, report of the Commissioner preceding, SPECIAL INSTRUCTION. TRAINING IN ART. The School of Design of the San Francisco Art Association reports for 1884-’85, 78 pu¬ pils in the regular classes, 22 in the Saturday class, and 17 in the life class. Officers — a director, assistant director, and teacher of life class. Music, drawing, and painting enter into the arrangements of nearly all the colleges, both for young men and young women, and considerable numbers of the students appear to have prosecuted courses in these lines. In the public schools of the chief cities draw¬ ing has commonly a place, and it lias a full and special development at Oakland. EDUCATION OF THE DEAF AND OF THE BLIND. The California State Institution for the intellectual and mannal improvement of these classes of unfortunates, Berkeley, continued in 1884-’85 its combination of the manual and oral systems for the deaf, with finger reading for the blind. Of the deaf, there are reported at the close of that year 133 (81 males, 52 females), making a total of 279 since the foundation of the institution; and 32 of the blind, making a total of 123 from the opening of the school. The instruction of both classes includes all branches commonly taught in common schools and seminaries, with printing, wood working, and gardening for the deaf. A few are prepared for college. A bakery and cooking school, lor which $5,000 has been appropriated, was under way and was expected tobeopened in January or February of 1885. As noted under “New legislation, ” provision for instruction of the blind in productive occupations that would prepare for self-support was made by the legislature in March, 1885. EDUCATION OF THE FEEBLE-MINDED. Under the head of “ New legislation ” it may be seen that imbecile youth will here¬ after have provision for training in letters and industries. EDUCATION OF ORPHANS. For statistics of attendance and instruction in homes for orphan children in the State, see Parts 1 and 2, Table XXII of Appendix. 1 After January, 18S6, the course will be 3 years. 2 Laws of California, 1SS5, pages 110-112 CALIFORNIA. 25 INDUSTRIAL AND REFORMATORY TRAINING. The City and County Industrial School , San Francisco, -which seems to have come under greatly improved supervision and management in January, 1885, presents a total of 406 inmates lor 1884-’85, of whom 162 came over from the previous year, 171 were received during the year. 49 recalled by the school committee, 19 surrendered by par¬ ents and guardians, and 5 that had escaped were captured and returned. Of the 406 thus made up. 175 were granted indefinite leave of absence, 44 were discharged, and 7 escaped, leaving 180 remaining in the school, July 1, 1885. The average belonging in school studies, which include a fair English educational course, was 82; the average daily attendance, 73. Saturday and Sunday evenings were given to miscellaneous read¬ ing. A band leader trained in music from 14 to 16 of the inmates. The industrial ele¬ ment in the school included labor on the farm as well as in a tailor-shop and a shoe-shop, and by exchanging manufactured shoes for leather and findings it was hoped that the shoe-shop might be made self-sustaining. EDUCATION OF CHINESE YOUTH. The full account of this work for 1883-' 84 came too late for the report of that year; there were, however, in the 15 California mission schools, under control of the Amer¬ ican Missionary Association, 1,864 pupils under 27 teachers. In 1884-* 85 were reported 18 schools, with 1,457 pupils, under 33 teachers. The schools were all in the hands of devoted and efficient teachers, well located and fairly on the way to become permanent. The school at Alturas, in the northeastern part of the State, though established for the Chinese, was open to all, and the Indians in the vicinity so largely availed themselves of the privilege that they greatly outnumbered the Chinese. The mission at Stockton, the first established by the American Missionary Association in California, was closed in 1884, but reopened in 1885 with a better attendance and greater promise than before. EDUCATIONAL CONVENTIONS. PACIFIC ASSOCIATION OF COLLEGIATE ALUMN.fi. Following the example at the East, a temporary organization of the Pacific Association of Collegiate Alumna was effected at San Francisco August 29, 1885. There were pres¬ ent graduates of Ann Arbor, Cornell, Vassar, and Berkeley. Miss Jackson of Cornell taking the chair. Miss Harniin of Ann Arbor explained that the purpose of the associa¬ tion was to encourage special lines of graduate study, to maintain intellectual culture, and promote fellow feeling and co-operation among educated women from different in¬ stitutions. She stated that the results already reached had been chiefly in the lines of research in local history, sanitary science, physical training of women, and health sta¬ tistics in co- educational colleges. So valuable have been these last that the Bureau of Educational Statistics of Boston, Mass., has requested the use of them, and when com¬ piled it is believed that they will materially modify the popular impression on this sub¬ ject. There were found to be in the State 50 alumnae of Berkeley, and from 15 to 20 of Ann Arbor, Vassar, Cornell, Oberlin, and Wellesley. A committee was appointed to ar¬ range for a permanent organization. Of the State Teachers' Association no report has come to hand. CHIEF STATE SCHOOL OFFICER. Hon. William T. Welckeb, State superintendent of public instruction , Sacramento. [Term, January S, 13S3, to January 3, 1387.] 26 REPORT OF THE COMMISSIONER OF EDUCATION. COLORADO. STATISTICAL SUMMARY. SCHOOL POPULATION AND ATTEND¬ ANCE. Children of school age (6-21) - Enrolled in graded State schools - Enrolled in ungraded State schools.. "Whole number thus enrolled _ Average daily attendance in State schools. Per cent, of enrollment to school youth. Per cent of average attendance to en¬ rollment. Per cent, of same to school youth. SCHOOL DISTBICTS AND SCHOOLS. School districts reported _ School houses in these districts _ Sittings in such school houses... _ _ Volumes in school libraries _ _ _ Average time of schools in days _ TEACHEES. Men teaching in graded State schools. Women teaching in snch schools _ Men teaching ungraded State schools. Women teaching ungraded State schools. Whole number employed in the year. "Whole number employed at one time. FLNANCIAL STATEMENT. Average monthly pay of menin graded schools. Average monthly pay of women in graded schools. Average monthly pay of men in un¬ graded schools. Average mon thly pay of women in un¬ graded schools. General average monthly pay of men. General average monthly pay of wo¬ men. Expenditure for public schools _ Valuation of State school property _ Amount of avaiiableStateschooifund. 1883-’84. 1884-’85. Increase. j Decrease. 56, 242 57, 955 1, 713 22, 131 22, 208 77 15, 741 16, 687 946 37, 872 38, 895 1, 023 23, 307 24, 747 1,440 67.34 67. 12 .22 61. 54 63. 62 2. 08 41. 44 42. 70 1. 26 604 645 41 525 525 35, 662 38, 482 2, 820 6, 387 10, 660 4,273 j / o374 al71 - j . "~~3 \ 5100 5108 8! 66 78 12 | 347 378 31 j 262 236 — . — - 6 448 483 37 1,123 1,197 74 j 946 1, 022 76 I $110 15 $108 07 i $2 08 66 41 67 63 $1 22 51 30 54 78 3 48 41 35 49 37 8 02 63 15 67 22 4 07 52 29 57 36 5 07 809, 898 934, 727 124, 829 cl, 676, 130 2, 052, 100 375, 970 114, 220 133, 829 19j 609 — o Time the graded schools were taught. 6 Time the ungraded schools were taught. e Note what is said respecting thL under “State school system, general condition.” (From figures furnished by Hon. Leonidas S. Cornell, State superintendent of public instruction.) COLORADO. 27 STATE SCnOOL SYSTEM. GENERAL CONDITION. The figures of the preceding statistical summary show progress at almost every point: 1,713 more children to be taught; 1,0123 more brought under public school instruction; 1,440 more in average attendance; additional seats lor such attendance going far beyond the actual demand lor them; an increase of teachers fairly corresponding with the addi¬ tional number of pupils in the schools; pay of teachers greater, on an average, except in the case of men in graded schools; while, to meet these advances, there was an expendi¬ ture for the public schools $124,829 larger than in the preceding year. School property, rated in 1883-’84 at $1,676,130, went up, as may be seen, to $2,052,- 100, an advance of $375,970 on the estimated value of the preceding year. It is desired that this may be especially noticed, because, tkiough a clerical eiror, the school prop¬ erty of the State was, on page 49 of the report from this Bureau for 1883-’84, given as “about $125,000,” which was only about the increase ot the valuation of it in that year, as shown at the close of page XX VII in the same report. This error is the more re¬ gretted because a very competent authority says, “It is doubtful whether in any State of the Uuion, in proportion to its age and population, can be found a greater number of first-class school buildings or better schools than in the towns of this State.” ADMINISTRATION. For the administration of the public school system there are: (1) a State hoard of ed¬ ucation; (2) a State superintendent of public instruction, who is a member of the board; (3) a superintendent of public schools in each county; (4) boards of direct¬ ors of school districts; those of first class districts of 6 members; those of second and third class districts of 3 members. These officers are all elected by the people of the State, county, or district which they represent; the State and county superintend¬ ents for 2 years; directors, for 3 years, with annual change of one-third. Women are eligible to the district boards and may vote at elections for them. The schools of the State system are free to all youth 6 to 21 years of age, shown by an annual census to be residents in the districts where they are in operation. None such are to be debarred from attendance in them, or subjected to special classification, because of race or color. To obtain State school funds, schools must be kept in session at least 60 days in each year. The studies to be pursued, and the text-books to be used, are determined by each district board. Sectarian instruction is forbidden; but a fair train¬ ing in good morals is provided for by the requirement that all teachers in public schools shall be of unexceptional moral character, and that school boards may suspend or expel refractory pupils. 1 Gradation of studies is provided lor up through those of high schools, which prepare pupils lor the State University. SCHOOL FINANCES. The means of support of public schools come: (1) from the proceeds of a State school fund; (2) a county tax of 2 to 5 mills on the dollar; (3) optional district taxes; and (4) the receipts from fines, penalties, and forfeitures, these last going to the districts or coun¬ ties in which they have been incurred. The State superintendent distributes the State funds to the county superintendents; they apportion these, with what is raised in the county, to the school districts that have maintained schools for at least 60 days under licensed teachers. This apportionment is according to the number of children of school age, as shown by the annual census. SCHOOL SYSTEMS OF CITIES WITH 7,500 OR MORE INHABITANTS. ADMINISTRATION. Districts of the first class — i. e., with more than 1,000 inhabitants — are under the ad¬ ministrative direction ol boards of 6 directors, the members of which are liable to an an¬ nual change of 2. Each board elects a president from its own members; a secretary, who may be a member of the board; and a treasurer, who must not be a member. Every board of this class has power to make by-lawe for its own government and the govern¬ ment of its public schools. It may employ or discharge teachers, enforce the rules and regulations of the State superintendent, fix the course of study, and determine the text¬ books to be used for 4-year terms. Denver and Leadville, the only cities in the State that have a population sufficient for report here, have superintendents of their public schools, elected by their respective boards. 1 As to moitil influences in school, see further on a resolution adopted at the close of the State Teachers’ Association. 28 REPORT OP THE COMMISSIONER OF EDUCATION. STATISTICS. 1834-’85. Cities. Popula¬ tion, census; of 1880. Children of school age. Enrolled in public schools. Umber of Expend i- tendLce. , teachers- : Denver . ay 629 14,820 9,021 I 2,067 j 5,745 1,712 3,932 115 ' $176,090 943 SO 49,301 I,eadville a . . . a For tlie year ending August 31, 1884. ADDITIONAL PAETICULAES. Denver. The city superintendent reports for 1884-’S5 that for the first time in many years there has been no increase of pupils in the public schools, which he regards as an evidence of no increase in population during the year. As compared with 1 883-’ 84, the enrollment was 278 less, while average daily attendance was nearly sustained.1 The enrollment was 63.68 per cent, of school youth, and daily attendance was 43.59 per cent. Adding to the enrollment 500 in private and parochial schools, shows 69.23 per cent, of school youth in school some part of the year. The great variety of nationali¬ ties is given as accounting for the changes in population and attendance in the public schools. The enrollment for 1884-’85 was from 46 States and Territories and 18 foreign countries, the nationality of 98 being unknown. Of those enrolled, 1,054, nearly one- fifth of the whole, were children of mechanics; 631, of laborers; 473, of agents; 245, of miners ; 219, of clerks ; 242, of railroad employes, showing the uncertain character of about 50 per cent, of the entire enrollment. Denver, though of recent birth, ranks high for the number and excellence of its school buildings, numbering 15, with over 5,000 sittings, all except the high school completed since 1872 at an expense of $497,612. Present valuation not given. The high school building was to be at once completed, and made not only a beautiful structure, but also a monument to the efficiency and worth of the public school system, and an ornament to the city to which residents may point with pride and satisfaction. The superintendent claims that while manual education and military drill in the high and grammar schools go to improve the boys, the physical welfare of the girls should also be looked to as of more importance than mental drill; that the assignment of identical tasks for the average boy and girl of 16 is a mistake; and that a somewhat elastic and optional course for girls should obtain. An experimental night school was held during 4 months of the winter and will prob¬ ably be continued. The observance of Arbor Day was an interesting and helpful event. Leadville presents no new statistics, those given in lack of later ones being for the year ending August, 1884. Of the 4 school buildings 2 are for the primary schools, 1 for the grammar, and 1 for the high, all valued, with other school property, at $155,200. A special teacher of music was employed at $1,000 a year. Schools were in session 180 days. The statistics reported show a remaikable enrollment of 82.83 per cent, of school youth, while the average daily attendance was onty 45.62 per cent, of the same. With the addition of 280 in private and parochial schools, 96.37 percent, of school youth were in school some part of the year. This large per cent, of enrollment over that of daily attendance is doubtless owing to the changing character of population incident to min¬ ing cities. PREPARATION AND QUALIFICATIONS OF TEACHERS. GEXEEAL STATE EEQUIBEMENTS. No district board may employ any person to teach in a public school of the State un¬ less such person have a license from the district, county, or State school officers in full force at the date of employment. Since May 27, 1883, "in districts with more than 1,000 children, the examinations of teachers to fill vacancies have been conducted by district boards, and those thus ex¬ amined are not required to hold a certificate from the county superintendent while teaching in such district. In all other cases there must be a certificate from the super¬ intendent of schools in the county where the applicant desires to teach, or a diploma from the State superintendent of education; the former is good for 6 months, 1 year, or 2 years; the latter during the life or good behavior of the holder. 1 The superintendent says it was materially increased. COLORADO. 29 NORMAL COURSES. The University of Colorado offers what seems to be a thorough 4-year training in nor¬ mal education to prepare teachers for the public schools. Instruction is given not only in the branches taught in the common schools, but in the theory of teaching, history and philosophy of education, and eclmol economy. Applicants lor admission must be at least 16 years of age, must declare their intention to become teachers, and must pass a satisfactory examination in the ordinary school branches. The University stands at the head of the public schools, and assures the county superintendents that the faculty will recommend only such students as, in their opinion, have made a good record. Colora/to College , which showed in 1S83 a normal couuj of 4 years, has made no report of it to this Bureau since that date. The University of Denver continued in 1884-’&5 to offer a special course of 1 year to those of its students who wished to prepare for teaching in the public schools. This course, said to be conducted by teachers thoroughly familiar with normal methods, em¬ braces methods of instruction in arithmetic, grammar, geography, history, school man¬ agement, art of teaching, and oral training. For statistics of these schools see Table in of the Appendix; for summaries of same, the report of Commissioner preceding. teachers’ institutes. These are provided for whenever reasonable assurance shall be given by the superin¬ tendent of any county to the State superintendent of public instruction that at least 25 teachers in his county desire to assemble for a teachers’ iustitute, to remain in session 2 weeks of 5 days each. When any such institute is organized, the directors of schools in the county may close their schools to allow teachers to attend the exercises, the pay of such teachers to continue while attending, as if there had been no closure. . SECONDARY INSTRUCTION. PUBLIC HIGH SCHOOLS. Denver has had a high school since 1873, with division most of that time into general and classical departments, and a 4-year course for each. Both sexes are admitted. The enrollment from 1875-’76 to 1 884-’ 85 has increased from 104 to 319, the average belong¬ ing, from 77 to 259.9; the average daily attendance, from 74 to 249.8. The school is furnished with a full line of chemical and physical apparatus, a valuable cabinet of min¬ erals, a collection of Colorado plants and flowers, physiological charts, and maps for clas¬ sical and historical work. Lead ville shows also a high school, with a building in which a principal and 3 teach¬ ers were employed; number of pupils and length of course not given. Golden and Pueblo, reported in 1883-’84, have sent no account of their high schools. 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 ; for their summaries, the report of the Commissioner preceding. SUPERIOR INSTRUCTION. COLLEGES FOR YOUNG MEN AND FOR BOTH SEXES. The University of Colorado , Boulder (non-sectarian), as a part of the public school sys¬ tem of the State, furnishes free tuition to State stadents of both sexes. It arranges its instruction under the departments of philosophy and arts, of medicine, normal school, < ouservatory of music, and preparatory school. The department of philosophy and arts includes courses leading to the degrees of A. B., Ph. B., Sci. B., and Lit, B. A full course for a degree covers 24 semesters of 5 exercises a week each. For the degrees of A. B. and Ph. B., 10 of the 24 semester courses are prescribed, while 14 are optional; ffir that of Sci. B., 16 are prescribed, 8 optional; for that of Lit. B., 13 are prescribed, 11 optional. The degrees of A. M. and Sci. M. are given to those who complete a graduate course . authorized by a committee of the faculty, it being required that applications for such degrees be made a year in advance. The preparatory school prepares students for courses leading to the bachelor degree, but students graduating from high schools with a sufficient course of study may be ac¬ cepted on evidence of such graduation. The course of study covers 4 years and is in many respects equal to those of good Eastern high schools. There is a choice between a classical, a Latin scientific, and a scien¬ tific course. so REPORT OF THE COMMISSIONER OF EDUCATION. Colorado College (non-sectarian), in its bulletin, 1885, presents preparatory, collegiate, and scientific courses, the full collegiate leading to the A. B. degree; the “Cutler liter¬ ary ” to a certificate of studies in English, mathematics, natural science, French, Ger¬ man. and Latin, with historical, ethical, and psychological training; the scientific em¬ braces blow-pipe analysis, determinative mineralogy, assaying, chemical analysis, geol¬ ogy, and surveying. The Normal school of 1883 has vanished The University of Denver (Methodist Episcopal) for 1884 -’85 announces, besides its “junior preparatory” school, colleges of letters and science, of music, of fine arts, of business, and of medicine, as be.ore. A movement for endowment was in progress in that year, with apparently fair prospect of securing $100,000 through an offer from Mrs. Bishop Warren of $50,000, conditioned on the raising of a like amount from subscrip¬ tions. A movement to endow a woman’s professorship was also on foot. Two new Presbyterian colleges, one at Del Norte, another at Longmont, are reported on official authority, the former with 2 buildings and 34 students in preparatory classes; the latter with apparently fair prospects of eventual success. COLLEGES FOR YOUNG WOMEN. Young women are admitted, for special studies at least, to the University of Colorado, State School of Mines, Agricultural College, and University of Denver. The College of the Sacred Heart, near Denver (Roman Catholic), presents classical, commercial, and modern language courses, but without dear indication how far the instruction in such courses goes. SCIENTIFIC AND PROFESSIONAL. SCIENTIFIC. The University of Colorado , Boulder, presents in 1884-’85, as before, a fair range of sci¬ entific studies in mathematics; physical, mental, and moral science; political economy; topographical drawing; surveying and engineering. The continuance of this last depended on a detail of a United States Army officer for its continuance in 1885-’86. Colorado Agricultural College , Fort Collins, with preparatory, collegiate, special, and post-graduate studies, reports for the same year 96 students, 50 of them young women; a majority of the senior and post-graduate classes and 12 out of 18 special students being of this sex. The studies of the preparatory and collegiate departments are ac¬ companied by or alternated with 2 hours’ labor daily in farm, garden, orchard, shop, and laboratory; for which, with clinics in veterinary cases, there seems to be very fair provision, under 9 instructors, the course of training having a very practical look through¬ out. State appropriation, from a 1.5 mill tax, $21,000. The Colorado Slate School of Mines , Golden, retains its 3 regular courses in civil engi¬ neering, mining engineering, and metallurgy, each of 4 years, with special ones in assay¬ ing, chemical analysis, geology, mineralogy, and surveying, for students that wish to pre¬ pare for successful work in these lines. Free-hand and mechanical drawing and color¬ ing are taught as part of this instruction, with a view to the development of such skill of hand and eye as will enable students promptly and effectively to illustrate any object by suitable sketches. A valuable museum of minerals, ores, and geological specimens, and a library of standard scientific works, with illustrative apparatus, aid in inculcat¬ ing the instruction given. Faculty, 7; students in 1883-’84, 117, including 28 ladies attending lectures and drawing. Colorado College , Colorado Springs, offers to miners and surveyors winter scientific courses in mineralogy, chemistry, blow-pipe analysis, and other branches relating to their occupations, as stated under “ Superior instruction ” preceding. Statistics of the attend¬ ance on these courses have not been received. If any should be furnished, they may be found in Part 2, Table X of the Appendix. PROFESSIONAL. Theological. — Up to 1884-’85 this Bureau had no information of any regularly organ¬ ized theological seminary in the State, except at Denver, where, in connection with the Protestant Episcopal Cathedral, there is such a school, with 4 professors; students in 1884-’85, as in the previous year, 3. At the Roman Catholic Pro-Cathedral, Denver, it is believed that there is also some training for the priesthood, as the records of the vi¬ cariate ot Colorado show 4 ecclesiastical students, and this cathedral seems to be the only place for training such, Medical. — The Medical Department of the University of Colorado, organized 1883, had in 1884-185 7 professors, a 3-year graded course, with an annual session of 39 weeks; re¬ quires for admission a literary or scientific degree, or a high school diploma, ora thorough examination in the branches of a good English education, including mathematics and COLORADO. 31 natural philosophy; for graduation, 21 years of age, good moral character, and satis¬ factory examinations. The Medical Department of the University of Denver reports 19 instructors; lias a 3-year graded course, in annual sessions of 25 weeks; requires lor admission a fair Eng¬ lish education, with natural philosophy and rudiments of Latin, ora degree of A. B., or a diploma of a high school; for graduation, 21 years of age, good character, 3 years of study, attendance on 2 lull lecture courses, practice in anatomy and chemistry for 2 sessions, pronciency in diagnosis and therapeutics by practical demonstration on the living subject, and a satisfactory examination in the 7 principal branches of medical science, Graduates of medical colleges in the State are not allowed to practice medicine in any of its departments without a license from the State board of medical examiners. SPECIAL INSTRUCTION. EDUCATION OF THE DEAF AND BLIND. The Colorado Mute and Blind Institute , Colorado Springs, tonnded 1874, reports for 1885 an enrollment of 46 pupiis (26 male and 20 female) under 7 instructors. The studies include, besides common English branches, natural philosophy, general science, and book-keeping. The employments taught ar<- printing, carpentry, and sewing. Volumes in library, 250; value of grounds ana buildings, $45,000; State appropriation for the year, $22,000. REFORMATORY AND INDUSTRIAL TRAINING. As the reports from this State are biennial, information from the State Industrial School, Golden, cannot at present extend beyond 1883-’84, when, in the report iromthis Bureau, it was stated that of 196 received since the opening of the school, 123 had been apprenticed or discharged, leaving 73 remaining, November 1, 188-1. Of those discharged, 75 had been returned to homes in Colorado, 19 to homes in other States and Terri¬ tories, 1 eloped, and 28 had been apprenticed to farming, housework, and other occu¬ pations. INSTRUCTION IN MUSIC AND ART. The Conservatory of 3Iusic in the University of Colorado offers courses in parlor, church, and orchestral music, oratorio chorus, and brass and reed instruments, requiring 3 years’ study to complete a full course, which time may be reduced by unusual ability. The College of 3Iusie in the University of Denver, while it concentrates its energy on the study of the piano and voice, also furnishes facilities for the study of the violm, flute, and guitar. A course of 2 years leads to the degree of bachelor of music. The School of Art of the same University claims to be fairly complete in its collections > of casts, materials, and lacilities for art training, taking the technical work done in the Maryland Institute; School of Art and Design. Baltimore, as its model. In addition there are two recitations a day in related branches, including modern languages, mathematics, natural science, and belles-lettres. EDUCATIONAL CONVENTION. COLORADO STATE TEACHERS’ ASSOCIATION. The Colorado State Teachers’ Association held its tenth annual meeting at Denver, December 29-31, 1884. The meeting is said to have been characterized by an unusually large attendance, by the length and ability of the papers submitted, and by the unanim¬ ity of the ' procedings. President David K. Boyd, of Greeley, called the meeting to Order, and Rev. R. W. Reed, D. D., of Denver, gave a lecture on “Poetic justice,” fol¬ lowed by an address from the president on “ The cultivation of the esthetic imagination.” Miss Harriet Scott, of Pueblo High School, then read a paper on “ Unmarked results.” Much of the true teachers’ work, she said, does not give direct results, hut purposes are fixed, motives invigorated, and the whole child is so touched that in after years the re¬ sults become apparent. In a paper on “Scientific temperance instruction in schools,” A. B. Copeland, of Greeley, stated that temperance people begin to see that the moral aspect of the temperance question must he supplemented by scientific and economic facts. He held that the miseries growing out of intemperance often result from igno¬ rance of the effects of alcoholic drinks. These effects should be demonstrated to youth on the authority of scientific men. Miss A. B. Witter, in a paper on the “Philosophy of teaching, ” expressed the thought that results were not adequate to the outlay and opportunities enjoyed by youth. Teachers know too little of the vital principles of their work; methods are too superficial and disconnected; we try to do too much, and fail to awaken enthusiasm for study. State Superintendent Jos. C. Shattuck followed with the question, “What lack we 32 REPORT OF THE COMMISSIONER OF EDUCATION. yet?5’ in which he claimed that on account of the spontaneous growth of the school sys¬ tem, its cordial support, the perfection of our system of instruction, the zeal and ability of our educational workers, and the loyal public sentiment in behalf of free schools, we really lack nothing in particular, and only need to continue what we have begun, bring¬ ing each part of our system to a higher perfection. Dr. H. F. Wegener urged the use of “ The microscope in school rooms ’’ as a means at once of interest and of instruction, bringing vividly to view a world of wonders of which children usually know almost nothing, yet a world of intense interest when shown. Charles A. McMurray, of Denver, then read a paper on “Theory as related to practice in teaching,” said to have been an able production. Mrs. F. C. Houghan, of the Gilpin School, Denver, urged the introduction of “school libraries,” as to which she related her experience in interesting her school, and in making a collection of suitable books for youth and children to read. She claimed that it is folly to teach children not to read light and immoral literature, and yet not put into their hands anything better. “School reading” and “Mistakes in school management” were discussed, and many important suggestions made as to both topics. SuperintendentGove, of Denver, then made some admirable remarks on “The teacher out of school,” which were followed by a con¬ cluding lecture from President E. C. Hewitt, of Normal, Ill., on “The development of character,” said to have been worthy of the occasion and the man. Having thus far concerned itself only with elementary education, the association pro¬ posed to advance to the higher departments, and a college and high school section was organized, to which hereafter a half-day will be given. Among other resolutions, the following one was adopted: ‘ lE< solved, That it is the decided sense of this association that the true aim of education is to develop character; that the cultivation of the heart should never be subordinated to that of the head, nor that of the intellect to the training of the conscience; and that in the realization of this aim we recognize as the most potent factor a true Christian mo¬ rality, embodied in the character of the living teacher, and pervading and guiding all the work of the school room.” « CHIEF SCHOOL OFFICER. Hon. Leonidas S. Cornell, State superintendent of public ixt&truetion, Denver. [Second term, with an interval, January, 1885, to January, 1887. i CONHEOTIOUTj 33 CONNECTICUT. STATISTICAL SUMMARY. POPULATION AND ATTENDANCE. Children of school age (4-16) - Different scholars in public schools — Average attendance in winter - Average attendance in summer - Per cent, of school youth enrolled. __ Per cent, of school youth attending in winter. Per cent, of school youth attending in summer. Children in other than public schools. Number in schools of all kinds - Per cent, of this to school youth - Children of school age in no school— SCHOOL DISTRICTS AND SCHOOLS. Towns in the State - School districts in these - Number of public schools - Departments in these - Number of graded schools _ Number of evening schools _ Number of school sittings _ School-houses built in the year - Number in the State _ Number in poor condition _ _ Average time of schools, in days _ TEACHERS. Men teaching in winter _ Women teaching in winter _ Men teaching in summer _ Women teaching in summer - Teachers continued in the same school. Teachers serving for first time _ FINANCIAL STATEMENT. Average monthly pay of men teach¬ ing. Average monthly pay of women - Expenditure for public schools - Cost of superintendence of same _ School district indebtedness _ Valuation of public school property— Amount of available school fund _ 1883-’84. 1884-’85. Increase. Decrease. 150, 601 151, 069 468 123, 280 125, 718 2, 438 80, 075 82, 654 2, 579 74, 787 75, 450 663 81. 86 83. 22 1.36 53. 17 54. 71 1.64 49. 66 49. 94 .28 14, 580 14, 480 100 137, 860 140, 198 2, 338 91.54 92. 80 1. 26 20, 199 19, 837 362 167 167 1,447 1, 441 6 lj 639 1,633 6 2,779 2, 837 58 338 339 1 23 29 6 124, 019 126, 266 2, 247 22 19 3 1,657 1,658 1 177 167 10 179. 55 179. 18 .37 562 546 16 2, 347 2,442 95 307 346 39 2, 59 6 2, 625 29 2, 347 2, 463 116 485 395 90 $69 17 $69 16 $0 01 37 21 37 64 $0 43 1, 777, 277 1, 852,221 74,944 27, 890 29, 077 1,187 | 1, 197, 732 1, 132, 571 65, 161 5, 257, 756 5, 456, 694 198,938 | 2, 017, 159 i 2, 030, 124 1 12, 965 1 I (From report of Hon. Charles D. Hine, secretary of State board of education, for the school years ending August 31, 1884 and 1885.) 34 EEPOET OF THE COMMISSIONER OF EDUCATION. STATE SCHOOL SYSTEM, GENERAL CONDITION. As respects school population and attendance the preceding table indicates encoura¬ ging advance. A comparatively small increase in children of school age was not only met, but greatly more than met, by*an advance of upward of 5 times that increase in en¬ rollment in the public schools, while children in no school diminished, as may be seen, by 362. School sittings were also well up to the public-school attendance, 19 new school-houses having been built within the year and 2,247 more sittings having been secured. Teachers serving continuously in the same school were considerably more numerous. A table appended to the report of the secretary of the State board of education for 1884-’85 shows that in the ten years closing with that report there had been an increase of 16,093 in the number of children entitled to instruction in the public schools, of 6,229 in dilferent scholars registered in such schools, of 11,564 in the number attending private and public schools (besides 5,335 in other schools), of 695 in teachers continuously em¬ ployed, of $109,637 in the total pay of teachers, and of $142,526 in the whole receipts for the State schools. With all this advance, however, it is admitted by the superintendent, and decisively declared by the State board of education, that the people are not getting from the schools all they ought to get for the expenditure upon them ; that many teachers do not know enough either of the instruction to be given or of the best methods of imparting it; that many school-houses are unfit for use and insufficiently equipped with appliances for teaching; that there is, for these reasons, too little first-rate teaching and much that is very, very poor; and that, consequently, ther<> is need of a better organization of the school system by transferring the powers of district meetings to town meetings, and by uniting the powers of school visitors and district committees in the hands of a town committee. A unity of systems of instruction, it is thought, would be to. some extent secured by this, with more skillful supervision, better appliances, and eventually far superior teaching, longer school sessions, and yet, probably, a lessened cost. ADMINISTRATION. The State still has a board of education of 6 members, two of them chief State officers, for general oversight of the free-school system; employs a secretary of this board for visitation, supervision, and report of schools; and gives him the assistance of a clerk for office duties, as also of an experienced agent for enforcement of the laws relating to compulsory school attendance. Towns — answering to townships in most States — have each a board of school visitors of 3, 6, or 9 members; school districts representing former “school societies,” boards of education of 6 or 9 members; ordinary school districts into which towns have been di¬ vided, school committees of 3 members. These officers are liable to a change of one- third each year, except boards of only 3 school visitors, who hold in a body for 3 years. The minimum session of the free schools is 36 weeks yearly in districts with 1001 or more youth 4 to 16 years of age; 30 weeks in those with 24 to 99 such youth; and 24 weeks in districts with still smaller numbers. Well children 8 to 16 2 years of age are now required to attend some public day school, or receive elsewhere regular and continuous instruction in public-school studies while the schools of their districts are in session,3 unless excused by the school authori¬ ties. Children under 14 who have attended school 12 weeks during the preceding 12 months, and children over 14, are not now subject to this requirement while properly employed to labor; but all except these come under the rule, and any person having control of a child and not complying with the law is subject to a fine of $5 or less for each week’s failure to do so, not to exceed $60 a year. Selectmen and truant officers are to look after the enforcement of these laws and to fine obstinate offenders for violation of them. Habitual truants may also be sent to a house of correction. Besides the elementary education thus required and enforced, there is provision for high school work, for instruction of teachers in a State normal school, and for aids to school training from town libraries and illustrative apparatus. There is also, since 1884, provision for instruction in manual arts, which has been availed of at least in New Haven, and for instruction in vocal and instrumental music, if a town vote for it at an annual business meeting. The admission of children of school age to public schools is not allowed to be affected by race or color. 1 Changed, 1884, from 110 to 100. 2 Formerly 8 to 14. 8 This is an extension of the former 12 weeks to 24 or more. CONNECTICUT. 35 SCHOOL FINANCES. By a tax of 1 J mills on a dollar the State raises sufficient money annually to enable it to apportion, every February, in addition to the allowance from the school fund, $1.50 for each child 4-16 years of age in towns the school visitors of which certify that the schools have been kept open the full period required by law, under teachers duly exam¬ ined and approved. The income from town deposit funds, or other funds that have been dedicated to public school instruction, go with the State school fund to increase the amounts that may be voted by towns, at their annual meetings, for the support of public schools. But the State allowance and the specially voted town funds can only be availed of by districts that have suitable school-houses and outbuildings, and that have made to the school visitors the required reports. NEW LEGISLATION. Besides the law noticed in the report from this Bureau for 1883-’84, authorizing the State board of education to examine applicants for teachers’ certificates good throughout the State, there appear in the acts of 1884, at the law library at the Capitol in Washing¬ ton, the following special laws: (1) one appropriating $10,000 to the State Reform School, for the completion and furnishing of two additional cottage buildings; (2) one appro¬ priating $5,000- to the Storrs Agricultural School; (3) and one appropriating $15,000 for the Industrial School for Girls. SYSTEMS OF CITIES AND TOWNS WITH 7,500 OR MORE INHABITANTS. ADMINISTRATION. The school visitors of towns prescribe rules for the management, studies, discipline, and classification of the schools of their respective towns, the choice of text books, and the examination of teachers. They assign the duty of visiting the schools to one or more Acting School Visitors of their own number, who are required to make an annual report to the board. Cities, in at least some cases, administer their school affairs through boards of education, with a superintendent as executive officer. Examples of this appear at Bridgeport, Middletown, and New Haven, and to some extent also at New Britain and Norwich. STATISTICS. lS84-’85. o Cities and towns. Population." census of 1880. Children of school age. | Enrollment in public j schools. ! Average daily at¬ tendance. Teachers employed. ■ Expendi¬ ture for free schools. Bridgeport . 29,148 8,280 1 6,470 ! 4,748 112 j $95,032 Danbury . 11,666 3,260 j 2,608 1,872 52 ; 33; 318 Derby . 11, 650 3.670 1 3,221 2,136 60 j 43,967 Greenwich . _..J 7,892 1, 86*3 1, 4S8 : 831 31 19,366 Hartford . 42,551 9,775 ! 7, 3A6 4,805 158 j 210,567 Meriden . 18,340 5,019 ! 3,8.0 2,432 69 > 135. 672 Middletown . 11, 732 2,591 ! 2,113 j 1,290 46 i 29,436 New Britain. . . 13. 979 3, 817 1 2,184 1, 45S 45 j 30, 290 New Haven . 61,388 16,782 i 14.067 9.623 279 ! 225,715 New London . 10.537 2,100 1 2,054 1,377 * 42 25.038 Norwalk. . . . 13, 956 3,208 2,748 1,512 43 i 42, 507 Norwich . . . 21, 143 5,283 ' 3,897 2,617 94 1 60, 135 Stamford. . 11,297 2,823 ij 914 1,233 41 28,563 XV aterburv . 20,270 6,053 4, 89S 3,490 86 1 87.301 "Windham . 8,264 2,094 1, 197 706 29 j 27,072 a The statistics of Meriden, New Britain, New Haven, and Norwalk are from special returns to this Bureau; those of other places from the tables in the State report for 1&S4-'S5, the average attendance given for these other places being half the total of the average for winter and summer. The figures for New Haven include only the city proper. ADDITIONAL PARTICULARS. Bridgeport in 1884-’ So increased by only 97 its youth of school age, yet enrolled in its city schools 495 more than in the previous year, and had an average attendance of 314 more, under 6 additional teachers, leaving still, however, 1.409 in no school, and 535 in private schools. Two new school buildings of excellent appearance and arrangement were built, accommodating about 450 pupils each, with nearly the same conveniences and facilities for school work as the admirable high school reported in 1883-’ 84. Yet 36 REPORT OF THE COMMISSIONER OF EDUCATION. with this great improvement in school accommodation the average cost per pnpil for the year, based on average attendance, was only $15. 82. The city training school and evening drawing school were continued. Danbury , with 114 more school youth, enrolled 121 more in public schools, had 97 more in average attendance under 4 more teachers, with an expenditure of $1,547 less. In private schools there were 78 reported; in no school, 650. Derby added 89 to its school youth, 59 to the enrollment of the previous year, 106 to • ] its average attendance, and 3 to the number of its teachers: expenses were $12,800 be¬ low the reported expenditure of lS83-’84. Under private tuition were 46 pupils; in no school, 646. Greenwich, from some cause unexplained, declined by 103 in school population, 306 in enrollment, and 16 in average attendance, yet more than held its former rank in expend¬ iture for schools. Private and church schools enrolled 162 pupils, while 374 did not attend school. Hartford shows a falling off of 322 in enumerated youth, of 122 in such youth enrolled in public schools, yet more than held its own in average attendance; diminished some¬ what the number of teachers, and by $15,237 the expenditure for schools; this last prob¬ ably through completion of such expenditure for its new and excellent high school building. The State board of education, however, calls attention to the fact that through Hartford's retention of the district system, instead of a city system proper, its expense per pupil is $10.34 more than that of New Haven, where the arrangements for instruction and the character and thoroughness of that instruction are generally held to be of higher grade. Beside the public school enrollment, there appear 2,000 in private and church schools and 1,200 in no school. Meriden , in a special return, presents figures differing somewhat from those in the Shite report, the former indicating 130 more children than in the previous year, 333 more en¬ rolled in the town schools, 174 more in average attendance, and $74,276 more spent for j the schools; this last largely from the erection and furnishing of an elegant and sub¬ stantial high school building that looks as if it might endure for centuries if duly cared for. It reports also monthly meetings of the teachers, with lectures or familiar talks on methods of teaching, followed by discussions in which all present may partake. For other exercises of this kind see ‘ ‘ Normal training’ ’, further on. In addition to the enroll¬ ment in public schools, 940 were reported in church and private schools, and 557 in no school. Middletown , with 46 fewer school youth, enrolled in public schools 37 more than in the previous year, but had 18 less in average attendance, while in private and church schools I were 456. and in no school 320. Whether the inmates of the Connecticut Industrial School for Girls, Middletown, are included among those in private and church schools, does not appear, but is possible, as this school, though aided by the State, is governed by a benevolent association. New Britain , in a return, reports 521 fewer children but 48 more enrolled in public ; schools, average attendance less by 13. and expenditure by $4,067. In private or church schools 1,300 were reported; in no school, 430; in evening schools, 295. In the model schools connected with the State Normal School 40 children, under 3 regular teachers, were at once receiving instruction and giving candidates for teachership an opportunity to im¬ prove their methods of training. The evening schools were devoted to the rudimentary branches for such as could not attend the day schools, and were open from early in No¬ vember till the second week in March. Teachers’ meetings were held throughout the j year, sometimes for the full corps, sometimes in divisions, with good attendance. New Haven , in a return, presents an advance of 502 2 in school youth, of 747 in enroll¬ ment in public schools, of 74 in average attendance, and yet a decline of $30,184 in ex¬ penditure for school purposes, though 16 more teachers were employed. Private and church schools had an enrollment of 2, 031 pupils, while out of school were 3, 609. Special efibrts appear to have been made during the year to improve the spelling and reading of at least the younger pupils through steady drill in the spelling of words with which each child was familiar, till correct spelling became mechanical, and through a like drill in easy reading from fresh and racy reading matter — not committed to memory, but read till a habit of scanning a sentence rather than a mere word was acquired — and then let¬ ting each tell, in his own way, the fact or story he had been dwelling on. It is said that j where principals have given this matter constant personal attention great progress has ( been made, but that where teachers have been too eager for quick results, and have pushed pupils into reading books too hard for them, there have naturally been failures. The manual training noticed in 1883-’84 was continued and extended, improved ar¬ rangements bringing in a larger number for instruction, so that 43 boys had the advan¬ tage of this training every week during the school term, while 118 in "all had the oppor¬ tunity of working 2 months or more, with apparently great advantage. A class of 40 to 1 The town report says 62. 2 The State report gives 929. CONNECTICUT. 37 50 girls met also once a week, under a lady teacher, for instruction in sewing, knitting, crocheting, embroidery, and other work in such lines. Classes were formed, too, for wood carving, repousse work, and modeling. Evening schools had an attendance of 434, with an average of 181 under 10 teachers. New London , with 150 more children to be taught, seems to have gathered only 65 more than in 1883-’84 into its public schools, though average attendance was somewhat better in proportion than the enrollment. In private schools 91 pupils were reported; in no school, 208. Of these last 35 were of the age for compulsory attendance. The 150 gain in school youth above noted came after a loss ot 101 in the preceding ten years, and seems to indicate a decided turn in the tide. Norwalk, in a return, indicates a loss of 19 in enumerated youth and of 18 in average at¬ tendance, this last notwithstanding an advance of 436 in pupils enrolled and of 5 in teach¬ ers. Expenditure for schools was, according to the return, $11,828 greater than in 1883- ’84. Church and private schools had 417 pupils additional to those in the public schools, while 393 were reported as in no school, 34 of them of the age for required attendance. Norwich had 299 more youth of school age, and enrolled in its public schools 201 more than in 1883-’ 84, while the average attendance was only increased by 13. In other than public schools 465 were reported; iD no school, 830. Stamford , with a much smaller population than Norwich, went considerably beyond it in private and church-school attendance, while there were 553 of its children in no school. Its public schools enrolled 57 fewer pupils than in the year before, but had an increase of 59 in average attendance, of 4 in teachers employed, and of $3,434 in expenditure for school purposes. Waterbary increased its school youth by 179, and its enrollment in pfiblic schools by 290. Windham, with 70 fewer youths to be instructed, considerably increased its expendi¬ ture for schools, but drew only 7 more pupils into them, and lost more than four times that gain in average attendance, 557 being gathered in church and private schools, while there were 277 in no school. PREPARATION AND QUALIFICATIONS OF TEACHERS. GENEBAL STATE BEQUIEEMENTS. The school visitors in each town examine, as a board or by a committee, persons that desire to teach in the public schools of the town. To such as prove their good character and capacity to teach reading, writing, arithmetic, grammar, geography, and history (with drawing, if required), the examiners give certificates to that effect. These au¬ thorize the holders either to teach in any district of the town so long as desired without further examination, unless specially ordered, or to teach in any such district during the next school term, or to teach in a certain specified district for that term. Persons found qualified to teach other and higher branches than those above mentioned are to have their qualifications indicated in the certificates given them. Since 1884 the State board of education has had power to examine, in such branches and on such terms as it may prescribe, persons that seek certificates good throughout the State; to grant such certificates to those who prove their qualifications for them, and to revoke these certificates in case of need. It is still optional with town boards whether to accept the State board certificates in lieu of their own; but such acceptance will prob¬ ably soon be general. The certificates given are of two grades, primary and advanced; the former for such candidates as pass in the studies mentioned above; the latter for such as pass also in algebra, geometry, book-keeping, physiology, physics, physical geography, and civil government. Successful candidates for the primary grade certifi¬ cate, who have passed in studies more advanced than those required of them, may have the fact noted in their certificates. Both grades are valid only for a year, but are renew¬ able on evidence of good work done. STATE NOEMAL SCHOOL. The Connecticut Normal and Training School, New Britain, is the only one established by the State for training teachers in the art of instructing and governing the pupils of the public schools. Originally meant to be for both sexes equally, it has gradually come to be almost wholly filled with young women. Applicants for admission must be at least 16 years of age: must intend to teach in the State public schools, and must present certificates of good character from the school visitors of the town in which a resi¬ dence is claimed, besides passing a satisfactory examination in 7 prescribed studies.1 The course after admission is largely in academic studies for one year, and for another year embraces, with these, the theory and practice of the art of teaching. A practice school was opened in 1883, and was enlarged in January, 1884; in April of the latter year a 1 Graduates of approved high schools are excused from this examination. 38 REPORT OF THE COMMISSIONER OF EDUCATION. kindergarten class was added. Later information shows 3 model schools in operation ix 1885. These greatly aid in illustrating proper methods of teaching and governing. A diploma is granted to students that complete the course. The statistics of 1884-’85 show a total of 244 students, including a class of 25 gradu¬ ated in June of that year. Teachers 14, including the principal. OTHER NORMAL TRAINING. At Bridgeport the teachers have been wont to meet for consultation and interchange of ideas as to the best methods of teaching and school management. In 1884-’85 there are presented in the State report such meetings with like exercises, including lectures and familiar talks, at Colchester, Bristol, Meriden, New Britain, Norwich, and Wind¬ ham. New Haven has a well organized training school for instructing in the same lines as at Bridgeport the graduates of its high school and others of acknowledged merit. For such instruction there has been, since 1883, a special building. INSTITUTES. Although teachers’ institutes are not explicitly provided for by name, they are sub¬ stantially required by a clause in the school law, which says that the board of education shall seek to improve the methods and promote the efficiency of teaching, by holding, at convenient places in the State, meetings of teachers and school officers, for the pur¬ pose of instructing in the best modes of administering, governing, and teaching public schools. There are indications in the State reports of such meetings being held, 17 in 1883- ’84, with an attendance of 160 school officers, 958 teachers, and 2,64G other per¬ sons; 147 in 1884-’85, with 166 school officers, 874 teachers, and 2,273 other persons at¬ tending, SECONDARY INSTRUCTION. PUBLIC HIGH SCHOOLS. Besides the elementary free schools required bylaw, any town may establish and main¬ tain schools of a higher grade, purchase and hold property and buildings for them, levy taxes for school purposes and for support of the schools, and have a special school com¬ mittee for their management. The powers of such a committee, however, do not vacate those of the town school visitors. The number of such schools reported in 1882-’83 was 24; in 1883-’84 only 18; in 1884- ’85, 21. Whether the apparent decrease is due to imperfection of reports or to a closure of s«ne schools, does not appear. In 1883 a bill requiring towns with more than 400 families to maintain a high school was considered and continued till the next session. No note of its passage appears in the State report for 1884-’85. OTHER SECONDARY SCHOOLS. For the titles, location, and statistics of business colleges, private academies, and pre¬ paratory schools reported, see Tables IV, VI, and VII of the Appendix; for summaries of their statistics, the corresponding tables in the report of the Commissioner preceding, SUPERIOR INSTRUCTION. COLLEGES FOR YOUNG MEN OR FOR BOTH SEXES. The colleges of the State in 1884-’85 were in number and titles as before reported: Trinity, at Hartford (Protestant Episcopal), Wesleyan, at Middletown (Methodist Epis¬ copal), and Yale, at New Haven (non-sectarian). Trinity, in its catalogue for 1884-’85, gives a brief history of itself, which shows that, chartered as Washington College in 1823, and established at Hartford because of large subscriptions from that city, it began its collegiate work there in the autumn of the same year, and held its first graduating exercises in 1827. In 1845 its title was changed from Washington to Trinity, to indicate more fully that it was meant to be a Christian col¬ lege. In 1872 it sold its grounds in Hartford to the city as a site for a new State capitol, and purchased much more extensive ones, of 80 acres, on the heights just inside the city limits to the south. In this excellent location* new buildings were begun in 1875, on a plan presented by a celebrated English architect, and as much of the intended noble structure as was needed for the time was finished and occupied in 1878. In 1883 an addi¬ tional building, going toward the completion of the plan, was erected with funds fur¬ nished by a liberal friend. Others will be added as needs and means for them arise, till the whole imposing pile proposed shall be complete. » For 1885-’ 86 the college presents three courses additional to the four-year classical one CONNECTICUT. 39 to which it has long held; one in letters and science, one in science, and one in letters, each with somewhat lighter requirements for admission than the older course. Wesleyan presents, for 1884-’85, essentially the same elements as before in its classical, Latin-scientific, and scientific courses, but gives in much fuller detail a statement of what is expected or required in each. In either of the courses there is a considerable number of elective studies; but each student is required to attend at least 16 recitations weekly, besides the rhetorical exercises assigned to the respective classes, and studies once selected, with the approval of the faculty, must be carried through the year. Very fair additions appear to have been made to the means of illustration in the natural sci¬ ence studies. Young women are still admitted on the same terms and for the same studies as young men, and 2 more such appear in the catalogue, making 20 females among the 202 students enrolled, of which enrollment 6 were special students and 3 were graduates pursuing advanced studies. The faculty, including the president, num¬ bered 3 more than in the preceding year, but instead of additional receipts to meet thi3 increase of teaching force, there was a shortage. Yale lost in 1 884-’ 85 two experienced and faithful professors, Lewis R. Packard, Ph. D., of the chair of Greek, and Benjamin Silliman, M. D., LL. D., of the chair of chem¬ istry; the former, an accurate and painstaking scholar; the latter, a scientist of high re¬ pute throughout Europe and America. Dr. S. Wells Williams, the venerable pro¬ fessor of the Chinese language and literature, and also Professor Northrop, of rhetoric and English literature, seem likewise to have dropped away. But in place of Pro¬ fessor Northrop appear a professor of English literature, without the rhetoric, and two prominent lectureie on the same great topic, one of them Donald G. Mitchell, LL. D. Other changes, chiefly additions to the teaching force, appear in the list of faculty and instructors, among them a professor of dynamical engineering, one of physics, and an astronomer in charge of the thermometric bureau of the observatory, the full body of teachers being 113 against 109 in the preceding year. The whole undergraduate academical course was also rearranged and gTeatly fresh¬ ened, and many new elective studies were introduced for the junior and senior years, making no less than 78 in all. And this, it is pleasant to see, was not because the faculty sought to press more work upon the students, but because it was found that the students themselves were voluntarily taking more, many who were responsible for only 15 exercises a week having undertaken 20 and even 25, and prosecuted them with dil¬ igence. To foster this spirit of progress, a system of honors has been devised for giving clear tokens of approval to such students as, not neglecting their regular work in the last 2 years of the course, shall prove an extra proficiency in certain indicated studies of the earlier years as well. The degrees of Ph. D. and A. M., since June, 1874, have been given here not as hono¬ raria, but after two years of graduate study,1 the efficiency of which is proven by ex¬ amination. Additions of 8,120 volumes to the library and of $179,570 to the endowment funds were made during the year, $75,000 of the latter subject to the usual delays of settle¬ ment. The total attendance of students in all departments for 1884-’85 was 1, 086 ;• professors and instructors in all, 113. INSTITUTIONS FOE SUPEEIOR INSTRUCTION OF YOUNG WOMEN. The situation as to this class of collegiate students and instruction remains substan¬ tially unchanged. Wesleyan University still admits women to full collegiate privileges, and Yale admits them to its School of the Fine Arts. In the former, as above stated, were 20 in 1884-’85; in the latter 32 out of a total of 40. For other schools that claim to be substantially for collegiate training of young women, see Table VIII of the Appendix; for a summary of their statistics, a like table in the re¬ port of the Commissioner preceding. SCIENTIFIC AND PROFESSIONAL INSTRUCTION. SCIENTIFIC. Trinity College, Hartford, as before said, added in 1884-’85 a course in letters and sci¬ ence and a course in science to its long-held classical collegiate course ; the former, with somewhat lower preliminary requirements; the latter, with fairly full ones in the line of scientific and English studies. Both courses are of 4 years. Statistics of attendance on these courses are not yet available. Wesleyan retained its Latin-scientific and scientific courses, with additional instructors and apparently additional studies in them both. Yale , in its revised classical collegiate course, retains a considerable proportion of such 1 In the second case it may be after a year of systematic study at the college under direction of the faculty, followed by a successful examination for students of two years’ standing. 40 REPORT OF THE COMMISSIONER OF EDUCATION. scientific studies as mathematics, astronomy, geology, mechanics, and physics. In ita Sheffield Scientific School the trend is still more toward studies of this class, physics, chemistry, geometry, trigonometry, civil and dynamic engineering, agriculture, astron¬ omy, biology, and geology prevailing in its courses, with large substitution of French and German for Latin and Greek. These Sheffield courses cover 3 years, the first of them being the same for all; the last 2 branching out into various specialties. A course in drawing extends through the 3 years. For entrance on these courses there is a thor¬ ough preliminary examination in English, Latin, arithmetic, algebra, geometry, and trigonometry. On completion of the 3-year courses, the degree of Ph. B. is conferred on such students as pass the final examination; that of civil or dynamic engineer on such Ph. B. ’s as have taken a first degree in engineering studies, pursued a 2-year higher course, and sustained a final examination, giving evidence of ability to design important constructions, with drawings and calculations. The degree of Ph. D. comes to those who have taken a bachelor’s degree, have studied in the graduate department for not less than 2 years, have passed a satisfactory final examination, and have presented a thesis giving evidence of high attainment in the branches pursued. The Storrs Agricultural School , Mansfield, which aims to give a scientific knowledge of agriculture, with a practical training in its processes, continued in 1884-’85 its instruc¬ tion in these lines for boys of good character 15 years of age and upward, whose parents are citizens of the State. The full course, which must be prepared for by an elementary education, covers 2 years of 33 weeks each, about half the time of each week-day being spent in studies relating to farming; the other half, in good weather, devoted to the actual pursuits of farm- work in field, orchard, dairy, care and use of stock. For sta¬ tistics, see Table X of the Appendix. A ‘ ‘ Meriden Scientific Association ,” organized in 1880 with 11 members, presents at the close of its fourth year a membership of 117, with evidence of well-arranged and apparently very useful work, mainly in natural science. The list of subjects treated at the monthly meetings in 1884 indicates careful study in practical lines, and gives prom¬ ise of becoming a considerable educational force in the community in which it operates. Its fields of research are geology and paleontology, astronomy, archaeology and ethnol¬ ogy, anthropology, biology, microscopy, botany, zoology, geography, chemistry, me¬ chanics, technology, electrical science, entomology, ichthyology, and conchology. Each of these lines of study has a director, and chemistry has 2 such. Miss Emily J. Leon¬ ard, botanist of the association, a lady of evidently high acquirements in various lines, was lost by death July 16, 1884, in her 47th year, leaving, as one specimen of her scientific work in botany alone, a catalogue of no less than 749 species of plants, which, within 5 years, she had found growing in Meriden, her native town, some of them not noticed by even such botanists as Gray, Torrey, or Wood. PROFESSIONAL. Theology. — A 3-year course in this line was continued in the Theological Department of Yale College (Cong. ) with a graduate course of a year in addition. Provision is made for elocutionary training throughout the 3 years "by members of the faculty and by a specially trained expert; besides which, there are optional studies in German, intellectual and moral philosophy, evolution and cosmogony, history,' and political and social science. At the Hartford Theological Seminary (Cong.) and at Has Berkeley Divinity School, Middle- town (Prot. Ep.) 3-year courses, kindred in essential points with that at Yale, were still existent, each meant to follow a collegiate course. Law. — For students 18 years of age, of certified moral character, and of collegiate or other respectable training, there is a 2-year course at Yale College embodying all the most important points of legal study, with forensic oratory, forensic elocution, patent law, and corporations. At the close of the spring term each class is subjected to a written examination on the studies of the preceding year. A graduate course of 2 years is open to bachelors of law. Medicine. — Since 1879, the course in this department at Yale College has been a graded one of 3 years. Each year at present covers 34 weeks, and throughout it instruction is given by lectures and recitations, combined with practical work in anatomical, chemi¬ cal, physiological, pathological, and histological laboratories. Candidates for admission must prove their qualifications for medical study either by a degree in letters or sci¬ ence, or by passing an examination in mathematics, physics, grammar, spelling, and composition. For statistics of theological, legal, and medical schools, see Tables XI, XII, and XIII of the Appendix. SPECIAL INSTRUCTION. TRAINING IN THE FINE ARTS. The Yale Cr. Hcge School of the Fine Arts , New Haven, has for its end the cultivation and promotion of painting, sculpture, and architecture, in a course of 3 years. Under CONNECTICUT. 41 6 professors and instructors there were 49 regular students in 1884-’85 receiving instruc¬ tion in these lines, a large proportion of them young women; while 81 students from the Sheffield Scientific School had instruction in free-hand drawing, making 130 in all. TRAINING OF NURSES. This was continued in the calendar year 1884 at the Hartford Hospital and the Con¬ necticut Training School for Nurses, New Haven; the former with a 2-year course, the latter with one of 13 months. The pupil nurses at Hartford numbered 20; those at New Haven 34, including 11 in private families, but still under direction of the school. Eight more were soon to complete their studies. During the year 15 were graduated at the latter school, and 6 at the former. . EDUCATION OF DEAF-MUTES. The American Asylum, at Hartford, devoted to this purpose, reports an attendance of 209 pupils for the year 1 884-’ 85, of whom 31 were returned to friends and 1 left because of sickness, leaving 177 present May 1, 1885. Of the whole number for the year, 125 were males and 84 females. Average number, 175. The method of instruction con¬ tinued to be manual or oral, according to the needs of each case. The asylum began in January, 1885, the publication of manuals in aid of its instruction, its opening one being “First steps in English,” by Miss C. C. Sweet, an experienced teacher in the school. Another was in preparation. A Remington type-writer was purchased to increase the familiarity of the younger pupils with printed words, and with the aid of it lessons written in type and multiplied by a hectograph, were in use, to pave the way to an earlier and freer use of books and newspapers. The Whipple Home School for the Deaf, Mystic River, in the same year, still prosecuted its plan of teaching the deaf to speak, by pictured representation of the organs of speech in the proper form for the production of “visible speech.” EDUCATION OF THE FEEBLE-MINDED. At the Connecticut School for Imbeciles , Lakeville, there was in 1884 a total attendance of 102, of whom 60 were State beneficiaries. The number present at the opening of 1885 was 92, 56 of them State beneficiaries, 24 supported by friends. The teaching is largely by objects, with considerable employment of kindergarten methods. STATE REFORMATORY AND INDUSTRIAL TRAINING. At the Connecticut State Reform School , Meriden, the 2 additional cottages mentioned in the last report as begun in 1883 were completed, making 3 in all, and 150 boys, trans¬ ferred from the congregate department, were enabled to enjoy in 1884 the good influ¬ ences of these separate homes. The results are said to have been very satisfactory, the better boys being secluded from the worse ones and brought under closer and kinder moral influences, with the benefit of separate instruction in each home. The whole num¬ ber in the school from December 1, 1883, to November 30, 1884, was 638, of whom 407 remained. Profitable and useful industries are alternated with moral and educational instruction. Vocal music is taught, and a brass band is under constant training. The Connecticut Industrial School for Girls, Middletown, is not a place to which crim¬ inals are consigned for punishment, but one of temporary custody and instruction for viciously inclined girls, 8 to 16 years of age. They are committed to the guardianship of the institution till 21, unless sooner discharged according to law; and are, while in it, subjected to a system of discipline and instruction, physical, sanitary, educational, and industrial, amid healthful surroundings and in a Christian home. One hundred and seven towns in the State have had girls under its care, with generally salutary results. The number cared for from December 1,1883, to December 1, 1884, was 281, of whom 75 were placed out during the year, leaving 206 remaining. TRAINING OF ORPHANS. For information on this point in 1884-’85, see Part 1, Table XXII of Appendix. • EDUCATIONAL CONVENTIONS. COUNCIL OF EDUCATION. The president of this body, in a letter to the secretary of the State board of education, says that the discussions in the Council for 1885 were mainly on the question of ‘ ‘ How to reach a more efficient system of school supervision.” The subject was introduced by Principal C. F. Carroll, of the normal school, New Britain; and while some differences of opinion as to the best method of securing good supervision were elicited, there appears to have been a unanimous conviction as to the necessity for something better than the 42 REPORT OF THE COMMISSIONER OF EDUCATION. system that has been in rogue. This conviction was voiced at a meeting in New Haven, June, 1885, in a resolution declaring ‘ 11 that, in the opinion of the Connecticut Council of Education, farther legislation is necessary for the improvement of our schools by more efficient supervision. ’ ’ A plan to secure this by permitting the existing school boards to delegate their supervisory power to a single person, was urged by Superintendent Dut¬ ton. of New Haven, and strongly supported by other members of the Council. Such action would not compel a change in town systems where no change is desired, but would permit such towns as wish it to establish a system of supervision adapted to their needs. STATE TEACHEES’ ASSOCIATION. The meeting of teachers for 1885 was in the hall of the high school building, Hart¬ ford, October 29-31. The address on the first evening was by Prof. W. H. Brewer, Pli. D., of the Sheffield Scientific School, New Haven, and was an exceedingly interesting sketch of the peculiarities of tropical America, with its copious rain- fall, perpetual summer, immense variety of plants, luxuriant vegetation, comparative lack of color, and terribly oppressive heat. The next morning, in the high school section under Principal Bartley, of Bridgeport, Principal Merrill, of Willimantic, advocated the abolition of entrance examinations for admission to high schools, and declared himself in favor of a certificate from the pupil’s grammar teacher of his application to his work, his knowledge of the subjects taught, and his power of observation. Principal T. W. T. Curtis, of New Haven, advocated State taxation for support of high schools, as a means toward continuous supply of in¬ tellectual force for the promotion of the prosperity and progress of the State. “ What becomes of high school graduates ?” was shown to some extent by Superintendent Smith, of Danbury, who had looked up the records of 100 such, and found that 36 were teach¬ ing, 31 in business, 7 in law, medicine, and civil engineering, 15 in normal schools, 8 taking life leisurely, and 3 could not be traced. In the grammar school section, the same day, “ The place of arithmetic in the gram¬ mar school” was presented by Principal Rossiter, of Norwich, who by blackboard illus¬ trations showed how the difficulties of some pupils as to arithmetical work might be overcome. A paper on * ‘ Advanced reading, ’ ’ by Principal Ferguson, of Putnam, struck a note of alarm at the number of persons allowed to pass through school without fair in¬ struction as to clear enunciation, proper tone, and correct emphasis in reading. In the primary section the same matter was taken up by Miss Hattie F. Barrows, of Hartford, who, before some 600 teachers, showed by interesting exercises how pupils could be brought to think out the sounds of letters, and then of the combinations of let¬ ters in words, till right enunciation and due phonic tone come in to make effective speech. From the description of the exercises it would seem that Miss Barrows ought to have a wider field than any single school for her instructions in this very useful line. Other showings of proper methods were made by Miss H. A. Luddington, of the State normal school, in a paper on “Oral and written language,” and by Miss M. R. Webster, of the New Haven training school, who conducted a class exercise in geography. At an afternoon session Mr. M. H. Smith, of the Connecticut Literary Institute, depre¬ cated mere cramming with arbitrary facts, and advocated a study of the characteristics of each scholar, with a view to the awakening of dormant faculties and the cultivation of clear perceptions in all lines. Other speakers were Professor Sumner, of Yale College, on the need of caution as^o school expenses; Col. C. M. Joslyn, on too great confinement to text books; Hon. H. cT Robinson, on the propriety of high school training: Hon. Jo¬ seph R. Hawley, on giving a place to history, both of the United States and of the State ; and Rev. Howard Crosby, D. D. , on the cultivation of a moral sense in pupils as well as a bright intellect. The closing exercises on Saturday morning included addresses by Director Holt, of the musical department of the Boston public schools, on the simplicity of the elements of music as involving only time and tune, so that children rightly tanght can acquire its main ideas very early; by Superintendent Fisher, of Weymouth, Mass. , as to the hard arithmetical tasks often imposed on primary school children; and by Superintendent Littlefield, of Newport, R. I., public schools, on the qualities and acquirements which go to make good teachers. He advocated, too. a system of instruction that should make boys have an alternation of manual and intellectual work. CHIEF STATE SCHOOL OFFICER. Hon. Chaeles D. Hine, Secretary of State board of education , Hartford. [Mr. Hine succeeded Hon. Birdsey G. Northrop, January 1, 1883, and serves during the pleasure of the board.] DELAWARE. 43 DELAWARE. STATISTICAL SUMMARY. 1884. 1885. Increase. Decrease. POPULATION AND ATTENDANCE. White youth of school age (6-21) — Colored youth of school age (6-21) __ Whole number of school a^e 35, 069 a 5, 500 j 40,569 27,037 4,226 31,263 J 77.06 1 17, 952 61,171 421 544 j • 157 c69 104 546 78 $32 31 24 00 206, 918 8, 243 i 608, 056 1 1 Whites enrolled in the free schools _ _ Colored enrolled in like schools _ 1 | Whole enrollment, white and colored . Per cent, of school youth enrolled- __ Average daily attendance, white _ Average monthly attendance, colored. SCHOOL DISTRICTS AND SCHOOLS. School rHstri cts reported — Free schools for whites in these _ : i Average, time of finch j in dnvs ' Free schools for colored children _ Average time of these, in days _ i TEACHERS. Teachers in free schools for whites _ Teachers in free schools for colored _ . FINANCIAL STATEMENT. Average monthly pay of white teach¬ ers. Average monthly pay of colored _ Cost of free schools for whites _ , __ - 1 f j Cost of such schools for colored _ 1 Valuation of State school property __ j a Not including colored children in Wilmington. b Average daily attendance of colored youth not reported, except in Wilmington, c Includes some in Wilmington. (Although the Delaware school law requires the State superintendent of free schools to report annually to the governor the condition of these schools, the publication of that report has of late years been made only biennially. The statistics of 1885, supposed to be on file at Dover according to law, have hence been sought in vain.) STATE SCHOOL SYSTEM. ADMINISTRATION. The supervision of the free schools for both white and colored children is committed to a State superintendent, appointed annually by the governor. He is required to visit every school once a year, to examine persons proposing to teach, to hold a teachers’ in¬ stitute in each county, and to purchase and distribute, at cost, to each school district text-books that have been selected by a State board of education, and to report annually, on the first Tuesday of December, the condition of the public schools to the governor. He has an assistant, appointed by the governor annually. The State board includes the secretary of state, the State superintendent, and the pres¬ ident of Delaware College. It selects text-books for the use of the State schools, com- 44 REPORT OF THE COMMISSIONER OF EDUCATION. missions teachers, and acts as a court of appeal in matters of controversy between school officers. The assistant superintendent acts as secretary of the board. 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, fuel, and apparatus, em¬ ploys teachers holding certificates, and levies an annual tax for the support of the schools. For colored children there is a special agency 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. SCHOOL FINANCES. The public schools for white youth are sustained (1) from the income of a State school fund; (2) from the proceeds of certain licenses; (3) from an annual tax of §150 in each school district of New Castle County, of $125 in each school district of Kent County, and of §G0 in each school district of Sussex County; these district taxes being used in the dis¬ tricts in which they are levied. For the support of colored schools there is an annual tax of 30 cents on $1C0 of the property of colored persons, and also an allowance from the State, which is all distrib¬ uted through the Delaware Association for the Education of Colored People. CITY SCHOOL SYSTEM OF WILMINGTON. ADMINISTEATION. Wilmington has a board 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 has been also a superintendent of schools employed by the board for many years, whose excellent services are still continued. STATISTICS. Population of city by census of 1S30, 42,478; estimated present population, 52,000; number of children of school age (6-21) not given; enrollment in the public day schools, 8,718; average belonging in them, 6,663; average daily attendance 5,074; number of teachers, 161, of whom 8 were pupil-teachers in the city training school and received no pay. The schools were taught 198 days in 23 buildings containing 155 rooms with 7,228 sittings for study. One new 6-room building was erected during the year, thus furnishing accommodations for 138 more pupils. Four of these schools were lor colored pupils, and had an enrollment of 838, with an aver¬ age daily attendance of 479, under 11 colored teachers, all women. Two evening schools, one for white and one for colored pupils, were maintained during the winter from 7 to 9 o’clock, 5 evenings each week. The study of mechanical drawing in the white school was a new feature contributing largely to the success of the school, and the superintendent recommends that a more liberal provision be made for the future teaching of this important branch. The enrollment in the white school was 133 ; average attendance, 66 ; even¬ ings in session, 65 ; in the colored school — enrollment, 64 ; average attendance, 33 ; even¬ ings in session, 75. PREPARATION AND QUALIFICATIONS OF TEACHERS. GENEEAL STATE BEQUIEEMENTS . Persons wishing to teach in the public schools of the State must, for a first-grade, or 3-year certificate, pass a satisfactory examination in the common and certain higher English branches ; for a second-grade, or 2-year certificate, in the common English branches ; for a third- grade, or 1-year certificate, candidates must answer 60 per cent, of all questions asked at their examination in these latter studies. NOEMAL TEAINING. The last State report gave no note of any provision being made by the State for nor¬ mal training, except through the annual teachers’ institutes. Wilmington, however, has an excellent training school, certain divisions being taught by pupil-teachers who are in training and on trial. All graduates of the city high schools may enter the train¬ ing school. Other persons who desire to teach may enter on passing, with an average of Go, an examination in the principal school studies, and with an average of not less than 70 in orthography, arithmetic, and grammar. Those who enter thus are required to study the art of teaching and to teach 4 months in the training school, unless stopped sooner by the committee on teachers. TEACHEES’ INSTITUTES. The law requires the State superintendent to hold at least one teachers’ institute in each county annually, of at least 3 days’ session; teachers are required to attend such in- DELAWARE. 45 6titutes in their respective counties, unless unavoidably detained. The time of each teacher’s attendance upon the institute cannot be deducted from the time of service for which pay is given. SECONDARY INSTRUCTION. PUBLIC HIGH SCHOOLS. The State makes no provision for high schools, but the city of Wilmington maintains one for each sex. The courses of study occupy 3 years, and include the higher English branches, with Latin and book-keeping. Lewes reported high school training some years ago, but does not seem to continue it. Dover in 1882 had such training, according ro a return, but did not indicate the contin¬ uation of it in the report of 1884. Smyrna, in 1884, reported a high school. 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 ; and for summaries of them, see corresponding tables in the report of the Com¬ missioner preceding. SUPERIOR INSTRUCTION. DELAWARE STATE COLLEGE FOR BOTH SEXES. Delaware College, Newark, an outgrowth from a former Newark college, still presents 3 courses of study, each of 4 years. These courses are classical, scientific and agricult¬ ural, and literary, each leading to a corresponding degree. The qualifications for ad¬ mission to the first are considerably higher than those for the other two, extending through the ordinary school studies, with algebra to equations of the second degree and 4 books of geometry; in Latin, through the grammar and reader, Harkness’ Prose Com¬ position, part 1, Sallust or Caesar, Cicero’s Select Orations, and Virgil; in Greek, also through grammar and reader, and the first 2 books of Xenophon’s Anabasis. For the other two there are only the requirements of good character and acquaintance with com¬ mon school studies. In the collegiate courses German and French are optional in the junior and senior years, while many other studies are so after the first year. The required studies are, however, fairly full and good. Each of the 3 counties in the State is entitled to have 10 students educated at the college free of charge for tuition, or 1 for each member of the legislature. Students in 1884-’85, 58, of whom 17 were female; graduates in that year, 11. COLLEGE FOR WOMEN. Wesleyan Female College, Wilmington, which has been for some years laboring under difficulties, and which presented to this Bureau no report for 1883-’84, is now reported closed. SCIENTIFIC AND PROFESSIONAL INSTRUCTION. SCIENTIFIC. Delaware College, as before said, presents a scientific and agricultural course of 4 years, leading to the degree of B. S. This includes Latin, French, German, astronomy, civil engineering, physics, sanitary science, natural theology, and evidences of Christianity, elements of law, pure and applied chemistry, and laboratory practice. PROFESSIONAL. No schools of theology, law, or medicine appear to have been yet established in this State. SPECIAL INSTRUCTION. EDUCATION OF THE DEAF, BLIND, ETC. No information is available regarding the training of the deaf-mute, blind, and feeble¬ minded children of Delaware, except what appears in the catalogues of the Pennsylvania institutions for such children, where are shown 3 deaf, 5 blind, and 3 feeble-minded in 1 884-’ 85, from Delaware. CHIEF STATE SCHOOL OFFICER. Hon. Thomas N. Williams, State superinten dent of free schools. [Term, one year from April, 1SS1. Mr. Williams, like his predecessor, Mr. Groves, has served for two or three successive terms.] 46 REPORT OF THE COMMISSIONER OF EDUCATION, FL.OR1BA. STATISTICAL SUMMARY. 1883-’84. 1884-’85. Increase. Decrease. POPULATION AND ATTENDANCE. Youth of school age (6-21)a_ _ 666, 798 666, 798 Enrolled in public schools _ - c58, 311 62,327 4, 016 Average daily attendance _ c35, 881 45, 850 9, 969 Per cent, of school youth enrolled _ 87. 29 93. 31 6. 02 Per cent, of enrolled in average daily 61.53 73. 56 12. 03 attendance. Per cent, of school youth in average 53. 71 68. 64 14. 93 daily attendance. SCHOOLS. Number of public schools _ 1, 504 1,724 220 Average time of schools in days _ 95 Number of school houses _ 1, 160 TEACHERS. Men teaching in public schools, _ 809 921 112 Women teaching in public schools. 627 732 105 Whole number so employed . 1, 436 1,653 217 FINANCIAL STATEMENT. Average monthly pay of teachers _ $29 34 Amount expended for public schools . $172, 178 e335, 984 $163, 806 Amount of permanent State school d429, 984 490, 784 60, 800 fund. Valuation of State school property _ 210, 115 300, 242 90, 127 a This is the age for attendance in public schools, For distribution of school funds to counties it is 4-21. b School census of 1884. c Two organized counties not reporting. d Peabody fund report, 1884. e Excluding State colleges, normal schools, and seminaries. (From reports of Hon. A. J. Russell, State superintendent of public instruction for the two years indicated, except where noted.) STATE SCHOOL SYSTEM. GENERAL CONDITION. So far as indicated in a brief report of four pages, the condition of public schools in the State is remarkably good as respects the few points reported. A gain of 220 schools over 1883-’84, of 4,016 in enrollment, of 9,969 in average daily attendance, and of $163,- 806 in expenditure for public schools, shows a great advance in school work. The large per cent, of 93.31 of school youth enrolled, of 73.56 per cent, of enrolled in average daily attendance, and the still more remarkable per cent, of 68. 64 of school youth held in aver¬ age attendance, is a gratifying exhibit of school supervision and teaching, and one seldom equaled in a State with 6-21 as school age. In securing this encouraging state of things the superintendent seems to have been commendably active, having visited, during the year, many counties, held meetings at important points in 22 of them, and conducted teachers’ institutes in 16. Special attention is said to have been given to the morals, health, and general comfort of the pupils during school hours. FLORIDA. 47 ADMINISTRATION. A State superintendent of public instruction, elected quadrennially by the people, has general supervision of the public school system. The superintendent, secretary of state, and attorney-general constitute a State board of education for management of school funds and lands. County boards, not to exceed 5 members, appointed by the State board, act as agents of that board, and are to locate and maintain schools lor at least 3 months each year wherever needed, appointing for the schools from 1 to 5 trust¬ ees as local supervisors. A county superintendent, appointed by the governor for a 2-year term, acts as secretary and agent of each county board and looks into the condi¬ tion of the schools. Uniform text- books, provided for use in the public schools, cannot be changed oftener than once in 5 years. SCHOOL FINANCES. The public schools of the State are sustained from the interest of a common school fund distributed among the counties in proportion to the school population; from a State school tax of not less than 1 mill on $1 annually, and from an annual county tax, not to be less than one-half the amount apportioned for the year from the State school fund. NEW LEGISLATION. An Act requiring collectors of revenue in the several counties to pay over to their several county treasurers all moneys collected on account of the 1-mill tax for the sup¬ port of common schools, to be disbursed by these treasurers as other school funds are dis¬ bursed, became a law February 22, 1885. An Act of February 12, 1835, appropriated $10,000 for the benefit of the State Agri¬ cultural College, $6,000 to be paid in 1885 and $4,000 in 1886, for such uses as the trustees of the college may judge will further its best interests. February 16, 1685. another Act appropriated $1,000 for 1885 and $1,000 for 1886, to enable the superintendent of public instruction to hold teachers’ institutes at such times and places as he might designate, he to submit to the next General Assembly a report as to the manner and purposes of the disbursement of these sums. SCHOOL SYSTEMS OF CITIES WITH 7,500 OR MORE INHABITANTS. ADMINISTRATION. The only cities with sufficient population for notice under this head are Jacksonville and Key W est, and these have no organized city school systems apart from the county systems of Duval and Monroe Comities; therefore statistics for them cannot be given. PREPARATION AND QUALIFICATIONS OF TEACHERS. GENERAL STATE REQUIREMENTS. Persons wishing to teach in the public schools must prove their possession of the re¬ quired literary qualifications, and their ability to govern, and to impart instruction. To obtain employment, they must hold certificates of such qualifications from the State su¬ perintendent, or from the superintendent or board of education of the county in which they intend to teach. The certificates given are of 3 grades, according to educational qualifications and success in school work; those from the State superintendent are good throughout the State; the others, from the superintendent or school board, good in the county where issued. STATE AGENCIES FOR TRAINING TEACHERS. The means of training teachers for the public schools are (1) a school of didactics and pedagogics in the East Florida Seminary. Gainesville, and a somewhat kindred arrange¬ ment in the West Florida Seminary, Tallahassee, both for whites; (2) normal depart¬ ments in the Lincoln Academy, Tallahassee, and the Union Academy, Gainesville, both for colored pupils. All these are under State direction and form separate departments of the seminaries and academies with which they are linked, the especial normal train¬ ing coming apparently in the summer. The State superintendent reports for 1884-’ 85 a 2-months’ session of the summer normal school, or institute, for ccfored teachers, at Tallahassee, with 46 students and excellent work done, most of the students receiving certificates as provided by law. A similar one was held at Gainesville, with 53 students; but, owing to a deficiency in previous training, the best normal teaching comparatively failed; few of the candidates obtaining certificates. The superintendent suggests the discontinuance of appropriations where the attend¬ ance is so small, and where the parties concerned seem to lack appreciation of the op¬ portunities afforded them. 48 REPORT OF THE COMMISSIONER OF EDUCATION. A means of improving existing teachers and of advancing the general interests of ed¬ ucation in the State appears in the projection and institution of a Florida Chautauqua, at De Funiak Springs, Walton County, said to be a charming place for an educational assembly. It closed its first session March 15, 1885, after a large number of lectures, exercises, and representations, including a kindergarten and a school of cookery. One of its good issues is indicated in a statement that workers in the assembly went from it for a visitation of other Southern schools, so that the influences of the meeting may have extended through several States. OTHER NORMAL TRAINING. Besides the State schools just noticed, the Cookman Institute, a very respectable school under Methodist direction, Jacksonville, has classes for colored pupils, designed to pre¬ pare them for teaching by imparting such a knowledge of elementary English branches of study as may enable them to teach others of their race at least these branches, lu its normaf department 145 students appear for the school year 1884-’85. teachers’ institutes. A State appropriation of $1,000 a yearfor institutes, begun in 1883 and since continued, has enabled the State superintendent, with the aid of several teachers and lecturers of high repute, to conduct such means of training in sessions of 1 or 2 weeks, for the ben¬ efit of the teachers in 16 counties of the State, great interest being manifested on the part of the teachers entering the institutes and of the people among whom these temporary normal schools were held. In 22 counties the superintendent held also public meetings at important points, delivering addresses in favor of popular education. At the insti¬ tutes there was an aggregate attendance of 497 teachers. SECONDARY INSTRUCTION. HIGH SCHOOLS. Although no special provision for high schools exists, the county boards are author¬ ized to open schools of such grade wherever the condition of education may require them. Of this class, there is one in Duval County and one at Key West; possibly some others. The East and West Florida Seminaries, the former at Gainesville and the latter at Tallahassee, continue to give instruction substantially of the high-school grade, serving as high schools for the counties in which they are located. In these schools normal in¬ struction for both sexes is made free by State appropriations. The East Florida Seminary, in its report for 1884-’85, shows an apparently new normal and diploma course of 4 years, followed by a preparatory collegiate one of 2 years. For males the discipline is military. OTHER SECONDARY SCHOOLS. For statistics of such business colleges and private academic schools as may report themselves, see Tables IY and YI of the Appendix. SUPERIOR INSTRUCTION. COLLEGES FOR YOUNG MEN AND YOUNG WOMEN. The catalogue of Florida University. , Tallahassee, for 1884-’85 presents about the same outline of studies and general condition as reported in 1883-’84, embracing for its pro¬ jected work a college of literature, a polytechnic and normal institute, a theological in¬ stitute (the only one known as proposed in a State university of the United States), a college of law, and a college of medicine and surgery. Though the university was or¬ ganized in 1883, only 2 of the 5 colleges recognized by the charter were in operation at the date of the report — the literary and the medical. The former includes a military school, and is an outgrowth of the West Florida Seminary, whose separate charter and special organization as to trustees and endowments are still maintained. To some ex¬ tent collegiate studies seem to be pursued, and courses are outlined which, if carried out, will lead to the degrees of A. B., A. M., and M. D. The college grounds consist of 10 acres adjoining the city, on which were in 1885 a 2-story brick building with 2 large lecture halls and 8 rooms for museums; a frame building for the literary college; and a new brick library building, a gift of Governor Walker, of Tallahassee, in which a library, already respectable, is accumulating. Rollins College , Winter Park, was incorporated April, 1885, for co-education, the col¬ legiate year to begin November 4, 1885. The college takes its name from Mr. A. W. Rollins, of Chicago, who heads the endowment with $50,000; in addition to this, $64,180 has been subscribed. It is to be non-sectarian, though decidedly Christian, and. so far as announced courses of study indicate, of a probably high literary standard. FLORIDA. 4y Cookman Institute. Jacksonville, has also organized collegiate classes, and though these are yet of very moderate grade, they will probably be gradually elevated. Thirty-nine students appear in them in 1884-’85. INSTITUTIONS FOR THE SUPERIOR INSTRUCTION OF YOUNG WOMEN. Young women are offered admission to the literary and medical departments of the University on equal terms with young men. Rollins College offers its full courses to women. For other institutions in the State providing for the higher education of women, see Table VIII of the Appendix. SCIENTIFIC AND PROFESSIONAL INSTRUCTION. SCIENTIFIC. The Florida Stale Agricultural College , Lake City, transferred from its former location at Eau Gallie in 1S83, was organized, 1884, with reference to the special need of the State for a collegiate education in which liberal culture and practical education shall proceed together. A farm of 112 acres was secured, on which farm buildings, prop¬ agating houses, conservatories, etc., are to be built from time to time, as authorized by the legislature and demanded by the course of study. The State superintendent re¬ porting December 31, for 1884-’85, said that the college was fully prepared for the reception of students: that during the year a large and commodious building had been erected on the college grounds as a residence for the president, the members of the faculty, and students; that the college campus had been inclosed with a neat iron fence, and many other improvements made. A large and valuable collection of natural history, with a museum of geological specimens, the property of Rev. Dr. J. Kost, had been transferred to the college, and a library of 3,000 volumes was soon to follow. The college was fairly equipped for what was hoped would be an excellent course of instruc¬ tion. For the present, collegiate instruction is limited to 6 undergraduate courses — classical, literary, general science, engineering, agriculture, letters, and political science. For stu¬ dents deficient in elementary work in physical science and modem languages, temporary provision is made to give preparatory training in 3 subcollegiate classes. This will con¬ tinue till the public schools shall furnish the preparation required for entrance upon the college course. The college began its first session of 36 weeks November 1, 1884, with a faculty of 5 instructors and 38 students in the preparatory, or subcollegiate, department. Valuation of collegiate property was $35,000; of productive fund, $154,500. The newly-organized State University makes provision for scientific training in the future, the president of the literary faculty being professor of mathematics and engineer¬ ing, while there is also a professor of chemistry. A polytechnic institute enters into the plan for future years. PROFESSIONAL. Theology. — Some preparation for the ministry in the Methodist Episcopal Church continues to be given in the “ Biblical studies” of the Cookmun Institute. Jacksonville, a school for the training of the colored race. In 1S84--35, there were 13 in these studies. 10 in Hawley's Methodism, and 3in the moreadvanced study of Wakefield's Theology. Medicine. — The medical department of Florida University, organized in 1S83, re¬ ports for lSS4-’85 a faculty of 8 professors, with a demonstrator, and an annual session of 6 months; it admits both sexes, when of suitable age and good morals; requirements for graduation — a good English education and a competent knowledge of the natural sciences, 3 years’ reading, attendance on 2 courses of medical lectures, a satisfactory pas¬ sage of a final examination, and an original thesis. Matriculates of 1834-’85, 20 ; no' grad¬ uates of that year reported. SPECIAL INSTRUCTION. INSTITUTIONS FOE DEAF-MUTES AND THE BLIND. The State superintendent reports for 1884-’ 35 that the institution for the education of deaf-mutes and the blind has been in steady operation during its first year, and open to all deaf and blind youth 9 to 21 years of a£e '; but at the date cf his report there were only 11 pupils, the parents of these unfortunates showing, in many cases* great reluctance to part with them, even for the instruction given without cost. 4E ’ 50 REPORT OF THE COMMISSIONER OF EDUCATION. EEEOEilATOEY AND INDUSTEIAL SCHOOLS. In 1883-’84 the State superintendent called the attention of the legislature to the need of a reformatory and industrial school in the State. At the present writing, no informa¬ tion of any action in that direction has reached this Bureau. CHIEF STATE SCHOOL OFFICER. Hon. A. J. Russell, State superintendent of public instruction, Tallahassee. [Term, in succession to Hon. E. K. Foster, resigned, February 20, 1884, to January 6, 18S5. Then, ac¬ cording to Spoflbrd’s American Almanao, Hon. E. K. Foster again from January 6, 1885, to Jan¬ uary 8, 1889.] I GEORGIA. 51 GEORGIA. STATISTICAL SUMMARY. POPULATION AND ATTENDANCE. White youth of school age (6-18) Colored youth of school age (6-18) „ Whole number of school age _ "White youth in public schools - Colored youth in public schools - Whole number enrolled _ Per cent, of school youth enrolled _ Average daily attendance _ Per cent, of school youth attending. _ SCHOOLS. Public schools for white pupils _ Public schools for colored pupils _ Public schools under local laws _ Whole number reported _ Number of graded schools b _ High schools reported b _ Average time of country schools, in days. Time of city schools, in days _ TEACHEES. Public school teachers reported _ FINANCIAL STATEMENT. State expenditure for public schools. 1883. 1884. Increase. Decrease. a265, 548 a265, 548 «243, 174 a243, 174 1 a508, 722 a508, 722 175, 668 181, 355 5, 687 I _ 111, 743 110, 150 1, 593 287, 411 291, 505 4,094 1 56. 50 57. 30 .80 ' 188, 371 195, 035 6, 664 ! 37. 03 38. 34 1.31 4, 517 4, 700 183 2, 020 2,170 150 ! 194 177 1 _ ! 17 6, 731 7, 047 316 1 142 47 95 11 12 i ! 65 198 6, 970 i $613, 647 $653, 868 | $40,221 a State school census of 1SS2, as corrected by the State school commissioner under a new census of eight counties, apparently taken in 18S3. 6 These schools are under local laws. (From reports and returns of Hon. Gustavus J. Orr, State school commissioner, for the years indicated.) STATE SCHOOL SYSTEM. GENERAL, CONDITION. There has been no State census of school children since 1882, though the figures given by that census have been revised since the last report of this Bureau was issued. As compared with last year, the number of white youth enrolled in public schools shows a considerable increase. This, though much less than that in 1883, still looks en¬ couraging, and, notwithstanding a falling off in enrollment of colored youth, gives a total of *1 . 094 mure enrolled. An increase of 6,664 in average daily attendance indicates a still better state of things, and presents a per cent, of such attendance somewhat higher than that of the year before, which at the time appeared a large one fora State with such vast spaces and with comparatively few large towns. School buildings seem to have increased i:i fair proportion to the increase of accommodation needed, and thus the outlook for the future is on the whole a fair one. The condition of the city schools seems good. ADMINISTBATION. 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, appointed biennially by the governor, is a member of this board, and reports biennially to the 52 REPOET OF THE COMMISSIONER OF EDUCATION. governor. Each county (except 4 under special local laws) has a county board of edu¬ cation of 5 members selected for 4-year terms by the grand jury of the county, sub¬ ject to partial biennial change. A secretary, chosen by each board for a 4-year term, acts as county commissioner of education, with duties similar to those of county super¬ intendents elsewhere. The county boards choose, for each subdistrict 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 are free to all youth of school age; separate schools, however, must be maintained for colored and white children, and only elementary branches may be taught, except in counties and cities that have been favored with special early fran¬ chises. The county boards of education prescribe the text-books for the schools in their respective counties. The public schools are to be kept open at least 3 months, un¬ less this is impracticable on account of sparseness of population, in which case the county boards may continue school 2 months in school districts containing not less than 15 pupils. Evening schools are also provided for. Teachers of schools under the State system must report to their county school com¬ missioner or other special school officer at the expiration of each school term, as a con¬ dition of receiving pay. SCHOOL FINANCES. The following are the productive sources of school revenue: a poll tax not to exceed $1 on each voter ; a tax on shows and exhibitions, and one on dealers in intoxicating drinks, bowie knives, or fire arms; the net proceeds of fees for inspecting fertilizers and from the hire of convicts, and the dividends from State shares in one railway and from one-half the rental of another. AID FROM EXTERNAL SOURCES. For teachers’ scholarships at Nashville, Tenn., there were given from the Peabody fund in 1884-’ 85 $2,175; for teachers’ institutes, $1,400; and for public schools in the State, $600. From the John F. Slater fund there was received $2,000 for Atlanta University, $2,000 for Clark University, and $2,314.10 for Spelman Female Seminary, all three at Atlanta, and $500 for Lewis Normal Institute, Macon; total, $6,814.10. SCHOOL SYSTEMS OF CITIES WITH 7,500 OR MORE INHABITANTS. ADMINISTRATION. 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 ex-officio members of the boards. Augusta. Macon, and Savannah combine county and city systems, each city employing a superintendent. STATISTICS. lSSt-'SS. Cities. .^op^a- Youth of tion.een . , sus of 1SS0. 5,011001 “S«- Enroll¬ ment in public schools. >• Average daily at¬ tendance. 1 Number of teachers. Expendi¬ ture. Atlanta a . . . . . 37.409 612.000 5.571 5,293 101 $76,305 A agusta c . . . . 2L891 do. 056 2,97S 1,666 42 31,047 f.s^imhns . 10,123 3,562 ' 1.771 32 Macon . . . . . . . 12,749 e3. 413 1.770 i 1,300 36 17. 302 Sivsnoali . . . . . ...! 30,709 7,745 3,210 2.915 60 50,369 ' a These statistics, except where otherwise noted, are for the year ending December 31, 1SS5. b Estimated. 1SSL cTliese statistics, except where otherwise noted, are for the year ending December 31. L-Sl. • ; census of li'2. e Census of 188 ADDITIONAL PARTICULARS. AU’inia classes its schools as primary, grammar, and high schools; the first and secou' covering 8 years, while the high school studies occupy 4 years for girls and 3 for boys, and are of very fair grade for each. A small increase appears in enrollment in public schools, and in average daily attendance tbe high standard of 95 per cent, of enrollment is attai ned. The total seating capacity in the public school buildings is 4, 673, which comes far short of reaching the enrollment, showing a need for more school room. The superin¬ tendent says that not only is it difficult to provide for the health and instruction of the GEORGIA. 53 children in overcrowded rooms, but many children of taxpayers are excluded altogether from school privileges. Augusta, which formerly reported for a school year ending in June, presents now a re¬ turn for the calendar year 1884. This shows, by comparison with the figures last pre¬ sented, a tailing off of 203 in public school enrollment and of 5 in teachers, but an incr*. . . ->.* of $4,488 in expenditure for the city schools. These schools, according to the current Southern custom, are for both white and colored pupils, the two races, however, having s<- ; . - a rate accommodations. Roman Catholics, as well as Protestants, are included in the tern ing force, 6 of the city teachers being ‘ * sisters ’ ’ of the Roman Church. The schools are graded from primary to high, one of the two city high schools being for colored youth and graduating annually 8 to 10, who nearly all begin to teach. A normal class for these teach¬ ers is held by the superintendent every Thursday afternoon, and one for the white teachers every Tuesday afternoon. A special teacher of penmanship is employed, apparently for the whites alone, his instruction reaching through all the grades. The schools were, ac¬ cording to the return above mentioned, held for 177 days in 1884, in 10 buildings with 40 rooms, valued at $50,000. Besides the public school enrollment, there was an estimated attendance of 1,500 in private and church schools. Columbus presents a decrease in school population and an increase in enrollment. The schools are graded. Drawing and penmanship are taught by the regular teachers, and music by a special teacher. The school session covered 188 days, in 6 buildings containing 33 rooms, with 1,460 sittings for study, valued, with all school property, at $67, 500. Private schools enrolled 300 pupils, leaving, apparently, 1, 491 children between the ages of 6 and IS years not in any school. Macon shows a falling off of 40 in enrollment and of 100 in average daily attend¬ ance in 1884-’85. Private schools enrolled about 400 pupils, leaving 1,243 children between the ages of 6 and 18 years not in any school. The schools were taught 175 days, in 7 buildings, with 23 rooms for primary schools, 9 for grammar schools, and 2 for high schools, famishing in all accommodations for 1,520 pupils. Public school property was valued at $66,500. It appears from the city report that, from want of funds, only one male teacher, the principal of the boys’ high school, was employed, and that colored children to the num¬ ber of several hundred in the southern half of the city were still unprovided for. Savannah has its schools divided into primary, grammar, and high schools. The first and second combined cover 8 years, and high school studies, 4 years. Corporal pun¬ ishment is allowed, but the superintendent, while not recommending its total abo¬ lition, wishes to see every possible restriction thrown around its use. He says that the work of the teachers has been efficiently done, and that the progress of the pupils for the year has given more than the usual amount of satisfaction. There was much need, however, of more room in the primary grades in both the white and colored schools. There was an increase of nearly 1,700 school youth, of 47 in enrollment, and of 890 in average attendance, while only one more teacher was employed. Public school property , including 7 buildings containing 3,010 sittings for study, was valued at $111,000. In private schools were about 1,000 pupils. PREPARATION AND QUALIFICATIONS OF TEACHERS. GEXEBAL STATE BEQETBE31EXTS. Persons desiring to teach in the public schools of any county of the State must procure a license from the county commissioners, the grade to be determined by the qualifica¬ tions exhibited. The licenses are of 4 grades. Those who on examination evince the highest degree of scholarship are entitled to a first-grade license, to continue in force 3 years; the next highest get a license of the second grade, continuing in foroe for 2 years: a third grade is for 1 year ; a fourth for 6 months, entitling the holder to teach in sub¬ districts where children have made but little advancement in school studies. XOBilAL SCHOOLS AXD DEPARTMENTS! Atlanta and Clark Universities, both for colored youths, present well-regulated courses of normal instruction, the former of 4 years, the latter of 3. The common and higher English branches are included, with Latin, drawing, and music, at Atlanta. It is supposed that some normal training is also still given-in the North Georgia Agricult¬ ural College, as the faculty, by authority of the legislature, may grant licenses to stu¬ dents to teach in the public schools of the State without further examination. The school systems of Atlanta and Augusta, and perhaps of other cities, have normal classes for the benefit of teachers, meeting weekly throughout the year. Paine Institute, Au¬ gusta, opened in 1884, offers a 4-year normal course for 'colored students. Twelve Georgia scholarships were provided for in 1884 in the Southern Normal School, Nash- 54 REPORT OF THE COMMISSIONER OF EDUCATION. ville, Term. , by the agents of the Peabody fund, the incumbents of these positions to teach in the schools of Georgia at the completion of their course. For statistics of normal schools reporting, see Table III of the Appendix ; for a sum¬ mary of same, a corresponding table in the report of the Commissioner preceding. TEACHERS’ INSTITUTES. In 1S84 there were 3 State institutes held, each continuing 4 weeks, at Dalton, Maccn, and Norcross, with an aggregate attendance of 179 white and 103 colored teachers. The institute at Macon is said to have been a success, but the others fell far below the proper standard, from the fact that the common schools in the counties where they were held were in session during the entire term of the institutes. For sustaining these institutes the trustees of the Peabody fund gave §2,000. The State school commissioner recom¬ mends that the legislature make an annual appropriation of §1,600 to further such means of instructing teachers, and that the public schools be closed during the institute term, so that teachers may attend the exercises. SECONDARY INSTRUCTION. PUBLIC HIGH SCHOOLS. The State law makes no provision for the maintenance of schools of this grade of in¬ struction, but such schools are found in Atlanta, Augusta, Macon, Savannah, and some other cities. Atlanta has one high school for each sex, with a 4-year course for girls and one of 3 years for boys; these schools in 1884 graduated 33 from the full and 7 from the partial course. # Tubman High School for girls, Augusta, graduated 22 in the same year, arfcl the colored high school for both sexes, also in Augusta, 10. At Hephzibah, 14 miles from Augusta, in Richmond county, is another high school, conducted in all essentials like the Tubman school. Macon and Savannah each have a high school for each sex, those of the former city graduating 21 girls and 17 boys in 1885, and those of the latter 21 girls and 8 boys in the same year. OTHER SECONDARY SCHOOLS. For statistics of private academic schools, preparatory schools, and preparatory de¬ partments of colleges, see Tables YI, VII, and IX, and for business colleges, Table IY, of the Appendix; for summaries of the same, corresponding tables in the report of the Commissioner preceding. SUPERIOR INSTRUCTION. COLLEGES FOR YOUNG MEN OE FOR BOTH SEXES. The University of Georgia , Athens, in its academic (collegiate) department (Franklin College) continued its courses in arts, science, and letters, leading, ordinarily in 4 years, to the degree of A. B., Sci. B., or Ph. B., with an A. M. degree for such students as take, with other studies, all the junior and senior ones of the 10 schools embraced in the aca¬ demic department. These departments include Latin language and literature, Greek language and literature, modern languages, belle-lettres, metaphysics and ethics, math¬ ematics, natural philosophy and astronomy, chemistry, history and political science, and natural history and geology. For other studies, see “Scientific and professional instruction,” further on. Since 1883 the university has had, from donation of Governor Joseph E. Brown, the benefit of a scholarship fund of §50,000, drawing 7 per cent, annual interest, and enti¬ tled the ‘ 1 Charles McDonald Brown scholarship fund, ’ ’ in memory of a deceased son of the governor who had been a student at the University, said to have been of fine intellectual and business capacity, and the soul of honor and integrity. The scholar¬ ships l om this fund are to go, at the rate of §50 to §200 annually, to students of good moral character, apt to learn, of reasonable health, and ambitious to prepare themselves i'or usefulness; each recipient binding himself to repay, as soon as practicable, the sums received, with interest at 4 per cent, from the close of the year in which each payment came to him. Other collegiate institutions reporting are Atlanta University and Clark University , At¬ lanta; Mercer University and Pio Nono College , Macon; and Emory College , Oxford. All these have 4-year classical and preparatory courses. Atlanta and Clark Universities, for colored youth, give normal and industrial training, teaching young men the elements of agriculture and mechanical trades, and giving young women instruction in nursing, sewing, and general housework. Both have instruction in music, and Clark University offers a business course. Emory College has schools of business, music, telegraphy, and toolcraffc and design. Greek enters into the first 3 years of the collegiate course, and Hebrew into the junior and senior years. Pio Nono offers, in addition to the usual col- GEORGIA. legiate course, a scientific and commercial course, aud also a graduate course leading to the degree of A. M. Bowden College, of more doubtful mule, because imperfectly re¬ ported, offers primary, preparatory, collegiate, and normal studies, and lias daily mili¬ tary drill for boys and exercises in calisthenics for girls. INSTITUTIONS FOR THE SUPERIOR INSTRUCTION OF YOUNG WOMEN. Atlanta and Clark Universities and the branch agricultural colleges at Dahlonegaand Milledgeville offer instruction to both sexes. For statistics of schools exclusively for young women, see Table VIII of the Appendix; for a summary thereof, a corresponding table in the report of the Commissioner preceding. SCIENTIFIC AND PROFESSIONAL INSTRUCTION. SCIENTIFIC. The Slate College of Agric.ultv.re and Mechanic Arts, Athens, offers courses, each of 4 years, in agriculture, engineering,1 and applied chemistry, with a partial course in archi¬ tecture and building. Some scientific instruction is given also in the branch agricult¬ ural colleges of the State University at Cuthbert, Dahlonega, Milledgeville, and Thomas- ville, and in Atlanta and Clark Universities. Special scientific courses of 3 years are found in Emory and fiercer, and in Pio Nono one of 4 years. PROFESSIONAL. Theological studies are very fairly included in the courses of ClarT: University (Methodist) and the Atlanta Baptist Seminary , both in Atlanta and both for colored students ; while in Mercer University, Macon (Baptist), and at Emory College, Oxford (Methodist), there is for whites a similar inclusion of such studies in the collegiate course. At Clark the instruction in this line was under 3 professors, with 46 students in 1884-85, part of them taught by correspondence; at the Atlanta Baptist, under 4, with 35; at Mercer, under 1, with 3 students. At Emory the indications are that the theological training was simply an adding of biblical and Hebrew studies to the col¬ legiate course of such students as were preparing for the ministry. Systematic theological training in a 3-year course, meant to follow a collegiate one, was continued at the Theological Seminary of the Southern Presbyterian Church, at Colombia, where were, in 1 884-’ 85, 41 students, 3 of them in a special course. Paine Institute , Augusta (Methodist Episcopal), was opened in 1884 for the training of Colored preachers and teachers. Legal instruction is found in the Department of Law of the University of Georgia, Athens, in a 1-year course consisting of two terms. Students may at any time enter either class, junior or senior, if prepared; but to graduate they must remain at least one term of G months. Common, statute, and constitutional law enter into the course, special attention being paid to equity, its jurisdiction, principles, and practice. Lectures are given on medical jurisprudence and parliamentary law, and every Saturday is devoted to practical exercises in conveyancing, pleading, the discussion of legal points, and the holding of moot courts. Graduates are admitted to the bar of the superior courts of the State without further examination, and to all other courts of the State except the su¬ preme court, if properly vouched for as of good character. Emory College and Mercer University offer each a 1-year course of legal training, and graduates are admitted to practice in the State without further examination. Medical. — The 3Iedical College of Georgia, Augusta, a department of the State Uni¬ versity, the Atlanta Medical College, and the Southern Medical College, Atlanta, all “regu¬ lar,” gave in 1884-85 their usual 2-year courses of from 20 to 24 weeks each year. A 3-year graded course is recommended, but not required. The aggregate number of students for the year was 254; graduates, 103.2 No requirements for admission, but for graduation students must pass the final examination satisfactorily. The Georgia College of Eclectic Medicine and Surgery, Atlanta, formerly the Georgia Ec¬ lectic Medical College, offers a 2-year course of lectures, of about 21 weeks each. Daily quizzes are held by the faculty. Each member of the senior class is required to present, once a week, a thesis on some subject already covered by the lectures, and defend the same. No requirements for admission, but a thorough final examination in the branches taught in the college is said to be required. There were 70 students enrolled in 1884-’85, and 13 graduated. /Besides tlic 4-year engineering course, which leads to the degree of Eng. B., there is a special h]gner course cf 1 year for graduates of the former. This prepares for the degree of civil engineer. At the first mentioned, 77 matriculates, 34 graduates ; at the second, S3, 38 ; at the third, 89, 31. 56 REPORT OF THE COMMISSIONER OF EDUCATION. SPECIAL INSTRUCTION. EDUCATION OF THE DEAF. The Georgia Institution for the Deaf and Dumb , Cave Spring, in 1884-’85 had 96 pupils, I of whom 65 were white and 31 colored, all under 6 instructors, 3 of them semi-mutes. I Common English branches were taught, with natural philosophy, zoology, and penman- 1 ship, the method of instruction being manual and oral combined. The boys are taught I gardening and shoemaking; the girls, sewing. The school was founded in 1846. since I which time 377 pupils have received instruction. The institution owns 57 acres of land, I valued, with buildings, at $40, 000. State appropriation for the year, $17,000. Expend- 1 itures, $15,814. OTHER SPECIAL INSTEUCTION. Of the educational work of the Georgia Academy for the Blind, Macon, there is the I same lack of information that has been noticed in 4 preceding years. For training of orphans in school studies and industries, see Table XXII of the Ap¬ pendix. EDUCATIONAL CONVENTIONS. STATE TEACHERS’ ASSOCIATION. It is supposed that this association was duly held in 1884, but there is no reference ] to it in the State report for that year, nor has information respecting it reached the Bureau from any other source. CHIEF STATE SCHOOL OFFICER. Hon. Gustavus J. Oee, State school commissioner , Atlanta . [Sixth term, December 31, 1884, to December 31, 1886.] ILLINOIS. 57 ILLfiNOIS. STATISTICAL SUMMARY. 1883- ’84. 1 1 884-’ 85. F - Increase. Decrease. POPULATION AND ATTENDANCE. Children of school age (6-21) - 1,069, 274 328, 705 1, 077, 302 8, 023' Enrolled in graded public schools - 342, 459 13, 754 399, 976 396, 328 3, 648 Whole number in public schools - 728, 681 738, 787 10, 106 Average daily attendance in them — 485, 625 490, 536 4, 911 Per cent, of enrollment to school 68. 14 68. 58 .44 _ _ _ _ _ _ youth. Per cent, of average attendance to the 45. 42 45. 53 .11 same. Pupils in private and church schools . 75, 821 78, 164 2, 343 SCHOOL DISTRICTS AND SCHOOLS. PcllOnl districts reported 11, 457 11, 474 17 Districts with 110 days of school or 11, 311 11, 333 22 more, a Districts with less than 110 days a .. 101 85 16 Districts with no school _ 45 56 11 Districts reporting libraries - Volumes in these libraries _ _ _ 964 81, 272 1,012 102, 549 48 21, 277 Public school-houses . ~ _ _ 12, 008 303 12, 076 269 68 School-houses built within the year 34 Whole number of public schools - 511,988 512, 092 104 Number graded _ _ 1, 233 1,335 102 Number of high school grade _ 164 161 3 Averocre time of schools in days 151 152 1 Private and church schools _ 774 819 45 TEACHERS EMPLOYED. Men teaching in public schools _ Women tea chi no- in them 6, 714 13, 183 6,804 13, 815 20, 619 90 632 Whole number of teachers _ 19, 897 722 Teachers in graded schools _ 6, 240 7, 487 6, 680 11, 517 440 Teachers that attended institutes _ 4, 030 Teachers in private schools _ 1, 974 2, 069 95 FINANCIAL STATISTICS. Average monthly pay of men teach¬ $51 31 $52 45 $1 14 ing. Average monthly pay of women - 40 44 41 12 68 Whole expenditure for public schools. Amount of State school fund . 9, 628, 186 9, 437, 714 21, 038, 489 10, 198, 928 c9, 450, 280 570, 742 j 12j ooG Valuation of public school property— (222, 340, 069 |1, 301, 580 a. This is the number of days in the Illinois school year, instead of the 100 days of some States. 6 This is the number of buildings occupied by schools. c Excluding the funds of the University of Illinois. d Excluding the value of the property of the State educational institutions. (From the published report of Hon. Henry Raab, State superintendent of public in¬ struction, for 1883-’84, and from statistics for 1884-’85, furnished by him in advance of publication.) 58 REPORT of the commissioner of education. STATE SCHOOL SYSTEM. GENERAL CONDITION. The figures of the preceding table show a clear and laTge advance at almost all im¬ portant points of the State school system, the increase in enrollment in graded public schools going far beyond the increase in the number of children of school age, the whole number enrolled in public schools, notwithstanding a falling off of 3,648 in ungraded ones, being 10,106 beyond that of 1883-' 84, the increase of enrollment in private and church schools very nearly counterbalancing the decline in the enrollment in un¬ graded public schools. School districts with school terms of 110 days or more increased. District libraries increased, too, by 48, the volumes in them by 21,277, and thus pro¬ vision was made for much more intelligent school work in many lines. The number of school- houses built within the year was 34 less than in the preceding year; but, not¬ withstanding this, the whole number reported was 68 greater; the number of public schools, 104 greater; the number graded, 102 more; while private and church schools show an increase of 45. Teachers increased in number in apparently a fair proportion with the increase of schools; those that attended institutes, and thus sought preparation for a higher usefulness, being 4,640 more than in the preceding year. Teachers’ pay was somewhat better than it had been, and there was an increase of §570,742 in expenditure for all public school purposes ; the State school fund was augmented by §12,566, and the State school property largely increased in value. ADMINISTRATION. For the State there is a superintendent of public instruction, whose duty it is to re¬ port biennially to the governor ; for each county, a superintendent to visit schools, note the methods of teaching and discipline, and assist in improving them; while in each township a board of 3 trustees has charge of public school property, and under certain restrictions may divide or create districts in which 3 school directors have control. All these officers are elected by the people; the State and county superintendents for 4 years; the others for 3 years, with possible annual change of 1. Women are eligible to school offices. The common schools are free to all youth 6 to 21 years of age, irrespective of color. The studies and text books are determined . v the local school officers; but no sectarian instruction is allowed, and no change of text books oftener than once in 4 years. The minimum school period which will entitle districts to a share of the school fund is 110 days of actual teaching in each year. A compulsory law demands the attendance of all children 8 to 14 years of age upon public or private schools for at least 12 weeks of each year, unless excused for reasonable cause. SCHOOL FINANCES. .An Act of May 3, 1873, made the annual levy for State schools §1.000,000, in lieu of a former 2-mill tax. To this are added 3 per cent, of the proceeds of sales of public lands, less 1-6 part, and the interest on the surplus revenue fund. Districts, villages, and cities may add to their share of# these State funds the proceeds of local taxes, not to exceed 2 per cent, for educational purposes and 3 per cent, for buildings. They may also, after all school expenses have been paid, use any surplus funds remaining from such sources to purchase libraries and school apparatus. NEW LEGISLATION. At the legislative session of 1S85, county superintendents, in addition to the duty, previously devolved on them, of visiting each school in their several counties at least once a year, were required to spend at least half of their time in visitation of un¬ graded schools. The condition attached to their former visitation — “if so directed by the county board’ ‘ — was, at the same session, annulled, making the duty imperative. The previous power of county boards to limit the time spent in these visitations was restricted to counties having not more than 100 schools; and even in such counties the time spent was made to be from 150 to 200 days, according to the number of schools to be visited. Each superintendent of a county was also authorized, with the approval of his county board, to employ an assistant or assistants; was allowed §1 a day for special expenses of visitation, and was to have a suitable office and proper supplies for it, as in the case of ether county officers. ILLINOIS. 59 SCHOOL SYSTEMS OF CITIES WITH 7,500 OR MORE INHABITANTS. ADMINISTRATION. Chicago, tinder a law for cities with more than 100,000 inhabitants, and other incor¬ porated cities with populations from 100,000 down to 2,000 are authorized to elect for their schools boards of education, with power to examine and employ teachers, to pre¬ scribe their methods of .instruction and course of discipline, and, in the case of Chicago, to determine the studies to be pursued and the school books to be used. These boards generally delegate to superintendents of their own selection the supervisorship of their several school systems. STATISTICS. 1884-’85. Cities. Popula- ; tion. cen- jsusoflSSO. Children I of school age. Enroll¬ ment in public schools. Average | daily at- ■ tendance. ! | Number j of teach¬ ers. i Expendi¬ ture. Alton . 8, 975 11,873 13, 404 i 17,180 I Aurora a . . . 3, S94 | 2,378 | i, 542 | 45 $37,791 34,807 52,783 Belleville b . <5 4,774 j 2,489 1 1,866 2,303 43 Bloomington . 6,868 3; 106 j 72 Cairo . 9,011 1 503, 1S5 7,733 1 Chicago... . „ . d 169,384 i 3,545 4,323 ! 3,695 | 4,168 ■ e 79, 276 2. 317 e57, 994 el, 244 1, 9S0, 246 37, 563 Danville . 1,589 1,857 42 Decatur . 9; 547 1 8. 787 2,453 35 41,264 E4gin . 1,965 1,600 | 1,365 | 1,300 ; 35 49.321 29,233 Freeport . . . 8,516 11,437 10, 927 35 Galesburg ... Jacksonville . 3, 775 I 1,613 i ! 1,427 | 36 .25,713 Joliet . 11, 657 7, 847 LaSalle . Moline f. . 7. SCO 2,455 1,746 I 1,101 i 1,258 j 2,540 j 1,660 1 1,614 31 ! 31,338 Ottawa . Peoria . Quincy . Rockford g . Rock Island . ; 7, 834 29,259 ! 27.263 13,129 11,659 19,743 j 3,218 J c 9, 933 1 5,000 : 1,648 3,887 I 2,000 1 2,159 30 i 60 : 52 42 24,286 46, 117 49,952 34,496 60,422 Springfield . d 9, 936 j 3,140 2,496 63 a These statistics are for school district No. 5, except population, which is that of Aurora city proper. b Including West Belleville village. c School census of 1882. d School census of 1584. eNot including 7.190 enrolled in evening schools, 1,895 in average attendants on them, or 122 teachers in them. These added make a total of 86,466 enrolled, of 59,889 attendants on an average, and of 1,366 teachers in all public schools of the city. /These statistics, except population, are for school district No. 2, which does not include the whole of Moline city. Population of this district July 1. 1885, 7,742. g These statistics, except population, are estimated by the superintendent, from lack of records. ADDITIONAL PARTICULARS. Aurora , school district No. £?. not before reported, presents for 1884-’85, as may be seen, a fair enrollment for the year, and an average monthly enrollment of 3,785. The grades of instruction reached up to a high school, in which were 111 pupils of both sexes. Xo note of other than public schools appears. Belleville reports 5 different school buildings with 2,400 sittings for study, an average daily attendance of 43 pupils to each teacher, and no change of teachers during the year: monthly teachers' institutes fairly attended, a majority of the teachers attending also the meetings of the county teachers’ association and the Teachers’ Summer Institute, with obviously beneficial results. Six teachers of German, of whom the superintendent ap¬ pears to have been one, held special monthly meetings. Besides the 2,489 different chil¬ dren in the public schools, there was an estimated enrollment of 650 in private and pa¬ rochial schools, an increase of 217 in the former, and of 90 in the latter. Public school property was estimated at $109,000, including the 5 buildings above noticed. Bloomington , with 10 school buildings, had 2, 900 sittings, somewhat more than enough for the average daily attendance of 2,303, and valued public school property at $245,200. No schools other than public are reported. These covered the usual primary, grammar, and high school grades. Chicago , steadily advancing, presents an increase of 3,232 in enrollment in the public schools over 1883-’84, of 2,436 in average attendance in them, and of 73 in teachers em¬ ployed, all exclusive of the city evening schools, the statistics of which have been sepa- 60 REPORT OF THE COMMISSIONER OF EDUCATION. rately given. These evening schools were opened October 6, 1884, and continued till March 13, 1885, employing 97 male and 25 female teachers, and having a total enroll¬ ment of 7,190, with an average attendance of 1,895, about one-fourth of them being fe¬ males. One of the schools was an evening high school, with an enrollment of 264 in the first week of its session and of 517 in the last week but one, in which the average at¬ tendance was 82.6; another was at the Newsboys’ Home, where the enrollment lor the week was 63 and the average attendance 28.8. Music, drawing, and German entered into the courses of the city schools; but Greek, which had been dropped from the high school course, does not appear to have been re¬ stored, though a petition for partial restoration of it was made at the opening of the year. Danville increased its public school population by 86, enrollment in its public schools by 80, average attendance in them by 27, teachers by 2, expenditure for city schools by $1,717. The average per cent, of attendance in 1883-’ 84, based on average belonging, was 91.47, an excellent showing. No statement of it for 1884-’85 has been received. The schools were taught in this latter year 190 days out of the 195 in the school year, and included primary, grammar, and high departments, with 2,500 sittings in 6 build¬ ings, rated, with furniture and apparatus, at $115,800. No special teacher of music, drawing, or penmanship appears. Enrollment in other than public schools, 613. Decatur, with 285 additional school youth, presents comparatively little increase of enrollment or average attendance, and 5 fewer teachers, but added $13,352 to its previous expenditure for public schools. Days in its school year 180, of which 178 were utilized in the 6 different school buildings with 1,844 sittings. Departments, primary, grammar, and high. Enrollment in other than public schools was 350, an apparent increase of 50. No note of a special teacher in music, drawing, or penmanship. Elgin , from some cause unexplained, indices a decline of 1,520 in school youth, and of $787 in expenditure for public schools, though there was an increase of 34 in enrolled pupils, of 63 in average daily attendance, of 6 in teachers, and of 93 in attendance opon private and parish schools, of which there were 3, with 21 teachers and 757 pupils, making, with 1,965 in public schools, a total of 2,722 enrolled out of 3, 695 of school age. The public schools included a high school. Freeport, with 1,233 additional school youth, and no report of other schools than public, shows only 47 more enrolled and 19 more in average daily attendance, with 2 more teachers ; yet $3,885 more expenditure for schools appears, and a total of $8,326 for sites, buildings, furniture, and apparatus. The buildings reported were 5, with 1,860 sittings for study in primary, grammar, and high grades. German was taught by a special teacher, and there was also a teacher of a training school or class, respecting which no other information comes. From Galesburg there is no report of anything beyond that of 1 883-’ 84, when, with 4,678 school youth, there were 2,096 enrolled, 1,536 in average attendance, under ”37 teachers; expenditure for public schools, the only ones reported, reaching $23,304. . Jacksonville , not having presented its statistics for the 3 past years, has to stand for the present uncompared with its former self, unless we go back to 1880-’81, when its school youth numbered 82 less than those now reported, its enrollment 282 more, its average attendance 60 less, and its expenditure for school purposes $8,174 greater than the pres¬ ent return shows. Per contra, there are now 8 school buildings presented, instead of 7, and school property is rated at $300,000 instead of the former $160,000. The grades of schools reach from primary to high, there being 39 rooms for both study and recitation, while in the grammar and high each there was one for recitation only. Within the year $551 was spent on the buildings. No special teacher or teaching reported. Joliet makes no report for 1884-’85, and therefore holds by its record of the preceding year, when, out of 5,783 school youth, 2,938 were enrolled in public schools, with an average daily attendance of 1,995 under 51 teachers, the expenditure for all school pur- X>oses reaching $69,297. Moline presents a printed report, its 12th annual one, which, compared with that of 1853-’84, shows an increase of 102 in school youth, of 32 in enrolled pupils, and of 2 in teachers, but a decline of 58 in average daily attendance and of $8,312 in expenditure lor its city schools. The night schools reported in l883-’84 appear to have been dropped, but the industrial exhibit, meant to develop in useful and ornamental lines the lacul- ties of pupils in the day schools, was renewed and proved highly successful. The articles presented by the pupils consisted of a plow model, a sailing vessel, a circular saw and table, a well sweep and bucket, a sled, articles of furniture and clothing, miscellaneous household articles, bread, cakes, pastry, examples of wood carving, practical carpen¬ ter work, hand sewing, crayon work, drawing, painting, and decoration. Receipts at the door of the exhibition rooms, in addition to some remaining funds from the pre¬ ceding year and a small subscription from manufacturers, met all expenses, and enabled those in charge of the exhibition to give successful competitors various prizes to stimu- ILLINOIS. 61 • late to future work. The amount of cash prizes awarded was $159.50. The superin - I tendent says that the low average ago of the successful competitors indicates that hand I training may and should be begun at a very early age. Ottawa makes return of 3,218 school youth in 1884-’85, of 1,648 enrolled in public | schools, and of 1,258 held in average daily attendance; this indicates a decline of 62 in 1 youth, of 9 in enrolled pupils, of 13 in average daily attendance, and an increase of $1,523 in expenditure for public schools. Drawing was taught by the regular class teachers, and music by a special teacher. The grades in the 7 different school buildings reported were only primary and grammar, but there was a township high school within reach for such as desired that grade of instruction. In 3 private and church schools were about 300 sittings additional to the 1,415 of the city system. Peoria, not having responded to requests for report or return, can only be presented through its statistics of 1S83-’S4, which indicated 10,972 school youth, 6,241 enrolled in city schools, 4,111 in average attendance, and 108 teachers. Expenditure for*school purposes, $124,040. Quincy , besides the statistics in the foregoing table, reports 2,100 in private and par¬ ish schools, and indicates in other figures an increase since 1882- ’83 of only 43 in public school enrollment, but of 205 in average daily attendance, with $155 less expenditure for school purposes. One additional school room was furnished in 1884-’ 85, but indebt¬ edness on account of past expenses made progress in such work slow. The teachers con¬ tinued their semi-monthly meetings required by a rule of the board of education, and in the last half of the year met also once a week for lessons in reading and elocution. Music and drawing enter into the school studies throughout the course. Rockford presents only approximate statements as to school statistics. These indicate a considerable decline at all points, which subsequent information may perhaps alter. Its school buildings numbered 11, with 2,000 sittings. Grades, primary to high. Rock Island does not state the number of its children of school age, but, as indicated in the table, shows an apparently fair proportion of its youth enrolled and in average at¬ tendance, under 42 teachers. The schools were graded as primary, grammar, and high. Music and drawing were taught by special teachers. In 15 private and parish schools were about 800 sittings. Springfield indicates an enrollment of 186 more pupils in its public schools than in the preceding year, and an increase of 124 in average daily attendance. The re¬ ported expenditure of $60,422 for these schools — primary, grammar, high, and train¬ ing schools — was $1,720 more than that of the preceding year. The city has a regular course of study for its teachers, including — besides a careful review of common branches — drawing, penmanship, language, literature, history of art, history of education, mental science, and pedagogy. At first it was meant that this course should extend through several years and lead to permanent certificates for such as successfully completed the several departments of it, as well as bring increase of salaries proportioned to the ad¬ vance made by each teacher. A decision of the supreme court that legal examinations must be made by the county superintendent has somewhat hindered this, but it is kept in mind and acted on as far as may be. A training school to prepare teachers for the city schools, with a course occupying one hour daily in methods of teaching, mental science, and pedagogy, was instituted in 1882 and has been since continued. After graduation from this school the pupil teachers become principals’ assistants, and serve also as substitutes in the absence of regular teachers, for another year, when the full responsibilities of a class teacher may be as¬ sumed with fair hope of success. COUNTRY SCHOOL SYSTEMS. For a graduating system in country and county schools, see the report of the Commis¬ sioner preceding. KINDERGARTEN. The Chicago Free Kindergarten Association was established in 1880, with two prime aims: first, that of founding and maintaining a free normal and training class of kinder- gartners; second, that of extending as far as practicable through the city and elsewhere a system of free kindergarten. Its fifth annual report shows that in February, 1885, 6 young ladies completed their certificate course in the normal class. The directors had decided to discontinue this February class and made no effort to secure new members in place of these 6. But so many applied for admission that a class was finally formed in March, numbering 19 members, of whom 2 had to abandon the work because of ill- health and 2 others left the city, reducing the number to 15. At the closing exercises of the June graduating class, 27 certificates and 18 diplomas were awarded to as many young ladies, of whom 21 are reported as in active service, making a total of 55 out of 80 graduates of the normal classes engaged in either public or private kindergarten work. Later on 12 free kindergarten are reported as belonging to the system conducted under 62 REPORT OF THE COMMISSIONER OF EDUCATION. the auspices of the association in Chicago and its immediate vicinity npto July, 1885, when another was established for the summer, free to the children of all sojourners at the “Old Hotel,” Lake Bluff, where the average daily attendance of such children was 40. Total number in all the kindergarten of the association for the year, 1,771, of whom 997 were girls, and 774 boys. PREPARATION AND QUALIFICATIONS OF TEACHERS. GENERAL STATE REQUIREMENTS. Illinois requires of those who wish to teach in its free schools, (1) a fairly proven moral character, and (2) a certificate of literary qualifications from one of the following sources: from an examining board of education in the village or city in which they desire to find employment; from a county or State normal school; from a county superintendent; or from the State superintendent. Those from the county superintendents are of 2 grades, both valid only in the county where they are given : a first grade for two years, a sec¬ ond grade for one year. Those from the State superintendent are granted only on public examination, in such branches, on such terms, and by such examiners, as the su¬ perintendent and the principals of the State normal universities may prescribe. So given, they are valid throughout the State during good behavior of their holders. STATE, COUNTY, AND CITY SCHOOLS FOR NORMAL TRAINING. To qualify teachers for effective work in its free schools the State sustains 2 normal uni¬ versities — the Illinois Stale Normal University , at Normal, and the Southern , Illinois Nor¬ mal University , at Carbondale. Both impart instruction in the science and art of teach¬ ing and in all the studies pertaining to a good school education, from primary to high, wilfh ample mathematical and scientific training, and with Latin and Greek optional at both, German and French optional at Carbondale. Each school has a 3-year regu¬ lar course, the Southern offering also a fourth and a 1-year graduate course. Each has a model department. No note appears of the former summer normal institutes held for teachers already in the field. To enter the regular courses applicants must prove their intellectual and moral fitness for admission, and must pledge themselves to spend 3 years in teaching in the State public schools, or be liable to the payment of fees for tuition. Cook County Normal and Training School, Normal Park, established in 1867 to furnish competent teachers for the schools of that important county, comes under a law of 1869 authorizing such county schools, and aims to prepare its pupils' for especially thorough work. Under the lead of 2 excellent successive principals, the present one, Colonel Par¬ ker, of Quincy fame, it has obtained high reputation for success in such preparation. Like the 2 State schools, it admits both sexes to its faculty and teachings. Course, 4 years, including practice in a training department each year. The highest class is now a professional training-class, given wholly to normal work.1 For statistics of these 3 teachers’ seminaries, see Part 1, Table III, of the Appendix. The city of Springfield improved in 1883-’84 its course of study for teachers, making it embrace the branches usually prescribed for State certificates, and also mental and moral science, pedagogy, and history of education. It further prescribes that every year 2 branches taught in the public schools shall be thoroughly reviewed, and that not only the subject-matter, but also the principles and methods of teaching each branch, shall be an essential part of the course. A bi-monthly institute is held during the school session, for discussion and review of all the important elements of good teaching. The city training school, before reported, was continued in 1884~’85, with apparently 5 candi¬ dates for teachership and a principal. These candidates come from the high school and have a 2-year course of work and instruction. OTHER NORMAL TRAINING. The kindergarten normal class of the Chicago Free Kindergarten Association was con¬ tinued in 1884-’85, under a new principal, with a total attendance of 36, of whom 31 ro¬ mp 'tied at the date of the annual meeting. The course for a certificate is of 10 month i in Froebel’s Philosophy of Education, and practice with the kindergarten gifts and ocm- pa! ions; for a diploma, 5 months more of practice work in the schools of the association, attendance on an advanced course of lectures on the history and philosophy of education, and a proven ability to successfully organise and conduct a kindergarten. For this last there are opportunities to practice in 13 kindergarten of the association. Teachers’ courses of a year each are reported at Jennings Seminary and Aurora Nor¬ mal College, Aurora; at Western Normal College, Bushnell; and at Morris Normal and Sci- 1 The president of the Chicago board of education strongly recommends the establishment in that city of a training school for persons desiring to teach in the pi’imary schools, and would require a certificate of qualification from such training school before appointing any new applicants for po¬ sitions as teachers in these primary schools. His recommendation was put on record for consider¬ ation, but does not appear to have been decisively acted on. ILLINOIS. 63 entitle School, Morris. At the Danville Normal Kindergarten Training School and at the Teachers’ Training School and School of Individual Instruction, Oregon, tho time, in ordinary cases, appears to bo a year or more. At tho Northern Illinois Normal School, Dixon, tho course is of 2 years;, at the Northern Illinois College and Normal School, Fulton, of 1 year, with an option as to longer continuance for a certificate of higher grade. lledding, Carthage, Eureka, Ewing, German-English, Illinois, Mclvendree, Monmouth, Mt. Morris, Cliaddock, Shurtletf, Westfield, and Wheaton Colleges, and Lincoln Uni¬ versity, have normal courses of 3 months to 3 years; Northwestern University, a normal class each term, with lectures 1 hour a week. For statistics of normal schools, see Table III of the Appendix. •*>-'■ TEACHERS’ INSTITUTES. Each county superintendent is required to hold annually a teachers’ institute, with a session of at least five days, and two or more adjoining counties may hold an institute together. These institutes are generally held in the summer recess of the public schools, and county boards are authorized to make appropriations for them. Instruction at such institutes is free to teachers that hold certificates good in the counties where they are held ; others pay a fee of $1, unless such fee has been paid before without securing a certificate. EDUCATIONAL JOURNALS. The Word-Carrier, a monthly publication, meant to aid educational influences among the Indians in the Northwest, continued its issue from a Chicago press in 1884-’85, being then in the 2d volume of its new series. The Practical Teacher , from a like press, had Col. F. W. Parker’s vigorous editorship in its 8th volume, from September, 1884, to June, 1885, with lair prospects of continuance; while the Present Age, going on from January 3 to June 12, 1884, seems to have then ceased. The Schoolmaster, wffiich had taken in June, 1834, the additional title of “ Intelligence ,” dropped the former name and retained the latter, passing into its 5th volume January 1, 1885. It is a semi-monthly. From its office and under the same editor, Mr. E. O. Yaile, came also the Week's Cur¬ rent, meant to give fresh educational and general new's for schools and families. The New Method , a monthly, published first at Chicago and afterward at Englewood, in the interest of a school for the cultivation of the sense of hearing in the deaf, seems to have closed its first volume in October, 1884. Additional to these appears, also from Chicago, the Correspondence University Journal, organ of that university, which proposes to fur¬ nish instruction by correspondence to any person, in any study. This was in its first volume at the close of 1884, and began a second, January, 1885. Besides these Chicago journals, there still appeared from Normal, Ill., the Illinois School Journal , which was in its 4th volume from May, 1884, to April, 1885; and from East Illinois College, Danville, the Normal Mirror, in its 2d volume. SECONDARY INSTRUCTION. PUBLIC HIGH SCHOOLS. The boards of education in incorporated cities and villages are substantially authorized to establish high schools by a permission given them to establish “schools of different grades.” School townships may have them, through a majority vote in favor of estab¬ lishing them, after notice given of a vote upon the subject fifteen days before the time for an annual election of a trustee or trustees. Number of high schools reported in 1884-’85J 160. SUPERIOR INSTRUCTION. COLLEGES FOR YOUNG MEN OR FOR BOTH SEXES. The chief collegiate institution of this State has been, since 1868, the Illinois Indus¬ trial .University, Urbana. In June of 1385, an Act of the legislature, to take effect July 1 of that year, changed this title to the University of Illinois. The change appeal s to indicate an idea that the agricultural, engineering, and natural science courses, which belonged to it as one of the land grant colleges of 1862, may possibly have overshadowed the literary and liberal ones, and that a State University must be broad enough to take all such studies in with equal welcome. Place has been given these in a School of Eng¬ lish and Modern Languages and a School of Ancient Languages and Literature, which form a “ College of Literature and Science” and prepare for the general duties of life, or for any business that requires literary and scientific training. The arrangements for these lines of study appear to he excellent, but the drift at the University is evidently much more toward technical and modern language studies than toward the old classical curriculum. Of 330 students in 1883-’ 84, the studies of 294 are indicated, and of them 64 REPORT OF THE COMMISSIONER OF EDUCATION. 186 were in agricultural, engineering, architectural, chemical, or natural science courses. ^4 in modem languages, and only 8 in Latin and Greek. In 18S4-’85 the studies of 322 are indicated, and of them 205 were in the technical studies above mentioned, 102 in modern languages, and only 4 in ancient languages. In Table IX of the Appendix may be found the statistics of 29 other universities and colleges in this State. In most cases their work seems to be done with fair facilities, good courses, sufficient buildings, and at least living means. But in too many other cases there is evidently a struggle for existence, in which, every few years, some drop away, while others only tide over their difficulties through special aid from friends. Such aid came to the amount of $109,870 for 9 colleges in 1884-’85, as may be seen in Table XXIII of the Appendix. Of the 29 colleges referred to, 16 offered normal courses of three months to three years; 21 had business departments; 3, arrangements for instruction in stenography; 2 trained for type- writing; one of these last, Saint Yiateur’s, and also Westfield College, in teleg¬ raphy; and nearly all in French, German, music, and art. Illinois Wesleyan University had post-graduate and non-resident courses ; also a department of physiology and health; Knox College, physical training and military drill under an army officer, to se¬ cure robust health. A new institution for superior instruction, the Correspondence University , received in January, 1885, a charter from the legislature of Illinois. Having united with it the Correspondence University of Ithaca, N. Y., it presents for 1834-’ 85 a faculty of 36 or more professors, each of repute in some special line, to which his instruction will be specifically directed. This instruction is to be by correspondence, and to embrace pre¬ paratory, collegiate, and post-graduate studies, leading to the degrees of A. B., Sci. B., Lit. B., Ph. B., &c., according to the subjects pursued and the attainments proven. The seat of the University, for correspondence, is at 162 La Salle street, Chicago. Its teaching force is composed of professors and instructors connected with many of the best colleges of the United States. The topics for study embrace the sciences, arts, mathe¬ matics, languages, philosophy, history, political science, law, and theology. INSTITUTIONS FOR THE SUPERIOR INSTRUCTION OF YOUNG WOMEN. Nearly all the colleges for young men in this State, including the University, are open also to young women. In Table YIII of the Appendix may be found the titles and sta¬ tistics of colleges especially for young women, the instruction in most of which is ap¬ parently of fair collegiate character, though not of the highest type. Of these the Wo¬ man’s College, Evanston; Knox Seminary, Galesburg; and Ferry Hall, Lake Forest, are departments, respectively, of Northwestern University, of Knox College, and of Lake Forest University, occupying buildings separate from the institutions with which they are connected. Another, St. Mary’s School, Knoxville, lost its buildings by fire in 1883, but prosecuted its work in a neighboring college building, and now presents an elegant new structure, among the most beautiful of its kind in all the West. SCIENTIFIC AND PROFESSIONAL INSTRUCTION. SCIENTIFIC. At the University of Illinois the scientific courses provided are in agriculture, engi¬ neering, natural science, and military science. For the prosecution of these and other courses a wide range of studies is presented, from which each student is expected to se¬ lect at least 3, affording as many class exercises daily. To secure a diffusion of the sci¬ ences relating to great industries, it is required that at least one of the 3 studies be chosen from a list of 45 different ones presented, that cover almost the whole field of in¬ dustrial training. Aids to such training are provided in a spacious mechanical building and drill-hall, with large appliances for practical work; a chemical building with 5 lab¬ oratories; a veterinary hall; a museum of zoology and geology, as well as one of engi¬ neering and architecture; a school of art and design; and a domain of 623 acres, includ¬ ing a stock farm, experimental farm, orchards, gardens, nurseries, &c. Nearly all the denominational colleges in the State have scientific courses, usually of 4 years, but none of them equal in thoroughness those presented by the University. The Dearborn Observatory, of the University of Chicago, though painfully embarrassed by the financial difficulties of that university, continued its careful astronomical obser¬ vations, and appears to have done very serviceable work. The Sugar Grove Industrial School, Kane county, is understood to have gone forward with its training in scientific agriculture and horticulture, in connection with school studies. The Chicago Manual Training School, next only in interest to that of Washington Uni¬ versity, St. Louis, was substantially in its second year of work in 1884-’85, the school exercises having begun in February, 1884. For this second year 77 new students were ILLINOIS. 65 added to the 66 of the first year, making, with 4 in a partial course, 147, under 7 pro¬ fessors and instructors. The object of the school continued to be “ instruction and practice in the use of tools, with such instruction as may be deemed necessary in mathemat¬ ics, drawing, and the English branches of a high school course.” The full work con¬ templated includes carpentry, wood-turning, pattern-making, iron-chipping and filing, forge work, brazing and soldering, the use of machine shop tools, and such other like instruction as may be deemed advisable. The working hours are divided, as equally as possible, between manual and mental exercises.1 PROFESSIONAL. Theological training appears to have been continued in the 22 colleges and semi¬ naries mentioned in the reports from this Bureau for 1832-’ 83 and 1883-’84, sixteen of them having 3-year courses, usually following a collegiate one; 3, courses of 2 years; St. Viateurs gives some theological instruction in its general course: at McKendree College, Lebanon, a complete course in systematic theology is proposed. The full titles of all these, with their location, denominational status, and reported statistics, may be found in Table XI of the Appendix. The Presbyterian Theological Seminary, Chicago, is understood to have received from Mrs. Cyrus H. McCormick, of that place, §100,000 in 1884-' 85, making about $300,000 from her and her husband, besides some large donations from other members of the family. Law schools with 2-year courses were still existent* in 1884-’ 85 at the Bloomington College of Law of Illinois Wesleyan University, Bloomington; at the Union College of Law of Northwestern University; at the University of Chicago, with its seat at the latter place; at McKendree College, Lebanon, and at Chaddock College, Quincy. The first had still no preliminary examination to test the qualification for such study; the others required evidence of at least a common-school education. Medical training was carried on, as before, in fair courses, by the Bush Medical College, of Chicago; the Chicago Medical College; the Chicago College of Physicians and Surgeons; the Woman’s Medical College, of the same city; and the Quincy College of Medicine, a department of Chaddock College, Quincy — all of the regular school. Of the eclectic school, the Bennett College of Eclectic Medicine and Surgery, Chicago, was still the only representative. The homeopathic included, as before, the Hahnemann Medical College and Hospital, Chicago, and the Chicago Homeopathic Medical College. All these schools require at least a good common-school education as a preparation for entrance on their courses, with three years of study under a medical preceptor, and from 20 to 26 weeks of clinical and lecture teaching in 2 of these 3 years. At the Chicago Medical College the lecture courses cover 3 years of graded studies. All combine clinical with lecture training. Pharmaceutical instruction is understood to have been maintained at the Chicago College of Pharmacy, with the usual requirements of 4 years’ experience, and attendance on 2 lecture courses of 5 months each, in order to graduate as a licensed pharmacist. Midwifery had from 1880 to 1883 a representative school at Chicago, with a 22 weeks’ annual course, but subsequent information respecting it is wanting. SPECIAL INSTBU CTION. TRAINING in art. The School of Art and Design of the University of Illinois affords the students of the several colleges which form that university, (1) an opportunity to acquire such a knowl¬ edge of free-hand drawing as their chosen courses may require; (2) facilities for pursuing studies in industrial designing, or other branches of fine art. The course is of 4 years : the first 2 in the general principles of art and design, the last 2 in special designing and painting. The study of plane geometry and projection drawing is recommended as a preparation for the course. At the 12 institutions for the higher instruction of young women which may be found in Table VIII of the Appendix, there are arrangements for teaching drawing and paint¬ ing, and like arrangements in about the same number of colleges for young men or for both sexes, the young lady students being especially patronizers of these arts. The art schools of Chicago embrace now, according to official information, the Art In¬ stitute, formerly called the Academy of Fine Arts, and the Society of Decorative Art , a former Academy of Design being, at least for the present, in abeyance. The Art Insti¬ tute has been substantially maintained since 1879 by a group of well-known business 1That this school and the St. Louis one have met or anticipated a real need, appears from the fact that, closely following them, have come others of like character in Boston, Baltimore, New Ha¬ ven, Omaha, Philadelphia, and Toledo, with one at Tulane University, New Orleans. 5 E ( 66 REPOET OF THE COMMISSIONER OF EDUCATION. men, who manage its affairs through an executive committee of 7 members under a board of 21 trustees. Artists are eligible to membership on the same terms as others, that is, by election and payment of fees, or may be made honorary members, exempt from dues and with the privileges of members, except the right to vote. The regular members number about 100. Annual members, who pay $10 a year, are entitled to ad¬ mission, with their families, to all exhibitions, receptions, and public entertainments. The instruction at the institute is mainly in academic art; that is, drawing from the antique and from life, with painting from life and from objects in crayon, oil, water- color, and other mediums. The classes include antique (day and evening) costumed life, nude life, perspective, artistic anatomy, modeling in clay, compositions, still life, time-sketching, ornamental designing, and juvenile classes. Other information, courteously furnished, belongs properly to 1885-’86, and will be presented in the report of this Bureau for that year. A society of decorative art has rooms in the Art Institute building. TRAINING IN MUSIC. At the State University music d@es not enter into the regular courses; but as many students, especially young women, desire instruction in it, the trustees of the university select competent teachers, present an outlined course, and set apart rooms for piano and vocal music, voice culture, and other exercises. The example of the university in this respect is followed by 17 of the colleges for young men or for both sexes, and by all of those for young women. A college of music at Chicago is reported as projected for 1885-’86. Of the ‘ ‘ National Normal Music School,” Chicago, and of one at Eureka, there is no report, unless the lat¬ ter be the music school of Eureka College. EDUCATION FOR PRODUCTIVE MANUAL WORK. Under the head of “Scientific and professional instruction” something has been .said of the instruction in agriculture and horticulture given at the Sugar Grove School, Kane county, in addition to public school training, and at the Chicago Manual Training School. Besides this, instruction in cooking is said to have been successfully and scien¬ tifically given by Mrs. Ewing, president of the Chicago Cooking Schools and follower of Miss Corson in the conduct of them, while at Moline, as maybe seen under what relates to city systems, there is considerable encouragement of elementary industries. EDUCATION OF THE DEAF AND DUMB. The Illinois Institution for the Education of (he Deaf and Dumb, Jacksonville, continued its work in the same lines as before, beginning September, 1884, with 491 pupils, under 29 teachers, including the superintendent, in its literary and art departments, besides 6 in its industrial departments. Later information shows a total of 580 pupils in the year that closed December 31, 1884. The Day Schools for Deaf-Mutes connected with the city school system of Chicago, are an adjunct of that system rather than a part of it, being sustained from a fund specially appropriated for the purpose by the legislature of the State. The instruction in them embraces elementary studies mainly, with training in morals and manners and the manual and oral methods of speech. Instructors in 1884-’85, 6, including principal. The Voice and Hearing School for the Deaf, at Englewood, noticed in the last report from this Bureau, found such favor from the success of its methods lor developing a sense of hearing in the deaf that in little more than a year from its opening, in October, 1883, it had reached the limit of its accommodations. The substance of its plan is to have ever present with the child an intelligent -instructor ready to direct both play and study, and to see that what is learned in the school is used out of it; to suggest the word and help out the sentence which is struggling for expression ; to use the numerous blackboards, impressing correct forms by frequent writing or picturing, and in every possible way endeavoring to make speech attractive and desirable. EDUCATION OF THE BLIND. The Illinois Institution for the Education of the Blind, Jacksonville, has literary, mu¬ sical, and industrial departments — the first with 7 teachers, the second with 4, the third with 2, besides a principal. Two matrons have charge of the domestic arrange¬ ments. Pupils enrolled in 1883-’84, 168, from 75 counties. REFORMATORY AND INDUSTRIAL TRAINING. The Illinois State Reform School, at Pontiac, receives and trains in the lines above- named, as well as in school studies, boys, 10 to 18 years of age committed to it by the courts. While there, they attend school 4 hours daily and work 6 hours on week days. ILLINOIS. 67 Very gratifying improvement in many of the boys is reported, and in a considerable number a complete and lasting reformation. The State Board of Charities gave 308 as the average number of inmates for the year ending October, 1884. The Illinois Industrial School for Girts , Evanston, a private benevolence, furnishes a home for dependent girls under 18 years of age; teaches them numerous branches of industry; gives them a good common school education; and thus lays a basis for respect¬ able self-support. Homes are secured for those that leave. It is said that 94 out of 100 of those that have had this training, with the various good iniluences attending it, have proved the good effect of it by leading honest and industrious lives. The number in 1883-’84 was 78, of whom 47 remained October 1, 1884. In July, 1885, 73 were re¬ ported. EDUCATION OF THE FEEBLE-MINDED. The Illinois Asylum for Feelle-JIinded Children , Lincoln, aims at the development of the intellectual, moral, and physical faculties of the class for which it is intended, and has done much effective work in this direction. The kindergarten training introduced in 1883- ’84, with other object teaching, has aided greatly in developing the interest and the perceptive powers of the children, as have pleasant Sunday exercises, with singing and short talks. Dancing and other amusements brighten the Monday evenings. In¬ troduction of industries fitting for partial self-support has been hindered from want of workshops, but is hoped for at an early day. Inmates September 30, 1884, 317. ' EDUCATION OF ORPHANS. For the shelter of orphan and homeless children, and for due training of them with a view to decent self-support, 15 institutions under private or church direction were re¬ ported by the State Board of Charities at the opening of 1884-’85. At the Illinois Soldiers' Orphans' Home , Normal, the State Board of Charities reported an average of 317 inmates for 1884. September 30, 1884, the number reported by the trustees as actually present was 353 ; total for the year then ended, 572. EDUCATIONAL CONVENTIONS. ILLINOIS ASSOCIATION OF COUNTY SUPERINTENDENTS. The annual meeting of this body was held at Springfield, December 29-31, 1884, the same time as the State Teachers’ Association. The only paper read the first day was on the question whether county superintendents should encourage school exhibits at county fairs. The writer and reader, Charles J. Kinnie, of Winnebago, answered the question in the affirmative. The question, ‘ ‘ Shall the county institute have a model county- school consisting of teachers or of pupils ?” was also discussed. The answer, from at least Superintendent Anderson, of Perry, was in favor of the latter, as he held it wrong to try to practice upon grown people as if they were children. Real and live children were used by teachers in his county to practice teaching. The morning session of the second day began with a paper on ‘ ‘ The necessary steps to be taken in the introduction of a course of study in country schools, and how to over¬ come the difficulties. 5 ’ In the afternoon the question was, ‘ 1 What should an outline of study for country schools comprise? ” For more on this point, see report of Commis¬ sioner. Wednesday morning was occupied with expressions of opinion as to the proper testing of the professional skill of applicants for county teachers’ certificates, Mr. Hood, of Ran¬ dolph, opening. Mr. Trainer, of Macon, then called attention to elementary work and foundation principles. Mr. S. Y. G-illan said that he favored oral examination and plac¬ ing the teacher in the position of questioner. At the final session in the afternoon there were adopted resolutions in favor of annual school exhibits ; of a comparative examina¬ tion of country schools and schools of villages, with exhibits of at least a portion of the work; of an increase in the pay and visitorial time of county superintendents; of a rebuilding of the burned Southern Normal School and the erection of another normal school in the northern section of the State: and of the institution of an Illinois Teachers’ Reading Circle. ILLINOIS STATE TEACHERS’ ASSOCIATION. The thirty-first annual meeting of this body was held in the Representatives’ Hall of the State Capitol, Springfield, December 29-31, 1884, the heart of the. school year 1884- ’85. The address of welcome was by State Superintendent Raab; the annual address by the president, Professor M. Andrews. Miss Mary A. West, president of the Illinois Woman’s Christian Temperance Union, then urged, by permission, the need of legisla¬ tion to secure, in every public school throughout the State, a systematic teaching of the evil effects of alcohol, tobacco, and other stimulants and narcotics on the human system. The next day*the first topic was the proper teachingof language. Mr. O. T. Bright, of Chi- 68 REPORT OF THE COMMISSIONER OF EDUCATION. cago, lield the best way to teach grammar to be by conversation between the teacher and pu¬ pils, the former aiming to interest the latter in the subject and to induce a careful considera¬ tion of the language used; letter writing and composition should be taught on account of their practical usefulness. Miss E. .T. Todd, of Aurora, and Professor Metcalf, of the State Normal School, agreed substantially that a child must be taughf to study carefully the meaning of expressions, and practically understand the language used, in order to secure accuracy. The neglected art of ' ' oral expression ’ 5 was next presented by Pro¬ fessor J. H. Brownlee, of the Southern Illinois Normal School, who thought that to read and speak with ease, variety of intonation, and impressive effect, demanded much more thought and effort, in a world of voice, thau is at present given to it. i;The art of teaching history’7 was then presented by Dr. S. Willard, of Chicago. His paper was against a mere dry memorizing of chronological dates, and in favor of a live description of the prominent events and characters in history, with steady reference to causes, re¬ sults, surrounding circumstances, and the like. Mr. S. Y. Gillan, of Danville, thought that the mode of teaching history must depend much on the intelligence and acquire¬ ments of the pupils, and vary with the class, age, and disposition of the taught. Those with retentive minds, who catch and remember dates with ease, should have the time of important events drilled into them; others should have only the most essential ones impressed upon their memory. The habits, customs, and condition of the races read about, and the probable effect of these in producing the events narrated, may come in: but it was questionable whether there should be much of this ready-made philosophy of history. He would rather lead a pupil to the facts, and let him catch what ideas he then could as to causes and results. Other speakers thought that geography and history should be taught together. Amendments to the State school laws were then presented for recommendation at the ensuing legislative session,1 the main ones being that county superintendents should be allowed pay for their full time, which should be spent in the work of supervision; that assistants should be furnished them wherever it was necessary, and that the expense should be paid by the State instead of by the county. In the evening a committee on the organization of a State teachers’ reading circle was appointed, and, as may be seen further on, snch an organization was soon effected. Dr. Allyn, of the Southern Normal School, then urged that county superintendents should be selected because of their special fitness for the place. They should, he said, be school men and experienced teachers, and should have authority to annul the certifi¬ cates of incompetents and promote worthy teachers to their places. The next day the teaching of music and also of morality in the public schools was dis¬ cussed, as also training in literature, and the relation between the high school and the college or university. ILLINOIS TEACHERS^ READING CIRCLE. At the meeting of the State Teachers’ Association, at Springfield, December, 1884, it was resolved by a large portion of the superintendents and teachers present to form a reading circle, similar to those in Indiana and other States. An organization was ef¬ fected by the election of a board of 6 directors, 2 of them women, and the choice of a president and secretary from this board; teachers to become members on forwarding their names, with 25 cents admission fee, to the manager for their county, or, in failure of such manager, to the secretary of the circle at the central office, Decatur, and pledging themselves to pursue the settled course of study. Local circles were to be formed (or¬ dinarily under the county superintendent as general manager) to meet once a week or fortnight, for reading or discussion. The studies were to consist of an elementary and an advanced coursef Those of the elementary course for the first year were to be (1) a study of the child’s powers, physical and mental, and the methods of developing these powers; (2) a study of the best forms of school organization and class management; (3) a study of the characteristics of a good teacher, and of his duties as defined by law; (4) a study of the duties of higher school officers as thus defined. Those of the advanced course were, for the same year, to be mental philosophy, history of education, and gen¬ eral history. It was determined that an examination should be held each year, in each county, under the direction of a county board of managers, who will grade and return to thf central office the papers received from members, the questions for this examination to lie prepared by the central board and sent to the county boards. To those who complete either the elementary or advanced course for the year to the satisfaction of the board, a certificate will be issued. CHIEF STATE SCHOOL OFFICER. Hon. Henry Raab, State superintendent of public instruction, Springfield. [Term, January, I8S3, to January, 18S7.] 1 Several of these have been since secured. INDIANA. G9 INDIANA. STATISTICAL SUMMARY. I POPULATION AND ATTENDANCE. White youth of school age (6-21) _ Colored youth of school age _ Whole number of school age _ White youth in public schools - Colored youth in public schools _ Whole enrollment _ Average daily attendance _ Per cent, of enrollment to school youth. Per cent, of attendance to school youth. SCHOOL DISTRICTS AND SCHOOLS. School districts reported - Districts reporting public schools - Districts without schools _ Schools for colored youth _ Graded schools _ _ _ Average school term in days _ Public school houses _ Number built within the year _ Private schools in public buildings _ TEACHERS. White men teaching in public schools. . White women teaching in same _ Colored men teaching _ Colored women teaching _ Whole number of teachers _ FINANCIAL STATEMENT. Average monthly pay of men teaching _ Average monthly pay of women _ Whole expenditure for public schools V; aluation of State school property _ State school fund available _ 1883-’ 84. 705, 863 16, 988 722, Sol 492, 239 8, 903 501,142 325, 499 G9. 33 45. 03 9, 491 9, 414 77 115 780 126 9, 664 340 684 6, 739 6,428 82 63 13, 312 | $39 66 ' 4,660,000 13, 619, 561 9; 339, 328 1 1884-’85. | I Increase. . Decrease. . 1 ! - - ! . . I:::::::::: 1 1 (From report of Hon. John WT.- Holcombe, State superintendent of public instruction, for the year 1883-’84, and from statistics furnished by him for 1884-’85.) STATE SCHOOL SYSTEM. GENERAL CONDITION. The printed reports of the Superintendent being biennial, and the last being only brought down to include 1 883-’ 84, little official information is available as to the con¬ dition of the public schools during 1884-’85. A perusal of the files of the Indiana School Journal and of the Educational Weekly for that year shows, however, a healthy condition of educational sentiment. This is indicated, ~ among other ways, by an in¬ creased attendance of teachers on the county institutes; by an improvement in the in¬ struction given therein; and by the success attending the teachers’ reading circles, re¬ cently organized, nearly all the counties having united in the work, the superintendents 70 REPOET OF THE COMMISSIONER OF EDUCATION. taking the management. Throughout the State, it is said, the power and influence of the normal schools and colleges were felt more keenly than ever before. The district schools, it is claimed, are generally equal to such schools anywhere; but in some counties, particularly in the northern portion of the State, they are injured by a prevailing custom of dividing the school year into a winter and a summer term, em¬ ploying for the latter a cheaper teacher, on the ground that the pupils attending in sum¬ mer are young, and that less skill is required to teach young children than those who are older. A movement was made to correct this evil, in at least one county, by pro¬ viding for a continuous term of 7 to 8 months’ school, without change of teacher — cer¬ tainly a better method. The plan of school management by township trustees, conferring, as it does, large powers upon one man, while- it expedites business, has in the case of a few trustees proved a temptation to fraud too great to be resisted. As a check upon the power of these officers the creation of a board for the purchase of school supplies, or of an auditing com¬ mittee, is suggested, so that more than one man would know what supplies are furnished, and at what price, before the money is paid out. ADMINISTRATION. The general public school interests are administered by a State board of education and a State superintendent of public instruction, who is president of the board. Local school affairs are in charge of county superintendents — one for each county, township and city school trustees, and directors for rural districts. The State superintendent is elected by the people for 2 years; county superintendents, by the assembled township trustees of each county for a like term; and township trustees by the electors of the township, also for 2 years. Trustees may provide separate schools for colored children, but if they do not, such children are allowed to attend the schools for white children ; and pupils of colored schools who deserve promotion to a grade not included in these schools, are entitled to enter a white school of that grade. Teachers must make a full statistical report to the proper trustee at the close of each term, and one-fourth of their wages is withheld until such report is made. Trustees must report annually to the county superintendent, and the latter to the State superin¬ tendent, a penalty for failure being provided in both cases. The State superintendent is required to make a full biennial report to the General Assembly, and for the alternate years a brief statistical one to the governor. FINANCES. _ Public schools are supported from the income of a common school fund, a Congres¬ sional township school fund, the proceeds of a State tax of 16 cents on §>100 and of 50cent3 on each taxable poll, and the income derived from liquor licenses and unclaimed fees. Special taxes for school houses, furniture, school apparatus, fuel, and other necessary ex¬ penses, may be levied by the trustees of the several townships, towns, and cities; but such taxes must not exceed 50 cents in any one year on each $100 worth of taxable prop¬ erty, nor $1.00 on each poll. NEW LEGISLATION. The editor of the Educational Weekly, of Indianapolis, states that the legislature of 1885 made a change in the tax on dogs which may diminish the small revenue for school purposes received from this source. It also provided that where a library established by private donation has a value .of $1,000 or more, and is open for the use of the people of a township, the township trustee may levy annually a tax of not more than 1 cent on $100, and pay the same to the trustees of the library for the purchase of books. With the consent of the county commissioners, the township trustee may levy and collect a tax of not more than 5 cents on $100 for not more than 3 years, to assist in the erection or enlargement of a library building when necessary. School trustees that had in certain cities purchased real estate for library purposes, but found that the revenues would not pay for the purchases, were authorized to pay for such property out of any special school revenue. By another law, the former plan of sending the State school moneys from each county to the capital, and then from the capital back again to the counties, was abolished, and arrangements were made for a transfer to deficient counties of what is needed for their schools, and for a like transfer to the State treasury of the surplus school moneys in the richer counties. SCHOOL SYSTEMS OF CITIES OF 7,500 OR MORE INHABITANTS. ADMINISTRATION. In cities with less than 30,000 inhabitants the public schools are managed by boards of 3 trustees, elected by the common council for terms of 3 years, "with annual change of INDIANA. 71 one. In cities of 30,000 or more inhabitants a board of school commissioners, comprising one member from each city school district, is elected by the people. School boards have power to employ a superintendent and to prescribe his duties. STATISTICS. 1S84~’85. Cities. Population, census of 1880. Children of school age. Enrollment in public schools. Average daily at¬ tendance. . 1 Number of teachers. ; Expendi¬ ture. Evansville . 29,280 17,206 5,931 4,744 1 143 £119, 945 Fort Wayne . 26,880 14,712 3, 827 2, 988 107 72, 019 Indianapolis . 75.036 40,286 «18, 1S8 10,488 276 275.92; Jeffersonville . 9,359 3, G82 1,901 1,364 39 22,831 La Fayette b. . . 14, 860 7,600 3,065 1,700 51 58, 624 Logansport . 11, 198 4,159 2,002 1.470 36 22, 167 Madisoti c . 8, 945 3,926 1,670 1,117 31 19, 113 New Albany 6 . 16, 423 6,364 3,071 2,123 55 Richmond . .. . 12. 742 5,610 2,512 1,925 54 80,500 South Bend . 13,280 6,312 2, 258 1,680 43 31.048 Terre Haute . 26, 042 10,002 4, 605 3,488 94 89, 342 Vincennes . . 7, 680 2,517 1,062 827 21 28, 368 a Including: duplicate enrollments. 6 Figures of 18S3-’84, in the absence of later ones. cFig- ures of 1882-’83. ADDITIONAL PARTICULARS. Evansville reports a marked improvement during the year in public school enrollment, average daily attendance, and punctuality, also a decrease in truancy and corporal pun¬ ishment. In fact, the use of the rod in school government has been disappearing since 1880. Teachers are seeking to form in pupils habits of self-control ; also to make the subjects of the lessons attractive, and thus create a love for study that will leave little inclination to waste time in mischief. Out of 143 teachers employed, 104 were able to conduct their schools without resorting to physical force, and these, too, produced the most satisfactory results in the matter of discipline. The decrease in truancy, more¬ over, is ascribed to this effort on the part of teachers to cultivate self-control in their pupils and to make study attractive. The course of study includes the studies of music and German. In addition to the public school enrollment presented in the table, there were reported 1,690 in private and parochial schools. These, with the 5,931 in public schools, made a total of 7,621 undeT instruction, leaving still 9,535 not in school, many of these, doubt¬ less, being of the 7,214 reported as over 16. Fort Wayne , besides its public school enrollment of 3,827, reports 3,800 in private and parish schools. This still left 7,085 in no school, but probably very many of these were of the 5,308 reported as over 16 years of age, when for the great majority of children school life ceases. In the 9 public schools there were — including high, normal, and evening schools — 4, 174 sittings, more than the reported enrollment, while in other schools there were 3, 850, making a total of 8, 024, so that there seems to have been no lack of room. Music, drawing, and penmanship, as well as reading, were attended to by special teach¬ ers. A city normal school had 8 sittings for study and 2 teachers. Indianapolis indicates the possession of 28 school buildings, with 12,387 sittings, one of the buildings accommodating a city normal school, with 23 seats, under 1 lady teacher. The 2 city high schools had 690 seats; the grammar schools, 3,773; the primary schools, 7,898. For instruction in drawing there was a special teacher, but no specialists for music or penmanship. All city school property— including grounds, sites, buildings, furniture, and library — was valued at §357,300. Six kindergarten were reported, of which 4 were free, 3 of the latter having been opened in 1884 under the auspices of the Indianapolis Free Kindergarten and Children's Aid Society. One of these, for colored children, had 50 pupils; the whole attendance in the 3 was 400. Jeffersonville presents a slight decline in children of school age since its last report, 1882-' 83, a slight advance in the number enrolled in public schools and in average at¬ tendance, with a considerable decrease in expenditure for its schools. For instruction in German 2 teachers were employed. Grades of schools from primary to high. Of other than public schools no report is made. Logansport, compared with itself in 1832-’ 83, shows a falling off of 212 in school youth, and yet an increase, notwithstanding this disadvantage, of 73 iii enrollment, of 52 in aver¬ age daily attendance, and of §1,105 in expenditure for city schools, the estimated en- 72 REPORT OF THE COMMISSIONER OF EDUCATION. rollment in private and parish schools remaining the same. A special teacher of mnsic continued to be employed. School gradation from primary to high. Richmond. — In explanation of the small proportion of youth of school age enrolled in public schools, the city report points out that the legal school age embraces a period of 15 years, while the public school course of study extends only over I‘2; that many who are included in the enumeration are employed in various kinds of business, while others are in college or in private schools, the latter reporting 980. The course of study in¬ cludes instruction in music, drawing, and German, and extends over 8 years, not in¬ cluding the high school course. Enrollment in this school has declined for some years past, although the work done in it has been good; but it is believed that this decline l ias reached its limit, and that the coming year will show growth. The course of study has been rearranged and the facilities for instruction increased, especially in the depart¬ ment of natural science. South Bend reports additions of some needed rooms to public school buildings during the year ; the increasing usefulness of[ the high school and an increase in its library : and a satisfactory condition of discipline in all the schools. Improvement in the respect last mentioned is ascribed partly to a change in the methods of dismissal and a modifi- cation of the forms of recess. The success of a night school, taught by one of the public school teachers, showed the necessity for such schools. Terre Haute shows by a return that it still retained in 1884-’85 the 12 school buildings previously reported, but had increased by 166 the total of its seats for study in them since 1833-’84. School property, however, was rated considerably lower than in 1883-’84, though expenditure for public schools had advanced from $63,298, in the last report, to SS9.342. It seems, therefore, to be doing good work, but under difficulties. The 2 kindergarten of the city society for organizing charity, noticed in the last re¬ port, appear to have been continued, and one is reported to have been established, at the opening of the school term of 1884-’85, in connection with the State normal school. Vincennes reports the same number of school buildings a-s in 1883-’84, but indicates an enlargement of 22 in the seating capacity. The number of children of school age had diminished from 3,952 to 2,517, according to a return, but the superintendent ascribes this to mistakes made in the former enumeration of such children. Enrollment in the public schools had slightly increased; that in private or parish schools was esti¬ mated at the same as at the date of the preceding return. The city schools ranged from primary to high. Music and German were taught in them by persons specially engaged. PREPARATION AND QUALIFICATIONS OF TEACHERS. STATE REQUIREMENTS. No teachers may be employed in the public schools without certificates of qualifica¬ tion from the State normal school, the State board of education, the county superintend¬ ent, or an officer of the school board of a city having 30, 000 or more inhabitants. The State board issues life certificates to persons who have taught successfully for 48 months, of which 16 months have been in the State, and who have passed a satisfactory examina¬ tion in the common school and higher English branches and in the science of teaching. Certificates of county superintendents are good in the county where issued for 6, 12, 2 4, or 36 months, according to the ratio of correct answers given by the holder. STATE NORMAL TRAINING. The Indiana State Normal School, Terre Haute, gives to those desiring to prepare them¬ selves for teaching free instruction in a number of different courses of study, and re¬ quires of residents of the State a pledge to teach therein a period equal to twice the time spent in the school. There are two 3-year courses of study — one purely English, the other English and Latin. For those desiring a higher scholarship, a graduate course of one year has been provided. There is also a 2-year course for graduates of the best high schools and academies, and a year of professional training intended for college graduates, which prepares them to fill the positions of school superintendents and principals of high schools. The school aims to give a thorough and scientific knowl¬ edge of the common-school branches, and of methods of teaching them; a knowledge of mental science, school government, and discipline; of the legal relations and responsi¬ bilities of the teacher, and of the philosophy and history of education; also a knowl¬ edge of the actual school, gained by actual observation and work under a critic teacher in the 8 grades of the training school. A kindergarten has been opened in connection with the normal school, to be used as a school of observation; and it is in the plan to have regular instruction in the theory and art of ki ndergarten training given to all the students in some stage of their course. INDIANA. 73 CITY NORMAL TRAINING. The cities of Fort Wayne and Indianapolis provide training departments in connec¬ tion with the public schools and support them from the general school funds, the 00111*80 of study in the former extending over one year, and in the latter over 15 months. The American Normal College , Logansport, organized in 1834, with preparatory, nor¬ mal, business, and other courses, receives aid from the city. OTHER NORMAL SCHOOLS. The private normal schools reporting are: Central Normal College , Danville, with a 3- vear course of study; Central Indiana Normal School and Business College , Ladoga, with a •1-year course; the Southern Indiana Normal College , Mitchell, with preparatory, teachers’ elementary, teachers’ scientific, and teachers’ classical courses, each requiring 1 year for completion; Richmond Normal School , Richmond, with a course of 3 years, of which each year is complete in itself, the first preparing teachers for the common schools, the second for an 8-year professional State license, and the third for a life certificate; Northern In¬ diana Normal School, Valparaiso, which presents a variety of courses besides the normal, and claims to give an adequate preparation for teaching in 2 or 3 terms of 10 weeks each to persons thoroughly versed in the common branches; and Ellchart Normal School and Spencerian Business Institute, Elkhart, with a teachers’ course of 2 years, which includes the common and higher English branches and Latin or German. There are two kiadergarten training schools for teachers, one at Indianapolis, the other at La Porte. Normal departments, or teachers’ courses, are reported by at least five of the colleges and universities in the State, among them DePauw Normal School, Greencastle, a depart¬ ment of DePauw University, with a normal course of 3 years, and the normal depart¬ ment of Moore’s Hill College, Moore’s Hill. TEACHERS’ INSTITUTES. Institutes were held quite generally in the State during the month of August, 1885, the law requiring one to be held in each county of the State at least once a year. The number actually held during 1885 cannot be given, but as a whole the work done was said to be better than ever before, the attendance larger, and the interest greater on the part of teachers ; more instructors were employed and more money was spent. Still, ail these institutes were not equally good. In some a gTeat deal of time was wasted in organizing, in waiting for motions, in enrolling, in reading minutes, in waiting for order, etc. The superior character of the work done this year was mainly due to the study of principles as the basis of methods. Then, too, with few exceptions the instruc¬ tion was all professional. Academic instruction, when given, took the lorm of illustrated lectures on physics or some branch of natural science, psychology also receiving its full share of attention. The science of teaching was almost universally handled from the standpoint of mental philosophy. EDUCATIONAL JOURNALS. The Indiana School Journal, Indianapolis, the principal educational periodical of the State, and the official organ of the superintendent, was in its thirtieth volume in 1885. The Educational Vdeeldy, of Indianapolis, commenced in July, 1883, was merged, No¬ vember, 1835, in the Journal of Education, published at Boston. SECONDARY INSTRUCTION. PUBLIC HIGH SCHOOLS. No definite information as to the number of high schools in the State, or the number of pupils attending therein can be given, although it is known that studies of high school grade are included in the courses of the schools of all the larger cities of the State, as well as of many of the smaller ones. Graduates of all having an approved course of study are admitted to the freshman classes of theState university and Purdue University with¬ out examination; and 75 schools, that had in 1884-’85 proved themselves worthy of the privilege, were authorized by the State board the following fall to send graduates to the State university. OTHER SECONDARY SCHOOLS. For statistics of business colleges, private academic schools, preparatory schools, and preparatory departments of universities and colleges, see Tables IV, VI, and VII of the Appendix : for summaries see corresponding tables in report of the Commissioner preceding. 74 REPORT OP THE COMMISSIONER OF EDUCATION. SUPERIOR INSTRUCTION. COLLEGES FOE YOUNG MEN OE FOE BOTH SEXES. Indiana University, Bloomington, recognizing in its privileges no distinction of relig¬ ious belief or of sex, gives free tuition and admits graduates of approved high schools to its undergraduate courses -without examination. These courses, comprising one in an¬ cient classics, leading to the degree of A. B. ; one in modern classics, to that of Lit. B. ; and one in science, to that of Sci. B., are equal in extent, requiring four years each for completion, and as nearly as possible equivalents in culture and mental discipline. The course was somewhat modified in April, 1885, chiefly in requiring fewer recitations weekly and in giving a wider range of elective studies in the junior and senior years. The action of the General Assembly of 1883, in giving to the university a permanent endowment fund, supplemented by that of the Assembly of 1885 and of the County of Monroe, in replacing the losses by the fire of 1883, has placed the institution, after nearly sixty years of struggle and uncertainty, on a secure and permanent foundation. Besides the above, 13 other colleges and universities report for 1884-’85, viz: Wabash College, Crawfordsville; Concordia College, Fort Wayne; Franklin College, Franklin; De- Pauw University, Green festle; Hanover College, Hanover; Hartsville College, Hartsville; Butler University, Irvington; Union Christian College, Merom; Moore' s Hill College, Moore’s Hill; University of Notre Dame, Notre Dame; Earlham College, Richmond; Bidgevi lie Col¬ lege, Ridgeville; and St. Meinrad's College, St. Meinrad. All except the two first named and the last admit both sexes on equal terms. Nearly all report classical departments of 4 years: and all but Concordia and St. Meinrad’s scien¬ tific courses of equal length. Nearly all furnish instruction in modern languages and music, several adding drawing and painting; 5 offer commercial courses; 5, normal; 6, theological and biblical; 2, legal; and 1, a medical course. Only 3, in addition to the Indiana University, report having received gifts during the year, and these not to any considerable amount, the aggregate being only §3,000. Of this, §1,000 was given to Moore’s Hill College for the endowment of a woman’s profes¬ sorship. DePauw University (formerly Asbury University), since it received the munificent donation from Mr. DePauw noted in a previous report, has largely increased its work, both in variety and extent. It includes, besides its College of Liberal Arts, schools of theology, law, military science and tactics, music, fine arts, and horticulture; also a normal and a preparatory school. Mr. DePauw’s donation, amounting to §1,500,000, came at an opportune moment, when the old Asbury University was in a very embarrassed con¬ dition. His intention had first been to found an independent institution, and he had made provision for this in his will, but the friends of Indiana Asbury induced him to make the gift during his life and to bestow it on that institution, offering to take the name of DePauw. For statistics of colleges and universities see Table IX of the Appendix ; and for a summary, see the report of the Commissioner preceding. COLLEGIATE INSTITUTIONS FOE YOUNG WOMEN. Equal opportunities being afforded young women and young men in most of the above colleges and universities, the demand for institutions exclusively for women appears to be not very great in this State. Only two are reported, viz., DePauw College, New Al¬ bany, a Methodist Episcopal institution; and St. Mary's Academic Institute, St. Mary’s, a Roman Catholic one. Both of these are authorized to confer collegiate degrees. For statistics of colleges for young women, see Table VIII of the Appendix, and for a sum¬ mary, see the report of the Commis sioner preceding. SCIENTIFIC AND PROFESSIONAL INSTRUCTION. SCIENTIFIC. Scientific instruction is given in Indiana University, Bloomington, Purdue University, La Fayette, and in Pose Polytechnic Institute, Terre Haute; also, to some extent, in nearly all the colleges and universities above named, which offer courses for the degree of Sci. B. One of these, Notre Dame, also provides a course in civil engineering. The Indiana University gives several courses leading to the degree of bachelor of science, embracing biology, geology, mathematics, physics, and chemistry, and in the course for bachelor of philosophy includes a number of branches relating to social and political science. Purdue University, a college of science, agriculture, and mechanic arts, embraces, be¬ sides a preparatory class, 5 special schools, viz: school of agriculture and horticulture, school of mechanics and engineering, school of science, school of industrial art, and school INDIANA. 7 5 of pharmacy. All the courses include about the same instruction in general science, mathematics, English history, political and mental science, and industrial drawing, be¬ sides the technical branches peculiar to each. The agricultural course affords daily instruction in agriculture and horticulture throughout the 4 years, that of mechanics and engineering 2 years in each branch, that of science 4 years in laboratory work, and that of industrial art training in industries throughout the 4 years. Two scholarships for each county are given, the county commissioners making the appointments. Bose Polytechnic Institute, founded in 1874 by the late Cliauncey Rose, of Terre Haute, and opened in March, 1883, is devoted to the higher education of young men in engi¬ neering, the term including all those productive and constructive arts by which the forces of nature are made subservient to the needs of man. Mechanical engineering, civil en¬ gineering, chemistry, physics, and drawing are among the branches taught. A feature of the course in mechanical engineering is a well-furnished manufacturing machine shop, ■where manual training is combined with the study of principles.1 Scientific courses of 4 years, and of fair standard, appear also in 1884-’85 at Wabash College, Crawfordsville; Franklin College, Franklin; DePauw University, Greencastle; Hanover College, Hanover; Hartsville College, Hartsville; Butler University, Irvington; Moore’s Hill College, Moore’s Hill; University of Notre Dame, Notre Dame; and Earl- ham College, Richmond; this last seems always to do well and thoroughly whatever it undertakes to do. Franklin College, above mentioned, entered on its second half cen¬ tury June 6, 1884, and held a jubilee in commemoration of it. PROFESSIONAL. Theology is taught in DePauw University (Methodist Episcopal) and St. Meinrad's Col¬ lege (Roman Catholic), in regular theological courses of 3 years; also to some extent in Butler University, Union Christian College, and Earlham College , in connection with the collegiate course. Earlham added this feature in 18S4, establishing a department of Biblical instruction, with the purpose, as it is explained, of meeting the wants of min¬ isters, Bible school teachers, and other Christian workers who feel the need of better preparation for their work. For statistics of theological schools, see Table XI of the Appendix ; and for a summary, see a corresponding table in the report of the Commissioner preceding. Law departments are reported by DePauw and Notre Dame Universities, the course of study in the former extending over 2 years of 27 weeks each, in the latter comprising 3 years of 40 weeks each. Both require an examination for admission. For statistics of these departments, see Table XII of the Appendix; and for a summary, see a corre¬ sponding table in the report of the Commissioner preceding. Medicine. — Seven medical colleges report for 1884-’85, as follows: Medical College of Indiana, Indianapolis (formerly a department of Butler University) ; Central College of Physicians and Surgeons , Indianapolis ; Fort Wayne College of Medicine; Hospital Medi¬ cal College of Evansville; Beach Medical Institute; Indiana Eclectic Medical College ; and Physio-Medical College of Indiana, the 3 last at Indianapolis. The 4 first named belong to the regular school of practice, the next 2 to the eclectic school, and the last is “ inde¬ pendent.” The Beach Medical Institute, organized in 1884, is a successor of Beach Medical College. This latter institution was merged in the Indiana Eclectic before the commencemept of the lecture course of 1884 ; but about 6 weeks after its commence¬ ment the Beach element withdrew, organizing the Beach Medical Institute.2 The whole number of matriculates in all the 7 colleges was 1S7, of graduates 78, or nearly 42 per cent., the 4 regular schools enrolling 118 and graduating 50. All require of applicants for admission evidence of at least a fair English education; for graduation, 3 years’ study of medicine, including attendance on 2 courses of lectures. Two, the Central College of Physicians and Surgeons, and Fort Wayne College of Medicine, offer and advise a 3-year graded course. The lecture courses occupy from 20 to 28 weeks, the longer term being found at the Fort Wayne College of Medicine. For statistics, see Table XIII of the Appendix; and for a summary, see the report of the Commissioner preceding. SPECIAL INSTRUCTION. EDUCATION of the deaf and dumb. The Indiana Institution for the Education of the Deaf and Dumb, Indianapolis, offers maintenance and instruction, free of charge, to all the deaf and dumb of the State of suitable age and capacity. Until additional accommodations shall be provided, the age 1 Lucian I. Blake, Ph. D., a graduate of the Royal University in Berlin, and a pupil of Professor Helmliolz, has entered upon the professorship of applied physics and electrical engineering in the Rose Polytechnic Institute, Terre Haute, Ind. He had declined a similar associate professorship in the Johns Hopkins University. 2 Word has come that the Beach Institute has been discredited by the Illinois Board of Health “in view of the apparently irregular manner in which diplomas have been conferred by it.’’ 76 REPORT OF THE COMMISSIONER OF EDUCATION, of admission is limited to from 12 to 21 for boys and from 10 to 19 for girls. The course of instruction in the primary department, embracing all the elementary English branches and including articulation, requires generally 7 years for completion. For the benefit of those who wish to qualify themselves for teaching or for other intellectual pursuits, a high class has been established with a course of three years in the sciences ; the superin¬ tendent may admit to this class each year the most promising of the graduates from the primary course. Three hours on 5 days in the week, with 2 on Saturday, are devoted to industrial pursuits, pupils receiving instruction in shoemaking, cabinet-work, chair- caning, baking, sewing, housework, and other employments, and the introduction of a greater variety of such pursuits is recommended. EDUCATION OF THE BLIND. The Indiana Institute for the Education of the Blind , Indianapolis, a branch of the edu¬ cational system of the State, admits fit subjects for its instruction free of charge, all their expenses being paid, except those for clothing and traveling. The age for admis¬ sion is from 9 to 21, but exceptions are sometimes made in favor of those who are over 21, at the discretion of the board of trustees. In the literary department the commou and some of the higher English branches are taught, also reading in line and point print, and writing in the New York point system and with lead pencils. Special effort is made to teach pupils how to study, to discipline their minds, to strengthen their powers of concentration, recollection, and reflection, and to enable them to form correct habits of attention and observation. The musical department, which includes vocal and instru¬ mental music and tuning, affords means of instruction to all pupils who have an ear for music in one or more of these branches, as well as special training to those who wish to become teachers of music. Increased attention and care are given to the industrial de¬ partment, which is regarded as in many respects the most important of all. It includes broom making, cane seating, sewing, knitting, and fancy work. TBAINING SCHOOL FOB NUBSES. Thie Flower Mission Training School for Nurses , Indianapolis, organized in 1883, re¬ ported 14 pupils in 1885 and 5 graduates. Arrangements have been made with the au¬ thorities of the Indianapolis City Hospital for giving training to the pupils. The school receives $200 a month from the city. EDUCATIONAL CONVENTIONS. INDIANA STATE TEACHEBS’ ASSOCIATION. The Indiana State Association held its thirty-first annual meeting at Indianapolis, December 29-31, 1884. The meeting was not as large as that of the previous year, but the exercises in point of merit are said to have been above the average. According to a criticism in the School Journal the programme was too full, leaving but little time for the miscellaneous discussion of papers. “A retrospective and a prospective view of Indiana’s school system” was the subject of the inaugural address of the president, Supt. H. B. Hill, in which he spoke of the need for longer school terms, better teachers, and a compulsory school law. The address was referred to a committee for consideration. Among other topics presented were 11 The moral education of the young ; ” “Profit and loss of the graded school system; ” “ Personality in teaching; ” “The element of trust in government; ” “ The citizenship of the teacher; ” “ The examination question; ” “ Learn to do by doing.” this by Col. F. W. Parker, of Normal ville, Ill. ; and “The philosophy of teaching,” by Dr. E. E. White, of Cincinnati. The committee on the president’s address* in accordance with instructions, submitted . a report embodying certain recommendations to the legislature, among which were the establishment of uniform terms for all schools of the same class, none to be less than 8 months; the provision of a sufficient fund for the maintenance of county institutes; the enactment of a mild and well guarded compulsory education law; and the introduction of the elements of industrial drawing into the school system. The high school section of the Association was very largely attended, and the sessions were interesting and profitable; but they interfered with the main association by being held at the same hours. The topics discussed were “The high school — its place in edu¬ cational economy;” “Methods of teaching the English language and literature in the high schools of indiana; ” “The scientific method and its educational value; ” “ Meth¬ ods of teaching science in the high schools; ” and “ How to make the library do most service to the schools.” NOBTHEBN INDIANA TEACHEES’ ASSOCIATION. The Northern Indiana Teachers’ Association met at Rome City, July 21-24, 1885, about sixty teachers being present. Addresses were delivered on “ Elementary instruc- INDIANA. 