- 1 * * * * * ,**&*•****+ *+*' s( e1^aGS Villanova College VILLANOVA, PENNSYLVANIA LIBRARY L 111 Class .A3 1886-87 Accession 27364 -A“4-s4 ❖ * * * 4 4 4 * * * * * * * * * * * 4» * . * + + * * * + 4* * * + * * * + ... + * * + + * + * I**** DEPARTMENT OF THE INTERIOR, BUREAU OF EDUCATION, N. H. R. DAWSON, Commissioner. REPORT OF THE COMMISSIONER OF EDUCATION FOR THE YEAR 1880-S7. '88S23SSS&' - - - - -lrs'r^PAR™FNTOF EmCATION MAR 2 6 2013 400 MARYLAND AVtNUfc 5.W. WASHINGTON, D.C. 20202 _ > y ■ 0 3 ) ^ j D j / ; WASHIFCTO.N: GOVERNMENT PRINTING-OFFICE. 1888. THE UNITED STATES BUREAU OF EDUCATION. [Created as a Department. March 2, 1867. Made an Office of the Interior Department July 1, I860.] COMMISSIONERS. Henry Barnard, March 14, 1867, to March 15, 1870. John Eaton, March 16, 1870, to August 5, 1886. Nathaniel H. R. Dawson, August 6, 1886, to date. •v> ;• t \ '•fy L III .0 3 l%%b~ CONTENTS. Chapter I.— The Commissioner’s Statement, Tlie work tlie Office . . . . . . . . . . . . . The Museum . . . . . . ........ . The Library . . . . . . . . . . Publications of the Office . . . . . . . . Plan and. scope of the Annual Report.... . . . . History of American education . . . . . . . . . . . The College of William and Mary . . . Report on the Study of History in American Colleges and Universities . . . . Opinions of the recent work of the Bureau . . . . . Alaska . . . . . . . . . . Sketch of the history, geography, etc., of the Territory . . . Civil government. . . . Education . . . . . . . . Tour of inspection . . . Metlakahtla . . . . . . . Plan of education . . . . . Present condition of the schools . . . . . . . . . . . . What provision is necessary for school-houses. . . . . . . . . . . Application of school fund for the present year . . . . . Future policy of the Governments . . Removal of the- Office . . . . . Delay in the publication of the Report . . . . . Conclusion . . . . . . . . Chapter II.— Statistics op State Common-School Systems. Completeness of the returns . . . . . . . , System pursued . . . Limitations of statistics . . . . . Urban and rural school systems . . . . . . . . . Misuse of the tables— sources of error . . . School year, total population, and population 6-14 (Table 1).. . School ages and school census (Table 2) . . Enrolment (Table 3) . . . . . Average daily attendance (Ta,ble 4) . . . Total attendance — duration of schools (Table 5) . . . . . . . . . . . Number of school buildings— seating capacity (Table 6) . . . School libraries— high schools (Table 7) - 1 . . . . . Private schools (Table 8) . . . . . . . . . . . . Teachers (Table 9) . . . . . Salaries of teachers (Table 10) . . . . . School revenue (Tables 11, 12, and 12 A) . . . . . School expenditures (Tables 13, 14, and 14 A) . . . . Permanent school fund, total assessed valuation, and value of school property (Table 15) Percentage of increase or decrease during the past year of various items (Table 16) . Ten years’ growth of the public school system (Table 17) . . Education in the South . . . Expenditure . . . . . . . Education in the North and West ......' . . . Chief State school officers (Table 18) . . Pago. 11 12 13 23 15 19 19 23 25 28 28 31 32 33 34 37 38 39 41 42 44 47 49 51 51 52 52 52 53 55 58 60 63 65 67 os- io 74 76 80 £6 88 89 89 89 90 93 3 4 CONTENTS. CiiArTEu HI.— Digests of State School Retorts. Page. Alabama . - . . . . 04 Alaska . - . - . 93 Arizona . - . - . 112 California . . . — . - . 113 Colorado . - . - . 113 Connecticut . - . — . - . 114 Dakota . . . 117 Delaware . 120 District of Columbia . . 123 Florida . . 123 Georgia . . - . 126 Idaho . - . . 127 Iowa . - . 129 Kansas . . . . - . 131 Kentucky . - . — . - . 138 Maine . - . — . . . 140 Maryland . - . - . 141 Massachusetts . 143 Michigan . . 143 Minnesota . - . 145 Mississippi ...» . . . 146 Missouri . - . - . 149 Montana . 150 Nevada . 150 New Hampshire . . 151 New Jersey . 152 New Mexico . 153 New York . 155 Oregon . 157 Pennsylvania . 158 Rhode Island . 159 South Carolina . . . •' . 162 Texa . . 163 Vermont . - . 165 Virginia . 166 Washington Territory . 168 West Virginia . 169 Wisconsin . 170 Wyoming . 171 Chapter IV.— Discussions of Educational Questions by State Superintendents and Others. Administration . 173 ^ Censuses, school... . 176 Co-education . . 176 Compulsory attendance . 176 Country schools . 178 Education, nature and objects of . . . .* . . 187 Graded schools . 188 High schools . . . 194 Hygiene . . . . . 195 Libraries for schools . - . 196 Public schools . 196 Religious and moral training . . 201 Revenue . 202 School-houses . . . 204 School systems . . . - . . 207 Statistics of education . . 207 Supervision . . 209 Teachers . 211 Temperance instruction . . . 214 Text-books . . . . . 218 CONTENTS. 5 Chapter V.-CnT School Spstems. Page. Progress of public education in cities . . . . 223 Salaries of primary teachers . 223 W omen as principals . - . 225 School savings hanks . . . . . 225 Physical training . { . . . . . 227 Corporal jmnishuient . . . . . 228 Half-day sessions . 228 Division of classes . . . 230 Recess or no recess . . . . . 231 Truancy . . 231 Punctuality . 232 The effect of comfortable accommodations . - . . 233 The effect of school work upon the eyesight . . . 233 Supplementary reading . 236 Music......... . . . . . . . 1 . 237 Arithmetic . . . . . . . . . . . . . . .... - 238 Civics . . . 239 Other studies . . . . . . . . . . . 239 Examinations and promotions . . . . . . . . . . . 240 E vening schools . 244 Notes from city school reports, arranged alphabetically by States and cities . 246 Comparative statistics of city school systems (Table 19) . . . . 274 Summary by States, etc., of comparative statistics of city systems (Table 20) . . . 305 Summary by classes of cities according to population of the comparative statistics of city school systems (Table 21) . . . . . 309 Statistics of city school systems (Table 22) . . . 312 Chapter YI.— Training op Teachers. General recognition of the importance of normal training . . . . . . . . . 396 Normal schools . 396 Courses of study in State normal schools . . . 397 City training schools . . . . . . . 399 Model schools . 409 Physical and manual training at normal schools . . . . . . . 401 Teachers’ institutes . 402 Teachers’ reading circles . . . . . . . . 404 Summer schools for teachers . . . . . 406 Present condition of normal training (by States) . 407 Remarks upon the tables . 451 General summary showing teaching force, where educated, teachers’ certificates, etc. (Table 23) . 453 Statistics of teachers’ institutes (Table 24) . 454 Summary of statistics of normal schools ( Table 25) . 456 Statistics of public normal schools (Table 26) . 458 Statistics of private normal schools (Table 26 A) . . 464 Chapter TIL— Kindergartens. General progress of kindergarten training. ,. . . . . . 466 Kindergarten^ training schools . . . . . . 4G6 Summary of statistics of kindergartens (Table 27) . 467 Summary of statistics of kindergarten training schools (Table 28) . 467 Statistics of kindergartens (Table 29) . . . . . . . 468 Statistics of kindergarten training schools (Table 30) . 491 Chapter Till.— Secondary Instruction. Total number of pupils receiving secondary instruction . 494 Explanation of the tables . . . . . . 494 Scholastic characteristics of secondary schools . 494 Summary of statistics of secondary schools supported wholly by public funds (Table 31, Di¬ vision A) . . . . . 496 Summary of statistics of secondary schools supported partly by public funds (Table 31, Di¬ vision B) . 4S8 6 CONTENTS. Page. Summary of statistics of private secondary schools i-ir girls (Table 32, Division A) . . . . 500 Summary of statistics of private secondary schools for boys (Table 32, Division B) . 502 Summary of statistics of private secondary schools for both sexes (Table 32, Division C) . 504 Comparative statistics of secondary schools . 508 General considerations arising from the comparative view . 503 Supervisory agents — the Regents of the University of the State of New York . 508 State universities as supervisory agents . 508 Private associations . 509 Commission of colleges on admission examinations . . . 509 Duration of secondary courses . 511 Comparative statistics of secondary schools supported wholly by public funds (Table 33, Divis¬ ion A) . . 512 Comparative statistics of secondary schools supported partly by public funds (Table 33, Divis¬ ion B) . 513 Comparative statistics of private secondary schools for girls (Table 34, Division A) . 514 Comparative statistics of private secondary schools for boys (Table 34, Division B) . 515 Comparative statistics of private secondary schools for both sexes (Table 34, Division C) . 516 Number and classification of all secondary students (Table 35) . 517 Remarks upon the detailed tables . 517 Statistics of secondary schools supported wholly by public funds (Table 36, Division A) . 510 Statistics of secondary schools supported partly by public funds (Table 36, Division B) . 544 Statistics of private secondary schools for girls (Table 37, Division A) . 560 Statistics of private secondary schools for boys (Table 37, Division B) . 568 Statistics of private secondary schools for both sexes (Table 37, Division C) . 588 Addenda to the statistics of secondary instruction . 629 Admission requirements — universities and colleges (Table 38) . 631 Admission requirements— agricultural and mechanical colleges (Table 39) . . 639 Admission requirements — institutions for the superior instruction of women (Tabie 40) . 640 Chapter IX.— Superior Instruction. I.— INSTITUTIONS FOR THE SUPERIOR INSTRUCTION OF WOMEN. General character . 642 Obstacles to classification . . . 642 Explanation of Table 42 . 642 Admission of women to Columbia College . 643 Summary of statistics of institutions for the superior instruction of women (Table 41) . . 644 Statistics of institutions for the superior instruction of women (Table 42) . . 645 II.— UNIVERSITIES AND COLLEGES. The tabular scheme . : . 656 Universities . 656 Statistics of foundations comprising groups of related faculties, etm (Table 43) . 658 Statistics of State universities (Table 44) . 660 Colleges or collegiate departments . 662 Summary of statistics of colleges of liberal arts (Table 45) . . 604 Comparative statistics of the undergraduate work of colleges (Table 46) . 666 Classification of undergraduate students . 667 Endowed professorships in Harvard University . . . 667 Organization of the University of Pennsylvania . . C68 Organization of the University of Virginia . 663 University of Alabama . 668 Organization of Cornell University — recent building operations . 669 "West Virginia University . 670 Notable events in the history of superior instruction . . . 670 Extracts from college catalogues, etc . 671 Statistics of colleges of liberal arts (Table 47) . 675 III.— SCHOOLS OF SCIENCE. Character of the U. S. land grant schools . 706 Summary of statistics of land grant schools (Table 48) . . 708 Percentage of students engaged in field, shop, etfi. (Table 49) . 709 View of practical work as reported from twenty-five colleges . 710 Appropriations and benefactions to land grant colleges (Table 50) . 710 CONTENTS. 7 Page. Equipment of land grant colleges . . . . . . . 711 Statistics of schools of science endowed with the National land grant (Table 51) . 7i6 Notes from the catalogues of these schools . - - . - . 720 Summary of statistics of schools of science not endowed with the Nationalland grant (Ta¬ ble 52) . . . 725 Statistics of the same (Table 53) . . . . . 726 Comparative statistics of attendance upon colleges and scientific schools (Table 54) . . 730 Ratio of college attendance to white population in 1857 (Table 55) . . . 734 Chapter X.— Professional Instruction. Summary of statistics of professional schools (Tables 56 and 57) . 735 i.— schools of theology. Summary, by States, of statistics of schools of theology (Table 58) . . . . 736 Summary of same by denominations (Table 59) . 737 St. Yincent’s Seminary, G-ermantown, Pa . 738 Statistics of schools of theology (Table 60) . . . . . 740 II.— SCHOOLS OF LAW. Summary of statistics of schools of law (Table 61) . . . ... . . 749 Statistics of schools of law (Table 62) . : . . . . . 750 in.— SCHOOLS OF MEDICINE, DENTISTRY, AND PHARMACY. Summary of statistics of schools of medicine, dentistry, and pharmacy (Table 63) . . . 754 Statistics of the same (Table 64) . . . . . . . 760 Chapter XI.— Degrees Conferred. Analysis of bachelors’ degrees conferred (Table 65) . . . - . 776 Statistical summary of all degrees conferred (Table 66) . . . . . . 777 Chapter XII.— Manual and Industrial Training. I.— MANUAL TRAINING AND INDUSTRIAL DEPARTMENTS, In the public schools . . . 782 Purpose . 782 Location, equipment, and course of training _ ...'. . . . . . 783 Co-ordination with the other studies of the system . . . . . . 783 Cost . 783 Results. . . . . . . . . . . . . . . . 784 Industrial training for girls . . 784 Opinions as to the advisability of introducing manual training into the public schools _ 785 Drawing.. . 785 Industrial exhibits . . . . . . . . . . . . 786 In other educational institutions . . . . . . . 787 In schools for the deaf . . . . . . 787 In schools for the blind . . . . . . . 788 In reform schools . . . . . . . . . 789 In schools for the feeble-minded . . ' . . . . . . . 789 In Indian schools . . . . . . . . 789 In colored schools . 790 Societies for the promotion of manual training . . . . 790 H.— MANUAL TRAINING AND TRADE SCHOOLS. Saint Louis Manual Training School . . . . . . . 791 Chicago Manual Training School . . . 792 Baltimore Manual Training School . . . . . 792 Other manual training schools . . . 792 New York Trade Schools . . . . . . . . . 793 Statistics of manual training schools. (Table 67) . 794 Summary of statistics of unclassified industrial schools (Table 68) . . . . 79G Statistics of industrial schools (Table 69) . . . . . . . 797 Chapter XIII. — Business Colleges — Nurse*'; Training Schools. Summary of statistics of commercial and business coileges (Table 70) . . . . 802 Statistics of commercial and business colleges (Table 71) . . . . . 804 8 CONTENTS. Page. Summary of statistics of training schools for nurses (Table 72) . . . . . . 814 Statistics of training schools for nurses (Table 73) . . . 815 Chapter XI Y.— Education op Special Classes. Introductory remarks . 818 Schools, or asylums . 818 Attendance . 819 I.— EDUCATION OF THE DEAF. New institutions and buildings . 819 Changes of the year . 820 T raining of teachers for the deaf . . 820 Articulation . 820 Auricular instruction . - 821 Periodicals . 822 Conventions . 823 Notes from catalogues and reports of institutions . 824 Number of schools for the deaf, teachers, and pupils (Table 74) . . . 830 Summary of financial statistics of schools for the deaf (Table 75) . 832 Summary of comparative statistics of schools for the deaf (Table 76) . 833 Statistics of schools for the deaf (Table 77) . 834 II.— EDUCATION OF THE BLIND. New institutions and buildings . 838 Higher education . 838 Printing for the blind . ■ . 833 Workshops for the blind . 838 Convention . 839 Meeting of the Board' of Trustees of the American Printing House for tho Blind . 841 Notes from catalogues and reports of institutions . 841 Number of schools for the blind, teachers, and pupils (Table 78) . 844 Summary of financial statistics of schools for the blind (Table 79) . 845 Summary of comparative statistics of schools for the blind (Table 80) . 847 Statistics of schools for the blind (Table 81) . 848 III.— EDUCATION OF THE FEEBLE-MINDED. New institutions . . 850 Convention . 850 Notes from catalogues and reports of institutions . 851 Summary of statistics of schools for the feeble-minded (Table 82) . 853 Summary of comparative statistics of schools for the feeble-minded (Table 83) . 854 Statistics of schools for the feeble-minded (Table 84) . 855 IV.— EDUCATION OF JUVENILE DELINQUENTS. Now institutions . 856 Classification of pupils . 856 The cottage system . 856 Results of reformatory training . 857 Reformatories for men . 857 Notes from catalogues and reports of institutions . 858 Summary of statistics of reform schools (Table 85) . 863 Summary of comparative statistics of reform schools (Table 86) . 865 Statistics of reform schools (Table 87) . 866 V.— EDUCATION OF INDIANS. Education of the uncivilized tribes . 8G8 Accommodations (Table 88) . 838 The English language in Indian schools . 869 Course of study . 869 Finances (Table 89) . 870 Boarding-schools . 870 Schools in civilized communities . 870 New schools . 870 Contract schools . 871 Teachers . 871 Day schools . 872 School systems of the Five Nations . 873 CONTENTS. 9 VI.— EDUCATION OF THE COLORED RACE. Page. Colored public school statistics (Table 90) . 874 Comparative statistics of white and colored public schools (Table 91) . . . 875 Statistics of oolorod public schoc1 teachers (Table 92) . 875 Remarks upon the tables . 876 Notes from the reports of State superintendents . . . . . 876 Colored schools for normal, secondary, and collegiate education . . 8i7 Statistics of these schools (Table 93) . . 878 Colored professional schools . 879 Statistics of the same (Table 94) . . . 879 Statistics of colored pupils in schools for the deaf, blind, etc., (Table 95) . . . 880 Chapter XV.— Gifts and Bequests to Education. Noteworthy gifts and bequests to schools, etc. (Table 96) . . 882 Chapter XVI.— Obituary List of Notable Educators. American . 888 Foreign . . 892 Chapter XVII.— Educational Associations and Conventions. National Educational Association . 894 Department of Superintendence of the National Educational Association. . . 896 American Institute of Instruction . . . . 896 American Philological Association . . . . . . . . . 897 American Association for the Advancement of Science . . . 897 Modern Language Convention ............. i . . 898 Chautauqua Assemblies for 1887 . . . , . 898 Chapter XVIII.— Libraries in the United States. Former library tables . . . . . . . 901 Classification adopted in the present Report . . . . . 801 Free public lending libraries (Tables 97 and 98) . 902 Free public reference libraries (Tables 99 and 100) . . . . . 917 Public school libraries (Tables 101 and 102) . . . 925 Free corporate lending libraries (Tables 103 and 104) . . . . . . . 931 Libraries of societies, associations, and clubs (Tables 105 and 106) . 941 Corporate lending libraries open to subscribers (Tables 107 and 108) . 954 Circulating libraries (Tables 1C9 and 110) . . . . . . . . . . 970 Chapter XIX.— Educational Periodicals. Statistics of educational periodicals (Table 111) . . . . . . . . . . . 973 Chapter XX.— Education in Foreign Countries. Elementary education in London . . . 980 Agricultural education in France . . . . . 983 Trade and industrial schools in Switzerland . . . . 984 American colleges in Asia Minor . . . 988 Education in the Argentine Republic. . . . . . . . . 990 Remarks on the tables . 998 Comparative statistics of elementary education in foreign countries (Table 112) . . . 1000 Ratio of school enrolment to total population, etc., in foreign countries (Table 113) . . . 1004 Chapter XXI.— Papers on Educational Subjects. Can School Programmes be Shortened and Enriched ? . . . 1005 The High School Q uestion . . 1015 The Raison d'etre of the Public High School . . 1017 Medical Colleges and tho Medical Profession . 1023 Chapter XXII.— Index to the Publications of the Bureau of Education. List of publications . . . 1031 Index to publications... . . . . . . 1035 REPORT OF THE COMMISSIONER OF EDUCATION. CHAPTER I. THE COMMISSIONER’S STATEMENT. Xlie work of tire Office — The Museum— The Library — Publications of the Office— Plan and scope of the Annual Eeport— History of American education — The College of William and Mary — Report on the Study of History in American Colleges and Universities— Opinions of the recent work of the Bureau— Alaska : Sketch of the history, geography, etc., of the Territory; civil government; edu¬ cation in Alaska ; tour of inspection ; Metlakahtla ; plan of education ; present condition of the schools ; what provision is necessary for school-houses ; application of school fund for the present year; future policy of the G-overnment— Removal of the Office— Delay in the publication of the Re¬ port — Conclusion. Department of the Interior, Bureau of Education, Washington , D. (7., September 30, 1887. Sir : I have the honor to submit the following report of the opera tions of this Office for the year ending June 30, 1887 : 1 was appointed by the President on the 3d and confirmed by the Senate on the 5th of August, 1886 ; but having obtained your permis¬ sion to arrange my private business before entering upon my duties, I did not assume personal charge of the Office until the 27th of Septem¬ ber following. The Work of the Office. Upon assuming charge of the Office, after consultation with you and an examination into its condition and its business methods, I deemed it best to reduce the number of divisions into which it had been organ¬ ized from seven to three, called, respectively, the Division of Becords, the Division of the Library and Museum, and the Division of Statistics. This consolidation was made with the purpose of making the organiza¬ tion more simple, the responsibility of the employes more explicit, the service more efficient, and the work more systematic, prompt, and ac¬ curate. The Division of Becords is charged with the correspondence, index¬ ing and filing of all communications, and the distribution of the publi¬ cations of the Office and other public documents. 11 12 EDUCATION REPORT, 1686-87. The Library and Museum Division is charged with the care of all the books, pamphlets, journals, apparatus, and other articles embraced in these collections. The Division of Statistics is charged with the collection, arrangement, and comparison of statistics for the Annual Deport and other publica¬ tions of the Office, and with their preparation for publication. To the supervision of each of these divisions was assigned an experi¬ enced chief, who became responsible for the proper execution and dis¬ patch of its work. This plan has worked admirably, aud has enabled the Office to complete much work previously unfinished, to respond to all the calls made upon it for information, and to perform promptly the routine duties assigned to it by law. During the year this Office has received, written letters, 11,006; ac¬ knowledgments, 43,900; documents, 4,825; and 20,000 replies to statis¬ tical forms of inquiry; and has sent out 19,354 written letters and dis¬ tributed 218,526 copies of documents. The statistical forms related to the Deport for 1885-86, and the result appears in the appendices to the volume for that year, recently completed. The documents received, above mentioned, comprising school reports, educational journals, treatises and other works and pamphlets on edu¬ cational subjects, have been catalogued and filed in the Library and Museum Division, wherein the card catalogue of the general collection of books has been carried very far towards completion, and the special catalogue of the articles in the museum prepared. The Museum. This collection of educational apparatus and appliances has never received the attention which its value and extent demand, partly on account of the want of space for an adequate display of the same. Desiring that it should be made serviceable to some extent, I have caused a selection of the articles to be made, have made some additions in order to complete the collection, and have had the same catalogued, cased, and displayed in accordance with the most approved methods, following the general plan furnished by the National Museum. Visitors to this Office will find this collection of infinitely greater value than ever before for educational purposes, on account of the ease with which they can have access to the articles for examination, comparison, and study. The museum, as now arranged, will be a genuine surprise to almost any one not connected directly with the Office. That portion now exhibited contains approximately two thousand five hundred objects and series of objects. It has been suggested that the museum, on account of the want of room for its proper display, and the want of means to bestow upon it that care and attention which are necessary for its preservation, should THE COMMISSIONER'S STATEMENT, 1 ° JLo l)e deposited in the National Museum until proper accommodation sliall be provided for this valuable collection. For many reasons this arrangement would be a subject of regret to the friends of education, who have so zealously and carefully watched and fostered the growth of this valuable addition to the educational facilities of the Bureau, and the idea could only be entertained on ac¬ count of the great necessity that exists for its preservation. The Library. The value of the library is well known to educationists of every grade, and it has been used during the past year by a number of per¬ sons engaged in the investigation of educational subjects. Inquiries are frequently made upon these subjects by correspondents, not only in the United States, but in foreign countries, for information which can not be obtained elsewhere. It now contains 19,200 volumes and 00,000 pamphlets, besides many . thousand duplicates which are used for exchange and distribution. During the year 1,700 volumes and 15,000 pamphlets were added to the library, indexed, and filed; 8,000 cards for the catalogue were written, and over 300 cards giving references to investigators on various topics were prepared. Some of these cards were the result of very elaborate research, and were prepared with great care and labor. Many of the books in the library and a very large portion of the arti¬ cles in the museum are the gifts of foreign Governments and of native and foreign authors and inventors, and are pecuniarily of great value. These parts of the collection could not be duplicated if scattered or de¬ stroyed. So valuable a collection should be deposited in a fire-proof building, and I trust that the time is approaching when the claims of this Office for a building suitable for its purposes and capable of pre¬ serving these collections will be recognized by the Government. A complete Index to the publications of the Bureau since its founda¬ tion to the close of the fiscal year now under review, has also been pre¬ pared. This will add greatly to the convenience of those who may wish to examine these publications. It will be found in Chapter XXII of this volume. It is intended that these, catalogues and indexes shall hereafter con¬ tain all additions as soon as made. Publications of the Office. Upon taking charge of the Office I found that the Annual Report for 1S84-S5 was not completed, and that no steps had been taken for the preparation of the Report for 1885-8G. Under these circumstances it was deemed best to forward the com¬ pletion of these Reports and other unfinished work, so that hereafter the preparation of the Annual Reports would begin immediately after the end of the fiscal year. 14 EDUCATION REPORT, 1886-87. In pursuance of this plan, the Report of 1881-85 was completed and sent to the printer in January, 1887, and has been published and dis¬ tributed. The Report of 1885-86 was then taken up and pushed for¬ ward rapidly, and was placed in the hands of the printer on the 15th of last June, and will be ready for distribution soon after the meeting of Congress in December.1 In addition to the preparation and publication of these Reports, much other unfinished work was completed. Circular of Information No. 1, 1886, respecting the Study of Music in the Public Schools, was com¬ pleted and published ; and the Proceedings of the Department of Super¬ intendence of the National Educational Association for the year 1SS5-86 was edited and published as a circular, in accordance with the usages of the Office. The Special Report of Education at the New Orleans Exposition, con¬ sisting of three parts, was also printed and distributed; and the second part of the Special Report on Fine and Industrial Art has been revised, and a small part of it printed during the year. This work was undertaken in response to a resolution of the Senate, dated February 2, 1880, directing the Secretary of the Interior, through the Bureau, to “ furnish the Senate with a statement of all the informa¬ tion relative to the development of instruction in drawing as applied to the industrial or fine arts in the colleges of agriculture and the mechanic arts, and in the public schools and other institutions of the country, with special reference to the utility of such instruction in promoting the arts and industries of the people.” Part I of this work was completed and published in 1886. I deem it important that the other parts of this work should be finished at an early period, in order that no further delay may occur in laying the information in the possession of the Office before the Senate. The work has been in charge of Mr. I. Edwards Clarke since its inception. The second part will cover at least one thousand pages, and there are to be two additional volumes. The Special Report on Indian Education and Civilizatiou, under¬ taken in response to a resolution of the Senate dated February 23, 1885, was continued and completed under the editorial charge of Miss Alice C. Fletcher, assisted by a portion of the clerical force in the Divis¬ ion of Statistics. This volume is now in the hands of the printer, and will cover at least seven hundred printed pages. In response to a general expression from the correspondents of the Office, the list of libraries, other than private, containing over -three hundred volumes, which appeared in the Report for 1881-85, was also * reprinted and largely distributed. During the year Circulars Nos. 1 and 2 have been prepared and pub¬ lished. The first, containing a historical account of the College of William and Mary in Virginia, was prepared by Prof. Herbert B. 1 This Report was printed and published in the month of January, 1888. THE COMMISSIONER^ STATEMENT. 15 Adams, Ph. D., associate professor of bistorv in Johns Hopkins Uni¬ versity, and has been received with singular favor. This forms the first of a series of historical monographs which I have made arrangements to publish at suitable times. Considerable work in this direction has been done during the’ year with reference to the history of higher edu¬ cation in the universities and colleges of the older States in the Union, with special reference to the period anterior to the war of the Revolu¬ tion. Circular NTo. 2 is a historical summary respecting The Study of His¬ tory in the Colleges and Universities of the United States, and has elicited great interest and commendation. The Proceedings of the Department of Superintendence of the Na¬ tional Educational Association, held in this city in March, 1887, were prepared and edited as Circular -No. 3, and are now in the hands of the printer, to whom it was delivered in the month of July, 1887.1 The Plan and Scope of the Annual Report. Upon examining the previous Reports of the Office, it seemed to me that, without violating the spirit or lessening the usefulness of the series, it was possible to increase the promptness of publication, the variety of contents, and the value of deductions in future issues by suita¬ ble changes in the meth od of their preparation and the details of their arrangement. These changes may be summarized by saying that they contemplate the absolute avoidance of duplicate mention of facts, the omission of columns in the statistical tables which experience has shown can not be filled, the union and printing together of text and tables wherever re¬ lating to the same subject, and the addition of many convenient ratios and comparisons. Following the lines of this plan, in preparing for the Report of 1885-86, the forms of inquiry were systematically revised, and in many cases simplified, though new topics were introduced wherever thought ad¬ visable. This process was continued in the preparation for the present Report, and the forms, printed in a convenient shape, were distributed to all the systems and schools upon the lists of the Office, amounting to nearly fifteen thousand. The current literature of education was carefully examined, both for facts and opinions of value. The printed reports of States and cities, the catalogues and circulars of public and private schools of every grade, and other documents, were also examined with care for suitable material. Having determined what facts could be best stated in tabular form, blank sheets for such tables were prepared in advance, and the names and addresses of schools were inserted therein. When the forms were received back from our correspondents, the_ statistical facts therein 1 This Circular was printed and published in May, 1888. 16 EDUCATION REPORT, 1886-87. given were promptly tabulated as received; meanwhile such portions of the text as did not require consultation of the tabular matter were hastened. As now presented, it isbelieved that the statistics relating to public and private instruction of all grades and kinds in the United States will be found more thoroughly systematised and more fully an¬ alyzed than heretofore. The statistics of State and Territorial systems previously published by the Office, somewhat remodelled and extended in my first Iteport, are now further modified, so as to render the tabulated statements shorter and more compact and the discussion thereof more plain and convenient- While tbe concrete facts are thus presented, the ratio-tables and other comparative statistics then begun have been correspondingly extended and re-arranged. The main lines, now as then, are to illustrate and define (1) the increase or decrease during the year of each item for each State ; (2) the ratio which each item in each State bears to every item in the same State, thus enabling the educational status of each State to be compared with that of every other; (3) tabular summaries by geo¬ graphical sections, thus enabling broader comparisons and generaliza¬ tions to be instituted. Instead of depending upon the kindness and taking the time of cor¬ respondents by asking them to supply these ratios and comparisons, I have had them calculated in this Office according to carefully considered rules ; in short, the object has been to give the information itself in¬ stead of the materials therefor, and to present accurate and complete statistics on a uniform basis. The Report for 1885-86 presented these features mainly for State systems ; in the present volume the work of improvement on the lines referred to above has been continued and enlarged. For example, the most important difference in the method of presenting the statistics of city and town systems in the Reports for 1885-86 and 1886-87 consists in the introduction in the latter of a comparative table similar in pur¬ pose to those described in the preceding paragraphs respecting State systems. A short account of the modifications introduced in this part of this Report is not out of place here. The statistics have been extended to those cities whose population is 4,000 or more. The census of 1880 made that number the dividing line between the urban and the rural population, and this standard has been adopted as the lowest limit of population of “cities” by this Bureau. Though only a single column has been added to the table of statistics, the value of the figures there shown is vastly increased by the deduc¬ tions drawn from them in the comparative table that follows. In the blanks sent out for 1885-86 superintendents were asked to state “ the average number of scholars per teacher ; ” the “ average cost per capita of pupils in average attendance, based upon cost of supervision and instruction,” and upon “incidental and contingent ex¬ penses; ” and the “ tax for school purposes upon the total property, THE COMMISSIONER'S STATEMENT. 17 assessed and estimated.?7 Ail these questions are omitted in the in¬ quiries for the 1880-87 Report. Instead, all these calculations and others of a similar nature are made in this Office, thus insuring uniform methods of computation. Further, the population between the ages of 6 and 14 years has been determined in each case, and averages are made upon that basis, as well as upon the average attendance upon the schools. For purposes of comparison upon equal terms this is absolutely necessary, since the “ legal school age ” is so variable as to make comparison impossible unless uniform bases were established. The new tables show the percentage of “ enrolment to population 0 to 14;” of “ average daily attendance to population 6 to 14, and to enrol¬ ment;” the “average number of days that each person between the ages of 6 and 14 has been instructed;” the “ average number of days of attendance of each pupil enrolled ; ” the “ number of sittings for each 100 pupils enrolled and for each 100 pupils in average attendance;” the “ average number of sittings to a building; ” “the number of pupils in average attendance to each teacher ; ” “ ratio of male teachers to whole number; ” “ ratio of high-school enrolment to total enrolment; ” “ratio of private school enrolment to total public and private school enrolment;” “ratio of total public and private enrolment to popula¬ tion 6 to 14;” “number of volumes in libraries to each 100 pupils in average attendance; ” “ assessed value of property per capita of popu- . 1-ation 6 to 14 ; ” “ value of school property per capita of population 6 to 14 and of average attendance ; ” “ ratio of value of school property to total assessed valuation;” “ amount raised by city tax per capita of population 6 to 14 and of average attendance;” “ratio of amount raised by city or town tax to total assessed valuation;” “ salaries of superin¬ tendents and teachers per capita of population 6 to 14 and of average attendance;” and finally, “ratio of salaries of superintendents and teachers to total assessed valuation.” The several instrumentalities tor the training of teachers are carefully considered and represented in Chapter YI. In addition to the public normal schools and to a class of private schools which make the train¬ ing of teachers their principal work, the summaries of pupils reported in the normal courses of secondary schools and colleges are included in the chapter, so that the general view of normal-school instruction may be as complete as heretofore. On the other hand, care has been taken in other parts of the volume to display the amount and statistics of normal teaching afforded in each secondary or superior school, and copious cross-references are made wherever necessary. Kindergartens, of which detailed tables were omitted in the Report for 1884-85, were carefully tabulated in my first Report, and simi¬ lar tabulations appear in this volume (Chapter VII). The application 2 ED 18 EDUCATION REPORT, 1886-87. of kindergarten methods to the instruction of the blind and of other special classes is set forth in connection with other related facts. The statistics of secondary instruction (Chapter VIII) have been ren¬ dered more complete in regard to public high schools, while the sub¬ divisions adopted for the table correspond more exactly to the present condition of the schools considered, and therefore better facilitate the study of the details. The changes in the forms and methods of the classification adopted are explained in the remarks relating to these schools. The whole sub¬ ject was considered from every practicable point of view, and the best result attainable has been presented. It should not be understood, however, that the scheme here indicated is not open to future modifica¬ tions ; on the contrary, the experience gained during the year under re¬ view will be used to improve arid extend the subject in future volumes. Those familiar with the educational history of the past few years can not fail to bo impressed with the evidence it affords of vital force in the superior institutions of learning in the United States, and of the great and growing interest manifested by foreign students of education in the details of their organization, equipment, and conduct. The number and varied character of these institutions make it exceed- ingly difficult to devise a s heme suited at once to the just representa¬ tion of individual institutions and to the record of particulars common to a class. The former is necessary to give a fair idea of the genius and growth of bur institutions, and the latter to show their relation to edu¬ cational problems of universal moirient. Two departures from the scheme formerly employed in this division of the Report have been made, namely, the introduction of Tables 43 and 44, presenting in a single view all the departments of State uni¬ versities and foundations of private origin which consist of groups of related faculties or schools, and the removal from Table 48 of those de¬ partments whose statistics could not be separated from those elsewhere tabulated. These changes are fully explained in Chapter IX. The treatment of details here, as in the division of secondary instruc¬ tion, has been determined by the consideration of the information of chief importance to those charged with the duty of promoting the edu¬ cational interests of the country. Training for special pursuits and the education of special classes are considered with such fulness as is consistent with their relations to other parts of the field of instruction. The section relating to libraries (Chapter XVIII) is much enlarged since my last Report. The general table of libraries, printed in the Re¬ port for 1884-85, was taken as the poiutof departure, and the tabulated statistics presented in this volume are the result of three processes, viz.: (1) the elimination of libraries connected with schools and systems mentioned in other parts of the volume ; (2j the adding of all libraries discovered since the publication of that list; and (3) the classification of libraries having one thousand or more volumes into seven divisions, THE COMMISSIONER’S STATEMENT. 19 according to tlie nature of their support and the conditions appended to their use. Summaries of libraries connected with schools and sys¬ tems treated in other parts of this Report present the reader with the general facts useful for geographical and chronological comparison. Chapter XXII contains a list of the publications of this Bureau from its origin in 1887 to the year covered by this volume, and an alpha¬ betical index to their contents. This index is intended to render the use of these publications more easy when they are accessible, and to save the time of investigators and applicants when they do not possess the documents themselves. The general condition and progress of education during the year un¬ der review thus set forth is discussed and exemplified in connection with the tables and statistics above described, and needs no further ex¬ emplification here. An examination of these discussions, etc., will show that the conditions and progress heretofore characteristic of American education have been, in general, maintained during the year 1886-87. There may have been here and there retrogressions and reactions, but these are more than balanced by healthy growths and judicious improve¬ ments. The subjects that attracted the attention of the profession in the year 1885-86 still continue to be the main objects of interest in the following year. Among notable events of the year in the educational world may be mentioned the celebration by Harvard University of the two hundred and fiftieth anniversary of its foundation ; the formal assumption by the corporation of Yale College of the name of “Yale University,” as more exactly expressing the extent and importance of its present work in education $ the centennial celebration of the incorporation of Colum¬ bia College, and the opening by that institution of its “School of Li¬ brary Economy,” and the various experiments, public and private, insti¬ tuted for the introduction and application of manual and industrial training in the schools, both public and private. History of American Education. The Bureau of Education, with your approval, has entered upon an important line of educational inquiry. It has undertaken to investi¬ gate the history of American education from its earliest beginnings. The approaching Centennial of the United States Government under the Constitution renders such an historical review of the educational progress of the whole country both fitting and desirable. Our States will be stimulated to greater individual activity iu the promotion of sound learning by a comparative history of what has been already accomplished. THE COLLEGE OF WILLIAM AND MARY. This new work of inquiry was begun in a very modest way by a study of the history of the College of William and Mary, the oldest collegiate institution of the South. At Williamsburg, the old capital of Virginia, 20 EDUCATION REPORT, 1886-87. were trained many of the statesmen of the Revolutionary period, men who devised the so-called “Virginia plan,” upon which our present Federal Constitution is based. George Washington was for many years the Chancellor of this famous college, and Thomas Jefferson and John Marshall were among its most distinguished sons. The influence of William and Mary College upon Southern education was carefully traced out, and the results of the inquiry were published as Circular of Infor¬ mation No. 1, 1887, a monograph of ninety pages, which has attracted great interest and favorable mention in the North and West, as well as at the South. The subject of Southern educational history has been so long neglected, and contains so much of real value, that the friends of American education, irrespective of section, are well pleased to have systematic inquiries extended into that part of our common country. The precise scope of the above monograph can be quickly perceived from the following letter which was addressed by me to you. Department of the Interior, Bureau of Education, Washington, D. C., January 20, 1887. The Honorable The Secretary of the Interior, Washington , D. C. : Sir: The history of the higher education in the United States deserves organized inquiry and national attention. The origin, development, academic status, and prac¬ tical usefulness of many of our older and better institutions of learning are scarcely known beyond their own scholastic environment. Documentary and manuscript ma¬ terial for such educational history and statistics is abundant, although often widely scattered, as will be seen by an examination of the bibliography appended to the present sketch. The College of William and Mary, founded in 1G93 by royal grant, and long sup¬ ported by popular legislation in Virginia, ha3 been suffered to decline almost to ruin since the civil war, which destroyed the greater part of its property. The oldest col¬ lege in the South, in fact the oldest in the country, with the exception of Harvard University, has been left to decay, while the latter institution, with which William and Mary College used to share the annual income of the bequest by Robert Boyle, the English philosopher, has lately celebrated its 250th anniversary amid general re¬ joicing, with the President of the United States and representatives of American and European universities to do honor to the occasion. The old college at Williamsburg, which gave Washington his first degree as civil engineer, and to which he gave his last public service as chancellor, the college which trained in law and politics Thomas Jefferson, Governor Randolph, Chief Justice Marshall, and nearly all of the Virginia statesmen of the Revolutionary and formative periods in our Federal history, has not now a single student. Its classic halls are closed and deserted. From a once flourish¬ ing faculty, which early and ably represented both history and political science, with other liberal arts, only the president, who is also professor of mathematics and phys¬ ics, now remains. At the opening of every academic year, in October, Doctor Ewell causes the chapel bell to be rung, remiuding Williamsburg that tho aucient col¬ lege still lives. To friends of the higher education in alL of our States this fact will echo as a note of warning against public neglect and legislative indifference toward higher institutions of learning. The present monograph has been prepared by Dr. Herbert B. Adams, the bead of the department of history and political science at the Johns Hopkins University .in Baltimore, in connection with his more extended inquiry for the Bureau of Educa¬ tion respecting the study of history in American colleges and universities. THE COMMISSIONER’S STATEMENT. 21 This special inquiry is, however, not designed to be a special plea for the College of William and Mary, whose claim for reimbursement for damages suffered at the hands of undisciplined and straggling soldiers has more than once been presented to Con¬ gress, and more than once favorably reported by the Committee on Education and Labor, sustained by the opinions of lawyers and Federal officers. The primary ob¬ jects of the present investigation have been to discover the historical beginnings of the higher education at the South ; to trace the causes of the early prosperity of Will¬ iam and Mary College ; to show its influence upon Virginia statesmen and the South¬ ern States, its relation to the university ideas of Jefferson and Washington, and its significance to the whole country; to point out the causes of the decline of William and Mary College ; to explain the rise of the University of Virginia, and the neces¬ sity of popular support for the higher education. The most practical of all results from this historical study of William and Mary College is the suggestion of a possible revival in the city of Washington and through¬ out the country of the original Virginia idea of political education, which made Williamsburg a school of statesmen who were fitted in the college-capital to prepare the so-called ‘“'Virginia plan,” from which our present Constitution grew. It is the idea of intimate organic connection between education and government in a munici¬ pal environment. The promotion of political education by connection on the one hand with the peo¬ ple, and on the other with the administration of State and Nation, is an idea worthy of consideration in this centennial year of our Constitution, which was founded upon political wisdom and Federal democracy. In December, 1886, it was proposed, at a meeting in Philadelphia of delegates from the various States and Territories in the Union, to create a suitable memorial commemorative of the Constitution. Doctor Adams suggests a civil academy in the city of Washington for the practical training of representative college graduates appointed to government fellowships for two years from Congressional districts. He would combine, at the national capital, the West Point idea and the Williamsburg idea for the highest political education, and apply the results to the general improvement of civic life throughout the country. This eminent scholar writes with the freedpm of one who understands as well as loves his subject; his article will commend itself to the hearty approval of all who arc inter¬ ested in American learning, in the history of our country, and in the faithful record of the first steps in American education. In view of these facts I recommend the publication of the paper as a circular of in¬ formation. I have the honor to be, Very respectfully, your obedient servant, N. H. R. Dawson, Approved. Commissioner. L. Q. C. Lamar, Secretary. Encouraged by the favorable reception of the history of William and Mary College, I urged the author to prepare a similar but more exten¬ sive monograph upon Thomas Jefferson and the University of Vir¬ ginia. Jefferson was the pioneer of university education and of free schools at the South. He advocated both as early as 1779, when serv¬ ing as a visitor or trustee of William and Mary College. It has taken nearly a century for his noble scheme of public education for the whole people to find practical realization. Doctor Adams has traced the pro¬ cess of educational development in Virginia through various phases, and has discovered in the writings of Thomas Jefferson many early anticipations of what are now thought to be progressive ideas in pri- 22 EDUCATION REPORT, 1886-87. mary, secondary, and higher education. A review of Jefferson’s influ¬ ence upon American institutions of learning can not fail to interest American educators in all parts of the country. His influence in this regard was not confined to a single State; it has pervaded the whole land ; it is a vital element in modern educational democracy. In connection with the monograph upon Jefferson and the University of Yirginia, now in the hands of the Public Printer, sketches have been prepared of all the colleges of Yirginia, with pictorial illustrations. This supplementary matter, together with the history of William and Mary College and of Jefferson’s larger institution, will make the higher educational history of Yirginia quite complete. The importance of this State as the original training-ground of many Southern statesmen and of teachers of every profession clearly justifies the historical attention bestowed upon it. From such beginnings I have advanced gradually to the idea of an organized inquiry with regard to the history of American education, to be treated in State groups and in the following order: 1. The Southern Atlantic States , embracing Yirginia, North and South Carolina, and Georgia. The work in this group of States has been already nearly completed by representatives of those States, working under the editorial direction of Dr. H. B. Adams, who himself elaborated the Yirginia report as a model for the rest. These monographs upon the history of education in the older Southern States will all be ready for the Public Printer at an early date, and will be published during the current year. The historical interest discovered in the educational fields of North and South Carolina and. Georgia is not surpassed even by Yirginia, mother of institutions of learning, as well as of presidents and statesmen. 2. The N'ortlncest. — The rapidly approaching centennial of the settle¬ ment of the old Northwest Territory made proper an immediate exten¬ sion of these historical inquiries into that rich educational field. Prom¬ inent educators in each State in that territory have been engaged to co-operate in the prosecution of an organized inquiry under the general direction of this Bureau. Professor William F. Allen, of the historical department of the University of Wisconsin, has consented to be respon¬ sible for the educational history of that State ; Professor George W. Knight, a graduate of the University of Michigan, and now professor of history in the State University of Ohio, will group the returns from Michigan, Ohio, and Illinois; and Professor Jas. A. Woodburu, of the State University of Indiana, will write the monograph upon that State. Illustrations will be secured to represent all the leading institutions. 3. The Southwest. — Justly balancing the inquiry into the educational history of the Old Northwest, I now propose, for the year 1889, a series of monographs upon the History of Education in the Southwest aiid Gulf States, embracing Kentucky, Tennessee, Alabama, Florida, Mississippi, Louisiana, Texas, Arkansas, Kansas, and Missouri. The successful pros- 23 THE COMMISSIONER’S STATEMENT. ecution of tills inquiry demands preliminary arrangement during the current year. Writers will be engaged and systematic investigations begun promptly under competent direction. The resources of this Bu¬ reau do not admit of a rapid extension of the work, but they are capa¬ ble of achieving satisfactory results within limited areas in successive years. The method of handling a great subject, like American educa¬ tional history, by State groups and State monographs seems to me not only best suited to the economic resources of the Bureau, but also quite in harmony with the State and local spirit of this country. The indi¬ vidual monographs can be freely distributed throughout all the States, but more especially in the sections most interested. The combined mon¬ ographs will form a series of volumes representing handsomely and characteristically the various State groups already described. 4. The New Northicest. — After the completion of the work in the Southwest the inquiry will be extended into the great Northwest be¬ yond the Mississippi Biver. This region of investigation will embrace Iowa, Minnesota, Dakota, Nebraska, Wyoming, and Montana. 5. The Far West and the Pacific Slojpe will conclude the pioneer work in American educational history. 6. New England -—Returning eastward, our inquiries will be centred for a time upon the Eastern States, considered as one educational group. Historical investigation in the older fields may well be undertaken after the pioneer work in the West and South has been completed. The ed¬ ucational history of New England is already comparatively well known, whereas in other sections of the country very little has been done to¬ ward the historical treatment of American education. All fair-minded and thoughtful men will rejoice to see work done first where it is most needed ; and the older fields of American educational history will ac¬ quire fresh interest from the application of the comparative method of treatment. 7. New York, Neiv Jersey , Pennsylvania , Delaware, Maryland , and the District of Columbia will form a convenient group for the conclusion of this educational series. Organized inquiry should finally be brought to bear upon the educational history of the city of Washington and upon an historical review of the scientific work of the United States Government, including the work of the Bureau of Education. REPORT ON THE STUDY OF HISTORY IN AMERICAN COLLEGES AND Universities. Public interest in American educational history has been tested by the Bureau of Education in a broader field than that opened by the monograph on William and Mary College. Immediately after the pub¬ lication of the latter, the Bureau issued a larger monograph by the same author upon the Study of History in American Colleges and Universi¬ ties. This report, while chiefly concerned with the origin and develop¬ ment of historical studies in American institutions of learning, gave 24 EDUCATION REPORT, 1886-87. some account of representative American universities, notably of Har¬ vard and Yale, Columbia and Cornell, the University of Michigan, and the new Johns Hopkins University, together with the principal Ameri¬ can colleges for women. The following preliminary letter to you will explain concisely the general scope and purpose of the work : Department op the Interior, Bureau of Education, Washington, D. C., April 18, 1887. The Honorable The Secretary of the Interior, Washington, D. C. : Sir : The accompanying monograph, prepared at the request of the Bureau of Ed¬ ucation by Dr. Herbert B. Adams, of Johns Hopkins University, relates to the methods of studying history in American colleges and universities. The subject is treated from an historical point of view, and is a substantial contribution to the history of the higher education in the United States. Doctor Adams’ sketch of William and Mary College, Circular of Information No. 1, 1887, with its practical suggestions for reviving political education throughout our country, was preliminary to this larger report, which is designed to promote the study of history as a basis for political science. In December, 18S5, a circular letter was issued from this Office, inquiring into the present condition of historical studies, not only in colleges and universities, but also in high schools, normal schools, institutes, academies, etc. The returns, w'liile ex¬ tensive, were on the whole unsatisfactory. In a few instances there were encourag¬ ing signs of good work in both higher and secondary training, but the general results indicated a serious absence of proper historical instruction in all grades of American education. By my advice the tabulation of statistical returns was restricted to in¬ stitutes of the college and university grade. The question of secondary education in history demands special treatment and a study of the best methods now in use in the German gymnasia., the French lyc6es, and the English public schools. From the unsatisfactory nature of the great mass of statistical returns, Doctor Adams was driven to another method of treating his subject — to a descriptive statement of the best experience of a few representative institutions in different parts of the coun¬ try, based upon an original and independent study of documents, official reports, and catalogues. Harvard, Yale, Columbia, and Cornell were selected to represent the best Eastern and Northern experience in the teaching of history ; the University of Michigan worthily stands for the great West; while the young Johns Hopkins Uni¬ versity represents the historical spirit of the New South. At this latter institution studies are in preparation upon Jefferson and the University of Virginia, and the History of Higher Education in North and South Carolina and Georgia. The best colleges for women have been included in the present monograph, namely, Vassar, Wellesley, Smith, and Bryn Mawr. Many other institutions are brought into rapid review by means of the statistical tables appended to this report, and representing returns actually made to this Office. Other colleges are mentioned in a special inquiry into the subject of American History in our Schools and Colleges, contributed to this report, at the request of Doctor Adams, by Dr. Francis N. Thorpe, Fellow of the University of Pennsylvania. Au ac¬ count of the Study of History and Political Science in the Washington High School, by Dr. E. R. L. Gould, formerly Fellow of Johns Hopkins University, concludes the report. Doctor Gould’s account shows what can be done for the development of sec¬ ondary education in history and economics, and what actually has been done in the Federal capital under the auspices of the Government. In this monograph, prepared by Doctor Adams, theoretical and ideal views of his¬ torical training have been carefully avoided. The writer has deliberately confined his attention to select chapters of actual American experience, and to things done or THE COMMISSIONER’S STATEMENT. 25 attempted by particular institutions and individuals, whose wort he has studied from authentic records. He has thus opened up a new line of inquiry, namely, the history of academic departments. History is simply the record of human experience, whether in physics, politics, eco¬ nomics, ethics, or education. History has been called philosophy teaching by exam¬ ple; or, as teachers say, by object-lessons. Doctor Adams has applied the historical method to the discovery of the most approved methods of teaching history and of organizing historical departments in our American schools and colleges. One of the most suggestive and noticeable features of his work is the attempt to illustrate by photo-engravings and diagrams the actual environment or library sur¬ roundings of certain schools of history and politics. In these modern days the col¬ lege or university library has been brought into close rapport with department work by means of an ingenious system of seminary or class libraries in the very room where students meet. This suggested the introduction of the laboratory method for the gtudy of history and other moral sciences. The growing value of historical and polit¬ ical studies, and the importance of promoting them throughout the country as a means of strengthening good government and good citizenship, I need not emphasize. I beg leave to recommend the publication and illustration of this report on The Study of History in American Colleges and Universities as a most valuable contri¬ bution to the history of higher education in the United States. Very respectfully, your obedient servant, N. H. R. Dawson, Commissioner. Approved. H. L. Muldrow, Acting Secretary. Opinions of the Eecent Work of the Bureau. In commendation of these contributions to American educational his¬ tory many letters and acknowledgments have been received by the Bu¬ reau of Education from competent specialists and educators in the Old World, as well as in the United States and Canada. Our publications have been gratefully acknowledged, not only by American libraries and institutions of learning, but by the universities and learned academies of all the leading countries of Europe. It is impossible in this connec¬ tion to present this mass of letters of acknowledgment ; but the follow¬ ing selections from American critical journals and popular newspapers will serve to show how the recent work of the Bureau has been received. “ The Study of History in American Colleges and Universities. By Herbert B. Adams, Pii. D. Washington, Government. 8°. “ The Skidy of History in England and Scotland. By Paul Fredericq. Baltimore, Johns Hopkins University. 8°. “By a pleasant coincidence these two volumes roach us together, and they have a great and reciprocal interest. When Dr. Adams comes to look over the present series of his Studies, we believe that he will find it the most interesting, and perhaps the most valuable, of all. **#*#*# “Dr. Adams’s paper on the study of history in American colleges and universities is quite as painstaking and far more comprehensive a study than that of Professor Fredericq. The substance of some of the chapters has previously appeared as arti¬ cles in Education, but they are now reproduced with many additions. Dr. Adams traces the study of history at Harvard from its foundation up to the preparation of 26 EDUCATION REPORT, 1886-87. Mr. Winsor’s Narrative and Critical History of America, and at Yale from tlie seven¬ teenth century to the foundation of the courses now given by Professors Wheeler and Dexter. To Columbia College the writer awards the honor of being the first institu¬ tion in America to recognize history as worthy of a professorial chair. Ilis sketch of the historical teaching at Columbia, which embraces the work of Vardill, Anthon, McVickar, Lieber, and Burgess, is in many respects the most interesting in the vol¬ ume, and to it a very appreciative account of the School of Political Science is added. The University of Michigan and Cornell receive separate and generous treatment. The chapter on the Johns Hopkins University is a slightly revised reprint of Dr. Adams’s earlier paper on the subject. We were very much interested in reading of the excellent instruction being given in the colleges for women, particularly at Wellesley. “Read in connection with each other and together Avith Professor Fredericks arti¬ cles on the teaching of history in Germany and France, published some little time ago in the JRevue Internationale de VEnseignement, these pamphlets afford us the data for determining with some approach to exactness the comparative value of the his¬ torical instruction now being given at the world’s great colleges and universities. We find advance everywhere — promising, hopeful adA’ance. The spirit of Savugny, Ranke, and Droysen is abroad; and the work of Freeman and Seeley in England, and of Burgess, Emerton, Adams, and Channing in this country, is in the right direction, and productive of excellent results. But the next generation will be e\ren better able than our own to appreciate what the modern method of studying and teaching his¬ tory really means.” — Science, December 9, 1887. “ One of the most interesting publications ever sent out by the Government Bureau of Education is a book entitled The Study of History in American Colleges and Uni¬ versities, by Herbert B. Adams, Ph. D., associate professor of history in the Johns Hopkins University. It is a work of 300 pages, and it is excellently illustrated. Avith full-page Avood-cuts of the reading rooms of leading institutions. The picture of the book room of the Peabody Library is especially good. The work was prepared at the request of the Bureau of Education. Dr. Adams treats the subject from an historical point of view, and his book, in point of general and special value, is one of the most substantial contributions to higher education that has been published this year. Harvard, Yale, Columbia, and Cornell Avcre selected to. represent the best Eastern and Northern experience in the teaching of history ; the University of Michigan worthily stands for the great West, while Johns Hopkins University represents the historical spirit of the new South. At this latter institution studies are in prep¬ aration upon Jefferson and the University of Virginia, and the History of Higher Edu¬ cation in North and South Carolina and Georgia. The colleges for Avomen that have been included in the monograph are Vassar, Wellesley, Smith, and Bryn Mawr. Many other institutions are brought into rapid review by means of the statistical tables appended to this report, and representing returns actually made. Other col¬ leges are mentioned in a special inquiry into the subject of American history in our schools and colleges, contributed to the report, at the request of Dr. Adams, bjr Dr. Francis N. Thorpe, fellow of the UniArersity of Pennsylvania. An account of the study of history and political science in the Washington High School, by Dr. E. R. L. Gould, formerly fellow of the Johns Hopkins UniATersity, concludes the report. In the monograph theoretical and ideal views of historical training have been carefully avoided. The Avriter has deliberately confined his attention to select chapters of act¬ ual American experience, and to things done or attempted by particular institutions and individuals, whose work he has studied from authentic records. He has thus opened up a new line of inquiry, namely, the history of academic departments.” — Baltimore American. “It is not often that Government publications can be recommended as interesting rea ding, but this monograph [The College of William and Mary], written by one of the most distinguished historical scho lars in America, is an exception to the general THE COMMISSIONER^ STATEMENT. 27 rule. Several practical educational questions * * * are ably discussed, and those interested in the higher education will find if; instructive as well as entertaining.’’ — State Chronicle (Raleigh, N. C.), May 26, 1887. “The second circular, also by Doctor Adams, is an extended and valuable report on The Study of History in American Colleges and Universities. Its aim is to revive the study of political science throughout the country by promoting the study of the Amor-1 ican nation as a basis.” — The ( Philadelphia ) American, December 24, 1887. “ Of all the Circulars of Information issued by the Bureau of Education, one of the most valuable is No. 2 for 1887, entitled The Study of History in American Colleges and Universities, by Dr. Herbert B. Adams, Professor of History in the Johns Hopkins University, Baltimore. “ This ‘ circular’ reaches the respectable dimensions of a volume of 300 pages, and consists of two parts : the first is an extended account of the origin and growth of historical study at some of our largest universities, and the second a summary of its present condition, to which are added extensive tables, showing all the details of the departments of history in forty-seven colleges and universities at the present time. “ To all interested in education this monograph will be welcome. To those who hold to the ‘classical’ side of the controversy concerning the proper subjects of col¬ lege discipline, it will bring comfort in the oft repeated statement that the study has ever been and must continue to be ‘based upon the solid substructure of thorough classical study.’ Believers in the ‘elective’ programme will welcome it a3 indicating a tendency toward studies practical as well as disciplinary. It is well worth the at¬ tention of conservative institutions a3 indicating to them some of the distinctively modern demands which are now so plainly made upon fbem, while at the same time it shows clearly enough that they are in the best position to meet these demands. The largq number of students at institutions of very recent origin shows that an ex¬ clusive reliance upon the traditions and methods of previous generations can not be maintained, certainly not if that reliance implies the deliberate closing of the eyes to tendencies which are none the less deep and strong because they are only lately de¬ veloped. “Several very attractive pictures of library interiors are found in the book, and help to make it the most complete and satisfactory account we have of college work in this one line.” — The (Few York) Independent, February 9, 1888. As additional evidence of the influence of the work already done in the field of educational history, 1 would call attention to the fact that the Legislature of Virginia has lately agreed to revive the College of William and Mary fly an annual grant of $10,000 to make it a normal college in addition to its general academic functions. The accompany¬ ing letter from General William B. Talliaferro, president of the Board of Governors, is a gratifying statement of this fact : Dear Sir : Iu response to my request, you did me the favor to send me a number of copies of the paper prepared for your Bureau by Dr. Herbert B. Adams, of Johns Hopkins University, upon the College of William and Mary. In the extreme finan¬ cial embarrassment to which events beyond control had reduced that college, which resulted practically in closing its doors, the Board, of Governors determined, for the first time in her history, to apply to the Commonwealth for some relief, and accord¬ ingly a proposition was submitted to the General Assembly at its late session by which in consideration of an annual appropriation of $10,000, the college proposed to edu¬ cate free of all charge for tuition not less than one young white man for each county ordelegateto the General Assembly, on condition that satisfactory assurance should be given by the student that he would teach two years in the public free schools of the State. In addition to the collegiate course it wras proposed to establish a system of normal instruction iu which these pupils should be trained without expense. 28 EDUCATION REPORT, 1886-87. The college possessed ample buildings for lecture rooms, assembly halls, boarding houses, dormitories, and it was believed by the friends of the institution that thu free school system of the State, to support which more than a million and a half of dollars is annually collected from the people of Virginia, would receive, by the in¬ fusion of trained teachers into the public schools, a benefit which can hardly be over¬ estimated. It is perhaps well to state that we have in Virginia two normal schools for colored pupils, namely, at Hampton and Petersburg, and one at Farmville for white females, but no normal institution for white males. To present this scheme to the Legislature a committee was appointed, of which I was chairman. Believing that the naked presentation of the simple economic and practical proposition above stated would be greatly aided by an appeal to the sentiment involved in the even partial restoration of this ancient institution, and that the recollection of her history, and of the vast influences which she had exerted through her sons upon the destinies of the country, would rekindle the pride with which she had been heretofore regarded, and would aid us in our effort to secure the appropriation, the committee determined to avail them¬ selves of the means of presenting this view to the Legislature Avhich were so oppor¬ tunely afforded by the admirable and very valuable production of Professor Adams, and it was therefore that I requested you to send me the copies which you so kindly furnished. We have had the good fortune to be successful, having secured the ap¬ propriation, and have, I think, the right to hope and the reason to believe that our old institution will renew its course of usefulness. I write now to acknowledge the obligation we are under to the Bureau over which you preside, to yourself, and to Doctor Adams, and to assure you that you may have the satisfaction of believing that the restoration of the oldest but one of the institutions of learning in the country will be quite largely due to the valuable paper which you have published. I am, very respectfully, your obedient servant, William B. Talliaferro. Hon. N. H. R. Dawson, Commissioner of Education . Alaska. One hundred and sixty years ago Vitus Beliring discovered the strait between Siberia and Alaska which still bears his name, and which has since been extended to that part of the Pacific Ocean south of that strait between the continents of Asia and America and the Aleutian Islands. That intrepid explorer, in his second expedition between 1733 and 1741, discovered the Aleutian Islands, and touched the American continent south of Bristol Ba}r at the 58th degree of north latitude. Two years after this expedition had ended in his shipwreck and death, his attempts to establish a trade with the native tribes resulted in the acquisition of Northwest America by the Russian Empire. Erom that time until the sale of the territory to the United States, theliussian Government, through the agency of the trading companies, maintained an absolute despotism over the native races, and reduced the Aleuts to a state of serfdom. They were much more intelligent and less warlike than the Esquimaux, and were an entirely different people from the natives of the coast or the interior. The barbarous and inhuman treat¬ ment to which they were subjected by the early Russian explorers and trading companies, reduced the population to less than ten per cent, of THE COMMISSIONER^ STATEMENT. 29 its original number. This system continued until ISIS, when the Rus¬ sian Government interposed between them and the trading companies, and adopted a policy which resulted in the improvement of their con¬ dition. In 1821 Father Innocentius Veniaminoff, now the Primate of the Greek Church, began his labors as amissionary among the Aleuts, and to him is due in great measure the change which has taken place in their condition. The entire race, under the influence of the clergy, were educated to some extent, and Christianized and converted to the doctrines and worship of the Greek Church. Alaska, formerly Russian America, comprises all that portion of the Korth American continent lying west of the 141st parallel of west longi¬ tude, together with a narrow strip of land between the Pacific Ocean and the British Dominions, and separated from the latter by a line be¬ ginning at the southernmost point of Prince of Wales Island, in latitude 54° 40' north ; running thence north along Portland Canal to the point of the main land where it strikes latitude 56° north; and from this point along the summits of the mountain range parallel with the coast, except where the distance of these summits from the ocean exceeds ten marine leagues, to its intersection with the 141st meridian. It also includes all the islands near the coast, and the whole of the Aleutian Archipelago, except Behring’s Island and Copper Island, on the coast of Kamschatka. The area of Alaska, including the islands, is 532,000 square miles. This territory was ceded to the Government of the United States, in consideration of the sum of $7,200,000, by a treaty with Russia on the 30th of March, 1867, the ratifications of which by the respective governments were exchanged on the 20th of Juno following. By this purchase the United States acquired an additional extent of sea-coast on the Pacific and Arctic Oceans greater than its entire coast line on the Atlantic Ocean and Gulf of Mexico. In regard to both climate and agriculture, the Territory is divided into three regions : The Yukon district, comprising the country north of the Alaskan Mountains; the Aleutian district, comprising the islands of that name and the peninsula; and the Sitka district, comprising the remainder of the Territory. In the Yukon district the mean annual temperature is about 25° Fahrenheit, and the ground remains frozen to within two or three feet of the surface throughout the summer. The climate of the Aleutian district is warmer, the mean annual tem¬ perature being from 38° to 40° Fahrenheit. In a series of observations, extending over five years, the greatest cold was found to bo zero, while the highest temperature was 77°. A still warmer and moisten climate is characteristic of the Sitka dis¬ trict, the mean annual temperature being 44.7°, and the temperature during the winter seldom reaching the freezing poiip 30 EDUCATION REPORT, 1886-87. The interior of the country is well wooded. On the Pacific Coast dense forests of spruce, yellow cedar, hemlock, and balsam fir clothe the mountain sides, both on the islands and main land. The Aleutian Islands are wholly destitute of timber. In the Yukon region the wooded district recedes from the coast, but timber is abun¬ dant in the interior. The agricultural resources of Alaska are practically confined to the Aleutian and Sitka districts. The abundant growth of rich grasses in these districts affords excellent pasturage, and good oats, barley, po¬ tatoes, and root crops can be raised. The natives of Alaska may properly be classed into two divisions, the Esquimaux and kindred tribes, and the Indians. To the first belong the inhabitants of the Aleutian Islands and the lunuit, on the islands along the coast from Behring’s Strait to Mount St. Elias. The commerce of Alaska at present grows out of its fisheries, fur trade, and mining interests. Its extent may be inferred from the fol¬ lowing carefully estimated statement of the market value of the prod¬ ucts of these industries for the last year by the Governor of Alaska : Fur trade, $2,500,000 ; gold (bullion and dust), $1,350,000; fisheries,' $3,000,000; lumber and ivory, $100,000; making a total of $6,950,000. Four peninsulas project from the continent into the waters of the Arctic and Behring’s Seas. The most southern, long and narrow, has given its name to the whole land, and is prolonged by a chain of rocky islands westward for more than eight hundred miles. From the southeastern corner of the main land projects the coast line as far south as 54° 40' north latitude. Into the heart of the central portion of this Territory extend the northern ranges of the Pocky Mountains. One of these, the Alaskan range, turns southward at about 147° west longitude, runs along the southern edge of the Alaskan Pen¬ insula, and forms the Aleutian Islands before mentioned, extending into the deeper waters of the North. Pacific. North of these ranges the prodigious river Yukon takes its rise, flows through the Arctic plains, penetrates the mountains surrounding Norton Sound, and pours its floods into Behring Sea. The river of warm water which flows through the Pacific Ocean, known as the Kuro-Siwo, or Japanese Current, is the great climatic influence of the country. It flows northward from the torrid zone along the coast of Japan, turns eastward and southward along the Aleutian Islands, then trends down the Pacific Coast of America, exerting its genial influ¬ ence from Alaska along the shores of Washington, Oregon, California, and Mexico. Wherever its warm, moisture-laden winds find their way, there winter and drought are almost unknown. Under the influence of this wonderful current, and the winds that are constantly blowing land¬ ward across its temperate stream, the climate of the Aleutian Islands and southeastern Alaska is surprisingly temperate and mild, comparing most favorably with regions in the same latitude on the Atlantic coast. THE COMMISSIONER^ STATEMENT. 31 This Territory is the only part of the United States that is -not dom¬ inated at this day by the Anglo-American ideas and institutions, which began nearly three centuries ago to assert their supremacy in the Hew World. It has been repeatedly observed that colonization and civiliza¬ tion prosper best when travelling on parallels running east and west. This natural tendency is shown in the presence of the Esquimaux peo¬ ple in Alaska and other Arctic regions. The power that civilization gives increases this capacity, and the English races have shown them¬ selves pre-eminently capable of successful modification and widespread growth. If it be true that Westward the course of empire takes its way, then the Anglo American flood- tide will eventually extend also to Alaska. Such seems the lesson of history, as it is the commonplace of poetry. Shall history repeat for Alaska the melancholy tale she has already penned respecting the Indian of the United States? Are the natives of the new Territory to be expelled from their fishing places and hunt¬ ing grounds, confined to ever-diminishing reservations, or driven into mountains and deserts too poor to tempt the cupidity of the white in¬ vader ? Are they also to acquire the vices and diseases of the white man, without acquiring his safeguards of industry, education, and re¬ ligion % Shall they be exterminated, and shall the millstones of our Christian civilization grind to powder the simple children of our Alas¬ kan winds and waves ? These problems are to be solved in the shadows of theEocky Mountains and along the tempestuous coasts of the Pa¬ cific, but the moral responsibility will rest upon us here, in the older, richer, better trained, and more thoughtful parts of our laud. We may attempt to evade the problem and shirk the responsibility, but not without injury to our moral sense and lair fame as a great factor in the civilization of the Western Continent. CIVIL GOVERNMENT. The political condition of Alaska is anomalous and exceptional. The Organic Act of May 7, 1884, which provided a civil government, was deferred until nearly twenty years after the treaty of acquisition, and is an imperfect and crude piece of legislation. This Act provides little more than the shadow of civil government, without the right to legislate or raise revenue. It expressly inhibits the operation of the general land laws, while it provides that the laws relating to mines and mining shall be in full force and operation. It provides no means by which its citizens may acquire homes or home¬ steads, or obtain title to an acre of land in its ample domain. It pro¬ vides no means by which the inhabitants can obtain the benefits and protection of municipal law. It lias established a single tribunal, with a more extensive jurisdiction than any similar court in the United States, but provides no means by which its processes and decrees may be 32 EDUCATION REPORT, 1886-87. enforced. This Act has been well described as a u legislative fungus, without precedent or parallel in the history of American legislation.” As a consequence, the material progress and advancement of the Territory have been retarded, immigration has been discouraged, and its rich and inviting fields of industry remain undeveloped. Tracts of land adapted to agriculture, producing vegetables and the grasses, and affording rich pasturage, may be found in many portions of the Territory. With the extension of the land laws to these parts of the country, an industrious and enterprising population would soon find comfortable homes and develop thriving industries. With the same advantages of civil government which are enjoyed by the citizens of other Territories, the people of Alaska would soon enter upon an era of prosperity which would justify the expectations of its most sanguine friends. It is to be hoped that Congress, at its present session, will provide such needful legislation as will protect its citizens and develop its rich resources. Alaska is the gate of the North Pacific, and in the not distant future must become one of our most valuable possessions. EDUCATION IN ALASKA. The duty of making needful and proper provision for the education of children of school age in the Territory of Alaska was devolved upon the Secretary of the Interior by the provisions of the act providing a civil government for Alaska, May 17, 1884, section 13, and the Commis¬ sioner of Education having been designated to carry out these purposes by the order of the Hon. H. M. Teller, Secretary of the Interior, bear¬ ing date March 2, 1885, and the same having been continued in force, with authority to prepare all needful rules and regulations for the man¬ agement of the schools, a system of rules and regulations for the con¬ duct of the public schools in the Territory was prepared, which was adopted and ordered to be promulgated by your order of the 15th day of June, 1887, These rules and regulations are contained in Chapter III of this .Report. This plan was forwarded to the Hon. A. P. Swineford, Governor of the Territory, and the other gentlemen who were appointed members of the Board of Education, with the request that they would at once organize under it. When I took charge of this Office, as stated in the Annual Report for 1885-86, I found that Dr. Sheldon Jackson, General Agent of Educa¬ tion for the Territory, had just departed upon a tour of inspection. This was undertaken by order of my predecessor, which was approved by the Secretary of the Interior, bearing date of August 4, 1886. Under the authority given him a vessel was chartered, and he visited, in the fall of 1886, the Kadiak group of islands, the Shumagin Islands, and Unalaska, in Behring’s Sea. During this voyage schools were estab- I lished at several points, and a complete census of the population from Kadiak westward to Attu was taken. Eor a full report of his expedi- THE COMMISSIONER’S STATEMENT. 33 tion, and of the condition of education in that Territory for the year ending June 30, 1887, 1 would refer to his report, which will be found in Chapter III, to the interesting details of which I would respectfully call your attention. TOUR OF INSPECTION. On the 15th of July last I was directed by you to visit the Territory for the purpose of examining into its educational affairs and public schools. I was instructed to see that the plan of education recently promulgated by your order of the 15th of June was put into operation, and that the schools of the Territory were made to conform to the same in its requirements; to examine the present condition of education among the children of school age, without reference to race; to decide what provision for the building of school-houses was needed, and to di¬ rect in what manner the school fund for the current fiscal year should be used, so far as I deemed necessary, and to make a detailed report upon the points covered by these instructions. I left Washington on the 22d of July, and proceeded via the North¬ ern Pacific Railroad to Tacoma, Wash. Ter., and thence by steamer through the inland passage to Sitka. I was a passenger on the Ancon , and passed through the famous Alexander Archipelago, studded with its thousand islands. The ship stopped at nearly all the villages and settlements, affording me an excellent opportunity of seeing the country and conversing with its inhabitants. Islands, mountains, glaciers, inlets, and channels appear all along this inland passage; the eye is delighted at every turn by a succession of the most beautiful and picturesque scenery. The islands are never out of sight, and rise from the bosom of the sea like emeralds in a crown of diamonds. The atmosphere is so light and pure that you are hardly conscious that you are breathing the elixir of life. The blue waters are as smooth and calm as those of an Alpine lake. Ranges of lofty mount¬ ains, rich in forest and verdure, with snow-capped summits and glaciers covering large areas, are nearly always in sight. All is wild, weird, and grand. Mounts La Perouse, Crillon, and Fairweather, and many others equally imposing, rising from 9,000 to 15,000 feet above the level of the ocean, with immense glaciers debouching from their frozen valleys and slopes, are successively seen ; while Edgecumbe, whose fires have slum¬ bered for a hundred years, with its crown of volcanic scoria glistening in the sunlight, appears like a sleeping giant resting from his labors. From its frozen peak cascades come leaping down like threads of silver until lost to view in the forest line. JEn route I visited Nanaimo, Bella-Bella, Metlakahtla, and Port Simp¬ son, in British Columbia; Fort Tongass, Annette Island, Port Chester, Fort Wrangell, Loring, Juneau, Douglas Island, Chilcat, and Haines. The steamer stopped for several hours and parts of days at each of these 3 ED 34 EDUCATION REPORT, 1886-87. points. At all of these towns schools have been in operation since 1885. I reached Sitka, the capital, on the 13th of August. The schools were in vacation, but I met a number of the native chil¬ dren who attended the schools, and many adult Indians and citizens. Most of these children and some of the Indians speak English. I met also the teachers at Fort Wrangell, Juneau, Killisnoo, Doug¬ las Island, Chilcat, and Sitka, and obtained from them all the informa¬ tion they could give in regard to the condition of the native children under their care. They all unite in the opinion that the natives are both capable and willing, and learn rapidly. METLAKAHTLA. During the voyage, William Duncan, the distinguished English mis¬ sionary, was a passenger on the steamer. Thirty years ago he estab¬ lished a mission for the Indians near Port Simpson, in British Colum¬ bia. He found them the slaves of superstition, practicing cannibalism and other disgusting rites of their ancestors. Under his teachings about twelve hundred of them have been con¬ verted to Christianity and have gathered around them, in their Arca¬ dian village of Metlakahtla, many of the comforts and appliances of civilization. The village was situated on a beautiful plateau near the seashore, and was in plain view of the steamer. One hundred dwell¬ ings, with gardens attached, two large school buildings, a public hall, several mills and stores, and a Gothic church, built of yellow cedar, equal in architectural design and finish to many of the churches of our own towns, attested their progress. Under his practical and sensible guidance they have been trained to habits of industry, and have be¬ come well-behaved and order-loving citizens. The children have had the advantages of schools and religious training. On account of some political differences between Mr. Duncan and the civil authorities of British Columbia, growing out of disputes respecting the title to the lands upon which this village wras built, and also with the Church au¬ thorities, these people have become alienated from the Columbian gov¬ ernment, and have removed to Alaska and placed themselves under the protection of the United States. The point selected for their present'settlement is on Annette Island, near Port Chester, about CO miles north of the southern boundary of Alaska, and has been named Metlakahtla, after their old home. Mr. Duncan had been to the United States in the interest of his people, and was on his return. The steamer landed on Sunday afternoon, the 7th of August, at this point. The day was perfect — a “ bridal of earth and sky.’7 Attended by some of the passengers, Mr. Duncan was met upon the beach by a few of his people, and was warmly welcomed. The meeting wrns exceedingly impressive and affecting. Old men and women, girls and boys, gathered around this good man and expressed with tears their intense joy and gladness. Two United States flags, which had THE COMMISSIONER’S STATEMENT. 35 •been presented to him, were raised upon an improvised staff, and the Indians and passengers assembled under their folds in the shade of the trees on the shelving shore. I quote the following description from the pen of a correspondent, who contributed a graphic account of this incident to the Portland Or¬ egonian : It is impossible to imagine a more lovely place than the harbor where the steamer lay at anchor. Semi-circnlar in shape, it opens put through a number of small islands to the sea on the westward. On the east and north, wild, rugged, mountains come down to the water’s edge, and on the south a low green shore, skirted by a gravel beach, winds in beautiful curves. The place was entirely uninhabited, except by a few of the Metlakahtlans, who oc¬ cupied it as an advance guard of the colony. The remainder, about one thousand in number, will come as soon as the means of transportation are provided. The exer¬ cises were impromptu. Mr. Duncan addressed the people in their native tongue; told them of his trip to the United States, and mentioned how he had- been received and how deep an interest had been excited in their behalf, and concluded by introducing Hon. N. H. R. Dawson, the United States Commissioner of Education, then upon an official tour of Alaska, who, at his request, consented to make an address, in order to allay the uneasiness of the Indians touching their new relations to the United States. His address was interpreted by Mr, Duncan for the benefit of those who did not un¬ derstand English. Mr. Dawson congratulated the Indians upon their advent to American soil. They were impressively told of the power of the great nation under whose protection they were about to place themselves, and assured that they would be protected in their rights of person and property and in the enjoyment of their homes,- and that, although the general land laws of the United States were not in force in the Territory, they would be protected in the possession of any lands upon which they might settle, and that when these laws were extended over the country they would be allowed to hold their lands. In the meantime they would have the protection of the Government, and the same advantages of education which are en¬ joyed by the people of the Territory. Efforts had beep made to impress them with the idea that the American Government was unfriendly to their settlement, but this impression Mr. Dawson successfully removed. His address was received with evi¬ dences of great satisfaction by the Indians. When he concluded, the flags were un¬ furled to the breeze, the ship saluting them with her single gun. The Indians sang “Rock of Ages” in their own language. The Rev. Dr. Fraser, Of California, com¬ mended the new settlement to the protection of Divine Providence in a touching prayer, after which all united in singing “ Coronation.” One of the chiefs or selectmen, Dan¬ iel Ne-ash-kum-ack-em, then briefly replied to Mr. Dawson’s address as follow's : “ I desire to say a few words to let you know what our hearts are saying. The God of heaven is looking at our doings here to-day. You have stretched out your hands to the Indians. Your act is a Christian act. We have long been knocking at the door of another government for justice, but the door has been closed to us. You have risen up and opened your door to us, and bid us welcome to this beautiful island, upon which we have decided to build our home. What can our hearts say to this except that we are thankful and happy ? The work of the Christian is never lost. Your work will not be lost to you. It will live, and you will find it after many days. The few of us who are here to-day have been made happy by your words, but how much more joy will they occasion when they reach all our people, numbering over a thousand. What shall we say more to thank you. We were told that no slaves lived under the flag of England. For a long time we relied upon this promise. We wTere content and happy, but we have found that our trust was misplaced. The promises made to us have been broken, and that nation, in its treatment of us, has set aside and disregarded its own laws, and has dealt with us as if we were slaves. 36 EDUCATION REPORT, 1886-87. “We come to you for protection and safety. Our hearts, though often troubled, have not fainted. We have placed our trust in God, and He has helped us. We are now able to sleep in peace. Our confidence is restored. God has given us his strength to reach this place of security and freedom, and we are grateful to Him for His mercy aud loving kindness. We again salute you, from our hearts, and thank you in the name of all our people.” This speech was delivered, in the intonations of his musical language, with a grace and ease of manner that harmonized well with the pictur¬ esque forum in which he spoke. It was an eventful occasion in the his¬ tory of these people, and reminded me of the landing of the Pilgrims upon the inhospitable shores of New England, and was well calculated to rouse the highest feelings of devotion and enthusiasm. None who witnessed it, in the light of the serene heavens, and the beautiful land¬ scape of mountain, sea, and forest, will ever forget it. It was one of those rare instances of patriotism and self-sacrifice for conscience’ sake which are not often met with in the examples of history. A large bell which the Indians had brought tvitli them was tolled, its peals re-echoing from the distant mountains across the silent waters, and the passengers joined the Indians in their first service of eveniug prayer and praise in the presence of a gorgeous sunset. It was a striking illustration of the confidence and faith of these simple people in the providence of that God in whom they had put their trust. The story of Metlakahtla teems with incidents of surprise and grat¬ ification. The abandonment of home and country by its entire popula¬ tion is well calculated to challenge the admiration and excite the sym¬ pathy of the country. So notable an event is not deemed unworthy of being called to your attention. Mr. Duncan has removed nearly all of these people to their new home, and is now engaged in the arduous labor of providing for their shelter and support. He writes that strong efforts were made to dissuade them from carrying out their purpose, but that they have remained firm and steadfast. In December over seven hundred had joined him, and others were to follow. In addition to the Indians who have accompanied him, several neighboring tribes have signified their intention to unite with him in this new settlement. A school has been established at Metlakahtla under the auspices of the Commissioner of Indian Affairs, and it is to be hoped that this col¬ ony will receive the protection and fostering care of the Government and people of the United States. In making this voyage to Alaska, nearly ten thousand miles by land and water were travelled. Neither pen nor pencil can paint the won¬ derful scenery of this part of our continent, with its bays, inlets, and islands. It would be well for those who seek the delights of travel at least to acquaint themselves first with the wonderful beauties and feat¬ ures of this part of our continent, before seeking them in the Old World. Its calm and placid seas, its picturesque islands, its marvellous glaciers, its magnificent ranges of lofty mountains, are wonderful features of THE COMMISSIONER’S STATEMENT. 37 its beauty and grandeur. Its immense forests, the abundance of its minerals, its furs and its fisheries, all promise to make it one of the wealthiest portions of our American empire. It may not be extravagant to predict that, in the years that are to come, the exhaustless resources of this coast will furnish the material to rebuild the American shipping of the Pacific, and that these harbors will be the navy yards and havens for the commerce of half the world. PLAN OF EDUCATION. Upon my arrival at Sitka I found that the plan for the government of the schools, promulgated by your order of the 15th of June, had been adopted by the Board of Education, and that the Hon. A. P. Swine- ford, Governor of the Territory; Hon. Lafayette Dawson, Judge of the Federal Court for the district of Alaska, and Dr. Sheldon Jackson, General Agent of education for the Territory, who had been appointed members of the Board of Education, had promptly organized the same by electing Judge Dawson president and Dr. Sheldon Jackson secre¬ tary, and were proceeding to reorganize the schools. I met these gen¬ tlemen frequently in consultation, and discussed with them fully the condition of educational affairs in the Territory, and found them in full sympathy with the views and policy of the Department upon the sub- iect of education, and heartily approving the plan of rules and regula¬ tions for the government of the schools. They prescribed and adopted, with my approval, rules requiring the children between the ages of six and fourteen years, within two miles of any Government school, to be sent by their parents or guar¬ dians to school at least two- thirds of the time during which the schools should be open. These regulations were deemed absolutely necessary to insure the advantages of education provided for the children of the Territory by the Government. The schools, so far as I was able to as¬ certain by examination and consultation with officials and citizens, are well conducted, and the teachers are competent and prompt in the per¬ formance of their duties. During my visit I was furnished with a copy of the following resolu¬ tions of the Board of Education, attesting its approval of the interest and policy of the Department in the schools of the Territory: At a meeting of the Territorial Board of Education held at the office of Judge Daw¬ son, at 4 o’clock p. m., August 22, 1887, Governor Swineford introduced the following resolutions, which were unanimously adopted: Resolved, That the thanks of this Board, as well as of all other friends of education in Alaska, are due to the Hon. L. Q. C. Lamar, the Secretary of the Interior, for the kindly interest in the welfare of our rising generation manifested by him in sending hither the Hon. N. H. R. Dawson, the Commissioner of Education, to personally ex¬ amine into and report upon the educational needs of our Territory. Resolved, That the thanks of this Board are likewise due and are hereby tendered to the Hon. N. H. R. Dawson, not only for the excellent plan devised by him for the pro¬ motion of the cause of education in Alaska, hut as well for the zeal manifested by him in personally investigating the condition of the schools already established, together with the necessity for others, to the end that he may be able to intelligently report 38 EDUCATION REPORT, 1886-87. and recommend such furtlier action by Congress as will fully supply the educational needs of the whole Territory. We look upon his visit to us at this particular time as being fraught with promises of great good to the hundreds and thousands of children of school age in Alaska who are now being permitted to grow up in ignorance, and feel that we can not sufficiently thank him for the encouragement given, nor yet for the many valuable suggestions which have enabled us to put his educational plans into practical and successful operation. Resolved, That the secretary be, and he is hereby, instructed to forward a certified copy of the foregoing resolutions to the President, the Secretary of the Interior, and Commissioner of Education, respectively. I am satisfied that the adoption of this plan of education will add greatly to the efficiency of the administration of the schools in Alaska, and that it will be the beginning of a new era in its educational affairs. The education of the native inhabitants is a duty we owe them under the provisions of the treaty of acquisition with Russia. They stand upon the same footing in all their personal and civil rights with our own citizens, and upon the organization of a Territorial government will necessarily be admitted to all the rights of citizenship. In the mean time they should be prepared, by having the advantages of education extended to them, to enter upon the duties of their new re¬ lations, and to meet the requirements and discharge the duties of our civilization. PRESENT CONDITION OF THE SCHOOLS. Dr. Sheldon Jackson has been in charge of the public schools since his appointment as General Agent in 1885, and has organized schools at twelve places. The following table, compiled from the monthly reports of these schools, as far as they have been received, shows their condi¬ tion for the year 1886-87 : Septem¬ ber. October. Novem¬ ber. Decem¬ ber. January. 'Febru¬ ary. March. Total enrolment. | Monthly enrolment. Averago attendance. Total enrolment. | Monthly enrolment. | A verage attendance. | Total enrolment. Monthly enrolment. | Average attendance. | Total enrolment. | Monthly enrolment. | Average attendance, j | Total enrolment. Monthly enrolment. | Average attendance. | Total enrolment. | Monthly enrolment. Average attendance. | Total enrolment. Monthly enrolment. Average attendance. J Kit.ka, TTn. 1 . . . . 42 37 55 51 53 49 52 46 48 44 55 1 47 43 57 45 38 Sitka, Ho. 2 . 42 28 .. 43 23 70 27 60 19 56 24 55 25 128 56 23 "Killian no . . . 58 18 46 16 47 21 47 21 55 14 31 14 80 36 10 J unean . 22 16 A 26 14 36 13 45 12 *90 Ho on ah . . . . . 14 9 29 17 112 45 i33 70 133 49 40 *150 38 24 Fort Wrangell _ 80 45, ... 89 54 " 87 57 67 54 73 47 77 46 106 48 34 Jackson . . . . 62 19 67 25 74 47 96 64 96 58 76 37 *120 66 35 Kadiak 32 1 18 36 30 20 *38 30 14 *40 26 10 43 35 18 54 37 18 Afovnak . . . 30 1 18 30 IS 18 13 31 16 13 32 16 11 *40 Unga . 24 20 24 20 24 22 25 23 19 26 25 23 29 29 24 Klawak . 124 40 i35 124 42 140 36 26 *150 Haines _ 36 36 33 42 42 40 46 46 43 Bethel . *100 Saint Michael . . . *30 Tongass and T.orinp- . . 70 1, 250 Estimated. THE COMMISSIONER’S STATEMENT. 39 I regret to state that the school at Bethel, which was founded by the Moravian Church, bas met with a great many difficulties and disappoint¬ ments, while that at Saint Michael, which was founded by the Protest¬ ant Episcopal Board of Missions, has been equally unfortunate. I trust that the difficulties which have been encountered will be surmounted, and that these schools will yet become centres of civilization in these inhospitable parts of the Territory. The appropriation of $25,000 for the present year will barely main¬ tain the Government schools now in operation, including the building and repair of school-houses, and the purchase of supplies of stationery and fuel. In order to make this appropriation go as far as possible towards supporting the schools, it was found necessary to reduce the salaries of the teachers below the sum formerly paid them for their services. Teachers have been reappointed for the next fiscal year at the above places, except Bethel and Saint Michael, and the indications are that there will be an increased attendance. While at Sitka the Board recommended the erection of two new school buildings, one at Sitka and one at Juneau, at a cost of $2,000 each, the completion of the school-house at Killisnoo, and of the school room at Fort Wrangell. To all of these recommendations I gave my consent. From all the information I could gather, the school population of the whole Territory may be estimated at from 5,000 to 6,000. There are conflicting opinions in regard to the increase of the native population. I, of course, could form no opinion upon this subject my¬ self, and have had to rely upon the opinion of resklents of the Terri¬ tory. The general opinion seems to prevail that this population is not on the decrease, but is likely to increase. It is estimated that the en¬ tire population of the Territory is about 35,000. Of this population about 25,000 are found in that section of the Ter¬ ritory westward from Kadiak, including the villages along the coast and islands, to the end of the Aleutian peninsula. These contain about 4,000 Creoles and Aleuts, who are civilized, and to a large extent edu¬ cated. They reside mainly on the islands and are generally members of the Greek church. In the southeastern section of the Territory the white population is estimated at 2,000, residing principally at Sitka, Juneau, Douglas Isl¬ and, Wrangell, Killisnoo, and some smaller points, while the natives number seven or eight thousand. WHAT PROVISION IS NECESSARY FOR SCHOOL-HOUSES. In order to provide for the present wants of the Territory, and also for the accommodation of children at other points where schools are not now organized, it will be necessary to build a number of school- houses. 40 EDUCATION REPORT, 1886-87. The Board of Education, after a full consideration of the educational wants of the Territory, urgently recommend the immediate organiza¬ tion of schools, with the erection of proper school-houses, at the follow¬ ing points: Unalashka, Belkofsky, Morshevoi, Wood Island, Spruce Island, Haguck, Ayakhtalik, Cook’s Island, Yakatak, Hoonah, and Metlakahtla. This would require for the first year an outlay of $10,500 to build school houses, $9,000 for the salaries of teachers, besides $3,400 to pro¬ vide supplies for the support of the schools, aggregating $22,900. At these places the population under twenty-one years of age is estimated at 1,097. The Board of Education also recommend that schools ought to be es¬ tablished at the following places : Karluk, Katmai, Old Harbor, Orlova, Umnak, Skilakh, Sushetno, Atkha, Klukwan, Attoo, and Akhiok. The population under twenty-one years of age at these places is esti¬ mated at 836. In order to establish schools at these points it would require an expenditure for buildings of $11,000, for teachers’ salaries of $12,800, and for supplies $3,300, amounting to $27,100. In transmitting to me the above recommendation the Board use the following language : For your guidance in preparing the estimates of appropriations for education in Alaska for the fiscal year ending June 30, 1889, ttie Territorial Board of Education have tlie honor to transmit to you, as a preliminary report, the following tables, and to recommend that you urge upon Congress the importance of making an appropria¬ tion sufficient to establish these new schools. Tables Nos. 1, 2, and 3 aggregate $77,100. New mining camps, like Douglas City and Berner’s Bay, and fisheries, like Loring and Tongass Narrows, will also probably require schools soon, so that for one year an appropriation of $85,000 could be wisely used for education. After the necessary buildings are erected the annual expense need not be so great. The tables referred to in this communication are as follows : Estimates for the support of existing schools in Alaska for the year ending June 30, 1889. Places. Salaries. Buildings. Supplies. Population under 21 School at¬ tendance years. Yukon Biver. . Bethel . Nushagak . TJnga... . Kadiak . Afognak . Haines . Juneau . Killisnoo . Sitka . Port Wrangell Klawak . J ackson . $1, 200 1, 200 1,200 1, 200 1, 200 1,200 3.200 2, 000 800 1,800 1, 000 1.200 800 General agent . Board of Education . . Three district superintendents . Three school commissioners . Travelling and contingent expenses. 1,200 600 600 300 $1, 200 1,500 1, 200 1, 200 1, 000 $150 150 150 33 150 74 32 150 143 59 150 146 30 150 60 46 150 245 218 150 200 125 200 503 198 200 110 106 200 132 168 150 144 123 1,000 18, 700 6,100 2, 200 1,757 1,118 Total THE COMMISSIONER’S STATEMENT. 41 Places in Alaslca where schools are urgently needed , with estimate of expenses for the same. Places. Salaries. Buildings. Supplies. Population under 21 years. Unalashka . . . $1, 200 $1, 500 $400 132 Belkofsky . 800 1, 500 400 91 Horskevoi . 1, 200 1,500 400 39 Wood Island . 800 1, 000 300 50 Spruce Island . . . „ . . . 800 1, 000 300 18 Kaguick . . . 300 1,000 300 45 Ayakktalik . 1, 200 1, 000 300 72 Cook’s Inlet . . . 1,200 1, 000 400 *100 Yakatat . 300 *200 Hoonah . . . . . 800 150 *150 Metlakalitla . 800 1, 000 150 *200 Total . . . . . . . . . 9, 100 10, 500 3, 400 1, 097 * Estimated. Places in Alaska where schools ought to he established. Places. Salaries. Buildings. Supplies. Population under 21 years. Karluk . $1, 200 $1, 000 $300 118 Katmai . . . . . 1,200 1, 000 300. 71 Old Harbor . . . . . 800 1, 000 300 66 Orlova . 1, 200 1, 000 300 82 TJmnak . .». 1, 200 1, 000 300 59 Skilakb . 1, 200 1,000 300 40 Susketno . . . 1, 200 1, 000 300 50 Atkha . . . . . 1,200 1, 000 300 41 Klukwan . 1, 200 1, 000 300 200 Attoo . . 1, 200 1,000 300 61 Akliiok . . . . . . . . 1, 200 1,000 300 48 Total . . . 12, 800 11, 000 3,300 836 After consultation with the Board, as already stated, I decided that at least $5,000 of the present appropriation should be nsed to build school houses at Juneau and Sitka, to complete the school-house at Kil- lisnoo, and to repair that at Wrangell. I deemed the erection and repair of the school buildings at these places absolutely necessary, after a per¬ sonal inspection of the buildings that had been in use. They did not afford suitable accommodations for the teachers and children. The cost of building is made expensive by the fact that all the lum¬ ber used for building purposes in the Territory has to be purchased at Tacoma or Portland. There are immense forests of spruce and hem¬ lock, which afford abundant timber of excellent quality, but the United States laws prohibit the manufacture of lumber for sale. ■ APPLICATION OF SCHOOL FUND FOR PRESENT YEAR. The school fund for the present year will be applied towards the main¬ tenance of the schools now organized, and the completion and repair of school houses at the points mentioned, and for the purchase of supplies of stationery and fuel. 42 EDUCATION REPORT, 1886-8?. The members of the board desire to do all in their power to increase the efficiency of the schools, and to extend the benefits of education to all the children in the Territory. It will be remembered that the Government owns no school-houses at any of the points where schools are now established, except at Sitka, Juneau, Killisnoo, and Fort Wrangell. At all other points buildings have to be leased. I can see no good and sufficient reasons to postpone the establishment of schools at all the points where they can be sup¬ ported and have the attendance of a moderate number of children. If the natives are to be civilized, the earlier the proper means are adopted to educate them, the better for them and the better for the country; they will the sooner become citizens and add to the wealth of the State by their intelligence. I feel great confidence that the creation of a Territorial Board of Ed¬ ucation, with the rules provided for the government of the schools, will insure an honest and faithful administration of the educational affairs of the Territory, and a wise and judicious expenditure of the appropria¬ tions made for that purpose. The aid and assistance of a local board I deem absolutely necessary for the proper administration of the educa¬ tional affairs of that distant and isolated district. The familiarity of its members with the condition and wants of the Territory must be of great advantage in the organization and management of its public schools. FUTURE POLICY OF THE GOVERNMENT. It is conceded that the perpetuity of our American institutions de¬ pends in great measure uirnn the intelligence of its citizens, and that this intelligence is due in no small degree to our system of common schools and public education. If it be true that the intelligence of the American citizen is so necessary to the security and enjoyment of his liberties, how much more important is it that the native races, who are now being endowed with all the rights of citizenship, shall be prepared by education to appreciate and enjoy their new privileges, and to under¬ stand their new obligations and political relations. Especially is this true of the people of Alaska, whom the Government has undertaken by its treaty stipulations to place upon an equal footing with its own citi¬ zens. Their education and elevation in the scale of civilization should become the settled policy of the Government, and should be pursued with earnestness and vigor. It is proposed by the plan for the local management of the schools, which has been put in operation, should the means be furnished, to establish common schools in every native tribe, and in every settlement having a sufficient number of children, which schools shall be open to all, without reference to race. They are to be taught to speak, read, and write English, the purpose of the Government being to educate them in our customs, methods, and lan¬ guage. In addition to the public schools which are supported by the United States Government, seventeen schools are maintained by the THE COMMISSIONER’S STATEMENT. 43 Greek Church ou the Aleutian Islands and in the southernmost part of the Territory, at which the children are taught both the Eussian and English languages. These schools have an attendance of about four hundred children, and are supported by the Imperial Government, which appropriates annually the sum of $20,000 towards their maintenance. At Sitka the Presbyterian Missionary Board maintains an industrial training school, which is partially supported by the Government, and is in a flourishing condition. It has over one hundred inmates, who are taught the elementary branches of a common English education. The boys are also taught carpentry, while the girls are taught to sew, knit, and cook, and are trained in housekeeping. The school is under the management of Prof. William A. Kelley, and for its purposes is a most excellent institution. It is well managed and conducted, and deserves the fostering care of the Government. The children are well clothed, well fed, and well behaved, and are attentive to their studies, and great attention is given to their moral as- well as their mental training. It has trained quite a number of boys as carpenters, who are now valuable citizens and a great acquisition to the community. The improvement of the educational condition of the inhabitants de¬ pends entirely upon the liberality of the Government, and unless larger means than the appropriations which have been heretofore made are obtained, no improvement can be expected. Many of the natives speak English, and some are fairly educated in the elementary branches, and seem anxious to adopt the manners and customs of the white man. They make good mechanics, miners, sailors, and laborers, while a few are skilled artisans and carve beautifully in wood and metal. Some of the specimens of their handicraft in carving and jewelry are indeed sur¬ prising, when we consider the few opportunities that they have had to improve themselves in any of the arts. Unlike the Indians upon the continent, they are generally industrious and self-supporting, and are in no sense of the term the wards of the nation. They feel the necessity of labor in order to supply themselves with the comforts of life and to protect themselves against the inclemencies which prevail in these Arctic regions. Many have abandoned the savage practices of their ancestors, and have been brought under the humane teachings and in¬ fluences of Christianity, and are members of the Greek, Eoman Catholic, and Protestant communions. This is particularly the case with the Creoles and the Aleuts, who are to a large extent civilized and edu¬ cated. My own observation in respect to the character of these people coin¬ cides with the opinion of the Hon. A. P. Swineford, expressed in the following paragraph from his report for October, 1885 : These people, it should ho understood, are not Indians. Their appearance, habits, language, complexion, and even their anatomy mark them as a race wholly different and distinct from the Indian tribes inhabiting other portions of the United States. They are far superior intellectually, if not in physical development, to the Indians of the plains, are industrious, more or less skilful workers in woods and metals, and i 44 EDUCATION REPORT, 1886-87. that they are shrewd, sharp traders all who have had dealings with them will he will¬ ing to testify. They yield readily to civilizing influences, and can, with much less care than has been bestowed upon native tribes elsewhere, be educated up to the standard of good and intelligent citizenship. Just in proportion to their educational progress they should have the rights and privileges conferred and the duties and pen¬ alties of full citizenship imposed upon them. It will be observed that the Territorial Board of Education estimates the amount needed for the support and organization of schools in the Territory and the building of the necessary school-houses, at $77,000. I do not think this sum is extravagant or too large, if it be the purpose of Congress to provide schools for the whole population of the Territory, and to extend the advantages of education to all the children within its limits. In view of the fact, however, that all of these schools can¬ not conveniently be organized and provided with suitable buildings within one year, I think that an appropriation for the next fiscal year for education in Alaska should not be less than $50,000. This sum will support the present schools with some additions, and allow $20,000 to be used in the erection of school-houses at places where they are abso¬ lutely necessary. If schools are to be maintained, buildings must be provided. For this reason I believe that the sum of $50,000 can be wisely and judiciously used for the purposes mentioned, and I therefore recommend it, and I hope that an appropriation of that amount will be recommended by you in your estimates. I remained in the Territory until the end of August, and during my visit was the recipient of many kindnesses and courtesies at the hands of citizens and officials. To the governor, the judge of the district court, the gener al agent of education, the collector of the port, the mar¬ shal, and clerk, I am specially indebted for many attentions, and also to Commander J. S. Newell, of the United States steamer Pinta ; Lieut. James A. Turner, U. S. Navy; the late district attorney, Hon. M. D. Ball; Mr. Maurice E. Kenealy, editor of the Alaslmn ; Hon. James Sheakley, U. S. Commissioner at Fort Wrangell; and Mr. George Kosi- rometinoff, United States interpreter, all of whom gave me every op¬ portunity and facility to prosecute the objects of my visit. I have also to acknowledge, the great kindness of theBev. Mr. Austin, and of Prof. W. A. Kelley, of the Presbyterian Mission School, at Sitka, and of their excellent staff of teachers. Removal of the Office. The sundry civil appropriation bill, approved March 3, 1887, enacted that as soon as practicable after the completion of the Pension Build¬ ing, and not later than December 1, 1888, the Secretary of the Interior should cause to be removed to that building the General Land Office, the Bureau of Education, the office of the Commissioner of Railroads, and the Bureau of Labor, and vacate the buildings now occupied by said Offices and Bureaus. I would respectful ly protest against the removal of this office, as THE COMMISSIONER’S STATEMENT. 45 contemplated, and urge you to use your influence to have the order of Congress, so far as it relates to the removal of this Bureau, revoked, and suitable provision made in the appropriation bills for the retention of it in its present quarters. The duties performed by the employes of the Bureau of Education, though nominally clerical, generally differ from those performed by clerks in most Offices. The principal duty of this Bureau is the col¬ lection, preparation, tabulation, and publication of statistical infor¬ mation in the form of reports, and such other methods as shall seem best fitted for the benefit of the public schools and the improve¬ ment of the means of education. In other words, much of its work is original, and requires careful study, analysis, and investigation. In its investigation this Bureau deals largely with questions of a sta¬ tistical and historical character, and needs for the full performance of its work the use of books and apparatus to which no parallel can 'be found in the ordinary service of most Government Bureaus. These in¬ vestigations require the comparison of authorities, the compilation of reading matter, calculation and construction of statistical tables, and the general investigation of educational causes, conditions, and results. To perform this labor successfully its employes need not only good light, good air, comfortable temperature, and properly constructed seats and desks, but also an ample collection of books close at hapd and ready for reference, a museum of articles relating to the construction of edu- tional buildings, the furniture of school rooms, and the apparatus of instruction, space around each employd for the proper use of books and articles from the library and museum, and freedom from the disturb¬ ance and noise which inevitably exist when large numbers of employes are congregated, no matter how orderly their behavior. It is quite pos¬ sible in ordinary offices to organize clerks into divisions of one or two hundred, with subdivisions of correspondingly large size. It is utterly impossible to do this in such an office as the Bureau of Education with¬ out sacrificing both the unity and the accuracy of results. In consequence of the character of its work, this Bureau has accu¬ mulated a very valuable library of 20,000 volumes, 60,000 pamphlets, and many thousand duplicates, and a museum of approximately twenty thousand articles. These books and articles have been collected from all countries. The books are in many languages, and on all subjects relating to education. The space assigned to them in the present building is inadequate to their perfect use, but is so apportioned that the most useful and necessary parts of these collections are accessible and are effectually protected from the intrusion of unauthorized per¬ sons. The isolation of the Office and its property, as at present or¬ ganized, I deem essential to the usefulness of the one and the safety of the other. The removal of these collections is no mere matter of transfer from one building to another, but will require time, care, and money. 46 EDUCATION REPORT, 1886-87. The loss of time in making such a removal will be great ; the loss of convenience almost entire ; and the labor and money required for this purpose will be considerable. The foregoing observations are not presented as my theory of the matter, or from any personal objection to removing to the Pension Building, but are the result of the past experience of the Bureau in a somewhat similar position. Eleven years ago Congress caused the Bureau of Education to be moved from the present building to a joint occupancy with the Pension Office of the building on the corner of Twelfth Street and Pennsylvania Avenue. The Pension Office then, as now, was the first occupant of the building, and the quarters assigned to this Bureau were so inadequate in extent, inconvenient of access, and unsuited for its work, that prac¬ tically no efficient work was done by this Office during the year that the joint tenancy continued. The growth of the Pension Office forced the Bureau out of its unwelcome quarters, and Congress removed it back to the present building, the two changes in location costing somewhat more than the present rent of this building for one year. The Twelfth Street building, like the present Pension Building, con¬ sisted of large rooms on each floor, suitable, perhaps, for the large divisions and sections of the Pension Office, but absolutely destructive to the repose, the quiet, and the seclusion found essential to the proper performance of the duty of the Bureau of Education. The plan of the present Pension Building, the great number of employes already in that office, and the very large number proposed to be added by the transfer of other offices, will repeat, and doubtless aggravate, the his¬ tory of that change. Another view of the relations of this Bureau to its work would not occur to the ordinary thinker. It was established chiefly for the pur¬ pose of supplying the teachers and people of the United States with in¬ formation as to the methods most useful for the promotion of public and other education. The performance of this duty has made it proper to open the library and museum of the Office to persons interested in education, and such persons, under present circumstances, subject to proper regulations, have made frequent and valuable use of them. If the Bureau and its collections are to be moved to a building where the necessities of another kind of service will render access to the library and museum difficult or uncertain, the use of them by persons not connected with the Burea i would necessarily be greatly disturbed or prevented. In this connection I would invite your attention to the wise and lib¬ eral action of Congress a few years ago, when a specially constructed building for the Medical Library and Medical Museum was authorized. By this measure the great working tools of that magnificent Bureau were put into a condition for most effective use, both by that Office and by those for whom that Office chiefly labors. The reasons that justified 47 THE COMMISSIONER’S STATEMENT. the construction of that building are equally cogent for the permanent and suitable lodgment of the Bureau of Education separate from other Offices of dissimilar size and purpose. The Wright Building, now occupied by the Bureau, is situated very near the office of the Secretary of the Interior, and close to lines of cars by which persons desiring to visit it for consultation and study may have easy access; and yet the location is one sufficiently quiet and retired to allow the work of the Office to be done in comfort and with considerable efficiency. Though too small for the needs of the Bureau, it can be made to serve for some time longer by a judicious use of the present space. It contains about 11,000 square feet and has a basement and four other stories. Briefly described, the basement is for the storage of fuel and the documents of the Office; the first story is used by the Statistical Divis¬ ion, the second floor by the Commissioner., chief clerk, and Record Division, and the third floor by the library and the clerks employed in connection therewith ; while the upper floor is devoted to the museum. It will be seen that the constructive divisions of the building corre¬ spond to the administrative divisions of the Office, while the six rooms on each floor permit that subdivision and seclusion which the nature of its work requires. In case of the removal of the Bureau to the Pension Building, there is no possibility of securing even an equal floor space; a reduction of this would be disastrous to the Bureau in every con¬ ceivable way. If any change is made at all, the one dictated by a regard for the purpose and usefulness of the Bureau, would be to provide it with a building specially adapted for the safe and proper storage and use and display of its valuable collections and the efficient service of its em¬ ployes, and until such a change can be made, it would seem wise, eco¬ nomical, and expedient to retain it in its present quarters. Delay in the Publication of the Report. ■ It has been my endeavor to expedite the publication of the Annual Report. I am informed that, as a general rule, of late years it has not been received from the Public Printer until about a year and nine months after the close of the period to which it relates. After so long a delay much of the statistical and other information which it contains is stale, and the value of the whole Report is seriously impaired. Many causes conspire to produce this delay. The Bureau is in im¬ mediate correspondence with every known educational institution in the United States, sending its forms of inquiry at the end of each year to State superintendents of public instruction, superintendents of city schools, presidents and principals of academies, normal schools, kin¬ dergartens, professional, agricultural, and scientific colleges, colleges and universities, and to managers of libraries and museums, and re- 48 EDUCATION REPORT, 1886-87. terests under their charge. This, however, can not he done until after the close of the school year in June, when the work of preparing the Re¬ port commences. The statistical tables are made up mainly from the voluntary replies received after this date from these correspondents. Some of them, notably the State superintendents of public instruction, are themselves subjected to delay in receiving and collating the reports of their subordinates, so that their returns are frequently not received until many months after the close of the school year. The importance of early returns to this Office has been urged upon these gentlemen, and it gives me pleasure to say that they have responded promptly to my appeals as far as lay in their power. In some instances, however, they have not been able to give the desired information until seven or eight months after the close of the school year. The work of digesting, tabulating, and summarizing the statistical returns, when once under .the control of this Office, with accuracy and expedition, has been the object of constant solicitude. The employes of the Office constitute a force of experts, trained to handle the material thus collected. From their constant and intelligent study of the sub¬ ject, and the accumulated experience of the past, they have learned what information is of most value to the educational world, how best to present their inquiries, and the breadth and scope to give them. As a result of the efforts made in this direction, the preparation of the manuscript of the Annual Report for the Printer has been advanced some six months during the last two years. This Report is now sent to the Printer in ten months after the close of the school year.1 It is not prob¬ able, for the reasons assigned above, that much further improvement can be made in this respect. It is greatly to be desired that the printing and binding of the Report should be conducted with greater dispatch. The Office is now furnished with 20,000 copies of its Annual Report for distribution among its correspondents. When it is remembered that this Report is sent to all of the State, county, city, and town super¬ intendents, to colleges and universities, secondary schools, public libra- lies, and a large number of teachers and others interested in education in the United States, and also to foreign Governments and institutions of learning, it will readily appear that this number is entirely too small to supply the demand. There are nearly three hundred thousand teachers in the schools of the United States. If only ten per cent, of these were supplied with a copy of this Report, thirty thousand copies would be necessary. On account of this limited supply a great many most worthy appli¬ cations have to be declined. The Reports of other Bureaus, certainly not more valuable to the people than those of the Office of Education, are given a large and liberal circulation. The claims ancl wants of the educational classes of the country would seem to deserve the same gen¬ erous recognition and consideration at the hands of Congress. 1 The manuscript of this Report was sent to the Printer May 16, 1888. 49 ' THE COMMISSIONER’S STATEMENT. Conclusion. In bringing this Eeport to a close, I beg to express my obligation to the large number of correspondents who have voluntarily furnished the greater portion of the material for its preparation. Without fee and without reward many thousand educationists promptly and cheer¬ fully responded to all the inquiries and demands that have been made upon them. Without their valuable assistance and co-operation the Annual Eeports of this Office could not be prepared. I would also acknowledge my indebtedness to the employes and cler¬ ical corps of the Office, who have zealously, intelligently, and cheerfully performed the labors and duties of their respective positions. To the chief clerk and the chiefs of divisions I am under renewed obligations for their hearty aid and respectful kindness and consideration, while to you I must return my thanks for the interest which you have always ’ taken in the work of the Office and for the uniform courtesy shown me personally and officially. I have the honor to be, very respectfully, your obedient servant, N. H. E. Dawson, Commissioner . The Hon. L. Q. C. Lamar, Secretary of the Interior . 4 EH CHAPTER II. STATISTICS OF STATE COMMON SCHOOL SYSTEMS. Completeno.ss of the returns— System pursued — Multiplicity of ratios— Limitations of statistics — Urban and rural school systems — Misuse of the tables — Sources of error— School year, total popu¬ lation, and population 6-14 (Table 1) — School ages and school census (Table 2) — Enrolment (Table 3)— Average daily attendance (Table 4) — Total attendance ; duration of schools (Table 5) — Number of school buildings; seating capacity (Table 6) — School libraries; high schools (Table 7) — Private schools (Table 8) — Teachers (Table 9) — Salaries of teachers (Table 10) — School revenue (Tables 11, 12, and 12 A) — School expenditures (Tables 13, 14, and 14 A)— Permanent school fund, total assessed valuation, and value of school property (Table 15) — Percentage of increase or decrease of various items during the past year (Table 16) — Ten years’ growth of the public school system (Table 17)— Education in the South — Expenditure— Education in the North and West— Chief State school officers (Table 18). Completeness of the statistical returns, — The progress and present condition of common school education in the United States is set forth in the following tables with as much accuracy and completeness as the material that came to hand up to the time of going to press permitted, Returns for the curreiit scholastic year, of more or less completeness, were received from forty-one States and Territories,, including Georgia and Louisiana, whose statistics for the calendar year 1888 are republished. This equals the number reporting the previous year. It is a matter affording considerable satisfaction that such is the case, since of the twenty-four States and Territories that have adopted the bien¬ nial report system few or none issue a report for the present year. The Bureau is greatly indebted to many State superintendents for the special efforts they have made to forward their returns in season lot publication, and in several cases for their courtesy in furnishing advance sheets of their printed reports. It is only through their voluntary co-operation in the interest of education that the exhibits which appear in the following pages have been made possible. Seven States and Territories failed to send returns for 1886-87, as follows : New Jersey, Delaware, Tennessee, Wisconsin, Wyoming, Utah, and New Mexico. The re¬ turns of the preceding year are given in every case, however, except in that of New Mexico, from which no full educational statistics have been received later than those of the United States census of 1880. The State superintendency of Delaware having been abolished, application for the statistics of the current year was made to the county superintendents; two of the three county superintendents (those for New Castle and Kent Counties) responded; as their returns did not give a complete view of the State, however, it was deemed best to pub¬ lish the figures for 1884-85 as taken from the printed State report. The statistics of Wyoming and Washington Territories were taken from the reports of their respective Governors to the Secretary of the Interior, and are very imperfect, especially those of the former Territory. SYSTEM PURSUED. The practice of working up in this Bureau the material of the returns made to it has been extensively pursued, as will appear from the following tables. The idea has been to give, not only the materials for information, but tbe information itself. Such computa¬ tions as are most needed, and as are of general utility, have been made, so that those who have use for the results may find them ready to hand. Not the least advantage of this work is, that it is uniformly done for all the States, the imperfections and limitations of the data, when known, being taken into consideration, and the best results obtained of which the character of the material admits. Arrangement. — The arrangement of the tables has undergone some alteration, chiefly with the object of facilitating reference and rendering more easy the comparison of dif¬ ferent States and geographical sections with each other as regards their educational con¬ dition. 51 52 EDUCATION REPORT, 1886-87. Totals. — No totals are given for the United States or for any geographical section, ex¬ cept in case of those items which are reported from every State or are estimated. The common practice of using incomplete totals as if they were complete, has been a fruitful source of erroneous deductions. Too much emphasis cannot belaid upon the point that only homogeneous numbers, such as only complete totals are, are comparable with each other. In order to fill up the most important columns, if returns were lacking in only a few instances, recourse was had to estimates, if there was any good basis therefor, or to the returns for the preceding year. In such cases it may be seen that the percentage of error in the totals is only a small fraction of what it was in the number so supplied. This course has been pursued on the assumption that it is better to have an approximate knowledge of a subject than to be entirely destitute of information regarding it. MULTIPLICITY OF RATIOS. The idea may occur to a person examining the tables for general purposes, without hav¬ ing his attention directed to any particular subject, that there are an unnecessary num¬ ber of ratios, etc., enough, it may be, to perplex or even confuse him. But it must be borne in mind that each student or investigator who has recourse to the tables for any specific purpose, follows his own line of argument and requires data adapted to his own particular needs, according to the aspect under which he is viewing educational problems. „ LIMITATIONS OF STATISTICS. In the discussions of the tables the Bureau has formulated only the most obvious of the many conclusions of which the data admit. The points that can be satisfactorily elucidated by these statistics, however, are few, compared with the host of questions that are pressing for a solution, or upon which more light is desired. Even within their legit¬ imate sphere the usefulness of the tables is greatly restricted by their incompleteness — to mention no other defect — by the array of blanks which is met with in nearly every column. But above and beyond this, the fact remains that but few of the circumstances or conditions that affect the educational life of a State can be subjected to quantitative measurement. The tables give the number of teachers in a State, but how can their educational force be measured as compared with as many teachers in another State, — their power of developing latent faculties, of moulding character, or of imparting information? We may know that in one State there has been half as much again expended for educa¬ tion for each child as in another, but where are we to find the figures which will tell which State profited most from its expenditure, in which it has been made judiciously under competent direction, and in which it has been marked by extravagance, jobbery, or a vain desire for outward show to the sacrifice of more essential matters ? Regard should be had for these and like considerations in the use of statistics; the information they fur¬ nish should be compared, with and supplemented by that derived from non-statistical sources, in order to get the clearest light practicable upon any subject. URBAN AND RURAL SCHOOL SYSTEMS. A comparison of the schools of a State which contains a dense city population with those of a sparsely settled agricultural State, is manifestly unjust to the latter; hence the desirability of making separate exhibits of the rural schools of the different States has forcibly impressed itself upon the attention of this Office. In order to effect this, the city statistics must be eliminated from the State returns, an operation which can be properly effected only when the city returns have all been made; these latter, however, have heretofore been incomplete, a considerable percentage of cities failiug to make any report to this Office. MISUSE OF THE TABLES — SOURCES OF ERROR. Improper use of the tables. — There are frequently brought to the notice of the Bureau instances where false deductions have been made through improper use of the statistical tables. Nearly all these errors arise from considering as comparable with each other quantities which in point of fact are not so; which do not cover the same extent of ter¬ ritory or are for different years, or are not homogeneous in some other respect, as an in¬ spection of the foot-notes or an examination of other columns of the table would gen¬ erally have made apparent. For instance, in determining the amount of money ex¬ pended in any State for each pupil enrolled, care must be taken that the enrolment and expenditure are each reported for the whole State and for the same year, and also that they are free from any other limitations that would impair the accuracy of the result. The number of “children of school age” in one State can not be compared with that of another, except in those few cases where the school age is the same in the States con¬ cerned. This might appear to be a self-evident proposition, were it not for the fact that the expenditure per capita of “school children,” the percentage of “school popula¬ tion” enrolled, and such like quantities are continually used as the measures of the educational status of the different States, even in journals of the highest class. If the STATISTICS OF STATE SYSTEMS. 53 capacity of a bushel were different in each State; if in some, for instance, it were twice what it was in others, a comparison, without any notice of this circumstance, of the number of bushels of wheat raised in the different States would furnish results just as truthful as the comparisons involving “population of school age,” the school age being arbitrarily determined by the Legislature of each State. Defects of the tables. — The above remarks apply to the misuse of the statistical tables and the erroneous deductions resulting therefrom. There are other sources of error, however, inherent in the tables themselves, which the most skilful manipulator of sta¬ tistics cannot avoid, being, in fact, unaware of their existence. These sources of error are of various kinds; but it is the desire of the Bureau again to call attention to that particular one which is the cause of the greatest confusion and misconception, i. e., the want of uniformity in common school statistics. This want of uniformity has been fully recognized in the addresses and discussions of educationists during the past decade and a half. The necessity for a common language of statistics has been frequently pointed out; but there has been no general movement in the direction of uniformity, notwithstanding the reports and recommendations that have been made. Steps in advance have been taken here and there, but the matter, as a whole, is in nearly the same unsatisfactory condition as ever. Each State has its own understanding as to the meaning of the terms used, its own rules and methods of com¬ putation, so that its statistical language is unintelligible when placed in juxtaposition with that of other States. Classificaiion of school revenue. — The classification of school revenue affords pejrhaps the most notable instance of diversity. There is a certain source, viz, the income of the United States surplus revenue of 1837, which is essentially of the same character in all the States that possess it. Yet it is classified in some States as income from permanent funds, in others as income from State taxes, and in one at least as income from local taxes, varying according to the system of book-keeping that may have been adopted. Again, in the case of taxes levied under a State law the revenue from which is retained and distributed in the localities where it was collected, there is a want of uni¬ formity; such taxes are classed sometimes as State taxes, and sometimes as local taxes. Also, special taxes on the property and capital stock of corporations, and miscellaneous taxes and licenses, are sometimes classed as local taxes, and sometimes as revenue “from other sources.” Taking it altogether, the table of school revenue affords but poor facili¬ ties for ascertaining the relative amount of income from the different sources in the several States. Average wages of teachers.*-— There are two methods in use for ascertaining this quantity; the first gives the simple mean of the several rates of pay; in the second, each rate is given a weight proportioned to the number of months it was in operation, the average being found by dividing the total amount paid to teachers by the total number of months taught. Where the school term is of unequal length in different parts of a State and the salaries vary widely, it makes a great difference which method is used. Either one may be resorted to, provided it is uniformly followed by all the States, with a proper understanding of the result it gives. If the average salary is wanted, the first method would seem to be the proper one to use, since a salary is not a sum received, but is a rate of pay, and is independent of the time it is in operation. If the average amount actually received by each teacher during the year is wanted, the second method would be the one to use. Reliable vs. unreliable statistics. — The above are only some of the more palpable diffi¬ culties that lie in the way of the adoption of a universal language of statistics. It is the more to be regretted that they exist, since, after a uniform system was once adopted, the making of reports, returns, and computations, at least in regard to certain impor¬ tant points, would be as easy as is now the case. A teacher need not be called upon to “lay down his life in a struggle simply to perfect his statistics; ” he, as well as school officers, can attain to statistics of wide application with as little labor as they now do to those of limited range; to statistics that will not only answer the question, “Are we of this State advancing or receding? ” but also that other question, “How do we stand as compared with our neighbors in other States ? ’ ’ School Yeae, Total Population, and Population 6 to 14. [Table 1, Page 54.] Mode of computing population.— The, necessity of having some statistics of population, and the methods of computing those given in this Eeport, are set forth somewhat in de¬ tail in the Bureau’s Eeport for 1885-86 (pp. 22 and 23). It was erroneously stated in that Eeport, however, that a committee of the National Council of Education had recom¬ mended the age six to fourteen as the school census age. The original recommendation of their report was in accordance with that statement; but after considerable discussion in the council, the committee withdrew this recommendation and substituted four to 54 EDUCATION REPORT, 1886-87. twenty-one as the school census age. The age of each individual enumerated was to be noted, however, so that the number of children between any two limits of age could be ascertained.1 Predominance of child population. — An examination of the last column of Table 1 re¬ veals the circumstance that the proportion of children to be educated in a community varies greatly in different parts of the country. In the North Atlantic Division, for in¬ stance, there are only 17 children of the age given to every 100 persons, while in the South Atlantic Division there are 21, and in the South Central Division 22. A compu¬ tation of the number of children 6 to 14 years of age to every 100 adults would show a still greater disparity. This excess of children whose education is to be provided for forms one of the peculiar disadvantages under which the South labors, and must be taken into account in forming an idea of the educational situation in that section. Density of population. — The density of population is another important factor affecting education. In sparsely settled agricultural States, where the schools are of necessity small and far between, the conditions are, and must remain, unfavorable to the devel¬ opment of a highly organized system, carried on at great expense for teachers and edu¬ cational appliances, and holding sessions of nine or ten months in the year, as is the case with densely peopled States having a large urban population. It is on this account that Column 5 of Table 1, giving the population per square mile of each of the States and Territories, has been introduced. It is a notable circumstance that while the density of population in the North Central States is less than one-third of that in the North Atlantic States (it being twenty-seven and ninety-seven in the two sections respectively), the people of the former group have nearly equalled, and in some cases surpassed, those of the latter in the development of their public schools. The fact that this’ is so forms a high encomium upon the enter¬ prise and intelligence of the people of the North Central States. The desirability of having separate exhibits of urban and rural school systems, in ad¬ dition to the complete State exhibit, is referred to elsewhere in this Report. Table 1. — School Year, Total Population, and Population 6 to 14. State or Territory. Return for the year— School year begins — Estimated total pop¬ ulation. a Estimated popula¬ tion 6-14. a Number. Average number to a square mile. Number. Average number in each 100 of total population. 1 52 3 4 5 6 7 North Atlantic Division : Maine..., . 1886-’ 87 April 1 645, 656 21.59 103, 431 16.02 New Hampshire . l8S&-’87 April 1 365, 433 40. 58 51.255 14.02 Vermont . . . . 1 886-’ 87 April 1 333, 330 36. 48 54,503 j 16.35 Massachusetts . 1 886-’ 87 April 1 1,973,243 245. 42 290,351 14.71 Rhode Island . 1886-’87 May 1 312, 075 287. 62 47,368 15. 17 Connecticut . 1886-’87 Sept. 1 675, 678 139. 46 105,368 15.59 New York . . 1886-’87 Aug. - 5, 373, 687 112. 84 885,440 16.47 New Jersev . 1885-’86 Sept. 1 1, 278,033 225,960 17.68 Pennsylvania . 1886-’87 June 4, 816, 252 107.06 908, 667 18.86 South Atlantic Division : Delaware . 1885-’86 158, 768 81.00 28, 966 18.24 Maryland . 1886- ’87 July I 1, 025, 473 104. 00 195, 840 19.09 District of Columbia . 1886-’87 July 1 209,060 3, 484. 33 36, 259 17.34 Virginia . 1886-’87 Aug. 1 1, 692, 125 42.17 364, 066 21.51 West Virginia . . . 1886-’87 July 1 714, 528 28.99 158,090 22.12 North Carolina...^.. . . 18S6-’87 Dec. 1 1,667, 869 34. 33 359, 729 21.56 South Carolina . 1886-’87 Sept. 1 1,104.790 36. 61 245, 829 22.25 Georgia . 1886 Jan. 1 1,727, 102 29.28 383,434 22. 20 Florida . 188G-’87 Oct. 1 354, 589 6. 53 78, 686 22.19 South Central Division : Kentucky . . . . . 1886-’87 July 1 1,806, 241 46. 65 401,229 21.66 Tennessee . . 18S5-’8G July 1 1,723,996 41.29 383,638 22.25 Alabama . 1886-’87 Oct. 1 1, 407, 384 28.47 326, 775 22.26 Mississippi . . 18S6-’87 Oct. 1 1, 259, 783 27. 18 288, 106 22.87 1Addresses and Proceedings of the National Educational Association, 1835, p. 478, note. . a The population is given for the beginning of the school year reported. STATISTICS OF STATE SYSTEMS. 55 Table 1. — School Year, etc. — Continued. 1 Estimated total pop¬ ulation. a Estimated popula¬ tion 6-1 4. a State or Territory. Return for the year- School year begins- Q £i a 3 8 Average number to a square mile. Number. III cn _ "9 a. OJ 3 0 > O Q< <1 1 3 3 4 5 & 7 South Central Division— Continued. 1886 Jan. 1 1,023,348 2, 128, 528 22. 53 221,724 21.65 1886-’S7 Sept. Aug. Sept. July July Sept. July Aug. 1 8.11 468, 639 22. 01 1886-’ 87 1 1,160, 623 3, 366, 590 21. 87 263, 198 22. 67 North Central Division : Ohio . 1888-’87 1 82.59. 642, 357 19. OS Indiana . 1886-’87 1 2, 072, 270 57.70 417, 896 20. 16 Illinois . 1886-"87 1 3, 338, 780 1, 966, 374 1,563,423 1,192,035 59. 62 656, 487 19. 66 Michigan . 1886-’ 87 34.24 348, 693 17. 73 Wisconsin . 1885- 86 1 28.71 305, 562 . L9.54 Minnesota . 18S6-’87 1 15. 05 216, 636 18. 17 Iowa . 1886- -87 Sept. Julv 1, 790, 839 32. 28 351, 261 19.61 Missouri . 1886-’ 87 1 2, 490, 597 521, 377 36. 23 524, 457 21. 05 Dakota . 1886-’ 87 July July June 1 3.53 85, 310 16.36 Nebraska . 1886-’ 87 800. 854 10.51 . 158, 518 19. 79 Kansas . . 1886-’ 87 1 1, 387, 197 111, 844 31,391 16.97 279, 712 29. 16 Western Division : Montana . . . lS86-’87 .77 12,753 3,702 11.40 Wyoming- . 1885-’ 86 Oct. _ .32 11.79 Colorado b . 1886-’87 July 1 255, 875 2.46 31, 666 23, 352 12. 37 New Mexico c . 1880 119, 565 .98 19. 53 Arizona . . 18S6-’87 July July Sept. Sept. 1 87, 437 .77 10, 951 12.52 Utah . 1885-’86 1 179, 238 54,788 88, 560 169, 235 2. 18 38, 579 6, 541 21.52 Nevada . 1886-87 1 .49 11.93 Idaho . . 1886-’ 87 1.05 13, 307 15.02 Washington . . 1886-’ 87 2.53 30, 034 17.75 Oregon . 1886-’ 87 Mar. _ 242, 913 2.56 44, 689 18. 39 California . . . 1886-’87 July July 1 1,040, 833 35,000 6. 67 164, 995 15. 85 Alaska . 1886-’87 1 .06 7, 000 20.00 SUMMARY. North Atlantic Division . 15,773, 387 8, 654, 304 10, 629, 903 20,490,336 97. 33 2, 672, 343 16. 94 South Atlantic Division . 32. 22 1, 850, 899 21.39 South Central Division . . 19.67 2, 356, 309 22. 16 North Central Division . . 27. 19 3, 988, 889 19. 45 Western Division . 2,381,679 2. 03 380, 569 ■ 15.98 United States d . 57, 929, 609 19.97 11,247,009 19.41 1 a The population is given for the beginning of the school year reported. b For ten months ending June 30, 1887. c For later information, received too late for insertion in the tables, see p. 153. d Excluding Alaska. School Ages and School Census. [Table 2, Page 57.] The primary object of a school census, in nearly every case where one is taken, is to secure a basis for the apportionment of the State school revenue. As a general rule, the persons of the age for free attendance at the public schools are the ones enumerated; in a few instances, however, as in Massachusetts, Rhode Island, Michigan, Oregon, and California, the scope of the school census is determined, not by the age of those entitled to free school privileges, but by special age limits which govern the distribution of the school revenues. Hence, as regards the school population of the different States as given by the school censuses, there is a want of homogeneity, not only in respect to the yeafs included, but as regards the essential natures of these quantities, some of them being merely ages for the distribution of funds, others ages for free attendance. This circumstance has been mentioned in order to illustrate further the non-compar¬ ability of the “State school populations;” this pointcannot be too strongly emphasized; it may be said, without exaggeration, that the treating of these quantities as homo¬ geneous has been the most fruitful source of the abnormal and contradictory statements 56 EDUCATION REPORT, 1886-87. that have been made of late years, in the public press and in legislative debates, regard¬ ing educational conditions. Age for free attendance. — The age for free school privileges, as will be seen by the table, is very different for the different States. In an attempt at classification of these ages, it can not be found that they follow any very well defined law under the different aspects under which they may be viewed. In most cases they were presumably determined by local or temporary causes, and were not based upon any general consideration, else there would not be seen the diversity that actually exists inthecaseof contiguous and similarly circumstanced States. The number of different school age3 for free attendance is fifteen; of these, the age six to twenty-one has been selected by fourteen States; five to twenty-one comes next, adopted by ten States; and six to eighteen by seven States. Of the remaining ages, no one has been adopted by more than two States. As regards duration, the Southern Central States have the shortest average period, ex¬ tending over 13f years; then follow (excluding in the computation those States whose age limits are undefined) the South Atlantic States, 14^- years; the Western States, 14 years; the North Atlantic States, 14f years; and lastly the North Central States, 151- years. It will be seen that the differences in the duration of the free school age in the differ¬ ent sections of the country are so small as to be practically without significance. In 1 State (Massachusetts) there is no inferior limit of the free-school age. In 4 States it begins at 4 years of age, in 15 at 5 years, in 23 at 6 years, in 3 at 7 years, and in 1 (Texas) at 8 years. As regards the superior limit of free attendance, in 2 States (Connecticut and Texas) it stops at 16 years, in 8 at 18 years (including the District of Columbia, where the free-school age is 6 to 17 inclusive ), in 6 States at 20 years, in 28 at 21 years, and in 3 States (Massachusetts, Rhode Island, and Michigan) the free-school age extends indefinitely upwards. In the preceding paragraphs the word “States” is to be considered as including also the Territories. Compulsory school age. — Seventeen States, seven Territories (including Alaska), and the District of Columbia have a compulsory attendance law; twenty-one States and two Territories have none. The compulsory school age of New Mexico has not been re¬ ported to this Office, though it is known that a law establishing one was recently en¬ acted.1 The compulsory school age, unlike the free school age, has one well-defined character¬ istic, which the geographical classification adopted in the tables clearly exhibits. It is entirely wanting (except in the District of Columbia, which stands in a peculiar relation to the rest of the country) in the two southern divisions. Every North Atlantic State has compulsory attendance, except Pennsylvania, and the same is true of every North Central State, except Indiana, Iowa, and Missouri. In many instances, however, the compulsory attendance law, if not actually a dead letter, is practically so, as will be exhibited in another portion of this Report. The duration of the period of compulsory attendance ranges from 4 years (in Dakota) to 9 years (in Wyoming). Six years of age is the lowest inferior limit and 10 the highest (the latter also in Dakota). The superior limit ranges from 14 to 16 years of age, in no case going beyond the latter. Increase of school- census population. — Although the school-census populations may not be compared with each other, nor aggregated, on account of their heterogeneity, the per¬ centage of increase of these populations may, if we assume that the population between any two limits of age in any State increases in the same ratio as that between any other two limits ( i . e., that the proportion of the population of any given age remains constant in each State), an assumption that may be made as regards the increase of a few years within very narrow limits of error. It is on this assumption that the percentage of in¬ crease or decrease of school-census population has been aggregated by geographical di¬ visions in Column 8 of Table 2. The largest percentage of increase is found, as might be expected, in the Western Division, which contains the newer States and Territories that are being opened up for settlement, and where a small absolute increase sometimes causes a large relative one. Taking the five States and Territories of that division that furnish the necessary data, the average increase per cent, of the school-census population is found to be 5.68, which would cause it to double in about twelve and a half years. The next largest rate of growth of school-census population is found in the South; the percentage of increase in the South Atlantic Division (based on two States only) is 3.21, 'From information received at this Office since the tables were compiled, it appears that the law does not define the age at which children may be compelled to attend school in New Mexico, thereby rendering it applicable to the whole “ school population ” — i. e., those from 5 to 20 years. STATISTICS OF STATE SYSTEMS 57 while in the South Central (based on five States) it is 4.21; these rates of increase would cause a doubling in the two divisions in twenty-two and in seventeen years respectively. Of the individual States of these two last named sections, Alabama sliow3 an increase of 7.2 percent., equivalent to a doubling of her school population (and also of her total population, upon the assumption referred to above) in about ten years. This growth, if correctly reported, is a truly phenomenal one, and emphasizes the plea for more funds for the schools of Alabama, made by Superintendent Palmer of that State in his last report. The average increase of the school-census population for all the States and Territories affording data to be used in the computation (27 in number) is 2.61 per cent., which would cause it to double in twenty-seven years. States and Territories from all parts of the country and under all conditions of growth are represented in this average, and it may be considered as expressing with a tolerable degree of correctness the actual present rate of growth of the United States in population. Table 2. — School Age and School Census. State or Territory. School age. School census. For free attendance. For compulsory at¬ tendance. .3 .'S'i .CO 'i-l £ Between what ages enumerated. Number enumerated. Increase or decrease. Increase or decrease 1 *I> s 4 5 © 7 8 North Atlantic Division : Per cent. Maine . ■ 4-21 6-16 4-21 4-21 212, 574 D . . 208 D .... ... .10 Hampshire 5-21 8-14 5-21 ia) Vermont 5-20 8-14 5-20 lb) M assach usetts . All ages. 8-14 5-15 Tf.hnde Island . 5 upward. 7-15 c5-I5 c5-15 63, 199 I... ...1,512 I . ....2. 45 Con n ecti cut 4-16 8-16 4-16 4-16 153, 260 I... ...1,094 I . ... .72 New Vork . . 5-2 L 8-14 (d) 5-21 1, 763, 115 I... ..28, 042 I . ..1.62 New .Tevsey p. . 5-18 • 7-12 5-18 5-18 366,317 T... ..10.256 I . ...2. 88 "Pennsvl vania . 6-21 0 , (/) (6) South Atlantic Division : Delaware 6 6-21 0 6-21 6-21 p43, 538 Maryland 6-21 0 5-20 (6) District of Guliimbia . c6 17 8-14 (6) Virginia . 5-21 0 5-21 (h) West Virginia . 6-21 0 6-21 6-21 249, 178 I... ,...6, 426 I . ...2.05 North Carolina 6-21 0 6-21 566, 270 r 18. 962 I . South Carolina . 6-18 0 (i) (6) Georgia . 6-18 0 6-18 6-18 ( j ) Florida, . 6-21 0 6-21 (*). South Central Division : Kentuckv . 6-20 0 6-20 6-20 641, 638 I... ..17, 391 I . ,...2. 79 Tennessee e . 6-21 0 6-21 6-21 623, 450 I... ..16, 889 I . ,...2. 78 A 1 a, ham a . . 7-21 0 7-21 7-2 L 485, 551 I... ..32, 614 I . ...7. 20 Mississippi . 5-21 0 5-21 5-21 471, 352 T. . .21.352 1 . 4.74 Louisiana 6-18 0 6-18 6-18 311,425 Texas . 8-16 0 8-16 8-16 507, 878 Arkansas . 6-21 0 6-21 6-21 374,767 I... ..16, 761 I . ,..,4.68 North Central Division : Ohio . 6-21 6-14 6-21 6-21 1, 102, 821 I.. ....1,463 I. . . 13 Indiana . 6-21 0 6-21 6-21 760, 529 I... ..19, 580 I . ...2.64 Illinois . 6-21 8-14 0-2 L 6-21 1, 096, 464 D . 76 D.... ... .01 Michigan . 5 upward 8-14 5-20 5-20 620, 090 I... ,..16,323 I . ....2. 70 Wisconsin e . 4-20 7-15 4-20 4-20 556, 093 I... ..11.117 I . ....2.04 Minnesota . 5-21 8-16 5-21 5-2 L 384, 026 Iowa . 5-21 0 5-21 5-21 637, 307 D. . 849 D.... ... .13 Missouri . 6-20 0 6-20 6-20 838, 812 I... ...15,340 I . ....1.86 Dakota . 7-20 10-14 7-20 7-20 117,675 I... ...14, 292 I . ..] 3. 82 Nebraska . 5-21 8-14 5-21 5-21 279, 982 I... ...27,976 I . ..11.07 Kansas . 5-21 8-14 5-21 5-21 526, 273 I... ...28,488 I . ...5. 72 a Enumeration by selectmen imperfect. b No school census, c Inclusive. d Distributed in part according to total popula¬ tion. e These statistics are for 1885-86. f Distributed according to number of taxable citizens. g Approximately. h School census taken every fifth year. i Distributed according to attendance. j School census every tenth year, beginning 1888. k School census taken every fourth year. 58 EDUCATION REPORT, 1886-87. Table 2. — School Age and School Census — Continued. State or Territory. School age. School census. For free attendance. For compulsory at¬ tendance. For distribution of funds. Between what ages enumerated. g 4; a 3 4) Sh | 3 3 Increase or decrease. Increase or decrease per cent. i 1 3 3 4 5 « 7 8 Western Division : Montana . 4- 21 7-21 G-21 5- 20 6- 18 6-18 6-18 5-21 5- 21 6- 21 6-21 8-14 7-16 0 4-21 4-21 23, 165 1 . 2,972 Per cent. I . 14.72 Wvomimr a . Colorado b . 6-21 5- 20 G-18 6- 18 6-18 5-21 6-21 5-20 65,098 40, 415 1 . 4, 300 i . 7.07 New Mexico c . . Arizona . 0 0 8-14 8-14 8-16 0 8-14 6-14 Utah a . :::::::::::::::::: Nevada . 6-18 5- 21 6- 21 4- 20 5- 17 9, 828 18, 506 47, 431 87,217 d 272, 443 («) I . 508 1 . 5.45 Idaho . W ashington . Oregon . T1 4- 20 5- 17 1 . 4,357 1 . 12,475 I ...5. 26 California. . 1 . 4.80 Alaska . SUMMABY. North Atlantic Division . . . . :1 c: I . /1.62 South Atlantic Division . 1 I . f 3.21 ! 1 . / 4.21 South Central Division . North Central Division . 1 . j I . / 2.09 Western Division . . I . / 5. 68 TTniterl States . 1 ! I . /2.61 1 i . 1 a These statistics are for 1885-86. b For ten months ending June 30, 1887. c These statistics are for 1380. d Including Indians and Chinese. e No school census. /Only the States for which the increase or de¬ crease is tabulated are represented in this summary. Enrolment. [Table 3, Page 59.] Tlie total public school enrolment of the United States, as made up from the latest data received and supplemented hy estimates in two cases (Arkansas and Montana), is 11,805,660. Growth of enrolment— The yearly increase for the United States can not be accurately determined, as ten States and Territories do not- furnish the necessary data. Assuming, however, that the States and Territories so lacking have made the same progress as the others in the same divisions, the yearly increase would be 305,772, or at the rate of 2.66 per cent, per annum. The increase over the amount reported for 1885-86 is greater than this, a circumstance which results from the fact that the returns of some of the States are two or more years later than those given in the preceding Report. In only five States (New Hampshire, Vermont, South Carolina, Ohio, and Nevada) and one Territory (Arizona) has the enrolment decreased. The largest relative decrease, 5.37 per cent., is found in New Hampshire. Dakota furnishes the largest per cent, of increase, 11.70, followed by Indiana with 9.20. This large development of the school registration of Indiana is a notable circumstance, when compared^ with the nearly sta¬ tionary condition of that of the contiguous States, Ohio and Illinois. The enrolment of Mississippi is considerably less than that reported for last year, as is also the average daily attendance. State Superintendent Preston writes to the Office that there has probably been no actual decrease, but that the attendance has heretofore been fraudulently exaggerated in the reports of certain teachers who were paid accord¬ ing to the number of pupils they taught. The law has been changed so that this method of determining teachers’ wages is no longer practised. Considering the different geographical divisions, all show a satisfactory growth in en¬ rolment, unless it may be the North Atlantic Division, where the rate of increase (.71 per STATISTICS OF STATE SYSTEMS. 59 cent.) is less than one-half the rate of increase of school population (1.62 per cent.); this last quantity, however, is computed from such defective data that entire reliance can not be placed upon it. Proportion of children enrolled. — In the proportion of children enrolled in the public schools, the North Central States are far in the lead, having 121 pupils in the public schools for every one hundred children six to fourteen years of age. That this result should be a matter of congratulation, considering the relatively low density of popula¬ tion of these States, has been already noted. Notwithstanding the tremendous strides that have been taken in the development of the school systems of the Southern States during the last ten years, as exhibited in Table 17, they are still tar behind the Northern States in regard to proportion of children enrolled in the public schools. In the South Atlantic States only 89, and in the South Central States only 79 children out of every 100, 6 to 14 years of age, are enrolled as pupils in the public schools. This results in a great degree from the excessive propor¬ tion of children to grown persons met with in the Southern States; for if we com¬ pare the proportion of total population enrolled, the disparity which appears to the pre- j udice of the Southern States almost disappears, and in one case is quite reversed, i. e. , the proportion of total population enrolled is actually greater in the two Southern divisions (being 19.06 and 17.49 in the cases referred to) than it is in the Western Division (16.86). No account is taken here of the duration of attendance at school, but only of the cir¬ cumstance that the pupils were on the school registers. If the element of time is taken into consideration, the South appears much more at disadvantage. The great advantage which the Northern States possess is the much larger number of tax-payers in proportion to the number of children to be educated. Even if the rela¬ tive wealth of the North and South were equal, which is far from being the case, each tax-payer of the former section would have a far less burden to bear in the work of get¬ ting all the “schoolable” children within the schools. Table 3.— Enrolment. State or Territory. Total enrolment, ex¬ cluding duplicates. Increase or decrease since preceding year. Increase or decrease per cent. Average number en¬ rolled to each 100 of total population. _ Average number en¬ rolled to each 100 of population 6 to 14. 1 2 3 4 5 €> North Atlantic Division: Per cent. Maine . . 145.530 1 . 213 I . 15 22.54 140.70 New FTampshire . . 60, 770 D . 3,449 D....5. 37 16. 63 118. 60 Vermont . . 71, 402 D . 265 D.... .36 21.42 131.00 Massaeh usetts . 353, 052 1 . 3,435 1 . 98 17. 89 121. 60 Rhode Island . 49, 507 1 . 1,625 1 . 3.39 ; 15.86 104. 52 Connecticut . 125, 794 1 . 255 1 . 20 : 18. 62 119. 38 New York . . : . 1,037, 812 1 . 10,045 I....’ .98 19. 31 117. 21 New .Terse v <7, .. .. . 222, 741 1 . 424 1 . 19 17.43 98. 57 Pennsylvania . 6998, 664 1 . 9,235 1 . 93 20.73 109. 88 South Atlantic Division : Delaware n. 33, 802 21.29 116.70 Maryland . 175, 269 1 . 289 1 . 17 17.09 89.50 District of Columbia, . 33, 418 1 . 1,082 1 . 3.35 15. 98- 92.16 Virginia. . 325, 184 1 . 16,888 1 . 5.48 19.22 89. 32 West Virginia . 179, 309 1 . 7,052 1 . 4.09 25.09 113. 42 North Carolina, . 325. 279 1 . 19, 681 1 . 6. 44 19.50 90. 42 South Carolina . 175, 017 D....C8, 949 D...4.86 15.84 71.19 Georgia . 319, 724 1 . 10, 130 1 . 3. 27 18.51 83.38 Florida . 82,453 23. 25 104.79 South Central Division : Kentucky . <2319, 022 1 . 16, 1S6 1 . 5.34 19. 63 78.92 Tennessee a . 383, 507 1 . 9,630 I.....2. 58 22. 25 99. 97 Alabama . 259, 432 1 . 6,540 1 . 2.59 17.68 79.39 Mississippi... . 270, 744 21.49 93. 97 Louisiana . 103, 416 1 . 3,475 1 . 3.48 . 10. 11 46.64 Texas . 335, 000 15.74 71.48 Arkansas . e!88, 400 el6. 20 ■671.43 a These statistics are J "or 1885-86. o Enrolment of Philadelphia for 18S5-88 is used. c For an explanation of this decrease see page 162. d Highest number enrolled, e Estimated. 60 EDUCATION REPORT, 1886-87. Table 3. — Enrolment — Continued. State or Territory. 1 North Central Division: Ohio . Indiana . Illinois . Michigan..... . Wisconsin a! . Minnesota . Iowa . Missouri . Dakota . Nebraska . Kansas . Western Division : Montana . Wyoming a . . . Colorado c . . New Mexico d . Arizona . Utah a . Nevada . Idaho . Washington . Oregon . California . Alaska . SUMMARY. North Atlantic Division . South Atlantic Division . . South Central Division . North Central Division . Western Division . United States/ . Total enrolment, ex¬ cluding duplicates. Increase or decrease since preceding year. Increase or decrease per cent. | Average number en¬ rolled to each 100 of total population. | Average number en¬ rolled to each 100 of population 6 to 14. 3 3 4 5 6 Per cent. 767, 030 D ....8, 119 D ...1.05 22. 78 119.41 552, 712 1 . 46,586 1 . 9.20 26.67 132.30 749, 994 1 . 6, 649 1 . 89 22. 46 114.24 421,258 1 . 4, 608 1 . 1.11 21.42 120. 81 332, 327 1 . 10,609 1 . 3.30 21.43 109. 66 253, 860 1 . 20, 139 1 . 8.62 21.29 117. 18 483, 285 1 . 7, 497 1 . 1.56 27.27 139. 01 585, 353 1 . 16,401 1 . 2.88 23.50 111.61 92, 560 1 . 9,694 I. ..11.70 17.75 108. 50 194, 270 1 . 14,211 1 . 7. 89 24. 26 122.56 392, 118 1 . 26,879 1 . 7.36 28.27 140. 20 613, 100 611.70 6102. 72 4,988 15.89 134. 72 43. 110 1 . 2,420 1 . 5. 95 16.85 130! 14 4, 755 3.98 20.36 5, 934 D . 142 D...2.34 6.79 54.19 81,583 1 . 1,605 1 . 5.35 17. 62 81.87 7,644 D . 253 D...3.20 13.95 116. 86 10, 607 11.97 79.71 29, 992 17 72 99. 86 53, 025 1 . 3,849 1 . 7. 83 21.83 118. 66 196, 907 1 . 7,687 1 . 4.06 18.92 119.34 1,510 4.21 21.57 3, 065, 272 1 . 21,518 1 . 71 19.43 114.70 1, 649, 455 I.. 649,600 I...C3.10 19. 06 89.12 1,859,521 I.. 661,500 I... e3. 48 17. 49 78.92 4, 829, 767 I. ..155, 154 1 . 3.32 23.57 121.14 401,645 I.. 618,000 I... ei. 69 16.86 105.53 11, 805, 660 I.. 6305, 772 I.. 62. 66 20.38 104.97 a These statistics are for 1885-86. 6 Estimated. cFor ten months ending June 30, 1887. d These statistics are for 1S80. eOnly the States for which the increase or decrease is given are represented in this summary. /Excluding Alaska. Average Daily Attendance. [Table 4, Page 62. J According to the most recent returns, the number of pupils daily attending all the public schools of the United States while they are in session is, on an average, 7,571,416. As in the case of enrolment, it is not possible to determine the exact yearly increase, but a very fair approximation places it at 218,500, or at the yearly rate of 2.89 per cent. The greatest increase in average attendance is observable in the South; in both of the Southern divisions it is not only remarkably large, but it is to be noted that it exceeds the increase of enrolment; in other words, not only more pupils are going to school there, but also the attendance of those who do go is more regular. This is an evidence of increased appreciation of public schools not to be overlooked. Florida shows the greatest growth of average attendance, viz, 13.94 per cent. ; in the District of Columbia, Virginia, and Georgia the growth is also exceedingly noteworthy. Indiana stands in the same relation to the States on her east and west borders as in the case of enrolment. The average attendance has decreased in six States, so far as reported, viz, New Hampshire, Vermont, Rhode Island, Connecticut, New York, and South Carolina. The greatest decrease, 3.G4 per cent., took place in New Hampshire. STATISTICS OF STATE SYSTEMS. 61 Regularity of attendance. — The rate of increase of average attendance for the United States (2.89 per cent.) exceeds slightly the rate of increase of enrolment (2.66 per cent.) as estimated; this indicates a greater regularity of attendance for the country at large. Column 7 of Table 4 gives this regularity of attendance explicitly. The average for the United States is 64.13; that is, for everyone hundred pupils enrolled during the school year, sixty-four have attended daily, on an average, during the sessions of the schools; or, looking at the matter in another light, each pupil enrolled was present, on an average, sixty-four days out of every one hundred his school was in session. .Regularity of attendance is greatest in the Western Division (66.51), and least in the South Atlantic Division (62.79), but it is nearly uniform in the different sections of the country, more so, perhaps, than any other single item which admits of statistical rec¬ ord. When the individual States are considered, a greater inequality is observed; in Maine and Arizona the regularity of attendance is 82.79 and 84.26, respectively, while in Minnesota it drops to 49.17; it is possible, however, as in other instances, that this inequality may be due in some measure to inaccuracy or incompleteness in the school reports, or to a lack of uniformity in the methods used. This regularity of attendance is far from being as high as is to be desired. Compul¬ sory attendance laws do not seem to affect it to any appreciable extent, as it is some¬ what higher in the South Central States, where there are no compulsory laws, than in the North Central States. It will probably depend for improvement upon a growing appreciation of the benefits of a public school education. Such as it is at present, however, it is far in advance of any former period, and the progress it has made in the last semi-decade is especially noteworthy. This virtually uninterrupted growth in the regularity of school attendance will become very apparent from an inspection of the following tabular statement: Ratio of average daily attendance to enrolment at various 'periods since 1871-72; computed from the Annual Reports of the Bureau of Education. Year. The United States. North Atlantic Division. South Atlantic Division. South Central Division. North Central Division. Western Divis¬ ion. 1871-72 . . . . Per ct. Per ct. 59. 29 60.95 61.67 65. 10 Per ct. 58.26 57. 19 59.85 62.79 Per ct. Per ct. 57. 14 59. 40 60.94 63.25 Per ct. 1876-77 . . . . . . . . . 60.31 60. 67 64. 13 62. 42 63.60 66.51 1881-82 . 56.34 65.51 18S6-87 . . . . . . . . The tendency suggested by the above figures is unmistakable; they show conclusively the steady growth of a sentiment in favor of popular education — a growth not confined to any one part of the country, but extending throughout its length and breadth. This remark will be seen to possess greater force when it is considered that there has been an increase in the proportion of children enrolled as pupils, as well as an increase in the proportion of the number enrolled who attend regularly (see Table 3). Average number of pupils to a teacher. — This (as given in Column 8) may be said to be a measure of the sufficiency of the teaching force. It is only given for those States that report the number of teachers’ places; and as that highly important item is reported from only a few States, the column is mostly blank. As far as it is possible to ascertain, the number of pupils to a teacher is very nearly uniform in the different sections of the country, ranging from 23.59 in the Western Di¬ vision (founded on two States only) to 28.06 in the North Atlantic Division (founded on three States). The figures for the individual States, however, show great inequali¬ ties, enough so to throw some suspicion on the accuracy or uniformity of the returns. 62 EDUCATION REPORT, 1886-8T. Table 4. — Average Daily Attendance. State or Territory. North Atlantic Division : Maine a . . New Hampshire . Vermont . Massachusetts . Rhode Island . 1 Connecticut . New York . New Jersey a . Pennsylvania . South Atlantic Division : Delaware a . Maryland . District of Columbia . Virginia . West Virginia . NorA Carolina . South Carolina . Georgia . . . . . Florida . . . .*... South Central Division : Kentucky..... . . Tennessee a . Alabama . Mississippi . Louisiana . Texas . Arkansas . . North Central Division : Ohio....,,.... . Indiana., . ) . Illinois . Michigan . Wisconsin a . Minnesota . . Iowa . Missouri . Dakota . . . . Nebraska . . . Kansas . Western Division: Montana . . Wyoming® . Colorado e . New Mexico /. . Arizona . Utah® . Nevada . Idaho . Washington . Oregon . . California . Alaska . SUMMARY. North Atlantic Division. South Atlantic Division . South Central Division... North Central Division... Western Division . United States h. Average daily attendance. Increase or decrease since preceding year. Increase or decrease per cent. Number of pupils in av¬ erage daily attend¬ ance to each 100 of— Total population. Population 6 to 14. Enrolment. 3 4 5 6 7 Per cent. 102, 513 1 . 3,876 1 . 3.93 15.84 98.86 82.79 43, 139 D . 1,630 D...3. 64 11.81 84.15 70. 99 45, 705 D . 920 D.,1.97 13.71 83. 86 64.01 6262, 600 «13. 39 0,91. 01 a 74. 39 32, 632 D . 391 . D....1. 18 10. 46 68. 89 65.91 78, 981 D . 403 D . 51 11.69 74. 96 63.79 625, 610 D . 203 D . 03 11.64 70.65 60. 42 134, 480 1 . 2,463 1 . 1.87 10. 52 59. 51 60. 38 669, 732 1 . 4,420 I . ,66 13.90 73.71 67. 69 c21, 859 cl3. 77 c75. 47 c64. 67 96, 410 1 . 1,848 1 . 1.95 9. 40 49. 23 55.01 25,866 1 . 1,845 1 . 7.68 12. 37 71.34 77. 40 184, 520 1 . 12,109 1 . 7.06 10. 90 50. 68 56.74 107, 893 1 . 4,681 1 . 4. 54 15. 10 68. 25 60. 17 196,119 1 . 10.413 1 . 5.61 11.76 54.52 60. 29 125, 521 D . 1, 175 D... .93 11.36 51. 05 71.70 226, 407 1 . 17, 223 1 . 8. 23 13. 11 59.05 70. 81 51,059 1 . 6,246 I. ..13. 94 14. 40 64.89 61.92 208, 476 12.83 51.58 65. 35 278, 276 16. 14 72.54 72.56 dl62, 516 1 . 9,740 1 . 6. 38 11.07 49. 73 62. 64 163, 864 13. 01 56. 88 60. 52 73, 091 1 . 2,745 1 . 3.90 7. 14 32. 96 70. 68 215, 000 10.10 45. 87 64.18 6117, 000 0 610. 08 644. 45 662. 23 519, 110 1 . 1,266 1 . 24 15. 42 80. 81 67. 68 378,828 1 . 32, 253 1 . 9. 30 18. 28 90. 65 68. 51 506, 197 1 . 2,399 1 . 4S 15. 23 77.11 67. 49 . 6266,000 613. 53 676. 28 663. 14 177, 004 1 . 2,160 1 . 1.24 11.32 57. 92 52.82 124, 833 1 . 6,136 1 . 5.17 10. 47 57. 63 49.17 294, 429 1 . 9,862 1 . 3.47 16. 44 83. 82 60.30 378, 572 1 . 4,263 1 . 1.14 15. 20 72. 18 64.67 55, 536 1 . 574 1 . 1.04 10.6-5 65. 10 60.00 6122, 000 615. 22 676. 96 662. 80 232, 502 I... 12,594 1 . 5. 73 16.76 83. 12 59. 30 68, 200 67. 33 664. 30 662. 59 63, 300 610. 51 689. 13 666. 16 27, 243 1 . 815 1 . 3.08 10.65 86. 03 63.19 3. 150 2.63 13. 49 66. 25 :g 1 c a ri 65. 72 645. 66 684. 26 19, 437 1 . 759 1 . 4.06 10. 84 50. 38 6L.54 5, 899 1 . 530 1 . 9. 87 10.77 90.19 77.17 c6, 500 c7. 34 c48. 85 c61. 28 21,604 12. 76 71.93 72.03 37, 406 1 . 2,161 1 . 6.13 15. 40 83. 70 70. 54 129, 397 1 . 3,679 1 . 2.93 13.43 78. 42 65.71 387 1 . 65 I. ..20. 19 1.08 5.53 25, 63 1, 995, 392 61... 8,300 0l... .42 12. 65 74. 67 6-5. 10 1, 035, 654 61.. 54, 400 0l.-5.54 11.97 55. 95 62. 79 1, 218, 223 61.. 64, 500 0I...5.59 11.46 51.70 65. 51 3,055,011 61.. 81,700 0I...2. 75 14.91 76. 63 63. 25 267, 136 61... 9, 600 0I-.3.76 11.22 70. 19 66.51 7, 571, 416 61.218,500 1 61... .2. 89 13.07 67. 32 64. 13 3 O Ac3 -m3 0 S3 * O as p toS 0) - 17. 95 630. 82 30. 13 27. 55 41.72 22.03 27. 90 28.06 22. 42 17.83 19.96 32.24 12. 89 22. 89 24. 13 p2S. 06 026. 92 p24. 79 023.59 025. 29 a These statistics are for 1885-86. 6 Estimated, c Approximately. d Attendance of four cities estimated. eFor ten months ending June 30, 1887. /These statistics are for 1880, pOnly the States tabulated are represented in this summary. h Excluding Alaska. STATISTICS OF STATE SYSTEMS. 63 Total Attendance; Duration of Schools. [Table 5, Page 64.] The total number of days attended is reported by but thirteen States. This quantity is so important for statistical purposes, however, and withal so simple and easy to obtain, that it has been deemed best to retain it in the tables, in the hope that it will come to be more generally reported. It should be obtained by aggregating, or summing up, all the days attended in all the schools as shown by the school registers, and by no other method. Comparative amount of schooling given. — Column 3 shows how many days’ attendance each child 6 to 14 years of age would have been able to obtain if the actual attendance had been divided up among such children equally. This quantity possesses greater sig¬ nificance, as a measure of the amount of schooling given in a community, than perhaps any other single one that can be deduced from the data supplied to the Bureau. The re¬ sults are comparative merely; any other minor age might have been selected, with the result of giving another series of numbers of virtually the same relative values. It will be seen from this table that, so far as reported, the greatest relative amount of schooling was given in Massachusetts — enough, in fact, to provide each child six to four¬ teen years of age, with 194.79 days, or 9.74 months of twenty days each. From this the numbers range down to 39. 51 days, given in Alabama, about one-fifth of that given in Massachusetts. The summary of Column 3 by geographical divisions exhibits vividly the disparity in the amount of schooling given in the different sections of the country. The statistics given in Tables 3 and 4 related only to the number of pupils going to school, without regard to the length of time they went; the inequality under those circumstances was considerable, but still within bounds. It is when the element of time is introduced, and the whole school population brought into consideration, that the disparity between the sections is brought into strong relief. Actual average amount of schooling given to each pupil enrolled. — Column 4 furnishes an entirely different set of numbers. Only the pupils on the school registers are taken into account, and the number of days each one on an average attended is shown. This quan¬ tity is of inferior significance to fhat contained in Column 3 or that in Column 5; but as it maybe found useful to know in certain inquiries, it has been computed and tabulated here. Average duration of attendance. — This quantity, given in Column 5, gives the average length of session of the schools in days, when to each school is given a weight propor¬ tioned to its average daily attendance. This is manifestly the proper basis upon which to compute the average number of days the schools were in session during the year. A school with ten times the average attendance of another school should count for ten times as much. The ‘‘average duration of schools in days, ” tabulated in Column 6, is presumed to give the simple mean of the number of days of session of the different schools, regarding all the schools as equal units. This quantity is of no practical use, or would be of none, if the material existed for computing Column 5. It is less than that contained in Column 5, since the larger city schools with their greater number of days of session are not given their proper weight. In the case of some States the numbers tabulated in Columns 5 and 6 are equal. This shows that in these States the average duration of schools in days (Column 0) has been de¬ rived from the average daily attendance or total attendance (Column 2) , or vice versa , while in other States these quantities have been computed independently of each other. This want of uniformity should be noted for the purpose of guarding against it. The quantities contained in Columns 2 and 6 are independent of each other, and each should be derived as previously stated. The average duration of attendance, then, it may be repeated, is the average number of days the schools were in session, giving to each school a weight proportioned to its size (or number of pupils), and is found by dividing the total number of days’ attend¬ ance by the average daily attendance. The greatest duration of attendance, 189.62 days, is found in the North Atlantic Di¬ vision, the least 94.23 days, in the South Central Division, so far as can be ascertained. Increase in the duration of schools . — Of the States which furnish data for tabulating the change in the duration of schools, 18 show an increase, 8 a decrease, and 3 no change from the previous year. This indicates a decided balance in favor of more days of school¬ ing in a year, but no estimate has been made of the extent of this change. Whatever it may be, however, taken into consideration with the increased regularity of attendance previously set forth, it shows a condition of affairs full of promise as regards the num¬ ber of days’ schooling given to each pupil. It is hoped in the next Report of this Office to give more definite information regard¬ ing the increase over previous years in the duration of schools. 64 EDUCATION REPORT, 1886-87. Table 5.— Total Attendance ; Dtjkation of Schools. State or Territory. Total attendance in days. The total attendance is equivalent to an attendance of each person 6 to 14 for — Average number of days’ attendance of each pupil en¬ rolled. Average duration of attendance. 1 Average duration of schools in days. Increase or decrease. 1 2 3 4 5 | © 7 8 North Central Division : 12, 589 10, 142 12, 174 7,318 6, 113 5, 208 12, 892 511,744 3, 857 4, 590 7, 860 287 111 689 46 D 114 | I .. . 326 1 1 . 15 . 1 . I ...83 (334, 73o I. .15, 919 | 126.94 201. 03 73.07 "W^ignonsin a, . 1 . 90 Miimcsotti . . 1 Iowa . . 1 . 448 1 . 6)5 Missouri . 631,286 118,789 I. .12. 017 i 107.84 166. 76 213. 90 Da.lcota . . . 1 . 390 I.. 8, 678 128. 34 30.80 . I... 1,069 1 . 37 r::::::::::::: ,ITTt . . Western Division: Montana . . . . Wyoming ct . . . ! . Colorado . 1 . 58 45,211 5,580 1....2, 377 104. 94 117. 35 166,07 177. 14 65. GG 121. 30 Now M Pi vino Cj . Arizona.. . . . . Utah . Nevada . 145 216 863 1,324 Tdaho . Washington . • Oregon . D . 51 54,960 103. 65 146. 93 41.51 California . . . . 2 SUMMARY. North Atlantie Division . d 100. 31 dl06. 62 dl57. 55 dl81. 74 dS2. 95 d61. 33 South Atlantic Division . 31, 173 South Central Division . North Central Division . 94,487 dll6. 89 dl04. 84 d 183. 51 pl56. 02 d58. 48 d51. 37 Western Division . United States . . 1 . .1 . dll2. 39 dl78. 80 d61. 03 1 1 a These statistics are for 1885-86. d Only the States tabulated above are represented b Number of school-rooms. in this summary, c These statistics are for 1880. School Libraries; High Schools. [Table 7, Page 67.] School libraries. — The educational value of school libraries is beginning to be more fully appreciated by superintendents and teachers. No statistics upon this point in any degree approaching completeness, however, have ever been collected. Those given in Columns 2 and 3 of Table 7 present what information of a quantitative character touch¬ ing this subject it has been possible to collect. It appears that Ohio and Michigan are the States in which, so far as known, school libraries have received their greatest development, the former having 191 volumes and the latter 154 volumes for every one hundred pupils in average attendance. In the Southern States no public school libraries of any consequence are reported. It is not possible, from want of data, to make summaries of the statistics of school libraries that would be of any use whatever. High schools.— H igh school statistics in like manner are, and apparently must remain, in an unsatisfactory condition. There is no well-defined line outside of cities, as a gen¬ eral rule, separating high schools from other schools. In the rural districts schools, and even the studies of individual pupils, are of a mixed primary and secondary character. The high school statistics that are given, therefore, can lay no claim to accuracy or com¬ pleteness in most cases, but are presented as being the best that could be collected from State superintendents, and as furnishing valuable indications of. a general character. STATISTICS OF STATE SYSTEMS. 67 The statistics of individual high .schools are given in detail in another chapter of this Keport (see Index). By far the greatest public high school enrolment is found in the North among the older States. In the North Atlantic Division, out of every 1,000 pupils enrolled 64 are high school pupils. Maine leads in this point, 77 pupils out of every 1,000 enrolled in that State being high school pupils (Column 9). With the exception of the District of Columbia, and an estimate by the State super¬ intendent of Mississippi, no high school statistics are reported from the two Southern divisions. It is known, however, that in these divisions the great bulk of secondary instruction is or was given in private high schools and academies. In Georgia, at least, there is a constitutional provision forbidding any except the elementary branches being taught in the public schools at the charge of the public funds. In the North Central States 28 pupils out of every 1,000, and in the Western States 17, are high school pupils. The average lor all the States reporting is 35. Table 7.— School Libraries; High Schools. State or Territory. School libraries. High schools. High school enrolment. Number of volumes. Number of volumes to each 100 of aver¬ age attendance. 'Number of high schools. Increase or decrease since preceding year. High school enrol¬ ment. Increase or decrease since preceding | . year. Increase or decrease j per cent. Ratio to total enrol¬ ment. i 3 4 5 © 7 8 9 North Atlantic Division : Maine . ol80 44 42 229 10 all, 174 3, 860 62, 058 22, 406 1, 435 Par cent. Per cent. al. 69 6. 35 New Hampshire. . Vermont . . Massachusetts . I... 1,036 1 . 4. 85 6.35 2.90 T?.h nr] p. Tsl anrl , r , . clO, 000 47, 907 737, 718 c30. 65 60. 66 117. 92 Connecticut . New Vork . New Jersey . Pennsylvania . South Atlantic Division : Del awn, re . TVI a,r y 1 an cl . , . District of Columbia . 2 1, 103 3.30 Virginia . West Virginia . a3, 365 (d) o3.24 21 North Carolina . South Carolina . . Georgia . Florida . . . 32 South Central Division : Kentucky . . . . Tennessee . Alabama . Mississinpi . clOO cl 2, 000 cl. 43 Louisiana . . . Texas . Arkansas . North Central Division: Ohio . 991, 086 300,000 122, 822 408, 602 41,128 190. 92 79.19 24. 26 153. 61 23. 24 692 32, 928 D . 37 D.,0. 11 4.29 Indiana . Illinois . . 179 I..10 14,517 1 . 095 i 17 1. 94 Michigan . Wisconsin a...... . 127 64 I...8 8, 496 3, 579 T . 524 i T....6. 57 2. 53 1.4L Minnesota, . . 1 . Towa, . 55, 173 18.74 Missouri . 150 24 206 I Dakota, . Nebraska, . Kansas . . Western Division : Montana . 500 6.10 2 e75 i c.57 Wyoming . 1 . aTliese statistics are for 1885-8G. cl Small beginnings in cities. 6 Seven schools not reporting. e Approximately . c Estimated. €8 EDUCATION REPORT, 1886-87. Table 7. — School Libraries; High Schools— Con tinned. State or Territory. School libraries. High schools. High school enrolment. Number of volumes. Number of volumes to each 100 of aver¬ age attendance. Number of h igh schools. Increase or decrease since preceding year. High school enrol¬ ment. Increase or decrease since preceding year. Increase or decrease per cent. Ratio to total enrol¬ ment. 1 2 3 4 5 6 7 8 9 Western Division — Cont’d. Colorado .. 13, 733 50.41 17 1,130 Per cent. Per cent. 2.62 X<>w Mftxino . A riznnn . 976 19.52 Utah . Nevada . ,rf . 6 2 T d ah n . 1, 220 18.77 AVashington . Oregon 14 20 700 3,364 1.32 1.71 California D . 726 D..17. 75 . SUMMARY. North Atlantic Division . «6. 39 South Atlantic Division . Smith Central Division . North Central Division . a2. 84 al.72 Western Division . United States . a3. 52 a Including only the States tabulated above. Private Schools. [Table 8, Page 69.] The statistics of private schools, notwithstanding the importance that attaches to them, are of the most fragmentary character. One phase of educational activity, a definite knowledge of which is absolutely necessary to a full understanding of the subject, is thus left almost wholly unrecorded. Furthermore, the statistics that are given bear in some cases internal evidences of unreliability. The obligations which should be imposed upon private school teachers, in the matter of reporting the statistics of their schools, have become a subject of discussion. In Connecticut legislative action has been taken which should result in a complete system of private school reports. Superintendent Orr, of Georgia, has urged the right of the State to require private school reports, and has defined the basis upon which this right rests. (See Index, under head of “Private schools.”) Growth of private schools. — It would be useful to compare the percentage of increase or decrease of the private school enrolment as given in Column 6 with that of the public school enrolment, to see if the public schools are more than holding their own. The abnormal results that are recorded for some of the States, however, in the column mentioned, would seem to indicate that either this year’s or last year’s report, as the case may be, was extremely defective. The three North Atlantic States reporting apparently furnish the most reliable statistics of growth; enough so, perhaps, to enable a fair estimate to be made of the present pros¬ pects of private schools in that section. It will be found that while Vermont shows a decrease of .36 per cent, in public school enrolment, and Connecticut and New York an increase of only .20 aud .98, respectively, the private school enrolment has increased 3.57 per cent, in Vermont, 5.13 in Connecticut, and 4.12 in New York. Those figures may be considered as establishing conclusively the fact that the private schools are gaining on the public schools in the States mentioned, and the presumption that they are so do¬ ing in the neighboring States. STATISTICS OF STATE SYSTEMS. G D Extent of private school enrolment. — Column 7 gives the proportion of pupils who are en¬ rolled in the private schools. It shows that, so far as can be determined, private schools have received their greatest development in the North Atlantic Division, where 11.17 per cent, of all pupils are enrolled in private schools; that is, out of every 100 pupils enrolled in schools of all kinds, 11 are enrolled in private schools. Illinois and California also show a large private school enrolment; Dakota a phenom¬ enally small, perhaps imperfectly reported one. For all the States reporting 8. 56 per cent, of their total enrolment is to be found in private school^ leaving 91.44 per cent, for the public schools. Comparative enrolment to be found in all schools. — Column 6 of Table 3 gave the average number of pupils enrolled in the public schools for each 100 persons 6 to 14 years of age. Column 8 of the table under review gives the same, taking in also the pupils enrolled in the private schools ; that is to say, it shows how many pupils are enrolled in all schools, public and private, for each 100 persons of the age mentioned. Table 3 gave only a partial view, i. e. , it was confined to the public schools. Table 8 gives a complete view, but unfortunately it is limited to a few States. Table 8.— Private Schools. State or Territory. Number of private school teachers. Increase or decrease since preceding year. Private school enrol¬ ment. Increase or decrease ! since preceding year. Increase or decrease per cent. Ratio of private school enrolment to total public and private enrolment. Average number en¬ rolled in public and private schools to each 100 persons 6 to 14. 1 2 3 4 5 © 7 8 North Atlantic Division : Marine . . Per cent. Per cent. New Hampshire . 6, 438 «7, 506 9. 58 a9.51 131.13 c 144. 80 Vermont .. 1 . 259 I ...3.57 Massachusetts . Rhode Island . Conn eeti cut 15, 953 133, 051 1 . 778 1 . 5. 13 1 . 4.12 11.25 11.36 134. 53 132. 24 New Vorlc . I....5, 268 New .Tersev . Pennsylvania . . : South Atlantic Division : Delaware . Maryland . District of Columbia . Virginia . . . West Virginia . North Carolina . a27, 500 a7. 79 «98. 07 South Carolina . Georgia . Florida . 6128 South Central Division : Kentucky . Tennessee c . 1,223 31, 355 7.56 108. 14 Alabama . Mississippi . <218, 000 <26. 23 <2100. 22 Louisiana . Texas . Arkansas . North Central Division : Ohio . Indiana . 1,086 2, 258 580 D . 455 37, 514 87, 825 32, 607 14, 164 D.10, 029 D..3, 432 I...3, 106 1 . 539 D..21. 09 D...3.76 I...10. 53 1 . 3. 96 6.35 10. 48 7. 18 4.09 141.20 127. 62 130. 16 113. 39 Illinois . D . 34 Michigan . Wisconsin c . . Minnesota . Iowa . Missouri . Dakota . 79 790 .85 109. 42 Nebraska . Kansas . Western Division : Montana . 5G 457 1 . 99 I...27. 65 3.37 106. 30 Wyoming . Colorado . 1,912 D . 37 D...1.87 4.30 142.27 New Mexico . a Estimated. c These statistics are for 1885-S6. b Number reported. d Approximately. ?0 EDUCATION REPOET, 1886-87. Table 8. — Private Schools — Continued. State or Territory. Number of private school teachers. Increase or decrease j since preceding year. Private school enrol¬ ment. Increase or decrease since preceding year. Increase or decrease per cent. Ratio of private school enrolment to total public and. private enrolment. Average number en¬ robed in public and private schools to each ICO persons 6 to 14. 1 3 4 5 G 7 S Western Division— Cont’d. Arizona . . . . . Per cent. Per cent. TTt.a.h . Nevada . a30 ai, ooo «8. 61 «S7. 22 Washington . . . | Oregon . California . . . 251 D . 20 1 4,934 22, 661 1. . .2. 151 1. . .3. 742 1. . .77. 29 1. . .19. 78 8.51 10.32 129. 69 133.00 Alaska . . . . L. SUMMARY. North Atlantic Division . 611.17 6133.03 South Atlantic T)i vision . Pollth Oftnf.rnl Division 67. 01 67. 45 68. 91 6103. 34 6127. 99 6130. 04 "N’ovtli Oontra.l Division. . Western Division . TTniterl States . 68. 56 6122. 90 a Estimated. 6 Including only the States tabulated above. Teachers. [Table 9, Page 72.] Table 9 gives (1) the whole number of different teachers, classified by sex, and (2) the number necessary to supply the schools, or number of teachers’ positions. This latter quantity does not admit of classification by sex, since any teacher’s position may be oc¬ cupied at one time by a man and at another time by a woman. The number of teachers necessary to supply the schools, though reported from only comparatively few States, is the more important item of the two. It is the quantity which should be used, as a general rule, when the “number of teachers” is wanted; that is to say, though a number of different teachers may in succession occupy the same position in the course of a school year, they only count as one teacher for most statistical purposes. The “whole number of different teachers ” is wanted principally for determining ques¬ tions of sex in teachers, and of frequency of change in the teaching force. It is, however, almost universally used, or rather misused , when the ‘ c number of teachers ’ ’ is wanted for any purpose whatever, thereby vitiating the arguments or conclusions based upon it. Still it furnishes the only knowledge we have regarding the number of teachers in the majority of States and Territories. Attention is called to this point for the purpose of emphasizing the great need that exists of having reported the number of teachers necessary to supply the schools. The whole number of different teachers in the United States, according to the latest returns, is 338,637, an increase of 15,571 over the number last reported. This increase, however, possesses no particular significance, since it may arise from an increased num¬ ber of changes in the existing teaching force instead of the establishment of new teach¬ ers’ positions. What knowledge the Bureau has regarding the actual sufficiency of the teaching force is given in Column 8 of Table 4. Sex of teachers. — A comparison of the increase of the whole number of male teachers with that of female teachers should show to what extent one sex has displaced the other during the year. As far as can be determined the number of male teachers in the United States increased at the rate of 2.63 per cent., female at the rate of 2.61 per cent., show¬ ing practically no change in the relative numbers of the two sexes lor the country at large. In the North Atlantic Division the male teachers would seem to be gaining in num¬ bers, due to the heavy decrease of female teachers (20.90 per cent.) in New Hampshire. STATISTICS OF STATE SYSTEMS. 71 In the next three divisions the female teachers have increased in greater proportion than the males. The large decrease of teachers in Mississippi is probably one of the results of the re-organization of the school districts of that State, securing fewer and larger schools. In the Western Division, again, the male teachers have gained in proportion¬ ate numbers. The present relative number of teachers of each sex is given in Column 13. The different sections of the country present well-marked distinctions in this matter. In the North Atlantic States only 23 teachers out of every 100 are male; then come the North Central and Western Divisions, in which about one-third of all of the teachers are male; in the two Southern divisions the males are in the majority, in the South Central Division largely so. Massachusetts has the smallest proportion of male teachers of any State or Territory, or about one in ten. In Arizona and Arkansas the proportion of male teachers is largest, being in each instance more than three-fourths of the whole. Though no considerable change in the relative number of teachers of each sex has taken place during the year covered by this Report, yet when the last 10 years are taken into account a decided displacement of male teachers is apparent, extending through every section of the country, except in one instance. This displacement will be seen from the following tabular statement: Percentage of male teachers at intervals of jive years since 1876-77, computed from the Re¬ ports of the Bureau of Education. Year. The United States. North Atlantic Division. South Atlantic Division. South Central Division. North Central Division. Western Division. 1876-77 . . . Per cent. 42. 37 39.39 35. 95 1 Per cent. 28. 88 26. 11 22. 63 Per cent. 63. 20 58. 66 52. 25 Per cent . 60. 25 67. 46 62.23 Per cent. 44.28 38. 14 32.64 Per cent. -44. 65 36.27 33. ©6 1881-82 . . . 1886-87 . It will be observed that in the North Atlantic Division, where the relative number of male teachers was smallest in 1876-77, the displacement of males has been going on nearly as extensively as in any other section. Whether this process can continue with¬ out detriment to the best interests of the schools, especially as regards the education of the older boys, is a question worthy of serious consideration. Changes in the teaching force. — Column 12 is designed to show the average number of changes in the teaching force to every 100 teachers’ positions during the school year. This will be seen to vary exceedingly in the several States reporting the necessary data, so much so as to suggest a greater or less degree of inaccuracy in the reports made. The averages for the North Atlantic, North Central, and Western Divisions, however, are tolerably uniform, being 25.41, 28.60, and 27.15, respectively. The want of permanency in the teachers’ position is one of the, greatest drawbacks to the progress of the public schools to a higher degree of efficiency. Just to what extent this want of permanency exists can be determined in no better way than the oue given, and it would be a matter affording peculiar satisfaction if the data required for the purpose were more accurate and complete. Table 9. — Teachers. 72 ® © u L _ © © O.Q © . O'p^d^'rt a ffl ll|gl££ W -S3 fl O g S®S® ©** s5^3 g S°5sS^ fl. CJ © 2 2 ©^ e3 © »- © o ® £ S°S-S8^ £ -STfts •o © . a© o lBS2 1 ° © © OS 0) W U © 2 g a>>* SSsa* c-u-S'-S ft! ©73 m* 0 42 O © 43 a-12 h © © *3 S 8g £§§S § 8" © a) -tf g, © © © . u 2 8 1 §1 1 § © ® M -T3 ■~ be ft a •gSSS iag-g © *; 2 c ;?8 a u a> o *3 p, •gl0rH01C 59*?3923£:3 23sSJ iO \G o C ko co ic io : i> 'H Aft> s ssssssa rH cO Hi cd 00 CO iO kocooio^ot- O Ci UO ■* O CO Ci t> iC O Oi o ©I CO 00 Ift ©J 10HOH©0>t)IO«) Ot-rH! O0C0O>??T-iCit''-,c«^> rtONoSwaiS© OQNi ©» oo h r~- co © © co oo co ©ir5©HH^O)O.M iocoeo> © oo QQ :£S8 I COCO 1-1 co CO SooSmn © -ft rft rH CO ©I PPw'ift S&8 ONh MMOtrNO^HCI LO ® H Uj © fit- t- Oh . PP- trco'foooot^or- i-eo'jocqioeooooo O'ClOfflHlOtr'HOO 00 of CO oo" rf cf ef io" co rf H-MOOONQOO© ©10l0^(0)©«0>00 co ft ci o' Ttiddd co QHflhiflflflhit Increase or decrease since preced¬ ing year. M ©Hfr-coaoeo—iao© CO Cl Cl rH ©1 -co : r* : : : : : jrH -co ft h-j fl ft fi P Q h4 hft Ci lO ^ H< r> o l- o S S 3 §> § ^ O rH Ci CO Ol Ci t> lO oo O 1C O GO Cl ^H |> CO '“18* oo o co f o© © © ft ci eo p g SP*' ppp :J m©iohooio ci o’ ft in ci ft HflHflH ft ftftftPPft : : : : : :-S Mil I il 1 j- ill ill 1 fPlfiiilipillJf §1% £ ! I £ 73 74 EDUCATION REPORT, 1886-87. Salaries of Teachers. [Table 10.] The average monthly salaries of male teachers have increased in 15 States and Terri¬ tories, and decreased in 17, out of the 32 in which this change can be determined satis¬ factorily. As regards the salaries of female teachers, there has been an increase in 17 States and Territories, a decrease in 13, and no change in 2. The greatest difference between the salaries of male and female teachers is met with in the North Atlantic and North Central Divisions; the least, in the South Atlantic Division. The want of uniformity in the methods of computing the average wages of teachers has already been pointed out in previous Reports of the Office; so long as it continues to exist, no reliable comparisons of the wages of teachers in different States can be made. There is one .method that is unqualifiedly incorrect, namely, taking the mean between the maximum and minimum salaries of a county or township as the average salary. The average salary of all the male or female teachers of a State possesses no great degree of significance. The classification should be more in detail, distinguishing city from country teachers, and white from colored, in order to be useful as a guide in de¬ termining the remuneration of teachers. Table 10.— Salaries of Teachers. State or Territory. Average monthly salaries. Average annual salaries. Males. Increase or decrease. Females. Increase or decrease. Males. Females. 1 2 3 4 3 G 7 North Atlantic Division : Main ft . $33. 82 41.03 33. 80 116. 85 82.67 68.82 D..$0. 33 1 . 81 $20. 70 24. 46 20. 88 44. 93 44.38 38. 50 I. ..$4. 02 I .. .90 IV ew Hampshire . Vermont . D . 10 1 . 5. 62 1 . 2. 82 D...1.07 D ..1.12 1 . 96 1 . 53 1 . 53 Massachusetts . . Rhode Island . Connecticut . New York... . $785 619 (4( 580 $422 346 )9) 3/5 New Jersey a . Pennsylvania . 63. 01 88. 53 D... .55 1 . 15 40. 51 29. 86 1 . 4.21 D... .04 South Atlantic Division : Delaware . ' Maryland . ' District of Columbia . 109. 76 31.20 D...6. 86 I...... .43 61.12 26. 62 D... .05 1 . 08 1,098 187 611 160 Virginia . West Virginia . North Carolina . . 22. SO 28.07 D...2.25 D... .57 22. 00 25.19 D... .50 D... .11 South Carolina . Georgia . . Florida . 52.00 6113. 87 D...1.00 52.00 647.06 D...1.00 312 312 South Central Division : Kentucky . Tennessee . 1 Alabama . Mississippi . Louisiana . 35. 00 32.00 Texas . . . Arkansas . North Central Division : Ohio . a55. 00 45.00 51.48 45. 31 f 6106. 58 [c 42.64 41.00 38.00 I ..1.00 aiO. 00 36. 00 42. 17 31.06 39.90 28.15 30.20 28.59 Indiana . 1 . 40 D... .80 1 . 44 D.. ..14 292 231 Illinois . : . D... .66 1 . 24 Michigan . 314 236 Wisconsin, a . . . . . . 1 . 86 I....1. 361 D . 05^ Minnesota . 1 . 89 I. ...2. 00 D . .42 1 . 20 Iowa . D . 51 Missouri . . . Dakota . 34. 29 55.00 39.00 75.00 53.85 D...1.13 I.. .12. 32 D...3.00 D...5.00 31.12 35.00 32.90 60.00 53.85 T 99 189 171 Nebraska . 1 . 30 Kansas . . . D . 95 Western Division : Montana . 0 Wyoming a . a These statistics are for 1885-8G. 6 For city schools. c For country schools. STATISTICS OF STATE SYSTEMS, 75 Table 10.— Salaries of Teachers— Continued. State or Territory. Average monthly salaries. Average annual salaries. Males. Increase or decrease Females. Increase or decrease. •Males. Females. 1 r> 3 4 5 <$ 7 Western Division — Continued. Colorado . . . $67. 55 I..J2.92 $57. 60 I. ..$1.01 New Mexico . Arizona . 87. 60 46. 90 98. 25 1 . 7.15 D...2.2Q D...2.75 79. 60 27. 33 66. 91 1 . 3. 42 D...2.27 D . 81 Utah a . . . . $328 982 $160 669 Nevada, . . Idaho . Washington . 44. 86 45.78 80. 75 131. 25 D...1.14 D . 42 36.87 34. 79 64. 12 72. 00 I. ...6. 87 1 . 14 Oregon . . . 700 400 California . 1.. ..1.53 1.. ..6. 25 D . 21 Alaska, . I... 13. 50 1,312 720 SUMMARY. North Atlantic Division . . . 645. 50 630. 65 631.25 629. 80 South Atlantic Division . South Central Division . North Central Division . . 647.73 662. 90 633.70 654. 38 Western Division . United States . 644. 35 633.72 a These statistics are for 1885-86. 6 Approximately. School Revenue. [Tables 11, 12, and 12A, Pages 76, 78, and 79.] A consideration of school revenue is chiefly valuable for comparing the relative amounts derived from different sources in the several States. The value of the results arrived at, however, is considerably vitiated through a want of uniformity in the classification of school revenue. As an instance of this, it may be said that certain revenues of essentially the same character in all the States are classed in some States as income from permanent funds, in others as income from State taxes, and in others still as income from local taxes. -Also, taxes imposed by a State law, but retained and distributed in the communities where they were collected, are sometimes reported as State taxes and sometimes as, local taxes. These taxes may be called com¬ pulsory local taxes, as they differ both from voluntary local taxes and from taxes paid into the State treasury and distributed therefrom on some general basis of population or attendance, which latter are State taxes proper. A more detailed classification would remedy the misunderstanding in this matter, were there any possibility of its being adopted. State aid to education.— There may be noted a growing sentiment in favor of having more of the school revenues collected and apportioned by the State authorities according to population or attendance (see Index under the head of “Revenue”). The design is to equalize the school funds, so that all parts of a State may have a school term of equal length, or nearer equal than at present. Ten States and Territories, all situated in the North and West, report no State tax whatever (Table 11, Column 3). In the North Central Division only 9.8 per cent, of all the school revenue (Table 12 A, Column 3) is raised by State taxes, hardly sufficient to give anything like equal school privileges to all the children in the States composing that division. Table 11. — School Revenues. 76 gofl o © a =i ;a o : TtT i o oo oo : lo co © JQOCllQ • 00 05 CO 0 0 in i 0* u bJQ . c3 0 n cl ~ u S? S g a 3 b a g >* H O CO r- t- go HOO of LO co" $ 11 6 Hi A flhit ISIS Ahh = AA> ?OOHh.M rH O O © Cl rirfUOOH CO* 00 00 of JaaJJ 85 JUS §*S§2 3 OCJW^OOCOO ^^ooooooooci CO LO CO O LO CO O 10 r i> rf^Tof l LO 00 00 00 Cl r* o> ' C5 CO 05 CO^COOiO^fir-rH HCOr-i^OCOCOlO • cooi>oa)cooo Cl Cl © O O 05 • © © < © Cl o _ . O 95 05 CO 00 < _ Tj< 05 ( © © Ol CO < S S a§ H m r-t CO CO CO t> CO O' T3 C3 -r- § s-ss-sl C ® 05 C o .s a IaAh4m to -0®N«5C110H OirO^HOCO'f-HC7> Ni-i'ifOONt'O co" A" o' oT- A ic oo o' OlONOINLOIMH ©U010 05 1>1010>CO -4" to A" co c © to < OdCIPMOdciOl l> tO 05 ( ot'.N*Ho5o«qo iOcooo< dLOLO^t^LOCOt^^ 00 © 05 CO 05 s ssss^ 5 |> rH C5 LO <© ofco ofoo cf 1*3 < ONOOeomwN 05 of oo" co" cf a® o5 six £>3 §S°22gg^!i Cl Cl © LO © © Cl C r^ioCOLOCI^rH C POgg rg'8"8" > A m x T'C o x co & 10 -*x © in to - lo" cf eg -g o .5 £ 2 8 a> »'5 • 5_g3jo3oS • ; — 3 33 -2 Ti P > A 4) ^ % : ?® 3hH'g o or 2 b S-555.S 3 ® ®,5 £.3.2 fl »oc^ 53 * p«’& Ij go '5 S Oo I : 8 : >»® : a 4 A'iiJ! eg a ,S g-2 “ ® 2 " = ” eg : K A ) 05 P ► A 1 l|^. toS; o % STATISTICS OF STATE SYSTEMS. 77 i ; ini nmm sMiw mmu i f mmu : ! j ° : : : Hi : i : 1 i i n iiili i i : : : : : :• : IssSff Ur !| i ! ISIS 1 ISilW i if b ! i !