77 tion;” “Howto develop the power ol* thought; ” “The use and abuse of the Grube method;” “How far can the knowledge of mental science be utilized by the common schoolteacher?” “True knowledge aud its functions;” “Howto cultivate a love for reading good books;” and “The relation of the first four to the remaining years of the course of study. " The last paper placed great stress on the fact that the chief purpose of the schools is to develop character, and insisted that the place to begin this is in the primary schools. SUPERINTENDENTS’ CONVENTION. The third meeting of the superintendents of city and town schools of Indiana and Ohio was held at Richmond, November 5-7, 1885. Among other topics discussed were “Methods of promotion;” “Teachers’ meetings;” “Howto promote culture among teachers;” “Examinations;” and “Gradation of schools;” “Methods of promotion" was given an entire evening, and was quite generally discussed, a variety of views being developed. “Culture among teachers” was also exhaustively discussed, in the course of which the teachers’ reading circle and associations for professional improvement were •commended. INDIANA COLLEGE ASSOCIATION. The meeting of this very respectable body in 1885 was at the parlors of the Bates House, Indianapolis. It was well attended, and had exercises of unusual iuterest. Professor J. C. Ridpath, of DePauw University, was the president elect, and took for his theme, “ The true evolution. ” defending the development theory of Charles Darwin. President David S. Jordan, of the State University, also delivered an address on Charles Darwin, which Professor P. S. Baker, of DePauw, heartily endorsed. Professor R. B. Warder, of Purdue University, read a paper on “ The true place of in¬ dustrial education,” advocating the teaching of a few manual industries in the common schools and the cultivation of accurate ideas of common things, but not recommending technical instruction in colleges. Professor Alma Holman, of DePauw, gave reasons why natives are better than foreigners as instructors in modern languages. Professor J. L. Campbell, of Wabash, read a very instructive address on ' 1 The present conditions of the physical development of Indiana, ’ ’ Dr. A. W. Bray ton, of the Indianapolis High School, following with a paper on the same theme. Professor Campbell, of Wabash, was elected president of the association for the ensu¬ ing year. OBITUARY RECORD. CHARLES O. THOMPSON, A. 31,, FH. D. President Charles O. Thompson, of Rose Polytechnic Institute, Terre Haute, was bora at Windsor, Conn., September 25, 1835, and died at his home in Terre Haute, March 17, 1885. His untimely death was felt as a severe loss not only by the institution at whose head he had been since 1883, but by all who knew him, includi • >; many eminent educators in the State and elsewhere. Prior to accepting the presidency of the Rose Polytechnic Institute Mr. Thompson was for several years at the head of a technical school in Worcester, Mass. , where he met with great success. He was a member of the National Council of Education from its organization, and was greatly honored by that body for the ability and wisdom which he brought to the consideration of all edu¬ cational questions, for his ripe scholarship, and for the valuable contributions he made toward the solution of some of the most important educational problems of the times. He was universally beloved for his amiability, generosity, and that large-heartedness which led him to entertain, in a catholic spirit and with kind hospitality, the opinions of those who differed from him. He was admired for his rich literary attainments and brilliant social qualities, and reverenced for his sincerity and loyalty to truth, and lor the courage with which he followed the lead of his convictions, as well as for the purity of his life and his devout Christian character. CHIEF STATE SCHOOL OFFICER. Hon. John W. Holcombe, State superintendent of public instruction, Indianapolis. [First term March 15, 18S3, to March 15, 1835 ; second term, March 15, 1885. to March 15, 1-387.] 78 REPORT OF THE COMMISSIONER OF EDUCATION. IOWA. STATISTICAL SUMMARY. 1883-’84. 1884-’ 85. Increase, j Decrease. POPULATION AND ATTENDANCE. Youth of school age (5-21) _ 623, 151 634, 407 11, 256 Enrolled in public schools _ 472, 966 477, 663 4, 697 • Average attendance _ 284 498 281, 794 2,704 Per cent, of school youth enrolled. 75. 89 75. 29 .60 Per cent, of same in average attend- ance _ _ _ _ 44. 41 1.24 Per cent, attendance to enroll- ment _ 60. 15 58. 99 1. 16 Number attending private schools. 17, 158 17, 974 816 SCHOOLS. Public graded schools _ 530 561 ! 31 Public ungraded schools . . _ 1 10, 436 10,949 ! 513 Whole number of public schools. J 10, 966 11,510 i 544 ; Average time of schools in days... 144 144 School-houses of brick or stone _ 966 1,003 37 Whole number of public school- houses _ 1 11, 975 12,309 | 334 TEACHERS. Men teaching in public schools _ _ : 5, 760 5,809 49 Women teaching in public schools 17,359 17,906 547 Whole number of teachers . 23, 119 23,715 1 1 AW 596 Teachers’ institutes held _ _ . 99 99 SCHOOL FINANCES. Average monthly pay of men teach¬ ing _ $37 40 $37 95 $0 55 Average monthly pay of women _ 30 42 29 45 $0 97 Whole expenditure for public schools . _ . _ 6, 236, 971 i G. 054, 313 182,658 Valuation of State school property 1 10, 808, 089 12, 690, 326 1,882,237 Permanent State school fund . _ . 4, 386, 259 4, 432, 966 46, 707 1" . - (From statistics furnished by Hon. John W. Akers, State superintendent of public in¬ struction for the years indicated.) STATE SCHOOL SYSTEM. GENERAL CONDITION. The above special statistical report, sent by the superintendent of education, shows an increase during 18S4-’85 of 11, 256 in the number of youth of school age, and of 4,697 in public school enrollment, with 2,704 fewer pupils in average daily attendance ; also a slight decrease in the percentage of enrollment and average attendance based on school population, and of average attendance based on enrollment. More public schools were taught and more teachers employed ; the average monthly pay decreased slightly. The whole amount expended for public schools also decreased, while the amount of the permanent fund increased, as did the valuation of public school property. IOWA. 79 The biennial report of the superintendent for 1883-’85 mentions an increase in the average pay of teachers, both men and ay omen, as well as in their zeal and activity in their work. Indeed, school facilities and buildings, it is said, are being improved each year; and teachers are rapidly improving in all that goes to make them successful. The meeting of the National Educational Association at Madison, Wis., in 1884, at which Iowa was well represented, was one of the principal causes leading to this in¬ creased educational activity. Its influence was exerted not only through the usual ad¬ dresses, discussions, aud criticisms, but also by its exhibit of industrial education, which gave a practical direction to the iuterest in this topic, showing how many opportunities the school room affords, even without adding to the present courses of study, for creating a taste for industrial occupations and laying a foundation for such instruction. Following closely upon the gathering at Madison came the Exposition at New Orleans, in which the educational status of Iowa was exhibited, under the supervision of the De¬ partment of Public Instruction. The material used at the Madison exhibit was put in order for this purpose, and additional work was furnished, including excellent displays from the institutions for the blind and the deaf. The Department issued a circular of information, setting forth the organization and practical operation of the school system of Iowa, and containing a lithograph school-house map of the State, having a dot for each school-house. Altogether, the exhibit was representative, comprehensive, and complete; as at Madison, it placed the State in the foremost rank for educational privilege and en¬ deavor, and gave an important stimulus to educational effort. The recent organization of teachers’ reading circles is noted as one important indica¬ tion of advance. This step was advised by the State Teachers’ Association, and a com¬ mittee of 9 persons was appointed to arrange a course of study and to make other provisions for carrying the plan into effect. It is designed, among other objects, to se¬ cure to teachers the employment of all their spare time in the way most useful to them professionally, by a careful study of educational literature. This study is made more interesting by the fact that many others are going over the same ground, and that re¬ sults will be. compared, while the habit of annotation fixes the knowledge acquired in the student’s mind in an orderly way, making it available for use when necessary. ADMINISTRATION. A State superintendent, elected by the people for 2 years, has general superintendence of the public schools. There is also a State board for the examination of teachers. Each county has a superintendent ; each township and independent district a board of directors ; each subdistrict into which a township may be divided, a subdirector, the subdirectors of the subdistricts forming the district township board. Women are eligible to any school office in the State, and one member of the State board of examiners must be a woman. At least one school must be taught in each subdistrict for not less than 120 days dur¬ ing the year. The public schools are free to all resident youth of school age (5-21). Besides common schools, the system includes high schools, normal schools, teachers’ in¬ stitutes, schools for soldiers’ orphans, a State university, a State agricultural and me¬ chanical college, reform schools, and institutions for deaf-mutes and the blind. To be legally employed in public schools, teachers must have certificates of qualifica¬ tion from the county superintendent or other duly authorized officer. They must each keep a school register and make an annual statistical report to the board of directors. The secretary of the board in turn reports to the county superintendent, and he to the State superintendent. Boards of directors must set out at least 12 shade trees on each school site, and county superintendents must see that such trees are growing. Indus¬ trial expositions for displaying useful articles made by public school pupils maybe held in each district, if its board of directors deem it expedient; such exhibitions must be held in the school room on a school day, and not oftener than once a month. FINANCES. Public schools are sustained from the income of a permanent State school fund, a tem¬ porary fund, and from county and district taxes. The permanent State fund comes (a) from 5 per cent, of the net proceeds of public land sales; (6) from sales of 500,000 acres of lands granted by the general Government in 1841 : (c) from proceeds of escheated estates; (d) from sales of 16th section lands in each town¬ ship. or of lands selected in place of these. Amount in 1885, $4,432, 966. The temporary fund consists of the annual product of forfeitures for the benefit of the school fund, of fines for violation of penal laws or non-performance of military duty, and of sales of lost goods and estrays. Both are distributed to the districts in proportion to the number of youth from 5 to 21 years of age. County taxes must be not less than 1 mill nor more than 3 mills on the dollar. Dis¬ trict taxes must not exceed 10 mills on the dollar for a school-house fund; $5 per pupil for 80 REPORT OF THE COMMISSIONER OF EDUCATION. a contingent fund; or $15 for each resident pupil for a teachers’ fund, this last includ¬ ing the amount received from the State by semi-annual apportionment. NEW LEGISLATION. By Acts of April 1, 1884, $64,500 was appropriated for the State university, $27,800 for the State normal school at Cedar Falls, and $25,088 for the girls’ department of the Iowa State Reform School. One-half of these amounts was made available in 1884, the remaining half in 1885. April 5, 1884, it was determined that the reform schools of the State should thereafter be known as industrial schools, and the trustees of them as the Board of Trustees of In¬ dustrial Schools. The same day appropriations of $32,100 were made for improvements at the State ag¬ ricultural college, $7,000 of this amount to go for a building lor the mechanical and en¬ gineering departments of the college, $10,000 for two buildings for the school of veteri¬ nary science, $3,000 for fire-proof vaults, and $3,000 for a professor’s residence. It was also determined that schools for instruction of students in mechanic arts should be reported by the Commissioner of Labor Statistics, such report to indicate what prog¬ ress has been made in schools of this kind, and what systems have been found most practical. SCHOOL SYSTEMS OF CITIES WITH 7,500 OR MORE INHABITANTS. ADMINISTRATION. Public schools are controlled by boards of 6 directors in cities, towns, or villages with 500 or more inhabitants, 2 of these directors being subject to change each year. In the larger cities superintendents are usually employed for the schools. A tax for school pur¬ poses, not to exceed 10 mills on the dollar in any one year, may be voted by the electors. STATISTICS. 1884-’85. Cities. Population, census of 1880. Youth of school age. Enrollment in public schools. Average daily at¬ tendance. Number of teach¬ ers. Expenditure for public schools. Burlington a . 19, 450 10, 104 9,052 7,621 4,197 3,709 4,099 2.830 74 Cedar Rapids a . 2, 717 2,014 1,572 56 Clinton . 2, 327 42 $32, 855 Council Bluffs . 18, 053 7, 522 2, 763 1,747 52 99, 544 Davenport . 21, 831 9,412 b 5, 332 b 3. 407 89 73, 877 Des Moines (West).. 14,005 6, 018 3, 512 2, 894 75 98, 511 Dubuque . 22. 254 10, 204 4, C83 2, 817 78 55, 817 Keokuk . 12, 117 8,295 4,931 2, 800 2,398 52 41, 316 Muscatine . 1,552 1 1,352 38 27, 914 Ottumwa a . 9,004 3, 100 2,194 1 i/a» 36 a The statistics for Burlington, Cedar Rapids, and Ottunnva are. in the absence of direct informa¬ tion from those cities, taken from the Iowa Normal Monthly of November, 1884, and are said to be the figures of the preceding school year, 1883-’84. b Including normal and evening schools. ADDITIONAL PARTICULARS. Burlington shows 12 school buildings in 1883-’84, one of them a high school, another a city normal school, in which graduates of the h igh school that desire to teach spend a year in study of methods of instruction and in practice teaching. The school year covers 10 months. Cedar liapidSy with 7 buildings, one of them partly occupied by a high school, which indicates the possession of all the ordinary school grades, has a school session of 9 month* . Ciinton divides its course of study into primary, grammar, and high school dep.. ments, each of four years. There is also a practice school which gives a year’s traiuing to snch graduates of the high school as intend to teach. The work of each term in the schools is not prescribed, but is left largely for the teachers to decide upon. In choice of methods, too, each teacher is left free to employ such as are best adapted to the wants of her school. The high school, comprising English, Latin, and German courses of study, has graduated 142 pupils since 1874, of whom 109 were young women. Just one-half the graduates have become teachers, and 43 have taught in the city. .The public school library, absolutely free to teachers and pupils, comprises 2,477 volumes. At Council Bluffs the public schools were taught 199 days in 15 buildings having 2,718 sittings for study. Over $43,000 were expended during the year for buildings and IOWA. 81 $6,6*11 for furniture and apparatus. The schools included primary, grammar, and high grades, the latter enrolling 115 pupils, of -whom 87 were girls. In 5 private and parish schools, with 310 sittings for study, 198 pupils were reported, making, with those in the dty schools, a total enrollment of 2,961. The Davenport public schools — comprising primary, grammar, high, city normal, and evening schools — were taught in 11 buildings, which were capable of seating 4,264 pupils. Besides the public school enrollment above noted, it is estimated that about 1,000 pu¬ pils attended private and parochial schools, making a total of 6,332, or a little more than 67 per cent, of the school population. Music entered into the city school course under the oversight and instruction of a lady teacher. under the oversight of a special teacher. The city normal school had 12 female pupils Des Moines ( JFes£) reports public schools taught for 177 days out of 180 in the school year, in school buildings valued, with sites and furniture, at $270,000. Of the total amount expended for public schools, as above reported, $21,681 were for sites, buildings, furniture, and apparatus. Two kindergarten report an aggregate attendance of 134 pupils under 11 teachers. These schools, established in 1876, were in 1883-’34 adopted by the public school system, The schools of Dubuque were taught for 196 days, in 12 buildings, valued, with sites, furniture, and apparatus, at $200,000. About 2,500 pupils attended private and paro¬ chial schools, making, with public school enrollment, a total of 6,588 children under in¬ struction. A library comprising, in 1884, about 800 bound volumes, was connected with the public school system. No special teachers were employed. Keokuk reports public schools taught for 178 days, in 9 school buildings, for primary, grammar, and high grades, valued, with other school property, at $100,000. Music, drawing, and penmanship were taught by special teachers. At the close of the term, in June, 1885, the public schools gave a very extensive ex¬ hibit of pupils’ work, two large halls being completely filled with it. The display ot kindergarten work was noticeably fine, and the industrial work attracted much atten¬ tion. Fancy work, wood work, machines, and numberless other articles showed the skill and ingenuity of the pupils, while the fine maps, examination papers, and draw¬ ings in ink and crayon indicated their diligence in their proper work. All the schools were fully represented, from the primary to the high, the latter offering a fine display of botanical specimens, skinned, stuffed, and mounted birds, and technical drawings. The citizens of Keokuk were liberal in their offers of prizes lor good work, and for three days and nights the exhibition was thronged. The Muscatine public schools, primary, grammar, and high, were taught 182 days during 1884-’85. The 9 school buildings, affording seats for 1,600 pupils, were valued, with sites and other school property, at about $80,000. About 200 pupils attended pri¬ vate or parochial schools, making a total of 1,752 under instruction. PREPARATION AND QUALIFICATIONS OF TEACHERS. STATE REQUIREMENTS. Teachers cannot be employed in any common schools receiving a share of the school fund unless they have certificates of qualification from their county superintendent or other officer authorized by law to give them. These other officers are the members of a State board of examiners, which includes the State superintendent of public instruction, the president of the State university, the principal of the State normal school, and two persons appointed by the executive council, for terms of 4 years, one of the two to be a woman. Of this board the State superintendent is ex officio president. It holds annually at least 2 public examinations of teachers, at which a member of the board presides, as¬ sisted by one or two qualified teachers. Successful candidates who prove their acquaintance with all the ordinary English school studies, and with such others as physiology and history of the United States, and their possession of good moral character and capacity for governing and instructing children, receive from their county superintendent a certificate to that effect, good for a year. Those that before the State examiners add evidence of acquaintance with book-keeping, algebra, botany, natural philosophy, drawing, civil government, Constitution and laws of Iowa, and didactics, get from these examiners a State certificate good for 5 years. Those that add also proof of acquirements in higher mathematics, the chief natural sciences, political economy, rhetoric, English literature, general history, and other studies, receive State diplomas good for life, unless revoked for cause. STATE NORMAL TRAINING. The Iowa State Normal School , Cedar Falls, presents several courses of study, the longest one, of 4 years and including the graduate scientific course, leading to the degree of bach¬ elor of didactics, and designed to qualify for the highest positions in the school system. 82 REPORT OF THE COMMISSIONER OF EDUCATION. A shorter course of 3 years gives a proportionate preparation for teaching in all grades of the public school system. There is also a graduate professional course of one year, de¬ signed for college graduates, and a graduate scientific course. Students -who complete the 3-year course are entitled to certificates, but not to diplomas. Music, penmanship, book-keeping, and drawing are among the branches studied, and professional work is arranged for every day throughout the course. The certificates and diplomas do not by law entitle the holders to teach in the State without further examination, but many county superintendents in the State recognize them as proof of capacity to teach, and they are also accepted in California and other States. The Chair of Didactics of the State University of Iowa offers an elective course of study occupying 1 year, which is purely professional in its provisions. Graduates are given certificates of qualification as teachers, and after 2 years’ successful work may receive the degree of bachelor of didactics. CITY NORMAL SCHOOLS. A training school connected with the public school system of West Des Moines gives students desiring to teach the benefit of 1 year’s professional training and practice. Davenport, as before mentioned, makes return of a city normal school under the charge of a lady, whose salary indicates high estimate of her work, and who had under her 12 pupils during 1884-’85. OTHEE NORMAL SCHOOLS AND DEPAETMENTS. Among the private institutions which present normal departments as an important part of their work, the largest is, perhaps, the Western Normal College and Shenandoah Commercial Institute , Shenandoah, which, though first opened in 1883, enrolled in 1883-’84 over 700 normal pupils, besides about 400 others. A common school course of study is provided for those who are not well grounded in the elementary branches, very back¬ ward pupils being encouraged to enter with the expectation of acquiring sufficient prep¬ aration, after a full year’s study, to enter the professional course. This extends over a full year of 12 months. Dexter Normal School , Dexter, offers a teachers’ professional course of one full year of 50 weeks, besides preparatory, scientific, classical, and commercial courses. The Normal and Scientific Institute , Bloomfield, provides a course of study which qual¬ ifies for teaching in all grades of the public schools, besides courses in business, fine arts, science, and music. Eastern Iowa Normal School, Columbus Junction, reports a full course of normal study extending over 5 years. This includes an elementary course of 3 years and an advanced one of 2, graduates of the latter receiving the degree of bachelor of pedagogical phil¬ osophy. Provision for the training of teachers, in courses of from 1 to 5 years, is also made at Amity College, Upper Iowa University, Norwegian Luther College, Drake University, Parsons College, Iowa College, Lenox College, Simpson Centenary College, German Col¬ lege, Cornell College; Oskaloosa College, Penn College, and Central University of Iowa. TEACHEBS’ INSTITUTES. Each county superintendent is required by law to hold an institute annually in his county, and §50 is appropriated by the State to aid in defraying the expenses. Further provision is made for their support by the requirement of a registration fee of $1 from each person attending, and also an equal sum from every applicant for a certificate. These institutes are schools of from two to four weeks’ duration, the objects of which are to improve the scholarship of teachers and to acquaint them with the best methods of instruction and school government. The number attending during 1884 was 14,793, more than twice as many as were present in 1874. . Great improvement has also been made during these 1U years in the management of institutes and in the work done in them. EDUCATIONAL JOURNALS. Among these are the Iowa Normal Monthly, published at Dubuque, the organ of the State department of education; the Central School Journal, Keokuk, also a monthly: and the Northwestern Journal of Education; all containing a large amount of educational in¬ formation and instruction. SECONDARY INSTRUCTION. PUBLIC HIGH SCHOOLS. The law provides for county and township high schools, but thus far the people have not generally availed themselves of the opportunity to establish them. The number of graded schools is 530, or an average of more than 5 to each county; and in a majority of iowa. 83 such schools the higher branches are taught, many of them preparing students for ad¬ mission to the State University. OTHER SECONDARY SCHOOLS. For statistics of business colleges, private academic schools, and schools for preparing students lor college, see Tables IV. VI, and VII of the Appendix; and l'or summaries, see corresponding tables in the report of the Commissioner preceding. SUPERIOR INSTRUCTION. COLLEGES FOR YOUNG MEN OR FOR BOTH SEXES. The Stale University of Ioica, Iowa City, an outgrowth of the policy of the National Government to aid education, has collegiate, legal, medical, and dental departments, the medical including both regular and homeopathic. The report shows a decided increase in the efficiency of the university during 1884-’S5, although the number of students in all departments was about 100 less than the previous year. This was owing to an ele¬ vation of the standard of instruction in the law school and of that for admission to the medical schools. Other departments also advanced their requirements for admission, but yet have increased their enrollment. The collegiate department of the University embraces a school of letters, with classical and philosophical courses, and a school of science, with scientific and engineering courses, each extending over 4 years, and leading to the degrees respectively of A. B., Ph. B., Sci. B. and C. E. Graduates of approved high schools and academies are admitted without examination. Other colleges and universities reporting are Amity College, College Springs: Griswold College , Davenport; Norwegian Luther College, Decorah: Drake University. Des Moines: University of Des Jloines; St. Joseph's College, Dubuque; Parsons College, Fairfield; Upper Iowa University, Fayette; Iowa College. Grinnell; Simpson Centenary College, Indianola; German College , Alt. Pleasant; Iowa Wesleyan University, Mt. Pleasant; Cornell College , Mt. Vernon; Oskaloosa College, Oskaloosa; Penn College . Oskaloosa; Central University of Iowa, Pella: Tabor College, Tabor; Western College, Toledo; and Lenox College, Hopkin- ton. All of these except Griswold, Luther, and St. Joseph’s admit both sexes; all have classical courses of study which extend over 4 years; all except two report scientific courses, which are generally of equal length with the classical: several add philosophical courses, a few Latin or Greek scientific, and one an engineering course. Commercial courses are offered by 13 of the above, and as many afford opportunity for preparation to teach. All but 3 provide courses in music and drawing, all teach German, and all but 3 French also. Professional instruction is given by several, the particulars of which will be noted further on. Nine of the above colleges received gifts and bequests during the year in sums ranging from $160 to $50,000, and amounting in the aggregate to about $90,000, all but $5,000 of this being given unconditionally. The largest amount, $50,000, was received by Cor¬ nell College from contributions, one half of it being intended for endowment, the re¬ mainder to build a ladies’ hall. The next largest gift, $22,000, was to Western College, for library, apparatus, and endowment. Iowa Wesleyan University received $5,000 from Mr. Timothy Whiting for general endowment, on condition that $14,000 be contributed by others within 3 years. For statistics of colleges and universities, see Table IX of the Appendix ; and for a summary see the report of the Commissioner preceding. COLLEGIATE INSTITUTIONS FOR YOUNG WOMEN. At least 3 institutions for the superior instruction of young women are known to be in existence, although only 2 send statistics for 1884-’85. The three are Immaculate Conception Academy, Davenport; Callanan College, Des Moines: and St. Agatha’s Acad¬ emy, Iowa City; the last two are authorized to confer collegiate degrees. From Mt. Pleasant Female Seminary, formerly reporting, no information has been received for sev¬ eral years. For statistics of Callanan College and Immaculate Conception Academy, see Table VIII of the Appendix ; and for a summary, see a corresponding table in the report of the Commissioner preceding. SCIENTIFIC AND PROFESSIONAL INSTRUCTION. SCIENTIFIC. As has been noted, scientific studies are pursued to some extent in nearly all the col¬ leges and universities of the State, which give the usual scientific course, generally of 4 years. The school of science of the State University of Iowa, besides such a general scientific course designed to afford liberal culture on the basis of science, presente a 84 REPORT OF THE COMMISSIONER OF EDUCATION. course in engineering, which aims to lay a good foundation in the principles of engineer¬ ing science, and in their practice, the topics studied corresponding to the requirements of the professional engineer. Cornell College also provides a course in civil engineering and gives instruction in military science and tactics. Iowa Agricultural College offers one general course of study, and- 4 technical courses leading to degrees; the former aiming to give a liberal education in the sciences and other branches which underlie the great industries of the country, without confining it to any particular pursuit or profession, while the others are intended to meet the requirements of some special pursuit. These are (1) a school of agriculture; (2) aschool of engineer¬ ing, with courses in mechanical and civil engineering; (3) aschool of veterinary science: and (4) a school of domestic economy. In addition to the foregoing there are certain lines of technical and scientific study, including either one science or several related ones, not leading to any degree, which may be pursued by students properly qualified. A department of military science and tactics is included. The school of domestic econ¬ omy comprises all branches of housework, household management, the purchase and care of supplies, care of the sick, physiology and hygiene, as well as chemistry, botany, dairying, vegetable and landscape gardening, home architecture, house furnishing and decoration, dressmaking, sewing, and other branches. For statistics, see Table X of the Appendix, and for a summary, the report of the Commissioner preceding. PBOFESSIONAL. Theological instruction is given in Norwegian Augastana Theological Seminary, Beloit, a Lutheran institution, having a 3-year course of study and requiring no examination for admission; also in theological and Bible departments belonging to 5 of the colleges and universities above named. The theological departments of Griswold College (Prot¬ estant Episcopal) and of German College (German Methodist) present regular courses of 3 years. The ecclesiastical department of St. Joseph's College (Roman Catholic) pre¬ pares priests for that church in certain defined lines, but the length of course is not given. Oskaloosa College (Christian) offers a 4-year course in saered literature, which is tree to those looking forward to the ministry as a life work, and leads to the degree ot bachelor of letters. The Bible department of Drake University (Disciples’) requires 3 years of study, which, in the case of those who intend to graduate, follow the collegiate course, while any students of good Christian character are admitted who desire to in¬ crease their capacity for Christian work. For statistics of theological schools see Table XI of the Appendix. Departments of law are reported by the State University of Iowa and Drake University. In the law department of the State University the course of instruction now extends over two school years of 9 months each, instead of one year as formerly. This departure was necessitated by an Act of the General Assembly, passed in April, 1884, regulating ad¬ mission to the bar. The course of study includes both doctrine and practice; text books, recitations, explanations, lectures in pleading and procedure, and moot courts are among the means of instruction used. Applicants for admission are required to furnish evidence of a good English education. The law department of Drake University also presents a course of instruction both theoretical and practical, so arranged as to be completed in 2 years. No examination is required for admission. For statistics of schools of law see Table XII of the Appendix. The medical schools reporting for 1884-’85 are as follows: Iowa College of Physicians and Surgeons, Des Moines; College of Physicians and Surgeons, Keokuk; Medical De¬ partment of State University of Iowa; Homeopathic Medical Department of the State University of Iowa ; Iowa Medical College (a department of Drake University) ; and King Eclectic Medical College, Des Moines. The 3 first named belong to the regular school of medicine, 2 of the remaining 3 being eclectic, and one, as its name shows, homeo¬ pathic. All make some requirement of preliminary education of applicants for admis¬ sion, and all require for graduation 3 years’ study of medicine, including attendance on two lecture terms of about 20 weeks, while all but one (the Iowa Medical Callege) offer also an optional 3-year graded course. The whole number of matriculates in the above schools during 1884-’85 was 327, of whom 121 were graduated. Of these 240 matriculated in the 3 regular schools, 54 in the eclectic, and 33 in the homeopathic. For further statistics, see Table XIII of the Appendix, and for a summary see a cor¬ responding table in the report of the Commissioner preceding. SPECIAL INSTRUCTION. EDUCATION OF THE DEAF AND DUMB. The Iowa Institution for the Education of the Deaf and Dumb, Council Bluffs, a part of the public school system of the State, maintains and educates its pupils free of charge, ad¬ mitting all proper subjects 10 to 25 years of age. Besides an elementary department, IOWA. 8fj in which the classes are carefully graded, the course of instruction includes academir. art, and industrial departments. In the academic, the course has been arranged with the special idea of making it preparatory to the National Deaf-Mute College at Washington. Pupils are employed 2} hours for 6 days of the week in the shops, the house, or the farm, receiving instruction in carpentry, broom, shoe, and dress making, housework, garden¬ ing. and printing. For statistics, see Table XVIII of the Appendix; and for a summary, see a correspond¬ ing table in the report of the Commissioner preceding. EDUCATION OP THE BLIND. The College for the Blind, Vinton, a part of the State educational system, embraces in its literary department the common and higher branches of an English education. In its musical department, which includes all pupils who have any musical ability, the use of a number of instruments is taught; piano, harmony, and vocal culture are con¬ tinued throughout the course, and training is given to those who desire to become teachers of music. The industrial department comprises cane-seating, broom and mat¬ tress making, sewing, knitting, and fancy work. This department has been more than self-supporting, although the element of profit to the institution is held to be a second¬ ary consideration. For statistics, see Table XIX of the Appendix; and for a summary, see a corresponding table in the report of the Commissioner preceding. TRAINING OF THE FEEBLE-MINDED. The Iowa Institution for Feeble-M'uided Children , Glen wood, in 1884-’85 had 259 chil¬ dren under its care, with 50 instructors and other employes to look after them. It has succeeded in demonstrating the fact that such children can be educated to a very con¬ siderable extent. The really good letters written to parents by many of the children, entirely unaided, would, it is said, greatly surprise many people unacquainted with the work accomplished at these institutions. Moreover, even if no intellectual improve¬ ment resulted from this training, the good habits of personal neatness, and of politeness and good manners here acquired, would many times compensate the State for the expense of sustaining the institution. INDUSTRIAL AND REFORMATORY TRAINING. The Iowa Industrial School, Eldora, formerly styled the Iowa Reform School, had 290 boys under training during 1 884-* 85, of whom all but 20 were white, and all but 76 native-born. The institution costs about $25,000 a year, and its earnings amount to about $4,000. The boys work at shoemaking, tailoring, broom-making, farming, and gardening, and are taught the common school branches. Notwithstanding tho fact that their former habits have been altogether unfavorable to study, many make such progress as would compare favorably with that of pupils in the best common scbcols. As an evidence of this it is noted in the report for 1883 that a recently discharged inmate had been employed to teach a winter school in the county in which the indus¬ trial school is situated. About 75 per cent, of all who have been under the training «;f this institution become orderly and useful members of society. The department of this institution for girls, situated at Mitchellville, sends no infor¬ mation for 1 884-’ 85. The training given, however, is known to embrace both ir - trial and literary branches, including the various departments of housekeeping ;;o, needle-work, with thorough instruction in common school studies. EDUCATION OF ORPHANS. No late information has been received from the Iowa Soldiers’ Orphans’ Home. Pr- enport. The German and English Asylum for Orphans and Destitute Children , Andrew Ja ’ County, reported 280 under its care during 18S4-’ 85. It admits children between 2 an a years of age, teaches domestic work, farming, and the common school branches of know! edge, and is sustained by voluntary contributions. Boys are sent out at 14 years of age. girls at 15. All are given an outfit of clothing, and have the privilege of returning to the home in case of sickness or when out of work. EDUCATIONAL CONVENTIONS. IOWA STATE TEACHERS’ ASSOCIATION. The twenty-ninth meeting of the teachers’ association, held December 22-24, 1884, was well attended, 336 teachers, representing all grades of educational work, having been present. Papers embracing a variety of educational topics were presented and dis¬ cussed. President Seerley’s inaugural address touched on moral, industrial, and prac- 86 REPORT OF THE COMMISSIONER OF EDUCATION. tical education and teachers’ institutes, urging in respect to the last subject the neces¬ sity for a uniform graded course of instruction in the institutes throughout the State, supplemented by a definite course of reading and study between the sessions. The committee appointed to consider this address reported favorably as to its suggestions, commending those relating to institutes to the careful attention of the State depart¬ ment of public instruction, and advising the appointment of a committee of 9 persons to arrange the proposed course of study. Other papers read were on “Ancient and English classics,” “Secondary education from a high-school standpoint,” “Language culture,” and three on the text-book ques¬ tion, which were very fully discussed, one of them advocating uniformity, another argu¬ ing against it, and a third urging the publication of text books by the State. A paper on “Voice and hearing for the deaf” urged the value of the oral method in teaching the deaf to articulate and read the lips, and further claimed that a large proportion of those believed to be entirely deaf have still some sense of hearing, which should be culti¬ vated. There were four papers on school sanitation, the respective titles being, “The health of our girls,” “The real causes of the poor health of our boys,” “Ventilation of Iowa school buildings,” and “Physical education.” Among the resolutions passed before adjournment was one favoring the continuance of instruction in school concerning the effects of alcoholic stimulants and of narcotics, and recommending that some such instruction be given in normal institutes. Before the graded school section of the association were read papers on the graded school work at the Madison exhibit, the American high school — its origin, province, and scope, and teacher’s meetings — their object and the methods of conducting them. The county superintendents and normal departments had under consideration, among other subjects, the province of the normal school, proposed changes in the county insti¬ tute system, and needed reforms in country schools. COUNTY SUPERINTENDENTS’ CONVENTION. This convention was held at Okoboji, July 7-13, 1885. State Superintendent Akers introduced the first topic, that of “State institutes,” which was further discussed by the meeting, the prevailing sentiment being favorable to such institutes; and it was subse¬ quently resolved that Superintendent Akers be requested to bring the matter before the State educational council at the next annual meeting of the State Teachers’ Association. Mrs. L. B. Collins, of Des Moines, gave several talks on the kindergarten during the progress of the convention, showing the material used and illustrating the methods em¬ ployed for the development of the child’s mind. Other questions presented were ‘ ‘ School visitation; ” “ Examination of country schools;” “Professional enthusiasm,” including the plan of teachers’ reading circles, which was unanimously indorsed; “ Supplementary reading for country schools;” “State examinations of teachers;” “The new rs. the old ; ” “ What share of education j ustly falls to the school ? ” “ The universal problems ; ’ ’ and 1 1 Teaching as a means of self-culture. ’ ’ The question of the new education elicited the greatest interest and brought out the finest thoughts of the convention, the drift of thought being in favor of whatever of method, principle, and personality in the teacher best tends to draw out the good qualities of the child. CHIEF STATE SCHOOL OFFICER. Hon. John W. Akers, State superintendent of public instruction , Des Moines. [Second term, January 7, 1884, to January 4, 1886.] KANSAS. 87 KANSAS. STATISTICAL SUMMARY. 1883-’84. I 1884-’ 85. I Increase. Decrease. POPULATION AND ATTENDANCE. • Youth of school age (5-21) - 411,250 461, 044 49,794 31, 937 Enrolled in public schools _ 303,601 207,339 335, 538 194, 325 Average daily attendance _ 13, 014 pcr cent, of enrollment to school 73.82 72. 77 _ _ 1.05 youth. Per cent, of average daily attendance 50. 41 42. 14 8. 27 to school youth. Per cent, of average daily attendance to enrollment. SCHOOLS. 68.29 57. 91 10.38 Number of school districts _ _ 6,706 7, 142 6, 968 436 Number of districts reporting- _ . 6.127 841 Number with schools of 3 months or 6,236 6, 551 315 more. Average school term in days _ 116.5 Number of school-houses _ 6, 354 7,318 6, 568 214 Number of school rooms _ _ 7; 914 596 i TEACHERS. . Men teaching in public schools a _ 2,936 j 3,586 650 Women teaching in public schools a__ 4, 915 5, 454 539 Whole number of teachers a _ 7,851 9,040 1,189 i FINANCIAL STATEMENT. Average monthly pay of men teach¬ $40 70 $40 85 $0 15 ing. Average monthly pay of women 32 85 30 23 | $2 57 teaching. Whole expenditure for public schools - 2,882,963 i 3,388,652 505, 689 1 Valuation of public school property 5,715,582 6, 547, 745 1 832,163 ! Public school fund apportioned - 290,554 328,960 ; 38,406 Whole invested school fund _ 1,102,807 a Three counties not reporting. (From a special return famished by Hon. J. H. Lawhead, State superintendent of public instruction.) STATE SCHOOL SYSTEM. GENERAL CONDITION. The above statistics show an increase during ISSt-’SS of nearly 50,000 in the school population, and of more than 30,000 in the number enrolled in public schools, although, from causes unexplained, 13,000 fewer pupils were held in average daily attendance. Nearly 73 per cent, of the school population of the State were enrolled, and a little over 42 per cent were in average attendance, while the per cent, of average attendance to the number enrolled was nearly 58; there was a slight decrease during the year in the per¬ centage of enrollment to school population, and a larger one in that of average attend- 88 REPORT OF THE COMMISSIONER OF EDUCATION. ance to school youth, while the proportion of average attendance to enrollment de¬ creased over 10 per cent. Public schools were sustained for 3 months or more by 315 more districts than in 1883-’ 84, 214 more school-houses being used and 1,189 more teachers employed; the average pay of women, however, decreased by §2.57 a month. The valuation of public school property increased by over §800,000, and the whole amount expended on the schools by 8505,689. Among the indications of educational activity in the State may be mentioned the organization during the summer of teachers’ reading circles. This was effected by the teachers of the State, led by prominent educators, and assisted by the Western School Journal , which in May sent out circulars containing a plan of organization by corre¬ spondence. This was accepted, replies ‘being received from 1,600 teachers, who then elected a State board of 5 directors. These directors immediately held a meeting to adopt a course of study and make other necessary arrangements. ADMINISTRATION. A State superintendent of public instruction, elected biennially by the people, lias general supervision of educational interests. There is a State board of education for the examination of applicants for State diplomas and certificates, and a State board of com¬ missioners for the management and ;nvestment of the public school funds. County school affairs are in charge of superintendents elected by the people biennially. School districts have boards of 3 members, elected for three years, with annual change of 1. Women may vote at school meetings and hold school offices. The public system embraces primary, grammar, high, and normal schools, teachers’ institutes, a State agricultural college, a State university, a reform school, and schools lor the deaf and blind. No sectarian teaching is allowed in any of these, and no relig¬ ious sect or sects may control any part of the common school or university funds. Public .schools are tree to youth 5 to 21 years of age, and all youth from 8 to 14 are by law required to attend at least 12 weeks each year, unless excused by school authorities or taught elsewhere. Uniformity in text books is required. Teachers must make a report at the close of each term to the district clerk, or forfeit their last month’s pay; district clerks report annually to their county superintendents, whose reports to the State super¬ intendent are quarterly and annual, the State superintendent reporting to the legisla¬ ture biennially. FINANCES. The public schools are supported from the income of a permanent school fund, largely from United States land grants, with additions from an annual tax of 1 mill on §1, an annual fee of §50 from every insurance company doing business in the State, and from district taxes, which must not exceed 1 per cent, on the taxable property of the district for school-house sites, and the same for teachers’ wages. NEW LEGISLATION. An Act of March 4, 1885, requires that from January 1, 1886, instruction in physiology and hygiene with reference to the effects of narcotics and stimulants on the human sys¬ tem shall be given to all pupils in the State public schools; and that no certificate shall, alter that date, be granted to any person proposing to teach in the public schools who has not passed a satisfactory examination in the elements ot the above topics. For new legislation as to school boards in cities, see below. SCHOOL SYSTEMS OF CITIES WITH 7,500 OR MORE INHABITANTS. ADMINISTRATION. Cities of the first class, viz, those having more than 15,000 inhabitants, have each a board of education consisting of 3 members from each ward, elected by the voters of the city for 3 years, one of the 3 being liable to change each year. In cities of the second class — that is, with from 2,000 to 15,000 inhabitants — the board of education, formerly of 2 members from each ward, is, in cities with from 10,000 to 15, 0C0 inhabitants, under a new law of 1885, made to consist of 6 members only, elected at large from the whole city without regard to wards, 2 of the 6 to be chosen annually for a 3-year term. This leaves a class of cities, with from 2,000 to 10,000 inhabitants, still under the old law. Boards in cities of the first class may elect each a superintendent of the public schools, not of their own body; those in the smaller cities must elect such a superintendent. They also appoint, in cities of the first and second class at least, examining committees to test the qualifications of persons applying for teacherships in their schools. KANSAS. 89 STATISTICS. ISSl-’So. Cities. Popula¬ tion. cen sus of 1880. Children 1 Qf school age. Enroll¬ ment in public schools. | Average • daily at¬ tendance. I Number of Expendi- teaeliers. i ture. Atchison a . . 15,105 4.985 2,570 2,333 30 I £22,022 Lawrence . 8.510 o3. 342 2,360 1,691 31 1 26, 09G Leavenworth . 16,516 y 321 3,412 2,812 51 ; i.36, 599 Topeka a . 15, 452 7, C31 4,695 3,086 S3 ; 14.415 oStatistics of 1S33-S4. b Exclusive of amount paid for indebtedness. Lawrence reports a public school enrollment of about 70 per cent, of enumeration, a proportion considerably larger than that of the previous year. The law requiring at¬ tendance of all children 8 to 14 appears to have been strictly observed, since 43 more pupils between these ages were enrolled tliau had been enumerated by the school census of 1884. In fact the crowded condition of the schools made it necessary to exclude all children under 6. Nearly the entire corps of teachers employed in the schools during the previous year was retained, a fact which may be at least partly explained by the further one that the teachers’ institute, meeting semi-weekly, was very generally at¬ tended. Some changes were made in the course of study, and another year was added to it, making the whole course 11 years. Of these the primary grades occupy 5 years, and the grammar and high each 3. In this last the graduating class of 1885 included almost as many boys as girls, the tendency of late having been toward improvement in this respect. A private kindergarten is reported, having an enrollment of about 16 children. The total estimated enrollment in private and parochial schools was 400. Leavenworth , whose population has increased since the last United States census to 29,199, and the assessed valuation of taxable property to over 85,000,000, reports public school property valued at $200,000. Public schools were taught 183 days during the year, a little less than 47 per cent, of the school population being enrolled, but over 82 per cent, of the number enrolled being in average daily attendance. Besides the public school enrollment, there were 1,240 children attending private and parochial schools, making a total of 4,652 under instruction. But little information later than for 1884 has been received from either Atchison or Topeka. A kindergarten is reported from the latter, organized in 1880 and having an attendance of 63 pupils under 3 instructors. PREPARATION AND QUALIFICATIONS OF TEACHERS. STATE REQUIREMENTS. No person may teach in the Kansas public schools without a diploma or certificate from the State board of education; from a county board of examiners, of which the county superintendent is chairman; or from the examining committee of a city board of education, unless graduates of the State normal school or of the normal department of the State university. The diploma of the State board is valid throughout the State during the lifetime of the holder, unless revoked ; a diploma from the State normal school has the same force. Certificates of graduation from the normal department of the university authorize the holders to teach in any part of the State, Certificates of the State board are valid for 3 or 5 years, according to grade. Those from county boards are good onlv in the countv in which issued, and for a term of 2 years, 1 year, or 6 months. As stated under “New legislation,” preceding, ability to teach physiology and hygiene with reference to the effects of stimulants, narcotics, &c., on the human system, is from January 1, 1886, required of every person proposing to teach in any of the State public schools, Kansas having been the sixth State to adopt that rule. State normal training. Provision is made in the State normal school, Emporia, and in the University of Kan¬ sas, Lawrence, for the free instruction of those who desire to prepare themselves for teaching. The State Normal School presents 4 courses of study: 2 full courses of 4 years each, one of which is entirely English, while the other includes Latin and elementary and 90 REPORT OF THE COMMISSIONER OF EDUCATION. academic courses of 3 years each, the former including a professional year, the latter without professional instruction. Students completing any one of the professional courses receive the diploma of the institution, which, as has been stated, is by law a life certifi¬ cate to teach in the schools of Kansas. The only charge made to students in the normal department is an incidental fee of $5 per term of 20 weeks, and this is remitted during the professional year to those who declare that their purpose is to teach in the schools of the State. A kindergarten department forms apart of the regular work of the school, and one which is regarded as of great importance. Students may enter this department without taking any of the studies of the others, and on graduating they are granted a certificate showing the course pursued. Although the normal department in the University of Kansas, Lawrence, has been discontinued, provision is still made for the training of such as desire to teach, a special course in didactics, under a special professor, having been arranged in connection with the collegiate department for the junior and senior years. To such as complete this course the degree of bachelor of didactics is given, if desired, instead of that of A. B’. or of Sci. B. The practice teaching which forms a part of the course must cover a year of successful practice in the school room. OTHER NORMAL TRAINING. Kansas Normal College, Fort Scott, offers, besides classical, scientific, and business courses of study, a teachers’ course of 1 year, following a preparatory year in the case of those who have had only a district school training. The teachers’ course, which pre¬ pares students to take charge of common and graded schools, aims to give a thorough knowledge of the branches to be taught and of the best methods of instruction. A class is maintained in theory and practice of teaching and school management, the recitations being conducted by pupil teachers. The Kansas Normal School and Business Institute, Paola, comprising normal, business, academic, and other departments, is partly sustained by the city, and gives free tuition in the training department to all of school age living in that school district. The studies of the normal department comprise, among others, mental philosophy, natural science, logic, and didactics. No definite time is required for completion of the course, but can¬ didates for graduation must pass an examination in all the studies. Students can study where and when they please, and many of them do so while teaching. The training department comprises a thoroughly graded system of schools, and a model district school under the supervision of the principal. Salina Normal University, Salina, first opened in 1884, and having a 4-year course of study, reports 133 normal students during the year. Normal departments or courses are also reported by the following collegiate institu¬ tions: Baker University, 3 years; Highland and Lane Universities, 2 years; and Ottawa University, 4 years. Graduates of the full course of the last named institution receive certificates of the highest grade, while those who complete the studies of 3 years receive second-grade certificates, those completing the studies of 2 years, third grade ones. TEACHERS’ INSTITUTES. A county teachers’ institute must, according to law, be held each year by the super¬ intendent of each county for a term of not less than 4 weeks; but two or more counties may unite for this purpose in sparsely settled portions of the State. EDUCATIONAL JOURNALS. The Western School Journal , formerly the Educationist, published at Emporia, and the Industrialist, published weekly at Manhattan in the interest of the State Agricultural College, are the principal educational journals of the State. SECONDARY INSTRUCTION. PUBLIC HIGH SCHOOLS. High schools or departments are found in connection with the public school system of most of the larger cities in the State, but no general statistical information regarding them can be given for 1884-’85 Graduates of any of such high schools as may have adopted one or more of a number of courses of study approved by the regents of the State university are admitted to that institution under certain conditions without examina¬ tion, and during the last year 28 such schools were approved by the regents. OTHER SECONDARY SCHOOLS. For statistics of business colleges, private academic schools, and preparatory schools, see Tables IV, VI, and VII of the Appendix; and for summaries, see corresponding tables in the report of the Commissioner preceding. KANSAS. 91 SUPERIOR INSTRUCTION. COLLEGES FOR YOUNG MEN OR FOR BOTH SEXES. The University of Kansas, Lawrence, endowed by the State with 72 sections, or 46,000 acres, of land set apart by Congress in 1861 for a State university, and receiving from the city of Lawrence the site of Lawrence University and buildings, worth about $180,000, be¬ sides annual appropriations from the. State, gives free instruction to its students and ad¬ mits both sexes on equal terms. Of the several departments contemplated in the act of incorporation there are 4 in operation, viz, departments of science, literature, and the arts, of law, of elementary instruction, and of music. A chair of pharmacy was author¬ ized by the legislature of 1835, and during the same year the normal department, which had been in operation, was discontinued by the board of regents, a 2-year course in di¬ dactics, systems of education, and practice teaching, coming in place of it. The depart¬ ment of science, literature, and the arts comprises 4 distinct courses, 2 scientific, a clas¬ sical, and a modern literature course, the first 2 leading to the degree of bachelor of science, the 2 last to that of bachelor of arts. Provision is also made for students not candidates for a degree, who wish to pursue special branches. The other collegiate institutions are St. Benedict, s College, Atchison; Baker University, Baldwin City; College of Emporia, Emporia; Highland University , Highland; Lane Uni¬ versity , Lecompton; Ottawa University, Ottawa; St. Mary's College. St. Mary’s; and Wash- hum College, Topeka. All except St. Benedict’s and St. Mary’s admit both sexes; all present classical courses of study, and all but three, scientific courses; four report liter¬ ary courses, while the same number give instruction in business and make provision for training teachers. The College of Emporia (Presbyterian), now in its second year, has made rapid prog¬ ress. Beginning with 17 students, nearly 80 in all departments were enrolled in 1834-’85, and the work was rapidly assuming the character of that of a well-organized college. Its collegiate departments (summarized in the above) are classical, philosophical, and literary, the second substituting German for Greek, and the last omitting both Greek and Latin, for which German and French are substituted. Gifts were received during 1884-’85 by Baker University, College of Emporia, High¬ land University, Ottawa University, and Washburn College, amounting in all to over $148,000, counting that which was pledged and in process of collection. Of this amount the College of Emporia received $35,000 from the city, besides 38 acres of land, and $50,- 000 from the Presbyterian Synod of Kansas, the purpose being to establish a college of high rank. For statistics of colleges and universities, see Table IX of the Appendix; and for a summary, see a corresponding table in the report of the Commissioner preceding. SUPERIOR INSTRUCTION OF WOMEN. As already stated, 7 of the 9 collegiate institutions above noted are open to young women on thessame terms as to young men. The only institution exclusively for women is the College of the Sisters of Bethany, Topeka, sustained by the Protestant Episcopal Church, it offers a collegiate course of 3 years, besides kindergarten, primary, and pre¬ paratory departments, and is authorized by law to confer collegiate degrees. Music, vocal and instrumental, drawing, painting, elocution, French, and German all find a place in the curriculum. For statistics, see Table VIII of the Appendix; and for a summary of the same, see a corresponding table in the report of the Commissioner preceding. SCIENTIFIC AND PROFESSIONAL INSTRUCTION. * SCIENTIFIC. Instruction in the sciences is given in the University of Kansas and in 6 of the other universities and colleges, as well as in the State Agricultural College. The State university, besides a general scientific and a Latin scientific course, offers to students of either of these at the beginning of the junior year special courses in natural history and physics and chemistry. It has also a 4-year course in civil engineering. The State Agricultural College , Manhattan, receives both sexes, and provides parallel courses of study for each, with such differences as their necessities seem to call for. 4 years being required for the degree of bachelor of science. Closely adjusted to the course of study is industrial training in several of the arts, to which each student is re¬ quired to devote at least one hour a day. Among the different lines of industry offered to the choice of students are farming, gardening, fruit growing, carpentry, cabinet¬ making, iron work, printing, or telegraphy for young men; and sewing, printing, teleg¬ raphy, floriculture, or music for young women. Tuition is free, the income of about $35,000 from the endowment meeting all expenses, and the State providing buildings. 92 REPORT OF THE COMMISSIONER OF EDUCATION, The farm, comprising 171 acres, is valued, with stock, furniture, etc., at over $50,000, the buildings at $100,000. For statistics of schools of science see Table X of the Appendix ; and for a summary, see a corresponding table in the report of the Commissioner preceding. PROFESSIONAL. Theological instruction was given in St. Benedict's College (Roman Catholic) in an ecclesiastical course of 2 years, and, at last accounts, also in the Kansas Theological School Topeka (Protestant Episcopal), which, however, sends no report for 1 884-’ 85. A min¬ isterial course of 2 years appeared in the catalogue of Lane University, Lecompton (United Brethren), but without note of students in it in 1883-’84. Legal training may be obtained in the department of law of the University of Kansas , designed to furnish a complete course of instruction for persons intending to practice at the bar in any State of the Union. All persons entering upon the study are earnestly advised to take lirst a course of liberal studies. Graduates of literary colleges are ad¬ mitted without examination; others must satisfy the faculty that they possess such qualifications as will enable them to pursue the course with profit. For statistics, see Table XII of the Appendix. The only medical school reporting from this State is the medical department of the University of Kansas, Lawrence. The course of instruction embraces 2 terms, each of 20 weeks’ duration, annually, making a preparatory medical course which it is claimed is accepted by all the leading colleges of the West as equivalent to the first year of a 3-year course. A chair of pharmacy lias also been established by the regents of the university in accordance with a law passed at a recent session of the State Legislature. SPECIAL INSTRUCTION. EDUCATION OF THE DEAF AND DUMB. The Kansas Institution for the Education of the Deaf ancl Dumb, Olathe, sustained by the State, gives all pupils from Kansas instruction and maintenance free of charge. Pu¬ pils are received generally from 10 to 21 years of age, though children of weak constitu- lions are advised not to come till they are 12. The course of instruction covers 6 years; but the superintendent may extend it 2 years longer to such as he may believe would be particularly benefited by the additional training. Instruction is given in the common English branches and in various industries, the method used being the manual or sign language and articulation combined. For sta¬ tistics, see Table XVIII of the Appendix. EDUCATION OF THE BLIND. The Kansas Institution for the Education of the Blind, Wyandotte, gives free instruction to its pupils, admitting all between 10 and 21 who are not incapacitated for useful in¬ struction by physical, mental, or moral infirmity. They are taught the common and some of the higher English branches, music, vocal and instrumental, also the employ¬ ments of broom and brush making, chair caning, and sewing. Several of the girls have been successfully employed in broom making and caning chairs. For statistics, see Table XIX of the Appendix. REFORMATORY AND INDUSTRIAL TRAINING. The Kansas State Reform, School, North Topeka, had 106 boys under training during 1884-’85, of whom 94 were white and 12 colored. They were instructed in the common English branches, including vocal music, also in farming, gardening, etc. Established in 1881, the school has since given instruction to 219 boys, of whom only 4 white boys have failed to profit by the training received. An industrial school for the training of Indian youth was established during the year 1 884 near Lawrence. The farm, comprising 280 acres in the fertile valley of the Waka- rusa, is cultivated by the Indians under the charge of a practical farmer. Industrial training is one of the principal features of the school. Pupils are required to work one- half of each day, the boys, in addition to farming, being taught blacksmithing, shoe¬ making, and carpentry ; the girls, all kinds of cookery, housekeeping, sewing, etc. In the school the common branches are taught, including music, which is very popular with most, and drawing, in which they show decided ability. Over 300 pupils were under training during 1 884-’ 85. KANSAS. 93 EDUCATIONAL CONVENTIONS. KANSAS STATE TEACHEBS’ ASSOCIATION. The twenty-fifth annual session of this association, held in Topeka, December 28-30, 1884, was one of the best attended and most interesting in its history. Among the topics before the convention wrere “Secondary education in Kansas,” by Prof. J. H. Canfield, of the State university, who strongly advocated a system of county high schools; “The duties and methods of teachers;*' “The duty of the State to en¬ courage the fine arts;” “Musical instruction in the public schools;” “ Rural school- “City schools;” “Primary schools;” “Private schools;” “State normal school:** ‘ Agricultural college;” and “State university.” President Sharpe, of the board of regents of the State normal school, in his address on the needs of that institution, favored the concentration of funds on it, rather than the foundation of new schools, a view which was discussed by others, pro and con. Prof. Graham, of Baker university, advocated the study of the classics as a foundation for all higher culture. His position was indorsed by some and opposed by others, the latter including President Fairchild , of the Agricultural College, who afterward gave an address on industrial work in pub¬ lic schools, showing that progress in this, although slow, may be sure, provided those advocating it are judicious and willing to work with small beginnings. The last even¬ ing was devoted to five-minute speeches, and after the reading of congratulatory dis¬ patches from associations of other States then holding sessions, the convention adjourned, to meet in Topeka, December 29, 1885. The Southwestern Kansas Teachers’ Association met at El Dorado, March 27, 1885, about 75 teachers being present. Among the topics discussed were “The no-recess plan,” “Natural science in the public schools,” “Written examinations — their im¬ portance and how conducted, ’ ’ and ‘ ‘ The mission of the teacher in the nation. ’ ’ The plan urged by the first-mentioned paper of having frequent rests in the schools, but no recesses with their opportunities for demoralization, was opposed by five and in¬ dorsed by one, out of the six members who engaged in the discussion. CHIEF STATE SCHOOL OFFICER. Hon. J. H. LAWHEAD, State superintendent of public instruction , TopeJca. [Term, January 12, 1885, to January 10, 1887.] 94 REPORT OF THE COMMISSIONER OF EDUCATION. I£ENTUCK¥. STATISTICAL SUMMARY. i88i-m 1882-’83. Increase. Decrease. POPULATION AND ATTENDANCE. White youth of school age (6-20) — 48 8$ 815 493, 667 4,852 Colored youth of school age a - Whole number of school youth - White youth in public schools _ Colored youth in public schools _ Whole enrollment in public schools.. 74, 365 563, 180 240, 585 29, 976 270, 561 48. 04 87, 655 581,322 250, 682 31, 832 282, 514 13, 290 18, 142 10, 097 1,856 11, 953 Per cent, of this to youth of school 48. 60 .56 Average attendance of white pupils. - 155, 533 156, 742 1,209 Average attendance of colored pupils. 19, 960 21, 930 1,970 Whole average attendance. _ Per cent, of this to school youth _ 175, 493 31.16 178, 672 30. 73 3, 179 .43 SCHOOL DISTRICTS AND SCHOOLS. School districts for white youth _ School districts for colored youth — 6, 330 843 6, 376 854 46 11 Whole number of school districts _ 7, 173 7, 230 57 Districts with schools for white youth . 6, 270 6, 302 32 School-houses for white youth ... _ School-houses for colored youth _ 5,749 482 1 6, 010 536 261 54 — Average time of schools, in days _ 101 102 1' Private schools of all grades reported.] 859 932 73 — 1 TEACHERS. Men teaching in white schools _ _ Women teaching in the same _ _ 1 i 4,014 2, 970 3,721 | 3, 287 317 293 FINANCIAL STATEMENT. Average 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 _ 49 93 39 94 | 9 99 Valuation of public school property 2, 161, 254 2, 140, 111 21, 143 for whites. .Total expenditure for white public 735, 076 700, 790 34, 286 schools. a For 1881-’82 school age was 6-16 ; for lS82-’83, the same as white, 6-20. (From statistics furnished by Hon. J. Desha Pickett, State superintendent of public instruction, for the two years indicated.) STATE SCHOOL SYSTEM. GENERAL CONDITION. No statistics later than the above can be given from this State in the absence of any late report. A comparison of the figures for 1881-’82 with those of 1882-’ 83 shows a con¬ dition of progress in nearly all important points, and a glance over the files of the Edu¬ cational Courant for 1884-’85 indicates a continuance of this progress. Especially in the reports of county teachers’ institutes held may one find evidences of continued educa¬ tional vitality, some counties reporting an attendance of nearly all the teachers therein employed, and a number expressing the opinion that a marked advance in interest among teachers and friends of education was made apparent by these institutes. A note from Superintendent Pickett indicates that, for white and colored alike, the KENTUCKY. 95 State expenditure per capita would be in 1884-’85 increased by 15 cents over the $1.40 of the preceding year. ADMINISTRATION. A State superintendent of public instruction, elected by the people, and a board of education of which the superintendent is president, have general supervision of the edu¬ cational interests of the State. There is also a board of examiners to test the qualifica¬ tions of teachers for State certificates. A county superintendent is elected by the people in each county for the term of 2 years,* and a board of 3 trustees in each school district lor 3 years, one being changed each year. No person is eligible to the office of county superintendent unless he hold a certificate from the judge of the circuit court of the county, showing that he has been publicly examined before him, and that he is qualified to discharge the duties of the office. Schools for colored children must be kept separate from those for whites, and they are governed by colored district trustees, but are under the supervision of the State and county superintendents. Widows with children of school age may vote at elections for district school trustees. No literature of sectarian, infidel, or immoral character may be used in any public school. FINANCES. Public schools are sustained from the income of a State school fund, and from county and district taxes levied in aid of schools, if the voters therein so decide. The school fund includes interest at 6 per cent, on a bond of the State for $1,327,000; dividends on 735 shares of the capital stock of the Bank of Kentucky, representing a par value of $73,500, owned by the State; interest at 6 per cent, on a bond issued for surplus due counties by the State; an annual State tax of 22 cents on each §100 of taxable property; a special tax of 50 cents on each $100 of the capital stock of certain banks in the State; and all other moneys set apart by law for public schools, including taxes, fines, and for¬ feitures. NEW LEGISLATION. Among other amendments to the school laws, approved May 12, 1884, were those pro¬ viding for 3, 4, and 5 months’ schools, instead of 3 and 5 months’ only, as formerly; that persons over school age may attend public schools by paying tuition, and that all officers collecting special fines, taxes, etc., shall make an annual report of the same to the State superintendent. The county was made the unit of the school system by pro¬ viding for the election of county superintendents and for the levy of county taxes : the trustees of each school district were directed to adopt text-books selected from lists fur¬ nished by the State board, such books to be used for at least five years, and each county was required to supply its indigent orphan children with them free. Physiology and hygiene were added to the course of study. Half-time and third-time schools were pro¬ vided for in districts extending beyond the legal area, so as to afford the privileges of school to all. The distributable State school fund was increased from §150,000 to $200,000 a year, and the capitation tax on every patron of a district school was also in¬ creased. A penalty was provided for failure of trustees to perform their duties; also in case any should accept a consideration for the employment of a teacher. The State su¬ perintendent was authorized to hold 3 model State teachers’ institutes annually; he also was empowered to hear appeals and construe the school laws, and required to report bi¬ ennially to the legislature. SCHOOL SYSTEMS OF CITIES WITH 7,500 OE MOEE INHABITANTS. ADMINISTRATION. Each city and town which maintains a system of common schools is deemed a school district, and its affairs, as in other school districts, are under the control of boards of trustees, who also appoint city school superintendents.* Some cities under special char¬ ters have boards for the examination of teachers. STATISTICS. 1 884-’ 85. Cities. Popula¬ tion. cen¬ sus of 1880. Children 1 Enr.°1.1' 0frge001 P-bito ® ‘ ! schools. Average daily at¬ tendance. Number | _ .• °ferfU' ! ^ ' Covington . . . 29,720 1 123,758 1 1 20, 433 1 8,036 i 10,910 3,926 5S, 978 22,087 6, 923 ! 2, 617 2,108 j 979 1 2,891 15,227 ! 1, 9o3 j 759 | 1 64 $60, 653 372 I 284,015 45 j 28, S54 15 i 8,387 I Louisville . . Newport a . Paducah a . ■ « Figures for 1883-’S4. 96 REPORT OF THE COMMISSIONER OF EDUCATION. ADDITIONAL PARTICULARS. The Covington public schools are graded as primary, grammar, intermediate, and high. The first and second have courses of 3 years each, the intermediate one of 2 years, while the high school has a. classical course of 4 years and a scientific course of 3. The super¬ intendent observes in his report that although the percentage of the enrollment of youth of school age has improved, there is margin for improvement in this particular, as well as in the per cent, of average attendance of those enrolled. The tardiness, however, was very great. Efforts have been made to gradually correct faults in methods of instruc¬ tion, especially a slavish dependence on text books and the mere memorizing of lessons. . Louisville reports a graded school system with a high, city normal, and evening schools, all taught in 33 different school buildings, valued, with other school property, at $893,- 192, including $5,257 expended during the year for sites and buildings. Of the enroll¬ ment. 1,026 pupils were in evening schools under 26 teachers. German formed a part of the course of study, requiring the employment of 36 special teachers. Oie-?nsborough, closely approximating if it has not already reached the required popu¬ lation for notice in this connection, shows for 1884-' 85 a total of 1,865 school children between 6 and 20 years of age, an enrollment in public schools of 1,209, and an average daily attendance of 895. Whole number of children 6 to 13 years of age in the city, 1,170. Children of and between these ages in public schools, 933; in private schools, 142. It is said that only 1 per cent, of white children of this limit of age was out of school. A table of comparative statistics shows that in enrollment and attendance it stands abreast with several of the most advanced cities in the Western States. In¬ struction in German extended through all the course. PREPARATION AND QUALIFICATIONS OF TEACHERS. STATE REQUIREMENTS. Persons desiring to teach in the public schools are required to present certificates of qualification from State, county, or city boards of examination. First class certificates are for 4 years, second class for 2 years, and third class for 1 year. No certificate other than first class can be issued to the same person more than twice. STATE NORMAL TRAINING. The State makes provision for the training of teachers in the normal department of the Agricultural and Mechanical College , Lexington, and in teachers’ institutes. The for¬ mer offers a course of normal study extending over 3 years, to which may he admitted from each representative district, free of tuition charge for one year, 4 teachers or persons preparing to teach. Normal students of this class must stand a preliminary examination in English grammar, arithmetic, and geography, and must sign an obligation to teach in the State for as long a time as they, receive tuition. OTHER NORMAL TRAINING. Louisville makes provision for the training of the teachers of its public schools in a normal school connected with the public school system, which enrolled 37 pupils during the year 1884-’ 85. The Southern Normal School and Business College , Bowling Green, which receives an appropriation from the city, makes its teachers’ course an especial feature, and makes use of the city graded schools as model schools. Its teachers’ course is of 48 weeks. The School of Pedagogics of South Kentucky College, Hopkinsville, presents a normal course of 2 years ; the State university, Louisville, an institution for secondary instruc¬ tion, sustained by the Baptist Woman’s Educational Convention, has a normal depart¬ ment with a 4-years course of study, to which are admitted pupils who can read and who understand the fundamental rules of arithmetic. Berea College has special normal instruction, with a view to the preparation of teachers, and gives during the spring term a course of lectures upon the theory and practice of teaching. A normal class also forms part of the course of instruction in the Kentucky Female Orphan School, Midway, an institution organized and sustained chiefly by charitable contributions. A plan for the organization of teachers’ reading circles, an important means for the improvement of teachers, was adopted by the State Teachers’ Association at its meeting in July, 1885, as will be seen in the proceedings of that association; and during the re¬ mainder of the year a beginning was made in different parts of the State in the course of study adopted. TEACHERS’ INSTITUTES. Besides authorizing the organization annually of 3 model State teachers’ institutes, of 3 weeks’ sessions each, the law now requires that county institutes he held annually. At each session of the institutes every subject embraced in the common school course KENTUCKY. 97 must be brought before the institute, illustrated, and discussed, the school laws of the State read and expounded, and every feature of school organization and management considered. Teachers who have attended the full session of any one of the State teach¬ ers’ institutes may be excused from attending their next county institute. That these institutes were generally held during 1884-’85 is shown by the files of the Educational Couranl , which contains reports of institutes for colored teachers as well as white, but no statistics of either class are given. EDUCATIONAL JOUBNALS. The only journal from Kentucky regularly received at this office which has given general educational information is the Educational Courant , a monthly, published at Louisville, which entered its second volume J une, 18S5. The Herald of Education , another edu¬ cational journal, appears to have been also published there in the same year. SECONDARY INSTRUCTION. PUBLIC HIGH SCHOOLS. Full statistics cannot be given for 1884-’85 in respect to these schools, which, however, exist in all the more important cities of the State, Louisville reporting two with an ag¬ gregate attendance of 641 pupils, and Covington one, with 152 attending. The ninth and tenth years of the public school course of Owensborough are passed in the post-grammar, or high school, department; in this were, in 1884-’S5, 64 pupils. OTHER SECONDAEY SCHOOLS. For statistics of business colleges and private academic schools see Tables IY and YI of the Appendix, and for a summary of them see corresponding tables in the report of the Commissioner preceding. SUPERIOR INSTRUCTION. COLLEGES FOE YOUNG MEN OE FOE BOTH SEXES. The following colleges and universities report for 1884 or 1885: St. Joseph's College , Bardstown; Berea College , Berea; Ogden College , Bowling Green; Center College , Danville; Eminence College , Eminence; Kentucky Military Institute , of collegiate rank, Farmdale; Georgetown College , Georgetown; South Kentucky College , Hopkinsville; Kentucky Univer¬ sity , Lexington; Kentucky Wesleyan College , Millersburg; Kentucky Classical and Business College , North Middletown; Central University , Richmond; Bethel College, Russellville: and St. Mary's College , St. Mary’s. About half of the above admit both sexes. All have preparatory and classical courses of study, and all, except St. Joseph’s, courses which lead to the degree of bachelor of science. All include French and German in their cur¬ ricula, and many also music, drawing, and painting. Nine report commercial courses, two courses in engineering, one a medical, and one a theological course, while two oth¬ ers give biblical instruction throughout the four collegiate years. Four report gifts re¬ ceived during the year amounting to nearly §45,000, Berea College receiving from triends $12,458; Center College, §4,500 from subscriptions, principally to endow a chair; Central University of Kentucky, $3,000 for endowment; and Georgetown College, $25,000. For further statistics of colleges reporting, see Table IK of the Appendix, and for a summary see a corresponding table in the report of the Commissioner preceding. COLLEGIATE INSTITUTIONS FOE YOUNG WOMEN. Besides the advantages afforded young women in about half of the colleges and uni¬ versities above named, reports from this State show twenty-three colleges, seminaries, and academies exclusively for them, all offering a collegiate course and all but 2 of them authorized by law to confer collegiate degrees. Music forms a part of the course of study in ail these institutions, German in all bnt 2, and French in all hut 3. For statistics see Table VIII of the Appendix, and for a summary see a corresponding table in the report of the Commissioner preceding. SCIENTIFIC AND PROFESSLONAL INSTRUCTION. SCIENTIFIC. The State College of Kentucky, Lexington, presents preparatory, agricultural and scien¬ tific, and classical courses of study, each extending over 4 years, besides normal and 7 E 98 REPORT OF THE COMMISkSIONER OF EDUCATION. Commercial courses. Each legislative representative district may send each year, on a Successful competitive examination, one student to whom tuition is free, preference being given to energetic, moral young men whose means are not large. All young men re¬ ceiving free tuition must, and all others may, pursue a course of practical instruction in mechanics and agriculture. For labor that is valuable otherwise than as a means of in¬ struction, compensation is allowed. All young men belonging to the college who are not excused therefrom are required to belong to the department of military art and sci¬ ence. A new college building has been erected, containing a chapel, and lecture and recitation rooms, etc., sufficient for the accommodation of 600 students; also a dormitory with rooms for 90. Besides the general scientific courses offered by nearly all the colleges and universities, as above noted, Ogden College and Kentucky Military Institute have schools of civil engineering, and departments of military science and tactics are reported by South Ken¬ tucky College and St. Mary’s College. 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 in a 4-years course is reported by the College of the Bible, Lexington (Disciples), a school intimately connected with the Kentucky University, although independent of it in administration and control; in the Southern Baptist Theo¬ logical Seminary, Louisville, in a course of 3 to 4 years. In Preston Park Theological Seminary, Louisville, and St. Joseph’s College, Bardstown (Roman Catholic), ecclesias¬ tical instruction, with a view to church service and the priesthood, is also given. The Theological Seminary of the Presbyterian Church, Danville, formerly reporting, has been in partial suspension since 1882-’83, having but one professor and one student in April, 1885, though well endowed. Theological or biblical instruction is also given to some extent in Berea College. For statistics of such theological schools as report, see Table XI of the Appendix, and for a summary see a corresponding table in the report of the Commissioner preceding. Law. — No report has been received from the Louisville School of Law for several years, and no other institution for legal instruction is known to exist in the State. Medical training is given in the medical department of the University of Louisville, Kentucky School of Medicine, Louisville Medical College, and Hospital College of Medi¬ cine, all at Louisville and all following the regula? school of practice. An examination for admission is required by all except the first named, where it is optional. All present a 3-years course of medical study, including 2 terms of lectures, the latter ranging from 20 to 26 weeks in length. The whole number of matriculates during 1884-’85 was 546, of whom 219, or about 40 per cent., were graduated. For further statistics see Table XIII of the Appendix, and for a summary see a corresponding table in the report of the Commissioner, preceding. SPECIAL INSTRUCTION. EDUCATION OF THE DEAF AND DUMB. The Kentucky Institution for the Education of Deaf-Mutes , Danville, a free school sup¬ ported by the State, admits white pupils 10 to 30 years of age, of sound mind and good health. Instruction is given in the common school branches, with physiology and natural philosophy, the sign language being the method principally employed, although articulation has been introduced. Training is also given in printing, bookbinding, car¬ pentry, gardening, sewing, and general housework. The question as to what is to be done for the colored deaf-mutes of the State has come up for consideration, and it has been suggested that another institution for them should be established, under the same board and the same principal, but separate and distinct. EDUCATION OF THE BLIND. The Kentucky Institution for the Education of the Blind , sustained by the State, gives support and free instruction to its pupils: also clothing, incases of destitution. The age for admission is from 6 to 18, but persons over 18 may be received under special con¬ ditions. The course of literary instruction is similar to that of any well endowed board¬ ing school for pupils that can see. Special attention is paid to the cultivation of music in all who give promise of success in the art. Training is also given in chair caning, broom and mattress making, sewing by hand and machine, cutting and fitting of gar¬ ments, and knitting. A kindergarten class for the younger pupils, which belongs to the course of training, ha? proved a very valuable aid, developing, as it does from the KENTUCKY. 99 very outset, the sense of touch as well as other faculties peculiarly necessary to a blind child. REFORMATORY AND INDUSTRIAL TRAINING. The Louisville House of Refuge, under municipal control, receives both white and col¬ ored boys and girls who need its care, and in separate departments aims to give them, with the elements of an English education, thorough training in such industries as cane seating, shoemaking, gardening, farming, sewing, laundry work, and housekeeping. No statistics for the year l384-’85 have been received. Mission Industrial School, Lexington, non- sectarian and supported by voluntary con¬ tributions, reports 120 girls under training during 1884-’85, and 1,200 since the organi¬ zation of the institution in 1875. The House of the Good Shepherd, Newport., a Roman Catholic institution, supported in part by voluntary contributions and in part by industry, reported 80 girls under instruc¬ tion during the year, most of whom were orphans, who received instruction in the com¬ mon branches, housework, and sewing. EDUCATIONAL CONTENTIONS. KENTUCKY STATE TEACHERS’ ASSOCIATION. This association held its session for 1884 at Louisville, December 29. Committees were appointed to consider and report on the following subjects: ‘ " Federal aid;’ ’ 1 4 Union of teachers’ and county associations;” “Normal schools;” “Grading and supervision of schools;” “Educational journalism;” “Moral education;” “Certificating teachers;” ‘ ‘ The new education ;” ‘ * Local taxation ;” ‘ ‘ Compulsory education ; ’ ’ and 4 4 Tenure of office. ’ ’ Some of these topics came before the association in the form cf addresses and papers, as well as in the reports of committees. The report of the committee on compul¬ sory education, stating the necessity for a State law to enforce school attendance, was adopted enthusiastically without discussion; that of the committee on Federal aid, urging the necessity for a Congressional appropriation for common schools, the same to be con¬ trolled by the State authorities, was likewise unanimously adopted. The association re¬ solved, also, as recommended by the committee on the relation of public schools to poli¬ tics, that as teachers they would hereafter give more attention to the selection of men for office by political parties, and to their opinions on the subject of common schools. The constitution was amended so as to provide for the election of a vice-president for each Congressional district, besides the one for the State, to constitute a board of council for the association, the district vice-presidents to be selected by the members of each Congressional district present. Another meeting of the association was held July 2-4, 1885, at Lexington. Among reports by standing committees that on the “ Limits of the proper work to be consid¬ ered by the State Teachers’ Association” was read by the chairman and ordered to be printed, as also was one from a committee on the ‘ 4 New education. ’ ’ A paper on the teaching of physiology, with reference to the effects of the use of alcoholic stimulants, was read by a delegate from the W. C. T. U. After listening to a paper suggesting changes in the schools laws, the association adjourned to attend a banquet offered by the citizens. At subsequent sessions reports were read from various committees, including that on ‘‘Defects in common schools and their remedies,” in which were recommended amend¬ ments to the school laws, providing, among other things, that county superintendents be elected for four years, and be required to devote their whole time to their work. A committee previously appointed to draft a plan for organizing a teachers’ reading circle reported such a plan, which was adopted. It provides that the circle shall be under the control of a committee of 3, to be selected by the association; the course to extend over 3 years, at the end of which time each member that has faithfully pursued it will receive a diploma, signed by the president and board of control of the association. A paper from the committee on Federal aid, approving of the Blair bill to appropriate money in aid of education in the States in proportion to illiteracy, was read, and after some discussion was approved. The association adjourned to meet at Catlettsburg at the call of the State Board of Education. OBITUARY RECORD. GEORGE E. ROBERTS. Maj. G. E. Roberts, one of the oldest principals of public schools in Louisville, died at his residence in that city, April 21, 1835. Born at Milton, Pa., in 1808. he came to Louisville in 1856 to take charge of a school, and remained in connection with the schools 100 REPORT OF THE COMMISSIONER OF EDUCATION. of that city or vicinity during the remainder of his life. He assisted in organizing the first teachers’ association in Louisville, more than 25 years ago, and this sketch is ob¬ tained in part from appreciative resolutions adopted in respect to him at a late meeting of the Educational Association of that city. Among other testimonies to his excellence it is said that at no time in his life did he fall behind in the march of thought and pro¬ fessional advancement, but was ready to try all things promising improvement, bring¬ ing to their test a judgment capable of perceiving, and willing to see, merit wherever it existed. CHIEF STATE SCHOOL OFFICER. Hon. J. Desha Pickett, superintendent of public instruction , Frankfort. [Second term, September, 1 8S3, to September, 1SS7.] LOUISIANA. 101 LOUISIANA. STATISTICAL SUMMARY. POPULATION AND ATTENDANCE. Youth of school age (6-18) . White youth in public schools . Colored youth in public schools . Whole enrollment . Average attendance of whites . Average attendance of colored . Whole average attendance . Per cent, of attendance to enrollment . Pupils in private schools reported .... SCHOOLS. Public schools for white pupils . . Public schools for colored pupils . Whole number of public schools . Length cf schools in days for whites . . Length of schools in days for colored.. Private schools reported . TEACHERS. White men teaching . White women teaching . Colored men teaching . Colored women teaching . Whole number in public schools . Teachers reported in private schools.. FINANCIAL STATEMENT. Average monthly pay of white men teaching. « Average monthly pay of white women teaching. Average of colored men . Averageof colored women. . . Expenditure for public schools _ 1884. 1885. 1 Increase. Decrease. a 291, 049 49,931 a 291, 049 59, 032 9, 101 31,093 40, 909 . 9,816 81,024 99, 941 18, 917 35, 487 41,029 5, 542 21,862 29, 317 7, 455 57, 349 70, 346 12, 997 70. 78 70. 39 21,746 .39 1,080 1,071 9 538 582 44 1,618 1,653 35 83 110 22 93 108 15 131 391 260 590 575 15 897 918 21 362 419 57 154 208 54 2, 003 139 2, 120 117 771 632 $33 95 $34 82 $0 87 29 45 31 75 2 30 29 40 20 36 $9 04 28 25 27 50 75 470, 317 450, 030 20,287 a United States census of 1880. (From the biennial report for the years 1884 and 1885 of Hon. Warren Easton, State superintendent of public instruction.) STATE SCHOOL SYSTEM. GENERAL CONDITION. The above figures show a large increase during the last year in the number of pupils, both white and colored, enrolled in the public schools, and in average daily attend¬ ance therein, while a comparison of these items with the figures for 1882-83 shows a still m@re remarkable growth. The number of public schools taught also increased during 1885, as did that of teachers for them. As for the pay of these, it does not ap¬ pear whether the average for the State decreased or not, although the whole ex¬ penditure for public schools was over $20,000 less than in 1884. The State superintendent says the years 1884 and 1885 were years of a great educa¬ tional revival ; that the people are awakening to the vital necessity of protection 102 REPORT OF THE COMMISSIONER OF EDUCATION. against ignorance. He thinks, however, that certain changes in the school law are absolutely Decessary to secure the full benefits which are expected, and which should result from the public school system. Among the amendments suggested is an in¬ crease in the minimum rate of State taxation from 6 to 7 mills on assessed valuation; one and a half mills to be set apart for the support of public schools, and one-half mill for the payment of interest on school funds, the support of the office of State superintendent, of normal schools, and teachers’ institutes. He thinks parish superin¬ tendents should be appointed by the State superintendent, subject to confirmation by the Senate, instead of being, as at present, appointed by parish boards; that the duties of parish boards should be more clearly defined; a better plan adopted for the appointment of teachers ; the teacher’s tenure of office made more secure ; and a pro¬ vision adopted giving preference to graduates of the State normal school in making appointments of teachers. ADMINISTRATION. The State school system is administered by a State board and a State superintend¬ ent of public education. The board is composed of the governor and other State officials, with two citizens appointed by the governor for 4 years; the State superin¬ tendent, who is ex officio a member of the board, is elected by the people, also for 4 years. Parishes, answering to counties iu other States, have (except that of Orleans) each 5 to 9 directors of public schools appointed by the State board for terms of 4 years. Each parish board of directors may appoint a superintendent of public schools, who is ex officio secretary of the board, and whose salary for his double func¬ tions must not exceed $900 annually. The parish board divides the parish into wards, or districts, and appoints for each, at its discretion, auxiliary visiting trustees, who report quarterly to the board. The State board has power to make regulations for the government of the public schools and to select, every 4 years, the text books used in them. The State constitution provides that women over 21 shall be eligible to any office of control or management under the school laws. FINANCES. The means provided by the State for the support of public schools come from in¬ terest p” a nominal State fund ($1,130,867) to be paid annually to each parish in propor. . .u to the number of youth therein 6 to 18 years of age: from a poll tax on each voter not to exceed $1.50 annually nor to be less than $1 ; from a State tax not to exceed H mills on $1, and from a local levy of 2 mills on $1, which any parish may order. Aid from the Peabody Fund was received during the year amounting to $1,800, of which $1,000 were applied to the support of teachers’ institutes. Fiom the Skater Fund there was no allowance for the year except $1,400 for a de¬ nominational college at New Orleans. NEW LEGISLATION. The Louisiana laws of 1884, page 61, provide that, in addition to the regular work of the session of the State Normal School, at Natchitoches, the faculty shall be re¬ quired to hold at least 3 teachers’ institutes every year, of not less than 2 weeks each, at different points in the State, due notice of which is to be given at least 30 days before the close of the annual session of the schools. The course of studies in the normal school is to embrace a series of lectures on the principles of education, the art and science of teaching, modes of discipline, school management, and other branches of pedagogic science, with such instruction in nat¬ ural science, hygiene, physiology, and other useful branches of learning as the faculty, with approval of the board of administrators, may elect. The normal course may be divided into 2 years ; but there is to be no preparatory department, nor admission of pupils under 18 years of age ; nor may any one be admitted who is not proficient in the ordinary branches of a common school education, or who does not express a bona fide intention to teach at least a year in the schools of Louisiana. For support and maintenance of the school $6,000. annually is appropriated. CITY SCHOOL SYSTEM. NEW ORLEANS. Officers. — The public schools of this city are under the control of a board of SO directors, of whom 8 are appointed by the State board of education, and 12 by the board of administrators of the city. A city superintendent is appointed by the board of directors. Statistics. — Population of the city (census of 1880) 216,090 : youth of school age (6-18), 63,000 ; enrolled in public schools, 23,180; average daily attendance, 13,138; number of teachers, 379 ; total expenditure for public school purposes, $249,000. LOUISIANA. 103 Additional particulars. — The 53 public schools taught during 1884, comprising 41 for white and 12 for colored children, were classed as primary, grammar, and high; to these were subsequently added a normal school and a school for deaf-mutes. To the 12 colored schools, embracing 2 primary and 10 grammar schools, may be added the Southern University, a State institution which supplies the place of a high and normal school for colored boys and girls. The Cotton Centennial Exposition held here in 1885 had a decided influence on the schools, and a favorable one in most respects. True, it curtailed the working period of the school year by increasing the number of holidays, and by absorbing the atten¬ tion of pupils it diverted their minds from the regular routine of study ; but on the other haud, the desire to display creditable work gave an impetus and force to what was before but dull routine. Among the lessons drawn from a comparison of this work with that shown by other cities is, that sufficient attention has not been given here to drawing, modeling, and the various minor arts of an industrial school. It was evident, too, that kindergarten instruction during the first year of school life gives pupils a great advantage in such branches ; and the city board of directors conse¬ quently made a beginning towards the establishment of kindergarten primary schools. 'Evening classes in drawing, for the benefit of mechanics and others wh. are occupied during the lay, have been sustained by Tulane University (an institution outside of the public school system), which has given also free instruction on Saturdays to all teachers who wish to undertake the course. These classes, moreover, which have been fully attended, have made possible the introduction of drawing into the public schools. PREPARATION AND QUALIFICATIONS OF TEACHERS. STATE REQUIREMENTS. No person may be employed to teach in the public schools of any parish in this State without a certificate from a special committee appointed by the parish board to examine teachers. STATE NORMAL TRAINING. The Louisiana State Normal School, for the establishment of which an appropria¬ tion of $6,000 was made by the legislature of 1884, was located at Natchitoches, that town, with the parish, having given buildings and grounds for its use. The school was organized October 29, 1884, but, owing to various difficulties encountered, was not opened till the following fall. As already noted, provision was made in May, 1885, for the organization by the city school board of a normal school at New Orleans, a resolution to that effect having been made effective by the State board of education appropriating to the purpose all the accumulated rents and revenues of the State normal school property situated in New Orleans. OTHER NORMAL TRAINING. The Peabody Normal Seminary, New Orleans, and the Peabody Normal School, also at New Orleans, the former for white students, the latter for colored, were, up to 1883, maintained solely by contributions from the Peabody Fund. This aid has since been discontinued, the State failing to make any appropriations for the schools or encourage them in any way. The seminary, from its organization in 1870 up to 1883, had sent out as many as 250 well qualified teachers, most of whom have served efficiently in the public schools of the State ; while the school for colored teachers had during its 6 years’ existence provided at least 40 carefully trained teachers. The value of both institutions being freely acknowledged, the board of trustees asked the legislature in 1884 for an appropriation of $3,000 towards the support of the normal seminary, and of $1,200 towards the support of the normal school for colored students] but what action was taken on the petition does not appear. Still, a letter received by the agent of the Peabody Fund from Superintendent Easton, and quoted in the report for 1884-85, says that the entire State was aroused to the importance of doing more for the common school interests, and a belief is expressed that at the next session of the general assembly normal and institute work will receive liberal support. Normal training is given in Leland University, where a 3-years course of study prepares students for teaching schools of high grade ; in New Orleans University, where the instruction is connected -with the college course ; and at Straight Univer¬ sity, where there is an elementary course of 2 years and a higher one of 2 : while in Southern University lectures are given on the principles of teaching and discipline, supplemented by practical class work. TEACHERS’ INSTITUTES. • In the law of 1884 creating the new State normal school, provision was made, as already noted, for teachers’ institutes, to be held by the State superintendent and the faculty of the school. Institutes received from the Peabody Fund during 1884-’S5 104 REPORT OF THE COMMISSIONER OF EDUCATION. $1,000. They were held in 6 different places, continuing in session 5 days eaoh. The attendance was good, including both white and colored teachers; the discussions ■ were earnest, and the subjects practical. EDUCATIONAL JOURNAL. The Louisiana Journal of Education, a monthly, edited by a former State superin¬ tendent, and published at Orleans, is the official organ of the Louisiana Educa¬ tional Society. It contains a large amount of information on school matters, as well as interesting discussions on educational topics. TEACHERS* READING CIRCLE. The State superintendent notices the formation of such a circle as a new and valuable agency in the work of improving the teachers, by getting them to read and study a course that will elevate and broaden their educational ideas. SECONDARY INSTRUCTION. PUBLIC HIGH SCHOOLS. No definite information can he given regarding any of the public high schools of the State except the two in New Orleans, one for girls and one for hoys, having an enrollment in 1885, respectively, of 210 and 95, and an aggregate average attendance of 229. The reports show that a high degree of prosperity attended both schools during the year. OTHER SECONDARY SCHOOLS. For statistics of business colleges and private academic schools see Tables IV and VI of the Appendix, and for summaries see corresponding tables in the report of the Commissioner preceding. At Tnlane University, New Orleans, there is a preparatory high school, which has courses of 3 years — classical, literary, mathematical, natural science, commercial, and mechanical — with drawing, manual training, and gymnastics. No other is reported in Louisiana. SUPERIOR INSTRUCTION. COLLEGES FOR YOUNG MEN OR FOR BOTH SEXES. The Louisiana State University and Agricultural and Alechanical College , Baton Rouge, opened under its present name in 1877, had its origin in certain grants of land made by the United States Government at different times from 1808 to 1862. It provides literary and scientific courses of instruction, each of 4 years, intended to give a sys¬ tematic training in the most important branches of liberal and technical education. The literary course, besides mathematics and natural sciences, includes Latin, Greek, English, French, mental and moral science, history, English literature, and practical economy. The institution is governed and its financial matters controlled by a board of supervisors, 12 of whom are appointed by the governor and 3 — the governor, State superintendent, and president of the faculty — hold their positions cx-ojficio. The dis¬ cipline of the university is in the hands of the president ; the method of the govern¬ ment is military. Col.1 David F. Boyd, the efficient head of the institution from 1865 to 1880, became again its president in 1883. The other colleges and universities reporting ar & Jefferson College, St. James; St. Charles College , Grand Coteau ; Centenai'y College of Louisiana. Jackson ; with 6 others, all at New Orleans, namely : College of the Immaculate Conception, Leland University, New Orleans University , Straight University, Tulane University of Louisiana, and Southern University. Four of the above, viz, Leland, New Orleans, Southern, and Straight Universities, admit both sexes to their regular courses, and Tulane University has special free courses to which they are admitted. All have preparatory and classical departments ; 3 add courses for the degree of bachelor of science ; 3 courses in theol¬ ogy ; 2 in law; and 1 in medicine. Four prepare for business, and an equal number for teaching ; all include French in their courses of study, and ail but one German, either as an elective or required branch, while several include Spanish, music, and art. Southern University, opened in 1883, . has its college courses arranged in distinct schools ; there are also an industrial and a normal department. The degrees con¬ ferred are those of bachelor of arts, bachelor of science, and bachelor of literature. Gifts were received during 1884-’S5 by Straight University from friends in Massa¬ chusetts of $1,000 for scholarships, and by Tulane University from Paul Tulane of Princeton, N. J., $60,000, of ‘which $10,000 were for the museum and the remainder for manual training, to be applied to the education of the white youth of Louisiana. For statistics of the above institutions see Table IX of the Appendix, and for a summary see a corresponding table in the report of the Commissioner preceding. LOUISIANA. 105 SUPERIOR INSTRUCTION OF WOMEN. Provision for the superior instruction of young women, in addition to the oppor¬ tunities offered in the above-named colleges, is made by four collegiate institutions, viz: Silliman Female Collegiate Institute , Clinton; Eeachi College , Keachi; Mansfield Female College , Mansfield ; and Minden Female College, Minden. All these are author¬ ized by law to confer collegiate degrees; .all present undergraduate courses of 4 years, or the equivalent of this in distinct schools ; all include French, music, draw¬ ing, and painting in their courses ; and all German also, except Minden, which substi¬ tutes Spanish for German. For statistics of these colleges see Table VIII of the Ap¬ pendix, and for a summary see a corresponding table in the report of the Commissioner preceding. SCIENTIFIC AND PROFESSIONAL INSTRUCTION. SCIENTIFIC. The scientific department of the State University, embracing agricultural and mechanical studies, mathematics, French, German, English history and English literature, drawing, theoretical and practical mechanics, zoology, botany, physics, and chemistry, both general and agricultural, aims to give the liberal and practical education contemplated in the Congressional grant to the college. Being intended especially for those who expect to devote themselves to the industrial arts or to agri¬ culture in Louisiana, it prepares them to cultivate and handle the staple crops of the State, sugar, cotton, and rice ; it also gives instruction in a few of those branches of general and special culture which help to make the home of the planter or mechanic comfortable. The agricultural and mechanical courses are accomplished in 2 years, just half the time required for a degree. This is not considered a full course for me¬ chanical or civil engineers, but one which will give a sound and thorough ground¬ work. It leads to the degree of graduate in mechanics. Centenary College and New Orleans University provide general scientific courses ; Southern University, in which the curriculum is arranged in distinct schools, gives the degree of B. S. ; and Tulane University, also thus organized, presents natural science and mechanical courses as 2 of the 6 schools which lead to the degree of B. A. 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. Theology. — Theological instruction is given in Leland University (Baptist), New Orleans University (Methodist Epbcopal), and Straight Univer ity (Congregational). The course for the degree of bachelor of divinity extends over 3 years. Those students who have not previously taken the degree of bachelor of arts arc given certificates on completion of their theological studies. Straight University reports that its school continues to be rather a theological class than a systematized department, ow ng to the lack of college graduates and of ca didates for the ministry who are willing to spend 3 full years of study in preparation. Thus its students are largely young men already licensed as local preachers, and doing work as evangelists, who feel their need of Biblical instruction, and come for this in the intervals of their evangelistic woik. Law. — Legal training is given in the law department of Tulane University of Lou¬ isiana, and in that of Straight University, the latter for colored students. Both re¬ quire for gra : nation a 2-years course of study, to whi h students are admitied without examination. The report of the law department of Tulane University exp: esses a hope that the te den y there may be towards an early elevation of he standard. The degree of bachelor of laws granted by this school authorizes the holder to prac- ti e law in all ihe courts of the State, and the course aims to prepare them for practice in any of the States of the Union. Medicine. — The Medical Department of Tulane University, New Orleans, regular school of medicine, ofLrs and recommends a 3-years graded course of study, but re¬ quired for graduation in 1884-’85 only the ordinary 3 years of study, including attend¬ ance on two annual courses of lectures. No e aminarion was required for admission. The former med cal departments of New Orleans and Straight Universities appear to have been discontinued, but Leland University expresses in its catalogue f r 1834- ?85 an intention to organize such a department as soon as circumstances will admit of it. SPECIAL INSTRUCTION. - EDUCATION OF THE DEAF AND DUMB. The Louisiana Institution for the Deaf and Dumb, a free school supported by the Stare, gives instruction by the manual method in common school studies, the pupils being divided into four carefully graded classes. A beginning only has been made in the matter of industrial training, the great obstacle to this being a lack of room. 106 REPORT OF THE COMMISSIONER OF EDUCATION. A printing office and the nucleus of a carpenter’s shop afford opportunity to a few of the boys to learn something of these employments ; while the girls are taught sewing, including fancy work and mending. Since 1884 a class in articulation has been added and needed repairs made in the buildings. EDUCATION OF THE BLIND. The Louisiana Institution for the Blind , Baton Rouge, gives its pupils instruction free of cost in the branches of a first class English education, including music, as well as in several special departments of mechanical work. The house occupied by the insti¬ tution, however, cannot accommodate half the number of pupils that should be in attendance — as appears from the report for 1885, during which year about 30 pupils received instruction. An additional house is needed, capable of accommodating 40 pupils. EDUCATIONAL CONVENTIONS. STATE EDUCATIONAL ASSOCIATION. This association, organized in 1884, met at Monroe, August 11, 1885. Its president, Hon. Warren Easton, State superintendent of public instruction, delivered an address urging the necessity for public education, saying among other things that education diminishes crime and pauperism, and that those who own property obtain good in¬ surance by contributing to public school interests. An eloquent address by Governor McEnery illustrated methods of educating the young ; and one on the education of the colored race reviewed some of the writers on this subject, noted its difficulties, urged the importance to these people of moral as well as mental training; also the point that those people who were reared with them are better fitted than any others to instruct them. Colonel Nicholson, of the State university, spoke of the objects of the State Educational Association, which, he said, includes in its membership not only teachers, but all persons interested in education, of whatever profession or avo¬ cation. Other topics presented were : “The education of girls;” “ The co-education of the sexes;” “Natural history;” “Scientific temperance in common schools;’ “School organization;” “Physiology and hygiene in public schools;” and “Teaching and the qualification of teachers.” A paper was also read on common schools, presenting with great force points looking to improvements in the system. LOUISIANA EDUCATIONAL SOCIETY. This society, organized in 1884 to advocate and promote public education in the State has, besides the efficient work noticed in the Report from this Bureau for 1883- ’84, aided in securing amendments to the school laws, in assisting to inaugurate an educational department in connection with the Cotton Centennial Exposition at New Orleans, and in arousing an interest in public education throughout the State. About 4,000 circulars and documents were forwarded to prominent gentlemen and newspapers urging the formation of auxiliary societies in the respective parishes, a number of which wrcre organized. Plans for the establishment of a free kindergarten were made by the ladies comprising the committee of the Society on Woman’s Work, and only a lack of means has prevented their realization, an obstacle which it is hoped the liberality of citizens will before long remove. Various other steps have been taken in accordance with the aims of the society, some of which succeeded and others failed temporarily ; amoug the latter was an effort to secure the formation of a public library in New Orleans. CHIEF STATE SCHOOL OFFICER. Hon. Warren Easton, State superintendent of public education , New Orleans, [Term, January, 1884, to January, 1888.1 MAINE. 107 MAINE. STATISTICAL SUMMARY.1 1883^84. 1884-,85. Increase. Decrease. POPULATION AND ATTENDANCE. Youth of school age (4 to 21) . 213, 524 146,345 214. 121 145. 121 597 Number of different scholars enrolled 1,224 in public schools. Average daily attendance in winter.. 100,630 99, 964 ! . 666 Average daily attendance in summer. 97,414 98, 792 1,378 Per cent, of different scholars enrolled .69 .68 .01 to enumeration. Number attending free high schools . 9,757 9,596 161 SCHOOLS. Townshaving the township system.. 54 60 6 School districts in other towns ... _ 3, 865 329 3, 813 52 Parts of districts reported _ 306 23 Average school term in days . . 104 106 2 Number of traded schools _ 771 821 50 Number of ungraded schools... 4,048 4,011 j 4,832 4,348 72 37 Whole number of schools . . . 4,819 4, 312 13 Public school-houses . . . 36 School-houses built during the year. 73 1 School-houses in good condition _ _ 3,046 123 3, 050 142 4 Towns having high schools . 19. TEACHERS. Men teaching (summer and winter).. 2,088 2,058 30 Women teaching (summer and win¬ 7,658 7,692 34 ter). Whole number of different teachers.. 7,448 7,596 | 148 Number having experience . Graduates of normal schools ........ 6, 374 587 6,485 579 111 8 FINANCIAL STATEMENT. Average monthly pay of men teach- $32 59 $32 07 $0 52 ing. Average monthly pay of women 16 28 15 84 44 teaching. Whole expenditure for public schools 1,134,050 1,036, 894 47, 156 Value of public school property _ 3, 045, 822 3, 077, 396 $31,574 Cost of houses built during the year. 82, S73 48, 128 34, 745 (From the thirty-second annual report of Hon. N. A. Luce, State superintendent of common schools, for the years indicated. ) STATE SCHOOL SYSTEM. GENERAL CONDITION. The above statistics, when compared with those of the previous year, show an im¬ proved and improving condition of the schools. The increase in school children is taken as an indication that the limit has at last been reached in the decrease in this item which has been going on for many years. The decline in public school enroll- 1 The figures in this summary have been taken from the last printed report of the State superin¬ tendent. on account of many items being included therein which are not given in a return previously received. 108 REPORT OF THE COMMISSIONER OF EDUCATION. raent is not deprecated, since its correct interpretation is found in the fact that there I is a growing feeling against sending the child of four years to the ordinary public $ school. On the whole, the statistics of attendance are considered as showing a more | intelligent and active parental interest, compelling by its demands better teaching 1 and better supervision, and securing by its exercise a more continuous and regular 1 school attendance. There was an increase of two days in average school term and of 1,632 in the nun:- j her of weeks taught, the latter estimated to be equal to one week’s schooling of ] 47,158 pupils. An increase of 50 in graded schools shows progress in the direction of 1 more systematic school work, and in connection with the small increase of 13 in the 1 whole number of schools and the considerable decrease in ungraded ones, indicates I that many small schools have been absorbed into the larger ones. There is thus a 1 trend in the direction of the gradual strengthening of the whole system by the ex- I tinction of the unnecessary small schools, which are sources of waste in almost all 1 respects. The whole expenditure for public school purposes decreased during the year by I over $47,000 ; but tbis was chiefly from a decrease in the amount paid for new school- 1 houses, ana from a more careful, efficient, and economical management of the schools 1 in general. Another indication of progress is found in a continuance of the decrease in men 1 teaching and the increase in women which has been going on for four years. Taken 1 in connection with the fact that during the same period the expenditures for public 1 schools have increased, and that for the same pay a better qualified woman than man can be employed, the superintendent thinks the increased proportion of women ' teaching is a stronger proof of the demand for better teachers than anything else that could he adduced. Less indicative of improvement is the increase in the num¬ ber of different teachers employed during the year, at least 2,000 changes occurring, each entailing a waste of two weeks; these changes, too, occurring generally in the ungraded rural schools, in towns still burdened by the district system, where waste can be least afforded. A slight decrease in pay of teachers may partly account for the number of changes, and for the lack of increase in normal graduates employed. While 1 this decrease in teachers’ pay has made possible longer school terms wiih a smaller expenditure of money, the sacrifice, the superintendent says, was needless, as the proper direction for economy is the abolition of the needless, small, and weak schools, in which much of the people’s money is wasted, thus securing larger and stronger schools, and better qualified and better paid teachers. Eight towns abolished the district system at their last annual meetings, and two which voted to abolish last year decided to return to the old system ; so that the net gain in this direction was but six. This, the superintendent thinks, does not express the full measure of the growth of opinion in favor of the abolition of the system. He • believes that the intelligent public opinion of the State is, by a large majority, strongly ,i in favor of this reform. On the whole, the superintendent thinks, the facts show a healthy, though slow progress, towards greater efficiency ; more economy in manage¬ ment of schools, improvement in their organization, a better quality of instruction, comparative increase in amount of work done in them, and more efficient supervision. There were also an extension of the system of high schools and a growing adjustment of their work to that of the common schools ; an increase of attendance on normal schools and of the numbers graduating from them ; a more efficient organization of teachers’ associations ; increased attendance on them, and more systemat ic and practi¬ cal work done in them. Further progress is needed, however, in these and other lines, and the superintendent urges earnest and united effort of school officers to secure the adoption of improvements, such as free text-books, the extension of free high schools, and substitution of the township for the district system. ADMINISTRATION. . -it ,3 jB . A State superintendent of common schools, appointed by tbe governor and council for a term of 3 years, has charge of public school interests in the State. In each township a superintending school committee of 3 members is elected by tbe voters of the town, or a supervisor of schools is chosen in the same way. In every school district, at its annual meeting, a school agent is chosen, either by the town or by the . district, to attend to school affairs. Towns may raise money to provide school books d for the use of pupils, or may sell the hooks to them at cost. Provision for free instruc¬ tion in industrial drawing may be made in towns and cities for persons over 15, either in day or evening schools. Attendance on some school at least 12 weeks each year is required of children between 9 and 15, unless they are excused by tbe proper school officers. The system includes graded, high, normal, and reformatory schools, and makes provision for the instruction of the deaf in the asylum at Hartford, or the Portland School for the Deaf, as parents or guardians may choose. MAINE. 109 FINANCES. Public schools are sustained from tho interest of a permanent State school fund, a tax on banks, a 1-mill tax on each §1 of taxable property, and a local tax of not less than 80 cents on each inhabitant. The proceeds of all except the local tax are dis¬ tributed among the towns according to the number of children in each between 4 and 21. Failure to raise the local tax involves forfeiture of from twice to four times the amount of deficiency and also forfeiture of the town’s share of tho State school fund for the year. NEW LEGISLATION. An Act of March 6, 1885, makes the abolition of school districts in a town (township) carry with it an abolition of all union districts that have been formed by such town in concurrence with other towns, and all districts that have been chartered by act of the legislature. Districts thus abolished may not be re-established within 3 years fol¬ lowing. Another Act, approved February 19, 1885, makes the maximum pay for deaf pupils sent to the American Asylum, Hartford, Conn., §175 a year, and for those sent to the Portland School for the Deaf, §200. An Act of 1884, relating to temperance instruction in public schools, makes it the duty of school committees and supervisors, as the proper local school authorities, to provide for instructing all pupils in all schools supported by public money, or under State control, in physiology and hygiene, with special reference to the effects of stimulants and narcotics on the human system. The act further provides that no certificate shall be granted to any person to teach in the public schools of the State after July 4, 1885, who has not, by passing satisfactory examination on this point, given evidence of being properly qualified to impart the above-mentioned instruction. SCHOOL SYSTEMS OF CITIES WITH 7,500 OR MORE INHABITANTS. ADMINISTRATION. Schools of cities and towns are managed by a superintending school committee of 3 members who are ele< ted by the people for 3 years, or by a supervisor of schools elected in the same mauner. The committee may appoint one o their number to ex¬ amine the schools, and mnst make a written report annually to the town meeting as to their efficiency. Superintendents are also appointed in most of the larger cities, all except two in the following list having such. STATISTICS. 1884-‘85. Auburn .. Augusta.. Bangor . . . Bath 1 . Biddeford Lewiston 1 Portland . . Eockland. 1 Statistics for 1883-’84. 0 556 8. 666 16, 857 7,874 12,651 19, 083 33,810 7, 599 3, 061 2,226 5, 253 2, 850 4, 321 6, G72 11, 662 2, 227 1, 414 1,2*9 2, 943 1,950 1, 590 2, 789 7, 027 1, 402 1, 20* 971 1,186 1,795 4, 60S 1, 097 52 42 89 36 44 61 151 33 $21, 468 24, 574 38, 075 18. 793 23, 705 95,’ 748 12, 485 Augusla (village district) reports satisfactory progress in the public schools, not¬ withstanding too many changes in the corps of teachers. This prosperity is ascr bed to the fact that the people have always been ready to provide the necessary funds and to the earnest labors of director-, and teachers. Music was taught during the year without tho aid of a special teacher, and with as satisfac ory results as formerly, when one was employed. The course of study comprises 10 years below the high school. Graduates of this have ihe opportunity of practico in the primary schools for the pm pose of studying the *rt and science of teaching. The report of the super¬ visor iu re-ncct to the suburban schools notes the great need for repairs on the school- houses and V. a' more effici nc supervision; and, to secure the latter, repeats the rec¬ ommendation of his predecessor that the district system bo abolished. Bangor reports good progress made during ld84-’85, notwithstanding the disad¬ vantage of a large number of ch nges n he corps of teachers. There was less inte - ruption of study than usual from sickness, and fewer cases of truancy occurred. 110 REPORT OF THE COMMISSIONER OF EDUCATION. Among other changes in the course of study during the year, the instruction in geog¬ raphy and in arithmetic was simplified by leaving out many unimportant details, and that in grammar in the fourth class was made entirely oral. Portland has, in addition to primary, grammar, high, and ungraded schools, a school for the deaf and dumb, and a practice school, or class for the training of teachers. Penmanship, drawing, and music are taught with good results. The course of study remained about the same as during the previous year in all but the high school ; in this several changes occurred, particularly in the order in which studies follow each other in the course, an opportunity being thus made to introduce industrial drawing when means shall be provided for it. The various school questions which occupy atten¬ tion at present, such as manual training in schools, the limits of school work, over¬ crowding, test examinations, corporal punishment, and others, have been considered by the school board. Corporal punishment in the schools is not forbidden, but its use is discouraged, and in some of the schools under teachers of rare excellence it was not found necessary during the year. Rockland public schools increased during the year in the number of pupils en¬ rolled, average attendance, length of term, and amount expended. Of the 25 schools in operation, 1 was a high school, 3 were grammar, 8 intermediate, 12 primary, and 1 was a mixed, or district school. PREPARATION AND QUALIFICATIONS OF TEACHERS. STATE REQUIREMENTS FOR CERTIFICATES. No person may be employed in the public schools without a certificate from the superintending school committee, showing, besides adequate literary qualifications, good character and suitable temper and capacity for government. STATE NORMAL TRAINING. Three State normal schools, at Farmington, Castine, and Gorham, and a training school in “ Madawaska Territory,” are provided by the State for the preparation of persons desiring to teach in the public schools. The State makes annual appropria¬ tions to the normals, and tuition io them is free to students who pledge themselves to teach in the public schools for a length of time equal to that spent in the school. The regular course of instruction, extending over 2 years, prepares for teaching in the common schools; an additional graduate course is offered by two of the normals to those desiring a preparation for higher positions. The Madawaska Training School, for the purpose of giving a preparation to teach the common schools in the French districts, is sustained a part of the year at Fort Kent and the remaining part at Grand Isle. During 1884-85 there were 2G7 pupils admitted to the schools, the largest number present during any term being 344, and 99 were graduated, an increase for the year of 57 in the whole number admitted, and of 10 in graduates. These figures are con¬ sidered very satisfactory, measuring not only the amount of work done, but the esti¬ mation in which that work was held. In the Madawaska Training School, taught for a term of 42 wedks — 22 at Fort Kent and 18 at Grand Isle — the attendance was the largest ever had, registering 78 women and 30 men, who were prompt and regular in attendance and earnest in their work, accomplishing all that ought reasonably to be expected of them. The State appropriation for the year, both regular and for repairs, amounted to $21,500, of which all but §26 was expended, the Madawaska Training School receiving §1,300 of the whole amount. The three normal schools, the State superintendent says, are growing in popular favor, in efficiency, and in power for good. The outlook for their future has never been so full of promise ; but, that such promise may be fully realized, there is needed the aid which school authorities have special facilities for giving, especially by em¬ ploying and encouraging the employment of their graduates. The Portland Practice School, a part of the city school system, prepares teachers for the public schools, giving a year of instruction free of tuition. The normal department of Maine Central Institute, Pittsfield, commenced its session Decembers, 1884, and ended November 20, 1885, the school year comprising 37 weeks. During this time 52 different pupils were in attendance, io of whom completed the course and graduated in June. TEACHERS’ CONVENTIONS. The school law provides for teachers’ conventions to be held annually in each county of the State, for improvement in the science and art of teaching, for creating a popular interest in the best methods of improving public schools, and for diffusing a knowl¬ edge of these methods. By a resolution of the legislature of 1881 an appropriation was made, and for the next four years renewed each year, for holding these meetings, which, from the first, so met the needs of teachers as to give promise of their becom- MAINE. Ill mg a permanent part of the system of public instruction. This was accomplished in 1685, when a fixed amount annually was appropriated for their support, and public school teachers were authorized to suspend their schools for two days each year dur¬ ing the sessions, without forfeiture of pay, unless otherwise directed in writing by the school officers. Twenty conventions were held during the year. That the teach¬ ers appreciated the right granted them was evident in an exceptionally large and constant attendance, and in the interest manifested in the exercises. As an auxiliary to these associations in the worfe. of securing the improvement of teachers, it is proposed to organize teachers’ reading circles, and preliminary steps in that direction will soon bo taken. One county, Androscoggin, inaugurated the work, 50 of its teachers having enrolled themselves as members of a reading circle. SECONDARY INSTRUCTION. PUBLIC HIGH SCHOOLS. High schools wore taught in 142 towns, 19 more than during 1883-’84, the number of terms having increased by 34, and the aggregate number of weeks tanght by 230, showing growth in the directions most to be desired, viz, the extension of their benefits into the rural towns. . There was, however, a small decrease in the aggregate number of pupils attending (9,596), while the average attendance (8,002) was larger than the previous year. As the decrease in aggregate attendance was owing to the adoption of a higher standard of admission, the fact indicates improvement in the instruction given. The figures as to pupils in different studies show that these schools are gradually coming into more proper relations to the common schools, supplementing the work done in them by taking up only that not properly found there. The rudimentary work which belongs to the common school, but which the high school in many locali¬ ties bas had to do to some extent, is rapidly being relegated to its proper place; and this fact is shown, also, in kindred statistics of the common schools. There seems to be a process of evolution going on by which the common and high schools are mutu¬ ally modifying each other, and so becoming adjusted as parts of a symmetrical whole. The superintendent thinks the time is coming when the high schools are to become as much a part of the system as the common schools, under the same compulsion that makes the latter general, but that these must first be brought into proper condition by the abolition of the district system and the improvements consequent thereon. OTHER SECONDARY SCHOOLS. For statistics of business colleges, private academic schools, and schools preparing for college, see Tables IV, VI, and VII of the Appendix, and for summaries of them 6ee corresponding tables in the report of the Commissioner preceding. SUPERIOR INSTRUCTION. COLLEGES FOR YOUNG MEN OR FOR BOTH SEXES. Bou'doin College , Brunswick, including collegiate and medical departments, contin¬ ues to offer in the former an undergraduate classical course of study, which allows a wide range of electives in the junior and senior years, including German, Anglo-Saxon, and Sanskrit. Provision is also made for special students not candidates for a degree, and for graduate students prosecuting special studies. Bates College, Lewiston, comprising theological and collegiate departments, and giving in the latter a 4-years classical course of study leading to the degree of bach¬ elor of arts, admits young women on equal terms with men. There are here 10 State scholarships giving free tuition, intended to aid indigent and meritorious students, among whom preference is given to children of those who have fallen in defense of their country ; also 13 free scholarships endowed by private gift, one of them being for a lady. Co lb;/ University , Waterville, presents a 4-years classical course of study, which rakes its constituents in due proportion from the old and the new ideas of education. Both sexes are admitted on equal terms. Persons of suitable attainments, not can¬ didates for a degree, may pursue a partial course of study, but not for a less time than a year. Students may, if necessary, engage in teaching during the second college term (8 weeks) without loss of time, provided they make up all the regular work of their classes, a special arrangement to favor those whose means are small. There are also, for the assistance of worihy and indigent students, 69 endowed scholarships, whose incomes vary from §36 to §60 a year. Colby University received gifts during 1384-’85 amounting to §50,225, intended for general purposes, of which sum §50,000 was from Gardner Colby, esq. (deceased); Bowdoin College reports a gift of §2,000, from William G. Means, to found a scholar- 112 REPORT OF THE COMMISSIONER OF EDUCATION. fillip, and Bates College tlie receipt of about $3,00tf, tlie name of donor and purpose of gift not mentioned. For statistics of the above colleges see Table IX of the Appendix, and for a sum¬ mary see a corresponding table in the report? of the Commissioner preceding. SUPERIOR INSTRUCTION OF WOMEN. Two institutions for the higher instruction of young women, viz. Maine Wesleyan Seminary and Female College, Kent’s Hill, and St. Catherine’s Hall, Augusta, are known to be in existence, although no report from either has been received for 1834-85. Cobum Classical Institute, Waterville, formerly reported unuei head¬ ing and included, like the others, in Table VIII, claims to be only a secondary school and will now be found in Table VI. SCIENTIFIC AND PROFESSIONAL INSTRUCTION. SCIENTIFIC. The Maine State College of Agriculture and the Mechanic Arts, Orono, provides 5 full courses of study extending over 4 years, viz : in agriculture, science and litera¬ ture, chemistry, civil engineering, and mechanical engineering, giving the degree of Sci. B. on the completion of the first 3, and, for the other 2, B. Civ. Eng. and B. Mech. Eng. A special point is made to furnish opportunity for practically applying lessons learned in the class room. The farm contains 370 acres of fertile land, with great diversity of soil, and thus well adapted to the purposes of the institution. Val¬ uable scientific apparatus, a library of nearly 5,000 volumes, and 3 well equipped machine shops where students are required to work and thus learn to apply the prin¬ ciples they have studied, are among the facilities for illustration. The terms are so arranged that the long vacation occurs in the winter season, when students, if they will, may engage in teaching, thus enabling those of small means to defray a large part of their expenses. Then, too, all taking the course in agriculture work ou the farm, and for such labor compensation is given according to efficiency. The college received during 1884-85 from ex-Governor Abner Coburn, of Skowhegan, a gift of $100,000 for general purposes, of which the interest only is to be used. For statistics see Table X of the Appendix, and for a summary see a corresponding table in the report of the Commissioner preceding. PROFESSIONAL. Theology.— Bangor Theological Seminary (Congregational) ard the theological school of Bates College (Free Baptist) are the institutions reporting theological train¬ ing. Both require an examination for admission and provide courses for the degree of bachelor of divinity extending over 3 years; each term lasting, in the case of the former, 37 weeks, and in the latter, 39. The school at Bangor has, during the 60 years of its existence, as shown by a statement made in 1880, sent out 600 graduates, besides giving a degree of preparation to 166 who studied for one or more years with¬ out graduation. A gift of $600 was received by this school, in 1884-’85, from Lucy S. Adams, of Castine. For statistics of theological schools see Table XI of the Appen¬ dix, and for a summary see a corresponding table in the report of the Commissioner preceding. Medical instruction is given in the Medical School of Maine , Bowdoin College, the Portland School for Medical Instruction, and the Eclectic Medical College of Maine, the first two of the “regular” school of practice. The school at Bowdoin College provides the ordinary 3-years medical course, including two annual lecture terms of 16 weeks each ; the school at Portland, 2 annual terms of 15 weeks each ; the latter, however, not giving a medical degree. The eclectic school, organized in 1881, pro¬ vided an adequate amount of instruction during the first years of its existence, bul does not appear to be doing this now, the annual lecture term comprising only 16 weeks. For statistics see Table XIII of the Appendix, and for a summary see a corre¬ sponding table in the report of the Commissioner preceding. SPECIAL INSTRUCTION. REFORMATORY AND INDUSTRIAL TRAINING. The State Reform School, Portland, receives boys from 8 to 16 years of age who need its care, giving them instruction in fundamental English branches as well as in manners, morals, and industries such as baking, cane-seating, carpentry, farming, gardening, house and laundry work. The mechanical department, recently organ¬ ized, in which 24 boys were employed, had, at the date of report, already qualified them to do excellent work in making repairs about the building. The shop is equipped to its full requirements with benches, first class carpenter’s tools, engine, etc. Reformation is the first and leading idea of the institution, and to this end ail the methods of management point. Good conduct, progress in study, attention to work, MAINE. 113 and personal neatness, are each given merits, and, upon the attainment of a certain number of these, promotions are made into a higher grade and often release obtained before the boy attains majority. During the year one boy was indentured, and 25 were let out on leave of absence, only one of whom was sent back to the institution. Whole number under instruction, 105. The Maine Industrial School for Girls, Hallowell, is under the management of aboard of 12 trustees, including the governor, secretary of state, and state superintendent of common schools, and is supported partly by contributions and partly by State ap¬ propriations. Friendless gills, who have offended against the laws or are iu danger of becoming offenders, here find a home where they are taught such useful knowl¬ edge as is adapted to their capacity, including the branches of a common school education, housework, knitting, and sewing, and are thus fitted for homes in fami¬ lies, which are found for them. During 1885, 22 were sent to homes, 5 were returned to the school, 1 was married, and 10 were committed, the average number present being 49. The new building provided for by the legislature of lo84 was completed during the year, and at date of the report, December, 1885, was expected to be ready for occupancy in a few weeks. EDUCATION OF THE DEAF AND DUMB. No State institution is sustained for this class, but provision for their ’education is made either at the Hartford Asylum or at the Portland School for the Deaf, as par¬ ents may prefer. The school at Portland, a day school belonging to the city system, gives instruc¬ tion in all the branches pursued in schools for the hearing, the articulation method being that in use. Few changes in routine or methods occurred during 1884-85, but the progress was more satisfactory than in former years, owing to an improvement in the grading. There were 46 pupils in attendauce. EDUCATIONAL CONVENTIONS. STATE ASSOCIATION. The Maine Pedagogical Society, which holds two sessions each year, of two and three days each, is strictly professional in character, none being admitted to mem¬ bership except such as are making educational work, in some of its forms, their sole or leading business, and such as have proved their fitness for it by a successful expe¬ rience. It has for its purpose the consideration and discussion of all questions rela¬ ting to the organization and government of schools, methods of instruction, profes¬ sional standards, and the principles which should control the policy and legislation of the State in respect to education. The exercises consist of formal and carefully prepared presentations of subjects for consideration, general discussion of the sub¬ jects so presented preliminary to their reference to appropriate committees, and final discussion and decision regarding such subjects after reports from committees. The second meeting of 1884, held at Portland, October 16-18, is reported as the largest and most profitable in the history of the organization. The annual address ofthe president, following one of welcome from the mayor of Portland, took ^rounds against the introduction into the schools of too many studies and of such as are not adapted to the capacity of pupils, an excessive amount of system at the expense of the teachers individuality, a tendency to impose too much responsibility on the school, making it take the place of parents, church, and society, and also against the sentimentality that would compel a teacher to wear out life in endeavoring^ by moral suasion to control scholars whose home life has destroyed the feelings to which ap¬ peal must be made in such an effort. Among other topics presented in addresses were: “Teaching history,” “Professional reading for teachers,” “Natural science as a common school study,” “ A conrse of study for ungraded schools,” “ Symmetry of development,” and “ Ranking and examination as inducements to study, as grounds of promotion in classes, and as honors at graduation.” The last elicited a discus¬ sion in which various opinions, pro and con , were expressed. The paper on “Nat¬ ural science as a common school study” was also considerably discussed, and before adjournment the committee on that topic was directed to take into considera¬ tion the formation of a plan for organizing in each town a circle of science for the study of mineralogy, geology, etc., and to form these local circles into a State circle. It resolved, too, that appropriate instruction as to the physiological effects of alcohol on the human system should be given in all the public schools of the State. The next meeting of the association was held at Bangor, May 14-16, 1885. The first address, by Mrs. Mary H. Hunt, was on “Scientific temperance,’* and before ad¬ journment a special committee was appointed to see what aims, methods, and means should be adopted to carry out the new State laws on temperance instruction. A pa¬ per on “ The Agassiz Association in relation to schools” gave a brief history of the origin and growth of this association, which now has 800 chapters, and members 8 E 114 REPORT OF THE COMMISSIONER OF EDUCATION. numbered by thousands. A talk on geography was given by Superintendent B. P. Snow, of the Biddeford schools, who illustrated his remarks by means of maps and charts and all the apparatus which is used in schools to aid in this study, urging the advantage of engaging the pupil’s imagination in it, also the great importance of map-drawing. A paper on the same subject, prepared by Mr. W. C. Waterville, fol¬ lowed, in which the general line of thought was similar to that which had preceded. Other papers read were on “Mineralogy,” “Moral instruction obligatory,” “The uses of the imagination in teaching,” “The education demanded by modern business methods,” and “Ancient history.” CHIEF STATE SCHOOL OFFICER. Hoist. N. A. Luce, State superintendent of common schools , Augusta. [Second fall term, February 6, 1883, to February 6, 1886.] MARYLAND. 115 MARYLAND. STATISTICAL SUMMARY. I 1883-’84. 1884-,85. Increase, j Decrease. POPULATION AND ATTENDANCE. Youth of school age (6-21) . Attending public schools . . Average daily attendance . . . Colored pupils enrolled.. . . Colored average attendance . Per cent, of school youth enrolled _ Per cent, in average attendance . ; Per cent, of average attendance to en¬ rollment. 319, 201 170, 393 86, 486 31,327 12, 574 53. 38 27. 09 50. 75 319,201 1/6, 393 92, 963 32, 690 14, 392 55.26 29. 12 52. 70 6, 000 6, 477 1, 363 1,818 1.88 2. 03 1.95 SCHOOLS. Public schools reported . ' 2,097 Public schools foi colored pupils . 415 Average school term in days . 182 TEACHERS. Men teaching in public schools — Women teaching in public schools Whole number of teachers . Number in colored schools . 3, 353 536 2,090 422 198 7 16 1,178 ! . 2,240 ; . | 3,418 ; 65 j 549 13 FINANCIAL STATEMENT. Average monthly pay of teachers . uS40 00 Amount paid teachers . 1,245,684 Whole expenditure for public schools.. 1,720,264 1 Estimated value of school property. . . . j Amount of available school fund . I 906, 229 Gin 1882-’83. $41 33 1,277,887 1,745,258 3, 000, 000 906, 229 SI 33 32, 203 24,994 ! (From reports and returns of Hon. M. A. Newell, State superintendent of public instruction, for the 2 years indicated.) STATE SCHOOL SYSTEM. GENERAL CONDITION. The report of the State board of education, through its secretary, presents a decrease of 7 in public schools reported, but in all else a fair advance, viz, of 6,000 in pupils enrolled, of 6,477 in average attendance, of 16 days in average school term, of 65 in teachers employed, of $32,203 in the amount paid teachers, and of1 $24,994 in the ex¬ penditure for all school purposes. Excluding the schools of Baltimore, there is 6hown, in a table of the State report, an increase from 1875 to 1885 of 248 in schools, of 23,020 in enrolled pupils, of 14,405 in average daily attendance, of 471 in teachers, and of $93,153 in expenditure for schools. For the 20 years that elapsed from 1865, when the State schools were first regularly organized, to 1885, when the present State report was made, Superintendent Newell says the progress has been steady, but not rapid. There was need of time for them to take root in the affections of the people before there could be much upward growth. And the caution which dictated this time-taking has not been since lost sight of. ‘In the printed State report the increase in total expenditure is «aidtobe $50,954.79; but this in¬ cludes some balances not actually expended. 116 REPORT OF THE COMMISSIONER OF EDUCATION. For more than twelve years no changes have been made in the organic law. Incon¬ veniences from such fixity of legal statutes have been obviated by giving the State board of education permission to enact by-laws for administration of the system, provided that they should not be at variance with the school law. Changes "which experience has shown the need of are now proposed, and probably will be, ere long, accomplished. ADMINISTRATION. There is a State board of education, consisting of the governor and 4 persons ap¬ pointed by him, with the principal ot the State normal school, who is secretary and executive officer of the board, and ex officio State superintendent of public instruc¬ tion. County school affairs are managed by boards of school commissioners of 3 to 5 members, appointed for two years by the judges of the circuit courts ; district affairs, except the full licensing of teachers, by boards of 3 trustees chosen by the commis¬ sioners. Public schools are free to all white children of 6 to 21 years, resident in the districts where they are held, and to colored children of 6 to 20 years. Schools for the two races must be separate. In every district there must be established one school or more, ac¬ cording to population, for white youth, and in each district where the average attend¬ ance is not less than 15 there must be one for colored youth, the latter under the direc¬ tion of a special board of trustees, but subject to the same laws and furnishing instruc¬ tion in the same branches as tho schools for white children. The schools must be taught for 10 months each year, if possible. The system includes high schools, teach¬ ers’ institutes, and a State normal school. SCHOOL FINANCES. The income for the 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 per¬ sonal estate granted for the use of any county or school district, such grants to be ex¬ empt from all State and county taxes. NEW LEGISLATION. The only apparent legislative act of 1884-’85 looting to educational improvement is the incorporation of the noble library presented by Mr. Enoch Pratt to the city of Baltimore, as a means of improving the intellectual advantages of its people, and endowed by him with $1,145,833. This incorporation insures to the library an in¬ come of $50,000 annually from the city, which becomes the trustee of the larger part of the endowment fund, and guarantees to pay this interest. By means of a central building for the more important works and 4 branch libraries in other portions of the city, the 32,000 books already on the shelves and the continuous additions to them still to come will meet the reading tastes of multitudes of people, and diffuse widely through the city a literary atmosphere. CITY SCHOOL SYSTEM OF BALTIMORE ADMINISTRATION. The schools of Baltimore are controlled by a board of 20 school commissioners appointed by the city council for 4 years, 5 going out each year. The board appoints a superintendent of public instruction for the city, who serves 4 years, devoting his whole time to the work. There is also an assistant superintendent. STATISTICS. Population of city, 332,313 ; youth of legal school age (6-21), 86,961, by school cen¬ sus of 1879, the last taken; pupils in school during the year 1885, 52,970; average daily attendance, 34,217 ; number of teachers, 930 ; total expenditure for public schools, $727,995. Of 131 schools under the charge of the board, 10 were evening schools, 6 of these for white pupils and 4 for colored ; 97 were primary and grammar day schools for white children, and 15 were for colored. There were also 5 public Kiiglisk-German schools, a manual training school, 2 high schools for girls, and the Baltimore City College for boys and young men. The enrollment in day schools (39,828) increased during the year by 1,210, and the average daily attendance by 1,218; but the number of pupils attending evening schools (1,310) was not so great, and the attendance not so regular as had been expected. In fact, Superintendent Wise says, the usefulness of these schools has been injured by the presence of a class of persons who attend for amusement, absorbing the attention and time of teachers, in the effort to preserve discipline, to the detriment of bona fide pupils. In view of this, the superintendent recommends the adoption of a plan similar to that followed in some cities and towns elsewhere, requiring of applicants for admission to these schools the deposit of a small entrance fee as a guarantee of their intention to attend regularly and to behave properly, the fee to be returned, on leaving school, to those MARYLAND. 117 who have complied with the conditions. Of 69 "buildings occupied by the schools, 61 were owned by the city and 8 were rented, the estimated value of those owned being $1,200,000. Liberal appropriations were made during the year for the erection of 4 new buildings and for the repair of old ones, leaving, however, much more to be done in order to satisfy the urgent demand for better accommodations. The plan of instruction in the primary and grammar schools has been changed and the grades rearranged, giving 3 in the" primary departments and 5 in the grammar, each requiring a year for completion. Examinations for promotion will be annual, but principals will be authorized to advance during the year any pupil who ma.i show exceptional intelligence. Geometry, physics, physiology, and hygiene have* been added to the studies in the eighth grade of the grammar schools, in response t<; frequent requests of parents who wish their children to receive snch instruct ion without the necessity of entering the city college. The aim has been in this re¬ arrangement of the course to teach all the subjects more thoroughly and practically. The amount of work to be done by each grade, instead of being limited to certaiu pages of the text-book, is topically announced, and an understanding of the subject in its most important bearings secured, rather than the memorizing of the text. The use of supplementary reading matter has enabled teachers to improve their classes very much in reading, and has also assisted greatly in the cultivation of a taste for f good books. Music and drawing are recognized as important branches in the course of study. The supervisor of drawing reports satisfactory progress in this branch made in all the schools. The early prejudice against teaching music in the schools has yielded to a more enlightened judgment of its value. Music is now regarded as useful not only for its own sake, but also for its assistance in discipline and in the cultivation of the aesthetic nature of teachers and pupils. The discipline of the schools was good, and this was generally secured through moral suasion. Corporal punishment is still permitted, but the power to inflict it is restricted to principals of schools, who must make a bi-weekly report to the superin¬ tendent of all cases and their causes. A great change has taken place during the past 10 years in the use of this means of discipline— one, too, which induces the hope that it may be entirely dispensed with at an early period. Success in proportion to the facilities afforded has attended the work of the Manual Training School, established about two years ago as a part of the public l school system. Notwithstanding a share of opposition, which new experiments often have to encounter, it has accomplished good results and has secured the public confi¬ dence. For further particulars in regard to this school see “ Special instruction,” farther on. HALF-TIME SCHOOLS AND KINDERGARTEN. The day and evening schools, the superintendent says, do not afford all the neces¬ sary opportunities for the instruction of the young in a city like Baltimore. There is a class of children ranging from 6 to 12 who cannot attend more than two and a half or three hours each day, their services being needed by their parents. For this class he thinks there should be half-day schools, and for younger children of the same class free kindergarten. The assistant superintendent says that the crying need of elementary education can be met by the establishment of kindergarten, and suggests the use of the basements of churches for free kindergarten for the poor, thinking the church could do no better work for humanity than to gather the little ones in from the streets and tenement houses, give them training in Froebel’s beautiful system of harmonious development, and even clothing and food when necessary. Such a plan would, it is not doubted, lessen crime, decrease taxes, and advance civilization. Reports have been received from 5 kindergarten in the city, having an aggregate attendance of 168 pupils. One of these was a free school, sustained by the Woman’s Christian Temperance Union, with 55 children enrolled; another, with 60 pupils, belonged to Saint Vincent’s Orphan Asylum. PREPARATION AND QUALIFICATIONS OF TEACHERS. STATE REQUIREMENTS. Persons desiring to teach in the public schools must have certificates of quali flea- lion from the examiners of the counties in which they propose to teach, or trom 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 t-o govern and impart instruction, 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 re-examined 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’ experience in teaching (5 of them in the State), may apply to the board of education for a certifi¬ cate which is good for life, unless annulled for cause. 118 REPORT OF THE COMMISSIONER OF EDUCATION. STATE NORMAL TRAINING. The Maryland State Normal School, Baltimore, receiving an annual appropriation of $10,500 from the State, gives instruction free of charge to 200 students, or 2 for each representative in the general assembly, candidates for these free scholarships to be selected by the county boards of school commissioners and the Baltimore city board of commissioners. The course of study extends over 3 years, but students who come well prepared may graduate in less time. To give professional training to those who intend to become teachers is the main object of the school, and all departments of study are considered as a means to this end, although the course is well adapted to those who merely wish to obtain a thorough and liberal education. An academic or model school, comprising all the grades from primary to high, is connected with the normal. The enrollment for 1884-’85 was the largest since the organization of the school, including 267 young women and 17 young men under 12 instructors. Average enrollment about 250. The Baltimore Normal School for the Education of Colored Teachers, aided by the State to the amount of $2,000, prepares its pupils for teaching in the public schools, provid¬ ing a 4-years course of study, in which were engaged in 1884-’85 about 30 normal students, out of 106 in all, a large majority being in the preparatory department. The school is reported to be doing good service, and commands the approbation of its patrons ; among the seniors are several who give promise of becoming good teach¬ ers. It is difficult, however, to keep many of the most promising as long at school as they ought to stay, since few inducements are offered them to go out into the State as teachers and there is no place for them in the city schools. OTHER NORMAL INSTRUCTION. Centenary Biblical Institute, Baltimore, a theological school of the Methodist Epis¬ copal Church, also offers a 3 -years normal course, as well as a classical, to which both sexes are admitted. Normal students in 1884-85, 130. St. Catharine formal Institute, Baltimore, a Roman Catholic institution, reports stu¬ dents for 1884-85. The Theresianum, Govanstown, also a Roman Catholic institution for the training of teachers, reported students attending" in 1883-’84. Baltimore Female College offers instruction in a normal or teachers’ class to young women who desire to qualify themselves for teachers. Pedagogical instruction forms a part of one of the undergraduate courses at Johns Hopkins University. Lectures are given on the history of education, including the ancient and modern theories, the development of ancient and modern school systems, learned societies, technical schools, methods in each department, school legislation in different countries, etc. TEACHERS’ institutes and associations. The law requires a teachers’ institute to be held in each county once a year, to con¬ tinue in session 5 days, the county examiner to be present and to give normal instruc¬ tion each day to the teachers. These institutes are designed to be temporary nor¬ mal schools; they are to be presided over by the principal or one of the professors of the State Normal School, if either of them can be present, assisted by the county exam¬ iner and any member of the board of county school commissioners who may attend. District, county and State teachers’ associations are recommended by the school law as important means of elevating the standard of public education, by mutual con¬ ference, interchange of views, and suggestions as to systems of teaching and discipline. The State report gives no general statistics as to attendance on either of these means for the improvement of teachers; it appears from the county reports included therein that in many counties both classes of meetings are depended on to accomplish this end. Dorchester County relies on them as a means of keeping alive the interest of teachers and of giving them instruction, and finds the good results justify their continuance and extension. In Kent County the regular quarterly meetings of the teachers’ association have not been neglected during the past 10 years, and these meetings have rendered the annual institute less necessary. Five meetings were held in 1884-85. Montgomery County reports these quarterly meetings a material bene¬ fit”; and Baltimore County, that they do more good than the annual institutes. The teachers’ association in Talbot County has established a library of pedagogical works, and has secured a number of duplicates of the best books on methods of teaching and school management. SECONDARY INSTRUCTION. PUBLIC HIGH SCHOOLS. While the exact number of public high schools is not given in the State superin¬ tendent’s report, it appears that some of the branches belonging to such a course of study are taught in all the counties of the State. In Washington County, where there was nominally only one high school, the grammar departments of nearly all the graded MARYLAND. 119 schools were doing high-school work ; and in Kent County, which reported no high school, a course of study equal to that recommended for such schools by the State board was pursued in several of the graded schools. Throughout the State, exclusive of Baltimore City, there were 1,266 pupils studying bookkeeping; 2,565, algebra; 2,148, philosophy ; 1,247, geometry; 5,550, drawing; 2,355, physiology; 492, Latin; 17, Greek ; 80, French ; and 67, German, lu Somerset County, reporting 5 high schools with an aggregate attendance of 895 pupils, classical training was “on the wane,” as a result of the tendency toward that which is “practical,” and the superintendent suggests the advisability of insisting upon a regular classical course. The 2 high schools for girls in Baltimore enrolled 1,127 pupils. Baltimore City College, having a course of 5 years and a faculty of 15, stands as the city high school for boys, although including much collegiate work, and reports 630 pupils, making a total of 1,757 under instruction. OTHER SECONDARY SCHOOLS. State aid was given during the year to 16 academies and other institutions for sec¬ ondary instruction, ranging in amount from $100 to $2,600, and amounting in all to $11,800. Five of these schools taught Greek, 14 Latin, 9 French, and 6 German ; 1,167 students were enrolled and 45 teachers employed. For full statistics of these and other academic schools reporting, see Table VI of the Appendix: for business colleges see Table IV ; and for summaries see correspond¬ ing tables in the report of the Commissioner preceding. SUPERIOR INSTRUCTION. COLLEGES FOR YOUNG MEN OR FOR BOTH SEXES. Johns Hopkins University , with collegiate, university, and graduate departments, reports a year of quiet and satisfactory work, without any fundamental changes in methods or buildings. For the degree of bachelor of arts seven parallel courses of study are arranged, all of which include, though in varying proportions, the study of language and litera¬ ture, mathematics and other exact sciences, and historical and moral science. These are (1) the ordinary classical collegiate course; (2) the mathemati cal- physical ; (3) chemical- biological, adapted to those, among others, who are looking towards the medical profession ; (4) physical-chemical ; (5) Latin-mathematical, which dispenses with prolonged attention to Greek ; (6) historical-political, furnishing a basis for the subsequent study of law ; and (7) modern language, in which English. French, German, and sometimes other modern languages take the place of Latin and Greek. Advanced and graduate students are received, with or without reference to their being candi¬ dates for a degree, and attend such lectures and exercises as they may select. Such instruction is given in the different departments by methods which vary with the nature of the subject and the character and proficiency of the scholars, but in all alike the aim is to encourage the student to become an independent and original in¬ vestigator, as well as to make him familiar with results attained elsewhere, and to add to his intellectual cnlture. The system of fellowships secures the presence of 20 special students imbued with the university spirit. Seminaries limited to a few ad¬ vanced students have been organized in various subjects ; societies devoted to philol¬ ogy, to mathematical, physical, and natural science, metaphysics, history and political science, and to archaeology, afford opportunities for the presentation of memoirs and original communications. There are also clubs for the reading and discussion of papers on special topics, courses of lectures by professors on topics to which they have given special attention, while easily accessible libraries and a well-supplied reading room are among other facilities afforded. Of 290 students enrolled during 1884-’85, 174 were graduates from 95 different colleges and universities ; 69 were collegiate students, candidates for the degree of bachelor of arts ; and 47 were special students not candidates for a degree. Of the whole attend¬ ance, 130 were residents of Maryland, 145 were from 32 other States of the Union, and 15 from foreign countries. Nine were admitted to the degree of A. B., 13 to that of Ph. D. Nine other colleges report from this State, viz: St. John’s College, Annapolis; Frederick College, Frederick ; Western Maryland College, Westminster ; Washington College, Chestertown ; Loyola College, Baltimore ; Rock Hill and St. Charles Col¬ leges, both at Ellicott City; Mount St. Mary’s College, Emmitsburg; and New Windsor College, New Windsor. Four of these receive aid annually from the State, through which they are enabled to offer a limited number of tree scholarships. Only two are open to both sexes. No changes are reported as having been made during the year in the courses of study of any of the above. All have preparatory and classical courses, while 3 add scientific and 4 commercial ; Mount St. Mary’s adds an ecclesiastical, and St. John’s a graduate course. French is included in the curric¬ ula of all except Frederick, while all but two offer instruction in German. 4 120 REPORT OF THE COMMISSIONER OF EDUCATION. Superintendent Newell says the impulse which has sustained and carried forward the public schools during the last ten years has not extended to the colleges. The four receiving the State aid (including the Agricultural College) enrolled 363 students in 1875, and in 1885 only 255. This decline is ascribed to the fact that the amount of aid received by them from the State is only about half what it was ten years ago. St. John's College, Annapolis, with 6 professors, reporting 85 students during the year — of whom 26 were given free tuition and board, and 16 others free tuition — re¬ ceived $8,200 from the State. A few years ago the amount allowed the college was $25,000 a year. State Superintendent Newell holds that no institution can flourish under such vicissitudes j while without any State aid, it might adapt itself to adverse circumstances, or with moderate assistance, given regularly and uniformly, might prosper. He therefore urges that the oldest of the educational institutions of the State may receive such an appropriation for its support as will bring it into line as one of the factors of the public school system and make it a connecting link between the high schools and the university. Washington College, Chestertown, with 3 professors, gave tuition, board, books, etc., free, to 15 out of her 29 students, as well as free tuition to 5; there were 4 grad¬ uates. The character and tone of the students are improving, and the management of the institution is in all respects satisfactory to the Visitors. Western Maryland College , the only one of the incorporated colleges receiving State aid which admits persons of either sex, gave instruction during the year to 74 men and 52 women : gave free tuition to 12 students, and to 26 others free tuition, board, and books, receiving for this purpose $5,200 annually. The college also receives $1,090 a year as part of the academic donation of the county. For other statistics of colleges reporting, see Table IX of the Appendix, and for a summary see a corresponding table in the report of the Commissioner preceding. For Baltimore City College, see the heading “City school system of Baltimore.” COLLEGES FOR WOMEN. The institutions for the superior instruction of young women reporting for 1834-’85 are : Baltimore Academy of the Visitation ; Baltimore Female College ; Cambridge Female Seminary, Cambridge ; and Lutherville Female Seminary, Lutherville. All except one are authorized by law to confer collegiate degrees. Two of the above are non-sectaiian in their control, while the first named is Roman Catholic and the last Lutheran. All include in their curricula, besides other collegiate studies, music, drawing, painting, French, and German, the last adding to this Italian and Spanish. Burkittsville Female Seminary and the Misses Norris’ School, formerly reporting, have beeD closed. For full statistics see Table VIII of the Appendix, and for a summary see a corre¬ sponding table in the report of the Commissioner preceding. SCIENTIFIC AND PROFESSIONAL INSTRUCTION. SCIENTIFIC. The chief institutions for scientific training in this State are the Maryland Agri¬ cultural and Mechanical College, the United States Naval Academy, and Johns Hopkins University. General scientific courses of study are, as formerly, given in St. John’s, Rock Hill, and Frederick Colleges. The Maryland Military Academy, Oxford, combines a system of military and naval instruction with studies ordinarily pursued in academies and colleges, including the natural sciences. The Maryland Agricultural College, near College Station, Prince George’s County, offers a course of study embracing agriculture (scientific and practical), civil engi¬ neering and physics, English literature, mental and moral science and history, mathematics, chemistry, ancient and modern languages, with military science and tactics. The college farm contains 286 acres of land, varying in quality and condi¬ tion, and thus affording good opportunity for experiments. Students who do not wish to become farmers may omit practical agriculture, and take the ordinary clas¬ sical and scientific course. By the charter of the college, instruction must be given also in the mechanic arts, and it is the intention to develop technical education as far as possible. The institution receives $7,000 annually from the United States land scrip fund, but no other appropriation. The State, although owner of one-half in¬ terest in the valuable property of the college, has contributed nothing to its support for several years. The number of students in 1884-85 was 45. The United States Naval Academy, besides affording careful training in the higher English studies usually found in a collegiate course, in modem languages, seaman¬ ship, shipbuilding, and branches peculiar to the profession of naval warfare, includes such scientific studies as chemistry, electricity, surveying, applied mechanics, and steam-engineering, special attention being given throughout the course to free-hand and mechanical drawing. The number of cadets admitted is one for every member and delegate of the House of Representatives, one for the District of Columbia, and MARYLAND. 121 10 at large, the latter being nominated by the President of the United States. The course of instruction comprises 4 years at the Academy and 2 at sea. Johns Hopkins University affords the highest facilities for scientific study, both ele¬ mentary and advanced. The 3 undergraduate courses previously noted, viz, the mathematical-physical, which meets the wants of those whose purposed vocation re¬ quires mathematical discipline, the physical-chemical, and the chemical-biological. Advanced work in physics, chemistry, and biology, given chiefly by means of lectures and laboratory practice, includes thermodynamics, heat-conduction, physical optics, electricity, magnetism, animal physiology, animal histology, animal morphology, and physiological psychology. The student in any of these fields is aided by completely equipped laboratories and well selected libraries. Those in biology have a journal club, in which all the articles of importance published on their topic are digested : also a naturalists’ field club, the latter admitting to membership others besides mem¬ bers of the university. A building for a new physical laboratory, to be completed September 1, 1886, is expected to furnish much needed relief in this department, a relief that other departments also stand much in need of by the rapid increase of students in them. For statistics see Table X of the Appendix, and for a summary a corresponding table in the report of the Commissioner preceding. PROFESSIONAL. Theological training is given in the Theological Seminary of St. Sulpice and St. Mary's University, Baltimore; Mount St. Mary's Ecclesiastical Seminary, Emmits- burg ; the Scholasticate of the Congregation of the Most Holy Redeemer, lichester : Westminster Theological Seminary, Westminster; and Centenary Biblical Institute. Baltimore. The three first named are Roman Catholic institutions, having courses of study extending over 4, 5, and 6 years, that at lichester bearing the nature of a private school rather than a seminary. The seminary at Westminster (Methodist Protestant) has a theological course of three years : that at Baltimore, a Methodist Episcopal institution with a 3-years course of study, is for colored students. For sta¬ tistics see Table XI of the Appendix, and for a summary see the report of the Com¬ missioner preceding. Law. — The only institution in this State reporting instruction in law is the Law School of the University of Maryland, Baltimore. This provides a 3-years graded course of study, which students are advised to follow, but those who cannot do this are allowed to go through the prescribed work in less time, provided they are able to pass the required examinations at the close and comply with the other require¬ ments for graduation. A new building was completed for this school in 1834, and on February 29th was formally opened with interesting ceremonies. For statistics see Table XII of the Appendix. Medicine. — Five medical institutions, all at Baltimore, and belonging to the “reg¬ ular” school of practice, report for 1884— ’85 as follows : School of Medicine of the Uni¬ versity of Maryland, College of Physicians and Surgeons, Woman’s Medical College of Baltimore, Baltimore Medical College, and Baltimore University School of Medi¬ cine. The last two were both reported in 1883-’84 as Baltimore Medical College, but in 1885 ODe procured a charter under the name of Baltimore University School of Medicine. All but the last two named schools provide a 3-years graded course of study, but only require for graduat on the common medical course of 3 years of study, including attendance on two lecture terms, except that in the Woman’s Medical Col¬ lege, whose lecture course is graded. Besides the above a preliminary course of train¬ ing for young men who propose to pursue the study of medicine is given at Johns Hopkins University, the principal elements of the course being physics, chemistry, and biology, with Latin, German, French, and English. The whole number of matriculates in the 5 medical schools was 675 during 1334-’85, of whom 248, or nearly 37 per cent., were graduated. For further statistics see Table XIH of the Appendix, and for a summary see a corresponding table in the report of the Commissioner preceding. SPECIAL INSTRUCTION. EDUCATION OF THE DEAF AND DUMB AND THE BLIND. The Maryland School for the Deaf and Dumb , Frederick City, maintains and instructs, without charge, all pupils of this class of 9 to 21 years, whose parents are residents of the State, and who are not disqualified by infirmities. Instruction is given by the combined method, which the management considers, from experience in this school, to be decidedly better than either of the others alone. From the iast biennial report, October 1, 1883, it appears that an additional teacher in articulation had been employed, and increased success was expected in this department, where “ some very successful talkers and lip-readers ” had already been trained. Besides the English branches, pupils are instructed in cabinet-making, shoemaking, printing, sewing, and general housework. 122 REPORT OF THE COMMISSIONER OF EDUCATION. There were 121 pupils in the school at date of the last report received hy Secretary Newell, and he says that a careful investigation showed that there were 25 other deaf mutes who ought to have been sent there. The institution can accommodate 200. The whole attendance for 1884-’85 was 126. The Maryland Institution for the Instruction of the Blind, Baltimore, opened in 1862, receives blind persons 9 to 18 years of age, if of good character and free from disease. A course of study is provided similar to that generally pursued in schools for the blind, including literary, musical, and industrial training. The system of reading and writing the point letter (Waits’) has been found very valuable both in literature and music. Broom and mattress making and chair caning are taught in the shops, while the girls learn to sew by hand and machine, to mend, knit, and do various kinds of fancy work. There is also a class in piano tuning, the progress of which has been gratifying. Whole number under instruction in 1884-85, 70, of whom 7 completed the whole course or a partial one, or withdrew, leaving 63 present July 1, 1885. The Maryland School for the Colored Blind and Deaf Mutes , Baltimore, was organized in 1872 by the directors of the Institutions for the Deaf and Dumb and the Blind, aided by the State, which makes annual appropriations for its support. Instruction in the elementary English studies and in such employments as broom making, chair caning, and sewing, is given. “Not more than half of those entitled to its advan¬ tages,” said Secretary Newell in 1885, “have availed themselves of its benefits,” and he advises school commissioners and examiners throughout the State to direct the attention of those interested to the liberal provision made by the State for the educa¬ tion of this class. INDUSTRIAL TRAINING. The Baltimore Manual Training School, opened in March, 1884, by the city as a part of its school syst m, is intended to give instruction in the use of tool-, ai>d, as much as may be necessary, in mathematics, drawing, and the En. lish branches of a high school course. The tool instruction is to include c rpentry, wood turning, pat¬ tern-making, iron shipping and filing, forge work, brazing a d soldering, the use of machine-shop tools, and such oth r instruction of a similar character as may be deemed advisa' le. The course of study requires 3 yea s, and a diploma is given on graduation. Candidates for admission must be at least 14 years of age, of good char¬ acter, and abh* to pass an examination in reading, spelling, writing, geography, English composition, and the fundamental operations of arithmetic, as applied to in¬ tegers, common and decimal fractions, denominate numbers, and the extraction of the cube root of numbers. Ability to use the English language correctly is especially desired. The school has been a pronounced success. Opening with 62 pupils, ic had on the roll in September, 1884, 150, a larger number than could be properly accom¬ modated. Some changes were made during the year in the course of study and in the plan of conducting the school. It wa- determined, since manual training was its chief ob¬ ject, to make that departmen most prominent. Certain changes were made, too, in the (acuity, which now comprises a principal, one teacher in the mental department, one in wood-work, and one in metals. The Baltimore Manual Labor School for Indigent Boys, first opened in 1841, is a bona fide farm school, a free boarding school for boys o good character whose relations are unable to provide for them. Here they receive the first rudiments of educat on and in two or three years are apprenticed to a mechanic or a farmer, who agrees to sup¬ port them until they are 18 years of age. The aim of the school is to rescue homeless boys from the danger < f vicious associations and truin them in habits of industry. Two thousand dollars a year are re eived from the State, and $1,500 from the city, to aid in its support. Forty boys, 10 to 14 years of age, were under instruction during the year, the expense per capita beiug $125. McDonogh Institute, founded in 18J3, in accordance with the will of John McDonogh, of New Orleans, formerly of Baltimore, was intended by its founder to give instruc¬ tion in “Christian religion, a plain English education, music, and the art of hus¬ bandry,” to poor boys of good character and of respectable associations, living in Baltimore. The institute owns in productive investments $705,000, and in real estate, furniture, etc., an amount which makes the whole over $973,000. Improvements are made, as a rule, from interest on the funds invested, consequently progress is sure rather than rapid. There were 60 boys in the school during the year, the whole cost of whose maintenance was defrayed by the institute, and it is proposed to admit 10 more every year till the number reaches 100. The pressure for admission is great, and entrance can now be secured only by competitive examination. The trustees have given a very liberal interpretation to John McDouogh’s “ plain English educa¬ tion,” having included in the course of study algebra, geometry, trigonometry, sur¬ veying, analytical geometry, zoology, physiology, botany, drawing, music, and German. A bequest left by Dr. Zenus Barnum, amounting to $80,000, will be used to establish a manual training school in connection with the ordinary work of the institute. MARYLAND. 123 training school for nurses. The Training School for Nurses, under the auspices of the Woman’s Medical Col¬ lege of Baltimore, which held its first session in the spring of 1884, was not continued in 1885 and is not likely to he resumed. REFORMATORY AND INDUSTRIAL TRAINING. The House of Refuge, Baltimore, an institution for hoys, under State, municipal, and private control, reports 240 hoys under training during l884-?85, all but 6 being native horn. They are taught the common English branches and various trades, although during the year their labor was confined mostly to farming and the necessary work of the institution. Five hours of the day are devoted to labor and the same length of time to school work. The Female House of Refuge, Baltimore, had 65 girls under training during the year, the majority being orphans or half orphans. More attention than ever before has been devoted to systematic labor; a number of sewing machines have been pur¬ chased, and work has been done for a business house of the city. The House of the Good Shepherd, an institution for girls, under State control, re¬ ceives vagrants and others needing reformation, gives them instruction in the com¬ mon branches, sewing, and housework, and finds homes for them. There were 197 under training during the year, all but 12 being native born. The House of Reformation for Colored Boys, Cheltenham P. 0., receives children 7 to 16 years of age and teaches them tailoring, shoemaking, chair caning, and farming. ART AND MUSIC. The Peabody Institute, of the city of Baltimore, reports that during 1884-,85 its library, art gallery, and lectures were of the same high character os formerly and continued well patronized. The only falling off was in the attendance at the con¬ servatory of music — 210 during the first term and 188 during the second. ART AND INDUSTRY. The Maryland Institute schools of design were largely attended during the year, the day school by 267 students, mostly ladies, and the night school by 389 young men. The work of the day school, extending over 3 years, comprises drawing, water color and oil painting, modeling in clay, elementary designing, geometry, etc. The night classes are known as the free hand, the mechanical, and the architectural. At the last commencement 22 students were graduated from rhe school, — 6 of them from the artistic division, 9 from the architectural, and 7 from the mechanical. Superintendent Newell says it is not easy to overestimate the importance of these schools to the prosperity of the State. EDUCATIONAL CONVENTIONS. No information is at hand relative to any State educational associations or con¬ ventions. CHIEF STATE SCHOOL OFFICER. Hon. M. A. Newell, State superintendent of public instruction. Baltimore. [Seventh term, January, 1884, to January, 1886.] 124 REPORT OF THE COMMISSIONER OF EDUCATION, MASSACHUSETTS. STATISTICAL SUMMARY. lS83-’84. 1884-’85. 1 Increase. Decrease. POPULATION AND ATTENDANCE. C hildren of school age (5-15) . 336, 195 343, 810 7, 615 Punils of all ages in public schools .... 342, 012 339,714 . 2,293 Average membership for the year.... 277,241 282, 154 4,913 248, 168 253, 955 98.80 5,787 Per cent, of enrollment to children of school age. 101. 73 2.93 Per cent, of children of school age in 73. 77 73. 87 .10 average attendance. Per cent, of average membership to 82. 40 82.00 .40 school age. Per cent, of average attendance to 89. 51 90.00 .49 average membership. 13,251 6, 975 15,422 8, 447 2, 171 Average attendance in evening 1,472 l;;;:;;::;; schools. Enrollment in high schools . 20, 012 a963 20, 489 872 477 Pupils in State charitable and re¬ 91 formatory schools. Pupils in " academies and private 34,438 34,972 534 schools. SCHOOLS. . Number of pnblie day schools _ 6,358 ISO 6, 447 184 89 Average term, i n d ays . . 4 1 Number of evening schools . 125 142 17 Number of high schools . _ _ _ 228 224 4 Schools in State charitable and re-! a 15 15 1 formatory institutions. Academies and private schools . TEACHERS. 470 433 i 37 I Men teaching in public schools . 1,058 1,061 ! 3 Women teaching in public schools.... 8. 340 8,460 120 Whole number teaching . _ _ 9, 398 7,950 2,240 2, 744 9,521 1 8, 177 123 Number required for the schools ... 227 Graduates of normal schools . . 2, 392 2,866 152 Having attended normal schools . FINANCIAL STATEMENT. 122 Average monthly pay of men teaching. 8103 02 $120 72 812 70 Average monthlv pay of women _ 44 18 43 85 80 33 i'.xpenditure for public schools . . Permanent State school fund _ 6,502,359 2, 710. 209 7,020,430 i 2,710,209 67, 973 | 518, 071 Income of State school fund.... . 68i 642 . fhi9 a In 1882-’83. (From reports of Hon. John W. Dickinson, secretary of State board of education, for the two years indicated.) MASSACHUSETTS. 125 STATE SCHOOL SYSTEM. GENERAL CONDITION. The summary indicates that the public schools continue to grow with the growth of the State in population and wealth. An increase of 7,615 in children of school age was met by 89 new schools. While the whole enrollment decreased by more than 2, 000, the average membership for the year increased by nearly 5,000 and the average attendance by 5,787, raising the ratio of average attendance based on mem¬ bership to 90 per cent. The ratio of average membership to youth of school age slightly decreases annually, corresponding to a steady decrease in the number of -very youug children enrolled, and probably due to a more enlightened public senti¬ ment as to the proper age at which school life should begin. The total expenditure on public schools was about $518,000 more than for the previous year, a considerable part of this being due to the operation of the free text book law. Too many changes in the corps of teachers is shown by the excess of the number actually employed over that necessary to supply the schools. Ash remedy it is suggested that in country towns, where most of this change occurs, teachers be elected for the year, instead of for the term. Evening schools increased in number, enrollment, and attendance. The slight decrease in the number of high schools is due rather to a change in name than to any actual change in the character of the schools, while the number and ele¬ gance of the buildings recently erected for them shows a continued confidence and support on the part of the people. A steady improvement in the equipments for teaching ; in school-houses and care of them ; in apparatus ; in the introduction of supplementary reading ; in the supply of free text-books, in some instances resulting in improved attendance; and in better provision for truants, — is reported ; while the evidence of progress in the improve¬ ment in school discipline, a healthy stimulation having taken the place of compul¬ sion, causing corporal punishment to become as unnecessary as it is unpopular, is most encouraging. But in these respects only is there progress. Improvement in methods was limited to individual schools ; often to one branch of study in a single school, generally the work of a trained teacher or an experienced committee-man. The great need of the schools was for more good teachers and better supervision, especially the latter, since a good superintendent will be sure to have good teachers. Special provision is recommended for the training of superintendents in collegeshav¬ ing schools of pedagogy aud in the State normals, women, as well as men, being com¬ petent to do effective work in this field. While it is at present impossible to supply every school with a good teacher, every town may have a good superintendent; and, in order that uniform progress may be made throughout the State, the system of super- inte'ndency should be extended to all the towns. ADMINISTRATION. A State board of education of 10 members, 8 appointed by the governor, who pre¬ sides, has general charge of State school interests, aided by a secretary chosen by the board and by 3 officers styled agents of the board, whose duties are to visit the differ¬ ent sections of the State, inspect schools, hold institutes, and stimulate school officers and teachers to effective work. Cities and towns have each a school committee of 3 members or some multiple of 3, elected by the people for terms of 3 years. ISTo person is ineligible on account of sex. Schools must be maintained for at least 6 months each year, under competent in¬ structors, and all children 5 to 15 years of age must attend, unless elsewhere instructed. The employment of children under 10 years of age in any manufacturing, mechanical, or mercantile establishment is forbidden, and no child under 14 may be so employed, except during the vacations of the public schools, unless in the year preceding he has had at least 20 weeks instruction in some school approved by the school commit¬ tee. All persons who employ children contrary to the law, and parents or guardians consenting to such employment, are liable to a fine of $20 to $50. The State system comprises high and normal schools, teachers’ institutes, reform schools, and schools for the deaf, blind, and feeble-minded. Any town may, and every city and town of 10,000 or more inhabitants must, annually make provision for giving free instruction in industrial or mechanical drawing to persons over 15 years of age, in either day or evening schools under the school committee. Industrial, nautical, and union schools are also provided for, with schools for the education of persons over 12 years of age. School committees prescribe the text-books used, procure them at the expense of the town, and must furnish them free of charge to all pupils not supplied by parents or guardians. Towns and cities may also by vote authorize the committee to lend the requisite books to all the pupils, under such regulations as may be considered nec¬ essary. 126 REPORT OF THE COMMISSIONER OF EDUCATION. SCHOOL FINANCES. Public schools are supported from the income of a State school fund and from taxes voted by the people. Towns determine at their annual meeting the amount of funds necessary to the support of their public schools ; and any town refusing or neglecting to raise such money forfeits a sum equal to twice the highest ever voted for the sup¬ port of schools therein. SCHOOL SYSTEMS OF CITIES AND TOWNS WITH 7,500 OR MORE INHAB¬ ITANTS. ADMINISTRATION. School committees of 3 members or some multiple of 3, chrAen for 3 years, have charge of the public schools, generally with the assistance of a superintendent. Boston, besides a superintendent, has 6 supervisors for special parts of the school work. STATISTICS. 1884-85. Cities and towns. Population, census of 1880. Children of school age. Enrollment in public schools. Average daily at¬ tendance. Number of teachers. Expendi¬ ture. Attleborough a . 11,111 2, 231 2,567 1, 738 70 $59, 110 Beverly a . . 8, 456 1,513 1,475 1, 144 38 26, 528 Boston 6 . . 362, 839 68, 702 c59, 191 52, 039 1, 345 1, 983, 567 Brockton a . 13, 608 2, 864 3, 550 2, 684 79 41, 707 Brookline . 8, 057 1, 409 1, 681 1, 258 39 43, 771 Cambridge . 52, 669 10, 682 9, 187 7,865 228 223, 429 Chelsea . 21, 782 4, 563 4,736 3, 401 89 83, 088 Chicopee a . 11, 286 2. 185 3,604 1,043 40 28, 400 Clinton a . 8,029 1,768 1, 762 1, 378 40 27, 852 Fall Rivera . 48, 961 11, 767 10, 430 6,918 213 180, 411 Fitchburg . 12, 429 2, 793 3,120 2, 262 58 58, 044 Gloucester . 19, 329 4, 340 4,193 3,380 95 78. 855 Haverhill a . . 18, 472 3, 569 3, 660 2, 552 98 109, 135 Holyoke . 21,915 5, 836 4, 680 2, 826 106 77, 939 Lawrence a . 39, 151 7, 177 6,109 4, 485 147 96, 113 Lowell . . 59, 475 11, 168 <27, 548 d6, 320 215 213, 143 Lynn . 38, 274 7, 380 7, 302 5,736 173 115, 002 Malden . 12,017 2, 643 2, 285 1,853 69 52, 124 Marlborough . 10, 127 2, 250 2, 356 1, 836 52 29, 199 Medford a . 7, 573 1,437 1, 554 1,266 33 39, 905 Milford a . . 9,310 1, 710 1,838 1, 392 55 32, 223 Natick a . 8, 479 1, 571 1, 745 1,418 55 22, 950 New Bedford 6 . 26, 845 5, 131 4, 683 3,832 132 97, 830 Newburyporta . 13, 538 2, 687 1,836 1, 181 44 22,240 Newton b . 16, 995 3, 611 4, 027 3, 047 93 107, 951 North Adams . 10, 191 2, 765 2, 657 1, 744 55 29, 733 Northampton . 12, 172 2,383 2, 384 1, 848 63 33, 888 Peabody b . 9, 028 3,913 2, 009 1, 442 38 29, 815 Pittsfield . 13, 364 2, 870 3, 017 2, 174 70 37, 134 Quincy a . 10, 570 2, 734 2,514 1,817 53 46, 939 Salem a . 27, 563 5,212 3,777 3, 022 93 94,784 Somerville . 24, 933 6, 032 6,014 4, 533 114 127, 056 Springfield . 33, 340 6, 327 6, 465 4, 622 131 118,643 Taunton . 21,213 4, 173 4,402 3, 248 90 57, 758 Waltham . 11,712 2, 332 2, 792 2, 353 60 67, 000 Westfield . 7,587 1,557 1, 642 1, 237 61 25, 676 Weymouth . 10, 570 2,675 2, 173 1, 844 i 53 35, 461 Woburn . 10, 931 2, 629 2, 530 cl, 737 # 57 40, 043 W orcester . 58, 291 13, 269 12, 981 9, 608 263 266, 860 a From State report. b From city report. c Average belonging. d Exclusive of evening schools. c Four hundred and twenty pupils withdrawn after being enrolled at the beginning of the year, thus effecting the relation of the average attendance to enrollment. Boston comprised in her public school system, during the year, 454 primary, 50 grammar, and 10 Latin and high schools, a normal school, 14 evening and 5 evening drawing schools, a school for the deaf, and one for licensed minors. The last, for newsboys, boot-blacks, and others who could attend but a few hours each day, was discontinued in September, 1885, the pupils being received into the ungraded classes of the ordinary public schools. The superintendent notes a continuation of the de¬ crease formerly mentioned in attendance of the younger pupils. This is supposed to be chiefly caused by insufficiency of primary school accommodations in some parts of MASSACHUSETTS. 127 the city, and it is hoped that the completion of houses in process of erection will arrest the evil. It is recommended, however, that the matter he carefully looked into in each district, and, if possible, the primary schools be made more attractive to parents of young children, and that such parents bo made better acquainted with the advantages of the schools. No striking changes are(noted in the management of t he primary and grammar schools, but marked improvement is reported almost every¬ where. Extracts from reports of supervisors show that care is being taken to avoid overpressure, and to teach children to see, to think, and to express thoughts, for themselves. Continued use of supplementary reading causes it to be appreciated more and more in every grade. In the primary schools such reading is used mainly for additional practice ; in others it serves also as a means of imparting knowledge. The course of study has been amended by the introduction of physiology and hygiene, including a study of the effects of alcoholic drinks, stimulants, and narcotics on the human system. The new law requiring all text-books and school supplies to be fur¬ nished at the expense of the city has somewhat increased the expenditure for the year, but only by about §1.22 per capita; and it is believed that even this amount will be greatly reduced during succeeding years, the expense for the first year being necessarily greater than for those following. The 13 evening elementary schools are said to have been well taught and well at¬ tended, having good accommodations in the day school buildings. The evening high school, taught in the rooms of the High and Latin School building, is reported to have filled a much needed place in the school system. An indication of the appre¬ ciation in which the evening school instruction is held may be seen in the fact that 70 per cent, of the average number of 3,117 pupils belonging were in average daily attendance. Experiments recently made by the board in combining manual training with pub¬ lic school work have resulted satisfactorily. Instruction in carpentry was given for 2 hours a week to 200 boys belonging to 10 different grammar schools, no boy being taken who was not 14 or who had not the expressed permission of his parents to re¬ ceive the instruction. A very lively interest was showm by all the boys in this new study, and at the close of the first year, in March, 1885, it had been fully demon¬ strated that this class of work can be joined to that of the ordinary grammar school with good effect. An equally successful experiment was made later in the year for the benefit of the girls, who in two different parts of the city were taught cookery. The special committee of the board in charge of these schools speaks of their success in the warmest terms and recommends the establishment of others. Brockton reports an average year in respect to efficiency in the schools, which, in some cases, were overcrowded. . Commendable progress was made by pupils in the evening school. The recent establishment of the office of city school superin¬ tendent is expected to give a new impetus to education. Though some parents re¬ gard the compulsory attendance law a hardship, manufacturers generally acknowledge the propriety of it. In Brookline fewer changes than usual were made in the corps of teachers ; the per cent, to be attained in examinations for promotions was raised from 60 to 65 ; school accommodations were enlarged; satisfactory work was noted in the high school as well as in the evening school, which was fast becoming a valuable aid in reaching those who cannot attend during the day. An industrial school, taught 10 weeks during the summer under the auspices of the school committee, gave excellent satis¬ faction. Pupils ranging in age from 10 to 15 were taught to use tools. An appro¬ priation was made to continue the school the following year. Cambridge reports (for the calendar year 1884) no change in school curriculum or management. The teachers, as a whole, were faithful and painstaking, but many of the schools were overcrowded, including the high school, in which the attendance was 50 more than the previous year. A training class for teachers was organized during the year with satisfactory results. Four evening schools were taught, the most serious difficulty in the way of their usefulness being irregularity of attendance, measures for correcting which were taken. Increased interest in drawing was ex¬ pected to follow the appointment of a special lady teacher, which was made during the year. The evening class in free-hand drawing opened in October, with 104 scholars; the mechanical class with 66; the former giving instruction in perspective free-hand outlining in pencil, and shading in crayon, also in industrial designing ; the latter instructing in geometry, isometric and orthographic projection, machine-draw¬ ing, and building construction. An experiment was made here, also, in industrial training in connection with public school instruction. Sixty boys selected from the various grammar schools spent half a day each week in carpentry work, only those being chosen who could maintain their standing in other studies with the loss of half a day each week. Great interest in the work was shown by the pupils and good progress was made, and the masters all gave cordial support to the experiment. All, however, are not entirely agreed as to the effect of the half day’s absence on the other studies. 128 EEPOET OF THE COMMISSION EE OF EDUCATION. Chelsea maintained 77 public schools during 1884-J85, the same number as the pre¬ vious year, but this year had them all housed in buildings belonging to the city, which was not previously the case. Increased accommodations were provided, but these barely kept pace with the increased demand. The course of study in the high school was "revised and brought more into harmony with modern ideas and needs : evening schools were well taught and well attended by pupils ranging from 11 to 57 years of age ; and the evening drawing school, with 65 pupils, including both sexes and representing various trades and occupations, did good work. Fitchburg reports in 1884-85 a considerable increase in number of pupils enrolled and in average daily attendance, which is attributed in part to the operation of the new text-book law, whose results thus far have been for the most part beneficial. The subject of half-time schools has been under consideration, and a number were established during the year among the primary and secondary grades as a matter of necessity, though there is a general opinion that three hours a day is sufficient time for pupils from 5 to 7 to spend in school work. The half-time schools made as good progress as they would have done had they remained in session the whole day. Two evening schools were successfully taught, one being larger and more efficient than any previously sustained in the city. The school population has increased during the past five years by 23 per cent., and the average daily attendance on public schools by 30 per cent. Gloucester reports a larger number of pupils enrolled than during the previous year, but an increase in average attendance less marked, owing to a prevalence of epidemic diseases. Aside from such causes, the average attendance was all that could be de¬ sired, and this regularity is secured by the strong public sentiment in the schools. It is considered dishonorable to break the record except for sickness or such urgent necessity. Discipline in the schools is excellent, having greatly improved during the past few years, owing to a change of methods on the part of teachers, who have come to rely largely on moral forces, on the power of pleasant tones and cheerful looks, and on the sense of justice in children. The books furnished under the free text-book law were generally in excellent condition, and it seems probable that with the extra care given them under the present system they will last twice as long as formerly, while the pupils will learn an important lesson in carefulness and cleanli¬ ness. Holyoke reports a constantly increasing school population and a corresponding pub¬ lic school enrollment and attendance, which have necessitated increased school ac¬ commodations; good progress made in all the schools in arithmetic and in the practical use of language, while improvement in reading has been less noticeable ; special at¬ tention given to vocal music with good results; attendance in evening schools was so irregular as to render their usefulness questionable. The truant officer finds that while the law relating to the employment of youth 14 to 16 is not universally observed, generally through inattention on the part of em¬ ployers, nearly all such youth in the city were able to read and write, his last tour of inspection having discovered only 14 out of 811 of that age who were unable. Lowell reports an increased number of pupils attending the high and grammar schools during 1884, while the prevalence of contagious diseases reduced attendance in primary grades. Useful work is reported in the evening schools, of which 9 were taught, 8 elementary and 1 high. Certain changes were adopted in the management of the latter ; it was modeled as nearly as practicable on the plan of the Boston even¬ ing high ; 6 rooms in the day high school building and a corps of 7 teachers were placed at its disposal, a course of study adopted, and the school placed on an equal footing with the day school. As one of the results, it is noted that he average at¬ tendance during the months of November and December, 1884, was 84 per cent, of the membership, against 40 per cent, for the same months of the previous year. Music is a recognized study in the public schools and its importance understood ; penman¬ ship and drawing received due attention under a special teacher, with satisfactory results, and the free evening d awing schools were in good condition, enrolling 541 pupils at the beginning of the term 1884-85. Lynn reports a course of study during 1884 nearly the same as the previous year, the only change being a further omission of non-essentials and the introduction of mental arithmetic into the 3 upper grammar grades. The objective method is fol¬ lowed in the primary schools, spelling being taught chiefly by means of writing. The progress in music, writing, and drawing, directed by special teachers, was satisfac¬ tory. Music is taught in all the grades, note singing prevailing from the very first, and in the high school pupils are able to read music at sight. Additions urtsre made to school accommodations, but more were needed. A sanitary committee was doing much for the health of pupils in drainage of school yards, provision of better light, and other improvements. Evening schools had a larger attendance than usual, and good practical work was do. e in them; but the problem of how to secure regularity of attendance had not yet been solved. The number of pupils enrolled was 554 ; aver¬ age attendance, 246. MASSACHUSETTS. 