§'§¥ s - u i m : : i : : iii:: i • i : : i i i i i i ; i : ; iii:; 1 i : iis ill i is is i Ui iff !ii 41111 III* jjj uj u m ; m in i H 1 1 1 i 1 i : i i i ; m n : : : : : : i : 3,547,982 6, 523, 641 4,699,762 1, 267, 125 2, 452, 882 3, 244, 851 288,575 939, 578 j32, 171 110, 326 221,717 131,444 a!35, 313 339, 734 769, 712 - 3,872,850 15,000 ig if i if if i j 1 : : sirs? ° is iisf i! fif if b u® |s : i : ill ° m ; i : i : : : : : : i j j i : mil i i s$i i ii i ii in i is Mill 5jJp3||: ill i HI i h m : : iiiii • ; ; : ; HIM j : ms ii if is m i ii iiif is i if \m i ii © fioofiH jcf j s • • : : : : : ill i fff 1 co“ Iii I I ! ii i i i :<©■ : : : i ; ; ; i : * j ssea ii i ig ini !i ffff if 1 if iim ii cfm«H :ef • j : ill ° fff H Ii I i i ifiii bill : : j h 385, 577 0 705, 192 0 . 0 0 . . *6” . 30l’ 100, 171 Secretary .] ENUMERATION AND ATTENDANCE. Of the 153,260 children enumerated as between four and sixteen years of age, 126,426 were reported as having attended school. This attendance may have been for one day or a few days only. It includes those who attended private as well as public schools, but does not include any over sixteen years of age. Of the whole number enumerated, 26,834 are reported as having attended no school. Of these non-attendants, 10,203 were reported to be under five, and 8,891 were be¬ tween five and eight years of age. Thus 19,094 were either too young to attend or were below the compulsory limit; 5,558 were reported to be over fourteen and had passed the compulsory limit. We have left 2,184 non-attendants between eight and fourteen, the limit of compul¬ sory attendance. This is larger than last year by 268. Causes of falling off in attendance. — In 1879, 86 out of every 100 children enumerated were enrolled in public schools, and 53 out of every 100 enumerated were in regular at¬ tendance. In 1887, 82 and 49 out of every 100 were enrolled and in attendance respect¬ ively. The fact which deserves attention is that a decreasing proportion of the persons enumerated attend school. Among the causes of this falling off are: 1. The large towns exclude all children under five, and everywhere there is little dis¬ position to send very young children. 2. The limit of sixty days has become in many places the standard, and instead of long periods of attendance there have been long periods of work with intervals of school. The law prohibiting employment of children under thirteen would naturally increase the number in attendance; but so many advanced with a bound from eleven or twelve to fourteen that in few schools has any increase from this cause been noted. The diffi¬ culties encountered in ascertaining the ages of children, whether by reference to town or school records, are very great. Without doubt many children under thirteen are to¬ day escaping the provisions of the law relating to employment and attendance through false statements of parents. Effect of private schools upon attendance. — The average attendance in all the schools was 853 less than last year. This contraction is in part explained by the opening in several large towns of private schools. This special cause can not long operate, because the number which can be with¬ drawn from public to private schools is limited, and the limit will soon be reached. Moreover, private schools can not exist in competition with public schools as long as the latter maintain a clear superiority. This superiority has thus far been easily main¬ tained, and no considerable number of people can be enticed or compelled to diminish the privileges of their children. So long as the best education is found in public schools these schools will attract the great body of children. Connecticut leads in the matter of compulsory attendance. — The law which requires all children under thirteen years of age to attend 120 days in each year places this State in the lead in respect of compulsory attendance. In districts where school is open not longer than six months in the year comformity to the law will permit no absence not guarded by the recognized legal excuses. The law now regards each week’s absence a distinct offence on the part of the parent, who may be proceeded against at once, and also permits the State board of education more actively to engage in enforcing attendance. EMPLOYMENT OF CHILDREN. The record of active work by the agents for the enforcement of the Child-Labor Act of 1886 is summarized for the year as follows: Number of towns visited . . . 150 Number of establishments specially inspected . . 401 Number of establishments visited . . . . . . 2,149 Number of children under thirteen found . . . 83 Number of children reported as discharged . . . 1, 173 ABSTRACTS OF SCHOOL REPORTS—CONNECTICUT. 115 Few cases of violation of the law have been discovered. These cases range all the way from pure accident to careless and illegal negligence. The law is plain and simple and easy of administration. Hone of the evils which were apprehended from its passage have resulted. Business has not been affected ; no appreciable number of families have left the State; idleness has not increased; vagabond¬ age is not prevalent, and cases of hardships have not been numerous. There is no evidence that attendance at school has sensibly increased in consequence of the discharge of 1,173 children from employment. The rapacity of parents has im¬ pelled them to false statements concerning the ages of their children. The reports indi¬ cate extensive, deliberate, and unqualified lying for the sole purpose of securing the money which their children can earn. It is difficult and generally impossible to fix this falsification by evidence admissible in court. The result is that children are employed who ought not to be employed, and are out of school when they ought to be in school. Employes have generally yielded cheerful obedience to the law, assisted in its execu¬ tion, and approved its form and principle. The exceptions are so lew that they are conspicuous. Deliberate and intentional evasion and deception have been found in one case only. TEACHEKS. I Sex of teachers. — The secretary gives a tabular summary of the statistics of teachers since 1866, from which the following conclusions are drawn: In the winter- of 1865, 31 in every 100, and in summer, 5 in every 100 teachers were men; in 1887, in wunter 13, and in summer 11, in every 100 were men. The number of teachers increased about one-third. In the same period the number of female teachers employed in winter increased 1,111, while the number of male teachers decreased 122. The number of male teachers em¬ ployed in summer is larger by 230, and the number of female teachers in summer by 771. The number of male teachers in summer shows accurately the number of male teachers continuously employed. It is evident that, so far as permanent situations are concerned, men are not giving place to women; while more and more districts that formerly alternated in winter and summer employ women for the whole year. More¬ over, women have entirely superseded men in primary and most grammar schools, leav¬ ing open to men only a small number of grammar schools, an insignificant number of high school positions, and substantially oil the positions requiring supervisory duties. In ungraded schools few men are employed, either in summer or winter. Number continuously employed. — The number continuously employed has more than doubled, and the number of beginners shows a steady decrease. Wages of teachers. — The wages of men show fluctuations from year to year, being af¬ fected by the addition or subtraction of two or three large salaries to the small aggregate. The average wages of women have increased, but not very rapidly or largely. There are still about 900 female teachers whose salaries are $30 a month or less, and of these 500 receive $25 or less. This sum is received for six to nine months7 service, in most cases for not more than eight months. In fine, 900 teachers receive less than $240 per year, and out of this all expenses must be paid. It will be profitable to those who accept poor teachers and regard poor schools as a necessity to consider the effect of such meagre salaries. There is no encouragement for preparation nor for continuance in the business. There is no chance for a decent living, nor any stimulus, except that of duty, to thoroughness or improvement. SCHOOLS. Number of days of session. — There has been a steady advance in the number of days schools are in session. The average for the State is now 180 days, or 9 months in the year. In many towns schools are open 10 months or 40 weeks, and a majority of the children of the State can attend for this longer period. In too many districts there are but 120 days or 6 months in the school year, and children can not and do not make a steady progress. SCHOOL-HOUSES AND SCHOOL LIBEAHIES. School accommodations. — The number of school-houses built sinco 1865 is 618, which is more than one-third of the whole number now standing. While the number of school-houses reported is the same for 1867 as for 1888, there have in 20 years been great changes. New buildings are constantly demanded and erected in cities and large towns, while in declining towns school-houses have been en¬ tirely abandoned. Often two or more contiguous districts have united and occupy one school-house in¬ stead of the two or more formerly required. The number of sittings is greater than the number of scholars who enter the public schools. It can not be said, however, that there are ample accommodations for all children. There are towns and districts where little children are wasting their time, 116 EDUCATION REPORT, 1886-87. because too many are crowded into one room. Not more than 40 children can be seated and instructed in one room, if due regard is paid to health and efficient teaching. Especially do young children form bad habits and fail in the special work of early years, if they can not receive adequate attention. School libraries. — In the last few years the interest in libraries and books for schools has greatly increased. The number of school libraries has increased in 4 years from 219xto 322. The number of districts drawing money, from 195 to 287, and the amount drawn, from §3,025 to §5,000, the limit of the State appropriation. There were more applications at the close of the last fiscal year than could be paid out of the appropriation for the year. These libraries have everywhere been of advantage to the schools. They have stimu¬ lated the scholars and aided the teachers. There is need of legislation which will make the benefits received from this library money permanent. There are many districts which have in years past drawn this money from the State and to-day have not a remnant of a book or of any apparatus. There are well-known cases of misappropriation, while the cases of neglect and loss because of changing offices are very numerous. The gratifying advance shown in the matters of buildings and libraries is not universal. There are still poor school-houses and 300 districts which have never drawn library money. The following statement, verified by personal inspection, describes a school-house in a district which will neither repair nor build: ;‘The appearance of the inside of the room is bad. The floor is dirty, the desks cut and unpainted, some of the seats broken so that they are hardly 6 inches wide, most of the plastering is off the walls and ceiling, and the windows are loose and dirty. The outhouse was in an awful condition. * * * The. door vtas off its hinges, and the building faced the road.” PERMANENT SCHOOL FUNDS. The town deposit fund — An illustration of the result of unconditional gratuities to edur cation. — The amount of fund as reported for 1887 was §753,326.87: Invested in town securities (orders, bonds, etc.) . $528, 593. 88 Notes and mortgages . . . 144, 862. L3 Bank stock . 21, 184. 51 Savings banks . 29, 135. 48 Railroad and water bonds . . 10, 400. 00 In State treasury . 17,328.48 Cash in hands of treasurers . . . 1, 822. 39 753, 326. 87 In the amount ($528,593.88) reported as invested in town securities is included a large sum upon which towns do not make any pretence of paying interest; other con¬ siderable sums which the town officers never heard of; other sums invested in town farms, public buildings, etc. The reports from officers charged with the care and legal application of this fund unmistakably indicate that not a dollar1 thus invested in any sense promotes education in the common schools, as the condition of the trust requires. It follows that this large trust fund given upon plain conditions has been to the extent of these town orders and bonds entirely estranged, if not illegally diverted, from its original purpose. Of the notes secured by mortgage, a large part not accurately ascertained are worth¬ less. A few towns hold some unproductive real estate taken on foreclosure. In fine, five-sevenths of this fund devoted by the State and received in trust by the towns, if not dead, is in a profound and very unhealthy sleep. The interest is not a substantial sum of money which can be devoted to schools, but a fiction, legal or illegal, which appears on the books or not, as the town desires. Local funds. — The amount of interest on local funds is reported to be $7,723.20. While no investigation has been made, it is probable that these funds have been ab¬ sorbed and have practically disappeared in the same manner as the town deposit fund, that this showing of interest is merely a method of book-keeping, and that there ac¬ crues therefrom no real addition to the amount appropriated to public schools. TEMPERANCE INSTRUCTION. Text book on physiology. — The-text book of physiology and hygiene, with whose prep¬ aration the board of education was charged in 1886, was, after numerous and some¬ what troublesome delays, issued in September last. It was at first intended that the book should consist of two parts, one for the teacher and the other for the scholar. This was, for the present at least, abandoned, and the work was issued in a duodecimo cloth cover of 53 pages, with a series of charts for each school using the book. JA considerable sum, perhaps $20,000, is held by town officers, awaiting investment. This, when invested, would be really productive. ABSTRACTS OF SCHOOL REPORTS— DAKOTA. 117 In reference to the purpose of the book, one view regards the law as mainly requiring the teaching of “the effects of alcoholic liquors, stimulants, and narcotics on the human system.” If this is correct, there should only be enough physiology and hygiene in the book to furnish a peg on which to hang such teaching. Precisely this idea obtains in some quarters and finds public expression. Another view regards the law as requiring primarily the teaching of physiology and hygiene, but with the effects of alcoholic liquors, etc., more fully dwelt on than in the usual text-books for the teaching of that study. This view was entertained by the board in the belief that it was correct and that it expressed the intention of the General Assembly, which during its deliberations on the subject struck the word “evil” from the bill, which originally provided for teaching concerning “the evil effects of stimulants and narcotics.” It was the purpose of the board to follow faithfully the law in the preparation of the book ("which duty was far from the desires of the members of the board) and to the best ability to set forth only the truth. The call for books has been voluntary on the part of school officers. Thus far the board has not prescribed its book to the exclusion of any other. It is a noteworthy and gratifying fact that without such prescription the books have gone into all the towns and independent districts except six. This general distribution of the book is due largely to the fact that it costs nothing; but it is presumed that if the book were a bad one it would not be accepted. It is too early to pronounce a confident opinion upon the experiment. Some like the book and some do not. So far as can be learned, and the investigation has been im¬ partial, those who like it are more than those who do not. It is not in purpose, nor in methods suggested, an ordinary text-book, but many who are interested in good teach¬ ing approve its plan. TOWN MANAGEMENT. A bill was introduced at the last session of the General Assembly providing for the control by every town of the schools within its limits. ARBOR DAY. In 1886 the State Legislature passed an act directing the Governor to designate annu¬ ally an Arbor Day to be observed in the schools, and for economic tree planting. April 29, 1887, was so designated. Returns have been received from 412 out of 1,424 school districts in the State, showing that on that day 3,432 trees and 727 shrubs were planted. NEW LEGISLATION. Child labor. — The agents appointed by the State board of education under the act of 1886 (which forbids the employment of children under 13 years of age) are authorized to enforce the provisions of the law as they may be directed by the State board. Bight of women to hold office. — No person shall be deeme d ineligible to serve as a mem¬ ber of any board of education, school visitor, or school committee by reason of sex. Compulsory attendance. — Children under 13 years of age who have attended school 24 weeks o 1 the preceding 12 months, and children between 13 and 14 who have attended school 12 weeks within the preceding 12 months, and children over 14 years of age shall not be required to attend school during all the school year, provided they are law¬ fully employed to labor at home or elsewhere. Any parent who fails to have his children attend school regularly during the eutire school year, except when they are excused as above, and except when the child is desti¬ tute of suitable clothing, or is mentally or physically unfit to receive instruction, shall be subject to a penalty of $5 for each week’s failure. Attendance at private schools shall not be regarded as compliance with the provisions of the law requiring attendance at school unless the person in charge of such school shall make reports to the State board of education similar in form to those required from the public schools.1 For other information concerning education in Connecticut consult the Index. DAKOTA. [From Report of Superintendent E. A. Dye, I88G-87.] “ Dakota has passed the time of phenomenal growth, as shown in a more numerous popu¬ lation and increasing number of school-houses and an enlarged taxation for the support of the schools. She must now be content with a slower growth than has characterized * It has been difficult for many years to obtain full statistics of private schools, and the method * ° T “11S statute, while perhaps displeasing to many, is yet one brought about by necessity, in order that 'the authorities may get more accurate notions as to the amount of schooling which is being given to the children of the State.” — ( Hartford School Report, 1886-87, p. 31.) 118 EDUCATION REPORT, 18S6-S7. her progress in the decade closing with 1885, as shown in these tangible results ; but though slower in these directions, it does not argue that there is not a substantial and certain growth in the educational affairs of the Territory. The statistics herewith reported pre¬ sent a very healthful growth, but the most important results of school work can not be tabulated nor presented in statistics. As the excitements that usually attend rapid set¬ tlements and material development in a measure subside, men are disposed to attend more and more to the immaterial affairs of life. We already have ample evidence of this change in the rapidly multiplying private and sectarian schools; in the anxiety which men manifest to secure the establishment of these schools near to their homes, and in an awakening interest in the real progress and work of the school. The past year has been fruitful in new schools, and we may safely assert that education has shared fully in the general prosperity, and in the steady development of the Territory it has more than held its own. The people of Dakota generally have a lively, if not an enthu¬ siastic, interest in the schools and education. They are demanding better schools and are liberally voting taxes upon themselves for the purpose of providing and supporting them. The children are kept more continuously and regularly at school, the best teach¬ ers are being sought and employed, and the length of terms is gradually increasing. In many of the counties it is with the greatest difficulty that a teacher without a special training for her work can find employment. Normal schools are increasing in number and efficiency. The demand for more numerous opportunities to obtain a professional training for the work of teaching was met by the last Legislature in an act authorizing the appointment of certain schools to give a normal training at the expense of the Ter¬ ritory. The creation of the Territorial board of education, by increasing the number of persons in the educational department, has made that department more prompt and effi¬ cient, and enables it to perform all of its duties and to have more time to unify and sys¬ tematize the educational work. The county supervision is becoming very efficient. The incfease of school interests has, in the first place, made it necessary to secure capa¬ ble men for the office of county superintendent, and the increasing wealth of the people has, in the second place, made it possible to secure them. There are numerous instances where men of eminent ability and of extended experience in the school work of our Eastern States are now superintendents of some of our counties. School men are being sought for these positions and are generally chosen. ” EXHIBIT OF CEOWTH. Years. Youth of school age. Enrolled in public schools. Average daily at¬ tendance. Ungraded schools. Average number of days taught. Whole number of teachers. 0 « & 3 > C3 g 3 'H 5 11 & ©=M ta o £ >» < ~ Value of school property. Exenditures for school purposes. 1875 . 8, 343 18,535 4, 428 208 $35. 00 36. 00 $25. 00 $24, 926 13 3, 952 $32, 603 75, 959 1879 . 9, 822 33, 988 4,681 315 97 464 25. 00 1883 . 56, 476 20, 560 1 , 356 93 1,517 39. 70 30. 70 937, 764 529, 837 1887 . 109,475 87, 131 58, 379 3, 856 112 4, 924 34. 81 30. 33 3, 265, 590 1, 633, 561 “The foregoing table shows somewhat of the remarkable growth make by Dakota and her school system during the twelve years beginning with 1875 and ending with 1887. Not only do these figures show a vast increase in the school population, and a consequent increase in the number enrolled, but it shows that in proportion to the whole number a larger per cent, of the children are enrolled in the schools, and further that those enrolled are attending more regularly than in the forepart of the period covered by these statistics. In 1875 only 53 per cent, of the children of school age were enrolled in the schools and the same per cent, in 1879. In 1883 the per cent, had increased to 62, while the report of 1887 shows that 79 per cent, of the school population attended school for the whole or part of the year. During the year 1879 only 25 per cent, of the school population were in regular attendance at school. The per cent, of the population attending regu¬ larly in 1883 increased to 37, while in 1887 we make the magnificent showing of 53 per cent, attending .every day for the whole term of 112 days. In this respect Dakota leads nearly all of the States. ‘ ‘ The whole number of teachers has increased from 208 in 1875 to 4, 924 in 1887, but the average wages for the same period show a slight decrease for the male teachers, while the wages of the female teachers have increased li’om 825 in 1875 to $30. 36 in 1887. ‘ ‘ Theschool population multiplied thirteen times daring the period from 1875, and at the same time the number of schools multiplied twenty times. In 1875 there was one school ABSTRACT'S OF SCHOOL REPORTS— DAKOTA. 119 for every 40 pupils of school age, and in 1887 there is one school for every 28 of the children of school age. These figures explain in part the more general and regular attendance dur¬ ing the last years of tim period, but only in part. Much of the increase in the attendance is doubtless due to the increase in the wealth of the people. Many parents in the early days were compelled to keep their children at- home to work in various capacities on the farm. The steady prosperity of these years has given many more of the comforts of life, and has enabled parents not only to do without the service of the children, but to provide them with books and clothing necessary to attend the schools. The real object and best results of the public school will be most nearly realized in that community where the largest proportion of the population comes most directly under the influence of the school. In these items Dakota bears comparison with any of the older States of the East, which surely argues that she has accomplished much in the few years since the organization of her school system. COMPARISON WITH OTHER STATES. “Probably no State or Territory in the Union has had such a remarkable growth as Dakota. Surely none have accomplished so much in the same period of time; indeed, many have not accomplished as much in much longer time. What we have done- is shown in our growth; what we are is best shown in comparison with other States. In school population Dakota leads Colorado, Delaware, Florida, Nevada, New Hampshire, Oregon, Rhode Island, Vermont, and all of the Territories. “In the number of her teachers Dakota is ahead of Arkansas, California, Connecticut, Delaware, Florida, Georgia, Louisiana, Maryland, Nevada, New Jersey, New Hamp¬ shire, Oregon, South Carolina, Tennessee, Vermont, and West Virginia. “ Dakota has more days of school than Colorado', Florida, Kentucky, Louisiana, Maine, New Hampshire, North Carolina, Oregon, South Carolina, Tennessee, West Virginia, or any of. the Territories, except Arizona and Utah. ‘ ‘ In the value of her school property Dakota exceeds all of the States and Territories, except California, Connecticut, Illinois, Indiana, Iowa, Kansas, Massachusetts, Michi¬ gan, Minnesota, Missouri, Nebraska, New York, Ohio, Pennsylvania, and Wisconsin. In the amount of expenditures for the support of the public schools Dakota is in the lead of the same list, including Connecticut. ’ ’ “ When it is considered that Dakota’s population is scattered over such a wide area, that she is supposed to be more unfavorably situated as to her climate, and that her soil has, until a few years ago, been useless as maintaining civilized life, this feature of the report is perhaps the most surprising to those unfamiliar with the work of education in this Territory, and the most satisfactory to those interested in the educational progress of Dakota. RECENT SCHOOL LEGISLATION. “There has been for some time a demand for a new school law or a considerable re¬ vision of the ones in force in the past. The Legislature of 1887 undertook to revise the law, or rather to make a new law. The main features of the law are good and quite satisfactory to the people, but the same may be said of the law of 1883, which was re¬ pealed by this act. The demand for a change was more for a change in a few of the minor features of the law, and for harmony in the territorial system. It may be doubt¬ ful whether, in these respects, the new law has accomplished what it was intended to accomplish. Heretofore, seventy-one of the counties were operated under the township system, and were known as the township counties ; fifteen counties were operated un¬ der the district system; and besides these two systems there were many towns, cities, and villages operated under special or general acts passed by various Legislatures. The new law does not aim to harmonize these systems, but simply takes the place of the law of 1883 in the seventy-one counties to which the latter applied. It does, however, provide a general law for the organization of towns and cities as independent schools. ‘ ‘ The law of 1887 has made considerable change in the organization and administration of the school system of the Territory. The general supervision and control of public in¬ struction is vested in a Territorial board of education consisting of three members ap¬ pointed by the Governor. The Territorial superintendent is a member of the board and its chairman, and when the board is not in session the other members are assistant su¬ perintendents. The members of this board at present are Eugene A. Dye, of Mellette, superintendent; George A. McFarland, of Scotland, secretary; and Frank A. Wilson, of Bathgate, vice-president. This board prescribes the rules for all institutes and exami¬ nations, prepares all examination questions', grants Territorial certificates, provides for the printiqg of the law and of all blanks and reports, directs the superintendents of counties in their work, and makes annual report to the Governor. The township or¬ ganization is somewhat changed. Each school has a representative upon the township school board, and each school district has definite fixed boundaries. The township school board is by law required to grade teachers’ wages according to the grade of cer¬ tificate held. The county superintendent of schools is now to be elected in June instead 120 EDUCATION REPORT, 1886-87. of at tlie general election in November. The number of subjects upon which teachers are examined has been increased by the addition of physiology and hygiene for all grades of certificates, and of algebra, geometry, natural philosophy, civil government, physical geography, book-keeping, and theory and practice for those who desire the first-grade certificate. The Territorial board of education is authorized to designate ten auxiliary normal schools, and provision is made whereby the township school board may establish and maintain a high school for the township at its expense. FINANCES. ‘ ‘ The financial condition of most of our school corporations is very good. The amount of outstanding warrants is not large, and they are good for their face value and are easily sold at a small discount. The school bonds find ready sale at their par value, and in many instances are sold above par. The unpaid warrants draw interest at 8 per cent., and the bonds vary from 7 to 8 per cent. The interest on bonds is usually paid promptly when due, and the bonds are in most counties cancelled at maturity. “Taxation for the support of common schools is of four kinds: (1) The county clerk at the time of making the annual assessment levies a tax of $1 upon each elector; (2) at the same time he levies an additional tax of 2 mills upon each dollar of taxable prop¬ erty in the county, and the fund raised by these two is apportioned to the children of school age resident thereof as shown by the last school census; (3) a township tax not exceeding 3 per cent, of the taxable property of the township is levied by the township board for the support of the schools of the township; (4) the patrons of any given school may meet in what is known as a subdistrict meeting and vote an additional tax upon their own property for the support of the school of their own subdistrict. The tax lev¬ ied for schools is spread upon the tax list bv the county clerk the same as levies for other purposes, and the taxes are collected by the county treasurer. The funds raised by county taxation are apportioned by the county superintendent to the several corpora¬ tions in the county in the proportion before mentioned. The money is drawn from the county treasury by the several township treasurers, and is by them paid out upon orders from the township clerk.” SCHOOL LANDS. “The subject of the school lands is one of great interest to the people of Dakota, but owing to the fact that these lauds are still held in trust by the National Government, there is very little definite information concerning them among the people. The edu¬ cational department not having any authority in cases in which they are involved has not taken the time from numerous other duties to make inquiry about their condition or value. The reports have often come to the Department, and complaints have been made that the school lands were being quite generally cultivated in some parts of the Territory, that valuable timber was being taken from those sections where it is growing, and that the lands were otherwise being despoiled. The complainants have been informed that the Department has no jurisdiction, but the complaints becoming more frequent of late, the Department determined to send out circulars of inquiry concerning school lands, and so far reports have been made from seventy counties, and from these reports the fol¬ lowing information has been gleaned: It shows that in several localities there are persons that care more for present gain than for the future of the school fund. The danger is that if the tendency to cultivate and occupy these lands is not checked, there will be so strong a sentiment in certain parts of the Territory in favor of the settler on school lands, that it will have a controlling influence in State legislation on this important question of the disposal of the lands — an influence that will be to the advantage of the settler and in favor of a great public wrong. Every crop removed from the land diminishes the value when put upon the market, and the cultivation of them ought to be in some way regulated if Dakota is to receive her generous gift in all its fair proportions. The sev¬ enty counties reporting have a total of 3,684 sections of school land, or 2,347,760 acres. The average value of the land, if put upon the market at the present time, is $5.50 per acre, as estimated in the different counties. At this rate a fund of $12,912,680 would be realized from the sale of lands in seventy of the counties.” For other information concerning education in Dakota consult the Index. DELAWARE. [ From Report of State Super intendent T. N. Williams, 1884-86.] GEOWTH OF THE FKEE SCHOOL SYSTEM. A survey of the educational work in Delaware reveals the undeniable fact of real prog¬ ress. No State in the Union, according to the belief of Superintendent Williams, is developing more rapidly its educational interests than is Delaware. “Gladly we survey the results of patient years of growth and look hopefully to the future. Our district ABSTRACTS OF SCHOOL REPORTS — DELAWARE. 121 schools are improved, and all of onr towns are seen to vie with each other in the elegant and commodious buildings to he found all over the State. It affords me satisfaction to bear testimony to the fact that the prejudice against free schools is fast giving way, aud the people are beginning to look upon them as the surest and only means by which a large portion of the rising generation can ever hope to acquire an education sufficient to fit them for intelligent citizenship. As the schools of every community answer to local public opinion, their success must depend on the sympathy and appreciation of the peo¬ ple. We can not go ahead of public sentiment, but we can endeavor to make it a correct one. Of one thing we are assured, our schools are taking year by year stronger hold upon the affections of the people. Our work is but begun. A complete, well- organized sys¬ tem may be yet far in the future, but I believe it is there , and though we may be long .in reaching a perfect system, we are constantly attaining to a better one.” SCHOOL ACCOMMODATIONS. During the last two years something over $125,000 have been spent in the erection and improvement of school buildings in different parts of the State. Many convenient and attractive houses may now be seen scattered through the rural districts, evidencing an enlightened regard for the public welfare, and assuring the intellectual and moral elevation of the young. In the towns and larger villages, structures of a higher order of architecture have been erected and furnished in a style to adapt them to the most ap¬ proved methods of teaching. Apparatus, black-boards, globes, maps, charts, and what¬ ever else experience has proved to be useful in the work of instruction, have been sup¬ plied with a liberal hand. These are exponents of a degree and kind of public intelli¬ gence that apprehends the sources of prosperity and power; but there are some sections in which the accommodations provided for the education of children are poor, very poor. In some localities have been found pupils sitting on seats that seemed designed for en¬ gines of torture or instruments for effecting a permanent deformity. AGRICULTURE. The desire manifested by many throughout the State to have taught in the public schools some practical study on the subject of agriculture meets the hearty approval of Superintendent Williams. The State board of education has been unable to procure a suitable book for that purpose; but in a short time this study will probably form an important feature of the student’s work. SCHOOL LIBRARIES. Special efforts have been made during the year to have school libraries established in connection with the school, and in several localities they have been attended with suc¬ cess. There are already several districts supplied with good school libraries. EXAMINATION OF TEACHERS. During the past year 621 candidates have appeared for examination ; 473 candidates have secured certificates, and 148 have been rejected. Life certificates have been issued to 7. The oral and written methods in examinations are still employed. The standard has been raised from year to year to satisfy the increasing demand for thoroughly com¬ petent teachers, while the questions have been of a plain and practical character. It can not be denied that teachers under the system of examination made use of show marked improvement from year to year, and many of them produce good results in their respective school rooms. The essentials which go to make an efficient teacher are various, many of which can be known only by actual observations in the school room. The superin¬ tendents have constantly endeavored to impress upon the minds of the school commission¬ ers that literary attainments are not the only essentials of a successful teacher, and that their duties do not cease “with the mere looking at” the teacher’s certificate. Time is required to show the unfitness of a teacher who evinced competency upon examina¬ tion. Indifferent teachers are being gradually eliminated and efficient ones substituted. This can not be accomplished instantly, but will be done, it is not doubted, as fast as is consistent with the rights of the teachers and the good of the schools. FREE TEXT-BOOKS AND LIBRARY BOOKS. Superintendent Williams expresses himself as of the opinion that the time has come when the State would furnish text-books free to pupils. He also recommends that an act be passed requiring the superintendent to furnish to the clerk of each school district, at cost price, a library of text-books sufficient to meet the wants of the school, and that the same be charged to the district, and that the amount be deducted from the school divi¬ dend by the auditor in his settlement with the clerk of the district. COLORED SCHOOLS. For an account of the colored schools of Delaware, see Chapter XIY. 122 EDUCATION REPORT, 1886-87. NEW LEGISLATION. The following is the substance of an act making important changes iu the administra¬ tion of thex common school system, passed April 4, 1887: Sec. 1. State superintendency abolished. — The offices of State and assistant State su¬ perintendent of free schools are abolished after the expiration of the term of office of the present incumbents, and in lieu thereof county superintendents are appointed. Sec. 2. Qualifications of county superintendents. — County superintendents shall be of good moral character, and well qualified for the office by their mental and scholarly at¬ tainments. Their term of office is to be one year. They shall be residents of the county for which they are appointed, and continue such during their term of office. Sec. 3. Duties of county superintendents. — The superintendent shall visit each school within the county for which he is appointed at least twice a year, each visit to be of not less than two hours’ duration, provided said school is kept open at least eight months each year. He shall note in a book to be kept for that purpose the number of scholars, the condition of school buildings, grounds, and appurtenances, the qualification and effi¬ ciency of teachers, the conduct and standing of the scholars, the method of instruction, and the discipline and government of the schools. In the visits of the superintendent to the schools, he shall advise with the teachers respectively, and give them such in¬ structions in regard to discipline and teaching as he may deem necessary, and shall have power to suspend or withdraw any teacher’s certificate upon his refusal to comply with the reasonable directions of the superintendent, subject, however, to an appeal, as in other cases. He shall, by every means iu his power, strive to promote and advance the cause of education and interest in the schools, and, in order to secure his entire time, he shall not engage in any other business, or pursue any other calling. Sec. 4. Teachers’ examinations and certificates. — The superintendent shall examine all persons who apply to him for that purpose, and who propose to teach in the county for which he is superintendent, and any one interested may attend such examination, which may be oral, or by printed or written questions, or partiy by each method. These examinations may be at such times and places as the superintendent may appoint. Each applicant who is of good moral character, and who shall be found qualified to teach orthography, reading, writing, mental arithmetic, written arithmetic, geography, history of the United States, English grammar, elements of rhetoric, algebra, geometry, and natural philosophy, shall be recommended to the State board of education for a first-grade certificate, good for three years, unless sooner revoked by the superintendent for cause to be approved by said board. Every applicant who is of good moral character and who shall in examination answer ninety per centum of all questions asked in orthography, reading, writing, mental arith¬ metic, written arithmetic, geography, history of the United States, and English gram¬ mar, shall receive from the superintendent a second-grade certificate, which shall be good for two years, unless sooner revoked for cause to be approved by said board. If any such applicant fail to answer ninety per centum of the questions asked in examina¬ tion in the branches mentioned for a second-grade certificate, but shall answer at least sixty per centum thereof, he shall receive from the superintendent a third-grade certifi¬ cate, which shall be good for one year, unless sooner revoked for cause. Any applicant having been refused a certificate may appeal to the State board of education. The super¬ intendent shall also keep an accurate list of all certificates granted by him, with the dates thereof, and the names of the persons to whom granted. Sec. 5. Compensation of county superintendents. — Each one is to receive $1,000 per annum. Sec. 6. Employment of teachers. — It shall not be lawful for the school commissioners of any school district to employ as teacher any person who does not hold a certificate from the superintendent of the county wherein said district is located, and any one so employed shall receive no compensation whatever. Sec! 7. Reports of county superintendents. — These are to be made annually in writing to the president of the State board of education. Sec. 8. The State not to furnish text-books. — The superintendents provided for in this act shall not be allowed to purchase any of the school books used in the public schools of this State at the expense of the State. Sec. 9. State board of education. — The secretary of State, president of Delaware College, and the three superintendents provided for in this act shall constitute a State board of education for this State, which shall meet on the first Tuesday of January in each and every year in the capitol at Dover at two (2) o’clock in the afternoon. The secretary of State shall act as secretary of said board of education. The president of Delaware Col¬ lege shall, by virtue of his office, be president of said board of education. The State board of education shall hear appeals and determine finally all matters of controversy between the superintendent and teachers, or any applicant for a certificate and the superintendent or commissioners, and between school commissioners and teachers. The State board of education shall determine what text-books are to be used in free schools of this State; 123 ABSTRACTS OP SCHOOL REPORTS- — BIST. COLUMBIA. . it shall issue an uniform series of blanks for the use of teachers, and shall require all records to be kept and returns to be made according to these forms. The members of [ the State board of education shall receive no salary or compensation for the performance I of the duties thereof. Sec. 10. Report of the president of the Stale hoard of education. — This officer is to make a biennial report to the Governor in writing for which he is to receive $25. Sec. 12. Teachers'’ institutes. — Each superintendent provided for in this act shall hold a teachers’ institute in the county of which he is superintendent at least once a year of at least three days’ session, at which time all the teachers of the county shall attend, unless unavoidably detained, at which time the superintendent shall give all the infor¬ mation to teachers within his power, and such other instructions as he may deem advis¬ able for the advancement of education, and have a general interchange of views of teachers as to the wants of the various schools. In a subsequent section provision is made for a fund of $100, for the expenses of each county institute. The above act does not apply to any school or school district managed by an incorpo¬ rated board of education, unless by special request of said board. THE STUDY OF SCIENTIFIC TEMPERANCE. [From Act passed April 12, 1887.] £ ‘ Provision shall be made immediately upon the passage of this act by the school com¬ missioners and local school boards for instructing all pupils in all public schools receiv¬ ing aid from the school fund of the State, in physiology and hygiene with special reference to the effects of alcoholic drinks, stimulants, and narcotics upon the human system, such instruction to be given orally in primary schools where pupils can not read. “No certificate shall be granted any person to teach in the public schools of the State of Delaware after the first day of January, eighteen hundred and eighty-eight, who has not passed a satisfactory examination in physiology and hygiene, with special reference to the effects of alcoholic drinks, stimulants, and narcotics upon the human system.” SCHOOLS OF NEW CASTLE COUNTY, 1886-87. Superintendent Bessey, of New Castle County, writes to the Bureau that the schools of that county are in a prosperous condition. The school dividends are greater than ever before. Several beautiful and commodious school houses have been erected and supplied with modern furniture. The school apparatus is generally good, and the teach¬ ers are enthusiastic, active, and progressive. For other information concerning education in Delaware consult the Index. [DISTRICT OF COLUMBIA. [Report of 1886-87.] SCHOOL ACCOMMODATIONS. Although the seven new buildings provided for at the last session of Congress have re¬ lieved to a considerable extept the lack of school accommodations, still it will require another and at least as liberal an appropriation for the same purpose to afford accommo¬ dation equal to the growing needs of the schools. Many rooms were rented for school purposes during the past year; yet these failed to meet the demand for more room, so that one-third of the white schools and considerably more than one-half of the colored schools were restricted to half-day exercises. As re¬ gards the character of the rooms rented, Superintendent Powell says in his report to the . board of trustees: “Your attention is called to the fact that it is yet necessary to rent many rooms to accommodate the growing demands of thq^chools. Nearly all of these rooms also are unfit for school purposes. In many casesthey are dark, small, and in¬ convenient. In nearly all cases they are without means of ventilation. Teachers can not do good work in them; therefore the work of the school suffers, but the greatest objection to these rooms is that the health of the pupils is constantly endangered. Both teachers and pupils work to a disadvantage and in constant danger. Epidemics find in these places food for fearful ravages. The influence of such environments upon the spirits and of such atmosphere upon the vital organs is a constant depression, and can but be pernicious.” HALF-DAY SCHOOLS. And in regard to half-day schools: “A half-day at school is enough for a first or second grade pupil, if the school is not well taught or is in an unhealthful, uncomfort¬ able, or uninviting school room. These conditions, however, ought not to exist. The school room should be commodious, well lighted and well ventilated, clean and whole- 124 EDUCATION REPORT, 1886-87. some, and not overcrowded. Onr teachers are competent to teach well, and where opportunity is given do teach well. The children who go to school in the afternoon are tired because of too much play in the forenoon. It has been the custom in the middle of the year to change the afternoon schools to forenoon schools, and vice versa. Thus has the condition of all the primary schools changed in the middle of the year. The progress of the children has thereby been greatly impaired. “Every child who goes to school should have a desk of his own and should not be forced to give it up to some one, he knows not whom, for half the day. The greater part of the moral effect of school life is lost to the child by the half-day school. “Manual training begins in the kindergarten and should be continued in the primary school, but the child in the half-day school has no time to draw, to make forms of clay, or by folding and cutting paper, or by laying sticks or other means, has no time to rep¬ resent forms. His time must be spent in committing to memory that which he may or may not understand, because the scholastic grade work must be done. “Education should accomplish the best possible mental, moral, and physical good to the child, especially during the first few years of the formative period of his life. In half-day schools no moral lessons can be wrought in the presence of the child and im¬ pressed upon him. There isn’t time. The teacher must dictate. Thus the moral les¬ sons the child gets at school are the simple ipse dixit of one who is almost a stranger to him. The child can not be developed mentally by self-activity, or gain knowledge by investigation under the direction of the teacher. There isn’t time. The teacher must dictate and the child must memorize what is dictated whether he understands it or not — not to say whether he knows it to be true or not. He can not be trained systematically in the use of eye and hand, or be given exercises for rest and physical development. There isn’t time. The lessons must be learned, and the desks must be cleared out that other children may come and in turn be filled with facts for examination day. That healthy, mental, moral, and physical growth that can come to childhood only by wisely directed, systematic, pleasing, and conscious self-activity can not be realized in a half¬ day school. That pure, natural, and earnest love for truth and knowledge, is never known by the child who receives without question or investigation doses of facts as from the hands of one who has diagnosed and prescribed without explanation. Most of our teachers can do the legitimate work of the primary school properly, but they complain that the half-day school does not afford the time fordoing it, and their complaint is well founded. Little time is allowed for calisthenic exercises, for games, for songs, and repe¬ tition of mottoes; but all effort must be directed to accomplishing the grade work that can be done only by a continued pouring in, and a nervous, hurried, and too often mean¬ ingless memory drill. No one knows this better than the conscientious teacher, and no one speaks of it more frequently or more feelingly. That such memoriter work can be found in the schools is too true. That such work is found in the schools is not the fault of the teacher who is forced to do work on the half-time allotment. If we would have more and better training in school and fewer home lessons to be studied by our small children, we must give more time and better opportunity to do the work. ’ ’ ENUMERATION OF SCHOOL POPULATION. No enumeration of the children of school age has been made since 1880. Superin¬ tendent Powell recommends that “provision should be made for ascertaining biennially, if not annually, (a) the number of children of school age residing in the District; (b) the number of such children attending private and parochial schools, and (c) the number of such children not attending any school, together with the reasons for non-attendance.” CHARACTER OF ATTENDANCE. It is a general rule in all public school systems that the attendance falls off rapidly from thq> lower to the higher grades. The white schools of the District of Columbia form an exception in this regard. The attendance in the lower grades, as compared with the population of school-going ag$, is fully equal to that of the most favored cities; yet a large percentage of these pupils continue on through the higher grades, nearly half of them, in fact, through the entire eight grades. Thus, in the first six divisions, embracing the white schools of the District; there were enrolled in the first grade 3,878 pupils; in the second, 2,729; in the third, 2,904; in the fourth, 3,097, and in the fifth, 3,013; while in the sixth there were 2,294; in the seventh, 1,689, and in the eighth 1,399. The enrol¬ ment in the High School was 827. In the schools for colored children there is a diminished attendance as the grades as¬ cend, more in accordance with the statistics of other cities. Thus, during the past year, the number of colored children in attendance in the first grade was 4,720; in the second, 2,293; in the third, 1,508; in the fourth, 1,267; in the fifth, 868; in the sixth, 546; in the seventh, 350; aud in the eighth, 220, with 276 in the High School. The trustees, in their report, explain this peculiarity, as follows: “The attendance in the primary grades, as compared with the population of school-going age, is equal to ABSTRACTS OF SCHOOL REPORTS - FLORIDA. 125 that of the most favored of oar sister cities. Bat the absence of large manufacturing and other industrial enterprises deprives us of a class of pupils common to other cities, whose educational privileges are usually limited to the lowest or primary grades. With fewer accumulations of large fortunes, the wealth of the District is more equally dis¬ tributed than in most large cities; and with us the average citizen is able to afford to his children opportunity to take the full course of instruction provided in the public schools. The result and the conditions which give rise to it are matters of congratula¬ tion to the community, and can not fail to be gratifying to all friends of education.” PAY OF TEACHEES. The board of trustees earnestly recommends a substantial increase in the salaries of teachers. This class of public servants occupies a most responsible position, calling for intelligence, culture, manual dexterity, tact and delicacy in management, sympathy, patience, gentleness, fidelity, and other qualities of the highest order; their influence is all powerful for good or evil; yet their wages, as compared with that of laborers, door¬ keepers, etc., is so low as to draw the following just observations from the board: “The salary of messengers throughout the Departments of the Government is fixed'by Congress at $840 per annum — that of what are known as assistant messengers is $720 per annum; while the average salary of the cultivated men and women who constitute the teachers of our public schools is limited to $670 per annum, or only $10 per annum more than that of a laborer in the Departments. All reside in the same community and sub¬ ject to the same general conditions which regulate the cost of the necessaries of life. That the average salary thus allowed teachers is, in the city of Washington, barely ade¬ quate to the comfortable and decent support of a single person occupying "that position in life, and that it affords no possible margin for provision for sickness or old age, to say nothing of the maintenance of a family, must be apparent, not only to every citizen, but to every temporary sojourner in our midst. “Whatever difference may exist upon other subjects, the board feels that it represents the entire community in expressing its regret at the remarkable discrimination against this most important, useful, and meritorious body of workers above pointed out. Nor is it for a moment believed, if only its attention to the subject can be secured, that the Congress of the United States will accord inferior considerations and recompense to the educating class, the teachers of our public schools, than toothers, whose duties are neither so important nor exacting, whose qualifications are of a less difficult order, and to whom the cost of living certainly is not greater.” No less than four of the High School teachers resigned last June to accept more remu¬ nerative positions in private schools, showing that the salaries are too low to command the services of the best teachers. PHYSIOLOGY AND HYGIENE. It is believed that this subject was taught in compliance with the spirit as well as with the letter of the law prescribing it. For other information concerning education in the District of Columbia consult the Index. FJLOKIDA. [From Report for 1886-87 of State Superintendent A. J. Russell .] There has been a steady growth of interest throughout the State in the public schools, a constant advance in their efficiency, wffiile a most healthful esprit de corps animates the teachers as a rule, a result of which is that much better work has been accom¬ plished. Patrons are becoming more identified with the schools and manifest a deep and lively interest in their encouragement and success. It can be safely said there are but few children who live in isolated places now in the State to whom the door of the school is not opened without fee or hindrance, of any race or condition of the population, and there is every reason for believing there are comparatively very few of the youth of school age who are not able to read. Every county in the State, even the most remote and isolated, is organized and has its public schools in operation. The six new counties created by the last Legislature have been organized and started off upon their work at the beginning of the school year, October 1, with less friction than could possibly have been expected, reflecting great credit upon the officers selected to manage the affairs of the schools in those coun¬ ties. A convention of the county superintendents was held in February. Eighteen of the thirty-nine were present, and the conference, and comparison of work, the manner of superintendence of the county schools, the difficulties encountered and the impediments 126 EDUCATION REPORT, 1888-87. existing and how overcome, made this meeting of county superintendents most profit- able and pleasant, every one present expressing great gratification. The increase in the number of schools is very gratifying, also the increase in the num¬ ber of teachers employed. New and neat comfortable school-houses have been built all over the State ; new and modern improved sittings have been supplied, aud much closer attention is given in many parts of the State to the hygiene, ventilation, and light of the school-room and grounds. COUNTY HIGH SCHOOLS. County high schools, or graded schools, have been established and are in successful operation in several counties and are doing an excellent work. Notably among the counties having these schools are Duval at Jacksonville, Jefferson at Monticello aud Waukeenah, Madison at Madison, Nassau at Fernandina, Saint John’s at Saint Augus¬ tine, Escambia at Pensacola, Hillsborough at Tampa, and Columbia at Lake City. These are county schools, open to any pupil who may advance to such grade as is re¬ quired to enter the high school, from any county school, thus affording an opportunity to all the people of the county who desire a High School course for their children. It is aimed to make these schools intensely practical and useful. In addition to the branches usually taught in high schools, a business course, embracing book-keeping and business rules, is taught, and normal instruction is given and practice work is afforded in the school in teaching, resulting in giving some of the best, brightest, and freshest young teachers we have in the work. These are in most cases employed as assistants under older teachers, and are thus matured in the work. There are no city schools exclusive as in some of the States ; each county is a school district under the government of a board of public instruction, consisting of five mem¬ bers, who are appointed by the State board of education, and arc made a corporate body by the law ; and also a county superintendent ; and all the schools are county schools, whether in cities and towns or not, and are under the same government. ARBOll DAY. On the 10th of February, 1887, Arbor Day was almost universally observed with great enthusiasm and pleasure and profit. The schools, as well as the patrons, look forward in each recurring year for the coming of Arbor Day, and all commend the introduction of its observance as full of blessing and profitable instruction, and desire most heartily its perpetuation. Three hundred and four schools are reported as participating, and 5,129 trees were planted. For other information concerning education in Florida consult the Index. GEORGIA. NEW LEGISLATION. The session of the Legislature which closed on October 20, 1887, passed an act revising and consolidating the school law. Among the changes to which Superintendent Orr has called attention are the following : Apportionment of the school fund. — The apportionment of the school fund no longer has to be laid before the Governor. Time has effected a change in the provision of the old law for including Confederate soldiers under thirty years of age in the school population, and the change thus made is recognized in the Act by omitting them from its provi¬ sions. Expenses of State school commissioners. — The provision of the old law which made the State school commissioner pay his own board and hotel bills when travelling on official business is omitted. County school boards , — Members of county school boards are made exempt from road, militia, and jury duty, and are to receive no other compensation. Schools. — One school must be established in every sub-district for white pupils and one for colored pupils, “ where the population of the two races is sufficient,” and no addi¬ tional school can be established in the sub-district without an enrolment therein of not less than twenty-five pupils. The schools must be as near “ the centre of the sub-school districts as can be conveniently arranged, reference being had to any school-house al¬ ready erected and population of said sub-school district, and to the location of white and colored schools with regard to contiguity.” The power to change district lines re¬ mains intact. Text-books. — 'There shall be no change in the books adopted for a term of five years, save by a three-fourths vote of all the board. This would recxuire the concurrence of ABSTRACTS OF SCHOOL REPORTS— IDAHO. 12? four members. Should a teacher allow a pupil to use any other than the prescribed books, he can not receive pay from the public fund for that pupil. Qualifications of county school commissioners. — Applicants for the office of county school 1 commissioners must submit to an examination by the president of the board, or by some one appointed by him, or by the board for thatv purpose. This examination is by means of questions furnished by the State school commissioner and is on the subjects taught in the common schools, ‘ ‘ upon the science and theory of common school teaching and gov¬ ernment, and upon such other subjects as the State school commissioner may deem proper.” “The said county board of education shall then elect such applicant county school commissioner who has stood satisfactory examination, taking into consideration the moral character, business qualifications and general availability of each applicant.” Examination of teachers. — A new branch is added to those formerly examined upon, viz: “The science and practice of teaching in common schools,” and the questions are to be prepared and furnished to the county school commissioners by the State school commis¬ sioner. He also instructs as to the grading of applicants, and fixes “ the lowest standard for each class of licenses. ’ ’ County school commissioners grade the applicants according to the State school commissioner’s instructions and submit to the board a written re¬ port and recommendation. The board licenses, provided the applicants obtain the low¬ est mark fixed for the several grades by the State school commissioner. Evidence of good moral character is required to be submitted in writing. Fourth-grade licenses are abolished. The Act requires the State school commissioner to fix a “ day, or days,” for the examination of all teachers throughout the State. The county school commissioner is to give notice of the day (not days) on which examinations are to be had. No teacher can be examined at any other time except on affidavit that “he or she was providen- i tially hindered from being present on the general examination day, or days, and has not seen or been informed of. the contents of the general question papers.” Papers of un¬ usual merit may be forwarded to the State school commissioner, with an indorsement by the county school commissioner of the author’s good moral and professional character. Upon these papers the State school commissioner may issue a permanent State license, revocable for ‘ ‘ good and sufficient cause ’ ’ by him only. Co-education of white and colored pupils. — “No teacher receiving or teaching white and colored pupils in the same school shall be allowed any compensation at all out of the common school fund.” “ Ambulatory schools ” abolished. — The provision of the old law permitting a two months’ school term instead of three in sparsely settled districts, the terms being so arranged that the same teachers might serve in two or more schools, has been rescinded. Attempted legislation. — A number of bills to increase the school revenues were intro¬ duced, prominent among which was one to levy an annual tax of one-tenth of one per cent, upon the taxable property of the Statp for the support of common schools; it did not pass, however, and the sources of the State school revenue remain practically as before, nearly stationary, while the number of school children is continually increasing. Superintendent Orr says, however, that there was a stronger feeling in the House in favor of increasing the school fund than there has been for a long time. For other information concerning education in Georgia consult the Index. IDAHO. [ Report of Superintendent Moody , 1886-87.] SCHOOL SYSTEM. “Our school system is that commonly known as the ‘common-school plan,’ designed to give all resident children an education in the elementary branches, and is similar in character to that in many of the Eastern States. “The school officers consist of a Territorial superintendent of public instruction, a county superintendent of schools in each county, and a board of three school trustees in each district. ” NEW SCHOOL-HOUSES. “I think that all is being done that can be reasonably expected of districts in the parts of the Territory remote from markets and transportation, in the matter of erecting school houses. In what may be termed the new communities, the lands are not yet patented, and only the improvements and personal property of the settler are placed upon the assessment roll and subject to taxation for school-house purposes, so that until such time as the land is patented and the assessment roll shall show the true value of each man’s property in the district, we can not expect that much will be accomplished except what may be done by voluntary subscription. It is a matter of regret that very many districts are obliged to use structures erected and owned by religious societies, in 128 EDUCATION REPORT, 1886-87. default of owning school houses of their own. No district should he placed at the mercy of any religious society, or be compelled to keep its school in any building not owned or controlled by the trustees. ’ ’ THE MORMON COUNTIES. “Much trouble has been experienced, and more is to be apprehended, in connection with the problem presented under the existing laws of the Territory and the sentiments of the members of the organization known as ‘ The Church of Jesus Christ Latter Day Saints,’ hostile to the carrying out of the provisions of the law applicable to the public schools. “The board of school trustees is composed of three members, one of whom goes out of office and his successor is elected on the first Monday of September in each year, in each district. Among other requirements of the law, each incoming trustee takes an official oath in which is embodied the test oath annexed to this report. “ In certain portions of Bear Lake, Bingham, Cassia, and Oneida Counties there are school districts in which there are no ‘ Gentiles ’ eligible either for election or appointment as trustees. The entire community is ‘Mormon.’ No ‘Mormon ’ can take the official oath without danger of conviction of perjury. Hence but two trustees remain in office in such districts. Next year there will be but one trustee, and where there is but one trustee the schools can not be carried on. In many districts, I am informed, the latter is the case already arising from the fact of vacancies caused by death or removal of one of the trustees prior to the last election. “The school superintendents of the above-named counties (except of Bear Lake) have, in the discretion given them by law, held that a person who belongs to an organization which teaches things defined by our statutes to be crimes, as a matter of performance of a religious duty, is not a law-abiding citizen or a person of good moral character, and therefore they refuse to license any member of that organization to teach in our public schools. The ‘ Mormons, ’ represented by the reputed leaders of their organization, have notified this office that in cases where ‘ Gentile ’ teachers are employed, they will not per¬ mit their children to attend the public school, but will either cause schools to he started by subscription, wherein their children can be under the instruction of ‘ Mormon ’ teachers, or else keep their children at home. “ The issue seems to be, either that the schools of Idaho, in those districts, shall he subject to the control and supervision of the priesthood of the so-called ‘Mormon’ church, or else that they must be closed. Their leaders set up no reasonable excuse for this demand or threat, nor do they allege that ‘Gentile ’ teachers endeavor to enforce any sectarian, political, or denominational doctrines in the schools which their children attend. “From an extended and patient investigation I am satisfied that the real reason why they do not wish their children to attend non-Mormon and non-sectarian public schools is, that they do not wish them taught that obedience to the law of the land is one of the evidences of good citizenship, or that acts which the ‘Mormon’ church denominates a religious duty or privilege are, in fact, crimes against the law of the land, and that they fear that under the instruction of non-sectarian teachers the rising generation, which is now taught by the priesthood that violators of the law when punished are ‘ martyrs for conscience sake, ’ may learn the contrary to be true. “So far as I am advised, every effort has been made by the superintendents to keep the schools open in accordance with the law. It is a matter of deep regret that the innocent children must be made to suffer for the fanaticism and disloyalty of their parents. With every sentiment and desire to extend the facilities and advantages of a non-secta¬ rian public school education to all the children, without regard to the religious or politi¬ cal creeds of the parents, existing among those who have the general supervision of the schools and the administration of the law, the responsibility for the continuance of blind faith in the leadership of an organization teaching crime to be duty, and for the preva¬ lence of ignorance in the years to come among those who should now be studying in the public schools, but who are not because of the hostility' of their parents, must rest upon the infatuated fathers and mothers of the children upon whose future they invoke the curse of ignorance, and not upon school officers who would help the children to knowl¬ edge.”1 TEMPERANCE INSTRUCTION. “The Act of Congress approved May 20, 1886, concerning the teaching of the effects of alcoholic drinks and narcotics upon the human system, has been complied with except 1 In a letter to this Office under date of December 13. 1887, Superintendent Moody says upon this point : “I am happy to say that reports from two of the counties where the trouble had arisen show t hat the Mormons are taking a more sensible view of the situation. It is an unfortunate "and bitter fi - V, but we propose to make Americans of the rising generation in spite of the priesthood’s efforts to the contrary.” ABSTRACTS OF SCHOOL REPORTS— IOWA. 129 in a few instances. As a general rule the law has met with hut little opposition. In my judgment the terms of the first section of the act are too severe, and if a strict con¬ struction be put upon the language thereof, it will be impossible to comply literally with the law. Strictly construed, it requires a child to study hygiene and the nature and effects of alcoholic drinks and narcotics by the use of text-books before the child can read. “By Act of the last Legislature every parent or guardian is required to send his child to school for at least twelve weeks in each school year, eight weeks of which must be con¬ secutive. This act applies only to children between the ages of 8 and 14 years who reside within 2 miles of the school-house by the nearest travelled road. A failure to comply with said law subjects the parent or guardian to a fine of not less than $5 nor more than $50. There are many exceptions made in the law, and the board of trustees in each dis¬ trict is permitted to excuse the parent from complying with the provisions of the law. As a fair test of its efficiency can not be made at present, it is impossible to say whether or 'not its effects will be beneficial. “Sections 16 and 36 in each surveyed township are reserved for public school purposes. There being no record kept in the surveyor-general’s office of the number of surveyed townships in this Territory, I am not able to state the number of acres or sections now reserved.” BENEFITS OF A MORE BIGTD SUPERVISION. “ The separation of the office of Territorial superintendent from that of the comptroller occurring but a few months ago by enactment of the Fourteenth Legislative Assembly, has afforded opportunities for a more rigid inspection and supervision of the schools gen¬ erally. I have visited nine of the fifteen counties. A detailed report at this time is not feasible, but I would remark in general that I am satisfied that the effects of such visitations are good, and that they tend to a renewed interest on the part of parents and teachers and all school officers. Thus far I have discovered escheated estates amount¬ ing to about $3,000, and proceedings are being taken by which the Territorial treasury will soon receive the benefit of that sum. “ It is a difficult matter to impress upon school trustees, as well as upon county su¬ perintendents, the necessity of complying strictly with the law regarding our school sys¬ tem. Many of the trustees are illiterate, and too often the business of the district is neglected. I do not hope, after affairs have run so many years without supervision worth mentioning, to at once correct all mistakes, but trust that a gradual improvement may take place and eventually reach the point already attained in the Eastern States ol the Union.” MORE MONEY NEEDED. ‘ ! The Territory needs money to perfect the work of education and to extend aid to the poorer districts. With the school lands not available and with no national assist¬ ance, we can only rely upon the assistance of the people and await the time when by rea¬ son of increased taxable wealth we can better help ourselves. ’ ’ For other information concerning education in Idaho consult the Index. ILLINOIS AND INDIANA. No school reports for 1836-87 are issued by either Illinois or Indiana. For what statistical or other information concerning education in these States is in the possession of the Bureau, consult the Index. IOWA. [From Report of Superintendent J. W. Akers , 1884-85 and 1885-86.] GENERAL REMARKS. “It is gratifying .to be able to report a most satisfactory and prosperous condition of education throughout the State. The past two years have been years of increased in¬ terest, activity and growth. This applies to no particular county or locality, but is general. The number of school-houses has been increased by about five hundred, and their aggregate value by more than $550,006. The number - of teachers is increased by about five hundred, while our school population is ten thousand greater than the same as reported two years ago. “The total number of teachers attending normal institutes in 1884 was 14,794. This report shows 18,026. “Our report for 1884 shows $4,962,276 raised by district taxation. For 18S6 the amount is $5,200,807; showing an increase of $238,531. This does not represent our entire receipts for 1886, that being, for the three funds, $6,514,639.56. The aggregate dis- 9 ED 130 EDUCATION REPORT, 1886-87. bursementsof the three funds for 1884 wer^ as follows: School-house fund, $1,182,544.15; contingent fund, $1,329,459.91; teachers’ fund, $3,724,966.54; making a total of $6,236,- 847.82. For the year 1886 these amounts are as follows: Total disbursements of the school-house fund, $952,540.03; 'contingent fund, $1,361,749.39; teachers’ fund, $4,008,- 883.54; making the total disbursements of the three funds for 1888, $6, 323, 172. 42 ^leav¬ ing on hand in all funds, $2,091,028.29. ‘ ‘ Since 1884 there has been quite a decrease in the amount of money expended for school-houses and sites. The years 1883 and 1884 were remarkably active in this respect, as compared with earlier and later years. The explanation of the falling off of the last two years is, of course, to be found in the hard times and the general depression in busi¬ ness enterprise. ’ ’ In connection with a tabulated statement of receipts and expenditures for the past six years, the superintendent remarks: 1 ‘ These tables will reward a careful study. It should be remembered that thousands of boards of directors, acting entirely independent of each other, contribute to these grand totals ; that while they represent millions of dollars re¬ ceived and disbursed, they vary but a few thousands from year to year; and these varia¬ tions usually represent an increase in the current expenses, consequent upon the growth of the system. There could be no more satisfactory showing that boards of directors as a rule are honest and regular in' the transaction of business and in disbursing the peo¬ ple’s money, than is to be found in the regularity of these annual totals.” TEMPERANCE INSTRUCTION. ‘ ‘ The county superintendents are entitled to great credit for the general success which has attended our law requiring that scientific instruction in physiology having special reference to the influence of stimulants and narcotics upon the human system, should be taught in all public schools. The law has been very generally obeyed. Owing to the fact that while the law went into effect on the 1st day of July, 1886, and the pro¬ vision that teachers should be examined on the subject after July, 1887, many boards of directors, supposing that the law would not come into full force and effect until July, 1887, failed to make immediate preparation for teaching the subject as early in the year as should have been done. There were those, no doubt, who, being unfriendly to the law, intentionally neglected making the required provisions, and subsequently claimed not to have understood that they were required to do anything in the matter before J uly, 1887. “These cases were not numerous, however, and it is to be hoped that hereafter the law will be honestly and faithfully carried out in all schools. “In all county superintendents’ conventions held in the spring and summer following the enactment of this law, the subject was very generally and thoroughly discussed, and an earnest desire manifested by the great majority of superintendents to secure an ob¬ servance of all its provisions in their several counties. It soon became apparent, how¬ ever, that the construction and execution of the law was attended with many difficul¬ ties. For the purpose of clearing the subject of these difficulties, so far as possible, a circular letter containing notes and suggestions of an advisory character was issued by the superintendent. In accordance with the views of the superintendent therein ex¬ pressed, (1) the influence of alcohol, etc., should be taught ‘in each division of the sub¬ ject,’ such as nutrition, digestion, circulation, etc., and that text-books that did not so teach it did not conform to the law; (2) ‘regular’ teaching should be construed to mean daily teaching; (3) the subject should be studied by all pupils, from the pri¬ mary classes through the high school; this must continue until satisfactory examina¬ tions have been passed; (4) it is made the duties of boards of directors not only to provide that certain instruction shall be given, but to see that it is given; (5) the duty of reporting the manner and extent to which the law has been complied with is made mandatory upon the county superintendent. “ One of the principal difficulties experienced in carrying out the provisions of this law has been the unwillingness of many parents to purchase text-books for their chil¬ dren. To avoid trouble where any considerable number of parents have shown an un¬ willingness to provide the necessary books, boards have simply directed their teachers to teach the subject orally. “While under some circumstances such teaching amounts to a compliance with the law, in many cases it is simply an evasion. Where boards of directors have secured the preparation of a complete outline, covering the entire subject of physiology, and having special reference to stimulants and narcotics, and containing information either by state¬ ment or reference, and where such outline has been formally adopted and the teachers officially notified that they are required to teach the subject regularly, and where it is so taught from such outlines, it has been held that this is a compliance with the law. But where boards have simply requested their teachers to teach the subject orally and have not provided for and regularly adopted an outline or course of instruction, it is ABSTRACTS OF SCHOOL REPORTS - KANSAS. 131 not a compliance with, but an evasion of, the law. Boards are required to ‘make all necessary provisions, ’ and to see that the subject is regularly taught. Owing to the tact that sources of information on this special phase of physiology are scarce, and that many of our teachers are young and comparatively inexperienced, a text-book in the hands of both teacher and pupils is a great advantage if not a necessity.” TEXT-BOOKS. The superintendent renews his recommendation in favor of a law permitting the elec¬ tors of any .school district to authorize the hoard of directors to purchase text- books, the use of which is to be free to the children of the district. ARBOR DAY. ' In regard to Arbor Day, Superintendent Akers says: ‘ ‘ Chapter 23, Laws of 1883, makes it the duty of boards of directors to plant shade trees upon school-house sites, and au¬ thorizes payment from the contingent fund. In obedience to this law, thousands of young trees have been planted; but this necessary improvement has so far been neglected • in many districts. For the purpose of encouraging tree planting, and investing the ex¬ ercise with all possible interest, I issued a circular letter, under date of April 4, 1887, designating the 4th day of May to he generally observed by all the schools of Iowa as Arbor Day. The day was very generally observed, and many interesting and delightful exercises were held. Owing to the early opening of the season, May 4th proved a little late for many varieties of trees, hut it is believed that May 4th will be- early enough for the average season. The hard-wood trees should he selected, and the planting of such, trees may safely be deferred to May 4th.’* For additional information concerning education in Iowa consult the Index, KANSAS. REPORT OX THE KANSAS SCHOOL SYSTEM BY A COMMITTEE OF THE KANSAS STATE TEACHERS’ ASSOCIATION. To the Kansas Stale Teachers ’ Association : The committee appointed at the last annual meeting of this association to report on • the desirability of a change from our present district system to either the township or county system, early in September sent a circular of inquiry to every county superin- . tendent in the State. More or less complete reports were received from about forty coun- > ties, and these faithfully represent the condition of all parts of the State, as will be found in perusing the tabular statements embodied in this report. In thp first place, let us ask attention to the fact that the present system results in a choice of three school officers from a very small community, and from a very limited number of men. They may be (perhaps generally are) as good men as can be found in that community; but this fact does not relieve them from being only too often very poor school officers. Now the county superintendents referred to, in making their special reports, answered very generally this question: “How many school officers in your county visit their schools?” A careful compilation of the replies shows that out of nearly 8,000 officers only some 1,300 (or less than one-sixth) discharge this very plain duty. In other words, the result is the same as though in all the odd-numbered districts the officers never visit their schools, and in the even-numbered districts only one member of the board knows by personal observation the conditions and needs of the weighty matters intrusted to him ! This would seem had enough, and might well cause us to look more carefully into dis¬ trict affairs; hut there is worse than this. Another question was: “What proportion of your school officers thoughtfully and intelligently discharge their duties?” It is quite possible that some school officers are busy men, with no time for visitations-r-and yet i give much thought to their work. It is not impossible that excellent teachers make visits from the board almost unnecessary. But there can he no excuse for carelessness, thoughtlessness, or incapability. Yet answering for more than 7,000 officers, but 2,000 were reported favorably. On an average, then, in each district about seven-eighths of a man “ thoughtfully and intelligently discharges his duties ” as a school officer! And the education of our children, and intelligent citizenship, and the future of this State, depend largely on the results of this two-sevenths management ! Is it not time to in¬ vestigate, to see whether the system or the men are to blame; to see what remedies are needed, and what can be applied? 132 EDUCATION REPORT, 1886-87. It is quite probable that districts do as well as they can in selecting officers. Further, the superintendents in question have doubtless understated rather than overstated the evils prevalent in their own counties. This last should be constantly in mind. Men speak as favorably as possible of their constituents, even in confidential and privileged communications. We may be sure that the case is worse than actually reported, rather than better. To proceed: Superintendents having within their jurisdiction over 7, 000 officers report 2,000 of these as ‘'wholly unfit for their positions.” It might be questioned as to the respects in which these officers were unfit, but on one point the returns are painfully ex¬ plicit. It is with much hesitation that we quote the figures. As Kansans and citizens we are ashamed of the showing. But we believe that the evil will never be remedied till the facts are brought to the public eye, ear, and conscience. Asked, “How many officers are virtually illiterate?” the gentlemen interrogated say more than one fifth — 1,600 in 7,200 (round numbers)! We wTish to pause right here to ask careful consideration of the facts thus made prom¬ inent. As business men, as practical men, it is time citizens carried to school matters practical and business sense. If taxes are not a good investment, then taxes had better come to an end. They can not be a good investment, however, when expended by a body of men a large per cent, of whom have no knowledge of the business, while still a larger per cent, give it no attention whatever. If of any 70 hired men only 13 gave the business in hand the benefit of their presence and personal effort, 21 “ thought about it,” and 36 knew nothing about it at all, how long could the employers of such laborers keep out of bankruptcy ? Suppose that Superintendent Parnham, at the capi- tol building, should report to the commissioners: Total number of men employed and paid, 70; average reporting for duty, 13; number who say “ they are thinking about it,” 21; cripples, blind, and “wholly unfit” for work, 36; about hoAv long before Superin¬ tendent Parnham would be on his journey to Lawrence? Yet this is precisely what we seem to be doing all over this State— partly because we are wedded to precedent (the district system), and largely because we are so very busy mak¬ ing money that we can not stop to see that it is wisely expended. For our children’s sake, if not for our own, we should seek a remedy for the prevail¬ ing inefficiency of a large per cent, of our rural schools. There is another phase of our present system which is almost as disheartening as the wretched showing made in official zeal and ability. That is, the limitations, inequalities, and rank injustice of the resulting taxation. We are generally so alert to perceive that which touches our pockets, that it is remarkable that this inequality of burdens has not made itself felt before. From part of the reports referred to the following contrasts have been drawn. The figures may speak for themselves. They are said to be confined to districts in which one teacher only is employed: County. 1 Lowest district valuation. School 1 popu¬ lation. Highest district valuation. School popu¬ lation. Anderson . . . . . §10, 245 14, 000 12, 114 30 §47,505 105, 160 53, 710 29, 706 65,826 67 Atchison . * . . . 93 65 Crawford . * . * . . . 54 58 Chautauqua . 5, 267 9, 770 40 41 Cloud . 55 57 Cherokee . . . . . . 4, 015 12, 481 28 G3, 242 74 Dickinson . . . 30 57,747 81,102 80, 398 52,844 86,207 53, 764 73 Doniphan . . . 12, 021 7, 570 78 41 Ellsworth, . . . 21 8L Elk . . . 6, 577 3, 491 3, 960 4,495 7, 249 7, 6S0 12 60 Ellis . . . 23 63 Edwards . 47 34 Hodgman . . 23 52, 993 61, 198 48 Harvey . 17 35 Harper . 33 53, 775 33, 040 58,751 61, 377 106 Jewell -,TTTT . 6, 881 10,206 4, 747 1,674 1, 489 15,460 36 34 Marion . 30 46 Mitchell . 21 6i R.nnks . . . . 37 28, 175 58 Rush . 15 23, 857 191, 650 48 Bcdgwick . 23 72 Remember, these are communities within the same county limits, in some cases side by side, engaged in the same struggle for existence and for education, as one of the essentials to an enjoyable existence. By a purely artificial division of territory, by lines ABSTRACTS OF SCHOOL REPORTS - KANSAS. -which can not be seen but can be most severely felt, for reasons that are frequently in¬ scrutable and are often those of some little clique with political influence, these people find themselves under the most unequal system of taxation that cau be devised. Why should Atchison County be so divided that one community has over $1,600 assessable values for every child of school age, while another has but $150? Why has one district in Chautauqua $725 assessable for each child, and another but $125? What thoughtful¬ ness, or justice, or equity can be claimed for a system that produces such results as can be seen through the entire list. The showing ought to arouse public indignation. The least it can do is to promote discussion. It will, perhaps, be objected, that the contrasts exhibited in the statistical tables were exaggerated in this respect; that they touched extreme cases only. It is impossible, of course, to make a minute showing of every phase of the present slovenly, unjust, and in¬ equitable system of managing and providing for our schools. But, in order that the ques¬ tion may be wisely discussed, and the presentation of facts as fair as possible, the follow¬ ing table has been prepared. Again the reports are made for districts employing but one teacher. The counties are taken, without selection, from the alphabetically-arranged list, as far as complete returns have been made: County. Average valuation five lowest districts. Average school popula¬ tion. Average valuation five highest districts. Average school popula¬ tion. Allen . $14, 962 12, 938 47 $50, 031 45, 579 90, 157 S6 Anderson . . . 35 59 Atchison* . . . 17, 796 40 56 62 Brown . . . . . . . . . . 24, 902 6, 270 9, 421 11, 190 12, 976 13, 043 43 71, 507 Chautauqua . . . . . 37 26, 327 51, 875 55 Cherokee . 46 83 Cloud . . . . . . . . . . 40 58,511 47, 252 52, 150 66, 460 47, 027 56 Crawford . . . . . . . . . . . . . 01 59 Dickinson . 33 63 Doniphan . . . . . . . ... . 14, 249 5,071 43 71 Edwards.. . . . 39 33 Elk . 10, 026 9,873 10, 109 12, 048 81 47, 323 61 Ellsworth. . . . . . . . 84 58, 402 42, 124 56, 937 27, 426 50 Harper . . . . . . . . . 88 75 Harvey . 36 54 Jewell . . . . . . 8,431 43 40 Marion . . . . . . . . . . 11,904 13, 148 6,471 18, 442 10, 852 3,537 30 45, 217 40,177 47, 961 45, 814 78, 963 50 Marshall . . . . . . . . . 34 53 Mitchell . . . . . 27 ■ 43 Nemaha . . . „ . 38 46 Pawnee . . . . . . 17 43 Rush . . . . . . . . . 26 20, 370 36 * Returns not quite defm ite. We cannot see the use of pursuing these comparisons further. The result is the same from Alpha to Omega, from A to Izzard! Any one can see the existing inequalities at a glance. We venture the assertion, that if these inequalities and disabilities were political rather than educational — if they affected the political interests or prospects of parties as they do the educational of communities — there would be a redistricting or a revolution, and that before next spring. What is a fair estimate of the annual cost of a good school? We do not mean the very best; but the least that we have a perfect right to demand and expect in every district, if our system is to be more than a farce. Something as follows: A good teacher six months, at $50 . . . §300 Janitor . . . . . 50 Fuel . . . . . . . . . . . . . 20 ' Repairs, improvement of grounds, ete . . . . . . . . . . . 25 Additions to library, apparatus, etc . . . . . . . . 30 425 We do not care to discuss this statement by even one printed line of argument. Any one whose opinion is worth anything knows that this is really a minimum, and by no means all that can be desired. 134 EDUCATION EEjPOiiT, 1883-87. What kind of schools, then, can he expected in the five lowest districts in each county reported in the last table ? Examine the following table for the answer: f County. Average valuation 5 lowest. Maxi¬ mum levy, 20 mills, gives. County. Average valuation 5 lowest. Maxi¬ mum levy, 20 mills, gives. Allen . $14, 962 $299 Elk . $10, 026 $200 Anderson . 12, 938 258 Ellsworth . 9, 873 197 Atchison . 17, 790 355 Hamer . 1 0, 109 202 Brown . 24, 902 498 Harvev . 12,048 240 Chautauoua . 6,270 125 .Tewell . 8, 431 168 Cherokee . . 9. 421 188 Marion . 11,904 238 Cloud . 11, 190 223 Marshall . 13, 148 262 Crawford- . 12,976 259 Mitchell . 6,471 129 Dickinson . 13, 046 260 Nemaha . 16, 442 328 Doniphan . 14, 249 284 Pawnee . 10, 852 217 Edwards . '. 5,071 101 Kusli . 3,537 70 That’s a comfortable showing! In twenty-two connties — representative comities, se¬ lected at random — the average district of the five lowest valuations can raise, by taxing itself to the extreme legal limit, 8232, or a trifle more than half enough for a good six months’ school ! No wonder that the chief qualifications of some rural teachers seem to be “ cvpherin ’ and lickin’.” •Take the average of the five highest valuations (holding Still to districts employing but one teacher); suppose them to tax themselves equally with the five lowest, and then compare the educational possibilities of the children of one with those enjoyed (?) by children in the other. Compare, or, better, contrast, the tables as you read. County. Average valuation 5 highest. Maxi¬ mum | levy, 20 mills, gives. County. Average valuation 5 highest. Maxi¬ mum levy, 20 mills, gives. Allen . $50,031 45, 579 $1,000 911 Elk . $47, 323 58, 402 $946 Anderson . Ellsworth . * 1, 168 842 Atchison . 90, 157 71, 507 1,803 Harper . 42, 124 Brown . . . 1,430 Harvev . . . 56, 937 27, 426 1,138 548 Chautauqua . 26, 327 526 JeAvell . Cherokee . 51,875 1,037 1,170 Marion . 45,217 904 Cloud . 58, 511 47, 252 Marshall . 40, 177 47, 961 803 Crawford . 915 Mitchell . 959 Dickinson . 52, 150 1,043 Nemaha . 45. 814 916 Doniphan .... 66, 460 47, 027 1, 329 Pawnee . 76, 803 1,539 407 Edwards . 940 Kush . 20,370 This shows an average of $1,014; or considerably more than four times the average of the five lowest. This is called equality of taxation , ‘ 1 equality before the law, ’ ’ educa¬ tional equality. In the estimate given above, $425 was considered the minimum expense of a tolerably good six months’ school. It was shown that many districts could not raise this amount under the present limitation ; while some districts under a 20-mill tax could raise three or four times this amount. Can a single valid objection be raised to spreading the aggregate running expense of all the schools of a county npon the county rolls? The State has three objects iu view in public educat ion. It wishes to make each man an intelligent voter; it wishes to make each independent of the necessity for public aid — that is, to lift him above possible pauperdom; it wishes to make him strong enough to bear his share of all public burdens. These are such essentials in a free republic, that we have accepted as a truism, “the State must educate or perish.” Education, then, is the public necessity, a public duty, a public burden (as far as ex¬ pense goes), and a public blessing. Its methods, therefore, should be as largely public and as little communal as possible. In this State, as in most Western States, the county is really the political unit. The desirability and justice of distributing to the county at large what had been so long car¬ ried by townships (under the rather limited New England system) — such as bridges, the care of the poor, etc. — has long been recognized. The school, which should have been 135 % ABSTRACTS OR SCHOOL REPORTS— KANSAS. first to receive this more just as well as more generous treatment, has thus far been left to be handled in a happy-go-lucky way by the petty little commonalities, which we insist on retaining for no reason other than “for the sake of self-government;” as though self-government did not exist in the county, or as though self-government were desira¬ ble for its own sake rather than for its results ! Let us suppose a county system, for taxation at least, and note the results. The task of making the necessary computations for many counties is arduous and unnecessary. One county, a thoroughly representative one, will be sufficient. In this county we find, outside of its one city, a valuation of $3, 200, 000. It has eighty- five school districts — far too many, if any reasonable amount of discretion had been used in districting the county. But we will take it as it is. The problem then is: 85 times $425 equals $38,225; $36,225 equals 11.8 mills on $3,- 200,000. i Think of it ! A good six months’ school in every district in the county for less than a twelve-mill tax. If any district wishes to do more, let it do so; but here is an abso¬ lute guarantee of good work throughout the county. It seems impossible to study the figures in the foregoing tables, and the inferences drawn from the ans wers of superintendents, without concluding that our school system is wretch¬ edly inefficient, and that our legislature should at once be asked to enact a law which will secure for us a juster taxation, more efficient supervision, more intelligent officers, a simpler machinery, a uniform course of study, uniform text-books, and, as a' conse¬ quence of all these, infinitely better results in our schools than it is possible to expect under the present system. Your committee therefore recommend, that all laws in relation to our independent school district system be repealed. We have carefully examined the school systems of various States, and we conclude that the model system of schools for a State, approved by the National Association of Superintendents, at Philadelphia, in 1876, and also by the veteran Commissioner of Education, General Eaton, who has given the best years of his life to a study of school systems, is the best for Kansas, and it is the system your com¬ mittee now respectfully present to you. As that part of the Kansas school system which relates to higher education is in the main satisfactory, it has not been touched in this report; and all the recommendations made have reference solely to the rural parts of the State, excluding all cities of the first and second class. In dividing the State for school purposes, we recommend — That the county should exercise a limited general supervisory control over its schools, select a county superintendent, have a county board of education, secure uniformity in text-books, have power to establish county high schools. That the county board of education should be composed of the school trustees of cor¬ porations which are under the supervision of the county superintendent, consider the general needs and wants of the schools under its charge, seek to unify the school work, arrange a course of study, make general rules and regulations in regard to the employ¬ ment of teachers, time of commencing schools, the government of the schools and the conduct of the teachers and pupils, etc. , adopt text-books, levy a county tax. That the city or township should be left to the local control of its schools, elect its offi¬ cers, build its own houses, select its own teachers from among those that have been duly qualified under the laws of the State, be permitted to levy local taxes for the building of houses, etc. ; he permitted to levy local taxes for the continuance of the schools beyond the minimum period fixed by the State, be permitted to levy local taxes for the mainte¬ nance of schools of an advanced grade. That districts should be formed for the purpose of localizing the patrons of the school; have an advisory power in the selection of teachers and the erection, removal, or repair of school-houses. That trustees of townships and cities should be three for each corporation; be elected by the people; serve for three years, one retiring annually; receive school revenues; have power to levy local taxes, Within specified limitations, for grounds, buildings, fur¬ niture, repairs, supplies, apparatus, etc., and for library purposes and for additional tuition purposes; be compelled to locate, establish, and maintain a sufficient number of schools for a certain number of months in each year; have power to abolish old school districts, create new ones, build and remove houses; be compelled to make provisions for instruction in certain prescribed branches; have power to establish township or town graded schools; have power to provide instruction in branches additional to those pre¬ scribed by law ; employ and contract with teachers, being restricted in their selection to those who have been duly licensed by competent authority; properly account to proper officers for all school revenues that come into their hands; receive reports from teachers, and should transmit reports to the county superintendent and other county of¬ ficers ; have authority to dismiss refractory pupils from school ; be prohibited from con¬ tracting debt; carry out the orders of the county board of education in respect to course of study and text-hooks. 136 EDUCATION REPORT, 1886-87. We further recommend that no person shall be eligible to the office of county super¬ intendent who does not possess a diploma from a college or university legally empowered to grant literary degrees, or a diploma or State certificate issued according to law by the authorities of a State normal school, or a certificate from the State board of education, ora first-grade certificate from a county or city examining board; nor shall he be eligible unless he has a sound moral character, aud has had successful experience in teaching within three years of the time of his first election. We further recommend that in each county the tax levied by the county board be suf¬ ficient to secure to each district in the county six months’ school each year; and that the one-mill State tax be restored. We have placed before you as concisely as possible the evils we seek to remedy; and, in like manner, recommend a system which has received the approval of the most emi¬ nent educational bodies and men in the land. We sincerely hope that the substantial outlines of the system will be adopted, and that immaterial details may not delay your action. We recommend that this report, if adopted, be printed at the expense of the as¬ sociation, and that a copy be sent to each member of the State legislature. We further suggest that a committee be appointed to draught a bill embracing the sys¬ tem herein outlined, and to further the passage of this bill at the next session of the legislature. Respectfully submitted, John MacDonald. J. H. Canfield. H. D. McCarty. W. H. Sweet. The State Teachers’ Association adopted the foregoing report, and added to the origi¬ nal committee the following gentlemen: Hon. J. H. Lawhead; Hon. IT. C. Speer, Super¬ intendent R. W. Turner, of Jewell; Superintendent J. H. Lee, of Riley; Superinten¬ dent Matt. Thomson, of Wabaunsee. For additional information concerning education in Kansas consult the Index. KENTUCKY. [Report of 18S4-86.] The Kentucky report of 1884-86 shows that the condition of the public schools of that State has been one of almost uninterrupted progress, and that the prospects for continued improvement are very encouraging. The greatest drawback arises from (1) a want of interest and appreciation, which is very decidedly marked in some counties; and (2) a lack of funds, caused in part by this want of interest and in part by the slender resources of the people. Hence proceeds the indisposition or inability in some sections to raise local revenues to supplement the State grants, which results in turn in the continued existence of poor, even wretched, school- houses and the employment of underpaid teachers. “When they [the trustees] try to employ a first-class teacher and ask the district for a tax or a subscription, they are met with the following reply from the patrons: ‘ I thought it was to be a free school ! I paid my taxes; that is all I’m going to do. The public money pays the teacher $20 a month; that’s more than I can get working on a farm. You needn’t say anything more to me. I am against the tax.’ The trustee leaves in disgust; and the energetic, thorough teacher, with an ambition, is soon on his way to other more appreciative States, or to a more remunerative profession.” — (Superintendent of Ballard County.) A comparison of the county superintendents’ reports for the two years covered by the State report shows the growth of a much more hopeful tone, though there is still a strong undercurrent of such complaints as the above. Particularly is this noticeable in the increased willingness to raise funds by local taxes and subscriptions. The superintend¬ ent of Boyd County says: “When the present school law took effect there were 37 dis¬ tricts, 4 good houses, 11 medium, and 20, if not 31, that should be condemned; 2 dis¬ tricts had no house at all; 14 houses were at once condemned. Eleven of these districts have voted tax to build new houses in place of condemned ones; 8 of the new houses are completed; 1 brick, worth $800; 7 frame, average value about $400. Three others will be built in the spring, with probable cost of $3,500. At the end of five years from the date of the new law it is hoped and believed every district in Boyd will have a good, comfortable, healthy school house. A vote for county tax in August was defeated by only 27 votes ; at another time the tax will carry. ’ ’ The superintendent of Lyon County: “The school houses were found to be a disgrace to civilized communities, so 18 out of 23 were condemned. The people are responding nobly, and next year, instead of houses valued at $20, $50, and $75, an increase of value is confidently expected at the rate of ABSTRACTS OF SCHOOL REPORTS - KENTUCKY. 13T $300, $500, and $800.” Superintendent Pickett shows that the cause of education is not merely keeping pace with the general development of the State in material prosperity, hut is considerably outstripping it. A marked feature of this report, and one which distinguishes it from most Southern school reports, is the-information it gives as to the condition and prospects of the colored schools and as to the sources from which they draw their revenues, showing what the white inhabitants of Kentucky are doing for the education of the negroes. This mat¬ ter is treated of more in detail in Chapter XIY. The following extracts show the superintendent’s treatment of the principal topics of interest: SCHOOL POPULATION. 1886. 1880. Increase. White school population . 524, 448 99, 799 478,554 66, 564 45, 894 33, 235 Colored school population . . . Aggregated totals . . . . . . 624, 247 545, 118 79, 129 Total increase during this period, 79,129; white, 45,894; colored, 33,235. The extra¬ ordinary relative increase of the latter over the former must be referred, mainly, to the extension of the school age, in 1882-83, to correspond with the school age of the white children. The increase of the census of white children for 1886 over that of 1885 is 9,993, while that of colored children, is only 1,905. SCHOOL REVENUES. The increase of the school fund, as apportioned, from 1880 to 1886, is $399,864.33, and the increase in local taxation and subscription from 1880 to 1885 is $205,165.75, making a grand total of $605,030.08. Thus while the number of school children has been largely augmented, the increase of the general school fund for the same period has been corre¬ spondingly greater, producing an increase of the per capita from $1.25 to $1.65 for the white school children, and from $0.48 to $1.65 for the colored school children. Of course this is referable, first, to the additional 2-cent tax voted by the people in 1882; secondly, to the acquirement of the just proportion of the school tax from railroads, turnpike roads, banks, and other corporations; thirdly, to the increase of the taxable property of the Commonwealth; and, fourthly, to the increasing popular interest in the common schools. This speaks well for the progress and prosperity of our people. It is, in fact, the practi¬ cal realization of one of the fundamental principles in political economy — the increase in the wealth of a State, intelligently directed, exceeding the ratio of the increase in population. THE FOURTH INSTALMENT OF THE SURPLUS REVENUE. Kentucky, with her inborn intelligence, energy, and sense of independence, and with her vast and varied material resources only needing further development, must con¬ tinue to rely mainly on herself for the proper conduct and sustenance of her common schools. Every importunate effort in any other direction contributes to lessen her self- reliance and her self-respect in regard to her schools. Yet there are legitimate claims that the Commonwealth has upon the General Government, which in no sense should be ignored by your honorable body or disregarded by your obedient servant. In virtue of the large and unavailing surplus in the Treasury of the United States, the following “suggestions” were prepared and published by the superintendent for the special con¬ sideration of the last General Assembly, and as they are of equal force at present, they are duly reproduced: “In the common school report for 1880-81, pages 218-222, the origin of the school fund is succinctly recited. It will be seen that under the Deposit Act of June 23, 1836, Kentucky received $1,433,757.39 from the General Government, that sum constituting the three instalments. The fourth instalment, calling for $477,919.13, has never been paid, or, in other words, has never been deposited, as the law clearly requires. Accord¬ ing to the act of Congress the deposits were subject to call in ratable sums by the Sec¬ retary of the Treasury if wanted to meet appropriations by law. These instalments have never been called for, and no law has ever been enacted by Congress preventing the payment of the fourth instalment. It is still due, and there is. a large surplus in the public treasury at Washington. That amount should be legally collected and added to the common school fund of this Commonwealth. “ Kentucky has suffered largely by the late war. According to the United States census of 1880 as compared with that of 1860, in assessed valuation of property there was 138 EDUCATION REPORT, 1886-87. a decline in this Commonweath of 34 percent., or $177,648,722. In simple terms, ‘the loyal State of Kentucky’ was subjected to the sacrifice of more than one-third of her property in support of the Federal Government in the late war. She has sustained this loss, while her sister States of Ohio, Indiana, and Illinois have, respectively, enjoyed, for the same period an increase of 60 per cent., 77 per cent., and 102 per cent, in assessed valuation of property. ‘ ‘ In common with all the late slave States, Kentucky has not only suffered from the deprivation and depreciation of property, but has had imposed* upon her a mass of illit¬ erate freedmen, whose descendants must be educated for citizenship, and as ‘ mixed schools 7 will not be tolerated in the South, a dual system is a necessity in every South¬ ern State, thus imposing an extraordinary burden in the way of additional taxation upon the white citizens. In Kentucky, for the school year ending June 30, 1883, they apportioned for the support of colored teachers $92,845.36, while the colored people con¬ tributed only $16,661.19, the entire revenue derived from them. This is not stated in reproach to the colored people, but simply in justice to the white tax-payers. “It is not the province of the superintendent to say what other Southern States should do, but in regard to Kentucky, and in virtue of the foregoing statement, he re¬ spectfully suggests the following: 11 First. That, inasmuch as there is a large surplus revenue reported to be in the United States Treasury, which is not needed for the ordinary expenses of the Govern¬ ment and is not demanded for the payment of any portion of its debts, and inasmuch as ‘the fourth instalment’ has not been paid to Kentucky for common school purposes, the General Assembly take such steps as may be necessary for the proper consideration of the matter. It should be added that Virginia and other States are moving in the same direction. “ Second. In consideration of the facts stated above, and that Kentucky has annually and largely contributed to the creation of the surplus revenue in the Federal Treasury by the regular payment of taxes thereto, she is in a position to expect, as a moral and political obligation, her legitimate quota of such surplus, independently of all form of subsidy or of compromise of her inherent rights as a State. “ Third. Creation involves the obligation of legitimate preservation. Inasmuch as a large additional citizenship, with equal political rights and privileges, but of unequal material, had been created in Kentucky by the power of the Federal Government, and in view of all the facts given, the superintendent suggests that such steps shall be taken as shall lay before said Government that which is due, both to the white and the colored citizens of the Commonwealth, in regard to the necessities of the common school system of Kentucky. “Attention is invited to the following compendium from the United States census of 1880 in regard to Kentucky: White males of 21 years of age and upward . 317, 579 Returned as unable to write . 54, 956 Percentage.... . 17.3 Colored males of 21 year’s of age and upward . . . . . 58, 642 Returned as unable to write . . . . . . ^\^77 Percentage . . . . . . . . . 73. 6 Total number of males of 21 years of age and upward . 376, 221 Total number who can not write . . . 98, 133 Percentage . . . . . . 26. 0 In response to the proposition concerning the “fourth instalment” indicated above, the honorable joint committee on education favored the “suggestion;” the superintend¬ ent accordingly drew up a bill covering the whole ground, which duly became an act of the General Assembly, approved April 12, 1884. In accordance with the second “suggestion,” a bill, drawn also by the superintendent, guarding the character and credit of the Commonwealth in the event of national aid to common schools, was introduced in the senate, and finally, by executive approval, became a law on the 12th of May, 1884. No special action was directly taken in regard to the third “ suggestion; ” but as Ken¬ tucky was always rated and ranked as “ a loyal State ” by the General Government, and in view of her heavy loss in property, her slaves alone being assessed in 1860 by the proper State officers at $108,876,402, and that she is maintaining, as already shown, at the ex¬ pense of her white schools a system of common schools for the very descendants of those slaves, the superintendent hereby ‘ ‘ suggests, ” as a matter of law and as a measure of relief, that these facts be duly represented to the General Government. A low rate of interest on one-tenth of the value of the emancipated slaves of the “loyal citizens ” of the State would, with the present census of pupil children, maintain the system of col¬ ored schools, with a fair appropriation for the building of school- houses. The State would compensate for the increase of the school census. This plan is entirely practicable by the execution of a bond by the General Government in favor of the Commonwealth, draw- ABSTRACTS OR SCHOOL REPORTS — KENTUCKY. 139 ing interest, without invading the principal, at 4 per cent, per annum until the system becomes at least measurably and by degrees self-sustaining. NEW LEGISLATION. Night schools. — The following act was approved February 26, 1886: Whereas, ‘the management of the night schools in the city of Louisville by the board of trustees of the public schools of saicl city has developed the fact that a large number of the applicants for admission are by laboring people of both sexes who are unable to read and write, have to be excluded under the present law because over the school age;- and whereas such people, ignorant from misfortune, poverty, or lack of opportunity, are children in knowledge, and manifest a laudable ambition in seeking knowledge to over¬ come their ignorance and become better citizens by studying and attending school at night after their toil of the day; and whereas it is manifestly to the interest of the pub¬ lic at large that every person know how to read and write, without which knowledge they can not properly or . fully discharge the duties of citizenship under a free and en¬ lightened Government: Therefore * * * the board of trustees of the public schools of any city in this Commonwealth, having a population of 20,000 or over, are hereby au¬ thorized and empowered to admit as pupils in the night schools under their direction and control such persons over the pupil age now prescribed by law and under the age of 40 years, at their discretion, and under such rules, regulations, and restrictions as the said board of trustees provide, not inconsistent with the laws of the Commonwealth: Provided , That on no account shall the pupils admitted to said school by virtue of this act be enumerated as pupils under the common school law of the State. Payment of teachers'’ wages. — For the purpose of providing for the monthly payment of the wages of the teachers of the common schools, the superintendent of common schools in any county is hereby authorized to borrow for said purpose, at a rate of interest not exceeding 6 per cent, per annum, a sufficient sum of money duly estimated from the ap¬ portionment table furnished by the superintendent of public instruction. Substitution of district for county taxation. — County taxation has been repealed and district taxation substituted as follows: A tax may be voted at any time, once a year, or for three successive years, after notices have been duly posted, for the better payment of teachers, for the extension of the district school for a longer term, or for the payment of any debt contracted by the trustees on account of the. common school. The tax shall not exceed twenty- five cents in any one year on the hundred dollars’ worth of taxable property in the district. School-house sites. — A site for a school-house maybe purchased, a school-house built, re¬ paired, or furnished, without submission of the question to a vote. Adoption of text-books. — Instead of trustees adopting text-hooks, from lists recommended by the State hoard of education, to be used in their respective districts, the county su-‘ psrintendent shall adopt from said lists text-books to be used in their respective counties. Text-books for indigent children.— The county judge of any county is authorized to make an allowance out of the county levy, not to exceed $100 in any one year, for providing necessary text-books to indigent children, provided they attend the public school. Slate teachers’ institutes appropriations. — Five hundred dollars shall be appropriated an¬ nually by the State for the benefit of the State teachers’ institutes. Duty of superintendent of public instruction. — It shall be the duty of the superintend¬ ent of public instruction, whenever it shall come to his knowledge, to report any habit¬ ual neglect of duty or any misappropriation of common school funds on the. part of any of the county superintendents or trustees of common schools of this Commonwealth to the county attorney, whose duty it shall be to prosecute such person in the circuit court of the county in which such neglect of duty or such misappropriation of funds may occur. , Age of eligibility for county superintendent. — No person shall be eligible to the office of county superintendent who is not at the time twenty-one years old. Terms of office of county superintendents.— -County superintendents shall hold their offices for four years, or until their successors are elected and qualified. Eligibility to office of county superintendent dependent on certificate of qualification. — No person shall be eligible to the office of county superintendent unless he shall have first obtained a certificate of qualification from the State board of examiners, which may be granted on an examination held before them or upon a written examination held before the county judge, the county attorney, the county clerk, and a competent person selected by them. The result of said written examination to be forwarded to the State board of examiners, who may, if they deem .it sufficient, grant a certificate, and, if they refuse it, shall notify the aforesaid county board, and no certificate can then he granted the said applicant for the election then pending. The State board of education shall designate to the county board the character of examination required. 140 EDUCATION REPOST, 1886-87. Report of county superintendents. — Under penalty of a fine from twenty to fifty dollars, county superintendents are required to report for payment, at the legal periods, schools duly taught. Buying of teachers' claims , etc., 'prohibited. — No county superintendent shall he allowed to buy for himself or another any teacher’s claim, directly or indirectly, or to act as agent for the sale of any books, under the penalty of removal from office by the superintendent of public instruction. Certificates. — No certificate, except first class and second class, shall be issued to the same person more than twice. Recommendation of normal instructors. — The superintendent of public instruction may recommend able and experienced normal instructors to conduct the county teachers’ in¬ stitutes. Taxes. — No tax shall be levied upon the property or poll, or any services required of any white person for the benefit of a school for colored children, and no tax shall be levied upon the property or poll, or any services required of any colored person for the benefit of a school for white children. For other information concerning education in Kentucky consult the Index. LOUISIANA. For statistical and other information concerning education in Louisiana contained in this Report consult the Index. MAINE. [From Report for 1886-87 of State Superintendent N. A. Luce.] There was a slight decrease in the number of schools, but the number of pupils was larger than in the previous year; the school term was longer, being on an average twenty-two weeks and two days — an increase of one week and three days — and there was a larger proportion of experienced teachers and of those who had enjoyed the regu¬ lar and systematic training of the Normal School. It is a legitimate inference, there¬ fore, that more thorough, effective, and successful work was accomplished, and that greater progress was made by the pupils. SCHOOL DISTRICT SYSTEM. There was an increase of nine in the number of towns having the town system of managing the schools, causing a reduction of 89 in the number of school districts and of 26 in the number of parts of districts. This was a decided improvement, if we are to judge by the language of Superintendent Luce : “ Not till we are rid of that iniquitous product of educational folly and democracy run mad — the school district system — can all of our schools be brought up to full efficiency in the annual amount of schooling which they should offer to every child in the State.” TEMPERANCE INSTRUCTION. The law enacted by the Legislature in 1885 requires that “all pupils in all schools supported by public money or under State control ” shall be instructed in “ physiology and hygiene, with special reference to the effects of alcoholic drinks, stimulants, and narcotics upon the human system ; ” and that no certificate shall be grauted to any per¬ son who has not “ passed a satisfactory examination in physiology and hygiene, with special reference to the effects of alcoholic drinks, stimulants, and narcotics upon the human system.” This law has been in force two years. There were some serious difficulties encountered in its introduction. There were a great many young pupils who could not read and could understand only the simplest statements. Such instruc¬ tion could only be given them directly by the teacher — by word of mouth. This was a method of teaching with which many of the teachers were utterly unacquainted. A second difficulty was that, although text-books on physiology and hygiene were used in many schools, few of them directed special attention to the effects of alcoholic drinks, stimulants, and narcotics upon the human system. Consequently, new text¬ books had to be introduced. As was to be expected, many parents were opposed to such instruction for different reasons, and the more so when asked to supply their children with books on the subject, which they frequently refused to do. Notwithstanding these difficulties, however, the law was very generally complied with, so that such instruction was given to nearly all the pupils — probably to between 80 and 90 per cent, of them. ABSTRACTS OF SCHOOL REPORTS - MARYLAND. 141 Superintendent Luce claims that as the end of such instruction is to give the child such a knowledge of the evil effects of stimulants and narcotics upon the human system as to forever deter him from intemperate habits, any other means which will assist in this purpose should be adopted. Hence, the child should also be instructed as to the moral, social, and linancial evils resulting from habits of intemperance. . He should be taught how large a part of the crimes, poverty, and disease results from intemperance. COMPULSOEY ATTENDANCE. & The first law for compulsory school attendance was enacted in 1875, but it was found impossible to enforce it. Another was enacted by the Legislature in 1887, requiring all children between 8 and 15 years of age to attend school for at least 16 weeks in each year ; but, as it has been in effect only a few months, it can not be stated definitely as yet what will be its effect. It is very probable that it will secure a much larger school attendance, especially if the law is rigidly enforced for the first year or two, after which it can be easily enforced. COUESES OF STUDY FOE UNGEADED SCHOOLS. Superintendent Luce recommends the establishment of regular courses of study for ungraded schools and that when pupils have completed this course they be graduated, just as in graded schools. It would afford a strong incentive to diligent and accurate study on the part of pupils, and furnish them with a definite and well-marked standard or degree of education to which all pupils would aspire and which their parents would desire them to reach before finally quitting school. EECOMMENDATION3. Superintendent Luce recommends — (1) That school committees and supervisors earnestly endeavor to increase school at¬ tendance, especially by a rigid enforcement of the new compulsory law. (2) That they endeavor to secure teachers of high attainments and skill, and to retain teachers who have given satisfaction. (3) That they introduce regular courses of study in ungraded schools. (4) That they endeavor to abolish the district system, to secure the adoption of the free text-book plan, and the establishment of free high schools. (5) That they encourage educational meetings. (6) That they encourage young teachers of promise to attend a normal school. (7) That they endeavor in every way to elevate the public school system. MAH Y Ij AND . [From Report of Slate Board of Education for 1886-87, Hon. M. A. Newell, Secretary.'] The number of pupils enrolled in the county schools, 1888-87, was 121,177, as against 123,423 two years previously. Considering the natural increase of population, the fall¬ ing off of more than 2,000 pupils in two years is a matter calculated to excite inquiry. It is true that this decrease is to a certain extent compensated by the fact that the aver¬ age daily attendance has increased 2,821 during the same period. Extending the comparison over a greater interval of time, the changes in the public school system can be more clearly discerned. In 1867 the average duration of the school was 9 months. In 1887 it months. In 1867 13 counties kept schools open 10 months in the year; in 1887 only 10 counties had schools open for a similar period. This apparent retrogression may be explained by the fact that in 1867 the white schools received $359,226 from the State (being $298, 550 from the State school tax and $62, 676 from the free school fund), and in 1887 they received only $309,846 from the State (being $267,522 from the State school tax and $42,324 from the free school fund). This loss of $50,000 could have been easily met if the conditions had remained permanent. But with the gradual dimi¬ nution of income from the State there came agradual increase of necessary expenses, owing to the natural increase of population and the growing popularity of the public schools. The number of white children enrolled in the county schools in 1867 was 71,060; in 1887 it was 95, 331. In 1867 the average annual salary of a white teacher was $316. In 1887 it was not quite $300. In order to make a just comparison it has been neces¬ sary to limit the inquiry to white schools, because the colored schools had no aid from the State till the year 1872. In truth, the embarrassments of the white schools sprang indirectly from the establishment of the colored schools. In 1872 the G eneral Assembly appropriated the entire proceeds of the Stale school tax ($525,000, more or less) to the support of the white schools, and $50,000 additional to the colored schools. In 1874 the General Assembly appropriated “ whatever sum may be paid into the treasury on account of the levy of the public school tax ” to the white schools, and to the colored schools $100,000. There was no interference with the law 142 EDUCATION REPOET, 1886-87. and tlie custom of devoting the whole income of the Stale school tax to the white schools until the year 1878, when the General Assembly passed an Act requiring the amount set apart for colored schools, the appropriation to the State normal school, and the ex¬ penses of the State board of ed ucation, amounting in all to $111, 500, to be paid out of the annual proceeds of the State school tax. The counties, with some exceptions, have done their best to make up the deficiency from this diversion of the State school tax, the county school tax having risen from |335,371 in 1873 to $457, §p2 in 1887. But there are indications that the limit, whether of ability or of inclination we need not inquire, has been nearly reached. The school year is growing shorter; the teacher’s salary is growing smaller, and the necessary result will be a corresponding deterioration of the public schools. All that is needed is to go back to the condition of things in 1877, devote the whole proceeds of the State school tax to the white schools, and give from the general treasury the same proportion per capita for the support of colored schools. The $100,000 now given by law to the colored schools is very nearly the proportion of the State school tax and the free school fund to which they would be entitled by a per capita distribution. RECOMMENDATIONS FOR NEW LEGISLATION. The following suggestions for the improvement of the schools and the advancement of education are made to the Legislature by Superintendent Newell: 1st. Necessary text-books for use in the school room should be supplied without charge. 2d. The State school tax should be 12 cents on the $100, and the minimum county tax should be less. 3d. The State tax should be distributed to the several counties in proportion to the average enrolment of the pupils, white and colored, no pupil to be counted who has not made an attendance of at least GO days (or 120 half days) in the year. 4th. The few remaining county academies should be made a part of the public school system. 5th. There should be but one school district trustee, in place of three under the pres¬ ent law. 6th. Every principal of a public school should be required to make a report at least twice a month, by postal card to the examiner, of the condition of his school as regards attendance, etc. 7th. Legal provision should be made for ascertaining accurately once in every two years, in the city of Baltimore and the several counties, the number of children of school¬ going age (say over six years and under sixteen), the number attending public schools, and the number attending private and denominational schools. TEMPERANCE INSTRUCTION. The General Assembly of Maryland at its last session enacted a law ‘‘to provide for teaching the study of physiology and hygiehe, with special instructions as to the nature and effect of alcoholic drinks, stimulants, and narcotics upon the human system, in the public schools of the State and educational institutions receiving aid from the State,” and inquiries have been made as to whether the law has been complied with. Early in the school year 1886-87 the State board of education revised the uniform course of in- struction for use in the several county schools, and inserted physiology among the studies of the filth and sixth grades of the district schools, and the seventh and eighth grades of the high schools. The result has been that while the number of pupils in the county schools studying physiology was reported in 1885 as 110, it rose in 1887 to 10,200. At the last annual meeting of the Association of Public School Commissioners this subject was discussed earnestly and intelligently. It was admitted that the full number of pupils contemplated in the law had not yet been reached, but an obstacle was mentioned which had not occurred to those who framed the law. In the majority of counties pa¬ rents buy the books which their children need. They have thus an effective veto upon the teacher’s wish to form classes in any study. In point of fact many parents refused to purchase the necessary text-books of physiology; but the teachers in these cases made such compensation as was possible by reading to the school from the text-book and giv¬ ing the needed explanations and questions. It is hoped that the next annual report will show a decided increase in the number of pupils studying physiology ; but the friends of temperance must bear in mind that more is needed than scientific instruction; the con¬ science must be enlighted and the will strengthened, and for these purposes other forces than legislative enactments must be brought into action. Let us hope that the begin¬ ning now made may be like the path of the just, ‘ ‘ a shining light that shineth more and more unto the perfect day.” For additional information concerning education in Maryland consult the Index, ABSTRACTS OF SCHOOL REPORTS - MASSACHUSETTS. 143 MASSACHUSETTS. [From Report for 1838-87 of Hon. John W. Dickinson , Secretary of State Board of Education.] There has been a gratifyingly large increase (990) in the number of pupils over 15 years of age. On the other hand, the number of very young pupils continues to dimin¬ ish, 58 less being returned as under 5 years of age. The returns also show a decrease in the number of pu pils intrusted to each teacher. This is a change in the right direction. The law now authorizes 50. This is an excessive number for one teacher to control and teach, but the agents of the board find many primary schools containing a larger num¬ ber, sometimes as many as 70 or 80 little ones being crowded into a single room and in the care of a single teacher. . Such schools can not be good schools. It is gratifying to know that the school authorities are convinced of this fact, and by multiplying the schools are making the conditions for work more favorable. While the whole number of teachers employed has increased the number of men re¬ ported as teaching has slightly diminished. The average monthly wages of the men has increased $5.62. "'These facts taken together seem to show that the decrease has been in the number of cheap male teachers. Last year several men were found keeping school for $22 a month. The more rapidly the number, of such is diminished the better will be the schools. The high schools continue to prosper. The number of these schools is 229, an increase of 5; the number of teachers 701, an increase of 24; the number of students 22,406, an increase of 1,036. Of these 229 schools 42 are kept by towns which are not required by law to keep them. The rharked growth of this grade of schools is doubtless due in a large measure to the continued influence of the free text-book law. The sum expended for, sundries, including text-books and supplies, has decreased $63,513.15. This was to be expected, as the first cost of supplying the schools under the new law was necessarily larger than the average would prove to be. The towns are now approaching the aver¬ age expenditure for this purpose. This is undoubtedly much smaller than the expendi¬ ture under the old system. The returns of private schools are defective. The whole number of pupils in such schools during the past year is reported to be 28,941. From official sources it is known that there were 30,000 pupils in schools maintained by the Catholic Church alone. A -detailed course of study for ungraded schools has been prepared, which is designed to aid the school boards of towns in preparing courses for their own schools. ILLITERACY. The State decennial census, taken in 1885, has disclosed the gratifying fact that illit¬ eracy has not increased at so great a rate as the population during the last decade, and consequently is not so prevalent as it was ten years ago. This is true both for the na¬ tive and foreign born population. In 1885 there were 122,263 illiterates, forming 7.73' per cent, of the population. Of these 122,263 illiterates of all degrees, 6.79 per cent, were born in Massachusetts, 4.53 per cent, in other States, while 88.63 per cent, were foreign born. The native born illiterates were, in 1875 and 1885, 1.33 and 1.29 per cent, of the total population, respectively, while the foreign bom were 23.12 and 21.59 per cent, for the same periods. The above figures include illiterates of all ages, many of whom have come into the State after reaching maturity, and are therefore beyond the reach of elementary instruc¬ tion. If only the minors from 10 to 20 are taken into consideration they will be found to be only 9.92 per cent, of the total number illiterates, as against 11.09 in 1875. For other information concerning education in Massachusetts consult the Index. MICHIGAN. ' NEW LEGISLATION— SESSION OF 1887. Temperance instruction. — The law relating to instruction in physiology and hygiene was amended as follows: (1) Such instruction must be given by text-books in the case of pupils who are able to read and as thoroughly as in other studies pursued in the same school; the text-books to be used for such instruction shall give at least one-fourth of tlieir space to alcoholic drinks and narcotics, and at least 20 pages in the highest grade. (2) Text-books used must be approved by the State board of education, the approval of the board of health no longer being necessary. (3) Each teacher of a public school must certify whether or not such instruction has been given in the school presided over by him or her. (4) School boards are subject to fine or forfeiture for neglecting to carry 144 EDUCATION REPORT, 1886-87. out the provisions of this act. (5) This act applies to all schools in the State, whether incorporated under special charter or general laws. Reports of township inspectors. — Reports of township inspectors are hereafter to he made to the county board of school examiners, instead of to the county clerk. School libraries. — The provision authorizing the voters of a township at their annual meeting to apply any part of the township tax to the purchase of books for a school library, has been stricken out. Examination of teachers. — (1) The board of school examiners of a county is to consist of two members elected by the chairmen of the township boards of inspectors, and of a secretary, who is to be ex-officio a member, elected by these two, actipg with the county judge of probate. (2) The secretary is to hold two regular, and not more than six special, examinations annually; first and second grade certificates shall be granted only at the regular examinations. (3) In addition to the requirements heretefore in force, candi¬ dates for teachers must have attained the age of sixteen years. (4) Certificates of the first grade are made valid throughout the State; no special certificate shall be granted to a person who at any previous examination has failed to secure a regular certificate; holders of special certificates who have failed to present themselves for examination shall not have their certificates renewed. Supervision of schools. — The secretary of the county board of school examiners, in ad¬ dition to the duties heretofore prescribed, shall (1) visit, or cause his assistants to visit, each school in the county at least once a year; (2) counsel with teachers and school boards as to the courses of study and discipline; (3) make suggestions with regard to school buildings and grounds, heating, ventilation, etc. ; (4) promote the improvement of schools, and the elevation of the characters and qualifications of teachers and officers; and (5) receive the reports of the township inspectors. Duties (2), (3), and (4) for¬ merly devolved upon the chairman of the township inspectors; and (5) upon the county clerk. The provision authorizing county boards of examiners to hold special meetings to suspend or revoke the certificates of teachers is withdrawn. The compensation of the secretary of the county board of examiners shall not exceed $300 in counties having 30 districts or less, or $10 a district in counties having over 30 districts, in no case to exceed $1,500 per annum; he shall not receive any compensation until his reports, required by law, have been made and filed. Crime and truancy. — Any girl from ten to seventeen years, a boy from ten to sixteen, who shall wilfully absent himself or herself from school or legitimate employment, or frequent a place where intoxicating liquors are kept for sale, or lounge upon the streets against the command of parents, or attend a dance, skating rink or show without the consent of parents, shall be deemed a truant and disorderly person. Any such minor, upon conviction, may be sentenced to a reformatory institution, provid -d the circuit judge or probate judge of the county has first approved the sentence. {From Report for 1885-86, Theodore Nelson, State superintendent .] TOWNSHIP SCHOOL DISTRICTS. “ During my brief connection with this department I have become convinced that there exist two radical defects in our present school system, i. e., imperfect supervision and too many school districts. These defects have been noted and discussed at length by several of my predecessors, and I am simply falling into line with their views in urg¬ ing the necessity of some change in these particulars. The argument in favor of consoli¬ dating the common school districts in each township is exhaustively presented by lion. H. R. Gass, in the annual report of this department for 1883, and I shall only attempt to emphasize some of the facts presented in support of his advocacy of the proposed change. “ The inequality of the cost per capita for instruction incident to the present system is shown in the reports of the township inspectors on file in this office. The following cases are taken at random from the difierent counties in the State, and are not excep¬ tional. ’ 5 Superintendent Nelson then instances a number of cases to show this inequality in the cost per capita for instruction, in some districts it being six times as much as in others in the same county. He then goes on to say: “Instances of a similar character could be cited from nearly every county m the State. Assuming that the districts reporting the least enrolment are the more sparsely settled and the less able to bear the burden of taxation necessary to support the schools, and adding to the cost of instruction the current expenses of the school, cost of buildings, etc. , the inequality is most marked. “While the inequality would not be entirely done away with in each instance by placing all the schools of the township under one management, the evil would be les¬ sened very materially, and the school taxes would be equitably distributed over all the ABSTRACTS OF SCHOOL REPORTS— MINNESOTA. 145 territory comprised in the township. Nor is this all. The wages of all the teachers in the township would be more equally adjusted, resulting in supplying the same grade of instructors to all sections of the township. “ The adoption of the township district would naturally result in a uniform series of text-books for all the schools of the township. The advantages that would accrue from greater uniformity are self-evident, the only question being to what extent is uniformity desirable? Should it be confined to the district, the township, the county, or should it include the entire State? While I am not favorable to State uniformity and am some¬ what in doubt as to the advisability of a county uniformity even, I am satisfied that a uniform series of text-books for all the schools of a township would be of great benefit oo the district schools, and would simplify the adoption of county uniformity should it be deemed advisable.” STATUS OF TEMPERANCE INSTRUCTION. “ What is the exact status of temperance teaching in our public schools? The ques¬ tion is raised because it has been a matter of some inquiry, as well as controversy. “ While the duty to provide for special instruction in physiology is made mandatory upon all district boards, there is no special penalty provided for failure to comply with the law. With a view to ascertain to what extent the law was complied with, special efforts were made during the past year to secure reliable information upon this point. The returns from the graded schools are quite complete, but the reports from the district schools are not as satisfactory. The blanks furnished the school directors of the State by this department included the following query: * Is physiology and hygiene taught in your school as provided in section 15, chapter 3, General School Laws of 1885 ? ’ Of the 6,897 districts in the State 2, 313 answered ‘Yes,’ 1,789 answered ‘No,’ and 2,795 made no report. Among the latter are undoubtedly a number of districts in which the sub¬ ject is taught, but it is, of course, impossible to form any reliable estimate of the num¬ ber. The fact that more than 1,700 districts report that the subject is not taught indi¬ cate a very general disposition on the part of district officers to either ignore the provis- ionss of law, or to deliberately disregard them. The fact that they reply to the query at all is evidence that they are not ignorant of their duties in this regard. To secure a gen¬ eral compliance with this requirement it is evident that a specific penalty should be im¬ posed for non-compliance. “ The reports from the graded schools are much more complete and satisfactory. The blanks for special reports of graded schools included this question: ‘In what grades is physiology and hygiene taught with special reference to the effects of alcohol, etc.?’ Reports were received from 248 schools, of which all but 25 included replies to the above question. Seventy-eight report the subject taught in all the grades; 39 report it taught in the grammar and high school grades; 7 in the primary and grammar grades; 2 in the primary and high school departments; 12 in the grammar grade only; 82 in the high school only; 1 in the primary grade only, and 1 reported the subject not taught. “These statistics show that the subject is taught in over 33 per cent, of all the schools of the State. While this showing is far from meeting the expectations of the friends of the law, some encouragement can be derived from the fact that the report for the school year ending September 3, 1883, the year before the statute above quoted went into effect, showed that only 653 districts out of 6,336 included physiology in their course of study. In four years this law has resulted in increasing the number of schools affording instruc¬ tion in this important branch of study from 10 per cent, to 33 per cent.” For other information concerning education in Michigan consult the Index. MINNESOTA. NEW LEGISLATION. Investment of State school funds. — A constitutional provision, adopted November 2, 1886, provides that the permanent school funds of the State may be loaned upon inter¬ est at the rate of 5 per cent, per annum to the several counties or school districts of the State, to be used in the erection of county or school buildings. No such loan shall be for an amount exceeding 3 per cent, of the last preceding assessed valuation of the real estate of the county or school district receiving the same. The State auditor shall an¬ nually certify to the county auditors the taxes necessary to be levied to meet the ac¬ cruing interest and principal of such loans, adding 50 per cent, thereto; any excess col¬ lected shall be credited to the general funds of the respective counties or school districts. School month; legal holidays. — In every contract between any teacher and board of trustees, or board of education, a school month shall be construed and taken to be 20 days dr 4 weeks of 5 school days each. And no teacher shall be required to teach 10 ED 146 EDUCATION EEPOET, 1886-87. school on Christmas Day, the First day of January, the Fourth of July, Memorial Day, or the day appointed by the President of the United States or the Governor of the State as a day of thanksgiving. And no deduction from the teacher’s time or wages shall be made by reason of the fact that a school day happens to be one of the days referred to in this section. And any contract made in violation of this section shall Have no force or effect as against the teacher. Attendance. — In reckoning attendance all scholars enrolled shall be credited upon the days named in the preceding paragraph whenever they occur within the school term, the same as if school had been held and all had been present. Office of State superintendent. — The superintendent of public instruction is allowed $1,600 per annum for clerical assistance. Teachers' institutes. — The sum of $1,000, in addition to the sum now allowed by law, $6,000, is to be annually appropriated for defraying the current expenses of State teachers’ institutes, and for institutes of instruction in normal methods in the elementary depart¬ ments of graded schools. Minimum school age. — Children under 6 years of age may be excluded from the public school of a district by a vote of the board of trustees. Apportionment of funds. — The State school funds shall be apportioned semi-annually in proportion to the number of scholars between the ages of 5 and 21 years, who have been enrolled and have been in attendance 40 days in, the public schools, that have had at least 5 months of term within the year by a qualified teacher. Length of school.— The minimum length of school of independent school districts has been lengthened from 12 to 20 weeks. High schools. — The annual appropriation for State high schools is increased from $23,000 to $25,000. Normal schools. — The annual appropriations for the State normal schools at Mankato and Saint Cloud are increased from $15,000 to $16,000, and a standing appropriation of $5,000 made for that at Moorhead. Temperance instruction. — It is made the duty of boards of education and trustees to provide for, and of teachers to give, systematic and regular instruction in physiology and hygiene, including special reference to the effects of stimulants and narcotics upon the human system. Any neglect of a teacher to give sucli instruction shall be consid¬ ered sufficient cause for annulling his or her certificate. Teachers’ certificates will, after January 1, 1888, be granted only to such persons as have passed a satisfactory ex¬ amination in the above branches. Provision is made for withholding a part of its ap¬ portionment of the State school fund from any district where no arrangement has been made for such instruction. The superintendent of public instruction and the presidents of the normal schools are directed to recommend some suitable text-boob. School library list. — The superintendent of public instruction and the presidents of the normal schools of this State are directed to prepare a list of books, to be amended from time to time, suitable for school libraries, to include books of reference, history, biography, literature, political economy, agriculture, travel, and natural science; they shall advertise in at least two leading papers for the lowest rates at which sellers will fill orders of school districts for books selected from this list, and make contracts accordingly with the lowest responsible bidder for a period not to exceed two years. Districts which have purchased books under these contracts are entitled, under certain limitations, to receive from the State one-half the sum so expended. An amount not exceeding $10,000 is annually appropriated by the State for this purpose. For other information concerning education in Minnesota consult the Index. MISSISSIPPI. [From Report of State Superintendent J. R. Preston , 1883 and 1886-87.] DEFECTS HERETOFORE EXISTING IN THE SCHOOL SYSTEM. The school system of Mississippi during the past fifteen years has been undergoing the phases of development incident to every enterprise requiring complicated machineiy and involving important and often antagonistic interests. Peculiar difficulties were encountered at the outset, chief among which were those arising from the dual character of the population, the larger portion of which were wholly illiterate and in the main non-tax-payers. It was not to be expected that a sys¬ tem of such magnitude could be perfected in fifteen years, or that laws could be enacted to operate unerringly in the solution of such a complex problem; hence, efforts to estab¬ lish a system of free schools have been chiefly tentative and experimental, and they must so continue for many years to come. ABSTRACTS OF SCHOOL REPORTS— MISSISSIPPI. 147 ' From the stand-point of its development up te 1888 it was patent to all who had given the subject even casual consideration that the schools were not educating the children, and experiments showed conclusively that a revision of the law was needed to remove the causes of failure. These defects had been pointed out from time to time by previ- ous superintendents, and maybe stated as follows: (1) A want of qualified teachers; (2) too many schools; (3) no supervision and inspection of the teaching force; (4) a waste of the school fund by dividing the term into sessions of two months each. Lack of qualified teachers. — When free schools were established the vital question was, how to get teachers of any kind. There were few qualified teachers among the whites, and to import aliens was a policy at once repugnant and injudicious. A supply of qualified teachers has been the prime need from the beginning, and the lack of them is the one great evil which has obstructed progress. A license to teach was within the reach of any tyro who could call to his assistance enough personal influence to induce a kind-hearted superintendent to waive an examination on the ground that the applicant needed the place and was represented as suited to the community where he proposed to teach. In some counties, it is true, where superintendents were bold enough to brave unpopularity and were animated by a determination to force poor teachers from the field, there were examinations, and in these counties the schools advanced constantly in efficient work; but the examinations were highly unpopular, as they always will be if left to the judgment of those who are not qualified to pass them. Want of money to sustain the schools has done far less injury to the cause of edu¬ cation than this neglect to establish and enforce a uniform test of scholarship— a test which would insure competency by stimulating teachers to improve in knowledge year by year. The want of competent teachers has made the system weakest where it should be strongest. Too many schools. — The location of schools under laws prior to 1886 was placed in the hands of supervisors. The law required the schools to be 3 miles apart, but with an exception providing for the pay of teachers in small schools which had located on account of impassable obstructions. The distance apart was generally disregarded, and the exception came to be the rule. By this means schools were located at the instance of every neighborhood faction. The education of the children was overlooked in the zeal to get a school located for a particular teacher, who resided in the neighborhood and needed a support. Indigence was the leading argument in favor of such applicants. Counties were thus overburdened with little schools, where emulation among pupils was impossible, and where the pay was too small to employ proficient teachers. This was a process of continual disintegration and too' many schools was the result. The school fund was not equal to the demands made upon it, and local relief bills were passed to levy additional tax to make up the deficit. Want of supervision. — -When the people of the State wrested the government from the sway of aliens, the office of county superintendent had been debased in many instances by maladministration, and was virtually abolished, being changed into a mere clerk¬ ship and the salary reduced to a sum which was a meagre compensation even for that. The State was yearly spending three-quarters of a million of dollars, with no agents to see how it was spent, or whether the children were receiving an education, Waste of the school fund by dividing the session. — It had become a practice in many por¬ tions of the State to divide the term into two sessions. This had its origin in the claim that in an agricultural country the children could not be spared from work for four suc¬ cessive months. The claim when made means simply this: That the people must make slaves of their children; that they must rob them of the opportunity to become intelli¬ gent citizens; that parents must have the labor, and neglect the education of their own offspring. The people have not realized the significance of this evil, which, while it may give more labor, at the same time inevitably deprives of all education. The child who has toiled for his parent during eight months of the year can not be denied the right of securing during the other four months all the advantages which the State has provided for his education. • . LEGISLATION OE 1886. The Legislature of 1886 sought to correct these evils by a revision of the school law, as follows: (1) Examination and pay of teachers. — They provided for uniform examinations to test the scholarship of applicants to teach, and to classify those applicants so that they could be paid according to their qualifications, county superintendents being required to fix the salary of each teacher, with due regard not only to his scholarship, but also to his executive ability and the scholastic population of the district in which he was to tgach. They established monthly institutes to improve the qualifications of teachers by dissemi¬ nating among all the experience of the best. 148 EDUCATION REPORT, 1886-87. (2) New system, of districts. — They provided a system of districts to limit the number of schools and to make each school large enough to justify the employment of a competent teacher. (3) Supervision of teachers. — They required the superintendent to inspect the work of the teachers and to see that it was properly done, and also to organize and manage the institutes for the advancement of teachers in the best methods of instruction and discipline. (4) Continuous school sessions. — They required continuous sessions, so that the school fund might not be frittered away in worse than useless schools of only two months’ duration, and provided that all schools of a term should be in session at the same time, so that the work of supervision and institutes might be systematic and effective. (5) Pay of teachers. — The salary system based on the per diem average attendance had been a fruitful source of unjust discriminations and of many frauds. It was abolished and the pay for teachers of the different grades was fixed between a maximum and a minimum limit. That these heroic remedies have created commotion and aroused opposition, says Superintendent Preston, is not to be wondered at when we take into consideration the number of barnacles that had to be shaken off when the work of repair and renovation was begun.1 EXPENDITURE MADE COMPARED WITH RESULTS ACHIEVED. That the State of Mississippi, in the last decade and a half, has spent on free schools nearly $15,000,000 — a sum almost equal to one-eighth of the entire assessable property — is a fact not calculated to inspire enthusiastic confidence in popular education, when it is viewed in contrast with the meagre advance made in educating those who have en¬ tered life and taken the obligation of citizenship since the State assumed control of the schools. The money has been spent, and it must be conceded by any fair-minded man that it has been largely squandered, producing inadequate results, doled out month by month to indigent and incompetent school-keepers, who were placed in charge ot' most sacred interests of the Commonwealth, in many instances without even the semblance of a test as to their capacity and fitness for the vital trusts confided to their care. The most earnest advocate of popular education must stand appalled as he compares these vast expenditures with the scanty results; and the time is at hand when this com¬ parison must be instituted. NEED OF TRAINED TEACHERS. Superintendent Preston utters it as his most positive conviction that the greatest need of the system to-day is a corps of trained teachers. The State has squandered enough money in the last decade on worthless incompetents to train twice the number needed to do the whole work. Many of the leading, progressive teachers, it is true, are equal in ability, enterprise, originality, and power to those of any State. But they alone can not carry the dead weight of the laggards, or relieve the teaching force of the truthful¬ ness of the strictures that have been made upon it. ECONOMIC ADVANTAGES OF THE NEW SYSTEM. The average term was 78 days in 1885 and 84 days in 1887. This shows an increase in time of nearly 8 per cent. If the schools had continued as long in 1885 as in 1887, they would have cost $905,451, nearly $64,000 more than they cost in 1887. An in¬ crease of 6 days at the same cost, or a gain of $65,000 for the same time, is the true economic advantage of conducting our schools under the law of 1886. Taking into con¬ sideration that these results were produced in the first year’s trial of the law, it is but reasonable to expect that, when teachers are more carefully graded and their salaries scaled according to the provisions of the law, the school term can be still further length¬ ened and the total cost reduced. The total receipts reported for the scholastic year 1888-87 are $972,806.94, about $100,000 more than in 1885. The reported expenditures are $143,000 less than the re¬ ceipts. A portion of this surplus has been consumed in taking up warrants previously issued and carried over, and in building school-houses in cities, bift in the main it will be brought forward and will place the schools on a cash basis in most counties. At pres¬ ent about forty-five counties are practically on a cash basis. In the other counties from one-fourth to three-fourths of the warrants are discounted. With an economical admin¬ istration of our finances for the scholastic year 1887-88 the next year can be begun on a cash basis in nearly every county in the State. This will put an end to speculation in 1 Superintendent Preston writes, under date of March 13, 1888, at the close of the last session of the Legislature, as follows : “The reform measures embodied in the law of 1886 stood the test, and the law was not changed materially, although there was considerable effort made to do so. We are now on a basis which will remain, and though the law is ahead of public sentiment, I am satisfied that it will draw the public up to its plane.” ABSTRACTS OF SCHOOL REPORTS — MISSOURI. 149 school warrants, an evil which has annually deprived teachers of thousands of dollars and proportionally decreased the aggregate, value of their services. For other information relating to Mississippi consult the Index. MISSOURI. [From Report for 18S6-S7 of State Superintendent W. E. Coleman.'] NEW LEGISLATION. The last General Assembly, while making no radical changes in the school law, passed some valuable amendments, among which are the following: Formation of districts. — The section relating to the formation of new districts and to the change of boundary lines, was greatly improved by simplifying the language and rendering the law more definite in its requirements. Change of date of school census. — As the apportionment of State sqhool moneys is made in July, the time for making the enumeration was changed from June to the first fifteen days in May, so that the county clerks can make their annual reports before the State moneys are apportioned ; this enables the State and county apportionment to be made upon the enumeration in May of the same year. Colored schools. — The three sections relating to colored schools were repealed and two new sections enacted, which outline the duties of the school boards in unmistakable language. Whenever there are 15 colored children within any school district, they are entitled to the same school tacilities as are provided for the white children of the district; but when there are less than 15 in any district, they can attend any colored school in the county, and the board in the district from whence they come must pay for such attendance. Powers of town and city hoards. — The powers of town and city boards were enlarged, by giving them the authority to continue their schools for a term of not less than 7 nor more than 10 months in the year; by authorizing them to locate additional school sites after the first site has been located by the people; by authorizing them “as soon as the funds are provided ’ ’ to establish an adequate number of primary or school wards, and furnish the same; and by authorizing them to loan any surplus “sinking fund,” and apply the interest thereon to augment the said “sinking fund.” Normal school diplomas. — A diploma, granted by any one of our State normal schools, upon completion of the full course therein, is made authority for the holder thereof to teach in the public schools of the State without further examination by any authorized examiner, until said authority is revoked by the county commissioner, State superinten¬ dent, or the board that issued such diploma, for causes therein set forth. RECOMMENDATIONS. Among the changes in the school law recommended by Superintendent Coleman in the present report are the following: (1) The establishment of efficient county supervision. This matter was entirely ignored by the General Assembly at its last session. (2) Making the minimum school term 6 months. C3) The enactment of a law enforcing the provision of the State constitution forbid¬ ding the appropriation of public funds for any sectarian purpose or in aid of any sectarian institution. This law is being violated daily in many of the public schools of the State, and it re¬ sults in prejudice and open opposition to the public schools in those communities where it is practised. (4) The law should specify definitely in what language instruction in the primary schools must be given; two languages cannot be taught,; in these schools, at the same time, without great detriment to the teaching of English! ARBOR DAY. The 15th day of last April was observed by hundreds of school districts as Arbor Day, and thousands of trees and shrubs were planted in the school yards. It has been such a dry season that many of the trees did not live; besides, it was apparent that the date fixed was too late, therefore this date will be observed hereafter on Friday following the annual school meeting, which will be the first Friday after the first Tuesday in April; instructions are given to this effect in the school law; and April 6, 1888, will be observed as “Arbor Day. ” For other information in this Report concerning education in Missouri consult the Index. 150 ' EDUCATION REPORT, 1886-81 ■MONTANA. Governor Leslie, in his report to the Secretary of the Interior for 1887, makes the following remarks upon education and school lands in Montana: “ Montana is justly proud of her public and private schools. Liberal provision is made by direct taxation for the support of public schools, and good buildings have been erected for these people’s colleges in all the populated portions of the Territory. Onr cities and towns have sub¬ stantial, commodious, and even elegant school buildings, and the most approved sys¬ tems of graded schools, kept up for the larger part of the year. In fact, these schools will compare favorably with the schools . in towns of equal size in any of the States. These public schools are supported by direct county and district taxes, and penal fines for violation of Territorial laws. “The county taxes can not be less than 3 mills nor more than 5 mills per dollar on the valuation of all taxable property. Districts may vote additional taxes for building, apparatus, and salaries of teachers. ‘ ‘ The amount of school money raised by direct taxation during the last year was $223,871, and from fines in various courts $(>,466, making for public schools, $230,337.” SCHOOL LANDS. “Montana has been the home of the white man only a fraction over a quarter of a century; her people have no school fund except as they draft upon their estates by the process of taxation. The General Government has heretofore donated to our people for school purposes lands which consist of the 16 and 36 sections of each township and 72 sec¬ tions for the support of a State university. But these lands are still held by thegiver, and Montana has no title to or control over them. They have been selected and designated, so that the school mark is upon them. It therefore appears to be appropriate for me to ask your attention to this most sacred trust, involving the intelligence and virtue of the future population of this promising Commonwealth. “I am advised, and believe the information to be true, that very much of these lands has been seized by certain persons, who have them fenced up and live upon them, and in this and other ways are appropriating and consuming their products, greatly to the injury and tending much to the destruction of this valuable school property, and I am assured that this species of taking for private uses of the wrong-doer has been going on for a number of years. “ Moreover it is a fact that already some portions of these school lands have been lost, in this, that a portion of them were found to have been appropriated before they were surveyed and designated for school or university purposes; and still another portion was taken as mineral lands. “ I ask for the people of Montana that such action be taken as will insure the imme¬ diate expulsion from these lands of every person who is engaged in their occupancy, cul¬ tivation, or selfish appropriation in any way, aud that ample provision be made for their oversight and protection against trespass and spoliation.” For other information concerning education in Montana consult the Index. NEBRASKA. Reference is made to the Index for the statistical and other information concerning education in Nebraska contained in this Report. NEVADA. State Superintendent W. C. Dovey writes as follows: “During the year there has been a revival of interest in educational matters, both among teachers and the public gen¬ erally. “The State teachers’ institute, held at Reno during Thanksgiving week, was the largest, most successful, and most profitable ever held in this State. Many teachers came from a distance of more than 200 miles to attend the meeting. A State teachers’ association was organized, which already embraces in its membership a majority of all the teachers in Nevada. From three to four meetings will be held each year in different parts of the State, besides State teachers’ institutes. One of the chief objects of the as¬ sociation is to arouse public interest in education, to the end that much needed legisla¬ tion may be secured thereby. “County supervision in Nevada is a failure, and must remain so as long as county superintendents receive an annual salary of from three to four hundred dollars only. My ABSTRACTS OF SCHOOL REPORTS — -NEW HAMPSHIRE. 151 predecessor, Hon. C. S. Young, made vigorous and persistent efforts to secure through the Legislature reform in county supervision, hut without avail, for the session of the Legislature which met in January, 1837, passed an act making district attorneys cx officio county superintendents, thus destroying the last vestige of county supervision. Let us hope, if we can, that this retrograde legislation may produce, by its excessive vicious¬ ness, a reformation so long deferred. ’ ’ For other information relating to education in Nevada contained in this Report con¬ sult the Index. . NEW HAMPSHIRE. [From Report for 18S6-87 of State Superintendent J. IF. Patterson,] EESULTS OF THE CHANGE TO THE TOWN SYSTEM. The present State report affords material for a study of the results of the compulsory change from the district to the town system, under the law of 1885. It is found that the number of school districts has been reduced from 1,89'0 to 275, and that the number of districts organized under special acts is only 46, which is six less than were reported the previous year. There has been a decrease of 494 schools numbering 12 scholars or less, — schools that were not needed, but were necessarily kept up at a wasteful expenditure of public funds under the old system. Included in this number there were a few schools numbering more than 12 scholars. From the same cause, the average length of the schools for the whole State the past year has been 22.39 weeks, while the previous year we had but 20.37 weeks. If we multiply this average increase of 2.02 by 2,276, the number of schools in the State, we shall have 4,598, which shows the total number of weeks of increase which the new law has given to the schools of the State. The length of the village schools has not materially varied from previous years, but the outlying schools have increased, in towns which have united their small schools, from one-third to double their former length. The number of enrolled scholars given in the report of 1886 is 64,219, while this year we have only 60,770. This apparent decrease has resulted from the opening of paro¬ chial schools, and from the more accurate returns of the school boards. The number of teachers employed in the public schools under the new law is 679 less than under the old. The average wages of male teachers per month the past year has been $41.03. The year previous it was $40.22. The average wages of female teachers the past year has been $24.46 per month, as against $23.56 the year before. There have been 154 towns in which teachers from normal schools have been employed the past year, and only 142 the year previous. The average attendance to each school of the State has increased from 16.16 in 1886 to 18.73 in 1887. These are some of the results of the new law. The new school law has run the gauntlet of misrepresentation and abuse for a year, and has come forth stronger in itself and in the number of its friends than when it entered upon its course. No law ever encountered, at the outset, bitterer or more groundless prejudices than this, and none ever disarmed opposition more quickly, and demonstrated its power to benefit the State. The town reports, with hardly - an' exception, — and many of them were prepared by boards hostile to the law when elected, — comment favorably upon the results of the new system. There has been a more equitable distribution of educational opportunities than formerly, and, as a rule, better teachers have been employed and more careful super¬ vision given to their work. FEEE TEST-BOOKS. By an act passed in 1883, any town or district may, at any lawful meeting, raise money, by taxation or otherwise, for supplying the scholars in the common schools with suita¬ ble text-books free of charge. A number of towns and cities in the State have adopted the law, and have been more than satisfied with the results. It has been found that School boards could purchase books for all the schools at less than two-thirds the cost to private parties; that the plan gave to boards an easy method of securing a uniform system of text-books; enabled them to reduce the number of classes to reasonable limits, and so enhance the educational value of a majority of the schools. Superintendent Patterson recommends that the free text-book law be made compul¬ sory instead of .permissive, that the schools may become more absolutely free to the poor, and more efficient and beneficial to all. The law is popular with teachers, parents, and scholars wherever it has been tested, and would seem to be the next step in the line of progress. With this system it will be easier to establish consecutive courses of study, now impossible by reason of a multitude of different books and classes, and the scholars will be ready for work on the first day of school. 152 EDUCATION REPORT, 1886-87. SANITARY SURVEY OF SCHOOL-HOUSES. A sanitary survey of the school-houses of New Hampshire was commenced by the State board of health about 2 years ago. A blank book containing 50 questions was prepared and sent directly to the teachers.. In addition to the questions, a sketch of the ground plan of the house was asked for, and a page divided into squares was appended in order that the teacher might be able to draw the plan readily to any given scale. The questions embraced all the important points connected with school-house sanita¬ tion. The size of the school-house, also the size of the different rooms, was obtained by actual measurement, and by a comparison of these in the report their accuracy was in a measure proved. Reports were received from 1,228 school-houses. A study of these reports proves conclusively that the school-houses of the State were constructed without any reference to the amount of air space which science and experi¬ ence have proved necessary for the welfare of the pupil. The average cubic air space per seat for all the schools reported upon is 173.8 feet, whereas 250 is the smallest tolerated by any standard authority, and then should be accompanied by suitable provisions for ventilation, a condition not fulfilled by the school-houses of New Hampshire. The aver¬ age cubic air space per seat does not reach 250 feet in a single county in the State, the nearest approach to it being in Hillsborough County, where it is 244 feet. The amount of lighting or window area necessary for a school-room has been variously estimated at from one-sixth to one- third of the floor space. In 1,068 school-rooms in New Hampshire, however, the lighting area is less than 16| per cent, of the floor area, and in 488 rooms it does not exceed 10 per cent., and in 26 rooms it is 5 per cent, and under. Moreover, the windows are badly placed. If it had been the direct object to destroy the eyesight of the pupils, better plans could not have been produced than evi¬ dently exist in regard to location of windows in these rooms. The arrangement in most of the rooms is abominable, and can not fail to have an exceedingly bad effect upon the eyesight of the scholars. In 402 rooms there are windows directly in front of the pupils, a condition which should be prohibited by the strictest law. In 271 rooms light is ad¬ mitted from all sides, and in 781 from three sides. It is universally conceded, continues Superintendent Patterson, by all experts in school hygiene that, whenever possible, light should be admitted from one side only, and in no case from more than two sides of the room. In the latter case it must be in such a manner as not to produce cross lights. Under the circumstances, then, it is no wonder that 600 near-sighted pupils are re¬ ported. The condition of the public school-houses with regard to water supply, privies, cel¬ lars, heating, and drainage is equally unsatisfactory; in short, it may be said without exaggeration that the revelations of these reports are well calculated to excite alarm in the minds of persons sensible of the importance of good sanitary surroundings for school children. Reference is made to the Index for other information concerning education in New Hampshire contained in this Report. NEW JERSEY. NEW LEGISLATION. Consolidation of school districts. — The State board of education, upon the application of a majority of the trustees of each of the school districts of a township, not exceed¬ ing 4 square miles in area, may consolidate such districts into one school district. In each consolidated township district there are to be elected six school trustees, or two from each ward if divided into wards. Such trustees are to be subject to all the pro¬ visions of the law relating to district trustees now in force. Loans to cities. — Any city may borrow money, not exceeding in the aggregate $30,000, for the purchase of land and buildings for schools, and give bonds therefor. Expenditures by cities. — Any city may raise by taxation and expend annually for cur¬ rent purposes a sum which, together with the State apportionment, shall be equal to $15 per capita of average number enrolled. Industrial education. — Whenever in any school district there shall have been raised, by special tax or by subscription, or by both, not less than $1,000 (instead of $3,000, as heretofore), for the establishment of a school or schools for industrial education, or for the purpose of adding industrial education to the course of study pursued in the public schools, there shall be appropriated by the State a like amount; also the State shall appropriate annually for the maintenance of such school or study a sum equal to that appropriated by the district, not exceeding $5,000 in any one year. ABSTRACTS OF SCHOOL REPORTS - NEW MEXICO. 153 Eight of women to vote. — Women shall have the right to vote at any school meeting in any school district where they may reside. School district bonds. — The bonds of the several school districts shall be a lien upon the real and personal estates of the inhabitants of said districts, as well as upon the property of the districts. District clerks shall report to the State superintendent each year the condition of the district indebtedness. For other information contained in this Report concerning education in New Jersey consult the Index. NEW MEXICO. [From Educational Report of Trinidad Alarid, Territorial Auditor, for 1886-37.] No complete statistics of education in New Mexico have been collected since the United States census of 1880. Those given in the educational report of the Territorial auditor for 1S86-87, a summary of which appears below, are not only very defective as regards the number of counties reporting, but bear internal evidence of unreliability. The school population (five to tweuty years) is less than that reported by the census of 1880, one county reporting a school population of only one-fourth of the enrolment. Sierra County reports an average daily attendance more than three times as large as the enrolment. Superintendent Parker, of that county, makes some very pertinent suggestions tend¬ ing to more complete and accurate reports by teachers and school officials. STATISTICAL SUMMARY. Number of counties repor ting(14 in Ter¬ ritory). Report of these coun¬ ties lor 1886-87. Whole Territory in 1880 (U. S. census). School population (5 to 20) . . . . . . All. 36,435 13, 136 11, 024 227 40, 415 4,755 3, 150 128 Enrolment . . . . . 9 Average daily attendance . 10 ( Males . . . 9 Teachers -< Females . . . 8 74 36 (Total . . . 12 414 164 Duration of schools, in days . . . . . 8 57 Salaries of teachers . . . . . ... . . 6 $33, 313 $37,018 $28, 002 $28, 973 Total expenditure..... .1 . . . . . 5 Value of school buildings . . 6 $68, 204 $13,500 GROWTH OP THE PUBLIC SCHOOL SYSTEM. The above figures, incomplete and unsatisfactory as they are, establish the fact that there has been within a few years a notable improvement in educational affairs in New Mexico. The enrolment in nine counties during the past year was nearly three times as great as that of the whole Territory in 1880, and a corresponding advance in other respects may be noted. Seven years ago there existed scarcely anything deserving the name of a public school system; only about 4 per cent, of the population were enrolled in the public schools against an average of over 20 per cent, for the United States. There are now probably about 12 per cent, enrolled, and a well-defined school law in operation which will serve as a stimulus to the further development of an organized and unified system. PRESENT CONDITION. In regard to the present condition of the schools Governor Ross says in his annual re¬ port: “ There has been a marked improvement in the educational affairs of the Terri¬ tory during the past year. There is a growing appreciation among the native people of the necessity and advantages of acquiring an education in the English language, and in the American methods of thought and of business and general affairs. “A compulsory school law was enacted by the last Legislative Assembly, which, though crude, is a step in the right direction, and its general effects will be good. The number of public schools has been largely increased throughout the Territory, and the attendance improved correspondingly, as has also the general morale of the system. The public 154 EDUCATION REPORT, 1886-87. school system is assuming a condition of coherency which has not characterized it here* tofore. The superintendents are generally intelligent, educated gentlemen, with good capacity for organization, and devoted to their work, and the good results of that work are manifest in the reasonably rapid improvement, often under adverse circumstances, which is observable. ■ : One of the most encouraging signs is the increased interest in education noted in the reports of the county superintendents. In San Miguel County “ the attendance is two times, and in many places three times as much as in previous years.” In Sierra County the superintendent visited a school, and “before the close of the afternoon session, not less than fifteen persons, parents, relatives, or friends of the pupils, visited the school. * * * 'With such sentiments prevailing among the people a proper enforcement of a good school law must produce great results for good in the near future.” COMPULSORY ATTENDANCE. The compulsory school law contains no requirement as to age, leaving all the “school population,” i. e., those from 5 to 20 years of age, to come within its scope. With re¬ gard to the character and effect of this law Superintendent De Baun, of Socorro County, writes: “The new compulsory (?) school law, although imperative, is having a good ef¬ fect in some districts where it is thoroughly understood, and at least has proven that a proper compulsory law would have the desired effect and cause a better attendance. In many of the native districts it has been customary for parents to keep their children away from school for frivolous reasons, such as doing small chores, etc., and the teachers and directors have heretofore been unable to put a stop to the abuse; but now a threat to resort to the so-called compulsory law has the desired effect quite frequently, and com¬ pels a better attendance. While it is true that many of these people are very poor and almost unable to live without the work of their children, especially of those who have reached an age when their labor is of some value, yet even the parents in many in¬ stances are beginning to appreciate the fact that in at least an ordinary education lies all hope for an improvement of their condition. It is possible that in the near future a compulsory law, not quite as crude as the last attempted legislation, will be passed, in which case the lawmakers might conclude that five years is too tender an age to com¬ pel children to regularly attend school. They will learn more at home, devoting even less than one hour a day to their simple studies; and when it is considered that some districts are miles in extent and but sparsely settled, such a law is not only cruel, but impossible of enforcement.” TEMPERANCE INSTRUCTION. Superintendent Parker also reports: “Only one pupil in the county has been in¬ structed in physiology during the year. Instruction in this subject and in the effects of alcohol and tobacco on the human system, I deem of the greatest importance, and in compliance with the recent act pf Congress on this subject I have determined to require of teachers a thorough knowledge of these branches. ’ ’ PRIVATE SCHOOLS. The public school system continues to be supplemented largely by private schools in which all the branches of a good English education are taught. The Catholic Church supports fifteen such schools in different parts of the Territory. According to Governor Ross the capacity of these schools radges from 40 to 300 pupils, and they are generally well patronized and successful. The value of private school property in Santa Fe County is $150,000 against $27,100 for public school buildings. SCHOOL LANDS. I “The usual provision for school lands,” says Governor Ross, “applies to this Terri¬ tory as to all, others. But they, being in no sense the property of the Territory or under its jurisdiction, no steps have been taken or can be taken for their utilization. Ordi¬ narily the Territory on admission into the Union would be entitled to 4,305,920 acres for school purposes, but this amount will of course be materially diminished by the appropriation of some millions of acres to the satisfaction of grants made by the Spanish and Mexican Governments prior to the acquisition of the country by the United States. There will still be left, however, over 3,000,000 acres to the school fund of the State — sufficient for the very handsome endowment of schools, even after discarding from the estimate the worthless and inaccessible hinds lying in mountain ranges, if the trust shall be honestly and properly administered.” For other information concerning education in New Mexico, consult the Index. 155 ABSTRACTS OR. SCHOOL REPORTS — NEW YORK. NE W YORK. [ From Report for 1836-88 of State Superintendent Andrew S. Draper.'] The total expenditure for common schools exceeded that of last year by nearly half a million dollars; nearly 97 per cent, of this increase belongs to the cities. Of the increase in the value of school property, less than 1 per cent, is reported from the towns. CONDITIONS OF EDUCATIONAL WORK IN DIFFERENT PARTS OF THE STATE. In the cities.— As would be expected, the greatest energy and vigor are manifest in the cities and larger villages. Here extensive buildings, with such modern appliances as ex¬ perience has shown to be most essential to school purposes, are provided; and instruct¬ ors, who enjoy what amounts to a life tenure of office with fair compensation paid at regular and stated intervals, are employed. The terms cover about forty weeks each year. The text-books are uniform in ail the schools subject to the same management, and are the latest and best in the world. The courses of study are systematically ar¬ ranged. There are incentives to promotion and graduation. The schools are commonly supervised by competent superintendents, who perform their work intelligently and thoroughly. These superintendents form a sort of enthusiastic and progressive educa¬ tional brotherhood; they are in frequent communication, either directly or through ed¬ ucational journals; they hold conferences at least annually for the discussion of matters involved in their work; and they are quick to seize upon suggestions which give promise of good results. The outcome of this' is that in the schools under their supervision there is very general similarity in the methods and system employed, and these are ordinarily of proved and acknowledged excellence. Yet school work in great cities is encompassed with innumerable perplexities. The conditions of life among the people are widely different in all localities, but these dif¬ ferences are multiplied and intensified in great and thickty settled communities. All classes meet in the public schools. The schools are large. The grading and classification of pupils are necessarily close and arbitrary. Individuality disappears, and thefe is small opportunity to bestow special care upon those personal traits of character and genius which in smaller and less mechanical schools are developed and cultivated so ad¬ vantageously. The exactions and controversies of politics unfortunately encroach more upon the administration of school affairs in large places than in small ones. The people are farther removed from the schools, and they manifest less interest in them because they have less responsibility and power in managing and directing them. It not infre¬ quently happens, also, that the law gives the granting of appropriations for the exten¬ sion or even the maintenance of a city school system with the common council, or some board which, in either case, was chosen without any reference to the schools, and which seems bound to offset its extravagances in other directions with severe parsimony towards the schools. In the country. — But nearly half the children of the State are in the rural districts. Here the schools are very much smaller, and of course there are many more of them. There are 11,253 school districts in the State outside of the cities. Of these there are 82 in which the entire property of the district has an assessable valuation of less than $5,000. There are 457 districts in which the valuation is under $10,000; 1,578 districts are under $20,000; 2,423 districts have a valuation above $20,000 and under $40,000; and 7,252 districts have a valuation above $40, 000. It necessarily follows that in a great many districts the tax rate must be large or the receipts must be excessively small and the people very commonly feel poorer than they really are. In many cases the school- houses are cheerless and entirely unfit for use, but it' seems as though the legislation of last year must work a reform in this direction. In these rural schools the work done depends almost exclusively upon the character and capability of the teacher. There is no “system ” to fall back upon, no machine which will turn out passable work, whether or no. If the teacher is discerning and bright and enthusiastic, results will frequently be attained which surpass any accomplished in the great schools; if indifferent, the re¬ sults are of no consequence. Good teachers will of course soon find places in the larger and wealthier districts. All teachers are entitled to consideration, for their work is trying and exacting; but this is more strikingly so of those in the cross-roads districts than elsewhere. Their pay is small; prior to the legislation of last year it was received only after many months of labor, and the wrong is not yet altogether set right. Their work is not confined to a single grade; they must meet the requirements of all grades and all classes. They must lay out their own course of study, if they have any. Text¬ books are frequently antiquated ; there is no uniformity, even in the same school, and frequently not in the same class, and the teacher finds it impossible to work an improve¬ ment. The school is very likely maintained only twenty-eight weeks in the year, just long enough to share in the public moneys. Attendance is irregular. Trustees drive 156 EDUCATION REPORT, 1888-87. hard bargains, for the number of young persons who want the place is very large. Con¬ tinual change in the teachers is the order of the day. The time of the employment is but for a single term, and frequently the trustee undertakes to make it by the day or the week, in order that he may be free to make a change at any time, or that he may withhold pay, in violation of the spirit and intent of the statute, for the week occupied in attendance upon a teachers’ institute. Supervision amounts to little or nothing, for distances are great, during a good part of the year roads are impassable, and it is physically impossible for the commissioner, with generally more thau one hundred schools under his charge, to visit each very frequently. In view of the foregoing considerations, Superintendent Draper recommends for serious inquiry, first, whether it would not be well to lengthen the term of office of sole trustees, or to provide that in all cases there should be at least 3 trustees, 1 of whom only should go out each year; or second , whether it is not advisable to discontinue the district as the unit of school government and unite all the schools of a town under one management and support them all by a common tax; and ‘third, whether teachers should not be em¬ ployed at the beginning of the school year for the whole year, unless removed within the year for cause, on account of moral delinquency, of improper conduct, or of being unable to properly fill the position. ATTENDANCE. There is a large uneducated class in the State, and our statistics show that it is grow¬ ing larger. The attendance upon the schools does not keep pace with the advance in population. Recent legislation forbids the employment of children under 13 years of age in any manufacturing establishment, but no adequate provision is made for gather¬ ing them into the schools, and the number of children in the streets grows more rapidly than the number in the schools. Indeed, nothing practical has ever been done in this State by way of compelling attendance upon the schools. The result is sadly apparent and the premonitions are full of warning. Some occurrences of the last year have par¬ ticularly aroused publi6 interest in the matter and point to the wisdom of painstaking consideration and vigorous action. To be sure, we have a compulsory education law upon our statute-books, but it is a compulsory law which does not compel. It has never been acted under to any consider¬ able extent, and, this being so after 14 years of trial, it is fair to presume that it never will be. In my opinion there are good reasons why it has never accomplished what was desired of it. In the first place it requires members of boards of education to look after and apprehend delinquent children, and it is unreasonable to expect that officials elected only to manage the schools, and who serve without pay, will devote the necessary time, or that they will engage in work which should devolve upon a policeman or constable, or some other officer specially charged with and paid for such service. Again, the pen¬ alties provided for in the act run mainly against children, and no people will be swift to enforce penalties against children for delinquency, not amounting to crime, for which they are not so properly answerable as are their parents or guardians. The penalties in the act which go against parents are mere fines, so inconsiderable as to be ridiculous, and the machinery provided for collecting them is too cumbersome and expensive to be com¬ monly made use of. Moreover, the act requires that children under 14 years of age should attend for at least fourteen weeks in the year. Attendance for so small a part of the year is hardly of enough importance to justify any serious effort to insure it. Again, the law does not require communities to act in the matter, nor doe3 it provide any adequate school facilities for the accommodation of delinquents if brought in. ARCHITECTS’ PLANS FOR SCHOOL-HOUSES. Chapter 675 of the Laws of 1887 directed the State superintendent to secure and pub¬ lish the most improved designs for school-houses to cost from $600 to $10, 000, to accom¬ pany them with appropriate suggestions in relation to the preparation of the grounds, and the arrangement of the building with reference to heating, ventilating, sanitation, etc., and then to publish for gratuitous distribution. In carrying out this direction, I invited competition among architects and secured the presentation of fifty-eight differ¬ ent designs distributed in six classes. The most artistic and perfect designs will be published as early as practicable, and it is confidently expected that as a result of this movement the coming years will witness a greatly improved class of school-houses in the rural districts of the State. PROMISE OP AN EDUCATIONAL RE-ORGANIZATION. There seems to be unmistakable promise of an educational re-organization and revival in this State. Public occurrences during the year have forced the subject upon the at¬ tention of the people. Our supervisory officers and teachers are coming more and more to realize the importance, as they are striving more and more earnestly to accomplish the organization of a comprehensive, symmetrical, and harmonious State educational ABSTRACTS OF SCHOOL REPORTS — OREGON. 157 system, in which the district schools, the union schools, the high schools, the acade¬ mies, the normal schools, and the colleges and universities shall have their appropriate place, and shall not rival or antagonize, but arrange their courses of instruction so as to support and supplement each other and work intelligently together for a common and beneficent purpose. KOKTH CAROLINA AND OHIO. Reference is made to the Index for the statistical and other information contained in this Report concerning education in these States. OREGON. [Special statement f ur n ished the Commissioner of Education .] EDUCATIONAL PEOGEESS. State school fund apportionments. — Below is presented a schedule of the annual appor¬ tionment of the State school fund for the past nine years, beginning with the year 1879. This table exhibits a steady and healthy growth and excellent management on part of the State boards of school land commissioners: State apportionment for 1879 . . . ’. . $36, 137. 15 State apportionment for 18S0 . . 45, 903. 54 State apportionment for 1881 . . . . . 51, 778. 40 State apportionment for 1882a, . . 45, 651. 20 State apportionment for 1883 . . . . . . . 48, 353. 25 State apportionment for 1884 . . . . . .' . . . 55, 400. 25 State apportionment for 1885 . . . . . . 59, 046. 70 State apportionment for 1886 . 74, 571. 32 State apportionment for 1887 . . . . 87, 217. 00 Total . . . 504,058.81 In addition to this, special attention is called to the following statistical summaries. This exhibit indicates a marked improvement in the public school work of the State: STATISTICAL SUMMAEIES. [For the school years ending the first Mondays in March, 1886 and 1887.] Whole number of organized districts in the State . Number of districts reporting . . Whole number of persons reported between 4 and 20 years of age . Number of pupils enrolled . . . . . . Daily average attendance . . Number of teachers employed in public schools . Total value of school property . . . Average salary paid male teachers per month . Average salary paid female teachers per month . Value of school-houses and grounds . . . Value of school furniture . Value of school apparatus . . . Number of male teachers employed . Number of female teachers employed . Number of applicants for teachers’ certificates.... . Number of teachers employed holding first-grade certificates . . Number of teachers employed holding second-grade certificates . Amount of funds in hands of district clerks at begin¬ ning of year ending March 1 . . . . . . Amount raised by district tax... . Amount raised by 4-mill county tax . Amount received from State school fund . Amount paid out for teachers’ salaries . Amount paid for repairs on school-houses . . Amount paid for school furniture . Amount paid for incidentals . . . Amount paid for school apparatus . Amount paid for school-house sites . . Amount of "State school funds apportioned to the several counties . 1886. 1,371 1,309 82, 860 49, 176 35, 054 1,861 $1, 239, 998. GO $46. 18 $34.74 $1, 144, 384. 00 $84, 657. 00 $10, 907. 00 807 1,054 1,418 1,204 677 $76, 770. 40 $131, 580. 08 $259, 761. 44 $76, 565. 11 $375, 158. 49 $12, 066. 73 $8, 979. 38 $11,531.33 $1, 853. 62 $1, 779. 81 $74, 571. 30 1887. 1,491 1,464 87, 217 53, 025 37, 406 2,089 $1, 269, 918. 06 $45.78 $34. 79 $1,159,747. 50 $97,261.26 $12, 809. 30 919 1, 170 1,652 1,353 733 $100, 223. 26 $165, 446. 65 $286, 377. 33 $85, 625. 20 $413,515.36 $18, 371.46 $9, 841. 28 $19, 962. 04 $3,511.24 $8, 593. 00 $87, 217. 00 Increase or decrease. 1 . 120 1 . 155 I. . 4,357 I . ....3,849 1 . 2,352 1 . 228 I . $29,920. 06 D . 0. 40 1 . 0. 05 I . $15, 363. 50 I . $12, 604. 26 I . $1,902.30 1 . 112 I . . 116 1 . 234 1 . 149 1 . 56 I. ...$23,452.86 I . $33, 866. 57 I. ...$36,615.85 I . $9, 060. 09 I . ...$48, 356 87 I . $6, 304. 73 I . $861. 90 I . $3,430. 71 1 . $1,657.62 I . $6, 813. 19 I. ...$12,645.70 a Year of the rust. 158 EDUCATION REPORT. 1886-87. NEW LEGISLATION, Salary of State superintendent. — The salary of the State superintendent of public in¬ struction has been raised from $1,500 to $1,800. Salaries of county superintendent s. — The annual salaries of county superintendents are to be determined by the county courts; the salaries now being paid, however, are to be maintained. Teachers' institutes. — Each county superintendent is required to hold annually a teachers’ county institute for a term of not less than three days; all teachers in the county are required to attend, and the county superintendent may at his discretion re¬ voke the certificate, reduce the grade, or refuse to grant a certificate to any teacher who refuses to attend a county institute without cause. Examination of teachers. — In each county there is to be a board of county examiners, composed of the county superintendent and two persons appointed by him. This hoard is to hold quarterly examinations for the benefit of persons desiring teachers’ certificates. Such certificates shall be valid only in the county where given. They are to be of three grades, and to continue in force two years, one year, and six months, respectively: (1) Certificates of the first grade are issued to persons who have taught at least" twelve months and have attained at examination in the branches required by law, an average of 90 per cent, of all questions asked, without falling below 70 per cent, in any one branch. (2) Certificates of the second grade are issued to persons who have taught .not less than three school months, and who have made at examination a general average of 80 per cent, without falling below 60 in any one branch; second-grade certificates shall not be issued to the same persons more than twice, and then only upon re-examination. (3) Certificates of the third grade will be granted to persons who have made a gen¬ eral average of 70 per cent., without falling below 40 per cent, in any one branch. Cer¬ tificates of the third grade will not be renewed, and will not be issued to the same per¬ sons more than once. Temporary certificates or permits to teach may be granted by the county superintendent upon examination in cases of necessity, and valid only until the next regular public quarterly examination. For other information concerning education in Oregon consult the Index. PENNSYLVANIA. [From Report for 1886-87 of E. E. Hitjbee, Slate Superintendent.] GENERAL STATEMENT. The general advance of the schools during the past year has been very satisfactory. Fifteen new school districts have been formed, making the present number 2,281. The increase in number of schools has been 379, making the total at present 21,062. The in¬ crease in number of graded schools has been 357, making the present number 9,444. Four superintendents have been added to the work of school supervision, making the pres¬ ent number 115. The increase in number of teachers has been 519 ; male teachers 340, and female teachers 179, making the present total 23, 822. There has been a slight increase in the average monthly salary of male teachers, and a small decrease in the average monthly salary of female teachers. The average monthly salary of male teachers is $38.53, and of female teachers $29.86. The length of school term is steadily advancing. The average term is now 7-75, an increase of .62. The increase in number of pupils, excluding Phil¬ adelphia, has been 9,235. Many new and excellent school buildings have been erected throughout the Commonwealth. RECENT LEGISLATION. State appropriation. — The increased appropriation of $500, 000 to our public schools ought to give great encouragement to our educational work, removing the necessity of too severe local taxation. In our centres of advanced culture, it is true, schools will be vigorously carried forward at any cost. Here the public sentiment is such as to enforce a proper at¬ tention to the young. But in the many sections of the Commonwealth where the bene¬ fits of intellectual discipline are not so fully recognized, schools will not advance if made to depend too largely upon local taxation. Here the absence of culture shows itself in the want of interest in the same. In our judgment, therefore, the increased appropria¬ tion will greatly aid the department in bringing the schools, especially of such sections, up to a higher standard of efficiency. There must be care, on every hand, that the in¬ creased fund be rightly applied. It is for the good of the schools. It must not be used by the townships or school districts in such way as to lessen their own vigorous support of the schools. ABSTRACTS OF SCHOOL REPORTS— RHODE ISLAND. 15'9 Minimum school term — six months.— We are gratified that at last the minimum school term has extended to 6 months. The teachers of the State have been urging this for years. By the Act of May 8, 1854, the minimum term was fixed at 4 months, and so it continued tor 18 years. By Act of April 9, 1872, it was extended to 5 months, and so continued until this year. It is surprising thatdurjng all this time about 800 townships or school districts, embracing nearly 6,000 schools, failed to increase the term a single day. It must not be supposed for a moment that the Legislature, in fixing the minimum term now at 6 months, intended to favor so short a term or to establish it as a proper standard. The aim of the law is to lengthen short terms, not to shorten long terms; and it is an encouraging fact that our average, school term is quite beyond what has been fixed as the minimum term, and is steadily advancing. The benefits of this law must be apparent to any one. It will give, during the coming year, one additional month of school discipline to over 225,000 children in Pennsylvania. We must guard against weakening the benefits of this law to teachers as well as to chil¬ dren. Directors should not make the teachers bear the burden of this effort to advance, by lowering their monthly salaries so as to make the cost the same as before. Any con¬ duct of this kind will rapidly show its evil effects. Good teachers will be driven to other and more advanced districts, and a lazy indifference soon characterize the district in which it is practiced. We are satisfied, however, that only in rare cases will any such eourse be pursued. On the contrary, we feel convinced that it will not be long before a school of only 6 months will be regarded as an anomaly. Employment of children. — The act prohibiting the employment of children under 12 years of age to work in or about mills, manufactories, or mines, should insure, in many localities, largely increased school attendance of children under the age named. To be made properly effective, this law should be supplemented by legislation requiring a careful school census under direction of the authorities of each school district in the Commonwealth, and providing for the appointment of inspectors, whose duty it shall be to see that its provisions are not violated by employers. Thus fortified, and the law properly enforced, it would prove a vast boon to the children and result in great good to the State. The act referred to is as follows: “Sec. 1. Be it enacted , etc ., That it shall be unlawful for any person, persons, firms, companies, associations, or corporations, to employ any child under the age of 15 years to do any work in or about any mill, manufactory, or mine in this Commonwealth. £ ‘SEC, 2. That any person, persons, or corporations who may violate this act shall, on conviction, pay a fine of not less than. $20, nor more than $100, at the discretion of the court. Said fines, arising from the violation of this act, shall be paid to the treasury of the proper county where said violation shall occur.” Approved June 1, A. D. 1887. For other information concerning education in Pennsylvania consult the Index. RHODE ISIiAND. [From Report of Thomas 23. Stoclcwell, Commissioner of Public Schools, for 188G-87.] ATTENDANCE. The falling off in attendance the past year is due to two prominent causes : first, the prevailing sickness throughout the State, and secondly, the negligence upon the part of the authorities of certain places in enforcing the compulsory law. Seldom has a single year witnessed such widespread sickness throughout the State. In not a few towns or localities schools4have been closed for absolute lack of pupils, and in other cases the absentees for this cause have often numbered half the school. The diseases have seldom been of a violent nature and but few deaths have occurred among the school children, but the work of the schools has been very greatly interfered with, and the average attendance brought down quite low. The average is also very materially affected by the rule, which is quite generally en¬ forced now, that when a child is sick with any of the ordinary zymotic diseases all of the other children of the same family are to be excluded from school. At first sight such a rule may seem rather harsh, but a little reflection will convince one that such a course is in the interest of the general health, a ad hence of every one. There is no question but that such a rule, strictly carried out, will tend to restrict such diseases to comparatively narrow limits, and even to aid rather than hinder the school work. As regards compulsory attendance,' the truant law is ignored and practically nullified in the city of Providence and some other places. This is due in the main to indifference. EDUCATION REPORT, 1886-87. 1*00 By the terms of the law its enforcement is made very largely dependent upon those who have had little or no interest in the question of education, and who, therefore, can he ex¬ pected to have hut very limited knowledge of the issues involved and the necessity tor action. Again, the enforcement of any such law will inevitably at times and in places interfere with the personal interests of parties holding prominent positions or exercising considerable influence, and the official finds it easier to yield to such influences than to withstand them. But back of these causes lies the fact that as yet the people have not become sufficiently aroused to give voice to their belief. There has not been a sufficient recognition of the necessity for action, or that any great number were in real need of the law’s intervention in their behalf. When the facts come to light, public sentiment will demand a more thorough enforcement of the law. A sufficient time has not elapsed since the enactment of the revised truant law to say definitely how beneficial the changes have been. It should have, however, the effect of stimulating attendance, as did the original truant law enacted four years previously. In every town there is now at least one truant officer, and a truant ordinance has been enacted. The machinery for carrying the law into general effect therefore exists. But it is to be noted that in some places it is almost, if not quite worthless, for the lack of any suitable provision for the compensation of the truant officer. Still, if only the meagre amount of work be done, for which provision is made, that will have a very healthful effect, and if even that be maintained much good can be accomplished. Be¬ cause the whole work can not be done is a very poor reason for not beginning it and doing what can be done. NUMBER AND SIZE OF SCHOOLS. The number of ungraded schools has diminished by 7 during the year, while the graded schools have increased by 32. This shows that the movement of the popu¬ lation is still from the farms and rural sections of the State to the centres, and that the advantages of education are being curtailed for those who remain. For it seldom hap¬ pens when a district becomes so sparsely settled as to be no longer able to maintain a school, that there are no childreu left there; hence, when the school is abandoned, the two or three who survive are obliged to travel two, three, or more miles, or go without an education. There is an evil here that can be met only by adopting some scheme or plan of school maintenance different from that which so generally prevails in the towns of the State. In such cases the locality or district is absolutely unable to make the proper provision for the children, and unless the unity of interest and responsibility, which really inheres in the town and State, be recognized and acted upon, they will go uncared for. The increase in the number of graded schools is partly accounted for by the fact that in several communities additional schools have been provided, thereby relieving schools * greatly overcrowded. This has been done to such au extent as to reduce the average number belonging to each teacher from 35 to 33. TEACHERS. There has been an increase this year of 35 in the number of different teachers, and of 40 in the number regularly employed. It is an encouraging, sign to note that the gain in permanent teachers is the greater of the two. It shows a tendency to per¬ manency that is desirable, and it also indicates that correct views as to the proper num¬ ber of pupils for one teacher are beginning to prevail. No teacher can do passable work with from 50 to 75 pupils, and it is au act of cruelty to both teacher and pupils to com¬ pel them to make the attempt. There has been an increase in the wages of teachers of $2.82 per month for males and 53 cents for females. These results are probably due in great measure to the effects upon the smaller towns of the increased State appropriations. They have been enabled in many cases to offer sufficient inducements to normal graduates and teachers of ex¬ perience to hold them, and thus have been secured unusual advantages. One effect of this has been that at no time during the year have there been any such teachers waiting for places. The demand has always been ahead of the supply. FREE PUBLIC LIBRARIES. The number of public libraries has been increased by two, and there are now pending action for organization several libraries in various parts of the State, so that it may be safely said that the general interest in this branch of the work was never greater than at the present time. The total amount appropriated for the aid of the thirty-seven libraries was $3,950. The total number of books in all the libraries was 133,484, an increase of 10,442 vol¬ umes from last year. The circulation is 298,212, or 6,004 less than for the previous ABSTRACTS OF SCHOOL REPORTS — RHODE ISLAND. 