129 Marlborough reports a school superintendent appointed during tlio year 1884-’85, who devoted his entire time to the work of supervision, but no radical changes were made in the management of the schools. They are said to have given, in the main, sound instruction in the common branches and in high school studies, to have been generally well disciplined, and to have had a good influence on the manners and morals of pupils ; still, tho superintendent sees need for reform and improvement. School-houses were generally in a satisfactory condition, although too little atten¬ tion has been paid to ventilation and to other matters having reference to the health of pupils. New Bedford reports an increased attendance in the public schools, which is attrib¬ uted in part to the release of parents from the exponse of text books. Music and drawing were successfully taught under tho charge of special teachers. The even¬ ing drawing school has prepared hundreds of people in the city to gain a livelihood. In the three elementary evening schools taught there was an improvement in regu¬ larity of attendance, with corresponding attention to study and improvement therein. The schools for factory children have been of great value, not only to the pupils who attend them, but also to the graded schools, which, in default of their aid, would be disturbed by continually receiving an element that could not be properly graded. These mill schools enroll during the year between 300 and 400 children of 12 to 34 years of age, their entire personnel being changed nearly four times a year. In the truant school, industrial training was, to some extent, added to the other studies, a mechanic having been engaged to give the boys instruction on Saturdays in the use of tools. Sewing is taught the girls in all the day schools, one hour each week being devoted to it. Newton reports school work retarded by excessive heat at the opening of the term and the prevalence of sickness during the winter, yet substantial progress was made, through the earnest efforts of teachers and pupils and the co-operation of parents. Some improvement was made in the methods of instruction, especially in reading and arithmetic. The topical method was pursued more largely than before, and special attention given to training pupils to think. The free text-book law is ex¬ pected to prove beneficial, tending to increase the average attendance, to lengthen the average term of years spent in the schools by pupils, and to exert a healthful in¬ fluence on their character from the care they are required to take of the books; it also effects a saving of time and of expense. The evening school work done was suc¬ cessful and useful, as also was the special instruction given the girls in the day schools, amounting to one hour a week in each. Narth Adams reports its schools working harmoniously and the, methods of study remaining about the same as the previous year. Language study, both oral and written, is made prominent in all grades ; much attention is given to the building of sentences and great gain has been made in this branch. The free text-book plan has worked well. Books have been better cared for than when owned by pupils, and the cost of them to the city probably only about a third what it used to be when bought by parents. Evening schools were taught for the first time and were fairly successful. About 137 pupils were in average attendance, a large proportion of them being mill operatives, many of whom could not read or write. Peabody reports an increased attendance, additions and repairs made during the year in school buildings, free text books supplied according to law, and the books well taken care of. To the faithfulness of the truant officer is ascribed, in part, the increase in the number of pupils in the schools. Of 129 cases of truancy reported only 23 cases were habitual, and it is thought that with a place of commitment for the worst of these cases, the evil would almost disappear. Pittsfield, notwithstanding overcrowding, reports good work done in the public schools and improvement made in its quality. Constantly increasing excellence is found among the primary teachers, probably owing to the fact that those who have shown aptness in this work have been continued in it and have been rewarded by increase of pay rather than by change of grade and position, since no good reason is seen here for giving teachers of intermediate and grammar grades preference over those of primaries, which require in their management an equal amount of ability, tact, and teaching power. Salem notes in its report for 1884 an increase of truancy, also too many cases of cor¬ poral punishment in the public schools. These consist of primary, grammar, high, and evening schools, also an ungraded school for French Canadian children connected, with the Naumkeag factory, and who speak no English. In the ungraded school, especially, the new free text-book plan has been a great assistance. Springfield , whose latest report received ‘is also for 1884, has during this year intro¬ duced sewing in the grammar schools and the Indian Orchard (or mill) school, the girls receiving instruction in this branch for one hour a week. The plan has been in every sense attended with satisfactory results. The free t^xt-book law has resulted in an increase of attendance. Improvement was secured in evening school attend¬ ance by requiring an excuse for absence, and better work. was accomplished also 9 E 130 REPORT - OF THE a COMMISSIONER OF EDUCATION. through a more systematic classification under suitable teachers. It is found that the very best teaching talent is required for evening schools ; and to an absence of experience on the part of teachers is attributed the lack of success often obtained in the schools. Taunton public schools, comprising primary, grammar, high, evening, and evening drawing schools, show a fair record in respect to attendance, considering the fact that there was an almost unprecedented prevalence of contagious diseases. Thus while only about 72 per cent, of the whole number enrolled were in average daily attend¬ ance, 97 per cent, of the average membership were in constant attendance. The most notable occurrence in connection with the school system during the year was the completion of anew and commodious high school building, about 170 by 83 feet in extent and 3 stories high, including a basement, and capable of accommodating 250 to 300 pupils. The building is heated by steam, the most approved methods ox lighting and ventilation have been used, and care taken that the rooms for the daily work of the school be mainly on one level, and on the floor next above the basement, thus avoiding the necessity of much going up and down stairs. Westfield reports 2 new school-houses erected, and repairs, and improvements made in nearly every school-house in the town ; also punctuality and diligence on the part of pupils and good attendance, notwithstanding a prevalence of scarlet fever. A year’s experience has confirmed the belief of the committee in the advantages of the free text-book law. The committee urge the appointment of a city school superin¬ tendent and the introduction in the schools of industrial education. Woburn. — The superintendent thinks some of the schools have been wasting a cer¬ tain amount of energy from the lack of a definite course of study; that the line pur¬ sued in some studies — notably language, is vague and indefinite ; that better results in arithmetic would follow from a more rational course, and that the time devoted to geography is out of proportion to the amount of benefit derived, that in the last, the motto “From the known to the unknown’* has not been sufficiently observed. The school buildings were in excellent condition, with the exception of a faulty arrange¬ ment for the admission of light in many of the rooms. In the evening schools irregu¬ larity of attendance was a great drawback, although their benefits Avere unquestioned. A requirement of a deposit of tuition fees, to be forfeited in case of truancy, is sug¬ gested as likely to induce more regular attendance. Worcester, including in its public school system primary, grammar, high, evening, and evening drawing schools, reports an increase in the number of children of school age and in that of those under instruction, the day schools shoAving a larger increase in the average number belonging and in average attendance than in the number en¬ rolled. This increase of attendance, as compared with registration, shows, as the superintendent points out, the faithfulness with which the law for school attendance is executed, while the daily attendance indicates the interest pupils take in their schools. That over 90 per cent, of the number belonging were held in average at¬ tendance is thought very satisfactory, especially considering the severity of the cli¬ mate, the laborious habits of the population, and the fact that no attempt is permit¬ ted to “fix up” the records or to insist on the attendance of children regardless of the necessities of health and of other reasonable causes for absence. The enrollment pi day schools was nearly equal to the school census of 1885 (13,269), or about one- sixth of the population. Including 465 pupils in evening schools and drawing classes, it was almost one-fifth ; and, counting the estimated 1,500 in private schools, the proportion would be still greater. Evening schools Avere, as usual, carried on successfully. The plan of requiring a deposit of one dollar for admission as a guarantee of constant attendance and atten¬ tion to duty vindicates itself anew with each succeeding year. There is no more question about the orderly find studious behavior of pupils in evening schools than in any others. The “deposit” plan has proved so useful in these schools that it has been adopted in the free evening drawing schools, where its effects have been equally good. Music has been taught in the schools by a special teacher for more than 20 years. Aside from the benefits thus conferred upon the community in supplying an important source of pleasure and refinement, this study has been found to exert a strong influ¬ ence for good in the schools, in relieving the attention from other studies, in giving variety to the exercises, in expanding the lungs, and in softening the asperities of school discipline. A large part of the steady decrease of the disagreeable, which has steadily been going on in school discipline during the last two decades, is ascribed to the influence of this study ; and in this respect alone it has been worth three times as much as it cost. KINDERGARTEN TRAINING. It is the opinion of the secretary of the State board that children are by a course of kindergarten instruction prepared to enter with facility on the primary school studies, and that the experiences they acquire by actually handling the objects of MASSACHUSETTS. 131 their study give "both the strength and the love for investigation. He thinks it would be well if the kindergarten could be made a universal institution, and its spirit introduced into all primary education. How it may be included in a system of pub¬ lic schools does not clearly appear, but this it is thought can bo partly accomplished by allowing the primary schools to pursue kindergarten methods for some time be¬ fore entering upon what is now considered to be elementary training. Another way suggested is to combine kindergarten instruction with regular primary school work. In the latter case, children would enter school at an earlier age than at present. PREPARATION AND QUALIFICATIONS OF TEACHERS. STATE REQUIREMENTS. Teachers of town or district schools must obtain from the school committee a cer¬ tificate in duplicate of their qualification to teach, a copy to be filed with the select¬ men before pay lor services ^can he obtained. STATE NORMAL TRAINING. Six normal schools, including a normal art school, located respectively at Bridge- water, Framingham, Salem, Westfield, Worcester, and Boston, are provided by the State for the training of persons intending to teach in the public schools. In "them all, tuition is free to those intending to teach ; and for the further assistance of those who find even the remaining expenses burdensome, the State makes an annual appro¬ priation of 84,000. To supplement this aid, the school at Salem has the income from a fund of §5,000 given by Nathaniel I. Bowditch, of Brookline. The design of these schools is strictly professional, and the plan of instruction one which will, it is be¬ lieved, prepare in the best manner possible for the work of organizing, governing, and teaching the public schools, this being understood to include a thorough knowl¬ edge of the branches to be taught, of the best methods of teaching them, and of right mental training. The full course of study, extending over 4 years, prepares for the highest positions in the public school system. In all but the normal art school a shorter, or elementary course, is provided, which fits for primary and grammar school grades, and requires 2 years for completion, except in the Worcester school, where another half year is added, the fourth half year being spent in apprentice teaching in the city schools. There has also grown up at this school a practice of granting to undergraduates who desire it temporary leave of absence to engage in actual teach¬ ing for longer or shorter periods. Of the last graduating class fully one-half had taught schools of their own before receiving their diplomas. The Visitors report a remarkable absence of dull routine in this school. While the regular work goes for¬ ward steadily, fresh interest and animation are given by experiments in new direc¬ tions. During 1884-85, for example, there has been an effort to enlarge the study of psychology by making the systematic objective study of children a prominent part of the work of the more advanced classes. Independent personal observations are made of children, their nature and instincts, plays, games, ideas, and modes of thought and feeling; their habits, aptitudes, acquirements, etc., and the results are recorded upon blanks prepared for the purpose. Several hundred such records have been made. The experiment gathers interest and precision day by day, and has already attracted the attention and received the approval of several prominent educators. The school at Bridgewater, one of the first three established on this continent, having received its first classes in 1840, has since that time given instruction to over 3,000 students, nearly 90 per cent, of whom have taught and CO per cent, have been graduated, 70 of these from the 4-years course. An advance is reported in this school in the teaching and study of the natural sciences during the year. More compre¬ hensive analyses of the subject were made, sets of working specimens provided for each member of the class, as well as more extended means for microscopic study and illustration. Special attention, too, is called to a steady increase in the number of those who give more than two years to normal training, showing that the demand for thoroughly trained teachers grows with the growth in importance and dignity of the teaching profession, also that the colleges do not supply the demand for teachers in the higher grades. In fact, graduates of this and other schools from either course are in demand to fill good positions in the public schools, but particularly those from the longer course and those who have taught, and the demand is rapidly increasing and is already greater than the supply. Framingham, noting the increasing demand for graduates, reports a steady growth in the number attending, the last class being the largest admitted for 30 years, and an equal improvement in the character and fitness of the pupils. The Massachusetts Formal Art School, Boston, first opened in 1873, was rendered necessary by the law of 1870 requiring drawing to be taught in the public schools and industrial drawing to all youth over 15 in cities and towns of more than 10,000 132 REPORT OF THE COMMISSIONER OF EDUCATION. inhabitants. Its chief work is the preparation of teachers of industrial art, and espe¬ cially of industrial drawing for the public schools. It also aims to provide for high skill in technical drawing. Applicants for admission must be over 16, of good char¬ acter, and able to pass an examination in the common English branches and in free¬ hand drawing of ornament from copy. The school is meeting a pressing public ne¬ cessity, and more and more year by year is justifying the wisdom of its establish¬ ment. Such has been the growing appreciation of its work that there is now no longer any question of its continuance, and the legislature at its last session made an ap¬ propriation of $35,000 for the erection of a suitable building for it. The five normal schools enrolled during the year over a thousand pupils, 139 of them belonging to the normal art school. OTHER NORMAL TRAINING. The Boston Normal School, a part of the city system, gives professional instruc¬ tion in a course of one year to young women who intend to teach in the Boston pub¬ lic schools. A training school with primary and grammar grades, connected with the normal, alfords opportunity for practice. City normals or normal departments also form a part of the public school system in Fall River, Lawrence, Haverhill, and Cambridge. Opportunities for obtaining preparation to teach outside of the public school sys¬ tem are offered in departments of Wellesley College, Wellesley, and Cushing Acad¬ emy, Ashburton ; while for kindergarten vrork there was at last accounts a training school in Boston. teachers’ institutes. Two kinds of institutes were held during the year, — one, as in other years, for the benefit of the teachers of a group of adjoining towns, the other for the teachers of single towns. Of the former, 6 were held, 516 teachers attending. Besides the reg¬ ular exercises of the day session, an evening lecture was given in connection with each institute, the speakers being the secretary of the board, on “ The school sys¬ tem of Massachusetts ” ; Mr. Geo. H. Martin, agent, on “A practical education;” and Rev. A. D. Mayo, on “ Country schools.” More time, however, was given to the class of institutes for single towns. They were held under the supervision of the agents of the board, who, after visiting towns and inspecting schools, met the teachers and committees and spent a day, or a part of one, in conference concerning the needs of the schools. At these meetings criticisms were made on existing defects in buildings and on equipment and methods of work ; plans were proposed for remedying the evils and illustrative exercises were given upon methods of teaching. In most of the towns the people were addressed in the evening by the secretary or agents, or both. This form of institutes has given general satisfaction, and the committees and teachers everywhere speak of them as stimulating and helpful. EDUCATIONAL JOURNALS. The Journal of Education, Boston, a weekly, in its twentieth volume, is devoted to the publication of educational ideas, methods, and news, giving information from all parts of the Union and numbering among its contributors some of the best known writers and thinkers on educational topics. The same office issues a bi-monthly journal entitled Education, for the discussion of the science, art, and literature of education. The American Teacher, a monthly, published at Boston and devoted chiefly to kindergarten interests, entered on the ninth volume of the old series Sep¬ tember, 1885. SECONDARY INSTRUCTION. PUBLIC HIGH SCHOOLS. There were ‘224 public high schools taught during the year by 644 instructors and attended by 20,489 pupils, an increase for the year of 477 pupils. According to law any town may establish a school for instruction in the higher English branches; towns with 500 families must have such schools taught 10 months of the year and include ordinary high school studies; and towns of 4,000 inhabitants must add instruction in Greek, French, astronomy, geology, rhetoric, logic, intellectual and moral science, and political economy. Recent legislation has made physiology and hygiene compulsory, particularly in their relation to stimulants and narcotics. OTHER SECONDARY SCHOOLS. For statistics of business colleges, private academic schools, and preparatory de¬ partments of colleges, see Tables IV, VI, VII, and IX of the Appendix, and for sum¬ maries see corresponding tables in the report of the Commissioner preceding. MASSACHUSETTS. 133 SUPERIOR INSTRUCTION. COLLEGES FOR YOUNG MEN OR FOR BOTH SEXES. Harvard University, Cambridge, comprehends tlie following departments: Harvard College; schools of divinity, law*, medicine, and dentistry; the Lawrence Scientific School; the graduate department ; the museum of comparative zoology ; the Bussey Institution; the college library: the astronomical observatory; the botanic gar¬ den and herbarium ; and the Peabody Museum of American Archa:ology and Eth¬ nology. The degrees given in course are bachelor of arts, of science, of divinity, and of laws; doctor of medicine and of dentistry; civil and mining engineer; master of arts ; doctor of philosophy ; and doctor of science. There are four grades in the de¬ gree of A. B., according to the measure of distinction earned in the final examinations. This degree, owing to the elective system of the college, does not mean that all hold¬ ing it have passed through the same course of study, nor even since 1834 (in which year three-fifths of the work of the freshman year was made elective) does it mean that all bachelors of the same year have necessarily studied together, while in college, any subject except rhetoric, English composition, and the barest elements of chemis¬ try and physics. It means, however, that all who have received it have spent from 7 to 10 years in liberal studies; that they have learned at school the elements of Greek, Latin, mathematics, physics, ancient history, English literature, and French or Ger¬ man, passing somewhat beyond the elements in at least two of the first four named topics ; that at college they have added the elements of a fourth language — German or French — to the three studied at school, besides pursuing the few prescribed studies above mentioned : and that they have also spent three years and a half on a pre¬ scribed quantity of liberal studies selected by themselves ; all studies being accounted liberal which are pursued in the scientific spirit for truth's sake. The influence which this large liberty in selection has had on the college is dis¬ cussed by the president in his report for 1884-r85 in the light of facts. In reply to the question whether the freedom to concentrate study on special branches has been carried too far, it is shown that in the case of 92 per cent, of 350 selections of courses during the last tvro years, and tabulated in the report, the freedom to specialize had not been used to any degree which could seem inexpedient even to persons who doubt the wisdom of, specialization ; and that this liberty, far from being abused, had been as yet scarcely used. An inspection of this table of 350 choices shows, moreover, that there has been a fair degree of harmony in the courses selected, that incoherent choices have been very few, and that a comparatively small number of students have taken the less difficult studies from motives of indolence. There were enrolled in this department of the university during 1884-’85 930 sin- dents candidates for the degree of A. B., and 70 special students. The graduate de¬ partment enrolled 76 students, of whom 56 were candidates for the degree of A. Id.. Ph. D.. or Sci. D. : 13, including 4 candidates for degrees, were holders of fellowships; and 11 were neither holders of fellowships nor candidates for degrees. Other depart¬ ments will be noticed under “Scientific and professional instruction.” Boston University, Boston, comprising a college of liberal arts, 3 professional schools, viz, of theology, law, and medicine, a school of all sciences, and a college of music, is open on equal terms to both sexes. The school of agriculture of the university is supplied by the Massachusetts Agricultural College, students matriculating in both institutions, and enjoying the facilities for instruction afforded by the university, and on graduation receiving from it the degree of bachelor of science. In the College of Liberal Arts the regular course of study leads to the degree of bachelor of arts, though a limited number of persons who desire to prepare for the professional schools of the university, but are unable to spend so much time, may take a three-years elect¬ ive course for the degree of bachelor of philosophy. A recent arrangement permits students of the regular course to take their studies in any order they please, when their object is to secure greater thoroughness or more leisure for reading or laboratory work. The School of All Sciences, intended for graduates of this and other colleges, and of professional schools, aims to provide thorough instruction in all cultivated languages and their literatures, in all natural and mathematical sciences, all theo¬ logical and medical studies, all fine arts, properly so called, and all branches of special historical study. The College of Music is designed for graduates of the best American conservatories^ Students in this are admitted to the classes of the College of Liberal Arts without extra charge. Of the 620 students in all departments of the university during 1834-785, 164 were young women. Amherst College, Amherst, as formerly, reports a course of study leading to the de¬ gree of bachelor of arts, embracing philosophy, history, art, ancient and modern languages, literature, and science. Arrangements are made for graduate study, and also for special students not candidates for a degree. One of the admirable provisions here is that of a department of hygiene and physical education. This is under the charge of two physicians, whose duty it is to keep themselves informed in regard to 134 REPORT OF THE COMMISSIONER OF EDUCATION. the physical condition of each student and advise him as to the course he shall pur¬ sue for the maintenance and increase of his health and strength. Each class prac¬ tices regularly in the gymnasium four days of the week, and unless excused for disa¬ bility every student is required to take part. Tufts College, College Hill, comprising classical, scientific, philosophical, and theo¬ logical courses, offers in that leading to the degree of A. B. a number of optional studies in the sophomore, junior, and senior classes. In the philosophical course, of which the chief peculiarity is the substitution of modern languages for Greek, op¬ portunity to pursue electives is afforded to a somewhat greater extent than in the classical course. The degree of master of arts is given graduates who follow a pre¬ scribed course for at least a year, at the college or elsewhere ; but in the latter case an examination must be passed to show that thfe necessary attainments have been ac¬ quired . Williams College, Williamstown, continues to give a prescribed course of study for the degree of bachelor of arts, except during the senior year, when a number of electives are offered, among them Greek, Latin, French, German, and Sanskrit ; the required studies of the senior year relate chiefly to man as a physical, intellectual, moral, and religious being. The College of the Roly Cross, Worcester, gives a 4-years collegiate course of study after a preparatory one of 3. All are required to pursue the regular course. In this, French is a prescribed study; other modern languages, and music and drawing, are optional. Boston College added in 1S79 to the regular classical course of study one in which exclusive application to English studies, including bookkeeping, the modern lan¬ guages, and the sciences, takes the place of Latin and Greek. Gifts were received by 5 of the above colleges, during 1684-85, amounting to over $142,000. Among those received by Harvard University were three of peculiar in¬ terest : Prof. John Tyndall, London, giving 010,800 to found a scholarship for the promotion of the study of theoretical physics ; Mr. John Eliot Thayer, a graduate in arts of the class of 1885, giving 015,000 as a fund the income of which is to be used to encourage the publication of contributions to political economy ; while Mr. Samuel Bridge presented an ideal statue of John Harvard in bronze. To Boston University was given in cash the sum of 019,300, of which 016,800 was from David Snow, esq., to establish a professorship of elocution and oratory ; to Amherst College, from Henry Winkley, of Philadelphia, $60,000 to endow a professorship of history and political economy ; to Tufts, from various friends, 036,036 for chapel, natural history, and the general f imd. SUPERIOR INSTRUCTION OF YOUNG WOMEN. Eight institutions for the superior instruction of young women report for 1884- 85. No report appears for this year from Wheaton Female Seminary, Norton ; and Maple¬ wood Institute, formerly at Pittsfield, has been closed. All the institutions reporting include music, drawing, painting, French, and German in their courses of study, two adding Italian and one also Spanish ; all but the Swain Free School provide a gymna¬ sium for physical training. Only Smith and Wellesley are authorized to confer colle¬ giate degrees, and these present courses of instruction of high grade, Smith offering 3, classical, scientific, and literary; Wellesley 2, classical and scientific. In the latter, besides the regular courses of 4 years, one of 5 has been arranged for such students as wish to include music or art in their studies for the degree of bachelor of arts or of science. Harvard College issued one certificate of final examination to a woman in 1884-85. For statistics of those institutions that have reported see Table VIII of the Ap¬ pendix, and for a summary, the report of the Commissioner preceding. SCIENTIFIC AND PROFESSIONAL INSTRUCTION. SCIENTIFIC. Scientific training is continued in the Massachusetts Agricultural College, Am¬ herst ; the Massachusetts Institute of Technology, Boston; the Worcester County Free Institute of Industrial Science, Worcester; the Lawrence Scientific School and the Bussey Institution, of Harvard University; the Boston University School of all Sciences ; and to some extent in connection with the collegiate courses of most of the colleges and universities already noted. The Massachusetts Agricultural College, besides the higher English studies, modern languages, and Latin, gives instruction in the sciences as related to agriculture and the mechanic arts, the course extending over four years. During 1884-’85 the col¬ lege prospered in many respects. Among these it is noted that the standard of scholarship was raised, the course of study extended, buildings and grounds were improved, and new buildings were erected. An appropriation of 06,000 made by the last legislature for the repair and improvement of North College was carefully ex- MASSACHUSETTS. 135 pended . Tlio library and chapel building, for tlio erection of which $25,000 was ap¬ propriated, was to be completed July, 1886. There are SO State scholarships and il established by the trustees, giving free tuition. The Massachusetts Institute of Technology, including in its plan a society of arts, a museum of arts, and a school of industrial science, provides in the last named a series of scientific and literary studies and practice comprising 9 distinct courses, each of 4 years, viz: in civil and topographical engineering, mechanical engine- ring, mining engineering, architecture, chemistry, electrical engineering, natural history aud biology, physics, and a general course. In some of these, optional studies are allowed, to enable students to specialize even more closely. Provision is also mads lor special students not candidates for the degree of Sci. B., to which all the abow lines of study lead. That of Sci. M. is given after a definite course of graduate study extending over at least one year. The degrees of Sci. D. and Ph. D. may be gained after two years of such study. The Worcester County Free Institute of Industrial Science was founded by John Boyn¬ ton in 1865, through a conviction that it is possible advantageously to unite in a course of training thorough mental discipline and a knowledge of the application of science to some of the practical arts. It offers a good education, based on the mathe¬ matics, living languages, physical sciences, and drawing ; and gives sufficient practi¬ cal instruction in some branch of applied science to secure to its graduates a livelihood. It is specially designed for those who wish to become mechanics, civil engineers, chemists, or designers. Special prominence is given to the element of practice, which is required in every department. The training of students preparing for mechanical engineers occupies three and a half years ; that of all others 3 years of 42 weeks each. Harvard University. — The faculty of the Lawrence Scientific School, Cambridge, made an important revision of its four principal courses of instruction, viz, in engineering, chemistry, natural history, and mathematics, each of which covers 4 years. These changes were for the general purpose of utilizing all appropriate in¬ struction given in the college, removing incongruities and interferences, and reducing somewhat the amount of work required of the regular student. Most of these courses are now open to college students, having been gradually, one after another, placed in the list of college electives. One result of this has been, while really increasing the amount and improving the quality of scientific instruction in the university, to cause an apparent decrease of interest in scientific studies by drawing students from the scientific school to the college. Chemical investigations were pursued in the college laboratory, Boylston Hall, with the usual zeal, the number working in it increasing from year to year. As usual for many years past, courses of instruction were given here during the summer. They were attended by 25 students, many of whom were teachers. The work of furnishing and equipping the Jefferson Physical Laboratory was pro¬ longed throughout most of the year. The first report of the director shows a division of the work between elementary and advanced instruction and original research, an interesting feature being a course of experimental lectures on electricity, magnetism, and allied subjects. Boston University School of All Sciences, for college graduates only, embraces, besides many other topics, instruction in the calculus, mechanics, quaternions, biology, zoology, chemistry, physics, botany, and the physiology of the vertebrates, and affords any desired amount of laboratory practice. PROFESSIONAL. Theology. — The theological schools are Andover Theological Seminary (Congrega¬ tional) ; Harvard Divinity School (non-sectarian) ; Episcopal Theological School, Cambridge ; Boston University School of Theology (Methodist Episcopal) ; Tufts College Divinity School, Medtord (Umversalist) : Newton Theological Institute, New¬ ton Center (Baptist) ; and New Church Theological School, Waltham (Swedenborgian). These all present the usual 3-years course of study for the degree of bachelor of divin¬ ity, the school at Tufts having also a 4-years course for students not college graduates. Nearly all these schools require of applicants for admission a collegiate or otherwise- liberal training. In the latter case their competency to pursue the course must b shown by examination. Graduate study is provided for by the seminary at Andover, the Harvard Divinity School, the Episcopal school at Cambridge, and Newton Theo¬ logical Institute. The school at Harvard reports for 1884-85 the success of a limited elective system recently introduced, and a provision made for systematic instruction in methods of social reform ; also that the immediate construction of a new library building has been made sure. Of 26 students connected with this school during the year, 21, or 80 per cent., had the degree of bachelor of arts. A steady advance has been made, it appears, for 5 years in this respect. The proportion in the other schools, leaving out that at Waltham, which does not report, was nearly 64 per cent., or 143 out of a total of 224 ; and leaving out of the summary Tufts College Divinity School, where the 136 REPORT OF THE COMMISSIONER OF EDUCATION. 4-years course makes special provision for those not college graduates, the proportion is raised to 70 per cent. The seminary at Andover received during the year a gift of $1,000 for the increase of the Taylor Professorship of Biblical History ; that at Boston University, a bequest of $500 from Mrs. Hannah G. Russel, in aid of needy students. Law. — Legal instruction and training are given in the law schools of Boston Uni¬ versity and Harvard University, each offering full graded courses of study extending over 3 years ; the annual term comprising, in the former case, 36 weeks ; in the latter, 37. Both require an examination for admission of applicants who do not hold a collegiate degree in letters or science. The proportion of students holding such de¬ gree during 1884-85 was as follows : In Harvard University Law School, 116 out of 153 ; in that of Boston University, 60 out of 171 ; the per cent, of the whole number being a little over 54. For further statistics see Table XII of the Appendix, and for a summary see the report of the Commissioner preceding. Medicine. — The schools for medical instruction are Harvard University Medical School, Boston University School of Medicine (homoeopathic), and the College ol' Physicians and Surgeons, Boston. All present a 3-years graded course of medical study, the first two also offering a fourth year, which they advise students to pursue. The Harvard school gives the degree of doctor of medicine cum laude to candidates who have pursued a complete 4-years course of study and obtained an average of 75 per cent, in examinations. There were 385 students in the 3 schools during the year, of whom 91 were graduated, 91 of the matriculates and 26 of the graduates belonging to the homoeopathic school of Boston University. SPECIAL INSTRUCTION. SOCIETY FOR THE ENCOURAGEMENT OF HOME STUDY. This society, for the benefit of those women who wish to pursue a course of study or reading at home, supervises such studies by correspondence through a staff’ of officers, all women. It appears from the twelfth annual report, apparently for 1884-85, that a total of 4,597 students have been connected with the society since its organ¬ ization. Of the 604 belonging during the past year, 280 were new and 324 had been with it before, 4 of them for 10 years. They represent, geographically, 38 States and 1 Territory. There were also several in Canada and one each in France and Japan. More than half were between 20 and 30 years of age, about one-fourth be¬ tween 30 and 50, one-sixth under 20, the remainder either over 50 or of unknown age. The leading subjects of study are history and English literature, science and art coming next in the number of students taking them, and German and French literature last. The percentage of perseverance, however, is, curiously enough, in an inverse ratio to that of the number engaged in a study. German, with the smallest numbers, has the highest ratio, French coming next. INSTRUCTION IN ART. Systematic training in this line, with a view to the preparation of art teachers for the public schools, continued to be given at the State Normal Art School, Boston, under Mr. George H. Bartlett, principal, with a corps of skilled assistants. The pupils in 1884-’85 numbered 139, of whom 25 were young men, 114 young women. Certificates were given to 72, and 27 received appointments as teachers of drawing, 10 of them in the schools of Boston, 7 in other cities of Massachusetts, the remainder in New Hampshire, southern and western cities, and in Canada. Mr.. Charles M. Carter, of the Art School, also visited many towns and cities of the State, to har¬ monize the art instruction in the public schools and give it, as far as possible, the same general character throughout. To aid in this he has presented in the State re¬ port an outline of an 8-years course of training. In the Lowell Institute of Practical Design, held in the rooms of the Massachusetts Institute of Technology, there is given instruction in designs for manufactures, and in the Massachusetts institute itself training in architecture forms an important element of the course. The Boston Museum of Fine Arts also affords opportunities for study in its very considerable collections of art treasures ; the New England Conservatory of Music, Boston, has an art department for instruction in drawing, painting, and modeling ; Mt. Holyoke Seminary, South Hadley, a senior year course in the history of art ; Gannett Institute, Boston, studies in the history, literature, and philosophy of art: Bradford Academy, Bradford, essentially the same ; the Swain Free School, New Bedford, a 3-years course in art; Smith College, Northampton, a 4-years course; and Wellesley College, Wellesley, one of 5 years. TRAINING IN MUSIC, ORATORY, AND LANGUAGE. The Neiv England Conservatory of Music , under thedirection of Prof. E. Tourj^e, still sustains its high position, as evinced by an attendance of 1,971 for the year. Of MASSACHUSETTS. 137 these 1,193 were from Boston aud vicinity, tlie remainder from the several States and from foreign countries. Several important additions to its faculty were made during the year. The Boston University College of Music presents a high standard of requirements for admission, promotion, and graduation. Since its opening in 1872 to the close of 1884-’S5, only 15 students were graduated. Of these but 2 were able to meet the re¬ quirements for the baccalaureate degree in music. The membership for the year was 35, but none of the advanced class finished the course. The faculty prefer to waif until the preparatory schools and conservatories can furnish students of the required grade. Important additions of eminent artists were made during the year, aud the course of study was revised with a view to a standard equal to anything in America at least. Wellesley College School of Music, Wellesley, in a spacious and beautiful music hall of 33 rooms, with 40 pianos and 2 large organs, continued its 3 full courses in piano, organ, and voice music, each of 5 years, with other optional studies in place of these. Students who complete either course receive the diploma of the school of music, and if especially successful the degree of Mus. B. Students for the year 143, of whom 88 were in the piano class. Smith College , Northampton, has also a school of music, with a 3-years course, con¬ ferring the degree of Mus. B. on those who complete the course. Lascll Seminary, Anburndale, offers a course of 5 grades in piano playing, and one of 4 grades in voice culture. Graduates from either are admitted without examina¬ tion to the second year in the college of music of Boston University. Instruction in music and elocution is given in the Abbot Academy, Andover ; in music, not including elocution, in the Gannett Institute for Young Ladies, Boston, and in the Bradford Academy, Bradford. TRAILING IN DOMESTIC ARTS. Mrs. Hemenway’s Vacation School for Girls, Boston, after 2 summers’ trial, had, in 1834-’85, passed from an experiment to an assured success. It brought together a class of poor girls of an average age of 16. who had been in the past kept in the city during the summer months, but were here taught housekeeping, marketing, needle¬ work, "modeling, and cabinet-making, in which last there is said to have been devel¬ oped a surprising proficiency. Pupils enrolled, 125 ; in average attendance, 120. EDUCATION OF THE DEAF AND DUMB. Provision is made by the State for the free education of such deaf-mutes as the governor may consider fit subjects for it, at the American Asylum, Hartford, the Clarke Institution for Deaf-Mutes, Northampton, or any other such school in the Commonwealth as parents or guardians may prefer. The Clarice Institution , while claiming to be specially adapted to the education of the semi-deaf and semi-mute, still admits others. Instruction is given only by means of articulation, lip reading, writing, and reading, the course of study comprising pri¬ mary, grammar, and high-school branches. The girls are also taught sewing and housework, and the older boys cabinet work and carpentry, 17 having been instructed during 1884-’85 in the latter industries, and with better results than in any previous year. Indeed, work has been done by them which would be creditable to the average mechanic. The Horace Mann School for the Deaf, also confining itself to the method of articula¬ tion, was established by the Boston school committee in co-operation with the State board of education, as a day school for deaf children. It is designed to give an ele¬ mentary English education, but first aims to teach all its pupils to speak, and to read the speech of others from their lips. Any deaf child over 5 years of age, residing in Boston, is entitled to admission free of charge. Those living out of Boston pay the average cost for tuition, unless received as State beneficiaries. The girls are taughr to sew, and the boys share the opportunities for manual training afforded to those oi the other public schools, making as rapid progress in their work as do the boys who can hear. There were 81 pupils belonging to this school in June, 1885; boys. 40: girls, 41. The JSew England Industrial School, Beverly, is a private school for the deaf, sus¬ tained by charitable donations and the sale of farm products. The combined system of instruction is used — signs for those entirely deaf, and articulation and lip reading for Those who show an ability to make progress in this direction. Besides the school st udies, pupils are taught farm work, housework, and sewing. Instruction in trades will be given when the school shall be able to erect shops. EDUCATION OF THE BLIND. The Berlins Institute and Massachusetts School for the Blind, Boston, gives a good common school education, with training in various industries, to blind youth of 9 to 19 years of age, of sound' mind and good moral character. An annual" fee of $300 in- 138 REPORT OF THE COMMISSIONER OF EDUCATION. eludes all expenses except those for clothing. Pupils who belong in the State, and whose parents or guardians are unable to pay the whole or a portion of this sum, are admitted gratuitously by application to the governor. The employments taught are mattress and broom making, cane-seating of chairs, upholstering of parlor furniture, sewing and knitting by hand and machine, and fancy work. Music is carefully taught, and the piano tuning department still retains the contract for keeping in order the pianos of the 132 public schools of Boston. Special attention is given to the physical training of pupils, including exercise in the open air and regular gym¬ nastic drill under shelter. Object teaching, which has always been one of the main features in the methods of instruction in this institution, is employed with great efficiency, and during the year an advance has been made in this direction. In addition to the usual careful hand¬ ling and examination of educational objects of all kinds, many of the younger pupils have learned to make articles or models of various shapes and forms out of clay and other pliable material, this being the outcome of the manual dexterity and of the ideas of shape and form developed in the kindergarten classes. A movement for the establishment of a separate kindergarten and primary school for blind children between 5 and 9 years of age made satisfactory progress in 1884- 85, and promises to be crowned with complete success. An eligible estate has beempur- chased in Roxbury at a cost of $30,000, and the work for the erection of a building large enough to accommodate from 35 to 40 had been begun at the date of the State report. TRAINING or NURSES. Four training schools for nurses, 2 of them in Boston, 1 in Roxbury, and 1 in Worcester, report a total of 137 pupils under instruction and 50 graduates in 1885. The school in Worcester was organized in 1883 ; the others, which had been in oper¬ ation for 7, 12, and 13 years, had trained about 312 nurses, most of whom had remained in the business. A number had continued in the same line of study and taken the degree of M. D. EDUCATIONAL CONVENTIONS. STATE TEACHERS’ ASSOCIATION. The Massachusetts Teachers’ Association held its 40th annual meeting in Boston, December 29-31, 1884. The speakers were some of the most talented men and women in the educational field. Of the more important topics discussed may be noted an address by Dr. Frank Wells, vice-president of the Massachusetts Emergency and Hygiene Association, on “ School hygiene : its relations to the Massachusetts Emer¬ gency and Hygiene Association.” After a discussion of this paper and of various points connected with the general question of school hygiene, an illustrated talk on color was given, committees were appointed, and the association adjourned, to meet, ac¬ cording to custom, in sections. Uniting again in the evening, the members listened to addresses by Governor Robinson, and President Eliot of Harvard; the latter on the relations of the 228 high schools of the State to its 9 colleges. Dr. Bieknell urged the importance of honest and fearless discussions of educational questions, instancing those of overpressure, examinations, tenure of office, as questions which demand careful investigation. He also spoke of his trip to Alaska, of the remarkable races there, and their susceptibility of high advancement in art and in industrial education. On the following day Superintendent Seaver, of the Boston schools, as chairman of the committee on educational progress, read a report from the committee asserting the fact of such progress and stating that evidences of this may be found by a careful study of the methods of teaching in use, and of the conditions affecting the teacher’s work. In surveying the work of schools, more especially of high schools, during the year, the committee has learned through extensive correspondence that the free text¬ book law has operated beneficially, increasing the attendance, and probably prolong¬ ing the actual school life of many children ; that methods of teaching natural science, especially chemistry and physics, are decidedly improving, becoming more practical and making more use of laboratories ; that the discussion of the Greek question has unsettled the views of many pupils preparing for college, and that a speedy settle¬ ment of the requisitions for admission to college, if there are to be changes, is highly desirable ; that a serious increase in the work required for preparation of high school pupils cannot reasonably be expected ; that on the part of high school principals a more thorough acquaintance with the aims, methods, and results of grammar school work would be beneficial ; that there is need of better professional preparation of teachers for their work; that for high school teachers, especially, there should be professional instruction given in the colleges ; that the demands for books upon the principles of teaching is greatly increasing, and that the interest evinced in teachers’ meetings and institutes is hearty. The report alludes to the unsatisfactory tenure of office of teachers and looks forward to a remedy. It suggests that the board of edu¬ cation be clothed with powers over public libraries, so as to bring them into closer MASSACHUSETTS. 139 relation with the schools, and concludes with a statement that the number of pupils in the high schools is about 8 per cent, greater than it was a year ago. The subjects before the primary school section were “Economy in teaching th* elements of numbers,” “ Observation lessons on insects,” “Moral training in the pri¬ mary schools,” and “Primary school work in preparation for geography.” The lirst paper argued that instruction in arithmetic, in all subsequent primary grades as in the first, should be concrete, should deal with objects aDd not with abstract terms, also insisting that such should be the chief method used e'x a through the grammar schools. Papers read before the grammar school section were on “The use of numbers,” “Citizenship and tho grammar school,” showing that education is necessary to the safety of a government based on popular suffrage, and “Fingers aud eyes in educa¬ tion,” which insisted on the importance of pictures in all school studies, assisting, as they do, not only to train the eye to habits of observation, but to aid in the under¬ standing of facts and to impress them on the memory. The high school section listened to a paper on “Drawing as an aid in teaching,” which offered similar arguments to those in the one just mentioned for the teaching of drawing in high schools, and which was followed by approving remarks by mem¬ bers ; also'to a paper on “ Physics in our high schools.” MASSACHUSETTS CLASSICAL AND HIGH SCHOOL TEACHERS’ ASSOCIATION. The eighteenth annual meeting of the association of classical and high school teachers was largely attended by a body of intelligent and cultivated teachers, includ¬ ing some college professors. The papers presented were strong and broad; sharp and incisive criticism frequently occurred both in papers and discussions : the latter being particularly characterized by directness, conciseness, and good judgment. Among the papers were one by Mr. Parmenter, of the Waltham High School, on the “Development of the scientific spirit,” and one by Mr. Martin, agent of the State board, on “Science instruction in high schools.” A paper by Professor Fay, of Tufts College, on the “Relation of preparatory schools to a modern language equivalent for the Greek now required for admission to college,” devoted much time to a comparison of the disciplinary value of portions of the grammar of the modern and classical languages. He stated that he has sent a circular to 350 college professors, to get the general drift of scholarly opinion on that subject. In response to an inquiry whether the equivalent should be both French and German, 41 per cent, of the replies were in the affirmative, 40 per cent, in the negative, and 10 per cent, were undecided. The response to the inquiry whether the equivalent should be German or French, 67 per cent, advocated German, 16 per cent. French, 10 per cent, believed them to be of equal value, and 7 per cent, were undecided. Other papers were “ Latin in country high schools,” “The chief object in translating,” two scholarly papers on Greek topics, “Notes on Harpers Latin lexicon,” “Preparation in English for high schools,” “The study of authors,” and “Relation of the preparatory school to the college and uni¬ versity.” The committee appointed at the last session to take action on resolutions for co¬ operation between the teachers of preparatory schools and the faculties of colleges reported that a copy of these resolutions had been sent, according to the instructions of the association, to the presidents of 19 colleges (the colleges of New England hav¬ ing been specified by the resolution), but only 3, Harvard, Colby, and Boston Univer¬ sities, had replied. A committee of 3 was then appointed to take the matter into con¬ sideration during the coming year. Before adjournment- resolutions were passed indorsing a bill before the legislature authorizing school committees to elect teachers to serve during efficiency and good behavior. An extensive debate preceded the adoption of the resolutions, which only received four or five negative votes. CHIEF STATE SCHOOL OFFICER. Hon. John W. Dickinson, secretary of the State board of education, Boston . [Mr. Dickinson has been secretary of the board since 1877.] 140 REPORT OF THE COMMISSIONER OF EDUCATION MICHIGAN. STATISTICAL SUMMARY. . 1 1883-’S4. | 1884-J85. | Increase. 1 Decrease. POPULATION AND ATTENDANCE. Youth of school age (5-20) . 577, 063 | 595,687 18, 624 Enrolled in graded schools . . 174,275 j 179,004 1 232, 950 411,954 69. 16 4,729 Enrolled in ungraded schools - ... _ 230,691 | 404,966 ! 70.18 1 2,259 Enrolled in all public schools . 6,988 Per cent, of school age enrolled _ ... 1.02 Enrolled in private schools . «27, 130 j i . teaching. i i Whole expenditure for public schools. 4, 636, 335 4,728,941 11,267,056 3,838,729 i • 92, 606 . Value of public school property . 10, 945, 178 s 321, 878 Permanent fund available . 3. 795, 225 ! 43, 504 a Estimated. (From reports of Hon. H. R. Gass and Hon. Theodore Nelson, State superintendents of public instruction, for the two years indicated.) STATE SCHOOL SYSTEM. GENERAL CONDITION. The preceding table is a gratifying exhibit as to nearly everything belonging to educational interests in the State." Almost the only retrogressive steps perceived are a lessened number of school youth (5-20) enrolled in public schools, and a shortening of the average school term by nearly ten and a half days. But the former was to a fair extent made up for by a large increase in the enrollment in private and church schools, and may have come from causes that perhaps would have justified the short¬ ening if given. " Townships, independent districts, and graded school districts in- MICHIGAN. 141 creased, as may be seen, by 13 ; the whole number maintaining public schools by 152 ; the number of public school-houses by 111 ; tbe sittings for study in these by 13,800, the whole number of sittings goiug beyond half a million. The increase of teachers in State schools, of expenditure for these schools, and of the value of the property de¬ voted to State school purposes, induces the idea that these schools may eventually swallow up all the others, and a complete public school system conic to prevail throughout. 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 re¬ gents of the University of Michigan, elected for 8 years, with annual change of two. The local officers are county boards of 3 school examiners for the examination of teachers, township boards of 3 school inspectors, and district boards of trustees com¬ prising G for graded and 3 for ungraded school districts. County boards of examin¬ ers are elected by the chairmen of the township boards of inspectors of their counties ; district boards by voters of the district or township. Public schools are free to all residents of school age (5-20) without distinction of race or color, and no separate school for either race is allowed. All children of 8 to 14, unless excused for good reason, must be sent to school at least 4 months in each year, G weeks of which attend¬ ance must be consecutive ; and no child under 14 may be employed in any business by any person, company, or corporation, unless he has attended at least 4 months of the preceding year. Public schools must be unsectarian, and must be taught for at least 9 months in districts having 800 or mere youth of school age, at least 5 months in districts of 30 to 800, and 3 months in smaller districts. Besides common schools the system includes high and normal schools, a State uni¬ versity, an agricultural college, schools for the deaf and for the blind, reform schools, and a public school for dependent and neglected children. SCHOOL FINANCES. Public schools are maintained from the income of a State primary school fund, a township) tax of one mill on a dollar, and district taxes. These last must not exceed $50 for each mouth of the school year (including the amounts received from the one- mill tax and the school fund) in districts having less than 30 pupils. Districts may also vote such tax as is deemed necessary to provide school-houses and sites. NEW LEGISLATION. In the Michigan Public Acts of 1885, pages 106-112, it is ordered that cities and villages maintaining a graded school may establish one or more ungraded ones for the instruction (1) of habitual truants from a school in which they have been enrolled as pupils ; (2) of children who, while attending a public school," are incorrigibly turbu¬ lent, disobedient, or insubordinate, or are vicious or immoral in conduct ; (3) of chil¬ dren not attending any school, but frequenting streets and other public places with¬ out lawful employment, business, or occupation which might render attendance at school impossible ; and may require said children to attend such ungraded school for the whole or a part of each school day. In cities with an organized police force, the police authority must detail, at the request of the school authorities, one or more policemen to assist in the enforcement of the required attendance ; and in cities or villages without a regular police force, the board of education, or school district officers, must designate one or more con¬ stables to assist in enforcing the act. Truant officers, under direction of the school authorities, are to warn alleged truauts and incorrigibles, and their parents or guardians, of the consequences of belonging to any of the juvenile classes of disorderly persons, and are to serve written or printed notice upon the parents or guardians of classes 1 and 2 that such children must begin attendance at the ungraded school within 5 days of the date of said service. Under like direction they must give like notice to the parent or guardian of a child of class 3 that such child is not attending any school, and must begin to attend the ungraded one within 5 days of the date of notice. If parents or guardians refuse or fail to send such child to school, they must, on conviction, be punished by a line of $10 to $25. Should they plead inability to cause the child to attend, such child, if a boy, must be sent to theReform School at Lansing; if a girl, to the Industrial Home for Girls at Adrian. 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 G trustees elected for 3 years. Superintendents are employed in the larger cities and in many of the smaller ones. 142 REPORT OF THE COMMISSIONER OF EDUCATION. Iu all the Michigan cities or school districts included in this report, the usual grada¬ tion of schools from primary to high prevails, a superintendent of schools presidium over and guiding the instruction given. STATISTICS. 1884-85. Cities. Population, census of j 1880. Children of school age. Enrollment in public schools. J Average j daily at- I tendance. Number of ! teachers. Expendi¬ ture. Adrian a . 7, 849 2, 382 1,645 927 31 $19, 853 Aim Arbor . 8. 061 2, 876 1, 930 ! 1, 525 41 35i 946 Bay City . 20, 693 7, 578 3,519 2, 344 59 47, 924 Detroit . 116, 340 45, 641 19, 751 13, 450 315 310, 012 East Saginaw . . 19, 016 7, 734 4, 023 3, 204 74 65,166 Elint . 8, 409 2,408 1, 998 1, 422 38 34, 661 Grand Rapids?; . i 32, 016 12, 218 8,136 5, 726 168 230, 206 Jackson, District No. 1 - ) : 1R 1 f 2, 714 2, 123 1, 418 30 25, 945 District No. 17... 3 ID, 1UO \ 2, 339 1, 881 868 21 15, 925 Kalamazoo a . 13, 552 3,949 3, 351 1, 801 55 58, 834 Lansing a . 8, 319 2, 726 2, 590 1,215 33 30, 627 Maskegon . 11,262 5, 458 3, 610 2, 381 62 60, 414 Port Huron . 8, 883 3, 724 2,018 j 1, 481 32 23, 409 Saginaw . 10, 525 4,430 2,359 1 1,779 41 45,111 a State report. 6 These figures include 211 pupils in evening schools, 59 in average attendance on them, and 4 teachers in them. ADDITIONAL PARTICULARS. Adrian, with 87 fewer youth of school age, had a considerably larger enrollment than in 1884, but showed a smaller average attendance and expended $662 less for its schools. Drawing is taught in every grade. A training school for teachers is reported and high school courses of 4 years. Ann Arbor fell off slightly in the number of youth enrolled in its schools, hut had a considerable increase in average attendance in 1884- 85. The schools were classed as primary, grammar, and high, the sessions covering 190 days. Music, drawing, and penmanship were taught by special instructors. Other than public schools enrolled about 200. Bay City presents an increase of 816 in school youth, of 219 in enrollment in public schools, of 246 in average attendance, and of 2 in teachers, but a decrease of $9,469 in expenditure for school purposes from 1883-84. In private and parochial schools about 600 were reported. Detroit shows 1,801 more school youth, 1,603 more of these enrolled in public schools, 1,002 more in average daily attendance, and 18 more teachers, while the ex¬ penditures for the year increased by $19,098. The schools occupied 31 buildings, with 15,429 sittings, valued, with sites, etc., at $1,001,950, and were taught 196 days. A special teacher of drawing is reported, but none of music or penmanship. Teach¬ ers of evening schools appear, but no statement of the number of such schools, or of the instruction or attendance in them. In private and parochial schools there are 8,378 pupils. East Saginaw reports a fair increase in all public school statistics, 69 more youth of school age, 183 more enrolled in public schools, 198 more held in average attendance under 6 more teachers, with an expenditure of $2,609 for schools beyond that of 1883-84. The schools occupied 11 buildings, with 3,525 sittings, valued, with other school property, at $212,000. Private school enrollment was 475. Flint , with 35 fewer school youth than in 1883-?84 to draw upon, enrolled 9 more in its public schools, and showed 60 more in average daily attendance, with an expendi¬ ture for school purposes of $2,576 less. Its 7 public school buildings afforded 1,850 sit¬ tings for study, which seem to have been fairly sufficient. The schools were taught 194 days, instruction in reading being given by a special teacher. Enrollment in private and parish schools, 250. Grand Rapids valued its 22 public school buildings, with 7,570 sittings, at $628,490. Evening schools were taught in 4 rooms, the enrollment being 211, under 4 teachers. Special teachers of music, drawing, and penmanship were employed at an annual salary of $1,000 each. Private school enrollment was 1,100. The figures throughout show a considerable increase in enrollment, average attendance, teachers, and ex¬ penditure for schools. Jackson. — District number 1, with 124 more school youth, enrolled 100 more in public schools, and had 92 more in average attendance, but had 3 fewer teachers and ex¬ pended $5,562 less for school purposes. The schools were taught 192 days, drawing under a special teacher entering into the instruction given. MICHIGAN. 143 Kalamazoo, according to the figures of the State report for 1884-’85 and those in the Report of the Bureau of Education for 1882-’83, shows an increase iu two years of 317 in school youth, of 1,007 in enrollment in public schools, of 230 in average at¬ tendance, and of $16,402 in expenditure for its school system. Lansing, with 113 additional school youth in 1884-’85, appears, from the statistics of the State reports for that and the preceding year, to have fallen off in public school enrollment and average attendance, though it seems to have expended $3,125 more for its schools. Muskegon shows an increase of 372 in enrollment in its city schools, of 241 in average daily attendance, of 7 in teachers, and of $12,747 in expenditure. The schools were taught 197 days in 9 school buildings, with 2,780 sittings. At least 1 evening school was held, with 2 teachers, 1 male, 1 female. Special teachers of music and penman¬ ship also appear. Port Huron shows an increase of 107 in enrollment in public schools, of 5 in teachers, aod of $7,829 in expenditure for all school purposes. Private and parochial schools had an estimated enrollment of 300. Saginaw, with 227 more school youth in 1884-85, enrolled only 59 more such youth in its public schools, but increased by 215 its average attendance, and by $13,904 the expenditure for all school purposes. The city schools were taught 195 days in 7 build¬ ings with 2,048 sittings, under 3 male and 38 female teachers. Music and drawing were attended to by special teachers. In private and parish schools there was an estimated enrollment of 641. Public school property was valued at $128,000. PREPARATION AND QUALIFICATIONS OF TEACHERS. STATE REQUIREMENTS FOR CERTIFICATES. Graduates of the State Normal School, Ypsilanti, recommended by its board of in¬ struction, may have from the State board of education a diploma which secures a certificate of qualification to teach in any of the public schools. The State board also holds, at fixed times, meetings to test the qualifications of any persons that de¬ sire certificates good throughout the State, and such certificates, when granted, are valid for 10 years, unless revoked. For other certificates of ability to teach in city or district schools the State board prepares questions for the use of officers authorized to examine teachers, and the State superintendent of public instruction furnishes these questions to such officers, who determine from their examination of candidates whether the certificates given shall hold for 1, 2, or 3 years. STATE NORMAL TRAINING. Michigan State Normal School, Ypsilanti, presents essentially the same courses of instruction in 1884- 85 as in the preceding year, namely, scientific, literary, language, and music courses, each of 4 years, any one of which, fully completed, secures a cer¬ tificate of qualification to teach for life, unless revoked ; while an English course of 3 years brings a 5-years certificate. University of Michigan, Ann Arbor, gives instruction in the science and art of in¬ struction and government of schools, the historical development of educational sys¬ tems and methods, with discussion of special topics in the history and philosophy" of education, etc., from 2 to 4 days each week. Teachers’ diplomas are given to such students or resident graduates of the university as complete one of these courses and oue of the other teachers’ courses offered by other professors, and show marked profi¬ ciency in the course or courses chosen. OTHER NORMAL TRAINING. Adrian and Hillsdale Colleges eontiuued in 1884-85 the offer of normal instruction noticed in the last Report, that at Adrian still of 2 years, that at Hillsdale lengthened to 4 years. Olivet College presents a 3-years English normal course ; a 4-years lan¬ guage course ; a fall and spring term normal class : and a summer normal of 5 weeks. A teachers’ association appears at Albion College. TEACHERS’ INSTITUTES. These temporary normal schools are required to be held annually, one in each county in ordinary cases," though in exceptional circumstances they may be omitted, or be held for the benefit of 2 or more adjoining counties and receive the proper institute funds from each. In 1384-’85 there were reported 74 State institutes, against 68 the preceding year, the attendance of enrolled teachers reaching 7,090, an increase of 144 REPOET OF THE COMMISSIONER OF EDUCATION. 729 over the number in 1883-’84. As in other years, a large part of the enrollment was composed of women, 5,157 of these against 1,933 men. In 35 counties (3 less than in 1883-84) county teachers’ associations were reported. EDUCATIONAL JOURNAL. The Michigan School Moderator , Grand Rapids, a valuable paper, ay ell edited, and full of useful educational information, continued its issues in 1884- 85. SECONDARY INSTRUCTION. PUBLIC HIGH SCHOOLS. Statistics of the high school departments of 59 graded school districts give an en* rollment of 6,830 pupils. In the 248 graded schools reporting statistics, Latin was taught in 66; Greek, in 9; French, in 14; German, in 53; vocal music, in 43; draw¬ ing, in 40. OTHER SECONDARY SCHOOLS. For statistics of private secondary schools, such as business colleges, academies, and preparatory departments of colleges, see Tables IY. YI, and IX of the Appendix, and for a summary of the same, see corresponding tables in the report of the Com¬ missioner preceding. SUPERIOR INSTRUCTION. University of Michigan, Ann Arbor, has a department of literature, science, and arts , of medicine and surgery ; of law; of pharmacy; a homoepathic medical college; and a college of dental surgery, each having its own faculty and under its own manage¬ ment, while the university senate, composed of these faculties, considers questions of common interest. The State provides free tuition, admitting persons of either sex who are qualified. In the department of literature, science, and the arts, different courses of study are marked out, leading to the degrees of bachelor of arts, of science, of philos¬ ophy, and of letters ; to the corresponding masters degrees ; the degrees of doctor of philosophy, of science, and of letters, and those of civil, mechanical, and mining en¬ gineer. Special students, not candidates for a degree, are received ; but all under 21 must pass such entrance examination as is required of candidates for some degree, and those over 21 must show that they are prepared to pursue profitably the studies they propose to undertake. The right to an admission on diploma, hitherto limited to stu¬ dents of secondary schools in Michigan, is now extended to approved schools in other States. The privileges of the university system of study are open not only to graduates of this and other universities, but also to undergraduates Avho have completed their second year, with all the prescribed work belonging to that period, for some one of the bachelor’s degrees. Students working on this system are not held to the comple¬ tion of a definite number of courses, but are required to pursue a fixed line of study, including one major and two minor studies, and pass a special examination on these. This requisition, since June, 1884, has been adopted also for the masters degree, a year’s residence at the university, devoted to an approved course of study after having graduated as bachelor, being now required. Non-residents who have been graduated at the university may receive the master’s degree after two years’ study. Six other colleges, all open equally to both sexes, report for 1884- 85, viz : Adrian, Albion, Hillsdale, Kalamazoo, and Olivet, situated in towns of the same name, and Hope College, Holland. All these provide full classical collegiate courses of instruc¬ tion, following a preparatory course ; all but one add scientific courses. Gifts were received during the year by Albion, Hillsdale, Hope, Kalamazoo, and Olivet Colleges, amounting altogether to over $168,000. Of this sum $110,000 were given to Albion for endowment ; $12,000 to Hillsdale, of which $10,000 were for a professorship of Christian metaphysics ; $30,350 to Hope College, of which $23,035 were for a theological professorship; $5,300 to Kalamazoo for the permanent fund; and $10,840 to Olivet for buildings, endowment, and general fund. The State uni¬ versity received a number of valuable gifts, among them $2,000 worth of machinery for the mechanical engineering department, about 100 models, casts, and sculptures, and 3,500 A'olumes of law books. Fcr statistics see Table IX of the Appendix, and for a summary see a corresponding table in the report of the Commissioner preceding. SUPERIOR INSTRUCTION OF YOUNG WOMEN. Besides the facilities offered for the higher education of young women in all the above colleges and the State university, further provision is made for them in Mich¬ igan Female Seminary, Kalamazoo, which is modeled after Mt. Holyoke Seminary in Massachusetts. All the pupils assist for one hour daily in the lighter domestic MICHIGAN. 145 work of the family. The course of study extends over 4 years, and includes music, painting, drawing, German, and French. For statistics see Table VIII of the Ap- peudix. SCIENTIFIC AND PROFESSIONAL INSTRUCTION. SCIENTIFIC. The Michigan State Agricultural College , Lansing, first organized in 1855, reorgan¬ ized in 1861, and, under the coutrol of the State Board of Agriculture, endowed with the state’s share of the Congressional grant for agriculture and the mechanic arts (amounting to 235,673 acres of land), receives students free of tuition and without distinction of sex. The regular com sa of instruction, covering 4 years, aims to im¬ part a knowledge of the natural sciences and their application to the arts. Those sciences especially which relate to agriculture, chemistry, botany, zoology, and animal physiology, are studied with constant reference to their practical application in in¬ dustrial work. The course comprises, besides other branches of applied science, survey¬ ing and leveling, agricultural engineering, and civil engineering, the degree given on completion of the full course being bachelor of science. A department of mechanic arts is to be opened immediately, the legislature having made an appropriation for the erection of shops and their equipment. As already noted, all the colleges except one make provision for instruction in general scientific branches. The University of Michigan, besides these, includes in its department of science, literature, and the arts, complete instruction in all branches of engineering, civil, mechanical, and mining, and is better prepared than ever to afford such training. The chemical laboratory offers better facilities for systematic instruction and original investigation. The mechanical laboratory, giving opportunity for instruction and practice in the use of tools, and for working in wood and metal, has been more than doubled in capacity during the year. For statistics see Table X of the Appendix, and for a summary see the report of the Commissioner preceding. PROFESSIONAL. Theology. — Theological instruction is given in Adrian College (Methodist Protest¬ ant), the Theological Department of Hillsdale College (Free Baptist), and the Western Seminary of the Reformed Church in America, all having courses of study extending over 3 years of 40, 38, and 34 weeks respectively. The last named was the theological department of Hope College, reopened in December, 1884, after a suspension of 7 years, and in June, 1885, reorganized as a separate institution. For statistics see Table XI of the Appendix, and for a summary see the report of the Commissioner preceding. Law. — Legal training is provided in the law department of the University of Mich¬ igan, where, in a course of study extending over 2 years of 9 months each, students pursue all those branches considered necessary to a thorough legal education. Any person may matriculate in this department, but candidates for the degree of B. L. must be not less than 18, and, if not graduates of a college, academy, or high school, must pass an examination for admission. Of 262 students attending in 1884-85, 40 had re- j! ceived a degree in letters or science. For further statistics see Table XII of the Ap¬ pendix. Medicine. — Medical instruction was given during the year in the Department of Medicine and Surgery of the University of Michigan, the Homceopathic Medical De- • partment of that university, Detroit Medical College, and Michigan College of Medi- i cine, Detroit. The last two were united in 1885 to form a new school, the Detroit College of Medicine, which was organized in June. The two schools of the State » university require of applicants for admission, if not graduates or matriculates of ( some suitable literary institution, an examination which will show their fitness to pursue the technical study of medicine. A 3-years graded course of study is provided, [ covering the full college year of 9 months, but students may be admitted to advanced [ standing on passing examination in all the studies of the previous year or years. During the past few years the facilities for clinical instruction in these schools have [ been largely increased. By the liberality of successive legislatures, aided by contribu¬ tions from the city of Ann Arbor, ample hospital accommodations have been provided. [ There were 450 matriculates in the four schools reporting, of whom 126 were gradu- L ated. For further statistics see Table XIII of the Appendix, and for a summary see the report of the Commissioner preceding. SPECIAL INSTRUCTION. EDUCATION OF THE DEAF AND DUMB. Michigan Institution for Educating the Deaf and Dumb, Flint, supported by the State, t had about the same number under instruction as during the preceding year ; the per- f centage of the male inmates, however, decreasing from 53 per cent, of the whole num- i her under training during that year to 43 per cent, for the year under review. The 10 E 146 EEPORT OF THE COMMISSIONER OF EDUCATION. State superintendent remarks in his report that this, among other State charitable institutions, continues to command the confidence of the people and reflect credit upon the State. The Evangelical Lutheran Deaf-Mute Institute , JS orris, sustained by the Evangelical Lutheran Synod of Missouri, gives its pupils training in the common school branches, including drawing, with gardening and housework. The system of instruction used is the articulation method. For full statistics of the foregoing institutions see the Appendix, Table XYLLI, and for a summary of the statistics see a similarly numbered table in the report of the Commissioner preceding. EDUCATION OF TUE BLIND. The Michigan School for the Blind , Lansing, supported by the State, gives instruc¬ tion, board, and all necessary care to blind youth living in the State, of suitable age, and sound in body and mind. The age for admission is from 10 to 21, but persons over 21 may be received in special cases. Instruction is given in the branches usually taught in the common schools, in vocal and instrumental music, and in broom-making, sewing, knitting, and fancy-work. Certain hours are set apart each day for outdoor exercise, and each pupil is required to take this exercise unless excused. TRAINING IN MUSIC AND ART. Instruction in drawing and music enters largely into the courses of the better class of graded schools ur he State system, special teachers for both arts being usually employed in the lan, ;es. The State university, Ann Arbor, provides mechanical and free-hand drawin- ; Adrian, Albion, Battle Creek, Hillsdale, Kalamazoo, and Olivet Colleges, music and voice culture ; the State Normal School at Ypsilanti, draw¬ ing and penmanship, with attention to vocal and instrumental music. training in industries. The Detroit Industrial School Association receives poor children for instruction in sewing, with, apparently, kitchen-garden and kindergarten exercises. Its last re¬ ceived report, for 1884, indicated an average attendance of 80 in the winter and 60 in the summer. From the Michigan Reform School for Boys, Lansing, and the Stale Industrial Home for Girls, Adrian, no report for 1884-’85 reached the State superintendent of public instruction ; but he says that it continues to be the policy of the boards of control to extend instruction in industries as far as possible, and to fit the inmates for the duties of citizenship through the training and teaching given them. At the State Public School , Coldwater, a kindergarten department was established in 1^84-^85, and is said to have been a most important adjunct to the school work. The Lansing Industrial School, Lansing, for the instruction of girls between the ages of 5 and 18 whose parents are destitute, reports 48 inmates taught sewing, to which other industries are to be added as fast as means will allow. Since its organ¬ ization, in 1879, 200 children have been under training. EDUCATIONAL CONVENTIONS. STATE TEACHERS’ ASSOCIATION. The thirty-fourth annual session of this association was held at Lansing, December 29-31, 1884. The first address was by President Thompson, of the Rose Polytechnic Institute, on u Technology in the public schools.” The inaugural address, by Super¬ intendent Spencer, was on “ Some limitations of educational progress.” Other papers were on “ Methods of teaching the English language in grades below the high school and in district schools ” ; “ The why and the how of the use of English authors in the high schools ;” and ‘ ‘ The elective system in high schools.” The association also listened to an address by Colonel Parker, of Illinois, entitled “ Learning to do by doing.” A committee appointed to consider needed school legislation submitted a report, which was adopted, urging that the township system be made the unit for the man¬ agement of local school aflairs ; advising certain changes in methods of school super¬ vision with the aim of securing greater efficiency therein ; and offering a number of other suggestions, among them that manual training schools be established in con¬ nection with the State normal school and the agricultural college, that the law re¬ quiring instruction to be given concerning the effects of the use of alcohol and nar¬ cotics on the human system be strengthened by the addition of a penalty for its vio¬ lation, and that the provisions of the compulsory school law be extended to districts of less than 5,000 inhabitants. Before adjournment the association appointed a committee to devise and report a scheme for teachers’ reading circles, in viow of the need of a more systematic study of the theory and science of education. MICHIGAN. 147 CITY SUPERINTENDENTS’ ASSOCIATION. Tho city superintendents met in convention at Lansing, May 21 and 22, 1885. State Superintendent Nelson was present and delivered au address. A paper on “ Science in the public schools, what aud how? ” was read and discussed, as also one on “ Sci¬ ence in the primary grades.” Other papers presented to the association were on Botany,” “ Chemistry,” and “Natural philosophy.” A suggestion was made aud favorably considered to the effect that the title of “Professor” be dropped from be¬ fore the names of teachers in the public schools. CHIEF STATE SCHOOL OFFICER. Hon. Theodore Nelson, LL.D., State superintendent of public instruction. [Dr. Nelson’s term is not definitely stated, but is believed to extend from April, 1885, to April, 1887.] 148 REPORT OF* THE COMMISSIONER = OF = EDUCATION. IfUNWESOTA. STATISTICAL SUMMARY. 1883-’84. 1884-,85. Increase. Decrease. POPULATION AND ATTENDANCE. Youth of school age (5-21) _ 359, 366 223, 209 100, 637 45. 09 Unrolled ir> public schools _ 232, 721 118, 697 51.00 9,512 18, 060 5. 91 Average daily attendance _ Per cent, of enrollment in average daily attendance. Per cent, of enumeration in at¬ tendance. 28. 00 Enrollment in graded schools .... Average daily attendance in them. SCHOOL DISTRICTS AND SCHOOLS. 52, 189 32, 088 Number of school districts _ _ 4,902 4,671 391 5,076 4,660 174 Public school-houses in use. _ 11 New ones built within the year.. . Average time of schools in days.. j TEACHERS. 303 88 112 ; 116 4 Men teaching in public schools.. . Women teaching in them . 1,7X5 4,371 1,794 79 4,776 | 405 Whole number of teachers . 6, 086 ! 6,570 i 484 . Teachers contihued 3 years or 364 260 . 104 more. Teachers graduates of a normal 415 326 89 school. Teachers who have attended nor¬ mal schools. Men teaching in graded schools .. Women teaching in graded schools Total of teachers in graded schools 1,245 1, 921 G76 130 887 1,017 . FINANCIAL STATEMENT. Average monthly pay of men §40 00 §39 21 §0 79 teaching. Average monthly pay of women. . 30 00 29 93 07 Valuation of school-houses built 685, 072 357,920 327, 152 during the year. Valuation of all school property. . 5,415,599 2,819,711 5.248,889 166,710 Whole expenditure for public 3, 043, 595 §223, 884 schools. Amount of available school fund. 6,246,321 j 7,250,000 | 1,003,679 (From reports of Hon. D. L. Kiehle, State sux>erintendent of public instruction, for the two years indicated.) GENERAL CONDITION. The reports of the superintendent being biennial, and the last one print ed being for the term closing with ISSS-’Sl, the information at hand for 1884-85 is limited t*-* that given by the superintendent in a special return to this Office. These figures show advancement, however, in nearly all respects, the exceptions being a small de¬ crease in the average monthly pay of "teachers, a large one in the valuation of new school-houses, and a considerable one in the estimated value of public school property. MINNESOTA. 149 There was an increase of more than 9,500 in the number of pupils enrolled in public schools, and one nearly twice as great in the average daily attendance, while the average school term for the State was 4 days longer, and there was an increase of 484 in the number of teachers employed. ADMINISTRATION. A superintendent of public instruction, appointed for 2 years by the governor, with the consent of the senate, lias general supervision of educational affairs. He is a member, cx officio, of a board of regents which controls the management of the State university, and is also secretary of the board of directors of the State normal schools. For each county there is a superintendent of schools, elected by the people biennially ; for common school districts, a board of 3 trustees ; for independent districts, a board of 6 directors. All these district officers are elected for 3 years. Women may vote on school questions and hold school offices. Public schools are free to all resident youth, 5 to 21, and must be taught not less than 12, nor more than 44 weeks, in any year. Teachers must report, each term, to the county superintendent, and the latter annually to the State superintendent and the county auditor. The State superin¬ tendent reports biennially to the legislature. The system comprises high and State normal schools, teachers’ institutes, a State university, and schools for the deaf, blind, and feeble-minded. SCHOOL FINANCES. Public schools are sustained from the proceeds of a State school fund, a county tax of 1 mill on §1, the proceeds of liquor licenses and lines not otherwise appropriated, the sale of unclaimed estrays, and an optional district tax to provide school-houses and sites, the last not to exceed 8 mills on $1 annually. NEW LEGISLATION. In addition to the $3,000 previously allowed by law for the expenses of State in¬ stitutes under direction of the superintendent of public instruction, $2,000 annually is allowed since 1883. Any school that may be in session in a county at the time of such an institute for that county is to be closed for a week on the requirement of the superintendent of the county, to allow the teacher of it to attend the institute ; and on presenting a certificate of such attendance the teacher is to be allowed to make up the time so lost. Additional provision is also made for the full supply of text books to the public schools, through action of the State superintendent of public instruction and of county superintendents. An act passed by the Twenty-fourth Legislature and approved March 5, 1885, re¬ quires all parents or guardians to see that their children attend some public or pri¬ vate school for at least 12 weeks in each year, 6 of them at least to be consecutive, unless such children be excused by the board of education of their district or city. The circumstances enumerated by the law as furnishing valid reason for such excuse, are : such mental or bodily condition of the child as would prevent application to study ; the fact that adequate instruction is given at home; a residence distant over 2 miles from any school ; or such poverty of parent or guardian as prevents him from properly clothing his child. Violation of this law is to be visited by a fine of from §10 to $25 for the first offense and $25 to $50 for the second. Another enactment of the same session provided for the of a establishment new normal school, to be, like the others, under the supervision of the State normal school board. It was to be at Moorhead, provided that city would donate to the State a suitable tract of land, of not less than six acres, for the location and use of the school within 18 months from the passage of the act, and provided further that no money be appropriated for the use of the school till the year 1887. SCHOOL SYSTEMS OF CITIES WITH 7,500 OR MORE INHABITANTS. ADMINISTRATION. Any city 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 :> years, with annual change of 2. A superintendent is elected by the board, of which he is a member, ex officio. Minneapolis and St. Paul are under special laws, each hav¬ ing a board of education elected by the people, that of Minneapolis having 7 mem¬ bers, that of St. Paul, 15. Each board is subject to partial annual change and each is authorized to employ a superintendent. 150 REPORT OF THE COMMISSIONER OF EDUCATION. STATISTICS. 1884-’85. Cities. Population, census of 1880. Children of school age. Enrollment in public schools. Average daily attend¬ ance. Number of teachers. Expenditure. Minneapolis .... 46, 887 34, 450 a 14, 515 69, 663 c278 $338, 827 St. Paul . 41, 473 9,491 6, 039 198 297, 248 a Includes 1,470 in evening schools ; 6 includes 512 in average attendance in evening schools ; c in¬ cludes 27 teachers of evening schools. ADDITIONAL PARTICULARS. Minneapolis in 1884-’85 reported an increase of 10,950 in school population, of 3,823 in enrollment, and of 3,294 in average daily attendance, including evening schools, •with 80 more teachers. For sites and buildings the expenses were §120,646 ; tor furni¬ ture and apparatus, §5,552. The entire expenditure was increased by §36,514 over that of the previous year. The schools were taught 188 days in 27 buildings with 10,254 sittings. Music, drawing, and penmanship were taught by special teachers, at a cost of §2,200 a year for music, and §1,300 for each of the other studies. Evening schools were maintained with an enrollment of 1,142 boys and 328 girls, under 27 teachers. Public school property was valued at §1,032,058. Private school enrollment was 2,680. St. Paul presents an increase of 1,837 in enrollment in its public schools, of 1,461 in average daily attendance, and of 37 in teachers. Special teachers were employed for music, drawing, and penmanship. The schools are graded as primary, grammar, high, and normal. Three evening schools also appear. The day schools were taught 198 days, in 25 buildings with 10,580 sittings. German is taught throughout the course, for which 6 teachers are employed exclusive of the teacher at the high school, at a cost of §5,750 for the year. In lS84-’85 the number studying German in the public schools of the city was 1,080, an increase of 283 over the preceding year. The enrollment in the 3 evening schools was 638 boys and 130 girls, expenses for these, §762. Public school property was valued at §737,905. Private school enrollment, §4,200. PREPARATION AND QUALIFICATIONS OF TEACHERS. STATE REQUIREMENTS FOR CERTIFICATES. To be employed in public schools, teachers must have certificates of qualification given after examination by the officers designated bylaw for this purpose. These in ordinary districts are county superintendents; in independent districts, examiners appointed by the boards of education. Certificates of county superintendents are of three grades, 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. Three State normal schools, at Winona, Mankato, and St. Cloud, give free tuition to students preparing to teach, provided they pledge themselves to teach in the public schools of the State for 2 years after graduation. Two courses are offered, an element¬ ary one of 2 years, and an advanced one of 4. A preparatory course is also arranged for those who are not sufficiently advanced in their studies to enter the first profes¬ sional year. The school at Winona also offers a professional course of a year for graduates of approved high schools and others who have completed the required academic work. A kindergarten department, organized in 1880, has proved a source of great attraction. The school at Mankato, the second established iu the State, has during the 16 years of its existence given instruction to about 2,500 students and has graduated 276. During the past 5 years the annual attendance of pnpils has increased from 169 to over 500, the year 1884 being decidedly the most prosperous in the history of the school. TEACHERS’ INSTITUTES. The school law requires the State superintendent to hold annually in the sparsely settled counties as many State teachers’ institutes as he shall find practicable, each to continue in session one week at least, and in thickly settled localities to conduct normal training schools for such teachers as are unable to attend the State normal schools. Such training schools are to be free of charge for attendance, to be en¬ tirely practical, and to continue in session from four to six weeks. The number of such institutes and training schools held during 1884-’35 has not been reported to this Office. MINNESOTA. 151 EDUCATIONAL JOURNALS. School Education, published monthly in Rochester, is the medium for much valuable information relating to educational interests in the State, and in 1885 was in its fourth volume. SECONDARY INSTRUCTION. PUBLIC HIGH SCHOOLS. Power is given to the board of education of any city, town, or village of 500 or more inhabitants to establish such grades of schools as they may deem expedient. By an act approved March 2, 1883, the High School Board is given power to act on applications of schools for State aid, and to prescribe the conditions upon which said aid shall be granted ; and it is made the duty of the board to accept and aid such schools ofaly as will, in its opinion, efficiently perform the service contemplated by law. But not more than 5 schools may be aided in each county in any one year. Any school once accepted and continuing to comply with the law, and the regula¬ tions of the board made in pursuance thereof, is to be aided not less than 3 years. High schools are maintained in the principal cities, but only St. Paul and Min¬ neapolis report them for 1884-’85. That at St. Paul enrolled 288 pupils, having 253 in average attendance, under 14 teachers. The full course covers 4 years, but on account of the- demand for it a 2-years commercial course was arranged and placed under an experienced teacher. A well equipped gymnasium for both sexes has been provided, of which the pupils quite generally availed themselves. In the departments of science and physics practical work was done. The graduating class of 1885 num¬ bered 26. The Minneapolis high school occupies a building with 10 rooms for both study and recitation and 5 for recitation only, the principal having a salary of $2,500 ; the assist¬ ants, from $900 to $1,500 a year. The State High School Board, which had under its supervision 49 high schools in 1883, appears to have had 61 on its list in 1884, since which time no report of these schools has been received. OTHER SECONDARY INSTRUCTION. For statistics of business colleges, private academies, and preparatory departments of colleges, see Tables IV, VI, VII, and IS of the Appendix, and summaries of them in the report of the Commissioner preceding. SUPERIOR INSTRUCTION. COLLEGES FOR YOUNG MEN OR FOR BOTH SEXES. The University of Minnesota, open free of charges for instruction and upon equal terms to all persons over 14 who have passed the required examination, comprises in its curriculum collegiate, university, and professional instruction. The collegiate includes, with some preparatory studies, those of the freshman and sophomore years of the classical, scientific, and literary courses, furnishing preparation for a college of science, literature, and the arts, a college of agriculture, of the mechanic arts, one of medicine, and other professional schools hereafter to be organized. The college of science, literature, and the arts, taking up collegiate studies at the be¬ ginning of the junior year, also provides classical, scientific, and literary courses which lead to appropriate degrees. Only about one-third of the work during the junior and senior years is prescribed ; out of about 15 hours each week of recitations or lect¬ ures, at least 10 are in optional studies. Among these are comparative philology, the Scandinavian languages, psychology, natural theology, sanitary science, and som9 others which are elective in all the courses, though a majority of the electives in each course consists of the required studies of the other two. There is also a graduate de¬ partment for the training of specialists, in which, after a year’s study equivalent to the work done by the senior class, students may receive the degree of master of arts, master of science, or master of literature, according to the line of study pursued. The other institutions of the above class are the St. John’s University, Collegeville (R. C.); Hamline University, Hamline (M. E.); Augsburg Seminary, Minneapolis (Ev. Lutheran); and Carleton College, Northfield (Congregational). All these provide preparatory, classical, and scientific courses of study, St. John’s adding commercial, musical, and ecclesiastical instruction, Augsburg Seminary, theological, and Carleton College, literary, English academic, and musical courses. Hamline University and Carleton College admit both sexes ; the latter is also open to all irrespective of race. This college received gifts during the year amounting to more than $67,000, all from friends in New England, of which $25,880 was from the estate of E. Gridley, Hartford, Conn., to build a hall, the remainder for endowment. For statistics see Table IX of the Appendix, and for a summary, see a corresponding table in the report of the. Commissioner preceding. 152 REPORT OF THE COMMISSIONER OF EDUCATION. SUPERIOR INSTRUCTION OF YOUNG WOMEN. Besides the opportunities for instruction in 3 of tlie colleges and universities above named, young women have special provision made for their education in St. Mary’s Hall, Faribault, and Bennet Seminary, Minneapolis; the former a Protestant Epis¬ copal institution of high grade, with a 4-years collegiate course, though not authorized to confer collegiate degrees; the latter non-sectarian, with classical and scientific courses of study leading to appropriate baccalaureate degrees. A new college for young women, Albert Lea College, chartered in 1881, was to be opened September, 1885, at the town of the same name. For statistics see Table VIII of the Appendix, and for a summary see a correspond¬ ing table in the report of the Commissioner preceding. SCIENTIFIC AND PROFESSIONAL INSTRUCTION. SCIENTIFIC. The chief provision for scientific training is made by the University of Minnesota in its colleges of agriculture and of mechanic arts. In professional courses of in¬ struction following the preparatory training of the freshman and sophomore years, students may devote themselves to civil engineering, mechanical engineering, archi¬ tecture, or to agricultural branches, the regular course in all extending over 2 years. Special courses in agriculture are also provided for the benefit of such as are not fitted to enter the regular course leading to a degree, and to these any person may be ad¬ mitted who appears to be competent to receive the instruction. There is also a lect¬ ure course for the benefit of farmers whose business will not allow them to enter any of the other courses of study. For statistics, see Table X of the Appendix, and for a summary, the report of the Commissioner preceding. PROFESSIONAL. Theology. — The institutions for theological instruction reporting are the Ecclesi¬ astical Seminary of St. John’s University (R. C.) ; Seabury Divinity School, Fari¬ bault (P. E.); Augsburg Seminary Theological Course, Minneapolis (Ev. Luth.) ; and Red Wing Evangelical Lutheran Seminary, Red Wing. No changes are reported during the year in the courses of study, which extend over 3 years. For statistics, see Table Xf of the Appendix, and for a summary, see a corresponding table in the report of the Commissioner preceding. Medicine. — The Medical Department of the University of Minnesota and Medical Examining Board, though standing at the head of the profession in the State, gives no instruction in medicine. Its faculty of 9 professors is an examining body organ¬ ized by State law, with powers and duties similar to those conferred on the Illinois State Board of Health, viz: to examine into the qualifications of those practicing medicine in the State who are not exempt by reason of length of practice, and to issue certificates entitling them to practice. Medical training was given during the year in Minnesota College Hospital, Min¬ neapolis, which provides the usual 3-years course of study, including two lecture terms, also a 3-years graded course which students are recommended to pursue ; and requires an examination for admission of candidates not graduates of some suitable literary institution. St. Paul Medical College, organized in 1885, is a reorganization of a school of the same name founded in 1878, but which during the past 5 years has been associated with the preceding. For statistics, see Table XIII of the Appendix, and for a summary, see a correspond¬ ing table in the report of the Commissioner preceding. SPECIAL INSTRUCTION. education of the deaf and dumb. The Minnesota Institution for the Education of the Deaf and Dumb, Faribault, free to deaf-mutes of the State 10 to 25 years of age, gives instruction by what is called the combined method. The common school branches are taught and the usual industries. The school work proper is confined to the forenoon, from 8 a. in. to 12.30 p. in., pupils boing divided into 8 classes averaging about 16 to a class. The 3d biennial report, for the two years closing July, 1884, shows that 35 pupils had received instruction in articulation with varying success. Only one teacher was employed for this depart¬ ment, making a class far too large to secure the best results. Graduates of the school were increasing in number and influence ; only a few counties of the State had not been represented in it: and the average age of those admitted was less than formerly, hence more favorable for permanent impression. MINNESOTA. 153 EDUCATION OF THE BLIND. The School for the Blind, Faribault, free to State pupils, gives instruction during a course of 8 years in the common school studies, music, vocal and instrumental, broom work, sewing by hand and machine, knitting, and fancy work. TRAINING OF THE FEEBLE-MINDED. The Minnesota School for Idiots and Imbeciles, Faribault, had 96 children under its care during the year, 64 boy3 and 32 girls. The aim is to give these children the best intellectual instruction adapted to their condition, and such training in manual work as will enable them to become useful and self-supporting. The progress made in these directions since the organization of the school in 1879 has equaled, the expectations of those in charge of the work. TRAINING FOR NURSES. The Northwestern Hospital Training School for Nurses, Minueapolis, first opened in 1883, reporting 5 pupils and 2 graduates in lc84-*85, has given instruction to 23 since organization. REFORMATORY AND INDUSTRIAL TRAINING. The Minnesota Reform School, St. Paul, established in 1868, has had 652 boys under its training, and 90 per cent, of those discharged have become orderly and useful members of society. They are taught the common school branches, besides a number of employments. About one-half the boys are employed in the shops at carpentry, wood-tnrning, scroll-sawing, and tinning; the others do farming, gardening, and domestic work. School studies are made a primary object, each inmate being required to spend at least 4 hours a day in regular school duties. The number under training during 1884-’85 was 162, of whom 19 were girls. All but 6 were white and 47 were orphans. EDUCATIONAL CONVENTIONS. STATE TEACHERS" ASSOCIATION. The meeting for 1684 of the State Teachers’ Association was postponed to allow teachers to attend the Exposition at New Orleans. This was done only after mature deliberation, and consultation with the leading town and county superintendents throughout the State, who were decidedly in favor of such postponement. CHIEF STATE SCHOOL OFFICES. Hon. D. L. Kif.hle, State superintendent of public instruction , St. Paul. [Second term, August, 1883, to August, 1885.] 154 REPORT OF THE COMMISSIONER OF EDUCATION. MISSISSIPPI. STATISTICAL SUMMARY. I 1883. POPULATION AND ATTENDANCE. White youth of school age (5-21) _ Colored youth of school age (5-21)... Whole number of school age . Whites enrolled in public schools.... Colored enrolled . . Whole enrollment . . Average daily attendance, white _ Average daily attendance, colored... Whole average daily attendance .... Per cent, of school age enrolled . Per cent, in average attendance . Per cent, of attendance to enrollment. 180, 093 2G7, 478 447,571 125, 598 141, 398 266, 996 68. 946 85,517 154, 463 59. 65 34. 51 57. 86 1884. Increase. Decrease. 185, 026 4, 933 259, 105 444, 131 129, (547 4, 049 149,373 7, 975 279, 020 12, 024 85, 294 16, 348 99, 127 13,610 184, 421 29, 958 62. 82 3. 17 41.52 7. 01 66. 09 8. 23 8, 373 3, 440 SCHOOLS. Average term of schools, in days . Average term in cities . Average term in counties . Number of colored schools taught 154 77£ 180 78| a2, 933 26 1 TEACHERS. Number of men teaching . . . Number of women teaching Whole number of teachers . 3, 645 3,917 272 2, 698 2,8-9 191 &6, 401 6, 806 405 FINANCIAL STATEMENT. Average monthly pay of teachers ... c$31 20 Whole expenditure for public schools. 803, 876 $28 73 872 320 cc Counting each grade as a school. 6 Includes 58 -whose sex is not reported. c Superintendent Smith elsewhere makes this $27.99, which gives for 1884 an increase of 74 cents, in¬ stead of a decrease of $2.47. (S. TF. Journal of Education, May, 1885, p. 12.) (The figures for 1883, above given, are from a printed report and written return of Hon. J. Argyle Smith, State superintendent of public instruction from January, 1878, to January, 1886 j those for 1884, from a written return of his successor, Hon. J. R. Preston.) STATE SCHOOL SYSTEM. GENERAL CONDITION. The above statistics show an increase during the year of 12,000 in pupils enrolled in public schools, andone of nearly 30,000 in average daily attendance. These lat¬ ter figures, however, cannot he wholly relied on, since in hut few counties of the State has any school ceusus been taken since 1880. It appears that the increased en¬ rollment in public schools was distributed between the two races somewhat in pro¬ portion to their relative number of children of school age, that of colored being nearly 8,000, that of white about 4,000, while the increase in average daily attend¬ ance was much greater in the schools for whites. The average school term for the State was a day longer in the country districts than during 1883, and in the cities was 26 days longer. More teachers were employed corresponding to the increased enrollment, and more money was expended for public school purposes. The average monthly pay of teachers, however, decreased by $2.47 — the only evidence of retro¬ gression. MISSISSIPPI. 155 Superintendent Smith says that in nearly all the cities and larger towns the public schools are now continued from 8 to 10 mouths, and are generally well graded, while in the counties taxes have been more liberal and more freely paid than in preceding years, school warrants having risen generally to par, and county school-terms, once extremely brief, having been extended generally to 4 months and in some instances to 5, with prospects of still greater lengthening. ADMINISTRATION. A State superintendent of public education, elected by the people for 4 years, has general supervision of the common schools. A State board of education of 3 mem¬ bers, including the superintendent, is charged with the management of the school funds and with other duties, including the appointment of county superintendents, one for each county. The local interests of public schools are supervised by trustee'* In country districts a board of 3, elected by the people, is provided for each school. The law requires that, before any person be appointed county superintendent, he have a certificate from a board of examiners instituted to ascertain the fitness of can¬ didates for such office. This examination embraces, besides educational qualifica-; tions, moral character and executive ability. Two of the 3 members of this examin¬ ing board must be professional educators or have had experience in 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. 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 §7.59 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 constitu¬ tion. Districts that neglect to sustain schools for at least 4 months in any year forfeit their proportion of public school moneys for such year. SCHOOL FINANCES. Public schools are supported from a distributable State fund of §200,000, township funds, and municipal and county taxes. Aid was received from the Peabody Fund during 1884-’85 amounting to §2,250, which was expended for scholarships at the Southern Normal School, Nashville, Tennessee. NEW LEGISLATION. The Mississippi laws of 1884 impose a penalty of §2.50 on a town clerk or clerk of a board of supervisors failing to make report of payments for teachers’ services, as re¬ quired by section 2173 of the revised code of 1880. Each township trustee representing the inhabitants thereof in matters pertaining to section number 16, or other section in lieu thereof, or the money arising from any disposition of such section, is to give bonds for faithful discharge of duties and ac¬ count of money received, in amount to be determined by the board of county super¬ visors. An industrial institute and college for the education of white girls in arts and sci¬ ences was also provided for; such girls to have the opportunity to acquire a normal school education, with a knowledge of kindergarten instruction, of telegraphy, ste¬ nography, and photography: also of drawing, painting, designing, engraving, book¬ keeping, and other practical industries. For the accomplishment of this see “Scien¬ tific instruction,” further on. CITY SCHOOL SYSTEMS OF 7,500 OR MORE INHABITANTS. ADMINISTRATION. For the supervision of city schools the mayor and aldermen appoint aboard of 3 trust¬ ees, whose duties are similar to those of county 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. No statistics have been received from municipal systems for the year under review. 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 and, if found qualified, gives them certificates of first, second, or third grade, which are valid in any part of the county for a year. The first-grade certificate is evidence of ability to teach the higher branches of English literature, natural philosophy, and elements of book-keeping, in addition to the com¬ mon school studies; the second-grade includes the grammar school branches; the third, only the elementary. 156 REPORT OF THE COMMISSIONER OF EDUCATION. STATE NORMAL TRAINING. The State Normal School, Holly Springs, trains colored teachers for the public schools in a course of study extending over 4 years. Tuition is free; but in return pupils are required to teach at least three years in the public schools of the State. The school is reported in a generally good condition, although the appropriations for it are too small to meet its wants. About 35 graduates have been sent, out, and within the past few years nearly 600 of its students have taught in this and neigh¬ boring States. The Normal Department of Ton galoo University, established by the A. M. Missionary Association, receives aid from the State amounting to from $2,000 to §3,000 annually. Two normal courses of study are provided, an elementary one of 2 years, and an ad¬ vanced one of 2 more. OTHER NORMAL TRAINING. Opportunities for the preparation of teachers are afforded in Kavanaugh College, Holmesville, first opened in 1834 ; in Iuka Normal Institute. Iuka, where a course of 1 year prepares for a diploma and the degree of bachelor of didactics; and in Jackson College, Jackson, where students are prepared for a first-grade certificate. SUPERIOR INSTRUCTION. COLLEGES FOR YOUNG MEN OR FOR BOTH SEXES. University of Mississippi , Oxford, comprehends two general departments, viz, of science, literature, and the arts, and of professional education. Under the former are included 5 distinct courses of study, of which 3 are undergraduate and lead to the de¬ gress of bachelor of arts, of science, and of philosophy. The studies for the first two are prescribed ; in the other they are elective. The graduate courses are for the degrees of master of arts and doctor of philosophy, the former requiring a year for comple¬ tion, the latter two years, of which at least one must be spent in the university. Both are open to graduates whether in arts or science of this university, or of other institutions of like grade. A resolution of the board of trustees, adopted in 1832, admits young women on equal terms with men to the privileges of the university, provided they are qualified to enter the freshman class. A sub-freshman, or pre¬ paratory year is open to young men. The 2 other institutions of the above class reporting are Mississippi College, Clin¬ ton, and Rust University, Holly Springs. The former presents no regular curriculum, arranging its studies in 8 distinct schools, and measuring scholarship by attainments rather than by time spent in the college ; the latter embraces classical, scientific, normal, and theological courses of study. For statistics see Table IX of the Appendix, and for a summary see the report of the Commissioner preceding. SUPERIOR INSTRUCTION OF YOUNG WOMEN. Ten collegiate institutions exclusively for young women report for the year under review or the previous one. All are authorized to confer collegiate degrees, and a ma¬ jority appear to have classical courses leading to the degree of bachelor of arts, besides including modern languages, music, and the fine arts. For statistics see Table VIH of the Appendix, and for a summary see a corresponding table in the report of the Commissioner preceding. SCIENTIFIC AND PROFESSIONAL INSTRUCTION. SCIENTIFIC. The Agricultural and Mechanical College of Mississippi, Oktibbeha County, gives free instruction to residents of the State. The curriculum comprises preparatory and collegiate studies, with those sciences which underlie agriculture and the mechanic arts, and leads to the degree of B. S. Class room instruction goes hand in hand with industrial training, which is given by labor on the farm, in raising and cultivating all kinds of crops, in breeding and care of cattle, dairy business, horticulture, etc. All students are expected to work, and those who are industrious can thus defray a large portion of the expenses of their education. The extreme limit of accom¬ modation has been reached in attendance, which was larger during the year 1884-’85 than ever before. In fact it was found necessary to refuse about 10*0 applicants. There are about 1,750 acres of land in the farm, of which only 400 acres are good, the remainder being worn out land which, under scientific treatment, is being reclaimed. Alcorn Agricultural and Mechanical College, Rodney, for colored students, also re¬ ceives a share of the congressional grant for the benefit of agriculture and the me¬ chanic arts, and provides preparatory and scientific courses pf study. The report of the president for 1884-’85 shows an increase in attendance, an advance in scholarship, Mississippi. 157 and a strong desire on tbe part of students to become familiar with improved meth¬ ods of farming. Mississippi Industrial Institute and College , Columbus, first opened October 22, 1885, was established by the legislature of the State for the education of -white girls in the arts and sciences." Tuition is free, each county in the State being entitled to a certain number of scholarships to be filled by county superintendents with the approval of t he board of supervisors. The course of study is divided into four general depart¬ ments, collegiate, normal, industrial, and one of music and fine arts. When fully organized the industrial department will embrace telegraphy, stenography, type¬ writing, book-keeping, drawing, designing, model iug, carving on wood, engraving, needle- work, repouss6 and leather- work, photography, pharmacy, cutting and making garments, millinery, cookery, and printing. For statistics of scientific schools see Table X of the Appendix, and for a summary see the report of the Commissioner preceding. PROFESSIONAL. Theology. — Students are prepared for the ministry 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). For statistics see Table XI of the Appendix, and for a summary see corresponding table in the re¬ port of the Commissioner, preceding. Law. — Legal training may be obtained at the State university, where a course of instruction extending over 2 years commands a diploma which is by statute a license to practice law in any court of the State. For statistics see Table XII of the Appen¬ dix. SPECIAL INSTRUCTION. EDUCATION OF THE DEAF AND DUMB. The Mississippi Institution for the Education of the Deaf and Dumb, Jackson, sup¬ ported by the State, is a free school for the deaf of Mississippi, boarding, tuition, books, and all incidental expenses being defrayed, and even clothing and transpor¬ tation furnished to the very poor. The method of instruction is that known as the combined. Good results are reported from the instruction in articulation recently introduced, the plan used in this being Bell’s system of vocal physiology. The course of study, including the common and some of the higher English branches, is divided into 6 grades. School hours are from 8 a. m. to 1 p. m., the remainder of the day being devoted to recreation, study, and work. Printing, carpentry, shoemaking, %and cabinet work are taught the boys ; while the girls learn sewing, cutting, and fitting. The institution is reported to be in a flourishing condition, and the buildings in a thorough state of repair and equal to all necessities. EDUCATION OF THE BLIND. The Mississigjjn Institution for the Education of the Blind, Jackson, a free school sustained by the State, is open to blind youth 9 to 21 years of age who are not in¬ capacitated for instruction by infirmity of mind or body. The course of instruction includes the branches of a common English education, with some of the higher studies and music. Pupils are also trained in such employments as broom and mattress-mak¬ ing. chair-seating, upholstery, sewing, knitting, and fancy work. The attendance during 1884 and 1885 was about 30, the annual appropriation, $10,000. INDUSTRIAL TRAINING. An industrial department was added to Tongaloo University during 1884-85, em¬ bracing four of the leading mechanical pursuits of the section, viz, blacksmithing, wagon-making, carpentry, and tinsmithing. These employments were being success¬ fully taught under the direction of skilled workmen. An increasing desire is reported "U the part of the students to obtain a thorough knowledge of farming and house¬ keeping, or of some trade that will qualify them for self-support after they leave the institution. EDUCATIONAL CONVENTIONS. STATE TEACHERS’ ASSOCIATION. No information has been received in regard to the meeting of the State association lor 1884. CHIEF STATE SCHOOL OFFICER. Hon. J. Argyll "Smith, superintendent of public instruction, Jackson. [Second term, January 3, 1882, to January 5, 188G.1 158 REPOET OF THE COMMISSIONER OF EDUCATION. MISSOURI. STATISTICAL SUMMARY. 1883-’84. 1884-’85. 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 school youth enrolled _ Per cent, of enrolled in average attend- . ance. Percent, of school youth in attendance Pupil3 attending private schools . SCHOOLS. Schools for white youth . Schools for colored youth . . Whole uumber of schools . . School-rooms for study . Sittings in all the schools . Average school term, in days . TEACHERS. Whole number of teachers . Necessary to supply the schools ...... Surplus teachers employed . FINANCIAL STATEMENT. Average monthly pay of teachers .... Whole expenditure for public schools. Estimated value of school property... Available school fund . 734, 624 761,098 26, 474 43, 954 44,215 261 778, 578 805, 313 26, 735 501, 321 516, 469 15, 148 26, 131 27, 678 1,547 527, 452 544, 147 16, 695 398, 031 371, 696 26, 135 67.75 67. 57 .18 75. 46 68.34 7.12 51. 12 46. 18 4. 94 10, 528 8, 881 8, 996 115 528 520 8 9, 409 9,516 107 10, 523 11,015 492 574, 923 582, 432 7,509 113 107 6 13, 296 12, 834 462 10, 523 11,015 492 2,773 1,819 954 $47 75 $49 32 $1 57 4,288, 135 4, 261, 572 $26,563 8, 825, £48 9, 488, 178 662, 630 10, 178, 806 10, 475, 334 296,528 (From reports and returns of State superintendent of public schools, Hon. William E. Coleman, for the two years indicated.) STATE SCHOOL SYSTEM. GENERAL CONDITION. The statistics from this State show progress during the year in many important respects. With about 800,000 youth of school age (6-20) there was an enrollment in public schools of about 67 per cent., an increase of 26,735 in school population and of 16,695 in the number enrolled. More schools by 107 were taught, and 492 more rooms were provided. An increase in the number of teachers necessary to supply the schools and a decrease in the number actually employed have caused a better propor¬ tion between these two items, indicating that fewer changes were made in the corps of teachers during the year, while their average monthly pay increased. On the other hand, a large decrease is shown in the average daily attendance, the average school term was 6 days shorter, and the expenditure for public schools was less. In making these comparisons, however, it must be remembered that the report for 1884-85 is for only one year, while that for 1883-,84 included 15 months, the law having been changed so as to make the school year close in June instead of in April. “ It is man- MISSOURI. 159 ifest,” says the superintendent, “that the public school system has taken a deep hold upon the hearts of the people; and while advancement, improvement, and proficiency have characterized the efforts and results of the last decade, no single year’s work has been marked by a greater degree of progress than the one under review.” Among the most prominent features of the present educational status he notes the readiness with which the law is complied with in all matters pertaining to school affairs; the promptness with which the obligations of the district are met; the determination of boards to make the receipts of the year pay the years expenses ; the constant demand for more experienced teachers; the willingness with which longer terms and better salaries are voted by the people; the large number of successful county teachers’ in¬ stitutes held during the summer; and the general awakening to the importance of securing the greatest amount of good and substantial results as a compensation for the millions of dollars annually expended in the education of the youth of the State. ADMINISTRATION. A board of education composed of the governor, secretary of state, and attorney- general, with a superintendent of public schools elected by the people for 4 years, have general supervision of public school affairs. Each county has a school commissioner, elected by the people for 2 years ; and each district a board of 3 directors, elected for 3 years, one being changed each year, also a district clerk appointed by the board. The district clerk keeps a record of the proceedings of the board of "directors, and of all school meetings held in the district, and he must report annually to the county commissioner the district school statistics, as found in the teachers’ reports, which must be sent him every month and every term, on penalty of forfeiture of the last month’s pay. County commissioners report annually to the State superintendent and the latter to the legislature when it is in session, otherwise to the governor. Boards of directors, among other duties, employ legally qualified teachers, visit schools, and take the school census annually. They must establish separate schools for colored children in all districts which have more than 15 such children, these schools to have the same advantages as those for white children and to be managed by the same school officers. The public schools are free to all resident youth of 6 to 20 years ; non-residents who attend are credited towards their tuition with such amount of public money as may be their share in their own district. County uniformity of text books is secured by the adoption of a series by majority vote at "a meeting of school officers held once in 5 years at the county seat of each county. Provision is made in the system for normal schools, teachers’ institutes, a State university, and institutions for the education of the deaf and dumb and the blind. The appropriation of public funds to any private or sectarian institution is absolutely forbidden. FINANCES. The public schools are sustained from 25 per cent, of the State revenue ; from the proceeds of lands granted by the United States and not otherwise appropriated, and also of any available educational funds ; from the net proceeds of the State tobacco warehouse; of sales of escheats, estrays, etc.; from fines, penalties, etc., and from the sales of any public lands which may be paid over to the State, provided Congress consent to such appropriation ; also from all other grants or gifts to the State not otherwise appropriated. In case such funds should be insufficient to sustain a free school at least 4 months in every year in each school district, additional funds may be raised by taxation. The rate allowed to be levied depends in counties on the value of property therein and in cities on the number of their inhabitants, that in districts being limited to a maximum of 40 cents on $100 (unless such districts be formed of cities and towns), except that a majority of district taxpayers may by vote increase the rate to 65 cents. These rates may be further increased, when necessary, for build¬ ing purposes by a two-thirds vote of the qualified voters of the county, city, or school district, as the case may be. NEW LEGISLATION. By an act of 1885, instruction in physiology and hygiene, with reference to the effects of alcoholic drinks, stimulants, and narcotics on the human system, was made lawful in the case of children whose parents desired such instruction" to be given, but was not to be forced on any others. After September 1, 1886, the same act provided that no certificate should be given any person to teach in the public schools of Mis¬ souri, and no teacher be authorized to teach in such schools, without having passed a satisfactory examination on the points above indicated. 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 160 REPORT OF THE COMMISSIONER OF ' EDUCATION. their own members. This board shall establish primary schools of a grade similar to other public schools ; also schools of a higher grade, where studies not provided for in the other schools may be pursued. STATISTICS. 1884-’85. Cities. Population, census of 1880. Children of school ago. Number enrolled. Average attendance. Number of teachers. Expendi¬ tures. Hannibal . 11, 074 4, 347 2, 29G 1,473 34 $23, 694 Kansas City . 55, 785 25, 435 10, 549 6, 738 147 222, 835 St. Joseph . 32, 431 13, 007 4, 551 2, 993 78 71,148 St. Louisa . 350, 518 108, 454 . . 53,991 37, 033 1, 086 942, 117 Sedalia . 9, 5G1 3, 918 2,882 1, 888 44 28, 342 a From State report. ADDITIONAL PARTICULARS. Hannibal presents an increase of 232 in school youth, of 136 in enrollment, of 29 in average attendance, and au expenditure of $1,155 more for public schools than in 1883-8-1. In its 7 school buildings were 1,600 sittings. The primary schools were ac¬ commodated in 17 rooms, the grammar schools in 12, and the hig*h school in 3 ; all taught by 3 men and 31 women teachers. Thirty-four per cent, of children of school age were in average daily attendance. Of the 2,296 enrolled only 100 were over 16, the remain¬ der, 2,196, being between 6 and 16. Private schools enrolled 250. Public schools were in session 173 days. School property was valued at $58,700. Kansas City reports an increase in school youth of 2,865, of 826 in enrollment, of 496 in daily attendance, and of 10 in teachers. To accommodate this large increase, the city issued bonds to the amount of $60,000, which, being at a premium, sold for $62,850, thus enabling it to erect 2 new school buildings, together containing 14 rooms, and add 11 rooms to other buildings, making a total of 174 rooms in the district. The imblic schools enrolled none under 6 years of age, and only 225 over 16, leaving 10,324 between the ages of 6 and 16. Forty-one per cent, of the school youth were enrolled. Schools were taught 180 days, by 19 men and 128 women. School property was valued at $546,510. St. Joseph, while gaining 669 in school youth, lost 111 in enrollment, 230 in aver¬ age daily attendance, and expended $16,483 less for public schools than in 1833-84. This unusual failing off was occasioned by a deficiency in school funds, and an out¬ break of small-pox, causing great irregularity of attendance, and making the year one of the most discouraging in the history of the public schools. There were 19 school buildings, with 2,365 sittings for primary, 1,450 for grammar, and 240 for high school grades, the entire school property being valued at $196,375. The average daily attendance was 23 per cent, of children of school age. Of school youth over 16 years of age, only 105 were enrolled in the public schools. Private schools enrolled 700. Public schools were in session 198 days, under 11 men and 67 women teachers. Music and drawing were taught by special teachers. Including the 700 in private schools, the enrollment in all schools was a little over 40 per cent, of school youth, one-third of whom may be counted off as beyond ordinary school life, and usefully employed. St. Louis reported 66 schools for white youth and 14 for colored, occupying 836 rooms, with a seating capacity of 47,810. The cost of erecting new buildings during the year was $59,926, for apparatus $94,644, and for rent and repairs $54,621, while for libraries the city expended $14,000. Public school property had advanced in value, since 1882-’83, from $836,120 to $3,109,329. The receipts for public schools from all sources aggregated $1,066,524. Sedalia enrolled in its public schools 74 per cent, of its school youth, 300 in private schools advancing the attendance for the year to 80 per cent. This school record is high. As to tests of school work, a little over 48 per cent, of children of school age were in daily attendance in the public schools. The 9 school buildings, with 2,340 sittings, afforded abundant room for the attendance. Four men and 40 women taught the schools for an average term of 179 days. School property was rated at $110,000. PREPARATION AND QUALIFICATIONS OF TEACHERS. STATE REQUIREMENTS FOR CERTIFICATES. Teachers of public schools must hold certificates of qualification from their county commissioner or from the State superintendent. County certificates are given after an examination which, must show the holders to be capable of teaching the ordinary MISSOURI. 161 common school 1)13001168. ' This examination is usually made by the county commis¬ sioner, although the State superintendent is also authorized to examine candidates. Certificates are in force only in the county for which they are granted, and are valid from one to two years, according to the character of the examination sustained, but for not more than one year unless the person be qualified to teach the elements of the natural sciences and physiology. STATE NORMAL TRAINING. The State is divided into 3 normal school districts, each under the management of a board of 7 regents appointed by the governor, the State superintendent being, ex officio, a member of each board. Under this system 3 schools are in operation, desig¬ nated respectively first, second, and third district normal schools. All have a uniform, course of study, arranged with special reference to fitting teachers for the common and high schools. The full 4-years course leads to a diploma and the degree of bachelor of scientific didactics. Students who complete the elementary course requiring 2 years, receive a certificate which entitles them to teach 2 years without further exam¬ ination. The State provides normal training in two other institutions, the University at Columbia, and Lincoln Institute, Jefferson City. The normal department of the university graduates students in two distinct normal courses, one academic, the other elementary. The work of the academic, including that of one of the collegiate courses, supplemented by 2 semesters of professional instruction, leads to the degree of bachelor of pedagogies, and prepares for positions in the secondary or higher schools of the State or to superintend the work of others. The elementary course, extending over 2 years, is arranged to meet the requirements of the school law in the preparation of teachers for district schools. Lincoln Institute, for the normal training of colored students, originated in 1S66 in a fund given by two regiments of colored troops, was a few years after transferred to the State, from which it has since received annual appropriations. Tuition is free. Both preparatory and normal departments are pro¬ vided, the latter requiring 4 years for completion, the former 1 to 5 years, according to preparation. OTHER NORMAL TRAINING. The St. Louis Normal School, maintained by the city as a part of the school system, is intended for the preparation of young women to teach in the public schools. High school graduates complete the course in 11 years ; others require 2£. Preparation for teaching is also offered in 3-years courses at the Southwest Baptist College, BolivaT: Lewis College, Glasgow; La Grange College, La Grange: William Jewed College, Liberty; in 2-vears courses at StewartsviUe and Central Wesleyan Colleges (Stewartsville and Warrenton) ; and in a fall 5-years course at Sedalia Uni¬ versity, Sedalia. MISSOURI TEACHERS’ READING CIRCLE. A State teachers’ reading circle, intended to promote the improvement of its members in literary, scientific, and professional knowledge, and to inculcate hahits of self-culture, was organized during the summer of 1885. This action was taken in response to a call issued in May, 1885, by the Missouri School Journal, suggesting the election of officers by postal card vote. The board thus elected held its first meeting during the session of the State Teachers’ Association, June 25th, when a definite plan of organization was adopted and a course of reading arranged for the first year. SCHOOL OF SCIENCE AND PEDAGOGY. A school of science and pedagogy was organized at Sweet Springs immediately following the meeting of the State Association for 1885, and in pursuance of a reso¬ lution adopted at the preceding annual meeting of that association. The school commenced J une 29th and continued in session three weeks. Only 30 regular members were enrolled, but these were of the best quality, representing city superintendents, town principals, presidents of private schools, and members and professors of university and the normal schools. The subjects included in the daily programme were mental science, pedagogics, English language, chemistry, geology, astronomy, and elocution. The success attending the school was such as to justify its contin¬ uance, and arrangements were made for another session in 1886, immediately after the meeting of the State Association. TEACHERS’ INSTITUTES. Normal institutes, according to law, are to be held in all counties which vote to employ the whole time of the county commissioner, and it is made the duty of teachers to become members of such institutes and attend them, as far as possible. Notwith¬ standing the largely voluntary character of this work, institutes were held in a majority of the counties during the summer of 1885, the sessions lasting from two to four weeks. These institutes were vigorously encouraged, cheerfully pa lionized, and 162 REPORT -OF THE COMMISSIONER OF EDUCATION. liberally supported by the best and most progressive teachers of tbe counties. In some counties, as a first effort, tbe institute was held for only a few days, in tbe hope of doing better in tbe future ; aud in a few such cases arrangements were made for a longer term with a good conductor for tbe following year. Many of tbe leading educators of tbe State have made the conducting of institutes a study, and every year tbe signs of improvement multiply. Among these are noted a better attendance by the teachers, a presence of school boards, a prominence given to methods of primary instruction, a support and encouragement of tbe institutes by the public, and a noticeable improvement of teachers wherever institutes have been held. In tbe summer of 1885 such institutes were held in 55 counties. Some held 2, Nod¬ away 6, Pettis 11. Tbe aggregate number of days of these institutes was 636. Total number of teachers attending, 3,235. EDUCATIONAL JOURNALS. The American Journal of Education, St. Louis, tbe oldest educational paper in tbe State, was in its 18th volume in 1885, and was still full of life, strongly urging tbe fostering of the public schools, and national aid to education. Tbe Missouri School Journal, Jefferson City, was in its second volume in 1884-’85, is well edited, and presents in its monthly issues during the school year tbe reports of graded schools made by school officers. SECONDARY INSTRUCTION. PUBLIC HIGH SCHOOLS. High schools are maintained in all tbe princijial cities of tbe State; but only Han- nibal, Kansas City, St. Joseph, and Sedalia report them for 1884-’85. Hannibal High School enrolled 160 pupils, bad an average attendance of 126, and graduated 8. Tbe course includes the regular high school studies, special attention being paid to reading. By a series of entertainments, tbe popils secured 100 books to carry out a special reading course. In a new building which was about ready for occupancy, it was proposed to arrange the schools in separate departments. Kansas City has 2 high schools. The Central offers academic and classical courses of 4 years each. A business course was in contemplation. Sixteen students were graduated in 1885. Lincoln High School for colored pupils graduated its first class of 4 in the same year. St. Joseph High School has a well organized course of 3 years, following a preparatory year. Throughout the course music and Latin are required, and drawing is optional. German is optional in the preparatory, junior, and middle years. In the middle and senior years French is optional, and Greek may be substituted for science. Twenty students were graduated in 1885, one less than in the preceding year. Sedalia High School occupied 3 rooms, but no further information has been received. OTHER SECONDARY SCHOOLS. Statistics of business colleges, private academies, independent preparatory schools, and preparatory departments of colleges and scientific schools may be found, as far as reported to this Bureau, in Tables IV, VI, VII, IX, and X of the Appendix to this Report ; summaries of them, in corresponding tables in the report of the Commissioner preceding. SUPERIOR INSTRUCTION. COLLEGES FOR YOUNG MEN OR FOR BOTH SEXES. University of Missouri, Columbia. — Tuition, except in the professional departments, is substantially free ; and, since the enlargement of the university building, for which provision was made by the legislature in 1883, the institution affords facilities for the instruction of over 1,000 youth. The curriculum comprises 20 schools, of which 11 are academic and 9 professional; the academic schools form 4 regular courses of study, which lead to the degrees of bachelor of arts, of science, of literature, and of domestic arts. All are open to girls, but the last named is intended especially for them, comprising instruction in 6ome branches which are considered peculiarly use¬ ful to young women. The professional schools of the university, including those of law, medicine, agriculture, engineering, etc., will be more particularly noted under the appropriate heads. Of 20 other colleges and universities in the State, 17 report statistics for 1884 or 1885. All but 6 are open to both sexes. All present classical courses of study, which, except in one institution, extend over 4 years. A large majority also offer courses leading to the degree of Sci. B. ; those which do not, usually offer a choice between the classical and a literary or philosophical course. Ten add instruction in music, 4 in business, 5 in the fine arts, and 7, as already noted, provide facilities for the train¬ ing of teachers. Five have departments of theology, and one a department of lavy. MISSOURI. 163 Gifts or bequests -were received during 1884-’85by 9 of these colleges, amounting, in the aggregate, to over $83,000 in money. The largest sum given was $55,000 to Will¬ iam Jewell College, Liberty, raised by subscription for purposes of endowment. Wash¬ ington University, St. Louis, received a gift of real estate from Mr. Henry Shaw, of St. Louis, of which the income, amounting to $5,400 annually, is to be devoted to the foundation of a chair of botany. For further statistics see Table IX of the Appendix, and for a summary see the report of the Commissioner preceding. SUPERIOR INSTRUCTION OF YOUNG WOMEN. Besides the opportunities for higher instruction afforded young women in the 15 colleges and universities noted above, there are 13 or more colleges and seminaries for them exclusively. Of these at least 10 are authorized to confer collegiate degrees, 2 do not claim that privilege, and 1 of the 13 does not report on this point. The- Academy of the Visitation, St. Louis, not included in the above number, appears still to be in existence, although no catalogue or other report has been received from it for several years. All the above institutions have at least a 4-years course of collegiate study, nearly all including in it German, French, and music, and one of them adding Italian, Spanish, and Anglo-Saxon. For statistics, see Table VIII of the Aj)pendix, and for a summary, see the report of the Commissioner preceding. SCIENTIFIC AND PROFESSIONAL INSTRUCTION. SCIENTIFIC. Besides the courses in general science comprised, as already noted, in the under¬ graduate departments of a number of colleges and universities, more extended and technical training in scientific branches is given in departments of the State univer¬ sity, and in Washington University, St. Louis. The Missouri Agricultural and Mechanical College , a department of the State uni¬ versity, while maintaining both professional and academic instruction, has for its main object the education of the farmer in a special rather than a general course. The professional course, extending over 2 years, may be taken before the academic or after, at the option of the student, or either may be pursued without the other. By this plan, students desiring a training in agriculture need not be delayed by years of elementary preparation, but may, after the completion of their professional work, add a more extended academic training should they so desire. Both the science and art of agriculture are taught, the former by lectures, supplemented by text books, the latter by actual field work. Among new improvements is an excellent work¬ shop, with power. The School of Mines and Metallurgy , another department of the State university, located at Rolla, provides 2 courses of study leading to the degrees of mining and civil engineer, and each requiring 3 years for completion. A preparatory course of 2 years is provided for those not fitted to enter on these studies. The design of the school is, in connection with the Agricultural College, to carry out to its amplest extent the intention of the act of Congress to provide for education in the industrial arts. This has been kept prominently in view in arranging the curriculum, in the selection of apparatus, equipment, and faculty. It is a school of technology, with civil and mining engineering and metallurgy as specialties. * The State university School of Engineering , comprising courses in civil, topograph¬ ical, and military engineering, is designed to furnish a thorough knowledge, theoret¬ ical and practical, of those sciences and arts which are playing the most important part in the development of the resources of the country. The School of Military Science and Tactcs of the university gives instruction in all the branches usually comprised in such courses of study, students going to the school of engineering for training in the military branch of that science. Washington University , St. Louis, provides a polytechnic school which prepares students for professional work, either as engineers, chemists, or architects. Five courses are ottered, viz, in chemistry, mining and metallurgy, building and archi¬ tecture, civil engineering, and d.\ namic engineering. The studies during the first two years are the same in all, diverging more or less during the junior and senior years. I he Manual Training School of Washington University gives a 3 years course of training in pure mathematics, science and applied mathematics, language and litera¬ ture (Latin and French being electives), penmanship, free-hand and mechanical drawing, and tool instruction, including carpentry, wood turning, molding, brazing, soldering, forging, and bench and machine work in metals. A large portion of the pupils’ time is occupied in shop work, each having during the school day 2 hours of shop practice and 1 of drawing. For statistics of scientific schools see Table X of the Appendix, and for a summary, the report of the Commissioner preceding. 164 REPORT OF THE COMMISSIONER OF EDUCATION. PROFESSIONAL. Theology. — Five theological schools or departments are reported, viz, Theological Department of St. Vincent’s College, Cape Girardeau; Jeremiah Vardeman School of Theology (of William Jewell College); Concordia College Seminary, St. Louis; Evangelical Theological Seminary, Normandy ; and the Theological Department of Central Wesleyan College, Warrenton. The first and the last named report courses of study of 4 years. In the theological school of William Jewell College, which is one of 8 constituting the college curriculum, the classes are so arranged that the theological student may carry on both theological and literary studies together, and may graduate in the one class or the other first, as he chooses. Tuition is free to ministerial students. Concordia College', which reports a 3-years course, is supported by the German Evangelical Lutheran S^nod, and also gives tuition free. An exam¬ ination for admission is required of applicants not college graduates instil the above schools, except perhaps the first named, which is silent on this point. For statistics of theological schools see Table XI of the Appendix, and for a sum¬ mary see a corresponding table in the report of the Commissioner preceding. Law.— Instruction in law is given in departments of the University of Missouri, and in Washington University, the full course of study in each for the degree extend¬ ing over 2 years of about 7 mouths each, an examination being required at the end of the junior year, as well as the senior. The sehool at Washington University, still graduating students after satisfactory completion of the 2-vears course, has made ar¬ rangements for a third year, which, for the present, is optional, but which it is hoped will be added in a few years to the required course. It is believed that an elevation of the standard of legal instruction is required, and that 3 years is a short enough term for such thorough and comprehensive study as should be required of every one admitted' to the bar. Missouri University law schoo^-yirovides a shorter elect¬ ive course for students not candidates for a degree. , A knowledge of book-keep¬ ing is considered so essential to a lawyer that the stady of it, either at theschool or elsewhere, is insisted on before graduation. For statistics see Table XII of the Appendix, and for a summary see a correspond¬ ing table in- the report of the Commissioner preceding. Medicine. — The State Board of Health of Missouri, reorganized July 2, 1885, is founded on the same plan and adopts the same standard In its recognition of medical colleges as does the Illinois State Board. Since its reorganization, the Missouri State Board has adopted the policy of issuing certificates only to graduates, believing that the State Ia‘.v allowing them to be given to non-graduates on examination is no longer beneficial and should be repealed. Medical training was given during the year in 11 schools, viz: Missouri Medical College, St. Loiii£ ; St. Louis Medical College; Medical School of the University of the State of Missouri, Columbia ; Kansas City Medical College; St. Louis College of Physicians and Surgeons; Northwestern Medical College of St. Joseph; Medical Department of the University of Kansas City; St. Joseph Medlfeal College; and Kan-, sas City Hospital College of Medicine, all “ regular” schools, and the Homoeopathic Medical College of Missouri, St. Louis, and the American Medical College (eclectic), also there. All the above require of applicants for admission evidence of such edu¬ cation as fits them to pursue the study of medicine, all but twp including specifically an acquaintance with elementary physics. Three -years graded courses are provided and recommended by Missouri Medical College, Kansas City Medical College, St. Louis College of Physicians ^nd Surgeons, Medical Department of the University of Kansas City, and St. Joseph Medical College, while at St. Louis Medical College a' 3-years course is required. Kansas City Hospital College of Medicine, in addition to its regular course of study, provides a professorship of homoeopathy, iu which special effort is made to teach the materia medica and its, application as thoroughly as may be done in any homoeopathic institution. Eclectic medicine will also be taught here by a competent professor. The above 11 schools enrolled during the year 629 students and graduated 1$5. Of these matriculates 573 were “ regular,” 32 were homoeopathic, and 24 eclectic. For full statistics see Table XIII of the Appendix, and for a summary see a corre¬ sponding table in the report of the Commissioner preceding. SPECIAL INSTRUCTION. TRAINING IN ART. At the State university Columbia, a, school of art covering 3 years has been for some time in operation under a skilled professor. He holds that every student qual¬ ified to enter on the university course will make progress in the study of .form and art fully commensurate with the efforts to that end which he purs forth, the most fait hf»i ’.student in this, as in any branch of study, always achieving the best results. The university catalogue shows 17? pupils in the art and drawing classes. - MISSOURI. 165 At the Washington University School of Fine Arts, St. Louis, instruction is given in drawing, modeling, painting, artistic anatomy, perspective, composition, archi¬ tectural and mechanical drawing. The teachers in this school, which has now 7 fine studios, are said to have received their training in the art schools of Europe under some of the most celebrated masters, and the means of instruction appear to be ample. Students of 1884-*85, 257. In Lewis College, Glasgow, Pritchet School Institute, at. the same place, and La Grange College, La Grange, some instruction in art studies also appears. TRAINING IN MUSIC. At the Southwest Baptist College, Bolivar ; Christian University, Canton ; Lewis College and Pritchel School Institute, Glasgow; La Grange College, La Grange; Morrisville College, Morrisville; Sedalia University, Sedalia ; Drury College, Spring- field; Stewartsville College, Stewartsville; and Ceutral College, Warrenton ; as well as at most, if not all, of 16 or 17 institutions for young women that claim collegiate rank, instruction in music is either offered or forms a part of the course. Most prom¬ inent among these last is the Mary Institute, St. Louis, a department of Washington University, under the excellent management of wmich a high order of musical, as of literary training is made accessible. EDUCATION OF THE DEAF AND DUMB. The Missouri Institution for the Education of the Deajjtand Dunib, Fulton, giving instruction in the ordinary public school studies and <3 printing, cabinet-making, shoemaking, gardening, and sewing, had 248 under training during 1884-785, of whom 99 were girls. Since its organization, in 1851, the institution has given instruction to 873 -pupils. Five of its graduates have become teachers in similar institutions. The new building, completed during the period covered by the biennial report for 1883 and 1884, at a cost of over $36,000, is well adapted to its purpose, and large enough to accommodate all who are likely to apply for admission for several years to come. The St. Louis Day School for Deaf-Mutes, sustained by the city board of public schools, had 40 pupils under instruction, 26 boys and 14 girls, and since its organiza¬ tion, in 1878, has enrolled 76. St. Joseph’s Deaf-Mute Institute, Hannibal, under the care of the Roman Catholic Church, reports 22 pupils, 8 boys and 14 girls, under instruction during the year. EDUCATION OF THE BLIND. The Missouri Schoot?for 4he Blind, St. Louis, sends no report for the year 1884-785; the last statistics received are given in the Appendix, Table XIX. TRAINING SCHOOL FOR NURSES. A training school for nurses was opened in St. Louis in April, 1884, and in July, 1885, reported 13 under instruction. Liberal aid in its establishment:, was received from the Western Sanitary Commission, Dr. W. G. Eliot, and Mr. Yeatman. EDUCATIONAL CONVENTIONS. STATE TEACHERS* ASSOCIATION. The twenty-fourth annual session of ,t he State Teachers* Association was held ■June 23d to 25th-, at Sweet Springs, where it had metrfor 4\vears previously, and where iv is to assemble again in June, 1886. The State superintendent, without giving an account of 4he pioceedie'gs of the convention, says that at these meetings the discus¬ sions elicit much thought and furnish Valuable information, every phase of educa¬ tional work being' duly considered and impartially discussed. From another source the information is obtained that better school-bonses for the country and smaller towns were called for, and better furniture in whatever school- houses were provided for them ; that the question of a teacher’s right to set an ex¬ ample of smoking, chewing, and drinking was discussed and strongly denied; that ‘‘science in the public schools” was warmly advocated as making life more perfect by bringing it into closer approximation to the beauties and benefits of the material world; and that the cultivation of the habit of reading books and newspapers was recommended ; one speaker thought novel reading more improving than classic study, and another made a study of the classics the bestmean9 of cultivating memory, judg¬ ment, reason,' and imagination all at once. The Convention of Colored Teachers, organized at Jefferson City in 1883, held its second annual session at Sedalia during the holidays of 1884, remaining in session 3 days. The attendance was large, about 50 teachers beiug present. The most, inter¬ esting discussion was on the need of appropriations from the General Government in aid of education, and a resolution was passed requesting Congressmen to support the Blaii educational bill. Other subjects considered were “ Compulsory education/* “ Superstition,” and “ Our boys and girls.** 166 REPORT OF - THE COMMISSIONER - OF- EDUCATION, ST. LOUIS SOCIETY OF PEDAGOGY. The regular meetings of this association, which aims at improvement in the methods and style of teaching, especially in the public schools, are reported to have been held regularly during the school year 1884-'^, with an encouraging attendance of a large number of earnest people. Sis able papers are said to have been presented, of which 2 were printed and given a considerable circulation, while the constitution and by¬ laws were revised with a view to better definition of the aims of the association, and to such an increase of dues as to meet the expenses of correspondence and publication of reports and papers. The report of a committee of the association on an improved method of teaching arithmetic is said to have borne rich fruit in a number of schools, while certificates of successful work, given to pupils passing the examination for ad¬ mission to the high school, have helped to secure more effective efforts to pass these examinations creditably. Under direction of the president the corresponding sec¬ retary wrote, during the year, to the superintendents of city schools with over 30,000 inhabitants, presenting the aims of the society and asking for educational documents of interest. In response to these requests 167 reports and circulars of information were received, many of them from the United States Bureau of Education, Washing¬ ton, all which were filed in the public library, to be catalogued and bound for the use of the public as well as the members of the society. CHIEF STATE SCHOOL OFFICER. HON. W. E. Coleman, State superintendent of public schools , Jefferson City. [Term, January 8, 1883, to January, 1887.] NEBRASKA. 167 NEBRASKA. STATISTICAL SUMMARY. 18S3-’84. 1884-'85. Increase. Decrease. POPULATION AND ATTENDANCE, i Youth of school age (5-21) . . Enrolled in public schools . Average daily attendance . Pef cent, of school youth enrolled ... Percent, of same in daily attendance . SCHOOL DISTRICTS AND SCHOOLS. Public school districts . ! Districts with six months’ school . : Districts having no schools . ! Districts having graded schools . Average term of schools in days . Public school-houses . School-houses built during the year..! School-houses without blackboards . . 209, 436 233,238 23, 802 137, 618 161,918 24, 300 81.430 : 117, 945 36,515 65.70 1 69. 42 3. 72 38.88 50.57 11.69 3,834 | 4,266 432 2,563 3,110 547 221 188 128 j 168 40 120 120 3,353 3,757 ! 404 309 414 i 105 146 173 27 TEACHERS. Men teaching in public schools . "Women teaching in public schools .. - Whole number of teachers . . , . Teachers attending institutes . FINANCIAL STATEMENT. Average monthly pay of men . Average monthly pay of women . Whole expenditure for public schools. Yalue of public school property . Available school fund . 1,906 4,144 6,050 j 3,716 | 2,369 5; 323 7,692 463 | 1,179 1,642 $40 81 | S43 00 j $2 19 34 32 1 36 40 | 2 08 1,842,630 , 2, 918, 157 1 1,075, 527 2, 786, 387 j 3,427,404 ! 641, 017 3,974,216 ! 4, 322, 637 348,421 (From report of Hon. W. W. W. Jones, State superintendent of public instruction, for the school year 1S83-J84, and written return from him for 1884-?85.) STATE SCHOOL SYSTEM. ADMINISTRATION. A State superintendent of public instruction, elected biennially by the people, has general charge of the public schools, while a board of 6 regents of the State university and a normal school board have control of the interests indicated by their titles. Local school officers are county superintendents of public schools, elected by the people for 2 years, aud district boards of 3 trustees elected for 3-years terms. Districts having more than 150 youth of school age (5-21), if a majority of the voters so decide, may elect boards of 6 trustees for graded and high school "instruction. Women 21 years of age resident in the district and owning property or having children to educate, may vote in district meetings. The public schools are free to all youth of 5 to 21 years of age, and they must be taught 9 months of each year in districts "having more than 100 pupils, 6 months in those having 35 to 100, and 3 months in those with less than 35. The State funds are apportioned by the State superintendent to the counties in proportion to school population, aud by county superintendents to districts, one-fourth equally to the districts, and three-fourths in proportion to the school population therein. Each district director reports annually to the county superintendent, the latter to the State superintendent, and he to the governor. The "system of education includespub- 168 REPORT - OF THE COMMISSIONER OF EDUCATION. lie high schools, teachers’ institutes, a State normal school, a State university, and a reformatory for children. Instruction in all schools aided or supported by public funds must be non-sectarian. SCHOOL FINANCES. There is a board composed of various State officers for the management of school lands and funds. The means for the support of the public schools are derived from the income of certain common school funds, comprising such percentage as has been or may be granted by Congress on the sale of lands in the State ; moneys arising from the sale or lease of school lands ; the proceeds of all lands granted to the State, un¬ less for other purposes distinctly stated ; and the proceeds of escheats, fines, and for¬ feitures. In addition to the income of these funds, a State school tax must be levied of not more than mills on §1 of taxable property, and district taxes not to exceed 2.5 mills on $1. NEW LEGISLATION. According to an amendment to the school law made in 1885 the officers elected at the annual school meeting were not to take possession till the second Monday in July, to which time the opening of the school year was changed. Two members were made a quorum for the transaction of business, and meetings held on the call of 2 members were made lawful, if all members should have notice of the time and place of meet¬ ing. Approval of a teacher’s diploma from the normal school of another State was ordered not to be given till the holder should present proof of successful teaching for a year in Nebraska, accompanied with a first-grade county certificate from a Nebraska county superintendent. Provision was also made for instructing the pupils in all schools under State control, or supported by public money, in physiology and hygiene, with reference to the effects of stimulants and narcotics on the human system, and it was ordered that after the first of January, 1886, no certificate should be given to any teacher that had not passed a satisfactory examination on this point. SCHOOL SYSTEMS OF CITIES WITH 7,500 OR MORE INHABITANTS. ADMINISTRATION. Public schools in incorporated cities with more than 1,500 inhabitants are under the direction of boards of education of 6 or 9 members, according to population, elected on a general ticket for a term 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. 1884-’85. Cities. Population, censns of 1880. Children of school age. Enrollment in public schools. Average daily attend¬ ance. Number of teachers. Expendi¬ ture. Lincoln a . 13, 003 530, 518 3,869 11,202 2, 507 6, 273 1,587 4, 329 38 Omaha . 120 $216, 745 a Statistics for 1833-’84. 5 Census of 1885, 61,835. ADDITIONAL PARTICULARS. Omaha reports an increase of 835 in school population, of 137 in enrollment, and of 443 in average daily attendance, with 15 more teachers. Two special teachers were em¬ ployed, one for music, and one for drawing and penmanship. Private schools enrolled 1,800 pupils, leaving 3,129 youth between the ages of 5 and 20 years not under school instruction. Schools were taught 198 days, in 14 buildings, containing 5,634 sittings for study, the seating capacity being less" than public school enrollment by 639, but more than the average attendance. Evening schools were taught in 3 rooms with 150 sittings for study, and had an enrollment of 120 boys and 25 girls, under 3 teach¬ ers. Average attendance, 60 boys and 15 girls. Pubiic school property was valued at $527,000. The receipts for maintaining public schools were $248,165, which ex¬ ceeded the expenditures by $31,420. PREPARATION AND QUALIFICATIONS OF TEACHERS. GENERAL STATE REQUIREMENTS. Persons wishing to teach in the public schools must bold certificates, based on ex¬ amination, either from the State superintendent of public instruction, the superin¬ tendent of the county in which it is proposed to teach, the State normal school, or NEBRASKA. 169 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 after a year of successful teaching in the State. Teachers giving evidence of high character and 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, are entitled to a profes¬ sional State certificate, which authorizes them to teach in any public school in the State without further examination, except in physiology and hygiene. STATE NORMAL TRAINING. The State Normal School, Peru, offers a 2-years course of elementary studies and an advanced one of 3 years. The former is designed to prepare teachers for ungraded and lower grade schools. The higher course qualifies students for any educational position in which they may be placed. Second-grade State certificates are conferred upon graduates from the former course, and first-grade State certificates upon those from the latter, valid in any part of the State for 3 years. A diploma, good for life, is offered graduates of the higher course, who, after graduation, shall teach two an¬ nual terms of school of not less than 6 months each, and shall present evidence of good morals, with satisfactory discharge of duties, from the directors of the district or districts taught in, the county superintendent countersigning the diploma. Three years of successful teaching previous to graduation in the normal higher course also brings a life diploma to a graduate. OTHER NORMAL TRAINING. JDoane College presents a 3-years course of normal instruction in common English and advanced studies, with book-keeping, free-hand drawing, international law, and normal reviews. Special attention is given to methods of teaching and to school organization and discipline. Opportunity is given to students for practice teaching in the presence of critic teachers. Nebraska Wesleyan University , in a 3-years teachers’ course, includes all the branches required by the school law of the State for a first-grade certificate. The Methodist Episcopal College . of Nebraska, also offers a 3-years normal course, embracing the higher English branches, with calisthenics, botany, solid geometry, physics, and science of government. The Bloomington Normal and High School, Bloomington, in its 1-year course pre¬ pares students for first, second, or third grade certificates, and the full scientific course of 3 years presented by the school fits them for State diplomas. The Santee Normal Training School, Santee Agency, in charge of the American Mis¬ sionary Association, offers piimary, intermediate, and advanced studies, and indus¬ trial work. The special object of the school is to train Indian teachers for work among their own people. SECONDARY INSTRUCTION. PUBLIC HIGH SCHOOLS. Any district containing more than 150 children of 5 to 21 years of age may elect a district school board consisting of 6 trustees. These trustees may classify and grade the scholars in their district, and cause them to be taught in such schools and de¬ partments as they deem expedient ; may establish in such district a high school, when ordered by a vote of the district at any annual meeting ; and may determine the qualifications for admission to such school or schools, employ the necessary teachers, and prescribe the courses of study and the text books to be used. The reports of this State being biennial, and 1884-85 being the off year, no defi¬ nite and satisfactory information in regard to high schools is at hand, although 37 were reported in 1883-?84. SUPERIOR INSTRUCTION. COLLEGES FOB YOUNG MEN OR FOR BOTH SEXES. The University of Nebraska, Lincoln, comprises 3 departments, viz: a college of lit¬ erature, science, and the arts, an industrial college, and a college of medicine. A school of art- and music, pending the opening of a college of fine arts, furnishes oppor¬ tunity for vocal and instrumental training, also for instruction in drawing, painting, and the history of art. The studies in the college of literature, science, and the arts include classical, scientific, and literary courses, each covering 4 years ; ample opportunities are offered for graduate study, the branches embraced in" this department including, among others, political science, Sanskrit, comparative philology, Old French Gothic. Old Norse, Modern Scandinavian, Teutonic, and Romance^literatures, Anglo-Saxon, Early English, and the various departments of history. " 170 BEPOET OF i THE COMMISSIONER OF EDUCATION. The other collegiate institutions in the State are Doane College, Crete; Nebraska Wesleyan University, Fullerton; Creighton College, Omaha; Nebraska College, Ne¬ braska City; and the Methodist Episcopal College of Nebraska, York — all of very fair standing. The last-named institution v> s organized as a college in 1883, under the auspices of the Methodist Episcopal Church, and in 1884-’85 had 306 students in all its departments, under 19 instructors. Its departments include literary, art, music, normal, business, medical, and theological instruction. The college offers classical, scientific, and philosophical courses of 4 years each, literary and normal courses of 3 years each, and an English preparatory course of 1 year. All the institutions above named, when last reporting, included preparatory training, classical courses of 4 years, and scientific departments, Doane adding a department of music, and one of drawing and painting; Nebraska Wesleyan, commercial, music, and art departments; and Creighton, a special night course for young men who are employed through the day, and wish to acquire a thorough knowledge of physics and chemistry in their ap¬ plications to the various arts. Nebraska College and Nebraska Wesleyan University send no report for 1884-85. For statistics of colleges 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 WOMEN. All of the above institutions, except Creighton, admit young women upon equal terms with young men. For statistics of colleges for young women only, see Table VIII of the Appendix. SCIENTIFIC AND PROFESSIONAL INSTRUCTION. Scientific. — The University of Nebraska in its Industrial College provides scien¬ tific instruction in agricultural chemistry, horticulture, entomology, farming, and veterinary science. Chemistry, physics, geology, zoology, and botany, are also found in the general scientific course. A civil engineering course agrees with the scientific till the end of the freshman year, the subsequent years being given to mathematical and technical study. Scientific courses are also found in Nebraska Wesleyan Univer¬ sity, and Doane, Creighton, and Methodist Episcopal Colleges. The chancellor of the State university calls the attention of the legislature to the matter of a State geological survey, and recommends that the necessary facilities be provided for in¬ struction in mechanical. engineering in the industrial college. Theological instruction is reported in the Nebraska Divinity School (Protestant Episcopal), Nebraska City; German Theological Seminary (Cong.) Crete; and in the Methodist Episcopal College of Nebraska, York. No report for 1884-,85 has been received from the Baptist Seminary, Gibbon. The German Seminary offers a 4-years course, with 2 years for preparatory study. Greek and Latin enter into the course, as well as chemistry, mental science, aod music. By agreement between the Garrett Biblical Institute, Evanston, Ill., and the trustees of the Nebraska Methodist Epis¬ copal College, the former has become the theological department of this college. Graduates who show, by properly applied tests, thorough intellectual work and pro¬ ficiency in ministerial studies may receive the degree of B. V. Law. — There appear to be no schools of law in this State. The law department of Nebraska Wesleyan University, formerly reporting, has been discontinued. Medical instruction is given in Omaha Medical College, and in the College of Med¬ icine of the State university. The former, organized in 1881, is an outgrowth of a preparatory school established in 1880. A 3-years graded course is recommended, but not required. For admission to either school, candidates must pass a satisfactory examination ; and for graduation, they must be at least 21 years of age, of good moral character, must have attended 2 full courses of lectures, and have had 3 years of study, including practical chemistry and anatomy ; they must also have faithfully attended all the lectures, and passed a satisfactory final examination in all the branches taught. SPECIAL INSTRUCTION. TRAINING IN ART. A school of fine arts at the State university presents a course of instruction in art, history, painting, and drawing, the course covering a school year and dealing with art development from the earliest times to the 19th century, illustrations being given by photographs, engravings, casts, etc. Doane College, Nebraska Wesleyan Univer¬ sity, and the Methodist Episcopal College of Nebraska, all show considerable instruc¬ tion in painting, drawing, and other forms of art. TRAINING IN MUSIC. Piano and voice culture, with harmony and composition, organ, and choral sing- ing, appear also in the courses of the State university- Doane College, with 2 in- NEBRASKA. 171 structors in music, had 40 pupils in it in 1884-’85; Methodist Episcopal College 3 instructors in a 6-grade course, including harmony, solo, chorus, organ, piano, and violin, which seems to be especially thorough. EDUCATION OF THE DEAF AND DUMB. The Nebraska State Institute for the Deaf and Dumb, Omaha, offers free educational and industrial training to all deaf-mute persons in the State who are of sound mind and between the ages of 7 and 25 years; and persons either older or younger may be admitted, at the discretion of the proper authorities. Common school studies are pursued as well as the trades heretofore reported, such as carpentry and printing for the boys, and sewing, fancy work, and general housework for the girls. The methods employed are the aural and the oral ; the former has been carefully tested, with the happiest results, and it has been demonstrated that through its use the dormant seuse of hearing can be aroused, cultivated, and utilized in the education of the partially deaf. EDUCATION OF THE BLIND. The Nebraska State Institute for the Blind, Nebraska City, has its literary department thoroughly graded in primary, intermediate, and higher studies, each grade occupying 3 years. Music, both vocal and instrumental, is taught in the various departments, with a view, in part, to develop teachers in this branch among the students, while industrial training enables graduates from the institution to become self-supporting. Sewing by hand and machine, knitting, crochetting, and bead-work are the main occupations of the girls, and broom-making and chair-cauing those of the boys. This department pays its own expenses from the sale of manufactured articles. REFORMATORY TRAINING. The State Reform School, Kearney, opened for pupils in 1880, receives juvenile offend¬ ers under 16 years of age, and aims to reform those committed to its charge, by means of instruction, labor, aDd thorough discipline, accompanied by rewards or punish¬ ments, as may be deserved. The common school branches, including music, are taught, as well as the industries of baking, tailoring, shoemaking, and fa ming. The State makes an annual appropriation of $42,000 for all purposes, and in 1884- 85 the total earnings of the inmates, including the proceeds of the sale of farm products, was $3,000. The number of boys in the institution for the year was 77, of girls 17, all under 6 teachers and other officers. EDUCATIONAL CONVENTION. NEBRASKA STATE TEACHERS’ ASSOCIATION. This association held its annual convention at Lincoln, March 31-April 2, 1885. A full account is not given, only gleanings thereof. Mr. Wilson, of Lincoln, said that the percentage of college-bred men had rapidly increased in the last 50 years, and that there had never been a greater demand than at present for efficient workers in every business of life. The question now is not “ What do you know?” but “What can you do?” Professor Randall, of Fairfield, said : “To make a good citizen a child is not to be educated as a bread-winner merely, but in the science of government. Above all, he should be taught that the voluntary submission of a subject to the authority of the government is the keystone of the arch of a full,* pure, systematic citizenship.” Superintendent Sabin, of Clinton, said there were three questions pro¬ pounded to the American people: “(1) Can the nation allow, with safety, a people to obtain firm lodgment in its western territory who have no regard for law ? (2) Can the nation, because it was able to strike the fetters from 4,000,000 slaves and after¬ ward make them citizens, allow with safety the same people, with their descendants, to dwell in the borders of the valley of the shadow of death, too weak and igno¬ rant to obtain their rights by force, and yet too restless and aspiring to bear a long infliction of their wrongs? (3) Can a nation renowned for the freedom of its insti¬ tutions, because it is not willing to abridge in the least the personal liberty of its citizens, allow with safety the saloon to overshadow the school, the gambling hell and the low resort to compete with the church, while ignorance, pauperism, and crime recruit and re-enforce their ranks from the helpless children of the State? The teacher’s life is narrow only to a narrow man. The duty of the hour is to establish national schools in all parts of the Territories which are subject to Mor¬ mon rule.” Miss Tibbitts, of Lincoln, said that the pupil should be taught to ob¬ serve passing events ; to keaT and understand, and to speak the language correctly. Professor Clarenden, of Fremont, said : “ Educational effort suffers from the exactions and inflictions of per cents. Can we measure by arithmetic the moral questions of the hour? The examination is made the grand arbiter of the pupil’s school career. Upon it depends his advancement or his disgrace. Among the educative processes of the schools, the recitation stands chief.”- Mr. Valentine, of Nebraska City, said : “There 172 REPORT OF THE COMMISSIONER OF EDUCATION. are three parties concerned in education, the child, his parents, and the teacher. You can teach a child carpentry, but yon cannot expect him to earn a living at the trade, unless he is made to work at it. He must learn the dignity of labor by actual ex¬ perience and encouragement.57 Miss Austin, of Wisner, addressed the convention on “Civil service reform55; Colonel Parker delivered his lecture on “Learning to do by doing55 ; and Mrs. Parker gave a talk on “ Elocution.55 Papers were read on “ Laws of nature naturally taught,55 and “The proper pronunciation of Latin.55 Kinder¬ garten work from St. Clair Hall was on exhibition during the convention and was the wonder and surprise of the teachers, of whom many visited the school. This is the only kindergarten school in the State. A committee was appointed to report at the next meeting concerning the best methods of study and investigation of the effects of alcohol upon the human system. The convention then adjourned. CHIEF STATE SCHOOL OFFICER. Hon. W. W. W. Jones, State superintendent of public instruction f Lincoln. [Third terra, January, 1885, to January, 1887.] NEVADA. 173 NEVADA. STATISTICAL SUMMARY. POPULATION AND ATTENDANCE. * i Youth cf school age (6-18) . - . ...j Enrolled in public schools . . 1 Average number belonging . ; Average daily attendance . - . I Per cent, of school youth enrolled . ; Per cent, of school youth in attendance . . . j Attending private schools . j 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 . . i I ! 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... 1832-?83. 1883-784. i ! Increase. Decrease. 9 900 1 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 j 600 554 46 1 134 j 137 3 114 123 9 O 3 198 205 ! 7 138 138 ; 78 80 ' 2 125 130 5 5 5 ! 132 1481' 161 927 1, 342' 415 i J 60 10 ; 170 170 1 220 230 10 1 $159, 147 $162,011 $2, 864 100 00 140 50 j 40 50 71 00 98 01 : 25 01 (From report of Hon. Charles S. Young, State superintendent of public instruction, for the biennial school term ending August 31, 1&84. ) STATE SCHOOL SYSTEM. GENERAL CONDITION. The returns from the counties for 1884-85 have been so meager and incomplete that Superintendent Young is unable to furnish any fair statement of the general educa¬ tional condition, or to give the figures for that year. He therefore prefers that the Office present anew the statistics given in the Report of the Commissioner for 1853-’e4. ADMINISTRATION. The 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 officer being secretary of the board. County school affairs are administered by county superintendents, elected biennially by the people. Dis¬ trict schools are supervised by boards of trustees elected by the people, and consist¬ ing 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. Public schools are fires to all youth 6 to 18 years of age, and those 8 to 14 years of a/e are required to be sent 174 REPORT*OF~THE COMMISSIONER OF EDUCATION. to school at least 16 weeks each year, unless excused by the school officers. To entitle a district to a share in the public funds, a school must be taught therein for at least 3 months each year, but provision is made for terms of 6 months. No denominational or sectarian influences are allowed in any public school. Teachers must report to the county superintendents, they to the State superintendent annually, and he to the gov¬ ernor biennially. FINANCES. Public schools are sustained from the interest on a State school fond, which is ap¬ portioned to each county according to the number of youth 6 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, 40 per cent, of them in proportiou to the num¬ ber of teachers employed, one teacher being assigned for each 100 children or fract ion 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, numbering from 3 to 5 members, according to the population. 8CHOOLS OF VIRGINIA CITY. Virginia City, with a population of 10,917 in 1880, reported, inl884-’85, school youth (6 to 18 years of age), 1,808; enrolled in public schools, 1,408; average daily attend¬ ance, 868. These numbers indicate a decrease in the past 2 years of 40 in school youth, of 379 in enrollment, and of 186 in attendance, the number of teachers being reduced from 25 to 20. The schools were classed as primary, grammar, and high schools, and the length of term increased from 200 to 294 days. The decrease in at¬ tendance upon the public schools is possibly due to the fact that the attendance upon private schools increased from 156 to 1,550. The estimated value of school property in tile city was $20,500. PREPARATION AND QUALIFICATIONS OF TEACHERS. GENERAL STATE REQUIREMENTS. The county superintendent and 2 persons appointed by him constitute a board of examination, of which he is chairman. Said board grants certificates of the first and second grades to persons who pass a satisfactory examination in the branches of study pursued in each specified grade. Certificates of the first grade, for teaching unclassi¬ fied, grammar, and high schools, are good for 3 years; of the second grade, for teach¬ ing primary schools, 2 years. The State board of education grants State certificates, and any certificate may be renewed upon evidence of successful teaching, without re-examination. STATE NORMAL TRAINING. The only provision made by the State for the training of its teachers appears to be in its State and county institutes. The State superintendent, with the consent of the State board ofreducation, may convene a State teachers’ institute annually, con¬ tinuing not less than 5 days, nor more than 10, and may engage such teachers and lecturers as he deems advisable. The expenses incurred, to be paid out of the gen¬ eral fund, must not exceed $100 annually. Counry superintendents may hold one teachers’ institute or more annually, if authorized by the county board of commis¬ sioners, the expenses of such institutes not to exceed SlOO in any year. The State superintendent says, however, that no county institute was held in the State in 1884. The eastern and western divisions of the State Teachers’ Institute met at Elko and Gold Hill, respectively, in December, 1884. A full account of their proceedings is given further on, under the head of “Educational conventions.” SECONDARY INSTRUCTION. PUBLIC HIGH SCHOOLS. High schools may enter into the public school system whenever the funds are suffi¬ cient to sustaiu them, and competent and legally qualified teachers must be employed. One such school is reported in Virginia City, statistics not given. The whole number in the State in 1884 was 5. NEVADA. 175 SUPERIOR INSTRUCTION. STATE UNIVERSITY. The State University of Nevada , by Act of legislature, was removed from Elko to Reno in the summer of 1885, and gave promise of mueh improvement. For the erec¬ tion of the new building at Reno, the Act appropriated $10,000, to be added to the amount given by Washo County. Two years are given to preparatory studies, followed by a university course of one year, including military tactics. For admission, candidates must be at least 15 years of age, and pass a satisfactory examination in the branches of a common English \ education. INSTITUTION FOR THE HIGHER INSTRUCTION OF YOUNG WOMEN. Bishop Whitaker’s School for Girls (Protestant Episcopal), Reno, presents a course of superior instruction, covering 4 years of 40 weeks each. In addition to the higher English branches, French, German, instrumental and vocal music, drawing, and painting are taught. There were 90 students during the year, of whom 30 were in the preparatory department and 50 in the collegiate, 10 being special students. SCIENTIFIC AND PROFESSIONAL INSTRUCTION. SCIENTIFIC. The State University provides a limited amount of scientific instruction, including mineralogy, metallurgy, and assaying. PROFESSIONAL. No institutions for instruction in theology, law, or medicine, are reported from this State. SPECIAL INSTRUCTION. EDUCATION OF THE DEAF AND THE BLIND. Provision is made by the State for the instruction of its deaf and blind youth at the institution in Berkeley, Cal. Three Nevada pupils were taught here during the year, for whose instruction and transportation the State appropriated $2,500. Of' this amount, $1,367 remained unexpended at the end of the year. The common school branches are taught, also carpentry, type-settiDg, and blacksmithing for the boys, and sewing, knitting, cooking, and general housework for the girls. EDUCATIONAL CONVENTIONS. The eastern division of the Nevada State Teachers’ Institute held its fifth annual session December 26-27, 1384, at Elko, Hon. C. S. Young, superintendent of public instruction, in the chair. Among the subjects brought before the convention and dis¬ cussed were, “Methods in history,” “The practical teacher,” “Reading and spell¬ ing,” “Our public schools,” “School supervision,” “Elocution,” “Arithmetic,” “A popular cry,” “English grammar,” “Ungraded schools,” and “Horace Mann.” It was resolved that the legislature be petitioned to provide means whereby every school district in the State may have at least six months of school in each year; to make provision for State certificates and life diplomas in the State ; to employ both State and county supervision ; and to pay more liberal salaries to county superin¬ tendents, to enlarge their powers and duties, and to allow them traveling expenses. The western division of the institute held its fifth annual meeting December 29-31, 1884, at Gold Hill, Superintendent Young presiding. Some of the subjects discussed at the eastern division were brought out; others were “Music in the public schools,” “The uses of history as a study, and the best methods of teaching the same,” “Ne¬ vada’s school system,” “ Fonrth primary work,” “Our country schools,” “English grammar and language lessons,” “Grammar and composition,” “Henry W. Long¬ fellow,” “The use and abuse of text books,” “Criticism on popular methods of primary instruction,*” “Nevada’s school laws,” and “Arnold of Rugby.” There were over 80 teachers in attendance and a large number of other persons. Letters were read from prominent educators, one from Senator J. P. Jones, expressing deep interest in the progress of education in Nevada. Resolutions were adopted similar to those of the eastern division, also one to urge upon the legislature the necessity for the establishment of a normal school in the State; and as the amount appropriated for defraying the expenses of teachers’ institutes ($100) was entirely inadequate, it was resolved to petition the legislature to increase the amount to at least §300 per annum. CHIEF STATE SCHOOL OFFICER. Hon. Charles S. Young, State superintendent of public instruction , Carson City. [Elected in November, 1882 : term, January, 1883, to January, 1887.] 176 REPORT OF THE COMMISSIONER OF EDUCATION. NEW HAMPSHIRE. STATISTICAL SUMMARY. POPULATION AND ATTENDANCE. Youth of school age (5-15) in 1880 _ Enrolled in public schools . .. . Average daily attendance in same.... Per cent, of school youth enrolled - Per cent, of school youth in daily at¬ tendance . Children iD private and 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 . I Teaching the same school successively. ! Teachers from normal schools . j i FINANCIAL STATEMENT. Average monthly pay of men teaching . ! Average monthly pay of women teach¬ ing . Whole expenditure for public schools. Amount of this paid teachers . Amount paid for superintendence .... Valuation of public school property.. 1883-,84. 1884-’85. Increase. ! 1 ! Decrease. 60, 899 64, 654 60, 899 63, 656 998 43, 723 45, 160 104. 53 1,437 106. 17 1.64 71. 80 74.16 2.36 5, 122 5, 804 682 2, 993 235 3, 346 235 353 1,993 1,965 28 208 : 205 3 59 46 13 2, 698 2, 684 510 14 491 19 : . 46 51 5 782 804 22 306 307 1 2,221 2,209 12 26 14 12 1,851 1,889 38 99. 55 99. 75 .20 443 424 19 3,077 3, 062 15 544 565 21 1,539 1,553 19 342 346 4 838 41 839 21 80 80 i 23 14 23 20 0 06 624, 125 613, 199 810, S26 426, 472 446,841 20, 369 15, 308 17.640 i ‘ 2, 332 7, 365 2, 381, 577 2, 388; 942 (From reports of Hon. J. W. Patterson, State superintendent of public instruction, for the two years above indicated.) STATE SCHOOL SYSTEM. , GENERAL CONDITION. The public school system of New Hampshire has entered upon a new era, inaugu¬ rated by the Dew legislation since 1883. The most important feature of this is the change from the old school district system, which has been abolished, the town being made the unit. This change was widely called for, and is fully approved. The advantages are apparent, the purpose being to decrease the number of schools in a town, increase the attendance in the united schools, and thus equalize the oppor- NEW HAMPSHIRE. 177 tunities of learning; -also to increase the pay of teachers (without increase of taxa¬ tion), and thus secure more efficient work. Then, by uniting the districts of a town and placing all under one board of supervision, it is hoped to avoid the difficulties which have impaired the usefulness of many schools, and to give to most towns a graded system and the advantages of a high school. The State superintendent says that of the 2,684 public schools in the State, 804, or nearly one-third, number only 12 scholars or less, and 307, or nearly one-eighth, average 6 or less. By so locating the schools as to h ive them average 30 pupils to a school, the number may be reduced to 2,122, or 562 less than now. The average annual cost of each school was §187 ; this multiplied by 562 would give $105,094, which could be used to lengthen the school term in the sparsely populated sections, and secure more accomplished and experi¬ enced teachers. “ It is impossible,” says the superintendent, “fully to realize the improvement which this change may effect in the educational opportunities of the State, or how greatly it may enhance the knowledge and mental discipline of our young people, especially in the rural districts.” Besides this, it is estimated that a saving of nearly $25,000 annually, heretofore spent for school accommodations, will result under the new system from lessening the number of school-houses. Nor is this the most important item of reform hoped for from this change to the town system. There are sections in the State whose educational condition can be credited only on the official statement of the State superintendent, which he affirms is neither untruthful nor extravagant. He says that there are some districts whose ac¬ commodations for the education of children indicate an intellectual and moral sense but little above the level of barbarism. Iu these localities, to save the paltry pit¬ tance of a school tax, the pupils are crowded into hovels in which for several honrs they breathe an atmosphere reeking with nnwholesome odors and loaded with disease, are'compelled to sit in chilling draughts that are ruinous to health, and that fill the churchyards with victims of parental meanness. These wrecks of a bygone age are often located near stagnant frog-ponds or miasmatic hogs festering with germs of disease, and are supplied with contaminated water, if at ad. The seats are engines of torture, often effecting a permanent deformity. These conditions, it is hoped, will soon disappear, either from a sense of shame or by the force of law. Still much has been done, and much is now being done, to improve the school build¬ ings, grounds, oat-houses, and ventilation. Scattered through the rural districts may he seen many convenient and attractive edifices, ample in size and pleasant in loca¬ tion. In the cities and larger villages structures of a higher order have been erected and furnished in a style adapted to approved methods of education. During the 2 past years 40 such buildings were erected, of which 14 were added in 1884- 85. The new law requiring instruction in physiology and hygiene, says a town superin¬ tendent, is popular, and, so far as tanght, has created much interest. The provision of free textbooks, now authorized by law, is another step in advance, meeting a great evil in the small districts — a lack of uniformity in books. The statistical summary presents, on the whole, an encouraging view of the years work. The decrease in enrollment is ascribed to the fact that many of the pupils have been withdrawn and sent to private schools. These, the State superintendent suggests, should be open to the inspection of the State officers, and their pupils regis¬ tered and returned as other scholars are. ADMINISTRATION. The general educational interests of the State are under the control of (1) a superin¬ tendent of public instruction appointed biennially by the governor and council; (2) a board of commissioners of the literary fund, consisting of the governor, secretary, and treasurer ; (3) a board of trustees of the State normal school. For towns, there are school boards of 3 persons, elected for 3 years, and in any town which may so decide, a superintendent of schools. For districts, there were formerly a moderator, a clerk, and a prudential committee; but under chapter 43 of the State laws of 1885 the old school districts have been abolished, and the town made the unit of the school system, except in the case of districts organized under special acts, which may retain their organizations if they so choose. Women may hold school offices and may vote in school meetings. 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, 6 of which, in the case of a public school pupil, must be consecutive. No child under 14 years of age may be employed in any manufacturing establishment unless he has attended 6 months, or the full term of the school taught in his district the preceding year ; none under 16 who have not attended at least 12 weeks during the year preceding, unless such can read and write well; moreover, they are not to be employed except in vacation, and none under 10 may be 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 eniDloyed, becomes haole to a 12 E 178 REPORT OF THE COMMISSIONER OF EDUCATION. fine not exceeding $>20 for each offense. Parents or guardians of children 8-14 years of age violating this law forfeit $10 for the first and $20 for each subsequent offense. 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 corporations and on savings-bank deposits, and from a fund derived from the sale of public lands. NEW LEGISLATION. As already noted under the revised school laws of 1885, the old school district system is abolished, and the town made the unit of the school system. An amendment passed in 1883 made instruction in physiology and hygiene with reference to the effect of alcoholic stimulants and narcotics on the human system ob¬ ligatory iD all schools sufficiently advanced, and another of the same year permitted towns or districts to raise money, by taxation or otherwise, for supplying the schol¬ ars in the common schools witfi text books free of charge. SCHOOL SYSTEMS OF CITIES WITH 7,500 OR MORE INHABITANTS. ADMINISTRATION. Towns and cities, as already mentioned, have school hoards of education of 3 per¬ sons, elected for 3 years, for the control of public schools. A superintendent may be elected or appointed in such manner and for such terms as the oity, by an ordinance, may provide. 0 statistics. I 1884— ’85. Population, census of 1880. Children of school age. Enrollment in public schools. Average daily at¬ tendance. Number of teachers. Expendi¬ ture. Concord ............ 13, 843 11, 687 2, 572 1, 444 1, 958 931 71 $32, 831 27, 355 Dover . 2, 025 44 Manchester. . . 32, 630 13, 307 3,918 2, 590 2,872 1, 897 87 53, 477 Nash a a . 2,102 71 36,254 Portsmouth . 9,690 2, 400 1, 913 35 22, 164 Concord shows a gain of 54 in enrollment, and of 32 in average daily attendance, but employed 8 fewer teachers, and expended for public schools $6,285 less than in 1883-’84. There were 55 public schools, 40 being graded, including a high school, the sessions including 159 days, taught in 30 school-houses, valued, with other school property, at $182,615. St. Paul’s private school of high grade had 275 male stu¬ dents. Teachers of public schools for the year are said to have been competent, and, in the main, successful. The committee having in charge the outlying districts of the city was doing what it could to make a more equal provision of school facilities in those localities. Dover , according to the statistics reported, did not hold its own as compared with 1883-’84. While it gained 71 in school youth, and expended $2,196 more during the year, it lost 629 in enrollment, 451 in average daily attendance, and employed 3 fewer teachers. The 39 public schools are embraced in one legally organized district, 29 of them being graded, including a high school. The school term comprised 175 days. There were 18school buildings, 1 built during the year, and all valued, with other school property, at $116,200. Of the 931 in average attendance, 135 were pursuing higher branches. A private school reports 45 pupils enrolled. One hundred children be¬ tween 5-15 years of age, according to the reports, were not in any school. Manchester reports bO public schools, 66 of which, including a high school, are graded. These schools were taught 184 days, in 24 school-houses, valued, with other school property, at $317,725. Compared with !883-’84, there was a decrease of 344 in enrollment, and of $14,395 in expenditure for public schools, while there was an in¬ crease of 152 in average attendance. The schools are classed as primary, ungraded, grammar, high, and evening schools. One special teacher iu music was employed. The remarkable feature of the Manchester school system is the enrollment of about 2,500 in private and church schools, which is nearly 61 per cent, of the entire enroll¬ ment in the public schools. Nashua shows, as compared with 1883-^84, a falling off of 370 in enrollment, and an in¬ crease of 66 iu average daily attendance, with 12 more teachers, while it expended for public schools $8,457 more. For its 61 schools there were 17 school buildings, which, with other school proiierty, were valued at $232,395, $10,660 being for apparatus. Public NEW HAMPSHIRE. 179 schools are classed as primary and middle schools, covering 5 years ; and grammar and high schools, each 1 years. Of the 61 schools, 45, including a high school, were graded, and wore taught for a term of 165 days. Evening schools had 416 pupils attending, taught by 17 teachers. Private and church schools enrolled 511 pupils of children between 5-15 years of age ; 300 are reported as not attending any school. Purtemouth shows but slight changes during the year, ueither materially gaining nor losing, average attendance not given. Its 32 public schools, embraced in one legally organized district, were taught for a term of 200 days. There were 14 school buildings, valued, with other school property, at §84,000, $5,000 being for apparatus. Twenty-eight schools, including a high school in which 154 pupils were studying the higher branches, were graded. Private and church schools enrolled 150. Number between 5-15 years of age not reported in any school, 200. PREPARATION AND QUALIFICATIONS OF TEACHERS. GENERAL STATE REQUIREMENTS. A person desiring to teach in the public schools must present a certificate of quali¬ fication from the school committee of the towu in which the school is to be taught. This eertficate must give evidence of the moral character of the teacher, of ability to govern, and qualifications for teaching the school applied for. STATE NORMAL TRAINING. The New ffdmpshire State Normal School , Plymouth, as heretofore, admits young men of 17 years of age and young women of 16, who declare their intention to teach. If, upon examination, candidates are found proficient in any branch taught in the school, they may be excused from further study of that branch, except iu the meth¬ ods class In this way the course may be completed in 3 terms of 20 weeks each. The common and higher English branches, with music aDd drawing, are taught, and special instruction is given in the elements of psychology. The pnpil teachers have one half day each week for the. inspection of work in the training school, thus acquiring a practical knowledge of teaching and school discipline. For statistics see Table III of the Appeudix. OTHER NORMAL TRAINING. The training school in Manchester, organized in 1883-’84, for the supply of the city schools with good teachers, continues its work under the arrangements reported for that year. TEACHERS’ INSTITUTES. The school law makes it the duty of the State superintendent to organize, and su¬ perintend at least one teachers’ institute annually in each county of the State, to appoint the time and place, aud make suitable arrangements therefor. In case of his inability to eouduet the same, he is required to appoint the princi¬ pal of the State normal school, or some other suitable person for that purpose. The expenses incurred are paid from the income of a fund arising from the sale of State lands. The State superintendent reports for 1884-’85 that institutes were held in each of the 10 counties iu the State, with an aggregate attendance of 859, at an expenditure of $1,708, both items being greater than during the previous year. The superintend¬ ent says that the institute work of the year has more than realized the expectations awakened by the experience of 1883, when this work was begun ; still he thinks the Law will fail to accomplish the good it might unless so amended as to require the closing of the schools and the attendance of the teachers upon at least one institute without loss of time. EDUCATIONAL JOURNALS. There being no journal of this class published in the State, edneational information continues to he given in the New Hampshire department of the New Pay land Journal of Education, Boston, Mass. SECONDARY INSTRUCTION. PUBLIC HIGH SCHOOLS. The law still provides that if a majority of the voters so agree any town or any school disnict having at least 100 children 6-16 years of age, by a vote of two-thirds of the qualified voters, may establish a high school. Such town or district may appropriate as much as it thinks fit of that part of the school money to which it is entitled, for the support of the high school, and may raise by taxation additional funds for the pur¬ pose if the voters so agree. 180 REPORT OP THE COMMISSIONER OP EDUCATION. The State report gives 41 public high schools which had replied to a circular sent out ; the list is not complete, from the fact that some of the schools failed to report. These 41 schools employed 43 male and 60 female teachers; numbered 1,266 male and 1,609 female students, of whom 2,045 were studying the higher branches, 1,140 the ancient and 524 modem languages. Connected with these schools were libraries containing 7,832 volumes. PRIVATE SECONDARY SCHOOLS. Forty-seven private academic schools are reported, some of which, as Phillips Exe¬ ter Academy, Exeter, and St. Paul’s School, Concord, are of especially recognized high grade, the latter, with excellent general arrangements, and with 21 male teachers for its 275 male pupils, standing at the head of its class in the State, if not in the United States; the former, with 7 male teachers for 251 male pupils, long well known as one of the best preparatory schools for colleges in all New England. For statistics of this class of schools, see Tables IV, VI, and VII of the Appendix; for summaries of same, the report of the Commissioner preceding. SUPERIOR INSTRUCTION. DARTMOUTH COLLEGE. Dartmouth College, Hanover, presents in l884-'85 its usual high standards for en¬ trance aud study, the latter in departments of academic, scientific, agricultural, and medical instruction, making substantially a university course. In the academic, the 4-years classical course includes both modern and ancient lan¬ guages, mathematics, history, aud English, Anglo Saxon, and American literature courses, elective and optional studies seeming to predominate in the later years of the courses. Students from suoh preparatory schools as have a regular course of at least 3 years are admitted without examination ou presenting a prescribed form of certificate. All others are admitted on examinations of high grade. INSTITUTIONS FOR THE SUPERIOR INSTRUCTION OF YOUNG WOMEN. For information concerning institutions of this class reporting, see Table VIII of the Appendix ; for summaries of same, the report of the Commissioner preceding, SCIENTIFIC AND PROFESSIONAL. SCIENTIFIC. The New Hampshire College of Agriculture and Mechanic Arts, which was made a department of Dartmouth College in L866, by Act of legislature, for the liberal and practical education of the industrial classes, aims to give in agriculture, as far as can be taught in a school, all that bears upon the subject. The full course is 4 years, with numerous elective studies. One class of these includes the higher mathe¬ matics and its applications to the mechanic arts; another class an ext nsive course in chemistry, with analyses of agricultural products, assaying, and application of chemistry to the arts. Provision is a!so made for graduate students. The State farm has 360 acres in the immediate vicinity of the college, presented by the late John Conant; it is in a high state of cultivation, and is provided with new and good farm buildings. The degree of Sci. B. is conferred on completing the full course and passiug a final examination. The Chandler Scientific Department of Dartmouth College gives instruction in a 4-years course in practical and useful arts, such as mechauics, civil engineering, in¬ vention and manufacture of machinery, carpentry, masonry, architecture and draw¬ ing, and the properties and uses of materials employed in the arts; also modem lan¬ guages, English literature, book-keeping, and other studies. Thayer School of Civil Engineering, another department of Dartmouth, continued in 1884- ’85 its exclusive professional training for young men of ability who may desire instruction of an advanced character. The course is of 2 years and is essentially a grad¬ uate one, limited iu range and fundamental in scope, being intended to meet the de¬ mand for men qualified for rapid advancement and difficult service. There were 7 students in this school The degree of C. E. is conferred after a final satisfactory ex¬ amination, and the acceptance of a graduating thesis. PROFESSIONAL. It is not known that any schools of theology or law exist in the State. Medicine. — The Medical Department of Dartmouth College in L884-,85 shows a col¬ legiate year of 42 weeks. For admission, satisfactory evidence of fitness for the tech¬ nical study of medicine is required ; for graduation, 21 years of age, good rnoiai charac- NEW HAMPSHIRE. 181 ter, 2 full courses of lectures, 3 full years of study, 1 course of dissection, and th© pass¬ ing of a dual examination in all branches taught in the school. Matriculates for 1884- 85, 44 ; graduates, 21. SPECIAL INSTRUCTION. EDUCATION OP DELAP MUTES AND THE BLIND. New Hampshire continues to provide for the instruction of its deaf-mutes in the Clarke Institution, Northampton, Mass., which reported 2 pupils from New Hamp¬ shire, and in the American Asylum for the Instruction of the Deaf and Dumb, Hart¬ ford, Conn., which had l? from the same State during l884-’8o. Provision also is made for the instruction of the Mind in the Perkins Institution, Boston, Mass. REFORMATORY AND INDUSTRIAL TRAINING. The Staff Industrial School , Manchester, gives moral, educational, and industrial training to youthful offenders. The. institution in t884-’8o reported 146 inmates. Of these, 19 were discharged at the expiration of term— 12 on probation, 6 honorably, and 1 seut to alternate sentence, leaving at the close of the year 108. Of the whole num¬ ber, only 67 were Americans, more than half being of foreign parentage ; 61 were com¬ mitted during minority, and the remainder for different lengths of time. Notwith¬ standing the receipts from some of the industries being smaller than usual, the year is said to have been one of great prosperity. EDUCATIONAL BENEFACTIONS. For a new chapel for St Paul's School, Concord, $70,090 were raised In 1884-’85 for building, and an endowment fund of $30,000 was more than half raised. The Chandler Scientific School of Dartmouth College was made residuary legatee in the will of the widow of the late Prof. John S. Woodman, eays the Congrcgationalist, and will probably receive some $20,000. EDUCATIONAL CONVENTION. NEW HAMPSHIRE STATE TEACHERS’ ASSOCIATION. The thirty-first annual session of the State Teachers’ Association was held in Con¬ cord October 24 and 25, 1884, E. J. Goodwin, of Nashua, in the chair. The session was opened by a paper from Mr. Craig, on “The Wade system for country schools,” which provides for a grading of pupils according to advancement, an examination of them yearly in a prescribed course, and a granting of diplomas at the conclusion of the course, the work for each term being carefully laid out, and followed by exami¬ nations. The advantages are that the school work is done thoroughly, and all the pupils graduate on the same general plan. Better teaching is required by this plan, as few of the country schools have systems that call for uniform requirements. So far as tried it has proved a great benefit, leading pupils to desire to complete the course and graduate, increasing the interest of parents and children, unifying the work done, and thus elevating the character of the country schools. C. C. Rounds, principal of the State normal school, testified to the value of the system, as he bad seen its workings in Maine, and thought it could be adopted in all the country schools in the State. Then followed a lecture on the “ Elements of mineralogy,” by Mr. William F. Young, of Nashua; after which came a paper on “Training for teachers,” by Miss Iola Rounds, of Plymouth ; this was followed by an address on “ The comparative value of experience and professional training,” by J. G. Edgerly, superintendent of Fitchburg (Mass.) schools, said to have been able and practical, and to have given rise to con¬ siderable discussion. “Self-culture for teachers” was the topic of a carefrilly written paper read by Miss Frances A. Mathes, of the Portsmouth high school, in which was presented the import¬ ance to the teacher of personal physical culture, good air, abundant exercise, refreshing sleep, and proper diet; also that the most refining sources of mental culture should be eagerly improved, that books should be wisely chosen, that desultory reading should be avoided, and that the refining influence of art should be sought in pictures of excellence, in eareful reading of good newspapers, in attendance on teachers' meet¬ ings and on good general society, as well as in travel and study of new places and scenes, all these being aids to self-culture. The tones of the voice, too. should be carefully cultivated, as their influence in the school-room can hardly be over-esti¬ mated. A brief discussion followed, warmly approving the suggestions of the paper. The following subjects were then considered : “The "place of Greek in a lil>eral edu¬ cation,” by Prof. J. H. Dwight, of Dartmouth; “Moral discipline in the school- 182 REPOET OF THE COMMISSIONER OF EDUCATION, room,” by Mi 89 L. J. Forest; “Examinations,” by Mr J. H. Stetson, Superintendent Burk, E R. Goodwin, and others ; “ A substitute for Latin in high schools,” by C. C. Boynton and others. After a choice of officers for 1885, the association adjourned. The session was largely attended, and (be papers and discussions were regarded as of great interest and value, showing a noble professional spirit among the educators of the State. CHIEF STATE SCHOOL OFFICER. Hon. James W. Patterson, Stale superintendent of public instruction. Concord. [Second term, June 21, 1882, to June 23, 1884; third term, June 24, 1884, to June 23, 1886.) . NEW JERSEY. 183 NEW JERSEY. STATISTICAL SUMMARY. 1883-’84. 