161 year. The falling off is mainly in the two largest libraries, those of Providence and Pawtucket, while in the smaller libraries the circulation was fairly well maintained. It is impossible to explain these fluctuations in the circulation of the libraries, but un¬ less they are of a much more serious character than any yet noticed, they afford no cause of apprehension. It is probable that any series of years will show a gain, either for the whole number, or in the case of any individual library, unless some special circumstances have intervened to bring about a different result. The number of new patrons enrolled during the year was 6,422, about 400 more than last year. This shows that the libraries are interesting more and more of the people each year. To be sure they may not hold them all steadily, but having once availed themselves of the privileges, they will ever and again return. SCHOOL ACCOMMODATIONS. In connection with the subject of the enforcement of the Truant and Absentee Law, there has frequently arisen that of accommodations for the children. In a number of instances it has been openly claimed that the school-houses would not hold all that would seek admission if the law were to be thoroughly enforced, and that, there¬ fore, there was nothing to do but let it go. Again, it not infrequently happens that a school-house becomes utterly unfit for use, and still the majority of the voters will re¬ fuse to make any provision for better accommodations, claiming that it is “as good as they had,” or that they have no use for it and they don’t care whether there is any school or not. It has happened that there was but one voter in a district where there were over fifty children, and if he declined to move, it was absolutely impossible to raise the necessary funds to make the school-house fit for occupancy. If the State is to make provision as she does for the education of all the children of suitable age within her borders, it would seem as though they should be furnished with the opportunity to obtain that education; that no false policy of economy on the part of a town, or selfish indifference on the part of a few persons who happen for the time to be in a majority in a district, should stand in the way of providing fit and abundant ac¬ commodations for them. From the beginning, the law of Rhode Island has recognized the importance of this point and has made partial provision for securing its proper care. Where the district system prevails, the town school committee are made the judges of the fitness of the school accommodations to the extent of determining whether they are suitable, but not as to their extent. If in their judgment a school-house is unfit for use by a school, they have power to condemn it, whereupon the district can no longer draw any portion of the 4 * public money ’ ’ for the support of its school. In this way the State has sought to compel districts to live up to their responsibilities, and it has unquestionably in many cases, both directly and indirectly, accomplished its purpose. But there are instances where even the alternative of the loss of the school would not move the hard-hearted tax-payer. Moreover, under the town system there is no such opportunity for compulsion, as there is no one between the committee and the town. It is therefore necessary, in order to carry out the ideas of the founders of our system, that the laws be so amended that in case of obdurate municipalities or districts refusing to conform to the demands of the properly constituted authorities in these matters, they may be compelled to give heed thereto. GENERAL CONDITION OF THE SCHOOLS. The general condition of the schools, in spite of many exceptions and some glaring ones, is probably better than at any previous time. The last two examinations for en¬ trance to the Normal School have shown that the general standard of scholarship is rising in the State, the last one in particular being remarkable for the excellent showing made by pupils from the ungraded schools. Evidences of a more thorough and scientific teaching are to be found on every hand. The graduates of the Normal School are being more generally employed in the district or ungraded schools. The new teachers are not so much superior to the old ones in extent and character of acquirements oftentimes, as they are in methods of teaching, and in plana for classifying and systematizing the work of the school. Economy of time and labor is introduced, and results are secured that are very gratifying. For other information relating to education in Rhode Island contained, in this Report, consult the Index. U ED 162 EDUCATION REPORT, 1886-87. SOUTH CAROLINA. [.From Report for 18S6-S7 of Stale Superintendent James H. Rice .] Superintendent Rice visited every county in the State daring the year, and delivered addresses upon the subject of free schools. He reports that the people are more thor¬ oughly aroused than ever to the duty of elementary training for their children. More money is devoted to this object than to any other department of the State government. The j)ublic school system in its present form has been the growth of a decade. Ten years ago a 2-mill property tax and a poll-tax were imposed. Since then much good work has been accomplished ; the foundations for a system of universal education have been laid broad and deep. Such systems are a growth, however; they must take into account the genius of the institutions, and be accommodated to the habits, resources, and hopes of a people. They cannot be forced except into an unhealthy development. Time must be given for adjustment. On this account progress has been slow, and hasty legislation avoided. The situation, however, is now clear, and the time has arrived to give to the children a good elementary school in every neighborhood in the State. The superintendent recommends the following legislation in order to accomplish this: (1) An annual voluntary district tax, sufficient to give 10 months’ school and free tuition to every child. Many school districts have been already formed under special Acts among the more thickly populated communities, and large sums of money raised for buildings and other purposes. A general law is now desired, to enable all the people of the State to organize into school districts and to tax themselves. (2) The amendment of the law relating to county school commissioners, requiring them to stand an examination conducted by the State board of education before being appointed. Hitherto the office has been too olteu bestowed as a reward for party service, and as a consequence has fallen into disrepute. The county commissioner should either be a teacher, or one who has mastered the details and fundamental laws of the profes¬ sion. It is also recommended that his salary should be raised to $ 1,000, and that he should be required to devote every day to his duties. (3) The establishment of a State normal school or schools, at the same time fostering existing institutions. (4) The restoration of their pay to the examining boards. The statistics show a falling off in enrolment and average daily attendance as com¬ pared with the preceding year. This decrease is more apparent than real. There was an error in the return of Berkeley County for 1835-8G, doubling the figures; moreover, the schools of Georgetown County were closed during the scholastic year 1886-87 by an Act of the Legislature. Superintendent Rice says that the returns for the next school year will demonstrate the fact that there has been an increase in enrolment and attend¬ ance. [From the message of the Governor to the General Assembly .] THE PUBLIC SCHOOLS. There is an apparent decrease in the enrolment, and, therefore, in the average attend¬ ance ol the public schools for the year 1886-87. This is due to the closing of the schools of Georgetown County during the year, under the authority of an act of the General Assembly, and to an error in the last return from Berkeley County. There is beyond question in the schools generally throughout the State a gradual and constant annual increase in the number enrolled and a corresponding increase in the average attendance. This desirable result has been reached notwithstanding the short crops and the low prices of the past few years. The people of the State are more aroused upon this im¬ portant subject of education than ever before in their history, and the next report of the superintendent will, in his opinion, vindicate this assertion. They demand longer terms and more thoroughly trained teachers. There should be a general act providing for local taxation to supplement the school fund wherever the tax-payers of a community desire the establishment of schools of a higher grade; and liberal efforts should be made by the Legislature to give greater facilities for the training of teachers in schools specially adapted to that end. The constitution enjoins this, and the people demand it. The report of the superintendent urges the passage of an act to provide for more efficient superintendence, and the argument he advances is so clear and complete as to carry con¬ viction with it. A large amount of money is expended by the State for this most im¬ portant object — education — and it is the duty of the representatives of the people to see that the greatest possible amount of good is accomplished, and that a return in some degree commensurate with the sacrifices made by the tax-payers is secured. Nothing makes such a handsome return to a State as the provision made for the elementary train- ABSTRACTS OF SCHOOL REPORTS - TEXAS. 16o mg of her children, and this subject should always demand our most thoughtful and earnest attention and our wisest and most progressive legislation. The superintendent of education has been most active in liis efforts to enkindle in the public mind a due conception of the vital importance of popular education to the safety and well-being of society, and has visited every county in the State, addressing audi¬ ences and giving his personal supervision to the conduct of the public schools. It is hoped that these efforts will create new and increased interest in this important depart¬ ment of the Government. For other information concerning education in South Carolina consult the Index. TENNESSEE. Reference is made to the Index for the statistical and other information contained in this Report concerning education in Tennessee. TEXAS. [From Report for 1886-87 of State Super intendent Oscar H. Cooper. J GENERAL CONDITION. While there are some serious defects in the public school system of Texas, it is still accomplishing much in the cause of education, and is making steady advances in the number of schools and the number of children attending them. With its large endow¬ ment in bonds and lands, half a million acres, it should become one of the most success¬ ful school systems in the United States. The entire number of schools maintained in the State during the year 1886-87 was 8,987, an increase over the previous year of 267, or 3 per cent. The number of white children enrolled was 295,510, the number of colored children 113,150; total, white and colored, 408,660, an increase of about 3J per cent. The number of teachers employed was 11,123, about three-fourths of whom were white. The average monthly salary of— White teachers : In counties . . . . . . $43. 27 In cities . . . . . , . 69.39 Colored teachers : In counties . .. . . . . . . . 38. 65 In cities . . . . . . . . . . . 49. 78 The entire amount expended for schools during the year was $2,016,745. NEW LEGISLATION. Teachers’ examinations. — By enactment of the last Legislature, examinations of teachers are to be conducted wholly in writing, and the county boards of examiners are required to report on oath the results of the examinations. These regulations have had very gratifying effects and have given universal satisfaction. Sets of questions for these ex¬ aminations were made out by the State superintendent and forwarded to the county examiners. The use of them, however, is entirely optional with the examiners. In order to secure uniformity in the examinations throughout the State, the use of the questions prepared by the State superintendent should be required by law. County superintendents. — Provision was made by the Twentieth Legislature for super¬ vision of the county schools by county superintendents, and about twenty counties have availed themselves of the privilege. The county superintendents discharged their duties faithfully and efficiently, and, as the result of their work, the schools have been much improved, the teachers have been encouraged and enabled to perform their work more satisfactorily. Many of the counties did not appoint a superintendent because of their inability to secure a thoroughly competent one for the salary allowed. Children not enumerated. — The provision of the law that all children whose names had been omitted from the census rolls by the county assessors should be permitted to attend school in the district or community in which they live, has proved to be an eminently wise one. By this measure, a large number of children, who otherwise would have been deprived of all school privileges, through no fault of their own but on account of the carelessness of the county assessors, have been allowed to attend school. The number of names omitted from the census rolls was quite large, amounting in one county alone to about 1,000. UNIFORMITY OF TEXT-BOOKS. There is a strong demand throughout the State for uniformity of text-books. In about 25 counties much has already been done in this direction by the voluntary efforts of 164 EDUCATION REPORT, 1886-87. teachers and trustees. It is desirable, however, that uniformity he secured by law; at least in each district. FINANCIAL EMBARRASSMENT. The most unpleasant feature connected with the school operations for the year was the great deficiency of funds, or rather delay in the receipt of the funds. This deficiency amounted at the close of the year to more than $1, 000, 000. As a result, teachers were compelled, either to wait for weeks or months not knowing when their claims would be paid, or else to sell them at a heavy discount, — from 5 to 50 percent. This was a heavy drain upon a class poorly paid at best, and who, as a rule, were dependent upon their salaries for a support, and therefore could ill afford either to hold their claims or to have them discounted. The causes assigned for this deficiency were as follows: (1) The annual apportionment is required by law to be made about the middle of July for the scholastic year beginning September 1, not of money already in the treas¬ ury, but of money which is expected to be received during the year, and which, there¬ fore, must necessarily be a very uncertain quantity. The receipts from one source es¬ pecially — from school lands — is an exceedingly variable one. (2) Only a small portion of the available school fund is received before December, three months after the beginning of the school year. (3) County collectors are allowed either to pay over the school tax to the county treas¬ urer or to remit it to the State treasurer. The amount of school money collected in some counties far exceeds their apportionment, and consequently, if it were in the hands of the State treasurer, the excess could be used in paying the claims in other counties where the school receipts are less than the apportionments. (4) The postponement of the collection of the interest on land sales from January 1 to August 1 is partly responsible for the deficiency. (5) There was no cash balance to the credit of the schools in the treasury at the beginning of the scholastic term. (6) The receipts from school lands for the last two years were less than in previous years. Superintendent Cooper recommends as a remedy for the financial difficulty either a loan from the general State revenue, which was considerably in excess of the immediate necessities of the State government, of else a direct appropriation from the State funds. DEFECTS OF THE SYSTEM. I. One of the greatest defects in the operation of the school system of the State is the careless and unbusinesslike management of the school funds. This is shown by the discrepancies in the annual reports of the county treasurers and by the conflicting state¬ ments in the reports of the county treasurers and county judges. The amount brought forward on the books of the county treasurer at the beginning of the school year, Sep¬ tember 1. should correspond exactly with the amount carried forward the day before, August 31 , the close of the last school year. But instead of being the same, it will be found different in eighty-one counties. In some counties this difference is quite large, and for all the counties it aggregates about $75,000. The amount paid to teachers, according to the county treasurers’ reports, is found to differ by $30,000 from the same amount as reported by the county judges. The State holds no vouchers whatever to show what has become of the school funds, except that so much has been paid to each county treasurer. The county treasurers have practically no check whatever. They are not required by law to report to any one. In many cases in which their attention was called to the discrepancies in their reports, they either gave the matter no attention or else failed to give a satisfactory explanation of it. Superintendent Cooper suggests three methods by which the disbursements of the public funds could be guarded more effectively. (1) The State superintendent might be required to inspect annually the records of each local disbursing officer, either personally or through inspectors appointed to assist him in the work. (2) All disbursements might be made directly from the State treasury. This plan, however, would necessitate delay and some expense. (3) The third method is that the county superintendent or judge, at the beginning of each month, send to the Department of Education an estimate of the amount needed for that month, when the money will be forwarded to him, and at the end of the month forward the vouchers of the money paid out. II. The second defect is want of proper supervision. The town and city schools already have efficient supervision, but the county schools, which need it most and could be most improved by it, have practically no supervision at all. It is one of the duties of the county judges to visit the schools, but only three judges in the entire State vis- ABSTRACTS OF SCHOOL REPORTS - VERMONT. 105 ited all the schools in their division during the year; and, even when the duty is per¬ formed, it is done in the most perfunctory manner, so that no improvement results from it. It is to be hoped, however, that the legislation already made on this subject will correct this evil. III. The third defect is lack of uniformity. There are four methods of organization in the county schools, four methods in the city schools, and four methods of taking the scholastic census. As a consequence, endless confusion and mismanagement have re¬ sulted, each officer depending upon the other for a performance of the duties* COMMUNITY PLAN. This is a feature of the school system peculiar to Texas, and a very objectionable feature it is. In the first place, the community has no definite geographical limits, the prime requisite of a school district. It can not elect its own trustees, and has no power to vote local taxes. It has no permanency about it, but is continually shifting from place to place with the population, and may entirely cease to exist. It has a tendency to foment local strifes and sectarian feelings, which result in the establishment of a number of weak and inefficient schools, where only one strong, progresssive school should be maintained. GENERAL SUMMARY. Although we find many defects in the operation of the school system of the State, they are only defects in management and can easily be corrected, so that there is every reason for expecting great progress in educational matters. Says Superintendent Cooper: ‘ ‘ Texas has some of the elements of one of the strongest free-school systems in the world. The endowment, in bonds and land notes, is already over $15,000,000. The landed endowment of the schools, if wisely managed, will yield early in the twentieth century $100,000,000. There are nearly half a million children, taught by more than 10,000 teachers, enrolled in the schools during the present year. The State is rapidly advancing in wealth, population, and intelligence. No single element in the life of the people will conduce more to the progress of the State than an efficient system of public free schools.’ ’ UTAH. Reference is made to the Index for the statistical and other information contained in this Report concerning education in Utah. VERMONT. NEW LEGISLATION. Failure to execute compulsory attendance law. — Sheriffs and prudential committees neg¬ lecting to execute the provisions of the compulsory attendance law, after a demand made upon them to do so, become liable to a fine not exceeding $20. Return to district system. — A town having abolished its school district system in pur¬ suance of law, may at any second annual town meeting thereafter abolish its town sys¬ tem. Holidays. — No teacher in any public school shall be required to teach on any legal holiday, nor be subject to any deduction of pay for not teaching. Tax for school-houses. — If a district neglects to provide a suitable school-house after an order by the selectmen, the selectmen may provide such school-house and assess a tax upon the district therefor. Report of town superintendent. — Each town superintendent of schools shall at the close of his term of office make a detailed account of his services, stating the date, time spent, and kind of service, and the number of districts in which a school has been taught dur¬ ing the year; but he shall receive no money for his services until he has made to the State superintendent the statistical returns required by law. Kindergartens. — Towns and school districts may at any meeting vote to establish or pay the expenses of kindergarten schools. Amended law relating to temperance instruction. — Instruction shall be given to all pupils in all public schools as to the nature of alcoholic drinks and narcotics, and their effect upon the human system. Such subjects shall be taught as thoroughly as arithmetic and geography, and given orally to pupils not able to read; those able to read shall be taught by text-books, of which at least one-fourth of their space, or twenty pages, shall be given to these subjects. Each teacher of a public school shall be required to certify that such instruction has been given in the school or grade presided over by him or her, before receiving any pay. 166 EDUCATION REPORT, 1886-87. Text-books required for this instruction shall be furnished to the scholars at the ex¬ pense of the State; such books shall be selected by a board of three persons appointed by the Governor. For other information concerning education in Vermont contained in this Eeport con¬ sult the Index. VIRGINIA. [From Eeport of State Superintendent John L. Buchanan for 18S6-87.] In all the essential elements of growth, so far as they can be indicated by statistics, the school system of Virginia has reached this year the highest stage of development thus far recorded during the seventeen years of its history. More money has been ap¬ propriated and expended, more schools opened, more teachers employed, more pupils enrolled and in average attendance, than during any preceding year, and also a smaller aggregate amount due teachers at the close of the year than lor the past ten years. The information derived from observation and the reports of school officers also indicate an advance all along the line. NUMBER OF SCHOOLS. The total number of schools in operation during the year 1887 is 7,140; in 1886 it was 6,763; increase, 377. This is regarded as a very gratifying and encouraging exhibit, and is due to the larger amount of monej7 provided for the schools, the activity and fidelity of school officers and teachers, and the larger measure of encouragement and moral sup¬ port accorded the system by the people. When, however, it is considered that only about 30 per cent, of the State school popu¬ lation (5 to 21 years) is in average daily attendance upon the common schools, it is quite evident that there is not a sufficient number of schools to meet the educational wants of the people. The number of pupils attending private schools does not amount to 5 per cent, of the State school population. Therefore, for education in the common school branches, at least, the children of the State are dependent mainly upon the pullic free schools; and hence the only wise course to pursue is to extend their advantages as widely as possible. To bring the public schools within the reach of all, however, is a diffi¬ cult matter. DISTRICTS WITH SPARSE POPULATION. There are portions of the State which are but sparsely inhabited. In some sections there is not a sufficient number of families residing within convenient distance of any one point to furnish the requisite number of pupils for a legal school, and hence they are practically without schools. In other neighborhcods families residing on the borders of districts are at too great a distance from the schools to patronize them. Again, as the population consists of both white and colored people, there are not a few districts in which there are enough of children of one race to form a school, and not enough of the other, and, hence, some for this reason are without schools. How to remedy these evils, how to supply these deficiencies, is a perplexing question. FORMATION OF SCHOOL DISTRICTS. It has been suggested that each magisterial district be divided into a number of school districts, containing approximately the same number of persons of school age (about 85), and receiving a proportionate share of the school funds. The principle herein involved is undoubtedly correct, but its practical application is attended with great difficulty. There is already in force a law which aims to effect this object, but it is permissive rather than mandatory, and for some reason has not met with much favor. Some sort of subdivision into school districts doesand ought to prevail, but to so sub¬ divide that the same, or about the same, number of persons of school age would be con¬ tained in each district would be a difficult, though perhaps not an impossible, undertak¬ ing. But supposing such a subdivision to be made, it could not, of course, render scat¬ tered communities more compact, and could not, therefore, obviate the inconveniences above recognized. It would doubtless result in a diminished attendance upon some of the schools in sparsely settled districts. It would also necessitate a change in the loca¬ tion of a good many school-houses. School districts containing each the same number of persons of school age would vary largely in area on account of the varying density of population in different sections of the country. Heiice, in many instances, pupils would be cut off by the proposed district lines from the schools which they have been attend¬ ing. Furthermore, a kind of double subdivision into school districts would be neces¬ sary in order to accommodate both the white and colored races. This necessity, it will be observed, constitutes a most troublesome factor in the problem, for each school dis¬ trict of 85 pupils is entitled to but one school of the usual length of the school term. If, ABSTRACTS OF SCHOOL REPORTS — VIRGINIA. 167 then, a part of the 85 pupils are white and a part colored — separate schools being re¬ quired for the two races — the one part or the other must go without a school. To obvi¬ ate this difficulty, there must needs be one set of school districts for white children and another set for colored. Again, if the school districts should be so arranged as to con¬ tain, even approximately, the same number of persons of school age, a good many frac¬ tional parts of districts would be left which it would be hard to properly dispose of. Such are among the difficulties which would attend the effort to subdivide into school districts in the manner above indicated, and there are, therefore, good reasons for appre¬ hending that such a scheme would hardly prove practicable, at least, for the present. Possibly some other scheme of subdivision might be devised. But any scheme which would not require an approximately equal number of persons of school age in the sev¬ eral school districts could not furnish a basis for an equitable distribution of school funds, and would therefore be liable to the same objections as are conceived to lie against the present system. Under existing laws, boards of district school trustees, with the advice and counsel of the superintendents of schools, determine where and how many schools shall be opened in each magisterial district. As a rule, they have gone to the limit of the funds at their command, and in not a few instances have opened schools in which the average attend¬ ance has proved so small and irregular as to necessitate their suspension. But still complaints reach the central office that some neighborhoods and some families are with¬ out school facilities, and in some instances that citizens who have been paying school taxes ever since the inauguration of the system have rarely, if ever, had the opportunity of sending to a public school. NUMBER OF TEACHERS. The number of white male teachers in 1886-87, as compared with 1879-80, stands as follows: 1879-80.. 1886-87. Number of white male teachers . 2,478 2,416 Number of white female teachers . . . . . . 1,610 2,889 Excess of white male teachers in 1880 . . . ; . 868 Excess of white female teachers in 1887 . . . . . . . 473 These figures show a large increase in the past eight years in the number of female teachers. At the same rate of increase the schools of Virginia in a few years will be pretty largely in the hands of female teachers. SALARIES OF TEACHERS. Superintendent Buchanan calls attention to the circumstance that the wages of teach¬ ers are too low, the average annual salary for the State being 1173.46. In many rural districts the school term is not over twenty weeks (five months), and the monthly salary as low as $20 or $25, thus giving an annual salary of $100 or $125. For good teachers such salaries are far too smalh But while it maybe, and doubtless is, true that some teachers on small salaries are doing better work than others who re¬ ceive twice as much, yet it can not he doubted that an increase of salaries would increase the efficiency of the teaching force. The laborer is worthy of his hire. But there is no possible way of increasing salaries without more money. If the num¬ ber of schools were diminished, more money could go to those that would be continued. But this would greatly increase the complaint about the lack of school facilities. It has been suggested that one teacher could teach two schools in a year — a five-month fall term in one place and a five-month spring term in another, and thus be occupied twice as long and receive twice as much pay. The objection to this is the difficulty of securing the attendance of pupils. The first school would begin by the 1st of August; the last one continue till the 1st of June. During a large part of each term the children in many places would be kept at home for work. If this objection could be obviated, the super¬ intendent sees no reason why a system of alternating schools might not work well. (It maybe remarked that 1 ‘ ambulatory ” schools have recently been abolished in Georgia. See page 127.) Suitable legislation is recommended to secure the prompt payment of teachers’ sal¬ aries. As few monthly school warrants have passed through the hands of shavers this year as formerly; perhaps less. In many counties teachers have been paid with reason¬ able promptness. But there ought to be no occasion for discounting any school war¬ rant. The laws and regulations making the salaries of teachers in certain cases depend upon average attendance are cited, and the arguments pro and con as to the advantages of this system are given somewhat in detail1. In summing up Superintendent Buchanan doubts whether it would be expedient to withdraw this matter from the control of the board ‘These arguments are quoted in another part of this Report. See Index under head of “ Teach¬ ers.” 168 EDUCATION REPORT, 1886-87. of education and make it a subject of special legislative enactment. The law authoriz¬ ing the board to prescribe the minimum number of pupils required to form a public school, is necessary to guard against a wasteful or useless expenditure of public school funds. A different policy in some of the States has worked badly. One annual school report, at least, noted the existence of schools with an average attendance of less than half a dozen pupils, and recommended prompt measures to correct the evil. While all proper effort ought to be made to guard against injudicious or useless expenditure of the public school funds, it would be both just and expedient to make such modifications of, or additions to, existing regulations as will tend to more carefully guard the interests of teachers, and support and encourage them in the discharge of their responsible duties. PHYSIOLOGY AND HYGIENE. The enactment of a law is recommended placing physiology and hygiene on the list of subjects required to be taught in the public schools. SENTIMENT IN RESPECT TO PUBLIC SCHOOLS. Of the county superintendents reporting to the central office the state of public senti¬ ment regarding public schools, 99 report favorably, 11 report an improvement, and 4 re¬ port some opposition. NEW LEGISLATION. [From the Educational Journal of Virginia.] School trustee electoral hoards. — Under an Act of the General Assembly, in force Febru¬ ary 20, 1884, the appointment of district school trustees was vested in county school electoral boards, composed of 3 citizens of each county, elected by the General Assem¬ bly. This law has been repealed, and the old law, providing that the county judge, Commonwealth’s attorney, and county superintendent of schools shall constitute the school trustee electoral board of each county, with power to appoint and remove trus¬ tees, has been re-enacted. Virginia Normal and Collegiate Institute , summer sessions. — Under the former law the summer session was fixed at 8 weeks, and county superintendents were required to re¬ voke the license of any colored teacher in the public schools who failed “to attend one session, or any part of said summer course for 3 consecutive school years,” unless such teacher was excused by the board of education. The present act reduces the length of the session to 5 weeks, and relieves the teacher of the severe penalty im¬ posed for non-attendance. For further information concerning education in Virginia consult the Index. WASHINGTON TERRITORY. The following is taken from the special report of Superintendent J. C. Lawrence to the Governor of the Territory: PROGRESS OF EDUCATION. “I take pleasure in reporting progress in the educational affairs of Washington Terri¬ tory for the past year. The interest taken in our public schools by patrons, teachers, and superintendents seems greater now than ever before. This is shown, first, in the amount of money raised for school purposes, in special tax and voluntary subscriptions, and in other means, aside from the regular tax levied in each county for the support of schools, by the increased amount of school furniture, apparatus, globes, dictionaries, etc., for the use of schools; second, by the interest teachers have taken in institutes the past year — a greater interest than ever before taken. Twenty counties of the 33 in the Ter¬ ritory have held institutes of from 3 days’ to 2 weeks’ duration. The majority of our teachers have attended these institutes. The counties failing to hold institutes were such as had fewer than 500 children of school age. In some instances the services of trained institute workers have been secured at an expense of several hundred dollars, and teach¬ ers have contributed from their own resources to meet these expenses. The new methods of teaching have been discussed and .are being adopted. A large number of our teachers have had the best training the Easter n schools afford, and have had successful experience in the East prior to coming here. Di strict clerks and county superintendents have taken pains to make full reports to this offic e. All these I take to be indications of greater in¬ terest m educational matters. “It is needless to say that the pul >lic schools of the Territory are in their infancy. Scarcely more could be expected. Wi th 65,000 children, and a total amount raised for school purposes of only $500,000, only a portion of which has been used in teachers’ sal- ABSTRACTS OF SCHOOL REPORTS — WEST VIRGINIA. 169 aries, little can be expected. Indeed, I am surprised that we have made so much ad¬ vancement under the circumstances. The maximum tax for school purposes of G mills on each dollar of assessed valuation is not sufficient, yet an increase in the tax would be felt as a burden. Our hope is from another source. Until the school land is sold, and the interest on the purchase-money made a State fund, we can not expect to have our schools rest on a sufficient financial basis. This alone should secure the immediate ad¬ mission of this Territory into the Union of States. With the proceeds of the sale of the school Lands used, as they will be when we are admitted, with the county tax now lev¬ ied, we will maintain an average ot nine months’ school in each district. The present average duration of schools is but four and a half months. Admission means four and a half months’ additional schooling to 65,000 children now in the Territory.” SCHOOL LANDS. “ The Government has set apart 2,000,000 acres for the use of our schools, but we have at present no control of such lands. A law, indeed, was many years ago passed by the Legislature, and afterwards re-enacted, authorizing the county commissioners to lease them to tenants, but this has naturally been but little acted upon, as there was no power in the premises. “The value of these lands varies a great deal, from $2 to $3 an acre in some localities to $50 and even $75 in others. I believe there is no law by which any title to these lands can be vested in individuals, and I recommend that they be left in that condition until the admission of the Territory as a State of the Union. ’ ’ For other information concerning education in Washington Territory consult the Index. WEST VIRGINIA. NEW LEGISLATION. [ From the West Virginia School Journal ,] Appropriations for State normal schools. — The maximum aggregate amount to be appro¬ priated to State normal schools has been raised from $2,000 to $2,200. The law in its amended form does not permit any part of the amount appropriated to each school when not earned by it to revert to the State treasury, but authorizes the board of regents to use it for the payment of teachers in these schools. This provision will enable the board now to supply these schools with something like a sufficient corps of teachers, and do away with the scaling of salaries that has been suffered in the past. State hoard of examiners. — The State board of examiners is to consist of four com' petent persons, one from each Congressional district, to be appointed by the State super¬ intendent; their term of office is to be four years, and they are to meet at least twice in each Congressional district each year. The board thus constituted may issue two grades of certificates to such as are found to possess the requisite scholarship and who exhibit satisfactory evidence of good moral char¬ acter and of professional experience and ability, as follows: First-class certificates, for twelve years; second-class, for six years. Any person holding a certificate of the first- class who shall have taught for eight years of said twelve years, shall be entitled, with¬ out examination, to have the same renewed at the expiration of the said twelve years. The second-class, to be issued to applicants of satisfactory attainments in the branches re¬ quired for county certificates, and in addition not fewer than four other branches, to be determined upon by the board. The second-class certificates shall be issued upon application, without examination, to the graduates of the State Normal School and its branches, and of the State University when such graduates shall have presented to the board satisfactory evidence that they have taught successfully three years in the State under No. 1 county certificates, two of which said three years shall immediately precede the application for such certificates. Teachers who shall present to the board satisfactory evidence that they have taught successfully four years under second-class certificates shall be entitled to receive, with¬ out examination, first-class certificates at the expiration of the second-class. All certificates issued by such board shall be countersigned by the State superintend¬ ent; and such certificates shall supersede the necessity of any and all other examina¬ tions of the persons holding them by any board of examiners, and shall be equivalent to number one certificates granted by a county board of examiners, and shall be valid in any school district in the State, unless revoked by the State board for good cause. School month. — The school month is to consist of twenty days, instead of twenty- two, as heretofore. Temperance instruction. — The nature of alcoholic drinks and narcotics, and special in¬ struction as to their effects upon the human system, in connection with the several dL- 170 EDUCATION REPORT, 1886-87. visions of the subject of physiology and hygiene, shall be included in the branches of study taught in the common or public schools, and shall be taught as thoroughly and in the same manner as other like required branches are in said schools, to all pupils in all said schools throughout the State. It shall be the duty of the proper officers in control of any school described in the fore¬ going section to enforce the provisions of this act, and any such officer, school director, committee, superintendent, or teacher, who shall refuse or neglect to comply with the requirements of this act, or shall neglect or fail to make proper provisions for the instruc¬ tion required and in the manner specified by the first section of this act for all pupils in each and every school under his jurisdiction, shall be removed from office, and the va¬ cancy filled as in other cases. No certificate shall be granted to any person to teach in the public schools of the State after the 1st of J anuary, 1889, who has not passed a satisfactory examination in physiology and hygiene, with special reference to the nature and the effects of alcoholic drinks and narcotics upon the human system. [Approved February 7, 1887.] For other information concerning education in West Virginia contained in this Report consult the Index. WISCONSIN. NEW LEGISLATION. Maps. — Provision is made for distributing annually 1,400 railroad maps of Wisconsin among the schools of the State. Violations of the compulsory attendance act. — Complaints for violation of the compulsory attendance act may be made by any legal voter of the district, or of any town, city, or village, when the schools are managed by a board of education, and directly to the mag¬ istrate having jurisdiction; the section requiring school officers to prosecute under the act is repealed. Teacher’ s certificates. — (1) County superintendents are authorized to withhold certifi¬ cates from applicants known to theha to be immoral in character, and are forbidden to give certificates to persons manifestly deficient in learning, or in ability to teach. (2) Second-grade certificates are to be in force two years, and first-grade certificates four years; the latter, however, maj7' be limited to one year at their issue, if the appli¬ cants have had no experience in teaching, and the limitation may be removod when ex¬ perience evidences that the holders are successful and apt as teachers. (3) Papers of applicants for certificates written in one county may, in the discretion of the county superintendent, be made the bases of certificates in another county, under the conditions and restrictions named. The State superintendent is authorized to countersign diplomas of graduates ,of the University of Wisconsin who have taken the course in the science and art of teaching in that institution, after the holders shall have taught public schools in the State success¬ fully eight months. Any such diploma when so countersigned shall be a certificate of qualification to teach in any public school of Wisconsin until annulled by the State superintendent. School census. — School district clerks, in addition to their present duties relating to the taking of the school census, will also report the names of the children from four to twenty-one years, and the age of each. Loans to districts. -—School districts are authorized to borrow money to refund indebt¬ edness, so as to extend twenty years the period during which the loan is to be paid. Loans in school districts from trust funds of the State may now be made at the rate of 6 per cent, per annum instead of 7 per cent., as heretofore demanded. Vote on free text-books. — Districts are required to vote directly at each annual meeting upon the question of providing the text-books for the use of pupils free, and levying a tax to meet the expense. Forfeiture of State school apportionment. — No apportionment will be made of school money to any town, city, or village which failed to raise by tax during the preceding year an amount equal to that received from the State at the preceding apportionment. Teachers’ contracts. — Contracts with teachers are required to be in writing, and filed in the office of the secretary with copies of the teachers’ certificates attached. Cha nge from township to district system. — Provision is made for organizing independent school districts when a town having the township system votes to abolish the same. School libraries. — Provision is also made for a system of school libraries to be purchased and managed by the town officers under the direction of the State superintendent. The treasurer of each town may annually withhold from the several school districts of his town one-twentieth of the school fund income appropriated thereto, together with one- ABSTRACTS OF SCHOOL REPORTS* — WYOMING. 171 twentieth of all county and town taxes annually raised to secure said income, for the pur¬ chase of school libraries. For other information concerning education in Wisconsin consult the Index. WYOMING. The following, from the report of Governor Warren, for 1885, is the most recent gen¬ eral statement with regard to education in Wyoming in the possession of the Bureau: “Wyoming takes front rank in educational matters, considering her age as a Terri¬ tory. There is a strong and growing interest on the part of her citizens which cannot fail to keep the public schools up to the standard of our older and wealthier neighbors. ‘ ‘ The Territorial school laws, among other provisions, provide for a Territorial super¬ intendent of public schools, appointed by the Governor, and a county superintendent in each county, elected by the electors of the county. Each school district elects its trus¬ tees, 3 to 6 in number, at a ‘spring meeting, ’ and none can vote who did not pay poll- tax the fall previous. “The law also provides fora ‘ teachers’ institute,’ which shall hold annual meetings at some point in the Territory (usually in different towns in rotation), for not less than 6 nor more than 10 days each session. Every teacher or superintendent of public schools may attend, and his fare to and from the institute is paid by the Territory. When there are 15 or more colored children within any one district, the trustees, with the approval of the county superintendent, may provide for a special school. The law prohibits any discrimination as to pay or otherwise on account of sex in employing teachers. Although a compulsory law with penalty clause exists, obliging children from 7 to 16 years of age to attend school at least 3 months in every year, unless excused by physician’s cer¬ tificate or special excuse granted by the district board, yet not to exceed 65 per cent, of all the children are enrolled at public schools, because, first, in cities and towns many attend private, select, or parochial schools; and, second, outside the towns, where thinly populated, many families are so isolated from neighbors that schools cannot yet be established and maintained. This last cause is rapidly improving with settlement. At Cheyenne a convent building is now being completed at a cost of between’ 850, 000 and $60,000, by the Society of the Holy Child Jesus; there are also two branches of the Saint John’s Parochial School in Cheyenne, with about 250 scholars and valuable school prop¬ erty; also a kindergarten school with a few score of the younger children, and several private and select schools having from half a dozen to a score of pupils each. “At Laramie City the Sisters of Charity have an academy with 100 or more scholars, and appropriate school property of their own (they also ha ve an extensive hospital for the sick, at this place), and, as at Cheyenne, select and private schools are also taught. “Other places throughout the Territory have schools, other than public, according to the size of the city or town.” STATISTICAL SUMMARY. . 1885-86. Number of counties reporting (8 in the Territory). School-houses. School-houses . 11 1 8 Cost of same . . . $173, 471 154 5 Schools taught...... . . . . . . 7 Pupils. • P upils enrolled . . . . . ' 4, 988 8 Male pupils enrolled . . . . 2, 572 8 Female pupils enrolled . . . 2,416 8 Teachers. Teachers emploved . . 190 7 Male teachers employed . 40 7 Female teachers emploved . 150 7 Financial statement. Average salary of teachers per month . . . . . $53. 85 7 Aggregate amount, paid teachers . . . $G8, 059 7 Amount raised bv tax to build school-houses . . . . . $46, 776 7 Amount raised bv ta,x for other purposes-.. . $46, 592 6 Amount raised from the general school fund . . . $27, 425 Amount of monev in hands of district treasurer.... . $11,304 T Amount of bonded school debt . , . $28, 000 i 172 EDUCATION REPORT, 1886-87. SCHOOL LANDS. Governor Moonlight, in liis report for 1887, in common with other Governors of Terri¬ tories, calls attention to the circumstance that the school lands set apart by the General Government are not yielding any revenue for school purposes, although largely utilized^ for agricultural purposes by persons who occupy them free of rent, after fencing them in. The Governor makes the following recommendation: “An act of Congress, authorizing the boards of county commissioners of the various counties, under the direction of the Commissioner of the General Land Office, to lease the school lands in their respective counties, for a term of years, and the proceeds to be applied to the support of the common schools of the respective school districts, pro rata, according to the number of school children in each district, and by the Territorial super¬ intendent of public instruction, would be the greatest boon which could be conferred upon the people of the Territories, and the greatest blessing which could befall the children. Those leasing the lands should be required to pay in advance to the respective county treasurers, who would be required to transmit the same to the Territorial treasurer, from whom it should be drawn by the Territorial superintendent of public instruction for dis¬ tribution among the school districts. The leases should be made to expire at the close of the year in which the Territorial government terminated. The act of Congress could fix the minimum price for the three classes of land to be leased, viz, uplands, second bot¬ tom, and bottom or meadow lands; could prohibit the cutting of any timber for any purpose; prohibit the quarrying of rocks of every description, and the taking out of any coal, mineral, or other valuable deposit wherever found. Thus the lands would lose none of their original value, and in many instances would be made more valuable. Within the limits of the railroad-grant lands many of the school sections are now fenced in and used for grazing purposes and for the production of hay, which brings in no revenue to the Government and no addition to the school fund, and upon which the parties pay no taxes. ‘ ‘An act of Congress placing these school lands in the hands of the county boards would create a local power and a local pressure, which would compel the parties having the lands fenced to pay a reasonable annual rental to the support of the public schools, or tear down their fences so as to give others a chance who were willing to pay. The whole tax-paying population, outside of some of those holding the lands, and they are by far the fewest in number, would become the friends and allies of the Government and the law, and would force a compliance to the very letter. The land in Wyoming is being rapidly taken up, and of course the best land is usually the first taken. It is very likely that many of sections 16 and 36 have prior claims, and that many are deficient in area, and many others are so located as to be of almost no value, and as the law authorizes the selection of indemnity sections to be certified by the Commissioner of the General Land Office to the State, it seems tome that the interest of the common school fund would be best served by permitting this to be done during the Territorial form of government through the surveyor-general of the Territory, the registers and receivers of the land office, and the Territorial superintendent of public instruction. This would make it possible to select some of the good lands as indemnity before they were all taken up, and locating within each county its proper proportion. I am informed that the Wyoming Territorial lines cut through townships so as to deprive the Territory of some 440 school sections. “The Yellowstone Park, the military reservations, and the Indian reservation deprive the Territory of about 200 more, and it would appear but just that the indemnity sec¬ tions be given in lieu thereof before all the desirable land shall be taken up. The grant¬ ing of the power to lease these lands would prevent the possibility of any monopoly control, as the people are keenly alive to the interests of education, and will sacredly guard and protect the common school fund, to supply which all are taxed. In this age of enlightment it is apparently anomalous that tlje Territories can not share the advan¬ tage equally with States of leasing their school lands, and at a time when this advantage would be most serviceable to them. I have made these suggestions with some diffidence, but believe they are worthy of a careful consideration.” For other information concerning education in Wyoming consult the Index. CHAPTER I'Y. DISCUSSION'S OP EDUCATIONAL QUESTIONS, CHIEFLY BY STATE SUPEKINTENDENTS. Administration — Censuses, school — Co-education — Compulsory attendance— Country schools — Edu¬ cation, nature and objects of. — Graded schools — High schools — Hygiene— Libraries for schools — Public schools — Religious and moral training — Revenue— School-houses— School systems — Statist tics of education — Supervision — Teachers — Temperance instruction — Text-books. I. — Administration. The unwisdom of the district system illustrated. — Superintendent Kiehle, of Minnesota: “Noticing the defects of our system more in detail, I call attention to the common school district. This may be known as the neighborhood plan, in which as many fam¬ ilies as can conveniently send to one school have their own officers and school-house, and tax their property for the education of their children. This plan prevails nowhere but in the country, although it is not a whit better adapted to it than to cities. The unwisdom of this plan would be fairly illustrated if our cities should adopt it, and pro¬ vide by law that every one, two, or more blocks might organize for the support and con¬ trol of their school affairs by a separate set of officers. If the two cities of St. Paul and Minneapolis should adojit the plan of the country, they would support over 500 dis¬ tricts and over 1,500 school officers; there would be some very rich districts, with excel¬ lent schools supported at trifling cost, and there would be other very poor districts, with few children, poor schools and short terms, maintained at a burdensome expense. And this is the precise condition of things in the country. Some districts are large, rich and thriving; others are poor, sparsely settled, have few children, and can hardly sup¬ port a four-months school by levying the highest tax allowed by law. ‘ 1 There is no more reason for having a set of officers for each school in the country than there is for making as many separate districts in a city as there are school buildings. The same rule should govern in the country that governs in cities. As the territory of the municipality is the territory of the school district, so the township should be the school district in the country; and as in the city a single board provides school privi¬ leges as they are needed, so in the township, under one board, school-houses should be located, teachers employed and all conveniences provided as the distribution of popu¬ lation and the progress of the children may require.” Evils of the district system in Arkansas. — Superintendent Thompson, of Arkansas, re¬ news his recommendation of a change to the township system, and says: “After two more years’ experience with the present law I am more firmly impressed with the wis¬ dom of the change recommended in 1884. * * * The present plan of separate, in¬ dependent districts divides the funds into such small parts, that the length of the school term is reduced to the minimum, and- to maintain a school for three months it is neces¬ sary to employ the cheapest teacher. The school buildings are uncomfortable and poorly furnished. Some are even without any conveniences. This is the school the directors are forced, for want of means, to give tire children in their districts. ******* “Another reason for changing to the township system, is that under our statutes sep¬ arate schools must be provided for whites and blacks. In some districts there are only five or ten children, for whom a school must be provided at a cost of from $25 to $40 per month. In the township system in the northern part of the State, schools could be maintained at much less cost for the few colored children who are in the township. The same conditions are found in many districts in the eastern and southern portion of the State, where there are not more than five or ten white children. There is an im¬ perative necessity for a change, if we expect to advance our schools to that degree of use¬ fulness that is desired and demanded by the spirit of the age.” 173 174 EDUCATION REPORT, 1886-87. Not a mere jiassing notion. — Superintendent Raab, of Illinois, in renewing his recom¬ mendation for a change to the township system, says: “It is not a mere passing notion which prompts me to urge this matter of school administration, and to ask such a sweep¬ ing modification of the existing laws, hut an earnest desire to help to simplify and im¬ prove the school affairs of the State causes me to again propose a measure, which it becomes the more difficult to carry into effect the longer we wait. I mean the change from the present district system to the township system in school administration.” Advantages of the township system. — The following synopsis of the advantages of the township system is given by Superintendent Thompson, of Arkansas: “1. The building of better and more convenient school-houses. 4 1 2. The schools could be classified and graded with more ease. “3. Better teachers would be employed. ‘ ‘ 4. School terms would be longer. ‘ 1 5. Taxation would be equalized. “6. The school revenues would be more equitably distributed. “7. Equal educational privileges could be extended to all parts of the township. “8. Children could attend the school that was most convenient. “9. School- houses would be better furnished. “10. The per capita cost of education would be diminished. “11. There would be but little uncertainty about district boundaries. ‘ ‘ 12. Reliable statistics and information could more easily be obtained. “13. There would be better management and supervision of the schools. “14. Text-books could not be so easily changed. “15. The school law would be simplified and better understood and obeyed.” Consolidation of school districts. — Superintendent Williams, of Delaware: “There can be no reasonable doubt of the practical benefits to be derived from the consolidation of small school districts. In district schools some of the difficulties which are met, and which tend greatly to impede the progress of the schools, are the large number of classes, in one instance numbering as high as 26 in a school of 35 scholars; the shortness of the school terms; the necessity in some districts of employing inexperienced teachers, owing to the small amount of money, and the frequent changing of teachers. These, and many others which might be mentioned, could be overcome by consolidating some dis¬ tricts and establishing graded schools. “The benefits of the consolidation of small school districts are seen in Sussex County, as the results of the commission appointed by the last General Assembly, and have been found highly advantageous to the cause of education.” Practical results of the adoption of the town system in Vermont. — Superintendent Dartt: “At the last session of the Legislature a law was passed requiring all towns having the district system to vote upon the question of abolishing the districts and adopting the town system at the annual meetings in 1885 and 1886; the vote to be by ballot and op¬ portunity to be given for discussion. “ It will be seen from the record that in the 2 years 16 towns voted to adopt the town system, and one voted to return to the district system after using the town system 5 jears. ’ ’ Town superintendent of Bolton, Yt. : “ Five years have passed since this town entered upon the town system, and when the people had an opportunity to return to the old dis¬ trict system at the last annual meeting, not a single person, to all appearance, desired to do so. Surely a good argument for the town system, when almost a majority were at first bitterly opposed to it. J ’ Of Middletown : “We note a very decided improvement in our schools under the town system. It is working admirably with us and fast gaining friends. Its adoption by our town is a long step in the right direction. ’ ’ Of Grand Isle: “The town system has made many friends in this town since we adopted it one year ago. ’ ’ Of Warren: “ This is the first year under the town system, and I am satisfied that after we get settled into business and the people become accustomed to the new way, there will be no desire to return to the old district system with its unequal taxation. We have not had so much friction as we anticipated. Our schools are in better condition than before.” A county system recommended. — Superintendent Lawhead, of Kansas: “ While there ap¬ pears to be some ground for the present agitation demanding the abolition of the district system and the establishment of the township plan, it is questionable whether that plan will be the panacea for all the ills of our school system that its advocates claim. It is true that under our present district system taxation is unequal; the district that is financially weak has, in order to secure anything like equal school advantages, to tax itself almost to the point of bankruptcy. Should the township plan be adopted it would not equalize ADMINISTRATION. 175 taxation fully, while it would create endless confusion in district lines, as no school dis¬ tricts have been so formed as to have their boundary lines conform to the boundary lines of the municipal townships. It seems to me that if we are to destroy our present system of school districts, it would be wiser to resort to a county system, and thereby secure a greater degree of equalization of taxation and at the same time avoid all changes and con¬ fusion in the boundary lines of districts. - * * Is there not danger of losing that general interest which we now have under the district system, should we pass to the township system and thereby place the control of our schools in the hands of a few? It seems to me that by a carefully considered law providing for a system of school taxation by the county, and the locating and building of school-houses by the same authority, the burden of taxation could be much more equally distributed, and the school-houses so located as to more fully accommodate the children than by any other system. Such a thing as a district financially weak would be unknown; hence, this man or that man would have no incentive in the way of escaping taxation to ask to be transferred from one district to another. ” The district system the best at present for North Carolina . — Superintendent Finger: “ The district system is, perhaps, not the best system, but as we have it, and our people are accustomed to it, I think best to retain it, at least for the present. The general ma¬ chinery of the system is working fairly well, and I suggest only such changes as seem to be necessary in the present condition of public sentiment, and considering the small amount of funds now raised under our statutes. ’ ’ The State superintendent should be independent . — Superintendent Baker, of Texas: “ The superintendent of public instruction is selected with special reference to his fitness to conduct the educational interests of the State. The general public holds him responsi¬ ble, and it is fair to presume that he understands the duties of the position better than oth¬ ers who give those duties little or no attention. The people impose no higher trust upon the government than the supervision of the education of their children. I hold there¬ fore that the department of education ought to be made entirely an independent one, with a head not subject to the dictation of other officers. The Governor, comptroller, and secretary of state, the officers who compose the board of education, have enough to do to occupy their whole time in discharging the duties particularly appertaining to their several offices, without being called upon to determine the correctness of the rulings of the superintendent of public instruction upon subjects with which they are in no way familiar. Such a power bestowed on a board cripples the influence of the superintend¬ ent, and in many instances renders him powerless to amicably settle the most trying differ¬ ences between inferior officers. The superintendent is selected by the people just as the Governor and comptroller are selected, and there is as much reason for a board to act upon the decisions of those officers as upon the decisions of the superintendent; better reason, if the boards were chosen with reference to their understanding of the matters they were to act upon. I unhesitatingly state that the several boards of education since 1873, notwithstanding they were composed of gentlemen of distinguished ability and upright character, have been potent factors in retarding the advance of popular educa¬ tion and the successful administration of the school law.” Eolation between superintendent and school committee. — Superintendent Stockwell, of Rhode Island: “It’is extremely unfortunate for the welfare of our schools that, in the development in our State of the work and status of the superintendent of schools, the idea should have been allowed to gain a foothold that the office was in any way inde¬ pendent of the school committee, or that the occupant thereof was responsible to any others than the committee, for the whole theory of the office and of its duties has ever been to make it the medium of the committee’s actions, to give opportunity for so uni¬ fying and simplifying the work of the committee as to make it more effective in every respect, and thus to afford a constant and suitable medium for the expression of their will. “We are all aware how long it took to place the selection of the superintendent where it naturally should go, in the hands of the school committee, whose servant he is to be, and who confer upon him every particle of power or influence which he may exert. We have one more step to take before the office is placed in its true position of entire inde¬ pendence from any body or interest, save that to which it is legitimately subject, the school committee. The salary of the suxierintendent should be fixed by the school com¬ mittee and paid upon their order, just the same as that of amv teacher. In fact, the superintendent is but a principal teacher. Just so far as he fulfils the ideal require¬ ments of his place, does he do his best and most valuable work in teaching, both by precept aud by example, the teachers of the town. To thoroughly discharge the duties of his place he must himself be a teacher. It is evident, therefore, that upon that ground alone the school committee are the only authority naturally fitted to determine the value of his services and the rate of compensation. It is to be hoped that the time 176 EDUCATION REPORT, 1886-87. is not far distant when this change may be effected and another long step taken in the direction of simplifying our educational machinery and determining more clearly the nature and extent of the responsibility for its smooth and successful working.” II. — School Census. The facts should be made known. — Superintendent Dartfc, of Vermont: “It is a matter of regret surely that no provision is made by this State for the enumeration of all the children of school age. If there are those within our borders who are growing to man¬ hood and womanhood without any education, who do not attend school at all, the facts as to their number and where they are should be fully known, that effectual means may be used to remedy this evil and remove the reproach from the Commonwealth. ’ ’ We should know the facts. — Superintendent Powell, of the District of Columbia: “If education is of value as a factor in society, and if the schools are the only tangible measure of that value, we should know the facts by means of which an estimate may be made, so far, at least, as numbers of children are concerned, of the relations between what is accomplished and what ought to be accomplished.” III. -Co-education. Will become more sensible men and women. — Superintendent Fred W. Campbell, of Oak¬ land, Cal.: “ It seems to be the natural order of things that boys and girls should be educated together. They are together in the family, in the relation of brother and sister. In the co-education of the sexes in school, there are secured greater economy in instruc¬ tion, better discipline, more natural, and therefore more healthful, intellectual, and moral and aesthetic development for both the boys and girls. The mingling of the sexes in the school-room checks the tendencies both to the romantic fancies and overwrought and unreal imaginings engendered by attendance on separate schools; and this it does by substituting for such illusions the every day commonplace reality of mutual rivalry in a common labor. Thus each forms correct and sensible j udgments of the other. They learn that they are much alike in their natures, that they possess about the same ability to learn, wdtli nearly everything yet to learn. By so much as all this is the effect of ed¬ ucating boys and girls together, by so much will they become more sensible men and women than by educating them separately. ’ ’ IV. — Compulsoey Attendance. A proximate and provisional enforcement desired. — Superintendent Akers, of Iowa: “To say the least, there must be a strong presumption in favor of an educational measure in which all the leading nations of the world are enlisted, and which has almost the unani¬ mous advocacy of the teaching profession, and of those public officials who are best in¬ formed as to the necessities of the case. In face of this there is everywhere acknowledged difficulty in putting a compulsory school law into force. A close study, however, of this kind of legislation will make two things apparent, both setting aside any objection to the law on the score that it can not be enforced. “First, wherever boards of education have been empowered to employ a special officer or officers, whose business it should be under some systematic method of search and re¬ port, to find out the defaulters and get the children to school, the end contemplated by the law has been gratifyingly attained. It has been suggested that this officer be partly police and partly missionary in his functions, but mostly missionary, as being more in keeping with the kind of work he has to do. And this suggestion brings us to the sec¬ ond most important lesson from the study we have had in hand, namely that for the ends of public well being a proximate and provisional enforcement of a compulsory school law is all that should be desired. In the language of one of our most eminent educators, Dr. Welch, compulsory education should not be reckoned of value simply to the extent to which it can be rigidly enforced, but in the main it should be prized be¬ cause of the ‘compulsory environment’ it throws round the ignorant and the dilatory, and the general public interest it arouses in the cause of education as lying also at the very heart of the national life.” The rights of the children should be secured to them. — Superintendent Stockwell, of Rhode Island : “I think the duty of the hour to lie in the direction of arousing and directing public sentiment to demand that the rights of these children, so many thousands of whom are practically dependent on the State for all the opportunity they will ever have, be recognized and secured to them. Our people need to be reminded that these children are the future voters; that in their hands will be placed the destiny of the State, and that we are responsible for the training given both to their hands, and also to the minds and hearts which will control them. We are trifling with tremendous issues, and we shall be fortunate if we do not pay for our folly by some terrible experience- Let ua awake from our lethargy ere. it is too late. ” COMPULSORY ATTENDANCE. 177 Reasons of failure in Minnesota. — Superintendent Kiehle: “I am not able to report any substantial aid gained from the law on compulsory education. Several superin¬ tendents have undertaken to enforce it, but the results have not been permanent. The reasons of failure have been: ‘ ‘ 1. Defects in the law. It very properly allows children to be educated in other than the public schools, yet leaves the condition so indefinite that there is not the least guarantee that the children are receiving the equivalent of a common school education. Whatever else is required, every school which is to be recognized by the law should cer¬ tify that it is conducted in the English language, and that instruction is given in the branches of a common school education, viz. : reading, writing, arithmetic, grammar, and the geography and history of the United States. ‘ ‘ 2. The difficulty inherent in this method of improving the people. The more chil¬ dren there are in any given district who do not attend school, the more probable it is that no one in the district will take the trouble, or endure the odium necessary to the enforcement of the law. There should be a truant officer in the city, and a constable in the country, whose duty it would be to attend to the enforcement of the law. ’ ’ The best possible compulsory law. — Superintendent Jones, of Dakota: “The law for compulsory education in our Territory, which is intended to be provided for in sections 119, 120, is not enforced. To enforce such a law requires first, that public sentiment be educated up to a proper appreciation of the principles involved. This may yet be in the somewhat distant future so far as it interests those communities which are most negli¬ gent. I fully believe that a law which taxes the parent or guardian of every child, say "twenty -five cents per week, per capita , for all children of school age under his care or con¬ trol, to be collected as are all other taxes, and the amount collected to goto the support of the schools, would be the best possible compulsory law. The parent or guardian may then receive a credit upon such tax of twenty-five cents, in favor of any particular child, naming it, for each week of school attendance, upon presenting the certificate of the di¬ rector showing the attendance. But the credits of one child should not be accepted from the parent or guardian in favor of another. ’ ’ Justification of compulsory attendance laws — Limits of the rights of parents. — Superin¬ tendent Hine, of Connecticut: “There are many parents who assert what they call their right of governance. Such think it unjust that they must send their children to school, and thus lose the profit of their labor. Others, timid about interfering with the relation of parent and child, prefer that the child should suffer abuse and deprivation rather than disturb the principle of parental control. ‘ ‘ There is no necessity of confusion or hesitation here. That parents may have the governance of their children is not an unalterable principle upon which unchangeable laws are based. It is only a proposition based upon extensive experience and embody¬ ing the general conviction that parents inspired by instinctive love will treat their chil¬ dren wisely and humanely. There is a strong probability that they will so treat them. This presumption of good will yield to a certainty of evil. When it is certain that a parent is injuring his child a point is reached where society says his action is not reason¬ able, and the law says it is not lawful. It may be unreasonable long before it is unlaw¬ ful, but it is merely a question of degree when the legal limit is overstepped. ‘ ‘ Responsibility for the education of the child is placed upon the parent. It is ad¬ mitted that the parent may and ought to understand what is the best education for his own children. But at the point of no education or of limited education resulting in mental starvation, the law undertakes to make the parent do his duty. If in the exer¬ cise of his judgment and right of control, the parent gives no education he has over¬ stepped the reasonable limit of control and transgressed the positive enactment. He is now compelled to do what he ought to do. “Similarly there is no principle which confers upon a parent the right to cause his child to work for gain or for the support of the family. It is supposed that the labor which the parent compels the child to perform will [not] result in good to the child. If the mind or body of the child is injured by work in any industry, the limit of reason is again overstepped, and the law compels the parent to refrain from doing what he ought not to do. Both in depriving the child of education and in causing him to spend his early years in labor the parent is not conforming to what the experience and convictions of society regard as right. He is not acting in a reasonable manner, and the law says he is not acting in a lawful manner. “ The enactments relating to attendance and employment have restrained and miti¬ gated in many cases the harshness of parental control. If they have accomplished noth¬ ing more their operation has been beneficent.” 12 ED 178 EDUCATION REPORT, 1886-87. V. — Country Schools. A course of study adopted for country schools in Indiana — Classified schools. — In Indiana, under the superintendency of Hon. J. W. Holcombe, a standard course of study for one-room country schools, prepared by a committee of the County Superintendents’ As¬ sociation, was adopted by that body in 1884. From that time a general effort has been made throughout the State to conform the district schools to the standard course. It is divided into three parts, known as the Primary, the Grammar, and the Graduation Di¬ visions. Diplomas, tastefully lithographed, are granted to pupils who attain an average of 75 per cent, and who do not fall below 65 per cent, in any one branch. The graduating exercises are held in each township under the supervision of the county superintendent; these have been attended with a degree of* interest far beyond expectation. Following are the courses of study referred to above, and a daily programme of study and recitations for a district school. The word year is used somewhat indefinitely in the arrangement of the work, and does not mean necessarily either the calendar year or the school term (since the latter is not uniform), but rather such a time as is necessary for the completion of the work allotted — in other words, the interval between the pro¬ motions. COURSE OF STUDY ADOPTED FOR ONE-ROOM DISTRICT SCHOOLS OF INDIANA. PRIMARY DIVISION. First grade— first year. Spelling. — All the words of the reading lessons by letter and sound. Beading. — First reader complete; introduced by the word, in conjunction with the object method, afterwards combining phonic method. Writing. — Blackboard and slate exercise. Arithmetic. — Adding l’s, 2’s, 3’s, and 4’s. Roman numerals; Arabic numerals. General lessons. — Language lessons in connection with reading. Object lessons — color, orm. Geography — distance and direction. Second grade— second year. Spelling. — Written exercises, slate, board, and spelling tablets. Beading. — Second reader completed. Writing. — A complete drill on position at desk, as to pen and movement and form of letters. Arithmetic. — Oral lessons, addition, subtraction, multiplication, and tables con¬ structed as far as learned. Geography. — Home — outline of township, county, and State. Language. — Lessons in connection with reading, notation, and numeration. Third grade— third and fourth years. Spelling. — All the words of importance in the various lessons; new words defined, spelled by sound and letters, using proper diacritical marks — slate and blackboard. Beading. — Third completed. Writing. — Copy-books Nos. 2 and 3. Special attention given to position, holding pen, movement, etc. Arithmetic. — Addition, subtraction, multiplication, and division, mastered as princi¬ ples without the use of text-books. Grammar. — Oral language lessons; analysis by diagrams, giving subject, predicate, object, and simple modifiers. Geography. — Oral lessons, by subject, to primary geography. History. — Oral lessons; important events and dates. (Occasional.) GRAMMAR DIVISION. Fourth grade— fifth and sixth years. Spelling. — Same as Third Grade. Beading. — Fourth completed; supplemental reading introduced. Writing. — Copy-books Nos. 4 and 5. COUNTRY SCHOOLS — INDIANA SYSTEM. 179 Arithmetic. — Practical, to percentage. Geography. — Primary. Grammar. — Elementary, completed. History and Physiology. — Oral lessons. GRADUATION DIVISION. Fifth grade — seventh and eighth years. Spelling. — Previous methods continued. Reading. — Fifth completed; suitable supplemental reading. Writing. — Adopted system completed. Arithmetic. — Completed, giving special attention to analysis and formulas. Geography. — Completed; map drawing and physical conditions mastered. Grammar. — Completed, including a practical knowledge of composition and analysis by diagram. History and Physiology. — Completed; civil government. Special. — Familiar lessons or tasks in elementary science, and a practical knowledge of the United States system Of land survey. Daily programme of study and recitations for a one-room district school. State of Indiana. 180 EDUCATION REPORT, 1886-87. © . 0 © . .’2 ©'d'2 © © 2 TS cS ^ 5 i ^ £ bo S ® O'- 3® ££ %£££ blslblslbl© bC T3 U . *3 >©aiSeS©T"o ©®©«4Jb 'u3Sha.i»Jc3»«»r *> K S3 S3 SS S3 ^ ^ 5^ *2 es C5 ® ^ ft2 be *3 S3 S3 TJ © i . ..©is* 'O'g ^3 | 2 2-3 o °® be bo S '~'M o T3 5 2 j^btiubfig ® '"5 = 9.S SSeS a ar> CS 35 35 Cw _,v ST Is 1 & & — '5q • .2 .2* .2 .2 .2 ^ ^ * 5 -5 -5 5 -a £ « « .S -a * .2 S-r-E-r-cS^ bbffl^a H jg i-h w fa* es g 2 i u fa OOO' 2.2 .5 »g « «33 « S-3 cc c3 c3 S3 £ C S fl> 5 *.SS H««l5q *s £ © © a a • • • 2 .2.22 «’ « >*>>>> . bo b0b£+=> M -bi-^-^jabi) |||llasl|lltl!2 3 s? eS'S.'S'2'Sfi i.- y-bebtir-r ^.3.32^s oo ©£ , © © © > CS C5S3 fa 1 u fa ** , w«w© 'i < «<* -*ooS © © .. bo oo bO’ o3 © c 3 3-5 bobo: bo's g § &§ © § © a5 © eS ^cS o$ 'S’® '©«;©’© S?j?|S5ffl c ^c-S^brEo.’?*® E5ccoo'oo©>5a‘‘ ^ ~ w w -s ai o5 sJ ej es ■ © © © © gJ.jS'S'S iC^c3Sd052^2'S5*S ■ P P 2 2 ?3 £ C5.S SP£?to bobobc2« bo o3oJc3eS^^.'»^Cc 813 °£ oE if*r X #©©##©Ci©3S»£s00 jf fa s CSCSWSS-32-^ -a 5 ^ <3 «s © © ©^ ^ a a a ^ bobc-r «Ca. iSiS * c © a S &2 ^ccS bij'g 2 2 t3’2 t* ■ »• O 3 ' I ^ £« ca o o . ^ocj WW ;S^ « S *fb*| :?Sl ■ « cs S ^2-2 «P5q bo bo | m4 • • M ,Sj . .-M* • jS'S? | ^ 8S ® ^-1 2 SS § ^-2 ©«j2^3 OCd a 2 O.^fiS 0©J2*J2fti'fa © 0.2 D3ss3 ^ O Sr-2 OS3E <3ps Or? »M Ka«^ fq 'S^ CO a a CQ 3 oooiBBOisiawoiooooiniaomBOifli i 05 O ci o O O O r-J r-< cj iH r lOOBOOIDOl lONMOHN'Vt i oi c Civil government. ) Latin (Caesar). Latin (Caesar). Latin (Virgil). Latin (Virgil). Botany. 'I Physiology, j Greek. Trigonometry ] and > Surveying. ) Greek. Greek (Anabasis). Greek (Anabasis). French. French. French. French. Astronomy. Solid geometry. Zoology. Geology. GRADED SCHOOLS. 193 Peoposed Uniform Couese of Study foe the High Schools of the State. Reported December , 1885, by a Committee of the State Teachers ’ Association. I. [9th year.] II. [10th year.] First half. Second half. First half. Second half. Algebra. Algebra. Arithmetic. Geometry. Literary readings — two recitations a week. Grammar and thought analysis-three recita¬ tions a week. American literature — two recitations a week. Composition and rhetoric — three recitations a week. Constitution. Political economy. Ancient history. Mediaeval and modern history. Latin or German. Latin or German. Latin — Caesar, or Ger¬ man. Latin — Caesar, or Ger¬ man. III. [11th year.] IV. [12th year.] First half. Second half. First half. Second half. Geometry. Trigonometry an d sur¬ veying. American literature — three recitations a week. Rhetoric — two recita¬ tions a week. English literature — three recitations a week. English history — two recitations a week. English literature and composition. Mental science. Moral science. Physics. Physics. Chemistry, zoology. Botany, physical geog¬ raphy. Latin — Virgil, or Ger¬ man. Latin — Virgil, or Ger¬ man. NOTES. 1. Mathematics, 540 lessons— 20 per cent. English, 648 lessons— 24 per cent. History and philoso¬ phy, 432 lessons— 16 per cent. Physical science, 540 lessons — 20 per cent. Language, 540 lessons — 20 per cent. 2. The course has been prepared with special reference to use in cities of ten thousand inhabit¬ ants and less, and with not more than three teachers in the high school. 3. The arrangement is such that pupils who wish to do so may eater the freshman year in our State colleges at close of the third year high school. 13 ED 194 EDUCATION REPORT, 1886-87. VIII.— High Schools. Township high schools necessary to a complete system. — Superintendent Jones, of Dakota: “In my last annual report I suggested that authority be delegated to each township in the Territory to establish a central high school, and that it be made a connecting link between the common schools and the universities. It would not be expected of each township that it establish and maintain such a school at once; but if the power is granted to them those having the necessary wealth may move in that direction immediately, while the weaker corporations should either wait till they acquire the ability or unite with one, two, or three others for the purpose. I am of the opinion that while the State undertakes to provide for the collegiate, education of our children in addition to the common school course, there should be no break in the connection between them. ‘ ‘ No satisfactory reason can be urged for tolerating the ‘ missing link ’ which now exists, if there is a satisfactory reason that can be given for the establishment and main¬ tenance by the State of the universities, which provide for the higher education. In faet the high school course is of far greater importance to the people than is the university course. At all events, the pupil is now barred from the university by a yawning chasm, which should be bridged over by the same system which bestows the common school education, when the structure will be complete. The pupil who begins with the first steps will climb the intellectual ladder round by round, till he reaches the climax; and the complete idea, the perfect system, the unity and grandeur of the structure will be the glory of the Commonwealth.” Influence of the high school. — Superintendent Morgan, of West Virginia: “ As a part of the free schools the high school has become a factor of transcendent importance in the education of the people. “Its influence is now specially marked in two directions. It is the crown and com¬ pletion o lithe free school system, and by its close connection with the intermediate schools and the system of promotion therefrom it not only encourages but compels thorough work in them. The intermediate schools are in turn encouraged to thorough work by the prospect of advancement. In the second place, it affords the great body of the people the convenient means of academic training.” HYGIENE. 195 IX.— Hygiene. An improvement in heating and ventilation. — Superintendent Kennedy, of Wayne County, Pennsylvania: “The improvement made in heating and ventilating the graded school building at Honesdale deserves notice. The plans were made by William J. Baldwin, of the Sanitary Engineer, and are in successful operation. This system fur¬ nishes each of the 600 pupils 1,000 cubic feet of fresh, warm air per hour, and keeps the rooms at a proper temperature in the coldest weather. The air is introduced into the building through a cold air duct; from this extend smaller ducts, conveying the air to the heating-coils, of which there is one for each room. The air, when warmed, is passed by a separate duct into each room about 8 feet from the floor. Each room is provided with a foul-air duct (ventilating shaft), which starts from the floor and extends to the attic. Each ventilating shaft is provided with two registers — one near the floor, and the other near the ceiling — the first for ordinary ventilation, the last for ventilation in summer. Each ventilating shaft is provided with a radiator, to secure perfect draught. The foul- air ducts are collected in a chamber above, and from this a large duct passes through the roof, allowing the foul air to escape. The air is introduced into and taken from the rooms without perceptible currents, is pure, and maintained at a temperature of nearly 72 degrees.” Forcible removal of foul air necessary. — Superintendent Smith, of Syracuse, N. Y. : “We have not found the best results while depending on natural ventilation, and for this reason the power ventilation is contemplated in the High School at the beginning of next school year, by which the cold and foul air is to be withdrawn from the building by means of a fan acting on the principle of suction, and forcing the air through venti¬ lating shafts into the open air in the roof. Drawing in the air in this manner from the rooms causes a partial vacuum, which is balanced by an equal amount of pure air, com¬ ing over steam-heated radiators in cold weather, or through the same apertures in warm weather without heat, making it possible to have nearly perfect ventilation at all sea¬ sons. This school was built with these shafts just as they will be when the apparatus is completed, depending upon the natural flow of foul air through these shafts; but dur¬ ing all the years the building has stood there has been at times no ventilation, and never . such as should be had. The newer buildings are better than the old, but, as has been found in respect to the High School, we shall not realize such changes in the air as the best sanitary conditions require, till some mechanical appliance is made use of for driv¬ ing out the contaminated and used-up school-room air.” Speaking of buildings without ventilating shafts, Superintendent Smith says: “Only the greatest care on the part of the teachers by opening windows or doors will protect pupils, as well as themselves, from the effects of overheated and bad air. This is not likely to be attended to as it should be on account of the many duties requiring teach¬ ers’ attention and thought; and in many cases teachers are made conscious of the con¬ dition of the room by the complaints of pupils that they have headache, or by a feeling of exhaustion or prostration in themselves. The teacher at once opens into the outside air and exposes all in the room to such sudden change of temperature that there is even more danger than to have continued as they were. We hope for better things in the near future. ’ ’ Ventilation of rural school-houses. — Dr. D. M. Currier, of New Hampshire, suggests a plan for the ventilation ‘ ‘ of rural school-houses by constructing an incoming or cold-air duct under the timbers of the floor, reaching from outside and opening directly up¬ wards under the stove, and furnished with a valve to regulate the flow. Completely surround the stove by a galvanized iron case. Ventilation could be provided by placing a register in the chimney near the floor. The chimney should be large, and the smoke- pipe should pass through it to the top, thus creating a powerful ventilating draught.” Headache in school children.— “ Prof. N. J. Bystroff has examined 7, 478 boys and girls in the St. Petersburg schools during the last five years, and found headache in 868, that is, ll.fi per cent. He states that the percentage of headache increases almost in a direct progression with the age of the children, as well as with the number of hours oc¬ cupied by them for mental labor; thus, while headache occurred in only 5 per cent, of the children aged 8, it attacked from 28 to 40 per cent, of the pupils aged from 14 to 18. The author argues that an essential cause of obstinate headache in school chil¬ dren is the excessive mental strain enforced by the present educational programme, which leaves out of consideration the peculiarities of the child’s nature and the ele¬ mentary principles of scientific hygiene. The overstrain brings about an increased irritability of the brain and consecutive disturbances in the cerebral circulation. Pro¬ fessor Bystroff emphatically insists on the imperative necessity for permanently ad- mittiug medical men to conferences of school boards. Of palliative measures he men¬ tions methodical gymnastics, mild aperients, in well-nourished children; steel in the 196 EDUCATION REPORT, 1886-87. anaemic, bromides, inhalations of oxygen, and, in severe cases, a temporary discontinu¬ ance of all studies.” — British Medical Journal , May 15, 1886. A silent factor in education. — Superintendent Raab, of Illinois: “I take this opportu¬ nity of once more calling the attention of school directors, and school officers generally, to this silent factor in the education of our children: clean, healthful, pleasant school- houses and surroundings. Not only is the health of the pupils thereby preserved, but also the aesthetic and moral sense is aroused and cultivated.” X.— School Libraries. The dime novel has disappeared. — Superintendent Howland, of Chicago, Ill. : ‘ ‘ The value of a well-selected library, wisely used, in a school can hardly be estimated. In more than one of our schools dime novels, once so commonly found in the desks of the pupils, or between the leaves of their geographies, have disappeared, and the neighboring dealers no longer keep them in stock, as the demand has gone. . Nor scarcely can there be a stronger safeguard against the many evil attractions of city life than this love — this habit of reading good books — a habit and a love which must begin even in the primary grades. This is the sparkling fount from which will flow the healthful current of virtue, intelli¬ gence, and good citizenship.” No letter investment could be made. — Superintendent Hinsdale, of Cleveland, Ohio: ‘ ‘ One of the most formidable obstacles to carrying out any large scheme of work, iu language, composition, and history, is want of books. The books in private hands, both teachers’ and pupils’, and in the public library, are insufficient for the purpose. No better invest¬ ment of an adequate amount of the public funds could be made than the purchase of a well-selected library of books, history, travel, etc., for everyone of the large school buildings.” The most valuable part of the school. — Superintendent Kiehle, of Minnesota, in recom¬ mending State aid for the purchase of school libraries, says: ‘ ‘ At the age of 12 years every child ought to be a reader, and ought to begin to gather the harvest of knowledge found in good books. And especially is the life of the country well adapted to the improvement of this habit. The occupations of country life are quiet, and tend to thoughtfulness, and the lack of personal companionship and diverting amusements make the companionship of books the more enjoyable and profitable. “ I consider the well selected and carefully distributed library the most valuable part of the school. It is very possible that intelligence may prevail where there are many good books with but poor schools, but it is not to be expected that any school without the help of books will furnish society with intelligent and well informed men and women.” A most important factor. — Superintendent Lawhead, of Kansas: “From observation I am fully convinced that communities in which school district libraries are maintained are more intelligent, more progressive, and more law-abiding than communities that do not have such libraries. I believe them worthy the fostering care of the State as one of the important factors in the training of the young to become useful and intelligent citi¬ zens.” XI.— Public Schools. THE FUNCTION OF THE PUBLIC SCHOOL. [From the report of the Committee on Pedagogics of the National Council of Education. J] “ Reasons for their existence. — The people in their corporate capacity have undertaken the establishment and maintenance of public schools for the following reasons: “1. Private schools from their nature must be limited in number, while education should be universal. “2. The education of the young is indispensable to the State, and cannot be left to the contingency of the pecuniary and social circumstances of the family. Education is a need of the poor as well as of the rich, and a need of the State should not be allowed to depend on charity. “3. The matter and form of instruction imparted in the schools of a nation cannot be left to the contingency of private selection; they should be subservient to the objects of the State, and, therefore, influenced by the State. The State could not tolerate, for in¬ stance, that doctrines subversive of its institutions should be systematically inculcated in the minds of the young. 1 National Council of Education— Proceedings, 1887, p. 19. PUBLIC SCHOOLS. 197 ‘ ‘ While the State may favor private schools,, it cannot look to them to meet the gen¬ eral want of education. ‘ ‘ 4. Since the efficient government of the State requires the harmonious co-operation of the masses, it is a condition for the welfare of the State to provide schools in which the children of the people grow up together without class or sect distinction, so that a more homogeneous population may make the action of the Government harmonious and ener¬ getic. “ The aim of the public school. — The task of the public school is to co-operate with the family and the church, and to prepare for life in civil society. But the first two among these agencies are variable factors in the individual case, since family education may have neglected one child, and church education may be lacking in another. The scope of public school education is necessarily enlarged by this circumstance; it must not only complement, but supplement family and church education. The aim of public school training becomes thereby the development of relatively perfect manhood and woman¬ hood. ‘ 1 Since the power of the school is but a delegated one, and its prescribed function is instruction, the aim of public schools may be said to be the development of relatively perfect manhood and womanhood through instruction and through the guidance and discipline incidentnl thereto. “ Classification of the public school. — In so far as the public school has for its function to impart that education which is indispensable for the perpetuity of the body politic, it is the common school. “The public school when organized as high school or college imparts education which, while not indispensable to each intelligent citizen, should, for the general good, be pos¬ sessed by a considerable number of individuals. Such higher public education is de¬ signed to train that directive ability which is so important an element in the develop¬ ment of the material and intellectual resources of the State and in the administration and perfection of its laws. * 1 The duty of the aftate. — The State has the duty of maintaining common schools, because the; are indispensable for its continued existence. ‘ ‘ Function of the common school. — The function of the common school is to develop more perfectly manhood and womanhood by educating children through instruction in that secular knowledge which in a civilized community is indispensable to the individual, and through the guidance and discipline incidental to such instruction. “ The subjects of instruction in the common school. — The subjects of instruction in the com¬ mon school are, the acquisition of the means of civilized communication, language, read¬ ing, writing, arithmetic, which supplies the measure for the exchange of the common necessaries of life and the more general economic values; a general knowledge of the country, its resources and position in the world, or popular geography; a knowledge of the institutions of the country, of their growth, and of the duties of citizenship. ‘ ‘ In addition to these studies which refer to the duties of citizenship more particu¬ larly, there are others which may be incorporated into the curriculum of the public school, since its aim is to train and develop manhood and womanhood and to supple¬ ment family and church instruction. The child should learn the laws of health, and have a general knowledge of the most common objects and laws of nature. Since he should be prepared for the duties of civil life, the local conditions of a system of schools may in¬ fluence the course of study. Thus in cities or manufacturing centres more attention might be paid to drawing than in rural schools. “Singing, originally introduced to aid church education, remains an object of instruc¬ tion in most of the public schools, on account of the ennobling influence it has on the sentiments and the will, and on account of the assistance which it gives in the manage¬ ment of the school-room. ‘ ‘ The common school should also attend to physical training. 1. By observing proper hygienic conditions. 2. By gymnastic exercises. “Instruction is a means to an end. The dim is the development of manhood and womanhood in accordance with the genius of national institutions. Instruction is im¬ parted because it educates. “Instruction educates because it gives exercise and thereby training to the faculties. The circle of subjects should, therefore, be sufficiently wide and various to appeal to the faculties in general. ‘ ‘ Instruction educates by widening the views of life and supplementing the experi¬ ence of the child, thus extending the circle of his interests. Through the deeper in¬ sight into the -relations of life he must learn to act on principle and intelligently. ‘ ‘ The moral training of the public school is, in a general way, to place the pupil in a position similar to those in which he finds himself in life; to accustom him to live with his equals, to make him reflect on his actions, to lead him to act according to fixed prin¬ ciples, intelligently. 198 EDUCATION REPORT, 1886-87. “To state the moral influences of the public school more in detail: The moral agencies incidental to instruction are guidance and discipline. There is, in the first place, guid¬ ance in the moral school-room habits of silence, self-control, concentration of effort, of punctuality and regularity, of industry. There is also the preparation for civil life, which the child receives by being thrown into the society of his equals, by which he learns to respect their rights and to maintain his own; the habitual submission to law and authority; experience of the evil consequences of wrong-doing; reverence for au¬ thority; reflection on moral rules and action controlled by moral intelligence as opposed to impulse. 1 ’ How far the State should go in educating a child. — Superintendent Baker, of Texas: “I believe that in this day the character of its public schools will determine how far a State has advanced in civilization. An intense desire for the ultimate success of the public schools of Texas makes me bold to call attention to a much mooted and very important subj ect. It has not yet been carefully considered by any Legislature so far as I know, but there is no reason for longer delay. The object of providing free tuition for the child is to fit him for intelligent citizenship; to enable him to participate in the privileges of a citizen and discharge the duties incumbent upon him as a member of society. It is rather a duty the Government owes to itself than to the child. This, added to the fact that without free schools a great number of the people would be reared in ignorance of the privileges and duties of citizenship, I conceive to be the only argument in support of a free school system. Just how far the State should go in thus preparing a child is a question of much moment. Shall the line be drawn at what is commonly termed sec¬ ondary education, or shall the high school, having in its curriculum the higher mathe¬ matics, the sciences, and Latin and Greek, be supported? Is the high school necessary to mould the character of citizenship mentioned ? I believe not. A thorough knowledge of orthography, penmanship, reading, English grammar, geography, arithmetic, and English composition I believe amply sufficient for the purpose indicated. A knowledge of the branches taught in the high school may better prepare one for advanced thought and exalted position, but they are not necessary to the performance of the simple duties appertaining to the citizen. If what is termed the higher education is bestowed at the public expense, the poor as well as the rich are taxed to bestow it. The children of these poor seldom go through the high school, no matter if the tuition is free, because when ready for the branches taught in it they have arrived at the age of breadwinners and must work. Those who attend the high school are as a rule (and there are few excep¬ tions to the rule) the sons and daughters of people who are so fortunate as to be able to educate their children at private schools. The high school, therefore, is in fact a school only for the fortunate few, while the many are taxed for its support. Drawing, as it does, largely from the school fund, its teachers being paid higher salaries than other teachers, the terms of the primary and intermediate schools are shortened and the State is debarred from the privilege of increasing the scholastic age. They thus keep out of the schools children under 8 and over 16 years whose education the State has made itself responsible for, and cause the Government to fail to comply with the constitutional provision declaring that a term of six months shall be maintained. These are potent reasons against the maintenance of high schools, but they are not more potent than the simple one first stated: ‘The State does not owe the child the character of education they bestow. 1 The settled policy of the whole country. — Superintendent Buchanan, of Virginia: “Edu¬ cation at public expense has become the settled policy of the whole country. Hence a system of public free schools is to be found in every State and Territory of the Union. In support of these systems the annual expenditures now reach $110,000,000. This vast sum is meant to be an investment in enlightened and virtuous citizenship, upon which depends the safety of society, State and nation. Virginia is endeavoring to fur¬ nish her proper share of this investment. 1 1 A better sentiment in favor of public education required. — Superintendent Finger, of North Carolina: “Education at the expense of the State is a part of modern civilization. It can not be successfully resisted. Especially is this so in a republican form of gov¬ ernment, such as that of the United States. If there is any one thing that stands out prominently in the history of the country, it is the stress that has all the time been laid upon the importance of education for the people. “The constitution of North Carolina says: ‘The people have a right to the privilege of education, and it is the duty of the State to guard and maintain that right. ’ This doctrine is fundamental and right, and therefore it must have recognition. ‘ ‘ There are now and always have been persons, in our State and in all the States, who say that it is wrong to tax one man to educate another man’s children, forgetful of this fundamental right; forgetful of the fact that the safety of life and property and the wel¬ fare of the State depend upon the virtue and intelligence of the people. Such persons PUBLIC SCHOOLS. 199 try to make it appear that the public schools produce crime, because in some communi¬ ties where they have flourished crime has not decreased, or perhaps has increased. They are not mindful of the fact that, if in such communities crime has increased, as shown by the number of arrests, there has also been a large increase of criminal statutes which may account for them. Courses of conduct are now often criminal under statute laws which were not criminal before their enactment. They are not mindful of the fact that any increase of crime might be accounted for by a number of causes consequent upon the ever changing conditions of the population of such communities. “The facts are that if there is real increase of crime in such communities, which is to be doubted, figures to the contrary notwithstanding, it occurs in spite of all remedial agencies and not because of any one of them. It may be true, and doubtless is, that the public schools have not done as much as they might have done, but this is no reason for wholesale condemnation. It is rather a reason why all good people should lend their active influence to make them come up to the full measure of usefulness. “ If those who complain of poor results would actively join the public school work¬ ers and help to manage the schools, better results would everywhere be attained. The public schools are here to stay, and they will gradually be improved — so improved as more and more to command the respect and patronage of our people. It is the part of wisdom for all good people to recognize these things as facts, and take an active in¬ terest in making the schools better. Let us have a better sentiment in favor of public ed¬ ucation , to the end that the money we do pay may have the best possible application and results. “It is a common complaint that the public school terms are so short that they do not do much good. Of course all the friends of public education very much regret that we can not have longer terms; but how easy it would be for almost any neighbor¬ hood in the State to supplement the public funds by private subscriptions and have longer terms. Many districts are now doing this, and more will do it as sentiment in favor of educating the people improves. Legislation that tends to improve the teachers and lengthen the sessions will help to create favorable sentiment. ’ ’ What shall be taught in the public schools? — Superintendent Draper, of New York State: 1 1 What shall be taught in the schools is a question of no small importance, and it is a difficult one to answer. The law leaves it to each locality to settle for itself. The tendency of the times, particularly in the larger places, is to undertake too much. It ought to be remembered that it does not devolve upon the public schools to put into a child’s head all that he will ever be expected to know. It is useless to tax the memory with multitudinous pieces of mere information, no matter how worthy of note such in¬ formation may be. Of course some facts must be remembered, but the remembering of too many mere facts is now being insisted upon. It is better to create a desire for knowledge, and supply the implements with which to gain it. When searched out through effort, it will be retained without difficulty. The fact is, that the manner in which the school education is started, is of more consequence than the manner in which it is finished out. The people are not generally unwilling that the State should foster and support advanced education, but they will insist that it shall not be done at the expense of elementary work, well knowing that it is of far greater importance that the masses be thoroughly grounded in fundamentals than that the few shall be elaborately topped out and polished off. If school work is not well commenced, it never will be well finished. “ More than 90 per cent, of all the children who ever come into the public schools never get beyond the study of the elementary branches, and there is a wide-spread feeling that the schools do not accomplish the results for this great mass of pupils which they ought to produce. A widespread feeling usually rests upon some foundation. It seems to me that a State which is spending $15,000,000 a year for general education, can well af¬ ford to enter upon a full inquiry which will determine whether the mass of children in this country of a given age can read and write andsspell and figure as well as the mass of children of the same age in the monarchical governments of Europe, and if not, why not? My reading and observation, confessedly not large, raise grave doubts upon this question. A republican state can not afford to have any doubts about such a question as this. ‘ ‘ There has been much discussion during the year relative to the introduction of man¬ ual training as a regular branch of public school work, and several cities, notably New York and Albany, have undertaken a thorough trial of the experiment. It is much to be hoped that it may prove a wise undertaking. There will hardly be two opinions as to the advantages of industrial training, but it must be demonstrated, upon actual trial, that it can be made a part of our common school work with advantage to pupils, with¬ out detracting from the old-fashioned and essential work, to which reference has just been made, before it should be generally taken in hand by the school authorities. The experiments which have been entered upon will be watched with much interest. The 200 EDUCATION REPORT, 1886-87. test will be a severe one, but it must be met successfully, by a trial in good faitli, before the already over-fall courses of study in the schools should everywhere be opened to ad¬ mit what is commonly called industrial training. ‘ ‘ There is a common misapprehension in this connec tion. Manual training need not be confined to carpentry work with boys, or making aprons or dresses with girls. Free¬ hand or industrial drawing may train the hand and the eye more effectually than handling a saw or. a needle. It is easily taught, it is inexpensive, and it is practicable. It is the best possible preparation for further manual work. Every school in the State may undertake this without difficulty, and with good promise of excellent results, and then safely wait for the verdict of those who are further experimenting upon the subject. ‘ ‘ The schools must not only educate the mind but the heart as well. Schools are main¬ tained for the purpose of turning out good citizens. Character is forming while the in¬ tellectuality is being educated, and the influence of the schools should be exercised to form and shape it rightly. We have had much discussion in this country in reference to the reading of the Bible and the observance of religious exercises in the schools, and it has been determined that these must be omitted because of the likelihood of their being used for the propagation of sectarianism. But this must not be deemed to prevent all moral training in the public schools. On the contrary, there should be a stroDg moral influence exerted at all times, in every school-room, which will go continually to the sound training and preparation of boys and girls for the social duties and obligations of life and for the responsibilities of citizenship in a republic where the ‘ will of the people is the law of the land.’ “There is, unfortunately, but little done to stimulate patriotism among children in the public schools, or outside of them. A generation ago it was common to use the mas¬ terpieces of our national oratory for the purposes of recitation and declamation in the schools, and the resultant influences were of no small consequence in arousing and cul¬ tivating patriotic ardor in the rising generation. Then every child was required to take part in these exercises. But even this is no longer common. The modern fashion is to take pupils who give promise of special success as orators and readers and train them elaborately for show upon public occasions. The older custom might be revived with profit. The setting apart of an occasional hour for exercises which would lead children to revere and love their country, and the requiring of every child to take part in such exercises, is a thing which may properly and profitably be done in every public school. “The mission of the public schools is to best prepare the greatest possible number of children for the activities of life, for social and industrial relations, and for the respon¬ sibilities of citizenship under such a Government as ours. The few must not be favored at the expense of the many. The beginners must have the most care and the best work. What is done must be practical. A philosophy is of small use unless it materializes. Children must be evenly educated in all directions. Just what shall be taught, in de¬ tail, must depend upon what, in a practical way, promotes the end for which the schools are maintained at public and general expense.” Necessity of public schools. — Hon. John W. Dickinson, secretary of Massachusetts board of education: “ The ends to be accomplished by a free state are the development of the people and protection in the enjoyment of their natural rights. The effectual means to be employed for the accomplishment of these ends are public educational institutions and a popular government, neither of which can exist without the other. For the exist¬ ence of a free state a common education of the people is necessary, that they may be trained to think alike and to exercise that common sympathy through which alone it is possible for human individuals to become a people. Burke says that ‘in a state of rude nature there is no such thing as a people. A number of men in themselves have no col¬ lective capacity. The idea of a people is the idea of a corporation. It is wholly artifi¬ cial, and made, like other legal fictions, by common agreement.’ A common agreement is the result of common thinking and common sympathy. The conditions of unity in thinking and feeling are public educational institutions where the young may be trained by common courses of study pursued in accordance with a common method. ‘ ‘ Public schools, therefore, are necessary to the existence of a people in the true sense of that term, and especially to the existence of a free people who must labor together for common ends. But the existence of these institutions is impossible unless they are organized, controlled, and supported by the state. For in no other way can a plan of instruction be made common and in harmony with the constitution of the state, nor universal and regular study be compelled, nor constant and ample means of support be provided. “The right, duty, and necessity of establishing public schools, and making the use of them universal and compulsory under the direction of the state, become evident by the same mode of reasoning as would be employed to prove the right, duty, and necessity of establishing the state itself. RELIGIOUS AND MORAL TRAINING. 201 “The dissolution of a State has begun when any considerable portion of its citizens refuses to be educated into the spirit of its constitution and into sympathy with its im¬ portant provisions. Loyalty to the State is shown in fidelity to those institutions which are adapted to make intelligent, loyal, and virtuous citizens.” XII. — Religious and Moral Training. The teacher ivho neglects it a signal failure. — Superintendent Finger, of North Carolina: 4 ‘ Besides practical intellectual training, we insist upon moral and religious development. Of course we cannot give religious instruction except in a general way, all denomina¬ tional or sectarian teaching being excluded.' But there is common and undisputed ground for all to stand upon. No person rises to the full stature of manhood until he chooses to model his life according to the eternal principles of right, and this is only tantamount to saying, until he chooses to please God. Love and fear of Him must be made to result in reverence for Him and in obedience to His will. “In proper training at home, the child is brought to love and, in a sense, to fear its parents, the two principles of action working together to produce reverence and obedi¬ ence. So, too, when at school the pupil has proper treatment, he will love and fear his teacher and will choose, habitually, to obey him. “But all obedience in the family, the school, or the state should be insisted upon, because such obedience is in accordance with the fundamental principles of right. I do not mean to discuss the foundation of obligation — whether a given course of conduct is right because it results in good, or whether it is right because commanded by the great Creator of all things. The ten commandments embody great principles, obedience to which results in good to those who obey and to all men, and at the same time they have the divine approval. “If it be said that these principles were eternal truth, binding upon men before they were commanded by God from Mount Sinai, yet He did sanction them because, as the Creator of all things, He did so constitute the relations between all men and their fel¬ lows and between all men and Himself, that these princirfies always result in good. And so we come back to the will of God as the foundation of all obligation and of obedience to all proper authority. ‘ ‘It is therefore the divine will that all teachers should strive to know and make the foundation of all moral teaching. A child may, at home and at school, be compelled by fear to keep himself within certain rules of action, but this course will afford him but a poor preparation for the duties of life as a citizen. If he is not taught continually to choose his lines of conduct in accordance with what is right — right in this highest sense — so that he may grow up into the habit of choosing to do right, he will most probably be unfit to meet the duties and temptations of active life when they confront him. ‘ ‘It is the will that determines what any intellectual being shall do and what he shall not do, and hence the will must be so trained that what is right shall be habitually fol¬ lowed. The teacher who neglects to emphasize moral and religious training to this ex¬ tent makes a signal failure. “If it be said that this requirement excludes from the school-room the atheist and all whose lives are not directed in the love and fear of God, the ready reply is, for the chil¬ dren’s sakes so let it be; for the Country’s sake so let it be. “If it be said that we cannot apply religious tests, the ready reply is that the employ¬ ment of teachers is a matter of contract, and no committee is compelled to employ any particular person, no matter what his intellectual qualifications may be, if not satisfied with his character in this highest sense. “If it be said that this line of training involves the use of the Bible, the ready reply is that scarcely any one will be found to object to its use in the schools if used without sectarian teaching; and no one will object to the teaching of the grand and eternal prin¬ ciples of truth which it contains, that all religious people in this country hold in com¬ mon.” Should never be omitted nor 'postponed. — Superintendent Welcker, of California: “The one great want in the public schools is a greater attention on the part of teachers and other authorities to moral instruction — to character building. To turn out good, honest, clean-living men and women, is that which should be, not merely acknowledged, but felt to be the principal end and aim of the public schools; that nothing should come before or -be allowed to interfere with this good design; that intellectual education should be subordinated to it, and that this instruction should be not merely incidental, coming to the front on all suitable occasions, but that it should have its regular and frequent place on the programme of exercises. It should never be omitted or postponed in favor of anything else.” The highest end of education. — The following resolution, among others, was adopted at a State convention of the county superintendents of Colorado: 202 EDUCATION REPORT, 1886-87. “ Resolved , That we consider the development of character as the highest end of edu¬ cation and the only safe basis of American citizenship, and we urge upon superintend¬ ents the duty of doing all in their power to purify the moral atmosphere of the schools and all their surroundings.’ ’ XIII. — Revenue. Remedy for inequality of school term. — Superintendent Finger, of North Carolina, also calls the attention of the General Assembly to the need of a State tax for the purpose of equalizing the school term throughout the State: “ While an increase of the rate in the school law could be made to provide an average of four months in the State, that would not afford all the counties that length of term. Some would have more and some less than four months, according to their respective valuation of property and density of population. There is no way to remedy this inequality other than to have legislation that would distribute all or a part of the school money direct from the State treasury to the counties on a per capita basis. Our system as it now stands contemplates that each county shall furnish its own school funds. The State board of education has essentially no funds to distribute to the counties other than such as may be derived from the entry of public lands and from the sale of swamp lands, from which the receipts are very small. Under our statutes, our system is a county system.” The State should provide facilities. — Superintendent Young, of Nevada: “I would re¬ new my recommendation of two years ago that the rate of State school tax be increased. Experience demonstrates that it is not satisfactory to leave this question of education so largely to the counties. The State should provide adequate school facilities for all of its children. Under the existing laws some counties have an average school year of ten months, while other counties have an average of less than five months. By increasing the State tax the terms of school might be made more uniform and the schools be made more efficient.” Object of State appropriation. — Superintendent Higbee, of Pennsylvania: “The pur¬ pose of all State appropriation to the schools is to help the children of the Common¬ wealth, that they all may have every opportunity of securing that culture without which the possibilities of their personal being can not be realized. Any movement, therefore, upon the part of directors to weaken the autonomy of their districts by mak¬ ing them dependent upon the State appropriation, or to lessen, in any way, their sense of the necessity of vigorous self-supporting work, violates the very spirit and intent ol the act of appropriation. Let the increased fund be used in granting better salaries to teachers now underpaid, in securing better teachers by a general advance of salaries, in lengthening the school term, and in increasing apparatus and libraries.” A State tax recommended for Minnesota. — Superintendent Kiehle, after showing how much shorter school terms some districts have than others, notwithstanding they tax themselves at a heavier rate and expend more per pupil, recommends a State tax, to be uniformly distributed. He says: “We have no State tax for the aid of common schools. The one mill tax is only a compulsory local tax, and what is called the State appropriation is only a distribution by the State of a government fund, just as the uni¬ versity receives aid from the university and agricultural college land grants. The State is aiding by direct tax all departments of education, — university, normal schools, high schools, reform school, institutions for deaf, blind, and imbeciles, — all, except the com¬ mon schools, the schools of the people. Still more, these districts are not allowed even the full local tax for the support of their schools. The railroads pay an income tax to the State, and are therefore exempt from all local taxation. This tax, which amounts to over $600,000 annually, is used for the support of every department of government, and is distributed to every educational institution except the common schools. The necessities of the situation compel me to urge upon the attention of the Legislature the important interests of these schools, which care for nine- tenths of the children of the State. ’ ’ A uniform State and county tax needed. — Superintendent Pearsall, of Cameron County, Pa. : 4 4 Many of our districts are paying a high rate of school tax, yet are unable to pro¬ vide first-class school-houses, furniture or apparatus and keep the schools in session over six months. “ I do not know as this can be remedied. But if the common schools were founded on the benevolent plan — that the taxes of the rich might aid in educating the poor — why not extend the plan and let the taxes of the rich districts aid the poor districts. In other words make the school-tax uniform through the county or State. “Again, we deem the present plan of distributing the State appropriation as clearly favoring the thickly-settled portions of the Commonwealth ; were the distribution rated, upon the number of schools, or the number of pupils, instead of the number of tax- REVENUE. 203 ables, it would direct the appropriation where most needed — that is, to the poor and thinly-settled districts. ’ ’ The strong should help the wealc. — Superintendent Buchanan, of Virginia : “They do in the matter of school funds. Upwards of $800,000 of State funds were apportioned dur¬ ing the present year. The school population is the basis of apportionment. To the poor child, therefore, is allotted the same amount as to the rich. Some counties, and the cities as well, pay into the public treasury more State school money than is returned to them by apportionment. The excess goes to the weaker counties. For illustration, county A pays $8,000 State school tax, county B only $4,000. But suppose the school population of the two counties to be the same. Then each is entitled to the same ap¬ portionment, say, $6,000. Therefore A helps B to the extent of $2,000. Furthermore, the State fund, when apportioned to the counties, is distributed just as is the county school money among the magisterial districts on the basis of the school population. So the stronger magisterial districts help the weaker in the matter of county school funds. ’ ’ Apportionment should he, based on attendance. — Superintendent Holcombe, of Indiana: “The State’s school revenues are apportioned among the several counties and the sev¬ eral school corporations in each county, on the basis of the entire number of persons of school age residing within the counties and corporations, respectively, without consider¬ ing how many of these actually attend the schools. The variation in the attendance upon the public schools in different couuties is very great. In a number of towns and cities, and in the rural districts of several counties, there are many private schools which receive a liberal patronage. Yet all the resident children attending these are enumer¬ ated, public revenue is apportioned for them and drawn by the corporations in which they live. Such a corporation, it is evident, maintains schools for only a part of its chil¬ dren ; yet it receives revenue for the tuition of all. In other counties the people depend entirely upon the public schools, and must, therefore, provide accommodations for all the children who desire to attend. Thus the communities that have to educate only a part of their children are placed at an unfair advantage compared with those that must provide for all. The former receive from the State enough m oney to maintain their schools for as long a term as is desired, and sometimes even to accumulate a surplus from year to year; the latter can not keep their schools open a reasonable length of time without heavy local taxation. This establishes a kind of premium upon a small attendance in the public schools.” “ I think, therefore, that the revenues ought to be apportioned upon the actual at¬ tendance of children in the' schools, as nearly as it can be ascertained. Such is the prac¬ tice in several States. This attendance could be reported by the teachers directly to the county superintendent, and by the county superintendent to the State superintendent. ’ ’ “The enumeration is now taken every year. It is the work of not less than one man, for several days, in each of fifteen hundred or more corporations. The expense of this work is considerable. I think $15,000 a year a low estimate. This expense would be saved by the plan I have suggested. But as that plan involves a radical change in the system of apportioning our revenues, it may not commend itself to the approval of the Assembly. Should such be the case, I suggest that a biennial enumeration of the school children would be sufficient to secure a proper apportionment of revenue on the present basis.” Apportionment of township school revenue ; where compulsory charity should stop. — Super¬ intendent Jones, of Dakota: “The tuition fund of the township should be apportioned by the board in equal amounts to the various subdistricts, whenever the amounts to be apportioned do not exceed the sum of $180 per annum to each subdistrict. This ad¬ mits of hiring a teacher for six months each year for each school in the township at the rate of $30 per month. If there is a balance in the tuition fund of the township after the above division is made, such balance should be apportioned to the several sub¬ districts in proportion to their assessed valuation. If any subdistrict fails to use its share of the funds for any year, the amount should be withdrawn from such subdistrict and divided among those subdistricts in which the fund has been used and six months’ school taught, as provided for in the apportionment. This provision would assist the weaker settlements in maintaining a reasonably fair school for a reasonable time each year and admit of hiring, at least, an average teacher. Further than this compulsory charity should not be required to extend, even from an educational standpoint. After this generous provision is made the remainder of the public funds should be divided according to the assessed valuation. This will admit of the maintenance of a better school for a -longer time in the stronger subdistricts, and in many cases it will admit of the support of graded schools in small towns and villages where they are as much needed as are the primaries in the rural settlements. Another benefit to be derived from such provision is the compulsory payment of fair wages to teachers, thereby inducing qualified teachers to seek and remain in the profession. Let it once be understood that 204 EDUCATION REPORT, 1886-87. the minimum of wages paid in Dakota is $30 per month and we shall soon have a corps of teachers who will work miracles, almost, in our educational advancement. One very- excellent teacher writes me as follows: ‘ I find many teachers of our county wide awake and interested in their work, but the majority are so poorly paid that they can not afford to buy books, travel to institutes, and otherwise improve themselves. I know of one who is getting $25 per month and pays $14 per month — or $3.50 per week — for board.’ Some good teachers are compelled to teach at such wages because they are forced into competition with non-professional and unqualified teachers. Thus, the professional teacher is forced into competition with farm hands who would otherwise be idle during the winter months, and who possess, as a rule, very few of the qualifications that go to make up the real teacher. It is here that we find an illustration of the most marked difference between teaching and keeping school.” XI Y. — School-Houses. COUNTRY SCHOOLS. [From the School Laws of Oregon , 1887, pp. 135-8.] Location. 1. It is assumed that the school district has been accurately surveyed and the metes and bounds recorded. Without this the choice must be to some extent guess work. The location should be as near as may be convenient to the geographical centre of the dis¬ trict; but reference must be had to the roads by which it can be reached and the impedi¬ ments that may lie in the way. In rural districts the geographical centre when access is easy should be preferred to the centre of population, because the latter is liable to change. Site. 2. Hollows and the edges of swamps should be avoided. Hill-tops are also objection¬ able. A moderate elevation from which the ground slopes in all directions is to be pre¬ ferred. A piece of woods which would shelter the house from the prevalent winds of winter is a great protection; but no trees should be allowed to stand within 50 feet of the building. Orientation. 3. This question has not yet been settled by theorists. So much depends on the loca¬ tion and the site and the kind of building that is erected that no general rule can be given. Considering that the country school-house is usually closed for about four months in summer, it will generally be most convenient to have the house built so that the pupils may sit facing the north; the windows should then be on the east and west sides. Plan and size. 4. Let us for the sake of simplicity confine our attention to the country school-house with one teacher and an attendance of from 20 to 50 pupils. In such school-houses more than two-thirds of the people of the United States have received and will receive their elementary education. A square house is .objectionable. The length should be about one-third greater than the width. This gives room for the teacher’s platform and for a recitation bench, and places the desks in a square block in front of the teacher. There should be at least 12 square feet of floor space for each pupil. The ceiling should be 12} feet in average height; this will allow each pupil 150 cubic feet of air space, and under no Circumstances should there be less than this amount. A house 24 x 18, inside measurement, will accommodate twenty-two pupils; a house 28x21 will accommodate forty pupils, 24 x 32, fifty pupils. It is advisable to build a house large enough for an attendance one-fourth larger than the number usually going to school in the district. The new house attracts better teachers and the double attraction secures more pupils. Light , heat, and ventihhtion. 5. If the teacher’s platform is on the north side of the house and the pupils’ entrance on the south side, the windows should be on the east and west, none on the other sides. The eastern windows should be grouped towards the north and the western windows should be grouped towards the south. If the windows are equally distributed over the walls, the lighting is bad for some purposes, and there is no good place for black-boards. If two-fifths of the length of each of the two walls (the eastern and western) is assigned to a group of windows, the remaining wall-space is ample for black-board surface, and SCHOOL-HOUSES. 205 each black-board is exactly opposite to a window. The placing of black-boards on the piers between the windows is very objectionable. Whether the black-board surface is wood, or slate, or plaster, it should be a permanent part of the wall itself. Slate is in the long run the cheapest , as it is also the best material. Movable black-boards in small houses are troublesome. A ventilating stove is the best available source of heat. It costs but little more than an ordinary stove. Almost any stove can be converted into a 1 1 ventilator ’ ’ by surround¬ ing it with a sheet- iron jacket, and bringing a tube from the exterior air to the space between the stove and the outer casing. The chimney flue should be divided longi¬ tudinally into two parts, one for the escape of smoke and the other for the escape of vitiated air. The opening for the latter purpose should be at or very near the floor. The best place for the stove is usually the northwest corner of the house. Two moder¬ ate sized stoves placed in different corners are better than one large one. Only one of them is needed in moderate weather and two will make the room comfortable in the coldest part of winter. A large stove in the middle of a school-room is an unsightly obstruction and tends to produce disorder. A ventilating stove placed in the northwest corner, with a stove-pipe extending almost to the ceiling and by a horizontal branch entering a flue in the southwest corner will give an almost equable temperature in all parts of the room. The opening into such a smoke flue near the floor will be a very efficient aid to ventilation, but the opening should be protected by a register which can be closed at pleasure. It frequently happens that such aids to ventilation as have been described are not suf¬ ficient. Our reliance must then be placed on the doors and windows. The windows should be within 12 inches of the ceiling and should come down to the level of the desks. They should be in two sashes, with cords and pulleys to move up and down. It is quite a common practice to lower the top sashes a few inches and keep them in this position while the school is in session. This is a double error, it lets out the pure, warm air which we wish to retain, and lets in a stream of cold air directly on the heads of the pupils. If the ventilating flue with an opening at the floor, is not sufficient to carry off the impure air, the best plan is to open every door and window in the building for one or two minutes, not more than three minutes, and when the room has been thoroughly flushed with fresh air close all the openings. If necessary, the operation may be repeated at the end of every hour. Wardrobes or cloak rooms. 6. A place for depositing the outer garments in safety and in an orderly manner is a ne¬ cessity in even the cheapest and smallest school-house. Such a place is often obtained by building a vestibule in front of the house. This arrangement improves the external appearance of the house, but it is comparatively costly and not free from other objections. The cheapest and best plan in a house of only one room is to cut off from the south side of the room two small cloak rooms, one for the boys and one for the girls. The pupils’ entrance is by a door leading into the small passage between these two closets. There is no door to the closets; an arched doorway always open exposes the interior of the closets at all times to the eye of the teacher whose desk is in the north side of the house. These closets should be furnished with suitable clothes pins and with shelves to hold lunch baskets. Larger houses. 7. If two rooms are needed they should be on the same floor and separated by a glass partition with movable sashes. A front room 24 by 32 and a back room 24 by 30 will accommodate about one hundred pupils. The flues should be in the walls adjoining the partition. For three rooms the building should be of a T shape, the perpendicular line representing a room 24 by 32, and the horizontal line two rooms, each 28 by 21. The flues may be conveniently placed in the angles where the front building adjoins the rear building. For four rooms place a corridor 6 feet wide between two sets of rooms, such as are described in the beginning of this paragraph. It is only when more than four rooms are needed, or where the ground is unusually expensive, that a two-story house should be built. Plastering. 8. As most of country school-houses are closed during nearly half the year, the plas¬ tering is apt to be affected by the damp. The walls should be wainscoted to the height of 4 feet from the floor. If the rest of the wall were sheathed with wood of a lighter color than the wainscoting and the ceiling covered with the same material, it would be found much better than plaster, more ornamental, more durable, and not so much more expensive. 206 EDUCATION REPORT, 1886-87. Outbuildings. 9. The health and comfort of teacher demand: First. That a substantial woodshed be built, and a sufficient supply of good fuel be placed therein at the beginning of each term. Second. Common decency always demands that water-closets be provided and placed in the opposite rear angles of the school-yard, or in some other convenient situation. Gravel, plank, or brick should be laid from the school-house to these buildings. The advantages of placing these closets in easy and convenient communication with the school-room are numerous. The fierce winds of winter, the wet and soft grounds in fall and spring are dangerous exposures to delicate children in leaving a hot room and who are compelled to traverse the length of the playground through mud and water to a mean and miserable shed, through which the wind constantly and freely blows. These water-closets should be simple and substantial in construction and not too large. Two feet and a half room is ample for each child, and never under any circumstances should there be two seats in the same inclosure. Each seat should be in an inclosure by itself, and the screens between each one should be 6 feet in height or more. In very many delicate and nervous children nature refuses to perform its usual functions, however great the necessity, in the presence of others or under unaccustomed circumstances, and a decent privacy in the school conveniences is necessary to save such from daily pain and more often serious consequences. The promiscuous arrangement and condition of the ordinary school privileges urgently demand that these necessary appliances should receive at least as much care as the other circumstances of school life. Apparatus. 10. Globes, charts, numeral frames, outline wall maps, ink, paper, text-books, cube and square root blocks are necessary appliances for the efficient management of every school. Furniture. 11. Among the indispensable articles of furniture are a few chairs, a teacher’s table, black-board and crayons, a clock, a dictionary, a water pail and cups, pointers, erasers, brooms, and brushes. Each school should be furnished with a closet, in which the mova¬ ble property may be secured. Improvements in school-houses. — Superintendant Williams, of York County, Pa.: “Directors should exercise more care in the location of school buildings. A house should never be built on low, swampy ground, on the top of the highest hill in the district, or on a stony piece of ground that is of no value for any other purpose, nor on the rear of the lot, compelling children to wade to it through mud over shoe-tops. Houses should be built on dry ground, sheltered from the cold blasts of wind, and the entrance should always be away from the sunny side. Houses are often built too small. A house should be long enough to afford ample room for seating, recitation, and black-board ex¬ ercises. The space between the last seat and the black-board is nearly always too small for convenience and satisfactory recitation work. The width of the room is very often insufficient, causing narrow aisles, and great inconvenience in passing to and from reci¬ tation. The centre aisle is often not more than four feet wide, making it inconvenient and unsatisfactory. Ceilings are generally too low. A house should be long enough, wide enough, and high enough to afford ample room and capacity for good ventilation. School grounds are nearly always insufficient. No less than half an acre should be given to every house. A few dollars invested for this purpose might save many dollars, broken limbs, and many other serious injuries. A few porches should be removed and built larger, more substantial, and closed at the ends. Several pupils have been severely in¬ jured, and, in one case, a pupil lost his life by neglecting so small a matter as closing the sides of a porch.” The grounds should he fenced. — Superintendent McNeal, of Dauphin County, Pa. : “Ar¬ bor Day has done much for the improvement of our school grounds. In many of the yards shade trees have been planted and are growing nicely, and in a few years will pre¬ sent the appearance of beautiful parks. Much more would have been done in this di¬ rection if the yards were all fenced. Let directors fence the grounds so that the trees and shrubbery will be protected, and the teachers and pupils can be relied upon to do the rest in the way of beautifying them.” A factor of more than ordinary importance. — Superintendent Hamilton, of Allegheny County, Pa. : ‘ 1 The school-room environment of the pupil is a factor in his educational development of more than ordinary importance. Nothing, perhaps, if we except good teachers, contributes more to the success of school work than well-planned and suitably- SCHOOL SYSTEMS - STATISTICS. 207 furnished school buildings. The proper heating, lighting, and ventilating of these build¬ ings, as well as the suitable fencing, grading, and beautifying of the grounds attached thereto, must each have its requisite attention before the highest results can be expected. ’ ’ Provide home-like attractions and conveniences. — Superintendent Stray er, of Cambria County, Pa.: “There is not, however, the interest taken in the improvement of school grounds and houses that there should be. Grounds should be inclosed with a neat, substantial fence and shade trees planted. It is an absolute waste of time and money to plant trees according to the instructions of the Governor and State Superintendent, unless grounds are freed from rubbish and placed in proper condition. Arbor Day exer¬ cises will never be generally observed until a radical change is made, and school officers, teachers, and patrons plainly see that houses and grounds should receive the same at¬ tention that is bestowed on other educational agencies. Is it not the duty of all con¬ cerned to provide home-like attractions and conveniences for our boys and girls if we would wisely expend the money given to the support of the common schools ?” XY.— School Systems. The Minnesota system of education. — Superintendent Kiehle: “ Our system of education may be considered complete when a good common school, well equipped, and well taught for at least eight months of the year, is located within the reach of every family, and from which every boy and girl of promise and ambition may reach the high school. From the high school the way should be plain and practicable to any of the departments of the university. In brief, every child of the State should have the opportunity and encouragement to make the most of himself, to attain the highest degree of skill, intel¬ lectual and mechanical, of which he is capable, and therefore his highest usefulness. ‘ ‘ Moreover, a system of education does not consist in the aggregate of all parts, as when the elementary, the academic, and the collegiate are all formed within the State without organic relations. “I believe that Minnesota may claim justly, and with some pride, not only that she has schools of all grades, but that they are so related that each department, grade, or class is adapted to and contributes directly to the efficiency of the others. The pupil who does well in the lower grade finds, when he knocks at the door of the grade above, that his record has gone before him, and is there set to his credit. He finds, too, that the work of the school above is adapted to the training already given, and the promise of all this has been his encouragement from the beginning.” XYI. — Statistics. POINTS FOR CONSTANT CONSIDERATION IN THE STATISTICS OF EDUCATION. [ Report of the Committee on Educational Statistics of the National Council of Education, presented by Hon. John Eaton d] 1. Statistics of education are not to be regarded as of greater value than the end for which they are kept. We do not educate that we may keep statistics, but we gather statistics that we may know better how to educate. 2. Statistics of education can not give completely that wonderful work in man. At best they must come short of the whole story of what education does, and its results. We should not expect from them what there is not in them. 3. We should neither overestimate them nor underestimate them, nor put them out of place in our plans or efforts. If a teacher may lay down his life for his pupils, he certainly should not, in a struggle simply to perfect his statistics. Better sacrifice the record of a school than the children in it. 4. Numerals are not the whole of statistics. There must be description or descrip¬ tive texts enough for their correct understanding and interpretation; graphics may add much to their value. 5. Whatever adaptation to local peculiarities with respect of what statistics include or exclude, the more they approach to a universal language the better. The progress of statistics towards the universal may foreshadow the international in law, commerce, and, generally, in intercourse among communities and nations and the possibilities of uni¬ versal peace. How long has the measuring of social and civil forces been subordinated to the problems of war ? How long have war statistics been to the front ? Why has not the time come to bring to the front statistics tending to peace, of which the educa¬ tional are the most central and significant of other conditions, showing the power in their individual or collective capacity in respect to all that pertains to human progress 1 National Council of Education— Proceedings, 1887, p. 60. 208 EDUCATION REPORT, 1886-87. in every department? Is not this precisely what has been going on for these fifty years? Compare educational statistics of to-day with those fifteen years old. The United States are in the way to lead in perfecting educational statistics. Are our institutions to be preserved? The knowledge of their value, the signs which point out the causes and prevention of peril, must he in possession of the people. Our affairs are not to be di¬ rected by a king or a class, but by a majority of all the people. Therefore the people, all the people, should be constantly studious of. the vital interests which these statistics represent. Do farmers and seamen watch the storm signals ? Every citizen should watch the signals of sociology. How stands the barometer of intelligence ? Whither tend the currents ? What are their velocity and force ? No citizen should be ignorant or indifferent. He should not only see how his child or neighborhood stands, “what the details of these facts are in themselves, but how they compare with others and with the best standards. This would have some effect on the universal boasting that my class, my school, my college, my city, my State is the best, — which we have ad nauseam. 6. The aiming towards larger or more universal bearings of statistics in education need not, and should not, take from their local meaning or lessons; but should add to them by affording larger range of comparisons. Each school, each district, ward, town, par¬ ish, borough, or city or county, each seminary, academy, college, university, should keep its statistics so as to accord with all others of similar character in its State; and each State should so keep its records as to compare in certain important particulars with those of every other State in our Union; indeed, every nation may so keep its statistics that they may have some accord, some fair ground of comparison, with those of every other nation. 7. Statistics of education should be, in form and nomenclature, not only to be com¬ pared with themselves, but with statistics representing other sociological conditions. They should not only show what the school attendance and the school work performed are in a given civil unit, district, ward, city, etc. , but what the school population is; and at once furnish a safe basis of comparison, first as to illiteracy, second as to morals, crime, etc., third as to health, sickness, longevity, and so forth. 8. It should not be forgotten that statistics of education in the United States are not primarily authoritatively secured by the same agency; and in bringing them into com¬ parison, all essential differences should be regarded. The nation has gathered certain facts about education for a series of decades; each State, also, now has its statistics of education; moreover, certain municipalities report special items for their own benefit; besides, private institutions, whether chartered or not, have their own way of making the facts about themselves known. The National Bureau of Education, an agency for collecting and publishing statistics of education, has issued annually a Report since 1870; all reports to it are voluntary. But it has sought to utilize all authoritative collections of educational data and to give to each statement or collection the actual value of the au¬ thority or source from which it was derived. The Bureau has drawn from the United States censuses, State censuses, city school reports, and the authorized statements made by all classes of institutions. During the time of half a generation in which this work has gone forward systematically year by year, the points for constant consideration above enumerated have been kept in mind, and greater and greater approximation to them has been secured. Is it not time to revise what has already been accomplished and to take a step forward ? 9. In working toward any ideal of statistics, it should be remembered how much is de¬ pendent upon legislation, and under what a variety of difficulties it must be accomplished in Congress, in the several States and Territories, and in numerous municipalities. 10. The great advantage of a national initiative is the last point that I wish to enu¬ merate in this preliminary statement of the points for constant consideration in the sta¬ tistics of education. If this council can agree thus far, may it not be prepared to go forward at a future time in a specific enumeration of what educational statistics should include, and in what periods and in what manner they should be recorded, collected, and published ? More accurate and reliable under a township system. — Superintendent Raab, of Illinois: “What is true in mechanical affairs is equally true in intellectual affairs — the simpler the machinery the more effective it is, and the less liable to get out of order. The gath¬ ering of the general and financial statistics of the schools of the State, as at present con¬ ducted, is a difficult task, and their accuracy is in an inverse ratio to the difficulties under which it is accomplished. To most boards of directors, because it is an unusual task to them, the reports to the trustees cause a great deal of annoyance, and because the work is done unwillingly the reports are made late, thus preventing the boards of trustees from making their reports to the county superintendents in time. What an amount of time and labor could be saved, and how much could the accuracy and relia¬ bility of these statistics be increased, if one report from each township were to be made to the county superintendent, embracing in one document the data which now have to be collected by from six to ten boards of directors.” SUPERVISION. 209 Registers not correct 1;/ kept. — Superintendent Bell, of Monroe County, Iowa: “In 1885 a careful inspection of the school registers revealed the fact that about three-fourths of them were not correctly kept. As a consequence, at least that ratio of reports to district secretaries must have been incorrect. What reliance, then, can be placed in the school statistics of t he whole State, if those from Monroe County are an average in point of cor¬ rectness ? ’ ’ Penalty for failure to report.— Superintendent Moody, of Idaho, writes to the Bureau: “I regret exceedingly that I cannot give more complete statistics. The neglect of the trustees is at the bottom of the trouble. The only penalty that I can inflict is to withdraw the apportionment of non-reporting districts, and I am loth to take such a step for the reason that it deprives the children of educational facilities without making the real culprit suffer.’ ’ Private schools should he required to report. — Superintendent Orr, of Georgia: “As the private high schools, and perhaps to a small extent the private elementary schools, are likely to remain in coming years a portion of our educational machinery, I think some mode ought to be provided whereby a report of what they are accomplishing maybe ob¬ tained. Though they are private enterprises I can see no wrong in requiring them to give information in which the entire publie is deeply interested. This principle is rec¬ ognized in all census legislation. Private persons are required to give such information as is of vital interest to the public.” XVII. — Supervision-. Essential elements of supervision. — Superintendent Dutton, of New Haven, Conn. : ‘ ‘ Our schools could never have reached their present high rank had it not been for the careful supervision of the principals of all the school-rooms in their several sub-districts. The quiet, satisfactory, and thorough manner in which the schools are conducted from year to year is a sufficient proof of the excellence of the system. The only possible danger is that principals may suffer their time and energies to be too much absorbed by clerical duties and *by sundry details that are always claiming attention. To be much in the school-rooms, to bring judgment and experience to bear in weighing the merits of the actual teaching, and to offer suggestions and criticisms without reserve, as opportunity requires, — these constitute the essential elements of that immediate oversight which prin¬ cipals are expected to give. To help the weaker and less talented teachers to become as good as the average, and to deal frankly with all that savors of incompetency, is the best service that a supervisor can render his patrons. He will also endeavor to secure a full and punctual attendance of the pupils in his district. He will see that the programmes are so arranged that the several subjects of study receive due attention. He will conduct such examinations, oral and written, as are needed to keep him well informed concerning the advancement of the several classes. ’ ’ Well considered and thoughtful economy. — Superintendent Nelson, of Michigan: “As might be anticipated, experience demonstrates the efficiency and value of an enlightened supervision of any and every system of public instruction. Our cities wisely intrust this supervision to a single person. The advantages of this method of organization are quite obvious, and are well certified by prolonged experience. It secures unity, it inspires emulation, it promotes a nobler standard of merit, it commands more intelligent and competent teaching gifts. It seems rational to anticipate that a similar supervision of rural schools would tend to the accomplishment of similar results. Some system of county superintendence, well remunerated, and, so far as possible, removed from the petty jealousies and intrigues of political partisanship, would be undoubtedly, a measure of wise and needed legislation. Objections raised on the score of economy are scarcely pertinent. It may be doubted whether it would add a farthing’s weight to the burden of school taxation. Yet, if so, is the objection really valid and worthy of serious consid¬ eration? Not in a free commonwealth whose very existence depends upon the intelli¬ gence and virtue of its people. Extravagance in government expenditure is pernicious, no doubt; but unstinted and generous provision for the maintenance of free schools is not extravagance. The rather, it is well considered and thoughtful economy. As truly as ‘the life is in the blood,’ so free governments subsist by free schools. Whatever they cost, it is the price which we must inevitably pay for our immunity from the evils of an¬ archy or despotism. ’ ’ County superintendents in Illinois. — Superintendent Raab : “Whenever the teachers of the State had an opportunity of expressing their approval of the recent amendments to the school law respecting the county superintendency, they have done so in the most un¬ qualified terms, and the reports concerning the working of these amendments coming from the different counties are unanimously commendatory. * * * Heretofore only 14 ED 210 EDUCATION REPORT, 1886-87. a few favored counties gave their superintendents time to visit schools and pay therefor; in the rest of them the county superintendent was reduced to a mere clerk, who had to keep accounts, to conduct teachers’ examinations and grant certificates, and to make re¬ ports. Now, all over the State, the county superintendent is what his name implies — an overseer of the schools of the county — and this happy change for the better will be felt, I hope, in the remotest nooks and corners, thus tending to equalize the benefits of edu¬ cation and making the population of the State more homogeneous. ’ ’ County superintendents needed in Arkansas. — Superintendent Thompson, of Arkansas, says: “ The more I see of the actual work of our schools, the more fully am I convinced that one of the greatest wants of the public school system of Arkansas is intelligent county supervision.” Most fruitful of good results. — Superintendent Lawhead, of Kansas: “In school work, as in other departments, system is essential to the accomplishment of the highest re¬ sults, and this is best secured by means of a well-devised supervision. Our method of supervision by county superintendents is, in my opinion, the most fruitful of good re¬ sults that has been tried, and when our people shall come to appreciate the importance of that office and realize what a power it may be made for the improvement of our schools, I believe they will select their superintendent with more care than any other officer.” Beneficial effects noticeable. — Superintendent Finger, of North Carolina: “The bene¬ ficial effects of superintendence is specially noticeable in many counties in this State, in which, even with small pay, active and competent men have been induced to work in this line. I am glad to state that much more progress has been made in such couuties than in those in which superintendents have not been so active, but have held their places mainly as examiners of teachers.” Tenure of office of county superintendents. — Superintendent Cornell, of Colorado: “ The condition of the schools is largely dependent upon the county superintendents. This is especially true of the country schools, and in no department of the educational work is there more need of able supervision than in these schools. A judicious, earnest, and capable county superintendent can do much toward improving the schools of his county, but it requires earnest effort. It is sometimes said that the office of the county super¬ intendent is not appreciated. It is called an unimportant office. The importance of the office depends upon how it is filled. The county superintendent has it in his power to render the office one of great value, and compel the people to acknowledge its im¬ portance. * * * Unfortunately, changes in this office occur too frequently for the good of the schools. When a county superintendent holds the office but two years, he has but little time to mature and carry out plans. It takes him one year at least to learn the wants and conditions of the schools of his county; then he has but little time left to carry out any methods for advancing the schools. For this reason, county super¬ intendents who are doing good work should be retained as long as possible.” Pay of county superintendents. — Superintendent Welcker, of California: “In every county the superintendent of the schools should receive a decent and comfortable sup¬ port, so that he may be contented, and able to give his whole time to his duties. His reasonable travelling expenses should be reimbursed to him. Certainly they should not be deducted from his salary, which, as said before, should be decent and comfortable. He should have certain days fixed for duty in his office, and the entire residue of his time should be given to continuous visitation of the schools. Then the teachers and trustees would know that they were being continually looked after. The teachers would feel that they had a professional friend to advise and sympathize with them — one capable of instructing and helping them. His frequent visits and constant supervision would cre¬ ate and preserve thorough organization; would infuse into the system all the new and valuable improvements evolved by experience everywhere, and would make the system consistent and homogeneous. His efforts would be those of an equalizer, to raise the lowest school on to a level with the highest, and to make them everywhere good. “ It will be objected that many counties are too poor to pay their school superintend¬ ent a salary which will engage his whole time in their service; that they are too sparsely settled, and that they must wait till more money shall have been invested within their borders. The ready answer is that to have good schools in the county is the best in¬ vitation to settlement and investment; with population comes wealth, the enhancement of existing property, and the production of more. Let it be well understood that any county, even the remotest and least developed, has superior schools, and the fact will give an immediate and great impulse to migration thither. Now, this great desidera¬ tum may be had by simply paying one officer a decent salary.” TEACHERS. 211 Effect of 'politics. — A four years'1 term for county superintendents recommended. — Superin¬ tendent Akers, of Iowa: “ The law should strengthen the office, and enlarge the powers of the county superintendent, keeping, of course, within safe and prudent limitations. “The office is now greatly weakened by the political situation in many counties. However successful, competent, and faithful a superintendent may be, if the control of the county passes from one political party to another the experienced and successful officer is displaced, and a new and inexperienced man or woman, as the case may be, suceeds to tiie administration of the office. “This is prejudicial to the interests of our schools and greatly retards progress. “The success of educational work depends very largely upon, organization. A change in the system of organization and management of the schools of a county, is always at¬ tended with confusion, and not infrequently results in a relapse of several years. 4 ‘ It has been suggested from many sources that the county superintendency should be made a non-political office. Just how this may be done so as to improve upon our present method, is difficult to determine. “The proposition to make the office appointive, either by the board of supervisors or any other county authority, has not been favorably received. It is by no means certain that this would either take the office out of politics or secure more competent officers. The county superintendent should be elected by the people. If this could be done at a non-partisan election, as for instance, at the school elections in March, it would be a great improvement over our’present plan. The term of office, as I have heretofore sug¬ gested, should be four years instead of two. This would tend more to give the office strength and independence, than anything else that could now be done. Four years would allow sufficient time to develop and mature a plan of organization, and to test the fitness and ability of a superintendent. A system, if good and effective, would ob¬ tain a strong hold upon teachers and leave a lasting impression upon the schools of the county. Succeeding officers would find it more difficult to make radical changes in the work of the county, and in many cases they would adopt the system of their predeces¬ sors, and continue the work without material change or interruption. A term of four years would enable the superintendent to become well acquainted with school officers and the condition of schools throughout the county, as well as to become informed as to the character and teaching ability of teachers. lie would become familiar with the school law, and his influence thus largely increased he would be able to settle amicably the petty troubles which are usually litigated to the great injury of the schools.” XVIII. — Teachers. Average attendance as affecting teachers’ salaries. — Superintendent Buchanan, of Virginia: “Objections are urged against the principle of regulating salaries by school attendance. "Where it entails loss it begets complaint. But how to wisely and equitably adjust the matter of teachers’ salaries is a difficult question. Interests are to be guarded which seem to be in conflict. On the one hand, it is urged that to subject teachers to reduction of pay for causes which they can not control, and without regard to the manner in which they discharge their duties, is manifestly unjust ; that the number of pupils in a school is not necessarily a test of the teacher’s efficiency or even popularity; that many causes affect -school attendance, such as sparseness of population, indifference among patrons, real or fancied need of children’s services at home, sickness, bad weather, bad roads, un¬ comfortable school-houses, etc. ; that non-attendance from such causes should not dimin¬ ish teachers’ pay ; that making salaries depend on average attendance tends to make teachers less independent, and therefore less inclined to exact thorough work of their pupils, enforce proper discipline, and discharge all other duties without fear or favor. ‘ ‘ The remedy suggested can be briefly stated. Place the schools where they ought to be, assign them the best teachers available, and pay the teachers the whole amount of salaries agreed upon. If a teacher proves inefficient, dismiss him and employ another. If the average attendance fall below a certain number, close the school. “On the other hand, it is maintained that our school fund, being insufficient to fur¬ nish all the school facilities needed, ought to be so managed as to reach as many children as possible; that this cannot be done except on some such plan of regulating salaries on the basis of schpol attendance as now exists; that the public interests are to be guarded in the expenditure of public funds, as well as the interests of private individuals; that the principle which makes the amount of teachers’ salaries independent of an efficient discharge of duty is vicious; that, as a rule, good teaching attracts more pupils than poor teaching, and ought to be better paid; that as teachers of private schools are, as a rule, dependent wholly on their patronage for their income, it is not unjust that public school teachers should be partly so.” Grading of teachers’ salaries. — Superintendent Jones, of Dakota: “Teachers’ salaries in our public schools should be graded to correspond with their certificates of qualifica- 212 EDUCATION REPORT, 1886-87. tion. The plan has been thoroughly tested elsewhere, and found to work to great ad¬ vantage. When schools are put up at auction — which is practically done in numerous instances— and teachers of the first grade are required, in order to secure a school, to underbid third grade and even probation teachers, it may well be concluded that our educational system requires looking after. We may now be looking too much to that which is showy and ornamental, and slighting that which is of material, practical value. It would be well to establish these salaries by law, as is dene in California, had we a permanent school fund of reasonable proportions; but this being wanting, it would be well to provide for the grading being done in each county by a proper board, composed, for example, of the county superintendent and the chairmen of the various school boards, in order that the salaries fixed may be in proportion to the tuition fund to be expended, these funds now being of local origin. ” Proposed service pension for teachers. — Superintendent Welcker, of California, in speak¬ ing of the necessity of keeping experienced teachers in the service, especially a due pro¬ portion of male teachers, says: “ How shall we invite and retain the best of both sexes? How shall we secure the inestimable benefits of experience? By saying to the teachers, ‘ Here is a great and noble calling, which it has always been, but which henceforth will provide against destitution in old age. ’ The teacher has at present no cheerful outlook to the future. He fears the approach of old age, hand and hand with poverty, and be¬ times he leaves and looks out for something else. Suppose that some reasonable pension alter thirty years of faithful and successful service were granted to the teachers, say $25 per month during the residue of his or her life. I mention a very low sum, indeed, to render this proposition, not merely to do justice, but to make a wise and economical in¬ vestment for the State, less startling. It might be that the liberality of the people, as expressed by the Legislature, would prescribe a larger sum. But let us think of $300 per annum. What a revolution that would create in the personnel of the profession ! “The intending teacher, man or woman, would say to himself or herself : ‘ Here is a noble calling in which for thirty years I can find a respectable living, and then when old age comes on, and possibly failing health, even at the worst I shall not starve!’ “They will be able to enter upon their life-work without fear and misgiving; they will be able to give themselves up to it unreservedly; to devote their whole energies to it, and to become year by year more and more valuable to the State. Could the State make wiser investment of its money ? “When we come to consider what would be the cost of so great a boon, we are sur¬ prised that it is so small. I have not the means of knowing exactly the number of teachers now on the rolls who have had 30 years of successful experience. But I think we may come pretty near it. The honor and advantages of a life diploma are so great that we may assume that as soon as a teacher is entitled to one he obtains it. Of the life diplomas on the rolls at this time there are but 18 which will be 20 years old at the expiring of this year, showing but 20 who have had 30 years’ experience, even as¬ suming them all to have continued teaching, which is by no means true. Then to start this beneficial measure into operation would cost but $5,400 per annum! A sum so small that it could not be felt in the taxes of the State. No tax-payer in the State could discover from his own tax dues whether the appropriation had been made or not, and yet not since the opening of the first public school has there been a measure so fraught with good to the public.” The lane of our common schools. — Superintendent Mann, of Clay County, Iowa: “The bane of our common schools is, we have no teachers that enter the work as a vocation. The salaries paid to teachers will not warrant any person of energy in entering the work for any length of time. Consequently, our best teachers are constantly dropping out, and their places are being filled by young and inexperienced teachers.” Teachers should he able to rely with reasonable certainty upon employment. — Superintend¬ ent Buchanan, of Virginia: “Schools which experience frequent change of teachers are not the most progressive. Such changes are often inevitable, often expedient. Beyond this, they are to be avoided, as detrimental both to the schools and the teachers. A good many persons engage in teaching as a temporary expedient, looking in other direc¬ tions for permanent or more lucrative employment. These, after a session or two, drop out, leaving their places to be filled by others. “Again, there is a class of peripatetic teachers. They do not stay long in one place. Changes from these causes are unavoidable, and may also be expedient. At any rate it is always expedient to exchange an indifferent teacher for a good one. But when a teacher has proved faithful and efficient, has become acquainted in a neighborhood, has secured the confidence of the community, knows the capacities and temperaments of the pupils, and their different degrees of advancement in their studies, such teacher can begin a new term with manifest advantages over a new teacher, and for this reason as well as others, ought, in the interests of the patrons and pupils to be retained. But it is es- TEACHERS. 213 pecially due teachers that they, having chosen teaching as a profession, and proven themselves competent, worthy, and efficient, should be able to rely with reasonable cer¬ tainty on employment, and thus be relieved as far as practicable of suspense and anxiety in regard thereto. If ability, skill, energy, and good character secure steady employ¬ ment in other pursuits, they ought especially to do so in that of teaching.” Length of service not always an advantage. — Superintendent Hinsdale, of Cleveland, Ohio: “There is, no doubt, a considerable probability that a person who teaches many years will acquire considerable skill as a teacher; but when one remembers how many persons never make progress in any occupation beyond the initial steps, and how deadening to the mind routine is when care is not taken to keep the mind fresh and elastic, as well as how many teachers fall into routine, he must see that time in the service and skill in teaching are very different things. Sometimes length of service is a positive disadvan¬ tage, owing to the influences just set forth; and there is reason to think the tendency in this direction is especially strong in lower-grade work, where the field is narrow and routine benumbing. Some teachers are less efficient at the end of 20 years than they were at the end of 10. At the end of 1 year, some teachers have more experience in the best sense, than others at the end of 10 or 20 years; and, it may be said, some persons who have never taught a day are better teachers potentially than others are actually who have served half a lifetime. In fact, one is often surprised to see how quickly young persons of scholarship, aptness for teaching, and character take very high rank as teach¬ ers as he is to observe how many of the greatest teachers have been very young men. “Touching the teacher’s experience, then, the main question is not 1 How much ex¬ perience have you had?’ but ‘ What land of an experience has it been?’ Not ‘ IIow long have you taught? ’ but ‘What have you learned about teaching? ’ “All this has an intimate bearing on a question now much discussed. That some¬ thing should be done to make teachers’ tenures more fixed and lasting, and so to protect them from the jiredatory habits of those who prey upon them, goes without argument; but those who are seeking to solve the problem should not overlook the danger at the other extreme. An arrangement to keep all teachers who are once elected in, is not a solution of the tenure problem. That solution also includes the protection of the public and the schools against teachers who have proved failures. ’ ’ The one thing most effective. — Superintendent Bayes, of Dubuque County, Iowa: ‘ ‘ Prob¬ ably the one thing more than any other that has enhanced the usefulness of our schools, is an unwritten rule of action among our boards of directors regarding the teachers’ tenure of office. It is generally understood among them that when a teacher is once employed in a district his claim for reappointment shall take precedence of all others, in case he gives reasonable satisfaction. ’ ’ Competent teacher sshouldhe retained. — Superintendent Williams, ofDelaware: “Another obstacle to success is the frequent change of teachers in many school districts. This greatly embarrasses the work of our school system. It must be admitted that an incompetent teacher should be superseded by a better one, but other things being equal, pupils will learn more from a teacher with whose methods they are familiar, than from a new one. If a teacher has succeeded well, has evinced skill, industry, and intelligence, it is, almost without exception, a decided detriment to change. When the services of a thoroughly competent teacher have been secured, they should be retained from term to term, and the question of wages, whether a few dollars more or less per month, is of small conse¬ quence.” Cannot afford to stop the pruning. — Superintendent Preston, of Mississippi: “We must not look simply to the saving of money, and the consequent ability to lengthen the term of our schools. Our public school system improves only as the teaching force performs its function better, and there can be no doubt that with rigid, impartial examinations, with institutes, with real supervision and inspection of their work, our teachers will be stimulated to broader and more accurate scholarship, and to a more faithful performance of their duties. The sacred duty of the State is to see that the best possible corps of teachers is obtained, and she fails in her obligations to tax-payers and to her children in every instance where an incompetent teacher is placed in charge of a school. Every en¬ ergy should be utilized to remove the incompetent, and to stimulate the efficient teacher to his best efforts. We have vigorously used the pruning hook during the past year, and better fruit will be the result. We cannot afford to stop the pruning because of the clamor of the falling branches. They bore no fruit and we cannot stop to listen to them, or their friends, or their kindred.” There are reasons for preferring male teachers. — Superintendent Buchanan, of Virginia: “ At the same [present] rate of increase our schools in a few years will be pretty largely 214 EDUCATION REPORT, 1886-87. in the hands of female teachers. No unfavorable comment is to be made on this ten¬ dency, yet it ought not to go too far. Intelligent and careful observation accords to women, as teachers, the possession of equal tact, skill and fidelity with men. For in¬ structing younger children, especially, they are by natural endowments better fitted than men. They have met with good success also in more advanced work. But for schools composed of older pupils, where a somewhat vigorous discipline is necessary, there are reasons for preferring male teachers. ’ ’ No one has a “ right ” to a position in a school. — Superintendent Stockwell, of Rhode Island: “One great obstacle in some of our cities and towns to the employment of a better class of talent, is that by a sort of unwritten law residents of the place are sup¬ posed to have a sort of pre-emptive right to the position of teacher, and so they present their ‘ claims ’ and they are elected. Now, no one should be allowed to entertain the notion that he has any ‘right’ to a position in a school. ‘ Other things being equal,’ as is sometimes said, it is well enough to give a preference to residents, but even then there is a liability of a dangerous precedent creeping in and establishing itself. The committee should always keep the matter of appointments so completely in their hands as never to feel bound to any one, except to the best one that can be found for the salary to be paid. “Moreover, there is oftentimes great advantage to be gained by introducing into a system of schools teachers who have been trained in a different way, in another atmos¬ phere, under different minds. By so doing new ideas and methods, a new spirit and life are set at work, and progress is the inevitable result. ” How security in position is to he attained. — Superintendent Stockwell, of Rhode Island: “ Security in position for the teacher, not so much through a ‘ tenure-of-office ’ law as by the fact that the power to hire and to discharge is in the hands of a board specially chosen for the work, and if not specially qualified at the outset, very soon becoming so in the discharge of their duties, and governed, as a rule, solely by the desire to secure the best service for the means at command, is the result to be looked for.” A teacher should not he allowed to learn to teach at the expense of the children. — Superin¬ tendent Preston, of Mississippi: “If a man should undertake to operate a machine shop with hands gathered in from the cotton fields, his speedy failure would teach him a pointed lesson of experience, viz, that he should have selected skilled workmen. Can we, then, expect to operate the complex machinery of a school system without providing a reliable and strict test of the capacity of those artisans who are to labor in our great intellectual workshop? “In the expenditure of large means in any important enterprise, the worst and un- wisest economy is that which fails to provide the necessary agencies and appliances to utilize all the forces which contribute to successful results. Yet the State had ignored that ‘ a poor teacher is worse than no teacher, ’ a maxim which is embedded in the very heart of all educational philosophy, and which has been demonstrated by the experi¬ ments of all States that have developed a system of public instruction. “ No person should be permitted to teach in a public school without a valid license is¬ sued by an agent of the State, after a careful test examination. A teacher should not be allowed to learn to teach at the expense of the children, robbing them of their time and opportunities by his futile experiments and fatal blunders.” XIX.— Temperance Instruction. Present status of temperance instruction. — In the autumn of 1887 the following inquiry was addressed to State superintendents: “Is the study of physiology and hygiene with special reference to the effects of stimulants and narcotics required by law, and in what grades ? ” The following replies were received up to the time of going to press, the re¬ marks within parentheses being added by the Bureau: North Atlantic Division — Maine. — Yes; in all grades. (Laws of Maine relating to public schools, 1885, p. 31.) New Hampshire. — Yes; in all grades sufficiently advanced. (Laws of New Hamp¬ shire relating to common schools, 1886, p. 66.) Vermont. — It is required by law to be taught to all scholars, in every grade. (Act approved November 24, 1886, repealing previous acts. ) Massachusetts. — It is required by law and in all grades. (Act approved June 16, 1885.) Rhode Island. — Yes; in all grades. (Public laws, January session, 1884.) Connecticut. — It is required in all grades. (Laws 6f the State of Connecticut re¬ lating to education, 1886, Chap. Ill, sec. 5, p. 15.) 215 TEMPERANCE INSTRUCTION. North Atlantic Division— Continued. New York. — Yes; grades not specified. (Act passed March 10, 1884. General School Laws of the State of New York, 1888, p. 125.) New Jersey. — (No law upon the subject, so far as known to the Bureau.) Pennsylvania. — In all grades. (Act of April 2, 1885. Pennsylvania School Laws and Decisions, 1885, p. 113.) South Atlantic Division — Delaware. — Yes. (Act of April 12, 1887, requires the above instruction to be given to all pupils in all public schools.) Maryland. — Fifth grade and all grades above the fifth. (Act of April 5, 1886.) District of Columbia. — Required by United States law in all grades. (Act of May 20, 1886.) Virginia. — Not required. West Virginia. — Shall be taught in all the free schools. North Carolina. — Named (i. e ., physiology and hygiene) as one of the public school branches to be used at option of pupils, but all teachers are examined on the subject as on other subjects. (Public School Law of North Carolina, 1887, p. 25.) South Carolina. — Yes; matter of grade left to local authority; no general rule. Georgia. — (No law upon the subject known to the Bureau.) Florida. — By the regulations made by the State board of education, all schools are required to teach the evil effects, etc. South Central Division — Kentucky. — General instruction to each school on laws of health. Text-hook on physiology and hygiene in highest class in common schools. (The Common School Laws of Kentucky, 1886, p. 15.) Tennessee. — (No law upou the subject known to the Bureau.) Alabama. — Yes; in first and second grades. (Public School Laws of Alabama, 1885, p. 26.) Mississippi. — (The curriculum of the common schools of the State embraces, among other studies, the elements of physiology, without any special reference to stimu¬ lants and narcotics. Laws in Relation to Common Schools, secs. 48 and 51.) Louisiana. — (No law upon the subject known to the Bureau.) Texas. — No. Arkansas. — No. North Central Division — Ohio.— No. Indiana. — It is not required by law, but is generally taught in the fifth, grade (eighth year). Illinois. — Not especially required by law, but school authorities may prescribe such a study. Michigan. — Yes; in all grades. (Amendments to the School Laws, 1887, p. 4.) Wisconsin. — (Required in all grades. School Laws of Wisconsin, 1885, p. 73.) Minnesota. — Yes; generally in all grades. (The law does not specify the grades, but requires “ systematic and regular” instruction. School Laws of Minnesota, 1887, p. 99.) Iowa. — Yes; in all grades and in all public schools. (Act approved February 17, 1886. Amendments to the School Laws of Iowa, 1886, p. 5. ) Missouri.— Yes; in all grades. (This instruction must be given upon the demand of any patrons of the public schools, and only to the children of those so demand¬ ing it. School Laws of Missouri, 1885, sec. 7077.) Dakota. — (Required by United States law in all grades. Act of May 20, 1886.) Nebraska, — Yes; in all grades. (School Laws of Nebraska, 1885, p. 53.) Kansas. — In all grades of all public schools. (Laws for the Regulation of the Com¬ mon Schools, 1885, p. 92.) Western Division — Montana. — (Required by United States law in all grades. Act of May 20, 1886.) W yoming. —Same. Colorado. — Yes; grades not specified. (To take effect July 3, 1887. School Law of Colorado, 1887, pp. 3 and 65. ) New Mexico.— (Required by United States law in all grades. Act of May 20, 1386.) Arizona.— Same. Utah. — Samo. Idaho. — Same. Washington,— Same, 216 EDUCATION REPORT, 1886-87. Western Division — Continued. Nevada. — It is, in all grades, but is too much neglected by county schools. (School Laws of Nevada, 1885, p. 7.) Oregon. — Yes : in all grades. (Amended School Laws of Oregon, 1887,. p. 34.) California.— Yes; in all grades. (School Law of California, 1887, p. 25.) Summary. — From the above replies it will be seen that instruction in physiology and hygiene with special reference to the effects of stimulants and narcotics is made compul¬ sory by statute in some part of their school life on all pupils in 24 out of the 38 States, viz : Maine, New Hampshire, Vermont, Massachusetts, Rhode Island, Connecticut, New York, Pennsylvania, Delaware, Maryland, West Virginia, South Carolina, Florida, Alabama, Michigan, Wisconsin, Minnesota, Iowa, Nebraska, Kansas, Colorado, Nevada, Oregon, and California; reference has been made to the statute whenever it could be found by the Bureau. The same compulsion exists in all the Territories and in the District of Columbia by United States statute. In Missouri the instruction under con¬ sideration is compulsory upon the demand of patrons of the public schools and forbidden otherwise.* 1 Reports of Pennsylvania county superintendents on the operation of the new law. — Adams County : “The study of physiology and hygiene met with considerable opposi¬ tion in certain quarters, but it was owing mainly to a misapprehension of the intent and purpose of the law, and a want of proper judgment on the part of teachers and direct¬ ors in introducing it in the schools. The people everywhere entertain a commendable respect for law and authority, yet they are apt to chafe under supposed arbitrary exer¬ cise of power. Upon the whole the results of this new branch of study have thus far been most satisfactory.” Carbon County: “ Little or no trouble has been caused by the introduction of physi¬ ology and hygiene into the schools, and the teaching of the branch has been fully equal to that of the teaching of any of the other branches.” Clarion County: “ Physiology and hygiene has been taught in all the schools. The new study met with some opposition in places, but is rapidly gaining a foothold in the public schools of this county. Teachers are learning how to teach it better, and par¬ ents are becoming better satisfied with the results.” Clinton County: “The new branch of physiology and hygiene met with considerable opposition the past year.” Dauphin County: “The new law requiring physiology and hygiene to be taught has been obeyed in all the districts of the county. Text-books were not used by all the pupils, but suitable oral instruction was given in the subject where pupils were not com¬ petent to use the book. I am of the opinion that in some cases text-books were used when oral instruction would have accomplished better results.” Monroe County: “About the only drawback experienced was in the introduction of the new branch of study — physiology and hygiene. It was not very favorably received by the people, and a great many parents refused to supply their children with books, so that it became necessary, in such cases to teach it by the oral method. In fact this was the only way in which it could be taught to quite young pupils who had not yet learned to read, or to those who had been in school but a year or two. Such, I take it, is not the letter, nor indeed the spirit, of the law, but it is the best that can be done and it is the best that ought to be attempted.” Potter County: “That physiology shall be studied seems now to have become an ac¬ cepted fact, and with a few slight exceptions our teachers report no opposition in carry¬ ing out the law.” Susquehanna County: “Physiology and hygiene is growing in popularity with both schools and people, it is impossible, however, to act up to the letter of the law in some localities ; the general use of the branch by oral exercises being the only under¬ taking practicable. ” Wayne County: “Physiology and hygiene was taught in all the schools, with varied success. We believe much good will follow the study of this branch.” Recommended in Minnesota. — SuperintendentKiehle: “In view of the alarming spread of intemperance and the devastation it is working in the State and in the home,, in the bodies and in the minds of men, fostering all vice and destructive of all thrift and virtue, in addition to the restraints imposed by law, the youth should be instructed in the natural and necessary effects of stimulants and narcotics. I recommend that a law be enacted requiring the teachers of youth to include in their instruction in hygiene careful teaching in the nature of narcotics and stimulants, and the evil effects of their use.” _ 1 Though the matter does not chronologically come within the scope of the present Report, it may be remarked that the General Assembly of Ohio enacted a law April 11, 1888, requiring “ the nature of alcoholic drinks and narcotics, and their effects on the human system, in connection with the sub¬ jects of physiology and hygiene,” to be “included in the branches to be regularly taught in the common schools ” of the State, Oral instruction is to bo considered sufficient compliance. TEMPERANCE INSTRUCTION. 217 Over-teacliing is ‘perilous. — Superintendent Nelson, of Michigan: “ In my opinion, it is the design of the law to give to this class of studies the same status it gives to other prac¬ tical topics, such as reading or grammar, i. e., that somewhere in his course, the pupil shall be taught the physiological and moral effects of narcotics and alcoholic stimulants upon the whole being of man. To my mind, this is quite enough. Less would be in¬ sufficient; more would be unnecessary, and possibly harmful. It is to be regretted that in any public school the full requirements of the law should suffer neglect; yet, it would be a mistake quite as serious, to give to these special studies a disproportionate, unequal place in the school curriculum — to co-ordinate them, as some extremists insist upon do¬ ing, with every other subject from the low zones of a, b, c, up to the high regions of calculus. Over-teaching upon a subject which relates to moral conduct, especially if it concerns the appetites or passions, is really perilous. Too constant dwelling upon topics of this character has a tendency to invoke morbid conditions in the mind of the youth which either provokes or fascinates him to attempt dangerous experiments. Were you to teach a boy the flagrant wickedness of burglary it would not be expedient, nor would it be necessary, to induct him into the mysteries of picking a lock. The specialist finds a peculiar charm in the ugly spider — he sees a thousand beauties in the bright colors and sinister eyes of a loathsome snake. We may well fear the consequences of making our boys and girls too familiar with nauseating details of any evil which we desire them to shun. The teacher or parent cannot be too earnest to enjoin correct principles, to give warning of penalties, and to himself exhibit a blameless example ; which having done, he can effectively add nothing further, except to devoutly leave the result with God.” In Kansas. — Superintendent Lawhead remarks: “A vigorous mind inhabiting a healthy body can do more for the State than the same mind can in a body that is weak and diseased ; and as the public school is sustained at public expense upon the theory that the permanency of the State depends upon the intelligence of its citizens, the State claims the right to have those branches taught in her schools that will best secure these results. Now a thorough knowledge of the human system is essential to its preserva¬ tion and highest development, which can only be secured by a study of its physiology and hygiene, and the effects of such substances as may be deleterious to its growth and the healthy exercise of its various functions; and it has been decided by the best medi¬ cal authority, as well as by universal observation of mankind, that both alcoholic stimu¬ lants and narcotics exert a baneful and destructive influence, not only upon the body and its various functions, but it likewise destroys the intellect and deadens the moral sensibilities. In view of all these results, we, as school officers and good citizens, should unite to make the teaching of the effects of alcoholic stimulants and narcotics upon the human system a success. We should supply our teachers with all the necessary appli¬ ances to secure the best results, and furnish our schools with the best maps, charts, and books, to enable the teacher to perform his part in this great work. I am pleased to note that teachers throughout the State have, in most instances, taken hold of this subject with an earnestness that is full of promise for good results.” Action to secure proper text-looks. — Report (1887) of Iowa State Board of Health: “ The law enacted by the Twenty-first General Assembly requiring physiology and hygiene to be taught in the public schools, with special reference to the effect of alcoholic drinks, stimulants, and narcotics upon the human system, was a step in the right direction toward the preservation of public health. Experience, since the passage of the law, has shown an important omission therein. No provision is made to protect the public against the mercenary wiles of unscrupulous book-makers and the propagation of error. “Books on physiology and hygiene generally need no approval nor censorship, but when the law requires that they shall treat upon the effect of alcohol and narcotics upon the human system, it becomes important that the subjects shall be given truthfully. It can be readily seen that unless the approval of some reliable board or censorship be secured , a class of books might be introduced in the public schools, at least in some sections, most pernicious and erroneous in their teachings. “In view of the apparent importance of this matter the State board, at its May meeting in 1889, unanimously adopted the following resolution: “ Resolved , That a committee of three be appointed by the president to examine the various publications on physiology nowin use in the public schools in Iowa under the provisions of Chapter 1, Acts of the Twenty-first General Assembly, and such other publications as they may deem proper with a view to recommend to the next General Assembly the adoption of a series on said subject best calculated to furnish correct knowl¬ edge upon the subjects required to be taught by said chapter, and to report at the next regular meeting of this board, with such recommendations as they shall deem proper. “ It is not the purpose of the State- board to select or recommend any particular publica¬ tions, but to secure such supervision as will prevent the introduction into the schools of erroneous ideas. ” 218 EDUCATION REPORT, 1886-87. May be made interesting and profitable. — W. W. Hyde, acting visitor of Hartford, Conn. : “While there seems to be good ground for regretting that this study is to be forced into our schools, and also good reason to doubt whether it will be of any advantage in the direction hoped for by its promoters, yet if we are to teach it at all, it must be in a sys¬ tematic and thorough way. The whole subject can easily be made ridiculous, and of no value; but we hope by the exercise of care to make this study, like all others, inter¬ esting and profitable to the pupils. ” For other information coming under this head consult the Index. XX. — Text-Books. An argument for State uniformity. — Superintendent Baker, of Texas : “I again most earnestly recommend that provision be made for uniformity in school books. I fear that gentlemen of the Legislature have not heretofore realized the enormous expense attend¬ ing the present mode of selecting books. Whatever interested parties may say as to the merits and demerits of the various publications, the best educators know that all school books now in use are nearly of equal merit, and that it is a matter of small importance which a child may use. It is rather a question of expense than one of the merits of the various books. My views, expressed in other reports upon this subject, have undergone no change. The years that have passed have strengthened me in the belief that the demand for uniformity is imperative. The sum annually expended for school books can not fall short of half a million dollars. Not only do the frequent and unnecessary changes in books help to make up this large sum, but the prices demanded for the books are unreas¬ onable and extortionate. These prices are a grievous burden to the poor parent, and instances are not wanting in which they have effectually barred the door of the school- house against the poor. I admit that other States have failed in efforts to remedy this evil, but I believe that the failures can be safely attributed to a want of nerve and per¬ severance. The State has assumed the power to maintain public schools, and the right to manage and make rules for their government follows. It is said that the right of the parent to select the books his child shall study should not be taken away; that popular prejudice is against the proposition. The universal demand for uniformity shows that the argument is without foundation. Besides, it is a well known fact that it is not the parent, but the teacher, who selects the books. Other benefits would also arise from uniformity. The superintendent of public instruction, knowing the books that would be in use in a certain county, would be able to prescribe a course of study for the schools of that county, and thus practically grade the country schools. As the matter now stands, with all sorts of books in every school, he can not do so ; the result being that the cities with graded schools march smoothly on, while the rural schools scamper hither and thither without object or aim.” Superintendent Harvey, of Chester County, Pa. : £ ‘ While district uniformity is entirely proper, I have no faith whatever in State or county uniformity. ’ ’ Uniformity desired in Arkansas. — Superintendent Thompson writes: “The importance of this subject demands the earnest, thoughtful consideration of every friend of economy and progress in our public schools. All admit that text-books have ever been a source of annoyance to parent and teacher. Parents complaining because they are called on to buy some new book when they think their children have old ones that are as good, if not better, than the new ones. Teachers complaining and discouraged because the chil¬ dren have no books, or, if they have, some are old and almost worn out and worthless, and others have an entirely different one. This want of uniformity in books, necessi¬ tates the forming of too many classes. The teacher knows at the time, he can not be successful in his work, when his time is so completely occupied with giving only a few minutes to each class. If these pupils had the same book, the classes could be consoli¬ dated, and more time given to each recitation. The complaint made by parents is rea¬ sonable, since there is no doubt that too many books are asked for by teachers — too many changes are required. ’ ’ State uniformity in Indiana. — Superintendent Holcombe, of Indiana: “Several expe¬ dients for securing uniform text-books at the cheapest rates have been tried in other States. One of these is the State list, the books to be used in all the schools being pre¬ scribed by a central board or committee. This plan was tried for ten years in Indiana, but was never successful. The selections of the State board were generally disregarded in the more progressive schools, and the provision of the law'requiring such selection was repealed in 1865. “Another plan is the State contract system, by which the State controls the manufact¬ ure, distribution, and sale of books. The merits claimed for it are that perfect uni¬ formity in books is secured throughout the entire State, and that books are supplied to TEXT-BOOKS. 219 the pupils at manufacturers’ wholesale rates. Experience and opinion, however, seem adverse to both these plans. ’ ’ Township uniformity desired — Experience of East Saginaw with free text-books. — Superin¬ tendent Nelson, of Michigan: “The adoption of the township system will, in my opinion, open a new way for the speedy adjustment of the difficulties arising out of the diversity and expense of text-books. There can be no question that the variety of the text-books in use in our public schools is one of the most fruitful sources of dissatisfaction to the patrons of the schools and a very serious obstacle to securing the best results in school work. This is especially apparent in our ungraded district schools, where frequently the number of text-books on some one subject will equal the number of children enrolled in the school. The disadvantages of such a diversity are too apparent to need any argu¬ ment. How best to secure some degree of uniformity and at the same time reduce the cost of the text-books to a minimum is a question of great importance to the educational interests of the State. “After thoughtful consideration of the various plans and expedients suggested I am convinced that the solution of the problem lies in the consolidation of the school districts of each township and placing all the schools under the control of a township board of education and having a uniform series of text-books for the township, all such books to be purchased by the township district and loaned to the pupils under such regulations as the board of education may prescribe. The advantages that would naturally follow making the township the unit in school matters are referred to elsewhere in this report. The best argument in favor of free text-books will be found in the universal approval that this plan has received in localities where it has been tried. * -x- * * * * * “East Saginaw is the only city in this State where the pupils of the public schools are furnished text-books and stationery. By special act of the Legislature of 1885, the board of education was given authority to purchase text-books and all the necessary supplies for all scholars attending the public schools. The plan has therefore been in operation less than two years. That it has proved satisfactory is shown by the following statement from Mr. C. B. Thomas, city superintendent : “ ‘The free text-book plan was adopted here in June, 1885. It has therefore been in operation about a year and a half. In this time we have pretty nearly completed our plant— i. e., bought a stock of books, slate and lead pencils, pens and pen-holders, writing and drawing books, paper and pads, etc., etc., for two years. “ ‘Our total expense for the stock is about $7,000 ; about $4,500 last year, and $2,5-00 thus far this year. Suppose we call it in round numbers for the two years $8, 000. “ ‘Our school enrolment is or will be 4,500. The figures then stand thus: Amount invested in books, etc . . . . . $8, 000 Number of pupils supplied, . . . . . 4, 5C0 Cost per pupil . . . . $1.77 “ 1 Our books after two years’ service will be in excellent condition. Even the first readers* in the hands of little children six years of age, after a full year’s service, are sound, not much soiled, and good for a year or two more of similar careful usage. “ ‘ The advantages of the system may be summed up about as follows: “ ‘ 1. A gain of from 25 per cent, to 40 per cent, on first cost. “ ‘ 2. A gain of at least 33 per cent, in the time the book will be usable. “ ‘3. I think, taking the last two items together, we make a gain of not far from 50 per cent, in cost to community. ■ ‘“4. Classes are uniformly supplied, both as to time and material. “‘5. No distinction between rich and poor. “ ‘ 6. Iam quite confident that about $0.50 per scholar will keep the stock good, the children always furnished. “ ‘ 7. To insure care, we fine children who needlessly or maliciously injure books in their hands. ’ “I would suggest that the law be amended so as to empower any district to authorize the purchasing of text-books for use in the schools of the district and am satisfied that wherever tried it will result in an increased attendance, better instruction, and cheaper books.” # Enforced uniformity in every school of a county. — Superintendent Preston, of Missis' sippi: “ A law without a penalty is a mere exhortation and may induce the timid to comply; but it has no power to loosen the parental grip on a dime which is asked for by the child who wants a new first reader — especially when there is on hand an old one which has served the father and possibly one or two of the older children. So the child goes to school arfd is ready to be classed with ten others who have books alike. The teacher must devote an undue proportion of time to this one pupil, or neglect him altogether. I cite this as a simple illustration of what exists in nearly every school in the State 220 EDUCATION REPORT, 1886-87. Every teacher has encountered this obstacle to successful work, and has teen powerless to remove it. If we determine to touch this subject by legislation, and I think no one will question the propriety and necessity of doing so, we should pass a law with a penalty, and have enforced uniformity in every school of a county, except those of separate school districts. These should conform as nearly as possible to the county adoption; but from the nature of their organization they should be allowed to select books suited to their particular wants. ’ ’ A strong argument for free text-looks. — Superintendent Strayer, of Cambria County, Pa.: “The want of uniformity in text- hooks prevents classification in a few districts. Con¬ stant change of teachers and pupils from different districts hinders classification. Here is a strong argument for free text-books. Is it right that teachers and pupils should be required to purchase books when a change of school or residence is made ? The same principle that makes tuition free should make every department of our common school system free. The plan is in successful operation in the most progressive boroughs and districts in the county, and a few more years will doubtless witness a general adop¬ tion of free books and school supplies throughout the county and State.” The law should le mandatory. — Superintendent McNeal, of Dauphin County, Pa. : 1 ‘ Two districts, Conewago and Lower Swatara, have for several years furnished free text- books. Since the Legislature affirmed the power of school boards to do this, several other dis¬ tricts are gradually adopting the plan by furnishing the books in one or more branch each year. “In our opinion the law should have been mandatory instead of permissive, and it is a matter of only a few years until it will be so amended. “ The policy has been thoroughly tested in the districts named, and the people are fully convinced of its wisdom as a measure of economy. It has been proven that the average annual cost to each taxable in furnishing all the books used in the schools is less than thirty-three cents. While this is the most forcible argument in favor of free books that .can be used with the tax-payers, those engaged in school work know that the plan has many more advantages. It is the only practical question pertaining to school text-books. With free books, county and State uniformity is neither necessary nor desirable.” In Colorado. — Superintendent Cornell says: “There is a strong and growing senti¬ ment in this State in favor of school districts purchasing and owning the text-books. The frequent changes that our people make from one locality to another has caused the purchase of text-books to become a burden.” Give unqualified satisfaction in Minnesota. — Superintendent Kiehle: “The provision for text-books is usually borne by the pupils or their parents. ‘ ‘ In the aggregate, the cost of books is not great when compared with the cost of in¬ struction, but to the individual it may be so heavy a burden that, when, to the cost of maintaining children, the cost of school books is added, it becomes a serious obstacle to prevent them from availing themselves of what is otherwise a free school. “For this and other reasons, the plan has been adopted in many cities and in several States, permitting the districts or townships to supply free text-books to all the children. The districts that have made thorough trial of this plan report their unqualified satis¬ faction. * * ***** “In view of the advantages to our education in increasing attendance, in cheapening the price of books, in improving the instruction and grading by a full and prompt sup¬ ply of text-books, all well attested by abundant testimony, I recommend the enactment of a law authorizing school districts to make purchase of such text-books and supplies as are necessary for the instruction of their pupils.” How the text-look question will le solved. — Superintendent Raab, of Illinois : “Various are the devices which *have been proposed for the purpose of supplying cheap or free text¬ books to the pupils in our public schools, and every session of our legislature witnesses a number of bills for accomplishing this end. No doubt the text-book question may be a ‘burning one’ in some localities, but the remedy is to be sought in a different way than by legislation. Our text-book makers attempt too much ; they want to make books, which, while they are manuals for the teacher, are also books for the children to study. These two objects can not very well be accomplished in one work. The teacher must know a great deal more than the pupil upon any subject to be taught, hence the book is unsatisfactory to him; and the book for the pupil need not contain what is intended for the teacher, hence the pupil has to pay much more for his book than is just and reasonable. * * * Our authors should endeavor (1) to put no more into School books than is necessary for the pupils, and (2) should keep the matter for pupils and teachers separate, i. e. , publish special manuals for the teacher. But this will not be the practice TEXT-BOOKS. 221 as long as teachers are not prepared properly for their work before they begin to teach, and are not so trained that they can teach without the book constantly. before their eyes. All defects in the results may be traced, directly or indirectly, to that one detect men¬ tioned above — the lack of properly prepared teachers. “Among the various plans for obviating a frequent change of text-books, the one of furnishing the books to the children at the expense of the district seems the most feasible and reasonable. It has been tried in the Boston schools with excellent results, and any one desirous of informing himself on the subject may read the Boston School Report. I do not consider the question of sufficient importance to make any suggestions further than what I have said above. In fact this question, like so many others, will be solved by pro¬ visions for the better qualification of teachers and in no other way.” High school attendance increased through free text-booJcs. — The committee on accounts of the Boston school committee report as follows: ‘ ‘ The free text-book act has undoubtedly been a large factor in filling up our high schools and the upper classes of the grammar schools, on account of the expense saved to parents by relieving them from the purchase of text-books, which, in these grades, requires quite a large sum. 1 ‘ This increase in the upper grades not only adds to the cost to the city for books, which is a minor expense, but adds considerably to the cost for instruction, as the teach¬ ers thus employed generally receive the larger salaries. “Two of the advantages thus far developed by the use of free text-books, are, first, avoiding delay in getting the schools into working order, and, second, in prolonging the school life of children. ’ ’ Progress made in the introduction of free text-booJcs. — Notwithstanding the almost absolute unanimity of the testimony in favor of the free text-book system wherever it has been tried, it has been adopted as yet only to a very limited extent. It is surely making its way, however, and as it appears to be one of those reforms that never move backward, its general adoption can only be a matter of time. The following table gives a brief summary of the extent to which the free text-book system has been introduced into the different States and Territories, as reported to this Office: North Atlantic Division — Maine. — In about 8 per cent, of the towns. New Hampshire. — One city and two or three towns have adopted the free text¬ book law; the law will probably be made compulsory. Vermont.- — Text-books for the study of “ scientific temperance ” are free to all pu¬ pils; no others. Massachusetts. — All towns are required to purchase text-books and loan them to pupils free of charge. Rhode Island. — Two towns have adopted the plan. Connecticut. — Three towns have adopted the free text-book system. New York. — Very slightly. Pennsylvania. — Boards have the power to purchase books. They do so in some places but it is by no means general. South Atlantic Division — Delaware. — In New Castle County. Maryland. — Books free in Baltimore City. Indigent pupils (so-called) free in the counties. District of Columbia. — We furnish text-books to indigent pupils. Virginia. — Text-books are furnished free to pupils whose parents or guardians are by reason of their poverty unable to provide books. North Carolina. — No free text-books — children buy and own the books used. South Carolina. — Not at all. Florida. — Three well-known citizens certifying that parents are unable to pur¬ chase books, the board will supply them. South Central Division— Kentucky. — Allowance for each county by county judge, for indigent children, not exceeding $100 in any one year. Alabama. — None. Texas. — To no extent. Arkansas. — No extent. North Central Division — Ohio. — None, except that boards of education may purchase books for indigent pupils. Indiana. — Under the Indiana statute a few boards of trustees supply tree text¬ books. 222 EDUCATION REPORT, 1886-87. North Central Division — Continued. Illinois. — Boards of directors have authority to purchase text-hooks for indigent pupils only. Michigan. — One city in the State uses the system. Minnesota. — One or two districts. Iowa. — No text-book law, but strong probability of immediate action. Missouri. — The system does not prevail except in the city of Saint Louis. Dakota. — No free text-books are furnished. Law permits school boards to furnish needy pupils. Nebraska. — Four hundred and forty districts out of 5,218 have the free text-book system. Kansas. — Not authorized by law. Western Division — Montana. — Universally. Colorado. — It is allowed by law, but has not been adopted to any considerable extent. Arizona. — Is not in use. Nevada. — Each school district is authorized to supply free text-books only to chil¬ dren whose parents are too poor to purchase them. Idaho. — Indigent pupils are furnished text-books by the district boards of trustees, but application for such aid is seldom made. Oregon. — The free text-book system does not prevail in this State. California. — To indigent pupils only. Alaska, — All books furnished by the Government. CHAPTER V. CITY SCHOOL SYSTEMS. Satisfactory progress of public education in cities — Discussion concerning the readj ustment of the sal¬ aries of assistant teachers — The advantages to be derived’ from the general employment of men as principals demonstrated by the superintendents of the schools of Macon, Ga., and Pawtucket, R. I. — The importance of school savings banks in teaching children habits of economy — Lack of syste¬ matic physical training in the schools, and the need therefor — Gradual abandonment of harsh methods of discipline — Arguments for and against half-day sessions— The division of classes for purposes of recitation and study — Recess or no recess — Causes and remedies suggested for tru¬ ancy — The proper attitude to be assumed toward tardiness— Experiences of various cities in their efforts to secure habitual promptness — The effect of a new building upon a Baltimore school — Results of examinations of the eyes of the school children of Memphis, Tenn., Columbus, Ohio, and Kansas City, Mo. — The popularity of supplementary reading, and testimony as to its value — The study of music in the schools — Th® simplification of arithmetic — Civics, and other studies — The opposition to written examinations, and experiments in the promotion of classes without their use — The combination plan frequently adopted — Other methods of promotion — Unpromis¬ ing reports concerning evening schools in certain cities, and statements from other cities in which their condition is more encouraging— Summaries of city reports, arranged alphabetically — Ex¬ planation of the table of comparative statistics, and remarks upon the same — Table of compara¬ tive statistics of city public school systems — The difficulties experienced in preparing tables of summaries — Comments upon the table presented — The cities 'of various States compared — Sum¬ mary, by States and geographical divisions, of comparative statistics of cities — Summary of same by classes, according to population, with observations thereupon — Remarks relating to the table of absolute statistics— Table of statistics of public school systems of 518 cities and towns, in four parts— List of 162 cities and towns from which no returns were received — List of 10 cities from which statistics unavailable for use were forwarded. Progress of Public Education in Cities. A review of the work accomplished by the organized systems of schools in our cities during the period covered by this Report, must afford real cause for gratification. That substantial progress and permanent improvement have been made is apparent. More effective organization, better buildings, the employment of larger numbers of trained and experienced teachers, more rational methods of instruction, greater enrolment and more regular attendance on the part of the pupils, are among the phrases which occur most frequently in the reports forwarded to this Office. Nor do these encouraging re¬ ports come from a single State or section. New England continues to manifest the zeal in the common schools that has so long distinguished that section, but the reports for the year indicate that in the interest shown by the people and in the manner in which they sustain the schools, New England maintains but scant supremacy over other sec¬ tions. In the newer cities of the West, and in the impoverished States of the South, where there was perhaps the greatest need for improvement, have appeared signs of marked progress and commendable interest in school affairs. The increased number of Southern cities represented in the statistical tables, and the number of new systems mentioned in the verbal summaries, possess a significance that can not be mistaken. The popular appreciation of the schools can not be better illustrated than. by the diffi¬ culty everywhere felt in providing nqw accommodations as fast as they are needed by the constantly growing schools. The cities in which the number of sittings is sufficient for all the requirements of the schools are rare; yet the cities that do not greatly extend their school facilities every year are much more so. In the pages immediately following may be found the opinions of experienced edu¬ cators upon many questions relating primarily to education in cities that have attracted the attention of the school world, with brief descriptions of the status of various im¬ provements suggested or undertaken. Salaries of Primary Teachers. “The impression has been somewhat prevalent in the past, that the candidate for the teacher’s vocation who has not the experience or attainments requisite for a position in grammar school grades, can be tried in the primary schools. This impression is de¬ cidedly wrong. The person who has not the literary attainments sufficient for a gram¬ mar school, is not qualified to occupy the teacher’s desk of a school of any grade; and OOQ 224 EDUCATION REPORT, 1886-87. certainly no position demands special preparation, peculiar tact, and the ability and fit¬ ness which come from successful experience, more than that of the primary teacher. “The trite saying, ‘ the teacher makes the school’ is so readily understood that its truth needs no special argument to prove it. But its truth applies nowhere with so much force as in the primary grades. The primary teacher, more than any other, must draw from her own resources to awaken and keep alive an interest in the minds of the children who are yet incapable of prolonged study from the text-books, and have not acquired the power of independent, patient investigation. “ The fact also has come to be recognized that our primary schools are really the foundation of our educational structure. In them are commenced the formation of those habits which, gaining strength during the various stages of intellectual, moral, and physical growth, influence thought and action during the whole course of subsequent school training. Nor is this all. As ‘first impressions are the most lasting,’ so the habits thus early formed will not only affect the entire course of training to be acquired in the schools, but also will characterize, in a large measure, the person of mature years. “The impression to which I have referred gave rise to the practice — which still pre¬ vails in connection with your schools — of grading the salaries according to consecutive stages in the classification of the schools, assigning the minimum salary to the teachers in the primary grades. This practice has the tendency on the one hand, to cause the work in primary schools to be regarded as an inferior order of service, from which the teachers gain promotion when they succeed in obtaining a trausfer to the grammar grades. On the other hand, its influence is to discourage the competent and faithful whose increased and superior ability and skill in their chosen line of work, have been shown by the sure test of experience; or else, perhaps, its effect is to lead them to ac¬ cept similar positions in other localities where better remuneration is given for the effective work which they have become able to accomplish. “ The principle of grading the salaries with reference to qualifications and experience is right; but when the promotions to higher grades of salary are on the ground of suc¬ cessful experience they should be made for the double purpose of encouraging the teach¬ ers to aim at progressive efficiency, and of inducing those who have achieved a success to continue their service in our schools, in the very kind of work in which they have be¬ come adepts. A gradation of salaries on this principle need not involve great additional expense ; because, while the salaries for the experienced primary teachers would be con¬ siderably larger than now paid, those for the inexperienced would be less.” [From the report of Superintendent W. W. Waterman, Clinton, Mass.] The force of arguments similar to those set forth above is generally recognized, and several cities have already recast their scheme of salaries in accordance with the plan which Mr. Waterman recommends for adoption in Clinton. The school directors of Port¬ land, Oregon, say: “Our experience has demonstrated that we are obliged to pay our eighth or primary grade teachers a higher salary than some of the more advanced grades. The reason of this is obvious; it requires greater experience to handle and properly teach children of six years than to teach those a little older. ’ ’ At Chelsea, Mass. : “The scale of salaries received a new adjustment and adoption by the board to take effect in September (at the beginning of tiie school year), by which the majority of assistant teachers now receive an increase of $50 per annum. Instead of maintaining longer a distinction in the salaries paid in the higher grades, it was thought that the duties and responsibilities of all were equal, and should receive like compensation, the high school and special teachers excepted.” In summing up the recent improvements made in the Philadelphia schools, the presi¬ dent of the board of education uses these words: “ The compensation of teachers was so modified as to lessen the distinction formerly existing among the assistants, caused by the wide differences in their salaries. The tendency has been towards an equalization of salary, and therefore in the direction of equal rank and honor. The plan of increasing the salary upon the basis of the term of service has become thoroughly established, and has yielded many excellent results.” A difference yet remains, however, in the salaries of the teachers between the lower grades and those in the higher. President Steel further says: “I trust that at the earliest opportunity this discrimination against primary and secondary teachers mhy be removed. The board will pardon me for reiterating my conviction that it is the duty of this board to equalize the compensation of assistants in every department of the schools. We shall never be able to get the kind of service that is needed in the lower schools until the salaries are made the same as those in the higher. No one can blame capable and ambitious teachers, employed in primary and secondary schools, for seeking promotion to the grammar schools. The higher salary paid in the latter is the just reward for the better service which they are able to render; and the constant drain upon the primary schools must go on until a position in them is made equal in rank and salary to one in the higher department. I believe that culture, training, and experience are needed quite as much in the primary as in the grammar school ; but WOMEN AS PRINCIPALS — SCHOOL SAVINGS-BANKS. 225 we shall fail to secure these qualities in the latter until the pay is made the same as in the former. Make the salaries of all grades of teachers alike; and teachers will ’ then seek employment where they feel they can do the best and most satisfactory work, regardless of other considerations. The rules of this board require the same ac¬ quirements for primary teachers as for grammar school teachers. Taken all in all, no one can fairly say that the work required differs essentially as to difficulty or amount in any of the departments; and there is no just reason why the position of a teacher in a primary school should not be equal in honor and profit to that in any other department of the public school system. No duty of the board seems to me more im¬ perative than this, and I trust that some action upon this important matter may be taken at an early day.” Women as Principals. In August, 1886, the board of education of Columbus, Ohio, resolved that thereafter in case of a vacancy in the principalship of a building of twelve or more rooms, a man be employed. Since women had previously filled these positions, this action was an inno¬ vation of considerable importance, and provoked a great deal of discussion. Three such vacancies have occurred since the passage of the resolution, and in accordance with the determination of the board, men have been selected to fill them. For a number of years only lady teachers have been employed in the schools of Macon, Ga. The superintendent says: “Five years of close observation and a careful compari¬ son, as opportunity offered, of the work done by these ladies with that done in similar grades of public schools in other cities, have not made me feel that in the matter of instruction our pupils lost anything by the substitution of ladies for men in the highest grade of our grammar schools. * * * But in the general administration of these schools the directing hand and the personal presence of a man are also absolutely neces¬ sary. 5 7 He therefore asks for ‘ ‘ the appointment of a man whose duty it shall be to supervise these schools and make himself felt in every room and class. 7 7 Mr. Alvin F. Pease, superintendent of the Pawtucket, R. I., schools, believes in the superiority of male principals, for these reasons: ‘ ‘ They have usually more executive ability than women. They have a larger ac¬ quaintance with practical business and a better knowledge of ‘the Avorld. 7 * * * Besides, it usually occurs that boys of 13 to 15 years of age need the strong influence and restraining power of a man ; and where that influence is felt, the occasion for special discipline is largely removed. In some of our best grammar schools it frequently hap¬ pens that there is no necessity for the infliction of punishment for weeks or even terms at a time; and the same influence over the larger pupils extends to the other rooms of the building, so that a majority of the cases of insubordination and serious difficulty occur in smaller buildings where there is no male principal.77 School Savings-Banks. “The importance of teaching children to save, not so much for the amounts hoarded as for the educational value of the weekly lesson, has for many years been recognized with more or less earnestness by the managers of charitable and mission schools. In most of our cities various simple and practical methods have been used, in connection with vol¬ untary school work to help the waifs of our population to acquire habits of thrift; but it is a rather curious fact that the first public school (Third Ward Grammar School of Long Island City, N. Y.) in the United States to adopt as part of its weekly drill the savings-bank plan only did so in 1885, and that during 1886 but six other public schools followed suit. Now, however, many school boards are moving in that direction, and there seems no reason to doubt that during this year more than one hundred schools will have introduced the plan into their curriculum. “Such an absolutely new departure in the education of American children must in¬ terest all mothers, and it behooves them clearly to understand what school banks are, the drift of their teaching, and its effect on character. “ Fortunately school banks are no experiment, although a novel addition to the public school system of the United States; therefore those who advocate their general adoption in this country can support the demand by pointing to the experience of a great nation, France. The economic training of the French people was proved to the admiration of the civilized world in 1870, after the Franco-Prussian War, when the war indemnity was subscribed several times over, mainly by the bourgeoisie and peasantry, and this stu¬ pendous act of patriotic thrift, M. Gambetta said, was largely due to the industrious and saving character of the French women; therefore any national teaching in economy adopted by France must claim our serious investigation. “Until this year no special book or treatise on school savings-banks was published in English, and except in government reports little information was available in any 15 ED 226 EDUCATION REPORT, 1886-87. language; but Miss Agnes Lambert, of London, has just published a small School Bank Manual, and Mr. J. H. Thirv, of Long Island City, has issued a History of the Penny School Savings-Banks of the Public Schools of Long Island City , N. Y. Timely as such directions are for educators and school boards, reports and pamphlets do not tempt the general reader, who is almost always a busy, often tired, man or woman; so we propose for the benefit of all those interested in children, to state briefly what school banks are, and why they are valuable helps to national education. “The modus operandi.of a school bank is as follows: Having arranged with some sav¬ ings-bank to receive deposits, the principal of a school gives notice to the several classes that every Monday morning their teacher when calling the roll, will receive their small savings (from 1 cent up to 50 cents). On making the first deposit, a pupil is given a card with his or her name, date, and amount deposited, receipted by the teacher; this card the pupil keeps, presenting it every time a deposit is made, the card having dates for the whole school year. ‘ ‘After the first few collections, when, like any other new drill, children are awkward, ‘ fifteen minutes is sufficient to receive the savings of a class of 50. ’ The teacher ap¬ points some bright pupil ‘ collector, ’ who takes the card and money from each child and hands it to the teacher, who counts the money, receipts the card, and returns it to the scholar. The ordinary roll-book serves as a record book. For instance, a name is called — ‘ Jane Smith. ’ She makes answer, ‘ Three cents, ’ and three cents is entered in the sav¬ ings column opposite Jane Smith’s name. If nothing has been saved, a cross so indi¬ cates, and merely ‘ attenda nee’ is marked. The principal, who is the de facto treasurer, requires a special book for names of depositors and amounts saved, as the savings of all classes are handed to him, and he sends them each day to the savings-bank, getting a receipt for the whole amount. When a pupil has saved 25 cents (or any other sum agreed on) he is given a bank-book, and becomes a regular contributor — although inter¬ est is rarely paid on very small sums — and until he receives a book his name does not go on the journal of the savings-bank, but his savings are kept to the credit of the prin¬ cipal in what is called a ‘ general fund. ’ These pupil bank-books, kept by the princi¬ pal, are sent to the bank monthly to be balanced. They can be taken home at regular dates to be shown to parents; and during vacation, or when a pupil leaves, he receives his book. Money can bedrawn out at any time with the consent of parents or guardians, by procuring the principal’s signature. After leaving school permanently a scholar can still continue to use the school bank-book for other savings. “This simple plan, insuccessful operation in several American schools, differs slightly in some of its details from that used in Europe; but it has been carefully worked out to suit our own school system, can be modified by any intelligent set of teachers or school directors to meet local views and needs, and fulfils the essential requisite of a school bank — that it should form part of the school course. “On January 1, 1887, 7 schools in the United States had ‘adopted’ school savings- banks, 6 of these being in or near Long Island City, and 1 in McCook, Nebr. What had they added to their curriculum ? Strictly an object lesson in thrift, industry, self-denial — a practical lesson which, without pushing any theoretical instruction out of its way, can do more to undermine the dangerous communistic spirit of the age than any amount of mere book learning. ‘ ‘ A woman is principal of the first American school with a school bank, and out of 450 scholars 403 are depositors, having saved from March, 1885, to January, 1887, $2,382; of this amount $602 was withdrawn for use, and $1,780 remained ‘due depos¬ itors,’ an average of $4.16 per child. ‘ ‘ Before passing to our second point — the educational value of school banks — a few facts in connection with their encouragement and growth in Europe may meet and an¬ swer in advance objections which will occur to many to whom the question of juvenile thrift is new and objectionable. ‘ ‘ France, the only country with a national system of school banks, between 1874 and 1886 established 24,000 of these banks, with nearly half a million of depositors, whose savings aggregated a trifle less than 12,000,000 francs, or about $2,400,000. “Spurred by this marvelous example, the educators of other nations turned their at¬ tention to school banks. Italy has 3,456, Hungary 700, and various Belgian cities have adopted them with success. Great Britain, with 19,000 elementary schools, teaching 4,000,000 children, has only 2,000 school banks, but their unprecedented success in towns like Liverpool, Birmingham, and Manchester shows that where school boards and teachers understand the matter their growth is certain. In 1885 the Board schools of Liverpool had 74 banks, numbering 10,000 depositors, who that year deposited $20,- 000, drew out $15,000, and left $5,000 in the Liverpool Savings-Bank. In that same year English educators showed their estimate of school banks in a circular for instruc¬ tion of the Education Department, addressed to school inspectors, where it was ex¬ pressly stated that where circumstances permit, a school must have a savings-bank if it desires the aid granted to schools that are reported as “excellent.” PHYSICxlL TRAINING. 227 “It has been well said that school banks are to the lesson in thrift what pen, ink, and paper are to the lesson in writing, and although much abuse has been heaped on our over-education of the masses, few would seriously curtail the facility with which every child born on American soil can learn to read and write. When the equal value of the other lesson is understood, we will be no less reluctant to deprive our children, the men and women who are to complete any good works begun by us, of instruction in that high human office, economy, said by Emerson to be ‘ a sacrament when its aim is grand.’ ” [Catherine Baldwin in Harper’s Bazar.] To this it may only be well to add the following, from the report of the superintend¬ ent of the Rutland, Vt., schools for 1886-87: “The savings-bank feature continues to operate satisfactorily, the total average deposit being about $75 per month. There are now 453 accounts among the scholars and an aggregate deposit of $1,323.26.” Physical Training. This subject has not yet been accorded the attention if deserves. In a few instances gymnasiums have been provided for the students of high schools, but beyond the gen¬ eral calisthenic exercises that obtain in some localities, no provision has been made by any city for the systematic training of pupils of the elementary grades. An occasional recommendation or reference to the matter by some superindendent or school committee is the only evidence that the necessity of such training in the schools is felt. The fol¬ lowing extracts are taken from recent reports: ‘ ! Too many principals and teachers mistake for physical culture the performance of a few dilatory movements once or twice a day. * * * Beyond all other things, at¬ tention should be paid: first, to the preservation of the functions, afterward to their development; yet the unnatural focus, the cramped hand, folded arms, and contracted chest are not hard to find, though they have no place in the economy of nature and cer¬ tainly not in the school room. After these have been carefully remedied, it is time enough to think of training the eye, the hand, and the ear, to expand the chest, and to strengthen the back muscles; but to attempt to undo in five minutes the harm that has been done in five hours is manifestly useless. Above all considerations develop a sound body , if possible, and then a sound mind, and £ mens Sana in corpore sano ’ will be no longer a mere formula.” [From the report of the superintendent of schools, New York City. ] ‘ ‘ In any system of education worthy of the name, physical culture must be a promi¬ nent factor. Muscle needs to be developed as well as brain. Indeed, mental power is, to a great extent, dependent upon a robust physical development. To cultivate one to the exclusion of the other is to disjoin things which the Creator never intended to be separated. * * * ‘ 1 It is too much to expect that our regular teachers, who have had no special instruc¬ tion in this subject, will be able to lay out and pursue a well arranged course of instruc¬ tion in physical culture for the children in their schools. It needs an expert, a special¬ ist, one who has had a thorough drill in physical movements and who can direct the kind of exercises to which children should be subjected from the time they enter the primary school till they are graduated from the high school.” [Superintendent Win. Connell, Fall River, Mass. ] ‘ ‘ As the games are to the kindergarten course so ought calisthenics to be to the dis¬ trict school, namely, a timely alternation to physical training from mental application, which in the young may easily be pushed beyond the limits of unflagging interest. Not only ought this exercise to be given a regular place on the programme of every school, but its occasional omission from the actual work of the day ought not to be excused ex¬ cept for very good and sufficient cause.” [Report of Board of Public Schools, Saint Louis, Mo.] The pupils of the Rochester, N. Y., Academy three years ago obtained the permission of the board of education to fit up au unused chapel as a gymnasium. An advantageous arrangement was made by which the services of an instructor were secured without cost, and thus the benefits of physical culture were obtained almost without effort on the part of the board. It appears that the instruction has been extended in a measure to the children of the lower grades, since a late report states that ‘ £ physical exercises are carried more or less into every grade of our schools. * * * The exercises are varied in the upper grades, both with dumb-bells and swinging clubs. The competition in the several schools is great, and each school is trying to excel the other. The result of this training is such that the muscles are greatly strengthened, the body better developed, the mind increased in capacity, giving the whole system a tone of healthfulness heretofore almost unknown among school children. ’ ’ The question of introducing general systematic instruction in gymnastics in the schools 228 EDUCATION REPORT, 1886-87. of Cleveland, Ohio, is thus discussed by the president of the board of education in his report for 1885-86: ‘ ‘ The object of educational training is the general preparation for life. Man possesses a dual nature, soul and body; general and harmonious education therefore must embrace the body as well, and demands of the educator the furtherance of physical development and culture. In practical life a strong and well trained body is indispensable; labor and effort are abortive, when the spirit has not a storm proof physical instrument — when the shock that smites the spirit also prostrates the body. General culture and practical fitness for life both require gymnastic training, and therefore gymnastics have a just claim to our recognition in our system of public education. ” Coepoeal Punishment. “The most important change, which these later years have brought, has been the com¬ ing in of more sympathetic relations between teacher and pupil; in less show of au¬ thority and more real power; in letting down the formal barriers of restraint, and letting in a sweeter and truer control; in bringing the teacher’s platform nearer the pupil’s desk, and the teacher herself closer the pupil’s mind and heart. In furnishing a mel¬ lower light and a purer air for the school room the teacher has fully kept pace with the architect.” [Suj)erintendent George Howland, Chicago.] “One of the most important steps taken by the board of education — a step taken, as I believe, in good faith and in the interest of humanity — has been the permanent abolition of corporal punishment in the schools of our city. The resolution passed to this effect by the board was a general surprise to the faculty of teachers as well as to the citizens of Cleveland. There have been not wanting warning voices in the public prints and among the people condemning the action of the board as premature, inconsiderate, and even demagogical. It is a matter of special pleasure and satisfaction to me to inform you that the discipline of the classes has not suffered through the abolition of corporal punishment. The question whether it will ever again be desirable may safely and calmly be submitted to posterity. ’ ’ [President E. A. Schellentrager, of the Cleveland, Ohio, school board. ] ‘ ‘ The by-law prohibiting corporal punishment of any kind is still an essential part of the system of discipline. The severest punishment that may be inflicted is suspen¬ sion or expulsion, and the efficiency of the system is clearly apparent in the constant diminution of the number of these suspensions.” [Report of New York City school board. ] “The abolishment of corporal punishment has not added to the number of mischiev¬ ous or backward pupils. The unlimited use of the rod is certainly not desirable. It may be, however, that its use under some restrictions, to be devised by the board may be advisable, for it seems there are mischievous and ill-behaved pupils, who undoubtedly would be benefited by the application of it. ” [Superintendent John Miller, Newburgh, N. Y.] “ Corporal punishment will be allowed only in exceptional cases, and then it must be inflicted^ in the presence of the superintendent.” [A rule of the Atchison, Kans., board.] “No corporal punishment is permitted, except by request or consent of parents or guardians. While many object to the use of corporal punishment as a means of discipline in school, I would not recommend its abolition. Cases are likely to arise in any school in which corporal punishment, if applied in the right spirit and in the proper manner, is the best and most effectual means to which a teacher can resort.” [Superintendent John Cooper, Leavenworth, Kans.] “ As the State law explicitly forbids the infliction of corporal punishment in schools, suspension or expulsion must be resorted to when moral suasion fails. Cases occasion¬ ally arise where it seems as though this prohibition was a mistake, where Solomon’s ad¬ monition, ‘Spare the rod and spoil the child,’ should be heeded. However, as long as the present Jaw remains in force, parents should be the responsible parties in the ques¬ tion of ‘spoiling the child.’ No law forbids their use of the rod.” [Mr. A. W. Edson, city superintendent, Jersey City, N. J.] “Your committee would report that in its opinion the law prohibiting corporal pun¬ ishment by the principals of our schools has had a bad influence on the pupils; that the ill-disposed scholars take advantage of it, knowing that the greatest punishment that can be meted out to them for their disobedience is either suspension or expulsion, which in many cases is more of a gratification to them than a punishment.” [Committee on visitation, Paterson, N. J.] Half-day Sessions. This plan, originally devised as a temporary expedient to be utilized only in the absence of accommodations sufficient to permit the attendance of all pupils during the 229 HALF-DAY SESSIONS. entire clay, has been received with high favor in some localities. Mr. D. C. Tillotson says, in hi3 last report as superintendent of schools at Topeka, Kans. : “The first grades have for a number of years been managed on the half-day plan — one set of pupils attend¬ ing in the forenoon, and! another in the afternoon. This saves from eight to ten teachers, saving about $5,000 per year in running expenses. This saving has put the board on a souud financial basis, and experience shows that the pupils lose nothing in scholarship. A child will do as much mental labor in a half-day as should be required in the twenty- four hours. ’ ’ The superintendent at Kockville, Ind., reports: “Since our last public announce¬ ment we have adopted and tested the half-day system for first year pupils. The plan has proved entirely satisfactory. While it maintains the interest and vigor of the school, it also sustains the scholarship and prepares the grade for promotion upon a record that the all-day plau can not secure. The continuance of the system is especially desired.” After an experience covering a ye^r with half-day sessions in the primary schools, Mr. M. L. Knight, of Beaver Falls, Pa., thus states the disadvantages and advantages of the plan: “I find even in these lower rooms a class of older pupil3, who have had but a limited opportunity of attending school, who have made but little advancement, but who are old enough to study. Some are found whose time when not in school is spent on the street, or in company with those whose influence is evil, and whose conduct is demoralizing. A few instances have also been reported where pupils were deeply inter¬ ested in school when permitted to attend all day, but when in attendance half a day they seemed to lose much of the former interest. In these instances I believe the half¬ day system has been a disadvantage. “On the other hand, I have found many advantages, among which I would mention improvement in order, fewer cases of discipline, a much purer and more healthful at¬ mosphere in the school-rooms, and consequently, better health among pupils, only one death occurring in eight months out of an enrollment of over 1,600 pupils. I found also a more intimate acquaintance and personal knowledge of the disposition and ability of pupils by the teacher, greater confidence and less restraint on the part of pupils, thus transforming the rigid government so often found in the school-room into the more per¬ fect freedom of the kindergarten or the family. “I have endeavored to take an unbiased view of this system, and to formulate a report based upon facts. While I am not able from our brief trial of the system, to recommend the plan for permanent adoption in all of the rooms in which it has been tried, I will say, however, without hesitation, that for children the first year in school, whether few or many are in the room, I am satisfied that three hours’ drill each day, such as is given in qur first primary rooms, is long enough. Pupils of this age can not study, hence they learn only while being taught, and if they can receive the same attention and instruc¬ tion in three hours that they otherwise would receive in six, I can see no advantage to be gained by the long period of confinement. The school-room is not a nursery, but a place to receive and impart instruction. “What has been said respecting pupils in school the first year is to a great extent true of children of the second or even the third year in school, and yet the exceptions here¬ inbefore referred to leave it an open question. If permission were given, and suitable provision made whereby those who desire the privilege and would be benefited thereby could attend both morning and afternoon sessions, I believe it would meet with favor and be open to but few objections.” Superintendent W. B. Powell, of Washington, D. C., looks with little favor on the plan which allows the pupils’ attendance but half the school day, and devotes a considerable part of his report to the subject. He says: “A half day at school is enough for a first or second grade pupil, if the school is not well taught or is in an unhealthful, uncom¬ fortable, or uninviting school-room. These conditions, however, ought not to exist. The school-room should be commodious, well lighted and well ventilated, clean and wholesome, and not overcrowded. Our teachers are competent to teach well, and where oppportunity is given do teach well. * * * The greater part of the moral effect of school life is lost to the child by the half-day school. Time is an important element in good teaching, particularly in the primary grades, as it is a necessary element in the acqui¬ sition of knowledge and in the assimilation of thought. If knowledge is to be gained by effort, and its value proved by experiment and application before it can become a source of power to its possessor, teaching that is wholly didactic has but little in it that is purely educational. Yet the teacher who has 50 or 60 pupils to instruct in three short hours, shortened by the encroaching darkness of a winter day, can do little or nothing in the way of training. The primary pupil of six or seven years, who is learning to see, who is taking his first steps in language, cannot be properly taught didactically. He learns to see, to talk, to read, to write, by seeing, talking, reading, writing; he learns num¬ bers only by handling numbers of things; he learns forms by making and comparing forms; and he learns to represent forms by much practice in representation. The child himself must do. 230 EDUCATION REPORT, 1886-87. “The teacher’s office is to direct, to guide; and as the young learner is teaching him¬ self by self-activity, requiring much time, the exercises must be changed frequently, that he may have proper recreation, and this also requires much time. The child’s school hours should be spent in doing or in activity for specific mental improvement, alternated by doing or physical activity lor recreation, enjoyment, or specific physical improvement. This takes time. If the teacher has not the time to do this work right, she will dictate the scholastic part of the work and the child will suffer by loss of both mental self-activ¬ ity and the physical activity. Th e primary schools should take the child as they find him coming from the home, with all the perceptive faculties active, contributing to enjoyment and adding to knowledge, and should seek to teach him by the continued activity of these same faculties systematically directed for specific purposes, and should not so radi¬ cally change the child’s life as to make his school life a mere memory drill. But the short-time school converts the teaching into almost purely memoriter work. “Manual training begins in the kindergarten and should be continued in the primary school, but the child in the half-day school has no time to draw, to make forms of clay, or, by folding and cutting paper, or by laying sticks or other means; has no time to rep¬ resent forms. His time must be spent in committing to memory that which he may or may not understand, because the scholastic grade work must be done. •Sfr -SC- * -X- * -X- “That healthy, mental, moral, and physical growth that can come to childhood only by wisely directed, systematic, pleasing, and conscious self-activity can not be realized in a half-day school. That pure, natural, and earnest love for truth and knowledge is never known by the child who receives without question or investigation doses of facts as from the hands of one who has diagnosed and prescribed without explanation. Most of our teachers can do the legitimate work of the primary school properly, but they com¬ plain that the half-day school does not afford the time for doing it, and their complaint is well founded. Little time is allowed for calisthenic exercises, for games, lor songs, and the repetition of mottoes; but all effort must be directed to accomplishing the grade work, that can be done only by continued pouring in, and a nervous, hurried, and too often meaningless memory drill. No one knows this better than the conscientious teacher, and no one speaks of it more frequently or more feelingly. That such memoriter work can be found in the schools is too true, That such work is found in the schools is not the fault of the teacher who is forced to do work on the half-time allotment. If we would have more and better training in school, and fewer home lessons to be studied by our small children, we must give more time and better opportunity to do the work. ‘ ‘ Six hours may be too long for the youngest child to go to school, but four hours — two in the forenoon and two in the afternoon, or five hours — two and a half in the forenoon and two and a half in the afternoon, for the child to be alternately working and play¬ ing, improving and resting, developing mentally and developing physically, by turn, are none too many. The child is better off in such a school than at play. ’ ’ Division of Classes. The following rule prevails in the schools of Washington, D. C. : “They [the teachers] shall divide their schools, when all pupils are of one grade, into two sections, and shall have one section studying while the other is reciting, as far as practicable. In penman¬ ship, drawing, vocal music, and a few general exercises and explanations, the school should be instructed as a whole. ’ ’ This arrangement is in use in a number of cities. In many cities of smaller size in which semi-annual promotions are the rule, it has been necessary to assign two classes of different grade to each teacher for the sake of economy, and in nearly every case of this kind the results have shown not only that the financial interests of the city have been advanced, but that the quality of the instruction has actually been improved. At Steubenville, Ohio, “this has been the plan followed for the past seven years, and it is believed to be better than having all pupils in one class.” Mr. H. M. Maxson, of Attleborough, Mass., suggests that “in the arrangement of classes it would be an improvement to give each teacher 40 pupils of two nearly equal grades, rather than 40 pupils of one grade. Nearly all the recitation work in a school of one grade should be done in two divisions; thus the number of recitations with one grade in a room is about the same as it would be with a like number of pupils in two grades. The higher grade would suffer no loss in consequence of each teacher having two grades, while many of the lower grade would gain much by what they heard of the recitation of the higher grade. There would also be a greater variety of work for the teacher, and no necessity for teaching the same thing twice each day, with the loss of interest which necessarily follows from such repetition. ’ ’ Mr. Joseph O’Connor, deputy superintendent of San Francisco common schools, thinks that, “the elasticity would be increased and the time and money saving made RECESS OR NO RECESS — TRUANCY. 231 greater if each class were arranged to consist of two consecutive grades; for then, with¬ out at all disturbing the general order and classification, the teacher might at any time promote deserving pupils from the lower to the higher division of the class. ’ ’ This gentleman quotes, in further support of his proposition, a letter from the prin¬ cipal of the Yallejo (California) High School, as follows: “For three years past the grammar schools of Yallejo have been arranged with two grades in each room. The teachers have all had experience of years with one grade in a room, and now three years’ experience with two grades in each room, and all prefer having two grades in each room; not one would willingly change to the one-grade arrangement.” The following method of division reported from Decatur, Ind. , also finds support¬ ers: “The four grades of the primary department and the first two grades of the grammar department are each divided into two classes. The work of the two classes is the same, the only difference being the thoroughness with which the work is done. Pupils are transferred by the teacher from one class to another at any time on merit. By this means no pupil is held back on account of a dull class, but is permitted to go on as soon as he is ready. While this is no detriment to the indolent, it is of great ad¬ vantage to the industrious.” Recess or No Recess. The recess question continues to be one concerning which men wise in school affairs disagree. The year has brought forth nothing new or important in the way of argument, for the main points in the discussion had been frequently elaborated in past years. It may be well, however, to add the results of another year’s experience to the supply of testimony pro and con, that has accumulated. Mr. A. P. Marble, rejoicing that the schools under his supervision in Worcester, Mass., did not discard the recess plan, says: “ We may congratulate ourselves that we were left behind in this instance by the so-called car of ‘ progress. ’ The progress is the wrong way.” The Mankato, Minn., superintendent does not believe in “no recess,” and in the schools of that city the recess time in inclement weather is profitably employed by the teachers in teaching the girls to knit and crochet. The Danvers, Mass., school committee explain that an intermission in the school work at noon is better suited to the habits of the majority of the people of that town, and is for that reason, preferable, even if no other were urged. In New York City there are 2 sessions of 3 hours each, daily. In behalf of “ no-recess ” is the following from Albany, N. Y. : “The fifth year of the no-recess system has corroborated the evidence of previous years, that, as promotive of healthfulness and moral and intellectual progress, it is a great step in advance over the old-fashioned mid-session recess. ’ ’ The esteem in which the system is held in Muscatine, Iowa, is shown by this utterance from the principal of one of the ward schools: “Another benefit from the no-recess plan is a fuller and more regular attendance in the higher grades. It gives more time for necessary ‘ chores ’ at home by shortening the school sessions, and hence more time to attend the regular school sessions.” From Attleborough, Mass. : “For a year and a half the schools have followed the no- recess plan. Last year and also this I made inquiries of teachers as to its results. The universal testimony is that it is satisfactory to the teachers, and also to the parents, as far as their opinion is known. The only thing approaching complaint in this con¬ nection has been concerning excuses to leave the room, and the co-operation of parents with teachers will easily remove this.” Truancy. In the requirements for an efficient system of schools the importance of regular attend¬ ance on the part of the pupils comes next to the necessity of securing competent teach¬ ers. There must always be unavoidable reasons which necessitate the occasional absence of a child from school. The occurrence of such reasons is recognized as unfortunate but necessary, and does not, therefore, cause concern. Save in exceptional cases, as during the general prevalence of disease, the proportion of absences from such causes to the total membership is practically uniform in all cities. It is not this proportion, but the num¬ ber of absences for which there is no legitimate excuse that school managers every¬ where exert themselves to reduce. The aversion of some children to the schools, and the indifference of their parents, are supposed to be the most common causes for need¬ less absences. In those States where attendance is required by law the employment of special officers to seek out absentees and bring them into the schools, has become quite common. That plan has usually yielded excellent results in the cities. Such an officer being brought in con- 232 EDUCATION BEPOBT, 1886-87. tact witli children who yield reluctant obedience to the law may be expected to discover facts which would not ordinarily be known to the teachers, and to recommend remedies that would not suggest themselves to those whose acquaintance with truants is limited to the intercourse ol' the school room. There can be little doubt that the following from the report of the truant officer at Haverhill, Mass., might be said of the majority of cities: “In almost every instance the boys who give me the most trouble are those who have the least care at home, both as regards their moral training and personal appearance. Some of the worst cases I have to contend with are those who are obliged to attend school with clothing so indecent as to make them ashamed to mingle with their well-clad as¬ sociates. There are some parents who utterly refuse to send their children to school, not being able to clothe them respectably, and there are as many pupils out of school from that cause as from any other. ’ ’ The superintendent at Williamsport, Pa., is inclined to throw much of the blame for truancy upon the parents of the delinquent, and states that they are often “willing to cover the fault of the child by lying to shield him from merited punishment.” At Hartford, Conn., the question of absence and excuses had grown to such import- • ance that the board took decisive action upon the subject during the year in the form of a vote “ that no excuse be granted by the acting school visitor, excusing any pupil from attendance at the whole or any part of the regular session of any school in this town, or from any of the regular exercises of such school, except upon the certificate of a repu¬ table physician that such excuse is required by the state of such pupil’s health.” Punctuality. Closely related to the question of school attendance is that of promptness. Upon this subject Mr. Henry N. Mertz, superintendent of the Steubenville, Ohio, schools, thus sensibly expresses his views : “As regards tardiness there is a golden mean that the teacher should strive to main¬ tain. The evil effects both on the school and in the formation of the habits of the child are recognized by all, and no reasonable effort should be spared to prevent all unneces¬ sary tardiness; but the fact should be recognized also, that sometimes the child or his parent has to choose between tardiness and absence. There may arise some combination of circumstances which make it impossible for the child to be at school on time. Now, tardiness may be made so odious by the teacher, and absence be so lightly passed over, that both parents and children prefer absence, and the child who might have been in school all the half-day except the first five minutes, stays away and misses the half¬ day’s instruction rather than be numbered with the tardy troop. After considering the effect of the interruption caused by a pupil coming in late, the moral effect upon the school, and the influence in forming the character of the pupil himself, we believe there is still a balance in favor of having the pupil come to school as soon as he can. No teacher should make tardiness so much greater offence than absence that children will prefer the latter. ’ ’ Crawfordsville, Ind., a city of 7,473 inhabitants, with a school enrolment of 1,293 and an average attendance of 995, is the only city in the country that has secured entire immunity from tardiness during the year. The superintendent says : “ The publication of the yearly catalogue with its faithful record of the attendance and punctuality of every pupil has had much to do toward putting our schools in the enviable position they occupy with respect to punctuality, as has also the kindness of the local newspa¬ pers in publishing our monthly roll of honor.” Another city in the same State, Warsaw, reports only 85 cases of tardiness, but 13,252 half-day absences. The superintendent states that, “ with the high sentiment against tardies, quite a number, when they find themselves tardy, return home and come in with a quarter or a half day’s absence, thus increasing the evil.” The plan of rewarding classes perfect in attendance with a partial holiday has been tried in several cities with excellent effect. Mr. M. L. Hawley, of Gloucester, Mass., reports: “This object is effected by our practice of allowing schools to be dismissed an hour earlier on Fridays for perfect class attendance during the week. This privilege,, with the generally admirable work of the teachers, has produced excellent results. Our school attendance is now at high-water mark. ’ ’ At Chelsea, Mass., “the plan of dismissing one hour earlier at the close of each month all who have been neither absent nor tardy during said month, has undoubtedly had a salutary influence upon the attendance, and if one half-day were the reward instead, for such constancy, it is believed that the actual gain in scholarship and the formation of good character would more than balance the loss occasioned by the extra half-holiday.” The superintendent at Chicopee, Mass., thus bears witness to the efficacy of the plan: “The per cent, of attendance for the year is 93.4, an increase of 2.8 over that of last year, which is largely due to the adoption of the plan of giving a half-holiday each EFFECT OF SCHOOL WORK UPON THE EYE-SIGHT. 233 month to pupils, in all grades below the high schools, who are neither absent nor tardy. This plan, although in operation less than a half year, has proved to be a wise one, giv¬ ing us an increased percentage of attendance for each month, and consequently giving teachers opportunity to do more and better work in teaching; for it must be apparent to any one conversant with school attendance that more can be taught in thirty-nine half days with perfect attendance thau in forty half days with broken and irregular attend¬ ance, which amounted previously in many cases to an absence of from one-eighth to one-half of the entire number of sessions for the month. I would most earnestly recom¬ mend the continuance of this plan.” The Effect of Comfortable Accommodations. “Commodious, neat, convenient, well lighted and ventilated class-rooms play an important part in promoting the moral, intellectual, and physical usefulness of a school. The school at Locust Point demonstrates the truth of this statement. When the school, numbering about 100 pupils with 3 teachers, was kept in a dingy, cheerless old chapel, near its present location, it was small, difficult to manage, and although the teachers did everything possible to promote the efficiency of the school, yet the pupils were untidy, unpunctual, hard to discipline, and did not make satisfactory progress. After the school was transferred to the new building in which it is at present accom¬ modated, great improvement was immediately apparent — the number of pupils in¬ creased from 100 to 333, and the number of teachers from 3 to 8. The neater appear¬ ance, better conduct and attendance, greater progress, and the increased efficiency of the school generally, is admitted by all.” [From the report of Mr. Henry A. Wise, superin¬ tendent of Baltimore, Md., schools.] Effect of School Work upon the Eye-sight. This subject, in the general discussion of school hygiene, has received its share of atten¬ tion. “ In the old school-rooms, and we need not go far back for them, the light was often so insufficient, that much harm undoubtedly resulted to the eyes of the children. But in our newer buildings so much thoughtful attention has been given to this subject, that the evil no longer exists there. Pupils, too, have been allowed to study with too little regard to position, and with the object too near the eye; perhaps with the result of myopia in some cases, but by no means, in my judgment, to the extent often charged. 4 4 The oculist is too definite, and too certain in his knowledge. Why should the book or paper always be 4 15 inches from the eye ?’ Five feet seven may be the average height of a man, and 8 the right number for his boot; but is he to be considered deformed, or a monstrosity, who is 5 feet 6, or who wears a number 7, or 9 ? ******* “Of over 80,000 children in our schools I have never seen one voluntarily take that distance, and have eminent professional opinion that such an enforced rule would work more harm than ever our neglect has done. Nothing will lie so unblushingly as figures. “Much attention has been given to this subject, and in many of our schools the re¬ sult is all that good sense, or good science can demand. ’ ’ [From the report of Mr. George Howland, superintendent of Chicago schools.] The following, from the report of the board of education, describes the results of a recent examination of the eyes of the pupils of two of the leading public schools of Memphis, Tenn. : “The eyes of 681 pupils have been examined. Of these 588 had perfect sight, 60 had imperfect sight from general causes, and 30 had impaired vision from eye strain. It is interesting to trace the gradual increase of this form of impaired sight (near-sightedness) from the primary classes, where it is hardly noticeable, to the highest grade, where it reaches 15 per cent. In this particular my results are similar to those obtained by ex¬ aminers in this and other countries. But a point which should not be overlooked is this — that my examinations were confined to pupils in two different school buildings, each of which may be taken as a sample of its class. The Market street building has been recently constructed and is well arranged, both as to illumination and ventilation, whereas the antiquated structure on Linden street is sadly deficient in both of these particulars. Now, compare the percentage of near-sighted children in corresponding classes (fourth, fifth, and sixth) in the two buildings, and you will find that while the Market street school has 2.8 per cent., the Linden street school has 5 per cent. These figures commend the new building as strongly as they condemn the old, and no stronger plea can be advanced for new buildings, so constructed as to furnish proper illumination and a plentiful supply of fresh air than is furnished by these figures, which show that nearly double the number of pupils with impaired sight come from a badly constructed building with poor light and bad air.” 234 EDUCATION REPORT, 1886-87. In November, 1886, Dr. H. P. Allen, of Columbus, Ohio, was appointed by the board of education of that city to examine the eyes of the pupils of the public schools. In his report he says: “I examined between December 12, 1886, and June 6, 1887, the eyes of 4, 700 pupils of the public schools, as follows: All of the high school classes, 12 in number; all of the grammar schools, 72 in number; all of the primary schools, 24 in number; and 12 of the B, C, and D primary schools, making a total of 120 schools out of the 200 of the city. This included all of the children above 10 years of age, with the exception of about 250, who were scattered through the various lower schools. I visited all of the school build¬ ings and saw most of the school rooms. ‘ ‘ The examinations were made chiefly to determine the condition of vision of the chil¬ dren, and find, in cases where vision was defective, the correcting glasses. The work was done in the school room during school hours. Each child was examined separately, its name, age, sex, nationality, complexion, color of eyes, condition of sight, and required glass noted at the time. * * * My records indicate the kind of trouble and the con¬ dition of sight with sufficient accuracy for all practical purposes, and enable us to draw certain well-defined deductions. * * * The points to which I wish especially to call your attention are as follows: ‘‘First. The large number and percentage of pupils among the 4,700 with one or two defective eyes — 1,175 cases, or 25 per cent, of all the children examined. * * * “Second. Those with two defective eyes — 936, or 20 per cent, of all the children ex¬ amined. * * * “Third. The increase in prevalence of near-sightedness as we go up the scale from 0 per cent, in the D primary schools to 13 per cent, in the senior class of the high school, and 17 per cent, among the females of the senior class from 0 per cent, at the age of 6 years to 11.3 per cent, at the age of 17 years, showing the relation of this trouble to increasing age and increasing demands upon the eyes. ‘ ‘ Fourth. The about equal percentage of each of the other defects in the low, inter¬ mediate, and high grades, showing their independence of increasing years and increas¬ ing demands upon the eyes. ‘ ‘ Fifth. The diminution in the percentage of good eyes as we ascend the scale, from 80 per cent, in the D primary to 66. 6 per cent, in the senior class of the high school. ’ ’ A similar examination was made during the year of the eyes of pupils in the public schools of Kansas City and Nevada, Mo., and of the students of the State normalschools at Warrensburg and Kirksville, Mo., and the State universities of Missouri and Kansas, by Flavel B. Tiffany, M. D., of Kansas City, Mo. The results of this examination dif¬ fer in at least one material respect from those reported from Memphis and Columbus. The most important facts developed, with other matters of interest mentioned by the examiner, are here shown : ‘ ‘ That perfect vision, perfect eye-sight, be enjoyed by our progeny depends largely upon the recognition of any defect, slight though it may be, in early life, timely correction of the same if possible, and care and proper use of the organ while in the school room. That many a boy or girl with some anomaly of refraction or accommodation has been allowed to suffer day after day in order to keep pace with his class, and eventually develop more serious conditions or even blindness, is too evident; whereas if the trouble had been recognized in time and proper steps taken much suffering as well as serious consequences could have been averted. The object of these investigations is to ascertain the condition of the eyes of the youth, the effect of use of the organ for near and small objects, and the final consequences; and finally, if possible, to correct the evilsarising before irremedi¬ able damage has been done. * * * * * * * “In our investigations not only myopia but hypermetropia, astigmatism, spasm of ac¬ commodation, and strabismus were looked for. Every eye that was not up to the stand¬ ard of vision (that of twenty-twentieths) was not dubbed myopic. A careful examina¬ tion was made with the trial glasses, or optometer, and a more accurate diagnosis made. Our results show a much larger per cent, of hypermetropia and astigmatism and spasm of accommodation than myopia, there being nearly four times as many hypermetropic pupils as myopic. Of the whole number examined, 2,040, in the different grades and schools, 99 or 4.8 per cent, had spasm of accommodation. Now, spasm of accommoda¬ tion, or simple hypermetropia even, if not corrected by glasses or relieved by rest from near and small objects, is likely to develop into myopia or possibly intraocular disease; hence the importance of these examinations. ‘ ‘ In our examinations the increase of anomaly of refraction as we ascend in the grades is not marked. In fact, in some schools it seems to diminish; but this would not be a definite proof one way or the other, since from one examination, as a different set of pupils are examined in each grade and in each school, there is no means of knowing but that those of the higher grades started with the same degree of anomaly in the primary EFFECT OF SCHOOL WORK ON THE EYE-SIGHT. 235 departments as is found in the seventh year of the grammar school or the high school. In fact, it seems to be true that pupils with anomalies of refraction, both myopes and liypermetropes, are closer students and fonder of books and study than the emmetropes or those of perfect vision, and hence these students remain in school while many of those with perfect vision drop out before they reach the higher departments. In our exami¬ nations we find a greater percentage of anomaly among the normal schools of Kirksville and Warrensburg than any other, but it does not necessarily follow that this is the result of a longer course of study and closer application with the eyes, although it is conject- urally true. The only way to prove that study is the cause, or otherwise, is to watch the same set of pupils from the primary department up through the different grades, and see if John, Mary, and James, starting at 6 or 7 years of age in the primary de¬ partment with perfect emmetropic eyes finally later on develop myopia. In our exam¬ inations this can be done, as we have the name in full, color of each eye, present amount of vision, whether there is any hereditary defect or not; and now, should the examina¬ tions be continued and the same pupils called for as they enter the higher grades year after year, a very definite and satisfactory idea can be gained. “ As to the lighting and ventilation of our school-rooms very little need be said, as so much attention has been given to this subject by our efficient board that the Kansas City school room is almost perfection in those particulars. In the W ashington School, where we find the largest per cent, of defective eyes in the lower grades, I noticed first and sec¬ ond year pupils, for want of room, were crowded into a room calculated for older pupils, and hence the distance between the desk and the seat was too great, as well as that from the seat to the floor, compelling the little pupil to hang, as it were, upon the desk, his feet not touching the floor. This position of necessity brought his face too near his book or slate, and hence taxed the power of accommodation of the eyes to a great degree ; and besides, this school from its location, on the north side of the hill, is not so well lighted and ventilated as others. In the Nevada school I found a less degree of anomaly among the same grade of students than in the Kansas City schools. This I attributed to the fact that the school is in a small country town, where the children have more freedom of the field, where they are not crowded so much as our city children are, and perhaps have better ventilated school-rooms. * ***** * “ There were 2,040 pupils examined, embracing seven different nationalities, besides several of mixed nationality. “Of the 1,422 Americans, 300, or 21.1 per cent., have some anomaly of refraction. “Of the 129 Germans, 32, or 24.8 per cent., are affected; of the 26 French, 5, or 19.2 ner cent.; of the 15 Scotch, 3, or 20 per cent.; of the 67 Irish, 20, or 27.8 per cent.; of the 47 English, 8, or 17 per cent.; of the 11 Swedish, 3, or 27.2 per cent.; of the 93 mixed, 22, or 23. 6 per cent. “The Irish, Swedish, and Germans have the highest percentage of affections; the Eng¬ lish, French, Scotch, and Americans the lowest percentage. Out of the whole number examined, 1,162 were girls and 878 boys; 458 had some ametropia (some anomaly of re¬ fraction). Of the 1,162 girls, 290, or 24.9 per cent., were ametropic. Of the 878 boys, 168, or 19.1 per cent., were ametropic, being a larger per cent, of affection among the girls than among the boys. ****** * “Out of the 2,040 pupils, 13, or 0.6 per cent., had strabismus; 94, or 4.6 per cent., were myopic; 202, or 9.9 per cent., were hypermetropic; 42, or 2.06 per cent., were as¬ tigmatic; 99, or 4.8 per cent., had spasm of accommodation, and 63, or 3.1 per cent., had latent hypermetropia. “We find that hypermetropia predominates; if we add latent hypermetropia and spasm of accommodation, saying nothing of astigmatism, of which the majority was hypermetropic, we have 364 hypermetropes to 94 myopes, or nearly four times as many hypermetropes as myopes, or over twice as many as all the other affections taken to¬ gether. In the table, as seen, all the grades from the primary through the grammar school, high school, normal school, and university are represented, but in no instance, excepting the Kansas State University, is there anything like a gradual increase of my¬ opia or any of the anomalies simply or collectively. In nearly all of the schools there seems to be a higher per cent, of affection in the first years; then, a little later in the course, a marked diminution, and then again an increase. Probably many of those hav¬ ing some trouble after remaining in school for a short time drop out, which would ac¬ count for the diminution, and then, spasm of accommodation and latent hypermetropia becoming manifest later on, or perhaps developing into myopia, would account for the increase in this affection. ‘ I School life, however, as stated above, so far as I can gather by these examinations, has little or nothing to do in the development of these anomalies. That they exist, however, in a much greater degree than is generally supposed is very evident, and that 236 EDUCATION REPORT, 1886-87. continuous use of the eyes having these errors of refraction, whether in the school-room or out of it, if not corrected, is sure to have its evil consequences. The importance of a recognition of the existence of these anomalies, of their extreme frequency, and of de¬ tecting and correcting them, is obvious enough. We should take into consideration that spasm of accommodation and latent hypermetropia frequently exist, and that these af¬ fections often develop into myopia, and if recognized early, and timely treated by rest and glasses, much suffering and irremediable troubles are averted. Cohn and others may have been able twenty years ago to trace the development of myopia to badly ap¬ pointed school rooms, but here in America our school rooms are so carefully arranged as to light, seats, desks, ventilation, etc., that we can scarcely attribute to the work in the school room the cause of anomalies. In a very great degree these errors of refraction are congenital; frequently they are latent, and if the eyes were not overtaxed by near work they would never become manifest. The evil arising from work in the school¬ room is that these errors of refraction are not perceived, and hence not corrected. If the teacher could be made to understand that the little pupils complaining of headache, pain through the temples, and weakness of the eyes, or dimness of vision, arose neither from stupidity nor desire to avoid study, but that these complaints were symptoms of some defect of the organ of vision, or what would be better still, let a competent oculist care¬ fully examine each child as he enters upon each year o f study in the school work, and his anomaly, if he have any, corrected, anomalies would gradually diminish.” SUPPLEMENTAKY READING. With the single exception of industrial training, no innovation has been made in the schools within the last few years for which so much is claimed, and from which such far- reaching results are expected by practical educators, as supplementary reading. To form a taste for good reading and thus overcome the evil influences of pernicious, cheap liter¬ ature is the highest object which it is hoped to secure; but, apart from this, the use of the works of standard authors in connection with the regular readers, furnishes, accord¬ ing to the testimony of many superintendents, an excellent means of testing the pupils’ ability to read understandingly, and at the same time imparts an interest to school work which nothing else can. In some cities not only standard books but instructive and en¬ tertaining periodicals are provided. This is the case at Canton, Ohio, where the effects are thus described: “These periodicals were used for class reading supplementary to the text book, thus giving freshness, additional interest and instruction in the reading exercises. Pupils were allowed to take the papers home for evening reading, and were also permitted to use them during school hours, providing they had any spare time after the preparation of their lessons. The teachers find this school literature a valuable help in moral in¬ struction and in the intellectual culture of the pupils. Providing reading matter so el¬ evating in tone, and so attractive, is the best and surest way of overcoming the habit of reading the trashy, demoralizing literature of the day. There is marked improvement in taste for reading noticeable in many instances. Some pupils who were formerly ad¬ dicted to dime novels and other sensational reading have voluntarily abandoned that since we are furnishing them something better. A knowledge of history, of current events, of familiar facts in science, and language culture are some of the benefits result¬ ing from this work.” At San Francisco, Cal., “the principals as a unit want supplementary reading mat¬ ter. ’ ’ The school committee of Southbridge, Mass., say: “Supplementary reading, which has been gradually gaining ground for the past three years, is one of the most advan¬ tageous results of the system of free text-books. Its beneficial effects are plainly vis¬ ible.” From Steubenville, Ohio, comes the following: “ Supplementary readers have now been in use long enough to enable us to judge of the results. These are very satisfactory. The children can read in any book of the grade of their reader, and not merely in the one which they have learned by heart from hearing its lessons read over and over, as was so often the case when but one reading book was used in a grade, and the reading is far better in every respect. ’ ’ In New Haven, Conn., “ the method of teaching pursued requires much independent reading by pupils, and so the habit of reading is formed. Moreover, as supplementary to the school reading books, standard authors are being introduced and are read some¬ what critically. * * * We can well afford to teach a little less of arithmetic, if by so doing we can insure a love of good books, and a habit of reading that shall be a life¬ long benefit.” The report of the committee on books and supplies at Lowell, Mass., mentions the subject thus: “ With regard to supplementary reading for the different schools, a very small quantity was purchased, though had your committee acted according to its incli- MUSIC. 237 nation a generous sum would have been expended in this direction, as it is assured of the good resulting from a plentiful supply of choice and suitable reading matter for all the different classes. ’ ’ The Washington, D. C., teachers are told that “the supplementary books, to be read at sight, are second in importance only to the text books. They should be used at least for one exercise each week. This part of the reading will show the practical results of the efforts of the teacher and pupils. ’ ’ The New York City superintendent says : “The good that has been already accom¬ plished by these supplementary readers suggests a more comprehensive application of the same general idea. ’ 1 A number of titles have been lately added to the list of books authorized for use as supplementary readers in the Boston, Mass., schools. At Bay City, Mich. , a pupil must carefully read at least two books of a prescribed list before he is entitled to promotion to the next higher grade. The opinion of Mr. George Howland, superintendent of the Chicago schools, is thus expressed : ‘ ‘ One of the most serviceable aids in the teaching of reading, enriching the pupil’s vocabulary, widening the range of his thought, and strengthening his grasp of words and their meaning, is a wise use of ‘the supplementary readers, which to a limited amount have been in use in our schools for four or five years. “With these books, in which most of the words, though familiar, are employed in other relations, with a few new words interspersed, the forms and meanings of the words are more permanently fixed in the mind, the alertness of thought in seizing upon the new words greatly quickened, and an ever increasing interest and power, both of thought and expression, secured, admitting the pupils to more fruitful fields in the domain of history, literature, and science. “No outlay of money, I think, can be more usefully incurred than in furnishing a suf¬ ficient amount of well selected books for supplementary reading.” Music. The value of music in the schools has been thoroughly discussed during several years past. That the utility of the study is generally conceded is shown by the fact that it is systematically taught in nearly every city school in the country. Here and there, however, there may still be found cities of importance whose school officers see not enough good in music to permit its study to occupy the time of the scholars. In denying the request of a number of citizens for the introduction of vocal music, the board of education of Dubuque, Iowa, adopted the report of its committee on course of study, which contained the following: “ The regular and legitimate work occupies all the time now. * * * Your com¬ mittee is sure that the introduction of special matters to be taught by special teachers would seriously interfere with the regular work, and have the tendency to make such regular work superficial and of secondary importance with many pupils. ’ ’ A view of the matter not infrequently taken is that of Mr. F. B. Richardson, super¬ intendent of schools, of Woburn, Mass. He says: “ That there are many advantages to be gained by means of the study of music is very evident, but it may be fairly a ques¬ tion whether it is the business of the schools to teach this subject as an art, and meas¬ ure the progress of the pupils by the amount of pleasing harmony they can produce at a given time. As drawing is taught, not to make a finished draughtsman but to train the judgment and secure attentive observation, so music should be directed toward train¬ ing the mind in such a way as to give it more power, not merely in the production of sweet sounds, but in performing the ordinary duties of life. “There is no room in the curriculum for musical training; but training in music, properly directed, may be made of great value. If this distinction and the limits of this study are kept clearly in view, the efficiency of your educational system may be increased by devoting an hour a week to this branch, otherwise the time had better be spent on some other phase of mental development.” That singing is of great value in strengthening the lungs and developing the vocal organs is never denied; that it is of direct educational importance is proved by the re¬ sults shown in the schools of New York City. In the words of the superintendent, “this subject is steadily gaining ground, not merely as regards proficiency in reading or executing vocal music, but in the improvement it is working in the perception of sounds and in the consequent softness and rounduess in uttering ordinary speech.” Words of commendation for music appear in nearly every city report received by the Bureau, but the ground has been so fully covered by previous reports and circulars that farther extracts are unnecessary. It must be said, however, that musical instruction is not always satisfactory. Where so many different systems of instruction exist, there must necessarily be degrees of excellence; it is even possible that systems may be found in which defects largely counterbalance the excellencies; causes of local character some- 238 EDUCATION REPORT, 1886-87. times affect the results; indifference of teachers, which it appears to be impossible to overcome, is occasionally reported. It cannot be expected, therefore, that the most flat¬ tering results will be obtained in every instance; but lack of success is not often reported, and never without some substantial reason. There is a considerable difference of opinion as to the advisability of employing spe¬ cial teachers for music. Mr. J ohn Jasper, city superintendent of the New York schools, recommends: “ Inasmuch as the by-laws now provide that all candidates for a teacher’s license shall be examined in music and in drawing, and as the teachers employed before the addition of these qualifications have had sufficient time to prepare themselves to teach these sub¬ jects, that the by-laws be so amended as to prohibit the further appointment of special teachers of music and drawing. ’ ’ At Lowell, Mass., the committee on music of the school board two years ago decided to dispense with the services of the supervisor Qf music, the results of this work being unsatisfactory. In the year following no better success was achieved, and during the past year a supervisor was again appointed. According to the last report “he has succeeded in the limited time he has been at work in bringing about a marked change for the better.” Superintendent Taylor, of the Saint Paul, Minn., schools, says that “a superintend¬ ent of music was employed by the board of education, who continued in service until two years since, when teaching music as a specialty was suspended. Since that time, until the beginning of the last school year, music was a somewhat neglected branch in our public school. Some note singing, some singing without note or system, was at¬ tempted. These methods seemed more of a disadvantage than an advantage, as none of the principles which underlie a knowledge of music were understood. * * * It seemed wise that so important a matter of culture and refinement should no longer be neglected. Consequently the board of education engaged the services of Mr. C. II. Congdon, as superintendent of music, who entered on his work at the beginning of the year. ’ ’ Aeithmetic. The “simplification ” of the study of arithmetic has been a much discussed subject during the year. Boston, Mass., has taken the initiative in action upon the question, while few other cities have done more as yet than discuss it. In April, 1886, the fol¬ lowing was introduced in the Boston school board: “ Whereas, The study of so-called arithmetic in the grammar schools of this city covers much ground which does not come within the proper scope of arithmetic, which is the art of numbers, no small part of the time and strength of the pupils being given to merely technical applications of arithmetical rules; and “ Yvhereas, The exercises prescribed are often difficult beyond the best conditions of mental discipline, the problems set for the pupils being really exercises, notin arithmetic, but in logic, such as pertain to a period of life several years later: “Resolved, That the committee on examinations are requested to inquire and report whether it is not practicable to reduce and simplify the studies and exercises now pre¬ scribed under the head of arithmetic.” The committee designated proceeded with a thorough investigation, obtaining the written opinions of all the principals of the schools concerned. Their conclusions and recommendations were thus stated: “1. Home lessons in arithmetic should be given out only in exceptional cases. “2. The mensuration of the trapezoid and of the trapezium, of the prism, pyramid, cone, and sphere; compound interest, cube root and its applications; equation of pay¬ ments, exchange, similar surfaces, metric system, compound proportion, and compound partnership, should not be included in the required course. “3. All exercises in fractions, commission, discount, and proportion should be con¬ fined to small numbers, and to simple subjects and processes, the main purpose through¬ out being to secure thoroughness, accuracy, and a reasonable degree of facility in plain, ordinary ciphering. “4. in ‘ practical problems, ’ and in examples illustrative of arithmetical principles, all exercises are to be avoided in which a fairly intelligent and attentive child of the- age concerned would find any considerable difficulty in making the statement which is pre¬ liminary to the performance of the properly arithmetical operations. “When arithmetical work is put into the form of practical or illustrative problems, it must be for the purpose of interesting and aiding the child in the performance of the arithmetical operations, and with a view to their common utility. “5. In oral arithmetic no racing should be permitted; but the dictation should be of moderate rapidity. ‘ ‘ 6. The average time devoted to arithmetic throughout the primary and grammar school course should be three and a half hours a week; and in the third primary grade CIVICS - OTHER STUDIES. 239 not more than two hours, and in the first and second primary grades not more than three and a half hours each per Afreek. ‘ ‘And also all examinations for promotion from primary to grammar schools should he as simple as possible, and strictly confined within the limit of an hour in each subject.” The course of study was subsequently altered to include and conform to these recom¬ mendations. This was not done, however, without considerable opposition, the reduc¬ tion proposed in the time being the particular feature to which objection was urged. The board of supervisors, in their report for the year ending September 1, 1887, several months after the revision of the course of study, take a hopeful view of the new de¬ parture. In Brooklyn, N. Y., the method of presenting the study has been modified, but the quantity of work remains undisturbed. The lower grade pupils will deal only with small numbers and perform such operations as may be readily understood by them, but the grammar school work has not been lightened. Syracuse, N. Y., reports “ more real advancement ” by the pupils since a similar plan has been followed. In the revised course of study for the grammar schools of Somer¬ ville, Mass. , ‘ ‘ thq requirements in arithmetic have been reduced in all the classes whose work seemed excessive. This reduction was accomplished in the fourth class by the substitution of the brief course for the complete arithmetic; in the third class by the omission of denominate fractions; in the second class by omitting problems in interest; in the first class by omitting or making optional true discount, foreign exchange, com¬ pound proportion, cube root, similar surfaces, and similar solids.” Civics. Instruction in civics, or the science of civil government, is eagerly called for in some quarters. Mr. Thomas Tash, superintendent of schools at Portland, Me., says: “The labor troubles frequently occurring, the financial questions that have arisen since the war of the rebellion, and the many instances of questionable legislation in State and nation, have Suggested to thoughtful persons the question whether or not the young may be educated in the public schools preparatory to a better appreciation and perform¬ ance of their duties as good citizens in a republic. In countries where social distinction exists, such instruction is mainly confined to children of the governing classes; but here, where every man is a sovereign and every woman may soon become such, civic instruc¬ tion should manifestly be universal. ’ 9 At Frankfort, Ind., “recognizing that social instability comes from popular igno¬ rance of law, of rights of persons and property, of the sound principles of political econ¬ omy, the following work has been mapped out, and was done during the last year: 1. A study of local government — officers, institutions, elections, local improvements. 2. A study of State government — officers, educational, benevolent and penal institutions, elec¬ tions, legislature. 3. A study of National Government — legislative, judicial, executive; comparison of, and relation between State and National Government; process of law¬ making; reasonableness of obedience to authority; national institutions and improve¬ ments. 4. A study of business relations, wealth, exchange. 5 ’ Other Studies. In - the teaching of geography great changes have been made from the methods of a few years ago. According to the more recent methods many details of doubtful impor¬ tance are omitted and considerably more attention is paid to local geography. The use of the moulding board has become quite general. Nor is grammar now what it once was. Technical rules are usually reserved for the higher grades of the grammar schools, while the younger children are taught to speak correctly by means of “conversation exercises,” “language lessons,” etc., in which rules as such are seldom, if ever, referred to. In history, Mr. John Jasper says: “There are still a few classes in which the ‘question and answer ’ method prevails, but these are fortunately the great exception. Still they exist, and in them the legends of Capt. John Smith and Pocahontas are deemed of vastly more importance than the ‘ Purchase of Louisiana,’ or the struggle of the Brit¬ ish and French for the possession of this. continent. ‘ ‘All important in all grades is the constant recurrence to the skeleton outline, which should be the basis of all superstructure.” The elements of geometry have been taught in the higher grammar school classes with success in some cities. Even a little drill in this study has been found to furnish an excellent idea of logical reasoning, and as such is particularly valuable to those pu¬ pils whose school lives end with the completion of the grammar school course. The study of German is much more common in the schools of those Western cities 240 EDUCATION REPORT, 1886-87. ■whose population contains an important Teutonic element, than in the cities of the East. In Milwaukee a “ superintendent of German-” has recently been appointed, and more systematic, effective arrangements made for instruction in that language than ever. " In 1885-86 St. Louis employed 96 special teachers of German at a cost of $58,000, in addition to 75 German-Euglish teachers who had charge of rooms. There were 21,990 children, 40 per cent, of the total enrolment, who received instructionin that language.1 The old methods of learning to spell are beginning to show the evidences of conflict from the attacks of educational reformers. A “spelling book ” is a thing unknown in several city systems. ‘ ‘ Spelling is a means, not an end, ” is a motto which appears to be gaining in popularity. Examinations and Peomotions. The movement against written examinations, begun within the last few years, has con¬ stantly gained ground. The tendency at present is undoubtedly in the direction of greatly lessening the scope and importance of these tests. Comparatively few cities now rely implicitly upon them in determining the classification and standing of the pupils. The views of those school officers who are most emphatic in their opposition to the system of percentages, and the reasons given for limiting its importance are generally similar to those sec forth by Mr. Charles H. Morss, superintendent of the schools of Portsmouth, N. II., in his report for 1886. The following is an extract: “The chief end and aim of much of the teaching seems to be to pass examination, and great honor and prestige is accorded to the boy or girl who scores 100 per cent. What does this signify ? What is the meaning of 100 per cent, in school work ? Does it mean that the pupil knows all there is to be known about the subject ? Take two pupils in an examination, one receives 100 per cent, and the other 75 per cent. ; does this imply that one has 25 per cent, less intelligence than the other ? In another examination this might be reversed, and the perfect (?) one receive only 75 per cent, while the ignoramus (?) might in this case reach 100. A high per cent, means simply that one child has had the good luck to remember certain facts which, from lack of interest or a poorer memory, the other forgot. Examinations, then, are lotteries in which those minds that can be crammed with the most facts draw the prizes. How often do we notice that the ignoramus, so-called, develops in after life into the most successful and brilliant man of the class and makes his mark in the world, while the pupil of marks is never again heard from. To attempt to grade the human mind in per cents., to estimate the comparative mental capabilities of pupils by a mathematical calculation, is an absurdity. ******* “Such considerations lead us to believe that the marking system as practised is an un¬ mitigated evil and should be abolished; that is, abolished as a means of obtaining data from which to make promotions. The good j udgment and recommendation of those who know intimately the work of the pupils should be substituted as a basis for promotion. The whole theory of examinations is based on the supposition that pupils are made for the schools, and not the schools for the pupils.” Few superintendents admit the advisability of omitting examinations entirely from the school exercises, and even those whose ideas are as extreme as those of Mr. Morss agree that they exert a strong influence for good when used by teachers merely as written re¬ views. The principal of the high school of Fall River, Mass., though an advocate of ex¬ aminations in a narrowed sphere, states the following reasons, founded on his experience, against attaching as much importance to them as formerly: “ (1) The efforts of many pupils are not distributed uniformly over the period inter¬ vening between examinations, but are often relaxed at the beginning and middle of the period and intensified near the close. “ (2) The great stress laid upon the examinations suggests to the pupil a wrong mo¬ tive for study. Many pupils — often by the advice of their parents — ask to be allowed to drop a study and to select from another course a substitute, on the ground that they cannot get a high per cent, in the study to be changed. Furthermore, at the beginning of the year pupils change from one course to another, influenced by the same reason. “ (3) It is not uncommon to observe pupils — usually young ladies — who are of a sensi¬ tive and nervous temperament, and are, perhaps, morbidly conscientious, so concerned regarding the approaching examination as to be quite seriously affected in health. “ (4) There are certain exercises of the school in which no examination can be given, and these the pupils are inclined to neglect, for the reason, as they frankly say, they ‘ don’t count.’ ‘ ‘ (5) The written examinations fail to make a correct measure of the effort put forth by individual pupils. It is easy to pick out scholars in every class who have not been over-industrious during the month, but who, nevertheless, produce excellent examina- 1 Since the close of the year 1886-87 it has been decided by a considerable majority in a popular election to entirely dispense with instruction in German in the city. EXAMINATIONS AND PROMOTIONS. 241 tion papers; while others, who in their daily work have been attentive and studious, present inferior results in their written tests. “ (6) It is difficult in written examinations to so frame the questions as to test all the powers of the mind. The portative memory is the faculty chiefly called into action. “ (7) Not only are the pupils led to study in a manner to meet merely the demands of the examination, but the teacher, unconsciously perhaps, but none the less certainly, keeps the examination in view as he shapes the character of his instruction. “(8) Since the results of the examinations have so important consequences for the pupil, he is necessarily exposed during the time of these exercises to extraordinary tempta¬ tions to seek improper means of information upon questions regarding which he feels that his knowledge is uncertain. The practice of cheating at examinations is a matter of great moral concern.” Actual experiments. — At Milwaukee, Wis., the superintendent may exempt pupils from examination upon satisfactory evidence that they are fitted for promotion. That this rule has resulted in the practical abolition of the system of examinations, without evil consequences, may be inferred from the following paragraph from the superinten¬ dent’s report for 1885-86 : “The change from the system of promotions upon examinations as carried out under the directions of the board, has not been followed by these calamitous consequences which some supposed would result from the abandonment of that modern fetich of the graded system. Classes have been promoted without examination on the teacher’s estimate. The standard of scholarship has not been lowered. Unmerited promotions have not em¬ barrassed the teachers who receive the pupils promoted on record or estimate. Teach¬ ers have shown no diminution in zeal nor manifested any lack of energy since the sup¬ posed indispensable spur of examination has been removed. ’ ’ Regular written tests at stated intervals have been abolished at Lima, Ohio, on the ground that they have already accomplished the thorough grading of the schools and their further use will only tend to produce narrow, mechanical, and unprogressive work. It has recently been determined to consider the teacher’s estimate only in making promotions in the schools of Cincinnati, Ohio. The new plan went into effect in Febru¬ ary last, and though there has not been sufficient time to judge the results, the indica¬ tions are regarded as hopeful. Following this action of the Cincinnati board the princi¬ pals of the schools of Louisville, Ky., adopted a resolution commending the movement, and requesting their own board to take similar action. “Shortly after the present board of education [of San Francisco, Cal.] entered upon the discharge of their duties they authorized the superintendent to notify the principals and assistant teachers that the yearly Avritten examinations would be dispensed with, and that all promotions would be made by the principals and the class teachers, subject to appeal to the superintendent on the part of parents dissatisfied at the non-promotion of their children.” The superintendent — the above was taken from his last report — thus continues: ‘ 1 This method of determining the promotion or non-promotion of pupils was enforced, and so far as I have been able to learn, has met with general approbation. I have for several years been impressed with the defects of the written examination system, and could see but one argument in its favor, and that argument itself a defect. Teachers, instead of exercising an independent judgment in reference to the fitness or the unfitness of the pupils for promotion, seemed lo desire to shift the responsibility. I have invariably maintained that teachers could arrive at more correct conclusions as to the status of the pupils taught by them by taking into consideration the general standing of those pupils throughout the year, than they could upon a single examination upon questions emitted from the superintendent’s office. Besides, this method of promotion gave greater op¬ portunity to take into consideration other circumstances, such as natural ability, faith¬ fulness of application, and general character of understanding. In addition to enabling teachers to arrive at more equitable conclusions, it has been to both teachers and pupils a saving of much valuable time, and a freedom from the ordeal of trouble, vexation, and labor incident to written examinations. I am satisfied that the result of the present plan has conclusively proved the wisdom thereof, and that the promotions have been made this year with as much accuracy as before, if not more. Besides, nearly one month of actual school work and teaching has been added to the school year, inasmuch as the written examinations usually consumed nearly one month of valuable time. The teachers and pupils were thus enabled, too, to close the term without that worry and weariness heretofore noticeable.” Favorable opinions. — The sentiment opposed to examinations is by no means universal, however. The conservative school men who believe regular, systematic, written tests to be indispensable, lack neither numbers nor ability. In their report for 1886-87 the board of supervisors of Boston, Mass., devoted considerable space to the advocacy of rightly conducted examinations. They present the following: 16 ED 242 EDUCATION REPORT, 1886-87. “ (1) The subject may be regarded from the teacher’s standpoint. He has taught and trained his pupils in certain directions to the best of his ability. He wishes to know how well they understand what he has taught, and how well they can succeed in what he has been training them to do. How does he find out? He tries them. He finds, let it be supposed, that they stand very well all his tests. What more natural than that he should desire to have them also tested by others? He may have overlooked some points; his way of putting things may not be the way such things will be generally put by others; his standard may be a little lower than usually prevails, or even a little higher — who more than he can be interested in knowing how his work will appear to others competent to j uclge its worth ? If he has taught to a right purpose, he has endeavr ored to make his pupils independent of himself ; to put them, as it were, upon their own feet, and will most certainly welcome every fair trial of their ability to stand. * * * ‘ ‘ (2) The teacher is a public servant. They who employ him, to whom the people in¬ trust the oversight of the work he is to do, are not only by statute law, but by the higher law of faithfulness to trusts, in duty bound to know how he discharges the responsibil¬ ities of his office. This they can know only through inspection and examination. And the more thoroughly they inspect and examine, the more they know the spirit and methods of the teacher, the more justly and closely they apply their tests to his work, the better it is for him and his pupils, so long as he works in the spirit of his profession and shows himself skilled in the delicate handling of youthful minds and hearts. * * * (‘(3) The examination is advantageous to the pupils. It has a bracing effect upon them; gives them confidence in themselves, makes them more careful to understand, arouses their ambition. Of course, a just examination is referred to. It must be ad¬ mitted an examination may be discouraging in its effects. * * But examinations of this kind have never much prevailed, and are rarer now than ever before. “ (4) The schools of a city are an organized system of which each school is a part, Certain schools of one grade prepare for schools of another grade, and these still for an¬ other. In all schools of a grade there is a like or corresponding classification. The second-class grammar in one school ought to match very nearly the second-class grammar in another school. The exigencies of city life cause much moving of families from one part of the city to another. If schools are rightly classified the change of schools will not affect the standing of the transferred pupils. In all schools promotion depends mainly upon examinations. But these examinations are not uniform, nor is it essential that all should be; yet it is important that there should be some uniform examinations, in order to suggest uniform standards, and to hold like classes as closely as circum¬ stances will allow, to like work. * * * (5) Without pressing the matter very strongly, it may be stated that there is a ten¬ dency in some quarters to teach with less thoroughness and persistency subjects in which there is no examination than subjects in which an examination is to follow. There may be, then, in addition to the above reasons for examinations, another, in their effect upon the teachers themselves in holding them to systematic, precise, and clear teaching and training. By no means is this remark to be taken as general. It is believed that the teachers who are bent upon doing their best work for their pupils, examination or no examination, are in the majority. “(6) It is often said that the examination too much influences the teacher in his aims and methods, hedges in his activities, and prevents him from doing the best he knows. That raises the question, Must it of necessity have that influence ? It may be answered that in the public schools of this city the ‘ course of study ’ is binding upon both teachers and examiners. In following that, there is no restriction upon the teacher’s methods, no preventing the free outpouring of all that is greatest and best in him. He is to do in a large way a specified work. He is concerned for the moral and in¬ tellectual growth of his pupils, concerned for their manners as well as for their ability to answer questions. * * ' * Absorbed in this work he may well forget examinations. His motto may well be the old maxim, ‘ Take care of everything but the examina¬ tion and let the examination take care of itself.’ There will be much more likeli¬ hood of his pupils passing an excellent examination than if he should work with that end in view. If they fail, so much the worse for the examination. It would be pleasant to be able to say that there is no such thing in the schools as ‘ cramming ’ for ex¬ aminations. It is a lessening evil, but it is still a visible one. If the influence of exam¬ inations is to lead to ‘ cramming ’ it is a heavy offset to whatever good may come from them. How can a teacher who has it before him to come into honest relations with his pupils, to bring out all that is best in them, to increase their faculty and quicken their life, to give them real knowledge and a growing independent power of thought, — how can he turn from his high calling to the lower work of simply preparing his pupils to pass a specified examination ? “(7) The attitude of the teacher and pupils towards examinations has an important bearing upon results. The constant dread of an examination, the holding it up before EXAMINATIONS AND PROMOTIONS. 243 the class as a terrible ordeal, the painting in vivid colors the dread consequences of a failure, and visiting with censure pupils who do not reach full success, are only so many hindrances to the success desired. Pupils are thrown into just that nervous state which weakens their confidence in themselves, deprives them, partially, of their control over their faculties, leads to contusion of thought, and takes away all pleasure from exertion. On the other hand, let the teacher look upon the examination as a matter of course, a very necessary and helpful part of the school regime, to be welcomed when the time for it has come ; let his cheerful and hopeful spirit be infused into his pupils, encouraging them to undertake the test with thoughtfulness and patience, with no Damocles’ sword hanging over their heads, and the results, even if not perfectly satisfactory, will be more creditable than under other circumstances, and will be the fair outcome of the ability of the class. Encouraging words, bracing up the will to undertake, are better in every way than the constant nagging to which some pupils are subjected. But suppose there are failures. In the nature' of things there must be some failures, unless the class is a re¬ markable one. They can easily be accounted for; some of them will be very suggestive in regard to future efforts, and all will be robbed of their discouraging features. When work is carried on in a brave, hopeful, and conscientious spirit, even failures may be made helpful; and pupils who have failed maybe made only tlie more determined to win future success.” Mr. George A. Littlefield, of Newport, R. I., thus renders his opinion in his report for the year just passed: ‘ £ Recent discussion has made examinations one of the most conspicuous of educational forces. They are standing the fire well. It is found that when wisely conducted they are a process of teaching as well as testing, are reviews pure and simple with the extraor¬ dinary power added to compel attention as nothing else can.” A complete and thorough system of examinations has been inaugurated in the schools of Philadelphia by the superintendent, Mr. James McAlister. The president of the board of education of that city, in his report for 188G, says concerning them: “The in¬ fluence of these examinations in unifying the work done by the twenty-three hundred teachers in the service of the board has been deep and far-reaching; and no other work undertaken by him [the superintendent] has tended more to the general improvement of the schools.” At Oshkosh, Wis., the examination methods have recently undergone modifications, and there appears to be a willingness on the part of several members of the board to abolish examinations altogether, and to substitute the marking of daily recitations. In regard to this the superintendent says: ‘ ‘ I believe the adoption of this plan would be a serious mistake. Even thoroughly conscientious teachers would be inclined to ‘ send up ’ many incompetent pupils. It would give prominence to the feature of measuring a pupil in each recitation. Too much thought would be given to marking at the expense of teaching. The child would com¬ mit the lesson for the day, get his mark, and forget the lesson, there being no examina¬ tion ahead. Who would stand between the teacher and the parents of such pupils as are not permitted to go forward? No two teachers mark alike. The annual classes coming to the grammar grades would represent six different opinions in reference to the worth of recitations. At present the teacher of the B grammar grade makes the lists for ex¬ amination, thus securing a class of uniform capacity.” l( The Golden Mean .” — The plan of promotion which has found favor in by far the greatest number of cities, consists of a combination of the examination and the no-exam¬ ination system. These cities might be said to occupy the middle ground, where, it is claimed, the defects of both are to a great extent avoided, and the benefits retained. Uniformity of instruction and close grading are secured by examinations, but they are made less formidable by being deprived of a great deal of their former importance. On the other hand, the proficiency shown in the daily work of the pupils is taken into ac¬ count to encourage evenness of effort throughout the term, and to prevent the scholars from looking forward to the examination with unnecessary trepidation. The relative importance attached to the two factors is widely different in the various cities. In the majority, they are of equal value; but in some cities, notably Kansas City, Mo. , the daily work of the pupils receives four times as much weight as the examinations in determining their standing. The marks of proficiency in daily work generally consists of the teacher’s estimate of each child’s work, expressed weekly or monthly, and averaged at the end of the term or year. In some cities teachers are per¬ mitted to use their own discretion in the employment of methods in arriving at their weekly or monthly estimates; they may hold examinations on their own account, or mark daily recitations, or they may make the estimates upon mere opinion as to the pupils’ work, or upon a combination of the three methods. This freedom, however, is not often allowed. One method is usually officially prescribed. 244 EDUCATION REPORT, ISS6-S7. The plan which has been tried in a number of cities of Exempting a portion of each class from examination for special excellence has been quite successful. The superintendent at San Jose, Cal., thus describes the working of the plan there, where it has been in operation two years: “A monthly record of the standing of each pupil is kept by the teacher and a copy sent regularly to his parents. Those who reach 90 per cent, in their studies during the year and an average of 95 per cent, in deportment were promoted as honorary pupils. Those ranking next to the honorary pupils were promoted on the recommendation of the teacher. The honorary pupils and those who were recommended number one-half of each class, and were not required to take the final examinations. “ This plan of promoting has worked well in our schools during the two years it has been in operation. It may be assumed that one-half of the pupils at least will be pro¬ moted, and this half will include those who were most regular in their attendance and most attentive to their duties while in school. It is certainly an unnecessary labor and expense to examine pupils whose daily recitation and mont'hiy record. entitle them to be ranked among the better half of the class. This method of promotion has been a decided incentive to the pupils, stimulating them to greater studiousness and better de¬ portment; at the same time the annual examinations furnish the balance of the class an opportunity to show their ability to do the work of the next higher grade.” Mr. W. M. Crow, of Galveston, Tex., says: “Excusing one- third of the pupils from final examination on account of excellence in class studying during the term, has proved to be a healthy and far-reaching incentive to good work.” The general scheme of promotion in use at Wilmington, Del., is well spoken of by the superintendent, Mr. D. W. Harlan ; it includes the promotion without examination of the half of each class bearing the best recitation marks. Special or unusual methods. — A number of plans which have not found their way into general use, have been tried by various cities with different degrees of success. New Bedford, Mass., for several years promoted all classes in mass. The plan is still in oper¬ ation in the lower grades, where it appears to work well, but its effects in the high school were disastrous. Pupils who were unprepared for the high school were admitted ; and, conscious of their incapacity, soon became totally indifferent, and consequently a disturbing element in the school, affecting the more industrious scholars. Brookline, Mass. , does not promote in mass, but the method of dealing with incom¬ petents is not far removed from the New Bedford plan. The following appears in the last report of the school committee: “There were theusual number of children who are incapable ofdoing the work; and these were allowed to be promoted with the understanding that their averages should not affect the general average of the class. While, of course, a promotion under such circumstances is, in one sense, no promotion, yet when children attain a certain age and stature, there seems to be nothing else to do but to allow them to go on with a higher class and do the best they can, absorbing what benefit they may.” Age is an important consideration in the classification of the Portland, Me. , schools. The superintendent says: “While fitness in studies will, no doubt, long remain the principal basis on which promotions are made, yet in graded schools age is by no means to be overlooked in clas¬ sification. This recognition of age in promotions was adopted by rule in the Portland schools earlier than in any other system of schools, so far as we have noticed.” And again: ‘ ‘ The attainments of children differ very essentially at the same age, but there is a common law governing the growth and maturity of the mind as well as of the body. We should not be deceived by the physical appearance of children, and impose on a robust boy of fourteen years the labor and burdens which a man of twenty-five can easily bear. Mental, like muscular growth, requires time to develop. In graduating the tasks of school children, age must be taken as an approximate guide. The indiscreet assignment to children of studies or of branches of any study beyond their age and ma¬ turity, or the promotion of individuals or of classes to such studies, only produces harm.” Frequency of promotion. — The advantages of semi-annual promotions are generally rec¬ ognized. Questions of expediency have in many instances prevented the change from the annual plan, but in no case where the change has been made has dissatisfaction been expressed with the results. Cities in which changes of grade occur more frequently than twice a year are the exception. Evening Schools. It can not be said that this important branch of educational work has met with uni¬ versal success during the past year. The great obstacle every w here reported has been irregular attendance. EVENING SCHOOLS. 245 Upon the opening of an evening school the attendance for the first few sessions is almost invariably large, but when the curiosity of some is satisfied, and when others discover that hard work and not play is expected, an immediate decrease is noticed in the size of the classes. Amusements and other matters of equal importance so frequently prevent the attendance of even those who do not entirely drop off, that some have gone so far as to doubt that an evening school can be successfully conducted except iu large cities. The following, from Orange, N. J., explains the situation there: “The evening school as a whole has not met the anticipations of its supporters simply by reason of the small attendance. With the promise made for free instruction, with experienced teachers, with text-books furnished, those who have been willing to avail themselves of the advantages of the school have been very few. * x' * The experi¬ ence of the two winters goes to prove that the return for the money appropriated is not sufficient to warrant a continuation of the school, except possibly in the special study of mechanical drawing, and in the class for colored adults. The few who attended regu¬ larly made fair progress.” At Salem, Mass., the registration in the evening schools was 279; the average attend¬ ance in November was 155; in the following February, but 40. “The committee en¬ deavored to induce a larger attendance at these schools, personally and by nubile notice in the papers at the middle of the term, but without success.” Even Milwaukee, Wis., a city with a population of 158,000, reports that “evening schools have been organized, but their lack of patronage does not encourage their con¬ tinuance.” At Lewiston, Me., “notwithstanding the fact that excellent advantages are offered to pupils of evening schools, a small percentage of the boys who register derive any ben¬ efit therefrom.” The president of the Dayton, Ohio, board of education says: “To my mind it is a serious question, and one worthy of the calm consideration of the board, whether the night grammar schools ought to be continued beyond the present year. It has been the experience of all the members of the committee having this school in charge that the attendance after the first few weeks dwindles to such a small number as not to warrant the hoard in the employment of half the teaching force usually appointed for that purpose. Then, too, the work of the few who do attend for the purpose of honest and conscientious study is disturbed by others who, coming to the school under the pretense of pupils, annoy teacher and school alike. Surely the substantial benefit derived from a school carried on under circumstances such as have been described can not be very great, and can not and ought not to warrant the board in the expenditure of any considerable sum of money.” Turning to more encouraging fields, we find that in St. Paul, Minn., “ the general success of these schools for the past four years has made them a permanent feature in the educational system of this city.” In Boston, “the order in these schools is now almost universally good. * * * It is now possible to introduce considerable classi¬ fication into the elementary schools, thus utilizing to better advantage the teaching force. ’ ; During the past few years, the night schools of Philadelphia, Pa., have greatly in¬ creased in usefulness as the result of wiser and more faithful management, and this has so commended them to the city councils that the appropriation of 110,000 for 1880 has steadily advanced to the sum of $35,000 for 1886. In the annual examination of the 27 evening schools of New York City, it was found that all butl were managed excellently; and of the 237 classes, 190 received excellent instruction, and 45 good; the discipline was excellent in nearly all the classes. The average attendance was 7,251, out of an enrolment of 19,832. Springfield and New Bedford, Mass., may be cited as instances of smaller cities in which evening schools have been successfully conducted. In the last report of the for¬ mer is found: “In both of these schools during the last two winters, as well as in the new evening school this season at Oak street, work has been done that would compare favorably with many day schools. ’ ’ The evening school committee of New Bedford say: “The favorable anticipations in which we indulged a year ago in reviewing the work of the evening schools have crystal¬ lized into realities to-day, and we report with pleasure that the generous and enlightened action of the schbol hoard, in anticipating and supplying the wants of these schools, has been met by a full appreciation and use of the aids afforded. W e have passed the day of experiment, and, on abroad and firm foundation, are building up our evening school system. ’ 7 Even in those cities in which the success of these schools is assured irregular at¬ tendance is a great evil, which it seems to be impossible to overcome. Careful investi- 4 gation on the part of the associate superintendents of the Brooklyn, N. L., schools, led 246 EDUCATION REPORT, 1886-87. to the conclusion that the rapid decline which is Seen every year may be traced to the following causes: ‘ ‘ First. Indifference on the part of parents. ‘'Second. Difficulty of notifying parents, who are not indifferent, when their children are absent. “Third. Admission of persons who seek amusement rather than instruction. “Fourth. Retention of such persons until the demoralization caused by their conduct has driven many more desirable pupils from school. “Fifth. Admission of pupils without the imposition of proper conditions as to regu¬ larity and continuance of attendance, or without the exaction of trustworthy guarantees that such conditions shall be respected. “Sixth. Discouragement of pupils consequent upon finding themselves graded lower than they think they should be. “Seventh. Dissatisfaction of individual pupils on account of the time devoted to studies which they consider of little value.” Of the plans of improvement suggested, the majority have been directed toward the removal of the third cause mentioned above. Upon the supposition that only those who appreciate the advantages offered them will comply with the condition, the Worcester, Mass., committee “have decided to require a deposit of $1 from each pupil, as a guar¬ antee of promptness; it will be refunded at the close of the term to those whose attend¬ ance has been satisfactory.” This plan has proved to be quite efficacious, and has been copied in other cities. An admission fee is used to keep out the undesirable element in Newport, R. I., and in some places a written pledge of good behavior and regular attendance has been re¬ quired of each pupil, with good effect. The objection urged against the “admission fee ” plan is that such a school is “ not free.” If the object of this and similar plans is to keep from the schools all save the earnest and studious, the plan in operation at Oshkosh, Wis., may commend itself. There each pupil pays $1 per month tuition, but with an enrolment of 80, the average attendance is 60. “The results are satisfactory,” and the percentage of attendance is quite as high as in the average day school. NOTES FROM CITY SCHOOL REPORTS. ALABAMA. Anniston. — Though the condition of the city’s finances made it necessary to reduce the teaching force in the fall of 1886, the prospect for greater usefulness has recently been increased by the appropriation of $10,000 for the erection of a handsome four-room edifice. Birmingham. — In a new city like this it can not be expected that the schools will make as favorable a showing as those of older cities, and it is not surprising to find an unusu¬ ally low percentage of average attendance. In view of -the many difficulties encountered, the working of the system has been remarkably smooth and harmonious. ' A consider¬ able sum has been spent for additional accommodations. Decatur. — The school system is in its infancy, having been organized this year. A small tuition fee is necessary, to supplement the amount received from taxes, to prevent the schools from falling behind financially. Huntsville has a graded school in a new, spacious, and comfortable building. Montgomery has expended considerable money during the past year in furnishing new buildings and furniture for the schools, and now owns one of the finest and best arranged school buildings in the South. The course of study is about the same as last year, ex¬ cept that physiology and supplementary reading receive more attention than before. An important change was made in the ad ministration of the schools during the year, by which the board of education was abolished, and the city council assumed direct control of the affairs of the system. Talladega. — The system is a new one, having been organized at the beginning of the year just passed. The course Of instruction at present covers only 6 years, but its ex¬ tension is contemplated. Lack of suitable quarters was the greatest difficulty experi¬ enced during the year; ample provision has been made, however, for both white and colored children for the ensuing term. One building recently completed cost $15,000. Tuscaloosa. — The number of children in attendance has increased nearly 50 per cent, over last year, and the cost of maintaining the schools was nearly $2,000 more. Yocal music and industrial branches are desired. This city, also, is building a handsome brick school-house which will cost $20,000. NOTES FROM CITY SCHOOL REPORTS. 247 ARKANSAS. Hot Springs schools, though lacking the supervision of a superintendent, have made fine progress during the last five years. The board of directors and the principals of the schools have been earnest and thorough in the discharge of their duties, and the system is efficient and prosperous. A high school was established at the beginning of the year, opening with 44 scholars. Two of these graduated in May last. A reason¬ ably complete laboratory and improved desks and seats, have been provided for this school, and its results have been highly satisfactory. One of the buildings of the board has been enlarged; the total seating capacity of the schools is now 950. The limit of indebtedness fixed by the constitution of the State is such that the usual expedient, the sale of bonds, cannot be resorted to for the erection of new school-houses. CALIFORNIA. San Jose. — The financial condition of the school system is excellent; though the city tax rate for schools is less than half the rate of 1884, the amount on hand at the end of the year was considerably larger. In regard to the kindergarten in operation during the year much difference of opinion exists; it is plain, however, that it is not appreciated as its merits deserve, and no demand exists for the extension of its facilities. An im¬ portant step has been taken in the establishment of a library in each ward school. San Francisco. — While the appropriations for the last year were more liberal than for several years past, the funds at the disposal of the school department were far fro^m ade¬ quate to meet its pressing wants. Not only has the city fallen in arrears in the payment of its teachers, but it has failed to supply such buildings and school appliances as afe necessary for the proper instruction of the children. The system of inspection inaugu¬ rated a few years ago has been an instrument of great good in the schools. Provision has been made for a limited amount of kindergarten work in the lower grades. The readers and arithmetics of the State series have already been adopted. These books will be sold to pupils at the actual cost of publishing ; earnest endeavors will behnade to make the experiment successful. Yearly written examinations have recently been dispensed with, and all promotions are now made by the principals and class teachers, subject to appeal to the superintendent by parents dissatisfied with the non-promotion of their children. COLORADO. Aspen. — The course of study and regulations of the schools were revised at the begin¬ ning of the year. The new course provides twelve years’ study, three of which are to be devoted to the high school. CONNECTICUT. Bridgeport. — To provide for the increased number of children in West End, a building capable of accommodating 200 scholars has been rented. The increased number of teachers has made it possible to give more attention to individual pupils, and kept many from falling out of the classes. Evening schools for young men only were open during the winter. Bristol. — A high school, established at the last meeting of the town, began its opera¬ tions at the opening of the spring term, with 77 scholars. Its teachers are capable and its prospects flattering. By a recent vote of the school committee there may be, in ad¬ dition to the regular branches laid down in the course of study, exercises in declamation, reading, and composition, at the discretion of each teacher. In the methods of teaching reading and geography special improvement is noticeable. Enfield. — The school-houses are in good condition, since considerable attention was paid to their improvement during the year. The three high schools lack efficiency, and should be consolidated. It is proposed to begin the teaching of music and to improve the character of the instruction in penmanship, during the next year. Greenwich reports show that the last has not been a year of satisfactory progress; indeed, many of the schools have fallen below their usual standard. For 17 years the public schools have not been as poorly attended as during 1886-87. This fact was mainly due to the opening of two private schools, one controlled by Catholics, the other by Germans, which took large numbers of children of these classes from the public schools. Hartford. — The new buildings erected during the year, and the improvements in' the hygienic condition of the old Ones, have done much to advance the character of the school accommodations of the city. Irregularity of attendance had grown to be such an evil that, in order to stop it, a rule was made that no absence or tardiness may be excused except upon a physician’s certificate that such absence or tardiness was caused by illness. A new course has been opened in the high school, embracing book-keeping, commercial arithmetic, instruction in business forms and commercial law as far as practicable. 248 EDUCATION REPORT, 1886-87. This course was adopted in May for a year on trial, and as far as can now he judged, is going to prove a success. Again this year two evening schools have been conducted, one of which was partly supported by private funds; only a moderate degree of success was attained in either. A kindergarten established in one of the districts has been a very successful experiment. Manchester. — Some of the school-houses have been very much improved in appearance and conveniences. Sufficient attention is not paid to regular attendance by either teach¬ ers or parents. Meriden. — The greatest needs of the schools are the abrogation of the district system, and the employment of a regular superintendent. The course of study is too much en¬ cumbered with details, and should be abridged in order that essentials may be more thor¬ oughly mastered. The study of music was introduced a year ago, and has been taught by the regular teachers with at least moderate success. The evening school of the past year was an experiment, and though not entirely satisfactory, it has met with greater success than usually falls to the lot of such schools, showing an average attendance of 249 out of a total enrolment of 498. Middletown. — Noteworthy improvement in the matter of tardiness is reported. The attendance shows an increase except in the high school, where a falling off is noticed. Buildings are in good order, necessary repairs having been made. New Britain. — The number enrolled this year was less by 109 than in 1885-86, a dif¬ ference explained by the increased attendance in the parochial and private schools. The evening school constantly increases in its usefulness. New Haven. — Increased attention to mechanical industry is the most important of the changes mentioned in the reports from this city. After considerable difficulty in procuring suitable rooms and a competent teacher for the new wood-working school, satisfactory arrangements were at last completed. The shop was properly fitted up and instruction was begun to 10 classes of 24 boys each at the opening of the school year. The boys were selected, by the principals of the various schools, from the two highest grammar grades, with the understanding that if they failed to maintain their records in their regular studies they were to be dropped from the carpentry class. A systematic course of lessons was given, each class receiving instruction covering two hours in every week of the term. Good results are already noticeable, and decided gain of the pupils in manual power is manifest. Two thousand five hundred girls receive weekly lessons in sewing; several of the teachers state that the girls under them have perceptibly im¬ proved in deportment and tidiness since beginning the course. Some 3,660 garments have been made. An ungraded school, formerly used as a truant school, has been dis¬ continued, but to avoid the evil results of such action, incorrigibles are sent to other ungraded schools. The evening schools suffer from irregular attendance, an evil at¬ tributed largely to the inexperience of the teachers. The training schools have grown in •favor with the graduates of the high school, and it may soon be possible to supply the demand for new teachers with home talent. The high school building is filled to its utmost capacity. Something has been done toward improving the curriculum of this school; a course in English, covering two years, has been carefully planned, and the discussion of current events introduced as a part of the regular daily programme. The works of standard authors are being generally introduced as supplementary to the school reading books. A new course of study prepared by the superintendent and a committee of teachers has been adopted. New London. — During the year just passed the health of the children has been excel¬ lent and the attendance in the schools larger than ever before; the corps of teachers has been slightly enlarged in consequence. Success in drawing has not been as uniform as in some other studies. The school houses are in better condition than they have been for years past. The erection of new buildings, aggregating $25,000 in cost, has been rec¬ ommended by the board of education and the common council, and the appropriations therefor will doubtless be made at the next town meeting. Norwich. — Unusual prevalence of children’s diseases prevented the attendance this year from coming up to the standard of 1885-86, and the enlargement of the private schools lessened the enrolment of the city schools by 111. The teachers are interested in their work, and generally employ excellent methods. The houses and premises have been put in good repair. Portland. — The showing made by the census this year does not compare favorably with that of last year. The enumeration is 39 less, and there are 5 more children not in school. The instruction and the character of the schools is good. Two entertain¬ ments were given during the year by the school of District No. 1, netting nearly $50, which sum was expended for scientific apparatus and books for the library. The attend¬ ance in District No. 2 was reduced by the prevalence of scarlet fever during the last term of the year. Of the buildings, 2 are classed good, 4 fair, and 2 poor. Rockville. — The irregular attendance of the pupils is the greatest obstacle in the way of success. A parochial school has been opened during the year with over 300 pupils, NOTES FROM CITY SCHOOL REPORTS. 243 drawn largely from the overcrowded primaries and intermediate departments of the east district, Stafford. — The schools have enjoyed more than their usual measure of prosperity during the year just passed. Improvement is apparent in the efficiency of the teachers and in the quality of the work done. DELAWARE. Wilmington. — There were no radical changes during the year. The work of the schools went on steadily and with quiet energy. The attendance has not been so good as last year, though the total enrolment was 137 more. It is expected that opportunity will soon be offered for the pursuit of high school studies in the colored schools. The build¬ ings appear to be good, supplied with good furniture, and generally well heated, but ven¬ tilation is obtained by most approved methods in but few of them. DISTRICT OF COLUMBIA. Washington. — The liberal provision of Congress for the erection of 7 new buildings will relieve to a considerable extent the unfortunate state of affairs shown in previous re¬ ports. But even these extensive additions to the school facilities of the city will fall far short of supplying the whole amount of desk room absolutely needed. This may be more readily understood when it is stated that 134 of the 400 white schools were lim¬ ited to half-day sessions last year, and in the division embracing the colored schools the proportion of those for whom half-day sessions only were possible, was even larger. This condition of affairs was not confined to the lower grades, but even in the high school 150 of the pupils were unavoidably denied the privileges of the school, except for a half of each day of the school year. Six night schools were in session 52 evenings each, with an average attendance of about a thousand, nearly equally divided between the white and colored races; the good that these schools do is unquestioned. The past year is particularly notable as that in which manual training was first introduced in the schools of the city. The appropriation for the purpose was sufficient only to equip a school of carpentery in the high school building. Two hundred and twenty-five boys elected to take the course arranged. ‘ ‘ The time devoted to the work was not sufficient to produce any marked results, but it is certain that it did not hinder the general progress of any boy who engaged in it, and it is equally certain that the influence of the work was beneficial in various ways in the school.” The appropriation of $5,000 for the pur¬ pose of industrial training for the next year has rendered a considerable enlargement of facilities for such work possible. It is proposed to establish three new shops in addition to that in operation during the past year. Instruction will be*given in bench work, lathe working, moulding, and forging. Besides these four shops for boys, two cooking schools will be established. It is estimated that 1,300 pupils, male and female, may be trained. These will be taken from the classes between the seventh grammar grade and the last year of the high school. A clause in the appropriation bill restricting the number of teachers receiving salaries of $900 or more has caused considerable inconven¬ ience, and the uncertainty as to the intent of the restriction has given rise to some anx¬ iety. Yery much to the dissatisfaction of the teachers, the appropriations for the year were not sufficient to make the usual annual increases in the salaries of new teachers, except for those receiving less than $500 per annum. “The abolition of the annual ex¬ aminations at the close of the term for advancement to the high school, and the substi¬ tution instead of the average standing maintained during the year, has proven wholly beneficial. ’ ’ GEORGIA. Americas. — Attendance during 1886-87 was not as good as in the year before; an excep¬ tionally severe winter and the prevalence of measles of a virulent type for a considerable time, are adduced as causes. Athens. — This was the first year of organized school work. Five buildings were se¬ cured early in the year for the use of the schools until the completion of the two 10- room brick buildings that were at once provided for by the city council. Great care was taken in the selection of teachers, and an enthusiastic and well qualified corps of instructors was secured. All the desks and equipments provided are of the best obtain¬ able, and are abundant in quantity. Not only is the city government earnest and gen¬ erous in the support of the schools, but the citizens as well have shown their interest by donating $1,000 for the establishment of a library. Despite the disadvantages surround¬ ing an entirely new system, signal success has attended the year’s work. Atlanta. — This has been the most prosperous year in the history of the schools. The health of the city has been excellent, and no epidemic has interfered with school work. In the general appearance of the children there has been noticeable improvement; they are better clad and neater in appearance than ever before; nor is as much trouble experienced in having parents provide necessary books as formerly. The schools are well established 250 EDUCATION REPORT, 1886-87. and the teachers proficient. The great need of the system seems to he more school houses. The high schools are not properly housed, and the accommodations for the col¬ ored pupils are not adequate. Columbus has solved the problem of “supernumeraries ” by the employment of a regu¬ lar assistant teacher, who shall supply vacancies when they occur, and, when not so en¬ gaged, shall assist the regular teachers, devoting one day at a time to each teacher. The seating capacity of certain primary grades being insufficient, it was necessary to resort to half-day sessions. Supplementary readers were introduced in January, and give much satisfaction. The plan of teachers’ meetings has been changed, so that now meetings of the teachers in the several schools are held regularly, and alternate with the meetings of the entire body of teachers. The enrolment this year was larger than ever before, and the schools were conducted at an unusually low cost per scholar. Griffin. — The public school system established two years ago has steadily grown in pub¬ lic favor. A department has been opened during the year for the teaching of high school branches. Macon school accommodations have been increased by two additional rooms, one of which was built with funds raised by the efforts of the teachers. Five teachers more than last year are now employed, and the enrolment exceeds that of 1885-86 by 306. The colored pupils will soon be supplied with all needed accommodations by the erec¬ tion of a large new building upon a lot already provided. The board of education con¬ trols not only the city schools but those of the county, and are thus compelled to divide their attention between the two distinct systems. A great deal of time must be given to the country schools by the superintendent, and in order that this may be done with¬ out injustice to those of the city, an assistant has been provided. Rome. — The chief want of the system is proper accommodations for the colored schools; the limited and somewhat embarrassed condition of the city’s finances has made it im¬ possible to provide for them properly. Savannah. — The work of the year has been more than usually successful. Considera¬ ble increase has been made in the school accommodations of the city, and quite an addi¬ tion has been made to the number of the out-of-town schools controlled by the board. An additional story has been built upon one city school-house, a two story addition has been erected to another, and a building containing 21 rooms and a large hall, formerly used as a hotel, has been purchased and converted into a commodious school-house. With these, all complaints of overcrowding must cease. Corporal punishment has been for¬ bidden, and after a year’s trial the teachers differ widely as to the advisability of the step, but the superintendent is convinced that the general deportment of the scholars has been better than before. An assistant teacher has been employed for each grammar school, so that the principal may be able to devote more time to the supervision of other grades than his own. The number of high school scholars is greater than usual, neces¬ sitating an additional teacher. IDAHO. BoisS City estimates its school property to be worth $60,000. The instruction given embraces both the elementary and the higher branches. The total enrolment ljist year was 603, and the average attendance 506. Lewiston has a fine 6-room school-house, furnished with modern appliances, the total cost of which was about $10,000. ILLINOIS. Aurora. — A considerable sum has been expended for furnaces and general repairs. The school census shows that only 22 persons between 8 and 14 years of age attend no school, and only 2 between 12 and 21 can neither read nor write. The attendance has been fairly good during the year. Belleville teachers are not as well paid as they deserve, but sufficient explanation of this may be found in the fact that the system is under the cloud of a large bended debt, upon which a considerable sum must be annually paid as interest. With an enrolment 200 less, the average attendance was fully up to that of 1885-86, though the city was visited by an epidemic of measles during the year. A new building is being erected, which, when completed, will have cost $25,000. It will supply all accommodations needed for some time. Bement. — The grade of the school work has been perceptibly raised during the past year, and the scholars have improved in deportment and punctuality. Cairo schools are crowded, and new buildings are urgently needed. Owing to limited accommodations for the high school, further additions to its library have been impossible. This school was recently placed on the list of those whose graduates are entitled to ad¬ mission to the University of Illinois without examination. The general sanitary con¬ dition of the buildings in use is bad; out-houses and closets need immediate attention. NOTES FROM CITY SCHOOL REPORTS. 251 Elgin. — The course of study of the high school has been lengthened one year, and in consequence, the graduating class this year numbered only 5. Freeport. — All the school record books have been destroyed, and no statistical or other report can be made. Hyde Park is proud of a handsome new high school building, completed during the 1 year. “ Great pains were taken to have its arrangement, heating, ventilation, light, and construction as perfect as experience and modern science could suggest.” Joliet. — The board owns 10 buildings, of which 7 are of stone and 3 of wood; 2 of the latter have well-nigh outlived their usefulness. The supply does not equal the demand for seats, and it will soon be necessary to provide more ample accommodations. The grounds need attention. Industrial work is encouraged by holding annually an “ in¬ dustrial fair ’ ’ for the exhibition of the handiwork of the pupils. A small admission fee is charged, and the receipts are distributed among the children as prizes. The schools every year, for the last 5 years, made an exhibit at the State fair, and have in that time secured $250 in cash premiums and 18 diplomas. The work of the high school is fair. Changes have been suggested in its course of study which will tend to improve it. A two years’ business course is proposed. Moline. — The school board appreciates the value of ample accommodations, and has nearly completed a substantial new building of 8 rooms, which is expected to furnish all the room needed for several years. As a precaution against fire, as well as to conduce to the health and convenience of the pupils, city water has been introduced in several of the buildings. A new form of reports to parents has been adopted, in which figures have been discarded, and words used instead, to show the pupils’ standing; the plan gives satisfaction to parents and relieves the teachers of much unnecessary work. The fourth annual handcraft exhibit held in April last was more successful than any of its prede¬ cessors. Fern schools have a manual training department, in which wood working and Sewing are taught. Quincy school board has reduced its permanent indebtedness to $1,000, and hopes to still further materially decrease it during the next year. Improvements have been made in several houses, and steam heat was introduced in one. The number of parish schools in Quincy is quite large fora city of its class, and the percentage of enrolment in the E ub lie schools to the school population is relatively small for that reason. For fully alf the year epidemics of measles and scarlet fever have prevailed, seriously affecting the enrolment, attendance, and school work generally. The year, therefore, is consid¬ ered an unsatisfactory one, though much good work was done. Sterling. — The last has been a profitable year, with little interruption of the routine work of the schools from any cause. In March an “exposition” was held under the auspices of the teachers’ association of the county, which developed, among others, the fact that the improvement of the children in drawing has been remarkable. INDIANA. Bluff Ion schools appear to be well organized and successful. An exposition of school work held during the year was decidedly satisfactory as an initiatory effort. Cambridge. —The work of the schools is laid out with great exactness. A great deal of attention is paid to the study of the English language. Crawfordsville seems to have solved the problem of punctual attendance, for with 1,293 pupils enrolled, not a single case of tardiness is reported. The regular publication of lists of all pupils perfect in attendance has been an important aid in bringing about this result. It has been possible during the year to eliminate the ninth year from the gram¬ mar school course. This extra year had been added because, with the short sessions made necessary by limited appropriations, it was impossible to properly prepare pupils for the high schools in the usual 8 years. Crown Point also reports great improvement in the matter of promptness, the tardy record having been reduced from 753 in 1883, to 79 in 1887. The schools made a credit¬ able exhibit at the recent National Educational Exposition in Chicago. The buildings and premises were never before in such a perfect state of repair; they will supply all de¬ mands for several years to come. Decatur. — The new building did much to increase the success of this year’s work, since its arrangement is such that school government was rendered comparatively easy; and its excellent system of ventilation had a beneficial effect upon the health of the pupils. Every room available is crowded beyond its capacity; the city needs more teachers and more buildings. Frankfort. — ‘Since the completion of the new 8-room building at the beginning of the year, the number of sittings has exceeded the number enrolled by over 200. Abundant accommodation is thus guaranteed for all pupils that may seek admission for a year or 252 EDUCATION REPORT, 1836-87. two, at least. Much good has come of the teachers’ efforts to stimulate in the scholars a love of good reading Hagerstown. — The finances of the school hoard are in excellent condition. The school is liberally supplied with chemical and physical apparatus. Kniglitstown has a thoroughly organized and well-graded school with a course of study covering 12 years. Michigan City. — The crowded condition of some of the rooms made it apparent at the beginning of the year that more room was essential for the proper prosecution of school work. Accordingly, a dwelling house was purchased and converted by a series of alter¬ ations into a school house. The study of language received more attention this year than formerly. Peru. — The feature of the system is the careful and systematic study of English liter¬ ature, extending through the whole course. German may be taken up in the fourth year, and when begun must be continued throughout the course. The high school may issue certificates of admission to the freshman class of the State University without ex¬ amination at that institution. Plymouth. — The work of the year has been pleasant and successful, with improvement in registration, attendance, and punctuality. Only 22 cases of tardiness occurred, and in nearly every instance the offense was committed by new scholars. An excursion to Chicago was given to the pupils and their parents, in addition to the regular commence¬ ment exercises at the end of the year. Richmond school statistics do not make so favorable a showing as last year, either in the percentage of enrolment to school population or in the tables of attendance. Much valuable apparatus has been added to the physical and chemical laboratories, and 30 fine microscopes have been procured for the use of the classes in botany and zoology. Draw¬ ing has been taught under the supervision ef a specialist for 2 years, and the progress made during that time has been remarkable. The plan of semi-annual promotions has also been in operation two years, and all expectations of improvement through its agency have been fully realized. Rochester. — A step has been made towards manual training by the introduction of drawing and clay modelling. Rockville. — The half-day system has been adopted for the first-year pupils, and has proved even more successful than the all-day plan. Drawing and music have been taught for 3 years, the former with success; the latter with such meager results that it is rec¬ ommended that it be discontinued as a branch unless a special teacher can be secured. South Bend. — The “school fair ” held during the year was highly gratifying in its re¬ sults, and furnished the means with which to establish a reference library in each build¬ ing. The library and museum of the high school have received important additions during the year. Two flourishing literary societies, each of which supports a paper, are aids to this school. The progress in music has been very gratifying. Vincennes. — Particular attention is paid to supplementary and sight reading. Ger¬ man is optional, and may be begun after the second 3 ear. The high school instruction embraces an English and a Latin course. Warsaw. — The cost per pupil of the schools for the year 1886-87 has been slight Jy in advance of that for the previous year, principally because more experienced teachers were employed, at the maximum salary. The number of “tardies” has been reduced to a very low point, but the number of those absent a half day was so great as to lead to a suspicion that the sentiment against tardiness has grown to be an evil rather than a means for good. Washington. — While the schools have not yet attained the highest standard of effi¬ ciency, they are constantly improving. A good beginning has been made towards a school library, and the excellent plan prevails of requiring each child who reads a book to write an essay upon it. The main building is undergoing repairs. IOWA. Council Bluffs. — The financial year has been changed, and now ends August 31, instead of December 31, as formerly. Dubuque. — German is taught as an optional in the grammar grades, and outside of the regular school hours by special teachers. It is, however, a part of the regular high school course. The system utilizes 72 rooms for the graded schools and 1 for an un¬ graded school. Iowa City high school arranges its studies in three distinct courses, with considerable latitude allowed to students in the choice of studies in the last year. A course of read¬ ing is prescribed in connection with the English course. Lyons. — The system of grades and the course of study were amended before the be¬ ginning of the school year. The new course is arranged to cover 11 years, but under certain circumstances special promotions may be made, thereby lessening the time. NOTES FROM CITY SCHOOL REPORTS, 253 flfuscatine. — The opening of the schools at the beginning of the year was delayed three weeks on account of the alarming prevalence of diphtheria. For some time after the open¬ ing the attendance in the lower classes was very scant, and the work done was of a frag¬ mentary nature. The higher grades made quite as good progress as usual during the year. OsJcaloosa. — An exhibit in May of the handiwork of the school children excited a great deal of interest. It was the largest ever made by the children, and was regarded as a success and of great educational value. In addition to the usual teachers’ meetings, weekly “grade meetings” have been introduced, affording opportunity for consultation of teachers of like grade. These have been productive of much good. Prevalence of measles among the pupils of the primary grades caused some interruption of the work of these grades in the spring, but when the epidemic subsided, the loss was almost, if not wholly, made up through the extra efforts of the teachers. The museum of the high school has received important additions. Music is skillfully taught by a specialist. Ottumwa. — Especial attention is paid to English in the high school; the writings of standard authors are critically read and discussed in class. Binging, drawing, and pen¬ manship are studied throughout the entire course. West Dcs Moines. — The most gratifying improvement noted is that of the high school; at the beginning of the year its course was carefully and judiciously revised, and its work put on a broader and more practical basis. A pupil may now choose a 2-, 3-, or 4- year course, or, under proper restrictions, may arrange a course to suit himself. The en¬ rolment of boys in this school has increased wonderfully, and is now 30 per cent, more than for either of the last 5 years. So great has been the influx that the building is overcrowded, and more accommodations are demanded. An evening school was opened for the first time in the city in November last, and its enrolment speedily increased from 85 to 131. It was in session four and a half months, and its success was such that it is now considered a permanent branch of the system. Kindergarten methods are em¬ ployed in three of the buildings, and continue to find favor with the patrons of the schools. A manual training school is earnestly desired, and lack of funds is the only hindrance that prevents its establishment. Two new sites have been bought during the year, and $15,000 have been spent in providing heating apparatus for four buildings. Four new rooms have been opened, and the number of sittings increased to 3,540. KANSAS. Atchison. — Low assessments caused the shortening of the school year by two months, and made it necessary to readjust the course in order that it might be completed in the shortened time. Despite this, inclement seasons, and the prevalence of disease, the ex¬ tra efforts of the teachers accomplished good results. For reasons economic and hygienic, the first year pupils will in future attend school only a half of each day. The high school has been reorganized and the course graded and extended. There are now two courses, one of which is intended for those preparing for college, and the other for those whose school life will end with the high school. During the year a literary and musical en¬ tertainment was given by the pupils, netting over $80. Clay Centre. — The schools are crowded in all the grades, and in the primary schools it has been necessary to exclude all children under 6, and to make use temporarily of the half-day plan. A new 8-room building, soon to be completed, will remedy this con¬ dition of things. The attendance has been greater and more regular than in any previous year. Kansas City. — The school system is yet undergoing the process of formation, and can not be said to have done as good work as may be expected later. The city as at present constituted was recently formed by an act of the State Legislature, by the consolidation of three distinct corporations. A thorough reorganization of all the schools was neces¬ sary to secure a reasonable degree of uniformity. Complete order has not yet been evolved, but it is hoped that by the end of next year a well organized system may be se¬ cured. Some trouble was experienced in the sale of bonds on account of an old State law, but a special act was obtained, which obviated the difficulty. Lawrence.— The schools “move forward without jar or confusion,” steadily growing in numbers and effectiveness every year. The belief expressed by many that school work is often beyond the powers of the children has induced the authorities to make a number of changes. The primary schools have been in session only a half day ; studies have been arranged with a view of reducing home study to a minimum ; and an additional year has added to the course with but little increase in the work. Leavenworth. — A larger balance than usual remains in the hands of the treasurer this year, showing that the finances of the system are well cared for. The schools are crowded, and it will be necessary during the year to provide new houses, especially for the children living in the remote parts of the city. A vacant building was leased for the use of the high school and occupied, but it being ill adapted to school purposes, no little 254 EDUCATION REPORT, 1886-87. inconvenience lias resulted. Notwithstanding this drawback the school has done good work during the year ; a small tuition fee is charged. Ottawa. — Though three more teachers were employed during the past year than in 1885-86, the number of pupils in average attendance averaged 52 to each teacher. The half-day plan was adopted for the first-grade primaries and in other schools, but a rear¬ rangement of the grades made all day sessions again possible in all but the lowest classes. More attention has been given to mental arithmetic, and some improvement has resulted, Topeka schools have been brought up to a high state of efficiency. That they have improved in attractiveness is shown by the fact that the average attendance has in¬ creased in greater ratio than the enrolment, and that tardiness has diminished. The in¬ troduction of drawing and music added much to the labor of the teachers, since it was necessary for them to qualify themselves to instruct in these branches, yet their work has been highly commendable. Individual schools are encouraged to beautify their premises and to provide themselves with libraries and musical instruments; many of them are now quite well equipped in these respects. KENTUCKY. Hopkinsville. — The mildness of the last winter and the good weather that has gener¬ ally prevailed during the year have been very favorable to school work. Pupils and their parents do not appreciate the value of promptness, as the number of tardinesses shows. Drawing and vocal music were placed in the course of study this year. The heating apparatus is becoming old and defective, and the adoption of better methods of heating and ventilation is being discussed. Maysville. — The school board has abolished the office of superintendent of schools. • Newport. — A new building, a model of convenience in all its appointments, was com¬ pleted January 1, and in two hours after its opening it was filled by over 500 pupils. The relief thus afforded to the other buildings made a thorough reclassification pos¬ sible, and all half-day classes were discontinued as such in all but two buildings. The high school is a source of especial gratification to the citizens. Owensborough is doing good work educationally. The citizens, by a more than two- thirds vote, have increased the ad valorem tax for 2 years, in order to provide new school- houses. A $20,000 house has already been erected. Paducah. — The regulations and course of study are undergoing revision. LOUISIANA. New Orleans schools receive an inadequate support. The appropriations made by the city are not in just proportion to those for other departments of the municipal govern¬ ment. The school houses are not what they should be in number or in quality, being not only badly crowded, but in some cases even unsafe. The teachers are poorly and irregularly paid. MAINE. Augusta. — Improvements over last year in many respects are noted. Fewer changes have been made in the teaching force, and the school year has been lengthened by two weeks. Teaching methods have also generally improved. Complaint is made against the district system; the supervisor states that it is impossible to obtain results commen¬ surate with the amount of labor and money expended. Changes have been made in the text-books of arithmetic and grammar in use, the new books being considered far supe¬ rior to the old. An attempt has been made to make the English course in the high school more of a practical business course. The free text-book system has been in op¬ eration a year, and all advantages expected to result from it have been fully realized. An evening school was requested by a class of 100 persons last winter, and the subject was brought up at a district meeting, but action was deferred, since the proper season for such schools had nearly passed. Except during the prevalence of measles last fall the attendance has been better than ever before. This was undoubtedly due to the pas¬ sage of a more effective truant law by the city council and the employment of a truant officer. Bangor. — The prosperity of the schools is steadily advancing. This year’s class was the largest that ever graduated from the high school. Single-entry book-keeping has been introduced in the highest grammar grade. Calais has been free from prevalent disease, but the average attendance for the year was only fair. When repairs already begun have been completed, the buildings will be in a very creditable condition. New stoves have been provided where needed, and the heating apparatus is, therefore, now generally good. Single seats have been substi¬ tuted for the double desks in the high school — a change for the better. Cape Elizabeth. — A review of the work done during the year discloses very gratifying results. The teachers have been cordially supported by the patrons of the schools, and no unfavorable incident has occured to mar the general harmony of their relations. NOTES FROM CITY SCHOOL REPORTS. 255 Peering lias opened two new schools, requiring the employment of four additional teacherk The average attendance for the year was lowered by the prevalence of con¬ tagious diseases incident to childhood. A year has been added to the grammar school course. Gardiner. — The free text-book system is being gradually introduced. The new $9,000 house is sufficient for all present needs of its section. With one exception, all the buildings are excellent. Lewiston. — The excellent condition of the schools is a matter of congratulation. The teachers are enthusiastic and well posted in educational matters, and the houses gen¬ erally are a credit to the city. Their number has been augmented by the completion dur¬ ing the year of a neat and tasteful building of 6 rooms, which is to be used for primary and intermediate schools. Notwithstanding the excellent advantages that are offered to the pupils of the evening schools, only a small proportion of the 400 enrolled derived any benefit from their attendance; irregularity, the evil so common in such schools, was the cause. Portland. — The number of sittings has been considerably enlarged during the year. Five third-story rooms in different buildings have been fitted up for school purposes and will accommodate about 50 pupils each. An additional site has been purchased and a new house for a primary school begun upon it. Improvements are mentioned in the sanitation of the buildings ; in some cases still, however, sickness of teachers and pupils is charged directly to the bad hygienic condition of school-houses. The attendance of the pupils during the year has been excellent, and the deportment good, without too frequent resort to corporal punishment. The study of single-entry book-keep¬ ing has been introduced in the higher grades of the grammar schools, to take the place of ekercises in penmanship. In the two months that have elapsed since the inauguration of the change it has proved to be both interesting and profitable. A new system of teaching music has been introduced by the special teacher; it is highly spoken of. A school for the deaf is controlled by the city board, but is largely supported by the State, only $22 of the city appropriation having been used last year. Saco needs more schools, since those now established are badly crowded. Slight changes have been made in the list of text-books used in the high school, but some still in use were published over a score of years ago. MASSACHUSETTS. Adams schools are crowded and more buildings are needed. The need of an addi¬ tional teacher in the high school is so great as to impair the efficiency of the school. Double daily sessions have been necessary in tiled ower grades of some schools, and though first intended as a temporary arrangement only, no serious objection has been urged to the permanent adoption of the plan. The percentage of attendance to school popula¬ tion, 75, is the highest ever reached in this city. Amherst. — Reduction of appropriations compelled the school committee to reduce the number of weeks of school and to neglect needed repairs upon school property. Arlington. — Harmony has distinguished the meetings of the board and the manage¬ ment of the schools. No material change has been made in the course, excepting the promulgation of a rule requiring the study of English three full years in the high school. The musical instruction is excellent. School buildings are generally in good order, and the expense for repairs continues to be comparatively light. Thirty new desks have been bought for the high school. Attleborough. — The last was a year of quiet prosperity, during which no disturbance has occurred to excite public comment, as in former years. The excellent system and organization introduced by the superintendent has had the best opportunity yet afforded for showing its many advantages. So rapidly has the population of the town increased that there is again need of more school accommodations. Beverly. — The record of the year, as a whole, is a good one. A superintendent is needed to bring the System up to its best work. A new grammar school was opened at the beginning of the year, but its continuance is somewhat doubtful, since the number of children enrolled is not so large as was expected. The entering class of the high school was unusually large this year, and necessitated the opening of a new class room. Boston. — The school committee have made only one considerable change in the course of study, and that in regard to arithmetic. The study has been abridged by omitting a number of subjects thought to be beyond the comprehension of children or of little practical good, and simplified by confining problems to small numbers and simple sub¬ jects and processes. The time has been shortened to from two to three and one-half hours per week. The supervisors speak hopefully of the reduction now, though they opposed it at the time of its enactment. Blackstone. — The percentage of absenteeism and non-enrolment is entirely too large for the best good of the schools, and a potent cause of it is the lack of sufficient room in certain 256 EDUCATION REPORT, 1886-87. districts. Temporary quarters have been lound for one new school in a church, and 40 pupils are there accommodated. Bourne schools compare favorably with those of towns of similar size. Good discipline is secured with but little necessity for corporal punishment. Braintree. — As a rule the schools are wejl accommodated and the discipline is gen¬ erally excellent. The study of literature was systematically begun in the high school last fall. The wisdom of the free text-book system has already been proved, since it has resulted in a saving of time and money. Brockton. — The school buildings have been generally improved during the year. The method of employing janitors is such that they can not be compelled to attend to their duties properly, and a change is desired. Music is successfully taught, but no enthusi¬ asm is manifested in the study of drawing. The evening school is doing well. Brookline. — Lack of sufficient accommodations causes considerable trouble, and num¬ bers of transfers, involving some inconvenience to the children and a great deal of trouble to the school officers, have been necessary. A new building, however, is in course of erection, which will relieve the pressure. This building wili be larger than any of those now standing, and will in addition furnish suitable rooms for industrial instruction. An experiment has recently been made, without cost to the town, of instruction in cooking. The plan has been successful as far as could have been expected, and the result of it is that the advisory board recommends the establishment of a vacation cooking school for girls, on the same plan as the vacation manual training school for boys. An evening school was opened in November and has continued so far with fair success, 20 scholars being in regular attendance. Slight changes have been made in the curriculum of the high school, less time being given to physical geography, and more to the study of English literature. Military drill has been introduced and has had good effect upon the disci¬ pline of the school. The number of teachers employed during the year is larger than ever before. Cambridge. — The system has lost an unusually large number of experienced teachers, whose resignations caused serious loss to the schools. The most important event of the year has been the division of the high school into two distinct schools. Of the 500 pu¬ pils, 335 remained, with 10 of the 15 teachers, in the old building, as the “English High School.” The others removed to a building specially fitted up for them and formed the ‘ ; Latin High School. ’ ’ In the English school the work in chemistry has been extended to cover six months, and in physics to cover one year. Laboratories have been fitted up and pupils have been set to work under an experienced instructor. Latin is studied in this school for the first three years only; diplomas are given only after a full four years’ course. The “city school” for pauper children has been transferred from the control of the school committee to that of the overseers of the poor, in order that manual training may be introduced without the specific appropriation which the city council failed to make. Seven classes of twelve boys each receive instruction in the use of tools in the rooms of the Cambridge Industrial Association. It is expected to make a trial of vaca¬ tion schools during the coming summer. Music and drawing are systematically taught by specialists; decided improvement in the latter study is reported. The school com¬ mittee have no control over the janitors, consequently the buildings are not properly cared for; at one time it was necessary to close 20 rooms in the short period of eight days, because they were too cold to be occupied. Canton. — Through the generosity of one of its members, the board has been enabled to offer to the girls of the schools a course of lessons in cooking. One hundred and two pupils enrolled themselves a3?members of this class, and took lessons during school hours, making up the time thus lost from their regular studies. Besides the work done in class, the girls were encouraged to put into practical use at their homes the knowledge obtained; 2,557 dishes were thus repeated. The record shows that the instruction is • such that it interests and holds the scholars, and so far from lessening the attainments of the pupils in other departments of school work, it tends to increase their interest in their regular studies. Instruction in sewing is also given by the approval of the board, but by volunteer teachers and outside of regular school hours. The no-recess plan adopted last year entails no hardship on the children, and gives general satisfaction. In the summer vacation all the buildings were thoroughly cleaned and put in good order. Chelsea. — The scale of salaries of all assistant teachers, excepting those of the high school and the specialists, has received a new adjustment, by virtue of which length of service, and not difference of grade taught, will be the standard of rank. German and zoology have been introduced in the high school, but otherwise the course of study re¬ mains practically the same as formerly. In vocal music the pupils are very proficient, a fact due largely to the enthusiasm of the teachers, many of whom received thorough musical training in the schools of the city. The laws respecting truancy are not alto¬ gether effective. The evening schools have been in a measure successful, but irregu¬ larity of attendance is a serious hindrance. The drawing school is well conducted, and NOTES FROM CITY SCHOOL REPORTS. 257 notwithstanding its poor and insufficient accommodations, the work produced is of a very high order. A large brick building will be completed in time for use in September, and will provide for the increase in the number of scholars, which is expected then. Chicopee. — The percentage of attendance shows a large increase, attributed to the plan recently instituted of giving a half holiday in each month to those perfect in attendance during that time. Thorough grading has been secured through the efforts of the super¬ intendent, who prepared the new and very effective course of study now in use. In the matter of charts, maps, and supplies of like kind, the schools were never better sup¬ plied than at present. Clinton. — The excellence of the heating arrangements is a notable feature of the school buildings. Regularity of attendance was affected by the prevalence of scarlet fever. Danvers. — General improvement is noticeable, and in English and composition the progress is especially marked. The plan of examination for admission to the high school is believed to be faulty, and important changes are contemplated. The pernicious effects of competitive examinations for percentages are in future to be avoided by keep¬ ing the rank of the scholars secret. The percentages will be used in the advancement of classes, but pupils will be told only if their standing is “good,” “fair,” or “bad.” The classes of the high school are unusually large. Dedham. — Work of instruction in the high school has been carried on this year under serious disadvantages, but the completion of the building already begun will do much for the improvement of its condition. The attendance has been excellent — somewhat better than last year. The systematic study of music under a specialist was begun this year, and good results may even now be noticed. The evening school was conducted with a large but irregular attendance; it is notable that the average for the last week was the best attained. Everett. — Many unusual drafts have been made upon the funds of the school commit¬ tee during the year, and a deficit has resulted. The accommodations appear to be better than last year, as only one district complains of overcrowding. Fall River. — A special committee has been appointed to examine into the merits of the system of industrial education adopted in other cities and to report upon the advisa¬ bility of its adoption here. A most encouraging sign of the progress of the teachers is found in the increasing popularity of periodicals devoted to professional subjects. The primary schools form a particularly important part of the system. Though they require only 3 years’ study, they are attended by more children and require more teachers than all the other schools, which cannot be completed in less than 10 years. Single entry book-keeping has been introduced in the last year of the grammar school course, and has given the pupils excellent practice in penmanship, and some knowledge of business transactions without interfering with the other studies. Twenty-one rooms for evening schools, each room in charge of two teachers, were opened in December last. The even¬ ing drawing schools are not attended as well as they should be. The importance of the study of music and drawing is appreciated, as is evidenced by the recent employment of special teachers for these branches. One of the finest high school buildings in the country has just been donated by a private individual, who also gave the school $50,000, the income of which will be applied to instruction in mechanical, chemical, and philo¬ sophical branches. Fitchburg. — With the growth of the city has naturally come a large increase in the number of scholars in the schools. During the year two new houses of two rooms each have been opened, and these, with the recently established Catholic parochial schools, have relieved the pressure in the portion of the city in which they stand. In other quar¬ ters, however, the crowding still continues. The school board has adopted a new schedule of salaries, based on length of service, putting a premium upon experience and continued service. The evening schools have not accomplished as much as their friends anticipated, for they have not been well graded, the attendance has been irregular, and experienced teachers could not be obtained. Framingham. — Among the improvements reported area scientific laboratory with pro¬ vision for individual experiment, and 4 new school rooms. Interest in vocal music steadily increases. The number of teachers has been augmented. Franklin has expended a considerable amount in improvement and repairs. The at¬ tendance for the year has not been up to the expectations of the committee, and the explanation is found in the eagerness of the children to earn money. Gloucester. — The year has been one of steady progress in school affairs, the suburban schools showing especial improvement. Parochial schools were opened in January, which withdrew a little over 200 scholars from the public schools for the remainder of the year. This fact affords a reasonable explanation for the decreased enrolment and attendance shown by the statistics. An offer of kindergarten materials and a fund to partially defray the expenses of a public kindergarten was regretfully declined by the school committee, as the city could not afford the additional expense the acceptance of 17 ED 258 EDUCATION REPORT, 1886-87. the offer would involve. The old high school building, with all its furniture and appa¬ ratus, including the equipments of the military battalion, was consumed by fire ill June. The City council has met the emergency by a liberal appropriation for a new building, immeasurably superior to the old one. The new house will comfortably seat nearly 400 pupils. Great Barrington. — The principal schools are full to overflowing, and at the present rate of increase more buildings will soon be needed. The necessity for better Supervision is felt, and a plan is suggested by which. the principal of the high school may be Supplied with an additional teacher and devote a part of his time to the supervision of the schools. Considerable difficulty is experienced from absence and tardiness. Special attention is paid in the high school to the study of local and national government and the duties of citizenship. In all the grades the instruction in mathematics is very thorough. Haverhill. — The number of pupils connected with the schools during the year has been the largest in the history of the city. The affairs of the system have been economically administered, and the real cost per pupil was reduced by $1.70. The method of pro¬ motion has been altered and the daily work of the pupils and the judgment of the teacher will have an equal bearing with the two examinations. The no-receSS plan Was adopted for the primary and grammar grades, and after atrial of a year has proved itself to be a wise measure. The names on the register of the evening school are constantly changing, and the result is little real progress. Excepting 2, the buildings are good; they will afford sufficient room for the increased numbers that will be enrolled in the fall. * Holliston. — The schools have been conducted during the past year without a superin¬ tendent ; attempts were made to join with some other town to secure one, but without success. Early in the year the committee arranged a more systematic course of study for the schools, and issued printed instructions f or the guidance of teachers. Instruction in music was more thorough and systematic than was possible in previous years. Hopkintdn. — It is impossible to secure the best returns for the money expended under the circumstances that now prevail, since the districts are so numerous and small that effective organization cannot be Secured. The attendance during the past year was not all it should have been, one-seventh of the school time of the pupils having been lost by absence. Hyde Parle. — By generous appropriations the committee has beeh enabled to niain- tain in the schools a higher standard than usual this year. Fire-eScapes and city water have been provided for the largest buildings, conducing both to the comfort and to the safety of the children. A number of carpenters’ benches with the necessary tdols were presented to the committee by a public-spirited citizen, and with these an experimental school of carpentry was opened, and in a short session met with good success, resulting in the recommendation by the committee that it be made a permanent feature of the system. The evening school was conducted with Success. Lee. — The school population of the town has constantly decreased for several years past, and naturally the school attendance has also diminished. A more marked falling off than usual, however, appears in the latter during the past year, as the result of the opening Of a convent school. Instead of the lack of school room complained of in pre¬ vious reports, there is now more than is needed, and consolidation and reduction in the number of the schools will soon be in order. Leominster reports an improved condition of school buildings, and an enrolment in¬ creased by 150. Unforeseen contingencies have raised the expenses to several hundred dollars more than the amount received. Additional teachers and increased appropri¬ ations will be needed next year. Lowell. — The school committee complains bitterly of insufficient appropriations. The teachers are poorly paid, and the buildings in some districts are not adequate for the requirements of their localities, and many of them have become old, unhealthy, and useless. Mugic has not been a success, and little interest is manifested in the study. One thousand nine hundred scholars were instructed in the evening schools at a cost of $10,125. Six school-rooms and 4 teachers were added during the year. The equipment of the battalion of cadets has been greatly improved, and more interest than ever is shown in the military drills. Lynn. — The evil of truancy causes much trouble, and the establishment of a school for incorrigibles is recommended. Irregular attendance affects the work of some of the schools to an undesirable extent. Considerable attention has been given to the sanita¬ tion of the buildings, and in this respect their condition is better than ever before. Ad¬ ditional accommodations are needed. This is especially true of the high school, where 325 scholars are crowded in a building whose seating capacity is only 284. To provide the better for those scholars who expect to remain in the high school for 1 of 2 years only, it is proposed to establish ah English high school, whose course of study shall be especially adapted to this class of students. The evening schools, espefcially those de¬ voted to book-keeping and short-hand, are firmly established and successM. Special NOTES FROM CITY SCHOOL REPORTS. 259 instruction in penmanship has been discontinued, the regular teachers doing the entire work. A new system of teaching music was introduced this year, and has been highly successful. The subject of industrial training is under the consideration of a special committee. Its adoption is doubtful. Marblehead has no superintendent, and the schools show the want of constant super¬ vision. The primary schools particularly are irregular in their instruction. The at¬ tendance is not as good as the best interests of the schools demand, and a truant school is sadly needed. Medford. — A new building has been erected, which is the most inviting in appearance and the best appointed in the town. An appropriation is recommended for an evening school, none having hitherto been in existence here. Melrose. — The instruction given is of good quality, and the facilities for school work are excellent. The necessity for a superintendent becomes continually more apparent. Milford.— The division of the town and the incorporation of a part of it under a new name by an act of the Legislature took from the Milford school system four schools and considerably affected the school statistics. The evening schools are not successful, though every inducement is offered to secure regular attendance. Interest in drawing has been fully sustained. Montague. — Twenty-eight per cent, of all the money expended by the town is devoted to the education of the children. A new high school has recently been established, and is doing well. Needham. — The regulations and course of study have been revised and printed for use at the beginning of 1887-88. Newburyport. — The schools are highly prosperous, the rooms well filled, and the pupils generally interested. The high school is in a more satisfactory condition than for years past; the work done has been thorough and the discipline excellent. During the year the teachers and scholars have established a library of 300 volumes, without cost to the town. North Adams. — After a series of transfers it has been possible to abandon two unde¬ sirable buildings, and, general repairs having been made on the others, the present school accommodations are better than ever before. Necessity no longer exists for a new school as at the latter part of last year, since a Roman Catholic school has been opened, draw¬ ing a considerable number of children from the public schools. Better success has been attained in the evening schools than in any previous year. Sufficient aid is not received by the teachers from the truant officers. North Brookfield has passed through a year of quiet, steady work with no great diffi¬ culties to contend against, and no unusual improvements made. A school paper has been established and an entertainment given by the high school, for the purpose of buying a piano. Northampton is without proper arrangement for the confinement and instruction of hab¬ itual truants, and the law respecting them can be successfully resisted. All the school buildings, with a single exception, are in good repair and furnish comfortable accommo¬ dations. An evening school was opened with an enrolment of 84 pupils, but so irregu¬ lar was the attendance that not more than a dozen derived any real benefit from it. The evening draughting classes were quite successfully conducted. Nortlibridge. — The school work has been similar to that of previous years, presenting no especial feature or noteworthy change. Peabody. — Both enrolment and attendance show increase over previous years. Greater thoroughness in instruction is desired, and with the object of securing this the commit¬ tee has directed that the length of the lessons be lessened. The course in music used for several years is now being carried cut with greater exactness than was ever before ob¬ tained. The need of a superintendent is felt. The building burned a short time since has been rebuilt with the money received from insurance. Pittsfield schools are too small and too numerous to accomplish the best results. The sanitary condition of some of the houses is bad, and should receive immediate attention. Truancy has caused more trouble than ever before, a fact probably due to the failure of the judicial authorities to sustain the truancy regulations of the school committee. The efficiency of the drawing school has increased and a larger number of scholars have availed themselves of its privileges. Eandolph. — The corps of teachers still remains unchanged. The health of the children has been remarkable good, not a death having been reported. Rockland. . — This has been a year of good, substantial work in the schools. The intro¬ duction of music in the primary schools has done much to enliven the work, arid has been of great benefit to the children. The evening school has not beeri as successful this winter as last, the number in attendance being so small as to render the continuance of the school doubtful. 260 EDUCATION REPORT, 188G-S7. Salem. — The study of book-keeping, and of physiology and hygiene, though authorized some time before, was begun this year in the grammar schools. The second annual in¬ dustrial exhibit of the children of one of the schools was highly creditable, and the judges were so well pleased that they contributed liberally to purchase a full set of carpenters’ tools for the use of the pupils of that school. Salisbury. — By an act of the State Legislature, a large portion of the town has been an¬ nexed to Amesbury, leaving only 6 schools instead of 20 under the control of the Salis¬ bury committee. Somerville. — The work of the grammar school has been curtailed in order that essen¬ tials may be more thoroughly mastered, and that the work may be accomplished, gen¬ erally, during school hours. A library has been selected and a catalogue prepared. An additional primary school has been established. Of the class entering the high school in 1882, 50 per cent, graduated last June and 25 per cent, have entered various colleges. Two new houses arc being erected and will be finished during the coming summer. The cost of each will be $10,500, exclusive of land, heating apparatus, and furniture. The prevalence of truancy causes much solicitude. Southbridge. — The higher grades have been unfortunate in suffering from frequent changes in the teaching force. All the schools except the high school were in session one week longer than usual this year, increasing the expenditures by about $200. A new course of study has been put in operation, which aims to be thoroughly practical as far as possible. It is to be elastic, so that special promotions are permissible, and special students may be accommodated in the high school. The houses are not in keeping with the requirements of the system. Their sanitary condition is bad, the heating apparatus defective, and the yards unattractive. The schools lack thorough discipline. Spencer is troubled with crowded primaries; some rooms that were intended for not more than 70 scholars have been packed with 100 or more. Drawiug has been well taught by a special teacher, employed this year for the first time. Springfield. — The preparations for instruction in carpentry were completed at the be¬ ginning of the year, and 84 boys from the grammar and high schools volunteered to take the course of 15 lessons. One and a half hours per week were devoted to the work, which was so arranged that no time was lost from the regular recitations. The school was suc¬ cessful to such an extent that the committee recommends that the city government in¬ crease the appropriation for this purpose from one to five thousand dollars, in order that manual education may be more extensively introduced, and upon a more satisfactory basis. The establishment of a kindergarten is being considered also. The schools gen¬ erally are not as efficient as they should be, and a great reason for their shortcomings is the badly overcrowded condition of so many of the rooms. The department system of teaching is on trial in one of the grammar schools, and its results have so far been quite encouraging. The evening schools are thoroughly organized and compare favorably with some of the day schools. Stoneham. — The general good condition of the schools is cause for congratulation, and to the earnest efforts of the teachers much credit is due. The discipline in the majority of the schools is very good. Taunton. — Floods during the spring reduced the percentage of attendance, but even had these not occurred the percentage would not have been as high as it might have been had parents been less lenient with their children. The hygienic condition of the build¬ ings has been investigated, and where defects were found the remedy was applied as far as possible. The cost of the free text-book system for the year has been $5,000 — $1,000 less than last year. The system, by the way, does not appear to give satisfaction here; the superintendent opposes it as taking too much of his time and that of the teachers. A scientific laboratory is being provided for the high school, $500 having been appro¬ priated for that purpose during the year. The evening and drawing schools are in good condition and are doing good work. The high school offers four courses, with a consider¬ able range of electives. Flexibility is the distinguishing characteristic of the courses. Music is taught by a specialist and excellent results are attained. The superintendent’s report does not indicate a very high state of efficiency in the schools. Waltham. — Early in the year a sub-committee of the board was appointed to investigate the subject of manual training, and to propose a feasible and economical plan of grafting it upon the public school system. The committee has devised a scheme by which ele¬ mentary manual instruction may be given to those pupils who desire it, and which will in no way interfere with the regular school exercises. The plan will receive a fair trial. Five hundred and thirty-eight girls received instruction in sewing during the year. The no-recess plan has been adopted for the high school, but sufficient time has not yet elapsed to j udge of its merits. The holding of elections in two of the school-houses causes serious interference with the work of these schools. The evening schools show constant im¬ provement; the drawing school is not yet as well attended as its excellence merits. Watertown. — The school year has been changed, so that it now contains two terms in¬ stead of three, .as formerly. A training school for teachers has been established, and NOTES FROM' CITY SCHOOL REPORTS, 261 young ladies may enter as pupil teachers, receiving no pay, but improving themselves by observation and practice. Sewing has been introduced and is taught one hour per week by the regular teachers. A great deal of additional material for object teaching has been purchased. A new primary school has been established; transfers and reorganizations have been made where deemed expedient. Webster's school committee has indulged in extensive repairs this year, which have re¬ sulted in the expenditure of more money than was appropriated by the town. A few changes have been made in the text-books used, on advantageous terms. Neither draw¬ ing nor music has as yet been introduced; but public sentiment seems to demand them, and both will probably be incorporated in the course of study at no distant day. West Springfield. — The salaries paid to teachers are not sufficient to hold the best, and the schools suffer from constant resignations. All grammar school studies have been eliminated from the high school course, thus raising the grade of the school. A new method of teaching music has been adopted, and perceptible improvement has already resulted. An evening school was conducted three evenings a week for twenty weeks. Westboro. — The method of supervision has been changed during the year. That re¬ sponsibility now rests upon one of the members of the board, while the principal of the high school, who has hitherto acted as superintendent of theother schools as well, confines his attention to the high school only. In the large graded schools the year has been a prosperous one, with the average attendance considerably better than the preceding year; but the condition of the ungraded schools is neither satisfactory nor hopeful. Westfield. — That popular interest in the schools is increasing is shown by the decrease in the number of parents applying for certificates of school attendance, and by the small number of cases of truancy. The evening schools are well conducted, but with the ex¬ ception of the drawing class are hut poorly attended. Weymouth. — The teachers’ meetings held during the year have been of more than usual interest. The superintendent considers the lack of musical instruction “the one great weakness of the schools.” Many long-needed improvements have been made in the school-houses. Woburn reports a remarkable increase in attendance. Two new schools were opened, and one was discontinued during the year. The course of study adopted in 1835 is now well understood, and so far from causing trouble, as it occasionally did for a time after its introduction, the work done under it is better both in quality and in quantity. MICHIGAN, Ann Arbor schools have suffered terribly from a widespread epidemic of measles that prevailed during last February and March. Nearly 200 pupils were daily absent on ac¬ count of sickness during that time, and 7,399 school days were lost from the total at¬ tendance. Some of the rooms were closed for a time and work vras retarded in all. As a natural resul t, the character of the work accomplished during the year has been below the average both in thoroughness and in the amount. Nearly 100 of the pupils with¬ drawn during the epidemic did not return. The work of the high school has been fairly good, though the number in attendance exceeds the capacity of the building. The remedy for this was found in paying the regular teachers extra wages to teach the surplus classes out of the usual school hours. Bay City. — An excellent course of reading is arranged for each school year after the fifth, and the pupil must have read at least two of the prescribed books before he may be entitled to promotion to the next higher grade. A physical laboratory is in course of construction for the high school. By a recent act of the State Legislature the limits of the school district were made to conform to those of the town. Coldwater. — Early in the year diphtheria prevailed to some extent, creating uneasiness among the patrons of the schools and necessitating the closing of all the schools for two weeks. This cessation caused serious interruption in the work. More attention is be¬ ing paid to English literature than formerly. The furniture and school apparatus gen¬ erally have been improved d uring the year. The high school has four courses of four years each, arranged with special reference to the requirements for admission to the State University. Fenton. — The studies of the primary, grammar, and high school departments require four years attention each. The high school is said to be one of the best in the State, hav¬ ing been on the “accepted list” of the University of Michigan for 13 years. Besides the regular 4-year courses arranged for the double purpose of preparation for the Uni¬ versity and affording a practical business education, a two years’ “teachers’ course” is provided for persons expecting to teach, but who cannot devote more than two years to study. A short fall course in pedagogy may be taken by those who desire to teach dur¬ ing the winter. Grand Rapids. — Extensive additions to the school facilities are reported, but it appears that the work of providing for the increase in the {school population is a never ending 262 EDUCATION REPORT, 1886*87. task, for already 16 new rooms are receiving the attention of tlie building committee. The salaries of the teachers were raised somewhat by the adoption of a new schedule in May. The appointment of an assistant to the superintendent has been a great relief to that officer, enabling him to devote his entire time to the more important matters per¬ taining to the management of the schools. The high school building is not conven¬ iently situated, and in other respects is not well adapted to the needs of the school. The charter has been so amended as to permit the city to furnish text-books and sup¬ plies free to school children. Hastings boasts of “excellent school buildings, and efficient and thorough corps of teachers and the hearty co-operation of the citizens with the school authorities. ” A teachers class, for the benefit of the teachers of the county, is conducted parts of the year, and members of the class frequently inspect the schools and witness the practical application of the principles studied. Annual examinations of teachers are no longer held, but teachers are required to pursue the course of study prescribed by the State Reading Circle. The percentages of enrolment and attendance show satisfactory increase over last year. Jackson. — A physical and chemical laboratory has been recently provided for the high school. Marshall. — The schools are equipped with all appliances necessary for good instruction. The school library contains 500 well-selected reference and miscellaneous books, 150 of .which were added during the year. Besides the general library, it is intended to place in each room a case of books especially suited to the age and advancement of the pupils of that room. Stenography is taught in the high school. Monroe. — The scheme of studies of the high school has been revised and “adapted to the latest requirements for admission to the University of Michigan. Care has also been taken to adapt the course to the wants of those not expecting to enter college.” There are four well-defined courses, each covering four years. Pontiac. — A commercial course, designed to be a thorough preparation for business, has keen added to the curriculum of the high school. MINNESOTA. Duluth. — It is apparent that the progress of the schools has not been as rapid as in the previous year. Private schools have drawn away many who had previously attended the public schools, and contagious diseases have been quite prevalent. A high school building, completed in January last, is an excellent and handsome building. Mankato. — It has been impossible to obtain a rigid classification of pupils, because of the unusual division of the population and the unfavorable situation of the buildings. Small libraries have been established in several of the rooms, in many cases by the efforts of the children themselves. The success achieved in drawing lias been very Pat¬ tering. The facilities for doing high school work are not up to the needs of the town. The out-houses and closets provided are neither private nor comfortable. Minneapolis. — The growth of the schools has been remarkable. The enrolment in the day schools has increased by 2,000, and in the evening schools by 522 over 1885-86. The board has provided for this increase by erecting four new eight-room houses and one twelve-room building, besides extensive additions to those already standing. Even with these additions to the seating capacity it will be necessary to refuse admission to several hundred children or to institute half-day sessions in several of the schools. The lar£e addition to the Central High School, now in course of erection, will, besides sup¬ plying additional seating capacity, furnish the space necessary for the new manual train¬ ing department, a large and well-lighted room for drawing, and a fine assembly room. The basement of this annex has already been fitted up with all appliances necessary for instruction in carpentry, and in February the first class of 30 boys began the work with enthusiasm; all continued to the end of the year. The class spends 80 minutes daily in the shop and 40 minutes in the drawing-room. Nothing but wood-working and me¬ chanical drawing has yet been attempted. As far as may be judged in the short time, the experiment has been highly successful. Plans have, been formed for the organiza¬ tion of a training class for teachers in September next; a course in pedagogy to cover a year has been arranged. It is hoped to extend both the scope and the time of this work in the course of time. ‘ ‘ Arbor Day ’ 7 was celebrated by all the schools with appropri¬ ate exercises. Incidental to the study of music, a juvenile concert was given in April; it was a success in all substantial respects, tending to improve the singing of the chil¬ dren and to increase their interest in the study. The total expenditures of the system were $23,213 more than last year, and closely approached a half million dollars. The regular work of the schools has progressed quietly and prosperously. Bed Wing. — The rules laid down for the working of the system arc complete and prac¬ tical, and the course of study well arranged, though hardly up to the times in some re¬ spects. St. Cloud has issued bonds to the amount of $20,000 for new school buildings. NOTES FROM CITY SCHOOL REPORTS. 263 St. Paul. — An extension of the territorial limits of the city by act of the State Legis¬ lature has brought in the city 3 additional school districts, all of which are sufficiently provided with school facilities for the present at least. The high school department has been particularly prosperous during the year, and its growth has been such that the board has ordered the erection for its use of 14 additional rooms, comprising class-rooms, a chemical laboratory, and apartments for the commercial department and the contemplated manual training school. A great deal of interest has been awakened in the last-named innovation, and its results are awaited with high hopes. Special instruction in music was resumed this year after that branch had remained somewhat neglected for two years. New houses, aggregating $75,000 in cost and containing a total of 1,330 sittings, were added to the system during the year. Attention is being paid to school sanitation, and it will not be long before every building in the city is supplied with all proper appliances for furnishing heat, air, and water. Stillwater. — The number of trustees has been increased from 5 to 7, and their powers of taxation have been enlarged. The method of their election has also been altered, and they are now chosen directly by the people at a special election. MISSISSIPPI. Meridian. — The recently established public schools have continued the sound progress so well begun last year. A general superintendent has been appointed and several new teachers engaged. The inadequacy of the buildings is the greatest hindrance yet to be overcome. The curriculum has been materially changed by the introduction of indus¬ trial branches in the higher grades ; telegraphy, type-writing, drawing, and wood-work¬ ing are studies regularly pursued. A gymnasium has been provided, that physical ex-, ercise may not be neglected. MISSOURI. Kansas City has made wonderful progress in the last few years, and the public schools have kept pace with the growth of the city. Fifty -five more teachers were employed in 1886-87 than in the year before, and for 1887-88 the number has been still further in¬ creased by 50, yet, notwithstanding these additions to the force, the problem of providing for all applicants for admission to the schools still remains unsolved. Three new build¬ ings have been finished since the last report, and others are in course of erection. Meet¬ ings of teachers have been frequent and fruitful of good results. A careful examination of the eyes of the pupils of the schools of the city and of those of neighboring educa¬ tional institutions during the year developed a number of interesting and important facts. It was shown that defective vision is more common in the lowest grades than among more advanced scholars, and that in no instance, except the Kansas State University, is there anything like a gradual increase of optical affections from grade to grade. This fact is taken as evidence that such diseases are necessarily aggravated by school work. Moberly has a well-selected school library of 6.00 volumes, purchased by a club organ¬ ized for that purpose. St. Charles issues its first printed report this year. St. Joseph. — The schools are well attended and prosperous. Notwithstanding the re¬ cently completed additions to three of the buildings, still further extension of the school facilities is needed. The colored schools are in excellent condition and are increasing in numbers and usefulness. Sedalia. — The average attendance has been unusually small this year, owing to the alarming prevalence of contagious diseases. An exhibit of examination papers and specimens of school work at the close of the term attracted a great deal of attention. NEBRASKA. Lincoln. — Eleven years’ work is minutely described in the manual of the public schools for 1886-87. The course includes music and free-hand drawing. Omaha practically tested the free text-book system this year at a cost of $12,000. The board of education has been increased from 9 to 15 members. The school elections will in future be held at different times from the city elections, and at school-houses. Women are now allowed to vote at such elections. NEW HAMPSHIRE. . Dover. — The system of marking and promotion has been radically changed, and upon the teacher the responsibility of promotion largely rests; an appeal may be made from her decision to the sub-committee in charge of the school, and the decision of the sub¬ committee must be final. Not enough attention was paid to light and ventilation in the construction of the buildings, and many alterations are now needed. Salaries of teachers are not sufficient to retain the best. Keene , Town District. — The condition of the schools is already fairly satisfactory, though the system is a new one. Much should be done in the way of repairs. 264 EDUCATION REPORT, 1886-87. Keene , Union District. — The district has lost 317 scholars by the organization of a pa¬ rochial school. The withdrawal of so many pupils disturbed the schools to some extent and required considerable labor to redistribute the remaining scholars. The system, however, has regained its equilibrium, but there are three fewer schools than before. The building of the new $1,300 house and the loss of so many pupils will render the fur¬ ther use of rented rooms unnecessary. An evening school was in session fourteen weeks during the year, and though the attendance was irregular, good progress was made. Roefiester. — An experiment of the town system has been made during the last year. Not enough money is expended for repairs, and some of the buildings are not in proper condition for use. Music is under the charge of a special teacher and is “an assured success. ’ ’ Somersworth. — Two marked changes have been made this year which go far toward perfecting the system. These are the furnishing of all text-books in the grades below the high school, and the introduction of the study of music. Both these innovations have shown themselves to be beneficial, facilitating school work and adding interest to the studies. NEW JERSEY. Elizabeth has organized a central high school. The high schools have hitherto been mere departments of the schools, and the change is regarded as a great improvement in the system. Morristown. — A $20,000 school-house was recently completed. Orange. — An evening class in drawing has been formed and is meeting with good suc¬ cess; with this exception, however, the evening school does not flourish as its supporters hoped, and its continuation is not warranted by the results obtained. The heating ap¬ paratus of two buildings have been improved. The attendance in the schools was 1 per cent, better tlmn in 1885-86. Baliway. — The schools are in good working order and are showing good results. NEW YORK. Albany , with exactly the same enrolment as in the year previous, reports the average attendance as 138 more; even greater improvement than this would have been shown if the accommodations had been more ample. The condition of the schools in respect to discipline was never more healthy than during the past year. The drawing exhibition this year was more than usually interesting, and attracted thousands of visitors. In¬ terest has been awakened in manual training, and a committee appointed by the board to investigate the matter has rendered a report favorable to the adoption of a plan through which it will receive a thorough test. A number of changes have been made in the curriculum of the high school, the practical departments of mathematics and English being especially strengthened, and certain sciences, which in the time allotted to them could be only superficially studied, being eliminated. Aiiburn is erecting a new house for the use of the high school. Its total cost will be scarcely less than $75,000. Of this, $40,000 was borrowed upon advantageous terms from the State. An important departure from the former methods of teaching reading was experimentally tried in the highest grade of one of the grammar schools during the year. The old reader was entirely discarded, and Irving’s “Alhambra” substituted in its stead. The pupils were allowed no previous preparation, and the books were dis¬ tributed just before the exercise was to begin. The plan was not successful at first, but as the pupils became interested in the subject-matter of the book they read with surprising ease and expression. The results were so satisfactory in the end that the plan will be extended to the other schools. The attendance of the children enrolled continues to be regular and punctual as in former years, but the impression prevails that the number of idlers and truants in the city is constantly increasing. The sanitary condition of the schools is excellent. Binghamton. — During the past year the study of vocal music was added to the cur¬ riculum, and a marked degree of efficiency ha§ already been attained. The usual good health of the children is the best evidence of the good sanitary condition of the build¬ ings and their surroundings. Brooldyn. — Substantial improvement has been made during the last 5 years in many respects, as the statistics show. Better grading has been secured, and although the re¬ quirements for promotion have been made more severe with each succeeding year, the proportion of those promoted to the average attendance is steadily increasing. Thor¬ oughness in the primary grades is an important factor in securing this result, and es¬ pecial precautions are taken in promoting the primary pupils. The effect of this is seen in slightly decreased proportion of promotion to the grammar schools. By the use of judicious methods the numbers in the higher and lower grades have been nearly cor¬ rectly adjusted. Since 1882 a great deal of time and thought has been given to the re¬ vision of the course of study. The superintendent has visited other cities and examined NOTES FROM CITY SCHOOL REPORTS. 