1834-’85. Increase. | Decrease. POPULATION AND ATTENDANCE. Youth 5 to 18 enumerated . Enrolred in public schools . Average daily attendance . Per cent, of school youth enrolled - Per cent, in average daily attendance. Enrolled in private schools . Enrolled in all schools . -* Per cent, of these to school youth _ SCHOOL DISTRICTS AND SCHOOLS. School districts reported . Public school buildings . Sittings for pupils in these . - Private and church schools . School buildings classed as poor or very poor. School buildings classed as medium .. School buildings classed as good . School buildings classed as very good. Number of new buildings erected .... Number refurnished or remodeled .... Districts with less than 6 months’ school. Districts with 6, hut less than 9 months’ school. Districts with 9 months’ school or more . Average time of schools, in days . TEACHERS. Men teaching in public schools . Women teaching in public schools ... Whole number teaching . I FINANCIAL STATEMENT. Average monthly pay of men teaching. Average monthly pay of women teach¬ ing. Whole expenditure for public schools. Valuation of public school property. . 356, 061 366,317 10,256 216, 792 222, 317 132,017 5, 525 122, 930 9,087 60.89 60. 69 20 34. 52 36. 04 1.52 48, 962 43,510 452 265, 754 270, 827 5, 073 74.64 73. 93 .71 1,356 1,357 1 1, 596 1,586 200, 742 10 193, 803 6, 939 218 205 13 168 165 3 252 531 635 228 531 34 662 27 29 27 2 75 68 7 6 3 3 64 61 3 1,286 192 1,293 192 7 837 I 818 19 2, 850 2,998 148 3, 687 3, 816 129 §61 63 §63 56 §1 93 35 64 36 30 66 2, 392, 031 2,421,740 29,709 6, 350, 807 6, 832, 926 • 482, 119 (From report of Hon. Edwin O. Chapman, State superintendent of public instruc¬ tion. for 1 884-’ 85 ; the figures therein given for 1883-’84 being used in preference to those previously sent, as being presumably more nearly correct.) STATE SCHOOL SYSTEM. GENERAL CONDITION. The new State superintendent says that while the year 1884-’S5 has not been re¬ markable for any great improvement, a steady progress has been made, which is en¬ couraging. He also states that there has been yearly improvement in the efficiency of the schools since the enactment of 1867, which formed the basis of the present law, and for which the State Ls indebted to the sagaeity and zeal of his predecessor, Prof. 184 DEPORT OF THE COMMISSIONED OF EDUCATION. Ellis A. Apgar, superintendent from 1866 to 1885. For the current year the statistics show, as may be seen, an increase for the year of 10,256 in school youth, of 5,525 in en¬ rolled pupils, and, what is more important, of ovrer 9 .000 in average daily attendance. There were 27 new school buildings erected during the year, and 6,939 additional sit¬ tings provided to meet the increase of school attendance ; while 129 more teachers were employed, there having been 19 less men and 148 more women, as compared with L883-84. The statistics also show the almost total disappearance of districts with short school terms (of 6 months and less), the nun her having been reduced to 3, while those with terms of “9 months or more” increased to 1,293, a gain of 7 during the year. While the pay of teachers was but slightly improved, the expenditure for public schools was $29,709 more, and the valuation of school property $482,119 more, than in the previous year. The number reported in no school was 93,683, or abuut 25 per cent, of the whole. These figures, however, says the superintendent, form no basis upon which to calcu¬ late the amount of illiteracy in the State, since they include a large number of youth who have finished their education, a< well as children over 5, but still considered too young to attend school. He considers that as much as 18 out of the 25 per cent, not attending school are thus accounted for; and, counting those mentally or ph\*cally unfitted aud others who aro instructed at home, a very small margin is left upon which to base any apprehension of illiteracy. The State superintendent, in his report, divides the public schools into 5 grades, in order more clearly to present their condition : (1) As to the extent to which black¬ boards are used ; (2) as to the degree of excellence in recitations; (3) as to the degree of order maintained ; (4) as to cleanliness in the school-room ; (5) as to the general char¬ acter of the school. On all these points a slight improvement is reported. In I8ldis- tricts text- books were furnished to the pupils. Libraries were established in 747 schools. In school accommodations there is still some deficiency. Of the 1,586 school buildings, 103 are classed as “poor,” and 62 as “very poor.” An overcrowding of school-rooms is reported, chiefly in the primary departments, where there should be the least. In some of the cities, and in a large number of districts in which schools are ungraded, the superintendent says, so many pupils are crowded into a single room, in charge of a single teacher, that no good work is possible. The number of such rooms, how¬ ever, is decreasing, only 73 being reported the present year, against 105 in 1883-’84. A favorable point in the school work of this State is the great degree of permanence secured to teachers in their positions. The injury resulting from a frequent change of teachers was long ago recognized here, and New Jersey was one of the first of the Eastern States to drop the old system of a winter and summer term, with a different teacher for each. Contracts with teachers are generally made for the entire scliooi year, and renewed for the next if the parties can agree. As a result, nearly 3 per cent, of the teachers have been in their schools more than 20 years, nearly 7 per cent, more than 15 years, 16 per cent, more than 10, and over one-third have served more than 5 years. ADMINISTRATION. The general supervision of the public school system is committed to a State board of education, which appoints triennially a State superintendent of public instruction and a superintendent of public schools for each county, the latter subject to the ap¬ proval of the board of freeholders in the county. The interests of school districts are managed by 3 trustees, elected by the people for 3 years, with annual change of 1. The district trustees of each township constitute a township board of trustees, ami meet the county superintendent semi-annually for consultation. All persons, without regard to sex, who are residents of the district, are eligible to the office of district trustee, if over 21 years of age and able to read and write. Each district board elects one of its number as a clerk to record its proceedings, and take an annual census of school children. Provision is also made for State and county, aud iu some cases, for city boards of examiners, for the examination of teachers. The county and city superintendents together constitute the State association of school superintend¬ ents, which meets annually, as the State board of education directs. Graded, as well as district, schools are provided for, also industrial schools, a normal school, and teachers’ institutes. Teachers may suspend pupils from school for cause, but may not administer corpo¬ ral punishment. No sectarian school may receive any part of the public school funds. Since 1883, no boy under 12 nor girl under 14 years of age, may be employed in any factory, mine, or workshop; and no child between the ages of 12 and 15 may be so empioyeu, unless such child shall have attended some public or private, day or even¬ ing school, for at least 12 consecutive weeks, or 2 terms of 6 weeks each, within the year preceding such employment. Nor may a child under 14 years of age be employed in any manufacturing establishment longer than an average of 10 hours a day. SCHOOL FINANCES. The public schools are made free to all resident children 5-18 years of age, by the proceeds of a State school fund, by a State tax equal to $4 for each child of school NEW JERSEY. 185 age, and, wheu necessary, by additional amounts raised through township, city, and district taxation, and a poll tax not to exceed 01. Each district is entitled to at least $•200 of the school fnnd, and districts with 45 or more children get not less than $‘.’>50, to be apportioned bv county superintendents. To seenre this aid districts must pro¬ vide suitable school buildings, and must have maintained a public school for at least 9 months during the preceding year. NEW LEGISLATION. An Act of March 20, 1884, provides that where local authorities to assess and levy taxes for school purposes, &c., either do not exist, or fail to do their duty as to such assessment or levy, the governor is to cause notice thereof to be given to the mayor or other proper local authority; and if in 10 days the default of action is not reme¬ died, he may appoint and commission 3 freeholders in the derelict city, town, or mu¬ nicipality, to be “commissioners of taxation,” to assess and levy the taxes, not to exceed per cent, of the assessed value of the property thus subjected to taxation. Having made the levy, they are to apportion the proceeds, less their own appointed compensation, for the support of the schools, repair of school-houses, and other indi¬ cated purposes, in the cities or other municipalities affected. Another Act, of April 1, 1884, authorizes any city in the State to establish a free public library within its corporate limits, on receiving the assent of the majority of the qualified voters in the city, at an election fixed by law for the election of munici¬ pal officers, and after at least 10 days preceding public notice of the vote to be taken on this question. A compulsory school law of 1885 requires all persons having charge of children 7 to 12 years of age to send such to a public day school at least 20 weeks each year, unless excused by the school board of their district, for proven cause. It forbids also the employment of children under 15 years of age by any person, company, or corpo¬ ration, unless such children have attended some school for at least 12 consecutive weeks, for 5 days or evenings a week. Children temporarily discharged from employ¬ ment for the purpose of attending school are to have an opportunity for schooling, unless good reason to the contrary is shown. 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 super¬ intendent is usually the executive officer, and such persons as the board may appoint constitute a city board of examiners. STATISTICS. 1884-' 85. Cities. Population J census of 1 1880. | Children of school aga 1 Enrollment i in public schools. Average 1 daily at- j tendance, ! j Number of teachers. I Expendi¬ ture. * "Raymrnfl _ _ _ 9,372 8,722 3,447 2, 491 2,202 1, 597 1,282 1, 046 40 Bridgeton . 30 $17, 870 Camden _ .............. _ 41, 659 14, 276 9,097 5,008 128 98,308 Elizabeth . 28, 229 8,389 3,617 2,489 54 45. 291 Hoboken . . 30, 999 ] 0,907 6. 407 4,004 116 82.677 Jersey City . . . . . 120, 722 57, 586 22, 608 14.633 350 S 201 186 Millville . . . 7, m 2. 567 2, 351 1,566 37 i 24 280 Newark . . . . 136, 508 43, 263 24, 659 16, 259 420 i 397 769 New Brunswick . . 17,166 4, 731 2, 679 1, 659 1. 951 48 * 30, 143 Orange . . . 13,207 4,415 1, 137 34 I 28,934 Paterson . . . 51, 031 17, 028 12, 609 8,384 163 121, 547 Plainfield . . 8, 125 2,342 1,355 1,002 25 30, 086 Trenton . . . . . 29,910 8,641 4,090 2,702 78 52. 470 ADDITIONAL PARTICULARS. Bayonne, in addition to the above statistics, reports 1,721 sittings for pupils in pub¬ lic schools, an increase of 157 during the year; public school property valued at 0124,721 ; public schools taught for 10 months; 725 pupils attending private schools, and 520 no school. Bridgeton , with about the same school population and enrollment, the latter about 64 per cent, of its school youth, reports 42 per cent, of these in average daily attendance, the percentage of attendance to enrollment being about 65. There was a full supply 186 REPOET OP THE COMMISSIONER OP EDUCATION, of seats for the pupils attending. Private schools enrolled 250 pupils, and 500 are re¬ ported as in no school. The public schools were taught 200 days by 4 men and 26 women, all receiviug the average monthly pay of §75. Expenditure for public schools was §2,213 more than in 1883-’84. Camden reports an increase of 1,254 in school youth, of 206 in enrollment, and of 711 in average attendance. The seating capacity of the school-houses was 6,591, which, though less by 2,506 than the enrollment, was 1,583 more than average attendance! There were 2,000 reported in private schools, making a total of 11,097 under instruc¬ tion. Schools were in session 10 months and 7 days, and were taught by 7 men, and 121 women, the former receiving the average monthly pay of §132.55, the latter §39.90. School property was rated at §275,500. Elizabeth reports for 1884-’85 4 school buildings, affording 2,453 sittings for study, having lost by fire one for primary schools. With only 50 more school youth there was a gain of 119 in enrollment, and a loss of 13 in average attendance, while expenditure for public schools was $2,549 beyond that of 1883-,d4. Of the 3,617 registered pupils, only 122 were over 16 years of age. The estimated enrollment in private and church schools was 2,300, nearly 61 percent, of the public school enrolimeut. Oue special teacher in drawing was e - ployed. Public schools were taught 194 days, and property belonging to them was valued a $79,(500. Hoboken presents evidence of improvement in all the departments of school work. 1 had 6 school buildings for its high, grammar, primary, annex, normal, and eveuis schools. Including evening schools, there was a gain of 1,013 in registered pupils, oi 412 in average attendance, and an expenditure of $5,346 more than in ^64. Dur¬ ing the year a new wing with 240 additional sittings was added to one of the school buildings, yet even this was insufficient to accommodate the increase of school youth, and auother building was urgently called for. Uuder 8 teachers the evening schools were in session 67 nights, enrolling 455, with an average attendance of 172. Consider¬ able improvement in the sanitary condition of the school-houses is reported. In the high school, the course of study was thoroughly revised and adapted to the wants of every pursuit. The consolidation of the first class in each grammar department, plac¬ ing all the schools upon the same basis as to teaching, grades, and salaries, contrib¬ uted to the advancement of these schools. A carefully prepared table shows that about three-fonrths of the children leave school to contribute to the family support before completing one-haLf of the 13 years provided for by the State. And yet nearly 63 per cent, of enrolled pupils was held in average attendance. Private and oliurch schools enrolled 1,496. Public school prop¬ erty w'as valued at $124,465. Jersey City , while it gained 5,379 in school youth, 802 in average attendance, and expended $17,499 more for public schools, lost 789 in enrollment as compared with 1883-’d4. Private schools enrobed 14,725, a gain of 510during the year. The combined school force of the city seems to have made, during the year, but a slight advance on the accumulating school population, leaving 20,233 reported as attending no school. For the permanent attendance in the public schools, the school-houses afforded a fair supply of sittings. Schools were taught 10 months by 17 men and 333 women. The average moutbly pay of the former was $139.90; that of the latter, $37.63. Public school property was valued at $598,000. Millville , unreported last year, reports for 1884-,85 an enrollment of over 90 per cent, of its school youth, and 61 per ceut. of them in average attendance. Its school ac¬ commodations seem to have been fully up to school requirements. Only 50 were en¬ rolled in private schools, and 167 reported as in no school. The public schools were taught 2U0 days by 6 men and 31 women, the former paid $69.75 per month, the latter, §37.50. The value of school property was $50, LOO. Newark reports primary intermediate, grammar, 2iDdnstrial, and 7 evening schools, also 1 for colored youth, 1 high, and l normal school. Of the 24,659 enrolled in pub¬ lic schools, only 355 were over 16 years of age. The 6,000 in private and church schools, added to those m the public schools; make a total of 30,659 under instruction, or only 12,604 less than the number of school youth. The evening schools enrolled 2,087 men and 554 women, under 54 teachers, with an average attendanc. of 1,334. The high school pupils numbered 683, with average attendance of 552, under 17 teachers. The city normal school had 36 female pupils under 1 female teacher. Two special teachers, one in music and one in drawing, were employed. Public schools were taught 201 days, and property belonging to them was valued at $1,085,500. New Brunswick presents statistics showing an enrollment in private and parochial schools, exceeding by 8-21 that of the public schools, the former numbering 3,500, the latter. 2,679. This indicates a much larger foreign population than has been hereto¬ fore reported. The public schools occupy 6 buildings, with 1,300 sittings for primary and intermediate schools, 715 for grammar schools, and 160 for the high school. Of the 2,679 enrolled, only 91 were over 16 years of age. The high record for punctuality continued, there having been during the year a loss from tardiness of only 7 hours and NEW JERSEY. 187 49 ininntes. The standard deportment had been raised by the influence of new laws of conduct, which were approved by the scholars. The daily sessions continued as heretofore, no general recess being allowed. The results of this system, it is thought, are beneficial. Public schools were taught 199 days. School property was rated at $125,200. Orange provides 4 school buildings with 1.4G9 sittings for its primary, grammar, and high schools, valued, with other property, at $105, ObO. It shows for the current year a gain of l"4 in school youth, of 87 in registered pupils, of 5? in average daily attendance, with an expenditure for public schools of $2,509 more than in 1893-’84* Of the 1,659 enrolled, only 51 were over LG years of age, and only 100 under 6. The estimated number iu private aud parochial schools was 1,200, being only 459 less than in the public schools. The enrollment of both classes reached to within 1,556 of the number of school youth. Public schools were taught 197 days. The city superin¬ tendent says that the enrollment for l3S4-'85 exceeded that of any previous year, the increase keeping pace with that of population. The school board has ordered the erectiou of a new school building, the cost not to exceed $20,000. Paitrson reports progress in all depaitments, showing a gain of 1,034 in school youth, of 739 in enrollment, of L,254 iu average attendance, of 16 in teachers, and expended $14,989 more for public schools than in the previous year. There were 22 such schools, consisting of 1 normal training school, 1 high school, 8 grammar schools, with primary depart ments, 4 primary schools, aud 8 evening schools, affording 6,357 sittings in all, the teaching force comprising II men and 152 women. Although some increase had been made in school accommodations, there was still an overcrowded, condition in uearly all the schools. The city had uot sufficiently provided for the in¬ crease of school youth, there having beeD but 6,357 sittings for the 12,609 enrolled. The superintendent estimates that there were 9,000 children of school age who must have either attended private schools or received no schooling. Most of these were hoys over 12 years of age, or girls over 14, who were employed in the various places of industry. There were 2,796 attending evening schools. Efforts have been made to lessen truancy, tardiness, absence, and disobedience, and the superintendent urges that an institution be opened by the city where truants and lho=e who refuse to obey in the regular schools may be made to attend and be kept under proper restraint and inst ruction. Plainfield, for the current year, reports a little more than one-half of school youth enrolled in the public schools and 500 Lu private ones, making a total attendence of 1,865 in both classes, and leaving 477 out of school. Average daily attendance was about 43 per cent, of school youth, and 73 per cent of enrollment. School buildings are all reported as in “very good” condition, aud afford nearly enough seats for the daily attendance. The public schools were held in session 10 months, the teaching force comprising 1 male and 24 female teachers; the former receiving the average monthly pay of $120, the latter, §56. School properfy was rated at $95,000. Trenton grades its public schools as primary, intermediate, grammar, and high, with courses covering 8 years, giving to’each grade 2 years. There was in 18S4-’85 a gain of 136 in enrollment, a falliug off of 238 in school youth, of 252 iu average attendance, and of $3,038 iu expenditure for public schools, as compared with the previous year. The enrollment in private and church schools was 1,445 less than iu 1833-’B4. For 12 public schools there were 13 school buildings, with 4,090 sittings, all school property being valued at $164,800, an advance of $70,800 over the valuation in le8:J-’84 The com¬ bined enrollment of public and private and cburch schools, the latter being 1,555, leaves 2,936 of school youth apparently without school training. But allowing tha*3 about one-fourth of the school youth are over L6 years of age, and, having completed their public schooling, are in higher schools or pursuing the various industries, few, if any, are left as illiterates. Public schools were taught 200 days, retaining in average attendance about 66 per cent, of the pupils enrolled. Camden, Gloucester City, Hoboken, Millville, Newark, Paterson, and Salem, had evening schools during the winter, taught by 145 teachers for a total of 463 evenings, with an enrollment of 7,200, and an average attendance of 5,302, the appropriation for their support being $15,578. PREPARATION AND QUALIFICATIONS OF TEACHERS. GEXERAL STATE REQUIREMENTS. To obtain employment in the public schools teachers must hold certificates of quali¬ fication from the State or city board of examiners. The certificates of the State board are of three grades — for life, for 10 years, or for 7 years. Those of the county boards are for 1, 3, and 5 years, the 5-year ones good throughout the State. Gradu¬ ates of 3- years’ course in the State normal school, who have given evidence in its model school of ability to teach and govern, receive a second-grade State certificate, and graduates of the 2-years’ course, one of third grade. 188 REPORT OF THE COMMISSIONER OF EDUCATION. STATE NORMAL TRAINING. The Keic Jersey State Normal School , Trenton, organized in 1855, offers a 3-years’ course of normal instruction, with free tuition to students who are qualified, and will pledge themselves to teach 2 years in the State. Iu l884-’85 there were 40 young men and 180 young women in the school under 25 instructors. The number of graduates receiving diplomas entitling them to teach in the State without further examination was 27, all of whom were to engage in teaching. Vocal and instrumental music and drawing are taught, and a model school is attached for practice teaching. During the year 285 graduates and 195 undergraduates of the State normal school taught in the State, an increase of 19 of the former and of 30 of the latter over 18o3-’84. OTHER NORMAL TRAINING. The cities of Hoboken, Newark, and Paterson include normal training in their pub¬ lic school systems. That at Newark had 35 young women iu its course of 40 weeks under 4 instructors. In 1884-’B5 the entire class graduated, of whom 34 were to en¬ gage in teaching, which they are permitted to do iu the city without further exami¬ nation. A model school is attached, which is said to be in exeelleut condition as to its attendance, discipline, and instruction ; the accommodations both for the theo¬ retical and training departments were entirely inadequate. The city appropriated §1,500 for the maintenance of the normal school during the year. TEACHERS’ INSTITUTES. To defray the expenses of teachers’ institutes the State allows §100 for each county that may hold an institute. Where the teachers from two or more adjoining counties unite in holding the institute, each county receives §100. The State board of educa¬ tion must prescribe rules and regulations for holding the institutes. All teachers are required to attend unless excused, and no deduction may be made from their salary for the time given to the institute. SECONDARY INSTRUCTION. PUBLIC HIGH 8CHOOLS. These schools are reported in most of the principal cities. That at Long Branch offers classical, scientific, and English courses, each covering 3 years, the classical being particularly designed to fit students for college. Newark has a similar arrange¬ ment. With an enlarged building and the organization of the school upon a broader and more liberal basis, with increased appliances for objective and experimental work, it is in close relation to the normal and training schools, and, through them, to the entire teaching force of the city. Paterson, with a high-school registration of 230 pupils, reports an advancement of the school towards a higher standard, and a gain of it iD effectiveness aud influence. Its library numbered over 12,000 volumes, and included a good proportion of historical and classical works. The Trenton high school has a 2- years’ English course ; Greek and Latin optional. OTHER SECONDARY SCHOOLS. For statistics of business colleges, private academic schools, and preparatory de¬ partments of colleges, see Tables IV, VI, VII, and IX of the Appendix. For summa¬ ries of their statistics, see the report of the Commissioner preceding. SUPERIOR INSTRUCTION. COLLEGES FOE YOUNG MEN. The College of New Jersey. — Princeton continued in !884-’85 to maintain its classi¬ cal, scientific, and elective courses, with a faculty of 39 members, aud an enrollment of 519 students, representing 31 States, 1 Territory, and 3 foreign countries. Degrees conferred are M. A., B. A., M. S.. B. S., and C. E. Three honorary LL.D’.,1 4 D.D’s, and 2 A. M.’s were conferred in June, 1884. Entrance examinations are held annu¬ ally in all the principal cities westward to San Francisco, aud in these examinations aDd in the regular undergraduate and graduate courses that follow them everything indicates thoroughness, while annual fellowships, prizes, and competitive scholarships help to stimulate students. Other institutions reporting are Rutgers College, New Brunswick (non-sectarian), and St. Benedict’s College, Newark, and Seton Hall College, South Orange (Roman Catholic). The first named offers excellent classical, scientific, special, and graduate courses of study, with numerous electives ; the others preparatory, commercial, and classical courses of fair standard. 1 President Arthur, Governor Abbott, and Judge Harlan, of the United States Supreme Court. new JERSEY. 189 Pot statistics of these colleges, see Table IX of the Appendix ; for summaries of them, a corresponding table in the report of the Commissioner, preceding. INSTITUTIONS FOB THE SUPERIOR INSTRUCTION OF YOUNG WOMEN. For statistics of this class of institutions, see Table VIII of the Appendix; for a summary of them, a corresponding table in the report of the Commissioner, preceding. SCIENTIFIC AND PROFESSIONAL INSTRUCTION. SCIENTIFIC. The 4- years’ courses of instruction in the Sterens Institute of Technology, Hoboken, include training in elementary and advanced mathematics and their application to me¬ chanical construction; mechanical engineering, including construction of machines; mechanical drawing; shop practice id mechanics ; physics; chemistry; applied elec¬ tricity ; and marine engineering — all with excellent appliances and facilities for thorough scientific work. Rutgers Scientific School, constituted by the legislature the State College of Agricult¬ ure and the Mechanic Arts, presents courses of 4 years in civil engineering and me¬ chanics and in chemistry and agriculture; a special course of 2 years in agriculture; and post-graduate coarses in the natural scienoes, agriculture, and political and social science, each leading to its appropriate degree. The John G. Green School of Science connected with the College of New Jersey, Prinoe- ton, otfers coarses in general science to the junior year ; then elective coarses in chem¬ istry ana mineralogy, biology and chemistry, biology and geology, and mathematics and mechanics; a course in civil engineering is also arranged. The branches open to special students include geology, mineralogy, biology, physics, practial astronomy, analytical and applied ehemistry, assaying, and topography. The course in civil engineering diverges from that of general science in the begin¬ ning of the freshman year, proceeding to measurements of lines and angles, to plane problems and descriptive geometry, topographical drawing, chain and compass sur¬ veys, and advancing to applied mathematics, construe tio ns, and studies of terres¬ trial magnetism and electro-dynamics. For statistics of scientific schools and scientific departments reporting, see Tables IX and X of the Appendix; for summaries of these, corresponding tables in the report of the Commissioner, preceding. TECHNICAL SCHOOLS. A technical school was opened during the year at Newark, under a law of 1SS1, which provides that when a city, town, or township shall raise Sd.000 for the estab¬ lishment of an industrial school, the State will appropriate an equal amount for thar purpose. Applicants for admission to the school at Newark must not be less than 16 years of age, and must be well grounded in common-school studies; the course of in¬ struction covers from 3 to 4 years of 6 months each ; the sessions occupying 5 evenings a week. Studies include algebra, geometry, trigonometry, descriptive geometry, phys¬ ics, theoretical, descriptive, and applied chemistry, free-hand and mechanical draw¬ ing. Special instruction is given as to the care and proper use of tools. Number on roll February 23, I8js5, 96, representing 18 different occupations. At Montclair a technical school has been in operation since 18-82, though not under the act of 1881. It is attached to the public school, and is under the supervision of the district board of trustees. Thfe boys of the grammar schools are taught the proper use of wood- working tools, and the girls are instructed in needle- work. This indus¬ trial training may not interfere with the regular class work. The work of the boys is not unlike that of the manual training schools of Saint Louis, Chicago, Philadel¬ phia, and elsewhere. PROFESSIONAL. Theological instruction is given in the Theological Seminary, Princeton, and the German Theological School of Newark, Bloomfield (both Presbyterian); Drew Theo¬ logical Seminary, Madison (Methodist Episcopal); the Theological Seminary of the Reformed Church, New Brunswick; and in the Theological Seminary of the Immacu¬ late Conception, South Orange (Roman Catholic). All give at least S-years*’ coarses of study, Princeton and Drew adding post-graduate studies. For statistics of these departments reporting in l8S4-’85, see Table XI of the Ap¬ pendix, and for a summary of them, the report of the Commissioner, preceding. SPECIAL INSTRUCTION. EDUCATION OF THE DEAF. The Xeic Jersey School for Deaf-Mutes, Trenton, a State institution founded in 1883, In l884-’85, had L17 pupils, 51 of whom were girls. The common-school branches are taught, together with the industries of shoemakiug and carpentering for boys, and 190 REPORT O F THE COMMISSIONER OF EDUCATION. sewing for girls. Articulation is taught in separate classes, 2 of the teachers using this method exclusively. The State appropriated $’280 per pupil for the year. Tlio institution owns 9 acres of land, valued, with buildings, etc., at $100,000. REFORMATORY AND INDUSTRIAL TRAINING. Tbe New Jersey Stale Reform School , Jamesburg, receives boys between the ages of 8 and 16 years. The number of different boys registered during the year was 426; 150 were released, indentured, or otherwise disposed of; absent on trial, and escaped,?; remaining at the close of the school year, 269. The boys are divided into families, the State seeking to give the reforming influence of home, rather than the punishment of a work -house, and the plan has produced excellent results. Instruction is given in the elementary branches of learniug, as well as in farm and shop work, the latter including shoemaking, tailoring, carpentry, blaeksmil hing, painting, and masonry. The State Industrial School for Girls, Trenton, receives girls between the ages of 7 and 16 years, and in l884-’85 reported 31 inmates being trained to lead lives of use¬ fulness. The girls are divided into classes, so that all in turn are taught regularly how to wash, iron, and perform all household duties, and in the sewing-room they ace taught to make and repair their own garments neatly. Newark City Home, Verona, which gives educational, industrial, and reformatory training to tiie wayward youth of the city, sends no report lor 18d4-’8d. EDUCATIONAL CONVENTIONS. NEW JERSEY STATE TEACHERS’ ASSOCIATION. This association held its twenty -seventh annual meeting at Newark, December 29- 30, 1884, State Superintendent Ellis P. Apgar presiding. Superintendent G. H. Bar¬ ton, of Jersey City, had prepared an interesting paper on the “ Practical teaching of hy¬ giene iu the public schools,” but, being too ill to attend, the document was read by Mr. Pattou. The paper advocated this teaching as a means of showing the children that punishment is sure to follow any dereliction of the laws goveruiug health. In the discussion which followed, Mr. C. J. Jacobus, superintendent elect of New Bruns¬ wick, said that the schools and scholars were tbe best means of doing the hygienic work, as they would diffuse it in homes and places where it would not otherwise be known. VV. M. Griffin, of Newark, in a paper on the “Avenues of the mind,” said, “Reason refuses to be crammed, but the dullest reasoning faculties in stupid pupils can be made to understand by gentleness and persoverauce.” The evening was oc¬ cupied by Rev. \V. E. Crowe in an address on “The teacher and his work.” The ex¬ ercises of the second day were opened by Principal John Enright., of Freehold, on “ Methods of teaching spelling” ; hesaid, “ Words must be learned according to their phrases and seuteuces, and the spelling-book must go”; an idea which Professor Wat¬ son pronounced “ absurd,” saying that there was but one way to gain a thorough knowledge of spelling — classification and systematic study. Superintendent C. E. Meleney, of Paterson, read au interesting paper on elementary instruction, followed by Prof. J. W. Lycett, of Hoboken, on “ Industrial education”; the latter asserted that industrial eriucat ion is destined ultimately to gain great prominence in the nation. At the afternoon session Prof. John Greene, of Peddle Institute, Higbtstown, in a paper on “ How to extend the moral influence of the school/’ said that this influence ought to be a power; that there is no limit to the development of this power; and that there is no place in which to exercise moral influence more potent than the public schools. The music committee submitted a resolution recommending the use of the “ Tonic sol- fa system ” in ihe public schools of the State, which was unanimously adopted. On motion of Superintendent Meleuey, a committee was choseu to ask of the legislature permission and appropriations to organize infant classes, to collect all possible infor¬ mation on the subject of such classes, and to report at the next meeting. CHIEF STATE SCHOOL OFFICER. Hon. Ellis A. Apgar, State supei'intendent of public instruction, Trenton. [Sixth term, March, 1882, to March, 1885. Succeeded by Edwin O. Chapman.] NEW YORK. 191 NEW YORK. STATISTICAL SUMMARY. POPULATION AND ATTENDANCE. Youth of school age (5-21) . Public school enrollment . Average daily attendance . Per cent, of school youth enrolled.. Per cent, of enrolled in attendance. Per cent, of school youth in attend ance. 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 23 weeks or mere. Teachers attending institutes . Licensed through normal schools . FINANCIAL STATEMENT. Average monthly pay of teachers - Whole expenditure lor public schools. Teachers’ pay . For sites, buildings, and furniture.... Value of all public school property. .. STATE SCHOOL FUND. Amount of available fund. Permanent school fund a.. 1883-’84. no (» S 1 g Increase. j j Decrease. 1,702,967 1 1,721,126 18,159 1,000,057 1 1, 024, 645 24, 788 596, 160 1 611,019 14,859 S'' 72 59. 55 .83 59.61 59. 62 .01 35.00 35.50 .50 121. 460 124,816 3, 356 34,162 37, 043 2, 881 5, 084 *5, 039 45 8, 381 8, 592 211 3, 036 3, 153 17 1, 172, ISO 1,203, 388 31,208 11,258 11,254 4 163.5 179.0 io.5 701,437 732, 876 31, 439 11,921 11,912 9 1,749 t: 1, 759 10 6,424 6.021 403 24, 513 25,378 865 30, 937 31,399 462 21,411 21,824 413 14,770 „ 18. 295 3, 525 1, 259 1,208 51 1 * $44 24 S44 84 SO 60 11,834,912 13, f;8U, 968 1,746, 056 7, 985, 723 8, 762, 950 777, ‘.27 2, 103, 216 2, 324, 393 721, 177 31, 937, 951 33, 347, 581 1, 409, 630 . • 7, 867. 422 i 1 a This includes $4,602,822 not now available. (From report of Hon. William B. haggles, State superintendent of public instruc¬ tions, for the years indicated.) 192 REPORT OF THE COMMISSIONER OF EDUCATION, STATE SCHOOL SYSTEM. GENERAL CONDITION. The statistics for 1884-,85 present, as may be seen, an advance over tSS3-’S4 of 18,159 in school youth, of ‘24,788 in enrollment in public schools, and of 14,859 in average daily attendance. There were 403 fewer male teachers and 865 more females employed, with a slight increase in average monthly pay. An expenditure of $1,746,056 more than in 1883-’84, with advances of $1,409,630 in value of school property, and of $777,2*27 in the aggregate paid to teachers, seems to indicate a considerable outlay for additional schools and school buildings. With this gratifying record of school work and school facilities, there yet remained 40.45 per cent, of school youth not accounted for. If from this be deducted the large attendance of 124,816 in private and church schools, those over 16 years of age employed in various industries, and those attending the higher schools, the above per cent, of non-attendance at school would be largely re¬ duced, and an approximation reached to the real facts in the case. The State superintendent thus emphasizes this view: “While the minimum of school age is as low as 5 years and the maximum as high as 21, the number of chil¬ dren of school age will continue to be largely in excess of the number in attendance in public schools. This excess, it should be remembered, includes a considerable proportion of children between the ages of 5 and 6 years, who have not yet been placed in school. It also inoludes a large class of persons attendant in the various universities, colleges, academies, and seminaries, with those under instruction in select schools, in families, and in numerous art, commercial, trade, and other techni¬ cal and industrial schools. It includes the large number of young persons of both sexes under 21 years of age, who, having gone through a complete or partial course iu the public schools, have engaged in business, as well as many such persons not in business, and others only temporarily out of school, whose names will hereafter re¬ appear upon the school registers. It is not to be inferred, therefore, that this large excess represents, even approximately, the number of children in the State growing up in ignorance.” While this is true, it is also true that in many cities and towns, especially in the city of New York, school boards find it impossible to keep up with the increase of school youth under 16 years of age. In New York 3 new school buildings were opened during the year 1884, which had an average attendance of 5,500, and yet the super¬ intendent says that, so far as discernible, no apparent diminution was produced in the attendance upou neighboring schools. Among the encouraging features shown is an annual increase of teachers employed during the full legal school year. A better grade of teachers is indicated, too, by the expenditure of $8,762,950 for teachers’ wages during the year, $497,497 more than m in any previous year. A further indication of improved condition is that while en¬ rollment has varied, the average attendance has been uninterruptedly increasing for the last 6 years. A large increase of volumes in school district libraries in l884-,85, the superintendent says, does not break the force of the fact that these libraries have been steadily running down for over 30 years, having decreased from 1,604,210 in 1853, to 732,876 in 1885. ADMINISTRATION. The State superintendent of public instruction has general supervision of all the public schools. Academio, collegiate, and professional training are under the direction of a board of regents of the University of New York, the State superintendent being ex officio a member. For local administration there are school commissioners of one or more counties, calltjfi commissioners’ districts, and boards of trustees of 1 or 3 members for ordinary school districts and of 3 to 9 iu union districts. Teachers at the close of their engagements must report to the district clerk the prescribed school statistics, he to the trustees, they to the schoolcommissioner, and he to the State superintendent, who reports to the legislature. The school co^ missioners are elected for 3 years, district trustees for 2 or 3 years. No school commissioner or supervisor may be a school trustee, or a member of auy board of education within his district or town; and no trustee can hold the office of district clerk, collector, or librarian. Every district and neighborhood officer must reside in his district or neighborhood, and be qualified to vote at its meetings. Women eligible as school officers may also vote at school meetings. Public schools are free to all resident children 5 to 2L years old in their school dis¬ tricts. For Indian children separate arrangements are made on reservations. School au¬ thorities of cities or incorporated villages may establish separate schools for colored NEW YORK. 193 children, and must famish facilities for instruction equal to those in schools for -whites, of the same grade. A compulsory law of 1876 requires parents and guardians to see that their children 8 to 14 years old attend school at least 14 weeks each year, unless otherwise instructed in the common school branches, and no child under 14 who has not so attended may be employed in any business during school hours under penalty of $50. Training in industrial and free-hand drawing must be given in all the State normal schools, in at least one department of city schools, and in union free schools in districts incorporated by special acts, unless excused by the State superintendent. Boards of education in cities and villages designate the text books to be used in their schools, and no change can be made under 5 years except by vote of three-fourths of the board, or of the same proportion of the legal voters of the district. SCHOOL FINANCES. Public schools continue to be sustained from an annual tax of 1£ mills on $1 of tax¬ able property ; from district taxes ; from the income of a common school fund ; from trust funds coming from the acquisition of real estate by gifts or otherwise ; from such portion of the United States deposit fund as may be set apart for the purpose, and from certain fines and penalties. District taxes may be levied for sites, buildings, apparatus, libraries, fuel, etc., for supply of a deficiency in a former tax, or for paying teachers. To entitle a district to State school moneys it must have sustained at least 1 school for 28 weeks under a qualified teacher the preceding year, and must have filed its annual report with the town clerk. No unqualified teacher may be paid from the public funds. NEW LEGISLATION. An act passed May 27, 1885, amends former acts as to the distribution of State school moneys, and requires that after deducting the usual annual amounts for salaries of school commissioners, city superintendents, libraries, etc., the State superintendent shall divide the remainder into 2 equal parts, and apportion one-half equally among the school districts and cities from which reports have been received, the other half (and also the library moneys separately) among the counties of the State, according to their respective populations, excluding Indians residing on their reservations. But as to counties in which are cities under special acts, he i3 to apportion to each city the part to which it appears to be entitled, and to the residue of the county on the same basis. After October 1, 1885, each school commissioner is to have an animal salary of $1,000. Any sum allowed him from the free-school fund by the supervisors of his district be¬ yond this $1,000 the supervisors must assess upon the towns composing his district, according to the rated valuations of property therein. After August 20, 1885, no person under 16 years of age shall be considered a qualified teacher for a public school. Every union free school district is to be subject, in all its departments, to the visi¬ tation of the superintendent of public instruction, who is charged with the general supervision of its board and management. The superintendent is to establish such regulations as will furnish incentives to teachers to attend the institutes in the county or school district in which each is teaching, and such attendance is not to he allowed to work a forfeiture of contract or pay. Provision is also made for instruction, in all schools under State control, as to the effects of alcoholic drinks, stimulants, and narcotics on the human system ; and no certificate is to he issued after January 1, 1885, to any teacher in the public schools that has not passed a satisfactory examination in physiology and hygiene, with ref¬ erence to the effects of such drinks, stimulants, and narcotics. SCHOOL SYSTEMS OF CITIES WITH 7,500 OR MORE INHABITANTS. ADMINISTRATION. City public schools are managed by local boards of education, under special statutes, varying in the nature of their provisions. They are also under the supervision of local superintendents (or clerks of local boards), who perform the duties of superin¬ tendents, and exercise powers and duties similar to those of school commissioners. Such superintendents report annually to their boards of education, and also directly to the State superintendent, transmitting whatever facts he may require. 13 E 194 REPORT OF THE COMMISSIONER OF EDUCATION. STATISTICS. 1884-’ 85. Cities. Population, census of 1880. Children of school age. Enrollment I in public 1 schools. At era g e daily at¬ tendance. Number of teachers. 1 Expendi¬ ture. Albany . 90, 758 35, 900 13, 720 9,740 250 $219, 923 Auburn . 21, 924 7, 259 a3, 596 2,740 82 67, 679 Binghamton . Brooklyn ................... 17, 317 566, 663 5, 954 3, 709 96, 927 27, 611 2, 755 59, 093 17, 152 81 1,437 491 56. 606 1, 598, 427 514, 162 Buffalo . 155, 134 69, 500 Cohoes . 19,416 7, 135 63, 252 61, 942 53 36, 907 Elmira . 20, 541 6, 558 3, 931 1,404 2,959 79 64, 199 Hudson . 8, 670 3, 700 903 24 13,010 Ithaca . 9, 105 2, 733 1, 809 1,861 1,266 32 67, 173 31, 460 Kingston . Lockport . 8, 780 c3, 015 1, 154 33 13, 522 3, 943 2, 210 1,580 42 29, 163 Long Island City . 17, 129 6, 529 4, 229 2, 739 68 43. 463 Newburg . 18, 049 6,712 3, 440 2, 459 71 58, 633 T'i’ftw Vrtrk _ 1. 206, 299 21, 116 300, 459 63, 706 150, 924 62, 451 3, 898 67 4, 443, 890 46, 784 Oswego . 8, 011 Rochester . 89, 366 37, 000 14 152 10, 662 314 275, 704 Saratoga Springs . 8, 421 2, 647 1, 977 1,279 40 34, 071 Syracuse . 51, 792 19, 853 9, 439 7, 482 199 137, 483 Troy . 56, 747 20. 000 8, 490 5, 662 162 d!19. 877 Utica . . 33, 914 13, 983 5,865 3, 930 148 104, 627 Yonkers . 18, 892 8, 076 63, 405 61, 931 658 70, 078 a Excluding 11 duplicates. c For only two-thirds of the city. 6 Including evening schools. d Items not all reported. ADDITIONAL PARTICULARS. Albany in 1884-’85 provided 24 public school buildings (10 for primary schools, 13 for grammar schools, and 1 for a high school), with 12,286 sittings, rated with other school property at $602,000. School population and registered attendance were about the same as in 1883-84, the enrollment gaining only 2, though there was a gain of 288 in average daily attendance, of 9 in teachers, and of $16,781 in expenditure for public schools. The registered attendance was 38.22 per cent, of school youth and the number retained iu attendance 27.13 percent. Taking into account about 5,000 in private and parochial schools, 52.15 per cent, of school youth were under instruction eome part of the year. No evening schools are reported. A training school is taught by the principal of the primary schools. Special teachers in music, drawing, German, and chemistry were employed, the last for one-half of the year. The superintendent says that 3 years’ trial of a continuous daily session, without a noon recess, has added to the effectiveness of the schools, and has been a positive benefit to the health of the pupils. Discipline had improved. Only 1 in every 260 pupils received punishment from the rod. Cases of suspension were only of a temporary character. Measures were taken to devise a course of study in physiology and hygiene to meet the requirements of the new school law. Auburn shows in 1884-85 a falling off of 327 in school population, yet a gain of 28 in enrollment, of 106 in daily attendance, and of $9,393 in expenditure for public schools. A new school building reported last year as under contract, to cost $8,000. is supposed to have been completed, making 12 buildings, with 3,710 sittings. School property was rated at $243,500. There were also 3 school buildings, with 1,200 sittings, for pri vate and parochial schools. Comparison of attendance in the public schools with the school youth reported shows 49.34 per cent, enrolled, and 37.75 per cent, in average daily attendance. Counting the 1,200 pupils in private and parochial schools, 66.07 per cent, of school youth attended school some part of the year; and allowing the daily attendance in these schools to be 830, as reported, 49.19 per cent, of school youth were retained in average daily attendance by all classes of schools. But the test of the efficiency of a school system is in the average attendance of those between the ages of 6 and 16, as but a small fraction of other ages are enrolled. Of the 7,259 of legal school age (5-21), 406 were under 6, and 1,593 over 16, leaving 5,260 between 6 and 10. Of these the public and other schools retained 3,570 in average daily attend¬ ance, leaving 1,690 out of school. Schools are classed as primary, grammar, and high, and were in session 194 days. No evening schools were reported. Special teachers in music' and drawing were em¬ ployed. The superintendent says, “The year has been one of exceptional quiet. Everything has run smoothly.” NEW YOKE. 195 Binghamton reports for lftS-t-’SS a -well-proportioned advance on 1883-’84, there be¬ ing an increase of 300 in school youth; of 225 iu enrollment; of 178 in average attend¬ ance ; of 13 in teachers ; and of $7,598 in school expenditure. Eleven school buildings were reported, school property being valued at $236,661. an advance of §8,200 beyond the previous year. Adding the 545 in private and parochial schools to those in public schools, the per cent, of school youth enrolled was 71.45, while in the public schools alone the average daily attendance was 46.27 per cent. The schools, primary, gram¬ mar, and high, were in session 108 days. No evening schools reported, and no special teachers employed. Brooklyn for 1884-’S5 shows a fair advance on the previous year, there being a gain of 3,328 in registered pupils, of 2,375 in average daily attendance, of 82 in teachers, and of $145,407 in expenditure for public schools. No additional school buildings are reported. The enrollment exceeded by 30,965 the seating capacity of the 61 school buildings, which, however, was greater than the average attendance. Of the chil¬ dren enrolled 3,614 were under 6 years of age, 1,613 over 16, leaving 91,700 between 6 and 16 as the permanent school material, for whom were needed 25,738 additional sit¬ tings. Schools were taught the full school year, 208 days. School property was valued at $3,649,000. There were 61 schools under the control of the city board of education, including 1 training school for teachers, 1 central, 32 grammar, 25 intermediate and primary, and 2 “ attendance” schools. The new school buildings erected during the last 2 years are said to be of superior internal arrangements, and the 2 recently built to be models of school architecture. Of the 14 evening schools, 2 are of high-school grade, and 1 for colo>ed pupils. Buffalo shows a rapidly increasing population, and much enterprise in the struggle to keep abreast with it in school accommodations. Daring the year school yoath in¬ creased l>y 2,000, enrollment by 689, average attendance by 1,511, and public school expenditure by $306,942. Of the 101 school bnildiogs reported for lS84-r85, 46 were for private and parochial, and 55 for public schools, including those rented. Of those for public schools 18 were for primary schools, 36 for grammar schools, and 1 for a high school. The average number of teachers was 491, besides 4 special teach¬ ers — in music, drawing, penmanship, and German. The public schools enrolled 39.73 per cent, of school youth, and retained 24 63 per cent, in average daily attendance. If to the enrollment in the public schools be added 12,900 estimated as registi red in private schools, it will be seen that 56.99 per cent, of school population were under instruction for some part of the school year, leaving 43.01 per cent, out of schools of any kind. Public schools were in session 197 days. No evening schools reported. School property was valued at $1,014,280. Cohoes in 1884-?85 went in all points beyond 1883-’84. With 664 more school youth, 471 more were enrolled, 250 n ore were retained in average attendance, J more teacher was employed, $833 more were expended for public schools, and 148 more sittings for study provided, making accommodations for 2,123 pupils, or 181 more than the aver¬ age attendance. Private schools report 3 school buildings, 7 teachers, 600 enrolled, and 400 in average attendance. The statistics show that the combined enrollment of all these schools amounts to 53.99 per cent, of the school youth, thus leaving nearly one-half of them out of school. But of the 7,135 school youth, 2,915 were over 14 years of age, and only 61 over 16 appear in the enrollment. This indicates that most, if not all, the able-bodied youth over 14 or 16 who were not in higher schools were employed in the industries of the city, and needed no day-school accommodations. Night schools were taught 96 evenings in 5 day-school rooms, with 778 enrolled and 194 in average attendance, under 8 teachers. Day schools were in session 202 days. School property was valued at $128,718. Elmira , in 1384-’85, though making hut small advance on 1883-?84, has a pleasing record of school work. The 8 public school buildings with 3,950 sittings afforded ample room for the public school enrollment, these sittings being exclusive of 300 in a building held as a relief. There was a night school with 3 teachers, a registry of 204, and an average attendance of 102. Private schools had 3 school buildings with 700 sittings, 11 teachers, a registry of 600, and an average attendance of 425. The aggregate enrollment shows 72.20 per cent, of school youth tinder instruction some part of the year, and 53.16 per cent retained in average daily attendance. The public schools were in session 196 days. One special teacher in music was employed. Public school property was rated at $345,000, $20,000 beiDg for apparatus. Hudson in 1884-;S5, with a gain of only 60 in school youth, goes beyond the previous year 210 in enrolled attendance, 57 in average attendance, and 2 in teachers, expend¬ ing $1,751 more for public schools. There were 8 school buildings, with 950 sittings for primary schools, 300 for grammar schools, and 200 for a high school. While these accommodations were ample for the registered attendance, they left 2,250 of the school youth unprovided for by the city system. Of this number 650 were in private schools, leaving 1,600 still without school room or instruction. It must be considered, how¬ ever, that about one-third of school youth reported are over 16 years of age, have graduated from the common schools, and are in employments or in higher schools. 196 REPOST OP THE COMMISSIONER OP EDUCATION. Two special teachers — in music and German— were employed. Public schools were taught 203 days. School property was rated at $55,000. Ithaca, while it expended $43,356 more for public schools than in I883-’84, fell be¬ hind 275 in school population, 246 in enrollment, 145 in average daily attendance, and 3 in teachers. There were 6 public school buildings, affording 934 sittings for primary schools, 683 for grammar schools, and 224 for a high school, being 32 more than was needed for the enrollment. Private schools enrolled 400, holding 260 in average at¬ tendance. Notwithstanding the failing off above noted, the public schools registered 66.1S per cent, of school youth, 46.32 per cent, of whom were held in average attend¬ ance. The entire school force, public and private, enrolled as high as 83.75 per ceut. of school youth, leaving only a little over 16 per cent, out of school, but not therefore necessarily illiterates. Public schools were taught 196 days; school property was valued at $126,000. The erection of a new school building seating 234 pupils of the high and 280 of the grammar school, may account for an outlay of $43,356 in excess of last year. Kingston school district, including two-fifths of the city, reported for *T 884- 85 pri¬ mary, junior, senior, and academic schools. A return shows 5 school buildings with 1,G90 sittiugs, but slight changes on all points from 1883- 84, except a falling off of 87 in average daily attendance, and of $15,607 in public school expenditure. The public schools registered 61.72 per cent, of school population, all schools in the district combined 72.21 per cent., public schools holding 3S.27 per cent, in average daily at¬ tendance. Special teachers in music and drawing were employed. Public schools were in session 196 days; the property connected with them was valued at $172,500. No evening school reported. In conformity with the recent act of the legislature, physiology has been taught orally in all the grades below the academic since January 1, 1885. The superintend¬ ent says that the results have been quite satisfactory. A large majority of the teach¬ ers made special preparation and acquitted themselves well. The use of a suitable text book on physioiogy and hygiene is recommended for the senior grades. The schools were in good condition. Lock-port in 1884-85 falls behind 1833-,84 by 57 in school youth, 189 in enrollment, 63 in average attendance, and 2 in teachers, while the expenditure for public schools was $537 more. The 7 school buildings (same as year before) had 1,134 seats for pri¬ mary schools, 1,275 for grammar schools, and 258 for the high school, showing 457 more sittings than the enrollment for the year; 56.05 per cent, of school youth were registered, or counting in the 500 in private schools 68.73 per cent., leaving 1,233 of the children and youth of legal school age in the city in no school. Of the public school enrollment 130 w’ere under 6 years of age, and 254 over 16. No evening school is reported for those wh ) cannot attend day schools, nor kindergarten for those under 6 years. There were special teachers in penmanship, German, and French. Public schools were taught the full school year — 199 days, and school property was valued at $105,000. Long Island City, while losing 234 in school population, as compared with 1853-’84, gained 51 in enrollment, 225 in average attendance, 13 in teachers, and expended $3,977 more for public schools. The registered attendance was 64.77 per cent, of school youth, and with 385 in other schools was 70.67 per cent., while 41.95 per cent, were retained in average daily attendance by the public schools. The public schools were taught the full school year, 202 days. Public school property was rated at $70,200. No evening schools nor special teachers reported. Neivburg shows a gain of 513 in school youth, and of 127 in enrollment. The 71 teach¬ ers employed seem to hav6 done at least as well as previously, retaining 36.63 per cent, of school youth, and nearly 72 per cent, of the enrolled, in average daily at¬ tendance. Counting the 681 in private schools, 61.39 per cent, of youth of school age were registered in the schools of the city, leaving 2,591 out of school. This number probably represents the average school youth over 16 years of age, who have gradu¬ ated from the common schools, and are pursuing studies in higher ones, or are en¬ gaged in the industries of the place. So long as the school age extends from 5 to 21. about one-third may safely be thus accounted for. Public schools were taught 206 days. School property was rated at $184,000. New York City embraces in its public school system, or under its supervision, 300 schools, consisting of a normal college and a training school connected with it, 46 grammar schools for males, 47 for females, 13 for both sexes, 75 primary departments of grammar schools, 40 primary and 28 evening schools, 1 nautical school, and 48 corporate, industrial, reform, and orphan schools. These all in 1885 enrolled 30u,459 pupils, with an average attendance of 150,924, employing 3,898 teachers, including 77 in drawing, music, German, and French, with an expenditure of $4,443,890. To meet the demand for more school room 3,300 sittings in new buildings were added during the year, and preparations made to increase the number to 12,000 in the near future. Action was also taken to improve the ventilation and sanitary condition of all the new school buildings. NEW YORK. 197 The 2S evening schools (one of them a high school with 27 teachers) leport excellence in instruction and discipline. They registered 19,731 pupils, with an average attend¬ ance of 7,065. Foreigners studying English were 6,628, with an average attendance of 2,221. Pupils over 21, 4,301. School books and stationery are furnished by the Board, the ex¬ pense for the year 1864-85 being §146,072. The nautical school shows an increase in number of pupils over 1884. The school course during the winter of 1864-,83, and th9 instruction in seamanship and navigation during the summer cruise, are said to have been carried out satisfactorily. The College of the City of New York, a most import¬ ant factor of the public school system, reports, for the year ending June 25, ldrto, 696 students : in its department of arts, 225 ; in that of sciences. 334 ; in the 3-years special course, 137. At the examination for admission, of 1,048 applicants 624 were admitted, making the roll of the college 1,266, an increase of 145 over 1863-,64. Among changes in the course of study, for the grammar and primary schools, the most important was a required instruction in physiology and hygiene, with reference to the effects of alcoholic drinks and narcotics on the human system, as required by State law. To enforce this, the board made it the duty of the principals to deliver to their pupils at least once a month lectures on this subject of about 20 minutes in length, in general accordance with a prepared “syllabus of topics.” Oswego in Ic84-J35 made small gains over 1883-’S4, employing 4 more teachers and expending 8407 more. The 23 school buildings reported for last year were reduced to 20 in 1684-85, but with 465 more sittings, indicating improvement in school accom¬ modations. These provided 1,660 seats for primary, 1.150 for grammar, 75 for un¬ graded, and 500 for high schools. The public schools enrolled 46.26 per cent, of school youth, aud with 1,140 in pri¬ vate schools, the entire registered attendance was 60.42 per cent., the private schools enrolling nearly one-third. Public schools were in session the full school year, 197 days, at an expenditure of 84/3,784, and with property valued at. §179,230. Rochester in 1884-'85 continued its commendable struggle to keep up in school ac¬ commodations with a rapidly increasing population. Thirty school buildings were reported, with 12,116 sittings for study, which failed by 2,036 to equal the enroll¬ ment. The public schools, classed as primary, grammar, and high, enrolled 6129 more than in 1S83-J84, held 820 more in average daily attendance, employing L3 more teach¬ ers, and yet the enrolled reached only 36.25 per cent, of school population : allowing 7,500 in private schools, but 58.52 per cent, were registered in all classes of schools. The public schools, taught 196 days, had property valued at $586,930. This apparently bad showing is largely relieved by the allowance of about one-third of school youth to be over 16 years of age, which, accounts for 12,333 as in employments suited their age. Then in the number enrolled we find 552 of 16 years of age, which reduces the number out of school to 2,421, many of whom may be disabled from varions causes. Saratoga Springs m 1884-’85 presents 74.63 per cent, of school youth enrolled, under 35 female and 5 male teachers, who held 64.69 per cent, of the enrolled in average daily attendance. With 77 iD private schools, 77.6 per cent, of school youth were en¬ rolled, leaving 5S3 out of school. Public schools were in session 205 days of the school year, at an expenditure of $34,071. Special teachers in music and drawing were employed. School property was valued at $100,000. Syracuse still embraces in its school system primary, junior, senior, and high schools, with a course of 8 years below the high. For this last see “Secondary instruction,” further on. A return shows au increase over 1383-84 of 969 in school population, of 224 in enrollment, of 333 in average daily attendance, of 7 in teachers, while school expenditure was $7,379 less. The public schools registered 47.55 per cent, of school youth, and held 79.27 per cent, of enrolled in average attendance. Adding 2,448 in private schools, 59.86 per cent, of school youth were under instruction, leaving 7,966 apparently unprovided for. The 18 school bnilfiings, with 8,964 sittings for study, fell short of the enrollment by 455. Special teachers in drawing and penmanship) were employed, A training school supplies more than one-fourth of the teachers, who are said to be superior to those formerly employed. The superintendent expresses his gratifica¬ tion with the general improvement, especially so with the better attendance, as in¬ dicating more efficiency in work. From this pleasing view he turns with much con¬ cern to the large percentage of school youth not in school. According to his estimate, after eliminating those over 16 years of age, who may be otherwise employed, there were 2,138 of proper school age out of school. Ke regards the only remedy for this evil to be in the recent action of the board of education, which contemplates a vig¬ orous enforcement of the new truant law. He regards it as unfortunate that the schotd age covers so long a period, as the number registered above 16 is so small as to add almost nothing to the attendance roll, and yet are included in the number of school youth not in school. He would have school age reduced to 6-16. Troy classed its public schools as primary, intermediate, grammar, and high; and, according to a return, gained 192 in pupiia enrolled and employed 6 more teachers. 19& REPORT "OF THE COMMISSIONER OF EDUCATION. These schools registered 42.45 per cent, of school youth, holding 66.69 per cent, of en¬ rollment in average daily attendance. With 2,500 in private schools, only 54.95 pei cent, of the 20,000 school youth were registered in all the schools. The superintendent says that in several schools the work of the past year has been prosecuted under difficulties, from replacing old buildings with new ones and procur¬ ing, in the process of building, suitable rooms elsewhere. Never in the history of the schools has so much been done, in a single year, to provide comfortable accommoda¬ tions for the children of the city. Three new buildings were practically completed and ready for occupancy, all of them 3-story brick structures, with basements, and an aggregate of 54 well lighted rooms, the arrangement of seats being conformed to the advice of ophthalmic surgeons, while 2,262 sittings were furnished with the latest form of single seats; entire new furniture and excellent heating apparatus were pro¬ vided ; all had play-rooms in the basement, the yards being reduced to a minimum, as mid-session general recesses no longer prevail. The entire cost was about §122,000. The city report gives no indication of evening schools. Special teachers in music and drawing were employed. Public schools were taught 20U days. School property was estimated at §410,000. Utica.— A return for 1884-’85 6hows an increase over 18S3-J84 of 1,122 in school youth, of 248 in enrollment, of 85 in average daily attendance, and of $il,452 in ex¬ penditure for schools. The enrolled exceeded the sittings of the 18 school buildings by 1,137, indicating considerable change in pupils. There were 2,802 enrolled in the primary, 2,502 in the grammar, 150 in the high, and 411 in evening schools. While these retained 67 per cent, of enrolled in average daily attendance, only 41.94 per¬ cent. of school youth were registered in the public schools, 2,191 being reported in private schools. Evening schools were taught by 8 teachers, with an enrollment of 354 men and 57 women. A special teacher iu music was employed. The public day schools were taught 195 days. School property was rated at §371,766. Yonkers for lSdl-’So presents a gratifying record of advance at all points. With an increase of 820 in school youth, there were, including evening schools, 862 more enrolled, 12 more teachers, and au increased expenditure of §2,835. An additional school building makes 7 in all, with 1,300 sittings for primary schools, 621 for gram¬ mar schools, and 149 for a high school. The public schools registered 42.16 per cent, of school youth, and the 1,800 in private schools made the whole enrollment 64.45 per cent. The public schools held 56.71 per cent, of their enrolled in average daily at¬ tendance. Evening schools enrolled 353 men and 159 women under 10 teachers. Special teachers in music and drawing reported. Schools were in session 197 days, being the entire school year. School property was valued at §169,000, au increase of §31,551 over last year. PREPARATION AND QUALIFICATIONS OF TEACHERS. GENERAL STATE REQUIREMENTS. A teacher of public schools must present evidence of competency, such as a normal- school diploma, a certificate of qualification from the State superintendent, school commissioner of the district, or school officer of a city or village in which he is em¬ ployed. By a law of 1882, pupils trained in teachers’ classes under the supervision of the regents of the University of New York, who pass an examination prescribed by the regents under the supervision of school commissioners, are licensed to teach. 8TATE NORMAL TRAINING. The State continues to sustain 8 normal schools, viz, at Albany, Brockport, Buffalo, Cortland, Fredonia, Geneseo, Oswego, and Potsdam. These are all under the super¬ vision of the State superintendent, the regents of the university having joint charge with him over the one at Albany. In these schools tuition and the use of text-books are free. Each county is entitled to twice as many pupils as it has representatives in the Assembly ; and when the quota of a couuty cannot be filled with qualified candi¬ dates, eligible ones from other counties may come in. All must be at least 16 years of age, healthy, of good moral character, of average ability, and must pass an exam¬ ination in the elements of a good English education. Appointments are made by the State superintendent, on the recommendation of school commissioners or city super¬ intendents. The school at Albany presents but one course of 2 years; the other > have elementary and advanced English courses of 2 years, and classical courses of ;‘> years. The aggregate attendance in 1884-’85 was 2,471, an increase of 78 over lS83-’84 ; graduates for the year, 327, an increase of 27 ; whole number graduated 6iuce organ¬ ization, 6.160. The whole number cf teachers holding normal diplomas was 51 less than in 1883-’84, and 72 less than in 1882-,83 ; rather discouraging, says the superin¬ tendent, to those who are hoping to see the public schools largely supplied wit!, normal-school graduates. NEW YORK. 199 OTTIER NORMAL TRAINING. The Normal College of the City of New York, admitting 693 students in 1835, regis¬ tered 1,553, with an average attendance of 1,410, of whom 1,010 were studying French and 543 German, and 230 graduated from its 4-years course of study. At tho exami¬ nation in June, 1885, 033 candidates were from tho female grammar schools, of whom 157 were marked an average of 90 per cent, or more, some going as high as 97 per cent. Tho instruction of teachers’ classes in academies and union schools under tho au¬ thority of the regents ox the university is reported to have been conducted during the year very satisfactorily. A rigid supervision has been maintained. Students have' been held to a strict account in the observance of regulations. The requirement that all candidates for admission must pass the preliminary examination of the re¬ gents exerted a wholesome influence in improving the character of the membership : and although the number under this system Las been reduced, the quality of teachers sent out was greatly improved. Much of this increased efficiency in the instruction given is attributed to the earnest and intelligent efforts of tho inspector of teachers’ classes, Dr. A. B. Watkins, who visited 103 of the 111 classes during the year. In pursuance of the law of 1884, instruction will be given in physiology and hygiene in the teachers’ classes and schools under the control of the regents. In 18S4-’85 there were 143 academical and free union schools in which teachers’ classes were taught. These classes enrolled 2,348 students, an increase of 473 over 1883~’S4. teachers’ institutes. The law requires each school commissioner to organize an annual teachers’ insti¬ tute in his district, or a combined one in concert with other commissioners in the same county, subject to the advice and direction of the State superintendent. By a law of August, 1385, public schools in districts and parts of districts where such institutes aie held must be closed during the session, or forfeit their share of the public school fund for the time taken for the institute, the same to be deducted from the pay of teachers that violate the law. Districts closing their schools to allow their teachers to attend these institutes receive their share of public funds for payment of their teachers while attending. In the calendar year 1885. teachers’ in¬ stitutes were held iD each of the 56 counties of the State, exclusive of New York and Hamilton. In 14 counties 2 institutes were held, making the aggregate number 72, with an attendance of 18,295. SCHOOL JOURNALS. The leading educational journals in this State in 1864-’85 have been the School Journal, a weekly, published at New York City, which reached its thirtieth volume in July, 1885 ; the Teachers’ Institute, a monthly abstract of the previous one, published up to December, 1863; the School Bulletin , Syracuse, a monthly, in its eleventh vol¬ ume in 1885; and the Industrial Neirs, published monthly by the Inventors’ Institute, Cooper Union, in its sixth volume in 1865. The Summary, published weekly, at the New York Reformatory, Elmira, makes its first appearance at this Bureau in its third volume, 1885. SECONDARY INSTRUCTION. ACADEMIES AND HIGH-SCHOOL DEPARTMENTS. The secondary schools of the State are (1) incorporated academies governed by hoards of trustees and supported mainly by tuition fees; (2) academical departments of union schools controlled by hoards of education and supported chiefly by local tax¬ ation. Under a law of 1864 authorizing nnion schools to adopt as academical departments academies existing in their districts, the number of academies has annually decreased, while the academic departments proportionally increased. In 18G5-’66 there were 190 academies, and hut 22 academical departments ; in 1683-’84 there were only 75 of the former and 185 of the latter. In this progress of events, the weak and unendowed academies have been carried down, while the strongest have survived. This rapid increase in the number of academical departments of nnion schools is one of the most remarkable facts in the educational history of the State. Numbering nearly 200, they are found in every city and nearly every village. They form an important element in the public school system. To avoid too large an increase, and consequent inferi¬ ority, the regents two yeaTsago raised the condition for the admission of academical de¬ partments to their visitation. As showing the grade of instruction in these schools, it is stated that, of 260 principals, 182 were graduates of colleges and 34 of normal schools. There were under the care of the regents in 1883-’84, in the 260 institutions, 1,309 teachers, 34,162 scholars, of whom 10,8^3 were academical, sustained at an ex¬ penditure of $1,385,119 for the year. The State appropriates annually $40,000 to their 200 REPORT OF THE COMMISSIONER OF EDUCATION. support; the balance is from local taxation and tuition fees. Since 1851 the State has annually appropriated S3, 000 to purchase books and apparatus for these schools, in¬ creasing it in 1884 to $6,000. The whole amount thus given, including that for 1885, is $164,812, which, as it insured an equal sum by the schools, shows $329,625 expended for books and apparatus. Of the students, 6,906 were pursuing classical studies, 2,400 were preparing for college, and 30,792 were in elementary studies. OTHER SECONDARY SCHOOLS. For statistics of business colleges, private academic schools, preparatory schools, and preparatory departments of colleges, see Tables IV, VI, VII, and IX of the Ap¬ pendix ; for summaries of same, see the report of the Commissioner preceding. SUPERIOR INSTRUCTION. UNIVERSITY OF THE STATE OF NEW YORK. The board of regents of the University of the State of New York, established May, 1784, made its 98th annual report in January, 1885. As this completed a century of its work, the celebration of it was held in connection with the annual university con¬ vocation in July, 1884, an account of which see further on, under “Educational con¬ ventions.” This university is composed of all the recognized colleges — academies and academ¬ ical departments of union schools coming in as p repara tory schools. There are on the university list 52 incorporated colleges, including both literary and professional institutions. Of these, 47 report in 1883-’84 a total of 752 instructors, 11,417 students, and 1,611 graduates. Twenty are colleges of arts for both sexes, leading to the de¬ gree of A. B. ; 5 are exclusively for women, though only 4 report for 1884 : 16 are medical, and 4 are law colleges. They owned property valued at $22,812,836, and expended for the year, $1,724,868. No institution of the collegiate grade was added during the year. The condition of the colleges is reported to have been one of marked prosperity, with steady prog¬ ress in the acquisition of funds for endowments and enlargement of courses of in¬ struction. In some there has been activity in providing new courses and greater facilities for instruction. Since June, 1883, Columbia College, Now York City, has offered a course of study to young women equivalent to that for young men, extend¬ ing over 4 years, to he pursued under the general direction of the faculty, th’o man¬ ner and place of study being left to the discretion of the student. Anothei recent step in the right direction is the establishment, by the same college, of a school of library economy, to meet the demand for trained librarians. Instruction is given by lectures, courses of reading, conferences, and actual observation of and experience in library work. The college library, containing 60,000 volumes, has recently been moved to a new iire-proof building. The catalogues and returns from 23 collegiate institutions for 1834-'85 show that the activities and prosperity of the previous year continued. Few report changes during the year. The St. Lawrence University extended its theological course to 4 years, instead of its previous 3. Cornell University reports the most successful year since its organization. A lady principal of Sage College was appointed, and all lady students who have no valid reason for living elsewhere were required to reside at the college. During the year, there was, for the first time in the history of the university, a body of fellows, in ac¬ cordance with a statute adopted at the last previous meeting of the board. There were 7 fellowships connected with the various departments, each held by a graduate elected by the faculty. There was also established during the year a system of university scholarships, founded on a fund made up by individual members of the board, which provides for 36 in all, or 9 every year for 4 years, the annual value of each to he $200. Nothing, says the president, that this hoard has done, has shown its value more immediately and conclusively, resulting in a great and sudden in¬ crease of students of a high grade of preparation. There was no change in the gen¬ eral course of instruction, hut every course felt the benefit of the increase of facilities for study, the library having been increased by 3,926 hound volumes, making a total of 54,379, and 15,625 pamphlets. The university was perfecting a system for the in¬ struction of teachers, similar to that of the University of Michigan. In Columbia College a successful effort was made to subdivide classes without in¬ creasing the expense by an increase of instructors. When a vacancy occurs among the instructors, instead of employing another of the same grade, 2 or more fellows with tutorial-duties take his place. In the retirement of Mr. Hopkins, professor of Latin and Zend, the college sustained a great loss. At the beginning of the year the school of mines occupied its new building ; sum¬ mer schools of surveying, mechanical engineering, and practical mining were held, the usefulness of winch was questioned. NEW YORK. 20. Donations and bequests to colleges during the year have not been large or numerous St. Stephen’s received §12,000, in small sums, for buildings; St. Lawrence Universit nearly §2,000, for deficiency of income ; Ingham University $5,000, to defray expenses College of St. Francis Xavier $100,000, from Mr. John F. O’Conner, a graduate < 1872; Rntgers College $5,000 each from 2 friends; Syracuse University $122,000, fro' various individuals and conferences, for a general endowment fund. Of the 25 universities and colleges belonging to the university system of the State 15 aro exclusively for young men, 5 for young women, while Alfred, St. Lawrence Cornell, and Syracuse Universities, with Columbia College, admit women, all bn the last on the same terms as men. For detailed statistics of colleges and universities, see Table IX of the Appendix : for their summaries, see the report of the Commissioner preceding. INSTITUTIONS FOR THE SUPERIOR INSTRUCTION OF YOUNG WOMEN. The 5 institutions of full collegiate ranh exclusively for young women are Wells College, Aurora; Elmira Female College, Elmira; Ingham University, Le Roy; Rut gers Female College, New York City; aud Vassar College, Poughkeepsie. Elmira College received from various sources during the year benefactions amounting to $51,000. For full statistics of these colleges and other schools for the higher instruction of young women, see Table VIII of the Appendix ; for their summaries, see the report of the Commissioner preceding. » SCIENTIFIC AND PROFESSIONAL INSTRUCTION. SCIENTIFIC. The Untied States Military Academy , West Point, established in 1802 and sustained by the General Government fur the training of officers for the Army, shows no mate¬ rial change from 1883-;84. The studies are in departments of natural and experi¬ mental philosophy; of modern languages; of drawing; of mathematics; of chemistry, mineralogy, and geology; of history, geography, aud ethics; of tactics; of law; of civil aud military engineering; of ordnance and guunery ; and of practical military engineering. The course covers 4 years with 4 corresponding classes. To advance from one class to another the cadet must pass a satisfactory examination before the academic board. In 1884-’85 there were 45 cadets discharged, and 11 resigned, leav¬ ing 264 at end of year. Thirty-nine graduated, of whom 5 were marked as il distin¬ guished cadets,” and their names placed on the next Army Register. Admitted for 1885-86, 78. The board of visitors, June, 1885, recommend some changes in the studies of the academy, viz : (1) that it should no longer be regarded as a technical school in mathe¬ matics, physics, or chemistry, but as primarily a technical school for war ; (2) that these studies he taught for the sole purpose of fitting the cadets to pursue the technical study of war in the most thorough manner. They say that no theoretical instruction in military subjects is given in the first 2 years of the course, and that in the third only 23 hours in all are given to military recitations, professional topics not being reached till the fourth and last year. In the opinion of the board, this ought to be so changed that some strictly military subject should be taught in each year ; that such changes be made in the courses of study as shall allow more time for the science and art of war, and for those professional studies which directly St the graduated cadet for military service. On the whole, the board of visitors express their high opinion of the instruction given; that in their best judgment the whole department of instruction is in a highly effective state, every cadet having been recommended as proficient by the academic board. The Agricultural and Mechanical College of New Torlc , a department of Cornell Uni¬ versity, Ithaca, continues its scientific courses leading to degrees in agriculture, archi¬ tecture, civil engineering, and mechanical engineering. Other scientific schools aro Rensselaer Polytechnic Institute, Troy, a school of civil engineering; the School of Mines of Columbia College, conferring the degrees of engineer of mines, civil engineer, bachelor of philosophy, and doctor of philosophy to advanced students ; and the scien¬ tific department of Cooper Union, with a mathematical and scientific course of 5 years. The University of the City of New York, Union College, and Syracuse University also give instruction in civil engineering and. in general science, while a majority of the other collegiate institutions offer courses for the degree of Sci. B. A College of Elec¬ trical Engineering in the city of New York is established to enable men and women to acquire a scientific and practical knowledge of the systems of submarine and in¬ land telegraphy in use iu this and other countries. It presents a theoretical and prac¬ tical course extending over 6 months and embracing 13 different topics of studj. 202 REPORT OF THE COMMISSIONER OF EDUCATION. PROFESSIONAL. Theology. — Of the 13 institutions of this class, 3 arc Protestant Episcopal, 2 Presbyterian, ‘2 Baptist, 1 Lutheran, 1 Christian, and 1 Universalist, all offering 3- years courses, generally following college graduation or an examination of 11011- graduates. Of the 3 others, which are Roman Catholic schools, St. Bonaventurc has a 3-years course following a college course ; the Seminary of Our Lady of Angels a 5-years course of ecclesiastic and other studies following a 2-years preparatory course; and St. Joseph's Seminary courses of 44 to 5 years, including “2 preparatory years. For statistics of the above institutions for 1884-’85, see Table XI of the Appendix; for summaries of same, see the report of the Commissioner preceding. The Chautauqua School of Thtology, organized in 1881 under a charter from the State of New York, began its operations in August of that year with a board of trus¬ tees, a president, a dean, a general secretary, 7 counselors of high repute in different denominations, 8 department deans (including several of the above, with others). The work is done by the students at home, each department and course being under the care of a dean who directs the reading, studies, and examinations by correspond¬ ence; it the latter are satisfactory to the counselors, the degree of B. D. is conferred. The studies of the 8 depaitmentscomprised in the course may. he completed in 5 or 6 years. Law. — The following schools of law are recognized as of proper standard by the hoard of regents of the university: The Albany Law1 School, Albany, a department of the Union University ; the law department of Hamilton College, Clinton : the School o^' Law in Columbia College, New York City; and the law department of the Uni¬ versity of the City of New York. Medicine, Dentistry, and Pharmacy. — Sixteen medical institutions in the State were recognized in 1883-84 by the regents of the university. Of 12 reported by the Illinois State Board of Health, 9 were regular, 2 homoeopathic, and 1 eclectic. The Col¬ lege of Physicians and Surgeons in the City of New York, Long Island College Hos¬ pital, Bellevue Hospital Medical College, College of Medicine of Syracuse University, and the Medical Department of the University of Buffalo recommended hut did not re¬ quire a 3-years graded course. The Albany Medical College, Womau’s Medical College of New York Infirmary, and Medical Department of Niagara University required a 3-years graded course. The last mentioned recommends an extension to 4 years. These colleges present sufficient and competent corps of professors and assistants, as required for recognition by the Illinois State Board of Health, the range being from 18 to 54. The time of regular annual sessions for 1883-84 ranges from *22 to 34 weeks, the Woman’s Medical College of the New York Infirmary having 32, and the College of Medicine at Syracuse University 34 weeks. The rules prescribed by the Illinois State Board of Health as to attendance and examinations, dissections, clinics, hos¬ pital attendance, length of graduating courses, age, and character, are substantially complied with by all. The aggregate matriculation of these 9 schools in 1883-84 was 1,990; graduates, 581. The New York Medical College Hospital for Women (homoeopathic), New York City, provides and requires for graduation a 3 years graded course of study, while the Eclectic Medical College of the City of New York does not require it. These schools meet fully the absolute requirements of the Illinois State Board of Health, as heretofore specified. The New York College of Dentistry , New York City, reports in 1884-85, besides 2 years of private tuition, a course of study covering 52 weeks each year, 20 being de¬ voted to a lecture course and 32 to practical dentistry. Those who complete the full course and pass the required examinations receive the degree of D.D.S. The College of Pharmacy of the City of New York and the Albany College of Phar¬ macy, a department of Union University, show in 1884- 85 each a 2-years course, the former of 22 weeks, the latter of 20 weeks each year. To secure the degree of Ph.G. the requirements in both are attendance on 2 full courses of lectures; in the former 4 years of experience, in the latter 34 years, with a reputable pharmaceutist, a thesis, and the passing of a final examination. Veterinary surgery. — The New York College of Veterinary Surgeons and the American Veterinary College, both of New York City, show large faculties and ample requirements for graduation. The former has a course of 2 years, the latter of 3, both with annual sessions of 26 weeks. The attendance for 1883-84 at the former was only 4, while at the latter it was 92, graduates 22. In 1883-’84 the Columbia Veterinary College of New York City was consolidated with the American Veterinary College under name of the latter. For statistics of medical schools see Table XIII of the Appendix ; for their summa¬ ries, see the report of the Commissioner preceding. Auxiliary and tost graduate institutions. — The Neiv York Polyclinic , New York City, organized lb82, is strictly a school of clinical medicine and surgery, with no didactic lectures, and none hut practitioners admitted. Professors, instructors, and assistants, 66. Clinics are held daily throughout the college year. NEW YORK. 203 The New York Post- Graduate Medical School and Hospital, Now York City, a clinical school, also orgauized in 1882, employs 68 prolessors aud assistants. The regular term occupies 8 months. Law regulating tiie practice of medicine and surgery.—' Tho degreo of M.D. is conferred by incorporated medical colleges aud universities of the 8tate, which constitutes a license to practice physio and surgery in tho State, provided that tho person record his license, with his name, residence, and place of birth, in the clerk’s office of tho county where ho intends to practice. The Regents of the University of the State of New York are authorized by law to ap¬ point medical boards of not le.-s than 7 licensed physicians and surgeous to examine candidates for the degree of M.D., referred to them by the chancellor. Very few, how¬ ever, apply to tho board for examination, only 10 having received the degree from the regents in 12 years. They regard the further maintenance of these hoards as un¬ necessary. They say that were some plan undertaken for requiring a State license of all who enter upon the practice of medicine, the machinery, now comparatively use¬ less, would be of great service. SPECIAL INSTRUCTION. SOCIETIES FOR THE PROMOTION OF HOME STUDIES. The Chautauqua University of Correspondence Schools had its origin in the Chautauqua Summer School of Languages, which held its first session in lt?79, and, lasting only 6 weeks, needed to be supplemented to secure any lasting benefit. This was attempted by correspondence with the department professors, but failed. There was a lack of the vitalizing power of a teacher’s presence and the bond of union which thence en¬ sues ; acquaintance had been too brief; the student had no incentive to persistent effort ; there was a want of system ; correspondence was irregular and unsatisfactory. The year 1880-81 witnessed a new effort for an after-school course of study, with the conviction that there were great possibilities in the after-school idea, if only a true method could be found. In 1882, after much deliberation, a plan for correspondence schools with a regular course of study each year was adopted. Each professor was pledged to a definite amount of work. This* plan succeeded. For 3 years teachers and students worked successfully, and though there were difficulties, the schools achieved a fair success. The students made notable progress, and so far as the study of languages was concerned the problem was solved. Then came another question : Why may not the subjects in a college curriculum he ta-ught by correspondence ? This question settled, the next step was the organization of the university and its incor¬ poration by the State of New York in 1883. In this organization the professors identified with the correspondence schools were retained, while the schools which had achieved success by the efforts of the Chautau- quan officials and the prestige of the Chautauquan name, were merged in the new university. In it, the student who cannot reach the college has its substitute at home, and with its curriculum may reach a diploma and degree. All this with only a yearly tuition fee of §10, and a matriculation fee of $fi, which, with the large num¬ ber of students from every State and Territory in the Union, provides for the salaries of professors and all other expenses. At the Chautauqua Assembly in 1885 the plan of the university was completed, comprising : (1) the department of the assembly ; (2) the summer session of the school of languages ; (3) the Chautauqua literary and scientific circle ; (4) the school of lib¬ eral arts; and (5) the Chautauqua press. Advanced plans for work in all these de¬ partments were provided for. Extra pains were taken in preparation for the school of Liberal arts. Each section is in charge of some eminent leader. It is claimed that there is a university breadth in the variety of studies which this school offers, while the courses for the different sections are as exacting in their requirements as similar courses in any university known. EDUCATION FOR POLITICAL LIFE. Columbia College, New York City, opened its school of political science in 1880, with a course of 3 years, conferring the degree of Pb. B. on those completing the first year, and that of Ph. D. on the completion of the full course. No report since 1883-’84. Cornell University, Ithaca, continued in 1384-’85 its 4-years course in history and political science, leading to the degree of Ph. B., the first 2 years being mainly in¬ troductory. TRAINING IN ARTS AND TRADES. The rapid progress of industrial education, especially in arts and trades, has called into existence during the year an important and timely organization, the Industrial Education Association, No. 21 University Place, New York City. The first report^ 1884-’85, states its objects to be : (l) to obtain and disseminate information upon in¬ dustrial education ; (2) to invite co-operation between existing organizations en- 204 REPORT OF THE COMMISSIONER OF EDUCATION. gaged in every form of industrial training ; (3) to train women and girls in domestic economy, and to promote the training of both sexes in such industries as shall enable them to become self-supporting; (4) to devise methods of industrial training and secure their introduction into schools ; also, when expedient, to form special classes and schools for such instruction ; (5) to provide instructors for such schools and classes, and if necessary to train teachers for this work. The officers of the association are about equally distributed between the two sexes, Gen. Alexander S. Webb being presi¬ dent. The board of managers has 15 members, while the work is given to committees on finance, on books and printing, on industries, on domestic economy, and on or¬ ganization. The secretary closes as follows, in the words of an English writer on this subject : “ What we need is to liberate the hand-poweT which is now going to waste, just as we have set free the brain-power.” Cooper Union, besides its scientific courses, has classes, both day and evening, in drawing and designing (free-hand), modeling in clay, architectural and mechanical drawing, decorative painting, wood engraving, telegraphy, photography, and type¬ writing ; also an art school lor women, and a free night art school for men. The Nero York Trade Schools have evening classes for young men in plumbing, brick¬ laying, fresco painting, stone-cutting, plastering, pattern-making, carpentry, and wood-carving. The New York Woman’s Christian Association has free classes for young women in book-keeping, cutting and fitting, machine sewing, type-writing, phonography, re¬ touching photo negatives, photo-color, crayon drawing, and technical design. The Society of Decorative Art has free industrial art classes in drawing and design¬ ing, modeling, artistic embroidery, drawn work, plain and fine sewing; also paid classes in drawing and designing, modeling, decorative painting, ecclesiastical and art needle-work. Gramercy Park Tool House gives instruction in carpentry, wood-carving, turning, iron- working, use of tools and machines, enameling, mosaic work, photography, and printing. In New York City College boys are taught mechanical drawing and designing, model¬ ing and construction, carpentry, and vise and forge work in connection with the reg¬ ular school course. The Technical Schools of the Metropolitan Museum of Art have classes in drawing, designing, modeling, and carriage-making. The Turnverein gives afternoon instruction in drawing, designing, modeling, sew¬ ing, embroidery, knitting, bookbinding, and turning. The Woman's Institute of Technical Design instructs in drawing and decorative paint¬ ing, designing in all its branches, metal work, wood-carving, modeling in clay, and interior decoration. Students for the year, 201, from nearly every State in the Union : average attendance, 90 per cent. ; 70 received certificates of excellence in studies ; 10 graduated with an average credit of 95 per cent. For the coming year 200 were admitted. The curriculum and advantages were to be increased. A normal class for training teachers in industrial drawing and art handicraft was in prospect. The Pelham Industry, Pelham Manor, N. Y., trains in carpentry, cabinet work, wood- carving, upholstery, mattress- making, brass work, leather work, designing, modeling, plain sewing, and embroidery. The Ladies’ Art Association, New York City, offers lessons in the principles of form and color, decorative design, oil and water color, pen and ink drawing, decoration of fabrics, painting on porcelain, brass, silver, and copper repoussd work, crayon, pastel, and animal painting, plastic decoration, and landscape painting. TRAINING SCHOOLS FOP. NURSES. For names, location, and statistics of this class of schools reporting in 18S4-:S5, se , Table XYII of the Appendix; for a summary, see the report of the Commissione preceding. TRAINING IN MUSIC AND LANGUAGES. Of the Baxter University of Music, Friendship, and of Stern’s School of Languages, New York City, no special information for 1884-‘S5 has been received. EDUCATION OF DEAF MUTES. In most of the institutions for this purpose increased attention is given to articu¬ lation and lip reading. The common English branches are taught iu all, with such in¬ dustries as shoemaking, tailoring, printing, dressmaking, and housework. The school at Rochester has organized a cooking class. Iu the 7 institutions in the State there -were, October 1, 1834, 700 males and 551 females ; in all, 1,251. NEW YOEK. 205 EDUCATION OF THE BLIND. In the 2 institutions in the State there were 353 pupils in 1884-’85. In these schools 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 continues to sustain 2 institutions for the care and education of this class. The one at Syracuse is for children only, a farm being connected with it for idiotic and feeble-minded men. The Newark Custodial Branch Asylum, under the control of the Syracuse institu¬ tion, is exclusively for idiotic and feeble-minded young women. It had 136 under its care October 3U 1884. INDUSTRIAL SCHOOLS. This class of charities is yearly extending and perfecting its work among a class of children who, from poverty, are deprived of other means of training, and largely of homes. About 10,000 each year are being trained by numerous associations in useful industries and common school branches. The Wilson Industrial School, New York City, gathers from the streets and daily provides for about 200 girls, who are in¬ structed in the elementary English branches, receive a good dinner, and are taught sewing by hand while making their own garments, which they earn by a system of credit marks. There are, also, kitchen-garden and cooking-garden classes, where in¬ struction is given in household duties and cooking. The House and School of In¬ dustry, New York City, makes order work a specialty. Five Points House of Industry has sewing, household work, and type-setting ; New York Juvenile Asylum, laundry, sewing, mending, tailoring, and shoemaking; House of Refuge, Randall’s Island, laundry, housework, sewing, mending, tailoring, and stocking knitting; Hebrew Industrial Schools, New Y'ork City, basket-making, 155 pupils. Brooklyn Industrial School Association and Home for Destitute Children has 6 industrial schools under its care, with 2,000 children gathered from the poor of the city, and 393 in the home for destitute children. The Children’s Aid Society, Brooklyn, embraces in its care the Newsboys’ Home, 353 having been admitted during the year, and $3,329 having been paid for meals; 2 industrial schools with 584 pupils, with day sewing schools and a day nursery; a sewing-machine school of 246 pupils; a Special Relief Department, which placed in homes in the city and country 465 boys and girls; and the Sea- Side Home for poor mothers and their children, which was open 13 weeks, and had 1,374 mothers and 3,354 children, and sent 325 to the country by the “fresh air fund.” The Industrial School, Rochester, gathers vagrant and destitute children too poor to attend public schools. Not yet reporting for 18S4-’85 are the American Female Guardian Society, New York City ; Union for Christian Work, Brooklyn; House of the Good Shepherd, Tomkins’ Grove. Miss Emily Hunt¬ ington conducts a cooking-garden, in a systematized course of cooking for all ages, New York City. The Children’s Aid Society, New York City, with Mr. Charles Brace as its efficient agent, does its work in 6 lodging houses for newsboys, orphans, and other needy children, in which, during 1884- 85, 13,212 boys and. girls were fed, sheltered, and taught. Of these, 8,210 were newsboys, 1,112 of whom, during the year, laid up in a savings bank $2,265. Since the establishment of this society 31 years ago, 212,605 of these boys have been lodged and instructed in elementary branches of education, in the elements of self-support, and in practical religion, under competent teachers, while 15,OC0 have been provided with permanent homes, and 15,764 lost and missing ones have been restored to their friends. The society has also 21 industrial and 14 night schools, with an average daily attendance in 1884-’65 of 4,080, at an average cost for the year of $22.94 for each child. In the lodging houses 13,212 boys and girls were provided for during the year, at an average expense of $37.90 for each. Of these, 3,140 were placed out, during the year, in nearly every State and Territory in the Union, at an average cost of $9.25 for each child, besides the 4,395 who en¬ joyed the benefits of the Summer Home at an average cost of $1.51 for each child. REFORMATORIES. The 5 reformatories report for October 1, 1884 a total of 4,364 juvenile delinquents, 1,082 being girls. The New York State Reformatory, Elmira, not included in the above, as it receives adult male prisoners for a first offense, had 5S0 inmates. Three of these 6 institutions are maintained by the St ate, and 3 by city authorities. All give instruction in common English branches and various industries. ORPHAN ASYLUMS AND HOMES. The Stale Board of Charities, New York, reported for 1884-’S5 192 orphan asylums and homes for the friendless, supported in part by the State, by counties, cities, towns, dividends on investments, and voluntary contributions. There was an aggregate oi 42, / / 3 inmates during the year, and 26,857 October 1, 1884. 206 REPORT OF THE COMMISSIONER OF EDUCATION, EDUCATIONAL CONVENTIONS. NEW YORK STATE TEACHERS’ ASSOCIATION. The fortieth annual session of this association was held at Saratoga, July 8-10, 1885. Tbe president, S. A. Ellis, in his inaugural, dealt with the question, “ How can the efficiency of our public schools be increased ?” Some defects must be over¬ come, others outgrown. The rural districts must have better supervision ; a higher standard of qualification for teachers should be adopted and thoroughly enforced ; teachers should be paid good wages, as they are the poorest paid of the average brain¬ workers. The entire school system should be unified, and removed from politics. The selection of the superintendent of public instruction is now in the hands of politicians. The report of a standing committee on the condition of education was discussed at some length. A paper on “The study of United States history in public schools” was read, and the following resolution was adopted: “ Resolved , That it is the sense of this associa¬ tion that American history should be taught topically in connection with geography and civil government.” This was followed by a paper on “The teacher’s commercial value,” with many useful suggestions, such as that teachers should live within their income; should always have money in hand ; should remember that character, neat¬ ness, courtesy, scholarship, and training pay. Able papers were read and discussed on “Instruction in physiology; how shall teachers prepare for the work?” “ Teachers’ institutes, and how they can be made more efficient”; “Supervision of city schools”; “Natural science in public schools”; “Public schools and crimes”; “Improved methods of education”; “Moral educa¬ tion”; “The kindergarten”; “The training and preparation of teachers”; and “ Writing in public schools.” Addresses were made by State Superintendent Ruggles, of Albany, Doctor Murray, secretary of the State board of regents, and Dr. Andrew D. White, of Cornell; the association adjourned to meet at Niagara Falls in 1886. STATE COUNCIL OF CITY SCHOOL SUPERINTENDENTS. The third annual meeting of this body was held at Auburn, November 19 and 20, 1885. The council is peculiar in that no papers are read, but practical topics are se¬ lected and discussed. It is said to be the most valuable educational meeting held in the State. The compulsory education law was first taken up, and after a full discussion a com¬ mittee was appointed to formulate such changes as would render it operative and ef¬ fective. The committee recommended that the act of 1874 be so amended that the amount necessary to carry its provisions into effect be inserted in the estimates of local school authorities, and that the raising by tax of the amount judged necessary be mandatory on corporate school authorities for the purposes described in said act. This report was adopted and ordered to be sent to the State superintendent, request¬ ing him to present the views of the council to the legislature at its next session. The value of mental arithmetic as a course of study, and the best means of teaching language, were fully considered. The practice of printing false syntax in grammars for pupils to correct, and keeping after-school hours for punishment or for making up lessons, were disapproved. Kindergarten methods applied to primary school work were approved, and reasons given for their general adoption. A committee appointed the previous year to unify the grade work preparatory to the high school, reported facts, gathered from numerous cities and villages in this and other countries, going to show that usually nine years of school work precede the high-school course, which extends over four years oftener than three; and that only one-twentieth of the pub¬ lic school pupils enter the high schools. OBITUARY RECORD. ROBERT E. ROGERS, M. D= Prof. Robert Empie Rogers, M. D., whose death was announced on Sunday, Sep¬ tember 7, 1884, was one of four brothers distinguished as chemists, geologists, and medical scientists, in Maryland, Virginia, and elsewhere. Born in Baltimore, Md., in 1814, he graduated in medicine at the University of Pennsylvania, and was pro fessor of chemistry in. the University of Virginia 1844-52; he aided his brother, James Blythe Rogers, in preparing an edition of Turner’s Chemistry, and on that brother’s death became his successor, in 1852-’53, in the University of Pennsylvania, attaining high reputation for his acquirements in the chemical, medical, and geo¬ logical lines, to which especially he devoted himself. NEW YORK. 207 “But few of the eminent chemists now in Philadelphia with the associations for the advancement of science,” says the Philadelphia Ledger, “are more expert than was Prof. Robert E. Rogers, whose death was announced on Suuday. He was one of a distinguished brotherhood. In his own specialty of chemistry he was equally at home in the literature of that comprehensive science, in the research and demonstra¬ tion of the laboratory, and as teacher in the college class-room; and he was withal a most genial and accomplished gentleman, whose decease cannot be allowed to pass without public expression of regret.” FRANKLIN B. HOUGH. Dr. Franklin B. Hough was born in Martinsburg, N. Y., July 20, 1822, and died June 13, 1885, lacking one month of being sixty-three years of age. He graduated at .Union College in 1843, and at the Cleveland Medical College in 1849 ; practiced his profession four years in Somerville, N. Y. ; removed to Lowville in 1852, where, keeping abreast of his profession, he also occupied himself in literary, historical, and statistical work. He became the pioneer of county historians in the State; took the State census of 1855, said to have been the first complete one ever taken ; was also superintendent of the census of 18G5, and was charged with the duty of preparing for that of 1875. In 1831 he originated the New York Civil List, which was published under his supervision for several years. In 1872 he published the “ Gazetteer of New York,” embodying, with other matters of State interest, a record of the volunteer regiments of the State in the war of the rebellion. Among his other publications were a “Manual of the Constitutional Convention of 1837 an “Annotated Consti¬ tution of New York ; ” a “ History of Nantucket and Martha’s Vineyard ; ” “ Meteor¬ ological Observations from 1820 to 1854;” a “Biographical Dictionary;” and a “ Brief History of American Colleges.” During the latter part of his life lie became chief of the forestry division of the Bureau of Agriculture, visited Europe, where he studied methods of forestry, and on his return published a valuable work on forestry. He was present at the meeting in Utica, N. Y., February, 1885, for the organization of a State forestry association. Some of his last days were spent at Albany, where he elaborated the forestry bill which became a law by the action of the legislature of 1885. His name appears upon the title page of more than seventy publications, most of which are historical and scientific. DAVID JOHNSON PRATT. Doctor Pratt was horn in Westmoreland, N. Y., March 8, 1827, the only child of hook-loving parents of Puritan origin. He fitted for college at the De Lancey Insti¬ tute, in his native town ; entered Hamilton College, and graduated with honors m 1851. In 18(54 he spent 5 months with the Army of the Potomac as member of the Christian commission ; then accepted a clerkship in the office of the regents of the University of New York, and in January, 1866, was appointed to the new office of assistant sec¬ retary of the board of regents, where for 18 years of steady devotion he labored for the interests of education in the State. In this wrnrk he demonstrated his familiarity with the best methods of instruction, and showed an organizing and executive power that made him very useful. He was a member of the convention of 1863, when the university convocation was organized, and shared largely in the work of subsequent convocations. In 1865 and 1866, when the academic examinations were established by the regents, Doctor Pratt’s large resources of knowledge, industry, tact, and patience were thoroughly tested in organizing a system of examinations, so unique and untried tha': no model could be found for them, but which, meeting a hearty welcome from the colleges, secured a positive advance in the cause of higher education. He conducted important historical researches ; wrote a biography of Peter Wraxall, secretary of Indian affiairs for the province of New York ; from 1869 was secretary of the Albany Institute, and edited several volumes of its proceedings ; prepared valu¬ able papers for the university convocations ; was clerk of the State boundary com¬ mission, and compiled 2 volumes of an exhaustive history and delineation of the boundaries of the" State ; was also clerk of the New Y"ork State survey, treasurer of the New York State Teachers’ Association, and one of the most constant attendants on its annual meetings. He compiled the annals of public instruction for the State from 1726 to 1745; wrote the history of King's College before the change of its title to Columbia, and a full history of the university of the State from its establishment in 1784, and lived to witness its centennial in 1884. He died September 12, 1884, at the age of 57, a man who never knew the luxury of idleness, and whose recreations were only new varieties of voluntary work. BENJAJMIN NICHOLAS XAJITIX, S. T. D., L. H. D. Professor Martin was bom at Mount Holly, New Jersey, October 20, 1816, and graduated at Ynle College in the class of 1837. Having made a profession of Christian faith, he entered the theological seminary at New Haven immediately after gradua- 208 REPORT OF THE COMMISSIONER OF EDUCATION. ticm. Up to 1848 lie was the successful pastor of several churches, the last of which was the 4th Presbyterian church, Albany, N. Y., the pastorate of which he retained but a little more than one year. This was his last pastorate. His native bent was toward the natural sciences, and during the 3 following years, which he spent in Albany, he improved to the utmost the opportunities and associations which the city afforded to gratify this inclination. In 1852 he was called, by the University of the City of New York, to the chair of logic and philosophy, which then covered nearly all branches of mental and political science, with not a little of literature. From that time until his death his name was prominent in connection with almost every good work. His influence was felt in all directions. He was an effective worker in the Evangelical Alliance, the American and Foreign Christian Union, the Society for the Prevention of Crime, and the New York Academy of Sciences. In 1862 Columbia College conferred on him the degree of S. T. D., and in 1869 the regents of the university of the State that of L. H. D. He was encyclopaedic himself; he made his students so also. Other instructors taught their specialties; but Professor Martin, in addition to his own work, taught the students to gather all together, to assort the information, and then to put away every fact in its own place along with those related to it. Professor Martin’s married life lasted 41 years; Mrs. Martin died April, 1883; he followed her the same year, aged 67, dying, as he had lived, full of cheerful faith in God, whom with singleness of heart he had served for 50 years. HON. J. W. SCHERMERHORN. Hon. J. W. Schermerliorn died in New York City June 1, 1885. He had spent his life of activity as teacher, educational journalist, publisher, and founder of the teach¬ ers’ agency business in this country. He was a man of broad and comprehensive views on eclucational topics, and enthusiastic in the promotion of the cause of educa¬ tion. CHIEF STATE SCHOOL OFFICER. Hon. William B. Ruggles, State superintendent of public instruction , Albany, [Term, April 7, 1883, to April 7, 1886.] NORTH CAROLINA. 209 NORTH CAROLINA. STATISTICAL SUMMARY. 1883-’84 a. ! 1884-’85. i Increase, i Decrease. 1 POPULATION AND ATTENDANCE. - White vouth of school age (6-21) _ 321,561 330, 890 9,329 ; . Colored of school age (6-21) _ ...... 193,843 1 199, 237 5,394 1 . Whole number of school age . 515, 404 ; 530, 127 14,723 ! . White youth in public schools . 170, 925 185, 225 14,300 i . Colored in public schools _ ....... 113,391 112, 941 . * 450 Whole number in such schools . 284, 316 298, 166 13,850 ! . Average attendance of white youth.. 106,316 115, 092 8,776 !. ......... Attendance of colored youth . 66,679 70, 486 3,807 ' . Whole average attendance . 172,995 185,578 | ! 12,583 1 . Per cent, of enrol led to enumeration . . 55. 16 56.24 1. 08 . Per cent, of attendance to school 1 youth . 33.56 35.00 1.44 . SCHOOL DISTRICTS AND SCHOOLS. ; Number of school districts . 1 6,635 6, 852 217 ; . Number of public school- houses . 4,742 i 4,956 214 1 . Number of free white schools _ _ t 3 845 1 Number of colored _ ......... ...J 2,175 ! . Whole number reported _ ! G, 020 Average time of schools in da vs . 58 62 4 . TEACHERS. ! White men teach incr _ 2,296 White women teaching.. . . . 1,173 i j. . Colored men teaching . 1, 500 . Colored women teaching _ _ 731 Whole nnraber of teachers _ _r _ , 5,700 : FINANCIAL STATEMENT. | | 1 i Average monthly pay of white teach¬ ers . ..! £24 16 £25 75 | £1 59 | _ .... Average monthly pay of colored teach- j ers -- _ _ _ _ i 22 06 23 30 j Whole expenditure forpublic schools.'; 535, 205 1 24 j . Value of public school property . ! 483, 092 565,960 1 ] 82,868 ! . a Figures of 1884 enlarged by later returns. (From a partial report of Hon. S. M. Finger, State superintendent of public instruc¬ tion, for 1&85, -with some additions to the figures of 1884.) STATE SCHOOL SYSTEM. GENERAL CONDITION. The State superintendent says that, on the -whole, the educational outlook is en¬ couraging in every respect but one, namely, there i3 not enough money applied to meet the constitntionai obligation of 4 months’ schooling, and it is impossible in most counties, under the existing law, for a county commissioner to levy an additional tax to continue the schools 4 months. The constitution, which is the supreme law, is thus habitually violated, apparently without the infliction of any penalty. The whole amount of money raised by ordinary taxation in 1885 was §631,904, hut this does 14 E 210 REPORT OF THE COMMISSIONER OF EDUCATION. not include all the funds raised under authority of special acts of the assembly in support of graded schools. Quite a number of school-houses were erected during the year, advancing the value of public school property very materially; still the superintendent says that the State is sadly deficient in this item of prime importance, though if the property of graded schools were taken into account, there would be a better showing. Many of the graded schools have excellent, well arranged, and well furnished buildings, the full value of which cannot at present be obtained. It is estimated that there are 320,000 children of school age under public or private school instruction in the State, and, considering that a large number do not attend school at the early age of 6 years, and that a majority drop out before reaching 21, it will be seen that a very large pro¬ portion of the children are receiving some education ; many of the poorest people, however, will not avail themselves of the privileges of the public school system. ADMINISTRATION. The law provides a State board of education and a State superintendent of pub¬ lic instruction; also county boards of education and superintendents; and for each district a school committee of 3. The common English branches only are required to be taught, with elementary physiology and hygiene, 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, as a condition of re¬ ceiving pay, report to the school committee of the district the prescribed statistics of their schools. 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. 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 teachers’ returns to the county superin¬ tendents, 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 the ages of 6 and 21 years, are sustained by the income of a State school fund; by at least three-fourths of the proceeds 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 and from fines; and from proceeds fiom licenses to auctioneers and dealers in intoxicating liquors. If the above be not sufficient to support one or more schools in each district for 4 months, a special annual tax must be levied in each oonnty. The State board of education apportions the school fund to the counties on the basis of school popu¬ lation, the funds for white and colored schools being kept separate. ASSISTANCE FROM EXTERNAL SOURCES. The State in 1884-’85 received $5,430 from the Peabody trustees, of which $2,200 were used for scholarships, $2,000 for public schools, and $1,230 for teachers’ insti¬ tutes. From the agent of the John R. SlateT Fund was received $4,400 in the same year — $2,000 to he applied to the Shaw University, Raleigh ; $1,000 to Leonard Medical School, Raleigh; $1,000 to the Scotia Female Seminary, Concord ; and $400 to tho Mount Albion State Normal School, Frankiinton. PREPARATION AND QUALIFICATIONS OF TEACHERS. GENERAL STATE REQUIREMENTS. The law requires of each eonnty superintendent that he examine applicants for teachers’ certificates and issue the same, of 3 grades, according to the results of the examination. No certificate may be issued to any applicant who makes less than 50 per cent, in any one branch, or whose general average is less than 70 per cent. The list of studies in which teachers are examined includes elementary physiology and hygiene, and the history of the State and the United States. All certificates are valid for one year, and only in the county in which they are issued; the amount of a teacher’s salary is regulated by the grade of the certificate held. STATE NORMAL TRAINING. Specific statistics of these schools are not given, but the North Carolina Educalional Jnunial of April, 18S5, says that they were to be continued as the previous year; that four new normals were established by the legislature at Boone, Asheville, Winston, and Washington, making in all 8 for white students and 5 for colored; and that each re¬ ceives an annual appropriation of $500 from the State, save the colored normal at NORTH CAROLINA. 211 Fayetteville, which gets $2,000. The schools are continued through terms of from one month to an entire school year. For statistics of normal schools reporting, see Table III of the Appendix; and for a summary thereof, see the report of the Commissioner preceding. TEACHERS’ INSTITUTES. The board of education of any county, or of 2 or more adjoining counties, may annually appropriate $100 out of the school funds for the purpose of conducting one or more teachers’ institutes, to be under the supervision of the county superintend¬ ents; the public school teachers are required to attend these institutes, and they are open to all other teachers who desire to attend them. For 1884-’85 the State received $1,230 from the agent of the Peabody Fund, to de¬ fray the expenses of institute work. A large number of county institutes for both races were held during the summer, with good attendance and results. EDUCATIONAL JOURNALS. The North Carolina Educational Journal, an official organ of the State Teachers’ As¬ sociation, formerly of Chapel Hill, is published monthly at Trinity College. Other educational journals published in the State are: The Lighthouse and Tilexton Recorder, a monthly, published at Wilmington, mainly in the interest of theTileston Normal School, and the North Carolina Teacher , also a monthly, published at Raleigh. SCHOOL SYSTEMS OF CITIES WITH 7,500 OR MORE INHABITANTS. ADMINISTRATION. The State school laws appear to make no general provision for city school systems. In townships embracing 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 , having each the reqnired nnmber of inhabitants to he noticed in Table II oi the Appendix, make no return to this Bureau. SECONDARY INSTRUCTION. PUBLIC HIGH SCHOOLS. The superintendent in 1884 reported free graded schools in Charlotte, Edenton, Fayette\ ille, Durham, Goldsborough, Greensborough, Kinston, New Berne, Raleigh, Rocky Mount, Salisbury, Wilmington, Wilson, Winston, and perhaps others; but how many of these have high-school studies the report does not state. OTHER SECONDARY SCHOOLS. For statistics of business colleges, private academic schools, and schools for pre¬ paring students for college, see Tables IV, VI, and IX of the Appendix, and summaries of these in the report of the Commissioner preceding. SUPERIOR INSTRUCTION. COLLEGES FOR YOUNG MEN OR FOR BOTH SEXES. The University of North Carolina , Chapel Hill, presents 3 general courses of 4 years each, viz, classical, scientific, and philosophical, each leading to its appropriate de¬ gree. These courses are pursued in 15 different schools aud departments. A teachers’ course of 2 years embraces all the studies required by law to be mastered by public school teachers. There are also agricultural and optional studies. Other institutions of this grade are the Biddle University, Charlotte; Davidson College, Davidson; North Carolina College, Mount Pleasant; Shaw University, Raleigh; Rutherford College, Rutherford ; Zion Wesley College, Salisbury; Trinity College, Trinity College; Wake Forest College, Wake Forest; and Weaverville Col¬ lege, Weaverville. Three of the above institutions admit young women, namely, Zion Wesley and Rutherford Colleges, and Shaw University. For statistics of colleges of this class reporting, see Table IX of the Appendix; for a summary of their statistics, see a corresponding table in the report of the Commis¬ sioner preceding. INSTITUTIONS FOR THE SUPERIOR INSTRUCTION OF YOUNG WOMEN. For statistics of this class of institutions, see Table VIII of the Appendix; for a summary of them, see a corresponding table in the report of the Commissioner pre¬ ceding. 212 REPORT OF THE COMMISSIONER OF EDUCATION. SCIENTIFIC AND PROFESSIONAL INSTRUCTION. SCIENTIFIC. The scientific conrse of the State university, covering 4 years, inclndes among other branches industrial and agricultural chemistry, surveying and engineering, mechanics and astronomy, agricultural botany, geology and mineralogy, and other Euglhdt studies relating to the practical pursuits of life. Latin, Greek, French, German, and other subjects are offered as electives. Scientific courses of 3 to 4 years are found in Biddle and Shaw Universities, and in Davidson, Trinity, aad Wake Forest Colleges. PROFESSIONAL. Theology. — Theological instruction is given in 3 colored schools — Biddle University (Presbyterian), Zion Wesley College (Methodist Episcopal South), and Shaw Univer¬ sity (Baptist). The courses in the first and second cover 3 years, and in the last 2 years. Saint Augustine Normal School, Raleigh (Protestant Episcopal), also colored, reported 9 students under theological training, course not defined. Trinity College, for white students (Methodist Episcopal South), provides theological instruction in Connection with the college conrse. For statistics of theological schools, see Table SI of the Appendix. Law. — The school of law in the State university contains 2 classes, viz, a class of students who have no other connection with the classes of the university, and a class consisting of such stndeuts of other departments of the university as are allowed by the faculty to pursue the study of law in addition to their other studies. The course covers 2 years, and the plan comprises the course prescribed by the supreme court of the State for applicants for license to practice, and also a course for those desiring to compete for the degree of LL. B. A moot conrt is regularly held for the discussion of law questions and for instruction in the practice of the courts. Medicine. — Instruction is given in the medical schools of the State university and Shaw University. The former in its school of medicine and pharmacy offers a course covering 2 years, including anatomy, chemistry, practice of medicine and 6nrgery, laboratory work, etc., but grants no medical degrees. Shaw University, for colored pupils, has a 4-years graded medical course of study. A literary department of 2 years, preparatory to the medical course, has also been established by the university, and applicants for admission must be graduates of this or of some other suitable school, or else pass a satisfactory examination. The full course is required for graduation, also experience in dissection, aDd an average of 75 per cent, at the final examination. Pharmacy is taught in the State university in 2 sessions of 5 months each, and includes the studies of materia medica and pharmacy, botany and chemistry. For statistics of schools of medicine and pharmacy, see Table XIII of the Appendix. SPECIAL INSTRUCTION. EDUCATION OF THE DEAF AND THE BLIND. The North Carolina Institution for the Deaf and Dumb and the Blind , Raleigh, is under State control, and reported for 1884-’85 an attendance of 69 boys and 56 girls, under 8 instructors. The school hours are from 8 to 2, the methods employed in teaching be¬ ing oral and manual combined. The industries of cooking, sewing, gardening, and shoemaking are taught. The property was valued at $100,000. Expenditure for the year, $36,000. CHIEF STATE SCHOOL OFFICER. Hon. Sidney M. Finger, State superintendent of public instruction? Bai eight [First term, January, January, lWS.j OiiiU, 213 omo. STATISTICAL SUMMARY. 1883-’84. lS84-’85. Increase. Decrease. POPULATION AND ATTENDANCE. White youth of school age (6-21) - 1, 056, 948 1, 069, 883 12, 935 Coloied youth of school age (6-21) . .. 25, 347 25,586 239 1, 082, 295 754, 265 8,490 762, 755 1, 095, 469 766, 374 13, 174 12, 109 8,286 774,660 «04 W hi i!e number enrolled.. . 11,905 Average daily attendance . . . 499, 217 70. 48 517, 569 18, 352 .24 70. 72 Per cent, of enrolled in attendance .. 65. 45 66. 80 1.35 Per cent, of school youth attending .. 46. 13 47.25 1. 12 ...... mmmm Pupils in private schools ............ 10,957 11, 803 826 SCHOOLS. Public school -houses _ _ _ _ 12, 509 16,721 677 12,674 16, 846 718 165 Rooms for schools below high .... 125 Rooms for high schools _ _ _ 41 Whole nnmber of rooms _ _ 17, 398 17,564 455 166 School-houses built in the year . 451 4 Average time of schools in days _ 184 155 | 27 TEACHERS. Man teach in tr in pnhlic schools _ 10, 699 13, 71X 24, 465 10,890 23, 579 886 10,787 88 Women teaching in the same _ 13,841 24, 628 11,731 23,727 901 75 Whole number of teachers _ _ _ 163 Teachers permanently employed - .... Teachers in schools below high _ 841 148 Teachers in hiyh schools _ _ 15 Teachers in colored schools .......... 241 225 16 Teachers in nrivata schools _ _ 182 605 423 FINANCIAL STATEMENT. Average monthly pay of men teach¬ ing. Average monthly pay of women teach- $55 00 $54 00 $1 00 38 00 40 00 $2 00 ing. Expenditure for pnhlic schools . Cost of school-houses built in the year. 9,684, 369 S91, 128 10, 093, 938 1, 3.55, 200 409, 569 344, 072 Value of public school property . 22,586, 046 27,969,757 5,383,711 (From reports of Hon. Le Roy D. Brown, State commissioner of common schools, for the two years indicated.) STATE SCHOOL SYSTEM. GENERAL CONDITION. As may be seen, the figures in the statistical table indicate a continuation of tho progress that has marked the school history in the State for many years. Of the 774,660 school youth enrolled in the public schools, 94,872 were between the ages of 214 REPORT OF THE COMMISSIONER OF EDUCATION. sixteen and twenty-one years, an increase of 9,158. A step was taken towards eqnal- izing tho salaries of teachers by reducing the average salary of men and advancing that of women. One of the most encouraging features relating to teachers is that so many more permanent ones were employed, 4,780 being men and 6,951 women. Of 2S,0i7 applicants for teachers5 certificates, only 19,530 came up to the standard of ex¬ amination, and of those examined 10,392 were under t wenty years of age, 3,904 be¬ ing young men. From statistics at hand the superintendent is able to report the ex¬ istence of 266 libraries in the State, containing in the aggregate more than 1,000,000 volumes, which are practically free to the people. In every county there is at least one public library, and the" school system contemplates the building up of such a li¬ brary in every school district in the State. In township districts, where public libra¬ ries are few, the appropriation from the contingent fund for this purpose, authorized by law, may equal §75 annually. Tbe number of sub-districts in which schools were taught less than tbe twenty-four weeks required by law was 165, this being 35 less than in 1833-’84. Thero were erected dnring the year 455 school buildings, 13 for high schools and 442 for lower grades, at an aggregate cost of $1,194,821. The public school receipts from all sources were §13,628,709, this amount being $3,534,771 in ex¬ cess of expenditures. ADMINISTRATION. For general supervision of the public schools there is a State commissioner elected triennially by the people. Uuder him are boards of education for city and village districts, township and special districts, and joint sub-districts. To test the qualifi¬ cations of teachers, there are boards of examiners for the State, for counties, and for cities and villages. Each hoard of education must establish a sufficient number of schools for the tree 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 township board must establish at least one school in every sub-district uuder its con¬ trol. District boards may, if thought best for the interests of the district, establish separate 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 teach¬ ers. All children between the ages of 8 and 14 years must attend the public schools for at least 12 weeks in each school year, 6 of which must be consecutive, except when excused for sufficient cause. 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 bo pursued ; text books are 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. SCHOOL FINANCES. The public schools are sustained from the proceeds of an annual tax, tbe amount to be fixed by the legislature ; when not so fixed it is one mill on $1 of all taxable prop¬ erty. 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 iu payment of teachers, are apportioned by the State auditor to tho several counties and districts according 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 bo 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 he made from the contingent fund in any district for libraries. In city districts a tax of one-tenth of a mill on each SI of taxable property at its assessed valuation may be levied for this purpose, and in the city of Cleveland it may be 2^-tentbs of a mill on $1. SCHOOL SYSTEMS OF CITIES WITH 7,500 OR MORE INHABITANTS. ADMINISTRATION. Cities with 10,000 or more inhabitants have hoards 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 num¬ ber shall correspond with that of the wards of the city, one-third being changed, annually in either case. Cincinnati lias 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. OHIO. 215 STATISTICS. 1884-’85. Cities, j if Population, census of 1880. Children of school age. ^Enrollment | in public ! schools. Average daily at¬ tendance. ! Number of ; teachers. Expendi¬ ture. Akron . 16,512 6. 505 4.103 3,348 $119. 602 BeUaire . 8,025 3,392 1,829 1, 179 64 24. 438 Canton . 12. 258 6,022 3, 528 2,648 53 52,028 Chillicothe . 10. 9:. 8 3. 739 1, 954 1, 566 44 35, 481 Cincinnati . 255. 139 91,342 34. 102 28. 054 686 762. 954 Cleveland . 160, 146 59. 315 32, 610 22, 577 585 ' 700 405 Columbus . 51.647 17'. 498 9. 703 7, 723 184 210! 703 Da v ton . 38, 678 13, 948 7,031 5,104 150 i 149, 324 Fremont . 8. 446 1, 94 1,056 799 22 14. 631 Hamilton . 12. 122 4, 671 2, 294 1.759 43 56. 974 Ironton . . 8, 857 3. 325 2.038 1, 611 38 2d. 590 Lima . 7.567 2,958 1, 801 1,318 35 20, 173 Ffansfield . 9, 859 3,201 2, 229 1. 690 44 33, 376 Newark . 9. 600 3, 530 2,057 1, 507 47 61,494 Portsmouth ............ 1L 321 4. 238 2. 164 1. 627 43 30, 352 Sandusky . 15. 838 5. 382 2, 7 22 2,257 57 51, 396 Springfield . 20. 730 8. 666 4,540 3,515 87 . 86, 492 Steubenville . . . 12.093 4.407 2, 397 1, 858 50 52. 022 Tiffin . 7. 679 2,812 1, 340 1,011 31 37, 115 Toledo . . 50. 137 21. 178 9,052 6, 630 169 224. 211 Youngstown . 15. 435 7, 615 3, 338 2. 4»3 59 53, 842 Zanesville . 18, 113 5,962 3,259 2, 526 70 49, 618 ADDITIONAL PARTICULARS. ATcron for 1884-’85 reports an increase of 216 in enrollment, of 352 in average daily attendance, and a decrease of 1 in teachers; lOschool buildings, with 61 rooms, val¬ ued with all school property at §385,000. Private schools enrolled 791 pupils in 12 rooms, under 12 teachers. BeUaire shows a gain of 86 in school youth, of 200 in enrollment, of 88 in average attendance, and of 4 in teachers over 18^3-?84, but expended $4,849 less for public schools. Allowing about one-third of school youth to be over 16 years of age and usefully employed, the enrollment included nearly all the others. Canton reports public schools graded as primary, grammar, and high. Drawing and penmanship and German were taught. Two private schools enrolled 800 pupils. There were during the year gains of 218 in school youth, of 14 in average attend¬ ance, of 2 in teachers, and of $10,495 in expenditure, while there was a loss of 173 in enrollment. Chillicothe reports a decrease of 199 in school youth and of 91 in enrollment, and an increase of 31 in average attendance and of $2,807 in expenditure for public schools. The schools were graded, and taught 190 days in 5 buildings containing 40 rooms with 1,946 sittings for study. German and penmanship are taught by 4 special teachers. Private schools enrolled 325 pupils. Public school property was valued at $150,000, which was $18,000 less than in 1884. Cincinnati, in 1884-85, gained 270 in school youth, 337 in enrollment, expending $70,409 more for public schools than in 18S3-’S4, with a loss of 90 in average attend¬ ance and of 3 in teachers. Of the school youth 88,939 were white and 2,403 colored. Of those attending public schools, 32,793 were white and 1,374 colored. The total number in church schools was 15,245; in private schools, 1,620; in charitable and re¬ formatory institutions, 720 ; making in all 51,350 children between the ages of 6 and 21 years under instruction. The schools are graded as high, occupying 4 years ; inter¬ mediate, 3 years; and district, 5 years. The city school system also includes deaf- mute and normal schools, with instruction in music, drawing, German, and penman¬ ship, for which latter branches special teachers are employed. The number studying German in all schools, exclusive of pupils in the normal school, was 17,990 ; number studying music, 33,809 ; drawing, 33,298. The schools were taught 200 days in 55 buildings containing 644 rooms with 35,689 sittings for study. The primary and grammar school property was valued at $2,000,000, and that for high schools at $200,000. Night schools were not opened during the year, for want of funds. Cleveland presents an encouraging report for l{§4-’85, school youth having increased by 1,203, enrollment in public schools by 4,844, average daily attendance by 1,197, and regular teachers by 42. Expenditures were augmented about $18,000. Six new school buildings were erected and others repaired at a cost of §2r2,144 for buildings and $10,813 for repairs. Particular attention is given to instruction in German, be¬ ginning at the earliest school age with children of German-speaking parents, while 216 REPOST OF THE COMMISSIONER OF EDUCATION. for English-speaking children the study begins with the third year. The superin¬ tendent of the German department reports 11.927 pupils studying the language under 35 special and 59 exchange teachers, an increase of 1,548 pupils during the year, the largest that has occurred in any year since 1871-72. Of the 32,GiO youth enrolled in the public schools, 72 were in a training school, 1.240 in a high school, 7,989 in gram¬ mar, and 23,309 in primary schools. Three special teachers were employed — in music, drawing, and penmanship. The system provides for night schools, and the sessions of the 9 such "schools aggregated 1,357 evenings, registering 1,401 pupils, under IS teachers. Columbus, with a small increase in registration and average daily attendance in pub¬ lic schools, employed fewer teachers than in 1883-“84. Schools were classed as primary, grammar, high, and normal, and were taught 193 days. The whole number of youth, receiving instruction in public and private schools was 11.523, leaving 5,975 youth between the ages of 6 and 21 years not in any school. Of the number in public schools only 380 were over 16. The superintendent says that irregular attendance is steadily lessening. The number of pupils not tardy during the year was 6,706, showing less indifference and a growing interest in school work. Particular attention is given to music and drawing throughout the course and to German in the high grades, for which special teachers are employed. Pupils studying German, 3,091, the greater part in German-English schools, others as special students. The public schools occu¬ pied 27 buildings containing 163 rooms with 9.154 sittings for 6tudy ; all school prop¬ erty was valued at $847,916. Estimated enrollment in private schools, 1,820. Dayton reported for l8S4-’85, a year of steady progress, the teachers working with increasing skill, faithfulness, and success, and the children more than usually regular in attendance. There was a decrease in youth of school age, an increase in enroll¬ ment, and a decrease in average daily attendance. The schools, graded as primary, intermediate, district, high, and normal, occupied 14 buildings, with 8 rooms for high- school purposes, 1 for normal, 4 for intermediate, and 125 for the district schools, all furnishing 6,834 sittings. The coarse of instruction covers 12 years below the normal school. Evening schools are classed as grammar, and architectural and mechanical drawing schools. Vocal music is taught in all the public schools, as well as German, drawing, and penmanship. Fremont schools— primary, grammar, and high — were taught 185 days in 7 buildings with 1,160 sittings for study. A slight decrease appears in registration, with a. cor¬ responding increase in average daily attendance. The same number of teachers was employed, with 2 special teachers of music and German. The expenses of the schools were decreased by about $200. Public school property was valued at $55,000. Pri¬ vate schools enrolled 400. Hamilton shows an increase of 128 in enrollment and of 100 in daily attendance, with 2 more teachers. Primary, grammar, high, and normal schools were taught, the average term being 194 days, in 6 buildings, with accommodations for 2,264 pupils, an increase of 148 sittings. Music is taught by a special teacher, and the study of German is provided for during the entire course. Private schools enrolled 1,100 pu¬ pils in 6 buildings with 1,050 "sittings for study. Public school property was valued at $150,000. Ironion had an increase of 35 in registration, of 73 in attendance, and employed 1 more teacher. Five buildings furnished 23 rooms for primary schools, 12 for gram¬ mar, 2 for high, and 1 for a normal training class. The aggregate sittings for study numbered 3,000. Schools were taught 184 days, by 4 men and 34 women. Valuation of public school property, $75,000. Private school enrollment, 385. Lima, with an increase of 342 in school youth, shows a slight decline In its enroll¬ ment and attendance in public schools, with 3 more teachers employed. Of the youth registered, only 78 were over 16 years of age. The schools were graded and taught 187 days, in 3 buildings, with 1,740 sittings. School property was valued at $91,500. Private schools enrolled 360. Mansfield, from the statistics in the State report, shows a decrease in attendance dur¬ ing the year from the figures given in 1883-’84. Still about 70 per cent, of sehool youth were enrolled and 74 per cent, of enrolled were in average attendance. One new school building was erected during the year, costing, with site, $12,000. The 8 school build¬ ings were valued, with other property, at $200,000. Newark, sending only the statistics in the State report, shows that while school youth gained 362, there were only 16 more in average attendance, 3 more teachers, and a loss of 32 in enrollment. The erection of a new school building, costing, with site, $11,500, made 7 buildings, with 40 rooms for study, the school property being- rated at $88,000. Schools were in session 38 weeks, and held 73 per cent, of enrolled in average attendance. Portsmouth reports for the year 6 school buildings, with 42 rooms for study, with an enrollment of 2,164, or 52 to a room. School property was valued at $180,0*00. Sandusky had 9 school buildings, containing 2,850 sittings. Enrollment increased by 37, average attendance by 118. Five special teachers were employed in German. OHIO. 217 Of tlie 2,722 youth attending school, only 119 were over 16 years of ago, while the number of youth iu the city between the ages of 1(5 ami 21 was 1,326. s.-hools were taught 195 days. School buildings wore valued, with other school property, at §128,000. Parochial schools enrolled 1.010 pupils. Springfield had 15 school buildings with 80 rooms for study. One new building was added during the year at a cost of §7,450, advancing the value of school property to §207,450. With about the same number of school youth, enrollmeut gained 146, and average attendance 204, with a decrease of 84,546 in expenditure for public schools. These were in session 195 days under 15 men and 72 women teachers, with a little over 77 per cent, of enrolled pupils iu average daily attendance. The enrollment was a lit tle over one-half of school youth (6-21). Steubenville reports a small increase in enrollment and daily attendance, with about the same number of regular teachers and one special teacher in German. Six school buildings furnished accommodations for 2,225 pupils and are valued with sites, etc., at §160,000. The school course covers 11 years, beyond which a year is given to normal studies in a traiuing school for such as desire to become teachers. A German course is provided, to which pupils from the third year on are admitted upon appli¬ cation of parents or gnardians. Schools were taught 19S days, an increase of 2 days ovi r 1883-,84. Private schools enrolled 500 pupils, which, added to those in public schools, leaves 1,510 between the ages of 6 and 21 years out of school. Tiffin presents an increase of 41 in school youth, a decrease of 7 in enrollment, and an increase of $3,573 in expenditure. Schools were taught 194 days, in 5 buildings with 1,577 sittings, and valued with other school property at §125, buO. The schools are graded and penmanship is taught by a special teacher. Private schools enrolled 800 pupUs. Toledo shows an increase of 2,072 in school yonth dnring the year. The city ex¬ pended 835,535 in the erection of 2 new school buildings, making in all 25, with 151 rooms for study, and advancing the value of school property to §669,000. With an increase of 201 in enrollment and 140 in average attendance, 6 more teachers were employed and §25,785 more were expended for public schools than in lScfS-’Sl. About 73 per cent, of enrollment was in average daily attendance, the sessions extending over 200 days. Youngstown reports on tk© whole very little change from 1883-’84, except that the value of school property was advanced "to $330,000, by the addition of a ucw set ol building at an expenditure of $14,647, making in all 10 school-houses, with 54 rooms for study. This seems to be a full supply for the average daily attendance, giving a room for every 44 pupils. Public schools were taught 1*5 days of the year, during which nearly 72 per cent, of enrolled pupils were in average daily attendance. Zanesville, losing during the year GO in school youth, gained 113 in enrollment, 32 in average attendance, 2 in teachers, and expended §2,771 more for public schools. The public schools were taught by 8 men and 62 women, in se-sions of 200 days, with a little over 77 per cent, of enrollment in average daily attendance. School property was rated at §250,000. PREPARATION AND QUALIFICATIONS OF TEACHERS. GENERAL STATE REQUIREMENTS. To be employed, teachers must present certificates of qualifications from the le-gal examiners as to moral character, ability to teach the common English branches, and an adequate knowledge of the theory and practice of teaching. Those intending to teach additional or other branches than the above named must present certificates of qualifications to teach such branches. A legal certificate must cover the entire time of the teachePs service and must specify all the branches to be taught. CITY NORMAL TRAINING. No provision has been made by the State for the preparation of teachers, but such preparation is included in the city school systems of Cincinnati, Columbus, Cleveland, Dayton, Geneva, Hamilton, Ironton, Steubenville, Toledo, and others. Cincinnati Normal School offers a course covering 1 year, including English and German departments, under specially trained instructors, including both the theory and the practice of teaching. The school was organized in 1868. Graduates for the year, 45 ; students, 58. Cleveland Training School includes English and German departments in its 1-year course, which embi aces professional and review studies and practice teaching. For admission, applicants must hold a diploma of the high schools of the city or of some- otter school of equal grade, or must pass satisfactorily an examination in the studios of these schools or their equivalents. For graduation, there must be a good record in the school itself, and fair success in the training department. The school was organized in 1875, since which time 35 students have graduated, and 240 were engaged in teach¬ ing at date of the report for 1834-,85. 218 REPORT OF THE COMMISSIONER OF EDUCATION. Columbus Normal School , in the second year of its existence, opened with 31 pupils, of whom 25 finished the course. Both theory aud practice departments are established, and the pupil teachers each had charge of oue of these ford consecutive weeks, doing also some substitute work in the city schools. The attendance and punctuality of the pupils were good throughout the year, the former averaging 98 and the latter 99 per cent. Dayton school system includes normal training, and the class of 1834-’85 numbered 21 students. The per cent, of daily attendance was 97, with but 17 cases of tardiness during the year. The course of instruction includes school management, methods of teaching, history and philosophy of education, mental philosophy, and practice teach¬ ing. Hamilton reports a normal class of 3 pupils, 5 of whom completed the 1-year course and 4 engaged in teaching. Steubenville also provides a 1-year course in normal studies and class drill, the course including mental philosophy, principles and practice of teaching, etc. OTHER NORMAL TRAINING. Geneva Normal School for 1884-’85, which during the year received an appropriation of $75U from the State and of$7,9b0 from t lie county, reported 11*2 students in the 4-years course, under 10 instructors. Besides the higher school studies, vocal and in¬ strumental music, and drawing and painting are included in the course, as well as theory and practice of teaching and class drill. The private normal schools reporting are the Ohio Normal University, Ada ; Ash¬ land College and Normal and Business Institute, Ashland ; Northeastern Ohio Normal School, Canfield; Fayette Normal School, Fayette; College of Teachers of„the Na¬ tional Normal University, Lebanon ; Western Reserve Normal School, Milan ; and Wadsworth Normal School, Wadsworth. Besides these, there are normal departments in the Ohio Wesleyan University, Delaware; Mt. Union College, Mt. Union; the Ger¬ man Evangelical Lutheran Seminary, Woodville; and Wiiberforce University, Wil- berforeo, for colored students. The Mansfield Normal School is extinct. The above schools and normal departments present courses covering from 1 to 4 years. For statistics of these aud others reporting, see Table III of the Appendix. teachers’ institutes. A teachers’ institute may he organized in any county by not less than 30 teachers of common schools residing therein, who declare in writing their intention to attend such institute. Teachers in common schools may dismiss their schools to attend institutes hold in their respective counties, but no uuion or graded school may be so dismissed, unless a majority of the teachers employed therein assent to the closure. Institutes must continue at least 4 days. Fees of 50 cents for each applicant for ex¬ amination as a teacher are applied to the support of institutes.' Such institutes were held in 1884-’d5 in 88 counties, attended by 6,119 men and 6,889 women. They were in session an aggregate of 694 days, under 388 instructors. The total receipts were $20,596, of which $17,083 were from county treasuries, $2,768 from members, and $740 from other sources. The expenses incurred were $18,550, of which sum $13,837 went to pay lecturers and teachers. This left a balance on baud of $2,308. EDUCATIONAL JOURNALS. The Ohio Educational Monthly , published at Akron, by Hon. Samuel Findley, was in 1834-85 in its thirty-fourth volume. It has been for many years the organ of the State Teachers’ Association, and is one of the oldest school journals in the United States. Other journals are the National Normal Exponent , a monthly journal published at Cincinnati, in the interest of the National Normal University at Lebanon, and the Vin-d- Vis, edited and published wreekly at the Ohio State Institution for Deaf Mutes, Columbus. SECONDARY INSTRUCTION. PUBLIC HIGH SCHOOLS. Boards of education may establish high schools at their own discretion, and in 1884-85 there were buildings in the State used exclusively for high schools, con¬ taining 718 rooms, exclusive of those used only for recitation. There were enrolled in all the high schools in the State 18,326 girls and 14,221 boys, taught by 613 men and 288 women. OTHER SECONDARY SCHOOLS. For statistics of business colleges, private academic schools, and schools specially preparatory to college, see Tables IV, VI, and VII of the Appendix, and for summaries of the same, see corresponding tables in the report of the Commissioner preceding. OHIO. 219 SUPERIOR INSTRUCTION. COLLEGES FOR YOUNG MEN OR FOR BOTH SEXES. The Ohio Stale University , Columbus, including the State Agricultural College, ad¬ mits both sexes on equal terms, aud presents for l'84-’co classical, scientific, and philosophical courses, covering 4 years, and leading to the degiees of A. B., Ph. B., and Sci. B., also technical courses, leading to those of C. Eng., Mech. Eng., Mining Eng., and B. Ag. The institution enrolled 152 collegiate and 146 preparatory students, ali under 22 instructors. The library numbered 5,0u0 bound volumes and about 1.000 pamphlets, and reported an increase of 2,010 dnriug the year. The value of all prop¬ erty belonging to the school is estimated at $600,000. The State appropriated $10,450; the income from productive funds was §"2,270, and from tuition fees, §5,138. Other institutions claiming collegiate rank and reporting for 1884-’S5 are as follows: Adelbert College, Clevelaud ; Ashland College, Ashland ; Baldwin University, Berea; Bt lout C 'lege College Hill; Buchtel College, Akron ; Capital University, Colum¬ bus; Denison University, Granville; German Wallace College, Berea; Hebrew Union College, Cincinnati; Heidelberg College, Tiffin ; Hiram College, Hiram; Hopedale Normal College, Hopedale; Kenyon College, Gambier; Marietta College, Marietta; Union College, Mt. Union ; Muskingum College, New Concord; National Normal Uni¬ versity, Lebanon • Oberlin College, Oberlin ; Ohio Central College, Iberia; Ohio Univer¬ sity, Athens; Otterbein University, Westerville; Ohio Wesleyau University, Delaware; Rio Grande College, Rio Grande; Scio College, Scio ; St. Joseph’s and St. Xavier’s Colleges, Cincinnat i ; Cincinnati, Urbana, and Wooster Universities, at towns of same names; and Wilmington College, Wilmington. Nearly all the above institutions admit women on eqnal terms with men. All hut the University of Cincinnati give preparatory training, 7 have philosophical courses, all have classical, and nearly all scientific courses of 4 years. All include in their cur¬ ricula some of the ancient or modern languages, as well as music or some of the fine arts, and preparation for teaching or business is provided by- nearly all. The State superintendent gives as the aggregate number of students in attendance during the year, 1,399 young men and 948 young women, under 306 regular instructors. The number that received the degree of A. B. at the last commencement was 200 men and 38 women ; of Sci. B., 120 men and 34 women; of Pb. B., 19 men and 16 women ; and the total graduated at the close of the year’s session, 347 young men and 126 young women. The income received from students was$ 1 14,966; from other sources, §238,955; entire expenditures, exclusive of those for permanent improvements, §458,218. Ag¬ gregate value of property, §8,658,524, that of the State university being valued at $1,160,000, including endowments. The above statistics, however, include one insti¬ tution not on the college list of this Bureau, viz, Harlem Springs College, which may be found in Table VI of the Appendix. A total of §255,602 was received during the year in gifts or bequests by 9 of the above institutions. Of this amount, Buchtel Col¬ lege received §55,000 ; German Wallace College, §10,000; Ohio Wesleyan University, §50,000; Denison University, §425; Hiram College, $50,000; Marietta College, $25.000 ; Muskingum College, §5,000; Oberlin College, §40,177 ; Otterbein University, §20,000. INSTITUTIONS FOR THE SUPERIOR INSTRUCTION OF YOUNG WOMEN. For statistics of institntions of this class, see Table VIII of the Appendix, and the summary of it in the report of the Commissioner preceding. SCIENTIFIC AND PROFESSIONAL INSTRUCTION. SCIENTIFIC. Scientific courses of study are provided in nearly all the colleges and universities in the State, and in the Ohio Mechanics’ Institute, Cincinnati, and the Case School of Applied Science, Cleveland. In the 4 technical courses of the State university provision is made for instruction in geology, chemistry, agriculture, mathematics, civil aud mechanical engineering, mining and metallurgy, botany and horticulture, agricultural chemistry, veterinary science, and military science and tactics, as well as in ancient aud modern languages. The Ohio Mechanics' Institute includes 3 departments, viz, mechanical, architect¬ ural. and artistic, each with elementary, intermediate, and advanced grades. The mechanical department enrolled 131 students, the architectural 90, and the artistic 134, while a class for modeling in clay had 6, making in all 361. The falling otf of 67 in the year was largely due to so many being out of employment, making ic diffi¬ cult to meet the necessary expenses. The Case School of Applied Science, Cleveland, provides courses of study in civil en¬ gineering, mathematics and astronomy, physics and chemistry, each covering 4 years and leading to the degree of Sci. B. The courses are open to special students, not candidates for a degree, for study in certain lines, on their proving a capacity for 220 REPORT OF THE COMMISSIONER OF EDUCATION. pursuing the studies they select. Mrs. Laura B. Axtell, of Cleveland, a sister of Leonard Case, the founder of this school, is said by a current Boston journal to have bequeathed her entire fortune, amounting to 31,000,000, to the school. For statistics of these schools, see Tables IX and Xof the Appendix ; for summaries of their statistics, see corresponding tables in the report of the Commissioner pre¬ ceding. PROFESSIONAL. Theology. — Theological instruction is given in at least 13 institutions and de¬ partments of colleges, among them being Lane Theological Seminary, Cincinnati; St. Mary's Theological Seminary, Cleveland; German Lutheran Seminary, Columbus; Union Biblical Seminary, Dayton; Theological Seminary of the Protestant Episcopal Church, Gambier; Heidelberg Theological Seminary, Tiffin ; United Presbyterian Theological Seminary of Xenia; and in the theological departments of Ashlaml, Ger¬ man Wallace, Oberliu, and Wittenberg Colleges, and of Urbana and Wilberforce Universities. Nearly all offer a course of instruction covering 3 years of from 30 to 40 weeks each. For statistics of these schools see Table XI of the Appendix. I*aw. — Legal training is found in the Law School of the Cincinnati College, in a 2- years course of 30 weeks each, including elementary law and contracts and real property for the junior year; and equity jurisprudence, evidence, constitutional, criminal, and mercantile law, and other subjects, for the senior. There were 55 stu¬ dents graduated at the commencement of le85. The school had in 1883-’84 a care¬ fully selected library of over 3,000 volumes, to which additions are made each year from an annual appropriation of $1,500 for that purpose. The College of Law of the National Normal University, with a faculty of 5 members besides a librarian, presents a 2-years course of 48 weeks each, which seems to be combined with classical studies also. No requirements for admission; but to receive the degree of LL. B., students must first have obtained from this or some other in¬ stitution the degree of A. B. Medicine. — Medical instruction is given in 13 schools of medicine recognized by the Illinois State Board of Health, 9 regular, 2 homoeopathic, and 2 eclectic. The regular schools reporting for 1834-’85 were the Medical College of Ohio, Cincinnati ; medical department of Western Reserve University, Cleveland : Starling Medical College, Columbus; Cincinnati College of Medicine and Surgery; Miami Medical Col¬ lege, Cincinnati; medical department of the University of Wooster, Cleveland; Co¬ lumbus Medical College; Toledo Medical College; and Northwestern Ohio Medical College, Toledo. For admission, all require a diploma or certificate of graduation from some school of high grade, or a thorough examination in the branches of a good Engiish educa¬ tion. For graduation, caudidates must be 21 years of age, must have pursued 3 years of study, have attended 2 full courses of medical lectures, and have passed a final satisfactory examination on all the branches taught. The total number of matricu¬ lates for the year was 739; graduates, 255. The Homoeopathic Hospital College, Cleveland, and Pulte Medical College, Cin¬ cinnati, with the same requirements for admission as the regular schools, present a 3- years course of study aud 2 full courses of lectures. A 3-years graded course is rec¬ ommended but not required. For graduation, candidates must be 21 years of age, and must pass successfully a final examination. Matriculates for the former in 1884-’85 were 84 ; graduates, 30 ; for the latter, matriculates 52, graduates 30. The Eclectic Medical Institute and the American Eclectic College, both of Cincin¬ nati, require for admission either a certificate of graduation from a high school or collegiate institution, or a first-grade teachers’ certificate ; lacking these, there must be a satisfactory examination in the English branches of study. The course of study in both covers £ annual sessions of about 20 weeks each. For graduation both re¬ quire 2 years of previous study aud attendance on 2 full courses of lectures, and the passing of a final examination in all the branches taught. For the former a 3-years graded course is recommended, but not required ; for the latter, a post-graduate ses¬ sion is provided, occupying 8 weeks. SPECIAL INSTRUCTION. TRAINING IN MUSIC. The Cincinnati College o f Music, incorporated under the laws of the State, is hand¬ somely endowed by Mr. Reuben R. Springer and other benevolent citizens of Cin¬ cinnati, and devotes its entire income to instruction in the art of music, as well as dra¬ matic action, Tuodern languages, and elocution. Besides some forty rooms for pur¬ poses of instruction, the college has a large and beautiful concert hall, with a seating capacity for 1,200 persons. The stage is fully equipped for operatic aud dramatic performances, and in the academic department provision is made for training for the concert and operatic stage by actual performance in opera. Fox admission to omo. 221 this department students must pass a satisfactory examination, conducted by a board of examiners appointed by the trustees from the college faculty. In this department in ldol-’rio were enrolled 57 students. The general school, with an enrollment of 112 students, is divided into 8 departments, viz, of instrumentalists, of vocalists, of theory, of chorus classes, of elocution, of languages, of operatic traiuing, and a lect¬ ure department. The studies of the first 4 departments are compulsory, of the last 1 optional. In the theory department, instruction is giveD in thorough bass, simple and double counter- point, composition, and in the art of orchestration and instru¬ mentation. INSTRUCTION IN GERMAN. Under a State law, it is the duty of boards of education to cause the German lan¬ guage to be taught, in any public school of the State when demanded by 75 free¬ holders of any school district, representing nob less than 4jO pupils who intend to study the German and English languages together. By a later law, where ICO pupils desire German teaching, a special department may be provided for them. Children in dis¬ tricts where no provision is made for such instruction may be received into the nearest school in which the language is taught, by obtaining a written permit from the trus¬ tees of the district in which they reside. * In connection with English branches ex¬ cellent provision is made by the Sta'e for securing instruction in German, and it is claimed that nearly one-fourth of the entire number of pupils who study this langnage in the United States are found in Ohio. In 1884-’85 there were in the public schools of the State 40,302 youth studying German, under 473 teachers ; in piivate schools, 224 pupils under 10 teachers ; in Protestant church schools, 2.608 pupils under 27 teachers; and in Catholic church schools, 28,952 pupils under 470 teachers. Total, 72, 146 pupils under 980 teachers. Teachers of German may give instruction in this language only, except in translation, music, and drawing. EDUCATION OF THE DEAF AND DUMB. The Ohio Institution for the Education of the Deaf and Dumb , Columbus, has 4 literary departments, viz, primary, grammar, academic, and articulation; also an industrial department for instruction in bookbinding, carpentry, printing, and shoemaking for boys, and sewing and general housework for girls. This, however, is in no case al¬ lowed to interfere with school studies, which occupy 4 hours of each day, and one evening hour. For free admission, pupils must be residents of the State, between the ages of 8 and 21 years, of sonnd mind, and of good moral character The general length of term is 7 years, the utmost lin it 10 years. In 1884-’r5the institution eurolled 243 boys and 215 girls, under 25 teachers, 6 of whom were semi-mute. Articulation ia taught. The institution owns ten acres of land, valued with buildings, etc., at §>750,000. The Cincinna i Day School for Deaf Mutes. — The number of pupils who entered this school during the year was 32, and the average attendance 28, showing that the most of those who entered remained during the entire year. Two teachers are employed, instruction being given in the sign language. The course of study covers 7 years, and includes the common school branches, with composition, drawing, penmanship, and object lessons. EDUCATION OF THE BLIND. The Ohio Institution for the Education of the Blind , Colnmbus, gives instruction in common and higher English branches, in Latin, and in vocal and instrumental music. In the industrial department there is training in piano tuning, chair caning, broom making, sewing, knitting;, and beadwork. Kindergarten instruction is also given. The ag« for admission is from 6 to 21 years, and persons over 21 years of age and free from bad habits can enter the institution for one year to learn a trade. The record of enrollment for the year is 153 boys and 107 girls, of average attendance 188; new pupils entered, 40. EDUCATION OF THE FEEBLE-MINDED. The Ohio Institution for the Feeble-Minded , Columbus, admits children between the ages of 6 and L5 years who are incapable of being educated at ordinary schools. In addition to common school studies, farming, gardening, shoemaking, sewing, and general housework ar6 taught. The maiu building, having been destroyed by tire, was rebuilt and occupied during the year, thus admitting many liitle ones whose opportunities for improvement were passing away. There were 407 boys and 251 girls in the school, 154 being admitted who had been temporarily absent on account of the fire. INDUSTRIAL AND REFORMATORY TRAINING. The Boy s’ Deform School, located od a farm of 1,201 acres near Lancaster, admits crim¬ inal boys only, and undertakes their moral, intellectual, and industrial training. In addition to the common school branches, algebra and natural philosophy enter into the seveutb and eighth grades. Instruction is given in vocal and instrumental music by competent teachers. A large and valuable library belongs to the school, new 222 REPORT OF THE COMMISSIONER OF EDUCATION. books being added yearly. A paper is published in the institution weekly with sat¬ isfactory results, the boys setting the type under the direction of a competent fore¬ man. instruction is given in farming, gardening, shoemaking, mending, and knit¬ ting. Since tbe organization of the school 4,070 boys have been admitted, of which number 436 were in charge in 1884-,85. In giving some of the causes of the fearful prevalence of juvenile criminals the report says that illiteracy is one cause ; about one-third of the boys, when admitted, could not read. The House of Refuge and Correction, Toledo, undertakes to govern, educate, and reform juvenile offenf rs. Close application to study in the common school branches is required of all the inmates one-hail of each day, while the farm and knitting factory afford ample facilities for industrial training. The Girls’ Industrial Home, Delaware, aims to educate and reform young girls com¬ mitted to its care. The schools are graded, and pupils are advanced upon a success¬ ful examination. Tbe routine of sewing, knitting, cooking, and general housework necessary for the institution is performed by the inmates. The number remaining in the home at the close of 1884 was 277. EDUCATIONAL CONVENTIONS. STATE ASSOCIATIONS- The Ohio Teachers’ Association held its thirty-sixth annnal meeting at Chautauqua, N. Y., July 7-9, 1885. The superintendents’ section (seventeenth session) was called to order by R. McMillen, chairman of the executive committee, and Dr. Alston Ellis, president of the section, delivered his inaugural address, after which papers were read on “ Manual training as a preparation for teachers,” “ Defects in onr compulsory law and remedies suggested by the laws of other States,” “A week in my school¬ room,” and “That boy.” The general association convened the second day, there- tiring president, E. F. Moulton, in the chair. The new president, Dr. Aaron Schuyler, delivered his inaugural address on “The sensibilities in education.” On motion of Mr. Brown, all teachers in attendance from other States were elected honorary mem¬ bers of the association, with the privilege of taking part in the discussions. Ex-Pres¬ ident Moulton moved to make the annual membership fee for ladies 50 cents instead of §1, which motion after an animated discussion was lost. Among the papers read and presented for discussion were “Training the will,” “What can teachers do to secure proper home education ?” “A new departure iD geographical teaching,” “Philos¬ ophy of teaching,” and “ The Chautauqua idea in relation to public education.” Notice was given by Superintendent Parker that at the next meeting steps would be taken to reduce the membership fee of ladies who receive an annual salary of less than $600, from $1 to 50 cents. CHIEF STATE SCHOOL OFFICER. Hon. D. F. De Wolf, State commissioner of common schools. Columbus. [Term, January, 1881, to January, 1884.] Succeeded by Hon. Le Roy D. Brown. [Term, January, 1884, to January, 1887.1 OREGON. 223 OREGON STATISTICAL SUMMARY. 188‘3-’84. 1684--85. Increase. Decrease. POPULATION AND ATTENDANCE. Youth 4 to 20 years of age a . Enrolled in public schools . Average daily attendance . Per cent, of school youth enrolled _ I Per cent, of school youth in attend- j ance. Atteuding private schools . i Total enrollment, public and private.' Per cent, of school youth in whole enrollment. Attending graded schools . Reported as in no school . SCHOOL DISTRICTS AND SCHOOLS, j Organized school districts . Number of these reporting . Graded schools reported . State school-houses built in the year. State school-houses built previously. Whole number of State school-houses. Average time of schools, in days . Private schools reported - * . Average time of such schools, in days. 1 73,867 i 43, 157 1 39.512 58. 43 53.49 ! 80,018 46,107 6,151 j 2,950 i 31,005 1 57.62 38.75 8,507 .81 14. 74 5,230 48, 387 65. 51 i * . 7,489 24,372 . ' 1,206 1,146 46 95 1,074 1,169 99 173 . 95 5 ' 68.20 ! TEACHERS. Men teaching in public schools . Women teaching in pnblic schools. .. Whole number of teachers . Number of these in graded schools. .. Teachers in private schools _ _ FINANCIAL STATEMENT. 623 ! 743 1 120 . 913 ! 958 i 45 ; . 51,712 1,701 1 . 11 143. . . . 206 . . . Average monthly pay of men teach- $46 75 ; mg. * 1 Average monthly pay of women 35 45 teaching. Expenditure for pnblic schools . 478, 677 Amount of available school fnnd _ 1 1, 000, 000 Valuation of public school property. 1,454,506 $48 22 | 81 47 36 96 1 51 i 513,152 34,475 i 1, 000,000 . ! . 1,160,433 . f294,073 ffA 6, 039 1,694 1,870 1,609 261 1,310 1,158 152 3, 810 3, 701 109 1,551 740 811 $38 47 $39 01 $0 54 29 39 30 08 69 9, 545, 638 1,000, 000 31, 886, 098 9,800,405 1, 000, 000 32, 614,446 254,767 728,348 : a United States census of 1880, Pennsylvania taking no school census. 6 These include academic as well as lower grade schools. c Not including Philadelphia. 228 REPORT OF THE COMMISSIONER OF EDUCATION. STATE SCHOOL SYSTEM. GENERAL CONDITION. The preceding statistics show a steady but not large advance of the common schools of the State at the most vital points. The average term was increased to 7.09 months, though the minimum term of 5 months remained. The legislature has been urged to advance it to 6 months, but had not done so up to 1885. The superintendent thinks that the people who have carried the average term beyond 7 months will not much longer allow the public funds to be appropriated to schools for children that receive only 5 months’ tuition. A gratifying increase of 16,119 in enrollment was exceeded by a still more gratify¬ ing one of 21,450 in average daily attendance. Yet the difference of 325,030 between the enrolled and the average number in attendance is still large. The chief school officer therefore urges that every effort be made to remedy this evil, and echoes the appeal from all the States that every inducement bo held out to increase both the enrolled and average daily attendance, or more stringent legisla¬ tion will be required in favor of compulsory attendance. Some mitigation of this non-attendance is found in an analysis of ages in school youth of 6-21 years, and if will be seen that a much less per cent, of illiteracy exists than is indicated by the statistics reported. In the first place, there were 30,355 enrolled in private schools. Then, there will be found comparatively few over 16 in the public schools. From these many have graduated on reaching that age, and are in colleges or in commer¬ cial or industrial pursuits. The difference of 440,219 between the enrolled and school youth does not, therefore, represent the measure of illiteracy. In the matter of teachers the trend toward employing women is noted in a decrease of 88 men teachers, and an increase of 488 women. Yet the average monthly pay of women is $9 less than that paid to men. The superintendent regards this as an unjust discrimination, in view of their general good work, which seems fairly to warrant for them the same pay as men. In respect to school buildings much improvement is reported. The erection of 432 new school-houses during the year, with improved architecture and ventilation, shows how rapidly comfortable school buildings are displacing those unfit for use. Mention is made of the erection, during the year, of a model school building in one of the districts of Clearfield County by General Patton, at his own expense, the cost, furnished and complete in all arrangements, being $40,000. It is said to be one of the finest and most substantial school buildings of its kind in the State. Arbor Day was quite generally observed. Instruction in physiology and hygiene, required by law, is assured by the law-abiding habits of directors and teachers. The knowledge, says the superintendent, of the effects of alcohol and narcotics on the human system is of vast account, and such special application of it in the way of warning to the young properly belongs to the moral discipline which should char¬ acterize all teaching, whether required by definite statuto or not. ADMINISTRATION. The public schools of the State continue to be under the supervision of a State super¬ intendent of public instruction, appointed for 4 years by the governor, with the con¬ sent of the senate. The superintendent may appoint a deputy. Local supervision is through county superintendents, elected by the school directors, 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 con¬ solidated districts (cities or boroughs) there are directors in each ward to look after school property and buildings and the collection and disbursement of taxes in that ward, with a board of controllers, composed of all these directors, for other school matters of the city or borough. Directors and controllers must provide a suffi¬ cient number of schools for the free education of all youth 6-21 years of age, re¬ gardless of race or color. The State also provides for the free instruction of the deaf, dumb, blind, and feeble-minded. The sessions of school 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 permitted incases where children cannot attend the whole time. Teachers must report monthly to the directors under whom they serve; these directors annually to their county superintendents, they to the State superintendent, and he to the legisla¬ ture. SCHOOL FINANCES. To sustain the public school system the State appropriates annually $1,000,000, aud authorizes 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 PENNSYLVANIA. 229 applied to school purposes. The amount of State appropriation due each district is based upon tho number of taxpayers, as certilied by the county commissioners at each triennial assessment. NEW LEGISLATION. Among the new laws of 1885 appear the following : Instruction in physiology and hygiene in public schools is prescribed with a view to an understanding of the effects of 'narcotics and stimulants on the human system; a law authorizing districts and boroughs with 5,000 or more inhabitants to have superintendents of schools was made applicable to townships also ; another authorized the purchase by school boards of text books for supply of schools free of cost to the pupils ; another permitted 2-term and 3-term contracts with principals and assistants of high and normal schools, in¬ stead of the former engagements for one term only; another prohibited the employ¬ ment of boys under 14 and all women and girls in the coal mines of the State, thus releasing thousands of children from labor to attend school; cities of the third class were authorized to hold separate institutes. The supreme conrt of the State decided, September 12th, that the scriptures are not sectarian, that they come under the head of text books, and should not be omitted from the list of books used in public schools. SCHOOL SYSTEMS OF CITIES WITH 7,500 OP. MORE INHABITANTS. ADMINISTRATION. School districts composed of cities or boroughs have boards of directors, usually of 3 for each ward, and may have a superintendent where there is a population over 5,000 inhabitants. Philadelphia and Pittsburg, under special laws, have boards of education which do not include the ward boards. STATISTICS. 1884-’85. Cities. Population, rhi]1 Enrollment census of j i i* public 1880. | scnool age. < sahoola> Allegheny . Allentown . Altoona . ' Bearer Falls . Bradford . ; Carbondale . j Chester . . . j Columbia . j Danville . . ! Easton.: . j Erie . . ! Harrisburg . Johnstown . Lancaster . j Lebanon . McKeesport . . Meadville . I New Castle . Norristown . Philadelphia . Pittsburg . Pottsville . Beading . Scranton . Shamokin . Shenandoah . Titusville . ! Wilkes Barre . Williamsport . York . 78, C82 1 12,663 18’ 063 3, 675 j 19, 710 3, 691 ! 8, OCO 1.481 i 9,197 1,896 j 7.714 14, 997 8, 312 1.694 ! 2,719 ! 1, 620 | 8,343 1, 575 11,924 . 2,364 27,737 8,319 5,174 30,762 6, 123 8, 380 2,050 1, 752 25, 769 4,259 8, 778 2,685 1, 685 8, 212 1, 924 8, 860 1,691 8, 418 1,868 13, 063 4,300 2, 366 847, 170 108, 111 156, 389 27,440 13, 253 ! . 2,543 43, 278 i . 7, 113 45, 850 10,341 8, 184 2,152 10, 147 3,500 2,383 9, 046 1,648 23, 339 a5, 900 18, 934 5, 362 3, 689 13, 940 3, 264 2,864 Average number at¬ tending. Number of teachers. Expendi¬ ture. 10, 948 229 $304, 934 62 57, 292 3, 126 66 48,860 1,086 28 16, 596 1, 300 37 36, 383 1, 148 27 12, 392 1, 842 51 33, 67G 1, 209 26 80. 352 1,076 i ! 14, 237 1,750 54 | 81, 989 3, 650 116 80, 049 4,046 115 81,036 1, 287 33 23, 596 2,932 74 1,294 33 18, 472 1, 328 32 46,483 1, 316 37 31. 522 1.290 35 16, 287 1, 656 45 36, 693 97, 522 2,225 1, 699, 865 19, 875 543 628, 215 1,884 51 44, 949 5, 987 162 151, 769 7,111 232 135, 370 1,506 35 18, 797 1,469 33 22, 582 1, 265 33 32. 850 3,600 95 93, 371 2,504 70 48. 584 2,002 60 51, 089 a Includes 450 in evening schools. ADDITIONAL PARTICULARS. Allegheny presents for 18S4-J85 a record of unusual progress, showing a gain of 1,888 in enrollment and of 1,637 in average daily attendance. The per cent, of registered pnpils in average daily attendance reached the high rate of 86.42. There were 19 school buildings, all of brick or stone, 18 of them first class, and all with grounds of sufficient size, suitable improvements and furniture, graded classes, uniform text¬ books, and instruction in music and drawing. Only 1,000 children of school age are reported not in school. 230 REPORT OF THE COMMISSIONER OF EDUCATION. Allentown , in a return for 1884-’85, shows 10 school buildings with 3,700 sittings, affording ample room for its enrolled attendance. This fell off' ISO from 1883-’84. Expenditure for public schools was $20,955 less than in the former year. Schools were taught 193 days. In private schools there were about 200, same as in the year before. Public school property was valued at $460,000. Altoona reports 3,678 school sittings for its 3,691 registered pupils, which more than provides for its average daily attendance. The number enrolled increased 232, and the average attendance 289 over 1883-84. There was retained 84.69 per cent, of en¬ rolled in average daily attendance. Public schools were in session 193 days. School ‘property was valued at $145,000. Private schools enrolled about 1,000. Beaver Falls reports 73.33 per cent, of enrolled pupils in average daily attendance. Drawing received more than usual attention, while vocal music was, for'the first time, introduced into all the schools. A suggestive table, giving the ages of pupils en¬ rolled during the year, shows that of the entire enrollment of 1,481, 1,359 werebetween 6 and 15, only 68 between 15 and 21, leaving 54 probably under 6, and mating, exclusive of those under 6, a total average age of only 10.9 years for pupils actually in school. Bradford reports a gain over 1833-"84 of 134 in average attendance, while in enroll¬ ment. and teachers there was a slight falling off, and one of $20,243 in expenditure for public schools. There were 6 school buildings with 39 rooms for primary, grammar, and high schools, which were in session 218 days, and retained 68.57 per cent, of en¬ rolled pupils in average daily attendance. Public school property was rated at $62,150. Private schools had an estimated enrollment of 350. No evening schools or special teachers are reported. Carbondale, with 8 frame school buildings, 4 of them having grounds of sufficient size, and 1 with grounds suitably improved, had 24 well graded classes, under 27 teachers. It was estimated that there were 600 children of school age not in school, private schools enrolling about 200 under 5 teachers. In attendance, teachers, and expenditure for public schools small advances on 1883-’84 are noted. The average attendance was 67.76 per cent, of the enrollment. Chester, showing for 1834-85 a gain of 51 in enrollment and of 78 in daily attendance over 1883-84, and the same number of teachers (51), held 67.74 per cent, of its regis¬ tered pupils in average daily attendance. Instead of 10 school buildings with 2,35G sittings, as in 1883-’84, there were 8 with 2,536 sittings. Public school property in¬ creased in value from $125,000 to $130,000. Public schools were taught 195 days. Columbia in 1884-!85 reports 74.62 per cent, of enrolled pupils in daily attendance; 4 school buildings of brick or stone, including 1 erected during the year. All were first class, with suitable furniture, and well supplied with apparatus. Text books were uniform ; music and drawing were taught in all, and in 2 some of the higher branches were studied. Of children of school age 200 were in no school. While there was a loss of 10 in enrollment, there was a gain of 26 in average at¬ tendance, and an expenditure of $10,849 more for public schools than in the previous year, $13,456 having been expended for school buildings, including renting, purchas¬ ing, and building. In Danville the statistics of attendance and expenditure show a slight falling off as compared with 1883-’84. There were 124 fewer enrolled; 106 fewer in average attendance; and an expenditure of $1,956 less for public schools. Easton reports an advance at all poiuts beyond4883- 84. The enrollment increased 53, average attendance 25, teachers 2, while expenditure for public schools exceeded that of last year by $29,415. There were 10 school buildings, with 1,493 sittings for primary schools, 900 for grammar schools, and 252 for a high school, affording 281 more sittings than required for its enrolled pupils. The 54 teachers held 74 per cent, of enrollment in average daily attendance in sessions of 198 days. Private schools enrolled about 100. School property advanced in value from $222,000 to $237,900. No evening schools or special teachers are reported. Erie reports in 1884-’85 all but 645 of her school population enrolled in schools, the public ones having 5,174, and private schools 2,500, enrolling 92.25 per cent, of school youth. Of the 8,319 school youth, 2,122 were over 16, and only 363 of this age appear in the number enrolled. The only decrease is one of $1,543 in expendi¬ ture for public schools. The increasevin enrollment was 224; in average attendance, 232 ; and in teachers, 6. In school accommodations the record is equally good; the public school buildings being first class, with grounds of sufficient size and suitably improved, all supplied with suitable furniture and apparatus, and all but 3 of brick or stone, the entire property being valued at $338,700. Harrisburg in 1884-85 had 25 school buildings, with 4,451 sittings for primary schools, 1,187 for grammar schools, and 282 for a high school, in all 5,922. Of these 25 school buildings, only 13 had grounds of sufficient size, 17 were of brick or stone, 10 of them first class, and 15 well supplied with apparatus. There were 104 graded classes in 97 well classified schools. There were 900 pupils estimated as attending PENNSYLVANIA. 231 private schools, ami 1.000 children of school age out of school. The statistics of at tendance show only 2 more youth enrolled and Id more in average attendance than in 1883-'64, while expenditure lor public schools fell off $14,331. The average daily attendance was 66.08 per cent, of enrollment. One special teacher in drawing is re¬ ported. Public school property was valued at $344,025. Johnstoicn reports an enrollment in public and other schools of tlie same grade, of 1,900, reaching the high rate of 9*2.68 per cent, of school youth, which leaves only 150 of them not in school. There was a gain of 45 in enrollment and of 25 in average daily attendance, hut the expenditure for public schools in 1883-’84 exceeded that of this year by $7,765. Of the 9 school buildings, 8 were on ample grounds suitably im¬ proved; C were of brick or stone and of first class. In all were 32 well classified schools, which retained 73.45 per cent, of enrollment in average daily attendance. School property was valued at $120,000. Lancaster in 1884-’85 increased. its registered attendance by 327, its average attend¬ ance by 275. The sessions comprised 198 days. The enrollment included 263 in uiglit schools, with an average attendance of 109. The per cent, of enrolled pupils in av¬ erage attendance was 06.84. The estimated enrollment in private school.', was 500. The 21 public school buildings were all on grounds of sufficient size well improved, and were of brick or stone ; yet only 7 were first class, and 14 were badly ventilated : all were well supplied with apparatus. There were 73 well classified schools, with as many graded classes. School property was valued at $225,800. Lebanon shows an increase of 50 in enrollment and of 17 in average attendance over 1883-84, and an expenditure for public schools of $2,856 less. Schools were taught 187 days, in 9 school buildings. Public school property was valued at $84,000. Thr estimated school population" was 2,685, of whom 1,000 are put down as over 16 years of age. Adding to the public school enrollment 375 in private schools of like grade, makes a total of 2.060 registered i n all schools, a number within 625 of the school youth reported. McKeesport , with 1 school building erected during the year, had in all 4, with ample grounds, 3 of these of brick or stone, and the same number with suitable furniture. These held 30 well classified graded classes. With 1 less teacher employed there was yet a gain of 104 in registered pupils, of 113 in average attendance, and of $20,981 in expenditure for public schools. Meadvilte , with 38 well classified and graded schools, lost 89 in registration, gained 40 in average attendance, and expended 81,975 more than in 1563-?84. It shows 5 school buildings, 3 of which were of brick or stone, and 3 had suitably improved grounds. These schools were taught 173 days, and school property Vas rated at $60,000. Of the 1,691 registered pupils only 68 were over 16 years of age. Private schools reported 300 enrolled. New Castle reports an increase of 53 in enrollment, but a decrease of 64 in average attendance, and expended 84,855 less for public schools than in 1883-84. Its 4 school buildings with 1,800 sittings appear to have been sufficient for the general attendance. The schools were in session 170 days, and school property was valued at $53,200. One special teacher in penmanship was employed. Estimated enrollment i a private and church schools. 375. Norristown gained 36 in enrolled pupils and 35 in average attendance, but expended less for pnblic schools. Its 0 schools buildings of brick or stone, all with good appli¬ ances, had sittings for 1,210 i>rimary pupils, 810 grammar pupils, and 212 in a high school, in all 2,232. There were 43 well classified schools in as many grades, under 45 teachers. Allowing the estimate of 300 in other than public schools of like grade, and 2,365 in public school', we have 2,666 in all schools, out of a total of 4.300 of school age. This would seem to leave 1,034 out of school . But as this very nearly corresponds with the 1,500 who. it appears from a return, were over 16 years of age, and most of whom were possibly i:i higher schools or usefully employed, this number does not represent the illiteracy of the city, and presents an argument for the reduction of school age. Philadelphia. — The yn-. k cut of the board of education, reporting for the calendar year ending In comber 31. 1684, says thar progress has been made in every department. In no previous year have 1 1 a members of the board taken a deeper interest in the affairs of the schools or (Jevt t It! iiis< Ives with more energy to their improvement. Ear¬ ing the year most imnortai r work was done in the revision of the courses of study in primary and secondary schools, the object being to break up the mechanical routine into which the teachers had fallen, and to substitute rational methods which should lead to the natural development of the child’s powers. Eapid progress in this revis¬ ion is noted, notwithstanding opposition from all sides. The changed attitude of teachers from distrust to confidence is mentioned as most gratifying. The teachers’ meetings, conducted by the superintendent, stimulated the entire corps to higher en¬ deavors. His Saturday morning lectures on the history and science of education were largely attended, and a truer appreciation of the meaning of education has taken possession of the minds of the best men and women engaged in instruction. With a 232 REPORT OF THE COMMISSIONER OF EDUCATION. revision of the course came a change in the mode of examinations in primary and secondary schools. These are now conducted by the superintendent and are uniform throughout. Industrial education in the public schools of the city has ceased to be an experiment. During the year the board of education made provision for such training as -a part of the general instruction. The girls have not been neglected in tbis matter. Sew¬ ing as a branch of instruction in the girls’ schools has been practiced during the year in the secondary and grammar schools of 9 sections under 11 special teachers, with satisfactory results in every respect, and steps were taken to extend the instruction to all the girls’ schools of these grades in the city. There were 47 night schools taught in sessions of 10 weeks, registering at beginning of term 5,674, at close 13,886, exceeding by 2,426 the registration of the year before, all under 278 teachers, at an expense of $30,964. Of these schools 20 were for white men and boys, 13 for women and girls, 8 for both sexes, besides 6 for colored men and women. A "German-English school, where pupils of both sexes are taught English, is said to have been exceedingly well attended, each class averaging 40 pupils. An Italian-English school for teaching the Italians English was a new feature of the session. An artisans’ school under the supervision of Professor Hopper is said to have shown a marked improvement in attendance and interest. Certificates for good con¬ duct and attendance on 75 per cent, of the nights of the sessions were awarded to 2,600. The highly satisfactory condition of the night schools is said to be largely due to the intelligence and energy with which the committee watched and directed them. This committee reiterate the opinion expressed in a previous report that the night schools show as good results for the money expended as can be shown by any other educational agency. Each succeeding year brings with it increasing numbers of both sexes, and of more advanced age than in years before. In the artisans’ school 85 dif¬ ferent occupations were represented. Five new school buildings were completed and furnished during the year, contain¬ ing 60 class rooms, making in all 33 school buildings, valued with other property at $7,305,678. The sum of $75,500 was expended for general repairs to buildings and for renewing furniture, $15,200 of which was applied to the improvement of the sani¬ tary condition of the schools. And yet it is urged that absolute need exists for more buildings in several growing sections of the city where schools are overcrowded and large numbers of children are denied admission for want of room. Pittsburg , though it lost 39 in registered pupils, gained 888 in average attendance, em¬ ployed 19 more teachers, and expended $125,172 more for public schools than in 18S3-’84. Of this, $92,272 were for new school buildings and sites, making in all 58 buildings, of which 56 were for sub-district schools, 1 lor a high, and 1 for a normal school ; all valued with other school property at $2,229,028. In addition to the cost of new build¬ ings, $19,634 went for repairs. Of the 543 teachers, 496 were women. Of the evening classes there is no information, except that $62.50 were paid for instruction in them. Pottsville lost 71 in enrollment and 5 in average attendance, but expended $10,459 more for public schools than in 1883- 84. Its 12 school buildings on suitably improved grounds, fairly furnished and supplied with apparatus, were occupied by 51 well clas¬ sified schools. The per cent, of enrolled pupils in average attendance was 73.69. Beading advanced on 1883-84 by 307 in enrollment, 212 in average attendance, 5 in teachers, and $35,187 in expenditure for public schools. Its 152 schools were taught by 6 men and 156 women, in sessions of 10 months, the former on an average salary of $85 a month, the latter of $36. The average daily attendance reached 84.17 per cent, of registered pupils. Sci'anton began the year with 95 schools, which were continued in sessions of 10 months, and taught by 17 men and 215 women, the average monthly pay of men being $72.35, that of women $41.33. There was an increase of 602 in enrolled pupils and of 285 in average attendance, but a falling off of $25,075 in expenditure. There were 32 school buildings, well furnished and supplied with apparatus, the schools in them being well classified and graded. The average attendance was 68.77 per cent, of the registration. Shamokin in 7 school buildings had 29 graded schools under 35 teachers, with 80 more enrolled and 90 mor9 in average attendance than during the previous year. It also expended $1,084 more for public schools. With this general gain, 69.98 per cent, of enrollment was in average attendance. Shenandoah estimated its school youth (6-21) at 3,500, of whom 600 are put down as over 16 years of age. In tho 2,383 enrolled, only 45 of this age appear, leaving 555 youth over 16 to he found mostly, if not entirely, in tho higher schools and the vari¬ ous employments of the place. The 5 school buildings with 2,010 sittings well nigh provided for the school children between 6 and 16. Adding the 50 in private schools, lucre aj)pcars but a small number not in school. With an addition of 4 teachers there was an increase of 157 in enrollment, of 132 in average attendance, and of $2,000 in school expenses. One special teacher in music and drawing was employed. The PENNSYLVANIA. 233 average attendance was 61.65 per cent, of the enrollment. Public schools were taught 190 days. School property was valued at $63,000. Titusville , while losing 10 in enrollment, gained 19 in average attendance, expended $1,311 more for public school purposes, and retained 76.76 per cent, of registered pu¬ pils in average daily attendauce. Of its 1,648 enrolled pupils only 82 were over 16 years of age. The 4 school buildings had 1,063 sittings for primary schools, 464 for grammar schools, and 95 for a high school ; in all, 1,622, being within 26 of the enroll¬ ment, and 357 more than was required for the average attendauce. Besides the regular teachers, 3 special ones— in music, drawing, and German — were employed. Estimated enrollment in private and church schools, 300. Public schools were in session 187 days. School property, $64,275. mikes Havre, with 16 public school buildings, affording ample room for the general attendance, shows an advance of 646 in enrollment, of 275 in average attendance, of 16 teachers, and of $26,829 in expenditure on 1£83-’S4. Only 66.05 per cent, of registered pupils were in average daily attendance on day schools. There was. however, as al¬ ready noted, an enrollment of 450 in night schools. These were taught by 6 men and 4 women. The public schools were in session 189 days. The large enrollment of 1,800 in private schools is reported. Public school property was valued at $202,672. Williamsport estimated that 912 of its school youth were over 16 years of age, of whom only 168 of this age were registered in the public schools. The public school enrollment was less by 66, and the average attendance by 14, than in 1883-734, while the expenditure was 84,225 more. There were 67.88 per cent, of enrollment in average attendance, and if the 1,360 in other schools be added to the public school enrollment, and proper deduction be made for the school youth over 16, it will be found that most if not all the children bet ween 6 and 16 were in school. Public schools were taught 185 days. School property was rated at $153,990. York reports for 1854- So an increase of 396 in enrolled pupils, of 208 in average at¬ tendance, and of 87,861 in school expenses. Including 300 in private schools, the en¬ rollment was within 100 of the number of school youth reported. It is safe to infer from this that, allowing most of the school youth over 16 to be usefully employed, no healthy children between 6 and 16 were without some school instruction. For this efficient school work there were 14 school buildings, with sittings for 2.300 in primary schools, 350 in grammar schools, and 100 in a high school. Public schools were taught 183 days by 16 men and 44 women, holding 69.9 per cent, of enrolled pupils in average attendance. School property was valued at 8150,000. PREPARATION AND QUALIFICATIONS OF TEACHERS. GENERAL STATE REQUIREMENTS. 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 applicants have been found qualified to teach and the degree of proficiency 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, or a more thorough knowledge of them but with 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 ex¬ perience in teaching. STATE NORMAL TRAINING. The lOState normal schools, at Bloom sburg, California, Edinborough, Indiana, Kutz- town, Lock Haven, Mansfield, Millcrsville, Shippensburg, and West Chester, sustained inpart by the State, present courses of normal instruction covering from 2 to 4 years. To receive State aid, applicants for admission must signify their intention to become teachers. All these schools have preparatory departments and graded model schools attached. Graduates receive certificates of qualification which authorize them to teach in the common schools of the State without further examination. For these 10 schools there were 143 professors ; the number of students since recog¬ nition, 62,541 ; whole number in 1884-’35. 4,629 : in the normal departments, 3,513 ; graduates intending to become teachers, 764 ; number who received State certificates without graduation, 233: volumes in libraries, 22,868 ; value of property, $1,566,813 ; State appropriation for the year, $30,000. OTHER NORMAL TRAINING. The Normal School for Girls. Philadelphia, continued its 4-years course of study, but with a change in the rule of admission. The grammar schools are still allowed to send tfieir quotas as before, but admission now is permitted only in the order of averages of the candidates as ascertained by an examination through a committee of grammar school principals. As the primary object of this school is to prepare teach¬ ers, the first 3 years are given mainly to high school studies, while in the last year 234 REPORT OF THE COMMISSIONER OF EDUCATION. comes special instruction in theory and practice and best methods of teaching. This school began the year with 1,025 pupils, and closed with 1,106 ; has registeaed 7,597 since its establishmentand graduated 3,588, of whom 3,430 became teachers. The school of practice, a department of this school, under the new course of study prepared by Superintendent MacAlister, was said to be in excellent condition. In the Central High School in the same city, for boys, a normal course of 4 years was continued. At the commencement in June, 1884," 17 graduates received certifi¬ cates of qualification to teach, having obtained an average of 85 or more in their final examination. For further information as to other institutions with normal training, see Table III of the Appendix; for summaries, 6ee the report of the Commissioner preceding. TEACHERS’ INSTITUTES. Teachers’ institutes were held in 68 counties between August, 1884, and January, 1885, in sessions of 5 days each, under 585 instructors and lecturers, with an aggregate attendance of 17.444, of whom 14,482 were teaching in the counties where the in¬ stitutes were held. These sessions were conducted at an expense of $32,961, of which $20,800 were for instruction, and $12,161 for other expenses, the State paying $12,285. The superintendent says that these institutes have been doing excellent service in promoting the professional knowledge and zeal of the teachers. He questions whether in any State county institutes have awakened such geneaal and sympathetic interest in educational matters. EDUCATIONAL JOURNALS. The Pennsylvania School Journal, published monthly at Lancaster, and edited by E. E. Higbee, the State superintendent, continued to give valuable educational in¬ formation. Other educational journals were the Chautauquan, at Meadville , the Indicator , the Student, and the Teacher, all published at Philadelphia; and the Mornng Star, pub¬ lished in the interest of the Indian training school at Carlisle. SECONDARY INSTRUCTION. PUBLIC HIGH SCHOOLS. District directors and controllers have power to establish schools of different grades, and to determine into what school each pupil shall be admitted. Public high schools are maintained in nearly all the large cities in the State. Philadelphia has 2, count¬ ing the girls’ normal school, already noted. High schools in which teachers have been educated are reported in 61 counties and 38 cities and boroughs ; in the former, 1.947 teachers received instruuction ; in the lat¬ ter, 1,091. OTHER SECONDARY SCHOOLS. For statistics of private secondary schools, such as business colleges. academies and preparatory departments of colleges, see Tables 1Y, VI, and IX of the Appendix, and for a summary of the same, see corresponding tables in the report of the Com¬ missioner preceding. superior Instruction. COLLEGES FOR YOUNG MEN OR FOR BOTH SEXES. The University of Pennsylvania still offers its extensive and high grade courses without material changes from 1883-’84, the Towne scientific still covering 5 years. The college faculty conduct courses of study in arts, the 5 technical ones in the Towne Scientific School, the course in finance and economy in the Wharton school, and the courses in philosophy and music. Persons of both sexes, on payment of $5 fee, are admitted to the courses in German literature, the older English classics, Norse history of the Middle Ages, physics (including astronomical physics), inorganic and organic chemistry, and on Goethe and his works. Partial courses are allowed in exceptional cases. Special students not candidates for a degree may enter any of the courses, on evi¬ dence of competency to profit by the studies chosen. Post-senior classes pursue a pre¬ scribed course of advanced studies. The degree of A. B. is conferred upon students who complete the full course in arts, that of A. M. on bachelors of arts of 3 years’ standing. Collegiate students for the year, 381, of whom 128 were students in arts, 225 in science, 21 in finance, and 6 in music. Reports have been received for 1883-84 or for 1884-’85 from 28 universities and col¬ leges, 5 of whom are non-sectarian, while the others represent 11 different religious denominations, the Roman Catholics having 6, the Presbyterians and Evangelical Lutherans 3 each, the Methodist Episcopalians, Friends, and Bapiists 2 each, the Prot¬ estant Episconalians. United Brethren. Reformed Presbyterians, United Presbyterians, PENNSYLVANIA. German Reformed, and Reformed Church, l each. Ten of these institutions admit women on equal terms with men. The 23 reporting in 1884-85 show no material changes in the standard courses, one adding a normal coarse and another an eclectic one. All have the usual 4-years classical courses, and those of the highest grade 4-years scientific ones, others offer¬ ing shorter courses in science, the time given to this department depending on the prevailing object of the instruction. Six, located in the coal and mining regions, show courses in civil and mechanical engineering, mining, and metallurgy. Depart¬ ments in art, music, and modern languages appear iu nearly all ; normal and com¬ mercial courses in several, and tin ological ones in 5. For detailed statistics of the above institutions reporting, sec Table IX of the Ap¬ pendix ; for their summaries, see the report of the Commissioner preceding. INSTITUTIONS FOR THE SUPERIOR INSTRUCTION OF YOUNG WOMEN. Of the 1G colleges and schools of this class ip the State, only the following G re' ported iu 1884-85: Allentown Female College: Blairsville Ladies’ Seminary ; Uni¬ versity Institute, Lewisbnrg ; Brooke Hall Female Seminary, Media ; Ogontz School for Young Ladies, Ogontz ; and Washington Female Seminary, Washington. These show the classical courses usual to schools of this class, with music, art. and modern languages. Ogontz added during the year a graduate course, in which classes are formed in advanced literature, history, science, or arts, and in special departments of language, painting, music, and elocution. Another step in advance is the opening of a .school of cooking, in which practical instruction is given by Mrs. Rorer, director of the Philadelphia Cooking School. For full statistics of institutions for the superior instruction of women, see Table VIII of the Appendix; for their summaries, see the report of the Commissioner pre¬ ceding. SCIENTIFIC AND PROFESSIONAL INSTRUCTION. SCIENTIFIC. The Pennsylvania State College. State College Station, arranges its studies under (1) a general science course, designed to meet the wants of those who desire a sound liberal education; (2) technical courses in agriculture, chemistry aud physics, and civil engineering and natural history ; (3) short special courses of two years, lately estab¬ lished, in agriculture, chemistry, and mechanic arts ; and a separate ladies’ course in literature, embracing branches of study thought especially serviceable to them, with less of mathematics and scientific studies, while they are admitted to all the courses on the same terms as men. The course in mechanic arts, begun four years ago, was greatly extended in 1884. Graduate students are permitted to enter the college for instruction in advanced studies. A military department is in charge of an officer detailed by the War Depart¬ ment. A preparatory course of 2 years prepares students for any of the college courses. The college owns a farm of 300 acres, 50 of which constitute the campus. Tuition is made free by an income from the sale of public lands donated to the State by the General Government. A majority of the colleges and universities, as already noted, provide general scien¬ tific courses of 3 and 4 years. The Western University of Pennsylvania, the Penn¬ sylvania Military Academy, Lehigh University, and Lafayette, Haverforce, and Swarthmore Colleges, located in or near the mining and coal regions, continue to give special training in civil, mechanical, and mining engineering, with chemistry and metallurgy in courses of 4 years, while in the Towne Scientific School of the Uni¬ versity of Pennsylvania, the course is 5 years. The Franklin Institute of the State of Pennsylvania, Philadelphia, established in 1824, for the promotion of the mechanic arts, gives each year a course of lectures on sub¬ jects of a scientific and technical character, the lectures numbering from 30 to 40 an¬ nually and being varied each year. A drawing school connected with the institute gives instruction in mechanical, architectural, and free-hand drawing. Spring Garden Institute, Philadelphia, also provides courses of lectures and draw¬ ing classes in free-hand, mechanical, or architectural drawing. The course of lectures extends over about 20 weeks, one being given each week. The Pennsylvania Museum and School of Industrial Arts, conducted by an associate committee of women, Philadelphia, appears in its first report, April, 1884. It an¬ nounces its object to he to supply, as far as possible, the demand in the State for well trained and skilled labor in the useful and ornamental arts, and for thoroughly edu¬ cated designers. The Wharton School of Finance and Economy , a department of the University of Pennsylvania, gives a general and professional training to young men who intend to engage in business, or to manage their own or others’ property, and to equip more completely those who are preparing for the professions of law, journalism, or publ: service. The course of study extends through 4 years. 