265 the methods and means in vogue in other places. The result of his labors has been sub¬ mitted to the board of education. The main object of the new course is to lessen rote work and cramming as far as possible, and to secure more thorough grading. In July, 1886, the curriculum of the Central School was extended by the adoption of a three-years’ language course and the extension of the commercial course from 1 to 2 years. This school is not yet a full-grade high school, since no branches are taught save those neces¬ sary to fit young ladies for teaching, and to prepare young men for the every-day affairs of life. The evening schools appear to prosper; the average attendance is greater by 109 than last year. The training school for teachers, established in 1884, has achieved such success that the opening of another of the same kind is considered advisable. A change was recently made in the method of examining teachers for “A” or grammar school certificates. Formerly those selected for promotion from the primary grades were sub¬ jected to a special examination, but by the late rule all eligible for promotion are ex¬ amined at stated times, and selections are made from the number who pass to fill the higher positions. The accommodations are fairly adequate, the whole number of sit¬ tings being greater than the whole number in average attendance, but the three lowest primary grades are overcrowded to such an extent that in some cases half-day classes have been necessary. Four buildings were erected during the year, and are said to be admirably adapted to their purpose. The annexation of the town of New Lots to Brooklyn gave the board jurisdiction over 6 new schools. The increase in enrolment over 1885-86 is 2,296. Canandaigua . — A board of education was elected in December last, but no radical changes were made until the close of the school year. Then the plans were perfected for a complete overhauling of the system. The schools were regraded and an academic department, introducing all the studies of the advanced regents, established. New and better text-books will be substituted in proper time. With school buildings in good re¬ pair, and with good laboratory facilities, the prospects of the re-organized schools seem particularly bright. Glover sville. — Instruction in drawing has been given in all grades with highly gratify¬ ing results. The regents’ advanced examinations have been introduced and the passing of two of them made a requisite for graduation. The enrolment and attendance for 1886-87 exceeded those of any previous year. Many of the school-rooms are small and badly ventilated. Hornellsville. — The facts of importance mentioned in the report for 1886-87 are shown in our statistical tables. Ithaca. — A business department is to be added to the advantages offered by the high school. The special instruction in penmanship in all the classes promises to become a marked success. The average attendance has been slightly below that of the preceding year on account of the prevalence of diphtheria in the autumn of 1886. Jamestown. — Prominent in the catalogue of the city schools appear the departments of physical culture and industrial training. Printing, stenography, type-writing, cabinet¬ making, sewing, and knitting are taught. Kingston, — The attendance has not, for various reasons, been as good as last year, but the character of the instruction given was better than ever before. By a new law, the district will receive over $600 more than at present from the State. The academy con¬ tinues to maintain a high standard of excellence, and is practically self-supporting. Of the five buildings, all save one are in prime condition. Lansivghurg. — Accommodations are entirely inadequate. Not more than 1,000 pupils can be comfortably seated, while there are 3,131 persons of school age in the town. Thirteen hundred and five of these were enrolled in the schools during the year. The free text-book system was adopted at the last town meeting and has proved to be a com¬ plete success, facilitating school work and costing less than 45 cents per scholar. Lyons has employed a special teacher for writing. New York. — There are 305 schools under the supervision of the board of education, 6 of which were added during the year to provide for the increase of 4,299 in the number enrolled. The corps of teachers has been increased by 104, and the average attendance was 2,619 more than last year. Three new buildings have been completed, additions to the 3 others have been furnished and occupied, and 6 houses owned by private parties have been leased, all of which has increased the seating capacity by 8,115. Improve¬ ments have been made in the heating and ventilating apparatus as far as the funds ap¬ portioned would allow. In pursuance of the fixed policy of the board, the number of 2-department schools has been increased until now only 24 of the 83 grammar schools remain 3-department schools; a primary school, a male grammar, and a female grammar school being each designated a department. The examinations of the assistant superin¬ tendents show that of the 2,982 classes in the primary and grammar schools, the instruc¬ tion in 2,376 is excellent, in 591 good, and in 15 fair. Of the principals whose man¬ agement is recorded, 94 per cent, are graded excellent. In most of the schools the order 266 EDUCATION REPORT, 1886-87. and discipline are especially satisfactory, and the punctuality of the pupils is highly commended. The subject of industrial training has occupied a large share of the atten¬ tion of the board during the year; the committee on course of study and text-books has been directed to thoroughly investigate the subject and, with the aid of the city super¬ intendent, examine the working of the system in the various cities of the country where it has been adopted, as well as in the cities of Europe.1 The elements of geometry have been introduced in the highest grammar grades to give pupils an idea of the purely logical arrangement of thoughts and to equip them with a few facts that will assist them in the study of mensuration. The use of supplementary readers is becoming common; their proper use is favored. The subject of physiology and hygiene has received in¬ creased attention during the year and much permanent good has been - accomplished. Yocal music is steadily gaining ground, both in proficiency in reading and executing music and in the improvement it is working in the perception of sounds. Some 9,193 pupils study German, and 2, 029 are in the French classes, requiring for the two lan¬ guages 29 special teachers. With the increasing excellence of the instruction in modern languages in the Normal College, and the requirement that the regular teachers must be proficient in music and drawing, the need of special teachers becomes constantly less. Indeed, it is already recommended that the specialists in the two last subjects be dispensed with altogether as such. The Normal College is growing in popularity, and the pressure for admission continues to increase. Seventy-five per cent, of its graduates have held positions in the city schools. The establishment of a reformatory school is needed for the proper enforcement of the compulsory education law, and is earnestly recommended. The evening schools continue to flourish; one-fourth of the pupils in attendance are foreigners studying the English language. Statistics of juvenile crime furnished by the records of the police department, before and after the passage of the compulsory, educa¬ tion act, present a strong argument in favor of that measure. The number of offenses committed by persons between 8 and 14 has decreased nearly 50 per cent. Newburg. — The opening of the new academy building vies with the introduction of manual training and the free text-book system for the honor of being the most impor¬ tant event of the year. The academy was opened with interesting ceremonies in Sep¬ tember, 1886. With this important addition, the accommodations are more than suffi¬ cient for the accommodation of all pupils. There are now sixty-two rooms under the control of the board, and all are in good condition. Rooms have been fitted up and all necessary tools provided for instruction in carpentry. One hundred and fifteen boys, di¬ vided into ten sections, take one lesson each week, and are very enthusiastic. Sufficient time has not yet elapsed to j udge the results. Though the free text-book plan has had as yet only an incomplete trial, it is clear that it teaches habits of care; one principal at¬ tributes the increase in attendance in his school directly to this cause. The abolishment of corporal punishment has not increased the number of mischievous children. Borne. — Two additional teachers were employed this year, and these, with other extraor¬ dinary expenses, increased the total expenditures to more than $1, 700 more than last year. The arrangement of the buildings is faulty, and the accommodations they afford are in¬ adequate. Saratoga Springs. — Diphtheria and measles among the school children caused such a falling off in attendance during the winter that some of the schools were almost broken up. After a trial of six weeks the no-recess plan was adopted, and has been quite favor¬ ably received by teachers and pupils. The discipline of the schools continues to improve. Seneca Falls. — A new school building has been erected, but the board claims that the terms of the contract were not fulfilled and refuses to accept it. A suit is now pending in the courts. The scientific apparatus, hitherto of little value, will soon be materially increased. Syracuse. — The school system has been extended to take in seven additional schools in the suburbs and two primaries recently opened in remote parts of the city. One new building was opened during the year to replace the structure burned during 1885-86. The hygienic condition of the houses is not what it should be in the majority of in¬ stances. In only seven of the twenty -seven buildings are proper arrangements provided for heating and ventilation. The high school shows steady and decided improvement. The school library shows a net increase of nearly 800 volumes, and now numbers 18, 062. Troy. — Though no protracted interruptions have occurred like those of the two pre¬ vious years, the progress and condition of the schools in 1886-87 can hardly be consid- 1 Since the publication of the report from which this information is obtained, the committee has rendered an exhaustive and valuable report, in which the subject is thoroughly reviewed, and the effects set forth. The committee estimates that the introduction of the system in all the schools would cost $128,500 the first year and $89,500 each succeeding year — this to include all the cost of in¬ struction of all boys in the grammar and primary departments in carpenter work, of all girls in cooking and sewing, and of both sexes in modelling in clay, construction work in paper and paste¬ board, and drawing to scale. The committee favors the introduction of such training in all the schools. In October, 1887, the board decided to make the experiment in 6 schools before adopting the system for all. 26? NOTES I’KOM CITY SCHOOL KEP02TS. ered entirely satisfactory. The school, law, and finance departments of the city govern¬ ment were not in accord, and the schools suffered. In the discussions that followed the stirring up of municipal affairs, the schools were subjected to much unjust criticism. The uncertainty concerning money matters during the winter also had a detrimental effect. In March the entire corps of teachers was dismissed, but was subsequently re¬ engaged. These events created unrest, and though all ended well, the school work of the year was not as satisfactory as it would have been without their occurrence. The growth of the schools is slow and hardly commensurate with the growth of the city. It is estimated that there are 2,000 children in the city under fourteen years who receive no instruction. The enrolment for the year has been 113 greater than last year, but 1,476 more days were lost by absence than in 1885-86. The accommodations are sub¬ stantially the same as last year, the only addition reported being one hundred new sit¬ tings. The methods of work in drawing and in vocal music have been subjected to re¬ vision and improvement. In drawing a course has been adopted which looks wholly to the industrial features of the study while continuing all the advantages of the system formerly in use. Physiology in the grammar schools, and English literature and natu¬ ral history in the high school have received increased attention. Utica. — The schools show an average increase of 137 pupils per year for the last twenty years. The attendance also shows a constant and satisfactory improvement. The ac¬ commodations are not sufficient, and in too many cases the houses are ill adapted to the uses to which they are applied. The evening schools have been more than usually suc¬ cessful ; good order has prevailed and excellent work has been accomplished. A special teacher was placed in charge of penmanship during the year, and the work done under her direction has been much more satisfactory than was ever obtained by the former method of instruction by the regular teachers. Watertoivn. — The schools are in a prosperous condition, with an enrolment increased by 196 and the average attendance increased by 157 over last year. The number of cases of tardiness shows a considerable increase. The condition of the school property is gen¬ erally good. NOKTH CAEOLINA. Raleigh. — The patronage of the schools has largely increased during the year. A new school building has been erected by private parties and leased by the school committee for a term of 20 years. The use of the rooms rented in the business portion of the city will be no longer necessary. Additional teachers have been employed, and the force is now sufficient for the instructipn of all pupils enrolled. The attendance in the colored schools has also increased, and it has become necessary to employ assistant teachers for several of the grades. The discipline steadily improves and is now fairly good. A high school department is needed ; the course at present covers but 9 years. OHIO. Alliance school facilities have been greatly improved during the last few years, and are at present in quite a satisfactory condition. The teachers are as a rule well qualified and faithful. Ashtabula completed in time for use this year a handsome school-house whose total cost amounted to $33,000. Canton. — The event of the year was the dedication of a magnificent new high school building in April. Such a building had long been wanted, and when it was finally com¬ pleted, elaborate ceremonies were arranged for its reception by the board and people. It covers nearly 15,000 square feet of ground, is 3 stories high, besides the basement and bell tower, and is believed to be one of the best warmed and ventilated buildings in the State. “Nothing was left undone to make it what it ought to be in every respect.” The total cost was a few dollars less than $100,000. The enrolment and attendance each shows an increase of 1 per cent, over last year. The number of cases of tardiness has decreased by 46. In the high school an English course has been established and pupils may choose between that and the regular course. Chillicothe. — The school library contains over 10,000 volumes, and is supplied with standard periodicals, newspapers, etc. There are special German and writing depart¬ ments. Cincinnati. — The year j ust passed has been prolific in changes and improvements. Per¬ haps the most important of these regarded the appointment of teachers and the super¬ vision of the schools. Until this year, “local trustees ” nominated all teachers for the schools of each district, and were charged with certain supervisory duties. The plan recently inaugurated entirely abolishes these local committees, and places the appoint¬ ment of teachers and the supervision of the schools under the direct control of the board of education. Another sweeping change was the abolishment of examinations as tests of fitness for promotion. According to the scheme now in use, pupils of the several grades are promoted primarily on their proficiency in the several branches, as shown by the 268 EDUCATION REPORT, 1886-87. teacliers’ recorded estimates, duly approved by the principal. These estimates are made without the daily marking of recitations, and without the use of stated examinations. The course of study has also come in for its share of the alterations, and an entirely new course has been outlined for next year’s work. Columbus. — The work done in the construction of new buildings has not kept pace with the rapid increase in the population of the city. Several of the school-houses are now overcrowded for the first time in 16 years. The growth of the school library is gratify¬ ing. Arbor day was observed with elaborate ceremonies. The results of a thorough ex¬ amination of the eyes of the pupils of the schools indicate that 22 1 per cent, of all the children enrolled suffer some form of optical affection. Dayton. — The finances of the board continue to be in excellent condition, and the pros¬ perity of the schools is apparent and gratifying. The night schools have met with only a modicum of success, and their results are not such as to arouse enthusiasm. Drawing has been discontinued in the high school. Lima. — Ground has been broken for a handsome building, which is expected to be the most commodious and best adapted to school uses in the city. Natural gas as fuel has been introduced in the school buildings, and its use, it is thought, will be a material ad¬ vantage. The attendance during the year has not been up to the usual standard owing to the presence in the schools of a new element, which deems regular attendance a mat¬ ter of minor importance. Zanesville. — The high school course has been lengthened to four years. OREGON. Portland. — Four new rooms have been opened and four additional teachers employed. All the school buildings in the city were repainted and repaired during the year. An apparent decrease of 700 in the school population is explained by the defective methods of enumeration employed. The average number belonging was larger than in any preced¬ ing year. The plan of electing teachers annually has caused a great deal of dissension among the teachers, and undoubtedly impaired their work. It will probably bo changed before the next year. Salem. — One of the finest wooden school edifices in Oregon has just been completed here at a cost of $50,000. PENNSYLVANIA. Beaver Falls adopted the { ‘ half-day session ’ ’ plan for relieving overcrowding in primary grades this year. The plan was fairly successful and will be continued. Natural gas has been introduced as fuel, and the results are better heat and better ventilation than could ever be secured before. Chambersburg. — The new course of study put in operation at the beginning of the year has been found to be well adapted to the needs of the schools. The work done was satisfactory as a whole — many defects of former years having been remedied or re¬ moved. Harrisburg. — “The board of control has dispensed with music in the schools and or¬ dered the same to be stricken from the course of study in all the grades. ’ ’ Johnstown. — The schools suffered no serious liinderance to progress this year. The course of study has been rearranged for next year’s work. At the fourth annual drawing exhibit at the end of the term there were displayed the most meritorious specimens yet exhibited. Norristown. — The year has been a profitable one to the schools of this city. Six hun¬ dred and five admission tickets were issued to new scholars; a fact that shows a consid¬ erable change in the school population. A resolution has been passed to employ a spe¬ cial teacher for music. New Castle. — A small paper is issued quarterly, under the direction of the superintend¬ ent, in the interest of the schools. Tardiness causes a great deal of trouble. Philadelphia. — The results of the labors of the board of education for the past 10 years are becoming evident in the greatly improved and very satisfactory condition of the schools. Much of the progress made is accredited to the working of the system of super¬ intendence inaugurated 4 years ago. Perhaps one of the most important tasks under¬ taken under this regime, was begun during the year just passed — that of securing uni¬ formity of instruction in all the schools. The preparation of all examination papers in the office of the superintendent is expected to go far toward the accomplishment of this desirable object. A general increase of $50 per annum in the salaries of teachers is another step which will undoubtedly lead to improved instruction; this may also be said of the adoption of the pla n of increasing salaries in various departments upon the basis of term of service. A difference yet exists in the pay of instructors in the different de¬ partments, but it is probable that the time is close at hand when the rank of primary teach¬ ers will be equal to that of the secondary and grammar school teachers. Until recently the city has made annual appropriations for the support of kindergartens controlled by NOTES FROM CITY SCHOOL REPORTS. 269 a society of citizens, but within a few months the sub-primary schools have come under the direction of the board of education. They have been thoroughly reorganized, and a code of rules and regulations prepared that will effectually bring them into the city sys¬ tem. The instruction in sewing in the schools is believed to be more extensive and thor¬ oughly organized than in any other city in the country; the results have been of the most gratifying character. The system of training in the Manual Training School is excel¬ lent; a new brick building, fitted up as a blacksmith shop and foundry, has been added to the facilities of the school during the year. Material changes have been made in the exercises of the Industrial Art School, which have resulted advantageously to the instruc¬ tion and comfort of the pupils. The Girls’ Normal School, which really includes a girls’ high school with a 3 years’ course, besides a post-graduate course of 1 year for profes¬ sional training, is filled to its utmost capacity; 167 of its graduates were appointed to teachers’ positions during the year. Marked improvement continues to be perceptible in the evening schools; the annual appropriations for their support have steadily in¬ creased from $30,000 in 1880 to $35,000 in 1886. Shenandoah. — The new course of study prescribed for next year shows careful prepa¬ ration and a judicious arrangement of studies. Considerable attention is paid to physical exercise. South Bethlehem. — The schools have lately been re-graded. The free text-book system is favored and will probably be adopted during the next year. West Chester. — A handsome building of 12 rooms has been erected during the year and will be ready for occupation at the beginning of next term. Arithmetic receives espe¬ cial attention in the schools. Willces-Barre. — A satisfactory reduction in the number of tardinesses is reported. Two new primary schools have been opened and several changes have been made in the lowest grades, the object being to equalize the number of pupils to each teacher and to secure better instruction. The general order of the schools is excellent. The high school is crippled and its work made less satisfactory by the lack of a sufficient number of teachers. Fire escapes have been erected for 3 of the buildings and a system of elec¬ tric bells has been put in each of 3 others. Williamsport reports the organization of 3 additional schools, in one of which the stud¬ ies of the lower high school grades are taught. The accommodations are ample, but the location of some of the buildings is objectionable, and it may be necessary to build new houses soon on that account. The practice of holding elections in school-houses causes much annoyance, as the schools must be dismissed two days in each term for that reason. The attendance is good and the number of cases of. tardiness has materially decreased. An alumni association was organized by the graduates of the high school, and annual meetings will be held in the future. ERODE ISLAND. Bristol. — The primary schools were badly crowded during the summer term, and in order to make room for new scholars coming in at the opening of the fall term, the high¬ est primary grades of all the schools were placed in charge of teachers of the lowest inter¬ mediate grades, thus placing double work upon those teachers. This plan was not just to either teachers or pupils, but was the only remedy at hand. In December last a change was made in the high school course, making it simpler and more practical. Cranston schools have suffered considerably from various causes during the year. Measles and other children’s diseases have reduced the classes in some instances to a single individual. The residents of District No. 7 have erected a spacious and hand¬ some school edifice, which will be occupied at the opening of the next term. Cumberland. — Nearly $400, received from the city and State for apparatus, was in¬ vested in books, maps, charts, etc. It appears that the buildings are not properly cared for, since two or three comparatively new ones are in such a condition as to be hardly habitable. A resolution has been passed to pay teachers monthly. Drawing has been introduced and teachers are preparing themselves to teach it. East Providence. — Much inconvenience and trouble have resulted from want of school rooms, and resort has been necessary to temporarily rented rooms, which were not suited to school uses. Drawing has been introduced, and its study has awakened a great deal of interest in both teachers and pupils. Johnston. — A high school was organized in September last, and was conducted for 30 weeks with an average attendance of 25. Its prospects are good for continued suc¬ cess, although in the absence of a well-defined course of study in the lower schools, it is quite difficult to prepare scholars for admission. Most of the buildings are old and by no means as good as should be furnished for school purposes. Newport. — One of the old school-houses has been abandoned and sold, and its pupils were transferred to an elegant new building, whose use will also allow the reduction of the other schools to the proper size, A radical departure has been made in the matter 270 EDUCATION REPORT, 1886-87. of school furniture by purchasing combined single desks and seats in all cases where new furniture has been required. More system will in future be observed in the em¬ ployment and duties of janitors. Pawtucket. — Substantial improvements in more than one respect have annually been reported for several years past, and the last is not an exception to the rule. Perhaps in the general increase of teachers’ salaries appears the most important gain of the year; then, naturally following the improved work which must have been a result of such a measure, comes increased attendance and further expansion of school facilities. A new $25,000 edifice and another house containing 4 rooms were opened for the admission of scholars at the beginning of the school year, and next term will see the completion of still another handsome building. A training school for teachers has been established and is expected to add much to the efficiency of the corps. The work in music and drawing has been systematized and better graded. South Kingston schools do not appear to be worthy of the highest praise. The in¬ structors are not all of that high professional character that the best interests of a school system demand, nor is the length of the school year, sufficient for the accomplishment of the best results even under more favorable circumstances. A superintendent was employed during the year, but his labors were evidently not appreciated. Westerly.— Commendable progress has been made during the year and the general condition of the schools is highly spoken of. A well-appointed primary school-house has been completed and improvements of a substantial character have been instituted in older buildings. Truancy is too common and steps are being taken to abate it. The abolishment of the district system and the establishment of an evening school are among the improvements recommended. Woonsocket. — A proposition has been received from the conductor of one of the French parochial schools, offering to place his school under the supervision of the school com¬ mittee for four hours daily. The superintendent thinks the acceptance by the town of this proposition would tend to improve the parochial schools, and sees no impropriety in endorsing it. The results of the evening schools are not entirely satisfactory, and means of improvement are being sought. The study of music under a special instructor was begun this year, and all are enthusiastic in its praise. The compulsory education law, with its provision concerning the employment of children, is not enforced universally in the State, and consequently in this town, where it is enforced, it operates unjustly to the schools and to the manufacturers. The latter are deprived of the child labor that those of adjacent towns get, and the schools are injured, because children can work in establishments close at hand, but outside of the j urisdiction of the truant officer. SOUTH CAROLINA. Columbia. — Constant improvement is being made in the schools from year to year. The attendance shows a considerable increase over last year, and the improvement in this respect would have been still greater had not lack of room obliged the superintend¬ ent to refuse admission to several applicants. The division of the lower grades into morning and afternoon sections resulted in the saving of $1, GOD without detriment to the instruction of the children. TENNESSEE. Chattanooga. — The schools are popular and prosperous; the percentage of enrolment to population is high. Two high schools are maintained, one for white and the other for colored pupils; sixteen graduates from these received diplomas last year. Jackson. — The city authorities cordially co-operate with the board of education to make the schools successful. The session just closed was the best in the history of the system in enrolment, attendance, and in the general average of the pupils for proficiency. The age for the admission of children has been raised from six to seven years. Memphis. — In school work this has been the most satisfactory since the advent Of the present management. An examination of the eyes of the pupils of two schools has been made, revealing the fact that a large number of them suffer from eye-strain or near¬ sightedness. The proportion is much larger in the older building. Thirteen schools in the primary department were conducted on half time this session. Nashville. — Comparison with previous years shows a considerable increase in the per¬ centage of attendance, but the enrolment has not increased in corresponding ratio with the Scholastic population of the city. For this, the presence of a large number of excel¬ lent private schools is mentioned as the probable reason. A school building capable of seating 1,000 pupils, handsome in design, and modern in all its appointments, was com¬ pleted in September last. Another building similar to this in design and construction, though somewhat smaller, vvill be ready for occupancy at the coming session. The in¬ struction in music, penmanship, and drawing is satisfactory and thorough. Union City no longer requires an incidental fee from school children. NOTES FROM CITY SCHOOL REPORTS. 271 TEXAS. Brenham. — The public schools have obtained such a hold that at the beginning of the year the German- American Union abandoned its private school, and rented the building to the board at a nominal rate. The legal school age of the city has been changed from six to sixteen to seven to seventeen. El Paso. — From a beginning of 68 scholars in March, 1883, the public schools have rapidly grown in importance. A handsome $20, 000 building has been completed and furnishes excellent opportunities for successful school work. This building has been crowded this year, and at least two additional rooms are heeded. It is said that the teach¬ ers are better paid than those of any other city in the State. Fori Worth. — It is expected to introduce drawing and vocal music next year. Galveston.— The condition of the public schools is entirely satisfactory. The first class to graduate from the high School received diplomas last June; it numbered twenty-two, all ladies but one. The proportionately small number of boys in the higher grades causes some Solicitude. Houston teachers are enthusiastic in their efforts for self-improvement, and take great interest in their meetings and their library. A new building was opened during the year. Palestine school facilities are adequate for the accommodation of all the children in the city. Irregularity of attendance is still the greatest difficulty to be overcome. Sherman. — The schools were opened in September as usual, but owing to the preval¬ ence of dengue, regular work was not begun until November. Industrial drawing was made a regular study during the session, and the results obtained were such as to jus¬ tify its continuance. The appointment of one of the teachers in each school as princi¬ pal has provided the local Supervision necessary to make each school a compleite organ¬ ization in itself. Waco. — The year has been characterized by the rapid growth and improvement of the schools. The organization, discipline, and instruction are better With each succeeding year. An increase is noted in enumeration of 15 percent., in enrolment of 13 per cent. , in regularity of attendance of 3 per cent. , and in the value of school property of 100 per cent. A large sum of money has been expended for new buildings. Roomy additions are nearly complete to two of the houses, and the fine central high school building, begun a year ago, Will be ready for occupation at the opening of next session. The first class graduated from the high school last June, and was the occasion of much congratulation. A literary society was organized during the year and already finds great favor, VERMONT. Bennington.— Antagonism to the graded school system is fast disappearing and little opposition to the schools now exists. The character of the instruction is generally satis¬ factory, and the schools are in goOd condition. Unnecessary absences and truancy reduce the average attendance at least 12 per cent. The course of study for all the schools has been carefully revised. In the high school more attention will be paid to the English language; a general course of three years and a business course of two years are inno¬ vations. Yocal music was introduced in all grades. Rutland. — An additional building to cost $12,000 is soon to be erected, and by its archi¬ tectural beauty will be an ornament to the town. The course of study has been syste¬ matically revised. Important among the changes introduced are the study of music in all grades and of drawing in the primary department, and the extension of the grammar school course by one year. Public interest in educational matters has greatly increased recently. VIRGINIA. Richmond. — Three new buildings Were begun during 1885-86, and it was expected to complete them during the year j list passed. Staunton.— The public schools are well organized and thoroughly graded. The sys¬ tem comprises primary, grammar, and high schools. WISCONSIN. Barahoo. — There are seats in the three substantial school-houses for 1,000 pupils. A small library has been established. The scholars of the high school publish a monthly paper devoted to the interests of the schools. Berlin offers instruction covering 14 years, of which the first is to be devoted to kin¬ dergarten and preliminary work before entering the primary school. Text-books are owned by the city, and may be rented by pupils for a year or term at moderate prices. Green Bay. — The adoption of the free text-book system is being considered. The evening school established 1885, and so successful that year, was but poorly attended 272 EDUCATION REPORT, 1886-87. during the past winter. A committee of 14 citizens has been requested by the board of education to inspect the schools during the next year. Janesville. — A steady growth is perceptible in attendance, though but 52 per cent, of the school population attend any school, public or private. A library of 164 volumes was provided by the board during the year. Preparation has been made for the erec¬ tion of a two-story steam-heated building of 6 rooms. The cases of tardiness and cor¬ poral punishment were much fewer than in the previous year. La Crosse. — The schools have been so economically administered this year that the cost per pupil was less than it has been for the last ten years. The experience of another year adds to the popularity of the free text-book system, no objection whatever being urged against it. Manitowoc. — A course of study has been prepared and adopted, and will be used from the beginning of the next term. Neenah buys all school books and sells them at cost to those pupils who are able to buy them, and furnishes them gratis to those who cannot afford to pay for them. This system has been in operation for seven years, and gives entire satisfaction, no change being considered advisable. The year has been marked by good, healthy progress. Oshkosh schools are not as perfect in their organization as they should be; to the de¬ fective method of supervision is laid the blame for the shortcomings of the system in this respect. The rule relating to promotions has been altered, so that the standing of the pupils in “ weekly oral reviews ” is of as much importance as the percentages ob¬ tained in the final examinations. Night schools were in session 4 mouths during the winter, with an enrolment of 80 and an average attendance of 60; $1 per month was charged each scholar. Supplementary reading receives considerable attention. A ref¬ erence library has been established for the high school. A new building, representing a cost of $20,000, was completed and occupied in September last; it contains approved appliances for supplying heat, pure air, etc. Excepting in this building, the methods of heating and ventilation are at best of questionable utility. Racine reports the enrolment decreased by 43 — caused by the opening of a parish school in the vicinity of one of the city schools — and an increase of 44 in the average attendance. The city limits have been extended and a new school opened; the employ¬ ment of two or three more teachers will therefore be necessary. Salaries have not been sufficient to hold several experienced teachers. A new building has been provided for, and advertisements have been inserted in the local papers inviting bids upon it. The school discipline has been in general effective and praiseworthy. THE TABLE OF COMPARATIVE STATISTICS OF CITIES. [ Table 19, Page 274.] The following table, introduced in this Report for the first time, is intended to present, in the most available form for comparison, the statistics of the 518 cities and towns that have forwarded returns to this Bureau. The plan of its preparation is similar to that adopted in the table of comparative statistics of State school systems in the Report for the year 1885-86. The population of each city between the ages of 6 and 14 is taken as the principal basis for the calculations concerning that city. It is to be regretted that so many cities, especially in the States of Louisiana, Maryland, Minnesota, and Penn¬ sylvania, cause no school census to be taken; for unless the number of children of legal school age be known, it is not possible to compute with accuracy this all-important factor for comparison. In the main, the columns comprise averages and ratios that have been frequently util¬ ized before in school statistics, and the methods of calculating may be readily understood. Column 6, however, may have an unfamiliar appearance, and may require some expla¬ nation, as it has not been previously used. The figures there shown were obtained by dividing the “ total attendance in days ” of eachjcity by the corresponding “population 6 to 14.” The result forms a uniform basis upon which the amount of instruction given in all cities for wrhich it is recorded may be compared. It shows the number of days all persons between 6 and 14 years of age in each city may have attended the schools, had their benefits been conferred upon such persons only. In importance this column must be ranked even above that showing the “ratio of average attendance to population,” for while the latter is an excellent test of the quality of the instruction imparted, it is powerless to show the quantity. The schools of a city may have been in session for only 80 days, and during that time may have maintained a high ratio of attendance. Yet, it would be manifestly wrong to rate the educational work done by such a city above that accomplished by another whose schools were in session for twice as many days, even REMARKS ON THE CITY TABLES. 273 if the percentage of attendance in the latter be somewhat smaller than in the former case. In indicating, then, both the length of the school year and the attractiveness of the teaching, the value of Column 6 is apparent. To show what proportion of the sittings needed by a system of schools is actually provided, is a task of much difficulty. The number of sittings to each 100 pupils enrolled, and the number to each 100 pupils in average attendance, are shown, as be¬ ing nearer to the desired result than any other ratio available. It is not generally necessary that there should be as many sittings as there are pupils enrolled during the entire year, but it is essential that there should be a seat for every child who actually belongs to the schools at any one time, and naturally there should be more sittings than there are pupils in actual attendance. Then, when it is remembered that it is beyond the limits of possibility to always adjust the size of the classes and the capacity of the rooms with such nicety that there will be no surplus of either pupils or desks at any point, the importance of having a much larger number of seats than the number of children in average attendance will be further emphasized. While the figures presented do not afford a satisfactory answer to the question as to the adequacy of the school ac¬ commodations of a city, they are amply sufficient for purposes of comparison. It cannot be accepted as a rule that the instruction is best in those cities in which the “ number of pupils in average attendance to each teacher ” is smallest; yet, there is a point in the size of classes beyond which it is not well to venture. It may be safely as¬ serted that when the average for a full-fledged system of schools, embracing grammar grades and high schools, rises above 50 pupils to each teacher, the children lose, in the character of the instruction they receive, much more than the city’s treasury gains in the saving effected. From the nature of things, 50 pupils in average attendance per teacher for a school system generally means about 65 children in average attendance to each teacher in the primary grades; and 65 children in average attendance generally means the fre¬ quent attendance of fully 80 young children upon the instruction of a single teacher. It is not believed that any teacher, however efficient, can do full justice to this number of children. In view of the frequently expressed demand for a larger proportion of male teachers in the schools, Column 11 is of considerable value. It will be observed that as a rule the proportion of males is larger in cities of moderate and small size than in the largest cities. The reason for this is obvious. Male teachers form 3.6 per cent, of the entire force in Philadelphia; 4.2 per cent, in Chicago and Brooklyn; 5.8 per cent, in New York; 5.9 per cent, in New Orleans; 7.5 per cent, in San Francisco; 11.9 per cent, in Baltimore; 16.6 per cent, in Cincinnati. The percentage in a number of the smaller cities is above 30. In Baton Rouge, La., it rises to 42.9; in South Easton, Pa., to 44.5; in Union City, Tenn., to 46.2. It is well to consider Column 16 in connection with those which follow. The wealth of a corporation must be known in order that the schools it supports may be fairly judged. A difficulty arises in this connection, however, which it is not easy to over¬ come. The methods of assessment employed vary greatly. In some cities, property is assessed at its full value, while in others the assessed valuation is not more than one- tenth the actual cash value. With such differences to contend with, it is apparent that comparisons involving this quantity must be made with caution, especially when the cities compared are of different States. Columns 20 and 21 indicate the direct cost to any city of its schools, per capita of scholastic population and average attendance. Column 22 shows, practically, the city tax rate for the schools, the costs of collection not being considered. 18 ED 274 EDUCATION REPORT, 1886-87. Table 19, Part I. — Comparative statistics of city public school systems for 1836-87; computed from returns made to the United States Bureau of Education. City or town. Eatio of enrolment to popu¬ lation 6-14. Eatio of aver¬ age daily at¬ tendance to — Average number of days at¬ tendance of each person enrolled. Equivalent to attendance of each person between 6 and 14 for— Number of sittings for study to — Average number of sittings to a building. Population 6-14. Enrolment. Each 100 pupils en¬ rolled. Each 100 pupils in 1 average attend¬ ance. a * 3 4 5 6 7 8 9 ALABAMA. Per ct. Per ct. Per ct. Days. Days. 1 Birmingham . 205.2 95.7 46.6 83.1 169.3 70.1 150.3 249.3 2 41.2 36. 3 83.1 159.5 65.7 3 42.4 67.9 125.9 350.0 4 Selma . I.... . 49.9 36.7 71.9 129.4 66.1 *87.8" 122. 0 369.0 5 Talladega . 75.8 49.2 65.0 121.5 92.1 126.9 195.3 125.0 ARKANSAS. c 126 0 77 6 Cl. G 117. 0 147.5 7 92. 0 65 5 71.2 83.6 117.5 190.0 8 Little'Eock . 74.3 46.8 63.0 108.4 80.6 88.9 141.2 215.8 CALIFORNIA. 9 Los Angeleg . 108.1 65.0 60.2 99.9 103.0 72.2 119.9 208.5 10 Marysville ................... 106.8 79.4 74.3 11 Oakland . . . 107.7 76.8 71.3 145.5 156.8 84.1 117.9 500.0 12 Sacramento . . 79.9 74.8 93.6 177.9 142.2 113.6 121.4 284.6 13 San Francisco. ............... 81. 3 58.8 72.3 157. 6 128. 1 14 San ,Tos6 ..................... 108.8 70! 6 64.9 128.2 139. 5 COLORADO. 15 Aspen . 186.0 153.8 82.7 118.2 219. 9 81.6 98.8 200.0 16 Colorado Springs . . . 174.4 102.3 58.6 106.5 185.8 75.8 129.3 144.8 17 Leadville . 107.4 63.3 53.9 92.2 99.0 122.1 207.5 375. 0 18 Pueblo . 137.0 79.8 58.3 104.9 143.7 99.9 171.3 168.8 CONNECTICUT. 29 Bridgeport _ _ 115.5 84.3 73.0 90.5 124.1 349.6 20 Bristol . 142! 6 9l! 4 64! 1 128.2 182.9 111.3 173.3 113.2 21 Enfield . 95.0 65. 1 68.5 119.7 174.9 89.1 22 Greenwich . 122.5 54.5 44.5 88.9 108.9 118.0 265.3 90.6 23 G roton ....................... 133.4 84.5 63.4 116.2 155.0 24 Hartford . 109.3 72.3 66.1 126. 9 138.7 95.3 144. 1 407.1 25 ICillin ndy _ _ _ _ 117.9 93.5 80.0 26 Manchester . 124.8 77.5 62.1 119.9 149.6 82.5 132. 9 135.0 27 Meriden . 109.5 72.3 66.0 132.0 144.5 79.8 120.9 191.0 28 Middletown . 100.0 72.2 72.2 144.0 144.4 106.6 147.7 350.0 29 Naugatuck... . 122.8 75.2 62.0 124.0 150.5 97.2 156.7 97.0 30 New Britain . 79.9 59.6 74.6 141. 7 113. 2 108.4 145. 3 223.5 31 New Haven . 125.3 86.5 69.0 138.0 172.9 79.9 120.7 323.9 32 New London . 133.0 100.9 74.2 144.6 196.7 88.3 119.3 265. 4 33 Norwalk . 129.8 86.9 66.9 131.2 170.4 93.3 139.4 425.0 34 Norwich . 93.8 70.1 74.8 149.5 140. 2 129.9 173.8 202.5 35 Plainfield . 137.8 76. 8 55.7 103.1 142. 1 106.9 191.8 87.2 36 Portland . 123.8 89.3 72.1 144.2 178.5 123.0 170.7 125.0 37 P nxn _ _ _ _ 63.6 38 Bnekville _ _ 39 Stafford _ _ 110.5 GO. 7 55.0 128.7 234. 2 55. 6 40 Stamford _ _ 96.2 41 Thompson _ _ 120. 0 40. 9 39. 1 82.8 211. 6 70.0 DELAWARE. 42 Newcastle. . . 125.3 1 100. 0 79.8 159. 6 199.9 85.7 107.4 154.3 43 tyil mi no-ton _ _ _ 70.0 138.6 86.7 123.8 318.3 DISTRICT OF COLUMBIA. 44 Washington . 77.4 141.7 1 84.3 108.9 356.5 COMPARATIVE STATISTICS OF CITY SYSTEMS. 275 Table 19, Paiit I. — Comparative statistics of city public school systems , etc.— Continued. City or town. Ratio of enrolment to popu¬ lation 6-14. Ratio of aver¬ age daily at¬ tendance ,to — Average number of days at- 1 tendance of each person enrolled. Equivalent to attendance of each person between 6 and 14 for — Number of sittings for study to— | Average number of sittings | to a building. Population 6-14. Enrolment. S3 pL® |g o ct H Each 100 pupils- in average attend¬ ance. 1 3 3 4 5 0 7 8 9 FLOKIDA. Per ct. Per ct. Per ct. Days. Days. 45 Key West . . . 74. 1 88. 9 123. 3 166.3 400.0 GEORGIA. 46 Americus . 181.5 110.2 CO. 7 109.3 198.4 93.4 153. 8 394.0 47 Athens . 73.2 54. 2 74.0 116. 9 85.6 90.0 121. 5 244.0 48 92. 9 185. 7 100.0 107. 7 533. 4 49 56.9 42. 7 75.' 0 187." 5 106. 8 50 71. 2 136. 6 83. 6 116. 6 240.0 51 Macon . . . 74. 3 132. 2 92. 3 124. 2 228.6 52 Home . 64.1 58.6 91.4 156. 3 100.2 138.3 151. 3 174.8 53 Savannah . 85. 4 170.7 109.0 127.7 388.9 ILLINOIS. 54 Aurora . . . . . . 98.2 67 9 69. 1 55 Belleville . . . 85.3 71.8 84.2 168.7 143.9 104. 2 123. 8 331.0 56 Bloomington . . . . 94.9 68.8 72.6 127. 3 120.8 81.8 112,7 254.5 57 Cairo . . i . 87.6 62.4 71.3 114.0 99.9 74.3 104. 2 178.8 58 Chicago . . . . . . 82.6 61.4 73.9 144.4 120. 0 90.9 122.7 811. 0 59 Danville . . . . 117.1 81.5 69.7 132.4 155.0 114.1 163. 7 466.7 60 Decatur . . . 109.1 82.8 75. 9 133.6 145 7 83.0 109.3 281.2 61 East St. Louis . . . 95. 9 85. 8 89. 5 179. 1 171. 7 62 Elgin . 100.4 75.6 75.' 3 13S! 6 13o! 4 94.9 126.0 178.8 63 Englewood . . . 139.8 90.1 64.5 128.6 179.8 76. 5 118.6 350. 0 64 Evanston . . . 104.0 80.2 77.1 147.2 153.2 81.2 105.4 266.7 65 Galena . 60.8 40.0 65.8 128.3 78.0 123.3 187. 5 300.0 66 Galesburg . 81.2 62.1 76.4 137. 6 111.8 102.0 133.5 298.0 67 Jacksonville . 63.4 47.9 75.5 128.8 82.8 117.3 155. 3 285.7 68 Joliet . . . 91.1 60.4 66.4 131.4 119.7 80.6 121.4 240.0 69 Kankakee.. . . . . 61.5 39.4 64.0 124.2 76.4 113.8 177.8 300.0 70 Lincoln . . 67.8 46.0 67.8 130.0 88.1 91.5 135.0 200.0 71 Litchfield . 106.5 77.1 72.4 123. 5 131.5 85.7 118.4 450.0 72 Mendota . . . 132.8 107. 8 81.2 143.5 190.5 87.9 108.3 536.0 73 Moline . . . 113.9 84.5 74.2 129. 8 147.8 95. 1 128. 3 316. 7 74 Ottawa . . . 86.0 72.2 84.0 151.7 130. 5 94.7 112.8 200.0 75 Paris.... . . 147.4 93.8 65.0 119.6 176.5 81.3 125.0 300. 0 76 Pekin . . . . 91.6 77.5 84.6 150. 5 137.9 97.3 115.1 214.0 77 Peoria . . . 98.2 134. 7 132. 3 78. 5 401. 1 78 Peru . . . . . 81. 3 194. 0 79 Quincy . . . 67.7 43.8 64.7 12C.6 85.7 86! 4 133.4 364.6 80 Itocklbrd . . 100.5 77. 1. 76.7 151. 2 152. 0 86.0 112.1 244.3 81 Rock Island . . 98.9 79.1 79.9 141.8 139.9 93.8 117.4 283.8 82 Springfield . 57.3 47.4 '82. 8 149. 0 85.3 99.8 120. 6 320.0 83 Streator . 108.9 77.0 70.7 141. 4 153.9 92.6 130.9 271.4 84 W aukegan . . . 74. 1 71.6 96.5 192.1 143.1 113.0 117.1 275.0 INDIANA. 85 Columbus . 104.4 95.9 91.8 165.3 172.6 115.3 124.4 280. 0 86 Crawfords ville . . . 104. 6 80.4 76. 9 138. 4 144 8 87 Evansville . . . 70.3 53.0 75.4 147.5 103.7 103.1 136.7 404.8 88 Port Wayne.... . . . . 45.2 35.3 78.2 150.1 67.9 113.4 145.0 350. 0 89 Goshen . . . . . 109.3 109.5 240. 0 90 Indianapolis . . . 58. 9 43. 0 73. 1 134. 5 70 9 91 Jeffersonville . . 81.7 59.0 72. 2 i2s!o 105. 7 103.4 143. 3 321. 3 92 Kokomo . 139.0 95.0 6&3 113.4 157.6 S3. 0 121.5 29S. 0 93 La Porte . 54. 6 45. 9 84. 2 94 Lawrenceburg . . 106. 7 400; 0 95 Logansport . . . . 83.6 57.9 69. 2 123. 9 103.7 96.2 139.0 ' 310.7 96 Michigan City . 50.5 36.0 71. 2 137. 5 69.4 114.2 160.2 270. 0 97 Muncie . 112.7 81.7 72.5 134. 9 151.9 101.0 139. 4 325; 0 98 New Albany . . 76.7 56, 1 73. 3 132 0 100. 9 99 Pern . 1 . 95.6 69.0 72. 2 135. 0 129. 0 85.4 118.4 333.3 100 Richmond . 76.2 60.1 78!. 9 142.0 108.2 96.6 122.5 274.5 101 Seymour . 72.9 12 ). 7 . 114. 1 156.4 300.0 276 EDUCATION REPORT, 1886-87. Table 19, Part I. — Comparative statistics of city public school systems, etc. — Continued. City or town. | Eatio of enrolment to popu¬ lation 6-14. Eatio of aver¬ age daily at¬ tendance to — Average number of days at¬ tendance of each person enrolled. Equivalent to attendance of each person between 6 and 14 for— Number of sittings for study to— Average number of sittings to a building. Population 6-14. Enrolment. Each 100 pupils en¬ rolled. Each 100 pupils in average attend¬ ance. 1 2 3 4 5 6 7 8 9 • ixdiana— continued. Per ct. Per ct. Per ct. Days. Days. 102 South Bend . 61.2 48.1 78.6 123.5 75. 6 105.0 133.7 357. 1 lo:i Terre Haute . . 62.6 47.7 76.3 143. 1 89.5 102.0 133.8 310.9 101 Vincennes . 78.4 66.1 84.3 165.3 129.5 91.8 108.8 212.2 105 "Washington . 96.6 64.1 66.4 112.8 108.9 98.2 148.2 237.5 IOWA. 106 Atlantic . 154. 5 105.1 68.1 125.9 194.5 74.5 109.5 275.0 107 Boone . 131.2 108.6 82.7 161.1 211.4 160.8 194.3 328.0 108 Burlington . 105.8 68.9 65.1 125. 0 132.3 89.8 137.9 333.3 109 Council Blufis . 65.1 46.7 71.8 142. 1 92.5 93.9 130.9 198.9 110 Crest on . 146.9 99.5 69.3 131.7 189.1 76.5 110.4 162.5 HI 90. 3 66. 7 73. 9 144. 8 130. 8 112 Des Moines, West Side . 126.2 78.9 62.6 111.1 140.1 84.3 134.7 354.0 1 12 Dubuque . - . 81.1 55.6 68.6 137.2 111.2 87.0 126. 7 348.2 114 Fort Dodge . 116.0 82.9 71.5 124. 4 144.2 99.0 138.5 201.2 115 Iowa City . 75.9 55.8 73.5 139.7 106.0 96.4 131.1 194.4 116 Keokuk . 94.4 73.6 77.9 144.2 136.2 102.1 131.0 345.3 117 Lyons . — . 107.6 74. 7 69.4 138.9 149.4 92.6 133.3 250.0 118 Marshalltown . 158.0 110.6 70.0 124.6 198.9 99.8 142.5 306.7 119 Mount Pleasant . 148.2 115. 1 77.7 136.5 202.6 114.5 147.4 272.0 120 Muscatine . 125. 4 90.9 72.5 130.5 163.7 91.7 126. 4 212.3 121 Oskaloosa .................... 165. 4 122 Ottumwa . . . . 125.0 88.6 oc Massachusetts— continued. Perct. Perct. Perct. Days. Days. 211 119. 8 108. 1 135. 7 212 Montague . . . 113.7 87.6 77.1 138.8 157. 7 117] 8 153.2 127! 3 213 Needham . 160.7 113.2 70.4 140.9 226. 4 96.9 137.6 100.0 214 82. 4 167. 3 115.7 140. 5 208. 0 215 Newburyport . 69.0 57.3 83.7 167.3 114.5 120.8 144. 3 138.1 216 Newton . 139.7 108.1 77.4 154.8 216. 3 104, 3 134.8 215.5 217 121.5 82.2 67. 7 100. 6 148. 8 300. 0 218 Northampton . 130.5 98.9 75. 8 144.0 188.0 104.3 137.6 107.2 219 Nortlibridge . 139. 5 85.6 61.3 121.4 169. 4 93.2 152. 1 90.2 220 North Brookfield . 125. 4 97.7 77.9 155.8 195.3 221 Peabody . 123.7 91.1 73.6 176.7 218.6 106.5* *136." 5 ' 262." 5 222 Pittsfield . 139.5 94.5 67.7 132. 7 185. 2 78.3 115.6 92.6 223 Randolph . 130.9 12 7. 2 97.2 184.6 241.6 119.9 123.5 100.0 224 89.3 117. 4 131. 3 109. 0 225 Salem . 96.7 72.6 76.3 154.9 149.8 110.8 145. 2 278.9 226 Somerville . 116.2 102.8 88.2 167.7 194.8 113.2 128.3 260.9 227 Southbridge . . . 73.5 51.2 69.7 113.7 83.6 112.4 161. 2 83.2 228 Spencer . 132.7 97.6 73.6 132. 4 175. 7 92.7 126. 0 119.5 229 Springfield . . . 112. 4 83.6 74.4 148. 7 167.2 97.2 130.6 210.2 230 Stoneham . 143.9 108.5 75.4 150.8 217.1 93.1 128.5 142.9 231 Stoughton . . . 105.8 74.3 70.2 126.3 133.7 124.9 177.9 98.2 232 Taunton _ 123. 5 90.7 73.4 233 "Waltham . 148.2 127. 2 85.8 171.6 254.4 104.4 121.7 206.0 234 W atertnwn _ 148. 7 120. 8 81.2 235 W ebater _ _ _ 50.6 71. 3 36. 1 95. 8 62.5 236 W estborough . . . 75.4 106.0 141.0 71.0 237 Westfield . 120.4 93.7 77.8 140.0 168.7 106.6 137.0 85.0 238 West Springfield . . 127. 0 94. 2 74.2 108.0 145.5 100.0 239 W eymouth . 146.5 131.7 89.9 174.3 255.4 113.6 126.4 138.9 240 Woburn . . . 71.5 143. 0 101.7 142.3 184. 6 241 Worcester . 121.8 86.8 71.3 142.5 173.6 96.8 135.8 269.6 MICHIGAN. 242 Adrian . 104.5 72.8 69.5 134.1 140.2 130.5 187.5 354.0 243 Ann Arbor . 121. 6 94.1 77.4 148.6 180.8 90.8 117.3 257.1 244 Battle Creek . . . 101.7 70.8 69.6 130.9 133.1 94.3 135.5 420.0 245 Bay City . 98.0 66.6 67.9 127.0 124. 4 . 92.7 136. 4 363. 1 246 Cadillac . 132.1 74.9 56. 7 113.1 149.4 90.6 159.7 190.5 247 Cheboygan . 95.3 63.6 66.7 129.3 123.3 89.3 133. 9 187.5 248 Cold water . 150. 4 110.0 73.2 137.6 206.9 94.5 129. 1 250.0 249 East Saginaw . . 93.9 69.9 74.4 144.6 136.1 90.4 121.6 293.0 250 Grand Haven . 125.7 89.3 71.0 141.5 177.9 98.7 139. 0 266. 4 251 Grand Rapids . 110.2 78.0 70.8 136.6 150. 6 94.3 133.1 349. 9 252 Ionia . 135.9 115.9 85.3 165. 5 224.9 100.0 117.2 250.0 253 Jackson . 136.4 92.6 67.9 128.3 175.0 103. 1 151.9 268.8 254 Kalamazoo . 113.5 78.0 68.7 137.1 155.6 92.2 134.2 294.4 255 Xiiidincton _ _ _ 67.0 124. 5 84. 1 125. 6 257. 0 256 Marquette . 122. 8 86.7 70.7 138.3 "*169.8 78. 6 111.3 213.8 257 Marshall . . . 112.1 88.0 78.5 152. 3 170.6 133.7 170.3 200.0 258 Menominee . 106.1 69.7 65.7 135. 7 144.0 97.1 147. 9 209.5 259 Negaunee . . . 80.0 57.0 71.3 136.4 109.1 99.0 138. 9 140.0 260 Niles . — . 125.7 91.2 72.6 134.3 168.7 106.4 146.5 159.0 261 Pontiac . . . 156.4 111.3 7i. i 141.7 221.6 101.0 142.0 220.0 262 Port Huron . 104. 6 68.5 65. 5 127.7 133.6 81.4 124.3 227.8 263 Saginaw _ _ _ _ 428.6 264 West Bay City . 154.6 86.8 56.2 109.0 168. 5 73.4 130.7 185.0 265 Ypsilant'i . 90.4 63.9 70.7 141.3 127.8 117.8 166.7 250.0 MINNESOTA. 266 Crookston . 190.8 102.7 53.7 96.6 184.8 78.1 145. 5 200.0 267 T)nlntli . . . 64. 1 124.3 99. 1 154.6 233. 1 268 Earibault . . . 147.7 157.1 279 COMPAKATIVE STATISTICS OF CITY SYSTEMS. Table 19, Part I. — Comparative statistics of city public school systems, e/c.— .Continued. City or town. Ratio of enrolment to popu¬ lation 6-14. Ratio of aver¬ age daily at¬ tendance to — Average number of days at¬ tendance of each person enrolled. Equivalent to atteiufance of each person between 6 and 14 for — Number of sittings for study to — 1 'Average number of sittings to a building. Population 6-14. Enrolment. < Population 6-14. Enrolment. Each 100 pupils en¬ rolled. a • ■+■> .S © ■sa Ph O 0 o«a © a.£ "S 2 » M ftp a ® § a g 0 ^ a ■g 2^- +3 p’V •rt cs o a (>'-3 M •3.3 Is© © Pi © c ° a •rH O W X iH 03 ©.sj 0 E s-a OsO p,* g s p-ft *ts ft c3 c3 (>.m rg ft m «* £ft m r-H CD si . a P'S Ratio of high school enrol¬ ment to total public school enrolment. | Ratio of private school en- > rolment to total public and private enrolment. Ratio of total public and pri¬ vate enrolment to popula¬ tion 6-14. Numberof volumes in school libraries to each 1 00 pupils in average attendance. Assessed value of property per capita of population 6-14. 1 10 ii 13 13 14 15 16 GEORGIA. Per ct. Per ct. Per ct. Per ct. 34. 2 26. 7 4. 7 5. 6 192. 3 $3, 657 Athens . . . 40.2 15.’ 0 0 21.7 93.5 155.7 3,712 62.6 9.5 7. 7 13.5 2C. 2 20. 0 3. 8 33. 3 85. 4 2, 847 39. 9 9. 8 0 14. 8 0 34. 8 5. 4 10. 3 10. 3 3.9 36. 1 12. 5 0 24.8 85. 2 36.0 45.7 13.3 5. 7 27. 2 11.0 ILLINOIS. 5. 9 18.4 120. 4 Belleville . . . 42.1 25.0 4.0 23.8 112.0 24.8 767 Bloomington . 33.1 2.7 5.6 24.3 125. 4 1, 080 Cairo . . . . . 46.8 9.1 4.3 20.7 110. 1 "’48." 5 1,001 4. 2 2. 5 15. 9 26.8 36. 6 1, 573 Danville . . . 35.6 10! 4 4.2 14.0 136. 1 81.7 953 Decatur . . . . 51.5 15. 0 11. 0 48. 6 851 Da, at, St. Louis _ _ _ _ 42. 0 34. 1 2. 4 92. 8 0 1, 626 Elgin . 34.7 6.7 5.5 24. 0 132.1 29.5 1, 226 Englewood . 33.3 9.7 5.0 22.4 142. 8 72.6 963 Evanston . ...... ...... ................ 40. 0 5 3 20. 1 130. 2 658. 8 1,267 Galena _ _ _ _ _ 32. 0 10. 0 9. 9 38. 1 98. 3 28. 1 Galesburg . 40.1 5.1 5.6 36.4 97. 1 32.0 1,112 Jacksonville _ _ o 6. 3 26. 0 85. 7 31. 1 778 Joliet . 33.3 5.2 4.7 23, 2 118.6 3.8 1,121 Kanlcakee . 32.1 4.8 5.0 36! 4 96.6 51.9 370 Lincoln _ _ _ _ 9. 5 6. 8 29. 2 95. 7 434 Litchfield . . 44.7 11.8 11.1 15.4 125.8 6.6 643 Mendota _ _ _ _ . _ 49. 5 20. 0 6. 9 6. 9 142. 6 808. 1 Moline . . . 37.0 10. 0 4.1 13.1 331.0 33.8 856 Ottawa _ _ 40. 0 3. 8 14. 5 100. 6 24. 2 719 Pari a _ _ 32.7 4. 5 9. 5 5. 1 155. 3 69. 5 Pekin . 13. 0 6l 6 1 5. 0 107. 8 6.4 Peoria . . . . . 7. 3 4. 5 18. 4 120. 4 1,058 Pern _ _ . . 10. 5 7. 3 26. 8 Quincy . . . 4. 8 4. 0 36. 1 106. 0 16. 3 810 Rockford . 34.9 2.7 6. 5 10.5 112.3 19.2 1,609 Rock Island . 37. 1 8.7 6.3 28.1 137.6 29.3 1,090 Springfield . 32.8 9.9 9.0 38.4 93.0 37.7 3, 125 Streator . . . .J.... 3. 1 18. 2 1 33. 1 3.4 W a,n kegan . . . 35.2 15. 0 11. 2 7. 6 80.2 78. 1 INDIANA. Columbus . * . . . 48.9 17.4 9.4 17.0 125.7 17.8 1, S42 svillo _ 39. 8 16. 0 5. 3 30. 2 Evansville _ _ _ _ _ 31. 2 11. 9 5. 1 18. 6 86.3 2, 397 Fort Wayne . 25.6 5.3 6.6 48.6 87.9 196.8 1, 578 Gnah en _ _ .... _ 8. 0 8.9 8.4 319.3 1, 995 Indianapolis . 35,8 7.0 4.2 7.3 63.5 379. 5 1,885 Jeffersonville . 33. 6 20.0 5.7 10.7 91.5 12.3 1, 139 Kokomo . 43.3 29.4 11.7 3.6 144.2 95. 1 2, 009 La Porte _ _ _ _ _ 11. 1 9. 8 33.9 82.6 356.2 Lawrenceburg 33. 3 5. 3 28. 6 Logansport . 35.3 10. 5 6.1 26.5 113.8 37.3 1,596 Michigan City . 32.1 19.1 4.1 33.4 75.9 59.3 1,228 Muncie . 44. 4 9. 5 8. 8 New Albany.. . . . 40. 1 18.2 4.0 9.1 84.1 145. 2 1,719 Pern . . . . 40. 2 2!. 8 9.3 21.5 121.7 59.1 979 Richmond . 33.6 8.3 5. 2 25. 6 103.3 2,618 Seymour . . . . . 40. 4 21. 1 3A) 22. 2 ’ 39. 1 South Bend . 38. 2 18.4 5. 6 27.4 "’84.3’ 21.4 1 , 572 Terre Haute . 33.4 11. 5 7. 1 16. 5 74. 9 175.7 2, 031 Vincennes . 42.4 8,7 9.7 40.9 132. 6 76. 5 2, 117 W ashington . 33.7 36.8 7.9 23.7 | 126.6 70.2 1,078 286 EDUCATION REPORT, 1886-87, Table 19, Part II.— Comparative statistics of city public school systems, etc. — Continued. City or town. I N umber of pupils in average i attendance to each teacher. Ratio of male teachers to whole number of teachers. Ratio of high school enrol¬ ment to total public school enrolment. Ratio of private school en- rolmentto total public and private enrolment. Ratio of total public and pri¬ vate enrolment to popula¬ tion 6-14. Number of volum es in school libraries to each 100 pupils in average attendance. Assessed value of property per capita of population 6-14. I 1© 11 13 13 14 15 16 IOWA. Per ct. Per ct. Per ct. Per ct. 106 37.7 15. 0 10. 1 26.6 107 27. 2 6. 5 10. 7 66.2 388. 5 189.6 108 36. 3 17.5 5. 0 15.2 124. 8 $118 ]0(l 6. 7 4. 5 2. 9 67. 0 3. 1 1, 003 110 Creston . . . 39.3 13.3 7.4 8.1 156.3 12! 7 ’406 ]1 1 12. 5 5. 6 21.3 114. 7 896 112 Des Moines, West Side . 30.2 1.1 4.0 6.2 135.2 19.0 2, 382 113 Dubuque . . 36.4 10.8 5.2 37.1 128.9 26.5 1,106 114 Fort Dodge . 38.2 15.8 4.4 19.7 144.5 20.7 885 115 Iowa City.. . 34.6 10.0 9.8 26.2 102.8 33.7 1, 075 116 Keokuk . 36.2 21.6 5.9 17.4 114.4 43.4 1,296 117 Lyons . 41.7 5.6 6.5 31.6 157.4 10.7 622 118 Marshalltown . 30.7 7.1 8.1 3.2 163.3 38.7 1, 592 no 36. 9 5. 0 12. 6 2G. 9 202. 8 120 Muscatine . 33.6 12.6 6.8 9.7 138.9 14.9 1, 185 i?i 9. 4 14. 2 122 Ottumwa ............................. 41.9 2. 5 3.4 7.8 135.6 44. 8 123 Sioux City . . . 38.9 7.4 3.2 5.8 75.5 10.7 2, 182 124 Waterloo, East Side . . . 34.7 5.6 8.0 14. 8 139.7 52.1 KANSAS. 125 Atchison . 52.8 14.6 4.2 26. 6 126.1 13. 9 672 126 Clay Centre . 62.1 7.1 7.9 2.9 127.7 80.5 825 127 El Dorado ............................ 35.4 16. 7 9.5 32. 2 828 128 Emporia . . . 35.3 5.3 8.3 11.3 128.3 1, 563 129 Hutchinson . 48.1 12.5 5.4 10.0 158.0 "oi.o 2, 332 130 Did epe.n rl en r.e. _ ..... _ ...... _ 58. 8 25.0 753 131 Kansas City . . 39. 1 2. 6 13.4 89. 2 12.8 786 132 Lawrence . . . . . . . 27. 3 7.4 13.0 140. 5 8. 6 1,059 133 Leavenworth . . . 43. 5 16. 7 6. 9 1, 145 134 Marysville . . . 48. 5 50. 0 309. 3 675 135 Newton . . 45.0 10.0 4.2 9.3 158.0 22i 2 1,150 136 Ottawa .............................a. 44. 1 14. 8 3.7 2.4 127. 3 2. 5 836 137 Parsons . 43.3 29.2 4.0 16.6 174.7 23.8 1,078 138 Kalina, _ _ _ _ _ 11. 8 3. 2 13. 6 125. 7 139 Topeka, _ _ .... _ 15. 5 140 Wichita . 35.7 13.8 4.5 8.3 90.1 • 2.9 2, 142 141 Winfield . 36.8 8. 0 3.8 3.7 149. 5 11. 3 KENTUCKY. 142 "Row! in cr fi-reen _ _ _ 52. 7 22. 1 143 ( ^nvin erf op _ T T _ 42. 0 10. 5 4. 9 18.2 2, 250 144 7T op Ivin svillfs _ _ _ _ 34.2 7. 7 17.0 134. 0 226.4 2, 446 1$5 Lexington _ _ _ .... _ 17. 0 11. 3 67.2 2, 777 146 _ . _ ------ _ 9. 8 3. 1 0 1, 671 147 Maysville . . . . 42.3 33.3 13.9 22. 5 96.7 0 1,566 148 Newport . 47.3 8.9 5.0 15.8 75.1 30.0 1,408 149 Owensborough . . . . . . . 44.1 13.6 4.3 17.7 121. 2 37.1 1,915 150 Pnrlneab . _ _ _ _ _ _ 75. 2 15. 0 2.2 6.9 65.4 16.6 LOUISIANA. 151 Baton B nil o-o 38. 6 42. 9 152 Yow Orleans . . . ...... _ _ 38. 5 5! 9 1.7 43. 7 112.2 MAINE. 153 Augusta . . a . . . . 26.2 7.7 8.1 3.6 149.9 19.1 4, 253 154 29. 5 4. 9 8.0 155 Bath . . . . a. . . . 51. 3 12. 1 53.2 156 Biddcford . '. . . 31. 9 15.2 5.3 23.5 122.9 20.4 2, 875 157 Onlais. _ _ _ _ _ _ 46. 3 11. 1 4.7 6.3 137.8 0 1, 658 158 T)pp.ring _ _ 28.7 4. 0 159 Eastport . . . . . 36.0 22.2 8.1 2.6 139.3 30.4 1, 065 Tax ICO 161 162 163 164 165 166 167 168 169 170 171 172 173 174 175 176 177 178 179 180 181 182 183 1S4 185 186 187 188 189 190 191 192 193 194 195 196 197 198 199 200 201 202 203 204 205 206 207 208 209 210 211 212 213 214 215 216 217 S-lft COMPARATIVE STATISTICS OP CITY SYSTEMS. 287 a 19, Part II. — Comparative statistics of city public school systems, etc. — Continued. 1 City or town. Number ef pupils in average attendance to each teacher. Ratio of male teachers to whole number of teachers. Ratio of high school enrol¬ ment to total public school enrolment. Ratio of private school en¬ rolment to total public and private enrolment. Ratio of total public and pri¬ vate enrolment to popula¬ tion 6-14. Number of volumes in school libraries to each X 00 pupils in average attendance. Assessed value of property per capita of population 6-14. 1 1© 11 12 13 14 15 1© Maine ■ — c ontinued. Per ct. Per ct. Per ct. Per ct. Gardiner....... . . . 40.1 10.0 11.3 5.3 139.3 74.8 $3, 225 32. 8 7.5 37. 0 116.5 38.1 Portland . 33. 5 6,7 7.6 14.9 156.7 39.8 5, 987 9. 4 3, 593 28.5 17. 6 8.4 5.3 121.1 54.1 MARYLAND. 11. 9 2. 3 24. 0 10. 4 ‘ 35 6 18. 8 0 27. 9 34. 5 32.3 4.2 15.5 MASSACHUSETTS. 38.6 3. 2 0 130. 9 18. 2 11. 7 10. 9 166.8 5, 926 30 0 14. 8 6. 8 0 126. 5 96.3 A +L rtf’ . . . . 29.0 4. 0 6 3 0 4 014 Attleborough . . . . . 5.0 5 0 0.7 150. 9 3’ 695 Beverly . . . 34.0 12.8 8.4 1.8 126.1 is.i 10, 234 Blackstone ........................... Boston . . . . . 40. 9 Braintree - ...................... 29. 9 9.4 1, 461. 5 Brockton . . ...... 45. 1 4. 9 10. 6 X63. 2 0 5, 2l0 Brookline . . . . . . . 32.2 11. 6 7. 0 7. 9 138. 4 24 237 Cam b rid o*a r _ _ _ _ ........ _ 36.6 8.1 4.2 15.8 132.7 6, 697 Canton . . . Chelsea 4. 3 4. 7 9. 1 140. 8 13.2 4, 911 Clinton - - _ ...... ........ 40. 6 2. 9 6. 0 1.1 124.9 3’, 578 Danvers . . . . . . . 35. 0 14. 3 9. 1 4, 177 Dedham . . . — . . 27.0 14. 6 11.2 50.4 288.1 39.0 5, 552 Eastliampton ......................... 0 4.9 0 123.9 3, 749 Everett . . . . . Pail Iliver ............................ 5. 7 4. 5 12. 1 128. 3 7. 1 Fitchburg . . . . 31.0 9.9 lo! 2 13.6 199.7 0 7, 044 Framingham ...... ...i.. .............. 5. 0 7. 5 0 152. 8 Franklin . . 33.1 id. 7 8^0 3.5 120! 7 0 2,707 Gloucester . . . . 5. 0 6. 3 6, 7 147. 3 10. 4 4, 145 Great Barrington . . . . . . 27.8 20.8 14.3 3.1 145. 3 9.0 4, 263 Greenfield _ _ _ _ .................... 25. 3 10. 0 11. 4 2. 8 155. 8 Haverhill . . . . . . 35.0 6.4 4.5 12.2 145.3 9.1 4, 544 XTiruTbnm __ _ .. _ _ _ _ 39.2 22. 1 13. 5 11.4 157.7 XT op kin ton _ _ _ _ 4. 5 5 7 3, 724 Hyde Park ........................... 14. 6 si 0 0 123. 1 0 3, 170 Lawrence . . . 6. 2 6. 4 22. 6 172] 5 6, 619 Lee . . . . . 16.7 Leomin ster . . . . 13.5 0 139.5 0 4, 782 Lowell _ ....................... _ 34. 5 7. 4 6, 117 Lynn . . . . 39.8 7.8 4.5 9.0 124.3 26.7 4, 671 Malden . . . . 29.4 2.9 5.3 18.9 147.5 78.3 5, 494 Marblehead . . . 37.7 10.3 5.8 0 120.9 0 3, 898 Marlborough . . . . . 38.9 3.7 5.8 13.5 144.9 47.6 2, 524 Medford . . . . . 32.4 18. 6 6.9 2.3 133.5 43.0 6, 160 Melrose . . . . . . . 3. 6 10. 4 0 106.5 0 4, 690 Methuen . 27.4 o!i 5. 5 0 113.9 0 4, 478 Mi 6 dl ehormi pTi _ _ 25. 0 10. 7 8. 7 7 5 134. 1 3, 097 Milford . . . . . 30.5 5! 3 7*. 9 o! 9 142.2 17.2 3, 933 Millbury . . . 12. 5 0 2, 658 Montague . 32.7 5! 4 6.2 0 113.7 10.9 2, 764 Needham . 31.1 11.7 7.3 0 180.7 0 5, 2C0 New Bedford . . . 30. G 8. 4 8. 1 27.5 783. 8 Nowburvport . 31.0 13.5 8. 0 36. 8 "ire." 4 89.7 8, 991 Newton . . . . 14. 6 11. 0 8. 6 152. 8 | 10,400 North Adams . . . 33. 0 7. 3 3. 4 11. 5 137. 4 11.0 Northampton . 29.7 6.3 4.8 3.9 135.8 1 4, 811 288 EDUCATION REPORT, 1886-87. Table 19, Part IT. — Comparative statistics of city public school systems, etc. — Continued, 219 220 221 222 223 224 225 226 227 228 229 230 231 232 233 234 235 236 237 238 239 240 241 242 243 244 245 246 247 248 249 250 251 252 253 254 255 256 257 258 259 260 261 262 263 264 265 266 267 268 269 270 271 272 273 274 275 City or town. 1 Massachusetts — continued . Northbridge . . . North Brookfield . Peabody . . . - - • Pittsfield . .... Randolph . Rockland . Salem. . Somerville . Southbridge . Spencer . - . Springfield . Stoneham . . . Stoughton . Taunton . Waltham . W atertown . . . . Webster . . Westborough . Westfield . West Springfield . Weymouth . . . Woburn . Worcester . . . . MICHIGAN. Adrian . Ann Arbor .... Battle Creek... Bay City . Cadillac . Cheboygan Coldwater . East Saginaw. . Grand Haven . . Grand Rapids.. Ionia . Jackson . Kalamazoo _ _ Ludington . Marquette . Marshall . Menominee Negaunee . Niles . Pontiac . Port Huron. ... Saginaw . West Bay City. Ypsilanti . MINNESOTA. Crookston . Duluth . . Faribault . Mankato . Minneapolis . Red Wing . St. Cloud . St. Paul . Stillwater . | Winona . Number of pupils in average attendance to each teacher. Ratio of male teachers to whole number of teachers. Ratio of high school enrol¬ ment to total public school enrolment. Ratio of private school en¬ rolment to total public and private enrolment. Ratio of total public and pri¬ vate enrolment to popula¬ tion 6-14. Number of volumes in school libraries to each 100 pupils in average attendance. Assessed value of property per capita of population 6-14. 10 Ill 12 13 14 15 16 Pcrct. Pcrct. Pcrct. Perct. 33.4 6.3 3.0 0 139. 5 0 $3,295 32.8 4.2 8.5 4.2 131.7 0 2, 756 35.8 13. 9 3.3 2.3 126.7 0 4, 256 30.0 6.9 3.9 5.9 148.3 2, 585 36.0 16.7 12. 5 0 130.9 30.6 4, 837 37.7 22.7 6. 9 0 30.7 6.9 5. 4 25.8 130. 4 48.8 6, 294 39.0 7.5 6. 6 10.5 129.7 ...... 5, 699 25.8 4.2 6.9 43.4 129.8 2, 554 37.4 10.5 6. 1 2, 662 33.9 6.7 6.1 18.2 137. 5 0 7, 312 31.2 7.7 7.8 2.3 150.7 30.9 4, 280 32.0 20.0 7.3 25.8 142.5 16.5 2, 924 11.0 4.7 2.7 126.9 . 10.6 6.4 2.7 152.4 *5*7ii 14.3 9.2 70.5 171.7 2, 156 9. 1 9. 0 1.1 27.6 8.9 6.4 1.8 122.7 10.1 5,111 29.1 6.7 4. 6 3 781 38.6 13.7 8.6 1.1 148.2 20.2 3,’ 818 33.1 13.7 5.3 20.2 34.7 16.3 5.5 15.5 144. 2 20.6 6,310 29.5 9.4 10.8 30.7 150.8 488. 6 2, 959 36.5 16.7 28.9 13.2 140.0 182. 5 3, 140 32.6 7.9 7.3 16.4 121.7 661. 3 1, 946 4.1 5.1 27.5 135.2 397.2 2,437 31.8 20.0 8.0 0 132. 1 62.9 1, 071 35.0 25.0 41.7 163.3 178.6 33.7 13. 0 13.4 5 226 37.9 11.2 5. 9 13.4 108.4 222.0 2, 103 45. 6 4. 8 5. 6 174. 2 1 555 31.0 4. 1 7.4 17.3 133.3 285. 2 2, 631 34.1 16.0 15.0 18.0 165.8 58.6 2,718 34.5 7.3 12. 0 16.1 162.6 49.5 32.4 4.9 5.6 14.1 133.1 759. 5 " 2,* 475 39.3 11.1 4.6 3.8 1 95. 5 4.8 6.8 16.8 *147. G 152.3 '*'2, *437 26.7 13.6 11.8 16.7 134. 5 83.8 2, 804 35.4 8.3 4. 5 18.4 130. 7 35.3 1,970 33.6 20.0 7.4 36.1 125. 2 19.8 3, 067 29.6 9.1 9.9 10.9 141.1 92.2 2, 802 32.3 16.7 11.8 0 156.4 150.7 3, 497 40.7 2.7 3.8 26.3 141. 9 1,869 9. 6 1, 848 35.4 10.3 2.6 9.1 169. 3 102. 0 2, 453 26. 1 21.7 11.2 19.1 111.7 200.0 26.7 13.3 6.3 0 190.8 31.8 1, 680 28. 7 8.9 8.3 21. 0 116. 1 33. 9 9.1 67. 1 36.7 17. 4 5. 9 118. 6 1.7 4.7 57.8 38. 0 7. 7 5. 4 17.1 30. 4 36.4 9. 1 5.5 64. 5 25. 0 10. 0 3.6 32. 2 5. 3 5.9 15.2 7 9.6 3.2 29.3 14.7 COMPARATIVE STATISTICS OF CITY SYSTEMS. 289 Table 19, Part II. — Comparative statistics of city public school systems, etc. — Continued. City or town. Number of pupils in average attendance to each teacher. | Ratio of male teachers to whole number of teachers. Ratio of high school enrol¬ ment to total public school enrolment. Ratio of private school en¬ rolment to total public and private enrolment. Ratio of total public and pri¬ vate enrolment to popula- lation 6-14. Number of volumes in school libraries to each 1 00 pupils in average attendance. Assessed value of piftperty per capita of population 6-14. 1 10 11 13 13 14 15 16 MISSISSIPPI. Per ct. Per ct. Per ct. Per ci. 35. 0 7.7 0 55. 8 0 9,77 9. 1 °7S 33.8 8.7 3.3 36. 9 84. 1 321. 3 279 33.3 7.7 31. 8 93.7 $1, 597 MISSOURI. 43. 8 26.7 9.5 17.4 113. 1 456. 6 4. 5 5.6 7.4 106. 0 17. 5 1, 175 43.7 17. 6 6. 5 18. 8 1, 016 11. 3 4. 1 17. 7 ?,«4- 33. 0 6. 1 18. G 89.7 91. 1 667 285 St. Charles . . 39.8 33.3 3.7 74.7 140.9 275. 1 1, 731 40.1 12. 8 5. 0 12. 5 51. 7 1, 202 287 Sedalia ! . 42.5 11.6 5.2 10.3 126. 9 54.7 288 Springfield. . - . . 57.0 22.2 . 18.8 145.0 13.0 i, 273 NEBRASKA. 289 Beatrice ............................. 13. 0 5. 0 10. 0 151. 7 290 "Fremont _ _ _ 37. 3 9. 5 5.3 12.8 291 Grand Island . 33.4 15.3 5.2 8.5 138.3 8.7 662 292 Hastings . 37.7 4.8 9.0 7.5 126.2 0 1, 232 292 "Lincoln _ _ _ _ 40. 0 9.4 4. 2 1, 034 294 Omaha . 33.8 3.8 4.5 17.9 122.4 18.6 lj 445 NEVADA. 295 "Virginia City _ _ _ 53.2 6. 9 10. 5 4. 2 101. 6 66.8 NEW HAMPSHIRE. 2C6 Claremont . . . 4. 5 12.5 3.3 127.5 0 3,985 297 Concord _ 2. 6 8.5 298 Dover . . . . 299 Keene . . 300 1VI a n eh ester _ _ _ 33. 5 13. 0 6.7 48.4 301 Nashua . 25.0 8.3 6.0 27.4 165. 3 10.8 2, 209 302 Portsmouth .......................... 8.0 8. 8 133.4 16.8 4, 944 303 Rochester . 33.4 5.9 9.3 7.0 128.6 6.6 2, 450 304 Rom firR worth _ _ _ _ 26. 5 8.7 8.1 2, 127 NEW JERSEY. 305 Atlantic City . . 41.6 10.0 3.5 6.4 127.0 134. 5 3, 015 306 Camden . . 35. 4 4.8 0 16.8 131.1 5.8 1, 708 307 Chamhersbiir 105. 3 48.7 2, 570 309 Gloucester . . . . . 0 310 Harrison . 38.7 30.0 0 <3.5 178.7 0 "*i,560 311 J ersey City . . . 41. 8 4. 7 2. 0 18.6 2,111 312 Lambertville . . . 25.3 7.7 14.3 30.6 113.8 7.6 3, 707 313 Loner R ranch _ _ 40. 5 20.0 9. 2 3.0 90. 5 41.2 314 Millville . 27. 1 12.2 6. 0 3. 9 113. 0 10.8 315 Newark . 40.5 13. 1 3.3 23. 1 96.7 40.8 3,195 316 New Brunswick _ _ 39. 3 8. 0 6.3 28.4 119. 0 145.4 317 Oranae . . . . 5.’ 7 4. 0 44. 9 100. 6 90.2 1,788 318 Phillip shurg . . . 45. 5 8. 8 4. 8 3.8 117.9 19.4 1, 772 319 Plainfield . 36.2 3.0 11.1 17.8 119. 1 86.4 3, 004 320 Rahway _ 32. 0 19. 0 0 17.6 122.3 0 NEW YORK. 821 A 1 ban y _ _ ... _ _ _ . 37. 4 8. 4 4. 8 27. 7 66.2 322 1 Auburn . 32. 7 3.2 9.5 23. 7 136.5 32.9 2, 935 323 1 Batavia . 38.0 5. 0 12.6 23.3 152. 1 1. 052. 7 3, 299 19 ED 290 EDUCATION REPORT, 1886-87. Table 19, Part II. — Comparative statistics of city public school systems, etc. — Continued. j City or town. Kumher of pupils in average attendance to each teacher. Ratio of male teachers to whole number of teachers. Ratio of high school enrol¬ ment to total public school enrolment. Ratio of private school en¬ rolment to total public and private enrolment. Ratio of total public and pri¬ vate enrolment to popula¬ tion 6-14. number of volumes in school libraries to each 100 pupils in average attendance. Assessed value of property per capita of population 6-14. 1 10 11 13 S3 14 15 145 • new YORK— continued. Per ct. Per ct. Per ct. Per ct. 324 Binghamton . 35.3 7.4 5.8 11.4 131.8 191.2 $4, 435 4.2 1. 7 27. 3 30. 9 31. 5 7. 1 1. 7 28.6 104. 3 132. 1 327 Canandaigua . 33.4 10.5 36.0 150.7 267. 9 4, 918 328 Cohoes . . 37.7 3.2 ""2." 5 24.3 98.1 131.8 2, 765 34.3 4.2 7.9 41.4 2, 057 38.8 0 5. 1 71, 3 32. 3 2. 5 7 e 21.6 116. 2 75. 1 332 Elmira . 38.9 6M 6.2 13.8 110.0 125. 1 3, 534 333 Flushing . 30.2 4.3 11.0 31.0 82.6 288. 2 1, 138 334 G-eneva . . 41.8 13.6 22.1 26.4 193.8 226. 4 4,447 43. 9 4. 0 7.5 31. 0 2, 032 336 40.8 6.3 162. 0 2, 783 338 5.7 10.9 156.3 40. 7 2, 954 12. 5 5 7 31. 6 340 Ithaca . 37. 3 5.9 17! 0 17! 3 157.5 140.8 1,990 341 J ohnstown .............. _ ......... 44. 8 0 120.0 352.1 2, 216 342 Kingston . 33.1 19.4 13.9 13.0 135.6 204.8 4, 060 343 Ran si n gbnrg _ _ _ 32. 9 3. 1 16.7 113.7 178.2 3, 721 344 Little Falls . 37.2 17.3 8.0 19.7 124.8 233.6 1, 020 345 Rnckpnrt _ 35.7 7 7 9. 6 262.8 346 Lyons . . 39.7 20! 0 222.7 2, 065 347 Malone . . . 39.0 4.2 7.9 336.6 2, 297 348 Middletown . 38.6 5.7 13.9 ""■y.7 *144. 3 285.3 2, 260 349 Newhurg . 37.6 8 7 7.4 25.0 111.5 699.5 2,774 350 "N’ew York _ _ _ 5. 8 21. 7 6, 688 *351 Ovdensburg _ _ 34. 4 16.7 28. 3 131.2 309. 5 1, 999 352 Olean . 37.1 7.1 6.6 4.4 146.5 130.0 1,667 353 Owego . 28.0 7.7 15.2 41.5 241. 6 586.4 1,947 354 Plattsburg . . . 31.8 3.2 6.3 6.9 117.3 24.4 1, 168 355 Port Jervis _ _ _ 6. 1 6.0 3.4 141.9 226.6 975 356 Pongbkftftvisie _ 33. 2 2. 9 7. 1 654.1 357 Rochester . . 31.7 3.1 3.4 35.1 115.7 153.5 3, 837 35S Rom e _ _ 32.6 8.1 9. 1 13.6 154.0 108.2 359 Saratoga Springs . . . 33.5 11.9 6.5 4.4 167.2 152.1 2, 782 360 Seneca Falls . 34.0 4 3 12.9 24.3 148.4 173.8 3,449 361 Sing Sing . 35.1 0 2.8 6.9 128. 2 140.8 1. 951 362 Syracuse . 37.4 5.3 5.5 17.0 120. 0 184.4 3, 072 363 Trov . . . . . 34. 0 11.0 2. 5 22.8 19.0 364 Utica . 27.0 3.7 15. 5 25.8 119.3 269. 5 2, 631 385' Watertown . 2k 4 5.6 11.6 8.8 127.3 281.5 3, 210 366 Yonkers . . . 36.8 5.7 5.3 37. 3 108.9 363. 7 4, 6C3 367 W est new .Brighton . . 3C. 9 13.3 19! 5 128.7 187.6 1,255 NORTH CAROLINA. 368 369 "New P>enio _ 61.1 22.2 22.2 99.9 181.8 Raleigh OHIO. 370 Akron _ _ 42.4 5. 6 7. 7 14.6 133.4 16.5 2,436 371 Alliance _ _ _ . 38. 0 13.0 7.3 9.1 134.3 114.4 2, 299 372 Ashtabula _ 36. 6 11.8 6. 8 13.3 142.8 17.1 373 Canton _ _ _ _ _ 41.3 16.9 2.5 19.0 131.6 68.0 2, 203 374 CHillionthe. _ _ _ 33.0 8.5 7.1 13.5 109.0 644.3 2, 669 375 Cincinnati . 39.2 16.6 4.2 32.8 104.9 585.7 3. 524 376 Circleville _ _ _ _ 27.6 6.3 6.2 10.4 112.2 51.0 2, 961 377 Cleveland 38.6 5.4 3. 9 214.8 378 Columnns _ 40.7 5. 8 5. 8 23.0 105.0 147.8 "*2,932 379 Dayton . . . 35.0 13.8 4.3 18.9 112.4 430. 8 3, 331 3S0 Defiance . . . 36.9 4.2 6.9 29.1 140.1 135. 4 2,040 381 East Liverpool . . 31.9 3.4 1.9 10.4 105. 6 32.5 382 Elyria . . . 34.3 9.1 16.4 23.0 137.0 6G.3 2. 286 383 384 385 3S6 387 388 389 390 391 392 393 394 395 396 397 398 399 400 401 402 403 404 405 406 407 408 409 410 411 412 413 414 415 416 417 418 419 420 421 422 423 424 425 426 427 428 429 430 431 432 433 434 435 436 437 438 439 440 441 COMPARATIVE STATISTICS OF CITY SYSTEMS, 291 19, Part II. — Comparative statistics of city public school systems, etc . — Continued. City or town. Number of pupils in average i attendance to each teacher. Eatio of male teachers to whole number of teachers. I Eatio of high school enrol¬ ment to total public school enrolment. Eatio of private school en¬ rolment to total public and private enrolment. Eatio of total public and pri¬ vate enrolment to popula¬ tion 6-14. Number of volumes in school libraries to each 100 pupils in average attendance. Assessed value of property per capita of population 6-14. 1 1© 11 12 IS 14 15 14} OHIO— continued. Per ct. Per ct. Per ct. Per ct. Fremont . 31.2 15.4 8.8 28.4 137.2 123.3 $1, 734 32. 5 11.1 5.5 45.6 Hamilton . 40.8 19.6 8.7 31.0 124.1 10.6 to 40 00 44. 7 10.5 6.6 17.8 125.0 5.9 Lancaster . - . 33.6 17.9 6.6 16.7 136.7 42.5 2,526 Lima . . . . - - . 37.5 2.6 4.9 13.0 122.8 21.1 1,857 38.3 4.2 7.1 8.1 130. 5 16.3 37. 8 8.0 9.5 63. 4 1, 177 Massillon . 44.5 6.7 4.7 27.6 130. 7 72.3 1,702 Middletown . . . . 30.4 4.5 5.6 17.1 95.0 63.6 2, 601 16. 0 7.7 14.1 148.7 55. 1 Newark . . . . . 35.2 10.6 10.7 53.2 210.0 30.2 2, 554 Norwalk . . 36.0 7.1 13.0 22. 2 131.3 53.4 1,582 Piqua... . - . 35.5 8.7 8.1 21.’ 5 93.9 _ 2, 051 Portsmouth . 35.0 7.0 5.0 14.3 94.8 498.4 1, 815 0 Sandusky . . . . 36.8 4.9 5.4 17.6 101.1 133. 6 1,709 Springfield . . . 34.9 18.4 3.4 23. 1 129.2 11.8 3,103 Steubenville . . 34.1 14.3 6.9 2L1 117.7 120.3 2. 068 Tiffin . . . 31.8 6.1 10.8 34.8 124.8 33.4 1,994 Toledo . 38.1 95.2 3.4 27.2 98.3 9.8 2, 291 TTrbana ................... .... . ....... 38.7 35.0 11. 0 25.8 3, 368 ooster . . . 30. 0 7. 1 11. 8 52.2 244.7 69.4 Xenia . . 33.1 15.6 9.1 12.6 133.9 28.3 3,363 Youngstown . . . . 42. 3 13.6 4.2 89.6 Zanesville _ _ _ 33.4 9. 7 6. 0 7. 7 94. 6 OEEGON. Portland . . 38.1 8.8 6.9 13.4 143.2 19.7 4,200 Salem . ; 29.4 PENNSYLVANIA. A llAnfnwn _ _ _ _ 41. 7 21. 9 3. 7 3 7 19.1 A 1 honn a, _ _ 43. 1 13. 3 3.4 23.4 A shlanrl _ _ _ _ ... 23. 8 Beaver Falls .................... _ _ 39. 5 2. 6 1. 1 42.2 Bethl fib Am _ _ _ _ _ _ _ _ 44. 6 28. 6 5. 5 25.7 16.0 Bradford _ ........................... 39. 6 0 3.5 13. 8 113. 2 Bristol . . . . . . . 0 5. 8 18.7 Carlisle _ _ ................... 42. 7 29. 2. 12. 5 Chamber sburg . . . 41. 7 13. 3 5.4 6. 2 24.0 Chester . . . . . 34. 7 0 4. 8 14. 6 noliyml'ofli _ _ _ _ _ _ _ _ 45. 7 6. 2 3. 4 19. 5 170. 9 Conshohocken . . . . . 38. 6 7. 1 4. 8 37. 0 142. 1 Corry . . . . . 9. 1 5. 2 25.7 Danville . 31. 3 13. 3 8.2 Dnnmore _ _ ... _ _ _ .. 8. 7 3. 9 1.8 158.7 8. 5 Easton _ ............... _ ... _ ... 33. 0 21. 1 5. 0 300.7 Harrisburg .... _ _ ... _ _ 38. 2 15. 8 5. 7 9. 0 24. 3 Hazleton . . . . . . 43. 7 17. 2 3.5 14.7 4.7 Johnstown . . . . 22. 9 Lancaster . . . . . . 10. 5 7. 1 11. 1 Lock Haven . 42.5 25.9 7.9 15.5 215.6 21. 0 2, 019 Mabanoy . 46. 0 14. 8 4. 0 5. 9 35. 4 McKeesport . . . 40. 2 5. 3 3. 0 25. 9 Mead viS ie . . . . . . 36. 9 2. 4 7. 9 17. 4 59. 5 Nanticoke . . . . . 41. 9 18. 2 4. 6 25. 0 4.3 New Castle . 39. 6 8. 6 3. 9 18. 6 25. 3 Noriistown . 34. 9 8. 3 4. 5 31. 1 17. 9 Oil Citv . - . - . 8. 6 6. 8 20. 8 17. 0 Philadelphia... . 41. 7 3. 6 1. 9 18. 5 8. 1 Phcenixvill« _ 7. 1 2. 9 0. 8 147. 2 3, 106 Pittsburg . . . . . 1 . . 7.5 2.2 292 EDUCATION REPORT, 1886-87. Table 19, Part II.— Comparative statistics of city public school systems, etc. — Continued. 442 443 444 445 446 447 448 449 450 451 452 453 454 455 456 457 458 459 460 461 402 463 464 465 466 467 468 469 470 471 472 473 474 475 476 477 478 479 4S0 481 482 483 484 485 486 487 488 City or town. Number of pupils in average attendance to each teacher. Ratio of male teachers to whole number of teachers. Ratio of high school enrol¬ ment to total public school enrolment. Ratio of private school en¬ rolment to total public and private enrolment." Ratio of total public and pri¬ vate enrolment to popula¬ tion 6-14. Number of volumes in school libraries to each 100 pupils in average attendance. Assessed value of property per capita of population 6-14. 1 io 11 12 13 14 15 Itt PENNSYLVANIA — contin ued. Per ct. Per ct. Per ct. Per ct. 21. 7 3. 3 34.2 23. 0 39.2 28. 6 2.8 20.2 6.1 35. 5 13. 7 4. 8 7. 4 66. 4 31. 5 8.1 2. 2 15. 2 Shenandoah . 43.9 10.3 3.0 4.3 128. 3 70.2 $801 40. 9 4. 6 52. 4 285.8 5.4 3 524 South Easton . 46.6 44 5 7.3 16.5 161.0 0 l| 762 46 4 11. 8 7. 6 228. 2 1, 100 37. 0 ’ 0 5. 7 29. 0 0 6. 9 31. 5 125. 9 18. 3 1. 3 14.0 142.8 9.5 720 Williamsport . 38.7 14.7 3.3 19.7 98.5 58.6 1, 349 York . 7.4 168.5 4, 512 RHODE ISLAND. Bristol ............................ _ 32.7 12. 5 4.6 6. 5 105.7 5, 262 C rauston _ ...................... 28. 6 14. 8 11. 8 111. 0 188.6 7’ 764 Cumberland . . 27.2 15.2 0 20.9 100.1 143.7 4| 556 East Providence . 32.5 2.6 4.9 6. 1 129. 9 25.2 5, 048 .Toll nsfrm _ _ _ _ _ 28. 8 15. 4 2. 2 6. 7 100.9 3, 818 Newport . . . 34.9 13.0 5.3 28.0 110.8 37.4 9’, 973 Pawtucket . 38.3 10.3 3. 1 11.2 113.9 87.1 4, 277 Providence _ _ 33. 2 5. 6 4. 3 19. 2 112. 2 7, 181 South Kingstown . 22.9 23.1 5! 6 5.6 101.8 242.7 6| 130 Westerly . . . . . 33.6 26.0 3.7 1.5 151.8 83.5 4, 415 Woonsocket . . 37.8 9. 5 4.6 46.7 107.3 2, 928 SOUTH CAROLINA. Charleston . 51.0 8.3 3.5 14.3 149.8 0 3, 577 (Tnlumhia. _ 40.2 36. 0 2. 4 11.2 34.8 fi-refvnvillft _ _ 23.5 0 TENNESSEE. dtiaftanongfl, _ 15.7 2. 5 12.9 131.6 0.8 1, 835 Clarksville . 53.6 20.0 5.7 14.0 100.5 74.6 1,502 .Taelrsnn - _ _ 16. 7 45.4 Knoxville ............................ 40. 0 32. 7 4. 1 18.7 1, 741 Alempliis _ __ _ 15. 5 3.6 29.5 86.9 2, 626 Union City . . . 40. 8 46.2 8.1 7.0 109.5 49.0 TEXAS. Austin . 39.4 15.7 5.1 28.4 148.7 24.9 3, 374 Brenham . 42.8 17.1 7.1 5.1 96.5 32.5 1,550 Brownsville . 42. 8 27.3 7.8 20.4 51.6 63.7 841 El Paso . 27. 3 16. 7 14.0 132. 2 15.3 7, 729 Fort Worth . 38.5 25.6 3.2 11.4 158.2 0 3,604 G&lv68tOR . ,,T _ _ 42. 3 17. 1 3. 6 19.9 Houston . 36.5 22.2 3.2 9.4 63. 3 20.9 1,382 Palestine _ - _ _ ......... _ 34. 9 40. 0 4. 6 10.3 74.7 1, 749 Sherman . . r _ _ _ ................. 10. 0 34.4 81.2 1, 162 \V a.on - _ _ 21.9 2. 6 3.8 1,944 UTAH. Ocrde.n _ _ _ _ _ 38.8 31.2 23.9 153. 3 48.4 2.289 VERMONT. "Rnfflp'iinfm rrh 6. 1 Rutland . 34.7 4.3 7.2 22.0 122.3 150.6 4, 859 St. Johnshury . 19.5 0 COMPARATIVE STATISTICS OF CITY SYSTEMS. 293 Table 19, Part II. — Comparative statistics of city public school systems, etc. — Continued. City or town. Kumber of pupils in average attendance to each teacher. Ratio of male teachers to whole number of teachers. Ratio of high school enrol¬ ment to total public school enrolment. Ratio of private school en¬ rolment to total public and private enrolment. Ratio of total public and pri¬ vate enrolment to popula¬ tion 6-14. Kumber of volumes in school libraries to each 100 pupils in average attendance. Assessed value of property per capita of population 6-14. 1 10 11 12 115 14 10 VIRGINIA. Per ct. Per ct. Per ct. Per ct. 489 Alexandria . . 44.2 26. 9 0 27.2 80.4 372.3 $1,544 490 64. 1 16.7 3 2 491 Lynch burg . 40.8 24. 1 5.2 9.3 92.0 4,5 2, 858 492 K orfolk . . . 53. 1 21. 4 51.5 132. 2 3, 829 498 Petersburg . . . . 48.9 6. 7 5. 5 16.2 136. 3 491 Richmond . . . . 14.7 11. 0 17. 3 83. 7 13. 8 3, 566 495 Staunton . 39.6 42. 1 4.9 33.1 146.7 0 2, 098 49G Winchester . 40.8 30.8 12.5 11.1 97.3 0 2, G31 WEST VIRGINIA. 497 Charleston . . . . 13.0 498 Martin sburg ........ _ _ _ 27.3 10. 7 1, 397 499 Wheeling . 37.7 5.4 0 13.9 91.4 7.2 2, 6u0 WISCONSIN. 500 Appleton . . . 46.3 11.4 6.6 18.1 150. 0 52.3 1,938 501 Beloit . 31.5 12.0 9.0 1. 8 150. 0 25.4 2, 496 501 Berlin . 31.6 11. 1 13.0 9.8 119.7 123. 2 1,385 503 Fond du Lac .......................... 36.0 2.2 4. 5 18. 2 108.2 20. 2 504 Green Bav . 37.2 4.2 6.2 33.4 138.7 16.8 1, 520 505 Janesville . 29.4 5.1 6.6 27.4 105. 3 26.2 2, 888 506 Kenosha . 28.3 6.3 11.5 47.2 141. 8 75.7 1, 338 507 La, Crnsse _ _ _ _ _ 35.8 11. 1 4.4 12. 9 2, 601 508 M ad i son _ _ _ _ _ 509 Mil wantfifi _ _ _ 45. 1 14. 1 1.8 37. 9 130. 3 2, 595 510 Keen ah . 36.7 5.6 9.3 16.8 144. 1 19.1 1, 536 511 Oconto . 69.4 18.8 4.1 14. 5 205.3 27.0 1,306 512 Oshkosh . . 27. 1 13. 3 5. 6 40.8 100. 0 36. 9 513 Portage . 32.6 5.3 13.2 22.7 153.9 24.2 1,786 514 Racine . . . . . 38.8 13.8 4.0 23.7 105.4 44.6 2, 320 515 Sheboygan . . . . 45.1 22. 2 3.9 41.5 112.7 75.5 967 516 Stevens’ Point. _ _ 92.6 4] 8 3. 2 13.3 128.6 113. 1 517 Waukesha . . . 40.0 7.7 13.3 15.2 133.3 86.5 4, 374 518 Wausau . . . 33.7 6.9 4.2 26.8 151.3 22.0 1,350 294 EDUCATION &EPORT, 1886-87. Table 19, Part III.— Comparative statistics of city public school systems, etc. — Continued. City or town. Value of school prop¬ erty per capita of— Ratio of value of school prop¬ erty to total assessed val¬ uation. Amount raised by city or town tax per capita of — Ratio of amount raised by city or town tax to total assessed valuation. Salaries of superintend¬ ents and teachers per capita of— Ratio of salaries of superin¬ tendents and teachers to assessed valuation. Population 6-14. 3 © cS © U © V < Population 6-14. Average attend¬ ance. Population 6-14. Average attend¬ ance. 1 1 7 IS 19 20 21 22 23 21 25 Mills Mills ALABAMA. per per Per ct. dollar. dollar. Birmingham. . ., . $78. 27 $81.83 0.5 $32. 96 $34. 45 2.0 $14.44 $15. 10 0.9 Mobile . 10.66 29. 87 Montgomery . 18.19 42. 88 4.46 10.51 6. 03 14. 21 Selma . 15. 74 6. 59 17. 94 Talladega . 69. 60 141.41 2.4 11.44 23.25 4.0 1L71 23! 79 4.0 ARKANSAS. Fort Smith . 76. 22 98. 19 5.2 9. CO 12. 37 6. 5 Hot Springs . 14.98 22. 87 7.5 8. 52 13. 02 42.6 LittleRock . 37.96 81. 18 2.3 6. 90 14! 75 4.2 CALIFORNIA. Los Angeles . 55. 14 84. 77 1.1 7. 25 11.15 1.4 13. 43 20. 65 2.0 Marysville . 32 59 41. 06 5. 41 6. 81 17. 32 21.82 Oakiand . 53. 82 70.02 ”’i.3 7. 73 io’. 00 "*L8 18. 83 24.’ 50 3.6 Sacramento . 45. 41 60. 68 1. 5 5. 62 7.51 1.9 16.14 21.57 5.5 San Francisco . 59. 77 102. 16 1.4 4. 85 8. 25 1.1 13. 81 23.49 3.2 San Jos6 . 54. 63 77. 33 1.3 4. 47 6.33 1.1 13.96 19. 76 3.3 COLORADO- Aspen . 100. 60 65.43 2.7 57.19 37.19 15.1 33.48 21. 78 8.8 Colorado Springs . 199. 65 195. 24 5.7 21.51 21. 02 6.2 21.67 21.19 6.2 Leadville . 101. 05 159. 75 6. 6 10. 45 16. 51 6.8 Pueblo . 131. 70 164. 97 2. 5 20. 46 25.63 3.9 CONNECTICUT. Bridgeport . 51. 53 61. 14 2.0 11.58 13. 74 4.5 11.33 13.44 4.4 Bristol . 55. 89 61.13 2.1 14. 23 15.57 5.4 16. 53 18.08 6.2 Enfield . 40.74 62. 63 1.8 6.92 10.63 3.1 9. 69 14. 89 4.3 Greenwich . 33. 94 62. 33 1.0 10.31 18. 93 3.0 9. 49 17.43 2.8 Groton . _ >. . . 24. 78 29.32 0.9 7.86 9.30 2.8 10.68 12. 63 3.8 Hartford 13.62 18. 85 1. 9 Killingly . 8. 27 4.0 Manchester . . 45. 68 58. 97 1.9 6. 51 8. 40 2.7 Meriden . . 93. 69 129. 67 3.2 13.36 18. 49 4.6 il.56 16.00 4.0 Middletown . . 77. 77 107. 74 1.5 ! 11.17 15.47 2. 2 13.16 18.22 2.6 Naugatuck _ _ 9. 46 12 58 12.02 15.97 New Britain _ _ 98. 77 165. 80 4. 3 8.59 14.42 3.7 New Haven . 65. 65 75. 92 1.5 17. 68 20. 45 4.1 15.78 18. 25 3.7 New London . 38.79 38.44 N orwnl k 57. 01 65. 59 j Norwich . . . 167. 52 238. SI 6.94 9. 90 19. 92 29. 07 Plainfield _ _ 6. 90 8. 99 2.4 10. 19 13. 27 3.5 Portland . 21.48 24. 03 0.7 11.84 13.26 4.0 13. 48 15.10 4.6 Putnam . . . 6. 64 Rockville . . . Stafford . . 9. 01 14. 83 9. 36 15. 41 Stamford . . . . 143. 07 13. 48 11. 30 Thompson ...i . 3. 48 7. 43 1.1 6.07 12.94 1.9 DELAWARE. New Castle..... . . ...... 36. 19 30. 19 9.05 9.05 . Wilmington . . . . 64. 83 1. 3 18. 56 3.7 11. 83 *2.4 DISTRICT OF COLUMBIA. "Washington . 11.41 16. 18 1 44 COMPARATIVE STATISTICS OP CITY SYSTEMS. 295 Table 19, Part III. — Comparative statistics of dtp public school systems, etc. — Continued. City or town. Value of school prop¬ erty per capita of— Ratio of value of school prop¬ erty to total assessed val¬ uation. Amount raised by city or town tax per capita of— Ratio of amount raised by city or town tax to total assessed valuation. Salaries of superintend¬ ents and teachers per capita of— Ratio of salaries of superin¬ tendents and teaehors-to assessed valuation. Population 6-14. Average attend¬ ance. CD o\ Ph o o ■+3 . ct © © £ teg a © < Population 6-14. R "cs ® §1 o <1 I 17 IS 19 S0 si 33 S3 , 25 Mills Mills FLORIDA. per per Per ct. dollar. dollar. 45 $21. 83 0.7 $17. 67 5. 7 $6. 61 2.1 GEORGIA. 48 $21. 51 19. 52 0. 6 $15.12 13. 72 4.1 $17. 81 16. 1 8 4. 9 47 Athens . . '26. 12 48.19 0.7 5. 66 10.45 1.5 6. 23 11. 50 1.7 48 45.42 0. 9 10. 37 2. 1 9.40 1. 9 49 12.81 30.00 0. 5 5.84 13. 67 2.1 5. 24 12. 27 1. 8 50 32. 71 11. 99 51 51. 05 0.7 14. 01 1.8 52 15. 72 26. 83 6. 59 11. 25 6. 81 11. 62 53 95. 07 18. 25 21. 46 ILLINOIS. 54 11. 59 17. 07 10. 56 15. 57 55 Belleville . - . 49. 24 68. 60 6.4 19. 78 27. 55 25.8 9. 60 13. 37 12.5 56 Bloomington . 86. 41 125. 51 8.0 13.94 20.24 12.9 10. 38 15. 08 9.6 57 Cairo . . 26. 31 42.14 2.6 3.41 5. 46 3.4 5.13 8. 22 5.1 58 Chicago . . . 56. 40 91. 78 3.6 17.48 28. 45 11.1 10. 98 17.87 7.0 59 Danville . ... .............. _ 73. 61 90. 29 7.7 11. 48 14. 09 12. 0 60 Decatur . 55. 40 66. 91 6.5 18. 80 22. 71 22.1 9.17 11.07 10. 8 61 East St. Louis . . 41.79 48. 70 2.6 0. 15 0. 17 0.1 20. 34 23. 70 12.5 62 Elgin . . . 61. 78 81.74 5.0 20. 90 27. 65 17.0 9. 88 13. 07 8.1 63 Englewood . . 10. 26 11. 39 1.1 42.75 47. 46 44.0 20. 17 22.40 20.8 64 Evanston _ _ 50. 70 63. 24 4.0 65 Galena ...................... 6. 38 15.94 5. 33 13i 33 66 Galesburg . . 38. 35 61. 77 3.4 9. 85 15. 87 8.9 8. 14 13.11 7.3 67 Jacksonville . 54. 09 112. 97 7.0 3. 35 6. 99 4.3 6.57 13. 71 8.4 68 Joliet . 42. 59 70. 46 3.8 11. 04 18. 27 9.9 8. 01 13.25 7.1 CO Kankakee . , . 61. 39 155. 93 16.6 8. 75 22. 22 23. 7 5.34 13.59 14.4 70 Lincoln . 43. 76 95. 21 10.1 7.03 15. 29 16.2 6. 30 13. 71 14.5 71 Litchfield.. . 55.77 72. 37 8.7 5. 92 7.68 9.2 6.49 8. 42 10.1 72 Mendota _ 13. 72 12.73 15. 24 14.14 12. 68 11. 76 73 Moline . 77. 28 91.49 9.0 18. 87 22. 33 22.1 12. 03 14. 24 14.1 74 Ottawa . . . . . 38. 24 52. 94 5.3 14.54 20. 13 20.2 10. 43 14.45 14.5 75 Paris . . __ 61. 90 64. 58 19. 97 20. 83 76 Pekin _ _ ... _ _ 79. 39 102. 48 10. 33 13. 33 9. 33 12. 04 77 Peoria . . 60. 06 5. 7 11. 59 11.0 9. 51 9.0 78 Peru . 79 Quincy . . 34. 14 77.94 4.2 6. 80 15. 52 8.4 5: 85 13. 37 7.2 80 Rockford . . . . . 53. 39 69. 23 3.3 12. 95 16. 79 8.0 11. 31 14. 66 7.0 81 Bock Island . 50. 01 63. 26 4.5 13. 24 16. 75 12,1 11. 22 14. 20 10.3 82 Springfield . . - . 42. 68 90. 05 1.4 10. 99 23.18 3.5 7. 48 15.79 2.4 83 Streator . _ . . 30. 37 39.46 8. 03 10.44 6. 95 9. 04 84 Waukevan . . . 53. 98 75. 44 9. 44 13. 19 INDIANA. 85 Columbus . 80. 53 84.00 4,4 13. 28 13. 85 7.2 9. 05 9. 43 4.9 86 Crawford svill o. . ... .. _. 77. 27 96. 08 9.41 11. 70 87 Evansville.. . 48. 99 92. 38 2.0 8. 70 16. 37 3.6 88 Fort Wayne . 29. 05 82. 20 1. 08 3. 65 10. 33 2.3 7. 37 20. 81 4.7 89 Goshen . . . . . ______ 53. 35 2 7 00 Indianapolis . . . 36. 22 84. 17 19 4. 72 10. 98 2.5 7. 09 16. 48 3.8 91 J effersonville . . . . 32. 65 55.37 2.9 5.48 9.30 4.8 7.74 13. 13 7.0 92 Kokomo . . . 55. 51 58. 42 2.8 20. 90 21.99 10.4 11.69 12. 31 5.8 93 La Porte . . . 94 Lawrencebur o\ ............... 0. 9 5.1 95 Logansport, . . 64. 06 110. 70 4. 0 7.24 12. 50 4.5 96 Michigan City . . . 35. 02 97. 33 2.9 2.27 6. 31 1.9 6. 08 17. 29 5.1 97 Muncie . 71. 78 87. 89 4. 75 5. 82 10. 38 12. 71 98 New Alban y _ . 45. 79 81. 67 2. 7 99 Peru . . 56. 56 82. 01 5. 8 8. 45 12. 25 8.6 100 Richmond . . 63. 28 105. 25 2.4 9. 79 16. 29 3.7 296 EDUCATION REPORT, 1886-87. Table 19, Part III —Comparative statistics of city public school systems , etc— Continued City or town. Value of school prop¬ erty per capita of— Batio of value of school prop¬ erty to total assessed val¬ uation. Amount raised by city or to wn tax per capita of— Batio of amount raised by city or town tax to total assessed valuation. Salaries of superintend¬ ents and teachers per capita of — Batio of salaries of superin¬ tendents and teachers to assessed valuation. Population 6-14. 5 © © ® as ei « © > < Population 6-14. rd PI © +3 "cs © 2 Pi > Population 6-14. Average attend¬ ance. 1 17 IS 19 20 21 23 23 24 25 Mills Mills Indiana — continued. per per Per ct. dollar. dollar. 101 Seymour . 102 $41. 78 $86. 90 2. 7 $6. 10 $12. 70 3. 9 103 Terre Haute . 33. 49 70. 19 1.6 $5. 25 $11.01 2.6 8! 11 16. 99 10 lot Vincennes . 41.21 62. 36 1.9 1. 47 2. 23 0.7 8. 40 12. 72 4.0 105 Washington . 48. 48 75. 66 4.5 2. 31 3. 60 • 2.1 8.21 12. 82 7.G IOWA. 106 67. 77 66. 37 18. 14 17. 26 13. 95 13. 27 107 67.15 61. 85 20. 58 18. 96 108 Burlington . 34. 32 49. 83 **28." 5’ 12. 05 17. 49 101.4 10. 8G 15. 77 91.5 lOy Council Bluffs . 54. 61 117. 20 5.4 10. 16 21.75 10.1 6. 75 14. 46 6.7 110 Creston . 68. 42 6S. 76 16.9 15. 20 15. 28 37.5 12. 08 12.14 29.8 111 Davenport . 61.76 92. 54 6.9 14. 29 21. 41 16.0 12. 05 18. 05 13.5 112 Des Moines, West Side . 96. 86 122. 54 4.1 24. 72 31. 32 10.4 15.11 19. 14 6. 3 113 Dubuque . 40. 4S 72. 80 3.7 9. 78 17. 59 8.8 7.50 13.59 6.8 114 P ort T)ner per Ter ct. dollar. dollar. Augusta . 844. 74 $47. 70 1. 1 $9. 78 $10. 44 2.3 $12. 80 $13. 66 3.0 12. 07 11. 16 12. 01 11. 12 Rjltll’ . . 59. 07 1. 6 C. 65 1.8 7. 33 2.0 49. 76 70. 46 1.7 8. 65 12. 25 3, 0 8. 89 12. 59 3.1 2. 4 6. 03 5. 60 3. 6 8. 01 7. 44 4. 8 I )pPT‘iTl o* 87. 14 Eustport . 22.57 28. 34 2.1 5. 27 0.61 4.9 6.21 7. 80 5.8 G-ardiner . 9. 10 7. 67 2.8 1. 77 6. 55 2.4 7.45 6. 28 2.3 Portland . 67. 03 70. 90 1.2 10. 33 18. 15 2.7 12. 47' 13.86 2.1 Rockland . 38. 27 1. 1 7. 99 2.2 8. 65 2.5 54.42 57. 70 14. 02 14.' 86 MARYLAND. 65. 34 0. 8 19. 29 2. 5 16. 97 2.1 Prod ori ok _ _ 40. 70 8. 82 TTao-orsdnwn _ _ 33. 61 1.1 8. 15 2.7 MASSACHUSETTS. A dams _ _ _ _ _ 64. 80 68. 79 14. 63 15. 53 9. 55 10. 13 Amherst..., . 129. 80 144. 75 *2.2 17. 77 19. 81 *3.0 15. 03 16. 77 2.5 Arlington _ _ _ 109. 67 103. 09 20. 87 19. 62 Athol . . . . 14. 57 14. ii 3.6 11. 04 10. 70 2.8 Attleborough . . 17.17 15. 83 4. 6 15. 12 13. 94 4. 1 Beverly . 133. 59 133. 13 1.3 10. 66 10. 60 1.6 11. 89 11.85 1.2 Blackstone . . . . 11. 55 13. 87 7.90 9.48 Boston . . Braintree . . . . Brockton . . . . 16. 90 14. 97 3.3 13. 81 12. 19 2.7 Brookline . . 212. 07 211. 53 0.9 Cambridge . 76. 32 79. 41 1.1 27. 55 28. 66 4.1 18. 88 19. 65 2.8 Canton . . . . . . 33. 80 24. 99 Chelsea . 125. 31 127. 05 2.6 21. 76 22. 06 4.4 14. 60 14. 80 3.0 Clinton . . 159. 11 161. 04 4. 4 12. 15 12. 30 3.4 Danvers . 48. 32 42. 86 1.2 19.52 17.31 4.7 14. 01 12. 43 3.4 Dedham . 154.90 142. 10 2.8 35. 76 32. 81 0.4 24. 40 22. 40 4.4 Eastbampton . . 60. 34 1.6 16. 34 4.4 11. 28 3. 0 Everett . _ _ . . 20. 81 19. 29 14.70 13. G2 Fall River . 12.96 17. 78 Fitchburg . . 130. 67 109. 35 1.9 36. 14 30. 24 5. 3 21. 04 17. 61 3. 1 Framingham . . . 18. 17 17. 23 19. 08 18. 09 Franklin . 50. 94 64. 97 1.9 22. 36 27. 87 8.3 9.23 11. 50 3.4 Gloucester . 65.07 57. 67 1.6 15. 36 13. 61 3.7 Great Barrington . . 37. 46 37. 54 0.9 16. 29 16. 33 3.8 13. 02 13. 05 3.1 Greenfield . 92. 87 84. 87 20. 10 18. 37 Haverhill . 99. 07 102. 06 2.2 19. 38 19. 97 4.3 15. 37 15. 83 3.4 Hingham . 152. 72 120. 40 26. 95 21. 25 20. 80 16.40 Hopkinton . 12 99 3. 5 Hyde Park . . 73. 33 71. 60 2. 3 21.06 20. 57 6.6 15. 09 14. 73 4. 8 Lawrence . . 86. 81 76. 04 1.3 Lee . . . Leominster . . . 80. 26 72. 65 1.7 21.17 19. 16 4.4 16. 82 14. 88 3.5 Lowell . . 77. 60 110, 40 1. 3 21. 65 30. 79 3. 5 14. 50 20. 63 2.4 Lynn . . 85. 34 95. 67 1.8 20. 17 22! 61 4.3 14. 95 10. 76 3.2 Malden . . 120. 15 146. 24 2.2 21. 24 25. 85 3.9 15. 40 18. 73 2.8 Marblehead . 28. 22 29. 59 0. 7 14. 70 L5. 45 3. 8 11. 18 11. 73 2.9 Marlborough . 40. 41 34. 52 1. 6 16. 72 14. 29 6. 6 Medford . 98. 25 92. 90 1.6 25. 04 23. 68 4.1 21. 28 20.12 3.5 Melrose . . . 20. 12 4. 3 13. 73 2. 9 Methuen . 65. 15 68. 60 1.5 14. 20 14. 95 3.2 13. 02 13. 70 2.9 Middleborough . 22. 45 20. 72 7. 3 18. 58 17. 14 6. 0 Milford . 48. 59 51.77 1.2 16. 18 17.24 4.1 13. 25 14. 12 M 298 EDUCATION REPORT, 1886-87. Table 19; Part III .—Comparative statistics of city public school system, etc. — Continued. City or town. Value of school prop¬ erty per capita of — Ratio of value of school prop¬ erty to total assessed val¬ uation. Amount raised by city or town tax per capita of— Ratio of amount raised by city or town tax to total assessed valuation. Salaries of superintend¬ ents and teachers per capita of — Ratio of salaries of superin¬ tendents and teachers to assessed valuation. Population 6-14. 52 c3 o o o a cs o k <1 Population 6-14. Average attend¬ ance. Population 6-14. Average attend¬ ance. 1 17 IS 19 2© 21 22 23 24 25 Mills Mills MASSACHUSETTS— continued. per per Perct. dollar. dollar. 211 $36. 80 1. 4 $12. 61 4. 7 $10. 91 4. 1 212 Montague . 66. 96 $76. 42 2.4 12. 91 $14. 74 4.7 8. 54 $9. 74 3.1 213 Needham . 138. 91 122. 71 2.6 25.06 22. 14 4.8 18. 21 16. 09 3.5 214 198 34 1. 5 27. 83 3. 2 20. 94 2. 4 215 New bury port . 48. 99 85. 54 1.3 9. 98 17. 42 2.5 8. 93 is! 60 2! 2 216 Newton . . 187. 36 173. 25 1.8 36. 82 34. 05 3.5 28. 63 26. 48 2.8 217 North Adams . 58. 65 73.01 14. 37 17. 08 10. 61 13. 02 218 Northampton . . 58. 31 58. 96 1.2 17. 71 17. 91 3.7 13. 52 13. 67 2.8 219 Northbriage ... . . . 66. 96 78. 26 2. 0 13.17 15. 39 4. 0 220 North Brookfield . 43. 11 44. 14 1.6 14.11 14. 45 5.1 11. 36 11. 63 4.1 221 Peabody . . . . 19. 71 21. 64 4. 6 12. 47 13. 70 2. 9 222 Pittsfield . 40.81 43. 20 1.8 17. 42 18. 43 6.3 12. 59 13. 45 4.9 223 Randolph . 94.40 74. 23 2. 0 19. 63 15.43 4. 1 17. 81 14. 00 3. 7 224 Rockland . 46. 14 1. 6 14. 82 5.2 11. 51 4. 0 225 Salem . 90. 42 122. 52 1.4 19. 53 26. 47 3.1 15. 56 21.08 2.5 226 Somerville . 90. 67 88. 44 1.6 27. 52 26. 84 4.8 18. 18 17.73 3.2 227 Southhridge . 27. 96 54. 56 1.1 10. 26 20. 03 4.0 8.52 16. 62 3.3 228 Spencer . 44. 89 45. 99 1. 7 10.02 10. 27 3.8 229 Springfield . . . 110. 70 132. 40 1.5 23. 12 27. 65 3.2 17.25 20. 63 2.4 230 Stoneham . 81.46 75. 06 1. 9 22. 44 20. 68 5. 2 231 Stoughton . 51. 58 69.46 1.8 12. 85 17. 30 4.2 9. 94 13. 38 3.4 232 Taunton . . . 233 'Waltham . . 35. 52 27. 92 6. 2 21.24 16. 70 3.7 234 Watertown . . 20. 99 17- 38 235 Webster . 42. 84 2. 0 6. 93 3.2 5. 43 2.5 236 Westborough . 19. 30 15.03* 237 Westfield . 113. 25 120. 87 2.2 24.06 25.68 4.7 13. 44 14. 35 2.6 238 West Springfield . . 81. 90 86.91 2.2 13. 34 14.15 3.5 10. 98 11. 65 2.9 239 Weymouth . 77.26 58.67 2.0 33. 03 25. 09 8.7 10.32 12. 39 4.3 240 Woburn . . 103. 73 2. 2 19.83 4.2 15. 81 3. 3 241 Worcester . 6. 13 7. 06 0.1 21. 39 24. 63 4.0 15.75 18. 14 3.0 MICHIGAN. 242 Adrian . . 80. 93 111.23 2.7 12. 99 17.85 4.4 11. 43 15. 72 3.9 243 Ann Arbor . 100. 00 106. 28 3.2 15. 13 16. 07 4.8 14. 75 15. 67 • 4.7 244 Battle Creek . 37. 89 124.19 4.5 18.26 25. 81 9.4 9. 88 13.97 5.1 245 Bay City . . . 49. 50 74. 38 2.0 10.00 15.03 4.1 7. 37 11. 07 3.0 246 Cadillac . 46. 34 61. 84 4.3 15.71 20.96 14.7 10. 71 14. 29 10.0 247 Cheboygan . . . 21. 11 33. 21 248 Cold water . . 85. 28 77. 48 1. 6 14. 10 12. 82 2. 7 249 East Saginaw . . 53. 19 76. 14 2.5 15.75 22. 55 7.5 9. 25 10. 52 4.4 250 Grand Haven . . . 56. 83 63. 67 3.7 11. 52 12.91 7.4 8. 18 9.16 5.3 251 Grand Rapids . 15. DO 20. 37 6.0 12. 52 16.04 4.8 252 Ionia . 82.23 70. 93 3.0 19.18 16. 53 7.1 15. 50 13. 37 5.7 253 Jackson . . . 17. 66 19. 07 14. 62 15. 79 254 Kalamazoo . 88. 86 113. 93 3.6 16.93 21. 71 6.8 10.01 12. 83 4.0 255 Eudington _ _ 256 Marquette . . . 68. 23 78. 69 2.8 14. 44 16.65 5.9 10. 24 12. 09 4.2 257 Marshall . 149. 83 170. 36 5.3 23. 28 26. 47 8.3 13. 73 15. 61 4.9 258 Menominee . 42. 65 61. 18 2.2 9. 99 14. 32 5.1 8. 32 11.94 4.2 259 Negaunee . . . . . 17. 54 30. 75 0.6 7. 35 12. 90 2.4 7. 51 13. 17 2.4 260 Niles . . . . . 73. 43 80. 50 2. 6 15. 40 16.88 5. 5 13.17 14. 43 4. 7 261 Pontiac . 150. 13 134. 93 4.3 14. 37 12. 91 4.1 15. 73 14. 14 4.5 262 Port Huron . 49. 05 71.63 2.6 3. 50 5. 12 1.8 7. 06 10.31 3.8 263 < Saginaw . . 46. 65 2. 5 12. 69 6. 9 8. 35 4.5 264 West Bay City . 87. 70 100. 99 3.6 8. 59 9. 89 3.5 9.70 11.23 4.0 265 Ypsilant.i _ _ _ MINNESOTA. 266 Crookston . . . . 99.70 97. 14 5.9 20. 48 19.95 12.2 12.49 12.17 7.4 267 J Duluth . . . 183. 17 20. 82 Comparative statistics op city systems. 299 Table 19, Part III. — Comparative statistics Of city public school systems, etc. — Continued. City or town. Value of school prop¬ erty per capita of— Ratio of value of school prop¬ erty to total assessed val¬ uation. Amount raised by city or town tax per capita of— Ratio of amount raised by city or town tax to total assessed valuation. Salaries of superintend¬ ents and teachers ner capita of— Ratio of salaries of superin¬ tendents and teachers to assessed valuation. Population 6-14. Average attend¬ ance. o 75 Ph o PH Average attend¬ ance. Population 6-14. Average attend¬ ance. 1 17 IS 19 20 21 33 23 24 25 Mills Mills Minnesota — continued. per per Per ct. dollar. dollar. 268 Faribault . $117.45 4.4 $17. 75 6.6 $13. 93 5.2 269 70 61 2.4 20 66 7. 0 13. 45 4.6 270 120. 30 1. 5 40. 39 5.0 18.37 2.3 271 Fed Wing . 71.32 3.6 15. 20 7.7 13.95 7.1 272 Saint Cloud . 47. 25 1. 9 13.13 5.3 273 133 97 274 Still Water . 88. 96 2.2 20. 03 4.9 17. 65 4.3 275 154. 03 4.0 15. 01 3.9 15. 11 4.0 MISSISSIPPI. 276 277 $5. 46 $6. 55 278 3. 11 9. 00 4. 50 13. 03 279 Vicksburg . $14. 65 39. 72 0.9 6.39 17. 32 4.0 5. 24 14.22 3.3 MISSOURI. 280 Chillicothe. ................... 38. 85 60 12 281 Hannibal . . . . 25. 85 39. 36 2.2 8. 56 13. 11 7.3 6. 96 10. 60 5.9 282 Jefferson City . 34.99 60.83 3.4 8. 36 11. 55 8.2 5. 88 10.23 5.8 283 TCansna City . _ _ 46. 56 L22. 06 8. 89 23. 31 281 Moberly . . . . . 3L «7 51. 58 4.8 6.64 10. 62 10.0 5. 56 9.06 8.3 285 St. Charles . . . 46. 16 146. 65 2.7 3. 16 10. 05 1.8 4.26 13. 53 2.5 286 St. Joseph . . 21. 12 66. 26 1.8 5.11 16. 04 4.3 4. 55 14.27 3.8 287 Seda.ha _ _ _ . 288 Springfield . . 41.10 58. 67 3.2 9.00 12. 85 7.1 5. 14 7.34 4.0 NEBRASKA. 289 Beatrice _ , _ ... 94 53 ' 11. 34 290 Fremont _ . . 54. 45 56. 12 9. 90 10. 20 12. 46 12. 85 291 Grand Island . 96. 69 117. 94 14.6 12.33 15. 04 is. 6 13. 86 16. 91 20.9 292 Hastings . . 99. 25 133. 98 8.1 2. 61 3. 49 2.1 9. 47 12 G8 7.7 293 Lincoln. . . 73. 53 141. 20 7 1 294 Omaha . 112.’ 52 172. 48 7.8 5.97 9.15 4.1 14. 27 21. 87 9.9 NEVADA. 295 Virginia, City _ 39.94 50. 26 12.20 15. 36 NEW HAMPSHIRE. 296 Claremont . . 34. 55 37. 66 0.8 13. 44 14.64 3.4 7. 67 8.36 1.9 297 Concord 6. 07 298 Dover _ _ _ _ _ 13. 17 19.18 11. 32 ,i6. 49 299 Tve.e.ne 18. 87 11. 31 300 Manchester 22. 52 2.6 1 '. 5 • 2.0 301 Nashua . . 223. 94 320. 65 10.1 18. 03 25. 82 8.2 14. 81 21. 20 6.7 302 Portsmouth _ 35. 80 38. 72 0.7 14. 03 15. 17 2. 8 13. 30 14.30 2.7 303 Rochester . . . . . 57. 95 56. 88 2.4 5.84 5. 74 2. 4 iO. 88 10 68 4.4 304 Somersworth . 62. 57 81. 97 2.9 13. 14 17. 21 6.2 10. 07 13. 20 4.7 NEW JERSEY. 305 Atlantic City 65. 42 96. 27 2.2 8. 99 15. 24 3.0 306 Camden 36. 69 64. 49 2.1 8. 55 15. 01 5. 0 7. 54 13. 24 4. 4 307 Ghamhp.rshnrcr 308 Elizabeth . 19. 99 41. 62 0. 8 309 Gloucester _ _ 310 Harrison . . 13.41 44.45 0.9 1. 56 5. 17 1.0 5. 46 18. 09 3. 5 311 .lersey; City . 20. 14 44. 50 1.0 1. 16 2. 57 0. r» 5.96 13. 29 2.8 312 Lambertville . 28. 32 58. 05 0.8 2,07 4. 20 0.6 8. 91 18. 26 2.4 313 Long Branch . 78. 56 122. 63 8. 96 13. 99 8.92 13. 92 300 EDUCATION REPORT, 1886-87. Table 19, Part III. — Comparative statistics of city public school systems, etc. — Continued. City or town. Value of school prop¬ erty per capita of— Ratio of value of school prop¬ erty to total assessed val¬ uation. Amount raised by city or town tax per capita of— Ratio of amount raised by city or town tax to total assessed valuation. Salaries of superintend¬ ents and teachers per capita of — Ratio of salaries of superin¬ tendents and teachers to assessed valuation. Population 6-14. Average attend¬ ance. Population 6-14. 3 rt ® w ti. a « cs 3 > Population 6-14. Average attend¬ ance. 1 17 IS 19 20 21 22 23 24 25 Mills mils NEW jersey— continued. per per Per ct. dollar. dollar. 814 Millville . $95 41 $38. 74 $7. 33 $11. 18 $9.22 $14. 07 815 37. 27 70. 80 1. 2 4. 11 7. 80 1. 3 8.48 16. 11 2.7 316 42. 73 68. 77 4. 04 7. 14 8. 13 13. 09 317 Orange . 33.91 86. 78 1.9 2. 75 7. 02 1.5 G. 89 17. 63 3.9 318 Phillipsburg . 20. 50 22. 45 1.2 4. 90 5. 37 2.8 8.34 9. 13 4.7 319 Plainfield . 79. 84 114. 00 2.7 11.30 16. 14 3.8 12. 48 17. 83 4.2 320 54. 26 87. 18 9. 95 15.99 NEW TORK. 821 88. 59 1.4 19. 78 3.1 16. 19 2.0 322 Auburn . 62. 35 75. 98 2.1 14.* 58 17. 76 5.0 11.09 13. 52 3.8 323 Batavia . 115. 31 149. 67 3.5 14. 19 18. 42 4.3 9.78 12. 70 3.0 324 72. 13 80. 53 1.6 12. 95 14. 46 2.9 11.24 12. 55 2.5 325 60. 43 1.1 23. 13 4. 1 14. 35 2.6 326 Buffalo" . . . 32. 59 66. 55 13. 12 26. 79 9. 66 19. 72 327 Canandaigua . 85. 58 132.71 1.7 9.43 14. 62 **'i.*9* 9. 22 14.29 1.9 328 Coboes . . . . 60. 87 1.0 7. 92 17.43 2.9 6. 51 14. 26 2.3 329 Corning . 110. 10 119. 30 5.4 16. 13 17. 88 7.8 11.73 12. 71 5.7 330 Cortland... . . . 21. 66 51.40 4 39 10. 43 4.27 10. 13 331 Dunkirk _ 332 Elmira . 104. 36 114. 56 3.0 12. 26 13. 46 3.5 12. 28 13. 48 3.5 333 Flushing . 41.33 104. 75 3.6 9. 15 23. 18 8.0 7. 42 18. 80 6.5 334 Geneva . 44. 47 43. 38 1.0 8. 33 8.15 1.9 9. 45 9. 40 2.2 335 Gloversville _ _ 38. 42 44. 01 1.9 9. 13 10. 46 4. 5 9. 16 10.49 4. 5 336 Green Island . 62. 12 G9.61 2.2 11. 38 12. 76 4. 1 11. 23 12. 59 4.0 337 Hoosick Falls . 54. 31 44. 91 19. 45 16.08 14. 26 11. 80 338 Hornellaville . 52. 66 62. 55 1.8 17.10 20. 31 5.8 10.46 12.40 3.5 339 Hudson . . . 1. 3 1. 2 1. 9 340 Ithaca . . . 107. 65 5. 0 14. 79 16. 05 7. 4 11.84 12. 86 6. 0 341 Johnstown....... . 76.25 91.58 3.4 11. 19 13.44 5. 0 8. 59 10.31 3.9 342 Kingston . . . . 114. 68 144. 18 2.8 15.61 19. 63 3.8 13. 50 16.97 3.3 343 Lansingburg . 81. 57 47. 53 0.8 10. 03 15. 10 2.7 8.81 13. 26 2.4 344 Little Falls . 66. 52 94. 63 6.5 7.06 10. 04 6.9 9. 48 13.49 9.3 345 Lockport . 55. 99 1. 6 12. 57 3.9 14. 27 4.4 346 Lyons . . 27. 23 24.66 1.0 10.51 9. 52 3.9 ii.*59 10. 50 4.4 347 Malone . . 73.95 71.66 3.2 14. 41 13. 96 6.3 11.53 11. 18 5.0 348 Middletown . 56.19 60. 69 2.5 13.98 15.10 6.2 11.14 12. 03 4.9 349 Newburg . 76. 82 114. 99 2.8 16.59 24. 83 6.0 9. 85 14 74 3.5 350 New York . . 69. 42 96. 00 1.0 19. 14 26.41 2.9 14. 23 19. 68 2.1 351 Ogdensburg . 45. 22 68.81 2.3 7.99 12. 16 4.0 352 Olean . 69. 66 80. 67 4.2 15. 24 17. 65 9.1 IQ. 80 12. 50 0. 5 353 Owego . 78. 75 75. 70 4.0 20. 76 19.95 10.6 15. 73 15. 12 8.1 354 Plattsbnrg . 55. 33 69. 00 4.7 11. 44 14. 27 9.8 9.84 12.28 8.4 355 Port Jervis . 30. 75 31.17 3.2 6.71 6. 80 6.9 10.61 10.75 10.9 356 Poughkeepsie . 65. 94 1. 3 13.31 2. 5 13. 21 2.5 357 Rochester . 33. 39 59.47 0.9 11.86 21.13 3.1 8. 58 15. 28 2.2 358 Rome _ 52, 90 63. 02 10. 19 12. 14 11. 54 13. 75 359 Saratoga Springs . 78. 68 76. 41 2.8 25. 38 24. 70 9.1 16. 57 16. 09 6.0 360 Seneca Falls . 50. 60 64. 64 1.5 10. 46 13.36 3.0 9.82 12. 55 2.8 361 Sing Sing . 29. 14 34. 15 1.5 17.43 20.43 8.9 13. 39 15. 70 6.9 362 Syracuse . 79. 88 108. 10 2.6 13. 83 17.47 4.5 10. 86 13.71 3. 5 363 Troy . 89. 54 1. 1 15. 56 1.9 19. 24 2.4 364 TJtica . 50. 24 86. 63 1.9 9.34 16. 10 3.5 9. 83 16. 95 3.7 365 Watertown . 64. 20 80. 23 2. 0 14. 64 18.30 4. 6 11.95 14.94 3.7 366 Yonkers . 41.97 93. 47 0.9 12. 83 28. 58 . 2.8 9. 48 21.12 2.0 367 West New Brighton . 37. 03 57. 06 3.0 14. 63 22. 55 11.7 12. 33 19. 01 9.8 NORTH CAROLINA. 868 New Berne . 16. 65 27. 27 369 Raleigh . 14. 02 29.13 36. 43 75. 70 3. 63 7. 55 Ta 370 371. 372 373 374 375 376 377 373 379 380 381 382 383 384 385 380 387 388 389 390 391 392 393 394 395 396 397 398 399 400 401 402 403 404 405 406 407 408 409 410 411 412 413 414 415 416 417 418 419 420 421 422 423 424 425 426 COMPARATIVE STATISTICS OF CITY SYSTEMS. 30 le 19, Paiit III. — Comparative statistics of city public school systems, etc. — Continued. Amount raised by city or town tax per capita of— Population 6-14. Average attend¬ ance. 30 31 City or town. OHIO. Akron . . . . . Alliance . - . Ashtabula . Canton . Chillicothe . Cincinnati . Circleville . Cleveland . Columbus . - . Dajrton . Defiance . . . East Liverpool . Elyria . Fremont . Gallipolis . Hamilton . Ironton . . . Lancaster . . . Lima . . . Mansfield . — -. Marietta . . . . Massillon . Middletown . Mount Vernon . Newark . Norwalk . Piqua . . Portsmouth . Salem . Sandusky . Springfield . Steubenville . Tiffin . Toledo . Urbana . Wooster . Xenia . Youngstown . Zanesville . OREGON. Portland. Salem PENNSYLVANIA. Allentown..... Altoona . Ashland . Beaver Falls . . . Bethlehem . Bradford . Bristol . . Carlisle . Chambersburg. Chester . Columbia . Conshohochen . Cqrr,y . . Danville . Dunmore . Easton . Value of school prop¬ erty per capita of— 17 $125.47 69. 66 79. 50 73. 44 73. 32 46. 44 108. 49 85. 88 77. 69 55. 64 69. 36 36. 09 89. 01 48. 12 40. 95 55. 03 50. 58 93. 36 48. 39 112. 18 19. 58 67. 55 81. 92 $132 35 81. 47 89. 75 93.04 96. 65 79. 97 151. 47 125. 35 121. 34 77. 73 95. 94 56. 82 110. 08 68. 43 49. 83 79. 92 53. 50 108. 39 64. 09 115. 49 21.99 96. 39 156. 44 57. 17 79.46 74. 12 74. 17 49. 73 67. 39 77. 44 54. 45 97. 72 111. 21 75. 39 69. 78 107. 40 35.61 18 76. 37 101. 82 119. 53 111. 31 69. 55 97. 66 119. 16 99.62 135. G6 120. 91 84. 43 107. 53 117. 32 177. 14 50. 89 61.65 121.76 57.07 42.51 50. 00 80. 65 30. 98 85. 56 GO 64 34. 75 127. 70 19 Per ct, 5. 1 3.0 3.3 2.7 1.3 3.7 2.7 1.7 3.4 3.9 2.8 2.3 3.7 2.6 1.7 4.0 3.3 2.2 5. 0 4.1 1.0 4.3 1.6 3.3 3. 9 2.4 2.9 2.2 2.6 5.7 7.0 3.3 7.3 1.7 2.9 $21. 66 9.10 15. 38 15. 28 13. 90 14. 72 14. 51 15. 34 14. 98 20.74 5. 93 4.08 20.11 8. 29 10. 71 $22. 81 10. 64 17. 36 19. 37 18. 33 25. 35 20. 68 22. 44 23. 40 28. 97 8. 20 6.42 24.87 11.79 13. 03 11.00 17. 76 9. 74 23. 53 7. 41 11. 69 10. 73 14. 00 15. 85 23. 20 11. 43 9. 90 10." 68 15. 13 14. 82 12. 23 11.41 19.64 13. 32 29.08 8. 37 20. 32 14. 40 11.64 20. 62 12. 91 24. 23 10. 50 16. 68 19.75 15. 03 21. 17 29. 73 20. 80 15. 96 16. ’ 02 21. 17 21.48 18.83 20. 88 27.26 14. 48 32. 57 12. 90 22. 20 20.36 17.09 22. 67 21.93 21.39 15. 94 13.02 9. 64 20. 19 12. 56 14. 05 22. 03 ■£S . U g o a & 0 2 a o v .© 33 Mills per dollar, 8.9 4.0 6.9 5.2 4.2 4.9 5.1 6.2 2.9 4.8 7.0 5.2 7. 9 6.7 4.1 6.2 14.7 5. 6 5.5 2.9 6.2 4.9 7.2 6.1 5.0 5.8 "8.6 4.8 6.5 23.4 26,8 28.7 5.4 8.1 ’i’o 5. 1 Salaries of superintend¬ ents and teachers per capita of — 33 $11. 70 9.04 11. 42 8. 57 12. 52 12. 27 13.40 11.96 10. 77 14. 61 7. 83 6. 42 12. 01 10. 00 -10. 82 11.13 9. 70 14. 86 7. 94 13.14 11. 55 8.13 8. 55 12. 23 10. 70 12.50 8. 13 7. 92 34 $12. 34 10. 57 12. 89 10. 86 16. 50 21. 12 19. 09 17.49 16. 83 20. 41 10. 84 10.10 14.85 14. 22 13. 17 16.16 10. 26 17.25 10. 51 13. 53 13.00 11.60 15. 75 13. 13 14. 30 16.01 14. 80 12. 78 8. 40 11. 23 10. 26 9. 44 6. 72 12. 24 12. 43 15. 20 7. 70 11. 26 20. 26 L0. G9 12. 60 15.70 14. 87 14. 52 12. 30 16. 99 13. 52 17. 03 11.87 16.06 22. 14 10. 23 8. 38 8. 14 10.00 12. 09 9. 94 9.72 7.23 10 85 9. 72 10.43 11.60 o © © a 35 Mills per dollar. 4.8 3.9 3.9 4.7 3.5 4.5 '3*7 4.4 3.8 5.3 5.8 4.7 6.0 4.3 9.8 4.8 3.3 4.2 7.9 4.0 4.4 2.1 4.9 3.6 5. 0 4.7 2.9 3.6 *4.' 5 3.3 11.5 7.7 9.6 16.2 3.7 3.9 6. 1 3.4 assessed valuation. 502 EDUCATION REPORT, 1886-87. Table 19, Part II f. — Comparative statistics of city public school systems , etc, — Continued. City or town. Value of school prop¬ erty per capita of— Patio of value of school prop¬ erty to total assessed val¬ uation. Amount raised by city or town tax per capita of— Patio of amount raised by city or town tax to total assessed valuation. Salaries of superintend¬ ents and teachers per capita of — Patio of salaries of superin¬ tendents and teachers to assessed valuation. Population 6-14. Average attend¬ ance. Population 6-14. Average attend¬ ance. Population 6-14 Average attend¬ ance. 1 17 18 19 30 31 33 33 31 35 Mills Mills Pennsylvania— continaed. per per Per ct. dollar. dxllar. $80 88 6. 0 $17. 09 12. 6 $12. 5S 9. 3 51 30 7. 3 13. 47 19.1 9. 80 IT 9 85. 05 1 3. 60 lo! 75 7? 81 1. 8 13. 50 3. 4 12. 06 3. 0 431 Look Haven . $117.75 73! 53 5.8 $16’ is 10. 08 8.0 $12. 92 8. 07 e'.4 43. 88 3.6 11. 14 9. 1 7. 46 6. 1 81 91 2. 5 15. 86 4. 8 11. 05 3. 4 59 86 4. 4 16. 76 12! 3 12. 48 9.2 58 57 21. 69 9. 87 55. GO 2.4 14. 35 ’*6. 2 10. 71 4. 6 93. 07 2. 1 20. 22 4. 6 13. 90 3. 2 57. 46 5.0 20. 51 18. 0 12. 28 10. 8 75. 43 1. 2 19. 83 3. 2 13. 63 2.2 34. 69 1. 1 17.51 5. 6 11. 10 3.6 109. 29 1.7 27.74 4. 2 16. 12 2.4 45. 87 5. 5 16. 53 20. 0 10. 26 12. 4 A A** Plymouth . 51. 28 7. 3 12. 38 17. 5 8. 66 12. 3 AM "Pof.t.avillfi _ _ _ 124. 45 5. 7 19. 93 9. 1 12. 71 5. 8 Scranton _ .................. 48.74 12.0 24. 29 GO. 0 12. 88 31. 8 446 Shenandoah . . . 38. 06 46.’ 78 4.8 12.70 15. 61 15.8 8. 48 10. 42 10.6 447 South Bethlehem . 56. 02 58. 55 1.6 12. 78 13. 36 3.6 9.91 10. 36 2.8 448 South Easton . 39. 25 35. 20 2.2 11.31 10. 14 6.4 10. 47 9.40 5.9 449 Tamaqua . 51. 98 71. 86 4.7 7.20 9. 96 6.5 5. 27 7. 29 4.8 Titusville ..................... 51. 05 4.7 17. 74 16.2 12.71 11.1 ‘too West Chester. ................ 31. 54 3.6 28. 33 3. 2 16. 73 1 9 40JL "Wilkes Barre. ............. _ 50. 35 59. 76 7. 0 15. 72 18. 65 21. 8 453 Williamsport . . . . 37. 62 66. 87 2.8 9! 61 17. 08 7.1 G. 91 12. 28 5.1 454 York _ ............ _ 22. 96 5. 1 11.67 2. 6 RHODE ISLAND. '455 Bristol . 60. 98 82. 59 1.2 8. 52 11. 53 1.6 9.17 12. 41 1.7 456 Cranston . 25. 65 45. 31 0.3 5.47 9.67 0.7 7.69 13. 59 1.0 457 Cumberland . . . . 35. 18 69. 29 0.8 5. 98 11. 78 1.3 8. 29 16.33 1.8 458 East Pro\idenoe . 55. 56 67. 37 1.1 11.91 14.44 2.4 11. 12 13.48 2.2 459 Johnston . 17. 90 28. 38 0.5 4. 93 7.81 1.3 7.67 12.16 2.0 460 Newport . 61. 44 111.14 0.6 12. 57 22.74 1. 3 12. 67 22. 92 1.3 461 Pawtucket . 67.68 99. 26 1.6 16. 86 24. 72 3.9 10. 24 15. 01 2.4 462 Providence _ _ _ _ _ 11. 79 17. 80 1. 6 11.80 17. 82 1.6 463 South Kingstown . 34. 82 52. 59 0.6 4. 12 6. 23 0.7 10. 73 10. 20 1.7 464 Westerly . 78. 81 76. 44 1.8 2. 91 2. 83 0.7 13. 08 12. 69 3.0 465 Woonsocket . 46. 18 94. 52 1.6 8. 22 16. 82 2. 8- 7. 20 14.74 2.5 SOUTH CAROLINA. 466 Charleston . 34. 16 34. 37 1.0 6. 34 6. 38 1.8 11.17 11.24 3.1 467 Columbia T _ . _ _ _ _ 31. 27 0. 9 9. 92 3.0 468 G-reenvi 11a T r . _ _ 0.4 0. 7 1.6 TENNESSEE. 469 Chattanooga. ... _ .......... 41.20 59. 04 2.2 4. 53 6. 49 2.5 7. 39 10. 59 4.0 470 ClaTksvi]^ _ ...... _ _ 18. 92 31. 33 1.3 2.51 4. 16 1.7 5. 52 9. 15 3.7 471 •T acksop tT _ _ _ ------- 5. 86 10. 50 2.81 5. 05 4. 18 7. 49 472 TCxioxvIHa _ _ - _ ------ 29.15 43. 87 1. 7 5. 32 1 8.00 3. 1 8. 08 12.15 ”4.0 473 Memphis . . 21. 73 58. 25 0.8 4. 96 13.28 1.9 4. 85 13.01 1.8 474 TTnirm Clity _ _ 21.83 32. 36 2. 63 3. 89 5.73 8.49 . TEXAS. 475 Austen -----. ...... .... 23.38 27. 62 0. 7 7. 66 9. 05 2.3 11.65 13. 77 3. r. 476 Brenham . 16. 34 25. 32 1.1 4 27 0. 62 2.8 8. 83 13 68 477 B rownsviile .... .............. 0. 8 1 2. 55 1.0 3.99 12. 10 4!? 478 El Paso . . . 61.31 101, 53 0.8 25.. 63 42. 45 3.3 16. 37 27.11 2.1 479 480 481 482 483 484 485 486 487 488 489 490 491 492 493 494 495 496 497 498 499 500 501 502 503 504 505 506 507 508 509 510 511 512 513 514 515 516 517 518 COMPAEATIYE STATISTICS OF CITY SYSTEMS. 303 5LE 19, Part III. — Comparative statistics of city public school systems , etc. — Continued. City or town. Value of school prop¬ erty per capita of— Ratio of value of school prop¬ erty to total assessed val¬ uation. Amount raised by city or town tax' per capita of-- Patio of amount raised by city or town tax to total assessed valuation. Salaries of superintend¬ ents and teachers per capita of— Patio of salaries of superin¬ tendents and teachers to assessed valuation. 3 p o "3 ft O Average attend¬ ance. Population 6-14. Average attend¬ ance J Population 6-14. Average attend- 1 ance. 1 17 IS If? 20 21 22 23 24 23 Mills Mills Texas— continued. per per Per ct. dollar. dollar. Fort Worth . $30. 43 $33. 72 0.8 $9. 01 $9. 9S 2.5 $15. 62 $17. 31 4.3 60. 46 1. 1 9. 23 1.6 13. 68 2.4 Houston . . . 20. 67 51. 79 1.4 3. 00 7.96 2.2 ”5.13 13. 60 3.7 Palestine . . . 16. 55 40.12 0.9 4.11 9. 96 2.4 7. 32 17. 67 4.2 Sherman . . . . 30. 35 85. 14 2.6 4. 65 13. 04 4.0 5. 28 14. 80 4.5 32. 28 65. 18 1.7 6. 89 13. 92 3.5 6. 29 12. 71 3.2 UTAH. Ogden . . 45. 18 79. 60 2.0 4. Cl 8. 11 2.0 6. 17 10.86 2.7 VERMONT. Brattleborough ............ _ B.ntland . _ _ _ 49. 02 70. 89 1. 0 11.21 16. 20 2. 3 9. 17 13. 26 1.7 St. Johnsbury _ ......... _ 4. 6 2.6 VIRGINIA. Alexandria . . . . 16. 32 38.10 1.1 3. 34 7. 79 2.2 4.08 9. 52 2.6 Fredericksburg _ ...... _ ... 15. 95 0. 7 3. 97 1.9 4. 95 2.3 Lynchburg . . . . 20. 86 33. 14 0.7 5.65 8. 97 2.0 7. 57 12. 03 2.7 Norfolk . 22. 92 56. 10 0.6 3. 39 8.30 0.9 5. 31 12. 99 1.4 Peter sb urg . . . . . . 30. 90 0.7 6. 29 1.5 8. 76 2.1 Richmond . 33. 73 55. 94 0.9 6. 66 11.05 1.9 7.12 11.80 2.0 Staunton . . . 24. 59 35. 00 1.2 5. 69 8.10 2.2 6. 54 9. 10 3.0 Winchester...., . . . 17. 32 30. 19 0.7 3. 25 5. 66 1.2 5.31 9. 26 2.0 WEST VIRGINIA. Charleston . . . 1. 0 5.9 4.5 Marti n sbn rg _ _ _ _ _ 31. 15 2. 2 5. 59 4. 0 Wheeling . . . 41. 06 61. 81 1.5 9. 84 14. 82 3.7 7. 82 11. 78 2.9 WISCONSIN. Appleton . 89. 78 81. 15 4.6 18. 51 14. 92 8.5 11.12 10. 05 5.7 Beloit ........................ 132. 68 128. 45 5. 3 13. 79 13. 35 5.5 Berlin . . . . . 26. 32 31. 87 1.9 10. 24 12.32 7.4 9. 58 11.53 6.9 Fond du Lac..,...,. .......... 48. 92 75. 13 3. 93 6. 04 6. 61 10.15 Green Bay . 45. 11 65. 59 '"j'o" 7. 71 11.21 "b'.'l 8. 10 11. 78 5.3 Janesville . . 107. 83 195. 63 3.7 6. 02 10. 92 2.1 6. 75 12. 25 2.3 Kenosha . . . . 25. 75 50. 99 1.9 4.46 8. 83 3.3 7. 05 13. 96 5.3 La Crosse _ _ _ _ _ 52.24 77. 86 2.0 11. 34 16. 90 4.4 8. 20 12. 21 3.2 Madison _ _ _ _ , 20. 91 17. 19 Milwaukee . . . . . 84. 57 63.17 1.3 7.91 14.46 3.1 8.24 15.40 3.2 Neenah . . . . 54. 27 74. 93 3.5 9. 63 13.29 6.3 8.03 11. 08 5. 2 Oconto _ ... _ ............ 9.55 5. 54 0.7 10. 76 6. 52 8.2 Oshkosh . . . . . ^0. 82 92. 40 11. 97 27. 11 Portage . 52. 61 71. 29 2. 9 6. 99 9. 47 3.9 9.28 12. 58 5.2 Bacine . . 32. 50 52. 23 1.4 5. 70 9. 33 2.5 7.79 12. 76 3.4 Sheboygan . 22. 99 50. 45 2.4 7. 48 16. 42 7. 7 4. 56 10..00 4.7 Stevens’ Point _ 18. 84 19. 80 Waukesha . 78.80 85. 96 1.8 12. 14 13.25 2. 8 10. 39 11. 33 2.4 Wausau . 34. 56 56. 25 2.6 8. 23 13. 40 6. 1 6. 88 11.20 5.1 304 EDUCATION REPORT, 1886-87. The Summary, by States and Divisions, of Comparative Statistics of Cities [Table 20, Page 305.] The difficulties and uncertainties that have surrounded the preparation in past years of the summaries, by States and divisions, of the school statistics of cities, have led to a radical change in tho method of presenting them. It has not yet been possi¬ ble to procure returns from all the cities on the lists of the Office. Of 690 blank forms sent to as many different cities, 518 were returned with statistics available for the Report; 162 cities and towns were not heard from, though the efforts of the Bureau were four times repeated ; ten of the returns received were rejected, as the informa¬ tion they contained did not properly concern any city system. It will be seen that nearly all the States are represented in the list of cities that furnished no statistics. Under such circumstances it is plain that no summary of absolute quantities could be prepared that would not do injustice to the State for which it is made. The “num¬ ber of children enrolled” in 75 per cent, of the cities and towns of a State cannot, by any process now known to this Office, be made to represent the “ number of children enrolled in the public schools of the cities” of that State, without bearing on its face a palpable error. Any summarized statement of totals concerning any number of cities, not the whole number in any State or division, would bo for all practical pur¬ poses meaningless. For these reasons it has been decided to abandon the use of totals in the summaries of city statistics and present, instead, summaries comprising the same averages and ratios as are shown in the foregoing table. These are believed to be approximately correct, upon the hypothesis that the averages shown by any number of cities under substantially similar conditions will not materially differ from those shown by three- fourths of that number. The statistics of the States are presented in a previous chap¬ ter, and furnish all information ordinarily desired as to totals. In the table it has been necessary to leave a number of the columns blank, for the reason that the items necessary for the computation were not reported by a sufficient number of cities to make an equitable average for the State. Two States — Florida and Vermont — are entirely without representation. Of the three cities in the former, the return of but one was available for use ; and from the latter State, with seven cities and towns on the list, only two returns that could be considered satisfactory were received. In instituting comparisons between the States as represented by the cities, it ap¬ pears that Massachusetts leads in two important respects: the average attendance is equal to 92.8 per cent, of tho population between 6 and 14, and the total amount of instruction imparted is equivalent to the attendance of the population 6 to 14 for 179.9 days. The same State excels in the amount ($20. 75) appropriated for schools by the cities and towns per capita of population 6 to 14, and is second only to Colorado in the amount paid for supervision and teaching, upon the same basis. New York, with 149.8 per cent., heads the list in the ratio of total public and private school enrolment to the established basis, being 7. 6 per cent, ahead of Massachusetts. The proportion of enrolment to the population 6 to 14 is remarkably large iu Colo¬ rado, reaching 138.4 per cent.; the value of school property and the amount paid to superintendents and teachers are also unusually large per capita. The children en¬ rolled in the citiesof Georgia are most regular in their attendance, 82 per cent, of them, on an average, being present every day ; 163.7 represents the average number of days of each pupil’s attendance. Ohio has the largest number of sittings in proportion to enrolment, but Colorado again leads if the number be compared with the average attendance. The average number of sittings to a building is greatest in South Caro¬ lina and least in New Hampshire. The cities of Michigan are best supplied with libraries, there being 313.7 volumes to each 100 pupils in average attendance. Tho percentage of male teachers to the whole number of teachers is largest in Alabama. The number of pupils in average attendance to each teacher is largest in South Caro¬ lina and smallest in Minnesota. Michigan and New Hampshire share the distinction of having proportionally the largest high school enrolment, with the advantage slightly in favor of the former. COMPARATIVE STATISTICS OF CITIES. 305 Table 20, Part I. — Summary of comparative school statistics of cities , by Stales and geo¬ graphical divisions. State. Ratio of aver¬ age daily at¬ tendance to — o -d S'® d P 03,0 o a Number of sittings for study to — P. p . 0 0 Pho o fcfl 2 ?3 „• Alabama . . Arizona . Arkansas . . California . Colorado . Connecticut _ Dakota.... . . Delaware . District of Columbia , Florida . . Georgia . . Idaho . Illinois . Indiana . . . Iowa . . . Kentucky . Louisiana . Maine . . Maryland . Massachusetts . . Michigan . Minnesota - Mississippi . Missouri . Montana . . Nebraska . Nevada . New Hampshire New Jersey . New Mexico .... New York . North Carolina. - Ohio . Oregon - - - Pennsylvania .... Rhode Island.... South Carolina .. Texas . . Utah . Vermont . Virginia... _ ■Washington... West Virginia Wisconsin . Wyoming . North Atlantic Division. South Atlantic Division. South Central Division.. North Central Division.. Western Division . The United States Per ct. 51.5 Per ct. 41.2 Per ct. 74.7 Days. 135.0 Days. 72.9 136.5 138.4 114.1 56.6 62.8 85.8 77.9 64. 1 71.9 62.0 67.1 111.3 ’ 102.9 97.5 142. 4 134.7 97.3 93.2 157.0 138.7 70.6 77.4 139.8 141.7 86.6 84.3 122.8 108.9 82.0 163.7 99.7 118.9 81.8 67.0 100. 1 100.2 58.0 62.4 49.9 69.0 68.8 43.0 116.5 89.7 119.7 111.4 92.8 77.8 68.9 ios.’i 41.1 43.7 74.0 75.1 70.3 65.9 74.6 63.0 76.3 80.4 78.2 69.8 65.3 64.0 63.5 142.0 137.8 132. 8 109.3 150.4 114.6 139.7 162. 2 150.0 134.8 115.4 112.8 114.3 120.2 92.1 130.3 114.4 85.4 90.7 102.8 91.5 84.6 92.2 123.7 129. 6 132. 1 126. 8 116.1 164.8 179.9 150.5 65.0 121.0 78.9 *122."i 106.3 101.7 94.1 91.8 101.0 84.3 132. 2 133.0 135.0 141.5 128.7 133.5 95.7 134.2 111.8 80.9 51.7 72.6 66.1 121.4 140.8 110.1 102.0 82.5 143.6 124.8 104.4 78.5 85.4 111.3 69.3 51.3 66.7 66.3 65.4 78.1 130.3 116.7 150.2 136.1 91.7 128.3 76.6 *106.’ 7 115.7 *135*6 91.1 65.0 78.5 77.9 52.5 52.6 80.9 71.3 74.5 66.9 72.0 160.7 135.2 151.7 118.4 128.3 120.8 93.0 96.2 100.6 94.5 68.7 75. 9 83.3 123.1 131.5 92.3 113.4 115.7 71.4 56.1 77.7 139.7 83.4 88.5 70.9 136.7 105. 0 79.3 64.7 86.0 90.7 92.9 74.2 60.9 46.2 62.5 65.0 66.6 67.8 78.4 69.2 72.6 71.4 70.1 141.4 151.8 129.8 137.2 147.5 140.5 100.3 97.5 126.1 119.1 92.0 128.0 140.4 117.9 85.9 118.5 134.8 125. 4 87.9 95.0 94.9 90.6 90.6 123. 0 123. 5 118.1 127.8 128.3 124.1 280.2 209.0 215.3 192.1 300.1 356.5 343.8 467.4 318.0 274.6 297.9 349.2 581.9 165.2 274.8 375.1 390.0 355.8 282.7 116.0 440.5 626.1 *406.* 2 408.8 197.2 673.0 313.8 205.1 364.3 400.0 336.5 320.5 421.0 283. 7 362.7 323.9 337.5 20 ED 306 EDUCATION REPORT, 1886-87. Table 20, Part II. — Summary of comparative school statistics of cities, etc . — Continued. 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 State. Number of pupils in average attendance to each teacher. Ratio of male teachers to whole number of teachers. Ratio of high school enrol¬ ment to total public school enrolment. Ratio of private school enrol¬ ment to total public and private school enrolment. Ratio of total public and pri¬ vate school enrolment to population 6-14. Number of volumes in school libraries to each 100 pupils in average attendance. Assessed value of property per capita of population 6-14. 1 10 11 13 13 14 15 16 Per ct. Per ct. Per ct. Per ct. 25.4 25.8 Arizona . 42.5 13. 3 4.6 $1, 664 8.8 3.0 20.1 109.3 36.6 8.3 5.2 52.9 9 07** 10. 1 16.9 139. 0 Ay J i O Dakota . 37. 5 1. 1 2.9 13.3 District of Columbia . 41. 7 11.5 3.3 Florida . 47.8 12.4 5.8 21. 1 26. 5 Idaho . Illinois . 37.1 6.2 3.9 29.2 119.4 45.3 1,414 Indiana . 35.8 12.1 5.8 20.4 82.6 206.5 1, 867 Iowa . 34.3 10.0 6.1 20.0 120.7 30.5 1, 190 Kansas . . 47.3 14.2 5.2 12.6 119.4 28.6 1, 165 Kentucky . 47.2 11.1 3.7 14.9 82.9 11.7 1,811 Louisiana . . . . . 38.5 6.6 Maine . . . 33. 7 9. 1 7.5 36.5 Maryland . . 12.6 2.4 23. 8 Massachusetts ......................... 35. 7 9.3 6.2 14.2 142. 2 * 44.7 Michigan . 33.7 8.9 7.9 17.9 136.4 313.7 2, 431 Minnesota . . . . . 33.4 6.4 4.4 57. 8 Mississippi . 36.9 8.3 27.9 Missouri . . . . . 12.8 4.8 18. 6 86. 1 49.6 Montana. .............................. ' Nebraska _ .... _ _ _ 35. 5 7. 0 4.9 15.1 127.0 1, 252 Nevada . New "Hampshire _ 9. 0 7.9 40.8 3, 044 New Jersey ................. .......... 9. 1 3.0 36. 4 New Mexico . New York . 34.1 5.8 4.2 25.5 149.8 77.0 5, 603 North Carolina . Ohio . 37.8 15.7 5.2 26.5 110.8 268.3 2, 916 Oregon . . . . . • 12.4 Pennsylvania . . 40. 3 7.5 2. 9 17. 4 23. 5 Rhode Island . - . 34.0 10.2 4.0 18.9 112.3 84.0 6, 264 South Carolina _ ....... ............ 49. 0 14. 6 3.3 13. 7 5. 3 Tennessee . . . 43.2 21.6 3.8 21.6 99.8 25.2 2, 204 Texas . . 39.3 19.5 4.0 17.9 94.0 19.0 2, 086 Utah . Vermont . Virginia . . 46.1 18.4 7.0 23.8 95.3 40.4 3, 172 Washington . . . . West Virginia. . . . . 9. 6 2. 3 2, 453 Wisconsin . . . 41.2 11.7 4.0 32. 2 127. 1 44.7 2, 353 W vomine ................. ............ North Atlantic Division . 36.4 7.5 4.3 20.3 136.0 59.9 4, 794 South Atlantic Division . : - 43.1 12.4 3 8 22.0 100.9 19.1 3, 076 South Central Division . 40.3 14.1 3.4 26.9 93.0 41.7 2,079 North Central Division . 37.6 10.9 5.0 25.0 114.1 144. 7 2, 367 Western Division . 37.8 9.2 3.5 19.4 112.4 69.9 4, 211 The United States . 1 37.4 9.3 4.5 22.4 120.4 83.0 1 3, 386 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 COMPARATIVE STATISTICS OF CITIES. 307 20, Part III. — Summary of comparative school statistics of cities, etc. — Continued. State. Value of school prop¬ erty per capita of — Ratio of value of school property to total assessed valuation. Amount raised by city or town tax per capita of— Ratio of amount raised by city or town tax to total assessed valu¬ ation. Salaries of superintend¬ ents and teachers per capita of— Ratio of salaries of superintend¬ ents and teachers to assessed valuation. 1 Population 6-14. Average attendance. Population 6-14. Average attendance. Population 6-14. Average attendance. 1 17 18 19 20 21 22 23 24 25 Mills Mills per per Per ct. dollar. dollar. $16. 37 $39. 73 $8. 07 $15. 58 41. 83 73. 85 2.5 7.65 13. 96 4. 7 57. 31 91.26 $5. 35 $8.72 14. 50 23.10 132. 27 154. 15 4.4 17.64 20. 55 5.9 12. 98 12. 58 62.96 11.65 11. 41 16. 18 Cenrpia, . . . . 49. 14 0.7 12.86 12. 95 1.9 Tflaho _ • _ ..... _ Illinois . 54. 90 86. 59 3.9 15. 25 24.84 10.9 10. 22 16. 50 7.3 Tnrli an a. _ _ _ 42. 26 84. 17 2.1 7. 74 15. 57 4. 1 86. 26 13. 83 20. 94 10. 18 15. 15 8. 4 Scis . . 73. 74 4. i 10. 54 15. 58 9.3 7. 54 11. 30 6.4 Kentucky . . . 26. 93 62. 42 1.4 4.85 11.47 2.8 5. 97 14. 05 3.4 Louisiana - 42. 99 10. 81 "Main a _ _ _ _ _ 57. 83 64. 62 11. 80 13. 41 M a ryl an 6 _ _ _ _ , _ 92. 37 16. 20 Massachusetts . . 79. 85 87. 79 1.4 20. 75 22. 97 4.0 15. 32 16. 62 2.9 Michigan . . . 70.24 92. 58 2.9 13. 82 17.87 5. 6 10. 51 13. 59 4.3 Minnesota, _ _ 122. 67 1.8 32. 81 5.1 17. 99 2. 9 Mississippi. ......... .......... 4. 97 12.10 6. 91 16. 81 Missouri ...................... 45. 06 107.65 7. 64 18.49 Montana ...................... "WpiTirnslrn, .. _ _ _ _ _ _ 96.44 148. 60 7.9 6. 54 9. 34 13. 44 19. 48 "N" p.va rla _ _ _ _ ... i New Hampshire . . 107. 11 127. 01 3.5 13. 50 16. 77 2.0 12. 05 15. 30 2.9 Hew Jersey . . 31. 63 61. 16 New Mexico!. _ _ New York . 73. 09 95.12 1.3 16. 58 24. 65 3.4 12. 58 17.29 2.4 North Carolina................ 14. 67 28. 00 Ohio . Oregon .................. ...... 66.09 99. 18 2.0 14. 62 21. 93 5.0 11. 11 16. 64 3.8 Pennsylvania. _ _ _ 77. 03 1. 6 19. 90 4. 1 12. 67 2 7 Rhode Island.- . 52. 55 82. 46 1.0 10'. 88 16. 74 1.7 10. 82 16. 65 17 Smith Carolina _ 33. 90 0. 9 1. 6 11. 42 3 1 Tennessee . 24.70 47.05 1.2 4. 47 8. 52 2.' 2 5. 86 11.16 2.7 Texas . 23. 93 50. 34 1.1 5. 60 10. 27 2.3 7.76 14. 46 3.3 Utah . Vermont _ _ _ _ Virginia . . . 27.19 44.70 0.8 5. 47 9.01 1.3 6. 42 10. 80 2.0 W ashington .................. W est Virginia .......... 39. 43 1. 5 9. 14 3. 9 3< 1 Wisconsin . 41. 57 67.31 1.7 8. 49 13. 63 3.5 8. 27 13. 52 3.5 Wyoming . . . North Atlantic Division . 66. 71 86. 04 1.4 14. 91 21. 26 3.4 12.16 15. 67 2.5 South Atlantic Division . 26. 67 65. 66 0.9 6.19 13. 97 2.4 7. 00 14.10 2. 2 South Central Division . 25.12 52. 22 1.0 5. 28 11. C5 2.1 6. 50 13. 24 2. 5 North Central Division . 56. 11 92. 05 2.7 12. 49 20. 64 6.3 9. 82 15. 70 4.7 Western Division . 61. 05 93. 98 1.5 6. 24 9. 72 1.5 14. 67 22. 58 3.5 The United States . 57. 23 85. 00 1.4 12. 54 19. 56 3.7 10. 77 15.69 3.0 308 EDUCATION REPORT, 1886-87. The Summary by Classes. [Table 21, Page 309.] Jt appears from the figures of the following summary that if there is any advantage on the side of any class of cities, that advantage lies on the side of those whose pop¬ ulation is less than 10,000. In only two cases is there a marked gradation, but it will be noted that in some of the most important columns the superiority of the small city from an educational stand-point is manifest. The ratio of enrolment to the pop¬ ulation between 6 and 14, the amount of instruction imparted in proportion to the scholastic population, the average length of school life as shown by the number en¬ rolled in high schools, the ratio of total public and private school enrolment to popu¬ lation, and the proportional value of school property, may be mentioned as matters in which the cities of Class 6 excel those of the other classes. The statement that these advantages are due chiefly to the size of the cities would not be borne out by the sta¬ tistics, for, if such an assertion were true, it would be expected to find a gradual in¬ crease in every important column. Instead of this, it is shown that in the largest cities — those of Class 1 — the averages attained are, in at least two important instances, more favorable than those of the other classes, and in the ratio of enrolment to popu¬ lation, and in the proportional amount of instruction furnished, the largest cities rank next to the smallest. Column 7 plainly indicates that as the size of a city increases, the chances of the average child for a long school life diminish. To attempt to discuss the reasons for this fact would be to open a question concerning the social conditions of cities which it is not within the province of this Report to settle. It is evident, however, that it is not due to any failure on the part of the authorities of the larger cities to provide liberally for the schools, since it is proved by Column 14 that the proportional amount paid for supervision and teaching increases with the population, though not in reg¬ ular progression. The amounts apportioned to the schools are generally larger per pupil in average attendance in the large than in the small cities; and since the value of school prop¬ erty is greater per pupil in the smaller cities, it may be inferred that the authorities in the great cities prefer to devote the funds at their disposal to the improvement of the character of the instruction, rather than to the acquirement of property, and that in the cities of lesser population the tendency is in the other direction. It can only be a matter of conjecture to what extent these conclusions are affected by the well-known facts that the difference in the cost of living makes it possible to secure good teachers at lower salaries in the less populous cities, and that the more crowded condition of the large cities renders practicable the use of larger and therefore less expensive buildings. So few of the cities concerned reported the items required for the calculations that Column 9 for Class 1, and Columns 8 and 9 for Class 2, could not be filled. It appears, however, that private schools are patronized least in the towns and smaller cities, and that the total enrolment steadily increases from Class o to Class 6. 309 COMPARATIVE STATISTICS OF CITIES. Table 21. — Summary of comparative school statistics of cities, by classes, according to population. / Eatio of enrolment to popu¬ lation 6 to 14. Eatio of average attendance to enrolment. Average number of days’ attendance of each pupil enrolled. Equivalent to attendance of each person between 6 and 14 for — Eumber of pupils in aver¬ age attendance to each teacher. Eatio of high school enrol¬ ment to total public school enrolment. 1 2 3 4 5 G 7 Cities of first class (population 200,000 and Per ct. 98.0 Per ct. 73. 2 Days. 145.1 Days. 132.4 40.6 Per ct. 2.S Cities of second class (population 100,000 to 200,000) . 74.5 71.3 139.0 103.2 38.6 2.8 Cities of third class (population 50,000 to 100 000) . 89.3 69.0 133.6 119.0 36.0 4.6 Cities of fourth class (population 25,000 to 50 000) . 86.3 71. 0 136; 6 116.4 35.3 5.1 Cities of fifth class (population 10,000 to 25 000) . 94.3 70.2 138.2 129.8 36.5 5.3 Cities of sixth class (population under 10,000) 102.7 62. 9 140.3 141.3 36.5 7.1 Eatio of private school en¬ rolment to total public and private school enrol¬ ment. Eatio of total public and pri¬ vate school enrolment to population 6 to 14. Value of school property per pupil (based on aver¬ age attendance). Eatio of value of school property to total assessed valuation. Amount raised by city or town tax per pupil (based on average attendance). Eatio of amount raised by city or town tax to total assessed valuation. Salaries of superintendents and teachers per pupil (based on average attend¬ ance). 1 8 9 a© 11 12 13 14 Cities of first class (population 200,000 and upwards) ........ _ _ _ _ _ - _ Per ct. 27.3 Per ct. $82. 20 Per ct. 1.2 $22. 69 16. 52 Per ct. 3.2 $18. 70 Cities of second ciass (population 100,000 to 200 000) . 81. 00 1.3 2.4 16. 50 Cities of third class (population 50,000 to 100 000) . 19. 6 109.7 82.43 1.4 20.49 3.5 16. 25 Cities of fourth class (population 25,000 to 50 000) . 19.9 112.6 83. 35 1.7 19. 28 3.9 16.07 Cities of fifth class (population 10,000 to 25,000) . 19.4 118.5 89. 34 2.2 18. 37 4.5 15.10 Cities of sixth class (population under 10, 000) 18.3 140.5 90. 35 1.2 16.19 5.4 9. 51 310 EDUCATION REPORT, 1886-87. The Statistics of City Schools. [Table 22, Page 312.] The arrangement of the table of absolute statistics in this Report differs in no ma¬ terial respect from that of the Report of 1885-86. Those columns that were of the nature of ratios have been eliminated from this table, but may be found by reference to Table 19, where they are presented with other statistical facts of like kind. Ex¬ perience has proved that it is more satisfactory in every respect to make the compu¬ tations necessary for obtaining these ratios in this Office, rather than to ask the vol¬ untary correspondents of the Bureau to furnish deductions that can be made here with equal accuracy and greater uniformity. The following table represents information received directly from the school officers mentioned in connection with the statistics of each city. An exception to this state¬ ment must be made, however, so far as Columns 5 and G are concerned. In but few cities does the school census taken show the population between 6 and 14 or that be¬ tween 4 and 21, and estimates of these items are necessary. The figures presented are the results of calculations based upon the proportion which the population be¬ tween the required ages has been shown by previous censuses to bear to the school population of any city or State. The estimates calculated in this way are probably as nearly correct as can be obtained without an actual enumeration, and are cer¬ tainly more accurate than any conjecture could be under the circumstances that ordi¬ narily surround the school officers of largo cities. In the matter of enrolment there is practical uniformity of method in all the cities, and little fault can be found with the columns devoted to that subject. Wherever there is any organization worthy of the name, a good account is kept of the pupils enrolled. This item is, therefore, of all those required by the table, the most easily obtained and the most satisfactorily reported. The only trouble experienced in this connection has been with those cities which support evening and special schools, for in a number of such instances it has been difficult to determine whether the reported ‘‘whole num¬ ber enrolled” included the enrolment in the special schools. Improvement is noticeable in the columns relating to attendance ; the attendance records of nearly all the cities are now kept in accordance with essentially the same plan. The evening and special schools are sometimes elements of uncertainty in this connection also. Though it is manifestly wrong to add two quantities so entirely dis¬ similar as the average attendance in evening schools and the average daily attend¬ ance in the day schools, this is often done and the result is called “ total average daily attendance.” The records and statistics of evening schools should be kept en¬ tirely separate from those of the day schools, as long as there is as much difference in the character of the two branches of educational work as at present. Evening schools are not usually in session more than 60 evenings, nor more than 3 hours each evening, while the day schools are generally open between 180 and 200 days for 6 or 7 hours each day. When such wide differences in the value of the two quantities are considered, the impossibility of combining them upon equal terms is apparent, and in all cases where it was evident that the records of evening schools had contributed to increase the “average daily attendance,” the proper diminution was made from the latter before the calculations for Table 19 were made. In Column 18 there are indications that many different methods of arriving at the “ total attendance in days of all pupils” exist. Properly, it should be identical with the product of the average daily attendance multiplied by the number of days the schools were taught. In the manner of dealing with half-day and quarter-day ab¬ sences is the disparity which explains the failure, in a number of instances, of the “total attendance in days” to coincide exactly with the product mentioned. Pres¬ ence at the morning roll-call is considered by many superintendents, in summing up the total attendance for the year, to be a day’s attendance, while in calculating the average daily attendance it occasionally happens that the same officers a Population 4-21. - k - 2 3 4 5 W. F. Slaton . 37, 400 no non 13,446 16, 000 12, 749 7, 428 25, 000 15, 000 9, 832 B. M. Zettler . B. Heelv . 1,887 W. H. Baker . 30, 709 50 000 4,810 5, 760 Henry Raab . 14, 640 37,000 Sarah E. Raymond . 17, 184 24, 000 7,392 T. C. Clenderien . 9,117 12, 000 3, 378 George Howland . 603, 385 703, 817 209, 205 O. E. Latham . 10, 800 10, 000 4, 296 14, 371 36, 000 5, 090 4,408 J. B. Lovingstonc . 10, 000 H. F. Derr . 8,787 14, 347 2, 006 Orville T. Bright . . . 3, 000 12, 000 4, 095 H. H. Kingsley . 6, 000 1,939 3, 277 O. P. Bostwick . 6, 600 7, 000 W. L. Steele . 12,100 15, 000 5, 156 Miss Lyde Kent . 12, 000 12, 000 5, 509 D. H. Darling . 16, 500 22, 000 6, 699 F. N. Tracy . 7, 084 6, 500 3,511 W F. Bromfield . 5, 625 7, 500 3,302 Joel M. Bowlby . 3,500 4, 496 2, 017 William Jenkins . 3, 200 3,187 941 W. S. Mack . 6, 465 10, 514 2, 852 D. R. A. Thorp . 9,533 4, 800 3, 519 1,538 A. Harvey . . . . . 4. 517 C. O. Scudtder . . 5, 993 7, 000 2, 458 N. C. Dougherty . 31,086 40, 000 13, 842 "R. L. Barton _ _ _ _ 6, 500 7, 000 31, 000 T W. Macfall . 27,428 13,497 P. R. Walker . 13, 135 21, 135 6,942 S. S. Kemble . 11,660 12, 100 4, 410 A. J. Smith . . B. B. T.a,kin _ _ _ 19, 746 26, 000 11, 467 3, 861 2, 016 William E. Toll . 4, 500 4, 500 A. H. Graham . 5, 000 7, 000 2, 386 Temple H. Dunn . 5, 251 8, 000 2, 515 J. W. Layne . 29, 280 42, 000 18,184 John S. Irwin . 26, 880 30,400 16, 275 W. H. Sims . 4, 500 6, 000 2, 040 L. H. J ones . . . . 75, 056 100, 000 11, 000 50, 822 4, 643 R. W. Wood . 9, 359 Sheridan Cox . . . 4, 042 6, 000 3,576 W. N. Hailmann . . . . 9, 000 4, 356 W. IT R.neker . _ _ 5, 500 11. 500 6, 000 J.C. Black . 15, 283 4, 717 S E Miller . 7, 500 5,219 17, 000 10 000 3,811 •T. M. Blnsa _ _ 2, 325 7, 998 J. B. Starr . 24, 000 George G. Manning . . 5, 200 8, 000 2, 493 Justin H. Study . William S. Wood . . . 12, 742 17, 000 6, 000 22, 093 6, 826 J. Dushane . . 13, 380 7,913 William H. Wiley . 26, 040 35, 000 14, 824 Edward Taylor. I . 7, 680 11, 000 3, 002 W. F. Hoffmann . - . 4, 323 5, 000 2, 036 J. J. McConnell . . . 3, 662 4, 000 1,458 George I. Miller . a Enumeration of 1882. 3, 000 7, 000 1,581 STATISTICS OF CITY SCHOOL SYSTEMS. 315 .1886-87 ; from replies to inquiries by the United States Bureau of Education — Continued. 1 Population 6-14. Legal school age. "Whole number of children of legal school age. "Whole number enrolled in public schools, excluding duplicates. Average daily attendance in public schools. Male. Female. Total. . Male. Female. i Total. Male. Female. Total. 0 7 S 9 1© 11 S3 13 14 15 10 6-18 5, 021 5, 553 alO, 574 2, 721 3, 681 6,402 2,448 3,496 5, 944 48 7,026 6-18 4, 633 4, 827 9, 460 2, 300 1, 700 4, 000 1, 700 1, 300 3, 000 49 6 18 737 985 1, 722 555 683 1,238 50 6 18 870 864 1, 734 1, 288 51 986 6-18 446 882 1,328 283 349 632 192.6 3'85. 2 577.8 52 6-18 57, 745 1, 521 1, 689 3, 210 1, 307 1, 433 2, 740 53 6 91 ° 022 2, 146 4 168 1, 166 1, 141 2, 307 1, 594. 4 54 9 81 S 6 21 2, 459 2, 532 4, 991 1, 261 1, 138 2, 399 2, 019 55 s’ f>10 6 21 3, 257 3' 148 6, 405 1, 675 1, 750 3, 425 2, 485 56 l| 650 6-21 1,417 i; 510 2, 927 725 720 1, 445 504 526 1,030 57 109 l^S 6 21 89, 657 91, 612 181, 269 41, 981 42, 921 84, 902 62, 774. 4 58 9 OQS 6 21 1, 948 1, 774 3! 722 1, 264 1, 191 2,455 1, 710 59 2, 485 6-21 2, 192 2, 218 4,410 1, 347 1,365 2, 712 1, 019 . 1, 039 2, 058 60 2, 152 6-21 1, 910 1, 909 3,819 1,008 1, 055 2, 063 902 945 1, 847 61 4, 230 6-21 1,807 1, 858 3,665 1, 053 1, 020 2, 073 780 781 1, 561 62 2, 293 6-21 1, 952 2,116 4, 068 1,531 1, 673 3, 204 1, 000 1, 065 2, 065 63 Q47 6-21 799 881 1, 680 985 759 64 1,600 6-21 1,364 1,475 2, 839 491 482 973 325 315 640 65 2, 518 6-21 2, 128 2, 339 4,467 980 1,065 2, 045 733 830 1, 563 66 2, 690 6-21 2, 367 2, 406 4, 773 815 890 1, 705 1, 288 67 3, 271 6-21 2, 671 3, 133 5, 804 1, 454 1, 525 2, 979 1, 977 68 1, 714 6-21 . 1, 445 1,597 3, 042 578 476 1,054 375 300 675 69 1,612 6-21 1,316 1, 545 2, 861 543 550 1, 093 370 371 741 70 985 6-21 840 908 1, 748 508 542 1,050 360 400 760 71 459 6-21 418 397 815 312 298 610 258 237 495 72 1, 753 6-21 1, 540 1, 571 3, 111 995 1, 002 1, 997 1,481 73 1, 718 6-21 1, 557 1, 492 3, 049 785 693 1,478 1, 241 74 751 6-21 664 669 1, 333 557 550 1, 107 720 75 1, 201 6-21 1, 120 1, 010 2, 130 ' 530 570 1, 100 450 480 930 76 6, 759 6-21 5, 690 6, 304 11, 994 3, 186 3,452 6,638 .77 6-21 465 490 955 78 5, 614 6-21 4,832 5,130 9,962 1, 856 1, 943 3,799 1,183 1, 276 2, 459 79 3, 390 6-21 2, 692 3, 323 6, 015 1, 593 1, 814 3,407 1,292 1, 322. 2 2, 614. 2 80 2, 156 6-21 1,949 1, 876 3, 825 1,061 1,072 2, 133 829 875 • 1,704 81 5, 600 6-21 4, 962 4, 974 5, 936 1, 625 1,581 3, 206 1, 354 1, 300 2,654 82 1, 885 6-21 1, 713 1, 632 3, 345 1, 010 1, 042 2, 052 720 731 1, 451 83 985 6-21 1, 747 334 396 730 322.3 382. 2 705. 5 84 1, 173 6-21 1, 036 1, 016 2, 082 610 615 1, 225 560 565 1, 125 85 1, 236 6-21 1, 082 1,112 2, 194 625 668 1, 293 474 520 994 86 8, 937 6-21 7,816 8, 048 15, 864 3, 044 3, 236 6, 280 4, 739 87 8, 194 6-21 6, 856 7, 359 14, 215 1, 764 1, 940 3, 704 2, 898 88 1, 003 6-21 918 862 1, 780 1, 096 89 24, 978 6-21 22, 550 21, 789 44, 339 14, 701 10, 749 90 2, 282 6-21 1, 939 2,112 4, 051 942 922 1, 864 672.1 673.5 . 1, 345. 6 91 775 6-21 692 683 1, 375 518 559 1,077 358 378 736 92 2, 141 6-21 3, 800 1, 168 983 93 6-21 900 900 1,800 750 . 94 2,318 6-21 1, 976 2, 139 4,115 920 1, 018 1,938 1, 341. 5 95 1, 873 6-21 1, 645 1, 680 3, 325 468 478 946 332 342 674 96 1, 142 6-21 2, 028 630 657 1, 287 933 97 3,931 6-21 3, 463 3, 515 6, 978 1, 501 1, 506 3, 007 2, 204 98 1,225 6-21 1, 076 1, 099 2,175 558 613 1, 171 400 445 845 99 3, 355 6-21 2, 922 3, 033 5, 955 1, 203 1, 353 2, 556 2,017 100 6-21 532 520 1, 052 387 380 767 101 3, 889 6-21 3, 517 3, 387 6, 904 2, 380 1, 870 102 7, 286 6-21 6, 402 6, 531 12, 933 2, 223 2, 334 4 557 3, 475. 7 103 1,475 6-21 1,318 1, 301 2, 619 573 583 1, 156 482 493 975 104 1, 000 6-21 883 893 1, 776 492 474 966 302 339 641 105 717 5-21 1, 356 1, 107 753.3 106 777 5-21 800 . ! 671 1, 471 ’"’*533 487 1, 020 434 410 814 107 b Enumeration of 1880. c Township treasurer. 108 109 110 111 112 113 114 115 116 117 118 119 120 121 122 123 124 125 126 127 128 129 130 131 132 133 134 135 136 137 138 139 140 141 142 143 144 145 146 147 148 149 150 151 152 153 154 155 156 157 158 159 160 161 162 163 1G4 EDUCATION REPORT, 1886-87. City or town. Superintendent. p,® C3 O O O EH~ 3 10 w A— con tinued. Burlington . Council Bluffs . Creston . Davenport . Des Moines (west side) . Dubuque . Fort Dodge . Iowa City . .. . Keokuk . Lyons . Marshalltown . Mount Pleasant . Muscatine . Oskaloosa . Ottumwa . Sioux City . . . .. "Waterloo (east side) . R. G-. Saunderson James McNaughton H. B. Larrabeo . J. B. Young . J. M. St. John a . Thomas Hardieb ... Melvin F. Arey . W. A. Willis . W. W. Jamieson _ H. E. Bobbins . C. P. Rogers . Fred. A. Jackson _ F. M. Witter . Orion C. Scott . A. W. Stuart . A. Armstrong . R. G-. Young . 18, 063 5, 400 23, 831 14, 005 22, 254 3, 586 5, 000 6, 240 5, 500 8, 900 6, 200 9, 027 7,400 3, 500 KANSAS. Atchison . Clay Centre . El Dorado . Emporia . Hutchinson . Independence . Kansas City . Lawrence . Leavenworth . Marysville . Hew ton . Ottawa . Parsons . Salina . Topeka . Wichita . Winfield . F. M. Draper _ 15, 200 2, 500 2, 000 6, 000 1,590 5,400 14, 000 8, 510 17, 500 Frank .T. "Raker _ H. C. Ford . J. E. Klnek _ John Schorr _ _ T. "W. Conway _ _ _ John W. Ferguson _ _ _ E. Stanley _ _ _ _ John Cooper _ J. W. Quay . J. W. Cooper . . . . 9, 000 4, 032 6, 000 G. I. Harvey . . L. Tomlin . . . . William B. Flanders c . . John M. Bloss . . M. Chidester _ _ _ _ 5, 000 4, 050 James H. Hays . KENTUCKY. Bowling Green . . Covington . . Hopkinsville . Lexington . Louisville . Maysville . . Newport . Owensborough . Paducah . W. B. Wylie . Alva T. Wiles . C. H. Dietrich . John O. Hodges. . George H. Tingley, Jr. C. J. Hall d . John Burke . A. C. Goodwin . Arthur H. Beals . 5,114 29, 720 4, 860 16, 800 123, 758 20, 433 6,616 8, 036 LOUISIANA. Baton Rouge . New Orleans . George W. Buckner e. Ulric Bettison . 8, 000 216, 090 MAINE. Augusta . Bangor . Bath . Biddeford . Calais . . . Deering . _ . Eastport . Gardiner . . . Lewiston . . . Portland . Rockland . Saco . .T. O. Wehat.er _ 8, 666 16, 857 S. P. Bradbury q . J. Ct. "Richardson _ _ _ "R.oval E. Gonld _ A. J. Padelford _ ........ _ 7, 000 5, 000 4, 006 4, 439 19, 083 S AT. Watson _ _ E . E. Li verm ore 7). _ f)r B. Clason h _ _ _ A.M. Edwards _ _ Thomas Tash _ _ ................. 33, 829 7, 599 F. E. Hitchcock i _ _ _ _ _ _ J. M. Bailey . | 6, 396 a Secretary of school board. d Principal of high school, b Secretary of school board of education. e President of parish schoi c Clerk of board of education. STATISTICS OF CITY SCHOOL SYSTEMS. 317 886-87; from replies to inquiries by the United States Bureau of Education — Continued. Population 6-14. Legal school age. Whole number of children of legal school age. Whole number enrolled ’ in public schools, excluding duplicates. Average daily attendance in public schools. Male. Female. Total. 6 13 a Female. Total. Male. Female. Total. 6 7 S 9 10 13 13 14 15 16 4, 210 4,558 3 878 4, 088 7 966 4, 454 2,900 108 5-21 4, 305 4,319 8, 024 1,423 1, 542 2, 965 959 1, 169 2, 128 109 1 140 2 240 1, 700 1, 178 110 4, 922 5-21 4,’ 4 53 4, 860 9] 313 2, 256 2, 190 4,446 1, 652. 3 1,632.7 3, 285 111 9 870 3, 430 6 300 4, 201 2, 628. 3 112 5 21 4, 863 5, 421 loj 284 2, 353 2, 052 4, 405 3, 022 113 ’876 5-21 '816 '842 L658 484 532 1,016 338.7 387.6 726.3 114 5 21 1 649 1, 870 3, 519 1, 412 1, 038 115 2, 507 5-21 2, 294 2, 450 4, 744 1,167 1,200 2,367 872 973 1, 845 116 1,004 5-21 900 1, 000 1,900 500 580 1, 080 400 350 750 117 1, 167 5-21 1, 060 1, 148 2, 208 908 936 1,844 617 674 1, 291 118 5 21 595 618 1, 213 950 738 119 5-21 1, 380 1, 415 2, 795 1, 852 1, 343. 2 120 043 5-21 810 974 1, 784 739 820 1, 559 121 1 £92 5 21 3, 580 2, 366 1, 676 122 4, 584 5-21 4,435 4, 238 8^ 673 1,600 1,662 3, 262 1, 000 1, 100 2, 100 123 727 5 21 670 706 1, 376 866 624. 1 124 2 977 5-21 2, 887 2, 651 5, 538 1,361 1, 393 2, 754 2, 164 125 '806 5-21 775 '725 1,500 ' 500 500 1,000 440 430 870 126 789 5-21 1, 375 502 558 1, 060 298 339 637 127 0,720 5-21 1, 500 1, 700 3, 200 957 1,000 1, 957 600 740 1, 340 128 792 5-21 740 733 1, 473 545 581 1,126 373 396 769 129 930 5-21 790 940 1, 730 510 665 1, 175 130 5, 009 5-21 4, 081 5, 238 9, 319 1,848 2, 022 3, 870 1,106 1,238 2, 344 131 1,918 5-21 1, 736 1, 832 3, 568 1,111 1,234 2, 345 809 926 1, 735 132 4,590 5-21 3, 850 3, 752 7, 602 1, 782 1, 857 3, 639 1,121 1, 225 2, 346 133 483 5-21 468 430 898 316 268 584 190 198 388 134 1,026 5-21 913 995 1, 908 670 800 1,470 424 475 899 135 1, 310 5-21 2, 437 1,627 1,190 136 l! 206 5-21 1,100 1, 143 2, 243 800 956 1, 756 500 550 1, 050 137 1, 024 5-21 937 968 1, 905 533 579 1,112 727 138 5-21 2, 468 2, 713 5, 181 139 3, 968 5-21 3, 595 3, 786 7, 381 1, 601 1,704 3,305 822 893 1, 715 140 910 5-21 1, 693 1, 311 883. 6 141 6-20 1, 056 896 142 7, 112 6-20 5, 623 5, 764 11, 387 3, 816 2, 813 143 563 6-20 422 479 901 290 342 632 204 240 444 144 3, 961 6-20 3, 170 3,170 6, 340 1, 134 1,228 2, 362 145 40, 041 6-20 31, 201 32, 913 64, 114 10, 629 10, 972 21,601 7,779 8, 030 15, 809 146 1, 149 6-20 883 957 1, 840 861 634 147 5, 059 6-20 4,000 4,100 8,100 1, 500 1,700 3, 200 1,280 1, 370 2, 650 148 1,305 6-20 1, 024 1,066 2, 090 606 696 1,302 458 512 970 149 2, 553 6-20 1, 982 2, 106 4, 088 997 1, 034 2, 031 509 995 1,504 150 6-18 160 159 319 140 130 270 151 6-18 /34, 400 /34, 731 /69, 131 11, 980 12, 881 24, 861 7, 487 8, 110 15,597 152 1, 118 4-21 2, 367 1, 615 1, 047 153 2, 486 4-21 5, 265 3,019 2, 687 154 1, 693 155 2, 080 4-21 4,396 997 960 1, 957 1, 469 156 1,161 4-21 1, 000 1, 460 2,460 500 1, 000 1, 500 450 800 1, 250 157 653 4-21 1, 384 718. 158 826 4-21 878 872 1,750 539 582 1,121 325 333 658 159 676 4-21 741 690 1,431 426 466 892 376 426 802 160 3, 016 4-21 6, 388 2, 213 2, 100 161 5, 584 4-21 5,828 6,000 11, 828 4,191 3, 258 7, 449 2, 500 2, 525 5, 025 162 1, 074 4-21 2, 275 163 781 4-21 1,662 900 740 164 /Estimated. h Chairman of superintending school committee. g School agent. t Secretary of school committee. 165 366 167 168 369 170 171 172 173 174 175 176 177 178 179 180 181 182 183 184 185 386 187 188 389 190 191 192 193 194 195 396 197 198 199 200 201 202 203 204 205 206 207 208 209 210 211 212 213 214 215 216 217 218 219 220 221 222 223 224 225 226 227 228 5 EDUCATION REPORT, 1886-87. ile 22, Part I. — School statistics of cities containing 4,000 inhabitants and over, for o3 op City or town. 1 Superintendent. 3 3 go-d p-rt o © 4-^ C.O c3 a ^_oo» -2 p 4 MARYLAND. Baltimore... Frederick. .. Hagerstown Henry A. Wise . . F. F. Neighbours P. A. Witmer 2>... 332,313 395,000 8, 659 8, 659 G, 627 10, 000 MASSACHUSETTS. Adams . Amherst . Arlington . Athol . Attleborough . . . . Beverly . Blackstone . Boston . Braintree . . Brockton . Brookline . . Cambridge . Canton . Chelsea . Clinton . . Danvers . Dedham . . Easthampton .... Everett . . Fall River . Fitchburg . Framingham .... Franklin . . Gloucester . Great Barrington. Greenfield . . Haverhill . Hingham . . Hopkinton . . Hyde Park . . Lawrence . Lee . Leominster . Lowell . Lynn . . Malden . . Marblehead . Marlborough - Medford . . Melrose . Methuen . Middleborough . . Milford . . Milbury . Montague . Needham . New Bedford - Newburyport - Newton . North Adams - Northampton - Noithbridge . . North Brookfield Peabody . . — Pittsfield . .f Randolph--. . Rockland... . . Salem . Somerville . Southbridge . . Spencer . . W. P. Beckwith . J. B. Child . . William A. Winnc . L. B. Caswell d . . Henry M. Maxson . William H. Lovett d _ Adrian Scott . Edwin P. Seaver . . Charles L. Hunt . B. B. Russell . . . D. H. Daniels . . Francis Cogswell . . W. C. Bates . . . E. H. Da\is . William W. Waterman. A. P.Learoyd/ . . Henry E. Crocker . . F. G. Morris . . D. P. Bailey c . . William Connell . . Joseph G. Edgerly . O. W. Collins . Salmon W. Squire c _ _ M. L. Hawley . Frank A. Hosmer g - Freeman C. Griswold e. . W.E. Hatch ....... . Louis P. Nash . George L. Hemenway c . Charles G. Chick e . Geo. E. Chickering ..... Theron L. Foote c . I. Freeman Hall — - George F. Lawton . O. B. Bruce . Charles A. Daniels . W.D T. Trefry C . G. T. Fletcher . . E. Hunt . John O. Morris e . W M. Rogers c . E.P. Fitts. . S. F. Blodgett . I. B. Sayles c . Seymour Rockwell c.... Emery Grover c . Isaac B. Tompkins/. - Wm. P. Lunt/ . Thomas Emerson . . Anson D. Miner . Geo. B. Drury . . R.R. Clarke c . . L. Emerson Barnes e _ Thomas Carroll n . Thomas H. Day . John B. Wren c . J. C. Gleason c . Alfred B. Brown d . J.H. Davis . John T. Clarke . W. M. McLaughlin . 5, 593 4, 298 4, 097 4, 307 11, 111 8,456 10, 000 4,399 4, 800 4, 900 14, 000 9, 300 3, 115 1, 038 1, 653 1, 400 3, 792 2, 866 13, 608 8,074 52, 740 11 13 13 14 15 1® 1, 376 5-21 2, 721 1,793 1, 268 340 1, 024 5-21 989 1, 034 2, 023 605 623 1,228 416 430 852 341 1, 500 5-21 1, 522 1, 443 2, 905 908 861 1,769 621 572 1, 193 342 1, 584 5-21 . . 3,131 772 729 1, 501 1, 053 343 1, 218 5-21 i, 300 1, 107 2, 407 1, 220 - 856 344 5-21 a4, 000 1, 049 1,485 2, 534 733.7 1, 016. 7 1, 750. 4 345 575 ' 5-21 1, 137 934 635 346 906 5-21 l' 791 1, 411 935 347 1, 459 5-21 2, 885 2, 029 1, 351 348 3, 320 5-21 G' 562 2, 775 2, 218 349 212, 462 5-21 209, 500 210, 500 420, 000 119, 019 119, 301 238, 320 76, 659 76, 984 153, 643 350 1, 885 5-21 3, 727 892 881 1, 773 1, 239. 2 351 1, 204 5-21 2, 381 1, 687 1, 040 352 699 5-21 681 700 1, 381 490 498 988 726.8 353 1,231 5-21 1,169 1, 321 2,490 721 623 1, 344 495 492 987 354 1, 342 5-21 1, 348 1, 304 2, 652 862 976 1, 838 610 714 1,324 355 1, 455 1, 605 3, 060 2, 260 356 19, 728 5-21 13, 000 26, 000 39, 000 7, 397 7,426 14, 823 5, 388 5, 688 11, 076 357 1, 437 5-21 1, 295 1,545 2, 840 1, 056 1,912 1, 206 358 1, 366 5-21 2, 701 2, 184 1, 407 359 998 5-21 1, 973 1, 121 781 360 906 5-21 1,' 790 1, 082 773 361 12, 369 5-21 24, 452 6, 055 6, 265 12, 320 4, 841 4, 952 9, 793 362 5-21 al 0,000 all, 000 a21,000 4,480 3, 996 8, 476 3, 287 2, 498 5, 785 363 7, 067 5-21 6, 691 7, 280 13, 971 3, 232 3, 024 6, 256 2, 035 2, 064 4, 099 364 1, 776 5-21 3, 510 1, 032 1, 029 2, 061 1, 421 365 4, 347 5-21 8, 594 1, 603 1, 367 2, 970 1,952 366 797 5-21 856 719 1, 575 425 400 825 255 262 517 367 901 6-21 700 800 1, 500 300 400 700 250 300 550 368 2, 732 6-21 2,151 2, 397 4, 548 2, 153 1,315 369 3, 985 6-21 3,473 3, 600 7, 073 2, 265 2, 274 4, 539 1, 902 1,876 3, 778 370 1, 022 6-21 938 876 1,814 651 597 1, 248 455 419 874 371 660 6-21 572 600 1, 172 414 404 818 296 289 585 372 3, 404 6-21 6, 042 1, 798 1, 830 3, 628 1,290 1,397 2, 687 373 2, 046 6-21 1, 831 1,800 3, 631 995 934 1, 929 811 741 1, 552 374 49, 525 6-21 44, 303 43, 590 87, 893 18, 003 16, 918 34, 921 14, 976 13, 786 28, 762 375 1, 258 6-21 1,136 1,097 2, 233 658 637 1,295 443.6 439.5 883.1 376 35, 012 6-21 31, 358 30, 782 62, 140 15, 568 15, 570 31, 138 12, 048 11, 884 23, 932 377 13, 213 6-21 11, 965 11, 486 23, 451 5,225 5,456 10, 681 4, 158. 5 4, 301. 6 8,460.1 378 8,105 6-21 7, 290 7, 095 14, 385 3,707 3, 680 7, 387 2,912 2, 890 5, 802 379 1,225 6-21 1, 142 1, 033 2, 175 634 583 1,217 453 433 886 380 1, 455 6-21 1, 242 1,340 2, 582 707 670 1, 377 460 464 924 381 933 6-21 780 875 1, 655 516 467 983 388 366 754 382 1, 153 6-21 2,047 526 606 1, 132 880 431 811 383 1, 067 6-21 910 984 1, 894 633 602 1, 235 441 436 877 384 2, 725 6-21 2, 398 2, 440 4, 838 1, 139 1,194 2, 333 912 965 1,877 385 1,799 6-21 3, 193 898 950 1, 848 751 950 1, 701 388 1, 093 6-21 974 905 1,939 646 597 1,243 474 467 941 387 1, 885 6-21 3, 345 1,011 1,003 2, 014 704.8 718.3 1, 423. 1 388 1,894 6-21 1, 724 1, 638 3, 362 1, 142 1, 131 2, 273 931 929 1, 840 389 1,065 6-21 952 938 1, 890 525 635 1, 160 423 523 946 390 1,777 6-21 1, 590 1,563 3, 153 859 822 1,681 642 603 1,245 391 1, 231 6-21 1,105 1, 079 2,184 490 479 969 342 326 068 392 952 6-21 790 900 1,690 570 646 1,216 411 476 887 393 2, 209 6-21 1, 889 2, 032 3, 921 1, 013 1,157 2, 170 767.7 886.1 1, 653. 8 394 1,201 6-21 1, 034 1, 097 2, 131 599 627 1,226 458 479 937 395 1,487 6-21 1,311 1, 328 2, 639 522 574 1,096 3G0 427 817 396 2, 428 6-21 2, 096 2,214 4,310 985 986 1,971 747 759 1, 506 397 6-21 398 3, 371 6-21 2, 894 3,088 5, 982 1,374 1,434 2, 808 1, 080. 5 1, 165. 5 2, 246 399 5,027 6-21 8, 922 2, 472 2, 523 4, 995 1, 758. 5 1, 836 3, 594. 5 400 2, 419 6-21 2, 201 2, 092 4, 293 1, 108 1,140 2, 248 817 852 1,669 401 d Report furnished hy A. S. Williams, clerk to board of education. e Principal of high school. f Clerk to hoard of education. 402 403 404 405 406 407 408 400 410 411 412 413 414 415 41 G 417 418 419 420 421 422 423 424 425 426 427 428 429 430 431 432 433 434 435 436 437 438 439 440 441 442 443 444 445 446 447 448 449 450 451 452 453 454 455 456 457 458 459 460 461 EDUCATION REPORT, 1886-87. 22, Part I. — School statistics of cities containing 4,000 inhabitants and over , for City or town. Superintendent. Total population (census of 1880). Total population in 1886. actual hr estimated. Population 4-21. 1 fS 3 4 5 OHIO — continued. Tiffin . 7, 882 10, 000 3, 299 5o| 143 72, 000 2(>, 760 6| 250 6, 500 2, 196 5, 842 6, 000 2, 242 7, 026 9, 000 2, 426 15," 43 5 8, 785 W. -D. Lash . 18, 321 24, 000 7, 003 OREGON. 20, 549 34, 000 6, 827 2, 340 PENNSYLVANIA. 18, 068 22, 500 1). S. Keith . 19| 716 26, 000 o’ 052 7, 500 5, 108 8| 500 5| 200 7, 000 9, 197 11,000 5’ 271 6, 000 Carlisle . . C. P. ITumrich d _ _ _ G, 209 7, 200 n hn.mhfvrshnrcr _ _ VV. TT. Hnelcenherry _ 6, 877 9, 000 Chester . . . Charles "F. Foster _ .... 14’, 996 16, 000 C!nl rjTulTin, _ _ _ S TT. TTofTVnan _ _ 8, 312 9, 000 Conshohocken ....... ........... Joseph K. Moore _ _ 4’, 663 6, 500 2, 892 flurry _ _ A. T). Colegrove _ _ 6, 250 7, 000 "Danville _ _ _ _ _ W. L. Steinhach _ _ 6, 000 8, 000 "Dnnmore _ L. R. Fowler _ 6, 000 7, 500 1, 754 Easton _ _ _ William W. Cottingha.m . . 12, 049 15, 000 TTa r ri slvn r o- _ _ L. O. Fonse _ _ _ SO. 762 40, 000 TT a 7,1 etnn . . . T)a,vid A. TTarrnan _ 6, 935 10, 000 .Tnhnstnwn _ _ _ _ T. R. .Tolinston _ Lancaster ...................... R. K. Buehrlo . . 25, 000 30, 000 Lock TTaven _ _ John A. Robb . . . . g! 000 7, 000 1,509 Mali army _ _ _ _ _ _ William L. Balenfine _ 7, 172 9, 000 McKeesport Charles W. "Dearie _ _ _ 8,000 18, 000 Mead vi lie _ Henrv V. Hotchkiss.............. 11,000 13, 000 Mantierdco _ _ Will S. Monroe _ _ _ "Mew Castle _ F. M. Bullock . , . 8, 41S 13, 500 "Morristown _ Joseph K. Got.wala _ _ 13, 139 16, 000 Oil City _ _ _ _ C. A. Babcock _ _ 7, 315 11,000 Philadelphia, _ .Tames Mac A lister _ 847, 170 1,000,187 Phceniwille _ TT. F. Leister _ _ 7, 000 7, 500 1,962 Pittsburg _ George >T. Lnckey _ 156, 381 200, 000 Pittston _ _ . , Robert Shi el p. _ _ _ 7,472 12, 000 PI y m on th _ Patri ek Martin f _ _ 6, 065 10, 000 Pottsvillfi _ B. F. Patterson _ _ _ _ 13, 253 14, 000 Scranton _ George "W. Phillips ............... 45, 850 75, 000 Shenandoah.- _ L. A. Freeman _ _ _ _ 10, 147 15, 000 c4, 270 South Bethlehem _ Owen R. Wilt/ . . 5, 500 7, 000 1, 762 Soutli Easton . S F. Shnl i . 4, 500 5, 600 1. 527 Tamaqna _ _ _ _ _ Robert F. Ditchburn . 6, 000 6, 500 2, 216 Titusville ...... ................ R. M. Streeter . _ _ 9 046 10,000 YV"est Chester Sarah W Starkweather . 7, 050 8, 000 55741 Ices Bn.rre _ A. W. Potter . 34, 000 10,167 "Will lain sport -- S. Transen.n _ 18, 934 27, 000 10.476 "York W. H. Shelley . 4, 052 RHODE ISLAND. Rrist.nl _ . _ .T. P. Reynolds _ _ _ _ 6, 028 7, 000 2,312 Cranston _ _ A aron S. Haven . . . . 5, 940 6, 300 2, 080 Cumberland _ _ Robert Murray, Jr . . . 6, 445 7, 300 2, 900 East Providence _- _ G eorge W. Bliss . . . . 5, 056 7, 500 2, 732 .Tohnston _ _ IV. E. Wilson . 5, 765 6,000 2, 774 Mewport George A. Littlefield . 15. 693 20, 000 6, 297 Pawtucket . Alvin F. Pease . ; 19, 030 24, 000 9, 135 a Information furnished by George A. Peebles, superintendent of Marion County. 6 President of board of school controllers. c Estimated. STATISTICS OF CITY SCHOOL SYSTEMS. 327 188G-87; from, replies to inquiries by the United States Bureau of Education — Continued. Population 6-14. Legal school age. i Whole number of children of legal school age. Whole number enrolled in public schools, excluding duplicates. Average daily attendance in public schools. Male. Female. Total. Male. Female. Total. Male. Female. Total. © 7 S © to 11 13 13 14 15 1© 1, 614 6-21 1,414 1, 451 2, 865 617 697 1, 314 492 557 1,049 402 13, 100 6-21 11, 032 12, 211 23, 243 4,756 4, 614 9, 370 3, 588 3,569 7, 157 403 1,074 6-21 979 928 1,907 560 529 1,089 388 386 774 404 1, 097 6 21 1,947 612 672 1, 284 471 538 1, 009 405 li 187 6-21 1,099 1, 008 2, 107 707 682 1,389 534 526 1, 060 406 4, 299 6-21 3, 678 3, 952 7, 630 1,863 1, 811 3, 674 1,411 1,379 2, 780 407 3, 427 6-21 6, 082 1, 522 1,458 2, 980 1, 231 1,171 2, 402 408 3, 333 4-20 3, 166 3, 251 6, 417 1,946 2, 186 4, 132 1, 425. 4 1, 626 3, 051.4 409 1, 142 4 20 2, 199 849 410 6-21 1, 996 1, 863 3, 859 2, 625 411 6 21 1, 937 1, 982 3, 919 1, 566 1, 581 3, 147 412 6 21 413 6-21 756 860 1, 616 551 633 1, 184 414 6 21 432 434 866 310 314 624 415 6-21 912 968 1, 880 568 819 1,387 416 6-21 cl, 100 454 415 869 c275 c325 c600 417 6-21 513 531 3,044 465 476 941 418 6-21 cl, 000 cl, 000 c2, 000 731 774 1, 505 600 650 1, 250 419 6-21 1,425 1, 509 2, 934 1,837 420 6-21 800 850 1, 650 715 748 1,463 421 1, 420 6-21 cl, 250 cl, 250 c2, 500 360 365 725 263 277 540 422 6-21 577 578 1, 155 423 6-21 c700 c800 cl, 500 679 755 1,434 500 440 940 424 864 6-21 700 820 1, 520 562 782 1,344 379 506 885 425 6-21 1, 235 1,201 2, 436 963. 8 917.9 1, 881. 7 426 6-21 3, 167 3,417 6, 584 2, 057 2, 298 4, 355 427 6-21 cl, 365 cl, 400 c2, 765 860 878 1,738 620 647 1, 267 428 891 960 1, 851 683 728 1,411 429 6-21 1, 920 2, 100 4, 020 2, 989 430 743 6-21 628 680 1,308 ’649 711 1,360 569 62 L 1, 190 431 6-21 cl, 000 c900 cl, 900 755 830 1, 585 639 603 1, 242 432 G-21 1, 160 1,086 2, 246 783 743 1, 526 433 6-21 896 1, 005 1, 901 710 802 1, 512 434 6-21 514 688 3, 202 398 524 922 435 6-21 cl, 259 cl, 368 c2, 627 940 1,910 665 720 1, 385 436 6-21 1, 246 1,159 2, 405 854 819 1, 673 437 6-21 951 958 1, 909 693 708 1,401 438 6-21 110, 258 101,138 439 966 6-21 850 850 1, 700 684 693 1, 377 440 6-21 29, 353 20, 397 441 6-21 . - - - 583 762 1, 345 391 4S1 872 ' 442 6-21 643 736 1, 379 388 435 823 443 6-21 1, 337 1, 183 2, 520 927 881 1,808 444 6-21 5, 283 5, 881 11, 164 3, 523 3, 884 7, 407 445 c2, 1 02 6-21 cl, 800 cl, 900 c3, 700 1,243 1, 337 2, 580 807 903 1,710 446 868 6-21 658 869 1,527 550 629 1, 179 392 438 830 447 752 6-21 675 648 1, 323 498 512 1,010 376 462 838 448 1,091 6-21 983 937 1, 920 683 637 1, 320 417 372 .789 449 6-21 786 851 1, 637 1,259 450 6-21 517 591 1, 108 295 401 696 451 5, 005 6-21 . 4, 494 4,316 8, 810 3, 226 2, 920 6, 146 4, 217 452 5, 157 6-21 c4, 092 c4, 986 c9, 078 1,992 2, 088 4,080 1,409 1,492 2, 901 453 1, 995 6-21 1, 826 1, 685 3, 511 1, 626 1, 485 3, 111 454 1, 066 g5-15 658 678 1, 336 545 509 1, 054 787 455 959 g 5—15 655 547 1, 202 459 480 939 543 456 1, 337 0.5—15 848 828 1, 676 541 517 3, 058 679 457 1, 260 g 5-15 790 789 1, 579 767 769 1, 536 1,039 458 1, 279 go-15 812 791 1, 603 606 597 1, 6)3 807 459 2, 903 y 5-15 1,799 1,840 3, 639 1,178 1,139 2, 317 817 788 1,605 460 4, 212 5-16 5, 279 2,163 2, 099 4, 262 2, 872 461 d Secretary of school hoard. / Principal of schools. e Supervising principal. g Inclusive. 462 463 464 4G5 466 467 468 469 470 471 472 473 474 475 476 477 478 479 480 481 482 483 484 485 486 487 488 489 490 491 492 493 494 495 496 497 498 499 500 50 1 502 503 501 505 506 EDUCATION REPORT, 1886-87. 22, Part I. — School statistics of cities containing 4,000 inhabitants and over, for City or town. Superintendent. Total population (census of 1880). Total population in 1886, actual or estimated. Population 4-21. 1 3 3 4 5 RHODE island — continued. 104, 857 120, 000 40, 478 5, 114 5,’ COO 2, 025 O. IJ. Whitford . 6, 104 7, 000 2, 331 F. E. McFee . 16, 050 20, 000 7, 045 SOUTH CAROLINA. 49, 984 58, 000 10, 892 10, 036 12, 000 6, 153 7, 967 TENNESSEE. 12, 892 29, 701 G, 870 Clarksville . J. W. Graham . 7, 326 8, 000 2, 590 3, 840 9,712 28, 185 6, 588 33, 533 17, 545 5, 000 6. 000 1, 531 TEXAS. A nstin _ _ _ John B. Winn . . . . . 11, 013 20, 000 4, 592 EwTiham _ _ _ _ W. H. Flvnne . 5, 500 6, 000 2, 310 Brownsville _ "William Nelly ft _ _ _ _ 6, 200 5, 000 2, 763 El Paso C. Esterlv . . 10, 500 1, 048 Fort Worth . . Alex. Hogg . . . . . 20, 000 21, 000 3,224 Galveston .Taeoh Biekler _ _ 40, 548 Houston . . W. S. Sutton . . . . 16, 513 36, 463 9, 805 Palestin e . . J. E. Rodgers . . . .... 2, 997 5, 000 ], 638 Sherman . . N. Somerville _ 6, 093 11, 500 4, 165 Waco . J.N. Gallagher . . 8, 680 18, 000 5,176 UTAH. Ogden . E. H. A nderson c . . . . 6,000 7,500 2, 173 VERMONT. Braftlehnrrmgh . . . . Albert D. Snaulding . . . 4,933 6, 000 1,210 Rutland "E. Ti. Temple _ _ _ _ _ 6, 500 10, 000 2, 399 St. Johnshury E. T. Sand ford _ _ 5, 800 5, 000 VIRGINIA. A loxRDrlrin> "Richard T,. Game _ _ 13, 658 14, 500 5, 234 Fred ericksburg "E. IVI Gri itch fie hi _ _ 5, 010 5,010 J.yne'hhnrg _ _ E. C. Glass . . . . 18, 381 6, 794 Norfolk . ... . .............. William M. Jones d _ ....." . 22, 999 29, 879 7, 065 Petersbu t*0* T). TVf Brown _ _ _ 21, 656 23, 000 R.i eh monrl _ John 13. Cary _ _ _ 78, 000 80, 000 23,415 Stan n ton _ W. W. Robertson . . . 6, 752 8, 000 2, 010 W i n eh ester _ _ Maurice M . Eynch . . . . . 5, 000 5, 300 1,794 WEST VIRGINIA. ClitirlostoD "Richard flaill _ _ _ .... 4,250 6, 000 Martinsbur0* •T. A Fox _ _ _ 2, 394 W h piling _ - "W. H. Anderson . . 31, 186 29, 928 12, 190 WISCONSIN. A ■pplf-tor. _ . _ _ _ A. B. Whitman . 8, 005 11, 000 3, 804 ■Ro] _ , _ . T. A. Smith . . . ...... — 6, 000 C, 500 1,573 N. M. Dodson ....... . . 3, 870 4,350 1,413 Fond, do T>ac J, N. Mitchell . 12, 776 12, 000 5, 254 ^16611 Ray J. C. Crawford _ ....... _ 7,111 2, 679 •Taoosvilb^ C. H. Keyes . . . . . 10, 009 32, 500 4, 292 Iv enosba •Tamos Cavan auk . . 5. 039 5, 500 1,853 a Inclusive. 6 Chairman of hoard of trustees STATISTICS OF CITY SCHOOL SYSTEMS. 329 1886-87; from replies to inquiries by the United States Bureau of Education — Continued. Population 6-14. | Legal school age. Whole number of children of legal school age. Whole number enrolled in public schools, excluding duplicates. Average daily attendance in public schools. Male. Female. Total. Male. Female. Total. Male. Female. Total. © 7 S 9 t® 11 12 13 14 15 1© 18, 664 a 5-15 11, 556 11,835 23, 391 8, 555 8, 374 16, 929 5, 870 6, 488 12, 358 462 934 a 5-15 570 600 1, 170 444 453 897 618 463 1,075 o5-15 693 654 1 i 347 817 789 1,606 512 596 1, 108 464 3, 248 a5-15 2, 002 2, 069 4, 071 966 892 1, 858 1,587 465 5, 591 6-16 3,383 4, 120 7, 503 3, 200 3, 975 7,175 2, 478 3, 079 5,557 466 6 — 788 848 1, 636 486 521 1,007 467 6-18 468 3, 531 6-21 2, 867 3,011 5, 878 1, 935 2, 114 4, 049 2, 464. 2 469 1, 331 6-21 1,081 . 1,135 2,216 528 610 1, 138 400 404 804 470 1,974 6-21 3, 286 1, 307 1, 101 471 3, 387 6-21 3, 012 2, 625 5, 637 1,363 1,571 2, 934 1,034 1, 216 2, 250 472 9,019 6-21 15, 012 2, 527 2, 960 5,487 3, 365 473 '787 6-21 645 665 lj 310 480 322 802 215 316 531 474 2, 372 7-21 1, 207 1, 319 2, 526 1,248 1, 278 2, 526 979 1,029 2, 008 475 1,193 7-17 557 757 i, 314 510 582 1, 092 295 475 770 476 1,427 6-16 856 818 1, 674 306 281 587 264 207 471 477 542 6-19 775 313 303 616 327 478 1, 665 7-18 1,199 1, 233 2, 432 1, 200 1, 135 2, 335 1, 503 479 8-16 1, 904 2, 096 4, 000 1,623 i, 891 3, 514 480 5, 0G5 8-16 4, 503 2, 906 1, 911 481 816 8-16 345. 407 752 254 313 567 154 195 349 482 2, 152 7-16 2, 200 1, 146 767 483 2, 674 7-18 3, 150 2, 193 1, 324 484 1,092 6-18 819 715 1,534 736 539 1, 275 620 485 581 5-20 1, 064 486 1,153 5-20 2, 110 1, 104 797 487 5-20 950 488 2, 696 5-21 2, 475 2, 371 4,846 869 707 1,576 649 506 1, 155 489 5-21 817 705.1 490 3, 499 5-21 3, 089 3, 201 6, 290 1, 338 1,581 2, 919 988 1,215 2, 203 491 3, 638 5-2 L 3, 559 3, 621 7,180 1,102 1,230 2, 332 756.3 730.5 1,488.8 492 5-21 1, 461 1, 651 3, 112 1 054 1 147 2, 201 493 12, 059 5-21 10, 225 11,454 21, 679 2,793 5, 586 8* 379 2, 424 4, 848 7, 272 494 1,071 5-21 969 957 1, 926 537 515 1, 052 752.9 495 924 5-21 839 822 1, 661 412 387 799 272 260 530 496 497 3,236 6-21 3,063 989 2, 052 671 657 1, 328 498 6, 295 6-21 5, 280 5, 170 10, 450 2, 4 CO 2,490 4, 950 2, 085 2, 097 4, 182 499 1, 841 4-20 1, 688 1,908 3, 596 1, 109 1,152 2, 261 956 1,081 2, 037 500 761 4-20 709 778 1,487 1,122 786.3 501 084 4-20 674 662 1,336 739 568. 3 502 2, 543 4-20 2, 438 2, 530 4, 968 1, 130 1, 121 2, 251 1, 656 503 1, 297 4-20 1,302 1, 231 2, 533 6!6 582 1, 198 892 504 2, 077 4-20 2, 038 2, 020 4, 058 706 882 1, 588 530 615 1,145 505 897 4-20 830 862 1, 752 353 319 672 453 506 c County superintendent. d Acting superintendent. 330 EDUCATION REPORT, 1886-87. Table 22, Part I. — School statistics of cities containing 4,000 inhabitants and over, for City or town. Superintendent. Total population (census of 1880). Total population in 1886, actual or estimated. Population 4-21. 1 2 3 4 5 Wisconsin— continued. La Crease . . Albert TTa.rdy . . . . __ 15, 000 25, 000 7, 945 2, 259 62, 790 Madison _ W. H. Beach . Milwaukee . . . William E. Anderson . . 115, 578 4,202 4, 178 180, 099 Neenah . . . . . . Robert Shiells . . . . 5, 000 4,800 1,883 1, 390 Oconto . X). P. Moriarty . . . Oshkosh . W. A. Gordon . . . . 22, 064 5, 501 25, 000 6, 000 7, 592 1,736 7, 528 5, 522 Portage . . . W. S. Stroud . . . Racine . . H. G. Winslow . 16, 031 22, 000 Sheboygan . George Heller . . . 13, 000 8, 000 5, 000 9, 000 Stevens Point . Erank W. Cooley . 6, 005 2, 700 4, 200 4, 221 Waukesha . George H. Reed, a . . . 1,172 Wausau . Charles V. Bardeen . ,.... 3,061 507 508 509 510 511 512 513 514 515 516 517 518 a Principal of schools. I STATISTICS OP CITY SCHOOL SYSTEMS, 331 1886-87; from replies to inquiries by the United States Bureau of Education — Continued. Population 6-14. Legal school age. Whole number of children of legal school age. Whole number enrolled in public schools, excluding duplicates. Average daily attendance in public schools. Male. Female. Total. • Male. Female. Total. Male. Female. ! Total. 0 7 8 9 1© 11 12 13 14 15 10 3, 845 4-20 3, 677 3, 834 7,511 2, 006 1,873 3, 879 3,315 1, 265 2, 580 507 1, 094 4-20 2, 136 1, 820 508 30, 391 4-20 28, 786 30, 578 59, 364 12, 590 12. 014 24, 604 16, 630 509 911 4-20 852 928 3,780 515 ' 578 1,093 660 510 6/3 4-20 674 640 1,314 1,181 1, 110 511 3, 675 4-20 3, 466 3,712 7, 178 2, 176 1,623.3 512 840 4-20 819 822 1, 641 993 620 513 3, 686 4-20 3,487 3, 630 7, 117 1, 490 1,474 2, 964 1,135 1, 115 2, 250 514 2, 673 4-20 2, 667 2, 554 5, 221 869 892 1, 761 3,218 515 2, 043 4-20 2, 634 1, 357 3, 991 1,454 824 2, 278 1,224 72L 1,945 516 567 4-20 548 560 1, 108 641 520 517 1, 482 4-20 1,454 1, 440 2, 894 838 804 1, 642 910 518 332 EDUCATION REPORT, 1886-87. Table 22, Part II. — School statistics of cities containing 4,000 inhabitants and over, City or town. Number of days schools were taught. Total attendance in days of all pupils. Whole number of teachers in all public schools. High schools. Male. Female. Total. Teachers. Pupils. 1 17 18 19 20 21 22 23 ALABAMA. 1 Birmingham . 177 205,497 10 27 37 4 96 2 Mobile . 181 899, 751 24 56 80 8 320 3 Montgomery . 160 222, 400 5 30 35 5 172 4 180 108, 804 4 14 18 187 23, 936 2 5 7 ARKANSAS. C Fort Smith . 190 199, 500 5 17 22 3 98 7 18 8 Littlo Bock . 173 368, 580 5 48 53 4 138 CALIFORNIA. 9 Los Angeles . 166 548, 298 8 77 83 4 172 10 14 35 49 1 24 11 Oakland . 204 1,211,204.5 12 138 150 12 400 12 Sacramento . 190 579,310 {> 84 89 5 129 13 San Francisco . 218 6, 830, 088 60 739 799 29 1,174 14 San Jos6 . 200 380, 331 8 40 48 3 78 COLORADO. 15 Aspen . 143 57, 915 2 7 9 1 14 16 Colorado Springs . 183 122, 065 1 18 19 3 67 17 Leadville . . 160 113, 165 1 18 19 2 28 18 Pueblo . 180 70, 920 1 12 13 3 74 CONNECTICUT. 19 Brid report 4 121 125 7 20 Bristol . 200 156, 400 4 25 29 2 77 21 "Enfield . _ _ _ 190 3 27 30 0 0 22 Greenwich 200 136, 600 4 27 31 23 Groton 180 112, 585 15 22 24 Hartford . 193 926, 089. 5 24 141 165 17 636 25 HilHno-ly . . . . . ISO 6 27 33 2 62 26 Manchester 185 170, 654 3 28 31 27 Meriden . . 200 505, 800 8 64 72 5 226 28 "M iddl p.t.nwn 200 142, 200 24 7 85 29 N"anofatnclv 200 111, 400 2 17 19 30 New Britain . 190 292, 220 • 3 40 43 5 150 31 New Haven . 200 1, 985, 200 19 285 304 18 746 32 New London . . 195 304, 395 2 38 40 3 85 33 N orwalk . 196 119, 540.4 1 17 18 3 92 34 Norwich . 200 139, 800 1 30 31 0 0 35 Plainfield 185 92, 500 4 16 20 36 Portland 200 117, 200 2 17 19 37 Putnam _ _ _ _ 180 5 10 15 2 55 38 T?,np,lcvillpi _ _ _ 180 2 27 29 3 65 39 Stafford 4 21 25 40 Stamford 7 08 75 3 41 Thompson el80 5 13 18 DELAWARE. 42 New Castle . 200 86, 200 1 8 9 1 46 43 Wilmington . 198 1, 221, 660 1 166 167 7 229 DISTRICT OF COLUMBIA. 44 Washington . 183 4, 733, 478 71 549 620 1,103 FLORIDA. 45 1 Hey West . 120 57, 720 4 11 15 1 24 a Text-boots are free to indigent children. c Does not prevail in some districts. b Text-books on physiology fiee. STATISTICS OF CITY SCHOOL SYSTEMS. 333 for 1886-87; from replies to inquiries by the United States Bureau of Education. Evening schools. Number of teachers nec¬ essary to supply the schools. Number of public school buildings. | Number of sittings in all public schools. i 1 Estimated enrolment in private schools. ! Annual salary of city superintendent. Annual salary of high school principals. Average an¬ nual salary of all teachers. j Free text-book system ? Teachers. Pupils. 6 rc3 Female. J Male. Female. 24 25 2 Si 27 28 30 31 32 33 34 34 A 0 0 37 7 1, 745 500 $2, 000 $990 $675 $450 No.... 12 5 1, 750 2, 000 1, 600 $800 800 450 No.... o 0 IS 2 738 100 1,425 1, 425 500 No .... 7 2 250 100 1,200 685 338 No.... 22 4 1, 800 1, 200 810 504 No.... 950 0 0 53 14 3,021 875 1, 800 1, 200 500 500 No.... 103 19 3,961 934 2, 200 1, 080 945 765 No.... o 0 49 36 206 600 Yes. 3 108 14 7, 000 1,309 2, 400 2, 250 0 1,391 755 No.”! 2 no 89 13 3, 700 1,000 1, 800 2, 500 1,900 682 No.... '8 3, 230 799 74 12, 167 4, 000 3, 000 1 577 902 3 ’210 48 7 734 1, 500 1, 500 1 171 703 No .... 9 2 400 15 1, 350 990 1, 170 900 19 6 869 50 2. 000 900 2,000 700 No.*!.. 19 4 1, 500 500 1, 540 578 No!!!! 13 4 675 1,800 810 630 No !!!' 1 72 125 18 6, 292 775 2, 500 2,500 812 1, 675 500 No. ... 4 56 29 12 1, 358 3 450 1, 600 700 992 397 0 0 30 15 1, 33P 510 967 300 31 20 1,812 357 332 _ No b !! 22 12 35 No. .!! 11 515 165 17 6, 920 1, 000 33 15 1, 200 1,400 COO 500 380 No .... 25 9 1,215 40 610 337 "NTr* 12 498 72 16 3,056 1. 200 800 1,800 600 1,256 464 No d.. 0 0 24 3 1, 050 250 2, 000 1, 200 440 !No a. . 19 9 873 30 1, 000 1,000 383 Yes 6 200 43 10 2. 235 1, 500 500 1,900 600 450 No.!!! 13 769 37 11,981 2, 128 3, 000 2, 700 1,717 508 No. . 0 0 43 7 1, 858 85 1, 200 0 0 2 850 1, 550 1, 550 463 No.*!.. 0 0 6 1, 215 525 2, 250 1, 500 * 520 No!!.! 20 11 959 80 No. 18 8 1, 000 12 1, 050 397 No &. 4 186 15 8 450 1, 200 650 325 No 0 0 29 10 300 1, 500 No!!!! 17 946 178 3 92 75 No a 2 100 18 1? 910 500 3 3 . No..!! 9 3 463 40 1,000 1, 000 1, 000 363 Yes. 167 24 7, 640 1, 600 1, 300 1, 000 1, 300 450 Yes. . . 620 79 28, 163 1, 008 611 No a. . 1 25 2 8 0 400 400 800 No.... d Text-books free in evening schools. c Some grades were taught only 150 days. 1 2 3 4 5 6 4 3 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50 51 52 53 54 55 56 57 58 59 60 61 62 63 64 65 66 67 68 69 70 71 72 73 74 75 76 77 78 79 80 81 82 83 84 85 86 87 88 89 90 91 92 93 94 95 96 97 S8 99 100 101 102 103 104 105 a' 4 EDUCATION REPORT, 1886-87. .ble 22, Part II. — School statistics of cities containing 4,000 inhabitants and o City or town. Number of days schools wore taught. 00 a r3 a . •r-t oj o 'rv § p. §75 "S O o EH Whole number of teachers in all publio schools. High! Male. Female. 7s Q H Teachers. 1 17 18 19 2© 21 22 GEORGIA. Americas . 180 92 222 •± 11 15 2 Athens . 158 126! 874 3 17 20 0 Atlanta . 200 1, 188, 800 9 86 95 9 Augusta . 250 750, 000 8 32 40 3 Columbus . 190 235, 220 3 28 31 0 Macon . . . 178 229, 264 2 35 37 5 Rome . 171 98, 806 2 14 16 0 Savannah . 200 548, 000 8 52 60 7 ILLINOIS. Belleville . . ... 201 404, 648 12 36 48 3 Bloomington . 436, 065 2 93 75 6 Cairo . . . 160 164, 758 2 20 22 3 Chicago . -• . 195 12, 263, 207 68 1,539 1, 607 50 Danville . . 195 325, 068 5 43 48 3 Decatur . 176 362, 208 6 34 40 7 201) 369, 498 15 29 44 Elgin . 190 287| 273 ‘ 3 42 45 3 Englewood . 200 412, 147 6 56 62 6 E vanstown ................. _ 191 145, 041 1 18 19 Galena . 195 124, 800 2 18 20 4 Galesburg . 180 281, 340 2 37 39 3 Jacksonville . 178 219, 536 0 38 38 4 Joliet . 198 391, 446 3 55 58 4 Kankakee . 194 130, 950 1 20 21 3 Lincoln . . . 192 142, 036 2 19 21 3 Litchfield . 176 129, 664 •> 15 17 3 Mendota . . . 185 87, 508 2 8 10 3 Moline . 175 259, 175 4 36 40 3 Ottawa . . ........ _ 196 224, 211 1 30 31 Paris . 184 132,411.3 l ! 21 22 3 Pekin . 178 165, 540 3 20 23 3 Peoria . . 198 894, 357 9 115 124 9 Peru . . . ........ 2 17 19 3 Quincy . 196 481, 016 3 59 62 5 Rockford . . 195 515, 174 2 73 75 Rock Island . 177 301, 666 4 42 46 5 Springfield . 180 477, 720 8 73 81 9 Streator . . . 200 290, 200 1 31 32 Waukegan . . . . 200 140, 890 3 17 20 3 INDIANA. Columbus . 180 202, 500 4 19 ■ 23 3 Crawfordsville . 180 178, 920 4 21 25 2 Evansville . 195.5 926, 475 19 133 152 11 Port Wayne . 192 556, 032 6 107 113 10 (rOsheT! _ _ _ _ _ _ 180 O 23 25 3 Indianapolis . . . . 183 1,977,890 21 279 300 15 Jeffersonville . . 180 241, 246. 5 8 32 40 3 Kokomo . 177 122, 079. 9 5 12 17 3 La Porte . . . . 3 24 27 5 T.n.^yrpvnofthnrg _ _ 190 6 12. 18 2 Logansport . 179 240, 148. 5 4 34 38 4 Michigan City . 193 130, 082 4 17 21 3 Muncie . . 188 173, 534 2 19 21 3 New Albany' . 180 396, 720 10 1 45 55 3 Peru . 187 158, 015 5 16 21 4 Richmond . 180 363, 0G0 5 I 55 60 7 Seymour . 178 136, 474 4 15 19 2 South Bend . 178 293, 735 9 40 49 4 Terre Haute . 187 651, 956 12 92 104 10 Vincennes . . . 196 191,100 2 21 23 5 Washington . . . 170 108, 970 7 12 19 2 s ext-books are famished by the city at low prices. b Text-books are free to indigent chi. STATISTICS OF CITY SCHOOL SYSTEMS. 335 1386-87; from replies to inquiries by the United States Bureau of Education— Continued. Evening schools. 24 139 25 5, 861 0 210 0 Number of teachers nec¬ essary to supply the schools. Number of public school buildings. Number of sittings in all public schools. Estimated enrolment in private schools. Annual salary of city superintendent. 27 2S 29 3© 15 2 788 50 $1, 25C 20 4 976 300 1, 500 95 12 6, 400 1,000 2, 000 11 2, 000 1 800 31 6 1, 440 300 1) coo 37 7 1, 600 200 2, 000 16 5 874 208 1, 500 60 9 3, 500 1, 200 2, 800 48 6 2, 500 750 2,000 75 11 2, 800 1,100 1,500 22 6 1,073 377 1,300 95 77, 041 43, 500 4, 500 48 6 2, 800 400 1, 600 40 8 2, 250 2, 000 44 7 50 1, 500 45 11 1,967 655 1, 500 62 7 2, 450 70 c3, 000 19 3 800 248 2, 000 20 4 1, 200 COO 1,300 39 7 2,086 400 1, 700 7 2, 000 COO 810 58 10 2, 400 900 1,600 21 4 1, 200 602 1,200 5 1, 000 450 1, 200 17 2 900 191 1, 200 10 1 536 45 1, 200 40 6 1, 900 300 1,800 31 7 1,400 250 1, 350 22 3 900 60 1, 800 5 1, 070 194 1, 500 124 13 5, 214 1, 500 2,500 19 4 776 350 1, 300 9 3,281 2, 150 1, 500 75 12 2, 931 400 2, 000 46 7 2, 000 833 1,750 81 10 3, 200 2, 000 1,800 7 1,900 456 1, 300 20 2 825 60 100 23 5 .1 , 400 250 1, 485 25 0 152 16 6, 477 1,433 2, 500 113 12 4,200 3, 500 2, 500 25 5 1,200 100 1,350 300 28 1, 150 2, 750 40 6 1, 928 225 1,300 17 3 894 40 1, 300 7 600 2 800 300 1, 100 38 6 1, 864 700 1, 500 21 4 1,080 475 1, 500 21 4 1, 300 1,700 55 12 300 1, 200 "1 3 1, 000 320 1,500 . ' 60 9 2, 470 888 2, 200 19 4 1,200 30 ',250 49 n 2, 500 900 1, 800 104 15 4, 649 900 2, 500 23 5 1, 061 800 1,700 19 4 I 950 1 300 1,000 Annual salary of high school principals. 31 $900 640 1, 600 1, 250 1,350 720 2, 000 1, 300 1. 100 2, 467 1,200 1, 300 *1*366 c3, 000 1,100 750 322 500 1,800 850 1, 50ft 1,800 1,400 1, 500 32 1, 200 720 720 600 0 675 600 800 720 1, 200 585 1, 400 1, 500 2 225 810 1, 200 , 650 900 800 800 1,200 800 1,200 1, 500 1,400 800 610 Average an¬ nual salary of all teachers. 33 $473 1,410 900 675 1,500 34 $448 280 614 405 495 700 34A No... No... No... No... No a. No... No... No... (505) 888 360 1, 840 926 *1*028 1,436 2, 000 600 i, 250 489 347 698 800 1, 200 825 4OO 488 769 1, 000 1, 800 830 1,600 1,075 1,150 1,550 1,314 1,086 1,300 030 S00 600 510 800 600 650 500 700 619 506 832 100 554 585 612 447 619 925 750 684 625 981 448 *425* 690 640 388 486 442 450 398 448 360 422 436 564 510 ' 510 400 475 463 472 410 400 COO 445 381 452 480 305 385 475 650 805 750 479 380 372 468 462 360 400 475 No 6. No.... No... No... No... No... No... No... No... No... No b. No... No-- No... No-- No — No... No... No b. No-- No — No--- No--- No... No.- No... No- - ■ No-. 387 510 500 365 No. No. No. No No. No No. No. No. No. No, No No No No No No, No No No No cl.. 56 57 58 59 60 61 62 63 64 65 66 67 68 69 70 71 72 73 74 75 76 77 78 79 80 81 82 83 81 85 86 87 88 89 90 91 92 93 94 95 96 97 98 99 100 101 102 103 104 105 c Superintendent is principal of high school. d Supplementary reading boohs furnished free. Tj 106 107 108 109 110 111 112 113 114 115 116 117 118 119 120 121 122 123 124 125 126 127 128 129 130 131 132 133 134 135 •136 137 138 139 140 141 142 143 144 145 146 147 148 149 150 151 152 153 154 155 156 3.57 158 159 EDUCATION REPORT, 1886-87. lb 22, Part II. — School statistics of cities containing 4,000 inhabitants and over, for go o * Whole number of rs teachers in all public High schools. o . P . schools. ’ca .9 m £ a Annual salary of high school principals. Average an¬ nual Salary of all teachers. F eo text-book system ? Teachers. Pupils. 6 cs Female. Male. Female. 24 25 26 27 28 29 no 31 32 ft ft 34 JI4A 262 24 12, 340 5, 000 $3, 000, $3, 000 $1, 640 $500 No a.. 321 93 34 3, 859 l' 200 2, 000 2, 000 1, 333 390 No a.. 322 0 0 20 5 1, 000 ' 350 1, 800 $700 1, 800 413 No ... 323 89 9 4, 076 529 2, 000 2, 000 l’071 340 No a.. 324 10 491 70 71, 416 38, 000 5, 000 3, 300 Yes. . . 325 4S 1523 616 57 11, 837 2, 500 2, 500 1, 225 581 No _ 326 o 0 16 4 850 450 1, 300 850 383 No _ ,327 15 500 48 41 2, 259 950 1, 500 1, 000 540 1,000 5U0 No a.. 328 24 3 1,450 2, 000 2, 000 650 2, 000 368 No _ 329 12 4 ' 648 40 800 320 No . 330 0 1,600 400 1, 500 ’"'900 340 No ct. . 331 3 122 82 8 3,' 722 668 1, COO 1, 700 1, 500 439 No.... 332 23 3 1,000 450 1, 700 1, 700 1, 700 550 Yes. . . 333 V.9! 4 lj 000 460 1, 500 800 700 600 380 No.... 334 25 3 1,404 1, 500 600 300 415 No.... 335 14 2 '780 1, 400 460 No.... 336 3 337 35 4 2,400 256 1, 700- 1, 000 600 1,000 390 No a.. 338 24 3 1, 500 650 1,000 1,300 500 500 395 No a. . 339 0 0 34 6 1, 841 375 2, 000 1, 200 800 405 Yes... 310 19 3 1,274 0 1, 200 550 399 No.... 341 0 0 5 1, 775 264 1, 400 2, 500 1,200 408 No a.. 342 32 4 1, 150 300 1,500 400 425 Yes... 343 23 3 1,016 300 1, 400 1,400 750 762 400 No ci. . 344 49 6 1, 200 1, 800 1, 150 436 No. . . . 345 16 1 l, 500 400 SCO 330 .No a.. 346 24 10 1,450 800 1 , 60.0 560 1, 600 391 No ... 347 0 0 35 8 1, 702 77 1,600 1, 200 500 850 391 No.... 348 59 6 2,850 924 1, 500 1,-500 1, 107 477 Yes... 349 329 18, 266 134 168, 926 7, 500 2, 625 1, 500 Yes. . . 350 0 0 36 10 2, 009 700 1, 500 1,200 750 385 No.... 351 0 0 28 5 1,250 77 2, 000 600 3, 180 409 No..... 352 0 0 26 6 1,200 700 1, 150 1, 150 423 353 0 0 31 6 1, 205 100 1, 700 750 650 333 No.... 354 5 1, 750 65 1, 800 900 500 900 350 No.... 355 68 10 2, 641 1, 600 1, 800 600 1, 200 380 No.... 356 8 350 343 31 13, 205 8, 000 2, 200 2, 000 l! 345 430 No a.. 357 37 8 1,796 .300 1,600 1, 400 900 361 No.... 358 0 0 42 9 2,050 100 1, 550 1, 400 1, 000 435 No.... 359 23 4 300 250 1, 400 575 1, 400 365 No. . . . 360 0 0 22 3 974 80 1, 917 No.... 361 262 28 11,909 2, 520 2, 500 2, 500 1, 457 450 No e .. 362 0 0 170 16 8,000 2, 500 2, 300 2, 000 1, 314 532 No.... 363 9 490 152 18 5,159 2, 180 2, 500 1, 900 1, 3Q0 422 No a.. 364 0 0 53 9 2, 500 200 1, 300 1, 800 800 800 350 No a.. 365 13 400 53 7 2, 322 1, 765 3, 300 2, 300 1, 333 666 Yes... 366 14 2 625 200 1, 500 1, 200 1, 350 600 Yes _ 367 9 3 200 360 360 270 270 No.... 368 369 0 0 89 11 4, 340 777 2, 500 1, 400 1, 050 480 No a.. 370 23 3 1, 169 125 1, 300 700 400 650 330 No. ... 371 16 3 ’704 125 1, 300 550 500 No.... 372 65 11 850 1, 800 1, 000 830 360 No.... 373 47 5 1, 996 300 2, 2li0 1, 300 925 463 No.... 374 734 58 37, 182 17, 006 4, 500 2, 600 1, 400 685 No a.. 375 32 3 1, 450 150 1, 8e0 1, 100 550 502 No.... 376 26 1, 937 620 48 2, 400 1, 050 598 No.... 377 0 0 208 22 10, 555 3, 190 3,000 2, 400 1,410 600 No.... 378 o Slates and pencils furnislied to the primary department and all books to indigent pupils. 379 3S0 381 382 383 384 385 386 387 388 389 390 391 392 393 394 395 396 397 398 399 400 401 402 403 404 405 406 407 408 409 410 411 412 413 414 415 416 417 418 419 420 421 422 423 424 425 426 427 428 429 430 431 432 433 434 435 436 EDUCATION REPORT, 1886-87. le 22, Part II. — School statistics of cities containing 4,000 inhabitants and o, City or town. ^ © £ £ a 3 ft 17 a . •-I 03 S 0 as Whole number of teachers in all public schools. 19 30 31 High s< OHIO — continued. 200 768, 248 24 150 174 8 200 150, 603 166, 320 1 23 24 3 180 1 28 29- 1 200 2 20 22 22 3 180 145, 980 166, 630 4 26 3 190 3 24 27 3 193 362, 261 283, 369. 5 9 37 46 5 185 4 34 38 0 190 178, 790 5 23 28 2 176 240, 448 323, 840 1 37 38 4 176 46 48 • 4 183 173, 118 2 23 25 3 194 241, 530 2 28 30 2 193 128, 924 1 21 22 5 190 168, 530 312, 561. 2 4 21 25 3 189 5 42 47 5 196 183, C52 2 26 28 4 2 21 23 2 Portsmouth . . . 190 286, 140 40 43 3 Salem . . . 190 0 18 18 2 Sandusky . . . . 194 436, 945 832, 050 322, 127 3 58 61 4 Springfield . . . . 189 19 84 103 5 Steubenville . 193 7 42 49 5 Tiffin . 200 209, 800 1,431, 400 140, 094 2 31 33 3 Toledo . . . . 200 179 9 188 7 Urbana..... . . . 180 7 13 20 3 Wooster _ _ _ _ 200 201, 800 2 26 28 5 Xenia . . . 192 203, 904 516, 150 5 27 32 3 Youngstown . 185 9 57 66 4 Z an esville . «... . 190 456, 380 7 65 72 6 OREGON. 200 610, 280 7 73 80 7 Salem. 5 12 17 PENNSYLVANIA. Allentown _ . . 197 517, 125 566,460 14 50 64 4 Altoona . . . . _ . 180 10 67 77 4 A shlaud _ 180 16 3 Beaver Palls . 160 "" 189, 440' b 30 30 1 Bethlehem _ _ . . 200 121, 800 4 10 14 1 Bradford . . 200 277, 400 0 35 35 1. Bristol . . . . .......... 200 0 16 36 9 Carlisle . . . . . 200 188, 200 225, 000 360, 052 248, 710 108, 000 7 17 24 4 Chambersburg . . .... 180 4 26 30 3 Chester . . . . . . 196 0 53 53 r, Columbia . . . . . 170 2 30 32 9 Conshohocken _ _ 200 i 13 .14 1 Corry _ _ _ 180 ?. 20 22 3 Danville . 180 169,200 177, 000 , 4 26 30 3 Dnnmore . . . . 200* 2 21 23 2 Easton . . . 200 376, 340 827, 450 299, 322 12 45 57 5 Harri shn rg . . . 190 18 96 114 11 Hazleton . . . ...... .. 180 5 24 29 3 fTohnstown _ _ _ _ 8 27 35 3 Lancaster _ _ _ 200 597, 800 190, 400 99, 360 8 68 76 7 Lock Haven _ _ _ 160 7 20 27 4 M ali an oy . . . . . 80 4 23 27 2 M (iK eesport _ .... ISO 274, 680 272, 160 2 30 38 2 Meadville 180 1 40 41 3 Han ti coke _ _ 180 165, 960 4 18 22 2 Hew Castle . 180 245, 600 3 32 35 2 STATISTICS OF CITY SCHOOL SYSTEMS. 347 1886-87; from replies to inquiries b>j the United States Bureau of Education — Continued, Evening schools. Number of teachers nec¬ essary to supply the schools. Number of public school " buildings. Number of sittings in all public schools. Estimated enrolment in private schools. Annual salary of city superintendent. Annual salary of high school principals. Average an¬ nual salary of all teachers. Free text-hook system ? Teachers. Pupils. Male. Eemale. Male. Eemale. 24 25 26 27 38 39 30 31 32 33 34 34A 8 356 1GS 20 S, 903 1, 720 $2, 500 $2, 000 $1, 310 $600 No.... 24 4 1, 150 500 1, 300 $600 432 No a . . 0 0 29 G l' 425 160 1, 200 585 324 No.... 22 5 947 294 2 000 No 0 0 26 1,200 450 1, 800 900 700 700 400 No.... 27 6 1,300 1,400 750 650 510 330 No.... 0 0 40 6 2, 300 1, 050 2, 000 1, 200 845 515 No.... 0 0 38 5 1, 950 400 1,800 900 750 500 No.... 0 0 28 3 1, 500 250 1,500 1,100 600 888 423 No.... 38 4 1, 700 300 1, 500 1,100 500 1,100 300 No.... 0 0 48 9 3,030 200 2, 000 1, 000 800 475 No.... o 0 25 5 1, 500 ! 1, 500 700 700 426 No b . 28 6 1, 594 640 1, 800 900 725 41*7 No.... 22 3 1, 183 200 1,400 750 434 No.. . 6 i; 200 200 1, 650 1, ICO No.... 47 7 2, 533 2, 470 1, 800 1, 000 600 850 No.... 26 6 1,300 ' 350 1, 600 1, 000 410 700 No.... o o 23 4 300 2, 000 900 675 432 No 1 65 43 6 2, 006 330- 1, 700 1, 000 7S0 380 No.'... 18 2 980 1, 600 925 495 No.... 0 0 61 9 3, 300 600 2, 500 1,000 '”913’ 464 No.... 103 16 5, 000 1, 500 1, 800 1, 300 800 920 530 No b. . 0 0 49 6 2, 255 600 1,750 1, 400 980 430 No.... 0 0 33 5 1, 440 700 1, 800 700 480 400 No 5 45 188 25 11, 000 3, 500 2, 200 1, 400 No... 0 0 20 6 920 1,800 1, 350 675 765 450 No.... 28 f; 1, 400 1, 400 1, 800 750 650 420 No. . . . 0 0 32 7 1, 450 200 1, 600 1, 200 900 840 460 No b.. 0 0 66 10 2, 000 1, SOO 970 460 No.... 72 16 250 2, 000 1, 250 600 500 475 No. . . . 0 0 80 6 3. 550 641 2, 000 2, 000 2, 000 1, 685 763 No.... 1, 000 63 10 3, 700 150 1,200 900 No. . 12 3, 829 1, 200 1, 200 900 495 527 329 No. ... 4 21 4 1, 004 125 1, 200 765 649 293 No ... . 1 30 30 3 1,625 18 1, 350 500 252 No .... . 14 840 300 1. 020 650 513 317 Yes. .. 0 0 35 6 1, 700 300 2, 000 ' 900 488 No.... 0 0 16 3 870 200 500 420 375 Yes _ 22 8 1, 100 675 570 583 371 No. ... 30 1, 400 100 800 700 700 513 342 No b . . 4 150 53 10 2, 627 500 1, 200 850 397 Yes... 0 0 32 4 1,650 400 1, 400 . 680 425 327 No &.. 0 0 14 3 770 425 1,200 480 No.... 22 4 400 1, 350 No ... . 30 10 700 No.... 3 120 9 1, 100 25 1,100 750 500 600 400 No. . . . 0 0 57 10 2, 758 1, 600 1, ooo 717 387 No.... 2 93 114 20 6,230 650 1, 500 1,050 950 655 438 No b.. 2 139 29 5 6 1,680 300 1,400 675 504 354 No.... 8 210 21 4, 235 500 1, 500 1, 200 750 789 398 No &.. 28 4 1, 400 250 1, 100 600 376 296 No.... 0 0 27 3 1, 640 100 1, 200 ’*’300’ 246 130 No.... 38 4 1, 900 800 1, 350 765 450 743 375 No.... 41 6 1 , 963 400 1, 500 900 900 399 No c.. 1 100 22 1, 200 400 1, 000 450 450 450 400 Yfes . . . 35 5 1, 800 450 J, 000 * 675 475 450 375 No.... 379 380 381 382 38:; 384 385 386 387 388 389 390 391 392 393 394 395 396 397 398 399 400 401 402 403 404 405 406 407 408 409 410 411 412 413 414 415 410 417 418 419 420 421 422 423 424 425 420 427 428 429 430 431 432 433 434 435 436 c Readers are furnished by the board to all pupils, and all books are furnished to indigent children. 34 Ta 437 438 489 440 441 442 443 444 445 446 447 448 419 450 451 452 453 454 455 458 457 458 459 460 461 462 463 464 465 466 467 468 469 470 471 472 473 474 47- 476 477 478 479 480 481 482 483 484 485 EDUCATION REPORT, 188G-&7, e 2*2, Part II. — School statistics of cities containing 4,000 inhabitants and over, for City or town. «c o o rP a r~ ci O g £ £= e ft Total attendance in days of' all pupils. Whole number of teachers in all public schools. High schools. • Male. Female. Total. Teachers. Pupils. 1 17 IS 19 2® 21 22 23 Pennsylvania — continued. Korristown . . . 200 334, 600 4 44 48 3 1.06 Oil City . . . 180 252, 153 O 32 35 a 130 Philadelphia . 206 20, 834, 428 88 2, 337 2,425 59 2,114 180 2 26 28 2 40 Pittsburgh . . 200 4, 079. 400 44 541 585 23 657 Pittston . - . 180 156, 960 5 18 23 2 45 Plymouth . 160 331, 680 (i 15 21 1 38 PottsviUo . 200 361, 600 7 41 51 3 120 Scranton . 200 1, 481,400 19 216 235 7 242 Shenandoah . 180 307, 800 4 35 39 4 75 South Bethlehem . 200 166, 000 9 13 22 51 South Easton . 200 1 67, COO 8 10 18 2 74 Tama qua . 200 157, 800 2 15 17 3 100 Titusville . . . 190 239,210 0 34 34 G 94 West Chester . 191 130, 936 0 24 24 3 70 Wilkes Barre . 182 767, 494 17 76 93 4 80 Williamsport . . . 180 522, 223 11 64 75 4 133 York . . . ISO 61 3 RHODE ISLAND. Bristol . 200 1.54, 865 3 21 24 1 49 Cranston ......... _ ...... _ 169 91, 767 4 23 27 Cumberland . 195 132, 505 5 28 33 0 0 East Providence _ _ _ _ _ 213, 000 1 37 38 3 75 Johnston . . . 190 129, 706 6 33 39 1 26 ^Newport . . . ... 200 321, 000 6 40 46 5 122 Pawtucket . . 193 540, 195 8 70 78 6 131 Providence . 191 2, 360, 378 21 351 372 24 724 South Kingstowm . . . 180 111, 240 9 30 39 2 50 Westerly . . . . 13 37 50 3 59 Woonsocket . 195 277, 308 4 38 42 4 85 SOUTH CAROLINA. Charleston . 209 1,161,413 9 100 109 8 253 Columbia . 174 175, 027 9 16 25 3 40 Green ville . . 180 4 13 17 0 0 TENNESSEE . Chattanooga . 178 438, 624. 5 8 43 51 3 102 Clarksville . . 195 157, 850 3 12 15 2 65 .Taeksrm _ _ 180 198, 980 2 15 18 Knoxville . . 182 409, 591. 5 18 37 55 6 1 19 Memphis . 169 571, 665 13 - 71 81 6 199 Union City . . . 160 84, 960 6 7 13 2 65 TEXAS. Austin . 180 361,440 8 43 51 4 128 Bonham.... . 130 146,453 3 15 18 1 77 Brownsville .. , . . . 203 95, 613 3 8 11 2 46 El Paso _ _ _ _ 176 57, 552 2 10 12 3 Fort Worth . 180 270, 540 30 29 39 75 Galveston . . . . 165 579, 810 15 73 88 5 144 Houston . . . . 175 344, 425 11 41 52 3 92 Palestine . — 176 61, 385 4 6 10 1 26 200 153, 176 2 18 20 Waco . 178 235, 672 7 25 32 2 57 UTAH. O^dcn m 196- * 121, 520 5 11 16 a Text •books ai re free to indig ;ent pupils. STATISTICS OF CITY SCHOOL SYSTEMS. 349 b K"ot including rented buildings. 486 487 488 489 490 491 492 493 494 495 496 497 498 499 500 501 502 503 504 505 506 507 508 509 510 511 512 513 514 515 516 517 518 EDUCATION REPORT, 1886-87. e 22, Part II. — School statistics of cities containing 4,000 inhabitants and over, for City or town. Number of days schools were taught. Total attendance in days of all pupils. Whole number of teachers in all public schools. High schools. Male. Female. Total. Teachers. . m ris % S3 Ph 1 17 18 19 2© 21 22 23 VERMONT. Brattleborough . 2 31 33 4 50 Rutland . . . 181 144, 276 1 22 23 3 80 St. Johnsbury. . 110, 514 41 41 50 50 VIRGINIA. Alexandria . 201 232. 155 7 19 26 0 0 Fredericksburg . 184.6 130, 161.6 2 10 12 1 27 Lynchburg . 191 420, 773 13 41 54 7 190 N orfolk _ ................. 193 166, 354. 3 6 22 28 Petersburg . 185 407,185 3 42 45 5 172 Richmond . 183 1, 330, 776 27 157 184 27 919 Staunton . 185 139, 294 8 11 19 2 52 Winchester . 200 106, 000 4 9 13 2 100 WEST VIRGINIA. Charleston _ _ .... _ .......... 173 3 20 23 2 TVTflT'Hnshn'rg _ 187 6 16 22 4 142 Wheeling . 198 828, 036 6 105 111 0 0 WISCONSIN. Appleton . 180 366, 393 5 39 44 5 150 Beloit . 200 157, 264 3 22 25 4 101 Berlin . 180 102, 308. 5 2 16 18 3 96 Fond du Lac . 198 327, 904 1 45 46 4 101 Green Bay . . . 198 174, G70 1 23 24 4 74 Janesville . . . 195 196, 240 2 37 39 4 103 Kenosha . 190 86, 007 1 15 16 3 77 La Crosse . . - . 198 508, 440 8 64 72 6 170 Madison . . . . . Milwaukee . . 194.5 3, 234, 535 54 328 382 15 455 FTeenah . 185 122, 166 1 17 18 3 102 Oconto . 200 222, 000 3 13 16 1 48 Oshkosh . 200 324, G54 8 52 60 12 122 Portage . 197 122, 203 1 18 19 3 131 Racine . . . 200 448,116 8 50 58 4 122 Sheboygan . 197 234, 665 6 21 27 3 68 Stevens’ Point . 190 369, 550 1 20 21 2 73 Waukesha . 185 96, 117.5 1 12 13 3 85 Wausau — . . 180 163, 851 2 27 29 2 69 aBooks on physiology furnished free. 6 Graduates oi' the grammar schools sent to St. Jolinshury Academy. STATISTICS OF CITY SCHOOL SYSTEMS. 351 1886-87; from replies to inquiries l)\j the United States Bureau of Education— Continued. Evening schools. dumber of teachers nec¬ essary to supply the schools. o © CO © . •r-; GQ © 2 rg s £ Number of sittings in all public schools. Estimated enrolment in private schools. | Annual salary of city superintendent. Annual salary of high school principals. Average an¬ nua] salary of all teachers. Free text-book system ? Teachers. J Pupils. 1 j | Male. .2 a 0) PR Male. Female. 34 1 « 1 * 36 27 28 39 3© 31 33 33 34 34A 33 16 210 $300 $1, 500 $1, 000 $300 No a.. 488 23 1,250 310 400 1, 500 380 No.... 487 32 18 1, 500 230 $700 372 No a. . 488 o 26 2, 050 590 380 504 373 No c . . 489 0 o 11 4 200 900 575 277 No 490 54 8 2, 700 300 1, 350 1, 210 650 660 390 No.... 491 2 136 28 7 2, 000 2. 476 1, 140 1, 017 541 No c . . 492 0 0 45 10 2, 345 COO 900 720 720 • 61.5 391 No c .. 493 0 0 18 8, 529 1, 709 2, 000 1, 500 567 412 408 No.... 494 0 0 19 4 1,200 520 1, 010 675 336 289 No.... 495 0 0 13 2 850 100 460 875 450 456 288 No.... 496 0 0 23 4 1, 000 100 1, 200 600 320 320 No,... 497 18 6 2Q0 1, 000 1, 000 No.... 498 111 11 5, 000 •800 1, 600 1,083 400 No c . . 499 44 8 2, 600 500 425 1,400 600 1,020 384 No.... 500 4 1, 600 20 100 1,500 1, 000 399 No.... 501 0 0 18 4 80 200 1,200 500 850 375 • No d.. 502 46 19 2, SCO 500 400 1, 000 1, COO 342 No.... 503 2 70 24 6 1,300 600 250 1, 500 500 1, 500 450 No.... 504 39 6 1, 820 600 1, 500 700 400 894 322 No.... 505 0 0 16 4 * 200 600 200 1.500 550 1, 500 372 No.... 506 72 12 3, 230 2, 100 1,200 1, 383 433 Yes . . 507 508 52 1,637 369 31 19, 800 15, 000 3, 000 2, 500 1, 139 568 No.... 509 0 0 18 5 1, 300 220 200- 1,000 1, 000 360 No..... 510 16 4 1, 000 200 200 No 511 1 30 60 10 3, 500 1,500 600 1,750 825 390 No.... 512 19 5 1, 200 300 300 1, 350 COO 1, 350 350 No c . . 513 58 7 2, 900 922 1, 200 1, 700 1, 069 382 No..!! 514 27 5 b 670 1, 250 500 1, 500 667 No 515 0 0 21 6 1,025 350 200 1,200 400 378 No... 516 0 0 13 2 625 115 1, 300 538 1, 300 383 No.... 517 2 81 27 9 1, 550 600 300 1,000 500 900 372 No.... 518 c Text-Looks are free to indigent children. cl Books rented to pupils. 35: i 2 a 4 5 6 8 9 10 11 12 33 14 16 16 17 ,18 19 20 21 22 23 24 25 26 27 28 29 30 31 82 33 34 35 36 37 38 39 40 41 42 43 44 a of t b l EDUCATION REPORT, 1886-87. Table 22, Part III. — School statistics of cities containing 4,0( City or town. ALABAMA. Birmingham Mobile . Montgomery . Seima . Talladega _ ARKANSAS. Fort Smith . . Hot Springs. Little Bock . CALIFORNIA. Los Angeles . . Marysville Oakiand . Sacramento ... San Francisco. San Jos6 . COLORADO. Aspen . Colorado Springs. Leadville . Pueblo . CONNECTICUT. Bridgeport Bristol . Enfield . . Greenwich . . . Groton . Hartford . Killingly - Manchester .. Meriden . . Middletown Naugatuck. .. New Britain. N ew Haven . New London Norwalk _ Norwich _ Plainfield .... Portland - Putnam . Bockville .... Stafford . . Stamford _ Thompson ... DELAWARE. New Castle . Wilmington. DISTRICT OF COLUMBIA. Washington . . Public school libraries. 35 * a 500 750 400 450 100 2,500 6, 4H8 1,400 21,665 560 111 550 200 300 1,000 851 500 250 4wa City . . Keolmk . - . Lyons . Marshalltown . Mount Pleasant . Muscatine . Oskaloosa . . . Ottumwa . Sioux City . Waterloo, East Side.... KANSAS. Atchison . Clay Centre... El Dorado . Emporia . Hutchinson . . Independence. Kansas City. . . Lawrence . Leavenworth. . Marysville . . . . Hew ton . Ottawa.. . Parsons . . Salina . Topeka . . Wichita . . Winfield . KENTUCKY. Bowling Green. Covington . Hopkinsville... Lexington . Louisville . Maysvillo . Newport . Owensborough . Paducah . LOUISIANA. Baton Rouge. Hew Orleans . Public school libraries. a 35 O ai 36 300 400 6, 106 746 450 200 1, 600 65 150 500 800 150 350 800 80 500 200 1, 064 750 225 325 300 700 205 700 300 150 1, 200 200 30 250 50 100 500 ,005 500 0 0 800 360 250 17, 500 Estimated real value of prope purposes. 37 $12, 000 9, 000 6, 000 52, 560 38 39 $44, 000 $4, 000 (39, 000) 40, 000 113,500 175, 500 (75, 000) 64, 000 213, 000 60, 000 250, 000 3, 000 20, 000 10, 000 22, 000 (38, 12, 000 4, 800 18, 000 100, 000 10, 000 48, 000 60, 000 9, 200 18, 850 11, 000 12, 000 40, 000 40, 000 60, 000 100, 000 40, 000 85, 000 000) 70, 000 76, 000 125, 000 200, 000 25, 000 100, 000 35, 000 30t 000 62,218 52, 00U 50, 000 60, 000 22, 000 1, 000 20, 000 3, 000 4, 000 35, 000 136, 000 14, 000 20, 000 52, 000 50, 000 39, 500 100, 000 (GO, 000) ,000 4, 000 21, 000 (189, tfOO) 3, 000 50, 000 217, 379 30, 000 18, 000 125, 000 3, 000 200, 000 13, 000 30, 000 21, 600 90, 000 29, 000 57, 000 6, 000 400, 000 3, 200 25, 000 17, 600 5, 000 27, 000 12, 000 900 7, 000 2, 000 8, 000 4, 500 4, 050 5, 000 20, 000 1, 600 15, 000 2, 000 1,470 7, 802 3, 800 6, 000 30, 000 6, 000 1, 000 2, 500 7, 200 4, 000 5, 500 4, 500 (4,5 3, 000 (50, 1,000 5, 000 1, 650 10, 000 3, 000 4, 250 1,000 60, 000 a See note a, page 352. STATISTICS OF CITY SCHOOL SYSTEMS. 357 1886-87; from replies to inquiries hy the United Stales Bureau of Education — Continued. a © , a P rP *^ © rt 2 ©8 q p 'cS pq Keceipt3. © V) o r3 XU 1-3 Vi q © § a • Vi +3 i» n -e ® S « 1-1 cS S s ll From taxation. 05 O $ Cl .2 '3 a o N fri CD © . m © © a £ © s“ © 73 'o H 1 o o J '6 W O N» M cS O JP o 4® 43 44 45 4© 47 4§ 4SA $37, 150 $89, 898 30, 751 18, 630 30, 128 202 $48, 477 8, 753 $38, 264 2, 175 2, 307 13, 000 16, 000 50, 715 46, 294 18, 000 70, 344 82, 303 53, 160 (15, 23, 013 36, 178 $2, 915 ’’"’I6,"946: $239 76 27 200 200 155 $10, 008 6 201 99, 903 11, 010 13, 481 17, 200 18, 200 84, 663 56, 834 19, 800 82, 908 88, 271 83, 036 16, 845 28, 407 42, 021 11, 555 42, 356 IE 208 28, 807 2,000 1,900 267 34, 558 8, 634 10, 418 5, 159 122 1, 500 300 456 380 112 121 856 125 9, 960 4, 991 2, 727 8, 205 1, 774 1,470 2,400 10, 031 841 3, 477 9, 983 5, 588 9,424 1, 658 108 $2, 017 340 066) 4, 538 5, 718 2, 036 3, 405 9, 519 38, 742 209 464 124 8, 973 4, 000 1, 861 1, 709 8 3, 514 19, 460 5, 000 1, 619 40, 672 39, 384 2 956 1, 402 64 3, 301 271 85,056 1, 069 7, 017 911 331 5, 074 11, 184 208 1, 036 183 10 25, 624 8, 740 11,495 24, 433 18, 276 8, 000 44, 848 17, 385 37, 232 5, 000 8. 000 5, 000 2,160 833 12, 485 12, 402 27, 808 20, 348 10, 700 59, 267 21, 598 61, 866 8, 506 17, 575 19, 598 14, 040 74 1, 669 132 200 13, 000 2, 575 2, 500 7,419 7, 000 3, 893 1,463 107 3, 200 320 2, 567 9,738 660 8, 038 983 12, 566 7, 416 3, 089 2, 639 2, 000 893 23, 317 14, 477 16, 777 12, 040 10, 023 42,015 46, 000 9 2, 512 182 300 1,254 17, 162 20, 000 1, 527 1, 064 9, 000 21,000 3, 000 58, 000 1, 800 to 1, 075 10, 000 35, 513 6, 113 2, 000 19, 326 12, 000 3 .21, 079 855 360 65, 386 20, 000 1, 621 4, 671 0 188, 805 4, 255 18, 000 15, 048 97, 314 3, 106 2, 527 90 200 207 c34, 226 3 22, 872 7, 431 30, 200 27, 255 0 1, 499 5, 389 3, 876 12, 000 12, 000 250 0 600 171, 000 1, 500 35, 000 2, 350 2 06’ 000 19, 739 0 0 & Overdraft $925. c From January 1, 188G, to Js muary 1, 1887. 100 101 102 103 104 105 106 107 108 109 110 111 112 113 114 115 110 117 118 119 120 121 122 123 124 125 126 127 323 129 130 131 132 133 134 135 136 137 138 139 140 141 142 143 144 145 146 147 148 149 150 151 152 358 EDUCATION REPORT, 1886-8?. Table 22, Part III. — School statistics of cities containing 4,000 inhabitants and over , for t City or town. Public school libraries. Estimated real value of property used for school purposes. Humber of libra¬ ries. j Humber of vol¬ umes. Grounds or sites. Buildings. © u P ’8 3 Libraries and ap¬ paratus. Total. 1 35 3G 37 3§ 39 40 41 MAINE. 353 2 200 $2, 000 $50, 000 154 155 Bath . 1 900 100, 000 15G Bkldeford . 1 300 $12, 000 $85, 000 $5, 000 1, 500 103, 500 157 Calais . . ' . 0 0 5, 000 30, 000 10, 000 1, 000 46, 000 158 57, 200 159 Eastport . 2 200 3, 000 13, 000 2,400 250 18, 650 160 Gardiner . . 3 600 8, COO 50, 000 2, 500 1,000 61, 500 161 2 800 162 Portland . 3 2, 000 90, 000 264, 000 28, 000 4,440 386, 440 1G3 Rockland . 1 300 4, G50 35, 250 1, 200 41, 100 1G4 Saco . 1 400 40, 000 2, 500 200 42, 700 MARYLAND. 1G5 Baltimore . 1 3, 500 750, 000 1, 26 9, 211 (175, ,000) 2, 194, 211 16G 1 finm 1, 700 23, 200 1G7 Hagerstown . . 3, 000* 30, 000 3, 000 36, 000 MASSACHUSETTS. 168 Adams _ _ _ 12, 000 75,000 5,000 1, 000 63, 000 169 A mli tvrs'f. _ ^ _ , (GO, 000) 1, 500 600 62, 100 170 A rlingtnn _ _ _ _ 1 780 83, 500 171 Athol 20, 000 172 A ttl eh nrnn O ro U 9 . JD 3 | 5§ Grounds or sites. Buildings. Furniture. 1 35 36 37 3§ 39 NEW YOKK. - Albany . 1 6, 490 $170, 000 $643, 000 $40, 000 Auburn . 1 61, 000 70, 000 150, 000 8, 000 Batavia . 1 8, 000 7, 000 95, 000 5, 000 Binghamton . 1 6,010 56, 431 176, 258 10, 822 Brooklyn . 1 20, 000 650. 000 3, 234, 000 Buffalo". . . 39 25, 599 280,' 515 860, 950 121, 000 Canandaigua . 1 1,433 15, 000 50, 000 5, 000 1 2, 382 40 000 Corning . 1 ’341 11* 000 85, 000 1, 500 Cortland . 1 150 3, 500 14, 500 5, 500 Dunkirk . . 1 796 Elmira . 6 3, 986 75, 000 270, 000 16. 000 Flushing . 2 2, 000 11, 000 54, 700 5, 000 Geneva . i 2,100 6.000 30. 000 2, 000 Gloversville . i 340 10, 000 35, 000 2, 000 Green Island . i 925 7,000 29, COO 2, 500 Hoosiclc Falls . Hornellsville . 3 516 14, 800 53, 000 10, 000 Hudson . . . 1 5, 000 13 500 59, 500 Ithaca . 1 1, 785 35! 000 90, 000 9, 000 Johnstown . 1 3, O00 7,000 60, 000 7, 000 Kingston . 5 2, 443 51,000 112, 000 5, 500 Eansingburg . 1 1,875 14, 000 30, 000 4, 000 Little Falls . 1 2, 000 45, 000 30, 000 3, 000 Lockport . 5 4, 600 25, 000 60, 000 8, 000 Lyons _ _ 1, 414 2, 500 14, 000 11, 000 Malone . 1 3! 147 4G[ 000 3, 000 Middletown . 1 3, 855 20, 500 50, 000 7, 000 Newburg . 1 15,515 30, 000 175, 000 20, 000 Hew York . 33, 258 4, 100, 000 9, 400, 000 1, 250, 000 Ogdensburg . 1 3, 835 16,’ 888 63, 500 1,280 Olean . 3 1, 352 18, 000 60, 000 4,500 Owego . 1 4,261 7, 000 39, 000 3, 000 Plattsburg . . 1 241 7, 500 55, 000 5, 000 Port Jervis . 1 3, 000 7, 750 26, 000 2, 500 Poughkeepsie . 1 14, 782 23, 600 104, 405 . . Rochester . . 1 17,000 133, 000 465, 430 40, 000 Rome . 1 1,305 21,000 51,000 2, 800 Saratoga Springs . 2 2, 140 35, 000 65,000 5, 000 Seneca Falls . 1 1,357 9, 000 35,000 4, 000 Sing Sing . 1 1, 088 3, 700 19, 000 2, 500 Syracuse . . 1 18, 062 218, 000 4195, 000 40, 000 Troy d . 1 1, 100 50, 000 450, 000 15, 000 IJtica . . . 1 11,048 92, 114 234, 640 26, 632 Watertown . 1 4. 000 10, 000 100, 000 3, 000 Yonkers . . ,. 1 7,100 22, 625 129, 821 15, 000 West New Brighton . 1 970 2, 500 25, 000 1, 500 NORTH CAROLINA. New Berne . 1 1, 000 2, 500 12, 000 500 Raleigh . / . (35, 500) 2, 800 OHIO. A krnn _ _ _ 625 135, 000 317, 000 42, 000 Alliance .................... 1 1,000 20, 000 35, 000 15, 0G0 Ashtabula _ .............. 1 100 6, 000 45, 000 1, 000 Canton . 1 1, 828 60, 000 180, 000 8, 000 C hill ico the . i . 1 10, 000 30, 000 100, 000 15, 000 Cincinu nti 1 168, 444 Circleville . . . 1 ’450 20, 000 110, 000 5,000 Cleveland . 1 51, 397 3ee note a, page 352. Reference books only. includes amount appropriated by tbe State. STATISTICS OF CITY SCHOOL SYSTEMS. 365 1886-87; from replies to inquiries by the United States Bureau of Education — Continued. Balance on hand from last school year. Beceipts. 1 Beceived from sales of bonds, a From interest on permanent fund. From taxation. 1 | From tuition fees. 1 1 From all other | sources. 1 Total. Is o %i +2 6 Other taxes. 42 43 44 45 46 412' 48 48A $77, 036 $193, 793 $51, 667 $1, 539 $4, 794 $251, 793 321 6, 362 54, 008 14, 936 1, 245 1, 584 71, 773 ”"$4o,"6o6’ 322 14, 000 550 500 15,050 323 6^ 320 45, 455 12, 913 1,177 81 59, 626 . . . 324 $0 1,497, 928 267, 350 37, G38 1, 802, 916 325 519, 133 97, 537 195 616, 865 326 ' a Vs 7, 822 3, 262 378 21 11, 483 327 3lj 493 12, 022 428 43, 943 328 14, 401 425 4, 894 19, 720 329 8,’ 901 4, 850 800 2, 600 8, 250 330 331 1 732 42, 878 14, 320 658 42 57, 898 22, 405 332 fi’ nm 16^ 087 5, 118 954 246 833 * 876 7, 500 684 4, 200 12, 384 334 ll'471 5, 377 230 942 18, 020 335 2, 254 7,' 285 19 2, 698 10, 002 336 lo' 118 3,463 410 379 20, 370 337 25, 736 7,062 74 978 42, 850 9,000 338 5, 607 7, 000 48 5, 726 12, 774 28, COO 339 50 20, 354 1, 942 8, 352 30, 648 340 4, 655 11, 448 7, 645 19, 093 341 153 23, 416 7, 048 1, 000 515 32,132 0 342 269 15, 884 108 7, 647 23, 639 343 600 8, 600 372 5, 850 14, 822 344 4, 130 22, 000 3, 182 375 8, 860 34, 042 345 6, 047 2, 691 233 9, 346 346 13, 051 3,556 1, 090 701 18, 398 347 14, 726 20, 402 5, 913 693 1, 060 28, 068 348 253 755 55, 077 11, 401 648 67, 881 349 4, 057, 033 4, 057, 033 350 0 15, 072 842 8, 022 23, 936 351 16, 421 5, 283 18, 356 295 118 24, 052 352 l| 427 14, 500 4, 223 911 1, 252 20, 886 353 0 14, 083 988 8, 081 23, 152 2, 001 354 5, 387 9, 004 285 7, 326 16, 615 355 16, 304 30, 081 12, 828 839 43, 748 356 1,’ 168 234, 000 45, 420 1, 866 830 282, 116 357 240 14, 640 410 7, 944 22, 994 358 18, 728 34, 750 7,554 442 758 43, 504 359 8, 731 10; 437 432 c5, 646 16, 515 15, 295 360 ’ 282 15, 791 287 4, 377 20, 455 361 97, 085 171,467 43, 162 1, 054 12, 287 227, 970 362 SO, 000 2, 000 38, 500 363 6, 109 66, 000 24, 187 955 91, 142 3G4 0 26, 000 8, 475 791 35, 266 365 24, 235 55, 795 11, 121 50 77 77, 043 366 2, 967 11, 656 3, 659 90 551 15, 356 367 368 1, 929 9, 955 800 72 10, 827 369 35, 568 597 86, 301 10, 963 823 53 98, 737 370 5, 731 229 9, 303 1, 451 831 11, 814 13, 000 371 6, 164 10, 155 3, 000 212 13, 367 372~ 37, 288 476 52, 034 9, 365 1, 615 63,490 20, 082 373 13, 607 0 28, 443 5, 628 197 405 34, 673 0 374 eO 14, 932 729, 100 137, 619 9,593 778 892, 028 375 16, 772 296 18, 258 3, 461 517 22, 532 376 78, 065 537, 084 185,474 722, 558 377 d The financial report of this city is based upon estimates of the superintendent, which he considers nearly, if not absolutely, accurate. e Overdrawn $6,810. 378 379 380 381 382 383 384 385 386 387 388 389 390 391 392 393 394 395 390 397 398 399 400 401 403 403 404 405 406 407 40S 409 410 411 412 413 414 415 416 417 418 419 420 421 422 423 424 425 426 427 428 429 430 431 432 433 434 435 436 EDUCATION REPORT, 1886-87, 22, Part III. — School statistics of cities containing 4,000 inhabitants and over, for City or town. Public school libraries. Estimated real value of property used for school purposes. Number of libra¬ ries. Number of vol¬ umes. Grounds or sites. GO & & 6 u £ a h Libraries and ap¬ paratus. Total. i 85 36 37 38 39 40 41 OHIO — continued. Columbus . . . 2 12, 500 $281,200 $678, 900 $40, 450 $26, 000 $1, 026, 550 Dayton . . . i 25, 000 140, 000 275, 000 26, 700 9, 300 451, 000 i 1, 200 80 000 4, 000 1, 000 85, 000 East Liverpool . . i 300 (50, 000) 2, 000 500 52, 500 • i 500 83, 000 Fremont . i 10, 000 10, 000 40,000 5, 000 500 55, 500 G-aliipolis . i 400 5, 200 35, 750 2, 200 600 43, 700 Hamilton . .. . i 200 35, 000 100, 000 13, 000 2, 000 150, 000 i 100 25, 000 60, 000 6, 000 91, 000 Lancaster . i 400 10, 000 85, 000 5, 000 2, 000 102, 000 Lima . . i 300 16, 000 60, 000 15, 000 200 91, 200 Mansfield . . . i 300 33, 000 169, 000 10, ooo 500 212, 500 Marietta . i GOO 3,000 15, 000 2, 000 800 20, 800 i 900 120, 000 Middletown . i 425 20, 000 SO, 000 4,800 500 104, 500 i 509 i 500 126, 300 Norwalk . , . i 500 30, 000 62, 960 2, 000 500 95, 400 Piqna, _ . _ 7, 500 75, 001) 4, 000 Portsmouth . i 7, 506 45, 000 lio, oeo 23, 000 2, 000 180,000 Salem . . . i 300 5, 000 45, 000 2, 500 400 52, 900 Sandusky _ i 3, 000 250, 000 Springfield . . . i 425 250, 000 Steubonville.. . i 2, 007 27, 500 123, 500 9, 000 3, 000 103, 000 Tiffin . . -i 350 125, 000 Toledo . . . i 700 150, 000 550, 000 12, 000 1,000 713, 000 XJ r ban a i 200 1 3, 500 89, 500 2,000 105, 000 Wooster . i 700 5| 000 95, 000 20, 000 2, 000 122, 000 Xenia . „ . i 300 18, 000 63, 000 (8,£ >00) 89, 500 Von nest own _ i 2, 500 300, 000 Zanesville . . OKEGON. Portland . i 600 88, 000 260, 000 9, 000 1,000 358, 000 Salem . . . (70, 000) PENNSYLVANIA. Allentown _ p 500 . I 465, 000 Altoona . 30, 000 121, 500 8, 000 500 160, 000 Ashland i 1, 000 40, 000 Reaver Walls i ’ 500 73, 000 Bethlehem . . . . i 100 75, 977 Bradford . i 1, 570 7, 500 60, 000 6, 650 5, 000 79, 150 Bristol . . . i 168 36,000 2, 100 200 38, 300 riarlisle _ _ _ _ (40, 000) 40, 000 Chamhersburg . i 300 8,000 i 50, 000 4, 000 500 62, 500 Rh ester _ . j 150, 000 Columbia . . i 2, 500 (36,' 584) 4, 943 3, 800 45, 327 Con sliohocken . . i 767 12, 000 30, 000 3, 000 1, 200 46, 200 Corry 2 300 “Danville _ _ . 57, 000 Rnnmoro _ 1 75 250 30, 750 Easton . 1 5, 659 (227, 700) 9, GOO 3, 000 240, 300 Harrisburg . 4 1, 060 4,000 325, 250 19, 972 3,000 352, 222 Hazleton . . . . . 1 60 6, 000 47, 000 11, 800 200 65, 000 j obnstown ................. 120, 000 Lancaster _ ......... ...... 217, 638 Lock Haven., . 1 250 12, 000 70, 000 5, 000 500 87, 500 Mahanoy . . 1 440 9, 000 42, 000 2, 500 1, 000 54, 500 McKeesport ................ 125, 000 Meadville . 3 900 (80,' 000) 5, 500 5, 000 90, 500 Knyiticolcpi 1 40 . j 42, 000 54, 000 New Castle . 1 350 8,000 | 65, 0'J0 3, 000 1, 000 77, 000 See note a, page 353. STATISTICS OF CITY SCHOOL SYSTEMS. 367 1888-87; from reqriies to inquiries ly the United States Bureau of Education — Continued. O c2 43 Receipts. From taxation. 43 fH X 44 45 40 47 48 Ph 4SA $27, 532 52, 892 12, 095 4, 490 8, (519 6, 585 171 11, 5G4 8, 065 9,742 9, 030 9, 503 7, 827 23, 893 2, 742 11, 613 4, 807 9, 734 8, 881 15, 698 17, 777 14, 590 10, 514 43, 417 3, 015 8, 465 12, 710 31, 224 19, 670 $354 1. 932 164 64 139 61 434 797 2, 500 474 155 326 640 494 40 18, 594 $197, 942 163, 081 7, 265 5, 936 15, 754 9, 557 11, 427 (46, 19, 794 19, 407 18, 365 44, 573 9, 935 20, 761 13, 195 13, 329 35, 018 27, 859 16, 991 24, 031 15, 392 35, 978 76, 084 35, 847 19, 748 149, 422 21, 101 14, 613 34, 521 35, 969 $34, 726 22, 403 3, 276 2, 066 2, 565 3,198 2, 895 $5810' 1, 103 215' $433 948 893 235 ill) 3, 139 5, 185 4, 8.01 4, 887 3, .136 2,606 5, 436 3, 303 4, 002 6, 606 2, 269 9, 085 13, 829 6, 858 4, 470 1, 502 2, 954 70 4, 788 12, 503 191 978 474 100 217 415 192 7,714 4, 699 282 67, 742 40, SOS 578 126 575 676 430 254 960 226 61 224 124 54 217 1, 531 917 424 117 92 791 306 43 3, 473 590 15 $234, 265 194, 467 10, 9^0 8, 965 22, 351 13, 381 14, 757 &47, 340 28, 486 27, 716 23, 932 49, 591 12, 850 26, 757 17, 229 19, 186 49, 356 23, 074 22, 325 31, 405 18, 882 45, 811 91,179 43, 034 24, 319 169, 742 24, 275 18, 374 40, 111 48, 709 60, 712 109, 594 $0 7, 109 10, 021 18, 500 6,000 40, 550 378 379 380 381 382 383 384 385 386 387 388 389 390 391 392 393 394 395 396 397 398 399 400 401 402 403 404 405 406 407 408 409 410 411 412 413 414 415 416 417 418 419 420 421 422 423 424 425 426 427 428 429 430 431 432 433 434 435 436 3,841 423 8,439 788 113 2, 097 75 429 53, 455 53, 786 145 6,292 10, 074 26, 843 13, 687 29, 664 9, 296 15, 003 16, 273 1, 592 100 1,818 32 1, 637 104 56 213 300 2, 016 9, 162 1, 222 340 1, 700 14, 099 10, 900 38 422 2, 289 972 59, 892 64, 860 16, 310 28, 835 15, 703 40, 644 10, 654 17, 036 18, 186 37, 452 16, 426 12, 335 580 10, 500 10, 300 2,000 "i, 596 2,478 212 1,734 5,991 1,752 2, 048 2, 581 500 3, 902 3, 314 1, 773 5, 093 11, 807 12, 430 41, 451 74, 429 17, 060 19, 183 40, 358 12, 000 13, 838 24, 196 25, 341 20,000 19, 877 196 8S4 25 222 62 2, 020 1,798 2, 462 133 4, 748 2, 081 124 250 56 182 1, 247 1, 965 965 3, 209 6, 871 1, 693 « 7 9,545 150 111 134 2, sia 1, 900 5, 438 13, 968 14, 279 44, 685 81, 522 18, 815 21, 210 50, 027 12, 400 15, 692 26, 974 29, 569 26, 648 c27, 161 ,000 11, 765 b The items amount to $47,699. c The items amount to $27,507. G68 EDUCATION REPORT, 1886-87. Table 22, Part III. — School statistics of cities containing 4,000 inhabitants and over, for City or town. Public school libraries. .a o 03 35 Estimated real value of property used for school purposes. u a 03 a rO 3 =5 ft 36 37 38 39 40 41 437 438 439 440 441 442 443 444 445 446 447 448 449 450 451 452 453 454 455 456 457 458 459 460 461 462 463 464 465 466 467 468 469 470 471 472 473 474 475 476 477 478 479 480 481 482 483 484 485 Pennsylvania — continued. Norristown . Oil City . Philadelphia . Phoenixville . Pittsburg . Pittston . Plymouth . Pottsville . Scranton . Shenandoah . South Bethlehem. South Easton . Tamaqua . Titusville . West Chester .... Wilkes Barre .... Williamsport _ York . RHODE ISLAND. Bristol . . . Cranston . Cumberland . East Providence . . J ohnston . . Newport . Pawtucket . Providence . South Kingstown Westerly . Woonsocket . SOUTH CAROLINA. Charleston Columbia .. Greenville . TENNESSEE. Chattanooga Clarksville . . Jackson . Knoxville ... Memphis.... Union City . . Austin . Breuliam Brownsville . El Paso . Fort Worth . Galveston . . . Houston _ Palestine.... Sherman Waco . UTAH. Ogden . a See note a, page 352. 300 2,375 8, 200 600 $50, 000 10, 000 2, 297, 424 7,500 $90, 000 60, 000 ,912, 757 20, 000 $15, 000 $700 6, 000 4, 500 (388, 735) 5. 000 65 200 50 1, 200 10, 000 30, 000 2, 000 1, 200 45 80, 000 17, 000 1, 800 4, 000 9, 000 255, 000 57, 000 45, 000 23, 500 45, 000 25, 000 4,000 3, 000 1,800 2, 400 876 400 1, 700 8, 500 6," 500 11,000 165*666 1, 425 20, 000 1,024 976 262 0 600 2, 500 (44,550) 1, 500 925 2,500 50, 000 13, 000 4,000 20, 000 5, 000 120, 000 15, 500 3, 500 20, 000 2, 693 750 (137,500) 6,000 | i 18,000 (9,500) 1, 000 200 1,000 2, OOO COO 200 300 1,000 1,000 2, 500 $155, 700 80, 500 7, 628, 916 33, 500 2, 229, 000 40, 000 42, 200 225, 000 361, U00 80, 000 48, 600 29, 500 56, 700 64, 275 21,925 252, 000 194, 000 1,550 5, 000 3,000 300 260 500 250 300 50 0 700 400 27, 000 75, 000 1, 500 20, 000 2, 000 0 8, 000 48, COO 24, 000 5, 000 6, 000 20, 200 12, 000 65, 000 115, 000 14, 200 30, 650 15, 500 0 20, 0 .0 140, 0C0 70, 000 7, 100 55, 000 59, 500 32, 500 (8,000) 1, 778 1, 550 6, 300 6, 000 1, 365 500 700 0 000 510 400 120 300 300 0 200 468 200 600 000 (6,600) 3, 000 1, 500 300 300 G5, 000 24, 602 47, 050 70, 000 22, 900 178, 373 285, 057 32, 500 84, 700 150, 000 191, 000 31, 493 8, 250 145, 500 25, 778 11,560 98, 700 196, 000 17, 185 55, 450 19, 500 d0 33, 200 50, 675 212, 468 104, 700 14, 000 65. 300 300 550 | 49,530 b Includes loans. STATISTICS OF CITY SCHOOL SYSTEMS. 369 1886-87 } from replies to inquiries by the United Slates Bureau of Education — Continued. B o . cS rO 2, 959 c 0 35 620 638 ,016 17 Receipts. H S+a © a t i © a a "-1 C8 S| 2 © 43 $0 600 3, 130 3,893 24 ED From taxation. GO 89 106 1, 014 3, 477 1, 9jS 430 103 10, 000 7, 289 318 452 18, 433 656 11, 268 5, 031 3, 288 2, 925 46 of $29,684 remained from . last year. d No publi< 48 $38, 32, 2, 005, 19, 648, 16, 11, 44, 191, 29, 12, 9, 9, 29, ,21, 85, 64, 29, 982 8, 265 11, 892 32, 300 74, 452 5,464 35, 756 12, 239 9, 992 19, 400 27, 625 79, 922 51,217 5, 938 18, 059 30, 257 11, 290 Q B £ 48A $26, 000 60 42, 526 3, 500 0 3, 000 36, 000 10, 000 490 437 438 439 440 441 442 443 444 445 446 447 448 449 450 451 452 453 454 455 456 457 458 459 460 461 462 463 464 465 466 467 469 470 471 472 473 474 475 476 477 478 479 480 481. 482 483 484 485 I 370 EDUCATION REPORT, 1886-87. Table 22, Part III. — School statistics of cities containing 4,000 inhabitants and over, for City or town. Public school libraries. . Estimated real value of property used for school purposes. Number of libra¬ ries. o k O GQ > ' *3 o c M From interest on permanent fund. From taxation. From tuition fees. From all other sources. Total. City or town tax. Other taxes. 42 43 44 45 46 47 48 48A $14, 852 $4, 935 $675 $4, 603 $12, 915 $368 632 $18, 518 '596 4, 041 20, 152 4, 623 9, 000 6, 455 0 75 15, 530 $0 672 . 2,800 505 2, 169 5, 474 81 19, 770 8, 798 1, 037 15 29, 620 12, 341 9, 564 253 22,158 27 13, 520 9, 765 207 23,492 42 180 80, 362 28, 877 1, 017 110, 436. 249 0 6,100 2, 567 271 0 8, 938 0 0 0 3, 000 2, 344 240 140 5, 724 0 4, 088 10, 861 ’ 2, 509 90 13, 460 1,480 6, 908 4,487 86 17 2, 501 61, 955 15, 248 184 19, 888 97, 275 4,472 4, 785 30, 400 1, 500 235 36, 920 10, 500 2, 027 600 10, 275 23, 402 1, 021 1, 654 7, 000 1, 569 584 230 12, 057 4, 767 6,569 10, 000 6, 570 403 23, 542 2, 622 10, 000 6, 809 1 66 4, 717 21, 592 6, 420 12, 500 9, 580 217 ’732 23' 029 4, 772 4, 000 2, 200 45 2, 150 8, 395 18, 284 43, 600 24, 003 242 l’ 142 68*. 987 22, 802 4,830 797 ’ 123 28' 612 147,093 240, 519 N 68, 332 1, 163 11, 951 32l’ 965 3, 375 8, 773 2, 149 1, 210 12’ 132 7, 240 7’ 240 9, 824 44, 000 8,783 171 676 53^ 630 1, 493 5, 869 214 5 836 11 919 11, 787 21, 000 8, 543 4, 365 33’ 908 ........ 13, 720 20, 000 10, 563 618 31, 181 979 0 0 • 6,887 2, 969 400 2, 135 12, 391 15, 675 2, 985 12, 197 3, 385 356 15, 938 486 487 488 489 490 491 492 493 494= 495 496 497 498 499 SCO 501 502 503 504 505 506 507 508 509 510 511 512 513 514 515 516 517 518 a See note a, page 352. ol2 EDUCATION REPORT, 1886-87. Table 22, Part IV. — School statistics of cities containing 4,000 inhabitants and over , 1 2 3 4 5 6 8 9 10 11 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 City or town. Expenditures. Permanent. For tuition. Sites and buildings. Furniture. Libraries and appa¬ ratus. Permanent repairs. Salaries of superin¬ tendents. t Salaries of teachers. 1 49 59 51 53 53 54 ALABAMA. $23, 000 $3, 000 $1, 500 $2, 000 $15, 525 2, 000 600 $250 2, 000 17, 750 230 (10, 850) 12,000 916 1, 200 1, 845 ARKANSAS. 36, 740 100 1, 800 11,190 10, 530 6, 797 1,800 29, 752 CALIFORNIA. Los Angeles . . . . . 500 (a) 2, 200 65, 993 ]^l arysville . .•»»- _ ------------- 2, 927 4, 151 1,482 0 25, 659 Oakland . 13, 763 2, 084 363 1,953 2, 400 143, 075 Sacramento . 144 3, 218 2, 700 63, 070 San Francisco . 5, 364 1, 727 20,918 9, 400 726, 1 73 San J os6 . 1,000 233 1, 280 1, 500 36, 566 COLORADO. A QTlPTl - - -...a a--..---.. 50 ICO 1,350 7, 470 Colorado Springs . 3, 000 3, 085 425 2, 000 12, 242 TiPiiflvil ip _ _ 125 1 , 540 10, 400 "Pnfthlo . 1, 800 8, 300 CONNECTICUT. Bridgeport . - . 3, 057 1, 386 489 4, 080 2, 500 65, 632 315 1 , 898 450 13, 686 Enfield . 0 100 20 1,572 300 11, 103 Green wicli . . . (5ol 1,043 0 11,903 Groton . saaaa. ................ 0 7, 756 "P oT’t'ford . . . . . . _ _ _ _ _ 27, 500 1,759 26, 009 126, 707 Killinaly . . . Manchester _ T T _ _ _ _ _ 13, 000 2, 800 200 575 Meriden . . . 0 500 100 491 800 39, 756 Middletown . . . . 278 126 348 2, 000 10,957 Naugatuck . . . . 324 8, 570 Britain . . . . 500 21, 680 New Haven . 4, 624 1, 045 1,444 10, 608 3, 000 178,118 "NT ATwn.l It ________ ...... ...... . . 0 8, 950 "NT at* wi oh . . . 150 2, 250 17, 607 223 162 6, 474 Portland . , _ ......... 43 1,084 0 8, 850 0 6, 880 D /\nlr rri lln Stafford ...... _ _ _ _ _ _ _ 4, 891 30 362 6, 227 Stamford ._.... _ _ / 23, 000 /8, 000 /200 0 23. 560 TTlAfftTlQAI) r > . 65 150 5,416 DELAWARE. 1,000 2, 900 "Wilmington . 20, 000 251 6 2, 830 1, 600 71, 373 DISTRICT OF COLUMBIA. Washington . - 75, 000 . r*--- 4, 950 413,490 a See note a, pase 352. b The items amount to $18,727. c Total permanout expenditure, $50,477. STATISTICS OF CITY SCHOOL SYSTEMS, 373 for 1886-87; from replies to inquiries by the United States Bureau of Education. Expenditures. Paid on bonded indebtedness, a Amount carried forward to next year. Total taxable property. Incidental or contingent. Total expenditure. Estimated cash value. Assessed valuation. Officers of board, secretaries, mes¬ sengers, .etc. Janitors. 'i a rH Text-books. All other current expenses. 55 56 57 58 59 60 61 62 63 64 $1, 000 $2, 000 $1, 500 $49, 525 $42, 350 $30, 000, 000 $20, 000, 000 400 200 125 23, 325 $0 $0 409 100 50 409 16, 520 1, 000, 000 750, 000 $300 785 288 52, 203 2, 000, 000 14, 796 358 500, 000 247, 162 300 1, 701 8, 377 &47, 873 19, 899 18, 000, 000 7, 500, 000 17, 064 135, 734 7,989 50, 000, 000 26, 494, 812 34, 219 4, 670 1,313 9, 772 1, 687 ' 139 11,111 187, 660 3, 160 48, 144, 727 32, 096, 485 5, 928 2,175 150 4,888 82, 273 . 12, 000, 04)0 " 5, 914 45 894 5, 628 31,678 843, 298 244* 230, 151, 009 f 202 710 4, 705 50’ 196 24, 829 11, 500| 000 120 945 2C0 75 100 10, 410 2, 282 2, 673 1,000, 000 1,000, 000 200 1, 600 500 100 1,000 24, 152 2, 286, 270 2, 286, 270 750 1, 420 1, 200 1,501 16, 811 969 5, 000, 000 1, 750, 000 7,410 17, 510 3, 500 1, 488 2, 566, 808 250 4, 295 3,453 99 1, 294 87, 535 4, 290 25, 000, 000 15, COO, 000 146 d\, 198 1, 984 19, 677 2, 000 4, 000, 010 2, 266, 943 65 300 1, 500 0 574 15, 534 1, 950 179 2, 648, 686 449 694 335 15, 565 5, 000, 000 4, 270, 807 782 8, 750 2, 044, 553 19, 144 32, 016 47, 824, 068 2, 250, (100 287 853 794 454 ell, 948 3, 547, 812 2, 838, 251 875 3, 485 2, 894 200 €35 90, 269 4, 000 0 13, 526, 661 10, 144, 996 350 800 664 50 4, 710 6,120 4, 836 5, 000, 000 626 1, 350 4, 560 31, 523 9, 000, 000 6, 000, 000 3, 467 12, 776 8, 626 472 18, 460 242, 700 9, 121 48, 968, 015 1,428 804 27, 755 28, 791 4, 879 25 1,400 1, 536 50 4, 768 26, 536 1, 540 594 7, 453 1, 896, 099 1, 106 639 11, 722 2, 300, 000 1, 934, 107 0 8,400 2, 074 13, 554 500 3, 632 fS, 000 6, 289 6, 000, 000 4, 378 475 4, 150 3, 712 5, 834 3, 234 113, 459 13, 775 1, 340 30, 673, 319 30, 673, 319 96, 785 590, 225 C Fuel and incidentals. eThe items amount to $18,963. /hTot paid from school fund. 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 37 Tai 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 77 78 79 80 81 82 83 84 85 86 87 88 83 90 91 92 93 94 95 96 97 L EDUCATION REPORT, 1886-87. le 22, Part IV. — School statistics of cities containing 4,000 inhabitants and City or town. Expenditures. Permanent. Eor to Key "West Americus . Athens ... Atlanta. .. Augusta . . Columbus. Macon Rome . Savannah . Aurora . Belleville . Bloomington .. Cairo . Chicago . Danville . Decatur . East St. Louis Elgin . Englewood . . . Evanston . Galena . Galesburg . . . Jacksonville.. Joliet . Kankakee .... Lincoln . Litchfield . Mendota . Moline . Ottawa . Paris . Pekin . Peoria . Peru . Quincy . Rockford . Bock Island .. Springfield _ Streator . Waukegan ..., Columbus . Crawfordsville . Evansville . Fort W ayne . . . Goshen . Indianapolis _ Jeffersonville . . Kokomo . La Porte . Lawrencehurg. Logansport Michigan City. Muncie . . 49 50 51 53 $0 20, 000 2,478 7, 000 653 1, 686 1, 500 $1, 200 $0 1, 000 850 1,846 10, 000 431 786 500 250 1, 009 500 446, 928 6, 952 9, 922 27,512 32, 000 (d) 1, 874 4,' 673 717 131 124 22, 453 288 541 0,1 1,808 2, 500 (d) 556 107 400 284 393 0 12, 811 0 2, 000 153 0 29 500 120 13, 383 10, 424 3, 331 440 382 605 489 12,000 700 20, 885 3, 101 508 128 55 200 100 338 300 200 ,281 (1, 0 622 500 (d) 733 400 200 77 193 601 100 20 0 30 204 300 594 12, 704 132 435 100 50 1, 500 8,911 7,63,3 3, 591 1,388 182, 796 9) 3, 556 3, 304 1, 622 500 (d) 613 1,887 2,317 1, 040 427 599 267 213 2, 576 10, 133 600 3, 245 1,250 1,500 2, 000 1,800 1,600 2, 000 1,450 2, StiO 2, 000 2, 000 1,475 1, 300 11,100 1, 600 2,000 1, 500 1,500 3, 000 1, 252 471 4, 874 1,310 7, 177 2, 033 100 692 1, 800 1,700 810 (26, 1,200 1, 200 1,200 1,200 1, 800 1, 350 1,800 1,500 2, 500 1, 300 1,500 2, 000 1, 750 1,800 1, 300 100 1,485 1,600 3, 250 2, 500 ,795 238 658 6, 550 1, 300 1, 300 5C0 200 a See note a , page 352. b The sum of the items is $9,457. 1, 100 1,517 1,500 1, 700 c The items reported amount to $31, d Total permanent expenditures, $18 STATISTICS OF CITY SCHOOL SYSTEMS 375 1S8G-S7: from replies to inquiries J)ij the United States Bureau of Education — Continued. Expenditures. J Paid on bonded indebtedness. a 1 Amount carried forward to next year. Total taxable property. Incidental or contingent. Total expenditure. Estimated cash value. Assessed valuation. Officers of board, secretaries, mes¬ sengers, etc. Janitors. d Ph 03 O O M (D H All other current expenses. 55 5<5 57 5S 59 m ©1 m ©3 «S4 $25 $3, 705 $2, 000, 000 $1, 500, 000 108 $209 871 &7, 899 $1, 173 1, 700, 000 826 31,915 117 6, 603, 700 5, 500, 000 2, 400 840 71, 658 $0 0 29, 000, 000 1 000 $150 50, 056 18, 100 17, 000, 000 20,000,000 97 n 1,053 17, 089 0 10, 500, 000 $100 423 411 328 20, 593 719 10, OCO, 000 393 9,979 500 1 000 500 3, 000 1, 990 1* 106 2, 513 (17, 224 4, 575 2, 316 437 66 678 40, 145 12, 016 27, 270 5, 390, 250 2,156,100 3, 279 1, 753 1, 506 10, 113 58, 339 26, 649 11, 000, 000 3, 900, 000 100 708 238 828 12. 051 3, 454 4, 955, 355 1, 651, 785 16, 520 98, 726 44, 735 2, 589 81, 988 2, 022, 738 95, 385' 160’ 649^ 631 300 2, 361 3 328 c34, 816 6, 000, 000 2, 000, 000 0 2, 400 872 0 2, 252 39, 361 3, 000 9, 413 8, 461,204 2, 115, 326 300 6, 092 907 87 3, 257 68, 773 20, 212 10, 000, 000 3, 500, 000 150 2, 134 2, 178 202 2, 839 1, 258 7, 597, 146 2, 532, 382 600 4, 925 2, 877 0 5, 000 95, 152 0 0 7, 750, 000 2, 227’ 000 100 1, 320 1, 200 500 5,000 4, 000, COO 1, 200, 000 772 649 2,546 4, 218 1, 818 3, 830 36, 931 7, 011 2, 800, 000 300 1, 241 988 25 845 26,950 12, 462 2, 091, 771 300 (6, 1 054) 45, 331 7, 870 5, 679 9, 1 97, 820 3 665, 940 75 1,172 622 35 16, 747 1, 000 6, 757 2, 534, 568 633, 642 176 823 517 40 1,449 13, 761 1, 958 2, 100, 000 700, 000 128 748 500 10, 000 ell, 376 2, 537, 600 634, 400 20 375 413 13 0 200 1, 959 986 3, 656 43, 940 3, 625 fo 1, 500, 000 100 2, 640 (1,3 43) 1,239 33, 385 1,095 4, 940, 340 1, 235, 085 0 1, 090 2, 000 ' 350 930 325 1, 054 17, 241 125, 767 3, 769 25, 000, 000 7, 150, 000 75 879 • 297 7 996 14, 015 0 1, 809 530 2, 324 1, 736 149 4, 470 43, 271 700 6, 108 18,000,000 4, 547, 815 200 ' 3,002 3, 000 104 2, 798 52, 953 . 5, 499 . 5, 456, 076 3, 163 74 60 5, 034 47, 602 8, 336 7, 050, 000 2, 350, 000 362 3,468 1,214 4, 138 69, 289 0 12, 744 60, 000, 000 17, 500, 000 100 1, 499 505 464 23, 532 2, 000 7, 793 1, 200 1, 000 50 12, 000 300 864 500 50 150 25, 525 0 12, 821 3, 000, 000 2, 159, 685 • 250 800 600 253 17, 000 16, 000 G, 765 30, 000, COO 21, 424, 503 1,750 4, 279 3, 865 2, 617 97, 876 109, 008 12, 933, 475 12, 933. 475 21, 465 2, 000, 000 3, 212 9, 996 5, 815 1, 831 17, 175 233, 793 108, 857 ffO 47. 089, 553 150 1,216 527 1, 944 21, 926 16, 141 5,000,000 2, 600, 000 50 817 434 1, 742 13,899 5, 073 4, 679, 460 1,559, 820 50 640 200 1, 600, 000 . 300 1,469 823 2, 381 22, 128 5, 195 11, 000, 000 3, 700, 000 100 1, 050 575 1, 480 15, 405 11, 926 3, 000, 000 2, 300, 000 250 1,320 . 1 c The items reported amount tq $18,273. / Overdrawn, $1,837. g Indebtedness carried forward, $90,216. 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 77 78 79 80 81 82 83 84 85 86 87 ' 83 89 GO 91 92 93 94 95 96 97 98 99 100 101 102 103 104 105 106 107 108 109 110 111 112 113 114 115 116 117 118 119 120 121 122 123 124 125 126 127 128 129 130 131 132 133 134 135 136 137 338 339 140 141 142 143 144 ,145 146 147 148 149 150 EDUCATION REPORT, 188G-87 e 22, Part IY. — School statistics of cities containing 4,000 inhabitants and over, for Expenditures. City or town. Permanent. For tuition. Sites and buildings. Furniture. Libraries and appa¬ ratus. Permanent repairs. Salaries of superin¬ tendents. Salaries of teachers. 1 49 50 51 52 53 54 Indiana— -continued. $1, 500 $8, 850 $1, 000 $878 $3, C74 2,000 30, 849 1, 250 $6 000 745 1, 800 21, 957 Terre Haute . 17, 328 52 2, 615 6 2, 500 56, 555 120 40 160 1, 700 10, 700 1, 000 7, 216 IOWA. 0 0 25 1, 200 8, 800 300 325 2,000 1, 500 Burlington . 4, 816 1, 686 159 2,217 lj 900 43, 824 Council Bluffs . . . 2, 044 3,145 6, 873 2, 000 28, 775 Crest, on _ _ _ _ 300 1, 000 1, 300 13, 000 Davenport . 2, 800 426 152 2, 030 2,000 57, 310 Des Moines, West Side ....... .... 4, 670 1,597 3, 330 1, 800 48, 507 Dubuque . . 5, 258 1, 597 374 1, 513 0 41, 080 Fort Dodge . 2, 500 250 150 750 1,500 7, 002 Towa City _ _ 1,913 1, 300 14, 796 Keokuk . . . 200 100 567 1,400 27, 004 Lyons 615 177 100 1, 300 6, 406 Marshal Itown 1. 800 19 423 Mount, Pleasant, 18.250) Mn sen tine 4, 000 1, 500 21, 7 CO Oskaloosa ........................ Ottumwa . . . Sioux City . 40, 000 3,500 300 4, 000 0 26. 000 Waterloo, Fast, Side _ „ . . 99 242 304 1, 500 6, 614 KANSAS. Atchison _ 3, 000 500 1, 500 15, 3£ i Olay CJfvntvrft 17, 000 1, 000 258 200 El Dorado _ ....... _ 5, 300 567 1, 201 1,120 7, 049 Emporia _ ..... _ ... _ 500 50 800 • 1 , 600 19, 340 H ntc.liinson _ _ _ 13, 000 1,000 8, 561 Independence _ _ _ 200 150 100 1, 200 7, 395 Kansas City . . 21, 088 2, 952 143 6, 342 1, 500 24, 486 Lawrence. _ 343 1,866 1, 200 14, "56 Leavenworth . . . 5. 148 2, 510 4, 477 2,400 31, 905 Marysville. _ _ 3,400 228 42 1,000 3. 335 Newton _ 250 150 1, 250 9, 750 Ottawa _ _ _ 290 996 (11, 146) Parsons ........................... 1,000 8, 000 Salina, 283 689 1, 500 6, 563 Topeka . . Wichita . . 11, 000 900 500 2, 000 1, 500 24, 000 KENTUCKY. Bowling Green . . .. 25, 000 3,000 400 3, 000 1,400 8, 930 2, 335 1, 800 35, 775 1,300 4, 850 | . . 13, 943 17, il8 3, 850 244, 537 325 1,200 6, 375 Newport . . . . -- 12, 0O0 3, 000 50 3, 000 1, 600 20,150 21, 127 240 1, 700 6,638 j . See noto a , page 352. c Tbo items amount, to $11,330. Amount of special school fund .overpaid at last report. STATISTICS OF CITY SCHOOL SYSTEMS. 377 1886-87; from replies to inquiries by the United States Bureau of Education — Continued. Expenditures. Incidental or contingent. -L hfi O o p "5® eg CO M o 55 50 57 58 o © 59> 60 61 62 Total taxable property. 63 64 $120 490 $835 2, 301 $500 1, 428 j>2, 000 1,429 $14, 087 45, 049 $23, 147 37, 150 $4, 200, 000 1,300, 000 $6, 758, 005 1, 200, 000 8, 782, 388 98 99 100 101 102 103 104 105 10G 107 108 109 110 111 112 113 114 115 116 117 118 119 120 121 122 123 124 125 12G 127 128 129 130 131 132 133 134 135 136 137 138 139 140 141 142 143 144 145 146 147 148 149 150 300 1, 042 300 275 150 481 275 200 1, OGO 700 1, 500 125 200 300 100 250 48 235 1,507 4, £42 880 568 1,100 800 4,120 4, 384 1,800 4, 590 4,547 4, 260 876 1,793 2,160 740 2, 489 815 1, 700 2,161 1,604 240 203 $0 2,714 4, 996 650 400 1. 468 2, 326 400 1, 940 1, 968 4, 098 582 1, 111 1,169 COO 1, 871 7, 930 2, 000 6, 452 8, 898 2, 27 i 109 695 91, 234 14, 790 10, 148 11, 275 $5, 000 0 0 6253 2, 000 27, 300 16,469 3, 183 18,340, 140 ”2,' 500,' 666 15 62, 591 57, 752 27, 050 78, 845 86, 017 61, 951 13, 844 21, 808 7,000 "5,' 660' 1,000 6, 945 2, 981 703 1, 036 350 500 4,206 1, 114 1, 903 31, 149 CIO, 920 <732, 284 2, 340 9, 435 2, 339 33, 640 14, 000 14, 023 2, 245 3,811 10, 356 1,428 1, 458 11, 803 1, 226 2, 500, 000 13, 706, 370 1, 200, 000 20, 000, 000 18, 000, 000 15, 021, 390 2, 714, 453 4, 000, 000 9, 000, 000 2, 000, 000 5, 573, 520 3, 500, 000 „ 6, 113, 380 14, 797, 720 3, 124, OGO 1, 078, 118 500, 000 4, 568, 790 480, 000 4, 407, 182 7, 929, 890 6, 008, 556 775, 558 2, 000, 000 3, 250, 000 625, 000 1, 857, 840 1, 750, 000 200 150 240 50 200 100 300 60 735 100 2, 700 120 200 100 150 600 500 3, 540 3, 235 603 180 450 753 1, 590 840 700 3,718 1, 337 3, 000 100 595 5, 500 1,841 90, 000 500 1, 869 768 1, 036 758 834 1,574 20 12, 183 36, 442 21, 396 17, 524 25, 554 32. 887 10, 475 e82, 426 2, 500 7, 329 329 16, 241 5, 062 7, 721 8, 841 6, 000, 000 2, 000, 000 3, 667, 822 8, 065, 521 6, 500, 000 1, 400, 000 50, 000, 000 1,053 811 960 848 1,010 440 771 3, 240 1, 000 3,679 300 332 . 10,122 100 2, 000 23 8, 763 16, 809 18, 132 10, 800 11, 159 3, 000 2, 880 300 1, t oo 15, 766 350 1, 950 75 500 500 667 148 1, 000 1,250 325 29, 097 363 1,000 25, 127 200 692 46, 840 14, 454 21, 255 9, 000 10, 647 403 766 3, 978 240 1, 011 12, 642 22, 160 15, 000, 000 1, 404, 128 3, 537, 000 5, 476, 498 3, 500, 000 32, 000, COO 73, 054 27, 000 /323, 941 8, 260 31, 298 49, 000 21, 478 2, 987 2, 854 1,346 2, 000, 000 16, 000, 000 1, 800, 000 66, 890, 000 3, 587, 442 8, 000, 000 4, aoo, 000 10, 000, 000 2, 000, 665, 611, 2, 688, 1, 767, 700, 3, 937, 1, 985, 5, 254, 326, 1,179, 1,095, 1, 300, 8, 500, 000 16, 000, 000 1, 376, 165 11, 000, 000 66, 890, 000 1, 799, 432 7, 580, 000 2, 500, 000 d The items amonnt to $32,484. e The items reported amount to $75,026. / June 30, 1886, to June 30, 1887. 151 152 153 154 155 156 157 158 159 160 161 162 163 164 165 166 167 168 169 170 171 172 173 174 175 176 177 178 179 180 181 182 183 184 185 186 187 188 1S9 ISO 191 192 193 194 195 196 197 198 199 200 201 202 EDUCATION REPORT, 1886-87. e 22, Part IV. — School statistics of cities containing 4,000 inhabitants and over, for City or town. Expenditures. Permanent. For tuition. Sites and buildings. 6 "s 3 Pm Libraries and appa¬ ratus. Permanent repairs. Salaries of superin¬ tendents. Salaries of teachers. 1 49 59 51 53 53 54 LOUISIANA. New Orleans . . . . . $0 $3, 000 $200 $5, 000 $3, 000 $171, 000 MAINE. 121 200 500 300 13, 998 0 29, 867 800 300 12, 307 200 1, 051 1, 400 17, 095 300 50 700 300 9, 000 500 Eastport . . . 0 376 0 1, 300 0 5, 130 Gardiner . 9, 623 . . . . 0 5,034 Lewiston . . . Portland . 20, 836 1, 567 300 4,461 2, 250 67, 393 Rockland . 217 716 400 9, 889 Saco . MARYLAND. Baltimore . . 66,737 13, 793 225 17, 541 5,220 551, 625 Frederick _ _ 5, 027 Hagerstown _ _ _ _ 1, 6C0 1, 200 300 8, 724 MASSACHUSETTS. Adams . . . . . . 1,700 12, 000 Amherst _ 351 700 6,493 Arlington ......................... 0 15, 893 Athol 0 16 550 0 7, 124 Attleborou ^h 1, 500 1, 800 24,616 Beverly 2,590 0 .15. 702 Black stone . . . 1, 069 (7. 265) Boston . . . . 163, 111 d55, 740 1,213, 806 Braintree ......................... Brockton ......................... 2,000 37, 022 Brookline ....... .................. 2, 500 Cambridge _ (35, 633) l . 2, 900 164, 674 Canton . _ _ _, 441 1,200 8,612 Chelsea . . . . . (1, 500) 11,773 2, 400 53. 531 Clinton _ _ _ .. 58, 690 3,275 1,264 1, 6C0 | 15,' 890 Danvers . 0 0 0 800 0 12,181 Dedham . 28, 500 3, 500 400 500 1, 700 21,300 Eastharapton ..................... 200 7,185 Everett, _ _ . . . 514 1,016 0 13, 417 .Fcill River Fitchburg . . 14, 251 0 0 890 2,000 36, 709 Framin iy ham 11, 000 1,000 20, 000 Franklin . 5,400 920 75 2, 059 61.2 6, 232 Gloucester . 8, 678 1,185 379 6, 923 2, 200 44. 289 Great Barrington . 0 0 20 379 0 8, 688 - > . Haverhill.. _ 0 357 4, 818 2,100 50, 000 Hinfha.m _ 344 1,000 590 1, 000 10, 578 Hyde Park 1, 300 3, 600 . 1,800 23, 199 Lawrence 0 0 0 3, 000 Lee 400 0 5, 781 721 1,560 11, 855 Lowell.. ... . 17, 315 (1,! ^07) 15, 182 3, 020 131,516 Lynn . . . 1, 125 | 900 11, 096 2, 250 91, 816 a See note a, page 352. d Salaries of officers. b Account overdrawn, $68. e Fuel, gas, and water, c The items amount to $12,472. /Exclusive of new school-liQaS&a. STATISTICS OF CITY SCHOOL SYSTEMS. 379 1886-87; from replies to inquiries by the United States Bureau of Education — Continued. Expenditures. j Paid on bonded indebtedness, a | Amount carried forward to next year. j Total taxable property. Incidental or contingent. Total expenditure. Estimated cash' value. Assessed valuation. Officers of hoard, secretaries, mes¬ sengers, etc. Janitors. Euel. ■g o , a EH | All other current expenses. 55 56 57 58 59 6© 61 €3 63 64 $7, 400 $10, 904 $3, 000 $17, 372 $220 876 $4, 863 $124, 000, 000 $124, 000, 000 747 1, 167 $870 2, 751 20, 654 $4, 052 298 6, 336, 716 4, 752, 537 1, 230 963 920 16, 320 6, 246, 640 0 i;200 1,036 200 3, 635 25, 817 6, 000 0 12, 000, 000 5, 981, 382 300 500 20 100 11, 270 1, 925, 339 500 800 9 840 2, 605, 100 25 285 400 0 7 7, 523 bO 1, 000, 000 879, 615 290 555 527 1, 361 17, 390 0 3,000,000 2, 179, 243 35, 087 0 5, 063 4, 564 1, 689 112, 599 0 0 33, 433, 000 33, 433, 000 726 570 0 150 12, 668 3, 859, 027 3, 328, 595 5,700 28, 000 17, 365 41, 927 62, 621 810, 754 262, 000, 000 262, 000, 000 410 720 3S6 6, 543 100 400 63 85 c9, 682 4, 000, 000 3, 200, 000 1, 000 1, 000 1, 000 2, 000 18, 700 100 349 565 620 9, 178 1, 000 152 2, 835, 340 150 1, 432 1, 587- 4, 315 21, 930 530, 330 300 249 411 820 639 10, 109 0 2, 589, 205 50 2, 837 2, 156 2, 000 500 35, 459 6, 456, 599 1, 705 1,374 1, 883 1, 902 25, 158 13, 514, 225 13’ 514,’ 225 24 248 1,442 163 10, 211 759 89, 803 CO lO 34, 119 1, 648, 455/ 3, 414 2, 043 2, 541 47, 020 1, 860 14, 721, 079 400 1,926 46, 970 33, 434^ 400 646 (30, 933) 10, 680 <7244, 493 59, 445’ 670 60 739 425 496 586 12, 559 707 4, 613 3, 072 5, 252 2, 099 84, 240 18, 806, 662 18, 806, 662 350 1, 554 1,498 1, 899 2, 164 86, 184 316 5, 150j 000 680 770 973 1, 031 904 17, 339 3, 630, 760 0 1, 700 1, 600 1, 147 1, 000 61, 347 5, 000 0 7, 000, 000 5, 232, 551 439 412 1,000 1, 193 10, 575 2, 454, 305 200 1, 239 908 1, 351 483 19, 128 ho 0 2, 821 2,947 3, 849 3, 052 66, 519 0 0 12, C62, 703 780 1,500 2, 350 36, 630 703 590 666 438 17,695 2 509 519 2, 007, 695 1,110 3, 237 2,528 3, 201 1, 955 75,455 iO 13* 500’ 000 12, 550, 570 11, 043 779 5,000,000 2, 845, 517 15’ 433 1 072 0 4, 136 4,310 4,494 1, 260 66^ 300 0 20, 000, 000 15, 406, 023 236 661 1,000 526 jl5, 038 300 2, 322 454 100 865 1, 347 1,500 500 34, 211 797 5, G27, 688 900 1, 080 5,256 5, 000 3, 299 84, 685 0 0 27, 144, 050 300 250 400 520 800 743 827 877 1, 017 17, 600 3, 813, 418 15, 589 9, 755 5, 949 11, 480 211, 713 0 1,249 56fJ49, 253 56’ 749^ 253 800 9,114 4, 774 5, 078 200 127, 153 29, 397, 759 29, 397, 759 151 152 1 53 154 155 156 157 158 159 160 161 162 163 164 165 166 167 168 169 170 17 L 172 173 174 175 176 177 178 179 180 181 182 183 184 185 186 187 188 189 190 191 192 193 194 195 196 197 1 98 199 200 201 202 ? \^ems amount to $245,466. i Balance transferred to other departments of city government, ft Overdrawn, $176. j The items reported amount to $15,935. 38 Tai 203 204 205 206 207 208 200 210 211 212 213 214 215 216 217 218 219 220 221 222 223 224 225 226 227 228 229 230 231 232 233 234 235 236 237 238 239 240 241 212 243 214 245 246 247 248 249 250 251 252 253 254 255 256 257 258 259 260 a ) EDUCATION REPORT, 1886-87. le 22, Part IY. — School statistics of cities containing 4,000 inhabi City or town. Expenditures. Permanent. 49 50 51 53 Massachusetts— continued. Malden . Marblehead.. . Marlborough . Medford . Melrose . Methuen . Middleborough . . . Milford . Millbury . Montague . Needham . New Bedford . Newburyporc . Newton . North Adams . Northampton . Northbridge . North Brookfield. Peabody . Pittsfield . Randolph . Rockland . Salem . Somerville . Soutlibridge . Spencer . . Springfield . Stoneham . Stoughton . Taunton . . Waltham . Watertown . Webster . Westborough . Westfield . West Springfield. Weymouth . Woburn . Worcester . . Adrian . Ann Arbor . Battle Creek . Bay City . Cadillac . Cheboygan . Cold Water . East Saginaw . Grand Haven . Grand Rapids . Ionia . Jackson . Kalamazoo . Lading ton . Mai q uette . Marshall . Menominee . Negaunee . Niles . >ee note a, page 352. 6$48, 601 0 0 12, 500 16, 500 0 6$913 200 500 1, 000 564 0 0 200 0 4, 500 0 54, 627 185 769 300 1,000 46 2, 358 0 $2, 442 336 1,000 1, 500 2, 608 0 1,000 305 354 690 504 3, 500 500 10, 500 2, 303 2, 582 0 4, 732 0 168 300 768 0 /100 17, 000 100 / 100 1, 000 50 /50 400 163 102 675 /500 6, 300 8, 732 264 375 277 327 0 ’7,’ 745 8, 153 1,541 300 500 1,200 41, 200 . 6' 14, 000 ’ 23,’ 321 2, 000 350 100 60 1, 000 '"*680' 1,000 100 25 600 700 998 400 337 3, 837 22, 000 2, 500 700 1, 500 992 441 447 340 1,287 42 3, 000 7,738 300 360 2, 752 1, 287 18, 187 23, 780 2, 160 176 2,017 675 178 4,210 52 8,019 470 3, 347 704 4, 000 900 1,078 10, 531 0 200 250 685 300 175 275 200 50 100 2, 202 263 500 700 b This expense wras met by tion, not included in the amo urun 48. STATISTICS OF CITY SCHOOL SYSTEMS. 331 d The sum of the items is $ii!).333. e The sum of the items is $12,335. a The items as reported amount to $13,486. «The items amount to $61,729. 38: |Tai 261 262 263 264 265 266 267 268 269 270 271 272 273 274 275 276 277 278 279 280 281 282 283 284 285 286 287 288 289 290 291 292 293 294 295 296 297 298 299 300 301 302 303 304 .EDUCATION REPORT, 1886-87. .e 22, Part IV. — School statistics of cities containing 4,000 inhabitants and over, for City or town. Expenditures. Permanent. For tuition. Michigan — continued. Pontiac . Port Huron.... Saginaw . West Bay City. Tpsilanti . MINNESOTA. Crookston .. Duluth ..... Faribault . . . Mankato .... Minneapolis Red Wing .. St. Cloud - St. Paul . Stillwater .. Winona . MISSISSIPPI. Jackson ... Meridian . . Natchez ... Vicksburg . Chillicothe. . . . Hannibal . Jefferson City Kansas City .. Moberly , . St. Charles - St. Joseph .... Sedalia . - Springfield ... Beatrice ...... Fremont . . Grand Island Hastings . . Lincoln . . Omaha . NEVADA. Virginia City . . NEW HAMPSHIRE. 4© 5© 51 53 53 54 $5, 000 1,550 13, 090 $500 1, 943 2,000 $100 278 436 $1, 291 100 5, 990 2, 000 1,194 42, 331 35, 000 916 150 COO 154, 626 16, 585 0 9, 431 1,122 0 1,000 ’5,’i27 50 201 746 300 20, 929 395 0 1,409 7, 618 869 500 375 2, 537 2, 377 Claremont . Concord . Dover . — Keene . Manchester . Nashua . Portsmouth . . Rochester . . Somersworth . . ; See note a , page 352. The sum of the items is $34,217. The items reported amount to $11,230. I The items amount to $17,958. 2, 000 350 4,629 500 100 50 150 781 0 97, 784 13, 449 16 239 3, 217 3,34i 3, 922 'i’ioo 4, 231 250 140 706 300 45, 929 219 290 4, 303 000 5, 224 23, 139 99, 439 1, 300 900 147 50 711 500 248 , 644 218 184 1,218 300 2, 053 3, 253 529 13, 629 175 697 1,010 180 480 129 829 3, G63 1, 200 $1, 500 1,600 1, 800 1, 500 $9, 451 13,511 20, 516 14,312 1, 575 1,500 1,800 4, 033 1, 650 1, 200 5,116 25, 107 8, 875 9, 539 218, 388 12, 128 4, 050 1, 800 19, 785 (25, 706) 1, 500 1,000 1,375 1, 500 1, 350 1,200 1,000 2, 000 1, 800 1,500 1,200 1,500 1, 500 3, 000 1, 600 0 1, 800 1, 000 600 350 0 10, 500 9, 135 10, 935 16, 279 6, 250 136, 040 8, 813 3,845 47, 193 9,498 9, 540 8, 873 13, 150 8. 534 114, 491 23, 680 4, 615 16, 830 9, 227 41,689 27, 597 16, 489 11, 761 8,048 e The sum of the items is $11,428. /The items reported amount to $10,247 (] The sum of the items is $34,107. STATISTICS OF CITY SCHOOL SYSTEMS. 383 1886-87 ; from replies to inquiries by the United States Bureau] of Education — Continued. Expenditures. Paid on bonded indebtedness. a Amount carried forward to next year. Total taxable property. Incidental or contingent. Total expenditure. Estimated cash value. Assessed valuation. Officers of b o a r d , | secretaries, mes¬ sengers, etc. Janitors. © 3 Text-books. All other current expenses. 55 50 57 58 59 6® 61 @3 63 @4 $800 $1 200 $1, 199 $15, 441 $2, 201 $2, 434, 500 $100 150 4, 000, 000 $200 2, 360 1,’ 845 1, 970 38, 452 $5, 750 14, 554 $6, 172, 000 4, 940, 000 100 1, 315 985 75 1, 077 36, 890 886 0 2, 000, 000 4, 000, 000 150 921 483 259 10, 965 1, 665 10, 593 1, 500, 000 900, 000 700 3 890 2 409 2, 394 7, 478 85, 055 68, 723 150 630 1, 300 '200 2, 000 54, 255 6, 000 . 4,000,000 2, 000, 000 100 1, 178 619 1, 605 11, 528 2, 481, 115 20, 115 16 544 206, 693 660, 863 124, 635 300, 000, 000 98, 000, 000 150 1,039 1, 039 816 34, 924 1,865 2, 9S1 4, 500, 000 1, 950, 343 60 350 700 0 50 C, 560 1, 000 1, 600, 000 1, 000, 000 250 1, 714 1, 304 4, 049 &33, 917 3, 735 5, 000, 000 500 1, 919 2, 850 59, 303 4, 000 10, 412 12, 000, 000 6, 500, 000 0 0 o •*20 100 0 100 clO, 635 0 o 2, 000, 000 180 850 800 18, 469 848 10, 000, 000 3, 750, 000 100 I,' 017 1, 246 1, 557 23, 441 8,277 1,169 5, 000, 000 2, 996, 33b 100 600 308 101 2, 419 dll, 157 2,301 6, 808 2, 500, 000 1, 312, 789 10. 456 10, 958 5,790 4, 294 36, 019 355, 426 '200 750 457 5 27, 080 6, 176 1 288 4, 000, 000 1, 200, 000 - 150 420 143 188 lj 568 5 000 000 1 968 855 1,300 5, 350 1, 958 32, 483 98,’ 964 16, 000 25’, 000) 000 13] 000’ 000 200 900. 255 1, 106 e27, 114 1,200 8, 102 5, 000, 000 , 2, 795, 727 500 900 1, 500 14, 127 0 9 239 180 1, 561 885 . 1,672 25, 856 15’ 711 2, 800 000 700 000 100 850 982 50 964 /4 5, 646 9,’ 528 5, 223, 332 1,305,’ 833 20, 000 000 4, 500 000 1,620 11,808 7, 708 11, 762 20, 032 290, 350 100, 000 51 100’ 000,’ 000 11, 898’ 317 120 2, 663 4, 011 1, 081 gr31, 025 9, 176 2 000 000 150 141 375 10 426 h5, 568 2, 5C0, 000 2, 397, 329 1,064 1,903 1,239 t31, 377 3 070 150 1. 323 1,562 1,105 22, 570 ’ 243 184 3, 380 14, 920 3, 295 280 3, 249 3,169 3, 660 58, 520 21, 379, 384 200 1,981 2, 480 896* 1,638 37, 651 0 8 5, 000, 000 4,266,658 67 752 1, 119 1,239 20, 266 6, 353, 925. 115 789 795 183 1,096 15, 218 5, 963 jo 3, 635^528 2,726,646 959 | 177 9, 184 3, 000 1, 700, 000 1, 700, 000 • h The items rex>orted amount to $5,717. i Items not all reported.' ’• . . • 'I'Ocf C . 261 262 263 264 265 266 267 268 269 270 271 272 273 274 275 276 277 278 279 280 281 282 283 284 285 286 287 288 289 290 291 292 293 294 295 296 297 298 299 300 301 302 303 304 Deficit, $503. 38 Taj 305 30G 307 308 309 31D 311 312 313 314 315 316 317 318 319 320 321 322 323 324 325 326 327 328 329 330 331 332 333 334 835 336 337 338 339 340 341 342 343 344 345 346 347 348 349 350 351 352 353 354 355 356 357 358 359 360 361 362 a ; i EDUCATION REPORT, 188G-87. tLE 22, Part IV. — School statistics of cities containing 4,000 inhabitants and over, for City or town. Expenditures. Permanent. C3 Pu & m . 0 w a p V For tuition. «M 4, 0r2 oo a •c® oS 3 49 50 51 52 53 54 NEW JERSEY. Atlantic City . . . Camden . Cliambersburg. . Elizabeth . Gloucester . Harrison . Jersey City . Lumbertviile - Long Branch ... Millville........ Newark . New Brunswick Orange . Phillir ' Plainfield , Rahway NEW YORK. Albany . Auburn . . Batavia . . Binghamton . Brooklyn . Buffalo . . Canandaigua ..... Cohoes . Corning . Cortland . Dunkirk . Elmira . Blushing . Geneva . GloverBville . Green Island..... Hoosick Balls ... . Hornellsville . Hudson . Ithaca . . J ohnstown . Kingston . Lansingburg - Little Balls ...... Lockport . Lyons . Malone . Middletown . Newbnrg . New York . Ogdensburg . Olean . . . Owego . Plattsbnrg . Port Jervis . . Poughkeepsie .... Rochester . Rome . Saratoga Springs Seneca Balls . Sing Sing . Syracuse . $24, 800 $1, 000 $222 1, 000 $2, 564 7, 651 2,129 $9, 556 67, 539 10, 975 120 30. 000 ,471 23, 756 30, 974 350 12, 437 (348 90, 184 844) 3, 801 1,663 2,000 26, 800 2, 246 8, 129 5, 135 1, 480 14, 364 297, 246 1, 026 12, 184 1, 2.0 1, 223 3, 930 1,617 1 7, 66ft 7, 149 110 5, 000 500 9, 588 60 2, 446 369 320 0 1,756 927 500 1,150 ) 7, 746 3 364 911 340 2, 000 500 2, 979 15 2, 600 250 227 896 152 300 1, 845 1, 804 69 119 250 14, 798 949 3, 702 565 978 920 16, 735 3, 875 200 1,442 72, 860 19, 700 2, 148 3, 072 1,000 2, 669 0 450 2, 500 2, 500 1,405 0 400 2, 667 2, 000 1, 800 2, 000 12, 500 2, 500 0 0 2, 000 890 (21, 327) 6,190 7, 000 195, 050 6,010 16, 913 15,160 249, 972 23, 195 1,077 479 31 635 125 125 3,706 2,422 1,000 2,716 1,261 1,060 1,322 652 615 127 200 555 47 480 555 4, 425 (21, 190 735 348 256 250 9, 064 ’ *59.V 3, 048 200 2, 574 >ee note a, page 352. b The sum of the items reported is 29 76 143 152 300 702 41 1, 034 929 2, 877 782) 338 622 874 144 348 5, 265 1, 359 217 451 1, 064 30 3, 160 $11,620. 3, 532 344 1, 021 323 978 400 4, 957 738 2, 000 797 205, 997 1,200 1, 8t<6 606 1, 298 406 2, 530 44, 569 615 2, 766 451 171 14,418 1, 600 1, 700 1,500 1, 500 0 0 1, 700 800 2, COO 1,200 1, 100 1, 500 1,400 1,367 0 800 1,600 1. 375 12, 711 20, 624 10, 330 155,915 39, 102 7, 850 37, 448 918, 8L3 379, 619 7, 646 25, 767 8, 475 3, 912 (3, 022, 993) 2,000 10,994 0 10,986 1,700 10,416 1,500 12,737 1.690 28,265 2,2)0 167,054 1,600 14,983 1,550 21,085 250 9, 548 1,954 10,179 2,325 131,927 c Deficit carried forward, $1,165. STATISTICS OF CITY SCHOOL SYSTEMS. 385 1886-87 ; from replies to inquiries ly the United States Bureau of Education — Continued. Expenditures. Paid on bonded indebtedness. a Amount carried forward to next year. Total taxable property. Incidental or con tin gent. Total expenditure. Estimated cash value. Assessed valuation. Officers of b o a r d , secretaries, mes¬ sengers, etc. Janitors. m - : Fuel. Text-books. All other current expenses. 55 5G 57 58 59 0© 01 02 03 <34 $957 $583 $1, 006 $595 $15, 483 $0 $12, 049 $10, 000, 000 $3, 687, 722 $1, 458 8, 077 3, 544 4,843 11, 699 132, 511 1, 009 39, 294 25, 833, 333 15, 500, 000 5,239 18, 343 766 14, 400, 460 50 500 334 474 7,578 0 75 620 125 300 1,000 611, 325 1, 025 cO 4, 000, 000 2, 000, 000 1, 500 15 362 7 645 3 388 4, 690 d240, 871 70, 000, 000 25 425 ’ 967 20 6,993 319 2, 500) COO 500 2 000 798 20 3, 000 7,727 948 1 050 750 1, 001 20, 086 1,200 5, 178 19, 213 9| 248 16, 193 8, 156 384, 417 34, 639 96,716,539 95, 090, 502 250 1,700 1,025 514 9, 053 39, 246 3, 000 5, 510, 375 . 233 i r>57 362 003 31 639 13, 074, 000 5, 537 000 480 ’776 502 24 1, 213 18, 089 0 1,781 2 ! 600,’ 000 3* 000’ 000 150 2, 080 881 946 732 26, 737 5,317 764 9, 0C0, 000 4, 962, 000 200 775 571 1,489 368 15, 053 1, 850 8, 852 8, 502 5, 685 4, 558 231, 172 97, 657 61,886, 884 61, 886, 884 3, 579 2, 810 69 3, 632 87, 120 31, 014 15, 300, 000 10, 888, 977 200 1,400 600 350 13,550 2, 000 2, 750 5, 000, 000 3, 250, 000 no 4, 267 3, 263 50 414 64, 426 1,520 15, 567, 685 15, 567, 685 21, 874 53, 540 29, 816 84, 625 139, 326 1, 682, 198 361,854 517, 156, 000 362, 009, 202 3, 713 20, 093 14, 902 9, 968 550, 229 279, 375 624 802 461 11, 753 0 45 5, 000, 000 11, 000, 000 4, 079, 970 600 2, 948 2,778 41 1, 560 37, 209 250 26, 848 11, 000, 000 200 910 1, 034 . 1, 416 19, 856 4, 663 1, 649 3, 674, 334 1,837, 167 485 528 412 9, 396 100 3, 384 2, 490 1, 682 57, 332 2 298 12, 360, 817 12, 360, 817 233 1,255 500 850 1, 094 22, 406 3,468 2, 531 5, 000, 000 2, 001, 180 650 700 650 11, 700 4, 500, 000 4, 000, 000 150 600 1, 028 185 16, 836 1, 184 5, 000, 000 2j 554* 782 194 700 500 75 170 10, 338 1, 917 3, 781 j 165 110 1, 200 973 85 6, 185 20, 730 200 2,026 899 41 9, 091 33, 546 3, 000 6, 304 5, 927, 881 4,445,911 433 450 150 40, 282 6, 099 5, 750, 470 1,475 1, 202 501 740 23, 553 6, 875 270 6, 000, 000 2, 739, 748 100 550 829 659 19,453 4, 200 755 6, 804, 481 2, 268, 160 307 2, 460 850 100 1, 295 32, 138 0 6, 089, 971 6, 089, 971 306 1,067 619 441 3, 870 22, 008 1, 410 221 5, 500, 000 5, 500, 000 100 450 600 2, 000 15, GOO 772 4, 000, 000 3 , 242, 000 1, 553 1, 666 635 35, 043 0 3, 129 5, 685, 840 400 393 902 8. 451 788 1, 533, 023 500 758 842 1, 969 16, 771 ' 3, 410 4, 162, 740 2, 081, 370 1,461 123 1, 288 22, 609 20, 185 3, 298, 470 1, 758 1, 971 5, 396 3, 629 67, 905 229 15, 347, 000 9, 208, 604 88, 403 123, 285 79, 696 138, 681 78, 949 4, 057, 032 2, 100, 000, 000 1, 420, 968, 286 0 1,092 1, 828 76 506 37, 555 14, 658 5, 652, 082 3, 768, 085 200 1,007 1, 073 1,123 31, 744 3, 990 4, 738 4,016, 446 2, 008, 223 50 1, 275 884 25 598 15, 298 3, 348 3, 667 1, 360, 200 514 1, 020 18 1, 985 17, 443 5, 710 0 35, 000, 000 1, 437, 064 100 948 1, 009 108 17, 412 4, 589 3, 926, 244 1, 308, 748 500 1,929 1, 674 572 42, 585 17, 464 15, 595, 540 13, 696, 655 4, 317 14, 696 14, 130 1, 1S1 3, 579 262, 149 21, 134 75, 514, 275 75, 514, 275 1, 200 859 2, 300 e21, 952 1, 042 350 2, 610 2, 055 1, 383 34, 070 28, 162 3, 800, 840 919 681 1, 298 21, 189 19, 352 5, 000^000 3, 442, 813 697 463 1, 702 17, 013 3 442 1, 767, 755 942 8, 904 5, 810 2, 000 7, 099 190, 827 128, 228 45, 588, 655 37, 990, 546 d The sum of the items is $140,303. e The sum of the items is $22,994. 25 ED 305 306 307 308 309 310 311 312 313 314 315 316 317 318 319 320 321 322 323 324 325 326 327 328 329 330 331 334 335 336 337 338 339 340 341 342 343 344 345 346 347 34S 349 350 351 352 353 354 355 356 357 358 359 360 361 362 38 Ta: 363 364 365 366 367 368 $69 370 371 372 373 374 375 376 377 378 379 380 381 382 383 384 385 386 387 388 389 390 391 392 393 394 395 396 397 398 399 400 401 402 403 404 405 406 407 408 409 410 411 412 413 3 EDUCATION REPORT, 1886-87. ile 22, Part IV. — School statistics of cities containing 4^000 inhabitants and City or town. Expenditures. Permanent. c3 ft ft es ^3 . a tc « s For tu a Em OJ o -d a fl 49 50 5i 53 53 new YORK— continued. Tr . . . . 512 Oshkosh . . . $10, 614 $1, 231 $911 $1, 210 24, 812 513 Portage _ _ _ _ 297 300 7, 500 514 Raeine _ _ _ _ _ 279 2, 495 1, 200 27,512 515 Sheboygan . . . 8, 291 188 446 333 11, 844 516 Stevens’ Point, _ _ _ _ 517 Waukesha . 16, 615 1, 800 745 0 5,892 518 Wausau . _ . 155, 150 300 9, 898 a Sec note a, page 352t STATISTICS OF CITY SCHOOL SYSTEMS. 393 1886-87; from replies to inquiries by the United States Bureau of Education — Continued. Expenditures. Paid on bonded indebtedness. a Amount carried forward to next year. Total taxable property. Incidental or contingent. Total expenditure. Estimated cash value. Assessed valuation. Officers t»f board, secretaries, mes¬ sengers, etc. Janitors., o pH Text-books. All other current expenses. 55 5Q 57 5§ 59 6© 531 @2 ©3 ©4 $50 $580 $613 $95 $471 $9, 579 $1, 210 $4, 918 $2, 000, 000 $1, 400, 000 510 500 800 4, 492 878, 775 511 7315 2, 208 2, 501 4, 413 48, 633 14, 821 512 480 641 211 9, 438 2, 479 3, 000, 000 1, 500, 000 513 150 2, 090 1, 704 624 36, 143 10, 165 12, 000, 000 3, 552. 090 514 1, 080 1,240 1, 005 24, 427 20, 473 4, 000, 000 2, 58h 740 515 516 75 350 475 404 26, 852 1, 600 386 2, 481, 135 517 710 178 1, 440 14, 152 4, 771 3, 500, 000 2, 000, 000 518 394 EDUCATION REPORT, 1886-87. Cities and towns containing 4,000 inhabitants and over from which no statistics have been received. City. State. City. State. Brainerd . Minnesota. Rochester . . . . Minnesota. Joplin . Missouri. Louisiana _ Missouri. St. Louis . . . Missouri. Warren sbnrfr _ Missouri. Nebraska City. . Nebraska Platrsmouth _ . . _ _ Nebraska. Fort Collins . Colorado. Carson City . Nevada. Eureka _ . Nevada. Gold Hill . Nevada. Bayonne . New Jersey. Bordentown . N e w J ersey. I Bridgeton . . . N ew J ersey. Burlington . New Jersey. Wallingford . Hoboken . New Jersey. Mont Clair a . N e w J ersey. Morristown . New Jersey. Passaic . New Jersey. Alton . Illinois. Paterson . . . New Jersov. Braid wood . Perth Amboy . New Jersey. Salem . New Jersey. I Trenton . New Jersey. AV eehawken .... N ew J ersey. Santa F6 . New Mexico. Amsterdam . New York. Catskill . New York. College Point . New York. Edge water . New York. Elkhart . Jamestown _ _ New York. La Fayette . . Indiana. Long Island City . New York. Madison . Matteawan . New York. V alparaiso . . . . Indiana. New Rochelle . . New York. Cedar Rapids . . _ Iowa. Oneida . . . New York. Clinton . . . Iowa. Oswego _ _ _ New York. Fort Madison . Iowa. Schenectady . New York. Fort Scott . Kansas. AVhitehall . New York. Wellington . . . Kansas. Charlotte . North Carolina. Frankfort . Kentucky. Wilmington . . North Carolina. Henderson . Kentucky. Bellaire . . Ohio. Shrevenort . Louisiana. Delaware . . . Ohio. Auburn . . . Maine. Findlay . Ohio. Belfast . Maine. Gabon . Ohio. Brunswick.. . Maine. Pomeroy. . . Ohio. Camden . Maine. Sidney . Ohio. Cape Elizabeth! . Maine. Van Wert . Ohio. Ellsworth . . Maine. W arren . Ohio. Water ville . Maine. Allegheny . . . Penn sylvantft. Annanolis . . . Maryland. Carbondale _ _ _ _ Pennsylvania. Cumberland . . Maryland. Erie . . . . Pennsylvania. Amesbury . . . Massachusetts. Franklin . Pennsylvania. Andover . . . Massachusetts. Huntingdon . . Pennsylvania. Barnstable . Massachusetts. Lebanon . . . Pennsylvania. Chicopee . . Pottstown - - Pennsylvania. Gardner . . Massachusetts. Reading . Pennsylvania. Grafton . . Massachusetts. St.Clair . . . Pennsylvania. Holyoke . . Massachusetts. Shamokin . . . . Pennsylvania. Ipswich . . . Massachusetts. Sharon . Pennsylvania. Natick _ Sunbury ... Pennsylvania. Palmer . . Massachusetts. AVashinvton . . Pennsylvania. Plymouth . Massachusetts. Burrillville . Rhode Island. Provincefown . Massachusetts. Coventry b . Rhode Island. Quincy .... Lincoln . . . Rhode Island. Wakefield . Massachusetts. AYarren . Rhode Island. Ware . Massachusetts. AYarwick . . Rhode Island. Warren . Massachusetts. Columbia . . Tennessee. West Gardner . . Massachusetts. Nashville . . Tennessee. Winchester . Massachusetts. Dallas . Texas. Alpena . Michigan. Dennison . . . . Texas. Big Rapid3 . Michigan. Marshall . Texas. Detroit . Michigan. San Antonio . . Texas. Flint . Michigan. Salt Lake City . Utah. Ishpeming . Michigan. Bennington . Vermont. Lansing . . . Michigan. Burlington . . . Vermont. Manistee . . . Michigan. Colchester . . . Y ermont. Monroe . Michigan. St,. Albans _ _ _ Vermont. Muskegon . . Michigan. Danville . Virginia. Anoka. . . . Minnesota. | Manchester . Virginia. a No city system. b Inquiry returned undelivered. CITY SCHOOL SYSTEMS. 395 Cities and towns containing 4;000 inhabitants and over from which no statistics have been received — Continued. City. State. City. State. Portsmouth . Virginia. Washington. West Virginia. Eau Claire . . Wisconsin. Wisconsin. Wisconsin. Seattle . Manitowoc . . Pnrkfvrshnro' _ Watertown . Cities and towns from which returns were received , and rejected for reasons stated. Cities. State. Neturn — California . . Embraces county. Embraces county. ■ Embraces county. Embraces county. Embraces other towns. Embraces county. Embraces county. Embraces other towns. Embraces district not identical with city,, Embraces district not identical with city. „ --r - T _ - California . . -- _ .Tfinlrsnnvillfi _ _ _ Florida . . . . .. . Pfvnsur.filn, _ __ _ Elorida . . T.Pi Wars _ _ Iowa . . . . . Carthage Missouri . . Hackensack . Mount Vernon . Pp.p.lrslnll _ _ _ _ New Jersey.. . . New York . New York . . W pst Troy . . New York.. . . . I CHAPTER VI. TRAINING ON TEACHERS. General recognition of the importance of normal training — Normal schools — Courses of study in State normal schools — City training schools — Model schools — Physical and manual training at normal schools— Teachers’ institutes — Teachers’ reading circles — Summer schools for teachers — Present condition of normal training (by States) — Remarks upon the tables — General summary, showing teaching force, where educated, teachers’ certificates, etc. (Table 23) — Statistics of teachers’ insti¬ tutes (Table 24) — Summary of statistics of normal schools (Table 25) — Statistics of public normal schools (Table 26). General Recognition of the Importance of Normal Training. In a review of the work for the professional training of teachers during the past year the conclusion is unavoidable that it has been one of marked advance and effectiveness. From all quarters come encouraging reports of increased interest and intelligent zeal in the line of the teacher’s profession; and the larger appropriations, the thorough repair and enlargement of existing institutions and appliances, the establishment of new schools upon most liberal and approved patterns, the eager crowds of students seeking admission, as well as the growing demand on the part of the public for better and professionally trained teachers, indicate that pedagogy, as a profession, is beginning to receive the consideration due its usefulness and its prime importance. The pivotal question, after all, in discussing this subject, is the question of the teacher: “ this question of learning, skill, and personal power in the teacher is really that before which all others pale ; and when it is fully settled, the knowledge which is of most value will find its way into the schools and the minds of the people as easily and naturally as the sunshine finds its way into every nook of the landscape.” Courses of study and methods of instruction lead quickly to the question, “ Who are to do the teaching and the supervising?” Like other instruments of vast power, the public school system may be greatly abused, and whether it is or not will depend mainly on the intelligence, education, and devotion of teachers and supervisors. The teacher makes the school. If the teacher be abundantly competent, the school is aboundingly good. No improved text, no new apparatus, no Pestalozzian methods, no frequent examinations, no careful supervision, can take the place of the teacher; and in all discussion of the subject it is needful to bear this truth in mind.1 Normal Schools. Among the most generally approved appliances and methods in vogue for the fur¬ therance of this great end — the professional training of teachers — first in point of efficiency and value are the public normal schools. Much has been said, pro and con, by educators and the public in general regarding the true province and importance of these schools. It is now no longer a question, however, as to the necessity of the normal school to the well-being of a system of State public schools. Nearly all the States now recognize this fact, and in some of the older Commonwealths liberal sup¬ port is given to from two to eleven of these institutions. It is considered bad economy to expend millions for the support of common schools, and then leave the instruction of the children of the State in unskilled hands. Scholarship, although of primary importance, is no longer deemed a sufficient qualification. There are laws under¬ lying the art of instruction and the science of teaching, the recognition and applica¬ tion of which are as necessary to successful practice as in the case of any other occu¬ pation.2 Perhaps the most convincing proof of the estimation in which these schools are held is the fact of the large and increasing appropriations of money made for their support in those States where they have had a thorough trial. Experience has proved that a normal school under the care and direction of the State is a necessary part of a State educational system ; that good schools cannot be had without properly trained 1 City superintendent of public schools, Columbus, Ga. 3 Nebraska State Report. 396 JORMAL SCHOOLS. 397 teachers, and to supply these no agency has been found so efficient as properly con¬ ducted normal schools where education is taught as a science and teachiug as a high art.1 Three new public schools are reported to this Bureau as having been established during the past year. The Territorial Normal School at Tempe, Ariz., owns grounds, buildings, and apparatus valued at $10,000, and received a Territorial appropriation of $5,000. During its first session there were enrolled 53 students and 5 normal grad¬ uates, taught by 1 professor. The State Normal School at Clarion, Pa., was organized in the spring of 1887 with 10 professors and 147 students. This institution received a State appropriation of $30,000, and is valued at $100,000. The Winthrop Training School at Columbia, S. C., owes its origin to the liberality of the Peabody fund, hav¬ ing received for the purpose a donation of $1,500. One student from each county of the State is received tree of charge for tuition, which gives it the semblance of a State school. Besides these new schools, enlargements and repairs are reported from many of the older institutions. A notable example is that of Pennsylvania, in which State ten out of eleven State normal schools have received important improvements and additions in the matter of buildings, etc. The Indiana Normal College, an institu¬ tion under private auspices, has been established at Covington, Ind., aud reports 10 professors, 105 students, and 10 normal graduates during the year. Three States will report additional normal schools next year. California is build- inp- one at Chico, in the northern part of the State ; Alabama is adding another at T&y ; and Florida reports provision for a normal school at De Funiak Springs. Legis¬ lative provision has been made for one also at Oneonta, N. Y., and one for colored teachers in Kentucky. Nebraska and other States need more schools, besides those already established; Michigan must provide increased accommodations for the stu¬ dents of that State desiring professional training; Nevada asks that its university be conducted for the present as a State normal school; while North Carolina and South Carolina are persistently demanding a normal school in their respective States for the education of white teachers. The demand for professionally trained teachers is still largely in excess of the supply. In some States the need of competent teachers is so urgent that many pupils remain only one year at the normal school before assuming the responsibilities of the profession. COURSE OF STUDY. In regard to the course of study in the State normal schools, the standard in many instances is being gradually raised. The tendency is to abolish preparatory depart¬ ments, and to make the schools more strictly professional in character as fast as the higher grammar grades and the high schools can supply properly qualified candidates. In many of the schools there are two courses of study: an elementary — usually of 2 years — for the preparation of teachers for the primary and lower grades of the common schools, and a higher course of 1 or 2 years additional to qualify teachers for positions in the grammar and high school grades. Satisfactory examination in the common school branches is the ordinary qualification for admission as regards scholarship. The age of eligibility ranges from fifteen years and over, though in a few cases, as at the Philadelphia Normal School for Girls, the limit is brought down to fourteen years. Tuition is mostly free to normal students, who are required to pledge themselves to teach after graduation. Text-books are furnished at some schools, and expenses of board, fees, and incidentals are brought down to a low figure at all the schools. Diplomas are awarded at these institutions, and are recognized in many States as first-grade certificates, obviating the necessity of further examination. No common pattern for all normal schools can be established, for they have at all times and in all places accommodated themselves to circumstances, teaching their pupils what they needed as teachers. These schools are created by authority of the different States, and to the scope and plan of organization prescribed by Taw they must conform. In the summary, by States and Territories, of the normal training provided for teachers will be found an indication of the need of each section and the provision being made to supply it. The courses of study at representative schools of the East, South, and West are herewith given. Courses of study. — Pennsylvania Slate normal schools. Tie normal school law of Pennsylvania provides for three distinct courses of study: the elementary course, the scientific course, and the classical course. The studies of the elementary and scientific courses may be classified as follows :2 ELEMENTARY COURSE. 1. Language. — Orthography; reading and elocution; Englisli grammar; composi¬ tion ; outlines of rhetoric and English classics; elements of Latin (Caesar, Helvetian war). 1 Catalogue of State Normal School, Monmouth, Oreg. 2 Catalogue of State Normal School, Millersville, Pa., 1886-87. 398 EDUCATION REPORT, 1886-87. 2. Mathematics. — Mental arithmetic ; written arithmetic; algebra; geometry. 3. Natural science. — Political geography; elements of mathematical and phys¬ ical geography ; physiology ; natural philosophy ; botany. 4. History. — History of the United States; Constitution of the United States. 5. The arts. — Penmanship; drawing; vocal music; book-keeping. 6. Teaching. — School economy; methods of instruction; mental science and methods of culture ; history of education ; practice of teaching. SCIENTIFIC COURSE. This includes the studies Of the elementary course and the following branches: 1. Language.— Rhetoric ; English composition; English literature; analysis of English classics ; Latin (sis hooks of Virgil, four orations of Cicero, and the Germania of Tacitus). 2. Mathematics. — Higher algebra ; trigonometry and surveying; analytical geom¬ etry; differential and integral calculus. 3. Natural science.— Geology; chemistry; zoology; optics; acoustics; electric¬ ity and galvanism; analytical mechanics; astronomy. 4. History. — General history. 5. Arts. — Higher culture in vocal and instrumental music (voluntary). 6. Teaching. — Mental philosophy; moral philosophy; logic; lectures on the his¬ tory of education and the philosophy of education. CLASSICAL COURSE. This course includes the studies of the elementary and scientific courses and the usual collegiate course in Latin and Greek. Course of instruction.— Nashville \Tenn.) Normal College. First year. — Primary and grammar school studies, with reference to teaching them, viz : Arithmetic, oral and written ; algebra ; geography, civil and physical, with map drawing ; English grammar and analysis ; history of the United States ; physi¬ ology and hygiene ; rhetoric; etymology; book-keeping; free-hand drawing. Second year. — Geometry ; plane trigonometry ; geology ; zoology ; botany ; general history ; moral science ; Latin ; perspective drawing. Third year. — Spherical geometry and trigonometry; astronomy; chemistry, with work in laboratory ; physics ; English literature ; history and Constitution of the United States, with civil government ; Latin ; psychology. BACCALAUREATE CLASS. No students are admitted to this class who have not taken the regular senior class studies, etc., at this college. Fourth year. — Conic sections, considered geometrically ; analytical geometry, cal¬ culus, English literature, Latin, German, psychology, model drawing, designing, etc. Such changes are made in the course from time to time as circumstances require. No student is allowed to take a higher study until that which precedes it in the course has been mastered. The Latin and German languages are taken according to a parallel course, and are taught by the most approved modern methods. Drawing with black-board delinea¬ tions, English composition, declamation, reading, spelling, defining, penmanship, vocal music, etc., and practice in teaching, receive attention throughout the year. Course of instruction. — California State Normal School, San Jose, Cal. Junior year. T. AKfiTTAfiF. . _ _ English grammar . . English grammar. Spelling . . . . . Spelling." Mathematics . Aritlim etic . . . Elementary algebra. Science Descriptive geography . . . Zoology. Miscellaneous _ _ Pra.Wi ]!«■...: . . . . Drawing. Reading . . . :. . . Reading. Vocal music . Penmanship. Vocal music. Professional . ; Methqds in geography teaching— Methods iii arithmetic teaching — weekly. weekly. CITY TRAINING SCHOOLS. 399 Course of instruction.— California, State N'drinal School, San Jose , Cal.— Continued. Middle year. Word analysis. Literary reading. Spelling . IV f VTTI HAT ATTPR I Elementary ............ ...... Book-keeping. ILL A 1 11 iLJUil LJID ....... Arithmetic . . . . . ..... SCIENCE . . . .... EotlUl y ; . . Physiology; Physics...'. . .....j Chemistry. Miscellaneous . Reading - - - . ..... . ■ United States history and Constitution. Sehbol law Drawing. Vocal music .......................... Vocal music. Professional .... - Methods ih latigiiage teaching- Methods in reading teaching— weekly. Weekly. Senior year. y,A®nTT A fil?. Rhetoric . . English and American literature. AT A TTITT AT A TTCR Geometry . . . . KCTF'.Nt'.TI', . . . Physics . . . . Geology. Astronomy. lifTRC jr.T t , .WTT.nTTS V oortl rvi n si 0, . . . . . . . ....... Drawing. Vocal music. Professional . . Review of eleihehtUry studies ; _ _ _ _ _ Practice teaching ih training depart¬ ment. Study of professional text-books. Lectures on methods of teaching. Observation in training department .. Lectures on methods of teaching ..... City Training Schools. In all the Ihrge cities tire problem of supplying tile schools with well qualified teachers is oiie of pressing importance. The State normal schools, many of which have home an honorable part in the educational progress of the last twenty years, are utterly inadequate to furnish teachers for all the schools. This fact, and the wish to give a systematic and homogeneous character to the instruction, have in¬ duced most of the large cities to establish normal schools or training classes to sup¬ ply their own schools with teachers. These two classes of normal schools act in per¬ fect harmony, and, under somewhat different conditions, labor for the same ends.1 While the State normal schools are generally co-ediicational, the City training schools are usually for ybung ladies exclusively ; and as the professional course is seldom more than a year in length, the scholarship required for admission is higher, usually equivalent to that of high school graduates. Mr. S. A. Ellis, city superintendent Of public schools at Rochester, N. Y., has kindly furnished this Bureau with a statement of the plan of the normal training class of that city, an outline of Which is here given : (1) Condition of entrance. — Each applicant for membership must be eighteen years of age, and must have received at least -three years of academic training. (2) Time. — The course embraces the forty weeks Of the school yrjar. The class meets for one hour each week to discuss the topic Assigned the previous week. (3) Subjects.— The subjects studied are— - (a) Education. ( b ) Teachers7 qualifications. (c) School organization, management, and discipline. (d) Duties of teachers ih reference to the physical, moral, and intellectual well¬ being of pupils. ( e ) History of pedagogy. (/) Psychology — its practical application to the work of teaching. ( g ) Mental philosophy in its application to the work of teaching. ( h ) Methods of teaching the various school branches. (i) Moral training. (4) Method of study. — Questions upon each topic are arranged, printed, and dis¬ tributed to the class a week or more previous to the discussion of that topic. Mem- 1 Report of City Superintendent, Minneapolis, Minn. 400 EDUCATION REPORT, 1886-87. bers of tbe class are required to prepare for the discussion by the study of the books of any good author, by personal observation, by conversation with those who have given attention to the subject, and by their own thinking and reasoning. (5) Programme of weekly meeting : (а) Roll call. (б) Literary quotations from six or eight members of the class, these having been previously appointed for the purpose. (c) Reading of the minutes of the previous meeting by any one upon whom the leader may call, and additions and corrections. (d) The leader calls upon members of the class in turn (using cards) to answer and discuss the questions in the printed list, opportunity being given for voluntary remarks or questions upon each topic thus discussed. (6) Eeference library. — Books of leading authors upon all subjects in the course of study, from a reference library for the special use of training class. (7) Examination certificates. — A second-grade certificate is given to each member of the class who passes successfully the examination given at the close of the year’s work, which is good for one year of teaching. At the expiration of that time, a1 1 who shall have demonstrated their ability to manage and instruct a class of pupils receive first-grade certificates, which entitle them to teach in any position in the public schools below the high school, except as principal. (8) Practice. — All substitutes and temporary assistants are taken from the training class, as well as nearly all appointments to permanent positions. Model Schools. The value of practice schools has often been the subject of discussion. At the pres¬ ent time, however, all authorities are well nigh unanimous in recognizing the useful¬ ness and necessity of practice schools, or some other provision for actual school-room work for young teachers, before they enter upon the work independently. As a mat¬ ter of fact, provision of some kind for training, or practice teaching, is made almost everywhere in institutions where teachers are educated. If the query arises: “Can these model schools be conducted successfully to the real benefit of the student-teach¬ ers and without injury to the young pupils?” the evidence at hand would seem to answer in the affirmative. In spite of certain inherent difficulties of managing a prac¬ tice school with success, and although it is no doubt true that many of these schools are not model schools, experience has shown that it is quite possible for them to com¬ pete with the public schools of the respective localities, and even to surpass them in efficiency and excellency of management. Of the Toronto Practice School it has been said by a very competent judge that “the instruction is of the best kind. The fees of admission are higher than those of the high school. Notwithstanding Torouto is abundantly supplied with excellent schools, the model school has 400 pupils, all it can accommodate, and more than 1,000 registered applicants are waiting their turn to enter.” Careful supervision of the work of the young teacher, and conscientious preparation on his part under proper guidance, go far to make up for certain advan¬ tages which the regular public school may have over such a practice school; so that the latter ranks high relatively, if not absolutely. It is evident, however, that the value of practice teaching to the student-teacher depends largely on the criticism which follows it; in criticising, “reasons based upon a sound philosophy should bo given for the opinions expressed and conclusions reached.” This condition is not always easily fulfilled, but it is by no means unattainable.1 Of 124 public normal schools tabulated for the past year, 84 report practice train¬ ing schools attached. These are of several grades, in some instances beginning with the kindergarten and including all the intermediate grades through the grammar school. Many of the city training schools are model schools entirely, a primary or grammar school being assigned for the purpose, in which the i>upil-teachers have daily practice under the supervision of an experienced instructor. Recitations and lectures on professional subjects furnish opportunity for acquiring knowledge of the theory as exemplified in the practice of the art. The system of “ apprenticeship,” as practised by the pupils of the State Normal School at Worcester, Mass., is worthy of note : The student, after three terms, or a year and a half in the normal school, is allowed to go into one of the public schools of the city of Worcester to serve as assistant to the teacher of that school; to take part in the instruction, management, and general work of teaching, under the direction of the teacher; and even to act as substitute for the teacher for an hour, a half-day or a day, at the discretion of the latter and with the approval of the superintendent. One student only at a time is assigned to any one teacher; but each student serves in at least three grades of schools in the course of his term of service, the duration of which is six months, or half a school year. After finishing his apprenticeship, the student resumes his course at the nor¬ mal school, spending another half-year there before receiving his diploma. 7 U’rfpsPvor Lodcraan, in paper read before Michigan Schoolmasters’ Club. MODEL SCHOOLS. 401 During the period of apprenticeship, four days of each week are devoted exclu¬ sively to it by those employed in the work. One day of the week (Wednesday) is spent by them in the normal school, where they are employed, not in the ordinary study and work of the institution, but in the following manner: They hold such consultation with the teachers of the school and make such use of books as may be most helpful to them in their immediate work as apprentices ; they make informal statements to the school of such facts of their experience as may be of advantage to the other students to hear, — concerning ways of teaching, cases of discipline and the like, — keeping in mind always the private character of the daily life of the school room, and under special warning against revelations that might seem objectionable. Each apprentice keeps a diary of the occupation and experience of every day’s serv¬ ice, and this record is inspected by the faculty of the normal school. He also makes out a report at the end of his term, in which he gives his own estimate of his success in his work. The apprenticeship is designed to give the student practical acquaintance with the work of teaching, and training in that work. It is founded in the conviction that, whether education be a science or not, teaching in the public schools of Massachu¬ setts is an art, — an art to the successful practice of which there is need of some ini¬ tiation under the guidance of experience and skill; an initiation akin to that which an apprentice passes through in learning his trade. A, secondary purpose is to furnish the faculty of the normal school with more fnl.1 ancl satisfactory data for their estimate of the teaching ability of students. How the recruits will behave under fire cannot be determined by drill in the manual, or by dress parade. The apprenticeship goes far towards answering the important question. The apprentice is visited by the faculty of the normal school while en¬ gaged in his work, and is carefully observed and assisted by suggestions. The teacher of each school in which he has served makes out a report of the apprentice work of the pupil-teacher, on a scale of ten credits, showing the number of absences and tardinesses, power of control, power of interesting, skill in questioning, skill in ex¬ plaining and illustrating, enthusiasm, bearing, with remarks on weakness or defi¬ ciency, and what traits of excellence (if any) have been shown in teaching or man¬ agement. The additional 6 months of preparation required by the system under consideration secure to the student greater maturity of body and mind. The need of such matur¬ ity is apparent in the case of the majority of those who enter upon the work of teaching. That the object of the apprenticeship is attainable by the plan adopted, is not merely probable, but is already matter of experience. The method, although be¬ lieved to be new in this country, is not in itself a thing new or untried. The German system of public education requires of the candidate for the office of teacher a season of service under direction, of probation under supervision, the es¬ sential elements of which are embodied in this apprenticeship. Something like it also prevails extensively in England. Moreover, the method is simply the extension of one that was for five years in suc¬ cessful operation in this school. The students are found to derive from their expe¬ rience a fresh interest in their chosen work. They realize the practical bearings of the principles and methods they have studied; they acquire the “ courage of having done the thing before”; they test their remedies for the school diseases of inatten¬ tion, disobedience, and the like, by trial on actual patients; they acquire skill that is of vast moment to them at the critical period when they take charge, as teachers, of their first school. It is no small evidence of good results that the school board of the city of Wor¬ cester heartily approve the system on the ground of the benefit accruing indirectly to the city schools, through the greater fitness of the apprentices to become teachers. As the student of the normal school who passes successfully through the period of apprenticeship receives a certificate of the fact in connection with his diploma at graduation, the extra time required for the experience must in almost every case bo more than made good by the greater probability of securing a position, and the greater likelihood of success at the outset of the teacher’s career. There are, however, individuals in the school for -whom it is impossible or imprac¬ ticable to undertake this special preparation. The apprenticeship is not enforced upon any student ; it is simply recommended. Individuals who do not enter upon it enjoy all the advantages of the school with this single exception.1 Physical and Manual Training at Normal Schools. In the matter of physical training, calisthenics and light gymnastics are the means most generally employed. Free movements, wands, rings, dumb-bells, Indian clubs, bars, chest- weights, etc., are in use, with out-door sports, and at some schools military 26 ED 1 Catalogue. 402 EDUCATION BEPOET, 1886-87. drill for male pupils. Well- equipped gymnasiums are provided at a number of the institutions, with special instructors, as at the Nashville Normal College, where an hour’s exercise iu the gymnasium is required on alternate days, under the charge of a lady and a gentleman director. Manual training is furnished chiefly in the construc¬ tion of apparatus, with practice in the use of tools in schools where workshops have been established. At the Female Normal School at Salem, Mass., the use of carpen¬ ter’s tools is taught to those ladies who may desire such instruction. At most of the normal schools for colored pupils industrial training is provided in connection with normal instruction ; and at Hampton, Ya., this is made compulsory, both as a matter of discipline and in order that the colored teacher may be self-supporting during the long intervals between the sessions of colored schools. At white State normal schools where such instruction is given, it is not claimed that students are necessarily introduced to what is known as manual training, as this is not the primary object. The object is to enable students to furnish for themselves, at small expense, the apparatus which can be used for teaching elementary science in their future schools. This end may be fully accomplished, and none go out with¬ out an equipment which is ample at the beginning of their work. They also possess the ability to enlarge and perfect this equipment as occasion demands. Teachers thus supplied have the means of objective teaching no matter where they go, and the construction of such apparatus is stimulating to teachers, while the possession of it carries interest and delight as well as useful knowledge to the common schools.1 In urging the necessity tor manual and industrial training in the New York Normal College, where the course is four years, President Hunter says: Inasmuch as the chief difficulty encountered in engrafting manual training on the common school system is the want of competent teachers, I would suggest that such teachers could be easily trained in the normal college, and a sufficient number x>re- pared in a year or two to enable your board to introduce manual training in all the primary and female grammar schools of the city. If manual and industrial training is to become a part of the public school curriculum, the normal college is the proper place to make a beginning. At the end of the second year in the college, at the time when the professional work is begun, the students, through their parents, could be permitted to select either of two normal courses, — a normal course (the same as at present), or a normal course for manual and industrial training. This change could be made at a moderate cost, and the superior intelligence of our students would quickly enable them to master all the mysteries of manual training as far as it may be carried out in the common schools. The change would have this advantage, too, it would relieve the pressure by the regular graduates for positions as teachers of the ordinary classes in the common schools ; and, above all, it would provide excellent employment for that class of students whose aptitudes run in the line of handicraft rather than in that of purely intellectual work.2 Teachers’ Institutes. In discussing the professional training of teachers, next to normal schools in im¬ portance, we must notice teachers’ institutes, associations, conventions, and reading- circles. For the great mass of teachers who either from lack of time, means, or op¬ portunity, have failed to acquire a special training in normal schools for the work of their profession, there is no instrumentality so helpful and so potent for good as the teachers’ institute. This important feature of professional preparation has received recognition in this country for the last half century, and in the same year with the establishment of the two oldest normal schools in America, the first institute for teachers was held in the city of Hartford, Conn. So general is the recognized impor¬ tance of this work that the States, with few exceptions, and also several of the Ter¬ ritories, have incorporated in the school laws a proviso for teachers’ institutes, making attendance compulsory, and, in some instances, withholding teachers’ certificates and imposing penalties for non-attendance. For two decades after their introduction, teachers’ institutes led a desultory sort of existence, tentative and fragmentary, ex¬ periencing rebuffs of fortune, apathetic consideration at the hands of teachers and ed¬ ucators generally, though most seriously retarded by lack of interest and the para¬ lyzing conservatism of legislators who failed to see the necessity or importance of these “peripateticnormals.” Credit is due the New England States, however, for their early legislation on the subject, and the readiness with which the teaching fraternity ac¬ cepted these powerful and necessary aids to educational progress. The Middle and several of the Western States, likewise, soon awoke to the practical value of insti¬ tutes, and as early as 1847 we find legislative appropriations for these in New York State, which have been continued uninterruptedly since that date. Dennison Olmstead, a graduate of Yale, projected a plan for a schoolmaster’s acad¬ emy in 1816; and Professor Kingsley, of the same institution, in 1823, proposed that intermediate schools be maintained in every county for thorough training of those 1 Connecticut State Report. 2 Report of President. teachers’ institutes. 403 who desired to teach in the common schools. Rev. Thomas H. Gallandet advocated teachers’ seminaries in a series of essays published in 1825, hut the credit of the first regularly organized teachers’ institute was reserved for Hon. Henry Barnard, then sec¬ retary of the board of education of the State of Connecticut, who with a few friehds conducted the first meeting of the hind of which we have record, in October, 1839, in the city of Hartford. A class of 26 young men was assembled, and for 6 weeks they were instructed by able teachers and lecturers, reviewing and extending the topics then usually taught in common schools, and receiving thorough instruction in peda¬ gogics with the advantage of observation in the iDublic schools of the city. In the spring of 1840 a similar arrangement was made for female teachers, but for several years afterwards there were no meetings of a similar character. New York held its first institute in 1843, which was the first so named, and which was conducted by J. S. Den¬ man, school superintendent of Tompkins County. This meeting lasted two weeks, and was a revelation of the new agent in school improvement. Rhode Island and Massa¬ chusetts took tip the work in 1845; New Hampshire and Vermont in 1846, with Maine the year following. The western country, largely peopled by settlers from the more cultured eastern States, was not slow in building up schools and following out the lines of educational advancement as far as the sparsely settled districts would permit. Indiana reports an institute in 1846, believed to have been the first held in the State. Ohio had one in 1847, while Wisconsin held educational meetings somewhat like teachers’ institutes before it assumed the dignity of Statehood in 1848. Only meagre details of the form and scope of these pioneer institutes are accessible. They were often more of teachers’ conventions than what we now understand as normal institutes; yet they gave an impetus to educational work, and inspired a feeling of dignity and pride in the profession that has been invaluable in the results to the cause of common school education. It is not to be supposed that they were generally of as long duration, or as professional in character, as the first institute held by Dr. Barnard. They were properly experimental, and, doubtless, usually dis¬ connected and fragmentary, for at that early day the public school system itself was by no means efficient, and normal schools for the professional training of teachers had just ihade their advent upon the educational horizon. While in Wisconsin the present system of institutes grew out of the establishment of normal schools and pedagogical departments in seminaries, in Iowa the first statutory organization for the improve¬ ment of teachers in public schools was called a “ teachers’ institute,” and for a long time these migratory academics supplied the place of schools of professional training. These early assemblies of teachers were purely voluntary, and grew out of ambitious endeavors to keep abreast of the progress of the age, and a conscientious desire to qualify themselves for the responsibilities of their position. Experience has corrected many of the evils of the earlier systems, and well-nigh perfected the teachers’ insti¬ tute as an essential factor in educational training. It is sometimes urged by those who have either insufficient knowledge of the sub2- ject, or whose observation has comprehended only ill-conducted institutes, or those too ambitious in scope, and consequently superficial, that teachers’ institutes inter¬ fere with the work of normal schools. They claim that the teacher students acquire only a smattering of the branches professedly taught, with a modicum of practical training; or else, by an energetic andsystematic “cramming” process, they are enabled to pass the required examination and secure the coveted teacher’s certificate, and thus swell the army of incompetents, whose chief work is the “artificial production of stupidity in schools.” This impression is erroneous, as may be learned from the testimony of principals of normal schools, who, from their opportunities of observing results as conductors of institutes and at the same time professors in normal schools, are the best authority on the subject. As a body they indorse the teachers’ institute as absolutely necessary to qualify the great mass of now recruits who each year enter the profession ; and instead of creating the belief that the institute is a sufficient prep¬ aration for the work of teaching, as is sometimes alleged, these organizations, when wisely conducted, convince the teacher of his need of thorough training, and incite in many an ambition to pursue a complete normal course. Properly managed insti¬ tutes are useful auxiliaries to normal schools where such exist, and they are impor¬ tant, though not perfect, substitutes where none exist. Even with normal schools established and supported by law, it is absolutely impossible to confine instruction in practical pedagogics to these institutions. The increase in population in the United States will always create a demand for competent teachers which the normal schools will be unable to supply, so that the great body of reserves mustlrely upon the insti¬ tutes for practical training for their sphere of labor. The legitimate and formal province of teachers’ institutes, and their direct work, is practical and progressive instruction in methods and principles of teaching, and in organizing, conducting, and controlling schools. These objects are effected in a vari¬ ety of ways. The managers must consider the educational status of the locality in which the institute is held, as well as the most important needs of the teachers who are to be instructed. In a community where normal schools of approved excellence 404 EDUCATION REPORT, 1886-87. have been in operation for some years, the institutes may be of short duration. Their aim, under such circumstances, is to revive the spirit and confidence of teachers, awaken a pride in the profession, stimulate to self-improvement, and by a progress¬ ive course of study and instruction review the branches taught in the schools, and increase the practical acquirements of the teachers. Where normal schools are few and small, or not yet established, where the public as well as teachers need to be enlightened, and where the attendance is voluntary, the institute acquires at once much greater importance as a factor in educational training. Under such conditions it assumes the proportion and duties of an itinerant teachers’ seminary, ana very properly extends its sessions into weeks instead of days, enlarging the scope of instruction, and increasing the number of methods and appli¬ ances for promoting efficiency and retaining popularity. Many of the mistakes which occur in the management of institutes, as conducted at present, arise from want of policy in not allowing this difference to govern the amount, kind, and method of instruction given. Continued interest is manifest in the teachers’ institute. In some States, indeed, this method of preparation supplies chiefly and well-nigh exclusively the lack of normal schools. In Delaware, North and South Carolina, Georgia, Arkansas, Colo¬ rado, and Nevada, these “ migratory normals ” are a power for good, and even in some States having one or more well-appointed normal schools, a vigorous and progressive system of institutes is maintained, attendance being made compulsory. Some of the States while requiring institutes to be held, make no appropriation for the expense, though, as a rule, provision is made for this purpose from the public school fund. Teachers’ meetings are held in nearly every town having a graded system of pub¬ lic schools. These are helpful in systematizing the instruction given in the schools, in strengthening weak teachers, in advancing and discussing both methods and mat¬ ter, and in stimulating a healthy ambition and professional pride in the corps of teachers. Educational conventions are held in every State and in nearly all of the Territories. New Mexico has recently formed an association for the express purpose of promoting the educational interests of the Territory, and the prospects bid fair for success. Few, if any, States are without a State teachers’ association, meeting annually or semi-annually for the discussion of educational problems. Sections of States, counties, cities, towns, and townships have their associations of teachers, all with one end in view — the improvement of the schools through the teacher. Teachers’ Reading Circles. In the profession of teaching, as in other professions, the highest success must de¬ pend both upon a general culture and upon a technical training. General culture is needed that the teacher may be kept from the narrowness of a merely professional life, and a technical or professional training is requisite that he may be successful in the details of his work. The most available means for acquiring this training, outside of normal schools and institutes, is attendance at teachers’ moetings, at State and local associations, visits of inspection to schools of acknowledged excellence, the formation of a teachers’ library, and membership in a reading circle for the study of professional subjects as set forth in books treating upon the theory and practice of teaching, in books upon applied psychology and physiology, and in educational periodicals. Of the value of reading circles as a means for general culture, Chancellor Vincent, of Chautauqua, says : “ Reading circles give opportunities to those who cannot, or who think they cannot, attempt thorough study. If they once taste good literature and test their own capacity to appreciate and profit by it, under a system which requires nothing but ‘ reading,’ they will be more likely to address themselves to tho severer tasks of study. Reading circles, through the power of association, will promote en¬ thusiasm in intellectual and literary pursuits, increase popular interest in local courses of scientific and literary lectures, lead to greater care in selecting the books which find a place in the house, tone up conversation, elevate the standard of household decoration, and in many ways improve the social standing of the family. These cir¬ cles may embrace a wide range of literature, and thus bring within the reach of ‘the people ’ the world of the learned, with its visions, pleasures, and inspirations. Read¬ ing circles may be organized to pursue courses in art, travel, history, current news, and all other subjects which are involved in a broad culture and in wholesome living.”1 As an aid to teachers the possibilities of this educational factor are very great. Though the methods now in vogue may not be all that can be hoped for, yet with its crudeness the teachers’ reading circle is perhaps the most valuable agency in ex¬ istence to-day for the improvement of the rural schools, as these associations must supply the place of normal schools and institutes to a large part of the teachers of country schools. Whatever of knowledge they obtain of the theory and art ofteach- iug, and whatever promptings they receive to enter upon the study of mind, and know something of the laws of its growth, may be set down largely to the credit of the 1 Proceedings of the National Educational Association, Chicago, July, 1887. READING CIRCLES. 405 reading circle. As to the true significance of the reading circle work. President Allyn, of Illinois, says : “ The work of the teachers’ reading circles is in the direction of health¬ ful mental and moral progress. No one can read a good hook without profit, and when such a book is in the line of one’s life work it is both an inspiration and motive power.” The first organized effort in the direction of the reading circle idea seems to have had its beginning in a London “society to encourage home study,” founded about 1870. A similar society was organized in Massachusetts in 1873, followed in 1878-79 by the most notable reading circle in existence — the “ Chautauqua Literary and (Sci¬ entific Circle.” The State teachers’ reading circles are of more recent date. In Ohio, a common course of reading was marked out for teachers in 1882, and they were generally en¬ rolled in a reading club for the purpose of uniformity of work. Wisconsin claims to have suggested a similar plan at an earlier day, but to Ohio belongs the distinction of organizing the first State teachers’ association, which was perfected in the year 1883. Indiana followed in 1884, and at present more than twenty States have State teachers’ reading circles. It has been estimated that at least 75,000 teachers in the United States are reading methodically and systemati¬ cally works bearing upon professional and general culture. The objects of the State teachers’ reading circles are substantially the same, namely, the improvement of the members in literary, scientific, and professional knowledge and the promotion of habits of self-culture. This end is sought by pre¬ scribing a certain course of study, securing books at reduced rates, preparing lists of the best educational publications, by offering advice and direction to the methods of reading and study, by examinations of the work done, and by certificates of profi¬ ciency. The act of organizing the State circle has generally been accomplished at the an¬ nual assembly of the State teachers’ associations, aud the work is usually carried on under the control of this association. Directors, boards of management, etc., are chosen, who map out the course and direct the work of the circle. County and local circles are also formed, subsidiary to the general or State circle, and even individual members may pursue the course alone. The conditions of membership are liberal, any teacher or other person being received who promises to pursue the prescribed course of study and pays the small fee — usually 25 cents or 50 cents annually. Meetings of local circles for conference, discussion, and review are held once a week in some States, and biweekly in others. The course of study is usually outlined and published" in the educational journals and in the county papers. In the preparation of these outlines a department of study is under the special supervision of some member of the State board. The object of this study is twofold, namely, professional and general culture. As for the promi¬ nence given to one or the other of these subjects, that will be determined by the actual needs of the teachers. The fourth year’s reading (1886-87) for the Ohio Teach¬ ers’ Reading Circle is given herewith, to indicate the general scope of such studies: I. Psychology. — Sully’s Teachers’ Hand-Book of Psychology. II. Literature. — “Hamlet” and “As You Like It;” selections from Wordsworth. III. History. — Barnes’ Brief General History of the World, or Thalheimer’s General History. IV. Political Economy. — Gregory’s Political Economy, or Chapin’s First Principles of Political Economy; with at least one educational periodical. In a majority of the States provision is made for stated examinations of the work performed, and certificates are awarded with diplomas upon completion of the course. The Union Reading Circle, a paper published in the interest of this work, reports ( J une, 1887) three new societies in Georgia, two in Kentucky, five in Iowa, and twelve others in as many different States. Memorial days are now the fashion, the poets Bryant, Longfellow, and Tennyson, with Dickens and other literary men, receiving their share of honor in various places. The Agassiz Society, of Philadelphia, promises to make the summer vacation a grand opportunity for scientific research and study, and each one will contribute towards the common museum. The Gesenius, a new circle of Cleve¬ land, makes Hebrew a specialty, as the Xenophon Society carries on the systematic study of Greek. The Curtis Society, of Buffalo, N. Y., studies politics and discusses all questions of reform. The Tulane Home Study and Reading Society is organized with headquarters at Tulane University, New Orleans, La. Besides the State associations, others claiming a national character have been or¬ ganized. In 1885 the Teachers’ National Reading Circle was legally incorporated under the laws of New York. Prof W. H. Payne, of Michigan, was chosen president, supported by 18 directors, constituting the official board. This organization provides 18 courses of reading, 6 being professional, 3 in general culture, aud 9 non-profes¬ sional. In the first, 27 books are recommended. Each course includes 3 groups of studies, 2 books in each group, and any course (three books for the year) may be taken by the reader. Diplomas will be granted to members who pass the three different ex- 406 EDUCATION REPORT, 1886-87. animations in some one prescribed course, and who prepare an accepted thesis on some educational topic connected with the reading. The Chautauqua Teachers’ Reading Union is a recent department of the Chautau¬ qua University, and is under the personal supervision of Hon. J. W. Dickinson, secre¬ tary of the State board of education of Massachusetts and also principal of the de¬ partment of pedagogy in the university. The course of study covers three years, a certificate being awarded for each year’s work. The annual membership fee is 50 cents. The first year’s reading includes (1) principles and methods of education, (2) general culture; the second year: (1) history of education, (2) primary and kinder¬ garten work, (3) general culture; the third year: (1) psychology, (2} school econom¬ ics and school supervision, (3) political science, (4) general culture. The educational department of Canada prescribes a course of reading for teachers, purely voluntary, and hence followed by no examination. The department provides, however, that, “should the teachers of any inspectorial division agree to read the course with this end in view, and should the county board of examiners make ade¬ quate provision for such examination, the department would recognize, by special certificate, this additional element of professional culture.”1 Summer Schools for Teachers. Summer schools are growing in numbers and popularity each year. Recreation, pleasure, and study are here combined for the tired, worn-out teacher, while new methods and improved theories are presented by some of the ablest educators the country affords. Some idea of the iuqiortance of this work may be learned from the statement that there were in various parts of the country no less than twenty differ¬ ent summer schools in active operation, with, it is believed, more than 2,000 students, the State of New York sending the largest number, Massachusetts and Pennsylvania the next largest. The educationally awaked South sent to one school in the North no less than sixteen teachers, seven of whom came all the way from Louisiana.2 It is the work of the several summer schools, organized in different localities, to train teachers in the more rational and natural methods which have been increasingly adopted in the most progressive schools of this country during the last 5 years. The new system is better for pupils, but is harder for teachers. It requires more inge¬ nuity, a wider observation and culture, as well as good literary attainments and special training, but in compensation for more exacting work in teaching, discipline of pupils is easier, and “dull” classes are no longer the beie noire of the school room.3 The editor of the Journal of Education, Boston, July 7, 1887, says: “Thirteen years only have passed since Dr. J. H. Vincent called together a host of earnest men and women at Lake Chautauqua, and already forty-five assemblies are under the same general plan, influenced largely by the same general management. It is this unanimity of action that enables these gatherings to bring to our country such a man as President Fairbairn, of Mansfield College, Oxford, England ; to bring from the Pacific coast such a teacher and lecturer as Col. Homer B. Sprague; and to take into an educational gathering men of such popular gifts as the Hons. George W. Bain, R. G. Horr, and John D. Long. “The managers of these assemblies, the men who organize classes, teaching and inspiring teachers, are men whose knowledge of the art and science of teaching gives them deserved prominence as educators. Dr. Vincent stands, by natural tact and experience, at the head of this list, while Dr. J. L. Hurl but, Dr. A. E. Dunning, Prof. R. S. Holmes, Dr. B. T. Vincent, and Dr. A. H. Gillet have, practically, equal skill as instructors and directors. Under their influence, public school teachers and teaching have in the warm season been very generally left for professional schools at Chautau¬ qua, Saratoga, Asbury Park, Round Lake, Martha’s Vineyard, Glens Falls, Niagara Falls, Amherst, Ann Arbor, Normal Park, etc., but they have furnished high literary inspiration, close study of Sliakspeare, Milton, and other English classics, as well as created the science of Sunday School teaching on pedagogical principles. The as¬ sembly idea is a success, with permanency insured. The forty-five assemblies of 1887 will certainly be largely increased in the near future.” Following is a list of summer schools held during the summer of 1887, compiled from available data furnished this Bureau. In addition to these, a number of col¬ leges and universities held special sessions during the vacation : Amherst Summer School, July 6-9; Asbury Park Seaside School of Pedagogy, July 18 to August 5; Batchellor’s Tonic Sol-fa Institute, Philadelphia, Pa., June 22 to July 12; Blackboard School, Cedar Falls, Iowa, July 5-26 ; Chautauqua College of Liberal Arts, New York, commencing July 9; Curry’s School of Expression, Saratoga Springs, N. Y. ; Glens Falls Training School, New York, August 1-26; Hamill’s School of Elocution, Chicago, Ill., June 1 to July 18 ; Haupt’s German School, Boston ; Kindergarten, Mountain Lake Park, W. Va., July 12 to August 20; Manual Training School, Saint Louis, June 20 (six Indiana School Journal, JTov., 1886. 2 American Teacher, Boston, Mass., Oct., 1887. *Iieport, Springfield, Mass. 407 TRAINING- OF TEACHERS. or eight weeks) ; Martha’s Vineyard Summer School, July 11, five weeks; Missouri Teachers’ Summer Academy, Sweet Springs, June 24-31 ; Monroe College of Oratory, Boston, July 12 to August 13 ; National School of Elocution and Oratory, Ann Arbor, July 5 to August 13 ; National Summer School of Methods, Saratoga Springs, July 18 to August 5 ; Niagara Falls Summer School of Methods, July 18 to August 5 ; North Carolina Teachers’ Assembly, Morehead City, June 14-29 ; Summer Review Terra of the Michigan Normal College, Flint, July 5, eight weeks ; Normal and Business College, Fremont, Nebr., July 5to August 13; Northwestern Summer School, Normal Park, Ill., July 18, three weeks ; Round Lake Summer School, near Saratoga, N. Y., July 11 to August 6 ; Sauvteur Summer School of Languages, Oswego, N. Y., July 11 to August 19 ; Seward’s Tonic Sol-fa Institute, Fredonia, N. Y., July 6-21 ; Summer Course of the Phys¬ ical Training School, Harvard University; Straub’s American Normal Musical Insti¬ tute, Charleston, Ill., July 11, four weeks ; Summer Courses in Chemistry at Harvard University, July 11, continuing six weeks ; Summer School, Holton, Kans., July 7 to August 2; Summer School of Philosophy, Concord, Mass., commencing July 13; Summer School of Pedagogy, Ann Arbor, Mich., August 8-20 ; Stern’s Summer School of Language, Saratoga Springs, July 11 to August 12; Summer School of Pedagogy, Wisconsin University, four weeks ; Summer School of Languages, Cornell and Iowa Colleges, Iowa, July and August ; Summer Schools at University of Virginia. Present Condition of Normal Training. The following general summary, by States, of the system and progress of professional schools and appliances for the training of teachers, is compiled from the latest acces¬ sible reports of State and city superintendents, school laws bearing on the subject, catalogues and returns from normal schools, educational journals, etc. : ALABAMA. Alabama has 6 normal schools, 3 for white and 3 for colored students. These schools are located at Florence, Jacksonville, and Livingston for white pupils ; and at Hunts¬ ville. Tuskegee, and Montgomery for colored pupils. The last named school was formerly at Marion. Hon. Solomon Palmer, State superintendent of education, reports these schools in a prosperous condition, and doing an invaluable work in furnishing the public schools of the State with well-qualified and well-trained teachers. The course of study covers from 2 to 4 years, and comprises mental science, peda¬ gogics, mathematics, English literature, ancient and modern languages, natural science, and vocal and instrumental music. At some of the schools there are college preparatory departments and post-graduate courses. Any student of suitable age and attainments may enter, and tuition is free to normal irapils signing a pledge to teach 2 years in the public schools of the State after graduation. Diplomas for the entire normal course authorize the holders to teach in public schools of any grade without further examination. All the schools have jjractice work in model schools or sub-collegiate departments. The last General Assembly established a white normal school at Troy, Pike County. The citizens of the town, as soon as the bill became a law and the location decided upon, at once raised funds to erect for the accommodation of the school a suitable two-story brick building, which has been furnished and is now occupied. The school began its first session in September, 1887, and under the same management and in connection therewith a high and graded school is operated, with 10 teachers and nearly 300 pupils in all departments, including the normal.1 The Legislature repealed the act establishing a normal school for colored teachers at Marion, and in the same act provided for the establishment of a “university for colored students,” with an annual appropriation of $7,500 for current expenses, and $10,000 to procure suitable buildings. This school, with normal and industrial de¬ partments, is located at Montgomery, and has a large attendance. Provision was also made for another colored normal school in Greene County. In the schools for colored pupils already established, industrial departments are maintained, largely through the liberality of the Slater fund, in which the trades for each sex are practically taught, a certain amount of this work being required. At Tuskegee farming is added to other industries, and this school has recently received a donation of $6,000 from a few Boston ladies for the general improvement of the institution. In addition to the State appropriation of $26,000 for normal schools and teachers’ institutes, the Peabody fund has been more liberal than ever before in its contribution to the same cause. For this purpose alone, not including other gifts from the same source, during the past year the fund has contributed to the State in the aggregate over $6,000, divided among the 13 normal scholarships at Nashville, white and. colored normal schools in the State, and congressional teachers’ institutes. Of the 13 Ala¬ bama students holding State scholarships at the Normal College, at Nashville, Tenn., 1 State Report, aad Alabama Teachers’ Journal, Oct., 1887. 408 EDUCATION REPORT, 1886-87. 3 graduated in the class of 1887. Applicants for these scholarships are required to stand a competitive examination held at the various congressional institutes. Birmingham has a training school with a special course of oue year for the prepara¬ tion of high school graduates, and others of equivalent qualifications for the work of teaching, with special reference to the schools of that city. The course comprises the usual pedagogical studies, with lectures and practice work. Decatur. — In this town teachers’ meetings are held at stated intervals. The teach¬ ers are specialists of experience, and mostly graduates of approved normal schools. Montgomery. — In this city lectures and teachers’ meetings are arranged and success¬ fully conducted. Talladega has a normal class meeting every two weeks. Tuscaloosa has teachers’ meetings at the call of the superintendent. A new feature in educational matters for the past year was the Congressional Teach¬ ers’ Institute. Under the inspiration of the progressive State superintendent, the Legislature made a special appropriation for an institute in each congressional district. The legislative appropriation of $500 was supplemented by a like amount from the Peabody fund, and with this sum the State superintendent conducted 15 institutes, 10 for white and 5 for colored teachers. The interest awakened iu the community at large is shown by the fact that wherever such assemblies were held the people offered strong resolutions thanking the instructors, the Legislature, and the State superin¬ tendent for this new departure in Alabama education. In addition to the congres¬ sional institutes, the State superintendent held annual county institutes in twenty- two counties. In each of these he reports a growing interest in the public schools among the people, and in many instances earnest efforts are made to establish and maintain schools of higher grade, which was shown by the anxious inquiry for well- qualified and successful teachers, by building more comfortable school-houses, and by very large and attentive audiences at the institute and other meetings held for edu¬ cational purposes.1 The white and colored teachers maintain separate State associations, which are growing in numbers and importance. The sixth annual meeting of the State Teach¬ ers’ Association (white) was held at Tuscaloosa July 5-7, 1887, and is reported the largest and most successful ever convened. A resolution was passed endorsing the movement to erect an Alabama teachers’ home at Monteagle, and each teacher in the State was requested to contribute 50 cents or more to this enterprise. The Colored Teachers’ Association met in Birmingham, April 14-16, 1887. The State superintendent, speaking of this meeting, says: “No one can witness a gather¬ ing of these teachers, as I have done for the past two years in their annual meetings, without being impressed with their burning desire to secure the benefits of an edu¬ cation for their race, and with their wonderful progress since the war. They deserve encouragement by the State.”2 The Alabama Teachers’ Reading Circle received an impetus at the first State normal institute, held at Florence in 1886, and a large number of teachers were enrolled. The first year’s course of reading selected was Barnes’s General History, Page’s Theory and Practice, Watts on the Mind, and selections from Hawthorne’s works. ARIZONA. This Territory established a normal school in 1885, located at Tempo, in Maricopa County, central Arizona. The school was first opened for instruction in 1886, and re¬ ports 53 students and 5 graduates for the year 1887. The course of study comprises an elementary and an advauced course; the former requiriug 2 years, the latter 3 years for completion. At the conclusion of either of these courses a corresponding diploma is granted which permits the holder to teach in the public schools of the Ter¬ ritory. The requirements for admission are 16 years of age ; a valid certificate , either Territorial or county, of any grade ; a diploma of graduation from any public gram¬ mar or high school ; and an examination in the common branches for those not pos¬ sessing either a certificate or diploma. Tuition is free to those intending to teach in the public schools of the Territory and also to those nominated by a member of the Legislature. Others are charged $4 per month. A Territorial appropriation of $5,000 was made for last year. The school reports the beginning of a library, and estimates the value of grounds, buildings, and apparatus at $10,000. Teachers’ institutes from 3 to 5 days each are required by law when the number of school districts will justify. Attendance is compulsory, and the expenses are drawn from the county school fund. ARKANSAS. v The Branch Normal College of the Arkansas Industrial University, at Pine Bluff, is intended for the education of colored teachers. This school has been in operation since 1877, and is designed for “ the training of teachers for effective service in the public schools of the State,” the law establishing the same having been enacted with 1 State Repotr. 2 Ibid. TRAIN ING OF TEACHERS. 409 special reference to the “convenience of the poorer classes.” Two courses of study, covering 2 and 3 years respectively, include the usual normal branches. There is no charge for tuition for appointees, the only requirement for admission being suitable age and qualifications, an appointment from one of the county judges, and the pay¬ ment of $5 entrance fee. Students thus appointed are entitled to 4 years’ free tuition, and by the apportionment among the several counties of the State, according to the population, 395 students are entitled to the benefit of this law. The chief provision for the training of white teachers is in the Peabody normal scholarships at the Normal College at Nashville, Tenn., and the Peabody normal institutes held throughout the State. Of the 10 students at Nashville to which Ar¬ kansas is entitled, 2 graduated in the class of 1887. The normal institutes are of one week each, and are required by law to be held annually in each judicial district of the State. They are so distributed as to reach every section, and make attendance comparatively easy. The work of these normal institutes is intended to be plain and practical, and instruction in the best methods of teaching the common school branches is imparted by performing the work of a teacher before the class. The State superintendent commends the summer work of the institutes and affirms that they are an indispensable auxiliary to the development of first- class teachers, and suggests that the school laws be so amended that teachers be required to attend institutes, present reasonable excuses for their absence, or forfeit their certificates. The Peabody fund being insufficient for this purpose, he asks that it be supplemented by a reasonable appropriation from the State, and recommends that institutes of 4 weeks be held in each congressional district. There are separate institutes for the white and colored races, though in some instances both attend the same meeting. A noticeable result of the normal institutes is the formation in a number of counties of regular teachers’ associations. The twentieth annual meeting of the State Teachers’ Association was held at Lonoke, June 22-24, 1887. The Southwestern Arkansas Teachers’ Association met at Lewisville, October 9, 1886. Arkansas has a State teachers’ reading circle. Pulaski County teachers have inau¬ gurated a reading circle with a membership of over 70, and are following a course of reading and study relating especially to their work as teachers. CALIFORNIA. The normal schools of this State at Los Angeles and San Jos6 are reported to be in a most satisfactory condition. In the present arrangement of the schedule of studies, night study is diminished somewhat by allowing more time during the day. Close individual discrimination as to the comparative standing of students is done away with, and those in the upper third of the class are now considered as honorary stu¬ dents, without individualizing any above or below the line of demarkation. The positions of salutatorian and valedictorian are also abolished, which will prevent un¬ desirable competition for the honors. To summarize tbe recent reforms, they may be stated as emphasizing the technical features of the schools, improving the status of the faculty by making the tenure of professorship permanent, diminution of the over¬ burden of labor, and the prevention of unhealthy competition for honors. Three years are required to complete the course of study, which consists of the usual branches taught in all grades of the public schools with approved professional work. New laws relating to the State normal schools were passed by the Legislature in March, 1887, -of which the most noteworthy features are given. The names of the schools are changed from branch State normal to State normal schools. Among other duties, the boards of trustees are required “to establish and maintain training or model schools, and require the pupils of the normal schools to teach and instruct classes therein.” Teachers holding State certificates of first and second grades may be admitted to the normal schools from the State at large. Residents of other States may be admitted upon letters of recommendation from the Governor or State super¬ intendent thereof. A declaration to teach in the State of California, or in the State or Territory where the applicant resides, is required of every candidate for admission. No charge is made for tuition. County and city boards of education may grant teachers’ certificates without examination to holders of California life diplomas, Cal¬ ifornia State educational diplomas, California normal school diplomas, the State University diplomas (when recommended by the faculty of the. University), unex¬ pired State certificates, and city certificates granted in other cities of California, and State normal school diplomas of other States. Educational diplomas are granted to graduates of the State normal schools who have afterwards taught successfully for three years in the public schools of the State, and also to each pupil who worthily completes the post-graduate course at the normal schools. An act approved March 9, 1887, appropriated $50,000 for the erection of a normal school for the northern portion of the State. The site selected is at Chico, Butte County, on a beautiful tract of ground, 8 acres in extent, donated to the State by General Bid well, of Chico. The value of this gift, with the water right, is at least • 410 EDUCATION REPORT, 1886-87. $20,000, and to this the town of Chico has added $10,000 in coin. The building is now in process of construction, and is to be of brick, three stories in height, and modelled somewhat after that at Los Angeles. It is expected that the school will be in operation within a year. In July, 1887, the normal school at San Jos6 completed a quarter century of its ex¬ istence. A history of the school is to be issued to show especially what the institu¬ tion as a normal school has accomplished for the State through its graduates. The at¬ tendance for the past session is the largest ever enrolled. The school at Los Angeles is also largely attended and thoroughly equipped for x>rofessional work. Members of the senior class at this institution have the advantages of a training school composed of five grades of the city public schools, under the charge of regular teachers, in which normal instruction in methods of teaching and governing are practically ap¬ plied. The normal class in the San Francisco Girls’ High School has a professional course extending over one year, to which only graduates of the high school are admitted. At the beginning of the school year the pupils of this class are divided into two equal sec¬ tions, which alternate monthly from professional study to practical work in the school room, the members being, distributed among the dilferent primary departments of the city for practice work. At the end of each month the principals of these schools are required to make to the superintendent a written report on the success of each pupil- teacher, and at the end of the year these reports are examined and due credit given for practical success in teaching. There are two inspecting teachers in this city, whose duty it is to thoroughly ac¬ quaint themselves with the improvements in the methods of conducting schools, and of teaching, and to exemplify these methods iu the various schools. They are also re¬ quired to examine the work of the teachers and pupils from time to time, and report to the superintendent and the board, making such suggestions as may seem desirable or necessary for the greater efficiency of the schools. The city superintendent reports this work of inspection as highly successful and promotive of zeal upon the part of both teachers and pupils.1 New life has been infused into the institute work of the State, and county institutes are becoming more effective and popular. The institute held in San Francisco in July, 1886, was attended by fully one thousand educators, besides many persons from the State and abroad, interested in the cause of education. The annual State institute of California teachers held its session at San Jos6, December 26 to 29, 1886. Among the topics discussed were the proposed amendments to the school laws, and measures were adopted to compel more regular and general attendance at teachers’ institutes. The teachers of San Jos6 hold monthly meetings throughout the year, which are usually informal discussions of school matters. A State teachers’ reading circle was organized in March, 1887, and a course of study in professional works on education, history, biography, literature, and philology mapped out. Any teacher or other person in the State may become a member by for¬ warding his name, a fee of 50 cents, and his pledge to pursue the prescribed course of study to the board of directors of liis county. COLORADO. Colorado has as yet no public normal school, and since the supply of teachers in the State exceeds the demand, owing to large districts sparsely settled, the need of such professional schools is not pressing. The State University, at Boulder, has estab¬ lished and maintains a normal department. Concerning this, the State superintend¬ ent reports: “ The only direct or special work done in this department has been by a course of lectures on methods- of instruction. These lectures were given by the presi¬ dent and two members of the faculty. The academic studies of this class have been the same as provided for the preparatory classes.” By amendment of the school laws iu March, 1887, it is enacted that State diplomas shall only be granted upon public examination, etc. ; “Provided, That the State board of education may, upon the recommendation of the State board of examiners, grant State diplomas without examination to persons who, in addition to good moral char¬ acter and scholarly attainments, have rendered eminent services in the educational work of the State for a period of not less than 5 years.” For the purpose of organiz- ing and maintaining teachers’ normal institutes, the State is divided into six institute districts, and new counties formed within the limits of any institute district are to be in¬ cluded in that district. A normal institute may be held annually for a term of not less than two weeks in each normal district of the State, and each county superintendent is authorized to add 5 per cent, to the average standing in examination of teachers who shall attend this institute from his county. The institutes receive county and State aid, in addition to the registration fees paid by the teachers. County superintendents may hold meetings and county teachers’ associations when¬ ever in their judgment the interests of the school work demand it. Local teach- * Report of the Superintendent of Schools. TRAINING OF TEACHERS. 411 ers’ associations have been organized in a number of the counties, and district and county educational meetings arc also hold. Aspen. — The teachers of Aspen are allowed a half-day each term to visit schools, for the purpose of observing modes of discipline and instruction as adopted in other departments. Fort Collins. — A monthly institute is held at Fort Collins, with weekly teachers’ meetings, and the opportunity is given for visiting schools. Leadville has monthly teachers’ meetings. The twelfth annual meeting of the State Teachers’ Association was held at Colo¬ rado Springs, December 28-30, 1886. CONNECTICUT. The normal school at New Britain is reported in a prosperous condition and steadily improving in the quality of its wofik. The present corps of teachers is not only effi¬ cient and enthusiastic, but appears to make it a point to devise fresh and improved ways and methods of instruction from year to year. A special appropriation of $7,000 for improvements about the building has resulted in better facilities for heating and ventilation, which are now entirely satisfactory. In the third or attic story have been placed a commodious workshop and an exceptionally well-equipped gymnasium. A systematic course of physical training is obligatory upon every student j and a regular instructor is employed, and classes give one period every day to gymnastic work. The number of pupils is as great as the school can accommodate and success¬ fully train. The graduates of 1887 numbered 62, constituting the largest class that has ever been sent out. All of them are teaching, and thus in one year the school has supplied about one sixth of the beginners in the State. The demand for these professionally trained teachers is far in excess of the supply. Every year it is esti¬ mated that not less than two thousand visitors inspect the school, many of them teachers, whose purpose is to observe the methods in use in the various model schools.1 The course of instruction at this school occupies 2 years, but for those who find the work too difficult, because of inadequate preparation or defective training, a special course with an extra term is provided. The common school studies, the English language and English literature and elementary science, are regarded as essential to intelligent teachiug, and to these special attention is given. In all branches the topical method is chiefly pursued, aud students are encouraged in independent in¬ vestigation. The training department is a distinctive feature of the school, and the course ex¬ tends over a full year. No part of this course can be omitted, whatever may have been the previous preparation of the student. The model schools comprise all grades, from an extensive kindergarten training department to the highest grammar grades. Students of the normal school' are introduced to a great variety of elementary forms of technical work. Kindergarten occupations, moulding, modelling, the use of tools, writing, drawing, coloring, gymnastics, and experimental work in physiology, chemistry, and physics, are the technical features in which instruction is at present given.2 The advantages of the normal school are offered free to all who declare their intention to teach in the common schools of the State, and necessary text-books are provided without charge. New Haven has two training schools — the Cedar Street School, which is a practice rather than a method school, and the Welch School, with a normal course of one year. Two distinct lines of effort are carried on in these schools: (1) the teaching and training of the children who attend them ; (2) the initiation of young teachers into the true theory of education, and the application of that theory to actual school work. The training school course has so grown in favor with the graduates of the high school that there is every reason to believe that the supply of teachers will soon be equal to the demand. Of the class graduated in April, 1887, more than thirty have signified their desire to take the training course.3 The Welch School is of a twofold character. Standing on the same plan as the other grammar schools of the city, it has in addition the kindergarten and the training departments. During the first half-year the training class forms no part of the teach¬ ing force, but during the latter half the young ladies in training go into the rooms to take their share in the actual work of the school. Through the generosity of a friend, the Welch School has received the nucleus of a teachers’ library. Cedar Street School, in addition to the work with teachers during school hours, has biweekly teachers’ meetings after school, with other work of a professional nature. Bridgeport has a training school, but no information has been received concerning it. During the past year more than one-half the teachers formed a teachers’ reading union, under the auspices of the Chautauqua Union, and held regular semimonthly meetings. 1 Annual Report of the Board of Education, 1888. 2 Ibid. * Report of the City Superintendent. 412 EDUCATION REPORT, 1886-87. Enfield had a series of teachers’ meetings, which were informal home gatherings. New Britain held meetings, hut the time is not stated. New Haven had several general meetings of teachers during the year, at which prom¬ inent educators of the State and elsewhere took part in the exercises. Something has also been accomplished in some of the subdistricts in the way of systematic study of some standard work on the science and art of education. The principals and su¬ perintendent held monthly meetings, when the various interests of the schools were discussed and improvements suggested. Norwich held regular teachers’ meetings. Studies in physiology and hygiene were continued for 13 weeks, with weekly recitations after school hours. A reading club was organized, meeting once in two weeks, at which portions of “ Swett’s Methods of Teaching” and u White’s Elements of Pedagogy” were read and discussed. Salisbury. — The association of the teachers of Salisbury held ten sessions during the year, of which the most important result seems to be the esprit de corps developed in the teaching force.1 Thompson had a series of meetings, introduced by the school board but maintained and carried on by the teachers. Institutes and teachers’ meetings are becoming more numerous throughout the State, and are more generally attended year by year. These are held under the di¬ rection of the State by local school officers, and also by voluntary association. It is proposed by the State board to form a State teachers’ union, which shall have for its object the improvement of public schools through the teachers, a result to be ac¬ complished by teachers’ meetings, courses of study and reading for teachers, and in¬ vestigation of work done. A summer school for teachers is announced to be held at Niantic for 2 weeks, beginning the first week in July. The fortieth annual session of the State Teachers’ Association was held at New Haven, October 28-30, 1886. Connecticut has a State teachers’ reading circle. DAKOTA. There are two normal schools in the Territory, one at Madison, and the other at Spearfish, in the Black Hills region. These schools are supported entirely by Territo¬ rial appropriations, aud aim to give thorough training and preparation for the pro¬ fession of teaching. Tuition is free to all residents of Dakota who signify their pur¬ pose to teach in the public schools of the Territory. The schools are managed by boards appointed by the Governor. The State Normal School at Madison was destroyed by fire in February, 1886, but its fine building and library were at once restored by the enterprising citizens of Madi¬ son. The Legislature at its last session made an appropriation to reimburse those who had contributed to the rebuilding.2 This school offers an elementary course of 3 years, and an advanced one of 4 years. Both normal and professional certificates will be given hereafter. The Territorial Normal School at Spearfish has received an appropriation of $25,000 for a new building, which is to be ready for occupancy at the opening of the fall ses¬ sion in 1887. The school has an endowment of twenty sections of excellent land which can not be sold for less than $3 per acre. This school has at present only the elementary course of study of 3 years, but students entering the school prepared to pursue the higher branches will receive instruction in such of these subjects as they may elect. Both institutions have model schools attached. By a recent school law no certificates are issued to undergraduates. Those completing either the elementary or advanced course of study are entitled to the diploma of the Territory. In addition to these a normal school has been established at Springfield, but no ap¬ propriation has ever been made to support it. The last Legislature made further provis¬ ion for professional training of teachers at public expense in its act authorizing the Territorial board of education to designate 10 private or sectarian schools to give nor¬ mal training to classes of ndt less than 10 nor more than 25 pupils, the tuition to be paid from the Territorial treasury at the rate of $1 per week for each student. Seven of these appointments have thus far been made, as follows : Jamestown College, Tower University, of Tower City, Groton College, Redfield College, Pierre University, Mitchell University, aud Scotland Academy. The board has prescribed the course of study and training to be pursued, and formulated the rules and regulations governing the conduct of the classes and admission to them. Besides these free normal schools, the Territorial universities have normal departments, to which admission is free. Nearly all the sectarian colleges and academies maintain normal courses, and a pri¬ vate normal school has recently been established at Milnor, Sargent County, which is the first organized in the Territory by private enterprise.3 In addition to the usual certificates of three grades granted by the county superin¬ tendent, the Territorial board grants upon satisfactory examination other certificates of two grades. These are the normal certificate valid for 5 y ears, and the professional certificate valid for 10 years. The standard of qualification is being gradually raised 1 Connecticut State Report. Report of the Governor of Dakota. s Ibid. TRAINING OF TEACHERS. 413 and weak and inefficient teachers are crowded out by rigorous examinations and tlie advancing standard of proficiency. A special feature of the educational system of Dakota is the teachers’ institute. Much interest has always been manifested by teachers and school officers in this means of improvement, and the recent school law adds further to its efficiency by placing the work under one general head, thereby making uniformity and system possible. All institutes are now under the general control of the Territorial board, and the in¬ structors are appointed by the Territorial superintendent, with the advice of the board. Formerly one institute a year has, in general, been held in each county. The board is now planning to hold two institutes annually in each county. They are ar¬ ranged for two courses, one in the autumn aud one in the spring season, and the in¬ structors being given continuous employment during the course are thereby enabled to work for a lower rate per week. This reduction in the expense, with the increase of revenue for institute purposes, makes two sessions a year possible. The funds for the support of institutes are derived from three sources : (1) The Territorial Legis¬ lature has appropriated the sum of $50 to each county having ten or more resident teachers ; (2) each applicant for a county certificate is required to pay to the county su¬ perintendent $1 to create an institute fund; (3) the county commissioners are em¬ powered to appropriate the sum of $50 or less for institute purposes. The institutes, as rule, are in session but one week. The law also provides for township institutes at least one Saturday of each month. Many of the county superintendents are using these meetings as a means of unifying the county work by giving instruction in grading the schools and other work of the kind.1 Numerous voluntary association meetings of teachers are held, and their discus¬ sions and deliberations are interesting and instructive. Among these the teachers’ associations of North Dakota and South Dakota are the most notably successful ones. They have a large membership of teachers in the common schools, high schools, and colleges, and hold annual sessions at various accessible points in the Territory. The South Dakota Association held its fourth annual session at Mitchell, June 28-30, 1887. Besides these, the Sioux Valley Association and numerous county asociations are in successful operation. A reading circle, with a four years’ course, has been organized by the South Dakota Teachers’ Association. The teachers are engaging in the work in many counties with commendable zeal, and it is proving an efficient means of self-improvement. The reading circle is aided financially by all funds collected as fees for Territorial certifi¬ cates. Each member also pays the sum of 50 cents upon joining the circle. DELAWARE. One of the great needs of the State is a normal or 'training school for the profes¬ sional preparation of teachers.2 Notwithstanding the urgent recommendation of the State superintendent that such an institution be established, and the assurance that no appropriations would be needed for buildings or current expenses of the school, the Senate of Delaware, in its session of 188G-87, defeated a proposed bill for a State normal school, though the buildings are said to have been offered free of ex¬ pense.3 The only expenditure necessary would be that of providing free tuition for a number of students. Sixty free scholarships continuously maintained at a school of this character, which ought to yield thirty graduates a year, would cost only $2,400, or about 1£ cent, per annum for each inhabitant of the State.4 Wilmington has a training school, four divisions of which are taught by pupil-teach¬ ers who are in training and on trial. There are 6 of these teachers, and they receive no salary. The value of the institutes in this State is almost incalculable, as the lack of a normal school for the training of teachers leaves whatever work is done in that direc¬ tion for the county institute.? Each of the three counties of the State held an in¬ stitute during January, 1887. Delaware has a State teachers’ association. DISTRICT OF COLUMBIA. Normal instruction for white pupils is provided for by the Washington Normal School. The scholastic year beginning September, 1886, marked an increase in the number of pupils and in the work at this institution. The faculty consisted of the principal, two teachers of methods, two practice teachers, and the teachers of music and drawing. The course of study is chiefly professional and is limited to one year. Hand in hand with the work in theory and methods proceeds the practical application of both. “The manual training in the primary classes proved a success. The training of the eye and hand in making form and representing it, the oral de¬ scription of the work, followed by a written account of it, made a unit of physical 1 Report of the Governor of Dakota. 2 State Report. 3 Michigan School Moderator, May 19, 1887. 4 State Report. 6 Ibid. 414 EDUCATION REPORT, 1886-87. and mental discipline founded on universally acknowledged psychological princi¬ ples.” The importance of enlarging the library and the establishment of a reading room is urged as necessary to the better equipment of the students for their profession.1 The Miner Normal School, organized on the same plan as the Washington Normal, prepares colored teachers, and heretofore has received the support of the Miner fund. By the terms of agreement this aid terminated with the last session, and the school will hereafter be maintained by the District funds. The professional training is commended as having given to the teacherships a degree of efficiency that has aided most materially in the growth and progress of the schools.2 Model schools are attached to each of these normal schools. The selection of pupils for the normal schools is made from graduates of the high schools, the number being limited to 40, of whom 10 may be male. Each candidate must be at least 18 years of age, and must pass an examination equivalent to that upon which teachers’ fourth- class certificates are issued. An examination of candidates is held in the month of June, and those standing highest in scholarship are admitted in the order of their rank. A pledge is exacted to continue the course until completed and afterwards to teach for a period of at least 2 years in the public schools of the District. Graduates of the normal schools receive certificates equivalent to fourth-class certificates, good for one year. After having taught satisfactorily not less than one year, they are entitled to recei ve diplomas which are equivalent to fourth-class certificates.3 Teachers in the District are required to attend all meetings to which they are called, and all special classes for their instruction organized by the superintendent. FLORIDA. The superintendent of public instruction for this State reports that a normal col¬ lege for each race has been organized and opened during the year 1887. The school for whites is located at De Funiak Springs, Walton County, the headquarters of the Southern Chautauqua. In a perfectly healthy climate, surrounded by a beautiful country, and having an excellent corps of instructors, the college looks forward to a course of usefulness and success. A school has been organized under precisely the same circumstances and in the same manner for colored persons who desire to prepare themselves for the work of teaching. This school is also provided with an excellent and earnest corps of teachers, and is located at Tallahassee, the capital of the State. In both of these institutions tuition is free, and there is no expense except board, which may be obtained at moderate cost. Normal departments are also reported at De Land College, Volusia County, and at Rollins College, Orange County. The Peabody normal scholarships at Nashville have been withdrawn. Teachers’ institutes have been well attended, and much interest is manifest among those for whom they are primarily intended, as well as among the citizens generally. The expenses of these meetings were greatly reduced by the liberality and economy of instructors and the favors of public carriers, as railroad and steam-ship companies, etc. Normal schools for colored teachers were organized and conducted at Tallahassee and at Gainesville, each for 2 months. Competent instructors were provided, aud the aim was to make the instruction jmactical in every sense and to inspire teachers with a proper ambition and impress upon them the dignity and importance of their profes¬ sion. They were “deeply impressed and studious, evidently trying to take in all that was possible to them. Those only were given certificates, as the law directs, who passed the examination required, fully up to the mark.” For the year 1886 the State Legislature appropriated $1,000 for the purpose of holding teachers’ institutes at such times and places as the State superintendent might designate. The first annual session of the Teachers’ Normal Institute was planned by the man¬ agers of the Florida Chautauqua, and held at De Funiak Springs, February 23 to March 31, 1887. A State teachers’ association has been organized. GEORGIA. The State school commissioner of Georgia reports increased interest in public schools among the members of the Legislature, but, as yet, no legal provision for nor¬ mal schools or teachers’ institutes. The liberality of the Peabody Fund makes the latter pqssible and efficient, and the normal scholarships at Nashville, received from the same source since 1877, offer some opportunity of j)rofessional training to the teachers of the State. A few academies also announce normal departments, and sev¬ eral boards of education in the cities and larger towns maintain normal classes dur¬ ing the scholastic year. The lack of facilities for training teachers in the State is the subject of an earnest appeal by the school commissioner for normal schools for both races. He shows conclusively that the largest proportion of schools, those taught in the country, must be supplied by teachers who lack collegiate education, 1 Report of the Principal to Superintendent of Public Schools, Washington, JD. C. 2 Report of the Board of Trustees of the Public Schools, District of Columbia, 3 Course of Study of the Public Schools, etc., District of Columbia. TRAINING OF TEACHERS. 415 and who must necessarily depend upon professional schools of training. He sug¬ gests, as a beginning, that the State university and the male and female colleges make provision for pedagogical instruction, with special reference to those persons who expect to become country teachers. The trustees of colored colleges, it appears, have already taken steps in that direction, and with most valuable results. The commissioner further suggests to the teachers of private high schools to prepare them¬ selves by special study to teach pedagogical subjects, and to make a feature of the curricula of their schools the preparation of young persons intending to teach in the country. For the year 1887 Georgia held 14 Peabody normal scholarships at Nashville, with 10 graduates in a class of 54. Americus reports a normal class comprising the teachers in the public schools of the town. Special assistance is given to those having charge of primary classes and to those having little experience in their profession. Athens has weekly normal sessions of teachers, and the instruction seems to be appreciated as well as highly useful. Atlanta has a normal class for white teachers which meets weekly during the school year. A separate class for colored teachers will be organized when the number will justify such an organization. A general meeting of all the teachers of the city is held the first Saturday of each month. At this meeting the teachers are paid their salaries for the previous month, and institute work is practically conducted. The re¬ maining Saturdays are occupied respectively by the teachers of the high school, of the grammar grades, and of the primary grades. In these meetings regular lessons taught in the respective departments are recited, and methods of teaching them fully discussed. Columbus has a normal class for white and for colored teachers. The work consists of institutes and teachers’ meetings, the former being conducted by the superintend¬ ent twice a month with the whole class, and the latter by the principals of white schools, each in his own school, twice a month. Glynn County , including the city of Brunswick, has two normal classes, one for each race, and all tiie teachers of the schools are required to attend and take part in what¬ ever exercises may be held. Griffin. — The teachers of Griffin are required to meet as often as may he deemed ad¬ visable to receive instruction on the subject of teaching and discipline, the nature of the school system, and the best means of accomplishing its object. Borne has weekly normal classes for each race, conducted separately. Regular and special teachers’ meetings are also held. Savannah has a weekly normal class for the instruction of public school teachers, “and of such other persons in this city and county as may desire to prepare them¬ selves to be teachers.” Members of this class always have preference in case of ap¬ pointments, and certificates from the president of the board and the superintendent are given to those who complete the prescribed course of study. In order to continue and to render more effective the institute work of the State, the school commissioner recommends an annual apporpriation of at least $1,500 to be made from the school fund and to be applied for this purpose, together with any ad¬ ditions from the Peabody Fund, the work of these institutes to be done under the di¬ rection of the State hoard of education. The Peabody State Institute was held at Atlanta for one month, beginning July 18, 1887. ' Arrangements were made for both white and colored students, in separate buildings, but with like instruction for each race. The work of the normal classes was well arranged and thorough, and the attendance was large and the teachers enthusiastic. The twenty-first annual meeting of the Georgia Teachers’ Association was held at West Point, May 3-5, 1887. The colored association met at Atlanta May 4, 1887. ILLINOIS. This State has two public normal schools supported by the State, and one by county appropriations, of which the State Normal University at Normal, founded in 1857, is the oldest and most largely attended by normal students. This institution includes besides the normal department, high school, grammar, and primary grades in the model department. All normal students have excellent opportunities for observa¬ tion, instruction in theory and practice of teaching, actual training work, and experi¬ mental and practical study of methods for presenting various subjects to children, with special reference to the use of apparatus. The course of normal study occupies 3 years. By a vote of the board of education, all persons who by examination before the faculty show themselves entitled to a first-grade certificate may be received into a class for a year’s course, to be devoted exclusively to training, and those so work¬ ing in the training school shall be entitled to certificates of attendance. The Southern Illinois Normal University is located at Carbondale, and a new nor¬ mal building was opened and dedicated February 24, 1887. It was built and fur- 416 EDUCATION REPORT, 1886-87. nislied at a cost in round numbers of $152,000, in addition to the foundation of tbe old building, which was worth $8,000 additional. This institution has 3 departments : A normal university, with courses of study occupying 4, 3, and 2 years respectively ; a preparatory normal course of one year, and a training department. Male pupils who may so desire are formed into a cadet battalion under supervision of a U. S. Army officer, and aro drilled at stated times duriug the week. The pedagogical course of normal study embraces the science and methods of teaching in its application to all stages of education from the kindergarten to the college and university. The instruc¬ tion is chiefly by lectures, examinations, observations, experiments, and criticisms, somewhat similar to clinics in medical schools. Cook County Normal School, at Normal Park, has a professional training class and four high school classes representing the usual four grades in an English high school course. Pupils are admitted to the professional training class who have diplomas from colleges and high schools. Three or more years of successful teaching and a first-class teachers’ certificate are accepted as equivalent to a diploma from a high school. The professional study includes mental science, pedagogics, history of education, theory and practice of the kindergarten, manual training, elocution and the Delsarte system of exxjression, technical training in penmanship, drawing, painting, and modelling, with practice teaching one hour daily. The manual training is devoted to moulding in clay and sand, pasteboard work, making apparatus for experiments in physics, and working in wood. The county superintendent holds an institute for county teachers in the normal school during the month of September. Aurora , Molive, and Springfield report normal training classes for their teachers, and regular institutes and teachers’ meetings are held in Belleville, Cairo, Elgin, Jackson¬ ville, Peoria, Quincy, and Bockford. In Belleville there is also a monthly institute for teachers instructing in the German language. Institute work in the State is general and usually effective. The Intelligence of September 1, 1887, states that “in 1887 an institute will bo held in every county of the State for the first time in its history.” The Illinois School Journal of June, 1887, contains a list of 81 institutes arranged by the State school authorities, beginning in March and extending to September, 1887. These are usually held by the several county superintendents with two or more assistants. A law involving possibilities of reform in county institute instruction was passed in 1887, providing that the teachers in a county can attend their county institute in term time and be paid for 3 days of the time so employed. They are entitled to pay for 5 days in the year, but not to more than 3 days in a school term.1 Teachers’ associations are numerous and held at stated intervals. Besides those of the counties there are State and district associations. The thirty-third annual meeting of the State Teachers’ Association convened at Springfield, December 28-30, 1886. The attendance numbered nearly 500 leading aud progressive teachers from every section of the State. The annual meeting of county superintendents was held at the same time and place. The Northern Illi¬ nois Teachers’ Association met at Aurora, January 28-29 ; and at Polo, April 29-30, 1887. The Northern Illinois High School Teachers’ Association held a meeting April 15-16, 1887, at Hyde Park. The association for the central part of the State held its third annual meeting at Danville, March 25-26, 1887, which was one of the largest teachers’ conventions ever held in the State. Four hundred were enrolled as mem¬ bers and paid the fee of 50 cents into the treasury. The Southern Illinois Teachers’ Association held its sixth annual meeting at Du Quoin, August 24-26, 1886. The teachers’ reading circle, as a separate and distinct institution, seems to have a sure foothold in Illinois. The large assembly of county superintendents at Spring- field spoke with no uncertain voice of the importance of the circle as an agency for improving the schools, and of their determination to foster it and extend its useful¬ ness. The fundamental idea of the Illinois Teachers’ Reading Circle is the profes¬ sional and general culture of its members. Certificates have been given to 838 per¬ sons who have completed the first year of the elementary course. A portion of Barnes’s General History, Payne’s Theory of Education, and Hewett’s Pedagogy, with collateral reading, comprised the course "for 1886-87. The Illinois School Journal for July, 1887, states that the reading for next year has been simplified and consists of Barnes’s General History and White’s Pedagogy. Full outlines are to be prepared and furnished to all readers connected with tho circle, to indicate clearly the impor¬ tant topics to be studied. INDIANA. Normal instruction in this State is furnished by the State Normal School at Terre Haute, and other institutions under private management. In addition to these a free training class is reported at Indianapolis, and the system of institutes, teachers’ meet¬ ings, educational associations, and reading circle work is developing most satisfactory results. 1 Illinois School Journal, July, 1887. TRAINING OF TEACHERS. 417 The State school at Terre Haute receives liberal support by standing and occa¬ sional appropriations, and its buildings and equipments are of the best quality. The faculty numbers 17 trained normal instructors, while more than 700 pupils were in at¬ tendance last session, representing nearly all the counties of the State. The sole object of the school is the professional preparation of teachers for the common schools of the State. With that end in view it provides courses of study of 3 and 4 years in English and Latin, with special courses for high school and college graduates. Tuition is free, and residents of Indiana must promise to teach, if practicable, in the common schools of the State a period equal to twice that spent as pupils in the normal school. A training school of eight grades is attached to the institution. The Indiana Normal College was organized in September at Covington. This insti¬ tution reports a faculty of 10 teachers with an enrolment of over 100 normal stu¬ dents. The college building contains ten recitation rooms, an office, a library, and a chapel with seating capacity for 600 persons ; with a total valuation of grounds, buildings, and apparatus at $40,000. The course of study embraces ancient and mod¬ ern languages, professional normal and training instruction, commercial branches, and instruction in the fine arts. A teachers' training class is maintained for practice work and observation. A valuable laboratory offers advantages in the study of science, and pupils are taught to manufacture most of the necessary apparatus used in experimenting. The State University has established a course in the “science and art of teaching,” the design of which is*chiefly to meet the demand for well-prepared teachers for the higher positions in the public schools and colleges.1 Indianapolis has a training class connected with the public school system, the course extending over one and a half years. Hagerstown High School includes mental science and pedagogics in its course of study, and graduates are given certificates to teach after passing the required examination. La Grange County requires attendance at township institutes with forfeiture of pay for absence. Craivfordsville, Frankfort, Michigan City , Richmond, Warsaw , and Washington have stated teachers’ meetings. South Bend teachers are allowed a half day each term to visit schools of similar grade for the purpose of observation. Terre Haute teachers, in addition to their regular meetings, levied a tax upon themselves for lectures by experienced educators on sub¬ jects pertaining to their profession. Indiana is hot backward in the matter of teachers’ institutes, having inaugurated such assemblies in 1846, which is believed to be the date of the earliest teachers’ insti¬ tutes in the State. The law of 1865, requiring one to be held in each county at least once a year and making a small appropriation for this purpose, marks the beginning of the institute period. This means of professional improvement has been most effect¬ ual in elevating the standard of teaching, popularizing public schools, and fostering among the masses a healthy educational sentiment, besides creating a thirst for knowl¬ edge. A list of 61 counties holding institutes from July to November, 1886, is given.2 The thirty-third annual meeting of the State Teachers’ Association was held at Indianapolis December 28-30, 1886. County and village school and high school sec¬ tions were held in connection with the association. The enrolment was the largest ever made, and by the election of a lady as its president, Indiana is the first State to take that step. The Northern Indiana Teachers’ Association met at South Bend, March 17-19, 1887, and the Southern Indiana Teachers’ Association held its tenth an¬ nual session at Madison, March 23-25, 1887. The Indiana Teachers’ Reading Circle was organized in 1884, and is under the care and direction of the State Teachers’ Association. This is the first organization to follow the lead of Ohio in establishing a State system of reading circles. The popu¬ larity of this movement is evinced by the statement that one- fourth of the teachers of the State, over 3, 000, 3 are reading the course prescribed, and 32 counties are repre¬ sented in the examination of 1887. A fee of 25 cents and a pledge to faithfully pur¬ sue the prescribed course of study are required for membership. The books for 1886-87 are Green’s Shorter History of the English People ; Watts on the Mind, for new mem¬ bers, and a part of Brooks’s Mental Science for those entering in 1885 ; with Hailman’s Lectures on Education. Examinations are held annually and diplomas awarded to all who successfully complete the work laid out for each of the four years of the course. As indicating the importance attached to this work and the general culture of teachers, the State board of education orders that after January 1, 1887, every ap¬ plicant for a teacher’s license must present to the county superintendent at the time of examination a review or composition upon one of the books in a list which is given, said composition to contain not less than 600 nor more than 1,000 words, in the appli¬ cant’s own handwriting, with assurance that it is the applicant’s original wrork. The list from which selection is to be made comprises poems, novels, sketches, etc., by classic English and American authors of recent times. 27 ED J Intelligence, September 1, 1886. 2Indiana School Journal, July, 1880. *Ibid., April, 1887. 418 EDUCATION REPORT, 1886-87. IOWA. The State Normal School at Cedar Falls is reported to he in a prosperous condition. Another teacher has been added to the faculty, and a new course of study prepared. This new course comprises, (1) the study for one year of the elementary branches as applied to elementary schools; (2) the study of elective branches the second year to fit students for doing high school work, giving them a review of such studies as they most need. Some modifications are also made in the regular courses to cover the subject-matter required for State certificates and State diplomas.1 The regular course extends over four years, and includes scientific and didactic study, with professional departinentsfor high school and college graduates. A dec¬ laration to teach in the State secures free tuition. The demand for trained teachers is so urgent that many students leave after one year’s study, and it is estimated that about 300 teachers annually enter the profession who have received partial or finished training at this school.2 In view of this increasing and imperative demand for trained teachers throughout the State, the board of directors ask an appropriation of $10,000 for a new building, to contain sleeping apartments and study rooms for not less than 100 students ; $5,000 are asked for a cottage for the president, besides other provision for repairs to old building, increasing the efficiency of domestic arrangements, electric lights, library, and apparatus. West Des Moines training school is established in connection with the public school system of that city, and is intended especially for the instruction of high school grad¬ uates. The course extends over 1 year, and includes the careful study of prescribed authorities, with actual school work. The Audulon school board grant the entire corps of teachers a leave of absence of 1 week, to be spent in visiting the Des Moines schools. Lyons , Muscatine, Oskaloosa, Sioux City , and Des Moines hold general, grade, and other teachers’ meetings. The majority of the teachers of the State receive professional training through the medium of the county normal institutes. These have annual sessions of from 2 to 8 weeks, with abridged courses of normal work and study. The importance of these educational agencies may be inferred from the attendance, which has been steadily increasing, until it numbered over 18,000 for the year 1886. The difficulty now ex¬ perienced in most counties is how to provide accommodations for the large numbers that attend. Review schools have been held in the counties of northern Iowa, meet¬ ing from 2 to 4 weeks previous to the session of the normal institute. These schools have for their object a careful and critical study of the elementary principles of the common branches, that methods and their application to the developing mind may be studied to better advantage at the normal institutes.3 During the spring of 1887 short sessions of institutes were held in many counties of the State, which proved of especial benefit to inexperienced teachers. In the fall of 1886 a large number of district educational meetings were held by county superintendents, and largely attended by teachers and patrons. The require¬ ment of the State law for scientific instruction regarding the effects of alcoholic drinks, stimulants, and narcotics was very generally discussed, and much accom¬ plished towards securing the faithful observance of the law.4 The thirty-first annual meeting of the State Teachers’ Association was held at Des Moines, December 28-31, 1886. The enrolment was 403, being the largest ever made, with one exception. This association prepares a graded course of instruction for nor¬ mal institutes, covering a period of 4 years. “Schoolmasters’ Round Tables” have been organized in various portions of the State, furnishing opportunities for social and professional improvement. Iowa teachers are fully alive to the importance of professional and general reading as a means for improvement. As an example, it may be mentioned that Superintend¬ ent Scott, of Oskaloosa, has secured statistics of the expenditures of his teachers for last year’s reading in these subjects. The total is $516.50, or an average of $24 per . teacher. This is a good showing, and indicates wide awake and progressive teachers.5 The State Teachers’ Reading Circle has marked out a 4 years’ course of study on the Chautauqua plan. The reading for 1887-88 covers a broad field and serves as a good foundation for the 3 years’ work to follow. The course for the present year consists of mediaeval and modern history, mental and natural science, literature, and the United States Constitution. There is a manager in each county, usually the county superintendent, who enrols members, organizes local circles, and distributes books. The reading eircle board reports 51 counties with working circles. KANSAS. Kansas has a well-organized State normal school at Emporia, with a total enrolment of nearly 750 students, representing 81 counties of Kansas and 16 States. The Legis- 1 Intelligence, April 15, 1887. . 4 Eeport of the State Superintendent. 2 Iowa State Eeport, 1886-87, Appendix. fi Intelligence, October 15, 1880. 8 Journal of Education, April 1, 1887. TRAINING OF TEACHERS. 419 latnre provided for the erection of a new wing to the already commodious building, which will contain, with the addition, 50 rooms, exclusive of closets and wardrobes, especially adapted to school purposes. The cost of improvements is estimated at $25,000, with an additional appropriation of nearly $10,000 for library, apparatus, etc. Tuition in the normal department is free to all regular students, and railroad fare in excess of $3 is refunded to all pupils from the State. The strictly professional branches are grouped in a single year, the entire course of normal study occupying 3 and 4 years. Pupils completing satisfactorily the first 2 years of the prescribed course are granted teachers’ certificates good for 1 year in any part of the State, and the diploma of the school is equivalent to a life certificate. The model department is organized into a graded school, from kindergarten to grammar grades, and in this all students are required to teach during the professional year. For admission to the normal school, first and second grade certificates are accepted in lieu of examination, also diplomas from 34 high schools of the State, while other candidates are required to pass a fair examination in the common school branches. The State superintendent highly commends the important work and beneficial results of the normal school, and suggests that the ends of normal training might be better secured by making the present State normal school a normal university, devoted exclusively to training in the higher departments of normal work. For this purpose branch normal schools should be established, 1 in each Congressional district, in which academic would be combined, with normal instruction, thus relieving the normal university at Emporia of all preparatory work.1 Kansas City High School has a normal course of 3 years, designed especially for the preparation of young ladies to teach in the graded schools of that city. The follow¬ ing cities and towns have regular institutes and teachers’ meetings, in some cases the teachers being allowed to visit schools of other teachers for the purpose of observation : Atchison , Beloit , Concordia, Ellsworth, Emporia, Kansas City, Lawrence, Leavenworth, Ottawa, Paola, Topeka, Wellington, and Winfield. For the summer of 1887, eighty-seven normal institutes were appointed. The State superintendent speaks in highest terms of these factors of educational training, and urges continued appropriations for increasing their efficiency. The twenty-fourth annual meeting of the State Teachers’ Association was held at Topeka, December 28-30, 1886. In addition to the State organization, the North-west- fern Association meets at Beloit, the South-eastern Association at Fort Scott, and the South-western Association at Wichita. All of these associations are doing much in the way of stimulating professional pride among teachers and elevating the educa¬ tional standard of the State. Kansas has a State Teachers’ Reading Circle, with a comprehensive course of study, which receives the support of teachers and others interested in educational matters. KENTUCKY. No public State normal school has as yet been established for white students. Pro¬ vision was recently made by the Legislature for a normal school for colored pupils by appropriating $7,000 for a suitable building, and $3,000 annually for its support. Tui¬ tion will be'free to all colored residents of Kentucky, possessing the necessary quali¬ fications and signing a pledge to teach, as far as practical, in the colored common schools of the State, a period equal to twice the time spent as a pupil in the school. Certificates of proficiency will be granted to those who complete the prescribed course of study, and 2 years’ successful teaching after graduation will entitle teachers to ap¬ propriate professional diplomas, allowing them to teach in any of the colored common schools in the State.2 The State College has a normal department also for professional training of teachers. Educational sentiment in the State is eminently in favor of such schools for whites, and the establishment of three normal schools is strongly urged, one each for the eastern, central, and western parts of the State. Normal institutes for the judicial districts of the State are required by law, and many county institutes are also held. Three normal institutes, one for each of the supreme court districts, were appointed for the summer of 1887, withTbe understand¬ ing that at the close of each a district association would be organized to meet yearly at the same place as the institute.3 Louisville. — Normal classes for white and colored students separately are reported from Louisville. At Newport the senior principal convenes the teachers twice a month for normal instruction. Covington has monthly meetings of the teachers’ association. The State Teachers’ Association- (white) met at Louisville, July 7-9, 1887; and that for colored teachers at Lexington, July 10-12, 1887. The Teachers’ Reading Circle has a course of 3 years’ study in history and art, ped¬ agogy? science, and literature. No membership fee will be charged for the year 1887-88, but teachers are expected to register their names with the secretary. 1 Beport of the State Superintendent, 1885-86. 3 Common School Keport. 3 Lexington Observer, July 16, 1887. 420 EDUCATION REPORT, 1886-87. LOUISIANA. The Louisiana State Normal School at Natchitoches, during the few years of its existence, has become the centre of the public school system of the State. This school is assuming an individuality and independence that promise to make it a prominent institution in the South. Psychology is made the basis of all work in the normal department, and the plan of the institution, as now conducted, is essentially the same as that pursued in the best normal schools of the country. Reviews and methods of teaching the grammar studies, literature, science, civil government, and professional branches are prescribed in the course of studies. To this is added daily exercises in teaching in the practice school. The course of study covers 3 years, and tuition is free. An annual appropriation of $13,000, allowed by the Legis¬ lature, with assistance from the Peabody fund, secures to the school the necessary means for its further growth. The Peabody fund donated $2,000 to the school and $1,000 additional for institutes. The State receives 8 Peabody scholarships at the Nashville Normal School. Two graduates from the State are reported in the class of 1887. New Orleans has a city normal school in connection with the Girls’ High School. The course hereafter will extend over 2 years. Daily sessions are held on at least three school days of the week, and on Saturday morning. The annual session must bo at least 6 months, and the school is divided into a junior and a senior class. Tuition is free, and teachers holding certificates, graduates of the Girls’ High School, and other institutions of equal grade, and applicants who have spent at least 3 years in systematic study after leaving the highest grammar grades of the public and private schools of the city, are admitted after examination. The course of study includes a comprehensive review of the grammar school studies, the Tulane lessons in drawing and physiology, and lectures on other educational subjects by professors of the Tulane University and others. It is proposed to add, from time to time, elective courses of special study. Classes in stenograph}7 and Latin have been formed , and it is hoped that means will be found to open classes in book-keeping and solf^ge.1 It is recommended that this school receive from the State a support at least equal to that given to the normal school at Natchitoches. The Southern University at New Orleans is a State institution which supplies the place of the high and normal schools for colored boys and girls. There is also a Peabody normal school for colored pupils, in this city, with a course of 2| years. Monroe High School has a 2 years’ course, and in both years pupils receive normal instruction. Teachers’ meetings are held semimonthly, and the scholars of the high school who receive normal instruction are required to attend. Teachers’ institutes were successfully conducted in this State during the past year, through the liberality of the Legislature and the Peabody fund. The instruction was carried out under the direction of the president of the State Normal School, and the instructors were all members of the faculty. The institutes continued one week, and were conducted separately for the races. It is recommended that an annual summer normal of 6 weeks be held at the State Normal School. The annual meeting of the Louisiana Educational Association was held at Mans¬ field, May 6 and 7, 1887. MAINE. Maine has State normal schools at Castine, Farmington, and Gorham, with the Madawaska Training School at Fort Kent and Grand Isle. The course covers 2 years, with au additional year of advanced study at Farmington for graduates of the regular course who may desire it. The common English branches in thorough re¬ views, with such higher branches as are especially adapted to prepare teachers to conduct the mental, moral, and physical education of their pupils, are included in the curriculum. Tuition is free, and pupils are required to pledge themselves to teach in the public schools of the State for as long a time as they have been con¬ nected with the normal schools. Castine, Farmington, and Gorham report model schools. Farmington received an appropriation of $8,000 for enlargement of the school building. The Madawaska Training School is designed to educate teachers, in English specially, for the common schools in the French district. The legislative act providing for the school authorizes the establishment and maintenance, for a period of not less than 6 months in each year, of two schools in the “Madawaska Territory,” so-called. This training school takes from the schools, existing teachers and some of the best and brightest of the older pupils, and by means of reviews endeavors to give them a thorough knowledge of the elementary branches usually taught in the common schools. The results of this instruction are said to be most gratifying. Lewiston has a normal practice school which, having been discontinued for a term of 4 years, was reopened in September, 1886. The class numbered 12, and in addi- Eeport of Chief Superintendent of Public Schools, 188b*. TRAINING OF TEACHERS. 421 tion to practice work the pupil-teachers received comprehensive instruction in pro¬ fessional branches. The teachers united and took at their own expense some of the leading educational journals. Monthly teachers'* meetings are held, and also grade meetings at times. A. teacher’s association has been formed for mutual improvement and the formation of a teachers’ library, and as a result nearly 200 books have been added to this library. The Chautauqua Reading Circle has also had recruits from the teachers. Portland has a city training school with a course of one year, and a model school with over 200 pupils. One of the primary schools of the city is utilized for this purpose, having G classes of primary grades. The school work has been done by the practice class, with two members in a room for the most part, under the immediate supervision of the principal. General and grade meetings are held in this city, and there is also a teacher’s association. Augusta held seven meetings during the year which resulted in the formation of a teacher’s association, embracing the teachers in both the graded and rural schools, and holding monthly meetings during the school year. There are 18 county teachers’ associations in the State, Oxford and Aroostook having 2 each, and the other counties 1. The sessions are from two to three days, and are conducted by the State superintendent. The annual meeting of the Maine Pedagogical Society was held at Brunswick, December 30, 188G. MARYLAND. The State Normal School is located at Baltimore. The law directs that 200 students shall be admitted free of tuition, but the apportionment of two students for each member of the General Assembly brings the number to 234. These students are also provided with English text-books and school stationery free of charge, and must file a written declaration of their intention to teach within the State. Besides the reg¬ ular appointees, a limited number of students are received, who pay $50 annual tui¬ tion and purchase their own text-books. Such students are not required to become teachers. The course of study extends over 3 years, and includes the usual English branches, without any ancient or modern language. A model school is attached to the institution. The young ladies of the normal school have practical cooking-school experiences. The Colored Normal School is also located in the city of Baltimore, and has a large attendance. In the normal class there were 30 students, of whom 3 were sent out into the counties to teach. The objection that young persons reared in the city have to the comparative discomfort of such boarding as a colored teacher can secure in a country district will account for the small number of teachers that this school has been able to furnish to the colored schools. It is recommended that a small addition to the usual State appropriation be applied to the travelling expenses of county stu¬ dents who should engage to teach in the counties from which they come, which would enable the colored schools to obtain a supply of well-qualified teachers.1 An important step in the improvement of the public schools of the State is the re¬ quirement by the State board of education that teachers be examined in the science and methods of teaching, and of classifying certificates according to the manner of work performed in the school room. Caroline County has 3 teachers’ associations and a reading circle. Frederick County teachers, during the past year, purchased over 200 books on the science and methods of teaching, and subscribed for nearly 100 school journals. Kent County held 5 reg¬ ular meetings of the teachers’ county association, with large attendance. Montgom¬ ery County has quarterly associations for teachers. Somerset County has a white and a colored teachers’ association. In order to secure competent colored teachers, a colored normal class was organized during the summer, with an attendance of 18 pupils. The session lasted 7 weeks, and the course of study included all the branches required for teachers’ certificates. A similar class is announced for next summer. Talbot County held a teachers’ institute, and also a normal institute for colored teachers, lasting 6 weeks. This class had a good attendance, and began immediately^after the close of schools for the summer vacation. The twenty-first annual meeting of the white State Teachers’ Association was held at Old Point Comfort, Va., July 5-8, 1887. There was an attendance of over 300 from Maryland. The colored State Teachers’ Association met at Baltimore, June 21-23, 1887. MASSACHUSETTS. Normal schools in the United States had their origin in one of the first acts of the hoard of education of the State of Massachusetts, and the creation of the board itself gre w directly out of a public demand that teachers should have better qualifications for their work. The object of the normal schools is to give teachers special training for State Report. 422 EDUCATION REPORT, 1886-87. the responsible work of instructing and managing their schools, and, more especially, to aid them in directing the children and youth committed to their care iu securing a correct and natural development of their powers, and in the formation of a well- rounded character. This work the State normal schools are doing well, and those teachers who go forth from them into the schools are, in good measure, improving the character of those schools, and are giving a higher and a more wholesome tone to the intelligence and morality of the rising generation of the Commonwealth.1 Since the establishment of the board of education in Massachusetts, 6 State normal schools have been established, training schools in many of the cities and larger towns have been added to the system of public schools, and teachers’ associations are numer¬ ous and well attended. About one-fourth of the public teachers are normal school graduates, and nearly one-third have attended a normal school. Many more have had the advantages of such instruction as the training school can give, and all others have had their ideas and practices modified by the example of those who have been trained in the theory and practice of the best methods.2 The normal schools are improving in the methods of training they practice, and in the results they produce. The present entering classes of these schools are better prepared for a professional course of study than were those of former times. This previous preparation will in time relieve the normal schools of a large amount of academical work which is now required in connection with professional study. The State normal schools are the Normal Art School, at Boston, and normal schools at Bridgewater, Framingham, Salem, Westfield, and Worcester. The school at Fram¬ ingham is the first State normal school ever established on this continent. In 1838 a member of the board of education and an earnest friend of the public schools, the Hon. Edmund Dwight, of Boston, offered the gift of $10,000, to be expended under the direction of the board, for the training of public school teachers, provided the State would furnish an equal amount for the accomplishment of the same end.3 The offer was accepted, and on the 3d of July, 1839, the school was opened at Lexing¬ ton, removed in 1844 to West Newton, and thence to Framingham in 1852, the re¬ moval in each instance being caused by the increased demand for accommodations. The school at Westfield followed in September, 1839, and a year later the third school was established at Bridgewater. For nearly 50 years normal school graduates and under-graduates have been entering the ranks of public school teachers in their State. Two courses of study are offered at the State normal schools, one of 2 years and an advanced course of 2 years additional. The curriculum embraces the usual grammar studies, higher mathematics, natural and mental science, book-keeping, language, literature, didactics, civics, school laws of Massachusetts, drawing, vocal music, and gymnastics. In addition tq these subjects the 4 years’ course includes advanced studies in mathematics, science, general history, Latin, and French. Greek and German addi¬ tional is optional with the principal and board of visitors of each school. At Wor¬ cester, German may be substituted for French, as the interests of the school from time to time demand. Graduates of the regular course who desire to prepare themselves for the higher departments of teaching are permitted to take an advanced course at some of the schools, occupying 2 years, and including instruction and training in the Latin, French, and German languages, the higher mathematics, and other branches required to be taught in the high schools of the State. Tuition, and generally the use of all text-books, is free to such students as pledge themselves to complete the course of study and afterwards to teach in the public schools of Massachusetts, irrespective of their place of residence. Those whose pur¬ pose is to teach in other States or in private schools are required to pay in advance $30 annual tuition. Pecuniary aid is furnished by the State to the amount of $4,000 per annum for the normal schools, which is distributed among the several institu¬ tions and given to promising pupils from Massachusetts who are unable without assistance to meet all their expenses. This aid is distributed among the students at the close of each term in sums varying according to the distance of their resi¬ dences from the school, but not exceeding in any case $1.50 per week. At the normal school at Salem additional assistance is given from the income of the fund of $5,000, a bequest of Nathaniel I. Bowditch, Esq., of Brookline. The Massachusetts Normal Art School was established by the State as a training school for teachers of industrial art. The intention and scope of the school are broad. It aims to fit pupils for two very different kinds of work, namely: (1) To train stu¬ dents to teach and supervise drawing in the public schools ; (2) to fit pupils to give instruction iu the various branches of study in the evening and other industrial drawing schools. It also aims to provide for high skill in technical drawing, and for industrial art culture. Candidates for admission are examined in the common English branches of study, and in free-hand drawing of ornament from copy. Tuition is free to students residing within the State and intending to teach drawing in the public schools ; for others, the charge is $50 per term. The school offers a 4 years’ course of training in the mechanical and artistic branches, and their practical application 1 State Report. 2 Ibid. •Ibid. TRAINING OF TEACHERS. 423 to industry, and a 2 years’ course of training for the work of teaching and super¬ vising drawing in the public schools. A post-graduate course of 1 year is provided for graduates without payment of fees, on condition that if called upon by the princi¬ pal they will devote some of their time to teaching in the school. The normal school at Bridgewater has of late years given increased attention to the study of natural and physical science as related to school work, especially intended to indoctrinate the pupils in those methods of scientific study which may be exempli¬ fied in the most elementary work. The institution has 7 laboratories — 2 in the de¬ partment of physics, 2 for chemistry, a mineralogical and geological laboratory, a biological laboratory, and an industrial laboratory — furnished with the approved modern appliances for teaching how to teach and study the physical and natural sciences. This institution reports a “School of Observation,” which the students visit to observe the teaching of elementary subjects to children by a model teacher. Physical exercise is provided for by grounds for out-door sports and a pond for skat¬ ing. Framingham has a practice school which includes classes of all grades, from the lowest primary to the grammar. The work in this department is an important part of the training course, and occupies from 5 to 8 weeks in the last year of the course. Teaching exercises form a large and important part of the school work at Salem, and during the senior term object lessons are given to classes of primary school children. At Westfield the policy is to advance the standard of graduation from year to year. The most pressing need is a practice school. This need is partially met by frequent visits of the members of the senior class to one of the best of the public schools of the town, and by bringing small detachments of children from the same school into the normal school building to be there taught by the normal school pupils. The normal school at Worcester has no practice school connected with the institu¬ tion, but systematic observation of schools and actual practice in teaching, under the joint supervision of the city superintendent and the faculty of the normal school, constitute an important element in the course of training, and is known as the “ ap¬ prenticeship.”1 The systematic, objective study of children has developed into a regular feature of the school, and its influence in bringing students into .close and true relations to children is already apparent. It is the source of a new and fresh in¬ terest in the whole aim and object of teaching, and it gives at the same time valua¬ ble aid in forming correct habits of scientific observation and induction that may be applied to the pursuit of any object of study whatever. The records of these obser¬ vations of children, now amounting to several thousands in number, are carefully classified and preserved, and are believed to contain much valuable material for a re¬ vised and improved psychology of childhood, that may in the future render impor¬ tant service to the art of teaching.2 Boston.— The work of the Normal School is satisfactorily and judiciously carried on. The course of study extends through one year and is pursued with special reference to teaching. The curriculum embraces mental and moral science and logic, principles of education, school economy and methods of instruction, physiology and hygiene, natural science, study of language, elementary studies, vocal music, drawing and black-board illustration, observation and practice in the training school and other public schools of the city. Tuition is free to residents, $75 being the annual charge for others. Most of the graduates find employment at once as substitutes, temporary teachers, special assistants, or teachers in the evening schools, and some are fortunate enough to be early called to permanent positions. The normal school is proving more and more its valuo to the city as class after class adds experience to knowledge.3 Cambridge has a practice school in which all the classes are taught by young teach¬ ers under the immediate supervision of a master and a female assistant. The object of this plan is to give the young women of that city, who so desire and have made special preparation for the work, an opportunity to gain experience under conditions favorable to their own success, and without prejudice to the interest of their pupils. Graduates of the English High School or the Latin School, who have also graduated from one of the State normal schools, or from the Boston Normal School, are preferred as candidates for the position of teacher in this school, though other_persons of equal attainments may also be elected. The required term of service is 1 year, but teach¬ ers may be retained for a longer period. Compensation is paid at the rate of $150 per annum for the first 4 months, and afterwards at the rate of $200 per annum. The school contains all the classes of the primary grade with the fourth, fifth, and sixth classes of the grammar grade, the number of pupils being about 450. Stated meetings of primary and grammar grade teachers respecti vely are hold once in each term, and their schools are dismissed for the purpose. Chelsea has a system of apprenticeship, with preparatory course, for pupil teachers. From 20 to 25 graduates have been elected to permanent positions, which they have held with more than ordinary success. The disposition of the school board to select 1 Catalogue. 2 State Report. Report of the Board of Supervisors. 424 EDUCATION REPORT, 1888-87. grammar teachers from this corps after sufficient experience in the primary schools will do much towards harmonizing the system and strengthening the teaching force. Fall Biver has a training school for teachers which is reported in successful opera¬ tion, both as regards the teaching power of the pupil-teachers and the attainments of the children. The course extends through one year of study, and tuition is free. The model school consists of 6 rooms. The floor-teachers are required to teach about one hour daily in the presence of the pupil-teachers to illustrate what they regard as the best methods of teaching the different branches of study. At other times they have been required to watch the young ladies teach,- and at some convenient time after¬ ward to make suitable suggestions to them, looking towards their improvement in all those things which go to make up the faithful and efficient instructor. Gloucester reports that the training of pupil-teachers in the schools has been entirely successful. The high school is the main reliance for the supply, although the normal schools are well represented. All candidates are required to serve a year without pay, unless they receive an earlier appointment. Haverhill has a training school, and the advantages derived by the schools from its influence are marked and valuable. The course of study extends over a period of one year and a half, and graduates of the high school are given the preference in admis¬ sion. Teachers’ meetings for grammar and primary schools are held monthly, and teachers of the other grades meet about as often. The teachers of the city have formed an association known as the Haverhill Teachers’ Association, which meets monthly. Lawrence has a training school which is reported to be doing excellent service in the lines of work for which it was established. The subjects are taught on the topical plan, and teaching exercises by the principal and subteachers form a large part of the class work. The course requires one year and a half, and a high school education is necessary for admission to the school. The normal and practice schools are combined, the pupils acting as teachers when not engaged in normal work. The school consists of 7 rooms, 6 of which contain primary and middle grades of pupils, about 300 in all. More than 100 teachers have been graduated at this school since its organization, and 72 are now in service as teachers in the city schools. North Adams has a training school with one year’s course of study. Daily recita¬ tions are held under the charge of the principal, in the approved professional branches, and good facilities are furnished for the proper training of those who have the natu¬ ral qualities and aptitudes of a teacher. Practice in teaching is given, and the train¬ ing class with other teachers attend the teachers’ meetings held alternate Monday evenings. Certificates of graduation are given upon the satisfactory completion of the course, but employment is not insured to the graduates. Watertown has established during the' past year a training school for teachers. Under conditions imposed by the committee, young ladies now enter the schools as pupil-teachers. They act as unpaid assistants, and find their compensation in the example and guidance of the regular teachers and the practice permitted to them¬ selves. Springfield reports that more than half of the teachers employed in the primary and grammar grades of that city have made special preparation for their work. Ap¬ preciating not only the increasing demands of public school instruction, but recog¬ nizing that special preparation is as essential to efficient teaching as to skilful work in other professions, the school committee has resolved to give preference, in the se¬ lection of teachers, to those having received training at some well-accredited normal school, or who can bring satisfactory evidence of successful work in the profession.1 The excellent and progressive spirit animating the teachers is manifest by the at¬ tendance of about 40 per cent, of the entire corps at the Saratoga School of Methods, besides attendance of many at the National Educational Convention at Chicago, and other educational associations. The benefits obtained from these opportunities, with teachers’ reading circles, and the study of professional educational literature, are ob¬ served not only in the school work of those who availed themselves of their use, but iu a quickening of the general interest in advanced methods of teaching in the schools. The earnestness and industry of a considerable number of the Springfield teachers, and the spirit of inquiry that animates them, is perhaps at this time the most encouraging feature of the schools.2 Adams. — Iu order to raise the standard of the teaching force without depending upon outside institutions, the superintendent of schools strongly urges the holding of an¬ nual examinations for teachers’ certificates of two classes, primary and grammar, these to be confined to high school graduates or those who have received an equivalent training. The great need is a training school for those residents who desire to teach, and the demand for teachers is now large enough to make such a measure feasible. Blackslone. — A course of professional reading is recommended for the teachers of this town, comprising psychology, principles and methods of teaching, and history of education. 1 Report of the School Committee. 2 Ibid. TRAINING OF TEACHERS. 425 Braintree. — A large per centum of the teachers employed in this town have received special training, and to further promote professional and general intelligence, and thereby increase their teaching power, the teachers have formed a reading circle, with meetings twice a month. The plan of work, in their line, embraces roadings and in- vestigation in the science, art, and history of education, with discussions and illustra¬ tions upon important topics. Brockton. — In order to sustain a uniformity in the work throughout the city, princi¬ pals’ meetings have been held monthly. In addition to these there have been meet¬ ings of all the teachers, at which have been considered the methods of teaching, and one meeting specially assigned for the consideration of physiology is worthy of men¬ tion as producing valuable results. Besides these, there have been grade meetings for the consideration of questions and methods which apply only to a few teachers. Framingham allows visits of inspection. Leominster teachers met once a fortnight, or oftener, for consultation and instruction, and during the last two terms a majority of them met once a week to read and study the history of education. Middleborough has had monthly meetings of teachers. Milford teachers have formed a reading circle for the study of the history and j)hilosophy of education, and the vol¬ untary attendance at these meetings gives promise of satisfactory results in the future. Needham, teachers are allowed one day in each term for visits of school inspection. New Bedford. — During the winter of 1886-87 there was considerable professional activity among the teachers of this city. The Swain Free School offered two courses, in the English language and in Shakspeare’s ‘‘Twelfth Night,” with weekly or bi¬ weekly lectures, which a large number of the teachers attended. An enthusiastic group were busy with practical work in zoology, several local groups followed lines of professional and more general reading, and not a few worked singly in special lines of self-education. Perhaps the most interesting feature was the series of public meet¬ ings held about once a month under the auspices of the Chautauqua Teachers’ Read¬ ing Union, in which there was first a principal address and then a discussion of the subject by others. The audiences were frequently large, and in the discussions lead¬ ing ministers and lawyers took part with teachers in forming and expressing an in¬ telligent public opinion on educational matters.1 Waltham. — The school committee of this city accepts as candidates for positions as teachers in all schools below the high school only graduates of normal schools, or those who have had a successful experience in the particular work called for. Weymouth had teachers’ meetings during the year, of unusual interest and conducted chiefly by the ladies, who brought a number of their pupils with them and gave practical illustrations of the methods tq be pursued in taking up and developing certain subjects. As early as 1846 provision was made in this State for teachers’ institutes. For several years it has been the policy of the school authorities to hold teachers’ insti¬ tutes principally, or wholly, in the smaller towns of the State. The limited means of these towns oftentimes does not allow them to employ teachers of high qualifica¬ tions, or of successful experiences, and hence educational meetings being seldom held in them there is a greater need for that stimulus and interest so often experienced for good in larger and more favored communities. During the year 1885-86 few insti¬ tutes were held, and only such as were invited by local school authorities. The time usually given to that work was spent in visiting the schools of the towns, in holding meetings of the teachers and committees, and in addressing the people on the educa¬ tional needs of the several localities. The schools of one hundred and fifteen towns were thus visited by the agents of the board in company with the school committees, and on the last day of the visits committees and teachers have been called together for suggestions and instruction. These visits were usually closed by an evening lect¬ ure for the people, given by the secretary or agents. In 1837 the first county teachers’ association was incorporated, and since that time teachers’ associations have been formed in nearly every one of the fourteen counties of the State, for the discussion of those problems which present themselves in the every-day work of the public schools. These associations holding meetings of not less than one day annually receive assistance from the State. The forty-second annual meeting of the State Teachers’ Association was held in Boston, November ‘26-27, 1886. The sum of $300 annually is paid to this association by the State, subject to the approval of the board of education. The twentieth annual meeting of the Massachusetts Association of Classical and High School Teachers con¬ vened in Boston, April 8-9, 18$7. The eleventh triennial conclave of the State Nor¬ mal Association was held in Salem, July 1, 1887. The Lady Teachers’ Association, of Boston, is a mutual benefit society of teachers for the purpose of aiding such of its members as may be sick. Meetings are held quarterly for business and social pur¬ poses, and any one among the 1,100 lady teachers of the city is eligible to member¬ ship. The Schoolmasters’ Club meets bimonthly at the Brunswick, Boston. Journal of Education, March 17, 1887. 426 EDUCATION REPORT, 1886-87. MICHIGAN. Tlie State Normal School is located at Ypsilanti. The present accommodations are inadequate for the large attendance, and provision is being made to supply this need. Each member of the Legislature of Michigan is authorized by the board of educa¬ tion to appoint two students from his district, who are received free of charge for tuition. Each appointment is good for one year. Students are offered a choice from several courses of study, which have been arranged to meet the demands of the vari¬ ous grades of schools and the needs of the different classes of teachers; but all the courses of study demand an equal amount of professional training and instruction. The four-years’ courses are the scientific, literary, ancient classical, modern classical, Latin and German, and scientific Latin ; the three-years’ courses are the English, and the special course with music. This latter has been extended to afford instruction in choral singing and in instrumental music. Pupils of the school who receive- diplomas from any course are entitled to legal certificates of qualification to teach in any of the public schools of the State. Diplomas of the English course are equivalent to certificates for five years; of the other courses, for life. The practice school con¬ nected with the institution includes primary and grammar grades, and has an enrol¬ ment of 244 pupils. Adrian has a training class, for which, from a number of applicants, 4 are selected each year, with special reference to scholarship and fitness for the work of teaching. Both theory and practice receive due attention in the course, which extends over 1 year. Monthly teachers’ meetings are held, and days allowed for school visits of in¬ spection. Bay City has a training school, comprising the primary grades in one of the gram¬ mar schools. This department occupies 4 rooms and is in charge of a principal with 6 assistants, chosen from the graduating class of the high school. These assistants serve 7 months without pay and 3 mouths with pay, and, if successful in their work, are appointed as regular teachers for the following year. A general teachers’ meet¬ ing is held at the beginning of the school year ; principals’ meetings and high school teachers’ meetings, each monthly ; and special meetings at the call of the superin¬ tendent. Visiting other schools is allowed. Cadillac holds monthly teachers’ meetings and permits school visits. ' Cheboygan , during the fall and spring terms, has classes for normal training when the number of pupils will justify the use of time for that purpose. Coldivater has weekly teachers’ meetings. Detroit has a normal training class, which is taught in the high school building. The salient features of this class are one half-year’s instruction in the science and art of teaching and one half-year’s observation aud supervision of practice work of the class instructed during the previous half-year. The candidates for the training class are selected by competitive examination from the graduates of the high school and others who have pursued an equivalent course of study. The entire year spent in the training class is probationary, but pupil-teachers who prove efficient and valuable are assured of regular employment and precedence in appointment over members of any subsequent class. It is suggested to return to the original idea of depending on the training class for 80 percent, of all appointees in the primary and grammar schools, and to add a new feature by the payment of $10 per month to the pupil- teachers during their 5 months of probationary service. Fenton. — At the high school a teachers’ course of 1 year may be selected from the English course, and the student who completes the studies will be prepared to obtain a first-grade certificate ; but it is expected that the student who does this work in 1 year has completed the first years’ course of study in the high school. Teachers are allowed one day each half-year for visiting other schools. Grand Rapids. — The “cadet system” of training teachers has superseded the regu¬ lar training school for resident graduates of the high school in this city. This plan assigns young persons desiring to fit themselves for the profession as assistants to principals of schools, who supervise their practice work in the lower grades of the school. The city superintendent recommends that these “cadets” be instructed, as a class, in the principles and methods of teaching, and then be required to work them out for themselves; and if the work of a year fails to develop fairly good teachers, they should be dropped altogether from the rolls. A teachers’ library" has been started in this city. Regular monthly teachers’ meetings are held, with grade meetings ad¬ ditional. Hastings has a teachers’ class conducted during the first half of the fall and last half of the winter term. The pupils make frequent visits to primary and grammar departments for inspection. Tuition is charged at the rate of 35 cents per week. An annual teachers’ institute of 2J days is held before the opening of schools in Septem¬ ber, and absence from any part of it renders the teacher liable to dismissal. Regular and special teachers’ meetings are held additional. A teachers’ reading circle has been in operation some time, and receives unbounded praise from the city superin¬ tendent for its valuable work. TRAINING OF TEACHERS. 427 Howell lias a normal class in tlie fall, continuing 6 weeks. Fifty cents weekly is charged for tuition. Teachers' meetings are held the first day of each term, and thereafter semimonthly during the school year. Ludington has normal classes during the fall and winter terms for the benefit of high school graduates. Monthly teachers’ meetings are held. Institute work in Michigan is important and popular. The State superintendent reports that the institutes during 1886 rallied a large and enthusiastic attendance of teachers and school officers, and that their work has been, in the main, satisfactory and prolific of good.1 A manual of institute work is published in the superintendent’s report for 1886, which will be found useful in organizing and conducting institutes. The organization and work of the teachers’ reading circle is introduced and earnestly recommended as a most important means of the teacher’s growth and culture. The thirty-sixth annual meeting of the State Teachers’ Association was held at Lansing, December 28-30, 1886. Michigan has a State teachers’ reading circle. During the year changes were made in ^he organization of local circles, by which they may be established directly by the State Reading Circle Council whenever five teachers unite in requesting such organ¬ ization. A payment of the membership fee, 50 cents a year, will entitle to all the privileges of the circle.2 MINNESOTA. The normal schools of this State are among the best of the kind in the country Preparatory classes have been abolished, which action was made necessary by the demands of the rapidly growing normal departments. The schools are taught by ex¬ perienced instructors and are thoroughly furnished with modern appliances and val¬ uable libraries and cabinets for instruction in academic and professional branches. Since the establishment of the first school at Winona in 1860, more than 1,300 pupils have graduated and many partial students have received instruction, who afterwards entered the profession of teaching. The course of study covers 3 and 4 years, except for graduates of high schools and colleges, for whom a professional course of 1 year is prepared. Excellent work is done in natural sciences, both by experiment and in¬ dividual collection and analysis. Mankato has been for several years a United States signal station, and students at the normal school have opportunity of acquiring prac¬ tical knowledge of the subject of meteorology. The school at Saint Cloud is also connected with the Signal Service Bureau, and work of that kind is made tributary to class instruction in science. Fi ve thousand dollars have been appropriated by the Legislature for the enlargement and improvement of the grounds at Mankato. The school at Winona has a special kindergarten training course, to graduates of which special diplomas are awarded. Candidates holding second-grade certificates are admitted to the normal schools without examination, also graduates of approved high schools and others with equivalent attainments. Other candidates are required to pass a creditable examination in the common branches, and to receive the benefit of free tuition, all pupils must pledge themselves to teach at least two years in the public schools of the State. Minneapolis has formed plans for a training class to begin in September, 1887, and Saint Paul has a training school with a course of one year, which is considered equivalent to the senior year in either course in the high school. Duluth.— Teachers’ meetings have been held biweekly in Duluth, with occasional model class exercises, and opportunity for visiting and inspecting other schools. Saint Cloud district has teachers’ meetings, and Saint Paul has weekly grade meetings and general monthly meetings. Teachers’ “institutes are held annually in every county in which there are schools, and the sentiment is becoming prevalent that teachers should avail themselves of these opportunities for improvement. The State Teachers’ Association met in tenth annual session at Saint Paul, Decem¬ ber 28-30, 1886. The Teachers’ Reading Circle, with a comprehensive course of study and annual examinations, is a further aid in the professional training of teachers. MISSISSIPPI. This State has, as yet, no normal school for white pupils, but two such institutions are maintained for the colored race. By a recent apportionment of Peabody scholar¬ ships at the Nashville College, those formerly assigned to Mississippi have been with¬ drawn. The State superintendent urges the establishment of a State normal school for white teachers, or a chair of pedagogy in the State University, and one in the Agricultural and Mechanical College. A normal course of 2 years has been established at the Industrial Institute and College for White Girls, with free tuition for residents of the State. By law the trustees of this school apportion to each county its quota of scholars on the basis of the educable white girls in the State and several counties, 1 State Report. *MioMgan School Moderator, Feb. 3, 1887. 428 EDUCATION REPORT, 1886-87. and these are admitted into the institution, with all its privileges, for the course of studies selected. The studies of the normal students are first directed so as to enable them to pass the examinations required by the State Jaw. After this, those who re¬ main long enough are carried forward to the study of advanced subjects to prepare them to become teachers in high schools and colleges. A prominent feature of the normal work is the introduction of a well-arranged line of instruction in free-hand drawing and industrial drawing, so that young ladies will be competent to give boys and girls thorough instruction in drawing, in order that these may be able to read designs and plans, and to represent with the pencil any object it is desirable to manu¬ facture. This is intended to produce a large class of educated, skilled workers, and thus contribute ultimately to the general industrial development and wealth of the State. Private normal schools are reported at Iuka, Duck Hill, Buena Vista, and Troy. The State Normal School at Holly Springs, for colored pupils, was abolished by the Legislature in 1886, and reorganized and reopened the same year. The standard of admission has been raised, and the course of study covers 2 years. There is a model class taught in rotation by the normal pupils under the supervision of some member of the faculty. Tuition in the normal school is free to students from the State, and text-books are also furnished gratis. Students are required, by way of compensa¬ tion, to teach at least 3 years in the public schools of the State. Tougaloo University, at Tougaloo, which is mainly an industrial school, has also a normal department receiving State aid. There is an elementary, and an advanced course, of 2 and 4 years respectively. Tuition is charged at the rate of $1 monthly. Alcorn Agricultural and Mechanical College trains colored teachers for the public schools; and most of the graduates and some of the undergraduates who are teach¬ ing in the State have first-grade certificates under the new school law. The new education is rapidly gaining ground iu this State, and there never was a time in its history when such an interest was manifested in educational matters as at present. Five years ago there was not a normal institute for whites iu the State, while now there is one in nearly every county.1 The law requireswteacliers’ insti¬ tutes, separate for the races, to be held monthly during the school year. Each county is divided into three institute districts, or a less number, if such a division will not give 10 teachers to each district, and teachers are required to attend, with a penalty for unexcused absence. Superintendent John S. Lamkin, of Pike County, suggests a change in the law requiring the county superintendent to hold semiannual institutes from 3 to 5 days, for the races separately, not longer than 3 weeks prior to the commence¬ ment of the school term that follows.2 The State superintendent recommends that counties be allowed to employ expert institute managers to hold county institutes of a week’s duration prior to the opening of the winter term. A summer normal insti¬ tute for whites was conducted at Pontotoc for 6 weeks during July and August. At the annual examination of teachers throughout the State, those averaging 95 per cent, receive State licenses for 5 years. The State superintendent suggests that the law be amended so as to provide life licenses for all teachers who, at the expiration of their first, obtain second State licenses and continue regularly in the service ; and also that licenses be valid for 2 years when issued to first-grade teachers who make an average of 90 per cent, on the regular examinations. Jackson. — The city superintendent of schools is required to organize a normal class of teachers, to meet as often as he may deem advisable. Meridian High School has a course of theory and practice of teaching in the third year. A normal class of teachers is also organized, similar to that in Jackson. The North-eastern Mississippi Teachers’ Association met at Starkville July 14-18, 1887. MISSOURI. The State of Missouri is divided into 3 normal school districts, with State normal schools in each. These are located — for the first district, at Kirksville ; for the second district, at Warreusburg ; and for the third district, at Cape Girardeau. Saint Louis has a city normal school, and Lincoln Institute at Jefferson City is a State normal school for colored teachers. The revised course of study, constructed with special reference to fitting teachers for the common and high schools, is substantially the same in the three State normals. Embracing precisely the same range of subjects, each school adjusts the course to suit its special wants. The English language and literature, Latin, mathematics, science, history, professional studies, and art are in¬ cluded in the two courses of study. The elementary course occupies 2 years, confer¬ ring an elementary certificate which indicates the studies pursued and the grade ob¬ tained in each, with authorization to teach in any county of the State for a period of 4 years from date, unless sooner annulled. The advanced course occupies 2 years ad¬ ditional, conferring a diploma which authorizes the holder to teach in the public schools of the State without further examination, until such authority is revoked. i School Journal, November 20, 1886. * State Report. TRAINING OF TEACHERS. 429 To those holding diplomas and teaching successfully 2 and 3 years after graduation, masters’ degrees are conferred, after examination, if the prescribed post-graduato course of reading, or its equivalent, be completed. This course includes history, biography, science, poetry, liction, and professional subjects. Tuition is free at the State normal schools, but all pupils are required to sign a declaration of intention to teach, giving preference to the public schools of the State. Kirksville and Warrens- burg have practice training schools. The Saint Louis Normal School, though intended exclusively for the education of young ladies intending to teach in the public schools of that city, is open to ladies from any section of the country. Tuition is free, and text-books are furnished for use free of charge. Graduates of the high school are admitted to the special course, which requires 1J- years for completion. Applicants who have finished at least 2 years of the high school course take the general course of 24 years. The number of pupils is limited for the present to 150, and all are required to sign a pledge of intention to teach in the public schools of the city at least 2 years. The course of study embraces the usual English branches, Latin or German, calisthenics, and professional subjects. In the general course instruction is provided for those who wish to become German- English teachers, and who are far enough advanced in the study to converse in Ger¬ man. Diplomas of graduation are given upon completion of the normal school course to those students who have previously graduated from the high school. All other students, upon completing the course, receive certificates of qualification, which, as well as the diplomas, entitle the students to positions in the Saint Louis public schools without further examination whenever their services are needed. Every student of the school teaches for at least 5 weeks, under supervision. . Lincoln Institute, at Jefferson City, originated in a fund contributed by the Sixty- second and Sixty-fifth regiments United States Colored Infantry, when discharged from service in January, 1866. The institution has been a State normal school for a number of years, and receives appropriations commensurate with its needs. The course includes preparatory and normal departments, the latter occupying 4 years. At a meeting of colored citizens of the State, held at Kansas City in January, 1887, it was determined to petition the Legislature for a manual training school and colle¬ giate department in connection with the Colored State Normal School, as at present there is no school of higher grades provided at public expense for colored students.1 Although normal institutes in this State do not as yet receive State aid, depending on local effort and support, fully one-half of its 114 counties are reported to have made arrangements for these meetings, with prospective sessions of from 1 to 6 weeks, for the summer and autumn of 1887.‘2 The exercises are conducted by county com¬ missioners, or special institute conductors, and year by year the teachers’ institutes become more prominent as a valuable factor in preparing teachers for the arduous and peculiar work necessary to success in the school room. Regarding the results of these meetings, it is observed as a noteworthy fact that those counties are making the greatest progress in which successful institutes have been liberally sustained for a term of years, while the poorest schools are found in those counties in which insti¬ tute work is discouraged and neglected.3 Carthage has monthly teachers’ meetings. Kansas City has regular monthly meet¬ ings, monthly consultations with principals and teachers, and special or grade meet¬ ings. Moberly has monthly teachers’ meetings, with model lessons, discussions, lec¬ tures, etc. Saint Joseph has a reading circle, which holds weekly meetings after school hours, and has entered upon a systematic study of the elementary principles of men¬ tal science. No person is appointed as teacher without satisfactory evidence of some experience in the profession, or of having attended an approved normal or training school for at least one school year. Teachers are allowed two days during the year for school inspection. The Saint Louis Society of Pedagogy was formed for the purpose of discussing the subjects belonging to the science of pedagogy, and the collection of information in regard to the same. Monthly meetings are held from September to May, inclusive, and are open to the public. The work of this society has developed a greatly increased interest in school matters generally, as well as having been pro¬ ductive of mutual improvement in the science and art of education. Sedalia has regular monthly teachers’ institutes. The twenty-sixth annual meeting of the State Teachers’ Association convened at Sweet Springs, June 21-23, 1887. The colored State Teachers’ Association met at Saint Louis, December 28, 1886. There are 4 district associations in the State; 3 of these — the North-west or Missouri Valley Association, the North-east District Associa¬ tion, and the South-west District Association — hold meetings during the Christmas holidays, while the South-east Association convenes in August. The Missouri School of Science and Pedagogy, established in 1884, is a summer school under the auspices of the State Teachers’ Association. The object of this school is the further education 1 Journal of Education, February 17, 1887. 2 School Journal, New York and Chicago, September 3, 1887. 8 State Keport. 430 EDUCATION REPORT, 1886-87. of teachers in science (in its broader sense) and pedagogy. Thus far the teachers who have attended have been of a high grade, but special effort has been made to provide for the common school teacher. The presidents of the State normal schools and other distinguished educators are among the instructors.1 The Missouri Teach¬ ers’ Academy, organized in July, 1886, and the Summer School of Science and Peda¬ gogy met in joint session at Sweet Springs, June 24-30, 1887, immediately following the State Teachers’ Association. The Missouri Teachers’ Reading Cirele has a considerable membership. A fee of 25 cents was charged during the past year. The entire course includes 4 years’ read¬ ing, 2 in elementary and 2 in advanced work. The course is optional, but the State board urges a regular course. Local circles are recommended. Certificates are awarded to those completing either course. MONTANA. Teachers’ institutes are the principal agency for the professional training of teachers in Montana. All the counties of the Territory now come under the law requiring institutes to be held once each year in every county having more than 5 organized school districts. These institutes have become very popular with teachers and friends of education, and are wonderfully helpful to teachers. Attendance for the most part is willing aud cheerful, and the few who absent themselves because the law does not prescribe a penalty for non-attendance, are those who have little interest in the pro¬ fession, and who, in most cases, should not*be employed to teach at all. The super¬ intendent of public instruction recommends that teachers be required to obtain excuse for non-attendance, with revocation of certificate as penalty for failure to comply with the law. The Territorial Teachers’ Association has become a permanent institution in the Territory. Great interest is taken in the annual meetings, and it is to be regretted that the distance to be travelled, and the consequent expense, keep many away who would otherwise attend. Attention is called to the benefits which would result to the cause of education if some legislative aid were granted to teachers who attend the Territorial Association, such as paying a portion of the mileage. The favors of railroads in this regard receive complimentary notice. The annual session of the association was held at Butte City, December 28-30, 1886, and is reported as a very successful meeting. Among the resolutions adopted as recommendations to the Legislature on needed changes in the school law, was one asking that power be granted to the Territorial superintendent to issue Territorial certificates to all whom he shall find qualified to teach, on personal observation, or after personal examination by himself, or deputy appointed by himself, said certifi¬ cates to be of two grades, valid for 5 and 10 years, respectively, throughout the Territory.2 NEBRASKA. The State Normal School at Peru is reported in a most flourishing condition, and with its added facilities and the liberal legislative appropriations, it stands upon a footing surpassed by few schools of like character. There is pressing need for two additional normal schools. Though the present building was doubled in capacity one year ago, there is now scarcely room for those in attendance. The increase of pupils during the past 5 years has been more than 200, or nearly double, while the average attendance has increased in even a greater ratio. Thirty-nine counties of the State were represented in the school last year.3 An elementary course of study, occupying 2 years, is designed to prepare teachers for the common ungraded and lower grade schools. At the completion of this course a certificate of qualification is granted, which is equivalent to a second grade State certificate valid for 2 years. A higher course of 3 years’ additional study is provided for those intending to become strictly professional teachers, and to prepare them for any educational position to which they may be called. Besides the common English branches taught in the ele¬ mentary course, higher branches are included, with advanced professional study. Graduates of the higher course receive a diploma which is valid for 3 years as a State certificate of the first grade, and any graduate furnishing satisfactory evidence of success for 2’years will be granted an additional diploma, equivalent to a first grade State certificate for life. Tuition in the regular courses of the school is free to all students. Provision has been made for admitting students into a preparatory depart¬ ment and elementary classes, which will be mainly taught by members of the ad¬ vanced classes in the normal department under the eye of trained instructors. Hastings held regular and special teachers’ meetings, and 2 half days each year are allowed for school inspection. Lincoln has a general meeting of teachers at the opening of the school year, and also grade meetings and others during the term. 1 State Report. 2 Report of Superintendent of Public Instruction. 3 State Report. TRAINING OF TEACHERS. 