236 REPORT OF THE COMMISSIONER OF EDUCATION. The Industrial School for Miners and Mechanics, established by a mining firm at Drifton, Luzerne County, is for sons of miners of 15 years of age and over, the design being to raise up intelligent mechanics and foremen of mines by evening training. The course is of 3 years, in which mining is treated systematically. Instruction is free, boohs and materials excepted. No statistics for 1884-85. Girard College for Orphans , Philadelphia, trains a part of its boys in the use of tools and in the first steps in mechanics, as may be seen further on under “Special instruc¬ tion.” The Wagner Free School of Science, Philadelphia, with full university corporate pow¬ ers, is designed to be a comprehensive technological college, at which a complete -scientific education can be obtained. There is no report for 1884-85. For detailed statistics of the above colleges, see Table X of the Appendix ; for their summaries, see the report of the Commissioner preceding. PROFESSIONAL. Theological instruction continues in 16 schools and departments of colleges in the State, showing no changes in 1884-’85 from the report of them given in 1883-;84. Most of them show courses of 3 years, requiring academic or collegiate preparation, while others give theological instruction throughout the college course. For statistics of these schools reporting, see Table XI of the Appendix; and for their summaries, see the report of the Commissioner preceding. Law.— The law department of the University of Pennsylvania continues its course of 2 years, with lectures and moot courts, under a faculty of 7 instructors. Medicine. — The 5 medical schools of the State, all in Philadelphia, report no changes from 18S3-’84. TJie medical departmen ts of the University of Pennsylvania, the Woman’s College of Pennsylvania, and the Medico-Chirurgical College," still re¬ quire a 3-years graded course, the 2 first strongly recommending 4 years. Jefferson College and Hahnemann College, while making provision for a 3-years graded course, did not yet require it. Total matriculates for the year, 1,166: graduates 353, or 30 per cent, of matriculates. Dentistry. — Instruction in dentistry continues in the Pennsylvania College of Dental Surgery, the Philadelphia Dental College, and the dental department of the University of Pennsylvania, all in Philadelphia, the courses of study covering 2 years. Pharmacy. — The colleges of pharmacy at Philadelphia and Pittsburg continue their 2-years courses of 20 weeks each, following the usual 4-years apprenticeship with some reputable apothecary. Veterinary instruction. — The veterinary department of the University of Penn¬ sylvania, fully equipped in grounds, buildings, laboratories, shops, and having a course of 3 years, entered upon its first year in 1884-85, having 29 regular and 4 special stu¬ dents. For statistics of medical, dental, and pharmaceutical schools, see Table XIII of the Appendix; and for a summary, see the report of the Commissioner preceding. SPECIAL INSTRUCTION. training in art. The Pennsylvania Academy of Fine Arts , Philadelphia, has separate life classes for men and women, as well as classes in drawing, painting, and sketching, and in the study of the antique. The Pennsylvania Museum and School of Industrial Art, Philadelphia, continues to offer instruction in drawing, designing, wood-carving, and the study of color. Day and evening classes are uuder competent instructors. The institution is open to both sexes and is rapidly growing in public favor. The history of the institution for the year is marked by two interesting events : first, the gift of 850,000 by Mr. J. E. Temple in trust; and second, the purchase of premises on Spring Garden street, the removal of the school to these premises, and the addition of instruction in weaving and allied branches. The Philadelphia School of Design for Women offers instruction in architecture, china decorating, designing, modeling, lithography, painting, wood-engraving, and the tasteful shaping and adorning of manufactured articles. The school is aided by the State, and receives 15 free pupils from the grammar and normal schools of Philadel¬ phia each year. The Philadelphia School of Art Xcedle-icork continues its instruction in painting, preparation of design, art needle-work, etc. The Drawing School of Franklin Institute, Philadelphia, was maintained, with im¬ proved methods of instruction and increased facilities for illustration. The students are divided into 5 classes, junior, intermediate, senior mechanical, architectural, and free-hand classes. The total number attending the spring term of 1885 was 143, PENNSYLVANIA. 237 TRAINING FOR USEFUL INDUSTRIES. Girard College for Orphans , Philadelphia, admits poor white fatherless hoys between the ages of 6 and 10 years ; tirst preference is given to boys born in Philadelphia and second to those born in Pennsylvania. A few boys have obtained entrance from the State of New York, which is next on the list of admission ; but these are no longer in the college. At the close of 1884 there were 1,132 pupils in the institution, 143 hav¬ ing been admitted during the year, and 443 applications were on file awaiting vacan¬ cies. The boys are boarded, ciotked, and educated at the expense of the college fund, and by the will of Mr. Girard are bound out between the ages of 14 and 18 years. The classes are divided into 4 schools, and besides instruction in the common English branches, the more advanced pupils are taught algebra, book-keeping, drawing, chemistry, geometry, natural history, navigation, phonography, surveying, trigo¬ nometry, "vocal and band music, and the French and Spanish languages. In the tech¬ nical school about 250 boys are under Destruction in the use of tools in metal and wood work, and the superintendent reports diligence, order, and progress among the pupils. The Spring Garden Institute, Philadelphia, organized in 1851, in its day classes of¬ fers instruction in joinery, wood and metal work, and in water and oil, china and stained glass painting. A kiln-room is furnished, in which is erected a furnace for use of the pupils. The evening classes are furnished with all the appliances of first- class machine and pattern shops, where instruction is given in free-hand, mechani¬ cal, and architectural drawing, in metal and wood work, and in steam engineering. There were in 1884-85 an attendance of G73 pupils in the school, 509 being in the art and 164 in the mechanical department. EDUCATION OF THE DEAF. The Pennsylvania Institution for the Deaf and Dumb , Philadelphia, in connection with common school studies, gives instruction in drawing, philosophy, and physi- ology, and in the industries of printing, shoemaking, tailoring, dressmaking, knit¬ ting, and cooking. The institution owns 3 acres of land and a library of about 5,000 volumes. The State appropriated S^T, 750 for the year, and $2,000 were received from tuition fees, this being $234 more than the actual expenditure. In the oral branch of this institution there were 466 pupils reported, of whom 208 were girls. Articula¬ tion was taught to 110 pupils. The JVestern Pennsylvania Institution for the Deaf and Dumb , Wilkinsburg, founded in 1876, is sustained by contributions, by pay pupils, and by legislative appropria¬ tions. All applicants for State aid must be between the ages of 10 and 20 years, of sound mind, and must furnish satisfactory evidence of the pecuniary inability of their parents to assist them. Besides the branches of a common school education, carpentry and shoemaking are taught. In 18S4-’8» were reported 145 pupils, of whom 47 were girls. The State appropriated 826,000, and f 998 were received from tuition fees. Ex¬ penditures for the year, $32,282. Pennsylvania Oral School for Deaf Mutes , Scranton, founded in 1883, is under the control of a hoard of directors, and sustained by the board, the city, and voluntary contributions. The school reported 10 hoys and 5 girls under instruction. Articula¬ tion is taught to all the pupils. EDUCATION OF THE BLIND. The Pennsylvania Institution for the Instruction of the Blind , Philadelphia, in 1884- '85 had 197 pupils under 33 instructors, 20 of whom were blind. The institution was founded in 1832, since which time 1,273 pupils have been admitted. The pupils are taught the common and higher English branches, with German, as well as vocal and instrumental music in all its departments. The employments taught are broom, mat¬ tress, and rag-carpet making, cane-seating, knitting", sewing, and beadwork. A library contained 1,500 embossed books and 1,200 others, an increase of 200. The State appropriated for the year $43,500. Total receipts from all sources, $95,746. Expenditures, $78,881. EDUCATION OF THE FEEBLE-MINDED. The Pennsylvania Training School for Feeble-Minded Children, Elwyn. reported 503 inmates in 1884-’85, of whom 201 were in the school and the training classes, 161 in the industrial department, and 104 in the asylum and nursery. INDUSTRIAL AND REFORMATORY TRAINING. The Pennsylvania Rouse of Eefuge, Philadelphia, established in 1828, for the moral and intellectual training of juvenile offenders, has since that time received 12,222 boys and 4,250 girls, and in January, 1885, had 790 inmates, of whom 624 were boys. The branches of a common school education are taught, as well as such industries as will make them self-supporting in after life. For material and labor of the children during the year nearly 826,000 were received. Expenditures for the year were $133,384. 238 REPORT OF THE COMMISSIONER OF EDUCATION. The Pennsylvania Reform School, Morganza, also under State control, was established in 1854 for the care and training of juvenile offenders. Instruction is given in indus¬ tries and in the common school branches, 4^ hours each day being spent in school. TRAINING OF INDIAN YOUTH. The Indian Industrial School , Carlisle, had 494 pupils under instruction at the close of the school year 1884-’85. During the year 182 boys and 52 girls were placed in white families" and among farmers. The demand made by families for pupils is greater than can be supplied. Au average of about 80 Indiau pupils from the school were in the different public schools in the State during the winter, and received commendatory reports both for conduct and progress. The school is graded into primary, interme¬ diate, secondary, and advanced classes. The system of devoting one-half of each day to school studies and the other half to industrial training is still maintained. Lincoln Institution, Philadelphia, in 1885 had 163 Indian youths, the school having a capacity of 200. Expenditures for the year, §273,054. EDUCATIONAL CONVENTIONS. PENNSYLVANIA STATE TEACHERS’ ASSOCIATION. This association held its. thirty-first annual session at Harrisburg, July 7-9, 1885, President John Morrow in the chair. The president in his inaugural address called the attention of the convention to the subject of pensioning old teachers who have given the best days of their lives to the public interests, and are no longer fitted for work. Also to normal schools and to the examination of teachers. He advocated uniform courses in the State normal schools and uniform examinations of teachers, and said examinations should mean more and be less frequent. One examination as regards scholastic attainments perhaps is enough, and all subsequent ones should be in regard to success in teaching, management, etc. Prof. T. M. Balliet, of Illinois, read a paper on “The moral value of genuine intellectual work,” in which he said, “It is not claimed that intellectual training will alone lead to right thinking and doing, or take the place of more direct moral education. The development of character is the highest aim and purpose of the public school.” Among the subjects of other papers which followed were, “The industrial feature of education,” “The duties of the hour,” “Essentials of successful teaching,” “Relation of American forests to American prosperity,” “ Local institutes,” “Acres of diamonds,” “Culture,” “Hy¬ giene in the schools,” etc. CHIEF STATE SCHOOL OFFICERS. Hon. E. E. Higbee, State superintendent of public instruction , Harrisburg. [Term, April, 1885, to April, 1889.] Henry Houck, deputy superintendent. RHODE ISLAND 239 RHODE ISLAND, STATISTICAL SUMMARY. 1883-’84. I 1884-85. Increase. Decrease. POPULATION AND ATTENDANCE. Youth of school age (5-15) . Different pupils in public schools.... Average number belonging . Average daily attendance . Per cent, of school youth enrolled . . . Per cent, of enrolled in daily attend¬ ance. Per cent, of school youth in daily at¬ tendance. Enrolled in evening schools . Enrolled in private schools . . Enrolled in all schools . . . SCHOOLS. Towns in the State . Public school-houses in towns . . Graded schools reported . . Ungraded schools reported . Whole number 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 public day schools. Whole number of teachers in day schools. Number from academies, high schools, and colleges. Number from normal schools . . . . _ Teachers in evening schools . . j FINANCIAL STATEMENT. Average monthly pay of men teaching . ! Average monthly pay of women teach- 1 ing. Whole expenditure for public schools. 1 Valuation of public school property. Available permanent school fund . . . . 58, 858 60,147 i 1,289 45,641 47,990 | 2, 349 34, 122 35,269 ! 1,147 30, 747 31,743 996 77. 54 79.79 2.25 67. 37 66. 15 . 1.22 52. 24 52. 78 .54 3,614 4, 714 1,100 V 7,944 8, 414 470 57,199 61,118 3, 919 36 36 453 458 5 . 560 i 591 31 290 291 1 _ 850 882 32 184 186 2 27 | 33 6 64 | 65 1 185 182 3 1,036 1,055 19 I . 1,221 1, 237 16 741 j 750 9 310 318 1 8. 184 22G 42 «$?9 95 <480 21 $0 26 43 31 43 71 40 . 6636, 542 6738,822 j 100,280 2. 099, 285 2,227,135 127, 850 255, 510 273,331 17.821 . a Pay of evening school teachers not included. b Expenditure includes evening schools. (From reports of Hon. Thomas B. Stockwell, secretary of the State hoard of edu¬ cation, for the two years indicated.) STATE SCHOOL SYSTEM. GENERAL CONDITION. The statistics present a uniformly pleasing record of school work during the year, there being bat one exception, a small decrease in per cent, of average attendance. 240 REPORT OP THE COMMISSIONER OP EDUCATION. With. 1,289 increase in school youth, there was nearly twice that increase of enroll¬ ment in public schools, an increase of 1,147 in average belonging, and almost 1,000 more pupils in average attendance than in 1883-84. The comparatively high per cent, of school youth enrolled, while it indicates effi¬ cient work, is also largely the result of holding the school age at 5 to 15, which, if done by some other States, would increase their percentages of attendance by drop¬ ping from the enumerated school youth the usually large number over 15 years of age. An increase of 1,100 evening pupils was brought about largely by excluding those who properly belonged to the day schools, and offering special attractions to those of maturer age. By this means a membership was secured that has been marked by a clear sense of need. The enrollment in ail schools, including private schools, shows an increase of 3,919, making the total enrollment 971 more than the number of school youth. To meet the increase in school population there were additions of 5 new school buildings ; of 32 day schools, 31 of them graded ; of 6 evening schools ; and of 2 days in the school year. There was, too, a gain in the ratio of teachers hav¬ ing high professional training, yet the average monthly pay of men was only 26 cents more and that of women only 40 cents more than in 1883-84. In the former case this was less by $4.97 than 10 years ago ; in the latter, less by $2.46. No reason is given for this decline, while higher qualifications are demanded, and much more is expended for the schools and for the improvement of school property. The school commissioner states that for the first time since the extension of aid to public school libraries he has been able to present full statistics from all such libra¬ ries in the State. The number of volumes in 33 libraries was 113,101, with a circula¬ tion of nearly 3 times the whole number, 1,000 volumes being drawn out each week during the year. Under the permissive law of 1884, one town had changed from the old district to the town system, and public sentiment throughout the State was slowly but surely changing in that direction. Under a compulsory law the struggle with the problem of truancy goes on. In 15 cities and towns where an efficient system of looking after truants has been adopted, the difference between the enrollment and actual attendance has been largely reduced, showing that while legitimate causes always make the daily attendance less than the enrollment, they cannot regularly cut down that attendance nearly one-third, as has been sometimes done. ADMINISTRATION. The general supervision of the public schools is still vested in a State hoard of education, of which a State commissioner of public schools, chosen annually by the hoard, acts as secretary. School committees in each town consist, as in most other States, 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 he ajtpointed by the school committee. For each district 1 or 2 trustees may he 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, of the feeble-minded, and now also of indigent j and dependent children, for whom a special home under State auspices has been pro¬ vided. Children 7 to 15 years of age are required to attend school at least 12 weeks in each year, 6 of which must he consecutive. If found guilty of habitual truancy, they must he sent to the Sockanosset School for Boys, or to the Oak Lawn School for Girls at Scranton, for a period not exceeding 2 years. Truant officers, appointed annually, are to notify offending parties of this law and of the penalty for violation of it, and arc to secure satisfactory pledges for proper compliance with its provisions, or, fail- f ing in this, are to prosecute for neglect of such compliance. Uniformity of text hooks in the public schools is recommended, subject to change by a two-thirds vote of school committees. Corporal punishment in such schools is permitted, hut seldom j inflicted. SCHOOL FINANCES. By reference to “New legislation,” further on, it may he seen that a considerable addition has been made to the State appropriation for the support of public schools. | As far as appears, the annual appropriation of $3,000 to purchase works of reference and educational apparatus for the schools was continued in 1884- 85 ; and so it seems ' to have been with respect to the means for support of evening schools. Towns may vote such sums, additional to the State aid, for their schools, as they [; deem necessary for purchase of sites, erection and repair of buildings, and mainte- j* nance of school libraries. A town that has established a free public library may, by : vote of the electors therein, appropriate for the support of it 20 cents on each $1,000 of its ratable property each year, and the State board may appropriate annually $50 | for the first 500 volumes, and $25 for every additional 500. The hoard may also allow $500 annually for teachers’ institutes, and $300 for educational publications and ; other means of promoting school interests. RHODE island. 241 NEW LEGISLATION. By Chapter 395 of laws of 1884, not previously reported to this Bureau, Rhode Island allows auy town not owning a free public library to appropriate, at its annual town meeting, a sum not to exceed 20 ceDts on §1,000 of ratable property for the maintenance and increase of such a library within it. By Chapter 406 of the same laws, the State board of education is authorized to ap¬ point as State beneficiaries, at the Rhode Island School of Design, persons of proper age, character, and acquirements, who have not the means of defraying the expense of instruction in said school; distributing these scholarships so that the several counties may participate in their advantages as nearly as possible in proportion to population. For this purpose §1,000 annually is appropriated. An act was also passed, as noted in the last Report, requiring instruction of all pu¬ pils, in schools supported wholly or in part by public funds, as to the effects upon the human system of narcotics and intoxicating drinks. The State board of education is, by another act, constituted the board of control of a Stare home and school for dependent and neglected children, not recognized as vicious or criminal ; these to be brought under such influences as may lead to honest, intelligent, and self-supporting manhood and womanhood; the State to hold towards them, as far as possible, a parental relation, and the board becoming the legal guard¬ ians of them. A law of May 2, 1884, makes payable annually out of the income of the permanent school fund, and from other money in the treasury, §120,000, instead of the former $90,000, for the support of public schools in the towns, on the order of the commis¬ sioner of public schools, §100 to each school, not to exceed 15 in any town ; the re¬ mainder on the basis of children 5 to 15 years of age in the county. The sum received in each town is to be distributed among the districts, part of it according to the num¬ ber of public schools in each, with the addition of at least as much more from the town appropriation for such schools; the other part to go, half on the basis of aver¬ age attendance, half at the discretion of the committee; the total apportionment to any district not to he less than §180. SCHOOL SYSTEMS OF TOWNS WITH 7,500 OR MORE INHABITANTS. AEMINISTE ATION. School affairs are administered by school committees of 3 or more members, with annual change of ODe-third, and by a superintendent chosen by the people or the committee. STATISTICS. 1884-’S5. Cities. ?rftwnfnf’ (Children of Cei8sl.Cl 1 school age. j Enrollment i in pnbiic | schools. | Average | daily afc- i tendance. ■ Number of j teachers. 1 1 i Expendi¬ ture. Lincoln . 13,765 3,450 I 3, 308 1,657 47 $37, 747 Newport . . 15, 693 > 3,651 j a 2, 078 61,463 55 48, 268 Pawtucket . 1 19, 030 | 4, 814 . 3, 869 2, 598 92 j 60, 264 Providence . ! 104,857 | 22,515 ie, 8o3 12, 043 342 347, 290 Warwick . 12, 164 2, 547 2, 498 1, 302 43 13, 281 Woonsocket . 16, 050 3, 630 2, 504 1, 482 j 78 28, C9S 1 a The city report gives 2,037. 6 City report makes this 1,509. Lincoln, with 37 graded and 4 ungraded schools, under 47 teachers, shows progress at all points, except the number of school youth. Enrollment increased 232, average attendance 126, expenditure for public schools §16,420; which, with no increase of teachers, seems to indicate considerable outlay for school accommodations. These, with oiher school property, were valued at §114,200. Of 46 teachers, 40 were edu¬ cated in academies, high schools, or normal schools, and 6 in common schools. The public schools enrolled 95.88 per cent, of school youth. Adding 551 in other schools, there was oniy a small margin for non-attendance. Lincoln was one of the first to comply with the truant law, and reports that the feeling of respect for it on the part of manufacturers and others increases as its pur¬ pose and value are better understood. The rod had been used on pupils much less than in former years, yet the general discipline had been good. In addition to ordi¬ nary school work, there was an inculcation of right views of the common duties of life, temperance receiving careful attention. The abandonment of the old out-door recess worked well, improving the general discipline and giving great satisfaction. Newport, with 237 more school youth, had 11 school buildings, less by one than in 16 E 242 REPORT OF THE COMMISSIONER OF EDUCATION. 1883-784, showed a lessening in sittings and a falling off of $23,800 in value of school property during the year. At the same time, with 75 more enrolled pupils, 10 more teachers, and $2,320 more expended, daily attendance was 79 less. The per cent, of school youth enrolled was nearly 57, and, with 897 in private schools, a fraction over ttl per cent, was in school some part of the year, while in public schools over 70 per cent, of enrollment was in daily attendance. The public schools embrace a high school with a 4-years course ; 4 grades of grammar, 2 of intermediate, and 3 of pri¬ mary schools ; a parish school ; and 2 evening schools. A new school building, to be completed in the summer of 1885, was under contract. This, with the others, was regarded as adequate to school work for some time to come. After an examination of the manual training schools in New Haven and Boston, the superintendent recommends that the city council make provision for instruction in sewing for the girls in the grammar schools, and in carpentry for the boys above the third grammar grade. Instruction in morals in all public schools being required by the law of the State, it was emphasized by a vote of the school board. Daring the year the city council adopted the measures required by the truant law of the State, and while the machinery for compelling attendance at school worked well in certain directions, it was found that it failed to effectually eradicate illiteracy, and a more efficient statute was called for. Pawtucket reports a considerable expansion of school accommodations by enlarge¬ ment and repairs of old buildings, and addition of 2 new ones during the year, at a cost of $58,276, making 18 in all, and advancing the value of school property to $217,427. Another new building was near completion, and additional rooms to yet others were called for. The public schools continue to he classed as high, grammar, intermediate, primary, and ungraded. Though school youths were 100 fewer, there was a gain of277 in en¬ rollment, and of 153 in daily attendance, while, even with the before mentioned out¬ lay for new buildings and repairs, expenditures were $7,015 less than in l883-784. Public and private schools enrolled 88.68 per cent, of school youth. Four evening schools were in session under 27 teachers, with good attendance and work well done. The evening mechanical drawing school is said to be highly valued by the young men attending, as meeting a want long felt. Under a special teacher the study of music had progressed, and where most successfully taught the happier and better scholars were found. Providence in 1884-785 had 7 school districts, with 85 public schools, of which 39 were primary, 35 intermediate, and 10 grammar schools, and 1 a high school. These were taught in 53 school buildings, under 342 teachers, and 2 special ones in music and French. There were also 12 evening schools, which registered 2,184, with an aver¬ age attendance of 1,351, at an expense of $13,794. The record of the year shows a gain of 839 in ‘school youth, of 327 in average attendance, and of $55,027 in expendi¬ ture. The attendance was lessened by the presence of epidemic diseases during the last month, yet nearly 72 per cent, of the enrolled were in average attendance, and over 74 per cent, of school youth were registered in the public schools, which, with 4,176 in other schools, shows 93.18 per cent, of them in school some part of the year. This leaves but 6.82 per cent, out of school. These are not all to be put down as truants, for the superintendent says, that though pupils enter the public schools nominally at the age of 5, many do not actually enter until they are 6, and some not till they are 7 or 8, while allowance must always be made for the sick, the disabled, and those employed and away from home. The crowded condition of primary rooms was regarded as a matter of importance, and the kindergarten were looked to as the immediate source of relief. New school buildings, with excellent arrangements for ventilation, were rapidly taking the places of old ones, in which a very difi'erent state of things had existed. The law requiring that in schools supported wholly or in part by the State, in¬ struction in hygiene and physiology be given, with special reference "to the effects of alcoholic liquors, etc., is regarded as a recognition of the great principle that “What yon would have appear in the life of a nation, you must put into its schools.” The experiment of teaching sewing in the public schools, begun in 1866, has been a success. Opening with 300 girls, the sewing department increased in proportion to the rapid increase of the schools, till, in 1884-785, over 1,300 in a week received instruction. The teachers say that it is exceedingly gratifying to witness the prog¬ ress of the girls as, by patient endeavor, they pass from the simple “over and over77 to the more difficult work of stitching, gathering, darning, and button-hole stitch. The school committee have reason to say that “ a review of the year is eminently satisfactory.77 Warwick shows 19 graded and 9 ungraded schools, under 43 teachers, 1 more of the former and 1 less of the latter than in l883-784. Of the 43 teachers, 4 were beginners, 2 were educated at colleges or universities, 15 at academies or high schools, 16 at normal schools, and 10 in the common schools, showing about the same grade of qualifications as in the previous year. RHODE ISLAND. 243 With a loss of 68 in school youth, there was a gain of 86 in enrollment and of 45 in average attendance, though expenditure was only $692 more thau the previous year. The public schools enrolled a little over 98 per cent, of school youth, a per¬ centage seldom equaled. Length of school term, 185 days. School property was valued at $34,000. The truant law was not enforced, because the school-houses were more than filled with children who wished to attend school. JTconsocket , with 106 fewer school youth than in 1883-84, shows a gain of 153* iu en¬ rollment, of 95 in average attendance, of 32 iu teachers, and of $1,603 in expenditure lor public schools. Three evening schools were in session for an average ot 10 weeks, with an enrollment of 459 and an average attendance of 168, under 13 teachers. The enrollment in public and other schools was a little more than 101 per cent, of school youth, that iu private schools being 1,183, nearly a third of the number in public schools. These were in session 174 days, and their property was valued at $140,000. Success in the enforcement of the truant law is noted. The committee did not get the matter well in hand till the fall term, but with an efficient truant officer 4 great gain was secured before the close of the year. Of 1,097 children of school age who had not attended any school, 450 were enrolled, and of the 647 left 317 were under 7 years of age. During the last term of the year most of the absentees bad been en¬ rolled. It was confidently expected that the next year would show still more grati¬ fying results. It was a matter of congratulation that there were less than a score of children of school age in the mills and employing establishments who were there con¬ trary to the provisions of the statute, and that probably in 2 weeks there would not be one. The superintendent says that it would be a proud eminence for Woonsocket to be leader iu all other departments of the work of education in the Slate. Her in¬ fluence now is beneficial to the whole commonwealth. PREPARATION AND QUALIFICATIONS OF TEACHERS. GENERAL STATE REQUIREMENTS. Teachers must give evidence of having a thorough knowledge of the common Eng¬ lish branches, tested by a school committee. In granting certificates some reference may be had to the condition and wants of the particular schools to which the candi¬ dates aspire. Teachers must also have the capacity to teach and govern. state normal training. The State Normal School , Providence, presents a 3-years normal course for ordinary pupils, and a 1-year course for graduates from high schools, who are admitted on the basis of their diplomas. The last is devoted to purely normal work calculated to fit students to become skillful teachers. The trustees regard the school as flourishing, the sittings, 124, being all taken, with 6 instructors. They also think that the improvement in the rural schools attests the value of the normal school. Yet the school has never been able to offer a practice school. For this and other reasons it has failed to attract the graduates of the high schools of the State. This is attributed to the impression that the institution had little beyond the studies of the high schools to present to them, and the fear that after taking the normal course they might have to graduate on an equality with oth¬ ers whose preliminary studies had been unequal to theirs. Another reason was a lack of appreciation of the value of professional training; and still another was the action of local school authorities, in giving preference to graduates of their owd high schools when selecting teachers. To attract high school graduates a special 1-year course has been adopted. This special course secured 5 high school graduates in 1883-?84. and 14 in 1684-’85. The trustees had under consideration a division of di¬ plomas into 2 classes, one to make formal recognition of the fact that the recipients are graduates of high schools Improvements to the buildings continued, with ad¬ ditions to the library and other facilities for the work of the school. Total attend¬ ance for the year, 160. teachers’ institutes. The State appropriates $500 annually for defraying the expenses of teachers and lect¬ urers for teachers' institutes, to he under the direction of the commissioner of public schools. Five of these institutes were held in the fall of 1884, viz : at West Green¬ wich, Pawtucket, Ashaway, Exeter, and Coventry Center. The one at Pawtucket embraced all the towns in the Blaekstone Valley. The attendance of teachers from these towns was said to have been excellent. The session of 2 days was fully occu¬ pied by class exercises, discussions of the several phases of language culture, element¬ ary geography, use of globes, physiology and hygiene with special reference to the State report gives this as 344. 244 REPORT OF THE COMMISSIONER OF EDUCATION. evil effects of stimulants and narcotics, and the essential elements of successful teach¬ ing and methods of discipline. This session was regarded as one of the best ever held in the State. The other 4 institutes were designed to reach only the teachers of the towns where they were held, the distances in the rural sections being so great, and the means of conveyance so difficult, as to almost make it impossible to secure a full attendance of teachers from the several towns. SECONDARY INSTRUCTION. PUBLIC HIGH SCHOOLS. School districts, or any 2 or more adjoining districts, may, by a concurrent vote, establish schools for the older and more advanced pupils. Ten high schools are reported for 1884- 85, viz: At Barrington, Bristol, East Provi¬ dence, Johnson, Newport, Pawtucket, Providence, South Kingston, Warren, and Woonsocket. In East Providence the high school was the acquisition of the year, organized to meet the growing demand for a school of that grade. Its progress has been gratify¬ ing alike to patrons and committee. The Rogers High School, Newport, through its strong classical department, has produced very decided results in the city, awakening in the community an interest in higher education far in advance of that of a dozen years ago. Students for the year, 126. The growth of the Pawtucket high school called for a fifth teacher half the time. Pupils, 119. The Providence high school had for the year 704 pupils. Warren high school had a graduating class ot 13, the largest since its organization. Woonsocket was constantly adjusting its high school to the needs of the community and the life of the present day, so that no parent need send his child away for a good secondary education. OTHER SECONDARY SCHOOLS. For business colleges and private academic schools, see Tables IV and VI of the Appendix ; for preparatory departments of colleges, see Table IX ; and for summaries, see corresponding tables in the report of the Commissioner preceding. 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. ; the second and third parallel courses, one including classical, the other a larger amount of scientific studies. Both courses lead to (he degree of Ph. B. Students who wish to do so may take a select course, sub¬ ject to examination in the studies which they desire to pursue in college. The university has recently received a valuable library of poetical works numbering 6,000 volumes. SCIENTIFIC AND PROFESSIONAL INSTRUCTION. SCIENTIFIC. The departments of practical science in Brown University present courses of instruc¬ tion in mathematical and physical sciences and the applications of these to the indus¬ trial arts. The regular course of civil engineering occupies 4 years, but a longer or shorter course may be pursued, according to the wants and ability of students. Other departments include agriculture, botany, chemistry, physics, zoology, and geology. PROFESSIONAL. A college for instruction in naval warfare has been established at Newport, for which Congress at the close of the last session appropriated $8,000. SPECIAL INSTRUCTION. EDUCATION OF THE DEAB The Rhode I«lavd School for the Deaf , Providence, under the State board of education, gives free instruction to residents of the State, and. provision is made for defraying the expenses of indigent pupils. The school is divided into 3 classes, with daily drill in articulation, lip reading, and language-lessons throughout. Drawing is taught,* and in the first class arithmetic, geography, history, and painting on silk. The school was opened in 1877, siuce which time 54 pupils have been instructed. The number of pupils in 1884-85 was 32, of whom 16 were girls. RHODE ISLAND. 245 INSTRUCTION IN ART. The Rhode Island School of Design , Providence, in 1834-,8T>, still maintained its day and evening classes, giving instruction in free-hand and mechanical drawing, paint¬ ing in oil and water colors, construction and decoration, designing anti modeling in clay. The whole uumber of students was 25t. The pupils in the day school num bored 39, of whom 11 were special students, while 28 followed the regular course of in¬ s' ruction. The Saturday classes contain 55 students. Besides these, a class for teach erslius been organized, numbering 39, for whom a special course has been prescribed, the course being desigued togive them knowledgeof industrial urawiag, qualify iug them to give elementary instruct ion in the public schools. The evening classes are almost wholly composed of artisans or apprentices, who make use of the knowledge gained here in their daily employments. The instruction is free to such of both sexes as bring suitable recommendations. STATE HOME AND SCHOOL FOR INDIGENT CHILDREN. After the purchase by the State in 1834 of a site containing 44 acres of ground in Providence, with a mansion house, cottages, barn, and other buildings nored iu the Commissioner’s Report for l883-’84, a further appropriate i was made for the “prep¬ aration and equipment” of the buildings and grounds. Tbe entire establishment, having nothing to begin with, has been put in order. The main building and cot¬ tages have been furnished, and the farm supplied with horses, cows, wagons, and tools. A large addition to the main building has been made, aud a cottage erected. The school is conducted on the cottage plan, each cottage to contain 25 inmates under the care of a woman “cottage manager.” The innocent and cr minal chil¬ dren are kept apart from each other, and are to have a home till of sufficient age to be sent to permanent homes in good families. For the conduct of the institution there are a superintendent, matron, farmer, engineer, teacher, and seamstress. Appro¬ priations thus far : For real estate, $18,000 ; for repairs and equipments, $5,000 ; for cur¬ rent expenses, $8,000. INDUSTRIAL AND REFORMATORY TRAINING. The Rhode Island State Reform School, Howard, receives boys between 10 and 21 years of age, to train them in tbe common school branches, with vocal and band music. For industries they have chair-making, gardening, farming, tailoring, and house and laundry work. It has a library of over 1,400 volumes, which is yearly increasing. A previous re¬ port says that, since its establishment in 1850 up to 1883, there have been trained in this institution 3,4d7 boys and young men, at the expense of the State. No report for the current year yet at hand. EDUCATIONAL CONVENTIONS; RHODE ISLAND INSTITUTE OF INSTRUCTION. The fortieth annual meeting of the institute was held in Providence, January 29-31, 1834. The morning of the first day was given to visiting the city schools, the afternoon to meetings of the different departments of the institute. One feature of the meeting was a question box, into which written questions were dropped, to be decided in general discussion. In the grammar and primary departments, Mr. G. A. Littlefield presiding, papers were read on “ How to teach reading aloud in school,” “ The unity of studies,” and others of brief duration. Iu the higher department, Mr. H. L. Meader presiding, the opening paper was on “Progress of methods in teaching the classics,” by Prof. E. T. Tomlinson, who said, “ There is nothing in the world that can take place of hard, sound work, and this is true in classical training.” William T. Peck, principal of the classical department of Providence High School and president of the institute, indorsed the paper of Prof. Tomlinson, emphasizing the importance of mastering the vocabulary iu tbe study of Latin, as in French and German. “Greek philosophy and high education” was the subject of a paper by Prof. E. B. Andrews, of Brown University, who claimed that mere intellectual growth was not sufficient, but, to promote symmetrical develop¬ ment, there must be moral growth as well. Next followed a paper on “The purpose of the recitation,” by A. D. Gray, principal of Woonsocket high school, who suggested that, the examinations should discover not only whether the pupil’s work had been well done, but also whether it had been understanding^ done. * In the evening ses¬ sion, Prof. A. S. Bicknore, superintendent of the Central Park Museum of Natural History, New York, delivered a lecture upon “ Corals and coral islands,” alluding in turn to geology, zoology, botany, ornithology, and ethnology, and pointing out usa- ful lessons in each. 246 • REPOET OF THE COMMISSIONER OF EDUCATION. The first topic of the second day was an address hv Miss E. M. Reed on “ One way ©f teaching numbers,” followed by others on “ Drawing in the public schools,” “ Per¬ nicious literature and what teachers can do to oppose it,” and ‘ The ideal school¬ master.” At the evening session Governor Bourn spoke briefly of the “ Relation of the State to the education of its children,” which was recognized as the fundamental basis of permanent prosperity. The governor spoke strongly of the moral influence exerted by the public schools, and believed that the rudiments of industrial education should be taught in them. Apropos to this, State School Commissioner Stockwell, in reply to the criticism that children in the public schools were overworked, said, “In¬ stead of crying against new subjects, the endeavor should be to devise some way to introduce them successfully.” The commissioner also urged that the position of teachers should be permanent. The closing session of the institute was largely attended. Mr. H. E. Holt, instructor of music in the public schools of Boston, delivered a lecture on “How to teach time in music.” He was assisted in the exercises by the pupils of the Thayer street gram¬ mar school, whose singing showed excellent training. This was followed by Miss Alice E- Freeman, president of Wellesley College, on “The higher education of women.” The treasurer stated that the amount received for membership tax from the 434 members in l»84 was $407. General T. J. Morgan called the attention of the institute to the reading circles established in many States, and moved to appoint a committee to organize such a circle in the State of Rhode Island. The motion pre¬ vailed, a committee was appointed, and after adopting resolutions and electing the officers for the ensuing year, the meeting adjourned. CHIEF STATE SCHOOL OFFICER. Hon. Thomas B. Stockwell, Slate commissioner of public schools, Providence. [Mr. Stockwell has held the place of supervisor and visitor of the State schools, by annual election of the Staxe board of education, since 187 4. J SOUTH CAROLINA. 247 SOUTai CAROLIM. STATISTICAL SUMMARY. POPULATION AND ATTENDANCE. White youth of school ago (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 enrollment . Average daily attendance . Per cent, of school youth enrolled ... Per cent, of school youth in daily at¬ tendance. DISTRICTS AND SCHOOLS. School districts . . . Number of schools . Average time of schools in days . Public school-houses b . . . Houses owned by districts . Houses with grounds inclosed . Houses built during the year . TEACHERS. Men teaching in public schools . Women teaching in public schools.. . Whole number thus teaching . Number of colored teachers . FINANCIAL STATEMENT. Average monthly pay of men. . . . Average monthly pay of women . Whole expenditure for public schools. Cost of school-houses built during the year. Value of school-houses . . 1883-’84. 1884- 85. Increase. Decrease. alOl, 189 alOl, 189 al80, 475 a281, 664 al80, 475 a28 1,664 . | . 84, 028 78, 458 5, 570 2, 026 101,591 185, 619 99,565 178, 023 7, 596 114, 144 122, 093 7, 949 65. 90 63. 20 2.70 40. 52 43. 35 2.83 . 508 512 4 3, 482 3,562 80 80 70 10 3,254 3,234 20 958 883 75 109 144 35 121 104 17 2,115 2,119 4 1,569 1,654 85 3, 684 3, 773 1,431 89 1,393 38 $26 92 $27 50 0 58 24 73 24 48 $0 25 423, 473 428, 419 4, 946 13, 750 19, 103 5, 353 441, 587 405, 097 36, 490 a From the United States Census of 1880; these figures include youth of 16 years, thus differing from those given in the last Report. b Returns relating to school-houses are incomplete. STATE SCHOOL SYSTEM. GENERAL CONDITION. The State superinteudent, reporting for 1884-J85, takes au encouraging view of the school work for the year. He says that there has been progress along all main lines in both the work and general condition of the public schools, and that in nearly every section of the State a higher standard of qualification for teachers is being gradually met. The need of suitable school-houses, too, he thinks, is more generally felt, and better ones are being built. Of those erected previous to the current year 1,095 were log and 1,923 frame ; while of the 104 erected during the year, only 16 were log and 88 frame. At this rate the log houses will soon disappear and their places be taken by those of frame or brick. More regular and punctual attendance indicates a truer appreciation of the importance of school work. The superintendent emphasizes the fact that the small State school fund allows only an average school session of 3i 248 EEPOET OF THE COMMISSIONER OF EDUCATION. months, which is the extreme limit, except in snch centers of intelligence as will sup¬ plement the school fund by voluntary contributions or special local taxes. A decrease of 7,:'96 in enrollment the superintendent regards as only apparent, being the result of errors in some of the county returns for l8S3-’84, and as more than made good by a positive increase of 7,949 in average attendance. The reason given for a falling off of two weeks in tbe average school year, already too short, is the policy which requires the schools to be operated during a period beginning 12 months and ending 3 mouths before the taxes out of which they are to be supported can be collected, the State thus converting her employes into her creditors. This policy, he says, is indefensible, because the State is no longer in the impoverished condition of 10 or more years ago. That the year’s tax, then lost, has not been recovered during the past 9 years of pros¬ perity, he says, is at once a reproach to the statesmanship of the State legislators, and a sad" reflection on the common sense of the people. The short term of office of *2 years for State superintendent and school commissioners is mentioned as a standing evil, pre¬ senting a serious hindrance to the proper development of the public school system ; still on the whole it appears that the interest of the people in a higher education in county schools and in colleges is increasing. ADMINISTRATION. The educational interests of the State in 1884-’85 continued to be in the hands of a State superintendent of education, elected by the people for2 years, and of a State board of examiners, composed of the superintendent and 4 others appointed biennially by the governor. Each county has still a school commissioner, elected biennially by the people ; a county board of examiners, including the commissioner as chairman and clerk, with two others appointed by the State board for 2-yehrs terms. Di-tricts have 3 trustees appointed for 2 years by the county boards. The State board of examiners prescribes the course of study in the public schools and selects a uniform series of text¬ books for use in them, to continue for 5 years, except in the city of Charleston. The hoard also makes rules for the examination of teachers and prescribes a standard of proficiency which shall entitle applicants to certificates of qualification as teachers. Each county commissioner has general supervision of the schools and school property in his county, is to aid the teachers in efforts to improve themselves in their profession, and to report to the State superintendent by October 1st each year: failing to do which last, he forfeits one-fourth of his pay for that year. County boards of examiners and boards of trustees are to see that in every school under their care there be tanght the usual common school branches, with history and laws of the United States and of South Carolina, the principles of the Constitution, and morals and manners Dis¬ trict trustees are to provide suitable scbool-honses for their districts, suspend or dis¬ miss pupils when deemed necessary, visit the schools, and see that they are kept ac¬ cording 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 ap¬ portion 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 of prop¬ erty, and a poll tax of $1 on each voter. This fund is to provide for the free educa¬ tion of all youth in the State 6 to 16 years of age, without distinction of race or color. PEABODY FUND. In 1835 the State received from this source 85,000, of which amount $2,600 was for public schools, $1,400 for State scholarships in the Southern Normal School, Nashville, Tenn., and $1,000 for teachers’ institutes. 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 chooses a superintendent, and in other respects retains its former duties and powers. The city of Columbia is a separate school district with 4 wards, and its public schools are placed under the control of a board of 7 commissioners, 4 elected by the people, 1 by the city council from its own number, and 2 by the governor. The board appoints a superintendent. SOUTH CAROLINA. 249 STATISTICS. 1884-’85. Cities. Population, census of 1880. Children of i school ago. Enrollment in public schools. Average dail> attend¬ ance. Number of teachers. Expenditure. Charleston ..... 49,984 7, 000 4,514 1, 304 4, 121 709 100 1 $70, 344 Columbia . 10, 030 2,160 23 11,392 Charleston presents gains of 459 in both enrollment and average daily attendance over 1883-V4. The school yonth for the current year are said to have been about 7,055, 807 610, 271 184, 720 194,235 ! 9, 515 . 103, 310 109, 108 j 5, 793 . . 288, 030 303, 343 15, 313 106, 907 115,624 8, 717 i . 56. 462 60. 845 j 4, 383 163; 369 176'; 469 j 13, 100 i . 49.71 56. 72 58.17 1.45 | . 28.92 7,250 8,222 972 1,024 1,342 318 8,674 8, 625 49 4, 477 4,658 181 1.873 1,917 44 6, 350 6, 575 225 319 368 49 120.0 118.4 1.6 3,580 3,873 293 435 330 105 4,783 4,932 149 1,588 1,661 73 6, 371 6, 593 222 3, 247 3,351 104 3, 124 3,242 118 $30 32 $31 00 $0 68 26 39 26 88 49 1,321,537 1, 424, 532 102, 995 ...... .... 1, 592, 435 1,819,257 i 226, 822 a State census of 1880. (From reports of Hou. R. R. Farr, State superintendent of public instruction, for the years indicated.) STATE SCHOOL SYSTEM. GENERAL CONDITION. The last report of the retiring State superintendent, Hon. Richard R. Farr, is re¬ markable, not only as showing unnsual enlargement in school work, but also for the detail in which it is presented for the last year and for the 4 years of his administra¬ tion. Laying down his work, it must he a matter of congratulation to be able to say that while the system still lacks much of being perfect, the report proves that the schools have improved iu every detail ; that the system is stronger than ever before, and that it now commands the respect of all classes of people in the State. 270 BEPORT OF THE COMMISSIONER OF EDUCATION. The public school enrollment exceeded that of the previous year by 15,313, and the average daily attendance by 13,100, a large gain in both items. Progress is also seen in an increase of 1,290 studying higher branches ; of 225 in the number of public schools ; of 49 in that of graded ones ; and of 293 in that of school-houses owned by districts. The number of school-houses built during the year was less by 105, but the value of school property advanced $226,822 ; expenditure increased by $102,995 ; and 222 more teachers were employed, at about the same monthly wages. Notwithstanding this pleasing view, even this great increase of school-houses, schools, and teachers does not reach the needs of the school population. It is said that 8,000 schools, or 1,425 more than the 6,575 reported, are needed to give all the children of the State equal facilities for a common school education. The school system, with its more than 303,000 enrolled scholars, and nearly 177,000 in average daily attendance, has not yet been fully introduced, since thousands of the most illiterate class are reported by the superintendent to be absolutely without school facilities. He urges that the counties and districts be allowed to tax themselves to supply this deficiency. He also calls the attention of school officers to the dis¬ crimination made in many districts and counties against the colored children. The statistics show that they are not accorded equal school facilities, there being an aver¬ age of 128 colored children in each school opened for them, against only an average of 70 in each school for whites. It is a startling fact that while school work is far in advance of what it has ever been before, it still falls sadly short of accomplishing what is needed in the way of primary education. With a school population of over 600,000, only 50 per cent, are enrolled in the public schools, and only 29 per cent, are in daily attendance. The progress in the number and quality of new school-houses is worthy of note, as originally the larger part were built of logs. In the 11 years from the organization of the school system up to 1882 there were built 2,683 school-houses, averaging 244 a year, the value of school property amounting to $1,199,333, an average increase of $109,030 a year. During the last 4 years 1,190 were built, averaging 297 a year, the value of school property, $1,819,257, showing an average accumulation of $154,980 a year. There yet remain 2,186 log school-houses, with 3,542 frame, 143 brick, and 29 stone. In view of this, the superintendent does not feel elated at the influence of his efforts on the district trustees, though he has rigidly enforced the law requiring suit¬ able school-houses for the children of the State. ADMINISTRATION. The general supervision of the public schools is still vested in a State board of edu¬ cation consisting of the governor, superintendent, and attorney-general; in a super¬ intendent of public instruction elected by the general assembly for 4 years ; in county superintendents appointed quadrennially by the board and confirmed by the senate ; and in boards of district school trustees and sub-district directors, each of 3 members, the former chosen bv a county electoral board, the latter by the voters of the sub¬ districts. The schools are free to all persons of school age, the law requiring separate schools for colored pupils. A school census is taken every 5 years, and the State funds are apportioned on the basis of the number of youth 5-21 years of age, as 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 from 1 to 5 mills on $1, as the general assembly may direct. County and district funds are derived from fines, pen¬ alties, and donations, and from 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 on property not to exceed 3 mills on $1, and a capitation tax of not more than 50 cents per capita for all school purposes. AID FROM THE PEABODY FUND. In 1884-85 the State received $6,775 from this source, an increase of $2,650 over the preceding year. Of this amount, $2,275 was to be used for Nashville scholarships ; $2,000 for teachers’ institutes; $2,000 for Farmville normal school; and $500 for Hamp¬ ton normal. SCHOOL SYSTEMS OF CITIES WITH 7,500 OR MORE INHABITANTS. ADMINISTRATION. All cities of 10,000 or more inhabitants must (and all others may) have a city super¬ intendent 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. VIRGINIA. 271 STATISTICS. 1884— *85. Cities. Population, census of 1880. ■ Children of school age. Pnblio schools. Enrollment in public schools. Average daily at¬ tendance. 1 iNumbcr of j teachers. Expendi¬ ture. Alexandria . 13, 059 4,582 31 1,679 1, 245 27 $13,511 Danville . 7, 526 2,120 24 1.287 GG0 24 11,247 Lynchburg . 15. 959 4,907 44 2, 510 1,821 47 a25, 251 Norfolk . . 21, 906 0, 695 1 30 2, 022 1,270 1 28 21, 969 Petersburg . 21,056 7,203 4L 2, 945 2,057 j 42 1 23, 365 Portsmouth . 11,390 3,210 17 1,274 8G9 ! 17 j al2, 681 Richmond . 03, 600 21, 536 162 68, 285 66,998 | 102 086, 286 n A return gives $39,073, $12,501, and $95,622. 6 A return gives these as G,998 and 2,285, evidently an error. ADDITIONAL PARTICULARS. Alexandria reports for 1884-85 31 public schools, taught by 27 teachers in 2 frame aud 3 brick school-houses, with 30 well-furnished rooms, valued with other school property at $26,000. The statistics show 38 fewer pupils enrolled, and §1,689 less ex¬ pended for public schools than in 1833-84, with a gain of 86 in average daily attend¬ ance. The city schools enrolled 411 less than half the children of school age (5-21) enumerated iu 1880. Adding 719 of the same age in private schools, there appear to have been 2,184 out of school. Deducting one-third of the school youth over 16, the combined enrollment leaves 657 (5-15) yet unprovided for. Danville, by census of 1880, shows 929 white and 1,192 coloxed school youth, employ¬ ing 13 teachers for whites, with an average of 71 to each school ; 11 teachers for col¬ ored, with an average of 109 to a school. For these there were 13 schools for whites and 11 for colored, taught in 1 frame and 2 brick school-houses, valued with other school property at $25,000. There was a gam of 78 in enrollment, of 56 in average daily attendance, and of 2 in teachers, but $841 less expenditure for public schools than in 1883-’34. The average attendance being only a little more than 50 per cent, of enrollment shows large numbers attending school only part of the year, a result probably due to the large colored population employed in the extensive manufact¬ uring interests of the city. Lynchburg shows well in essential points. With an increase of 53 in enrollment, it gained 226 in average daily attendance, 4 in teachers, and expended $1,836 more for public schools than in 1883-84. For its 44 public schools there were one frame and 4 brick school-houses with suitable surroundings, and 45 well-furnished rooms, val¬ ued with other school property at $75,000. Private schools report an enrollment of 387, which, with that of public schools, shows only a little more than 59 per cent, of school youth in school. But making due allowance for those over 16, there results a fraction over 74 per cent, of youth of 5 to 16 enrolled in the schools, which is thought to be nearer the truth than the former statement. Norfolk sustained 18 public schools for whites and 12 for colored, under 18 teachers for the former and 10 for the latter, with about an equal average of children to each school. For these, there were 2 frame and 5 brick school-houses on suitable grounds, with 28 well-furnished rooms, valued, with other school property, at $60,000. The average attendance fell off 556 during the year, enrollment gaining only 24; expendi¬ ture lor public schools increased $1,953. The schools enrolled only a fraction over 30 per cent, of school youth, and with 1,955 in private schools, a little more than 59 per cent. But allowing a reduction of one-third for those over 16, the per cent, of attend¬ ance in all schools rises to over 87, which is doubtless nearer the actual fact. Petersburg reports a gain of 811 in school population during the year; also gains of 277 in enrollment, of 78 in average attendance, of 1 in teachers, and of $800 in expenditure for public schools. Yet even with this good record of school work the public schools enrolled but a little more than one-third of the school youth. Adding the 750 in pri¬ vate schools, and deducting school youth over 16 years of age, leaves about the average amount of children (5-15) in school. The 41 public schools, under 42 teachers, occu¬ pied 3 frame and 7 brick school-houses, 6 owned by the district, and valued, with other school property, at $67,000. Portsmouth shows a clear record of progress in every detail, gaining 3 in public schools, 158 in enrollment, 71 in average daily attendance, 3 in teachers, 1 in school-houses, and expending $2,945 more for public schools than in 1883-’ 84. For its 17 public schools, under as many teachers, there were 3 brick school-houses suitably surrounded, with 22 well-furnished rooms. Valuation of all school property, $29,000. About the same per cent, of school youth was enrolled as is usual in cities with large colored popu- REPORT OF THE COMMISSIONER OF EDUCATION. Nations, increased by 430 in private schools, and also the same small per cent, of en¬ rolled in average daily attendance. Richmond reports a uniform advance from 1883-’84. Having 3 more public schools, it gained 132 in enrollment, 238 in average daily attendance, and 3 in teachers, expend¬ ing $4,595 more for its 162 public schools, which, under as many teachers, occupied 3 frame and 13 brick school-houses, all suitably located, with 182 well-furnished rooms. All city school property was rated at $301,081. Considering the large portion of school youth in some way employed, the school at¬ tendance may be regarded as very creditable. Of the 21,536 school youth, more than 40 per cent, were colored. Leaving out of the account the average one- third over 16 years of age, and adding 2,285 in private schools, there remained 3,787 youth of 5-16 out of school. The statistics show that school facilities are about equally enjoyed by both whites and colored. PREPARATION AND QUALIFICATIONS OF TEACHERS. GENERAL STATE REQUIREMENTS. For permission to teach in the public schools of the State persons must present to the proper school officers certificates of qualification from the county or city superintendent in charge of the school that they desire to teach. Examinations for such certificates must be held in the common school studies, and if the applicant desires to teach a school of higher grade there must be an examination corresponding to the grade. STATE NORMAL TRAINING. The Stale Normal School, at Farmville, was established in 1834 by the legislature ex¬ pressly for the training and education of white girls to be teachers in the public schools of the State. It aims to be strictly professional in its methods of teaching. The school was in successful operation 8 months during 1884-’85. The plan of the school was to give 2 courses of instruction, elementary and advanced, each covering 2 years, the former fitting teachers for primary, the latter for high schools; but the present income being insufficient for the support of both courses, only the elementary is now taught. The law gives to each city of 5,000 inhabitants and to each county the privilege of sending one or more students, according to the number of its members in the house of delegates, and these State students receive free tuition, but must agree on entering to teach at least 2 years in the public schools of the State after graduation. The Virginia Normal an i Collegiate Institute, Petersburg, established by act of legisla¬ ture for the higher education of colored youth, presents 2 courses, normal and academic, each covering 3 years. A training school is connected with the institute, in which the lower branches are taught, where students who are preparing to teach may apply the methods they have learned under the supervision of their instructors. State students are selected, 1 from each senatorial district and 10 from the State at large. Tuition to such is free, provided they agree to teach in the public schools of the State at least 2 years after graduation. Ali candidates for admission must be not less than 14 years of age, and must pass satisfactorily an examination in the common school branches. OTHER NORMAL INSTRUCTION. The Hampton Normal and Agricultural Institute, Hampton, for colored and Indian youth, reports for 1884-’85 340 students in its 3-years normal course, 108 in the Indian classes, 207 in the evening school, and 16 in the pastors’ class, 6 of the latter number having been counted in other classes. Common school studies are pursued, practice teaching entering into the second and third years, with book-keeping, free-hand drawing, civil government natural philosophy, and ancient history for the senior year. In the indus¬ trial department students are taught trades, agriculture, sewing, and housework. The Indian classes study one half of each day, and devote the other half to work; evening classes work 10 hours daily and study 2, while the normal students study 4 days of each week and work 2. For statistics of normal schools reporting, see Table III of the Appendix ; for a sum¬ mary of same, see a corresponding table in the report of the Commissioner preceding. TEACHERS’ INSTITUTES. The State makes no provision for institute work, but the agent of the Peabody Fund required that $2,000 of the amount given to the State in 1885 from this fund be devoted to this pni-pose. The institutes were marked by enthusiasm. The one at Staunton enrolled 648 teachers; at Fredericksburg- 256; at Marion, 295; and at the colored insti¬ tute at Danville, 175. The Virginia Normal and Collegiate Institute held the usual VIRGINIA. 273 eiglit weeks’ summer normal, with more than 140 teachers present. The superintendent expressed the obligations of the teachers to the trustees of the Peabody Fund, by whose timely aid 1,514 teachers had received most valuable instruction. TEACHERS’ BEADING ASSOCIATIONS. The first Virginia Reading Association was organized at Wytheville, August, 1884, the object being to pursue a course of educational reading extending through two years, to be prescribed by a committee of three. On completion of this course, certificates are given to those who have sustained throughout a creditable standing, to whom a more extended course may be prescribed. Examination questions on books read are sent semi¬ annually to the members of the association, to be answered and returned to the secre¬ tary, who keeps a record of the standing of each member as determined by the officers. At the first annual meeting there was a membership of 300, most of whom had read the first two books of the course. The State superintendent expresses surprise at the little attention paid to school lit¬ erature by a large majority of teachers in the State, and regards these associations as a prime necessity. Many who would read do not know how or where to obtain the right books. The associations not only prescribe a uniform course of reading, but select the books, which can be purchased at largely reduced rates. By the examination questions sent out the minds of the readers are refreshed, and can see immediate results. EDUCATIONAL JOUENALS. The Educational Journal of Virginia , published at Richmond, continues to be the official organ of the department of education, and in 1885 was in its sixteenth volume. The gen¬ eral department was in that year edited by William M. Fox, and the official by Hon. R. R. Farr, State superintendent. The Southern Workman and Hampton School Record is published in the interest of the Hampton Normal and Agricultural Institute, and in 1885 was in its fourteenth volume. SECONDARY INSTRUCTION. PUBLIC HIGH SCHOOLS. The State superintendent reports 9,564 studying the higher branches, of whom 8,222 are whites and 1,342 colored, showing a gain of 972 in the former, of 318 in the latter, and a total gain of 1,290 over 1883-’84. In a list of institutions where public school teachers had been trained are the Lynch¬ burg, Petersburg, Richmond, and Staunton high schools. Besides these are mentioned the private high schools at Kenmore, Piedmont, Lebanon, and the Episcopal High School, near Alexandria, this last being of high grade. Danville and Portsmouth also reported public high schools in 1883-’84. OTHEE SECONDARY SCHOOLS. For statistics of private academic schools, preparatory schools, and preparatory depart¬ ments of colleges reporting, see Tables VI, VII, and IX of the Appendix ; for summaries, see the report of the Commissioner preceding. SUPERIOR INSTRUCTION. UNIVERSITIES AND COLLEGES FOB YOUNG MEN. The University of Virginia provides thorough instruction in independent schools, aca¬ demic, scientific, and professional. The academic or literary department is divided into schools of Latin, Greek, modem languages, English, historical science, and moral phi¬ losophy, with graduate courses following, leading to the degrees of B. S., B. Ph., B. A., and M. A. For professional and scientific schools, see proper headings further on. The number of students in all the departments of the university in 1884-’ 85 was 306, under 28 instructors. Other universities and colleges reporting for 1S84-’S5 are the Emory and Henry, Ran¬ dolph Macon, Hampden Sidney, Richmond, and Roanoke Colleges, and Washington and Lee University, all of excellent standing. For full statistics of colleges reporting, see Table IX of the Appendix: for a summary of their statistics, see a corresponding table in the report of the Commissioner preceding. INSTITUTIONS FOR THE SUPERIOR INSTRUCTION OF YOUNG WOMEN. For information regarding the colleges for this sex, reference is made to Table VIII of the Appendix. A summary of this table will also be found in the report of the Com¬ missioner preceding. 18 E 274 REPORT OF THE COMMISSIONER OF EDUCATION. SCIENTIFIC AND PROFESSIONAL INSTRUCTION. SCIENTIFIC. The three special scientific schools reporting for 1884-’85 were the Virginia Agricult¬ ural and Mechanical College, Blacksburg ; the Hampton Normal and Agricultural In¬ stitute, Hampton ; and the Virginia Military Institute, Lexington. The first named presents technical, scientific, and literary courses of study. Students wishing technical instruction only have a 3-years course arranged for them, culminating in the degree of graduate of agriculture or graduate of mechanics ; those wishing the de¬ gree of civil or mining engineer take a 4-years course, embracing either agriculture or mechanics, with an additional year of special study for the degree sought, which may be either C. E., M. E., or A. B. Elective studies are provided for those not intending to graduate. The State university, in its scientific department, includes the schools of mathemat¬ ics, natural philosophy, general and industrial chemistry, analytical and agricultural chemistry, natural history and geology, and practical astronomy, with graduate courses following. Besides these, coming properly under the head of scientific training, are the engineering and agricultural departments, including civil and mining engineering, and the Miller School of Agriculture, Geology, and Botany. Hampton Normal and Agricultural Institute , for colored and Indian youth, offers, in connection with the minor scientific studies, instruction in practical farming and in me¬ chanic arts for men. The young women are trained in the art of bread-making, plain cooking, sewing, and housework. This instruction is continued throughout the entire course. The Virginia Military Institute receives $30,000 from the State annually, which sup¬ plies tuition and board free to State students, and, with the aid of tuition fees and in¬ vested funds, supports the faculty. The State cadets are selected from those who are unable to pay their own expenses, and in consideration thereof they are required to teach two years after graduation. The course covers four years, and includes civil and military engineering, surveying, chemistry, mechanics, descriptive geometry, tactics, astronomy, drawing, Latin, modern languages, moral philosophy, drawing, logic, and geology. Special schools of mining and civil engineering and of applied chemistry are provided. General scientific courses of two to four years are found in "Washington and Lee Uni¬ versity, and in Emory and Henry, Hampden Sidney, Randolph Macon, and Roanoke Colleges. New Market Polytechnic Institute offers 3 years of preparatory study and a 2-years colle¬ giate course. This includes mathematics pure and applied, mensuration, surveying and astronomy, natural and moral science, and metaphysics. For statistics of scientific schools and scientific departments reporting, see Tables IX and X of the Appendix; for summaries of these, see corresponding tables in the report of the Commissioner preceding. PEOFESSIONAL. Theology. — Theological instruction is given in 3-years courses in Union Theological Seminary, Hampden Sidney College (Southern Presbyterian), and in the Theological Seminary of Virginia, Theological Seminary (Protestant Episcopal). Richmond Insti¬ tute (Baptist) for colored students, besides a 2-years preparatory and a 3-years academic course, gives 2 years of theological training. Such instruction is also found in the School of Biblical Literature of Randolph Macon College. A pastors’ class was organized in the Hampton Institute in O&iober, 1884, to aid col¬ ored pastors and other young men in the vicinity who are fitting for the ministry and desire instruction in Biblical studies. The instructors of the class represent 4 different denominations. The regular course of studies covers 3 years, but pastors may avail themselves of any part of it, and no charge is made for tuition. For statistics, see Table XI of the Appendix; for a summary of them, see the report of the Commissioner preceding. Law. — Legal instruction is given in the University of Virginia, the department com¬ prising 2 schools, one of common, statute, and constitutional law; the other, of inter¬ national and mercantile law, evidence, and equity. Each school presents a 2-years course, leading to the degree of B. L. The Washington and Lee University, in its school of law and equity, furnishes a 2- years course of legal training, but it is so arranged as to render it possible to complete the studies in one session of 9 months. The degree of B. L. is conferred upon graduates. For statistics, see Table XII of the Appendix. Medicine.— Medical studies are pursued in the medical department of the State uni¬ versity and the Medical College of Virginia, Richmond. The former, with an annual session of 40 weeks, has a 2-years graded course, but no requirements for admission; the VIRGINIA. 275 latter lias an annual session of 26 weeks, and requires a preliminary education sufficient to justiiy entrance upon the study of medicine. For statistics, see Table XIII of the Appendix. SPECIAL INSTRUCTION. EDUCATION OF THE DEAF AND DUMB AND THE BLIND. The Virginia Institution for the Education of the Deaf andDuuib and the Blind, Staunton, in 1884-’85 reported 11 deaf and 36 blind pupils. Instruction is given in the common English branches, with articulation, drawing, and oil painting for the deaf, and in higher branches, with vocal and instrumental music, tor the blind. The boys are taught trades; the girls sewing, knitting, etc. Total number of deaf mutes admitted since the institu¬ tion was founded, 570; of blind, 281; average number of years spent, 7; value of school property, §275,000; State appropriation for the year, §35,000. INDUSTRIAL TRAINING. The Miller Manual Labor School for Boys , at Crozet, divides its instruction into 3 de¬ partments, primary, intermediate, and academic, the last 2 covering 3 years each. The studies embrace common and higher English, with civil engineering, physics, chemistry, Latin, and the modem languages. Manual labor is made prominent in agriculture, en¬ gineering, technical drawing and shop work, electric engineering, bee-culture, printing, and working in iron. Hampton Normal and Agricultural Institute for colored and Indian youth, before noted, furnishes industrial training for boys in nearly all the useful employments, including farming, engineering, and horticulture; while the girls are taught sewing, knitting, nursing, cooking, laundrying, and general housework. EDUCATIONAL CONVENTIONS. CONFERENCE OF SUPERINTENDENTS AND PRINCIPALS. The conference of superintendents and principals of high schools held its third annual meeting at Richmond February 10-13, 1885, with Superintendent R. R. Farr in the chair. There were 80 superintendents present during the meeting, 70 of whom were at the opening session. At the close of the addresses of welcome and reply, General Armstrong, of the Hampton Institute, delivered an address on the 4 ‘ Education of Indians, ’ ’ after which Prof. George E. Little, of Washington, D. C. , entertained the conference with a blackboard exercise in drawing. Among the other subjects brought forward for discus¬ sion were “Examination of teachers,” “County superintendents, the life of a State school system,” “Technical training in public schools,” “County institutes,” “The teacher and the teaching for public schools, ” “ How to obtain pure air in the school¬ room,” “ Powers and duties of school superintendents with reference to the proper ad¬ ministration of school laws,” “School supervision,” “Aims and purposes of normal schools,” “ Duties of school trustees,” “ How conflicts between superintendents and dis¬ trict trustees are to be avoided,” “Educational tendencies of the present time,” “Rights and obligations of school teachers under the law, ” “ Should the standard of professional certificates be raised and made uniform?” “Evening schools for mechanics,” and “How text books should be used.” Among the resolutions adopted by the conference was one indorsing the objects of the Virginia Teachers’ Reading Circle, and of the Teachers’ Lit¬ erary Circle, and promising them cordial support. At the closing session of the conference the superintendents manifested their apprecia¬ tion of the earnest labors of State Superintendent R. R. Farr in behalf of the public school interests by presenting him with a beautiful silver tea service and a handsome ebony gold-headed cane. In closing his remarks Hon. W. H. Ruffner referred to this manifestation of the superintendents towards their chief officer, and said that it was pleas¬ ing to see the cordial relations existing between them and the State superintendent, and that their expression of esteem and confidence was a just tribute to a faithful officer. The actual work of the public schools of the State was on exhibition at the confer¬ ence. This was a new feature and excited general interest among the superintendents, teachers, and pupils. The senate chamber, in which the work was displayed, proved entirely inadequate for the purpose. The exhibition embraced maps of States, countries, counties, and districts; drawings of school buildings; diagrams- on grammar, arithmetic, and Latin; literature charts, essays, specimens of penmanship, examination papers, his¬ tories of the public schools, specimens of needle- work, etc. Eighty-three counties were represented, and all but one of the cities. CHIEF STATE SCHOOL OFFICER. Hon. Richard R. Farr, State superintendent of public instruction , Bichmond. [Term, March 15, 1882, to March 15, 1886.] 276 REPORT OF THE COMMISSIONER OF EDUCATION. WEST VIRGim. STATISTICAL SUMMARY. POPULATION AND ATTENDANCE. White youth of school age (6-21) _ Colored youth (6-21) - Whole number of school age - White youth in public schools - Colored in public schools - Whole public school enrollment - Whites in average daily attendance _ Colored in average daily attendance __j Whole average daily attendance _ ' Per cent, of school youth enrolled _ Per cent, of school youth in average attendance. SCHOOLS. Public ungraded schools - Public graded schools - Public high schools _ ! Average length of term in days _ j School-houses, frame or log _ j School-houses, brick or stone _ ' Whole number of school- houses _ Number built during the year _ TEACHERS. Men teaching in public schools _ ' Women teaching the same _ i Whole number employed _ ! Teachers who have had experience. .. Teachers from State normal schools. FINANCIAL STATEMENT. Average monthly pay of men _ Average monthly pay of women _ Whole expenditure for public schools J Valuation of public school property. J Available school fund _ ! 1883-’ 84. I ■ 1884-’85. Increase. Decrease. 219, 548 ; 226, 029 6, 4S1 8, 637 9. 316 679 228, 185 235. 345 7, 160 161, 665 171, 413 9, 748 4. 607 j 5, 163 556 166, 272 | 176, 576 10, 304 j — . - 99,225 I 101, 360 2, 135 i 2, 7S7 3, 293 ( 506 j 102,012 i 109. 177 7, 165 72. 87 I 75. 02 ! 2. 15 | 44. 70 44. 46 .24 4, 122 4, 283 161 125 7 144 j 5 | 19 0 100 96 1 . _ 4 3, 984 4,030 | 46 i 113 125 12 4, 097 4, 155 ! 5S | 167 } 58 | 10S 3,036 ! 3, 239 j 203 1,607 ; 1,572 : 35 4; 643 1 4,811 168 i 1, 433 ! 2,064 1 631 1 862 | 1,019 j 157 ! S30 31 $26 31 | $4 00 30 52 26 31 4 21 997. 431 699,331 298, 10G 1,871,235 j 1, 978, 540 I $107,305 ! 514,159 549, 258 1 ! 35,099 | (From reports and returns of Hon. Bernard L. Butcher, State superintendent of free schools, for the two years above indicated.) STATE SCHOOL SYSTEM. ADMINISTRATION. A State superintendent of free schools, elected quadrennially by the people, has gen¬ eral control of public school interests. Local schools are supervised by county school superintendents elected by the people for 2 years, by district boards of education, and by sub-district boards of trustees. District boards comprise a president and 2 commis¬ sioners. One of these holds for 4 years: the other is liable to change at the expiration of 2 years; he, or the one chosen in his place, then holding for 4 years, which is the sub- WEST VIRGINIA. 27? sequent ideal term. This board appoints 3 trustees for each sub-district, 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 still levied annually a State tax of 10 cents on each $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, con¬ stitutes 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. To provide school-houses and pay other school expenses, there is a further annual tax in each district of not more than 40 cents on $100 ; also an annual levy in each independ¬ ent school district of not more than 50 cents on every $100 of valuation for the pay¬ ment of teachers’ salaries within the district. THE PEABODY FUND. The State in 1884-’85 received $2,500 from this source, with the stipulation that $1,200 be used for teachers’ institutes, $1,000 for Nashville scholarships, and $300 for normal schools. CITY SCHOOL SYSTEM OF WHEELING. ADMINISTKATION. The city school officers of Wheeling are a board of education of 3 members from each sub-district, with a superintendent of the city school district, appointed by the board, who must have had at least 3 years’ practice in graded schools before his appointment. STATISTICS. Wheeling for 1884-’85 had 10,053 children of school age, 5,000 enrolled in the public schools, 4,500 in average daily attendance, 107 teachers, and 16 school buildings, with 5,000 sittings for study. ADDITIONAL PABTICULAES. The schools, classed as primary, intermediate, grammar, and high, were taught 198 days by 6 men and 101 women, with one special teacher of German. The course of instruction from primary to grammar, inclusive, covers 12 years. The expenditures for the year amounted to $65,894; receipts, $69,260. Estimated enrollment in private schools, 800. PREPARATION AND QUALIFICATIONS OF TEACHERS. GENEBAL STATE EEQUIEEMENTS. Each county has an examining board, consisting of the county superintendent and 2 experienced teachers holding first-class certificates, nominated by him and appointed at a meeting of presidents of district boards. Teachers, to be employed in the public schools, must present to the proper school offi¬ cers certificates of their qualifications to teach schools of the grade for which they apply, duplicates of which must be filed with the secretary of the board of education of the dis¬ tricts in which the schools are located. STATE NOEMAL TBAINING. The West Virginia State normal school at Marshall College, Huntington, with its branches at Concord, Fairmont, Glenville, Shepherdstown, and West Liberty, all pre¬ sent courses of 3 years in normal training, and nearly all offer preparatory courses. The schools at Huntington, Fairmont, Shepherdstown, and West Liberty give collegiate training. All present the common and higher English branches, with ancient and mod¬ ern languages optional. OTHEE NOEMAL TEAINING. West Virginia College has a normal course of 3 years. In the first and second years the branches required to be taught in the public schools of the State receive particular attention ; in the second year, English language, literature, and the physical sciences. The third year is devoted to collegiate studies and an exposition of pedagogics as a science and an art. Upon a satisfactory completion of the prescribed course, a normal diploma is given, and the degree of bachelor of pedagogics conferred. A model school is attached to the institution, which is divided into 3 grades — primary, intermediate, and grammar. 278 REPORT OF THE COMMISSIONER OF EDUCATION. From the ggent of the Peabody Fund, in 1834-’85, the State received $1,000 for Nash¬ ville scholarships and $300 for normal schools. For statistics, see Table III of the Appendix. Storer College, Harper’s Ferry, for the education of the colored race, has. by arrange¬ ment with the State school authorities, up to 1884-’85 trained a considerable number of colored pupils for normal woTk in the schools of West Virginia. Whether the arrange¬ ment has been continued since that time does not appear at the time at which this Re¬ port goes to press. teachers’ institutes. The law requires that teachers’ institutes shall be held annually, one or more in each county in the State, and teachers are required to attend in their respective counties. To defray the expenses of this instruction lor its teachers the State makes an annual appro¬ priation of $500, and in 1884-’85 the Peabody Fund appropriated $1,200 for this purpose. Thirty institutes were reported during the year, in 21 counties, showing an attendance of 1,873 teachers. As about 63 institutes are required eaeh year, others not reported were probably held. Among those from which no official reports were received in sea¬ son for notice were 2 for colored teachers, which are said to have been well attended. EDUCATIONAL JOURNAL. The West Virginia School Journal , published at Wheeling and edited by the State super¬ intendent of free schools, is devoted to the educational interests of the State, and in 1885 was in its fourth volume. SECONDARY INSTRUCTION. PUBLIC HIGH SCHOOLS. The State report gives no definite information in respect to high schools. One is re¬ ported in a return from Wheeling, but no statistics are given. The number in the State has usually been small. 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, see corresponding tables in the report of the Commissioner preceding. SUPERIOR INSTRUCTION. COLLEGES FOR YOUNG MEN OR FOR BOTH SEXES. West Virginia University , Morgantown, arranges its studies in 10 independent schools, of which 8 are academic and 2 professional. The former are schools of ancient lan¬ guages, modern languages, English, geology and natural history, metaphysics, agricult¬ ure, physics and chemistry, and history and mathematics ; the latter, schools of law and equity, and of anatomy, physiology, and hygiene. A military department is connected with the university, giving a 4-years course of training. Under the laws of the State, 5 cadets may be appointed from each senatorial district by the regent of said district. These receive tuition, books, and stationery free. The degrees conferred on graduates are B. S., M. S., B. A., M. A., andB. L. Storer College , Harper’s Ferry, besides its 4-years academic course, has, as before stated, offered 3 years of normal training, with two grades of preparatory study. Whether this is continued does not yet appear. Girls in the college are taught needle¬ work, and boys printing to a limited extent. The State has in the past aided the school with 18 scholarships, and it is supposed will continue at least this aid. Bethany College , Bethany, and West Virginia College, Flemington, open alike to both sexes, present classical and literary courses, the former of 4 and the latter of 3 years. The former has also scientific and ministerial courses, and a special ladies’ course ; the latter, philosophical, normal, and commercial departments. Both of these colleges give special attention to vocal and instrumental music. For statistics of colleges reporting, see Table IX of the Appendix ; for a summary of statistics, see 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 a summary of statistics, see the report of the Commissioner preceding. SCIENTIFIC AND PROFESSIONAL INSTRUCTION. SCIENTIFIC. The State university provides facilities for scientific study. To obtain its degree of Sci. B. , it requires diplomas in the schools of metaphysics, modern languages, English, WEST VIRGINIA. 279 geology and natural history, agriculture, chemistry and physics, with mathematics; also certificates of proficiency in physiology and hygiene. The degree of Sci. M. requires diplomas in the schools of like studies with the above, but, of course, of higher grade. Substitutes for some of these studies are allowed. Bethany College, Bethany, had, in 1882-’83, under the head of “ scientific course,’’ a 4-years school of mathematics and astronomy ; another of mental and political philos¬ ophy and belles-lettres, with apparently briefer ones in moral philosophy, natural sciences and modern languages, all preparing for the Sci. B. degree. For statistics, see Table X of the Appendix; for a summary, see a corresponding table in the report of the Commissioner preceding. PROFESSIONAL. Theology. — Theological instruction is given in Bethany College, in a 4-years minis¬ terial course, embracing the schools of sacred literature, Greek, Latin, mathematics and astronomy, natural science, mental and political philosophy and belles-lettres, and of sacred history and moral philosophy. The course leads to the degree of B. L. Law. — Legal training is offered in the State university, in a 2-years course of study, leading to the degree of B. L. The course embraces common and statute law, mercan¬ tile law, equity, evidence, and constitutional and international law. Medicine. — Medical instruction is given in the State university school of anatomy, physiology, and hygiene, its aim being to teach anatomy thoroughly. Subjects for dis¬ section are provided for the students. Physiology and hygiene are taught by specimens, the microscope, drawings, lectures, models, etc. Members of the class who give evi¬ dence at the final examination of successful study receive certificates of proficiency in the branches taught. SPECIAL INSTRUCTION. EDUCATION OF THE DEAF AND DUMB AND THE BLIND. The West Virginia Institution for the Deaf and Dumb and Blind, Romney, in 1884-’85 enrolled 75 deaf pupils and 30 blind. They were taught the common school branches, with cabinet making, printing, shoemaking, and tailoring for the former, and chair caning and broom and mattress making for the latter. The average time spent in the school by the pupils is 7 years. The institution owns 25 acres of land, valued, with buildings, etc., at $80,000. State appropriation for the year, $25,000; expenditure, $22,956. EDUCATIONAL CONVENTIONS. WEST VIRGINIA EDUCATIONAL ASSOCIATION. The State association met at Keyser, July 7-9, 1885, Hon. B. L. Butcher in the chair. The meeting was held in the commodious hall of the new school building, and was said to have been of the best ever held in the State. More than 100 teachers were in attendance, but some were not enrolled as members. An interesting paper on 1 ‘ Pes- talozzi J ’ was read by E. I. Hall, principal of Glenville Normal School, and was ably discussed by others. Mrs. N. Bayly, of Chicago, gave an instructive address, with illustrations, on “Object teaching.” A paper was read the second day by Prof. U. S. Fleming on “Obedience,” and one by Miss A. Abbott on “Primary teachers.” “Civil service reform in our public schools ’ ’ was discussed by Mr. J. N. David, who pointed out defects and recommended improvements. Addresses were delivered the third day by Hon. E. M. Turner, Dr. M. A. Newell of Maryland, and Hon. B. L. Butcher, the former State superintendent, after which the last named gentleman introduced his suc¬ cessor, Hon. B. S. Morgan, and the association adjourned. CHIEF STATE SCHOOL OFFICER. Hon. B. L. Butcher, State superintendent of free schools, Wheeling. [Term, March 4, 1881, to March 4, 1885.] Succeeded by Hon. B. S. Morgan. [Term, March 4, 1885, to March 4, 1889.] 280 REPORT OF THE COMMISSIONER OF EDUCATION. WISCONSIN. STATISTICAL SUMMARY. 1883-’ 84. 1884-’ 85. ! Increase, i Decrease. POPULATION AND ATTENDANCE. Youth of school age (4-20) - Number between 7 and 15 years - Enrolled in public schools - - - Per cent, of school youth enrolled - Average daily attendance - Enrollment of youth 7 to 15 - Attending free high schools - Enrolled in private schools _ In collegiate and normal schools - In all classes of schools _ _ DISTRICTS AND SCHOOLS. School districts outside of cities - Schools with more than one department Number of high schools - Average term of city schools in days.. Volumes in district school libraries. .. Number of public school-houses - Built during the year _ TEACHERS. Number of men teaching _ Women teaching _ Whole number of teachers _ Teachers with first-grade certificates __ With second-grade certificates _ With third -grade certificates _ FINANCIAL STATEMENT. Average monthly pay of men in cities. Of women in cities _ Monthly pay of men in counties _ Of women in counties _ _ _ Expenditure for public schools _ Amount of available school fund _ Permanent school fund _ Value of public school property _ _ 528, 750 286, 542 316, 869 59. 94 171, 181 238, 266 7, 689 15, 616 5, 821 338, 406 5, 767 519 115 192 30, 98o 5, 951 287 2, 378 8, 251 10, 629 199 666 7, 835 $98 23 35 81 42 85 28 52 2, 964, 861 544, 976 289, 035 321, 718 58. 70 174, 844 244, 709 7, 761 13, 625 5, 049 340, 392 5, 809 535 119 190 28, 071 6, 033 257 2, 422 8, 444 10, 866 234 711 7,736 $105 72 38 54 41 75 28 20 3, 300, 455 2, 953, 528 a 4, 646, 841 6, 132, 635 16, 226 2, 493 4, 749 3, 663 6, 443 70. 1,986 82 44 193 237 35 45 $7 49 2 73 335, 594 1.24 1,991 772 2, 914 ’30 99 $1 10 QO a Includes permanent common school fund, $2,838,739; university fund, $223,673; agricultural college fund, $285,448; and normal school fund, $1,296,981. (From returns of Hon. Robert Graham, State superintendent of public instruction of Wisconsin, for the years indicated.) STATE SCHOOL SYSTEM. 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 WISCONSIN. 281 clerks of the several sub-districts belonging to the township. Women are eligible to all school offices except that of State superintendent. Public schools must be non-secta¬ rian, and free to all resident youth of school age (4-21). A census of such youth is taken annually by the district clerks. Children 7-15 years of age must attend school at least 12 weeks in each school year, unless their education has been otherwise pro¬ vided for, or unless they are excused for specified cause. The public school system in¬ cludes high and normal schools and a State university. There are also State institu¬ tions for the blind and the 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 school fund is distributed annually to such towns and districts as send the required reports, showing that they have raised toward the sup¬ port of common schools one-half the amount last appropriated to them from the State fund, and have maintained schools at least 5 months in the year, a 3-months term being accepted in extraordinary cases. School money is apportioned according to the school census. NEW LEGISLATION. For the improvement and unification of local school supervision, State Superintend¬ ent Graham presented an important expedient which became a law in 18S5. The stat¬ ute provides that the State superintendent must hold annually at least 4 conventions for advice and instruction, and for consultation with county superintendents in regard to the supervision and management of public schools. It is made the duty of every superintendent to attend annually at least one of these conventions. SCHOOL SYSTEMS OF CITIES WITH 7,500 OR MORE INHABITANTS. STATISTICS. 1884-’85. Cities. Population, census of 1880. Youth of school age. ; Enrollment j in public schools. Average daily at¬ tendance. j Number of teachers. Expendi¬ ture. Appleton . a8, COS 3,938 2,097 1,817 43 §46,484 Eau Claire . 10,119 2,870 46 35 537 Fond du Lac . 13,094 5,407 2, 123 1,477 45 2l’ 540 Janesville . 9, CIS 3, 829 R374 1,280 35 19, 997 La Crosse . &14, 505 6, 298 3,191 2,282 54 48. 344 Madison . : . . . 10, 324 3, 802 1,871 1,535 37 24, 610 Milwaukee . 115, 587 49,804 14,943 13.613 290 234, 390 Oshkosh . cl5, 718 7,056 2,197 i;ss7 57 42,136 Racine . 16, 031 7.031 2,969 2,087 57 38,748 Watertown . d?,883 3; 361 1, 134 S24 24 10; 510 a Census of 1885, 10, 003. c Census of 1885, 22, 067. b Census of 1S85, 21, 212. d From Commissioner’s Report of 1883-’84. ADDITIONAL PARTICULARS. The school age in all these cities is 4 to 20. All report graded schools, classed as pri¬ mary, grammar, and high, covering from 11 to 13 years. Music, drawing, and classical studies are included, and teachers’ meetings are held throughout the school year. Appleton, with a small increase in school population, enrollment, and attendance, re¬ ported 10 more teachers and §16,203 additional expenses. The schools were taught 176 days in 7 buildings, with a seating capacity of 2,450 pupils. School property was ad¬ vanced in value from $110,500 in 1883-’84to$142,100 in 1884-’85. Enrollment in pri¬ vate schools, 520. Eau Claire public schools were taught 180 days in 13 buildings, containing 44 rooms with 3,000 sittings, valued, with other school property, at $58,700. Fond du Lac reported a falling off in school population, with a corresponding advance in enrollment and attendance, 5 more teachers, and a slight increase in expenditure. The schools were* in session 200 days in 17 buildings, containing 24 rooms for primary schools, 18 for grammar, and 4 for high, aggregating 3,800 sittings for study. Public school property was valued at $125,500. Enrollment in private schools, 600. Janesville reports an increase in school population and in daily attendance, but a de¬ crease in the enrollment in its public schools, with 4 fewer teachers. This decrease in enrollment is partly accounted for by the fact that. 50 more children than in the year before were atteuding private schools, making in all 300. Public schools were taught 186 days 282 REPORT OF THE COMMISSIONER OF EDUCATION. in 11 buildings, with 35 rooms and 1,605 sittings, valued, with all other school property, at $100,000. La Crosse reports increase in all points except expenditure, which was about $10,000 less than in the preceding year. The public schools were held 196 days in 13 buildings, with accommodations for 2,628 pupils. School property was valued at $138,000. Es¬ timated enrollment in private schools, 1,273. Madison reported advancement all along the line, holding its schools 185 days in 8 buildings, with 1,900 sittings for study, valued, with all other school property, at $100,- 000. Enrollment in all private schools, 300. Milwaukee includes kindergarten training in its city school system. The entire graded course covers 13 years, and music, drawing, and German are given throughout. A business course is offered to students beyond the eighth grade, embracing the ordinary English branches, elementary science, short-hand, type-writing, book-keeping, and let¬ ter-writing. The college preparatory course covers 3 years, and includes Latin, Greek, German, French, English studies, and the sciences. Special teachers employed in 1884- ’85 were 1 in music, 1 in drawing, and 16 in German. Evening schools were taught in day-school buildings, and enrolled 1,200 pupils, with an average attendance of 700 boys and 150 girls. Schools were taught 192 days in 27 buildings, containing 16,070 sittings for study and recitation. Public school property was valued at $863,800. Enrollment in private schools, 13,010. Oshkosh in 1884-’85 showed an increase in youth of school age and in enrollment, with 1 more teacher, but expenditures were considerably less than in the preceding year. One school-house was added, making 10 in all, furnishing accommodations for 3,200 pupils, and valued, with all public school property, at $102,500. A great difference is made in the salaries of the sexes teaching in the public schools, as the men receive an average annual salary of $831, the women only $384. The highest paid any man dur¬ ing the year was $1,750; the highest paid any woman, $650. The grades of instruc¬ tion cover 10 years, closing with a full classical course, if desired. Public schools were in session 196 days during the year. Private schools enrolled 1,550 pupils. Racine reported fewer youth of school age in 1884-’ 85, with a slight increase in en¬ rollment and 2 more teachers. Public schools were taught 200 days in 8 buildings, containing 49 rooms, with 2,900 sittings for study, valued, with all school property, at $112,000. Estimated enrollment in private schools, 963, occupying 9 rooms under 16 teachers. PREPARATION AND QUALIFICATIONS OF TEACHERS. GENERAL STATE REQUIREMENTS. Teachers, to be legally employed in public schools, must have a certificate of qualifi¬ cation from their county superintendents or from the State board of examiners, unless they are graduates of one of the State normal schools, of the State university, or of some college in the State with equivalent courses of study; and no person may receive a cer¬ tificate who does not write and speak English easily and correctly. Certificates granted by county superintendents are of three grades. For third-grade certificates, good for time specified by county superintendents, not to exceed a year, applicants must be ex¬ amined in common school branches; for second-grade, good for a year, there are added grammatical analysis, physical geography, and elementary algebra; and for first-grade, good for two years, applicants must pass a satisfactory examination in all the foregoing, also in higher algebra, natural philosophy, and geometry. Each county superintendent establishes for his county, under the advice of the State superintendent, the standard of attainment which must be reached by applicants for the different grades of certificates. The board of examiners, which is appointed, 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 un‘ ersity and of colleges, which hold good until an¬ nulled. Diplomas of graduates from the full 4-years course of the State normal schools, countersigned by the State superintendent, become unlimited State certificates after the holder has successfully taught one year. STATE NORMAL TRAINING. The 4 State normal schools, located respectively at Oshkosh, Platteville, River Falls, and White Water, are sustained from the income of the State normal school fund and from tuition fees. Normal instruction in each school covers 4 years. All have primary, intermediate, grammar, preparatory, and training-school departments, and that at Osh¬ kosh has a kindergarten class. Children are received into this department between the ages of 4 and 7 years, and are classified in 3 divisions. The aggregate number of pupils in the 4 schools in 1884-’85 was 2,045; of normal students, 1,199— an advance over the preceding year of 74 in the aggregate attendance, and of 259 in normal students. WISCONSIN. 283 The grounds aud building provided by the city of Milwaukee at an expense of $53,000 were presented by that city for a State normal school, and accepted by the board of re¬ gents, in June, 18S5, to be opened for pupils the following September. Free tuition in all these schools is extended to normal students who declare their intention to follow the profession of teaching. OTHER NORMAL TRAINING. Normal instruction enters into the city school system of Milwaukee in connection with the 3-years high school course. The National German- American Seminary, Milwaukee, offers a 3-years normal course, ar 1 in IBP !-’85 had IT students under 6 instructors. Yocal and instrumental music and drawing are taught, and a model school for practice teaching is connected with the in¬ stitution. The Catholic Normal School, St. Francis, has a 4-years course of normal training, and reports 101 male students under 5 instructors; 8 of these students graduated during the year, all of whom engaged in teaching. Music and drawing are taught. No model school attached. Milton College has a teachers’ course divided into elementary and advanced sections, each requiring 2 years for its completion. A class in methods of teaching, meeting once or twice a week, was connected with Galesville University in 1884. • The Kindergarten Training School , Eau Claire, in 1884-’85 had 12 normal students in its 1-year course, of whom 4 were graduated and engaged in teaching. TEACHERS’ INSTITUTES. The law provides for at least one State teachers’ institute annually, to be conducted by the State superintendent, and for at least one institute in each county annually, held by the county superintendent. In the spring of 1835, teachers’ institutes were held in 19 counties, with an aggregate attendance of 1,594 teachers. They are said to have been well attended, and very profitable. The time occupied by these institutes ranged from 2 days to 2 weeks. EDUCATIONAL JOURNAL. The Wisconsin Journal of Education, published at Madison and conducted by State Superintendent Graham and his assistants, is the organ of the State Teachers’ Association aud of the department of instruction. In 1885 it was in its fifteenth volume. SECONDARY INSTRUCTION. PUBLIC HIGH SCHOOLS. The State appropriates $25,000 annually for the maintenance of free high schools; and any district establishing a high school according to law, and maintaining the same not less than 3 months in any school year, is entitled to receive from this fund annually one- half the amount actually expended for such instruction. High schools are maintained in the cities of Appleton, Berlin. Eau Claire, Fond du Lac, J anesville. La Crosse, Mad¬ ison, Milwaukee, Oshkosh. Racine, and others, with classical courses of 3 or 4 years each, those of Madison and Milwaukee adding business courses. The State superintend¬ ent reports 119 high schools in the State, 4 more than in 1883-’84, with an enrollment of 7,761 pupils, an increase of 72. OTHER SECONDARY SCHOOLS. For statistics of business colleges, private academies, and preparatory schools report¬ ing. see Tables IY, YI, and YII of the Appendix, and summaries in the report of the Commissioner preceding. SUPERIOR INSTRUCTION. COLLEGES FOR YOUNG MEN OR FOR BOTH SEXES. The University of Wisconsin , Madison, with endowment from the State and from the Congressional grant for the benefit of agriculture and the mechanic arts, with an an¬ nual income of nearly $30,000, and with grounds, buildings, and apparatus valued at $400,000, receives an annual appropriation from the State, and gives its students free tuition, admitting both sexes on equal terms. Its 4-years collegiate department includes a college of arts and one of letters, the latter having an ancient and a modern classical course, each leading to its appropriate degree. In both courses Latin is required, the ancient classical also requiring Greek; the modern classical, German or French in place of Greek. A graduate course is also provided. Graduates of accredited high schools are received without further examination by the university into any of its courses for which they have been fitted. 284 REPOET OF THE COMMISSIONER OF EDUCATION. The other institutions of collegiate rank are Lawrence University, Appleton ; Gales- ville University ; Northwestern University, Watertown ; and Beloit, Milton, Racine, and Ripon Colleges. Beloit, Racine, and the university at Watertown are for young men only ; the others are open alike to both sexes. All have preparatory departments, scientific and classical courses of study, and Lawrence University a commercial course of 2 years. For statistics of colleges, see Table IX of the Appendix ; for a summary of their statis¬ tics, see a corresponding table in the report of the Commissioner preceding. INSTITUTIONS FOR THE SUPERIOR INSTRUCTION OF YOUNG WOMEN. For statistics of institutions of this class, see Table VIII of the Appendix, and the summary of it in the report of the Commissioner preceding. SCIENTIFIC AND PROFESSIONAL INSTRUCTION. SCIENTIFIC. Instruction of this class is found in the State university, in its college of agriculture and mechanic arts, established by act of Congress in 1882, granting 240,000 acres of land to the State for the practical teaching of these sciences. Departments of agricult¬ ural chemistry, botany, mechanical engineering, and practical mechanics are included. The study of astronomy is amply provided for in the Washburn Observatory. The Na¬ tional Academy of Sciences has appropriated $300 from the Bache Fund for the con¬ struction of an aurora spectroscope, which is to be loaned to the observatory. Scientific courses of 2 to 4 years are found in Lawrence, Galesville, and Northwestern Universities, and in Beloit, Milton, Racine, and Ripon Colleges. For full statistics of scientific schools, see Table X of the Appendix; for a summary, see a corresponding table in the report of the Commissioner preceding. PROFESSIONAL. Theology. — Theological instruction is given in the Mission House, Franklin (Re¬ formed); in the Lutheran Theological Seminary of the Synod of Wisconsin; at Nasho- tah House, Nashotah (Protestant Episcopal); and in the Seminary of St. Francis (Roman Catholic). All report 3-years courses of study, and require an examination for admis¬ sion. For statistics and other information relative to these and other schools reporting, see Table XI of the Appendix; for a summary, see the report of the Commissioner preced¬ ing. Law. — Legal training is given in the law department of the State university in a 2-years course, the instruction being by reading, lectures, and moot courts. Applicants for admission who are not college graduates must be 20 years of age, and must pass a sat¬ isfactory examination in the ordinary English branches. Pharmacy is taught in the State university in a 2-years course, the instruction com¬ prising a series of lectures upon practical pharmacy, pharmaceutical and general chem¬ istry, chemical physics, materia mediea, and botany, all of which are illustrated by cabinet specimens, experiments, apparatus, and diagrams, with frequent reviews through¬ out the course. Graduates from a school of high standard, or who hold certificates ot good standing and scholarship in a high school or college, and are at least 16 years of age, may be admitted without examination. SPECIAL INSTRUCTION. EDUCATION OF THE DEAF. The Wisconsin School for the Deaf Delavan, a State institution, gives tuition, books, board, etc., free of charge to deaf mutes of the State who are between the ages of 8 and 21 years, and of sound mind, health, and morals. Instruction is given in the common and higher English branches, including anatomy, chemistry, natural history, and phi¬ losophy, with drawing, painting in oil and water colors, lip-reading, and oral speech; also baking, carpentering, printing, and shoemaking. The workshops are each under the charge of a competent foreman, and the work is said to be carried on with profit and success. The 3Hhoaukee Day School for Deaf Children , founded in 1883, and for some time under control of the Wisconsin Phonological Institute, became a public school, with special State aid, April 4, 1885. It had 11 pupils in 1884-?85, under 2 instructors. The common English branches are taught by the oral method alone. The income for the year is re¬ ported to have been $2,200 from the Wisconsin Phonological Institute, and $450 from tuition fees. Expenditure for the year was $2,500. WISCONSIN. 285 Tlie Wisconsin Institution for the Education of the Blind, Janesville, is supported by the State, no charge being made for board or tuition. Pupils are admitted between the ages of 8 and *21 years, and are given a good common-school education, specially adapted to their condition. A kindergarten is connected with the institution. Besides vocal and instrumental music, various trades and industries enter into the daily instruction, thereby fitting pupils to take an intelligent, and useful part in the affairs of life. The number of pupils on the rolls October, 18S4, was 64, under 11 teachers. REFORMATORY AND INDUSTRIAL TRAINING. The Wisconsin Industrial School for Boys, Waukesha, for the moral, intellectual, aud in¬ dustrial training of youthful offenders between the ages of 10 and 16, was established under State control in 1S60. Since that time 2,286 boys have been committed. The primary branches are taught, with such industries as boot and shoe making, sock¬ knitting, tailoring, and farming. The Wisconsin Industrial School for Girls , Milwaukee, established in 1875, gives moral and educational training to girls under 16 and boys under 10 years of age, who are found in danger of falling into habits of vice and immorality; also to the stubborn and unruly, and to offenders under the above ages who have committed and l>een arraigned for any punishable offense. In 1884-;85 there were 45 boys and 127 girls, under 18 in¬ structors. and 96 were discharged during the year. The parents of nearly all were illit¬ erate, and all but 5 or 6 were native born. Since the institution was organized, 530 have been committed: and of the number discharged, nine-tenths are known to have become useful and orderly members of society. The common English branches are taught, with civil government and domestic economy. Instruction is also given in sewing and general housework. EDUCATIONAL CONTENTIONS. WISCONSIN STATE TEACHERS’ ASSOCIATION. The meeting of this association was held at Madison, December 29-31, 1884, Presi¬ dent R. W. Burton in the chair. The first address was by Hon. L. A. Proctor, upon “The work of the Boys’ Industrial School.” Hon. Robert Graham, State superintend¬ ent, presented the report of the committee on “Arbor day,” recommending that the governor of the State be requested to appoint a day in the spring of 1885 to be observed as Arbor day, which was concurred in. A paper by Professor Belfield, of the Chicago Manual Labor School, upon the ‘ 4 New education ’ ’ was read; after which ensued a spirited discussion upon the course of reading in all grades of public schools. Prof. A. F. North follower with a paper upon “Courtesy,” and President J. L. Pickard, of the Iowa State university, addressed the association upon ‘‘The increase of crime in the United States, and the relation of the schools thereto. ' ’ Papers were also read upon ‘ ‘ The duty of the school to the community,” and “Oral instruction;” after which the committee on reso¬ lutions reported and the association adjourned. CHIEF STATE SCHOOL OFFICER. Hon. Robert Graham, State superintendent of public instruction , Madison . [Second term, 1885 to 1888.] 286 EEPOET OF THE COMMISSIONEE OF EDUCATION. ALASKA. Dr. Sheldon Jackson, recently appointed United States general agent of education in Alaska, reports the schools for 1884-’ 85, as far as organized, in a flourishing condition under missionary supervision. At Sitka, in the summer of 1884, the board of home missions of the Presbyterian Church secured a contract from the Commissioner of Indian Affairs for the enlargement of the native training and industrial school. In September, 1884, the girls’ industrial school at Fort Wrangell, with its 2 teachers, was removed to Sitka and consolidated with this school. Buildings were erected in the autumn and winter of 1884 to replace those burned the year previous. Central Hall, a 2} story frame building, 130 by 50 feet, contains school-rooms, kitchen, dining-rooms, sewing-rooms, girls’ dormitory, teachers’ rooms, etc., occupied in January, 1885. On the completion of other buildings regular instruction was begun in carpentry and wood¬ work. Over 100 children were in the boarding department. At Haines, 200 miles north of Sitka, an industrial school is reported with 25 to 30 boarding pupils and 75 day scholars, under 3 instructors. The Hoonah Mission, 130 miles north of Sitka, had an attendance, during the winter of 1884, of 69 boys, 76 girls, and 74 adults, making a total of 219, under 2 instructors. The school at Jackson, 533 miles south of Sitka, reported an attendance of 100 pupils. All the above schools are supported by Presbyterian missions. At Fort Wrangell a small industrial school for boys is maintained by Mrs. S. Hall Young, from whom no statistics have been received. No statistical report has been received from the Seal Islands, where the Alaska Com¬ pany has schools, which their contract with the Government requires them to support. PUBLIC SCHOOLS. On March 2, 1885, the Secretary of the Interior assigned the duty of making provision for the education of children in Alaska to the United States Commissioner of Education. Although this act was too late to be availablefor the school year now closed, it promises an enlargement of school operations during 1886. This new work will require not only ad¬ ditional teachers, but also school buildings, furniture, books, etc. , necessitating an in¬ creased appropriation. As nearly as can be ascertained from the United States census of 1880, there are about 11,000 children of schoolable age in Alaska. This is, probably, under the real number, but is far in excess of any possible enrollment. CHIEF SCHOOL OFFICEE. Db. Sheldox Jackson, general agent of education , Sitka. [Appointed April 10, 1885.] ARIZONA. 287 ARIZONA. STATISTICAL SUMMARY. 1883-’84. j 1884-’85. Increase. Decrease. POPULATION AND ATTENDANCE. Youth of school age (6-18) - - 10,220 Enrnllerl in public schools _ _ _ 4,516 6,040 ~1~524~ 3,287 4 232 945 Per cent, of school youth enrolled _ 59.10 Per cent, of same in average attendance _ 41.41 SCHOOLS. . 1 Number of school districts _ _ _ 127 : Number of schools _ _ 121 i 1 Number of school-houses _ 87 H . Average term, in days - 210 152 1 58 TEACHEES. 1 1 Number of men teaching. _ _ i 61 i 56 5 Number of women teaching - ! 82 92 10 j Whole number of teachers. _ _ 143 148 5 J Necessary to supoly the schools _ 1 127 | 137 10 ! FINANCIAL STATEMENT. Average monthly pay of teachers _ _ _ $85 $87 84 $2 84 Amount expended for public schools 1 161,862 107,879 $53,983 Valuation of public school property. _ | 153,466 ! 212,385 58,919 1 (From reports of the territorial superintendents of public instruction, Hon. W. B. Horton and Hon. R. L. Long, for the years mentioned.) STATE SCHOOL SYSTEM. GENEEAL CONDITION. The vital points in the school work of the year show a clear advance on 1883-’ 84. The increase of only 5 in teachers comes from 5 men falling off and 10 women coming in. Arizona follows the example of the new Territories and many of the new States in pay¬ ing the same wages to men and women teachers of the same grade, its average monthly pay being $87.84, an increase of $2.84 over that last reported. An advance of $58,919 in the value of public school property is reported. ADMINISTE ATION . The educational interests of the Territory are cared for by a territorial board of edu¬ cation, of which the governor is president, and a territorial superintendent of public instruction is secretary, the treasurer of the Territory forming a third member. A con¬ currence of all the members of this board is necessary to the validity of its acts. The board determines the regulations for the government of 1»he public schools and school libraries; plans for the improvement of the territorial school fund ; prescribes a nniform series of text books for the public schools, and the course of study to be pur¬ sued in them; grants educational diplomas valid for 6 years, or life diplomas on satisfac¬ tory evidence of 10 years’ successful teaching, both revocable on proof of immoral con¬ duct or evident unfitness for effective school work. A school month is 20 days, or 4 weeks of 5 days each. The public schools must be open for all children in the district of legal school age (6-18). They are classed as pri- 288 REPORT OF THE COMMISSIONER OF EDUCATION. mary and grammar schools, and must be taught in the English language, including in the branches taught elements of physiology, book-keeping, industrial drawing, and manners and morals. A school session is not to exceed 6 hours a day, nor more than 4 for children under 8 years of age. No sectarian literature is to be admitted to the public schools, nor are they to be under the control of any religious denomination. For more detailed information, see “New legislation” below. SCHOOL FINANCES. See ‘ ; New legislation ’ ’ below. NEW LEGISLATION. Amendments to the school law, passed March 12, 1885, added to the duties of the ter¬ ritorial board of education the devising of plans to increase the public school funds and the selection of a list of books for school libraries. A territorial board of examiners was also provided for, to consist of the territorial su¬ perintendent and 2 persons appointed by him, to adopt rules of examination tor territo¬ rial teachers’ certificates, and to prepare questions for the use of county boards of exam¬ iners, whose pay is now limited to §5 daily while in session. The probate j udge of each county is continued as ex officio county superintendent of public schools, to apportion school moneys, visit schools, preside at institutes,1 and make reports. He may appoint a deputy, but may not pay him from the school fund. Every county, city, or incorporated town is now made a school district (Pima County excepted), each district to have the former 3 trustees, elected for 1-year terms. Women are eligible, and may vote as previously, except in Apache and Graham Counties. The trustees elected must visit each school in their districts at least once a quarter, must maintain them an equal length of time, and, as far as possible, with equal privileges; must also provide paper, pens, ink, slate-pencils, and crayons for them, not to exceed yearly $10 for each teacher. A census-marshal in each district is still to take (apparently annually) a census of all school children (now made 6 to 18 years of age instead of the former 6 to 21), and to re¬ port them to the county superintendent, specifying those attending private schools, pub¬ lic schools, or no school. The clerk of a school district is now allowed to act as census- marshal, and has the further duty of keeping the school-house in repair and of providing the before-mentioned school supplies. A school year is made to be from July 1st of one year to June 30th of the next, instead of from September to August, as before. The school month is still 20 school days. The prescribed school studies are unchanged, except that vocal music seems to have been dropped as a required branch. Teachers are now to report monthly, instead of quarterly, and are also to make an¬ nual reports on blanks provided by the superintendent of public instruction. The school tax for the territorial treasury is made 3 cents on each $100, instead of the former 15 cents ; and that for county school purposes is made specifically 75 cents on each $100, instead of 50 to 80 cents. The ordinary time for keeping schools open is made 5 months instead of 3 ; and when the territorial and district school moneys will not meet all needs of instruction and buildings for that time, the voters may determine whethei more shall be raised, and if so, how much. SCHOOL SYSTEM OF TUCSON. SCHOOL STATISTICS AND OTHER EDUCATIONAL PARTICULARS. Tucson sends no report to this Bureau since January, 1883, at which time the school buildings did not meet the growth of school youth, and a new one was soon to be erected which would furnish ample room. The enrollment was 318, an increase of 84 during the year. Schools were classed as primary, grammar, and high, the course covering 11 years, music and drawing entering into the first 8 years. PREPARATION AND QUALIFICATIONS OF TEACHERS. GENERAL REQUIREMENTS. The law provides for county boards of examiners, consisting of the county superin¬ tendent and 2 other persons in the county appointed by the territorial superintend¬ ent. It is the duty of these boards (1) to examine applicants and issue county certifi¬ cates, valid for 4 years, authorizing the holders to teach in grammar schools; also others valid for 2 years, authorizing to teach in primary schools; (2) to grant, without exaini- 1 An added duty. ARIZONA. 289 nation, county certificates to holders of life and normal school diplomas; (3) to renew, on the same conditions, certificates previously issued by them, or granted in their county, the same to remain valid for the time for which the original ones were granted. They may also issue temporary certificates, valid until the next regular meeting of the county board, to such as may furnish evidence of experience in teaching, these to be given only once. Certificates may be granted only to those who pass a satisfactory examination in orthography, defining, reading, penmanship, physiology, natural philosophy, composition, arithmetic, algebra, geography, grammar, history of the United States, methods of teach¬ ing, and the school law of the Territory. Applicants for second-grade certificates are not required to pass an examination in algebra, physiology, or natural philosophy. teachers’ institutes. The new law of 1885 provides that whenever the number of districts in any county is 10 or more the school superintendent may, at his discretion, hold at least one teach¬ ers’ institute each year, which every teacher of a public school in the county must at¬ tend, unless good cause is shown for non-attendance, their wages to continue if the insti¬ tute occurs while their schools are in session. The institute may continue not less than 3 nor mor$ than 5 days. The superintendents of 2 or more counties may hold a joint institute, the expenses to be apportioned among them, provided they do not exceed $25 for each county. SECONDARY AND SUPERIOR INSTRUCTION. SECONDARY. With the exception of the high school at Tucson no provision for the higher education of the youth of the Territory is yet reported to this Bureau. SUPERIOR. Up to present writing no institutions of this class, either territorial or private, have been reported. CHIEF TERRITORIAL SCHOOL OFFICER. Hon. R. L. Long, territorial superintendent of public instruction , Phoenix. [First term, from January 1, 1885, to January 1, 1887.] 19 E 290 REPORT OP THE COMMISSIONER OF EDUCATION. DAKOTA. STATISTICAL SUMMARY. POPULATION AND ATTENDANCE. Youth of school age (7-20) - Enrolled in public schools..: - Average daily attendance - Per cent, of school youth enrolled _ Per cent, of same in average attend- ' ance. DISTRICTS AND SCHOOLS. Organized school districts - Number of graded schools - Ungraded schools - School-houses - - - Built during the year - School townships - _| Average time of schools in days - TEACHERS. Men teaching in public schools _ Women teaching in the same _ Whole number of teachers - FINANCIAL STATEMENT. Average monthly pay of men teaching. Average monthly pay of women _ Expenditure for public schools - Valuation of public school property — «1883-’84. | 1884-’85. 1 Increase. j Decrease. 77, 499 87, 563 10, 064 50, 031 69, 075 19, 044 32, 520 43, 517 10, 997 64. 55 78. 88 14. 33 41.96 49. 70 7.74 1,042 1,062 20 69 291 222 1,930 2, 988 1,058 1,921 2, 745 824 785 895 110 567 7S1 214 101 99 o 863 1, 284 421 2, 048 2, 861 813 2, 911 4, 145 1, 234 $38 43 $38 23 20 31 72 31 29 43 1,306, 879 1,814,212 $507,333 1, 689, 653 2, 187, 850 498, 192 a The returns for 1883-’34 cover the 15 months ending June 30, 1884. (From the report of Hon. W. H. H. Beadle, territorial superintendent of public in¬ struction, for the two years indicated.) TERRITORIAL SCHOOL SYSTEM. GENERAL CONDITION. The statistics reported present increase in nearly all the items, which indicate effect¬ ive school work. Large additions to the teaching force helped to increase the expendi¬ ture for schools, although the salaries of both sexes were reduced. This reduction and a decrease of 2 days in school session are the only backward steps reported. A large increase in school-houses added $694,600 to the expenditures, this amount being $194,- 579 greater than the entire sum paid for teachers’ wages. The great number of addi¬ tional school buildings gives the children a less distance to travel to and from their schools and enables teachers to secure greater punctuality. During the year covered by this report nearly 79 per cent, of the school population attended school, a noble record for a Territory, and especially a noble one for a Territory still so young. To secure good teachers 2 normal schools have been established, one at Madison, doing good work, the other at Spearfish, which was just beginning work. There are also several efficient high schools so well established that classes graduate from them annually. RELATIVE PROGRESS. The report of Superintendent Beadle for 1883-’84 appeared remarkable in showing that this young Territory led several of the States in expenditure for public schools. DAKOTA. 291 But now Superintendent A. S. Jcnes claims that, in this respect, Dakota leads 22 of the great States that are of much older date than it, several of these States not expending for school purposes one-half as much as Dakota; while, as respects accommodations for school children, it is claimed that it leads 22 again, having had in 1884-’85 a school house for every 151 of population, the States surpassed by it coming in the following order: Kansas and New Hampshire each 1 school- house for 156 of population; Minne- | sota, 1 for 167; Indiana, 1 for 204; Wisconsin, 1 for 221; Florida and Michigan, 1 for 232; Missouri, 1 for 247; Kentucky, 1 for 252; Ohio, 1 for 255; Illinois, 1 for 256; South Carolina, 1 for 305; Pennsylvania, 1 for 323; Tennessee, 1 for 326; Colorado, 1 for 370; Connecticut, 1 for 375; New York, 1 for 426; North Carolina, 1 for 544; Arkansas, 1 for 552; New Jersey, 1 for 714, and Texas, 1 for 1,106. In the part of the Territory known as South Dakota there was in 1884-’ 85 a school- house for every 132 people; in North Dakota 1 for every 202; the latter leading all the above-named States but 4, the former leading nearly all the United States. In permanent school property, valued at $2, 187,850, 15 of the States are said to he outranked, and in the number of teachers employed 14 were surpassed. ADMINISTRATION. Educational affairs are in the hands of a superintendent of public instruction, appointed biennially by the governor and confirmed by the legislature; of county superintend¬ ents, 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 their townships. The school census must be taken annually. The Bible may not be excluded from any public school, nor deemed a sectarian book, and the law requires that the highest standard of morals 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 which weeks must 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 each $1 of taxable property, to be distributed in proportion to school population; (2) a local tax, not to exceed 3 per cent, of the taxablp 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 corporation. CITY SCHOOL SYSTEM OF YANKTON. ADMINISTRATION, STATISTICS, AND ADDITIONAL PARTICULARS. The Yankton schools are under the supervision of a board of education, including a secretary and treasurer. A visiting committee is appointed, to whom appeals may be made from the decisions of the board. Corporal punishment may not be administered by any teacher until the case has been reported to the secretary of the board. The present population of the city is about 4,500. The people are noted for their in¬ telligence, enterprise, and thrift, education securing from them attention proportioned to its importance. Great liberality is displayed in providing school facilities. Six school buildings, including a high school, are said to be models of comfort and convenience, and furnish ample room for the 1,000 youth enrolled. The course of study is divided into the usual 12 grades, one for each year, the primary, grammar, and high school depart¬ ments each occupying 4 years. The text-books, as well as the studies, are prescribed by the board of education. Nothing of a sectarian or partisan character is allowed. PREPARATION AND QUALIFICATIONS OF TEACHERS. GENERAL TERRITORIAL REQUIREMENTS. The law authorizes county superintendents to issue three grades of certificates to per¬ sons over 18 years of age, who are found, upon examination, to be qualified to teach ; the first grade good for 2 years, the second for 18 months, and the third for one year. County superintendents may issue probationary certificates, good for 6 months, to persons not found qualified. Besides these, the territorial superintendent may issue certificates valid for 5 years to graduates of normal schools, or to persons who have established themselves as teachers of special merit. ^During the year there were issued to teachers 2,901 certificates, 398 of the first grade, 856 of the second, 1, 161 of the third, and 486 probationary. Of the applicants for teach¬ ers’ certificates, 404 were rejected. 292 REPORT OF THE COMMISSIONER OF EDUCATION. TEBBIT OEIAL NORMAL TRAINING. The territorial normal schools at' Madison and Spearfish, with elementary and advanced courses, report an aggregate of 153 pupils studying with a view to teaching. Length of course not defined. The University of Dakota , Vermillion, offers a 4-yeaxs course of normal training, and students qualified to teach at the close of the first or second year receive a certificate to that effect. Those who complete the full course of 4 years and pass the examination creditably receive diplomas conferring the degree of bachelor of didactics. The studies include the common and higher English branches, with astronomy, chemistry, geome¬ try, land measurement, mental science, civil government, and lectures upon the science and art of teaching. The University of North Dakota has a normal department, course not defined. OTHEE NORMAL INSTRUCTION. Pierre University , organized in 18S3, presents a 3-years course of normal instruction, including astronomy, botany, chemistry, .physics, physical geography, logic and rhet¬ oric, geology, and methods of teaching. The Agricultural College, Brookings, has a normal department, course not defined. TEACHERS’ INSTITUTES. The law requires institutes to be held, conducted by teachers employed or designated by the territorial superintendent, and §600 are annually appropriated for this purpose. Of this fund, not more than §60 may be paid for the expenses of any institute in a year, such institute to continue in session 2 weeks. Two or more counties may be grouped into one institute, and §80 be appropriated for its use. Every applicant for a county teachers’ certificate must pay §1, which is added to the institute fund of the county where it is given. In 1884-’85 there were 38 county institutes held; fees received for them, §2,961. EDUCATIONAL JOURNALS. The Dakota School Journal , published at Blunt by Mr. Henry Hoffman, appears to be the only medium of educational information for the Territory, and gives much matter of general use. It was in its first volume in 1884-’ 85. SECONDARY INSTRUCTION. PUBLIC HIGH SCHOOLS. The law permits such schools to be established and maintained, subject to the will of the township voters. In 1884-’85 there were 291 graded schools reported in the Terri¬ tory, also several very efficient high schools. The course of instruction in the Yankton high school occupies 4 years, and includes the higher English branches, with chemistry, book-keeping, physics, and Latin. SUPERIOR INSTRUCTION. COLLEGES FOE YOUNG MEN OE FOE BOTH SEXES. The University of Dakota , Vermillion, organized in 1883, has preparatory and colle¬ giate departments, the former covering 3, the latter 4 years, of 36 weeks each. Each department embraces classical, scientific, and literary courses. Vocal and instrumental music are taught, and normal training is provided for in a 4-years course. For 1883-’84 and 1884-’85 the legislature appropriated §51,000 for the institution. The school had a library of 480 volumes. Valuation of all property belonging to the university, §65,000. The University of North Dakota, Grand Forks, was chartered in 1883, and received from the legislature §30, 000 as a building fund. Like the above, it is designed to supply the usual university courses, and, like that, has established preparatory, collegiate, and normal departments. Pierre University , East Pierre, first organized in 1883 as the Presbyterian University of South Dakota, has preparatory and collegiate departments, the former of 3, the latter of 4 years. Both departments have classical and scientific courses, with elective studies for each. After completing the first year of collegiate study, ladies may, for Greek and mathematics, substitute music and painting. A 3-vears course is provided in vocal and instrumental music. Drawing, painting, and book-keeping are taught, as well as normal methods in teaching. Gifts and bequests were made during the year to the amount of §19,500. School property was valued at §40,000. Yankton College (Congregational), established in 1881, reported in 1884 property worth DAKOTA. $25,000, and in 18S4-’S5 had 122 students, 12 of them in collegiate classes, under a fac¬ ulty of 7 professors. For statistics of these and like institutions reporting, see Table IX of the Appendix.1 SCIENTIFIC AND PROFESSIONAL INSTRUCTION. SCIENTIFIC. The Dakota Agricultural College , Brookings, reported 240 pupils in all its departments, under 6 instructors. Courses of agriculture and domestic economy, and civil and mechanical engineering, are provided; also a literary course, in which prominence is given to science and general literature. The degrees of Sci. B., B. C. E., and B. M. E. are conferred upon graduates of the proper departments. The School of Hines, Rapid City, opened in 1835, has a technical course of study, including chemistry, metallurgy, geology, mining, milling, engineering, mathematics, mechanics, drawing, and the fundamental laws of the United States. This school, like the agricultural college, is free to all residents of Dakota of proper age and qualifica¬ tions. SPECIAL INSTRUCTION. EDUCATION OF THE DEAF. Dakota School for Deaf Mutes, Sioux Falls, founded in 1830, reported 28 boys and 9 girls, under 2 instructors. The common English branches are taught, with articulation to a limited extent. The institution owns 10 acres of land, and agriculture appears to be the only industrial training provided. The Territory appropriated $16,000 for 1884-’ 85; income from other sources, about $5,040. Expenditures, $5,040. Valuation of school property, $39,000. OBITUARY NOTE. June 5, 1885, at Vermillion, Dakota, Hon. John Wesley Simonds departed this life. A native of Franklin, N. H., he became a teacher, and rose through the various grades of school life to the superintendency of the public schools of his native State, holding this position from 1871 to 1873 by his first election, and for the larger part of a second term, from February, 1874, to August, 1876, by special election to succeed Hon. Daniel S. Beede. How employed afterwards does not appear till September, 1883, when he be¬ came president of the University of Dakota, where he seems to have done excellent work until his death, thoroughly organizing the departments of instruction and greatly increasing the attendance. CHIEF TERRITORIAL SCHOOL OFFICER. Hon. W. H. H. Beadle, territorial superintendent of public instruction, Yankton. [Third term, 1SS3 to 1885. Then succeeded by Hon. A. Sheridan Jones.] Unformation comes of a university at Mitchell, opened September, 1885, under the auspices of the Methodist Episcopal Church. 294 REPORT OF THE COMMISSIONER OF EDUCATION. DISTRICT OF COLUMBIAi STATISTICAL SUMMARY. POPULATION AND ATTENDANCE. Population of the District _ Total school population (G-17) _ Colored school population _ Total enrollment in public schools _ Colored enrollment _ Average daily attendance _ Colored in daily attendance _ Enrolled in private schools _ SCHOOLS. Number of sittings _ Average time of schools, in days - TEACHERS. Number of men teaching - Number of women teaching _ Colored teachers - Total number of teachers _ FINANCIAL STATEMENT. Average monthly pay of white male teachers. Of white female teachers _ Of colored male teachers _ _ _ Of colored female teachers _ Expenditure for public schools _ Value of public school property _ 1883-’84. al77, 625 a43, 537 all, 938 30, 388 9,167 22, 318 6, 895 4, 000 25, 076 189 56 469 154 525 $559, 697 1884-’ 85. 6203.459 a43, 537 all, 938 28, 659 9, 486 23,296 7, 191 185J 58 507 162 565 $86 90 61 06 127 78 57 14 581,535 1, 390, 666 Increase. 319 978 296 $21, 838 94, 311 Decrease. 1,729 a Census of b Police census of 1885. (From returns of Hon. W. B. Powell, superinfbndent of public schools, and G. F. T. Cook, superintendent of colored schools, for the 2 years indicated.) DISTRICT SCHOOL SYSTEM. GENERAL CONDITION. No report of the condition of the public schools of the District is at present printed. The statistics, as presented by returns, show a generally well proportioned increase, although there was a falling off in the length of the school term and in the number en¬ rolled. No statistics are available as to private schools, therefore the number of youth of school age under instruction can not be given. Public school property was largely increased in value. Ten months constituted the school year. The income for all the public schools for 1884- ’ 85 was $526,575. 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 commissioners of the District. This board annually selects 2 superintendents (1 white, 1 colored), as its chief executive officers, and chooses supervising principals, to act under the supervision of these superintendents. Through its committee on teachers, the board DISTRICT OF COLUMBIA. 295 of trustees also appoints an examining board, composed of the 2 superintendents and an undefined number of supervising principals and principals of public schools. To assign each superintendent to his proper field of action, the public schools have been formed into 8 divisions, the first 4 comprising the schools for whites in Washington: the fifth, like schools in Georgetown; the sixth, the rural schools for both races — over all of which one of the superintendents exercises authority: the seventh and eighth, comprising the schools for colored youth of Washington and Georgetown, are under the control of his colleague. The school age is G-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. SCHOOL FINANCES. To support the school 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. PREPARATION AND QUALIFICATIONS OF TEACHERS. REQUIREMENTS AND GRADING. The board of examination is composed of the two superintendents and an undefined number of principals of public schools. As the result of examinations, a first-class cer¬ tificate is sufficient evidence of the qualifications required for teaching in any school from the first to the third grade, inclusive; a second-class certificate, for any school from the first to the filth grade, inclusive: a thifd class, from the first to the seventh grade, inclu¬ sive; a fourth-class certificate, from the first to the eighth grade, inclusive; for all other positions the examinations and certificates are special. Teachers holding first and sec¬ ond class certificates must be at least 18 years of age; all others not less than 21. DISTRICT NORMAL TRAINING. There are 2 normal schools, for white and colored teachers respectively, connected with the public school system. The number of students is limited to 30, selected from the female graduates of the high schools in the District. Each candidate must be at least 18 years of age. and. besides passing the required preliminary examination satisfactorily, must declare her intention to complete the prescribed course of study, and, after grad na¬ tion. to teach at least 2 years in the public schools of the District. The course of study in these normal schools is strictly professional, and limited to 1 year, divided into 4 terms. The studies include psychology, didactics, pedagogies, methods of instruction, observation lessons, natural history, physical and vocal culture, hygiene, and vocal music, with actual teaching for 1 month in the training schools established for this pur¬ pose. OTHER NORMAL TRAINING. Wayiand Seminary , organized by the Baptist Church in 1885, for colored students, had 61 young men and 45 young women under normal instruction in 1884- ‘85. The first year of the course includes the common school branches; the second adds book-keeping and botany : and the senior year is devoted to higher studies, with chemistry, natural philosophy, political economy, and the government class-book. A class in elocution meets weekly. Students desiring to take a partial course are assigned to the classes they are prepared to enter. Howard University reports a 3-years course of normal training, in which, in 1884-?85, were 154 students. Two kindergarten training schools are reported — the Froebel Institute, under the direction of Mrs. Louise Pollock, and the Garfield Kindergarten Training School, con¬ ducted by Mis. Anna B. Ogden. For statistics, see Table III of the Appendix. SECONDARY INSTRUCTION. PUBLIC HIGH SCHOOLS. The Washington High School (for both sexes) has 3 leading courses of study, academic, scientific, and business, each covering 3 years, but no one of these courses is in every part compulsory. Subject to the hour plan of recitation, pupils may. with approval of pa¬ rents or guardians, determine their own course of study. The studies of the high school embrace mathematics, physics, chemistry, natural science, business training. English, German, Latin,. Greek, history, and political science. Regular and special elective courses in drawing are provided, and for the third year students may elect from instrumental drawing, free-hand drawing and design in colors, exercises in composition, recitation, or reading. Drawing and vocal music extend through the entire course. 296 REPORT OF THE COMMISSIONER OF EDUCATION. The school library numbers over 3,000 volumes, books being arranged and catalogued by subjects for easy reference. All books except encyclopedias and similar works of reference may be borrowed by pupils. The high school for colored youth was in operation during the year, but no report of it has been furnished. OTHER SECONDARY SCHOOLS. Statistics of business colleges, private academies, independent preparatory schools, and preparatory departments of colleges and scientific schools may be found, as far as reported to this Bureau, in Tables IV, VI, VII, IS, and X of the Appendix ; summaries of them, in corresponding tables in the report of the Commissioner preceding. SUPERIOR INSTRUCTION. COLLEGES FOE YOUNG MEN OR FOR BOTH SEXES. The Columbian, Georgetown, and Howard Universities, in 1884-’ 85 continued their 4-years collegiate courses, Columbian devoting 4 years to preparatory training, and each of the others 3 years. The National University exists at present in its law course only. In the collegiate department of Columbian University the regular course of instruction is divided into schools of English, Greek, Latin, modern languages, mathematics, natural history, and philosophy. The university has also schools of law and of medicine. De¬ grees were conferred on 111 graduates during the year. Georgetown University , besides classical and scientific collegiate courses, has schools of medicine and of law, and a post-graduate course which includes the fundamental prin¬ ciples of civil, political, and international law, the history of philosophy, and special branches of science. The college library contains 30,000 volumes, many rare and ancient works being among them. The philosophical cabinet and chemical laboratory are well equipped; and the astronomical observatory, besides being provided with in¬ struments, has a library of 500 volumes on astronomy, mathematics, and physical science. Degrees were conferred in 1884-’85 on 63 graduates. The instruction in Howard University comprises collegiate, normal, theological, and medical courses, with law, pharmacy, and dentistry. An industrial department is pro¬ vided, and all students in the preparatory and normal classes are required to attend at specified hours; those of the other departments are encouraged to do so. The branches taught are tin and iron work, carpentry, printing, shoemaking, and tailoring, with cook¬ ing and sewing for the girls. The National Deaf-Mute College , Kendall Green, presents, with preparatory training, a collegiate course of 5 years of 36 weeks each, leading to the degrees of A. B. , Sci. B. , Ph. B. , A. M., Sci. M., and Ph. D. This institution was incorporated in 1857, and is sustained by the Government and the pay from pay pupils. Deaf-mute children of the District of Columbia and of the Army and Navy receive free education. The range of study was extended in 1864 to embrace a college course, and the institution was divided into 2 de¬ partments, giving the advanced one the title of National Deaf-Mute College, while the preparatory school still retains the old name of the Columbia Institution. This is the only college for deaf mutes in the United States, and students may here receive a thor¬ ough course of intellectual training in the higher walks of literature and the liberal arts. A well selected library of 2,600 volumes belongs to the college, to which addi¬ tions are made annually. The college property is valued at $650,000; amount appro¬ priated by Congress in 1884-’85 for the support of the institution, $58,000. Gonzaga College (Roman Catholic) reports 2 courses of study covering 8 years. The 2 departments are the collegiate course proper, including the Greek and Latin classics, and the non-classical course, embracing English language and literature, mathematics, and the natural sciences. Penmanship and short-hand are taught, as well as military drill. For statistics of colleges reporting, see Table IX of the Appendix; for a summary of their statistics, see a corresponding table in the report of the Commissioner preceding. SCIENTIFIC AND PROFESSIONAL INSTRUCTION. SCIENTIFIC. The Corcoran School of Science and Arts of the Columbian University presents general and special courses of study occupying 4 years. The general course embraces studies leading to the degrees of Sci. B., and of civil, mechanical, and mining engineer, etc. Among the studies of the special course are practical astronomy, electrical engineering, architecture, geodesy, analytical chemistry, metallurgy, assaying, and drawing in all its branches. Georgetown University and the National Deaf-Mute College present scientific courses, DISTRICT OF COLUMBIA. 297 each covering 3 years. The degree of bachelor of science is conferred on those who pass satisfactory examinations in the branches studied. Graduates from the Deaf-Mute Col¬ lege who have made satisfactory progress in science, philosophy, literature, and the liberal arts, on furnishing good evidence of the same to the faculty, receive the degree of master of science. PROFESSIONAL. Theology. — Theological instruction is given in Howard University in a well organ¬ ized 3-years course, including Hebrew and Greek. This department is non-sectarian, and is sustained by the American Missionary Association and the Presbytery of Wash¬ ington. For 1884-’85 there were reported 50 students in the course, of whom 14 were unclassified. Law. — Legal training is provided in the law departments of Georgetown, Columbian. Howard, and National Universities. The course of study for each is divided into 3 periods of one year each; the first, or junior year, is given to the study of real and per¬ sonal property, contracts, and negotiable instruments; the second, or senior year, to evi¬ dence. pleading, equity, jurisprudence, and the law of torts. A post-graduate course of one year in each case includes the studies of commercial and mercantile law, applied evidence, and practice. The degree of L. B. is conferred at the end of 2 years, and that of L. M. on completing the post-graduate course, provided students pass a satisfactory examination. This last course is necessary to full legal practice in the District of Columbia. The Law Library at the United States Capitol contains over 50,000 volumes, and, by the operation of the copyright law and the outlay of an annualj^ppropriation, is constantly receiving new acquisitions, thus being kept in a state of comprPceness. Students of the be¬ fore-mentioned universities have free access to this library for 7 hours each day, and the privilege is largely availed of. Medicine. — The National Medical College, a department of Columbian University, and the medical departments of Georgetown, Howard, and National Universities, pre¬ sent the usual courses of 3 years of from 20 to 30 weeks each. The course in Georgetown is graded: l'or the others such a course is recommended, but not required. For admis¬ sion to either of these schools there must be proof of fitness ; only graduates from col¬ leges, high schools, and academies are exempt from a preliminary examination. For graduation students must be at least 21 years of age, of unblemished character, must have attended the required 3 years of study, including 3 courses of lectures, dissections, etc. , and pass a satisfactory final examination on all the branches taught in the course. In 1884-’ 85 the aggregate number of matriculates in these schools was 215, of gradu¬ ates, 51. For further information see Table XII of the Appendix. Pharmacy. — The National College of Pharmacy, with annual sessions of about 32 weeks, requires for graduation 2 years of study in practical and analytical chemistry and toxicology, pharmacy, materia-medica, and botany. These lead to the degree of doctor of pharmacy. Dentistry is taught, in all its branches, in the dental departments of the National and Howard Universities. SPECIAL INSTRUCTION. EDUCATION OF THE DEAF. . The Columbia Institution for the Deaf and Dumb, Kendall Green, including the National Deaf-Mute College already noticed, in 1884-’ 85 had 45 students in the college depart¬ ment and 106 in the institution. Preparatory and collegiate training is provided, with articulation and cabinet making for the lower department. In the institution there are 20 girls, but none in the college. A. Graham BelVs School for Deaf Children, founded in 1883, in 1884-’ 85 had 6 pupils, under 2 instructors, in articulation and the common English branches of study. The school is controlled by Alexander Graham Bell, and is maintained by private contri¬ butions. EDUCATION OF THE BLIND. The District of Columbia provides instruction for this class of children in the Maryland Institute for the Blind, Baltimore, where, in 1884-’85, there were 7 pupils from the District. INDUSTRIAL HOME SCHOOL. The Industrial Home School of the District, for poor children of both sexes, maintains 2 schools on the premises, under public school regulations, the pupils being all members of the Home. To promote general habits of industry, the boys are trained in the carpen¬ ter’s shop, the greenhouse, and the garden, and the girls in all kinds of housework and in sewing. 298 REPORT OF THE COMMISSIONER OF' EDUCATION. < ■ 's* , INDUSTRIAL AND REFORMATORY TRAINING. The Reform School of the District for incorrigible and virions boys, in 1884-’85 had 250 inmates, of whom 87 were admitted during the year. The oldest boy received was 17 and the youngest 7 years of age. The superintendent says, with respect to separating and classifying the boys, that the school sessions of each family are held in their respect¬ ive buildings, the ordinary branches of a common school education being taught. Chair- caning is productive of the largest income, and more boys are employed at this work than in any other single industry. The smaller boys perform this work almost entirely, while the larger ones work on the farm, in the shoemaking and tailoring departments, and in the laundry, bakery, and kitchen. BUSINESS EDUCATION. The Spencerian Business College, Henry C. Spencer, principal, aims to give to young men and women a practical business education, which will qualify them to successfully per¬ form the active duties of life. This instruction includes rapid writing and calculations, correspondence, book-keeping, business practice, commercial law, political economy, stenography, and type-writing. Day and evening sessions are held, and the full course occupies one year. INSTRUCTION IN LANGUAGES. The Berlitz School of Languages gives instruction in Washington in a considerable number of the different European tongues; Professor II. Larroque, a graduate of LaSor- bonne, in French, and Miss Rosa Poesche in German and French. These languages are also taught in all the higher schools of the District and by many private teachers, as well as in the city high school. 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 and teaching. CHIEF DISTRICT SCHOOL OFFICERS. Hon. J. Ormond Wilson,1 superintendent of public schools for white pupils in Wash¬ ington 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. l Succeeded in August, 1885, by Hon. W. B. Powell. IDAHO. IDAHO. STATISTICAL SUMMARY. I 1883-’ 84. i 1884-’ 85. Increase. Decrease. POPULATION AND ATTENDANCE. Youth of school age (5-21) - Enrolled in public schools - - Per cent, of school youth enrolled DISTRICTS AND SCHOOLS. Number of school districts. Number of school-houses.. Number of schools - 13, 140 «8, 287 63. 06 &238 cl 66 dl80 FINANCIAL STATEMENT. Average monthly pay of teachers. . Expenditures for public .schools ... Amount paid for teachers’ salaries. $89, 914 15, 399 10, 037 65.17 273 205 248 $61 53 123, 368 76, 302 2, 259 1, 750 2.11 $33, 454 a Nine districts not reporting. b One district not reporting. c Fifty-five districts not reporting. d Twenty-one districts not reporting. (From reports and returns of Hon. James L. Onderdonk and Hon. Silas W. Moody, territorial superintendents of public instruction, for the 2 years indicated.) TERRITORIAL SCHOOL SYSTEM. GENERAL CONDITION. The above statistics show progress and improvement in every point. In several newly- formed districts the citizens have contributed liberally towards the erection and equip¬ ment of new school -houses, both by subscription and labor. No statistics are available as to the number of teachers. Their pay compares favorably with that of teachers in the States and other Territories, and leads many of them in this respect. By the abro¬ gation of third-grade county certificates, a move has been made in the direction of raising the standard of qualifications. As the law directs, each county in the Territory has adopted a uniform series of text books, and the teachers, through the superintend¬ ent, express themselves highly gratified at the change, and regard it as a material aid to their work. Two public libraries are maintained in the Territory, one at Ada, the other in Center County. The former has 800 volumes; number in the latter not re¬ ported. In view of the fact that to the majority of the school youth a college education is unavailable, the territorial superintendent strongly recommends that an industrial or technical school be established, and located in some central place in the Territory. 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 exam¬ iners, and each district a board of 3 trustees. Schools cannot be sustained from the pub¬ lic school fund if any political or sectarian doctrines be taught therein, and the distribu¬ tion of books, tracts, or documents of this character in them is forbidden by law. 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 $1, from moneys arising from legal fines and forfeitures, and from fees paid by teachers for certificates of qualifi¬ cation. The basis of distribution of the school money is the number of children of school age(5-21). 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 tax, to be collected from such patrons of the school as are able to pay. 300 REPORT OF THE COMMISSIONER OF EDUCATION. NEW LEGISLATION. An act of the territorial legislature, approved February 5, 1885, continues the terri¬ torial controller as ex-officio superintendent of public instruction; requires counties con¬ taining more than 5 school districts to elect a county superintendent lor a 2-years term, to hold examinations of teachers, visit schools, preside over institutes— with concur¬ rence of county commissioners, adopt text books, and make annual reports. Elections for trustees of school districts are to be held annually, as before, but under the new law 3 are to be chosen in each district at a first election, and subsequently 1 annually for a 3-years term, in place of an outgoing one. These trustees are, under the former rule, to visit their schools at least once a month. Teachers of public schools must now hold certificates from their county superintendents, instead of the former county school ex¬ aminers, and these must be valid for the time of their engagement; but any one that has taught successfully for 5 years in the Territory is not to be required to undergo any further examination in the county where such service has been performed. Territorial certificates, good for 5 years, may also now be granted by the territorial superintendent to applicants that pass a satisfactory examination before him in 14 specified branches of study, including the theory and art of education. Every teacher of a public school is, further, now required to enforce the course of study, use of text books, rules, and reg¬ ulations prescribed by his or her county superintendent. If such a superintendent gives 10 days’ notice of his intention to hold an institute, all teachers in his county and holders of certificates are to attend it, and teachers so attending are not to forfeit pay during the time of such attendance. A school month, formerly unfixed, is made to be 4 weeks of 5 school days each. The school year is to begin the first Monday in September. PREPARATION AND QUALIFICATIONS OF TEACHERS. GENERAL TERRITORIAL REQUIREMENTS. Teachers must present to the proper school officers certificates of qualifications cover¬ ing the branches taught in the schools for which they apply. County superintendents are authorized to issue 2 grades of certificates of ability to teach the common school branches, the first grade to be valid for 2 years and the second for 1 year, the grade to be determined by examination. Territorial certificates, entitling the holder to teach in any part of the Territory for 5 years, may be issued by the superintendent of public instruction, upon the applicant passing a satisfactory examination before him in such studies as are required for the first and second grade, with the addition of high school branches, and the theory and art of teaching. Any person who has been engaged in teaching for 5 years is not required to undergo any further examination for the same school. To receive a certificate, teachers must pay the sum of $3, to be added to the school fund. NORMAL TRAINING. Lewis Collegiate Institute , Lewiston, offers a course of normal instruction covering 2 years of 40 weeks each. TEACHERS’ INSTITUTES. Under the new legislation before referred to, the superintendent of any county con¬ taining 10 or more organized school districts may hold annually a teachers’ institute, the expenses of each not to exceed $50, to be paid from the current expense fund. Such institutes must be held not less than 2 nor more than 5 days, and all teachers are re¬ quired to attend in their respective counties. Teachers closing school for this purpose are not to lose their time. Teachers’ institutes, marked by good attention and lively interest, have been successfully held iu several counties. The superintendent says that they have awakened a general interest in school affairs, imparting a healthful stimulus to the teachers, and a beneficial influence among the communities where they were held. ADVANCED INSTRUCTION. COLLEGIATE. Lewis Collegiate Institute (Methodist Episcopal), organized at Lewiston in 1SS2, pre¬ sents a teachers’ and a commercial course, with preparatory and collegiate departments in both classical and scientific studies. In 1884-’85 the institute reported 25 young men and 53 young women, under 4 instructors, of which number 52 were in the mu¬ sical department. Painting and elocution are also taught. The value of all property belonging to the school is estimated at $20,000 ; volumes in library, 1,000. CHIEF TERRITORIAL SCHOOL OFFICER. Hon. JAMES L. Onderdonk, territorial superintendent of public instruction; succeeded by Hon. Silas W. Moody, Boise City. [First term, February, 18S5, to February, 1887.] INDIAN TERRITORY. 391 INDIAN TERRITORY. STATISTICS OF INDIAN EDUCATION. I 1883-’84. 1884-’85. Increase. Decrease. POPULATION AND ATTENDANCE. School youth among tribal Indians — School youth in the Five Nations - Enrollment of tribal Indians in schools . Enrollment of Five Nations Indians--! Average attendance of tribal Indians __ Average attendance of Five Nations Indians. Per cent, of school youth enrolled - Per cent, of such youth in average at¬ tendance. 39, 918 al2, 837 11, 731 7, 862 7, 650 3,978 37. 14 22. 04 i 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 for tribal Indians _ School sittings for the Five Nations _ TEACHERS. Teachers among tribal Indians _ Teachers among the Five Nations _ 89 17 126 201 12,178 10, 704 678 303 EDUCATIONAL RESULTS. Tribal Indians taught to read _ Five Nations Indians taught to read __ Tribal Indians taught to speak English . j Five Nations Indians that speak Eng¬ lish. FINANCIAL STATEMENT. Expenditure for schools on reserva¬ tions, and at Carlisle, Hampton, etc. Expenditure for schools of the Five : Nations. 19, 579 632, 050 25, 394 545,800 1 $848, 498 196. 612 'o i j Name of principal. | wC Jj <2 Female. M hipils. £ © 23 1 ^ 15 1 o 1 2 h jjs fct-r Willard Acad., American Fork- i 1879 . 1 Presby’n ... Miss Clara Pierce . i O 36 1 22 ! 53 57 | 1 Beaver Seininarv, "Reaver . M. E . : Miss C. E. Copeland.. ! 2 34 32 i 66 58 i 8 Binaham. Bingham . } 1S76 j Miss Mary E. Pease... ' 1 53 44 i 97 93 4 Bliss Hall. Bountiful . 1 1881 Cong . ! MissB. Ferrell . : i 17 17 34 34 Coalville Free, Coalville . : 1882 Cong . 1 MissR. O. Beard . 2 31 35 66 66 Ephraim Mission, Ephraim. . ! 1877 Presby’n ... j Miss Carrie Rea . ; 2 9 18 27 23 4 Fairview Mission, Fair view . | 1S81 Presby’n ... j Miss Maria Fishback.. l 14 11 25 18 j 7 New West, Farmington . | 1880 Cong . j Miss Sarah T. Lester... i 1 ! I IS 22 40 36 1 4 Fillmore Presbyterian, Fillmore 1880 Presby’n ... Miss M. E. Knox . 1 o : 30 29 59 58 1 Fountain Green, Fountain Gr’n j 18S5 M. E . ! Miss R. Halvorsen . : i i i 4 4 8 8 Franklin Academv, Franklin . 18S0 Presby'n ... ! Miss Anna Noble . i 2 ! 25 20 45 43 2 Gunnison Mission, Gunnison _ 18S1 Presby’n ... ' Mrs. M. M. Green . 1 2 i l 10 14 24 24 New West. Heber . 1833 Cong . 1 Miss 31. A. Hand . ! 2 1 ! 30 36 66 66 Heber M. E. Mission, Heber . 1854 M. E . ! Miss May Gian ville... ! 1 ! 15 33 48 4S New West, Henefer . | 18S3 Christian... Miss Florence Beard.. | 1 13 16 1 29 29 I Hoytsville Seminary, Hoy tsville Cong... . Miss A. C. Prescott... 1 , 9 7 1 1 16 12 j 4 New West Cong., Huntsville . i 1SS5 Cong . Miss Eva B. Stokes.... ' 1 ! 15 15 ! 30 27 ! Presbyterian Mission. Hyrum.... 1 1881 Presby’n ... Miss Carrie Mitting... 1 i 14 - j 15 | 29 29 Presbyterian Mission, Kay sville i 1882 1 Presby’n ... Miss Ella McDonald.. 1 20 ! 23 ! 43 43 Lehi Academv, Lelii. . ! . 1 1881 Cong . Miss C. W. Hunt . 3 54 i 60 114 100 14 Cache Valley Seminary’, Logan.. 1 1 1878 ! Presby’n ... I Miss M. P. Shirley . 3 37 38 1 75 62 13 Presbyterian Mission, Manti . 1 1 1875 | Presby’n ...! Miss F. Galbraith . 2 ! 42 i 1 28 1 70 70 Mendon Presbyterian, Mendon.. 1SS4 | i Presby’n ...1 Miss S. L. Brown . . 1 1 8 1 1 13 21 21 New West. Midwav. .. 1883 Cong . ! Miss Rena Clark . 2 32 41 1 73 Millville Mission, Millville . 1881 1 Presby’n ... ! Mrs. N. J. Norman.... 1 11 7 j 18 18 Presbyterian Mission, Monroe.... 1877 Presbv’n ...; Miss C. C. Decker . 9 30 °7 57 33 21 Meth. Episcopal, Mt. Pleasant... 1883 M. E.. . ' Miss C. N. Larsen . 2 ■ 35 \ 22 I §7 ! 31 26 Wahsatch Acad., Mt. Pleasant...1 1875 Presby’n ... : Miss if. Beekman . 3 < 45 46 1 91 ! 69 1 0*7 Murrav, Murrav . 1SS4 M. E . Mrs. F. Brock . 9 15 : 16 31 : 31 1 Huntington Academv, Xeplii . 1879 Presby’n ...' Zdiss L. L. Lockwood.. i o ! 36 ; 29 65 ; 56 . 9 Meth. Episcopal School, Ogden.. 1871 | Meth : . Miss M. A. Skewes . i 2 : 49 | 50 99 i so : 10 Ophir. Ophir . Meth . Miss J. McCoard . 1 14 14 i 28 | 26 j 2 Presbyterian Mission, Ogden . 1878 1 Presby'n ... Miss A. M. Haines . 1 2 41 ! 25 ! 66 65 ' Presbyterian Mission, BoxEIder 1878 | Presby’n ... S. L. Gillespie . 1 14 23 S 37 29 ! 8 Park Academv, ParkCitv.... 1882 | Con » Forest E. Merrill.... o 41 1 30 : 71 40 ; 31 Pilgrim. Salt Lake Citv.! . Cong . Miss G. E. Gilberth... 1 26 53 ; 79 79 Parawan Pres. Miss’n, Para wan' 1879 Presby'n ... Miss Josie Curtis. . ! 2 j 35 1 25 60 60 i Payson, Pavson, . 1877 Presbv’n ... MissM.H.M’Cullough 1 23 i 17 40 40 Presby'n Miss’n, Pleasant Grove 1877 I Presby'n ... Miss A. M. Whitney... ; 1 12 ; 16 28 28 j Provo New WestCom'n, Provo... 1883 ! Cong . Miss M. F. French . i 3 j 35 i 43 78 77 j Provo Seminarv, Provo . 1873 , M. E . T. W. Lincoln . ! 3 j 43 42 85 55 30 Presbyterian Mission, Richfield.. ! 1880 j Presby’n ... Miss J. A. Olmsted . 1 Q ' 29 i 24 53 4S 1 5 Richmond Pres’n Mis., Richmond ! 1SS3 , Presby'n ... Miss L. H. Simons-... ! 1 ! 10 1 1 10 20 20 I — 310 REPORT OF THE COMMISSIONER OF EDUCATION. Statistics of mission schools — Continued. i S3 1 ' Pupils. Name of school and post-office address. { i£ , with a faculty of 0 professors, a 3-years course of study, a winter and aspring term. No lectures will be given until 188G. It is intended to make the course a graded one, and attendance of 3 full years compulsory. For admission applicants will be required to show evidence of a fair general education by examination or otherwise. CHIEF TERRITORIAL SCHOOL OFFICER. Hon. R. C. Kerr, territorial superintendent of public instruction, Port Tmonsend. [First term, January 9, 1884, to January 9, 1886.] To be succeeded by Hon. J. C. Lawrence, whose term is to be from January 1, 188^ to Janaary 1, 1888. 316 REPORT OF THE COMMISSIONER OF EDUCATION, WYOMING. STATISTICAL SUMMARY. 1882-’83. 1884-’85. j Increase. Decrease. Vrmth nf snlinol a or1. (7-21) a4, 112 3, 371 75 a4, 112 4, 405 6114 c69 628 102 6130 $58.06 55, 936 4.14 13, 075 Enrolled in public schools - Number of such schools reported _ School-houses reported _ 1, 034 39 Teachers employed, male _ Teachers employed, female _ _ Whole number employed _ _ Average monthly pay of teachers _ Aggregate pay of teachers _ Average cost of each pupil per month. Paid for new school-houses _ Valuation of school-houses _ _ $99, 781 a United States census of 1880.- c Uinta county not reporting. b Johnson county not reporting. (From reports of Hon. John Slaughter, territorial superintendent of public instruction for the years indicated, the figures coming through the report of the governor for 1885, and his message to the legislature for 1886.) TERRITORIAL SCHOOL SYSTEM. GENERAL CONDITION. Much fuller information of the educational status of this Territory in 1885 is presented in the last reports received than has come to the Bureau since 1879-’80. All its 8 coun¬ ties are reported in statistics that show a great advance in the elements of a good school system. What yet remains to tell the world how far and how fast it is advancing is apparently an imperative requirement of complete compliance with the territorial cal Is for full and uniform statistics, according to settled forms. ADMINISTRATION. The territorial librarian is ex-officio superintendent of public instruction, with general supervision of all the district schools, making report biennially to the governor. Coun¬ ty superintendents are chosen biennially for visitation and stimulation of the territorial schools. District boards of 3 members include a director, treasurer, and clerk, one of them liable to change each year. Women may vote for either of these elective officers, and may, if chosen, hold county or district school offices. With the approval of the county superintendent, 15 or more colored children in a district may have a separate school and teacher. Parents or guardians are required to send their healthy children or wards, 7-16 years of age, to school at least 3 months each year, on penalty of $25 fine. High grade schools are provided for, in case of need for them. SCHOOL FINANCES. As the territorial school lands are not available till the Territory shall become a State, provision for the support of public schools is made, meanwhile, by a tax of 2 mills annually on $1 of all taxable property, and of $2 on each taxable poll; besides which, each annual district meeting may vote such a tax as is thought to be necessary for teach¬ ers, school- houses, fuel, books for indigent scholars, and a library^ or libraries, if needed. CITY SCHOOL SYSTEM. LARAMIE CITY. This flourishing city sends evidence of doing good school work in 1885, reporting il schools, graded from primary to high, with 563 registered pupils, 440 in average be- Xonging, 427 in average daily attendance, and 241 perfect in attendance. WYOMING. PREPARATION AND QUALIFICATIONS OF TEACHERS. GENERAL REQUIREMENTS. Persons proposing to teach in the public schools must obtain certificates of qualifica¬ tion, either from the territorial superintendent of public instruction or from the super¬ intendents of schools in the counties in which they propose to teach. Examinations for these last must be competitive, if possible, and the certificate given must indicate the grade attained. To aid in giving the instruction needed for obtaining such certificates, a territorial teachers’ institute is required to be held annually from 4 to 10 days, the territorial super¬ intendent presiding, and the several county superintendents, with all the principals of graded schools that can be present, aiding as far as may be. To make sure of the attend¬ ance of these principals, the territorial superintendent is authorized to provide for the payment of their traveling expenses. CHIEF TERRITORIAL SCHOOL OFFICER. Hon. John Slaughter, territorial librarian, and ex-officio superintendent of public in¬ struction, since 1873. {318 REPORT OF THE COMMISSIONER OF EDUCATION. EDUCATIONAL ASSOCIATIONS AN© CONVENTIONS. NATIONAL EDUCATIONAL ASSOCIATION. GENERAL MEETING. The twenty-fifth annual meeting of the National Educational Association was held at Saratoga, N. Y., July 14-17, 18S5, President F. Louis Soldan in the chair. Except the Madison meeting this gathering was the largest ever held, enrolling 1,570 persons, among whom was an unusually large number of prominent educators from all sections of the country. The fees for new members amounted to $1,300. After the address of welcome by Hon. David Murray, secretary of the New York State Board of Regents, and response by Superintendent Geo. T. Church, of Saratoga, the following topics were presented and fully discussed: “ The ideal schoolmaster,” by Gen. Thomas Morgan, of Providence, R. I.; “The teacher’s tenure of office,” by H. R. Waite, Boston; “Psychological inquiry,” by Dr. Wm. T. Harris, of Concord, Mass.; “Learning to do by doing,” by Rev. A. D. Mayo, Boston, Mass.; “The child’s environments,” by Miss Clara Conway, of Memphis, Tenn. ; “ The apprenticeship ques¬ tion and industrial schools in the United States,” by Thomas Hampson, Washington, D. C. ; and “Training for citizenship,” by Geo. L. Fox, of New Haven, Conn. Among those reported deceased during the year were Phineas Allen, of Newton. Mass. ; C. W. Smith, superintendent of schools in Hennepin County, Minn. ; Col. Mark John¬ son, Atlanta, Ga. ; William Harvey Wells, A. M., former superintendent of schools in Chicago and ex-president of the association; Charles Oliver Thompson, Ph. D., Terre Haute, Ind. ; Superintendent C. W. Smith, St. Paul, Minn. ; and Henry B. Norton, Santa Cruz, Cal. The committee on resolutions submitted and the association adopted a series of utter¬ ances upon “Higher education of women,” “Tenure of office,” “Supervision of schools,” “Use of tools,” “Drawing and music,” “National aid to education,” “ In¬ dian education,” “Education in Alaska,” “ Reading circles,” “ Pernicious literature,” “ Temperance,” and also one of sympathy with General Grant in his dying hours. The session closed with short addresses from representatives of the different sections of the United States, Principal C. C. Rounds speaking for New England, Dr. J. H. Hoose for the Middle States, Dr. E. E. White and Prest. Geo. T. Fairchild for the Western, and Miss Clara Conway and others for the Southern States. NATIONAL COUNCIL OF EDUCATION. This body held its fifth annual session at Saratoga, July 10-13, 1835, President White, of Cincinnati, in the chair. The first business of the session was a report supplementary to the one submitted at the meeting in Madison, 1831, upon the subject, “ Recess or no recess,” by Dr. Hoose, of Cortland. N. Y. The discussion developed a preponderance of sentiment in favor of recess in public schools, and of more space for play grounds. The other topics presented and discussed by the council were as follows: “ Practice departments in normal schools,” by Mr. Rounds, of New Hampshire; “State super¬ vision of schools,” by President Smart, of Indiana; “Academies, their place and func¬ tion,” by W. A. Mowry, of Massachusetts; “School reports,” by John D. Phiibrick, of Massachusetts; “Reforms in statistics,” by T. W. Bicknell, of Massachusetts;” and “ Methods of pedagogical inquiry,” by Dr. W. T. Harris, of Massachusetts. The coun¬ cil resolved that the legal school age should be from 4 to 21, and the obligatory school age from 6 to 14. The session closed by a fitting memorial of the late Dr. Charles O. Thompson, and the introduction of Dr. D. B. Hagar as president for the ensuing year. ELEMENTARY DEPARTMENT. This department held its annual session at Saratoga, July 15-16, 1835, Supt. W. N. Barringer, of Newark, N. J., presiding, who, in his opening address, called attention to the rapid progress in improvements of methods in elementary instruction. Christine Schenck, of New York, made au earnest appeal for better moral instruction in schools. Papers were read by Clarence E. Meleney, of New Jersey, on “ The time object of early school training;” by Zalmon Richards, of Washington. D. C., on “ Language as an educa¬ tor;” by Prof. L. R. Klemm, of Hamilton, Ohio, on “Methods in teaching geography;” and by W. M. Griffin, of Newark, N. J., on “Avenues to the mind.” EDUCATIONAL ASSOCIATIONS AND CONVENTIONS. 319 NORMAL DEPARTMENT. This department, over which George P. Brown, of Terre Haute, Ind., presided, consid¬ ered: ‘‘The relation of normal schools to the teachers’ reading circle;” “ The function of the normal school in our educational system;” and ‘‘The educational value of common school studies.” These topics were fully discussed in the *2 sessions held by the depart¬ ment. DEPARTMENT OF HIGHER INSTRUCTION. The president of this department, W. W. Folwell, being absent, Dr. Eli T. Tappan, of Ohio, took the chair. An hour was spent in discussing the differences between the uni¬ versity and the college, drifting into the consideration of the comparative educational value of prescribed and elective courses of study in colleges. Prof. Andrew F. West, of Princeton College, read a paper on ‘‘The relation of secondary education to the American university problem.” followed by one from Prof. S. N. Fellows, of the University of Iowa, on “The practical value of college education.” He stated that college graduates include one-half of one per cent, of the young men of our country; that these graduates have filled 58 per cent, of the chief national offices during the past hundred years; that the same results appear in the professional and organized industries; and also that the higher the rank of position the larger the per cent, of college graduates who occupy it; and still further, that a college education virtually adds ten years to a man’s life, and not only increases the chances of material success, but refines, elevates, and ennobles character. DEPARTMENT OF SUPERINTENDENCE. This branch of the association in its two sessions considered the subject of “County school supervision,” by Hon. John W. Holcombe, of Indiana. This paper excited un usual interest, especially in regard to gradation in country schools, and a special com¬ mittee was appointed to study the subject and report at the next meeting of the depart¬ ment. The other two subjects presented were “ High schools and the state,” by J. E. Seaman, of New Orleans, La. ; and the “School superintendent as a businessman,” by Aaron Gove, of Denver, Colo. INDUSTRIAL DEPARTMENT. During the two sessions of this department three interesting papers were read and dis¬ cussed. The first was a report from See’y S. R. Thompson, on “‘The progress of industrial education during the year,” in which he said that ten years ago, when it was proposed to start such an industrial department in connection with the National Association, its success was regarded as doubtful, but that the result had exceeded the expectation of the most sanguine. Charles H. Ham, of Chicago, read a paper on “Educational value of manual training, ” followed by one on “An outline of technical work for a manual training school,” by Wm. F. M. Gross, of La Fayette, Ind. DEPARTMENT OF ART EDUCATION. The sessions of this department of the National Educational Association were held July 15-17, 1885, President Otto Fnchs, of Maryland Institute,* in the chair. After the opening address by the president, Mrs. E. F. Dimock, of Chicago, intro¬ duced the topic of “Drawing in primary schools,” illustrated by drawings of pupils. On motion of Mrs. Hicks, a committee was appointed to consider the'relation of drawing to other studies and how its use in that direction can be best promoted. Mr. Goodnough presented a plan for the supervision of several towns or cities by one teacher of drawing. Walter S. Perry, of Worcester, Mass., addressed the meeting on “Drawing in high schools,” illustrated by an exhibit. This address is said to have been exceedingly instructive. Miss Kate C. Shattuck, of the St. Louis Normal School, read a paper on “Drawing in normal schools,” illustrated by drawings and examples in terra cotta work by pupils. Charles M. Carter, of Massachusetts Normal Art School, Boston, gave an address on “Industrial drawing for primary aud grammar schools,” illustrating by an exhibit from Quincy, Mass., the method of teaching at the Massachusetts normal schools, the Normal Art School, and at the State teachers’ institutes. Professor Fnchs read a paper on “Evening and industrial drawing schools, ” illustrated by a complete exhibit of the industrial drawing classes of the Maryland Institute. Prof. George H. Bartlett, principal of the Massachusetts Normal Art School, made the closing address, on “Course of study now used in the Normal Art School,” in which he compared re¬ sults obtained from former instruction with that of to-day. The normal art school of the past is not that of the present. Former students were obliged to get their training as teachers after leaving the school. Now such is the demand for the best class of teachers that ’ is impossible to complete their training. 320 REPORT OF THE COMMISSIONER OF EDUCATION. DEPARTMENT OF MUSIC. The sessions of this department occupied parts of three days, President Daniel B. Hagar, of Salem, Mass., in the chair, -who read the first paper of the session on “ Ths importance of music as a branch of school education, ’ ’ regarding it as a means of mental culture and considering its moral effects and its physical relations. •‘Voice building, physical culture, and elocution” was the theme of a paper by Prof. T. H. Brand, oi Madison, Wis., followed by demonstrations of the tonic sol-fa system of singing, with the aid of a class of 30 children, by Prof. Theo. F. Seward. Prof. B. Jepsou, of New Haven, Conn., followed with a paper on “A plea for the element of music in primary grades. 5 ' He deprecated marching songs ana the combination of music with gymnastics as being disastrous to a proper management of the breath, emission of pure tone, atten¬ tion to time, careful regard lor expression, and correct pronunciation of words or syllables. He would have children regard song-singing as secondary. Omit the practice of music in the high school if you must, but begin and keep up systematic instruction in primary grades. An auxiliary committee of ladies was added to the officers of the department, and the dons closed by the introduction of a class of young children from Boston, by Mr. H. E. Holtz, whose exercises in music greatly delighted the audience. KINDERGARTEN DEPARTMENT. This department held, its second annual meeting in parts of two days, President W. W. Hailmann in the chair. He stated that the purpose of the department was to test and sift kindergarten principles and methods, and to devise ways for their application in the school, and mapped out, in a general way, a plan of operations, but found many diffi¬ culties in the way. A paper by Mrs. Elizabeth Bond, on ‘ ; The kindergarten in the mother’s work,” elicited hearty approval. Then followed a paper by Albert C. Boyden on “The relations of the kindergarten to the primary schools,” in which he said, among other things, that every child, either at home or in an organized class, should from his earliest years be directed toward spontaneous activity. If the child can be started off from the first in the race of life in a way that will co-operate with nature in producing natural results, the primary school will not be burdened with preparing him to begin his school work. With a paper from Mrs. Hailmann, on “Some essentials of the kinder¬ garten,” the sessions closed. THE AMERICAN INSTITUTE OF INSTRUCTION. This institute held its fifty-sixth annual session at Newport, R. I., July 7-10, 1885, with about 1,500 men and women in attendance. At the opening exercises on the even¬ ing of July 7th, President Patterson, of New Hampshire, introduced as the first speaker Rev. W. Randolph, who delivered a pleasing address of welcome to the educators. He was followed by Mayor Franklin and ex-Senator Sheffield, for the governor. In response to the welcome of the city and State, President Patterson in behalf of the institute said that the progress of education in the last fifty years has been as surprising as the tri¬ umphs in the fields of industrial enterprise. The special efforts of the scholars in this age are to bring the profoundest and truest scholarship to the aid of practical life. Edu¬ cation has made the masses masters of themselves and of the world. Part of the morning session of the second day was devoted to President Patterson's annual address, in which he said that the true teacher must be a scholar; he need not necessarily have compassed the circle of the sciences, but must possess a spirit that in¬ stinctively seeks for hidden things. The function of the public school, he said, is to lift the standard of national taste, and to improve our educational methods. Prof. W. H. Paine followed, on ‘ ‘ The new education, ’ ' and L. H. Marvel, of Lewiston, Me. , on “ The province of supervision.” One hour of the evening was occupied with an address on “Civil service reform among teachers,” by Thomas W. Bicknell, editor of the N. E. Journal of Education , in which he gave the number of teachers in the United States, cited the im¬ portance of the profession, and gave as the causes tending to depreciate teaching, ‘ ‘ in¬ adequate preparation,” “lack of professional enthusiasm,” and “ short tenure of office and small pay. ’ ’ This was followed by Mrs. A. G-. Woolson, «n ‘ ‘ George Eliot and her heroines. ’ 5 The exercises of the third day consisted of papers on ‘ ‘ The teacher’s duty, ’ ’ byF. W. Tilton; “ The education needed, ” byH. M. Willard,” of Virginia; “Too much of a good thing,” by Prof. S. E. Thompson. The evening was devoted to addresses by Miss Freeman, president of Wellesley College, on “ Influence of woman’s education on national character,” and by Col. H. B. Sprague on the need of “An educational party.” Papers and addresses of the last day were on “Horace Mann,” by Prof. Amos Hadley; “ Geometry and its methods as a means of discipline,” by Prof. R. Fletcher, of Dart¬ mouth College; “ The necessity for evening schools,” by Edwin P. Seaver, city super¬ intendent of schools, Boston; and *“ Greek in the colleges,” by Noah Porter, president of Yale College. President Patterson was unanimously re-elected for the ensuing year, and resolutions presented by J. R. Blackinton and Rev. A. A. Miner, of Boston, were adopted, after which the institute adjourned. EDUCATIONAL ASSOCIATIONS AND CONVENTIONS. 321 THE AMERICAN ASSOCIATION FOR THE ADVANCEMENT OF SCIENCE. The annual meeting of this association was held at Ann Arbor, August 27, 1885. In Section A papers were read on subjects relating to the sun, planets, and astronomical instruments. In Section B Prof. S. P. Langley, of Allegheny, opened with a paper on “The spec¬ tra of some sources of invisibleheat, ’ ’ describing experiments with a spectroscope which led him to believe that the wave length of light is greater than has been believed. Other papers were read on different phases of optics, and on the chemical behavior of iron iu the magnetic held. In Section C papers were read on “Butter crystallization;” “ Calorimetric method for estimation of phosphorus in iron and steel;” and “ The electrical furnace, and reduc¬ tion of the oxides of boron, silicon, aluminum, and other metals, by carbon.” In Section D, on mechanical science, papers were read on ‘ ‘ Strength of staybolts in boilers;” “ Universal form of pressure motor;” and “The use and value of accurate standards for surveyors’ chains;” and a committee reported as to the best method oi teaching mechanical engineering. In Section E the geology of Ann Arbor was described; also papers were read on the lower Helderberg period in New York : the structure and relations of the Dakota group; the structure of the quaternary deposits of Illinois; the post-glacial changes of level in the basin of Lake Ontario, as observed in the old beach outline of that lake; the sources of trend and crustal surplusages in mountain structure. In Section F papers were read on “Cross fertilization;” “Germination;” “Influence of cocoaine and atropine on the organs of circulation ;’ ’ ‘ ‘ The song notes of the periodical locust;” and “Some popular fallacies and new facts regarding the seventeen-year locusts;” “ Proof that bacteria are the direct cause of the disease in trees known as ‘pearblight;’ ” and on “Mechanical injury of trees by cold.” THE AMERICAN SOCIAL SCIENCE ASSOCIATION. In the series of meetings held by this association at Saratoga, 1885, the department of education met Sept. 8th, Dr. W. T. Harris in the chair. In his address he spoke of the advance in material civilization as the mainspring by which the highest mental, moral, and ethical powers of mankind are developed and brought into action. This was fol¬ lowed by papers on ‘ ‘ The relation of the drama to education;” “Education in the city, as contrasted with the country;” on “Schools of political science;” “The place of art in education, ’ ’ by Prof. Thos. Davidson, of Orange, N. J. This paper was regarded as a thoughtful presentation of a subject too generally misunderstood or ignored. AMERICAN ECONOMIC ASSOCIATION. A few gentlemen met at Saratoga September 8, 1885, to consider the advisability of organizing an American economic association, the need of one having for some time been felt by the advanced American political economists. After due deliberation an organi¬ zation was effected, the object being the encouragement of research, the publication of monographs, and the establishment of a bureau of information. Among its principles are: (1) We regard the State as an agency whose positive assist¬ ance is one of the indispensable conditions of human progress. (2) We hold that the con¬ flict of labor and capital has brought into prominence a vast number of social problems whose solution requires the united efforts of the church, the state, and of science. Francis A. Walker, LL. D., of Boston, was appointed president; Henry C. Adams, Ph. D. of the University of Michigan, Edmund J. James, Ph. D. of the University of Pennsylvania, and J. B. Clark, Ph. D. of Smith College, vice presidents; and R. T. Ely, Ph. D. of Johns Hopkins University, secretary. The direction of the work was given to a council, consisting of some educators of wide reputation. The association began with fifty members, and with fair prospects of influence and usefulness. AMERICAN HISTORICAL ASSOCIATION. This association held its second annual session at Saratoga, September 8-10, 1885, Hon. Andrew D. White presiding. His opening address was on “The influence of American ideas upon the French Revolution,” followed by Goldwin Smith, of Canada, on “The political history of Canada.” Prof. T. R. Bracket, of Johns Hopkins University, made a report on certain studies in the institution of African slavery in the United States; Justin Winsor, of Harvard University, read a paper on ‘ J An Italian Portolano in the sixteenth century;” Prof. Herbert Tuttle, of Cornell University, on “New materials for the his¬ tory of Frederick the Great;” Prof. E. Emerton, of Harvard, on “Recent controversies concerning the Reformation ;’ ’ Rt. Rev. C. F. Robertson, Bishop of Missouri, on ‘ c The 21 E 322 REPORT OF THE COMMISSIONER OF EDUCATION. Louisiana purchase and its influence upon the American system ;” Miss Lucy M. Salmon, of the University of Michigan, on “The history of the appointing power of the President of the United States;” John A. Porter, of Washington, D. C., on “ The origin and ad¬ ministration of the city of Washington;” Prof. H. R. Adams, on ‘‘The Society to encour¬ age home study ’ Irving Elting, A. B. of Harvard, on ‘ ‘ Dutch village communities on the Hudson River;” Josiah Royce, Ph. D. of Harvard, on “The secret history of the acquisition of California. ” “ The development of the modern cometary system, ” “ The study of the constitutional and political history of the United States,” “History of American political economy. ” and “ Materials for American history in foreign archives, ” were topics for papers of large interest. The closing one was from Gen. George W. Cullum, on “ The disposal of Burgoyne?s troops after the Saratoga convention of 1777.” President for ensuing year, Hon. George Bancroft. AMERICAN INSTITUTE OF CIVICS. The convocation of this new institute, representing State councils, held its first meet¬ ing at Saratoga in July, 1885, General John Eaton, LL. D., in the chair. The purpose of its founders was stated as being “ education for citizenship.”’ B. G. Northrop, LL. D., of the Connecticut council, delivered an address on ‘ ‘ Right thinking in its relation to citizenship,” with special reference to its influence upon the relations of capital and labor; Wm. N. Hailmann, LL. D., of the Indiana council, followed in an address en¬ titled “When shall teaching in civics begin?” Prof. W. H. Paine, of the University of Michigan, spoke on “Education with reference to taxation ; ” Gen. H. B. Carring¬ ton, LL. D. , U. S. Army, presented as one feature of the work the promotion of not only equality, but quality in citizenship. President Waite stated that it was the pur¬ pose of its officers not to present a complete syllabus of its plans until they could have the benefit of the fullest possible consensus of the opinions of its counselors. “ The science of civics and the subjects it should embrace ” was presented by Hon. E. E. White, of the Ohio council, who said that it had a broader significance than that at¬ tached to political science, including not only the science of government, but also political economy, and that part of social science which is related to government and citizenship. Prof. E. J. James, of the Pennsylvania council, said that however important was the definition of the new term ‘ ‘ civics, ’ 1 it was of more immediate importance to decide upon means for making the work of the institute effectual, as in the majority of coUegecourses almost nothing of value is offered in relation to this important subject. Educational means must be employed to cure the evils of strikes and communistic governments. The work of the institute should be to provide these means. Dr. E. L. Youmans believed that the work contemplated by the institute was of the highest importance. John S. Clark, of the Massachusetts council, spoke on “ Industrial training as related to citizen¬ ship ;” and Hon. J. P. Wickersham, of the Pennsylvania council, urged the need of a popular sentiment which shall secure fuller protection of the jury system and the ballot- box. J. W. Holcombe, of the Indiana council, said, “ We must train political leaders who will bring intelligence to the discussion of public questions.” W. E. Sheldon, of the Massachusetts council, believed that the institute would find a useful field in connec¬ tion with lyceums and similar organizations. Its official organ is the Citizen , a monthly periodical published by D. Lothrop & Co., Boston, Mass. The institute has over '2,000 members, including in its active membership and State counselors many of the foremost men in the country. Its advisory board consists of Hon. Morrison R. Waite, Chief Justice of the United States, as president ; Hon. II. Colquitt, Georgia; Hon. John Eaton, LL. D. ; Rev. Noah Porter, late president of Yale College ; Hou. Wm. Preston Johnston, president of Tulane University, Louisiana ; Hon. Hugh McCullough; Rev. Julius Seeley, president of Am¬ herst College ; and Hon. Justin S. Morrill, of Vermont. THE NEW ENGLAND ASSOCIATION OF SCHOOL SUPERINTENDENTS. This association held its semi-annual meeting in Boston, October 30, 1885, Superin¬ tendent Fisher, of Weymouth, Mass., presiding. Forty-nine State and city superintend¬ ents of schools were in attendance, representing all the New England States but Con¬ necticut. The subject of the meeting was “Criticism of the public schools.” Papers were read on “The position of the press,” by B. F. Tweed, of Cambridge: “The old and the new,” by A. P. Stone, of Springfield, in which he cited, as some of the fruits of the new system, the abolition of the rate bill, the establishment of free schools, admit¬ ting girls into the public schools, increased length of schools, the establishment of colored and evening schools, better teachers, text books, school-houses, and health conditions, and the introduction of industrial elements. “Views of business men on the advantages of a public school education in business life” were presented by Superintendent Conley, of Lowell. In relation to industrial EDUCATIONAL ASSOCIATIONS AND CONVENTIONS. 323 training, some opposed and some favored it in the schools, the main criticism being that the teaching in the public schools was not up to the needs of many pupils, and that practi(nl studies should be emphasized. The high school was admitted to be a valuable Factor for preparing for business life. A discussion on overworking pupils in public schools was opened by J. T. Prince, of Waltham, in which he expressed bis opinion that daily marking, extra credits, and promotion examinations lead to nervous exhaustion in a few cases ; but excess in eating, late hours, and parties are more frequent causes of ill health and poor scholarship. The school exhibition, he said, is a relic of barbarism ; there is as much danger from underwork as overwork. Superintendent Connell, of Fall River, introduced a resolution expressing the opinion of the meeting in favor of a law for the more permanent tenure of teachers in the public schools, which was adopted. Cf. I. Aldrich, of Quincy, was elected president for the ensuing year, and the association adjourned. MODERN LANGUAGE ASSOCIATION. The second annual convention of the Modern Language Association of America was held in New York City, December 29, 1884, Franklin Carter, president of Williams Col¬ lege, in the chair. Some interesting letters of Jean Paul Richter were read, followed by papers on “The college course of English literature, and how it may be improved,” and “ The genitive in Old French.” The subject of the evening discussfon was “ The practicability of substituting a modern for an ancient language in preliminary exami¬ nations for colleges.” Professor Boyesen, of Columbia College, said that the advantages of the Greek language were greatly exaggerated, and offered a resolution substituting German or French for Greek. Professor Cohen, of Harvard, and Professor March, of Lafayette College, opposed the resolution, while Professor Schmitz, of the Brooklyn Adelphi Academy, and Professor Fay, of Tufts College, spoke in its favor. The resolu¬ tion was laid over. Professor Brandt, of Hamilton College, read a paper relating to the extent to which purely scientific grammar may enter into the ordinary college classes, and how far the latest results of scientific research may be embodied in text books. The main reason, the professor said, of the loose and unsystematic methods of teaching mo4ern languages is the lack of the dignity and weight which comes from a scientific basis. He was not in favor of giving up the old languages, but thought that French, scientifically studied, was worth, as a discipline, any amount of Greek and Latin. Pro¬ fessor Gummer, of Massachusetts, read a paper on “The place of Old English philology in elementary schools,” and Professor Joines, of South Carolina, gave a statement of the progress of the study of modern languages in the southern colleges since the War; after which President Carter was re-elected for the ensuing year, and the association adjourned. THE NEW ENGLAND NORMAL SCHOOL TEACHERS’ ASSOCIATION. The eighth annual meeting of this association was held in Boston February 6, 1885, Miss Ellen Hyde, of Framingham, presiding. The morning exercises were devoted to a paper by Principal C. C. Rounds, of the New Hampshire State Normal School, on “ Pro¬ fessional reading.” Doctor Rounds presented a valuable list of books which he had found useful in his professional work. Other books were added to the list by Messrs. Boyden, Dunton, Hagar, and Morgan, and on motion of Doctor Dunton, the association requested Doctor Rounds to publish this list of pedagogical books, with such a review of each as he might desire. On re-assembling in the afternoon session, officers were elected for the ensuing year as follows: President, C. C. Rounds, of New Hampshire; vice-president, T. J. Morgan, of Rhode Island; secretary, Miss Davis, of Massachusetts. The regular exercises being resumed, Prof. W. H. Paine, of Ann Arbor, presented a paper entitled “The normal school problem.” The speaker briefly outlined the aims of the founders of the normal schools in this country, reviewed their progress, and suggested lines of possible growth. The normal school, he said, is not only an essential instrument of general education, but is also a product of modern civilization, and, though in its infancy, it has come to stay. Its proper sphere is that of a leader and a model for all public schools, both in methods and matter. It should never so train the teacher in technical methods as to deaden all ambition for general culture, the great desideratum of all true teachers. To this end, the normal school should always give prominence to the scientific aspect of ed¬ ucation, the method being left to the ingenuity and resources of a well-stored mind, and this well-stored mind should be.'one of the great aims of the normal school. The professor further said that the outlook for broad culture in the teacher is likely to di¬ minish in proportion as the technical element is brought into prominence. By the con¬ stant repetition of a certain train of ideas, the mind seems to lose the ability to work in any other direction. The paper was discussed by different members, and rather severely criticised by Prin¬ cipal Carrol, of Connecticut, who did not think it absolutely necessary that all teach- 324 REPORT OF THE COMMISSIONER OF EDUCATION. ers should be* graduates of a college or normal school, as some of the best primary teach¬ ers were only graduates of lower schools, and many of the ablest women teachers in the country had never entered a college. Other speakers, while agreeing in many points with Professor Paine's presentation of the subject, leaned to the opinion that the ques¬ tion of culture or non-culture in the tendency of technical instruction in methods de¬ pended largely on the presentation and handling of the subject. If the scientific and humanitarian end be constantly kept in view, the result must be a broadening and en¬ nobling of the whole man. The discussion having closed, the association unanimously passed a vote of thanks to Professor Paine, requesting the paper for publication, and the association adjourned. EDUCATIONAL CONVENTIONS AT NEW ORLEANS.1 A public reception of the International Congress of Educators, the Department of Superintendence of the National Educational Association, and the special delegation of the National Educational Association appointed at Madison July 23, 1884, was held at New Orleans February 23, 1885. Addresses were made by Hon. Charles E. Fenner, of Louisiana; Col. William P. Johnston, of Tulane University; Hon. John Eaton, LL. D., of Washington, D. C. ; and Rev. A. D. Mayo, associate editor of the New England Journal of Education. The Department of Superintendence met at Tulane University February 24th, Hon. John Hancock presiding. Hon. Warren Easton, State superintendent of public instruc¬ tion, Louisiana, delivered the address of welcome, followed by papers on ‘ ‘ School econ¬ omy,” by Hon. A. J. Rickotf; “ The inner workings of the University of Virginia,” by Prof. James M. Garnett; “A true course of study for elementary schools,” by Hon. E. E. White: “Rise and progress of public education in Texas,” by Superintendent W. C. Rote; “Co-ordination in instruction and in education,” by Brother Noah; “Moral edu¬ cation in the common schools,” by Dr. W. T. Harris; and “The relation of the univer¬ sity to the common school,” by Col. William Preston Johnston. NATIONAL TEACHERS’ READING CIRCLE. In securing the professional training of teachers the teachers’ reading circles promise to become a most important adjunct to the normal schools and teachers’ institutes. A large number of the friends of the movement, desirous of advancing its interests by a national organization, called a meeting, which was held in connection with the Na¬ tional Educational Association in July, 1885. The attendance was large, speeches and proceedings enthusiastic, Superintendent John Hancock presiding. Mrs. Delia La- throp Williams, of Ohio, gave an account of the movement in that State; Dr. S. N. Fellows, professor in Iowa University, gave the history of the circle in that State; Prof. W. H. Payne an account of the circle in Michigan; Dr. George P. Brown, an account of the movement in Indiana; ex-Superintendent Speer, of Kansas, spoke of the movement in that State: Dr. J. W. Stearns, of Wisconsin, said that his State was following the lead of Ohio, Indiana, and other States; and Prof. S. S. Parr gave an account of the movement in Minnesota. A strong desire was expressed for national recognition. THE TWELFTH CHAUTAUQUA ASSEMBLY. At the twelfth Chautauqua Assembly, beginning July 2, 18S5, it soon became appar¬ ent that the assembly of 1885 was a year’s growth in advance of that of 1884. The ses¬ sion was divided into 4 sections: the preliminary session, the July meetings, the assem¬ bly, and the after-week. The July meetings included 3 weeks of the schools of language, and the teachers’ retreat. The attendance on the former numbered 160, from 23 States. The teachers’ retreat was under the control of Prof. J. W. Dickinson, of Massa¬ chusetts. The departments were manned to do the most advanced work, the pupils rep¬ resenting 20 States and Canada. With the schools of language were classes in elocution, calisthenics, microscopy, penmanship, phonography, type- writing, stenography, geology, forestry, and other kindred subjects. During the meeting of the assembly new developments were announced, the most im¬ portant being the completed plan for the Chautauqua University. The scheme divides the university into the departments of the assembly, the summer sessions of the schools of language, the Chautauqua Literary and Scientific Circle, the school of liberal arts, and the Chautauqua press. Advanced plans for work in all these departments were pro¬ vided. The faculty secured is said to be rich in strong names, and each section is under the direction of some eminent leader. It is also claimed that there is a true university 1 For a detailed account of the proceedings of the educational bodies which held their sessions at New Orleans during the continuance of the World’s Industrial and Cotton Centennial Exposition of 1884-’S5, see the Special Report of the Bureau of Education upon this subject. EDUCATIONAL ASSOCIATIONS AND CONVENTIONS. 325 breadth in the variety of study offered, while the courses outlined for the different sec¬ tions are quite as exacting in their requirements as similar courses in any university known. The problem of supplying the large constituency with prescribed books was solved by the establishment of the Chautauqua press at 117 Franklin street, Boston, Mass. FROEBEL INSTITUTE. This institute held its annual meeting at Saratoga in July, 1885. President Hail- mann. of La Porte, Ind., read his report, in which he said that the special objects of the organization were the diffusion of Froebel literature and the establishment and en¬ couragement of kindergarten in all parts of the country; he recommended the creation of committees on statistics, finance, and the condition of training schools, especially the last, in view of the inroads of ‘ c cram ’ ’ in the kindergarten of our land. The reports from Cincinnati, Indianapolis, Montpelier, Philadelphia, Grand Rapids, and Washing¬ ton, D. C. , were of a most pleasing character.. Prof. L. W. Mason reported remarkable progress of kindergarten in Japan; President Irwin Shepherd gave an account of the great influence of the kindergarten department of the Winona normal school for the last 5 years; President Hailmann, of the extensive charity work done in Chicago by the free kindergarten of that city; and Mrs. E. P. Bond gave an instructive account of the unique work in Florence, Mass. APPENDIX. STATISTICAL TABLES RELATING TO EDUCATION IN THE UNITED STATES. 0 T l 2 3 4 5 0 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 REPORT OF THE COMMISSIONER OF EDUCATION, ble I.— Part 1. — Statistics of the school systems of the States and Territori fc., for lSSi-’BS; from replies ; States and Territories. SCHOOL YEAR. Begins— Ends- 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 . Indian : 3 3 4 5 1884-’85 Oct. 1 Sept. 30 1 7-21 1883-’84 «1884-’85 July 1 June 30 6-21 5-17 1884-’85 Sept. 1 Aug. 31 6-21 1884-’85 Sept. 1 Aug. 31 4-16 1883-84 Dec. 1 6-21 1884-’85 Oct. 1 Sept. 30 C-21 1884 Jan. 1 Dec. 31 6-18 1884-85 July 1 June 30 6-21 1883- 84 Sept. 1 Sept. 1 6-21 1883-’84 Mar. — Mar. — 5-21 1884-’85 1882-83 Aug. 1 July 31 5- 21 6- 20 1885 Jan. 1 Dec. 31 g 6-18 1884-’85 Apr. 1 Mar. 31 4-21 1884- ’85 Sept. 1 July 31 £5-20 lS84-’85 Sept. — Juno — 5-15 1884-’85 Sept. 1 Sept. 1 5-20 1884-85 Aug. 1 July 31 5-21 1884 Jan. 1 Dec. 31 5-21 1884-’85 July 1 June 30 6-20 lS84-’85 July _ July — 5-21 1883-’84 1885 Sept. 1 Aug. 31 6-18 5-15 1883-’84 Sept. 1 Aug. 31 5-18 lSS4-’85 Aug. 21 Aug. 20 5-21 1885 Dec. 1 Nov. 30 6-21 18S4-’85 Sept. 1 Aug. 31 6-21 1884-’85 Sept. — June — Z.-4-20 1884-85 June 1 Juno 1 6-21 1884-’85 May 1 Apr. 30 <75-15 1884-’85 Nov. 1 Aug. 31 6-16 l8S4-’85 July 1 June 30 6-21 1883-’84 Sept. 1 Aug. 31 8-16 1884-’85 Apr. 1 Mar. 31 5-20 1884-’85 Aug. 1 July 31 5-21 18S4-’85 July 1 June 30 6-21 1884-’85 July 1 June 30 4-20 1884-’85 July 1 June 30 6-18 1884-’85 July 1 June 30 7-20 18S4-’85 July 1 June 30 <76-17 1884-85 Sept. 1 Aug. 31 5-21 1884-85 1880 Sept. 1 Aug. 31 4-21 7-18 1884-’85 July 1 June 30 6-18 1884-’85 1880 July 1 June 30 6-21 7-21 Cherokees . . Chiekasaws Choctaws .. Creeks . Seminoles .. 1 883-’ 84 1883-84 1883-84 3 883-’ 84 1883-84 'he figures for enrollment, school population, attendance, number of teachers, &c., are for 1884-85; all financial statistics, except, aver¬ age monthly pay of teachers, are for 1883-’84. or the winter term. cNot including colored children in d Approximately. e School census’bf 1884. /Corrected State school census of 1 q Inclusive. STATISTICAL TABLES. 329 the school population, enrollment, attendance, duration of schools, number and pay of teachers, by the United States Bureau of Education. SCHOOL rOrULATlON. PU1SLIC SCHOOLS. Sex. ro zi. 1. r © M £ ) GC £ o - 6 3 w ^ © © 1 Number between C and 16 years of age. Number of pupils en¬ rolled during school year. S is* ?! Z < >S . © 1 t Male. 6 0 7 § 9 10 11 12 13 14 1 233, 909 153, 216 184, 001 38, 895 125, 718 31, 263 62,327 291,505 738,787 j 501. 142 472, 966 335, 538 2S2, 514 99, 941 144,909 176, 393 339. 714 41i; 954 232, 721 279, 020 544. 147 161, 918 7, 868 63, 656 216, 792 1, 024, 845 298, 166 774, 660 46, 107 982, 158 Z52. G65 178. 023 373. 877 244, 895 71. 659 303, 343 171,533 321, 718 6,040 69.075 I 28, 659 ! 10, 037 9, 750 *4, 755 29. 978 26. 397 *2, 907 4,798 449 1, 163 1, 200 252 144, 572 167, 136 149, 220 ; . 116, 028 24, 747 682, 654 d21, 447 45, 850 195,035 ; 490, 536 | 325,499 i 284,498 I 194,325 | 178,672 1 70,346 ] 99, 239 92, 963 253, 955 29, 279 28, 676 13,710 44,245 . . j . ! 546, 342 530, 960 316, 594 306, 557 . *144,538 *146,511 282, 154 118, 697 184, 421 371, 896 djSl, 430 5,227 45, 160 122, 930 611, 019 185, 578 517, 569 31, 005 657, 128 Z34. 114 122, 093 ml92, 403 232, 301 411,441 ! 121,376 4,822 393,872 ldl. 862 | 4,771 : :::::::::::: 563, 425 : 41,100 *707, 809 j 30,212 *133,003 | 309,298 j 532,044 33,918 *714,568 ! 29,935 ’ 285, 441 10, 500 810, 028 ] 44, 668 j 621, 084 35, 780 24,850 *33, 766 j *129,276 | 294,533 j *262, 279 . 49, 031 176, 469 109, 177 174, 844 ! 4, 232 jS2, 520 23,296 l . 1 m3 10, 689 122,741 i 277,110 i 5,256 j 44,657 j *20,988 ! 8,013 j 8,623 ?i299, 582 I 113. 324 | 267,974 4, 934 1 42, 906 *22, 549 7, 386 8, 173 . 1 57, 534 178, 531 . I . 4, 968 i *6,026 | *37, 511 25, 026 ji, 465 *3, 150 18, 678 j 17, 504 *1,920 2,925 pl83 . . 25,835 j 24, 803 1, 508 j . j | 771 pS9 . 1 2 3 4 6 8 9 10 11 12 13 14 15 16 17 18 ID 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 *TTnited States Census of 1889. i This is the age for distribution of school funds ; f jr free attendance it is 6-21 for 'whites and 6-20 for colored. j For 1883- 84. h This is the age for distribution of school funds ; for free attendance it is 6-21. I Includes evening school reports. m Several large counties failed to report this item. n School census of 1885 ; the State school census of 1880 was, however, the basis for distribu¬ tion of school funds in 1885. o In 1883. p In boarding schools only. 31 i 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 33 341 35 1 36 37 I 38 j 39 1 40. I 41 ! 42 j 43 ! 44 45 46 47 48 J aF 6 Ti c In dN eN REPORT OF THE COMMISSIONER OF EDUCATION. Table I. — Part 1. — Statistics of the school systems of the States and Territories, PUBLIC SCHOOLS. SCHOOLS OTIIEB THAX PUBLIC. States and Territories. Number of school rooms exclusive of . those used only for recitation. Number of school rooms used ex¬ clusively for reci¬ tation. j II If Z o 1 Schools corre¬ sponding to pub¬ lic schools below high schools. i Schools corre- . spondingtopub- | lie high schools. Pupils. Pupils. Male. ! Female. | Male. j Female, j 1 15 1G i 17 18 19 20 j 21 1 82.4 . Ai kansaa . California . . . . 1 140 &171 cl08 179. 18 0157.4 95 (19. 519) 5 } (1, 654) (<314, 480) . | . i . | . Connecticut . . * :::::::::: (1, 724) 1 il7, 315 | tlG, 443 j 6, 454 | 5, 943 (78, 164) (15, 308) <17. 158) Georgia . 152 ; . 126 144 116.5 102 1 <7H0 ; ml 08. 02 106 ; 198 ! 184 I 141. S3: 116 o78. 50' 1 pl80 1 107 7120 148. 6 99.75 192 179 061. 67 m62. 50 157 95 155. 98 | 186 70 80 olOO 2?164. G I 126 118.4 96 170 152 99 pi 85. 5 ml83 Iowa . / 7 Q141 . ! . | . 9 . 5 1 (21. 746) 4, 772 l . . (9, 596) . . .1 _ Massachusetts . (25, 626) | (9, 346) (30. 458) Michigan . Minnesota _ _ . .1 . Mississippi . . . . 5 j Missouri _ _ 11, 015 t Nebraska . . . (1*1, 250) j . (1, 225 (do 54) (5, 804) (48, 962) (rlt6. 898) Nevada _ . New Hampshire... . New Jersey . New York . . North Carolina _ S \ . 1 . 1 . . 1 . Ohio _ _ _ _ _ 17, 564 l 5 1 Ml. 1 803) 1 Oregon . (r white teachers only ; for colored teachers the g For wliito schools only. average monthly salary is $22.78. graded schools, ungraded schools. imber of census children attending schools. imber employed in winter, imber employed in summer. A For white teachers: for colored teachers the average salary is $24. t These figures are incomplete, only a little over private one-half of the total number of counties making reports on this subject, jin 1883. k Estimated. STATISTICAL TABLES, showing the school population, enrollment, attendance , <^c.,for 1884-85 — Continued. S-g 03 © ill yA Average salary of teach¬ ers per month in public schools. Male. Female. 27 28 29 SCHOOLS OTHER THAN PUBLIC. Teachers in said schools in all grades. Teachers. Male. Female. 23 | 23 "Whole number of teachers em¬ ployed in public schools during the' rear. Male. 24 Female. 25 Total. 26 (il, 357) 915 j 1. 254 (545) (771) 262 452 3, 536 2, 236 1, 124 334 «546 (624) 921 I (j6, 970) 6, 804 ; 6,f*:i 5, 760 3, 586 <73,721 994 2, 068 1, 178 1, 061 3, 876 1, 794 3, 917 (130) (605) (9200) (1, 028) (1, 132) (12, 834) 2, 36-9 60 424 837 6, 021 93, 706 10, 787 743 8, 471 7269 2, 119 4,999 (86) 4, 326 I 559 3, 351 3, 239 2,422 56 1, 284 58 1, 856 663 3, 118 863 /2, 625 732 13, 815 6, 491 17, 359 5, 454 03, 287 1, 126 7, 590 2, 240 8,460 11,482 4, 776 2, 889 323 170 062 2, 850 25, 378 9I, 905 13, 841 958 14, 393 71, 194 1,654 2,215 1,957 ! 3,696 i 3,242 1,572 8,444 j 92 2,861 507 100 «128 290 < 391 u31 5,392 2, 899 4, 242 1, 197 3, 171 624 1,653 jG, 970 20,619 13, 312 23, 1.19 9, 040 gl, 008 2,120 9, 658 3,418 9,521 15, 358 6, 570 12, 834 7, 692 230 3, 4S6 3,687 31, 399 35, 611 24, 628 1, 701 22, 864 71,463 3, 773 7, 214 6, 369 4, 255 6 593 4, 811 10, 863 148 4, 145 565 (90) 237 «36 324 «,! u39 j (132) (16) (59) (09) (17) 337 Ml 64 614 1,040 u70 132 16 59 | 69 I IT I (a$23 76) $79 97 $65 89 1,022 67 22 57 36 69 16 37 64 (7i32 31) 1, 653 (29 34) *18, 500 52 45 41 12 (39 66) 37 40 ! 30 42 40 85 30 28 (l 23 33) < 034 82 031 75? \ ?n‘20 36 m2 7 50) w32 07 7il5 84 &3, 300 (7c 41 . 33) 8, 177 120 72 43 85 9, 621 46 17 31 18 1""" . 39 21 29 93 6, 806 (28 73) 11,015 (49 32) *5, 000 43 00 30 40 140 50 96 01 I--- . 39 21 23 20 61 63 35 64 1 21, 824 (44 84) C (025 75) ? > (w23 30) 5 18, 181 54 00 40 00 1, 920 48 22 36 96 , 39 01 30 08 1 71, 207 80 21 43 71 27 50 24 48 (28 52) 4, 811 7, 606 137 0403 900 31 56 31 00 (26 31) o41 75 j jpl05 72 | (87 84) 38 23 ! p86 90 | (61 53) 86 00 | (m30 67) 49 10 ! 45 00 | (m60 23) 21 28 26 88 o28 20< jp38 54$ 31 29 061 06 56 00 29 60 37 00 1 38 39 4ft I 41 ! 42 43 ! 44 : 45 47 ZFor white teachers in counties; average salary of p In the cities, white teachers in the cities: males, $103.45;' fe- q In 1 SS3-’84. males, $39.94. m For colored schools. fiExcluding hoard, which costs the districts an average ot $8 20 a month for each teacher, oln the counties. r In normal schools, academies, and private schools. s Number of census children reported as attending Catholic and select schools. 7 Includes evening school reports. u United States census of 1880. s; i 2 3 4 5 0 7 8 9 10 11 12 13 14 15 1G 17 18 19 20 21 22 23 24 2G 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 4S REPORT OF THE COMMISSIONER OF EDUCATION Table I. — Part 2. — Statistics of the school systems of ANNUAL INCOME. States and Territories. 30 31 32 a$230, 000 Alabama . Arkansas . California . dl, 893, 011 Colorado . . Connecticut . . Delaware . . Florida . . Georgia . . Illinois . . Indiana . 6$138, 010 el, 411, 544 910, 125 1,289,807 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 . Indian: Cherokees . . . Chickasaws . . . Choctaws . Creeks . Seminoles . 226, 604 ah52, 05G 70, 667 (47G, 832) 1,000,000 | 7,915,077 $910, 125 1,510, 411 A161.048 . 233,567 1 d690, 223 235, 945 496, 458 4, 972, 278 12, 021, 053 304, 234 476, 832 8, 915, 077 12, 021, 053 705, G60 996, 707 6, 754, 419 3, 379, 310 300, 000 407, 176 144, 555 d53, 556 (572, 01,396,968 | 2,750,000 I (631, 1, 630, 768 | (401, 755) 904) 7 266) 506, 320 2, 888, 393 2, 286, 547 112, 179 o883, 892 9, 712, 324 ) 7, 213, 254 o81, 388 | o616, 717 ((441, 599) dl45, 017 dl, 399, 874 dl85, 616 59, 549 Si 7, 846 f 181, 425 0 " $89,' 299 519, 830 771, 534 2, 538, 136 91,390 1, 960, 332 178, 316 941, 605 1, 493, 165 6, 754, 419 3, 379, 310 1, 611,228 806, 320 3, 295, 569 2, 431, 102 572, 755 o2, 280, 860 12, 462, 324 631,904 8, 844, 022 401, 266 o698, 105 (441, 599 914, 413 519, 830 957, 150 2, 597, 685 109, 236 VA11, 346 151, 907 357, 053 State appropriation. From poll tax collect _ h For white schools only. poll tax collected and retained in counties, i Compensation of county school of Excludes the local funds of the city of Mobile, j Amount of tuition revenue only. amounting to $20,540. ft Included in salaries of teachers State apportionment. this table). County apportionment, city and district taxes. ( For 1883-84. Includes balance on hand from last school year, m Estimated. Mot included in State expenditure for schools. STATISTICAL TABLES. 333 Territories, showing the income, expenditure, jrc., for 1884-’85 — Continued. ANNUAL INCOME. Increaso of permanent fund in the school year. ANNUAL EXPENDITURE. Itovonuo from other funds. © © © fH 3 O m f-i o © a © o H Permanent. 1 Current. g£ eh3 s* e . a 2 a’S .2 - 'u ~ £ £ £ 3 1. - 00 's! j 52,728 j 3,323 36, 175 0 43, 504 500, 000 254,275 ! 751,742 1 27 9,196 | o4G5 j 779,913 4,232,073 3,437,741 165,762 634,873 | o2, 413, 876 ; 13,487,237 631, 904 1 10,192,546 j 500, 776 j 10,594,406 5780, 003 ; /i5 15, 580 /l, 330, 839 1,661,476 605,231 . fl, 050,800 : 957, 150 | 4.145,158 1 ' 109, 236 i 2,141,757 j 526. 575 133. 983 225.896 1 •?ci>2, 171 /277.127 357, 053 296, 528 m200, 000 654, 618 866,791 718, 812 62,102 370, 674 2,824,393 i70, 689 1.335,200 ! 117, 500 jpl, 728, 382 | 164, 995 ] Z11. 975 265, 396 (*) mA2, 000 882 12, 643 : 357, 530 13, 243 ©32, 551 75,000 . ; 147,149 i 17,640 39,179 114,600 Z10, 913 210,883 10,771 ] . 13," 32i ii!9.842 18,992 i 256,140 i 16,390 | 836, 695 1 23,120 j 680,037 | 4; 600 3, 500 . 3, 543* Z1. 606 5, 537 i 564,170 ! 17,820 ! 131,836 , 261,602 ! 35, 556 j . Zn7B. 0361 . . j 55,833 rcl70,172 7*12,000 r93, 855 ; 12,750 49,285 4,400 i37, 653 : 16,950 4, 866 35,099 | 21,424 ! 6 1 . . . 101, 222 ; o 1 1, 222, 208 o . . 71495, 650 ■ 694,660 ! (96,: 29, 374 29,988 : 752 j 55,229 241) v3, 935 j 0 47,580 | . | /125, 210 1 . 49,710 j 24,996 ! 1,776 { 5,457 | ic36, 161 £81, 730 £86,015 . . 1 1 :::::::::::::: : . £46, 725 £12, 142 . i 9 10 n 12 ! 33 14 ! 15 16 !17 18 39 20 21 22 23 24 25 26 27 28 29 30 31 32 33 ! 34 ! 35 36 37 33 39 40 41 42 43 44 45 46 | 47 48 n Includes expenditure for repairs. t From Territorial appropriations. o Amount of srhdol money raised in 16S3-'S4, "but u Total from taxation and Congressional appro- not available f»r use nntil 1884-85. priations. p Includes expenditure for rent. v Includes interest paid. , 241 78, 839 500,081 354, 218 76, 302 y 28, 002 142. 895 194, 787 2/25, 894 70, 103 301, 751 784, 992 835, 135 296, 743 435,019 517, 020 19, 000 c86, 616 402, 798 1, 521, 495 9137, 406 2,512, 166 39, 195 2, 485, 542 r83, 751 n20, 739 40, 207 99, 767 95, 018 129, 640 6G0, 291 23, 888 581, 818 114, 125 13, 757 $538, 950 561,745 3, 364, 224 934, 727 1, 852, 221 215, 161 <7335, 984 653, 808 10, 198. 928 4, 660, 000 6, 236. 970 3, 388, 652 /700, 790 450, 030 ?il, 134, 030 1, 745, 258 p7, 020, 430 4, 728, 941 2, 587, 544 872, 320 4, 261, 572 2, 918, 157 162,012 613,199 2, 422. 299 13, 580, 968 n535, 205 10, 093, 938 513, 152 9, 800, 405 r73G, 822 91428, 419 1,013, 464 <1, 661,476 u611. 503 1, 424. 532 rG99, 331 3, 300, 455 107, 879 1, 814, 212 581, 534 123, 368 2/971 34, 463 33. 706 2/2, 610 7/28, 973 228. 844 0287, 029 9/28, 504 81, 730 86, 015 46, 725 12, 142 5 90 7 89 9il 19 9 75 5 85 9 28 1 52 cl 56 4 50 3 36 5 14 nl7 26 20 72 /14 63 a;10 84 £8 01 10 60 cD9 £4 52 7 70 c6 93 i estimating these items, only the interest on the amount expended under the head of “per¬ manent” (£. e., lor sites, buildings, furniuire, libraries, and apparatus) should be added to the current < xpenditure for the year, rcludes $21,500, total amount expended for nor¬ mal schools. Istimated by the Bureau, 6 per cent, being the rate used in casting interest on permanent ex¬ penditure. ’er capita on current expenses only. ncludes amount paid for int erest or to cancel debt. / For white schools only, y Items not all reported. h Amount of tuition revenue. £ Per capita on total expenditure. '/Includes salaries of superintendents. k Superintendent’s estimate for several years past of the amount of permanent fund when all shall he available. I State per capita for white and colored children alike, for the school year 1884-85. w in the city of Few Orleans only for 1884; no re¬ port for*the remainder of tho State. STATISTICAL TABLES, 335 Territories, showing the income, expenditure, for 1684-35 — Continued. ANNUAL EXPENDITURE. 3 > a s g • S s ia £z u cjz = si < ! 11 It = ax S.5 ® ®.| > III < ii ® o c ^ §« i P! *«2 % hL~ is § | l11 |g5 1 e-s e £-ir= * SH 1 £ | * ||f| s 5§Sa Hill 8*11 f f|| * * * 3.® £ C t S||o HU s=5 ; a a a tc s i C c g = = o £ > *3 .= 5= ? w s’" sJa 11:1-3 8 - mUh X xi — 12 Z Z 3 45 46 47 4§ 49 50 51 $2 12 $3 40 $2,578,823 $300,000 c3 G7 $170, 347 921, 829 dl7 08 d2i Gl 1, 975,900 7, 936. 620 20 22 31 79 $17 78 $21 40 133, 829 133, 829 2, 052, 100 12 40 19 72 2,030,124 2, 030, 124 5, 456, 694 cG 88 CIO 03 /G0S, 056 5 37 7 35 490, 784 490,784 300,212 2 24 3 35 11 99 18 0G 9, 450, 280 9,450,280 22, 340, 069 i9 30 il4 32 9,339,328 13, 619. 561 rA 1 73 cl 9 50 4,008,217 11,016,802 ilO 09 il7 44 113,500,000 6, 547. 745 / 2. 140, 111 4 50 6 40 1,130,868 , r»761, 00C 7 36 ! 10 75 i 442,758 j 3, 075. 296 9 89 i 18 77 : 906,229 ; 3, 000. 000 20 G6 27 24 2,710,209 p22. C62. 235 8 97 3, 838, 729 11,267 ‘ 11 00 21 00 6, 751, 016 118, 000, 000 ! 5,248,889 3 19 4 72 7 83 1 11 46 10,475,334 ! . i 9, 488, 178 g!3 60 . g4,322,637 I .. . . 3, 427, 404 19 43 29 25 p564, 000 223, 114 id 63 9 73 il3 58 17 °3 pl66, 747 p213, 757 ; 3, 382, 9L6 2,388.912 6, 350, 8u7 13 15 22 22 3, 264, GOO 7,867,422 33, 347, 5S1 «2 52 «3 55 n602, 479 565,960 11 to 17 19 j 13 18 3 896 171 27, S69. 757 10 15 i 15 10 ! 10 48 1 14 06 • 1,000,000 : 3,000,000 j 1, 160,453 «8 24 nl2 52 ; 32, 614, 446 11 63 I 17 58 : . 273,331 ) 275,534 | 2, 227, 135 2 40 ' 3 5i : 405, 097 c2 51 ; — *2, 512, 500 ] $2, 512, 500 j E 375, 781 8 53 19 47 j 6-9.087 874,198 | 4 14 7 04 si, 511. 340 ! E 819, 257 4 53 7 43 164,524 i 549,258 j 8 70 i 16 01 . 953,529 6, 132, 635 nS5 84 i n4S 33 . 212, 385 26 2G : 0 ; 0 | 2, 187, 850 57 / •: 6 88 /15 84 , l . t 1, 390, 666 *13 G5 1 xl8 00 *11 57 | > 1 tl2 29 : . 1/3E000 . 377, 766 cG 09 : c9 20 . j/13.500 i7 63 i!2 25 . 459,544 10 83 16 39 524, 1G3 c9 81 e!4 85 . yie 2730, 886 ■ . (ca) bbeco ! . C81 j jc200 [ g ' DOO . ! 1 2 3 4 5 6 7 8 9 10 11 43 n For 18S3-?84. o Induces some miscellaneous expenditure, pin 1882, q Estimate of State superintendent. r Includes evening school reports. s In 1883. t Actual expenditure not reported : amount driven is the sum of theSiate apportionment for 1883- '&i, and the amount paid teachers by cities and from private funds during the same year, u Xoc included in the above a^e the expenses of the three normal schools, $3,558, and expense of educational meetings, $258. r Expenditure for current purposes only; ex¬ cludes that lor sites. buildinas, &c. tc This is exclusive of available normal school fund, amounting to $1. 341, 894. x For colored schools. y United Stales census of 1880. z Includes the Cherokee Asylum and orphan funds. ca Schools supported from general tribal funds. bb Includes the Choetarv orphan fund. ec The income derived from these funds is aug¬ mented from other sources. Table II. — School statistics of cities containing 7,500 inhabitants and over, for 1884-’85 ; from replies to inquiries by the United States Bureau of Education. 336 REPORT OF THE COMMISSIONER OF EDUCATION. STATISTICAL TABLES, 337 lisssilllls 11 I sale f, ii g§2gggg8§g8§8g§§8§§§§§8§8§gg§2 §1 g.8* llig ssss ™Vif iiiiiiiisii! ISSS3S3 cf -• -r ls§f§S§s§l§s!SlsSls§ll o' --' (N “ o' im' o' r-T .-,' o — — ‘ £8 E!Ss§lsssslsl!l o' o' o tt' re' o icT cf o' o' o' 82 . _j|3 IllllSslllSIIsllSIlSSlI m ^ raefr^sTefN^r^NeieiV’eo «(nh rTfisVa — ' ~ r z 82 :S8S8 SSSB -II §28 S3 S§ 1511 m Eh sllisiglllSslilllglll c; o'—' t^Tjrcc o' o' o' o’ cirT o' t^cT o' o'rrC'fTjTM't-'t-rog' W x {> ® jggg : Jx'r-T^' ; ill i ill i \ n'cn j is 11 ■ t-^o o isss ill li i *0000 ■ O ■ o iisi ill o o j || gl 5c 2fe 2 5 3 C'l H I! I-l !■! C © © 00 I CM CM rH •sjooqos JBiqOOJBd PUB 0!JBAIjd nx* ^aouqioaae pa:yenii}sg; © ©CO ©to OL'-Orf !M M ooo-inirtio-i *3 o s’c gj: S « •sinaai •yjoauo epeoiplnp Suipnpx© ‘pojpj •a© aaqrana ©jug a\ •©3b jo sjbo£ 91 dOAO joqmufcl •©2b jo ©jbo,£ 9 jopan joqmnji t^©^©CO©©©t^CMCO©« — oc — oc-Hifto ^'N© rr©c Or-^TtCM©©»r:t^©Trir:cO' CM CO «4»4 CM rH r*C$ CM CM~i >OOb-^©©©h-COCOO©Tj« jo oc m © ^ ts> CM CO © © ^ > Cl © *oSb jooqos jb2o{ jo aoquiuu pjjox •©2b jo sjboX 91 aoAO joquin^x © '©2b JO SJBOii 9 JO’puu aoquxuNj; Vi •o®b jooqos xb2o,i '(0381 jo susaoo) uoijT3[udoc[ ibjoj, COO — COfOO- ! n cj ia in tj- o — !N < ^©»o©ci©occiccco© — ©r^oc©co© D O h COC O C rj< :j C. « -t © X ,r o ochTrcochr. t'-co©ac©~cc©cM "*©“ Cl r-T ©“ in r-T rn rH CM ^ CO lO ©~ «-T t> CM cf • 00 00 . © ^ > CM CO IT. CM CC Cl Q 00 ^ n H H — H H r- I.*: L-: lO >0 in LO lO O lC 1C lO L*: ifi lC lC lO lC lC cMr-cM'Ncic'icMCMCMCMCM — ~ ~ — TT^"TT — TT"Tn"T"T*"T I © © CC I ■ iO CO © I < TT 0C © © < • CM © CO t> CM • r- 1 rn rH CO CMOO-^CCrr© — TfCM©. r Cl 00 — “ Cl Cl X CM <_ 1 TH fH ca « C « »H IH * B 3 fc, A ~ — * IS . > 3 • f- F a £ - o P- - an ► spa t- ® c. a ’ :33 ^!j ® e >•£ * C £3 ; r«0^ •gWH I <5p^i^p5(=,«a P5 i © i 1-2 ; .t> : u ^ i o . H ts- i J a : • e ><33 • ®S CO all cfn — Jedta if §5-=>> 0 „aca oB| «s»s^S £a£czj££a j £■ O > § ’ 1 i ^ Z. i*"* tip ilN hCO jx > i § ao :3 : 3 : : •« : :Jg« >, ® « O • ®y52 i ®h5|C| 2 w c ^ a 5 ; a ^ s « - * ^ _ ,a '®,g n— ■'3 £ P ,a a" . ©' 2 • *> ^ g * • “ ! ais*gSSajjijs35 sy h-MaOHWM^U.'SOr^OOOOWIMn'I'iOO^CCiSO-'flrt’M-'lU M'L*QO»oo;eteoQc«oc«)#ooffioc)QC>aSoocooo50 STATISTICAL TABLES. 330 SS*SSSS?II1SI*§ :g38SgS||S|gg|5||||8«2g|S8gSSg E I :l=|ll : » ; ; ^ ; issssssssssissssasssssssssss :isi i : e» : : Is :EI«»*B*ISSSS*sS3ll|g3S2 I r-i -i ~ QD •l5II!8s!silsIs • C$V • » • • 1 • • • • • • ( : : ’"'s gli w SslS 1 Igsisigi HVnViiKNN' IlSiSugSSIIngggipi c4 so' « s' s' so ss si ss so' si t-' trs l--' si si si so s5l «V-*‘ mmtm ! :!5Si s'r-i si II L-5 3 S3 8 : i- • co : II £83 I m SS2 g£!222S£2««S2!2=ie2?}SS'^3SS S SSfi^sl^ 7: a f{ f? fi S. 5; SE S 3 «CuooioiscsooiAA^sAtAin«3ioiaiA^liAoi.ocsoin»ao o liooooiiooso-iiot'sioio gsfiiisgiisiiissiiiaisiiisi s ig:isisiiiii§isis ^®1‘g2Sg2 = g'5SSSSSl'SS’3K“^'S5“fer g S“S3;£'- =gS!|='S'S‘g5 = £ ~ = = t c 8 SssliSsSsisSssSIS * From Report of the Commissioner of Education for din day schools only. g Those numbers arc, respectively, SCO and 105 for the jlH8 l’-8-L o In too high sc hool there were 100 school days in tlio high school. a These statistics arc for the year 1383-’84. year, and the school was taught I9!i days. h Inclusive. i In 1882. b School c/msus of 1870. flu ilie high school there woio '-U0 days in the school j Since tho date of (bis return linn. Alva 3'. Wiles has o Estimated. year, and the school was taught 104 days. been made superintendent at Covington, Ivy. Table II.— School statistics of cities containing 7,500 inhabitants and over, for 1834-?85, ^-c.— Continued. 340 REPORT OF THE COMMISSIONER OF EDUCATION. •jqSnnj oiOAi epotpG eqj sitep jo jaqmnfj ss sis s !!§§! IsssISIsllsllls •j'bo.'i eqj m BAcp jooqos J° -iaqoinx £§§ I mu 188888883888888 •sxooqos XBiqaoJBd put; ajBAud at' juaoqiojua pejeaujsg; lssllllls§IIIIIiilll of cfefr-T^r o'ofrfrf ,-T«oW ilililiiii s £ %s 3« •s^uara -qojaa ojBoqdnp Suipnjoxa ‘paqoj -aa jaqrana aioq a\ allillsillllSissllllssllIIIISfl Ci«r SSSSS32SSS g"c-‘»" eocfeoeoceog' •o3b jo gJBei 9X aaAO aaqmnji •oSb jo sjbga 9 japan jaqranjj; ilii gf •age xooqas pSaq ^ 00 OC 00 00 OC OC C 33.A33333333232 3231333333332333 •(08SI ) uotjBindod IB}0X 8S8EE88S88SS88a§g8g83SS6SS8Si8 g-rf=o-oo-_-»-§|i>-|s-5-s-®-g-g---s-gg-s-§-^ ks n Pa II M 3a wmmmmmn m nm i^sm i § .3 «“ l| ao«H ifa I gJSi? ||ll 1111 P ^ hs £ C i-s P- C P U i-s E-i O £1 a u Hj O P h? O CC4 t-a 1* I f J =1 <3 Ji-Kgl gSl g| 111 !il!| II 1 sl!i|!!lill!!!.Hl^ O > o ffl y 3SSgSggg|g|S||S|S|ggggggggggSg STATISTICAL TABLES. 341 :&S|SS|S||SggS : :g Isss gggggg : Sggggggggg :§& Isiiiii iiiissi i 8888I8SSSSSSS8SS»S88SSSBS8SI8 j£S S2e ilS&lsSSSIg ! .-T • t-“ cJofoi" r-T j 1111 1 iiin i iiiissiiiiiis :^r « cT iSSSSSSgSSSgSSSgSSSSSlSSSBSSBSSiS&SSSESSSSSSSESS n coi-Tcf^'r-i i-TcTcs QOo'r-rw‘Tjri-J"»r-T^‘ooci® i-Tefci r-Tcfci‘eC'ci''s!‘fffrHOO rf so" eo o’ rf ts i-T r-T c4" (M~ ia“ 5£f i-T -gT p-T m Sg||§ 3c1 § 8S§ Sis N iSiiiilsiiiiiiiiiiSlIlgiiisliilssiii Vaoi e'crcr^‘«'oN'i>o‘^‘oo"t~oc'o&»'cs' t>‘ — * t> o' oo ctf Jj !►*> i*£fi£*2'<>£ IlililUl Sigs!§sis§s!Ss!§stSsiissi§s! c -i r o c t- x c: cm cs d n w ri n §8§§Hi8S8§ * From I’eport of the Commissioner of Education for 1883-’84. c lu clay schools only. e For tho entire city. a This is tho number between 5 and ] 5, by assessor’s enumeration. <1 Estimated. / Census of 1877. b These statistics aro for tho year 1883— ’84. Tahltc II. — School atavistic* of cities containing 7,500 inhabitants and over, for 1884 -’85, CO r-T I- CM r-T *9ioB JO gJSOi 9X J8AO jaqiuux © 8 5=5 S|58|S| |8 : : i || i : is •oSc jo tur.dS 9 jopuu jaqumx * O O ; © O O O ; . r- • . o • U j Ms School population. •oSs xooqos psS3| jo aeqtaua pjjox i* 11 1 111 HliSSSSISSsS «c eo as co mjT c.' cm' es o>' cm ic V «* ns i ii 3‘flfcd j ;>» *0®8 JO 8IS9.C 91 j9ao aaqamx © 1! *1 ! II : i i ; ill ul M :| V-* j j ;r-‘ •qSs jo easo.C 9 Japan jgqtunx © ; iniliii | ; ; ; j| •eg s looqos jsSoq cicucici — - m m © in * am ■ — - ci:ifi:i7)7i7J - — -oicamsvj mm •(088T jo snsuao) ao.Miqudod pnox M Si58iiS8SllilgllS2liiSll31iISi oo x co r: g rT £ © © gj x rf ec © rf j £J w' cT © rj o' rf © - i. y : • in lj= \ (Jurne . . . . City. - • * £ -jf: 1' w S: [J I! S/c; iii ***; Its III ?£■ si I!; il - ~ 1^ Su S 3 c H & f © §i f» : 2 „cs i“-£ - >>-i ~~e a Hi 1* v'j ’£5 c‘ UiUlUi 5fcSigS>-=; : = = 3 = - = =- a ^ * ‘ « : *a 3© K> - r- 3 . ^ - sfSIil flJIll ivIJl, STATISTICAL TABLES. sss : SSSSSSSSSfiSS ISE :§lll n : «m‘ IlSllSII ,-f COrH N - ^ - lit mmnmmm his nNNNnWNNNrt.'Ori'ONNrt ! 3 2 O ir es ssssssss nV o' o' o' — o' »“ SB Si ins «s‘N-r g§ lllllsii io«oceor>'t-“es ^ «'S ssilslsl!!!!!!!!!! isisiigisisisiiii o — — ‘ " ^' g o' x' o" co cf — ‘ o' i o' «of o' t> ft 6 3 *Js 11 ill- JJ S£ g 5 = b-d^a^gislsieds; ^Rwesds^si^d^i^E-'d 1 h n e c ;g > ;.I> ►l^gl-sa ® _= j- _z c - = -15 £ -- I !-=' j'' 5' | S }I m mmmmm - §n SSSSiSSSSSgEESSgg * 343 Number of school buildings for — Number of sittings for study in — Number of teachers in- REPORT OF THE COMMISSIONER OF EDUCATION. 344 High schools. •oxbuiot M to CO CO CO rH CO CO I”* : •oxbh 34 t* (M to CM - CO 1 CM CO • Grammar schools. •QIBcaoq; W » Tji CM CM r-( CM CO CO 05 CM ! O rH 1 ^ : •OXtJR e* M CO CM r-< to CM : ; 05 O • ^ : Primary schools. •oX^cao^ « t> CM 05 rH I> to cc CM CO o o 05 ! rH • •QITJjq © « • • a • • • • j •O^UAUd pUB oqqud ‘siooqos XXV •exooqos iBiqo -oxcd puB ojcATJjJ •sxooqos oijqnd xxy •sxooqos SoiuoAa; sxooqoe x'Buliou •sxooqos q2i]j •exooqos jBunnBJf) •sxooqoB ^ jbcutjj; "O'X'BATjd pUB oqqnd ‘s'xooqos py •sxooqos XBiqo -oaBd puB O^BAIJJ •sxooqos oxxqnd xiy •sxooqos SutuoAg; •sxooqos xBauoa •sxooqos qSig; •sxooqos jbuiuibj£) •sxooqos ifaBunjp; OOOOH l' LO O M CtMMO O l> ^ o o co o co CM Ol CO t- t'OOiftWNh’ O O O GO ' - 00 CM C5 00 00 CM CM CM CO CM tO CM CM » O Cl oo o 05 to tO O 05 tO CO CM CO « a - - © P o O o'. ^ fir-— ^ Oh'S c a^1 o a - c - o o o felo3-suOoO^ g~uo gl §,2000 s .Q « rg p> O £ > g 1 1 alfiS5. S e ~ u. £ c a 5 P- y rl V3 CO 1 5 q 3 ~ c ■ §£ g-jg | g g § C SinHOaicoBQcef as e §g U o ■ 5 a £ j2? • - • - © ti i >P«8 - a 5c 3 iCMCO^tOCOt>XC50r-*CM< STATISTICAL TABLES. 345 Ke"" ; ,o CON ^ • CO 03 J M CO • CO ^ | • CO 03 03 ; 53 53 t> • C O * rH CO • • rH CO O ' ! “1 CONN j * 03 j r-» 03 03 j • tH 03 ; cm -H ih j < G> j 03 rH CO j • £C • 03 03 O -i _ T § oc C5 t?* 1 00 CO OC © © • Tf LO 2§° i CO • — 03 g i •OXH j C 3 i°S is§3 i i : : ^ rH j © j C3CH • j o <53 ^ ■ j j T* ^ ; • T* CO 03 • jot- j c 5 j 03 O iotj • rt SSS8 j § S3S : S3 SS3 :£§3 g i ! 03 ?l Sh i? 3 § i *-» : ts! it - i o o o i ° ; i- • CO j r-i j C 0 j j rH O • ^ : i"°g 1 is jcf © o rH j ° * s jo3 i : GO* j is i i ii ; ; ; c ! il i 3* ;» i ; ^ : ?o il il 1 il 1 : CO | il jr-T 1 i ;i I is i : 3g : ^ !|H §1111111 i ric«5rt o • c 5 : il § o • I o • c 5 I I oo m : 53 : -r : 1 1 1 ! ia is ii ill! illl j! 1 jss | i i ill 1 | I ' i i 1 i i| 1 • O ;s SB Heo illl in is i 1 ; 3 ill j r-T ii! is i”|. tILI : 111 1 1 000 ‘I 1 i I § i Zr : 1 i r-T j ii 1 il SI C3t> ilsl •HrlH iss^ii 1 ill -r ■ • i ■ • * a < LO i I £ : : il- :R is S 1 1 c 0 8 : :3 - CO 2 i^ i i|lsl : *511 I CO \* CO I - c 0 © I •' © . TT. ■ • • ff 3 I ^ ! i !Mi : 111! t.t.coogos«at.*o !CS:SnSX2aN ; c~ ss t- j Cl t> 93 CO SS is NOOC-i ■ CO 05 ro 5 o 5 '3 i " Illl © ; i i c 0 jo jo 5 j j ; ; O ; H 1 1 jo jo 5 j j j sS ^ » - i’ ; © rH tH • rH 03 • rH 1 iH * rH j-H j C 0 j rH * o 5 i o ; ■ • • ^ p5 ■ ; » : S- • j c D -H i i 00 IS s © -d= a n « St s ^ : j ° ^d : jt>^ I ' ’ -00- ;t - is i • . ^ = ' c- F§! k • £ « ik If = = O'M if II e_ = E J| 1 i It — ■ ii i 1-5 Ini' rf. y 36; it u, s3 11; d [j • < • • r ■3 2. 1 ill! it 1 ill s «S 1 ■ i i i; It 5S! ii s i : 1 j i ij : it* r.o £i !§S ii! I HI « i ■ • i i i i i iil ■ci> = *~S: y- m t i| : S rs ;! |a ;3 || ■ 2 ti : c ^gs* J,| if 1 Sill: S sill; Table II.— School statistic s of cities containing 7,500 inhabitants and over, foe 1884-’85, ^o.— Continued. 346 REPORT OF THE COMMISSIONER OF EDUCATION. 1 J ii o jl ! e a£I ! •OIBOTOJ 3 CM • ‘CO ■ rM • • 00 < ii i it M • • • t> • ‘OOiflOlH 1 1 • ■rji • • ii* 11 ; CO CO CO f-©« • •91BTC O ' ' fH • ^ • ' lO i • i i «i FH . ■ • ■ ‘ISNSH 1 I I ^31 I I | CO 03 Cl CM CO CM • ii is $* •0IBHIOJ § Q • • b* • O * • N i • • • H i • CO t S i : :§ : :§S®°° • ^ t> • CM - ; | •sjooqos pnqo •oxed pus oiuAijj 8 :°g 8 is |j *8[ooqos oi[qnd uy S8S3S !8 :5s :©% 0 • i • CO • • lOCO • t ‘'Jii* 0 • • ■ c < -Tiii o* • • • co fM • ‘ 11s sTeiSMT a » iiii : ©"svTcf •ejooqo9 gaiuoA^ § o •••••• • o • 1 • • • * * 0 • • • 1 • • • • • ciao 1 iS : : : 1 :§ i •sriooqos |cuuou ° If i i j | |i • 1 1 • 0 • • • • • • * 1 • • 0 • • * • 1 • • 0 ! MM •ejooqos qSijj 3 § ill : : j :|| 5 i i ;s i i iss i • • • co • • • in | :S§ j •sjooqos aBannBJO 15 1 ;8s : : j ill • • • ■ r-T • I I I 1 5 1 1 • CO • » 'NO • 5 1 1 • TT* • • • CO • 5 1 • • 00 • ■ 0 • igs 1 ill i | CM ; •sqooqos £ibiuu j 5! I its i i i m ii i is i i Si i i 1 :g" : : : las : cT !63 i :»« : i 1 1 rQ s Cm O Sh M § ft •OJBATld ptTB oqqad ‘6[Ooqos ny * | !|s 1 1 i i j i j ; j ; i j is j §5 j : •Bjooqos pqqo -ojbJ pais opsArij ft • • i l3 « • i i i • O CO O © © ■ • •ejooqos onqnd ny Si “•S3S8SSSS2 •epoqos SataoAg X H o ' * * * Cl • • i - : L2 : : •ejooqos pjaiioa s? O 30 05 O) « ** 01© CO . 04 wcoc©im OJ » 04 oa cs — i © oa >o ■ r- ^ ^ oi ^ — 04 90 - 53 uO ® C © © 00 8 28 o n ” i i« m t> t> T^“ 8§ l of of j 1 ! ill ! of j :^-of j l ; of j § its H \ I j III r § : of 1 es §iiii '•cfoirtCf sign II SJ 1 II Si Sill sill Hlalilll Of Of Of .-T i-f CO Ift" K i—" t> i-f r-f of i— * of ©' © i-T j-1 r*' Cf "o' wj of of Iff 8 S | j ill is | ::: o S 1 i i i | j j i° j j o 8 1 § g iss ill 135181 £ S| m 1 § fa 1 —* s of 8 in COOfr-f in ---©* :l! ISS "I rf 1 Si §i I l 1 1 S' 1 | S2I® exx 04 Of Of in ll^Ill r-T of Tjf 5 II n ©"r-T § of ! « § S3 s :£3 ;NH j © ■ •<#- X I a Si « Ol o j o oa • 04 i-I » “ j j CO 1 tH V © 2S8S2SS31§^E~*>S;:c"Swc”o,®‘>S3gwe0c~32 ©X^JOJO© - : - • j • • j • O j j o : : : : : * • • O * J - - - - - --- s oi ^ *-» CO 01 CO 2 © p- O [®*-g 01 ^ ^ CO o? t> © V 4-7- 1 *2®S >* oa^'-'OJ c- CD ^ 05 5 ggsgggSssHSSsIss *From Report of the Commissioner of Education for c These statistics are for the year 1883- ’81. g Includes country sohools. l88.'J-'84. d These are for the Portland School for the Deaf. h Includes country amt mill ec a For rural schools. e Stuno as those used for day schools. i Includes report of ungraded b includes report of mixed schools. / Also used for day schools. j In ungraded school. Table II. — School statistics of cities containing 7,500 inhabitants and over, for 18S4-’85, — Continued. o48 REPORT OF THE COMMISSIONER OF EDUCATION. Number of teachers in — A 4 | -9IBWM ; § CC T* c o lO CO CCCH^ O'# CM r-t. | H g j ’&vm £3 CM 1-il-l CO t> COOl rH COQ^ rH rH CO CM CO ^ - « • i £-1 -ainnia^ £ o ! 00 ° Jh 00 o 05 CO OC CM C5 i-t CM r-t 00 O CO O 00 OM C5 04 |1 | '0PK « w -TtHN : ion ■ oo . ^ 1-1 j | | Ol CM OJ i 5 •§ I •oiBtna.i So | « Ch-Ol CO 05 CM 00 CO «> 05 CJ CM CQ CM f-i ^ TT Wtt nHH CM ^3 O & S | -9FK ft « 50 i CO j j j 0 • Number of sittings for study in — •©XBATjd ptra onqud ‘sxooqos XTY ft « j j O • 05 • •^T • 0 ! ^2 » ; CM HjT • CM •sxooqos intqo -ojBd pus q;bali(j GD 1 0 • 0 • CM • 0 • to O • t— • •spoqos oqqnd XXV h « to CO cm Tf* C 50 rf lO tt * C5 O Tf O IQ »-< C5 00 HNOa CM T* T* T-1 0 0000000005 t- o r. o c x - tt nHQnOCMt'H CM i-i CO ri V CM CO CO ^ r-i C 0 0 cr CM 0 0 !-< 0 r- 0 O H Q O t- 1 C5 ^ -X « « X 1 CO T-1 r-» 1-1 CM CM* ^5 * 50 73 O g •sxooqos SoniaAa; ft « M CO pO •sxooqos xeouou £).t£) o 05 •sxooqos qgrg; « o CM o X rH o 00 o coco CM O X <=> CO CM — s oo 0 CCO-rji l> CO O CM iH CM CM X IQ CM •sxooqos aBtauiejQ S> a o 05 CO o LO OC O ^ T O l> CO t- O GO CM O O CO CO 0 O X CO to CO 0 t2 CM CM 3 •sxooqos 1 St « o a& o CO r-T O CM O CO o o r-T r*i" CO* ^ ^ COO CM CO CO CM CM>f to O O T* — . C5 to CO t> CM C5 C5 i-Tcm CO X rH O C5 Number of school buildings for — •ajBATjd pne onqud ‘sxooqos XXY e* 00 | 3 j 'h^h t> • O rH rH . •sxooqos XBiqo ) -oiBd puc OpBAUJ © « CO i CO • • O CO CO I i-( . rr • j -epoqos otjqud JXY St co i> co C4rtH lSU'5T}lCIC3?30WTjt-OvI I-I Nrl® rl HMi-d-iOW n •sxooqos SciaoAjr \ T, ! ^ CM CO • o o , -sxooqos xsmaou : 5 o • s : - : : : •sxooqos qStn s HHH rH rH HHH 1 HHHHH - •sxooqos JBEamBJX) ! S OH© 00 tO H CM CO 05 O • O • O iH 1 CO • - ST J "sxooqos Ajbccitjj MOW if© O CM ^ j OC 00 CM CO T* to ; - — - - — — - City. 1 U {2 0 c *5 p !s L 5 3 1 H 3J2 Hr 5* f ? 5 c Q t H A i - £ Ijz 5 c : - Bf 5 j! V f_c n ■5: r ;> 2 r 1 C J.'Z 2 c - : •Jz : r , i ; e : ± : 1 h £ t- jc > « < 3 ■l 5 - H . c 5 J 3 » ;3^ J ^5 c oH t D C = i_,h ~ o <3 50.; 5 5 j* j p - ; : t i ;>5 j ^ S s ■ : ?fL m' X 55z > 3 : c r.lvnira, N. Y . Hudson, N. Y . It! aca, N. Y . “3 # 1 => L i52 ' C 31 \2 - 4 i> i) z cf y 1 New York. N. Yc. . ClM^l3Ot«00OO-'S'in.«l.'5C!'KOOHr)n.Jl£)OMCOO'- STATISTICAL TABLES. 340 ;OM o CS co © co © co © oo £ TP iH03 WHWH CO T* CO CO 03 CM lO 00 <-( i- i m * Tp 03 03 03 j iH 03 rH CO j CO * 03 — i •<* cj co «-i _ i . 1 1 25 8 1 ' © S t> O O CO © CO nrtn 03 © 03 rH ao co csoeooo m NO • »-< r— 4 O Tp Tp O- 03 j - TP © oo • © j © igS i 2 S|P| © 3 - jo • o §a : 03 rH I © 03 03 © rH © 03 ^ i g in o • £ : CO j CO >o sf g CO 1 i 1 1 j 8 1 1 g •IIISI : « cf r-r 8, 984 7, 950 4,728 1, 780 2, 070 3, 908 11 "St s cf 1, 100 2, 204 8, 000 1,740 1 t-t Ills 1 co Is COCO 18188 r-T cf cm- tjT irf &j 1 j o o o S s o iS“3Ss 1 Sill II s 1IIS | g B 1 s | 1 1 1,150 280 949 2, 890 010 CO CO iiii of TH g" o 03 s 08 1111 g 1 § g ,-T I § 1 2 rH~ • O © ^ £> O § no S1IS cf r-Tef S3 ”S5 1 in HIS | § 03 § 1 of CM 1 3 TP 3 HT © 2 03 s m CO 03 © rH m m tp © 03 T— ( oot-o g* 1-i ■ Ifl W CO CO O GO © ssssssssssssssssssissssssssisasssssassassaasaBBB * Erom Report of the Commissioner of Education for b Same as tlioso used for day schools. e Teachers in corporate schools. 188!}-’ 84. c These statistics aro for the year 1883-84. / In unclassiliod school. 'j Yo: ungraded schools. d Exclusive of 300 in a building not used. -a* ; ^ J •9PW H M *H r- 1 rH O -H CM —1 • CM CM rH CO rH * CO CM -CM © CM •f* CM ; is 2-3 C5 05 •oicnioj M » 0 co CO 00 i ~ CM ! ^^100«0 . •^r rH CM • • 1 © CO © Cl © i ^ © : •9FM it M 1 : CO CO • © • ; « 00 •n- I Cl CO ^ Ci ! • — CM r-< UO CM • * t h- CM CM H* 5 :S 3 ! •oibk § 0 O V ; O ' rH ■ * t © ! 0 W • © eo Number of sittings for study in — •ojBAud pau on*!0*! ‘tqooqos UY ft O Ci • - O * ■ rH ! • CM • © • 0 • co © © cf •siooqos imqo -onsd pee e^SAiJj 3D it O CO i i| © . ^ 8 CO : • j •siooqos onqnd hy b it 000 000 3 ‘cm • t • 1 * 1 O O O ■ 10 co — O 0 t> t> 04 CM © CO © ' » O 1- O © 00 4i0 Ih rH Hjl CO CM + 1 i<0 40 CM CO* rO oc © © © © - -H © © © © th rniOri © to © © © 0. © »o 0 © ID CM CO O X Cl CO 40 CO fH • © • © * CO •eiooqos “aiaoAa; « it i • 0 © • CM | • • • • •siooqos pjcaioa ^13 it i ’ © • ; ; •etooqos q§JH h it 8 Cl CM • CO © 40 • Hr «-! © . CM co © Ht O © © © © -< O 8 rH CO Cl CO 8 •siooqos jBUnnBJ£) » et O 0 40 O CO ! CD © -H . OC 4D © • co co Th • CM lO © hT O © CO CM CD © © £ © CM © © © CM 1 • © • s •siooqos ^JBOiUtj it it O 40 O 0 CM r-f '• C^I rf* CO • © H» © • CO 4D © ! 10 © © cc © CO I-T CM b6 © of O 11 CM © 00 © © CO © 8 — . CO 1 u a 06 to .2 "s js o c ja o to o (-i g a s •otBAtad pas o;iqnd ^ooqos hy | f* it I ^ I ! ~5 ! . ^ . : ; 0 • CM CO • CM . rH : j* j j •spoqos intqo •oaed pas 9 i'b a ij 10 CO 1 I •siooqos oqqnd hy ! ft CO 4*0 CM CO nWH rH CO co©©co©oo-^co©?o ; •sjooqos SaiuoA^; ! 00 H 1 1 ^ . c • : • i 0 - w ; ; ; •siooqos piauoa £113 j b : j j ! 0 0 : i •siooqos qSiTj j © S- : r-< rH • rH -* : * • CO • '3^ CO CM • CO : •siooqos Xnmuj P»t ^ i CM X * O * CO D1 0 © j CM rf . w - d C. [0 2 6 & « >2 ' rt PIS II T. T Z p - ©.= c3 ■? ¥ S- : cs |£; cai; 3® a, igj-j ri PU ©| r cjo J 0 3^ Williamsport, l*a . York, Pa . J Lincoln. R. I* . -> " c a. 1 0 ; ai H ^ * 5 |S t: 0 v 33 > 6 O sS a ^ ■m 5 : if 3 s § s = t>-a 0 B B d t B S 1 : 1 i§E . 0 : ! — , L > 15.2 1 f ^ : jh : j a i •’tt* 3 2 X in# ■;i % i d ~ ' ^ r c A •e : |l : •a^- cg"2 z ? za< co co eft . . o .a; if} C »r Tt -r Tj( Tt Tt rr rr ^ *t ■ ; r. o O o * o c o cm c3 ci cm cm cl cm cj a cm cm cm cm cm - — o o S' 0=1 • LO U ii 1 i • C > ' §1 3 ‘ 1 Ll\ 1 OUUt » IV . Portsmouth, Va . ' c3 > t>> IS? 1 • X si 55 II .2 £.2 c; •5’s 11 ~ “ £.2 : t (l r: s = 2 -.5 jj j j : : :< yi •i > sir 2 > s $ § s i lll§i8SS||g%|;sssg Table II.— School statistics of cities containing 7,500 inhabitants and over, for 1884-’85, Continued. 852 REPORT OF THE COMMISSIONER OF EDUCATION. SS8E3s!g2&88S3!3SSSES ililii NNONNHrTo : ^ iSH t ! ISSiliilgSiSiSSsSSiSliSSIsSlI I -t" n ci cL oh io of as .-T c-"' as ci" ^ r-T «vT cc r-T -^T i-T cxT i-T in e-f PS g ri g ;ll=l3|3§*ppg|? : i g=i33l53a|^lH'sl5|5^e:P HNWTtUftat'OOOOHNW'jlOOt' I°0 STATISTICAL TABLES. 353 12iii§Sg§il§im5!Si2iiI§l5§S!S§liSI IS ililSi M'e^' rCw* r-" i-T r-Trtr-T r-T riTef .-T of ■<* ef © r-T i-i" r-T rn a 8*3 j is i •* O 0 ^ 33 3 ! ! 3 s s sg © : : ! r-T 254 103 130 129 110 68 is a i il 601 0H So 1 § OCO 3S g 3 g in 515 277 |S i is il i si :g 1 g 1 357 1, 023 © ©7 : : : i§ ->* S CO r-i II is is • 3 : il SI ,-r 1 1 540 1, 333 E E « i : 1 1, 122 1,000 is • r-7 i ii . • O il i©r o • o • r-T j is 1 1 rl 1 i II -K 1 5 \ | i© ■ t> |rH 1,553 1,513 11 -Tef i CO 1 i r-T : il 11 r-Tr-T s 1 ■s © s II * CO Cl *-< Ol Noooto QCVNCl © M © C/J C 4 CO <9* GO • CO •penojng: | 3 OhhO^Q^OOONC CJ CO • — ' 'O H CO ^ l O o CO (C l c ©©©r-TTCqo©tfDt>©' i H M t> - 71 71 - •9DTICpU9^X? ^[I'8p9Sx3.I9AV •pgnojng; •gonspue^B £irep93BJ9Ay •ponoing: •goncpne^B cs jCjicp oS'BJOAy •panojug; t>reC!C! S’3 Ij CC r^l •oorrcpnewc j£irep93&i9AY •poiioiua; CO © © CO ^ O © ^ © 77 C/D *-H L^. lO © >* 3 ’St Rr-H>,w ■ r=a 3 3 ra M « . .. , sD|a7-a •■h =--=• £ !B.a h-§|3> r e£ St: t'SzSS 3 2 2 2i?a£— -5 2 ? = rs |lai.r? 05 ® Jg to rt g rt oj oj ro ® c i - 1’g'E §535 £ o|ogf o C — ! O > *:- tt >. tct. OQ g g | I'g ^ | g jjj-g o © - « rt u^££-rcf sfef.-f«-r« eSV ^oocfrtcocfef j* <»•■■«■ <-Tef© -^gef l It s r 8s i •y-~:~ •|g ■II j © g 22 S Ti . ; jj cz t- 2 ss i jl :|| ill i © M 1 ^-T * 1 ^ u *? | sj I||| ■ z z ~ tCo "S © • = W r = C 3 ; Lillis : E--JZ 2 S • . x'3 = s r* o : =*52|-5 !l|fl« p i ii Pi: ISlsIssIS” i :| | :S : • -H • : a5s¥*| : S si i | Sii = § i§2 jig i :S : iHESS* ji ig | « © i§ i i 1 I 2 i Ji i i SI ! of j |§ m : 1 22 i • r>* * SSS1SSSBSS ! ^ • cz~ j :| :£ ill If- ill i ;«sf • ii n in ii ISISI111SI ii © sfrfcf ifr-Ti-f 'i 11 i il ii i :-> : :5s sail i1ll!!5 ' r=- 2 ^ » 1® : i s :©§ |i 3gg § S3 1 . 1 « w J : s :||l|l| © « I • • : SJ |g*° i‘ MNX ■* tz •*? « ;||1|3| ■ »s&s ■- SSg££S2g ggS83g§2SgS32ggSS§SS8pp2S8SS§53S§;J © * 1 1 ’S *5 l^l>COO»fH^*«C©tj^OI^COOr^ — T« S“ i i : ^ (M © - . ^ : 5 ! 55 • « • n © C*2 • r 2° i l =.S © © O « ; s ^2 : | -slSf o © il 11 -s • .= i- = s : if : :s :£~‘ »l: — - L ' o • II f? 1 Si o i !ji p, • ii Ii < = ii ; * n : >i : rz |ls 5l| - >i * iiJj iii Ij I £ ii. : s le 1, -•= I2 ? s 1 o is; ij - - . • • it £} _o s i s ; g| : T( - ™ ' s; _xT : =' J C; d d S2 I| r ■ ; : > .=. < is' ■'o ij Is = i | ;S jj, ; F" v| = =: — ^ -£ 3 1 j J5: =J' © y ' C) i^O Lai ■ 2 - -C — ii rial :S fell := a jiii S8§Sg822 22322$:23§S8§3SSS§;5?iSS§g3 SS&SSg: Table II. — School statistics of cities containing 7,500 inhabitants and over, for 1884-’85, ^-c. — Continued. 356 REPORT OF THE COMMISSIONER OF EDUCATION. 'go o % 32 •aori'Bpna^-R I jfpTjp 93B.I9Ay I •psnoina: g IllsSsS rH r-TcTr-r ISsIsssssIslllll ceNVco^orTHd Illll§lllIIsll!!g^=!l§gssl§i eg- o' C'Tc'f o' co* ?-T r-T »— T co" co" o^ co" cLr-T^Tc^co co'g f! 22 •ooaepnaiu? | ^ Airep oS'BJ9Ay •p9[[oing; ej S w So n 2 >-.o •9DTIBpU9^,B jf^rep ©Sbjoay ^ •panojug; •©oireptiaxTB Axrep 9S1310AY •paiioing; ss*a is 88 9’o‘ S 2 •90TTBpn9X11S iCp'Bp 9jjT!J9Ay •pgnoina; fill si si r-T a o J 5 u o •90UBpU9XX'8 ^[TBp 9Sx3J9Ay iall ®VT t* r- oo •paixoaua; II ®h-Tf •©[Binajj; j ® •9I«K | § •oxtroro^ °§1 •QX«K r- R. ■ - ^!g-i2JH4SO llIlHoH C lx ®SiS555 ^^sgsr^ssssssssssssssssssssess HHrlHHHHHHHHHHHrlrtHHHHHHHnnHHrlH STATISTICAL TABLES, isiiii •-Ti-Ti— *e^T o' SSSIEE o' o'o'^'^r mmmmm *>*o TO .-,* CO* — ' o' -T 5c — ' t-' 0“ - lilSSslIISil ,-T „* O* »' «-* O* O' O' §1 «V7 fisssi2ii8sis5iiiiii8?iiiiii8is§sieisii8iisiii r,*«NVK- o'o i-Tm ■»*« -Tcfs xc r. k -t*" r-T — ' r-T 1.-' o" c:‘ o" >— ' ?> cm —T cm o' o' o' - | X 5 || 5-- 11 sf 1 T* j 1 1 mill i s'"3" ; 0 3 » • S : cm' • lls 0 S | s 1 cm“ i i cT . I o' 1I2S c*vrSTc-rOOOOOi i«OS[»Ht>CCM«t Sr-ss t> O O ^ : x o o — x x x o =s i 0 : 100 •■3 0 « 0 ! 0 OQ tH O CM O i 0 j 3 O - O • 0 ■ O 0 O •J !o . u • c >4 i- «> 1 ■k > iiz 1 > £ i 1 -> - ! -fc :> 1 C : “ <2 i 1 [4 > i : « :p-r--r- -cr. ..= . : • ^ = ; . c =~~ ; : - . ; . 1 :So52 5" — - . - — = ~ ~ — ~ -= . ~ — _rn ~ - ■ ::C: - m SsssIsiSSsSSsSsssSlIssssIsillllSHISsa^SasSSIS * From HeportoftheOommiefdonorofEduoationfor 1888-84. 0 These statistics are lor the year 1883— ’64. /iIuclmli’H corpora to schools, a Including ungraded schools. /Exclusive of evening-school teachers, the greater num* i in unoluasUloil school, hin ungraded schools, bor of which taught also In tbo day schools. ./’ Includes special teachers. 0 A verago number of pupils for tlio year. g Tbero is also a night school, with !I teachers, a registry Ic la primary and grammar schools. d Includes special teacher. of 204, and an average attendance of 102. Table II.— School statistics of cities containing 7,500 inhabitants and over, for 1884-’85, $c— Continued. Number of scholars in — All public W schools. W )RT*OF TH ■aouupuowu Ap-ep oSejoay E C j § DMMISSIONER OF EDUCATION. SSS83B8S isSKEESSIliliSSSISSS j Hnr.‘©ar;OrVMOr«Vr!flWr--f.>- •Panola 3 IglSSgllfllililglsIlIIlllSsSI 1! I •ooucpuawB jCfTBp 95BJ9AY 9 j i ie j j j I j j j j! j j • « j • |CO ; i ° ‘P3TI0iUIi m\ i ° i City normal schools. •oou-Bpua^B Aprep oSbjoay tfS : : : : : :g : | j | | • i ° •panojug; l i i j 1 1 is | h- j i ° 1 1 % s •90UBpU95JU ^XtBp 9SBJ9AY © n in ; j j is Isis § is i*S •p9n0JtrE[ 3 j j ill j i i is ills |S S3 ri i isi Grammar schools. *90UBpU9WB .Cpcp 9IjBJ9AY ; i i|i 1 i i ii ill; 11 is jrf i is 1 i i jis ■panojuac ! 3 i i ;g§ i : i i i i is in i i : : j 3 j 11 of 8g iii ) i : lie ; r4 Primary schools. *99UBpU9^B ^IIBp 9SBJ9AY 3 1, 951 2, 997 i i ii ills ; : ; ; gg ... . ^ 11 r-T is ■1 ii j • • > ' 1 f j ; isi ; r-Toi •ponoiug; 3 . i i ig! i : i i i i ii isss iii i"«f Is ®‘rf IS •'r'lH : |i r j j j^Tol Number of teachers in— •OJUAUd puu ot[qnd ‘Kjooqos xjy M i i* i i ii i js § ifS s •SXOOX[OS ' peiqooxEd pun 9}bati£ I « : 1 i :TO i i :| : I CO o All public scliools. •atumej of •91BK 3 .Sf H § i t : : : : : iiiiiisi i i ° ! 00 i : c 5 O j •9IBH 2 i i i ■ • • • * *t> • : : : : : ;S : i i ° ! ° City normal schools. •opBina^ j j ; i i i i i ° • « C :> » • i :° •9IBJ^ » ; ; j j j ;co j i i ° I • c > « • • • l-H « City. Carbondalo, Pa* . Chester, Pa . Easton, Pa . Erie, Pa . Jlarrisburg, Pa . . Johnstown. Pa . 1 Lancaster, Pa . | Lebanon, Pa . McKeesport, Pa* . Mead vi lie, Pa . New Castle, Pa . Norristown, Pa . Philadelphia, Pa* . Pittsburg, Pa . . Ua. ii llll \ti lit II * ”i IS! York, Pa . . Lincoln, It. I* . J-i ' O i~< • Tf o ■ t> r-T •:5 is ilSSs | : of • 3 2 i :S ;igs?s i oo ! • ^ • C'l :SSS3 | I s| II 'q © ill I o ° ill ' •> u *2 s §§|S5a5SSS5gS§Sgg§g5aSSg3SS i g t'^SSW»COt':5C';0^§S>t'NHOC«0«^ _!_■§ B Jill-® ? ■s .2.2 :~ §8li!88§ig§8ii888gi8§Rggg§g Table II. — School statistics of cities containing 7,500 inhabitants and over, for 1884-’85, <$%c. — Continued. 360 REPORT OF THE COMMISSIONER OF EDUCATION. Average annual salaries of— Assistants in grammar schools. •oXBomji; M h $400 518 «79 900 800 ill fl ip :s :S 1 § : •era « h O CO 3 is Principals in grammar schools. •9X8019,1 o' 1 H is i sa ii rj j g I ,#I*K © h §gg§ ill • r-T r ■ : : • • • ■ • • i • • • il i j il is : ; 001 ‘I -pucrpraadns '}Trg}9issy it © o • o • CM • S ; Hi jg j p i •^aepuo^uuadns © © $2, 000 1,800 2, 000 2,400 2, 000 in « ^ :g§ • o :~<3 lilts i i • CO • • cl, 600 400 2, 000 1,500 Average daily attendance per teacher, excluding special teachors, in— •siootpe oirqnd xxy vi © O CO i« i ig : jS is •siooqos “nrusAg; ** r-i •sxooqos psaiioa W © •sxooqos qgrjj © S •BXOoqos TsaraiBJX) 1 i* © I i ii i •exooqos ^iBcaptf © Number of scholars in — All schools, pub¬ lic and private. •oorrepuoxxn oStJJOAy © •paxxojoa; GO Vi Private and parochial schools. •90U8pU9;X8 Axxsp 9^809 Ay t* •a •poxxoma © : : : .... City. ** £ < > e £ | P C s !i !1 p« !i IS 12 •* a i a \ | X Is ! 13 il : - 1C 3' Sb-i Hi !!i u fgt III ul Denver, Colo, (g of city)*. Leadville, Colo d . Bridgeport, Conn d . jjaiiiuury, cuuu u/ . Derby, Conn* . Greenwich, Connd . iiartxoru, uonna, . Moriden, Conn . Middletown, Conn*c . .New Britain, Conn . New Haven, Conn . Now London, Conn* . Norwalk, Conn . Norwich. Conn* . Stamford, Conn d . Waterbury, Conn* . Windham, Conn d . p i i* |C J 4 1 Augusta, Ga . STATISTICAL TABLES. 361 p. .a i L o li-v ||1; ’S — S| ,11 5oo . ill pi 15! a 1111 I a o 53 s I it I II fell * e-a Table II. — {School statistics of cities containing 7,500 inhabitants and over, for 1884-’85, $c. — Continued. 362 EEPOET OF 'THE COMMISSIONEE OF EDUCATION. Average annual salaries of— Assistants in grammar schools. •9[uui9g M 1 llppgsu i ii ||I1S i 400 412 1 SI *9 [UK « I | i i r-T : •a ; Principals in grammar schools. •9[Uni9^[ * $1, 350 ig| a800 502 425 si a700 1, 050 500 600 475 1 t •9ITJK © Hi ii s" : ■! 1,000 al, 500 1,440 750 g ii 111 HHrt B B 11 rtrH 1 rn" 11 r-T r-T B 1 Principals in jprimary schools. •eiumog © © pippisll i :l 111 => s 11 1 il •9IUK © *1U9 -pua^uuadue ^UBjexssy © $1,350 |i l i s • al, 200 ii i •^uopua^injodne © © 11111 > • 1,400 al, 500 2, 250 /300 i> -r l ;< :c Hill i tftftitf- ; 11 ©Ter 006 ‘I 2,400 a2, 250 1 i per teacher, hers. in — •spoqos oqqnd uy © © 338 ig in £ 8 is n 88 8 •sjooqos guiuoAg *>< © 8 I o 2 ^ 2 rH • o 2 o> jJ •spoqos prauou ^TO M © o 2 !1 1 Sfc £ £ > J«L | 1 ; 1 •sxooqos qSijj « © 88 is 88 2 2 < 5S» 83 3 88 •8[ooqos juurarai-Q ** © is ! i 38 ! is §83 38 8 83 • 1 •siooi[oe t O © 3? is 38 2 2 c 338 88 8 S3 Number of scholars in— All schools, pub¬ lic and private. ■99UUpU9'X5'B A[iup eJtBJOAy C5 © il \m i TjT ~]i is • o 2 cc •poiioing 00 © il i i r j ii i :©~ : » iH • il i^r o a r> Private and parochial schools. •goaupirenu AjlUp QSUJQAy © ig 1, 777 ii •ponoaag; © © :§ ; i il : | r-T j ig 2,539 ii 8 I 3? >! K i a) c Auburn, Me . A no-n st.ri Me _ % L|2 in £ % il its i [! i c ■s il ! Portland. Me . la 1 a 1 l If! ill i's ! • m | s ilJj jj| if! yi c m * ll jS id 5" c _>C Fall River, Mass* . Fitchburg, Mass . Gloucester, Mass . Haverhill. Massd . Holyoke, Mass . Lawrence, Mass . Lowell, Mass . 1 Lynn, Mass . 1 STATISTICAL TABLES. 363 * From lienor t of the Commissioner of Education for o Monthly salaries. g The city superintendent is also principal of tho high 1883-84. d These statistics aT,o for the year 1883-84. school. a Those are maximum salaries. c In Portland School for the l)oaf. b Salary of supervisor. /Paid school committeo, which consists of three members. Table II. — School statistics of cities containing 7,500 inhabitants and over, for 1884-’85, cfc. — Continued. 364 REPORT OF THE COMMISSIONER OF EDUCATION. Average annual salaries of— Assistants in grammar schools. •9]UUI9j: e» ** O O 05 IO S-S 0 • «eoo^ • 0 • ir. io • • 0 rH • 0 • r- ^ • 4Q ' TJ 5 • cq 0 • 0 to • - « V-4 0 • 0 1— * >10 40 • 10 ^ A |iO coo 0 0 0 0 r> 0 co — 0 I^OOOOMO ^ CO 40 4C -TT* Tf 'TT 'TJI rO 0 • •ep?H « h • 1 ! ; ! O •ee* j! 40 • • • • * • •=> : :e Principals in grammar schools. •9iuni9^; 0 0 0 0 40 40 •ee-fO i : i 0 *h .0 « 0 CO • 0 • CO 0 • 0 • S • ' • • ' O • • • • • 010 0 0 O to CQ ■ O HC4 OOOt^^-H • 0 l>I> 00400-^40 *o rO 0 0 ^ '®IBPT O h 0 0 < 0 40 » CX) CO c rH * rO r o I loo ro • .^0 3 • . ” I I I I o . * . . 0 ■ ■ • • .o » O • O • O HO • O • O CO CQ • CQ • CM O • 3 I » 0 *cO 00 » • 0 * . 40 O O 40 • *40 • • 0 :2,h* O rf • • 0 • i1-1 ; j j Principals in primary schools. *9p3IU9^; 9 > « (M®inO *11000 • CQ • 0 CO LO Ol • GO O O • rH • O COt*t*t* • ^ O O .O *00 ^-rO rO * • OO *010030 40 10 *001000 • 00 • O 04 O 10 CQ t>- ' CO CO 0 0 • l> 0 • 0 t> 40 Tf •COTjtrrO • • *o ! ! 0" ! . . o •9P5TC 3D • 0 • I *0*1 • -Ge- • • • o** . . . 0 . . . 0 • • • 0 • • • rH 0 ■ 0 • • • 0 * 0 • • • 0 • c* • • • •fO * * * i i •^U9 -pu9)uu9dns ^uB}stsey ao ! I • . • O O O • O • O 0 • • *-* O • CO • tO h • • ^ • CQ • CQ a • j || 000 *000000000000 000 • 0 0 0 0 0 0 0 0 0 0 0 0 O-MO -LOOOOOOlCWOOOO^^ ‘CQ* ca ’• C0^1 rO Average daily attendance per teacher, excluding special teachers, in— •Bjootpe orjqnd xiy | « ! e ® 1 • * : : : I O i I • tj CO • • i • 0 < ^ • • • • TH < ro »o t> ro co Ot-^OOrH CO CO Hjl TJ* CO •exooqos Smu9Ag; I 0 * c rH . r- 5 • ■ ■ ■i « • • ; ; : : : :S : j i • • 1 •sjooqoe xculiou ^13 M • t— • H. • • MM • 1 CQ • • • 1 1 • • • • •spoqos qSrg; 00 ! r- (M » cr « 5 . . 1 i • • • rf* 0 0 ! • • c 04 CM CO • • • C 000 I O CQ • • 0 • 0 00 t> • CO 1 Tf CQ CO •Bjooqos j«mtUBif) t> I c: 00 • cr > I I I 5 • • • loll • co • • O rH O • ■ It CO CO CO • • • c ^ T* O Q CO CO I rH I O 00 ^ • ^ » TT CO CO •Bjooqos ^i'euru(j § 0 1 0 t* • c< > I I I 1 ■ * * loo I I « 10 • * rH 0 rH I I It 40 CO Ttl • • 1 C ^ 40 40 O CO 40 • • • 40 • O O 40 • CO • ^ T}1 T* Number of scholars in — All schools, pub¬ lic and private. ■90UBpU9^^B ■£[trp eSisjOAy § HI ml 0 •' I *> j I 0 | | CQ ^ O I • ■H* CO » CQ • • CO CO -40 • • CQ* CO* • 1-i • • •ponojug; an Hi 10 j »o • CQ* • e ; i i i i j j i 5 • I 0 1 1 CQ rH • O I ' 40 CO • 0 • • 00 40 • CQ • • cor* Icq* j ; ■ • ^ Private and parochial schools. | •99Ul?pn93VB iqtup eSuauAy * >a i i i i i i i > • « 5 • • 0 • 1 « • O 40 • O * * O CQ • CO * • ^ ^ • CQ | | « • • •ponoiug 10 j e : i j j : : : : > * * > • • 4 . . OO • O • • OO • O • • 0 CO * T* * * e ; ; ; City. Dover, N. H* . 1 Manchester, N. H . Nashnn, TsT IT | Portsmouth, N. H . I Bayonne, N. J* . 1 Bridgeton, N. J c . .'hi gj 33 Hoboken, N. J . Jersey City, N. J* . Millvillo, if. Jc . Newark, N. J . 2 ; j j j j \jr • • ^5 • • -H # C , • • V • , r?> • • IHiUi Binghamton, N. Y . Brooklyn, N. Y . Buffalo, N. Y . i i : if In • • • * «4H * S-f . • • • O *r^ i y !®ji gtf| cf J | « ■gs =J.5§§ H«W>|lintSr.OOfflOHfl C"5.Tf mSt'OOOO^'MM-^OOf'OOC) STATISTICAL TABLES. 3G5 83133 Spill II HIP IS Issil || ;lli SI 11 SIP ill iS L- — ©r imi =ni _r *-■» sill 111! I. lillli lillilliilillllillililSililgliSliii ~r if a* — ~~ — ' — ' — ‘ ~ ~ “ r-r ,-r snT c-r ~ O -a -a .a .o .a .a c? r; rt :§3 £3 r? r? § ?i f.2 5 I-l M Is IS 28 >< •7^: ?V = Z>H Slifi !.:^.o|5=3SS3|g3 '5SI-5-A ?I:a Jl. si; - c ?’ • ^ *— 4*\ _ _ ^7 — i-T -* SSSSaSgHggSsiiSSSSSSISSIsSSSSliagSSiiSiSiSfliS *Froni lloport of tlio Commissioner of Education for d Monthly salaries. I w STATISTICAL TABLES. 367 Table II. — School statistics of cities containing 7,500 inhabitants and over, for 1884-85, cfc. — Continued. 368 REPORT OF THE COMMISSIONER OF EDUCATION. STATISTICAL TABLES. 369 lllllslsll laililil sf seasss 111111111 gSS'g'SSS'-'g' sSiiisiy msii ii •r S!~ II II II ass II ggfii i jsiisasss 1 iiiiii ii III IIIIII i 1 r-T eor-T ; o 1,000 2, 000 i, 666 000) nnrtt,N£§ **. 1 jSSESSSSS 1 IIIIISllI III IIIIII 1 ill ii & oo • i> x" cf ?r t~ «r t>- cT oio’ccrix to" o' o' t> cT io oa cT»=r«sirr JO TfCO • 10“ i ii linn § §11111111 ill ellllll 1 11 il s' ie sssggg cf ^ Si il ?i = £ S = §" 382 r- r-l |sWf|' f §'§' is | §£ ' s "in llllllllllllllsllllll llllllll o •3 t? I | a 3 mill i “-‘sag'ss s' 11= II II ? I I I i ® s ill z* i 1 §i : “ ll.ltf ~cT 5 = 2*; - = 1c. “*S“ag" § ilJiil iliSigilliil lilliilg gill in ill 111 g 1 ^3 § * ! il U IJS 1=2 *1 | Up | iiiij ®|2|§g | | S«|| § i JJi o mi in r-r-r "S. liJJjiiiiil ijiii in niigiii -r-r « cfr-r-r 'S ^ 'K il II 88588SS8S5«3S3SSSSS883S8S.6SS&SS3338&_88SSSS 24 E -SoS O Table II. — School statistics of cities containing 7,500 inhabitants and over, for Ib84-’b5, 00 • O <00 ■!>«»* . . • . IT : jlil jl :l Jjt i i i i i” lit ~ 1 Illll | g ^ S" - "I" ^ 1 ii ii! 1 III! i i i i il !»§¥ i i i i ii ill il il ins i i i il :8 :8 ig'S'S 1 I I Ig i ill! i il Ilf I i ;§-§ i if lit s i i :l i ?1i«1 isiiiii i= | gf^s'gs i « : is ii g ;s sin; ii iii ***S|! i i Is* ill il il ini i i i il :SS :S :S ISg'S 1 1 I Ig i ills ig i i Illll i i lllfl ; : : ; ; sciso : ; : : : frf=»o ^ : i| . . s 11 i ; 1 i :g : i ill i i 1 ; r‘" ; : i§ N i ii isjp | i j j . fen; -s> U M M 1 M ! f if 11 II e i!=i is§ :i ; ; s ; ; 'srt- ; I i i i i i| i ii i i i i ;§ Ii : : : i : i -3 ■§* is is ill ;er ;!§; H j Ml j j | j | ; ! 1 i i ! i IS 1 till ::::::: : | 1 j j ! 1 I lo I I .... L- - 1 ; i ; ;s ; ; 1 1 1 i i i i 1 1 mi : if • ■ ^ l : : r ■ ■ i ii ilii ■ • • :S • ■ g 1 1 1 1 1 is 1 -§£8 |d : g-i||| i ii ills . . . . . . . . . C y I j i ! m ! ! mil 7, 000 i i -3 : : : i i i i i i i i i lllfl 1 1 1 : 1 1 1 1 1 lllfl i is liisii ggg£§§ : isa is O ig t- £*• i-« 0 * ; L- rH • co illll ipilp i i | 1 1 ii1.? i^ggg^2t?§ « • -s SCTfiO’OCt'OO " £ i is in r iiiiii i i is is ; ■ I*"1 ■" | i i il i ig ill i i ie i i i i i igii I g !!!!!! ^ s ! : r ; •; : :::::::: : : :§ if il is i il S j ; i Is.'! o po I is 1 illll r |n.NnV iiiiii i in ii NN«Hfiri • ; rl cvf | IT i Usi in ill i j i i=i 1 1“ " 1=" : : : : ' • • 2 £S :g :§§§ § 3 s I l"-« f . § a i ^ :J i :H :N : :&* • • . = o o j j j j j j i j j o | i asasssssasssssssssssssssssssssasasassassassass Table IT. — School statistics of cities containing 7,500 inhabitants and over , for 1884- 85, o"r-T • cf • rH 0 O : Sss j gf - ill sa- i j of j 11 i I : r-T Receipts. •sjdtaaa.i jejox I sllllslillsllSSlllllSI§lgggl |||g||W|gWsVsWg|i5SSS§2|“S •saajnos joipo qB mojj poAiaoaa janomy © 1 :S o ill is j ;t> ; 1 00“ is jo ;slis •* o' • ^ 1 : ii • • CO : •so9j uoiqnj uxojj paAiaoa.1 junocay jSS : i ^ i iis i j © j il j-r :S :g • O ■ r- ‘ fcC j 1 • 1 • 3 i i ii Id ff la II <1 •[boot; I: Hill gg'a'ss' III . rH CM il i • CO • 1 s IS iS ;iifi Iss'g's Ii § j i ii • . CO* ■ • tji •ojbjs l llllg Si ill !** il i ii r-jcf il i i§ ; in j 10.0 Amount received from interest on perma¬ nent fund. qBoo'i S U 1 j il i j of j § il |SS"S § j «“ j •AjunoQ i ii 1 : •ajBjS § ii •6 § 1 00“ Is r-T i ips i i”' a g i S : il i looipe jsbj uio^; punq no aouB[BJi j s sans ill jSS • O • °| o“ : ^ ■’ o jS : o « S : ief j isS i ht Tax for school pur¬ poses. •anjBA passas -sb jo JBflop aad spipr | § ' a ! o ! ■ ih : 3j I> CO CM ! t> • ^ CM* 2 H! 00 • T! H ^ • •anjBA qeBO jo JBxiop jad sjxrjq « SR » rH H ! H rH • o CM CM ! ! ^ N T* j Total taxable property in the city. •uotjbuxba passassy © iiinii i mum i fet-'sas|s 1 illsIssllllllglllEll •i¥flWs‘llfff§¥l¥ilf •an^BA qsBD pajBuiijsa; 1 111 111 il i if i jo : 1 i: Ii: S' i: 1 i i fii ?'i ; !!f i :i j i? !11 iff ?"§■ £ 6- H M 3? < S2 foS 2^1 ISI 1 Sic i i IS i i j- |sii Ilf gJii >3 j j 2° § s ftfi Sfli m ||o l irg 1 ■3 ! : ! p !s«j :<§S: §1; : o-S ££; jncw Britain, (Jonn . Now Haven, Conn . New London, Conn*.... Norwalk. Conn . . >’f53 a e II il H c1® ;§§a ill III 1 p Si STATISTICAL TABLES, d ( < iir* ; j :§ : 28° ill il3 : : • o' • o • • :^|§ :S : g i ! gsisss i s •* i O 04 |Sg|g§3|S : : cf rf«ef tjT : : snsssssi i « O' Cf rf si : o • S : o' • : : ; ilSllS ;£ o WTo* cT-TacT • O r-t 04 • * • ^S» " • P Ill ii 8sSSS|i isffSsiisi i ig °| ^ or* |i §ii sstf 1 isillalllllllil § ;§S|3‘gtfl3‘S235SSS ililils ;SS§"5Ss= i 1 i ;| :i l§ Sill 1 _ 3=_S3SS S' 1! 1 li Hi S5 ~ s 1 il » 1 jigs i si 11 11 t>" <^‘sTt~ • ■^Tofo'-^'oftrf i il of ;C ISS3S6S i-i i- : * i sVo^-f ; : : : : — iS- ; : : : : rr r-! .... iiri i • o § :s e? ® : >= ■ 5 : : : o • t>- * |2 jl il • • Z : : ^ i i 1 1 i i; ll i= j j i il ill i! ! of o' ; ■ 32 : io : :So-h ; ■ J - i i r> . ic^* « ^ ° . . o « « o o » : •€ : i ; : g i i S ill° i i '• jog- ; : : :.rs :® :§ :~ |of I £ =s « — < ao • : ; l> cT j IT 88- i | w a : § "0 : ^ N ; i S ! ii i> • • 3 S< c - • i-i Z 1 illsSlssSSIl • i-n co'co' rf so -r— cf ~ “4 ■ ca iillliiSli :i ' i is lillliill 1 33SS'S“S33 = ig '4r=' 1-g i co i ; « | ; » * O i Cl * o • < O i- 15 • H H O * •— ! 2 Id^nd loo o I ~ o ! o rA |© COC3 ' i C SO 00 « s :ist*>3 ol o • ioiri 'co-’f-i-i Is o o ;s ; : : .§ io :§bS i : : I,? :© : o ts rj : ; ; ^ o l>* so so C5 » ! 1 G 1 |h: doo : : : : ^ * ! • O O r* rr * . H *“ : ^ 1 X • in Us 0©~Cf : mmusrn ■ :tsgg=-‘sggg j : cfcs £ rf wcf« cf sf sf S Ill r-f j© IIS Ilf efcfT* ism? ii fgiiii ii «gcfO''®~ x'of lil 11 © :« 11 15 s 1 of in ill! ill [ll! ■ cf— cft> c ; N ; r il Jinn ii: 1! ills 111" jii fotf • lO~ o'^'oTx't-r ■ ■; II = 1 51 | i | 4 g ; : a • :: -: : -E =s ■ • 5 : = _-~s j ’ \ j p 0- = E = j s|. f£j • i li eIJ-: L=ra ^ : : i : s is : i :-2 :| :5al j : a*' j j a ; • - n * • • o < s*3 2 J 3 5© ■ ^ HP " 2 I ill «i- >> 3 I 1 s III! \5 ^.5 - 111 "Ilf saa lI.-~8cfoool statistics of cities containing 7,500 inhabitants and over, for 1884-,85, — Continued. 378 REPORT OF THE COMMISSIONER OF EDUCATION. •eatiB.iqt'j ■9njT?jT’ddB pan ajujiajuj t s •eSaippnq PUB GOJIg •sjdpoaj pr>ox •830JT1O9 jaqao jp? raojj p8Aiooaa juuotay & S : j j j j : « i : ° : :l ! o I ! el, 711 0, 592 is i i :s : : M*i ^ : i°S Ej | 5, 257 j o 8,732 II s' ■1 ; ; ■i i ; r- i-« • o ^ • 111 t-' 00 t>~ of •eooj uonmj UIOJJ P3A1909J juuoaiy ■ t s i a „ c 3 S 3 'IBOOX ’©WS § i §5? g-5 a <1 fBOO'I \£juno3 ■#ws S8SSSS W'r-T rH S*I558 5f S SS88*8S8s8SSsl :8I§8 SSssg'Sess'SSs'sfe' .ss'2'i mtmmms jo" so" o' o' co ao o' o* o' eg •JB9.t {00TJ99 5HB| raoij pauq ay 99acp?g; is ’III’ rs-r 8S8 '8 IS35* all t*** I o ; o i a j ss SI SS •9U|BA P90999 -9B jo JBpop jad eippc 8 x£ o co t» co to ci ci oo no o eo ci r2 « co 3 S. H4H’ O^ £§ 2 H-3 * •90|BA qsBO jo JB|iop J9d spij^ ' ci w oo in ! !t> io® ! ! ; ; 1 ! ! !oio :§S j e>i oi co co -i co j eo ■ i-5 • • ! ! j : ; [cirt •aoT|Bn|BA poseasey Si liellll IlSI'g'll ~ IO O <£> rT !£> o' si S3 IIISIIIslllIsS I" I’ I" 1 1" 1 1" I S’ i I" § 1 1 ® 2 g « g*‘ «' ® 1 2 g S S rf 81 IS s'Jf *©n|BA TjSBO p9|BXCUJS3: 88888*888 ill Ig’H’IS iSa'StfSIS“f‘r IS si SI II s'-' ’2?ksSZ° 14 cftTf* 1 11 iuooofa^o STATISTICAL TABLES. 379 * From Report of the Commissioner of Education for cNot paid from school funds, therefore not included in i Includes expenditure for repairs 188:i-’84. total expenditure. j Seventy-four thousand eight hundred dollars oncer- alncludes receipts from levy for sinking fund. /Tot a1 of reported items only. tifleutes of indebtedness and $0,810 from sale of real b These statistics are for the year I8#l-’8i. or In 1880. estate. o From city, for Portland .School for the Deaf. h The hhrarv expenditure of $15,008 is not included In k Includes $82,850 from sale of bonds. d Items no;, all reported. the total school expenditure. Table II.— School statistics of cities containing 7,500 inhabitants and over, for 1884-85, $c. — Continued. 380 REPORT OF THE COMMISSIONER OF EDUCATION. Expenditures. Permanent. •S9TjBjqiT; © $12,000 1° ■ O'# . 1, 000 Uses :^r r— i 'OOnCO i c3 © « © :"rf^ •sSuipunq pun B 9 JI g § w 1 I S3S8 ill i id” i s ii § 111 j)Va :111c ;gg-l Receipts. •Bjdiaoaj jejox § w iisiisiiiisiin i gggS|'23‘8'g‘SSS'g‘SS i iiiSISiSiSH |S|g; sdsfs d§ s § co- •S30JHOS JOTRO TCB lHOJJ p9AI999J JOIlOUiy © w I isirg i«!3s ft O :°« ! : j ill-2 ;» § ‘S99J UOIJTUJ UIOJJ P9AT9D9J juUOUiy 1 |1PI° i 1® • '• §i i j ilil° Amount received from taxation. TBOOi; I $42,153 >i 800) 22, 451 834) 60, 063 7, 580 38, 530 23, 723 55, 089 10, 153 21,001 ill i ®§S : i s i i« § :> la i ',f : 170, 750 47, 708 44, 600 1, 333, 945 •ojbjs 1 ® 5S d G> Eg ; ® : il il ii j1 7,802 41,202 31,749 1 1 i! 1 j= Il i 3§' 1 47, 395 12, 824 11,248 288,714 Amount received from intorest on perma¬ nent fund. ’fBOO'I S I §° : j S il ii jft |j 1 i i i° Si;! •AjunoQ 8 §1 iff. • © j j 1 o £ : : :° ^ • i • » • • ! •0ms n e i is • o' •5- 11 r-T i°s i : : 1 d i is i° ft- j : \rea£ jooqas asej uiojj pueq uo 90UB[Ba; 8 11 S8° i—T 00 3 2, 114 8, 94 G 22, 828 © MB CZIO il i jef : Hill is-^g Tax for Bcliool pur¬ poses. •oujba passes -sb jo jeftop j8d sjxrRX 8 LO ! © © o • ! © isiso ! ft'iJeo ! ft o ! ^w^ft : ! ft ■<# •9UJBA qsBO jo JBqop J9d sqrjq; 8 S3 i » © I rH r-4 CO • 03 :» i ’ O ^ Cl |c4ooihco Total taxablo property in the city. •uoxjBnxcA passossy § 111 o ®~ ft 30 S g : 1; ®" : :§|H i: iisfl ii ■ 00"ftft"®* •! Hill IlSis SBHOO rrr";3 §115 i fill : s^'s' ; 67, 300, 882 10,714,716 14,618,987 | 300,000,000 •snysA qsco pajBimjsa 8 l I I i fi S' ; 1 1 § l ii Si ft" ii 5, 497, 500 21,738, 866 12, 000, 000 § i s 1 § oo" :i i is i i§ : 67, 300, 882 15, 000, 000 14,618, 987 428, 000, 000 1 rat o 2' I ini e o ! i [« il |S5 ■fc \%§ il? ,*-1 ft Sp H £ J c 1 [a 2 :| H d -o 2 l Li, G ■ 1 e ■ ■ i1 llff fill Sogli * ~ 8 2;^ SI il & l-S ■s" 1 Ii \zi •1. > s»5( H ='2 HSi ;hh: rrenton, in..j . Albany, N. Y . Auburn, N. Y . Binghamton, If. Y . Brooklyn, N. Y . STATISTICAL TABLES. 381 1,547 10 187 130 17 8G 288 ■1 ;« :5s • • IS llll ills i i gw : w : : : isS il i-s :S2 g : : §=ll§s llll “gsg§;i «=!§§ ; i * *i * *1 i i iill! i i®§ i ^ 8 ill co co~ • CO I . Tj< i ii 313= •:-li iggj i jsT i =ll3ls§ i OT*cf*cff-rt> • r-» r-t T7» • i iisss in : :;fS :s'-' i o' 00 • < o • ! O' |j IliS j ?oc4't>^r • r- iriiOrn • 8S8IES SS3BSSSgS35ES3BSSE3g8SBESBaaSBEe8IS8SS§ 3 S¥§2"g‘s$S5 afgS g‘Sf§ 8 . ... « ’ . j§ j o' iriiiiii isis*i ! ;r-T n r-Tt-'-«<~ ;NH g J . . . ill i s 1 CO oo o' * 1 fill i 38'“ : ajPiS S 11 1311 ;©T ii i i|sS ! :S3 i 1 i°~g i g mp j IslllI 1 sjsss-'ss s Siiifiiiiiiiiii ! co ~ : is i*i B lO fits i 3SS= i isiii i ~S5£§SS i 8 ! =g i g'S ! 3 : o' «' 3 ss o CO* l i i\ I1S1SI crS-S®-? ielllSS i ii! jio i ills j of t> ■ s'lllll i o'oo'w'co'tjT ; i jl 30 j 4\ ’ j ° j • is j o *• j : is . .ia i is |s ! ^ is jo' i° i ji ■ • : l i i i i il i © i ; i i i : i «888 ; |!3§ j 104,300 24, 787 0,019 6,318 1,011 i 3S i 1 ”53 i :§liisss jcJcsT OTQ -H~ i°ii“ii i . cTo t-^W • ill ;3S t>* o 3 mm \ 00 o' r-~ CO ■ fssiii i rdT^cvTin cTcT . Nr^HrlrtlN > ! O NOH t- CO ccoo8£§ CO oc oi CO o t- • co t> eo TP c5 C5 00 • O TP ITS taot-co • 1 o S 1 ei n • cit-5 ■ looo t- I ■ ©3 ©4 ©4 co ©4 rj< j :S§ |co^ coco CO • ! if* *. .>• ; 3S8SSS 11 li SllWg l¥ ii g-Tf-'o cf .o «Tl> i 2 ^ r => : £ j r : SSISSi 232gSfS“ {M^oc:cit> cf^Wcoco isilili i iiiiiii i is's's^m' ; ill ill i“g' » tH £ s s IIIS i ill's i of^Tco'co' \ :8££ • O rr O jiff j TjTtcf'«r ;§ ■ :‘oo j ! 53 jra ; mill Is : isiffg si : . t-' ed" \a oo%-T . II II ill! iff i l%‘- 1 illllll i illtllf i :§gS“SS ; ill iff f f s 11 it co'ocT 1 i fi 3 i il i if: joo~ j : i : 1 !; H ! i : £ * : it i i i* U • :M; e : l=5ll5- -= "“is e-g s^iz MIIililBliiiinj;iuaiiiiJiiit;i SaSSSS SgSSalSaSsSasssgssSSslifJlilgllgallssI * From Roport of the Commissioner of Education for d In 1882. i Total amount received from State. 1883-84. . e From State appropriation. j Includes $95,751 from sale of bonds. a Tlicso statistics are for the year 1883— ’84. / Includes expenditure for insurance and repairs. k From sale of bonds and loans. b Includes expenditure for repairs. g Includes amount received from permanent fund. c Includes expenditure for ropairs and furniture. h Also includes incidental expenses for tlio year for libraries. Table II. — School statistics of cities containing 7,500 inhabitants and over, for 1884-85, 4'C, — Con tinned. 382 REPORT OF THE COMMISSIONER OF EDUCATION. i I Permanent. •eariBrqi'i § 1 1 ;tjj; 2 : H, » • O :sj . ( » - •snjBiBddB pne aanjiuan J 1 Stssi ll is : *5 2 is- : ^ is I si • j ii • • i US i ill : s •sSnipxmq pun sajig « © 3 j ; ii ; ; t> ; : is $15 35rf Il i !«'“' ; 1 i •sjdiaaaj § essssssssss |SiS;=S3SSS"S S8ESESEBSSE8S8SS S' S' 83 § £ s ;' ?' £ S3 S' S' S' 3 S' •eao.inos .xaqto pn utorj paAtaaaa^anoniY r«< © H pli a " lisil : : 33S?S=|5SS||i| -- | v 2 •saaj uoiiraj raorj paAiaoar janoniY 1 ||lsl j i g is : r iH 5i IS i la !| +2 +2 I1 quoo'j 1 ESSS88 SsS i gatf«*g«ir : siili llissls •81«18 1 i isisa^sss i j j IftfO'rHrH KO© : UsSISlssiss rt-n‘©»pf«rw aTodojwiO ■ to :ls jee 11 111 ill <1 TBOO'I § i is j ! ! s i ° •© O •Aanoo 1 **-< • S : : si i . ; © . • o ;© CS : •OJBXg » © | IS i & i ji | < 1 i i i i fiii: • jo j ;°s0 if ® ^ • S : ; \rea.f jooqos qsrjx rnojj patiq no aoacpjjj I. :!lsl ii ir * !■ isiS i -o«r ; i°Ellag!iSHS8 i « g's'S Tax for school pur¬ poses. •enpiA passas -SB jo JBpop aad spn^ 8 O. it) W ' O oui J>cd-*£j ^ :s • l • ^ 0 lO PM r-3 •anxBA qsBa jo JBqop rad spipj § :<=> :S i :«5 :<* i i :8 : : : : : : S| ! i i co : : : :S | • L • c » I * : Total taxaljlo property in the city. ■ _ •uoijbuiba passassY © lllillsliS ;i slllllSall !i ^«T|>(jqrr t> t> c© CO ^ ^ rr IH . r-4 m ii Iff -TuOCQ j 1 1151111111 mmmm 1 1 s' •aniBA peso pojBurcjsg; ! " 1 ii i if: 1 i © 1 i ijisi : : IS ! : : :^r : . . • 1 i il 1 i \$ ; ;«r ii ;g i ill fl is's ill iw S'2'3' City. >? n i i “ Chester, Pa . Easton, Pa . Erie, Pa . Harrisburg, Pa . ^‘ • • cT »— T o r* ?H • • Co ii lls!!HillllS'lilSsiSills!lll§ISI g6'5^p^ass'ss'aWs'Ss^ssss'a'saiigss'52sa' CO Hn CO §§ i «$ ; ill i in • ;§ l|s°s ; ; ; iisiissi i : Kg' “'S' : “ii 11! Ills i is th j j i i ! ©m : : s ; less iis is • i S“ 1 SSSBMsS! 8" 1 illlli i-ixcT-o • i-* CO rH rrCO^-OiOCOLOOCt' s-slllllSll Ills ©~ :a ■ : i if » • • r i j 1 1 1 i 1 1 is i ;© *::Ii:iSi 1! » : is i ijf ! j : • | Ird H ; i i iis i isi | : jnrr : j :i |S is ■ ^r jo ill! ilil i i i ri i 1 1 Si tjt : i :!l§llll i illslllf • ■ © III £*’l 11 2 KS HI -fce. iifnimi i : :.2 if ii :.s H II 22iSa3iSgHiSSSiSS8«8SSS£SSSggi j * e-® Table II. — School statistics of cities containing 7,500 inhabitants and over, for 1884-’85, $c. — Continued. 384 REPORT OF THE COMMISSIONER OF EDUCATION. . •ODcrcpaajyc ^[rep aSu | -jOAEnoposEq'sasaadxa ' juoSarjuoa jo pqaapionj ‘ CO CO • co to •QOirepUO'W'B ^TCp 9§uj9au no pasuq ‘aoiq. oiu'jsai pau uoisiAjadng tO CM • C) o •ain^ipaadxe ir^oj. O tMM C3 l> t cT to* « _ ... HifJOCOQ. I CO t> Q CO O CD •OCO'Mt^OtO'rUt'-OOOH t>O^COC3HT^Ot>t>CiH d>oocowi>^ir:(Nooo > to CO CM — I 10 cc o co to r— CO CO ^ to CO o r> oc r-T *S9SU9d -X9 JU9JJT19 pau esqddns jaqjo py m •gpdnd © jo 98ti joj paijd -dns sqooq poqog •gjindgjp ■aoinuneai CM t> tO l'- aft> r-T »-H CM e r •^noa; j o o GO Tf CM •Pn & •sSmpjtTiq jo sjojiubi’jo Xej •o?S> ‘ejoSnas © -8901 ‘S9TJBJ0J99S ! sA ‘pjooq jo 8J90ipo •Soiqoooj joj pred junomy •not -SIAJ9dUS jo JS0Q COOO’ tO O CO i 00 to 00 < CO* to O* T o o o th o CO O H 00 CO O O CM CM OOCO^T^ MOQC5W O I> to to H O O CO to CO o co to o WOl'OCO OOOtJiCO ^ o o O M CM L- O r4*ca*i> CO CO i-» CM CM O ^ CO CO O^CONNtpO r-OXOC'5(M^7J OOCOOCC^^ © to © to r-T Th to co © co © TT 00 CM CO O CM CO O CM CO b- 04 CO (M Th 00 © tO CM tO tO WHOTt^ODH CM © CM ^ o CO CO CO © b- O CM CO* CO CWIMQOO cT © o* co aT CO to o X O O (MOO oco © O tO CO to to •(JS9J9JUI Sat -pnpai) Saipopj *(JS9J9JT£1 jtnprqoui) spaog; >> l . a *S» °,q 7s ’S oj wwo § g : Ig eijojo ap g § gpls •SO g* o g g -a -S § g oOOHE b — t o <-! a « s-ySn -U aM -r-j - o o o1-' on'-' o » -o" -flooswn -C ia|-!oo go -O 1^03 «-9 g|S 00 OJ < g§ C* « » §S :S j oo • eg • C- ; C- ^ ; O STATISTIC 8222 :£2 S Tta-: : = > s i| IIII i ia ’-lit £•-■ — _ = — a = '- r - ' illllflll UlMllIJ j j| 1 sn iSz iiiyyi iStililf I mmtiA $nmmn &&8>-53 om"? i S i ^2 Iiii!! 1! • • :| i i 5il nisi ? in fill* till! nit ii? tf e &Pi - — - — - . * e 25 E Table II.— School statistics of cities containing 7,500 inhabitants and over, for 18S4-’85, $0.—- Continued. 386 REPOET OF THE COMMISSIONER OF EDUCATION. ffi o cc £ p-.t: ^ a S o bt u £ - o •oouBpuojpe -£[trp oSb -J9ABUop3Suq Wsnodxa aagSaijnoo .io pxinappap © $2 50 3 34 2 06 2 28 :§ j : ^ : 3 69 4 01 2 47 *4 65 6 42 6 00 8 48 ' l> to • S :g “ h 1 •ooutipnojiB ^ipsp 1 oJ>b.ioab uo psseq ‘troii | -oujjsui paw uoieiAaodug © IN $13 55 14 96 11 21 16 67 is : is i : : • c-5 © m • i 1 * ! ! : isss : I Io5 0C5 * :§3 ' C^I § ® :* ii Expenditures. ojn^ipusdxo iBpx « ls2!lissselgl!Il!s5llBl3IISI la lW^IS-'-S'2ll3p SSSSas§S|B :2 -• : Incidental or contingent expenses. •sesijed -xa juaxino pnB Boxpldns .10 q;o [| v b» £11111 : ~ nrtH : C. : s i iisssisii is , a •(JB9J9JUI Sui -pnpni) £ aiJBOjq; © : ! • ;oo • I ! • • « • » * i • • • • i • i i i i ° ' • © • • •(isajojat Saipnpai) e'paox © © uj 1 1 r 3“ !« <&- ; O '• i b : : : j • !©©•••• i i ' j ° ' ! o •' •' b Covington, Ky . Louisville, Ky.. . Newport, Ky* . New Orleans, La . Auburn, Me . Augusta, Me . Bangor, Me . Bath, Me* . Biddelord, Mo . Lewiston, Me c . Portland, Me . Rockland, Me . Baltimore, Md . Attleborough, Mass c .... Beverly, Mass c . Boston, Mass* . jjrocKton, mass . Brookline, Mass . Cambridge, Mass . Chelsea, Mass . Chicopee, Mas3 * . Clinton, Mass * . TTall T? i Fnr l.fncd v Fitchburg, Mass . Gloucester, Mass . Haverhill, Mass c . jtroiyoKe, mass . . Lawrence, Mass . Lowell, Mass . t-iHHh STATISTICAL TABLES. 387 £§ : r : SS : -*■ © ! : 8S3 32S ©OOrt coirtin-®-c*ieo ;?SS3£i§§!2!5SS£ ss S3 © © 2 3 I - I ,* !!SISaiSe8l23S883nSiiislSsSSSia;iSESS8S ; i IlSsSSIglssIsSsIll ®* r~" © tjT -*■ ed T©-5Q sIIIISll?IS|SS ©•(Nrt r-r-T :!S 111 con-t ill III ss Is bII ©“ © i-Ti-f SO Tj! Tt r-T ;3§ ill ee-r 333 fiffp S_agC|*3 ..4 “I tH Isis r-T ©ad 338SSSSS « rtMrtVoH _ 11111111 -r wTr-rr-r^-©^- II IS III ititillll §S- p ® 8 S ® R« &•*. Mi ! !i i|® | li £ £ g • 1 ^^2 jlUii ”1 1{ Ini P S!* If iljg s .I--3 ill si sH Hill 11! I •Sig^-s&Sg BS551S3SBS&S8B83 BEL 0-0__ SSS^SSpSE:S“§SSs.s.§ir2 S-5 1 ts *; -y— ssssss553a3asss3asaaaaassaaasss..sssssss3 Table II. — School statistics of cities containing 7,500 inhabitants and over, for 1884-85, fc. — Continued. >88 REPORT OF THE COMMISSIONER OF EDUCATION. M M r*. * d © o S s © ft •eDUBpnojjB vCirep 9°b j -jsab uo pasBq'sasuadxa jaaSmjuoo jo XB^trepiouj •oon-Epua^c ^jrep oSbioab no pasBq ‘not} -onjjsai paB uoistAjadng id oo co id rr to co to r- * C4^rtOOh*OXXOCtCDN (Nt'^NWHHCOWlftCON O t- o co o co O O id o c* O O SM O C Q iH CO lO >HOCO >t>OCO l(NCOt> CO O CO o' of lOCOONN -O ^ > oioc rici t>- > hWHO rH o 'LOWOCOHOCOCOOOO i h iO m ; i CO 71 L7 O t}« O >r-(OOl>0»005C50JCM 00 CO cf 00 ©f ©f O lOONCOWO! < t> r-i ©* 00 CO " . o o m o o » o o t> o o •gxrtqoB9j joj prsd janoray 'OO^OOi—OCDOC -CO of l> t* U0 inVr 5 •not -SIAIQdnS JO JS0Q ~ O O O o CO 00 O CO 05 r* 04 f-< Id a Pro ' (}89 J9JTTI Strrpn[oui) epaog; = : : : : :fc = :« !« > i i * &%**§** kS** . C3—-J25 ® . § ©8 -* S 1 I c-i § I § s jS^I5 lb - , .5^ B -n fl h. 5 £r3 > ra -ii +s © -^ O — 1 O O M«2tG02i-5OP’O~ STATISTICAL TABLES. 389 COW^NWOM 8S£S§2?£ OMC i3H«(0^ MONOO o^m^oco 09 jOWWo ■"* • VS |> t> Tjl 53 S3 §£335 rneoeot- $sg££ 0 •ss.g -s | 1?1 | - § 5 ;ss§£§s'« - ’£23332 2 <2 I slllsl§ieiI?IIglsslSISIl»|»III!gg|BlSalll 1 %ls f r§“ 3 2'S5 £SS |: Sf S& g’ 2 8 §52' g§. g'2"Sf £>' || 2 g"2§'§ §£ gfS SS 3 | «-T ^ to >.S i.s §1 sssl!ISllal!Igl3s3 OHH (NW^fi- HW r-T00 *»S8* SS5SS3S RS OOt^OOCOOOO 00 o ALAliA a*s*ss* of SSI II « SSSS8SS93S ^r-TcO SlllllSils t^NSO HNri'NrtV II* III as”i 333 3S||8 r-T linn C^V-VTaT « slim i rf -a-'- II TH“ 1111 HNNO 32c 1151 uSVflSV* 3§|3 rn“ III slss ■*M of (M~ rf llil is ISI1 tjTo owes 1111 323 111 C if5 • : : : : : : rfg :::::: : •Bjxndoa vm P4 I 257 1,269 1,036 i is 11 ef 1, 197 1 457 _ 8, 024 60, 377 19, 635 7, 041 5,522 1,337 1,248 3,458 3,483 ■eotrexnsoi 4? M 1 923 201 338 i iss i 1 c « ilsis ill i •;« j j •jttsa: M 1 s Mi |s i ilslIsS°sI :§f- •pnj « ■4 rA | $2,797 | Isl-sllll NrtV 568 512 1,574 501 1,161 59,518 7, 726 3, 092 2, 365 647 1,311 i2, 789 1,518 U, 409 •sSmpimq JO SIOJIUBl JO £b«I ert 1 s 2,237 3, 522 1,357 200 2, 041 2, 692 5, 934 4, 625 38S538ISB3S ii 1 rj rJ ~ cf r-T r* Tuition. •SnxqoTjaj joj pred junotuy § 1*4 $13,406 69, 368 23, 074 31,791 60, 346 125, 339 24, 898 23, 074 17, 871 8, 363 ,998) 24, 047 44, 876 54, 507 14, 011 10, 064 10, 702 14, 427 11,751 21, 3c7 1,121,445 300, 685 50, 395 78, 380 11,863 13, 281 j46. 513 28, 981 21, 044 •not -Bi v.Tsdns jo jsoq § «4 $1, 350 2, 750 2, 000 1,800 2, 000 1,200 1,200 2, 000 300 i.cocT 3, 000 1,500 8888888 ill! ill HSlH idea j T-T-tr-T | -<*,-<* Payment of indebt¬ edness. *(j89J9jm Sot •puput) SdtjBou S is is :: is \« :• 1 i -r : ii 6,000 1 i° °|S j j : : ^ v : : : i 1 ii'I •(jeaiaim Smpnput) epuog 1 1 V* $4, 080 83838 j=!isil : S'”-'" 1 1 V 1°=1 !386 i= r? CM* | CON CD ; City. ft i 1 % rj 1 fC. s i ! > || X £ 11 Portland, Oreg . A llocTh.,11 xr Po* Allentown, Pa . Altoona, Pa . Bradford, Pa . 2 i ! fra llr Illl 1 oci I . «,! ‘ajnqsiJJBH |j ii Lebanon, Pa . M /> I? A^annrt Po* !L Si Norristown, Pa . Philadelphia, Pa1* . Pittsburg, Pa . Heading, Pa* . Scranton, Pa* . Shenandoah, Pa . . Titusville, Pa . Wilkes Barre, Pa . Williamsport, Pa . York, Pa . STATISTICAL TABLES. 391 3 d 3 583 :223 HHH |.NHN 25 d Cl S i d • M ^ N ^ tC H ! J 2 a 533 :8SS Cl ^ rH » CO h-- S3 • 0 • 32333335 OOC1 — ^CICOOO j illlI!IllliS!gl!!!sillls3slll!Isss ^§g|ag-'g"^s3rs's's3s'a'g'c3sfs¥s's'|'5s'3sg'3'sfs O • 5 -c 3 j* IIs! i S'f =■ j Issslissil ” *a? \ ca ci > ca c: 16 Wtjt sis Ills | t-‘N3-H‘ i 3 I ig 5 i j : :§ II SI S|S is j H i i i I il jcf sis ill ISIS r-Pcoof 11 22 ora 113 .4 r-T • O Cl • 1 : ! j«*r • ; |2£ is : 23 2 tH • 0 is |||° is i j j • O ! ^ i ^ § -rr is ill : i« 1 11 SI i is* i is i 1 S8SIS1 ^Tcf 22S3 (M s; i~- ® Is “1 111 Ofr-Tr-T 111 i j »co(M~ : | • » ■ oT 111111 irf .-T.-Tif'"*' :§ 1 si III ca'c'i" 111 r-Tl-Tc-f iss i ; : : s 11 ill* • cf g SI III r-Tof i§ j 5|g i 1 . a "S-— Ef'EL a § ajj-j 5 >■■ S 5* = = g-2 11111 -i iNi i!,il . iiilf II 4 ! © 1 -$ •S 1 I fPJ*i [I ; |«s $ =0 f* iiilf] •= ~ = *~s~ 3 ; § 1 jglainj 1 1 II 1 Lillie 33 -Hi! allsa Table III. — Pakt 1. — Statistics of public normal schools for 1884-85 ; from replies to inquiries by the United States Bureau of Education. 392 REPORT OF THE COMMISSIONER OF EDUCATION. •9^K O CO oco > CM lO NO CM CO OQ > r-l Ci r-! CO C5 rH O Cl O 00 Cl O CM • CO t> CO lO O ' •sjo^oru^sni jo joqaraj^ < LO in CO ^ t- CM jooijos ieux oq* m p9|iojaoeiidnd jo midtjo J9d uoixui.idoj.dd'K 9j,cis O 00 C5 00 m t"- •Ato •Ajnnoo £ •g^b^s O O O O => <3 ■§g o o o o FBb |W Is o-ft g^pl-gdy P oc# p>fl a !>'S2 s ft rp C P* © •© oa OHS «a5 •uot^BztmjSjo jo 9j^(j 10 co o co »— 1 m oo c- go t>- 00 20 00 00 00 00 OCOO CO ^ m *c o- mco© co 00 oqoooo ococoooo 00 cx c3 <5 ft <1 ©■< S'S « 42 - a; o P ◄ g'y § ®3 ■e-Sg H43 SSl © s -O ri> 5r O ® » a o a OcJSO t-lajcoW sj* 0 -C5 ’3 r2 e? .-gpq to S p» © CD ® ft ® ft c3 c« ® ® o Sc o££P=< W> <3 te ►, :<3 Pn I Cj_i £3 c ,5 » o © © _o 2 W) .BQ ® > o3 tws H g^SatQ'oS = ■§!i55l2ii cSCC rt = M >[2; •s-s* a gj g5.g aaflo.o^o^cj SSSfcfcgfc'ioQ ts|zj ?,c3 ft o©pSo^2®a 11:^1 §§£ g 4BW « ;?§g j 73 © > i .ft 02 .2 O— ft o a „ pop SB g P*Q PH © df® S3 a 0’S © © >3 ; o t> ^ ^ ‘3 £- g 51! I rz! • O cz P O "S rH ft -r*. O "rt P O alsl^gg c3 o ft ?H ©lrS S jia "p^ 01 rH O •9FH 5 41 491 73 09 "Hi rl 0 CO CM CM 'cS a Fh O VA •9IB0I9J « H COO 10 CO WOCOICIDOWOIOO 0 O r-< rH C4 rH (M Q H COO C^l CO CM CO OO iO^ *-! CM CM C~4 rH CM - — s 1-1 rej co . 05 co •9IBH 11 13 109 | 13 37 249 2 208 25 134 £5 ci 0 00 w 0 Cl CM O mo x m a © t~io McoocjoNioiflo cj •sjojotujBni jo joqranx; | ■00 © t> N 03 ! INOHW^Nin CO 73 \reo£ jooqos jeej oqj m pojiojaa ejidnd jo BRdBo jod aotjeudoadde ojBjg ss o co •£»I0 •^junoo •®ws © o o o o o o o o o o o O O rH i o o "aoa o If fO £ Ho 5S - ® be - H . w cS 0 *§ W SJ'i^SS* ■glSftSg* Q »Sh : q id : < d d ft e^llf |S ?! 8w8P»Hp5 , • ^ ^ g tO-iS §£ ^'S££*££. *5 3 0 ~i ® 2 ? H 'ft (D a s . c3 2 ft & K? ^TS £ W !* ft Jj £Q ft fe J « : go sT£ ◄ *8.§ «OtS P on «SC «a? E?8| gap •uoijbziubSio jo ojbq {Nlt^rHCMI>OrHO • to ^ r* C od io r> oo co co r- t> • »o ^ co i> c 00 00 00 00 00 cx 00 . 00 00 00 oo c X £ gx - Orf n£° ;W : •■•► ^ bfi - p | -I I 3 S® *2 .p-- .._ si £■§.*§ 2 S E| IS ^Saigs&nl §s 03 > ***■ © a fi 8* ■i* be® ho 6 53 n pqo£ & I'p :2 i'o • o :eo £g •ai O »H • © ; « o ; cj o H'o 22^ nil I •a 2 a ^ © 2 * C § -ft _r— 2 bt+g os- • j a s h3 o cc 05 |S C5 o CLi w © © 40 c3 CO 2 0© f— rO 4-3 0 4^ ft i^:a““?r© ■3S^4S2.§1|5 a p-3 d^H^a a.§cc .b-i!fil!^i +3 C3 ^ ri ai hM H r/*t r#> ^ 2 jZ tZ iZ tZ ^ ft © © u w P .r-4 — ‘ . n ^ 5; w i; ® q (3 ® « « OiCA'A as eg rt HHH 'p'a S c3 c3 c3 '3'rt'ol 0 0 0 PUS. 000 -2-22 ft 2 2 William J. Mil STATISTICAL TABLES. 395 03 : ■? : j : : ” 8 : •go S' :g 8 5 2 ° ° . :§ : : g 3C ; ■M s S S E ~ § E l-f 88 8 85S 3§ $ §8 5 8 _ - _ I_s~ _ ?_s """ 2 5:? 8888 88 g~2! s"s c §i§s sS I 1j ■85q II Up ill PI ISIS SI ISP- § ISIS II I I ~: «l £82 2^2 cs » « O X - cs ONOOC ■ ooco : 3 §3 § °§ 2S»» § : O »0«5 » ; §3 o 10 00 $ 2 o o § ° S c. r it i|ig § o o o s g 0 0 0 o | i° °§ is i o o o o i ° i > i o § I'g® '.3% go g)SdS >o ® >73 ?o-3«^«CS : 1 S s H ■3 ■ s -i© .^*a'os-i o ° **35 O P„ c rjr . o •S& ll so O 3 o b ’5'S s*o a a a a |sg COO ® ® ® a a a MM ;c «5S SB" £ 3 g grt.2^5 fa!z; §5 P£,g 3 G eS ®S 0 g £ ® 5 E* gK-Soa-e^. S^e^ogpS^; M B 3 2 ® 2 033’ K bHK HK I fc § 3 ob §ca b£ b >>«■ b ® g£3 It'll m STJS -o | c & +» ~ © *j r t- - rt O^ 5 H« w . 305 d« ll I* 4}& . j a £ l^3 >|1 Kb HN( oot* X o STATISTICAL TABLES. 399 Note. — X indicates an affirmative answer ; 0 signifies no or nono ; - indicates no answer. 400 REPORT OF THE COMMISSIONER OF EDUCATION. Timo of anni* vorsary. 1 © W £ £ & . jj rs S 3 3 © ’g ® g jl .= T, 2 ® ^ • r3 . ® • - ® «'gcj ci “ «§§ ca rc *-i J® — , ’“’5® i-i ,2 — ~ — o 2®® ©" ^ s ®".>j © © r o'E o' ^ hi'-jea i-i S'-: ^ jUOU -Bupmexa jaqjonj jnoqjtAt spooqos • noninioo ems ttp qoeaj BojBnpiBJf) § oooox x xx xx® oxx » © »S <2> XXX l osjiioo jo uoptatdmoo no so jbo -pjpjjao jo SBraopdpp oaioooj sjuopnjs « XXXXX X XX XXX XXX X XXX i GO-jnj -ijsup oqj oj poqoBjjB pooqos papoj^ It XXOX® O OX OXX XO X X XXX l uraienmniS b sassaesod xooqos It ! xoooo © o© ©ox ©o© ; o x l £jojsiq pea -ujbu jo ranasnui v sossassod jooqog = 1 X X © © X x © © :© X ©X© \ X X i snjBJBddt; x>uu joupqBO XBopqdosoxpqd b eossassod xooqog 1 5 I XXXXX X XX XXX X XO X ! X X i AJOJ -BJoqep XBOtraaqa v sassassod xooqog § ! xxxox x xx ©ox oxo x ; © x sz 0C rj •pcjuauinjjsai j § 1 © © X X X X XX X O X XX© ; o x 'XBOOA $ i XXXXX X XX XXX XXX X X l SqiAVBjp pnrq-aajj jo sapd | -tuBxa puu ‘enpuedaB ‘sjsbo ‘spa ; -pom jo uopjoappoo b xooqos aqp sen ■ « ! X X X © © X ©o ©XX XO© X O X l jqSnBJ SutAiBjp SI : § : XXXXX X XX XXX XXX XO X 1 •uopjpuj joj juapnjs qaeao’; aSaeqa pBnmiy j * * o © o m n © .© eo© to©. © ©©•**■ c? c *r Cl . cT • *o • • o c> o i o • t o O' ^ © • • ci . . o • ca • ■ o CC ^ OCrH TT CM ^ »-( CM .0*0 1 -Tr-T r-T W H « N •anal oijSBioqos up sqaaAV. jo aaqurnyp £ GO OO O T O O OO OOO OXCi o oooo TO CO Tfi CO TT CO CO ^ CO CO CO ^ TT ^ CO •Xpnjs jo osanoo ppnj up sjbo^ jo jaqumx *■< rj- t* tj< es es©i-i co cT ^5»“ ci" cT Grad nates in the last year. •SupqoBaj up paSuSua OABqoqai. iaqumsf ; i» W TfO^ 'O CM CO • O CO LO tj« n tt • *-« • O • i— 1 CM *CO 34 24 •jaquinu aioqA\ ! 2 r-t CM *—• 'C52 'LOO r-l ^ CM r-t O *r^CO • X? CC CM CM © I * State Normal School at St. Cloud. . State Normal School at Winona. . . Mississippi Stuto Normal School.. Tongaloo University . Missouri Stato Normal School, third district. Normal department of the Uni¬ versity of the State of Missouri.* Lincoln Institute* . Missouri Stato Normal School, first district. Liberal Normal School* . St. I.ouis Normal School . Stato Normal School, second dis¬ trict. Bloomington Normal School . Nebraska Stato Normal School - Manchester Training School for Teachers. Now Hampshire State Normal School. A Newark Normal School . Normal Training Class* . Now Jersey Stato Normal School.. oc o o ^ ^ n m ot>co CSO- • cm « ^ ia o © to cco iqoq o o o o STATISTICAL TABLES. 401 402 <3 52 M I REPOET OF THE COMMISSIONER OF EDUCATION. iHOIJ --BmniBxa joqqinj jnoqjLu Bjooqos uociimoo e^g ai qouaj sajBnpBiQ fpsinoo jo uoij9[draoo uo sajeo -qxjaoo jo SBraojdip qaioopj. sjaapnjc; juoijnj •ijsm oqj oj peqoejju tooqoe ppoK l umiseatiL£3 b eossoBgod xooqog fciuojsiq [bj •njea jo uraosnra b eossossodjooqog jBnjBJBddB pas jomqBO IBQtqdosopqd b sossossod poqog iifjOJ -BioqB[ peoimaqa b eoseoeeod ]ooqog rS X © O , • n - . o • o • o • id to O O . © o t-000'» ; rf , ; 00 il :§§1 i S •; S ! * : ° §3 .Sal i rr- • 5 ; i § mill : ,-r cir-r : § = ? % : rJbl 1 CO • Hfl rt • • ; :« : O • ; ; : O « 1 1 £ 3 2 2 « £J a 11 a 5| © >--2 ° 1« IWi 1*11 Wisconsin Stato Normal School. .. Stale Normal School . . Wisconsin Stato Normal School . . . State Normal School . . State Normal School . .. . Dakota Normal School . ..... Normal School . Minor Normal School . . . Normal (lepartmont of University of Deseret. Normal department of University of Washington Territory. 3 3iaaiaSS§al S -S 13 * e>o « fits Table III. — Part 2. — Statistics of private normal schools for 1884-85; from replies to inquiries by the United States Bureau of Education. 404 REPORT OF THE COMMISSIONER OF EDUCATION. •Sen -qoBOlui poSgSno 9A«q oqA jaqranjj •joqranu QTog AV •0[T3ai0JI '°ICK •Bjopgjisux jo laqranx •uoijbziucSjo jo oj^d CM O Cl *P iP . 1 1 •opiraoj ffl o IO t> o © ©23 in a t> 2 1- 2 ' *4 o ft . > © g|s » ai «>> ^PP OS & O p « P P P l-s3 ii i-^P^ SCO I OO CO CO OO <3 3 V $? -- 1-2 Cf |§ o3 g r2 © ^ “ ■ !5 « OQ O ffl O aj'J Pa a O <3 02 C 00 OO 00 CO -2 a o fcC O 3 fc fz? M=S _ ©_. <3 ■Sg s rt eS C caj o-d © E~ .Si- >5© ia a P 3 fc &£g 0,3 tfM 1 £.r' o.2 fc.5 a 2 © > £ W £ g ® ®c3 .3 2 n £ >5 ©.2 « rt a W ^ E.8 gle .H a o a-? * S g ?0 ■ Sso ' c: a of o.~ :p w 6p« STATISTICAL TABLES, 405 ^ Tf 13 — 13 » Cl I! % * Sjg Hi ill gf I £<; a i 1 *» © 5 *1 M I ** £ ◄ S 3 1 o s « g 01 • s *“ x—i • O 8 o ox r- o ci r-< r-"l C o o s - Cl CO • 38 60 8 : £ g g 1 ° O • -: • C s 8 4 ° s is 8 3 §3 ® r i 2 1 2 “S s § S S |S 1 o o !M § ! S “ sp i-T < «s I s s 11 « 3 " S s ^2 11- S2S , gg 8 S | CO l« 1 Jo * a - > tt tC Ml in SsfJ li| III « 5C ~ > cs r3 O sr. Ill if! „ . BT a °£* sis ft |"Fdi1 l§ggi& s & CS 13 n. 31 13 53 . o . eno rt CO ■ -SC- GO Cl 53 00 00 « *1 : s is : SSS S S i SSS S SS S S ■ * ••■ »» ■ • * ■• : : ! \i ■§■§ i : i ■§ : : j j 3^| || ^ | i 3 jl 1 3 sVl It 3 •§ f ? 3| = s r = 3 rs M33: £ _- = 1 I III SI 3 3 1 1 21 : : i M. 1 ■=|||1 3- g 3 J «t 1 1 1 1 1 g £ | 1 §f ; ; ; os 1 g ; 3 -P ?-> - 3, .P i i g i M i % ?® gfe -3 2 _r g ir- N ^0 . t-: O „ _ jj 2^ "i 0 - a p si ! l l 1 ! 1 1 4 If 1 sill 1 1 p "=r 1 1 Hi If |i is ii *; Hi fsu hi; § * = : 5« ® m 5 | 1 i S ||j/| £| « t 5 J 'll 2 |gj|l | | 1 ^ II 1 IS22| M glggl i ll UJlPsC lull 1 |l llll?lllafi?lili Ul rl’lli5i!1Fi«l rtl i 1 U ! ^ § : § i 'a •§ % 1 : 1 Sill 4 1 | ■§ 2 * i*.o 1 5' | "11 I I: 1 11 ! f Mi i i & £ fc <; Kf ij 1 ii 1 1 1 " I U : ^ ^ j=s g*.p s a H 1 Ulijl i 1 iii! j* * 511=15 | I !5|| ?! 1 1|I|II 3 1 Ills? lli< s! 111= 1 . 1 JiJSl m* l^l-.ll' SI 1 t£3N ili®lllll ils.il fs^illl SiSlsil^lsIfso g!j=2S§-3 ^ ^ < Table III. — Part 2. Statistics of private normal schools for s -qoua; nt paSuSna eA-eq oq]\v jaqura^ I •laqranu eioqAi i •eiBrao^ •oiBK •aiBare^ | '°1BK •rooi •eioptu^Bor jo jaqtunji •aoijezitre3jo jo 9}B(j e> oo o eo © w ooo n © «t» ON tO © CO © Tt< CO O 00 c- o o o t- CM rH II- 0'S . U mPh H ~ !>>C« illS ®o • 03 j : a J ’ ^ ; y 5 (. O K ^3 : p a 03 <3 2 * • 2 «v; Li S nS! ^ o si ■BO Ph* S MO © a- o ft, M h> . FcS eS © S| cc © £ s s 00 «<*© t- ooo OO oo oo O CO OO 00 -* t*- N t- r- t- c p a P ? « 9 © S p tjo M M2 - & B O W ? «4 C ;p O h tfl- t»~ TJ «o O 4 £ a © *.© M eic; pi *\2 © ® I ► p © a © © 3> Ss^ © a £■§« 20a la Is Jz5 mm gw •J-p ’rt cB « E".* Ilf :su s? :M

p*> •s-f? 'g.s “I 5 £ •2 © O+i- O P o a >s'S 1 51*1 e S3 ao ® oo O M 2 .5* = ?J a? o fill M M - 2s g 'SS lit® 5 g rt* 72 M «P © © £ >>g >• 5 ? . rrj ® *12 .if -*5 s^° a oh‘1 B PhM o S3 M fl 5 cq oo hoc) co t> 'Sice C g g^l § ■g'S* o § W I 2 g g 0 H .2 a 33 *3 : ■< >§£ H +5 . a > ® ©'S K 2 ° •gM > s « o « £ •uoijbztubSio jo q;b(t oo oo OO OO 00 00 CO c S £ £ «2 © o u s$ 8-3 ; 3 H! :k 3 m ' o og ^2 a o nSg >§ | 0-2 S > 2 o ◄ ttfc cSS ® C a? © ® M-rqra ©aiflM {Zj H &a st; ~ a a o o P< O tz © 71 ^ *3 '© cj «s a g « •I a .2 § - s; illo Normal ami Preparatory | Maryville, Term . I 1878 I Timothy Wilson STATISTICAL TABLES. » y Si 1 1 1 2 fH £ • s ere* o © »r oo I ^ N 0 li o ^ C* © © 11 00 iO ^ 00 o c- • oo ! v 3 :§ 3§ i ■ • s g © -1 o . © :?3 £5 : ~ | © 00 CC M t> © © £ 52 © : 10 ®o 15 2 s gS 28 3 5 S 2 101 u © © 3 ci s 2g || § | 3S §28 £ 3 « ®S 2 22 TP IT © t> t-TP 00 ~ l> Cl t> i-i ® *3 C* 0Q»3 © © 111 Is lil a i« 2 . -i w >--J3 Ip III I | 45 1 1 £ J 11.1! l l ii ; 11 I i l l ll s 5 g ! s 409 410 REPORT OP THE COMMISSIONER OF EDUCATION. lO 00 ~l Tt* 00 00 I— 1 09 r$ © Time of anniver* sary. M 1 May, last xveek. June 18. April 14. May 30. June 14-18. June, 2d "Wed. June, 1st Mon. June, last Tues. June 23. July 29. June 30. August 10. June 30. June 14. June. August 14. July 29,30,31. i uoijbu -itubx9 Jaqjinj juoqjm Bjooqos uocumoo 9jBjg ui qoB9j S9jBnpBJ£) in M o ©o© o© © :© ©OO o © {,98jqod jo aoijopinioo no sajBopij -J90 JO SB DUO [dtp 9AI909J 8JU9pilJg © X XXXXXXXXXXXX X X© X © X l uoijnjijs -ui 9qj oj paqoBjjB jooqos ppojq & \ « 1 X © x x ; x© x :© X © X© © © ^tuuisbuuiAS b eassoseod looqog 050 « o o o I OO x : © © X© © © i Ajo jeiq juju •jxra jo am9snm b eassossod [ooqog « o X X ; © © X X© X X X X © X i sujBJBddB pun joaiqBo jBOtqdosonqd b 89SS98sod [ooqog © o X X X X© XXX X X X X X X •qBi i Ajojbjo [Boiraaqo b easeassod [ooqog « o O X ! x© © X X X X X X © X la music taught? •lujuaranj^saj «sj< « X X X X X© XXX x x x ! x x qBOOA W « X X X X X X X XXX X X X X X X X t SaiMBjp pUBq-99.IJ JOJ B9[duiB *X9 PUB ‘BUJBJBddB ‘8J8B0 ‘£[9 •pom jo uorjoapoo b jooqoe eqj sbjj « o ©o o © x : x XXX © © l jqSnBJ SuuiBjp 8J X X X X X xo XXX X x X X X © X •norjraj joj juapnje qoue oj e&reqo jBnmiy © e» CO © CO© 00 © 00 © © Cl 00 © lO (M © © OO N • w © © I IO IQ • CM • © tC t— •seraniOA jo joqumj^ W w O »o o » o o • o CO • 10 i © . © 1, 000 (d) 250 1,750 2, 000 100 4,000 *JB9A oijSBjoqos ux e^99iv jo joqxun^i PA o r-o CO CO 1C CO Cl CO CO CO 40 44 48 O CO © CD 0 C *03 _g be a ,a •** § sills h sjgei -§ i 2 ^ oHSS^l c-^5 E-ir3 q tJ ° o q q += 43 q >a: a c« m a > a g S'" oz a"-1 o »— ' ^ §"© ;^^}zs'2*p|!g«-d's» &g (£ £H £H ^ ® r* e& & 2p o o cos Ma •al a i *z § § oHrS S'rt ee^1 a bts ©fcHM<» a a « cs 1 Hi &l! s ei| i lissili 11 Hie . a gs « © p saS bC « £ © a .5 H t-icaso t* © © t> oo © © >-1 o Central Normal College STATISTICAL TABLES. 411 412 REPORT OF THE COMMISSIONER OF EDUCATION. Time of anniver¬ sary. e< w i ^ g s o . d r o c g s? gg g'-g £ ^ 3 fib SHa m ^ 1 1 H ^ S® ! d d o d jS2g§ ifiabahsi-a i UOIJBU -iurcxa aaqjanj jnoq'im epooqos rioomioa ejejg nI qo^aj sajenpuap) • i I o o o o ; o o o o o o o o ; i osanoo jo aoijO[draoo no sa^uogij -aa^ao BBOKqdip OAT909a sjaapnjg © w x XX XX XX X X X X X X X O X l aoijujijs -nr oqj oj paqoBjrc pooqos Tapoj^ © « X O O ; o ox X O O O X o o o ; l mnisnuoLfS b sassaseod pooqog « 59 O O O O O X o o xoo o o x ; ^jfaojsiq pcan -jbh jo nniasnni b "sassassod pooqog 59 o o o © o © © X X X o x © © ; 1 enjBJBdde paw jaatqwa jBoiqdoscqiqd w sassassod pooqog © 59 o xo ox ox X X X X X c > x x o ; > x x o ; l £aojwao -qBj jwoiraaqa w sassassod pooqog >5 59 © x © © x © x X X X X X c ©*> “3 If m & qBjuanxnajsuj 69 X X© © X © o X OOXXXXXXO ; •piooA « 59 X XO XX ox x xoxxxxxxx I i SaiAvwap pueq-aajj aoj sapduiw -xo pan ‘sniBawddB ‘sjsbo ‘S[a •poni jo uoijoaqoa w jooqos aqj sbjj 59 69 © © © © X © © X O X X o o o o ; l jqSnwj SniAiBjp sj H 69 X XO O X xo X XOXXXXXO© ; •uoTjinj aoj juapnje qowo oj aSreqa penally © 59 $0 8 18 50 21-24 20 15 000*0000000 • wo CM COCO CO ^ • •snjBJBddc paB ‘sSaippmq ‘spanoaS jo onpc^ © »l $0 (a) (b) 30,000 ! ! o o o • • . . o o o • • SS : : — • • r-l O • • II CO | | •aaqej saaizBSeni pan speuanof pBuoipeonpa jo aaqmnyr QO O CQ(M CM • ICO • CM CO CM CM LO O ■ CM • CM . • Library. •sqaoav peoiSoS -■ep ad jo sanmpoA jo aaqranjq; rt o o o o • ’ o lO rH O • • tH CO • • I o o o • (M 00 rH • ' O • • i rH • MBa^ pooqos jsep aqj ui oswaaoap © o •* o o' ^O CO • • SrH • ! o ' •eaampoA jo aaqnm^[ >5 O ^O o • _o O O . 2*0 l>* • O • rH . O • " i5: •awa.£ oijswpoqos m sqaaav jo aaqmnyp fM lO CM Tf< t— O 05 CO CO CO TT CO CO CO C3 ©ooo©©©©©-f t* »© CO CO W-^ CO «3< -J> 03 ^ CO •jfpnps jo asanoa ppnj ui sawa.£ jo aaqumyp M w ^ CO CO CM COCO cT ^ HCM-^i^t * -t io eo >,5 *2 CO H © ■£cn ^ £ ii n .3fi fill tefr at a Bt, ^ cS p p, teg* 6 ols ,•§ as > § o * p^te 5P CO fl p £1 -!J H tn Sr,-:- *- ® O'S OSO J?^ psin 5§aS« 7?r5 o O O ga p >js®« c5§trtH fi £0 o O& ccri fl b£*rt

£ 1 c 1 % Misses L. A. and C. H. Fiold. Bov. Henry E. J ewett, M. A . . Mrs. Hermon Perry and Miss Kate M. Fuller. D. P. Sackett, A. M . Brother Lascian, director. . . Miss Mary E. Snell and KickardB. Snell. George P. Tindall, A. M . •UOT^'BZIUbSjO JO QJ'BQ rt 1870 1868 1882 1872 1884 1856 1870 1881 1868 1872 1871 1863 1878 1880 1878 1861 uojmqo jo eject M 1863 0 1882 1871 1884 1869 51870 0 1870 1879 0 S )., Cal . Cal . r3’d i :© i'g m : !h : ^ 'S ; ■ 1 fe 1 *0 ■ Irt ■ rO . CJ • 00 . • 0 • 1 10 S EE) ~©- id.®" ^ rt • rt ■ • ©2. rt £ £J! O Ts os ^ o'So t>p v °>oo>o hS rtrd'rd'-'a ^brg-g&g-g O OO OO EC CS 5<&rtJ3 & & &*! CIS =? rt I-SI ci o © £ © s Pi : :g : :{S o & o . O ^ (B rt ° .9-g fcc rt S rt CLOJ p to mcOrd -2 Si ® SOM £ __ .§ £ © © ;cc h) '3+3 • m y o ©■ J u) -*> ©~ ©* rt ® o— . - © ©OPQ 2 0^ ^ © rt © © 2 ec rt ^ © g-Sj CM rt o ow O >> o , «M *. o ^ HH pH «T^lOO STATISTICAL TABLES. 441 e*oo *00^0 0 ca i> 00 ift 04 rH 0 rl tH Oi O O •IO • rH O CO • 'CO rH '^ri • 00 O O t> to c^- 0 t> C"1 CO 0 in h ! t 10 1© -co.oooo 0 ^r-oio ■ oom-c-.o O 0 ^Jl CO • • CM CM -05 • C5 CM l- 0 l© 'OQO ■ CM ©J r-l CM | C- 10 • 0 C3 0 O ■ • O 0 -r*t ift LO O 0 O O r-l O 00 lOOt^CQlOO OI>H^ t- • Cl O CO O OQ . . O O) O N ^ COON^O WO^lON© COi-t ^CO • CO TJ« •• T—1 tH H Hf| y—i f-5 O O O O O O • T* O • O • T* . . • 00 « 'C5HLO • 00 O O to H 10 CO 04 ^ ^Ol TrOlTfi CO • O » i~i • • . ' C5 « ' rH CO 04 'l-OOL- CO tH CO 04 ^ CO • P- • *“ 1 • • • • rH '04 rH WO 0 ^ O ^ 0 ^ 0 • 0 O 00 1-0 IfO 0 00000^00 LOOONWOH 1.0 O 00 tH 0 C5 00 01 t> 0 t> CO 00 O • rH CO O OJ 04 TJIQMO^WN 00040000 C0040r*OL^ CO CO tr- • rH tH »-< r-.(M r-l • r-l O IN IN M • CO CO O O J© ^i ONSQMMO 00t>«©05 0t> r-l r-l CO O Tfl 2 10 0 1 CO 04 04 O 04 04 CO rH C4 00 • • CO O O 04 rH O tH '04 C4 rH CO rH 04 04 04 tH rH • • ; 1 : i i 1 cd ... a: g O S 0 g c ^5 « ^ pq l2j pi O • • O • • Q . • © • . 5 cd • p ic 1 • m > g 0 § g H : g S }2i K K fc K : ^5 P. E _ P. E - Non-sect K. C _ Non-sect Un. B... M. E _ P. E _ R. C - M. E. So. Cong ... R.C .... Non-sect Cong . .. Non-sect Non-sect Non-sect Non-sect .a © 2 1 © U ■a m JH . a . > O m o ® d5 3 3 S-3S b 2H -3 3 t> £ a ro « g - ri S : :g a 13 cj . m 43 ; © la'ill-r s a 1 a 53 .£ j o§ as . ci > 5 § ro 3 ®j3®t>ro-2cC>> 3 g a 3 a aSgglui&g ^ gn • : § Isj l-g :o a is‘5gil*1. SS^IoIh^I o o ? ^ O > , ho 3.gP3cq 2 2 ffl A O © 50oS3®3oh,0' h n*l^3®gawS8Sp-0 3g^Ofi1r-® ®'o30£ 3-Sj g g gH > S Stfls cjwHfe >£ p 0? O^e O O O *h £ C5 ^ « M a -1 2° , -2 CC ” 02 “Vrg* O o a2o2 Cl gl-5 © •r o .-3 a «■ . - a-'0 OOOOOOOL^L'- 00 CO CO 0C CO CO GO 00 00 00 00 OO CO : ' -- ; : : : ; - L-M^OXO GO 00 CO 00 00 CO *3^ ®o o'^ o‘ fl|s ill =3 © c3 6.2 CO’S — a rjH - -2 'i'i'Z a P. -o o2 So to -8 42*1 >3 a © a flops ” SS 2 43 g __ .. .. «^5 ® tc ® ® ®ffl g © 6 2 O > © •£ S 2 © o'g © c3 o 2 2^ ° 5.2 o.2 05.2 £•“ © a 3 «?- © | © * " " 3 h 8 s<2i § ^ ^ - 2^-SiS^ - - *-• - — .b ^ (h © © a ©m 9«§ _ 2 2 Cr! I0 © ® „ ■ • a ,-- r- 33 cS . rS 000°S c-o 4-sO M'S S ® o 3-g33Sia£ H 7 H ^ r tTr h W *-“> H w — ,_~ 2- l-* ^ S ©S-gfe^ a^S^|^ g^g8SgwgMgPgdSg*gSgggg|,|J m m m m m m ui m mmmrs.>r* P o o o o 0O30 O ©0_r S'? 5! a'l'o'.S © © s © Rh?^iH O r-l t- O 00 00 0 S' .2“ §5 KM J1 Jo a ; °o 9o o a -£ 0 ©O § ®|0®4Q P-.2 4- 00 C3 - | g 3 © 2-2 Sa © i u, C^i> 00 «s*> 00^00 . 00 ©oHNco^rt © i> 00© o h ®*2?2:i22£: .cc_ag©5Cvo©50C5.. sioocioo_oooooo From Eoport of tlio Coinmisaioner of Education for 1883— ’84. a These statistics are for tho year 1883-’84. & Eecliartered in 1885. Tab lis VI.— Statistics of Institutions for secondary instruction for 188.4-?85,. > =JP3 ® (■3 ;o«0 (S^Q.SPP N ® 03 5 CG ao uii ro — o ~ ' cr? ^ r*"*< o £3 d ‘.is 5^££*S : !l ■ 'W a i^§ PJa 53 ■*%£ •uoijuziu^Sjo JO oc oo co co oo jo oo ^ oo co co co co o co fe* t> h» co OC X •JGJJ'Btp JO OJ'BQ 1C C5 0 QS 00 00 : | n ■ S. a gjo “Ijf. Bit £ d u 3 43® 3 ^9 PCO g§8 3 a d oew : 00 ® o-a § £ rr . _ ^ r5r- fl d P2pC |h & & £ — ^ oce«« : o o ;^-a :-r c a |1| & & Q O __ Q 5 ',5'“S fe i?^ 0 3 3 ^5Z^5 e3.o I® I 5 tr ri ;ix 0 : : •p •8 ? ijN • <*; d • d b® '' G £* _ -4 5 0 :^. ^o«l-S cz ja ^ a r- G ^ — . rj 1 5CCr^J^ ? : 3 J=°^.q 2-5 >= .S-- 0 £ « © ■«« tt d CQ' \*n - 0 r-s c _/3 03 V £1' ' p? o. 'O fl^ I < T o a 15i!Fs 111 : E* & o ' o CJ ^;^;h 33 d^ 7: c >! S > £ te = K ' ' ' IfillllJS a ®'S c O e C-d« STATISTICAL TABLES. 443 : : : :^ | rH ‘ O | O O O O • O O ; ; rH © M rH r- rH CM CO r- rt O |ONH O » j n o © - rH -CM J CO j rH ^ rH | rH O rH tji ; coo o © CO « ei >-^ o e» H$» O CM U* rH CO CO *8 CM ^£2 oo a tO CO •** co t-oow'to Cl NC^iOCO • © ifj rMiO X j C« ^ i CM • 8 :S 8® J 00 © © © - r- CO 'OCHO O CQ • co co e* |II ||1! MSMIlll x«-o = i Him §11111111 mm hi mum m iss i §n i — o o 1879 1882 0 II iSH Unlit iiHiii^iiiliiii a «5a*?^“fsS£fe£^S4 »~:J lllljl ■silslf. ^Ifn •» .*8.1 ° > fliliiiuii 3Il|rii|si1 ill? iiiij 5SS ll^l|BillFll^llll III 111 § ggggggsSS SSSSSSSSgSSSgSggg S8SS885 ^ nririrlriH rlriri H rlrlrirlrt nriHflrtrtrlnrlPinnrlrlrinM riririnnrtri §§; From Report of the Commissioner of Education for 1883-’84. a As Milford Hifih School. & Sex not reported. o These statistics are for the year 1883-’84. • Table YI. — Statistics of institutions for secondary instruction for 1884-J85, $-c. — Continued. 444 REPORT OF THE COMMISSIONER OF EDUCATION. o5 g 'S o o © a £ oitnopcoc JSUX JO GS0{0 gouts fooqoB otjiju9TOs pomjug; 8 1 o • rH • OO • O OOH • uboA oiuraptsoc jsu[ JO 98010 GOUTS 9^91X00 P9J9JU3; 5 1 o i ■ •i-l« jo oowm •9591X00 UI 98jnoo opiju9ios joj' Snut’dgjj; 8 | CO • • • • jo O CM IQ ■ •9§9XX00 TIT 96.1009 X'B^SS^XO J0j‘“niJ'8(l9JJ 3 | • IQ J CM O CM rH • CM • rH • CO »Q • O O 00 00 • • rH • CM • •eoStmSuux Tuopora up 3 1 O j : ■ i ^ •OCM jrji OO • TH •oeanoo xcotsstqo up 2 | O IQ t- CM OCM Tfi j © • CO o • o ococoo •ni> • CM rH CM r-i CM •osanoo qsixSng; up * rH O Hfl O CM rH CO CO • *-H • rH i »Q O • O • O O IQ • L— CO • GO . iQ CO CM •Gpenrajp w H h- OHNOO H LO LO CO HWOMO O^Wt^ CM hH lO ^ CM CM TjiCDHHO OO CO CO « lO •oi«h s rH CO OOlCCD OlCCOlOr^ OCQOOOIO 00^00 CO t> ROCOCO ^ CM CM CO rH O CM rji CO CM •tool C5 100 OHW^ HOCOOO^ t> lO O LO O OrfOiO IQCM QQOO CO rH CO CO O fcQ t> O O CO CO t>- ^ •SJOJOn.TJBUT OIBUtO^ •CO CO • rH * • CM • • CM CM rH J rH rH CM rH CO •SJOJOMJSUT *• rlN H tH tH H CO rH CM rH rH HN ■ rH • HHHH •uoii'euiraouop suoiStpa; 9 ■+H -4H © o (D O ro op fl fl o o fc 6 Meth... <8 . .fSl c'© ga ... © • © ■ • ©CO ® • « _4 ■ OT • Ui • • OD . CG _Q n : 0 : : sW a g fc : : fcEfcCM Principal. w | loOctu-Ai Kev. J. J. Mctlivin, A. m . F. 17. F7P.11 . . Robert H. Harris . C. C. Lowe . W. v. Lanier . ,T. F. Scaife . . Miss Diana Duval . 11. C. Brown . . . George N. Jordan . . T,. Fmnrv TTnll . . . . . Theodore M. Smith . Hubert M. Smith . Mrs. S. F. Bramo . Mathew Marshall . Mrs. J. W. Harris and Miss Carpenter. Prof. Mathew Marshall . Joseph S. Stewart, jr ....... . John Y. Wood . J. C. Harris, a. m . . •noi^zra^Sao jo 9jeQ 1872 1884 cx> CO 1882 1871 1858 1870 1871 1885 1884 1874 1855 1869 1877 uojacqo jo 9jc i s ! t> ■j’S 1C Camak Academy * . Pleasant Hope Academy . Camilla Academy* . Clicrokeo High School* . Carroll Masonic Institute * . Carsonville Academv . The African Methodist Episcopal High School. * Cartersville High School * . Cart< svilie Institute . Cartersville Seminary * . Douglas Street School* . West Cartorsvillo High School ... Wofford Academy . . Cherokee Wesleyan Institute .... St. Mary’s Institute . Cedartown Male and Female Academy CM CO rjtiOOt' • t- 00 OO 00 C STATISTICAL TABLES. 445 ° i • » | © H • *iH o • O | o o • cm ;® ® -rH® o ; (NH -OCOHrtO CM cm j O jow • iQ IN IN ® jrH ® o o rH • f-j j O CO j jo o o ° i i ° CM • CO © CO CM 00 ® : i° o CM ^ •WWN^lftiOO CO T#< © CM • o o 25 i :8 ! tH t> CO • © Cl o j ° j j ;OH j rf S|== ;§""<£ III III ! © © co © ! ^ CC CC CG 00 i|g|; I i I860 1874 1872 1876 : i|| j 1880 5 :S rH • H II i I860 1873 1870 1884 1° | |o| I : 1° ; © j.| i :°ll II ii 1 «| j ® ® ; 0 0 1870 j ; J i : u i \ a : Sfz ■O: S l J fs; i i : o : :< il- ii t X aT -3 lit iiiisii SiJfflsJfcM affl II Ill'll RR RRRRR Hi .si >i-ll 3? s soli * i5 2 2 2 a“ a P = ooilgS^^S* S coeci-Ocs I-. 1 >5^ 3*8,- i'S^I’g*^ :^s :s mis fiiiimiiig 11143 JtsPiliIsfF1 llllldillllllllill SSia-3 “fSJJooSlflfiiSeill 31 2 >.' rJi, §5 ll : : i'g :| : ;3 ^ai =a*e> w|i;E ia lUl-g i-| ?s ^ all ^ S=M GO«H^ !^I!lillll|t||l «SlgaK'3'i®flg§|o«g-S rSRRreC ^R^R R23 ll H ■ -s’3 £»=- J-§HM|gfilgJ | a yJ ® ^ 02 ^fr= -i; X' M0as g*„ - ?3j2a||||| is p fee „ ~ > GG £ — * -, -s->cis^’ScG- -_2 -S = ='=c-- = o ~|g£gl!=J^| i.wCOCCHi3 R ll SSSSS Sslissg|8§s||3 ggssss sssgs 8B gai§S88§§8 8 * From Report of the Commissioner of Education for b Has since been mndo principal of Eastman High d Has sinco been mado principal of 1883- 84. School, Eastman, Ga. Georgia College. a Sox not loported. c Those statistics arc for the year 1883-’84. Tablk VI. — Statistic* of institutions for secondary instruction for 1884-'85, f(k — Continued. 446 REPORT OF THE COMMISSIONER OF EDUCATION. dumber of students. MU9i OpnapBOI? JSBJ JO 9S0P ) ® 99Uis |ooqod oijijii-hjs 1 ** ;©.-( .©r- ■1 ; ; © © ;C > • « : ; •JB9A' onnopBOB jsrq j *» jo 98op oauis oSopoa paaajna- j w * ; — © : j c* t- * y :®® .« 5 • j • . ac •eSapoa ui 9S.IU03 opijnaios aoj Uni.iBd^j.j $ TO - i ; © © W ■ lO er. •9u9p09 UI eeanoo jbdis8B[0 joj Smicdajj W w o j*s < ■ eo a m in © c is :g*®sw > s •S9Sbu3qb[ tuapom uj 9 ill n « S III A'A % ii m : C © C* c !« jn£al 'Hill 1 ;llill j PrinoipftL • 1 < 1 h [ jl Ml ; as : • ; S : ; : : : 4 : : :il 1 11. m a w 1 <*=& S ai t© h? C3 i-j ai ! i :J p|J mm |i HOC s i ii \U •UOI^BZTUBSJO JO 9}T5(I :1§ | ill -a :SiS2?ii§ I; •jajjuqj JO 9}UQ « ; o U§ j i|= 1 II !• 1 i ii f a s c £ 5 O • r « ! • > • : Sa ; |3 ! It : 3 s 1 pa i : • i : : ; : :ilf| 4L 41411 14“ Hill II! a a=!^ ^5 : : HUH J5i a'3 O SS = rt>| III i i4 if 11 1 1 1 II > §a ■a ^ — ! II ; : : : : : ; : i ii : n ; : : Si \ i i ,1 : 1 ti i ; iii iPii ifi urn in am ill JNH all?} ii IB ,:ji !'I| pi III S25 11 ■ || fs I! g mm $ sgisisi turn m STATISTICAL TABLES. 447 10 ro • ii-r.cx u rf ri x lc oo ^ ^ « C3?l • 13 00 3 ?,~4 S : :S N CS ^ O M 82 : :88 O S-l CZ O L*. = f-t£ « 2 p ; 8' :S388S8§ g§3 §8 :S§S3 88£§§S£s; P 8 §'§ 88 ,3 :S :Sgg33$ g§S8P :g SPSggSSgS S3 8$ 883 :®828§S3$3:S SS58?: = § ^S38?:«?4$3§ 5 8 ?5P £g§ £g££5 :SSiggaSS£g£g 83§S§sg SSSiSSSSS § 3 §58 S5| I 00 ^Hp-r-^f-F-- - ~~ - ; — ig — W IlfiliNl Hi 2 2 K2? «»l :|fiS I H ^22 ?< ill !1= 2 322 I | = !« :|s '* S— "is::: *-=! C gcsj^^n F- Jjliii . ===£^2= i Stli&i g * S ^2; i- !i ■li == . *& " — > Bg®! 5^<- * => s S3 ;- = >“- = <1111 Sl4<---^l= 2 2^3^h a?a5s3V= -- B-*“ ?g±3.£ = S — ;t< :x = : §K|4i ^S,! ••|>.£~ v> I = J !> S £ * 5 1 8 gSlUSeg IRIBSSHSSSSSSggS SSiSSSS ISIIslislII § Sis&SS * Krovn Itoport of tlio CoiumlaBlouor of L • • O CO o »o OQ o O O CO IO *S9oBnSmq ujopotu up 3 1 “ o j ■ o j O : i ° • O O •9BJU0D JBOTSSBp) UJ 2 : 2 i i° j 8S • o 8 g is "9SJU.OD qeiiSag; uj ! £ i § : :8 : 28 is is S § §2 •9[BtH9,i I ”«§ j! ££8 33S£8£88a> S £g •9IBK §2888 £288 £88838282 g 88 TU°X £888 S|88S8|8S S §2 •bjojomjsiii ojBuiajj • (O ' ' r-i ‘-O' CQ rH • C3 rH • I O CO • CO •SlOjaniJSai 9[BpT * M i •noi^'Btrnnouop enoiSrpjj « ;il : III : : 1 i 1 § • . ^5 +=> ill 11 . c-s PC . o o co Ill sss j ) j 11 j 1 1 s 1 £ Principal. ■+. % 1 p ! <£ £ 1 t> « Mnj. John A. Crowtber - F.W. Clover . . T.E. Atkinsou. . . It : ^ £ “ £ b * f £ S3 1 v. A. iium . W. 0. Walker . Kov. W. F. Robison . D. Q. Abbott . A. 15. Smith . >N pj ill, if il ! :f =1 m; m , - S Kov. John T. McLaughlin, A. M. Kev. John T. McLaughlin, A. M. Miss Ellon Yinson . s < 1 3 a £ 'Uoi^BzinrSao jo 9JBQ t 111 i g l ill 1 il I II 1 1 i o g o o' H uejiBqa jo QJoQ; « 1 1 ®«® : o ; io i ool °l 1 1 ; ] « ! 1 i \i 1 !4! Hi ! fc u il 10 o : r§ § o 11 1 ! fH H Hi 1 ' f-i ! i 1 1 i 1 > i 1 | | || 1 i I !l,: 111 \%& 1|3 ill 3 : T3 • 9 i If If! Ilf Vi 'A CO! : : © j : i p J : : :& !*: i ti< U* p m it « or iflrli! tyi IJj i. sl! il Sfxeo i®fss lls-l* p?ll HU! c co cocoa < : > \£ Coilinsvvorth Institute c . LeVort College c . : . . . . Society Hill Academy* . I § 32 fcJC O 1 H iiiii isn iisssisss s ss STATISTICAL TABLES. 449 29 E *3Trom Report of the Commissioner of Education for bTheso statiatioa aro for (bo year 1883-'84. ciSinco the dato of the abovo report this name 1883-84. o Operated as different institutions during a part of the boon changed, to Randolph High School, a Sex not reported. year 188*1— ’85, but later opened ae one inst itution. Table VI.— Statistics of institutions for secondary instruction for 1884-85, $-c. — Continued. 450 REPORT OF THE COMMISSIONER OF EDUCATION. Number of students. • jbo^ ormopuO'B (jstbx jo osop some poips orfijuaps paaojag; s i in j • ■ ; j j : •JU9^ oitnopuDB JSB^ jo osop ooai's osopoo poiojug; i* I cq • • ^1 : : CM * i ; fH • * CM • •oSoixod UI osxnoo oTjxjuops joj guxj-Bdojj; 2 1 i ii ^ i i • • • • •oSopoo UI 98XU00 poissup JOJ SutJtldOJfJ 2 1“ i i i i : : ■sogEiiguBi tuopom trj 2 ] O CM • i oo ‘ ! »H J oo I rfi c t> ■ Cl •0SJU00 pDISSUp UI 2 I b ii I ° ! (150) : : * : •osanoo qsiiSag; aj 1 2 1 i-4 O Cl 1 CM CM to S CM O CO • 00 io • C5 oo I WO • CM t-4 • •opaiog 1 V* 1 T=^ 1 o o o I o o ! CM CM • O T#< CO O CM CM r- 1 o O CM ^ CC CO ^ 1 r-4 O o o C5 US lift TJ* US 1 T? CJ • •opK 1 © i ia > ci 1 » i :g • CM CM 0)10(0 OClS • • ca t>- OHCO CO rc • -Oh • | m ^ *I*WL ; C^ | 3 SI1, I , 1 Cl CM O • — 1 o wino —mo oooo i_-i o o : "2 S”00 S2° •sjoptujsm ojeoia^ 1 « I s s° ; • j 'I'hh • _• a w-3 - OcS £ s ;« < iS g a K ■Soa p o .2 t- § o-h ccPScc W<3 —3 . O •g^w s|l 2 o-t g-=2 ' cc c . :s : 2 j 8JQ M S ® ;*-» . * !2 IS 3 'm 53 tr- • 2 is <3 ' ■S-CO ° ® 3 c ■a *5 II* ccm ^ !»«OS 2 S fe J J B C CKH o o ~ 13 ^ CCCCM S «se teoc t~ OC O t- L- 00 00 00 00 00 00 !§g ; cc oo ; t> - . ' c c o c : fcJC^ tJD tXI c£ C c3 £ c3 ^ c £ 2 .£ .2 .2 1 5 coo * b- hct.o o o CC 00 00 00 c~ oc j. :: OC oc CC l> CC 00 g Pn gE| Cj 4^3 c; > co cori fiSH ___ c C^CH <2 CO . cr-— x ® .2 3 ’o CObs^ o#2 .a .aH o n*H «S ei jg ww^ q rz <3 -.g tn 5 ■ B c. cc i - 4*. *SrS © c: •CC^O^O cQH EK6 cccoO c: O t> OD C: O _ _ » mo ooo ooo ooot* i> i co c^coco^cacoca— cq « co co caxo STATISTICAL TABLES. 451 Table VI. — Statistics of institutions for secondary instruction for ISSI-’SS, Ac.— Continued. 2 & § g 05 ew © U rO a D ft REPORT OF THE COMMISSIONER OF EDI ubo.£ oxnxop'BO'G jsbi jo obop !®| ::: :: ; ° : 10 earns poipe oqpueps pexajug; | | : : : \ \ ; : UCAT10. N. ;»H ; C ; ■ ‘ ! •xvqIL oiiuopbob jsxq j w ; ; im : ;0o« jo oeop ooms eSejpo paxajng; | m | : ! : i ** i (Mr-liHiMIM I • •eSejpo nr eg : 9SXU00 OTJtJUOpS ■IOj SnU'BdOJd ^ 08 0 o O CO « i i ST * r * 1 *9#9J[09 Ul 13 esjnoD jBoissup xoj Saij'edaj.j | ^ • i ^ • • o ' o 50 27 lO o • o j •soSsnSuiq uxapoui uj ^ | I • C5 • ^ !qo . . rH . .CM 80 1G j o • • ’08X1109 JBOlSSBp UJ | ^ • ' O' 'OOO « . rH • • CM CO 50 27 j i£> • O C5 O * •0SJUO9 qsijSug; uj | 2 • ■ O' IO CM CO 00 • • rji » CM lO *0 t> • O CM rH CO rH CO t— • »0> • • L- *n> CO CM C5 ITS 1C • Ci • / •eprnad | g OHO O O lOOI>OM lO i 1 COrJiOO C5 CO (MHOOCQ wH COTjiHrJiW^MT^OOW ’9FH § OHO O « 'MOCOO LO ^OOOO^O^NCC CM lO CO CO* 1 CO CM t~ CM CO CO ^ T^CMCO-^MOCMr- CM • • rH v-H *H j T*V>I S3 CO CM O OO kO CM P- CO 05 O CM *-l 00 rH CO CO lO UO 1> 05 HHOHH ■*< t# j i oT ■« he a 1 1 f* a 4 Is 3 g < . | tc £ o F. B. Eobinson, A. B . Charles E. Cox, A. B . A. M. M. Dornon . J. C. Hadley, a. b . Darius Thomas, A. M . Alonzo Abernethy, A. M _ j l •uoijBzimjSxo jo ojdq; H 1874 1843 1871 1880 1S71 1873 1878 1857 1848 1882 18G8 1875 1872 1845 1872 05 00 00 CO CM r- O CD G 00 00 00 00 oc l ’XOJXBqO JO 9JK(J M 1843 1881 1880 185G 1847 0 0 1875 0 0 6981 0 8981 1 ci o O « C, | c H s- c § p Denmark, Iowa . Des Moines, Iowa . Dubuque, Iowa . . . Dubuque, Iowa . Dubuque, Iowa . Elkhorn, Iowa . Epworth, Iowa . Grinnell, Iowa . • ■ • q m •9S9JX0D UI 9smoo xBOtss'Bp joj Strrj'BcIeij; 2 1 CQ O oo eg onwoon O 2 10 •sagcnSm,’! ruopora uj 4 wj O • o X • O I t> o o o * CM * rH O O O CM CM rH ca *9Sinoo xboiss^xo up eo SS j i O (Ot>iOOH© rH rH CM XOOXX rH r-l X •osjtioo qsixSng; uj 2 [ (MO • O O O O | t> X m in m o rH rH o X t>X C- rH rH C5 rH O rH rH • rH O in O • •0JEni9^[ 00 O O O O O 00 'ITJ^OX > © © ® ^ ri flfe 23 -H 2 • Sis . Ecu £►2 ®fa ® »• 6 h'ES >s , ^ . o ^ Ht-iQOpHO SM •uot^bztu'bSjo jo e^Q I OC 00 00 • 00 X 00 00 _ . _ - _ « m x o o oiflOQO^'tt'^oooom - - 00c - >Xt>XXXXXXXX •J0!JJBT10 JO O^d I W X X ^ X ONO x x r- XXX ©NXO0WO5HIO N© . it. o: r. ch^xN0XLO ’xxoxxxxx^xx M* ! M5 >s t>: >i >> *>,"MMMMM gw S £®' ®* ®\® Sq'®3r^n3r33 a 3 "3 ’3 '3 • >> ; ; ■ : :& •& '■ = >, 0-w-5=“W;=w^§ o-o s f3 rt'S P >^3iS(1’2 ° 9 >• t > fi5 2 ° s« o pj P-Elca-pS-t-bCy .0®fl I iiPiifi-giii i 3 3xxS5&6M&£a £ ! ** O :tl ; o pec o :®’a® :«3 o :$•§ Icq *® ® +jJ 3 ® ^•a « s a § •4= 2 >! ■«B« tt «- Co : BS P g fra^pal * c2>- ® -4^ © A 2-3 tCo Xj) 123 c ri’ fi ^ bJD P td ^ t>s ■S 0 fcc ® a rO & w,©.X^r3 © t^.fcjo -5. In||S§la | 'SSrfoSa'W.a ® c ® r _ §|rtg®i^o 41 ^p ® £ 2 £'S^ W^-J-JOWH^ oq ^SPeq«oc3Pci>cucuS iffi a 'g So ® H L fl P-,gP Q - •Sgo ® § o.2 ■ t~ t- t~ 00 00 oo 1875 | 1848 I Mrs. Fannie E. Talbot STATISTICAL TABLES. 455 J! : CICCWCS CO ' o o © t- m ift o o L'jTrcwmt' OQWO 40 t- Cl . i oo ^ ro to o i ft a b9 02 .2 '33 _. © a c. Wi Ofs] I ft a* < •* o 2 £ . cc © 3 b a so ©cc pug s-so§ jS.ss l£ '2 cr j= ^ © <- -ca^ba 2 £ - • £ © rO^ © m o o 3 ftft s> ra cd £ Nil 0-2 s*4 «§ vpcg 35 3a ?- § i : s : *$ : ©ft t> > © « ft ft E? „ a ©,j © c_| H a . § a “5 0 - 03 M 5-« £ S3 3 ft .2 a cc 0 rJ2 "© ^ • ! . j : :ft ‘a a H Jft^gla < m 3 m 3 ftj >Qft u • S . 2> HC5 C3 » CJ N O j * oc bo t* c » 0C 30 0C C <2 'O S3 c?o co o 00 CO S3 S r 8 0 2 CO tr ■ 00 • CO w i 43 .0 33 II ^**1 C5 Ci O ; c3 ; a <18 :o et ! »■* • ft 1 tsoH La . La, £ • e i S S 2 53-gi OOOHC5H ^ M O 1C 1C M 00 00 00 00 oc 00 M M fee - I ft KM : : a : 5 V g e* 524 c? © a -a as .3 CO COCO © a £.2 »sS .233 ■ Nftft «e . ft! ; jSS :lif i^ft © a ' a © ftO §2* t-:3 13 1- >0 o'? ©00 ac-S 3ft ft s fe £ : © © 1 ftft p >> <3. © o -a a a 0 §3 € w ® Ui "T© ft X O C3 1 s * ®a| § ««U .a n° >.gO ©O £;2ts.||s ©l^*5 S’© © ‘ ~ — - ft ft a — fc © ■ -3 a 0 ■ C3 Vr4 ® *3 , 3 ro . a. §25 '© s(l|® S * O -4^© i S^5 6 fc • co - >3 ra ^3 § is 3 cs ©a 3 3 o .3 « wj>»o3 43 H ®u | >>2 o-P ► :w sV»=S a <1 © .3 CO co^ 3 3 o 0 u» ■*» ^ 6m =I=M CD O §0^. fiMHl cs -S^s-P 3 ® a § ^ < CO . a © :ph k U'-'P p3 (AS § §§|3 .3 a«* 333 • §• 1° 5i 1 • «a Ph+= a -g ;ga^d2 aS!!a«llilS q = GO ^ ^ co^ pwo«o 35 1 §1-< o S > © aai o s O © 3 a rs a rs a «S t» a .:. m £* n ", s a; - c2.: fi > c 3w Sl|13^ S ©w ©*^*3 *. ^ ft co co co § fco -§ 3 d* 'o 1 < >p . a? C3-22 - sis3 ' I S3 a> =3 ,4«2 - Si a "ot ‘3d a s« M rc = -43 ci *3 ^ .- o . O"^ ; '‘'•n! Hv ,2ta 1211 a :.!' liil- II I S’ j & « * a •: Sh^cs - - jg'SflSO* •s § ®a.23M ii ^JllSlr/r |i^fl|S|| ?r a 3 3 P ® ® O JC P a © p>v ceOWoOt> 5* CD ©S O t-t d CO Ift CS c '• 5^ S . S S ;. S « E O i C5© 1-Id « ^J- i' ii it : tt 11 Mattanawcook Normal Acadomy . Litchfield Academy* . UlIH Wl 11 LlUdUriil V . - . - - Norridgewock English and Clas¬ sical Institute. Mrs. Caswell’s School . 1 x.B $ i ! i ii 5 * M i % I ISS § 0 JiSsii ISisS S STATISTICAL TABLES. 457 Table VI. — Statistics of institutions for secondary instruction for 1884-85, ^ G P ® U2 a^eaa^a o • bO © .rj •Sjd U ‘5 2 g oH to C— CS-© O < SO3.” PPM fcC I rio t> r^- »o cc 00 co cc 00 00 (N Ci 1-0 00 00 cSao *J9JJBip JO ej^CI CO 00 3 00 X * o ’© ' W S3 q si J ” § ■ . $&?££* .3 o - M 3 W « 31 o§||® 4j i:-saa s III1& i C Ad S ^ rd ^ LH^ I S W oTPco O P5MM<1<1» S|g a §.© H ; ; • ■ ip-t ■ * 1 o : >> •*3 ;m : | * ao m : >3 :©j . £3 . O c .s »o 1c© . e3 :fi :<1 isgji si h5 •cW *c ® MH ^■-SSOoo 5 a-s-3 ® A © ®t2 ® © £ hip: £m § Ij'&flSis •cEcb5«'2 • ® fci ill .’!§<» > §" m Mif ■< ® g’w, 1> ^ ; I 'SWH5 o S STATISTICAL TABLES. 459 o J H *“• ! ° . OO ; © • »-H © © © i © » © o - CO CO rH © Cl © © • Hj« * ©OO © rl © 1 © o 00 • © * • © rH © © *-l© © © o © © 00 t> t* O 00 Cl S « ► © Cl M rH © © 8 © s 5 • 8 00 nr S3 is © © CO 8 ! ° : x§ i © © £ s I ° s © oc © © © X © s © 3 3 i © *S © £ ; s s o : g © Cl §2 S3 ig © © © °S S10 'SS 8 8 S Cl s : § ■ 1 § s © sssg 82 © £888 S iSS £ 5 s § ! i©« : © Cl i § © ’ 3 £3 S8 ig S° 8 ° © © 182 1 « I r* r- ;23* 8 8 : 8 is s Cl 8 § i § s © ► © 1 t> © » £§SS 82 8 CO 82 S3 S888S 3 8 ; 8IS o © © Cl 1 rH Cl Cl Cli-i © «H © © > t> © >? Jg |i i'll 1 Ipi il a»« IPif 1 1 J 5*:. s s.« ilga !ki : Ilf *? a-?^ g i-i-gl^l50 3-4 grsmirMn* mrnmm SaRH ■s m l!ll • • ?H • tH » o o • • • • • | * Cl J j i | • •JBOsi oituapBOB js«x jo 9S0X9 earns 91*0X100 pajejug; g • ■ 1 * O rH ■ O t— 1 O O • • rH • •9S9X100 HI geinoo aqijneias joj gmjudaij 2 i i O • O > ■ O CO O O 1 •929X100 HI osiuoo jBatssiqa joj‘ gurjudeij B5 w • CO O iH I> o • O CO O Cl CO • -O TJ1 . CO O • d • O 1 1 •sagBnSmq ujopora up s O O • © H< O COO © H Cl o | ^ tH d C1COO O I X « X •9SXU00 XBOI8SBXO HJ 5 ci ci o tjio t>o© o rt • Tfl d Cl O Cl • 0 • X • X • •9BJU00 qsrrSiig uj g O O loo iH OO X • O X • O I tH © X H tH • d O tH » Cl O O O X C5 ^"'3' O •9IUK © X • OXO r— 1 OO OOX O T}1 « X O rH O O Cl Cl Tji • Cl Cl X . OO^ • O ° ’ TBjox • X O Cl O O O OO O Tf X T-i O OlHi-f Cl O Cl *H X Cl o !-» X tH Cl r O O O O O O X H' •SIOJOTUJSUT 0[Um9j[ 1 « O X ^XO ^ jo Cl t-1 • O OXXC1 •siojoujjsut epr^ 1 * O O Cl O X • O Cl Cl X O O Cl O » X rH • iH • • • •uoijruimouop snoi2n9H © rH • * * 43 -H 2 -H • • t^a^a • ■ 00 00 • ■ 0 5V 2 • ■ ©0 t; t ■ ©« ■ ■ ® © a©* ©m ■•.2® i §§ l|o § a oofa Principal. 1 Charles C. Ramsey, A. m . Misses Charlotte W. Porter and Rena Champney. Benjamin Worcester. . . Mies Nellie F. Chesbro...... Rev. George M. Steele, d. d., LL. D. Frances A. and Marcia P. Snyder. Caleb B. Metcalf, A. M., sup’t. Miss Ava Williams . William W. White, B. s . II. J. Pcdorsen . Rev. .Tames G. Walsho, 8. J., president. Marcus H. Martin, A. M . uuuiumoB moeuc v . . . Rev. Joh. F. Friedland . Sisters of Providence . Rev. H. W. Bray ton, A. M _ Misses Bacon . •UOIJBZTUBSaO JO 9J'o’Q[ 1882 al8G5 18G0 1882 1825 187G 1850 1873 1851 1882 1877 1859 1801 1879 1878 1864 1874 •JOJJBqO JO 9JT3(I c3 . ^ g _ 10 =JMU X X t- o X X g £-,C] *© .23 "5 ,23 . .059-3 .2So.2 s is '-t? >:■ •— I H • — g SSa33-3 -s-aja-s o e . sis §S|, cn St; STsPI* IS fif^IJJS >> : : ; c3 ** £ • -Jr ■ O lA * • >> >» | a m i ; 'w : l! ■§ >? ■§ g-s § a § c3 O a a >5 •r- O s“ <1 u ^0 a 0 rH * >;© 8 g © -a ”1 1 ='3 gig sgfci^ .S'- -■§ a HsP| © ® 2<= aa © sj Ip 'Sc ® KS >rJ « ||| .9*o .2’S £ T T i eS K r; >-2 ® o « a .2 rn ^ ^ rr5 » x o o x ro x x x h» O CP CQCO STATISTICAL TABLES. 461 ; : © ; © ; ; • o i i° i i i i° i i ! ° ©«©« HO • o • 1-4 © O • CO fH i i w • rH CO • ■ rH • © • CO • 1 « • • M ^ • • Tf © : : i*2 :®® is iM • 00 Cl • • CO • • o • o • • S i • ©©■t* CJ • is jtn© :« ©© j « O j C3 i-i (N © 00 Tjt rHW tH © © ;HrtN j i-i © tjt CO n-t s HOC n'nH ii &g C nft ^ |i| i i yip a j jil!ll!lj|?5B | : s 1 i jj : P ill 3s >3o a< llrf 1) : : is i i i : >»ri : : : : -M< \ \ \ ilKiiii 1 !| j H- ’t: ■i a ji ; = g$S risa H&j! © r*< Sill 1 III i || llll || Hill ll :||||il|li|I| Il 0 1880 1872 1 ! ; o III II °§ 1 i I i i=ii in it s» 1 |i • ts> 1-1 ” i i il : : P ~ — c = lgi| ! ill 1 •aZs-S i ii r — : ri ji il i §1 ! S'5-: r sp i J4N : III • Cft :S il Il .1 ifffi ! Ill: : a a 3 ? ; - TT S ; ££ £ iii! ii Jj. :ees bb as; ;3 = i fe-s* SS* l||| Ii in ;!ol il iii = 1 J: |i| Ii rjS =*: ilS Ii \Ai $i i .iaj is i J i i j a=|«B j| =;! = rf5SSfl-JS|S; 1 gl»E.;SgiS - h* c 2 ^ -•* v ^ ~S s5= 1 iiiiiuii; ii 2s y j i il 1 E rj : v- :j ii ii '.i :_a =3 . - ""Z \ | 1ft >-> IS o| sin ii in ii mi ii mil ii ssissigisssis n * From Report of the Commissioner of Education for b Preparing for medical school. d Succeeded in .7 uno, 1885, by Pres’t Jus. Donnelly. 1883-’84. c These statistics are for the year 1883— ’84. e Iteohartorod 1884. a At Hadley; romov'ed to Springfield in 1881. Table VI. — Statistics of institutions for secondary instruction for 1884-85, fc. — Continued. 462 REPORT OF THE COMMISSIONER OF EDUCATION. d c Oh O P © s 53 • JB9 S. onnopcon jsxq jo osop earns [ooqos ogiiueios paaejig; 3D *■ Tf* • • • i1"1 ■ • > • t o • o ■ o •jBOif oiiuapBDB jsxq jo osoto earns eSoqoo paaejug; S CO rH • • i w • H • * i O • O 1 O 1 lit II •9^9X109 nr ee-moo oqijnaiDS joj' gnuedexj 2 © • o • • CM • ■ ■ © ■ © 1 1 • • ■ « < CQ • « • • « • * t i *91)91100 nt ©sanoa x^otssxqa aoj SnuBdoj^ 3 O i oo • • o i w • CO ^ O • ©-O'* • rH • r^ • » « i * • ■ • •GaScnSacx xuapora nj 2 T“i O j * • ; • i © • • CQ ' © CQ O • ; | ; CQ •98JTIOO XT30T88X3X0 HJ 3 IO © « ^ © o 05 CQ I a J ! tf £ | ^ £ 1 .3 a I © CC : S o : M M Meridian, Miss . Molino, Miss . Ukolona, Miss . Pleasant Hill, Miss . Sardis. Miss . Sylvarena, Miss . Union, Mias . Vaidon, Miss . Vorona, Miss . Walthall, Miss . Washington, Miss . Webster, Miss . Winona Miss . Ashley, Ido . . Aurora Springe, Mo . © i £ . iH L > B 1 © <1 © "8 *£ "3 u a S ■£ Kosciusko Male and Female In¬ stitute.* Meridian Acadomy . Cool Springs Academy . Ukolona Female Collogo . Pleasant Hill Masonic Male and Female Institute.* Sardis Graded School* . Sylvarena High School b . Grrecnwood Normal Institute* .... Vaiden Male and Female Institute. North Mississippi Femalo Col- lego.* Walthall Male and Femalo High School. 6 JefTorson College . Beth Eden Collegiate Institute ... Winona Female College . Wamon Sominary* . Miller County Academy . e»cr*>i-'5ta nooo © i-h cm ocooocoooo oooooo © cs © cciocn (SOOOOuOOO-OO • O— © © © © © STATISTICAL TABLES. 463 1 |gEBKSSIES.SSES3S*SS^SS8J!ES^8-.EBEga8 ESS SS Table VI. — Statistics of institutions for secondary instruction for 1884-’85, tfc. — Continued. 464 REPORT OF THE COMMISSIONER OF EDUCATION. Number of students. ■jcOj? oimoprot! jsttx jo osoto eonrs xooqos oijijuaios poiojng; ® © 30 30 • • • ; © • ; ; ; »Q •jboA oiniop-cou je«i jo 960 jo oouis 93'oijoo paaojug; *« H o j ig 91 SZ 8 i i°° i •ogojjoo UI osxnoo oijijuoios joj Snijudojj 9 j i i c > S 2 ■ j ITS t> O ■ •0301100 UI 9SJU00 JCOTSSBJO JOJ SoiIo’dGI^ tfi T® o : ig * * i- 20 40 © i O CO m « •soSuuSuuj mopoux up SS8 : occ ,000^0 © • CO •9811109 JTJOISS'BJO UJ « V* 38 ig 3 S0c°00 2222^2$ S° i '9Sjuoo qeijSug; uj « 110 100 48 150 110 GO 80 110 121 72 GO 14 45 100 120 108 310 57 •OJBCUO^ TM 8888 8 5828S ®§33§gg2 ° : : '9TO © SSsSg-'S 8S8S3 382 : i : : 2S § T*V>I © 2§3§ g £8288 338§8§2 28 8 •ejojonijsui ojeraaj ® lO -3< N CO ^ W CO ^ © 00 Cf-t j 'SJOJOTUJSUT Opjpf HNHO CO C3C a a a a . .CO o O l* H Principal. James A. Lanius . s : s < :< d ' § Eb :«S 111 ■s*ih Hi ««pt president. W. A. Wilson, A. M., presi¬ dent. T. M. Grisham, president... i! a ao J. W. Ellis, a. M., prosident. J. P. Brannock, a. m., presi¬ dent. A . F. Sbrinor . W. W. Barks . Rev. R. A. Allen, prosident. . Mother Rose Conway . : : s : i e < : iff : IJi §03 ill I; August C. Bitrgdorf . •uoi^zurBgao jo on; a 1884 1852 1871 1875 1880 1880 1878 1857 :i !!!!!§! || | •jajjuip jo o;tj(x M , II l! 1879 1880 1879 §o ®g®3oc i i i ® Location. « Palmyra, Mo . raimyra, mo . Palmyra, Mo . TWIrwill,* TVT^ Peirce City, Mo . Piedmont, Mo . mot urove, mo . Platte City, Mo . : : o : : : . o S • * * c ° ■ 5 < V ffi n iw Hi i! Hi!!! &}¥. and Pine streets). St. Louis, Mo . - Centenary High School . Ill 1 Peirce City Baptist College . Hale's College . 2 i S i j| }| |! II Plattsburg Collego . Brannock Collogiato Institute Pleasant Hope Institute . Van Rensselaer Academy . Rich Hill Femalo Seminary . Academy of tho Sacred Heart.... i i (4 ■ * :«2 : fj! i 2 ^5^aS iijiji Lutheran High Sohool . ggis a gggig ggggggg .e STATISTICAL TABLES. 465 : ~ HHfl 1-H © CM ; '; O j CO © OOhO ;hh In j CM CO O ® © ITS CM NHM OOO r - - S3 HN j © O • tH • 'HOOOO 10^0 © © •** i i ° 5 cm • r- © Si: ® is i^ ^g O ; CO ; i ; p lix > : i 1 •i 1 J ;* * U * lij i *n*?2 IJblii iUiriiiM a \< : :s : 1 Pile’ll =< ■■ :j?sp5aafe- H-SSSltsi: IlllillllS; o : : : : s : l iiici 3 mu 3 mi| ^Slsl ISl? |lg^ iril^ ill la ic •2< S; :ll f S 1 1 n j $ § 2 < 1 30 E From Report of the Commissioner of Eduoation for 1883-84. 6 To bo opened September, 1885. > Chartered in 1880, and organized in 1881 under its prosont management. c Those statistics are for the year 1883-84. Table VI. — Statistics of institution a for secondary instruction for 1884-85, $c, — Continued. 466 EEPOET OF THE COMMISSIONER OF EDUCATION. Number of students. mbo.£ onnapuou asq jo osop T*> * ir i : s •9S9II0D OX « osjuoo poiss-up joj “uLiudajj | « 2 5 ;0 © ! Principal. 5 ■:* 1 1a1 1 11= - ^ ui : ■ s • • : :< : : jjjf s' j 3-5 * < ■ !l| 1 : RS il 's| COP-*- iff 1 ? c 2 - c < 1 1 « i S h ; ! •f: ii S : = Hi ijl i o : lx- 2 - o « fl f = H J i!| S- 11 & 1 il SI 51 i: u H< E| Ii=S ; i, i | Hill g|| | is III 1 j uopiurp jo ojc(x " : °|||| ||® i ° il 1 i 1 1 Location. ) « w ijjj I SS-i ! |£i (S at! i } Ji ill is i i, i- i l i - p K fe m m ; Kit S i ?! t il I li i* y fe¬ ll 11 : i ;j - i 1 - i.n. . ■ - . - 1 ; t * i Smith’s Academy nud Commercial College.* Raymond Iligli School . . MeGaw Normal Institute . | ; ;i i ilftiji ■Jill I Ilia!; P|£I! 3 ill “lit bO X S i i U m ' k m in ib:- Gymnasium, or Academic Depart¬ ment, of the German Theological School of Newark, N. -1 . Bordontown Military Iustituto ... ill g^L 5< Ii II U ij PS iS II ■j i \ ; e.lll§lJIl.JIll. .Isl Is STATISTICAL TABLES. 46 CO CO rH W (N CO O Tf O 2 ® ^ ® *,0 is I | °I Ph8 Ph £ P$Ph • • +3 'd n> a goi £ . (- . > © Ph PhEE Ph A o © 0) © {£ OQ 23 ° ° S o o . . © 63 K © X © o ©r^ © © 05 fl 20 20 fl.£ q fl o S o o o g £ Ph © © © © © © © © © © 80 GO © GC GO q a pic o o © o o A A AAA © © '|5 3n £ 1 £.9H . . ,© © ten, > g 85-s ^.2H 3 GO - £s © . ■a < © - q. co ii 9 w s§°s si53 Sm'S a an : : : § $ '■ : : q rq g « to ■© ® . a « a P3 «s.g £ m ,2.9.2 !_; +a ^ 3> fl ^ g a ^ c0 ® ® p ^ ;rc © ttS-p s;h £ © 3 g .-p 3 a ® ^ o&t^i , > rf > -T ^ UtD© ©« q.5o P3 Ph Ph5m Q o t>‘ ® ® n Ph Ad I 1 ’iS *5 ►4 Ad to g - n 1* g £3 s is £ _ GO © 73 ►§2H H* Ift H rH o h- t- b- 00 0C 00 30 rH o O CQ 00 o o 10 b- b- co 00 00 CO CO CO 00 1© oc co o a c O CO 00 OQ CO wo l© ^ CO o CO CO 00 00 CO • CO • C5 : 0 i • O • 00 ’ O . ° CO : ®$5 : ' CO — • 00 ^ ^ 00 • OO . 10 . 1 . 00 • • • . 10 ® . 00 50 GO 10 00 00 wO • « 00 • • : ^ • rH ; ^ : ! ^ ? ^ ! : rH ^ ! ! • • rH CO ‘ • : • *e g : : : : fc 2 . : : ho ! S ” ©“ ; ; . • ia_ © | j s* H*t** P h ^ tcqa O - 1| lpjs% CP Ss-So+i® ag ^P5.2^g« 55 H a fepsj 5 t-P *■© • 2u aAAgA'Z |gglg2 §0 on © ® AttA tn l-l'-S \aA iA fcpg fl-w a ® o t® Aa >sg >> o ® © p ® rP & ® £ MM I1^ g £S-g 5^ § © ® ® CC CC : ’n Jz; g q' a' q\j §133 fe S .5 ® ; aim. ^+r>^ OUMVMUAhOSm jhce©^©c3©^ cOvOO®®5jjO50(j) |2h ^ A : :r : : s ps :k= .§ ^Pl§ q*5§W« 3 n £ a S I® ^OCh 1? g fp; qj i 9 13 *3 5? ^ a 33 s © q o a ^ MrP on © © gi 3n sis •q © ® Wm g © ® ^ a >> ? § s 9 w®3 >s p 3 a © °5 2<3 H-3 n 3 a 3 §2 mPh n » © H<10 ®o O >3^© -il-3 |« a J a ® ©M m nS 2 a © ® g *** & S © C OS1 szs> ©. co MOO© EES IJ ;3 q :w3 :®p*. :§* 33 © © © fcC£M £~ - ,®^ §n 0 g^§i j?s Li .2 © © § o ^ a: in 0 WEH _ 9-i O g o ©’"a §e p ©a: ^ S ®co © © hOIb®^ - fe 3 fe ®M 53<1 S^si-a p 3 n gw ® ® 5 o o CSaStcKJ § f iw .■» 11 |f Hw H § 'S-all © o m © i|P •il"1- 'gat 0-0 .. a: *- m p-r o ® >-. £ a ;a3 Lq S © PH O w| : o’q >> pi £E --© _ © q C c o w jo o H ^5PhPh 05 O ro cm jo 9S0X9 9dui9 oSoxxoo poioaud 1 ^ O • • jo^coeo M |HO t> OM< o •930X109 ut esanoo opiauaios joj gmiudo.rj w o • • - • rH • I CM ' GO O CM O • CM • • * * * * CM • •030X100 m r» 9S.IU09 X^OISSGXO .TOJ gnUGflOJ,! 1 & OH • 'WHO • »*00 -H tHOO CM • * CM • • • CM i— i •soS'mSnvj ujopoui up j JjjJ ° i O • O 00 CM Cl -H O -H rH CM CM ' rH LQ >HrlH CM rH •9S.TU09 XTJOtSSUXO up TO ° ! CO C0iOC0l>rH • « I/O o CO oo O rH O • • CM CM CM •osjuoo TisriSag; up ° i -HO HCCClMH • CO O OOO lO CM CO O OOO « O • O v-i CO CO Cl •opBuiad ■M O 00 COLO O IcHO CMNiO rH CO • r}* CM HCO CO GO O CM i-l Cl rji«0 i-H •8I«R ! § • 01 ho h^oooio 0*00 oo ho;i oo r-t Cl CM LO O 'OO CO OOC rH CM • r-H •P^oi ft • O to LO H-^OOO CM t> lO a> ^oo o •(MH CM CO lOWOHO O O l> <© O O CO lO CO • t-h CM i-« — « CM •sjopnajeni oxemo^g; ® r-ifo • >-un io jeo^^t moo(oi)( t* .-i ; t-- »h •siojoujjsut 9xl‘k : h HHH rH ■ CM rH CO O CM • CO CM rH t> • rH 'Uorx'Btnmoaap snoiSrxojp -.5 Non-sect Non-sect • ©o®*o • IO© © ' © ©^ • © • • © • • • © © © • 02 GD r* • 02 fZi • 02 ^ ' • 02 02 02 : §§•!:§ |°§2 | § g g : :{z5 php4^jph ^ :^|25 ^ 1 ) i . : Principal, Rev. A. P. Lasher . Cornelius W. Larison, M. d . . > ? < ' c ! Pu i * ■> c i s ! £ Miss Emma L. Parsons and Miss Laura H. Lo Fevre. Miss Isabella S. Brown . Alfred Nowell Fuller, A. B .. Augustus C. Norris, A. M _ Orlo B. Rhodos, A. si . James M. Cassoty, a. jr., PII. D. Lucy A. Plympton . Mother M. Celso . George I). Bartlett . George H. Ottaway, A. M - Rev. Charles E. Hawkins, A. M. Edward 0. Wiley . . Maj. William A. Flint . Mrs. Ellon K. Hooker . Wilfred L. Miller . •uotx'uzranSio jo O Ht CO CM • xMO ^ .LOO CO i-i CO -H O oo oo oooo r-cc.o*-i h .c:n o r-ooo o CO CC CO 00 00 OC'JJ 1 CO CO 00 * 00 00 CO CC fc*» CO oo Md^usiXO jo ojbq; to o o • CM**COC0 H O HH . o • r— • 1 OC H CMiCOCO LO rO < o • 00 • • OO CO 00 • CO 00 OO 0C 00 • CO Location. )■ e* 4 ! 1 ^ ! c c . . fc « .£ ^ Is 0 © •3 g,g i s > i l i , k \ > 5 o r>£ >$$ 5 Somorvillo, N. J . South Orange, N. J . Summit, N. J . Woodstown, N. J . Adams, N. Y . Albany, N. Y . Albany, N. Y . Allegany, N. Y . Amenia, N. Y . Amsterdam, N. Y . Antwerp, N. Y . Argylo, N. Y . Aurora, N. Y . Batavia, N. Y . Bedford, N. Y . ; i ; £ . • v; rli W 4- ? i i r 1 4 a. - • ‘ ■•>- • ■ Pennington Institute* . . Academy of Science and Art . TM.Hlir.cjQr.U^U C c < 2 1 c ^ t ? c JL. to 1 1 J w/. ...... Somorvillo Seminary . South Orango Academy . The Summit Military Academy. . . W oodstown Academy . Adams Collogiato Institute . Albany Academy . Albany Foraalo Academy . St. Elizabeth’s Academy* . .. Amenia Seminary . Amsterdam Academy and Ladies’ Seminary. Ives Seminary* . Argylo Academy . Cayuga Lake Military Academy*. . Park Place School for Young La¬ dies. Bpdford Academy . . LCCP- OCO OO^QD O \ O *-h CM Ct> -tf 'r* t-m t* ^ \r> in io m io , io oc o cco o 00 GO OQ 00 00 0000000000 00000000 00 oooooo 00 J STATISTICAL TABLES. 469 Table VI. — Statistics of institutions for secondary instruction for 1884-;85, — Continued. 470 EEPOET OP THE COMMISSIONER OP EDUCATION. \n?9(f oiraopuot? JSUJ JO osop 9duis poips ogi^nops pajgjUTj S r r° ; j i lO ; : : :° •jnei oicaopuoi: pu[ jo osop ooai’s 9jj9[po pajgjng; s i WO ■ • O i » • • • 1 • rH H< iH '•CM I ' © i • • •oS9]po ut osjnoo optja9ios joj’ Smaudaid 2 Cl rH j rH © CO hK (M j t> © ■ rH • ; © •9d9[P9 at osanoo poisaupi .lOj Saijudg.ij 2 unSaBX ujopota uj 1 2 (MO); © © © O CO O CO o o CM rH CM CO © 00 • • H< co • • •gsjnoo pioissup aj | M | H r> «-< rH NOrt rH r-. CM O |> iw O CO 05 Tji rH CM I-I CM 50 24 5 41 0 *9ejnoo qgi[“n3 aj 1 ® • O i CO CO 05 • CO • 05 r-J O | O CO O CM lO tt co co © CO to CM © CM H lO CO •oxunia^ 1 2 lOCOH< 05 t>0 O 00 co »-h cm co a ioco i HI OD ©000*» H* Hi ' Hi lO rH © © CO ■ '9pK 2 *—OOCO H* O 05 • CM lOO « CO t> CO O W »0 ^ L- • O CPTTi'lO OD QOiOC-CO i © (Snh. MW©© © If5 © » M rH rH © t~. © CO lO |> ers <0 ®r(^M O tO OC Tt © © Tfl © © CO © CO rH CH C) H NPJr H •SAoprupni 9pai9ji CO N © > a£ © © •aoijezm'uS.io jo ej'Bd H 05 CO CO CO O 00 CC 00 00 C5 t> CO H- CO 00 CO 00 > CO *M' I »— < *— < »C- ) 00 OC CO i #j09JfBqo jo o^cr lip* ! i ; ! : : : i : : S ! i i i : \rs : ; : ; i • i I . . c . • . . i IW : i ! ! * >N ®5?( ' ' ®vi MbC .9 5p-^ gSoo bl— S . 2 eg ft ft rg ® — Kj SP-'H rial 2=^ ft ft g ® ® 2 Os'S rj d.i: ^ h p- ^ C3 O PftPftOO : i :* 3 j j ii ;- * ^V§*i £ Sg^S/ 6 ^gg.2-§ s sisjs ® ® c £ 3 cS O OCCDBM • -4-3 ; : : ; § 8 o 5 i'OrH : 2 § ft “ ft :ry-= § g 1 o 5>’P^3 S 'ti ® .ft r 00 05 © © © © o - d C5 05 05 S C5 5 -‘a \T r?® go fi ft n « £>c'a^ ft ® r" •o'® O u-a ® o»® s®-® ftsdoa Qcoft o ^ ‘ WccEm ti p. : a : a • « .in %% s *.£ ® S S <1 ^ ® G to ^<3 « « 2 in r ft £ a o £ ft J OOCC3 © rH (M m ©©© © rH i 1 11 % ", 1 II Ii 1 j i M M i ; j i i 1 j : >1 : : : j : : | S* i £ ;t* i j : j j & i g :* i j : j i SN i .11 sjj 1UISJJ N j A j s j, is 1 1 & ^ s o A A\ lining ii in i ii i » a s * p 5.a s* *** * H ^ _ sllIlllMlfill llllllllll HcX>3*fa:».2 mill 11111111 iini3i=ii ^5^;^ A A A A A ill II i U 11 “1 1 i|.$3 !«■ slfil sp 11=11 a<; te=l h r ii ill! 1 ! S Hi =1 11=1411 l It mm I aalslnz ■J 1 ii 1 ; >j >■ !i -1 • Li C iH C i i i £ : i j ^ j & -111 : ll| ||lj man ill ! 1 1 j “►1 « e 0 = SI4 3 3 g 1 | j ^ 1 lul 3 j 1 50^ " I §1 j rl” 2 1 1 1 1 i i ifi a 2 0 j§ | i ^ 3 W ^ 3 s M -g. §' y 1 pi ia. is S3 I S irislsllls §111 I S I I I 5 1 sis From Report of tlio Commissioner of Education for 1883-’81. Table VI. — Statistics of institutions for secondary instruction for 1884-’85, $c. — Continued. 472' REPORT OF THE COMMISSIONER OF EDUCATION. STATISTICAL TABLES. 473 J rH j • • ^ * • • • • • • III00 JO j OO j 4 • • • N c: O ; o o ; CO CO C5 o ; CO • • o • CM *10 000 1 ! o CO ! CO CO tH CO CO CM • • CO ! ! *"* • c i o o o tMO CM 00 CO 00 • Cl *0000 • CN i « » CM CM CO CO •"* CO H H 1 jg • • CM CO i o o Q o o CO o • a> co • cm ■ loo • ! 2 » CM CM 00 CO oo 05 CM O • CO OOH • CO : rH :ot> : 10 G 16 4 .... OC3 j O O l« j -fl C- -t> CO « Tf • 00 tH CO CO rH CO 03 11 4 7 Of- j ^ O rl t> t-I O j M 0 © ^ 8 M t-> O ,2 ^ c5 c.®a O fl ax .a pq -3 g ©£ X|fe a a o Q jifil! +- © > c »©C£ 3 P5 £ ►“■03 ri a al £ a fc-s J S’ « 5 1 00 £h S £ S I'fia ■3 : p,® ' £a8£ S j,a.SP t> < " n ■ Sogfe 2 ~ . 0 “ SI-3 Saa an U2 C3E3 © h fcC t>! c3 g O §S5a>-3 CO w o«j .^'-n § g^3 SO « ca:^ . © S4 g'i’3^ 5g 2 © o: O^CCO io^P4p3£* CM CO CO to rj OO 00 ^ o t- co 00 00 00 ^ 1-H O CO t- (M MCO C5 h t> ^5 LO N O 00 OO 00 CC 00 oo 'S A 00 fe§ n.a © *H > o c3 X a £ § X -^'■SPa OSg' X^£, £i : a © S- ,0 8| X^ ^1 © ~ Cv ^ *- © - 6^3 X b © §x £ CO © ft x .s e X h & © ■ ' © — l, ^ "o *4 C^.j-J' © i>“® M ® "3 as i3r©£r^'2h; © cc o gq ,©f5 o cr bx O ■sKa^X* §* § £3 £.5 &S CO ©CO © a ©lO ©H o 6 3 }zq £ cs a a ? sh o o o ^ S^x^x^xl gg^gfcfjzi'g J23 O © ©rp.a c o ^ a a *1 I §x to © *' j 'o • 1 i >3 m \ s X © ! ® a rt © 1 „ ; > >3 £ § 1§12 n 'o o o ® cr. to aas H il. a ■£ a o 02 O MZ 5 « 02 02 02 X -2 _® 5 I 02 02 3 t5 o W pq o a3 H >3 § 03 <3 o X >i § >» ^ d o © SMJ 2 >3 O!^ : tjo • : a ^ :x a © ! >3© I'lX *»J >3 ■ ^ V _ cc X,. tcX ^-5 -gx ei^ H o, >3 I: 's a^ >3 a;rg ^ - IsS-a^ X ;2 a ■ ”© I ^ © t © ^ >3 © ^ a rH --■sjx rt ■> ^ o X S.S'S^ cb 5 © <= ® 0 4- oi o c: ij >,o ^3 oOO^ OOXrH cgHP-cc^Ph LO CO t’ CO ©Oi-iWM^ t— CO 00 CO oo oo - 1 C3 C3C5C3O0S® a _ o cj cs < From Eopoit of ilie Commissioner of Education for 1883-’84. a Includes those pursuing the course in modern languages. 6 Eechartered in 1871. Table VI. — Statistics of institutions for secondary instruction for 1884-,85, © © — Cl T-l © • d CO ^ 13 ’9SJTIOO JB0t8SB[0 OJ 2 i © — © -^d© • -f '1-»^d '« d -H • d ;nr^ri . IO Cl •9SXQ00 qsi|Sag uj 1 2 i © © CO o 00© COCO© © tH © • © CO 40 © *“H © CO © © ^ • TT d ^ d • d 220 •9[BUI9g 1 S O' (MlOO r-<00 O' O'Otn o o o • CC'f CO (M ^ O' TT'l>C0 C© O to 1 O * rH • ■ y-f r-i •apK i S to ..... O t^OLO t^OCD ■ • 00 • • to • o Tj* GO 0^.*0 COC3^ | co o •eioionjasm eptngj ® t>HH TjirfO WOO rf ; r- jot- 00 t- •sao;onjj8ai 9jbj\[ H53Q COO rH eo CO i C3 H®rtH (N ©CO O i. o o I > o • -? o o © ; ® © • • © ; fc o © o a •uox;«arniou9p snoigipH a a a o a S a aa oca . ©. o Og S- = § &'A a • a p a a JSO W B. O t> Mis & ■ m : o . c o-o s I f - o a a a :.2 © j .K-a s > .S . •= a ^ ~ ^ a N *-o > w.-2 a £ N|1 & jO^o p ® 55 ° 2 |a o •TZOTJBZltreSjO JO 9JEQ oko o m as t'Cro t> l- ^ oooc ao ao ac ao O <*■ •># to 05 MCS3I T* TJ. 50 1C 00 1C 00 re t 00 00 00 OC 00 00 00 00 c •JQjreqO JO 9JEQ Jh : : N : : ® .'z ^•*7 >-H C ^ ^ ^ O © - btSC c— a ££4 « “o O “ O J: ea © ® o ><>< g © - . © © ^3^3 © © c c P3Ph ^3 : IBS 2 j§ £S © ooooihfl SSB3^$ © £ >5 I'll 1*1 H§< O *h i| p; a © fe 83| ssg cS 2 > 5p3ph § S‘a 43 ® “ 3| £Sf J-S-g 5 >> 2 >! .2 S S © P-3 r±W tc s .2 >. : >--,2 ' ® u ■a.o ! e S © ! 03 C -2 3.2 cb 43 I ! hh -■-a *a a fV O © © i § O ;35®| Esad) c a £.2 1| Lvingston ntheran I ocliestcr ochnater Ladies. > P3«Q i ) rH d CO LO © OC © > © © © > © © © © © © © © 05 © © . © © © © 3 < © I >J to £ >.« 3*£ kO © | § I STATISTICAL TABLES. 475 © iH • . . eo jN I ! ! ; © | 03 • © © j© jNN© ; ; • • Tj< 0 ci 5 i : : I j | CO © i i \ j ONCOrt «S M ; © i!- CO © © • © CO 00 ^ © j © • co r- ** 00 j 1 0 :S -S :g- OJ © • © co : 2 S S8^ i 233 S^SSSSS^g00 :s§ *• ii 2 :S • ©©©«> :®no 3 i® = 0 8 8 S382 §28 '*<02§8gg382g23 03 i; s ss c-gjflococo^jooo | ig§ 3 § S S§S§ 8§K 5&g§g8f2§g2323 2gg S° 8p i|5S2S | 2$22 ° ° SS28 2 :£ £ i^^ggg^Sg :° igS S° S :g5g'2°f?8 | 0g2£ § g ig^S 2| : °?5°§ T2 igggSS SSn gg sssssssgs | 2ggg § g §23§ ||5 £g32§g£§gS;|S2 Kg$ Sg 5Sg||5S8S © O ON ; t> iCOS ; © © t~ © >— N Cl t» ■ © ■ i-i © tN O -c N .^— 1 © t>- NNHN Nt*N NaOH^NrfNNHHTfOO I3H < CO rH 1 1 1 nit y : £5 ^ :k ■W *3 * .4342 I If Mill 1 IISSIIi jill i 1 1 i« 1! :§§§ .SS ggg g§ ,^^^5 :p^Pi Ph^5^5. lllll ®; 3 a 3 © S = 5 = S 11m 5 : ■<5 : rs • 6 : ls| iK S|| III HU! i ! i jsjj 1 5 1 w \* 1 1 is i§ °“g 5j! !4 i£s 11 • : p j j g : i : .2 j g : §5 if 1! = 5 S3 1* 11 i M l*j f* it u | | Ja: : ~ OQ 2 02 af. ? ^ to fc£ fcC = ‘ DM 2 1 III it* i "M ^ 5 O- ^552 If If 11 II i >5 ^5* ! : i Ij25 ^!^ : : : : i ;= ; 3 : r? £"• ^-5 >. >. >; ! :i i i i i : i : : : : : :2 ; 1 j ;>I •>§ 1 >1^-1 h !s-5F:if i> IlllliiSH 1 ■ 1 1 « • » • » i n n g°.; a If If il II- j ^ li <3 * :6 : : •Ss? : i oljo Ili’Hwsz Hf t>~i r.' 3 = £ S r • : si 0VO0 0 tm if m 1 il Hi C i' £7: II li ;1 ! 1 M t ^ : : |l !■§!>» is .a 1 if < b-- 5 m| s = i^ * tt5' 111! lfl§ in a1!! |3 f 1111 ^“Ti 15.114 a £h iris 5 |l ij llliljf > * 3 t..x ■ N ^Sll; a nan : >> : ^ 'J i i .•§„!. | : 2 lllllll I- E c> it's .= -Xi c ; *lx!ai-S ti §mm r siislw li i| jf riiii: lilt *f§ ^<5^ II : : :^-3 III Ills|! iills- IIIIIJ i : : : 1 i ! i5 imII |:lli :■< 3. ^ & 2 \ is li ^ I^IS m Sill .1.1 Jill ..ill JilllIIllllIl JIOII Jllllillll Table VI. — Statistics of institutions for secondary instruction for 1884-85, t>0 •psxnoo pspsug; up canooooMO lOlMOOHCSO •opnipj •PFK •pjox •siojoiujsrrr p^btopj 'sjojonjjsni pib^ •uorjerntaoupp snoiSrpTI ® 2 ” rS /j ® rt d u a § H o^.o® > p3 o w n • ® •^3 d • - ioooooo oo OCOCOOOlClCCQ OOMO OCI^OOt-COt^OO O 00 L— 00 00 00 CO 00 00 oo OO 00 oo oo UQIJJ'CTp JO QJ'BQ; M geo »o 00 00 • oo © i» ; :fc : ~ & 1 |W m a n.O O % a a § § p-H o o o o OOOUO i°S i&g. o° oO^S-fi -s .b^ - P-® o ^R.g5M3wi _ f- —i © o t» q ec 9 dTl o § ~ g 5.2,2 ® | :6 d&, 6? dfc :o o*a §sk m 12 p g-ss S.W gS (Hr— O n 5 S b ©fd ® ejOl.cS h O h ooo ®:fr ‘ • >> : a •>=,2 9 c3 © Oh ■S«8 O q oK^W "3^ o cs 1e a © o 8 WPWocq o ?Ph ;H£» © cs J.9 O •' O ^afl >./§ 3 O o’; ^ ca’w-S'g.g 5 o a _d d « ® . «|Wfe8i§s rd fcl?3 -ff .9 O . .y>.9w^a® < ■go | N ® O ca a c ;cq •d3 •3.SP ^8.9 go>s IIS i-l a lOCDOOOO O HtMfOHOOh OCOOi-f lO LO LO lO lO lO LO O lOiCOO <50000 o ooooooo oooo •■sListnl ^ »-<- 0J9jng[ •92oj[oo ax GBJiioo ogijnGTos joj gm.red9.ij •Ggonoo UT GSJTioo X'KOISSPP •ioj Saxiedaij > I* > iH I TO t> ■ to N •692Bn2nBX aaepora nj •gsjcuoo xeDteeejo uj *98Jii00 qsqgn;q uj 'GX^aiGj '8ICK O (N : O O : 05 0 l «- gg.2g‘ Bi| B3 ?b5 c cs o o o a c o S a j2Ba a ail* j :jz; • ro o - e • §.a| 1 © fl o N o a ^ . © . ® t-5 »^C d h)H nil 'g * >■ a s * Q © . ^ * 9 & pqHpi&ico -uoxxBzitreSao jo o;b(j O Cl CO in in t- CO CO cc OG 00 CO oc o oc at •«■ oo •jejieqo jo 9je cT o : 0 g .2° tffO _<-{ ^ ^3 ^4 tils m • ; i° ld»°a- ■=*5**3 i it a c d C® e ® -C C3 ^ y o W»§W0Q CB o'® o o ©^^,=3 co co co coco I : g 3 if &s ;!• Is i-s 5lll 4f^a gs|s ® p~ m a - ^ S o C3 O Wix i! • >5 : a ' 2 ®jg -3 « K 3.5 ©.2 CO rt B^ -mif S s h ^■•s a §;© ‘'I g> § :lc-S 3 © « 33 r« O |||l« P*.CO CO 56 QQ ot-oooo IH-Hri-rtHnrl — STATISTICAL TABLES. 479 Table VI. — Statistics of institutions for secondary instruction for 1884-’85, (fc. — Continued. 480' REPORT OF THE COMMISSIONER OF EDUCATION. “JHa^ 0TTO3DT30B JS«X JO QSOp GOUTS xooxps'oijiuiGTOS pGJGjng; 2 ! ° ! ; ; • • oiinaxJBOB jsbx jo Gsop gouts osonoo pajoju^ 2 ! O 05 (M ; CT m HOH \ CT •gSgxioo ui • Gsxnoo OTJtJUGIOS JOj' SoiIBdGJ J 2 ! IO • j rH 2 2 m rH CQ ^ T— 1 TH m mom 04 t> rH or or 00 CM CO rH rH "9SIT100 TX?T[Sua; uj : 2 ! WlOH OWH 04 WrUHiOO rH oo O in 00 CO rH CO 81 C3 a o 2 £ ^ : •GJliUIO^I 1 S ^ O (M O • (MOOOCOU5 OOOIOOH OCO (Nl>nO • CO CQ CO CO r-t CO CDLO t- CO (M in ^ O O O • (N co co on C0C5i-»O CO ^COCQ^ ; 001 loc:jo co o t> m oo co tj< n i> c co co t> co mo rH H ' *-< Ol •sjopuijsur ojt’tngj •ejopinjsui apjj; •uoTjButniouGp snotSrx°H cp? a c 3 c . o o RRRR R c c .£2 • o o • 1 11^0 R{Z1P,R;3 O O rrf • • O • • ??a-a : « : I §g%®R § i : R : : §g ■ fee ■ ■ o ■ ; o w , *=< :« h S3 _ ©t® . © c ■ P • > ?cfl £ £ > P3 S' so^fl J&2S1 R © © •a'SSoP '* ° 2 • ^ -P? o > <3 Rd : £ ■sf |s ◄ 3i§ .=§: fc-sgiS. ,_• © © ®.a' R .© ^ 2 <3 aR « gOl 2rh£p •uotjbziubSio jo gjb•= a (ico co TJim o © “•a e n 1, f S« fefes- * • . • PY© S^l-S © 9^3 ,© 'g © ej CO : 0-? a ! . .5 5 R "§ ’.a || 5 ^g 5 O B d ©I RRRO R • &£> • • ® • CO :.g : : a : « :a : :3 : o :{* , o a .a . :« § © 'M ou . . : w-j3 ■a ; _® ®o ■ : © J © § :SS^ 1 sp| & SI,® «t*i C 2 o H rt a in a SH^^^oge t- ss .S

,®l 535 •f I « csss R Ct>J S3 ^ « S3 coikR & a §i ® CO 5 a « © <3©J STATISTICAL TABLES. 481 • © • o • • o o o i i i ; O i 04 Cl • CO CO • o o • © i ° -i- O kO C4 CO • O o «<* o • o • • rH • i S -j 3S iN£ : ° © a ° i i i j S lO j • ; pi ) c ; p >c ;p 11 ? &a*ft . *a J I H ft i © • o< j3 e!s 5 § ^ t 1 a* i I Ii 1 ft « IS il; : • : tanislaua . \. M., president son, A. M . y Bernardino !t . [ i i ; ii s a ii ! !| 1 ii 1 j 1 ii i i 1 g 3 £ : ■ — 1 ijj r o • • 1 k® • i “1ps| 5 ills a : a : ijj i i 1 !! m s°as ^|fj| 1.1^ i® m in i ini mi i i 1883 1854 1880 1870 1870 1859 1871 II i i ill! • ^-1 HHnH 111 • 1882 1854 1870 1870 1871 1800 a S S «.= j | ggSS ! ica i il $ iie iii i m ii is ii mu in § >> SJk 13 i! ma m HJit it if |i lilltiiit aliai fa §5 |s iilfllilsi £ j£<53 SS •<£ nnS fcg ggs s g»g» g _ "Ti e~ mi § s isi| ji ii si mil in Table VI. — Statistics of institutions for secondary instruction for 1884-’85j $ c. — Continued. 482 REPORT OF THE COMMISSIONER OF EDUCATION. •JR01 oimap'BDB jo osop 901X18 pogas ogijnaps paioin^; UB9^ OIOiapBOTi JSU[ jo osop oom's onogoo poxo^ng; | •0g9|lOO ui 9SJDOO ogipoios joj gtnjB Jojj •9Sa[[oo ui osxnoo jBoissup joj ’ “ai.iBda.ijj •soSengaux n-iapooi nj LT«owitc4 cq (MOM WO •0S4UOO IBOJ6SBJO UJ •esjuoo gsrpug; nj IRCHOM •0[^ni9j ; I gg •epK Tcjox 'SI0J0TUJ9TTI 9JCOI9J | 30 "5H^ 'CMIOH HNNlfH ■8IOJOtUJ8nt 9XBJ^ •aoijBuinioaap enoiSrpg; SP © O • • © >rj ao aor} ■ g .a e-io © < SP ®‘2y b 5 ^ b g O O C t- ■*+ CJITJO ^COOC rH S iSSrH SS2S •i9^reqo jo o^bq CO CO OG OC ° ° ° 00 00 t- oo oo ‘ CD CD OC 00 00 s&i. . cS § Hgo ftfeJjaMw |a1*§§£^|5-- IS.Sga^ig.g* VP ell §2 C O SCO ™ b 2 & «> « . a -*j G g bp & 2 0-S £ V-® es ri 5 O 8* t;H c,s s a^ s o o Pip;p;ftQOOOo>oo GfifiGP b pp 5 eV g PPP o o , £ w. “:^g g b £ .a ® >;4_ . I.l1|1|j a rls g.S’i |S C>^£C §0 1 i’ll i | ! .s 1 1 | g §i = !a c£|:g£ - i o }2< ra c S >,« era pfl CS ^ o u c.S oQ^ S 2 g-SSKo >> a a k, si - c3 c ® U aj^ g ® >»s ■ 0 C gr-5 S £ S< §1 •5-2f £ 8 ©P & aCSflC^N'EjS PGCPP PooW HC3«^iOOt^OOO}OH W CO iC CD t> 00 C5 O H^fHMfHPHr,r.X,NCvq C4 C3 71 C3 W 73 73 C4 CO Cl 03 3 •saSBuSuBX oiapoui nj §° ■» • : O CQ iO • o ci • : o »a •esjnoa pjaissBp nj M ; ml ga woo^j ss •esanoa qsixSagx nj I3 |® a sg *-* ”0^ •9pni9d * § i 3— I s° :S8 ^288 °g : ' r-i i-i • •9PK 9 « • : : T* l O 1-1 . t> :S8 2° i : «oo2 T®JOI r. | ! PSS §3 822S8 S2S§ £23 •sjopiujsut opmaj X a cs eo jow rttstso oh •Hioporptn 9pK CO • COClrHCJ tH H N N j tHCICO •UOp.BOimOU9p bUuLgtpjJ 1 III i i iiji iij? ns : § §■§§§§ §s it §§§ ; fc «£o£fc {5!z;Ph^ >i M ◄ r ii ■ : £ : t< 1 1 11 a | a I ej 3 >2 5 I!* I | J: r ife . i ■ : O ri i 1 iSlu^ls; mm : : : 1 :i ii: 5”! s : y ill S"s- ! |! . i \iU. i = Mil = ^J*ga§ si ! ? i3 1 : x ^-S id . •notjGZTirBSio jo * |i mi I il ill llll Ill •lejjirqo jo o;«d w o \ ill- o ; ; : ii s ®|| I 1 i • , 1 d! rc! § 1 i i It! m- Sill o o; : : c ! *. it Sj i ifj j ms p • * ■ f d i^c 5 m d* 1 l # ! 1 II 5 OOC '■o ^ai c = ■ m: ii il 3 x ® ® w- £3 = c ® : z;Ma d 3 S* ' ^ c I ii o :a? ro- ! ~ : > 14 1 * CharleHton Foraalo Seminary* ... Southern Homo School for Jioys. Wallingford Academy . ~J : £ ■ 11 : i : si §s i = j li. m 1 i ft m u & 111 if" 1! Is! §3 POM > Ps Oil ii l=; il £E so; g : 5 : s : I J i r3 3 a I I i ■& S .£ II >> : £•* !| Ik lij 111 11? >= i i < ? i |J i ; 3 s< \h ! E* 1 5 ® : to 1313 ^ bti a a; S t>00 s 333 5 1 I sills Ills III STATISTICAL TABLES. 487 J • • i • w8 O ; °®gj : : 04 CO o CO o CO o 04 01 flO^M ■ © oo • © j is ig 38 04 MNO j n CO © - 04 m 82 ^8 82 CO 9 is i i in © " ^5* • ! ° N8 c~ :2 O © S S i © 04 j © j j ; in 04 4 20 20 5 S3 0C • Ol 1.0 S'* 8 m © in 01 © j ojjjjo m P £ 2 28 SSS |SS 888 33 S S8 82882888 8 88 ri ;_f s ;s 8 3S3S8SS 323^28 8 88 SS|28gSE: — o — • © © cm rr co ^ c- ' ~ g S3 ° SS8S833 2S2~82 8 82 83822838 83238 88 8 g is § SSSSgsgg §|S|SS g 38 888S8|22S388§8 ■<*« M CO N« 5 j 2 2 2 1 2 1 ,.3. 2 2 2 1 rH © rH 04 04 rH © CO rH iH 04 »-( 04 i-t 04 _ - CO - 1 § to 3 2di o g *r wi tti etJ fc. {25 o ^ o 1 1858 1870 1877 1884 ii liiiiii i T- > © os in co co 1868 1874 1872 mil § i 1875 1870 1870 1870 j I O j :2 ° Inin n if if 1 Is lsl|»| li liSE- 1 H H H Mil ! • ! H is ; j j HH :HH§ m iisa“®fH.^gHls ii^ II I I llll lllllll lllillli II !!!!!!!!!!!!!§ Table YI. — Statistics of institutions for secondary instruction for 1884-’85, cfc. — Continued. 488 REPORT OP THE COMMISSIONER OP EDUCATION. oixnapuo'B jsir[ jo osop I CC poms [oo'qog ogignaps pajajng; ! •IBOl OimapBOT? JSU[ . IN jo osop oonis oSopoo paiognp; 1 ^ •oso^po nr osxnoo oprinops jqj' gnu'Bdojj •oSoxiod hi 9SJH00 XUOTSSUp JOj'gHTJ'BClOJJ i •goSTmStrei ujoponi nj ^ •esjiloo xuoissbxo nj •9S.inoo qepSng; up I 3 00 05 00 IQ IQ •opraoj | ” •opp[ •mojj Ot'OON •siojonijeni opraoj | 3D •&iopnjjsui ox'bk e o nttno CQ HCNN 05 to • cq iH •uorjBTmnouop snoxSipp; 3g a h a '2 a o ” OflO £ pn Xfl o c s a o . CG 02 72 CO CO 3 a a a a a • o © o o o 2 fc e a o o * a ® o 1- H ' bb 5 £ £ : ^.2 8*13 1 JijNh 'Ha >«j p o 0^0 a < . tJstS 3 i § gl§ a£a>> b $Z*Jj | > % o ££9>» H • . o . g£ •UOIJBZIU'bSjO JO 9J13(I t>CO CO 00 00 C C'* t>» oo t- t> O < OO 00 OO OO 00 CO c © t> O id CO © 00 © CO 00 00 00 us'jjuqo JO OJBQ 0 0 d ° |h «sa i^3 O S&B-SS l^ai fio a a A flU Es is y> 3 C ® 5 a pjjfc.2 .2® 33 § S £ 33320 ’c-; B '•* s| io n«q ©_ « rt <53 >..2 -2^11 C3 >-/a-S > f- cJO _n cd fj >5 a 3 >> . g^ois •="<5 2 a tr-^C3 « o “ a •= > o o > t rr S o^ajO a ©'o ® Iti o 3 oo CO CO CO CO ) © © HC3Wi< LO O t' X CJ o • l>00 00000000 OO 00 00 DO 00 © >coco cocococo cocococococo STATISTICAL TABLES. 480 O O S3 O O •« O © 3 O £3 g = S' '§NgSS :' iCMOCCt^flO • O COOOOifln 2SMSg : S° 8 £2 :S = S :2 :s 2°S S£ :§£2gg;2§gs gS8 §3S : 83 £§Sggg|S : S3 § g2- :23S28S3g4?g 23 g^g :gg££SS S §S £52£S$3£2$g3~S£ P :« !3 ~g ££ :gg£|£g§ :3 SS S • — ^ © oc co m — < i r: c c^j x c: : :§ss ;§£g £g gggggS§3gggg gs gs M h N N N M H f5 O • r-« f IS i ^ n i-i oa oo ^ » !|IIIil!|lj Ta Cr-iSapECei- 1 = 5 C"CJ9 5 - SCICCC • O 2 C . • C . fcgfcfcfcfcfc&Sfc* fc£fc|3 ^ 2 a ill ^•cS • W p S « ~ ^ " Sfliiiilis s3"Si:|5=si^35 ri 111 ^,a > “ 2 ^K^HnSdP^P^ff H 5>\ £i; sssllli iilllSi Ills HI gs |l|||gl|l||S |1 || of the Commissioner of Education for b These statistics aro for the year 1883-81. <1 Chartered at Creenoville in 1879 ; removed to Whito cjSTo spring session for 1885; reopened in tlio fall of Pino in 1883. Table VI. — Statistics of institutions for secondary instruction for 1884-85, 4'c • — Continued. 490 REPORT OF THE COMMISSIONER OF EDUCATION. ■ GC 1 s cm | a £ •anal onnapBot; jbbj jo 9 sop ootrts jooqos ogijuaps pe.igjag" 1 2 1 : : : : i ° : : : i : : : : : i ° : •JB9A OlCU9pBOB JS«[ JO 9SOp 90018 oifoppo p9J91U3[ \ 5 1 • • • * CO • • to • • • • » * CM ••#•••«• •• 10^9* •aSonoo uc asjnoo oijtiuops joj Snijudsij a 1 • • CO • • t i i i « • i i i • co * 1 • 1 • • • 1 1 II « •oriaipo ut 9SJOOO {BOIBSBp JOJ Snijrdajj ; 3 * Tji • • rH CO ••••«•■• • • ^lO •BaScnSmq ujapoio nj | : CM • LO O 00 COO-^COCMLOO 'CO • OO Hto • CO CM OCChOO ;H | CO CO CM •9SJT100 JBOlSBUp OJ j 2 O ^ t*- CO O O i CO • ■ L.O O O • 00 CM rH O lO y-i r-H CM CM CO • • • ^ O • Cl rH CM CJ CO 'osjuoo qsqSoa uj g • O rfi CM O • O a *00 • * • O UO t^CM C D CO • CM O CC 00 • O 1-0 • • « t- CM 00 00 • 5 rH^COL^CO LO ^ ^ GO • O CO JO ^ CM ^ * 1 •opjq 2 1 CM . S rH i 00 ^ O OLCC5 WOHIWOO C>£> LOlO CO O t^CCO HO»H o ; . coco iOO T*V>X ft ®«© ci © o t- on cot- oo o co cinn cio®oooonnn^o c^oo jm-h •6Jopnijem opsraoj X r-i** CO CO CO ^ 'CM '«HOt>C5O00 CO* CM ^ •bjoptujbut epjv Cl n 05 050105 HH IMH^ • 05 05 iH 05 tJi CO •uoijBmoiouop enoiSrpH; ft Baptist - M. E.... Non-sect Union .. Non-sect Non- sect Non-scct Eon-sect Non-sect P.E .... R. C . . . . K.C .... M. E. So. Non-sect Non-scct M. E. So. R.C .... Non-sect Cong . . . Principal. rbe e c c Pi C P Rev. S. W. Culver, a. m., president. Rev. N. D. Clifford, B. A., president. A. W. Orr . Heard & Roberts . W. F. Mister and T. G. Harris. John Joss . J. W. Schuwirth . William Barbeck . Miss Philippa G. Stevenson. Brother Feith . Sister St. Isabel, superior... W. J. Spillman, A. M . Judge I. M. Onins, A. m . J. G. Nash, A. M., and J. A. Ivey, A. m. Rev. J. W. Adkisson, A. M . L. Wyer . Otis S. Johnson . Edward H. Butcher, A. B - •UOT!^'BZTn«§JO JO OJBQ 1881 1873 1878 1880 1882 1881 1874 1857 1880 1852 1851 1882 1879 1879 1876 1880 1879 1851 •jojrcqo jo ojbq; M 1885 1882 1881 1880 1885 0 I860 0 1881 1885 1877 1879 1884 1877 1849 Location. k Marshall, Tex . Marshall, Tex . Omen, Tex . Overton, Tex . Plano, Tex . Rusk, Tex . San Antonio, Tex . San Antonio, Tex . San Antonio, Tex . San Antonio, Tex . San Antonio, Tex . San Saba, Tox . •. Sherman, Tex . Sherman, Tox . Sulphur Springs, Tex . Victoria., Tex . Bakersfield, Vt . Barro, Vt . <£ 1 £ « >5 cf C < C c i j ■ • "o ■ • % ■ ■ 2 : : £ . . .a • • a . • O . • rr ? : : ® : : g 1 : i, gj i < . • ™ 'o bflaj S I® £ CO® -2 Cr )lc ® t ;o -a W°'-g e o s i rc, . 2 "a JO s ^3 o - ; * ? E c m p mSph p Rusk Masonic Institute) . Alamo Gcrman-English School* . German-English School . St. Mary’s Hall . St. Mary’s Institute* . Ursulino Convent* . . San Saba College . North Texas Female College .... Sherman Institute . Central Colloge . St. Joseph’s Colloge and Dioce¬ san Seminary* Brigham A oademy . Barro Acadomy a . 050-^:ioh co 38 85 : t> CO 10 22 19 Cl 12 3 d O O 00 »H 2 £8 “SS'^SSUS'-S £3 8 i £5 i OC - : : £> mmimm ii &. * •. I I t I I • l r ' «f»ir^ ■ I r- -- -*3 K.^4 i ■ » i i • i • • *•»•_■»-. t>^ k<0 . . • • i • '53 ' * • • «r ' * >3 ^ *$l ^JJ***^ £.*£ :Sj;i SS '£~'= - 9 — ‘ ~jz a 2 * trS'Er m © ©5 ce^ lyiiilfls llllilli P ^llJlli<^ll ^«5I§II II IIIIIIII1IIII! II II IIIIIIIIIIII llllilli II From Report of the Commissioner of Education for 1883-'84. d For 22 weeks; this 4a a village high school. , _ Discontinued at the close of the school year 1884-’85. e The Yeatus’ schools are about six miles apart ; they havo tho same board of Reorganized in 1876. trustees, and arc supported by private endowment. Reorganized in 1883. / Theso statistics aro for the year 1883- 84. Table VI. — Statistics of institutions for secondary instruction for 1884-’85, ifc. — Conlinuod. 492 REPORT OF THE COMMISSIONER OF EDUCATION. i § rs B CD o 1 a s 525 *jc9.£ oitcop'Bovj jsbx jo osop 90UIS xooqos 0rjTJH9ID8 P9J9JU5T 5 CM CM ; CM © O • j i • • • a a 1 a • • uuaA oiragpooB jsbx JO 9S0J0 93HIS 9SonOO p9J9JHg- ^ ■ th ^ ° i i •ofiofioo HI 9SIQOD opxjnaios joj gmjBdajj « ^ © Tt* CO © © j j •9g9[[0D HI 98IHOD pjoissB^o joj Snimdajj 2 O «dO 3 © j ■ •sgSunSncx rueponi uj * cm a Ion coo ooon S : j ©d •9SJT100 XB')Ts®^t'5 HI OOOO © i i • © O • *-H •98XHOO qsixSng; hj g ci 3 — * o C4 §§ 3SSS |3 g g i |?3 •opraaj S : : : § : S g i •9XBPI © iM i S3 s^5CCC5§OQOg^| |3 : id §5; ‘1**01 © 33 S3 g S3 §2 CJ ^-1. r-l C3 — •&iojoni}sni Gfcinaj; X d • eoddia^oeo'^d ■ * cs ; © ia i-h d d •ejo;onj>em rH ^ H^HH :MNC9 d CO i HO dd •nop.'BTnuiouep enoi2r[9^j 9 11 iijl CP Ph«3c« CO . . © c , 111! j Isaac • , c o c o • ,5555 : : P J II SI « la Principal. « ‘ % < *r 1 •fSiii II If 3 tfjfin l&5*i ii 1 - :C :s S | jj h8 iaj ill p : : if|! ns S , 3 . 11° S|| t>-S^ ij? 5 «! ) : s. I’; :p 1 i : % << : : £ : • i a y 2 • s • .9 e:6^ :< i 1 Saa*i ■ iIMjJI ; a*sa°^ •nop-g ztttbSjo jo 9Jcq; ; || Hi!!!!!!!! II 1 II II •jojjretto jo 9;bq; j « ° °|°° | 1 1 1| =s Location. a ! > i S3 : I i> : : :== 'I =2 i£ fl i>n iS ?tf|! 13 35=1 io efi?-: : r s ;> i C I C ; rr 1 >> ! © j ill i jj £5! iill illS; > > ij : a > ii iJz; i i Li $1 i CS 3 i@ 3*1 ■ «g : : k : s3 jo- : - 2 S3 s ■§>► I ZB 1 : i- z ! 1 <1 i • I I * C ■ ; ; ;l J II Hi H SJ«| •£ ■Jill If |.§Si ;S, sisi > f : ) !? ii ii ; = jj ii ill - - fill i!!f ijii: 'R'g’3. si : a 2*5 I | >> c 1 1 1 1 II O C 25 sz; 3 il : c il ! 1 i m i 1 1 ; a •!• 1,1 1 :1 c«j e Jill: : <1 Hf !1J i ii i ii § £§ 1 If S |o I 5| 11 lllllllllli 1 1 II I Ii 1 ss STATISTICAL TABLES. 493 (5^150 t— 00 m ssss ss s mm mu i n n n 1 1 m n i n n i * From lloport of the Commissioner of Education for 1883-84. a Average for a term. b ltechartered in 1880. Table VI. — Statistics of institutions for secondary instruction for 1884-’85, cfc. — Continued. 494 REPORT OF THE COMMISSIONER OF EDUCATION. 1 3 a 6* o & .3 •jB9iC oinropcoc jsbj jo osop earns poqos oprjuaps po-iojug; » : : :® ; : : : : : ® : : : •j.C92l oiraapBOB jbbj jo osop earns eSapoo paaajnjj *• *=< i ■ .° j j j 00 H ■ i O |CS » •92>epoa ui osxnoD otp jaaps joj SuuBdajj © • • • • • • • • CM • o • t* CO •aSapoo ai osjuoD jboissbp J0J SmjBdajj 3 j • ■ t- j j j rH ca |® ;h n •saScnSaBj tuapora uj 2 • • ■ co • *o o I I I O HO CO III | CM Cl • • • HQ t>- *9Sltl00 [BOISPBp UJ 2 CO • iO Cl • • • rH lO • O O lO C& O |HH | • • T-i rH • «-i r-1 CO •esanoo qspSag uj 2 1 •’ • © t* • O CO LO lO • O 00 CO oo • •COO • C3 Cl *H Cl | Cl Tf 00 00 •ejBuiaj * I -J CM • • CO CM ID * • CO • o CO CO O CD CD ID ^ #0 CO CO h- CD • O rH Ci CM CO CM CM CM *D C5 Cl •ejoprujern ojuniaji * rH • -# IQ to O O O jeOrHCOrHrH 'BJopnijsaT CO j jo J j • CO rH rH rH CM CM Tj« j •uopBarraouap euoiSpaxj H • • • • • H3 ■ -4-2 *H 5 1 • -*3 * ‘ • O b *00500 0 : :| : : : g g : g •§ § g ^OOg. OOO g.gw g .2 g g HC^p^cq Principal. « M. D. Miller . Mother M. John Iluehes _ Mother Stanislaus Ratter.. E. 11. Meredith, a. m., n. d., president. Sister M. Porpetua, diroot- ress. Sister M. Alexius, 0. S. D _ Sister Mary Rose Mullon, superior. Bui ton Macafco, A. M., M. D . . John W. Hunt, A. M . Euphemia II. MacLeod . Z. Richards . Thomas W. Sidwell . Mrs. L. P. McDonald and Miss Anna Ellis. Mrs. Elizabeth J. Somers . .. •nOt^BZincSjO JO 91t!(I 1881 1883 1883 1808 18G8 1850 1880 1868 1869 1878 1883 1883 1875 •jojjBqo JO 9JBQ[ ' ! M I 1881 0 1881 1877 1870 1853 0 0 Location. * j > > • i eq . • • m co rH • io © . • . . u — . O .0.0 • • ■ - cc «jd c ® o •re^-.rH : ; : : c|§ ^ : jj j dfldJdfjd • ;fl4 pl^ tipi q|q®qC®p g|gf|igl§" ,|«g||gi|s ~Zr?yi ti p ft * Teg wr* mj3 t1^ I£ ^ §»■&! |£ ? = K OO.S5.2 e.s® s^.S g.S = g.B4: g*-gg * 5 S is «H «a 3 | .... . i • • * • • • • •.1 ««»-* • 'S3 * * • • • : :-g : : ® : : m g : : : : » | j i « 1 : : i i • ISsSPHQ *?5M : :©-3 5 S 1 : i |° : :j : :t-.g| ^ | 3 :§g '• o g h t ; -5 s .2 >> 5 t2 : Ills §ilf SfqSiiliif gil fa * ? f c Tt-a- "o y; 2 iris I iti 4 -i si i b4a| 1 ^E-5 ! i S5 > to »o o ^ W h OO O Oh N 5/5 in » o trt co c statistical tables. 495 Table VI. — Statistics of institutions for secondary instruction for 1884-,85. $ c. — Continued. REPORT OF THE COMMISSIONER OF EDUCATION. S3 d CD rj % to Cm © © 1 D yA •1V9& OtraopBOU JO osop oonxs xooqos opijnetos poi9jn[j G© ..... eo ! ° ! i ;0 ; J •JVOj£ OIUiepBO'B JSBI JO 980X0 90UIS 9g9IX0D P0I9JU5I *• h • cs . i . o i ° : rH • rH j CM •aSaxioo ni es.moo optjnaios aoj’ SuriBcIoj^ se H • * t> i 00 i O : : •oSoxxoo ut esinoo x'B0Tss,3P aoj’Snu'Bdaifj « • C3 • • rH ID •>* • 00 « • •eaSBngaBx uaapoui nj lO • ■ • • O rt • • • • ; O j H* CO ID * CO • •Gsanoo x'boxss'bxo uj n ’-'CD • • *00 cm i-t • • • ;tH ; ID LD r- co id • CM rH * •esinoo qsixSusx nj m h CD CO • I I 00 03 lO • • • CM O CM O Hi O CM IH CO ?D t- o II L— CO • • •GXBtaejx pt nt CM CO O • M c: to H H HOlO » CM r-i r-1 rH rH o C4 CD CO HO O O 03 CD ID •epJTI G r* OOOOlflWH COOCOO CO CO —I C- CO CM OtMM CM »— t 1 rH CD o CO I O * »D . OU ‘CO & O Cl O O O GO CO CM CD O rH *-i C3 CM H" CM CO CM c l D1 CO D Hi O O LD 0HOOO CD 00 •eiojoaijstn ox'srao^ 50 CD O ID ID CO rH CO UO • rH • rHrHrH o © «-«« •siopnj;snx ex^H *» CM CO CM CO CM CM • rH rH tH CM rH rH CO CO HO ;^|.L noryBunnoaGp enoiSipu 9 ‘ ’ fcc^gj fco -J3 • HSBdHn P.5 P.O • .O-uO CS o c3 . PPOPhSQ •^2 vf4; ra « M a dplop i ■ ■ • • !ao hq IPhH PhH i i W a a i p 0 5 a Is p< • ! : 1 Sg :°q: , •g h J S s J c g H . -PJ° r= l >r< . Pr®^ es p: 1 ; i ^ o ® n c 3 S P-. 1-3 pH pH James W. Dow . E. T. Trimble, A. M . Rev. A. M. Folchi, s. J . ' 'c; £ gc «; OP Rev. A. T. Burnell, A. M - Mrs.T.eraucl H. Welis . Rev. Louis do G-. Schram, director. Rev. Henry D. Lathrop, D. D. Sister Alberta . •noT;t3ztuB§Jo jo e^a - ‘ r> • . - 1871 1867 1878 1875 1870 1879 1884 1882 1878 1880 1880 1885 1882 1884 1884 1866 1872 1870 \ •lo^qo jo opa ; t vfr • w ! • 00 «H ! ! 00 °00° 1 I rH rH 00 00 • 00 CO • rH rH • o CO CO rH Cl 00 CO ; ; ;© Location. r « C € r* C h- -U a Salt Lake City, Utah . Sait Lake City, Utah . Salt Lake City, Utah . Salt Lake City, Utah . Salt Lake City, Utah . An ac o rte s ( Fidalgo Island) , Wash. Ter. : ;h l i ? r;H?J b « o ! iZ - O ^ : ®>o § i§^-s 5 j^a oo c )OOh c igs ®~c : =2 C * T-l C 3 t> a j co c | a c ! C ) © ;H (. 1 rjA 3 ICC i CJ • 1^1 i|^ S|| I • U • . . © ^ • u u o IhI II i#8 ft i c3 _ ^5 J? ® £.© igS ! S s *3 2 - - - - , . 4.^ ^ - - - * - - - — 1 i i f V #n r £ 1 . * *- f • 'c c 4= 1 c , K 5 if l P ’ P h « £ Rowland Hall . St. Mark’s School . Salt Lake Academy . Salt Lake Collegiate Institute . . . Salt Lake Seminary . Alden Academy* . Ml • • w a :1 ® *'C * ■2 :■» » t> 4

il g 3.2 < s S . «sl !i? I «« il- lSl >> s ^ ® J ® SH ; r— >j| illl ' g< > o J o t o c CS 1 3^a Annie Wright Seminary . Holy Angels’ College . St. Paul’s School . St. Mary’s School* . £ r 'OOOOO oooo ooHNw-jin ©©© r © r m r © *j -w *5 — " o © © © © © © © © © rr ri . . rr rr, rr\ rr\ rrs rr* © O^^OO©©©^© CO C/2 72 C/2 CCOOC0CECflC0C0C/2C/2 •jcoX opsvi -oqos at eqoaAv jo aoqurajq -v OOOOOO O O O O CO OOOt'OOOOOOOO \ < >c ^(Mfo^co tji tt co co cococo^coco^^oaT* « ' 6 o' I a p 1 - •S03J notattlj TOOJJ .1139 A jsti[ iiqj joj sjdiODOg; M 0*^00 OOOO • Oh 1 1 o 0—00 OOOO . O t"* • 1 o OttOiO OOOlOO « o O » • CO — ~ cfr-T t-Tr-T cf • C-T • • * • • 0 667 2, 000 o n •spanj 9atj -onpojd raoaj otaooaj § O Jo • O O O O 'OOOO • 1 lO • % 1 • oo m V •epanj 9aij -onpojd jo juiionry © e* o'. O *. o o O o 'OOOO ^ . • o • « • o • o o •enjujad -dn pun ‘eStnpxraq ‘sptmoiS jo o'np;A QD & ooooo oooo o O O 'OOOOO OOOOO OOOO o OO 'OOOOO OOOOO IT. !M C o lO OO 'OOOOO »Oj ftCOTjT CQi^C^O CO* cfr-7 • CQ r-Tcf 2, 000 1 000 ‘8 1 •aopp4 aoj aagpnjs qoao 6;’ oSxeqo pmntry *> et $10-30 20-40 8 40 a30 &2-4 20-45 5 20-50 27, 30 19- 38 13J-36 <2195 60 20- 30 20 0 30-48 20-40 30-50 10 Library. •JB9^ jooqos ! jstq 9qj ai oenaioai 9 o o I o ' oco « o I o o o » 1 • CO • 1 lO 1 OO CO : -saainjoA jo joqumyr 5* 4 O • « O OlflOO o ooooo • • Tj' CQ O • • HH lO i i w o m •snjBXBddi? j puts jaaiq^o p30iTIc[osontIcI S ! OOXO XOOO O OO X xo • oo o ; •iCaoj.'Bioq'Bi xBOitnaqo es « OOXO XOOO O 00X00 o o o ; Oec 11 .1 1-1 1 •XBjaaamjjsax a « X XXX XXXX X X XO X X O X x ; o Tbooa X 1 xxx xxxx o xxox; o x X ox 1 fct, j ©2 i i W) j M •ptreq Qsa^g; © i « ;xo ©ojx o X :© X ; x ; o X qconxBqoapj £ j X x xo oo x ; o x ;o ; ; x ; © ox oS ,© O 5 A mm 'S <» §-§ as e3 o o Si tSeg © © fen © II 3^ M © X>< 1 O ©'©of geo, g<^ © © £ si 5 ±» © ; s ■*= 'Ji . s 5j : s M« -6. •12 p 00.3 =3 ||* • * o . ©.3 : fcr © ; ©32 O ;§ ',3 6 >*©,3 S'TS ceo © © a © -GGfr © ■S3&S5 © © , ©^2 * J 3 >,© a geo © © © ©?=< Ill'S m •* c3 C^.?4 © ’ 3 cs © © >:q ao© es ;a.slg O © 1 © £,3 2 8 © r3 (3 . £££** ■ .„ ^ gis'l'o >»£ § §-g tj-gm >.© g^j © g-g- P o%%% §o^o £gg 2 fipfifi rfH m80®0 P'S ® 2m* © g> St,3 -|C,’3<^ P © © S c° ©a >a Cdfel^ fl^llll QO p -( rt as s< * e IN 32 e Table VI. — Statistics of institutions for secondary instruction for 1884-’85, 4'c- — Continued. - Note. — x indicates an affirmative answer ; 0 signifies no or nono ; - indicates no answer. 498 REPORT OF THE COMMISSIONER OF EDUCATION. Scholastic year "begins — M « Sept., 4th Monday. September 29. Sept., 1st Monday. September. September 7. October 6. September 1. September 15. September 21. September 4. Sept., 1st Monday. October. September 1. Sept., 2d Monday. Sept., 1st Monday. iy ilffsto •jboX oitsni -oqos m siiooAjo .taqoinjq; C* M i Property, income, &c. •S99J uotimj mojj .ibo.£ jstq eqj IOJ s;dL9093 H M $2, G50 3, 000 3,500 1,000 2,000 3, 000 1,567 1 3, 500 1,800 6400 430 1,012 3,000 2, 200 1, 500 1, 500 1,200 490 5,000 1,500 •spnmj oatj -onpoaa mojj ecuooui © « is 00 ’■32° i ° t • i i till. • • • • j |r ; •spunj ©Atj -onpoad jo jahoray © « :S 00 | 22, 000 • o i ° o o • •eninjud -dt! pun ‘eSaip[inq ‘epauoiS jo o’niu^ QC « $12, 000 20, 000 2, 000 I o 5, 000 60, 000 6, 000 20, 000 1,000 1, 000 5, 500 6,000 3, 000 2, 000 2,500 ill i ; jr-r^r :oo* : •uorjtnj joj juopnjs qotS9 o\ eSanqo jenuay $75, 90 30-60 20-50 36 «40 10 50 46 1 15-40 60 12JS3 18-31 15-25 90-40 15-50 20-100 20-50 d3 25-60 20-50 d3 Library. •jB9i looqos jstq oqj at eenaaouq © « i i §°° S i issl il © © » •eoum]OA jo jeqtnn^ » 100 | 0 100 3, 000 1° eo r°i§§ is • o r° •enTBiuddi? put? jouiquo jnoiqdosopq j « xo oo ; x © xoo X XOO XXX X xoo oo© •AaojBioqni reoimaqo W « ox ©o ; x ©ooo OOOOO X : ; o© oo© Is rcnsic taught ? •psjuauraajsui XXX XOXX X X o X XOO X X x ! x x : Tbooa « X O X XOXX XX© xx ; t D X X X x ; x x ; Is drawing taught ? •punq ooj^q s * XXX xo ...... ! o X 0 xo© x x ; x : oo ; •psonreqoopi © JN x x : oo ! x x o xo© x x : w ; x xo ; «5 a 6 Home and Day School . 1 Towle’s Institute for Boys . Hamner Hall, Collegiato Institute tor Girls. Opelika Seminary . J. J. Williams’ Select School . il 1% jp 1! 21 3< p 3 b u Visitation.* Germania Tnstitn+fl* _ il > 5 tty*- 1 ■ 7; 7 Tuscaloosa Male Hio-h Seliool . . 1 Deshler Inat.itntfl _ Alabama High School . Central Collegiate Institute* . Arkadelphia Baptist High School* jDarieu t oik ^Uciuemy . . Scientific and Normal' School * _ Fort Smilh District High School.. Clinton Male and Female Acad¬ emy. c 1 Indenendent, Hivb School* Evening Shade High School* . jjLeiena t emaio seminary . La Crosse Collegiate Institute _ Leo Hi ah School . !i| :ll| 1 STATISTICAL TABLES. 499 Table VI. — Statistics of institutions for secondary instruction for 1884-?85, $c. — Continued. Note. — x indicates an affirmative answer ; 0 signifies no or none ; - indicates no answer. 500 REPORT OF THE COMMISSIONER OF EDUCATION. STATISTICAL TABLES. 501 ci2 • 2 2 j 4 I „ i a ■ t‘ e3 Sot 2 “ • • © © ! © j j © i ° I 000‘8 i ll i : »cr : il in s'»s • mu ill © © ©" irf c7 • © ©~ iilllilli i : ox'ocnv.*- : | r-t H |> Cl ii ill"! 11 i jss S “S’ : i; » g m i s t'- fl ; stgsggs ; § SS -> i S' •© ; jpjffsijp i: 2 « i ii f$5 ! c$ ( s*S§ & 2 © © I § ® SS : jr ° is : li; § : : ©© n : il 1 • < ii I 11 i§ in iii °!i rin i © © iij° © j X O ® ' ; x XXX : © © X © © X X ; © x ; © | ; x ; < © ; x ; X X ; © o © X J ; ® ® x ; ; © ; © © © © X ; © x © © ; I x ; t => ; x ; X © © © X X X X XO X ; x x x x ; ; x x X ; x x ©X©XXXXX ; © X x x ; x : X© X XXX X ; x x x © ; ; ® x xx [ ; x x ; x © © x© x x x x x ; © X x x ; X X © X XXX x x ; X X ; x x ; x x ; x x X X X X © x x x ; x x © ; © X X x ! XXX X X x x ; x ; ; x x x x ] 5 ; x x X ; © © © © © x j ; x © ; © X x ; X X X X iPiMgiijiPiijiajiiiiijiiitfa ssas.-ssssss-a§ssi3iSssssia§s22SSHSisi§2isisgi.5is * From Report of tlio Commissioner of Education for 1883-’84. b Includes board. d For half tho year. a Donated during the year. c To residents. c Average charge. Table VI . — Statistics of institutions for secondary instruction for 1884-’85, i n ■ I - CS cS 'C'S 8 § ,>-.43 43 SI q & c3 © >-5 0} a s'3 COG 2S2 MBai oipat -oqos m sqooA jo aaqrnux o o © o o uotjxnj cjo.1t aeai ™ !jsex oqi aoj e^dtooaa; •epanj oaij © ■ onpoid uio jj 9 aioom I W •sptraj 9At; Ci -onpoad jo ^anoiny C? •snuiaed ouipiraq I ‘epanoaS jo anpjA : o o o o o p p o o o o O O CD lOOO wcoc4* •uorjrn^ joj ^uapn^e ^ qo^a 64* eSiwp xenxmy j C* ^CJ ^ Cp .NHH > C LI « C ?l w O 1-1 e 1 rt in ® c : 1 •>!#• s rlOO •iboX xooqns » « i * « • » * O * ' * • • i i i • • • ii ii * « i it • * o o o I o loo qe^x oqi m oecsaonx 1 « •« *1 •BonmxoA jo aaqran^ •en^Bauddc puB ^amqBO xBOiqdoeonq = © * -3 •pj^uaaraj^eai * •XBooa | £ X XXX Iwj U 3 ns •pireq 99I£ •pBonreqooj^; * i t n- kV-J}^ >.6 o c s m2 S h a £ o «Hg3-©-©*-J| 2 ■g ® SJS « a £ ®-2 fc, .3 .2 £ ad a * S -: 3 O <5 © O C u 3 C csiacsomRtfmpqR o-t- 3 © >-.«j rtCO'^ 'S -g* Tr’^ rT/S 3 «m H o Sas® 5 §*>•£: © SO,© ® S ©3 -S^b i iso * H ®. 1 ta ! cc © « --- • ~ ♦: .5 ® © >■• >, ~ 3«Jr = t>. S £ ®-?o ©^ W!© « « ttf --5 P«rt BH^sga®S£®j3'S'STip©o H P-.C8 3.2 3.3 3 3-3“^ 3 3 3 ©fc>.> OOOfiP? Om 33 'whXOOHNfO 4f O O t' ^ O O CD O C- l> fr- fr- . Female Acad STATISTICAL TABLES. 503 Ig 9 fa *-5 "n'-S o I •V ' SggSSSSSSSSSSgS is g 332353 S33353SS2332 1 I ill i i :-?jQCfli/2 t^CO ^3 h sj SJ r IJS’S'I 4 ~§ 12 S3 sJ W ll| fig OCb ISSSSS 8??S SS38SSS 8S?S=5$g 111 Si rl II § ssssassssss^s ss ii 1 I in COrf 111 II i-Tof co llli 111 mu Iff r-T rf I 111 of o' 111 as- I 1 fassss^s v**i unm f fssssi U |f lllllslslsa ggggggg llllallalll SSSHiSSIISSS II 505 * From Report of tlio Commissioner of Education for 1883-’84. c For non-residents. /Includes book rent. a Charge for a month. d Average ohargo. a s cr c3 c 3 *~s >-= K1-: January. July, 2d Monday. « ill • 1 Mi i l 25 8 r’Jj' 3 * 3-8-S S S S' S £ SCCr©*-! >T OJ 1-5 h January 14. September 8. Sept,., 1st Monday. January 1. UBOA OT}SB[ -oqos nx eqaoAi jo jraqam vj g Property, income, &c. uoTjmj taojj jbo^ eqi 10} 6jdi9092 w :! 1 ;© >«• ii j r-i C4 • 1 TO ilill |rt»OH r-T •epunj 9aij -onpoid mojj eaxoonx § 3 i : o © ; i j is r i •epunj ©ait -onpoad jo }unoui y * S j i il i :«r : o © j ° ' i ° i •enjBJBd -da puB ‘sSaipqnq ‘eptmooS jo 9up3A * is ii ;111 i • jrtrJxS- ; in :vio 111 i rtooc® j 1 rl mu •noijinj joj juapnis qDB9 oj oSiBqo jeuuir^r a 82 l|Sl|S2|p tH tH rH §s8feaa!f § fPl Library. •iB8if jonqos jSBi 9qj m 3b'B9Jonx i i° i i iS : © © ® © o j •eounqoA jo jaqurnjj § oo o • :© : in © 1 : « ; i ° © © © © © © •sujBiBddB ptre ^amqso poiqdoeopqj 3 oo xo o o ; ; x x O © ; ! ° © ©0X0© •LtojBJoqBi reoimaqo j § O © X © o o ; ; x x o © ; ; o o O© XX© 8 •pKHi9nini)9Tij § © © X X x x ; ; © x x x x © ; ; x x x X X X X © TBOOA g | © © x ; x x ; ; © x x © x © ; ; x x ; x x x© p •ptreq 99JJ 1 © : © © : x : ; ; X X© o ; ; x x x ; x x x© g © ; © © j j j i j j X © ° i ! x ! ! :©© qBonrBqosj^ | i & It tl if ji lilt lip II fill jii ill!!; :5 ij !i S | Ii 1 !>! Si :-a'l iH- !!* ii ffl *5^5 ill it* > ill § m i S.-34 < !|j Hlls i -3 : ; \ ; © ; ; © x x ; © © ; ! x ; x ; x © x x :®© © © ! ° ! Green Hill Seminary . iii in III m Til .... 2 * ■ * • • • • ■ ? : Vog * Hm t mm Sllllf 20a2i/:; If el, ? !=' 2-2 £2 «* tEj 1! M; -2 tc ia If "oP£< !ii i ii : if ill i I’Sn : : i 1||| ii Isle's ;► b = 5m : i mi is pi1 v 5 2 g ■A'+d'r-'ZJ- II 2 3 if 5 mi g £~ 1 IIJ 11151 g«|S 3 £ £ il il i p? in ■? S= 2 I i > • Ii II II sg- If ■ • • * ! i ! !i i i if iii fill pjo mi = C ? rf ooav hPSi >i * 1 1 | 1 1 t < < «. ll|l| 2 2 >3' L iJi gc-c5; m o<*J , ;i:c III: • -k' ■ ! 5§ U r= IS ; a : % 11 - <- 2^, 0 13 ii i il& S§! >; o r ’S'a a > S IISIISSI SH1I1I3333 3 IS32213IS1 § SSSSSsigSii *Erom Report of the Commissioner of Education for c Includes board. /Includes boaid for a month. 1683-’81. ^Includes amount received for board, but does not ffllas the uso of those belonging to Iowa College, a Those statistics aro for the year 1883-84. include tuition from music and art pupils. /i Charge for a month. b Includes value of furniture and library. « Value of apparatus. 510 REPORT OF THE COMMISSIONER OF EDUCATION. I o tc ~.S | If m 1 c3 oi Oi-i P o C5 p3 C'l co f. l2 a _: a ■ • s r~* I r* Oh g a^ at? 1 g-1 a £ s eM « 3 6 P p p 5 & & & S-o ® p p o>-a o l-p a —c M>^ aft i B MM gi-gg. mOm a 2 i.’ frj 9 *3 ® © rS tP.a,£> a~ e a 2 ® e.p.a& 05 o;mm 'JU9A QIJSBX 1 (X -oqos tiis5[99.m.’jo aaqranx ! M •899J uomtiq raojj jtBai ^sd^ Qqq JOJ 6jdl939JI « •sptraj 9ATJ -onpojd mojj araooaj 0 M •epunj 9atj Si -onpojd jo junomy e* •stipe jBd -d^ptrs ‘eSmpiTuq ‘epunojS jo 9tqBA •uoijmj joj jaaptne qoB9 oj 9§JBqo jennay •JBQiC xooqos !J8BX 9qj Ol 98B9J9UI •eaaraxoA jo aaqnm^; •enjBjBddB pus xaniqBO [Boiqdoeoxrqj •£iojBJoqBX XBOTtnaqo g y> TT5;U9UItU!}8III i> ^ o OMO CO CQ > O C43 s 03 5m 2 « M ®-a 1 a c „j ® IJ* f £® g-g RTS -PM XXX X H . o a a ® CJ 5 ^ 5-p <5 a ® a •a © a2 "S £ >. >> ►> b b bbbbb b>>b b^b b if .11 . i .1 i i i ijsss iiiii^iiLiii i ^ 33J53&&3 2 1 3* 3 JSSiu 33333u3£3i3» *1 I fttatt- a^~r.R e. rr p,'J c.gC.&c.ss.AC- p.o.e.p.s.n.s.s.sLC.o.e.ao, s.^ c. mt£MODK o • o © © © © © 1° . cf i ° o 'Oooo • * 'Oo • • O iii o • 000 ‘SI § § o' jo' ill ill • f-T«T © cT ©“ • tH tt §°S!1§ : 8 :1 1111111111111 tsTn uf © £ woVoo 1 o °°§ S|° rs 8 ooooog joooo j 8 § sH : oo x ! * 00X0 o xox xoxoxx 1 x X © © © © © X© X© X X X X ; o o © ; o OOOO O X ox xoooxx ! * ©©©©©©©© X© X X © X J X X X X X xxxo xxxx X X XXOXXOXOOXXXXXXXXX X X ; X XO X X XXXO X xox X X x xo x xo xooxxxxxxxxx X X ; ; xo ! x X X X X O O X © XXX ; X X X o lOOOOXXOXXX ; x © ; o oxo e O X © X ! x o Joxooooxxoxx X X ii ll °<2 §2 ll lie!.0 °qi IMiUffi .jfM* mu iiiiiiit iif i tf § l§ -5^ II ilH I' minimi ir; OOCSKrt if & J: Iff 1^- i 5 2 -3 s E £,a 35 ~ = = ~ c &- c 5 ZT. -■- -"S.--A w5i3^ass»3ss^p«^oBPO(s;flsas ^ iSISillSSISl - SssSs IlsIllSIlllISlllilllSlI IS 1 * From Report of tho Commissioner of Education for 1883-84. b Includes hoard. d. Charge for a mouth. ttCloaod May, 1885. c In collegiate department. e Value of grounds and buildings. Note.— x indicates an affirmative answer; 0 signifies no or none; _ indicates no answer. 512 KErOET OF THE COMMISSIONER OF EDUCATION. t- e3 ^ 1 O 9.' ^3 a g'Sa M n w I £r* i S 2 i o • o a i* .j .«• s •+3 ® -U> ICHHH -* ® ”p * m t. j © o © « a ; 02 CBCC O'-sCO i-. S»> >> 5 rs *a an a 5 O O 3 ; 3 4^ i-H 43 < € n ^ a: ^ ^ o + To* « cTc O Tfl £ •a a • • o iH i-H ^ J fw U u ^ 2 <2 ,-1 <2 0 43 = 2 S g a r-i 5 O ^2 o S r ; O *s B1 O* O £* O ® co O real w oijsni J -oqos ut eqooji jo joqmnjvf r% ! O 00 o rr« CO Tf o o o o w r. ^ rr Ol CO CO Cl 40 42 40 Property, income, &c. ’B99J uoijinj mojj jeoi jsiqdqj joj sjdtaoaji vsi . «0. o o • o — 1 » o o • o O o o C I p of o Tt1 rH 4, 000 •epimj oatj. j -onpoad mojj otnoouj l e : • o • o o o o •sptrnj oaij -onpojd jo junoury © e* I o o ! ^ • o • o o o o •sneered -dn prre ‘eSarppnq ‘epauoaS jo en^A ® e* $10, 000 11,000 20, 000 14, 000 5, 000 1,000 4, 000 12, 000 0 O O o o O o o irf Cl uot^tti} joj jtmpnje qona 63. eSreqo pm tray « o OO CCOOlft© O O OO ^ Tjids -*■ 1 O o o o ~ (M CO CJ S&- « o o o ^ O D- O ci ^ Library. \re9i£ jooqos jsni oqj at esuajoui j © ! I o . IQ ! ! io o • • CM CM O o •sotnnjOA jo joqamyj; « : 3,000 0 750 Cl O O O t> O C O © o ° © Cl TT CO 1,500 400 1, 000 •enjuandde ptrc jatnquo inoiqdosopqj « XXX OO X o o ) o X X - •jfjoinioqni pjoitnaqo M | « ! o x © ; o o ; o o ; o O X is ac e3 H+» •psjaaunujsui 1 « ! « 1 X XX XXXXX XX O OXO X XX •inooA « 1 X X : XXXXX XX o o ; I X XX Is drawing tauglit? •pireq 99J^[ © : : x : : x xo : o o ; O X O X ! - qnottreqo9j^[ | j » j j x ; x x ; o o ; o ; © X © £ *4 Acadomy of St. Catharine of Sicnua*. Spencer Institute . Winchester Male and Female High School. Wingo High School . seminary . Gilbert Seminary . Head villa Seminary . CousliattaMalo and Female Insti¬ tute.* Millwood Feroalo Institute . fct. Jiyacinth's Academy* . Mt. Lebanon Collogec . .Evangelical Lutheran Progymna- sium. Jefferson Academy . Mt. Carmel Convent* . Jt'caoouy .academy lor Young La¬ dies. Peahody High School for Young Ladies.* St. Isidore’s College . bt. James Academy and Industrial Seminary.* St. Mary's College . 1 Sixth District Institute and Kin- l dergarten. t-i CO OO O OO OOOOO o r-< ^ HHH ^ — Cl o o o - 10 •»- 10 iq oo C$ < H STATISTICAL TABLES. 513 1,1* | il-,4 oli« « «f « I in § g c *%m% 3^ Sii .ii iiiiismi sis in «j«« | -g«S £ *- £ « --S«S3 ss = a as- 3r=fi -a-" f &*§£?«£ 5 & ** **$&«. U**iUUU «* 223 ^3J3 ■ - 2. y a p . - p p p. ppp-pppppp — p p p p p a. C < < <»•<» x •< X ^ X ’ ii i i jsf i ill i • cTcTcT . • i 2 ^isSS § ^ is •£ S S 3 i § i 5 i *22 ii is Tj! ?§§ § 2* 1 jl §1 8 £8§§ gf «8~ j |S|as § * i • O °3 3 is ;°I j « o j 3 j 800 0 450 2, 577 800 000 1 8-1- N 1 III 21111 1 : ii ° i i i-ii j w »» X OXXOXX X X o ! x xxxxxx ox : ;o x x x ; ; x o ; ; xo o x X OXXOXX X xo ; o X O X O X X o ; o x X ; o ; o o ; ; xo o x X ooxxxx x : o : o X X XO X X o X O X X X ;x o x x ; X X x ooxoxx ; ; o ; o x ; o ; X o ; o : x x ; x o ; I X X X X ooxxxx X : X xo x ; O X X X ;o x x x X X ; O O X X X X X x ooxo ; x ; x : o X X O X ; x x ; x X : xxx o ; ; x x : § : S 2 1 ; : : a tJ*3 : i-3 - i § :*' :*‘ i * § 2 | •& ! I •IMsI.sI |, CO <3w mbo£ op sbi -oqoe ui SJJ90M.' jo joqmnx; « M 40 42 0 0 ^ T* 0 CO O NO^OOOOOO co ^ co ^ 0 CO CO Property, income, Ac. •sooj uopraj mop JV9& jeu’i gqj ioj ejdtoooa; wt w $1,650 0 2 0 • 0 j cT j e - 0 I § : °s 000 '9 0 • •entitij oatj onpoja mojj einoouj e « $150 °j 6500 s° 006 '88 § : 0 . ! •epunj 9aij •onpoad jo jahomy a- « 000 ‘S$ O | 0 0 0 0 cT 705, 000 0 2 0 • 0 . icT 2 t> • •enjuaud •du pins ‘sSmppnq ‘epanoifi jo ooiva ao « $3, 000 20, 000 7,200 0 0 8§ o'er r-t O O 8 ao rH 250. 000 3. 000 10, 000 30, 000 c20, 000 7,500 0 0 0 0 G O oof Tji •uoprnj joj jnopnjs qoBo oi' oStocqa lummy i* « $30 a250 a300 30-60 30,40 j OOW IftO* Tf IO IO t> CO I C'J (M 1 Cl K S O rH ^ ^ C* ONWOOOtflOO 2 cJWir.ov> is rC ® ’ ei-O >. C ei d ^1 ◄ i • -« PI p^ bio * GO.® * S°C o£ a O E*c ’•g 1 gH S05^o-3CO®=^ a otdo t><303 « W ^ P . oflo Ill'll 3 “ J= 0-0 §3 : : >» 5--u :•§ P 2p • I J* C$, \& w . btx-s* ©*• o£cI <3£^ ©I §.•§■ *° 0 3 s ►»*§ S-3- £ H C 2 ® Z; , © a, fe g oo ■ ‘•S’sS'Oo1^ •a S .3 s g OC51 5 a O Sl«^ '<30*23 <^OP3 I O rH(Mn ** UO CO 00 < <0 0(00 co cc co co co < 10 000 - lOOtOiOtC! STATISTICAL TABLES. 515 Table VI. — Statistics of institutions for secondary instruction for 1884-85, t fc. — Continued. NOTE. — x indicates an affirmative answer; 0 signifies no or none; _ indicates no answer. 516 •anaA orj.siq -oqos m sqaoAV jo aaqura^; § 3 Property, income, &c. - UOHIIU UXOJJ AB9A [ ^sn'i 8IU JOJ S|di909^[ « i is i 1 ; HSSlSl !* ■ ^"cr : j : « w nhn :« I ; ■ ; r”‘ s • i s- 4, 500 111 io f-T 1 •epunj oaix -onpoad moAj ocaoouj § ! ° ii iii 8 i" ; ; - 1 i 4, 000 ■:>, 500 0 o • oo •epOUJ 9AIJ -onpoad jo ju’uourY ' $50,000 0 0 15,000 33, 000 ooo ‘n 23, 000 0 o •oo •enjuand -du pun ‘sSoxppuq ‘epunoaS jo enpA 8 $25, 000 60, 000 75, 000 27, 000 40, 000 30, 000 20, 000 000 ‘09 000 ‘8 000 ‘091 15, 000 1 5, 000 65,000 30, 000 | 35,000 111 »g"S •tiopmx aoj juapujs qana 0} aSauqo pcnuuy 8 a$100 alOO 0 16 100 50-100 38 18-30 50 a300 5125 16-30 5-8 8-24 24 ||§S Library. •anaA jooqos jeiq eqj m aenaaDui § | 0 ! 50 20 50 50 0 350 - 00 i ryi S j j •saumpA jo aoqmn^i; § 100 300 1,500 60 500 400 5,000 1,000 1,000 500 500 4, 850 300 1,000 314 ISSI •snjvauddi? puu jauiqna [Botqdoso[iqo Highland Military Academy . TV, Tit, a Wllllnm.1 Qr.lir.ol i] § =i~ II I] ii ti Sf !i jj ii 0 > ^ ; 5 i s’S £ hi S-s j3 i i ti 4 } a 1 5 * * ii =2 2 2 ;S. tl\ fs: ill H 0 ii! i Vi$ "Ilf mt ali-g 3 « O & 50M3D | 111 II sglllglllllslll Slil STATISTICAL TABLES. 517 Table VI. — Statistics of institutions for secondary instruction for 1884-’85, #c. — Continued. Note. — x indicates an affirmative answer; 0 signifies no or none; _ indicates no answer. 518 REPORT OF THE COMMISSIONER OF EDUCATION. STATISTICAL TABLES. 519 Table VI.— Statistics of institutions for secondary instruction for 1884-’85, ^c.— Continued. Note. — x indicatos an affirmative answor ; 0 signifies no or none ; .... indicates no answer. 520 OF THE COMMISSIONER OF EDUCATION. t >» 1 S «j 1? September 8. Sept., 1st Monday. ^5 £*5 • k Lfft ffflitfMI t ! tt i i fit ?!«; | i |it it if is, o ui ficcM 02 m <1 m <1 m •JB9.C OiaSBJ -oqos m jo aaqinn^r 5? 833 888888838882 l :3 888 ;38 88 Property, income, &c. UOIJTUJ UIOJJ JBoi jSBtoqjJojsjdtooaa; M i 1 U sii r-T 950 250 12, 573 Ill 08 £ OCT 009 is 1 II •spiraj QAT% -onpoja mojj quiodiii § § ii \rf i° :°° i°| I i 0 600 60 60 1, 226 § i •spunj OATJ -onpoid jo jnuouiy § & 1 il ©- :© O O © ® h ! £ I j 0 10, 000 1,200 1, 000 20, 000 5, 000 1,000 12, 000 8, 000 ■SUJBJBd *dB pm? ‘sSurpiinq ‘epuuoiS jo enp?A § in eioTpT & iifiiii 03 t> © CD CD CS O' linn in «'as'“* * -s'" ill i-s 20, 000 5, 000 noijmj joj juopn?8 qono oj eSiuqo x^nTIUT 8 *40 3 ? 24 18 20 36 16 15 a50 saI; ? \s Srss o ; S 00 20 15,18 Library. •jboA [ooqoe JSBI oqi UI 96B0J0UI § 8 a ;S i 500 0 35 0 10 250 © © © 001 0 •eounqoA jo joqnin^; 3 1 I 527 200 1, 200 ms in ef (t ; r r H 0 850 0 0 350 1, 000 8, 000 900 •enjeanddB puB joniqBO jeoiqdosojiqd 3 X o x© x ; x® xo© : x © x© © x X X X •AjojBioqBX pjoixnoqo 3 X o oo o ; ©oo©© ; x ; © © X©© X X© Is music taught 1 qe jue nrafl e up 3 X © ! XXX XO© X X X X X :©©©© ® X X qBOOA « XXX XXXXXOXXXX ; i i © o ;< s© ® X © fc£ w •ptreq 991^: § X X X ; X X X X X xoo X ; © © © © O X© •IBoraBqooK S> «* XXX x ; © ; © © x xo© : ® © ; < 5© ® X® © i & © ®K li SI The Blake School . Bellevue College . Franklin Academy* . Nebraska Baptist Seminary . Hastings College . St. Claire Hall . . . Gates College . Oakdale Seminary . Brownell Hall* . St. Catherine’s Academy* . i i ! i ! : ; . | ! ift ifc llli Candia Village High School . Beede Academic and Normal In¬ stitute. Chester Academy* . Stevens High School . Colobrook Acadomy* . A/OUI 1ZJ” JU-dUUliy mmmmmmmmmmmmrnmmm PinkortOn Academy . Franklin Academv* . Conant High School* . Watson Academy . Francestown Acadomy* . Gilmanton Academy 1 1 m% i till I STATISTICAL TABLES. 1 &§ 1 1 -3 g . | . . o ,« • £ ci ^ d §S2 :-! 2 5 pil fill :-! !3|! ft 51 1 15115 511 II III! IMA g ^ H ^ u ^ ^ -J S!“!XII21| gggJS * SSgSS i §55 S3S3 O O O O ill § : | : ii :°1 ill i : ; 1° ilii • ; Vo ■ . 1 > 1 1 ill il j » ig ’» = III S =•* m m i i i n ii ns m i ■ ^ ! ! ? !*& iS it if Is | i|| i | j 1 & i y i iti •§ ii i IS 1 s 1 ' 1 = l.fil sliaiil? Pliwpi ill ii: \m : iisfi I’Sil-o1 5||5||. Ilii 1 j | j y .in III! rn IliilL ! Ilii i musm ma :i i* 1 , • gs’ m m jS” 3^5 = sl 111 - Jd — ^ ■ § c 2 £ =1 ac ; I ; = ■ < : >5 : u “2 ~ — * ^ z c*- c-^ 3 c ii 11 1 11 iSg 5 3 '^2 Hill mm r?.» s S.< III! 1 §2-2 si Ills ggg gg_.g ll!il.lII.Jiil_Js83lsl33llllll§ 521 * Prom Report of the Commissioner of Education for b Charge for a term. d Includes board. 1883-8 1. c To non-residents. e These statistics arc for the year 1883-84. a Average oliurgo. Table VI. — Statistics of institutions for secondary instruction for 1884-85, ;o x x o xxxxx Name. «■ Gcrman-American School and Classical Academy in the Martha Institute.® Hoboken Academy . Hopewell Seminary . Hasbrouck Institute. . St. Dominic’s Boarding Academy. • t is M l %> — : St fg» i : i 3 1 : : : a *. • ! I bill i :|kisb g. Will ^JlJ: Morristown seminary . St. Hilda’s School . 1 Beacon Street German- Amorican School. First Gorman and English Pre3- bytoriau School. German - American Elementary and High Grammar School. Twelfth Ward Gerinuu-English School. Newton Collogiatc Institute . i V it ii si z § If II .2 § II § 888855 iillsi i I S 88881 STATISTICAL TABLES. 523 Table VI.— Statistics of institutions for secondary instruction for 1884-85, $c. — Continued. Note. — x indicates an affirmative answer; 0 signifies no or none; - indicates no answer. 524 REPORT OF THE COMMISSIONER OF EDUCATION. STATISTICAL TABLES. 52 4*4 | jl - -• *444 !1I§ 4 * 4 S3 . SSS2S $%m% jS 1 1 jj-; j||! 1 1 liiliiieiir^ir- i § in « 5 a. a. a. a. a. a, a. 5. a. = — a = =- a a. a. a. a. a.a. a. a. a. a. a. a. e, a a-- -§ g-g<~ g* g* § 5 §53 §§§S 5 S sc as « ii ill ill I i c- jrfrf _- : 1 iigsisiiii -i" co .-r i-z w rA -r^r^r ill i jefef j 1 » 000 ‘l 1,120 0 d 1,855 0 0 0 0 0 °|° i i :§ : ■ o . • o | 1 i o • |0|000 oo 5f 5 i° i in i t>* : :^g' : • o • . o • 1 © I o ! IISI1I 1 i: jjVVs OO O Jl 1 t> Islslllllllll i CBTTiicoOeifl'H U3 gT | II ss‘ i l i i ^i Mas?§ S|t 2 asgPrp|: ml § § ! ii % M ! i! > ;« 3 IS © C 5 cSS; i $§ 111 i :g ® j C^NOOlOOO— 'OO is : j o i : :s § i o mils i ii -rf* ! 1 II1S5I1SI1IIII ,-r r-r ® « 1 i i i ; i 1 ° X X X X X O x X o xxxxxxxoxxxoxxx 1 X ox x ; ) < | © XO X X XO X® o XX ; X X x o o ! x ; © x x© ; X ox x ; c 5 ; o © x x x x x ®xx X X X X X xo x X O OX X xoo ; x© x © ; : < XO 5 < ; O X X ; X X ox xxx ; x I o x xoo x x xoo ; xo X O X X XO X X o ; x ; x x xo x © x© x x ; x x Ixoxxxxxxxx X xxx xxxx X o ; I o x x xx o xo ; xo ; ; : ; = > x x x x ; xxx x ; ! ; ! > < ; x 11 e> || s 2 II g o § s I I. *3 ~ ' ■el ai' lull pi "lips |P sSSlK^l ”aiwr o 1 i&i nr 3 If 3qg u a :o| 3 %ZZ „ 0 _ . S £3“~JS fill# rail nil . _ 003^H<1 ;<§ will >;o5 ii I mmm 1-3.203 o ills 11211 ?i 1 ii. a , 1=^ 1 >M * 11 a ss ' iP ill a 3 • Ho isS e<® ssliss s§! liiiiiiiiilliiilliii i 111 §111 I 1 Table YI. — Statistics of institutions for secondary instruction for ISBd-’SS, $c. — Continued. Note. — x indicates an affirmative answer ; 0 signifies no or none ; _ indicates no answer. 526 REPOST OF THE COMMISSIONER OF EDUCATION. •jroi oijeiq -oqoe ni sqaaAi jo laqornft § : ^ jg j: 42 40 30 37 § 33S38 Property, income, &o. norjmj moxj xb9£ qsri eqj ioj ejdwoaa * M ooo ‘n 3,500 i j 1 © II l i f j •epanj 9atj •onpoid uioij ouiooai 2 s j i ° •spanj 9atj -onpoid jo !}.auoray § S : • • • a • • i © •smuiud •dr par ‘eSaippnq ‘epuuoiS jo aupA *$00, 000 100, 000 000 '02 I 25,000 &40, 742 00. 000 25. 000 30. 000 25, 000 ■uoTjraj ioj (jiiopnjs qot?9 o) oSisqa peuuuy s $100-175 40-240 40-100 80-200 20-48 32-120 100-200 aioo 100-250 40-125 20-48 20-00 inn_:ion iPii oot 09 00C» 09 08 Library. •j*e.£ [ooqoe jstq oqj m 9BB0IOOI § O ' 100 200 : 8 •sonmjOA jo i9qtan_K 3 i ; 700 1,000 i i ii mi i rH ■ •enjuirddr par ^atqro isoiqdosonqj 5 o ; x x ; ; x X x ! XX © X© X© •Liojr joqtq jroimaqo 3 o ; ; x ; : © X © ; X© © X© X© 1 £ S TV = S nnix).8 irj § x o x x ; ; X XX X ; x ! > C X X X X X X TsooA © ; x x ; : x x X X X X X X ; x x x x P •parq 99i£ § X XXX XXX XX X X X X XX X X X X X qronreqoajq ft N x : x x ; ! x X X xx ; x x 1 n 1 a t 1 i 1 £ * 1 Day School for Young Ladies and Children.* John MacMullen’s School . 1 The Misses Leeds’ School. . i ii; & I# o •-*. 1 If fill- Jg2SI ni; mu* r- ;• 31 *1 :■ U V M !{{{ i -j s 1 St. Mary’s School . 1 II ii 3 I 1 * i| fj 'll |£| i|S SP Van Norman Institute* . William W. Richards’ School for Boys." The A. M. Chesbrongh Seminary . Gianville Military Academy . Nvack Seminary . . ;i ;a 1 I Williston Hall . I III 23S _ SS8S88S18S8 SSESS STATISTICAL TABLES. 527 355 :5§gSS§5 535533 353553553 5 : 53535 533555 5553 SSI Hrt mis w*Ot III §51 NCO CO Hi » o MISSIS IIIII ssos° i IflS 1 II :5I Illill 1111 -r -r -r j j «h i «•-? cf 1 X X XX XXX XO XO XO xxoxx xxxxxx xox© OO X X X O X XO X X X XX OXXXOXOOO XXOOX XOX XOX o o ; o XXXXXXOXXX© XX X X X X X X XO X X ©xxxxxxxxo© xox © X XO X X X xxxx! © ; x x x © XXX X X X X o SiSEiiliiSI Mills Illllllii II Hill SSSliS 1111 Prom Report of the Commissioner of Education for a Includes board. cAvcrago charge. 1883-’84. & Includes value of library. Table VI. — Statistics of institutions for secondary instruction for 1884-’85, ifc.— Continued. Note. — x indicates an affirmative answer; 0 signifies no or none; _ indicates no answer. 528 REPORT OF TIIE COMMISSIONER OF EDUCATION. STATISTIC A L TABLES. 29 £ p 1 Isll ”5 X ! 1: iai|il!®l £ r'£<§,0~ == a~C S'R'H = S th 1 CO r-3 M O . '-1 . m IZij SI Mu. SSS? if =-. O,? , ^ . I, 111! I 11 | 2f I^a Hid II ! SWiJiii! I © • © © © © • rs rr Tjt i SSS i i © gl © © js° slilisi Hill of r— T ofrf CO £ Tf 1 11 | ii > I ; : : f ; I ji 1111 is ill il i°s i ° i : • © j • © 008 .. ilililgllll ill il iAVoer o' of r-T i-Tof j ill il : ocf of CO | ii 1 . t> i i i ri A iiiiiiigiii !; of COC-Toof | o sssss O jta’S O go ri I! : 7s? * © CM :§ ~ !* S ifiPifit :°§ iS © loo I c !§§ i ° i§ : s | i :°1 ig is 3 i°§ is JOO° ir °i i ig j i © i ° j=ls3s j ; !! ! !' o o © : ! * < © ; © x ; > c © x ; © © © ! ! ® ■ ! x © ; © ; © x x ; o o x ; ; :< so o o ; o < d o o o ;c 5 © x ; © ©© ; ! o : x © ! ° ; © x © ; o o x ; XO X X X O X X X X X O X X ; X X XO X XX : : x XX©XXXXXXXX ; ; j < OO X XXXXXO : xxoxx : XO XXX XX ; x x xo x ; X X ; x ; x : 1 1 © o ; x ; © ; ;© x x X © © X XXX ; X ; x X ; © : x x x ; x© ; ; ■ 1 © © ; x ; o ; ; © ; ; i ; ° o o o I X X ; © : o o ; ; » I 1! i § : !| : ■ ^ 1 j| 151? a O d C iii flit jilt > C’M «. ill!: )OSW : i is i iJ,is I §!j§ h| nu ii tvs* S' SfSglaSi s=°3&Pj 1111411 >5 : I = il m mi i|2 1 fc £ 5 Ji !! 11 C o CP3 A j :■ 1 i ii 1 !;■ j i i; " © So1 ■a 2=. ■2 !“ =ssl S=S|, r-si! 0 SS! 1 1 M I ; a : c ^ ./f 1 s Iig! Illl 3 O • i 5 :: CM I : ° :s i ii I ii ?.• i' ilij 3^2.^ 3-m cS ;M 3 ^ a id § 1 11 ! j 1 ^ i= 3 © I il !-• jf: sjj. ii si: !?■ 5 £ §£- " o _ §£■ Sfci tig, ~ — ' § B I! s| - i-i ! ii: I f ai1 3 !: 1» If II ® i : i : g : : • : !J|n pjji s^iii ii! llllllillllll !!!ll!|| III III || !!!!!!!!!!!!!§ 31 B * From Itoport ol' the Commissioner of Education for a Includes board. o These statistics are for the year 1883- 84. e Charge for a month. 1883-84. b Estimated. d Average charge. /Value of buildings. Table VI. — Statistics of institutions for secondary instruction for 1884-’85, $c. — Continued. 530 REPORT OF THE COMMISSIONER OF EDUCATION. STATISTICAL TABLES. 631 Table VL— Statistics of institutions for secondary instruction for 1884-85, $c, — Continued. Note. — x indicates an affirmative answer; 0 signifies no or none; _ indicates no answer. 532 REPORT OF TH] I 1 ^ 1 It CZ Qf 3^ S E COMMISSIONER OF EDUCATION, b £ & £ b £ £b x h .|j i ... . iji g ' tm siisi? 1 iii i*4£* . Ilfl mrr|-r 1 ill ill"!Tr 1 mi linn i in mini i MT?Oi OTJStq •oqos ni srp^.u jo .laqmnx § 833383 S 383 8383833 8 j Property, income, &c. •sooj noijrai tnojj jstq'aqj joj spdiaoay; M i|s i ;i i llli cd ii • o ! ! o S ■ 1 C» • • GO O • li rd | •Spimj 9ATJ -onpo id mojj araooui § |p !• o o • • ■ ii : g° is : i spunj 9aij -onpoad jo janoray -5 I ii isf • i ° ° ; ii II : o* : |° ii i j i cd : •snjrxsd -dc pns ‘sSatppnq ‘spuuoiS jo onpuA 8 mi ; s'** ; 10, 000 2,000 5, 000 3, 000 4, 000 ii ©i* ITj i IS 111 : • cd id" |d" rj’" o' • li cd : •noTjxnj. joj jnapnjs qoea oj aSacqo penany h ** 1 gsss ssjlss s « 3 « ®S SSj 1 fssigsss ss i « SS5 « i Library. •jxjaX i00Tpe jstq oqj ui esxjajaxij 8 i88S : |° i. i i °g§3 i i •sexnnjOA jo aaqxnnyj | § :lsl llll°l S ii cd i iiiiii •enjujuddc | pun jautqeo pcoiqdosoitqj j 3 i O X X X 0X000 XXX xxxxxx o : ! -XiojBJoqni XBonnaqo I 8 I oxox ooooo XXX ooxxxx o ; Is music taught ? ■[BjuacatLijsni j § } o xo X J XXX XXX xxxxxxx •Ibooa « oxox J x ; ; ; x XXX xoxx : X X Is drawing taught ? •pueq 99.1,1 1 oxo o ; : X O X l ; X X •[eoincqoaj^; S5 oxo o xo oo ; x ; x 5 3 ;S ; 3 : •— * ir.c :l i .5 \& 1 i & s P* Ewington Academy . Fostoria Academy . Fultonliam Academy . Gallia Normal School and Acad- cmy. Harcourt Place Academy* . • • • • sj II: s I} I i i b • • £ © • = II 1 hi ><]K 0 ! . fc Lgj •-H S 12* ill ■•s | [If ”1 *5 \ u is \< ; s OfS I o II iO i : g> i i : : : 42 g • ' i ! j « y ^ i£ : : : : : jeo ik ^ ' 1 i|l t; 2^ '-a < ■ • .£ in ill ill; . ini umn j Ill'S Si 61111-3 oanS^Mjffota & 3333 333333 33333 3333333 33 18 II STATISTICAL TABLES. 533 ji 4 4 23 tMU *!*fa l : t*-. >. >. >, >> . £~. t>> >i 1 llll'nll 1 . . . 4 . ~ SJ § 2 -Hr ^ ^ ^ ^ ^ ir t- (_ pa-:- ss| 11H3s"S 5 i ?!- 531 on |=I 511 - — a, s 3 p.a.s.ac< z.z.z.'z.z. aS^e. r- -3. 5 g : 0.^0 o o o o '5 • rl rs * oo*‘t iB; ggg§° ii ig i : i :.1 • * • S' • • • c ii i ; i j 1 i li ii • eocs | r-I : : :§§ • • • TT O ' : : : C4“ ill ^cT • ■ 2,700 1C2 00,000 ! . ir ;! i : = |S| ! ; ; ; g • o o ■ o * * o o o 5 o ° i o' ! 000*001 009 ‘81 :ii mu i linn .«» o oajTooo 1 ill “ : §5 ii i • f- : : § is il g SS :§" t-l 2C i ilium g :» §”£§§ S Ip 8* ST fM • i § * o * c s « 8 « : Sr : ® j£ 1 i° :ss°° : i j| > 2 ' * s N M O • • | O • : .fgfgg S|S§° i °S 1° ; \m ;?r || :|| § :§ : I !g°l 1 ^ j : ; x ; x o : : x x ; x o x ; xxx ; x X ; X X OX XOO o ; o * O O I : x ; = > x o x x o ; j x x ; o o x ; xxx X xxxxx xxxxx X X X X O ; ; x x x x o x x xxx ; x ; x x x ; xxx X XX ; X X XXXXX XXX ! x ; ; x x x ; o x x o ; x x x ; x x x ; xxx x x ; > .2 ^ il a • ! J, i i ;• • : : :* Uif yi ?$st p¥ At i nn i Nil 3 • . . o i U'li i ip MU s-lli! if lipil m ; j- - s lEgl’S i ii 111 SJ1 g ^ C O m 2 cc c6 oc ® oq oo So oo § S § IIIIIIIIIIIIIII Ills * From Report of the Commissioner of Education for 1883-’£4. c These statistics arc for tho year 1883-’84. /This is a summer school onlv. a Includes board. d Income from society which partly supports school. aiK mi ttttt mi ammmm MB9.£ oijsnj -oqoe m sqaa.A jo aoqnmx uoiqni xaojj anai ^eeieq; joj ejdiaoajj ! mil ii •spunj 9ait -onpoad moa -onpoad moaj acuoanj 3 & •spun? 9ai; •onpoad jo ijanoaiy IsSlIII :i - 1 •enpund -dn pan ‘sSaippnq ‘spanoa3 jo anjn \ , I f, i i iill III i illl ! ill ; : igStf ! :Sg§‘ ; :”= ill : i i ~SY j i j •uopm; aoj (aapa^s 5 S SSSfg £ ggf3Sgg§22 §f §S^4sf S j S ^£^3*3 • ^> fO o qona 0( 9jjJBqo (Bn.au y Library. •anai jooqos j asE[ aqi ai aseaaaui S ! s gs® 1 © © o — * 1 : •saumxoA jo aaqamyj § Illl II of §3§g is ; :j 1 as §8. •snjBJBddB | pan (9inqB9 (BDiqdosopqj 1 s O O X X X x © x © ® ® X ® X X o X X© X X •Lio^BJoqBi FOfaiaqO § X 0 0 X © © © © X © X © X XO©© ft I! •pqnaaraj}Sai § X XO X X XX® X X © © X XXX •[booa « ; x © x x x x x o x X X® © X XXX ! « i 3% ijf •pu^qQejj 8 X X X X X x x ; x X X X x x x © X X X© X •IBoniBqoeK ! ft w X X O o X XXX X X© X | £3 llP =a .SlJ Js f S J i g’.-s-S ! sSl 11 sl&ica §■.*! H^3e3IItI2 1=g 5 ai=2< §1 ^ SI I oS 2 S*-; § mu mummiiigmi STATISTICAL TABLES. 535 Table VI. — Statistics of institutions for secondary instruction for 1884-’85, tfc. — Continued. Note. — x indicates an affirmative answer ; 0 signifies no or none ; . indicates no answer. 536 REPORT OF THE COMMISSIONER OF EDUCATION. & , ^ I O w •£ P (Ji '[ © fcD 5 O . ^ ^ — * <1> > os w: a o a P » a o © 02 M2 -oqos m sqooAV jo joqmnjvj; e* •sooj uotarr.q. tnojj icoA qsxjf bqy joj eydiaooyj •spunj oait -onpoid uioij auioonj •epnnj oat* -onpoad jo yuhomy •snyuand -dc pan ‘sSutpymq ‘spanoaS jo onyx; a •uoiytny joj yuopnye qoua oy. eSanqo yenuay M O O O O OlCfJOO C- 3- o o o ® © © ■ CO Q LO lO o o o o o o o o o lO o r-T co o o - r: lO o o o o o o o o o o o o o o o o O LO lO ! ooot^oo oo 0000500 L^O xJuONnOO C'5 rH Ci 0 OOD ‘0 0 ■snynanddn pun yoaiquo yuoiqdosoyiq j « X o ; x x X O X xx ; x x X XXX •Aaoynaoqny ynonnaqo M « O o® x x o XX xx ; x x o x ; x Is ninsic taught ? •ynyuaraniysux « « X X xxx X X XX xxx o o o ; qnooA X xxx X X xx x ; x o oo ; 1 Is drawing | taught? •punq ooa^ © >a .<1 s a . 0 © %h g>o'o*S3 2 “ »-332^ PhMWOxco £ P a 3 -3 a o t-SrH 02 J” ^ O a; a ^ P o ■£ M o p'sJ-jj -- ^ a33 ! © p • _ wctu wi Hi SIS bCH a a © to s-g® rt'So'o o aO JjH |a|S ) 3 © “ tJO >3 - ■- a So tc .a § fcfl o h a H r> £ £ s a *a .3 a h a iTJfr; cj p y c1 os Ho:? 3^, a .2 ho“t5t J.-3 ttt-M © ^U.ST-3^^ d+trr' 1ft>3 t> ■P 3 . > © » » : . = «§h S 1 3* 2 2 "0 ",S*"03 ££% ! II illlll 111 >> >. >, y> ,■ >> >> >. >. b >> b b Jp-ls 1*J1 ii 111 11 SSSill^llSS S3 IsSa^Kl k* d ES. « b ll Z b y i. L< >• b b 3, § S33S3S i O O O © O o o — J o o o : OOOOOOOO^ . 1 1,150 . : 1 : : o : ill i jef | • o ! Hiss r-T CO* 1111 gi i 1 CO • ill yi is j il : i ° i ■s : :*S : ! ° ! O • O j o o o 1 il ! 1 ° ; °°| j i ° i O J o « o o o 70, 000 12, 000 i min us o' t- co i- os io" i 11 i "s~ Illlll 00 im"®"® illlll I 11 i ■ wooV-r us" Psoc e 3 3 ii Si i 'M & rsi ;l-p Isl ills CC^-g ; >*3,3 :Sa£ iOSr; » » • 1 >i > II !1f. mi 11 III e 1 1! i! ii II ii :5=r i is | i|| : g ^ : : : Jg ■w II! !=iJ iii yiiiii iiijim Il 11 1 m || |c; ii • t • • * • C|j 121. IfJ :=•••: 35o: li 1 sa| Z6§ [9oA jo joquinjvj; i K) o o o © — O < •S09J noTjmj ujojj .mad jsiq aqj joj ejdiaoajx •epunj 9aij -onpo-id mojjoraooni •epunj 9aij -onpoad jo juiiocuY o o © o o © ©'MOO© •enjuj'cd -de peu ‘sScnpimq ‘epuQOJB jo on^c^ © © © © © © © © ^ ir: © •uoxjnij joj ^uopo^s qcvea oj o&rBqo pmuuy : © © ' __ __ _ _> © <"_ IO © © © © < o' ri • ©©©©©©©< - - :: ” o - ~ • wM(MOXO©< © © oo 10 © c? 10 feOD7^.7Ji| J, © C'l^s I CM M CO to* © C CM CM 7S?TC © © © CM r-l — 1 •JT39^ jooqos jsiq oqj ai osna.ioaj •sonnqoA jo jeqranfj; •enjuinddu pun joniquo xnoiqdosofiqj; 0 0X00 0 0X00 •Ajojrroqiq ptoiiuoqQ II •injaotauajsnj •Ibooa o o o o o 0 0 0X0 0 0x00 O XO XXX XXX XO XXX •ptreq eaaj qroTaBqogj^ o r_ a O ci JU ^3 -P o ©jHgo fcc<3 © rt r <9 o g : s ill |fc30 o a ; co E & 4_i ! g g rj g ® n fc 2 5° a ■ <1 S ^ ® W go-3 'S IlllilllllillljlS ^illilUlliiJIi c3 © O «M II CO ® 0.2 g b © £ H 5 §§ * HO a ® 2 § ® J 8! 00©©rH*° I.?. A"^<<£mM- II 3m 1 111 • ■ ; t>= r^ij 11 :! liil ii p y: ii; ; jrj : y Hi 1; is: ill ^m£ i ini Hiii • J ill ! Jill =lsS!| imp IIIIIIIIIII lllllllllllllllllllllllllllll! 1111 539 * From Report of tlie Commissioner of Education for c These statistics aro for the year 1883— ’84, g From public fund. 1883-84. d Receipts for half session. ’ A Principal’s library. a Chargo for a month. o No spring session for 1885 ; reopened in the fall of 1885. 6 At erage charge. / From taxation; school partly supported by publio funds. Table VI.— Statistics of institutions for secondary instruction for 1884-85, $c. — Continued. "Note. — x indicates an affirmative answer; 0 signifies no or none; _ indicates no answer. 540 REPORT OP THE COMMISSIONER OF EDUCATION. Scholastic year • hogins— 8 Sept., 1st Monday. Sept., 1st Monday. September 1. Sept., 1st Monday. Sept., 1st Monday. September 1. September 15. September 14. September 1. Sept., 1st Monday. & >> £t> £ £^_; 5^ goo 1 ,|22 I iSallaSISlaa I I HfltlMI! •juai! oiisuj -oqos nisqaoAi.’jo aaqran^ ?! 40 40 40 40 40 40 © © © © © • rji . i 3 ■saaj. uopini UIOJJ XC9A jscibqjjojKjdpoo'j lllllg 1 il 1 i-r ■ i-T • o © • © © i ° i © © j • •snpjand -dt? pun ‘sSuipxmq ‘spunoiS jo onjcA. $ lillilllll 11 O K K fl rT OO o' O 115 H cLt> 4, 000 iiiiiii i ©©'cfvi'irTcc eo“ j 20,000 •uoijinj joj juopnjs qono oj eSxeqo junuuy § $30 20-50 «27A 25-45 18-30 25 30, 50 40 20-40 15-40 15 18-3(5 8 12 30 30 rr fep Library. •jb9j£ xooqos JSni 9qj Ut 9SG9J0UJ § - ; ° S000 8 50 25 0 • © © . TJ1 U- •sauinjOA jo aoquin^i; W 1 « |°S O 5 • o o 3 : s j ii° i rH 000 1,200 70 0 • © © • 250 115 1, 000 500 •snpnnddu pun jomqua icoiqdosopqj S © © X X o o X X © © © ; X © X © ; © © x x © x •jfjojGJoqiq inaxmaqo 8 O © X © © © X X © © © ; X© X© ; © © ; © © X Is music taught ? *pjjU9Uinj;sui « X X X X © XXX X XXXXXXXO© : ; x x x qnooA X X X X © x x ; x • X©XXXXXOOXXXXX Is drawing taught? •puuq 991,1 § X © X © X X X © X Jxxxxo xxxxxx quoiunqoaK ! o : < O X x ; © ; ! x ; ! © © ; x x X I Buffalo Gap College . ClarksvilleJIigh School . : \i\ iafi lit I|i Ilf-: h u s Texas Wesleyan College . Gonzales Malo and Female School. Homer Malo and Female High . School.* Honey Grove High School . h • fcD v; ;.s i >. c3 #C 3X H > • l : i >2 5 8 ’ c ' it 11; Bishop Collego . Wiley University . | Summer Hill Select School . 1 Hubbard College . Plano Institute . . . English -Gorman Academy* . Busk Masonic Institute . Alamo German-English School* .. German-English School . St. Marv’s Hall . St. Marv’s Institute* . Ursulino Convent* . !!§!!!!!!! sis STATISTICAL TABLES. si -o o J-Jj, Jill - I— . - Jl* jgjdg 1115; i?si ii!iiiiii=i ill 8111- fill lllilil Jii 111 HjliHSIS-.II ssssj. st‘i‘s ss=fssss'‘sss ss.su ass sassssssssssss S5SS3 gs = I 111 ri- »so ggliSSSSSSS s«s® = iii s ■s*m ii oo 9 j 11 £83 : i is® jss®s s 9 ■ | : 00 ££ : o 9 :§ ini Ills lll°l 1 || i i | s ir !- 9 9 £ X o X X X o X O X X * X X X 9 X XXXO XXX X X 9 X o © o x x 9 X 9 O o x x o x o x x o OXX9X 9 X X 9 XXX X X 9 9 9 9 X ; 9 9 XXXXX xxxx XXXXXXXXXOX XOXX XXX XXXO X X 9 X X X 9 xxxx xxxx 1 « 1 X I ) X X X ,0X90 X XX XXX XXXXX X X 9 9 X X 9 ; x x x xxxx XOX 1 XXXX X 9 X 9 XX XXX X X X X 9 X X \ • X X X x 9 ; ; XXX99X 9 9 X ; X I 9 ; o o X 9 9 ! s :% % ‘ - ■ 1 ; : M is ii • • • . IZj • ^ ! i : \3 4 >s : ■ ■ ■ = m ; Jmfc ii ! ® > i - • 2 ii! mu iiiiiiiiiiiiiiii mi m |iniii|i|ri|| 541 * From Report of the Oomnrts’sionor of Education for 1883— ’84. c Charge for n month. /Includes hoard. .-Z-}! £ £££££ ■jboA oijsiq -oqos m sqaa^v jo aaqnmx 3 iS !3SSS « SSSSS Property, incomo &c. •saaj UOIJTUJ UIOIJ JU3A . jSTqbqjJOjsjdiaoag; i il ill i > • i i O i o • > i i i o » o • I i i i o • 00 • r : : : : iii ii lijl; ji •spanj 9Aij -onpoad mo jj emoouj § i i i®i i° •Spunj 9ATJ ■onpojd jo jaiiomy 5 • O O 1 • o © j : i : : § •snjniud -dn pan ‘eSaippraq ‘epanoaS jo 9n|u^y i il 111 : ig iiiiiiiin i joaVHOoroqVo- j i |i : :* ii i mu is S' •uoijinj .toj juapnjs qoea oj eAiuqo pmauv % is is? ! iP • i S°SS :§ , J, :.4 : ' 2 : f if? I M8|f Library. 'JT53X jooqos JSBJ oqj Ul 96U9I0UJ * © • © t . i o • • gg£° i :° •saunqoA jo joqumx j § ° ji jsi 111° i i° > : : «S| i !| i i i ° i i i : i j i i i . o • • O j o j ; i j 11 • | H i 0 0 ; i Ii ! Ii •••O' j • ! o j i ° i o ! j i i ii • * i 0 0 j : 0 ® i 1! : s«» mil in wnsko >oc ;I 1 is 3 ii i 3s i 111 1 i 11 § i 3g •i iii ■ ;§ ;§| > is is ! f ;o |o ; ; i 11 j i Sfa ill i ;3sf ; i 3. i i 1 '• CQ ^ j53 2 SSSo is § jl §s £ 43 * " : :|§S£ ; jTS 5 i§33|§§ SS §§I I 1 1 : :§° i ° : ; o i a* i T-f '■ § :S 3 | j°S ! :S igg |1 \* i § <2 | I | 450 0 3, 500 0 700 :S | 11 j ^ ! g is; ,-r : i ; mini r-T « i ii ill r ; ; 0 ; x ; ! ! x x 0 0 ; : 5C-H ; © i : xxxxxxx x x x x x x x J g 20 ; ; xo x xx XX X x x ; X XO x ; xxx xo ; > =g <3 ® ‘ xxxxxxx xxxxxxx o ; x o x ox X X XXXXXXXX XOXXX ;> : x x x x ; ; ; ; ; > cc; 1 illri ! Ml if i iii if : c is^g' I.iillfi :^mcc BK'g1 =b = ■£ c* 0 mini nmi :i i; ; ■ n v tfl 1 |sjn ==sis: Illilj urn, 1 i i > fe* III rill ill*' : ^ Ci- : iii ® "lU I !;! 3 II l 1 iii I Ill 0 c^o >> !il!^ €1*1? rr i= o C0 OOr- i3S 18 1 H H 7—1 j— : llllllll 1111111 i sssssis iiisiii ?• 1 riHririrlnH nHrtHrtr-ri Table VI. — Statistics of institutions for secondary instruction for 1884-’85, tjc. — Continued. Note.— x indicates an affirmative answer; 0 signiiios no or nono; - indicates no answer. 544 REPORT OF THE COMMISSIONER OF EDUCATION. I * 1 S3 ■§.2 1 ft* ,>> >= 4t ji ■ p iiinissiiiiiisn mm p. — & &&c.o.2.£.c,c .naftatiiaa a e< & & o. s III IHIIIIIllllllllllllllll 545 STATISTICAL TABLES. .11,, ill! 1 illli A 1 J 1 3 3lii 3i333^J*3«i«3 hi i5 «ii3 i :• "-in jjj m- :-u:- ►r C. — ~ C.C.i.C.C=l — =.£.=. &C4 C.£.=L^ a £ Wittenberg, Wis . Washington, D.C.(1305 17th st.). Washington, D. C.(1730 Massachusetts ave.). Tahlequah, Ind- Ter .. . Tooele, Utah . Chehalis, Wash. Ter . . . Remarks. A public high school, i Closed. I Suspended during the greater part of the year 18’84-'85, and though since revived, it is proposed to I merge it in the public school sys- j tem of the State. ! No longer in existence ; superseded i by the public graded school Superseded by the Mexia public schools. Discontinued in June, 1885. Closed. Closed as an academy July, 1884. Not operated as a separate institu¬ tion; see report of Silsbee Com- j mercial College (Table IV). These schools cannot be found by th® j Milwaukee city post-office, i Changed into an orphans’ home. See McDonald-Ellis School; identi- I cal. Not in existence. Removed to Muskogee, Ind. Ter. Only the primary department of Salt j Lake Seminary. I Post-office is now Montesano. Table VII.— Statistics of preparatory schools, including schools for secondary instruction having preparatory departments, for 1884-785 ; from replies to ' inquiries by the United States Bureau of Education. 552 REPORT OF THE COMMISSIONER OF EDUCATION. •1139 X otjeBIoqos ut sqaa-A jo joqumjt O © O 01 00 o CO t*4 CO © CO oc c oo O 00 C GO © © © CO CO CO CO CO CO CO ^ ^ ^ \Spnjs jo osinoo |[cj ui eiB9iC jo igqranx w • CO CO CO eo CO -9< m ^ •** 1 m m ci Students. •euoijnjtjeui .loqp joju9 jou pip pun' jbg.£ oituapcoB jsb[ jo osop ju osinoo papxdmoQ H< r cj o o I m o r"1 ; .o «> 1-1 •ejuapnjs jaqjo jo i9qtun& © * • O — i © O • QC^OQ lO • CO el 1*° : |S§| !S a ' ?? ?n •oSojtoo ui osinoo ogij -U9ps joj Suiindoid laqum^ © OONO ' Cl O C1CI J r-»^ rH o ' O (M LO O O CJ co CO ^ CS rH rH CS Cl •orJoqoo ui osinoo po •issBp joj iiaiiudaid .isqran^ Tj • in ao m in oo "" in OlflO ONO iO OQ rH Cl rH Cl •siojorujsni jo laqran^ ** Hioooif in o t- « co a t>- ci oo oo oo oo oo oo oo HHHriH rH ! inai^'fl'OMNM 1-1 Tf M . oo co co to m eo o oo oo co 1 OO O 00 O 00 00 00 C- 00 00 00 •lajmqo jo 9jna 1 W oooo Cl CO • ^ • • O CO Cl CO Cl • CO OQ • OO • » CD O CO O CO CO • ^ OC CD » 00 • itDOOOOOOt^ 00 • ^ 1 « Tuscaloosa, Ala . Napa, Cal . Oakland, Cal . Oakland, Cal . T?o/l Bluff Pal J c 3 esl > OC : cf c 5 < A « 1 ®[z i W Z \ M(= 5 '• e 5 ‘ 'c ! | i \ fi |a Hartford, Conn . Middletown, Conn .... New Haven, Conn.... Norwich, Conn . Suffield, Conn . Woodstock, Conn . Augusta, Ga . Dawson, Ga . . Chicago, Ill. (1832-1836 Michigan avenue). Chicago, Ill. (393 La Salle avenue). © § s r Tuscaloosa Male Academy . Oak Mound School . California Military Academy . . . Oakland High School . St. Helena Academy . Presbyterian College of the Southwest. Jarvis Hall* . Longmont College . Hartford Public High School . . . Wilson Grammar School . i Hopkins Grammar School* . Norwich Freo Academy . Connecticut Literary Institution ' Woodstock Academy . ! Academy of Richmond County. South Georgia Male and Female College. 1 Allen Academy . I Ascension School for Boys d .... STATISTICAL TABLES. 553 Table VII. — Statistics of preparatory schools, including schools for secondary instruction having preparatory departments, for 1884-85, cfc. — Continued. 554 REPORT OF THE COMMISSIONER OF EDUCATION. j*2B9.£ OIJSBXOqOS UI 8^9921. JO 29qumj£ s • oo o o o oo oo eooooooo t-o -* « co « co coeocscoeoco ra-*i vfpnjs jo 0821100 nnJ sjboJT jo joqamx o O O 1*0 d ^ Til o ^ ^ CO • 4* co ! • Students. ■SUOIJUJIJSUI 20q;0 29JU9 JOU pip pUBaBoi OtQIOpBDB }8BX jo osop jb osinoo pojoxdraoo « J|t • • • jg t> oo : d • d • o o *2B9£ OiraapBOB }8B| JO 980X9 90UI8 po'qos oppaoxos p9J9}ug; {A Ji • o' ' d HO O dd • • ■ rH ubo^ oiraopnoB jeej JO 980X0 90UI8 9S9XX00 p929XUd ei H 2 oo o o Cl 100 o • rlH Cl rH I N C r-i . | | • CO ^HOdOO oco o co *o c*- o •agaxxoo ui 982uoo ogi} -U9I08 20j Sm’iBdaid agqumx © cS • • • • CO • • ' CO • 'Cl • ; ; 1 fH ; 1 00 • ■ ■9' «D ^ ■ 'J" to •oSeqoo m oejnoo xbo -IS8BI0.I0J SutiBdaad aaqornx OB • O O O 00 Cl Cl 00 l>C5®t>C3tO CIO •l> to c- r-(l> Cl HHN • CO ■sao}onj:}sui jo 2oqumx h ^ OC O Cl CC Cl ««* O t> coco Cl 1-i t-i tH r-i •uop-Bunnoaop snot2n9H © • 43 43 i 0 0 0 ~ c c ~ c • CC 02 02 ® ! c i i a • o © o o : ft ft Cong - Baptist . . P. E . Non-sect. P. E . Non-sect. Cong Non-sect. Non-sect. Non-sect. Principal. William H. Ladd . John Tetlow, A. M . George W. C. Noble . Moses Merrill, pii. D., head¬ master. William F. Bradbury, head¬ master. William L. Eaton . Joseph II. Sawyor, A. M., act¬ ing principal. Mrs. A. P. Potter . Nathan Thompson, A. M . Alfred A. Gilbert, A. M . Caleb A. Pago, a. m . George J. Cummings, M. A - Misses Mary A. Burnham and Bessie T. Capen. Edward A. H. Allen, C. E . Frederick N. Knapp . •uoxjBzraBSio jo ojbcx 1828 1878 1866 1635 1847 1865 1851 1841 1874 1884 1793 1844 1784 1806 1877 1882 1867 •20J2BqO JO OJBd W o ; ; o o i • 1 i CO • 1 » ■ a» ■ ooo • • • l> • t> oo • • • Location. « | Boston, Mass. (259 Boylston street). Boston, Mass . Boston, Mass. (174 Tro- mont street). Boston, Mass. (War- . ron avonuo). Cambridge, Mass . Cambridge, Mass. (13 Appian Way). Concord, Mass . Easthampton, Mass .. Everett, Mass . - . Groton, Mass . Lanesborough, Mass.. Leicester, Mass . Munson, Mass . Northampton, Mass... Northhorough, Mass.. Plymouth, Mass . g S3 -t Chauncy Hall School* . Girls’ Latin School . Private Classical School . Public Latin School . Cambridge High School . Public High School . Williston Seminary . Preparatory Department in Homo School for Young Ladies. Groton School _ Lawronco Academy . Elmwood Institute* . Leicester Academy . Monson Academy* . Classical School for Girls* . Allen Homo School . Mr. Knapp’s Horae School for Boys. ci co^ o o t- oo o o oo o toio to >o o ioao (o . co cc> STATISTICAL TABLES. 555 Table VII. — Statistics of preparatory schools, including schools for secondary instruction having preparatory departments, for 1884-85, fc. — Continued. 556 REPORT OF THE COMMISSIONER OF EDUCATION. •JB9.£ OT^SCXOTJOS UI Sq99.il JO J9qtUn£X « ! Hono qo co CO ^ ^ CO CO CO CO O © © © ^ ^ ^ CO O -.fpnjs jo osjuoo xinj ui BJU9-? jo jaqtun^i * 1 ’ -t ^ o © ^ I lO Tt* « ( o Students. •SUOtjmTJSUT JOqjO J9JU9 JOU pip puu jGoi oimapeoTj isiq jo osop jo osjuoo poi®lduioo W lo^O o co • rH rH rH ■ O rH • • •<# •JU9:C OIUI9pnOB JSBI JO 9S0X0 90 cis xoo’qos ogijuaios poiajug; » * i O CO _ I Gg WO rH rH CO Hjl ^ ^ MUOf OIUI9PTJOB JSBT JO 9S0[0 90UI8 039X100 pOJOJUd 5% co © co eg ^ CO co r* co t> CO •uoissitupn joj pojiubaa 95 y i *4 - ^ ! rH 00 I s ; ^ : co oo o • •sxnopnjs iaqjo jo jaqicn si € * 1 oooo o o ohoo co eg • r-1 eg • ^ O O rH O X CO CO C4 •OSOIXOO UI 9SJU00 OIJIJ -U9I0S joj Saijedaid joq’iunx; * too 'to • LO o co ^ • • eg in o o o O TT rH o •93'oxioo ui osjnoo xco -issiqo joj Saiindajd joqtun sx * 1 ^lflo^ o wo o rH eg eg o CO o o o o io eg o rH •SJOjDuijsni jo jgqtun NJ * i co wo eg rH co eg co co eg r^i r-t co •uoxx'suiraouop snotSqoy; « © © c o & ■4H • • ni HO o ® • O O OO • o o TO 3 > C0 GO 3 .2 a 3 6 O tn . o o 6 fc © > c © O 1 • © ra • • to S u : c o . ■ o ^ ^H S9 ft *8 .3 rH Lucien A. Wait, A. B . TV O Ttortn _ _ • • ^ ^ : © . : s t jri ^ : * 1 ^ IS 2 s J N &;§ O ^ H 4 S S K* . J ©“ 5 ^S.W> 2 j lit: !ls £jr, rfl. : 2 3 .5 C3 > § s > © a ft § 2 i£» 2 1 .3 : 'So i ^ ■UOIJ'BZIU'eSjO JO OJ'Bd 1876 1875 1773 1876 1869 1863 1880 CO CO rH (M CO WO O t— J- GO CO QO K- cc •J9JI13qO JO 9JBQ i M I WO WO • rH . rsNQ . CO ^ « °xt- . 00 ° . HH • H • rH • • ° CO a • i Location. « : ! ! cf c o c III Kingston, N. Y . Locust Valley, Long Island, N. Y. Manlius, N. Y . N e w b u r g , N. Y. (Seminary place). New York, N. Y. (6 East 44tli street). New York, N. Y. (539 to 543 Fifth avenue). New York, N. Y. (51st street, near Madison avenue). Now York, N. Y. (48 2d street). New York, N. Y. (822 Lexington avenue). Now York, N. Y . New York, N. Y. (5 East 22 d street). Now York, N. Y. (8 | East 47th street). 1 £ Is e3 .£ St 'ft c O « sj ut Kingston Free Academy . Friends’ Academy . St. John’s Military School . Siglar’s Preparatory School . Berkeley School . Classical and Mathematical School. Columbia Grammar School . Do La Salle Institute . Ileidenfeld Institute . Dr. J. Sachs’ Collegiato Insti¬ tute.* M. W. Lyon’s Collegiate Insti¬ tute. New York Latin School* . eg co wo co oo o © rH cq co m OOOO © © © © rH rH r—i rH rr rH rlHHrt r-< rl r-i rH rl r*t rl f"4 vH STATISTICAL TABLES. 557 of the Commissioner of Education for a "Not specified. c One entered theological seminary. b Wholo number of pupils. d Those statistics aro for the yoar 1883-’84. Table VII.— -i Statistics of preparatory schools, including schools for secondary instruction having preparatory departments , for 1884-’85f - 00 00 00 CO CO « H«H< CO CO •Apnjs jo ositloo puj m sjbqa jo jgqnmx Vi H CO O O H< Hi to H* H* H« Students. ■euoianjpsnt jaq;o jajuo jou pip pun' JB9 A oiuiapBOB }SB{ JO 980(0 9SJ1103 p9J9pIni00 * * 4 3 2 12 ! CO .H OlQ rH 1 « 0-^0 000 t> H- kD t> 00 OO H' iH ’s e r ■9§9n03 UI 0SJUO3 opij -naps jo j SuuBdejd jgq’um sj 10 3 25 8 0 • i • CQ 05 CO co ; ; j *h '9g9J[03 OI 9SJO03 {63 •xesBp joj SouBdajd jaqums; 8 3 15 33 0 • • ID vH 0 00 CM • • CM Cvl O CO •sjojonjjsm jo jaqurnx 8 5 2 4 13 Q1 CS t- 00 1- 00 O •uorpuiuionap snoiSrpg; 9 ^ +3 +3 iJ 2 o a o » 'a o o a © I ^ IE tO X tO =2 = e s a o o c o o R fc Jzj ft ft Non-sect. Friends.. Non-sect. Fresh. . . . Non-sect. Baptist . . Principal. Vi j u : i : < = i : i | p « s ^ S „ £ ^ s- -§§•5^2 18 ^ h 1 "1,1 j a i £3 ph h ^ 1 3 < .2 S: §1 1 1 « 0§ ? O O -E : r- : - - <2 : S sg : fi°. « « : * : jS _*.2 : r r : -i J : . . p5| 5©§ ©892 % 5“a? 0 It- I'd .3a-r-®m gia ill isilil 11 R |g 5 a ’hotjbziubSjo jo 9jbq[ ! * 1868 1807 1857 1882 1808 1882 1C89 1878 1873 1873 1804 1764 •jejjnqo jo 9jbq W 0 0 0 898 1 0 1711 1881 1873 Location. 6\ 1 I • GO CO .pH • ! (. 0 § O C 2'" . H i— .J.00 » cS 0 - - a r _ ^t~c3tcrtjirtt:4JC 5 £ « £'= 1 0 ^ 5 — -s 3* 5 £ 1 5 vOS ojodg : X hO" S'S »r3 C3 £-3 i S ! ^ ft P4 Ph p-i p. 1 Chestnut street.) Philadelphia, Pa. (2027 Chestnut stroet). Philadelphia, Pa. (8 South 12th street). Wilkes Barro, Pa . York, Pa . Newport, K. I . Providence, It. I. (49 Snow street). Providence, It. I . 1 £ Pi Palatinate College . North Wales Academy and School of Business. Fewsmith Classical School . Goorgo F. Martin’s School for Boys. North Broad Street Select School for Young Men and Boys. | Tho Wellesley School . William Penn Charter School. . . Harry Hillman Academy* o . York Collegiate Institute* . Itogers High School . English and Classical School. . . . University Grammar School .... LO 10 to STATISTICAL TABLES. 559 Tadle VII. — Statistics of preparatory schools, including schools for secondary instruction having preparatory departments, for 1884-’65, $c. — Continued. IS'OTE. — x indicates an affirmative) answer; 0 signifies no or none; _ indicates no answor. 560 REPORT OF THE COMMISSIONER OF EDUCATION, Insti STATISTICAL TABLES. 561 562 REPORT OF THE COMMISSIONER OF EDUCATION. 'S99j uoijtilj taoij 9q'} joj Sjdl9093[ •epunj 9ATjonpoid niojj omoonj •epnry ©Aipnpojd jo junoniY •enjBJ'cddo pus ‘sSni -ppnq ‘epnnojS jo 9tqx?xY •umtraB J9d Sui -Spoj puB pjBoq jo jsoo 9Sbi9ay •nopm| joj juopuje qoB9 'oj oSjuqo x^nmiY •JB9^ Xooqos jsiq oqx ux 9SB9jotix •eouinxoA jo joqmnjq i uraisBniiLfS v xooqos oqj i i snxBiBddB paB jgaiqBo XBOrqdosopqd b xooqos bqx sbjj l £iojbj -oq^x XBOtni9qo b xooqos eqx sbh H <0 © o CO ift o o o UHHHHH (H p* p* P-, p-l © <0 CD o O aorO^^D^rO ^ a s a s a rSS|S« m ccr/jtcMOQaj t- S® • . ■ » O T* . T-l grH C« fcj t- C5 ® -H t> utl'k f* t* u u u t* (* © ® 4= © o~0£0 £> J2 ^ Si & s S'tals'ia a a a a a a o© r o a o : a; qj o ® © a) o 4J-P43 4J wf ^ *-> 4- m 02 m m m m co m m ce so m m o o o o . o o o o o o o . o o O O O r-t o . o o 0100000“ Jon" O O Q O o o o o o o o o © © o o o e> o o o o o o o o o o o o o o o o o o co o © © © o o o o o o o o o o o o o O T* O O O o o >o o cc o o cj l; o (M o IOOOOOO(MO ICOTjHrygqiOOt^Op O C - Cl Met Hrl O o o oooow ooooooooooo ooooooooo o lOCQOOOirjHOW o , OOCaVTr-T rH* r-T r-T> © x © x © x © xxoxxx xxxxxxxxxxxxxx OH««^UOCDI>0000; STATISTICAL TABLES. 5G3 ►» ►» tk >, a a • ~a | ss'^s |»2 s^ss J sil as as sal rf|a^s! |S||||| 1111 » J| ~JJ|iJ|JJJJIJ^3^g 1III!!lfi:-!!i III1 15 !l!I!IIIII!!!"-li:-. $ *«**sHS8S8sssssgaagis^sissisi.iisiisisssss2s Table VII.— Statistics of preparatory schools, including schools for secondary instruction having preparatory departments, for 1834-’85, Continued. Note.— x indicates an affirmative answer; 0 signifies no or none; - indicates no answer. 5G4 REPORT OF THE COMMISSIONER OF EDUCATION. ^ I ‘-S.S c3 U) f-H QJ © w. 'O g « O . . .-^Jod . t-HH® 4a 4^ © ©£3 © © ® © aO'g.Opj^.O.O.P!,© a g-s a a a a o p ©_© ©_© P p p P ijf p p p p ©©©©■i©©©® viwmw<\uiuiunfi y y y y . « 4) Oj-j, (S Oh '=■£•2 * h s a sgo _0 _® _® 4/^5 2 afi p p p p p-2 © © © © © © © © TfiuiwxriwmwO Pa © !^ M-S •S30j uorjtnj xno.ij jaol jsiq oqj aoj ejdieaag; •spunj QAijoupoid mojj amoouj •epnnj OAijonpoad jo junomy •snjBJPBddn pun ‘e3ni -p|inq ‘epunoiS jo enfnA 00 • o o o 000000 00000 00000 o 10 o o o •umatn? J9d §nt -Spot pnB pxuoq jo ^soo oS^joay O O to o 00 o OlOlMOCOW o O O O t- c •noppm* joj (paopn^g qoco o i oSjreqo psnnny O O O O O O < ^ A T’ oooooinwoinBK cxjcio^cocMiMTtieom' i-t-n >5 _„J m r'*"'. 1 W 'J -4. 2fc»0S '%'S :n ,-a IB’S & EJll am ■m. o' 2 <=>* o^® ” §3 g ©.7; ■rO ■ © \zn |f3 il • y :o ,r3 PI . c3 i-s 'BS ! P P 3 3 W- C/2 j£ ro co -J t.rS fl.q •SPb £|.9 b a - -- ~ 2 75 0 5 © © S KlO.^S'SS^lijri U,"^ l/l m Za B a*H Sj' 2 £ y © © ©'H g S'© 2 5h om ypa^s 3 J||-* 8.^0^ ®-§ S l°|r w W 9^ ® bl ^ >»a S rt'^o J o,® SeO’ft p t>> o 'o O - -®o ©^^^ -•- ■§ B.S * © o Z 3 bJc« g»p g rt Ill gif £g y s |MtS 8| gSsS.11 ! 5 I rt o I « o§ O o o «ad>2>S J S 2 )iomininioifSLoioffl»®®( ;h Sclii STATISTICAL TABLES. O Zi si ® o .10 . 9 1-^ . t. l. u c-i i* t-i . hUOOSIO^JJh 23,0,© ft ,=>-£■« oEEEEE^SS •iSSiiiiiJSo -X ftftftftftftft~ u o a u u o tj o J OaiCGttMWtQVJ© © © .Oft 3 S V © fcX) a^ >s2 > © © © i © o o > __^o o © , r ~5_ r~' ©~ do' : i n i-i ©omo©©© n ©« g m © xx© : x © © x © e X X X X © e x © © e x © © CO 00 ? O O sO ? u O ?.s'- q 6”'§53 H'S5-S' §£ -H o&g^l&g g*^ .a > aS fl ftir o 2 , "os oa ‘r © « « ll§ !>££ ft £»§* 1 a J es .2 ^ H o s a © *3 m B i o O II ‘si ® a ££ *-2 § g ft oag'£5p6R'Hs|go a > S p Si:-u a 5 a ® ft > a >i~ 2: o c t> 'j SoSaj^og^gflieso l — — I-. * H ** ® ,• 03 fell ft a-s . o'-n^a 03 pV. R.SW . (S^.r^ w g^Vrg^ a • S R o . “iSlQ* p4 ^ O cj ^ o , fS yjQ , "a* ' >*D & §5;S S a* o^rrt ® b g £Ph TV-S " o o-S qO ® b . o a P 2 £,c® ^S.2 S Snsoo^HM ; a ® O a .2 S ' Ph CO COM3 Wl< •.jj •_ b-§ - ^ rt ; o 3 a ;.o O -J ^ o cj> O ; ^ ^> ^ t «23 s©5 sJ-alsasgagg O S-H O o2 2 S o c3 a omt>QoHaOcoO&Ht> la - 03 ® " • © o: a °a 5 ?rfe a a I IS!! fills ©ft O o o a3j psai^aa c^coWm 5 ^ rte - 2^4 O ft* rG O |^1 .3 Si ® o o JES2 O O §.SfJ >J: S’'^'-> o o3;>23 o ‘!t52 io 50 rs K 3 rt s a a if .3 « a o o a a tb'j ®Jdr_ WflWiDOh ^ 2- ^ Tr a Xi 03 03 03 „•-< w U p-, cm © o u.Sfl ® a 3 S"3 pge-.Sa 565 Table VII. — Memoranda. 566 REPORT OF THE COMMISSIONER OF. EDUCATION. II o g U/J B p rP fl © S50 p2 h 3 ..a ra ® O ci =2 P s_' c3 o S Z* •a 31 «£? a . q ^ * ,o-g*S:Ew ^ 0.2 00 2 H Ph&^UO ccfco •Pj.2 . c3 3 ;ig « <©d p -ss p^i ■ -;0 >'. - . o o o Wt*££'g & £ £ ££ ® © © ® m If. ill III _ © 0'S 0-3 fii p o 3 “•3 <§M S>C» fl a o 1 02 osagp Wll-s-s ■2 sis^.S rt 2 a S’! ®rhH o,s Sll&l £3 't* 8* © <§ c 5 pj 0<10Ph3 B >> CS 2 hJ o 5 O C. p. ip P-i * o 2 a Table VIII. — Statistics of institutions for the superior instruction of women for 1884-’85 ; from replies to inquiries by the United States Bureau of Education. STATISTICAL TABLES. From Report of the Commissioner of Education for 1883-84. c Includes pupils In primary and kindorg&r- c As Southern Masonic Female College ; chartered s These statistics are for the year 1884. ten departments. as Georgia Methodist Female College in 1882. (Closed during the school year 1884— *85 ; to ho reopened Sep- d Includes pupils in primary department. /‘Succeeded by Homer Wright, a. m., sinco tho date tember, 1885. of the abovo roturn. Table VIII. — Statistics of institutions for the superior instruction of women for 1884-’85, • O • 'COCO i • * ;o^ : : ; •asinoo pnj -and ao pnoads uj « w O * ’ CO i Ci lO t> © ^ © I « • • « r-i O «-i rl • N i^S : 0 ^ •asanoo arpiSaa up « a S3 ig : Sg§gSS§S3 gjg i § 3 •q.n9rajreow^oaiN^M *— oo cc rH «-* t> t> o •not^Bunnonap enorSr[9H S jfjli j Iglgllil ! llj J i J 1 i s^g^gis-r- s § ggppq J3 SfcfcSfcpJ £ £ President or principal. *5 i i ! ! ! I I ! I i I i • t- i : : :s : ::::::: :.s c a : : • : : : :o : — ;S i < : s *1 a :o;g:,":2h ^ ^ ^ Sc r.-as® :S g 3»t| s if llj! §Hl | &:-!■; i IS i Ills 4 #313^41 I PS^PSS p? oSt-i«3«P5i?S S i : : i» : : : « : : c : : i p a ;1 “ j 2-^1 e 3 -T. ~ o J 4Sii2 | g la^'Ss; C ? .« & s Ill2lgl 1 1 •uoiioziubSjo JO OJBa 1 * : Ills 1 flllllgll sSlUil 1 e T-''~' r-, „ _, -1 *H •aojaeqo jo ©j« * >»■( ■ ■■«•■••• ^ • • ■•« . »<■»■!« gnn • » • • • -9 > • • 1 1 1 1 rt, 3“ • j 5 i53 ; j j dcSr^° £ esTcfijqi • *-rOX5 rc 6 b£'“J0 h , - > > as aJC i c - c |§^S 1 «Sgggcftf|Ste-3 3^2.9 .9 §CC 2 gc c g 5.2^ ® OP^J O C! : : : : Jlspj = s :-£ffs- f 2 HU! ! ! Kill a i J «i • i 1 fcD •••••••*4. • • i «,0 a * . • « • t • . « • •«'*H Jj •■g | o ^ 1 alii * i|a|;i;*:5 : mi t mmi \ llSaif flfliig! b Intis Iglllili- g. iiimmms i mmmnm i --X *3 .fc4 S3 «• c g~.2ga s'* = 7i = is ^ 2’ s .2 STATISTICAL TABLES. 5 C J Table VIII. — Statistics of institutions for the superior instruction of women for 1884-’85, <$-c. — Continued. 570 REPORT OF THE COMMISSIONER OF EDUCATION. •ediqsxBprpg jo jaqnmjq iOSO -CO •SJU30I -jaedop iib at joqtanu ibjox ! ' ONNNlO “ co od oo *— i co H \ >-l'H l O OHOLl! O OO O O O OJ r-l -«t< ITS ^ t> rj< CO ■r,r^ PO . ifi •sjaapnjs ajsn , ^ -png jo jaqainjj w •asjnooxBTj | ft ! -jbC4 O O H CO CO iO lO O CO HN CO CO rH rH rH -H •oxbw « ! r-l eo in ■* O t>r-UO TfCO j rH tH rH HHH •uoxj'Buiaioaap 8noiSi[ay; £ Non-sect. Non-sect. Lutheran Non-sect. Meth .... Non-sect. Cong .... Non-sect. Non-sect. Non -sect. Non-sect Presb .... P. E . Non-sect. Non-scct. Meth . . . Baptist . . Non-sect. M. E. So . Cumb. P. P. E . Presb. .. .; aS . w< . n <, . ^ ® ^g'Wj -3 Bel'S IMhIo *8^3 .^3 . ® § •fifi glllil ,S31|riw 2 ® 33 ® a: . ^ssaas • J „ » *2 W • Sp-SJi Ift to c >00 t^COCOI>iOC » 00 OC 00 00 00 00 c •jejraqo jo oj'Fd ' S3"- 00 M CO 00 OO 00 00 00 00 h-O WC5N' U- CO-4- ■• * CO 00 c l> CO-O r*< lO OO iO '£ fe > b ® a-g =3^=2 cLoW -S'a te ss| s jaia o' TO ^ LZj o * is .p sja P35S i -w ® slSsSja lli^i 3 pqpqoW^OfiiPH ^ ' £? h >i2 c« u g a g.f 1 1J coj® ^ ® a I « a la|i§ _em ©"2 s *lr >.© ll © '-C3 Ss'H i 3 ®4 + rt • • ^.S :g» I 3 'S'5^^ ®b^ S'S opq EH a © •geo M (T) :w ®i&§- ® a^~ a a bog © © ©fl [® 0 & ® g >> u°o'S to g agW;Sa^ 6 © © © © : © ^ a°'5 ® 1 o1° | ® Soga a ® js _, a ©”3 o.^— < a I gsiS-liSs ® o|m a Sagga-ffg-g c-c-odoooo «« lO o t> oo o < STATISTICAL TABLES. 571 O • O • .H 3 : * :?3£ :° : : : ■: : § SS S§ 55 § SggSg §j g § §3j MHO © Tf« • Cl 00 iro O *• I fH O ®8° O 55 00 NOOOOI> 05 t> sissii §11=3 == = 3= =3 ss s as.s.aafisa § § i §s Table VIII. — Statistics of institutions for tlic superior instruction of women for 1884-’85, — Continued. REPORT OF THE COMMISSIONER OF EDUCATION. •sdiqsiEjoips jo .laqmnK; •sjnara -jjb dop ui .raqrana x^*<>X OOfflt-O CO Irt (ft >-1 •«+ « LO ft QO » -*1 (MOOdTP 11 i-l i-l nri«H « c3 Pi n® .it nj *2 . Mtst a»s •sjngpnjs oj'Bti | -f -Pbj3 jo agqnmNj •9SXH00 jbij 1 *5 -led jo [Broads uj j o* •08xaoo JCjnSaj ttj •jnornjrcdap iCjojBi'Bdojd m aoquin^j •9p •ju9taj iBd © | NHON^ ^JojBixjdajd xn eiojonjjsuj i «■ •Sa !m O •9[BTII9£ © ■ C- CO I CO LO O •9IBK p 0 ^ O a|^Qd > t» © t> 6 , > > $ go© q — ^222^; ^ r 2p=J lOiO-r^iO- oo co oo co i OOfNC'l OO co i- t- rj< ^ t>- oq oo oo co oo oo < CO §§ » : : ■# fzj : : pT • ; : ; i|*S j i | °oe : Is feo : ! d ■ • : : »^2®2 O : di t£ ;b^ 30 u o o >.2 S2.£ ®T! So-1 iSaS cdo^a ;ooo ©O' a; ■g boaotp .(o© ©'« c3 g.9 §9 HO O jo d ■22 o rj © o .©255 2"2 o -H. 3 _ • 2 o33tt tt-p is Pi’so_d-5‘5‘i §s s d J; b 3 p>a:a:a SS-- o a c i© o-3 > >,©,©7; >)'G s-^aPP^^o ■SjH&JsgSS'fc o ooeoKSo ® ® w ® 3© tE® fc£^M ®Pi O-i ©S3 3 ^lidi vasig 22^2^ 2 “jq S .2 9 9 od® ■’ ©03"- ? ® ® § 0 rp t^'© p< p t> o § a 3 ©u ® P S o r u ® J3 t. c3,q • <|OOGO H tco-g, r® §* 9 © ft p Oj K ® ® ? "t5 'tc d 9 m- ■ O ^2id lS5a i 92-® N ® d >> r® ^ M CS jO _© X 00 •OIBK *l«WL * o e-ooo- 9 II 8 9 ii’ 10 7 12 9 6 15 6 10 13 •uoTjBuruiouop enoiSr[9a; « Non-sect. Meth .... Presb .... Non -sect 1 Kn.nt.iRt. i! il hisS m IV. . Meth .... M. E _ M. E. So. M. E. So. M. E. So. Baptist . . Baptist . Non-sect. Lutheran Non-scct. Preeidont or principal. Rov. Wm. E. Ward, D. d . W. K. Jones a . Mrs. F. A. ltoss . J. P. Hamilton, A. ll . Z. C. Craves, i.i.. u _ W. K. Jones . Rev. Francis Asbury Mood, D. D., regent. Rev. John Hill Luther, D. D .. I’. F. Withorspoon, a. m . Hit! •JJjJ m mu IP ! K - -fcT Ik :■ ?, 1 r i m; & 1 1 \ * W. E. Ward’s Seminary for Yonng Ladies. Martin Female College* . Synodical Female College . Shelby ville Female Collogo . Mary Sharp College . Dallas Female College . Ursuline Academy . . Ladies’ Annex, Southwestern University.* Baylor Female College . Woodlawn Female College* .... :t ll 4s5l mu mi \A gfe - fit's “7 { j| 3 -4C 1 b I! 5 »{ 1 n : K3 ji il D ®B P 3 = HI "■§ SSSSSSS . S8SSS SS2 83 ssg STATISTICAL TABLES. 575 co © CO T#< CO H«H O rH ° i i : OOJiOf t- ^ iO 40 lO CO CO lO rH »H CO rt&q« Q« • > *c g S q o : ^ • fj P ” 3 1-1 _Q • •®-3 jS _- afW < ■ "3 *3 te .2 ,® q . g ogO O c o . ◄ P4 ^->5 -.a^isa ajag B 8 61 *%$&%&&&&%&&$£ (MMMOt-O CO lb ^ lO 00 00 CO 00 00 00 * 00 «occo lOOCOHN iClOiCin 00 00 oo CCMCQ©^( COlOrj-|>^' OO 00 00 OC 00 c . c3 ;.d.c*fe> - -_r-rS : a££^\.££ ° , g fcr ® O i3 '•= oJS^ £ s n fl'n" o’ s*+5 « *3! M_r- „ poooOOflJugjHcjpg £ ga a el a So o 2 £ P 2 .S --. ®-g p p =3 os a a OS'S 2 ®t> ^^jSJJfeSS SS.Sg.g^ PP-icGa2a2cfit>i>l>PP'P3:/2 sb^o-g •• Sc-SgcaS i: . >5 : § :.g SP© Or? ■5-10° as •Sa^^-as^o.g^ii! . -P fl l.3! ® S<1 !§.s ,2 a s b.s5‘2.S b® ® ® P- =i IIP Ilf 1^1“ •S fe o. s © & « >JT$ .2 ® >, «ja £* p +-» cJ B&M •S ® p« 2 Ss 3 |J3 n §* “a * ® 4-> ® © CO o IB'S o ®*3 fp 0-3J P 3 ip • > T* O s? a CO s is tf? pW o*» ,’a © to © ® -p:3 .2 £ jj| §d o ffi . - floO ^°2 O ® rt •e«a Pi &£ il P.73 * a Table VIII. — Statistics of institutions for the superior instrtucion of ivomenfor 1884-85, of ills i jcfeoNjT | •spnnj OAipnpoad mojj eraoouj S 1 :S j ° i • o o o ir j,-r o o i i ° i ° •spnnj QAijonpoid jo junoray s* :S j ° * • o o o jsf o o o jo jo •snjBinddn pire ‘eSax •ppnq ‘spunoaS jo ou[b^ C5 111 i§§ iiimii! issga's's's's' ii is 1 cT 20, 000 15, 000 12, 000 14, 000 8, 000 10, 000 5,000 40, 000 Cost of— •osanoo aBjn -ifoi tn mnuac aoa aotjrn x i o' s igggggg gggg ggggg^ggggg g S •jnotnjJBdop A’jojBJBd -9id nj tnnaaB aod uotjiux § n igggf :3 is gg^g m ffi •mnn -ub aod StnSpcq pan paBOj § gg :|§2g|2Sl) i^ggggsggggggg Library. •aBoi jooqos jsbj oqj m obbojouj 1 * 1 e> ! :g . o • i°So is O :S§°g •somnioA jo aoqranvi ! I *1 Sis i§ ii ' ;eo j llll « ill ; CO CO o s 1 ii inii ; -anaA , orjSBioqos ui sqaajA jo aaqnmyj; © jcj i CO 5 ■ CO • • •Apnjs jo osjnoo nnJ nT sacol jo aaqran^ cc o o • ^ • asaaaifop ojki.oO[joj aojuoo oj aib[ : 4q pozTJoqjinj uoijujijsai eq; si | X X ; X X X X X X ; o x x x XXXXXxXX 1 5 t < j 1 c < $ *. © ? 7^ 1 ie ill 3fl| 4PP ITuntsvillo Female Seminary (Ttothorwood IIomo)c. Judson Fomale Institute . Marion Female Seminary . Centenary Female College* . Synodical Female Institute . Alabama Central Female College . Tuscaloosa Female Colleen . ii s : O . c ; Ii p : ;ii ill ? > c : _c . : !! y > ii : ■ “ : j y y Si Si fci ijj ii SI ii IS: i ; ill j i :=2 C i i kljl llifc !£&s |ll|| 1113! . . STATISTICAL TABLES. 577 S’S S d SdddSSfd d dS'Sdwd d gjd^d d «S2 ^dddS^ddS S § S S S g S ciDcccaS = 5o2fla§o§og^a!gSq§§p2§§2®§§§®§o® 3 S3 2 S 2 » S rr333D333223333233 35d3I33S23S223323033S3 « ocTm | o' • 1 :S1I *•*“ It-* o*ro C5 O is 8 Ii ON ii ;s ItjT I I in i illlliili 1 Iio^w^co^t^co" I I ,0 11 oV 11 of-# il i-i i jr-r : cm- : Is I 1 i o o o o l° i sf j °l ° i ii in i :g : is! § i CD • o o o o 1° i in : °l s' o • 11111 i: gg'S'S'S i: Ulilillllll g-'?s'gg|sf°'sa's ^ 1-1 ci * 1-1 illlllllil s'g'Sss's's'Sg's' liiiiiiiiiiii § s' f sws‘ s" s s a s' s' II Ss gggsss s :SS§Sg§ggS i 3 £3 §^iSS§S5 ssssssssTssssssss S" f 5“ 40 45 20-40 30 40 30 o £ si ! is SISl§SpSlS|pp sS IllllglllllllllllllHIIIIIII | rO rO d2> Sis::: i ii § II ;> il i i § rH S |8| j j°s j °1 1111 i ii naVrT j j, M S°H ii si ms r-T illlliili ■ c*T co" .-T 1 in illlliili ,-r n ,-r II “^oo^owtjooooo^o^ggowogogooooogocaooooooooooooooc ♦From Report of tlio Comnviasioner of & Board and tuition. c Receipts from all sources. Education for 1883-84. c Closed during the school year 1884-85 ; to be reopened September, 1885. /See report of Knox College (Tablo IX). a These statistics are for the year 1884. d Includes value of furniture and libraries. j Value of grounds and buildings. Table VIII. — Statistics of institutions for the superior instruction of women for 1884- 35, cfc.— Continued. Note. — x indicates an affirmative answer; 0 signifies no or none; - indicates no answer. 578 REPORT OF THE COMMISSIONER OF EDUCATION. STATISTICAL TABLES. 70 ►■5 ^ l"5 >S & >"5 h) t-S t"S l1 l"S Ha h5 t-5 ^3 t-S *"3 l-J 1-5 J nne 1 June. June ] June. June. June. June. June June May. June June June May 3 June June June jlllll ; • CC CO C*2 X 50 • i ; 1 i co j 11 ss' 4,000 210 2,600 3,000 ; 11 1 s Iiil i; ofeSVw \i 1 i' 1 i i in t>- : : ’ nui 1 « 0 003 ‘I 0 0 • 0 ii 0 jw 1« i° j 0“ : : i i 0 i 0 i - 4- 0 1,000 20, 000 0 0 • 0 165, 000 50, 000 0 _ si i° i 8‘ i : i i 0 i 0 i illlllllill i 75,000 100,000 111 I sgg tg 30, 000 100, 000 300, 0C0 150, 000 p,m 1111111 g's'^ss l 8 16, 000 40, 000 88888888888888 888 8 8® 8 75-100 150 120-140 80-96 76 42-60 888888888*88 ;88 88888 = 8888 20-40 30, 35 40 90 88 i .8 £88 £88358 i ”£3" i 12 40 16-30 40 24-30 30-36 40 30 30-40 8 40 40 30 70-130 IlsIasIlsSsp ill IS 8| ! slsslslll"llsl g “ igg :§°3 § : § :8 :S8 8 i jsi m”" : 8 rH : : : :8£ ii 1, 000 250 1,000 400 GOO (d) 1,000 «2, 000 400 1 ; 2,500 500 in 1 rH §111 l-T jJ CQ CJ 4,892 1,415 1,000 1,401 2,000 2,000 300 c 1, 500 200 2, 000 100 1,200 _ 818 $§3S388888888888£8 & 8888888 888888 4 4-G 4 4 4 4 4 4 5 ^ ^ T* ^ ^ co Tj( O O » X X X * X X ; XXX ; 0 00 0 x x X X X I ; 0 0 x x 0 ; xo x ; ; x X O X 0 • • O • : : '••o' 5 3 *fr :®59 •2 -> I; > © Uli ■w!SI --I113 IS¬ IS §1 2.3 ffigftSttlS 11S1 fol-^lS =3l5i Sl s I §| oSilJl’il illil If si §S lssll§§§|S3S3SssSa 2§3SSSI§Baa§sl sslISllsSSssss From Report of the Commissioner of Education for b Board and tuition. c Private library. 1883-84. c These statistics are for the year 1883-84. /Average. i Received annually from tho State. d Library destroyed by fire in 1883. j Includes value of furniture. 580 REPORT OF THE COMMISSIONER OF EDUCATION. ^ .5 *1 © S a © O O d © © ■§s p •sooj nothin} cno.Tj JTJ9i£ JSBJ 9qj JOJ S^dtODa'JI •spunj 9Aijonpoad uiojj quioouj •spunj aAijoupojd jo jnnoray •etij'Bj'BddT! puB ‘eSur -pimq ‘epunoxo jo 9up?A •9SJT10D JtqTl Til ■Sqj m mnim-B iod noijuix I C< •JUQBIJJBdop -oidux ranuatJ joduoijmx -uc a9d SaiSpcq pat; pxcog; •JB9j£ |OOqOS JSiq 9qj UI 9SB9J0UX •sgurajOA jo jraqum^; •JBOjC oijeiqoqDS ui eqgaii. jo auqranjq •.Cpujs jo 9SJH09 jjuj ui eatiol jo jsqiunj^r l 899JS9P 9JBlS>9q09 J0JUO9 0} -totq iiq paziaoqjuB uoi'j.njrjrai ©qj sf Ob- CON'O ) O . LO TJi OOOOOOOOOOOdJOO ppjflptfejpflqaaacn 2 C £ S3 0 oooooooooo O O O O O ‘ >00000 000 000 000 OOOOCDOOOO OL^OrfiCOCO^fOlO hhh ^ I 0000000000000000 hOSiflOOO^MOhOOiiWOH (M 10 H Cl W H !M H (M H 01 W (M H (N (M OOOOOOOOOOOO OOO OOOOOOOOOOOO OOO lOOCOOiN^LOOO'OOW Tf t- o 1 Th ^ ^ CO ^ ^ ^ ^ I I O'— > ?$ ror& be® „ :“£ji b^rijj w ' W+J a Of/} o ® 0 ^©,2 s a §0 ©u SSglfBa ■Ss§!s®-g © R * CSj Om® § B 5.2 ® « o d 5 §~ S® * STATISTICAL TABLES. -°*S cod d ooSS sr 2->.§g §£2gggg §g|§ Sgggg § ^ g =* § § 2 gg gg gggggg 3 3 = = 3 *2 3 3 = 3 3 3333 33333 3333333 33 33 333333 i ►= '3 *3 *3 ‘-s t-s'-s'-rt-s t-5 *-5 >-1 l1 >3 ►= ► I ! !©» ill! | NHM 1 j ini iiii • CM~ r-T t*~ • c © • o • • o i ° :°g00§ : co ?? CQ ?5 M From Report of tho Commissioner of Education for 6 Board and tuition. e Privato library. 1883-84. cSoo report of University at Lowisburg (Table IX). /Estimated. Average. d Mainly privato library. y These statistics are for the year 1883- 81. Table VIII. —Statistics, of institutions for the superior instruction of women for 1884-’85, $c— Continued. Note.— x indicates an affirmative answor ; 0 signifies no or none ; _ indicates no ansv,Tcr. 582 REPORT OF THE COMMISSIONER - OF . EDUCATION. From Eeport of the Commissioner of Education for 1883-84. a Board and STATISTICAL TABLES. 583 Table VIII. — Memoranda. Name. Location. J Remarks. "Wesleyan Female Collego . Bowling Green Female College Christ Church Seminary . Coburn Classical Institute . Burkittsvillo Female Seminary . r Maplewooil Institute for Young Ladies I Young Ladies’ Seminary and Collegiate ' Institute. Cook’s Collegiate Institute . French Protestant School... . Athens Female Seminary. . . Haynes Institute . Rogersville Female College, Andrew Female College Hollins Institute . Wilmington, Del . Closed. Bowling Green, Ivy - \ Mo longer in existence: supplanted I by a normal school for both sexes. Lexington, Ivy . Closed. Waterville, Me . No department for tho superior in¬ struction of women ; statistics given in Table Y1I. Burkittsvillo. Md . Closed. Pittsfield. Mass . ' Closed. Monroe. Mich . Mo longer in existence. Poughkeepsie, N. Y ... Name changed to Lyndon Hall School. Germantown, Pa . Miss Clement ha3 retired, and Miss Ada M. Smith and Mrs. T. B. i Richards are her successors; tho 1 name of the school has been ; changed to Walnut Lane School j and Welleslev Preparatory (see Table VII >. Athens, Tenn . ' School closed and property for sale. Murfreesborougb.Tenn Closed. Rogersville, Tenn . Marne changed to Synodical Female College. Huntsville, Tex . Closed : buildings used by public schools. Botetourt Springs, Ya . Marne of post-office changed to Hol¬ lins. Table VIII. — List of institutions for the superior instruction of women from which no information has been received. Marne. Location. Marne. Location. Florence Synodical Female College. School for Girls . Hartford Female Seminary . . Grove Hall . "... Young Ladies’ Seminary .... Nassau College for Young I Ladies. Hamilton Female College _ Lumpkin Masonic Female College. St. Mary’s Academic Insti- i tute. St. Agatha's Seminary . . Mt. Pleasant Female Semi- ' nary. St. Catharine's Hall . Notre Dame Academy . Florence, Ala . Academy of the Sacred Heart. Farmington, Conn. English, French, and Ger- HaTtford. Conn . . . man School. New Haven. Conn. Windsor, Conn _ Femandina, Fla .. Madame Roch’s School Hamilton, Ga . School and Classes Lumpkin, Ga Columbus Female Institute . . Meridian Female Coll ego . . . . 1 Port Gibson Female College . Female College . . . Academy of the Yisiration . . . Bordentown Female Coliege. Athenaium Seminary . St. Clare's Academy . St. Joseph’s Academy . St. Mary’s, Ga - Iowa City, Iowa . . ML Pleasant, Iowa. Augusta, Me . Boston, Mass. (Highlands). Columbus. Miss. . - Meridian, Miss ... Port Gibson, Miss. S u Lis, Miss . St. Louis, Mo . Bordentown, M. J. Bi klyn. N. Y. Buffalo, M. Y. Lockpert, M. Y. Poughkeepsie Female Acad¬ emy. Statesville Female College . - - Academy of Notre Dame . ... Chegary Institute . . Mrs. Goodwin Watson’s En¬ glish, French, and German Young Ladies’ School. Pennsylvania Female College . Cottage Hill College . State Female College . Bryan Female Institute . Soule College . Goliad College . - . Albemarle Female Institute .. Broaddus Female College . . Kemper Hall . Mew York, M. Y. (49 W. 17tb st. ) . Mow York, M. Y. (222 Madison ave.). Mew York. M. Y. (713 Madison ave.). Mew York, M. Y. (46 E. 58th at.). Poughkeepsie, M. Y. Statesville, M. C. Philadelphia, Pa. Philadelphia, Pa. (1527 Spruce st.). Philadelphia, Pa, (4111 Walnntst.). Pittsburg, Pa. York, Pa. Memphis. Tenn. Brvan, Tex. Chapel Hill, Tex. Goliad. Tex. Charlottesville, Va. Clarksburg. W. Ya. Kenosba, Wis. 584 REPOST OF THE COMMISSIONER OF EDUCATION. .1 * ^ >5 ? S £ n <2 * ^ 's 1 P P § -2 1! 1 rt I I c<3 .2 l 1 X •uorpstnuionap snoiStpx Pi>9 -yssupim sjaapujs jo jaqcaux *1 o SS : o 4!) 31 30 4 38 0 +3 a 1 1 1 C ! j %\ 1 1 ! p, !l| i 1 Students. •osxnoo ogijao -ps joj SaiiBdojj r ' o o o iS Sg ^ o •opK ; x ss® § *3 1-1 o S33 ° r-i O r- 1 H i-4 ■Rinpri.TifiiiT jo jQqnmjj; - o <3° o OP500 o !— 1 • 1 t— O p a 1 * ! ■ Q 1 II ; i o ; i U s- :K-5 l 3 . S.S JIJ IK? P pfQ pgsaSKy 11 III! i J «sJ!iis ■noiiTJZTO'BSao jo ©;«(! ! ^ iiilsiSIsl ISlii IllllsSi I •jojicip jo ojbq; M !