431 Teachers’ institutes have proved of greatest value, and the growth of the worbfhas been phenomenal. The clause in the lawgiving the county superintendent power to revoke a certificate for refusal to attend the institute has proved most efficacious. A more systematic and uniform course of study is desirable.1 Of other educational helps, county associations of teachers, district associations, educational columns in public journals, and the reading circle organization, have been most prominent. Forty-two counties have associations and report 219 meetings. These are devoted to discussion of educational problems, methods of work, lectures, and exhibits of school work, etc. Three district organizations have been formed, in the south-east¬ ern, central, and northern parts of the State. The State Teachers’ Association held its annual meeting at Lincoln during the spring of 1887. The Northern Nebraska Teachers’ Association met in winter session at Nor¬ folk, December 28-30, 1886. The South-eastern Association met at Beatrice during the fall of 1886. The State Teachers’ Reading Circle is subdivided into county circles, which may again organize local reading classes. An annual fee of 50 cents is charged. The course of reading occupies 2 years and consists of professional subjects, history, science, and general literature. Thirty-five counties are reported as having circles, with a large membership. The historical and professional courses appear to give the most satisfaction.1 NEVADA. The State Superintendent, in his biennial report (1885-86), renews his former rec¬ ommendation that a normal school be established in Nevada. He suggests a normal class in the State University; or, since there is little demand at present for a univer¬ sity, while there is an immediate and almost imperative demand for a normal school, let the university itself be converted into a normal school, and the proceeds from sale of lands for the university be devoted to the support of the normal school. The State Teachers’ Institute has exercised a potent influence upon the cause of edu¬ cation in Nevada. In July, 1886, two sessions of the seventh annual institute were held, one at Reno, July 27-30, and an evening session at Carson City, July 31, 1886. Ninety-three teachers were enrolled at this meeting. The State board of education is now authorized to grant State certificates, educa¬ tional diplomas, and life diplomas. The issuance of these State credentials to teachers has elevated the profession in Nevada, and is now generally approved by the people. Under this law, also, upon the recommendation of the county superintendent where the applicant lives, a first-grade county certificate may be made valid in any county in the State.1 A new law, understood to be an experiment, provides that on and after the first Monday in January, 1889, district attorneys, in addition to their other duties, shall be ex officio county superintendents of schools.2 NEW HAMPSHIRE. The New Hampshire State Normal School is located at Plymouth. The prescribed course of study is completed in 2 years, and includes the English language and litera¬ ture, mathematics, natural science, professional study, history, civil government, etc. A model school is connected with the institution, and training in teaching, beginning the first year, increases in amount with successive terms, according to the pupil’s preparation for it by study of principles and methods. Tuition is free, and all students are required to declare their intention to teach. Manchester has a city training school which requires of candidates for admission graduation in some high school, or an equivalent. The regular course of study for those intending to become primary teachers is 1 year ; and an advanced course of 6 months is further required of those desiring to teach in the higher grades. Pupils in the training class are paid at the rate of $10 per month after 6 months, and $20 per month after a year’s service for actual work in the school. In the selection of teachers graduates of the training school have the preference, if equally qualified. For several years more than 50 per cent, of the corps of lady teachers of this cityfiias come from the training school, and this year it was 71 per cent. Dover has a teachers’ library which has proved of great value. The city superin¬ tendent urges very strongly the establishment of a training school. Portsmouth had frequent and stated meetings of teachers, and in addition there has been a weekly class in psychology. The necessity for trained teachers has been recog¬ nized to some extent by requiring inexperienced teachers to go about among the schools for three months and observe the methods. A class of pupil teachers was organized near the beginning of the autumn term, several members of which are rendering efficient service. Annual teachers’ institutes are required by law to be held in each county, the ex¬ penses being defrayed from the proceeds of the sale of State lands. Manchester State Report. 2 Journal of Education, November, 1887. 432 EDUCATION REPORT, 1886-87. reports, early in 1887, the largest and most successful institute held in the State. The registered teachers in attendance numbered 213. A State teachers’ institute was held at Exeter, March 23-25, 1887. The thirty-third annual meeting of the State Teachers’ Association was held at Concord, November .4-5, 1886. NEW JERSEY. The New Jersey State Normal School is located at Trenton. This institution stands high in value and importance to the cause of education in the State, as is shown by the fact that so many schools are under the superior discipline and teaching of those who are graduates of the State Normal School, and that so many of its graduates are now applied for and sought to fill the places of teachers in the public schools of the State. The course of study is constantly kept at the line which will enable those per¬ fecting themselves for practical teaching to advance in the knowledge of the science of teaching, step by step. All known methods of imparting instruction which are really useful and advantageous are adopted, hut nothing is allowed to interfere with the long-practiced, thorough mental drill, which is the daily, hard, plodding, and severe work of teachers and students. Two courses of instruction are offered, one extending through 2 years and the other through 3 years. These courses include the usual English branches, book-keeping, music, drawing, natural and mental science, history, literature, algebra, an#l geom¬ etry, with professional instruction and pedagogics. Lectures upon subjects connect¬ ed with school work are delivered before the schools during each year, as well as lectures upon other topics of interest to young ladies and gentlemen. In the model school attached to the institution the normal classes have opportunity for exercising their talent and ability by active work, practically applying and testing their knowl¬ edge, capability, and fitness as teachers in the common schools. During the last five months of their course of study in the Normal School the members of the graduating class are required to teach in the model school. Applicants for admission to the Normal School, who have successfully pursued the whole course of study prescribed by the county superintendent, upon the recom¬ mendation of the superintendent, are admitted without examination to the first year of the elementary course. Tuition is free to those intending to teach in New Jersey, and students must sign a declaration of intention to teach for at least 2 years in the public schools. Students in the model and Farnum Schools are admitted into the Normal School upon the certificate of the principals of those schools as to their fitness for admission. The model school connected with this institution, having boys and girls’ departments separate, besides including all the primary, grammar, and high school grades, offers special courses for business and preparation for college. The Farnum Preparatory School at Beverly is intimately associated with the State Normal School in the work of preparing teachers for the public schools of the State. Pupils desiring to enter the preparatory class for teaching, and found qualified in the required studies, must sign an agreement to enter the Normal School to finish their training upon leaving the Farnum School. Pupils graduating at this school are re¬ ceived into the State Normal School without further examination. Jersey City has a normal training course which is taught during the second term of the senior year in the normal and English course at the high school. This term is devoted to pedagogical work, mental and moral science, history and science of edu¬ cation, methods of teaching, and school economy. At the end of the senior year the students graduate with their class and receive diplomas from the high school. A post-graduate course is then required during which the work of the class consists of observation, teaching classes under supervision, practice in chargeof aparticular class, practice in as many grades as possible other than in the practice school, and partic¬ ular study of the management and the working machinery of large schools. At the close of the post-graduate course pupils receive diplomas from the training school and are eligible to serve as monitors. Nearly all of the new teachers in the city schools are graduates of the high and training schools, though graduation at the training school implies no obligation of employment. All examinations for increase in salary when the teachers have completed their terms of service in a lower grade of salary, are held largely upon the theory and practice of teaching. This city has a teachers’ association and a reading circle, and visits of school inspection are per¬ mitted. Newark has a city normal and a training school. The superintendent of schools re¬ ports the work done in the training class as very satisfactory. More room is needed for both the normal and training schools, and it is recommended that the course be extended to 2 years, and also that a kindergarten class be organized as part of the training course. The course of instruction consists of 1 year in the usual professional studies, and in addition each pupil in the normal school is required to spend at least 8 weeks in practical class room work in thejtraining school, under special direction of the city superintendent, principal of the normal school, and principal of the training TRAINING OF TEACHERS. 433 school. No pupil is admitted to the training school without a certificate of gradua¬ tion from the high school, or upon examination equivalent 'to the high school course. Non-resident pupils are admitted upon payment of tuition fees determined by the board. All pupils entering must sign a written declaration of intention to teach in the schools of the city, if desired. Diplomas of graduation are given, which aro also certificates of qualification to teach. Three teachers’ institutes of 3 hours each are held during the year for primary teachers, and for teachers of grammar, high, and nor¬ mal schools respectively. Paterson has a normal training school with a course of 1 year’s study. The entire year is devoted chiefly to class work and practice, with the constant study of meth¬ ods of teaching. Provision for manual training is reported as about to be made at this school. Union County has a teachers’ association, with four meetings annually. The teachers and school officers of the State, at a meeting in Trenton in 1887, organized a New Jersey Council of Education, to be composed of 48 members, divided into 3 classes, serving periods of 3 years each. The membership is to be limited to those engaged in professional school work, of recognized standing as educators, re¬ siding or teaching in New Jersey. Two regular meetings are to be held each year to discuss educational topics, disseminate information bearing on these topics, and con¬ sider and recommend means of advancing educational interests.1 The State Teachers’ Association met in twenty -ninth annual session at Trenton, December 28-30, 188G. State, district, and local teachers’ reading circles are enthusiastically supported in New Jersey, except in county districts where bad roads and unfavorable weather prevent, gatherings. The State circle has a membership of nearly 2,000. The course of reading for the second year (1886-87) comprises four books from a selection of professional works, history, mental science, Swinton, Hawthorne, Irving, and the Chautauquan. Plainfield is the headquarters of the Chautauqua University, which includes the Chautauqua Literary and Scientific Circle and the Chautauqua Teachers’ Reading Union, both of which organizations have enrolled many teachers throughout the United States. NEW MEXICO. Efforts have "been made from time to time to organize the educational forces of the Territory into an effective union. Circumstances, however, were unfavorable until last fall, when the Presbyterian Board, the American Missionary Association, and others, impelled by the wretched condition of public schools, determined to attempt an organization. 'This effort was cordially aided by the Governor and other public officials, and resulted in the formation of the Educational Association of New Mexico. The first meeting was held at Santa F6, December 28-30, 1886,' and proved a decided success. Important educational topics were discussed, papers read, and class exer¬ cises conducted in the presence of the assemblage. An interesting feature was an exercise in numbers by a class of Apache Indian girls, who, previous to last Septem¬ ber, had never been inside of a school- house and did not know a word of English. . A committee was appointed to urge upon the Legislature needful changes in the school law.2 NEW YOKK. The normal schools of this State, although doing most excellent work, are totally inadequate to supply the pressing demand for trained teachers. * These schools as now operated do not fill one in ten of the vacancies occurring in the ranks of the 30,000 common school teachers of the State. The system, of teachers’ training classes in high schools and academies is doing something to meet the needs of the service in some of the cities and villages, where those classes have the advantages of actual practice as well as of instruction in methods, but. in the greater part of the State, outside of these favored localities, the need of well-trained teachers is not properly met.3 Under the present laws of the State the normal school system has little or no organic connection with the public school system, or with the systems of secondary and higher schools supervised by the regents of the university. It is recommended that the laws he amended (1) so that regents’ certificates and pass-cards could be accepted by the normal schools for their face value, and (2) so that union schools and academies could establish courses of study approved by the local boards of the normal schools and by the superintendent of public instruction, and pupils holding diplomas from those courses of study should be admitted without examination into the normal schools of the State, to enter at once upon professional work, which would enable those students to be graduated from the normal schools in a year from the time they enter. All the Union schools, high schools, academies, and seminaries of the State would thus become 1 School Journal, New York City, July 16, 1887. 2 Journal of Education, February 10, 1887. 3 State Report. 28 ED 434 I . ' ‘ ; EDUCATION REPORT, 1886-87. ntimately related to tlie normal schools, and permit these to attend more rigidly and uninterruptedly to their peculiar province of professional work. New York stands next to Pennsylvania in the list of States having normal schools. There are nine State institutions of this character, located at Albany, Brockport, Buffalo, Cortland, Fredonia, Geneseo, New Paltz, Oswego, and Potsdam. The school at New Paltz is the latest addition, having begun operations in February, 1886. A new school has been sanctioned by the State authorities, and has elected its, officers and undertaken preparatory work on buildings at Oneonta.1 In order to meet the necessity for some normal instruction among the large class of young persons desiring to teach, but who can not afford the time or expense of a nor¬ mal school course, the superintendent suggests a normal institute lasting from 4 to 8 weeks in any county where a suitable number of such persons might indicate their desire for such instruction. It is estimated that from 3,000 to 4,000 teachers in the common schools drop out every year, and their places are supplied by as many more without previous experience, nine-tenths of whom have no adequate preparation for the responsible work which they are taking up. The necessity of taking steps which will at least show them how little they do know and give them some realization of the need of better preparation, and then start them in the way of securing it, is press- ing.2 The courses of study at the normal schools vary in length. Albany has a 2 years’ course, New Paltz 2 and 3 years, and the others 2, 3, and 4 years’ courses. The stud¬ ies required for a diploma authorizing the holder to teach in the public schools of the State consist of the usual grammar studies, higher mathematics, natural and mental science, civics, English literature, ancient history, didactics, drawing, and vocal music, vrith practice work. All the schools teach these studies, most of them having in addition classical and scientific courses. In the normal course proper only English i3 taught, with ancient and modern languages in the classical and scientific courses. Model training departments are reported at all the schools, with grades ranging from kindergarten through primary, intermediate, and advanced depart¬ ments. The normal schools are practically open to any properly qualified and duly appointed candidates who may desire to avail themselves of such advantages. Per¬ sons desiring to attend consult the school commissioner of their district, and his rec¬ ommendations are made to the State superintendent of publio instruction, whose ap¬ proval constitutes an appointment. Entrance examinations are required of all stu¬ dents. Tuition and the use of all text-books are free, and the amount of fare neces¬ sarily paid in coming by public conveyance to the school is refunded to those who re¬ main a full term. Normal students pledge themselves to teach in the public schools of the State for as long a period, at least, as that spent in the school. Appropriate diplomas are offered on the satisfactory completion of each course of study, which , serve as licenses to teach in the public schools of the State. The Normal College of New York City reports an enrollment of 1,620 female pupils, with 66 instructors, being the largest normal school in the United States. The de¬ mand for admittance has been so great that a rule was passed limiting the number of admissions to 600 in any one year. In the admission of students it was deemed wisest to institute a purely competitive examination and admit the 600 in the order of merit, without regard to any fixed per centum, except that no candidate could be admitted unless she answered three-quarters of the questions proposed. A high standard, how¬ ever, with comparatively easy questions was established, but the result proved a dis¬ appointment. It was sub sequently determined that the entrance examinations should consist of comparatively difficult questions, and to admit all who received an average of seventy-five. Of the total number of graduates since the establishment of the col¬ lege (3,700), about one-half are now doing good work in the common schools of New York City, in which they occupy qll positions from that of the lowest primary teacher up to that of principal. When deaths, marriages, and removals from the city are taken into account this is an excellent showing, and clearly proves that almost all the graduates sooner or later obtain positions. The course of study covers a period of 4 years, and tuition is free to all students. The instruction is comprehensive and thorough, and includes, iu addition to the studies in English, Latin, French, German, history, higher mathematics, drawing, music, natural, mental, and moral science, with methods of teaching and practice in the training department during the last two years. In the two modern languages, French and German, the work has been so thoroughly done that there is now no dif¬ ficulty in obtaining graduates well qualified to instruct children in the common schools in these subjects, and thus dispensing with the services of special teachers. Special mention is also made of the marked success achieved in the department of free-hand drawing and original design. Beautiful work has been done by the grad¬ uates, which some of them have sold for fair prices.3 1 School Journal, New York City, October 15, 1887. 2 Ibid. 3 Report of the President. TRAINING OF TEACHERS. 435 New York City has a teachers’ mutual benefit association, which received in June, 1887, a donation of $3,000 from a friend of the cause. Hereafter one-half of the receipts of this association are to go to retired members, women that have taught for 35 years and meu that have taught for 40 years.1 Albany has a teachers’ training class, which has become an indispensable adjunct to the system of schools in that city. The city superintendent reports that the good effects of the training school are felt to-day in every school room in the city j^for, aside from the direct benefit given to its graduates, the principles and methods incul¬ cated have permeated the whole corps' of teachers.* 3 The school was organized for 2 terms under the direction of the office of the regents of the university, who appro¬ priated the customary amount of $500 for maintaining the class. The certificate of that body is issued to the graduates. The course of study extends through 1 year, and there is practically no instruction in subject matter, the whole time being given to the theory and practice of teaching. The instruction for the past year included music, firawing, school economy, and civil government, United States history, and physiology for members of the class who had not passed the regents’ examination in these studies, with methods in primary branches. Each member of the class has given lessons in the class on assigned subjects, and has observed 1 month and taught a number of weeks in a primary and a grammar school designated for the purpose. All the mem¬ bers of the class have voluntarily given extra time to teaching in the preparatory class of the primary school in periods of from 1 week to several months, thus exhib¬ iting a commendable desire to obtain all the benefit possible. Tuition is free to 'residents of the city, while others are charged $75 annually. Meetings of teachers for the purpose of discussion and mutual improvement have been held regularly during the school year, to the great advantage of all who at¬ tended. Brooklyn has a training school, occupying 4 rooms in one of the primary schools of the city, which constitutes the model -primary school. One year’s course of study is devoted to strictly professional subjects, reviewing only the elementary studies, and doing this for the purpose of exhibiting improved methods of instruction. The work of the pupil-teachers embraces, first, the study of the principles of education, school government, and methods of instruction; second, the* observation of work done by the model teachers in the primary classes ; third, actual experience in teaching, each pupil-teacher being required to successfully instruct a primary class for at least 10 weeks before receiving a dixfioma. Tuition is free, and only holders of “B” certifi¬ cates are admitted to the training school as pupil-teachers. These certificates are granted after examination in the grammar studies, with algebra, geometry, astron¬ omy, and natural philosophy. Graduates of the training school may be appointed to any primary grade, and their experience in the training school shall entitle them to he credited as having had 2 years’ experience as teachers in the public schools. Although the pupil-teachers have no guarantee of an appointment upon the comple¬ tion of their course in the school, yet the number seeking admission is larger than can he admitted, and those in attendance seem to he controlled by a single purpose, that of properly fitting themselves for positions as teachers.3 The city superintendent is required to call the principals of the schools together at least twice in each year for the purpose of consulting with and directing them in the discharge of their duties, and he has also authority to call heads of depart¬ ments and teachers together at such times and places as he may think proper for the purpose of instructing them in the principles and methods of teaching. There is a teachers’ association in this city. Rochester. — Regarding the normal class in this city the superintendent says : u A /sufficient number of those who have received training class diplomas have already been employed in our schools to give opportunity for judging of the practical results of this preparatory training; and facts prove, what reason would indicate, that the average graduate of the training class gets an intelligent hold of her work in very much less time than was required by those of equal scholarship and ability who used to enter the teacher’s calling without any special preparation.” 3 A more extended notice of this training class is found elsewhere. The only certificates fiow recognized by the school hoard of this city, besides those issued to graduates of the training class, are New York State College and Normal School certificates. Syracuse training school admits only graduates of the high school, or others having had equal literary advantages, the required standard being 75 per cent, upon the entrance examination. The course extends through one school year, and is divided into two terms’ work. The first term comprises a course in history, mental philosophy, methods of teaching arithmetic, geography, language, history of education, with something of practice in teaching. " The second term’s work comprises more fully the theory and practice of teaching with the study of methods. The practice of teaching is under the criticism of the training teacher, and is thorough. The philosophy and 1 New England Journal of Education, June 16, 1887. 3 Report of the City Superintendent. 2 Annual Report. 436 EDUCATION REPORT, 1886-87. history of education is continued and applied. At the end of the course the candi¬ dates are examined upon these subjects and upon their ability to handle classes and conduct recitations. To all who are able to stand the required test the board of edu¬ cation grants certificates of qualification to teach in the city schools. Tuition is free to residents, and others are charged $34 annually. At present not less than from 25 to 50 per cent, of the teachers in the city schools are graduates from this training school.1 Monthly teachers’ meetings were held according to regulations during the year with more than customary regularity in attendance. The meetings liaye usually been in¬ teresting, and such topics have been considered and discussed as should call for earnest consideration of every one engaged in teaching. During the year teachers have hau. the privilege of listening to five or six addresses from prominent men en¬ gaged in work similar to their own, and of participating in the discussion of those . topics which are intimately connected with the every-day work of the school room. This feature of work has existed from the beginning of the city organization, and has been an important aid in building up the school system, and in unifying the work of the various schools and departments.1 Appropriation is provided bylaw for the instruction in academies and union schools in the science and practice of common school teaching. Each scholar instructed for the full term required bylaw in such classes, who has passed the preliminary exami¬ nation and also the final examination prescribed by the regents of the university, is considered competent to teach in the common schools of the State. A testimonial is granted to such a student, which, when endorsed by any school commissioner, con- | stitutesa certificate to teach in the district for one year, which certificate, at suc¬ cessive expirations thereafter, may be re-endorsed and made valid for a period not to , exceed three years after each endorsement. Auburn. — Theory and practice of teaching is an elective study in the fourth year at i the high school. Canandaigua. — Provision is made in the academical department for ! a normal course of one year, with free tuition to non-resident pupils. Corning has monthly teachers’ meetings. Glovcrsville had monthly teachers’ meetings and also a teachers’ association for reading and discussing standard educational books and for the study of English literature. Ithaca has general teachers’ meetings on the first Saturday of each school year, and at other times thereafter. Jamcstoum. — The Jamestown Union School and Collegiate Institute has a special ' normal department, which is organized at the opening of the fall term. The course ! of instruction consists of lectures semiweekly by the superintendent and class reci- tations in those subjects required by the regents. Three terms are required to com- j plete the course, two terms for those who have taught one or more terms successfully. Twenty-five members of the class will receive their tuition free for one term. Stu¬ dents completing the course of instruction receive teachers’ diplomas of the first or second grades according to qualifications. At least, twelve teachers’ raeetiugs are held each term, at which all the teachers are required to be present. Kingston Acad - i emy has a normal class, taught during the fall and winter terms. Lansingburg had 1 teachers’ meetings averaging two a month; also a local teachers’ association, which met monthly for cifess work and discussion. Two meetings of the Rensselaer County Teachers’ Association were held, and the schools were closed during institute week. Newburg held general monthly teachers’ meetings, and also monthly grade meet¬ ings. Oswego has general teachers’ meetings daring the first week of each term. Home Free Academy hgs a teachers’ class, the State paying for the instruction of all the members. Teachers’ meetings are held monthly. Saratoga Springs has a train- , ing class with daily practice in actual teaching throughout the year. Troy has monthly teachers’ meetings for primary, intermediate, and grammar grades separately, and also general meetings, with attendance obligatory on the part of the teach- ' ers, and the forfeiture of one-half day’s pay for absence from any meeting. The j: teachers of each school are required on one day in each term to visit other public schools of the city, and to send a written report of their observations to the superin- d ten dent within one week thereafter. Utica Academy has a 2 years’ normal course, with certificate of the studies pursued. Frequent teachers’ meetings have been held during the past year, and all teachers are req uired to attend the meetings of the Ut ica ; Teachers’ Association, as well as meetings called by the superintendent. Watertown 1 held 63 grade meetings for teachers during the year. Yonkers has monthly as well 1 as occasional teachers’ meetings. The institute work iu the State is one of vast importance. Although difficulties in the way of organization exist, no other plan has been suggested for keeping the great body of teachers up to the front iu methods of instruction. For more effective work the State superintendent proposes to change from county to district institutes, and hold but one a year; insist that every school in the district shall be closed while an institute is in progress, teachers required to attend and promptly paid during such attendance ; adapt the work as far as possible to the needs of the particular district, - . - - - 1 Report of the City Superintendent. TRAINING OF TEACHERS. 437 and distribute a programme of tlie same to teachers 2 weeks before the institute ; sup¬ ply the best and most practical instruction possible, and bring the normal school facul¬ ties into active cooperation in institute work, thereby securing their invaluable aid and leading them to a fuller appreciation of the needs of the system. The forty-second anniversary of the State Teachers’ Association was held at Eliza¬ bethtown, July 6-8, 1887. The second annual session of the State Association of Academic Principals convened at Syracuse, December 28, 1886. The State Association of School Commissioners and Superintendents met in the same city, January 19-21, 1887. New York has a State teachers’ reading circle which was determined on at the meeting of school commissioners and city superintendents in 1885-86. This circle is I reported to have formed subordinate circles in most of the counties of the State, teachers in large numbers pursuing the prescribed course of reading, which extends through three years, and relates to the history, science, and art of teaching and of school government.1 NORTH CAROLINA. The University of North Carolina has a limited normal course of three months, to which teachers are admitted without tuition by recent act of the Legislature. Con¬ nected with the city schools of Charlotte is a training school, from which most of the teachers are chosen. Raleigh has several private schools with normal departments, and teachers’ meetings are held at stated intervals during the school year. The aid from the Peabody fund has done much to create a healthy public sentiment in favor of public education The scholarships at the Normal Coliege at Nashville are eagerly sought after, North Carolina receiving fourteen. Six students graduated in the class of 1887. State normal schools for colored pupils are established at Fayetteville, New Berne, Plymouth, and Salisbury. The normal course covers three years, during which the pupils receive training in the art and methods of imparting instruction in the several branches of study taught in the public free schools of the State. The curriculum | includes the common English branches, book-keeping, Latin, history, literature, sci¬ ence, algebra, geometry, and theory and practice of teaching. Tuition is free to all I residents of the State, and the text-books required are furnished as far as possible from the school library without charge. Salisbury reports a model department with ! 33 pupils last session. The professional training of teachers is chiefly through the agency of State normal ; institutes, called “normal schools,” which have annual sessions of several weeks. The State appropriates $4,000 for each race, there being eight schools for white and five for colored teachers. The State superintendent urges the necessity for a regular normal college for white pupils, to be so conducted as to allow the professors time to hold county institutes from two to three months every year.2 A State colored nor¬ mal institute of 10 weeks was held at New Berne in the summer of 1887, with an attend¬ ance of 80 in normal and secondary grades. More than the usual number of county : institutes are reported, and the impression seems to be gaining ground that the county institutes are worth more to the State than are the normals.3 The North Carolina Teachers’ Assembly met in fourth annual session at Morehead City, June 14-29, 1887. This meeting was one of the largest and most intelligent assemblages of teachers ever seen in the South, with a membership of nearly 2,000. The object of this assembly is “to enable teachers to meet for discussion of educa¬ tional questions, to give an opportunity to hear the opinions and methods of distin- ! guished specialists in the various departments of teachers’ work, to aid teachers in j securing situations, and to afford the means of combined action in obtaining such educational legislation as the best interests of the State may demand.” 4 Meetings are held annually, with fees of $2 for males and $1 for females, the fund thus ob- ! tained to be used solely in defraying incidental expenses and in securing talented i instructors for each assembly. The chief topic discussed at the last meeting was the j need of a State normal college for both sexes. The committee appointed to present I this matter before the Legislature was continued, with instructions to keep the subject i before that body until the school was established. A resolution was adopted to estab- i lish a school for the critical study of literature in connection with the assembly. | Through the liberality of some special friends of North Carolina education, a build- ! ing is to be erected at Morehead City for the use of the assembly, and is expected to j be ready for the session of 1888.6 Teachers’ councils have been organized in many counties of the State. The colored i teachers met at Raleigh, November 11, 1886, to consider the importance of a State | institution for training colored teachers and for the higher education of the colored youth of the State. 1 Report of the Sta te Superintendent, 1886. 2 Report of the State Superintendent. 1 Journal of Education, August 25, 1887. 4 Constitution of the Teachers’ Assembly. 6 North Carolina Teacher, October, 1887. 438 EDUCATION REPOET, 1886-87. The Teachers’ Reading Circle has an excellent course in history, biography, litera¬ ture, and professional study. OHIO. There is no State normal school in Ohio. The establishment of a normal depart¬ ment at the University of Ohio at Athens, and the appointment of a professor of pedagogics, is said to be the first thing of the kind ever begun by the State Legisla¬ ture m Ohio.1 There are several cities having training classes, and a number of private institutions which offer professional instruction for teachers. The course of study at the Cincinnati Normal School has been extended to 3 terms, covering a peril i of years, or 15 school months. The subjects include the usual professional studies, with practice teaching under critic-teachers during the second and third terms in the practice department of the school. A course in German is offered in which the pupils receive the same instruction in the department of theory as the English pupils, with the exception of one hour a day, which is devoted to the study of theory in German. The subjects considered are pedagogics, including didactics, discipline, and methods of teaching German in the several grades, attention being given to German grammar and composition and methods of teaching these branches; German literature, in¬ cluding history of the German language, some of the most celebrated authors, their lives and writings; German educators and their methods. The pupils in the German course have practice also in the four grades of the practice school. Tuition is free to residents of Cincinnati, who must he graduates of the high schools or pass satisfactory examinations in all the branches included in assistant teachers’ certificates, the theory and practice of teaching excepted. Non-residents are charged an annual fee of $40. Pupils who complete the course of instruction and training and pass satisfactory examinations recei\re certificates of graduation which entitle them to preference, other things being equal, for positions as teachers in the public schools of the city. Cleveland has a training school for graduates of the high schools of that city or some other academic institution of equal grade. Regarding the value of this school the city superintendent says: “There can he no question that the training school has strongly tended to raise tho average level of general culture and of professional ability of the teachers.”1 The course of study extends over 1 year and comprises history of education, mental and moral science, and school management, with review studies, to which constant attention is paid as to tho methods of teaching the various subjects. Practical work is provided for all students under the direction of practice teachers. Instruction in German is provided for pupils who have graduated in tho German course in the high schools, which is provided for pupils of German speaking parents. Practice is likewise afforded in the German department of the model school. Tuition is free to residents, while others are charged an annual fee of $40. Tho graduates of the training school do not have preference over others in appointments to schools. There is a pedagogical society in this city holding regular monthly meet¬ ings from October to May. Columbus has a normal school which, consists of a separate department of one year with two divisions — a department of theory and a department of practice. A class of 13 female pupils is reported at the normal school for 1887, of whom 11 received diplomas at the end of the course. There are 3 practice schools connected with the normal school, and each normal pupil taught 10 weeks. Tuition is free to resident graduates of the high school and others of equivalent qualifications, who pass satis¬ factory examinations and declare their intention of becoming teachers — to teach, if practicable, in Columbus schools for three consecutive years, provided their services are needed. Non-residents of the city pay a tuition fee of $40. A diploma from tho training school exempts the holder from further examination, provided the person has reasonable success in teaching and governing a school, and the term of service is understood to be for a consecutive number of years. Graduates of the normal school have no preference in appointment over others of equivalent qualifications. Separate teachers’ meetings are held for English and German teachers. Dayton Normal School continues to do excellent work in indoctrinating true theo* ries of education and modes of teaching, and in the arts of management suited to tho grades for which the young ladies are trained, and in which they havo opportunity to practice. The minimum course of study covers a period of 1 year, and tuition is free. The practice rooms consist of a first grade room and a mixed second and third grade room, and in immediate connection there is a German room of first, second, and third grades in charge of a regular teacher. Dayton teachers hold a social meeting once a month, and for the literary part are studying Ohio history. Geneva Normal School offers a special teachers’ course, and if desirable, students can study the languages and higher mathematics in the regular classes. ! ‘School Journal, December 11, Deport of tho City Superintendent, ISD-SS. 439 TRAINING OF TEACHERS. Steubenville has a normal and training school in which each pupil takes turn, 1 month at a time, in the training school, which consists of 2 rooms in charge of the training teacher. The pupils are detailed in alphabetical order, and are on duty about three times during the year. The minimum time for completing the course in the normal and training school is 1 year. Zanesvilleii2LS a normal school with a course of instruction in both theory and prac¬ tice extending over 1 year. Any resident of the city, upon satisfactory examination, may attend the school free of charge, others paying an annual tuition fee of $40. The class is limited to 20 in number, beginning with the highest in rank of scholarship and admitted in order after. One month is devoted to the practical work of teaching, for which purpose 2 schools are specially designated and located in the building of the normal school. Graduates have preference in appointment as teachers, other things being equal, and such graduation is considered equivalent to 1 year’s practical experi- ence in the estimation of salary. An average of 80 per cent, in the studies of the year i3 required for graduation, and after 1 year’s successful teaching a diploma is given. General teachers’ meetings are held every 4 weeks, and the normal pupils are required to attend all regular meetings. Lancaster.— Soon after the opening of the schools in September, 1886, a class com¬ posed of all the teachers in the city schools, together with some who were not teach¬ ers, was organized and took up the study of Sully’s psychology. This class met every 2 weeks during the fall and winter, and made commendable progress in the study. In addition to psychology, the teachers took lessons in vocal music, and some were members of a Chautauqua reading circle, while others read educational periodicals. Teachers are allowed one-half day during the year for school inspection. Canton has teachers’ meetings every 2 weeks, with a penalty of $1 for unexcused absence, and 50 cents for each tardiness. Newark has general/teachers’ meetings on the Saturday preceding the opening of schools at the beginning of the school year, and as soon after the close of each school month ; also general and sectional meetings. Norwalk has weekly teachers’ meetings, and also special meetings at the call of the superintendent. Salem teachers holding 2 or 3 years’ certificates may have the same renewed upon passing satisfactory examinations in psychology and general history as laid out in the Ohio teachers’ reading course. General grade meetings are held monthly; also report meetings, and the Teachers’ Reading Circle has weekly sessions. Sandusky teachers have stated meetings and opportunity for school inspection. Springfield has an annual teachers’ institute and teachers’ associations. For a few years past normal work has been attempted in connection with the regular work of the schools, and the city superintendent advises a more thorough organization and liberal provision for this department. Chillicothe, Ironton, Massillon, and Xenia afford their teachers opportunity for visits of school inspection. Ohio has many teachers’ associations. During April, 1887, 7 meetings of teachers were held in different parts of the State for discussion of educational topics, and 3 more were announced for the first half of May. The forty-first annual meeting of the State Teachers’ Association was held July 28-30, 1887, at Akron, where the association was organized in 1847. A special resolu¬ tion was adopted that there should he appropriate, exercises in all the schools of Ohio in connection with the centennial celebration of the first settlement of the State, and it was urged that this subject be presented in all the institutes to be held during the year. The North-western Ohio Teachers’ Association met at Lima, December 28-29, 1886 ; the South-western Association at Cincinnati, January 29, 1887 ; the North-western Association at Ashtabula, May 14, 1887 ; ’the South-eastern Association at Middleport in November, 1886 ; and the Central Association at Columbus, Novem¬ ber 12-13, 1886. The Ohio Teachers’ Reading Circle, founded in 1883, was the first organized State reading circle in the United States. At the meeting of the State Teachers’ Association at Akron, in June, 1887, 99 members of the circle were reported as hqVmg finished the 4 years’ course of reading and were given diplomas. Membership in' the circle was re¬ ported at 1,120, with a balance in the treasury of about $130. OREGON. Normal schools are established by law at Ashland, Drain, Monmouth, and Weston. Returns, however, have been received from the first two only. The school at Ash¬ land, for the first time in its history, will he conducted under the auspices of the State hoard of education, during the coming session. The course of study in these schools covers a period of from 2 to 4 years, and consists of elementary, advanced, and professional work, with a collegiate department at Monmouth. Model schools are reported at Ashland and Drain. Free scholarships, apportioned among the different counties, are established at these schools, candidates being required to sign a pledge 440 EDUCATION REPORT, 1888-87. to teach and pass sncli an examination as will entitle them to second-grade certifi¬ cates. Diplomas of the normal schools are equivalent to State educational diplomas, good for 6 years, and after teaching that length of time, graduates are entitled to life diplomas. State teachers’ institutes are held in the several judicial districts of the State, and are usually largely attended by teachers and people. County institutes were held in 14 counties during the past 2 years, and the increased attendance indicates the growing popularity of - these assemblies. Among the good results of institute work noticeable in the State, which applies also to other States, the superintendent of public education mentions that the best teachers are always present at the institute and are active in its support and emphatic in its approval. The best educators from college, university, academy and high school are also in attendance and active in the work; school directors, impressed with the necessity of employing the best teachers, attend the institutes for the very purpose of securing the best qualified and enter¬ prising te’achers ; and the energetic efforts Gf county superintendents to improve their schools is also the means of arousing in the minds of school officers and people a renewed and lasting interest in the public schools.1 The State Teachers’ Association held a meeting at Yaquina City, July 6-9, 1886, which was more largely attended than ever before, having 420 teachers enrolled. PENNSYLVANIA. The results of normal training in this State are comprehensively summarized by the State superintendent. He says that the commendable service now being ren¬ dered in the public schools of that Commonwealth by teachers who have had the ad¬ vantages of normal school training is the best evidence that can be offered in proof of the fact that these schools are cooperating in the work of education within their proper and legitimate sphere. The marked increase in the number of earnest and faithful students in attendance during the past year shows that the State normal schools as a whoie are regarded by thoughtful people with growing favor, and are proving themselves worthy of a most, generous support.3 There are 11 State normal schools, besides the Girls’ Normal School of Philadelphia, and various training schools and high schools with normal courses throughout the State. The course of study at the State normal schools covers a period of 2 and 3 years, while at the Philadelphia school the fourth, or post-graduate year, is devoted exclusively to practice work in the schools. Tuition is charged at all the State in¬ stitutions, but the law appropriates to every student over 17 years of age who shall sign a declaration of intention to teach in the common schools of the State the sum of 50 cents per week, and every student who upon graduation shall sign an agree¬ ment to teach in the common schools of the State 2 full years receives the sum of $50. The course of instruction, as recently revised and approved by the State authorities, consists of an elementary course of 2 years and a scientific course of 1 year addi¬ tional, which arrangement appears to meet with general approval. Academic courses are also established for students desiring to enter college. Admission to the senior class of the professional course is determined by examination in the junior studies, with the exception of pedagogy, the examination being held by the State board of examiners, and being fma! for those studies. Students passing this examination successfully are given certificates which entitle the holders to admission into tho senior class in any State normal school of Pennsylvania at the beginning of any senior year. Diplomas are awarded on the completion of both the elementary and scientific courses. Normal school diplomas are teachers’ certificates of highest grade, conferring the right for life to teach, without further examination, in the common schools of the State. A new State normal school for the thirteenth district, at Clarion, was opened April 12, 1887, with nearly 150 students and a faculty of 10 instructors. The Carrier Seminary, in operation at that place, formed the basis for the school. Tw o large 3-story dormitories were erected, with all modern appliances for comfort and con¬ venience, and provision has been made for furnishing the library. The chief fact to he noted in connection with the Bloomsburg school is the opening in January of the building for the use of the model school and of the teachers’ classes. At the Cal¬ ifornia State Normal School a large extension to the ladies’ dormitory was completed and partly occupied before the close of the year. The grounds also have been im¬ proved. The school at Edinborough has a model school divided into ten grades, from primary to grammar grades. There is an armory for military drill in stormy weather, while on fair days the young men drill on the campus. The library of6,500 vol¬ umes continues a prominent feature of the school. It is open every day in the year, and a librarian devotes her entire time to its care. Improvements have been made in the heating arrangements at this school. At Indiana important improvements have been made within the year in regard to heating and ventilation. Other improvements of * Report of the State Superintendent. * State Report, 1887. TRAINING OF TEACHERS. 441 value are now in progress and will be completed in time for next year. Mucli empha¬ sis is placed upon the training department at this institution, and many kindergarten features have been recently introduced in connection therewith. At the opening of the third term at Kutztown, on the first Monday in April, the school took possession of the new building containing a chapel, dining hall, and additional dormitories and recitation rooms. Notwithstanding these increased accommodations, upwards of 40 young men were compelled to room and board outside of the buildings. Among the appliances recently purchased is a solar camera with a large collection of well selected slides. This is used as an aid in teaching geography, and it is intended to be utilized also for the purpose of showing microscopic objects to an entire class during the reci¬ tations in botany and physiology. The Central State Normal School at Lock Haven received an extra appropriation from the Legislature of $15,000, with which the south wing of the building has been finished. That portion of the building which has been in use from the beginning has been also thoroughly renovated. Additions have been made to the teaching force at the Mansfield school. Ten post-graduates were ia at¬ tendance last year, and all departments of the school are full. More apparatus and furniture have been added to the model school, and the plan of work in this depart¬ ment has been very much improved. Every teacher is required to make careful prep¬ aration for every recitation, including both matter and method. A j)lan of the week’s work is submitted to the principal, and he observes whether it be correct and sees that it is put into execution. At Millers ville improvements have been completed to the approximate amount of $16,000. Much interest and enthusiasm is manifested among the students, extra work being done in addition to the required studies. An unusually large number of resident graduates attended the school during the summer session and pursued ^studies of the scientific course and reviewed others. A read¬ ing room has recently been opened at this school. At Shippensburg the libraries have been increased. The building has been thoroughly repaired during the summer and is now in first class condition as to convenience and comfort. The attendance is large and the standard of scholarship has been raised, and the students generally have manifested a spirit of earnest attention to work. At West Chester additions and improvements have been made to new buildings. A new chapel has been erected, with fixed seats for 1,000 persons; the total cost of all improvements made during the year will amount to more than $40,000. The new" course of study has added at least one-half a year to the length of the course and fully a year to its value. High school graduates generally plan to be there 2 years and are well satisfied if they can finish the course in that time. In addition to the careful study of psychology, methods of instruction, school management, and history of education, the graduating classes must now read carefully, and under close supervision, half a dozen of the leading works on pedagogy. These they all buy, and thus make a creditable beginning towards professional libraries of their own. This has proved to be a most valuable feature of the course. Model schools are in operation at all the State normal schools. The Philadelphia Normal School for Girls has a 3 years’ course of professional study and 1 year of practice additional. Only residents of the city and those having been pupils of the twelfth grade in the public schools are admitted. The school is crowded to its utmost capacity, and the principal urges the importance of increasing the age of admission from 14 years. A kindergarten department has been recently estab¬ lished. A notable feature of the curriculum at this school is the teaching of sewing, cutting, and fitting. An examination in this branch of work is held at the close of the 4 years’ course of study, and a trial certificate of qualification as teacher of sew¬ ing for 1 year is awarded to each member of the fourth year class who obtains an average of 80 per cent, or upwards. At the expiration of a year’s teaching on the part of the holder of this trial certificate it becomes void unless evidence of satisfac¬ tory teaching is furnished, when the certificate is made permanent. The fourth year students enter the school of practice as teachers immediately after graduation in the normal school, and give instruction at intervals during half the year. Principals’, assistants’, and trial certificates are awarded to those completing the fourth year, in the order of their scholarship. Teachers’ institutes now stand upon their own merit. Proper remuneration is given to teachers for attendance, and all schools are closed during the time of the institute. They are of inestimable value to the school work, and carry with them wide-spread educational power. Not only are teachers encouraged and benefited by them, but whole communities come under their influence, and the educational authorities can find no surer way to reach the mass of the people than through their instrumentality.1 Many of the counties have local institutes, educational meetings, teachers’ associa¬ tions, and reading circles. Allentown held semimonthly meetings, the primary grades studying Brooks’ Normal Methods of Teaching. Altoona has a teachers’ reading circle. Beaver Falls has stated teachers’ meetings. Bethlehem has semimonthly meetings, and Tate’s Philosophy of Education was the subject for special study during the year. There is a teachers’ library in this city. Bristol has primary teachers’ meetings twice 1 State Ileport. 442 EDUCATION REPORT, 1886*87. a month, and meetings once a month, for teachers of other grades ; in addition to these an institute is held by the teachers. Chamber shurg had a normal class during the past year composed of the younger teachers, and the improvement made is indicated by a rise in the grade of certificates granted at the last examination. At Chester the fifth year at the high school is devoted to a normal class, which reviews all branches named on teachers’ provisional certificates. Practice is given in conducting recitations in the high school at the call of the principal, and by observation in the lower grades under direction of the superintendent. Two meetings of the district institute are held each school month, except the month of May. Easton has local teachers’ institutes. Erie has a teachers’ training class of one year’s study, for high school graduates. Four recitations of hours have been held weekly, but a convenient room for recitation and practice is needed. Institutes are also held in this city. Hazleton has institutes and a reading circle, subdivided into several local clubs. Lancaster teachers have general meetings monthly, and primary grade meetings usually semimonthly. There is a teachers’ library in this city. Johnstozvn held 5 teachers’ meetings during the .erm, 3 of these being institute meetings. At each, two class drills were given on subjects regarding which assistance had been asked by some teachers. Meaclville teachers met as an institute every Monday evening during the year, and made a special study of Sully’s Psychology. Nanticoke high school has a normal course for post¬ graduates, embracing methods of teaching, mental science, and the history of educa¬ tion. Norristown reports the regular district institute as having been continued at stated times, and in addition to the regular school work, a number of teachers organ¬ ized a class for the study of psychology. This study formed part of the exercises of the institute. Philadelphia's city superintendent is authorized to dismiss grammar and consolidated schools two half-days during each term, and all schools of lower grade four half-days each term, for the purpose of holding teachers’ meetings; he is also au¬ thorized to hold such meetings at other times when the schools are not in session. Plymouth township has monthly district institutes, and professional works are recopa- mended for perusal at the beginning of the year. Pleading training school was organ¬ ized a year ago, but the work was interrupted in the middle of the year. The school will be" opened again in September, 1887. A teachers’ institute is held separate from the annual county institute. Scranton has a normal course, taught during the second year at the high school. Monthly institutes are held, and at the close of the winter term an annual institute continuing for 1 week. No teacher will be employed here¬ after except high school graduates who have completed the normal course, or grad¬ uates of the State normal schools. Sharon held monthly meetings, and weekly meet¬ ings in some grades, and in others once in 2 weeks. Shenandoah has weekly teachers’ meetings. Springloro high school offers professional instruction during a part of its course for those intending to become teachers. Tamaqua held district institutes. Wilkes Barre ha3 district institutes, and all the teachers but one are reported to be regular readers of educational journals. The total for the year was 576 monthlies and 884 weeklies. Williamsport has a monthly institute, held on Saturdays, with the session the same length as the regular school hours. Visits to other schools for in¬ spection are allowed. The thirty-third annual meeting of the Pennsylvania State Teachers’ Association was held at Clearfield, July 5-7, 1887. Pennsylvania ha3 a State teachers’ reading circle, with elementary and advanced courses of reading. RHODE ISLAND. The State Normal School at Providence is gaining year by year a firmer position among the prime factors of education in the State. The past year has been one of most gratifying prosperity, and the school has been full to its utmost capacity. The course of study is academic rather than professional, which is made necessary by the needs of the pupils who enter. These come from localities where there is no high school or other good secondary school, and are hence defective in scholarship. It is recommended to furnish academic instruction of a first-class high school course and then form the normal class of high school graduates and those of equal scholarship. Graduates of the Providence, Newport, and other accredited high schools will be admitted to the last year, and if their work is satisfactory they will be graduated at the end of the year. This course includes tho common school branches, with higher and professional studies. The general course occupies three years, with no foreign language in either course. Special attention is paid to the preparation and delivery of original papers on pedagogical themes. Saturday classes are held, to which teachers occupied during the week are admitted. Pupils have practice in teaching and opportunities for observation in the kindergarten and public schools of the city. Tuition is free to all who complete the course of study with the inten¬ tion of teaching in the public schools of the State. Students are aided by a mileage appropriation of $1,500, which is distributed among those pupils residing in the State 1 State Report. TRAINING OF TEACHERS. 443 at a distance from Providence exceeding 5 miles. Pupils boarding in the city are entitled to the same mileage as if they came from homo. The aid furnished to any one pupil can not exceed $40 annually. Text-books needed for reference are furnished in part by the school. Cumberland allows two half-days each term for school inspection. East Providence held teachers’ meetings, and Exeter and Hoplcinton had local institutes. Newport school board has declared by vote that in the selection of new teachers they will hereafter give the preference, other things being equal, to normal graduates. This city had various meetings during the past year — a most practical institute, a course of twelve valuable lessons upon reading, the week’s session of the American Institute of In¬ struction in the summer, a course of suggestive lessons upon the principles of teach¬ ing by the president of the State Normal School, and recently a fortnightly liter¬ ary club has been formed numbering 100 members, which includes nearly all the teachers, and exacts from them at least one-half hour of home study daily. Paiv- tuclcet has a normal teachers’ class to which only graduates of high or normal schools are admitted. The plan followed last year was to secure a good primary teacher of experience and place under her charge' three young ladies at a small salary each, -who should perform most of the work of teaching the two primary rooms of that building, making the training teacher responsible for the character of the work done. A local teachers’ institute was held in October. Tiverton has monthly meetings of teachers. The Rhode Island Institute of Instruction is the oldest and one of the largest of the State teachers’ associations. It partakes more of the character of an institute than of a convention. The forty-second annual meeting vras held at Providence, Oc¬ tober 28-30, 1886. A State teachers’ reading circle, in which the teachers have shown much interest, has been formed as a recent outgrowth of the Institute of I nstruction. The one great object of this organization is to secure the circulation among the teachers of im¬ portant works on the subject of teaching and of educational training. • SOUTH CAROLINA. The white teachers of South Carolina are asking for a State normal school for white teachers, and rapid strides are being made in accomplishing the desired end. The founding of the Winthrop Training School for Teachers at Columbia marks a new era in the educational history of the State. The school is named in honor of Hon. Robert C. Winthrop, through whose influence chiefly the Peabody appropriation of $1,500 was secured which made the establishment of the school possible. The first ses¬ sion opened November 15, 1886, and 14 young ladies graduated at its close. The school occupied the chapel of the Presbyterian Theological Seminary free of charge, but dur¬ ing the year 1887-88 it will be established in a new school building which can be fitted up according to the wants of the school. The annual session is coincident with that of the city schools, the normal course being completed in one year. The studies include the usual common school branches, natural and mental science, science and history of education, with methods and practice of teaching. A model school is connected with the institution. One student from each county, selected by the county board of ex¬ aminers, is admitted free of tuition ,* other pupils are charged $2 monthly. Diplomas are awarded upon completion of the course, equivalent to first-grade State certificates, without further examination. The Saturday Normal School at Charleston has a course of 4 years’ study, with free tuition. South Carolina College at Columbia offers a 2 years’ course preparatory for the profession of teaching. Of the 10 Peabody scholarship students allowed this State at the Nashville Normal College, 3 students were graduated at the close of the last session. Clafiin University at Orangeburg, the colored department of the State University, has a normal course of 3 years. For those who can not take the full course there will he organized at the beginning of each spring term a special teachers’ class in theory and practice of teaching. The advantages of this course, together with the regular normal course, will he open to, teachers free of charge.1 Five other institutions in the State report normal instruction for colored teachers. About 500 students are in attendance at all these schools.2 The State made no appropriation for normal institutes during the past year. Through the liberality of the Peabody Fund an inter-county institute of 2 weeks was held at Williamston. About 150 teachers from all parts of the State were present. A similar institute was held at Sumter, and others elsewhere, reaching no less than 500 teachers.3 A State institute for colored teachers was held under the same auspices at Colum¬ bia. County institutes are held in many counties of the State, and have created an 1 Catalogue. 2Sc1iog1 Journal, November 27, 18S6. a Report of the Trustees of the Peabody Fund. 444 EDUCATION REPORT, 1886-87. enthusiastic interest in the cause of education that must result in a better pecuniary and moral support of the schools. Columbia reports its teachers laboring to perfect themselves more and more by study and investigation for the work of their profession. The psychological laws and the pedagogical principles which underlie all true teaching have been a special subject of study with them during the year, to the improvement of the schools in instruc¬ tion and discipline. White’s Elements of Pedagogy and Page’s Theory and Practice of Teaching have been read and discussed at teachers’ meetiugs in addition to the educational works and journals read privately. Monthly teachers’ meetings are held for each race. State teachers’ associations separate for the races are in operation, and hold annual meetings during the sessions of their respective institutes. Reading circles are reported in some of the counties. * TENNESSEE. The State Normal College at Nashville, which constitutes the literary department of the University of Nashville, has been in operation as a normal school since 1875. It is designed for the professional education and training of teachers, and “ practice in all grades of instruction.” Support is received from the funds of the university, the Peabody education fund, and the State. The institution receives as students young gentlemen and ladies from any of the States, and combines with a State nor¬ mal school for Tennessee a normal college of high grade for the benefit of all the Southern States.1 The trustees of the Peabody Fund distribute 114 scholarships an¬ nually among ten Southern States. These scholarships, of $200 each, are awarded by the State superintendents to persons not under 17 years of age, after competitive examination in the studies required for admission to the second year class, and the candidates must give evidence of such knowledge of these branches as will justify omitting their further study. Students are again examined at the college with refer¬ ence to their classification.1 An accepted candidate must give a pledge to remain at the college 2 years, and promise to teach at least 4 years in the public schools of his or her own State unless formally excused by the superintendent of public instruc¬ tion. These scholarships will, in no case, be continued to students whose rank or standing is low, or who are otherwise lacking in promise of usefulness in the profes¬ sion. All students failing to complete their course of study according to the condi¬ tions prescribed, or to teach after graduation, are required to refund to the president of the college the amount of money received from the Peabody scholarship. The State of Tennessee receives 14 of these scholarships, and of the students holding these 10 graduated in the class of 1887. Tuition is free at present, as no person is admitted to the privileges of the college who does not intend to teach. The course of instruction covers 3 and 4 years, and embraces a rapid review of the more elementary studies, with reference to the best ways of teaching them ; a review of the more common of the higher branches of knowledge with the same object, and a careful study of such others as time and circumstances will permit, together with the general management of classes and schools, organization, government, discipline, etc. The fourth year, or baccalau¬ reate class, is intended solely for those having completed the regular senior class studies at the college, and includes advanced studies in mathematics, English liter¬ ature, Latin, psychology, drawing, designing, etc., with German. Students com¬ pleting satisfactorily the first 2 years of the course receive certificates, and those completing the entire course receive the diploma of the college with the degree “Licentiate of Instruction.” This diploma is a State certificate, accepted without further examination by all the States holding scholarships at the college. Students who finish the fourth year may receive in addition the usual baccalaureate degree of the university. As a provision for physical training, a commodious gymuasium has been erected and supplied with Dr. Sargent’s apparatus, and placed under the charge of competent and skilled directors, a gentleman and a lady. Attendance at the gym¬ nasium is required of all students, unless excused on t^e certificate of a physician. Chattanooga. — The city superintendent of schools is required to form a normal class, with special reference to the practical work of teaching and school government, which all teachers in the public schools must attend regularly. Other persons desir¬ ing to prepare themselves for teaching in the city schools may also be received as members of this class. Clarksville has normal meetings semimonthly for its teachers. Jaclcson has regular teachers’ meetings with continued courses of study. Nashville has a successful normal class with regular meetings. Monthly teachers’ meetings are held, summer normals conducted, and a teachers’ association and a reading circle are also in active operation. Teachers’ institutes for white and colored separate are held by the State superintend¬ ent in all parts of the State, and many counties have stated meetings of this character. 1 Cataloguo. TRAINING OF TEACHERS. 445 The twenty- third session of the State Teachers’ Association was held at Jackson, August 23-26, 1887. The importance of summer institutes was brought out at this meeting, and it was recommended that teachers failing to attend such institutes he deprived of their certificates. Tennessee has a State teachers’ reading circle, which is well organized and doing a good work. It has the confidence and support of the State board of education ; so much so that it is ordered that “ membership in the circle and completion of its course of reading shall be recognized in the future on the teachers’ certificates issued by county superintendents.” TEXAS. Texas has two State normal schools, one for each race, but more normal schools are needed in the State. The superintendent of public instruction recommends the im¬ mediate establishment of two more such schools for white teachers, one in west and one in north Texas, and one for colored teachers in east Texas. Tho Sam Houston Normal Institute for white pupils is located at Huntsville. Of the influence of this school the State superintendent says : “ Sam Houston Normal Institute continues to grow in merit. It has done a wonderful work for Texas, and, if liberally supported, will increase in usefulness each succeeding year. Teachers who have attended this institution may be found in every county and in almost every city. In every instance they are worthy and competent.” 1 The eighth annual session, 1886-87, has been a prosperous one ; more than 200 students, representing ninety-eight counties of the State, were enrolled. One State student from each senatorial and each representative district and nine from the State at large receive tuition, books, and board free for one year. Such as show decided ability for teaching, and pledge themselves to make teaching their pro¬ fession may, upon the recommendation of the principal, be reappointed for a second year. State students are required to stand a competitive examination. Pay stu¬ dents receive tuition and books free, but must pay their own board. All students pass the same examination for admission, take the same obligations, and receive tho same certificates and diplomas.2 The course, of study is mainly professional, extending over 3 years, each year’s work, however, being made complete in itself as far as possible. Satisfactory com¬ pletion of the first year’s work entitles the student to a second-grade certificate, the second year’s work to a first-grade certificate, and the third to a diploma. Through the liberality of the Legislature, during the summer of 1887 the buildings were remodelled and greatly improved, and the apparatus and library increased by one-half, making the normal school the best equipped institution in the State with the exception of the university. From the beginning the institution has received generous aid from the Peabody Fund, and was, indeed, founded through the agency of Dr. Barnas Sears. This Fuud has annually contributed from $3,000 to $7,000 to enable the best teachers to be secured and a normal school of a high order to be maintained. In addition, medals have been annually contributed to be awarded to meritorious students, and for all these substantial encouragements the president and school authorities make grateful men¬ tion. Nine scholarships are granted the State at the Nashville Normal College, and of the holders of these, 5 graduated in 1887. The Prairie Yiew State Normal School for colored students is located at Hempstead. The State superintendent reports that it has a most excellent faculty and is doing splendid work. It has accomplished much in elevating the professional character of the colored teachers of the State.3 The course of study extends through 2 years. There were 23 graduates and more than 100 students in attendance last session. Galveston has normal classes for vrhite and colored teachers. All public school teachers are required to attend, and others may be admitted upon conditions pre¬ scribed by the superintendent. Members of these classes, after passing the regular examination, are preferred in appointments, provided they have certificates. Houston High School has a normal course for pupils of the senior year, giving in¬ struction in the theory and practice of teaching. In addition, normal classes are held for the teachers of the city, attendance being compulsory. Pupils of the normal course in the high school are obliged to attend these meetings when required by the superintendent. Waco has normal classes for each race. JBrenham, El Paso, Fort Worth, Houston, Palestine, and Sherman report teachers’ meetings and institutes at stated times. Several years ago the teachers of Houston organized a library associa¬ tion which has contributed largely to the efficiency and progress of the schools. Heretofore a summer normal institute has been conducted each year for the white teachers in each senatorial district, and for colored teachers in each Congressional district except the eleventh, which has not a sufficient number of colored teachers to Report of th© State Superintendent, 1885-86. 2 Catalogue. 3 Report of the Stat9 Superintendent, 1885-83. 446 EDUCATION REPORT, 1886-87. organize an institute.1 2 The Legislature, however, having failed to make an appro¬ priation for the usual summer normal schools, the regents of the State University at Austin tendered the use of the building, apparatus, and library during. the month of August, 1887, to be used for that purpose. Excellent work in various lines was ac¬ complished and there was a large attendance of teachers, county judges, and city and county superintendents. The white State Teachers’ Association met at Dallas, June 28-30, 1887, with an at¬ tendance of over 500 teachers. The colored State Teachers’ Association met at -the same place, June 21-23, 1887. Several years ago the teachers of Houston organized a library association which has contributed largely to the efficiency and progress of the schools. Texas has a State teachers’ reading circle. UTAH. The University of Deseret at Salt Lake City has a normal department which has been in successful operation since its creation in 1875. This course was established on its present basis in pursuance of an act of the Legislature of Utah providing for the instruction of 40 normal students annually in the university free of charge for tuition, books, and apparatus. The law provides that such students shall be selected by the Territorial commissioner of district schools from persons nominated by the boards of examination of the several counties. These nominations are usually the result of a competitive examination which is free to all persons in the county. The only condition attached to this imovision is that for each year’s free tuition so received the students shall serve one year as district school teacher if required by their respective county superintendents. The courso of study is designed principally for those intending to become teachers in the district schools. The instruction given is of a practical character, embracing the every-day work of the teacher at school as well as that of parents in educating their children at home. The completion of the course requires 2 years and the studies and their arrangement are approved by the Territorial commissioner of dis¬ trict schools as required bylaw. Normal students must take the studies iu their pre¬ scribed order, and each student on completing the course receives a certificate of graduation. Sixteen graduates in the normal department are reported for 1887.3 Teachers’ institutes are maintained in some of the counties but no recent reports of this work have been received. VERMONT. Vermont has State normal schools at Castleton, Johnson, and Randolph. No recent data have been received from Castleton. At Johnson and Randolph there are 2 courses, one of 2 years and the other of l-£ years additional, the studies consisting of the usual elementary and professional branches, without any foreign language. Special attention is given to singing in general exercises and by classes, and during 1 term to methods of teaching singing. In view of the fact that professionally trained teachers with ability to teach some language other than English are in constant de¬ mand in high schools and academies, it is suggested that the normal schools, in order to provide for this demand, he allowed to add one foreign language to the studies of the second course.3 The higher standard in scholarship of teachers required by the progress made in the educational field has necessitated the raising of the standard for admission to the normal schools. The result has beeu most satisfactory, and shows a gain in scholar¬ ship, which is a better preparation for doing strictly normal work. Every town in the State is entitled to 1 scholarship, and may have others not exceeding 10, “ provided the number of scholarships iu the 3 normal schools does not exceed the number of towns in the State.’* Each scholarship is valued at $12 per term. Graduates who have re¬ ceived the benefit of scholarships must teach 2 years in the State. The diploma for completion of the first course of study is equivalent to a State certificate for 5 years, and that of the second course for 10 years.4 Annual teachers’ institutes of 3 days are held by the State superintendent in any county where application is made by 15 to 25 teachers of that county. In addition to the county institutes educational meetings of 1 day and evening, or longer, are fre¬ quently held. Rutland has monthly teachers’ meetings, and 1 day each term is allowed for inspec¬ tion of other schools. The annual meeting of the State Teachers’ Association was held at West Randolph, January 27-29, 1887. A State teachers’ reading circle has been organized in con¬ nection with the “Chautauqua Teachers’ Reading Union.” Local circles have already been established under this in several towns of the State. 1 State Report. 2 Catalogue of the University of Deseret. 3 Vermont School Report, 1885-86. 4 Catalogue of the Johnson State Normal School. 447 TRAINING OF TEACHERS. VIRGINIA. This State offers normal training for white teachers afc Farmville and the University \ of Virginia, and for colored teachers at Hampton and Petersburg. The State Female Normal School at Farmville is divided into three departments, the normal, or pro¬ fessional department proper ; the preparatory school, which is simply a well- taught primary and grammar school; and a model school, which is composed of children under i.0 years, who .are instructed aud trained by an expert model-school teacher. This model school is for the special benefit of the senior class of the normal depart¬ ment, who attend the school in sections, and there observe and teach, and receive practical instruction and criticism from the principal of the school. The normal department proper covers two years, and the six elementary branches required by law to be taught in every public school, constitute the main lines of study. Besides this standard line of professional work, other studies are pursued with the design of assisting in the teaching of these primary studies. Each line of elementary study is pursued to some extent into its higher continuations, and incidental studies are introduced. The philosophy of the mind, school management, and the theory and practice of teaching each branch, constitute the regular course of separate pro¬ fessional study. One hundred and twenty-eight students are received from the State, who must be recommended by a county or city superintendent, after an approved examination on the six elementary studies. These pay no tuition or other school fees, but must sign a pledge to teach in the public schools of the State at least two years after leaving the normal school. Other students from Virginia may be received on payment of $25 annual tuition, if their admission does not interfere with the privi¬ leges of State students. Public school teachers are also allowed to attend by virtue of their licenses, without tuition fees. A legislative appropriation of $15,000 served to erect and equip during the past year a commodious building, which furnishes much needed facilities in the way of lecture rooms, dormitories, etc. White male teachers and superintendents of the free schools of Virginia are ad¬ mitted to the schools of the academic department of the University of Virginia with- fout payment of fees. The faculty of that institution offers special courses of instruc¬ tion for such students in Latin, Greek, English, French, German, pure and applied mathematics, natural philosophy, chemistry, botany, geography, and pedagogics, and they are also privileged to attend any of the regular classes in the academic de¬ partment of the University free of charge. At the conclusion of the courses certifi¬ cates of attendance will be given by the several professors to those students whose work is approved. University dormitories will be assigned free of rent, in the order of application, as far as the vacant rooms will serve. During the past session about 30 public school teachers of the State availed themselves of this offer and proved dili- , gent, earnest, and successful in their studies.1 Virginia receives 14 Peabody scholarships afc the Nashville Normal College, and of the students filling these, 8 graduated in the class of 1887. The almost unparalleled career of usefulness and success of the Normal and Agri¬ cultural Institute at Hampton, which aims to supply teachers for the colored schools of the middle Southern States and for the Indians, is known and recognized through¬ out the country. This institution reports 65 teachers and a total enrolment of 709 negro and Indian students for the year ending June, 1887.2 Of these over 300 were normal students. In the organization of the school there seems to have been clearly in view the actual condition, the deficiencies, and wants of the negro race. Intellectual development was therefore by no means the only end, if even the leading end, aimed at. The substantial elements of personal character wrere recognized as the basis of improvement. Honesty, truthfulness, sobriety, industry, economy, and intelligence were to be developed and strengthened as absolutely essential to useful aud worthy citizenship. Hence the courses of study — literary, industrial, normal — and the gov¬ ernment and discipline ha ve been judiciously directed to these ends. The theory and the practice have been consistent, and the 'wisdom of both is vindicated by the results. The school is doing a great work. Its graduates are in active deinabcl as teachers for the public schools, and are considered by school superintendents as among the best teaohers to be had.2 Six hundred of its graduates aud 200 of its under-grad¬ uates are said to be teaching about 45,000 colored youth in puMic schools. Indus¬ trial as well as intellectual training is given by most of the teachers reared under these influences.3 This institution is specially a training school for negro teaohers and is not able to supply the demands which are made upon it. The teacher of a negro school must be able to earn his living by manual labor during the greater part of the year. This the Hampton graduates can do, because in the school they have had an industrial education. The cost of giving a year’s education at Hampton is but $70 ; the scholars practically earn their own living in the workshops and ou 1 State Report. 2 Report of the State Superintendent to the Trustees of the Peabody Rund. 3 School Journal, New York City, July 16, 1887. 448 EDUCATION REPORT, 1886-87. the farm. Tlie farm contains 700 acres, and there are 3'2 buildings upon the premises, including 13 workshops. Improvements have been made during the past year in the heating arrangements and the gas works. A powerful new steam fire-engine, with a supply of hose, was purchased last summer, and with a drilled fire-brigade is kept ready for emergencies. A partial endowment fund of $500,000 — part of which has been raised — is needed for the further enlargement and support of the school. The course of study occupies three years, and tuition is free. A training school furnishes the senior class with opportunity for daily observation and practice. The common branches are the main ones throughout the course, and at the close of the term a three weeks’ institute is held as a special preparation for teaching. The in¬ dustrial arts are taught both sexes, the males having instruction in practical farming and in mechanic arts, commenced and continued throughout the entire course, from a day and a half to two days each week. The girls spend an equal period of time in sewing and household industries. Labor is required of all for theisake of discipline and instruction. The school endeavors to.give each student over 18 years of age $5 worth of work monthly, and $4 in work to each one under 18. This amount, how¬ ever, is not guaranteed, as the rate of wages varies according to the age of the stu¬ dent and the real value of the work done. In accordance with the law, 100 students are received from the public schools of Virginia free of tuition and room rent. The Virginia Normal and Collegiate Institute at Petersburg was established by act of the General Assembly, for the higher education of the colored youth of the State, and with special reference to the training of teachers. Twenty thousand dollars an¬ nually are appropriated for its support. In addition, the Legislature of 1885-86 ap¬ propriated $32,000 for the completion of the building, and the entire edifice is expected to be ready for occupancy during 1887. Three departments, academic, normal, and preparatory, are in successful operation. The normal course covers 4 years— 2 years being preparatory, and 2 years in the regular course. The studies are confined to the English branches exclusively, and are such as are adapted for the profession of teach¬ ing. Practice is aiforded in the model school attached. The institution is open to pupils of both sexes, and 50 students are furnished with free tuition by the State, provided they promise to teach 2 years in Virginia after graduating. The school does not furnish manual labor to the students, but a farm attached offers opportunity to industrious students to earn sufficient to pay a great part of their expenses. A summer session of 5 weeks is established by law, intended as a teachers’ normal institute, where both the matter to teach and the method of teaching may be obtained. The course of study is not fixed, but varies with the needs and demands of the teachers attending. For the most part the course includes the branches taught in the public schools. Thirty-eight males and 93 females were in attendance during the summer normal of 1887. During the past summer there were held in the State eight Peabody, two State, and a number of county institutes. The Peabody institutes were so distributed as to make them accessible to a large number of teachers at a comparatively small travelling expense. Some of them wTere in sections of the State where they had never been held before, and were specially intended to reach a class of teachers who had never enjoyed the benefits of such instruction. The attendance upon the institutes, considering the extreme heat of the season, was exceptionally large, and the work done highly satis¬ factory.1 Competitive examinations were held at the various institutes for white teachers to fill vacancies in eight of the Peabody scholarships at Nashville. The State superintendent says that what is needed in Virginia in regard to institutes is: a State appropriation for their support; a radical change in the plan of institute work, for instead of a few State institutes there ought to be one at least held annually in each senatorial district, and if practicable, one in each county ; a 4 years’ graded course of instruction, with proper examinations required at the end of each year. Upon these examinations satisfactory certificates should be awarded for the first 3 years, and a diploma for the fourth year, which should relieve from further exam¬ ination for a period of years, provided the teacher held a first-grade certilicate, and had had successful experience in teaching for 3 or 4 years. A course of professional reading should bo prescribed for each year, and an examination required therein in connection with the institute work of that year. The superintendent further suggests that teachers be classified at first mainly by grade of certificates and successful ex¬ perience in teaching ; and that an efficient corps of institute instructors be provided whose services could be relied on from year to year.2 The Virginia Teachers’ Reading Association, organized little more than 2 years ago, is reported as doing good service. Nearly 500 teachers are taking the course in whole or part, and there has been a considerable increase in the membership during the past year. The reading extends over 2 years, and includes methods and management of schools, anatomy, physiology and hygiene, principles and practice of teaching, 1 Report to the Trustees of the Peabody Pand. 2 State Report. 'RAINING OF TEACHERS. 449 Painter’s History of Education, with White’s Elements of Pedagogics.1 At the Lynch¬ burg institute for colored teachers, the Virginia Teachers’ Reading Circle was formed, with a basis of organization similar to that of the white association. WASHINGTON TERRITORY. The professional preparation of teachers in this Territory is provided for by teachers’ institutes, which are established by law, and attendance made compulsory, with a penalty for absence. An annual Territorial institute is held by the Territorial super¬ intendent of public instruction; and county superintendents are required to hold yearly institutes in counties whenever the number of school children is 500 or more. The county commissioners are empowered to make appropriations for this purpose. The institutes of the past year are reported to have excited more than usual interest among the teachers. Teachers’ certificates, valid for 5 years, and diplomas for life, are issued upon ex¬ amination by the Territorial board of education. The board of county examiners issues county certificates of 3 grades. Reading circles are reported at several points in the Territory. WEST VIRGINIA. The result of normal school work in this State is a convincing proof of the necessity and importance of such institutions. The president of the board of regents affirms that “no institutions in the State are doing a more noble work for its development, or deserve better of the State than the normal, schools.”3 In oifler to secure that effi¬ ciency and development commensurate with the educational interests of the State, a fixed and settled policy in regard to their financial support is urged by the board. It is also recommended that the academic work outside of the normal course should be made to harmonize with the higher institutions of learning, and for this purpose academic departments have been established in each of the normal schools, in which the work is limited to the preparation required to enter the State. University. The graduates of these academic courses are admitted into the University upon certificates of graduation.2 Six schools are established for white pupils, as follows : Concord, Fairmont, Glenville, Marshall College at Huntington, Shepherd College at Shepherdstown, and West Liberty. Storer College at Harper’s Ferry is devoted to normal instruction of colored students. Free tuition at these schools is provided for 600 pupils from the different counties of the State. The appointments are made by county superintend¬ ents, and subject to the approval of the State superintendent; males and females being selected in equal proportion, as far as practicable. Of such students, 1 year’s teaching in the public schools of the State is required after the completion of the normal course. The professional course occupies 3 years, with Latin, French, and German optional. The academic course consists of 2 years’ study, which is cousidered equal to the preparatory course at the State University. Diplomas of the normal department are equivalent to number one certificates anywhere in the State, when the holders have taught 3 years under number one county certificates. Storer College has an industrial department in which the girls are taught sewing, cutting of plain garments, etc. West Virginia is allowed 8 Peabody scholarships at the Nashville Normal College. Two students from the State graduated in the class of 1887. The liberal aid from this fund for normal work in the State has largely stimulated interest and enthusiasm in the cause of public schools. This has been reflected in the Legislature by more liberal laws affecting education, and more liberal appropriations to normal schools. Regarding teachers’ institutes, the State superintendent reports the present insti¬ tute law a success. The teachers in many of the interior counties can not attend the normal schools, and to provide in a measure for some professional training, institutes have been organized in every county of the State, and in some counties where there is a large number of teachers 2 institutes have been held. A Peabody institute is held yearly in the chapel of Storer College during the first week in June, and certifi¬ cates from the instructor answer the requirements of the law for teacliers from any county in the State. Wheeling. — Teachers’ meetings are held at stated periods in this city. The West Virginia Educational Association held a meeting at Charleston, July 5, 1887. A State teachers’ reading circle has been organized, and is reported to be in suc¬ cessful operation. WISCONSIN. The first 20 years of the history of the normal schools in this State show a steady advance towards a clearer conception of the proper province of these schools, a better 1 Journal of Education, March 10, 1887. 2 Report of the Board of Regents of the Normal Schools. 29 ED 450 EDUCATION REPORT, 1886-87. understanding of tlieir possibilities and a more intimate acquaintance with, their do* fects and excellencies.1 Normal schools are now established at Milwaukee, Oshlcosh, Platteville, Elver Falls, and Whitewater. The State superintendent reports these schools under the management of able and experienced faculties, equipped with apparatus, laboratories, cabinets, and libraries reasonably sufficient for the requirements of such institutions, and superior to those found in any other schools in the State, outside of the Uni¬ versity. The curriculum embraces elementary and advanced study, and is kept abreast of the educational progress of the day. The course extends over a period of from 2 to 4-J years. The school at Milwaukee, relying upon thorough preparation at the high, schools, has a course of 2 years. The requirements for admission to these schools are being gradually raised as fast as the graded and high schools of the State i can furnish jmpils with the necessary scholastic training. The attendance is large, , and additional teacliers are recommended. Each assembly district in the State is en¬ titled to 8 representatives in the normal schools, candidates being nominated by > county or city superintendents. An examination is necessary in branches required by law for third-grade certificates, and tuition is free to those signing the pledge to ' teach. Completion of the elementary course entitles the pupil to a certificate, which, ft after 1 year’s successful teaching in the State, may be countersigned by the State superintendent and is then equivalent to a 5 years’ State certificate. To those who complete the full course of 4 years, diplomas are given, which, after a year’s ex- ' perience in teaching and on receiving the signature of the State superintendent, are y equal to first-grade State certificates. . Light gymnastics are provided for in all the schools, while those at Milwaukee and Whitewater have workshops for manual train- jjj, ing, where students are instructed in the use of wood- working tools. Each of the 5 normal schools has a model school attached, with the various grammar grades of study. A number of high schools give instruction for the profession of teaching. Milwau¬ kee has a normal department with I year’s course of strictly professional study. There is also a training class in that city for instruction in kindergarten teaching. Appleton, Baraboo, Berlin, Evansville, Green Bay, Janesville, Madison, Sheboygan, Sparta, Viroqua, and Wausau have incorporated the study of the theory and art of teaching as a part of the high school course. Appleton has stated teachers’ meetings, at which one study is regularly pursued, and upon which an examination is held at the end of the year! If this examination is satisfactory a certificate to teach is awarded. Dur¬ ing the past year the teachers met once a month to recite in history, algebra, and phys¬ iology, as well as for the discussion of other topics. Many of the teachers voluntarily organized into a reading circle and did thorough work. A city institute of 2 days J was held in the fall, with a large attendance from the neighboring towns and villages. Baraboo, Berlin, Green Bay, La Crosse, Milwaukee, and Sheboygan have monthly teach¬ ers’ meetings. Janesville has meetings every 2 weeks, and at least 1 teachers’ insti- i tute during the year. The teachers’ meetings during the past year were devoted to I the consideration of physiology, general history, science, and art of teaching, music, » and penmanship. Among the subjects proposed for next year are psychology, school economy, and English literature. Oshkosh also has meetings every 2 weeks, while in J Madison and Wausau they are held weekly. In some of these cities the teachers are allowed opportunities of visiting other schools for inspection. Milwaukee has a teachers’ library which numbered nearly 1,000 volumes in 1886. The work of teachers’ institutes is conducted according to what is known as the Wisconsin system. The usual conferences of institute workers are held semiannually in connection with the meetings of the State Teachers’ Association. Fifty-one counties are reported to have held institutes in the summer of 1887, 28 of these of 1 week each, 22 of 2 weeks each, and 1 iu Green County of 4 weeks.2 A series of institutes for graded school teachers was held during the fall and winter, con¬ ducted as far as practicable by a normal school professor, and continuing 2 days, Fri- : day and Saturday.3 j The Wisconsin University summer school for teachers during the summer of 1887 enrolled 40 members. The work was elective and discretionary. The semiannual meeting of the State Teachers’ Association was held December 27-29, 1886, at Madison, and the thirty-fourth annual meeting convened at Milwau¬ kee, July 6-7, 1887. The attendance at the latter was about 350. Wisconsin has a State teachers’ reading circle, with a course of study comprising' general history, history of education, civil government, psychology, and English literature. In order to increase the efficiency of this work and add interest to the course it is recommended to reduce the studies, have a system of county organization, and hold examinations at stated periods. 1 Report of the State Superintendent, 188C. 2 Intelligence, September 1, 1887. 3 Ibid, October 15, 188Q. PEABODY EDUCATION FUND. 451 WYOMING. Tlie chief need in educational matters in this Territory seems to be a normal school, but it is doubtful whether such an institution could be maintained with the present number of schools.1 The University of Wyoming, recently established at Laramie, includes in its curriculum a course of study in the theory and art of teaching, and tho law provides free tuition to all students of the University who are nominated by the county commissioners of the several counties.2 Annual teachers’ institutes of at least a week’s duration are required, and tho fare to and from the institute, of all teachers and superintendents of public schools who attend , is paid from the Territorial fund-2 A Territorial institute was held at Laramie, August 29, 1887. Peabody Aid to Normal Schools. In regard to appropriations for normal schools and other appliances for the train¬ ing of teachers, the generous aid of the Peabody Education Fund, with its important results to the cause of Southern education, must not be overlooked. u The graded schools in so many cities and towns and districts ; the excellent school laws in so many States ; the training schools and normal colleges which have been established ‘ in so many quarters of the South ; and the normal institutes which have been at¬ tended by such throngs of teachers and students, and of people of all classes and ages, and of both sexes, during the summer months, bear abundant testimony to the work which has been done since George Peabody signed that memorable letter of trust.”3 While disclaiming all these great results as having been accomplished solely through this assistance, and making due acknowledgment of the cooperation and cordial concurrence of the Southern people in this work, the chairman of the board adds : “ It is not too much to say that Mr. Peabody’s munificent endowment opened the way, gave the original impulse, and secured a successful progress for that great educational movement in wh10'*1 fke Southern States are now rejoicing, and in which it is our privilege and pride to rejoice with them.” Tho settled policy of the trustees is to use the greater portion of the annual in¬ come for normal schools and institutes, believing that nothing is so much needed in tho South as trained teachers for the public schools. The following table will show the several amounts distributed among ten States, for educational purposes, since October 1, X8864 — $57,000 in all, not including $13,000 to public schools : State. Normal scholar¬ ships. Value of normal scholarships. Donated to nor¬ mal schools in the State. Donated to teach¬ ers’ institutes. A lahnma, _ _ _ . _ .... _ .... _ _ _ _ _ 13 $2, 600 2, 000 $4, 030 $500 1, 500 Arkansas _ _ ... _ _ _ _ _ _ .... 10 Geer on a, _ _ _ _ _ _ _ _ _ _ _ 14 2, 800 1, 600 1, 500 3,000 3, 000 Louisiana . . . . . 8 2, 000 Nortji Carolina, _ _ _ _ _ _ _ _ _ _ 14 2, 800 South Carolina, _ _ _ _ _ _ _ _ _ .... 10 2, 000 «1, 000 1, 000 1,200 Tennessee . . . . . . . . ... 14 2, 800 b 9, 500 Texas . . . . . . . . 9 3, 800 c2, 5C0 Virginia, . . 14 2, 800 1, 600 2, 500 2, 000 West Virginia . . . . . . . . . 8 1, 000 2,000 Total . . . . . . . . . . 114 $22,800 $22, 5.00 $11,700 a Clafiin Normal School, b Nashville Normal College, c Sam Houston Normal Institute. Remarks upon tiie Tables. TRAINED TEACHERS, NEW TEACHERS, CERTIFICATES, ETC. [Table 23, Page 453.] Table 23 shows approximately the proportion of professionally trained teachers, new teachers, and number and grades of certificates given to the whole number of teachers employed. The teaching force is given for the present year, from replies of the State superintendents to this Office, while the other data, unless otherwise specified, are com¬ piled from the latest accessible State reports, usually for the year previous. In Cali- * Iowa Normal Monthly, June-July, 1887. 2 Report of the Governor of Wyoming. 3 Address of the Chairman to the Board of Trustees of the Peabody Fund. 4 Proceedings of the Trustees of the Peabody Fund. 452 EDUCATION REPORT, 1886-87. fornia, of tlie 900 normal school graduates reported as teaching in 1886, more than two- thirds were graduates of the California State normal schools ; and of the entire teaching force, 2,012 subscribed for some educational journal. The total number of teachers, winter and summer, in Connecticut were 6,165, as given in the table, of whom less than one-half were continuously employed. The Illinois State Normal University reports over 1,100 graduates and under-graduates teaching in the State during 1886. In Kan¬ sas the 335 teachers holding State certificates are all graduates of the State Normal School; and of nearly 12,000 certificates of all grades issued to teachers in Michigan, about one-half had attended institutes during the year. New Hampshire reports 146 towns as employing teachers from normal schools; iu Pennsylvania, during the past year, nearly 15,000 teachers read books on teaching; and in West Virginia about one third of the teachers subscribed for some educational journal during 1888. teachers’ institutes. [ Table 24, Page 454.1 The statistics of this work throughout the country are incomplete, as they are com¬ piled from the reports of the superintendents of public instruction for the several States when such information is given. These State reports are issued annually iu some States and biennially in others, and hence complete statistics for the current year are not available. The latest statistics of teachers’ institutes are tabulated below. Of the 37 held iu Alabama, 15 were Peabody normal institutes for both races separate. Besides the county institutes in Indiana, there were 4,190 township institutes additional; and in Minnesota, 167 local associations and meetings were convened by the county superintendents. District institutes were held in 747 school districts in Pennsylvania during the past year, and the three institutes reported from South Carolina were inter-county institutes, besides which several others were held, with a total attendance of at least 500 teachers. In Vermont many educational meetings were held in addition to the institutes. Wisconsin reports 6,246 teachers in attendance at the seventy-five institutes held in that State during 1888, of whom 1?757 had not taught. Table 23. — General summary showing teaching force, where educated, teachers1 certificates, i GENERAL SUMMARY. Teachers’ certificates. a Third grade. ■H i ii cd cd ;ssi£* : of cd os" 1 d :E § ii d Jrd :ii : °°~ © S 2 m w> o § d a 31 dd . iO 00 CM : co'c^csf £2 - o s is; d rc; if cd s ill ! ! a r! isi • cdci | : i i r : : : S |3 % o 5 : !l : • r- i i j ; ill ! die MM r • ; ; Where educated.® o co 1 a § +3- rj- « <| H “ 1 |< ill ddd t ij |_L 1 : : d ■ j G ' ' t» a j ^ g ® ® 5 5^ O £ ° J « 00 ss ii ded jed §1 : : lOrt ■ * rf j ; 1 Teachers employed. fcJD <0 q • © £ 9 c2S S g'H SllplliSllsllsslllllsIlssil t* o' id C4 ^ o aT jd- td" o'cc c5 I a? Ph 69 sag d id" cd' ill i; id o' cd ! i ills ddided IffiSlIISgilllll edddedddd d dedddd r2 a 3 « 111 t-t t-t 131 ji t> t> 16 • SHI SfllttllslISIsl id'dd'd eddd dcQ/ r-. ■■© ft State or Territory. c ‘ 1 | ■ 5.S li 1 1 II 1 7 £ Is S* L j & : ; § : £3 i / g : lit ill sill I [j II ] p i c 11 is? j j II > <1 ifs « ’ I ft; : b > © Ij2=ii « • * • • i 0 i » 4 ■ . » 1 * ii x 8 o r? © 0,C 2i^C \i] \£i I| 3 Si » d a • t » » t ■ 1 9 M * ! s.S1 : 5^8 ?o 1 if |i ^;hc . . - - Vermont . . . West Virginia . . Wisconsin . . 453 Table 24. — Statistics of teachers’ institutes. 454 EDUCATION REPORT, 1886-87. HAS I ?.§ | to to § s: o o co a co CC QWOi< r-T 00 rf .O' O O o o O CM O O 05 CC © Cl 05 ■'C © O CO Cl t" H OOlOXCOC4iOO iO O CO to Cl 05 co C'i o _ _ _ O H O O ( ' H h h O O O C to H C O O O ’.c c r - h O o O h h h o CPOOOPOOCOOOOOCOOOOOC»OOOOOCOOCOOOCOOOCOOOOOOCCX5COOOCOOOOOCOCOCX;OOOOCCC30 co in iri iA cA to A> >A * >A iA cA cA co o tA iA iA iA iA ci iA iA iA iA iA iA cA cA iA >A iA cA cA cA iA - - - - - - - - - - - cc 00 go 00 00 hOOOt-M i CO 00 00 OC CO CO CO CO 00 cc oc 00 x : CO OC 00 00 00 00 c CO CO 00 00 CO CO CO : d -5 * «8 ® 2 a'- 2 c rt gw; « "2 “oflffl, t§£2 a a §2 t- fi O !-n o §r^,a °V«S e3 0^ S •3-2^ § o J I«2 2 2 o £3 L£© 3 AS ^"3 o o c3 ©,° 0:3-2 p C3 © OtSiSSiSS ® © © ©0^3 Sogs © © -3 iP k. a State institute. c Held in summer of 1887. e Attendance at two institutes. g Cost of eight Peabody norma) institutes. b Prom Report of Trustees of Peabody Fund for 188C-87. dWeeks. /Cost of instruction only. ^Estimated. REMARKS UPON THE TABLES. 455 Public Normal Schools. [Tables 25 and 26, Pages 456 and 458.] In tlie following tables giving the statistics of public normal schools reporting to this Office for the year 1886-87, only those schools are included which receive appropriations from State, county, city, or Peabody funds. These number 124 schools, with 1,235 in¬ structors and 30,296 students. Of the last mentioned, 26,594 are normal pupils, 7,578 of whom are males and 17,507 females?, with 1,511 whose sex is not stated. Normal pupils are also reported from high schools (including public and partly public schools), the number aggregating 2,967, while private normal schools and academies increase the number by 18,386 pupils. To these are to be added 1,542 normal students reported from 58 colleges, giving a total of 22,895 in other than public normal schools, and a grand total of 49,489 normal students in public and private schools throughout the country. About two-thirds of the public normal schools receive State aid; a few are assisted by county funds; while many are supported wholly from the appropriations for city schools. The Peabody Education Fund assists liberally in this cause, distributing nearly $50,000 annually among normal schools in the South. Private Normal Schools. [Table 26A.,Page 464.] Peculiar difficulties attend the classification of schools reporting under the head of private normals, on account of the following conditions: Their work is twofold; general and special, The general course is sometimes of an elementary grade, sometimes corresponds to the usual academic course, andis some¬ times a union of the two. Again, the special or teachers7 training coarse may con¬ sist of a brief series of lectures on methods. of instruction or an extended course in the theory and art of teaching, including practice in a model school. In the former case the special course is not a feature of sufficient prominence to he made the basis of classification. In the latter case the schools are essentially train¬ ing schools for teachers, and are so regarded in their respective communities. It is hoped that special inquiries now in progress may secure information that will lead to a more satisfactory exhibit of the number and character of the schools in question than is possible with the present data. Table 26A presents the statistics of tweoty^six private normal schools, having 238 instructors and 8,470 pupils. Table 25. — Summary of statistics of normal schools for 1S86-87. Appropriation s . Other. 19 fed M UCi 1 lTION ■ ii* iii* ■ i i • R E p< o; ET, 1{ 1 • : i i j 586 -87. 1 ! t co' : : e“ ! i City. K) H i is : Mi! : il i j(M~ : § : : is i CO i * • JlQ • H? • CM GO • rH Sr c « tj; ft , ^ S p, OB ® 2‘rS © $165, 000 10, 000 25, 000 a400, 000 al57, 000 100, 000 675, 000 0290, 000 al00, 000 : i c60, 000 102, 000 159, 000 #537, 000 a.170, 793 475, 000 59, 000 a720, 000 mil s'ii i; •Ajn.iqn nr eooirqoA jo aequni^j H 1*8118 rd' rtTrjTrS 1 16, 260 5, 400 2, 000 2,000 800 5, 115 2, 516 <*20, 020 <*7, 938 13, 500 3, 500 5, 777 in § §. *s[ooqos ppora SuiAnq suor}. -ncq'j.sai ,;o joqran^ ^OONrlN CO NNH H H H LO H CO rH CO • 2 2 12' 2 Graduates from public normal schools in 1887. Cl & O M rt CO o*i* CM • • • ■ ■ • 13 j 6 33 ii i r i r! 3 " ■ Nor¬ mal. e* h i§ss § § rH 65 130 63 303 103 115 3 190 61 | 28 111 i 810 14= , •sxooqos leq^o ui siaopn^s {buuox H 2 10 S S3S§3is88 s ggsgss | g rH ® rH rH Number of students in public normal schools. Other. Female. © 1 T8 (91 09 1 is § i : | . S §,'s : * • 5o ss i"gs Male. © g#§ ils 1 !* s i : : ; ; ! 37 17 227“) 8 J 1 o Female. !-§§§ is Ills p 167 535 291 1,272 445 505 36 791 IF! 11 ^co S' Male. 341 20 44 122 c5 163 i ^ 53-(M Ht>0 53asS S «S j 3^'SS V-rv^ Total. 1*S1SS r-T ri" is 1, 550 896 666 501 287 716 315 1, 364 a676 861 339 1,571 474 131 320 5,361 472 •SJO} •onixsurjo aequm^j ia GO O C5 OO as i «On OO O ^ dumber of schools. City. ! CO • L— CM or • a or rH • H . o o • oo t- . IO H1 • cd Cm • rH CO ! ^ Sp I> co" CM ©^ o o 05 o * « O O CM O • • O O O O • ■ o 05 05 © • O CM CM CO t • <=» - ® : : o*oo o • CO o o • oo o o • co in O • H co . o ! o o . o o . o o • in in • co o ; ^ C5 CO Hi l> CM o' os o ja o ® o to ooo 4 s cm mo 8 $f ** e un i O O r— • © »o “O • H © 30 * CM CM • O 05 / O CM • CM Hi • in co' CO CM 58 05 CO CM CM OHO rH • rH CO • © m Hi 00 05 lO in « » • IO v$ iO . 1 . CM i • . ! Hi • CO m o o © 05 Hi H< l> CM 05 CO r-i IO e CO D • X t> ^ ■ m co ! © © • in oo ; IH in co 05 00 CM 1 2,497 G2 1, 034 16 528 1, 455 410 71 30 234 49 455 • • • * • CO IO • • • ( • « » ! ^ © ! ! ! • • O Hi • • r— 1 CO CM CO CM O © a) m S *~7t> 2 ... • ' — 'io • • • • CM © i . . • • • * • ! •■ • * i WCM CM CM l> tr- co 1H O ^h ^ CO rH o CM H tH C m rji 1^ H CM rH C CM CO rH rH r oo' S co O ! CO r^ H • CO CO i • S' CO CM CM 00 S' °° £i rH 'Cihoo • — 1 c l> CM Hi • O L CO • r O n • ^ Hi H • CO ^rH m CO co r-T ’m 05 t> r- Orjccc CM 00 © iO(Mt>C co co o h§h: ^ in M i O CO M « r- 05 o • CO co Hi tH 00 I— t> CO co 05 CM o" CO CO lO rH CO O rH C CM CM O rH rH r CM i • m co H • n H m 05 CM CO in CM CM rH rH • rH • • * CM -S O 05 CM CM iH HHHC rH <55 M • CO CO co m H CO CM iH CM H O 1 • CO CO co m Hi CM Oliio . Oregon . Pennsylvania . Rhode Island . South Carolina . Tennessee . • • • 1 • • • • • i 1 • : : 1 ! i i : -g .*! 5-3 § ’&« HP t> t>£ 2 : ! ( a : ! ’§) a 3 • ti .3 ’53 o It? H i ® .a : f £ m £ U ss o H rH •r3 2 3 O 3 to t>, £J ° n 2 ® ^ a ® o ® _ t : a ©. 2 ew © cS O O z p< o a. o cc " a 2 a 5 ° oo 457 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50 51 52 EDUCATION REPORT, 1886-87. Table 26. — Statistics of public normal schools for 1886-87 ; from Post-office address. 1 Florence, Ala . Huntsville, Ala . Jacksonville, Ala . Livingston, Ala. . . Tuskegee, Ala . Tempe, Ariz . Pine Bluff, Ark . Los Angeles, Cal . San Francisco, Cal .... San Jos6, Cal . New Britain, Conn. . ,. . New Haven, Conn .... New Haven, Conn _ Madison, Dak . Spearfish, Dak . Washington, D.C. (17th and Sampson streets) . Washington, D. C - Carbondale, Ill . . . Normal, Ill . Normal Park, Ill . Covington, Ind . Indianapolis, Ind . Terre Haute, Ind . Cedar Falls, Iowa . Davenport, Iowa . Des Moines, Iowa . Emporia, Kans . Natchitoches, La . New Orleans, La . New Orleans, La . Castine, Me . Farmington, Me . Gorham, Me . Grand Isle and Fort Kent, Me. Portland, Me . Baltimore, Md . . Boston, Mass . Boston, Mass. (1645 W ashington street) . Bridgewater, Mass .... Fall Eiver, Mass . Framingham, Mass . . . Haverhill, Mass . Lawrence, Mass . Salem, Mass . Westfield, Mass . Worcester, Mass . Adrian, Mich . Ypsilanti, Mich . Mankato, Minn . Saint Cloud, Minn .... Winona, Minn . Holly Springs, Mis3 . . Name. 8 State Normal School . State Normal and Industrial School .. State Normal School . Alabama Normal College for Girls ... Tuskegee State Normal School . Territorial Normal School . Branch Normal College of Arkansas Industrial University. State Normal School . Normal Department of Girls’ High School. California State Normal School . Connecticut State Normal School . Cedar Street Training School . Welch Training School . Dakota Normal School . Territorial Normal School...., . Miner Normal School . Washington Normal School . Southern Illinois Normal University . Illinois State Normal University . Cook County Normal School . Indiana Normal College . -. Indianapolis Normal School . Indiana State Normal School . Iowa State Normal School . . . Normal Department of the High School./ West Des Moines Training School Kansas State Normal School . . Louisiana State Normal School . City Normal School . Peabody Normal School . Eastern State Normal School . Stale Normal and Training School State Normal School . Madawaska Training School/ . Normal Training and Practice Class . . Maryland State Normal School . Boston Normal School . . Massachusetts Normal Art School . . . State Normal School . Fall Eiver Training School . State Normal School . Haverhill Training School . Lawrence Training School . State Normal School . Westfield State Normal School . Massachusetts State Normal School. . City Training School for Teachers . . . State Normal School . State Normal School . State Normal School . State Normal School . State^Normal School . .o o o 0) 3 1873 1875 1883 1883 1881 1886 1877 1882 1876 1862 1851 1869 1884 1883 1885 I 1877 1873 1874 1857 1868 1886 1866 1870 1876 1873 1882 1865 1885 1885 1877 1867 1864 1879 1879 1878 1866 1852 1840 1839 1881 1873 1854 1839 1874 1880 1852 1869 1869 1860 1871 Principal. 4 T. J. Mitchell, Ph. D . Peter H. Clark . Carleton B. Gibson. : . James W. A. Wright and Miss Julia S. Tutwiler. Booker T. Washington _ Bradford Farmer . J. C. Corbin . Ira More . J ohn Swett . Charles H. Allen . C. F. Carroll . Maria L. Breen . Sarah A. Wilcox . William F. Gorrio . . . Fayette L. Cook . Lucy E. Moten . . . Emma S. Atkinson . Eobert Allyn . . Edwin C. Howett, LL. D . . Francis W. Parker . J. V. Coombs . M. E. Nicholson . W. W. Parsons . . . H. H. Seerley . F. E. Stratton, A. M . Elizabeth K. Matthews . . . A. E. Tavlor . . E. E. Sheib, A. M., Ph. D . . Mrs. Mary Stamps . Mrs. S. F. Williams . Eoliston Woodbury . George C. Purington . W. J.Corthell . . Yetal Cyr . Sarah M. Taylor . M. A. Newell . Larkin Dunton . George H. Bartlett . Albert (r. Boyden, A. M . . Ar iadne J. Borden . Ellen Hyde . Cora A. Newton . Miss L. P. Shepard . Daniel B. Hagar, Ph. D . . . J. C. Greenough . . E. Harlow Eussell . Mrs. S. M. Sickels . John M.B.Sili . Edward Searing . Thomas J. Gray . Irwin Shepard . . J. H. Henderson . a Seven hundred dollars from Slater fund for industrial training. b Except subcollegiate department, in which normal pupils teach some for practice. c Since 1879, inclusive. d The institution itself is a practice school. e Included in public school estimate. / These statistics are for the year 1885-86. g Includes estimated income from endowment and fees. h From Peabody Fund, $2,000 for school and $1,000 for institutes. i School located in.higli school building. 459 STATISTICS OF NORMAL SCHOOLS. i replies to inquiries by the United States Bureau of Education. Appropriation for the last year. Number of instructors. Students. Is there a model school at¬ tached. Gradu¬ ates in 1887. Total number of graduates since organization. Years in normal course. W eeks in scholastic year. Number of volumes in li¬ brary. Yalue of grounds, build¬ ings, and apparatus. Total. 1 Normal. Other. State. County. City. 1 o yA Other. r2 a 2 ,cs 3 fa Male. Female. 5 © 7 8 9 1© ii IS 13 14 15 1© 17 IS 19 3© 31 $7, 500 331 130 in 40 Yes . 12 4 36 1, 000 $50, 000 1 4,000 ct$700 4 155 40 36 36 43 Yes! 6 0 3 36 350 12, 000 2 2, 500 6 189 4 17 82 86 Yes . 6 0 13 3 40 500 35, 000 3 2, 500 247 0 8 125 0 44 0 81 &No. 11 3 c57 2 & 4 40 250 18, 000 4 3, 000 20 294 167 127 Yes . 17 32 4 36 3, 000 70, 000 5 5, 000 1 53 20 30 3 No/ 5 3 40 50 10, 000 6 2, 700 3 215 44 12 99 60 No 20* 33 2 & 3 40 25, 000 7 16, 000 8 278 34 244 Yes. 48 148 3 40 1, 300 150, 000 8 146 146 No.. 44 420 1 42 9 38, 0C0 16 632 88 544 Yes . 98 1, 192 3 40 3, 000 250, 000 10 17, 000 17 510 261 (9501 Yes 62 "2 40 4, 000 150, 000 11 $6, 175 26 26 dNo. 12 40 168 7,000 12 20 No/ 20 88 1 40 400 13 35, 800 7 296 127 138 10 21 Yes . 6 12 3 & 4 40 525 60, 000 14 35, 700 7 193 36 52 45 60 Yes. 10 10 3 38 1, 200 40, 000 15 («> 5 20 0 20 o 0 Yes . 20 0 120 1 .40 547 16 7 40 4 36 Yes 40 0 326 1 39 17 22, 090 14 505 123 103 164 115 28 132 3 & 4 39 8, 260 225, 000 18 25, 000 16 728 Il89 380 84 65 Yes 24 1.3 618 3 39 3, 000 150, 000 19 25, 000 18 317 Yes! 48 1 & 2 40 5, 000 300, 000 20 340 10 105 56. 49 No.. 10 6 16 2 45 1, 200 40, 000‘ 21 3 22 22 Yes . 22 1J 40 200 22 22, 000 17 769 315 454 Yes. 27 *314 3 & ‘ 39 4, 000 250, 000 23 12, 625 - 10 435 117 318 No.! 24 117 4 39 1,760 100, 000 24 8 225 0 14 80 131 Yes. 14 33 1 40 200 25 1, 000 1 6 6 Yes. 9 30 1 36 40 26 O21.10Q 12 501 200* 301 Yes 23 270 3 & 4 40 2, 000 27 M3, 000 0 0 10 179 15 65 40 59 Yes. 11 "o’ 15 3 28 500 60, 000 28 900 0 0 7 90 0 90 0 0 No.. 52 0 52 2 25 200 (i) 29 0 0 0 1 18 0 12 0 6 No.. 2 0 42 24 40 100 30 6,633 6 247 81 166 Yes . 34 415 2 38 1, 300 25, 000 31 9*14, 500 8 250 53 197 Yes! 45 35 541 2 & 3 38 1, 712 20, 000 32 6. 333 5 109 23 86 Yes . 2l 293 2 40 1, 687 40, 000 33 (13. 0001 2 101 24 77 No.. 7 4 40 200 2, 000 34 0 0 2, 000 kl 9 0 9 0 0 Yes. 9 0 84 1 40 216 15, 000 35 10, 500 0 0 .... 315 24 291 0 0 Yes. 63 1 , 568 3 40 2, 516 150, 000 36 (D 7 134 0 134 0 0 Yes. 62 0 m 890 1 40 37 9 153 25 128 9 73 n2&4 41 216 38 14, 465 12 234 56 178 0 0 Yes 43 0 1, 944 2 & 4 40 4, 000 125, 000 39 0 0 2, 600 4 26 0 26 0 0 Yes. 26 0 150 1 40 300 6, 000 40 12, 300 12 144 144 Yes. 25 1, 669 2 & 4 40 2, 000 80, 000 ’ 41 (o) 2 10 "o 10 o o Yes. 1 0 26 40 / 50 42 (o) 14 18 o 18 (rt) 100 1-1 40 125 15, 000 43 14, 938 13 294 0 294 0 0 No.. 63 1, 568 -*-2 2 & 4 40 5, 000 50, 000 44 11, 500 8 ] 49 8 141 No.. 27 1, 166 2 & 4 40 2, 000 150, 000 45 11, 625 8 202 3 199 No. . 42 330 2 38 6, 329 111, 000 46 (o) (v) 4 20 1 40 47 98, 478 26 q676 231 445 (q Y6s. 99 1, 441 3 & 4 40 7, 938 170, 793 48 16, 000 0 0 13 408 98 220 30 1 60 Yes. 34 327 3 & 4 2, 500 100, 000 49 16, 000 13 287 97 174 (161 Yes. 31 335 3 & 4 *38’ 6, 000 175, 000 50 18, 000 15 166 55 111 Yes. 50 683 3 & 4 38 5, 000 200, 000 51 3, 000 3 107 51 26 14 | 16 Yes. 0 "6’ 32 2 40 3, 000 9,000 52 j Eight thousand dollars appropriated for new building included. k Instructors in music and drawing additional. 1 City funds. m Since the separation of the normal from the high school in 1872. n Two years for teaching in public schools ; four years for industrial drawing. o Expenses paid from appropriation for public schools. p The institution itself is a model school. 2 Not including 244 pupils of primary and grammar grades in practice school. 53 54 55 56 57 58 59 60 61 62 63 64 65 66 67 68 69 70 71 72 73 74 75 76 77 78 79 80 81 82 83 84 85 86 87 88 89 90 91 92 93 94 95 96 97 98 99 a b c : com d e' EDUCATION REPORT, 1886-8?. Table 26. — Statistics of pxiblic normal schools for 1886-87; from replies Post-office address. Name. (3 Male. Female. Male. Female. 8 9 io 11 13 13 14 15 ac 17 IS 19 2& 21 13 232 12 10 101 109 No.. 3 0 50, 4 32 500 $50, 000 9 290 199 No.. 11 4 40 1 800 60, 000 7 nA9 10 No.. 6 41 4 40 850 60, 000 11 532 199 222 46 65 Yes. 25 "ii 196 4 40 1, 127 400’ 000 8 140 0 140 0 0 Yes. 80 0 1, 300 ii 40 500 11 558 251 307 0 0 Yes. 68 0 655 2 &4 40 1,500 200, 000 .12 474 138 234 37 65 61 488 2 & 5 36 3, 250 12, 500 1 19 19 Yes. 6 c82 u 37 140 15, 000 9 112 1 63 17 31 Yes. 22 1.3 322 2 38 1 55 55 20 Yes 53 279 1 40 40 2 20 No. . 15 1 40 1, 200 28 245 230 Yes. 43 2 & 3 38 500 500, 000 15 715 (4 84)" (231) Yes. 103 .... 3, 050 2 40 750 249' 478 el 36 36 Yes. 32 172 1 40 18 435 ioe" 219 56 54 Yes. 12 12 2 to 4 40 7, 000 156, 000 12 74 74 Yes. 48 1 40 18 191 "21" 159 6 5 Yes. 23 3 p344 2, 3,4 40 217,939 13 381 124 257 Yes. 53 609 2, 3,4 40 2, 220 l« 93, 750 16 264 44 128 41 hi No.. 39 7 415 .2 to 4 40 2, 500 112, 000 17 622 196 326 68 32 Yes. 57 10 482 2 to 4 40 4, 000 175, 000 12 111 29 51 13 18 Yes. 5 1 6 2 & 3 40 1,509 48, 500 66 1, 620 1, 620 Yes . 289 3, 700 4 40 1, 500 1, 000, 000 14 335 39 296 Yes. 47 1, 328 2 to 4 40 1, 600 100, 000 14 498 164 261 43 30 Yes. 40 ”9 387 2, 3,4 40 2, 000 147, 700 1 55 55 No.. 42 219 1 40 o 24 24 Yes. 26 106 7il 40 (i) 3 126 73 53 No. . 14 2 79 3 36 1, 300 6, 000 10 138 71 67 Yes. 10 200 3 64 18 19 8 19 No.. 0 0 0 3 36 20.0 3 144 76 68 Yes. 0 6 j"4 32 600 hi 50 5 54 0 54 0 0 Yes. 42 859 1 40 100 8 104 104 Yes. 59 4G9 1 40 4 ' 22 22 Yes. 1.7 228 1 40 249 9 149 71 78 0 0 No.. 11 80 3 100 50, 000 13 Yes. 2 & 4 40 50 10, 000 4 126 28 41 25 32 Yes. 5 6 3 40 5, 000 8 261 ( -ml 87 1 (7 4) 15 5 60 3 40 14, 000 14 323 (2 23) (H 00) Yes. 43 470 42 1, 200 142, 225 14 330 155 175 Yes 23 305 2 42 1, 000 170, 000 10 147 56 91 Yes 3 42 100, 000 15 586 284 302 Ycs. 65 11 577 2 42 6,500 110, 000 16 457 159 298 Yes. 55 .... 312 2 & 3 42 1, 500 200, 000 19 645 409 109 69 58 Yes. 42 342 2 42 3, 700 9 170 89 81 _ Yes. 23 398 2 42 1 000 150, 000 18 369 169 200 Yes. 54 4 641 2 42 6, 000 110, 000 21 464 263 201 Yes. 34 815 2 42 5, 050 224, 554 33 1, 537 1, 537 Yes. 237 4, 305 3 43 1, 625 300, 000 Appropriation for the last year. $3, 000 10, 000 9, 000 10, 000 10, 000 0 5, 000 1,268 20,000 25, 000 cZ500 18, 000 58, 53 0 0 0 (1» 1,800 218 (6) 25, 780 18, 000 21, 000 18, 000 18, 000 4, 000 99, 000 20, 000 18, COO 0 400 2, 000 | i 500 1,500 ($700) <&) (6) ll 550 (7, 000) 5, 000 5, 000 30, 060 5, 000 5, 000 0 5, 004) 8,000 5,000 500 32, 462 <1 Thirty- three academic additional. h Only graduates from high schools admitted. i Use Central Library. j Including preparatory. k Apparatus. I From catalogue 1 886-87. m Including 2 post-graduates and 7 collegiate students. 462 EDUCATION REPORT, 1886-87. Table 26. — Statistics of public normal schools for 1886-87; from replies Year in which opened for instruction. Principal. 3 4 1873 John F. McCreary . 1871 George Morris Philips .... 1871 Thomas J. Morgan . 1859 Henrv P. Archer . 1886 D. B. Johnson . 1875 Benjamin B. Penfield, A. M., acting president. 1880 L. C. Anderson . 1879 J. Baldwin . 3867 Abel E. Leavenworth . 1867 A. H. Campbell . 1867 Edward Conant . 1884 John A. Cunningham . 1868 S. C. Armstrong . | 1883 J. M. Langston . 1869 Conrad A. Sipe . 1873 S. B. Brown . 1867 F. C. Brackett . 1867 Thomas E. Hodges . 1872 Asa B. Bash . 1871 Robert A. Armstrong . 1885 John J. Mapel . 1871 George S. Albee . . . 1866 D. McGregor . 1875 W. D. Parker . 3868 1 • Albert Salisbury . Post-office address. 100 101 102 102 104 105 106 107 108 109 110 111 112 113 114 115 116 117 118 119 120 121 122 123 124 Shippensburg, Pa West Chester, Pa. Providence, R. I . . Charleston, S. C .. Columbia, S. C - Nashville, Term . . Hempstead, Tex . Huntsville, Tex . Castleton, Yt . Johnson, Yt . . Randolph, Yt . Farmville, Ya . Hampton, Ya . Petersburg, Ya . Fairmont, W. Ya . Glenville, W. Ya . Harper’s Ferry, W.Ya. Huntington, W. Ya. . . Sheph erdsto wn . W. Y a West Liberty. W.Ya. Milwaukee, Wis . Oslikosh, Wis . . Platteville, Wis . River Falls, Wis . Whitewater, Wis . Name. Cumberland Yalley State Formal School. West Chester State Formal School... Rhode Island State Formal School. .. Saturday Normal School . Winthrop Training School for Teach¬ ers. State Formal College, University of Nashville. Prairie Yiew Formal Institute . Sam Houston Formal Institute . State Formal School c . Johnson State Formal School . State Formal School . State Formal School of Yirginia . Hampton Formal and Agricultural Institute. Yirginia Formal and Collegiate In¬ stitute. Fairmont State Formal School . Glenville Branch of the State Formal School. Storer College . Marshall College, State Formal School Shepherd College, State Formal School West Liberty State Formal School Wisconsin State Formal School... State Formal School . Wisconsin State Formal School... State Formal School . State Formal School . a Including $1,500 mileage for students, o Peabody appropriation $1,500. Memoranda to Table 26. Location. Fame. Remarks. Marion Ala _ ........ State Formal University . Moved to Montgomery and reorganized. Formal department discontinued. Fo information received. Gainesville - _ East Florida Seminary . Baltimore Md _ .... Baltimore Formal School for Col¬ Bloomington, Febr . Concord, W. Ya . ored Teachers. Bloomington Formal School.. - Concord State Formal School ... Fo information received. Fo information received. STATISTICS OF NORMAL SCHOOLS. 463 to inquiries by the United States Bureau of Education — Continued. Appropriation for the last year. Number of instructors. Students. Is there a model school at¬ tached ? Gradu¬ ates in 1887. Total n umh er 0 f grad u at es since organization. Years in normal course. Total. • Normal. Other. State. County. 0 g O 3 d ft Number of kinder¬ gartens. 1 . o a o u u A 3 d ft i Number of kinder¬ gartens. 3 o O d © fJ s r© 3 d ft 1 55 3 4 5 , c3>-. >: t*) §§§§.*£;§ SS ,-ti 20 .ti .tt -ti cs .ti ricd.ticic3eJcj.t5 cj ci -“9 ci ci ci ci ci S23 0,0 3 0,0 00000 a a! J 0000 00 HHHHOH DOHOOOOH O .OHOOw OO •ss'bxo © • • ■ Hi o? * 22 • « iO ' ' • • L*7 1 CO » 1 i : : ShtjoShhoo hj • ' * -es-rfi 1 rcH : : :-=> : j : : :•* : 1 C7 1 j ! : : 0 fcc.2 0 r;-3 8 q A C99AJ9XX •88X3X0 Sui'pon -HOO HI J9qmUNJ •n9XJ'cS.i9x> -ntq hi jQqomu •sjtcb^sissi; jo i9qHin]q •poqsnq'B^sa hopm t> 00 rH CO CO I I I I I CC CO (M CO 07 r O O O O to O © c4 m 4- rJaH«4i co in :m >000000 ® pq’a _; s ^ ■S§^is| o.9 0 ,• 2W g-S3> ^ ®0-§ & g|-E§l| Ci ® !B 0£ 0 9 ®c2 °c 5fqK a 2 0 .o o •0 M •9 O >! • 73 M 0 p M q'(3 © i-l 5 coroooaj®co5fj ss.sssssS^ 9- -3 o >3 | | I I I g ;;;;;; |:||:3 t4 o ; ® ■ b j j : -3* && ::1 i£ i U ill ll Jill ; : <» a be 99.2039 jS^g ^£m|C§ 9 3 bc 0 a u ® ® biM J£ © 9 £fa3 ®M .9-Srd 2:0-9 b£ © .5 ^ o © ^ .9 ^ W M S'gMrgS'S g?M^§© 2&«g£g 0 W ® a H Eu p fci rH ;v. W >~.o 9’3 d _, gj ^ ^ p 2i g jp§ ^13^113 <]fqppM2EH M2M2r=;3*!<0 ® * 0rb © CO 3-2 i r0 :.9 :M 0 o Hjj ».&s © © 'HO « 4->r3 53 5 3 £"< © ® .r- O « .y 4^ .y g'W3^ 5.? gs ®" .9 Saa^ fct M 3.9-3 § > m o o o © o CO co fcH«IOO 50 CO CC 00 ® • CO 03 00 50 K W 5° CO SSSSa ilijji oo oo oo oc oo oo oocccoooooocccco oo oococot uSbdfen 0 .0 g 9? -g £2 j® 0 « ,2 i'SC'SPh- ^ r-^ ^9 y © ^ .r-( u 00 '®'a 0 0 0 C0 ® ® « 0 0 ®rn^'« ^Sdod 03 9 0- 0 hPh 9«g “ ci ci OM2M2 ?0©^ooo«© Si2 s 9 5 9 0 ■3 2 © 2 9 2 £ 2 Ss 9cc g 0 0 0 0 cd CS cd « c; Ci M2 M2 M2 £0 M2 M2 0 0 ci ci 02 M2 © — i < rH t— I HHHNN STATISTICS OF KINDERGARTENS. 469 ? rod cJ oi rt a! Goo o t>5 tt >» dS d d o R-iP.3 ^ *5 ‘C f .-g 0 C- S *s! ‘fn b .2 d .2 .2 .2 0 g.2.0 pd & _q pd d .d ,n .o .d S3 'S r3 ‘2 '3 B '2SS"5 00 O OH 0000 0 oc H HHH H PH o o o o o © © m ©oo© © © © © © © © cm c^i © r-H © © © © © © © © © ©© D- OCC© © l> © r < •JwCO CO HiU 4* CO 4 CO cm ©q CM CM Ol CO 4*1 CO CO 4^ CO ©CO CO CM CM CM CM © © © © © © ©o .©©© © © o 00 © © © © ca — ' © o:HHCq CM CM r V) co cc 13 3 “3 u « a 3p R e3 . •83 C5 ei 3p4 0 t» 0,2 pj ei PP 83 a •“"-1 eS «lJ S S3 « a rh cs W3 m,S^ S ■•as |g,2 :-§3 w ■ © . dec © 2 4-0 ©•s qpg '8 § p 5 A § r£ ;H<# 33 p3 3 co ro co co 3333 h> |3. 3p <0 CO CO 02 33 3' 333 CDjg: R i-o <3 c3 la <1 t> © ^ co r- oo co oc oo OC' oo co oo co © CO I— co CO T* T* T*< ^ CO 00 00 oo OC OO CO 00 0io t> © © r- o H o btS -.So p p ~ X. © d « £ M rt s: g Km *?*•£ m ttpi a §§§' 133 m3 R^ -d P ¥ . a ~ o*3 Odd d ct d m'jjifi CZ '"2 sgsg M2 M2 R R Sp R R rt ci M2 M2 pp z I MM2 R d ei es MM icisqoo 000 J-Sm0300 ! g 4^ 03 05 «3 <» 03 !| I 2,11^111 'Mgd9£3g22 *r=,p 5 g S | §S | g,g M MM MMM2C ^ ^ O g -9 £«> g g *2 ® § ©*g‘C; Bm 2$ 1 1 P P4 § s O 0 !-a “gMggi M2 M MM © ® © -+= fH M^S ad 'g A R R MM2 S *^3 02 a These statistics are for the year 1885-80. b Charge per month. c Also assisted by pupils of the California Kindergarten Training School. Table 29. — Statistics of kindergartens for 1886-87; fivm replies to inquiries l)y the United States Bureau of Education— Continued. 470 EDUCATION REPORT, 1886-87. trE © o w g* p p HH p g 0.9 ‘B’o HH tA p fs Ja'3 OH DO 1 P^ Sliitlla. "i'p ft'3 J'S'S'a Ph H HoHBP 9 afrg <5 «‘3 •ss«[0 Suipannoo nj •OO} -XBSjrapaxq tij © ! ’pe^irapi? e9.a t; t-- CO t- CD t> Li t> t> r-l tH II II I I I I I I I CO CO CO HIM CO CO CO CO T* T* CO •estjp Suijoan •uoo ux jaqran^r •U9?JBBI0p -ui5[ m jaqran^ ■s^ttb^sissb jo .ioqmnjq rINHWNO >5 A a E o wl aW 0.2 S 1 Sh a g P rO X © HP P !>•. ; 9 03 Si © o a § p1© ®W fA/sS rt 03 r© © fi p ^ 3§ §>3-1 «2aa<3p-p^^ © ra a, O ”p e3 , t-i f-i .1 ra © .m . ta c$ rt SS SS So 'fj g ©-s 2 -2 M O 'P M - a ^gpoiP^ aaalisSS •pQTJSIiq^SQ P9TTM co t— CO GO oo co OJ H O TH 0H(OO^lOh oo co oo co co co oo co h* !>• co oo 00 00 oooocooooooooo © .S S i§ 3 S-3 ww p PH -g.9 n © ft a Nw. p "E P CS XI bC H jj <§ 9 cj p a fceS ©<2 © p (-> © P E r— . a 2 fee © 44, P g N'P • fp • cS p ■9 J be® M2 P u « S .,2 8 I i'S-S'g.S S g :».a SN« .ag-Jll^S g iaSa ^lopll^a ^eiSa^SII H'gf® g 03 ©'P 03,2 la © 3 S p W S ^ ^ <1 o p o p. : ; ^ © . ^3 • o « !— • • j « 1 o ■ • CP P4 ! ci » 0 * P .* -—■+a • © © 23" • ©02^-2!; © © ; s * : S © § t> p r— 3 * o- O i k • © © ©PM £ ©7M2-8 © % & j ©J 'S’rt 02 1> «4 i?S S ° a g “M +L9 o.2 gWj H CS co ^ « g, oo ^j,cc <2. p p-p © © © © © ©e® k b > > > ci cS cS CS cl WPNMWR^ ^ Ee ^ ^ fe £ 14tli Street). Statistics of kindergartens. 47] q q |.al 3 -H G p i a ~G iA >> >s to rib >* fl .2 cb 0 O S3 0 S ^ -H H H eb cb c ; ,0 . ,© S3 +? ,-g S S3 Si S 3 5 ^ 2 .0 d.H.d •p,o p 3 O *3 H q i P P P p! £ H O H H Pm H H OH 00 jl I H HOOCOO e-5 oh HHO H 10 ! 0 • 0 0 0 : : ! 0 ’ O O I hH j 10 CQ ^ ! 0 O »o 0 0 0 O CvJ O O « 0 0 0 0 0 • 0 0 OOO 10 ; CO X* rH CO 00 rH COCO I> !> Tf s COCQIO tH CO CO T* tj-tpbj-r>COCO ty rH 05MC9COC5M 05 CO i O ' O CM O O tO CM t-I CO to oin 10 oo O CO 1-1 ! i cm Tiii cb ;eo cm co coco CO CO to CM ®i2i W. 2ph ® «1 1C -3 o OH : -n r§H p| ? O ^ ® >- 03 si H L_J H 3 CO o >.pq S p ~u «w a a a aa . I^'SS J h! g Sco^^HH g :|-S ° a Spq^ b aC.g G . c5 % K « a H <\ <1 PP oq • mm 05 ® a? 05 a cCcp , O U Jo cq cs 2 gt5dJ gcijn xh >,>2 i% a CO 00 OC 00 OOOH oo t~~ co 00 00 00 03 O prp n p odH Pi p hM ^ b£t>s sg Wh h :o 3 © SSS'il w o P a pH p 00 03 p Ml Jl L rp bflPD.S ^0 "2 ® S'fccS .cS'Pts a "3 £.9.93.9 N S 11 N g ®W H n o 3® n O bT. m o ^ s Ps g Pco 5a ,pco SM CO n ® PfM 2p3 > 03 :cokrt po-p-p 03 03 03 ci cc d 03 Ph « 3, CO 03 3^ 03 03 IO "■'jj c3 PM 3 | o M PC 03 p ||S|| |I|!h§11 H t- rd o o .5 > CO fflb-c^S® — gd. Hooooo®o •P M fcfi it it il.r-P it, 'gc3cic3«c«pc: pi .0 o _o o o p< o r32!3S223 1> t-. t>3 !>-. >, .g.o.2 .2.2-G.2-'g G? ■g -p -g "G •" S S s s s S s s « « cs « 5 a cs H2hH HHOHO OOOOO UOOOOO O ooo ooooo ooooo oooo • o o »0©0 lO ■ •pg^jiaipu sgSu j u q A U99-M.j9g; co © i 7 CO CO trH 2 ® *5 co 05 m )> : : : J° I j e^g ; ; ct 12d ci gw ^ w-3 ^ g O eg k^M 02 <73 Iwlww . © r- © ® 2 g egg •SH |e4 P-l JjO cS 4h.2'[c g G ® 8 oo oc oo rr co oo cc oo co oo oo O £ O gr ©.G ©Oi © 02 mW c .2 2 2 o © coco 3 y.a ► > ® 2 •asisj S§i®& p.^ag2 a sfgfl o 5 « 7 -5 G MM MMM MM g.2 w ,2r'.S ©■ « * a sf ! W^Ph cc M rt ^ ^PnOhri gw © ^ G G^lj 5 G W Ph CO CO CO ci d-s ^ © bt G © bG ggg^wl g Ipsis & B© o #© o oo t> > g «M5 f i 2 G ^02 • * 111?! t-5 ® G i +J 0 G © -w ^ © © ce ^ § £ | ©w|w|| ' © p I G © © » G > f G^ jrt ® 1*3 2 Sd S’? 2 a ‘a U 9 ®co^£ G © ■ ooo bC bf; bO cs G cS © © O ” 03 00 CO CO ooooo fci tfj bt fc.t CT cS ci ct ce ooooo c. OCOOOC-^O be be be =e be be ® bo rtcstScb-s © .© O .« © © 0 © OOOOOO O fZl STATISTICS OF KINDERGARTENS. 473 iii iiiiii ii i ii ii 1 1 ii in § mil g £1 a These statistics are for the year 1885-8G. 5 Charge per month. Table 29. — Statistics of kindergartens for 1886-87 ; from replies to inquiries by the United States Bureau af Education — Continued. 474 EDUCATION REPORT, 1888-87. O 5 W Rj PI 'S p .So 2 is H H -=2 I §®g R fcc-2 5 S3 ■ssiqo inipgauoo uj •naq. -jfSjgpup]; uj •pajjttnpT! S9“,e j « q aa uoDAipa; 'tT lO CO •ssup sat pgtinoo ni .iaquinx • aapuS ■jspniq utjgquin^; O lO t— th t- co •sjmsjsisse jo jgqamjq u b0 3 o So ®l-5 o . JS « ss rP-O wS R a Hco a ^ 2 o g «> tO © h 3 H S S S © 02 CO S.S.S .rt ©M £o © !So H ° corS © o PMW .2 tS '£ 2 So to Ro 3 w © ci o- co co .2 a PM O CD CD ic CD to ID ID Ci ID IQ t> t> ‘ ' ' rl ' ' i, ‘ ' 1 ' ' H,U. 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Esrfdd a 3 3 a 3333 Pm Pm Pm Pm Pm Pm P-i Pm P< Pm Pm Pm Pm P-i Ph Pm PhPmPmPm %ik II! “uipauuoa up •ua:} •jt3S.topni5[ up •pa^xiupB saS>u 1 U T[ A U99AV}9g[ o o o o c> css 000 ® «o (socffio o 5053535050 53 «o so si sosocosA •ssbp Sui^oau -uoa ui jaqranx •ua^S-iap -up[ ui jaqumjq S SSSSS § §£§£2 8 S § g H £ Co •sim^sissu ;o J9qran& ■? s 3 e 3 ■§• « .^66'S ■e 3 S .2 s © o ® g'pSSiS h! 02 CC «5 1^] ifi w law .2. §!^l i Bill I IrtS-a Kg 00 a §133 •poqsTiqL^so uaq^l £ iiJi& 4 M3 £ ® CO CO ^ a cccg.ss^ s S « Iggg* § •js Jj ~^oog g o ® car3r2r2 .'S V S3 §§§§§?§' s 2 5uow0oa3a •g M ®^.®.2®'na’'Pro 5 ’3.2 = ='3V3-r;'3 ii, 3 3 Pm & O Orprp Js t= c o cO to I J O O § I §35 gg 3 k <1 :3 1 a gss* - ' ill j Hi 11! I issg .gj&g&j&jg&ew i.“,2,2S.2*«».2 §.2 |.S.2 .5.2 ;SSSCS®?OticiSg2g3SS3 33333&3S5I533|3353 02 co 02 02 02 r/2 cn go 02 02coo<02 "ns is 1S111 a ills 5 p STATISTICS OF KINDERGARTENS. 479 4444 4 4 4 p p a p a, ^p a ■B k P-i 4 444 444%4- 4 44444444444 4 444 4 I III llll I lllllllllll I III I o o o o ooo ooooo o oooooooooo ;p a 1=1 Pi PIPiPi P5 Pi P) Pi P3 Pi SP!^l^*p3pJp3SP3^ piPSPSpi ^5 p ,2 p P P>rPP2 P; P5 P3 P> ,P P P P P P - P p . P P _P _P P P P P P P P P oaoo 3 P Ph o _o o _o o r— ( .—4 r— . i— I f— ■ I - ' t — < r~i < r—— I r— 4 < r—4 t— 4 P. PPPPPPPSPPPJ P2 P= P> P> ^ Ph £ £ PMPhPh Ph Ph Ph Ph Ph Pa ft pw o o o o > o o o O c ► o o c > ooooo o ooooooooooo • c > OOP » o 6-7 6-7 6-7 6-7 ; 3 A t- CO 3 c . E>- l>- T— i cc ci a ! t> t> i> t- i 3 ocoo-= s s « & & .3.2 a a s ^ 1*6,11 «^§! ^§11 i ;| -tu ®a 3 9tSSt& Ja5llaala£a 11, ■SU, 111 h^H h^s III -g-l-l-l |*l -PP-P-P^ p inwww w § g rp rp ^ ^ p pa;/2 Pi 'w « p S: § ^g> 13 43 rtf r-j o gq mtfl .W. Ifl g fiigfg 3 Hs ggUsS a ffs Mutuum 45I5I5J5I555 w w w w www N 3 3 M 00 -I llll! © ©'Pp-Ph PI p p p J£|.5g ■^<1 g g 0|>®gc/24^ '^ccwrt £££SS |IJS IIIlilPlilliA j|I I'ifi-l-illl-lli-slllll-l-l c/2 in in in mm wm wm wm w www ssaa s I a a 8 aa! mm i in i a In 11 Table 29. — Statistics of kindergartens for 188G-87 ; from replies to inquiries by the United States Bureau of Education — Continued. 480 EEUCATION REPORT, 1886-87. How supported. V*4 Public funds. Public funds. Public funds. Public funds. Public funds. Public funds. Public funds. Public funds. Public funds. Public funds. Tuition. Public funds. Tuition. Annual charge for tuition — •SRFJO Sarpouuoo uj © rA ::::::::: : 03 : i •naj -.inSaapapj up © ooooooooo • CO o 0 * •sjuc)6issb jo joqran^j «8 r-»rH-H hO * ec r> 'o o . e o n n'o £32 H-l O a 5 3 o 2 o •XOTjsipvcjsa traqAi S 3N as 02 m W W O sU-Ji ® 3 * 2o2 ill i o © ; 11 d d a d ® d o d a ® tctrS © -g u d o +1 5 ® s j3 a a & bfl c3 bfl ft | j J 1 fcfi ) u > o d bt U a fl2 O ® I g hJ (-1 ° S d w O w © M .2 a -2 S £■ pSs®® oof.- ^ ^ <| © o trim a a a 9 ® ® ®xJ >*!>-* S-fi o'2 o 32 02 ’r ^ .9 ®.a -Cl tf(/3 a a«2 H 5«S JD 3 c3 O ^ O g C/2 C/2 oa © <0^ 1§ ci © >.a £ 32 CZ? j So ; ® >^a t» 3 O ® < _© m i|fe )Wh> CJ O r-l (M CO •"* O wcoco.eo eo co oo eo eo n g a a a flS fl w oooocoHo o 434342434343 Sts 43 mm*i g p a STATISTICS OF KINDERGARTENS. 481 p o •43 I ii'iio 43434343^ '3‘3'3’3 p HHHHPh 11 :g i i i i s j ig i is i 0 60 0 ! 50 52 is i: 3 i i % £ ' S° £3 01 os OS 0 0 0 18 0 60 0 ! 14|3I S 32' 5 2 | 5 3 44 3 Jj. 4- 3-6 3-5 3-6 t! 3-6 3-7 4-10 5- 8 3-12 3-8 • < OO * 333 1 I O . I t> O CO CO :SS '"io'| 0 10 30 8 25 S §S S' § S S s g £3338 S 3 3SS S a These statistics are for the year 1885-86. I In 1885-83. c Charge per month. Table 29. — Statistics of kindergartens for 1886-87; from replies to inquiries by the United States Bureau of Education — Continued. / 482 EDUCATION REPORT, 1886-87.. 11 w £ •gjj I 3 © o Igs * •ssbjo Sapoauuoo nj -xeSjgpucq nj •po^trap'B B9§B ^ v q A 1198.44493; •ssisp Saiioan -U03 in jaqcanu -jgpuiq nt jaqranjvj •sqaupissB jo j9qumfl[ •pWpHW*® ii9q A\ >i>5 p tA a a ~Z ^ a d a tAa +i +3 Cu Cv o .is.0 o ® « aa as 3 S3 4P .2 .2 O •t .2 .cal "a p 3 a aj aa"3 r© ’3 "a a’3 OO H OH HPO OH o H SH OH CO CO lO CO > CO CO CO ^8 CO CO 22 cc • a :w 5 Hi Cj a. « £ So ^1<5 S P . © >: ^ !S| 1 03 3 HO CCh^O P . . 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s 8.2 JO ^ 0^0 d Rd o S .2 .In % n O O #0 0^0 © 'O ^ *£ "2 A *d rd aaj’3 •*3 d ^=\ r ^ 3 a’a’B'a 3 a a a J hcH o HO HQH H Ph OHO P HHHHHHHHo o S33 HHH a P a c3 « A ,P A HO OO 8.a HO ! ! o o o 1 s O • • • O O ! O O co i i o to ! O « i i o o O — 2 o o o vtfl ^2 CO 18 0 CM O CO lO 00 O O 50 CO O • CO CO CO CO CO CO • to to *o • ►OHH • o o ® o 4-7 4-G 3- 5 4- 6 3-8 I 6- 2-10 3-7 3-5 3- 6 , 5- 8 4- 5 6- 12 3-7 3- 12 4- 8 3-7 3-7 3- 7 V 4- 6 5- 7 3- 10 4- 7 3-8 3-8 3- 7 4- 6 4-6 co Ao CO ! i o o o . • CM ©3 22 «> • JO O O « rH rH » rH Q t> o ! : o O HM O O CM CO C5 lO CO Htji 1© LO OLOO L© COOIOOOOCCIOH o C© CO co O) CM 0*0 CO CO CO rH to l£0 H CM CM rH CM H H rH CO r-i rH lO IT3CM CO o CM xiH CO HO • CM O CO rH rH CO rH CM rH CM ’-i HH H rH CO rH § i I : 3 o g M fa ^ a 05 aw gSM gyp o M ?, s bt) §§ §3 W a 'S § ® jfiH ^ 12 feS tsj H S E . ss“s"3 : a si^jiss a^-SW gt»M ® .2 rd • ' /i"J © _j • • O © -So^goppp gpHP&WWHW ^ ffi ® a ® ® W-® pS 03 .r-l — I .pH R R R as a O g Op3 £§ o4 bO a <0 © a t> Lorn'S ^ H SH CC -d -d .d H S-l H ?-l wap p a opa a aaaaaaawn . a a§2 03 03 .2.2 c3 aas p ce o ^ d © d aw • © 03 OS H ^ ^£3 M M o o OO j3 hS 2 >! wfo m 03 CM F- CC OO 00 00 CO CO 00 00 l'-OOCOHtOC©COC© cot-cococot^ooaof^ OOQOOOOOCOCOOOOOCO CO CO CM OO L— GO oo co oo lO CO O 05 o r— go r>- CO co 11 ^M © © a pi M-0 P °H w PI PI Pa OK. BP p PI o © H.2 P.in Wco ,111 ' R R PB (4 d o ! be bfiCQ a © o © II « i^“a 2 © r a£& s pi ® © ®p - a e a P « o o 02 ‘S ;w§ r a a'g* □ © bJD © © © R ® ' d 03 I d d PM g e © § g£S^ ®j a pf S-gOffi.g JS § btM P a W MB*gW a-£p m © © "3 © © © S 3 M 05 M g a g P «3 Pi ftr 3 ap s=h o gg .2,3 © ia^r2^ ®,2W |||3^§l§i.p: WWW m M oMp d&3 ® © © a ~ r ' be; i a 1 = ■W _, © c3.0 - r "a Ec pi & be a -Sa^a^ s ©I ^«H.s-d.g *1 ©.g g § §”S|5g-S'S-a^S WtS o'2rSt3'2 Cw - K. O £P C« r~H f, CZ ^^^02^3 ®o«w J) (D 3o « © ^aS ® « S'® -2 . t"a pifl'gr^r©gpi2:^£'3f:i m p^ppa6apM r u a ci be be ti® r R R © © ©na 113 WM^ a ®r Pa os .S^p a >$ . be .In P.3 w.rg- H° ®cc a a ®.S 3. 2 a- aaa MAC r rH' gEp ® ® £M © 4^ d c3 d 03 W P H © : P- >2 >.t> rJlVl'Jlr~ ,d rd OOP ■© © o 2 > MMMccw © © 02 03 d d © © © 03 *2' ©

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P . . . >5 . o 9 ijJS1 g -g >» .P ft CS 3 ft rP ca s p pa -a p up P-iHOOH O P p p 0^6 O ft cS-p’g HoHH H Ph HPm .-j p P H?h ■3^1 gsj P £+3 ^ J'P •ssup) gcrijoauuoo uj •naj. -jsSigpuiq up •pa^inxpB soSb j. v q A uoo^og; • O CD t>- CD CD t>COt'j-<^} to C5 CD > t* 4< CO -4< 4< COCOM Js CO e4 -4l 4a •esep Saipan -iioo at ioqum s^; •aapiHS -.iopapT ui jaquin^j; OOOIO •gjihustssb jo aaqurajq ft © ft J «D P 225 cs’z: 33 © k— ( 'P 03 ao M tC ft ft be : .9 ! 5 .43 m es ft 9 iU ^ Ofti?a5 £ ft ft o ft ft ft "ft ft ft o c g o?W «i 8 sag »l| •~ CV 0/ 03 wj C* OD J 2 *OlS fS« B>? cs p ft £ ft ft ft ft ft ; iD ID CD CD • •poqfiiiq^tso noiTAV o co ^ CO 00 X X 00 00 00 00 CO 00 o c3 CS c5 fZ g ®^® |9 a a p a w.000£: 5 V » ! © 3 3 rt- bJC O f £ P fcC g ft5®.9k2£rS ftft|ft^Jg - ^ -mT, O -m ^ a a fl a flH ® © a 2 ® © fthj P ® © © P P © b£ x be. ft; H be H © Is "" P ?P 00 1> £Pp ® 9-5 a.® |-- P0 .2 M Wft^HM ft W2 rt a .9 a i- u 3 ‘3 -PpH a a' 5 c« 8 bCbfi-3 s © a 'C'3 O PPM ^ > o © i p a >35 ^ ^ '©M2'-' « « gP ©H >43 ® 03 ^ "ffl © +3 ^ p*_j P. P . p . pa?©©©© 5 5 o55o £ft a © ^© ^ <1 ^ a 8 -3 "a ©^ a m ftftH 05 05 ..9 ; rt }S oi^ 2 a .2 sip M. 1 to CD t> I rji STATISTICS OF KINDERGARTENS, 485 q d o o q q HH O O O BH q P © P q BB BB O O Eh r© -T5 a p Ph EH ' Pr^ C?^ * a 3 a t>>-S 2 $sisf. ’3-3 p.^ p-' HO O E 03 03 .1h o?w © ^ P-P O Ph OOH CO CO 00 00 C5 05 CO xji CO TjH H 50 O C) r-jH CO CO CO r-H CO CO C^ eocococ>cocococo-4icococo | rt' C3 iO o o o O 00 om II HEnJ Pf> ws CO go cc co 00 00 - « m • i ^ • 03 • S * • I ■ 1 • » 1 1 ; a 0 q q a J q i TC • M ■ . 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Table 29. — Statistics of kindergartens for 1886-87 ; from replies to inquiries by the United States Bureau of Education — Continued. 486 EDUCATION REPORT, 1886-87. 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Cci 3 3 ®3 3^3 g3 ft ^Ph 3 3^3 ®3 Ph pH Ph pH PH cSS' « 3 33 ft(M Oft ■® ©■© 2 ojjs 3 «3 Ph Ph 3t»3cci Ph Ph f 2® m m m Philadelphia (1407 Horth 17th | Graded School and Ki] STATISTICS OF ICINDEEGAETENS. 4'87 — 3 P H H HO 'S « gi-3 Pn3 ^ & P 03 PI r a o*g § So.'IJo f; 2* p£3 H Ph^ PhO! P O O OH s s «H «H P & o-g p p d P rP: ' § g o H( p .^rp.-prp P P p S 3 H HHHH o P . o 3 p§ sp flp gs P Po3 c p « P « P H HO HH H H p p pop P e8 H . . flSpfl o o _o o H Hb a t)h co co t-co 4 co t- 50 CO CO CO -rtf CO CO Irt CO Hid CO l> h- COiA (M O rH Hh r*i SI H ® PH Hh 2 § cipH 3h <1 w t? I gg g s hI « I gj 3 3 S3 3 3 hh h 3 3h * rP ; fcc . p . o ■ p ! o ■B htfl P 0 O 1? ffl o1^ #KS ■ H a <|1 3 p © S rj O-H 0233 a to •gs ^ CD a 3 Sc.g &0 i g .g ;« m I t>J p MS g| 2 • H h3 o a pn § H 3 >> ® -3 1 1 I 'll S3 33 3 3 3 3 Sp HH .Sg 33 GO GO 00 CO OO CO 00 CO GO OD cq »o »o b& CCS g 3 p t£ Mco b£ P 3 p P,g p SS M £ a 6h >5 P ^ p H g p2 © s? 5 p . tt ops o ® P fePip 2. _H p p © * ®3 gCH © o .3 3 M b® to ! p |0 • p> ; p e5 g-3; -w o P f^'tO ]l§! nPpPl ^2 § p ,3 3 2 ’2 p a © o S-3^ * ^ rjS.S'S =0 Mbfps 3 «S^fe 2 0^ C3 P e S §l - P 3 ® d 3|.«tg&® W gH | o § ,_l ; .;n -+s (Xi .S 4^> w C3 Q -m o S iM M M 33 3 3Hhh h p.3 fcJO f-i h p ® to Cp pH sg H © >a Mo 'SH 2 1 •§§ coco M «2 e ■§* M 6 H CO CO 7B 02 > ^ £ CD PJ M 1 0? Ol mrr> Ph ^ la1 m| m ^ <3 Sh 11 3h ® © - 23-2 g ^ 33 £ >5 CO rt 23 rP rP CO ^ ®,2 wHrg ^_p p! j « H HH >S'2I O CD © H* * CD 13 ^co-gco M tn Sd 0<7hS ^h^chCO . P< Ph CD • O • trp lO SCO CO CO CO CO r- r— I t- t- CO HT t- l-H CM CM Tjt UO a ® ® o<; fH O r-l O i “S3 1*11 'my- 1 oai r a , ra b;W a^,2 a r - ® C o ® s?||s§ aasi ■ §Jgg|3} 6 hJ w a s a a •poqsip/ejsa nog a\ IMOJIXSOO a i=l £ &2 S: fct=f£ S 'rJ'S b!f& ; ■ a .2 J> -3 fl testis ,2^^ o r 4a a a ® 2-r ® o m ® wN .2-a^X! os3 S 3 P-iPh fH U a es fee bB C3 • « . «o M; i 2 2 P -r+H a. WR02CC. ® ® na 'a a a ^!l» .Soa.9 >6 ® r ® -OP “I! 02 r-7-t> ©cat fal) c; a s- STATISTICS OF K1NDEEGAETENS. 489 c3 a-TPr© S S O HPs 3 S3 ^3 O H & & j=. 3 28 40 18 CD © CO ©ooooooo©^© t> O © TJ4 4 tIs x}< 4l 4-6 2-8 3-7 l> !>• I> ttI *4< o 32 10 CO PI lO ^ to to CO ■la I £ |c . • cS ^ © S .2 ss ^^3 rS S *s cc? h-) c3 .0 *3 a a _© c3 *o d b c3 N H w 3 w t-'^a p r» m © g © S © ro s ns ^ a Acs a^ t-aN Mo £ M .2 H W H ft fi 2 bfl® btS " US fj © P .a ^ a ''a tCrM CO § © tf ^a * n © s a £ ” . a © a o ® $- s @ "“q^ a ®a^ ® © ® ® © +s©^j©‘"®^-©a© ®,aa2r^o,a o S ® SspI S S S a "a 'a SnCO © CO s s ?a k 2 r— ' 4-3 O ZG g .© “d © fik' a cs © jj &>-£ © a co ,g '“' a Ot> © © ©^ ©.© a^ *I|| §Tal a © ^ a £co gUc a ©^ ©a 02 © g :OC p,®_c©®a®_, 3® S’2 p 2 o~- Ss n © a « £i^-g yi aaoaaoapfl s , s s CO t>> tO to 00 05 tO tO cq ca cm co —4 oq CO CO to to CO to a These statistics are for the year 1885-SG. 5 Charge per month. Table 29. — Statistics of kindergartens for 1886-87; from replies to inquiries by the United States Bureau of Education — Continued. 490 EDUCATION REPORT, 188S-870 O O •SSBJO .Sarpeuaoo uj 'naj -Jt:Sjapai5[ xij •pejjixnp'e S93B j b q A naaiijag; •ssbp Sax goaauoo xxx .iaqinxijq; •tropreS - japmq ui jaqrau jq •s^ub^sisst; jo jeqran^ •paqsqqBjsa nog a\ p . p t>.'^ P P3 P3 tf/G ,2 C3.Hr 2) 3 p P3 P P _C3 P Ph Ph Ph OP-i PhOH o o o o o o o U- t> t> O C5 tH 4< CO CO CO O M4 5*0 CO lO CO 05 t- CM H(M O tH P P3 ci PUb JO 03 Pj © X :o c« b 2« © opq ‘03^ 03 S,§|j Ph^ CO © g •1 §3 p^ 'SJ'g Op PP ■So^S^g ^ © ® p g ® ! jgrMr* fclf* t S g ®* O £ is CO t> 00 OO H«M •"# CO CO CO CO Tfi -r^ tH ■rH lO lO l® iOlO lOVOlO l£S PrP pP g> P ® © © O a Charge per month. Table 30. — Statistics of kindergarten training schools for 1886-87; from replies to inquiries hy the United States Bureau of Education. STATISTICS OF KINDERGARTEN TRAINING SCHOOLS. 491 •uoijmj roj 0Sii3i[3 02 02 rGrG Pi'S o © a a O O ° 9 9 coo J! a a 0 G o o a a •sjaopnjs jo jgqmnjq; •sjojoni^sux jo jequmjq; 3M d , • MS m rn Eh Eh SS G © © Js|a t . r~< ^ 5$ s a o COf3^ GO CO • m co sss MS 3 . w a «l5 © . b0 G O f-l Id CD i" m «W §g 02 3 ^ 9 c3 O # ^ r3 MW co m 09 in co l-4 eh SI 3 0 ; • • fl .A, • 8 r~, r i e : :| © : 3 o ,G I I ’© s •sjnopujs jo j9qum_Kj; •sjojqu jjsnijo jeqtmijq ! : g i © o © P P cc O w. .d> a° lJM, • t>3® .2©^ al l ® ^ • GO * G 0 03 ® © A o ■ss® •9^ ^o-g “pq’g § • « p5 ® ® ® £ ©- gpq£ St +3 _CCj3 g M btjm I £-4 fl £ _ © ®,5 P § b£' flO « W.M <£> © *4 I isai C3 L, *v» ^ C3 sSg £ ® o bt® © P^+J *P-^5 •Scocc £ W)b0 b£.a.s p p p SHH W d p © ® © p "£ ti a OS aj d bJO bfi -8.5.9 OMW « S * ©OP fin ® p°.3 Sol£ a> r-f o CO rt< W74(M STATISTICS OF KINDERGARTEN TRAINING SCHOOLS. O O O O O O r* W R a O o a a 00 05 © © >3?>3 c4 3 c3 ^=> >> NOOO iC CM ' lO CO lO CO CO to Til oo ^ CM Tt< o CO CM tH 53 © rO 03 3 0 -2 p CD n a a O O 03 g a ® .2hS ill W o° >»« 8 1^2 3 • R ■ • 2 © sl g. GC G0Cf-( ^ £ .2.5°y§w bt ^ © cS (h o 0 | | S :R H Hi £ I a 3 c3 R , O C3 0i> Js ialS j ;R g PI Hi R-2 to ® W w /- (MINIM eococo SO CO 05 05 CO a Graduates from the normal school, $50. c One year’s service in the free kindergartens. 6 To those who give one year’s service in the kindergartens ; to others, $45. d These statistics are for the year 1885-86. CHAPTER VIII. SECONDARY INSTRUCTION. Total Dumber of pupils receiving secondary instruction — Explanation of the tables — Scholastic char¬ acteristics of secondary schools — Material resources — Summary of statistics of secondary schools supported wholly by public funds (Table 31, Division A)— Summary of statistics of secondary schools supported partly by public funds (Table 31, Division B)— Summary of statistics of private second¬ ary schools for girls (Table 32, Division A) — •Summary of statistics for private secondary schools for boys (Table 32, Division B)— Summary of statistics of private secondary schools for both sexes (Table 32, Division C) — Comparative statistics of secondary schools — General considerations aris¬ ing from the comparative view — Supervisory agents, the Regents of the University of the State of New York — State universities as supervisory agents — Private associations — Commission of col¬ leges on admission examinations — General bearing of the work of the Commission — Duration of secondary courses — Comparative statistics of secondary schools supported wholly by public funds (Table 33, Division A) — Comparative statistics of secondary schools supported partly by public funds (Table 33, Division B) — Comparative statistics of private secondary schools for girls (Table 34, Division A) — Comparative statistics of private secondary schools for boys (Table 34, Division B) — Comparative statistics of private secondary schools for both sexes (Table 34, Division C)— Num¬ ber and classification of all secondary students (Table 35)— Remarks upon the detailed tables— Statis¬ tics of secondary schools supported wholly by public funds (Table 36, Division A)— Statistics of sec¬ ondary schools supported partly by public funds (Table 36, Division B)— Statistics of private second¬ ary schools for girls (Table 37, Division A) — Statistics of private secondary schools for boys (Table 37, Division B)— Statistics of private secondary schools for both sexes (Table 37, Division C)— Ad¬ dendum— Admission requirements of universities and colleges (Table 38)— Admission requirements of agricultural and mechanical colleges (Table 39)— Admission requirements of institutions for the superior instruction of women (Table 40). The total numher of schools for secondary instruction reporting to the Office in 1886-87 was 1,476, having 8,604 instructors and 184,616 students. If to these ho added the number of students reported in the preparatory departments of superior in¬ stitutions (Tables 42, 45, 48, and 52), viz, 32,182, there results a sum total of 216,798 pupils reported in courses of secondary instruction. The independence, variety, and individuality of secondary schools in the United States render it difficult to bring them within the compass of a common scheme of representation, such as might show the quantity and the resources of this part of the educational provision of the country and indicate the direction in which efforts should be expended for the farther improvement and development of the work. In the present Report the aim has been to arrive at the best classification of the schools and to make an intelligible presentation of those features which pertain to secondary as distinguished from special training. The source of support, which is the most obvious distinction between the schools, leads naturally to their division into two groups— public and private. Intermediate between the two is a number of schools supported partly by public funds and partly by private funds or tuition fees. They are mostly in the Southern States, and mark a phase in the progress of the free-school system which has nearly disappeared in other sections. Their separate tabulation serves an historical purpose only. The private secondary schools have been tabulated in three groups, viz : (1) schools for boys exclusively ; (2) schools for girls exclusively ; and (3) schools for both sexes. This classification suits well with the scholastic characteristics of the three groups. In the United States, as elsewhere, secondary instruction tends largely to two courses — the “classical” and the ‘‘scientific.” These convenient terms can not, however, be employed in our tabulation, from the want of uniformity in their use. The former has three applications : first, as including both Latin and Greek ; second, as allowing alternatives between Greek and French and German; third, but rarely, as including the classical literature of any language. 494 SECONDARY INSTRUCTION. 495 The importance of the two courses as comxiared with the entire work of the schools may he inferred from the following summary : Proportion of students in classical and scientific courses. Scliools so reporting. 25 to 50 per cent . . . . . . . . Grade. High schools . . . . . Per cent. a28 16 a36 27 50 to 100 per cent ....... .................. ....... Private schools . . High schools. . . . Private schools . . . a Includes public and partly public. The schools for hoys exceed all other classes of secondary schools in the proportion of their pupils classified as above. In addition to the classical and the scientific course, there is a third course numeri¬ cally large, variously constituted and variously named, as ‘ ‘general,” “ English,” and “literary.” Normal and business courses are incidental to the main work of secondary schools, being very generally pursued in connection with other courses. The work in progress in the schools can not, however, be so well indicated by courses as by particular studies, choice being made of those having known value. Mathe¬ matics naturally stands first in the list. Of this branch it is sufficient to say that algebra and geometry are invariably included in the secondary programmes, and are pursued either together or in succession throughout the course. Physics and chemistry are common features, and are generally taken in the order named. From an inquiry respecting the latter it is found to be a requisite for graduation in 295 high schools, or 57 per cent, of the whole number (26 schools specifying scientific or general course), in 61 per cent, of the private schools for girls, in 26 per cent, of the schools for boys, and in 50 per cent, of the schools for both sexes. The statistics pertaining to language studies which, all things considered, afford the best index of the work, have been tabulated, and are summarized in Tables 31 and 32. The inquiries were intended to secure information as to the number of students pur¬ suing a foreign language and the number confining themselves to English. Unfortunately one question, viz, “What is the number of students pursuing En¬ glish branches exclusively,” was susceptible of different interpretations. In several cases it was understood to exclude pupils in drawing; in others the entire enrolment of the school was given in reply, notwithstanding the fact that this was contradicted by the answers to other inquiries. In the case of all the schools, save those for girls, it was found possible to correct the mistakes arising from this misunderstanding in time to use the information, either in the integral or in the ratio tables. For the girk’ schools the statistics remain in¬ complete. The tables show further the number of secondary pupils pursuing drawing (free hand and mechanical), a matter of daily-increasing interest, both on account of the recognized importance of the exercise as a part of general training, and as a prepara¬ tion for scientific and technical training. Statistics of other forms of manual train¬ ing have also been included. The summary of students preparing for superior insti¬ tutions completes the view of the scholastic work. As regards financial particulars, our present information is exceedingly defective, neither income nor expenditure being included. Property valuation, permanent funds, and benefactions are shown in the summaries of the schools for boys and the schools for both sexes. In the summary of the schools for girls, and the high schools, public and partly public, permanent funds have not been tabulated. Six private schools tor girls report under this head a total of $119,000, and 27 high schools a total of $685,305, 1 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 28 29 30 31 32 33 34 35 36' 37 38 39 40 41 42 43 44 45 46 47 48 EDUCATION REPORT, 1886-87. Table 31.— Summar Division A.- State or Territory. I Number of schools. Instructors. Male. Female. Total. Male. Female. 1 2 3 4 5 C 7 North Atlantic Division. Maine . 9 17 28 45 559 747 New Hampshire . . 10 14 24 38 425 611 Vermont . 3 4 2 6 53 98 Massachusetts . 71 186 233 419 5, 438 0, 860 Bhode Island . 9 28 28 56 580 811 Connecticut . 12 28 54 82 948 1, 399 New York . 36 78 163 241 3, 786 4, 045 New Jersey . . . 7 20 32 52 811 1,297 Pennsylvania . 32 42 78 120 1, 496 2, 215 South Atlantic Division. 1 7 7 138 Maryland . 4 ”9' 29 38 46 769 District of Columbia . 1 13 14 27 302 506 Virginia . . 6 14 29 43 400 808 West Virginia . 1 1 3 4 80 95 North Carolina . 2 3 2 5 80 79 South Carolina . 1 1 1 2 40 27 Georgia . . . 4 9 12 21 319 512 Florida . 2 2 2 4 4U 60 South Central Division. Kentucky . 3 4 17 21 139 613 Tennessee... . 6 9 9 18 339 449 Alabama . . Mississippi . 2 3 1 4 85 85 Louisiana . 1 5 8 13 146 344 Texas . 6 9 14 23 140 368 Arkansas . 2 2 1 3 57 91 Indian Territory . 1 1 3 4 103 North Central Division. Ohio . 25 59 87 146 1, 669 3, 121 Indiana . 35 06 79 145 1, 343 2, 210 Illinois . 29 63 116 179 1, 711 3,381 Michigan . . . 21 43 95 138 1,791 1 2, 520 Wisconsin . 23 38 58 96 1,090 1,581 Minnesota . 9 18 34 52 411 759 Iowa . 15 23 37 60 637 1,206 Missouri . . 8 30 38 68 631 1, 713 Dakota . 1 } 2 3 25 40 Nebraska . . 3 9 19 28 221 374 Kansas . 6 7 3 10 136 199 Western Division. Montana _ ......... _ _ ... Wyoming . . . Colorado . 3 3 5 8 51 105 New Mexico . . . Arizona. ........... . . . Utah . !N" evada ...... .............. Idaho _ .... .......... W ashington .............. _ ... Oregon . . . 1 3 2 5 90 110 ! California . 8 27 28 55 632 1,478 j North Atlantic Division . 189 ■ 117 612 .1, 059 14, 096 18, 0 33 is South Atlantic Division . 22 52 99 151 1, 307 2.992 | South Central Division . 21 33 53 88 906 2,053 j North Centra] Division . 175 : 357 563 925 9, 665 17, 101 S Western Division . 12 33 35 68 773 1,693 United States . < 119 ! 892 1, 397 j: 2, 289 : 26, 747 41, 867 £ Stude 1, 30G 1, 036 151 12, 208 1, 391 2,317 7, 831 2, 103 3, 711 138 815 808 1, 206 175 159 67 831 106 752 788 170 490 508 148 103 4, 790 3, 553 5, 092 4,311 2, 671 1,170 1,813 2, 344 65 595 335 200 no , 299 2, 959 2, 466 STATISTICS OF SECONDARY SCHOOLS, 497 of Public Sfcondaey Schools. wholly by public funds. Students. £ £7 umber pursuing 1 German. a I* '5 d CO r-\ P || Hi cC,' is - '8 © jj al“ P P-S A Prep aring for classical course in college. Preparing for scien tide course in col¬ lege or scien¬ tific school. Total preparing for college and scien¬ tific school. 'S % 2 o- o 'grP'O 03 P te © o «SS 9^ ^ 3 g p-c H ro m o ^ fcr ° 20 a o “ o'S '■HO^ rP'-g P 3 o 2 P PjP A i In umber of students p suing the same. P 3 rO fZ a CO % *s| c w tw S O w © tzT '1.3 Total benefactions. 6 § r2 a © J2 S © r5j a © 13 13 14 15 17 IS 19 30 Si / 33 34 99 105 546 146 56 8 1,094 201 205 300 59 15 57 22 3 382 49 55 173 11 3 56 18 8 2 1 53 7 267 98 12 1, 836 285 352 754 14 L 35 25 19 1 81 1G $149, 500 303, 500 80,700 2, 349, 773 342, 400 500,- 000 1, 514, 228 17, 500 385, 000 $1, 275 238 6 1,599 54 211 673 2 547 1 886 31 101 1,019 262 729 0 751 351 365 12 3, 924 337 840 1,508 606 1, 255 307 28 92 171 63 14 314 53 61 141 25 59 2 48 3, 950 2 97' 40 G6 110 8 3 i 45 736 674 3 19 34 3 106 61 13 20 23 23 7 111 36 i 225 95, 00,0 10, 000 2, 000 0 60 4 99 9 2 160 6 369 9 4 61 500 430 60 50 24 262, 000 7, 000 225, 000 267, 200 58 1 OO 00 (T5 tH 2 11 2 20 4 28 223 166 16 14 22 6 2 8 4 20 17 1, 800 344 37 4 37 2 i 3 215, 000 35, 150 8, 000 858, 000 774, 000 862, 025 1, 100, 500 528, 700 424, 000 241,500 682, 000 50, 000 800, 000 73, 000 200 1 30 66 152 58 112 18 62 17 2 17 24 1, 094 320 1, 194 ’ 602 614 260 115 318 0 159 21 1, 295 411 1, 638 559 208 452 449 254 632 92 71 107 5 (6 38 153 87 i) 37 12 123 0 48 5 (2 \ 212 25 4 22 45 17 150 D ? 1 545 °) l 1945 11 212 253' 467 314 709 45 125 134 2 100 500 100 . 150 663 187 66 119 119 1 5 209 ( oa »5 174 109 5 4 2 2 24 36 $ (4 l 33 28 2 3) I 45J 41 200 43 40 32 i 32 20 40 18 35 113 0 74 15 3 i 5 5 14 3 145, 000 0 62 3, 188 1, 539 115 4, 697 62 191 9, 121 1,910 604 5,306 265 154 3, 330 536 203 1, 819 169 99 2, 084 186 24 5 (H 1 591 102 21 755 205 14 07) [ 602 22 44 749 83 16 (2 501 49 8 192 57 22 4) ? 1 549) 13 172 3, 780 531 76 2, 374 186 33 697 83 74 558 36 219, 000 5, 642, 601 376, 000 752, 150 6, 391, 725 364, 000 8 1 10 242 225 301 5,376 58. 222 1,050 9, 601 17, 206 6, 057 S (107) \ 2, 987 |1, 598 (24) A 1,398 | 8335 6, 947 1, 448 19 768 13,-526, 476 6,706 32 ED 1 2 3 4 0 7 9 10 It 12 13 14 15 10 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 30 37 38 39 40 41 42 43 44 45 46 47 48 498 EDUCATION DEPORT, 1886-87. Table 31.— Summary of Statistics Division B, — Schools supported State or Territory. j Number of schools. Instructors. Students. Female. Total. Male. Female. 1 'ri O H a cS 1-1 b£ O 'B 03 B a ini © r© a 3 £ Number pursuing Greek. Number pursuing French. 1 a 3 4 5 & 7 8 9 io 11 North Atlantic Division. Maine . - . 3 8 7 15 238 225 465 150 73 16 New Hampshire . 2 2 3 5 78 85 163 47 18 15 Vermont . 1 1 3 4 52 60 112 12 1 0 n r> A Rhode Island . u n Q V o V A A V A New York . 2 3 7 10 128 134 262 U 44 U 15 U 7 New Jersey . «... 0 o Pennsylvania . . . .... V f» ! V n o South Atlantic Division. u Delaware .— . 1 2 1 3 68 72 140 8 0 0 2 5 5 144 144 41 K 7 District of Columbia . . U Virginia . . West Virginia . North Carolina . » . 6 6 7 13 238 248 486 42 5 2 South Carolina . 3 5 6 11 163 140 303 19 2 14 Georgia . — . . . 35 41 60 101 1, 821 1,715 3, 536 592 66 202 Florida . . . A n q South Central Division. V U Kentucky . . 5 7 9 16 342 352 694 101 6 0 Tennessee . . . 7 13 9 22 549 439 988 64 21 4 Alabama . . . 6 10 12 22 436 333 769 144 9 13 Mississippi . . 7 6 15 21 222 388 610 46 4 27 Louisiana. . . . . . . . 1 2 53 53 2 o o Texas . - . 6 9 12 21 462 482 944 52 10 0 Arkansas . . 4 5 5 10 220 218 438 40 1 1 Indian Territory . . North Central Division. Ohio . . . . » Indiana. .................. _ _ _ Illinois . . . . Michigan.. . . . . Wisconsin . . . . . Minnesota ....................... 1 1 2 3 50 70 120 9 Missouri . 3 10 11 21 400 498 958 57 26 46 Dakota . . . Nebraska... .................. _ Kansas . . . Western Division. Montana .................... _ Wyoming...... .................. Colorado ......................... New Mexico. . .................. 1 3 O 147 147 Arizona ......................... TTtflh _ _ _ ICava/I a. _ _ Tdfl.hr> _ _ 'Washington _ _ _ _ OrAgon _ _ Hali torn ia, _ _ North Atlantic Division . 8 14 20 34 496 506 1,002 253 107 38 South Atlantic Division . 47 59 74 133 2, 434 2. 175 4, 609 702 78 225 South Central Division . 36 52 62 114 2. 284 2, 212 4, 496 449 51 45 North Central Division . 4 11 13 24 510 568 1,078 68 , 26 46 \V Astorn Division _ _ 1 3 3 147 147 United States . 96 139 169 308 5, 871 5,461 11,332 1, 470 262 354 STATISTICS OF SECONDARY SCHOOLS. 499 of Public Secondary Schools. partly by public funds. Students. be,- bfl p be q be p a Ger- 6 9 £3 cS Preparing for r-H O O crj Oh -i « o o.S P © 0D ^ S ^ n Prd • s | ts'o *4H +=> bird u P o 6. a3 ® £3 a cs^- Pi o 3^0 p ^ cc Pi o m U H 13 33 14 15 t® IS 19 2© SI 22 23 24 o 20 34 8 i 0 43 1 22 $45, 500 2, 500 15, 000 $10, 000 50 1 16 4 3 4 2 1 10 7 2 14 0 3 7 19 21 50 190 3 0 4 0 5 0 6 12 2 12 7 5 2 26 7 47, 500 1,025 7 0 8 0 9 0 - 4,000 8, 000 10 6 17 23 1 24 11 12 13 14 0 8 5 13 9 7, 000 4, 900 89, 475 15 0 16 10 26 5 16 38 264 29 50 50 33 5 138 29 1 62 450 17 0 18 15 0 263 11 13 13 14 51 67 6 1 20 10, 000 19, 700 35, 500 19 6 28 7 32 15 150 20 0 121 20 37 69 16 10 132 8 1 156 550 21 2 80 21 14 6 1 2L 3 2 1 26 28, 100 1,000 13, 500 9, 800 3, 050 22 0 3 2 2 0 1 23 140 130 14 13 5 18 58 9 1 10 24 0 75 10 9 • 14 20 15 1 25 26 27 28 29 30 31 32 20 30 50 3 6, 000 15, 600 0 33 71 98 • 44 66 46 36 26 174 '31 34 35 36 37 38 39 40 3, 000 41 42 43 44 45 46 47 48 32 42 52 26 27 24 129 14 43 1 22 62 110, 500 113, 375 11, 265 450 44 264 46 97 66 33 201 1 157 672 73 114 114 83 39 ' 350 41 4 212 117, 600 3, 750 71 99 , 44 ' 86 76 36 26 224 34 21, 600 3, 000 304 1, 076 163 349 282 179 94 904 132 6 296 366, 075 15, 465 1 2 3 4 5 6 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 10 41 42 43 44 45 46 47 48 EDUCATION REPORT, 1886-87. Table 32. — Summary of Statistics of Endowed Divisio State or Territory. North Atlantic Division. Maine . - . New Hampshire . Vermont . — . — Massachusetts . Rhode Island . Connecticut . . New York . - . - . New Jersey . Pennsylvania . South Atlantic Division. Delaware . . — i.. . Maryland . . . District of Columbia . Virginia . West Virginia . North Carolina . . . South Carolina . Georgia . - . Florida . - . South Central Division. Kentucky . - . Tennessee . .. . Alabama . . Mississippi . . Louisiana . Texas . . . - . Arkansas . Indian Territory . North Central Division. Ohio . . . Indiana . . Illinois . Michigan . - . Wisconsin . Minnesota . Iowa . Missouri . Dakota . Nebraska . . . . . Kansas . Western Division. Montana . Wyoming . Colorado . - . New Mexico . Arizona . - . Utah . Nevada . Idaho . Washington . Oregon . - California . North Atlantic Division. South Atlantic Division . South Central Division.. North Central Division . . W estern Division . Instructors. 172 3 126 34 229 40 78 13 49 5 9 81 31 71 6 40 7 12 100 14 12 113 31 32 48 19 243 100 521 158 176 362 132 1,349 3 147 10 39 283 53 94 16 57 8 11 94 37 75 8 43 7 12 115 19 SI 60 25 1, 062 36 251 2, 520 272 854 388 298 303 100 308 149 874 339 625 665 177 140 652 100 174 595 500 690 44 545 59 125 694 230 150 12 ’il2' 634 189 208 410 151 1, 592 100 "i, 454 5, 080 2, 759 2. 533 3, 482 1, 871 15, 725 United States. STATISTICS OF SECONDARY SCHOOLS. 501 Seminaries, and Other Private Secondary Schools. schools for girls. Students. Number of schools reporting courses of manual training. Number of students pursuing the same. Total value of grounds, build¬ ings, and apparatus. Total benefactions. a cS a 5 cb &D a ’a u PH a a te cj bl) .9 '3 . «) to p s Ph"" 0J a a ft Preparing for classical coarse in college. .] Preparing for scientific course in college or for scientific school. Total preparing for col¬ lege and scientific school. Tefal number of 1886-87 who have entered col¬ lege or scientific school. 9 to 11 12 13 14 15 1© 17 18 0 0 1 2 3 145 369 45 64 109 28 0 0 $333, 000 4 7 12 5 8 33 2 61, 000 6 358 627 27 12 39 9 % 5 176 640, 635 . 7 4 45 17 10 27 0 51, 000 8 48 216 1 1 165, 000 $4, 500 9 10 190 o 5, 000 11 16 6 (5 2 o 35, 000 12 47 66 6 11 9 1 26, 000 13 14 1 208 37, 700 4, 070 15 0 0 rj 7 o 0 15, 000 16 4 170 1 646 225, 000 7, 000 17 16 1 150 40, 000 18 98 167 5 15 20 8 o 37, 000 19 4 97 20 50 70' 2 1 160 37^ 500 20 5 50 6 o 71, 000 18, 000 21 22 3 40 1 10, 000 23 30 120 2 200 57, 000 24 16 4 27, 000 25 6 25 25 8 o 28, 000 1,800 26 63 135 8 0 8 2 1 20 355, 000 27 25 40 28 122 134 - 4 4 88 0 0 520, 000 1,050 29 11 13 0 0 o 0 50, 000 30 141 164 1 34 50, 000 31 12 35 4 20, 000 32 18 108 50, 000 33 30 .29 10 5 15 3 0 0 306, 000 275 34 35 32 130 4 4 2 0 0 350, 000 36 37 l 38 . 24 40 o 200, 000 ICO 40 41 42 2 80 2 2 10, 000 43 0 4 4 0 0 0 25, 000 44 45 12 42 0 0 50, 000 46 47 155 220 8 8 1 100, 000 48 570 1, 302 89 86 175 43 6 176 1, 250, 635 4, 500 67 597 12 12 24 11 4 1,004 383, 700 11,070 156 484 50 65 115 25 3 360 267, 500 19, 800 454 788 26 5 31 99 2 54 1,701, 000 1, 325 193 382 10 4 14 1 385, COO 100 1,440 3, 553 187 172 359 173 16 1,594 * 3, 987, 835^ 36, 795 502 EDUCATION REPORT, 1886-87. Table 32.— Summary of Statistics of Endowed Academies, Division B. — Private 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 State or Territory. 1 Number of schools. | Instructors. Students. Male. Female. "3 o H Total. Number pursuing Latin. M O « cS O O-P 03 V ^ o o c o *4 © o 03 Q f-4 a § P o umber of the same. §r^J ■'rt 3 > 1 7s |o -P P o - 23 60 3 24 25 94 6 6 4 1 100 18, 000 174, 000 26 12 208 160 30 4 34 9 4, 000 27 28 63 97 84 69 153 84 200, 000 10, 000 1, 000 29 86 52 5 64 IDS 200 14 1 20 185, 000 214, 500 30 90 124 37 279 69 348 71 8, 800 7, 600 31 110 12 12 7 266, 000 65, 000 117, 000 112, 000 80, 316 32 17 15 35 50 33 194 289 72 35 15 50 26 34 35 36 37 38 39 6 8 8 10, 000 80, 000 40 166 0 0 0 7 1 5 41 42 43 44 45 46 30 10 40 0 100, 000 130, 000 4, 542, 350 10, 000 47 446 44 31 115 114 229 18 30, 000 1, 560, 250 48 1,487 1,472 828 5 c* } 2, 517 ’0) 1,209; 3, 796 671 10 473 35,402 950 413 68 544 139 683 146 1 80 960, 500 860, 600 28, 500 619 253 240 189 38 227 66 2 160 217, 800 50, 000 3,| 500 572 770 274 519 328 847 211 1 20 1, 231, 500 120, 800 102,916 612 50 31 153 124 277 25 1 g 320, 000 40,000 4, 240 2, 958 1,441 C (7 } 3, 922 0) ■ i | 1,8385 5, 830 1, 119 15 738 7, 272, 150 2, 631, 650 170, 318 504 Table 32.— Summary of Statistics of Endowed Academies, Division C — Private schools State or Territory. North Atlantic Division. Maine . New Hampshire . Vermont . . Massachusetts . Rhode Island . . . Connecticut . New York . . I New Jersey . . . I Pennsylvania . . . South Atlantic Division. Delaware . . Maryland . District of Columbia j Virginia . | West Virginia _ North Carolina.-. South Carolina , Georgia . Florida . South Central 'Division. Kentucky . . Tennessee. . Alabama ... Mississippi . Louisiana .. Texas _ _ . . . Arkansa 5 . Indian n. Jerri tor y Na Tth Central Division. Ohio.. . . . Indiar ,a . . Illinc is . - . Micl dgan - - Yrif consul Ub jiesota. 1-9? va . Instructors. 34 22 47 67 4 24 160 51 104 30 229 91 <8 76} 20 60 24 (13) } 59 | 41$ (39) ( 18$ 45 (-) U 05 80 44 97 159 9 54 118 195 Students. $ (42) l 1,053 I 1,015 487 I 380 5 (180) * ) 1, 0C2 | 955$ 1$ (6) ? U 1,338 I 1, 101$! 5 do) ( i 383 | 359$ 395 3, 938 | 3, 755 5 (432) l l 946 | G1G$ $ (152) ) l 1, 998 1, 496$ 21 32 11 29 14 166 29 96 30 109 98 56 50 38 113 78 10S 14 41 103 179 200 30' ? 250$ 222 312 (20) 79 | (225) 263 | (113) 38 | (127) 1,947 | 1,551^ (135) 566 I 633$ 1, 620 ] 1, 829 ! 3, 455 (70) ) 332$ 62 2,110 867 2,197 2,445 48 782 7, 693 1,994 3,646 401 512 { 280 (810) 719 I 1, 980 618 | (271) 638 I 180 I (200) 655 371 109 204$ 858 703 562? 233 584? 312 120 129 738 213 3, 025 1, 334 682 $ (177) } l 2, 054 I 1, 259$ 1, 726 1, 398 $ (152) l » 1,206 | 1,446$ $ (170) < 146 I 103$ 125 111 500 | 394 (127) . ? 1, 602 | 1, 303$ 1,844 1,321 1,471 413 1,439 683 229 4, 090 3, 124 2, 804 479 230 894 3, 098 711 122 533 531 287 928 354 795 101 19 37 43 519 57 ,453 91 299 120 132 124 187 22 23 582 143 197 252 34 166 125 94 219 100 181 22 109 20 35 STATISTICS OF SECONDARY SCHOOLS, 505 Seminaries, and Other Private Secondary Schools. for both sexes. Students. — - - - Number of schools reporting courses in manual training. Number of studen ts pursuing th.e same. oT fcr p ft ^ a? P P ci P ft ffl p P ci p rp O H Amount of permanent endow¬ ment. Total benefactions. [ Number pursuing French. i a 0 to .2 '3 co 3 ft Sh ft g £ Number pursuing En¬ glish only. i to "3 . SSP p.a ft S-l <0 ft a £ Preparing for classical course in college. Preparing for scientific course in college or sci¬ entific school. Total preparing for col¬ lege and scientific school. Total number of 1888-87 ■who have entered college or scientific school. 11 12 13 14 as 16 17 18 19 2® 21 23 23 142 25 852 136 252 30 282 76 0 0 $333, 800 $236, 500 $45, 740 1 31 5 402 27 56 11 67 14 1 84, 000 932, 300 9, 900 2 154 53 ' 1,069 276 166 34 200 36 0 0 461, 100 347, 000 58, 600 3 530 155 1, 168 631 158 88 246 80 3 239 768, 366 678, 328 27, 151 4 0 0 5 137 124 82 140 169 49 218 14 3 30 192, 500 235, 000 1, 025 6 642 728 4, 196 1, 115 411 145 556 98 0 0 1, 322, 889 315,450 75, 800 7 310 648 530 646 118 53 171 43 1 20 432, 500 36, 500 15, 000 8 81 278 1,935 706 231 55 286 67 0 0 761, 100 87, 750 20, 965 9 10 22 120 120 20 8 28 13 0 0 61,000 7,000 10 50 64 169 216 o o 80, 500 20, 200 11 35 2 ’ 65 71 ] 40, 000 12 15 460 81 14 14 g* 1 12 33- 000 13 o 0 23, 000 14 97 48 1, 993 185 334 127 461 77 0 0 249, 650 63, 000 6, 500 15 6 0 32 177 28 28 32 1 152 ,45, 500 650 16 53 14 1, 829 505 138 51 187 35 3 142 122, 5C0 40, 000 2, 300 17 10 5 168 254 61 61 2 1 107, 000 . 65, 000 5, 500 18 53 145 959 512 91 209 300 13 1 184 221,000 6, 000 5,650 19 2 8 L, 047 75 54 58 112 11 1 10 120,720 8, 000 2,350 1 20 35 9 430 25 63 7 70 23 2 107 131, 850 29, 010 11,800 j 21 14 16 664 151 118 43 161 27 1 75 61,000 / 3, 000 22 95 0 58 17 2 2 1 0 0 33, 000 23 30 205 551 132 17 17 6 0 0 381, 000 . 24 0 0 309 0 5 5 0 0 27, 000 2, 872 1 25 1 204 11 1 69 39, 000 2| 950 26 76 ' 24- 3, 037 234 197 137 334 44 1 200 315, 000 16, 200 1, 700 07 0 43 913 19 44 7 51 50 0 0 199, 500 60, 500 500 28 44 895 523 107 69 102 171 27 314, 850 26, llO 400 29 0 506 143 146 4 9 23 5 0 0 65, 000 22, 000 30 6 39 140 6 3 3 6 7 0 0 46. 000 35, 000 1,000 31 48 26 211 12 60 25 85 8 1 113, 500 63, 000 2, 200 32 3 158 1,454 334 115 68 183 £8 1 15 138, 000 60, 000 1, 600 33 506 EDUCATION REPOET, 1886-87. Table 32.— Summary of Statistics of Endowed Academies, Sem Division C.— Private schools State or Territory. Instructors. Students. & a & 10 North Central Division — Cont’d. Missouri . . . Dakota.. . . . Nebraska Kansas ... 23 U2) l 9 6) 37 17 Western Division. Montana .... Wyoming ... Colorado .... New Mexico. Arizona . Dtali . Nevada . Idaho . Washington. Oregon . California . . . 10 North Atlantic Division. South Atlantic Division . South Central Division. . North Central Division. Western Division . 1 7 4 9 19G 102 79 138 35 19 519 G32 (8) 181 185 245 < 256 5 <71> i \ 361 | 327( 65 72 United States 550 5 (79) l (1, 31111, 5325 154 50 27 54 5 (310) I I 1,885 | 1, 708> (32) 327 | (370) 99 861 40 2C2 558 4 20 12 50 1,151 434 441 759 137 24 208 121 330 3475 I 755 471 3, 903 706 544 1, 332 263 92 525 459 1, 017 43 186 111 336 5 (852) ill, 226 | 9, < (690) it 5,333 | 5, 5 d,281) > 4,276 | 4, 5 (1, 338) (11, 131 I 8, 1,543 1, 2 922 5 (4, 161) (33, 509 129,1 ? 704 C OGoj 576^ ( 7415 450 i G7 394 232 666 21, 782 11, 089 10, 133 21, 210 2, 993 617 132 24 114 36 9 40 24 50 4,261 1, 320 915 2, 192 177 67, 207 8, 861 212 66 4 24 1,171 225 128 559 S3 2,116 STATISTICS OF SECONDARY SCHOOLS, 507 INARIES, Am) OTHER PRIVATE SECONDARY SCHOOLS— Continued. for loth sexes — Continued. Students. Number of schools reporting courses in manual training. fco a> u P m R g ® a 'P c3 P m to ® o S-l © a £ Total value of grounds, build¬ ings, and apparatus. £ o p < V P © P a p a 1 P(H o P P o a cn p *3 a o rc5 o H >4 o ■ a © N « a 55 u P Pi rQ a p p C3 a © O fcfl GQ f-l p P. © s P H bt .9 >> £§ © P2 g £ . Number pursuing draw¬ ing. Preparing for classical course in college. Preparing for scientific course in college or sci¬ entific school. Total preparing for col¬ lege and scientific school. Total number of 1886-87 who have entered col¬ lege or scientific school. ii 13 13 14 15 1© 17 IS 1© 20 31 33 33 9 347 1, 135 131 308 88 390 34 3 374 $399, 500 $14, 000 $29, 858 34 29 139 251 189 34 32 66 1 1 50 127, 000 18,000 • 2,000 35 8 87 91 6 6 0 0 68, 500 3, 600 36 0 165 627 83 70 63 133 24 1 8 329, 500 35, 000 54, 040 37 38 39 0 2 5 2 3 5 1 0 0 16, 000 237 40 41 0 4 182 151 4 o 0 41,000 5, 400 42 0 10 569 204 5 13 18 2 0 0 126, 600 100, 000 15,300 43 44 5 6 31 10 17 27 1 0 0 20, 000 45 2 8 266 13 23 23 2 1 12 44, 200 15, 500 46 0 36 315 37 13 10 23 6 0 0 47, 000 20, 000 75 47 G 12 222 36 5 17 22 18 1 125 111, 500 48 2,027 2,014 10, 234 3, 677 1, 561 465 2, 026 428 8 289 4, 284, 255 ■[2, 808, 828 254, 181 27G 153 4, 834 1,609 593 186 779 168 6 306 726, 150 195, 200 14, 950 230 385 4,222 923 350 317 667 88 6 445 1, 012, 570 43, 000 28, 622 209 2, 374 8, 521 1, 352 910 534 1, 444 288 8 647 2, 096, 350 349, 800 96, 898 13 78 1, 385 446 58 60 118 34 2 137 406, 300 120, 600 36, 512 2, 755 5,004 29, 196 8, 007 3,472 1,562 5, 034 1, 004 30 1, 824 8, 525, 625 3, 576, 828 431, 163 508 EDUCATION REPORT, 1886-87. Comparative Statistics op Secondary Schools. Tables 33 and 34 bring into comparative view the particulars summarized in the foregoing tables. Confining our attention to public schools, it appears that a little more than one- third of the pupils pursue English branches exclusively; in the partly public the proportion is still larger. Latin holds a prominent place in the curriculum, and is evidently not merely the sign of a course preparatory to college or to scientific school, since the proportion of pupils pursuing it is much greater than the proportion intending to matriculate, as will be seen by the comparison of Columns 3 and 8. It is interesting to note that not¬ withstanding the enthusiasm for science and the commercial value of scientific knowl¬ edge, the classical prepara lory course attracts a larger proportion of scholars than the scientific, even in the public high schools, which are often charged with fostering too largely the money-maldng propensity. Table 34, Divisions B and C, derived from the statistics of private schools for boys and for both sexes, include one column more than Table 33, showing the number of pupils not distributed under the specified languages. The larger proportion of the schools not answering the questions relating to par¬ ticular studies give some data from which the facts may be inferred. As regards the schools for both sexe3, viz, Table 34, Division C, the inference is that the majority of the undistributed pupils are in English branches only, while in the case of the schools for boys (Table 34, Division B), the reverse is to be inferred. In the schools for boys, as in the public high schools, Latin is a leading feature, and in all classes of secondary schools it holds the first place among foreign languages. The schools for boys are the only secondary schools, as a class, in which Greek has prominence; it is noticeable, further, that they show the highest percentages in all the languages, except French, in which the schools for girls take precedence. About one-third of the work of the boys’ schools is professedly preparatory to col¬ lege or to scientific school, the proportion in the classical preparatory being a little more than double that in the scientific. The relation of the several particulars embodied in Tables 33 and 34, as it appears for the entire country, is shown in Table 35. Several considerations applicable to all classes of secondary schools are suggested by the statistics before us : First in order is the importance of a well ordered English course, in which the studies, their sequence, and the time allotted to each, shall be carefully and iutelli- gently determined. Second, the importance of determining the proper relation of Latiu to secondary training in general. Third, the importance of so adjusting the preparatory courses and those of superior schools as to prevent waste of time and effort by the overlapping of studies. Although individual schools can be instanced in which these essentials are well ordered, considering the country at large there is serious want of authoritative agencies to systematize the work along the lines indicated. A few such agencies have been organized in particular States. First among these should be noted the supervisory work of the regents of the Uni¬ versity of the State of New York. In order to have the benefit of the regents’ inspec¬ tion and examination and to share in consequence in the distribution of the literature fund, academies and union schools must comply with the following conditions : “ The possession of property amounting to at least $5,000 over and above all incumbrances, and that the debts shall not exceed the one-third part of said property: and that, besides the buildings (which, as required by law, must be of the value of at least $2,000), said property shall include a library of suitable books worth at least $500, and apparatus and collections suitable for instruction in physics, chemistry, and nat¬ ural history, worth at least $500 ; and that reasonable assurances exist of a sufficient income for the suitable support of said academy and of the attendance thereat of at least 25 scholars who are qualified to pursue the proper studies of an academy.” The following survey of the academic examinations is from the annual report of the regents of the university for the year 1885-86 : “In 1866 the system of academic examinations was organized by the board, for the purpose of determining in a more satisfactory manner the number of qualified schol¬ ars entitled each year to share in the distribution of the literature fund. The first year in which this test was applied, the number allowed as entitled to share in the distribution, was reduced from 20,443 in 1865 to 13,140 in 1866, in 1867 it fell to 10,806; a reduction in 2 years of nearly one-half. The minimum of 5,873 was reached in 1872, since which time the increasing number of schools and students, more thorough and efficient instruction, and the influence of examinations in advanced subjects organ¬ ized in 1878, have caused the number to steadily increase to 12,583 in 1886. STATISTICS OF SECONDARY SCHOOLS. 509 “While these examinations were instituted as a more intelligent means than that before employed for determining a proper basis for the distribution of the literature fund and have more than fulfilled the expectations of their projectors in this particu¬ lar, they have performed and are performing other and far more important functions, in testing, by instrumentalities outside the regularly employed means of instruction, | the efficiency of that instruction ; while at the same time the knowledge of the pupil is shown, a uniform standard of scholarship is established throughout the second¬ ary schools of the State, and that standard is maintained at a much higher point than has before been reached in these schools. 1 i The experience of two decades shows the wisdom with which the foundations of the system were laid. The patient and harmonious efforts of princix^als and instructors, of boards of trustees and boards of education, combined with those of the board of regents, have developed and strengthened the system until it has reached proportions and is performing functions not anticipated at the outset. “The system, entirely unique, has the almost unanimous support of those engaged in the work of secondary education in the State, and the fact that each year numer¬ ous inquiries are received in regard to the system and numerous applications made by secondary schools to be received under the visitation of the board, chiefly in order to share in the benefits derived from the system of examinations, bears witness that the system is fruitful in good results for the educational interests of the State.” In 1885-86 the number of academies visited was 276, having 1,400 teachers and 37,735 scholars, of whom 12,583 were academic. The number of subjects covered by the examination questions was 41. While the regents’ examinations have a stimulating effect in every part of second¬ ary work, nearly all the other agencies for its improvement are directed to the - course preparatory to college or to scientific school.1 Among these should be noted the system established in a number of Western States, whereby graduates of approved high schools are admitted to the universities without further examination. This becomes virtually a system of supervision. The following private associations devoted to the work in question have become well known through their published proceedings : The Associated Academic Princi¬ pals of the State of New York; the Massachusetts Association of Classical and High School Teachers, and the New England Association of Colleges and Preparatory Schools. An outcome of the last mentioned is the Commission of Colleges in New England on Admission Examinations. The purpose of the Commission is sufficiently indicated by its name ; its work is that of investigation, discussion, and advice. The wide-spread interest which its deliberations have excited shows that the problems with which it has to deal affect the entire country, so that the solutions which prove sufficient for the exigencies of one section will be of practical advantage to the others. The Commission was definitely established in September, 1886, and comprised the following colleges: Amherst, Boston University, Brown, Colby, Dartmouth, Har¬ vard’, Smith, Trinity, Tufts, Wellesley, Wesleyan, Williams, and Yale. The follow¬ ing statement is from the first annual report, covering the operations of the Commis¬ sion for 1886-87 : “ At a preliminary meeting held April, 1886, the Commission considered the division of admission examinations into preliminary and final examinations, and made the following recommendations to the colleges: “ 1. Voted, To recommend to the several faculties to permit candidates in the pre¬ liminary examination to be examined only in those subjects in which their teachers certify that they are prepared, and in which they present themselves with their teachers’ approval. “2. Voted, That this Commission suggest that the several faculties recommend the reservation of the following subjects until the final examinations: Yergil, Latin prose composition, Homer, Greek prose composition, geometry, French, and. English composition.” “On the 7th of January, 1887, at a special meeting of the New England Association of College Officersand Preparatory Teachers, the secretary of the Commission, by invi¬ tation, read an account of the formation of the Commission, and a statement of its proposed work. He invited the preparatory teachers to present to the Commission any questions which seemed to them important and germane to the work. Responding to this invitation, the Association appointed a committee to communicate with the Commission. This committee, consisting of Messrs. F. A. Hill, principal of the English High School, Cambridge ; W. Gallagher, principal of Williston Seminary, Easthamp- ton ; and C. F. P. Bancroft, principal of Phillips Academy, Andover, sent a commu¬ nication, which was presented to the Commission at its annual meeting in April, 1887.” 1 See, in this connection, scheme of admission requirements, Tables 38, 39, and 40. 510 EDUCATION REPORT, 1886-87. With respect to the appropriate functions of the Commission the communication set forth that the preparatory schools accepted the views formulated by the Associa¬ tion of the Colleges.1 As regards other matters of common interest the communica¬ tion was as follows : “ 1. The preparatory schools undoubtedly approve the first vote of the Commission at its meeting in 1886; recommending to the several faculties to permit candidates in the preliminary examinations to be examined only in those subjects in which their teachers certify that they are prepared, in which they present themselves with their teachers’ approval. “ 2. The second vote of the Commission, recommending the reservation of Vergil, Latin prose composition, Homer, Greek prose composition, geometry, French, and English composition, meets, in its general purpose to set apart certain subjects as suitable for the final examinations, with entire approval. “ 3. The committee find that the reservation of French for the final examinations does not commend itself to the preparatory schools. This fact was apparent at the special meeting of the Hew England Association of Colleges and Preparatory Schools, held in Boston in January last." Wherever the committee have been able to ascer¬ tain opinion about the proposed reservation, they have found dissent. “The objections raised are not against the theory that it is wise to prevent inter¬ ruption in the study of subjects which would be continued after-admission to college, but rather to the practicability of applying this principle fully, on the basis of a fair division of subjects between the preliminary and the final examinations. “The committee respectfully ask the Commission to consider the propriety of leav¬ ing French optional, at least for the present. “4. The committee beg leave to suggest that in the English requisitions, the limit, not only in the number and variety of authors and works recommended, but also in the annual changes, has been reached, if not passed. They regret the lack of uni¬ formity that still exists in these requisitions, notwithstanding the fact that many colleges are in accord. “This committee also presented a communication requesting ‘that the examina¬ tion in Greek and in Eoman history be divided. The fact that some colleges separate the two subjects while others do not, is, at times, a source of embarrassment.’ “Further, the statement was made, qualifying the suggestion as to the requirement in English, ‘that there would be no serious objections to the quantity of reading at present required, if the pupils were not required to carry it all for examination pur¬ poses.’ ” The report further states that : “By invitation, Mr. F. A. Hill, chairman of the committee sending the communica¬ tion, appeared before the Commission and presented more fully the views of his com¬ mittee. “As it appeared that the recommendation of the Commission to reserve French for the final examination had been adopted to some extent, it was thought best not to discuss that question at present. “The requirement in English was discussed at length, as it was clearly the ques¬ tion of most urgent importance in the conviction of the preparatory teachers. It was finally voted ‘ that further consideration of the subject be postponed until the next meeting of the Commission.’ “ This subject, therefore, is now before the colleges for their consideration. It is hoped that discussion by the several faculties may enable the Commission to take more definite action when it next shall meet.” At this point the deliberations of the Commission have an important general bear¬ ing, since, as regards the mother tongue, all secondary courses may well be made uniform. The value to be attached to the study of English language and literature is not a matter of recent recognition, but the extension of courses in this direction, the im¬ provement in methods of instruction, and the appointment of special teachers for the wrork are noticeable features of recent progress in the leading secondary schools both public and private. Several investigations in respect to this development are now going on iu the Office with the view to a full report upon the same. Intimately connected with this sub¬ ject' is that of provision for other modern languages. Here the secondary schools are benefitted by the labors of the Modern Language Association, which embraces in its inquiries and deliberations both preparatory and collegiate courses. 1 The views referred to were recorded in the following votes : “First. To maintain with punctuality the existing degree of uniformity in the requirements for To bring about a greater degree of uniformity in requirements upon common subjects. “Third. To bring about a greater degree of uniformity of regulations in regard to the division of admission examinations into preliminary and final examinations. “ Fourth , To urge the U3e of identical examination papers upon common requirements.” STATISTICS OF SECONDARY SCHOOLS. 511 The most important consideration relative to secondary instruction is that of the time devoted to the work. This underlies all questions of curricula and of the ad¬ justment of preparatory to superior courses, and has, moreover, social and economic bearings which can not'be ignored. It is a matter about which there is great diversity of practice, and also one with reference to which it is difficult to secure satisfactory information. Two inquiries made by the Office this year were directed to this subject. The first asked the age of admission, the second the duration of the course of study under three heads, viz : (1) Preparatory to classical Course in college. (2) Preparatory to scientific course in college or scientific school. (3) General academic course. It was found that as a general rule in the high schools answering the inquiries, the three courses have the same duration, which is either 3 or 4 years. In a few‘cases the scientific preparatory is one year less than the classical. In the private schools for boys, on the contrary, the scientific preparatory is, as a rule, a year shorter than the classical. The following summary shows the possibilities or probabilities as to the age at which pupils will finish secondary courses considering their duration and the age required for admission. Where the three courses differed in time the classical pre¬ paratory was the one employed. The number of high schools responding to both in¬ quiries was 97, and the number of private schools for boys (the only class here con¬ sidered), 91: Age at completion of course. Percentage of number of schools answering. Age at completion of course. Percentage of number of schools answering. Public. Private. Public. Private. 12 years _ - _ ------- _ Hone. 6 17 vears . . . . 31 15 13 years * . . _ _ _ _ _ _ Hone. 11 1 8 years _ , . . . 21 11 14 years » _ _ - 2 20 19 years _ _ _ _ 13 4 15 years - _ _ „ « _ _ 3 11 20 vears . j . . . . Hone. 2 16 years . . . 30 20 512 EDUCATION REPORT, 1888-87. Table 33. —Comparative Statistics of Public Secondary Schools. Division A. — Schools supported wholly hy public funds. Students. State or Territory. Total. .Percentage pursuing- Percentage preparing for college and scien¬ tific school. Percentage of total preparing Latin. Greek. French. Gorman. English only. In classical p « course. ® ^ § O CO _ * ® >r In scientific 3^ course. 1 2 3 4 5 & 7 S © 1© North Atlantic Division. Maine . . . 1, 231 28 8 28 8 37 20 75 25 N ew Hampshire. . 1, 036 57 7 17 0 33 10 80 20 Vermont . «- . 312 18 1 3 0 78 8 100 0 Massachusetts . . 12, 298 48 9 32 7 18 15 80 20 Rhode Island . . . 1,391 55 12 21 2 33 21 88 12 Connecticut . . . 2, 347 24 7 11 7 49 15 74 26 New York . . . 7, 831 29 5 13 19 43 10 63 37 New Jersey . . . 2, 108 36 26 2 12 45 6 50 50 Pennsylvania . . 3,711 32 24 19 19. 44 1 51 49 South Atlantic Division. 138 100 0 0 0 Maryland . - . 815 4 0 46 92 6 - - o - . District of Columbia . 808 37 3 10 43 15 14 73 27 Virginia . . . . . 1,206 63 0 11 30 6 3 100 0 West Virginia . . . 175 9 o 0 Y 85 North Carolina . . 159 57 o 0 0 43 South Carolina . . . 67 100 9 100 q Georgia . - . 813 79 17 44 7 5 44 70 30 [Florida. . . . . 100 83 9 15 9 100 0 South Central Division. Kentucky .......................... _ 752 2 0 0 13 1 50 50 Tennessee . - . 788 47 1 0 2 52 7 44 56 Alabama . . . . . . . Mississippi _ ..... _ 170 3 96 4 75 25 Louisiana ............................. 490 70 Tevas _ _ _ _ 508 21 1 67 1 100 0 Arkansas . . . . 148 29 71 Indian Territory . . . 103 100 North Central Division. Ohio . 4, 790 50 2 1 23 27 5 61 39 Indiana . 3, 553 27 1 1 9 62 7 8 11 Illinois.......... . 5,092 40 1 3 23 24 9 42 58 Michigan . . . 4, 311 31 3 6 14 35 7 66 34 Wisconsin . 2, 671 30 2 2 23 48 .27 40 60 Minnesota... . 1, 170 47 1 3 22 27 4 20 80 Iowa . 1, 843 30 1 0 6 67 6 97 3 Missouri . . . 2, 344 23 1 4 13 65 6 51 49 Dakota, _ _ _ 65 17 83 o 100 0 N ehraska, _ 595 36 3 27 49 Kansas _ 335 18 6 77 34 53 47 Western Division. Montana .............................. Wyoming . . . . Colorado _ _ ...................... _ _ 156 40 28 9 21 79 New Mexico . . . Arizona ............................... Utah . Nevada, _ _ _ _ Tfla.bn _ Washington. . . . - . Oregon _ 200 California . 2,110 21 3 3 3 61 8 70 3D North Atlantic Division . 32, 179 39 7 18 10 33 12 75 25 South Atlantic Division . . . 4, 299 49 4 22 36 14 12 74 26 South Central Division . . 2, 959 19 4 50 3 50 50 North Central Division . 26, 769 36 2 2 18 42 9 55 45 Western Division . . . 2, 466 21 2 3 2 54 8 67 33 United States . 68, 672 37 4 11 14 37 j 10 67 33 STATISTICS OF SECONDARY SCHOOLS. 513 Table 33.— Comparative Statistic^ oe Public Secondary Schools— Continued. Division B. — Schools supported partly by public funds. Students. Percentage pursuing- 9>a •9 2 9 '3 Percentage of total preparing for college and scientific school. State or Territory. 02 'O 9 ft ft< cS Total. Latin. Greek. 4 a o German. S' o rft 02 'So ft H Percentage for college title schoo In classical course. In scientific course. 1 $ s 4 5 © 7 8 9 I© North Atlantic Division. 540 35 14 5 0 57 9 76 24 163 29 11 9 10 54 6 70 30 151 16 2 2 3 80 44 92 8 262 17 6 3 $ 81 10 73 27 South Atlantic Division. 140 6 0 0 0 94 144 28 3 5 4 72 17 100 0 ;NortIi OfFrhl in Hi T . . . 486 9 1 0 0 91 3 100 South Carolina. . . . . 303 6 1 5 0 88 9 10 Georgia . . ..... _ ... 3, 536 17 2 6 1 74 4 73 27 Florida w _ - _ ................ South Central Division. Kentucky ...... .....a .......... ...... . 694 15 1 0 2 82 7 47 53 48 Tennessee. . . . 988 7 2 0 0 92 52 Alabama — • — - — — - 769 19 1 2 0 77 17 80 20 Mississippi 610 8 1 4 0 87 95 5 Louisiana 53 4 0 0 0 96 6 67 33 944 6 1 0 15 80 2 100 0 A. rk an$as ..... ...... ...... ...... ...... 438 9‘ 0 0 0 91 13 40 60 Indian Territory. _ _ _ _ North Central Division. OJiio _ _ ...................... Indiana ........ ............ Illinois ...... ------ ...... ........ ... . . . Michigan. — . ...................... _ Wisconsin _ .................... Minnesota _ _ ------- - ................ Iowa ........ 120 8 0 0 0 93 42 100 0 Missouri ... ........................... 958 6 5 7 79 19 64 36 Lako ta _ ... - ............ .. N ehraska ..................... _ ... Kansas _ - _ ........ _ ............. Western Division. Montana ... _ ....... _ .......... _ Wyoming ............................. . Colorado _ _ _ _ . N ew Mexico .......................... 147 100 A ri 7.3 a •rt © £<3 ® a © 2 bc-g 53 to Pm r-H .d 4 ® rd y rt ® d a 73 o 03 Tb 33 o COOJO H(M CO -flOOO CO 520 EDUCATION REPORT, 1886-87. o CP P 1 CO CO P rS O • s: o s ffi o .2 M2 3 ?s «5 ?*> P rCl P O o © H 02 C> O 'e « © P gH fP 1* co P CO o C> CO © O H CO | f? ◄ H 02 1 Jzj O M ti CO CO j> p p « h 5 •qw S ’[T?*0£ © •oisuia^r •siojonxjstK epjaio j •saopnj^sm 9p?p£ •UOX^BZra^SlO JO 9J13Q] OONIOOW W«§ t- 30 CO (M CM CJ 05 SO CO T-f i-f "3 1-5 P P Sw S a m si w.i o W bfi C® o« ».?§”« a ^aP^-g IJIIIfl 3 ^ f4. P (H OQ P k :jo? :IwQ il'tg :2^£|3 j £J O O H « jg , S P P 2-1 m CO .3 £ a £ H 00 £ 5 *— •;< •.onrnwp |'BOTUB([09 J*f »*l w 1C .OH . IO Tjl . o * 106 •Sum tup ptreq-e 9JJ Wi .oo • r- . — * * » Ph o 5 GEORGIA. STATISTICS OF SECONDARY SCHOOLS S3 : :°3 1 | - j!s-° 3 $ S :SgS° 3 0 30 § 1 eo 71 3 3 | o 43 55 3° © O W 27D | S3 °°3co$;00 § S o • o O O 0-0 121 10 12 woo • o rH • lO rH 03®*- co O O O 400 g£ || i§§s$ S3S5?853g®SS0§3"& rH o go woo«o^ 521 I *§S §3|3SS|S3|gKgS3.|^5g|lgS§§S § T*^<0 ^.CM rH rH HH I §S§ £33 3gS§|3§S£!S3S :£33g£33SS g 88g S£3 SgSggSSSS SS S C5I>CQCC^CqcOCOCOiO(M(MrH(MTH05COLO lO ic aiH3 s II «M ft a 3 WhD e« S « -2 fcf fJllI S*Si3| niMj** 522 EDUCATION REPORT, 1886-87. STATISTICS OP SECONDARY SCHOOLS. 523 CM CO t> O • o .0.0 ; °§ 153 § o 344 0 100 0 5 § O CO L'- o T~l rH 0 15 13 3 ift o 8 81 0 13 5 o O O o S3 jS ^ o CO m © o Oi lO tH rH lO i£33 S *&8&£3 sr t> *— i S383 3 g8§g|||3§3gg8g;§:I g§£ . | 3£§S | S3 S38S 3 Irf? S SSSSSSSSSg'&SSSs! 838‘ §3 §83S g Division A. — Schools supported wholly by public funds. — Part I — Continued. 524 •SniAVBjp ■[B0TQ6XJ09 J\[ •samstp pusip© 91^; •aeau©£) •qoao.T^ *5[9©X£) •at^BT; •Is;oi •oxsaio^ •©IBM •sjopnj^sai ©jurao^ •s.io}on.i}sai: •aoi^BziusSjo jo ©jBd OO 05 CO O 00 (Ml Ol M ■ OCOOO ) oo oo oo oo go • m © ® 2+3 L J^/gp S$3* Jill H PH ■=3 S p^ g § ® B3«; pH £/5 fr-H A oooo • o o o t>* t> Th © © o o o o o o o . o NOHCOCOCOlftlM^i 'O^cocococp^cooeo CQ ®^S £fl b«(^ ^^oTJ-Sh-P^: a? W^m § ? £ 9 fe - w. H 3 5G5;»^r/3 g p-£ jj o - J c ^ o ® O rfl C3 JgOD . ^2 bo I^t ®-2 2 o « 1 i° c ®p a >.S Ill'll ■H a) cj S! o §1® ■P3! O O ‘ o C!»hO . _ o 5^_, i .,0 2-33^ 'X a jo . • o s 2 2 2 c«?’o o ►.'gM-g-gcc © llsS!4S333S 3.g’.|2|n|!| _ ® Ja 2 * .°f p "si i! 3 d 0 3*=® o ^ o q • Hfl- : «s : 23- : p tt kJ « ^ •pMP 2 ©°©® . . 10 gSg°&° 0 ;ow • 0 ® 0 0 : :° : !®oo©©®o©«> : 3 £ 3 111 143 21 86 10 412 104 $ rH rH M :°°s$ °3 :SSS : « rH • § :S000£3 : rH • • 0 0 00 00 • • O C3 0 ■ c h 0 0 10 ! 0 ! I • 0 • rH rH 1 1 • • 'OON^OOOO 05 iS'-g :° |g§3s&ggs oss§§° is*- OOOH ^HgH.OHOOt- jcogl® >*S&5^rtW8”3'"8 jt- §|?3£5|g$!8 5 :SSSt'|g§S^Sg§t-ggS3§^^g§^^SK53^SS^g'3|K|5!S g|gg$gggg§gcSg$8£§gggi^g£§g§g§!g8Sgigggg Sg.g£SS3gg3f|&g8g gEg8gSS3g§S§SS§83Sg8Sg88§5E:Sg$;!iSg!SawSSg§g.S3S;S«SgS3!SSe!l3 l'S'©t~WCON«H«jq(NOHfflHOOHM IfflnwCOHNHHHMnHH^fflTiiiM, iWffq«in ‘ © O , © © rS © a ^ oo © © 00 © © © © C:-3 ^fSgsl ISIpi ;«! uipii |§l|1<»||1 icaiii! sBcSSSf infill lill. d-2 gp !| IS *| cop S-^goll . •gg gW Sco^^S § j o o ,-jW 2^ ®r § Plo° £■§1 ft 111 KSo II. jl if iiii H!!|!| PTtV2 bip £ P iim jngpg^ a S B3 'hPCjj p s JtfSIgjf! coGppGpp ssasssa - isismsi n ,ss iiim sis mimi Table 36.— Statistics of Public Secondary Schools for 1886-87 — Continued. 528 EDUCATION REPORT, 1886-87. •sioionuent ‘eio^onueui 0i«n •Snmujp pjottrBqogj^ W »« » d » • 0 623 • o o • • •Sam^ip pu^q-eoj^ 1 14 os ■ t i 1 1 CO 1 1 1 o 1 0 623 20 § •irenij9£) 13 occco d CO 0 SO 1 4 25 0 IT o •TpmMjl « H co o o • o T*t • 0 20 O l> o o •5[99.I0 H L- O o 03 CC CO O d d CD CO CO rH CO rH o o © fiSOXM rH I00000t>0 CO id O -H IQ L'- ID ift CD HNt> iO ^ o oo o •mox © *H d O CiOOOOCOCOlfl CCiOXrWl003^>00 30 lOCO H ©: GO O t- CO »D C1L- CO ^ O -< C3 OO CC Q rH CO CO rH CO CO HCl^H d •9p3Cn9jE ® CO CO O CO O lO n rj h- O LO©-*rH*-*l^lOCO d CC O CO H O CO cc C3 CO H C3r*I^COOHOiO ^ rr d CO r~i d rH *®TO h oooo eoooMHia «ONO-*NowSi3 vH CO CM Q -f ' 00 to H NCONOOl'CCCO CM (M CO rH CM HH c© cm co cc t-t t> IrtCOWMMfqift't ‘aoT^'Bzin'BSao jo o:yu(i ^ I H M N W C5HHHCO*CHHNi C5 — ( cc oo i M C iC O • LO LT„ t - • CC CO CC 00 <1 0*8 CO 4-» rj—> r"~] O cS . 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Q-d oo eo . cc 1 t-- oo "T cm § ©’’C^j SsjgQo rQ :£ S: . w .'AO, d 3 jdd • o^t. b&j 3 b p cii-; © «*£ ©' P£L| . tj©1^ ObbOWdHdd^ ©CO is M^-S1 A 'yd fcC.Sf <© gW| _ Ufa d ® ® o *T3 3 2 § S?8J dddS P 0 O' Id a.0, 'ey CCcC Stl® © - 5 Mo'S 2 3 Jas 50,0 ^ bfi .SftS d 0 2 >,00 H fee % gs ts| §£ co s!§ Mg © dv©‘C g-p.-a 5 b£.S cG ^ ’ g rt 8W 'C! ® d © J s : s b-7Z! rCfl P.iB ■ qd ?ci ! tf p © be • - >0 >>©‘C 5 >/© 2 C £10 P P 2 4S i5 bfj.y 43 5 c Ck oSp©©2fl Si-sjri.S .2 fF "bJD; .9' H rH 00 O 17 lO CO L0 00 o CD U H LO LC0 rH 00 U 2> tH C5 • CO ID rH rH * co CD • iD l>NOW» CM rH _ o n 15 _ _ Li o Cl O CO u 11 LD 11 U rH CO o o o i o © 1ft © 9 1 NOOOrfO 05 C© O lOnHWHO rH CO lO lO CClOOO COriOO CD CO t> U0 U H O H !>• CD tH H 00 LQ CO CO co co ic cd a uS tH lO!>t-OOOH»OO^HOH*rfl D* H H ^O 00 M H CD CO lO OMCOICOO § 2 H H ^ S CKOMfDlOCOfOOO(M NOOrfiOOO) oo io id d < CD ID O r-l O 05 o C a> Ps PQ H O CtJ Sd^W hi rai • O * Hs ro <-> r- - ta •■ © .M * ■ > r-l oh § r' aS ^ w a !>, ' • ©9AaA®Tsa©g? Ph t>oi A S^^A hiWP^.® r2? ^ S ®r/i " no ® ^ •-a © a a a ap3 KH w ® ® S saUrdA .-2 -Swu POp023h3oPof2HS33 s !^p © : *§ ; CO • S'S A : a : o ! <1 : .sa • b* • &S&&3* gga|A§ • a a a ®®aa « © © ®&f>A I A^ a ©p m©h s-?§^wa- eg t‘ ©ai - (> £ ©"© © eg ® ® h h PA 2 a a o ^ h 2 S pi Oh o o ad a,„ PPPWWh A ^ . 3 CD C *"2 ^ g 5 f i«D /^-\ ef} , © C ^ © Q i®-s«£ ■g^p a ©=j ©A ^ p-S J ^ 5 © PI =3 't A ad © h px pi o'© O > r»;— < i§£® IpPPP b>» '6 hi"© 2 3 o C? O © © flag's 30 "3 02 © O . d^H © 8 sS S ®« ; 2 n=! t>fl 2 ^ a a © &c o -i^ ® § ec fl fl m c OOOOP) ®A a r3 a © ©CQ1 © i id ill . . ; rd A 2 ^ i i^gs ~d § au a ggH.3a! •agn ®«3 A r © © t-i -g +J ®A-gP Mg hs <© a ® o P^ill 0 4 0 0 cg'S pppAcoto A'ocfi M O p| 'bjno.2 a Mg H ^ b © ®.^fp ll!| “Mp 9i rf^ U% SP © © I* | 'odl zo A ,dP Meg E: Je! ,■ U T F t a A ad P b esal OQOORHEi c2© 3 A a III 2ga^ 'S?^ k2 a © cO(j ^ -g y V. dJ JH o°*£ a'gs'iissils iWWfi pp^PPoooop | ; it g © ® ©A© ‘be© df ® ©2 S -g A’§ 2^2 P S S 3 © ppwMcow a § b'; - Xi II WP gA § a ■ ^ a © d © .2 SA Sgfhiig' ooASfiP CJOHNh ‘64: ED c?5Ci©Qg)o ooo o <^j c * O rfl Cl iOJIOtH "iH > -*6< iO i lO >C tO > lO co >o 00 ■ 00 00 >00 00 00 . OU CO 00 S !® ® •a S. P |> ;£ • >-* d i-*-5 N.S r5< e3 . o-»S3 2 • 2 ^ a ^ sPtff Efjp.3 £,2 w s £Mv3 I £a- 02 . Cl H wg 1 JglM^p 'O ssiy § u « d f pp r-. . . © © o I . o o 2 o '-** o 2 M ’o’’o'j*2'o ^S&Sj :2 Q rbCCCP^Mj$r_;.y) d *£ >“ a 5u A 1 g d*Ja d.2 » S «HT3 > £ X,_o hT C3 a So 2^ 2| £jJS Iqg^ § a ® s§^|S' 1-1 (M CO -OStiOOOOH Cl CM Cl Cl Cl Cl d Cl Cl CO CO CO CO CO CO CO CO CO CO CO CO to CO •"* HO CO t- oo CO CO CO CO CO 00 eo co co co co co 340 I Cha STATISTICS OF SECONDARY SCHOOLS. 531 o © o o ■ .mo i © o 10 © o • © • co © © CQ r-H CO © T* l>HO * CO O • O CM « O • (M i O 10 CD Cl I 00 © ^ iO CSI © t>« N IO ID H h* ^ iC t> (M ID O OOJOQOf^ Th ^ rh co csj \co lO rfl CM CO rH (M i (M CD (M CO *— 1 CO i CM rH a ® a rO ^ . Q) « H >1. HHs^PrOQmHP 00 CO CO ^-H CO to ' r-O ■ a « : 0'S : &o E^SqlJ ^ Pn hs ^ O •S'lldw § I'g'g «-!§&'§ 50 o o ft o CO o ffl fco 2 2 o i.2 o o .-- ft o o oco .... .^6^ 2 ® o ^ a 3ft O o 3 rt C _ i'S fla .£JVh 03 o .2?^ fee o M ®Ls> .&g “ atw - ^ « s ^ S.-S^Wa^Sfl'a t-S ®.y 2 cs o m oftftWri^ 2*3 ■ft .; o ;co ■ ^ ■ ,_, o o ft., •fetl ' Oftft H .hh O O Ou OM OftGGWH-l, O l-H O O _. - ft ©ft CO ft *3 ,® ° 2 rt &®£P gtO SjjC ’,rr* ffH -g 2 yW'® i bi)V 5ft ft wJ^llllfli.2 „ S S J25 |2i co co m CO CO EH d ^ O ^ S a a _ ® ^ w 3.8?i'asa. ofp uH P'.S d S-S'S^I&I ^ O o C3 Sh c> M WPh^P-iPM^ CD O / pi rg 'i a ^ m » 2 o 3 2/£ .a CP W S gd.a ‘-‘•®'0 ^ O-S ft PH’" (> t> t> 2 . (D O ^ P o-g o 1-1 ft >,3 r: •gill. I 2 pqH^iOftft M^5 d ® o o t> t>. W&r- £ aScofty So® t>^ t> 60^=1 b. .2 ® p< o «e o OdOft!^ HClCOTmDC®t> O0C5 rfi rf ^ rH tK rH —H CO CO CO CO CO CO CO coco IDONCOOOHCICO CO O ^ O O l> I> Is* 00 CO CO CO CO CO CO CO CO »ocor>ooc5o CO Sio Sis CO M S Division A. — Schools supported wholly by public funds. — Part I — Continued. 532 EDUCATION REPORT, 1886-87, Students. 1 bt a ‘3 P. a a a £ •SuiAuup XBOjiiuqo^ w O fc- CO O • O ■ OOO ft •SutAveap pnuq-o 9j j; \sd 0 l> CO n j 0 0 • ! 0 © 0 ! *UBCa.I9Jf) 13 ■» 0 O Hi O Hi ; 13 140 CM O O CM O CM rH r-M •qouoj^ « w © 0 0 ! 0 • H 10 CM Cw 0 CM •3[99J£) F* H CM O O • O H H ^ • b 1 © © I •m^'X © b b- UO « <00 ClOO t> O (N » O H If} s CO CO « 1 CO rH CM rH O O O O rH • it rH CO CM ■i O s s s§ •p?m © Ot-O^HO^ NON IflOOOONH 10 CM CO CM H CO lO rHGOCO CM C5 L- a lH rH HH iH t— ( iiO CM rH •opjaiojl OOOOOMb- © «0 © Ifl H O OO O W 1ft CO W CO O N Ifl © ift CM »-l CO -^ © © CM OS rl iH CO CM •opjK *• Ot-OOt^-I (MHCM 0 0500WC5 O •^H^CO • lO CM rH H lO CO O t> Cl 00 b CM •g.io^oru^eni ojenioj CvICOCO^r-lH COM •HHHOO CO • rH r-t •sjoaoiu^eai ep3jv W CMHHrHCOrH HHH HO HMH(M r- •aot^'BzmuS.io jo 9pEi(j 1881 1884 1884-5 1881 1879 1884 1879 1867 CM CD CM l> 1 cc r- CO N O 1 co 00 00 00 GO 00 B GO nHHHH 1 rH Principal. M I. H. Bryant . C. Esterly . . TV. P. Willin.ms .... . H. Lee Sellers . : _ F.M. Halbedl . David G. Taylor . F.E. Parlin . 1 ; c c !? 1 5 In i hs Prof. J. G. Swartz . J ohn W. Hyatt . J. L. King. ' _ _ William F. Fox . S. T. Beach . i Prof. J. H. Boder . J. A. Cox . © a & tf* Anstin High School ...... . . El Pi) so High School . . . Fort Worth Hiah School. _ Ball High School . San Antonio Public High School . Waco Public High School . Bennington High School . Rutland High School . . Winooski Graded School . . Fredericksburg High School . Lynchburg Public High Schools .. Midway Academy . Richmond High School . Richmond Normal School . Staunton Public High School . Grammar High School . Location. F* TEXAS. Austin . El Paso . Fort Worth . . G-alveston . . . . San Antonio . . . Waco . VERMONT. Bennington . Rutland... . . Winooski . VIRGINIA. Fredericksburg . . Lynchburg . Midway P. 0 . Richmond.. . . Richmond . Staunton . WEST VIRGINIA. Martinsburg . t>00<35 OrHCMCOH f-i rO CD O i© 0 2 4 1 0 40-45 2 3 35 11 17 1,200 50 0 Has the school — IS J3 CO 1® Yes. Yes. Yes 2© Yes. Yes Yes. Yes. 450 Yes. Yes 300 1, 258 473 250 300 300 200 300 800 2, 000 0 150-200 3,797 2, 000 1, 500 4, 000 500 150 300 2, 578 3, 000 600 200 20, 000 50 100 500 200 250 0 3, 000 325 100 100 200 0 Yes. Yes Yes. No Yes Yes. Yes. Yes. Yes. Yes. Yes. Yes. 0 Yes. Yes. Yes. Yes. Yes. Yes. Yes. No.. Yes. Yes. Yes. Yes. Yes. Yes. Yes. Yes. Yes. Yes. Yes Yes. Yes. No.. No.. Yes. No.. Yes. Yes. Yes . Yes. Yes Yes Yes Yes Yes. Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes. Yes. Yes. Yes. Yes. Yes. Yes. Yes. Yes. Yes. Yes. Yes. Yes. Yes. Yes. Yes. Yes. Yes. 0 Yes. Yes. Yfes. Yes. Yes. Yes. Yes. No. No. Yes 0 No. No. No. No., No.. No. No.. 0 No.. Yes Yes. Yes. Yes. Yes. Yes No.. No.. 0 Ye3 Yes. No.. No.. 0 No.. Yes Yes. No.. No.. No.. No.. Yes. No.. No.. No.. Yes. No. . No.. 175 176 177 178 179 180 181 182 183 184 185 186 187 188 189 190 191 192 393 194 195 196 197 198 199 200 201 202 203 204 205 206 207 208 209 210 211 212 213 214 215 216 217 218 219 220 221 222 223 224 225 226 227 EDUCATION REPORT, 1886-87. 38.— Statistics of Public Secondary Schools for 1886-87— Continued. Division A. — Schools supported wholly by public funds. — Part II — ‘Continued. Name. Number of students of 1887 who have entered college or scientific scliool since close of last academic year. Number of volumes in library. Has the school — Value of grounds, buildings, and ap¬ paratus. Benefactions. A chemical laboratory ? Apparatus for illustrating phy¬ sics? Provision for physical culture ? 2 10 17 IS 19 20 21 22 Massachusetts— continued. . r 140 Yes . Yes Yes $48, 000 Lynn High School . 6 50 No.! Yes! No.! 17, 000 $0 8 1,400 Yes. Yes. Yes. 40, 000 0 0 No.. 0 1 250 Yes. Yes. No.. io, oro 0 50 Yes. Y" es . No. . 4, 000 0 275 Yes. No.. 20, 000 Melrose Higfi. School . . . 6 50 0 Y% Yes. 25, 000 0 3 150 Yes. Yes. 0 10, 000 Millhnry High School _ No.! Yes. Montague Centre Hindi School _ 0 30 Yes . 0 16, 300 Needham Hinb School _ _ 50 0 Ye° New Bedford High School . 0 560 Yes. Yes. No.. 140, 000 2,400 Drury High School . 2 100 Yes. Northampton High School _ 8 Yes. Yes . No.. 95, 000 North Brookfield High School 2 3, 500 Yes. Yes . No.. 3,000 Palmer High School _ _ 0 560 Yes. Yes. No . Peabody High School 100 Yes . Yes . No. Rockland Hi oh School o 30 No No Classical and High School Salem 9 921 Yes . Y es No Saxonville Hi oh School . 2 No.. Yes! No.. Pnhlic High School, Somerville 16 Yes. Yes. No.. GO, 000 South hridve Pnhlic High School 19 Yes. Yes. No.. Springfield Hinh School . _ . 8 Yes. Yes. Yes. 170, 000 Stoughton High School. . . 2 89 Yes. Yes. Yes. 14, 000 200 Taunton Hi«h School _ 4 150 Yes. Yes. No.. 70, 000 "Ware Hinh School . . Yes. Yes Phillips Hisrh School _ . 5 420 Yes. Yes No.. 40, 000 Wehster High School _ _ 3 150 Yes. Yes No. . High School, West Springfield 3 0 0 Yes. 1 No.. 20, 000 North Hinh School Weymouth o 150 Yes. Yes. Woburn High School.. 190 Yes. Yes. No.. Worcester English and Classical 19 2,000 Yes. Yes. No.. 166, 173 1, 150 High School. Westfield High School. _ _ 0 Yes. Yes. No.. 30, 000 MICHIGAN. Ann /^rhorHicr'h School Yes. Yes. No.. Battle Creek Public High School, . 6 8, 200 Yes. Yes. No.. 100, 000 0 Bay Citv TTi crli Scliool 4 10, 000 Yes. Yes. No.. 00, 000 Detroit iligli Scliool 16 1, 403 Yes. Yes. No.. 200, 000 East {Sagina vg Hi oh School 5 425 Yes. Yes. 0 22, 500 Pnhlic Schools of Pen ton _ _ 0 353 Yes. Yes. No.. 12, 000 "Flint, Hi oh School 2 9, 000 Yes. Yes. 100, 000 Grand Rapids Hi°ii Soliool 7 ' 953 Yes. Yes. No.. DO, 000 Kalamazoo Public High School . 3 13, 000 No.. Yes. No.. 30, 000 0 DndlTicrtoTi Pnnlir, 3 2, 000 Yes. No.. Marshall High School . 1 ’600 Yes. Yes. No.. 90, 000 100 Menominee TTiorh Scliool 0 300 No.. No.. 45, 000 Milford High School 0 38 Yes. Yes No. . 10, 000 ITmnn TTio*Ti Scliool "Motitoo Yes. Yes. Mnslreo-on Hio'h ScViool . . 3 Yes. Yes. Yes. . Niles Hio-h School . 0 500 Yes Yes. No.. - To; ooo Pontiff*. ITi(tTi Soliool 2 1, 167 Yes. Yes. No.. 80, 000 r Port Huron Bnlilic TTi gh Scliool 1 1, 390 Yes Yes. 0 100, 000 Saginaw High School . 2. 5,000 Yes. Yes. 0 66, 000 0 [Table 36— Statistics of Public Secondary Schools for 1886-87— Continued. 'Division A. — Schools supported wholly by public funds. — Part II— Continued. STATISTICS OF SECONDARY SCHOOLS. 539 Name. Number of students of 1887 who have entered college or scientific school since close of last academic year. Number of volumes in library. Has the school — Value of grounds, buildings, and ap¬ paratus. Benefactions. A chemical laboratory ? Apparatus for illustrating phy¬ sics 1 Provision for physical cnltnre ? 3 1© 17 IS 19 SO 31 23 Michigan— continued. 228 0 14, 000 Yes. No.. 229 3 1, 200 Yes. Yes. No.. $35, 000 MINNESOTA. 230 0 75 Yes. Yes. 231 6 1,000 Yes. Yes. Yes. 35, 000 232 1 378 Yes. Yes. No.. 89, Q00 233 Mankato High School . 0 850 No.. Yes. No.. 234 Central High School, Minneapolis . 6 7,200 Yes. Yes. No.. 250, 000 $0 235 3 500 Yes Yes No.. 80, 000 23(5 St. Cloud High School . 0 100 No.. Yes. No.. 20, 000 0 237 Stillwater Hiali School . . . 0 500 Yes. Yes. No.. 238 Winona High School . . . 2 170 Yes. Yes. No.. MISSISSIPPI. 239 Sylvarena, Hip'll School _ _ _ 4 200 No.. No.. No . . 1 000 240 TTnion Normal Institute _ _ 0 800 MISSOURI. 241 Hannibal High. School . . 150 Yes. Yes. No.. 242 Central School, Kansas City . 0 Yes . Yes. Y es . 243 Marvville Public High School _ _ _ 3 150 Yes. Yes. Yes. 50, 000 244 Moberly High School . . . 300 245 St. Joseph High School _ _ _ 2 to Yes. No.. 246 St. Louis High School _ .. _ *Yes. Yes. No.. 525, 000 247 Salem High S (drool. . . . 2 500 Yes. Yes. No. . 7,’ 000 248 Sedalia High School. . . . . 10 3, 000 Yes. Yes. No.. 100, 000 NEBRASKA. 249 Hastings High School _ T _ _ 3 100 0 Yes. Yes. 250 Lincoln Hip'll School . . 10 250 0 0 No.. 100, 000 251 Omaha High School . . 4 Yes. Yes. Yes. 700, 000 NEW HAMPSHIRE. 252 Stevens High School . . 2 200 Ye3. Yes. . No.. 25, 000 0 253 Concord High School . 3 900 Yes. Yes- No.. 30, 000 0 254 Dover Hiph School _ _ 7 Yes. Yes. Yes. 0 255 Franklin Hiph School _ _ _ 0 273 Yes. Yes. Yes. 37, 000 256 Great Falls Hipli School _ _ 3 250 Yes. Yes. No.. 35, 000 257 Nashua High School 1 175 Yes Yes Yes. 130, 000 258 Portsmouth High School 1 700 Yes. Yes. Yes. 11, 000 259 Ravin on d Hi ph School _ _ _ 500 260 Rochester Hiph School _ _ 2 Yes. Yes. 25, 000 261 Simonds Free High School . 0 200 Yes. Yes. No".’ 10, 000 NEW JERSEY. 262 Rordentown Hiph School 3 Yes ■ Yes . No.. 12, 000 263 Jersey City Hjph School . 8 5,000 Yes Yes. No.. 264 Millville Hiph School _ 5 150 No.. Yes. No.. 5, 500 265 Newark Public High School . 5 600 Yes. Yes. No.. 266 Livingston Avenue High School ...... 2 2, 900 Yes. Yes. No.. 267 Orange High School . Yes. 0 268 Paterson High School . 2 1, 500 Yes. Yes. Yea. 269 270 271 272 273 274 275 276 277 278 279 280 281 282 283 284 285 286 287 288 289 290 291 292 293 294 265 296 297 238 299 300 301 302 303 304 305 306 307 308 309 310 311 312 313 314 315 316 317 EDUCATION REPORT, 1886-87. JLE 36— Statistics of Public Secondary Schools for 1886-87— Continued. Division A. — Schools supported wholly by public funds.— F art II — Continued. Name. Number of students of 1887 who have entered college or scientific school 6ince close of last academic year. Number of volumes in library. Has the school— Value of grounds, buildings, and ap¬ paratus. Benefactions. A chemical laboratory ? Pi tl) 3 3 & .73 o ^ ’3 <8 ® C3 5 < Provision for physical culture ? 2 16 17 18 19 20 21 22 NEW YORK. 10 Yes. Yes. No. . $160, 000 Argyle Academy . . 1 163 No.. Yes. No.. 3, 500 $16 Bainbridge Union School . 2 818 Yes. Yes. Yes. 15, 000 Batavia Union School . 4 8, 000 Yes. Yes. No.. 90, 000 0 6 Yes. Yes No. . 90, 000 Buffalo High School . . 1,871 Yes Yes. 419,000 1 1, 045 Yes. Yes 15,000 0 No.. Yes. No.. 3 350 Yes. Yes. ■33,000 Flushing High School _ _ _ Yes. Yes . Yes. 5, 000 Geneva Classical and Union School... 16 2, 300 No.. Yes . Yes. 30, 000 Gloversville Union School . 340 Yes Yes. No.. 802 Gouverneur Seminary... 4 Yes. Yes No.. 8, 000 Hornell Free Academy . 350 No.. Yes. No.. 35, 000 Hudson Hi.o'h School . _ _ 3 6, 000 Yes. Yes. Yes. 30, 000 Ithaca Hivh School _ 15 Yes. Yes. No.. 65, 000 Lisle Union School . . . 2 Yes. 6, 000 Lockport Union School G 621 Yes . Yes. No.. W allkill Academy, TUirldlef.o'wn 0 a3, 855 Yes Yes. No.. 15, 000 Newbury Free Academy.. Yes. Yes. No.. 85, 000 Freift Deutsche Academy New York Oneida Union School ... 2 Yes. Onondaga Academy _ 1 al, 322 Yes. Yes No.. 12, 426 Oswego High School . 2 240 Yes Yes. No.. 30, 000 Owego Free Academy . 4, 261 35, 000 D’Youville Academy and Parochial 29 565 No" 16, 000 School, Plattsburg. Port Jervis Union School . 0 2, 640 Yes. Yes. No.. 24, 500 Ponp-hkeepsie HiVh School 0 14, 782 Yes Yes . No.. Rochester Free Academy. _ _ _ 14 634 Yes . Yes. Yes. 140, 000 Rome Free Academy . 2 1, 395 Yes. Yes. No.. 25, 000 Saratoga Sprino-s High School 2 2, 000 Yes Yes. Yes. Schenectady Union Classical Institute. 7 484 Yes. Yes. No.. 18, 000 Syracuse High School . . 0 1, 200 Yes. 1 Yes No.. 100, 000 Troy High School . . 5 500 Yes i Yes. No.. 50 Windsor Union School and Academy. 500 Yes. No.. No.. 8, 000 Yonkers Hich School _ _ 4 Yes. Yes. No.. NORTH CAROLINA. Uookerton Collegiate Institute 2, 000 Raleigh Graded Schools _ 0 0 OHIO. Ahron TTigTi School Yes. Yes. 135,000 Ashtabula High School .......... _ 150 Yes. Yes. No.. Canton TTicrh School 0 1, 860 Yes. 0 No.. "iao, ’666’ Chillicotho Hisrh School 4 10, 000 Yes. Yes. No.. Circl^villo TTigh School 1 550 Yes. Yes. Yes. 5,000 f"'' -j -fi-vr H l crh SoViooIq fllAYAl nuH o 50, 000 Yes Yes . No vvi tfV j a i u uuuuuia, uiu v uuwiu — . Dayton High School 4 19’ 000 Yes. Yes. No.. 35, 000 Elyria Hi°% School 3 250 Yes. Yes. Yes. 125, 000 Fremont TTigh School 1 10, 000 Yes. Yes . Yes 25, 000 Hartford Hich School _ 0 0 No.. 2, 000 Iron ton High School . 100 Yes. Yes. a Library open to Hie public. t Tab 318 319 320 321 322 323 324 325 326 327 328 329 330 331 332 333 334 335 336 337 338 339 340 341 342 343 344 345 346 347 348 349 350 351 352 353 354 355 356 357 358 359 360 361 362 363 364 365 366 STATISTICS OF SECONDARY SCHOOLS. 541 36.