§ii! SisiisSI s 3 ■a D II !i J33^3 oSSf si 5SS sT-s i|3 g'Pjfl lpf|l!ll HtfiUHii!? smnm nth iljji«lll!!i!! I ti < gii nh* pi llllllPlI ltf|llls|f Hhs -j? i IgSfS V Ills! !!i?4SJ2 = ® Oc,tvlSc® g ir-.5 -^s.SfliS)! o’ £S. >r: u- = " HNMTPir.OI>#CiO !S32S 3532SSSS S 0005 o o STATISTICAL TABLES jpi lies • • ^ !n°Jj • o 585 o © © \ o o S : ; iSSSS S3 iSg^SSSS : _ • • * ^ • o V _ S j0 : ; g : •’ : o ° — 55 <=> jf :r. S : i :SS§3 SS : w** ! o »o • Cl • uo • o o o o o 8 :°S§ :a°S SSSS^SS0 :2 g ? ; : S 28 1 £f SSgjS iSSSSS P a ' \o % _, ^ ’ t>» >i I HI 1 I III I a a&a Table IX. — Statistics of universities and colleges for 1884-’8D, .dr-*Z «Pn > ^ O'-- r* 3“fle t>‘^5a>&a>dr3&5 #> H oo 'n* o o o © rja :. S7- 0 r^=4 r Ul ;os •*} o^- 5 3c« ^ III hJSpJh | S ^ ^ § > > > > s^ooa,: o ® o © PS^PSKbH PS Ho g« ™u,w • c . eg w w bg^y^b OPh13 a 'aa'a ® ■ o-3 £ Sg a-55 © a ciPh qO b3 g2d a gojfc® I § ^^'3 gj© 'c © o£ 3 ® p?iCCccHh> £ 5P fcfi g^sSss-'g^So' iin bjrarr|^ra.r © rt+^r o w bJ3 fcX© b« °3'S « i6p a rq! M >S O O cjo 43 WMO m i a - «i V.-^ S'© os oO» P°r§C)« o ©P,=3^ wo gPT! P ^ ay « »-22"a* a © ■© te S ra-a - © So.© a o©b»©yb©®Mt.w© ■ :bgbccgp^ ^:C-yr« S3 h «» tc^ Is Hi" Sis 111 pii |i jiiii I iiiim f^cg&a. P=J so n § a g 2 •= 2 «T=- 5 iiiiiiiiiiiiiii iiiiiiiii linn iniiiii |i|H|i iiiiiiiiiiiiiii 111111111 mill ilium nin j j| m ss. msm mmmm < lid ppm o S o gsu | ill II II &&&** o ^£,2 ^ CO o-' i £3 s ^ ,a -.j^liill |l| f |||||l||il 3&£ 3&*l££Mfc II E 111 in J-gau si-i!!l|ill!|!I;; llis* . _ §§ 15 |§Is I If *ISog|al|J S*£2S §81*3*1 |£If ^=*=1=1?^ cjs- sa5=; ^SS.^SjijcE n7g3gr > *'1.5 5 = §^-3 c S 3 iSSSSS gaSpS llfsss '£ 8,3-Si tSsfsl-H ialiliiiiss5 ll^iili |||!|S|! £h Ii3|m§! 2 Ingg^glaagg 2 22222aaaaa2S2il gsggssgss gsgggg IHHrli-iHnn -* 6 3 =c - H<1 M >» o "8 590 REPORT OF THE COMMISSIONER OF EDUCATION. STATISTICAL TABLES. 81 0 (» 0 • o s 4.0 o 3 S : : a S 0 81 0 °S° 8 1° - ■** O 4.0 **8 : 3 40 |°S a °3° 8 1S° §§ £ o 14 44 250 o 56 0 48 1 ° :° $5 * o 8 8 O o :fc§ : ~ g 38 O o OOO CO® 0 (e) 0 7 200 530 0 143 3 o 8Se 38 ®°§ 2S o "j-o n tamo oc O M O ^ HONW i-H o o • ro \ii j „■ a ' d : is' ^ J < Ui iYii 1 if aS-13 3 gl" 4444WI 1 i wi; -s a C a a - - . o o £ £ £££ : % a : cS ® 1 grQ li ift!|Sl|IH! g ®'3C«.2 5^-^ = >>S5>^ = 2> >>:;§> > * ' GpS(So««&3«p§t?tf £ 3 fcs; t> cc ^ sst? liii g I'liilS SSi&ggISiigSii il 1111 I III III. nil | !!!!!!'!!!!!!!!!!!!!! II =V II? I=b3 3 3 3 3 5 S >-• >.>X X t £ £ * & £ c o © o so© Hi £££ £££ ©>*§ I*J2 8 SJ-2 311! «=J| llfl „ ' ‘Q 0 '• ^ ^ : ig » *"2 ^3|SS B 2 *3 S&S SfU-SB i Ill5 * sS-SSS j® z, ;§• "® eT O IS •- ^ C Q — ^ ° >5~-%=§ii:§:§’2 S§ i^Snls^asisS =~ .2.2 5 * 2 = o •r1 ^ -r -F — w ^ mil l§liial38s_s§3.Sa§I.Sw.iSS§l8-lll3slslsSiiiS Si 591 *Froui Report of tlio Conuu’r of Education for 1883-84. c Soo report of Colgate Academy (Table VII). i As an acadomy in 1858. a IneludoH English, normal, and special students. / Since succeeded by Charles Kendall Adams, LL. D. j Includes students preparing for philosophical course. b At Osceola; removed to Fullerton in 1881. //As Colingo and Seminary of Our Lady of Angola; in A- Since resigned. o As a seminary ; as a collego in 1883. 1883 as Niagara University. I As Baldwin University ; founded 1845 as Baldwin Inst. d These statistics aro for the year 1883— ’84. h Recliartoreu in 1884. in Preparing for commercial department. Table IX. — Statistics of universities and colleges for 1884-83, fc. — Continued. For statistics of the professional schools or departments connected with any of these institutions, reference is made to the appropriate tables. 592 REPORT OF THE COMMISSIONER OF EDUCATION. STATISTICAL TADLES. 593 S 0 OK o 00 s? 80 0 s Cl Cl ^ o Tf o 11 4 1 12 ! _ o CO 5 ° 8 S3 3 SJrl o ■°SI3 o 5 3 ° 2 c- gS» ! S O ^ »-» CO __ s " § Cl : 28 : °2 i 8 S° S 100 0 06 24 08 21 20 1 5 5 4 2 i>n ;© ^ co 1-4 ci co no • ^ • © : : O^CO^WIM r-j © •siojomjsut jo joqumjq; HNH Ift H rt H O N jco N NCON • - t- CO lO 00 r* LO 1.0 £> t> iOt^ i 5*5 *■ Er shine College . Fnrman University . Newberry College . Clafiin University and Sontb Caro- 7 ! lina Agricnltural College and Me- > ! ehanics’ Institute, b ) Adger College . . East Tennessee Wesleyan University - ’Kina' CaIIao-a _ Southwestern Presbyterian Univer¬ sity. Hiwassee College . Southwestern Baptist University* .... University of Tennessee; Tennessee > Agricultural College. 5 Cumberland University . Maryville College . Christian Brothers’ College . Carson College* . Central Tennessee College . Fisk University . Roger Williams University . Yanderbilt University . . University of the South . Cf5 ■**! V3 tp NOOfflOH OJ C5 t* in O C'J ^ co CO' 2 (») 32 25 H ID CO lO o o 50 0 0 IQ 05 GO CO H O CM HHHH o 8 i5 Cl > CM • > g > t>‘o ► © ®lT © © © AAFAP 3AA : a v < g flag^ 'a ® a © I« hs?p l-t . . 00 . rt > > O > P © ©a: © AAHA : a og P< r .-ft < w • ■< t _r : p p a '•& p a s PC h « ?2^CU ° © a "• 0-2 SAM 3 rWoC^ A . a® © • OH PI r-< ,* i"_s • ^ f-T S A a gjg > ^HA H "S £ S ^ ft p fl* •I io'gai&S'gSogsa *d§l'^1f^lj 2“ * “aid a a o'A > £ t> > > >3 g > >' t>‘ k ®^; © © © © © ©m p © on © i-jtf AAAAAas-dAAAA to £H l .-® * g.s§g « o.2 pS Js ® ^ «> f +3 >. .© © C .-4 = sy sig*^ QC r— • O © 2 © ®5 — oo « ^ ^ H<< A«J : : : : : : : : :-5 : ; r© : • Pi • "w ji ■••■••■ u . sect... . Soutl isfc . — sect — sect — b . b. Pres sect... sect.. . Soutl . Soutl b . sect., ist ... eran . sect . . . jtian . sect.., Li ' a : •8 : . - JO sect... )ay Be ;.&Pre ig. Lut b . sect.. sect.. sect.. sect.. OH PC^ » O o s s o o oHl„ « Afcfcpofc A oHHa a c^ © rt £A 33 a a © A A 5 J A 1 C3 ty • fc>r“ "JQ ' b'r a-S ” ” ' ? ? ’ „„ a® fl„0Ra®SDOflflD p oj ©£o,a“5t>£co.©o. oHS uA^SaoAAHHAAHA WO OOHOOClOiOOlMOOf TfOOOOt^OOOWrtl 00 00 00 OC 00 00 GO 00 CQ O0 00 00 00 I CD ID Lt M 00 00 t»C5Ci^WMin?5MHOOI>' ^lOrfCOtOOCOXCOCWO! ODOOOOOOCOOOCOCOCOOOOOCOC J^L. iNOrJiO^CiOOCCMOO ;00000000001>00 00 00 00l>» (MO MO ONh r* O rt< 00 00 X) 00 00 00 00 CO c J^ ; m U® ©H H a II .. m » on ■» kl • • a © © • MtS - > ^ ' tr2 1^*3 *~J tf n 2 (S ^ o « 2 p ->? ll^'l | a .3 || Ull-sl 3 §lilt> «3 <3 t>^> gV bc2 * O =3^ a g p'> 2 o“ t?:2 H SS,® rP o A .a3-^j^0^03 rPge.2 5SflSo.qo ' P H > ©.a © ®Sa Sg'a oi-2 © 2 «® © +J 2 2 CS*® «s . r~ g © :3 £ « OO - o - a © ro 1-1 *j_fo ©’C ci p © -c llillfl S 3 '?'2'S'o § p u WD a « o o P DO © oo tcH<1 OO A^cctcH^ A ^<5AH AA coH 5S>^Sll|pta| s-i.!§igisp3ll; «5S |^1Slo.a|lS§§SS o o^H 45„o ©^>3 3 >'g . - q © hfll> sSa AAA >3 '35 o • o >» : a ^ v tfio tea y o •— * © s d As W!? jfl-d A"© S'S I5 aH isSM' ,^ao>: )0 © ed a; i-3 © O ®hn« °o?9-s. >>a - I q q'S £> 1-3 d'E © a tcc*^ HH A © ©,a^r3 bCbxA >,'-' £3 a a >3 ss o P ® o o © © a yo«HS ■p >^nm fis-ass !^o hU •PS1§s > •a A 3 OS .as ®.S a ©.3 A ^ O Fs ■s % & A^ A .3«w A ° : «s >> S © o ^ rP ® — lT 35 .w « s*si 5 >5© Mco :A.||I ®£H lliii^i > ■ ■'o » q« ooo«t5's? o ©CD tJD ^‘3 e-A ' © >3*3 u q ® a a^SApG | ^ ^ w a © ^ 5 © Sa q 3 3 3r 2 ®-^A© 2A >£ 3 a &33 § o 3 a 2 q.&o© 2 © o o d § AOASAAAaAoOHAO 2 £ © rq Hu I- y>5|; © oo p ti n I A'l ’> a a .a R c*o a gg g*©-^ A A<^h 4t So <3 O «© t- 00 Ci NNN c> •J9JXBqO JO 9JT3(I M 1884 1850 1861 «1859 Location. Deer Lodge, Mon . . Salt Lake City, Utah . Seattle, Wash'. Ter . Walla Walla, Wash. Ter . . . OtO I v LO rH • ^3 * Q Students in scientific course. Senior. •eXBraoji; W W 1 s • o -a v* ig — : pi ’®TO « W 1 rH CO Tjt o w ; .2 ! CQ Junior. •opjuio^ 1 w 1 • o o CO ; O •91BK © 1 W 1 ca!^> ; o r^» j ^ g Sopho¬ more. •opsum^ © « 1 : ■ • o • ^ . a • SPh •9IBK CB 1 « 1 3S • o ! r° r-t P Fresh¬ man. •oxBrao^ i> 1 « 1 : ■ t> o 00 s * •®M © 1 « I SS Oi to to Cl CO rH m rj2 co © 42 S Students in classical course. Senior. •GXBcaej « 1 o CO wo rH l"rt~! ?! •opK H 1 « I IO CO CO uo (M tO rtOHNCqHM "Ss p, e mP. Junior. * •9p3ra9l£ M « 1 ; o CO ® t- e o jw g g*! • s juopn^e jo loqurnu otpum h H tocoiot'-ina)!>co ©HioawteooNWCTiiHoos «'3,a IOIOH t-C-lOrtt-NH o 0° 1-1 Bh§ Corps of instruction. •sdrqsjoseojojd p9iA.0pU9 JO 'O^ © Ft o • o oo { iJ it r a ! II 2C 3a 1 • • • c3 I >o< 3 S l 3 1 ! ih§2 »1 fj li V. - 3* a < 33 V>UUO Jim ^UliC^O . 1 1 Arkansas Industrial University . 1 1 t 1AA1 ^ TT 1 is tl ' r M 40 N 2< 12 if 23 S'f lj 12 Sil ni lie S'*-** Its :£o S > i H! :«s • :a : t C3 » • Q • 3= : D M 1 so® : nOO°C ^|g|E University of the Pacific . Santa Clara College . . . Pacific Methodist College . Hesperian College . j *-> luvuioitv ui v;uiuifluu . . . . . Colorado College . 1 Umversity of Denver* . «««'■•] From Keport of the Commissioner of Educ Under classical are included students in These statistics are for the year 1883-84. 598 REPORT OF .THE COMMISSIONER OF EDUCATION. /t\ i'oobooo* rH • CO 00 t>® • 'H' O Cl ; CM rH Students in scientific course. Senior. ’eiuoiax 8 1 rH • rH ® CO -rf* ® CM •Ql VJK 8 ! lO • kft CM O rH CO ® Junior. •9p3EU9X 3 1-1 i rH CM CM O ■ •9IBK § IQ^-GO CO • rH T* 1-0 T* 00 I-l uO Sopho¬ more. •opemaj * 1 i i w rH CO CO • CM CO ! •9IBK $ 1 °s® t>* • CO X CM CO O l> CM 3 Fresh¬ man. •e^umax 5 1 1 - : : Oiot^ CM Cl Tf •9[Bjq i § i 15 (a) 7 c- • HlOd CM CM <3 c Cl CO CM I/O CM ■Students in classical course. Senior. •91BUI9J; ! § 1 HOH • o O CM O CM O CM CO j •9FK ! « ! rH CM CM o l.^. N rl O H O CM WC- CM Cl CM O U0 h* CM CO O CO ® ® 'd* Junior. •apjoia^ « j IOOO - *- - 0 0 CM CMOH^rtH ® ® i 8 1 5§S = CO^OO^OOwb* ^ ClrHTf ^iWOiOtOd 1— 1 CM ® ift Sopho¬ more. •apjtuej ! 3 jl'OW I O j O j j ; c o cm o m NN : •9IBjq ! * i U< it ift fO i-l ^ «o H«HHOOOt> CO CO IT. o 'i.O rH O H CO O Cl rH ® Fresh¬ man. •epBuxa^; i s II m :::: 0 0 O CM O t>- CM V CO O | •apsK 1 - 1 NlOHH 1 Cl CO CM rH Cl CO CM w® rH CM r-< O CO O t> O CO CM r-r CO r-. rH •8 juapnje jo laquiuu aioqA\ j i* r OH^OO»flTt^C5©iOOfl5N^OW»nWWt>t'NOn « o o to «c 00 H m^oonr:rt«OQC^^oM®« WC iH r-l I-l ^ Hn rH ® t- Corps of instruction. •sdrqsjoseajoid pa.4i.6pua jo ‘ox Ui ^«oco I o o o rH 1 r— 1 o NO O • CO ® • ' ® lO •sjajnjoaj pun Bjossajojd juapisoj-uou jo -ox *3 • 'OH • O ■ i a • • a ■ ■ 9 ■ a a CM fH oo ® © © © 'HO • •sjojonjjs •UI pUB BJ0889J -old juapisaj jo -ox •< Old !oOOC^^iHO»QttO«W^OOHHN^ HH * rH rH CM rH rH rH rH ci a> ® •j£jpiOBJ JO *ox W H C^CCOXCl®HtiH*COCOlOTijClXUO®COrHrHCMt^ Cl ® ^ ® rH rH t t < c a .5 8®,; :gi ■ j gJc^l “5e 2s Eg m : St’S g=6*o& c"' STATISTICAL TABLES. 599 CO _ O i o • • o o 1 t* t* t* xr ^ ' t*T co _ _ H OWNOOO rHO ;^0 OOOH • O > CO t* • CO CO t> rH ID « CM CO CM^ t* • CO b- • id OOH • ^ 'CM IN O CM CD H W O D W 00 LO • CO ' w O • O O CD t>t>H ^>000 '^HNC _D1 T#<^OCOCiCMiDiDOOCMOOCDCM|>OC5CD05 ^rH rjNC5 CD ^ 3 r— 1 rH CO #e» CM t> O O O . t* • O CD t> CM CM GO iOOCOOiCO l> . O CO CM rH |> 05 00 CM CD COT* CD CM rH ID 'T'b- CMCMOOt>CDCOC5COOOT*t>r-OT* 'CO^DO CDCOt-cprHPOCDCDpa>t>lOOO •CDrH^< §o © .R 3§>g >>o ®-e tig l® © M.-5~3 So ' * CJIJ • w • ^ IflUflll iliflUH mi is* i ■ ~> »PH gs i igsip i§ jiss n ■ aim 1 IMS* |SS|gS l§ao4o»-a|| g^SlfS all*§ i||3lgl a S fe S p-3 SHS'S’S ® ® S^.9°§'3P® © ®moo g£ o> © tJC © ea § ° 8 >> S.-S as a ®^©Sg2.® a a tc © © ®^ ®p:o fcps •§|.s S s « §3 J jj|| SB J S S| §.§i S3 1 s-g § g R3R^^OM<]McoPFP:H?:ORPWHfqt'gpR^M<]d3!25fit3a2(lipMRMMOMOORQ ©H©eo-<#in©t>aoaoHiMmTnmot»®ffl©HiMmT(iLO©t'Wa©HNmT(nofflt'»®©HNM'it K)r,ir.L';inouiL')inooa»ou©u©»©t.i>i>t.t>t'C'M>t'W®»»w»««»»Q)S)Qaffl * From Keport of the Commissioner of Education for c Under classical are included students in scientific g See Table X, Part 1. 1883-84. course. h Partially endowed. a For students in scientifio department, see Table X, d Admitted to degrees on examination. i Total of pupils as classified above; tlie return gives, Part 1. e Includes students in other collegiate couigod. however, a total of 29 undergraduate students. 6 In the Yale School of Fine Arts. / Total for all departments. j Four only partially endowed. Table IX. — Statistics of universities and colleges for 1884-’85, © Cl © © © © CO •sdrqsAvonaj jo *o_tt 1 § I o o • • o j o o • o © © • © Collegiate department. •sxnopnjs ejBnpBjS jo *oyt § I t- ©t> ID 1 e 0 To o © rH rH CO ID 00 © Cl © •sjuap -n;s xBuepdo jo xuraedg * 1 « j oo © CD rH CD • rH rH 00 Cl • Students in scientific courso. Senior. •oxuma^ W « CM CM © •9IBK j « I « 1 ... rH CD CO © rH rH © CO t~ CO Junior. •9XBUI9J « | 00 w CO CM *H# © • •0UK « | Cl r-t OH © • CO • e» CO © i* Sopho¬ more. •oxumaj 8 j i o rH CM CM : •oibk 30 « j oo CD CM 00 rH CD © © © rH rH is ga •9IBUI91P[ e» 1 is © rH | rH j CD © ■ ■ •9IBK § J eo a O CO © O CM rH © Cl © © 18 13 Students in classical courso. Senior. •9XBUI9J § CO o rH CM © ■ •9XBK « | 00 CD CM CM CM OO Cl O CM rH r-i CM © ID ID © CM © 00 t> ID © H< CM 00 OOHfiOH1© © ©00 Corps of instruction. •sdtqsjossejoid poAi-opua jo in O O n io rO • © • © rH rH © rH tH : rH CO •sjQjnjoar pun Bioseojoad xuopieoj-uoujo ‘o^i H rl O « O © rH © © © © rH © Hi © •sjoxonjjB -TIT pur 8J0B89J -o.idxu9pi89J jo •oyx rt fflOC-ffl lO O lO O C H t> © © © csio^i am •Axxnonjjo-ojq; « ! w I O IO l>© ID © H< ID © C3 rH HH t- 2 :'3 s > p c3 * a 6 St. Mary’s College . Washburn College . St. Jo8enh’s Collesro . Berea College . Ogden College . Centre College . Eminence College* . Kentucky Military Institute*.. . Georgetown College . © hi r2 1 t> A4 o P o <0 M w 0 5 Kentucky University . Kentucky Wesleyan College . 'o • • o : : S : : § : : •s : : is ■ ■ w : : § i .' •3 ‘I m 5s . ' - ^ § & o O ‘E? P’S-* £ s t> oc © s.aassssssasaassassssaa .3333 . sssasssssasss Table IX. — Statistics of universities and colleges for 1884- 85, #c. — Continued. Note. —For statistics of the professional schools or departments connected -with any of these institutions, reference is made to the appropriate tables. 602 REPORT OF THE COMMISSIONER OF EDUCATION. -jvqA oi^8^[oqoe ui sqaaAi. jo mo$[ (3lOOOOO^OO{DOOCOOOOlOOOOOOC!)hOO)CD COCOCOCOTt •9PK « 1 - CO t> • CO CO CO © • Oft a 0I» 0 © © 05 CM © © i> ■ HH V • Hi®c»on»cq rH e rH ■ejuopujs jo laqranu aioq a\ *» ^ 00 CQ O CO W«DH ^ OWQOMHHUOO© »— C^C0©00’H<©CO CO CO © 00 rH CO *<*» ’H* ^ «< Corps of instruction. •sdxqsjoesojoad p9.Ai.6pa9 jo -ox © H rH © © ! © © © CO ■ CO j » © © 00 • S ; C5 O CO OJ •SJ9JUJ09X pun siossojo.ia JU9pXB9J-U0U jo *ox « H 05 00 rH O O O O O 05 i i 05 © © © 05 Tt< ■ ; ; •< ; rH © © © •Bjopnrjs -ax pan bjosb9j -Old JU9pXB9.I JO 'OX * (M lO t> I> C5 05 tH O 05 H rH CO o i in os tji co oo m ■ • *£ j CO rH © •Ajjuobj jo -ox 13 © ©©!>[>© CO iH t>rHC3cn©inC-W©-Tt il !s il !C 1? IJ ! c ;C 1 a > 4= it ! P 15 >a ’fH 2 O tn m S o O >1 a OM b > iS'c 1 ® & j£> S-Spc ■ b k .•as )PC Central College . W estminster College . Pritchett School Institute _ La Grange College . © §B o a g ® o © COO noinooH • h co i H N H H H Cvl ■ I > com oco m w to in oo in ao m oo to to rH m w p a > o sw 2 (O I'd d •e% : ox* * o d \W C3 • rs © Ch tj £b bC " -43 ■ PJ SfeiS3&lb§ S’SooSSJ’gg §>g*g|K d m * • •1 >>d t> .. ‘9 © lift , m , q © • P © & © O >• yp a .9 o d ^ g o ® © g’glip s-sa s-§ d I s.fl-cs.6 £ s| g-e a w&i® eleo’sr50 5 3fl |i ilii!|!|fllli gllllHi E«ngaaa<8p up ifflfflOlOOOOOOOO iw Table IX. — Statistics of universities and colleges for 1884-,85, ,►.§ s= a a o = s sS = 0*.5 = = .2 = -;« a h:-; ‘-3 *? *-s -s <-i *-> •-s “n f=i >-3 ^ H; <, & j ° j j j r : : : : i i i ° i ;r : i is j j •uorjuudojddc 9JBJS mojj jb9A jsbi eqj joj sjdiooaa; § ill! j^eooc > jo • j j r : : : : © o ! o j • ooo 1 •899J uoijmj uiojj Jrca^ jsb[ oq; joj ejdiooag; s> ** ! 3 if — T ! c i . 1° il il illlsllSIll 1 oo o’ tjT cf © cJ r-T o' •eptinj OAijonpojd mojj emoouj 30 : : 1 : : 11111" l^'s' 1 i°i i il ; o ; ; :§ il i il ^ • r-T • . & 18*88 stS n •spmij 9Aijonpoid jo jtmomY' . »j lalll" §WS t-T ■8 1 i°i in ; g :s* l i!° il 8 is |5 11188 fS ”1 •enjujuddc pun ‘eSaippinq ‘spnnoiS jo onp? \ § ; III !« il lllllllllllllilllllll [§ :S2||'|~'S‘S|gg'|S2|'g'SS'sV Libraries. •eauBjqn •fjaioos tn saranjOA jo jeqranx 5 il il ;a‘ ir j w i’laii j PS rH* ill i il i ills Jrn' « t\ ! •sqooq tn jcai gjbiS -0]jod jstq eq; at osBaionj 1 §g| « il ^ ^ : nirr i \ il £383*88 •spqqdmcd jo joqranx ‘ 5 : 111 i-T i> ;i i :S ; I jl il il il 811° il 18888 OO' r-T •earanjoA jo aoqnmx 3 mu 1,500 20, 000 0, 200 1,800 461 10, 000 COO 1, 500 500 5, 000 2, 000 8, 000 12, 500 7, 274 3, 000 25, 000 1,000 800 4, 500 •2[99AS. TJ pJUOq JO JSOQ t- 12 W «’c- M t* d N M 4 “* 14 I j- 1 ;rii ! 71 T-. C'j joj juopnjs qona oj eSJBqa jnntniy © 8§§gSg8°§0083SS — - © * 1 i Colorado College . University of Denver* . Trinitv College* . Wesleyan University* . Yalo College . . . Delaware Colleen . University of Florida . . University of Georgia . Atlanta University . Clark University . Bowdon College . Mercer University . Pio Nono College . Emory Collogo . Ileddmg Collogo . >» : : : • p|iaj g:§ |!IS?S ill il. ii 111 mi if -S £ | STATISTICAL TABLES. 611 a’d^as’s isss «§«oo5SSc5 gsssieiss^ss §«?;2ss22^22So ass £g = £z§m §§8§§8g81222£§£2 § 2 = = 2§g 2*2 2 = 2 2 = 2 f: 33S3333S3 =33 = 333333 = 333 = 3 =333 = 333333 = 33 = 3 = l".lV3lh.h;lnh:h ►='-:"3l^'3,^h3T-5,-3,-3'^>3,-3'-S,-3 *3ur*3’3,-5'3T3k3’-:"3l^‘3,TT^,3 1° cf iiii n j j • i° • o o • i°i i ! ° i i ii i i i i« i 0 1 10,000 1 s° a • o :o : : : It? 3 iiii Si f : ; : : . = = £ 00-0 o o • o j i ° ! ° ° ! ii ^ ig : § j o • ; o • • O O o o o o • O — 2 r • oo • • ^ i IN it* I : : J|l!4 §0111 mssssss Jll r f «ft»cf : tT^r^-efrfo-rfS «»cf : ^ •« i° illli : « is il :*f is! i : *0~ : III 151111=111: «|ll!ss =oiiiii0i OC oVSWttODt-T i ° ig Jll :8.» -'s' 1 i o : ;iiis • o“ro ii ;§ o :« ill i : rf : =11 i cf : s^?iill!!!|! J ft iiaj, 1=1111111 1 g'g'g'SS'g'S i§ mi i isssiif | ii H illli sS'SS'S ii g'S :» :g iairu ii : - s s’ s' s' :: illli -> =3 c5 * P lllllllllllis 111111111!!! s° g s' s' 8 s' s' § g'g Sis !• = 1 1 1 $ § |‘ ?; | => g ~ " i II |s iilillllllillll !| : s's'S'g'g'g'g'g's' 2'gSs'S ^5 -« i" il i 350 0 3,000 ill! •wVTrf > o ill ; si Hi w • • • t ii = -f ii . . - 1 i i il a~ : : i 1 :i « ;? i i » : il II irsi|L ? 1 i "ill Ifcl gg : fcO « ■ • il :S • C2 ^gg| : 1 :i !§|sa ;3|o| j; 5 : :§g i| Is i is Ii! II! 08 I ill! *r- H ii ill : jwse* : sill “ 8 i ii ill il t i slip i ii i ii II - — s- - - , f iiiii y==iii : of lllllllllla ■*P r- of rr 35 n r J- ~T -* ! Jillllllllllllllllll i »^i-T?fcf^i=-^® tffr-fcfcf t-T» oo cf -c-" — " . iiiiilisillllill :i- n-^=:- - tf r : £ = J' £ ? = -Z sow ™npii3 3 ir"ipsr‘3r i S1? -«rH ff*1" S?8$325S :;gggs°=ss2ss==sg=gg j t-'8a » S ^ SS rn 1 * _ M * * I ! i iii >» | | : |ii ;C: = Ills- £ = = c : illr j j] !|j =^-j lii n\ S 3- = -=* Zw’J il Hi i§2 1 '.s ii : = ill Hi Si' 1 | : : : H \m j^ii Hll=2 5^111 S illjj! : : > I'f- 331 || 13s !l =^, St ii :3 I If jl ; c &!. Iz= = r- p || ^ c ‘ 5 IT: i = 3.^ 1!' “ 2 2 a; — : >> • Ii E i ^ ?£ If Ii i 5 r- * a 1 3 villi S * Hi I#! § f is* i|! | | Hills S338SS23g2&338g8338S&8gS£SSSgS£gSSe5S33§SSoS3§ * Table IX. — Statistics of universities and colleges for 1884-35, 3 S i © © © 0 000 ‘63 0 • © • © © © © I •saaj noijmj mojj juai! jsnj aq j joj sjdiaaag; © $13, 000 1,900 3, 700 IS cfef 5,140 1,930 1, 800 3, 000 1, 600 1,500 65, 000 4, 000 12, 000 054 0 3, 462 11 on © • S : r-T : s*» : •spnnj aAijonpojdxnojj omootrj 30 * 008 000 ‘1$ Is •sT-T 300 1,400 1,500 9, 000 500 1, 625 1 ills 00* ji&VToo 000 ‘9 0 si s ! •sptmj QATjonpoad jo juttomy $60, 000 12, 000 0 40, 000 30, 000 2, 000 111113 •''SSSS'-'S rH 100, 000 100, 000 el25, 000 184, 000 0 125, 000 11 t* ’snjnjnddn pan ‘sSarpjmq ‘spunoj# jo anjeA « * $168, 000 40, 000 30, 000 30, 000 7, 500 55, 000 75, 000 20, 000 295, 000 10, 000 c30, 000 60, 000 150, 000 50, 000 80, 000 40, 000 70, 500 ii gs ii gg Libraries. •saii'Bjqq iCjaioos m saumjOA jo jaqmnyj; VS ^ 1 1,500 200 | 400 0 1, 000 1, 150 ii is :i : : :N‘ il ! ii ‘ j j ;«© 11 r-Tcvf ii i—l College library. •sqooq nr i«aj£ GjeiS -ajjoo jsujaqj ni9seajaui 500 150 50 300 300 500 200 500 30 200 500 i is is s 1 •ejajqdorcd jo aaqum^j n 1, 000 300 100 &200 600 500 1, 100 iiisss :~vr 1,000 200 1,500 2, 500 980 ‘I 1 1 •saorajoA jo jaqum^r j * Ilillllllllslllliali!! coNHNWrtdH wV oo-io eo* .oVWad* 13, 006 2, 000 •2j.aa.4i v pjnoq jo jeoQ ** r !rr! nri jin •noijrnj joj juapnjs qoua’oj ogirqo jemmy © ssssgssss 1 ** © a £ 1 | Cornell College . Oskaloosa College . 1 U • |C ! Ch • c 1 II Tabor College . Western College* . St. Eenefliet’s ( iolloirn _ ui xiiiiipunai . . . Highland University . University of Kansas . Lane University . Ottawa University . St. Mary’s College . Washburn College . St. Joseph’s College . Berea College . Ogden Colloge . Centro College . Kentucky Military Institute* . ... Op.nrrrpitmv-n nnllrtrfA _ . .. ,-E il jl Kentucky University . Kentucky Wesleyan College . ssssgssggsgsggsssgsssssgs STATISTICAL TABLES. Table IX. — Statistics of universities and colleges for 1884-85, <$-c. — Continued. 614 REPORT OF THE COMMISSIONER OF EDUCATION. • - 1 oil Sk § *f I June 24. July 1. •spanj diqs -jcxoqas jo jaaopac ojuSoaSSy O •uojjBTadoiddB 9jnjg © lO TUO.IJ 1B9J? JSt?X 9qt •lOJ Sjdl909XI 1$ O' t" C"5 CO O . r-. (N .-I (M H © © © © do o a a a n a a a - B 0 o a s 0 1-5 *"5 »-5 *-3 hs 1-3 i-3 . rl Cl . ©COO© t^© o © 0 p a a a go a a E 0 B O 0,2 00a co es (c n © o © © c a p a s s s s •B99J uopinj raoaj JBoi jsex sqj joj s-jdpogjj oct-cr.ai> 5x'-ocdoo IM L— © O 00 00 O irt o © o o © nocso OOCOCSt-NO oTco cf to oooo ooous CCOMt> Thcfed" epnnj: 9A]XonponI tuojj guiooaj •spunj QAijonpoid jo janomy •snjBJBddB pat? ‘sSaippnq ‘spunojU jo oiqBA •S9uuiqi[ ! ^oioos ut 89 raufo a jo igqranjq owoo © — i lflO > t> Q lf3 O |®oVV i> © © © (NO OO © © »-h o © © © O O CO o © £2 O O O © O O O o o' o' oc o' ^ o' CO* O n T}1 O rji o M 0^00000 o CO o o o o o O (N O O O O O o' IH o' o' iff o' o 0000 0000 0000 000 000 o o •8T[00q UI JB9i£ 9JBI§ -anoo 48Bi 9qj hi 9SB9ioui , ^ OC O 1C o 00 o o a-f'Mi>C'ioro O (N iH O 0000 ao © S*HT a a « We || (o to tc © lc ;h H- Jfs^s 8.6 © _ 1 > ~ „ o! Mm l!ll« • © • u :o M .. a .g Io^Sl* a? m’«, 60 •SB a • g> . ® ® ii sfeasis •• °o. lO £ Sc . J C MCw ; r •> ac 5m c3 O -z'*0' M C CO ^ w I^lIlS’SjSll C tp « rc a .e 2 S ^ *g spcs^bbS-^h :pq< byS^toegcaDP 'o ©r^ o O Slu© o’© >©SM k a O g 5f • Ph ^ I o | § 0 ©•■§ NM^»C(phOCOC lo o »o 10 tb 10 irs © © © O © © c « STATISTICAL TABLES. 615 Table IX.— Statistics of universities and colleges for 1884-,85, ^ c. — Continued. 616 REPORT OF THE COMMISSIONER OF EDUCATION. II S a >i § M £ .d -ids" 3-sis2'^?; lilllllilllft 1I!ll|lIlfl Property, income, &c. •gpnnj diqs •icxoqos jo janouiie ajoSaj23y H ms§ in i joe® : il O'*! ii i i ir is ; i j”" •coiixjutlojdd'B aims ujojj anab: ijsiq aq; joj sjdiaaay; $ ®°« ;OOOg ; i“ «§ i ° j j o i :®§ ;°° •eaaj uorquj thojj juaA jsbi aqj joj eidiaoajj © $13, 180 8, 000 0 al21, 349 11,051 8,432 36, 000 13, 421 7, 610 11 ®'rM i i ill : : i*®1 iS885S”8 -'♦efefcf t- •epanj aAijonpojd thojj amoaui 3 sIb!IIsI!I j ® ®~ t-T oo c-~ ®~ . ° i i| is 18888 i • cd i t-* C-r •<* f-T • •epunj QAtjonpoid jo junomy h Sfssl ilia ;8lll i°° i il iirf i i is il illil i ii ill3"' i ’enjnjBddB pun ‘fiSmppnq ‘spunoj^ jo qujba « * 1 s £ iissiiiiiiiiiiiiiiiiiin ::|2"f3S2|gg2g-SSS-Sg"8|SgSS" Libraries. •eatiBjqq Ajaiooe m saarapA jo jaqurujq 3 r§ i ii r4" rn“ I j®~ i il i: i i- 11 ! =“£ : i i i° ef ; j j i i ill is 1 s 1 5 •eqooq m ana^ ayciS -anoo J8B[ aqj ui osBajoaj 3 § i jiS is im§ is js ii” i ; i ■sja^dmed jo jaqnm^j; 3 1 ; ; M 11 i MM j iiiim : « :| :^r : « •saunqoA jo jaqurn^j 3 88888818888888888 *“« *“o“^r j ■§22§gf2§^2 . O M X OJ CM CJ O M M i ill i i i : :‘-p : i j •eptraj OAijonpord moaj otuooui 95 liimi ; o«»o-r~o" ; ills 8S°13 s' s'? • • o • ! © ;|S il, 781 5, 757 •spunj 9Axjonpoad jo junoray $130, 000 GO, 000 50, 000 115, 000 474, G44 105, 000 5,000 10, 000 107, 200 73, 849 185,000 515, 000 13, 000 0 115, 000 jb ; ill i :5iS : ■enjuaeddB puB ‘sScnpxmq ‘spanoiS jo 9HJBA. © lllfllllllllllllllll : |i‘gs||g|'gsss§|gss‘g§g‘ : e" \ ill ; ill j Libraries. •sguBjqq Ajaioos ui saciinjoA jo aaquinjj; « 1 il ' c iiii°i i s « t>“cf t-t : i i In in i *500 College library. •eqooq ut ivz£ qjbi3 -9XJ0J J8BX 9T[J UI 9SB9J90I * il !S8| j: 1 i!sellsssla i: pjsj •sjaxqdorBd jo aaqranyx j M il ill i i •ci" j ; *500 0 4, 000 800 il i ;« : j§ ii i is i •saranjoA jo aaqurnjj 3 16, 000 illlllllllllsliilsl i : ayoaooNooVciVHX^H : llil ?'s‘N'§' * •^98^ B pjBoq JO JSOQ Ins; 1 j 0* • • •troijmj joj juapnjs qoB9oj. o"xeqo prmray © Is to 40-50 GO 50 70 40, 50 40 0 m «i 30 32 blO 24-33 c400 21,24 30 24,36 0 50-90 o & ij 1 p.- ■gj pi < i; jv/aiiuuj|m aiLciduh ...... - Emory and Henry College . Hampden Sidnoy College . Washington and Leo University., Richmond Collego . . Roanoke Collego . University of Virginia . Bethany Collego . 1 West Virginia University . Lawronco University* . Beloit Collego . Galesvillo University . . . University of Wisconsin . Milton College . Kacino college . Ripon College . Northwestern University d . I u; l; ill V I'l hi hy . . University of Dakota . Columbian University* . uonzaga college . Howard University . National Deaf-Muto Collego . Georgetown College* . £!S331333i§3iiSSSSiSSii» STATISTICAL TABLES. 621 Table X. — Part 1. — Statistics of schools of science (mining, engineering, agriculture, manual training, endowed with the national land grant, for 1884-85; from replies to inquiries by the United States Bureau of Education. 622 o a it ® g a Es-g p. n £g< P'S •Qtanoo JTqn •Sax ui jaqninu jgjox <0 P . © S-2 02 ® T3 •ej8JTH09{ PUB SJOS -sajoid jaapisaj-uoj^ •sjoionijetn putt eioeeajoad jtiepisaa; 8 «8 O a : - "e IQ CO iH M •epsraa^ j •®t •ejopna^euj •UOTJBZiaBSjO jo ejBQ . o • p w - l- P V-l C2 © « H fccv >i ’r=:< -ft '3 tT < 'S jg ft g •< ® ■< T. % o o o O © a ®3 © S-l MO ft H P llkf ►-5 •g' © o P g «wl»§ 'p ‘p p | Isa SSZ5 3 >’ ft.I pg ft gfOn* SH ^ 3 > • '3 (j p a > ^SP X3 © o« <3P P O H © •jajjBqa jo ejBQ < 3 _ © o "o o o° g g g > o eS oa 12 O © Ph5^ 8 s - cs >o o§ £ © ■“3 p •oibj^ o 3 1 69 CO 00 Third year, j •a^Bmaj] * i O O I CO c* j ■era 2 j ~~ « 05 CO 21 14 29 20 1 114 P«3 ©3 ® c3 © XI tc o © bJO bJC ® U)£ 3 8 P -4-i fP -H . f-l i— ' c r*H •” •c°Io^a < o S' o 2 '3 &; > 3 f® © ^ §.ts£.2»* .? gr, © WP-Trs >i C © Q -M Ql_M rth |oi^|*ao§SB W K ^ 02 IO STATISTICAL TABLES. 628 Table X. — Part 1. — Statistics of schools of science ( mining , engineering , fie.) endowed ivith the national land grant, for 1884-,85, fie. — Continued. 624 REPORT OF THE COMMISSIONER OF EDUCATION. Q^tmppjS jo jaqtnnx 1 C* •esinoo I © jBpaBd ct aoqmn^; ! 0 fi s$ 2% K & •epjtnaji; | •aiBingjX •opsing^ I « ,0M I M •eXBtaoj I ~ •ep?K _ C4 M —I •0sjnoo jb[tl ; 2 ■“aim J9qauiuTBjox — ” •BJ0JIUOOX pmj sjos j © -sgjojd ^ugpisaa-uojq w •BJOJOILl^SOI puB ejoseojojd ^aapieay; •0pjO19j[ I QS g S Pi'S 43 a 02 O 'W •0IBJV ** •sao?.9Tuxsnj w 5 M •g s p °1 ^ r§^ I’Sag §0-2 S . _ o s *o« AS o B c a o o t. « c 5 ?o o > c e OW " .2 P x ^ g a S >-X! ® a ^ 2 © .'2 ‘S3*S«g ® c > « 3 « §.2--2£ ^ S-” c , > r3 a: *2 siu o O p * §>£§ - ®r-4 O •uoi^ziubSio jo r; ^ IQ CO i oo oo 00C5O OION t- t- o o r- o CO tr¬ ee oo oo oc oo oc oo oo "J9£Zffl£> JO OJ'BQ on r^o^ hl‘m o t> o o tr- o o c- oo oc cc OC 00 t- 00 oo X = ‘3 Pi IS © £ © a. g o > a *5 ►J w v-* 5 fee* a tt *=> I £ c: ^ r-i : 5 * « « o Cfc STATISTICAL TABLES. 625 Table X.— Part 1. — Statistics of schools of science (mining, engineering, $c.) endowed with the national land grant, for 1884-85, $c.— Continued. 626 REPORT OF THE COMMISSIONER OF EDUCATION. •jugragoimranioD 'jxgu jo g'j'BQ © © © a o a S P 3 © © - © © a a > a a =3 P ° S S3 •aotjBudojddB ojbjs tnoij IB9^ ^9BI oqj IOJ Sjdl909}I Vi M $7, ICO dl3, 000 (d) 21, 000 10, 000 o o o o o o o o o csf o t* 1 s 29, 469 20, 000 2, 500 22, 553 16, 500 "S99J UOIJITLJ moil IBOi JSB[ oqj’joj Sjdl9092£ W o o o O CO o o o O^CO t> ^ cm lO o • l> • S ; 0 000^0 03 O H O 40 40 rh O OO rH r>^rH & •spunj 9Atjonpoid moij sraoouj M M OO O CO OOrJi O OOOCOO coo co t-' 05 C0 © 05-1 CO -< i-lrH^ •sparij 9Aijonpoid jo janoray « M ®® I ® 05 ® ©Ot-T*© OO i® O® O © © © -iji © O O ^ ■ © . _ „ W 05 © © © 00 tji © of ©'5- loo'S- i^f of ^ irf" ti ijf ©“ t> t-* io co it— in ^ — > oo ■«* m a © c-i-H >(M h» w) : ss ; 0^0 : S o g) •a 1 S 2 ® -'S g S jil : tio g o g . C5 : 2 • ej i o © 1 © t* f- o O < 05 fo T taw. i>oos». o^o ^-5^01 into c^. STATISTICAL TABLES. 627 Table X.— Part 1. — Statistics of schools of science ( mining , engineering, tfc.) endowed with the national land grant, for 1834-85, efc— Continued. 628 REPORT OF THE COMMISSIONER OF EDUCATION. •jueuieouauitnoo jxeu jo 9jn 3 "3 «M .43 .3b.® ) q,® £.S ap ®S d'E ££ i btp*3 W ◄ 6 ‘From Report of the Commissioner of Education for c Free to State students. /Does not include amount arising from sale of Congr®** i 1883-’84. d Agricultural funds only ; for university funds see Table sional grant of land, a Also reported in Table IX. IX. 0 Income from land grant. 6 Reported with classical department (see Table IX). e Cost of a scholarship. Table X. — Part 2. — Statistics of schools and of collegiate departments of science ( mining , engineering, agriculture, manual training, $c.) not endowed with the national land grant, for 1884-85; from replies to inquiries hg the United States Bureau of Education. STATISTICAL TABLES. 629 Scientific department. Students. •ejnopnjs ojunpBJ^ jo aoquiujii 3 1 ! • O CJ o M 2 •osauoo T'BijjBd ut aoqmnvr § o CJ ID t- H Cl • Cl (f) -t b Fourth year. •opjraoj £ \ : ; © •9i«K 2 i Cl j Third year. •gfBtugj £ i : ; o ^ o’S •0[BH 1 i CO • CO o 68 Corps of instruc¬ tion. •8J9H1J09I pue SJ08 -B9JOld JU9ptS9J-UOX e 5? S' ^ • S j •ejojoiujeut pue sjossajoad ju’episag; $ Preparatory department. Stu¬ dents. •918019^ ® : i : i ° : S i •9IBH : : i : ° : S j •Bjo;onj]eoj : i : : ° : 2 : President. *5 Maj. Benedict J. Burgess, superintendent. James C. Greenougb, A. M. ¥m. F. "Warren, s. t. d., LL. D. Charles W. Eliot, LL. D., president; Henry L. Eustis, A. M., dean. Francis II. Storer, s. n., A. M., dean. Homer T. Fuller, A. M., PH. D., principal. James B. Angell, ll. d — Eev. Wm. G. Eliot, D. n., chancellor; C. M. Wood¬ ward, PH. D., dean. Rev. Samuel C. Bartlett, D. D., LL. D. •UOI^CZIUbSiO JO 9JT3G CO 00 5$ 1874 1848 1 1871 1868 1857 1852 uejxeqo jo 9*8(1 W 00 GO e 1869 1642 1865 1855 Location. 6* X > J i G s 3 £ } f 5 i 5 J Boston, Mass . Cambridge, Mass. Jamaica Plain, Mass. Worcester, Mass. . Ann Arbor, Mich. St. Louis, Mo . Hanover, N. H . . . . 1 * A.— Schools op mining, ENGI¬ NEERING, AGRICULTURE, ETC. — Continued. Maryland Military and Naval Academy. College of Agriculture (Boston University). 6 School of All Sciences (Boston University ).e Lawrence Scientific School (Har¬ vard University). Bussey Institution (Harvard University). Worcester County Free Institute of Industrial Science. Department of Civil Engineering (University of Michigan). Polytechnic School of Washing¬ ton University. Chandler Scientific Department of Dartmouth College.* OOr-»CJ STATISTICAL TABLES, 631 • | o ■** o • d CO ^ ^ © •< i ° o © h* M d CO 12 a_ l13: ! 6 © i i ° • CO ^ • CO iH CO 08 i ° d Cl © d 21 0 © ; i • © 36 12 iO 1 ^ © d d © © CO CO i i : © . • : • i • © 5 44 24 70 09 © 00 CO CO 60 12 : : : © • i - 2 52 30 70 © t> 47 00 CO 7 168 80 3, 281 82 227 (h) (A) 207 361 25 22 54 124 143 673 201 1, 500* 235 49 O O CO co' rH -5 _ B © iJ © £ M W „, © © W jT ■ O P s S' CCr? 3 g cm nSo 00 00 00 t- e8 © "Q a h £ .iTs* C. p S-l ora o £ ©Co fc a X * £ £ ft 'S o "5 t* § I & g I' Is or Ha ,_• C3 — £3 £ g 2.9 Jg HO OH £«« 3 a ftft ft Pt © «3 S' oH 50'S 02 s,P ® © w a ft .3 © H ta ra-£cc -g *8i I ■§ is 2<* a£;fe a a go- a sas © © o © © *jgl« ^||| lei's -s h> O W O o J ° ° £iS t« e3 g O p I p!T§ a & © a 4o© a 5 I511 •g « I lo?l a *x s ® .9o°g © © IS > o •-; o tit g ^ © a as ®.2‘Sftip k ai m © © ■§■3 *' a o SSfe ^ iltn I g ills a Pal© ft §jsz a ® l^.S®-3 t* a.2|Uo .2 >^a c 2 •©-■£: ft ^ a © a >J®SbL> ■^aD, r, S.2 a a O ST*3 fi — »— CS m C3— O >4 2 _ S 13° Oczj 2© j. aOS S *2 |w J.2 © B’g g ®-a i50 f ociM ilUli«i r3^c3'Ht-Q.O H Ph IftMEH &Sa«| ac > w>3 ^ O © ® .3 s &aig,|| »i-s«:3.= E>CC XT. W CH . CSI «5 ©t» 00C5 O iH CdCC^I l©«© ©5 CM CM CM ^ CM ©J - CO - CO - CO « CO . CO CO oOh ° o o fpft (' M u-a a » 3 o T. p “ft .3 - P -2 W.© §1 ' Oj.! ^s-g .Sm © 'll a © § Q M r3 3 O a • q a a 2 K 5^S « ft*-*j r-i £ © © ft-ts nMa a m - p B.40 o a © .Ti o a •2 o | fc£J ” ' C — I jft> ' 2 o £ g s ^ ft^H- J ® a C’-S .SO 03 ,H« § 0 «§||gs| - „ Ift ; w © o © ftj; ot> r'H® M: «w> g=;ft s*^ft lll5S||g|3 ftH&ft^Illl P ^ ® tfp SoS3® ” § ®.2 a 33 C!' -§ o ^ ^ ^ ^3 .a® g §5.2^^ §*g H<1 o'S'St o^ a ? „««!r | a && i.s--: J*03 © -^ ©■ c. ti- ft « w ^'3uM£a°g'='5 © a ®w © ©x 2©2 ^a© a^-apaa H ^ ^ ~ t: m © © a I'S’p © a ©« «© £ ft P*3 ct^ 3 £-P a o§>«3 a © ®tS ◄1^3 11 aa ® © a - a> o’-1 a a -a tc -§CJ| «' 5 *§5 if 2 a WO £| -if f— "3 r?»S iC a ® o _ 2 a O ^5 P< ^ \1S§ -j a S ® © ® D® 2 > s ® o *9 “If ill 5 © wft a ® ^ft o rt « O © °i5 „i5 ft55 ® b ® a «ill|5 a s a. a ® PP5H kb-^ ® o C -W II a © © 3gM a^ © a *3^9 © a • S i-2^ c ‘S'P x S o © afll ©^ ©H <5^ ; Table X. — Part 2. — Statistics of schools and of collegiate departments of science ( mining , engineering , <^c.) not endowed , l> 00 CO •esmoo jBpiSai m loqumu jejox tH Ift CO C- _ ® ia o -s- co O -<* rl O) CO Corps of instruc¬ tion. •siaxnjoat ptre sjos -eajoad juapisaj-uosj; 9 o '• I o 2 : : o ■siojonjjstrt pun aiossajoid juapisag; * CO CC CO 00 O Preparatory department. Stu¬ dents. •opjtnog i i ° i •9IBK • ., director. Charles A. Death, in¬ structor. Dr. Richard Grady, direc¬ tor. •nor).i3znreSio jo 1 * 1834 1 1839 1870 1825 1884 1885 1884 1883 uojimp jo »;rQ[ « 1834 1782 1839 1870 1819 CO CO oo 1883 Location. ; Northfield, Vt .... Lexington, Ya - Lexington, Va .... Now Market, Va.. University of Vir¬ ginia, Va. ! s ) C f < b L > t ! i Chicago, Ill. (cor. Michigan ave. and 12th st.). I • | 1 rs 1 8 1 2 . o > a > 'rt 5 n : © 1 'A 1 Pi r r< ; . A S W 1 A.— Sciiooi.8 ofminino, &c.— Cont. Norwich University. »* . School of Civil and Military En¬ gineering (Washington and Loo University).* Virginia Military Institute* ...... New Markot Polytechnic Insti¬ tute.* Scientific department, Univer¬ sity of Virginia. B.— Manual training schools. University of Denver Manual Training School. Chicago Manual Training School. Manual Training School of Tu- lane University. Baltimoro Manual Training School. oo os or* o £2 - — -2 2 2 £ STATISTICAL TABLES. 633 Table X. — Part 2. — Statistics of schools and of collegiate departments of science ( mining , engineering, -. Ci ©!_ .2 > O. *i J; O O S hr! O I .a -g ! 3’' •iju9xn90U9imiioD jxgu jo ojbq; ! VS *5 June. June. June 18. June. J uno 23. June. Juno. July 1. July 1. Juno. Juno 25. Juno 17. • Property, income, &o. •etroijBTjdojdde ojnjg raoij juai jsei aqj joj s jdiaoag; l* ‘A $21, 0C0 7,000 (a) • ■ S i i i *" *saaj rrotjraj mojj anoA jsbi oqj j’oj sjdtaoajj M * O O <*8 l> o o HXO^ PO » »T3 ^ © © © CM ■ © !> • CM* j •epunj 9Ai;onpojd uiojj oxaooux « « t O o o 41,(519 4, 381 23, 723 (a) © © • © © © iO :i>SO ; •spunj 9AijonpoJd jo jnnoniY « « $100, 000 o o o o p CO CO O CO o o toVTio-S CD O t- CM © © • © © © © ■ © ccT • CM »0 •snjBJBddB pan ‘eSaipjaiq lspunoj3 jo 9npj^ $30, 000 20, 000 o o o s o o o id CM o o o sS o o ! §§ : SSf : Libraries. •S9iJBjqix Ajaroos nr eacdtqoA jo jaqaravT W ° I General library. •S5[00q Ut JB3.£ x°0TP8! jsb[ oq; irt 9SB9Joa’x ?* ^U3 LO •ejajqdniBd jo jaqum^x « lO iO §3*- § CM 1,000 (a) _ ! © ! S •eanrniOA jo jaqranx * e* O o CO o o O SCO 00 o o o id O c: cc of 2, 500 2, (500 1,350 (a) • © • . o • © j CM* • •noijrnj joj jnapnjs qoua oj eSieqo jBniniy o p &r o m wcooo CM hC CO ©* w © ^ -3- o oooo ooo o IQIOJON O CD CD O i unaA ot;e^oqos m e^aaji. jo jaqnmjx | § 1 CM lO O CD ^ CO oo - o i CO * ^ J : O • ONOO ^ ^ CO CO • ■Ipnje | jo esjnoa nnJ ui bjboA jo jaqnmj^ « CM rH C? • ^ CM CO • 1 -sdiqsjnpqoB 99Jj jaqjo jo jaqum^ § ; ° i 3 : : : ■sdiqaiB[oqos 9}bjs jo jaqranx ?! ° :S o • CM • : : i IS *!§§ ss^ o (.'r c; “c •It 1 2 «>=E'lcD^ > <=,§.£ > £ ®-*,p. ®ipp I 5 ® § «coH sgSip!l!l» §1 *Sb O gsg « oca a to o 3 2 tip tK 00 •§ a-i g| _5 &0.s2ge3 ^ m E ffi “g" 5 ?g| ■guO, p|« c«m5 o o E .a §.s •5Em 1 1® *55 ©*a ££ o £ 5 t- 2 !h!<5£p«£q It’s &&f PhUH w o^ioot'WOOrH^r-i STATISTICAL TABLES. 635 Table X. — Part 2. — Statistics of schools and of collegiate departments of science ( mining , engineering , $c.) not endowed, qo8 oajj jgqjo jo laqranvj •ediq&iBXoqos ojejg jo loquraj^C o ©2 v § g e > ^ «- « ■“ br- ao^jsp r= a ^ , cC o ,2 W-a-s |c • 5f= O 5 5 -5 o c ~ 3 ►«!.§£§ b£ PP i •— 1 c , £ c o=|^ -5 2 fiK O Co ok'-h cM m tt- a: 1, .2 VJ m.5 s fc£s £ y .2 =^.S cH-S e'3.5 c cs — .2 H * &H ^ S —i e'r.— S’ Si .s§ :53a o ® c .a £ « 0 = 22 KL-HQ'i/yciCCftN 1- = CI 03 5 S ■=* 2 ££ g mH®o§ 00 Ci © ^ lO CO t^iSOiOtAiO hOlO a These statistics are from a return made a ferr days after the opening of the school. October 22, 1885. b Average charge. c Income from all sources. Tablk XI. — t Statistics of schools of theology for 1884-83; from replies to inquiries by the United States Bureau of Education. STATISTICAL TABLES. 637 * From Keport of the Commissioner of Education for b Not yet organized. d Not fully organized at the dato of the closing of this 1888-84. c Partially endowed. report, a For all departments. e At Galesburg; removed to Evauston in 1882. Table XI. — Statistics of schools of theology for 1884-’85, - czjo 2aiW.S i d 09 - fib C c Is a © §'5 8? ga £ >■ > o o «« > > -3 > *3 > 3 > > . E©.2©(S©i;®©m> £«p:«PhP3^££:h d o » s ©Ini p| I E‘c=2 Q . « £ a c ® a r « o a x gSSg|:g IPi?^ Sj,®h c c se?8|w ■so g sSi W-27« A . g ,Jj 5 t» 3*9 i © *3 *J «PS C ■© _ - P4 «« <3.© ?> » g . c © e © — < m _ q - © O - im © _r Ck-JO !>■ > > t>* ©so© •U0T|BinUI0U9(I : rt c ! P.g *o © 5 .2 3 2 9 :'© © sj ‘Z m r* ■ o o© .* 6 a - ^ ^ ^ ^ 5 - O Su few c S • ■ ■ • © ; • a ® , a I c . ! © ft *.S :3 : : S 6=1 C S Pr2 ‘ • « +a <8 d s? ss s: ■« J .© 0C C3 •- -j 1 1 ^ § g- & o OOftQwHKS : cs s : • 9 9 ^ . o _o 03 Jill .5 S « O O *i ROO^ •UOTJBZTO'bS.IO JO Q^'BQ • i-« • k j ^ h* ^ h» O O . L^CC • CO CO • COX) .ttXXXXXX o co 00 oc ' M9JJ13Tp JO Ol'BQ rf »-0 rt< L.O Ci LT. o t> co t> co 00 00 00 ■ 00 CC X CO oc iC CO • O l" C5 CO rH X X | ' £S ■ i \ ; i • • • a ■ a -p ! • • p n c5 p 5 c p i© s > ts o bt £'£S~2Z -+* P ce ^§^►3^8 id-1 PpO«LH g ss s Mg^.S s © © P9 •3-SS | «?§£.&£ £©2 0 1-j 3 £ P3 a? P k O ^ to © §^-§®®® " “ ©a; ^ *—* r.' h. C f, '3 cs Rfl ® 5S . Ph^ > .5.2.2 .2 i. £®^ecoc,© = l|a oo &% fe & g£v II go p° II |« o o p p © © S g hec ■sssi tr © £•© •1^ >•1 p-c| gt??g| 5m 'S P. •— O c a © p © ® -|^£| isu^* s 1! © o ^ c G+i H p P - d © P ea - - w 'p'pC5'S:5 p^'csHh ft1- .2 ® £ffc>t2 fl.2.2 a=-r2 2 StfclstaW 3 *g t( C 3 ' c ^^5.2 p 2 cSts'S 9'® x S-2 tjrs 3 O o'f-e S || g oc © ! p ® © 2 c,.2 Mg t)5 S M U © _ _ rfjp.? a^P P O-^S © ©m3 l®-3 o^spSo£5'=:=' HH^MP^oH^ccPQm O OWCURmHO *-B Sig, p © <1^ t£bO © O ^ o u © oe §§ 51 BT5 O • h© © *' >;S C ^ Si? I |2li o5 © -P .2-5 ^'S |i© Sm 'S ©-Ir3 go S o © 'mt,5 ®‘ g oc:©;. « ttog ©M- '. c p = © « p >4 .2 P g« o‘s •J l.i _, hhS ^© . . Sm o o.g- P © PBS- 2%&§ ■g-jj"3 © s rtftg £ © © rtH -~.3K P £SS Z tc 2.2 1 H I « Si sc . sills E-HPh? C^JC4 o •H fH Cl o 04 0, 1 0 5 7 0 7 3 0 094 o o o Ot*H fi r-t •a 0 Table XI. — Statistics of schools of theology for 1884-85, ®nfl« itji .-hin o to -«44 g< ^ bC.-tS 2 W go®2 § ^ | 2 ^ § n § R g o © a « © rj 2 “ 3 ® 3 tc 1-1 § co ft,© « ^ m' £ > > > > > ® ftai o ® ® © Ph WPhPP Ph : a ■ ft ®*2 • ft •o«§Qr ^ft’ ri¬ ft < >.2223 u,gtf |w gs £> pH P-^ f> p* > © © MPh .9 H •| 8 s&a .0.0... > 2 > (9 > > > © fn ©<*h © © © Ph Ph PhPhPh •UOt)13UIUIOU9(I £-13 M © .2 ®M >-£rft43 'a i’p 2 PMWPh : goo® 3 5 ■g-J ft ft'&gw vg ® cd ci ,© 2 . ft'S 9 9 §^-g ci,® O o t, S ti PPOPhPhPhPPh Aft WPP .93 .2^ § 1 s « • PhWP •uoTjozureSio JO OJUg rH OOOOO to HOOtfC O (M O O O CO • I I rH CO 00 OO 00 00 00 • ( : : i I? : ' ei. ’ ^pj12: i p ft_ Is o 2 o ' £ N :H ; : Jp • ’• i = ?‘fl .o ■ . !« Ij-Oo ■2 9 ffi y± j3 ft _a _- U -O ! I ii oo Nril§§^S^ §! I > l,1^ d 3 ® ®® ft® ^ §99© ©^o^ftS^ao^ "ft's 'H© 9 K PmosHOOPh PhM hpp o -g rs so 9 a S - 9 9 .9 ®o ^ o oofl ■ © o i : 9 © 9.2 b * ft fcjOca >> m'2°0 & §i§a .g ^303^3 ® ft « «S” J i-1 © S'g=9-2 2'S a gift. 2 © o-s Oft ft ^ ® SoQ O ’ ® -.O ci © 9 ‘ t>>© o :.-9^ ®o • ® o © • t-o 9 ill! si >.- ® o pfl ® 92 t>2 ft 3*3 (rt ^ r . V S ft P4 H P-dft gH : (P.2 ft ; ® ft g ce ®P3 OWWC5 P ftS . g)ft2 o . l*®-5anS® © 9^m o © o M,6 © ^ +3 +a "® >>.2 © © © •sfl'Sgjji &o^-< P t ti "S — ' © ^ o g 2 ft o.2 3 S ®ft2n, ® © © w r ■a5OW|5,c^ 'ft'ft 9 ft ^2 .2 .2 ^.2 -2 o3 P; © fajo b£ bJD bO ® SSiooOOoOO ^.2-22222^22 ®Sdft®®®“®® MOicmHHEh Hrl coN o o ft Pi © © aa t! P e« S P.ft ft s © gl I Cm©. © O O © H3H3 £ ft ft H CO ' > > > -ti — e _a © © © = S~>> «» *3 : 3 °*-a ! lit a. j= fe: tr a - F-31 « ? ss! i * i > a O a -.2 III :* m o nois ocio a a H J ; < Qi iff “la I *‘ I I % £ ‘3 t> go a a Si Is l=5S£'S y 3 j © -* .**53 c *s © h - «^®2h grf p. ^ 40-sc > s > . > > > m-s, &z& a a s ^ < sl ^,— £ o |?9s15i £§ 2£|-s«sK s? IN £c > t> 33 I l: I 8 ^ ^3 8 If I cl p^So > g > > 3 M I 1 a ill i im ppi 5 > o © -o a oS££H \f P a !3* p - & oH o^aifQ ig P5 £ >o > > > ~ w ® © o O C3 wa !■§. II Ob n-H O ®S2 MO § a © o . x *< o a a _ ar:s°J *?g QN^f4 X pHIpJ km tf; t>‘ ^ >d o o ® ® . •nOt;BOTOIOT19(I ^gh -gH S-J3-0 M . M c: 00 SH K H a H WH a a a a ?■« rr* O © g^a o ^ ^ Cw • • > M9H .2 03 « S g | eo ® llIH •uoT^'Bzirregjo jo 9^q t— OCON CD 09 00 OO 00 OO QQ CO NO00 1000*0 coot- ^ lO l— CO 00 00 00 00 00 00 00 M9JJ13T[0 JO 9JB(I H H : h m :o * -t §g2 gH«2 "a 73 © %& Pi ■ a : a <3 « t>^ •rfg § So !^l« e~ s o' .T o .9 p'-a TO L" ;- ooH- flfi-S - - a a a h ® p *? a ^3 m ara & £ £ to PxH ■3 « W bJC ® JgaaJf ,§1133 IS 5lJ S 2 .= ©.a >-.a b£ to £UD*a ifl ®'S ® ora o £3 o © O og® ,pO,a H H H M © If go fx Pi •^.a fHR& o'o| -P4J-H 0 0 Q ® © 3 2 2m © © to rO,OrO "a "a 8 .2 °-a ’to'blH £2 a a HHP to KS o«S ,l|g.s Ifpflg 2 &.2 o © ® -4—' •*“« CO r— 1 rH ^ hI : >> ! *3 ! *-* ■ <© : > j|3 {3° 02 H s- -u biiaii a d ci oo xj P a Pi fflr-l 1-1 o ,C3 02 a ^ >* 2^.2 $ 5 m a to o a ^l-S o'S.o (ECO £?© ^iMH^H CO t- 00 CO CO CO From Report of the Commissioner of Education for 1883— ’J Table XI. — Statistics of schools of theology for 1884-85, tfc. — Continued. STATISTICAL TABLES. 643 O S-g « a “SJi a o 0 A •span; OAipnpojd iuojj otuoouj •epanj ©Aponpoad jo ^nnowy •eSnip^mq pun spunoaS jo onpjA. OD ki o o o o © © •sqooq ui jTjajC looips {jsB[eqjui osbojouj ■B)9tqdrai3d jo aaquin^ ® ® &S o o o <31-3 s.ff — o © o CM © •sotaiqoA jo loqurajj © © © © © © © © © © oo © © © © © © o © © © oijSEjoips ni B^oaAA jo aoqtumj; •^pnjs JO osjnoo n^J ui siB9^ jo joqmuji ’€881 J° jn9ni90U9ra -moo eq> jb sajBnpBJ*) CO 05 05 m 05 4* 05 05 05 05 05 05 •eoaaios jo sioj 49{ HI 99JS9P V P9AI9D0.I 9A'Bi[oq,M s^nopnjs ^aoso.ij ■89^‘Btip'BlS ^U9piS9^J •jaqtnna pneeajj "o g-'c |3S - « P EH S’ &g£ a csL) I l*Jf£ ^ ^ £ *> ® p. 2 rLH q , fl.S8.2*Ss3 s If-g o g-g .2 2 1 2 5?9 "3 3 <3HhPhccmSH * §? £3 26 -g o ® o © a .4 >s>i‘; M 3 3 § § a «w a cco- So S1% OR r- r ' S -4^ a2o|h 111,! g/gfiS «a§§ r.C *i|a jj a © S 4j ci a: A* A3 44 ajs^ H <30Hr- 43 O i o rr> s £ gMM-a ehs 11111=31 |UTc2'|c-^ ^ ® § a 2-Ss a3 ai .2 E3 h-s .2HH p,ba SCO o 44 g sa O tJCbCgiS^-g '(J C3 C3 »■© -4— ' 0 © © o o ro oc ,£ H © *1-4 •.-» © CJ «) *-* £££ eg HOOAPAS, I iM 05 4j< 1*5 <0 t> 00 *From Report of tli9 Commissioner of Education for b Amount received from collections in churches. d Value of school buildin; 1883-’84. c Mostly in real ostato, and only a small percentage c In real estate, a For all departments. available, as yet, for divinity students. Table XI. — Statistics of schools of theology for 1884-85, tf-c. — Continued. *544 RETORT OF THE COMMISSIONER OF EDUCATION. TTnivi STATISTICAL TABLES. 6*45 -1 S' rfS'SS 55 1 II ci££$ £~r, z* ev^s >-if-2gSS Sfei? {pig IS 2 |gi:.3§ >.§»§•>.>,§ £p===c --'a ^a = = = = =: -- = _• c; - = = A — = : . i|| 5J Ij5 ~® „• rf^SSI S§|i?i |»?S? & III SS§ PI :g S ■slili 1 1 O ItS O §§£§_§ § §1S§ mm- tf u is§ § is, 2-SN«- g- §®!M ro 11 offci = - p o2a s=s ill! §'£$S ggH-gg 5* = h>*-3 ^5 “a SSSS3 3 5 8 II ?3 §3 > « Si «Irt^ TT SSUS^S nNCSOH ;53 3 Mill m a US ■«? s 111 I m i in § -if f 1 1 » 1 1 o“ e I- 111 8 -S'B 3 viz .. © fo ts E~ 111 S3 §3>, si flip ST *§ |® sfp •2gS5uS 8’ §83 3338 i- 'o'. g -i» ’§§ §a O M O ^ , l! a £ & - a a|&|l •§ _im * 3 3115 ©. 5 £ © “ 5 ^ 112 psssg s ~ sssssss ““s^sss I! a p ■gi 8* -w xn 1 s 1 ... I 1 <=c=^3M P § sSv,3 I 5 ► 1 bp-. !§3 S3 SSS'-SS §gg5*Sfelri t-1 r-1 1-1 o^-e -H 52I2-. *« I si WE? mm * tPiif = n?rs I >1 *. ® S £P «' ^'S'gp* dUJIiy ip - w V ^ IsS S' isfjJl ft tl«J fills "^sii3i0=" sfe&sifiiss Is &sl4as .liei;: ■ .1 |5!liig|| IgiilliSlltiif IlilliiPfli : S*’ SSSS^y. iS«3>hS;E 0 89555 •a=Tt-gTt|aS5a H... 333333 3 3 SSSSSkS SSSSSSSSSS? SP SggSgg SSSs Table XI — Statistics of schools of theology for 1884-’85, §c. — Continued. 646 REPORT OF THE COMMISSIONER OF EDUCATION. STATISTICAL TABLES. 647 Table XL — Statistics of schools of theology for 1884-,85, fyc. — Continued. 64S REPORT OF THE COMMISSIONER OF EDUCATION. fi°a •eptixiT OArpnpoid mo'.ij etuoonx •epnnj OAjpnpord jo junom-p •eScipfinq puB epnnoaJ jo onjBA •e^jooq ui .ibo.£ jooqos jHut oqj ai osboaotii •ejoxqdtaBcI jo Aaqran^j; •sorauxoA jo joqmnxi <» § >» >. >1 c3 c? v 22° o o o O O — i CO o o co~ Cd ^*T o o o o o o w O O , -Too S o o o o o o J'lOO MKO£ 0i;SBX0t[08 UT 85[99A1 JO 3Qqmn& CO CO CO Tf CO •iCpnjs jo osxrioo ppj UF sxBOit jo aoqtanjj co « o c I air. coy Divinity Sehoc l . . Geneva. X. Y. . Sy - X. Y. SL Vincent's Seminary . Philadelphia, Pa. Table XI. — Memoranda. Xame. Location. Remarks. St. Thomas Theological Seminary . San Jost*. Cal . Closed. Theological Institute of Connecticut. . . Hartford, Conn . Xame changed to Hartford Theological Seminary. German Theological Seminarv . Chicago. HI . Sec Chicago Theological Seminary of the Lutheran Church. Swedish- American Ansgari College aud Missionary Institute. Knoxville, HI . Closed. SL John's Seminarv . St. Joseph, Minn - Xame of seminary changed to St John’s j University, and post-office changed from St. Joseph to Collegeville. Theological School of IVcstminsicr College. Fulton, Mo . Xo mention of this school in the cata¬ logue of the college for 18«4-'S5. ''ft. St. Marc's Seminary . Cincinnati. Ohio _ Closed temporarily. Theological' Seminary 'of the Evan¬ gelical Lutheran General Synod. South. j 1 Salem, Ya . i 1 Closed. Table XII.— Statistics of schools of law for 1884— ’85 ; from replies to inquiries ly the United States Bureau of Education. 650 REPORT OF THE COMMISSIONER OF EDUCATION. *2881 jo quoxu -oouorauioooqjqtfsoqtfnptfif) ! 2 : 1 Cl 1-i 00 C4 CO Cl cc o o o Cl X CO CM •oouaros jo eiaq t-Cl o cc ‘ON T#| CO CO •Cl -qoj ui ooiSap tf paAtaoaj ft TT : CM a OABq oqAv squapnqs quasajj 1 cc | oo o CO CO CO C! O t> l> o o •joqurau qu983Jj j OD cc o Cl DC f-i Cl • i— l o ( Cm O *8J9jnqo9x o o j o o O Cl o • Cl CO O CM c o: o putf sjossajord quapieai-uox ! oo & r3 *0Q •gjoqonjqs -•i-1© ■^CCr- o HOC CO ei^io °.s -ui pus ejossajoid quapieoa; © 3 © a a © r a ** i.2 * *J 5 iCQ .c ►3 • [> - C >J> ® c3 . MM KM M 2 © O ~ “SS a a 1 S^-3 a :ta £*33 M •5 3 ©~S c fa K ^ 2 ^ !z •*•'3(2 1=1 M do, t- lH © t> ° >SS a e»H ©ja^1 o M MomM o’g ~ £1 o p m J~ *c ■ © a • r§ P. .s. a rt • s® : - r rS^ . % ° < a ll h — © ©-!•§ § ll^sig laa &!■§ 'rai : < o"§ i §-=> i^lwogSSf 'luip^3 |"S tcS.2 g*g H KK * co 00 C- CO o t> 00 00 00 << 5 ©M w •g 2 g>« >3^2 2 © © © r-C II 11 a'0‘002 ag a a ® ® ass cs9fl tXtlR § 3 ggg cSCjPt^ rtcScS'gr.g'Sagcj §*© &.S so © ©*§* © -3 © 13 S ° O «- ->3 a c tc © — *-J^o >M P >» S's P> cS © M.5 © a RC ; > a a :«*§ °® - - P - Hi r3'dr3 £ .2 c MM P 2** 55 c3 e3 MM r©r3 ^ & >5® 2 ~ c3 © ® ffi >■ ©a-- c a a "3 cm P° r' i ^ op O s_.a - 5 - g c css CO & * * & raigbt STATISTICAL TABLES. inooo © • l- ^OOOtl; O ©O ■© •© PJ © w in m ■*}< in m c* i NNinnccn in d g : -s> • d 1 ! a ; 0 1 n • : p 23 • Ph ‘3 J 0 0 i S u rG ^ .- P p ^ r§ * o « g pH • a pa p j - © §~«9 t?; S h4 a P r o ^5^ igac ft gf p'^« F g^ JO 2 ^ C3 ^ 2 bI > ® .. • « K ^ -3 P ». Og p a jq° cj 3 £-§1 ^ r ►— < * r^3 ^ ^ >-5 cS ®S I'SOg %%%£ > • ^ ci o Ps&S ^ O m'm , r • to © ■ G5 c H *1 ^ ^ S'oK a r * ^ •is1 -tstipl cc ^ ^ G CJ . . PH > a s 10 CQ t s3&; « cc CO 10 : IO O O > 00 CO t'- H ^ h* O fO 00 ^ 00 r>- co 00 00 00 00 00 00 mt>oo^oo wo©ct-t» co 00 00 00 00 00 cm a —4 o 00 00 T#1 o 10 CO £~ CO ©•(MON » .2 tn1^ g .■S” > POP 2-3^ I*’ )•§ a ,cc > I >>3 o S° 2 o a -P S d.^r-, 3 PS P § fP.g (HhS ® 3 o'd'3 ^30 g«3 ^3-§ °* ^ pw^3 a eg S ccMS ■® a «5W o*3 ti iii jSS' %'S ; >j •3 -R3 P ^ ft. «s a SO • o. ft^ .S*£ * p s ,p 0 . ® .2 p &c* ^ « fe go^ « .2 o > *2 ■ a g“ p 0 &||0 •§ -saste w 2h ® 54 > ■; 3R MS ; g E “ol-olsi >S o.S § ^.-S» :2 >1 0 P3 S ® E S ® pco a ps o g o > t£.2 g g£9 g £ft "ho a >=2 O | °P ° ^3 | > 0 js> fill's .Sr- a o p oP>p.X .9 §'p 8 a o-JPSO vO P ©fe^- : o I'S S a laisi 23 °rP ® g< S P-5 ?„■§.: ; : ti) : a :,2* to -3^* frills U!ig5 p Pn3H 0-1 aO a_S ro <1 S p S ° t> 2 o a p.g „ cS © «P eoFO 4— P. P 4^ 1 -C p °o p p p o te^H o © o ai®aaj o S § n ftp ft P. ft ■ p p • p 4O1 . © g ■ ©.1 : > ° ; > g ea.2 • p © ■grfe ob.fe 'SO-SP-rP gh f> -g. >.5Q o ij -III Oh3 - ^ > it O o r1 ,p CD -P t>y?H ] 03 © P.-P'S" > ;.i p p - .1 .2 2 p 2 a 2 2 a pp a a go s-opiz; M <^SO0 0 CO fctCi & e8 O eS O P sssss ^llllll ScoSsSS ^ ®p © © p p - S.g og p p^p. rjPortrtrtCSci o 5 ft ft ft-p ft ft “P © © ©ft © © o ©K'p'p a'®'3 ££ & & * JS ^ ^ ©W aaaoaa co SSSOSS (M ? s Lii if P * ~ P olio. 111! EllS © c a a c a llll 1111 rznrs-z * £ * * MM Table XUl.— Statistics of schools of medicine, of dentistry, and of pharmacy for 1884-85 ; from replies io inquiries by the United Slates Bureau of Education. 654 REPORT OF THE COMMISSIONER OF EDUCATION. Walk STATISTICAL TABLES. 655 5 IP 15 1 tatistioa of achoo's of medicine, of dentistry, and of pharmacy for 18-!4-’85, Continued. STATISTICAL TABLES. G57 § ?! e00 a sgs ^ s^ 8 °SS; 2 S'0 mS S S rom Report of tlio Commissioner of Education for 6 Includes 2 graduates in pharmacy. e Includes 2 graduates in pharmacy and l graduate in 1883-84. c Includes 1 graduate in pharmacy. the dental department, ncludes students in pharmacy. d Includes pharmaceutical class of 4 and dental class of 2. Table XIII. — Statistics of schools of medicine, of dentistry, and of pharmacy for 1884-’85, $ c. — Continued. 658 REPORT OF THE COMMISSIONER OF EDUCATION. 'S8“IS8I jo jnonx -©ouamoioo ©qj jb eejenpej^) £ ! £3 2SSS® ! s°°!3 j ■©ou©ps JO sa©jj©t m 9©jg©p b p©AT3oai ©ABq oqA sjuapnp 3aos0jri © 1 o ! * ^ : |5 CO lO OQ •jeqrann ju©e©j j « 81 152 § :£££ : omS O Otg 1 •sj©anjo©{ pUB SJOBSajOjd }U©pTS9J-U0X *» O r-» SS ^ P £ 2 1 3 12 • 05 fi •sjopruas -ux ptnj sioBsajoid juapissg; 3 16 22 &Ui,-,ss : ® i® I * jjl < p OH P P ^gd'S'H^N •nopczirreSio jo ©jtjq * II II 1 I I Hill III •jajJBqo jo 9^d 3 t £ g s i(S Si If li OH 11 (Hi¬ ll 3 1 I C- A A 3 .5 ..a - .S"^ 1 fit I HI O Ph P4 gs - sa-3 s-2 23sSs.S§s aid STATISTICAL TABLES. From Report of tlio Commissioner of Education for 1883-84. a Those statistics are for the year 1883-’84. b Reported with students in medicine. Table XIII. — Statistics of schools of medicine, of dentistry, and of pharmacy for 1884-’85, 0 10 • Library. •eqooq nt jcaA xooqos xeiq eq; ux Aaiuqxx jo esuaronj © O • CM • t » • • * • • •ejaxqdamd jo jgqranjq ** IO O 1 : : : 469 0 •eamnxoA jo joquinjq; » tH §° 10 0 0 CM © »o 1 © • © 00 • t © 0 rH • • »-H • • • * O | | •.rea.C ot^enpqos m sqaaM. jo aaqranx « 1 ^ 1 ! CM OO O •**©©© O «-H — 1 -H CM CM CO CO CM CO C^l CM CM CM CM CM CO CM •Aprils jo oemoo xinJ nl p.iC9.f jo aoqinmj COCO CO COCO CO CO COCOCOCO CO CO coeoco CM CM CM CM © a a 'A 1 i i i H I.— Medical and surgical. 1. Regular. Medical College of Alabama . . Medical department of Arkansas Indus¬ trial University. Southern California). Cooper Medical College . Medical department, University of Cali¬ fornia. Medical department of the University of Colorado. Denver Medical College (University of Denver). Medical department of Yale College. . . . Atlanta Medical College . Idedical College of Georgia, University of Georgia. Chicago Medical College (Northwestern University). Colloge of Physicians and Surgeons of Chicago. Rush Medical College . Woman’s Medical Col lego of Chicago. Quincy College of Medicine (Chaddock ! College). fl !M 1 M <- •<* Irt (S-l.-«S!OHaCl CO ^1=0 STATISTICAL TABLES. 661 * Prom Report of tbc Commissioner of Education for c Reported with classical department (see Table IX). / Value of apparatus. 1883— ’84. ((This institution does not confer degrees. g For residents of Michigan ; non-residents riExamimuion fee. 6 Value of furniture and apparatus. /iFor residents of Michigan ; non residents 6 Suspended after graduating its 1881 class. Table XIII. — Statistics of schools of medicine, of dentistry, and of pharmacy for 1884-85, ifc. — Continued. 662 REPORT OF THE COMMISSIONER OF EDUCATION. Date of next com* moncoment. « March 27. June. March 3. Juno 2. February 23. April 14. March. May 15. March 6. May 29. Juno 8. March. February 26. March. March 10. Troporty, income, &c. •saaj aaqjo put? UOljmj TUOJJ JB3A jsbi eqj ioj e;di999V[ O C3 Cl • O CO 00 • CM CO © • M o' N • »!-<*• m © CO CM ^ CO co' cm* rr ^ • © Cl © © © © • • CO oo »o © © © • I r-t O © © o • • © CM* co“ cf o' • • * Cl • •spunj OAtjanpoid ulojj eaioouj 3 o o • • b- IQ • • CO • • • © • © ; co • • © . . IO • • co *300 0 •spimj 9ATjonpojd jo janouiY © 1 000 ‘9 000 ‘1$ « m • 00 • rH ■ cT ; co 4, 000 *G, 000 0 •enjujuddn pun ‘eSut -pjmq ‘spunoaff jo onin^ - $20, 000 20, 000 77, 000 *150, 000 *G5, 000 © © © © © © © © m © © © t> o © ©* © cm* ^ —T © 00 00 CM ►O CO iH *40, 000 *18, 000 *75,000 Amount of — •aoi;inj joj jaapnjs qoB9 oi eSiBqo xanuny 3D H $35 117 100 100 100 GO 140 100 100 50-125 87 60 40 75 75 •99J UOTJBnpBJ£) )» irs in m mm m © © o o m !NN CM CM CM CM COCO CO CO 04 <£r 20 d 25 25 25 •99J uotjnpioujBj^ | i-o m m io © m © m m m m m m mm Library. •eqooqHixea^xooqos jsbi ; oqj m ^jnjqq jo 98B9JDnj 1 C5 H i ° 1 1 ii •ej9xqdared jo J9qran& ■N • • i o • • • © . « 1 « ■ • 2 a *89ianxoA jo J9qum_si M i *150 1,900 5,000 *1, 000 1,500 s| © © © « • © to © © • • _ th © io • ; ^ •xe9.f oijs^oqoe ut eqaaAi. jo laqmnx 1 jo >oi co • c* C4 ci *# o ea • ci eo W'J'CJI ■ CM * « ; & £ A ! .* | £ S o > w : : i, s i 2 i= 1 ; ; : ^ 3 © > 0 ; . ! CS rt K : ° £ & £ -3 : : i | «« g ®. 3 : : ' 1 ® i 1 § is .| ta w S ■s’ g * 1-2=2 = r£ © S 3 '5 ® « o | og >1 § Si* 5 g H >.2 r- 2 H « So® s C A-o o- 2 r1 U ^ U ^ S mo t-h NC9 to CD f— 00 CS O — < Cl ^ o »o joio u- oo jo jo jo (s o o cs co STATISTICAL TABLES. (jGo £ 8 S3 >rt of tlie Commissioner of Education for & Value of laboratory, college museum, and furniture. /Winter courso of 20 weeks and spring course of 12 o Valuo of apparatus. weeks, ave access to Mott Memorial Ereo Medical d Examination fee. g Winter term; spring term $10. e Uses publio library of Cincinnati. h Reported with classical department (seo Table IX). Table XIII. — Statistics of schools of medicine , of dentistry , and of pharmacy for 1884— ’85, 4 c.— Continued. 664 REPORT OF THE COMMISSIONER OF EDUCATION. Date of nest com¬ mencement. 8 S3 aa ~ 6 1 1 1 a a a March. Juno 1. November 11. February 23. February*^. March 2. June 2. March. March 10. April 15. Property, incomo, &c.' •saaj aaqjo pun uoijraj raoaj aeaA jsej oqj aoj sjdpoaa; § 000 i ?' j j B 11 1 8 j ■ . of ioVT . cT • 15, 301 •spunj QAijonpoad raoaj oraooaj * 1 • j j II i i i i i : i i i i ; j tf j •epnnj OAponpoad jo junomy % $0 0 20, 000 40, 000 •enjBaedde pan ‘eSar -ppmq ‘epanoaS jo enje^. 5i 000 '32$ *2, 000 58, 000 80, 000 50, 000 80, 000 100, 000 1 Amount of — •uoijmj aoj juapnjs qoB9 oj eSaeqo jemmy X I SS P S s S3 S S 8 8 e *99j uoxjenpea*) h ; | ^ S S °§ S §S S § •esj uorjBjnDiajBK S 1 & 10 » : : : IA lA IA IA»A lA lA IA O e Library. •sqooq nraBai jooqos jsbi oqj ox AaBaqq jo osBaaoup *5 1 i | | i i : : : i S : •ejajqdmed jo aaqran^j f *300 *150 *2, 000 000 2, 000 614 £ •soranjOA jo aaqranyr M — 1 ? * *000 300 1,500 150 2, 000 2, 036 § •jb9*£ otjsBjoqas tri eqaa^jo aoqranjj j S3 : 40 20 22 20 20 32 20 22 •.fpnjs jo j osanoo [jnj ut eac9A jo aaqranx co coco co ox eo coco eo ^ co co co of eo" cf eo' Name. * 1 ijj !' a t i ipi 2 II <5; ° ^ *3 HI 1®« 1 i ! I| ! si | 5 j * &§ f p s 2 i .< | si l.2f | III! !i ilil i o 1 § J g| 'S°m« 5 1 1 tl 3 II gist3 M - 0jn PII1I ?!? 1J«| IppI2S 111 IlflllUlU r§ r§riMiH flouri. Now York Ilonicoopathic Medical Col¬ lege. S gs.sg.i £ §§ § §8 3 | STATISTICAL TABLES. o(5o 1 s g ii . ei .dS szs « 2 . A J3 S3 ,2 ^ 11 April Marc Marc Apiil June. June May. Dcce 8 1 33 II 33 111 ZZZZlr, ' 33333 u* U ■g-s i j is i § l i 11 133 § I33S8 11 * : is' : « : 00* CO* o*t>*«f NOO'jO* ; i i » *200, 000 i l : « 10, 000 *15, 000 0 15, 000 12, 000 si i i ■32 i tf 1 rH 75 55 40 70, 100 350 350 80 300 130 100 35 100 100 100 50, 150, 200 (&) 50 CO 90 100 100 100 100 100 50 65 § §§§ « § £8 S3 :°S ° 33S 8 o woo . w W W W W WO WO W QOOlOlO WWW w e 1 L o | i i 8 is ° i i i i §i 1,000 1 j !l a is ° i i • • o' 1,000 500 3, 000 3 i ii iii ° if 8 • tjT 26 22 24 8 § s sa a is 3 3 3 3 3 3 2 2 ; 2 2 3 3 3 3 2,3 2 2 2 2 2 2 2 2 § ill aa.a.s 3 s.ss.ss.sss a asass a§s s t of the Commissioner of Education for 1883-84. c Value of apparatus. itriculation fee and demonstrator’s ticket. d These sfatistics aro for the year 1883-'84. >n foe $10 and annual tax $25 to residents of Michigan; to non-residents, matriculation foe $25 and annual tax $35. Table XIII. — Statistics of schools ef medicine , of dentistry , and of pharmacy for 1884-’85, SfC. — Continued. 666 REPORT OF THE COMMISSIONER OF EDUCATION. Date of next com¬ mencement. ** April C. February 18. M arch 0.' March. Juno 22. March. May 5. July 1. March. March 2. March 22. Property, incomo, &c. *89?J aoqjo pus uotjinj mojj xnaA jsc[ oqj ioj spipaoy; 000 ‘g$ o o • co o • in u- • d 1 • oo o ^ o ■ O O GO O • o ^ o ^ o !in“in* icTi-T cf • Cl •spanj eAijonpoad moaj gaioaup * $325 (d) 1,500 o •spunj OATjanpoad jo juuouiy © 1 o • • o • o • • o • o • • o • in 2, ■ • ocf • • • i— t o •sujiucddv} pun ‘sSui -pijnq ‘spunoA§ jo onfe^ - $0, 000 ... O O o o O Cl Ci o o — m o r- - o 6, 000 G, 000 (d) cl, 000 80, 000 ooo ‘on Amount of— •uorjinj joj juepnjs qoB9 oj oSinqa jemmy <*> o o co o m m o oo oo m m m ccATrO^Tjt no coco o co co S 1 •99J UOtJBnpBJ-0 o m oo^ ooo oo o r-lrtd r-i H i-H i-i r-i i-l # in •99J UOIJBpiOTJJBJt © * o ^ m m m m ^ ^co o S iO Library. •esjooq ui jboJl jooqos jsej | 9q; m Aie-iqTj jo eseaaoui es w O i o © ■ © . O I-l ■ 1> : 3 ^ o Cl *8j9xqdniBdjo jequinx i * O § 300 270 1 O 0*0 • o o*o ° ; 1-1 ; ^ in •eaunqoA jo jaqmnx; W ■( o o Cl 000 *8 o t> C1 CJ ■ O 0*0 . o m • o : • CO w • CO • . C3i o 00 1 oijetqoqos ui ej[98Ai. jo jaqumx | « o CO OOOCIO Cl Cl d Cl CO CO O CO O O Cl Cl CO CO CM Cl Cl o Cl •4pn*s jo osmoo nnj m siuaA jo igqumyt W m i fq cq eq eq cs eq « eq cqcqeq > g u o t£ £8 cz ^ C* 5 S ^3 f-4 STATISTICAL TABLES. 667 © ' to M £ § 3s s31 s I 668 REPORT OF THE COMMISSIONER OF EDUCATION. Table XIV. -Summary of examinations for admission to the United States Military Academy for the year 1884-65. Number rejected. On -what account. States and Territories. Number of candidates. Number accepted. Total. Physical disability. For deficiency in— © rfl 72 m < fci 2 © £ o . rA >5 C3 Pi tcS .5 u 1" Arithmetic. fcb o © O ! = History. 4 0 0 1 0 0 o 0 . 0 c 0 0 ...... 1 1 o 0 l . ! . 1 1 o 0 i . 1 0 o o 0 -Florida . o 0 0 0 1 . I . 5 2 0 2 1 9 G 3 0 j . i 2 o 1 1 Indiana .. . 6 3 3 0 i 1 3 Iowa . . . 5 4 1 0 ! l i 1 i 1 1 Kansas _ _ 4 3 I 0 i 1 Kentucky . 2 0 2 0 i 1 1 Louisiana . 2 0 j o 2 i . Maine .. . . . 2 1 1 1 :::::: j Maryland _ _ 4 2 1 0 1 al Massachusetts . 3 3 0 0 i . . Michigan . 4 4 0 0 Minnesota..... . . 3 2 1 1 1 i . Mississippi . . . . 3 2 1 0 i i 1 1 Missouri . . 2 o 1 - 0 0 i Nebraska . . 4 2 1 0 i 1 Nevada . 0 0 0 0 . New Hampshire _ _ 2 1 0 0 1 New Jersey . . . 7 3 ; 3 1 i o 1 New York . 1 21 13 7 3 i 1 2 2 3 1 1 North Carolina . . . . 5 3 2 0 1 j . 1 2 Ohio . 11 8 2 1 1 : i 1 1 Oregon . 0 0 0 0 j 0 1 Pennsylvania . 7 6 1 0 1 i Khode Island . 1 1 0 0 South Carolina . 1 1 0 0 .... Tennessee . 7 3 4 0 1 i 3 ! 1 2 Texas . . . 1 1 o 1 0 1 Vermont . . 0 0 o 1 0 Virginia . 3 3 0 o 1 | West Virginia . . . 1 1 0 0 Wisconsin . 6 4 1 0 1 i 1 Arizona . 0 0 0 0 1 Dakota . 0 0 0 0 i District of Columbia . 0 0 0 0 I Idaho . 1 1 0 0 I Montana . 0 0 0 0 ' New Mexico . 0 0 0 0 . i . I Utah . 0 0 0 0 ! . 1 . Washington . 0 0 0 0 i . . I Wyoming . . . 1 0 1 0 ! i i . ' il Foreign . 0 0 0 o At large . 5 3 2 0 2 1 . . 1 Total . 144 95 42 | 9 4 i “1 16 7 22 5 | 7 a Declined. STATISTICAL TABLES. 660 Table XIV. — Summary of examinations for admission to the United States Naval Academy for the year ISiM-’SG. | "Number rejected. On what account. States and Territories. 00 O 0j S 5 a VA O Pi C O V a 3 A Total. Physical disability. For deficiency in— si a « O K 1 o . 1 5 a •tiS ! n tC ! © 1 • o j C-. 1 S 1 f ; 5 to c 1 <- o n ; H ° 1 6 j History. % bB 4 3 j~ 1 2 1 i 1 3 1 2 0 1 j. 1 . . 1 3 1 1 1 1 . :::::: 3 2 1 i . 1 i ] 6 4 2 i 2 1 i 2 3 10 5 1 . 4 4 3 3 3 5 Iowa ..... _ _ _ ............ 4 1 3 1 I 1 3 Kansas . 2 2 j Kentucky ..... _ .............. o 1 1 1 . 1 1 1 "Louisiana, _ _ 3 Maine _ _ _ .... _ .......... 2 I 1 1 Maryland. _ _ _ ....... . r 3 O o Massachusetts . . 7 5 2 2 Michigan _ ......... _ _ _ 7 4 3 3 | 1 3 1 2 Minnesota- _ _ 1 Mississippi _ .................. 5 2 3 i 2 2 1 1 2 1 "Missnirri _ _ _ _ 5 4 1 1 . 1 1 1 Nebraska . 2 1 1 1 Nevada . . . . New Hampshire _ _ _ o 1 1 1 1 . 1 New .Tevsey _ 4 3 1 1 1 . 1 New "Vork _ _ _ _ 20 8 1 12 ' 2 3 8 | 1 rj 4 9 North Carolina, _ 3 0 3 1 3 | . 1 1 3 Ohio . . . 9 4 5 1 l ' 3 2 1 1 j t Oregon _ 1 0 1 1 ! 1 1 1 Pennsylvania . 2 5 1 1 3 1 1 i 3 Rhode Island .... .............. 1 | o 1 1 1 I . 1 1 Sonth Carolina, _ 3 1 1 1 1 Tennessee. ..................... 10 3 7 1 - G 2 4 2 i 5 Texas _ _ 10 4 6 2 G 3 , 3 5 V ennont _ ................ 1 ! i Virginia, _ _ 3 2 i 1 1 1 1 | 1 "West Virginia. _ _ _ 3 0 3 3 1 1 ! 1 o o "Wisconsin _ _ _ 8 c ; 2 1 . 1 2 Arizona _ _ _ ......... _ Dakota _ _ _ ...... _ _ District of Columbia . Idaho ............ .............. . 1 Montana, . _ _ I. ... , New Mexico _ _ _ _ :::::: Utah . . . W ashington ..... . . 1 o 1 i . i "Wyoming . . Foreign . . . . . . i At largo _ _ _ 6 4 O | i Total . 169 ! Sb | 1 83 i 15 1 1 37 53 20 28 ! 30 55 of £ Mir D.I 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 a b c d * 0 REPORT OF THE COMMISSIONER OF EDUCATION. 4BLE XV. — Part 1. — Degrees conferred in 1884-85 by universities, colleges, scientifo he following are the explanations of abbreviations nsecl in Part 1 of this table: L. B., Bachelor of hence; B. C. E., Bachelor of Civil Engineering; C. E., Civil Engineer; B. Agr., Bachelor of Agri ng Engineer; D. E., Dynamic Engineer; B. Arch., Bachelor of Architecture ; Ph. B., Bachelor of ,, Bachelor of Divinity; D. D., Doctor of Divinity; M. D., Doctor of Medicine; D. D. S., Doctor of Note.— 0 shows that no degrees were Institutions and locations.' State Agricultural and Mechanical College, Auburn, Ala. Howard College, Marion, Ala . University of Alabama, Tuscaloosa, Ala . Arkansas College, Batesville, Ark . Cane Hill College, Boonsborough, Ark . Arkansas Industrial University, Fayetteville, Ark . Littie Bock University, Little Bock, 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 Francisco, Cal . St. Mary’s College, San Francisco, Cal . University of the Pacific, San Jos6, Cal . Santa Clara College, Santa Clara, Cal . Pacific Methodist College, Santa Bosa, Cal . Hesperian College, Woodland, Cal . University of Colorado, Boulder, Colo . Colorado College, Colorado Springs, Colo . University of Denver, Denver, Colo . State Agricultural College, Fort Collin3, Colo . Trinity College, Hartford, Conn . Storrs Agricultural School, Mansfield, Conn . Wesleyan University, Middletown, Conn . Yale College, New Haven, Conn . Delaware College, Newark, Del . . University of Florida, Tallahassee, Fla . University of Georgia, Athens, Ga . Atlanta University, Atlanta, Ga . Clark University, Atlanta, Ga . Bowdon College, Bowdon, Ga . Mercer University, Macon, Ga . Pio Nono College, Macon, Ga . Emory College, Oxford, Ga . Heddlng College, Abingdon, HI . Dlinois Wesleyan University, Bloomington, HI . St. Viateur’s College, Bourbonnais Grove, Ill . . . Blackburn University, Carlinville, Ill . . Carthage College, Carthage, HI . St. Ignatius College, Chicago, Ill . University of Chicago, Chicago, Ill . Eureka College. Eureka, Ill . Northwestern University, Evanston, Ill . Ewing College, Ewing, Ill . '. . Knox College, Galesburg, HI . Lombard University, Galesburg, Ill . Illinois College, Jacksonville, Ill . All classes. All degrees 5 7 45 6 1 14 2 3 106 3 5 5 20 15 13 7 5 3 0 9 6 33 G 58 274 6 1 81 2 2 0 21 0 21 9 54 11 1 0 4 10 6 97 8 48 11 12 Letters. B. A. M. i o § o w In course, L. B. 6 i o e 0 M 5 £ £4 a F-i O fl o M 6 © s a o © 0 1 ! 7 >> o a & 8 1 3 4 1 3 5 12 28 7 1 6 1 7 c4 2 4 3 1 0 11 12 2 0 1 0 4 0 2 3 3 2 4 i 1 1 0 1 3 1 0 6 11 .... 21 4 4 39 15 1 11 120 2 5 2 1 .... ... 1 2 19 1 2 0 2 1 8 8 4 20 0 2 21 1 3 1 0 nl2 0 1 1 0 0 4 2 3 2 O r2 7 s2 li 10 1 3 1 uto 9 *6* i vl 1 1 1 3 7 3 lonorary degree of C. E. Bacholor of engineering.” of these areB. L. L. (“bachelor of Latin letters-’), includes 1 honorary degree. Master of accounts.” of these are B. S. aim laude, and 7 are commer¬ cial certificates, 1 turn laud* (] “M. S. cum laude." h “Mistress of science.-’ i Includes 1 honorary dcgreo and 1 ad cun- dan. j Certificates of graduation. k Includes 2 LL. M. and 1 D. C. L. 1 1 of these is 1 ‘ bachelor of chemical science.” STATISTICAL TABLES. G71 and other professional schools, and by schools for the superior instruction of women. Letters; A. B., Bachelor of Arts; A. M., Muster of Arts; Sc. B., Bacholor of Science; Sc. M., Master cnlturo; B. M. E., Bachelor of Mining Engineering; M. E., Mining Engineer ; 0. AM. E.t Civil and Philosophy; Ph. 1)., Doctor of Philosophy ; Mus. B , Bachelor of Music; Mus. Doe., Doctor of Music; Dental Surgery; Ph. G., Graduato in Pharmacy; LL. B., Bacholor of Laws; LL. D., Doctor of Laws.] conferred ; indicates none returned. Science. Philosophy. Art. Theol¬ ogy- Medicine. Law. So. B. Sc. M. « b | £ Ph. B. Ph. D. | In course. | Honorary. j In course. | Honorary. <8 w d ©■ So u S o u a M & <1 P o CO s o o a <8 S* CO p o o d j In course, B. Arch. p4 *8 b . > | s cs % S g £ ci P O o O p o o c o 0 » V p 4 1 6 •x L m ^ o o 2 i * <5 «a p I d Ph. B. j Ph. D. i ” i” Theol¬ ogy- Medicine. I »i I • P P — • — ; « | P ~ [\ * S i 1“ I P : P Law. 9 1011 12 13 14 15 16 17 IS 19 20 21 22 23 24 25 26 27 28 29 30 31 67 ; . 5 ...j 2 1 106 ...|107 ...108 ...109 ...i 110 ...1111 26 1 ‘ 112 . !....! 113 ........... 114 115 ........... 116 ........... 117 ........... 118 119 l C4 _ dl j 7 . . . J 120 ...; - 1 - 121 ....... 2 122 _ ; _ ! _ 123 ........... 124 1—1 ::::: 2 .... 1 !. 1 14 e4 . 3 !. 125 126 127 128 129 130 131 132 133 134 135 13 66 136 3 : 137 138 139 140 141 *14'.— 26 4S zi .... . .... «3 . . 62 m8 ....! 19 I 5 ; 142 — 143 1 j 144 145 ! * ” " 1 146 30 ... ...... : . . ! 1 .... - 1 ! 3 .... p2 .. . . . sl4 1 I.. ......... 86 I 28 g27 136 1 <2 1 «3 1 _ ;....! . ' 147 14S ...149 1 150 2 ! 151 — 1 152 . . . 1 153 m D. M. D. (doctor of dental medicine), n 2 of these are A. M. B. (bachelor of me¬ chanic arts) and 1 A. M. M. (master of mechanic arts), o Includes 1 M. L. p 1 is honorary degree of “mechanical engi¬ neer.” 3 1 is honorary degree of “master of phar¬ macy,” and the remainder ‘ pharmaceu¬ tical chemist. ” r Includes 2 normal diplomas. s “Master of philosophy.” t Music diplomas, u 1 is a theological certificate. 67 154 i 155; 150' 157 , 158 ! 359 ; 160; 161; 162 163; 164 i 165 166 167 168 169 170 I 171 : 172 173 ] 174; 175 176 177 ! 178 179 180 181 1821 183 i 184 185| 186 187 J 188 189 190 191 ' 192; 193? 194! 195: 196 1 197! 198 199 200 201 202 203 204 205 6 REPOET OF THE COMMISSIONER OF EDUCATION. Table XV. — Part 1. — Degrees conferred in Note. — 0 shows that no degrees were Institutions and locations. All classes, j Letters. All decrees. Olivet College, Olivet, Mich . . St. John’s University, Collegevillc, Minn . Hamlino University, Hamline, Minn . Augsburg Seminary, Minneapolis, Minn . University of Minnesota, Minneapolis, Minn . Carleton College, Northficld, Minn . Agricultural and Mechanical Collego of tho State of Missis¬ sippi, Agricultural Collego, Miss . . . Mississippi College, Clinton, Miss . . . . Rust University, "Holly Springs, Miss . University of Mississippi, Oxford, Miss . Alcorn Agricultural and Mechanical College, Bcdney, Miss .. Southwest Baptist College, Bolivar, Mo . " . Christian University, Canton, Mo . St. Yincent’s College, Cape Girardeau. Mo . University- of the State ot' Missouri, Columbia, Mo . Grand Biver College, Edinburg, Mo . . Central College, Fayette, Mo . Westminster"College, Fulton, Mo . _ . . . Lewis College, Glasgow, Mo . Pritchett School Institute. Glasgow, Mo . William Jewell College, Liberty, Mo . Morrisville College, Morrisville, Mo . . Collego of the Christian Brothers, Saint Louis, Mo . Saint Louis University, Saint Louis, Mo . ■Washington University, Saint Lonis, Mo . Drury College, Springfield, Mo . . Stewartsvilie College, Stewartsville, Mo . Central Wesleyan College, Warrenton, Mo . Doane College, "Crete, Nebr . University of Nebraska, Lincoln, Nebr . Creighton College, Omaha, Nebr . Methodist Episcopal Collego of Nebraska, York, Nebr . Dartmouth College, Hanover, N . H . . . Stevens Institute of Technology. Hoboken, N. J . . St. Benedict's College. Nowark. N. J . . Butgers College, New Brunswick, N. J . College of New Jersey, Princeton, N. J . Seton Hall College. South Orange, N. J . St. Bonaventure's College, Allegany, N. Y . St. Stephen’s College, Annandale, N. Y . Wells College, Aurora, N. Y . . Brooklyn Collegiate and Polytechnic Institute, Brooklyn, N. Y. St. Francis College, Brooklyn, N. Y . Canisius College, Buffalo, N. Y . St. Lawrence University, Canton, N. Y . Hamilton College, Clinton, N. Y . St. John's College, Fordharo, N. Y . Hobart College, Geneva, N. Y . . Madison University. Hamilton, N. Y . Cornell University^ Ithaca, N. Y . Ingham University, Le Boy, N. Y . College of St. Francis Xavier, New York, N. Y . A. B. ! A. M a “Master of accounts.” b Graduates in theology. c Commercial diplomas. d Includes 9 “bachelor of pedagogics,” 14 “ principal in pedagogics,” and 2 “bach¬ elor of domestic art.” c “Master of agricultural science.” ; 0 g 5>a 6 >: 01 og i m g C. r* g iz h O 0 b e : © \ O w a ; 0 G E g 0 ! £ g ; c — O i M K M M 1 ! M 1 H j : 2 3 ! 4 ! 5 c ! i 8 | 1 ; in | 0 ! r 1 : 4 ! 6 2 H ! 22 1 3 *8 | 1 6 : 2 0 1 0 ! 16 0 6 3 ! 22 1 0 2 8 1 0 1 13 1 ...i 4 3 i.__. 3 3 2 ' 1 1 1G 1 3 .... .... 1 — .... 9 1 1 1 .... 6 10 ! 1 86 1 5 ! 4 6 ! 0 ' 0 ! 5 1 ! 0 1 ; 3 1 ;.... 4 h2 8 0 ' ii 2 ' 1 2 0 | 1 13 2 6 .. 1 1 i 3 ,.... .... 11 0 :::: 1 5 2 ! 2 1 1 7 1 16 0 0 1 3 3 1 26 0 o3 3 O 0 ! 0 6 0 o3 j p2 111 | 20 1 6 i 'ii ; 12 13 05 .... 17 3 9 158 I 9 .... .... 84 ... 51 1 18 7 "11 5 .... ji f.::: 8 *0 6 2 G 0 G £3 2 | 1 6 17 C ' 16 i 10 ! 10 19 1 .... 1 9 49 4 ! 34 15 "3 j 14 0 9 1 5 ! ic 7 2 8 *1 : 47 G ! 10 15 .... 1 71 1 j ©5 1 i G 2 4 i 3 1 11 7 i 11 fT| 3 is “ topographical engineer’ ana z are •• snrveyor. p “Master of philosophy.” h “Master of English literature.” i Includes 3 progression in arlibas. j Graduate in theology. h “Eiirrinor-r of Tviine.s ” STATISTICAL TABLES. ISSl-’So by uniccrsi'iec, colleges, cjc. — Continued, conferred; _ indicates nono returned. Scienco. Thilosophy. Art. Tog”!' “«•*>*<>• I Law. ; Sc. B. Sc M. . s Th B. ! rb, . D. III 1 d X V z: 3 BQ | s n 2 5 c tt < } 3 O *■" sj c a O < T. 3 3 W 1 1 a 2 | | & § 3 ?. '■ a , j 1 i i S O r. si q tec. j c ' I . 1 . j 02 ^ | Q £ £5 C* 1 1 f ! J 1 ! | £ ii? • 9 | 10 11 jo 13 14 15 1C ,7 IS 10 20 21 33 •21 '25 2G 37 2S '29 SO 31 r 2 ill! a 17 :::: ::: "5 j 0 ' hi i 1 . * 3 2 1 1 — , — . \ 10 . . . . ... ... n 1 .... 1 1 4 2 .... .... ... 1 _ ! 2 ' . : _ ] j , ... .... .... ! .... 9 .... .................... 3 1 1 ! ... i 5 i .... 6 | 1 i clO d3 2 . ! 6 rj J 91 ! 4 . 23 1 ... i » 1 I..M .... 3 ; ... .... :::: i 2 i : -- - .... .... "~l .... “3 1 - . _ _ _ • _ ....| 1 •“I l • oil ... .... 1 .... j :::: 2 , 2 H ' 1 1 ! ill) 2 ' 15 j tnC i .... i ...J .... ....j "*‘i rH .... .... .... 2 ..... 1 ............ j ni . i _ ■ _ . m2 :::: ■ . 20 _ _ .... 3 ....I 1 25 1 2 ' 3 .... .... 1 j .... i 2 21 ! 3 c2 — i g35 1 .... *•** .... r - | ...1 J 8 .. .... ... 2 _ _ _ _ 1 3 r4 | s2 6 .... .... \ 3 _ 2 . ' _ _ | _ ::: ... ... | . . ■■■* . 1 1 | .... I...J L.. 1 i | ; 1 11 j 1 .... .... j 1 j 1 i r... ......... .... .... i 9 6 j.... 1 v3 1 '...-.j 3 1 l 3 I&12 ! 3 20 5 9 2 r3 i 2 3 ' _ 1 | ”7. .... ... L__ 1 .... . . ... i _ 2 1 154 153 157 158 159 160 1CL 1C2 103 iGl 165 107 1 {.8 169 170 171 17-2 173 174 175 176 177 173 179 ISO 381 182 1S3 184 155 186 187 183 183 1*50 IDi 192 163 394 195 196 197 198 199 200 201 202 203 204 205 l Includes 1 “master of accounts” and 1 “mistress of accounts.” m Normal diplomas, n Theological diplomas, o “Bachelor *f literature.” p “Master of literature.” q “Mechanical engineer.” r Includes 2 “doctor of science.” 8 “Doctor of science.” 1 23 diplomas were also given on com ple- tion of a three years’ course ia collegi¬ ate department. u These are S. T. D. v “ Bachelor of mechanical engineering.” w “Bachelor of veterinary science.” 206 207 208 209 210 211 212 213 214 215 21G 217 218 219 220 221 222 223 224 225 226 227 228 229 230 231 232 233 234 235 236 237 238 239 240 241 242 243 244 245 246 247 248 249 250 251 252 253 254 255 256 257 258 259 260 261 REPORT OF THE COMMISSIONER OF EDUCATION. Table XV. — Part 1. — Degrees conferred in Note.— 0 shows that no degrees were All degrees. Institutions and location?. All classes. Letters. A. B. A. M, d ! 5 2 3 4 5 6 7 8 35 1 : 16 396 2 CLl 59 12 35 2 .... 27 .... 8 225 8 4 38 35 3 35 27 2 125 ij 26 l"2* 8 0 6 2 82 3 .... 25 17 32 0 o 26 0 11 8 5 12 2 9 3 I'T 2 1 2 L„. 4 2 4 14 0 "4' 6 .... 12 2 .... 13 3 i 4 .... 4 2 1 * 2 | 1 17 1 7 3 3 0 2 1 15 1 ... 20 7 6 o 3 2 .... 69 2 1 13 1 19 0 .... 11 1 8 16 4 ‘II! 65 o 23 32 14 1 12 12 0 9 1 8 m8 c 141 126 .... .... 14 10 4 9 3 12 1 7 1 45 1 36 3 .... 2 8 o 4 1 2 2 1 14 3 4 .... ! 3 1 g 2 3 2 1 1 |.... .... 1 67 6 32 3 3 4 2 .... 2 13 .... 3 3 1 o o 3 8 13 4 •••■ 12 0 ! 3 5 1 L~i 3 L. 1 2 College of the City of New York, New York, N. Y Columbia College, 'New York. N. Y . Manhattan Coliege, New York, N. Y University of the City of New York, N. Y Yassar 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. Biddle University, Charlotte, N. C . Davidson College, Davidson College, N. C - North Carolina College, Mt. Pleasant, N. C... Rutherford College, Rutherford College, N. C Wake Forest College, Wake Forest College, N. C Buchtel College, Akron. Ohio . Ashland College, Ashland, Ohio . Ohio University, Athens, Ohio . Baldwin University, Berea, Ohio . . . German Wallace College, Berea, Ohio . St. Joseph’s College, Cincinnati, Ohio . St. Xavier College, Cincinnati, Ohio . University of Cincinnati, Cincinnati, Ohio . . . Case School of Applied Science, Cleveland, Ohio . . . Western Reserve University, Cleveland, Ohio . Capital University, Columbus, Ohio . Ohio State University, Columbus, Ohio . Ohio Wesleyan University, Delaware, Ohio . Kenyon College, Gambier, Ohio . . . Denison University, Granville, Ohio . Hiram Collage, Hiram, Ohio . Hopedale Normal College, Hopedale, Ohio . National Normal University, Lebanon, Ohio . Marietta College, Marietta, Ohio . . . Muskingum College, New Concord, Ohio . . . Oberlin College, Oberlin, Ohio . . Rio Grande College, Rio Grande, Ohio . Scio College, Scio, Ohio . „. . Heidelberg College, Tiffin, Ohio . . Urban a University, Urban a, Ohio . Otterbein University, Westerville, Ohio . . . Wilberforce University, Wilberforce, Ohio . . . Wilmington College, Wilmington, Ohio . University of Wooster, Wooster, Ohio . Antioch College, Yellow Springs, Ohio . State Agricultural College, Corvallis, Or eg . University of Oregon, Eugene City, Oreg . Pacific University and Tualatin Academy, Forest Grove, Oreg. McMinnville College, McMinnville, Oreg . Christian College, Monmouth, Oreg . Philomath College, Philomath, Oreg . Willamette University, Salem, Oreg . Western University of Pennsylvania, Allegheny City, Pa _ Lebanon Valley College, Annville, Pa . . . a “Doctor of letters.” b “ Engineer of mines.” c 2 are Ph. M. <2 Six are “ bachelor of painting e Graduates in theology. /Six are normal graduates. g “ Master of accounts.” A Commercial certificates. STATISTICAL TABLES. G70 1884-,85 by universities, colleges, «fc. — Continued. oonferred; - indicates none rotnmod. Science. So. B. ! Sc. M. 9 10 II 12 13 s s ' o 14 15 16 17 IS i'T: 6 C.'. ... !!! "!! *.”j /*>: . — . . i . ! glo hl3 i 1 1 io .V r . ■I*— ■ i nlO I _ ' , Philosophy. | Art. i Theol- ! ogy. Medicine. Law. | Ph.B. | Ph. D. In course. o p ! f. 5 £ o ■ ^ >: I s , :« X a • , 5 Honorary, D. D. 1 P * O ! xn 1 ° 1 £° ,a . ^ c3 ! 5 ! p I19 20 31 22 23 ■ 24 25 26 27 2S 29 30 31 : 2C6 1 11 .... ! 6 134 129 2 207 ... o 1208 175 2s ; 209 .... 210 211 :::: .... 3 , 33 ! 8 50 | 2 212 213 5 clO _ .... dll 2 ii .... 1 214 215 216 .... 10 .... .... 9 ! 217 .... 1 e2 .... .... 218 2 219 220 2 221 222 1 4 j 223 9 ! 1 j 1 224 ' 2 | i .... 1 I 225 ! 7 1 j 1 226 - 1 ....| .... .... .... 227 .... 228 H 229 230 .... 231 1 jo 6 282 283 234 235 .... 1 | 236 237 j 3 j L...i 12 .... 238 239 4 240 1 .... . 4 *3 : 241 .... .... .... 1 j 242 9 1 243 244 1 .... 245 "il 246 ....j 247 i 1 1 2 248 1 1 249 230 4 7 4 j24 l 251 252 n j 253 254 255 256 257 ... 258 1 1 . ; ' Yj .... 1 259 1 2 “.i .... ! 260 ... i L — 1 [261 » ‘ 1 Doctor of science. ’ ' ^Includes 1 honorary degree. 1 3 are “mechanical engineer.” I “Master of philosophy." m Includes 1 degree not specified. n 9 of these are certificates in normal course. CSl) REPORT OF THE COMMISSIONER OF EDUCATION. Table XV. — Part 1. — Degrees conferred in Note. — 0 shows that no degrees were All classes. Letters. All degrees. A.B. A.M. Institutions and locations. . r-T . *-3 1 . ; ^ 1 £ 1 0 ! 3 i c J 0 ! ! 6 i sc ; ~ i ; cs ■ 1 6 : 5 i £j 3 4 5 G s ; c6 _ k 9 11 .... 7 .... 1 10 .... ! 15 1 : 0 !!!! 1 ! _ 9 .... 35 |....! i 23 4 5 i .... ' 22 i.... 24 : 3 8 .... : 11 i _ 1 8 ! 4 _ ! 1 2 . 15 ....; 2 I 2 i 0 . ’ 4'.... ; 24 .... 6 2 .... 8 .... 5 ! _ 25 j _ 2 i 4 _ 16 .... 0 !.... 1 !.... ; 28 j....' 10 _ 0 i 0 1...J 1 _ :::: 1 ........ | 1 ! _ 3 .... 0 |. ...i 4 2 i 1 9 ....; ; 32 L.J 8 3 f 4 !-... 40 i 27 1 3 1 _ 3 .... 20 .... ! 1 .... l ! 7 i 1 1 j.... 1 I _ 2 3 1 _ 2 1. .. 2 _ ■ — - 1 i I 5 ' 0 4 *5 i 2 ! . . 3 .... 2 > .... 3 i..j 2 .... 2 ‘ 7 .... i L’.M 5 1 .... 3 2 i .... ! 10 L.| 1 .... 1 * • 2 1 2 2 _ ‘ . ! 9 0 : 0 i . i ^ 1 12 1 6 .... 0 L.-.j 5 I - ... 1 1 | 3 . : 2 ; i .... 5 j : . . 1 !-... 0 j . | 2 ! 4 ;.... 5 | 202 260 204 265 ; 2GG; 267 208 ! 205 | 270 ! 271 ! 272 ! 273! 274 275 ; 276 277: 278 I 279! 280! 231 i 282 ! 253 j 254 285! 280 | 287! 288 i 289; 290 | 291 292 I 293 294! 295 j 206: 237! 298 | 299 j 200i 301 302 j 3031 304 3 5 306! 307! 308 ■ 309 i 310 : 311 1 312 i 313; 314; St. Vincent's College, Beatty. Pa . Genera College, Bearer Falls, Pa . Dickinson College, Carlisle, Pa . Pennsylvania Military Academy, Chester, Pa . Lafayette College. Easton. Pa." . Pennsylvania College, Gettysburg, Pa . Thiel College, Greenville, Pa . . . Grove City'College, Grove City. Pa . Ilaverford College. Eaverford" College, Pa . . . Monongahela College. -Jefferson, Pa . Franklin and Marshall College, Lancaster, Pa . University at Lewishnrg, Lewisburg, Pa . Allegheny College, Meadville, Pa . . Vvr estininster College, New "Wilmington, Pa . . . La Salle College, Philadelphia, Pa . University of Pennsylvania, Philadelphia, Pa . V a goer Free Institute of Science, Philadelphia. Pa . Catholic College of the Eolv Ghost, Pittsbur g, Pa . . Lehigh University, South Bethlehem. Pa . Pennsylvania State College, State College, Pa . Swart Innore College, Swarthmore, Pa . . Augustinian College of Villanova, Villanova, Pa . Washington and Jefferson College, Washington, Pa . Brown University, Providence, E,. I.. College of Charleston, Charleston. S. C University of South Carolina, Columbia, S. C Erskine College, Bu9 West, S. C . Furman University. Greenville, S. C . Newberry College^ Newberry, S. C Clafiiu University and South Carolina Agricultural College and Mechanics’ Institute, Orangeburg, S. C. Wolford College. Spartanburg, S. C . Adger College, Walhalla, S. C . . . East Tennessee Wesleyan University, Athens, Tenn . King College, Bristol, Tenn . . . . . Southwestern Presbyterian University, Clarksville, Tenn... Hiwassee College, Hiwassee College, Tenn . Southwestern Baptist University, Jackson, Tenn . . University of Tennessee; Tennessee Agricultural College. Knoxville, Tenn. Cumberland University, Lebanon, Tenn . Pet Lei College, McKenzie, Tenn . Maryville College, Maryville, Tenn . Christian Brothers’ College, Memphis, Tenn . . . Carson College, Mossy Creek, Tenn . . . . . . Central Tennessee College, Nashville, Tenn . . . Fisk University, Nashville, Tenn . Roger Williams University, Nashville, Tenn . Vanderbilt University. Nashville, Tenn . University of the South, Sewanee, Tenn . Borritt College, Spencer, Tenn . . Greeneviile and Tusculum College, Tusculum, Tenn . University of Texas, Austin, Tex . State Agricultural and Mechanical College of Texas, College Station, Tex. Southwestern University, Georgetown, Tex . 24 20 27 14 86 47 11 10 21 ! 9 30 13 25 22 7 258 0 21 21 13 48 G 4 9 0 8 15 6 130 9 17 2 22 1 7116 a 4 are diplomas in post graduate course. 6 “Master of accounts.’’ c3 are B. S. in the auxiliary department of medicine. d 2 are “mechanical engineer.” e3are “bachelor of metallurgy,’’ and 1 ‘ana¬ lytical chemist.” /4are “mechanical engineer,’’ and 3 “ engineer of mines.’' I STATISTICAL TABLES (J3J 1881 -’85 by universities, colleges . 5 1 ! 1 ’ ; ^ 1 ^ 1 ^ 1 c ! 0 j n ! a 1 w ft 6 La g- I | £ X £ § £ u b a 2 a 1 £ : S 1 £ 5 £ 1 1 a s 2 § o s g 8 8 c 8 - a ! 5 j 2 | 8 ! a 5 1 w 1 1 o o O 1 1 I | Ir H - ft - - ►« «- ei - . £3 U! j ~ ! ft | M ft 9 10 S2 14 is ■e ■y IS IS 20 21 go 23 24 25 27 2S 30 31 blS j... 1 [262 j 263 _ j... 9 i l 3 2G4 13 .... .... C j... 4 O 2 : i 1 206 1 ... 267 268 "o ... .... i 2C9 4 ... ... .... ... .... .... 270 .... ! i i 2 272 5 ... .... i 1 | 273 .... 2 I 1 | 274 6 ... .... .... 1 3 ... .... ! i ; 275 1 ° i cl3 ... 4 d4 0 i .... 1 103 49 37 .... 62L ... ei ... 8 1 9 /7 278 279 280 1 ... i ■ i .... 282 1 ..J ... .... :::: 2 S3 1 ... ... .. ... Q : 3 284 11 1 1 285 i i i 1 2S:5 1 287 ; 1 2SS 2 1 ! 289 _ ... n 1 2 ; ' 2 1 290 • • * . .... .... 5 1 .... ... 291 1 1 .... i ! .... |'"1 — I..J 1 909 8 ... .J i 3 1 : 293 2Q-1 1 2 go ... 4 ... . j .... i 1 ! 2 .... .... 297 r/; .... > |.... "i 3 ... 6 ftl O i Us 299 6 ... i 1 i 1 1 12 ! 1 i 1 19 300 3 _ 1 i I 2 ... ... .... 1 ... | i 1 302 67 ... ..... 303 i 1 | 301 i 1 8 305 1 | : i !.... 306 .... ** 307 1 ... 1 i5 I 72 | 25 6 15 308 4 ... 2 . . . . .... i !.... ... ... 1 i-2 309 310 9 I ..... L.. 311 ....... .... ■ j.... 21 312 ! * ml | | 313 4 I... | .... 1 L. It .... ].... 1 j 314 ‘/Commercial diplomas.” ‘‘Bachelor of applied chemistry.” £ Graduates in theology. j D. D., ad eundem. k These are D. C. L. (doctor of civil law). I Includes 1 dezree nor specified. m “ Bachelor of scientific agriculture.” nlncludes 3 degrees not specified 68 315 316 317 318 319 320 321 322 323 324 325 326 327 328 329 330 331 332 333 334 335 336 337 338 339 340 341 342 343 344 345 346 347 REPOET OF THE COMMISSIONER OF E Table XV.— Part l.—Degi Note. — 0 shows tha Institutions and locations. All classes. All degrees. PP 1 Baylor University, Independence, Tex . . Austin College, Gherman, Tex . Marvin College, Waxahachie, Tex . - . University of Vermont and State Agricultural College, Bur¬ lington, Vt. Middlebury College, Middlebury, Vt . .. . Norwich University, Northfield, Vt . Randolph Macon College, Ashland, Va . V irginia A gri cultural and Mechanical C oil ege, Blacksburg, V a . Emory and Henry College, Emory, Va . Hampden Sidney College, Hampden Sidney College, Va . Virginia Military Institute, Lexington, Va . "Washington and Lee University, Lexington, Va . New Market Polytechnic Institute, New Market, Va . Richmond College, Richmond, Va . Roanoke College, Salem, Va . University of Virginia, University of Virginia, Va . Bethany College, Bethany, W. Va . West Virginia University, Morgantown, W. Va . Lawrence University, Appleton, Wis . Beloit College, Beloit, Wis . . . Galesville University, Galesville, Wis . University of Wisconsin, Madison, Wis . .. Milton College, Milton, Wis . . . Racine College, Racine, Wis . Ripon College, Ripon, Wis . Columbian University, Washington, D. C . Howard University, Washington, D. C . National Deaf-Mute College, Washington, D. C . Georgetown College, West Washington, D. C . College of Montana, Deer Lodge, Mont . University of Deseret, Salt Lake City, Utah . University of Washington Territory, Seattle, Wash. Ter . Whitman College, Walla Walla, Wash. Ter . 1 0 0 99 11 2 5 8 10 13 17 16 0 7 10 46 15 22 8 14 67 6 0 3 111 62 6 59 0 0 6 0 0 0 0 6 el9 9 “Graduate of agriculture.” & Degree of “graduate.” c7 of these are honorary, d This is S. T. D. — * In eludes 1 M. L. (master of /Includes 2 “ bachelor of met gineering” and 1 “metal neer.” STATISTICAL TABLES. G83 1884- 85 by universities , colleges , 3 j S 9 SCHOOLS OF THEOLOGY. Talladega Theological Seminary, Talladega, Ala . Pacific Theological Seminary, Oakland, Cal . San Francisco Theological Seminary, San Francisco, Cal. Matthews Hall, Denver, Colo . 5 Hartford Theological Seminary, Hartford, Conn . 6 j Atlanta Baptist Seminary, Atlanta, Ga . 7 Chicago Theological Seminary, Chicago, HI . 8 Chicago Theological Seminary of the Lutheran Church, Chicago, HI. 9 ! Presbyterian Theological Seminary of the Northwest, j Chicago, III. i Garrett Biblical Institute, Evanston, Ill . j Wartburg Seminary, Mendota, Ill . . . ; Augustana Theological Seminary, Bock Island. Ill . j Norwegian Augustana Seminary, Beloit, Iowa . | College of the Bible, Lexington, Ky . j Southern Baptist Theological Seminary, Louisville, Ky . . Bangor Theological Seminary, Bangor, 'Me . j Centenary Biblical Institute, Baltimore, Md . I Theological Seminary of St. Sulpice and St. Mary’s Uni¬ versity, Baltimore, Md. ; Scholasticate of the Congregation of the Most Holy Re¬ deemer, Mt. St. Clement, Hchester, Md. Andover Theological Seminary, Andover, Mass . Episcopal Theological School, Cambridge, Mass . Newton Theological Institution, Newton Center, Mass. . Seabury Divinity School, Faribault. Minn . . 24 i Bed Wing Norwegian Evangelical Lutheran Seminary, j Bed Wing. Minn. 25 Evangelical Theological Seminary, Normandy, Mo . 26 I Theological Seminary of the Reformed (Dutch) Church I in America, New Brunswick, N. J. 27 , Theological Seminary of the Presbyterian Church. Princeton, N. J. 28 Diocesan Seminary of the Immaculate Conception, South Orange, N. J. 29 ; Auburn Theological Seminary, Auburn, N. V . 30 j Canton Theological School, Canton, N. Y . 31 Hartwick Seminary, Hartwick Seminary, N. Y . 32 General Theological Seminary of the Protestant Epis¬ copal Ghurch. New York. N. Y. 33 ! Rochester Theological Seminary, Rochester. N. Y . 34 I St. Joseph’s Provincial Seminary, Troy, N. Y . 35 I Concordia College, Conover, N. C . 36 j Lane Theological Seminary, Cincinnati, Ohio . 37 ! German Lutheran Seminary, Columbus, Ohio . 38 l Union Biblical Seminary, Dayton, Ohio . 39 Heidelberg Theological Seminary, Tiffin, Ohio . 40 j United Presbyterian Theological Seminary of Xenia, 1 i Xenia, Ohio. 41 ; Theological Seminary of the Reformed Presbyterian i Church, Allegheny City, Pa. 42 i Theological Seminary 'of the United Presbyterian ! Church, Allegheny City, Pa. a Ad eundem degree. 6 Number of graduates reported. c 11 Gf these received diplomas only, 9 the de¬ gree of B. D. in course, 4 the Honorary de¬ gree of B. D., and 2 the degree of D. D.' d 4 of these are honorary B. D. e These are diplomas only. /13 “full graduate ” and 12 “English graduate.” 1 615 614 68 G 64 613 c26 614 elG 65 c6 m elO e3 p50 612 613 6 614 6 65 627 «8 634 68 615 e3 62 j44 610 124 11 612 617 612 68 60 67 7*12 d6 i i I priests or- 18 18 i I 1 i g This includes 6 A. B., 1 A. M., and dained doling the year. h These are S. T. B. (bachelor of sacred theology). i S. T. B. j 29 of these are diplomas and 7 honorary degrees. A- Number of priests ordained during the year. I This is A. B. STATISTICAL TABLES. 685 Table XV.— Parts. — Degree s conferred in 1884-,85 by professional sohool8,fc. — Cont’d. Institutions and locations. 1 43 44 45 46 47 48 40 50 51 52 53 54 55 5G 57 58 "Western Theological Seminary of the Presbyterian Clmroh, Allegheny City, Pa. j Moravian Theological Seminary. Bethlehem, Pa . Theological Seminary of the General Synod of the Evau- j gelical Lutheran Church in the United States, Gettys- I burg, Pa. ! Theological Seminary of the Eeformed Church in the United States, Lancaster, Pa. Meadvillo Theological School, Meadville, Pa . Diviuity School of the Protestant Episcopal Church in ; Philadelphia, Philadelphia, Pa. : Theological Seminary of the Evangelical Lutheran Church at Philadelphia, Philadelphia, Pa. Associate Eeformed Theological Seminary, Duo West, | S.C. i Bishop College, Marshall, Tex . i Union Theological Seminary, Hampden Sidney College, i Va. Eichmond Theological Seminary, Eichmond, Va . . Protestant Episcopal Theological Seminary of Virginia, Theological Seminary, Va. " Lutheran Theological Seminary of the Synod of Wis¬ consin. Milwaukee, Wis. Nashotali House, Nashotali, Wis . Seminary of St. Francis of Sales, St. Francis, Wis . 1 Way land Seminary, Washington, D. C . SCHOOLS OF LAW. 59 Union College of Law of Chicago and Northwestern ! Universities, Chicago, 111. 60 : School of Law, University of Maryland. Baltimore, Md. 61 Law School of the Cincinnati College, Cincinnati, Ohio. . SCHOOLS OF MEDICINE. 62 Medical College of Alabama, Mobile, Ala . 63 : California Medical College, Oakland, Cal . G4 Cooper Medical College. San Francisco, Cal . .. . 05 Hahnemann Medicai College of San Francisco, San ' Francisco, Cal. 66 Atlanta Medical College, Atlanta, Ga . . . . . | 67 Georgia Eclectic Medical Collego, Atlanta, Ga . i 68 Southern Medical College, Atlanta, Ga . . . j 69 Bennett College cf Eclectic Medicine and Surgery, i ; Chicago. HI. 70 j Chicago Homoeopathic Medical College, Chicago, Ill - j 71 College of Physicians and Surgeons of Chicago, Chicago, : 72 nahnemann Medical College and Hospital, Chicago, HI.. 73 Kush Medical College, Chicago, 111 . j 74 I Woman's Medical College of Chicago, Chicago, Ill . 75 , Hospital Medical College of Evansville, Evansville, ; Ind. 7G Medical College of Evansville, Evansville, Ind . 77 | Central College of Physicians and Surgeons. Indianap- i olis. In i. 78 Indiaua Eclectic Medical College, Indianapolis, Ind . 79 Medical College of Indiana, Indianapolis, Ind . j 50 ( ’ollege of Physicians and Surgeons, Keokuk, Iowa _ | 51 Kentucky School of Medicine, Louisville, Ky . ; 82 Louisvils- Medical College, Louisville, Ky . j 83 Medical department of the University of Louisville, ! Louisville, Ky. Degrees of all classes in course. Theology. Medicine. Law. In course, D. B. j Honorary, D. D. In course, M. D. lu course, D. D. S. In course, Fli. G. In course, LL. B. 1 Honorary, LL. D. a 3 1 4 5 6 ID 1 7 S O a28 &9 c9 a8 j a9 a2 o20 1 - dl a9 ! a8 ; aiO ao ! a5 ! «35 ! a6 ' 42 18 55 34 5 39 i 5 38 13 31 38 30 60 97 166 22 4 0 10 8 m 40 53 63 84 8i ... i :::;l .... j .... . i • 1 42 18 55 i i . 1 . 1 X5 & j 38 ' 13 i 31 33 ! 30 60 1 97 166 i 22 ! 4 1 . j . ! i .... .! _ ! . 1 .... i . 1 j 1 ... J _ ...j i ! : ** i i i ....j i •**' S 10 s /31 ' 40 i 58 63 84 .... | 1 ..... j . . . . 1 1;;;; i ! ! . .... i.... 1 i i i f‘” a Number of graduates reported. 6 Includes 1 A. B. c These are diplomas. d This is A. Bt e Number of priests ordained during the year. / 2 are ad cundem dogrees and 1 is an honorary degree. 686 EEPOET OF THE COMMISSIONEE OF EDUCATION. Table XV. — Part 2. — Degrees conferred in 1884- 85 by professional schools, j schools , <$~c. — Continued. 76 77 78 79 80 81 82 83 84 85 87 88 89 90 91 92 93 94 95 96 97 99 100 101 102 Institutions and locations. All degrees. < 1 * A M. L. A. M. E. L. M. Ph. M. P. L. B. So. Mis. Mus. In course. >> 1 O P © M 1 2 3 4 ; 5 6 7 ! 8 9 10 11 12 13 Hillsborough Female College, Hills¬ borough, Ohio. Anderson Female Seminary, Anderson, S. C. Columbia Female College, Columbia, S.C. Due West Female College, Due West, S.C. Greenville Female College, Greenville, s c W alhalla Female College, Walhalla, S.C . Wesleyan Female College, Brownsville, Tenn. Broadhurst Institute, Clarksville, Tenn. Tennessee Female College, Franklin, Tenn. Memphis Conference Female Institute, Jackson, Tenn. La Grange Female College, La Grange, Tenn. Cumberland Female College, McMinn¬ ville, Tenn. Soule Female College, Murfrees- borough, Tenn. W. E. Ward’s Seminary for Young Ladies, Nashville, Tenn. Mary Sharp College, Winchester, Tenn. Dallas Female College, Dallas, Tex . 10 4 19 22 12 5 2 2 j 24 10 1 12 9 56 ; 17 15 3 5 7 /32 6 6 7i32 9 12 ?l 2 i L: La 1 9 1 al ! 54 14 ■— .... 1 .... r" ! 3 1 !.... 1 22 : . .... |cl2 i | . | do 1 ' 2 1 4 1 e20 10 1 9 .... r 7 2 56 ! 3 1 3 ...J 7 .... ...j .... 14 ! Woodland Female College, Paris, Tex.. Vermont Methodist Seminary and Fe¬ male College, Montpelier, Vt. Martha Washington College, Abing¬ don, Va. Roanoke Female College, Danville, Va.. Marion Female College, Marion, Va - Norfolk College for Young Ladies, Nor¬ folk, Va. Southern Female College, Petersburg, Va. Richmond Female Institute, Richmond, Va. ! Wesleyan Female Institute, Staunton, Va. 1 Wheeling Female College, Wheeling, j W. Va. i Milwaukee College, Milwaukee, Wis . . . i j 4 j 5 /32 ffS 6 2 .... .... .... .... ....! <2 J5 7cl2 3 2 1 1 4 ... 1 ....j i 4 .... .... l ........ 1 1 .... 1 1 a Honorary diploma. & Diplomas conferring the title of “full gradu¬ ate.” c2 received thedegreeof “full graduate,” and 10 are graduates in separate schools. d “Maid of arts.” e “ Master of English.” /5 are “full graduate,” and 27 graduates in schools. <7 4 are “full graduate,” and 2 “ graduate in Eng¬ lish course.” 530 of these are graduates in schools. iM. E. C. L. (mistress of English and classical literature). j These are “literary graduate.” £The degree of “full graduate.” STATISTICAL TABLES. C91 Table XVI. — Statistics of public libraries numbering 300 volumes and upwards for 1884-85. Note.— Explanation of abbreviations: Sell., School; Col., College; Soc’y, College society libraries; Soo‘1, Social ; Mod., Medical; The’l, Theological; Hist’l, Historical ; Scf., Scientific ; San., Sanitary ; Mer., Mercantile; Y. M. C. A., Young Men's Christian Association; Gov’t, Government; Ter, Ter¬ ritorial; Gar., Garrison ; A. & R., Asylum and reformatory; Gen., General ; 0 signifies no or none; .... signifies no answer. Place. Name of library. 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 I 24 ; 25 26 27 23 Auburn, Ala... . . Auburn, Ala . Eufaula, Ala . Florence, Ala . Gainesville, Ala . Greensborough, Ala Huntsville, Ala . Huntsville, Ala . Huntsville, Ala . Huntsville, Ala . Marion, Ala . Marion, Ala . Marion, Ala . Marion, Ala . Marion, Ala . Marion, Ala . Mobile, Ala . Mobile, Ala . Mobi’e, Ala . Near Mobile, Ala . Near Mobile, Ala . Montgomery, Ala . Montgomery, Ala . Opelika, Ala . Selma, Ala . Selma, Ala . Selma, Ala . Summerville, Ala . . . Talladega, Ala . Talladega, Ala . Talladega, Ala . Talladega, Ala . Tuscaloosa, Ala. . . Tuscaloosa, Ala . Tuscaloosa, Ala . Tuscaloosa, Ala . Tuscaloosa, Ala . Tuscaloosa, Ala . Tuskegee, Ala . University, Ala . University. Ala . Prescott, Aria . Tombstone, Ariz . Tucson, Ariz . Yuma, Ariz . Batesvilie, Ark . . Booneville, Ark . Clinton, Ark . Fayetteville, Ark . Pine Bluff, Ark . Helena, Ark . Littlo Rock, Ark . Little Eock, Ark . Little Eock, Ark . Little Eock, Ark . Apicultuial and Mechanical Col¬ lege. Society Libraries (2) . Union Female College . . Ladies’ Library . Gainesville Kook Club* . Southern University . Belles-Lettres Library of the Hunts¬ ville Female College. Huntsville Female Seminary . State Normal and Industrial School Young Men’s Christian Association; Howard College . . Society Libraries (2) . Jndson Female Institute . Marion Female Seminary . State Normal School and University! for the Colored Race. Young Men’s Christian Association Medical College of Alabama . Mobile Bar Library . Mobile Library . Spring Hill College . Reading Room Association .... State and Supreme Court Library.. State Board of Health . Library Association . Alabama Baptist N ormal and Theo- ! logical School. Dallas Bar Library . j Yonng Men’s Christian Association, Young Ladies’ Academy of the ! Visitation.* Institution for the Deaf and Dumb j and the Blind. Synodical Female Institute . ; Talladega College . j Theological Department . j Alabama Central Female College ..! Alabama Historical Society* . j BookClub . ! Institutefor Training ColoredMin- isters. Pierson Library (Alabama Insane Hospital). Tuscaloosa Female College . Tuskegee Normal School . University of Alabama . Society Libraries . Territorial Library . . - . Public Library . . I . Public Library . Prison Library . . . Arkansas College _ _. . Fort Smith District High School .. Clinton Male and Female Academy* Arkansas Industrial University Branch Normal College . Southland College and Normal In¬ stitute.* Arkansas Female College . Arkansas School for the Blind . Arkansas State Library . Little Eock Commercial College. . . . * From a return for 1884. 1873 Col Soc’y Col .. 1885 Free . . Soc’l . 1870 Sub...; Soc’l. 1859 . Col .. 1853 Free.. Col.., 1829 | Free.. I 1885 1841 Free., j Free . . j 1836 |. 1835 . 1885 | Free . . 1872 S 1879 1829 Sub. .. Sub.. . Free . . i Sch . Sch . Y. M. C.A, Col . Soc’v . Sch . Sch . Sch . 1828 i 1884 j 1877 1 Free.. Free . . Sub... 1865 ; Sub... . Free.. 1860 : Free.. 1852 ] Free. 1875 I . Sell... Col ... The’l . Col ... 1850 I . . Hist’l. 1876 - Sab... Soe’l.. 1880 Free.. The’l. Y. M.C.A. Med . Law . Gen . Col . Soc’y . State . San. sci... Gen . Sch . Law . Y. M.C. A. Sch . A. &E.... 1860 Free. 1859 I Free. 1881 I Free. 1831 1864 1 l 1831 1884 1873 Free.. Free. Sub.. Both. Free. Free. 1872 j Free. i864 Free. 1859 i Free.. 1840 I Free.. A. &R _ I Col . ! Sch . Col .... _ | Soc’y . Law* . I Gen ...... Gen . I A. & E - i Col.... Sch - Sch.... Coi .... Sch.... Sch.... Col .. Sch.. State Sch.. 1,500 1,500 350 350 820 *1, 470 800 *800 500 5, 000 1, 000 3, 000 *1, 000 400 800 *500 4, 000 5.500 12, 000 1,000 17, 626 3,000 700 800 €00 1,000 3,000 500 400 3.500 1, 000 400 500 400 1, 200 1.500 4,000 2, 000 C, 300 600 5, 000 400 800 2, 450 700 650 600 6, 000 1. 000 2.500 300 983 20, 000 - 310 692 REPORT OF THE COMMISSIONER OF EDUCATION. Table XVI. — Statistics of public libraries numbering 300 volumes, $ c. — Continued. 56 57 58 59 60 61 62 63 64 65 66 67 68 GO 70 71 72 73 74 75 76 77 78 79 80 81 82 83 84 85 86 87 88 89 90 91 92 93 94 95 96 97 98 99 100 101 102 103 104 105 106 107 108 109 110 111 112 113 114 115 116 117 118 119 120 121 Place. Little Pock, Ark Little Pock, Ark Little Pock, Ark Little Pock, Ark . Little Rock, Ark . Searcy, Ark . Alameda, Cal . Alamo, Cal . . Anaheim, Cal . Areata, Cal . . Areata, Cal . . Auburn, Cal . Auburn, Cal . Benicia, Cal... Benicia, Cal . . Benicia, Cal... Benicia, Cal... Benicia, Cal... Berkeley, Cal . Berkeley, Cal . Berkeley, Cal . Berkeley, Cal . Mt. Hamilton, Cal . Blocksburg, Cal . Brentwood, Cal .... - Byron, Cal . Central Point, Cal . Chico, Cal . Chico, Cal . . . Clayton, Cal . Cloverdale, Cal . Coulterville, Cal . Eureka, Cal . Evergreen, Cal . Eolsom, Cal. . Port Mason, Cal, (P. O. San Francisco). Galt, Cal . Gilroy, Cal . Healdsburg, Cal . Hollister, Cal . Hornitos, Cal . Hueneme, Cal . Irving, Cal. . Knight’s Ferry, Cal. La Grange, Cal . Lakeport, Cal . Livermore, Cal . Livermore, Cal . Lodi, Cal . Los Angeles, Cal . . . Los Angeles, Cal . . . Los Angeles, Cal Los Angeles, Cal ... Martinez, Cal . Marysville, Cal . Marysville, Cal . Merced, Cal . Merced, Cal . Mills Seminary, Cal. Modesto, Cal . Modesto, Cal . Napa, Cal . Napa, Cal . Napa, Cal . Nevada City, Cal New Almaden, Cal.. Name of library. Little Pock University . . Masonic Library . Marquand Library . Philander Smith College . Supreme Court Library . Searcy Male and Female College. .. Freo Library aud Peading Eoom. . . Alamo District School Library Public School Library . Jane’s School District Library . Union School District Library . Public School Library . Siorra Normal College and Busi¬ ness Institute. Missionary Collegeof St. Augustine Society Library . St. Catherine’s Academy . St. Mary’s Halt* . Young Ladies’ Seminary . Harmon Seminary* . Institution for the Deaf and Dumb and the Blind. Odd Follows’ Library . University of California . Lick Observatory . . . Larribeo School District Library... Liberty District School Library . . . Excelsior District School Library. . Los Banos School District Library. Free Library . School Library . Mt. Diablo District School Library Library Association . School Library . Eureka Public School Library Evergreen Library . . . Granite District School Library . . . Battery M, First Artillery . Galt Public School Library . Gilroy School District Library . Public School Library . "Woman’s Christian Temperance Union Circulating Library. Hornitos Public School Library - Public Library . Washington College . Public Library . Branch School District Library. . . . Lakeport Academy . . Public Library . . Public School' Library . Free Library and Peading Poom.. Historical Society of Southern Cali¬ fornia. Public Library . St. Vincent’s College . University of Southern California. Martinez 'District School Library.. City Library . College of Notre Dame . Bear Creek District Library . Merced School District Library. . . . Sage Library . - . Adamsville'School District Library Modesto School District Library. .. Free Public Library . Napa College . Oak Mound Library . . . I. O. O. F. Library . Hacienda School Library ....... _ 1883 1836 1876 1876 1859 1865 1870 1874 1852 1866 1881 1869 1876 1872 1879 1878 1869 1868 1859 1860 1869 1874 1884 1858 1883 18C0 1862 1878 1872 1885 1883 1872 1867 1880 1858 1872 1873 1884 1862 1871 1885 1870 1874 Free . Sub.. Free. Free . Free . Froo . Free. Free. Free . Free. Freo. Freo . Free. Free . . Free. Sub.. Sub.. Free . Free . Free. Free. Free. Both. Free. Free. Sub.. Free . Sub. . Free . Free. Free . Free . Sub.. Sub.. Sub.. Free . Free . Free . 18G8 Free . Freo . Freo. Free. Free. Freo. Free . Free . Both Free . Col . Masonic . Gen . Col . Law . Col . Gen . Sch . Sch . Sch . Sch . Sell . Sch . Col ... Soc’y Sch.. Sch... Sch.., Sch.., Sch.., I. O. O. F. Col . Sci . Sch . Sch . Sch . Sch . Gen . Sch . Sch . Gen . Sch . Sch . Sch . Sch . Gar . Sch.. Sch.. Sch.. Soc’l. Sch... Gen .. Sch... Gen .. Sell... Sch... Gen .. Sch... Gen .. Hist’l . Gon - Col . Col . Sch . . Gen _ Sch . . Sell . Sell . . Col . Sch . Sch . Gon . Col . Sch . I. O. O.F, Sch . 1,500 2, 500 5, 0C0 500 5,000 COO 5, 150 300 500 400 300 700 300 3, 700 500 500 300 1,500 400 1, 050 300 26, 773 a2, 000 374 321 300 450 500 700 400 400 400 500 400 450 300 400 1, 000 660 300 900 300 730 319 300 250 592 1, 200 347 3, 964 2, 000 1, 000 650 4, 000 400 300 500 3, 000 383 375 1,500 450 300 2, 200 400 * From a return for 1884. c Books and pamphlets. STATISTICAL TABLES. g(j;; Table XVI. — Statistics of public libraries numbering 300 volumes, $c. — Continued. TLace. Hams of library. ■8 •o 9 «s a A * a 73 .S' o to ■s m u © © g A m 5 m © 3 o k © u © ©Q 122 1SC5 Free.. Sch . 510 12.5 18G5 Sch . 769 124 Oakdale, Cal . 3872 Free. . Rch . 300 125 ! 1869 1 Sch . 3,200 Heart. 126 Oakland, Cal . alSCS Free.. Gen _ _ _ _ 30, 738 127 Oakland, Cal . Sch . 309 128 Oakland, Cal . 1869 | j Free.. Sch . 500 129 Oakland, Cal . 1SC7 ' j O o F 4, 263 130 Oakland, Cal . Pacific Theological Seminary . 1869 Free..! The! I.. II 3,750 131 Oakland, Cal . j Sch . j 300 132 Oakland. Cal . Sch . 1 5, 500 133 Oianee, Cal . 1885 Sub .. Gen . ] | SOO 134 Oroville, Cal . Ladies’ Library Association . 1860 Sub .. Soc’l . 2, 150 135 Oroville, Cal . 1864 i Sch . 300 130 Pacheco, Cal . . . Sch . 548 137 Pasadena, Cr»l . 18S4 j Sub .. Gen ...... 1, 500 13S Petalnma. Cal . 1867 Free.. Gen . 3, 500 139 Pioneer. Cal . . . Free. . Sch . 300 140 Placerville, Cal . 1856 ! Sub .. Gen ...... 4,000 141 Pleasanton. Cal . Sch ....... 300 142 Bed Bluff, Cal . Free. . I- O O P 464 143 Bed Bluff Cal . 18G8 j Free.. Sch.. 1.. II 450 144 Biverside. Cal . Sub . . Gen . 1, 050 145 Bohnerville, Cal . Bohnerville Scliool District Library i 1379 j Sch . 330 146 Sacramento, Cal . . I California State Library . j 1850 j Free.. State . 61, 612 147 ! Sacramento, Cal . 1 Free Public Library . 1879 ! Free.. Gen . 11,778 148 : Sacramento Cal SnPTRmfinfft "Rnsiupsa fJrvllpgA 1873 j Free.. Sch . SCO 149 1 Sacramento, Cal .... _ j Sacramento Institute . . ......! Sch _ 1,000 150 j Sacramento, Cal . 1 Sfc. .TosepTvs A rad Amy - _ j 1860 Both . Sch . 3, 0C0 151 St. Helena, Cal . St. Helena School District Library, j 1874 Free.. Sch . 512 152 ! San Bernardino, Cal _ Library Association . | 1881 ! t Sub .. Gen . 450 153 San BnenaTentnra, Cal . Ventura Public Library . j i 1874 Ft68 . . Gen . 2, 500 154 San Diego, Cal . Library of City Rc.honl System _ _ _ ! Sch. . 450 155 San Diego, Cal . Public, Library . . . . 1 1878 Gen . . 1,600 156 San Diego, Cal _ San Diego Society of X atural His- j 1874 Sci . 458 tory. 157 San Felipe, Cal . Pacheco School Library . . 1 3871 Free.. Sch . 322 158 San Francisco, Cal _ _ Bancroft, Pacific Library _ 1 1859 Free . . Sci . 45, 000 159 j San Francisco, Cal . Barnard’s Business College . i Sch . 350 160 San Francisco, Cal . Biblioteca Espafiola 8 Hispano- ' 1882 Sub... Gen . 650 Americana de San Francisco. 101 San Francisco, Cal . BibliotMque de la Ligue Xationale I 1875 Sub... Gen . 13, 000 Framjaise. 162 San Francisco, Cal . Bohemian Club (Pine street) . i 1872 Free.. Socl . 2, 000 1G3 San Francisco, Cal . Boys and Girls’ Aid Society . ‘ 1874 1 Free .. A. &. B _ 800 164 San Francisco, Cal _ California Academy of Sciences . . . | 1853 Free . . Sci . 10, OCO 165 San Francisco, Cal . Chamber of Commerce . 1 1850 Free .. Mer . 1, C25 163 San Francisco, Cal . City and County Alms House . 1870 Free .. A. &. B - 600 167 San Francisco flnl _ - _ College of Xotre Dame of San ! 1 1866 Sch . 1,250 Francisco.* 1G3 | San Francisco, Cal . ! Geographical Society of the Pacific . j 1881 Free . . Sci . 300 163 ! San Francisco, Cal . ! Grand Lodge, F. and A.M., of the ! 1850 Free .. i Masonic . . 3,700 State of California. 170 San Francisco, Cal . Hahnemann Medical College of San Med...... 300 Francisco. i 171 San Francisco Cal _ TTftfllri’s Bnsinpss PnliegA. .... _ _ _ 1 Sch . l.i'OO 172 San Francisco, Cal. Trvincr Tnsl itnfo . . . . 1 1881 Free . . ! Sch . 500 ^ (1036 Valencia st.). 1 " 173 San Francisco Cnl 1 "KViicrh+s of Pythias Library _ Free . . Soc’l . ! 4, 201 174 San Francisco, Cal . 1 La Salle Library (Sacred Heart i 1877 Sub... ! Col . j 3, 000 1 College). 175 San Francisco Cal Lay? Library of the Bar Associa¬ j 1884 ! Law . ! 3,724 tion of San Francisco. 770 San Francisco Cal . j Law Library Southern Pacific Corn- ! 1863 j Free.. 1 Law . . 8,500 177 San Francisco, Cal . Mariners’ Free Beading Boom Li- ! 1876 ! Free.. ; Socl . 1000 i hrary. 378 j San Francisco, Cal . Mechanics’ Institute . I 1855 j Sub... I Socl . 40, 000 179 : San Francisco, Cal . , Mercantile Library Association .... 1853 i Sub... ; Mer . 55, 000 160 San Francisco, Cal . Microscopical Society Library . ! 1872 ‘ Sab... 1 Sei . 500 * From a return of 1884. sAaa subscription library ;~as a fire© library in 1877 . 694 REPORT OF THE COMMISSIONER OF EDUCATION. Table XVI. — Statistics of public libraries numbering 300 volumes, $c. — Continued. 181 182 183 184 185 187 188 189 190 191 192 193 194 195 193 197 198 199 200 201 202 203 204 205 20G 207 208 209 210 211 212 213 214 215 216 217 218 219 220 221 222 223 224 225 226 227 228 229 233 234 235 236 237 238 239 240 241 242 243 Place. San Francisco, Cal. San Francisco, Cal. San Francisco, Cal. San Francisco, Cal. San Francisco, Cal. San Francisco, Cal . San Francisco, Cal. San Francisco, Cal . San Francisco, Cai . San Francisco, Cal . San Francisco, Cal . San Francisco, Cal . San Francisco, /Cal . San Francisco, Cal . San Francisco, Cal . San Francisco, Cal . San Francisco, Cal . San Francisco, Cal. (107 Battery st.). San Francisco, Cal . San Francisco, Cal . San Francisco, Cal. . San Jos6, Cal . San Jos6, Cal . . San J os6, Cal . San Jos6, Cal . San Jos6, Cal . Los Angeles, Cal . San Jos6, Cal . San Josd, Cal . San Jos6, Cal . San Juan, Cal . San Luis Obispo, Cal.... San Mateo, Cal . San Mateo, Cal . San Pablo, Cal . San Pablo, Cal . San Quentin, Cal . San Rafael, Cal . San Ramon, Cal . Santa Barbara, Cal . Santa Barbara, Cal . Santa Barbara, Cal . Santa Clara, Cal . Santa Clara, Cai . Santa Cruz, Cal . Santa Cruz, Cal . Santa Rosa, Cal. . Santa Rosa, Cal. . . Santa Rosa, Cal.... . Santa Rosa, Cal . Saratoga, Cal . Somersville, Cal . Stockton, Cal . Stockton, Cal . Stockton, Cal . Table Bluff, Cal . Trinidad, Cal . Tulare, Cal . Ukiab, Cal . Vacaville. Cal . Vallejo, Cal . Vallejo, Cal . Visalia, Cal . Name of library. Military Library . 2s gw Jerusalem Church Free Li¬ brary, Odd Fellows’ Library . . Pacific Hebrew Orphan Asylum and Home Society. Post Library (Presidio of San Fran¬ cisco). St. Ignatius College . Senior Philhistorian Debating Society. Sodality Library (ladies’) . St. Mary's College . San Francisco Art Association .... San Francisco Free Public Library. S.m Francisco Law Library . San Francisco Roman Catholic Fe¬ male Orphan Asylam. San Francisco Veiein . School Libi ftries ( IG) . Society of California Pioneers .... State Mining Bureau . Sntro Library . 1873 18GG 1854 Theological Seminary of San Fran¬ cisco. United States Mint . Young M en's Christian Association, 1855 18G3 1870 1863 1872 1879 1885 Sub.. Free. Sub... Free . . Free. Free . Sub.. Free . Free . Sub.. 1833 Frco.. 1850 1880 (a) 1871 Military Soc’l _ I. O. O. F. A.&R... Gar . Col .. Soc’y Soc y . . Col .... Art Gen ... Law ... A. & R. Free . Free . Soc’l . . Sch . . , Hist’l _ I Sci . . Sci . . 1853 1854 1884 1871 18G4 College of Notre Danm . \ 1851 Free Publio Library . I 1880 Hester School Library . I . Law Library - I 1875 State Normal School . I 1802 Branch State Normal School. ..| . University of the Pacific . Society Libraries . Young Men's Christian Association. San Juan School Library . I. O. O. F. Library . Laurel Hall* . St. Matthew's Hall . &t. Pleasant District School Li¬ brary. San Pablo District School Library State Prison . St. Vincent’s Male Orphan Asylum. San Ramon District School Library Mission Library . Free Public Library . Society of Natural History . Public School Library . Santa Clara College . . . Free Library . Public School Library . Free Library . Pacific Methodist College . Thalian Society (ladies') . Ulatus Society (gentlemen’s) .. Saratoga School Library . Free . Free . Free . Sub.. Free . 18G0 1875 1780 18S2 1877 Both. Free . Free. Free. 1851 61882 1875 1884 1861 Free. Free. Free. Free. Free. Free. Free. Free. Free Public Library . . Masonic Library . Public School Libraries . Table Bluff School Library . Trinidad School Library . Library Association . L O. O/F. Library . I . California Normal College . Free Public Library . Independent Order Grand Temp¬ lars’ Home for Orphans. T ^ „ I. O. O. F. Library (Four Creeks 1868 Free . . L O. O. F. . 300 Lodge, No. 94). ‘From a return for 1884. a Not organized up to the date of the closing of this report. 6 Succeeding the Santa Cruz Library, founded in 1868. 18G1 Fr.-e . "isci ; Freo.. 1881 Free.. 1852 Freo.. 1870 Free . . 1867 Free . . 1864 Free . . 1879 Sub... 1874 . 1S82 Free . . 1834 Free . . 1868 Free.. The’l Gov’t . Y.M.C.A. Sch . Gen . Sch . Law . Sell . Sch . Col . Soc’y . •Y. M.C. A. Sch . I. O.O.F.. Sch . Sch . Sch . Sch . A. & R ... A. & R ... Sch . The’l . Gen . Sci . Sch . Col . Gen . Sch . Gen . Col . Soc’y . Soo’y . | , Sell . Sch . ; Gon . j Masonic . . ! Sch . Sch . Sch . Gen . ! I.O.O.F.. Col . I Gen A.&R.... 1, 223 1, 200 40, 131 COO 1, 290 12, COO 500 1,630 5,230 360 65, OoO 25, 500 500 3, 560 9, 414 3, 000 650 110, 000 16, 000 755 4,000 3, 500 6, 5u0 350 3, 000 1, 700 600 3, 000 1,245 300 404 1, 000 400 700 492 520 5, 000 1,000 300 4, 200 4, 500 2, 600 400 12, 000 3, 000 45G 1, 200 GOO J 1,000 325 374 8, 147 325 1, 600 421 358 900 COO 2, 500 998 STATISTICAL TABLES. 695 Table XVI. — Statistics of public libraries numbering 300 volumes, #c. — Continued. Place. Name of library. 244 845 246 247 248 249 250 851 252 253 254 255 256 258 259 260 261 262 263 264 Watsonville, Cal Woodbridge. Cal. Woodland, Cal... Wrights, Cal .... Wyandotte, Cal . Yountville, Cal.. Boulder, Colo - Boulder. Colo . Canon City, Colo ....... Central City, Colo . Colorado Springs, Colo . Colorado Springs, Colo . Colorado Springs, Colo . Colorado Springs, Colo . Denver, Colo . Denver, Colo . . Denver, Colo . Denver, Colo . Denver, Colo... . ! Denver, Colo. Denver, Colo. 265 I Denver, Colo. 266 ! Denver, Colo. 267 i Denver, Colo. 268 I Denver, Colo. Denver, Colo. 270 271 272 Odd Fellows’ Library . San Joaquin Valley College . Hesperian College . . Summit School District Library ... Wyandotte School Library . Buchanan School Library . Buckingham Library, University of Colorado. High School Library* . Colorado State Penitentiary . Public School Library . . . Colorado College . Garstin’s Circulating Library . Public School Library . Social Union iTee 'Library and Beading Boom. Burnham Library Association . Catholic Library Association _ Circulating Library . Colorado Seminary* . Grand Lodge A. 'F. and A. hi. of Colorado. Matthews Hall . Public School Libraries (4) . 1872 Free . . 1873 Free.. Denver, Colo . Fort Collins, Colo. Fort Collins, Colo. Golden, Colo . . . Golden, Colo ... Greeley, Colo . . Greeley, Colo . . Leadville, Colo. Leadville, Colo. 273 274 275 276 277 278 279 | Pueblo, Colo 280 | Abington, Conn . 281 j Andover, Conn . 282 j Ansonia, Conn . 283 Ashford, Conn _ ... 284 ! Berlin, Conn . 285 I Berlin, Conn . 286 j Berlin, Conn . 287 j Bethlehem, Conn ... 288 ! Birmingham, Conn.. 289 Bolton, Conn . . 290 ] Bridgeport, Conn 291 ! Bridgeport, Conn .. 292 | Bridgeport, Conn . . 293 Bristol, Conn . 294 i Buckingham, Conn 295 I Canaan. Conn . Chester, Conn . Clinton, Conn . Clinton, Conn . Colchester, Conn. . . Colchester, Conn. . . Collinsville, Conn. . Columbia, Conn. . . . Cornwall, Conn Cornwall, Conn 1878 1878 1676 1868 1874 1884 1876 1885 1882 1882 Free. Free. Free. Free. Both. Free. Sub.. Free. Free. Sub.. Sub.. LO. Col Col Sch Sch Sch Col O.F.. Sch . A. & B _ I Sch . I Col . ! Soc’l . Sch . Soc’l . 1864 j . 1861 Free. 297 293 299 309 801 302 303 '-04 . wuiiinau, 305 ! Danbury, Conn 306 i Danielson ville, Conn. 307 t Durham, Conn _ _ 308 ! East Haddam, Conn . State Library . — . Supreme Court Law Library . Symes Law Library Association... University of Denver . Wolfe Hall* . Young Men’s Christian Association State Agricultural College . Woman’s Christian Temperance Union. State Industrial School . State School of Mines Library . Library Association . Public" School Library* . St. Mary’s School . Young Men’s Christian Association High School Library . Social Library . V . Porter Library Association . Young Men’s Christian Association Babcock Library . Berkley Qurter 'Library . . District School Library, No. 7* . Library Association* . Library Association . Allis’ Circulating Library . Free Library . . . Bridgeport Publio Library and Beading Boom. Hillside Seminary . , Park Avenue Institute . j Young Men’s Christian Association Library Association . I Douglas Library . I Library Association . Morgan Library Association.... Morgan School . . Bacon Academy . — Colchester Library . High School Library* . - . Columbia Free Library . Housatonic Valley Institute . Library Association . Danbury Library . . People's Library Association . Durham Academy . Middlesex Lodge No. 3, L O. O. F. . . * From a return for 1884. 1875-' Free. ’84 I 1863 Free . 1872 1881 1880 1870 1881 1879 1882 1883 1880 1885 1879 1882 1880 1882 1793 1879 1883 1865 Free. Both. Free. Free . Free . Both. Free. Free. Free . . Free. Free . Sub.. Free . Free . 1870 I Free ! 1843 1 Sub.. 1854 1881 1882 Both. Free . Free . 1869 ; Both. 1855 Sub.. 1823 Free . 1875 Sub.. 1872 Sub.. 1879 Free. 1802 ! Free. 1854 Sub.. . 1 Free. 1883 • Free. Soc’l . Soc’l . Soc’l . Sch . Masonic . . The’l . Sch _ State . Law . Law _ Col . Sch . Y. M.C.A. Col . Soc’l...... A. & E.... Sci . Gen . Sch . Sch . Y. M. C. A. Sch . Soc’l .« _ Gen . Y. M. C. A. Gen . Soc’l . Sch - Gen . Gen . Soc’l . Gen . . Gen ...... 1869 . Sub.. 1871 I Sub.. 1854 j Sub.. 1863 . Sch . Scb . Y. M. C. A. Gen . ! Gen . : Gen . Gen - 1 Sch . Sch . Gen . Sch . Gen . j Sch . Gen . Gen - - Gen . Sch . LO. O.F.. 1,600 850 300 315 500 353 3, 000 2, 000 1, 500 6,000 1,000 550 800 1.500 500 3, 000 800 750 5,100 5, 353 8,000 5, 000 6, 000 1, 300 2.500 1,124 900 620 L coo 3, 000 400 300 600 420 920 1, 065 650 2,400 358 322 900 1,381 3.500 510 16,550 700 1,000 2, 200 504 2,028 1,300 950 2,105 461 2.500 400 1, 265 1, 700 L 250 7.500 2,000 2,000 — 600 G 96 REPORT OF THE COMMISSIONER OF EDUCATION. Table XVI. — Statistics of public libraries numbering 300 volumes , o h Sch . 392 New Milford, uonn . Benevolent Library . 1 1840 { Free . . ! Soc’l . 1,500 393 New Milford, Conn . i Newtown, Conn . 4 Jen+er Snhonl Library _ _ i 1860 Free . . [ Free . . Sch . 406 830 394 Newtown Library . . 1876 Gen . 395 396 | Norfolk, Conn _ (lirrnlafinff library _ _ _ 1865 38S4 1 Free.. Soc’l _ 500 300 700 Norfolk, Conn . The bobbins School _ _ _ ....I Sch . 397 i Nortli Haven, Conn . .Bradley Library . j 3884 j Sub... Gen . 398 ! Norwalk, Conn . C iron Infirm Library . . | 1873 Sub _ Soc’l . 450 399 Norwallc, Conn _ _ Library Corporation _ _ ] 1875 Sub... Sub... Gen . 1, 800 6, 000 400 i Norwich, Conn . . j Norwich Circulating Library . j 1871 j Soc’l . 401 ; Norwich, Conn. . Norwich Academy, Peck Library..! 1854 1 Free . . Sch . 5,509 402 1 Norwich, Conn . 1 Otis Library . *. . I 3850 | Sub. .. Gen . 15, 640 403 ! Oxford, Conn ." . j Oxford Library . ! 1884 Snb... Gen . 509 404 j Pine Meadow, Conn _ j Plainvillo, Conn _ Pice Meadow Library . . . L878 i Sub _ Gen _ 1 750 405 1 Plainvillo T.ihvnrv __ _ _ _ 1885 Sub... Gen . ! 408 379 406 ! Plant sville, Conn . i Yor.Dg Men’s Christian Association 186S ! Sab. .. Y. M. C. A. 407 1 Pomfret. Conn.. . . I Pomfret. Hall Library . _ 1882 Snb 1 Gf*n _ 1,200 408 I Plvmonth, Conn . . Library Association . . 1871 Both. I Gen . 700 409 Plymouth, Conn .... _ Teny ville Lyceum Library ... 1838 ! Sab... Gen _ 1, 003 410 ! Putnam, Conn _ Citizens’ Library _ _ _ 1884 1 Sab... Sub . Gen _ 600 1, 540 411 i Ridgefield, Conn... . Library Corporation . . . . 3879 . Gen . 412 i Rockville, Conn . . Circulating Library . Sub... Soel . 600 413 ! Rockville, Conn . Rockville High School (East Dis¬ trict Library). 1866 j Free . . J Sch . 650 414 Rocky TTill Conn _ Library Assentation _ _ 1876 j 1875 * Snb. - .! Sab. J Snb-..| Gen _ _ _ 709 513 415 Roxhnrv, Conn _ Pnblie. Library _ Gen . 116 Sayl > rook, Conn . . . ... A eton Library _ _ 1852 j Gen . 4,000 470 i .7 Saybrcok, Conn. . . Sea bury Institute . . 1 865 Sch . 418 Seymour. Conn . . Pa rish Library of the M. E. Church . j 1881 Free . . Soc’l . 600 4:0 Shaker Station, Conn _ 1 Shaker Library. . . . Free . . i Soel _ 5C9 420 Simsbury, Conn _ Free Library _ _ _ 1874 Free . . Gen . 2, 000 421 Simshurv, Conn . Simsbury Academy . . 1879 Sch . 350 422 South Coventry, Conn .. Hale Donation Library . 1804 Free . . ! The! . 1, 100 423 South. Coventry, Conn .. South Coxentry Library . 1880 Sab... Gen . 1, 540 424 425 Son bin oton Conn . Lewis nmh School * . . Free . . Free . . Sab... Sc-h . 400 South Manchester, Conn South Norwalk, Conn.. . Manchester Free Library . 1870 1877 Gen _ _ 2 41-> 42G Library and Reading Room Cor¬ poration. Gen . l’, 100 427 Stafford, Conn ...... _ Stafford Library _ _ _ _ 1875 I Sub... Eoih.. Free.. Gen _ 1,475 5, 000 428 Stamford, Conn . Ferguson Library . . . . 188L Gen . 429 Stamford. Conn . Young Men’s Christian Association 1876 Y.M.C.A. 050 430 Stratford, Conn . Library Association . . 1.885 1833 ! Both., j Free.. Gen _ 1, 500 1,700 431 SufQeid, Conn . Connecticut Literary Institution.. Talcott Free Library _ _ _ Sch . 432 Taicottville, Conn _ 1882 i Free.. Gen . 1, 50C 433 Thomaston, Conn . Laura Andrews Free Library As¬ sociation. 1880 1 Free.. Gen . 1, 131 434 Thompson ville, Conn .. . High School Library . 1880 i Free.. Sch . 500 435 Torrington, Conn . * From a return fc Library Association * . r 1884. a Incorporated witl 1864 | Sub... i library of Yal Gen . e College. 3, 180 698 REPORT OF THE COMMISSIONER OF EDUCATION, Tajblsb XYI. — Statistics of publio libraries numbering 300 volumes , $c. — Continued. Place. Name of library. When founded. i pi ■c 1 tj © 2 m n aj O 1 | £ Vt o 2 rP I 436 Wallingford, Conn...... Ladies’ Library and Reading Room 1881 Sub... Soc’l . 1,773 Association. 437 Wallingford, Conn. . .... Young Meu’s Temperance Benevo- 1882 Free . . Soc’l . 400 lent and Literary Society. 438 1879 Sub . . Gen . 600 439 Washington, Conn . Free Reading Room and Circulat- 1850 Sub... Soc’l . 1,800 ing Library. 440 1869 Sch . 1, 846 441 Sch . 1, 000 442 1870 Free . . Cren . 36, 500 443 1865 Sub . Gen _ _ 3, 824 444 Wanregan, Conn . Wauregan Village Library Asso- 1861 Sub. . Gen . 1, 016 ciation. 445 1878 Sub _ Soc’l _ ... 328 446 1883 Frpe . . Gen . 991 447 1876 Sch . GOO 448 1874 Sub _ Gen . 5, 133 449 Wethersfield, Conn . 1846 Free . . A. & R _ 1, 250 450 1866 Gen . 1, COO 451 1878 Free . . Gen . 2, 000 452 1864 Free . . Gen . 2, 584 453 1874 1, 000 454 1870 Soc’l . G50 455 1868 Free . . Sch . 600 456 1850 Sub . . . Gen . 500 457 Woodstock, Conn . . Woodstock Academy _ _ 1865 Both. . Sch....... 590 458 Woodstock. Conn _ Woodstock Circulating Library ... 1879 Soc’l . 500 459 Aberdeen, Dak . Grand Lodge of Dakota, A. F. and 1875 Free .. Masonic . . 1, 750 A. M. 460 Aberdeen, Dak . Public Library _ _ _ 1883 Sub... Gen . 400 461 Bismarck, Dak . _ Territorial Library 1865 Free . . Ter. ...... 3, 100 462 Brookings, Dak . Dakota Agricultural College _ 1884 Free . . Sch . 500 463 Canton, Dak . Augustan a College . Sch . 468 464 Deadwood, Dak . Library and Reading-room. _ 1885 Gen . 300 465 Farvo, Dak . . Library Association 1882 Sub... Gen ...... 800 466 Fort Randall, Dak ...... Post Librarv _ ................ 1875 Free . . Gar . 689 467 Fort Sully, Dak . Post Library . . . Sub _ Gar . 1, 280 468 Fort Totten, Dak . Post, Library _ _ _ _ Gar . 383 469 Grand Forks, Dak _ University of North Dakota, 1884 Free . . Col . 1, 000 470 Jamestown, Dak . Library A ssoeiation _ _ _ _ _ . 1885 Sub... Gen . 530 471 Mitchell, Dak. Reading-rooms of the W oman s 1884 Both.. Soc’l . 1, 500 Christian Temperance Union. 472 Sioux Fails, Dak. . . . Sinn* Falls Law Libra, ry _ 1885 Sub... Law . 800 473 Vermillion, Dak . . University of Dakota _ _ _ _ 1882 Free . . Col . 1, 000 474 Watertown, Dak . Public Library . . .. Gen . 550 475 Yankton, Dak _ Tn (1 i a n Tpdustria.l School 1884 Soh . 300 476 Yankton, Dak . . Yanl; ton College _ _ _ 1883 Free . . Col . 1, 200 . 477 Dover, Del . Dover Library . . 1885 Sub . . . Gen . 1, 890 478 Dover, Dal... . Scott Library of Wilmington Con¬ 1878 Sub... •Sch . 1, 600 ference Academy. 479 Dover, Del . . State Library _ _ _ _ 1832 Free .. State . *15, 000 480 Lewes, Del . . Library Association _ _ Gen . 700 481 Milford, Del . T.ihrary Association _ ■ _ 1882 Sub ... Gen . 800' 482 Milton, Del . Library Association . 1875 Sub... Gen . 600 483 Newark, Del . . A cad emy of Newark . . . . Scb . 500 484 Newark, Del _ Dela ware College* _ . _ 1835 Free . . Col . 8,000 485 Newark, Del . Delta Phi Society*. . . 1835 Free . . Soc’y . 1, 238 486 New Castle, Del _ Library Company _ _ _ 1812 Sub... Gen . 4, 000 487 Odessa, Del . . C orbit Library . . . 1847 Free . . Gen . 2,150 488 Wilmington, Del . Gorman Library Association _ 1873 Free . . Soe’l . 1, 374 489 Wilmington, Del. . . . Historical Society of Delaware*. . . . 1864 Sub .. Hist’l . a6, 500 490 Wilmington, Del _ _ . New Castle County Law Library 1873 Sub... Law ..... 2, 000 Association. 491 Wilmington, Del . . . Shields Library Association of 1863 Sub. .. Gen . 758 Wilmington. 492 Wilmington, Del . United States District, Cnnrt, _ Free . . Law . 1, 178 493 Wilmington, Del _ W i 1 m i n g ton Tnstitute 1787 Sub... Gen . 15, 632 494 Wilmington, Del........ Younc Men’s Free Library . . Gen . 400 495 Washington, D. C . Academy of the Sacred Heart of Scb . 500 Mary. 486 W ashington, D. C _ _ _ _ Academy of the Visitation _ 1850 Scb . 1, 000 497 Washington, D. C . Adjutant-General’s Office . Gov’t . 4,177 * From a return for 1884. a Books and pamplilota. STATISTICAL TABLES. 699 Table XVI. — Statistics of publio libraries numbering 300 volumes, $o. — Continued. Place. Name of library. 49S 499 500 501 502 503 504 505 506 507 508 509 510 511 512 513 514 515 516 517 518 519 520 521 522 523 524 525 526 527 526 529 530 531 532 533 534 535 Washington, D. C . Washington, D. C . Washington, D. C . Washington, D. C . . Washington, D. C . Washington, D. C . Washington, D. C . Washington, D. C . Washington, D. C . Washington, D. C . Washington, D. C . Washington, D. C . Washington, D. C . Washington, D. C . Washington, D. C . Washington, D. C . Washington, D. C . Washington, D. C . Washington, D. C . American If epical Association ... Bar Association . Bureau of Education . Bureau of Ordnance (Navy Depart¬ ment). Bureau of Statistics (Treasury De¬ partment). Carroll Institute . Church School for Young Ladies . . 1 . Columbia Institution for the Deaf ■ 1SS4 and Dumb. Free . . Sob. .. Free . . 1871 1868 1838 1866 1873 Free . . Med . Law . Gov’t . Gov’t . I Free.. 1822 I860 Free.. 1789 1850 1878 1810 Free . . Free . . Gov’t . . SocT... Sch _ A.&B. Col ... Gov’t. Gov’t. Gov’t . Gov’t . Gov’t. Gov’t. Sch... Gov’t. Col... Gov’t . Columbian University . Department of A griculture . . . Department of Justice . Department of State . Department of the Interior... District of Columbia . Executive Mansion . Friends’ Select School . . - General Land Office . 1S80 j Free.. Gonzaga College - . ' . j Free.. Government Hospital for the In- I 1855 i Free.. | sane. j j Washington, D. C . j Health Department . . 1872 Free.. Washington, D. C . I House of Representatives . 1 1789 Free.. Washington, D. C . . Howaid University . ! 1869 Free.. Washington, D. C . ! Theological Department . ! 1872 Free.. Washington, D. C . ! Library of Congress . 1 1800 Free.. Washington, D.C . j.f TLS. a?™™ 1S82 ■ Free.-fc80^® \ Washington, D. C . 1 Light Battery 6, Third Artillery . . : Free.. Gar . Washington, D. C . i Light-HouseHoard . ....| 1852 ; . ; Gov’t . Washington, D. C . ; Louise Homo . ....j 1869 Free..1 A. fell - Washington, D. C . McDonald-Ellis School . 1 . . Sch . Washington, D. C. ...... Marine Hospital Bureau . ' . . Gov't \.\F O O it* ortATi II f n n-n in T ili nn m- n ^ vl-i Til o t rri n4 n-P 121(1 TVfl A Ifofim 7,000 4, 500 al7, 500 1. 500 9,000 2.500 300 3,000 7, 000 18, 000 20, 000 22. 625 8,000 1,000 2,000 400 1,582 10, 000 1,400 1,000 125, 000 11, 509 950 Free . . Masonic . - Masonic Library of the District of • 1810 Columbia. Mt. Vernon Institute . 1S72 . | Sch.., Mt. Vernon Seminary . 1 1875 ; . Sch... Museum of Hygiene, United States 1882 ; Free.. Gov’t. I Bureau of Medicine and Surgery. | Washington, D. C . ' Nautical Almanac Office . . 1850 : . Gov’t . Washington, D. C . Navy Department . I 1878 | Free..: Gov’t. Washington, D. C . Norwood’ Female Institute . ! . ; . Sch... Washington, D. C.. . Post Marine Barracks . : 1852 j Free.. Gov’t Washington, D. C ...... . Washington, D. C . Washington, D.C . Washington, D. C . Washington, D. C . Post-Office Department . I 1862 : Free 537 j Washington, D. C . Providence Hospital . ! 1S70 Free.. 538 i Washington, D, C . Reform School of the District of j 1879 j Free.. | Columbia. 539 ; Washington, D. C . 1 St. John's Collegiate Institute 540 j Washington, D. C . St John’s Workingmen's Club and 1883 I Institute. 541 | Washington, D. C. .. St Vincent’s Day School* San. sci... Gov’t . Col ... The’l . Gov't .....6565,134 9, COO L 396 2, 711 453 800 1, 190 2,238 1,000 1,000 13,000 1,600 17, 000 1, 000 500 Gov't . : 7,200 542 543 544 545 546 547 548 549 Washington, D. C . ! Scientific Library of the United States Patent Office. Washington, D. C . Signal Office, United States Army . Washington, D. C . 1 Soldiers’ Home . Washington, D. C . ! Solicitor of the Treasury . Washington, D. C . j Supervising Architect's Office (Treasury Department). Washington, D. C . ! Surgeon-General’s Office, United States Army. Treasury Department . United States Coast and Geodetic Survey. United States Geological Survey .. United States Hydrographic Office. United States National Museum. .. 1S77 Sub... 1839 ’ Free.. 1861 | Free.. 1850 Free.. 1843 Free A. A.&E.... Sch.. Soo’l. Sch... Gov’t. 1858 Gov’t . A.&K.... .1 Gov’t . .1 Gov't . 1865 . . Gov’t. Washington, D. C . Washington, D. C....... 1803 1832 Free.. Gov’t. Gov’t . 330 650 3, 500 700 50,000 10,540 4,973 6, 000 404 76, 733 18, 090 4, 5GC 550 ‘ Washington, D. C . United States Geological Survey .. ; 1882 Free.. Gov't . 17,255 551 Washington, D. C _ United States Hydrographic Office, j 1867 . Gov’t . 2,30C 552 Washington, D. C . United States National Museum. . .| 1881 | Free.. Gov’t..*.. (c) * From a return for 1884. a Number of volumes ; also 45,000 pamphlets. 6 Number of volumes; also 191.000 pamphlets. c Number not given; record kept with that of the Smithsonian Library, the books of which are de¬ posited with the Library of Congress. The number of books and pamphlets which are kept permanent lv at the Museum was given as 13,000 for 1884. 700 REPORT OF THE COMMISSIONER OF EDUCATION. Table XVI.— Statistics of public libraries numbering 300 volumes , $c. —Continues. 553 554 555 550 557 558 559 500 561 562 563 564 585 566 567 568 570 571 572 573 574 575 576 577 578 579 580 581 582 583 584 585 586 587 588 589 590 591 592 593 59 1 595 . 596 597 598 599 800 601 603 603 604 105 Flaoo. Washington, D. C. "Washington, D. C . , Washington, D. C . . Washington, D. C . . Washington, 1). C . . Washington, D. C . West Washington, D. C West Washington, D. G De Funiak Springs, Fla Gainesville, Fla . Jacksonville, Fla . . Jacksonville, Fla . Key West, Fla . . Live Oak, Fla . . Milton, Fla . . Namo of library. Pensacola, Fla . Pensacola, Fla . . St. Augustine, Fla . St. Aagustine, Fla , St. Augustine, Fla . Tallahassee, Fla . . , Tallahassee, Fla , Acworth, Ga . Albany, Ga . Americas, Ga.... Athens, Ga . Athens, Ga . Athens, Ga . Athens, Ga . Athens, Ga . Augusta, Ga . Dahlonega, Ga . . . Dahlonega, Ga... Millcdgoville, Ga . Atlanta, Ga Atlanta, Ga Atlanta, Ga. Atlanta, Ga. Atlanta, Ga. Atlanta, Ga. Atlanta, Ga.... Atlanta, Ga. .... Augusta, Ga . . . Barnesvillo, Ga Blacksliear, Ga Bowdon, Ga _ Bourdon, Ga _ Carters ville, Ga. Cave Spring, Ga Columbus, Ga ... Covington, Ga ... Dalton, Ga . . Dawson, Ga...... Dawson, Ga...... trolled States Kaval Observatory., United States Senate . . War Department . . W ashington Circulating Library . . W ayland Seminary . . Young Men’s Christian Associa¬ tion. Georgetown College . . . . Industrial Home School . Do Fnniak Springs Library . East Florida Seminary . Cookman Institute . Library Association . Convent of Mary Immaculate . Florida Inatitnto . Public Library, Santa Rosa Acad¬ emy. Library Association . . Young Men’s Christian Associa¬ tion. Free Pnblio Library . Post Library of St. Francis Bar¬ racks. Regimental Library, Second U. S. Artillery. State Librar.J University Library . Literary and Library Associa¬ tion. Public Library . Library Association . Home School for Young Ladies.... Lucy Cobb Library . University of Georgia . Domosthenian Society . Phi Kappa Society . Medical College of Georgia .... North Georgia Agricultural College. Decorah Palaestra Society of N. G. AC. Middle Georgia Military and Agricultural College. Abyssinian Library . Atlanta Female Institute, Clionian Library. Baptist Seminary . . . Clark University . Gammon School of Theology .. Graves Library of Atlanta Uni¬ versity. State Library . ' Young iron’s Library Association. Yonng Mon’s Library Association. Gordon Institute* . Library and Literary Association.. Bowdon College . Clay and Calhoun . iYonng Men’s Christian and Li-> \ brary Association. j Georgia Institution for the Deaf and Dumb. Public Library . Georgia Methodist Female College. Dalton Female College . South Georgia Male and Female College, Alpha Library. South Georgia Male and Female College, Euterpsan Library. •From a return for 1884. 1845 1852 1800 1883 1865 1852 1791 1884 1884 1874 3880 1875 Free. Sub.. Free. Free . Free. Sub.. 1881 1872 1845 1883 1878 1878 W* 1K>9 1800 1801 1820 1831 1873 1875 1880 1870 1825 18G7 1848 1873 1858 1885 1859 1881 1852 1873 1879 1879 Sub.. Fiee , Free. Free. O Free. Free. Free. Free Free J Sub... Sub... Sab.. Sub.. Free. Sub.. Free. Free. Free.. Sab... Sub... Free.. Free.. Free.. Free.. Sub... Sab... Free.. Sub... Frce.. Free| Free.. Sab... Free. Free. Gov’t . Gov’t . Gov’t . Soc’l . Sch . Y.M.C.A. Col . A. REPOET OF THE COMMISSIONER OF ['able XVI. — Statistics of public libraries numbering 300 volumes , $c Place. Name of library. Blue Island, Ill . Bourbonnais Grove, HI. . Bowensburg, Ill . Braidwood, Ill . Bunker Hill, HI . Bunker Hill, HI . Bushnell, HI . Byron, Ill . ! Byron Library Cairo, HI . Public Library Cambridge, Ill . . Public School Library St. Viateur’s College . 1871 Library Association . 1884 Public'Library . - . . . 1 1876 _ . — ~ .• . lgg4 1867 I860 Bunker Hill Academy Library Association Library Association Canton, HI . Carbondale, HI. Carbondale, HI. Carlinville, HI . Carlinville, Ill . Carthage, Ill ... Carthage, Ill ... Carthage, Ill ... Centralia, HI... Champaign, Ill. Champaign, Ill . Charleston, HI . Chebanse, HI .. Chester, HI .... Chicago, Ill _ Chicago, HI .... Chicago, Ill - Chicago, HI .... Chicago, HI . Chicago, HI . Chicago, Ill . Chicago, Ill . Chicago, Ill . Chicago, HI . Chicago, Ill . Chicago, HI . Chicago, Ill . Chicago, Hi , Chicago, Ill . Chicago, III . Chicago, Ill . Chicago, Ill . Chicago, HI . Chicago, HI Chicago, HI Chicago, Ill Chicago, Ill Chicago, HI Chicago, HI , Chicago, HI . Chicago, HI . Chicago, Ill . Chicago, Ill . Chicago. Ill . Chicago, Ill , Chicago, HI . 1877 1876 Sub.. Free . Free . Sub. . Sub. . Sub.. Free . Free. Sub.. Sub. . Free. Sub.. Sub.. Free. 1871 1857 (a) 1880 Free . Free . Free . Sub.. Sub.. Free . Free . Free . Free . Free . Sub. . Free. Sub.. Free . Cambridge Public Library (town Bhip). Canton Library . 1872 Library Association . 1877 Southern Illinois Normal Univer- 1875 sity. Blackburn University . 1867 Library Association . 1868 Carthage College . 1871 Cicero Literary Society . 1871 Galileo Literary Society . Public Library and Bending Room. 1872 Public Library . 1876 State Laboratory of Natural His- 1877 tory. Library Association* . 1880 Adelpliian Library . 1880 Southern Illinois Penitentiary . 1878 Academy of Sciences . 1859 Allen Academy . 1874 American Electrical Society . | 1875 Bennett College of Eclectic Medi- 1868 cine and Surgery. Board of Trade . Chicago Athenaeum* . Chicago Aurora-Tumverein . ! . Chicago College of Pharmacy . ! 1859 Chicago Historical Society . j 1856 Chicago Manual Training School..! 1884 Chicago Medical College . 1 1882 Chicago Medical Press Association. 1875 Chicago Public School Libraries (19) . . Chicago Turngemeinde . 1856 Dearborn Observatory . j 1866 Erring Woman's Refuge . j 1830 Girls’ Higher School . ! . Mrs. Grant’s Seminary . I . Hammond Library of the Chicago ; 1855 Theological Seminary. Homoeopathic Medical College - ! . Kirkland School (275 Huron at.)*.. Law Institute . Newberry Library . . Old Ladies’ Homo . . Park Institute (103-105 Ashland ave.).* Presbyterian Theological Semi- 1859 Free., nary of the Northwest. Public Library . " St. Ignatius College . St. Patrick’s Commercial Academy St. Xavier’s Library . Seminary of the Sacred Heart (485 W. Taylor st.).* Union Catholic Library Associa¬ tion. Chicago, HI . j University of Chica go . Chicago, Ill . Western Society of^Engineers - Chicago, Ill . . . Western Theological' Seminary 1885 Free.. (Protestant Episcopal). * I I Young Men’s Christian Associa- 1858 \ Sub... tion. * From a return for 1884. a Funds for the founding of this library became available in Decembe: Free Free . Fiee . Free . . Sub... Free.. Free .. Chicago, HI . 1872 1870 Free . Free . 1846 1859 1857 1869 1885 Free. Sub.. STATISTICAL TABLES. 703 Tabus XVI. — Statistics of public libraries numbering 300 volumes, $o. — Continued. Place. Name of library. $ '<2 % A f* 1 A •G 5 m A g u o © © s 1 o 1878 | Sub... Y.M.C.A. 1882 1 Free &. j sub. Y. M.C.A.j 1878 ! Sub... Y.M.C.A. 1878 Sub... Soc’l . 1874 Sub... Gen . 1877 Sub . . . Gen . i 1883 ! Free.. Sch . 1879 j Free.. ! Gen . 1807 1 1 . , i The’l . 1883 j Free.. Gen . 1882 ! Free .. ; Sch . 1875 | Free . j | Gen . 1865 Free .. i Sch . Sch . 1872 1681 1 ,s“b.:: 1876 Free.. Gen . 1874 1 Sub... Soc’l . 1881 | Sub... Y. M. C. A. 1878 Sub... Gen . . 1876 1874 1873 ; Free.. Sch . Sch . Free.. A. & R _ i 1874 j 1877 ! 1356 I Free.. Gen . Soh . . ! Sub... Gen . 1875 Free.. ! Gen . 1873 | ! Sub...! ! Soc’l . 1878 Free..i Sch . 1856 I Free.. Gen . I 1873 Free . . 1 1 Gen . * 1856 i Tbel . j 1856 Free ..1 ! Col . ; 1883 Free.. ! Sch . Col . :::::: ! . j Soc’v . | 1857 |.Snb::: ! Gen . i Sch . 1 1873 | Sub... Gen . i 1871 | Free.. I Soc’l. . | 1885 i Free-.j i Sch . 1 1873 j Free.. ! Col . 1 1880 | 1841 Sub... ! Col . Col . . | 1 1857 ' Soc’y . ! Col . 1874 i Free-.j t Gen . I 1SG7 i Free..! Free . . ! Free . . ! j Sch . Sch . 1883 ! Sch . 1871 i Free . . j | Gen . 1873 j ( Free..i Gen . 1881 1 Sub...! Gen . 1876 i . Gen - 1 1874 ! 1 1838 Sub... Gen . Sch . j 1865 1 Col . 1 1856 1 Sub... j Soc’l . 1 1870 1 Sub...! I Socl . 731 Chicago, HI 735 736 737 738 730 740 741 742 743 744 745 746 747 745 749 750 751 752 753 754 755 756 757 75S 759 760 761 762 763 764 765 766 7G7 771 772 773 774 775 776 778 779 780 781 782 783 784 785 786 787 788 Chicago, Ill Chicago, HI . Chicago, HI Clay City, HI . Cobden,ill . Coleta, 111 . Cordova, Ill . Danville, HI . Danville, HI . Danville, Ill . Decatur, HI . Decatur, HI . Decatur. Ill . Dixon, 111 . Dixon, HI . Dundee, HI . Dwight, Ill . East St. Louis, El. Edward sville, HI. Edwardsville, HI. Elgin, Ill . Elgin, HI . Elgin, HI . Elmhurst, HI Elmira, HI . Elmwood, Ill.... El Paso, HI ..... Englewood, El.. Eureka, HI . Evanston, HI . . . Evanston, El . . . Evanston, Ill ... Evanston, HI ... Ewing, Ill . Ewing, Ill . Fayetteville. Ill. Feehanville, HI . Flora, HI . Freeburg, HI . . . Freeport, HI . Fulton, HI . Galena, Ill..- . Galesburg, HI . Galesburg, III . ! Galesburg, HI . ! Galesburg, III . Galesburg, HI . . Geneseo, Ill . . Geneseo, Ill . j Geneseo, Ill . i Geneva, 111 . ! Geneva, HI . I Gibson City, HI . Gilman, HI . ' Godfrey, Ill . . Greenville, HI . Greenville, HI . Griggsville, HI . j Young Men’s Christian Associa¬ tion, Railroad Branch (Kinzio st.). Young Men’s Christian Associa¬ tion, Railroad Branch (141 Stew¬ art ave.). Young Men’s Christian Associ¬ ation, Railroad Branch (4747 State st.). Young People’s Library Associa¬ tion of the 3d Presbyterian Church. Library and Literary Association.. Library Association . Public School Library . Public Library . Culbertson Library . . Public Library . Public School Library . Free Public Library . High School Library . St. Theresa's Ursuline Academy... Dixon Hose Company . Northern Illinois Normal School- . . Public Library . Kenyon’s Circulating Library . Railway Young Men’s Christian Association. Public Library . . . Public SchoorLibrary . Elgin Academy . - . Hospital Library, Northern Hospi¬ tal for the Insane. Public Library . . . . Evangelical Lutheran Proseminary (M enschverein). Library Association . School and Public Library . Ladies’ Library . . . High School Library . Eureka College PuOlic Library. . . . Free Public Library of Evanston.. Garrett Biblical Institute . Northwestern University . Township High School Library.... Ewing College . Society libraries (3) . Library Association . St. Mary’s Training School* . Library Association . . Saengerbund and Library Associa¬ tion. High School Library . . . Northern Illinois College . . German- English College . Knox College . — . Society libraries (2) . Lombard University . . . Public Library and Reading Room. Public SchoorLibrary . High School . . . Northwestern Normal . Public Library . Public Library . Library Association . . . Library Association . Library Association . . Monticello Ladies’ Seminary . Almira College . Ladies’ Library Association . Circulating Library . . * From a return for 1884. 400 362 1,800 750 1,796 387 858 800 4, 000 1, 200 7, 322 600 340 2, 000 1, 750 1,343 800 550 1, 519 980 300 MOO 8,223 2,000 519 500 1, 628 1,300 2, 000 7, 130 3, 100 26, 000 350 1,000 1,800 700 2,000 2, 000 500 300 1, COO 700 4, 500 2,600 4, 680 12, 571 1.500 1,000 845 2,449 500 400 700 1, 650 *2, 500 1, 500 1, 600 1,400 ' ] TOO 791 792 793 794 795 796 797 798 799 800 SOI 802 803 804 805 806 807 808 809 810 811 812 813 814 815 816 817 818 819 820 821 822 823 824 825 826 827 828 829 830 831 832 833 834 835 836 837 838 839 840 841 842 843 844 845 846 847 848 849 850 I *Fr< a 40f REPORT OF THE COMMISSIONER OF EDUCATION. 'able XVI. — Statistics of public libraries numbering 300 volumes , Sfc. — Continued. Place. Name of library. Hampshire, HI.. Highland, III - Huntley, Ill . Hyde Park, Ill.. Hyde Park, HI. . Jacksonville, Ill Jacksonville, HI Jacksonville, Ill Jacksonville, Ill . Jacksonville, Ill . Jacksonville, HI. Jacksonville, Ill . Jacksonville, Ill . Jacksonville, HI . Jacksonville, HI Jacksonville, HI . J acksonville, Ill . J acksonville, Ill . Jacksonville, Ill . Joliet, HI . Joliet, m . Joliet, HI . Joliet, El . Joliet, HI . Kankakee, HI . Kankakee, HI . Kewanee, Hi . . Knoxville, Ill — . Knoxville, HI . Lake, Ill. (P. O., Chicago) Lake Forest, HI . Lake Forest, Ill . Lake View, ILL (P. O., Wright’s Grove). Lanark, HI . . La Salle, HI . La Salle, HI . Lebanon, HI . Lebanon, HI . Lebanon, HI . . . Lebanon, HI . Lincoln, HI . . Lincoln, HI . Litchfield, Ill . Lockport, HI . Loda, Ill . Macomb, Ill . Maplewood, HI . Marengo, Ill . . Mascontah, HI . Maywood, 111 . . Mendota, Ill ... Mendota, Ill ... Minonk, HI . ... Moline, HI . Moline, HI _ Monmouth, Ill . Monmouth, Ill. Monticelle, Ill ... Morgan Park, Ill. Morgan Park, Ill. Morris, HI . un a return for 1884. volumes belong to the Y onville. Library Association . Highland Tumverein . Library Association . Hyde Park Lyceum . . High School Library . Business College and English Training School. Free Heading Hoorn and Library. Hlinois Central Hospital for the Insane. Illinois College . Phi Alpha Society . Eeligious Library . . Sigma Pi Society . Hlinois Female College . Institution for the Education of the Blind.* Institution for the Education of the Deaf and Dumb. Jacksonville Female Academy _ Library Association . . Oak Lawn Ketreat . Young Ladies’ Athenaeum* . . Joliet Business College . Public Library . St. Francis Academy . State Penitentiary . Young Men’s Christian Association Ladies’ Library Association . Saint Joseph’s Seminary* . Public Library . . . Public Library and Heading Hoorn. Saint Mary’s School . Union Library, Buckley School.... Lake Forest University . Ferry Hall . High School . 1883 Sub. 1880 1883 1880 Sub. . Sub.. Free . 1874 Sub.. 1830 1845 1843 1847 1849 1871 1830 1871 1872 | 1866 1875 High School Library . St. Vincent’s School* . Society of the Children of Mary... McKendree College . . . Philosophian Society . Platon ian Society . . 1 . Clionian Society . . Library Association . Lincoln University . . Free Public Library . Public School Library, Dist. No. 0. . Loda Literary Society" . Macomb City Free Public Library. School Libraries of Maplewood Woman’s Christian Temperance Union. Mascoutah Leseverein . .. . Library Association . Blackstone School Library . T.iKrnrv A carw>iot.irm 1872 1882 1875 1875 1878 61868 1889 1859 1869 clS74 1875 1869 1870 1835 1838 1849 1869 1874 1866 1882 1869 1882 18S3 1884 1856 1874 1S68 1874 1879 1861 1873 1856 ibrary Association Library Association . Concordia Germania Tumverein . . . Public Library* . . Monmouth College . W arren County Library and Head- 1870 ing Koom. Monticello Library . BaptistUnion Theological Seminary School Library, Morgan Park Mili¬ tary Academy. Library Association . 1876 1867 1876 1873 Free. Free. Free. Free. Free. Sub.. Free. Free. Free. Free. Free. Sub . Free. Free. Free . Free. Sub.. Free. Free . Sub... Sub... Free . . Sub... Free .. Free.. Sub... Free . . Free . . Free . . Sub.. Sub . Free. Sub. . Sub. . Free . . Free . . Sub... Free . Free. Free. Gen . Soc’l . Gen . Soc’l . Soh . Sell . Gen ... A.&E. Col . Soc’v _ The’l _ Soc’y - Col . . A. & H — A. So. H. Sch . Gen . A. &E — Sell . Col . Gen . Sch . A. O u 9 & a c Free . . Sci . 900 Free.. Med . 600 Free.. Law . 14, 500 Free . . State . 23, 000 Med . 1, 000 Free . . Masonic .. 2,000 Free . . Y.M.C.A 600 Free . . Gen . 400 Free . . Col . 3,000 Soc’v . 2, 000 A. & R _ 3, 000 Freo . . Gen . 1, 200 Free . . Gen . 338 Free . A. Sub . . . | Law . 2, 500 Place. Name of library. 1039 1040 1041 1042 1043 1044 1045 1043 1047 1018 1049 1050 1051 1052 1053 1054 1055 1056 1057 1058 3039 1060 1061 1062 1063 1064 1005 1066 1067 1068 1069 1070 1071 1072 1073 1074 1075 1076 1077 1078 1079 1080 1081 1082 1083 1084 1085 1086 1087 1088 1089 1090 1091 1092 1093 1094 1095 1096 1097 1098 1099 1100 Indianapolis, Ind . . Indianapolis, Ind . . Indianapolis, Ind . . Indianapolis, Ind . , Indianapolis, Ind . . Indianapolis, Ind . . Indianapolis, Ind . . Inglefield, Ind . Irvington, Ind _ Irvington, Ind - Jeffersonville, Ind Jeffersonville, Ind. Kentland, Ind _ Knightstown, Ind . Kokomo, Ind . Ladoga, Ind . La Fayette, Ind _ La Fayette, Ind - La Porte, Ind . Lawrence, Ind . v . . . Lawrence, Ind . Lawrenceburg, Ind . Lebanon, Ind . Leopold, Ind . Logansport, Ind Logansport, Ind .... Logansport, Ind _ Logansport, Ind Logansport, Ind Madison, Ind . Madison. Ind . Mallott Park, Ind . . Martinsville, Ind ... Martinsville, Ind . . . Merom, Ind . Michigan City, Ind . Milltown, Ind . Mishawaka, Ind _ Mitchell. Ind . Monticello, Ind . Moore's Hill, Ind Mooresville, Ind Mooresville, Ind Mt. Vernon, Ind _ Mnncie, Ind . New Albany, Ind . . . New Albany. Ind. .. New Albany, Ind... New Augusta, Ind,. New Harmony, Ind. Notre Dame, Ind . . . Notre Dame, Ind. . . . Perrysville, Ind Peru, Ind . Plymouth, Ind.. Princeton, Ind.. Rensselaer, Ind. Richmond, Ind.. Richmond, Ind.. Richmond, Ind . . Richmond, Ind. . Richmond, Ind.. State Board of Agriculture . . State Board of Health . . State Law Library . . Strte Library . . State Medical Society . . The William Hacker Library (Masonic). Young Men’s Christian Associa¬ tion.* Scott Township Library . Butler University . Society Libraries (5) . Stat9 Prison (South) . Township Library . Newton County Library . Indiana Soldiers’ Orphans’ Home and Asylum for Feeble-minded Children. J. M. Scotton’s Circulating Library Central Indiana Normal School. . . Public Library . Purdue University . Odd Fellows’ Library A ssociation Lawrence Township’ Library . Warren Township Library . Lawrenceburg Township Library. Center Township Library . Leopold Township Library . American Normal College . Eel Township Library . Noble Township Library . Public School Library . Washington Township Library... Madison Library . Madison Township Library . Millersville Free Library Associa¬ tion. Eclectic Library . Washington Township Library. .. Union Christian College . Northern Indiana Prison Library.1 Whiskey Run Township Library.! Public School Library . . Southern Indiana Normal College. Public School Library . Moore’s Hill College . ! Brown Township Library . i High School Library . . j County and Mechanics’ Library . . ! Publie Library . DePauw College for Young Worn- I en. New Albany Township Library .. Public Library . Pike Township Library . Workingmen’s Institute . Lemonnier Library (University of Notre Dame). St. Mary’s Library (St. Mary’s Academy). Highland Township Library . High School Library . Marshall County Library . Public Library . Iroquois Library... . Earlbam College . Ionian Library . Phoenix Library . Morrison Library . . Wayne County Law Library As¬ sociation. * From a return for 1884, 1852 1884 1867 1825 3S80 1884 1870 1850 1860 1858 1855 1868 1885 1875 1876 1882 1875 1873 1853 1S72 1852 1859 1859 1880 1S59 1S54 1855 1SS2 1880 1853 1885 1880 1876 1854 1859 1875 1850 1874 1846 1851 1885 1858 1843 1870 1867 1881 1857 1847 1857 1856 1864 1874 STATISTICAL TABLES. 700 Table XVI. — Statistics of public libraries numbering 300 volumes , o s a 1 3 1 * 1347 1825 Sch . 4, 060 lent Institution. . 1348 1824 I Free . - I Col . 4, 000 1349 1826 j Free . . I Soc’y . 2, 0C0 1350 1865 ! Free . . 1 Col . 3, 800 1351 j 1877 | Free Col . 1, 000 1352 1884 1 Free . . Sch . 3, 500 ness College. 1353 Bowling Green, Ky . State Board of Health of Ken- 1878 San. sci . . . 500 tucky. 1354 1871 j Free . . Sch . 1, 000 Sch . 400 1356 1870 i Sab _ Col . 2, 000 1357 1874 j Free . . Col . 522 135S 1885 ; Sub... Soc’y . 500 1350 1S60 Sch . ...... 2, COO 1360 1885 j Sub. . . Gen . 2, 255 1361 Danville. Ky." . Caldwell Female College . . 1859 Col . 500 1362 1824 Free . . Col . 5, 048 1363 Danvillej Ky . Chamberlain Philosophical 1824 Sub. .. Soc’y . 1,709 and Literary Society. 1364 Danville, Ky . Union Deinologian Literary 1830 Sub... Soc’y . 1,600 Society. 1365 Danville, Ky . Danville Theological Seminary . . . . 1853 Free.. Theol . 10, 000 1366 Danville, Kv . : Institute for Deaf-Mutes _ 1823 Sch . 1,500 1367 Eminence. Ky . i Eminence College* . 1860 Col . 2, 000 1368 Farm dale, Ky . . i Kentucky Military Institute* . 1S46 Sch . 4, 000 1369 Farmdale, Ky . Philomathean" Society* . j Soc’y . 1, 2G0 1370 Frankfort, Ky . . j Kentucky Geological Survey . 1*1876" Free . . 1 Sci . 1, 050 1371 Frankfort, Kv . Kentucky Historical Society . 1 1878 Free .. ! Hist’l . 400 1372 Frankfort, Kv . i Kentucky State Library . I 1821 Free.. i State . 33, 900 1373 Frankfort, Kv . State Prison . 1 1854 Free .. l A. & E ... 3, 001 1374 Garnetts ville," Ky _ Salpm OnilfiVft _ 1866 Free .. Col . 859 1375 Georgetown. Kv . ! G eorgetown College . . . 1830 Free.. j Col . 1 8, 000 1376 ! Georgetown, Kv . Ciceronian Societv . . | 1839 Free.. j Soc’y . 1, 400 1377 Georgetown. Kv _ Tau-Theta-Kappa Society . 1839 j Free.. i Soc’v . 1, 200 1378 Georgetown, Ky _ Georgetown Female Seminary .... 1872 I Schf. . 300 1379 Getlisemani, Ky . . Select and Preparatory School of 1862 ! Free . . | Sch . ! 500 Gethsemani. 1380 Glasgow, Ky.... . i Gi as vow Norm al School . . 1876 Free.. i Sch . ! 1, 500 1381 Glasgow, Kv . . . ] Liberty Female College . 1 1875 Col . | 500 13S2 ! Greenville, Kv . Greenville Female College . j 1850 | Free . . Sch . ! 600 1383 ! Harrodsbnrg/Ky . Daughters College . j 1856 j Free.. Col . ! 3, 000 1384 i Henderson. Kv . 1 Knights of Pythias . . 1875 | Free.. Soc’l . 350 1385 Hopkinsville, "Ky . Bethel F emale College, Lotus Lite¬ ! 1880 i Free.. i Soc’y . ; 390 rary Societv. 13S6 ! Hopkinsville, Ky _ _ Public. School T.ibrarv _ 1 1882 1 Free . . ^ Sell . - 1 850 1337 i Jackson, Kv . . Jackson Academy Library . 1885. i Free . . j Sch . 1 1, 000 1388 ! Lancaster, Kv _ _ 1 Garrard Female College ... _ 1885 ! Free . . Col . i £00 1389 j Lexington, Kv . . j Hamilton Female College . . 1885 . Sab...i Col . ! 500 1390 i Lexington, Kv _ Kentucky University. . . . 1709 j Free . . j Col . j 13, 169 1391 : Lexington, Kv _ Cecropian Societv _ ... _ ... 1861 | Free..! Soc’v . ■ 514 13S2 Lexington, Kv . Periclean Literary Society. . . . 1865 1 1 Free.. Soc’v - G50 1393 Lexington, Ky _ Philothean Society of the Col¬ 1865 1 1 Free . . i TheT . 2, 000 lege of the Bible. 1394 Lexington, Ky . Lexington Library . 1800 | Sub.-.j Gen _ _ 15,000 1395 Leximwon, Ky _ _ St. Catharine’s Female Academy Sch . i 5C0 1396 Louisville, Ky . 1 Baptist Orolians' Home . 1871 i A. J 1559 1580 1561 1562 1563 1564 1565 1566 1567 1568 1569 Botli el, Mo . Biddeford, Me . Biddeford, Me . Blue Hill, Me . Bolster’s Mills, Me . Brown ville, Me . Brunswick, Me . . Brunswick, Mo . Brunswick, Me . Bncksport, Me . Bucksport, Me . Buxton, Mo . Calais, Mo . Calais, Mo . Camden, Me . Canaan, Me . Castine, Mo . Castino, Mo . Cherry field, Me . Corinna, Mo . Cornish, Me . Cumberland Center, Me. Cumberland Mills, Me.. Deering (P. O., Wood¬ ford’s), Me. Deering, Mo . Dexter, Me . Dover, Mo . Dover, Mo . . East Machine, Me , Eastport. Me . . Ellsworth, Me . Farmington, Me... Farmington, Me . . Farmington, Me . Fort Kent, Me . Fort Preble (P. O., Port¬ land), Me. Foxcroft, Me . Foxcroft, Me . Fryeburg, Me , Gardiner, Me. Gorham, Me . . . Gorham, Me ... Hallowed, Me Hallowell, Me Harrison, Me . Hebron, Me .. Houlton, Me _ Houlton, Mo _ Kennebunk, Me . Kennebnnk, Me Kent’s Hill, Mo. Kittery, Me .. Lewiston, Me. Lewiston, Me. Lewiston, Me. Lewiston, Me. Lewiston, Me. Lewiston, Me. Lewiston, Me. Gould's Academy . . Bibliotbdque de l’lnstitnt Cana- dien Frangais de Biddeford, Me. Public Library . Ladies’ Social Library . Village Library . Library Corporation 1S43 1869 1862 1859 1884 Free .. Free .. Sch. Bowdoin College . 1 802 Free . Sub.. Sub. Sub. . Medical School of Maine Public Librarv Association . East Maine Conference Seminary Social Library . Bar Mills Library . Kill Circulating Library . St. Croix Library . Ladies' Library Association . Wilshire Library Association Eastern State Normal School . Town Library . Public Library . Corinna Union Academy . Library Association . Greely Institute* . Mill Library . Deering public Library . Westbrook Seminary and Fe¬ male College. Town Library . Circnlating Library . Piscataquis Law Library . Public Library Association . Public Library . City Library . . Abbott Family School . Franklin County Law Library Association. State Normal School . Madawaska Training School* Post Library . 1820 1883 1851 1806 1876 1878 1868 1853 1878 1868 1801 1837 1851 1867 Sub.. Free . Sub.. Sub. - Sub.. Sub. . Sub. . Sub. Free . Free . Sub.. Free . Sub.. 1856 1870 1831 olSSO Lincoln, Me . *From a return for 1884, Foxcroft Academy* . Young Men’s Christian Associa¬ tion. Fryeburg Academy . Public Library . Public Library . State Normal and Training School Industrial School for Girls . . Social Librarv . . Village Library Association . Hamlin Library of Hebron Acad¬ emy. Aroostook Law Library . Houlton Academy . First Congregational Parish Li¬ brary. Kennebunk Library . . Maine Wesleyan Seminary and Female College.* Kice Public Library . .. Bates College . Eurosophian Society . Polymnian Society." . . Theological School . Chandler and Estes Circnlatin: Library. Estes Circulating Library . Manufacturers’ and Mechanics’ Library Association. 1838 1874 1879 1856 Free . . Sub... Free . . Free.. Sub. .. Free .. Sub... Free . . Sub... Gen . Soc’l . Gen . Gen . Col.. Med. Gen . Sch.. Gen . Soc’l. Soc’l . Gen . Gen . Gen . Sch.. Gen . Gen . Sch.. Gen , Sch.. Soc’l . Gen . Scb, 1838 1864 Free . . Free . . Free . . Gen . Soc’l. Law . Gen . Gen . Gen . Sch.. Law . Sch. Scb. Gar. 1835 Scb . Free.. Y.M.C.A, 1840 1882 1879 1875 1846 1871 Sub... Snb. .. Free . . Free.. Sub... Both.. Sch.... Gen ... Gen ... Sch.... A. & It. Gen ... Gen ... Scb.... . Law 1862 1881 Free . . Sub... j Soc’l . Gen . Col . 1874 Free.. Gen . 1859 Sub . . . Col . 1856 Free.. Soc’v . 1864 Free.. Soc’v . 1870 Free.. The’l . 1850 Sub... Soc’l . Sub... Soc’l . 1861 Sub... Soc’l . 1S7R Sink... _ _ 1 brary, founded in 1867. 450 1, 292 4,000 735 740 500 34, 450 4. COO 3,400 3, 200 1, 700 900 4,000 1, 200 750 750 2, 068 1, 190 500 774 600 1, 200 1, 259 1, 250 2, 300 1, 000 365 740 2, 000 2, 560 2. 500 350 1,612 300 530 325 500 1, 000 5,437 1,635 2,113 350 5, 400 350 600 300 350 2, 050 1, SCO 4, 515 2, 700 8,402 850 825 3, 000 1, 000 1,000 9,085 STATISTICAL TABLES. < x i Table XVI. — Statistics of public libraries numbering 300 volumes, &c. — Continued. Place. Kamo of library. 1570 1571 1572 1573 1574 1575 1576 1577 1578 3579 1580 1581 1582 1583 1584 1585 1586 1587 1588 1589 1590 1591 1532 1593 1594 1595 1596 1597 1598 1599 1COO 1601 1602 1603 1604 1605 1606 1607 160S 1609 1610 1611 1612 1613 1614 1615 1616 1617 1618 1619 1620 1621 1622 1623 1624 1625 1626 1627 1628 1629 1630 Macbias, Me . Macbias, Me . Mercer, Me . New Gloucester, Me.... [Newport, Me . New Sharon. Mo . Norridgewock, Me . Norridgewock, Me - Norway, Me . Norway, Me . Orono, Mo . . Pittsfield, Me Portland, Me . Portland, Me . PoTlland, Me . Portland, Me . Portland, Mo , Portland, Mo . Portland, Me . Portland, Me , Portland, Me Portland, Me Portland, Me Portland, Me Portland, Me . Portland, Mo Presque Isle, Me ... Richmond, Mo . Rockland, Me . Rockland, Me . Rockland, Me . Saccarappa, Me . Saco, Mo . . . Saco, Mo . Searsport, Me . Skowhegan, Me Skowbegan, Me South Berwick, Me. Tkomaston, Me . . . . , Thomaston, Me _ logos, Me . . Topsham, Me . Vassalborough, Me “Warren, Me . Washburn, Me . .•. . Waterville, Me Waterville, Me West Lebanon, Me. Winterport, Me. . . . Winthrop, Me . Winthrop, Me . Wiscasset, Me . York, Me . Agricultural College, Md. Annapolis, Md . Annapolis, Md . Annapolis, Md . Baltimore, Md . Baltimore, Md. (Mt. Clare). Baltimore, Md . Baltimore, Md . Social Library . Washington County Bar Library.. Shaw Library . ) Circulating Library . Circulating Library . Town Library . I Norridgewock English and Clas- ! sical Institute. Norridgewock Useful Library - j Circulating Library . Public Library . Maine State College of Agricult¬ ure and Mechanic Arts. Maine Central Institute . Board of Trade . . Circuit Court Law Library Asso¬ ciation. Clark’s Circulating Library . Greenleaf Law Library . High School Library . Maine Historical Society . Maine Medical Association . Masonic Grand Lodge . Mechanics’ Library . Portland Masonic Library . Portland Society of Natural His¬ tory. Public Library . StateReform School Boys’ Library. Young Men’s Christian Associa¬ tion. Presque Isle Library . Library Association . Burnham’s Circulating Library.. Commercial College * . Knox County Law Library . Westbrook Social Library . Dyer Library . York Institute . Sears’ Public Library . . Library Association . . Somerset Law Library . Berwick Academy . . Ladies’ Library . State Prison . National Soldiers’ Home, Eastern Branch. Eranklin School Library . Oak Grove Seminary . Ladies’ Independent Library - Washburn Library . Colby University . . Library Association . West [Lebanon Academy . Ladies’ Circle Library . Reynolds’ Circulating Library... Young Men's Christian Associa¬ tion. Social Library . York Harbor" Library . . Mercer Literary Society, Maryland Agricultural College. Maryland State Library . St. J ohn’s College . United States Naval Academy. . . Archiepiscopal Library . . Baltimore and Ohio "Employ6s’ Free Circulating Library. Baltimore City Board of Health . . Baltimore Com and Flour Ex¬ change. 1875 1820 1883 1853 1875 1S60 Sub. . Frco . Free . Sub. . Sub.. Froo . 1848 1876 1885 1869 1854 1879 1S79 1867 1872 1822 1852 1821 1820 1869 1843 1867 1853 1S53 1865 1868 1882 Sub. . Sub. . Sub.. Free . Free . Free . Free . Sub.. Sub. . Free.. Free" . Free . Free . Free . Free . Free . Both. Free. Sub.. Sub.. Sub.. Sub.. 1S60 1802 1881 I860 1872 1867 1810 1835 1851 1828 1869 Sub. . Sub.. Free . Free . Free . Sub . . Free . Free . Sub.. Freo. Free. 1856 1864 1820 Sub Free Sub Sub 1865 1872 1869 1801 1881 1859 1820 1789 1845 Sub Sub Sub Sub.. Free . Free . Free . Free. Free . Free . Gen . Law Gen Gen Gen Gen Scb . Gen . Soc’l. Gen . Col.. Sch.. Mer . Law . Soc’l . Law . Scb . Hist’l . Med . Masonic . . Soc’l . Masonic . . Sci . Gen . A. &. R _ Y.M.C.A. Gen ... Gen ... Soc’l... Scb.... Law . . . Soc’l... Gen ... Gen ... Gen ... Gen ... Law . . . Sch.... Soc’l... A. & R. Gov’t.. Sch . Sch . Soc’l . Gen . Col . Gen . Sch . Soc’l . Soc’l . Y. M.C.A Gen .. Gen .. Soc’y . State . Col ... Gov’t. The! . Soc’l . . San. sci .. Mer . 1,420 300 844 434 500 1,400 500 700 1, 200 6, 500 600 330 530 3,500 2, 802 1, 300 10,000 360 550 5, 000 581 1, 300 31, 000 1,635 800 1,000 3, 400 500 425 500 1,200 a7, 766 1, 100 1, 800 4, 500 640 400 2, 600 1,188 450 300 828 350 19, 370 1,160 300 1, ICO 630 720 1, 422 500 2. 000 75, 000 6, 000 26, 898 15,000 5, 000 400 351 r From a return for 1SS4. a Books and pamphlets. 718 EEPOET OF THE COMMISSIONER OF EDUCATION. Table XYI. — Statistics of public libraries numbering 300 volumes, $c. — Continued. Place. Name of library. When founded. Free or subscription. Class. Humber of volumes. 1631 Col . 3, 940 1632 Sch . 1, 200 ored Teachers. 1633 1852 Free . . Soc’l . 1, 326 1634 1850 Mer . 500 1635 Sch . 400 1636 Baltimore, Md. (corner Bovs’ Home . 1871 Free.. A. & B _ 2,000 Calvert and Pleasant streets). 1637 1868 Free . . Sch . 400 1638 1S74 Free . . (Ifvn _ 1 5, 000 1639 Med 1, 500 geons. 1640 1 1865 | Free.. Soc’l . 2, 300 1641 1 1838 Sch . 1, 000 1642 1 (a) Gen . Baltimore City. J Free . . 1643 Sch . 2, 000 School. 1644 ! 1855 ! Free . . A. & B _ 1, 960 1645 Sch . ’800 Blind. 1 1646 1876 1 Free . . Col . 26, 500 1647 1 1877 ! F ree . . ! Soc’l. ...... 4, 700 1648 Baltimore, Md . . Library Company of the Balti¬ ! 1840 Sub... Law _ _ _ 10, 000 more Bar. 1649 J’altimore, Aid _ T.oyoln. Cnllewe _ ' . Col . 12, 000 1650 Baltimore, Aid _ Maryland Academy of -Sciences*.. 1868 i Sci _ 800 1651 Baltimore Aid _ Maryland Historical Society.. . 1844 1 Sub... Hist’l .... 20, 000 1652 Baltimore, Aid _ At aryl and Institute for the Pro¬ 1847 i Sub _ Soc’l _ 20,’ 515 motion of Mechanic Arts. 1653 ! Baltimore, Md . Maryland Penitentiary . 1848 i Free . . A. &B _ 1,400 1654 ! Baltimore, Aid _ _ Masonic Library Association . 1876 1 Free . . Masonic . . 1, 400 1655 Baltimore, Md . . . Medical and Chirurgical Faculty 1830 Sub... Med . 4,y98 1 of Maryland. 1656 Baltimore, Afd _ _ Mercantile Library Association . . 1839 Aler _ 40, 000 1657 1 j Baltimore, Md . . Odd Fellows’ Library . 1840 Free .. I. O. O. F.. 2b 952 1658 Baltimore, Md . Peabody Institute . . . 1857 Free .. Gen . 88, 000 1659 Baltimore, Md . . Public School Library* . . . 1878 Free . . Sch . 2, 872 1660 Baltimore, Md . . . Bed Men’s Library (Improved 1858 Sub... Soc’l _ _ 5, 000 1661 Baltimore, Md . Order). St. James’ Home for Boys . 1878 Free . . A. & B _ 800 1662 Baltimore Aid . St. Joseph’s Academy . . . 1849 Sch . 800 1663 Baltimore, Aid _ St. Mary’s Theological Seminary 1791 The’l .... 26,000 of St/Sulpice. 1664 Baltimore, Md . St. Vincent’s Male Orphan Asy- 1851 i Free . . A. &B - 2,500 ium. 1 1665 Baltimore, Md . South Baltimore Mechanics’ Li¬ ! 1863 j Sub _ Soc’l . 2, 000 brary. 1666 Baltimore, Md . Sovereign Grand Lodge of the I. 1858 1 . LO. O.F.. 603 O. O. F. | 1667 Baltimore, Md . State Normal School . 1 . Sch . 2, 455 1668 Baltimore, Ard _ University of Maryland, School of 1 . law _ 494 Law. 1669 Baltimore, Md . Young Men’s Christian Associa¬ 1879 Free . . Y.M.C.A. 2, 000 tion. 1670 Baltimore, Md . Young Women’s Christian Asso¬ Free . . ' Soc’l . 764 ciation. 1671 Baltimore, Md . Zion School . . . Sch . 2, 000 1672 Carroll, Md . 1 St. Mary's Industrial School for | i866 j Free.. A. m r. a 5 CD *3 z £ 1904 1905 East Cambridge, Mass.. East Camlridce, Mass.. 1815 1 Law . 3,600 1,200 St John’s Literary Institute . 1854 j Free.. Soc’l . 1906 East Dennis, Mass . Association Library . j 1868 Sub. .. Geu . 1, 039 19lt7 East Douglas, Mass - Douglas Free Public Library . i 1879 j Free.. Gen . 1, 098 1908 Free . . j Gen _ 673 1909 1869 1 Sub . . . Gen . 8,000 2, 000 1, 490 1910 1841 ! Sch . 1911 East Orleans, Mass . Orleans Library Association . 1854 ! Sub... Gen . 1912 East Sutigus, Mass . East SauCTS Circulating Library . 1865 I Sub..., Soc’l . 1, 200 1913 1914 1882 1 1872 1 Free . . 1 Gen 1, 400 Sub. . . Gen _ 400 1915 1879 ] Free . . Gen .... 4,193 2, 800 191G 1860 Sub...; Gen 1917 Fa'l River, Mass . Adams' Circulating Library . 1874 Sub... Soc’l . 735 1918 1870 1 | Sub _ i Soc’l . 1,000 475 1919 1857 Free . . i Sch . 1920 1860 Free..! Gen .... (a) 1 500 1921 1922 Falmouth Circulating Library. . . . First Congregational Church Li- ! brary. 1876 ! 1822 Falmouth, Mas3 . Free.. Soc’l . : 1, 076 1923 Fells, Mass . Boston Rubber Shoe Company. . . J 1 1873 1 ! Free.. Socl . ! 1,200 1924 Fitchburg, Mass . House of Correction and Jail . ! 1859 ! Free .. A. &R.... 525 1925 Fitchburg. Mass . Law Library . ; 1866 | Free..’ i Law . 870 1926 Fitchburg, Mass ........ Public Library _ _ _ ......... 1859 1 Free.. Gen . . 1 17 000 1927 Fitchburg, Mass . : Worcester -North District Medi¬ cal Library. 1858 j Free..; 1 Med . 550 1923 Foxborough, Mass . ; Bovden Library . ! 1869 Free.. Gen . 1 3, 000 1929 Framingham, Mass . 1 State Ycrmal School . . . i 1840 i Free.. j Sch . 2,000 1930 Framingham Mass Town Library . . . I 1855 j Free.. Gen . - \ 12, 000 500 1931 Franklin. Mass . Dean Academy . 1866 Sch . 1932 Franklin, Mass . 1 Library Association . 1 1786 | Free.. Gen . 1 4,200 1933 Franklin, Mass . Pawtu cket Library . j 1874 600 1934 Freetown, Mass . Freetown Law Library . Free . . | Law . 500 1935 Gardner, Mass . Gardner Free Library . j 1884 Free.. 1 Gen . 1 1,500 1936 Gardner, Mass . Mt. Gardner Seminary . 1 1883 Sch . ' I 300 1937 Gilbertville, Mass . ! Gilbeitville Library of the Geo. H. Gilbert M’f !g. Co. | 1882 Free.. ! Soc’l . 902 1938 Gill, Mass . ! Gill Library . ! 1872 Free.. i Gen . 711 1939 Gloucester, Mass . ! Cape Ann Scientific and Literary Association. i 1875 Free.. t Sei . i 400 1940 Gloucester, Mass . j Procter Circulating Library . 1 1851 Sub... 1 SoeT . 2, 500 1941 Gloucester, Mass . i Sawyer Free Librarv . 1854 Free.. Gen . 1 7, 030 1912 Gloucester, Mass . j Young Men's Christian Associa¬ tion. i 1878 : Free.. Y.M.C.A. 325 1943 Grafton, Mass . Free Public Library . . . | 1866 Free.. ' Gen . ! 5, 044 1944 Great Barrington, Mass. Free Library . ! 1881 Free.. ! Gen . 3, 500 1945 j Great Barrington, Mass. 1 Sedgwick Institute . j Sch . i 5, COO 1946 Greenfield, Mass. . | Free Librarv . . . 1 18&1 ; Free.. Free.. 1 fv-pn j 3, 000 2,248 1947 ! Greenfield, Mass . 1 Law Library Association for ! Franklin Co. 1 1856 Law . 1948 i Greenfield. Mass . ! Librarv Association . \ 1855 Sub... Gen . | 7,293 1949 Greenfield, Mass . Moody's Circulating Librarv . , 1872 j Sub... Socl . 1 1, 200 1950 I G-rnfon, Mass _ i Groton School Library . . 1884 Sch * 300 ' 2, SCO 1951 Groton. Mass . Lawrence Academv . ! 1828 ; Free.. 1 Sch . 1952 Groton, Mass . Public Library . . . ; 1851 I Free . . j Gen . 4, 300 1953 Hadlev, Mass . Conan t’s Library . ! 1881 j Sub... 2, 100 1954 Hadlev, Mass . Young Men's Library Association. I 1856 : Sub... , Soc’l . 1,784 1955 Halifax, Mass . Holmes Public Library . 1876 ; Free.. i Gen . ! 1 260 1956 Hanson. Mass . ! Library Association .T . j Ladies’ Free Library Association. 1882 j Sub... ; Soc’l . 434 1957 : Hardwick. Mass . 1S80 Free.. ! Gen . 800 1958 i Harvard Mass _ 1 Bromfield School _ _ _ ; 1S77 1 Ren 1, 000 , 3 000 1959 Harvard, Mass . . : Public Library . . i 1808 Free .. 1 Gen . 1960 ; Harvard. Mass . i Union Library . 1S65 Sub... 900 1961 Harwich Port, Mass j Sea View Library . 1877 ! Sub... . 1 400 1962 i Hatfield, Mass . I Public Library . 1870 ! Free.. j Gen . 2,800 1963 1 Haverhill, Mass . ! Morse &. Son’s Circulating Library . 1869 1 Sub... i Socl . 1,500 1964 ; Haverhill, Mass . 1874 Free.. ! Gen . 39,268 1965 Haydenville. Mass . | Library Association . | 1884 | Sub... i Gen . j 513 * From a return for 1884. a Present number of volumes is not known; the library numbered 30,000 volumes before the recent fire. 724 REPORT OF THE COMMISSIONER OF EDUCATION. Table XVI. — Statistics of public libraries numbering 300 volumes , 4'c- — Continned. Place. Name of library. 1996 10!i7 1968 3969 3970 1971 3972 3979 1974 ITiugham, Mass.. IIingham, Mass.. Hinsdale, Mass .. Holbrook, Mass. . Holden, Mass .... Holliston, Mass.. Holyoke, Mass . . . Holyoke, Mass... Hopkinton, Mass 3975 1976 1977 1978 1979 3980 1981 1982 1983 1984 1985 1986 1987 1988 1990 1991 1992 1993 1994 1995 1996 1997 1998 1999 2000 2001 2002 Honsatonic, Mass . Hubbardston, Mass . Hudson, Mass . Hyde Park, Mass . Ipswich, Mass . Kingston, Mass . Lancaster, Mass . Lancaster, Mass . Lanesborough, Mass .... Lanesborough, Mass .... Lawrence, Mass . Lawrence, Mass . Lawrence, Mass . Lawrence, Mass . Lee, Mass . Leicester, Mass . Leicester, Mass . Lenox, Mass . Leominster, Mass . Lexington, Mass.~ . Lincoln, Mass. . . Linden, Mass . Lowell, Mass . Lowell, Mass . Lowell, Mass . Lowell, Mass . Lowell, Mass . Lowell, Mass . 2003 2004 2005 Lowell, Mass Lowell, Mass Lowell, Mass 2006 Lowell, Mass 2007 Lowell, Mass 2008 2009 2010 2011 Lunenburg, Mass Lynn, Mass . Lynn, Mass . Lynn, Mass . 2012 Malden, Mass 2013 Malden, Mass 2014 2015 201G 2017 2018 203 9 2020 2021 2022 2023 2024 2025 2026 2027 Malden, Mass . Malden, Mass . Manchester. Mass . Mansfield, Mass _ Marblehead, Mass . Marion, Mass . . Marlborough, Mass Marlborough, Mas3 Medfield, Mass . Medford, Mass . . Medway, Mass . Medway, Mass . Melrose, Mass . Melrose, Mass . Melrose, Mass . Public Library . Second Social Library . Public Library Association . Public Library . Library Association . Public Library . Public Library . Teachers’ Professional Library . . . Young Men’s Christian Associa¬ tion. The Cono Library . Public Library . Public Library . Public Library . Free Public Library . Library Association . State Industrial School for Girls. . Town Library . Elmwood Institute* . Town Library . - . Free Public Library . . . . House of Correction . Industrial School . Pacific Mills Library . Public Library . Academy Library . Public Library . . . Library Association . Free Public Library . Cary Library . Public Library . Circulating Library . City Library . Coggesball’s Circulating Library* . Middlesex Co. Law Library . Middlesex Mechanics’ Association Old Ladies’ Home . . Hector’s Library (St. Anne's Church). Reform School* . St. Patrick’s Female Academy*. . . Wentworth Library (Lowell Bar Association). Young Men’s Catholic Library Association. Young Men’s Christian Associa¬ tion. Public Library . Cotton’s Circulating Library . Free Public Library . Young Men's Christian Associa¬ tion. Bazar Circulating Library . Ladies’ Exchange Circulating Li¬ brary. High School . . . Public Library . Public Library . Public Library . Abbot Public Library . Tabor Library . Free Public Library . Unitarian Parish Library . Public Library . Public Library . Dean Library . Lawrence’s Circulating Library .. Boston Rubber Shoe Company. . . . Edson’s Circulating Library . Public Library . . . . . . * From a return for 1884. When founded. .2 Pi o 03 ca o 2 £ 1869 Free . . 1773 Rub... 3866 Free . . 1874 Free . . 1877 Sub... 1879 Free . . 1870 Free . . 1ST 9 Free . . 1867 Free . . 3869 Free . . 1872 Free .. 1868 Free . . 1S74 Free .. 1868 Free . . 1870 Sub. .. 1860 Free . . 1862 Free . . 1844 . # 1870 Sub... 1872 Free . . 1868 Free . . 1875 Free . . 1854 Free . . 1874 Free .. 1861 Free . . 1855 Free .. 1856 Free . . 1868 Free . . 1871 1880 Free .. 1844 Free . . 1870 Sub. .. 1850 Free . . 1825 Sub... 1878 1860 1870 1852 1875 Free.. Free . . 1855 Free . . 1868 Free . . 1856 Free . . 1881 Sub... 1862 Free . . 1803 Free .. 1881 1S83 Sub... 1879 Free . . 1871 Free .. 1884 Free .. 1878 Free . . 1855 Free . . 1871 Freo . . 1847 Free . . 1873 Free .. 1856 Free.. 1S80 Sub. .. 1880 Rub... 1873 Free . . 1870 Sub... 1871 Free . . Class. Number of volumes. Gen . 5,800 Soc'l . 1,999 Gen . 3, 450 Gen . 4,245 Gen . 1,314 Gen . 3, 175 Gen . 11, 000 Special . . . 862 Y.M.C.A. 2, 200 Gen . 5, 029 Gen . 4,500 Gen . 3, 550 Gen . 8, 000 Gen . 10, 000 Gen . 1, 500 A. & R _ 1,700 Gen . 16, 281 'Sch . 1, 000 Gen . 1,140 Gen . 27, 322 A. & R - 400 Sch . 700 Soc’l . 8, 700 3, 500 Gen . Sch . 300 Gen . 5, 530 Gen . 6,500 Gen . 10, 800 Gen . 10,000 Gen . 3,183 Soc’l . 400 Gen . 30, 000 Soc’l . 1,011 Law . 900 Soc’l . 20,000 A. &R _ 300 The’l . 2, 000 A. &R _ 750 Sch . GOO Law . 400 Soc’l . 1, 000 Y.M.C.A. 1,200 Gen . 2,521 Soc’l . 1 1,200 Gen . 1 34,411 Y. M.C.A. i 300 Soc’l . 1,500 Soc’l . 3,000 Sch . 1,500 Gen . 10, 724 Gen . 4, 441 Gen . 1,600 Gen . 8, 111 1, 200 Gen . 8. COO Soc’l . 2,650 Gen . 3, 000 Gen . 10, 2CC 3, CC0 405 1 Soc’l . j Soc’l . 1,197 Soc’l . 600 | Gen . 6, 559 STATISTICAL TABLES. Table XVI. — Statistics of public libraries numbering 300 volumes, tfc. -^Continued. Place. Nam© of library. When founded. Free or subscription. Class. 00 o s *© V- o S .a g £ 2020 1881 i Free.. ! Free.. Gen _ 2, 131 2030 Merrimae, Mass . Public Library . . . .” . 1876 Gen . 3, 500 2031 Methuen, Mass . Nevin's Memorial Library . | 1885 1 Free.. Gen . 9,500 2032 1873 ! Free.. ' Free.. I Free . . Gen 2, 400 2033 Mid-dleborough, Mass. . . Middlefield. Mass . 1874 Gen _ 3, 955 450 2034 1873 Gen _ 2035 Middleton. Mass . 1879 ; Free.. Free . . Gen _ 2, 998 733 2036 Milford, Mass . 1861 Med . 2037 1858 Free . . Gen . . 7,156 2038 1867 Free . . Free . . Gen . 5, G81 325 2039 Millis, Mass . . . 1885 Gen . 2040 1871 Free.. Free . . Gen . 10, 000 1,400 2041 Monson, Mass . Flynt and Packard Library of Monson Academy. 1 Sch . 2042 Monson, Mass . Free Library and Reading Room Association. j 1877 Free . . 1 Gen . 3,424 2043 Montague, Mass . Public Library . i 1S69 Sub... 1 Gen . 2,583 2044 Montague, Mass . Turner's Falls Library Associa¬ tion. Public Library . I 1S75 Sub... ! Soc’l . 1,300 2043 Nahant, Mass . 1871 Free.. Gen . 6,850 204C Nantucket, Mass . Admiral Sir Isaac Coffin’s Lan- casterian School.* | 1827 : Sch . 1,100 2047 Nantucket, Mass . Nantucket Athenaeum . ! 1834 Sub... | Gen . 6,500 2048 Nantucket, Mass . Town Library . 1854 Free . . i Gen . 400 2049 Natick, Mass . i Morse Institute . ! 1874 Free.. ! Gen . ' 13,647 2050 Needham, Mass . i Needham Library . i 1875 Sub... 1 Gen . i 1, 200 2051 New Bedford, Mass .... New Bedford, Mass .... i Dews Circulating Library . 1 1884 Sub... Free.. i Soc’l. . 600 2052 ! Free Public Library . 1 1853 ’ Gen . 50,000 2053 New Bedford, Mass . ■ Friends’ Academy . ; 1812 i Sch . 2, 000 2054 New Bedford, Mass . i Hutchinson’s Circulating Library. | 1S6G Sub... ! Soc’l . \ 1, 800 2055 New Bedford, Mass . Lawton's Circulating Library . . . . | 1876 Sub... ! Soc’l . 1, 500 2056 ' New Bedford, Mass . ; Swain Free School . . . ! Sch . 500 2057 New Bedford, Mass . 1 Union for Good "Works . 1870 Free.. Soc’l . COO 2058 New Bedford, Mass . Young Men’s Christian Associa- j tion. ! Public Library . ! 1882 Free.. Y. M.C.A. 800 2059 Newhuryport, Mass . . . . 1 1854 Free.J Gen . ! 23,282 2060 Newburyport, Mass . . .. j Young Men’s” Christian Associa¬ tion. 1883 Free . . j Y. M.C.A. * 450 2061 New Salem. Mass . : New Salem Academy . 1795 Free..! Sub...! Sch . 400 2062 Newton, Mass . . ..! Bazar Circulating Library . 1875 Koe’l _ 1 550 2063 ; Newton, Mass . Free Library . . . . . 1870 Free.. Free.. Gen 1 23,309 4, 568 2064 Newton. Mass _ ! Newton Athenaeum. . 1850 Gen . _ ! 2065 Newton, Mass . . ' Peck’s Circulating Library . 1873 Sub... Soc’l 700 2066 Newton, Mass . 1 Pomroy Home for Orphan' Girls .. N ewton Theological Institution . . . 1873 A. andE..! The! . | 4C0 2067 Newton Center, Mass . . . ! 1826 Free . . j 18,000 2068 Norfolk. Mass _ __ . _ 1 Town Library . . . 1884 Fre6 . . j Free.. Gen 324 2069 North Abington, Mass . . Public Library (branch of Abing¬ ton Public Library). Gen . i 1,493 2070 North Adams, Mass .... Public Library . ! 1883 i [ Free.. Gen . ] 5, 777 2071 i North Amherst, Mass.. Public Library . 1869 ! Free.. Gen . ! 1,187 2072 ' N orthampton, Mass .... Clarke Institution for Deaf Mutes . 1867 i 1 Free.. Sch....... 1, 000 2073 [ Northampton, Mass.... Free Public Library . 1860 | Free.. Gen . 1 20, 000 2074 : Northampton, Mass _ Hampshire County Law Library. . 1825 | Free.. Law . ! 2, 200 2075 i Northampton, Mass .... Northampton Lunatic Hospital'. . . 1S58 A. andR..' 2,859 2076 1 Northampton, Mass _ Smith College Reference Library. Free . . 1 Col . I 5,000 2077 | North Andover, Mass . . North Andover Library . 1875 1 Free . . Gen . | 5,800 2078 | North Attleborough, Mass. Circulating Library of B. A. Ra¬ zee & Co. 1876 Sub...1 Soc’l . 900 2079 North Attleborough, Mass. Public Library Union Improve- : ment District. 1869 : Free..! Gen . I 4, 0C0 2080 ! North Billerica, Mass . . | Talbot Library . . 1880 Sub... Soc’l . 1,582 2081 Northborough, Mass Allen Homo School . 1 1882 l Sch . 400 2082 Northborough, Mass ... Free Library . . . 1868 1 Free . . ! Gen . 6, 363 2083 1 N orth Brookfield, Mass . Appleton Library . ! 1839 j Free . . j The’l . 4, 550 2084 ] North Brookfield, Mass. Free Public Library and Reading 1 Room. Free . . ‘ Gen . 3, 417 2085 North Chelmsford, Mass North Chelmsford Library . 1872 Sub... Gen . 1,909 2086 | North Easton, Mass Ames Free Library . ! 1877 Free . . Gen . 11, 059 20S7 j Northfield, Mass . First Congregational Parish Li- ! brary (Unitarian). 1835 Free.. Soc’l . 650 3088 i Northfield, Mass . j Mt. Hermon School for Boys* _ 1881 j . j Sch . j 300 * From a return for 1884. 726 REPORT OF THE COMMISSIONER OF EDUCATION. Table XVI. — Statistics of public libraries numbering 300 volumes , 9 Table XVI. — Statistics of publio libraries numbering 300 volumes, ifc. — Continued. Place. Name of library. 2890 2891 2892 2893 2S04 2895 2896 2897 2899 2900 ' 2901 2902 , 2903 2904 1 2905 2906 1 2907 2908 2909 2910 2911 2912 29L3 2914 2915 2916 ! 2917 i 2918 | 2919 I 2920 2921 2922 2923 1 2924 j Helena. Mont . Asylum, Nebr . Beatrice, Ncbr . Beatrice, Nebr . Blair, Nebr . Brock, Nebr . Brownsville. Nebr Columbus, Nebr ... Crete, Nebr . Crete, Nebr . Crete, Nebr . Edgar, Nebr . Falls City, Nebr . Fort Bobinson, Nebr. . . . Franklin, Nebr . Fremont, Nebr . Fremont, Nebr . Grand Island, Nebr. . Hastings. Nebr . . Hastings, Nebr . Hastings, Nebr . Humboldt, Neb*. . Kearney, Nebr...... Kearney, Nebr . Lincoln, Nebr . Lincoln, Nebr . ,.| Lincoln, Nebr . Lincoln, Nebr . . Lincoln, Nebr . Lincoln, Nebr . . Nebraska City, Nebr N ebraska City, Nebr Nebraska City, Nebr ...j Neligb, Nebr . . Nobesville, Nebr - 2925 : North Platte, Nebr. 2926 Omaba, Nebr . . 2927 Omaha, Nebr . . 2928 Omaha, Nebr . 2929 Omaha, Nebr . . . 2930 Omaha, Nebr . . 2931 Omaha, Nebr . . . 2932 Omaha, Nebr . 2933 Omaha, Nebr . 2934 Pawnee City, Nebr . 2935 Pawnee City, Nebr . 2936 ! Peru, Nebr . . . 2937 \ Kepublican City, Nebr . 2938 ! Tecumseh, Nebr . . 2939 Carlin, Nev . 2940 Carson City, Nev . 2941 Carson City, Nev . 2942 Carson Citv, Nev . 2943 Gold Hill, Nev . . 2944 Beno, Nev . . 2945 l Virginia City. Nev . 2946 Ac worth, N. H . . 2947 Alexandria, N. H . 2948 Amherst, N. H . . 2949 Andover, N. H . 2950 ; Antrim, N. H . . 2951 Ashland, N.H . 2952 i Atkinson, N. H . . 2953 Bethlehem. N. H . . 2954 j Bristol, N. H . . 2955 ! Brookline, N. H ,,,,,,, . Young Men’s Christian Association Asylum Library . The Blake School . W. C. T. H. Library and Public Beading Boom. Library Association . Clifton Library . Library Association . Public' School Library . Doane College . German Congregational Theolog¬ ical Seminary. Public Library . Public School Library . Falls City Library . Post Library . Franklin Academy . Grant Memorial Library of Mc¬ Pherson Post, G. A. B. TV. C. T. H. Library . Public Library . Hastings College . Public Library . YoungMen’sChristian Association Brunn Memorial Public Library . State Beform School . TV. C. T. H. Library . Public Library and Beading Boom Public School Library . State Historical Society . State Library . University of Nebraska . Young Men's Christian Association Ladies’ Library Association . N ebraska C ollege* . Nebraska Institute for the Blind. Gates College . Gilbert Library of Nebraska State j Prison. Employes’ Library Association ! Union Pacific Bailway. Brownell Hall . T . Creighton College.. . ' Students’ Library Association. . Institute for the'Deaf and Dumb. Law Library Association . Public Library . . . . . Public SchooTLibrary . Young Men’s Christian Association Circulating Library . TV. C. T. U. Library . State Normal School . McPherson Normal College . TV. C. T. U. Library . Library Association . Masonic Library . State Library* . State Prison . Miners’ Union Library . Bishop TVhi taker's School for Girls . Miners’ Union Library . Circulating Library . Haynes Public Library . . Town Library . Proctor Academy . Antrim Library . Town Library . . Atkinson Academy..... . . Library Association . Minot-Sleeper Library . i Public Library . j * From a return for 1584. 1885 1885 Free. Free. Y. M. C. A. 1881 1680 1876 1879 1872 1878 1880 1885 1874 Sub.. Sub.. Free. Both. Scb .. Soc’l , Gen. Free. 1884 Free. Free. Sub.. Free. 1884 1882 1681 1884 Free. Free. | Free . Free. ] Free. I Sub.. ! Sub.. 1 Gen., i Scb . . I Col . . ; Tbe’l 1 Gen., j Scb.. ’ Gen.. Gar.. Sch.. Soc'l . 1880 1875 Sub.. Sab. . Free . 1878 1856 1871 1884 1880 j Free . l Free. Free. Sub.. 1877 1883 1874 Free . Free . Free. ! Soc’l . ' Gen . Col . I Gen . ! Y.M.C. A. Gen . A. A B ... Soc'l . Gen . Scb . Hist’l . State . Col . Y. M.C. A. Soc’l . Col . Scb . Col . A. 1 1850 ; iS5i ! 1871 ' Snb... Sab .. Soc’l . Free . . ' Soc’l . 1 1854 . 1884 ! 1857 Free.. Free Gen . Free.. 1 Scb . . . Y. M. C. A. 5,000 4S0 480 28, C50 300 500 300 I 1866 i 1877 Free.. Free.. Gen . Gen _ Scb . i Free.. Soc’y . ! 18G8 Free.. Gen . j 1850 i Free Scb . i 1868 j Free.. Gen . j 1881 Snb... Gen . j 1827 | Free.. Soc’y . Free.. : Soc’y . . Free.. Soc’y . 3, 630 425 2,500 1,000 3, 841 951 3 . "V 8,560 347 1,278 1,500 1, 300 ! 1830 Free... Gen . J . Snb . . J Soc’l. 1803 Sab...' Soc’l. ' 1873 Sub... Soc’l. 1, 615 800 350 304 11866 Sab'.’.’ j 1834 Free.. | ! 1873 Sab-..i I 1881 i Free.. I Seh.. Sch.. Scb. , Gen . Gen . Scb. . Soc’l Gen . Scb.. 500 500 500 1, 400 5,100 450 1, 885 7, 245 1,000 I ! 1817 ’1792) ! 1877 j Sub.. Free.. | Snb... Snb ... 1 Gen , Scb.. Soc'l Soc’l 15, 183 500 2, 200 653 ; 1854 Soc’l . i 1875 : Sab... Soc’l . I ' 1881 | Free.. Gen . ! i 1879 Snb . . . 1845 1 Free.. Scb . ! I 1854 ! i Snb... Gen . 1880 Free.. Gen . . : Pree. . Gen _ _ 1 Scb . 1853 1 , Snb..., Soc’l . i 1869 i Free..; Gen . 1874 i Snb ... Gen . 1869 l Snb . . . 1 Soc’l . 1S54 i Snb...: Scb . 1885 i Free..] Gen . 1876 i Free..; Gen . 1871 \ Free.. Gen . 1867 i Snb... Gen . 1833 i Sab 1876 I Snb... Gen . Scb . . 1875 Free . . Scb . : Scb . j 1883 | Scb., . 2,000 800 1. 263 600 500 600 500 3, 185 300 420 1,768 600 800 1,400 2, 418 3, 000 2, 545 608 S25 900 300 750 1.100 1,000 74: i 3080 3081 3082 3083 3084 3085 3086 3087 3088 3080 3090 3091 3092 3093 3094 3095 3096 3097 3098 3099 3100 3101 3102 3103 3104 3105 3106 3107 3108 3109 3110 3111 3112 3113 3114 3115 3116 3117 3118 3119 3120 3121 3122 3123 3124 3125 3126 3127 3128 3129 3130 3131 3132 3133 3134 3135 3135 3137 3138 3139 3140 3141 REPORT OF THE COMMISSIONER OF able XVI. — Statistics of public libraries numbering 300 volumes, fc Place. Name of library. Bloomfield, N. J . Bloomfield, N. J . Borden town, N. J . Borden town, N. J . Bridgeton, N. J . Bridgeton , N. J . . Bridgeton, N. J . Burlington, N. J . Camden, N. J . Camden, N. J . Camden, N. J . Chatham, N. J . Cranford, N. J . . Cream Eidge, N. J . Elizabeth, N. J . Elizabeth, N. J . Elizabeth, N. J . German Theological School of Newark, N. J. Public School Library . Female College . Woman’s Christian Temperance Union. Ivy Hall Seminary . South Jersey Institute . Young Men’s Christian Association Library Company of Burlington.. Camden County Bar Association Felton’s Circulating Library . J Microscopical Society of Camden. ! Free Library . Library Association . Circulating Library . Business College . Elizabeth Institute* . Public Library and Beading Boom. I Elizabeth, N. J Public School Libraries (2) Elizabeth, N. J . Fort Lee, N. J . Freehold, N. J . Freehold, N. J . Hackettstown, N. J _ Hackettstown, N. J _ Hightstown, N. J . Hightstown, N. J . Hoboken, N. J . Hoboken, N. J . Hoboken, N. J . Hoboken, N. J . Hoboken, N. J . Hoboken, N. J . Hoboken, N. J . Hopewell, N. J . Jamesburg, N. J . Jersey City, N. J . Jersey City, N. J . Keyport, N. J . Lakewood, N. J . Lambertville, N. J . Lawrencevilie, N. J _ Linden, N. J . Long Branch, N. J . Madison, N. J . Madison, N. J . Matawan, N. J . Matawan, N. J . Millville, N. J . Mont Clair, N. J . Mont Clair, N. J . . Moorestown, N. J . Moorestown, N. J . Morristown, N. J . Morristown, N. J . Morristown, N. J . Mount Holly, N. J . Mount Holly, N. J . Newark, N. J... . Newark, N. J . Newark, N. J . ■ Newark, N. J . Newark, N. J. . . Putnam Circulating Library . Institute of the Holy Angels . . . Freehold Institute . . . . Lyceum Library . Centenary Collegiate Institute... Lyceum and Free Beading Boom. . The Home Seminary * . Peddie Institute . Academy of the Sacred Heart *.. Franklip Lyceum * . Hoboken Academy . St. Mary’s Hospital . St. Mary's Parochial Library . Stevens Institute of Technology.. Young Men’s Christian Associa¬ tion. Hopewell Seminary . State Eeform School . Law Library Association . Public School Free Library . High School Library . Public Library . Stryker Library . Lawrencevilie "School on J. C. Green Foundation. Public School (No. 1) Library . Free Beading Boom and Library. . Drew Theological Seminary . Young Mens’ Christian Associa¬ tion. Glenwood Institute . Literary Society . Library and Beading Boom . Library Association . Public High School . Moorestown Academy . Library Association of Friends.. Library and Lyceum . Morristown Seminary . Young Men’s Christian Association Burlington County Lyceum of History and Natural Science. Bhees Circulating Library . Board of Trade . Beacon Street German- American School. Essex Law Library . Green Street School Library . Library Association . I * From a return for 1884. 1877 1851 1882 1861 1871 1859 1758 1881 1870 1882 1872 1871 1872 *1863" S 1881? il882f 1875 1845 1882 1874 1884 1875 1866 1867 1871 Free. Sub...l Free.. Free . . Sub. .. Sub. . . Sub... Sub. .. Free.. Sub... Sub. . . Sub... Free.. Free.. Free.. Sub... Free. Sub. . Free. Sub.. Sub... Sub. Free. Free. Free. 1872 1873 1881 1869 1882 1878 1873 1866 1868 1870 1878 1880 1859 1849 1879 1871 1S47 Sub... Free . . Free.. Sub... Sub... Sub... Sub .'.'.1 Sub ... Sub...1 Free . . F reo . . Sub.. Sub.. Free. Both. Sub. Sub... Free . . I Sub... I STATISTICAL TABLES, 743 Table XVI. — Statistics of public libraries numbering 300 volumes, — Continued. 3142 ' 3143 3144 3145 314 G 3147 3143 3145 3150 3151 3152 3153 3154 3155 3156 3157 3158 3159 3160 3161 3162 3163 3164 3165 i 3166 ! 3167 i 3168 I 3169 | 3170 3171 3172 8173 3174 ! 3175 3176 3177 3178 3179 3180 3181 3182 3183 3184 3185 3186 3187 3188 : 3189 i 3190 : 3191 I 3192 3193 3194 3195 3196 Place. Name of library. Newark, N. J. Newark, N. J _ Newark, NTJ _ Newark, N. J _ Newark, N. J - Newark, N. J _ Newark, N. J _ I Newark, N. J . New Brunswick, N. J . . . New Brunswick, N. J . . . New Brunswick, N. J . . . New Brunswick, N. J ... New Providence, N. J . . . Newton, N. J . Ocean Grove, N. J Orange, N. J . Orange, N. J . Paterson, N. J .... Paterson, N. J _ Paterson, N. J _ Paterson, N. J _ Paterson, N. J _ Paterson, N. o .... Paterson, N. J _ Pennington, N. J . Pennington , N. J . Plainfield, N. J.... Plainfield, N. J _ Princeton, N. J... Princeton, N. J... Princeton, N. J. . . Princeton, N. J. . . Princeton, N. J... Princeton, N. J... Bali wav, N. J . Bed Bank, X. J . Bed Bank, N. J . Butberford, N. J . j Salem, N. J... . I Shrewsbury, N. J . 1 Smith’s Landing, N. J . . Somerville, N. J . South Amboy, N. J . : South Orange, N. J . Summit, N. J . j Trenton, N. J . 1 Trenton, N.J . ' Trenton, N.J . Trenton, N.J . Trenton, N. J . Trenton, N.J . Trenton, N. J . Trenton, N.J . Vineland, N. J _ . "Williamstown, N. d . Lyceum Library of New Jersey Business College. New Jersey Historical Society. . . . New Jersey Home for Disabled Soldiers. Orphan Asylum . Public School Libraries (6) . St. Benedict’s College . Young Men's Catholic Associa¬ tion. Young Men's Christian Association Butgers College . Philoelean Society . Theological Seminary of the Be- formed Church in America, Gardner A. Sage Library. Young Men’s Christian Association Public School (No. 18) Library - Dennis Library (Newton Library Association. Lyceum Library . . . Free Library . New England Society of Orange.. Board of Trade . Free Public Libiarv . Orphan Asylum Library . Passaic County Historical Society. Passaic Bolling Mill Literary As¬ sociation. Paterson Seminary . Public School Libraries (3) . Pennington Institute . Pennington Seminary . Public School Library . Young Men’s Christian Associa¬ tion. College of New Jersey . American "Whig Society . Ciciosophic Society . Young Men’s Christian Associa¬ tion. Ivy Hall Library . Th eological Seminary of the Pres¬ byterian Church. Bah wav Library . Mutual Library Association . Public School Library . School District No. 40, Bergen County. Library Company . . . Library Association . SchoolBibrary . People’s Beading Boom and Li¬ brary Association. Bari tan Public Library . Library Association . Library Association . Grand "Lodge, I. O. O. F . Skelton Library* . South Trenton Lodge 36, L O. O. F. State Library . State Lunatic Asylum . State Normal School . . . State Prison . Union Library ( W . C. T. H.) . Public Library . Free Beading Boom and Library Association. 1876 1845 1872 1851- 1883 1870 1855 1882 1770 1828 1872 1868 j'isTfi" i 1876 ! 1885 1867 1883 1881 1844 1867 1867 1746 1769 1765 1873 i 1858 j 1884 ! 1877 j 1868 1804 I 1S62 1881 | 1870 1880 1865 3874 1844 1878 1870 1796 1848 1845 1878 1876 1878 ! ' Free.. Sch 350 Sub... Hist'1 Free . . . 8, 1 i4 700 A&B ... 400 Free.. Sch 3, 690 Free.. Col . 2,700 Free.. Sod . 1,200 ! Free.. I Free., i Sub... | Free .. Y.M. C. A Col . Soc’v . The! . 1,000 11,206 1,400 33, 000 Free . . Sub . . . Y.M.C. A Sch . Gen . 3, 000 400 6,445 Sub... Soc’l . !'••• . Gen . 1 ■ . Mer III'III Free- Gen . . A. 1 o o O © CD E % 1 £ a 5 1 * 4223 4224 4225 4226 4227 4223 4229 4230 4231 4232 4233 4234 4235 4236 4237 4238 4239 4240 4241 4242 4243 4244 4245 4246 4247 4248 4249 4250 4251 4252 4253 4254 4255 4256 4257 4258 4259 4260 4261 4262 4263 4254 4265 4266 4267 4268 4269 4270 4271 4272 4273 4274 4275 4276 4277 4278 4279 4280 4281 4282 4283 Marietta, Ohio . Marietta, Ohio . Maiietta, Ohio . Marietta, Ohio . Martin’s Ferry, Ohio.... Marysville, Ohio. Marysville, Ohio. Massilon, Ohio... Massilon, Ohio. Medina, Ohio .. Minster, Ohio . . Morrow, Ohio . . Mount Union, Ohio . Mount Union, Ohio . Mount Union, Ohio . Mount Union, Ohio Mount Union, Ohio . Newark, Ohio . . Newark, Ohio . . Newark, Ohio . New Athens, Ohio , New Concord, Ohio . New Concord, Ohio . New Concord, Ohio . New Lexington, Ohio.. . New London, Ohio . New Vienna, Ohio . Norwalk, Ohio . Norwalk, Ohio . Oberlin, Ohio Oberlin, Ohio Oberlin, Ohio Oxford, Ohio. Oxford, Ohio.. Oxford, Ohio . Oxford, Ohio . Painesville, Ohio . Painesville, Ohio. Perrysburg, Ohio Perrysville, Ohio. Perrysville, Ohio. Perrysville, Ohio . Piqua, Ohio . Pleasant Ridge, Ohio ... Pleasantville, Ohio . j Plymouth, Ohio . ( : Poland. Ohio . ] , Port Clinton, Ohio . | Portsmouth, Ohio . ! Richfield, Ohio . ' Rio Grande, Ohio . ; Ripley, Ohio . . ( j Savannah, Ohio . Scio, Ohio . Scio, Ohio . . . Sidney, Ohio . | Sidney, Ohio . Smith ville, Ohio . Smithville, Ohio . | Smith ville, Ohio . South New Lyme, Ohio. Marietta College . Alpha Kappa Society . Psi Gamma Society . Marietta Library - .“. . Martin’s Ferry "Library Associa¬ tion. Marysville Library . Odd Fellows’ Library . Skinner Brothers’ Circulating Li¬ brary.* Union'School Library . i Medina Circulating Library . I St. Mary’s Institute, Boarding I School of the Visitation. Public Librarvof Salem Township, F airmon t Ch ’ i ken's Home . i Mt. Union Col lege* . t Cosmian Society . Linnaean Society’ . Republican Society . | Ladies' Circulating Library . : Licking County PioneerHistorical and Antiquarian Society. Young Men’s Christian Associa¬ tion. Franklin College, Jefferson Liter¬ ary Society. Muskingum College . 1 Erodelphian Society! . Union Literary Society . ! High School Library . . Paddy’s Run Free Library . | Library Association . i Public School Library . I Young Men's Library and Head- i ing Room Association. Oberlin College . I Union Library Association . . . | Theological Seminary . Miami University . Oxford Female College Alumna Library. Public School Library . . Western Female Seminary . Lake Erie Seminary _ ". . Temperance Society and Young Men's Christian Association. Way Library . Greentown Academy Library . . . Excelsior Literary Society Li¬ brary. Public Library Association . High School Library . Library Association . Pleasantville Collegiate Institute Public School Library . Poland Union Seminary . . School and Public Library . Public Library . Central High School Library _ Eio Grande College . Union School Library . . Savannah Academy " . Scio College Libraries . . Scio Commercial College.. . Monumental Library . Sidney Library Association . Smithville Normal School . Ladies’ Hall . . Philo Society . New Lyme Institute . 1835 1839 1839 1829 1876 1874 1866 1827 1877 Snb. . Sub.. Sub.. 'Sub.V Free. Sub.. Col . 20, 130 Soc’y . Soc’y . Gem . I’ 2, 800 Gen. ...... 1 597 11, 000 Soc’l . ! I. 0. O.F.. Soc’l . I Sch .. Soc’l . Sch., 900 400 500 890 850 500 1885 1876 1846 1876 1832 1854 1872 1867 Free . Free . Sub"! Sub. . Sub.. Sub.. Free . 364 450 6, 000 Gen .... A. £ R. Col .... Soc'y . | 1,000 Soc’y . ! Soc’y . i goo Soc'l . ! 1,548 Hist'l 480 1876 Free.. 1829 Both.. 1837 1854 1840 1880 1852 1878 1840 1866 1834 1857 1835 1824 1884 Y. M. C. A. 300 Soc’y 731 Col .. Soc'y Soc’y Sch.. Gen.. Gen.. Sch .. Free Free Free Free Sub. Free Sub...! Soc’l . I 5,000 500 350 410 300 800 614 500 1854 1859 1S77> 18673 1881 1870 1868 1880 1860 1879 Sub.. Sub.. Free . Sub . . Free . Free . Free . Col ... Soc’y The’l Col .. Col .. 1862 1870 1879 1873 1876 1857 1858 1SCG 1875 1866 1870 1882 . Sch.. Sch.. j Sch.. Sub... Soc’l. Free..! Gen.. Sch.. Soc’y Gen.. Sch... Gen . . Col .. Sch .. Sch .. Gen.. Gen.. Sch.. Col .. Sch .. Sch . . Col... Col ... Gen . Gen .. Sch.. Sub.. Free . Free . Free . Free . F ree . Free . Free . Free . Free Free . Free Free , Sch. 13, 819 6. 471 2, 000 7, 000 2,000 300 3, 908 2.500 2, 000 2, 100 350 1,600 350 600 853 2, 000 459 1.000 450 7, 180 35' 570 800 300 1, 000 1.500 2,000 788 800 400 400 550 r From a return for 1884. 764 KEPOET OF THE COMMISSIONED OF EDUCATION. Table XVI.— -Statistics of public libraries numbering 300 volumes , £c. — Continued. 4284 4285 4286 4287 4288 4289 4290 4291 4292 4293 4294 4295 4296 4297 4298 4299 4300 4301 4302 4303 4304 4305 4306 4307 4308 4309 4310 4311 4312 4313 4314 4315 4316 4317 4318 4319 4320 4321 4322 4323 4324 4325 4326 4327 4328 4329 4330 4331 4332 4333 4334 4335 4336 4337 4338 4339 4340 4341 4342 4343 4344 4345 Place. Name of library. South New Lyme, Ohio. South New Lyme, Ohio. South Salem, Ohio . Springfield, Ohio . Springfield, Ohio . Springfield, Ohio . Springfield, Ohio . Steubenville, Ohio . Steubenville, Ohio . . Tiffin, Ohio . Tiffin, Ohio . Tiffin, Ohio . Tiffin, Ohio . Tiffin, Ohio . Tiffin, Ohio . Tiffin, Ohio . Toledo, Ohio . . Troy, Ohio . Troy, Ohio . . Twinsburg, Ohio . . Urbana, Ohio . Urbana, Ohio . TJrbana, Ohio . Wapakoneta, Ohio . Wauseon, Ohio . "Wellington, Ohio . Wellsville, Ohio . Westerville, Ohio . Westerville, Ohio . Westerville, Ohio . West Farmington, Ohio. West Farmington, Ohio. West Salem, Ohio . Wilberforce, Ohio . Wilber force, Ohio . Wilmington, Ohio . Wilmington, Ohio . Wilmington, Ohio . Windham, Ohio . Woodstock, Ohio . Wooster, Ohio . Wooster, Ohio . Wyoming, Ohio . Xenia, Ohio . Xenia, Ohio . Yellow Springs, Ohio . . . Yellow Springs, Ohio . . . Youngstown. Ohio . Zanesville, Ohio . Zanesville, Ohio . . Albany, Oreg . Albany, Oreg . Corvallis, Oreg . Cove, Oreg . East Portland, Oreg _ Eugene City, Oreg . Eugene City, Oreg . Forest Grove, Oreg . Fort Klamath, Oreg . McMinnville, Oreg . Philomath, Oreg . Portland, Oreg . . Ennomian Literary Society . ? Ladies’ Literary Society .... 5 Salem Academy . Public Library . . . Wittenberg College . Excelsior Library . Philosophian Society . L O. O. F. Library . Steubenville Public School Li¬ brary. College of TJrsuline Sisters . Heidelberg College . Excelsior Literary Society. . . . Heidelberg Literary Society.. Theological Seminary . Tiffin Public Library . Tiffin Public School Library . Public Library . Kelly’s Circulating Library* . Union School Library _ .' . Twinsburg Library . Central Ohio Scientific Associa¬ tion. Library Association . . Urbana University . Union School Library . Public Library . Library Association* . Cleveland and Pittsburgh Pail- road Reading Poora Association. Otterbein University . Philomathean Literary Soci¬ ety. Philophronean Society . Western Reserve Seminary . Adelphian Society . Urith Leatherman Library Asso¬ ciation of the M. E. C. Wilberforce Library . Wilberforce University . High School Library . W ilmington College . . . Wilmington Library . Library Association . Woodstock Library Association. People’s Library . University of Wooster . Wyoming Village Library . Public Library . United Presbyterian Theological Seminary Antioch College . Union Literary Society . Youngstown Library Association. Athenaeum . Buckingham Library of Putnam Seminary. Albany Collegiate Institute . Odd Fellows’ Library . Corvallis College, Adelphian Lit¬ erary Society. Ascension School . Public School Library . University of Oregon . Laurean and Eutaxian Societies Pacific University and Tualatin Academy. Post Library . McMinnville Baptist College . Philomath College . Bishop Scott Grammar School .... £ 1882 1872 1847 1845 1847 1880 1881 1850 1859 1859 1852 1880 1865 1873 1868 1851 1874 1872 1853 1882 1875 1874 1867 1 3847 1858 1857 1855 1882 1876 1872 1870 1879 1852 1874 1883 1870 1882 1794 | 1854 I 1858 1828 1845 | 1877 1876 1878 1853 1852 1868 Free or subscription. Class. Number of volumes. Snc'y _ 540 Sch . 800 Free . . Gen . 12, 037 Sub . . . Col . 8, 000 Free . . Soc’y . 3, 000 Soc’y . *3, 500 Sub... I. O.O.F.. 3, 000 Free . . Sch . 1, 612 Col . 600 Free . . Col . 6, 000 Free . . Soc’y . 1,781 Free .. Soc’v . 1, 000 Free .. The’l . 2, 000 Sub... Gen . 1, 900 Free . . Sch . 400 Free . . Gen . 23, 000 Sub... Soc’l . 500 Free . . Sch . 1,312 Sub... Gen . 560 Free . . Sci . 350 Sub _ Soc’l . Free . . Col . 6,000 Free . . Sch . 300 Sub... Gen . 1, 500 Sub... Gen . 1,928 Sub... Soc’l . 1, 588 Free . . Col . 4, 000 Free . . Soc’y . 3, 000 Free . . Soc’y . 836 Free . . Sch . 781 Sub Soc’y . 300 Sub... Soc’l . 323 Gen . 4, 000 Free . . Col . 4, 000 Free .. Sch . 300 Free . . Col . 1, 130 Sub... Gen . 470 Sub. .. Gen . 500 Sub... Gen . 610 Gen . 320 Sub... Col . 10, 300 Sub.. . Soc’l . 1,210 Sub.. Gen . 5, 200 | Free.. The’l _ 4, 000 Free.. Col . 6, 000 Soc’y . 600 Free.. Gen . 2, 477 Both.. Gen . 9, 000 Both.. Gen . 7, 000 Sch . 500 Free.. I. O. O. F. 625 Soc’y . 1, 000 Sch . 1,200 Free.. Sch . 300 Col . 1, 256 Sub. .. Soc’y . 1,197 Sub... Col . 5,400 Free .. Gar . 500 Free . . Col . 600 Free . . Col . 600 Sch . 1, 500 ^ *From a return for 1884. 4/ v 4 ‘ \ if Destroyed by fire and re-established in 1870. STATISTICAL TABLES, 765 Table XVI. — Statistics of public libraries numbering 300 volumes , $-c. — Continued. 4346 4347 4348 4349 4350 4351 4352 4353 4354 43oo 4356 $357 Place. Portland, Oreg... Portland, Oreg... Portland, Oreg... Portland, Oreg... Portland, Oreg... Salem, Oreg . Salem, Oreg . Salem, Oreg . The Dalles, Oreg. Allegheny, Pa... Allegheny, Pa... Allegheny, Pa... 4358 Allegheny, Pa . 4359 I Allegheny, Pa . 4360 Allegheny, Pa. 4361 j Allegheny, Pa . 4362 Allentown, Pa . 4363 Allentown, Pa . 4364 Allentown, Pa . 4365 Allentown, Pa . 4366 Allentown, Pa . 4367 Altoona, Pa. . . . 4368 4370 4371 4372 4373 4374 4375 4376 4377 4378 4379 4380 4381 4382 4383 4384 4385 4386 4387 4388 4389 4390 4391 Altoona, Pa. Altoona, Pa. Annville, Pa . Annville, Pa . Annville, Pa . Ashland, Pa . Avondale, Pa . . . . Beatty, Pa . Beatty, Pa . Beaver, Pa . Beaver Palls, Pa. Bellefonte, Pa ... Bellefonte, Pa . . . Berwick, Pa . . . Bethlehem, Pa. Bethlehem, Pa. Bethlehem, Pa. .. Bethlehem, Pa... Bethlehem, Pa... Bethlehem, Pa... Birmingham, Pa . Blairsville, Pa . . . Blairsville, Pa ... Blairsville, Pa . . . 4392 I Bloomsburg, Pa.... 4393 1 Bloomsburg, Pa - 4394 ! Blossburg, Pa . 4395 i Bradford, Pa . 4396 , Bradford, Pa . 4397 ; Brownsville, Pa . . . 4398 i Brumfield villa, Pa . 4399 i Bryn ilawr, Pa ... . 4400 Buckingham, Pa... 4401 Butler, Pa . 4402 Butler, Pa . 4403 California, Pa . 4404 Camp Hill, Pa . .Name of library. .o Catholic Library Association - Library Association . . Public School Library . St. Helen's Hall . State Medical Society . . Academy of the Sacred Heart* ... State Library . "Willamette University . . Wascoe Independent Academy. .. Allegheny Observatory . Public School Library . .*. _ Theological Seminary of the Be- formed Presbyterian Church. Theological Seminary of the United Presbyterian Church. W estern State Penitentiary . . "Western Theological Seminary of the Presbyterian Church. Western University of Pennsyl¬ vania. Academy of Xatural Science, Art, and Literature.* Female College . Muhlenberg College . Enterpean Society . Sophronian Society . Mechanics’ Library and Beading Boom Association. Mountain City Business College. Bailroad Men’s Christian Associa¬ tion. Lebanon Valley College . Kalozetean Literary Society . Plnlokosmian LiterarySociety High School . I Avondale Library . j St. Vincent’s College . St. Xavier’s Academy . Beaver College . | Geneva College . | Centre County Law Library* . Young Men's Christian Associa- j tion. Young Men's Christian Associa- \ tion. Bishop Thorp School* . ! Malin Library of Moravian Litera- j tur 18G5 ! Sub. .. 1864 Sub... 1876 Free.. 1874 i Sub. 1850 j Free. 1844 Free. 1860 I . 1872 i Free.. Soc’l.. Gen .. Sch. .. Sch... Med.. Sch... State. Col .. Sch.. Sci... Sch.. I The’l ! The! 1840 . . 1827 ] Free. . A. & B - . The’l . J Col . 1872 | Both..! Sci. 1867 I Free.. 1867 | Snb. . 1858 I Snb.. Col .. Col ... Soe’y Soc’y Soc’l . 1883 Snb.. 1874 j Free. 1876 | Free. 1866 I Free . 1880 Both. 1885 Sub.. 1846 . 1847 Snb.. 1874 1880 IS66 1878 1882 Snb. .. Free . . Free . . Sub... Snb... Col .... j Y.M.C.A. Col .... Soc’y .. Soc’v . . Sch'.... Gen.... Col .... Sch.... Col .... Col .... Law ... Y. M.C.A. Moravian Archives . Moravian Seminary . Moravian Theological Seminary .. 1742 1749 Free., i Free.. Y(iun,r Men’s Missionary Society.. Sub... Mountain Seminary. .............. 1857 | Ladies’ Seminary .... _ .......... Irving Literary Society. .... _ ... Sub.. . Young Men's Christian Associa¬ 1882 Both. . tion. Columbia County Law Library 1868 State Xormal School . 1SG9 Free . . Public School Library . 1874 Free . . i Public School Library . 1883 Free..| Temperance Beading Iloom . 1879 Free . . 1 Woman’s Christian Temperance 1885 Sub... Union Public Library. Amity Library Association . 1878 Sub. ..I Bryn Mawr College . 1885 Free . . i Hughesian Library Company . 1874 Sub... St. Paul’s Orphan Home . . 1867 Free . . j Witherspoon Institute . State Xormal School . . . . 1850 1884 Free . . 1 . 1 Soldiers’ Orphan School* . 1868 | Free..| * From a return for 1884. Y.M.C.A Sch . . Hist'l . . . Sch . Sch . Soc’l .... Sch . Sch . Soc’y ... Y. M. C„ Law . Sch.. Sch.. | Sch . . Soc’l , Soc’l . Soc’l ... Col .... Gen. ... A. & E. Sch.... Sch.... A. &E. 2, 000 13, 436 476 750 4C0 2, 800 12, 000 3, 000 300 2,000 IP, 800 2, 700 3, 100 6.500 25, 000 5,000 3, 500 500 3, 000 2,000 1, 500 6, 000 538 435 2, 150 350 425 600 350 24, 000 1,000 1, 000 1, 000 500 1, 500 3, 503 700 1, 370 2, 250 6, 0C0 5.500 1, 000 1, 200 650 600 4G5 710 1,160 300 1,575 1, 000 800 700 3, 000 1,415 300 300 800 1, 200 766 REPORT OF THE COMMISSIONER OF EDUCATION. Table XVI. — Statistics of public libraries numbering 300 volumes, $c. — Continued. Place. Name of library.' When founded* Free or subscription. 1876 1874 1869 1783 1786 Free . . Sub .. Free . . Sub. . Sub... Young Men’s Library Association. Cumberland County Law Library* Hamilton Library Association .... Indian Industrial School . . . St. Benedict’s E. B. Association... 1874 1879 1884 1881 1868 1865 1878 1870 Sub... Free . . Free . . Franklin County Law Library.... Franklin Library Association .... Free . . Sub... Free . . 1873 Sub... 1879 1866 Free . . 1872 1851 Sub... Free . . Pennsylvania Female College . Maplewood Institute . Franklin Literary Sooiety of Pub¬ lic Schools. Coudersport T/ibr^ry* _ - _ 1872 1843 1872 Free . . Sub... State Hospital for the Insane . Da.rhy Friends’ School* . . Dayton Soldiers’ Orphan School*. Railroad Men’s Christian Associ¬ ation. ■Western Pennsylvania Hospital for the Insane.* Chester Valley Academy......... 1872 1882 1870 1876 1856 Free.. Free . . Free . . Free .. Sub... Free Downingtown Library _ ......... F.naf. Lain Library _ Tlcylestown Seminary _ _ T.ihrary Clompany. _ _ _ _ _ 1856 Industrial School for Miners and Mechanics. Finley’s Circulating Library . Lafayette College. ................ . 1880 Sub... Society Libraries .............. Easton Library _ _ _ _ ...... 1811 1869 1872 1861 Sub... Free .. Sub... Free . . Young Men’s Christain Associa¬ tion. Dauntless Fire Company. ......... State Normal School . . .... Classical and Normal Academy. .. City Library _ _ 1867 1867 Sub... Free . . Masonic Library _ _ _ St. Benedict's Academy* . Young Men’s Christain Associa¬ tion. Treystonfi Academy _ _ _ _ 1869 1802 Free . . Sub... Sub. .. Free . . Fallsiu "ton Library .. _ ..... _ Library and Reading Room . Frankiin Lodge No. 3, A. 0. 17. W. Ursinus College .............. _ 1873 Boarding and Day School for Young Ladies (Mrs. M. E. Ste¬ vens.) Friends’ Free Library and Read¬ ing Room. Germantown Academy . . 18G9 Free.. Free . . i 4405 4106 4407 4408 4409 4410 4411 4412 4413 4414 4415 4416 4417 4418 4419 4420 4421 4422 4423 4424 4425 4426 4427 4428 4429 4430 4431 4432 4433 4434 4435 4436 4437 4438 4439 4440 4441 4442 4443 4444 4445 4446 4447 4448 4449 4450 4451 4452 4453 4454 4455 4456 4457 4458 4459 4460 4461 4462 Cannonsburg, Pa . Cannonsburg, Pa . Canton, Pa . Carbondale, Pa . Carlisle, Pa . . . Carlisle, Pa . Carlisle, Pa . — . Carlisle, Pa . Carlisle, Pa . Carlisle, Pa . Carrollton, Pa . Catawissa, Pa . Chambersburg, Pa . Ckambersburg, Pa . Chambersburg, Pa . Chambersburg, Pa . Chester, Pa . Chester, Pa . Chester, Pa . Chester Springs, Pa ... Chester Springs, Pa ... Clarion, Pa . Coatesville, Pa . Collegeville, Pa . Concordville, Pa . Conshohocken, Pa . Coudersport, Pa . Danville, Pa . Darby, Pa. . Dayton, Pa . Derry, Pa . Dixmont, Pa . Downingtown, Pa . Downingtown, Pa . Downingtown, Pa . Doylestown, Pa. . Doylestown, Pa . Drifton, Pa . Easton, Pa . Easton, Pa . Easton, Pa . Easton, Pa . Easton, Pa . Ebensburg, Pa . Edinborough, Pa . Elders Ridge, Pa . Erie, Pa . Erie, Pa . Erie, Pa . Erie, Pa . Factory ville, Pa . Fallsington, Pa . Frankford, Pa . Franklin, Pa . Freeland (P. O., College¬ ville), Pa. Germantown, Philadel¬ phia, Pa. Germantown, Philadel¬ phia, Pa. Germantown, Philadel¬ phia, Pa. Sch.. Gen.. Sch . . Gen.. Law . Col .. Soc’y Soc’y Gen. . Sch . . Sch.. Sch.. Law . Gen . Col . Sch.. Soc’l . Sch.. Soc’l . Sch.. Sch.. Gen.. Col .. Sch.. Soo’y Soc’l . . A. &R..„ Sch . . A. &R... Y. M.C. A A. &.R — Sch . Gen. Sch. Gen. Sch . Soc’l . . Col . Soc’y - Gen . Y. M,C. A Soc’l . Sch . . Sch . Gen . Masonic . . Sch . Y. M.C. A Sch. Gen. Gen Soc’l , Col .. Sch. Soc’l Sch. 2, 500 1, 600 300 2, 200 2, 400 8, 485 10, 611 10, 681 500 742 300 300 550 500 520 2, 000 500 3, 000 1, 200 309 1,200 1,000 1, 300 3, 000 2, 000 724 450 400 300 700 1, 000 600 1,172 529 500 600 19, 946 4, 460 5, 700 1, 000 600 6,500 1, 000 4, 798 600 450 6, 000 2,200 5, 000 3, 000 ], 500 8, 000 1,200 13, 000 * From a return for 1884. STATISTICAL TABLES, 767 Table XVI. — Statistics of public libraries numbering 300 volumes, — Continued. When founded. Free or subscription. -V Class. CO cm © U © a © ft Free . . A. z j* r~ hH o 4677 4678 4679 4680 4681 4682 4683 4684 4685 4686 4687 4688 Philadelphia, Pa . . Philadelphia, Pa . . Philadelphia, Pa. (1117 Arch street). Philadelphia, Pa . . Philadelphia, Pa . Philipsburg, Pa . Pbcenixville, Pa . . Pittsburg, Pa . Pittsburg, Pa . Pittsburg, Pa . Pittsburg, Pa . Pittsburg, Pa . Pittsburg, Pa . Pittsburg, Pa . I I "William Penn Charter School. Woman’s Hospital . I 1863 1 Free. Women’s Christian Association. 1875 i Free. Sch . 400 Med.&Gen 2,000 Soc’l . I 1,946 4689 Pittsburg, Pa . Pittsburg, Pa . Pittsburg, Pa . 4691 4692 ! 4693 ! 4684 4695 • 4696 4697 | 4698 4699 4700 4701 4702 ; 4703 | 4704 ! 4705 j 4706 4707 I 4708 ; 4709 1 4710 4711 4712 4713 4714 4715 4716 4717 4718 4719 4720 4721 4722 4723 4724 4725 4726 4727 4728 4729 4730 Pittsburg, Pa . Pittsburg, Pa . Pittsburg, Pa . Pittsburg, Pa . Pittston, Pa . Pleasant Mount, Pa. Pottstown, Pa . Pottstown, Pa . Pottsville, Pa . Pottsville, Pa . Pottsville, Pa. (Center street). Pottsville, Pa . Quakertown, Pa . . Reading, Pa . Reading, Pa . . Reading’ Pa . . Reading, Pa . Reidsburg . Rimershurg, Pa. St. Mary’s, Pa . . Scranton, Pa.... 1 YoungMen’sChristianAssociatiom j Zoological Society . , | Library Association* . i : Young" Men's Literary Union . j Allegheny County Law Library .. I Bishop Bowman Institute . ! : Cath olic College of the Holy Ghost . j I Catholic Library . ! j Central Turn Association . : Chamber of Commerce . i ! Curry Institute and Union Busi¬ ness College.* Engineers’ Society of Western Pennsylvania. High School Library . Homoeopathic Medical and Surgi¬ cal Hospital and Dispensary. Library Association . St. Ursula's Academy . Teacher’s Library . YoungMen’sCh ristian Asso ciation Library Association . Academy Library Association .... Public School Library . YoungMen’sChristianAssociation Gowen Post Ho. 23, Grand Army Republic. Pottsville Athenaeum . Public School Library* . 1854 Sub. 3870 1857 1867 1878 3868 1871 1876 Sub.. Sub.. Free. Sub. . Sub.. Free . Free . Scranton, Pa. Scranton, Pa. Selin’s Grove, Pa. Selin’s Grove, Pa. Sewickley, Pa.... Sharon, Pa . Sharpsburg, Pa . . . Y. M.C.A. ' Sci . Gen . Soc’l . Law . Sch . Col . Soc’l . Soc’l . i Mer . i Coi . : 1881 1855 1851 Shenandoah, Pa. . . Shippensburg, Pa. Shoemakertown, Pa. . Somerset, Pa . South Bethlehem, Pa South Bethlehem, Pa South Hermitage, Pa Starrucca.Pa . StateCollege, Pa.(P. O.) . State College, Pa. (P. O.) . StateCollege, Pa.(P. O.). Schuylkill County Law Library . Richland Library Company . Berks County Law Library . High School Library . Reading Library* . Spencer F. Baird Xatnralist’s As¬ sociation. Reid Institute . . . Clarion Collegiate Institute . St. Mary’s Benedictine Priory* ... Welsh Philosophical Society and Free Library. School of the Lackawana . .... Young Men’s Christian Associa¬ tion, Railroad Department. Missionary Institute . . Clionion Literary Society . Public Library . Public School Library . Public Library of Young Men’s j Christian Association. 1 School District Library . j State Xormal School, Philoma- I thean Society. j Cheltenham Academy . j Somerset County Law Libray *. . . Lechanweki Club . i Lehigh University . Pequea Presbyterian Church Li¬ brary. Starrucca Library . . Pennsylvania State College . Cressen Literary Society * . . . . Washington Literary Society* Free..! Sci. Free. Free . Sub... Sch . . Med, 3885 1871 1873 1876 1878 1874 1877 1850 1861 I 1795 1843 1879 1808 1882 Sub.. Free . Free. Free . Free. Free . Sub. . Free. Free . Sub.. Free . Free . Sub.. Free . Gen . Sch . ! Soc’l . Y M.C.A. ! Gen . Sch . I Sch . Y. M.C.A. | Soc'l . 3867 Free. 1884 Sub., Gen Sch. Law . Gen , Law . Sch.. Gen , Sci.., 1854 1863 1873 1S81 1858 1866 1873 1877 1881 Free . Both. Free . Sub. . Free . Free . Both. Free. Free . 1881 Free . 1876 Free . 1865 1885 1878 1871 1879 Free . Free . Free . Sub. Sch.. Sch.. The’l Gen . Sch . . Y. M.C.A. The! . Soc’y . Gen . Sch . Y. M.C.A. Sch.. Soc’y Sch.. Law . Soc’l. Col .. Soc’l.. 5,600 300 800 2, 300 15, 000 15, 000 3, 000 2, 500 400 550 1, 150 2, 000 400 19, 000 2, 000 2, 500 1, 500 500 400 1, 600 600 800 3, 500 1, 200 2,702 2,400 3, 500 800 7,000 341 500 425 1,000 2, 000 1,800 900 2,500 600 2,500 867 450 1,196 300 500 900 61, 000 1, 200 I Free . .j Free, Gen . 600 Col . 3, 500 Soc’y . 1,290 Soc’y . 1 1,260 * From a return for 1884. REPOET OF THE COMMISSIONER OF EDUCATION. i It Table XVI. — Statistics of public libraries numbering 300 volumes, £c.— -Continued. Place. Name of library. 4731 Strrasburg, Pa . 4732 Stroudsburg, Pa . 4733 Stroudsburg, Pa . 4734 Sugar Grove, Pa . 4735 Susquehanna, Pa . < 4736 Swarthmore, Pa . ! 4737 Swarthmore, Pa . . 1 4738 Swarthmore, Pa . 1 4739 Tarentum, Pa . 4740 Tidioute, Pa . : 4741 Tidioute, Pa . 4742 Titusville, Pa . ' 4743 Titusville. Pa . 1 1744 Torresdale, Pa . 4 ,45 Towanda, Pa . 4746 Towanda, Pa . 1 4747 Trappe, Pa . ! 4748 -Trov, Pa . 1 4749 IT niontown, Pa . [ 4750 Uniontown, Pa . | 4751 Upland, Pa . 4752 Yi’danova, Pa . 4753 Warren, Pa . 4754 Washington, Pa . 4755 | Washington, Pa . . 4753 Washington, Pa . 4757 Washington, Pa . 4758 W ashington, Pa . 4759 Washington, Pa . 4760 Waterford, Pa . 47G1 Waynesburg, Pa . 4702 Weatherby, Pa . 4763 West Chester, Pa . 4764 : West Chester, Pa . 4765 i West Chester, Pa . 4766 ■ Westchester, Pa . ! 4767 WestChester, Pa . 4768 West Grove. Pa . | 4769 West-town, Pa . . j 4770 j White Haven, Pa . ' 477 L i Wilkes Barre, Pa . 4772 | Wilkes Barre, Pa . 4773 ' Wilkes Barre, Pa . | 4774 ! Wilkes Barre, Pa . 4775 ! Wiikes Barre, Pa . i I 4776 I Wilkes Barre. Pa . ! 4777 Wilkinsbnrg, Pa . : 4778 Williamsport, Pa . 4779 ! Williamsport, Pa . 4780 | Williamsport, Pa . ' 4781 ; Williamsport, Pa . 4782 Womelsdorf, Pa . 4783 ! York, Pa . j 4784 ' York. Pa . ! 4785 York, Pa . ! 47:6 York. Pa . I 4787 i York, Pa . I Public School Library* . Brown's Circulating Library . Library Association . Hopkin's Library of Sugar Grove Seminary. Library Association of Susque¬ hanna Depot. Swarthmore College . Delphic Literary Society . Ennomian Literary Society Odd Fellows’ Library . Eden Lodge Library? I. O. O. F - Union and Normal High School Library. * Clark's Commercial College* . Titusville Library * . Institute of the Sacred Heart . Susquehanna Collegiate Institute. Towanda Library . Washington Hall Collegiate Insti¬ tute. Phi Kappa Tau Society. Graded and High School . .*.... Book Club* . Public School Library . Bucknell Library of Crozer Theo¬ logical Seminary. Yi llano va Library . Library Association . Citizens’ Library . Trinity Hall . W ashington County Law Library* Washington Female Seminary. Washington and Jefferson College. Reading-Room Library . Waterford Academy . W aynesburg College . Presbyterian Congregational Li¬ brary. Birmingham Friends’ Meeting Li¬ brary. Chester County Law and Miscel¬ laneous Library. Friends’ Library Association . Library Association . State Normal School . Free Library . Westtown Boarding School . Public School Library . Hospital Libraiy - ? . Law and Library Association . Saint Nicholas Library . Wyoming Athenaeum. . Wyoming Historical and Geolog¬ ical Society. Young Men's Christian Association Saint Stephen’s Parish Library... Dickinson Seminary . Lycoming County "Law Associa¬ tion. School District Library . . Young Men's Christian Association Bethany Orphans’ Home . Cassat Library, York Collegiate Institute. Franklin Institute . TJ nited Library Association . York County Law Library* . Young Men’s Christian Association *From a return for 1881. When founded. Free or subscription. m ai r. 5 m c £ > o u c 1874 Free.. Sch . 600 i 1866 ! Sub..J Soc’l . 763 1832 | Sub... Gen . 1, 360 1884 ’ Free.. Sch . 950 1861 j Sab... Gen . 3, 021 1881 ' Free . . 1 ' Col . 7 415 1873 Sub...! i Soc’y . ’957 1874 1 Sub... Soc’v . 825 1S70 ; Sub... I.O.O.F.. 950 1875 j Free.. I.O.O.F.. 1 400 j 1872 j Free . . Sch . 913 Sch . 700 1877 ; sub... ! Geu . 3, 500 1 . ! Sch . 1, 000 1 1854 i Sub... i Sch . 1] 100 1878 ! Sub... Gen . 1,038 i 1856 ; Soc’y . . 1, 633 1868 Free . . 1 ! Sch . 750 1S68 Sab... j Soc’l . 896 I 1879 Free .. Sch . 549 | 1868 Free . . j | The! . 9,000 1842 Sub ! 2, 500 1871 Sub...! Gen . 4, 800 1 1870 Both.. Gen . 6, 500 | . I Sch _ | *400 i 1871 Free . . Law . 1,332 1 1836 Free . . Sch . 600 | 1802 Free .. Col . 5, 200 1885 Free . . Soc’y . 4, 344 1 . Sch . 375 j 1856 Free . . Col . 2, 000 j 1885 i Free . . Soc’l . 350 . Free . . Soc’l . 640 1 1862 Sub.*.. Law & Gen 1, 940 Sub _ Soc’l . 751 1873 Sub. .. 1 Gen . 2. 050 1871 Free .. Sch . 3, 600 1873 Free .. 1 Gen . 1 1, 100 1709 Free . . I Sch . 3,900 1883 Free . . | Sch . 300 : 1881 300 : Sub... Gen & Law 3,500 1875 Sub _ 500 Sub... Socl . 1 1, 500 j 1858 Free . . Histl&Sci 5, 200 1871 Free . . Y.M.C.A. 1, 000 1884 i Free.. | Soc'l . 500 . . Sch . 2. 500 1870 j Sub... Law . i 1,000 | 1883 ! Free .. Sell . 1, 263 1863 I Sub. .. Y.M.C.A. 1,300 ; 1863 Free-. A. &R... i ! , 300 - Sch . 3, 000 ! 1779 Free.. ! Gen . 500 ' 1873 Both . . j Geu . 3, 600 ! 1868 | Freo.. Law . 2,000 i 1367 ; Free . . 1 Y.M.C.A.I 500 STATISTICAL TABLES. i 16 Table XVI. — Statistics of public libraries numbering 300 volumes, $ c.— Contiuued. Place. Name of library. When founded. Free or subscription. 1 ( Free, i 1840 Free .. Free .. 1872 Free . . ! 1869 Sub. .. 1880 Free . . 1877 Free .. 1872 Free .. 1863 Sub... j 1862 1 Sub... i 1881 1 Free . . | j 1882 Free . . 1 1869 Free . . 1847 1838 | Free.. 1802 Free.. 1869 : Free . . 1819 ! Free . . 1881 Free.. Free.J 1806 Sub... 1882 Free .. 1842 ! Free . . j | 1875 Free . . ! 1878 i Free . . j 1849 Sub... i 1873 | Free.. 1 1876 | | Free , . 1853 Sub... ,! 1870 ; Free.. | 1730 ; sub. J 1873 1 . 1874 | Sub"*! j Free.. 1848 Sub... 1875 Free.. J 1876 Sub. .. . 1885 Free.. 1876 Free . . 1885 Free . . 1855 Free.. . 1884 Free.. 1884 Free.. . 1853 Sub. .. . 1876 Sub. . . . 1858 1768 Free.. . 1847 Free.. . 1849 Sub... . 1864 Free.. . 1831 Sub... . 1819 Sub. .. Sub . . . !| issi" Sub. .. . 1836 i i 1 Rub... . 1878 i Free.. U875- ll’reo. . ' |^1880 4788 4789 4790 4791 4792 4793 4794 4795 4796 4797 4798 4799 4800 4801 4S02 4803 4804 4805 4806 4807 4808 4809 4810 4811 4812 4813 4314 4815 4816 4817 4818 4819 4820 4821 4822 4823 4S24 Anthony, R. I . . Anthony, R. I . Apponang, R. I . . Ashaway, R. I . . Ashton, R. I . . Barrington, R. I . Bristol, R. I . . Bristol, R. I . . i Bristol, R. I . Burrellville, R. I . Carolina, R. I . . i Central Falls, R. I . ! Centredale, R. I . . . Chepachet, R. I . . | Cranston, R. I., (P. O Howard.) East Greenwich, R. I . . . i East Greenwich, R. I . . . ! East Providence Cen- ! tre, R. I. : Exeter, R. I . . Fort Adams, R. I . . j Foster Centre, R. I . . I Greenville, R. I . . I J amestown, R. I . Kingston, R. I . Little Compton, R. I ... Lonsdale, R. I.... . Anthony Lyceum Library . . Free Library . . Free Library . . A shaway Library . Ashton Library . Public Library . Rogers Free Library . . St. Mary’s Total Abstinence So¬ ciety. Young Men’s Christian Association Soc'l . Gen . Gen . Gen . Gen Soc’l Y.M. C.A Gen . Free Public Library . Union Free Library . Manton Library . Rhode Island State Prison. Gen Gen 4825 4326 4327 4328 4829 4830 4831 4832 4833 4834 4835 4833 4837 4S33 4839 4840 4841 4842 4843 4844 Manville, R. I . Middletown, R.I., (P. O., Newport). Newport, R. I . Newport, R. I . Newport, R. I . Newport, R. I . Newport, R. I . New Shoreham, R. L, (Block Island). North Smithfield, R. I., (P. O., 'Woonsocket). Olneysdlle, R. I . Pascoag, R. I . Pawtucket, R. I . Pawtucket, R. I . Pawtucket, R. I . Peaeedale, It. I . Phenix, R. I . Pontiac, 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 . . Providence, R. I . . Providence, R. I . . . Providence, R. I. (235 Benefit st.). Providence, R. I . Providence, R. I . 4845 Providence, R. I . . East Greenwich Academy* . Free Library . . . East Providence Free Library . . . Manton Free Library . Post Library . . Foster Manton Library . Public Library . Jamestown Philomenian Library. Free Library . Free Public Library . Library and Reading Room Asso¬ ciation. Manville Library . Free Library, District No. 1 . . A. &R... Sch. Gen Gen Gen Gar Gen Gen Gen Gen Gen Gen Gen Newport Historical Society. Hist’l. Gen .. Redwood Library and Athenaeum. Rogers High School Library Ward’s Circulating Library Slatersville Reading Room and Library. Free Library Association . . . Ladies’ Pascoag Library Associa¬ tion. Free Public Library . High School Library . . N arragansett Library Association Pawtuxet Talley Free Library Free Library . Arnold’s Circulating Library.. Broadway Circulating Library Brownson Lyceum . Brown University . Davis’ Circulating Library . . English and Classical School Franklin Lyceum* . Friends’ School . Gregory’s Circulating Library. . . Miss Gardner’s School for Young People. Providence Athenreum - Public Library . Public School Libraries (3) Sch.. Soc’l. Gen . Gen . Gen.. Soc’l . I. O. O. F . Gen . Sch . Gen . Gen . Gen . Soc’l . Soc’l . Soc’l . Col . A. &R... Soc’l . Sch . Soc’l . Sch . Soc’l . Soc’l . Sch . Gen . Gen. . Sch.. 1, 741 2, 000 819 2, 370 683 3,451 8, 432 435 2, 600 506 1, 015 1,500 1,883 3, 0C0 1,500 2, 500 3,400 1,016 1, 151 1, 150 1,250 1, 760 1, 775 ?, 800 1,050 3, SCO 1,606 1, 156 3. 500 25, 650 31, 700 *700 1,600 1, 820 1, 600 1,425 1,100 580 9, 313 4 00 3, 320 2,700 940 4, 422 G25 1,000 62, 800 2, 500 6, 0G0 3,200 9, 000 6, 309 860 3, 5C0 SCO 44,582 33,047 2, 2C0 'From a return for 1884. 774 REPORT OF THE COMMISSIONER OF EDUCATION. Table XVI. — Statistics of public libraries numbering 300 volumes, fyc. — Continued. Place. Name of library. 4846 4847 4848 4849 4850 4851 4852 4853 4854 4855 4856 4857 4858 4859 4860 4861 4862 4863 4864 4865 4866 4867 4808 4869 4870 4871 4872 4873 4874 4875 4876 4877 4878 4879 4880 4881 4882 4883 4884 4885 4886 4887 48S8 4889 4890 4891 4892 4893 4894 4895 4896 4897 4898 4899 4900 4901 4902 4903 4904 4905 4906 4907 4908 4909 Providence, E. I . Providence, E. I . Providence, E. I . Providence, K. I . . Providence, R. I . . Providence, E. I . Providence, E. I . . Providence, E. I . . Providence, E. I . Providence, E. I . . Riverside, E. I . . Tiverton, E. I . . . Valley Falls, E. I . "Warren, E. I . . Warren, E. I . . Warwick, E. I . . I Warwick, E. I . . Westerly, E. I . . | Wickford, E.T . . Woonsocket. E. I . Blnffton, S. C . Cedar Springs, S. C _ Charleston, S. C . . Charleston, S. C . . Charleston, S. C . . | Charleston, S. C . Charleston, S. C . Charleston, S. C . Charleston, S. C . Charleston, S. C . Charleston, S. C . Cheraw, S. C . Clinton, S. C . Columbia, S. C . Columbia, S. C . Columbia, S C . . Columbia, S. C . . Colnmtra, S. C . . Columbia, S. C . . Columbia, S. C . . ! Due West, S. C . . I Due West, S. C . . . Due West, S. C . i Due West, S. C . . ' Florence, S.C . . Frogmore, S. C . . ! Georgetown, S. C . i Greenville, S. C . ! Greenville, S. C . ! Greenville, S. C . j Newberry, S. C _ Newberry, S. C . . ! Orangeburg, S. C . ; Reidville, S. C . . j Spartanburg, C. H., S. C I Spartanburg, C. H., S. C. ! S imter, S. C . Walhalla, S.C . Williston, S. C . Torkvillo, S C . Athens, Tenn . Ath*ns, Tenn . Bristol, Tenn . . Bristol, Tenn . Rhode Island Historical Society . - Rhode Island Hospital . Rhode Island Medical Society Rhodo Island School for the "Deaf. Rhode Island State Normal School State Board of Health . State Law Library . Union for Christian Work . Woonasquatucket Library . Young Men’s Chiristian Associa¬ tion. Free Public Library . i Whitridgo Hall Free Library . Free Public Library . George Hail Free Library . Ware’s (Paul) Circulating Library Crompton Free Library . Old Warwick Library . Pawcatuck Library . Wickford Library . Harris Institute Library . Polytechnic and Industrial Insti¬ tute.* South Carolina Institution for the Deaf, Dumb, and Blind. Chamber of Commerce . Charleston Female Seminary*.... Charleston Library Society . Charleston Orphan House . . College of Charleston . Medical Society of South Carolina. Protestant Episcopal Society for Advancement of Christianity. Wallingford Academy . YoungMen’s Christian Association Cheraw Lyceum . Thorn weli Orphanage . Benedict Institute . . Columbia Female College . 1822 1868 1879 Free. Free. Free. 1871 1878 1868 1868 1875 1853 1881 1875 1880 1871 1857 1872 1847 1872 1863 Free . Free. Free. Free. Free. Sub.. Free . Free. Free . Free . Sub. . Free . Free . Sub.. Sub.. Free. Hist’l . . . Med .... Med .... Sch . Sch . San. Sci . Law .... Soc’l ... Y.M.C.A. , Gen . I Gen . Gen . Gen . Soc’l. Gen . Gen . al784 1748* Sub.. Sub.*! 1838 1789 1810 Free. Free . Free . 1854 1857 1875 1872 Snb. . Free. Free . Graded School Library . Presbyterian Theological Semi¬ nary. Statft'Library . South Carolina College . Supreme Court Law Library . Due West Female College . Erskine College . Euphemian Society . Philomathean Society . Library Association . Edward L. Pierce Library . Winyaw Indigo Society . Felton’s Circulating Library . Female College . Furman University . Eewberry College . Society Libraries (2) . Claflin University . Reidville Female College . Kennedy Library . Wofford College . Library Association . Walhalla Female College . Johntown Academv . King's Mountain Military Institute Grant. Memorial University . Society Libraries (4) . King College . Society Libraries . 1883 1865 Both. Free . Free . Free . Free . 1839 1839 1841 1878 1882 1755 1856 1850 1840 1859 1870 Free . Sub.. Sub. . Sub. . Both. Free. Sub. . Free. Free. Free. Free. Free. 1883 1.885 Both. Sub!! Sub... Gen Gen Sch. Sch. Mer ... Sch.... Gen ... A. &.R. Col . ... Med ... The’l . . Sch . Y. M. C.A Soc’l . A. & R - Sch . Col . . . Sch . The’l . State . Col . Law . Col . Col . Soc’y . Soc’y . Gen . Gen . Soc’l . Soc’l . Col . Col . Col . Soc’y . Col . Sch . Gen . Col . Gen . Col . Sch . Sch . Col . Soc’y . Col . Soc’y . 16, 000 2, 500 4, 593 325 1, 200 500 12, 000 3,437 1, 882 4, 000 1,206 1,487 1,304 4, 500 1, 000 3, 091 1,706 4, 000 1,200 9,166 1, 500 3,197 400 4, 000 19, 000 2,816 8, 500 4, 000 1,800 300 840 1,000 1,816 1.500 500 300 22, COO 36, 000 27, 000 5, 000 600 1.500 2. 500 2, 300 2. 000 1,000 2.500 700 1, 000 2, 500 6, 000 1, 150 1.500 "COO 1,600 6, 000 350 300 494 500 2, 250 1, 100 756 930 * From a return for 1884. a Reorganized in 1866. STATISTICAL TABLES. 775 Table XVI. — Statistics of public libraries numbering 300 volumes, «Jc. — Continued. Place. Name of library. 1 When founded. f to CD X S3 i ^ 4010 Bristol, Tenn . Sullins College . ; Col . 400 4911 Bristol. Tenn . Mountain View Societv . j Sub...: ■ Soc’y . 400 4912 Chattanooga, Tenn . Young Men's Christian Assocla- ’iss2’ j Sub...' ! Y.M.C.A. 1, COO tion. j 4913 Clark ville, Tenn . Southwestern Presbyterian TJni- 1 Col....... 3, 500 versitv. 4914 ClarkTille, Tenn . Stewart Societv . 1 j 1 500 4915 ClarkvUle, Tenn . “Washington Irving Societv .. 5 — 1 out \ ----- 4916 ; Col . 50G 4917 Columbia, Tenn . Colombia Athemeum. . 1852 ' Free..; 1 Col . 5, 000 4918 1S70 ' Sub _ ; ; Soc’l . i 1 1, 500 4919 Col . 1 500 4920 Friendsville, Tenn . Frieudsville Academy . i IS55 ' Free.., Scb . 600 4921 Fullens, Tenn . 1,300 4922 Gallatin, Tenn . Howard Female College . j 1856 i Free.. Seh . 400 4923 Henderson, Tenn . Henderson Masonic Male and Fe- | . Sch . 300 male Institute.* 1 4924 Hiwassee College, Tenn. Hivrassee College . j 1849 ; Sub...; Col . 1 2, 3C0 Sch _ *600 College. I i 4926 1885 [ Freo . . i Gen . i 1, 100 4927 Jackson, Tenn . Memphis Conference Female In¬ 1854 Free..! Col . 1 4, 000 stitute. 4928 Jackson, Tenn . . j Public. School Library . _ . 1884 ! Free . . j Sch . 1 350 4929 Jackson, Tenn . j Southwestern Baptist University. | 3874 j Free...' Col . ! 3, 000 4930 Knoxville, Tenn . ! Knoxville College . ! 1876 1 1 Free.. Col . 3,200 4931 Knoxville. Tenn . j Public Library of Knoxville a.... 1 1869 Sub... Gen . j 3, 729 4932 Knoxville, Tenn _ Tennessee School for the Heal and Sch . 600 ! Dumb. 4933 Knoxville. Tenn . j "University of Tennessee . ' 1807 | Free.. Col . 7, 000 4934 Lebanon, Tenn . Cumberland University . i 1842 i Free.. Col _ _ _ , 10, 000 4935 Lewisbnrg, Tenn . i Lewisbnrg Institute . . . ] 1884 1 Sub... Gen . i 1, 000 4936 Lexino+on Tenn _ _ Lexington Academy _ Sch . ! 1, 000 4937 London, Tenn _ _ London Hi orb School _ _ _ .. Sch . 350 4938 : McKenzie, Tenn . Bethel College _ _ _ Col . 700 4939 McKenzie, Tenn . McTyeire Institute . | 1881 : Sub... Sch . ! 472 4940 McMinnville, Tenn . : Cumberland Female College . ! 1855 ! Free.. : Coi . • 2, 000 4941 McMinnville, Tenn Library Association 1876 Sub . . . i Soc’l _ -..j i 1, 500 4942 Maryville, Tenn . Freedmen’s Xormal Institute*. _ I Scb ... 1 ! 1. 250 4943 Maryville. Tenn . Marwille College . j 1839 | Free . . : Col . C, 000 4944 Memphis, Tenn _ Christian Brothers’ College . : 3872 ! Free . . i Col . 3, 500 4945 Memphis, Tenn . Manrelian Literary Club . | 1874 j Free .. j Soc’y . 6, 253 4946 Memphis, Tenn _ _ _ T.pfldin "a Business 41 oil eve _ 3865 ! Free.. I Sch . 784 4947 Memphis, Tenn _ T.e Moyne \nrm3l Institute ! Sch . 1, 314 4948 Memphis, Tenn . Le Moyne Public Library . i 3875 j Free .. 1 Gen . 1,520 4949 Memphis, Tenn . Bar and Law Library Association 1 1874 ! Sub... ; Law . 6, 030 4959 ! Memphis, Tenn . ti'bl Fellows’ Library . . . 1878 ! Free.. i I.O.O.F.. ! 2, 500 4951 Memphis, Tenn . YoungMen’s ChristianAssociation 1884 Sub... Y. M. C.A. 700 4952 ■ Mossv Creek, Tenn . Carson College* . i Col . I 320 4953 | Mossy Creek, Tenn . Columbian Society . ; I860 Free . . ’ Soc’y . 1 4C0 4954 Mossv Creek, Tenn . Philomatkean Society . 1853 | Free .. Soc’v . 1 350 4955 j Xashville, Tenn . Central Tennessee College . ] 1870 Sub.. . j coi. . : 2. 150 4956 Xashville. Tenn . Mcharrv Medical College . 3880 j Free . . ; Med . 800 4957 ! Xashville. Tenn . Fisk University . . 1 . 1 1870 - | coi . :■ 3,325 4958 ' Xashville, Tenn . Masonic Library Association . i 1881 i F ree . . ! Masonic . . 1,885 4959 Xashville, Tenn . Montgomery Bell Academy . , 1882 Sub.-.j Sch . | 360 4960 Xashville, Tenn . Itoger W i.iiams Universitv . 1 i Col . 3, 000 4961 Xashville. Tenn . State Librarv . j 1 1S54 j Free . . State . : 30, 000 4962 : Xashville, Tenn . Tennessee School for the Blind . . Sen . | 500 4963 Xashville, Tenn . Universitv of Xashville, State J Col . i 500 Xormal College. ! 1 4964 Xashville, Tenn . Agatheridan Literary Society. . . Soc’y . ! 2,000 4965 i Xashville, Tenn . Erosophian Literary Society. . j'issi’ Sne.’y _ . . j 5, 000 4966 j Xashville, Tenn . Yanderbilt University . Col . . ! 10, 000 4967 Xashville, Tenn . Ward’s (W. E.) Seminary for :::::: Sch . j 2,000 1 Young Ladies. 1 1 * From a return for 1884. a To be merged in the Lawson McGhee Library. 776 REPORT OF THE COMMISSIONER OF EDUCATION. Table XVI. — Statistics of public libraries numbering 300 volumes, $c. — Continued. Place. Name of library. When founded. Free or subscription. Class. Number of volumes. 4068 Nashville, Tenn. (261 YoungMen’s ChristianAssociation 1870 Snb . . . Y.M.C.A. 4,200 Church street). 4969 Pulashi, Tenn . Young Men’s ChristianAssociation 1880 Free . . Y. M. C.A. 500 4970 1880 Free . . Gen . 6,195 4971 1868 Free . . Col . 16, 000 Library." 4972 1881 Sub... 1,755 4973 Sch . 500 4974 Col . 1, 000 4975 1865 Free . . Col . 5, 820 4976 Sub. . . Soc’y . 3, 000 4977 Col . 1, 038 4978 1881 Free . . Sch . 1, 000 4979 1861 Free . . A. & R _ 350 4980 Sch ....... 500 4981 Free . . Law . 8, 300 4982 Sch . 600 4983 Austin, Tex . emy. 1881 Free . . Sch . 600 4984 1884 Free . . Col . 5,000 4985 Brownsville, Tex ....... 1853 Free . . Soc’l . 4,000 4986 1884 Free.. Sch . 360 4887 College Station, Tex .... 1880 Col . 2, 051 lege of Texas. 4888 Comanche, Tex . Comanche College . . Sch . 3, 116 4989 Dallas, Tex. (808 Main Public Library _ _ 1880 Free.. Gen. ...... 800 street). 4990 Dallas, Tex . Young Men’s Christian Associa¬ 1885 Free . . Y. M. C.A. 300 tion. 4991 Fort Clark, Tex. (P. O., Post, Library _ Free . . Gar . 1,694 Brackettville). 4992 Fort Concho, Tex _ Pont Library* _ 1873 Free . . Gar. ...... 966 4993 Fort Davis, Tex . Post T.ibrarv _ _ _ 1867 Free . . Gar . 2, 060 4994 Fort "Worth. Tex _ Texas Wesleyan College _ Sch . 300 4995 Galveston, Tex . Public, Library _ _ 1871 Free . . Gen . 5,600 4996 Galveston, Tex . . St, Mary’s University* _ Col . 500 4997 Georgetown, Tex . __ _ Sontlivvftstfvm University 1873 Free . . Col . 1, coo 4998 Georgetown, Tex _ Alamo Society _ _ 1883 Free . . Soc’y ..... 350 4999 Georgetown. Tex _ San .Taeinto Society _ 1883 Free . . Soc’y . 750 5000 Honey Grove, Tex _ __ Hindi School T.ibrary _ _ Sch . 1, 000 5001 Honey Grove, Tex . Walcott, Institute _ _ 1881 Free . . Sch . 300 5002 Houston. Tex _ .. Houston Lyeenm*.- _ 1854 Sub... Soc’l . 2, 500 5003 Huntsville, Tex . Sam Houston Normal Institute Sch . 3, 500 5004 Huntsville, Tex . State Prison _ 1880 Free .. A. & R _ 1,500 5005 Independence, Tex Baylor University _ Col . 2, 500 5006 Marshall, Tex . Bishop College _ _ _ _ Sch . 600 5007 Marshall, Tex . Wiley University _ _ _ 1875 Free.. Sch . 1, 200 5008 Prairie Lea, Tex . Grange Library 1882 Sub... Soc’l _ _ _ 395 5009 Rio Grande, Tex _ Post Library, Ringgold Barracks* Literary and Scientific .Association 1842 Free . . Gar . 1,500 5010 San Antonio Tex 1884 Sub. . . Soc’l . 3, 000 5011 San Antonio, Tex _ St. TVrary’s CJollAorft 1860 Free. . Sch . 2, 000 5012 San Antonio, Tex....... Ursnline Convent,* _ _ Sch . 500 5013 Sherman, Tex . Austin 1850 Free.. Col . 3, 000 5014 Sulphur Springs, Tex. .. CJfvntrnl PnllpgA Sch . 400 5015 Tehuacana, Tex . Trinity University* _ __ _ 1870 | Free.. Col . 1, 000 5016 Tehuacana. Tex _ Vliilnsopbronian Society* _ Soc’y . 450 5017 Tehuacana, Tex _ T?n.tee Society * -- Soc’v . 400 5018 Tehuacana, Tex . Timothean Theological Soci¬ The4 . 1,000 ety.* 5019 Waxahachie, Tex _ Afarvin College .. _ _ _ 1871 Free . . Col . 800 5020 Fort Douglas, Utah (P. Post, Library _ _ _ 1862 Free . . Gar . 500 O., Salt Lake City). | 5021 Ogden Citv, Utah ._ . City Tiihrnry . Gen . 500 5022 Provo City, Utah "RvjyTf'iarn Y*mn££ Academy 1876 Sch . 735 5023 Logan, Utah . . Cache Aralley Seminary. . Sch . 500 5024 Salt Lake Citv, Utah _ Citv Library 1S50 Free. . Cen . 5, 000 5025 Salt Lake Citv, Utah _ T)c8eret Miiscrdi 1870 Sci . 600 5026 Salt Lake City, Utah _ "Fireman’s Library. . _ _ _ 1S7L Free. . 1 Soc’l. . 1,031 5027 Salt Lake City, Utah. . . . Masonic (Public)' Library . 1877 Both.. Masonic .. 6, 821 5028 Salt Lake City, Utah .... 1878 Free..! LQ. O. F. . 1, 580 ♦From a return for 1884. STATISTICAL TABLES. 777 Table XVI. — Statistics of public libraries numbering 300 volumes , o 8 S £ 5029 j Sch . 700 5030 Sait Lake Citr , Utah. . . . Salt Lake Academy . 1 1879 Free.. 1 Sch . 500 5031 Salt Lake City, Utah - Snencer Smith Library, St. Mark's 1870 1 Free.. Sch . 1,446 School. 5032 Salt Lake Citv, Utah. . . . Universitv of Deseret . 1874 Free.. 1 Col . I 3,621 1852 Free.. j Ter . 4, 000 5034 Barnet, Yt . Ladies’ Library Association . 1872 Sub. .. Soc’l . GOO I 1871 Free.. Sch . 1, 400 5036 Bellows Falls, Yt . | Sch _ ’ 600 5037 1865 Free. . j Gen . 4, 050 5038 1848 Free.. ! Gen . 1, 700 5039 1875 Sub... 1 Gen . 3, 510 5040 1869 Sub... Soc’l. _ _ 1, 050 5041 1S82 F ree . . : Gen . 4, 700 5042 Brattleborough, Yt . Y ennont Asvlnm for the Insane * . 1 1834 Free..! I A. & B _ 1, 12L 5043 | 1874 Free . . Gen . . 18, 600 5044 Burlington, Yt . Parish Librarv, First Unitarian 1 1823 Free.. ! Soc’l . l| 350 Church. i 1800 Col . 35, 000 5046 Burlington, Yt . Y ennont Episcopal Institute . 1857 1836 Free.. ?nl) Gen &.The. I Soc’l . j 4, 000 Ton 5048 Cavendish, Yt . . Fletcher Town Library. . 1S68 Free.. j Gen . 1 UU J 4. 235 5049 Chelsea, Yt . Chelsea Ladies' Library * . 1834 Sub. .. | Soc’l . 460 5950 | Chelsea, Yt . i Library Association * . ! 1840 Sub. . . Soc’l . 550 5051 i Cornwall, Vt . i Lane Library Association . 1 1860 Free . . ; Gen . 1, 200 5052 | Danville, Yt . | Young Ladies’ Library Associa- i 1879 Free . . | Soc’l . 650 j tion. 5053 Derbv, Yt . 1 Public Library * . ! 1884 Sub. .. ! Gen . . 436 5054 ! Dorset, Yt . j Public Library . 1 1871 Sub... Gen . 389 5055 i East Calais, Yt . j East Calais Circulating Library. . . j 1864 Sub. .. Soc’l . j 580 5056 ! East Dorset, Yt . . Library Association . 1870 Free . . Gen . eco 5057 1 Fairfax. Yt . . .... Xew Hampton Institution Free.. | Sch . 3, eco 5058 I Felchville, Yt . . ! Library Association of Beading _ j 1865 i Gen . 5059 j Grafton, Yt . Public Librarv . 1858 Free . . I Gen . i,:oo 5060 Hartford, Yt . Library Association . ! 1875 Sub. .. Gen . GOO 5061 i Hyde Park, Yt . Lamoille Central Academy _ ! 300 5962 Irasburg, Vt . . Librarv Association . . 1867 j Sub... 1 Gen . 300 5063 Johnson, Yt . State Xormal School _ 1867 | Sch . 900 5064 Lowell, Yt . Library A ssneiation . . 1865 j Sub _ | Gen . 393 5865 Ludlow, Vt . Village Librarv _ __ j Sub. . . 1 Gen . 509 50G6 Lunenburg, Yt . Cnttiny’s Library _ 1854 i Free . . Gen . 14, 000 5067 Lvndon Centre, Yt . Lyndon Tnst.itnto 1870 i Free.. Sch . 608 5068 ; Manchester, Vt . Burton’s Pastoral Library 1853 Soc’l . 575 5069 Manchester, Yt _ i Pbilomatbic Library Burr & Bur- Soc’y . 1, 000 ton Seminary. 5070 Middlebury, Yt . . Ladies’ Library Association 1866 Sub... 1 Soc’l . 2, 500 5071 Middlebury, Yt . Middlebnrv College _ j Col . 3, 600 5072 Middlebury, Yt . Sheldon Art Museum j 1881 Free . . 1 Soc’l _ 2, 0 0 5073 Middletown Springs, Yt Ladies’ Library Association . 1875 Sub. .. 1 Soc’l . 500 5074 Montpelier, Yt . State Library . 1825 | State _ 18, 600 5o75 Montpelier, Yt.. . Vermont Methodist Seminflrv Rml 1883 Free . . Col 1,200 Female College, Alumni Library. 5076 Mon tpelier, Yt . \y ash Ln gt on County Grammar Free . . Sch _ _ ... 2, 950 School. 5077 i Xewburv, Yt . Xewbnry Seminary . . 1834 Free . . Sch. . 1, 200 5078 Xewburv, Yt . Y illage Librarv 1872 Sub _ Gpn _ 850 5079 i Xewfane, Yt . Fayetteville Library Association 1870 Sub. .. , Gp.n 494 5080 Xew Haven, Vt . Lampsnn T.ibrarv _ . . ] 1869 Free . . j Gen . Hi5 5081 Xewport, Yt . Librarv Association 1884 Sub... j Gen CnO 5082 ; Xortbfield, Yt . j Xorwicb University . I 1S34 Sub... Col . 5, 000 5083 Norwich Yt ....... Sll 1) t Oi'O :o^4 Peacham.Yt . ; Juvenile Library Society . J.OOV/ 1810 Sub. .. ! Soc l . 1.106 5085 Post Mi Us Village, Yt... ; Peabody Library . 1866 Free .. : G~n . | 3. 000 5086 J Poultney, Yt . j Troy Conference Academy . ; Sch . ! ! l.ioo f087 rroctorsville, Yt . . j Fletcher Town Library _ 1870 Free . . Gen . j 4, ( OO 5088 ! Proctorsville, Yt . i Library Societv . . 1858 Sub .. i Gen . | 1.478 5089 i Quechee. Yt . j Quechee Association Library . 1884 Sub... Gen . j 1 ’ 430 5090 Bandolph, Yt . State Xormal School . 1850 Free .. 1 Sch . 1 OI'O 5091 i Bocliester, Vt........... j Lecture and Library Association 1S75 | Gen . | [ ’487 •From a return for 1884. 77£ T. 5092 5093 5094 5095 5096 5097 5C98 5099 5100 5101 5102 5103 5104 5105 5106 5107 5108 5109 5110 5111 5112 5113 5114 5115. 5116 5117 5118 5119 5120 5121 5122 5123 5124 5125 5126 5127 5128 5129 5130 5131 5132 5133 5134 5135 5136 5137 5138 5139 5140 5141 5142 5143 5144 5145 5146 5147 5148 REPORT OF THE COMMISSIONER OF EDUCAT .ble XVI. — Statistics of public libraries numbering 300 volumes, Place. St. Albans, Vt Saxton’s River. Yt . St. Johnsbury, Yt . South Woodstock, Yt .. Springfield, Yt . Strafford, Yt . Thetford, Yt . Vergennes, Vt . Yergennes, Yt . Waitsfield, Vt . Waterbary Center, Vt. West Randolph, Yt .... Westminster, Yt . Williamstown, Vt . Windsor, Yt . Windsor, Yt . Woodstock, Yt . Abingdon, Ya . Abingdon, Ya . Alexandria, Ya . Alexandria, Ya (near) .. Alexandria, Ya . Ashland, Ya . . Aylett’s, Ya . Bellevue, Ya . . Bethel Academy, Ya. . . Blacksburg, Ya . . Brentsville, Ya . Charlottesville, Ya.... Charlottesvile, Ya . . . . Chase City, Va . Christiansburg, Ya . . . Crozet,Ya . Dayton, Ya . Emory, Ya . Emory, Ya . Emory. Ya . Port Monroe, Ya . Eort Monroe, Ya . Hampden Sidney, Ya. Hampden Sidney, Ya. Hampden Sidney, Ya. nampden Sidney, Ya. Hampton, Ya . Hollins, Ya . Lexington, Ya . Lexington, Ya . Lexington, Ya . . Lyncliburg, Va . Mitchell Station, Ya _ Rational Soldiers’ Home. Ya. Hew Market, Ya . Rorfolk, Ya. Rorfolk, Ya. Rorfolk, Ya. Rorfolk, Ya. Petersburg, Ya Name of library. When founded. Free or subscription. Vermont Central Library Asso¬ ciation. 1856 Sub... 1870 1848 1871 1856 1875 1876 1865 1866 1868 Free . . Free .. Free . . Free .. Free . . Sub... Free .. Sub . . . Free . . Green MountainPerkins Academy, Philomathean Library. Library Association.. . . 1803 1882 Free . . Free . . Free .. R orman Williams Public Library. 1885 Martha Washington College. Eu- terpean Society Library. 1870 1794 Free . . Sub. .. Clarens Home School* . St. John’s Academy . . 1849 1834 1875 Free .. Randolph Macon College and So¬ ciety Libraries. Mt. Pisgah Alumni Library . Bellevue High School . . . Sub... Lee Literary Society, Bethel Academy. Virginia Agricultural and Me¬ chanical College. Brentsville Seminary . 1872 1872 Free .. Free .. Pantops Academy* . YoungMen’sChristainAssociation Thvne Institute . . 1882 Montgomery Female College. _ _ Miller Manual Labor School . Shenandoah Institute _ _ Emory and Henry College _ 1837 Free . . Calliopean Society . Artillery School, U. S". Army . Post Library . 1839 1824 1824 1783 1807 1789 1825 1870 Free .. Free . . Free . . Free . . Free .. Free .. Free .. Free . . Hampden Sidney College . Philanthropic Society . TTniou Society . . Union Theological Seminary . Normal and Agriculturallnstituto Hollins Institute . . Franklin Society and Library Company. State Library, Yirgina Military Institute. Washington and Lee University. . YoungMen’sCliristian Association Mt. Welcome High School . 1816 1839 1796 1882 . Sub... Free .. Both.. Free .. Rational Home for Disabled Yol- u n t e e r Soldiers (Southern Branch). Lee Literary Society, Polytechnic Institute. Law Library Association . 1871 1870 1880 1870 Free .. Free . . Sub... Sub... Rorfolk Library . . United States Raval Hospital Webster Scientific and Literary Institute. Petersburg Benevolent Mechanic Association. 1868 Free . . r From a return for 1884. a Rot in active operatic STATISTICAL TABLES. 770 Table XVI. — Statistics of public libraries numbering 300 volumes, ifc. — Continued. Place. Name of library. When founded. Free or subscription. | Class. Number of volumes. 5149 1862 Col . 1, 100 5150 1883 Free . . Sch . 625 Institute. 5151 Petersburg, Ya . Young Men's Christian Associa* 1875 Free . . Y.M.C.A. 2,000 tion. 5152 Sch . 1, 567 5153 Sch . 400 5154 1872 Free .. Sch . 300 1830 Free Masonic .. 1, 700 5156 1873 Sub Soc’l . 500 5157 Sch . 500 5158 1867 Free . . Col . 8, 000 5159 1868 Free . . The! . 3, 200 5160 1822 Free . . State . 45, 000 5161 1823 Free .. Law _ 9, 429 5162 1831 Sub... Hist! _ 13, 883 5163 Richmond, Ya . Young Men’s Christian Associa- 1855 Sub... Y. M.C.A. 3, 300 tion. 5164 Sch . 500 5165 1853 Sub... Col . 16, 000 5166 1850 Free . . Soc’y ..... 700 5167 1852 Sub... Law” . 1, 600 sociation. 5168 Stanntnn, Ya _ Ancmstn, Female Seminary* _ Sch . 2,000 5169 Stanntnn, Ya . . Staunton Pemale Seminary (Zeno- 1872 j Free . . Soc’v 500 bian Literary Society). J . 5170 Staunton, Ya ........... Yirginia Pemale Institute . 1880 Free . . Sch . 340 5171 Sharmt.nn, Ya _ _ Yirginia Institution for the Deaf 1840 1 Free . . Sch . 600 and Dumb and the Blind. 5172 Staunton, Ya . . Young Men’s Christian Associa¬ Sub... Y.M.C.A, 1,426 tion. 5173 Suffolk, Ya . Suffolk Collegiate Institute* Sch . 300 5174 Taylorsville, Ya . Hanover Academy . . Free . . Sch . 1, 800 5175 Theological Seminary, Theological Seminary of the Prot¬ 1823 Free . . The! . 12, 000 Ya. estant Episcopal Church. 5176 University of Yirginia, Va University of Yirginia . 1825 Eoth.. Col . 47, 000 5177 V cLt University of Yirginia, Leander McCormick Observa¬ 1882 Free.. Sci . 600 Ya. tory. 5178 Williamsburg, Ya . I College of William and Mary . j 1693 ; Free.. Col . 7, 000 5179 Williamsburg, Ya _ Galt Library, Eastern Lunatic 1 Free.. A. &R _ 635 Asylum. 5180 Woodstock, Ya . Young Men’s Christian Associa¬ ; 1876 Both- Y. M.C.A 500 tion. 5181 Wythfiville, Ya . T,aw Library _ _ 1876 Free . . Law . 700 5182 W vtheville, Ya . Library Association ....... _ I 1881 ] Sub _ Soc! . 600 5183 | Wythfiville, Ya, _ | Trinity Hall Female Fnllego _ Sch . 455 5184 Cheney, Wash . . Cheney Academy _ Sch . 300 5185 Dayton, Wash . Library Association . - . j 1882 Sub... Gen . 700 5186 Port Canley, Wash. (P. Post Library.. . . . . . 1864 Free . . Gar . 412 0., Astoria, Oreg.). 5187 Olympia, Wash _ Tacoma,- Library . _ Both.. Soc! . 1,500 5188 Olympia, Wash . Territorial Library ... . . . 1854 Free . . Ter . 1, 200 5189 Port Gamble, Wash. . . . : OirenlfljtiTiCT’ T.ilirarv _ 1878 Sub... Soc’l . 600 5190 Port Townsend, Wash . . Port Townsend Library . 1884 Sub... Gen . 350 5191 Seattle, Wash . 1 University of Washington Terri- Sub... Col . 2, 260 i tory. 5192 Seattle, Wash . ' Washington Territorial Library. . 1872 Sub... Ter . 3, 000 5193 Seattle, Wash . 1 Young Men’s Christian Associa- 1883 Free. Y.M.C.A, 352 tian. 5194 Spokane Palls, Wash . . . Library Association . j Sub... ! Gen . 556 5195 Steilaconm, Wrfkh Xormal ^Lcsdcmv . . . . | Sch . 800 5196 Tacoma, Wash.. . ! Annie Wright Seminary _ 1 1884 Free . . Sch . . 600 5197 Tacoma, Wash . j Mercantile Library . | 1885 ! Sub... ! Mer . COO 5198 Yancouver, Wash . 1 Holy Angel's College . . 1, 000 5199 Yancouver, Wash . St. James’ Circulating Library _ 1 1870 i Sub... Soc! . S5a 5200 Walla Walla, Wash . St. Paul’s Church . 1S75 ! Free.. 1 Sch . . *1,500 5201 Walla Walla, Wash . j Whitman College . . . 1882 1 Both.. 1 Col . | 1, 976 * From a return for 1884. 780 REPORT OF THE COMMISSIONER OF EDUCATION. Table XVI. — Statistics of public libraries numbering 300 volumes, $c. — Continued. Place. Name of library. ■s 1 <2 \ G © ,G Free or subscription. Class. CD 0 'o Cm O u & 5?02 Col . * 2. 000 5203 1863 Law _ _ _ 6, 000 5204 1879 Free . . Sch _ 340 5205 1870 Sch . SOO 5206 Harper’s Ferry, W. Ya. . Storer College, Roger William’s 1869 Free . . ! Scb . 3, 500 Library. 5207 1868 Free . . 1 Sch . 700 5208 Keyser^W. Ya . Young Men s Christian Associa- Y. M.C.A. 300 tion, Railroad Bepartment. 5209 1869 Free . . ! Sch . 600 5210 Morgantown, W. Ya _ West Virginia Historical Society 1869 Free . . Hist I . 500 5211 1S67 1 Free . . Col . 8, 000 5212 Mounds rille, W. Ya . West Virginia Penitentiary . 3882 | Free . . 1 A. & R _ 564 5213 Romney, W. Ya . Institution for the Beaf and Bomb, 1874 1 Free . . Sch . 734 and the Blind. 5214 Romney, "W. Ya . Literary Society of Romney . 1819 Sub... Soc! . 2, 000 1873 Free . . Sch . . 300 5216 ! | Sch . *350 5217 "Weston, W. Ya . West Virginia Hospital for the 1864 Free . . ! A.& R - 300 Insane. 1 5218 1 1882 i Free.. Gen . 8, 500 5219 Sch . 350 5220 Wheeling, W. Ya . Young Men’s Christian* Associa¬ 1 Free.. Y.M.C.A. 300 tion. | 5221 Appleton, Wis . Appleton Library of Lawrence University. 1853 | Free.. Col . 10, 740 5222 Appleton Wis _ 1 F ourth W ard School Library ..... 1880 j Free.. Sch . 375 5223 ! Appleton, Wis...... .... | Ryan High School Library . 1880 [ Free . . Sch . 590 5224 j Baraboo, Wis . ; Young Men’s Christian Associa¬ 1882 ; Free.. Y. M. C.A. 460 tion. 5225 ] Beaver Bam W is _ 1 Free Public Library _ 1884 Free .. ! Gen _ 2, 025 5226 Beaver Bam Wis 1 Way land University _ Sch . 2,000 5227 Beloit, Wis . . . | Beloit College _ _ j 1848 Col . 12, 840 5228 Beloit, Wis _ _ Society Libraries . 1 Soc’y . 1,000 5229 Beloit, Wis . ! Young Men’s Christian Associa- 1882 Free.. Y.M.C.A. 500 5230 Berlin, "Wis . | tion. ' Hi eh Schoql Library . . 1875 Free . . Sch . 700 5231 Black River Falls, wis. Black River Falls Library.* ... 1868 Free 1, 250 5232 Bloomingtnn, Wis _ | Bloomington Library _ .......... 1874 Sub... i Gen . 700 5233 : Boscnhel Wis TTieh School Library _ _ 1875 Free . . ; Sch . 700 5234 i Burlington, Wis . . High School and Teachers’ Li¬ 1872 Free . - Sch . 500 brary. * 1 5235 Belavan Wis _ "Wisconsin School for the Beaf 1852 i Sch . 1,000 5236 Be Pere, Wis _ _ Salmon T.ihrary _ _ 773 5237 1 Fan Claire Wis Free Library _ _ 1875 Free . . ; Gen . 3, 000 5238 ! Edgerton, Wis _ Free School Lihrary _ 1878 Free . . | Sch . 550 5239 ' Evansville Wis School Bistrict. T.ihrnry _ 1878 F ree . . j Sch . 350 5240 i Fond du Lac, Wis | Free Library _ 1877 Free . . 1 Gen . 7, 500 ;'24l i Fond du Lac, Wis _ ' High School Library......... . 3876 Free . . 325 5242 ! Fort Atkinson, Wis TTiorh Knlionl Library 1866 Free .. 1 Scb . 300 5243 Fox Bake, Wia _ Wisconsin Femalo Golloee _ 1 Col . 3,200 5244 Franklin. Wis . . Mission House Library . . 1862 ! The’l . 4, 000 5245 Galesville Wis Galesville University _ 1859 Free . . Col . 3, 000 5246 Geneva, Wis Lake Genpvn, Seminary 1 Sch . 800 5247 Hudson, Wis _ Ladies Library Association...... . 1874 Sub. . . 1 Socl . 1.4C0 9248 Janesville, Wis Institution for the Blind* ' Sch . 1. 700 5249 Janesville Wis . Public Library 1863 Free . . 1 Gen . 3, 0 0 5250 Janesville, Wis . . . Rock County Teachers’ Library . j Special .. . 301 5251 Kewaunee, Wis. Library Association 1875 Sub... Gen . 900 5252 ' La Crosse, Wis La Crosse Business Collo°re Col . 352 5253 La Crosse, Wis . Youu e Men's Library Association1* 2 1868 Sub... Soc'l . 4, 54? 5254 1 Lake Geneva Wis School Library . . F ree . . Sch . 300 5255 Lake Geneva, Wis Lake Geneva Seminarv, Philoina* ; 1871 Free . . Sch . 801 | thcan Reference Library. 5256 Lake Geneva, Wis . | Public Library . ' 1884 Sub... Gen . 356 5257 Lake Geneva, Wis . Young Men’s Christian Associa- Y.M.C.A. 350 ! tion. i j 5258 Lancaster, Wis . 1 High School Library . . j 1870 Free.. Sch . 300 * From a return for 1834. Ta I 5259 52G0 5261 5262 5263 5264 5265 5266 5267 5268 5269 5270 5271 5272 5273 5274 5275 5276 5277 5278 5279 5280 5231 5282 5283 5284 5285 5286 5287 5288 5289 5290 5291 5292 5293 5294 5295 5296 5297 5298 5299 5300 5301 5302 5303 5304 5305 5306 5307 5308 5309 5310 5311 5312 5313 5314 5315 5316 5817 5318 STATISTICAL TABLES. 781 XVI. — Statistics of public libraries numbering 300 volumes, Sinsinawa, Wis . Sparta, Wis . Stevens Point, Wis . Sturgeon Bay, Wis . Two Rivers, Wis . Yiroqua, Wis . Watertown, Wis . j Watertown, Wis . Waukesha, Wis . Waukeska, Wis . Waupun, Wis . Waupun, Wis . . Wausau, Wis . Wausau, Wis . Whitewater, Wis . Winnebago, Wis . Cheyenne, Wyo . Cheyenne, Wyo . Fort Fred Steele, Wyo . Fort Laramie, Wyo . Library of St. Thomas Aquinas. . . Free Library - . Library Association . Library Association . High School Library . Yiroqua Library . . College Library, University of Our Lady of the Sacred Heart. Northwestern University . Carroll College * . Wisconsin Industrial School for Boys. Library Association . State Prison . High School Library . Ladies Literary Society . State Normal School . Northern Hospital for the Insane. Cheyenne Library . Territorial Library . Post Library . Post Library . © £ 1840 Sub... 1874 Free.. Gen . 1868 Sub... Gen . 18Go Sub. .. Gen . 1883 Free. . Sch . 1380 Sub. . . Gen . 1875 Free . . Col . 1,000 1, 936 1, 200 773 356 420 5, 000 1865 Col 3, 200 : *i867* 'Free!! Sch. Sch. 1. 000 1, 060 I 1858 | 1872 fi870 1873 1872 Sub . . . i Free.. Free.. Free.. Sub... 1871 . 1868 Free.. . Free.. Gen . I A &R.... Sch . Soc’l . Sch . A &R.... Gen . Ter . Gar . Gar . 4, 000 1,100 300 400 1, 586 2, 000 900 10, 000 363 624 * From a return for 1884. Tadlk XV IL — Statistics of training schools for nurses for 1884-,85; from replies to inquiries hg the United, States Bureau of Education. STATISTICAL TABLES. 783 . § • 1 1 a Cm o 1 I Age, 21-35; pood size and weight and a fair school education. Ago, 23-40; good moral character and sound health. Age, 21-35; good health and fair education. Age, 21-35; good common school education. Ago, 23-35; fair educa¬ tion, sound health, and good moral character. Ago, 25-35; good health and fair education. Age, 22-35 ; good reference as to character and dis¬ position ; good health ; and a good common school education. t S 1 1 M |i 2 11 115 s‘#t 11 fllfl 3* nf 1H1& Jr if 11 Hi 111 gS-C = = -gSggSg §?_ l..£Sg 2 ■>« s -“-d 5 ^ = e a -2 ge =«TS :Usi 4id$kMhiUm^ £ S- *• «■ S «■ «■ MB0A -oqos m s^f ooA jo asqura^r; g : §3 3 S S § \ipnjs jo osanoo Xinj ui sjboA jo jequrnx C4 _ eo eq im !f l| 3s 1 Is £ If fill 3* s | “ Sg s| «|l!RT- P"2 H|zi IS No 'S-£Kl3P || |l |i |i if, lllJIal 'll s& go g.§§ gSiS.2!l2 |I |1 |l |1 JJs gtfsftl f-t CJ » o o o From Report of tho Commissioner of Education for 1883-’84. a Date of incorporation of hospital. b With a corps of h Table XVII. — Statistics of training schools for nurses for 1884-’85, 5 ® a ns =3 © ® o © o © o l’& i j& «S ^ s es'tf g'B .®=3 =a WO R -g *1=2 :ii.t •J O O F.' =3 BtSTJ « Ul- aH-N-| o o « ^3 liHll e3 CS U _ -£ rt ® * 03 ®£ ®r2 ~ g § a . §•? g"S-J ^ O rf) Cw TT» pP i£^ r“' C l P © ^2 ci rw § °? r3 , &;f^q©S3a ©§o ® c o Op o"o O fc£=H o a ■s -fi-sg pP O pP cc O" "O - r-i a a r= r® a or- — , a .’5 c a 2 c a c ® ofi o S ||® ^ © © |siia - o'® 2 S H° in feJt_3 ffl ” fl ® ^ p S 2 s to 2 ■j; ^ © ® ® c 2 - a fcl4J txs ti® O ttec a fcio ti^:1 - if to P^3 B fcCJ. © C=K SJ o <5 5 2 S *21 ® a £Sa ri 0 (_i o P ^ s«bs; j J al « g 2 c2 H O e3 ® ^3 c a O r^.32 0«tH -ee- V S- \tb9A oijsbx « O co CO ci s lO Cl 00 •Cgg I HI B9JBnpBJf) ■ 5© -5 03 a * o b g Fj fcD rj re es -* to H 2 “.2 vy h'a sSIg ■s-ss^ ;a p & r\ 33 (i 3 C 2 9 rt S - S rt a ©.a © rt bt-H^ <1 . ® § n o o o be "3 - ® rt -© a ®jd a a 00 bt4-> »rH d i <1 ®*t2 tils '§§’35 WlS’S'rt » | i ® Wrt H © o rt W w od_ • .a 0^3 S ®rt3 o n J cl. o bfl rt Cj O © h 2 2 * 2 © a^” "?og -I &3-2S: *«§, © . '6£ o°^‘1 ° O o O aw©a sg«© C *H -W O rt § ® “2 'S rt § £ '35©' S Jn’rtis S © o 2 o» bJQ cOrd H <1 5 § • 2 ^ cSg 5 a ►» 62 s a^s 2 -® a t- ® rtS^ ■gpd ® a rt 2 © 6 rt 62^ i*§ a * « C3 © 6 <£ (3 « o ^ ® a s rt ^ S3 -dd ■S2 ® 0^0 a £g rt§® O P>s+s «9- ®s| ,an S c«- § 2 ... © a ’£ *« rt§J "p «Op -Pd « o ri |6 « § ^: ® a§ ® a § ® a § -rt^ 5 rt ^ ~ rt ^ rP ^29 d2fl 621 rt-s * : IO CO CO CO CM 00 i> CO CO o § »o 00 05 o CM % tH o o t> 03 00 o lO 00 00 J 05 l> o o 03 iC CO 03 03 CO lO tH CM CO CO 6, 05 to cs oo 03 03 o CO o 00 -e 6 6 I E D., of © n 05 d 8 i CO w CD g 3 d3 1 n < *2 o a M 5 n « n a Ma ll 02® . a £ _o fl«w rt © 86 3 aa d3 » n 02 a OO 00 00 o © J © 00 oo GO O tH rH ! rH rH ©rrt CO C5^. CM • CO CO ai^ w r~i O . ^ o H v4 *! s § • d CM ^ * h? f^§2 t> 'S tH "S ( ^2 6 N l_J CZ2 ^rt hi . S-« ^1-g -rt S3 |q»a ^ K} w SM? r'd -T3 a >> O © ^3 to 3 o © rrt n^2 a o © o n S^go i n «s s rt tt n b B B 6 ? 1^^ >55 O CM t^S ll 1j? s3 OQ § bfl 2 npq H ?°sr s 32 £•&' Pi 2=2H n ® o W 2 |ffl s be 5-s -§H •k State School ining Nurses.* School for (Brooklyn Ho- thic Hospital). J.® 'Br-t S = 2]r® g © ®CQ § bfl State Asylum g School for At- ;s. 2! ^ ^ a °® a a a3 ® o.S t>> bfl 3.2 © fl «'rt q ® rt rA Training School ses.* O % "& o § o i> ©3 02 9. Hill fe^.9 3s uffaloG Trainin Nurses. ©S3 Eh S S ^3 EH -2 qi§ •3 2 3 H rj ® liarity Hospitr School. _ _ M rt n .9 [2? U2 ^ S'2 raining Nurses pital). ^5 H B B H Q H 17 18 C5 CJ CM S3 CM CM | -a 02 o W.^ •SS3 .3 8 H 50 e * From Report of the Commissioner of Education for 18S3-’84. a Superintendent and medical staff of hospital. c Date of incorporation of hospital. 6 These statistics are for the school year 1884— ’85, at d With a corps of lecturers. the close of which vear the school was discontinued. e Assisted by medical staff of the asylum. Table XVII.— Statistics of training schools for nurses for 1884-85, l 170 113 88 00 d O »o 1-1 o 20 l> r-t C^l CO OJ 157 102 CO oo t> d © CM CO 3 Ills 1 T^°X | . 5? OMO t> r: 209 u! 8 96 50 27 501 374 ©© © C4 r-4 r-l O CO io 45 © © © g 1 •sajnni o HON i-i ! o eo © rH © C4 rH d rH © © © •rtaas jo jaqctinj^ £ WOO to> HNO o *3© CO Tj-i-l ©CO i© CO © "s ! •jaqrana p;jox © r"‘ CO T“l fH r-t 1 w i <3 0. §\3 5? H ^5 ^ A Mg 2 2 0|fl £ ► SO § 3sf m >£} It eh i§p ■ ft J* c ® c lT S| 1*3 oh Pm B < § . 00 J# O M C agii - ® : -si s' *5 >S It P_ tp o s H ^3 a fig's o|m 11 H Sm5 o Ra¬ il: £ o P o © m Tr^ O cS Hb «o » §P >5® ©“,3 3 &3 pp sS.a. -©O' r© H H - c © 2 jjjj 2 o33 PPP ci © - £ MZ p -SP^ S^s. o - g © - .11 •I 3Sk a ^5 c 3 ©5® U fS'=fi©--2 .-5 oc ~ ^ rS © -* © 43 ^3 © r— 4:£’2'f “P £ § Mg ®P © o S3 o «<© 2«g © 3S3 £ § 3 o|. a a 31 jlP _ © © ■** "© © M* MO Q 2 £ ° a a P.2 a 3 c 2 a a P P 2 J3 3 3 S§ O'© gp PS P S <2 2^^ 3 Jg SP <1. ■<> S3]? 'ill c t> jaM, liSli f£ss<5 >•1-1 M .2 a i'5 ^ a S *C *. 2. .3 £m- wP 3 t>lc3 a_ -' :>'3§P 5 & s3 2,©!'£)5 a a - R r P S © © eS © . pp pp >>3 >s i^s fH CC t> 00 -« O Orn STATISTICAL TABLES. 789 O O O CO O OHIM © W >• ^ > © Pft ,2rd n a © d ftw ® ® ® 03 pp [■p • d S-S "g ® ftcQ s fc. e.3 ’ iS.fi : M 111 J H U ^ ■s o p I H’ p a a h o Pi h 8 . a |ll 111 ft H H .ft -w h ffl-pQ w-S Ullli Af a® ■S’2 wP . © .-g ft CG0QO2 PS«2 PS § © Cw Pp ft N ft r* cS o d ft o 'dt* li r3 <- o < .3 *.%$ fcD©0 o ® Jl ■* a ®o 50 _, M M2?, [sift coft § •js n^a Si i^.s CO CO CO o CO g CD O LO OQ r - 00 CO 00 00 00 CO CO CD CO 00 CO s CD oo ee 'CO t> Tf oo oo t- C © d c3 3 03 53 S ft ft 1-5 ft KsQ CQ Oft « ^ Jg-H g cn i 2 © © 'SfnH ft GQ >3® cj a £ &C. o a 63 feg S a r3 ^ © s C< a © P I |‘P ii Ii |i d'S HCQ 'g d 3 a « d ga «8 ^ M © © ftp :fQ 3 © ;p- 111 PC .2 ||1 3^ ©£ - M d o flP a ..2 •Sfl| In I P ft p o 'S 3.0 1 1 ft M^S d p,M l| o II .p B o. a agg bo © ci-sft t CV2 a d P d3 d a d © CH ft ©P pS £ ° ft © gcc M >= d a fi d*d £ & © © ftft S| ftft P'S d fi §.2 ftft 111 K5h b -•= o d a H ®M aft h "bo 3 3 «3 p|! S s| « te h M"aw © es2 d£-®ftP a rJ o ° o£- s ®^ftS|P ft m ft m 2H I© « Pi m a -^W O © P 3 b : a Jp O'O Pi ■-“ 5w C! C3 g o ftp c n i—.ft ^ g ft dr ft d r-O' * O a © d © . w a ; >--2 1 d^> P. :2© !|S :p3 I'cS ■ aO . © . ©f ® 5 stm If Cu O >sg sft ^ ° a II 6ft i aft 55 a^ ©do ^.S'S-g M ft a S?*d53 ■§i§2&! a 2 ©ft«2 g ORR P o t> ' W CO «. CO Table XVIII. — Statistics of institutions for the deaf and dumb for lS84-’85, <§'C. — Continued. 790 REPORT OF THE COMMISSIONER OF EDUCATION. .So !'§ 11,

■§ 0*2 re a P. a a a Oh &. •£€ § P S -K. srt .Q ► a* **§§ © -s • • . c3 O P3^«1 rp^; E5 © q •3 o 2 o . £* o g a h Q II! o k, . d <3 A f - ® Pm 02 02 HCC02 W 02 P®®od'|q?> £-£>£»> C a£S ° -'S o =3 ‘3 ofl'S * rfSfi 0*PP £ •notjfcpxinoj jo 239,2. t> Tj* »o 10 IO 50 00 00 30 00 CO 30 CO CO ■2H^ 1> dl "r* • <3lj.x ,6ogt= .g^la £ - a M e _ a P *z 3 p © d.*— ®5S.3^ a-.S ® 1 !3 ti a & m ’c3 ,>• M d 13 O •« 2 2 g S '?.'PCH.2c3^cSejai5 P ® .2 - 2 O « 3 ^ .g 50 fc* fc» c3 d Pm O M ■**) CQ Pm P^ OioaF FFa202 •-s a © S =5 gQ02 § ®fl Ph^ S'Sh IS’S 315 F Pm «•« a -v p ■2 :o a! : q -Bis. :g ® a a 5 ^l!§ | :o ■«M ^ =3 ©n a i'S M ; ® o reP »H • c3 P § fl4"’ s >>o :§' o f-55 a| U?il55 fl ^ ©?£ +* C - c ll«2 'SSo SSJ "Mq C a Oci; S.C s a ® -o-a *- o — 02 ago -3 3o.< - - a - S£ /§*:•* I* S . J= i?3 S « s-si' gcscoM ^ p ® ■ o||Q|Q>5aS w CC ^ _ C .*3 5 o C is ‘tx'H X *5 S £ fl3gg^« a-£ P ^ o © •>-* w v: 3 s o * ,5 ■£“£S •gs* ,2^- 5!" -S»l •§3 g I® o± ^3 d • 02P<1 O ©• H- 3 02 O ! o 2 <3^, K02 tc 11s! 3 a '3 & g “ •c e9 ® « kT O^i^P ^ a Sincn succeeded by Miss Anna M. Black. c An organization within the Columbia Institution ; its statistics are there b One of these is a deaf-mute. included. (iSee also Table IX.) Table XVIII. — Statistics of institutions for the deaf and dumb for 1884-85, #’0. — Coutinued. Note. — x indicates an affirmative answer ami also the branches taught. STATISTICAL TABLES. 791 Property, income, &c. ■jboa oq; joj oxiiBpaodx^ § 1 III g i | -if ft \ 22 CO H II ii Is s' s' ;s* s'- •699J UOTJtaj raojj jboT oqj joj 9aiooiii % i °r i § ® © © © © © j UB9.£ JSBJ eqj joj uoijeudojddB 9jBjg S 1 ill is i ^ r ii S'8‘ 1 S 11 II §' s' ss s's •snjBJBddB pun ‘eSot -pirnq ‘spanoas jo 9ujba § 1 ill 1 ill | sp s' *g* i I ii ii 1 1 S's ■uoijujtjein jfq pouwo pool jo s'o job jo joqranyr § 5 sgs s s 5 3 8 |g Library. •JB3^ Xooqos jsbi oqj or escaaouq a : 10 § § — < © I © © CQ S 1-1 : •eaurajOA jo jgqum^q § 1 s!l 1 1 3 P i 2 '1 gs 1| Co" * r-t j AJOJSiq JBJUJBa .jo umosura b uoiinjijstn oqq. sbjj 1! o © © © © © © X X X® © ® l snicjeddB pus }9inqBo [boi -qdoso[iqd b uopuiRstn aqj sBjg; © X X© © © © X X © ® X© l AJOJBJOqB[ jBoraiaqo b uoijniiisin oqj eng; 8 © ©©© © X © © © © © X® l jqSnBj 9jnjpioiJ§B sq Si w X X©© © X X X X XX X© *3 f •^jjsiaioqQ ® 1 ! x x ; x 1 X x ; ! ; x ; •^oioisA’q,! x ; x x ; x ! x ; x xx x ; •jCqdosojrqd [BJUjex » m X ; X X X X X X X X XX X : *qsi[Su;j uomTnoQ *5 X XXX X X 6 » X X X X X XX XX » Cats •uoijBqaoijjy X XXX X X X © X X X X XX X® •sioqoBaj amooaq 9ABq oqjv sajBupBjS jo lequimq W 3 C-®00 I of © c- '• c~ t- co j J !|! I 1 1 ill i I 1 j# I ii 1 :1! 1 i 1 Hi a ’! 1 all : 1 i i s°s « ¥ I ita I H bfi* m ii m?m mmi & I ill 95 at ill ill m )■ Jj '<6Z l !J ij :i ii ii H i] fi 1 1 !i 9 j i a a SI 1 1| if ii i il ai iS 1 Ii J? i p si S -s g'S q ) a II HA iuis sUliIlfll lO , C I> CO C5 O H Cl CO^J O© From Report of tho Commissioner of Education for 1883-81. c Drawing is also taught. e For two years. , Higher branches aro also taught. dFive schools located in different parts of /Attention given to tho development of hearing also. Those statistics aro for both departments of tho institution. the city. g Drawing, painting, and wood-carving also taught. Table XVIII. — Statistics of institutions for the deaf and dumb for 1884-’85, tyc. — Continued. Note. — x indicates an affirmative answer and also the branches taught. 792 REPORT OF THE COMMISSIONER OF EDUCATION Property, income, &c. ■ jboa aqj aoj ojmjtpnadxg; 1 1 (ft i « | © oca O CO Wl> o' o*' cf •ee- cm 28,180 53, 407 3, 740 32, 000 16,175 /107, 465 o o o CJ Cl © © 05 o © © © I>^ icT CD'iQ- co © co •eaaj uoiyrnq mojj anal aqj aoj araoonj o o • o o • O *-i • ■€©■ j • O 0 0*0 • o i>o I ; cm co © ■ o co a © © © CO © © T#' © r-T !> 00 © •jb9£ aetq ©qj ioj uorjBLidojdd-B ©jbjs O O i o o • iq o • oo iq* • tr ^ : • O o O IQ O • o o o • O O r-1 O ! o' co'o'ocT » O Wi-iH i IQ • CO © © * © © © • t> © oo I co"© CM • CO •snjBJBdde pan ‘eSui -ppnq ‘epunoji? jo enjBA © o o o o o o © o © o © © © IQ oca © CM lOH ^ • tH iQ tM> oooh rH GO (MCO&OO MOrf Cl O *• CM Cl IQ Library. MB9.C iooqos jsbj «qj ui osbqioux « i O * GO • ^ O O • • ■ iq ■ * co i-h ca • • o IQ © © • © CM IQ . ^ •flomnioA jo aaqumx « « O • OlflOOt- (MOON o • ONOo^fi oooeo © • cacacooco nhcoo CO* j cf r-Tca t-T r-T 800 250 630 450 0 561 f i Aao^siq |bjujbu jo umosuui b n'oi;nujsin oqj 8BH « « X© ©©© X© © X © © © © : x © © © l enjBjBddB puB jocnquo [not •qdoeo|rqd b uoijujijsut oqj bbjj IN X© X © O X X © X © © O © O O © © X l A JojBJoqBj rsoiraoqo r, uoijn^ijein oq; enjj © X© ©00X0 ©o©© O ©©© © o© j jqSnBj exnjpiotiS* ej © IN © :© © XO© X X © X © o © O X X © © Branches taught. •Ajjsituaqo « x i j ■ x i • x i : ; : : : : •ASojoreAqj h lN x ! x ! xx ! x x I X xx ; x vfqdoeofrqd ibjujbx © x : x : XX | X x | X xx ! x •qsqSua; uommoo IN XXX XXXXX XXXX fC> ^ X XXX X XX © © •uor|B[nopJY l ^ PM XXX X X X * X XXXX xj 'S XXX X XX •eaoqotjo} oraoDoq 9Auq oqAV eayenpejS jo jaqunuq | M o • • O O • O^rHlQ ’ 0 1-1 ; ; : © © •uot^onojeui poAioooi OAuq oqjA joqumu I'eq.ojt « IN s © ^ iq © © oo oi>!eo ca © *<* © cc oo iq © o o . r— cai> CM NNO 1-H to *00 t— ( CO tH d Cl r-i CO © »Q CO T* CM r-t CO ^ CO •spdnd fq uopu^eui eqy m juads siraA jo iaqumn" aSeialy m © m ! t> t> © © ©’co © IQ © I rH © d a & Portland School for the Deaf . . . F. Knann’a Instit.nf-.n a . . . Maryland School for tho Colored Blind and Deaf- Mutes. Maryland School for tho Deaf and Dnmb . Now England Industrial School for Deaf-Mutes ... Horace Mann School for the Deaf . Clarke Institution for Deaf-Mutes . Michigan Institution for Educating tho Deaf and Dumb. Evangelical Lutheran Deaf-Mute Institution . Minnesota School for the Deaf and Dumb . Mississippi Institution for the Deaf and Dumb .... Missouri Institution for tho Education of the Deaf and Dumb. a c il ; g » ^ i« 1 li 1 ;w i > . d ,P L® I E3 0 ,1-1 ■02 Convent of Mariii Conmlia, Deuf-Mnto Tn.qtitnte _ Nebraska Institute for the Deaf and Dumb . New Jersov School for Deaf-Mutes . Le Coutoulx St. Mary’s institution for tho Im¬ proved Instruction of Deaf-Mutes. St Joseph’s Institute for Improved instruction of Deaf-Mutes.& Northern New York Institution for Deaf-Mutes. .. Institution for the Improved Instruction of Deaf- Mutes. ' O H M fO intDt^OO OOH(N IQ NC0CCMC6W * CO CO CO of tho Deaf and | 8 |3, 012 | 00 | x |5ex | x | x | x | x | 0 | x | 0 i 8, 197 | 30 i 103 | 554,500 i H05, STATISTICAL TABLES. 2 Is! s i II S “if ’8 II III s'g'S I II g “I III °l =l r-T cf IQ I II I il S II :i S‘ "S' S' If ?j 8*;' I °| r II :| :«a I II III I I sf "§ ss'f f s' s I III I § tf mi < § ’S S £ I S s s ill I 1 ii s°§ §11 « 7! i 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 23 24 25 26 27 REPORT OF THE COMMISSIONER OF Table XIX. — Statistics of institutions for the blind fc Note.— x indicates the.ei Name. Location. Superintendent. Alabama Institution for the Deaf and Dumb and the Blind. Arkansas School for the Blind*. Institution for the Deaf and Dumb and the Blind. Institate for the Education of the Mute and the Blind. Florida Blind and Deaf-Mute Institate. Georgia Academy for the Blind. . Illinois Institution for the Edu¬ cation of the Blind.* Indiana Institate for the Educa¬ tion of the Blind. Iowa College for the Blind . Talladega, Ala. 1860 Little Eock, Ark 1859 Berkeley, Cal . . . 1860 Colorado Spr’gs, Colo. St. Augustine, Fla. Macon, Ga . Jacksonville, HI. Indianapolis, Ind Yinton, Iowa . . W y andotte , Elan s Lonisville, Ky .. Baton Eouge, La Baltimore, Md.. Baltimore, Md. (258 Saratoga street). Boston, Mass . . . Lansing, Mich . Faribault, Minn. Jackson, Miss .. St. Louis, Mo . . . Nebraska City, Nebr. Batavia, N. Y... New York, N.Y. Ealeigh, N. C ... Columbus, Ohio /1874 1885 1852 1849 1847 1853 1868 1842 1871 1853 1872 1829 Frederick D. Mor- rison; M. A. Frederick D. Mor¬ rison, M. A. M. Anagnos . Kansas Institution for the Edu¬ cation of the Blind.* Kentucky Institution for the Education of the Blind. Louisiana Institution for the Blind and Industrial Homo for the Blind.* Maryland Institution for the In¬ struction of the Blind. Maryland School for the Colored Blind and Deaf-Mutes.* Perkins Institution and Massa¬ chusetts School for the Blind. Michigan School for the Blind* . Minnesota School for the Blindn Mississippi Institution for the Education of the Blind. Missouri School for the Blind o.. Nebraska Institute for the Blind. New York State Institution for the Blind. New York Institution for the Blind. North Carolina Institution for the Deaf and Dumb and the Blind n Ohio Institution for the Educa¬ tion of the Blind.* Oregon School for the Blind . Pennsylvania Institution for the Instruction of the Blind. South Carolina Institution for the Education of the Deaf and Dumb and the Blind. From Report of the Commissioner of Education / Department for the blind op for 1883’-84. 1884. Collar making is also taught. g Carpet weaving is also taugl See Table XVIII. h Brush making is also taught Upholstery is taught. t In State warrants. Musio is taught. j Includes $2,918 for building. k Officers and teachers only. Salem, Oreg.. Philadelphia, Pa Cedar S. C. Spring, 1852 185? 1875 1867 1831 1849 1837 1883 1855 Joseph H. John¬ son, M. d., prin¬ cipal. Otis Patten . . Warring Wilkin¬ son, M. a., prin¬ cipal D. C. Dudley, A. M., principal. Park Terrell, principal. Franklin W. Phil¬ lips, M. D. H. B. Jacobs . Thomas F. M’- Cnne M. A., prin¬ cipal. George H. Miller Benjamin B. Hun- toon, A. M. P. Lane. .. . . J. F. McElroy.A.M. James J. Dow - W. S. Langley, at. d. John T. Sibley, A. M., M. D. J. B. Parmelee - Arthur G. Clement William B. Wait . . Hezekiah A. Gud- ger, M. a., princi¬ pal. C. E. Moor . William Chapin, A M. Newton F. Walker For both departments. STATISTICAL TABLES. 7^5 replies io inquiries by the United States Bureau of Edification. 0 signifies no or none ; - indicates no answer. Employments tanght. Library. Property, income, Ac. if z % p B 5 4 a 3 P. o 1 5 a A :! II Ji i A , j tb f JJl ill i ! 1 1 1 1 1 | i • 0 tc 0 = ! S 1 0 | ti J 111 s :& | x 1 5 ^ i'll 111 I 5 is n Us °Js S* 5 s 0 3 oc £.73 =~3 1 « g M Mi iP IP : If r piiiiitbiii 1 m > < A j H ! <2 i Sri i Jg rz 3 w i as i « go | _ — r H 7 S 9 SO 11 12 13 14 15 16 17 IS 19 20 21 22 2 30 65 . 400 50 (6) ( b ) . j . (b) | 5 40 190 X X X Cx dx X 1 . . $20, 000 $12,153 $0 $16,274 $15,100 j 0 32 123 ........j (b) . (6) (b) (b) c4 4, 800 (b) ! 0 19 23 _ _ ; 97 ! 15 (b) (&) 0 . (b) I . 1 (b) i . . 2 136 x ; x ! x | x (d) i X j 516 50 116, 427 26, 750 1, 627 28, 377 27,852 2 126 700 X XX .... X i x : 1, 025 8 ! 375,500 ‘ 29, 0C0 . 29,291 24,919 8 151 561 x j x x gx ....I x 1,330 . | 250,000 28,000 3,000 31,000 j 31,000 i 3 72 186 h x x . (d) x 500 : 5u 100,000 13,900 0 13,900 j 13,900 6 77 468 X X ... (C) -—j x ; 1,300 j 50: 100, 000 | 30, 569 . 30.569 28,992 j 4 22 : 60 X j X ... X a .... 300 j 20 12,000 ! tlO.OGO 1,000 9,000 J10, 418 j 9 65 293 1 X X X X dx x : 800 j 50 ; 339, 400 15, 250 2, 974 13, 224 18, 804 ; 3 21 125 X X _ _ 1 (b) (6) (6) elO 600 1 (b) ! *j 172 1,103 : X ; X X 771 X (d) x j 8,062 j 449 298, 650 30, 000 15, 399 1112, 553 Z131.010 1 1 ; 50 99 ' X X _ _ ! x 975 20 78,000 132,000 . 132,000 _ _ _ _ _ j 1 36 76 X .... X .... 20.000 _ _ _ 0 . 8,443 j 3 ! 35 : X X _ X _ 1 _ 1 500 12 50,000 10,000 . . 3 90 589 9ft x j ... j . _ _ ; 1 500 300 250,000 28,000 0 28,000 26,000 i 1 29 62 ! X j X j X - (d) X 300 . 15,000 9,500 . 9,500 8,998 | 3 134 6C0 ; X ; - X X x M ^ I 177 371,481 . 3,436 40,736 44,171 .... 247 | x j x x i x ! dx £x ' . ! . ! . | . ! . 147,162 140, 694 | 60 i x x ... X (d) x J 500 I 50 (b) (6) j . 38 000 (b) ‘ 1-7 | 190 1,244 | X j x jxL.j x rx | . ! . 500,000 54,000 . 54,050 54,000 | i ! 12 i 15 1 _ X 250 40 5. 000 7, 000 0 7. 000 7 550 i 1-20 197 1,273 | X 1 X X 1 X dx x 2, 700 200 182, 306 43| 500 5, 395 95j 746 7sj 881 j 1 15 i 63 j . X j x - X jsx j X : X ....... . (b) (b) (b) . 1 (b) | 14 19 21 23 l Including changes of investments. m Knitting: and basket making also taught, n These statisi ics. which are for the year 1882-!83, are the latest received from this" institution, o Of the school for the blind; of the institute, 1S63. p Carpet weaving and rug making also taught. q Since succeeded by H. P. Flicker, m. d. r Hand and machine knitting also taught. s Brush and mat making also taught. 796 REPORT OF THE COMMISSIONER OF EDUCATION. Table XIX. — Statistics of institutions Note.— x indicates the employments taught; Name. Location. Year of foundation. Superintendent. Belonging to Stato or corpo- ration. * ! c * III III zt,\ c o s’? I e ! £ ! i 2 3 4 5 6 28 Tennessee School for the Blind. . Nashville.Tenn.j 1 1846 Loyal A. Bigelow. State . 19 29 Texas Institution for the Blind*. Austin, Tex .... 1858 Frank Rainey, M. D State . 27 30 Virginia Institution for the Deaf and Dumb and the Blind. Staunton, Va.... I 1839 Thomas S. Doyle, principal. State . cG ' 31 "West Virginia Institution for the Deaf and Dumb and the Blind. Romney, W.Va.i 1870 j John C. Covell, M. A., principal. j State . 4 32 "Wisconsin Institution for the Education of the Blind.* Janesville, Wis . 1850 Mrs. Sarah F. C. Little, M. a. j State . 26 * From Report of the Commissioner of Education for 1883-’84. a Music is taught. & Brush and mat making also taught, e Instructors only. STATISTICAL TABLES. 707 for the "blind for 1884-’85, fc. — Continued. 0 signifies no or none ; _ indicates no answer. to <> 3. § q o e n E m ^ p- e-j o-q s © .3 3 s £ Nurnbor of pupils. Employments taught. Library. Property, income, &c. N Timber of pupils adno since opening. | Broom making. Cane seating. | Fancy work. fcX) .2 'S a m 09 o s* a | Piano tuning. fch s % © w Number of volumes. Increase in the last school year. Value of grounds, buildings, and ap¬ paratus. Amount of State or municipal appropri¬ ation for the last year. lteceipts from other States and individ¬ uals for the last year. Total receipts for the last year. Total expenditure for tho last year. 7 § 9 10 11 12 13 i 14 15 16 17 18 19 20 21 22 4 77 287 X X X (a) X 500 50 $90, 000 $16, 913 $16, 000 i $17, 462 0 99 X x x X a x X l . 95. 000 31, 000 $0 31, 000 31, 000 2 36 281 X X X ax X 250 75 (d) id) el, 087 e36, 087 (d) 0 30 86 X x X (a) 400 50 (d) (d) 0 (d) 2 77 336 X X (/) (a) X 1, 700 75 175, 000 18, 009 0 25, 000 18, 000 :n k w'; . 'd See Table XVlLl. e For both departments. J Carpet weaving is taught. 798 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 1 California Association for the Care and Training of Feeble-Minded Children.* Vallejo, Cal . 1884 J. Henry Applegate, jr., secretary. Robi-rt P. Knight, M. D. 2 Connecticut School for Imbeciles * . Lakeville, Conn. 1858 3 Illinois Asylum for Feeble-Minded Children*... Lincoln, Ill . 1865 William B. Fish, M. D..i 4 Indiana Asylum for Feeble-Minded Children ... Knightst own, Ind. 1879 Dr. J ohn W. W kite . . . 5 Towa Institution for Feeble-Minded Children . .. Glenwood, Iowa. 1876 F. M. Powell, M. D _ 6 Kentucky Institution for the Education and Training of Feeble-Minded Children. Frankfort, Ky . . 1869 John Q. A. Stewart, M. i 0. 7 Family Home School for Nervous and Delicate Children. Amherst, Mass . 1883 Mrs. W. D. Herriok . . . 8 Private Institution for the Education of Feeble- Minded Youth. Barre, Mass . 1848 Geo. Brown, M. d., and Mrs. C. W. Biown. 9 Hillside School for Backward and Feeble Chil¬ dren. Fayville, Mass.. 1870 Mesdames Knight and G reen. 10 Massachusetts School for the Feeble-Minded - South Boston, Mass (723 Eighth st.). 1848 Asbury G. Smith, M. d. 11 Private School and Home for Feeble-Minded Children. Kalamazoo, Mich. 1884 C. T. Wilbur, M. D . 12 Minnesota School for Idiots and Imbeciles . Faribault, Minn. 1879 George H. Knight, sr.D. 13 New York State Custodial Asylum for Feeble- > Minded Women. Newark, N. Y .. 1878 Cyrus C. W amer . 14 Idiot Asylum, Randall’s Island . . New York, N. Y. Syracuse, N. Y . . 1868 15 New York Asylum for Idiots . 1851 James C. Carson, M. d . 16 Ohio Institution for Feeble-Minded Youth . Columbus, Ohio 1857 Gustavus A. Doren, 17 Penn sylvania Training School for Feeble-Minded Children. Elwyn, Pa . 1852 II. D. Isaac N. Kerlin, it. d . . * * From Report of the Commissioner of Education for 1883-’84. a Estimated. 6 Kindergarten instruction is given, c Instruction in calisthenics and domestic duties is given. STATISTICAL TABLES, 799 1884 -’85 ; from replies to inquiries by the United States Bureau of Education. the branches tanght. co © » — c £ 5 tp X © m p, © "® Incomo. ao - a % j© § « X X © g ti a 3 - ta a 3 >> a - t£ 5 © £ a 6 Drawing. *tc 5T 5 6 r S 9 10 11 12 13 14 15 16 r 17 IS 19 9 6 i 7 j 13 x ! x X X | 1 X ' X 0 o$2, 160 a$ 1, 440 102 6x i x X X J 16,536 172 i 138 310 i (<5) X X X 228 : 56, 00th | 56, 000« 15 43 41 ! 84 1 (c) x x I x d30, 0O0 <230, 000 50 164 95 259 X x X X 42,080 | 41, 700 27 87 65 152 X ! X x X ' 91 ' 29,634 I 29,631 3 i 8 : 2 10 i« X : I X X X 1 2,500 2,500 31 ! 44 25 69 ; (ce) X X I x ■ x j x 1 160 ! *44, 800 6 2 3 6 ex X X x ; X X j 1 x x ! 18 ! 34 1 86 61 147 (e) : X x X X x ! 25,000 | 25, 000 9 6 19 25 («) | x X X I X x 6,000 1 8, 000 13 : 64 32 ! 96 (ce) X X | X 1 X X X 8 ; *12, 269 16 0 140 140 (e) | X X l | 20, 000 /3, 377 82 205 168 373 (g) X ' X x 72,833 i 71, 565 122 443 278 721 (ce) X x x x ■ x i 114,725 ! 111’ 711 298 205 i 503 {ce) | 6 x j X X ! X 1 1 X | 107,637 | 90, 490 d Thi3 includes the report of the Soldiers’ Orphans’ Home, e Various industries are taught. / For three months only. . 800 RE POET OF THE COMMISSIONER OF EDUCATION. Table XXI. — Statistics of educational benefactions for the year 1884-’85 Organization to which intrusted. Name. Location. Benefactor. Name. Residence. UXIYEESITIES AND COLLEGES. Little Rock University . | Little Rock, Ark. University of Southern Cali- • forma*. California Baptist College . . . University of the Pacific Colorado College . "Wesleyan University. Tale College. University of Florida. Rollins College . . Clark University Emory College. Hedding College . Illinois Wesley an U niversity . University of Chicago . Lombard University . Lake Forest University. Chaddock College . Augustana College Shurtleff College Westfield College... Wheaton College . . . Indiana University . Los Angeles, Cal. Freedmen’s Aid Society j Cincinnati, Ohio _ ; | of the M. E. church. * ! i Mrs. Sarah E. Tansey . j Los Angeles, Cal _ j G.W. Morgan. E. C. Sessions. c -E. C. Sessions . Oakland, Cal . ] I Mrs. E. H. Gray. . . ( Isaac Lankershim San Jos6, Cal . j Various persons . . Colorado Springs, i . Col. ._ r. , .. , ~ cl Rev. Wm. Griffin, D. D _ Middletown, Conn. J j Various persons . . New Haven, Conn. Pelatiah Perit . Wm. Burr Bibbins. Tallahassee, Fla Estate of Frederick Mar- quand. Henry Winkley . Mrs. K. K. Walker . Miss Gilman . Prof. 0. C. Marsh. Los Angeles, Cal _ Oakland, Cal. Oakland, Cal. West Troy, N. T _ j New Haven, Conn .. Philadelphia, Pa.... Joshua Coit . Rev. J ames T. Dickinson, Prof. Packard, and many I others. Ex-Go v. D. S. Walker . Tallahassee, Fla . A. W. Rollins Winter Park, Fla. . Atlanta, G a . ] . . . Oxford, Ga . $ Numerous donors* Abingdon, Ill . Bloomington, Ill ... . Chicago, Ill . f Galesburg, Ill - • l Lake Forest, Ill. . - ^ Quincy, Ill . Rock Island, HI. .. -I I l Upper Alton, HI ... . Westfield, HI . Wheaton, HI . Bloomington, Ind . . Charles Cramp . Various persons . H. N. Higginbathane . J. S. Dennis . J. H. Swan . . Mrs. E. O. Cornell . . P. T. Barnum . D. M. Benjamin . Several others . : . . Mrs. Clarissa C. Peck _ Others . Various friends . P. S. Cable . . Members of Augustana Evangelical Lutheran Synod. Chicago, HI. MacoD, HI . Chicago, HI . Chicago, Ill . Chicago, Ill . Chicago, Ill . Minneapolis, Minn . Bridgeport, Conn . . Minneapolis, Minn . Rock Island, Ill . Many persons . County of Monroe, Indiana. STATISTICAL TABLES. 801 from replies to inquiries by the United Slates Bureau of Education. Benefactions. Total. • 3 tc . Q 09 « 2 15 £ s* r2 O £ .5 ;!ls 2 'cQ • O BD Jj . O Q qj aTnS 1 C3 S ™ 1 ^.s • 1 1* 3 tc "S o . tCm 'S H c o I o ! H Library and museum. | 5 <5 r i 8 | 9 10 11 1 r . | $20, COO | \ 30, 000 S 1 . $10, oco 10, ooo | 40, 000 10, oco t 20, 000 1 40, 000 40, 000 1 . ! . . 7, 958 C . 25, 000 | 32, G04I i 7, 44-5 159 'j f . 13, ec9 1 I . i 19, 776 1 ! 50, 000 I . 25, 000 : . ; $200' j 111,138 i 1 ! $2, 500 j l . 3, 000* 3, 000 . 1 so, ooo; 50, 000! 14, 000 14, 000, . 1 . £ 25, 000 ^ 31, 000 6,000 6, 000 i C, 000 27, 000 27,000 2, 000 2, 000 1 1 1, 000 .... ! 1, 000 1, oco J 1 > . 6, 785 1 2 1, 000 ' 1 1, 000 : 5001 j ) l 1, 2851 . i 5 10, 000! 1 i | 17, 0C0 1 7, 000' . 1 . 2, 500 2. 5nnl i . ! 5 (25, OCO) 1 > 42, 360 ) n 7 3601 . 1 J 2, 500 1 i i . 1 5, 000 5, 000 . i :::::::: 1,285 1, 285; i 50. 000 . .... 50. 000! i L 1 Object of benefaction and remarts. 12 For current expenses. Donation in land valued at.$20,000. To finish now building. Donation in land value at $10,000. Toward a situ for college building. Do. For endowment of college. $35,000 for building for preparatory de¬ partment, and $5,000 for observatory and telescope. Donor and purpose of gift not speci¬ fied. For endowment of a professorship. $3,27:0 for endowment fund, $415 for the departmenc of physics, $3, 760 for cur¬ rent expenses, and $159 for telescope and museum. For a professorship in political economy. For the academical department; spe¬ cial purpose not specified. For a professorship in the theological department. For a professorship of biblical theology. The interest of this sum to be applied as a prize in the art school; also from the same donor a plaque and painting as a memorial of her daughter. A gift of three oil paintings to the art school. Gift of his last painting to the art school. For the library. Valuable additions to the library. Value of part of a building ; to be used as a library. For endowment. For buildings. For general purposes. To construct and equip a school of technology. For endowment. To endow a professorship. For current expenses. J>For endowment. ? $10,500 for endowment, and $6,500 for > current expenses. For repairs. ) For new building and current ex- 5 penses. Purpose and donor of gift not specified. For new buildings. 51 E 802 REPORT OF THE COMMISSIONER OF EDUCATION. Table XXI. — Statistics of educational benefactions for the year 1884-85; from Organization to which intrusted. Benefactor. Name. Location. Name. Residence. JL n 3 4 universities, &c.— Cont’d. "Wabash College . Ilartsville College . . Union Christian College Moore’s Hill College . Parsons College . Upper Iowa University. Iowa College . Lenox College . Simpson Centenary College. Iowa Wesleyan University . Cornell College Oslcaloosa College . Penn College . Tabor College . Western College. Eaker University . College of Emporia . . Highland University Ottawa University." . Washburn College. . . Berea College . Centre College . Georgetown College Central University . Leland University . . New Orleans University Straight University. Tulane Universitv . . Bowdoin College. College.... Ci awfordsville, Ind . Ilartsville, Ind. Merom, Ind. ... Jacob Hannan. Various persons Moore’s Hill, Ind . ..) Fairfield, Iowa - \ Fayette, Iowa. Grinnell, Iowa . Hopkinton, Iowa _ Indianola, Iowa _ hit. Pleasant, Iowa . Mt. Vornou, Iowa. Oskaloosa, Iowa . Oskaloosa, Iowa Tabor, Iowa _ Toledo, Iowa - Baldwin, Kans - Emporia, Kans. . . . ^ Highland. Kans . Ottawa, Kans . Topeka, Kans . Berea, Ky . Danville, Ky . <( Georgetown, Ky . liickinond, Ky . . . New Orleans, La. New Orleans, La. Now Orleans, La. New Orleans, La. Brunswick, Mo . William G. Means Lewiston, Me.... Through Presbyterian. Board of Aid. Other friends . Central Congregational Church. Mrs. T. M. Sinclair _ Brooklyn, N. Y _ Cedar Rapids, Iowa Timothy Whiting Many persons Various persons . Mrs. Charles Masen . D. D. Weimar, and others Mrs. Anna P. Emerson. Many persons . Toledo, Iowa. Blair, Nebr . . Yates Center, Kans Citizens . Synod of Kansas . J. P. Johnson and others. Baptist churches . Emporia, Kans. . Highland, Kans. Numerous friends . Mrs. Laura D. Roy. A. G. Grundy . W. H. Mitchell . Mrs. E. G. Turpin. . Dr. H. M. Skill man. Mrs. M. M. Basset. . Others . Lebanon, Ky. . Lebanon, Kv... Perry vi lie, Ky . Perry ville, Ky Frankfort, Ky Deacon Holbrook Cham- ? berlain (deceased). y Various friends. Paul Tulane New York, N. Y _ Princeton, N. J Boston, Mass . . STATISTICAL TABLES. 803 replies to inquiries by the United States Bureau of Education — Continued. Benefactions. Total. Endowment and gen¬ eral purposes. ti §* zB 5 o w £ d III o (D £ 2 m m c2 © ^ i c3 . O g r= S3 2 •- fS 9 aT -22 fH To aid indigent stu¬ dents. Library and museum. 5 6 7 s 9 10 11 $22, 000 500 1, 500 fsi snm 1 1, 000 $1, 000 1 1 2, 039 | . | 3, 000 $3, 000 1, 000 . . . 160 $160' 300 $300 5,000 5, 000 50, 000 25, COO ’ 25, 000 1,800 2,000 2, 000 1 .* 1 6,500 22, 000 . 22,000 ! 25, 700 f . 1- 2, 500' 1 .. .. i ) . ! 22,000 1 85, 000 C 35, 000 ( 50, 000 I . :::::::: 21, 500 21,500 1,000 | . 5, 000 . 12, 459 12, 459 4,500 ! 500 4, COO 23, 000 i . 3, 000 ' 3, 000 ! . f 1 17,000 1 1 | 97, 000 1 \ [ 50, 000 . 30,000 1 | 1, noo j $i,66o . | 60, 000 50, 000 i 10,000 2, COO | 2, 000 3, 000 | ! . i . Object of benefaction and remarks. 12 Purpose of gift not specified ; given on condition tliat tuition be furnished to a member of the Harman family or some one designated by them. Donor and purpose of gift not specified. For general endowment and erection of a dormitory. For the endowment ofa professorship to he filled by a woman. Purpose not specified. For a new building. Purpose not specified. For the library and prizes. For current expenses. For general endowment ; given on con¬ dition that $14,000 he raised within three years by citizens of Mount Pleasant and the Iowa conference. $25,000 for endowment and $25,000 for ladies’ boarding hall. Donor and purpose of gift not specified. For general deficiency fund . Purpose of gift not specified, c Gift divided between library, museum, } and endowment fund. [ $2,500 to establish and endow an alcove | in the library — one-third of the I money to he invested in books and <( the remainder to be held as a per- I petuai endowment : $22,000 for bail d- | ing ; and purpose of $1,200 not speci- l tied. ( To establish a college.: thirty -six acres < of land also given by the city of Em- 1 poria. For endowment. Purpose of gift not specified. Donor and purpose of gift not specified. For current expenses and payment of debt. $500 to improve dormitory and $4,000 to endow a professorship. Donor and purpose of gift not specified. For endowment. C For the completion of a girls’ dormi- i tory. f $50,000 for general endowment and < $30,000 for endowment of the “Hol- C brook Chamberlain Professorship.” Books for theological library. For scholarship. $50,000 for manual training department and $10,000 for museum fund. To found a scholarship. Donor and purpose not specified. 804 REPORT OF THE COMMISSIONER OF EDUCATION. Table XXI. — Statistics of educational benefactions for the year 1884- 85; from Organization to -which intrusted. Nam©. Location. Name. Benefactor. Besidence. 1 2 3 4 universities, &c.— Cont'd. Colby University . New Windsor College Amherst College . Boston College . . Boston University Waterville, Me . . . ^ New Windsor, Md . . Amherst, Mass . Estate of Gardner Colby.. Cotton Brown . Henry Winkley and others Boston, Mass . 1 Sangerville, Me .* 1 Philadelphia, Pa .... j Boston, Mass . ( David Snow . . Boston, Mass _ _ Boston, Mass . Boston, Mass . < George Bussell, ii. D . j Hannah G. Bussell.. . Boston, Mass . i r Edward Bussell . Mrs. Mary W. Swett . Samuel W. Swett . David Pulsifer Kimball ... Executors of Almira Jar¬ vis. Prof. John Tyndall . John Elliot Thayer . Henrv Lee . Lev. E. H. Hall . Alexander Agassiz . ! E. W. Hooper . ! Various persons . 1 J. I. Bowditch . ! T. Q. Browne . 1 Charles P. Curtis . George Higginson . 1 E. W7 Hooper . F. H. Peabody . I Prof E. C. Pickering . | Treasurer of class sub¬ scription fund. Will of Daniel Treadwell. Harvard College Massachusetts Agricultu¬ ral Society. George W. Wales . Henry Lee . j Cambridge, Mass. < Kobert N. Toppan Anonymous . Henry Lee . H. H. Hunnewell. F. L. Ames . . B. P. Cheney . Various persons W. D. Pickman — Dante Society - I Class in History 13 j Edward Austin | Various persons ... STATISTICAL TABLES. 805 replies to inquiries by the United Stales Bureau of Education— Continued. Benefactions. Endowment and gen¬ eral purposes. Grounds, buildings, furniture, and ap¬ paratus. Professorships. l! I & To aid indigent stu¬ dents. Library and museum. G 7 8 9 io 11 $50, 000 225 200 $60, 000 $1, 900 16, 800 2,000 . $500 200 15, 765 20, 000 10, 000 $500 . 1 . i . 10, 800 15, 000: 300 20 25, 000 200! 330 1, 000 300 500 2, 000 93 100 400 1 . i ..." ! 1 i i ! " 1 5,609 . 1 2, OOo! . | 200 50 150 500 1, 500 \ . , . $1, 100 1,100 1, 600 825 500 5 50 14 5,500 1, 080 Object of benefaction and remarks. 12 $50, 225 200 60, 000 1, 900 19, 300 145, 951 I j Bor general purposes. To aid candidates for the ministry. To endow professorships of history and political economy. Amount of Henry Winkley’s gift, $50,000. Bor prizes, &c. To establish David Snow Professorship of Elocution and Oratory. Bor the school of theology. For needy students of theology. To increase scholarship founded by him. | For the medical department. Ten bonds of $1,000 each for the estab¬ lishment of two or more scholarships to be known as the scholarships of the class of 1856. Interest to be appropriated to use of library, also a German atlas. To found a scientific scholarship. To establish a publication fund in the department of political economy. 7 For the further endowment of the di- > vinity school. ?Eor the endowment of the Jefferson 5 Physical Laboratory. Towards a fund for the endowment of the dental school. Towards a fund for the endowment of the observatory. An additional payment of $20,000. Pur¬ pose not specified. Partial payment of residuary legacy for use of college library. Bor salary of Mr. Sereno "Watson for two years. Bor books. To aid in publishing University Bulle¬ tin. As a prize in political science. To increase the salary of the professor of entomology. Bor salary of an instructor of political economy. C Bor a new greenhouse at the Botanic i Garden. Bor the immediate use of the Botanic Garden. Toward fund for new building for the medical school. Bor the purchase of books on Dante. Bor the purchase of hooks. Bor Austin Hall. Toward the salary of an assistant in the observatory. 806 REPORT OF THE COMMISSIONER OF EDUCATION. Table XXI. — Statistics of educational benefactions for the year 1884- 85 •, from Organization to which intrusted. Benefactor. Name. Location. Name. Residence. 1 2 3 4 UNIVERSITIES, &.C.— Cont’d. Harvard College— Continued. Cambridge, Mass. . Through William Gray, treasurer. Seth Turner (deceased) . . . Harold "Whiting . Anonvmous . . . Mrs. C. M. Barnard . Tafts College "Williams College Mrs. Emily E. Abbot College Hill, Mass. «{ 1 1 Williamstown, Mass Several persons Mary T. Goddard P. T. Barnum _ Mary B. Blake ... B. F. Spinney - W. C. Kingsbury. Harriet H. Fay . . Alumni, &c . Newton, Mass . Bridgeport, Conn . . . 1 Kingston, N. H . Lynn, Mass . Boston, Mass . Jamaica Plain, Mass Albion College. Albion, Mich Ezra Bostwick. Union City, Mich. . . Citizens University of Michigan . j Hillsdale College . [ Hope College . Ann Arbor, Micb Hillsdale, Mich... j Holland City, Mich . S. F. Smith Nebraska. Others . Many persons I Kalamazoo College . Olivet College . I Carleton College . | Mississippi College . j Southwest Baptist College. . . I Grand Biver College . i Central College . "Westminster College . Kalamazoo, Mich Olivet, Mich . i f Northfield, Minn. . j Clinton, Miss . i Bolivar, Mo . Edinburg, Mo . ^ Fayette, Mo . Fulton, Mo . $ Henry C. Lewis . Elon G. Huntington . Numerous individuals and churches. Numerous persons . Estate of Eben Gridley . . . Hartford, Conn . Estate of L. J. Knowles ..! "Worcester, Mass - William G. Means . Boston, Mass .! . Mrs. S. N. Stockwell . : Boston, Mass . Others . . "Various sources . . Many persons . . . Rev. William McCammon. . E. P. Brandom and others. ! . Sundry sources . . C. T. Campbell . J ackson County, Mo Mrs. Mary M. Culver . , Grayson, Mo . STATISTICAL TABLES. 807 replies to inquiries hy the United States Bureau of Education — Continued. Benefactions. ^4 Endowment and gen¬ eral purposes. ® Pi o - b ® X ^ 3 c’5 [* £5 P< O 00 oq Q ,6 £ Fellowships, scholar- j ships, and prizes. & fc£ ® 2 " Library and museum. Object of benefaction and remarks. 5 G 8 9 10 11 12 j $300 For a lecturer on political economy. Legacy, to be used for pointing the masonry of Memorial Hall. “For Physics 2.-’ $565 $200 200 For special woTk in'pathology. Her annual giftfor the "Warren H. Cud- worth scholarships. The library of her "late husband. Prof. Ezra Abbot. Several portraits, bust of Longfellow, set of microscope specimens, books for the library and chapel, and mount¬ ed skeleton for the school of medicine. For chapel. For department of natural history. !> $145, 951 1 . $600 J 1 ! . 7,500 j 20, 000 | 3, 292 - 36, 036 < 2, 000 j 500 ] >For general fund. 2,140 l 004 150, 025 C 100,000 l 10, 000 J 150, 025 ) . . i $20,500 toward endowing college pas¬ torate, $128,180 for general fund, and $1,345 for miscellaneous purposes. Land and other property. For endow¬ ment. For endowment. J 110,000, i 2, 000 1 2, COO 1 i $2,000 worth of machines to mechan¬ ical engineering department. All the models and casts of the sculpt¬ ures of Randolph Rogers, of Rome, about 100 in number. 5,000 volumes for law library. 1 The Chinese exhibit sent to Row Or- (. leans. f $10,000 for Smith professorship of J Christian metaphysics. $9,000 of 1 this in land. i. Purpose of $2,000 not specified. $1,270 for endowment. $2,860 for cur¬ rent expenses, $3,125 for president’s house, $23,035 for a theological pro¬ fessorship, and purpose of $60 not specified, j r . 1 10, 000 j 12, 000 1 1 . 30, 350 1 4,130 r 2, ooo J 2, 000 1 1, 300 l ($10, j 3, 125 - 23,035 [ 5, 300 i To increase the permanent fond for j general purposes. For building, endowment, and general fund. To build a hall. I i . 1 j 10,840 840) i 25 ccn 10,000! . :::::::: 67,249 1 3,000! . > Principally for general endowment. 1 1 . 900 _ J [ 27. 169 3, 900 i . ! . J : For current expenses. ; Purpose not specified. \ C $1,000 for endowment and $11,000 lor £ improvements. For endowment, improvements, &c. i ? To aid candidates for the ministry. ! j Interest only to be used. 3,900; 3, 000 J 12, 000 5, 000 J 4, 350 1 . ! . 1,000 11,000 5.000 _ j $4, 200 ! 150 .1 . 1 . :::::::: 808 REPORT OF THE COMMISSIONER OF EDUCATION. Table XXI. — Statistics of educational benefactions for the year 1884- 85 ; from Organization to -which intrusted. Benefactor. Name. Location. Name. Residence UNIVERSITIES. &C.— Cont’d. William Jewell College . ! Liberty, Mo. Many friends Morrisville College . Washington University j Morrisville, Mo j Saint Louis, Mo Various sources Henry Shaw Saint Louis, Mo Sedalia University. . . Drury College . | Stewartsville College . ! Central Wesleyan College Sedalia, Mo . Springfield, Mo . Stewartsville, Mo . . . Warrenton, Mo Presbyterian Board of Aid for Colleges. Various persons . Anonymous . (Niedringhaus Brothers .. William Holmann . Others . Saint Louis, Mo . "Warren County, Mo. Doane College Dartmouth College Rutgers College j Crete, Nebr. 1 Hanover, N. H . N ewBrunswick, N. J Daniel Whitcomb . Winthrop Congrega¬ tional Church. Robert McEwen . Hon. Edward A. Rollins . Will of George Francis Wilson, esq. Estate of Robert H. Pruyn. Many others . Charlestown, Mass. . New London, Conn. . Philadelphia. Pa - Providence, R. I - St. Stephen’s College — St. Lawrence University. Madison University _ Ingham University Columbia College Vaasar College. Annandale, N. Y - Canton, N. Y _ Hamilton, N. Y Le Roy, N. Y . New York, N. Y . . . . Poughkeepsie, N. Y. Various persons . C Alumni and friends of $ the university. Col. Morgan L. Smith (deceased). {William Sampson . Charles F. Prentice - Nicholas B. Keeney . Butler Ward . ( William H. Vanderbilt .. Professor Tyndall . A. A. Low . J. F. Loubat . Class of 1882.. . . Class of 1880 . Horace Howard Furness. Newark, N. J . New York, N. Y — New York, N. Y Philadelphia, Pa . University of Rochester Rochester, N. Y _ Mortimer Reynolds. Rochester, N. Y - Syracuse University Biddle U Diversity . Syracuse, N. Y . . . Charlotte, N. C ... Rev. William Griffin . Troy M. E. Conference ... Genesee M. E. Conference . New York M. E. Confer¬ ence. Northern New York Con¬ ference. Various persons . Dr. Backus (deceased) - A friend . Troy, N. Y . Baltimore, Md . . Saint Louis, Mo . . - Total, STATISTICAL TABLES. 809 replies to inquiries by the United States Bureau of Education — Continued. Benefactions. $55, 000; 500 50! 3, C34, • 1, 500 77, 000 12, 000 1, 967 50, 000 5, 000| 542, 400' 1, 25, 122, 000 A & . X) w O a o ^ s* G 3 o p, > 'S ^ - » £4 fcJOa *5 © rO _ _ £2 3C cr p rt III o$ « c cc CO 4h c3 . rr «n © o — s V GC p % Si £'3 To aid indigent stu- donts. Library and museum. G 7 § 9 10 11 $55, 000 1 7,400 f . “ $1, 200 $1, 600 i . $234 I 1,500 ( . $30, 000 ! \\ . l $50, 000| 10, 000 ( ( . . \ 65, 000 (12, 1, 987 . 1 2, 000 000) 50,000' I 5,000 j f . 500, 000 | . 10, 800 i . 5,000 25, 000 1, 000] 600 i :::::::: i . i . 1, 000 >| . 25, 000 i r io, coo 5, 000 j 5, 000 y ) 1, 000 1, 000 • [ 100,000 .. ..1 . i . I . ! ! . ! . | ! . . i non \\ . | 1,000 . . Object of benefaction and remarks. 12 For endowment, “raised during past two or three years.” Given on condi¬ tion that no part of this sum be used for current expenses of college. Purpose not specified. Keal estate yielding $5,400 annually. To found Shaw School of Botany. Purpose not specified. For general purposes. Toward endowment. To pay one professor. For two scholarships. To aid young men preparing for the ministry. f The Whitcomb benefaction is to aid <1 students at graduation; the remain- der is for endowment. To build a chapel. $60,000 for general endowment, $5,000 for general support of college, and $2,000 for a prize fund. For building and annual expenses of the college. To defray a deficiency in the income for current expenses. For scholarships. To defray expenses of school- $200,000 in land for the location of a new medical college building, and $300,000 for the building. For the foundation of a fellowship to be entitled the John Tyndall Fellow¬ ship for the Encouragement of Re¬ search in Physics. For the increase of the library. Books to the value of $600. For the establishment of the Helen Kate Furness Prize Fund, in memory of the deceased wife of the donor. Value of a chemical laboratory in pro¬ cess of erection, the gift of Mortimer Reynolds. For general endowment. istry. 810 REPORT OP THE COMMISSIONER OF EDUCATION. Table XXI. — Statistics of educational benefactions for the year 1684-85; from Organization to which intrusted. Benefactor. Name. Location. Name. Residence. 1 2 3 i 4 UNIVERSITIES, &c.— Cont’d. Shaw University . Raleigh, N. C Rutherford College . . Zion Wesley College. Wake Forest College Buchtel College . German Wallace College . Western Reserve University (medical department) . Ohio Wesleyan University. . . j Rutherford Col-C lege, N. C. I Salisbury, N. C... | Wake Forest Col¬ lege, X. C. Akron, Ohio Berea, Ohio . Cleveland, Ohio. Delaware, Ohio . Through American Bap¬ tist Home Mission So¬ ciety. Colonel Duke . Dr. G. B. Wetmore . General Conference of the A. M. E. Zion Church. Various persons . j New York, N. Y - Durham, N. C . Salisbury, N. C . Henry Ainsworth . [ Lodi. Ohio . Anna Johnson . I Bay City, Mich. Mr. and Mrs. John Miller, j Edgerton, Ohio . Isaac Kelly . Mill Village, Pa. Many persons . ! . Col. Oliver H. Payne . I . . Many persons Denison University. Hiram College . Muskingum C ollege . Granville, Ohio . . . | Hiram, Ohio . | New Concord, Ohio. J. D. Rockefeller . . W. Chisholm . . W. M. Stewart _ Robert Kerr . . Flora C. Randall.. Thomas N. Easton, Various persons . . . New York, N. Y - Cleveland, Ohio . Cleveland, Ohio . Oberlin College . Otterbein University Oberlin, Ohio . Westerville, Ohio... Various persons University of Wooster. Wooster, Ohio McMinnville Baptist College. Willamette University . | Willamette University (med- | ical department). Western University of Penn¬ sylvania. Muhlenberg College . Lebanon Valley College . Geneva College Dickinson College McMinnville, Oreg j Salem, Oreg . Portland, Oreg . Allegheny, Pa . Allentown, Pa . Annville, Pa . ( Beaver Falls, Pa.. | Carlisle, Pa . A. A. E. Taylor — Hon. Henry Failing. Portland, Oreg. John Conner . Albany, Oreg . . Various persons . Citizens . Portland, Oreg. Various persons .. Robert H. Sayre . . Various persons .. Mrs.* Jane Sterrett Pittsburg and Al¬ legheny, Pa. Bethlehem, Pa Andrew Carnegie . New York, N. Y - Delaplaine McDaniel . Philadelphia, Pa. 1 . . Lafayette College Haverford College Easton, Pa . | Haverford College, J Pa. : Trustees . Other friends . . Jacob P. Jones. Philadelphia, Pa .... Mary Johnson . Philadelphia, Pa _ David Seull . ! Philadelphia, Pa.... < STATISTICAL TABLES, 811 rejjliea to inquiries by the United States Bureau of Education — Continued. Benefactions. $1, 035 } 120 6,000 2, 000 1 y 55, 000 I J 10, 000 5,000 50, 000 > 425 a a ® ft n —t 50, 000 | 5,000 40, 177 20, 000 5,000 | 7, 000 i 25, 000 J I 2, 650 1, 000 42, 500 11, 000 5, 000 24, 120 840, 000 $1, 035 6, 000 2, 000 39, 000 1,000 1, 000 14, 000 10, 000 30, 000 12, 000 8, 000 5, 000 MS# a a a es p a H o.3 S £=*-i ft O $5, 000 ci . 'a o o $50, 000 100! 300| 25 r3 a ag 10 $100 20 11 Object of benefaction and remarks. 12 ( 5, 000 5, 000 7, 000 20, 000 2, 650 10, 000 $1, 000 8,120 16, 000 80, 0001. 5, 000 5, 000 5, 0001 |1, 000 For general purposes; of this amount $593 are specifically for the medical department. | To aid in educating indigent students. C Annual appropriation from the general l funds of tbe A. M. E. Zion Cburcb. For endowment. l.For tbe establishment of perpetual ( endowments. J Increase of endowment fund. To liquidate the mortgage resting on the old building. To endow chairs. Gifts were made in land, notes, and money. f For apparatus for the department of i science. | For endowment. For endowment; this amount is the last of the fund raised by the United Presbyterian Church as a quarter centennial contribution, the church being twenty-five years old. Purpose not specified. In small donations for the contingent fund. For a music hall. (For endowment of president’s chair; ) the condition of the gift is that its 1 interest be added to the jyincipal un- ( til the principal amounts to $15,000. ( $5,000 for endowment of the university J at Salem and $20,000 given by citi- 1 zens of Portland for medical college [ building. For apparatus, chemical, physical, en¬ gineering, &c. For a scholarship. To pay indebtedness. Added to $5,000 given in 1882 by Dr. S. A. Sterrett for a chair of political science. Value of donation of a choice collection of books principally in the depart¬ ments of science and history. A bequest for the founding of three prizes for scholarship ; $100 each to be paid to the two members of the fresh¬ man class and $100 to the member of the sophomore class who shall have the highest average of excellence in their respective classes. For current expenses. For president’s house. Residuary estate estimated at $750,000 for general purposes, and $5,000 for a scholarship. For scholarship. For general purposes. 812 REPORT OF THE COMMISSIONER OP EDUCATION Table XXI. — Statistics of educational benefactions for the year 1884-85; from Organization to which intrusted. Benefactor. Name. Location. Name. Residence. UNIVERSITIES, AC.— Cont’d. Monongaliela College . Franklin and Marshall Col- ? lege. 3 University at Lewisburg . . . . Lincoln University . ^ Jefferson, Pa. Lancaster, Pa Lewisburg, Pa .... ^ Lincoln sity, Pa, Univer- I 1 University of Pennsylvania , Philadelphia, Pa . . Various persons . . Charles Santee . Citizens . William Bucknell . . Other friends . Estate of Hon. Wm. E. Dodge. Wm. W. Watson . Wm. W. Whitlock . . Dr. Horace Jayne . . Prof. Tyndall . Philadelphia, Pa. Lancaster, Pa — Estate of Dr. G. B. Wood . Estate of Jas. H. Peabody . Anna M. Powers . Many others . . Swarthmore College . Brown University . College of Charleston . Erskine College . Newberry College . East Tennessee Wesleyan University. King College . Southwestern Presbytoiian University. Hiwassee College . . Bethel College . . Maryville College . Central Tennessee College. Swarthmore, Pa .. Providence, R. I. . . • Charleston, S. C . Due West, S. C . Newberry, S. C . Samuel Willits Edward Longstreth Dillwyn Parrish New York, N. Y . Philadelphia, Pa. Philadelphia, Pa. Athens, Tenn. Bristol, Tenn . Clarksville, Tenn . < Hiwassee College, Tenn. McKonzie, Tenn Maryville, Tenn _ f I Nashville, Tenn .. Estate of Gardner Colby. Estate of Wm. Latham . . Estate of H. B. Anthony . Wm. Goddard . Mrs. Whiting Metcalf . . . Sundry persons . The Miles Bros James Carson.. Rockbridge Co., Va Mrs. Mary Clark . Wm. Board man . Estate of Dr. Harvey . Various persons . Rot. Dr. McNeeley . H. M. Doak . U. S. Fish Commission - Cleveland. Ohio - Hartford, Conn - Poughkeepsie, N. Y Bristol, Tenu . Nashville, Tenn Memphis, Tenn - Washington, D. C . . . Various persons Various persons Estate of C. H. McCor¬ mick. Miss L. Battle . Rev. H. Deiner . Ed. Soc. M. E. Church - Bishop W. F. Mallaieu. .. Girard, Pa .. Seguin, Tex. STATISTICAL TABLES. 813 replies to inquiries by the United States Bureau of Education — Continued. Benefactions. tc . ! a n » 2^ ■s g © . I H © £ e. rr® £ Object of benefaction and remarks. 9 10 11 12 $5, 300 $5, 300 11, 400 J 10) 000 19. 000 16,000 $1, 400 . 10. COO . 9, 000'. $10, 0C0 For payment of debt. For endowment fond. For observatory. For building chapel. For improving grounds. f iS 20,280’ > 40, 700 <; J 1 10,000 500 > 64, 500 1, coo 1. 500 6,000 500 1,000 1,500 500 g jqq 1 I V For scholarships. 2!5oo|:;:;:::: J . . ; . For department of biology. 10,8001 . For tlie foundation of a" fellowship to be known as the Hector Tynciale Fellowship in Physics. . . . $12,368 for auxiliary faculty medicine fund. $977 for botanical garden, $14,- 664 for Hahn Ward, $4,362 for income ward, and $2,883 for generalfund. . . . _ I . For ward for chronic diseases. . For applied organic chemistry fund. $5,333 for hospital department, $7,750 for department of biology, $3,500 for new endowment fund Ho. 2; $2.500 for Bev. Alex. G-. Mercer bed in ward for chronic diseases, $250 for J. Herman Baht memorial fund, $447 for ortho- ptedic department, and $500 for salary of professor of botany. To aid deserving students ; income only to be used. For tools and other shop appliances. For library. { Purpose of gifts and bequests amount¬ ing to $54, 500 is not specified. From | Mrs. Whiting Metcalf the univer- ] sity received thirteen acres of valu- ble land, part of which is to be used i lor the erecting thereon of an astro¬ nomical observatory an*i part for es- | tablishing and maintaining a botan- [ ical garden. 500 books for the library. For general funds. For current expenses. 600 600 $40, 000 $200 500: C50,<( Purpose not specified. For building purposes. 420 volumes to library. 135 volumes to library. . ! Invertebrate specimens of fish in alco¬ hol. , For improving buildings. . 100 volumes and two religious papers for Young Ladies' Library. . For a fund for the assistance of stu¬ dents. . For students' aid. . For students’ aid. . For students' aid. . 1 . . . For theological endowment fund. . j . l . . Purpose not specified of donations to S the medical department amounting j to $1, 500. 500 50 450 814 REPORT OF THE COMMISSIONER OF EDUCATION. Table XXI. — Statistics of educational benefactions for the year 1884- 85 ; from Organization to which intrusted. Name. Location. Benefactor. Name. Kesidence. universities, &c.— Cont’d. Fisk University . Eoger "Williams University. Vanderbilt Universitv . Nashville, Tenn _ Nashville, Tenn Nashville, Tenn . . j Various persons University of the South. Sewanee, Tenn - Greeneville and Tusculum ^ i College. 5 ! Southwestern University.... Austin College . Tusculum, Tenn Trinit v Universitv. 1 Cornelius Vanderbilt ... ? William H. Vanderbilt.. } Hon. Jacob Thompson - i Kev. James G. Jaycocks .. Mr. and Mrs. Thomas A. Adams. Chester Newell . Mrs. C. M. Meinigault . Estate of Cyrus H. McCor¬ mick. New York, N. Y _ Memphis, Tenn . Georgetown, Tex . .. | Sherman, Tex Various persons J. Chadwick - Middlebury College . ! Middlebury, Vt Tehuacana, Tex . . . . James Aston f Chapel Hill, 'Tex!... Farmersville, Tex. . . Eandolph Macon College Emory and Henry College . . . Hampden Sidney College Eichmond College . Ashland, Va Emorv, Va... J ohn W. Stewart . . Lydia E. Conroe . Middlebury, Vt . lion. E. B. Sherman . Chicago, Ill . Nahum Peck (deceased) . . Hinesburg, Vt . j Various persons Hampden Sidney College, Va. Itichmond, Va . Eoanoke College . i Salem, Va . Elijah Eandolph (dec’d) ..j Frederick Co., Va. Many persons . 1 University of Virginia . Bethany College . Lawrence University Beloit College . f Arthur W. Austin (dec'd) . Dedham, Mass . Arthur W. Austin (dec'd) . Dedham, Mass University of Vir-< ginia, Va. Bethany, W. Va .. Appleton, Wis. Beloit, Wis General contributions Timothy Coop . Euphemia Jacob and Nicely. Various persons . J. Knapp . j W. S. Gilbert . . Galesville University . Galesvillo, Wis . ; Through Presbyterian I Board of Aid for Col- i 1 leges and Academies. Jane Jones . ! England . Pennsvlvania . Eipon College . Eipon, Wis Pierre Universitv . i East Pierre, Dak. . I David Whitcomb . I A. C. Barstow . | I Mrs. C. H. McCormick ] and son. ' N. W. Land Association . . Citizens . ; j Citizens and churches . . . .j Menomonee. Wis Cohoes, N. Y - Dodgeville, Wis . Worcester, Mass . Providence, E. I. . Chicago, Ill ... . Pierre, Dak . Pierre, Dak . New York and Now- Jersey. STATISTICAL TABLES, 815 rcjilies to inquiries by the United States Bureau of Education — Continued. Benefactions. 0 t£ . _ _ X 2 CO rt o gg, 1 1 g-S ; i j® && rz = © - - x 3 ||| m sS c X 1 o p-< U a . 2 « S O -rj “ P4 g'd ££ 53 & * £ ao •43 "3 H Library -and musoum. 1 6 7 s 9 10 11 $3, 450 ' 210, 000 11,100 . ] . 1 . I . { $3, 000‘ | $10, 000: 1, 000 10, ooo‘ i . . j 7, 000 . . 1 $12, 000 . . i ' . ] f 250 100 ) { . . i . 1 . i . 1 250 1 . ] 100 ) * 1 40, 000 > 25, 000 ) . 1 ... j 1 . ] i 1 : . : : . i ) . j 50, 000 J 1 . 1 ] 6, 000 h . | I c i f . 1 I . i:::::::: 1 1 . 5,000 - 1 j < i t . | 15,000 . 1 r . 1 o < . { 0 10, 000 n 5 2, 000 U i 1, 000 0 _ | i . i r . • ; . . ’ * ! $1, 000 . l:::::::: ; 7 50C i _ J . 1 8, 00( j 2, 50( 1, 50( > . . 1 . i °h . ) . 1 1 . i . I:::::::: 1 11 1 1 j Object of benefaction and remarks. 13 11,1 7, ( 10,1 12, ( 40, ( 25, ( 3,1 50. 1 11.1 ur various purposes, iaiuluuju^ qj-uv for endowment of president’s chair, urposs not specified. To support the operations of the uni versity. > 400, 1 5 $11,100 for endowment and $3, 000 worth of books. For a new house, or endowment. stimated value of a donation of 3,300 acres of land. or the endowment of a theological professorship. or general expenses. or general expenses. or library. aterest to be used for expenses of the college. iterest only to be used, and that for current expenses. or endowment; mostly in notes of $100 each, bearing 6 per cent, interest, and payable in five or ten years. leal estate worth $6,000; available on the death of widow, nbscriptions and donations to the amount of $5,000 ; purpose not speci¬ fied. l gift by will of about $470,000. subject to the'life estate of his daughter. Lppraised value of a large and valua¬ ble library received some time during the school year 1S34-’S3, and given by Mr. Austin to the university in addition to the above-mentioned be¬ quest. specified. ’urpose of gift of $500 not spei ’or general endowment fund. > For increase of endowment. pose not given. To found a scholarship. 100 given unconditionally. > To build McCormick Halt 816 REPORT OF THE COMMISSIONER OF EDUCATION. Table XXI — Statistics of educational benefactions for the year 1884-?S5 ; from Organization to which intrusted. Benefactor. Name. Location. Name. Residence. 1 3 3 4 UNIVERSITIES, &C. Cont’d. Alanson Trask . Brooklyn, N. Y . i 1 P. E. Evans . . . Deer Lodge, Mont . . Deer Lodge, Mont . . Deer Lodge, Mont . . Deer Lodge, Mont . . Helena. Mont . College of Montana . Deer Lodge, Mont. - 1 ! R E. T.nrahio _ 1 E. L. Bonner . | ! Klienschmidt &. Co . Walla Walla, Wash . Gov. S. T. Hauser . Whitman College (for two ! years ending June, 1885). Many persons . . New England and its vicinity and in the locality of the college. schools OF science ( mining , engineering, at) ricvXlure.de.). r fh "N". "Reach . . . Hartford, Conn . Storrs Agricultural School. . . Mansfield, Conn . . < Mrs. Chas. Storrs . Brooklyn, N. Y . ! Skowhegan, Me . Worcester, Mass .... Maine State College of Agri¬ culture and the Mechanic Arts. Orono, Me . ( | Ex-Gov. Abner Cobum (deceased). Hon. P. L. Moen . Estate of Hon. L. T. Worcester County Free Insti- 1 tute of Industrial Science . Worcester, Mass.. I Knowles. Estate of Hon. Stephen ; Salisbury. i .Taxed "Whitman _ 1 Columbus, Miss - Mississippi Industrial Insti- tate and College. Case School of Applied Sci¬ ence. Cleveland Manual Training School. Franklin Institute . Spring Garden Institute. "Wagner Free Institute of Science. Cleveland, Ohio. Cleveland, Ohio . Philadelphia, Pa. . . . Philadelphia, Pa . . Philadelphia, Pa.. Mrs. Laura K. Axtell Citizens . Various persons Burnham, Parry, Williams &• Co. Cleveland, Ohio. Charles D. Reed Many others.... Prof. William Wagner, de- ! Philadelphia, Pa . . . 1 ceased. STATISTICAL TABLES. 817 replies to inquiries by the United States Bureau of Education — Continued. Benefactions. Total. 1 ® S 5 c © s > - ! CL I tL -3 fl O - jD en R 3 Cfl| O rr. Q EG cSi |« of •d ! 3 2 £ a# i *3 ® , oo d - . c X® 1 s § i l Library and museum. 5 G 7 § 9 10 1 11 ) ( $2, 500 j $5, 000 50 1 j- $10,390 1,040 L00C 1 500 i . ! J L . 300 28, €00 ) (28. 00 ( 150 1 273 1 . $125- 100, 000 100, 000 . i ) ( 17, 000 ! | 15, ooo: . I > 42, 750 1 10, 500 . j 1 1 j 1 250! 1 . i 107, 000 $107, 000 25,000 25, 0001 | 1, 500^ 1 1,500 f 1, 600: 40G; j \ 6, 766' 1 ! | | . 500' 1 J 1 3, 462 288' $400i 116 200, 000 200, 000 ; Object of benefaction and remarks. 13 For dormitory building $5,000, and $2,500 for president’s salary. ,s F or erection of dormitory building. . J 52 E For founding a Christian college; given the purpose specified. Value of gift of an animal for college farm. Value of books given to library. A bequest for general purposes ; inter¬ est only to be used. j For general instruction fund. For modem language instruction fund. For apparatus. The city of Columbus pledges $50,000, to be given in six years, toward the founding of this institution, which is for the education of white girls in the arts and sciences. In real estate for the endowment of the Kerr professorship of mathemat¬ ics. Given by Mrs. Axtell in com¬ pliance with a wish of her brother, the late Levi Kerr, expressed by him before his death. To erect and equip a building for the founding of a manual training school. For the endowment of a memorial librarv of the Electrical Exhibition of 1S84. $600 to make up deficiency of previous year, $1,000 for general expenses, and $400 to property account. To alter drawing-school rooms. For general expenses and for last year’s deficiency, for property account, to pay pupils from Soldiers’ Orphans’ Home, and for library. These funds for the permanent endow¬ ment of this Institute accrued to the corporation in the year 1885 by the •will of the founder, who bequeathed his whole estate as an endowment, the income to be used to carry out the purposes of the Institute as ex¬ pressed in its charter and in the deed of trust conveying to it the Institute building and its contents. This deed of trust was executed during the life of the founder. By the will of Prof. Wagner his private library of about 10,000 volumes also became the prop¬ erty of the Institute. 818 REPORT OF THE COMMISSIONER OF EDUCATION. Table XXI — Statistics of educational benefactions for the year 1884-85 ; from Organization to ■which intrusted. Benefactor. Name. Location. Name. Residence. schools of science— Cont’d. Hampton Normal and Agri¬ cultural Institute. SCHOOLS OF THEOLOGY. Hartford Theological Semi¬ nary. Hampton, Ya . Hartford, Conn Atlanta Baptist Seminary . . . Atlanta, Ga. . Gammon Theological School. Atlanta, Ga.. Paine Institute . I Augusta, Ga . Chicago, HI , Chicago Theological Semi¬ nary. Presbyterian Theological 1 1 Seminary of the North- V | Chicago, Ill . < west. ) Western Theological Semi¬ nary. College of the Bible Southern Baptist Theolog¬ ical Seminary. Bangor Theological Seminary Centenary Biblical Institute. Andover Theological Semi¬ nary. German Congregational Theological Seminary. German Theological School of Newark, N. J. Theological Seminary of the ? Presbyterian Church. 3 Auburn Theological Semi- nary- Chicago, HI , Lexington, Ky Louisville, Ky. . Bangor, Me . Baltimore, Md . . Andover, Mass . . Crete, Nebr . . Bloomfield, N. J , Princeton, N. J . Auburn, N. Y ... Various friends. Several friends Many persons . Rev.'E. H. Gammon . Members of Methodist Episcopal Church. Many persons . Estate of Cyrus H. Mc¬ Cormick. Tuthill King, esq . Churches and individuals. Tolman Wheeler, M. D... Hon. D. A. Chenault .. N. Y. Lightfoot . George W. Norton ... W illiam F. N orton . . .. Others . Lucy S. Adams . Others . Numerous friends Prof. John P. Taylor. Numerous friends . . . Batavia, HI . Chicago, HI. Louisville, Ky Louisville, Ky Castine, Me. Andover, Mass Samuel Baird (deceased) . . Carlisle, Pa. Various contributors STATISTICAL TABLES. replies to inquiries by the United States Bureau of Education — Continued. Ql'J Benefactions. Total. fcfl . aj O 1 a ® a 3 a> a, c a n a W af A, a * ii © ► i ® X — P 1 5’S g 5 i 3 to & 13 0) o TJ OQ £> o Fellowships, scholar¬ ships, and prizes. To aid indigent stu¬ dents. Library and museum. 5 6 7 § 9 j 10 11 $79, CS0 2,000 678 20, 000 2, 500 9,391 > 127,000 j 1 225, OOOj 9, 000 l 25, 000 I \ too; 13, 000 1,000 3, 457 1,066 | 3,443 10, 677 ' $29,119 . $25,540 $5,426 < 3, 505 941 128 2,000 678 . . «tm • . 20, 000 2, 500 9,391 f 100,000 | . . 1 $20, 000 1 I . $7, 000 125, 00o! 1 100, 000 9,000 ( . . j - . 15, 000 | 200| i a l £, 800 { 6u0| { 100 13, 000 . 1 ::::::: L . ! ::::: ........ 1,000 1, 066 { ........ 3, 000 i It 443 1 . i i 1 Object of benefaction anti remarks. 13 For general purposes. $14,421 for special pnrposes. For annual scholarships. Beneficiary funds for colored students and donations to Indian fund. Endowment fund. For pastor’s salary. For Butler School. $1,000 for the Eennett Tyler Prize, the proceeds to be awarded annually to the member of the middle class who writes the best essay on some funda¬ mental church doctrine; and $1,000 for the William Thompson Prize, es¬ tablished for the encouragement of Hebrew scholarship in the junior class. To aid needy students. For endowment. To pay rent and teachers’ salaries. For general expenses, aid of students, and books for library. $54,838 for general endowment fund, and $45,162 to meet general expenses. Toward the endowment of the “ Tnt- hill King chair of biblical and eccle¬ siastical history.” For furnishing the new “McCormick Hall.” $100,000 for permanent endowment; land valued at $25,000 and two build¬ ings valued at $100,000 for the found¬ ation of a seminary for teaching the theology of the Protestant Episcopal Church. Apparent increase of the endowment fund during the year 1884— ’85 ; mostly from merabersofthe Christian Church in Kentucky. To aid students. | For permanent endowment. ^ For general purposes. $6,500 towards endowment fund, and $6,500 for current expenses. For increase of the Taylor professor¬ ship of biblical theology and history. Purpose of gift not specified. Towards endowment. Bequest used for founding the “Lydia SI. Baird” scholarship. To make up deficiency in expense ac¬ count. Donor and purpose of gift not specified. 820 REPORT OF THE COMMISSIONER OF EDUCATION. Table XXI. — Statistics of educational benefactions for the year 18S4’-85; from Organization to which intrusted. Name. Location. Name. 1 3 3 Benefactor. Residence. 4 SCHOOLS OF THEOLOGY— Cont. Hamilton Theological Semi- 1 nary. I General Theological Semi- j nary of the Protestant Episcopal Church. Rochester Theological Semi- Hamilton, N. T . . New York, N. Y . ! . I Rochester, N. Y - John M. Bruce (deceased) . j New York, N. Y - nary. Christian Biblical Institute. . Concordia College . Union Biblical Seminary .... Stanfordville, N. Conover, N. C Dayton, Ohio r I l Estate of Mrs. Reynolds.. Estate of Rev. Isaiah Scott H. I. Boico . U. Philbrook . Mrs. A. R. Jarvit . Mrs. G. H. Slade . Hon. David Clark . Various churches and in¬ dividuals. Various persons . Milan. N. Y . Lincoln, Cal . Kinderhook, N. Y .. Providence, R. I _ Hartford, Conn . Heidelberg Theological Seminary. Theological Seminary of the Reformed Presbyterian Church. 'Western Theological Semi¬ nary of the Presbyterian Church. Moravian Theological Semi- ? nary. 5 Theological Seminary of the Presbyterian Church in the United States. Union Theological Seminary. Richmond Institute Lutheran Theological Semi¬ nary of the Synod of "Wis¬ consin. Wayland Seminary . SCHOOLS OF LAW. f Union College of Law of the} Chicago and Northwestern >i Universities. J | I SCHOOLS OF MEDICINE AND j PHARMACY. Woman’s Medical College of Baltimore. Homeopathic Medical College | of Missouri. Bellevue Hospital Medical | College. Columbus Medical College. . . Hahnemann Medical College. Pittsburg College of Phar¬ macy. Tiffin, Ohio Allegheny City, Pa . Various churches and in¬ dividuals. Allegheny City, Pa . Bethlehem, Pa ... . Columbia, S. C .... Hampden Sidney College, Va. Samuel Riegel . Bethlehem, Pa Various friends . 1 . Various sources . * . Various sources Richmond, Va C Stephen Woodman’s heirs. Amesbury, Mass — < Joseph B. Hoyt . . Stamford, Conn . ( John D. Rockefeller . | New York, N. Y _ Milwaukee, Wis Congregations of Synod Washington, D. C. . . Through American Bap- ! New York, N. Y . tist Home Mission So¬ ciety. * Chicago, Ill, {! Oliver H. Horton . . Faculty of Law College. Chicago, HI Baltimore, Md St. Louis, Mo R. Gibson Miller Glasgow, Scotland . . Ne w Y ork, N. Y Andrew C arn e gie , Columbus, Ohio . Philadelphia, Pa _ Pittsburg, Pa . Numerous friends William Thaw .... Pittsburg, Pa . STATISTICAL TABLES. sn replies to inquiries by the United States Bureau of Education — Continued. Benefactions. iCge t a Object of benefaction and remarks. g ? S 5 6 7 10 31 12 25, 000 5, 000 $1L 396 . . . . Donor and purpose of gift not specified. 66, 187 . $60, 283 . . . $60,283 for building purposes ; purpose j of $5,904 not specified. . j $25, 000 For purchase of books. $3, 935 ($3,935 for endowment fund; purpose of l remainder, $2,734, not specified. 4, 000! . $4, 000 . : . . For buildings. 18,450 18,450 . ' . . $12,900 for endowment and $5,550 for contingent expenses. Part of this gift in land valued at $6,000. 2, 000 . . | . 1 . Doner an d purpose of gift not specified. 5, 000 . ' . . . . For salaries of professors. 12,300: 12,300 . . For scholarships and contingent ex- j penses. 8, 000' £ 3 ooo' . ' . ; . . * * j } For current expenses. 6, 829 . . . . Purpose not specified. | ' j 7,712 . * . $7,712' . I . : Subscriptions for the endowment of a | professorship of biblical theology. f 1, 000 . . . . i . . ! For endowment. i j . ! . 25, 000 ! . 1 . > . i For the endowment of a chair of church 51, 000 ’ j j j j ! history. ! . . 25,000! . 1 . 1 . ' For the endowment of the chair of [ j jj|] biblical theology. 2, 200 . . 1 . ! . Purpose of gift not specified. 1,200. 1,200, 150' 50,000 ! 3,000 40,000 100 650 $50; 100 50,000 3, 000 40,000 For general purposes. For two prizes of $25 ear' For two prizes of $50 each. For general purposes. Purpose not specified. For the erection of a laboratory build¬ ing and the purchase of apparatus. For hospital building. Subscriptions to building fard. Purpose of gift not specified. 822 REPORT OF THE COMMISSIONER OF EDUCATION. Table XXI. — Statistics of educational benefactions for the year 1884-’85 : from Organization to which intrusted. Benefactor. Name. Location. Name. Residence. INSTITUTIONS FOB SUPERIOR INSTRUCTION OF WOMEN. Mills Seminary . Wesleyan Female College .. Silliman Female Collegiate Institute. Mansfield Female College . . . Baltimore Female College Abbot Academy . . Smith College . . Mt. Holyoke Female Sem¬ inary. Wellesley College . Michigan Female Seminary.. Albert Lea College . Howard Female College . Bishop Whitaker’s School for Girls. Pennington Seminary. St. Agnes’ School . Granger Place School. Highland Institute . . . Xenia College . . Memphis Conference Fe- ? male Institute. 3 Waco Female College . . Vermont Methodist Seminary and Female College. Wisconsin Female College. .. PREPARATORY SCHOOLS. Red Bluff Academy . St. Helena Academy . Presbyterian College of the \ Southwest. 3 Connecticut Literary Insti¬ tution. Academy of Richmond County Knox Academy . Evangelisch-Lutherisches Collegium. Mills Seminary, Cal Macon, Ga . . Clinton, La . Mansfield, La . . Baltimore, Md . Andover, Mass - Northampton, Mass. Rev. Leavitt H. Hallock . Oliver Hoyt . . Presbytery of Louisiana . Various persons . Portland, Me . . Stamford, Conn . Horace H. Furness, ll. d. South Hadley, Mass Various persons , C George Smith . Wellesley, Mass - [ < Stone estate . ; t Alumnco and friends. Kalamazoo, Mich . . . j Willard Dodge . Albert Lea, Minn. . . I Various persons . Fayette, Mo . Various persons . Reno, Nev Pennington, N. J . . Albany, N. Y . Canandaigua, N. Y. Hillsborough, Ohio Xenia, Ohio . Jackson, Tenn . Waco, Tex . Montpelier, Vt . Fox Lake, Wis. Red Bluff, Cal . Saint Helena, Cal . Del Norte, Colo ... Suffield, Conn. Augusta, Ga . . Galesburg, Ill. Various persons Various persons C Miss Granger . . I Miss Pierson . . Mr. George Beecher and others. < Citizens . \ President of institute. Citizens . Monroe Blaisdell . C Major William J. Dawes ( A. Avery . J. S. Cone C J. Lewelling . . < Mrs. H. A. Weinberger .. ( Various persons . f Mrs. R. L. Stuart . 'J Through Presbyterian | Board of Aid for Col- Mrs. Emily H. Tubman . . . Henry Hitchcock, esq ... Wellesley, Mass Kalamazoo, Mich Fayette, Mo . Connecticut, Massa- chusetts, New York, Ohio, and Pennsylvania. Jackson, Tenn . Waco, Tex . Cambridge, Vt. Milwaukee, Wis . . Beaver Dam, Wis. Saint Helena, Cal . Saint Helena, Cal New York, N. Y . . . Augusta, Ga . T11 C Evan g’] Lutheran Church Mendota.Ill Mendota, Ill . socfety' . Germany . . . STATISTICAL TABLES. 82; replies to inquiries by the United States Bureau of Education — Continued. Benefactions. Total. 0 © tX> . — ® - - C5 g S | o 3 a W Grounds, buildings, furniture, nud ap¬ paratus. CD 9 00 o BQ CD © f-4 cC . |g ocVj ^ - gS, § * To aid indigent stu¬ dents. Library and museum. 5 6 7 8 9 10 11 1 $1, 000 $1,000 4, 000 $4, 000 5,000 ! . $5, 000 300 300 200, 000 $200, 000 . 1, 213 1,138 . | . : 1,000 1,000 . 1 8, 000 s, ooo; ' ^ 29, 000 17,000 10,000 $2,000 . i 40, 000 40, 000 j 11, 000 ; 500 500 ! 1, 000! 1,000 . i 8,000 8, OOOj . I ■ 1 200j 100 . 1 200 . 1 j 3, 80oj m. 8ooi 3, 000 3, 000 500! 500 . i , ! ^ 5, 000 S 5, 000 ' $ I l . ! 300; 1 3001 C 150 . 1 550 < 751 ( 325 . 1 j 5, 000 . 1 . i l 5,465 j . I 1 J 500 1 i . ! 5, OOol 5, 000 70, 000 ! $70,000 Object of benefaction and remarts. 12 For scholarship. For buildings. To pay the tuition of Presbyterian, min¬ isters’ daughters. To aid indigent students: to be repaid to college by students in teaching. Subscriptions towards foundation of college. $1,138 for building fund, and purpose of $75 not specified. To establish the Helen Kate Furness prize of $60, to be awarded to that member of the junior class who may write the best essay on some Shake¬ spearean theme. $17,000 for grounds and buildings, $10,000 for the foundation of two scholarships, and $2,000 for the li¬ braries. For general purposes. Purpose of gift not specified. For improvement in buildings and grounds. To aid deserving poor girls. For improvements and repairs. Purpose and donor not specified. Donation of books to the library. Purpose not specified. Donor and purpose not specified. For buildings and general purposes. For enlargement of buildings. To pay indebtedness. Property valued at $5,000 to be used for endowment purposes. Two telescopes and 170 volumes. For general purposes; also ‘ nistor 5, 204 f 4, 899 I \ 305 donation of natural history specimens. lFor general purposes; on condition > that the school be maintained eight ) months. Towards the erection of a college build- in or. Purpose not specified of $465 given dur¬ ing the year. j Purpose and donor not specified. For general purposes. To endow the "Hitchcock professor¬ ship’’ ; to become productive after the death of the widow. > For support of school. 824 REPORT OP THE COMMISSIONER OF EDUCATION Table XXI. — Statistics of educational benefactions for the year 1884-85; from Organization to which intrusted. Benefactor. Name. Location. Name. Residence. PREPARATORY SCHOOLS Continued. St. Catharine’s Hall . Fryeburg Academy . Houlton Academy . Williston Seminary . Groton School . . Howard Collegiate Institute . ■Worcester Academy . Colby Academy . Blair Presbyterial Academy . Peddie Institute . Coolc Academy . Wyoming Seminary . McTyeire Classical Institute. Barr and Burton Seminary .. Wayland University . Yankton College . INSTITUTIONS FOR SECONDARY INSTRUCTION. Dadeville Seminary . . Talladega College . . Port Smith District High School. Rogers Academy . . San Joaquin Talley College.. Pueblo Collegiate Institution Davenport, Iowa. . . . Fryeburg, Me . Houlton, Me . C J. Richardson . < Mr. and Mrs. J. M. Parker (Dr. Allen . Rev. C. D. Barrows, D. D . . . Abner Cobum . Easthampton, Mass . Groton, Mass West Bridgewater, i Worcester, Mass. New London, N. H. Blairstown, N. J Hightstown, N. J . . San Francisco, Cal. Skowhegan, Me .... Mrs. E. G. Williston . Easthampton, Mass. f A. A. Carey . S. E. Peabody . | William E. Weld . . j M. C. Peabody . . 'I Alexander Hemenway . IF. L. Ames . J. Pierpont Morgan .... Many others . | . . f Mis. Julia H. Drury . West Bridgewater, j Mass. 1 Hon. Oliver Ames . ! N. Easton, Mass .. Havana, N. Y . Kingston, Pa . Mackenzie, Tenn . . Manchester, Yt - I Mrs. Oliver Ames, sr . C Hon. Chester W. Kingsley i Hon. J. H. Walker . f Hon. John I. Blair . s Charles Scribner . . ( Hon. B. F. Howe.v . . f Hon. Thomas B. 3?eddie .. 1 S. Tan Wickle . . ■i Jonathan Longstreet .... | Rev. F. R. Morse, D. D . . . [Tarious persons . Tillotson Academy Beaver Dam, Wis . . . Yankton, Dak . . Dadeville, Ala Talladega, Ala . . Booneville, Ark. Rogers, Ark Woodbridge, Cal. Pueblo, Colo . Trinidad, Colo , T arious persons . Tarious persons . ( Misses Margaret and l Mary Burr, deceased. I Tarious churches and < individuals in Wiscon- ( sin. ( Through American Col- < lege and E ducation So- ( ciety. f Rev. R. S.Rust . I Mrs. R S. Rust . . ( American Missionary As- < sociation. ( Other sources . Patrons and fxiends . f American Home Mission Society. < Mrs. H. M. Field . Mrs. Rebecca Webb _ i Other sources . C.. C. and I. Co . New West Education Commission. G. J. Tillotson . J. C. Gunter . . W. A. Burnett . . N. Easton, Mass .. Cambridge, Mass . W orcester, Mass . . Blairstown, N. J . . New York, N. Y . . New York, N. Y . . Newark, N. J . New Brunswick, N.J Holmdel, N. J . . Brooklyn, N. Y Mackenzie, Tenn . ^New York, N. Y . • Boston, Mass j Cincinnati, Ohio . New York, N. Y . . New York, N. Y . Monson, Mass St. Louis, Mo . Chicago, Ill . Wethersfield, Conn Trinidad, Colo . . Trinidad, Colo . STATISTICAL TABLES. 825 replies to inquiries by the United Slates Bureau of Education — Continued. Benefactions. W3 . r- ? £ CC o O ^ ,5 © H — = p 58 If fct Object of benefaction and remarks. 10 11 13 $400 90 5,000 50, 000 $100 . 200;. lool. $90 $5, 000 50, 000 > 50, 000 5, 000 . 5, 000 . 5, 000 . 3, 000 4, 000 3, 000 4, 000 •For furniture. . For prizes. j ? For general purposes j the interest ' j l only to be used, i < The Williston homestead and grounds to be used for the school. . 1 2, 500 3, 500 i 1 . i 500 2, 500 . I 2,500 2, 000 '.For the establishment and endow- f ment of the school. [■For the building fund. 2, 500 . ' . . . For building and library. . . ! . . Purpose and donor not specified. j . I . ! . • . 1 . 5 acres of ground. . : . • . j . . 250 books for library. 1, 000 50 books for library. For general improvement. 250 . ! . 1 . . For general improvement. $60 For library. 325 . ' . . . Telescope valued at $325. 1, 015 . . . For general improvements. 25, 000; 2, 500 , 23, 000 25, 000 2,500 23,000 :::::::: . . . 1, 200 1,075 $35 SO 500 100 I 100 1 7,550 7, 500 i . i : 800 S V: 2,215 (2, 215) j 1 3,000 . 1 1 3,000 . 16, 000 _ 1 f 2,250 . ' \ . i . ; . . 1 . 1 2, 75C . ! . ( 1 1 . 1 . 1 . I . Purpose and donor not specified. f $1,075 for liquidation of debt, $35 for < beneficiary, the remainder, $90, for r library and improvements. Purpose not specified. C $50 cash and $50 in clothing and books ) donated to aid teachers. For apparatus and repair of buildings. C $200 for land, remainder for salary and l apparatus. penses Purpose of gifts, amounting to $5C0, not specified Mineral cabinet, value not given. 826 REPORT OF THE COMMISSIONER OF EDUCATION. Table XXI. — Statistics of educational l encf actions for the year 1884-85 ; from Organization to which intrusted. Benefactor. Name. Location. Name. Residence. INSTITUTIONS FOR SECONDARY instruction— Continued. The Bobbins School . Norfolk, Conn Wilmingtop Conference Academy. Do Land Academy. Cookman Institute Florida Institute . . Dover, Del. 1 < C. M. Wharton, t Other persons. . Dover, Del. Atlanta Seminary . Spelman Seminary. Mount Zion Seminary . White Sulphur Springs High School. Aledo Academy . De Land, Fla - Jacksonville, Fla Live Oak; Fla. ... Atlanta, Ga . Atlanta, Ga. Mount Zion, Ga - White Sulphur Springs, Ga. Aledo, Ill . Union Academy of Southern? . tu Illinois. j Anna, HI. German- American Academy. Geneseo Collegiate Institute. Coe College . Denmark Academy . Saint Vincent’s Presentation? Convent. $ Kossuth Academy . Freedm en’s Academy of Kan- Bethany Academy. Jackson Academy . State University . Princeton Collegiate Institute Baldwin Seminary. Gilbert Seminary.. East Maine Conference Semi¬ nary. Eaton Family and Day School Berwick Academy . McDonogh Institute . Chicago, Ill Geneseo, HI. Cedar Bapids, Iowa. Denmark, Iowa . Dubuque, Iowa _ Kossuth, Iowa . Dunlap, Kans . Lindsborg, Kana .... Jackson, Ky . Louisville, Ky Princeton, Ky Baldwin, La . . . Winsted, La . . , Bucksport, Me . . Norridgewock, Me. South Berwick, Me McDonogh, Md - Through American Baptist Homo Mission Society. Through American Baptist Home Mission Society. Through American Baptist Home Mission Society. James Mitchell, D. D ...... Trustees and teacher and Mrs. B. F. Tigner. United Presbyterian Ed¬ ucational Board. ( Estate of C. H. McCor- J mick. 1 Presbyterian Board of ( Aid for Colleges. ' Lud’w Wolff . F. Madlener . Ed. Uehlein . William Heineman . Phil. Jaeger . H. Raster . E. Petersen . Through Presbyterian Board of Aid for Colleges and Academies. Various persons { J. Rowan . . } P. Roddy . Various persons Various persons A. G. P. Dodge . . (General Associated Board < of Aid for Colleges. (Various persons . . Mrs. M. G. Fitch and others C W. L. Gilbert . < Methodist Freedmen’s ( Aid Society. Francis B. Hayes . . C Dr. Z. Barnum (deceased) ? Various persons . New York, N. Y New York, N. Y . New York, N. Y Atlanta, Ga . . White Sulphur Springs, Ga. Near Lindsborg New York, N. Y Chicago, HI Baldwin, La . West Winsted, Conn Lexington, Mass _ Baltimore, Md . STATISTICAL TABLES. 827 replies to inquiries by the United Slates Bureau of Education — Continued. Benefactions. } 1 i I i \ } Total. d - ti . X r? o C Ji a &§■ a :5 a © *-j| 9 - r. o CO op o BO o 4. si fC (9 CD* 3 a 1 1 i P 3 © a © . tt ® 'S a "-3 tJ '3 o H Library and museum. 5 6 7 1 § 9 10 11 $200 $200 O O o o $10, 000 . j 12, 000 . i l’ 000 . . 1, 000 | 1, 442 462 960 $20 938 938 4.416 4,318 98 1 . 400 400 9ft 250 15o! 150 . r 500 686 * 4,000 1 . $100 1 1, 125j 3, OOoj 750 750 100 75 7 S 5, ooo! 5,000 i 875 . i 7, 50oi 3, 750 3,750 5,000 . i ( 65l| 4,876, < i i l 725; 3, 500 j 60 ■ 5, 000i io, ooo; \ ::::::: 5, 000' 3, 000 t 3, 000 ! . 200’ . ! 19,000 10, 000 80, OOOj 80, 000| ! 1 . 1 J . 1 Object of benefaction and remarks. 12 For apparatns. ( To reduce the debt of $20,000 to $10,000 I Mr. Wharton contributed $2,000. un- j der the condition that $8,000 more be i raised. Purpose and donor not specified. To aid in paying for buildings. Contributions for general purposes for building, printing-press, and library. For general purposes. For general purposes, repairs, furnish¬ ing, and improvements. To equip and furnish seminary. For improvements. To supplement teachers’ salaries. For current expenses. (Purpose not specified of gifts amount- l ing to $186. ( $100 to establish an annual prize in < physics or chemistry; purpose of ( $3,900 not specified. Purpose not specified. Purpose and donor not specified. To pay teachers’ salaries. Purpose not specified. For general purposes. 400 acres of improved land and general contributions amounting to $1,000, for the education of colored people. Purpose not specified. This amount, which is given on the condition that the people of the county raise $3,500 additional, is to be used in equal parts for building purposes and for scholarships. Purpose and donor not specified. For current expenses. $725 for permanent fund and $3,500 for new building; the latter given on condition that enough is raised to complete the building. In books and money, of which the use is not specified. | For a new building. For current expenses. Purpose and donor not specified. For general fund. CTo develop technical instruction in \ the ilcDonogh School. 828 REPORT OP THE COMMISSIONER OP EDUCATION. Table XXI. — Statistics of educational benefactions for the year lSS^-'So; from Organization to which intrusted. Benefactor. Name. Location. Name. Residence. INSTITUTIONS FOE SECONDABY instbu ction — Continued. Nichols Academy . . Prospect Hill School . South Lancaster Academy. . . Wesleyan Academy . Raisin Valley Seminary . . Minnesota Academy . Red Wing Seminary . Gustavus Adolphus Collego. . Harperville College . Jackson College . Meridian Academy . . Butler Academy . Hooper Institute . Ozark College . Kidder Institute . Wentworth Male Academy.. Marionville Collegiate Insti¬ tute. Mayfield Smith Academy. . . . Park College . . Rich Hill Female Seminary.. Bellevue College . . Hastings College . . Gates College . Luther Academy . . Proctor Academy . . Pembroke Academy . Gymnasium, or Academic Department of the German Theological School of New¬ ark, N. J. South Jersey Institute . . German- American Element¬ ary and High Grammar School. Adams Collegiate Institute. Clinton Grammar School. . . . Delaware Academy . . . . . Dudley, Mass . Greenfield, Mass. . . South Lancaster, Mass. Wilbraham, Moss. . Hezekiah Conant Mrs. Chester Chapin. Various persons . Pawtucket, R.I. ., Springfield, Mass Adrian, Mich Owatonna, Minn — Red Wing, Minn St. Peter, Minn . . . Harperville, Miss. Jackson, Miss .... ( First Baptist Church Hon. G. W. Pillsbury - D. D. Merrill . E. M. Van Dugue . Evangelical Lutheran con¬ gregations. Minneapolis, Minn . Minneapolis, Minn. St. Paul, Minn . St. Paul, Minn . Meridian, Miss - Butler, Mo . . Clarksburg, Mo - Greenfield, Mo . Kidder, Mo . . Lexington, Mo . Marionville, Mo Marble Hill, Mo — Parkvillo, Mo. Hon. G. B. Huddleston . . . Th rou gh American Baptist Home Mission Society. R. S. Rust . Citizens . Citizens . C Citizens . } Various persons f S. G. Wentworth - l Various subscribers Various sources . . Rich Hill, Mo. . Bellevue, Nebr. Hastings, Nebr. Neligh, Nebr... Wahoo, Nebr Various persons . f Estate of C. H. McCor¬ mick. | Miss M. Virginia McCor- <( mick. I Through Presbyterian | Board of Aid for Col- (. leges and Academies. Several persons . Through Presbyterian Board of Aid for Col¬ leges and Academies, f Cyrus H. McCormick, jr. < Board of Aid for Colleges ( of Presbyterian Church. N. E. Churches . Andover, N. H... Pembroke, N. H. Bloomfield, N. J. . Various persons Various persons . Hon. Asa Fowler . Various individual and church contributions. Bridgeton, N. J. Newark, N. J. .. Various persons Adams, N. Y - Clinton, N. Y Mr. and Mrs. D. A. Dwight Isaac O. Best . Delhi, N. Y C William C. Sheldon ) Edwin H. Sheldon . Forest, Miss - N ew York, N. Y . Cincinnati, Ohio Butler, Mo . Clarksburg, Mo . Greenfield, Mo.. Rich Hill, Mo. Chicago, Ill Concord, N. H . Adams, N. Y . Clinton, N. Y - New York, N. Y. Chicago, Ill . Total. STATISTICAL TABLES. 820 replies to inquiries by the United States Bureau of Education — Continued. Benefactions. PS o «- 3 § a o "8 a O p, s s a Grounds, buildings, furniture, and ap¬ paratus. . ! s ©3 O W ©> 1 c i Fellowships, scholar¬ ships, and prizes. To aid indigent stu¬ dents. Library and musourn. 6 ! s 9 10 11 $17, 000 3, 000 i . . i $6, 000 ! 15, 000 1 . ! . 1 1 . I j . 782 1 ' 2, 500 1--- ! . $120 644 ' . . . 526 50 3, 600 600 I | . l! . 2,450 1, 400 7,500 ! . 1 800 (20 ( . 0) 4,000 500 | 1 | 372 l j 180 3, 000' 740 i . i K * . ! > 3, 000 ! (2,01 1 1, 400 00) | . 1 $1, ooo : 6, 825 250 6, 500 . i i 150 200 |:::i \ . i 1 . i $17, 3, 6, 15, 5, 2, 2, 1. > 4,i Object of benefaction and remarks. 12 To provide boarding hall for students. To make an addition to main building. F or general purposes. For general endowment and aid to in¬ digent students. Donor and purpose not specified. To meet current expenses. Purpose not specified. For current expenses. Encyclopaedia Britannica. From special contributions towards erection of buildings and for general purposes. For improvement of property. For new building. To erect an addition to building. C For endowment, $1,050; for paying { debts. &c., $1,400. To repair and furnish building, f Gift consists of buildings and grounds } to be used as a boarding department. For endowment, on condition that $10,000 be raised. To pay indebtedness and to complete For purchase of farming land. Towards the purchase of a house. General purposes. For building. Purpose not specified. | To complete McCormick Hall. To meet immediate necessities, consist¬ ing of books and money. For building purposes and support of teachers. For current expenses. To aid indigent students. $735 for increase of endowment ; $6,000 for current expenses. Purpose and doner not specified. For general fund. For endowment. For library and apparatus; amount de voted to each pmpose not specified. For repairing library building. } 830 REPORT OF THE COMMISSIONER OF EDUCATION Table XXI. — Statistics of educational benefactions for the year 1884- 85; from Organization to which intrusted. Benefactor. Name. Location. Name. Residence. IXSTITUTIOXS FOR SECONDARY instruction — Continued. The Cathedral School of St. Paul. Freie Deutsche Schule . Manhattan Academy . The A. M. Chesbrough Semi¬ nary. Red Creek Union Seminary.. Lutheran Proseminary . Southold Academy . Gaston High School . Rock Spring Seminary . Albion Academy . Catawba C o liege . . Salem Female Academy . Troy Male and Female Acad¬ emy. Grand River Institute . Quinnipiac Collegiate Insti¬ tute. St. Francis’ Gymnasium . "Western Reserve Seminary.. Albany Collegiate Institute. . Beaver College and Musical Institute. Keystone Academy . Linden Hall Seminary . W estem Pennsylvania Class¬ ical and Scientific Institute. Reid Institute . . Clarion Collegiate Institute.. Missionary Institute . Susquehanna Collegiate In¬ stitute. Westtown Boarding School.. Williamsport Dickinson Sem¬ inary. Benedict Institute . Garden City, N. T. Now York, N.Y... New York, N. Y ... North Chili, N. Y.. Mrs. A. T. Stewart. . Oswald Ottendorfer. New York, N. Y. New York, N. Y. Red Creek, N. Y . . Rochester, N. Y . . Southold, N.Y... . Dallas, X. C . Denver, N. C . Franklinton, N. C . A. M. C hesbrough (de- LaSalle, N.Y ceased). f Trustees of school . $ Principal . (New York Lutherisches J Ministerium. 1 First German Evangelical New York, N. Y.... Rochester, N. Y . . . . t Lutheran Zion’s Church Henry Huntling . Southold, N. Y. Newton, N. C Salem, N.C . | Troy, N.C . Austinburg, Ohio. Patrons . Through Presbyterian Board of Aid for Col¬ leges and Academies. Members of the Reformed Church (German) in North Carolina and Ten¬ nessee, C Francis Fries . ! Salem, N. C . ( Rev. Edward Rondthaler.i Salem, N. C . < B. G. Marsh . Troy, X. C . < C. C. Wade . ; Troy, X. C . t S. J. Smitherman . j Troy, N.C . ! } Caldwell, Ohio.... Cincinnati, Ohio .. „ C West Farmington, I I Ohio. Albany, Oreg . £ Beaver, Pa . Factoryville, Pa . Lititz, Pa . | Mt. Pleasant, P.a Reidsburg, Pa . . . Rimersburg. Pa . . | Various persons . ' ^Through Presbyterian ! < Board of Aid for Col- | t leges and Academies. C J ohn F. Dravo . j Beaver, Pa . I Mary Stowe . New Brighton, Pa. .. George W. Dixon (dec’d).. Selinsgrove, Pa £ Towanda, Pa Westtown, Pa Various persons Various persons David Strouss . . Various persons £ Williamsport, Pa . . Columbia, S. C . Bethlehem, Pa . Bloomsburg, Pa Through Amer. Baptist [ \ x Vo-k X Y Homo Mission Society, 1 °rk’ 2,1 1 STATISTICAL TABLES. 831 replies to inquiries by the United States Bureau of Education^-Contiuncd. Benefactions. 5 6 7 S 9 10 11 $1, 000, 000 ($1, 000^ 000) : 1, coo 1 1,000 . j . ] $750' 30, 000 $30, 000; j 100 € . 1 . 1 I ] $50 ' \ .* 1 . i £0 l 2,500 2,200 . 1 ) 200 200 . ‘ 200 . | 200] 20 20 112 600 . i 600 !c i.eoo' . | 1, 300 |i 300' . | | 300 | . 300 2,000 i . 2, 650 . j 2, 65o! 100 < . . 100' 2. 300 2. 300^ _ 1 1 . 21>3I _ _ j : C 500 . . > 1, 000 \ son _ 10,000 . 25. 000 L _ ; 25 non 400 1 _ ! 1 500 : _ . .! 500 325 1 3, 000 | 3, 000 500 _ : 500 1 92, 000 j 2, 000 90, 000 2, 789 i 2,136 1, 495 641 t J i 1 . 1 . Object of benefaction and remarks. 12 To establish and perpetuate a church school for boys in memoriam of A. T. Stewart. To make up deficiency in school funds. For renovation of Oratory. To aid indigent students, on condition that the school be called after the donor’s name and that the farm on which the school stands be purchased and the proceeds of farm and funds be used to aid needy students. | For purchase of books and apparatus. For support of school. For current expenses. For apparatus. For library. Purpose not specified. For school furniture. For the art department. For general purposes. C $25 from Messrs. Marsh and MTade for < a bel». and $275 from Messrs. "Wade ( and Smithennan for a music room. Purpose and donor not specified. For books, furniture, &c. For needy students. C Subscriptions for an additional endow- l ment, conditioned on raising $5. 000. Purpose not specified. | For payment of debt. Purpose and donor not specified. For chapel, and music hail. Purpose and donor not specified. For repairing and furnishing. Purpose not specified. In addition books and specimens for cabinet were contributed; value not given. To educate indigent young men for the Lutheran ministry." (For a new telescope principally, and £ for books. $2,000 for general purposes, and $20,000 for a new building. ( Purpose, of gift not specified; $1,000 < given by John Patten and the re- t mainder by several friends. C For general purposes, repairs, and fur- l nishing. 832 REPORT OF THE COMMISSIONER OF EDUCATION. Table XXI. — Statistics of educational benefactions for the year 1884- 85 ; from Organization to which intrusted. Benefactor. Name. Location. Name. INSTITUTIONS FOR SECONDARY INSTRUCTION— Continued. .Residence. 4 The Penn School Bloomington College . Church Hill Academy . Wairen College . Washington College . 1 Edwards Academy . ! Comanche College . Honey Grove High School - . . Bishop College . Summer Hill Select School. . . ; Brigham Academy . i Derby Academy . Essex Classical Institute _ Lyndon Institute . Mt. Pisgah Academy . j Brentsville Seminary . Thyne Institute . . . ‘ Hartshorn Memorial College. 1 Frogmore, S. C ( Mrs. M. R. Towne . | Mrs. A. N. Lincoln . | II. K. Darrah . j vj Mrs. H. C. Jenks . I Messrs. Cope and others ! I (Benezet Society). (. H. K. Towne . . . Eoeton, Mass . Boston, Mass . Boston, Mass . Philadelphia, Pa.. Philadelphia, Pa.. Stamford, Conn . . . Bloomington, Tenn Church Hill, Tenn. Fullen’s, Tenn . Washington Col¬ lege, Tenn. White Pine, Tenn . Comanche, Tex Honey Grove, Tex . Marshall, Tex . Several persons . ; P. Smith . | Various persons . 1 f J. R, Fleming . '! ( Citizens . . .1 Various persons . 1 ( Mrs. C. C. Bishop . . j j Through American Bap- ; 'l tist Home Mission So- Church Hill, Tenn. Dayton, Ohio . Cisco, Tex . Comanche, Tex. New York, N. Y .. New York, N. Y . . . Omen, Tex . . Bakersfield, Vt . Derby Center, Vt. . . Essex, Vt . Lyndon Center, Vt . Aylett P. O., Va _ Brentsville, Va . Chase City, Va . Richmond, Va . [ ciety. Horace Chilton . Mrs. Sarah B. Jacobs C Alumni . ) Miss Mary Fletcher D. P. Hall (deceased) Joseph B. Reid . James Brown, sr . Joseph C. Haitshom and others. Tyler, Tex. . . Boston, Mass Burlington, Vt Lyndon, Vt ... Brentsville, Va — Morning Sun, Ohio. Newton Center Mass. j Augustana College Saint Bernard's TJrsuline Convent. Dakota Collegiate Institute.. Indian University . . Wheelock Seminary Canton, Dak . | Grand Forks, Dak . Sioux Falls, Dak _ Muskogee, Ind. Ter. Wheelock, Ind. Ter. f The City of Canton . I Rev. A. W i ight . . Rev. O. Anderson (dee d) . [Rev. A. A. Sheie (dec’d).. C Grand Forks Building Co. (Citizens . V arious persons . f J. D. Rockefeller, and va- J rious others (through ] American Baptist l Home Mission Soc. ) . Various Sunday schools and missionary societies in the Northern States. Rnshford, Minn . I Grand Forks, Dak ' Grand Forks, Dak i . Albuquerque Academy . I New Albuquerque, N. Mex. Las Vegas Academy . j Las Vegas, N. Mex . St. Mark’s School . j Salt Lake City, Utah' Salt Lake Academy . ! Salt Lake City, Utah Satutmake C°llegiate 3Cnsti* }Salt Lake City, Utahj New West Education Commission. fNew West Education j ! Commission. 1 J. Raynolds . ! I L. P. Brawern . I Churches and Sunday | schools in Eastern j States. New West Education i Commission. C Mrs. Eliza McKee . ! < Through Presbyterian j ( Board of Aid. Chicago, Ill . Chicago, HI . Las V egas, N. Mex . . Las Vegas, N. Mex. . Chicago, HI . St. Louis, Mo . STATISTICAL TABLES, 833 replies to inquiries by the United States Bureau of Education — Continued. Benefactions. o H 1 . r— X ~ 32 =3 O ■*3 rj* S 2^ aT i tesr ^ ~ T. x 3 — P4 X X X X o |«5 o © s cc j! •H" S3 1 ■ R tc fl &E ■3 a a © d 1 ^ Library and museum. 5 6 7 9 10 11 ) 1 j. $1 200 $1, 200 600 $000 75 . 1. 500 . 500 . 500 50 i . 1 > 6,000 6, 000 1 > j j • 150; 150 1 | r . 10,000 \ 11, i 1 178 1, 567 | $200 60 i l $60 500 (50 0) 500 500 | 2, 030 C . . ! . 30 \ . 2,000 5 000' 1 5 000 ’lOOi 100 25 . i . 25 300 1 $300 18, 000 18,000 l 5, 060 5,060 J J 6, 000 C . 3,000 3,000 [ . :::::::: 4,000 : (4,o 00) c . 9, 000 1 1 i . 15, 878 1 9, 016 4,862 2,500 2,500 1,600 1, 600 i . f 1,500 \ 2, 080 1 1 i 530 1 i . ; . 1 j { 59 5, 67C i 5, 670 2,870 ) 2,870 ( 500 ...... . > 872 < . Object of benefaction and remarks. 12 For education of colored race. Mrs. M. R. Towne's gift is for industrial instruction .: amount not specified. To erect college building. Contribu¬ tions consist of money and lands. To pay deficit of teacher's salary. Purpose and donor not named. For building, on condition that institu¬ tion be free from debt. To pay debt on building. For general purposes. furnishing, and library. For medals to pupils. For repairs, apparatus, periodicals, &c. For repair of buildings. For books. For boarding-house. A piano-forte. For student's aid fund. To found aa institution for the ad¬ vanced instruction of young colored •women. U ings and grounds given by the city on condition that school be maintained „ 10 years in the place, i A block of land val ued at $3, GOO. penses. For the erection of a building to be known as • Rockefeller Hall,'’ for furnishing, and for general uses. To “civilize and christianize” the In¬ dian children of the Choctaw Nation. The contributions consisted of mon¬ ey, clothing, books. Sec. For general purposes of the academy. For principal’s salary. For general purposes. For scholarships of $40 each. Purpose of $372 given during the year not specified 53 E 854 REPORT OF THE COMMISSIONER OF EDUCATION Table XXI. — Statistics of educational benefactions for the year 1884-' 85 ; from Organizations to which intrusted. Benefactor. Name. Location. Name. Residence. INSTITUTIONS FOR SECONDARY INSTRUCTION— Continued. BeDj. P. Cheney Academy . . . Annie "Wright Seminary . Cheney, Wash Tacoma, Wash. Beniamin P. Cheney. C C. B. Wright . . I S. N. Sanford . Boston, Mass . Philadelphia, Pa ... . Cleveland, Ohio . ; INSTITUTIONS FOR THE DEAF AND DUMB AND THE BLIND. Whipple’s Home School . Horace Mann School for the Deaf. Evangelical Lutheran Deaf- | Mute Institute. New York State Institution | for the Blind. Northern New York Institu- I tion for Deaf-Mutes. Institution for the Improved Instruction of Deaf-Mutes. ' Oregon School for Deaf-Mutesi Western Pennsylvania Insti- ; tution for the Deaf and j Dumb. Milwaukee Day School for | Deaf Children. Mystic River, Conn . | Boston, Mass . Norris, Mich . Churches and individuals ( Mrs. Frances Brooks _ < Mr. Thomas Gaffield - ( Prof. A. Graham Bell _ | Yarious persons . . Boston, Mass . Boston, Mass _ Washington, D. C. Batavia, N. Y . Various persons | Malone, N. Y . | Now York, N. Y . . . Salem, Oreg . | Wilkinsburg, Pa. . . Milwaukee, Wis _ £ Citizens . I Two ladies . f Estate of L. Goldenberg . 1 W. B. Bonn . ] George Hettrich . (.Isaac Rosenfeld . Subscriptions . fMiss Jane Holmes, de- j ceased. ) Mrs. George McCague. .. 1W.K. Brown . Wisconsin Phonological Institute. Malone, N. Y Potsdam, N. Y . . New York, X. Y New York, N. Y New York, N. Y New York, N. Y Pittsburg, Pa TRAINING SCHOOLS FOR NURSES. Training School for Nurses (New England Hospital for Women and Children). Northwestern Hospital? Training School. 5 Boston, Mass Minneapolis, Minn. . Mrs. Catharine Dreibilbis Mrs. William M. Harri¬ son and others. Several persons . Training Schools for N urses (Orange Memorial Hos¬ pital). Training School for Nurses (Brooklyn Homceopatliic ’Hospital). Nurses’ Training School (Philadelphia Hospital). Philadelphia Lying-in Char¬ ity and. Nurse School. South Carolina Training School for Nurses. i Orange, N. J : Brooklyn, N. Y . . Yarious persons I Philadelphia, Pa. . . . Philadelphia, Pa. . . . Mr. Cavendee and other friends. Elwood Wilson, M. D . Philadelphia, Pa . . . Philadelphia, Ta . . . Charleston, S. C INSTITUTION FOR FEEBLE¬ MINDED CHILDREN. Pennsylvania Training l Elwyn, Pa . Yarious persons School for Feeble- Mind od Children. | STATISTICAL TABLES. 835 '• cplies to inquiries by the United States Bureau of Education — Continued. Benefactions. i OJ t£ . r- * c i © ; ^ £< m tc z ^ - © •sdui8.I08S0J0.TJ ! £ • 2S i ’S.S CO £ r£ O Ph ! i ! S3 1 « z . j j -s-S : r3 ! ‘3 o ! H Library nud museum. G 7 s 9 10 11 $200 $50, 000 1 . * * $30 10 100 ) ) 1, 828 . 1 r; . - i 50 r 500 1 j 282 il 100; ! 1 9o! 1 . . . I . . 1 . . i . i 1,800 || 25,000 j . $10 . 10 ( 1,000! ' 507 | 850 1, 537 I . J _ 1 250 1 . 1 , 3, 145 1 1 i 1 1 Object of benefaction and remarks. 12 140 1, 828- 7, 070j 787 972,| 1, 25, 020| 2, 200| 19, 606 r.:6 250‘ 50 3, 145: Value of apparatus. For endowment- of the sehool. Philosophical and gymnastic appara¬ tus and chemical laboratory; value not given. Purpose not specified. To aid needy pupils, and to provide special language lessons for the youngest pupils. For general purposes. Purpose not specified. | For general purposes. 1 j>For general purposes. For building fund. For general purposes. For library fund. For library fund. Purpose not specified. $2, 000 from Mrs. Mary W. Swett, $10,000 from Mr. Samuel W. Swett, $500 from Mrs. Susan O. Brooks, $1,540 through Mrs. Thomas Mack, $1,000 from Mrs. Mary R. Baker, Xewport, R. L, and $4,566 in small donations; purpose of gift3 not specified. For building fund. For building fund. $850 for endowment of free beds and $198 for which the purpose is not specified. For building fund. Purpose not specified. Books for use of papils. A yearly donation to train nurses. 2,693 for the “free fund” and the re mainder. $452, Christmas donations. 836 REPORT OF THE COMMISSIONER OF EDUCATION Table XXI. — Statistics of educational benefactions for the year 1884-85 ; from Organization to -which intrusted. Benefactor. Name. Location. Name. j Residence. 1 3 3 4 MISCELLANEOUS. Golden Gate Kindergarten ? San Francisco, Cal.. f Mrs. Leland Stanford - < Mrs. George Hearst . San Francisco, Cal.. Association. } / Many frienrls _ City of Ottawa, Ill . William Reddick (de¬ Ottawa, Ill . ceased). f!it,y of Fnirhaven, Mass . Henry H. Rogers _ . . . New York, N. Y _ City of Fitchburg IVTusa . ■Rodney Wallace . Village of Booneville, N. Y. . . Cincinnati Museum Associa¬ tion. Citizen . . Booneville, N. Y — Cincinnati, Ohio .... Cincinnati, Ohio .... Reuben R. Springer . Cincinnati Music Hall Asso¬ ciation. Cincinnati, Ohio .... Reuben R. Springer . Cincinnati, Ohio .... STATISTICAL TABLES. 837 replies to inquiries by the United States Bureau of Education— Continued. Benefactions. gS r— 3 5 ~ 2 u® a § I 6 Object of benefaction and remailia. 10 11 12 $5, 000 . . COO1 . | 2 887 isoiooo, ’$60*666' 100, 000 84,500 25,500 40, 000 100, 000 ■ | 84,500 75, 000 25, 500 40, 000 ‘ 75, 000 | } For the establishment and support of | ^ free kindergarten for the poor. A fine building valued at $60,000 and j an endowment fond of $150,000, to found a city library to be known as "The Reddick Library.” Value of a fine brick school-house fur¬ nished with all needed apparatus. The gift is made to the town with¬ out stipulations, except that the school shall be open to every one, irre¬ spective of race, color, or religion. The school has also received sixty volumes of valuable reference books from Charles Lancaster, Chester, England, and 100 photographic views of London from "John H. Harris, of London. England. Value of land, building, and furniture presented to the city for a "library and art building.” For establishing and maintaining a free public library and reading-room. Par value of 400 shares of railroad stock, yielding 7 per cent, interest ; given on the express condition that the income alone shall be used for the purposes of the association. Par value of 750 shares of railroad stock, yielding 7 per cent, interest. This amount, through recommendation of donor, creates a fund to be known as the “ Springer investment fund,” to which all income from said stock and any interest accruing thereon shall be invested and set apart for said fund. INDEX. Note. — The reader ia respectfully invited to consult the prefatory note on page 3, from which it will bo 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. A. Abstracts, domestic. See the name of each State and Territory. foreign. See the name of each coantry. plan of, 3. Academies See Secondary instruction. Adkinson, W., inspector of schools of "Western Australia, cccxii. Adler, Felix, cCvi, ccvii. Adrian, Mich., public schools of, 142. Age, school, xxii, xxiii, xxxi-xxxii, xlii. average entrance, at Harvard College, clxxx. average graduating, at Columbia College, clxxx. Agriculture, schools and colleges of. See the heading Scientific and Professional Instruc¬ tion, under the respective States in the ab¬ stracts. Akers, John W., State superintendent of public instruction of Iowa, 86. Akron. Ohio, public schools of, 215. Alabama, summary of educational condition of, lviii. abstract, 4-11. Alaska, summary of educational statistics ofi lxiii and note. increased appropriations needed for education in, cccvii, cccxiii, cccxvii. educational condition of, 286. Albany, N. Y., public schools of, 194. Alexandria, Ya,. public schools of, 271. Allegheny, Pa., public schools of, 229. Allentown, Pa., public schools of, 229, 230. Allison, David, superintendent of education of Nova Scotia, ccci. Alton, Ill., public schools of, 59. Altoona, Pa., public schools of, 229, 230. Alumni, statistics of the, of American colleges and universities, clxxxvi-cxcv. American Association for the Advancement of Science, session of, 321. American Economic Association, meeting of. 321. American Historical Association, meeting of, 321. American Institute of Civics, meeting of. 322. American Institute of Instruction, meeting of, 320. American Social Science Association, meeting of, 321. Amherst College, 133, 134. Anderson. M. B., on tho university of the nine¬ teenth century, clxxxi-clxxxii. Andrews, President, on tho growth of Marietta College, clxxxiii-elxxxiv. Ann Arbor, Mich , public schools of, 142. Apgar. Ellis A., State superintendent of public instruction of New Jersey, 190. Apparatus, illustrative, for schools, civ, cci, ccxxxii. Appleton, Wis., public schools of, 281. Arizona, summary of educational statistics of, lxiv. abstract, 287-289. Arkansas, summary of educational condition of, lix. abstract, 12-16. Arkansas Industrial University, 15. Armstrong, H. Clay, State superintendent of edu¬ cation of Alabama, 4. Armstrong, S.C., lxxvii, lxxxi. Asylums for the education of orphan, dependent, or vicious children. See the heading Special Instruction, under the respective States. Atchison, Kans.. public schools of, 89. Atlanta, Ga., public schools of, 52-53. Attendance, average daily, in the public schools of the States, xxxii-xxxiv, xl, xlii, xliii- xlvi. in cities, lxxxii-c. compulsory, liii-liv, ci-civ, ccxxxiv. in colored schools, lxxiv. in normal schools, cxxxvii. increase of the, of women at the University of Ireland, clxix-clxx. in France, cclxvi-cclxviii. in Great Britain and Ireland, cclxxvii- cclxxviii, cclxxxiii-cclxxxvii. in London elementary schools, cclxxxii. Attleborough, Mass., public schools of, 126. Auburn, Me., public schoolsof, 109. Auburn, N. Y." public schools of, 194. Augusta, Ga., public schoolsof, 52, 53. Augusta. Me., public schools of, 109. Aurora, Ill., public schools of, 59. Austin, Tex., public schools of, 260-261. Austria, instruction in, ccliii-cclvi. Average daily attendance. See Attendance. B. Baker. B. M., State superintendent of public in¬ struction of Texas, 263. Baker, It. C., minister of education, South Aus¬ tralia, cccx. Baltimore, Md., public schools of, 116-117. Baltimore and Ohio Eailroad Technological School, ccx. Baltimore Manual Training School, 122. Bangor, Me., public schools of, 109-110. Barnard, Frederick A. P., president of Columbia College, clxxviii, clxxix. Barnard, Henry, ix, note. Barringer, William N.. cxiii. Barton, George H., cxiii. Barton, It. L., superintendent of schools, Peru, Ill., ccx, ccxi. Bates College. 1 11. Bath. Me., public schools of, 109. | Bavaria, educational statistics of, cclxviii-eelxix. Bay City, Mirii., public schools of, 142. Bayonne, N.J., public schools of, 185. Beadle, W. H. H., Territorial superintendent of public instruction of Dakota, 293. Beaver Falls, Pa., public schools of, 229. 230. Belgium, instruction in, cclviii-cclx. 830 840 INDEX. Ball, A.G., ccxxxiii. Bellaire, Ohio, public schools of, 215. Belleville, HI., public schools of, 59. Benefactions, statistical summary of, ccxlvii- ccxlix. tabulated statistics of, 800-837. Berlin, school statistics of, cclxxii. Bettison, Ulric, superintendent of schools, New Orleans, ccxv. Bickmore, A. G-., cxl. Biddeford, Me., public schools of, 109. Binghampton, N. Y., public schools of, 194, 195. Birmingham, Ala., public schools of, 6. Blind, education of the, ccxxxviii-ccxliii. summary of statistics of institutions for the, ccxlii-cxliii. provision for education of the, in Austria- Hungary, cclviii. table of statistics of institutions for the, 794- 797. See, also, the heading Special Instruction in the abstracts of the respective States. Bloomington, HI., public schools of, 59. Boston, Mass., public school attendance in, cii- ciii. public schools of, 126-127. Boston Manual Training School, ccviii-ccix. Boston University, 133, 137. Bowdoin College, 111. Bradford, Pa., public schools of, 229, 230. Bremen, educational statistics of, cclxxvi. Bridgeport. Conn., public schools of 35-36 Bridgeton, N. J., public schools of, 185-186. British Columbia, educational condition of, ccxcviii-ccxcix. Brockton, Mass., public schools of, 126, 127 Brookline, Mass, public schools of, 126, 127. Brooklyn, N. Y., public schools of, 194, 195. Brown, LeRoy D., State commissioner of common schools of Ohio, xlix, 222. Buffalo, N. Y., public schools of, 194, 195. Buisson, M.. of France, xv, xvi. xx. Bureau of Education, work and needs of the, v- xiv, cccxiii, cccxiv, cccxvii. pedagogical library of the, v-viii, ccexv- cccxvi. comments on the reports of the, xv-xvi. educational museum of the, cxii-cxiii, cccxv, cccxvi. Burlington, Iowa, public schools of, 80. Burlington, Yt.. public schools of, 265-266. Burmah, British, educational condition of, ccxcvi- ccxcvii. Business colleges. See Commercial and business training. Butcher. B.L.. State superintendent of free schools of "West Virginia, 279. Sutler, Henry, chairman of the board of educa¬ tion, Tasmania, cccxii. Buxton, Edward North, of London, on the dimi¬ nution of j uvenile crime in London, cclxxxiii. C. Cairo, HI., public schools of, 59. California, summary of educational statistics of, Ixii. abstract. 17-25. Cambridge, Mass., public schools of, 126,127. Camden, N. J., public schools of, 185, 1SS. Camp, L. L., ccix. Canada, Dominion of, educational condition ofj ccxoviii-cccvii. Canton, Ohio, public schools of, 215. Cape of Good Hope, educational condition of the Colony of, ccxcvii-ccxcviii. Capper, Thomas, inspector of schools of Jamaica, cccvii. Carbondale, Pa., public schools of, 229, 230. Carlingford, Lord, cclxxvii, cclxxxiii. Case School of Applied Sciences, 219-220. Catalogues, contents of college, clxxxiv-clxxxv. Census, value of school reports largely dependent on a frequent, xvii. States still using the United States, of 1S80, xlii. Central Tennessee College, industrial department of, lxviiL Chailld, Stanford E., clxi. Charities. Sec tho heading Special Instruction, under the respective States in tho abstracts. Charleston, S. C., public schools of, 219. Chattanooga, Tenn., pnblic schools of, 254, 255. Chautauqua Assemblv, meeting of, 324-325. Chautauqua University of Correspondence Schools, 203. Chelsea, Mass., public schools of. 126, 128. Chester, Pa., public schools of. 229, 230. Chicago, Ill., public schools of, 59-60. Chicago Free .Kindergarten Association, 61, 62. Chicopee, Mass., public schools of, 126. Chillicotlie. Ohio, pnblic schools of, 215. Chinese, education of, in California, 25. Cincinnati, Ohio, public schools of, 215. Circulars of information and bulletins of the Bu¬ reau of Education, vii-xii and note. Cities, summary of school statistics of, and remarks thereon, Ixxxii-c. average per capita expenses of, xcviii, xeix. comparison of the statistics of five large, c-ci. length of the school year in, c, civ. school systems of, Circular of Information on, by Dr. Philbrick, evii. table of statistics of, 336-391. Claflin University, 250, 251. Clark University, industrial school of, lxxvii. Cleveland, Ohio' public schools of, 215-216. Clinton, Iowa, pnblic schools of, 80. - Clinton, Mass., public schools of, 126. Cohoes, N. Y.. public schools of, 194, 195. Colby University, 111-112. Coleman, W. E., State superintendent of pnblio schools of Missouri, 166. College of Montana, 305. College of New Jersey, clxxx, 188, 189, Colleges. See Universities and colleges. Colorado, summary of educational statistics of, Ixii. abstract, 26-32. Colored people, comparative statistics of the whito and the, in the South, lxvii. list and summary of institutions for the in¬ struction of the, lxviii-lxxiv. remarks on the condition of the education of, lxxiv-lxxv. want of competent teachers for, lxxv-lxxvi. provision for industrial education of, lxxvii- lxxviii. disbursement of the Peabody Fund for, lxxix- lxxx. disbursement of the John F. Slater Fund for, Ixxx-lxxxi. Columbia, Pa., public schools of, 229, 230. Columbia, S. C., public schools of, 249. Columbia College, generally designated as a uni¬ versity, clxxviii. electives chosen by students of, clxxix. graduate students'in, clxxx. average graduating age at, clxxx. ! Columbus, Ga., public schools of, 52, 53. j Columbus, Ohio, public schools of, 215, 216. ' Commercial and business training, comparative summary of statistics of, for ten years, cxliv. summary of statistics of, cxlv-cxlvi. table of statistics of. 417-437. Commissioner of Education, report of, i-cccxvii. salary of, cccxiii. Compulsory attendance. See Attendance. Concord, N. H., public schools of, 178. Connecticut, summary of educational condition of, lv. abstract, 33-42. Cook, George F. T., superintendent of public schools for colored pupils in Washington and Georgetown, D. C., 298. Cook, Miss Hannah, an experiment in discipline conducted by, evi-evii. Cookery, instruction in. ccxvi-ccxvii. cclxxxi. See, also, the heading Special Instruction, in the abstracts of tho respective States. Coppino, Signor Michele, minister of public in¬ struction of Italy, ccxc. Cornell. Leonidas S., State superintendent of pub¬ lic instruction of Colorado. 32. Cornell University, clxxx, 200, 201, 2C3. INDEX, 841 Correspondents of the Bureau of Education, list of, xxviii. Corson, Miss Juliet, ccxvi-ccxvii. Council Bluffs, Iowa, public schools of, 80, 81. Covincton, Ky., public schools of, 95, 96. Coward, Asbury, State superintendent of educa¬ tion of South Carolina, 252. Crocket, William, chief superintendent of educa¬ tion of New Brunswick, ccxcix. Curriculum, difference between the university and tho college, clxxv-clxxviii. Curry, J. L. M., lxxix, lxxx. Cutter, C. A., vii. I>. Dakota, summary of educational statistics of, lxiv. abstract, 290-293. Dale, H. B., superintendent of schools, Oshkosh, Wis., cvi. Danbury, Conn., public schools of, 35, 36. Danville, Ill., public schools of. 60. Danville, Pa., public schools of. 229, 230. Danville, Va., public schools of, 271. Darling, Charles W., cel. Dartmouth College, ISO. Dartt, Justus, State superintendent of education of Vermont, 268. Davenport. Iowa, public schools of, 80, 81. Dayton, Ohio, public schools of, 215, 216. Deaf-mutes, education of, ccxxxii-ccxxxv. summary of statistics of institutions for, ccxxxvi-ccxxxvii. provision for, in Austria -Hud gary, cclvii- cclviii. Iowa Institution for, has preparatory college course, 84, 85. tabulated statistics of schools for, 788-793. See, also, the heading Special Instruction, in the abstracts of the respective States. Decatur, HI., public schools of, 60. Defective, dependent, or delinquent children. See the heading Special Instruction, under the respective States, in the abstracts. Degrees, summary of statistics of, conferred, c cxxi v-ccxxviii . table of statistics of, conferred in 1884-’85, by institutions of learning, 670-690. Delaware, summary of educational condition of lvi. abstract, 43-45. Delaware College, 45. Denmark, overpressure in high schools of, xxvi, clvi-clx. ' Dentistry, schools of, summary of statistics of, ccxxii. tabulated statistics of 658-667. See, also, the heading Professional Instruc¬ tion, in the abstracts of the respective States. Denver, Colo., public schools of, 28. Department of Superintendence of the National Education Association, meeting of, at New Orleans, 324. DePauw University, 74. Derby, Conn., public schools of, 35, 36. Des Moines, Iowa, public schools of, 80, 81. Detroit, Mich., public schools of, 142. De Wolf, D. F., State commissioner of common schools of Ohio, 222. Dickinson, John W., secretary of the State board of education of Massachusetts, 139. District of Columbia, summary of educational statistics of lxiv. abstract, 294-293. District school system, evils arising from, in Con¬ necticut, xivii-xlviii. Dover, N. H., public schools of 178. Draper, Superintendent A. S., of New York, cxl. Drawing, the study of suitable for introduction into the public schools, ccxii. attractiveness of to deaf-mutes, ccxxxiv. Dubost, Antonin, cclxi. Dubuque, Iowa, public schools of, 80, 81. E. Easton, Pa., public schools of, 229, 230. Easton, Warren, State superintendent of public education of Louisiana. 106. East Saginaw, Mich., public sohools of, 142. Eaton, John, ix note, lxiii-lxiv, cccxiv-cccxvii, 322, 324. Eau Claire, Wis., public schools of, 281. Education, Government aid for, xi-xiv. Government grant in aid of, in England, cclxxviii-cclxxx. Webster on the Government grant of 1787 for, xi-xii. comparative statistics of inthoUnited States for ten years, xxix-xxxi. recommended that proceeds from sale of pub¬ lic lands be a fund for, cccxiii. Elective studies in colleges, clxxix-clxxx. Elfwing, Nere A., United States consul, Stock¬ holm, ccxciii. Elgin, Ill., public schools of 60. Eliot, President, of Harvard College, on the sig¬ nificance of the Harvard B. A. degree, clxxix. Elizabeth, N. o ., public schools of 185, 186. Ellis, J. F., superintendent of schools, Eau Claire, Wis., ccxi-ccxii. Elmira, N. Y., public schools of, 194, 195. England and Wales, educational condition of cclxxvii. Governmental grant in aid of education, cclxxviii-cclxxx. industrial training in, cclxxxi. Enrollment in schools of the United States, xxxii-xxxiv, xl, xliii-xlvi. increase of in colored schools, lxxiv. in cities, c-ci. See, also, Attendance. Erie, Pa., public schools of 229,230. Evansville, Hid., public schools of 71. Examinations, the per cent, system of grading, cv-cvi. Examiners, State boards of. See the heading State School System, in the abstracts of the respective States. Expenditure, educational, of State systems, xxxvi- xxxvii, xli. per capita, of State and city systems, xxxviii- xxxix, xlii-xliii, xcviii-xciv, cv. total, in the South, for education, lxvii. increase of, for the education of colored people, lxxiv. Eybesfeld, Conrad von, Austrian minister of pub¬ lic instruction, ccliii. F. Fall Biver, Mass., public schools of, 126. Farr, It. K,, Statu superintendent of public instruc¬ tion of Virginia, lxxvii, 275. Feeble-minded, provision for educating the, ccxliv- ccxlv. summary of statistics of institutions for the, ccxlvi. table of statistics of institutions for the, 798- 799. See, also, the heading Special Instruction, in the abstracts of the several States. Finances of State systems in the United States, xxxvi-xxxvii. Finger, Sidney M., State superintendent of pub¬ lic instruction of North Carolina, Ixxv, 212. Finland, instruction in, cclx. Fitchburg, Mass., public schools of 126, 128. Flint, Mich., public schools of, 142. Florida, summary of educational condition of lviii. abstract, 46-^50. Florida University, 48, 49. Fond du Lac, Wis., public schools of 281. Fort Wayne, Ind., public schools of 71. France, superior instruction of women in, clxx. instruction in. cclxi-cclxviii. comparison of the expenditure for primary in¬ struction in 1870 and 1884. cclxv. law of March 28, 1882, cclxvi-cclviii. Freeport, Ill., public schools of 60. Fremont. Ohio, public schools of 215, 216. Froebel Institute, annual meeting of 325. Funds, amount of permanent public school, xlf xliii. See, also, the heading State School System, in the abstracts of the respective States. 842 INDEX. Gr. Galveston, Tex., public schools of, 260, 261. George. Austin, clxi. Georgetown University, 296. Georgia, summary of educational condition of, lvii. abstract, 51-56. Germany, educational condition of, cclxviii-cclxxi. I Gillies, D., minister of public instruction of Vic- I toria, cccx. Gilmnn, Daniel C., lxxx-lxxxi. Girard College, 237. Gloucester, Mass., public schools of, 126, 128. Goblet, Ren6, minister of public instruction of France, cclxi. Government aid for education. See National aid for education. Graham, Robert, State superintendent of public instruction of Wisconsin, 285. Grand Rapids, Mich., public schools of, 142. Grants, United States, for education, x-xiv. Greard, M., of France, commendation of the re¬ ports by, xv. Great Britain and Ireland, educational condition of, cclxxvii-ccxc. science instruction in, cclxxxviii-cclxxxix. art instruction in, cclxxxix-cclxc. Greenwich, Conn., public schools of, 35, 36. Guppy. R. J. L., superintendentofeducation, Trin¬ idad, cccvii. Gymnastics in the public schools, cx. in secondary schools, civ. II. Hagar, Daniel B., ccxiv. Hamburg, educational statistics of, cclxxvi- cclxxvii. Hamilton, Ohio, public schools of, 215, 216. Hannibal. Mo., public schools of, 160. Harper, Joseph W., cclxviii. Harrisburg, Pa., public schools of. 229, 230-231. Hartford, Conn., public schools of, 35, 36. Harvard College, generally designated as a uni¬ versity, clxxviii. change in the rulo as to preliminary examina¬ tion at, clxxviii. what the B. A. degree of, signifies, clxxix. graduate students at, clxxx. average entrance age at, clxxx. instruction in, during 1884-’85, 133, 135-136. Haverhill, Mass., public schools of, 126. Hawaii, Honolulu industrial school of, cccviii. Haworth, J. M., obituary notice of, 302. Haygood, A. G., lxxv, lxxx. Hedges, Cornelius, Territorial superintendent of public instruction of Montana, 305. Heemskerk, J., minister of the interior, of Bel¬ gium, ccxcii. Hemenway, Mrs.,ccxvi. Hertel, Dr., on overpressure in the Danish high schools, xxvi, clvi-clviii. Hessen, Grand Duchy, programme of studies of the normal schools of, cxliv. Higbee, E. E., State superintendent of public in¬ struction of Pennsylvania, 238. High schools, overpressure in, xxvi. length of daily sessions of, in Sweden, xxvi, clviii-clx. See. also, Secondary instruction. Hine, C. D., secretary of the Connecticut State Board of Education, liii-liv, 42. Historical societies in the United States, list. of, ccl-cclii. Hoboken, N. J., public schools of, 185, 186. Holcombe, J. W., superintendent of public in¬ struction of Indiana, li-lii, 77. Holland, educational condition of, ccxcii-ccxciii. Holyoke, Mass., public schools of, 126, 128. Hoose, J. H., xxiv-xxv. Hordern, P., director of public instruction, British Burmah, ccxcvi. Hough, Franklin B., obituary notice of, 207. Howard University, 296. Hudson, N. Y., puljlic schools of, 194, 195-196. Hungary, instruction in, cclvi-cclviii. Hurd. Francis Parkman, bequest to Phillips Exeter Academy by, civ. | Hygiene, instruction as toeffects of stimulants and narcotics, xviii. school, cx, clvi-clxii. I. Idaho, summary of educational statistics of, lxiv. abstract, 299-300. Illinois, summary of educational condition of, lx. abstract, 57-68. Ulinois Industrial University. Seo University of Illinois. Hlinois Wesleyan University, graduate courses in, clxxxi. Illiteracy in the South, lxxvi-lxxvii. Imbeciles. See Feeble-minded. Income of State educational systems, xxxvi- xxxvii, xii, xliii. India, educational condition of, ccxcv-ccxcvi. Indiana, summary of educational condition of, lx. abstract, 69-77. Indiana Asbury University. Seo DePauw Uni¬ versity. Indianapolis, Ind., public schools of, 71. Indiana University, 74. Indians, statistics of the educational progress of, 301. Indian Territory, educational condition of, 301. Industrial Art School, Philadelphia, ccix. Industrial education, provision for the, of colored people, lxxvii-lxxix, lxxx. two acceptations of the term, ccvi-ccvii. at the Workingman’s School, New York City, ccvi-ccviii. connection of, with public school instruction, ccviii-ccxii. legislative action in regard to, in New Jersey, ccix. work adapted for. in public schools, ccxii. exhibits of work by school children, ccxii. association for promoting, work of, ccxii. in normal schools, ccxiv. school established by the Baltimore and Ohio Railroad Company for, eexv. New York Trade Schools, eexvi. instruction in cookery, ccxvi-ccxvii. for the deaf-mute, ccxxxiv. in institutions for the blind, ccxxxix-ccxl. in Hungary, cclviii. in Finland, cclxi. a preventive of juvenile crime, celxxxiii. inGreatBritain, celxxxiii, cclxxxvi-cclxxxvii. in Italy, ccxci. in New South Wales, cccix. See also the heading Special Instruction, un¬ der the respective States in the abstracts. Industrial Educational Association of New York City, ccxiii. Institutes, teachers’. See the heading Prepara¬ tion and Qualifications of Teachers, in the abstracts of the respective States. International Congress of Educators at New Or¬ leans, 324. Iowa, summary of educational statistics of, lxi. abstract, 78-86. Ireland, educational condition of, cclxxxvi- cclxxxviii. Ironton, Ohio, public schools of, 215, 216. Italy, educational statistics of, ccxc-ccxcii. Ithaca, N. Y., public schools of, 194, 196. J. Jackson, Mich., public schools of, 142. Jackson, Sheldon, United States general agent of education for Alaska, lxiii, 286. Jacksonville, Ill., public schools of, 60. Jamaica, educational condition of, cccvii. James, H. M., superintendent of public schools, Omaha, Nebr.. ccxi. Janesville, Wis., public schools of, 281, 282. Jeffersonville, Ind., public schools of. 71. Jersey City, N. J., public schools of, 185, 186. Johns Hopkins University, clxxx, 119, 121. • Johnstown, Pa., public schools of, 229, 231. Joliet, Ill., public schools of, 60. Jones, W. W. W., State superintendent of public instruction of Nebraska, 172- INDEX. 843 Journals, educational, necessary for the work of the Bureau, vi. See also the heading Training of Teachers, in the abstracts of the respective States. . Jussen. Edmund, United States consul- general, 1 Vienna, cclv. K. Kalamazoo, Mich., public schools of. 142. 143. Kansas, summary of educational condition of, lix. abstract. 87-94. Kansas City. Mo., public schools of, 160. Kentucky, summary of educational condition of lix. abstract, 94-100. Kentucky Institution for the Blind. 98-99. Keokuk. Iowa. public schools of. SO. 81. Kerr, II C.. Territorial superintendent of public instruction of Washington Territory, 315. Key, Axel, on overpressure in the secondary schools of Sweden, clviii-clx. Kiehle. D. L.. State superintendent of public in¬ struction of Minnesota, 153. Kindergarten, comparative summary of statistics of. for ten years, cxivi. summary of statistics of, cxivi-cxlvii. as a means of facilitating primary school in* j struction. cxlvii. for the blind, ccxl. See also the beading State School System, in the abstracts of the respective States. Kingston. X. Y.. public schoois of, 194, 196. Kitchen garden in Xew York City, ccxiii. Knoxville, Term., public schools of 254, 255. I*. Laboratory, chemical, in preparatory schools, civ. La Crosse. Wis.. public schools of 281, 282. La Fayette, Ind., public schools of. 71. Lancaster. Pa., public schools of, 229. 231. Lansing. Mich., public schools of, 142, 143. Laramie Citv, "Wyo., public schools of 316. Laveleye. Smile de, cxii. Law, schools of, students of, should be academ¬ ically trained, clxxxii. comparative statistics of, for ten years, ccxix. summary of statistics of. eexx. table of statistics of, 650-653. See also the heading Scientific and Professional Instruction, in the abstracts of the respect¬ ive States. Lawhead. J. H.. State superintendent of public in¬ struction of Kansas. 93. Lawrence. J. C., Territorial superintendent of public instruction of W ashington Territorv, 315. Laurence, Kans., public schools of. 89. Lawrence, Mass., public schools of. 126. Leadville, Colo., public schools of 23. Leavenworth, Kans.. public schools of. 89. Lebanon. Pa., public schools of, 229, 231. Lewis Collegiate Institute, 300. Lewiston. Me., public schools of 109. Liberia, educational condition of the Republic of, ccxcviiL Libraries, summary of statistics of public, in the United States, ecxxix-ccxxx. table of statistics of public, in the United States, G91-7S2. Library of the Bureau of Education ; plan, pur¬ pose and needs of. v-vii, cccxv, cccxvi, advantage of a printed catalogue of the, to ed¬ ucators. vii. Lima. Ohio, public schools of 215, 216. Lincoln. D. F., clxi. Lincoln. Kebr., public schools of. 163. Lincoln. R. L, public schools of 241. Littlefield. George A., superintendent of schools. Xewport. R. I., ccix. Little Rock. Ark., public schools of. 13. Lockport. X. Y., public schools of. 194, 196. Logansport, Ind.. public schools of, 71-72. London, elementary schools of. eclxxxii-cclxxxiii. Long, R. L.. Territorial superintendent of public j instruction of Arizona. 239. I Long, Edward IT , cxlvii. Long Island City, X. Y., public schools of. 194, 196. Los Angeles, Cal., public schools of, 19-20. Louisiana, summary of educational condition of, lviiL abstract, 101-106. Louisiana State University and Agricultural and Mechanical College. 104, 105. Louisville. Ky., public schools of. 95. 9G. Lowell. Mass., public schools of. 126, 128. Liibeck, educational statistics of cclxxvi. Luce, X. A., Stato superintendent of common schools of Maine, 114. Lynchburg, Va.. public schools of 271 . Lvnn, Mass., public schools of 126, 128. m. MacAllister. James, superintendent of schools, Philadelphia, ccxiv. MeCosh, Dr., of Princeton College, on small col¬ leges, clxxxii. McDonogh Institute, 122. McElroy, E. B., State superintendent of public in¬ struction of Oregon. 228. McEnery, Governor, on the common-school sys¬ tem of Louisiana, xlvi. McKeesport, Pa., public schools of. 229. 231. Mack. W. J.. superintendent of schools. Moline, Til., ccxiii.' Macon, Ga,. public schools of, 52, 53. Macon County, Illinois, graded course of study of lii-liii. Madison, Ind., public schools of. 71. Madison, TVis.. kindergarten exhibit at, by the blind, ccxl. public schools of. 281, 232. Main?, summary of educational condition of liv. abstract, 107-114. Maine State College of Agriculture and the Me¬ chanic Arts. 112. Malden. Mass., public schools of. 126. Manchester. X. H., public schools of 173. Manitoba, educational condition of eexeix. Mann. Horace, xxii. Mansfield. Ohio, public schools of, 215. 216. Manual training. See Industrial Education. Marietta College, growth of, elxxxiii. Marlborough. Mass., public schools of 126, 129. Martin. Beniamin Xicholas. obituary notice of 207-20& Maryland, summary of educational condition of, ‘ lviL abstract. 115-123. Massachusetts, school taxation in, xlvii-xlviiL hoard of education of. on the condition of the Massachusetts public schools, xlviii-xlix. summary of educational condition of, lv. abstract. 124-140. Massachusetts Classical and High School Teach¬ ers’ Association, clvi. Massachusetts Institute of Technology, ccii-cciiL, 135. Massachusetts Xormal Art School, 129-139. Mather. F. &., xxvi. Meadville. Pa., public schools of, 229. 231. Medford, Mass., public schools of. 126. Medicine, schools of. should not admit students not academically trained, clxxxii. comparative statistics of. for ten years, eexx. advanced, form a new group in this report, ccxx-ocxxi. summary of statistics of. ccxxi-ccxxiii. tabulated Statistics of 654-6G7. See. also, the heading Scientific and Profes¬ sional Instruction, in the abstracts of the the respective States. Memnhis. Tenn.. public schools of 254. 255. Meriden. Conn., public schoois of, 35, 36. Michel, Middleton, clx-clxi. Michigan, summary of educational condition of. Ai. abstract 140-147. Michigan University, requirements for admission and curricnlnm of, cIxxv-clxxviiL instruction during the year in. 144. 844 INDEX. Middlebury College, 266. Middletown, Conn.. public schools of, 35, 36. Milford, Mass., public schools of, 126. Miller, E. H., superintendent of Scott Manual Training School, ccx. Millville, IT. J., public schools of, 185, 186. Milwaukee, TTis., public schools of, 28L, 2S2. Minneapolis, Minn., public schools of, 150. Minnesota, summary of educational statistics of, lxi. abstract, 148-153. Mississippi, summary of educational condition of, > lviii. abstract. 154-157. Mississippi Industrial Institution and College. 157. Missouri, summary of educational condition of, lix. abstract, 158-166. Mobile, Ala., public schools of, 6. Modeling, suitable as a public school exercise, ccxii. Modern Language Association of America, con* vention of, clvi, 323. Moline, Ill., exhibit of work of school children of, ccxiii. public schools of, 60-61. Montana, abstract of the educational condition of, 303-305. Montgomery, Ala., public schools of, 6. Montgomery, D., chief superintendent of educa¬ tion of Prince Edward Island, cccv. Morgan, B.S., State superintendent of free schools of "West Virginia, 279. Morgan, T. J.. cxxxviii-cxxxix. Morris. Edward S., efforts of. in behalf of educa¬ tion in Liberia, ccxcviii. Morrison. Superintendent J. E., of New York, 1. Moss, C. M., on the graduate courses in the Illi¬ nois Industrial University, clxxxi. Moulder, A, J., superintendent of San Francisco schools, cvi. Mundella, A. J.. cclxxvii, elxxxiii. Muscatine, Iowa, public schools of, 80, 81. Museum, establishment of a State pedagogical, at Albany, N. Y., cxl. of the Bureau of Education, cccxii-cccxiii, cccxv. Music in the public schools, cxiv-cxv. in normal schools, cxxxvii. in institutions for the blind, ccxxxix. See, also, the heading Special Instruction in the abstracts of the respective States. Muskegon, Mich., public schools of, 142, 143, IV. Nashua, N. H., public schools of 173. Nashville. Tenn., public schools of, 254, 255. Natick, Mass., public schools of, 126. National aid for education in the United States, x-xiv, cccxiii. in Great Britain, cclxxviii-ccxc. proceeds from sale of United States public lands as, cccxiii. National Council of Education, xiv-xxiii, xxiv- xxv. 111, cxli. National Deaf-mute College, 296. National Educational Association, abstract of the proceedings of, at Saratoga, N. Y., 318-320. National Teachers’ Beading Circle, organization and meeting of, 324. Nebraska, summary of educational statistics of, lxii. abstract, 167-175. Nelson, Theodore, State superintendent of public instruction of Michigan, 147. Netherlands, educational condition of, ccxcii- ccxiii. Nevada, summary of educational statistics of, lxii. abstract, 173-175. New Albany. Ind., public schools of, 71. Newark, N. J., industrial education in, ccix-ccx. public schools of, 185, 186. Newark, Ohio, public schools of 215, 216. New Bedford. Mass., public schools of, 126, 129. New Britain. Conn , public schools of, 35, 36. New Brunswick, N. J., public schools of, 185, 186- 187. I Now Brunswick, Province of educational condi¬ tion of, ccxcix-ccci. Nowhnrg, N. Y., public schools of, 194, 196. Newhuryport, Mass., public schools of, 126. New Castle, Pa., public schools of, 229. 231. Newell, M. A., State superintendent of public in¬ struction of Maryland, 123. New England Association of School Superintend¬ ents. meeting of 322-323. New England Conservatory of Music. 136. New England Normal School Teachers’ Associa¬ tion, annual meeting of, 323-324. New Hampshire, summary of educatioual condi¬ tion of, liv. abstract, 176-182. New Haven, Conn., industrial training in the Dwight Grammar School, ccix. public schools of, 35, 36-37. New Jersey, summary of educational condition of, lvi. legislative action in regard to industrial edu¬ cation in, ccix. abstract, 183-190. New London, Conn., public schools of, 35, 37. New Mexico, abstract, 306-307. New Orleans, city school system of, 102-103. Newport, Ky., public schools of, 95. Newport, K.I., public schools of, 241-242. New South "Wales, educational condition of, cccxiii, cccix. Newton, Mass., public schools, 126, 129. New York, modifications of the school law of 1864 of, xxvi-xxvii. method of selecting teachers in, 1. summary of educational condition of, lvi. abstract. 191-209. New York City, compulsory attendance in, ci-cii. public schools of, 194, 196-197. New York Trade Schools, purpose and operation of, eexvi. New Zealand, educational condition of, cccix- cccx. Norfolk, Ya., public schools of. 271. Normal College of the City of New York, 199. j Normal schools, increase of, for colored persons, lxxv. comparative summary of, for ten years, cxxvii. summary of statistics of. cxxviii-cxxxii. appropriations for, cxxxiii-cxxxvL music in. cxxxvii. province of, cxxxvii. cxxxviii. examination for admission to, cxxxviii. professional instruction in, cxxxviii-cxxxix, cxl-cxliii. training of teachers for science instruction in New York, cxl. Massachusetts Normal Art School, cxl. chairs of pedagogics in colleges and universi¬ ties, cxl, clxxxi. reports on, to National Council of Education, cxli-cxlii. propositions regarding, adopted by Antwerp Congress, cxliii. programme of studies of German, cxliv. industrial training in, ccxiv-ccxv. in England, cclxxx. cclxxxL table of statistics of, 392-416. See, also, the heading Preparation and Qualifi¬ cations of Teachers, in the abstracts of the respective States. Norristown, Pa., public schools of, 229. North Adams, Mass., public schools of, 126,129. Northampton. Mass., public schools of, 126. North Carolina, summary of educational condition of, lvii. abstract, 209-212. Norwalk, Conn., public schools of, 35, 87. Norwich, Conn., public schools of, 35,37. Norwich Universitv, 267. I Nova Scotia, educational condition of. ccci-cccii. Nurses, training schools for, summary of statis¬ tics of, cexxxi. table of statistics of, 783-787. See, also, the heading Special Instruction, »u the abstracts of the respective States. Nuttall. L. John. Territorial superintendent ef district schools of Utah, 311. INDEX. 845 Oakland, Cal., public schools of, 19,20. Officers, school. See the headings State School i Systems and Chief State School Officer, in ; the abstracts of the respective States. Ohio, summary of educational condition of, Is. abstract. 213-222. Ohio State University, 219. Omaha, Neb., public schools of, 168. Onderdonk, James L., Territorial superintendent of public instruction of Idaho, 300. Ontario, educational affairs in, cccii-cccv. Orange, N. J., public schools of, 185, 187. Oregon, summary of educational statistics of, lxii. abstract, 223-226. Orphan or dependent children, asylums for, in Austria-Hungary, cclviii. See also the heading. Special Instruction, un¬ der the respective States in the abstracts. Orr, Gustav us J., State school commissioner of Georgia, 56. Oshkosh, Wis., public schools of, 281, 282. Oswego, X. Y.. public schools of, 194,197. Ottawa, Ill., public schools of, 61. Ottumwa, Iowa, 80. Ouimet, Ged6on, superintendent of education of* Quebec, cccvi. Owensborough, Ky., public schools of, 96. P. Paducah, Ky., public schools of, 95. Paine, Thomas H., State superintendent of public instruction of Tennessee, 258. Palmer, Solomon, State superintendent of educa¬ tion of Alabama, 11. Paterson, X. J., public schools of, 185, 187. Patterson, James W., State superintendent of public instruction of New Hampshire, 182. Pawtucket, It. I., public schools of, 241, 242. Payne, TV. H., on practice schools, cxlii-cxliii. j Peabody, Mass., public schools of, 126, 120. Peabody Fund, Ixxix, lxxx. Peaslee, John B., superintendent of schools of Cincinnati, cv-cvi. Pennsylvania, summary of educational condition j of, lvi. abstract of, 227-238. Pennsylvania State College, 235. ! Peoria, HI., public schools of, 61. Perkins Institute and Massachusetts School for j the Blind, 137. Petersburg. Va., public schools of, 271. Pittsburg, Pa., public schools of, 229, 232. Pittsfield, Mass., public schools of, 126, 129. Pharmacy, schools of, summary of statistics of, ccxxiii. tabulated statistics of, 659-657. Philadelphia, Pa., public schools of, 229, 231, 232. Philbrick, J. D.. xiv-xxiii, evii. Pickett, J. Desha, superintendent of public in¬ struction of Kentucky, ICO. Pierre University of North Dakota, 292. Plainfield, N. J., public schools of. 1S5. 187. Plymouth, N. H., public schools of, 178. Pope, S. D., superintendent of schools, British Columbia, ccxcviii. Port Huron, Mich. , public schools of, 142, 143. Portland, Me., public schools of. 109, 110. Portsmouth, N. H., public schools of, 178. I’ortsmonth, Ohio, public schools of, 215, 216. Portsmouth, Va., public schools of, 271, 272. I’ottsville. Pa., public schools of, 229, 232. Powell. W. B., superintendent of public schools for whites in the District of Columbia, 294, 298. Practice schools. SeeNormal Schools, professional instruction in. Pratt, David Johnson, obituary notice of, 207. Pratt, Enoch, 116. Preparatory schools. See Secondary instruction . Presnell. Henderson, vii. Prince Edward Island, educational condition of, ; cccv-cccvi. Princeton College. See College of New J ersey. Professional instruction. See Industrial educa¬ tion, Science, Theology, Law, and Medicine. See also the heading Scientific and Profes¬ sional Instruction in the abstracts of tho respective States. Property, public school, in the United States, xliii. Providence, II. I., public schools of, 241, 242. Prussia, educational statistics of, cclxix-cclxxii. Publications of tho Bureau, character of, vii-ix. during 1884 and 1885, viii. Purdue University, 74,75. Q. Quebec, educational condition of, cccvi-cccvii. Quincy, Ill., public schools of, 61. Quincy, Mass., public schools of, 126. IS. Baal), Henry, State superintendent of public in¬ struction of Dlinois, 68. Racine, Wis., public schools of, 2S1, 282. Kaine, F., United States consul-general at Berlin, cclxix. Band, Theo. A., cccii. Beading, Pa., public schools of, 229, 232. Becess, inquiries as to the utility of, xxiv-xxvi. plan pursued in Swedish high schools, xxvi. Beform schools. See the heading Special In¬ struction, under the respective States in the abstracts. Beports of the Bureau of Education, vi, xv, xvi, cccxiv-cecxv. of cities find towns, xiii, xviii, xx. uniformity in State, xiii, xxi. xxiv. educational, coeval in America with State ed¬ ucational funds, xiv. character of information required of, xv, xx- xxvii. causes of the value of American, xv. insufficient provision for diffusion of, xv. wanting in some particulars, xv-xx. manner of securing State, xvi-xviii. a frequent census necessary to the value of, xvii, xxiv. facts relative to the, of thirty-eight States, xviii-xx. use of technical and local terms in, xxii. comparison of statistics of widely separated periods in, xxii. 8houklbe required from county superintend¬ ents, xxiii. Bhode Island, summary of educational conditior of, lv. abstract, 239-246. Bichmond, Ind., public schools of, 71,72. Bichmond, Va., public schools of, 271, 272. Bigg, J. W., of England, on instruction in norma! schools, cxxxix. Boberts, George E., obituary notice of, 99-100. Robinson, Governor, on taxation in Massachu¬ setts for school purposes, xlvi-xlvii. on supervision in Massachusetts, lii. on the Massachusetts free text-book law, cx. Bochester, N. Y., public schools of, 194, 197. Rockford, HI., public schools of, 61. Bock Island. Ill., public schools of, 61. Bockiand, Me., public schools of, 109, 110. Bogers, Robert Empie, obituary notice of, 207. Bose Polytechnic Institute, 75. Boss, George W., minister of education of Ontario, cccii. Bounds, C. C., cxli. Buggies, William B., State superintendent of pub¬ lic instruction of New York, 208. Bussell, A. J., State superintendent of public in¬ struction of Florida, 50. Rutland, Vt., public schools of, 265, 266. §. Sacramento, Cal., public schools of, 19, 20. Saginaw, Mich., public schools of. 142, 143. St. Joseph. Mo., imblic schools of, 160. St. Louis, Mo., normal school of, cxxxix-exl. 846 INDEX. St. Louis, Mo., manual training sohoolof, ccxiv. pnblic schools of, 160. St. Paul, public schools of, 150. Salary, average monthly, of public school teachers , xxxii-xxxiv, xlix-1. of superintendents, civ. cxv-cxxvii. Salem, Mass., public schools of, 126, 129. Sandusky, Ohio, public schools of, 215, 216-217. San Francisco, Cal., an experiment in discipline at, cvi-cvii. public schools of, 19, 20-21. San Josh, Cal., public schools of, 19, 21. Saratoga Springs, N. Y., public schools of, 194, 197. Savannah, Ga., public schools of, 52, 53. Saxe-Weimar, educational statistics of, cclxxiv- cclxxvi. Saxony, educational statistics of, cclxxii-cclxxiv. Schermerhorn, J. W., obituary notice of, 208. School ages, legal, in the United States, xxii, xxiii, xxxi-xxxii, xlii. School boards of citios, cxiii-cxiv. School laws, changes in, xxvi-xxviii. See also the heading State Systems, in the ab¬ stracts of the respective States. School population of States, xxxii-xxxiv, xl, xliii- xliv. of cities, lxxxii-c. School year, average length of, in States, xxxii- xxxiv. in the Southern States, lxxv. in cities, c, civ. Science, schools of, should not admit students not academically trained, clxxii. comparative statistics of, for ten years, exevi. summary of statistics of, and remarks, cxcvii- ccii. illustrative scientific apparatus in, cci. should be largely endowed, cciii. influence exerted by labor in, cciii-cciv. classification of student&in a number of, ccv- ccvi. in Great Britain and Ireland, cclxxviii-cclxxix. table of statistics of, 622-636. See also the heading Scientific and Profes¬ sional Instruction in the abstracts of the re¬ spective States. Scotland, educational condition of, cclxxxiii- cclxxxvi. Scott Manual Training School of Toledo Univer¬ sity, ccx. Scranton. Pa., public schools of, 229, 232. Seattle, Wash., public schools of, 313. Seaver, E. P., superintendent of Boston schools, cii-ciii, cxlvii, ccviii-ccix. Secondary instruction, overpressure in schools for, xxvi, clvi-clxii. general statistical summary of, cxlviii. comparative statistical summary of, for ten years, cxlix. summary of statistics of institutions for, cl- clii. comparative statistics of preparatory schools for ten years, clii. summary "of statistics of preparatory schools, clii-clv, clxiii. increase of public high schools, clv-clvi. experimental apparatus in preparatory schools, civ. societies for the adjustment of preparatory instruction, clvi. summary of students in classical and scientific preparatory courses, clxiii. table of statistics of institutions for, 438-551. table of statistics of preparatory schools, 552- 566. See also the heading Secondary Instruction in tlie abstracts of "the respective States. Sedalia, Mo., public schools of, 160. Selma, Ala., public schools of, 7. Sewing, successfully carried on in the Boston pub¬ lic schools, ccxii. in the schools of Philadelphia, ccxix. Shamokin, Pa., public schools of, 229, 232. Shaw, Mrs. Pauline Agassiz, cxlvii. Sheffield, Scientific School, 40. Sheldon, William E., xxiii. Shenandoah, Pa., public schools of, 229, 232-233. Slater Fund, John F., lxxx-lxxxi Slaughter, John, Territorial superintendent of • public instruction of Wyoming, 317. Sluys, M., propositions of, as to normal schools, cxliii. Smart, James H.,cxl. Smith, J. Argyle, superintendent of public in¬ struction of Mississippi, 157. Soldan, F. Louis, cxl. Somerset, J. B., superintendent of Protestant schools, Manitoba, eexeix. Somerville, Mass., public schools of, 126. South Australia, educational condition of, cccx. South Bend, Ind., public schools of, 71, 72. South Carolina, summary of educational condition of, lvii. abstract, 247. South Carolina College, 250, 251. Spaulding, Randall, superintendent of schools, Montclair, N:J., ccx. Sprague, Homer B., clxix. Springfield, Ill., public schools of, 61. Springfield, Mass., public schools of, 126, 129. Springfield, Ohio, public schools of, 215, 217. Stamford, Conn., public schools of, 35, 37. Stanford, Leland, gift of, to endow a university, t clxxxiv. .State College of Kentucky, 97-98. States and Territories, summary of statistics of, xxxii-xli. defects in the systems of several, xlvii-xlix. tabulated statistics of, 328- 335. See also the heading Statistical Summary in the abstracts of the respective States. Statistics, value of educational, in political af¬ fairs, xiv. summary of, of institutions, instructors, and students for ten years, xxix-xxxi. public Library, ccxxix-ccxxx. Steubenville, Ohio, public schools of, 215, 217. Stimulants and narcotics, instruction as to the effects of, xxviii. Stockton, Cal., public schools of, 19. Stockwell, Thomas B., State commissioner of public schools of Rhode Island, xxiii, 246. Storer College, 278. Storrs Agricultural School, 40. Stout, Robert, minister of education of New Zea¬ land, cccix. Superintendents, State, xx-xxii, xxiii, lii. evils resulting from want of, xlvii-xlix. county school, 1, lii. salary of, in six cities, civ. city, evii-eix. method of appointment and the compensation of, in the cities of the United States, cxv- cxxvii. recommendation as to appointment of Terri¬ torial, cccxiii. indebtedness of the Bureau to, cccxiv. Superior instruction, summary of students in in stitutions for, clxiv. See also Universities and colleges. Supervision. See Superintendents. Sweden, educational condition of, ccxciii-ccxcv. Syracuse, N. Y., public schools of, 194, 197. T. Tasmania, educational condition of, cecxii. Taunton, Mass., public schools of, 126, 129. Taxation, local school, xlvi. Teachers, number of, in the United States, xxxii- xxxiv, xl-xli, xlii. average monthly salary of public school, xxxii- xxxiv, xlix-1. in Massachusetts, xlviii-xliv. obstacles to obtaining qualified, in NewYork,l. tenure of office of, 1, cx-cxiii. want of competent, in colored schools, lxxi. attempt to specialize instruction given by, cvi. six provisions for obtaining good, cxi-cxii. academic instruction of, cxxxviii, cxxxix. training of, for scientific instruction, cxl. higher instruction of, cxl, clxxxi. gratuitous instruction in manual training of¬ fered to, ccxiv. training of, in England, cclxxx, cclxxxL INDEX. 847 Teachers, salary and pension of, in Great Britain and Ireland, cclxxxi, cclxxxv-cclxxxvi, cclxxxviii. number of, in Scotland, cclxxxv. in Ireland, cclxxxviii. list of mission-school, in Utah, 309-310. See also the heading Preparation and Qualifi¬ cations of Teachers, in tho abstracts of the respective States. Teachers’ institutes, cxl. Seo also the heading Preparation and Qual¬ ifications of Teachers, in the abstracts of the respective States. Tennessee, summary of educational condition of, lix. abstract, 253-258. Terre Haute, Ind , publie schools of, 71, 72. Texas, summary of educational condition of, lviii. abstract, 259-2G3. Text-books, free, in cities, cix-cx. Theology, schools of, should not admit students not academically trained, clxxxii. comparative statistics of, for ten years, ccxvii. summary of statistics of schools for, ccxviii- ccxix. summary of schools for, by denominations, ccxix. tabulated statistics of, G37-649. See the heading Scientific and Professional Instruction, in the abstracts of the respect¬ ive States. Thompson, C. O., president of Rose Polytechnic Institute, cciii, cciv, ccx. obituary notice of, 77. Thompson, W. E., State superintendent of Ar¬ kansas, 16. Thonissen, M. J., minister of public instruction of Belgium, cclviii. Tiffin, Ohio, public schools of, 215, 217. Titusville, Pa., public schools of, 229-233. Toledo. Ohio, public schools of, 215, 217. Topeka, Kans., 89. Towsley, O. V., superintendent of schools, Minne¬ apolis. Minn., ccxi. Trainer, John, graded course of, for county schools, lii-liii. Trenton, 1ST. J., public schools of 185, 187. Trickett, IV. J.. minister of public instruction of Hew South "Wales, cccviii. Trinidad, educational condition of cccvii. Trinity College. 3S-39. Troy, N. Y., public schools of, 194, 197, 198. Truancy. See Attendance, compulsory. Tucson, Ariz., public schools of, 288. Tufts College, 134. Tulane University, industrial education at. eexv. U. United States Military Academy, West Point, N. Y., 201. summary of examinations for admission to the, 668. United States Naval Academy, summary of ex¬ aminations for admission to the, 6G9. Universities and colleges, comparative statistics of, for ten years, clxx. summary of statistics of clxxi-clxxiv. detailed comparison of statistics of for 1883- '84 and 1884-’S5, clxxiv. distinction between, clxxiv-clxxviii. the meaning of the degree of B. A. of Har¬ vard, clxxix. elective studies in, cclxxix-clxxx. statistics of students in the graduate depart¬ ments of clxxx. table of financial statistics of seyeral colleges, clxxxiii. catalogues of. clxxxiv-clxxxv. , statistics of alumni of. clxxx vi-cxcV. table of statistics of 584-6^1. . institutions for tho sbpenor * instruction of women. See Women j j > See, also, the heading -Superior Instruction, in the abstracts of the respective States. University of Alabama* '9. I University of California, 22, 23, 24. 1 University of Colorado, 29, 30. University of Dakota, 292. University of Deseret, 310. University of Georgia, 54, 55. University of Illinois. 63, G4, 65-66. University of Iowa, 82, 83, 84. University of Ireland, increased attendance of women at. clxix, clxx. University of Kansas, 91. University of Madison, Wis., 283. University of Michigan, 143, 144, 145 University of Minnesota. 151, 152. University of Mississippi, 156. University of Missouri, 162-163, 164. University of Nebraska 169-170. University of Nevada, 175. University of North Carolina, 211. University of North Dakota, 292 University of Oregon, 225. University of Pennsylvania. 234. University of South Carolina. 250. University of Tennessee, 256, 257. University of Texas, 262. ; University of the State of New York, 200. i University of Vermont and State Agricultural College, 266, 267. | University of Virginia, clxxxi, 273. : University of Washington Territory, 314. 1 Utah, abstract, 308-311. Utica* N- Y., public schools of, 194, 198. V. I Vanderbilt University, clxxx, 257. Vermont, summary of educational condition of,lv. abstract, 264-268. Victoria, educational condition of, cccx-cccxii. Vienna, Austria, school statistics of, cclv, cclvi. Vincennes, Ind., publie schools of, 71, 72. Virginia, summary of educational condition of, lvii. abstract, 269-275. Virginia City, Nev.. public schools of, 174. W. Walker, Francis A., ccii-cciii. Waltham, Mass., public schools of, 126. Warren. S. E.,vii. Warwick, It. I , public schools of, 241, 242-243. Washington. D. C., normal school cf. cxxxix. i Washington Territory, abstract of the educa¬ tional condition of, 312-317. Washington University, 163. I Waterbary, Conn., public schools of, 35, 37. , Webster, Daniel, on tho grant of 1787 for educa¬ tion, xi-xii. Welcker, William T., State superintendent of public instruction of California, 25. Wesleyan University, 39. Western Australia" educational condition of, cccxii. Westfield, Mass., public seboois of. 126-129. West Virginia, summary of educational condition of, lx. abstract, 276-279. West Virginia University, 278. Weymouth, Mass., public schools of, 126. Wheeling, pnblic schools of, 277. Wilkes Barre, Pa., public schools of. 229-233. Williams, Thomas N., State superintendent of free schools of Delaware, 45. Williams College, clxxv-clxxviii, 134. curriculum of, clxxv-clxxviii. Williamsport, Pa., public schools of. 229, 233. Willits, Edwin, president of Michigan Agricul¬ tural College, cciii. WTmington, Del., public schools of, 44. Wilson, J. Ormond, superintendent of public schools for white children of the District of Columbia, cxxxix, 298. Windham, Cohn., pnblic schools of, 35, 37. Wisconsin, >Ummary of educational condition of, lxi. abstract, 2gS-28oJ. i Woburn, Mass.', public schools of, 12G, 129. 848 INDEX. Women, comparative snmmary of statistics of in- stitntions for the superior instruction of, for ten years, clxv. summary of statistics of institutions for the superior instruction of, and remarks there¬ on. clxvi-clxx. number of degrees conferred by institutions for the superior instruction of, clxviii. health of, as* affected by superior instruction, clxviii, clxix. table of statistics of institutions for the supe¬ rior instruction of, 567-583. See, also, the heading Superior Instruction, in the abstracts of the respective States. Woodbury, Mrs. A. L., eexvi. Woodward, C. M., circular of, offering gratuitous manual instruction to teachers, ccxvi, ccxvii. Woonsocket, public schools of, 241, 243. Worcester, Mass., public schools of, 126, 129. Worcester County Free Institute of Ipdustrial Science, 135. Workingman's School, New York City, ccvi- ccviii. Wyoming, summary of educational statistics of, lxvi. abstract, 316. 317. Wylie, William W., 305. If. Yale College, clxxix, clxxx, 39, 40-41. Yankton. Dak., public schools of, 291. Yankton College, 292. Yonkers. N. Y., public schools of, 194, 198. Young, Charles S., Stato superintendent of public instruction of Nevada, 175. Youngstown, Ohio, public schools of, 215,217. York, Pa., public schools of, 229, 233. Z. Zanesville, Ohio, public schools of, 215, 217. o FALVEY MEMORIAL LIBRARY VILLANOVA UNIVERSITY DATE DUE VILLANOVA UNIVERSITY L111.A3 3 ! 9346 00027362 : 5 1884-085 27368 27362 ' AUTHOR U.S. Bureau of I TITLE Annual renort DATE | / U.S . Bureau of Education Annual report, 1384-85

• C2 »I-I |o a S © a? a hsmB £ ® £ -h a S a .a o © © o rt \££te © o ioo STATISTICAL TABLES. 413 R-ggS8g£g_.g83,.-gS3S8fc88. g-S-S-SSS i £~s§ * From Report of the Commissioner of Education for &Soe Table V.L cTbcsn statistics arc for the school year 1883-’64, 1883-’8f. <: Including preparatory years. /13o rd, tuition, and books, a Reported with classical department (see Table IX). d In the higfi*se1iool and normal course. Table III.— Part 2.— Statistics of private normal schools for 1884-,85, cf-c.— Continued. Note. — x indicates an affirmative answer ; 0 indicates no or none ; _ indicates no answer. 414 REPORT OF THE COMMISSIONER OF EDUCATION. Time of anniver sary. 1 | <4© ( OQ £ © © © © * C*CM c .no d a ■ » • kft*cT « • • • © •© © • © © . © i-t ;© ^ ! © © © © © © s s •naqBj eantzB§Bca pun epuinof jBaotjBonpo jo jaquinx 1 5 i r-| © ITS © CJ CO O 1^10 C3 © to © I CO Library. •sqjojv tBOiSog -Bpod josannqoA jojaqinnx i I © • l© C<1 » i < r-i « § :2° is © • § : CO • •jsaL Xooqos jsiq aqj ut oseojanp 91 • » » © © © • « • co ©©©© © © Th O © • •sauraxoA jo jaqnrnvj; w _ © i o o o Cm > o r. c Jn ;OlNW ^ © © © © © © © © o © © © © T* 00 © •JB3A oijsiqoqos nr sqaaM. jo joqomyp Vi WOCiOOOC CO co CO coco » © © © © ©to©© COrfTjlCO Tf CO § § »o CO •Apnjs jo qsjuod qnj ui &ibo.£ jo asquint j w Vi coo ! coco© rt © £ r? £3 £3 S IS SSS O © O rH i-l r-l r-l .-I r-l .-I l-H CM CM CM CM CM CM CM CM CM r STATISTICAL TABLES. 415 Table III. — Memoranda— Continued. Tablk IV. — Statistics of commercial and business colleges for 1884— ^85 ; from replies to inquiries by the United States Bureau of Education . STATISTICAL TABLES. 417 4 ~ I l I 1 1 I | •opjraaj * | o ©a • • • • o o> • o • •©icn « ° °s is i § i i “S§; - o • N • T0V>I ° °§ :« i § i i ®SS; - © N • 1 8 •3 & ■opamaj — : °SS is SS 2§S S i i r ■®1^K e s-s=s j? 35 £§§ S 8 SSSSSS; TO*>X Si S3 :S ?S $§§ § s 5§§sgr, •ejuaniqojua ojODixdnpSnTpojo -xa ‘s;uapnjs jo j'aqmnu x'sjox 30 S3 §|| :S ?S «g§ § § §S3SSS' •sioiomjstu epjtnaj jo jaqmnx 1* © ©Off» If i ih n ifl n tM j ft© I •siojonojsut ejera jo aaqransr S Iff 1-4 *© Principal. 0. D. Smith, A. M . J. T. Murfoo, ll. D., presid’t. Aaron Bales, president . ii u J?: i i i ? i ; jj 1 In cp: 56 KS VV. E. Chamberlain, jr . II. B. Worccstor . Eev. It. E. Henna, s. J., pres¬ ident. It. J. Wftllaco, dean . John G-. Pilsen . . T. W. Uannum . Hi a** m U •UOTJBZTO^SlO JO OJB(X * 1 III l| 1870 1881 1804 1805 1801 1872 1882 1882 1877 ill •JOJJBqO JO 9JBa f) IP : ; c > ; ; ® ; © ; :© : ! « is j is Location. ft i Auburn, Ala . Marion, Ala . Little Boole, Ark . ; 3 {% 1 o Jacksonville, Ill . Joliet, Ill . Lebanon. Ill . . 2 1 £ i ! ! 1 Western Normal College and Commercial Institute. Champaign Business College . I ! i : • o ill Hill i« 5 S 1 : -T 2 -® P f £ 2 | g i3 § I 1 Commercial department of Eureka College . Commercial department of Ewing College .. Commercial department of Gornian-Englisli College, c Western Business College . 1 1 i 15 i S « 5 1 I f 111! 2%g-s~ > =1il !i w >-3 1-3 O : | 1 i 2 ! ,5; i] ! i 1 1 j 1 !« STATISTICAL TABLES. 419 t • c* • ! ^ • UO 10 40 3 10 14 8 5? o 27 9 6 • o © ao *3 : i §3 : s 40 60 j 10 ! 50 28 § 8 o 63 121 14 :°S 3 S3 **oo SM rH i : SS : S §§283 £ S o §§§ :°§ 3 S3 §58 *n o * © §8 % n 15 150 10 40 19 £ S 8 SSS^SS ° 3 S25®§£8 2 ~ § 550 180 £ g 8 Cl 1 110 521 25 78 21 55 231 3 g 8 1 I3 55 24 70 96 600 j 210 I s §'§§28 T* — < 8 § 60 116 115 24 70 120 0IC 009 175 136 180 S!ss3 § 8 8* 230 6H7 ! 78 83 28 73 270 60 116 115 116 103 • • CO CO CJ 0 8 5 . 72 '9I«K JA § §| § g 12 i S 3 3 §§ •IBloi « i t2 §| O O O I O 04 04 O ■<* ^ • ri TJ« 04 CC l> ! •eprao j *■ ! | 5 1- « « O t> O rH J* WCg •ep?K e j g §s § g ° ° 3 | § |g •Wox r. , § g§ ^ r-i i r-i § si •ejnanqjojtia opoqdnp Stnpnp -xo ‘spopnjs jo jaqmnn iiqox a i § 2§ ^ 04 i 3 £ is •sjopnjjsnr ormnaj jo jaqnmsj; t* i i-i : lM rH •04 ■ rH ; : : § i CO •Bjapnjjsui opun jo aoqnmx 9 00 04 04 04 a lO iH CO 04 00 w too i u , -H £ i o ; 1 3 : | ^ j p4 • 1 !'•- ! i; Sr; > £[ U ft i : | li i ; S &S ; a 2 5™ : s i * B ! I ! ip j J. T. Norton . J. W. Blackman . Gcorgo Soul6, president _ R. B. Capcn . Levi A. Gray . <5 i •uoTjBznreSio jo opci * I 11 i 1 | 1 | 1 § || •jojnrqo jo op a ; o j j | | j Location. C* i 1 & I r, i t s & ! *> * - 11 B 1 S J : | ■a . : j ^ i * *~i ; g sc J To f 'g c i .2 .Is £ M li ; si%t : e llllji i } 1 lift ^ fk ^ < P,i d a 1 j w Lawrcnco Business College . Western Business Oollogo* . ! J | i S 1 i t } ! 5 ! I i ! 1 1 s i i is jilli ; i I s 1 1 S 1 • 1 5 ft g ! m ■= § i § g 1"=: K o- » § ” *. I Z § S' Ml 1 1 ft? 1 s i S.J 2 « 1,13 1 . ! .1, i ii pH a at ffl ifePW * n I SSSSS K £ 12 £ £ £ STATISTICAL TABLES, 421 ■ o o e i j O © ^ Cl o o ©-*• : : C,S ^ i© © © • e : ^ : o o CO s O 1-0 $g X ' © LO s 1° ° s i g ° 5 s ©-* Cl S3 * | si :2 2 ° t~ 8a2 5 3 • S S S3 2 ss ° ®g 5 :3 2 2 S C- • 1-H 223 3“ g i s ?! © s © § 3 333 23 g Is s s s 232 §g § 1 S *3 "a 11 3 382 3§ s || g 5 § §32 gg 2 §§ g £g sg || §s ass §| j CO • H H • Cl r-( © ! o • co Cl © d CQ r-i TH CO CO Cl Cl I r-* CO 0*rrl Cl • CO i— ^ Cl O rH Cl CO CO i-< i i\ i ! I ! i i I ; M = ! : % ^ 3 « a 3- : - 1 "•* s = i 3 §1 a If Mil II 5 =5 £ j .r, - E~ ill ■ rH i 1 i ^ •C 4 fill 3 i : .» : : 1 jS c 3 Ir- 5- -2 sr i : ® : 6 l ; § ? i Sr 4j : \i ^ i f & ^3 IS V * r • • :s : : ! < — > : r 3 ; mi- if ?J * Si t § i g O I 5 a & E £ £ = "id 21 Sc, , __ 3'ac * .33 v-^3 ^ 3: >r = ^ ^ r ^ b-als << ! c s ill*5**!;; ss <;^h SP= * From Report; of tlio Commissioner of Education for 1883-84. d Since July 1, 1885, tho Spencerian Business College and tlio Goldsmith Bryant &. a Includes lour lcoturers. Stratton Business University and Mnyhow Business College have been consolida¬ te Included in report of day school. ted under til© name of Detroit Business University. o Assisted by high school faculty. e Classical and commercial. Tables IV. — Statistics of commercial and business colleges for 1884-,85, ^c. — Continued. 422 REPORT OF THE COMMISSIONER OF EDUCATION. •9J13ra9X 14 25 • o o o ■ O lOCMO • •9IBH M Cl CO O O to CO *»* t- rH O C5 CO O « rH CM CM • WX V4 5 t> o o m 5ff O C~ rH O I CM ^ CO • •©pjrao^ 3 J rH eocat-Mji i:0 o P" © « ©*- & © p . . r-1 . Q,' — V Ct> PmPS P i ^ - © © ;•© :*8 • ^ ia a a H ; t3 ft © 1 M : fl * O o © * -g | © JS . ao tjJl w i-i ° w .M 1 +5 £ Si? rn 1 43 H § 1 o|<3 .•So 8 g ftg In «s| © •© 11 Ja & aa o d M1&J . © . © p-© Pm H ft « PS BOP © ©"£ g S e-g I fctesM •UOT^ZIU-Bgao JO ©iT3Q •aayaeqo jo ayca S 00 OC I- 00 00 OC CC 00 © r- >-1 i" © 00 CO 00 : ^"© * ® ^ i'g ©I i : i i : j g ^3 • © ; ; ; © i a* ■.SgkS g j ^ o s : - £a£s «r a -st Pi p.ft © © © oo co cc c o o *-S 4S 4^+5 m tocc s.§_ -P ”« « » © o .sa a -■a® ” g. «,S CM^ W p= a O 03 O n (< h ©as as © © a' eS •re ca2jp ^ © 03 « J.s s a KJOO „ fefl © * © © c feC © © ^ 3 W3 ^.1 •a at s a ts w CO £ 1 a i° P CO o o >> «■§, <3 a o c fr CO <© o 5^ +» § 1 o § 11 •o 1 © © Ww M PH o o 3 * a 6 o a ©"j; © a © -S S £ tRS R 03 ^ • ©to feC © - 'e © *a C O ®CQ 8 I ?Wgl Pi §S8© © a © © a •a S.£S| ^ o a: s 2 .3 ,U« §£ o © x Hr>— ' fe fetM c ^ a 0 = -55 OP5 a a o a « a P go 3.S E£ CM CM CM CM < STATISTICAL TABLES. 42o © t* © CO O CO CD © LO C3 O o CM O O 00 O ifi CO rcoco OOh O H< rH CO O CO O CM CO CM CO CO CM 00 05 rH co »H CM CO CM H (N W H ^ CO CO rH rH ^ H ^ M iH CM 'WHO lO O l© CO LO UO t> :s : -< ! . © •oil gsJlg w«s.H 3 = & a t* ® ^ © e f>P 1 1 p p H -8 3 3 a s Zfl © £ 3 :H © iS bfl t£g ® ei o- g3 C>S C W H c § ft — 0 >:•“ ri is— < -© • © © £A ^ x £ > o rt „ ft . g ® >Pt ©©02 . © H . 5g,q ftp p-^p io oc & r~- >30 (SW® C5 CO 00 00 :3 :W sfc w & i O _10J © CO ©T" , . :h> s ■ : a a .dfc g j ■fig** WLO^ :4 S • CO ^ :t* | £ |nn®5^ i5 ® oh« 5 <=* a pp n C? rqj 1-3 . *^JHi*; % q" _P pj J; q a q • q3 O o a £> &*■■ 2 >>*- t*»*? ^ -~ S | g'2o3 a3 i> : c a c: e . e o © O g ®3^£pg' {zj PH> :P. = a I?? ■goj o a H nyj o «.-B a e op OOP p-g a g-3 ^Sm:S p. -h 3-f3-2 2 I o £ po<1o P = 5a “Co PP :o ©Cm too ©mi 'gs O 3 52_ P.3 _ffi O p o t! ^3 : :H : ia HHl aa £ co '-'U N © •a s^-^a o r‘ ■ . rt . >» .© a^'S^-Si-a^ II ©p ©p Ip ppp c5pa a a .2 .5a P 2S : a a sg *M |s - a — i ^ c 3 fct^ u *z % n ci fe tq S hq © © (3 fl sWm j o O 5i a pp a ^ GO . a "i © tx a u& © 'So £ 0„a ro * s OQ © JL © •3 *2 "a ® a-- « C5 ® c.s 3 ^ a | . © a o 75 Jf O a P ©^ o w © 73 73 © QQ © O u 03 00 03 © *03 .9 '{i S © o §.a .fl 73 ff M 1 P © 73 §2 p m "3 §1 #s ■g *© .9 P © iM 03 © O © Ug rj *3 «s © aiH P4 H PP H > 0% © fH CM 'From Ilonort of tlio Commissioner of Education for c Thore are also 53 special students in phonography, and /Includes special students in phonography, telegraphy- 1883-’84. 43 in German. Gorman, French, and Spanish, a College faculty. d These statistics arc for the school year 1883— ’S4. ^Charter of Genesee Wesleyan Seminary, with which bThis colloge is associated with Smith’s Academy; for c For all departments. Lima Business College is associated, report, see Table VI. A Date of reorganization. Table IV. — Statistics of commercial and business colleges for 1884-,85, tf-c. —Continued. 424 REPORT OF THE COMMISSIONER OF EDUCATION. •areuiGj 'UU°X •9peui9j£ -0FK w>x op 10 c~ os cq •e^n9ux[{oxa9 gjBOijdnp Sarpnp ~ ■X9 ‘sjugpnjs jo jbqumu pejox •sjojoiuc}.8ut 9fBui9j jo J9qumj£ •aiojoujjsut opra jo asqumji 3 ..O' * :Sg I ^ - • © ; s £ .§ 2 f J So : S ll^SSSss* cc’3 P'iSos >, . a !^i ii tii S3 Hc5dE<1 -4 P c3 'o 2 5a c3 O H J3 PH f4i «;l e» o ^ 03 P* •UOpjBZTOBSlO JO OJ'Bd ^ ooeooo . coiCth <© ©i jjlSj lg!5^5-o5- S © - PI g rt <3 g 2s 2 fcO 2 h-p o: 3 OQ HOi3.c«a <2|'Sl®‘3fco© I o.9 .5 QOO O OO • k! "2 t* a oo 1§1 I| s. g.s| s£ fos o g C- £ is O '»'§ .2 “oo p • © 5 © « © ©,2 «|g£2&22 <2 §® ©coto ®c o o o © a *3 * P © h2 _ a a» fcB w^. ® ' Sh O _ , © ©^ M+3 O O h 3 wo .2 a o lllilol I oil Ilf 'p,S«-io'3 * |§1«Ss atfagJi ^ 8 a-* « i W Hoq•■5 P S gj a gig IziOO 'A fii b © a 9 •5 co co <3*5 <3 n Id •* ^ h • 3 d *. d *. S -®§i.ga s gfjiii § © 2o 2o « ^ H M c a 8S to to to to »o ? s STATISTICAL TABLES. 42.5 Table IV. — Statistics of commercial and business colleges for 1884-,85, $c. — Continued. 426 - REPORT OF THE COMMISSIONER OF EDUCATION. In ovening school. •oprao^ © 01 o ; CO •opH M © 00 ’'T oo cc 00 CO CM CO •t£U0X •* © 8 00 n 00 CO © CM ^ In day school. •0IBO181 w n Tj- O 01 8 n co © - © ^ r-« n *1-4 •©PK lO _ i 48 84 4 00 co n © © oow © n t'- © n n rH © © © ^ © ^ CO O CO © T?lox !• j 50 88 4 00 © n © © iftt^awoco^o ^ n ^n -wi^c-vi^cc© n rH rir^CO ^--2^ 8 C 5 -a O _ g i.2<§.g=^ otB 5 .'EsSw'-fc 8*1 iogtfjp.s uojiBqo jo ejBQ © n on n t- oo r> x oo § ||§ H ® a n.2<> •r o — ■=< £ -i © P. - C.SW £-5 C CO « S - E-1 H jS cf i & C o c © X ^ « SiO K5 cf O. CCO §• •5 2 •J> > o' • a ■ h c ' , sea ' c~>| 8 8 I go fr*H-gt*p2 5. Co\g.S.§ s S' « o ?ro isil ©•b £ Jo I rt § j* p.g 8* O s w 3m.s 2«a gag B-3 a o © o OtJO O 7 © I r; M ® ‘S ■S *» o g s a 43 rj H p g 3 P« Pj ■ag-a g?l ® a^ a a e«s s ••* 3 O O o b O o •s| S §c • « C/J . . ® • I’S • * 'S'© : i g | ; po • • o . . • • C i i >3 « . o , . a : a • • fla oc :£ £l ^ -4=2 0®B,30- ttcsOo, ^■s ®- £•3 e 8 ► 8 wP^'e o g ©-0.2 B BS A ©U s.g 8 ® o c O Or S .5w §•§£ <= c — OH ill* “* o g’o >,0 « *; a ~ t- c'3 “«c 5 g s'-’e-s « 5 | S a o § c krt-' o Jr tC-- -£ c — 5 -5 c J-iloii lO CO CO O O r-»n COtH lO©t^00»O*-fC^ O OOO O H HH HH T— '*— •r-*(M(M- 00 © © HO © © LO LO © LO OO © © © lO CM © H©ynO^Y ^^00 ©00 CO CO © - qooqos Sm -U9A9 m sqjuom jo’jaqumjj « O • CQ • • * C9 : Ith © CM • rH • lO CO L- © j j ; lO © CM C- 00 j j •JB9A" OIJSBJ -oqos ui sqa9Ai jo aequm^q 8 b- OlM^W ■ CM CO o « lo CM '©©C1CMOO©©© CO CM© o ■YTrOOyCOOCC'*? Orf CM CM © © lO LO ^ CO *.£pnje jo 9SXQ00 ]jnj ui sqjuoui jo J9qamjj « o i 3 12 G 6, 8, 11 30 10 s 3-12 9 9 5-12 10 CM CM © © Volumes in library. ■jB9i£ jooqos JSBJ 9qj UI 9SB9J0UJ H w ^ • o 1 «. :5 : LO CM i° j : lO CM © © CO • « © • . . CM • •joqumu 9Toq AV w M ! © © 1 ~ © ^ • coco © LO CO © • © • © • r-T • « CO • « • CO • • LO CM © lO © LO • © • 00 • LO • . Cl • Branches taught. •iCqdBjSapx « w X O X X X XXX X© XXX © © ©oo ; •XqdBoSouoqj w» « : ox® X XXX X© X X Gj X XXXXXX •99UBJnSin 9JIX © 1 © © © X X X XXX X X© X © © j x x x ; \£tnouoo9 fBOijriox A « X X X X X X X XXX X X© X X X © ; © x x ; •albx prtOJ9cuTnoo 0D « ; X X X X X X XXXXXXXXXXX X©XXXXX •SurquBg; it ; X X X X X X XXXXXXXXX X XXXXXX J •StUiiOAJUg | « it X X© X X xx ; ; o © © ; x :© ; © © x ; •BDXJBU39qjBm. J9q§12 { e? it X X O X X XXX X © O © X x x x ; x© x ; •guidaaq-qoog; | h X X X X X X X XXXXXXXXXXX xxxxxxx •gnmBJd « ct x ©© x ; x x xx ; :©©© ; : x x xxx©xx ; 'diqsuBiougj ; it it X X X X X X X XXXXXXXXXXX xxxxxxx 1 •90U9pU0dS9XI0D ; ipuB qsqSu^-uommof) X X X X X X X XXX Ixxxx 1 lx xxxxxxx | ’sjuopnjs jo 92b oSbj9ay I © et 00 t-© t> r-l H(MH © © -H* CM rH CM CM © ! 00 00 • CM © • oo • fH . 1—1 rH • CM CM • r-l » CO © © I rH rH CM » Number of students. •qeitredg uj j Si T=4 © © © ‘ ( 00 • © © CM • © r-l :° j : © © ; • ; •qouojj uj XI > 00 O 1 1 1 00 io t> rH • CM i13 i I © CD © ; ; ; •UBUU9-0 UJ i* 1 r ! • «©o LO i CM © t— t • rH © CM j j CM © ««§ : •■fqdBjggpj uj V © ©rHCM i-l OH LO O © o CM r-« © CM © Cl © © © « © ; •^qdBjgouoqd uj 1$ © © ^ • CM • lo CO © © e* © j 1 j l j i • 4 1 > 1 • ! c i ij Santa Clara College, ersity of Denver* . . 3 Gollogo . Diversity . O P3 bsM II M § ^ o 50 Hrt : : : © ... to ... o ■ ' 1 "o : : :o : % : ts • tS '+4 : © : g fr!® ir 5 SLo g Sl|Sldj3J|!L .5'3o§p 53,53 — oiSc J2 •- o ■SOS-O^I* 2 a Ill'll I s a * S H,i3.— eSA; c 33 O r-l (Ncotmot' o •* 00 © « ; * ;a i* • . 0 • [ooqos But -U9A9 nisqiaora jo iaqaiUKj « : ©© ^ ■ © t> © © CM ! CO 00 CM • CMCMCMOt*©© ' IB9A OtJStq •oqos hi yqaoAjO aaqarajq; e? 37 44 'OOOO N © 00 O • rH 00 OO MNOOOOSO'N t CO TJ" ^4 © rr "5(4 ' IQ rJ4 rl< IQ IQ rr ^ IQ iQ •Apn^s jo 9&moo ipaj m sqjaoai jo mqamyr w M © © O © © © ^ © CM © CM CM CM © CM CM ^ * I © © ! CM CM rH HHrtrl 1—1 H * J ^ » ©“ 30 30 © © ^ rH ^ ^ ^ 10 ©©© CO CO 10 © CO © © 00 HrlH i-H HHWHCMHH Number of students. •qsnredg uj © : j i j • •• • CO © 1 1 © 0 • •qouaaG uj CD y* • 1 ^ 111 • » 1 • 'W© • • • • • • CM CM • • •UBULI9£) UJ *• © • CM iii 111 1 1 co • ' © © • •AqdBiSepj uj © H *- • « © IO • • • . CM • • CO CM • • •©••©•« C5H • « • » • • • •IqdBoSoaoqd uj *3 w( O ^00© © « CM . . t> © • • • CO CO <0 «*• C3 © tH J • • ^ CM ih to W 6 i a fc * ! ; s | Commercial department of Simpson Centenary College.® 1 0 > > a > t lfi !c l a i! ;■= ■>£ • SC r§ !? c rl \c ) rr. tt II 1 j !« i « 1 C G :1 ■ a iC |j '*1 »c j g ! c ['5 'K j « il ■ ^ >c Whittier College Business Course . Northwestern Business College . Abilene Commercial School and Literary Insti¬ tute. Lawrence Business Collego . Wostorn Business Collego* . . Thomas Martin & Son Business College Com¬ pany.* Commercial College of Kentucky University _ Louisville Bryant & Stratton Business College*. Thomas Martin & Son Business College Com¬ pany.* Western Kentucky Normal University and Business College.* •T. W. Blackman's Commercial College . Soul6’s Commercial Collego and Literary Institute Dirigo Business College and Telegraph Institute Portland Business College . Rockland Commercial College* . Bryant, Stratton &. Sadler Business College* _ Eaton &. Burnett’s Business Collogo* . — « sm is ro b- oo a © © © © © O © © © © L- STATISTICAL TABLES. 431 Tablu IV. — Statistics of commercial and business colleges for 1884-85, fyc. — Continued. Note. — The branclios taught are indicated by x . 432 REPORT OF THE COMMISSIONER OF EDUCATION. • noijmj joj jaap -ujs qaBe djnSjuqa pmuu y « oo *oo ic w l's io om ‘ a ^ cm cq w) q t> o' ^ * io ° ri o ^ * r-l CO CM : o lOOOlOUOiOiOO : 7 lA ^ ^ • O CM o o ic o o o qooqos Sui -U9A9 nisqinocnjo jgqran.Nj; COOOO • oo O o b- • O O ‘C30 ©©«©©© ^ • © \1U9A' oijsiq -oqos ui Bqa9ii.’ jo jaqnmx; «A M {M CM CM oo CMCMCMCMCMOOO lo iC lOrr tt CO WOOOiflrfvV CM CM CM O CM O rH hJ< O O O ^ O T?‘’W •Ipnjs jo 9Sjhoo qiij tn eqjaoui jo joqura^; l!? « O '^C3rJ< ICO CM CM • CM O O > 1 • Tj' • CO • : CM CM O O CM 00 O CM o o Volumes in library. '.reaA jooqos JS'SJ 9qj Ut 9BB9J0UX K • o ■ O • ^ • o • • o • ■ o • IT3 100 27 •jaqurnu; 9ioq \\ « W ■ • • • •0*0 O O 1 ' • • O ^ CM • • • • O » • o o CM lO O II CM 400 250 1,000 200 'Sd | I O o 1 •AqduoSaiex 8 ooo© ; © © ©ox© X o ; ; X XO X I •AqduaSouoq,! 5 oooox oo xxxxxo X X X X *o X xo X X •eouumsai ojiq; 1 o o X x : ox x x x x ; o X ; X X X X X : i ■Amouooa pjoijqoj 5 o© X X : xx x © ; © ; x X XX ; X X X ! x •AiunuiDiouraioQ § i XXXXX XX xxxxxxxxxxxxxxx XXX •gurqtreg; j s © X X X X XX xxxxxxxx X X X X X X X x •SupfeAjns i S3 ** ®©xx ; xx © x ; © X xo o ; o X X •eDijBmgqjBin jeqSijp i § X©XXX XX ©©XX X X X X © ; © xxx •Smdaaq-qoog; XXXXX XX XXXXXXXXXXXXXXX XXX •SuiAVBJQ i § xox© : ©x ©ox® :® x x x ;x :© :© : x © •drqsuBraaaj 8 XXXXX XX XXXXXXXXXXXXXXX XXX •90U9pU0dS9XI09 ptnsqsxpiag; uorataoQ 5 1 XXXXX XX XOXXXXXXXXXXXXX XXX •sju9pnjs jo eSu 9§bj9ay • 1C • -fce-fc* LCCOOO » OO CM iNHflDCJCt- « r-i CM 1 • CM CM rH r—i rH H : s : hc« He* OClNOObb (NHrtHHH ! o • rH W c rs ; c-j o I £ •qeitredg a j ! a* O O • ‘ O O *0*0 • 1 II • • It o j • • OO © j •qouaj^ up 1 s O O ' ' O O 1 o • o II II O O CO j o o ■UBUU90 UJ £» H O O • • O ^ • co o o ; ; i-i^ • co o IQ CO rH ^ j o o O CM CM CO •jCqdyaS9[0j up i O O • • O O >OiCO cc i j H00O o I CM | •AqdeaSouoqd up H OO • ' OO cqOOIO || o o CM O CO CM iO 00 CM O CO O TT b- a* 1 2f oo | g5ir' S-s- • a .9 s = © ^ci-5 pH a 2 2' § a EgC-o g~ g'S © s Ift o t> oc © © STATISTICAL TABLES. 433 §3 gaaggSggS g KSSS G^2 2 s ss§§fggasas$ j jo • • j 00 j C^l CVJ JS) £T OLlf. ■ • oo • © jwciooi h- ©CO£J j j 00 9 9 Sggg SgSSgg g g gg is SgSggSSggSSS igSSS gg is J CM T* © OirjO:iNNrJi p 2 © oa (M co ^ © * " ” r - ^ , S SS^S^Sf^SS s- jS : SN i i §m ooc 001 X X IXXXXX :xx x x © xxx x © xxx :© : x ! x X X © x : ; x © © ! ; x xx x © ; X X ; © x x ; x X X : ■ © XXXX X © X X XXXX X XX X X X X X X X X X xxxx XXXX X xxxx XXXXXXXXX X XXXX X X X X X X ; X X X xxxx XXXX X xxxx XXXXXXXXX X xxxxxxxxxxx X 0 © ; © x : : : © © x : : : ; x : © ; x© X X X X ; X XX © X X X © x : x : © © X X X X X x ; x ; x x X X ~gS® 5, X X X X X X XXXXXXXXXXXXX X X x ; x x x , o XXXXXXXX X XXXXXXXXXXXXXX X xxxxxxxxxxx xxxxxxxxxxxxxx — ■ - — ilsf-f X X | X X X X X X x : x ga: — . ^~5e~ !'i |1Jf llffi-l a is aaSsaasas a ssa ©00 asssa j sag • © sag - © © « • © © © • © © © - a © © rH • © © - a • © © © 9; - oo © © • © © © -- : fe> \ • ■ ; SISs SsSsssfss § SglsaaSIsIlass s sllasSaasas * 28 E Table IV. — Statistics of commercial and business colleges for 1884-'85, tfc. — Continued. Kote. — The branches taught are indicated by x . 434 REPORT OF TIIE COMMISSIONER OF EDUCATION. •noijrnj joj 'juap -ms qoua oj o3.i«qo lenauy tooooogoajoo o vs'iioiomio«©wi»^io^o»i(> aiaodv^nootfio ■fe-ts-o *ae'-i *•» •oJ„r..c^g 'looqos Sai ■uoao m sqyaora jojoqnmfj > co so © 'oo otoootooo ■ co 00 ea u%aA’ oijsiq -oqos ai sqooAi jo .ioqnnifl; •Xpuje jo os.inoo f[nj at eq^aoux jo jaqamjj O ^ O N ci 0-0 © ( fl is* s 2 0.3 '0.4 > •ava£ jooqos jsbj oqj ai asuajouj S uoqmtia 9yoqA\ •^qdBxSepx o o x x o x •^qduaSonoqti x , © x x , ; x , x x •eoaBjnsai ejyj xxo oxx ,0 , X \£tnouoo9 fBOtjt|o{j ox Ixxxxxxx x ; x ; x xx •Aiiq iTJioaaraaioo xxxxxxxxxxxxxxxxx xxxxxxxxxx •Sat^aua xxxxxxx ;xxxxxxxxx xxxxxxxxxx •Sax^OAjns ; x o ; o •soijeuioqytjai JoqSijj ; x x x x x© ; x x x x ; x •gauteaq-^oo^ xxxxxxxxxxxxxxxxx xxxxxxxxxx •SujAiBJa ;xxxxxxoxxx ;©xx xxxxxx ;x •diqsuBaindj xxxxxxxxxxxxxxxxx xxxxxxxx •eouopaodsajaoo pacqsijong aonnuof) x ixxxxxxxox xxxxxx xxxxx |xx •ejaopms jo q§b qSbioay - 10 00 10 o a a 00 r •qsmeds aj •qouoaj uj •aunua*) uj •jfqduiSoioy aj v^qdmSoaoqd aj itf :*§ :a « : 3 &fljfSjS^SSaSs« * © O 15 ~ . © O o 0 5gSa-S5«S2|BBn-^9 'o •o 2 5 O' o | £0 | a ^'g 0 — 5 cS ; © • tuc • o ; •3 : 3 :J2 I OB* " c 5 ; ,®sH tx‘3 ' + j3 © £ ~ g ® 1^0 5 y gf<:5 sU B!SS|ig|ag _r. loll i 1 « I |cl s£ > § g g g-g s | | §3 a g.l|| mmis-s J t 1 o©-jfrJcoTt'incot— 00©© — 'Mco-s-uo eor--ac©©--C'JC'c«9'irt t-OD(»OCOO£COOCCJtOCOC c: © © © © © ©©©©©©©©=© HrlnrlrirlnrlHrlHrinrirlrlH .. i-irir-iriOJOlCMOJC'lOl STATISTICAL TABLES. ifSS SSSSS SS§gS83S SS2SS SSS :S r ^ i * A ** 2 j • • ©» • 30 • • O «Stp •©© •© • O OO OP* SSSgg 3333gg32 £ :g?5 £555? ift pi ci o oot5S ca = m sTcj x _ o pi © — o -1 - i -» C- — O'- — -1 ‘ © o _ ""3 00H 0 • © 2 i i : :®°S i : r ; Mi :i*8 • o Is § : illi : : :r§ 1 : : i : : :P ! ; : o ® : o ! o©o * * * oxoox J © X © ; ; o © X X © XOXOXXX X ; OO X X XXX ; xo x X ! x : X X X ; X : x ! x x x x x © x o jxcx X X X XXXXXXX x ;© X X X ©XX 5 1 •n .9 I * 1 ■S 3 i5 I § -3 * .1 mil ~ ? g S S( X X X X X X XXX XXX X^X X X X X X X X , X X . X © © X XXX XXXXX XXX X X X X XXXXX x x ; xo x x ; ; o 1 x x XXXXXXX X x X X g s I & X X X X XXX x x x y x x x x x x ; ; x x x 1 1 1 &£ .5 S3 g a! r *— « 1-f ° fci g=2i H " 5 = II I! ~ X~-= gx S B i=i I mi 3 1 1 I 111 1st sgfn 111? I tun ^ IIS SSI = =" = = o- ”11111" « "33 “• r- fi III sj |i 3 ■ !?p Ilf 1 fpffi4 ^ 0.< -r. I illiilj ill JIM Hi mil |§*j§s=i* aiiilim Mini!- - =- = ? "O-S = gp! 115 IS il : V ' " - " 5131 •?fc==5-:££* si* |i? Him iii = #,.53e5.iJ5 XSS8 o — pi pp is ~ si pj n pj ii I1S1II S9 S38SS §1888 , 435 Table IV. — Commercial and business colleges from which no information has been received. 436 REPORT OF THE COMMISSIONER OF EDUCATION. :S 5© jlgj 8 O cj. © ■p a <3 -a ,GW W .2 'Sos' !§! 43 o ® gOg rT.~ _ © ® _ °”go§S ' ODO • X w „ S 1 S-9 S'3 b.2 ^ Ss 2 IS®1 sg £w s^ss s s a a oHWy 131 a g § g'G^* S53 O S ® c k"©'- w - p ro p >-.« © rt ©'rt-Peca©.- WOOWOWWW o s owo <1o suy! o 60 *9, ^ ^ C +j • 02 • ^ £ . o ^ 5 J5 .2 S *2 .2 § .5 Jf-IS^SSri B- s^-Bat^s^S Saa ^ ®mQG&® G a - P< © 2 G ej oZn © ei ^■’st’o B "a -|3 -.2 -£* G a -£ 2 o © tx, _ fcc-G a 2*-»h ©vrj c'®a^i;So©£G C* taO c? C3 C/u C i“ C c* C cj ® S X ^ r* ' <*' i <•' P-< *— « X G -W L_ -4-* k_ . <— 1— < V© 3 SWaflSr'So^e'^ rtrtLy°4i O OWPfiWW W Wi-s^Wm W 60 So ■|^ v r; © ^ to a 60 .43 60 §£<§£ 202 a © go a tr.KJ a W o 60 « P CD •’-1 © O o CD 2T © © W =• b£ ~rr - © © a o © n G ffl m •— .2 C a © C G «o^.S SO in - ' w • . © w • rr •- S hC © © .5 © bJC^ to Iglol S»: ^ £ o §.S o ©O'-; 'GTI.S *•§ g © s | a © a .a a .|(§w||“ '-'ro Z, ® -® » 2 "JUSSI'S ca © 2 o £-2 § a Sw p >S , »^ g^{ o Ci Q fa G o o rt J a o .'© •: 2 2 6 pw CO © cc a c o.G .be® ^W «w 6 r*. hr — » -_, g CO OJUW -2 §.2.5® l'«2 2'S • ("a33©c30© O ® cj 5 « s 3 tt^OWWfa.OWtrO; Pt^QPW* Table IV. — Memoranda STATISTICAL TABLES. 437 Taulk YL— Statistics of institutions for secondary instruction for 1884— ?85 ; from replies to inquiries by the United States Bureau of Education. 438* REPORT OF THE COMMISSIONER OF EDUCATION. s ■£ 'S 1 I ft 'JV&S oinrapuoB aeci jo 9Soxa eonie [ooqos ogixaops pa.ioiiiEL i 30 1 ?=( I 0 z 0 0 0 \ MIMA' OllUOpUJT? 5SU[ jo 9sop oaai's oUegoo pax^n^ s j CfQri^- eo O • • •wUoiioo ttx osjrtoo ogunyps ,ioj Snurdoig © coo « . co excess- ■ • • • ; •ySogoj m 9sjuoo XBOissiqo jog Sni.uulajj s oioo n ico xco j ■ ; ; ; .g- i s mis ti * - i ^ i if i I i? < 11 i 2.s •noi^cziacSao jo ojtjq * 1111 1 III! ! !i!!i ; HI j usjjTjqo jo ojea w §5=1 i i!®^! w o|°| sj i 2* rn I Hi :S : ; ! :.: | m : " : : : B S : • : : : ♦3 - • -5 S-i-S < a ®©«j !«| | Rl MSJ I 111 . • .... • « i«,i • • .»!• : j i :i j i 3 I ? lift 1 ! Iflll 3 P=i feCCJOC i ^ i a fi ii HI :l§ ;G3 1 Mil i n ;; !til § iii i m III! ksil: §Bo®c^ Jsfj 11111* ills rill. J, ® i • • • ft l r~ C c i5 !g :l G !j! I^rti ill i 1 \£% U STATISTICAL TABLES, 439 H ; ;0 ; C3 © ; • ;;;;;«; ; • ; j ;© Cl . o o * - j N j ;© • OCp* • o to j • O • lO ^♦ClOO - • © o « tt j O; ;0 ; Cl ’ lO j a : : :22°° 2 • ; © O ■*■ • © © o ° ; S >g © • »e ci ci © •** © © • © © © . o © ; i 5 "3 S° : S i j : 2° : i is i i : ■ : § 3 S2» 3 : i © © o o o © ■ © © S j S £3 £§38 ®pS S2$S i|§ 8 S£§8C5 « 5 *-* C8 17 ;3 5^? 3 S| ; j :is2£8£ 8- .S88388- ; - s :gS80£5 ;g SgS 00 70 20. ggg : 3§§33 §S?£S83 S' '§ 8~3 . o ^ ! 04 8 * fc $3 £82 3 §©§2853 gg88g!£££S2 323 S33 N : ji ; » » ;« © NO ; | ; us | hnww NKce;5 p: ’ i g § : i £&g i Uillai I a « —3 cH a a £*£££*£ £ Will a a a — a a a s a j- a a 5 f* | a i lU! jii iiSi Sll 6 1 r a H a: < CD t-S I I 1 § a a SS3 § SSSgSggSggSS-SSSSSSSSSS-SgSli-gSS * From Report of the Commissioner of Education for 188:$-’84. b These statistics are for tlio year 1883-’84. Table VI. — Statistics of institutions for secondary instruction for 1884-’85, — Continued. 440 REPORT OF THE COMMISSIONER OF EDUCATION. •i'bq^ oimopeoe jsex jo osoxo oouis xooqos otjtjuoios x>9i©jua; s i r ! i • rH • rH • • • • t • « • • ( Number of students. ue9.£ oiurapeoe jsex jo os op ooirie oSgqoo p9J9jug; *• 1 no : : * 1 : : i ^ > • • (M • j CO ; T-l •9?9n00 ui 9SIU00 0TJIJU9I0S JOJ SuiJlBd9JJ ® j j ° ^ m m © 0 • 100 * iH rH • CM • •9S9H0D Ut osjnoo poiesrp joj Suriedojj *5 1 lft r-i • w wno H | ’-< ; rtN O • CO TH i 07 rH • rH • •saSenSeex tuaponx uj rt Pi O O • « 1-1 o 00 r-i * • rH CM o co O Tti 0 O CO rH CM CO •gsjnoo xeoissexo uj 13 1 CM* © WOO C4 CIO ® CO ® CM hK • •exeme^ rt rt • O r* 00 ooooo o • CM CO CO rH CM CO CM O ® ® I i ® HO IQ • • iO r-i O r* rH • ® » • 75 85 120 50 *l«WE © LO CO 05 CO o o CO CO o OCOCO 00 CO CM CO CM O rH HIM r- 10 ® no ® ® 10 l>»0 °°2h in S •siopnijeui oiemo^ 00 • CM CO CM iHCOI>lO CO • CM COCO CM • ® ! ^ •sjopurjsut oxejy *» t>OM l> iH • I© rH mm 010 eo n •uoi^Buiuiouap snoiSrpy; © Presb. .. Non-sect Seventh Day Ad. Christ’n • . o . 1