— Statistics of Public Secondary Schools for 1886-87— Continued )ivision A. — Schools supported wholly by public funds. — Part II — Continued. OHIO— continued. High School, Marietta . Massillon High School . . 1 Public High School, Middletown . 1 Newark High School . . . . . N orwalk High Sch ool . . . . — 4 Portsmouth High School . . 0 Sandusky High School . 0 Public High School, Springfield . . . Steubenville High School . . Tiffin Public High School . 0 Public High School, Van wert . 3 Xenia High School . . Hagen School . 1 Zanesville High School . t . . 7 OREGON. Lakeview Institute PENNSYLVANIA. Allentown High School . . . Altoona High School . Ashland High School . . Beaver Falls Public High School Bethlehem High School . Cambridge Academy and Hay School. Carbondale High School . Public High School, Chambersburg . . . Chester High School . Columbia High School . Corry High School . . . Duninore Graded School.. . . . Easton High School . . . Erie High School . . . Harrisburg High Schools . . . Jersey Shore High School . . Lancaster High School . McKeesport High School . Mahanoy City High School..... . New Castle High School . Norristown High School . Saegetstown Public Schools. . Scranton High School . Shenandoah High School . Spartansburg High School . . . Springborougb Graded Schools . Titusville High School . Union High School, Washington . West Chester High School . Central High School. Wilkes Barre .. Williamsport High School . York High School . . 4 0 9 0 5 1 10 1 5 4 0 0 3 0 0 3 3 4 1 1 4 1 RnODE ISLAND. Bristol High School . 5 East Providence High School _ _ ... 0 17 400 900 500 500 550 80 300 400 2, 006 350 500 25 500 450 1,100 500 100 200 300 30o 150 75 6, 000 25 400 440 252 324 200 1,200 16 150' 0 300 1,000 300 1,800 300 Has the school— .Value of grounds, buildings, and ap¬ paratus. • Benefactions. 1 A chemical laboratory 1 >> 04 bXJ .9 c© 5 ® • fH £ 03 d g e3 ft ft < Provision for physical culture ? 18 ’ 19 29 2 1 22 Yes Yes. No- $5, 000 No.. Yes. No- 8, 000 Yes. Yes. No.. Yes. Yes Yes. No- Yes Y es . Yes. Ye3 No. . 175, 000 Yes. Yes. No.. 15, 000 Yes. Yes. No- Yes. Yes. 0 21, 000 Yes Yes. No- 100, 000 Yes. Yes. Yes. 75, 000 No- Yes. No- 40, 000 $15 No.. Yes. No.. No.. Yes. Yes. 15, 000 Yes. Yes 35, 000 No*. Yes. No.. No- Yes. No.. 9, 000 . Yes. 0 15, 000 0 Yes. Yes. 15, 000 Yes. Yes. No.. 25, 000 Yes. Yes Yes. Yes. No- 30, 500 Yes. No- Yes. Yes. No . Yes. No.. No- No.. No.. 18, 000 No.. No- Yes. 30, 000 Yes No.. No. . Yes. No- 25, 000 No.. Yes. No.. 0 0 0 No.. 4,000-5,000 Yes. Yes. Yes. Yes. Yes. 0 0 No.: 6,000 No- 6, 500 0 Yes Yes . No- No- Yes. No- 20, 000 0 Yes. Yes No- 40; 000 Yes. Yes. No.. Yes. No.. 50, 000 Yes. Yes. Yes. No.. 400 I 542 EDUCATION REPORT, 1886-87. Table 36.— Statistics of Public Secondary Schools for 188&-87 — Continued. Division A. — Schools supported wholly by public funds.— Part II — Continued. 367 368 369 370 371 372 373 374 375 376 377 378 379 380 381 382 383 384 385 386 387 390 391 392 393 394 395 396 397 398 399 400 401 402 403 Name. mode island— continued. Rogers High School . Johnston High School . Pawtucket High School . Providence High School. . South Kingstown High School Westerly High School . Woonsocket High School. . SOUTH CAROLINA. Lexington High School. .... TENNESSEE. Clarksville Graded Schools Gordon sville Academy . . W alnut Grove Academy Savannah Grove Academy. Nashville High School . . New Market Academy ...... TEXAS. Austin High School . . El Paso High School . Fort Worth High School . Ball High School . San Antonio Public High Schools. Waco Public High School . VERMONT. Benningtou High School. Rutland High School . Winooski Graded School. VIRGINIA. Fredericksburg High School . Lynchburg Public High Schools . Midway Academy . Richmond High School . Richmond Normal School . Staunton Public High School . WEST VIRGINIA. Grammar High School, Martinsburf WISCONSIN. Ryan High School . Baraboo Free High School . Berlin High School . Burlington High School ... Elkhorn High School _ _ Evansville High School. .. Fond du Lac High School. . £. ° ^ o 1 ° ® £ S grg C g O o w d xn u +*0*1 Jjjfs to 73 ® O “ J « O Jh © o o gfl.S 2 © CO 1G 1 7 69 400 1, 200 100 900 600 40 0 100 450 CO 64 1, 200 80 IOO Has th8 school - 18 Yes. No.. Yes. Yes. Yes. Yes. Yes. No. Yes 0 Yes No.. No.. Yes. Yes. Yes. 19 Yes . 0 Yes. Yes. Yes Yes. No. Yes No. 0 Yes No.. No.. Yes No. Yes 0 Yes. Yes Yes.! Yes No..; Yes No.. No . i No 400 ! Yes. I Yes 300 0 21 575 360 800 ..| 532 0 Burned . 4 | 654 0 | 335 Yes. 0 No. 0 No.. Yes Yes. 0 No.. Yes Yes 0 No. Yes. Yes Yes Yc-s 0 Yes Yes 2© Y03 • No.. No.. Yes. Yes. No.. Yes Yes Yes No.. Yes Yes No. No. No.. No. No. No. No. No. Yes 2 21 $12, 000 25, 000 218, 000 7, 000 50, 000 25, 000 1, 200 500 240, 000 500 25, 000 100, 000 50, 000 40, 000 61, 200 18. 000 1,500 45, 000 15, 0C0 20, 000 No. .j 10,000 Yes. No . Yes. No.. No.. Yes. No.. 50, 000 35, 000 40, 000 15,000 120, 000 22 22 404 405 406 407 408 409 410 411 412 413 414 415 416 417 418 419 STATISTICS OF SECONDARY SCHOOLS. 543 ile 36.— Statistics of Public Secondary Schools for 1886-87— Continued, Division A. — Schools supported wholly by public funds. — Part II — Continued. Kamo. 2 Wisconsin— continued. *!•§ a §5 oil r3 0 ® O ©(ho r^_g O a o.s p a) a VA 1« Has tlie school— Fort Howard Free High. School . High School, Green Bay . . Janesville High School . Public High School, La Crosse . Lake Geneva High School . Madison High School . FirstDistrictHigk School, Manitowoc. Menomouie High School . Milwaukee High School . Washington High School . . Oshkosh High School . Free High School, Sheboygan . Sparta Free High School . . . Viroqua High School . Waukesha Union School. . . . Wausau High School . . . . 0 9 5 2 45 0 3 85 150 362 370 850 200 40 691 Yes. Yes. Yes. Yes. Yes. Yes. Yes- Yes. Yes. Yes. Yes. Yes. Yes. Yes. Yes. Yes Yes 0 No. 0 Yes No 1 3 5 0 0 4 Yes. Yes. Yes. Yes. 2, 300 24 450 ' 397 Yes. 0 No.. No.. Yes. 0 Yes. Yes. No. No. Yes 0 No. No. bJC a '■3 p 2 Ag - c3 m (h nd c3 Pi p. 21 22 $25, 000 40,000 30, 000 35, 000 5, 300 65, 000 30, 000 400 20, 000 18, 000 $0 150 Table 36. — Statistics of Public Secondary Schools for 1836-87. Division B. — Schools supported partly by public funds. — Part I. 544 EDUCATION REPOET, 1886-87. •5outAVT3.jp •§UXAM?jp pimp 99JJ •UBULIpi) •qoaai^ •3[99J0 •oj'eniojj; •9IT3M •fiJOJDn.IJSin MM CO i -.© I ^spj g § fg fill |*2« 'j fcc?r. o l-is § a £ c'jjj S t- eg OWh?S > i® :•© o o-g £ « fl+3 •£ co 5 3h t« _f| 'f5. r^i © 35 a . w W_, o fi» 43? s ©^ a „ d o P >, kHOWPQ OW a a 3p* tn -4 CO >5 ◄ ' * * • j© : : • cS • • g ■4 8 pi • ■ • '.S' t • l ' 43 • • a ■ fc ^5 Pi W)c3 is a o : : :©£ : • ■ P— 052 * © a ^-S < : fcia a dflcsa P Felton . e*55>- : _l5 rf rt\ D © a a § § '8 0-2 £ ci a ©^'g At! an Augu: Augus Barne Brook Byron ie> to t- 00 Ci o £ Cl M Irt CO 14 STATISTICS OF SECONDARY SCHOOLS. 545 3™ jrJH t* 138 30 33S iO 83S £3 3£2£g833£3£3OJ83S3S£38 3£S s 112 50 383 S 3 (MHCO rH tH NO iHCOH'JHriHHN • 2 ®j=3 Ill Iji l i nilsiiililfll mill So^ aoflofiKScjssSBwas^asziiiHSiS *6*111 a q'S OP'S £.9 § ft^-p;5;S S g g 2 O g fcC 4 £.S Ao-S s§ T*a 5& IS S'aiSSS5Sg§S§g;3^SfeSgSi5f@.SS. 333 35 ED 33 £33 Table 36.— Statistics op Public Secondary Schools for 18S6-87— Continued. Division B. — Schools supported partly by public funds. — Part I — Continued. 546 EDUCATION REPORT, 1886-87. •Sauvtup pjottrsqoajv •§fXXAi13Ap ptreq-0 9.iki •ubuiio^) •qOTI9.Id •5[99J{) T^ox ■9I'Blai9kJ •9IT?K •siopnaiem ap^tno^ •sjo;on.usnt •uorpjzia'BSio jo e^d •^8 Tt< o I 00 LO .IflON i- , 1 t- co CO *00 • 00 00 oo 52 o..- >• d o > gw d<] do2 • p SjHH’ - -pj 00 QQ fH .K W O > « o 222oW © . MW © n S3 1 s* w ^ £ 9 c2 'S o< to o ci <33 . C3 wo : >> : 3 '.9 1 « ® 9 ®02 * - *o2 2 o 3 , l“S O.SP-2 utu| l3 § H c2 339 o So a2^ S f. 'd c3 4«g 3 std O o 5 .3 a o to © f§ m+jt; ® C S T* a ^ S X: d S3 WhH &ll .2 J § ’§eg §sll 5®*^ | 5w2o cS ffl co W ■ 51 <3 oW CS • W W W WW o U «3 WO ..3 sis - S^algog 3 » sill 1 pqcqMMoOP £ I °3 ° oW 70 1 Haverhill. STATISTICS OF SECONDARY SCHOOLS. 547 O • ; • © © • . © . 0 14 © O * • © © • © 10 130 © T* Tf CO • CO o o • I I © © © ' © © rH . jvicintvre . F. B, Brown ..t . ii a . -jP V ip IPS ! I j % pc i P i h > -r i l J d s h P i ; si ! "a 1 }z i < > a » : ◄ : a 1 i 1 : f flJ‘ 1 i lfcf j jA. jk. narns . J. W. Patton, A, B . F. M. Bowling . , . C. M. Conlev . W. TT. Lovett _ i • i d c i j ^ 1 *1 Cl Hr F. L. Smart . . H. B. Fry . .T W Miller T. W. Elliott, W. H. Davis. . F. TV Pari in _ _ 1 i. i Cincinnatus Academy. .. . . Delaware Academy .’ . Friends’ Academy . uameron jAcauemy . Enochville High School . ll si u si =hC 1 !| [1 i — II Jt= CE % <£ i 1 ! | ; | i, | i ^ tute. Leesville English and Classical Institute. Mannino- Aendemv .. _ . _ . Kingsley Seminary . . Flint Spring Academy . JttiCKinan jn ormai . . Santa F6 Institute . . Pure Fountain College . Pleasant Grove Seminary . Woolsev’s Colleoo _ _ Crockett Male and Female Acad¬ emy. Danville Institute . . . . . © 5| §7 p i Or Central College . I . . . . ■i ! ! 1 ! 0 i NEW MEXICO. Mora . . . NEW YORK. Cincinnatus . Delhi . I NORTH CAROLINA. Asheborough . uameron . Enochville . ii ig si !? 1 >W SOUTH CAROLINA. Leesville . ' fcl .5 TENNESSEE. Bloomingdale . Cleo . JLllOK.ll htu . - . Santa F6 . Smithville . . . Tyner . W oolsev ’s College . . . . TEXAS. Crockett . Davilla . . Ltoiiaci . Rhea’s Mills _ Walnut . 1 VERMONT. Bakersfield . . . . i , j P ££ ££££££ § 5 S3 § SJJ8$3Sg g 5' i 2 3 4 5 G 8 0 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 Ol 32 33 34 35 36 37' 38 39 40 41 42 43 44 45 46 47 EDUCATION REPORT, 1886-87. Table 36.— Statistics of Public Secondary Schools for Division B. — Schools supported -partly by public funds.— Pai Name. ALABAMA. Gaylesville High School . ^Huntsville Male Institute and Business College. Lineville Institute . Prattville Male and Female Academy ... Roanoke Institute, Male and Female . William It. King Female College . ARKANSAS. Clinton Male and Female Academy . . Evening Shade High School . . . Lee High School . . Marianna Institute . DELAWARE. Felton Public School .... GEORGIA. West End Academy . . Sacred Heart Academy . . Tubman High School . Gordon Institute . Brooks’ Station Academy . Byron High School . . . . Etowah Institute . Oakland High School . . West End Institute . . . St. Mary’s Institute . Walnut Grove Male and Female High School. Middle Georgia Institute . Oakland Seminary. . Dalton High School . . . Delhi High School . Danielsville High School . .. Eastman Academy . . Flowery Branch High School . G ainesville College . . . Greensborough Academy . . Mt. Zion Male and Female Academy . Planters’ High School . . Meson Academy . Home School . . . Madison Male High School . Marshallville High School . Johnston Institute . . Monticello High School . . . Noi cross High School . Powelton Male and Female School . Glenn Holley . . Rutledge High School, Male and Female . . Tennille High School . . . Randolph High School . Woodville High School . . . ^ o » 20 O o o o a 'P "® « 2 IS It Has the school- 18 0 500 200 ’’’6' 154 150 300 500 0 2, 100 100 0 400 300 150 0 150 0 Yes Yes ..... Yes. ” 6 Yes. 0 Yes. No. 0 No. No.. Yes. Yes. No. No. . 19 SO 0 No.. Yes "'6 Yes '"‘o' No.. 0 Yes. No. No.. 0 Yes. 0 No.. Yes Yes 0 Yes. No.. 30 No.. No.. No.. 0 No.. No.. No. . Yes No.. Yes No. Yes No. 0 0 Yes No. No. Yes No.. Yes. No.. Yes. Yes. No. No. No*. Kossuth Academy STATISTICS OF SECONDARY SCHOOLS, 549 Table 36.— Statistics of Public Secondary Schools for 1886-87— Continued. Division B. — Schools supported partly 9y public funds. — Part Ii — Continued. « Name. Number of students of 1887 who have entered college or scien¬ tific school since close of last academic year. Number of volumes in library. Has i r? o cS o 2 'p g 1 0) o <4 Apparatus for illustrating o physics 1 o o - Provision for physical o culture? PJ c3 02 bfi p P 03 ^3 -w c* o ft 8 * to «H o <9 0 > Benefactions. 2 16 17 IS 19 20 21 22 KENTUCKY. 48 Carrollton Public High School . 0 $5 000 49 Frodonia Seminary... . . . i’ ooo 50 Hiseville Institute . . 150 No.. 0 Yes. 1 500 $0 51 La Favette High School. . . . . 2 2, 500 52 Newport High School . . . 4 900 0 Yes. No LOUISIANA. 53 Minden Male Academy . . . 0 o 0 0 1,000 MAINE. 54 Blue Kill Academy . . . 2 500 55 East Maine Conference Seminary . 4 3, 500 Yes. Yes. Yes 37| 000 10, 000 5G Lee Normal Academy . 0 0 Yes. Yes. 6, 000 MARYLAND. 57 Brookeville Academy . . . 2 Yes 6 000 58 Centreville Academy and High School .... Yes. No.‘ 2, 000 MISSISSIPPI. 59 Eeth Eden Collegiate Institute . 800 4, 500 60 Methodist High School . . o 250 Yes. '3 000 50 61 Blue Mountain Male Academy . 2 ’ 600 62 Brandon Female College . 63 Mt. Hermon Female Seminary . 300 20 000 3, 000 64 Oakland College . . 0 0 65 3Vmona Female College . 100 MISSOURI. 66 Brashear Academy, Business College and Mineral Institute . . . Yes. 3 000 67 Cassville Collegiate Institute . . 15 600 12' 000 68 Houston Institute . . . 16 1, oco Yes. Yes. No.. ’eoo ) NEW HAMPSHIRE. 69 Hampton Academy and High School . 4 Yes. Yes / 70 Haverhill Academy . . . 3 259 2,500 50 NEW MEXICO. 71 St. Mary’s College . . . 3 000 0 NEW YORK. 72 Cincinnatus Academy . 3 400 Yes . Yes No 8 500 73 Delaware Academy . 4 1, 900 Yes. Yes. No" 3D| 000 1, 025 NORTH CAROLINA. 74 Friends’ Academy . 3 50 600 Y 75 Cameron High School . 0 115 No.. No.. No.. 1 000 76 Enochville High School . 4 500 77 Fremont A cademy . . . 0 () o 0 o 2 500 78 Glenwood High School . 500 ]so No.. No. . 2 000 79 Hopewell Academy . 2 ...... ’4.OO 80 81 82 83 84 85 86 87 88 89 90 91 92 93 94 95 96 EDUCATION REPORT, 1886-87. ;le 36.— Statistics of Public Secondary Schools for 1886-87— Continued. Division B.— Schools supported partly l?y public funds. — Part II — Continued. ♦..* Name. Number of students of 1887 who have entered college or scien¬ tific school since close of last academic year. d Numbor of volumes in library. Has the school — Value of grounds, buildings, and apparatus. a "o .C« Ph > fh o <3 o rO ct O a Ol rd o < bJO .a n FH CO O l> * IO 1 H 03 »H CQ 10 O 00 0 0 CQ 10 CQ 0 to CO HH •nijufj © Pi 00 CO CO 03 rtf rH 10 0 0 CO 0 CO 0 04 HH8 02 OS • HI) (C -rH -r-H 02 P3 .02 |P^| §i«£ M c3 g g © © Plr-5 ^ a a-s o o d o &WHP r- . <3 ^-p ho °8 8 co © tH 03 CO a Includes Greek. Table 37, Statistics of Endowed Academies, Seminaries, and Other Private Secondary Schools for 1886-87 — Continued. Division A. — Private schools for girls. — Part I — Continued. 552 EDUCATION REPORT, 1886-87. •eSopoo ui ©s.moo oiji^ugtos joj* SaijBdoij «5 H o • •aSopoo ui osjnoG IBOISSBp JOJ* SuiJBdojJ n Number pursuing — •SuiAirid M H o CO CM O o uo CD tH •UBCTUOQ « CM oo ai 8 •ui'j.B'i © o ID CO r-> O CM eo ®o I C3 lO CO •uoi^iitTOOUQp snoiSipg; ^ r«) Pi © © CD © •uorpiu^sni joj pauodo ^sjp u014.tK414.su1 qoiqAi ui CO 00 00 CO 00 CO oo <& CO o 00 00 00 UOJXBqO JO 9WCL SS**. 3 Mo S 11^2 Wp ^ J3 pj 02 g o 2 . • s Sh © O r© O rtrO o o -d«2 a 2 ® ai xn a ©'£ 5 a ® a, 3 g KO ! «s •HP s y 3|.l l^g 6 sTl b a a pd 43 a, 2W h5 “3 tjja g«2 a © © © 6 W >>§ sL oaJ t»> Ho b EQ 2 ®. «•§ 53 a *S«<2 Jo© 'gfi £ o O^3 <12^ S4 ^ W>& a ©h 5 fes )E0 © o 2^ < p Maw tw O O O pS fctti)fcfl S S S-S * a3a5^J to a to a a a Key West. STATISTICS OF SECONDARY SCHOOLS. 553 : c' I ; i -H : : in : : ■ • Cl i • t i • # « • » • » O ; © • © O O CO © © © • © > • © '0*0 CM • © CM • t-H ion: rH Ttf 1 • c.- > • TJ« • © lO H ■ Hi ; o -et 30 CM © © © HOH 03 a H flH -H rH rH »H rH rH O -rfl co oo <0 © fe 3 ©W §W in • 3 5 &a a 5 cl ! C3. • r. !Wt> § s SS 2 si NS SSS in o « » W l>> s/s 9 .So£ |gg «2^<| rt O 'O O mo g* qcc ® *3 h o |§^ r-vim CO 00 r-MO CO oc ih 00 00 oo oo 00 CO 00 00 00 CO o © <0 CO •rH $3 SH © ta :«g ,3 © 3 3 Jfa *$h -2 gS| ssftN 3 h . © hj in pjS c3 M a te'C © ®t> b CQK’W • l>5 ® rt.*s H & ES © w w © ’ ©W ©H ,3 . HW t> g nS CO GO 00 • OC 00 3jij s2 si "S 3 02 W a CO ■_: rt a ■ a • =rgp 11 fi a && 3W O ^ -7^ r- Ph-kWE1 p*j : ',a a b -T rga I'S «.3 : . ■H 3 ■ra minj,Cl Ih © © .S'rfS ^ •3 alo^ 2 §02° H ®ew © © o a Ofrj lull B 02p=i02M ;a 5<1 ©w 03 s|| C3 t>5 rt % •J a a 9 3 © 3 ©02 a! © o 93 H © O Ofe.S^ ®W Ufe cS cs c3 c2 «j H HH a S' +3 O.g Q.Sr3 > o< 3>bS,|'§S .© ©.©^-2 ® © p,t^ O OOwf' ©^ « © b£o O *-7\ a a a1©’ r©J 3 3 «Q bO rg"©.2 ® CO rH IM ■ MM CO CO ! rH rH j i • © CM rH ' rH CO -P * 43 '• 43 ; I i 43 ; 4^ ; ; ! 43 O ■ O . o 1 . O • . 0 • OOOO • • 0 :.® ■ 09 I ® 1 • CA2 ; » 03 03 Cfl 02 00 • ' 03 : p- a o g dgwd • : ^ W 09 . g 0 0 § § § i 43 g in |25 W WWwW : i W S w WW % ft 00 OO 00 -2 g a © • 0.02 C8 ,© -g >j'a n 0 S3 1 Sri ts-s gj NS : § :£» ! : ■r© ■ 2 I’a :<« :-S ^ i's • a © 0 a ; ©-goo .8 \tn ^40 >'. 0 : ©^ g P>s § ^ §) g a 3? ll n. b S ^ Jd 5 « 'o WO M2 :o ■i © © © 5 ggj? g >a o ao eg 4' ® © a Includes Greek. Table 37. — Statistics of Endowed Academies, Seminaries, and other Private Secondary Schools for 1886-87— Continued. Division A .—Private schools for girls. — Part I— Continued. 554 EDUCATION EEPOET, 1886-87. Students. •aSo[[oo xrr asmoa opijuaios ,ioj SauiedQij H • ■ ■aSajIoa oi esanoo IBOissnp joj Suaudarj; H< w • CM iii • 1 fco q ’3 02 n n © & a p ft •Suiavuiq; « w o o CO CO rH CO O LO LO CO TH CM 3 •unuu©r) « r* o CO ■ O O rH LO J CO CM CM rH •qoaaj^ H H CO O t> l> LO o CO O lO o 00 05 CO H OCIO •UIJB'I © o CM I> CM CO 00 O CO CM rH CO CM *H CO iH *mox © 60 56 160 O CM 000 LOIO^ o iO CO rtj CO t-H CM 00 Cl lO ©5 lO CO Instructors. •©tut na^j % nH t> lO O ^ lO t> O O LO O I>h^ •oi-BH tH o LO CM rH • I CM CO r* CM •uoTjuuiuiouop snoxStpij © 43 © 1 C fc P . O'JT © *© to ! ! ! o O © © . • • © 03 03 03 • • • 03 p P P oo ! p o © o . ■ © ft ftft ftft : ft Non-sect- j •nnijonjjsui .ioj pauado jsip euAA uoijnjijsur qoiipw ai juo_j_ ia 1882 1829 1867 1836 1851 1878 1876 1882 1880 1853 1877 1875 1872 1885 •jeiiuqo jo a is (i S fcC • n ft u n ft || |p 3 Xi/Hd W ft 3 . • © • CO 2 rJ} £2 p 2g |w| B >5 co Ph cs © ,H Ph C3 lbs 72 lw Hil os o • © JJ! h W ® .H r O d h S^m fl eg <-> © ® • r-H a •r ^ ft PI 15^ rP ©,2 W ® n ^ 2.0 wp CC ©Xi CD 'S'SP C>s a a'§ ',2,2 © > a s a i © © o : il i 3° s s j j 5 22 12 3 s ■<* 'wo CO 20 12 0 CO rH s 4 24 35 888 05 00 coco jcp« I & 00 50 9 2 8S iD 3 lit 88S e a S S • 1h 8 »o • CO o • rH 88 55 O o $ °°8 4! • g 8§SgS3§ 8 § §§ S SS g CO in WfflOWNMiO CO t> CO t- CD CO eq CO CO) rt< CO i« iNO t- a Includes Greek. Table 37. — Statistics of Endowed Academies, Seminaries, and Other Private Secondary Schools for 1836-87 — Continued. Division a.— Private schools for girls. — Part I— Continued. 556 EDUCATION REPORT, 1886-87. •939X100 HI 0S.ITIOO OTjixnops .toj Sai.redajj; •0^91X00 HI 98JTV00 X^aiesiaxo joj’ s'aij'cdgjj; JUIAi'BJQ •U«aiJ9£) •qonojj •atx,Brx s s lOCMOOCO O 5 ! s © . ◄ £ : « a O rp +- -V f- "il C 1. ■ *< «! ! c X ^ C3 bt s •r a> . hh -r-i a £|Md Ml A K o o 3* « (>• ,£3 ^ do f t§W-§ « ^ HOW J§ g SB n A ^1 IS « 3 o ci u II . bf,3 03 I'd “"5.3 >=«. w ® .2-402 „ S'g >.> *.© ^ 5 © P 'o 2 ◄ acPB Kfi c o - « £ rsj w:carloRWo)«}cr;OSw S3 3 00 co ® W ® 3D © S 35 OQ 2 S3 a 3 02 : o. ! C3 • 33 : o : 5© ' t>5 £§3 § a»fe d.02* &1 pH btl bt bid is d 0,3 © 'rto.Ssg 3 -j- oj® - MrH cj hM ^ ^ a o5 2'S'g £ £io 333 03 C " $ # 411 «J-I «) oooppoWftftft ft ft a a . . ©P4 STATISTICS OF SECONDARY SCHOOLS. 557 o • CM O o ; 1-1 o i O rH o CO ic 22 14 61 .... § § j 33 83 38 8 § S3 5 7 40 15 96 U5N0O CJ 5 12 12 20 15 *" & 12 10 05 60 38 70 32 53 S3S§ gS33°°8£ 83 8 3 ^ * 1(0 !> 1-1 05 O tf5 • <§ : ic -1 s ^as s O CM e sa s a | | CO 8 8 § S3 £ § SSSS 3S8238 || g 88 S33! § & g £8£ t* b- 00 W h t>HiO WCDO S'0 § 0,00 8 lO ©05 00 i—i Ph t >5 ; I i & 2 -S 'w — g ^ | S Ip ®s| |2d -s-l P » § § oQ W Wi-5a2 i -i -i i i B M a ^ § .» .§. 2.-3 ilMilif <£ r- & IL J :^ES 25 [3 ^ !zi ^>5PhP5 'S §5 a ® ss f 1 £ % .5 o r< m ;11| i © arQ S3 s® 11 o oO IS > s 3 g s | 0 1 N 'Jj £ N — rt-S'g 533 sasasa Sasa aaaaaa aa a ss sss 3 as all a Includes Greek, Table 37.— Statistics of Endowed Academies, Seminaries, and other Private Secondary Schools for 1886-87— Continued. Division A. — Private schools for girls. — Part I — Continued. 558 EDUCATION REPORT, 1886-87. ■oSojpo hi osinoo 0TJIJH0IOS joj' S aui! cIqjj •©Soipo hi agailoa poissrap joj SuixBdoj,! •SaiM.'BiQ; •U13UIJ30 •rpuoijf •ntj'B’i io ooo«o •opraa.j; •0PK •uoTjBinraoa8P snoiSipH flags cfi CD o © PhPh £ o o o a; . cd ro Hart o o 3^6 •uoipnipui joj ponodo js.ii; gBAi. uotjnjijeni tpujAi hi jboa •J0JJ13[p JO 0JBQ CO ob 00 oo flg jOhllJ fl5® oc cr, c © 'is ©O 02 ^ DIj fl © fl fl flSo O ©pH wHW CO 05 STATISTICS OF SECONDARY SCHOOLS. 559 i g j : OP • : i \ Cl m ! sg ® si 1 § 16 50 i : 3 g § r— 4 N ; W • • moo 03 8S3 jcc g o XT 2 g O ; • tH coo m 27 16 9 09 O o • a 20 10 16 5 30 7 § £ 18 28 jg S 00 • 90 160 60 36 150 75 131 200 113 25 30 100 93 80 100 70 280 150 115 Cl -rji OiflMOO or.^ O CO O CO CiOlOO rH HH1NH ■ eo •.3 o 3 16 17 is 19 3© 31 33 33 3# 35 Georgia— continued. Girls. 200 Yes. Yes. $150 $5, 000 ILLINOIS. 400 Yes. Yes. $500 nary. 2 000 Yes. Yes. 150 250, 000 A cademy . 3 50C Yes. 40 125 200,000 $1, 000 Seminary. 200 30-60 200 20, 000 50 Institute of Our Lady 88 160 160 50, 000 of the Sacred Heart. INDIANA. Classical School for Yes. Yes. Yes. 60-120 330 Girls. Indianapolis Insti¬ 0 Yes. Yes. 32-60 tute for Young La¬ dies. St. John’s Academy.. 12-32 150 INDIAN TERRITORY. Harrell International 5 300 15-25 100 15, 000 Institute. Wheelock Seminary.. 3 700 0 50 13, 000 1, 800 IOWA. Academy of the Visi¬ 500 Yes. Yes. 15-25 160 50, 000 tation. Young Ladies’ School Yes . 40-60 KENTUCKY. Nazareth Academy . . 3, 800 Yes. Yes. (154- -176) East Kentucky Nor¬ 8 500 Yes. Yes. 30-50 200 20, 000 mal School. Hampton College .... 5, 000 Yes. Yes J | Yes. 150 [ . _ Hayswood Female 0 0 0 0 40 _ _ 200 12, 000 . j . Seminary. Garth Female Insti¬ 40-50 tute. Miss Tipton’s Select 400 40 160 5, 000 School. LOUISIANA. Readvilla Seminary . . 50 150 0 Carnatz Institute .... 50-120 360 School for Young La¬ 1 100 50-100 10, 000 dies. MAINE. Mrs. Caswell’s School 60 36 ED 52 53 54 55 5G 57 58 59 60 Cl 62 63 64 65 66 67 68 69 70 71 72 73 74 75 76 77 78 79 80 81 EDUCATION REPORT, 1886-87. l.e 37.— Statistics of Endowed Academies, Seminaries, and other Pr Secondary Schools for 1886-87 — Continued. Division A. — Private schools for girls. — Part II— Continued. Name. 00 Ci MARYLAND. St. Frances Acade¬ my. St. Edward’s Acade¬ my. Patapsco Female In¬ stitute. Hagerstown Seminary for Young Ladies. Bockland School for Girls. MASSACHUSETTS. Home School for Girls Biverside Home and Day School forGirls Academy of the Sa¬ cred Heart. Academy of Notre Dame. Home and Day School for Gii’ls. Home and Day School for Young Ladies. Miss Ireland’s School. Sear’s School for Girls Mrs. Perry’s Family School. Shawmut School . Home School . Prospect Hill School . Home School . Nor th field Seminary . Notre Dame Acade¬ my. Dana Hall Prepara¬ tory School. Miss Williams’ School MICHIGAN. Somerville School MINNESOTA. Bethlehem Academy . MISSOURI. Cooper Institute . Kansas City Ladies’ College. St. Agnes Hall . Academ y Sacred Heart. Young Ladies’ Insti¬ tute. Academyof the Sacred Heart. 13 17 500 1, 500 500 1, 000 500 700 2, 000 600 3, 500 1,500 700 1, 000 50Q 500 60 Has the sohool- eS P o o 18 No.. No. Yes No.. No.. Yes No.. 0 No.. Yes. U W #o m p. 5 bJO a a e3 -g p<-3 <5 19 No. Yes Yes Yes Yes Yes Yes No. Yes Yes 5,000 Yes. SO Yes Yes Yes Yes Yes No. Yes. Yes 0 SI 2 a tH ri gp. a W) 5®'Sb 6*2 ss ($280) 40 75 60-100 40 100-250 200 250 200-250 Yes. Yes. 80-160 75 100 75 100 200 7J5 100-200 40 12-25 30-60 50 40 40 250 200 190 500 325 600 400 ’250 150 400 600 310 125 140 170 200 'S a a p, p p* o a S3 $5, 000 8, 000 25, 000 42, 000 8, 000 *25,' 666' 225,' 000 ' 50, 000 20, 000 10, 000 50, 000 6, 000 30, 000 200, 000 S4 Permanent endow ment fund. STATISTICS OF SECONDARY SCHOOLS. 563 Table 37. — Statistics op Endowed Academies, Seminaries, and other Private Secondary Schools for 1886-87 — Continued. Division A. — Private schools for girls. — Part II — Continued. 92 100 101 102 103 104 105 106 107 108 109 110 111 112 113 Name. Missouri— continued. School of the Good Shepherd. Mrs. Miller’s Semi¬ nary. NEBRASKA. Academy of the Sacred Heart. Brownell Hall .... Mt. St. Mary’s Acad¬ emy. NEW JERSEY. Ivy Hall Seminary... English and French School. Hightstown Seminary Morristown Seminary English and French Hay School. Plainfield Seminary . . NEW YORK. Albany Select Acad¬ emy, St. Elizabeth’s Acad¬ emy. Park Place School. . . Berkeley Institute for Young Ladies. Holy Angels’ Acad¬ emy. Drew Seminary and Female College. Clifton Springs Semi¬ nary. Cottage Seminary .... Houghton Seminary.. Boarding and Hay Schools. St. Joseph’s Academy School for Girls . . School for Young La¬ dies. Gormly Seminary .... Mt. St. Mary’s Acad- emy. Brearley School . Classical School for Girls. Comstock School .... English and French School for Girls. St. John Baptist School for Young Ladies. School for Girls. ..... o pi Pi © ©43 3rd ft 16 a . > g © 17 500 1, 000 Has the school— 18 Yes. Yes. Yes. Yes. Yes. No. Yes. Yes. 700 ,127 ,000 505 500 ,097 2. 000 100 Yes. Yes Yes Pi OS 19 Yes. Yes. Yes. Yes Yes. Yes Yes. Yes. 300 Yes. Yes. No . Yes. Yes Pi © Si | » ©’cS £.8 SO Yes. Yes Yes Yes Yes Yes 21 Yes. Yes. Yes. Yes. Yes. No . Yes. Yes. Yes, Yes. Yes Yes Yes Yes. Yes, $30-130 40-50 100 60 250 40-50 48-100 24-48 50-130 50-120 40-100 24-80 25 (400) 60-136 2 ■s 2 Sobfi 22 $215-270 160 200 250 180 300 130 250 150 PJ . pj a r© c3 P gH 0 Pi O c3 Bfg O ^ 23 $10, 000 150, 000 200, 000 25, 000 11, 000 10, 000 30, 000 8, 000 26 30-100 28 20-30 25-30 60-110 40-60 24-48 12-30 28 180 230 250 200 320 600 300 300 (250-350) 125 100-200 60-125 100-500 150 500 300-400 24 30, 000 100, 000 50, 000 10, 000 11, 000 50, 170 100, 000 6, 000 7, 000 26, 000 564 EDUCATION REPORT, 1886-87. Table 37.— Statistics of Endowed Academies, Seminaries, and other Private Secondary Schools for 1886-87 — Continued. Division A. — Private schools for girls. — Part II — Continued. 114 115 116 117 118 119 120 121 122 123 124 125 126 127 128 129 130 131 132 133 134 135 136 137 138 139 140 141 142 143 144 145 5 Name. Number of students of 1887 that entered college. Number of volumes in li¬ brary. Has the school — Annual charge for tuition. Average cost of hoard and lodging per annum. 3 ’3 « £> 5 es gS © * « ° of Permanent endowment fund. Benefactions. <3 u o g o > J3 ^ P4 g « O'" u p-t 2 16 17 18 19 20 21 22 23 24 25 new YORK— continued. 1, 500 Yes. No. . $100-275 $625 $1, 000 dies. 1 2, 000 No.. Yes Yes. 100-225 400-500 dies. 1, 200 Yes. 60-250 800 tute. ioo 400 20, 000 2 Yes. Yes. 32-60 350 30, 000 i 360 No.. 40-80 400 30, 000 School for Young Ladies. 600 Yes. Yes. 50 300 30 000 inary. 16-24 120 20, 000 Academy Sacred 200 8’ 000 Heart of Mary. Mount Hope Ladies’ o Yes. Yes. 40-80 6 Seminary. School for Grirls . 300 Yes. 60-100 400 Troy Female Semi¬ 1, 683 Yes. Yes. 72 103, 465 nary. NORTH CAROLINA. Scotia Seminary . 600 No.. No.. Yes. 45 25, 000 $1, 600 $4, 070 Shelby Female Col¬ 50 150 12, 700 lege. OHIO. Academy of the Sis¬ Yes. ters of Notre Dame. Eden Park School 700 3 000 Ygs . Yes Yes. 160 440 0 School for Girl 9 2 Y 0g Yes. Yes. 95-155 380 60, 000 English and Classical Yes. 50-100 400 School for Young Ladies. Harcourt Place Sem¬ o Yes. t400i 50, 000 inary. Ursuline Academy Yes. Yes. t200I for Young Ladies. P n to am Sominary 9, 000 Yes. Yes. Yes. 225 175 35, 000 PENNSYLVANIA. School for Girls and. o 80 Young Ladies. Beaver College and 1, 150 Yes. Yes. Yes. 35-45 185 50, 000 4, 500 Musical Institute. 'Rlairavill a T. q rl i a c* 0 700 Yes. Yes. 40 160 30, 000 Dittil o V Ulvj JJ a U 1 u O Seminary. L 1 n d 6 n H all Sem¬ 2 700 Yes. t250I 60, 000 in ary. St. Joseph’s Academy - 300 150 Agnes Irwin’s School 100-170 West Chestnut Street 40-120 450 Institute. o c 1 0 o 50-120 Yf Cot UilOotilUt OtlCCll Seminary. 1 \J "Ritlitvn Rnwm o ty Tty- 1 50C ) No.. 100 320 DioHUp DUYVUldH All” stitute. | • Washington Female 50C ) Yes. Yes. Yes. 24-40 210 25, 000 j ...... Seminary. 1 \ i l STATISTICS OF SECONDARY SCHOOLS. 565 Table 37. — Statistics op Endowed Academies, Seminaries, and other Private Secondary Schools for 1886-87 — Continued. Division A. — Private schools for girls. — Part II — Continued. Humber of students of 1887 that entered college. a Has the school — § a aS rri d 1 s •+a a a Namo. CO o a rS >5 o t- t> $3 «tHrO O l-l T*inr>.f\f,nn __ _ T - _ _ Preparatory School . Summit Academy .................. master. J. R. Bishop . Summit _ J ames Heard, A. M . NEW MEXICO. La, a "Vega, a • .. _ Las Vegas College _ ..... S. Person^, s. J . Brother Botulph . Santa F6 . St. Michael’s College . 573 STATISTICS OF SECONDARY SCHOOLS. other Private Secondary Schools for 1886-87— Continued. for boys. — Part I — Continued. Date of charter. Tear in which institution was first opened for instruction. Religions denomination. Instructors. Students. Male. Female. Total. English. Latin. Greek. B cr1 © r purs: A § £ ning— d d © O Free-hand draw¬ ing. Mechanical draw¬ ing. Preparing for classical course in college. Preparing for scientific course in college. 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 1884 1884 P. E . 6 50 0 50 35 50 38 45 1882 1881 Non-sect. 5 11 336 232 90 49 14 10 lt,u6 2 2 15 5 3 15 2 6 1882 1 1 12 12 5 2 8 1865 1865 P. E . 6 60 60 35 50 10 1783 1763 Non-sect. 3 1 58 31 27 16 14 8 30 28 1842 Non-sect. 4 3 60 45 15 10 3 3 0 0 10 5 1856 6 40 30 3 2 6 2 3 1834 1834 6 130 40 *90 *80 20 12 90 40 1881 1877 R. C . 15 266 86 180 130 15 42 52 56 120 1877 1877 Non-sect. 8 116 25 4 10 17 5 8 16 1860 1865 P. E . 11 2 177 70 74 12 6 33 12 1878 1879 Ev.Luth. 5 115 25 8 30 1876 Non-sect. 4 100 40 6 19 o 0 1883 1884 E v. Luth 3 37 30 6 37 31 1881 1880 Non-sect. 4 0 71 15 20 0 2 10 0 10 5 15' 1881 1875 P. E . 5 1 76 24 33 5 2 21 5 0 10 1867 Ev. Luth. 2 58 20 58 53 20 1853 1857 Non-sect. ii 8 314 155 129 28 6 35 200 62 . 1855 1856 P. E . 23 295 3 290 162 70 65 200 40 1866 1 15 1 1881 6 57 10 4 6 Q 4 2 1851 1852 Pres . 10 2 80 50 30 8 4 10 8 4 1871 1869 Pres . 4 17 0 17 . 17 0 17 o 0 1880 3 2 40 5 25 5 6 4 5 20 10 1884 1844 Pres . 7 1 85 30 1870 Non-sect. 9 122 97 24 2 51 12 OK 97 o qo 1883 1883 Pres _ 9 150 0 150 100 100 100 40 50 100 04 50 1793 Non-sect. 3 3 60 1886 Non-sect. 3 2 69 54 10 2 1 9 10 10 1795 1775 Non-sect. 7 2 197 127 70 40 20 55 0 0 '*40 ‘"so' 1770 1770 Reformed 7 1 163 90 50 12 28 40 90 60 1874 Non-sect. 4 54 41 29 10 6 41 13 1882 Non-sect. 4 35 6 12 1 10 19 o 3 1880 1877 R. C . 16 205 97 18 12 10 6 1883 1859 R. C . 10 101 69 0 0 0 0 72 73 74 75 76 77 78 79 80 81 82 83 84 85 88 87 88 89 90 91 92 93 91 95 98 97 "98 99 100 101 102 103 104 105 106 107 108 109 110 111 112 113 114 115 116 117 118 119 120 121 122 123 124 125 126 127 128 129 130 131 132 133 134 135 136 137 138 139 140 141 142 143 144 145 146 147 148 149 150 151 152 153 EDUCATION REPORT, 1886-87. Table 37. Location. 1 NEW YORK. Astoria (75 Main St.) . Brooklyn . Brooklyn (44 Court St.) . Brooklyn (144 Park Place) . . . Buffalo (247 Allen St.) . Canandaigua . Clinton . . Cornwall-on-H udson . Cornwall-on-Hudson . Croton Landing . Dobbs Ferry . Garden City . Hamilton . .. . Manlius . . . . Hew Brighton (S. I.) . Newburg . Hew York (117-119 W. 125tli Street). Hew York . . . Hew York (131 W. 43d St.) . . Hew York (721 Madison Avenue) . Hew York (729 6th Avenue) . Hew York (20 W. 43d Street) Hew York (34 W. 40th St.) . . Hew York (20 W. 59th St.) . . Hew York (578 Fifth Ave.) . Hew York (W. 161st Street and 10th Avenue). Hew York (1475 Broadway) . Hew York (1473 Broadway) . Hew York (32 E. 45th St.) .. Peekskill . Peekskill . Poughkeepsie . Rochester . Rochester (13 Grove Place) . Rochester (107 State St.) — Rochester . Sing Sing . . . Sing Sing . . Troy . W estchester . . . White Plains . Yonkers (181 Woodsworth Avenue). Yonkers . NORTH CAROLINA. Asheville . Belmont . ■Statistics of Endowed Academies, Seminaries, and Division B .—Private schools Hame. Principal. 2 3 Astoria Latin School . Brooklyn Latin School . College Grammar School . Prospect Park Institute . English, Classical, and Mathematical School. Canandaigua Academy . Clinton Grammar School . Cornwall Heights School . Courtlandt Place School . Croton Military Institute . Glen Tower School . Cathedral School of St. Paul . Colgate Academy . St. John’s Military School . St. Austin’s School . Charles Lyman Shaw . Caskie Harrison, A. M . Rev. LeviW. Hart, A. M - Richard D. Dodge . Lucius E. Hawley, A. M . J. Carlton Horris . . Rev. Isaac O. Best, a. m . Carlos H. Stone . Thomas D. Suplde, PH. D . Frank S. Roberts . Faneher & Bailey . . Chas. Sturtevant Moore, A. B. James W. Ford, PH. D . John W. Craig, A. B., head¬ master. Rev. Alfred G. Mortimer, B. Siglar’s Preparatory School . Barnard School . Berkeley School . Callisen’s School for Boys and Young Men. The Collegiate School . Henry W. Siglar . William L. Hazen and John W. French. John S. White, LL. D . Dr. A. Callisen . Rev. Henry B. Chapin, PH. D . Columbia Institute . Cutler’s Private School for Boys .... Everson’s Collegiate School for Boys Fifth Avenue School for Boys . Lyon’s Classical School . Private School of John MacMullen . Edwin Fowler, A. B., M. D _ Arthur H. Cutler, A. B . D. S. Everson and Wm. D. Halsey. E. A. Gibbens and D. Beach . Edward D. Lyon . John MacMullen . School for Boys . University Grammar School.. Woodbridge School . Mohegan Lake School . Peekskill Military Academy. . Riverview Military Academy Classical and English School.. Wm. W. Richard . M. M. Hobby . J. Woodbridge Davis . Wallace C. Wilcox, A. M _ C J. Wright and J. M.Tilden Joseph B. Bis bee, Harlan P. Amen. Rev. Hehemiah W. Benedict, Fort Hill School . Hale’s Classical and Scientific School. Wagner Memorial Lutheran College Dr. Holbrook’s Military School...... St.John’s School . St. Mary’s Academy . . Boys’ Boarding School . . . Alexander Institute . Davison’s Institute . James Hattrick Lee, head¬ master. Geo. D. Hale . Rev. Joseph Rechtsteiner. .. Rev. D. A. Holbrook, PH. D. . Rev. J. Breckenridge Gib¬ son, rector. Brother Famian, director. . . B. T. Harrington, a. m . Oliver R. Willis, a. M., ph. r> . Rev. I. S. Davison . Hooper’s Academy for Boys Montgomery R. Hooper. Asheville Military Academy St. Mary’s College . Bingham School . S. F. Venable . . Rev. Julius Pohl, O. s. B., di¬ rector. Robert Bingham, A. M . Bingham School STATISTICS OF SECONDxiRY SCHOOLS. 575 other Private Secondary Schools for 1886-87— Continued. for boys. — Part I — Continued. Date of charter. Year in which institution was first opened for instruction. Eeligious denomination. Instructors. Students. Male. Female. Total. English. Latin. !z| urnbe 22 Yes. No. Yes No.. Yes ka - ftc- £2 .2 5 23 Yes Yes Yes Yes No. Yes. Yes. Yes. Yes Yes Yes Yes 24 $2 5-25 90 50-90 40 2 25 $180 200 230 160 (350) (200) 50 (206) 40 175 80 (300) Yes Yes. Yes. 40-60 80-120 65-130 150 120 100 60 £ C3 Cj _ _ ^ 26 $20, 000 50, 000 20, 000 5, 200 12, 000 20, 000 25, 000 3, 000 5, 000 75, 000 13, 000 8, 000 15, 000 500 200 175 75, 000 20, 000 44, 500 75, 000 27 $8, 800 M 38 STATISTICS OF SECONDARY SCHOOLS. 587 Remarks on Table 37. The financial statistics presented in Table 37, Divisions A, B, and C, show a general want of endowment funds for the purposes of secondary instruction. Very few re¬ ports under this head are made from schools for girls, and the larger proportion of the endowed schools for boys and for both sexes are located in the North Atlantic and the South Atlantic States. It is noticeable, further, that for the most part these endowments date back to an early period of our history. It is to be feared that the rapid and vigorous development of public high schools has tended to divert the attention of the wealthy patrons of learning from the need of private funds for the same grade of instruction. Private agencies are, however, as necessary as public for its full development. The dignity and independence which ample and permanent resources impart are conditions favorable to sound instruction and effective discipline. Hence, endowed schools like Phillips’ Academy and the William Penn Charter School can not be spared from the forces that are to shape public character and develop public intelligence. Among comparatively recent foundations due to private liberality the McDonogh School is one of the most important and interesting. In the expressed purposes of its founder and the manner in which these have been realized it bears a close analogy to the great endowed schools of England. “In accordance with the will of Mr. Mc¬ Donogh, the foundation is designed for the education, first, of the poor boys of the city of Baltimore ; second, of those of the towns and villages of the State of Mary¬ land ; and third, of those from ‘the different large cities of the Union.’” Such has been the growth of the school since its opening in 1872, that a system of appointment, based upon a comparative examination of all applicants, has been found necessary. It is now proposed to extend the opportunities of the school by the admission of a certain number of pay scholars. 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 EDUCATION REPORT, 1886-87. Table 37.— Statistics oe Endowed Academies, Seminaries, Division C. — Private schools Post-office address. Name. Principal. 1 2 3 ALABAMA. Andrews’ Institute. Athens (box 90) . Camden . Fort Deposit . Furman . Greenville . . . Grove Hill . Havana . . Opelika . . Rernlap . Spring ville . Talladega . . Wetumpka . Andrews’ Institute . Trinity School . Wilcox Malo and Female Institute. . Fort Deposit Institute . Furman Academy ’. . South Alabama Institute . Male and Female Academy . Travis Academy . Opelika Seminary . Rernlap Institute . Springville Educational Institute. . . Talladega College . Wetumpka Academy . Jeff. Roberts . Miss M. F. Wells . W. C. Jones . W. P. Stott . E. T. McMorries . J. B. Little, A. m . J. F. Gillis . N. A. Pattillo, B. s . Rev. D. M. Banks, president. E. J. Geeters . S. A. Ellis . Rev. H. S. DeForest, D. d., president. J. A. Liner . Altus . La Crosse . Rogers . . Searcy . CALIFORNIA. Central Collegiate Institute. . . . La Crosse Collegiate Institute. Rogers Academy . Searcy College . Rev. A. C. Millar, A. b . M. Shelbv Kennard, A. M _ Rev. J. W. Scroggs, A. M . W. H. Tharp . Colusa . Healdsburg . Irvington . . Placerville . Red Bluff . . Sacramento . . Sacramento . San Francisco (129 Haight Street). Visalia . . Commercial and Normal Institute.. Healdshurg College . Washington College . Placerville Academy . Red Bluff College . Howe’s High School and Normal In¬ stitute. Young Ladies’ Seminary . Westminster School . A. M. Armstrong . William C. Grainger . J. H. McCollough, A. M., president. George P. Tindall . Hamilton Stillson, A. M., M. D. Edward P. Ho wo . William S. Hunt, A. M . Rev. James Matthews, D. D.. Visalia Normal School. R. E. Johnston. COLORADO. Trinidad . Tillotson Academy. Henry E. Gordon. CONNECTICUT. Darien . Mystic Bridge . New Canaan . New Preston . Norfolk . Norwich . Plainfield . Simsbury . Southuort . Suffield . Wiiton . Woodstock . DAKOTA. Elmwood Home School . English and Classical School . New Canaan Institute . Upson Seminary . Robbins School . Norwich Free Academy . Plainfield Academy . McLean Seminary . Seaside Seminary . . Connecticut Literary Institution. .. Wilton Academy . Woodstock Academy . Myra J. Davis . JohnK. Bucklyn, A. M., ll. d. Mrs. E. F. Ayres . . . Rev. Henry Upson . J ames A. Towle . Robert P. Keep . Mrs. Elizabeth C. Wheeler. J. B. McLean . Miss Augusta Smith . Martin H. Smith, A. M . Edward Olmstead . J. C. Simpson, A. n . Arvilla Academy. Arvilla Miss Sadie P. Brown . STATISTICS OF SECONDARY SCHOOLS. 589 AND OTHER PRIVATE SECONDARY SCHOOLS FOR 1886-87. for doth sexes. — Part I. Date of charter. Year in which institution was first opened for instruction. d .o c3 s o p w P ’So O) Ph | Number of male instructors. | Number of female instructors. Students. Male. 1 Female. Total number. Number pursuing— Number preparing for classical course in col¬ lege. Number preparing for sci¬ entific course in college or for scientific school. Total number preparing for college and scientific school. English exclusively. Latin. Greek. a P 0 u ft German. bo a % c3 U P 4 5 6 7 8 9 10 11 13 13 14 15 16 17 18 19 30 1876 1874 M. E . 1 35 27 62 1 1S65 4 5 5 2 1840 1819 2 3 78 57 135 3 1870 2 2 58 60 118 13 1 4 1882 2 3 30 32 62 29 29 5 1878 1854 Baptist .. 2 7 23 112 135 114 18 3 8 6 15 18 18 6 1 1 41 38 79 3 3 - 3 7 1872 Non-sect. 1 23 17 40 15 25 7 ... ‘ 8 7 15 8 1884 1881 2 3 80 165 125 45 i 20 3 10 9 1885 1 13 6 19 19 10 1887 1 2 60 125 105 15 11 1869 1869 Cong .... 5 9 145 176 321 5 4 0 0 0 0 0 0 12 1 1 27 33 60 52 8 13 1886 M. E. So. 3 3 83 57 140 14 1881 1869 Non-sect. 2 1 55 21 76 57 17 5 3 3 15 1883 1883 Cong .... 2 3 123 134 257 252 5 i 0 0 0 2 2 16 1883 Non-sect. 5 8 110 100 210 17 1887 Non-sect 3 0 27 21 48 17 3 24 4 16 20 18 1882 1882 7th D. A 7 109 114 223 19 1871 1872 Christian 4 3 42 20 62 59 20 1861 Non-sect. 4 1 20 35 55 45 10 1 0 7 1 1 2 21 1878 Non-sect. 4 3 35 48 83 8 0 1 6 0 22 1873 2 25 30 55 50 23 1862 Non-sect. 1 2 18 16 34 13 5 5 5 6 a5 0 0 0 24 1859 1859 Presb. . . . 3 3 27 19 46 25 1876 Non-sect. 2 1 27 33 60 55 5 26 1880 1880 Cong .... 2 3 40 52 92 4 0 0 2 5 2 3 5 27 1865 Non-sect. 1 5 30 40 70 28 1880 1868 Non-sect. 3 2 56 20 76 36 9 21 16 a7 13 2 15 ' 29 1873 Christian 2 o 28 30 26 2 2 30 1869 Cong .... ” 2 10 4 14 7 4 "2 5 3 2 1 3 31 1884 Cong .... 2 1 14 9 23 1856 Non-sect. 5 5 130 108 238 170 35 70 70 u75 65 65 33 1783 1770 Non-sect . 0 2 (4C )) 40 34 1879 Non-sect. 2 4 27 30 57 10 7 2 14 3 44 . . 35 1867 2 3 10 30 40 8 1 14 3 7 36 1833 1833 Baptist . . 4 5 75 65 140 15 50 40 10 25 80 45 125 37 1817 Cong .... 1 15 5 20 4 1 5 38 1801 1801 Non-sect. 2 .... 14 20 34 24 10 5 6 2 4 5 5 39 1886 Non-sect. 2 2 25 30 55 20 12 4 15 19 14 40 a Includes mechanical drawing. 41 42 43 41 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 75 76 77 78 79 80 81 82 83 EDUCATION REPORT, 1886-87. Table 37.— Statistics of Endowed Academies, Seminaries, and Division C. — Private schools I I Post-office address. Name. Principal. 2 3 Dakota— continued. Canton . . Grand Forks . Groton . . Jamestown . . Scotland . . Sioux Falls . . Sioux Falls . . Tower City . DELAWARE. A ugustana College and Normal In¬ stitute. St. Bernard’s College . . . Groton College . . Jamestown College . . Scotland Academy . All Saints’ School . . Sioux Falls University . . Tower University . M. D. Miller, A. M . Mother Stanislaus Rafter. .. Rev. J as. A. Marshall, M. A. . N. M. Cronr, A. M . Alexander Strachan, A. M ... Miss Helen S. Peabody . Rev. E. B. Meredith, A. M., B. d., president. W. T. Williams . Dover . Newark . . Wilmington (4th and West Streets). Wilmington Conference Academy.. Academy of Newark and Delaware Normal School. Friends’ School . W. L. Gooding, A. M . Albert N. Raub, A. M., ph. d . Isaac T. Johnson, A. M . DISTRICT OF COLUMBIA. Washington (1811 1 St. NW) Friends’ Select School Washington (1915 H St. NW) West End Seminary ... Thomas W. Sidwell Miss Faust . FLORIDA. Daytona . De'Funiak Springs De Land . Gainesville . Jacksonville . Live Oak . Pensacola . GEORGIA. Acworth . Atlanta . Augusta . Bluffton . Butler . Cave Spring . Cochran . Cuthbert . Dawson . Fairbum . Garden Valley . Goggansville . Harlem . Irwinton . Jefferson . Lawrenceville . Lincolnton . Lumpkin . Macon . . . Morganton . Senoia . Sharpsburg . Smyrna . Daytona Institute . McCormick Institute Do Land University .... East Florida Seminary . . , Cookman Institute . Florida Institute . St. Hilda’s School . MissL. A. Cross . Miss Mina Selby . J. F. Forbes, A. M., ph. d . Edwin P. Cater, A. M., supt.. Samuel E. Darnell . Rev. J. L. A. Fish . Mrs. Mary Goode Scott . Acworth High School . Storrs School . Paine Institute . Bluffton High School . . . Butler Female College and Male In¬ stitute. Cherokee Wesleyan Institute . Ebenezer College . Howard Normal School . South Georgia Male and Female College. Male andFemaleHigh School . Oak Grove Academy . Fleming High School . . . Harlem Institute . Talmage Institute . Martin Institute . Lawrenceville Seminary . Lincolnton High School . Lumpkin High School . Lewis Normal Institute . Morganton Academy . - . . Excelsior High School. . Sharpsburg Academy . Smyrna High School . J. C. Holmes . Mrs. H. I. Miller . Rev. George Wms. Walker . John N. Rogers . P. E. Davant . J. S. Stewart, Jr . Palemon J. King . F. H. Henderson, A. B . M. L. Parker, A. b., pres’t . . A. M. Patterson, A. M., M. d . . J. O. Maugham . George B. Merritt . Kev. J. W. Ellington . J. C. Bass . Benjamin T. Hunter, A. M . . . W. R. Grey . . W. L. Hawes . * _ A. S. Harris. A. B . Mrs. Livia A. Shaw . Mrs. O. F. Chastain . P.D. Pollock . V. A. nam . T. D. Power . STATISTICS OF SECONDARY SCHOOLS. 591 other Private Secondary Schools for 1886-87— Continued. for loth sexes. — Part I — Continued. Date of charter. Year in which institution was first opened for instruction. Eeligious denomination. m © o < n .9 © rc5 a O u o rO a £ 1 Number of female instructors. Students. Male. Female. Total number. Number pursuing— Number preparing for classical course in col¬ lege. Number preparing for sci¬ entific course in college or for scientific school. Total number preparing for college and scientific school. English exclusively. Latin. Greek. French. German. Drawing. 4 5 6 7 S 9 1© 11 12 13 14 15 1G 17 IS 1© 2© 1881 3 2 50 48 98 12 8 20 41 1885 1883 K.C . 0 6 60 75 135 125 2 0 2 3 106 42 1885 1885 Presb .... 5 2 42 23 65 42 13 4 0 8 10 10 20 43 1883' 1886 Presb .... 4 3 35 53 88 52 40 9 49 a69 20 22 42 44 1885 1886 Presb. . . . 3 2 38 34 72 20 11 4 .... 15 4 4 45 1885 P. E _ 2 7 25. 49 74 35 7 0 3 25 6 0 0 0 46 1883 4 52 35 87 9 23 6 0 0 0 47 1881 1886 (35 J) 32 48 1873 1873 Meth .... 4 4 90 69 159 45 60 15 5 18 10 6 6 12 49 1769 1768 Non-sect. 2 3 42 40 82 75 6 2 30 5 5 50 1748 Friends.. 2 6 90 70 160 35 5 5 4 80 9 2 ii 51 1883 Friends . . 2 6 79 30 109 50 32 3 30 2 71 52 1873 1 2 f201 20 15 5 5 53 1880 Cong .... 5 8 12 20 11 5 10 20 54 1885 M. E... 1 70 55 1887 1883 Baptist . . 4 5 22 60 82 33 22 2 5 16 21 21 56 1853 1853 Non-sect. 3 2 78 21 99 89 10 4 51 57 1872 M. E . 3 4 108 163 271 41 167 38 38 58 1880 Baptist . . 2 4 44 56 100 6 2 2 59 1856 P. E . 3 20 20 40 33 7 60 Non-sect. 1 1 32 28 60 o 0 0 61 1866 Cong .... 10 149 300 449 62 1883 1884 M. E. So . 2 2 98 97 195 25 10 3 1 10 10 63 1 2 20 30 50 43 7 4 4 64 Non-sect . 2 2 50 47 97 69 28 1 7 28 28 65 1851 1855 M. E. So . 1 2 34 68 102 90 12 2 0 0 75 8 18 26 66 Baptist . . 2 1 65 60 125 99 25 3 1 1 15 15 67 1870 Non-sect. 1 1 69 99 168 162 6 6 6 68 1882 1881 Non-sect. 3 3 106 72 178 56 40 3 15 10 50 69 1884 Non-sect. 2 2 *80 60 140 44 34 14 6 2 8 2 10 70 Non-sect. 2 31 28 59 52 7 1 1 71 1881 1 1 41 27 68 60 8 72 1869 Non-sect. 1 2 52 40 92 68 20 o 0 0 o 0 73 1 1 35 34 69 49 20 2 9 7 16 74 1859 1859 Non-sect. 4 120 92 212 176 30 6 a35 75 1815 • 1849 Non-sect. 1 1 32 33 65 40 24 2 "6 "o 0 76 Non-sect. 1 26 27 53 77 1881 Non-sect. 1 3 6L 39 100 80 20 2 8 7 1 8 78 1868 Cong _ _ 1 8 135 203 338 319 19 338 19 19 79 1878 Non-sect. 1 2 40 33 73 70 2 i 9 17 26 80 1872 Non-sect. 1 3 42 58 100 67 15 10 6 6 12 81 1 1 40 48 88 82 1 34 36 70 10 3 2 2 83 a Includes meclianical drawing. 84 85 8G 87 88 89 90 01 92 93 94 95 96 97 98 99 100 101 102 103 104 105 106 107 108 109 110 111 112 113 114 115 116 117 118 119 120 121 122 123 124 3 25 126 I EDUCATION REPORT, 1886-87. Table 37.— Statistics of Endowed Academies, Seminaries, and Division C —Private schools Post-office address. Name. Principal. 1 geokgia— continued. a 3 Sparta . . Summerville, Temple . Thomaston, . Villa Rica ... Sparta Male and Female Academy.. Summerville High School . Temple Seminary . R. E. Lee Institute . New Villa Rica Academy . Charles E. Little... W. T. Irvine . . C. P. Sanders . . G. F. Oliphant . W. S. Featkerston IDAHO. Lewiston ILLINOIS. Wilbur College. Ira A. Rickards Aledo . Anna . Aurora . Ckicago . Ckicago . Ckicago (16 Brown Street).. Ckicago . Dakota . Decatur . Dover . . Du Quoin . Fairfield . Fulton . La Harpe . Loxa . Mt. Morris . Oregon . Vermilion . Aledo Academy. . . Union Academy of Soutkern Illinois Jennings Seminary . Girls’ Higher School . . . , Kirkland School . Lutheran Immanuel School . Mrs. Loring’s School . College of Northern Illinois . St. Teresa’s Academy . Dover Academy . . . Du Quoin Seminary . Hayward Collegiate Institute . Northern Illinois College . Gitting’s Seminary . Lee’s Academy . Mt. Morris College.... . School for Teachers and of Individ¬ ual Instruction. Vermilion Academy . J. R. Wylie, A. M . Rev. W. W. Faris, D. D . Rev. Cyrus C. Lovejoy, A. M Rebecca S. Rice . Miss E. S. Kirkland . H. Hattstaedt . Mrs. Stella Dyer Loring _ Rev. F. Wetzel . Mother Alphonsus . A. A. Rothtrock . Rev. A. T. Stone, A. M., M. D. U. J. Hoffman, president _ A.M. Hansen, A. M., ph. D., president. I. W. Cassell, a. m., president T. J. Lee, A. m . J. G. Royer _ '. . E.L. Wells . Theodore Reynolds, b. s _ INDIANA. Angola . Bloom in gdale . Fort Wayne . Hope . Indianapolis . Ladoga . Logansport . Mitchell . Roanoke . Vincennes . Westfield . INDIAN TERRITORY. Muskogee . Vinita . - . IOWA. Ackworth . . Algona . Birmingham Bloomfield . . Burlington.. Eurlington.. Tri-State Normal College . Friends’ Bloomingdale Academy ... Fort Wayne College . Normal Pedagogical Institute . Mrs. E. J. Price’s School . Central Indiana Normal School . American Normal College . Southern Indiana Normal College .. Roanoke Classical Seminary . Vincennes University...: . . Union High School,. . 4 - L. M. Sniff . Andrew F. Mitchell . Rev. W. F. Yocum, A. M., M. D., president. Jas. H. Clark, president. Mrs. E. J. Price . C harles C rumpacker . Chas. E. Kircher, a. M . Lugenbeel & Sutherland. . . . Rev. D. N. Howe, a. m . E. A. Bryan, a. M . Erastus Test, m. d . Indian University . A. C. Bacone, A. M., president Worcester Academy . Rev. F. W. Hullinger . Ackworth Institute . Northern Iowa Normal School . Birmingham Academy . Normal and Scientific' Institute . Burlington Institute . First German Evangelical School. . . W. G. Stanley . J. C. Gilchrist, A. M . J. Wesley Wolf . R. S. Galer, b. ph . De Witt D. Forward, a. b.. JF. Clauss . 1 STATISTICS OF SECONDARY SCHOOLS, 593 other Private Secondary Schools for 1886-87— Continued. for loth sexes— Part I — Continued. C5 . as 03 S a 09 —l a p -a a 1875 1884 1885 1887 1855 1883 1881 1855 1866 1876 isio 1875 1859 1846 1877 1806 1879 l8S1 1879 1884 1833 1881 1882 1872 1881 1874 1883 1856 1876 1875 1855 1878 1882 1872 1882 1855 1886 1867 1879 1871 1846 1879 1874 188-4 1845 1846 1885 1869 1876 1884 1880 1861 1810 1860 1880 1882 1870 18S6 1864 1878 1852 1843 Non-sect Non-sect Non-sect Non-sect Non-sect 1882 M. E Non-sect Presb . . . M. E ... Non-sect Ev.Lnth. Non-sect. Reform’d R. C _ TJ. B . Presb.. .. M. E .... Non-sect M. P . Non- sect - Dunk’ds . Friends. Friends. M. E ... Non-sect. 38 ED Lr. B . Non-sect. Friends.. Baptist . Cons ... Friends . . Non-sect. Non-sect. Baptist .. Ger. Ev.. (2) (10) 1 | 2 5 4 GO) — I 1 7 I 3 (ID (8) 1 1 (7) Students. Male. a o Total number. Number pursuing— Number preparing for classical course in col¬ lege. Number preparing for sci¬ entific course in college or for scientific school. Total number preparing for college and scientific school. English exclusively. Latin. Greek. rd ZJ a H German. bt .9 £ 9 fi 9 10 11 12 13 14 15 10 17 IS 19 20 16 23 39 6 10 2 5 43 48 91 76 15 2 4 4 40 25 65 65 90 119 209 138 71 6 12 45 55 100 5 24 43 67 31 9 5 5 6 .... 10 17 27 13 28 21 7 1 4 4 4 45 37 82 37 45 7 0 21 11 20 31 116 100 216 162 32 8 24 11 15 26 35 75 110 10 0 25 90 'ho 10 10 40 200 240 347 339 686 6S6 10 120 130 15 1 18 25 24 21 45 11 7 0 10 o 97 115 212 21 17 19 36 6 9 3 3 6 28 23 51 43 8 1 0 0 ’’o' 4 4 123 127 250 6 2 10 G52) 152 30 28 58' 6 1 4 44 46 90 87 3 0 1 10 21 31 153 72 225 130 32 8 0 15 32 52 82 134 30 29 59 43 16 0 0 0 0 16 43 59 230 130 360 50 32 82 57 25 2 16 80 45 125 50 30 6 0 20 3 6 6 136 182 318 10 15 25 25 0 0 0 312 259 571 450 53 23 38 7 45 438 293 731 200 200 400 90 49 139 20 12 89 105 194 169 25 91 88 179 41 28 69 53 14 0 1 2 11 68 92 160 151 9 0 0 0 (127 ') 127 85 16 30 8 8 6 64 70 16 20 36 32 4 20 36 56 15 30 45 14 4 10 6 2 1 8 53 46 99 60 30 91 92 93 94 95 96 97 98 99 100 101 102 103 104 105 106 107 108 109 110 111 112 113 114 115 116 117 118 119 120 121 122 123 124 125 126 127 128 129 130 131 132 133 134 135 136 137 138 139 140 141 142 143 144 145 146 147 148 149 150 151 152 153 154 155 156 157 158 159 160 161 162 163 164 165 168 167 1C8 169 170 17L 172 173 174 EDUCATION REPORT, 1886-87. Table 37. — Statistics of Endowed Academies, Seminaries, and Division C. — Private schools for Post-olfico address. Name. Principal. 1 2 3 iowa— continued. Burlington . Council Bluffs . . Decorah . Elk Horn . . Ep worth . . Grinnell . . Hull . . Humboldt . . Iowa City . . Knoxville . . New Providence. Newton . New Vienna . Orange City . Osage . Ottumwa . Pleasant Plain. . . Read . Waukon . Wilton J unction . German Evangelical Zion School . . . Western Iowa College . Decorah Institute . . . Danish High School . . . Epworth Seminary . Iowa College Academy . Patterson ville Educational Institute Humboldt Academy and Commer¬ cial School. Iowa City Academy . Knoxville Academy . New Providence Academy . Hazel Dell Academy . St. Boniface’s School . Northwestern Classical Academy .. Cedar Valley Seminary . Ottumwa Normal School . Pleasant Plain Academy . Evangelical Lutheran Parish School Waukon Normal and Training School. Norton Normal and Scientific Acad¬ emy. F. G. Klein . W. S. Paulson . J. Breckenridge . Christian Anker . Bourland D. Smith, ph. b... O. F. Emerson . Rev. J. B. Chase . W. M. Martin, a. m . Tripp and Loughridge . W. A. McKee . . C. L. Michener, A. B . G. W. Wormley . B. W. Schulte . J. A. De Spelder, a. m . Alonzo Abernethy, A. M _ Mrs. Martha A. Peck . Albert H. Lloyd, B. s . Rev. F. W. Leifert . Amos Row . Brower- and Parsons . KANSAS. Harlan.... Lincoln... Lindsborg Morrill ... Salina . Tonganoxie. Wichita - Winfield. ... Gould College - • . Kansas Christian College . . Bethany College . Morrill Normal and Business Insti¬ tute. Salina Normal School . Friends’ Academy . . . . Lewis Academy . Southwest Kansas College . : — Rev. Peter Wagner, a.m _ Hon. Thos. Bartlett, A.M _ Edward Nelander, a.m . John M. Reid, A. M. . L. O. Thoroman, president- - William P. Trueblood . J. M. Naylor, a. m . John E. Earp . KENTUCKY. Bardstown . . Bowling Green. Buffalo . Covington . Crab Orchard. . . Greenville . La Fayette - - Leitchfield . Lexington . Louisville . Louisville . Madison ville.... Olm stead . Princeton . Richmond . . Russellville . . Sharp sburg . . South Carrollton Winchester . . Wingo... - «... Male and Female Institute . . Southern Normal School and Busi¬ ness College. East Lynne College . Academy of Notre Damo . Collegiate Institute . . Greenville College . * . La Fayette High School . . Grayson Seminary . . Lexington Normal Institute . Presentation Academy . . State University . Madisonville Academy . Browder Institute . Princeton Collegiate Institute . Madison Female Institute . Miss Sevier’s School . Male and Female College . . West Kentucky Classical and Nor¬ mal College. Male and Female High School . Wingo College . . H. J. Greenwell, A.M.,prest. Mell & Williams . G. H. Watts . Mary Hildegard, s. de N. D . . Mrs. Flora Harrod Hawes . . Rev. E. W. Hall, A.M., prest. S. L. Frogge, a.m . W. P. Arnpld . Rev. A. Hatch, A. B . Sister Sophia . Rev. Wm, J. Simmons, D. D. prest. H. O. Snow . James C. Vick . Rev. H. H. Allen, D. D . C. P. Williamson, a. m., prest Miss Elizabeth Sevier . Mrs. Fannie B. Talbot . E. B. Smith, A. M, president. Rev. Wm. Stewart, M. a.,d. d J. C. Neville . STATISTICS OF SECONDARY SCHOOLS, 595 other Private Secondary Schools for 1886-87— Continued. both sexes. — Part I — Continued. *6 Students. Date of charter. Year in which institution first opened for instructs Religious denomination. o o 2 (-< «2 .2 © a s Vi O U © a £ | Number of female instruct Male. © a © Eh Total number. Number pursuing— Number preparing for classical course in col¬ lege. Number preparing for sci¬ entific course in college or for scientific school. Total number preparing for college and scientific school. English exclusively. Latin. Greek. French. German. fc’c a cS A 4 5 © 7 8 9 1© 11 IS 13 14 15 IG 17 IS 19 20 1864 1 0 25* 35 60 0 1884 3 1 207 85 292 292 1874 3 2 276 228 1 504 504 0 0 0 200 0 1 1 3877 4 0 47 17 64 1856 1857 Meth .... 4 5 125 115 240 48 20 4 18 64 3 14 17 3847 1848 2 1 98 67 165 60 100 40 30 45 36 81 1884 1884 Cong . 3 4 20 47 67 47 13 6 3 10 10 7 6 13 1882 1 26 19 45 45 0 0 0 0 1865 1860 4 4 130 112 242 175 1872 1 19 21 40 0 0 0 1878 1868 1 1 38 33 71 37 12 4 1858 2 2 40 41 81 1875 E. C _ 1 3 120 120 240 3882 1883 Reformed 2 2 35 7 42 15 25 9 0 27 27 1869 1863 Baptist . . 4 3 80 55 135 1872 Non-sect. 1 17 29 46 45 1 1876 1876 Friends.. ”2' 0 35 48 83 59 5 6 8 9 17 1862 Ev. Luth. 1 0 20 18 38 1 1 27 23 50 1884 1866 Non-sect. 6 2 107 53 160 10 0 0 50 11 11 1880 1881 U. B _ 2 2 28 31 59 5 3 0 1884 1884 Christian 4 1 41 39 80 74 4 1 1882 1881 Luth eran 12 4 369 45 414 210 56 14 121 a29 26 33 59 1882 Non-sect . 3 1 60 51 111 90 14 0 "o’ 6 20 30 30 60 1883 1884 Non-sect. 6 2 155 70 225 185 6 3 0 6 a34 1884 Friends . . 1 1 56 55 111 24 5 1884 1866 Presb .... 1 3 42 60 102 44. 24 3 32 14 14 1885 1886 M. E _ 8 3 110 120 230 1840 1835 Baptist . . 3 4 45 50 95 21 2 0 3 al3 10 33 43 1886 1875 Non-sect. 11 2 (750) 750 1880 3874 Non-sect. 1 1 1 170 170 140 233 1883 R. C _ 1 4 49 77 126 126 234 1872 1874 Free Meth 3 1 47 43 90 86 4 0 0 0 .... 2 2 235 1884 1884 Cong .... 1 3 12 19 31 21 10 0 0 0 0 4 4 236 1868 R. C . 2 15 23 38 38 237 1877 Non-sect. 1 8 7 80 87 0 0 30 18 238 1879 Non-sect. 3 4 116 60 176 98 42 3 8 al2 41 25 66 239 1874 1875 Lutheran 5 1 68 17 85 6 6 240 1876 1877 Baptist.. 3 3 74 122 196 54 31 9 18 9 9 241 1882 1883 Lutheran 6 1 208 73 281 4 242 1886 1885 Non-sect. 3 4 (21 1) 271 1 1 243 1885 1836 3 2 80 60 140 244 1883 1884 Non-sect. 3 47 35 82 50 12 4 4 6 0 19 19 38 245 1881 1875 Non-sect. 5 2 8C 50 130 74 19 19 0 0 100 18 11 29 246 1885 1882 Non-sect. 3 5 135 148 283 252 30 4 12 247 1884 1884 Non-sect. 3 34 8 42 15 24 4 4 2 4 4 248 1872 1873 Non-sect. 1 ”3* 113 90 203 203 0 0 0 0 "6’ 0 0 0 249 1875 M.E . 1 2 72 90 162 23 23 250 3880 1866 Baptist .. 1 3 17 33 50 26 16 2 6 4 21 21 251 1878 1878 Non-sect. 1 3 60 48 108 44 23 7 .... "8 35 32 13 45 252 1881 1881 U.B . 4 4 75 50 125 36 43 79 253 a Includes mechanical drawing. 254 255 25G 257 258 259 260 261 262 263 264 265 266 267 268 269 270 271 272 273 274 275 276 277 278 279 280 281 282 283 284 285 286 287 288 289 290 29] 292 293 294 295 296 297 298 299 300 EDUCATION REPOET, 1886-87. Table 37. — Statistics of Endowed Academies, Seminaries, and Division C. — Private schools for Post-office address. « Name. Principal. 1 2 3 Missouri— continued. Ernest W. Dow............. Brookfield . . . "Rev. ,T. P. Finley, T>. T) _ Buneeton . Sterne Rogers . - . Butler . Wilber C. Mickey, A. B . Caledonia . W. D. Vandiver, PH. B., president. J. F. Lindoerfer....... ...... W. E. Grube _ ............. J. N. Hooper ................ E. P. Lamkin, A. M. ...... _ Edina . „ . Arthur V. Francis, A. M _ E. J. Jenninsrs . . . Gravelton . _ _ . Con cord ia. College _ . Rev. L. M. Wagner, A.M., president. G. A. Smith, A. M., president. Humphreys . College and Business Institute . Independence . . . Woodland College _ George S. Bryant, A. M . G. S. Ramsay, a. m . . Kidder . . Kidder Institute La Belle . . . Western Academy _ _ W. B. Anderson, A. b.,m.s... Louisiana . . . . MoCnno College _ _ _ Rev. H. T. Morton, a. m . Marble Hill...' . Mayfield-Smith Academy . D. W. Graves, A. M . Marionville . Marionville Collegiate Institute.... E. T. Brewster, a.m... . Odessa . . Odessa College _ .. Rev. W. O. H. Perry, A. M - J. V. Curlin, president . Otterville . . . Otterville Collate _ Palmvra _ Centenary TTigh School James A. Lanins.......... .. Palmyra ................. _ St. Joseph’s School _ Rev. James Nolte.. . Palmyra .................... St. Paul’s College _ Rev. J. A. Wain wright, A. M., M. D. Rev. John A. McAffee, D. D., president. J. W. Ellis, A. M., PH. D., Parkville . Park College . . . Plattsburg . . Plattshnrg College _ president. Pleasant "FTnpe Pleasant Hope Normal Institute. . . . Van [Rensselaer Academy . . . . J. C. Ryan . . [Rensselaer. ................. Rev. Charles W. Latham - Stan berry _ Northwestern Normal School and Business Institute. Allen Moore . NEBRASKA. Beatriee The Blake School .. _ Henry N. Blake . Franklin . . . Franklin A cademy _ _ _ _ C. H. Dye, a. m . Mrs. M. E. Jones, A. M . Fremont . . . Normal School and Business College. Oakdale . Oakdale Seminary . Rev. Harvey Wilson, pres’t. "Wahoo _ _ _ Luther Academy ................... S. M. Hill, a. M . NEW HAMPSHIRE. _A f,lv \ n son Atkinson Academy _ _ F. B. Rice . Gandia Village Claudia Village School _ E. D. Perrv . Gilmn.ntnn _ _ Gilmanton Academy _ ............ S. W. Robertson, A. M . M eri rl en Kimball Union Academy ..... _ D. G. Miller, a. b . Mt VftTTion IVTcCollom Institute _ C. S. Campbell . Kew Hampton . New Hampton Literary Institution . A. B. Meservey, A. M., PH. D. . North wood Centre Coe’s Northwood Academy. .... Rev. S. G. Nor cross . North wood "R.1 d cta "Wnrthwood Seminary _ J. H. Hutchins, A. M . Pembroke Pembroke Academy _ _ Isaac Walker, a. m . Portsmouth Smith’s Academy and Commercial College. TVT eftaw Knrmal Institute. _ _ Lewis E. Smith . Heed’s "F'erry F. E. Burnette . Strafford Austin Academy _ , , I. Copp . . . . Wolfeborough . Brewster Free Academy . Edwm H. Lord . STATISTICS OF SECONDARY SCHOOLS. 601 other Private Secondary Schools for 1886-87 — Continued. loth sexes. — Part I — Continued. Date of charter. Year in which institution was first opened for instruction. Religious denomination. | Number of male instructors. I Number of female instructors. Students. Male. Female. • Total number. Number pursuing— Number preparing for classical course in col¬ lege. Number preparing for sci¬ entific course in college or for scientific school. Total number preparing for college and scientific school. English exclusively. Latin. rg O French. d c3 a 0 0 b<3 a V csS Fh P 4 5 6 7 § 9 10 11 12 13 14 15 i(® 17 18 19 SO 1887 1881 1 4 (8 5) 85 8 9 1886 1880 2 3 50 54 104 47 28 15 10 9 9 1873 1 2 29 20 49 40 8 0 0 1 5 5 1874 2 1 35 37 72 52 20 1 0 5 1867 1867 M.E.So . 3 3 75 78 153 95 25 1 4 9 2 (1 25) 125 100 125 1886 1876 4 1 48 44 92 10 6 2 1876 3 40 42 82 72 1885 1879 Non-sect. 3 4 80 40 120 81 25 5 11 2 4 6 1878 3 4 20 50 70 12 0 "o’ 7 "0 • 1884 2 46 21 67 52 5 7 4 4 1886 1885 Non-sect 2 50 20 70 40 70 20 20 1884 6 68 70 138 80 3 $30 1874 1869 2 4 40 60 100 1884 1884 Cong .... 4 4 95 109 204 . 70 24 4 20 4 24 28 1880 Non-sect. 2 3 60 80 140 30 2 1881 1880 Baptist . . 1 5 56 51 107 67 30 ”5' 0 0 36 16 3 19 1884 Baptist .. 2 1 76 42 118 20 2 0 0 1872 1872 M. E . 3 3 76 80 156 114 16 2 0 7 2 1 10 11 1883 1883 Non-sect. 3 2 53 57 110 75 25 6 0 8 0 1886 1885 Non-sect. 2 2 25 35 60 38 6 4 8 1884 1884 M. E. So . 2 6 48 67 115 50 6 0 6 16 12 0 12 1868 R. C . 1 2 30 30 60 28 1852 1848 P. E . 2 3 20 30 50 16 11 2 6 1879 1875 Pres. _ 6 4 175 120 295 65 230 150 190 190 1881 1880 Non-sect. 3 4 65 71 136 117 13 1 4 10 13 13 1885 1885 Cu. Pres . 2 2 (10 i0) 100 14 10 4 0 0 1852 1852 Presh.... 1 1 1881 1881 Non-sect. 6 2 450 350 800 8 1 0 12 29 1881 1, 1 42 49 91 87 4 91 1881 1881 Cong .... 4 3 m n 70 16 4 8 1884 1121 13001 300 1881 1882 Pres . 1 7 8 15 1883 1883 Ey . Luth . 3 "2 50 18 68 4 6 6 1791 1789 Non-sect. 1 1 27 16 43 32 1878 Non-sect. 1 3794 1787 Non-sect. 2 2 22 27 49 45 4 0 0 0 0 3 2 5 1813 1815 Cong .... 2 2 28 25 53 28 25 8 2 15 5 20 1850 1850 Non-sect. 1 2 30 27 57 45 8 1 5 $19 2 1 3 1853 1821 F. W.B.. 5 4 134 72 206 1866 1866 Cong .... 1 2 30 15 45 37 5 3 5 5 $4 7 7 1866 1867 F. W. B . . 1 1 20 29 49 30 16 5 4 8 8 1818 1819 Cong .... 1 2 37 41 78 60 16 5 5 5 1873 3 0 54 15 69 48 10 4 7 4 g 3 n 1849 1849 Non-sect. 1 3 54 54 108 9 2 4 2 V 2 1834 1834 Non-sect. 1 1 30 28 58 50 8 4 6 6 1887 Non-sect. 2 2 21 31 52 27 21 2 2 2 a Includes mechanical drawing. 254 255 256 257 258 259 260 261 262 263 264 265 266 267 268 269 270 271 272 273 274 275 276 277 278 279 280 281 282 283 284 285 286 287 288 289 290 291 292 293 294 295 296 297 298 299 300 301 302 303 304 305 306 307 308 309 310 311 312 313 314 315 316 317 318 319 320 321 322 323 324 325 326 327 328 329 330 331 332 333 334 335 336 337 338 339 340 341 342 343 344 345 346 347 348 EDUCATION REPORT, 1886-87. Table 37.— Statistics of Endowed Academies, Seminaries, and Division C.— Private schools for Post-office address. Name. Principal. 1 NEW JERSEY. Blairstown . Cinnaminson . Cranbury . Hightstown . Hoboken . . . Jersey City . Keyport . Matawan . Newark (33 Walnut Street). JNewton . Orange . Paterson . Pennington . Plainfield . Blair Presbyterial Academy . Westfield Friends’ School . Brainerd Institute . Peddie Institute . Hoboken Academy . Hasbrouck Institute . Keyport Academy . Glen wood Collegiate Institute . School for Young Ladies and Children. Newton Collegiate Institute . ID earborn-Morgan School . Paterson Seminary . Pennington Seminary . Rodman Seminary . J. H. Shumaker, A. M., pn. D Miss Elizabeth White . Edward Wiese, a. m., pres’t Rev. John Greene, ph. d _ Jos. Scbrenk . Charles C. Stimets, a. m _ George W.Holmes . J. Calvin Rice, A. M . Miss Margaretta T. Craven Joel Wilson, A. m . . Dearborn, Morgan & Co . . . Albert B. Wiggin, A. M . Thomas Hanlon, A. M., D. D . Mrs. R. C. Dingee . NEW MEXICO. Albuquerque Las Vegas... Santa F6 Silver City .. Tiptonville .. Albuquerque Academy . Las Vegas Academy . Santa F6 Academy . Academy of Our Lady of Lourdes . . Tiptonville Institute . E. E. Whittemore, b. a W. H. Ashley . Miss Clara B. Lyon. . . Sisters of Mercy . R. Frampton . NEW YORK. Adams . Amenia . Antwerp . Bedford . Brooklyn . Brooklyn . Brooklyn . Brooklyn . Cazenovia . Cherry Valley . Claverack . . . College Point . Dover Plains . Easton . Eddytown . El bridge . Fairfield . Fishkill-on-Hudson . Flatbush . Florida . Fort Edward . Franklin . Glens Falls . Greenville . Hartwick Seminary Havana . Hudson... . Lansingburg . LawrenceviUe . Adams Collegiate Institute . Amenia Seminary . . Ives Seminary . . . . Bedford Academy . Adelphi Academy . Chenevi&re Institute . Christiansen Institute . Friends’ School . Cazenovia Seminary . Cherry Valley Academy . Claverack College and Hudson River Institute. Evening Classes of the Conrad Pop- penhusen Institute. Dover Plains Academy . Marshall Seminary . Starkey Seminary . Munro Collegiate Institute . Fairfield Seminary . Mount Beacon Academy . Erasmus Hall Acadefny . S. S. Seward Institute . Fort Edward Collegiate Institute. . . Delaware Literary Institute . Glens Falls Academy . Greenville Academy . Hartwick Seminary . Cook Academy . Hudson Academy . Lansingburg Academy . . . LawrenceviUe Academy . O. B. Rhodes, A. M . F. M. Smith, PH. B . J. D. Stay . F. S. Smith . Albert C. Perkins . Rev. W. A. and Madame J. M. Stamm. Mrs. E. C. Stacker . . Susan P. Peckham . Isaac N. Clements, A. M . Arial McMaster . Rev. Arthur H. Flack, a. b., president. F;Martens . A. E. Bangs . Lin wood S. Pratt . G. R. Hammond, PH. d . T. K. Wright, PH. D . D. D. and F. L. Warne . J. Fred. Smith, A. M . Rev. R. G. Strong . Mrs. M. S. Parks . Jos. E. King, i). D., PH. i)., president. Charles H. Verrill, A. M., PH. D. Daniel C. Farr, a.m . Johnson Childs . Rev. James Pitcher, A. M — A. C. Hill, a.m . J. W. Thomas, A. M . Charles T. R. Smith, A. M _ Elmore G. Page, b. a . STATISTICS OF SECONDARY SCHOOLS. 603 other Private Secondary Schools for 1886-87 — Continued. loth sexes. — Part I — Continued. £ 3 Students. Dato of charter. “-g 3 .2 ^ 3 8 d ° •r-l . CO e3 cp t* ~ci d 3 o a ra p © ’So 73 M m •2 o 03 a "o u q e3 Q N umber p r e p a r i n classical course in lege. Number preparing fo entitle course in cc or for scientific sch Total number prep; for college and scie: school. 4 5 a 7 § 9 10 11 13 13 14 15 16 17 18 19 30 1848 Presb .... 4 3 65 38 103 20 57 18 7 26 a15 30 10 40 1801 1800 2 19 23 42 22 15 20 16 42 9 9 1865 1865 Non-sect. 3 2 26 38 64 28 17 ‘*8* 3 20 3 2 5 1869 Baptist . . 4 8 133 75 208 178 25 12 8 15 30 5 35 1860 1861 12 /432i 432 125 432 432 1856 10 4 160 90 250 100 35 15 28 75 5 31 22 53 1857 1 1 49 27 76 70 6 0 0 0 1835 1835 Non-sect. 3 4 56 45 101 10 1 5 18 28 1 10 11 1875 1 6 10 30 40 1852 1848 ■ Non-sect. 2 3 66 24 90 51 22 2 3 24 al 12 2 14 1876 3 113 113 226 85 11 79 12 105 1884 Non-sect. 1 3 53 14 67 61 5 3 2 8 4 2 2 4 1839 1840 Meth .... 7 7 178 82 260 75 30 30 1875 4 18 17 35 2 6 1879 1879 2 123 100 223 2 1880 1880 COHg .... 2 3 80 70 150 120 12 1 4 150 Presb. - . . 2 15 15 30 1884 R.C .. 5 30 70 100 40 1 1869 M.E _ 1 14 8 22 22 0 0 0 0 0 0 0 0 1855 1864 3 4 72 94 166 96 25 6 12 2 8 8 1834 1835 Meth .... 2 3 20 30 50 4 8 6 1 1 1856 1853 ME . 3 5 70 61 131 109 . 18 6 3 6 26 32 1826 1810 Non-sect. 1 21 13 34 2 1869 1869 Non-sect. 20 '21 387 502 889 746 143 21 71 94 «274 29 30 39 1865 Non-sect. 2 9 70 70 140 70 2 70 2 2 1872 Non-sect. 6 20 45 65 5 10 60 1866 Friends- . ’"2 5 40 40 80 9 28 20 o63 1824 1824 M.E . 7 150 142 292 115 100 30’ 25 50 50 10 60 1881 Presb. . .. 2 2 28 25 53 15 9 3 6 "4" 6 6 1854 Meth 8 9 93 86 179 122 1868 1870 Non-sect. 3 1 134 28 162 94 1881 1881 Non-sect. 1 1 26 21 47 40 7 2 1863 Non-sect. 1 1 23 22 45 i 1 2 1848 1842 Christian 6 6 135 68 203 1839 1839 Non-sect. 2 4 '60 65 125 100 3 3 0 1803 1803 Non-sect . 5 5 150 125 275 22 60 25 30 30 45 20 22 42 1885 1883 Non-sect. 3 2 52 47 99 46 22 3 6 12 43 8 3 11 1737 1787 Non-sect. 4 5 44 34 78 60 10 5 10 50 10 10 1846 1843 Non-sect. 3 5 15 20 17 3 0 "o' 1 0 3 3 1854 1854 Non-sect. "e" 7 140 90 230 180 45 15 35 15 .... 20 10 30 1835 1836 Non-sect 4 3 100 82 182 130 50 15 12 .... 25 25 1841 1841 Non sect. 3 8 85 114 199 140 55 25 25 55 1 56 1816 1816 Non-sect. 7 2 24 21 45 33 7 4 11 1816 1815 Lutheran 4 3 59 19 78 50 1872 1873 Baptist . . 5 5 93 71 164 1807 1807 Non-sect. 2 2 34 42 76 56 12 2 2 5 2 6 8 1796 1797 Non-sect. 3, 2 56 46 102 72 19 4 8 8 6 5 11 1860 ■ 1860 1 Non-sect. r 2 47 46 93 60 2 2 0 0 "6’ 1 1 Number pursuing- ' MrH ’r£j O 301 302 303 304 305 306 307 308 309 310 311 312 313 314 315 316 317 318 319 320 321 322 323 324 325 326 327 328 329 330 331 332 333 334 335 336 337 338 339 340 341 342 343 344 345 346 347 ‘348 a Includes mechanical drawing. 349 350 351 352 353 354 355 356 357 35S 359 360 361 362 363 364 365 366 367 368 369 370 371 372 373 374 375 376 377 378 379 380 381 382 383 384 385 386 387 388 389 390 391 392 393 394 395 396 397 398 EDUCATION REPORT, 1886-87. Table 37.— Statistics of Endowed Academies, Seminaries, and Division C —Private schools for I Post-office address. Kamo. Principal. 1 * 3 new YORK— continued. Le Roy . Locust Valley (S. I.) . Macedon Centre . Marion . Mechanicville . Moriah . Mt. Vernon . Nanuet . Nassau . New Brighton . New Brighton . New York (16th Street and Rutherford Place). New York (1203 9th Ave.) .. Now York (824 Lexington Ave.). New York (18 West 93d St.). New York (250 W.38th St.). Oak field . Oxford . . Peterborough . Pine Plains . Pompey . Red Creek . Rensselaerville . Saugerties . Sauquoit . Stamford . Stapleton . Syracuse . TVilton . Yates . Le Roy Academic Institute . Friends’ Academy . Macedon Academy . . Marion Collegiate Institute . Mechanicville Academy . Sherman Academy . . . School for Young Ladies . Home School . Nassau Academy . Brighton Heights Seminary . Trinity Classical and English School Friends’ Seminary . Charlier School . Heidenfeld Institute . . . Heywood Collegiate Institute . School for Young Ladies and Chil¬ dren. Cary Seminary . Oxford Academy . Evans Academy . Seymour Smith Academy . Pompey Academy . Red Creek Union Seminary . Rensselaerville Academy . Saugerties Institute . Sauquoit Academy . Stamford Seminary . Staten Island Academy and Latin School. St. John’s Academy . . Wilton Seminary . Yates Academy . . F. M. Comstock, A. M., c. E O. B. Wilbur . Lewis H. Clark . Frederick W. Cole grove, A. m. Mrs. S. E. King Ames . E. J. Owen, a. m . Miss L. H. Lockwood . Martha A. Wight . Rev. Leander Hall, a. m . George W. Cook, ph.d . John M. Hawkins, A. M . John M. Child, a. m . Mrs. M. L. Brodnax . Dr. Theo. E. Heidenfeld - Mrs. L. Louise Heywood - Susanna C. Marshall . Reginald H. Coe, A. b . Frank L. Gamage, A. M. .... . A. E. Dunham . Rev. A. Mattice, A. M . VV. E. Lockner, a. b . G. A. J acobs, M. s. .......... W alter E. Rowley . . William Wight . Frederic C. Kane . Francis M. Smith . Frederick E. Partington, A. M. Brother Rodolphus . John Anthony . Richard C. Watt . . NORTH CAROLINA. Archdale . Ashpole . Bayborough . Belvidere . Burlington . Burnsville . . Cedar Grove . . Chocowinity . Dallas . Ellerbe Springs . . Elizabeth City . Fairfield . . . . Farmville . Fork Church . Franklinton . Fremont . Germanton . . Graham . . Hendersonville . Hickory . Archdale High School . . Ashpole Institute . Bayborough Academy . . Belvidere Academy . . Holt’s School . . Burnsville Academy . Cedar Grove Academy . . Trinity School . . Gaston College . . Ellerbe Springs High School . Elizabeth City Academy . Fairfield Academy . Farmville Seminary . Fork Academy.... . Literary and Theological Institute Nahunta Academy . Germanton Institute . Graham College . - . JudsoniCollege . Claremont College . C. P. and R. W. Frazier . Rev. S. Ivev . . . G.T. Farneil . E. A. and M. J. White . Rev. Jeremiah W. Holt . James J. Britt . B. C. Patton . Rev. N. C. Hughes, A. M., D. D. Rev. M. L. Little, A. M . Thomas C. Brooks, pii. B - S. L. Sheep . Wm. H. Carroll, A. M. , B. P . . . W. E. Me whom . J. T. Alderman . Rev. George Young . Jesse H. Moore, a. b . W. B. Harris . Rev. W. S.Long, A. M., pres. Rev. J. B. Boone, pres . A. C. Hottenstein . STATISTICS OF SECONDARY SCHOOLS. 605 other Private Secondary Schools for 1886-87 — Continued. doth sexes. — Part I— Continued. Bute of charter. Year in which institution first opened for instructic Religious denomination. | Number of male instructors | Number of female instruct Male. | Female. Total number. Number pursuing— Number preparing for classical course in col¬ lege. Number preparing for sci¬ entific course in college or for scientific school. Total number preparing for college and scientific school. English exclusively. .9 "cl h-1 Greek. | French. | German. bfl 0 1 SH ft 4 5 6 7 8 9 10 11 13 13 14 15 16 17 IS 19 20 1864 1863 Non-sect. 1 7 124 77 201 187 14 2 0 8 a8 8 6 14 1876 2 3 49 34 83 51 12 7 13 14 7 7 1842 1S41 1 2 56 43 99 65 25 4 8 1856 2 3 57 77 134 91 19 19 1861 1862 Non-sect. 1 5 50 71 121 50 10 4 20 18 7 10 2 12 .1873 1873 2 1 70 90 160 140 20 2 2 1884 10. 25 40 3 30 60 45 1878 2 *8 14 22 20 1 3 1835 1835 Non-sect. 1 3 37 15 52 40 5 3 .... 3 4 1 5 1881 1882 3 5 13 37 50 40 3 30 20 50 1867 P. E . 2 25 4 29 14 15 12 10 7 a5 10 4 14 1861 Friends . . 5 *8* 65 70 135 100 25 2 20 25 40 2 7 1882 1882 Non- sect. 2 8 11 19 17 17 1864 Non-sect. 6 7 65 50 115 95 40 ioo dll5 6 4 10 . 1883 Non-sect 1 2 7 10 17 7 3 10 17 1859 Friends. . 1 2 1845 1843 P. E . 2 2 72 45 117 100 17 1 5 2 2 1794 1793 Non-sect. 1 6 125 110 235 204 28 5 3 2 6 0 6 1853 1853 Non-sect. 1 1 32 38 70 68 2 2 18*9 1879 Non-sect. 2 1 33 13 46 30 15 3 0 0 1 3 1 4 1811 1809 Non-sect. 1 2 45 56 101 49 14 8 4 3 .... 4 6 10 1839 1840 Non-sect. 1 52 60 112 20 1 1 1 1 1844 1844 2 9 11 20 17 4 1806 1866 Non-sect. 1 "i 30 40 70 60 9 2 12 6 12 2 2 1847 1843 Non-sect. 1 2 40 70 110 100 5 4 5 5 1881 3 5 100 110 210 6 6 1885 1884 6 6 135 90 225 175 50 3 65 175 200 50 17 67 '1880 R. C . 4 8 314 334 648 1886 Non-sect. 1 3 14 16 30 16 3 0 0 0 2 1 3 1842 1842 Non-sect. 2 1 40 55 95 92 3 1 2 2 1882 Friends.. 2 60 50 110 60 25 2 0 0 5 15 25 40 1878 Baptist . . 1 1 30 15 45 13 12 1 6 6 1887 1872 Meth .... 1 18 22 40 30 10 10 20 1835 ■ Friends . "2 23 24 47 42 5 1881 Christian 1 1 18 16 34 30 4 1843 Non-sect 2 .... CK 87 87 1883 Non-sect 1 24 22 46 1874 P. E . 4 1 23 15 38 16 22 3 6 6 1885 1878 Luth .... 4 3 60 68 128 33 33 1865 Non-sect. 1 1 40 1840 1878 Non-sect. 2 3 50 65 115 20 25 40 1876 1876 Non-sect. 1 1 20 18 38 28 10 "5 13 13 1 8 13 21 1886 1 2 29 31 60 57 3 1879 Baptist . . 2 1 42 33 75 65 10 4 5 13 13 1880 Christian 1 4 120 118 238 7 1 3 3 1883 Friends . . 2 1 41 40 81 78 3 1 1 1856 1853 Non-sect. 1 1 18 27 45 40 5 11 11 1880 1852 Christian 5 1 95 41 136 91 45 2 0 25 5 30 Baptist . . 3 3 55 34 89 22 10 6 3 1830 1 2 8 34 42 a Includes mechanical drawing. 349 350 351 352 353 354 355 356 357 358 359 360 361 362 363 364 365 366 367 368 369 370 371 372 373 374 375 376 377 378 379 380 381 382 383 384 385 386 387 3S8 389 390 391 392 393 394 395 396 397 398 399 400 401 402 403 404 405 406 407 408 409 410 411 412 413 414 415 416 417 418 419 420 421 422 423 424 425 426 427 428 429 430 431 432 433 434 435 436 437 438 439 440 441 442 443 444 EDUCATION REPORT, 1886-87. Table 37. — Statistics of Endowed Academies, Seminaries, and Division C.— Private schools for Post-office address. Name. Principal. 1 2 NORTH CAROLINA— continued. Holly Springs . . Huntersville . . Kinston . . Leasburg . Leicester . Moravian Palls . Mooresville . , Morton’s Store . Mount Vernon Springs. New Garden.. . Oakdale . Oak Ridge.. . . Raleigh . . Selma . . Stantonsburg . . Summerfield . Troy . Warsaw . . . Wilmington . Wilmington . Wilmington . Yadkin College . . Holly Springs Institute . . . Huntersville High School . Kinston College . Somerville In stitute . . Leicester Seminary . Moravian Palls Academy . Mooresville Academy . , . Gilliam’s Academy . Mount Vernon Springs Academy . . . Priends’ School . . . Oakdale Literary Academy . Oak Ridge Institute . St. Augustine Normal School and Collegiate Institute. Selma Academy . Barnes’ School . Summerfield High School . . Troy High School . Warsaw Institute . Gregory Institute . Morrelle’s English and Classical School. Tileston Normal School . . . Yadkin High School . . . Rev. J. M. White, A. M . Rev. W. W. Orr, A. M. - - - - Richard H. Lewis, a. M., m. d . Rev. Solomon Lea . H. P.Ketron, A. M . G. W. Greene . . . J.K. Hall . 1... John W. Gilliam . R. P. Johnson, A. M . Joseph Moore . H. H. Ransom . J. A. andM. H.Hol.t . Rev. Robert B. Sutton, D. D. C. Alphonso Smith, A. M - W. S. Barnes . F.S. Blair.. . . . B. G. Marsh, A. B . C. H. Spencer . George A. Woodard . Rev. Daniel Morrelle . Miss Amy M. Bradley . A.R. Morgan . OHIO. Ada . Austinburg . . Barnesville . Chester . Clermontville . Defiance . . Ewington . Fultonham . . Green Spring . Harlem Springs . . . Hopedale . Hudson . Milan . New Hagerstown. Perrysville . Smithvillo . South New Lyme. South Salem . . Springfield . OREGON. Dallas . Grand Ronde Portland . The Dalles... PENNSYLVANIA. Brandywine Manor . . Ohio Normal University . Grand River Institute . . Friends’ Boarding School . Chester Academy . Clermont Academy . Defiance Normal College . Ewington Academy . . Fultonham Academy . Green Spring Academy . Harlem Springs College . Hopedale Normal College . . . Western Reserve Academy . Western Reserve Normal School. . . . New Hagerstown Academy . '.. Green-Town Academy - '. . Northern Ohio Normal School . N ew Lyme Institute . . Salem Academy . . . . . Springfield Seminary . Henry S. Lehr . R. G. McClelland . Barclay Stratton, supt . S. F. Smith . -. . James K. Parker . Solomon F. Hogue . F. F. Vale, A. B . H. K. Gebhart, A. M . Paul E. Lauer, A. B . John R. Steeves, A. M. . . W. G. Garvey, A. M., M. s., president. Newton B. Hobart, A. M - B. B. Hall . J. Howard Brown . J. C. Sample. . P. C. Palmer . J. Tuckerman, A. M., Pir. d.. W. W. Findley, A. b . Mrs. Ruth A. Worthington . La Creole Academic Institute . Grand Ronde School . . German Independent School. . , Wasco Independent Academy, R. F. Robinson. ., Rosa Butch . Frederick Becker R. H. Willis . Manor Academy Kimber Cleaner STATISTICS OF SECONDARY SCHOOLS, 607 other Private Secondary Schools for 1886-87— Continued. both sexes. — Part I — Continued. Date of charter. Year in which institution was first opened for instruction. Iteligious denomination. Number of male instructors. Number of female instructors. Students. Male. O d a ® Ph Total number. Number pursuing- I Number preparing for [ classical course in col- 1 lege. Number preparing for sci¬ entific course in college or for scientific school. 1 Total number preparing for college and scientific school. English exclusively. .9 1-1 ) 15 62 61 123 89 34 0 0 33 82 122 83 205 107 66 173 51 46 97 71 16 0 0 10 a54 0 8 8 320 150 470 195 80 50 20 30 32 21 15 36 21 21 42 26 16 39 60 99 95 4 40 0 0 0 55 42 97 87 10 1 1 4 5 95 49 144 106 37 5 0 15 58 20 20 20 20 40 23 14 4 91 51 142 60 36 5 2 30 a6 18 4 22 30 20 50 37 13 3 13 o 13 (137) 137 110 12 122 80 40 11 3 2C 32 2 1 3 52 30 .82 55 27 7 0 0 0 11 0 11 37 33 70 37 20 3 60 16 10 26 18 30 48 39 9 1 2 2 35 10 45 28 17 3 5 10 7 3 10 28 22 50 34 14 3 1 a4 2 1 3 14 17 31 23 8 1 5 6 18 8 26 20 5 1 5 5 15 75 90 40 20 30 7 70 38 55 93 87 6 20 3 o 3 49 42 91 75 16 5 0 5 76 9 9 83 8 91 3 80 33 0 40 .... 88 88 31 21 52 38 7 0 3 9 .... 2 2 40 50 90 80 5 5 124 105 229 141 68 2 10 a45 129 153 282 142 140 18 "i 10 3 1 4 6 21 27 78 122 200 0 35 0 0 0 319 351 670 5 3 3 (135) 135 54 40 94 32 38 25 6 .... 9 25 25 115 120 235 0 14 0 0 0 133 0 0 0 80 60 140 100 70 170 170 37 45 82 72 10 62 48 110 95 15 38 29 67 60 7 0 4 4 65 71 136 128 8 445 446 447 448 449 450 451 452 453 454 455 456 457 458 459 460 461 462 463 464 465 466 467 468 469 470 471 472 473 474 475 476 477 478 479 480 481 482 483 484 485 486 487 488 489 490 39 ED a Includes mechanical drawing. 491 492 493 494 495 496 497 498 499 500 501 502 503 504 505 506 507 508 509 510 511 512 513 514 515 516 517 518 519 520 521 522 523 524 525 526 527 528 529 530 531 532 533 534 EDUCATION REPORT, 1886-87. Table 37.— Statistics of Endowed Academies, Seminaries, and Division C. — Private schools for Post-office address. Name. Principal. 1 2 3 Tennessee— continued. Knoxville . . Lexington . . . London . . Manchester . . Maryville . . . Maryville. . . . Orysa . . Parrottsville . . Pikeville . . . Savannah . . Washington College. White Pine . . TEXAS. Knoxville College . Lexington Academy.: . London High School . . . Manchester College . . . Freedmen’s Normal Institute . Preparatory School . . . Hatcliie Academy . . . Parrottsville High School . People’s College . . Hardin College . Washington College . Edwards Academy . . . Rev. J. S. McCulloch, D. D., president. S. A. Mynders, A. u . George W. Fox, A. B . Allen D. Carden, president. . William P. Hastings . Timothy Wilson, supt . C. A. Folk . . J. W. Lucas, A. M . J. M. Scott, M. a . H. J. Cox and W. H. Weedin. Rev. J. W. C. Willoughby, president. W. K. Gardner . Buffalo Gap . . Fort Worth . . Marshall . Marshall . . San Antonio . San Marcos . . San Saba . . Sulphur Springs . . . UTAH. American Fork. Logan . . . , Logan . . Mt. Pleasant. . . Ogden . . Park City . Salt Lake City . Salt Lake City . Buffalo Gap College . Texas Wesleyan College. Bishop College . . Wiley IT niversity . . German-English School. . Coronal Institute . San Saha College . Central College . . Willard Academy . Brigham Young College . . . Cache Valley Seminary . W asatch Academy . . . School of the Good Sheii herd . Park Academy . Salt Lake Academy . Salt Lake Collegiate Institute . J. M. Wagstaff, a. m . Rev. A. A. Johnson, A. M., president. S. W. Culver, president . Rev. N. D. Clifford, B. A . William Barbeck . . . . W. J. Spillman, a. M., prest . George H. Hagan . Rev. J. W. Adkisson, A. ji. . . Miss Clara Pierce . James Z. Stewart, president. Miss S. E. De Graff . N. J. Geyer . . Arthur Colton Newill . F. E. Merrill . Edward Benner . J. F. Millspaugh, b. a,, m. d. VERMONT. Barre . . . . Derby . . Fairfax . . Lyndon Centre ..... Mclndoes Falls - Manchester . . Montpelier . Peacham . Poultney . . St. Johnsbury . . Saxton’s River . South Woodstock. . Thetford . Underhill . Waterbury Centre. VIRGINIA. Abbyville . Goddard Seminary . Derby Academy . . . New Hampton Institution . Lyndon Institute . Mclndoes Falls Academy . Burr and Burton Seminary . Vermont Methodist Seminary and. Female College. Caledonia County Grammar School. Troy Conference Academy . St. Johnsbury Academy . Vermont Academy . Green Mountain Perkins Academy. Thetford Academy . . . Bell Institute . . . Green Mountain Seminary . Bluestone Mission School . A. W. Dana, pile . I. O. Palmer. . .*. . . . J. N. Eno, a. M . Walter E. Ranger, a. m _ Walter M. Morgan.. . Rev. M. L. Severance, a. m. . . Rev. E. A. Bishop; a. m, prest. C. A. Bunker, a.m . Rev. C. H.Dunton, D. D . Charles E. Putney, ph. i> _ Horace M. Willard, a. m . F. O. Kendall, A. M . W. H. Cummings, a. m . J. C. Robinson . Miss Elizabeth Colley, a. m. . Rev. J. A. Ramsay . I STATISTICS OF SECONDARY SCHOOLS, 611 other Private Secondary Schools for 1886-87— Continued. loth sexes.— Part I— Continued. Date of charter. Year in which institution was first opened for instruction. P o C3 p a o p © rd m p .2 [So © M © © © ro a a o u o ,© a © | Number of female instructors. Students. Male. O ’rt a © Ph Total number. Number pursuing— Number preparing for classical course in col¬ lege. Number preparing for sci¬ entific course in college or for scientific school. Total number preparing for collego and scientific school. English exclusively. a Greek. rP O P © u Gorman. Drawing. 4 5 6 7 8 9 10 11 IS 13 14 15 16 17 18 29 20 1875 TJ. P . 3 10 15 19 34 491 1825 1826 2 2 53 54 107 93 13 1 492 I860 1870 Cumb. P. 1 2 36 39 75 72 3 1 15 44 44 493 1856 1856 1 3 50 50 100 75 a60 494 1874 13 15 28 73 495 1877 2 1 64 34 98 20 0 0 5 0 4 4 496 1888 1877 1 19 12 31 13 8 2 8 8 497 1879 1882 Non-sect. 1 2 52 46 98 85 13 0 0 0 0 13 13 498 1872 1872 M. E. So . 3 1 62 34 96 79 10 4 0 0 0 25 14 39 499 1870 2 2 60 65 125 8 4 0 3 500 •1795 1779 6 2 99 94 193 501 1879 1877 TJ. B . 1 1 49 60 109 105 5 502 1886 1882 Cumb. P. 4 3 70 85 155 5 75 20 30 503 1881 1881 M. E... 5 4 72 92 164 121 43 1 4 6 12 5G4 1885 1881 Baptist . 5 3 188 141 329 14 14 505 1882 1873 M. E . 2 3 (2( )0) 200 506 1860 1853 2 2 90 72 162 162 120 507 1879 1879 M. E. So . 4 5 94 80 174 146 28 2 7 508 1885 1882 Tvf. E. So . i 2 195 3 3 509 1884 1883 M. E. So . 4 3 141 in 255 84 41 13 6 510 1879 Pres . 2 47 37 84 84 i 511 1878 L. D.S... 3 2 170 90 260 250 100 512 1878 Pres . 4 30 34 64 57 7 64 513 1875 Pres . 1 2 25 50 75 45 20 13 13 514 1874 P. E . 1 2 78 64 142 90 10 515 1881 1882 Cong . 1 1 40 40 80 30 4 0 0 0 20 516 1878 1878 Cong. _ 2 5 150 124 274 . 517 1878 1875 Pres . 2 1 18 20 38 13 15 5 10 5 5 518 1853 1870 Univ .... 5 5 103 53 156 118 18 2 20 9 12 2 14 519 1839 1839 Non-sect. 1 2 (130) 130 121 8 1 2 2 2 520 1824 1825 Baptist . . 1 19 9 28 2 0 0 0 1 1 521 1887 1869 Non-sect. 4 "*4" 98 90 188 105 30 6 15 4 6 11 1 12 522 1853 1854 Cong .... 1 1 20 20 40 28 10 4 2 t) 4 0 4 523 1829 1833 Cong .... 2 3 65 65 130 105 25 6 G 0 10 524 1333 1834 M.E . 5 5 106 147 253 CO 26 20 5 44 525 1795 1797 Non-sect. 1 4 69 63 132 10 10 526 1834 1834 M.E . 8 5 136 106 242 150 65 45 13 15 21 44 6 50 527 1843 1840 Non-sect. 4 4 179 164 343 158 155 40 20 10 25 40 15 53 528 1872 1876 Baptist . . 5 5 89 83 172 23 100 26 25 8 130 . 529 1848 1848 Univ .... 3 2 18 15 33 22 11 0 0 0 0 2 2 530 1819 1819 Cong .... 1 5 40 50 90 64 26 8 27 26 4 ' 30 531 1852 1852 Non-sect. 1 (50) 50 5 532 1862 1869 Free Bap. 5 *5' 120 90 210 ”175’ 18 2 '25" 2 alo 12 6 IS 533 1879 TJ. P . 1 2 (25 15) ; 225 534 a Includes mechanical drawing. 535 536 537 538 539 540 541 542 543 544 545 546 547 548 549 550 551 EDUCATION REPORT, 1886-87. Table 37. — Statistics of Endowed Academies, Seminaries, and Division C Private schools for - - - - - - j - Post-office address. Name. Principal. 1 2 Virginia— continued. 3 Brentsville . Chase City . Dayton . Harrisonburg . Suffolk . WASHINGTON TERRITORY. Brentsville Seminary . Thyne Institute . . Shenandoah Institute . Shenandoah Normal College. Suffolk Collegiate Institute. , Ezra Bauder, a.m — Rev. J. H. Veazey — Rev. George P. Hott. G. W. Hoenshel . P. J. Kernodle, a. m Cheney . Colfax . * . . Ellensburg . . Montesano . . Olympia . . Sumner ...... . . Vancouver . WEST VIRGINIA. Ben}. P. Cheney Academy. . . Colfax College . Ellensburg Academy. . * * . . . Chehalis Valley Academy .. Collegiate Institute . Sumner Academy . . Saint Luke’s Parish School M. M. Carraher . Rev. E. T. Trimble, A. M . Rev. H. G. Denison, a. m . Hiram F. White . . . . . L. E. Follansbee . Rev. Alex. Scott . Miss A. Loomis . Buckhannon . Charleston... Morgantown. West Virginia Academy . Saint Mary’s Academy . . . Morgantown Female Seminary W. 0. Fries, A. m . Sisters of Saint Joseph Mrs. J. R. Moore . . WISCONSIN. Beaver Dam Evansville.., Wayland Academy . . Evansville Seminary Rev. G. F. Linfield . . Rev. J. Emory Coleman STATISTICS OF SECONDARY SCHOOLS. 613 other Private Secondary Schools for 1886-87— Continued. loth sexes. — Part I — Continued. Date of charter. Year in •which institution "was first opened for instruction. Religious denomination. | Number of male instructors. | Number of female instructors. i Students. Male. o as a a> Ph Total number. Number pursuing— Number preparing for classical course in col¬ lege. Number preparing for sci¬ entific course in college or for scientific school. Total number preparing for college and scientific school. English exclusively. 1 Latin. 1 Greek. | French. j German. tti n V ci P 4 5 6 7 8 9 io 11 -g ^ 13 14 15 10 jl* 18 19 20 1879 P.E . 1 6 8 9 ■ 17 ii 6 5 1876 U. P . 1 4 128 137 265 205 81 0 0 0 1884 1876 IT. B . 4 20 20 40 28 12 1 1883 Non-sect 5 73 60 133 123 10 1872 1872 Christian 2 3 34 24 58 33 15 3 10 14 14 1881 1882 Non-sect. 1 1 20 40 60 60 1885 1878 Baptist . . Q 3 52 39 91 74 7 4 1884 1884 Pres _ _ _ 2 1 33 28 61 54 1885 1885 Pres _ 1 7 5 12 12 1883 1883 M.E . 3 *2 65 45 110 24 25 7 2 8 15 15 1884 Pres _ 1 1 18 19 37 29 8 2 8 8 1868 P. E . 1 13 10 23 13 13 1881 3 4 (11 8) 113 1861 R. C . 0 4 35 45 80 1851 1869 Non-sect - 3 3 17 20 1855 1855 Baptist . . 3 4 60 51 111 61 50 9 0 15 6 1855 1856 E. Meth . 3 4 65 60 125 79 18 4 0 24 3 3 6 535 536 537 538 539 540 541 542 543 544 545 546 547 548 549 550 551 614 EDUCATION REPORT, 1886-87. Table 37.— Statistics of Endowed Academies, Seminaries, and other Private Secondary Schools for 1836-87. Division C. — Private schools for both sexes.— Part II. Name. 8 g p ft Has the school — M A P<»" 1 a o a -0 a •+3 P< o W) o o §g; O Pi t- 05 t„ d o oJ 21 22 23 24 25 23 27 28 29 30 27 ALABAMA. Andrews’ Institute. . . Trinity School . Wilcox Male and Fe¬ male Institute. Ft. Deposit Institute . Furman Academy. . . . South Alabama Insti¬ tute. Male and Female Academy. Travis Academy . Opelika Seminary . . . Remlap Institute . Springville Educa¬ tional Institute. Talladega College W etump ka Academy . ARKANSAS. Central Collegiate In¬ stitute. La Crosse Collegiate Institute. Rogers Academy . Searcy College . CALIFORNIA. Commercial and Nor¬ mal Institute. Healdsburg College .. Washington College.. Placerville Academy. Red Bluff College.... Howe’s High School and Normal Ins titute. Young Ladies’ Semi¬ nary. W estminster School . . Visalia N ormal School COLORADO. Tillotson Academy... CONNECTICUT. Elmwood Home School. English and Classical School. New Canaan Institute. Upson Seminary . Robbins School . Norwich Free Acad¬ emy. Plainfield Academy . . McLean Seminary .... Seaside Seminary 500 No.. No.. Yes. No.. No.. No. No. No. Yes. 2, 000 1, 000 200 Yes $6-12 20-30 30 20-40 10-50 25 18-27 18-45 15 30 5-10 No. Yes. 200 897 400 Yes. Yes. Yes. Yes. Yes. Yes Yes. Yes. No.. Yes. Yes. 20-40 20-50 9-18 30-50 30-50 $110 100 100 125 90 150 170 100 120 70 100 100 90 81 125 20 180 $12, 000 1,000 2, 500 10, 000 500 2, 000 350 2, 000 100, 000 1, 500 13, 000 2, 000 12, 000 4, 000 75, 000 200 650 400 20 200 Yes. No.. No.. No!! Yes. Yes. No.. No.. Yes. Yes. Yes. Yes. 500 Yes. Yes Yes 50 40-60 72 48 40-120 23-55 5-25 50 250 180 250 180 280 180 500 5,' 666" No.. Yes. No.. Yes. Yes. Yes Yes. Yes. 500 500 Yes. 40 (600) 57 15- 45 16- 22 60 32-60 200 200 250 400 160 50 240 200 15, 000 . 6 0 15, 000 2, 500 16, 000 8, 000 10, 000 000 2, 500 15, 000 6, 000 $2, 000 $29, 000 9, 800 2,872 237 170, 000 1, 025 STATISTICS OF SECONDARY SCHOOLS. 615 Table 37.— Statistics of Endowed Academies, Seminaeies, and other Private Secondary Schools for 1886-87 — Continued. Division C. — Private schools for both sexes. — Part II — Continued. Name. 21 22 Has the school — || e4 ’ ft ft <1 23 24 ftc p-2 £ a 25 26 27 m bird pm a O es 28 29 30 CONNECTICUT— COIlt’d . Connecticut Literary . Institution. Wilton Academy . Woodstock Academy. DAKOTA. Arvilla Academy . Augustana College and N orm al Institute. St. Bernard’s College. Groton College . J amestown College. . . Scotland Academy . . . All Saints’ School .... Sioux Falls University Tower University. . DELAWARE. Wilmington Confer¬ ence Academy. Academy of Newark and Delaware Nor¬ mal School. Friends' School . DISTRICT OF COLUMBIA. Friends’ Select School West End Seminary.. FLORIDA. Daytona Institute. . - . McCormick Institute. De Land University. . East Florida Semi¬ nary. Cookman Institute. .. Florida Institute . St. Hilda’s School _ GEORGIA. Acworth High School Storrs School . Paine Institute . Bluffton High School. Butler Female Col¬ lege and Male In¬ stitute. Cherokee Wesleyan Institute. Ehenezer College. Howard Normal School. South Georgia Male and Female College. Male and Female High School. 1,600 3, 000 700 340 200 500 500 25. 250 Yes. Yes. Yes. Yes. Yes. $36 $130 ”i20 $125, 000 $40, COO Yes. Yes. No.. No.. Yes. Yes. Yes. No.. Yes. Yes No.. No. 20 21 10-30 37 36 32 30-60 15 150 111 200 70 140 18, 000 8,000 10, 000 24, 000 25, 000 35, 000 10, 000 25, 000 18, 000 1,600 500 400 137 No.. Yes. Yes. Yes. Yes. Yes. Yes. Yes. Yes 120 155 150 15, 000 60, 000 1,000 7, 000 Yes 50-104 40, 000 200 No. Yes 2, 000 1, 000 500 500 Yes. No.. Yes No. No.. Yes. No.. No.. No. 295 0 200 No.. No.. No.. Yes No.. No. No. No. Yes No. 800 840 No.. No.. No. No. 18-36 12-24 40 25 20 7 6 10 9 9 20 15-25 30-40 20-50 12 20-40 20-40 126 140 120 6, 000 4, 000 35, 000 40, 000 15, 000 7, 000 20, 000 45, 000 100 125, 135 3, 000 17, 000 500 5, 000 3, 500 15, 000 600 5, 000 1, 800 25, 000 $0 2, 000 5, 000 500 800 1, 500 616 EDUCATION REPORT, 1886-87. Table 37. — Statistics of Endowed Academies, Seminaries, and other Private Secondary Schools for 1886-87— Continued. Division C. — Private schools for loth sexes. — Part II— Continued. Name. Has the school- t-> 03 2 P. §9 o « O f-> © += a © W) r© S of © bC^5 99 100 101 102 103 104 21 22 23 24 25 26 27 28 29 30 GEORGIA— continued. Oak Grove Academy. Fleming High School. Harlem Institute . Talmage Institute .... Martin Institute . Lawrenceville Semi¬ nary. Lincolnton High School. Lumpkin High School Lewis Normal Insti¬ tute. Morganton Academy. Excelsior High School Sharpsbu rg Academ y Smyrna High School . Sparta Male and Fe¬ male Academy. Summervill e High School. Temple Seminary .... R. E. Lee Institute . . . New Villa Rica Acad¬ emy. IDAHO. Wilbur College . ILLINOIS. Aledo Academy . Union Academy of Southern Hlinois. Jennings Seminary. . . Girls’ Higher School . Kirkland School _ Lutheran Immanuel School. Mrs. Loring’s School . College of Northern Illinois. St. Teresa’s Academy Dover Academy . . Du Quoin Seminary . . Hayward Collegiate Institute. Northern Illinois Col¬ lege. Gittings Seminary. . . . Lee's Academv . 105 1 Mt. Morris College. 10G 107 las School for Teachers and of Individual Instruction. Vermilion Academy. INDIANA. Tri-State Normal Col¬ lege. No.. No. No.. No" No.. Yes. No.. Yes. No.. No. 6, 000 No.. No. 100 No. No. No. Yes. No.. No. 200 260 200 1, 400 1, 000 No. No. Yes. Yes. No. Yes Yes. Yes. Yes. Yes Yes Yes Yes Yes. 250 300 5,000 27, 500 100 164 Yes. No.. Yes Yes No. Yes Yes. Yea. Yes. Yes Yes No. No. $20 10 20 -100 90 100 $800 1,000 2, 000 23 125 100 20-40 8 16, 500 3, 000 500 10, 000 20, 000 $15, 000 9-22 100 1,500 30 10-30 125 90 3, 000 1, 800 15 115 36 50-150 60-150 33-75 5-10 20 25 32 32 20 35 33 52 18 38 135 150 120 100 500 400 10, COO 1,000 20, 000 5, 000 5, 850 75, 000 1,100 200 200 27, 000 24, 000 100 96 120 75 120 7, 000 90 123 40-53 90 10, 000 12, 000 100, 000 2, 000 2, 500 30, 000 5,000 9, 500 25, 000 15, 000 STATISTICS OF SECONDARY SCHOOLS. 617 Table 37.— Statistics of Endowed Academies, Seminaeies, and other Private Secondary Schools for 1886-87 — Continued. Division C. — Private schools for loth sexes. — Part II — Continued. Name. Has tlie school— CO ft rj ^ £ tJ) f. bfi2 m 0 S ft 2 §* Wrd 0 © 05 © 109 110 111 112 113 114 115 116 117 118 119 320 121 122 123 124 125 126 127 128 129 130 131 132 133 134 135 136 137 138 139 140 141 142 143 31 33 33 24 25 36 Indiana— continued. Friends’ Blooming- dale Academy. Fort "Wayne College.. Normal Pedagogical Institute. Mrs. E. J. Price’s School. Central Indiana Nor¬ mal School. American Normal College. Southern Indiana Normal College. Roanoke Classical Seminary. Vincennes University Union High School... INDIAN TERRITORY. Indian University. . . . Worcester Academy. IOWA. Ackworth Institute . . Northern Iowa Nor¬ mal School. Birmingham Acad¬ emy. Normal and Scientific Institute. Burlington Institute . . First German Evan¬ gelical School. German Evangelical Zion School. Western Iowa College Decorah Institute Danish High School.. Ep worth Seminary... Iowa College Acad¬ emy. Pattersonville Edu¬ cational Institute. Humboldt Academy and Commercial School. Iowa City Academy.. Knoxville Academy . . New Providence Academy. Hazel Dell Academy. St. Boniface School, .. North-western Clas¬ sical Academy. Cedar Valley Semi¬ nary. Ottumwa Normal School. Pleasant Plain Acad¬ emy. 400 400 11, 500 3, 000 600 2, 000 50 4, 000 200 500 100 350 1, 000 450 1. 800 200 495 600 110 350 700 325 Yes Yes Yes No. Yes. No.. Yes. Yes. No. Yes Yes Yes. Yes. No. Yes. No. Yes. Yes Yes Yes No. Yes Yes Yes. Yes. No.. Yes. Yes. Yes. Yes. Yes. Yes. Yes Yes. No.. No.. Yes. Yes. Yes. $24-30 32 18 6-18 24 25 22-25 32 25 25 50 16 0 22-27 27 20-50 32 Yes. Yes. 15-25 $108 110 108 100 117 120 72 100 90 100 110 125 150 100 100-175 120 100 100 28 29 30 $10, 000 50, 000 40, 000 $5, 500 15, 000 500 20, 000 4, 000 25, 000 10, 000 29, 000 10, 000 50, 000 5,000 $500 2, 950 10, 000 1, 500 8, 000 10, 000 30, 000 20, 000 4, 800 ’ is,' 666 7, 200 21, 000 300 3,000 5, 000 10, 000 9, 000 20, 000 1, 200 9, 000 3, 000 100 618 EDUCATION REPOET, 1886-87. Table 37.— Statistics of Endowed Academies, Seminaries, and other Private Secondary Schools for 1886-87— Continued. Division C. — Private schools for loth sexes.— Part II— Continued. 144 145 146 147 148 149 150 151 152 153 154 155 156 157 158 159 160 161 162 163 164 165 166 167 168 170 171 172 173 174 175 Name. iowa— continued. Evangelical Lutheran Parish School. Waukon Normal and Training School. Norton Normal and Scientific Academ y. KANSAS. Gould College . Kansas Christian , College. Bethany College . Morrill Normal and Business Institute. Salina Normal Uni¬ versity. Eriends’ Academy _ Lewis Academy . South-west Kansas College. KENTUCKY. Male and Female In¬ stitute. Southern Normal School and Busi¬ ness College. East Lynne College . . Academy of Notre Dame. Collegiate Institute.. Greenville College. . . La Fayette High School. Grayson Seminary . . . Lexington Normal Institute. Presentation Acad¬ emy. State University _ Madison ville Acad¬ emy. Browder Institute Princeton Collegiate Institute. Madison Female In¬ stitute. Miss Sevier’s School. . Male and Female Col¬ lege. West Kentucky Classical and Nor¬ mal College. Male and Female High School. Win go College . eg LOUISIANA. Feliciana Female Col¬ legiate Institute. 21 22 1, 200 200 3, 000 150 1, 200 150 115 500 0 150 500 200 500 350 1, 200 450 750 Has the school — 23 No. Yes Yes Yes No.. Yes. Yes. No.. No.. Yes. No.. Yes. No.. Yes. Yes. Yes. Yes. No.. 24 Yes. Yes. Yes. Yes. No.. Yes. Yes. No. Yes. No.. Yes. No.. 25 Yes Yes. Yes. Yes. Yes. Yes. Yes. a> 43 ft 8 « s So 26 $42 25 18-21 40 30-36 15-25 20-40 30 20-40 10-20 44-57 20-40 20-40 60-11 9 20-40 40 42 30-60 35-30 20-40 40 30-60 40 22-42 27 -bo .9 § S ® ft 0 ^ a 28 $113 104 75 115 115 100 125 120 76 100 80-100 100 100 120 100 100 125 160 200 100 120 80 150 $12, 000 3, 000 10, 000 100, 000 7, 500 40, 000 6, 000 103, 000 60, 000 12, 000 30, 000 4, 000 50, 000 2, 000 3, 000 5, 000 20, 000 5, 000 8, 000 40, 000 20, 000 5, 000 4, 000 10, 000 3, 000 10, coo 29 $15, 000 20, 000 6, 000 30 $240 700 50, 000 2, 100 1,000 3, 500 1, 150 1, 000 STATISTICS OF SECONDARY SCHOOLS. 619 Table 37.— Statistics of Endowed Academies, Seminaries, and other Private Secondary Schools for 1886-87 — Continued. Division C. — Private schools for loth sexes. — Part II — Continued. Name. Number of students of 1887 that entered college. Number of volumes in library. Has the school— Annual charge for tuition. 1 Average cost of board and lodging per annum. bt f! o p *8 Permanent endowment fund. Benefactions. A chemical laboratory ? Apparatus for illustrat¬ ing physics ? Provision for physical culture 1 2 21 23 23 24 25 26 27 28 26 30 LOUISIANA— COIlt’d. 1 7f> 1 1, 100 No.. No.. $24 $100 $6, 000 177 10-30 110 lege. 178 100 100 17, 000 MAINE. 179 4, 000 Yes. Yes. Yes. 26 125 80,000 $20, 000 and Female College. 180 Foxcroft Academy... 5 500 Yes. Yes. 16 ICO 3, 500 1, 500 $150 181 6 1,000 Yes. No.. 15-21 308 50, 000 14, 000 182 0 No.. Yes. 15-24 125 25, 000 25, 000 300 183 Hampden Academy.. 4 700 No.. Yes. 12 100 5, 000 290 184 Hebron Academy 4 650 Yes Yes. No.. 16 160 34 000 15 000 185 Ricker Classical In¬ 4 500 Yes. Yes. 20-24 100-125 © o O 4o) 000 3o) 000 stitute. 186 Limington Academy . 3 100 Yes. 10 3, 500 187 Lincoln Academy.... 5 100 Yes. Yes. 15-24 140 5, 000 11, 000 188 Parsonfield Seminary. 50 Yes. Yes. 8-10 100 10, 000 10, 000 189 Maine Central Insti¬ 6 600 Yes. Yes. 21-24 108 40, 000 10, 000 tute. 190 Lerwick Academy _ 305 Yes. Yes. 20 120 15, 000 21, 000 191 May School . 3 No.. No.. 14 84 1, 800 192 Oak Grove Seminary. 2 15-30 108 193 Coburn Classical In¬ 29 236 No.. Yes. 24 120 50, 000 50, 000 stitute. 194 Wilton Academy . 5 125 Yes. Yes. 13-18 85 5, 000 MARYLAND* 195 Knapp’s Institute. . . . 2, 000 Yes. Yes (220- -260) 40, 000 196 Wilford School . 100 Yes. No.. 50-125 400 197 Zion School . ... Yes. Yes . 26 40, 000 198 Holy Trinity School 199 Andrew Small Acad¬ 200 24-40 100 20, 000 emy. 200 North-east Classical 50 20 500 200 Academy. MASSACHUSETTS. 201 Sanderson Academy 40 No Yes . 15-18 165 • 2, 000 2, 000 8 000 202 Powers Institute . 0 5, 000 Yes. Yes- 21 118 15,000 10, 000 ’320 203 Howe School . . . 0 No. . Yes. 12 10, 000 23, 000 5, 000 204 Berkeley School . 7 Yes. Yes Yes. 80-248 80-100 205 Chauncy Hall P r i - 10 500 Yes. Yes. Yes. 75-208 100, 000 0 vate School. 206 Hitchcock Free High 3 1, 500 Yes. Yes. No.. 0 160 15, 000 80, 000 School. 207 Everett School . 80 208 Nichols Academy .... 2 2, 059 Yes. Yes. 25 190 50, 000 8, 000 1, 310 209 Lawrence Academy.. 2,000 Yes. Yes. Yes. 21-30 138 30, 000 34, 000 210 Hanover Academy . . . 3 200 Yes. Yes. 25,26 130 4,000 1, 500 521 211 Bromfield School . 0 1, 000 Yes. Yes. 12, 30 200 22, 000 71, 000 212 Smith Academy . 2 300 Yes. 12-24 300 25, 000 40, 000 213 Derby Academy . Yes. Yes. 6, 26 214 Lawrence Private 50 75 3, 800 School. 215 Eaton School . 2 Yes. Yes. Yes. (3( )0) 8, 000 216 Monson Academy....) 1, 900 Yes. Yes. Yes. 21-27 | 200 30, 000 30, 000 10, 000 620 Table 37. — Statistics of Endowed Academies, Seminaries, and other Private Secondary Schools for 1886-87 — Continued. Division C. — Private schools for both sexes. — Part II — Continued. 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 Name. MASSACHUSETTS— cont. Admiral Sir Isaac Coffin's Lancaste- rian. Friends’ Academy. . . . Swain Free School. . . . New Salem Academy. Allen Homo School. . . Arms Academy . Sawin Academy and Dowse High School. Thayer Academy . South Lancaster Academy. Edwards Place School Bristol Academy . Westford Academy.. English and Classical School. Wesleyan Academy.. Glen Seminary . MICHIGAN. Raisin Valley Semi¬ nary. German- American Seminary. St. Mary’s Academy.. Spring Arbor Semi¬ nary. MINNESOTA. Excelsior Academy . . St. Mary’s School _ Jndson Institute . Miuneapolis Acad¬ emy. St. Olaf’s School . Pillsbury Academy.. Minnesota Lutheran Seminary and In¬ stitute. MISSISSIPPI. Buena Vista Normal College. Cooper Normal Col¬ lege. Gulf Coast College. .. Harperville College.. Iuka Normal Institute Jackson Collegiate Academy. McComb City Insti¬ tute. Meridian Academy. . . W arren Female Insti¬ tute. Vaiden Male and Fe¬ male Institute. a 8 21 22 1,200 1,000 800 200 130 20 400 300 500 200 300 2, 500 5,000 100 500 350 350 75 1, 000 300 900 500 200 600 800 187 Has the school — 23 Yes. Yes. Yes. Yes. Yes. Yes. No.. Yes. Yes. Yes. Yes. No.. Yes. Yes. Yes. No.. Yes. Yes. Yes. No.. Yes. Yes. No.. 3 Pf -g bJO u.a <3 ft ft <1 24 Yes. Yes. Yes. Yes. Yes. Yes. Yes. Yes. Yes. Yes. Yes. Yes. No. No. Yes. Yes. Yes. Yes. Yes. No.. Yes. Yes. No.. Yes. 25 Yes. Yes. Yes. Yes. Yes. 26 100-150 0 22 100 24-27 18 75 17-25 32-80 18 75-150 21-36 50 25 6 48-100 42 30 19-25 30 20-40 20-40 20-45 43 46 50 20 50 21-36 3 rj O n w » A fte~ 25 Yes Yes Yes- 26 $26 36 20-30 25-40 25 40 8 30 28-38 28-43 30 15-30 20 20 40 27 30 20-50 13- 27 31 30 30-40 40 10 15-40 22-30 42 14- 27 20 40 24 15,18 10 21 ^ ft o W> °.£ 'bO §Do 27 $75 160 140 135 120 110 100 120 120 100 70 140 144 96 100 140 81 92 60 110 120 160 60 125 72 84 100 70 125 120 28 $25, 000 5, 000 4, 000 3, 000 6, 000 20, 000 5, 000 5, 000 4, 500 6, 000 8, 000 2, 000 6, 000 30, 000 25, 000 5,000 12, 000 5,000 10, COO 7, 000 40, 000 5, 000 10, 000 10, 000 102, 000 10, 000 3, 000 25, 000 2, 500 16, 000 30, 000 5, 000 15, 000 000 7, 000 15, 000 7, 000 29 $6, 000 000 20, 000 10, 000 30, 000 15, 000 30 $2, 300 0 600 300 26, 358 0 2, 000 800 800 622 EDUCATION REPORT, 1886-87. Table 37— Statistics of Endowed Academies, Seminaries, and other Private Secondary Schools for 1886-87— Continued. Division C. — Private schools for loth sexes. — Part II — Continued. Name. Number of students of 1887 that entered collego. Number of volumes in library. Has the school — Annual charge for tuition. Average cost of board and lodging per annum. Value of grounds, buildings, and apparatus. Permanent endowment fund. Benefactions. A chemical laboratory ? Apparatus for illustrat¬ ing physics ? Provision for physical culture i 2 21 22 23 24 25 26 27 2S 29 30 NEW HAMPSHIRE— COn- tinued. 293 4, 000 Yes. Yes. $22-28 $135 $12, 000 ary Institute. 294 Coe’s North-wood 0 560 Yes. Yes. 15-20 125 $8, 000 10, 000 $5, 000 Academv. 295 18 108 5, 000 296 Pembroke Academy. . 0 600 Yes. Ye3. 17-21 125 5, 000 20, 300 4, 500 297 3 Yes. Yes. and Commercial College. 298 McGaw Normal In- 600 No.. Yes. Yes. 25 144 12, 000 10, 000 0 stitute. 299 Austin Academy . 2 Yes. Yes. 12 75 4, 000 5, COO 400 300 Brewster Free Acad¬ 0 100-150 15, 000 800, 000 emy. NEW JERSEY. 301 Blair Presbyterial 7 1,000 No.. Yes. Yes. 40 185 60, 000 15, 000 302 Academy. Westfield Friends’ 2 50 5,000 4, 000 School. 303 Brainerd Institute - . . 2 500 Yes. Yes. Yes. 50 200 15, 000 304 Peddie Institute . 4 3, 000 Yes. Yes. Yes. 225 120 150, 000 15, 000 15, 000 305 Hoboken Academy. .. 10 Yes. Yes. Yes. 22-100 25, 000 306 Hasbrouck Institute . 5 Yes. Yes. Yes. 100 307 Keyport Academy _ 300 20-40 5, 000 308 Glenwood Collegiate 0 600 Tes. Yes. Yes. 40-60 300 20, 000 Institute. 309 School for Voting La¬ 50-100 dies and Children. 310 Newton Collegiate In¬ 2 800 Yes. Yes. Yes. 20-70 250 12, 000 stitute. 311 Dearbom-M organ 3 Yes. 48-180 30, 000 School. 312 Paterson Seminary _ 1 1, 300 Yes . 6-25 200 10, 500 2, 500 313 Pennington Seminary 7 1. ooo Yes. 240 200 100, 000 314 Hodman Seminary _ 50 40-80 NEW MEXICO. 315 Albuquerque A c a d- 4 150 1, 600 316 emy. Las Vegas Academy . 150 No. . No.. ]STo. . 15-30 15, 000 3, 800 317 Santa F6 Academy _ 318 Academy of Our Lady 30 200 23, 000 of Lourdes. 319 Tiptonville Institute. 0 No.. No.. No.. 20 100 3, 000 0 NEW YORK. 320 Adams Collegiate In¬ 1 632 No.. Yes. 37 193 50, 000 stitute. 321 Amenia Seminary. . . . 0 1 500 20-75 250 322 Ives Seminary _ ..... 2 250 Yes. Yes . No.. 30 120 30, 000 5, 000 323 Bedford Academy 20-48 100 2, 500 150 324 Adelphi Academy. . . . 5 1, 938 Yes. Yes. Yes. 40-160 186, 963 60, 000 325 CheneviSre Institute 34-122 15, 000 326 Christiansen Institute 32-100 * 360 327 Friends’ Scbnnl _ __ 48-72 328 Cazeno via S eminary . . 15 3, 000 Yes. Yes. 21-33 156 I 74,418 25, 000 5,000 329 330 331 332 333 334 335 336 337 338 339 340 341 342 343 344 345 346 347 348 349 350 351 352 353 354 355 356 357 358 359 360 361 362 363 364 365 366 367 368 STATISTICS OF SECONDARY SCHOOLS. 623 3le 37.— Statistics of Endowed Academies, Seminaries, and other Private Secondary Schools for 1886-87-yContinued. Division C. — Private schools for both sexes . — Part II— Continued. Name. the school— 02 Q. •i be £ a * g|F .© 3 4= p< O bfl a §1 ^ a 21 22 23 24 25 26 27 28 29 30 new YORK — continued. Cherry Valley Acad¬ emy. Claverack College and Hudson River Insti¬ tute. Evening Classes of the Conrad Poppenhu- sen Institute. Dover Plain s Academy Marshall Seminary. . . Starkey Seminary .... Monroe Collegiate In¬ stitute. Fairfield Seminary... Mount Beacon Acad¬ emy. Erasmus Hall Acad- emy. S. S. Seward Institute Port Edward Colle¬ giate Institute. Delaware Literary In¬ stitute. Glens Palls Academy Greenville Academy . Hartwick Seminary . . Cook Academy . Hudson Academy. . . . Lansingburg Acad¬ emy. Lawrenceville Acad¬ emy. Le Roy Academic In¬ stitute. Friends’ Academy ... Maoedon Academy... Marion Collegiate In¬ stitute. Mechanicville Acad¬ emy. Sherman Academy... School for Young La¬ dies. Home School . Nassau Academy Brighton Heights Seminary. Trinity Classical and English School. Friends’ Seminary. . . . Charlier School . Heidenfeld Institute . Hey wood Collegiate Institute. School for Young La¬ dies and Children. Cary Seminary . Oxford Academy . Evans Academy . Seymour Smith Acad¬ emy. 10 I, 358 2, 171 No.. Yes. Yes. $9-24 55 $195 $3, 500 45, 020 876 1, 200 1, 000 6, 784 2, 760 450 500 2, 000 2, 000 200 4, 000 1, 260 200 562 367 1, 068 1,000 250 480 561 202 No.. Yes. Yes. Yes. Yes. Yes. No.. Yes. Yes. Yes. No.. Yes. Yes. Yes. Yes. Yes. Yes. Yes. Yes. No.. Yes. Yes. Yes. Yes. Yes. Yes. Yes. Yes. Yes. Yes. Yes. Yes. Yes. Yes. Yes. Yes. Yes. Yes. Yes. Yes. No.. Yes. Yes. Yes. Yes. Yes' 16-30 38 21 30 33-90 24-100 12-30 24- 36 27-42 32-48 18-33 29 25- 50 60 33 15-27 9-48 20 21 20 21-60 15 60-100 150 '150 11 $12, 000 150 240 200 250 160 120 200 78 175 158 210 140 107 20, 000 20, 000 130 300 100 200 117 83, 30, 15, 3, 30, 104, 10, 9, 000 000 000 000 000 743 000 626 950 000 000 000 589 65, 000 $1, 000 5, 500 10, 000 650 7, 000 100, 000 600 20, 000 No. Yes. 1, 000 2, 000 500 Yes. Yes. Yes. Yes. Yes. Yes. (225) 18-30 150 100-120 Yes. 16-48 50-200 100-200 60-200 867 1, 500 341 382 No.. Yes. No.. Yes. Yes. Yes. Yes. Yes. 21 18-24 6-18 24-54 120 500 400 26, 000 400 500 30, 000 156 130 152 22, 398 30, 000 9, 240 15, 017 20, 000 10, 000 15, 000 624 EDUCATION REPORT, 1886-87. Table 37.— Statistics oe Endowed Academies, Seminaries, and other Private Secondary Schools for 1886-87— Continued. Division C. — Private schools for both sexes. — Part II — Continued. Name. 21 22 Has the school- 23 24 25 26 . a © n +3 Pk § fefl "•§> tto 27 fctl .9 'H nT 28 29 30 370 371 372 373 374 375 376 377 378 379 380 381 382 383 384 385 386 387 388 390 391 392 393 394 395 396 397 400 401 402 403 404 405 406 407 408 409 410 411 412 413 new yoke— continued. Pompey Academy. . . . Red Creek Union Sem¬ inary. Rensselaerville Acad- emy. Saugerties Institute.. Sauquoit Academy... Stamford Seminary .. Stal en Island Acade¬ my and Latin School. St.John’s Academy.. Wilton Seminary _ Yates Academy . NORTH CAROLINA. Archdale High School Ashpole Institute:... Bayborough Academy Belvidere Academy . . Holt’s School . Burnsville Academy . Ced ar Grove Academy Trinity School . Gaston College . Ellerbe Springs High School. Elizabeth City Acad¬ emy. Fairfield Academy . . . Farmville Seminary.. Fork Academy . Literary and Theo¬ logical Institute. Naliunta Academy... German ton Institute. Graham College . Judson College . Claremont College. . s. Holly Springs Insti¬ tute. Huntersville High School. Kinston College . Somerville Institute . Leicester Seminary . . Moravian Falls Acad¬ emy. Mooresville Academy Gilliam’s Academy.. . Mt. Vernon Springs Academy. Friends’ School . . _ Oakdale Literary A cademy. Oak Ridge Institute.. St. Augustine’s Nor¬ mal School and Col¬ legiate Institute. Selma Academy . Barnes’ School . 506 600 No.. Yes. Yes. 115 2, 000 3, 300 700 100 325 100 No.. Yes. Yes. Yes. No.. Yes. Yes. Yes. No.. Yes. Yes. Yes. Yes No.. Yes. Yes. Yes Yes No.. $12-24 24 12-32 24-40 24-30 24 40-140 12 30-50 15-21 15- 35 17-33 30-00 16- 22 10-20 $150 120 $700 10, 000 125 140 300 150-180 100 80 6, 000 3, 500 8, 000 24, 500 75, 000 6, 000 3, 250 3, 000 1,200 No.. Yes 30-50 20-40 30-40 -100 80 100 80 100 1,000 5, 000 300 1, 000 10, 000 100 85 No. No.. Yes Yes 200 400 100 ’266' No. No. No. Yes. No.. No. No. Yes 0 'iho No.. Yes. Yes. No.. Yes. 100 No.. No. 25-40 20-60 20-40 16-35 1- 3 25 15-30 35-45 40-50 12-40 12-36 20-50 20 10-25 10-40 100 100 100 40 100 96 85 125 5, 000 5, 000 2, 500 1,500 8, 000 2, 500 1, 000 10, 000 35, 000 13, 000 a6 70 100 80 80-100 70 alO 6, 000 3, 500 500 2, 000 1, 500 250 1, 180 No.. Yes. Yes. No. 1, 200 1, 300 No. Yes. Yes. Yes. Yes. Yes. No.. No. 20 30 15-40 30 30-60 70-75 120 70 100 60 100 100 2,100 28, 800 1, 500 10, 000 24, 000 1,000 .250 $450 $2, 900 3, 000 1, 500 a Per month. STATISTICS OF SECONDARY SCHOOLS. 625 Table 37.— Statistics of Endowed Academies, Seminaries, and other Private Secondary Schools for 1886-87— Continued. Division C. — Private schools for both sexes. — Part II — Continued. 414 415 416 417 418 419 420 421 422 423 424 425 426 427 428 429 430 431 432 433 434 435 436 437 438 439 440 441 442 443 444 445 446 447 448 449 Name. north Carolina— con¬ tinued. Summerfield High School. Troy High School Warsaw Institute. - - . Gregory Institute - Morrelie’s English and Classical School. Tileston Normal School. Yadkin High School. . Ohio Normal Univer¬ sity. Grand River Institute Friends’ Boarding- School. Chester Academy. ... Clermont Academy .. Defiance N ormal College. Ewington Academy.. Fultonbam Academy. Green Spring Acad¬ emy. Harlem Springs Col¬ lege. Hop edale Normal Col¬ lege. Western Eesetvo Academy. Western Reserve Normal School. New Hagerstown Academy. Greentown Academy. Northern Ohio Nor¬ mal School. New Lyme Institute. 6alem Academy . Springfield Seminary . OREGON. La Creole Academic Institute. Grand Ronde School . . German Independent School. Wasco Independent Academy. PENNSYLVANIA. Manor Academy . Callensburg Academy Chester Aeademy . . Maplewood Institute Doylestown Seminary Home Boarding School. 40 ED SI ss 150 000 717 4, 600 .'500 600 150 1,500 300 150 150 700 2, 000 900 100 1, 500 550 500 120 0 160 0 500 2, 000 400 Has the school- S3 No. No. No. Yes Yes. Yes. Yes Yes, Yes. Yes. Yes, Yes. Yes. Yes. Yes. Yes. Yes. Yes. Yes. bfl g c Ss"-1 24: No. Yes. Yes Yes. Yes Yes Yes. Yes. Yes. Yes. Yes, Yes. Yes Yes. Yes. No.. Yes. Yes. Yes. Yes. 25 Yes. Yes Yes No. Yes. Yes Yes. Yes. $15-30 40 16-32 10 •42-100 25 12-60 40 18-36 (115) a a O fcJO °.g © w> bf/3 27 $80 75 100 12 18-24 20-30 45, 75 14-22 24 26-50 12-18 59 72 60-70 150-180 80 110 75 100 12)5 70 70 90 100 100 119 100 100 100 120-140 120 140 195 228 200 p a 2S $1,500 1, 000 3, 000 18, 000 5, 000 30, 000 5, 000 80, 000 12, 000 45. 000 3, 000 25, 000 1,000 12, 000 5, 000 10, 000 40, 000 40, O00 4,000 5,000 5, 000 15, 000 3,000 30,000 6, 000 16, 000 25, 000 2, 000 12, 000 30, 000 25, 000 29 $16, 000 200 6, 000 0 14, 000 3© 5,000 0 1,700 626 EDUCATION REPORT, 1886-87. Table 37.— Statistics oe Endowed Academies, Seminaries, and other Private Secondary Schools for 1886-87— Continued. Division C. — Private schools for loth sexes . — Part II— Continued. Name. Has tlie school — £ J o 5 U3 V o & n a ci 'g b 5 3 j/T ^ II 2 « fcJCni 21 22 23 24 25 26 2^ 28 29 30 450 451 452 453 454 455 456 457 458 459 460 461 462 463 464 465 466 467 468 469 470 471 472 473 474 475 476 477 478 480 481 482 483 4S4 PENNSYLVANIA — COnt’d. Erie Academy . Keystone Academy . . Normal College . Martin Academy . Wyoming Seminary.. Buckingham Friends’ School. Langhorne Friends’ Institute. Stone Valley Acad¬ emy. Meyersdale Prepara¬ tory School. Mifflin Academy . Western Pennsylva¬ nia Classical and Scientific Institute. Laird Institute . Palatinate College .... Central Pennsylvania College. Bloomfield Academy. McElwain Institute . . North Washington Academy. North Wales Acad¬ emy. Oxford Academy . Parke sburg Academy Perkiomen Seminary. Mt. St. Joseph Acad¬ emy. Pleasant Mount Academy. Clarion ‘ Collegiate Institute. Missionary Institute . English and Classical School. Waterford Academy . Westtown Boarding School. Williamsport Dick¬ inson Seminary. RHODE ISLAND. School of Languages and Art. SOUTH CAROLINA. Avery Normal Insti¬ tute. Wallingford Acad¬ emy. Brainerd Institute . . Clinton Presbyterian College. Penn School . 3, 000 1,972 22 2, 000 200 Yes. Yes. Yes. Yes. Yes. ■Yes. No.. Yes. Yes. No.. 100 i*500' 200 3’ 666' 100 600 No.. Yes. No.. Yes. Yes. No.. No.. No.. Yes. Yes. Yes. Yes. No.. Yes. Yes. Yes. No.. No.. Yes. Yes. 3, 000 500 490 2, 500 0 300 4,000 2, 500 520 No. No. Yes. No.. Yes. Yes. Yes. No. Yes. Yes. Yes. Yes. Yes. Yes. Yes. Yes. No.. Yes. Yes. Yes. Yes. No.. Yes. Yes Yes. No. Yes. 100 . . | Yes. 300 No.. Yes No.. $20-40 36 42 22 45 0 1-14 25 10-20 40 36-45 18-26 40 40 24 21 45 19- 48 32-48 24-40 200 10-21 30 27-39 30 21 160 20- 33 30-70 9-15 $124 126 200 100 100-120 130 125 75 140 80 140 80 135 200 130 125 66 100 75 235 181 350 125 0 $75, 000 50, 000 30, 000 3, 000 200, 000 $18, 000 2, 600 800 25, 000 10, 000 9, 400 $15, 0C0 5, 00C 0 2, 000 2, 000 32, 000 50 700 25, 000 22, 000 10. 000 6, 500 190 '"6 12, 000 100, 000 500 6, 000 25, 000 2, 500 5, 000 50 20, 000 4,500 80, 000 25, 000 1,200 10, 500 8, 000 800 650 Ta 485 486 487 488 489 490 491 492 493 494 495 496 497 498 499 500 501 502 503 504 505 506 507 508 509 510 511 512 513 514 515 510 517 518 519 520 521 522 523 STATISTICS OF SECONDARY SCHOOLS. 627 jle 37. — Statistics of Endowed Academies, Seminaries and other Private Secondary Schools for 1886-87— Continued. Division C. — Private schools for both sexes. — Part II — Continued. Namo. TENNESSEE. Masonic Normal School. Chat at a High School Maury Academy .... F rien’dsville Academy Grassy Cove Acad¬ emy. Chilhovee Collegiate Institute. Knoxville College .... Lexington Academy . Loudon High School . Manchester College . . Freedmen’s Normal Institute. Preparatory School . . Hatchie Academy .... Parrottsville High School. People’s College. _ Hardin College . Washington College - . Edvards Academy. . . TEXAS. Buffalo Gap College . . Texas Wesleyan Col¬ lege. Bishop College . Wiley University Gerinan-Engiish School. Coronal Institute .... San Saha College . Central College . UTAH. Willard Academy . . . Brigham Young Col¬ lege. Cache Valley Semi¬ nary. Wasatch Academy. . . School of the Good Shepherd. Park Academy . Salt Lake Academy . . Salt Lake Collegiate Institute. VERMONT. Goddard Seminary . . . Derby Academy . Ngv Hampton Insti¬ tute. Lyndon Institute . Mclndoes Falls Acad¬ emy. SI 250 ' 0 0 500 50 1, 220 1, 200 50 500 1, 250 150 60 "loo 500 300 700 '250 0 350 800 60 0 600 325 1, 452 Tm 640 0 Has the school- No.. No” No.. Yes. Yes. No.. No.. No” No.. Yes. Yes. Yes. Yes. Yes. No.. No.. No.. No.. No.. No.. No.. Yes. Yes. Yes. No.. CO pj a ■3 fcfl uq 24 No.. Yes. Yes. No. No.. Yes. No.. No. No". No. Yes. Yes. Yes Yes Yes No. Yes Yes. No.. No.. Yes. Yes. Yes. Yes. No.. No. No.. Yes. Yes. No. Yes. Yes. Yes. 26 ■*= ft o fcfi « a ® qJ' 37 15-30 15-20 9-18 13 5 25-35 15 15-40 11 15 40 10-25 20-35 15-35 9-22 30 28-47 10 11 32-44 20-50 15-40 20-50 0 12-24 6-8 15 30-40 15-24 15,18 18-30 13-16 $90 80 80-100 46 60 50 80 100 80-100 90 150 65 80 75-100 81 75 180 160 125-150 90 160 100 108 220 140 100 28 $1, 200 5, 000 1,500 1, 500. 50, 000 3,000 8, 000 1, 500 18, 000 7, 500 300 1, COO 16, 000 2, 000 1,220 3, 000 15, 000 50, 000 55, 000 200, 000 20, 000 16, 000 10, 000 15, 000 35, 000 100 1, 000 10, 000 50, 000 30, 500 75, 000 8, 000 10, 000 25, 000 5, 000 2® 36 $8, 000 100, 000 20, 000 1,000 30, 000 2, 500 $0 100 750 1, 500 1,200 10, 000 3, 100 8, 300 628 EDUCATION REPORT, 1886-87= Table 37. — Statistics of Endowed Academies, Seminaries, and other Private Secondary Schools for 1886-87 — Continued. Division C. — Private schools for lotli sexes.— Part II— Continued. Name. Number of students of 1887 that entered college. Number of volumes in library. Has the school— Annual charge for tuition. Average cost of hoard and lodging per annum. aT bo | 0 03 -CP *g 'C 0 © a 73 t> Permanent endowment fund. m P 3 o 4 T.G. Harris . \ B. A. Stafford . Albert G. Cox, A.M. A. Z. Gray, s. T. d . Religious denom¬ ination. Instructors. Pupils. Value of grounds and buildings. © *03 1 © ft Total. 4 5 © 7 8 O Reformed 7 188 332 500 $20, 000 2 34 25 59 800 2 85 55 140 2, 500 Non-sect - 15 78 24 102 Friends . . 9 (4t )5] 465 10, 000 Christian. 4 40 | 32 78 Non-sect . 1 25 25 M. E . 11 152 '28 2S0 35, 000 10 1 7 17 Non-sect - G 110 90 200 10,000 . 4 .... 52 62 I 30,000 Non-sect . 31 31 i . Non-sect . 9 281 . 281 183, 700 5 72 84 156 Baptist .. 4 65 60 125 15, 000 Non-sect . 8 10 60 70 Non-sect . 9 139 .... 139 80, 000 Lutheran. 1 35 30 65 1,000 Non-sect . 5 1 15 16 6, 000 Friends . - 10 70 80 150 40, 000 Non-sect . 7 90 | 96 50, 000 Non-sect . 4 80 50 110 Non-sect . 7 12, 000 Non-sect . 4 70 87 157 8,000 Non-sect . 4 36 28 64 5, 500 P.E . 11 112 112 120, 000 630 EDUCATION REPORT, 1886-8?. Memoranda for secondary institutions, 1886-87. Location. Name. Remarks. Colusa, Cal . Simsbury, Conn . "Washington, D. C . Conyers, Ga . Madison, Ga . Danville, Ill . Rock island, Ill . Amamosa, Iowa . Pattersonville, Iowa . Holton, Kansas . . . Carrollton, Ky. . Catlettsburg, Ky . Nicholas ville, Ky . Eaton Rouge, La . Baltimore, Md . Dowling Green, Mo . Pleasant Hill, Mo . Neligh, Nebr . Silver Ridge, Nebr . East Jaffrey, N. H . Columbus, N. J . Hightstown, N. J . Clifton Springs, N. Y . Glens Falls, N.Y . New York, N. Y. (6 East 45th Street). Rochester, N. Y _ _ _ ... Archdale, N.C . Belmont, N.C . New Garden, N. C . Reynoldson, N.C . Wilmington, N. C . Yadkin College, N. C . Butler, Pa . . . New Berlin, Pa . Newport, R.I . Dukedom, Tenn . Harrisonburg, Va . Colusa Commercial and Normal Insti¬ tute. McLean Seminary . St. John’s College . . . Middle Georgia Institute . Select School for Girls . Danville Wesleyan Seminary and School. Fairview Academy . Jone3 County Academy . Pattersonville Educational Institute . . . Campbell Normal University and Com¬ mercial Institute. Carroll Seminary . . . East Kentucky Normal School . Bethel Academy. . . . Readvilla Seminary . Wilford Boarding and Day School. — Bowling Green College . Brannock Collegiate Institute . Gates College . — . Silver Ridge Seminary . Conant High School . Columbus Seminary . Hightstown Seminary . Foster School . . . Glenwood Commercial and Solect School. Brearley School . Fort Hill School . . . Archdale High School . St. Mary’s College . Guilford College . Male Institute . . . Gregory Institute . . . . . Yadkin High School . Witherspoon Institute . Union Seminary.* . School of Languages and Art . . Mrs. S. H. Welch High School . Shenandoah Normal College . Formerly St. Helena’s College, removed to Colusa and name changed. Formerly Simsbury Academy. Formerly St. John’3 Collegiate Institute. Formerly Conyers Academy. Formerly Female High School. Closed. Closed. School not in session. P. O. changed to Hull, Iowa. Transferred to universities. Discontinued. Removed to Normal, Ky. Removed to Lexington and name changed to Allegan Academy. Closed. Identical with Miss Bullock’s School. Name changed to Pike County College. Closed. Transferred to universities. Closed. Closed. Closed. Formerly Homo Seminary. Closed. Name changed and transferred to business colleges. Formerly Day School for Girls. Removed from Canandaigua. Formerly Frazier’s High School and removed from Bush Hill. P. O. formerly Garibaldi. Formerly Friends’ School. Closed. Formerly Wilmington Norma] School. Formerly Yadkin College. Closed. Name changed to Central Penn¬ sylvania College. Formerly Family and Day School for Girls. Removed from Paris, Tenn. Removed from Middletown, Va. Table 38.— Comparative view of admission requirements in twenty-one representative universities and colleges ) based upon the scheme in the Biennial Report of the President of the University of California, 1886. — Part I. ADMISSION REQUIREMENTS OF COLLEGES. 631 ■Comparative view oj admission requirements in twenty-one representative universities and colleges, etc. — Part I — Continued. G32 c3 P ft ® O^ V

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O cS © 05 CQ O >s© .• « O ^ r? co ® r~3 g Comparative view of admission requirements in twenty-one representative universities and colleges , etc. — Part I — Continued. 634 EDUCATION itEPOKT, 1886-87. ADMISSION REQUIREMENTS OF COLLEGES. 635 H ft §2 ■2 I § o' 00 c© 00 "5 ,i i3r2 © ftn g s § ft’© +s a fcBC fcxr o 3N S b >--ft © © 2? a oFa •POO sgb ft S-l © &0ftO 55 .s^*3 g|8§a'S-f|a Pi 3 r? ” ^ E ?*><*_, o ^ _ - O vh M L° S 9 ^ h> b o'S 2-2^ CDo S © H E£ p Wq P Ph o ^ o h O cS o ^ ° H P3 p.° R §J? n, MJ t>j P fcfpj rfj ^ P ^ ^ ^ • ? .?-f? ®-C c.o i'l ° * ©-H^ £ O ' ~J ; O O O cq 0-9 5 "a tlgf a 0-1 o © ® a : qft 9 H C* *rH ^ 02(3 >,t’ a OSI-H ^ q c 15 o ai « o © ®H © « 'Bft .ftft . ©m t^ffl ft £ ‘fe ft ^ £ £ 3 tffi ©g !>. ® >. a hli t-i ’2 6 © a a! "® 2 ft ® ■£ft §> o 2 © W b£ . „ Sq ■ r— . © ^ O © ft ft q o ft o A 3 o b ITS a-g tb ls-s^s1 ^ ®| I -ft ^ S-S 3 © © g 3 1 ib o r-i © - © .2 PI .. q-SM ft i=b ab i ft S££S “ §" a 2 ® p ^ 1 ft ■lIl&'S ►-a Oft tfirf 32 § t> ©.2 O a m ftO a ■gft a a § © a a n° flu H Ob ft H- Ml *J3 •g a rt > o © ft p; gb M o g-Sftb © a.^ o ^ g a § .ft 2S"g 3ft. 2 M ®H o m to 03 cc •- © pa q ©W © p O -g ©d ^33 f3 F-T 1 Ph 5 ^ a T § .1 © »ar CS.rt 55 ,00 I> ft 3^W a gas 1ftjy©b,i4 5 © © ft 'o i f-i a 3 o ;obc»ft •S X. r-l a r o' ft '+3 ^ « o \ t>,o J ft o ® S 2 p^ft p4b pS> ®| .s ^ a p § « ^ -♦— < g brb P-p O apf g ©M If aft °M © o <1 £ £ 02 J; 1° 1 ® oS S4 OM ft K2 © ft © _b4 O C3 O '^o P a. ft o q ft o 13 „-ft a q © 2-* ®‘43 q •- S 3 -h p a io .o "'SO. a^ g3; b 2.® r< 3 fcJC f4 © ©H b . a o Sb ©■ © sh a © rj O t5 bfi'43 ft* q a b. 3 o o®- CG g g 02 Irft'rt O P 3b_ 5 2 « o P o Ph Oo^ 02 o O . P s F> 2ft rhHfJ B ^-”S PhS ® S „ o o gft a^ fl 3 go 6 '« sOa ^ aa §.«< a © < ^ | ft o © ©.2 qft fcflgft C3 O b SftJft 2m oO m 5 Pim ■Comparative view of admission requirements in twenty-one representative universities and colleges, etc. — Pakt II — Continued. 636 EDUCATION REPORT, 1886-87. .fScSJS ©s p xfi j3 © © rr <© - * S's © • © P , -w r- ^ u © "3 & -hI-H (jfJ C5 ^ History e of Em- Smaller BC8. to An- history xander. H A .« g . © a « -o o c ©w -s r© p leath of ome to Marcus e3 p fcfl o 3o o ‘3 CD CZ o Ph S o o^j .2 ph p a « ^ jg+^O p © <3 Op. O P WI -p © >-; J-° 'fs *3 fH =2 ■»CH •p o -2<1 p « g « O tn Cm p « a ° to p«2 » w. O "o 3 -pa ® -j; gg© ^ £.P O-P «8 P © aT P 3 © a reek death a y>2 M .®3 -© rSM ®.a a o’pw pH© « aj'O O hJO-M 3-! S 0X3 GJ O H 83 © 2> © p,® S a © « oo 11 I’eS 2 00 8© ftp r© P p<5 C3 Jjoh. a©® a eft poo, Sr© P1 O o p «is r r\ r-M W a>o o o <*-* mp° O ©co -U © - bjn £31 8 1^5 § So 1° ^Jpft [I §«£§ p rt eS Is^Hjf 1 fc£^l © Pr© P Pi £ <1 !M pH O r© rd « a5 g 3 | a § oo c.i: CO P +a © Hq g a s © fao ■- t> a « IT © ce ^ h so cc O c3<1 W ■-£ p oo — - — 1 ©rrt © P r-n> -r • © u 1 1 rP g p p O ■ ® .2 aw '®.2S « „cj gp- ® © ^ p 3 g gj ® O W O 1 o a m® '|'So|i; ag-g-ai . o © g 'h’I'SOo'w §SOffl -St>§§ w Mg.ll © p p •9 ,^t> ©^°7 © O flM S ©-9 p © ^ COrp ^ p'Pw rt « O I * % °|® kfl© -? a © o©«Sf§ d p o oM ^ SSr-'g P^ ® 0»‘H o ^ - ' — I CC L, Soo©» P®’ P.;P o a © - ^ o o.„ M^Oa '°n=;CS sis •SsiJ'-s eC bi, o ^ f> p J. p © o a. a ©•« a s» ©pa to m •p _ © o u £ sSra<(§&s ^ £ SM, pap ■5 Pi eJ c3 ft tK'« A-© ° o g^p h ° 3 ©3 pi «> . © ^.2-2 © g fccgW | S-2.S-3 * 8 ^•23 2 pi 2 rrj -pJ © o ” 2 s^fc©§ d xd g pT© g -g ©j « ©p| © ^ ^ ig © aj ^-Ph 2° 2 02 O 3 ,c3 O ^ Ph - c3 '§ o: J A J o' :>“.-£*■ !!li; jho2 n ©^, »SOh- 3 8 gw gf|l © ©d, ■r* E3 P © g -© ’ © -is J.P'pM © I ^ > PI .2 , pO'-SO CHCH j^g > ^2 fn o 2 JZ> 2 ^ <5^ o ^ | a b£ ® a ►H 'Ta ■3P§^ © © >>© Hi 3 t? g .2 o £0 tt> ® o fl o © r© b© H M •P' O 0,2 © u T.O a ft — © © ,r’a ©3 §.a> P-rg .© ® 3“3 ts ©il« 'Ijsl ^.1 - « .'O " Si S 83 go O o; "O . C3 S^S ®3 m as 3 § ® O © | •-cq'S • H _ & 3^.2 ;1 a or p; co S opa o Sap rt Pa Ct5 eS (§ 2 ©^ O ‘~n3 CO ^ rj &Si-- © ” Pa 'ipr^r^l 2 O p © » © rk ©O ► 00 p a o5 o CO ^ 3 o g rQ C3 i© U; 3 o t o 0 . * g © eg Is &e * i s 1-f •fl ©‘i © .2 © a © i-s® il •? © !«* § a be j§ >j S © g> ^ • ro 'Sc a - o lid g-f o S °a- H^'S ^ “tp o ^ c© Oq 03 >§ wo > o’3 ^5 rgj O Table 38. — Comparative view of admins mu requirements in twenty-one representative universities and colleges, etc. — Fart II — Continued. 638 EDUCATION REPORT, 1886-87. Table 39. — Comparative view of admission requirements for Freshman class in B. S. course in twelve representative agricultural and mechanical colleges. ADMISSION REQUIREMENTS OF A. AND M. COLLEGES. 639 Table 40. — Comparative view of admission requirements in six representative institutions for the superior instruction of women. G4tf EDUCATION REPORT, 1886-87. £ 43 ® . . d fend cS © IT* © PI fe © a ft H ..w s txS (.H >h r £ So® £ 5 N ft H a ft H P © © © © PO ss'l ® g^ °.2‘£ a si I 8 a ° © £.£P •-•^43 ^ * d © r-H a © i!S S (0 «3 © 0^5 o - fl I- h “C H CO £ © f _g£ 111-1 a a © a-^ ' g ©^ P !SI © ^rJICOCO £ a ® ®§£§l s £3 c 2 2 i § Jt- WftH g P gS® aw © o « 2 -2 '©■^2© © pOO a g §£> g bt® ^ ft '© p s e 0: rt ■ S~ bD 3 ^ Sn SkS°Plp ^ 4- © © P. (D Pi _ a! „ m ocr' o © t^Oft t> ° a +s.... a M o® '<;■ © cs -t* •a _£.2ft a © g * rtO ®bt>. - .£> a i* S ©.^'S ^ 2 &3 § £?. 33 'cap 5<® o rf rtfl ^ ® a a M o © a S a ap 2-poo5|i 'O >>ft ftP 2 ©-M ft © ©ft a a ®- la liJM 4- © P(4J CS OV ft*g a Pr® 3 I£p u ft ' U^W Pi © g © o> >s© H.£ 03 © © o © © P © © . r-ft r-4 * £-5^-5 2s S- « P.CC g 3 S3 •'bta' -fcirp-©®. a^ a go ® s © afH ci gf S a'S^'lft o: aft ©ft © © ©53 « Ok. ® 4)0 h " ©-S • ^ l> - ft s a -to" © ® 3 • it2 as era aoO © © a oj .IT g JS tz> © s aid -So - £ - -'ts 2 © a 1 Pc ft a © ! ©«© g © c a 5.2 o S.tJ o u, £ ©ft o ©5 Mp « © — +3ft © ft"S >a •33 a 8i3 a® |°§I •1^8, <1 © fl a ° © £ a§ 68 © i a 3 g §ft b£ a§^2 a®8ft ®^fr©®p< « _, ^ ©ft 2 §»is.alli ^^"2^ .ngS 03 3 O ^ ^ ©r Cl S © £ft.2 3 oP H n^ogo® g2 ^ ■“^a®l^|S) ® _ 4^ ^ n.”~l ^ ^•H 2 Sfl rt O -gs s- -4?° C3Epffl2®'<-jdri® wi 4,^ Ig^lS&a-s © o 4*0 33 © P ° ®'P->OwoP* >52j ’a: © ^ .a ©^©O^S^-piS, •§ ©5<15 ®ftH §coH ©p-g, -g 'H^2 — 9^ o h 5 © c £ r 4i r p W rt ri fl^M ..fc> 9 w O O © Pi ©^ Ct O . rp pH ^ 33®»T3^j. ^a ® a § a>ft « 3 .2 §*§ Sp ® ” ^2p3Sp S^OHisftggftP d c8 0 'Isa H P S5^ Css © 6 8 'S •si s © CQ 1 Hutchinson’s Physiology, descriptive botany, written description of twenty plants, and elements of natural philosophy are required in addition to above. 641 ADMISSION REQUIREMENTS OF COLLEGES. 41 ED CHAPTER IX. SUPERIOR INSTRUCTION. I: Institutions for the superior instruction of women— General character — Obstacles to classifica¬ tion — Explanation of Table 42 — Admission of women to Columbia College — Summary of statistics of institutions for the superior instruction of women (Table 41)— Statistics of institutions for the superior instruction of women (Table 42) — II : Universities and colleges — The tabular scheme — Universities — Statistics of foundations comprising groups of related faculties, etc. (Table 43) — Statistics of State Universities (Table 44) — Colleges or collegiate departments — Summary of statistics of colleges of liberal arts (Table 45) — Classification of undergraduate students — Compar¬ ative statistics of the undergraduate work of colleges (Table 46) — Endowed professorships in. Harvard University — Organization of the University of Pennsylvania— Organization of the Univer¬ sity of Virginia — The University of Alabama — Organization of Cornell University— Recent building operations — West Virginia University— Notable events in the history of superior instruction— Extracts from college catalogues, etc. — Statistics of colleges of liberal arts (Table 47)— III : Schools of science — Character of the United States land grant schools — Summary of statistics of land grant schools (Table 48) — View of practical work as reported from twenty-five colleges — Percentage of Btudents engaged in field, shop, etc. (Table 49)— Appropriations anil benefactions to land grant colleges (Table 50) — Equipment of land grant colleges— Statistics of schools of science endowed with the national land grant (Table 51) — Rotes from the catalogues of schools of science not endowed with the national land grant — Summary of statistics of these schools (Table 52) — Statistics of the same (Table 53) — Comparative statistics of attendance upon colleges and scientific schools (Table 54) — Ratio of college attendance to white population in 1857 (Table 55). I.— INSTITUTIONS FOE THE SUPERIOR INSTRUCTION OF WOMEN. Tlie institutions providing advanced courses of instruction for women may "be divided into two classes ; the one including a small number of colleges organized upon the usual plan of the arts colleges; the other a large class of colleges and seminaries most of which make provision for a complete course of instruction, be¬ ginning at a very elementary stage and carrying pupils on to graduation. All the institutions of the former class, and a large proportion of the latter, are authorized by law to confer degrees, and it seems that eventually the fact of such authority, taken in connection with the main purpose of individual institutions as indicated by concentration upon collegiate work or provision for all grades, may afford the basis for a better classification than is now possible. The information thus far collected by the Office is not sufficiently definite and exact upon several points. For example, without any apparent change of status certain seminaries have been reported one year as authorized by law to confer degrees and the next as not so authorized. Again, in some cases, when the inquiry as to the authority to confer de¬ grees has been answered in the negative, a statement has been made as to tho num¬ ber and kind of degrees conferred. Moreover, the requirements for degrees, and the significance of the various degrees, are not clearly indicated. The differences in re¬ spect to these particulars between the seminaries for women and the colleges for men must he taken into account in considering the relative number of degrees conferred by each. Thus, according to returns received at the Office in 1885-86, tho number of women receiving the A. B. degree exceeded the number of men in two States, while in three States the numbers were nearly equal. There is, however, every reason for believing that the number of young men completing the rocognized course for A. B. in each of these States excelled the number of women. As to the number of women who avail themselves of the provision for higher education tho present information is unsatisfactory, as many seminaries make no distinction between the elementary and the academic departments in reporting the number of their students. In view of these circumstances the study of the subject of the higher education of women must he extended to the details of the colleges and seminaries engaged in the work before a satisfactory tabulation can be accomplished. This investigation has been commenced; meanwhile the endeavor in the present Report has been simply to preserve in convenient form the principal statistics for the year. In Table 42, Division A, have been placed three colleges for women in New York, which on account of their relation to the University of the State have heretofore ap- 642 SUPERIOR INSTRUCTION OF WOMEN. 643 pe&red in Table 47, three colleges which, as is well known, am organized and con¬ ducted in strict accordance with the plan of the arts colleges, jtfgetker with the Har¬ vard Annex, whose standards are also definitely fixed. Division B includes all other institutions reporting under the head of Superior In¬ struction of Women. ADMISSION OF WOMEN TO COLUMBIA COLLEGE, NEW YORK. The following announcement, from the Hand-book of Information of Columbia Col¬ lege, explains in full the arrangements under wdiich women have been admitted to its privileges : “ By a resolution of the trustees of Columbia College adopted Juno 8, 1883, it was ordered that a course of collegiate study equivalent to the course given to young men in the college should bo offered to such women as may desire to avail themselves of it, to be pursued under the general direction of the faculty of the college in ac¬ cordance with the following principles and regulations : “ 1. That such course of study shall extend over a term of four years. “2. That it shall be arranged in groups. “3. That of these groups one shall be required for the first two years, and that with it another shall be selected. “4. That on the expiration of the first two years all the groups shall become elective. • “5. That a general and very strict preliminary examination shall be held for ad¬ mission to the four years’ course, and that this examination shall have reference to the course in general, like the examination for entrance into the freshman class in college. “ 6. That, unless under special circumstances, no young woman shall be admitted to such entrance examination before she shall have attained the age of seventeen years. “7. That every student so admitted shall be entirely free as to where and how to pursue her studies, whether in some school, private or public, or at home, or under the auspices or direction of any association interested in her welfare and advancement, and providing her with the means of education. “8. That examinations shall be held as often as may be necessary, such examina¬ tions to be conducted by officers of the college or their duly appointed representa¬ tives, and to be in writing. “In accordance with these xmnciples a course of collegiate study is offered to women arranged under the following groups : . “1. English language and literature. “2. Modern languages and foreign literature. “3. Latin language and literature. “4. Greek language and literature. “ 5. Mathematics. “ 6. History and political science. “ 7. Physics, chemistry, and hygiene. “8. Natural history, geology, palaeontology, botany, and zoology. “ 9. Moral and intellectual philosophy. “ The course shall extend over four years, to be known simply as the first, second, third, and fourth. “ No woman shall be admitted to the course before she shall have attained the age of seventeen years, unless in case of extraordinary proficiency, of which the examin¬ ers shall be the judges. “A preliminary examination for entrance shall be held annually at such time and place as shall be agreed upon hereafter. The fee for such preliminary examination shall be $5, “Every person having passed the .entrance examination shall pursue for the first and second years the first group, viz, English language and literature, and must in addition select at least one more group. At the end of the first year a new selection may be made in place of the group selected at the beginning of that year, and at the end of the second year the entire course is elective. “The place and manner of pursuing her studies are left to the discretion of each student. “Examinations shall be held as often as may be necessary; they shall bo in writ¬ ing and conducted by professors or officers of the college, to be appointed by the board of the college, and at such time and place as may be duly appointed. The fee at each examination shall be $5. * * * “ The degree of bachelor of arts will be conferred on such students as shall have pursued daring four years a course of study fully equivalent to that for which the same degree is conferred in the school of arts, and shall have passed all the examina¬ tions required. 644 EDUCATION REPORT, 1386-S7. > “Any -woman who shall hare taken the degree of bachelor of arts in the collegiate course for women may study for higher degrees under the direction of the faculty of the college. “Women graduates of other colleges in good repute who shall have satisfied the faculty of the college that the course of study for which they have received their degrees is equivalent to that for which similar degrees are conferred in the collegiate course for women, or shall have passed such examination as the faculty may prescribe, may be admitted to higher degrees on the same terms and conditions as are prescribed for the admission of graduates in the collegiate course for women to the same degrees. “To students not pursuing the full course required for the degree of bachelor of arts, hut limiting themselves to one or more courses of inferior range, a certificate of proficiency in the subjects pursued will be given on the satisfactory completion of such course or courses of study, to be signed by the president of the college and the examining professor or professors. “ Special students may be admitted to the collegiate course for women. No en¬ trance examination is required of such students, except such as may he necessary to ascertain whether they are qualified to pursue with profit the special course for which they apply.” Table 41. — Summary of si alistics of institutions for the superior instruction of women. State. to o o rd c- OQ Vi o V s 1...... 138 400 25, 000 Wisconsin . . 3 2 42 44 1 Pi 70 £92 4, 400 87,000 i)*6o6 United States . . 159 | 350 | jl, 240 1,854 |3, 195 5, 936 20, 772 239, 790 110,350,901 j l 2, 496, 307 Table 42, Division A. — Statistics of institutions for the superior instruction of women for 1886-87; from replies to inquiries by the United States Bureau of Education. — P art 1. STATISTICS OF SUPERIOR INSTRUCTION OF WOMEN. 645 •Arejqij hi soumjOA. i min r-T ’^uemooaom -moo jsiq ©e.moo nj pojaojaoo eooaSod O O CO iQ • » < o •sdiqo.nqoqos aoqxO O «OOH^ •sdiqsxepqos ©jkjs o o • o o * « •sdiqs -.TOSSOJOJd pOAlopng[ O O * |ONO Collegiate de¬ partment. •aoqranaiBjoj, a iissss •ejaep -njs ojrnpcji) s i M: o •sjnopnjs ox's 'np-Bj3aa[)n£x 8 15 M : g •srojonajsai ^ 5^ 2 ^ S Preparatory department. •eiuopnjg ° i © •Bjojon.ijsiix

ZGt^ 3 !:5! I -till •sit g ; g ovs |*|l ft i mu o £ Bg.* III = 1.1-1 w |i?f ' * El m mu fsase llsl Hill gjj ZD 00 of ZD IS 8f“- Hll si aV Ss L~ lllslsi r> Tuskaloosa . Baptist . . S. B. Foster, A. M..1 . lege. Tuscaloosa Female Colleger .. Alabama Conference Female Non-sect . Alonzo Hill . . Meth ... John Massey _ _ _ College, a CALIFORNIA. Mills College and Seminary.. Santa Rosa Ladies’ College a„.. Non-sect. C. C. Stratton, r>. t> _ Rev. W. A. Finley, A. m.,d. d. CONNECTICUT. Hartford . . Hartford Female Seminary a.. Georgia Methodist Female Col¬ Non-sect Dr. Andrews _ _ GEORGIA. Covington . Meth . . . Rev. J. T. McLaughlin, A. M. Forsyth . lege. Monroe Female College a . Baptist : Richard T. Asbury, A. M. .. Gainesville . Georgia Baptist Seminary for Baptist . A. W. Van Hoose . La Grange . Young Ladies, a La Grange Female College _ M. E. So. Rufus W. Smith, A. M . La Grange . Southern Female College a _ Non-sect I.F. Cox . Macon . . Wesleyan Female College . Meth ... Rev. W. C. Bass, D. D . M. P. Kellogg, A. M . Newnan . College Temple a . . . Non-sect. Rom© Shorter Coll e ore . . . . L. R. Gwaltney . .. Thomas ville . . Young Female College . Non-sect. John E. Baker, A. M . ILLINOIS. Jacksonville . Jacksonville Femalo Acadomy . Non-sect. E. F. Bullard, A. M . TTriovxrillo St. Mary’s School _ ..... P. E. ... Rev. C. W. Leffingwell, D. d.. Laic ft Forp.st . . Ferry Hall, Lake Forest Uni¬ versity. Mi. Carroll Seminary . . Presb . . - L. Seeley, pii. d . TVft Carroll . . Non-sect. Mrs. F. A. W. Shimer . Rockford . Rockford Seminary. . . . . Non-sect. Martha Hillard, B. A. prin . . . INDIANA. Ft. W ayne . Westminster Seminary . . Presb ... Miss C. B. Sharp and Mrs. New Alt any . De Pauw College for Young Women. a Meth _ D. B. Wells, principals. Rev. L. M. Albright . IOWA. Davenport . Des Moinea . Immaculate Conception Acad¬ emy. a Callanan Collftfoa . . R.C . Non-sect. Sister Mary Gonzaga . C. R. Pomerov, d. d . KANSAS. Oswego . Oswego College for Young Presb .... Miss Susan H. Johnson, prin. Topeka . Ladies. College of the Sisters of Beth¬ P.E. .... Rt.Rev. T.H. V ail, D. d.,ll. d. any. a These statistics are for the y oar 1885-86. STATISTICS OF SUPERIOR INSTRUCTION OF WOMEN. 64? 33 31 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50 51 62 53 54 55 56 57 68 69 60 61 62 63 64 65 66 67 68. 69 70 71 EDUCATION REPORT, 1886-87. 42, Division B. — Statistics of institutions for the superior instruction of women Post-office address. Name. Eeligious denomination. President. 1 2 3 4 KENTUCKY. Caldwell College.... . Presb .... Miss Lottie A. Campbell _ James J.'Eucker, ll. d . E. W. Elrod . . . Georgetown . . Georgetown Female Semi¬ nary. a Liberty Female College a . Baptist .. Baptist . . Non-sect. Daughters’ College . . 7. . John A urn Williams . . Bethel Female College . Baptist . . Non-sect. J, W. Eust, LL. D . Garrard Female College a . Morris Evans, D. D . . Hamilton Female College . Christian J. T. Patterson . . St. Catherine’s Academy . EC...... Sister Superior... . Sayre Female Institute . . Presb.... H. B. McClellan . Louisville Female College a _ Thomas D. Davidson . Millersburg Female College. . . Jessamine Female Institute... Meth .... Eev. C. Pope . Nicholasville . Non-sect. Miss M. F. Hewitt, prin.... Logan Female College - - Metb. So. H. K. Taylor . M.E. So.. W. T. Poynter, d. d _ _ _ W. H. Stuart . Shelbyville . . Stuart’s Female College . Presb. So. Stanford . . . . Stanford Female College . Non-sect. Alex. S. Paxton, a. ii . Wood burn _ __ Cedar Bluff Female College. . . . Eev. B. F. Cabell . LOUISIANA. Mansfield Mansfield Female College . M.E. So.. Eev. Francis M. Grace, a. m., Minden . Minden Female College . Non-sect . D. D. Maj. A.L. Cox, a.m., m. s _ Eev. Edgar M. Smith, A. M. . . MAINE. Kent’s Hill . Maine Wesleyan Seminary and M.E ... Female College, a MARYLAND. Baltimore. . . . Academy of the Visitation.... Baltimore Female College . E.C . Sister Mary Paula Combs. .. Baltimore . . Non-sect. N. C. Brooks, LL. D . Corrib rid ire _ . . . Cambridge Female Seminary.. Frederick Female Seminary. .. Non-sect. J. F. Baugher, a. m . Frederick . Non-sect. W illiam H. Purnell, a.m.,lld. Tmtll erville Lutherville Seminary . . Luth . Eev. J. H. Turner, a. m _ . MASSACUUSETTS. Andover Abbot A cademy . . Non-sect Miss Philona MeKeen . Auburndale . Lasell Seminary for Young Meth ... Charles C. Bragdon, a. m _ Bradford _ _ _ Women. Bradford Acaderavcr . . — Cong ... Tri. Cong Non-sect Annie E. Johnson . Norton ... _ _ ... Wheaton Female Seminary - Mt. Holyoke Female Seminary Miss A.E. Stanton . South Hadley . Miss E. Blaucliard, prin _ ' MICHIGAN. Kalamazoo . Michigan Female Seminary. .. Presb .... Antoinette ^Bryant . MINNESOTA. Albert TiPOr Albert Lea College ............ Presb .... Eev. E. B. Abbott, d. d . Et. Itev. II. B. Whipple, d. d J .C. Whitney, pres 't of board Faribault . . St. Mary’s Hall a . P. E . Minneapolis . Bonnet Seminary a. . . . Non-sect. MISSISSIPPI, Blue Mountain . Blue Mount ni n Female College. Baptist . . W. T. Lowrey, A. M . ]^rookl]. d . Rev.W. C. Hell s. t. b.,ph.». Rev. Faye Walker, i). l> . Miss Mary Evans . Miss Mary B. Rodney, prin . Rev. W. M. Reily, ph. d _ Rev. J. Blickensderfer, prin T. R. Ewing . David J. Hill, ll.d . Misses F. E. Bennett and S. J. Eastman. Rebecca E. Judkins . . Rev. A. H. Norcross, D. D _ Miss N. Sherrard . Rev. O. A. Darby, D. D . A. S. Townes... . . Rev. -I. D. Anderson, a. m — Rev. John Williams, a. m - Robert D. Smith, a. m . Rev. A.W. Jones, A. M., v. D. . N. J. Finney, a.m . Rev. John R. Thompson, A. M. Rev. Geo. W. F. Price, u. i) - . . W. E. Ward . . Mrs. F. A. Ross and Chas. C. Ross. J. P. Hamilton, a. m . J. C. Graves, ll. d . . . . Rev. John W. Heidt, A. M., p. l)., regent. Mother Saint Claire . R. O. Rounsavall, a.m . Rev. J. D. Beoman, A.M . STATISTICS OF SUPERIOR INSTRUCTION OF WOMEN. 653 for 1886-87 ; from replies io inquiries ly the U. S. Bureau of Education— Continued. b Value of leased property. 138 139 140 141 142 143 144 145 146 147 148 149 150 151 152 EDUCATION REPORT, 1886-87, 42, Division B. — Statistics of institutions for the superior instruction of women Post-office address. Name. d .2 .n a o PI ffil ro a o Tfi 1 President. 1 2 3 4 VIRGINIA. Danville . . . Danville College for Young Ladies. M. E So . Ft. H. Sharp, Jr . . Danville _ .......... Roanoke Female College _ Baptist . . Non-sect. .T. T. A verett, a. M. _ Keswick . . . Edge Hill School . Miss C. R. Randolph _ _ _ Marion . . Marion Female Cnllece . . Lutheran Rev. J. J. Scherer, a. m . Petersburg . . Southern Female College . Non-sect. W. T. Davis, a. m . . Staunton . The Staunton Female Semi¬ Lutheran Rev. Jas. Willis, A. M . Staunton . . . nary. Virginia Female Institute . P. E . Mrs. Gen. J. E. B. Stuart _ Staunton . . . Wesleyan Female Institute a.. Fauquier Female Institute a. . Broaddus Female College . M. E. So . Rev. W. A. Harris, d. d . ■\y fi.r r fvn ton _ Non-sect. A . Fleet . . . . WEST VIRGINIA. Clarksburg . . . Baptist . . Non-sect. F. S. Lyon, A. M . . Parkersburg.... Parkersburg Seminary . . Mrs. H. L. Field . Wheeling . . Wheeling Female College _ Non-sect. Rev. H. R. Blaidsdelle, ph. d. WISCONSIN. Fox Lake . Wisconsin Female College Cong Helen A. Pepoon, principal . Charles S. Farrar, a, m . Milwaukee .... _ _ Milwaukee College® . . Non-sect. Sinsinawa Mound .... St. Clara Academy a . E.C . Mothor M. Emily . a Tkeso statistics are for the year 1885-6C. STATISTICS OF SUPERIOR INSTRUCTION OF WOMEN. 655 /or 1886-87 ; from replies to inquiries by the U. S. Bureau of Education-— -Continued. Date of charter. Year in which institution was first opened for instruction. Professors and in¬ structors. Students. Number of volumes in library. Annual charge to each student j for tuition. Average cost of board and lodging per annum. Value of grounds, buildings, and apparatus. Amount of permanent endow¬ ment. Benefactions. 1 Number of degrees conferred 1 at last commencement. Female. hi umh er in prep ar a- tory department. Number in academic department. Total. Number of gradu¬ ate students. 5 6 7 8 9 1© 11 IS IS 14 13 1® 17 18 19 20 1883 1883 6 9 39 99 138 350 $50 $135 $10, 000 5 138 1859 1859 3 3 6 100 6 0 28-50 135 37, 000 139 1866 6 6 28 2, 000 300 ISO 140 1874 1873 3 4 7 20 85 107 "2 20-40 100 26, 000 141 1863 1862 3 5 60 1, 200 20-80 150 25, 000 142 1870 1870 4 4 8 70 800 60 175 20, 000 143 1844 1847 4 10 14 105 3 500 (2 50) 40, 000 144 1837 1837 15 105 40, 000 12 145 1856 1857 1 2 3 11 29 40 350 30-50 135 12, 000 146 1877 1871 1 7 8 68 3 200 30-50 150 10, 000 147 1883 1872 4 4 148 1848 1848 2' 8 10 70 13 200 50 200 15, 000 149 1885 1856 6 6 59 1,400 28 122 30, 000 $9, 000 150 1851 1852 2 13 15 183 3, 000 50-80 57, 000 151 1852 1852 23 23 80 70 150 1, 000 (11 35) 1 152 656 EDUCATION REPORT, 1886-87. IT.— UNIVERSITIES AND COLLEGES. In the tabular scheme employed since 1873 in the reports of this Office, the superior scholastic institutions for men or for both sexes have been divided into three groups, viz, universities and colleges, schools of science, and professional schools. This scheme suffices for about two-thirds of the institutions, but is inadequate for the remainder, owing to their complex organization and the rapid expansion of what are generally termed university features. The separate presentation of a few of the more comprehensive foundations was made in the Report for 1885-86. This view is extended in the present Report, as will be seen by reference to Tables 43 and 44, the former including foundations comprising “ groups of related faculties, colleges, or schools” endowed by private funds, and the latter, State universities. The details of the separate departments, colleges, etc., of these foundations are presented as heretofore in the tables to which they respectively pertaiu, and are included in the corresponding summaries. The more thoroughly the general college work of the country is understood, the more clearly will be seen the importance of foundations which are destined to become groat centres of the higher learning. Disciplined minds and steady enthusiasm on the part of students; freedom, devo¬ tion, and concentration on the part of professors; libraries; laboratory equipments, full and varied as the forms and forces of nature ; the inspiring contact of minds rep¬ resenting diverse formative influences ; are the essentials of university life and labor. The possible number of such seats of learning is limited ; they can not exist at all excepting in a condition of public intelligence, and of public and of private liberality which -are, or should be, promoted by the smaller colleges and diffused by their agenoy throughout the land. It is not pretended that the foundation’s which have been selected for representa¬ tion in the tables following are all universities, or even that they all hear the prom¬ ise of becoming universities, in the special sense of that much-abused term. It is, however, believed that the- principle of selection employed is justified by the facts and tendencies as known at present. The foundations comprised in Table 43 illus¬ trate every source from which the material equipments of the highest order of insti¬ tutions is likely to arise, excepting State or national bounty. All of them have pro¬ gressed far enough to be judged hv their actual work, and nearly all of them have achieved more than national distinction. The undergraduate work of five of these institutions is carried on in colleges of arts and schools of science having their distinct faculties and students; in three, schools of science have distinct recognition, although the faculties and students are not re- ported separately from those of the college of arts ; in the remaining four, the under¬ graduates aro classified by the subjects or courses of study pursued. Graduate departments, not professional, are reported from ten of the institutions. Seven of the ten report also professional schools, as do the two that do not report & graduate department. The graduate students include 7 per cent, and the professional students 50 per cent, of the students of their respective institutions. Ten of the twelve foundations in question report productive funds amounting in the aggregate to $24,567,745, which is 34 per cent, of the total productive funds reported for all colleges of liberal arts, schools of science, and professional schools. The total receipts for the year as reported from ten of the institutions were $2,474,483, which sum was made up as follows: income from productive funds, 52 per cent. ; receipts from tuition fees, 32 per cent. ; Stato apjiropriations, 1 per cent. ; other sources, 15 per cent. The twenty-four institutions included in Table 44, while differing widely from each other in respect to their present development, have this in common — that they are all State universities. Fourteen of the universities report graduate students, and seventeen report pro¬ fessional students, the number of the former being 2 per cent., and of the latter 35 per cent., of the students of their respective institutions. With a single exception all the State universities report their productive funds, the aggregate amount being $6,881,045. The total income reported for twenty-three of the universities is $1,302,042. This amount was made up as follows: income from productive funds, 32 per cent.; re¬ ceipts -from tuition fees, 11 per cent. ; from State appropriations, 49 per cent.; from other sources, 8 per cent. Tuition fees, it will he seen, form hut a small proportion of the aggregate income ; the details show further that in three cases only do they rep¬ resent a comparatively large part of the individual incomes. The attendance upon post-graduate courses in the State universities is small as compared with the same in the universities included in Table 43. The number of graduate students in the latter is 55 per cent, of the entire number of such students reported from all colleges and universities. UNIVERSITIES AND COLLEGES. 657 As regards professional schools, theology has no representation in the State univer¬ sities, and hut four schools, with 272 students, in the universities of Table 43. The law schools in Table 44 number 14, with 973 students, and in Table 43, 8, with 1,262 students. The number of medical schools in Table 44 is 11, with 969 students, and in Table 43, 9, with 2,412 students. The remaining professional students are dis¬ tributed in dental, pharmaceutical, and veterinary schools. The theological students of Table 43 represent 4 per cent, of all such students re¬ ported ; the attendance upon law schools in both tables, 70 per cent, of all law stu¬ dents reported ; and the attendance upon the medical schools, 28 per cent, of the medical students reported for the country at large. In the report of funds distinction is not generally made between the several schools or departments of universities. So far as that has been done in the case of the uni¬ versities here tabulated, the fact can be ascertained by reference to the detailed tables, in which the several departments have separate representation. Comparisons of institutions with respect to their material resources are misleading, unless all the conditions under which their Avork is maintained can be taken into account. This is true when the institutions considered are in the same country, and doubly so when they are in different countries. At the same time, the knowledge of the resources available or which are deemed necessary for the conduct of higher edu¬ cation in any established seat of learning is always helpful to those charged with the same responsibility elsewhere. Information of this kind is not readily obtained from foreign countries, a circumstance which makes the publication of what is obtained all the more desirable. In connection with the view here presented of university work and resources in the United States, the following statement respecting the colleges which are comprised in Cambridge University, England, is likely to be suggestive. It presents the result of the assessment by the Financial Board of the income of the several colleges for the purposes of contribution to the Common University Fund. The source of the information is the Educational Times1 of July 1, 1888. The funds which in the original were given in English currency are 1 ere converted into dollars. Name of college. Assessed income. Name of college. A ssessed income. Puterliouso . . . . . . $30, 169 44, 879 52, 110 65, 311 31, 284 37, 132 111, 174 29, 152 28, 967 Jesus . . . $50, 991 50,962 147, 192 21, 663 Christ’s _ _ 1 >ou i b rolv o . St. John’s . . . . . (jroiivillc> fin (1 Hama _ _ ............ Magdalene . „ . Trinity Hall . . Trinity . i 227 ’ 432 poRpus r^hristi _ _ .... _ _ Emmanuel . . ... 47, 687 34, 008 Pipers . . . . . Sidney Sussex . 0 u^vn ^ _ _ ...................... Downing . . . 20, 496 St. Oa.thn,T*itifi’s _ _ _ ... _ 1 1 Published in London. 42 ED 658 EDUCATION REPORT, 1886-87. Table 43 .r— Statistics of foundations comprising groups 10 12 Names. College of arts and sci¬ ence. Yale University, New Ha- 4G ven, Conn. Columbian University, Washington, I). C. Johns Hopkins University, Baltimore, Md. Boston University, Boston, Mass. Harvard University, Cam¬ bridge, Mass. Dartmouth College, Hano¬ ver, N. H. College of New Jersey, Princeton, N. J. Cornell University, Ithaca, N. Y. Columbia College, New York, N. Y. University of the City of New York, New York, N. Y. University of Pennsylvania, Philadelphia, Pa. Vanderbilt University, Nashville, Tenn. 23 Schools of science, pure and applied. 570 107 150 163 1, 077 249 342 7S8 249 116 352 224 30 256 31 260 Professional schools. 28 76 64 10 382 1, 005 701 78 136 435 65 12 1,134 393 378 769 1,688 418 492 829 1,570 831 13 13 1, 08S 625 14 15 16 163, 000 60 j 30,000 1 89 18,504 2 76 313, 850 67, 000 60* 000 9a, 700 87,273 10, 000 GO, 000 15, 900 STATISTICS OF UNIVERSITY FOUNDATIONS. 659 of related faculties, colleges, or schools, for 1886-S7. 17 18 19 $2, 281, 589 $146, 825 $320, OOOj 828, 442 3, 561, 890 000, 000 390, 575 6, 172, 691 1,360,581 4, 1,033,328 5, 179, 192 15, 231 363, 123 550, 000 1, 489, 645 790, 000 282,042 187,599 500,000 242,086 430, 000 1, 357, 843 900, 000 $147, 10, 400 23, 093 23, 146 253, 985 29, 775 130, 293 28, 000 74 , 892 63, 000 120, 638 14, 000 31 $0 10, 000 19, 327 $207, 245 86, 628 14, 820 17, 465i 3, 500 42, 328 $501, 842 10, 400 202, 285 48, 37 703, 736 24 $108, 843 10,000 6, 500 1,023, 576 251, 621 389, 844 461, 500 237, 858 97, 000 25 Other schools. 20 ‘School of the Fine Arts reporting 7 in the fac ulty and 44 students. ; School of All Sciences ’ rep or tin g 1 0 0 stud ents and a “ College of Mu sic” reporting 19 stu dents. 60, 000 1, 300 100, 000 179 72, 250' 320 145 ; School of Political Sci ence ” reporting 74 stu¬ dents, and “School of Library Economy” re¬ porting 20 students. 19 women are included in the College of Arts and Science. ; Department of Philos¬ ophy ” reporting 5 stu¬ dents, and “Depart¬ ment of Biology” re¬ porting 14 students. 10 11 4 12 Table 44. — Siatisiics of State universities for 1886-57. ' G60 EDUCATION REPORT, 1886-87. •jaotuoDuouiuioo jeiq Jt? oeinoo tit po.ijojuoD sagjSap jo jaqama jejox 2-1 57 87 4 90 17 29 169 34 4 338 27 23 •BuorpBjeaaq jo janonxt; xb?ox § *0 56, 000 COO . . 000 ‘01 •90100 HI I'BJOX § $25, 800 20, 0S9 31,820 43, 391 59, 321 40,125 87, 595 46, 712 20,404 200, £98 76, COO 67, 706 •6901008 jaqjo OIOIJ 8jdl909J i«;ox « $3, 500 525 922 55, 141 1,600 1, 870 •noTj -BtidoiddB ojcjs ra0JJ sjdt909i tujox $ i illllllllll : : | « S3 S3 8 8' B 8 8 •899J tXOIJITlJ tno.ij xco£ jstq oqj Satinp 8}di909Jt pjjox ©> H $1,000 13, 0S9 20 4, 227 9, 045 3, 600 17, 768 4, 012 64, 076 0 550 •spunj oAtjonpoid tnoij ontooui psjox QC H $24, 800 7,000 6, 300 31, 164 26, 314 13, 000 16, 905 9, 000 13,244 29, 581 40, 000 32, 643 •epanj oAijonpoad jo janoure fejox h H $300, 000 100, 000 50, 000 445, 202 450, 000 250, 000 215, 037 175, 000 318, 313 544, 152 750, 000 544, 061 •enjtuxKldt! pas ‘eSatpitnq ‘epaaoiS jo anjUA jejox <® rt $500, 000 63, 500 60, 000 248, 000 545, 000 200, 000 400, 000 500, 000 948, 0C0 1, 000, COO 200, 000 •eati'Bjqq oqj at sotmqoA panoq jo joqainn icjox W H 7,115 33, 170 2, 100 23, 300 17, 000 8, 000 21, 0C0 10, 000 18, 085 72, 811 21, 000 13, 500 •8dtqs.nqoqos joqjo jo J9qtana injox H . • o • o • o o l« • 1 ! ° '• •sdtqsitqoqos ojsjs J° equina p?Jox M rt I ' o • o • © o II 1 • ! ° ; •edtqs -aoesajoad pa.vvopua jo joqainu jsjox « 0 9 14 0 0 0 0 0 •aotjsotplnp juoqitAt. sjnopnje jo joqraua jsjox H 212 528 102 356 343 369 571 489 95 1, 555 412 185 •uoijsoqdup -moaitM. 8.101 ynaisui jo joqtuna p?jox © 15 97 24 30 22 48 27 11 93 22 18 Professional "1 schools. | •sjaeptijs jo jaqtanj^ © - 1 21 213 12 161 336 69 i i - •siojouneat pas Ajjnou^ 0D 1 3 8 14 36 11 O • 10 •sjooqos ;o joqmnji | rH ■*< r-l « j ; lO in • r-4 -90 9' •jaeuiprcd itmmuS at eaaapnjs jo aaqnmjj 1 9 3 8 2 14 8 S ° College of arts and science. Under¬ graduate \ depart¬ ment. •sjttapnjs jo joqumjj 194 308 90 195 252 255 243 202 95 651 292 | 139 •B10J -onijent jo aaqmnjq * 12 11 29 19 21 22 11 48 22 10 Prepara¬ tory de¬ partment. •s^uopnje jo aaqomji M 0 0 91 106 146 j j § S 8J0J -onajsut jo J9qtunu 51 o • I o t-h eo • o ; j o eo 6 a eS 6 H University of Alabama, University, Ala. University of California, Berkeley, Cal. University of Colorado, Boulder, Colo. University of Georgia, Athens, Ga. University of Illinois, Urban a. Ill. Indiana University, Bloomington, Ind. University of Iowa, Iowa City, Iowa. University o f Kansas, Lawrence, Kans. LiOUJSiaua OLitLW unnui- sity, Baton Rouge, La. University of Michigan, Ann Arbor, Mich. University of Minnesota, Minneapolis, Minn. University of Mississippi, University, Miss. rt^dJ^itl Wt-OOOSOr-H CNj STATISTICS OP STATE UNIVERSITIES. G01 00 go »o co oo co in eo o o o Cl o o O rH O •rH rQ h >.-S >> . S^2+J R ; £ a £g >o^-9 'p o p b ' b b i gd£ 6^'g !3§I p p w g . pf .OP &!^°° © be pj -S U V o Q| 0 2; co ° P. © af !>. « 2 P .2-^52!; ^Oco- g 5 j." P .fcfloo. bS3o b 8 £Sl : O 3 O © P • w p a g D p W HrS^ •H © 93 0 Kr J ib g b-tH t> jj > *3 ^*3: b P _*■ m ^ - O C o> p t> p t> -< p W *3 b b b 3 2t> •p © & .9 .£ 'w> *3 p~ £,p! ' Sh o ©•5 43 £ . «P? > a «£\s £ * pb£»l> p^ b ^ b N ‘SP £>p' =!§ roductive funds, 26 per cent, from tuition fees, 12 per cent, from State appropriations, and 26 per cent, from all other sources. The numerical strength of the teaching force and the number and classification of students are shown in Columns 9-14. As an index of power and resources, these num¬ bers must be relatively considered. In a new country, in a sparsely settled or a poor country, a few professors aud a small body of eager students may be the sign of high purpose and the promise of large results. In any community a college, small as to the number of its students, but well equipped as to teachers aud material resources, is a power which cannot be spared and which cannot be supplied by more imposing institutions. The full discussion of the statistics in the columns indicated requires a considera¬ tion of details that cannot be attempted here ; it may be noted, as indicating tho lines within which the discussion might be pursued, that 192 of the colleges tabulated report less than 10Q collegiate students. Of the remaining 169, there are 145 colleges reporting from 100 to 300 students, 20 from 300 to 500, 3 from 500 to 800, and one above 800. Comparisons between colleges with respect to the ratio of professors to students are apt to be misleading, since many colleges that report preparatory departments or affiliated professional schools have a combined faculty for all. The number of col¬ leges reporting only college work is less than 20 per cent, of the total number. The number of endowed professorships tabulated (Column 11, Table 45) emphasizes the need of increased funds for this important purpose. The 421 reported are dis¬ tributed among 96 colleges. As to their value, which is the matter of chief impor¬ tance, it is difficult to secure information, although it might naturally be supposed that the published statement would be the means of inducing larger contributions for this purpose. Some idea of the sum necessary to put the highest order of teach¬ ing service upon a free and secure footing may be gathered from the statement of the endowment funds1 of Harvard University, for which the Office is indebted to the president, Dr. C. W. Eliot. At the request of Dr. Edward Mussey Hartwell, associate in physical training, Johns Hopkins University, an inquiry as to the provision for jibysical training was included in the form addressed to colleges of arts and sciences. The replies show great variety of provision and widely different views as to the purposes and the im¬ portance of the training. The colleges and universities reporting a gymnasium for the use of students, or military training as a part of their course, or both of these provisions, are presented in the following table :2 3 2 Yale University was accidentally omitted. In liis report for 1887 President I) wight calls attention to the movement for the erection of a new gymnasium. PHYSICAL TRAINING IN COLLEGES. 663 Name of institution and location. Howard College, Birmingham, Ala — Spring Hill College, Spring ilill, Ala. University of Alabama, University, Ala . Tlio Missionary College of St. Augus¬ tine, Benicia, Cal . . University of California, Berkeley, Cal .. . . • . Napa College, Napa City, Cal. . . - Pacific Methodist College, Santa Kosa, Cal . The University of Colorado, Boulder, Colo . . Trinity College, Hartford, Conn - University of North Dakota, Gi'and j Forks, Hale . . Delaware College, Newark, Del - Georgetown University, W est Wash¬ ington, D. C . - . --------- Columbia Institute for the Deaf and Dumb, District of Columbia. . . Hollins College, Winter Park, Fla . . . Bowdon College, Bowdon, Ga . . . St. Viateur’s College, Bourbonnais, Ill . - - - - - University of Illinois, Champaign, Ill . : . St. Ignatius College, Chicago, Ill - Illinois College. Jacksonville, Ill - Lake Forest University, Lake For¬ est, 111.....,.- . Augustana College and Theological Seminary, Hock Island, Ill . Franklin College, Franklin, Ind . Aslihury College of Liberal Arts of De Pauw University, Greencastle, Ind . Griswold College, Davenport, Iowa . . Norwegian Luther College, Decorah, Iowa. . . - . Drake University, Des Moines, Iowa. Parson’s College, Fairfield, Iowa - Iowa College, Grinnell, Iowa . * State University of Iowa, Iowa City, Iowa . - . Cornell College, Mount Yernon, Iowa. College of Emporia, Emporia, Hans . Georgetown College, Georgetown, Ky. South Kentucky College, Hopkins¬ ville, Ky . . . Central University of Kentucky, Richmond, Ky . - . Bethel College, "Russellville, Ky . St. Mary’s College, St. Mary’s, Ky . . . Bowdoin College, Brunswick, Me Bates College, Lewiston, Mo . Colby University, Waterville, Me ... St. John’s College, Annapolis, Md... Johns Hopkins- University, Balti¬ more, Md . . . Western Maryland College, West¬ minster, Md . - . Amherst College, Amherst, Mass ... College of Liberal Arts, Boston Uni¬ versity, Boston, Mass . Harvard University, Cambridge, Mass . Tufts College, College Hill, Mass Williams College, Williams!, own, Mass . Battle Creek College, Battle Creek, Mich . . . Hillsdale College, Department of Art, Hillsdale, Mich . Military tactics. S ^ OS . X X | j'"' x X .... . X X x . X ■ * - A ....i Name of institution and location. Mississippi College, Clinton, Miss.. Central College, Fayette, Mo . Westminster College, Fulton, Mo Washington University, St. Louis, Mo . . . - . Drury College, Springfield, Mo . College of Literature, Science, and Arts, of University of Nebraska, Lincoln, Nebr . . . Dartmouth College, HanoVer, N. H. . Kutgers College, Newark, N. J . College of the Sacred Heart of Vine- land, Vineland, N. J. . . St. Bonaventure’s College, Allegany, N. Y.... . . Hamilton College, Clinton, N. Y - - Hobart College, Geneva, N. Y . Union College, Schenectady, N, Y .. Niagara University, Suspension Bridge, N. Y . I . .......... University of North Carolina, Chapel Mill, N. C . ...... Hutherford College, Kutlierford Col¬ lege, N.C . . Wake Forest College, Wake Forest, N. C . Bucktel College, Akron, Ohio ....... Ohio State University, Columbus, Ohio . Kenyon College, Gambier, Obio . Denison University, Granville, Ohio. Oberlin College, Oberlin, Ohio . Wilmington College, Wilmington, Ohio . ..." . University of Wooster, Wooster, Ohio . . . . Lebanon Yalley College, Annville, Pa . . . . . Lafayette College, Easton, Pa . . Pennsylvania College, Gettysburg, Fa. ....................... ........ Haverford College, Haverford Col¬ lege, Pa . Allegheny College, Meadville, Pa . .. University of Pennsylvania, Phila¬ delphia, Pa . . . Swarthmore College, Swarthmore P. O. , Pa . Augustinian College of Yillanova, Villanova, Pa . . Washington and Jefferson College, Washington, Pa . . Brown University,* Providence, H. I. South Carolina College, Columbia, S.C . . . . Claflin University, Orangeburg, S. Vanderbilt University, Nashville, Tenn . . . . Middlebury College, Middlehnry, Vt. Eandolph-Macon College, Ashland, Va . Emory and Henry College, Emory, Ya . . . Washington and Lee University, Lexington, Ya Kichmond College, Richmond, Ya. . University of Virginia, University of Virginia, Ya . . . Beloit College, Beloit College, Wis. University of Wisconsin, Madison, Wis . Hipon College, Eipon City, Wis. . . . North-western University, Water- town, Wis . . Students have the use of a well-ordered gymnasium in the city. Military tactics. Gymnasium and military tactics. 664 EDUCATION EEPOBT, 1886-87. Table 45. — Summary of statistics of State or Terri¬ tory. Humber of colleges and universities. Preparatory department. Collegiate department. i Humber of endowed professorships. 00 ft 3 <0 £ 0 ft ft ft O | Amount of productive funds. Income from productive funds. Receipts for the last year from tuition fees. Receipts for the last year from State appropriation. Receipts for the last year from all other sources. Total income. Humber of degrees conferred in course at last commencement. CO P .2 O P Mathematics and natural philosophy _ Divinity . . Ancient and modern history . Astronomy and mathematics . . Christian morals . . . . . Latin . . Application of science to useful arts . . French and Spanish language and litera¬ ture. Theology . . . . . . Hebrew and Oriental languages Bi blieal literature . . . . . : Theology . . . . Ecclesiastical history. . . Law , Law . Law Law Clinical medicine . Pathological anatomy. Geology . . . . . „ . Professors of (1) zoology and (2) paleontol- Prols 'essorship of engineering. Astronomy Arboriculture , $27, 748. 64 28, 337. 40 31, 61& 50 3, 500. 01 35, 990. 99 41, 961. 26 3, 747. 33 34,517. 60 43, 002. 93 21, 000. 00 25,020.19 52, 500. 00 52, 996. 37 23, 139. 83 37, 583. 74 G, 008. 43 20, 208. 38 16, 015. 81 46, 345. 73 23, 979. 82 15, 750. 00 8, 340. 81 94, 135. 26 19, 192. 65 17, 129. 20 100,190. 00 61, 536. 43 38, 807. 17 50, 000. 00 153, 299. 69 1 Salary paid from income of Arnold fund. Making a total of 31 endowed professorships. 668 EDUCATION REPORT, 1886-87. In a letter accompanying this statement, Dr. Eliot calls attention to the fact that only three of the professorships here mentioned are completely endowed. In his report for 1886-87, he notes that the university has received this year gifts and bequests to the amount of more than a million of dollars. This includes the Price Greenleaf bequest of $630,000, the scholarships and other aid provided for poor stu¬ dents, but which are restricted in their application to undergraduates of the college proper. ORGANIZATION OF THE UNIVERSITY OF PENNSYLVANIA. [From letter of Jesse T. Burk, secretary of the University .] “ The college department comprises a department of arts, one of science, a course of philosophy for undergraduates, a course in music, and a department of finance and economy. The one faculty governing and teaching this complex body is not all con¬ cerned in the teaching of any one section. Indeed, throughout the university, one professor may belong to and teach in several faculties. * * * So also an endowed chair, of which we have but few, may provide for instruction in several of these united departments. * * * I beg to add a few special statements : “ 1. This university receivesno State or municipal aid. Its board of trustees fills its own vacancies, and has no other connection with the State than that the Governor is ex officio the president. “ 2. In addition to the fixed scholarships noted in the report on colleges (2 State and 50 city prizes), there are special giants made of an average of, 25 others, privately, at the discretion of the board. “ 3. Two commencements are held annually, — 1st, that in May, of the medical and dental departments ; 2d, that in June of the college (arts, science, finance, philosophy, music), law, and veterinary departments. Honorary degrees may be conferred at either. “ The schools of arts, science, philosophy, finances are in fact one for the first two years, diverging only on entering third or junior year, hence no separate report can be made of income from tuition fees.” ORGANIZATION OF THE UNIVERSITY OF VIRGINIA. [From letter of Prof . Charles S. Tenable, chairman of the faculty.] u* * * The University of Virginia is a university in the broad sense of the Euro¬ pean universities. “The library is undivided and is as a whole for the institution. “ Neither the law class nor the medicine class have a separate dean. All the students of the institution are on the same footing, and many in the academic departments have also some of the law school or medicine school. We have no separate college of arts or of sciences. Many in scientific departments are also in departments of arts. All of these departments report to one head, the chairman of the faculty. “Attendance is required of all students in any and every department, and all are sub¬ ject to daily examination in portion of subject assigned. “As requested I send several catalogues and sketches. You see all of the students are catalogued together.” THE UNIVERSITY OF ALABAMA. The material resources of the University of Alabama have been greatly improved during the year by the completion of the new university building. The work fitly closes a series of efforts that form an interesting chapter in the educational record of the last decade. In 1875 the university was placed unde! the control of a board of trustees nominated by the Governor and approved by the Senate of the State. They found the university in a prostrate condition and applied themselves to the difficult task of restoring its prestige. Their first endeavor was to clear up the accounts and place the funds upon a sound basis. This was so successfully accomplished that since 1876-77 it has been possible to obtain, whenever desired, an accurate knowledge of the university finances. Then followed the revision of the rules and regulations af¬ fecting the internal discipline and the conduct of studies. The result is seen in the elevated tone of the university life, in the advancement of its scholastic standards and its consequent increase in numbers and influence. . . It remained to secure proper housing for the revived institution. The need m this respect is indicated by a statement in the report of the trustees for 1831-82. “The building now in use,” they say, “is only the rear portion and a part of the two sides of the structure as originally planned, was not constructed or adapted for many of the uses to which it is now put, and its use, except as barracks, messroom, and recitation rooms, was only a makeshift until the building could be completed.” In their appeals to the General Asiembly for the appropriation of a building fund the trustees simply sought justice, the State being debtor to the university for large sums on account of the proceeds of the sale of the “ university lands.” Such, how- UNIVERSITIES AND COLLEGES. 669 ever, was the condition of the State finances that no appropriation for the purpose was possible until 1884, in which year $60,000 were allowed. Since that time the work has been steadily pushed to its completion. The buildings erected comprise 4 halls, inclosing a quadrangle or court 230 by 250 feet, from the centre of which a sentinel on duty commands a view of all the rooms. Clark Hall, the central building on the south side, which is the front of the quad¬ rangle, is a handsome structure of brick and gray limestone, and is appropriated to general academic uses. It is three stories in height, and has a front of 60 feet and a depth of 100 feet. The first story contains the library and reading rooms, and the chapel. The great public hall of the university occupies the second and third stories. This ball will seat with comfort 800 people on the first floor, with accommodations for several hundred more in the galleries. An extensive laboratory has also just been completed. In its organization the University of Alabama comprises two departments, the academic and professional. The former consists of eleven schools, the studies of which are so arranged as to form four separate and complete courses, as follows : (1) The classical course ; (2) the scientific course ; (3) the civil engineering course ; (4) the mining engineering course. “A suitable degree is conferred upon students, who complete the studies in either of these courses.” Military training is a feature of the academic department, which has attracted much attention especially since the interstate drill for cadets held at New Orleans in 1885, on which occasion the prize was won by the university students. The law department organized in 1873 embraces : (1) The school of internal and con¬ stitutional law ; (2) the school of common and statute law ; (3) the school of equity jurisprudence. This course may be completed in one scholastic year and leads to the degree of bachelor of laws, which entitles the recipient to practice law in all the courts of law and equity in this State. The progress of the university here outlined is emphasized by the statistics reported to this Office. As compared with 1875 the number of professors has increased from 10 to 15, the number of students from 75 to 212, and the volumes in the library from 4,000 to 7,115. Moreover, the statistics for the years between 1875 and 1886-87 show that the increase has been steady during the period. CORNELL UNIVERSITY — ORGANIZATION, RECENT BUILDING OPERATIONS. [From letter of O. U. Thurber, secretary of the university, and special documents.] “The only division recognized in the university is that according to courses of study. This division on broad lines is between general and technical courses. Among the iatter are included courses in agriculture, mechanical engineering, civil engi¬ neering, architecture, etc. But the students in these various courses are all classified together; they have the same instructors so far as they have the same branches of study ; they recite in the same classes, they are subject to the same discipline, and arein no way separated, except by the fact of the difference in courses. All students in me¬ chanical engineering must take shop work during the whole four years of the course ; all agricultural students must take practical work in the field, and so on. There are always a considerable number taking this work who are not required to take it.” From an analysis of the statistics reported to this Office it appears that the 743 classified students reported for 1886-87 were distributed among the courses of study as follows : 4 per cent, in agriculture ; 15 per cent, in civil engineering ; 15 per cent in mechanical engineering ; 8 per cent, in electrical engineering; 6 per cent, in architect¬ ure ; 1 per cent, in chemistry; 8 per cent, in science (including 3 students in prepara¬ tory medical); 11 per cent, in letters; 6 per cent, in arts; 8 per cent, in philosophy, and 18 per cent, in special or partial courses. The chemical and physical building was opened for occupancy in September, 1883. The rooms of the physical department occupy the first floor and the basement. The second and third floors are occupied by the chemical department. The building con¬ tains, in addition to the amply equipped laboratories, two large lecture rooms. A fire-jnoof one-story annex, built of brick, was erected north of the chemical and phys¬ ical building during the year 1886-87, for the further extension of the work of the chemical department. It contains the laboratories of organic chemistry and assay¬ ing, with the necessary balance rooms and store room. The unexpectedly large attendance of students at the beginning of the year at Sibley College made it immediately apparent that the room would soon be inade¬ quate to the accommodation of the new classes- The director reported that another class as large as the one entering in the fall of 1886-87 could not possibly be accom¬ modated. The matter having been brought before Mr. Sibley, he added to his already generous gifts to the university a sum sufficient for the building and equipment 670 EDUCATION EEPORTj 1886-87. of the required extension. The Sibley College extension, now nearly completed, is 150 feet long, 40 feet wide, and 2 stories high. The whole upper floor is devoted to drawing, and the rooms are fitted with improved drawing desks. The lower floor is divided hy a transverse hall, at the right side of which is a large room in which are placed all the testing machines for use in investigating the strength and other properties of the materials used in mechanical engineering and construction. At the extreme right of the building are a room for an instructor and for the use of students working up their data, and another room for special research. At the left of the hall is a group of rooms devoted to tests of engines, steam pumps, and various motors, which will be set up permanently, and to the temporary mounting of small motors sent in for test. At the extreme west end of this floor are the boiler room and a room devoted to calorimetric investigations. ‘I A noteworthy addition to the material equipment of the university made intho course of the year has been the gift by ex-President White of his library of history and political science. This remarkable collection of books, brought together as the result of very careful study and observation, and consisting of about 30,000 volumes, is doubtless, in many respects, the most valuable private historical library ever collected in this country. WEST VIRGINIA UNIVERSITY— NEEDS OF AGRICULTURAL DEPARTMENT. [From letter of E. M. Turner , president.] “ You will observe from my report in the blank relating to the agricultural depart¬ ment, that we are very weak in that line. The truth is that very little attention is paid to this department by the Legislature, or by the board of regents, owing to the following facts: (1) Our people are not a farming people in the sense of tilling, though there is marked advance in that department of agricultural work in the re¬ cent past; our principal business is raising stock, horses, sheep, cattle, etc. Experi¬ ments in the feeding and breeding of animals are expensive, and they have never been i undertaken by the university. (2) We have no college farm, and have never had a practical agriculturist connected with the institution. (3) The fund of the university arising from the land grant amounts to only about $90,000, which is invested in United States bonds. The Legislature appropriates about $20,000 annually for the support of the university. “ If the Hatch bill, passed last winter, should be perfected and the scope of it mod¬ ified so as to include the class of agricultural industry in which our people are mainly interested, I have no doubt the Legislature will at its next session provide a suitable farm and buildings. for an experiment station in connection with the university. I may say, in a general way, that educational work, in all departments, in West Vir¬ ginia. is in a crude condition owing to the history of our State and its undeveloped | condition. A large part of the State was the prey of both armies during the War, and the cost of building public edifices has been a great tax, as also the inception and development of a State system of schools. There has really been nothing left for higher educational or technical or industrial education. The State also received a very small share of the land grant scrip for agricultural colleges, and what was received was very improvidently disposed of by the Legislature. “Taking all these matters into consideration, I tliiuk the State is to be congratu¬ lated on the condition of its educational system. We are now engaged in trying to encourage the establishment of local high schools and academies; so as to give the youth of the State the advantages of preparatory training at home, and thus make it easier for them to bear the cost of the college course. “ I trust that these explanations may account for the mesgre report I make of our agricultural department. I am very anxious to develop this part of our work, but see no prospect of our being able to do so in the present condition of our finances.” Memorable Events of the Year. The year has been made memorable in the history of superior instruction by the following events : The University of Michigan celebrated the completion of its first half century in June, 1887. On Wednesday, the 13th of April, 1887, Columbia College commemorated the one hundredth anniversary of the revival and confirmation by the Legislature of the State of New York of the royal char^r granted in 1754. The two hundred and fiftieth anniversary of the founding of Harvard College was • celebrated from the 5th to the 8th of November, 1886. As usual the current college catalogues and the reports «f presidents contain valu¬ able information and suggestive discussions relative to superior instruction. Much of this material is reserved for use in the treatment of special topics which are being investigated in the Office. This is particularly the case with matter bearing upon the development of college courses in English language and literature and the in¬ creasing provision for the study of the history and civil polity of our own country — NOTES FROM COLLEGE CATALOGUES. 671 subjects with reference to which there is great activity in all classes of superioi institutions. In the present Report extracts from the catalogues have been for the moss part limited to accounts of the increase in material resources and building oj)erations, which have been a noticeable feature of the current record. Notes from College Catalogues. California. University of California — Liclc Observatory. — During the year covered by this Report great advance has been made toward the completion of the buildings of the Lick Ob¬ servatory. The glass discs for the 36-inch objective, cast by M. Foil, in Paris, and figured by Alvan Clark & Sons, have been safely stored at the observatory. If the necessary glass for a photographic corrector (36 inches in aperture) can be obtained, it is the intention of the Lick trustees to order the same to be made. If no unforeseen accident occurs, the observatory will be delivered, completed, to the University of California before the close of 1887. St. Ignatius College. — The scientific department of St. Ignatius College, San Francisco, has attained a high degree of efficiency. It is provided with commodious quarters, comprising lecture rooms for physics and chemistry, a chemical laboratory, and an ex¬ tensive cabinet of physics, rooms for qualitative and quantitative analysis, engine- rooms, with magneto-electric machines, battery room^, complete telegraphic stations, rooms for preparations, balances, spectroscopic studies, andother scientific experiments and investigations, museums of mineralogy, geology, and collections of natural objects and curiosities of different kinds, and it is furnished with a very large and choice collec¬ tion of philosophical and chemical apparatus. Among recent additions are a large improved electrical machine, and a modern dynamo-electric generator to supply fif¬ teen large arc lights, and above one hundred incandescent lamps, designed to illus¬ trate all the most recent improvements in electric lighting, electro-motion, etc. The Santa Clara College, at Santa Clara, has a well-equipped scientific department and special facilities for practical training, among which is a printing office furnished with two steam presses and all the necessary appendages of a complete establish¬ ment for job and book work. COLORADO. University of Denver . — During the year steps have been taken towards securing a large permanent endowment for this university. Nearly 500 acres of land have been obtained on an elevation overlooking the city. Here a town site has been laid out with over 2,500 lots, including a large campus for the university. One quarter of each block in this town is to be retained in perpetuity for the endowment of the institution, while the proceeds of the sales of the remainder are to be devoted to other purposes in the discretion of the board of trustees. With this plan it is believed that the uni¬ versity has a prospective endowment which wfill insure its success. CONNECTICUT. Trinity College reports a building in progress to contain a gymnasium and a pub¬ lic hall. It will be ready for occupation before the close of the year. The cost will be nearly $35,000, a large part of which was provided by special contributions of alumni and friends of the colleger Yale University. — The designation Yale University, which was officially authorized by the corporation of Yale College soon after President Dwight’s accession, has been legalized by an act of tkfe General Assembly of the State, passed in March, 1887. In December, 1886, the university suffered a great loss in the sudden death of Mr. Henry C. Kingsley, who had served as its treasurer for nearly 25 years. Under his wise and prudent management the invested funds had increased from less than seven hundred thousand dollars to considerably over two millions. Among the gifts recorded in 1887 is $100,000 from Hon. Simeon B. Chittenden, of Brooklyn, N. Y., for an enlarge¬ ment of the university library. GEORGIA. The School of Technology , Emory College, Oxford, Ga., was opened in October, 1884. By gifts from friends interested in industrial education, North and South, its facili¬ ties for practice and instruction have rapidly increased, until at present it represents in buildings and appliances an investment of $10,000. INDIANA. DePauw University, Greencastle, Ind., celebrates its semi-centennial during the present year, having been chartered January 10, 1837. The progress of the university is thus summed up in the catalogue for 1887 : “At the beginning it did not own a foot 672 EDUCATION EEPOET, 1886 87. of land ; now its grounds embrace 150 acres. From a small rented building of but 2 rooms it now has 9 edifices, most of them among the best devoted to the purposes of education anywhere. From a faculty of 4 members its present staff of instruction comprises 41 professors and teachers, besides occasional lecturers, with libraries, physi¬ cal, chemical, and biological laboratories, and all the appliances of first-class instruc¬ tion. Beginning with 85 students, mostly from the immediate neighborhood, its at¬ tendance now reaches 843, and from nearly all parts of the world.” Through the liberality of the late Hon. W. C. Do Pauw, and the cooperation of the citizens of Greencastle and of Putnam Comity, and of the Indiana Methodist Confer¬ ences, a large endowment fund was assured to the university in 1884, and the name changed from Indiana Asbury to Do Pauw. By means of this endowment, tuition has been made free in nearly all departments. j Earlham College, Richmond, Ind., has received from Mordecai Parry the gift of a science hall, now in process of erection. It is to be 35 by 56 feet, and will contain large and well-equipped chemical and physical laboratories, a lecture-room, appa¬ ratus room, etc. A new college building is also in process of erection, which will greatly increase the capacity of the institution. ILLINOIS. North-western University , at Evanston, reports the completion of a new memorial hall. It contains a large chapel^ library, and reading-room, six lecture-rooms, several private rooms for professors, and a fire-proof vault for the valuable books and papers. It is built of pressed brick, stone, and terra cotta, and is a very beautiful and com¬ modious structure. In the chapel are to be several fine memorial windows. Augustana College, at Rock Island, reports a memorial hall now in progress of erec¬ tion. The building is under roof, but for want of necessary funds its completion has been delayed. It will contain the library, the museum, the apparatus, the conserva¬ tory, the recitation-rooms, and the assembly hall. The semicentennial of Knox College , Galesburg, was celebrated June 9, 1887. IOWA. Cornell College, Mt. Vernon, Iowa, has added a building for the accommodation of young women. It provides rooms for about one hundred students. The privileges of the dining hall are not confined to those who live in the building. labor College, Tabor, Iowa, reports a new building containing 17 rooms for offices and recitations, together with rooms for the library, art department, etc. The build¬ ing has been erected by the gifts of 245 persons and is finished free of debt. Western College, Toledo, Iowa, reports its main building completed and a hall in process of erection for the accommodation of young women. KANSAS. University of Kansas. — In 1885 the Legislature of Kansas appropriated $50,000 for the erection of a building for the department of natural history of the University of Kansas. The building was completed and formally dedicated November 16, 1886. Its museums are designed to make complete display of the material illustrative of botany, zoology, and geology, in which the university is particularly rich. The laboratories are so related to the cabinets as to secure the utmost convenience. Washburn College, Topeka, Kans., reports the completion of two buildings dur¬ ing the year, viz, Boswell Memorial Library, erected at a cost of $20,000, and the Hallbrook Hall for young women, at a cost of $10,000. The College of Emporia, reports a new college building sufficiently completed to be available for use during the present year. It is named Stuart Hall, as a memorial of Mrs. Robert Stuart, of New York City, who, by a gift of $10,000, contributed largely to its erection. LOUISIANA. Southern University, the Louisiana State University for the colored people, has just secured a special appropriation of $14,000 from the Legislature for the completion of the new university building. MARYLAND. Johns Hopkins University. — In his report for 1886-87 Dr. Gilman, president of Johns Hopkins University, gives the following summary of progress during the year : The number of teachers has been slightly enlarged; the number of students has consider¬ ably increased ; a new department of instruction, pathology, has been initiated ; a NOTES FivOM COLLEGE CATALOGUES. 673 physical laboratory, the largest and costliest building yet erected for the university, has been completed and occupied ; a building has been set apart for the petrographical laboratory; an astronomical observatory for the instruction of students has been equipped ; and a new fellowship has been founded by tho gift of a generous individual. The laboratory is a brick building, with sandstone facings, and its exterior dimen¬ sions are 117 feet by 7U feet. The cost of the structure, including the land, furni¬ ture, gas-fitting, steam-heating, steam power, and astronomical dome (but not includ- inglarge amounts previously paid for instruments and apparatus, and not including the dynamos nor the telescope), was $174,765.86. MASSACHUSETTS, Boston University roports within the past year the erection of a new hall for the school of theology at an expense of about $150,000. Williams College. — Dr. Franklin Garter, president of Williams Collego, in his report for 1886 calls attention to the new gymnasium recently completed at a cost of about $50,000. The athletic field, the cost of which, including the drainage, has amounted to $5,000, came into use in the spring of 1886. Claris University. — The corporation of Clark University, Worcester, Mass., was or¬ ganized May 4, 1887. It takes its name from the gentleman through whose liberality it has been founded, Mr. Jonas G. Clark, of Hubbardstown, whose gifts for the pur¬ pose are as follows : For the general working or construction fund, to be applied to the erection and equipment of buildings, $300,000 ; for a library fund, the income only to he used, $100,000; for a university fund, the income to be devoted to the general uses of the institution, $600,000 ; real estate, library, and works of art of an estimated value of $500,000. Mr. Clark also proposes to give a further sum of $500,000 for the main¬ tenance of three professorships in the university, provided other person or persons, before July 1, 1889, shall pledge an equal amount for a like purpose. MISSOURI. From the report of the University of Missouri for the current yea;, it appears that the General Assembly of the State at its last session appropriated th3 sum of $20,000 for the erection of club-houses for students, and $24,750 for the erection of a barn, vaccine laboratories, cottages, sheds, and other needed improvements, and for the purchase of stock for the agricultural college farm. This is the fir )t appropriation ever made for the farm. NORTH CAROLINA, University of North Carolina. — President Kemp P. Battle, in his report for 1836-87, notes the completion of a new laboratory. OHIO. Buchtel College, at Akron, reports the erection of a new gymnasium, to he called tho Crouse Gymnasium in honor of one of tho donors to the fund. Oberlin College has nearly completed a new building, Peters Hall. It contains class rooms, rooms for physical laboratory, a large audience room, etc. The only part re¬ maining unfinished is the astronomical observatory. The cost of the work thus far, exclusive of furniture and some extras, is $68,000. PENNSYLVANIA. Bnchnell University , at Lewisbnrg, roports tho erection and equipment of a first-class astronomical observatory, the gift of Mr. William Bucknell. Westminster College , at New Wilmington, reports the erection of a building to be used as a conservatory of music and a ladies’ hall. It contains private rooms for the accommodation of fifty ladies, also parlors, library, and music rooms, all fitted up ill such a manner as to render them both comfortable and attractive. 43 ED 674 EDUCATION REPORT, 1886-87. Tiie American School op Classical Study at Athens The American School of Classical Studies at Athens has just closed its fifth year of work with increased numbers and with every prospect of increasing usefulness. The government of Greece has taken a warm interest in the enterprise', and by a royal edict, issued July 25, 1886, presented a valuable piece of land on Mount Lycabettus, about an acre and a half in extent, and of the estimated value of $13,000, as a site for the school. Through the liberality of friends in America means were supplied to build and furnish a house, which will be ready for occupation in October, 1887. The number of students during the year 1886-87 was ten. The following are the colleges co-operating’ in the maintenance of the school : Am¬ herst College, Brown University, College of the City of New York, College of New Jersey, Columbia College, Cornell University, Dartmouth College, Harvard Uni¬ versity, Johns Hopkins University, University of the City of New York, University of Michigan, University of Missouri, University of Pennsylvania, University of Vir¬ ginia, Wesleyan University, Yfellesley College, Williams College, Yale University. Table 47. — Statistics of colleges of liberal arts for 1833-87; from replies to inquiries by the United States Bureau of Education. STATISTICS OP UNIVERSITIES AND COLLEGES. 675 « >-.7; -4 •juomjjudop ojbiSoi -pa ui aeqamu [upx H •fe'juopnjs m ojunpuaS jo jaqiurqsT I ^ •sasjnoa perjaud I ^ jo pnoads m jaqmnjq; | h S p. O-- d ^ o p > % ss ■eosjnoo jBjnSoj ur jaqumjj '8J3JU -J09j pus sjojon.ijsni pnotjipps jo Jaqiutijq ’iCjjnoBj oqj ui aoqumjsj; •ejaopnjs jo joqtutiKj; •s.iojonjjsai jo joqumyt 'uoijBuitaoaap snoiSipjj UOIJBZIUBS JO JO 9JB(J •jojJBqo jo ojbq; o © © o o m oomon > o «s t> > l> ? ■ a,' cc cj/d H PhMP3P O ddi -H'd S dpi g S||! 5 o c/3,J3 M tcccMP O CD . . . ’ rH PnP-lr^S (M CC (M lr l- o co CO CO CO 00 Cl > l> ffl © © © P$#P3P3 o'o^1 3 OJ r— I 2 P os'© 9 © iw ® s OS.ti'rd ■3 • « ®S • f-< ^ P ® r2 S e« S-jj P^GQP to t~ oo © « These statistics are for the year 1883-8G. b Preparatory and collegiate. c Financial part is for the year 1885-86. Table 47. — Statistics of colleges of liberal arts for 1886-87, etc.— Part I — Continued. 676 EDUCATION EEPO&T, 1886-87. » Collegiate department. Students. •^uampiRdap ojeiSoj -too ut aequmu fujoy, « ri d: to o £b co iA c> oo to to teft ^HXlfilCO i—4 CO 00 M O CC M O CO f-(C4 r-iCIH t=q O •sjnopnjs ojnnpruS jo .Toqianjq; P5 1 naoHo oo © eo •sssanoD jei|xed ro [epode nt aaqran 2^ | ! * ^ ao © co in • < © ■ ! * 1 : 22s : :*-■ : : •eoeanoo j'BjnSoi ui joqmnjq vA rail * < ^ rti O 'OO ' • ‘ ‘ONfQ H l> ' o cO • ■ Officers of instrac- tion and govern¬ ment. •gJOJU -jost pm? eiojoiujsut pmoR tppu jo joqraiijq © rt OOOONftO • CfO r-t • 1 •Ajpiouj oqj up loqumjq; Si vH j Prepar¬ atory depart- ' ment. ‘fc'juopnjs jo Joqmn^[ ® « o t»i h- t> » co o • * ^ IO o c x a 03 'JO (JC tc CO O' J CO * OO OL- 00 u) CO Hrln r(r( HriHr ! H rt rl r-4 * V; § « 4 t t (i*« i *7 • • * • I i i 1 • i l • J • • ' • • • 2 J . * . * 1 1 i 1 i i • A i i i i ■ • a i 2 « b ■ ‘ i i ‘ ft i • i i i i i ■ 0 ' • • B 1 1 1 * 1 P 1 • m'*'W • t * * J . • « ^ t • I 1 A • • : : * s : : : : ^ : : M; 'Si > ‘ *-s < S? • • tS : A '5a A i3.|SW W . j: a > > g +snd H © ® ©©©©.©• ,0 © S c3 i Cc liege of St. Augustine . .. University of California a _ _ Pierce Christian. College . St. Yin cent’s College . . . University of Southern Califor¬ nia, a . Napa College . .. . — St. Ignatius College _ _ _ Univei'sity of the Pacific a _ Santa Clara College a . Pacific Methodist College - San Joaquin Valley College - Hesperian College . . . , University of Colorado . . Location. * CALIFORNIA. Benicia . . . . . . . Berkeley . . . College City . . . - Los Angeles - - - Los Angeles _ Napa City . . San Francisco - - - - - - San Jos6 - - - - Santa Clara _ Santa Rosa - - - W oodhridge - - .... Woodland . . . . COLORADO. Boulder . . . HHHHH t-t H t-H fH C4 C4 a Financial part is for the year 1885-86. I These statistics are for the year 1885-86. c Preparatory and collegiate. Table 47. — Statistics of colleges of liberal arts fur 1886-87, etc. — Part I Continued. 67s EDUCATION REPORT, 1886-8?. -A •juQinj.mlop ojeiS -9j[oottiJ9qrann {ujox | H 1 rt 1 -#C0— iHI-rfuOfflfaO'JNffiMI'M rH CD r-( t-I rH r-l 263 I m h-» fl © •gjugpnjs ojuopBiS jo joqran^ | M* 1 H fflOOH^O «©o • T—t 1 1 rH O O O O co Pi p M •sasanoo jmj.ru d 1 .10 jmoads ui aaqnrnjq; | « 1 H ] (M CO O • O • -H 05 05 CO 00 CO 00 CM ©o© !©©o© rH ©rH © © CO •noi^imnuouop enoioijgji © ISTon-sect - Universalis t ISTon-sect — Presb . M. E _ Cnrnb. Presb U. Presb - Evang . M. E . i t?. n _ Lutb . K.C . . Baptist . U. B . Non-sect — © m P O 12? •noi^uzimjgjco jo ojea «3 (— iT'IOOCOOOr-ICOOOr-lt-iraiai -n lo ro t- co © «n to i— © © © O©IOint~in00MIO--l‘OR5'-J rciocoiftcooinot-r'ococo©© • , ccaooooootjcooDoooococoaoaoGDa) HrIHHHHHrtHrtHHfHHH 1826 r ; Q H 1 a :n« • < •• H 42 ‘ 5 ' £ © Q i«S-§B . .5 Bd^oa ' sssh &«5P3 111 rt c hspqW P (> k > ,o S « « fl WP3P3P3P3 > t* > ® ® ® WWW pO;6 : h & ® « o “75 o a • rj #H ^ ,-T C3 ® ©^W^ 53-0 -gall g^g .ssh-smsm fl t» K> l> > t> S ,; © ® © ® ®.P £ p$ PS W « W O ?c ;o 053 >j : 1 !?f|iJ!l &**■ O, H r- rbdJ^HiWHi^^G’G’; 2^^ rtinoi^MOOHIMrt^Offll-® STATISTICS OF UNIVERSITIES AND COLLEGES. 679 S§*8 ssggssg-^s S3 ^l^glSIgSgl.sSIgSSS^S r-< © © C0 L-*'3IH(MH » C3 <-H t-H oooooo Q^COCJ)Ot- ! o j> 03 g> 03 o i o CO t> O l> MOOO OOH'JlHJOHOia n« rH '-'HH iH •C t> > ? v > M ft ft r o Ph «1 -a ii^ 2PS fi :« fc£« ^ ft « P P1, > V i iiT g-5 j|g|!^l P O h ^EH *-a 60 >EH t> £> t>' > o Q Q £ Jfi^fi c'V's|Ss!f|-s *H£5B?lfeJ «[Hft SP <3 > -I t* > ^ P 's > > t-' ■&£gg$n&8&& © ftlfi « « ”sr si W • ■ ' W *!" a« O .9 Q p 4J- Skills gHBS §H ^g! . £> £> <4 M.l £° :« . ;s «S 2? ®.SO^ ©^ so S?:J g:. 3 © " ti o , &) ;? o«p ; ^ir"S oil? •«© r3 es §D-fi? ©? ©t$p 8.E % ®S#3f|43K#|g9 fi® E 5 r 5 fi o n m cs ' - J^PPcoPp ^..Mrnrn* allt ^ ^ t> Slo W l> P < & It II 6p S£ : : : : « : s g _ g?|?sst>ls o*s sil’S-a = pppppppH££3^oophh sss $s$5§8s§sssgg'gss§§§g3 SisIsssS Table 47. — Statistics of colleges of liberal arts for 1836-87, etc. — Part I — Continued, 680 EDUCATION REPORT, 1886-87. « •ju0axjJLV(!opoj\!',So[ j ^ 1 O -H CO CD O CO lO ok C'l rH CO CO O CD 4i -|oo ui aoqiuna {vjoj, rrt 1 rO o | •sjnapajs w O rH • OOO • O CO CO o o a jj Oj'cnpaaS jo aaqumjsj rt i • tH •808JU00 {aijaBd « OO CD *03 • ' O O & M ao {Bioods ui ao<{uiaj^; | rt : : : : ^ fd •sosanoo ' IO l> l> • rH » ' CO CO A jb{ n If 9i m joqtunx ico^t- * CO • • ‘O o c- >J CO 00 GO 00 C/J CO • 00 00 00 r-4 a .- u ^ rt « HM Ti ' . P:P a : 3-gi ; alls Pirfo*;. • pi ; 99 I'd • pi • 03 i.9 I'C q • 2 M • r> ■ ■ . J oo ao : d® ■iH1 j . • CD t > an S«£d d S3 d >“* 93 c-T 4J ®<1fi S'd O 2 a .w,m © « g H cj a) 1 iflS I « s 7*1 .W SO ■ .CdP^ 03 w . . a • d • 0 §D k.p! © O go *! 13 p s •^3 • © | 03 ' bC . P © : !5 k • . 03 i-4 • © P ® I be1— i p *,2 ® d !ro,3i2 . o gM 1 p ® ! I >; §y8 •£ f8 ^ ^0°®^K8>3 k£j d rl §•*00 OO 05 O H Cl CO H r-^ H H H H r- C O O r-1 co r-H oo go O CO 5:3 rH rH rH rH CO CO • rH rH ; rO rH rH CO CM ^ I • • O • CO • io ot> • io • O O CJ> ^ i CO loo • i » Oj « _ [__J 3 1 14 18 70 7 rH IO • « CO O hi JO CO (M OOO 03 CO OOU5 i 10 O-KO OO 03 0 ' io 0 CO coo • 03 rH rH O -4-3 442 O Q O 0 ® 50 CO t£ 1 a a a a IPPPP Cong ....... Baptist . Baptist . Non-seet - ' 4= ' L ' A 1 a 1 P • C ifzi 1 c 1 oo co i— co ob oo co CO IO CO W«PN lo r- o co CO 00 CO CO 01 Cl lO iO CO ^ LO (M CO »Q co oo co oo oo WOQrtlCD tM CO O L— O0 CO 00 CO 00 cc CJO PI P; g g P^P ©s. © P te® gco o®-g«b «^2S“ II||a P oa® J a i S Or^J ilMlJ P 4^0 > © - • o 02 ^ £ P pVpH>' <5 S' jd : ftp : « ' :1 : g'^'gjq J *00 8,® © S^rP SfC© a3 faP.-S-S'S -H ffllrj 9Jd . Sr £h <£ gOf^H pq p^Jg, i>^3? pppfco ft ° =3 ft : ”

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P a o<+-3 o a3 5c t> • O L" GO GO 00 00 CO CO ( ihhho^ms ) OO o ^ «MO lO N ■ 00 00 GO OO 00 00 00 . ft J ea 1-3 ^ ! b a ft S ‘ hJId -4 j J o o S * ftj^cH -a -4 © -£3 3 -3 & ’C 3 X .“O rtr7 * J n-k" • . . . © » i> > > c b ,_3 . . 3 ® ® 3 uS ® , p p Q « .SA.b « A »• -a *3 qO'tJT w _ §£21111* s 'S a ® P 4. 5 •w-M = fc-cH IV 3 ® ” v O , I a-su* .®« £ :! OOOO ©- OO 00 oo 00 00 oo : < . w 2 ^ hp . . e3 II i * .K 2 5 c .* g Sf-a SP-b I g.S J 5P.s g-a PWoaj I r? cj ssS* | a sp III * £ I § « §^-£3^ -slPOO ® a ]S p o P Wbj f5-*iOON»;0!0 loecleo o o rt co STATISTICS OP UNIVERSITIES AND COLLEGES. 689 I O - LO • ’ — 1 LO • • ii« i i CM * o I CM • 85 114 42 132 23 7 42 TOT 08 SSI (MO 1 1 « CO 00 'OH ' O CO • • • no • C5Q • 08 O OCOOOOOOOrHMOO OOOO OOOO 1R O r-> ■<* OOlOrtU>C5C^OOO°lO ^ CO CO CO CO CO 03 CO O LO 00 00 CO CO H CO OQ • l>lOOOOl>HCOCOOH(M^ CO 03 • 1 00 O O O lO r-< t>» no tM • O O • i ' O O ' ‘O • • GO rH • • • i CO • • 41 rH CM . « • nO O CO OR ;© ■ -rH | CM « CO CM O O CM • • c : Non-sect _ Cnmb. Presb Cumb. Presb Presb . R. C . Baptist . M.E . Cong . Bantist . M.E . Prot. Epis - . Christian ... Presb . Non-sect _ M.E. South. Non-sect _ Non-scct - Presb _ _ J Cumb. Presb Baptist . Non-sect!-.. Non-sect _ Non-sect _ M. E. South. Meth . Presb . Non-sect _ Bantist . E v. Luth _ Non-sect _ 1807 1842 1847 1819 1871 1849 1865 1866 1864 1875 1868 1850 1794 1883 1873 1879 1869 1880 1850 1869 1846 1850 1800) 18655 1801 1832 1837 1775 1749 1832 1853 1825 H< CIONCNCOCO^CKNCOO^ rH LO CO 03 0 05010 O HLOO OCOCOC30 CO 05 o ^IOH^LOCOCOGO^LOLOC5 OO t- 00 L- CO H t> LO OOO CO M 00 OO H LOrH OOOOCOOOOOOOOOCOOOOOOOt> GO 00 oo oo oooooooo co t-oooo oooot-t-oo CO S rH HHHHH rH H^HHH rH rH rE o r+5 r : <1 •rO' ;n a o « < no o o ft o rf o o d w £ fcD os' ri S 5 SssSji 3- = - ffl'SPs2^w-3§ >pM rtHfls §j g.jj Is §!s||s sHsPh'^ccSS S © © R ffl © ®>C . © ; © ;ddMdddddPH »I3 14 2 Pi . aa - p © a 0^0 bC P< » Sw Ph<1P dP3d M 3 « £ S PH d : r :| "1 g © r 5r5H^ J a t^-s sgl^H q-“ p O PI HhP g b^po ®,j PR-R PHPhOH SO >R H O 03 'P © §3 R’a £ a • , n l!&§ © r tc o 83 * © Sh bU" f-i . rR _t> +? 3 3 "5 .2 © ..iT rCG © 'P«oe btO^^oms § >d © p®'3 ®s >’-3 P gd h ' im&Wmv d ow^ooodpHddPPO r p„ e S©sg !§?££ iH-8-* “ rR © CO'^'bE'H O R £<9o2 2-S po ©l°u5U73 p H c3 CCWS «2<1hW ss lw rt O °oO •■3 <13 i> «3 ar/jS boobe'3 ' ;' o n o ©■ . Q~0 © • >- lJ ® R r t>0 'oe O R © rR © « © cl PS Rpcjro rt^o 3 ,■ * be lo 4$ s rR a r bfl i ^Sflo G ® p 2 r p-3 3 © p ^ | Il|.2 §nl dwdppn dd ® - - o3 • iiiiiii)''' ■ |« i'l l • ■ ■•• r-H ■ • i i i i * ■ • ■ i O • • i i • • • ^ i ! : i h :p • : • • • • ••i« ■ i • • • ii» UTAH City.. o • R ■•22 © 2 ® o ® ® ■ ■ S ggp3°33?3§gp PJO^- p,t>sl>t*C>;Rori :d • O | 0 'o ! cS •rH CD • • 0 • ■ ®f p=! © •s d > R o te .9 rt M R -R R3 .R .R rt a © cceoH Aust Greor Italy Mans Sals 3 m W ;.rt .2 j’fl "5 I be 3 IS © ;d S 1 Pw -rl ; o h ■ ►, 3 p R r S o R rR R P ©2 g ■p to 2 Pi R H S£ <5HWhnS W& COOJOHC'ICO' 44 ED CO CO CO CO CO CO CO CO •— * 00 •aojjpqojo o;p(i Q £ o 43 N H <3 Q ^ e3° APh fe £ §> £ § S8d g£§ £c| |aS *5 &oP © «8 <3 tSSS O bCfcJO . <2.b C>t> «43 •*■■> .P 03 tO ti ® © 3a, *§ 'O'S P jg'H p3 * .-3 PPW > > ® ® «P3 : « ! W o " ftp .H is^'g £ ^ o p a.s£5 fl ®h.N | S»| d > > ® . ® ® ■ * • • :i tAl .-2 § ® £ lE* ► © -K * •£, © © ii i°j?i ii if«« I HI oil! ci® l-?W .IS s-gfi SIS1 ■4-3 S 5? V--13 P® p*© Ugs OrC^.p; oN; io o r> oo io so m »o co co co co 691 STATISTICS OP UNIVERSITIES AND COLLEGES. Table 47 .—Statistics of colleges of liberal arts for 1886-87, etc.— Part II. 692 EDUCATION EEPOET, 1886-87. •enorpujeneg; H W o c O • c O • T o' ! o * CM • • 1,800 ; o • O o • • G • iO • • • • • > • * o • • * • •juaui -oouamuioo jsbx jb osjuoo ut poiiajuoo seoaSap jo jaqran^ © CO iO lO U HHp 3 • CO t- rH ■* • CO O CM rH ! > a 3 tO O CO Tt< CM rH •oniooni Ib;o,l ft • o • o • • o • o • o • Iff ; cm . o O • • O OO • • O CO • 5, 0C0 144, 000 » O O O • »o 00 O Cl 'OlOOOO • o? cf hT cf ; cm lO •890JU0S J9qjo pe raojj jboA jsu[ eqj aoj sjdpoog; 30 « • • c ; • • • : i o • o • o 0 0 144, 0C0 'OO I I > lO * • 1 L.0 ■ • 1 l> • • • • •noij'BiidojddB ajujg UIOJJ JB9A JSBX Oqj JOJ Sjdl909g[ o o c • • • ■ • • • i ■ • i i o • • o o I ' o 1 • o o • ( k •899J UOIJtnj mojj XB9£ JSBX 9qf joj sjdteoeH; © • ° i . o ; • 55- • 1 O O • O CO • • o t- :! : : : O 05 O -H O 00 O CM U5 iO CO CM CM cf IH fO •panj QAijonpoid raoaj gmoonj e* • o o « o • oo • » • o ■ • o • . o • CM *• : ■ 1, 000 0 o • • o o • • o Ifo • • CM* • • • • •panj 9Aijonpoid jo jcmouty I o o • o • o js I o ! • O i • o • o’ • . o • • CO . i i 12, 000 0 90, 000 o • • o o • • o ® • • lO cf ! • t>r 00 • • rH •enjBJBddB pun ‘sSmppnq ‘spanoiS jo onju^ w c\ 1 $200, 000 300, 000 20, 000 500, 000 8, 000 80,000 20,000 40, 000 15, 000 100, 000 45, 000 65, 000 150, 000 150, 000 50, 000 15, 000 •tnnuuB aed StnSpoj puB pjBoq jo jsoo ‘eSviBAy « « O to iO CO oooo oooo oo OO OO (M 03 O t> O l OO rH pH rH rH rH W(NhN CM CM O O 1(3 0 IO oo 'H Cl rH CM O •uoijinj aoj jnop -nje qoB9 "oj oSaBqo [unauy H ® ®<2 iC o -ee- 8 25-40 36-50 24-30 8 60-100 0 50 50 40 50 CO 1 (31 60 1 54-60 •AiBjqix oSaqoo ut eauinxoA pa'noq jo aaqranvj © « . I o • • o • ; o « . cm » o o » o o • o CO 1 fcf • O • o • o 1 rH • c • c • c • C t • cr 5 0 0 • O O < 5 0 0 • O O < 5 CM O • t> O < f of • o' < 5 • rH 2, 800 12, 000 1 1,000 1, 000 •98anoo gjbiSoxxod ni exBaA jo jaqtnnfl; ft -^1 to T^I rK t* ■ -rH CO •ediqeaBxoqDS joqjo jo aaqramj oo rH O CM • • * CM j | • o o o • • • j «o ! •sdiqeaBXoqos ejujg jo joqainjq; rH o o • 1 • • o • ■ • o o o • • • ; ;® • •sdtqsAiopaj jo aaqumyx © H o O j * * o • • . O O © « • ' | *° • •ediqs-io -ssojoid p9Aiopii9 jo .xoqran^; W rH O O • : j • • j © © • i o • <5 a c3 ft « ALABAMA. Howard College . Southern University a . Spring Hill College . oeima university . University of Alabama . ARKANSAS. Arkansas College . !po d •ir-J • £ = D Hi a &g ill o22 3 : .7^ -q CALIFORNIA. College of St. Augustine . Universitvof California ft _ Pierce Christian College . St. Vincent’s College . University of Southern Califor¬ nia b . . Napa College . St. Ignatius College . . uiuvcioitjf ui ui» rauinuy ...... Santa Clara College b . Pacific Methodist College . San Joaquin Valley College . r-l rH © © • •eaoinos J9q|o xiu mojj au9.£ jeui eqj aoj ejdiooaxi QC « O CD • o o o • o tO GO • CO CO rH* • ■€£•*> • 1 • © • ••S' • » © CM CO •’ • © © IO « I • • ©©••©© CM • ■ • • © L'- • • uo © irj • • • • 00*00* • •Hi'o* *| •BHop'Biadojddu ojbjs niOJJ XB9.£ J813I 9qj joj Bjdiooo'a; 3> « » o • • • •€&• • • • • ■ • • • ■ • © • ■ • • 6 0 0 . 23, 000 0 •899J trOTJItlJ raoaj acaA J8B[ 9qj ioj e;dp09^[ 55 « o I o © © . o o O • 00 40 co~ 'hh 2, 302 6, 000 70, 000 7, 000 4, 000 1,500 cl6, 083 5, 492 2,950 2, 100 3, 500 3, 6C0 4, 500 •partj 9Atjonpojd tnoaj etnoouj « $3, 500 24, 820 300 600 © © © © © © © © LO © CM © © O) ^ rH © © © •© « CM © © © © • © © © •© • 00 © © ©o • © to © ' to •©'<*© © © • CO I>*rH • • ©* CM* CO CM* ■ •panj OAijonpojd jo janoray e* $87, 000 1, 049, 748 5, 000 8, 000 115, 000 140, 000 Cl, 000 20, 000 © © © I© • to © © © © I © © © « © 1 rH © © © © • ©©© • © »^i©© © © • © ©r to . ci • oor CM 00 © lO* ■ ©©CM • *t>rHCO iO tr ■ rH rH • • CM rH ■ •enjBJBddn put? ‘sSaipxinq ‘epunoas jo oni^A w « $50, 000 315, 000 10, 000 10, 000 50, 000 265, 000 325, 000 50, 000 ©©©CM©OlO©© © © ! OOOHOOIOOO © © • ©©©to©©©©© © © • © © ©'■©'to © CM © t>r © © ■ © to to 40 H CO CO H ©to ■ CM rH rH CM CM • •ratuniB jod Sat -gpOf pUB pXBOq JO JSOO 9SBJ9AY G\ « O O O O O O 1C © 00 O O O O t>©tT5rH© © © • CO©©rH©©CMC-©OQ5MCOCM |> rH CO © CM © rfi ■ HHHnlNHHHH Hr I rH HHH H H H • «■ ^ : g : •aoijraj joj juapnjs TJ0B9 oj oS.reqo XBtiuay H ©lft©00tOcOlft©rM©©00© w© ©HH© © H< • CO ^ CO CM ^ CO rH rH CM CM ^ rH rjl CO CM tO CM CO CM • ^ A A : r-l CO •^jBjqn oSon03 at soamxoA pttnoq jo J9qamjs[ © « ©©©©©©©CM© ©oooooot-© t0©©l0©©©©«0 r* © rH ©~ © C3 tO © CM ©©©lO©©©©© © © • ©©COCO©©©©© k © © • © CM CO CM O© CO to to © © • CM rH CM CM ©CM CM 00 CO • CM • •98JT100 ojuiSoroo ut 8iB9i£ jo J9qain£[ © H ^ tQ Tjl T* Tit •*< T* ^ rjl rd CO T* l£i t* t* -«* - o • • ® < S' co ■ • • • i ii • ,^CM • •Bdtq8AL0[i9j jo jaqnm^ © H I © © I « * © « i i i i © i i o • ©•• •sdtqs -joseojoad p9A4.o’pu9 jo jgqranxi « H j CO o • ■ CO o • i • • • © * CO rH CO r*t>« c * s a « Illinois— continued. Eureka College . North-western University . Ewing College . German-English College . Lombard University . Illinois College . Lake Forest University . McKendree College a . Monmouth College . North-western College . Chaddock College . St. Francis Solanus College & _ Augustana College . St. Joseph’s Diocesan College.. Shnrtleff College . Westfield College . Wheaton College . INDIANA. The Indiana University . Wabash College . Concordia College . OHNMrt o O 00 o o OL-COO 40 CO CO of o' hT *Hofco"rf ■ 05 CM CO Co"i-T r-Torh040CfTior> O co (M 00 00 ( co of of CO » O 00 CO rH lO O lO 03 If) cq't-Tt-Tco" cc"t>" »rf o o o o 40 o ot-oio O CO 00 t- 00 CO 05 o o o o Ci 05 coV h< o r- o CO 00 O O O O O v o o o o o o o o o o o o O 40 o oooooo o o o o 40 O co"oo o o o o 40 O oo o o o o o o o o o o 40" o" o" cT H CO 40 04 O O 04 O c o' o co o" o o o o o o o o o o o o o"c* 40" 40" o" oooooo o" rfo*o" o" o" o o o o o < CM CM CO O CM ^OOOO^OOCOHOOIO CM lO CO CO CO O CO CO CO Cl oo 4i d >^0050 < 04 CO CO H 00 oooooooooo 000000000*0 g lO O O O h (N O O C'l 40 cT co" r-T CO rf io" 40" CM OOOO *00040000 OOOO *0000*000 o o CO o • o 40 oo t>" of of of 40 co" 40"co" no" cT OOOO CO o 40 O rH O r-i O rf co" irf ■<# tX Tji -4t -rfi rtf t* ! o CO (NOOO CO 0^0 H O O 12 o TOO i CO ^ rH • C4 o o 16 1 O o * OO O o o o o o o o • o o o O o o j o o o ooo o o o o • o o o rH IO rH rH CM OO rH O 05 O OOHNO o T*1 ^ CO 05 iH O o Ss §)« ®je © 03 o Ci r W cxjrJ Pn>ioOOi.bi ®_9 ©"n ©so |t-g - .9 o • H J 05 5fi 0 © >3® ® . t> -2,®^ t> > ® o ? fcJO® o ® §2-g,t3-|'|?t9|og|fl|2 IgS §1 Illinois 1^11 g||| Ss >3^ © >3g S 3 fccQ m “ 97© g ?; o ® •s -5 5 ® t> © ggjg c3 g**, |&Sf3SSsSl: SwoWt^oSMi ! 00 ooooooootoa ->a a> a> < l^lO®l>CO®OHN a These statistics are for the year 1885-88. dOne for each, recognized high school to its honor student. b Financial part is for the year 1885-86. e Partially, c Includes receipts from hoard, etc. Table 47. — Statistics of colleges of liberal arts for 1886-87, etc. — Part II — Continued. 696 EDUCATION REPORT, 1886-87. •saotpypuGji •puaai -Gouonmioo psep esanoo up paxiojuoo B90j.o0|) jo joqaiii^ NNOt'Qffl'#QiO •eraooui pupoj; oo-yoojoooc-ioio of co co co ic ccT o co cf in' •sooinos aoqpo ppu UTOJJ IB9i! 9qj aoj S jdp900px •uoij'epidojddB 9jujg uioaj judA jeep 9ipj joj spdpaoa’ji •B99J uopjinj iojj isaA js'Bi aqi-ioj sjdtooopp; ooo o o ^ ' co ■ o o' •ptmj: OAicpnpoid jo ^unoray o o o o o o o o o o O lO •en^ureddtf ptre ‘sSutpiraq ‘epaaoaS jo Qnp?A ooooooooooo ooooooooooo OOOIOOOOOOOO )©00»0 00i00< IC^COWIO •umuue aod gup ■gpoppuBpjBoqjopsoo 0St’J9AY IO O O O C4 LO O O •uoxxinj jo j ^tropn^s qovo o^eif avqo pm tray O 05 O O O O O ■** CO^TjiOO ■ee- r-4 •Aneiqpp 9°9ppoo up BoranpoA pdaoq jo jequmji . o o o o o ■ © o o o o I to o o o o WWW® o o o o o o o o o t>eq pf ■9SIU00 © sjuiSoppoo up BXBdA jo .ioqraujq •Bdpqsxepoqos .xaqpo jo jaquinj^ •edpqsj^poqos ojups J° JQquin^j; ‘BdpqsAVoppaj jo joqraii^p •sdpqs •joBsajoid p9Avop>u9 po jpgum^ i4 i>D f§o" ©a §£ ®s W25 £ 27^ ^ g'S'S-i a S-S a a a * g a ^'S’2'a j a) m« 9^ ® o.’iuH^ l1? 1=1 a mWOOHMOwMMS M ORifi * b£ ^ ^ , ©H ^ •S So ® a ijsV^g-g H ©25 -2* Sr® <=• (vjr.o.rt cs Eu © © u gb £ fcJO ^ •g’a £o © ® M H ffl “-2 a r2 * •e-g ©^ ® 5 o sc§ S .2 -r © © 2 1«3|S i-R h»cQ C0T^l0C0t>0005O»-(C3C0 Si CM CM .CM t-H •OUIOOUl IBJOX © CO CO • CO o ^ © «coo 05 rH • O ^ • ocT lo y-4 rH » 76, 600 37, 171 1 9, 482 67, 706 2,900 3, 900 20, 000 •soornos aaqjo ru raojj JU9A jsiqoqj .ioj sjdpoag; QC e* $9, 419 5, 849 1, COO 15, 812 4, 800 0 1, 870 o o iO •uoijBiidojddB ojujg mojj xes'A jsiq eqj aoj sjdi909'a; ** « • O 0*0 • • 35, 000 32, 643 o ’S99j uoijmj mo.ij .reaA qs'ej eq’j ’ joj sjdi909?i © 05 CM • lO O CM rH . CO S CM © • CO rH <& • • © O' • C5 O* ■ CO © • • C5 -Hi . 550 2, 900 3, 000 20, 000 •punj 9ATjonpoid mojj ouiooaj 00 'HO 1TJ -Hi • CO o CM tH • T* C5 co co • r*T co ; 40,000 11,663 682 0 32,643 o •punj OAijotipoad jo juuoiuy — < CO loo b- 7j • O O o © • o o o’* r-T ! o" cd O 05 • 05 iO ; 750,000 150, 056 5,000 0 O O ■hT -H 10, 000 •snjuredde pus ‘eStnptinq ‘spuncuS jo oti{ba. $109, 000 138, 000 300, 000 100, 000 180, 000 1, 000, 000 205, 854 50, 000 75, 000 3, 000 200, 000 40, 000 75, 000 •tunuau jsd SaiSpcq pan piBoq jo jsoo o^Bi9Ay O I o *f0 vri • O t— ■ si : : o OO OCMOiO OOOO lO-H O O I> © C5 CM CO CD 05 •uoijinj joj juop -HJ8 qoB9 ’ oj ogjBtp xunuuy CM iO o wO uo Cl CO CO”* O -Hi 0 0500 OWO CM CO CO 00 ^ ^ O CO •Ai'Bjqq oSonoo ui 69anqoA punoq jo jgquin nj § 3, 736 14, 700 9, 500 3, 500 3, 000 o o o o o o o o o o o o co cm" t— T CM o o • o o O O • O CM o co >oio CM jo^T •98JTIOO 9JB -tSorod ui 8J89A jo Joqura^ T? o -a -<* -HI ^ i ^ ^ lO'tfCO CO •sdiqejiqoqos .ioqjo jo J9qranjs[ OD H (CO • iH • • O' jo o •sdiqs jiqoqos 9jujg jo joqumjq; h H ■ o • « ® « i i o • • o • 1 o •edtqsivoxxaj jo asquint © H jo • • o o o jo o •ediqejo -seojord p9AAopa9 jo aoqmnft « CM -rfi O • CO O' • o 1— 1 © s a C\ Michigan— continued. Kalamazoo College . Olivet College . MINNESOTA. St. John’s University a . Hamline University b . Macalester College . University of Minnesota . Carleton College . MISSISSIPPI. Mississippi College . Rust University . 4 g § £ « C •2 M c- c” g ti >3 8 1 I© g p j)£ 1 |s ^ !| £ is 1 Christian University b..T. . Rt. Vineftrif-.’fa flnMf'cm . c « >1 : « >- !! •.t; It souri.a 1 STATISTICS OF UNIVERSITIES AND COLLEGES. 699 i i :!° : : :°r 2, 500 0 0 350, 000 27, 000 1,500 4, 3C0 s cq~ ii | 12, 000 HOOHC'l OHOOOt-OOOO r-i rH 1C IO o ® 55 8 37 177 o 2, 140 13, 800 9, 200 14, 010 6,200 11, 000 3, 100 1 41,500 ! 463, 000 36, 100 10, 500 2, 000 11, 007 111 § S'* s s 4, 976 o • • o o S : :■§ : is 000 ‘ss 008 350, 000 27,000 1,500 1 icf 4,500 o ■ « • o ooo o j O o 1, 651 • o fill? rH»ftCOrHCq‘ 111 Cq Cl CO 80, 000 3, 100 7, 200 IS THrH 800 0 2, 700 0 3, 057 476 270 8, 800 5, 600 510 3, 750 8, 400 0 0 . 33,000 6, 000 1,800 0 1, 000 3, 325 11, ooo 1, 600 1 s o • 2, 700 110, 000 82, 000 8, 500 56, 000 r° 550, 000 75, 000 30, 000 0 85, 000 29, 542 11 g I 481, 000 o 15, 000 100, 000 36, 000 100, 000 32, 000 30, 000 50, 000 10, 000 600, 000 600, 000 259, COO 45, 000 68, 000 84,630 250, 000 10, 000 175, 000 32, 000 25, 000 1 f 75,000 15, 000 sggsa §11 o 250 290 80 93 100 200 114 225 146 160 200 150 175 36 50 40 25-30 20-50 (15 40 35-40 60 60 100 48 22-36 50 15 24 0 16-22 0 9-58 0 90 60 75 100 50 25 siiriliiliii I . rfrcTo i-W wVeooco 3, 350 8,382 j 3,000 ! 5, 300 1, 000 67, 000 2, 930 19, 000 60, 000 5,000 300 4 4 4 4 4 4 4 4 4 7 4 4 4 4 4 4 4 4 5 4 4 4 5 4 6 4 4 icq ioTf O O 20 13 0 0 CO ° 1 I i o ooo loo o o 40 0 o ! H • jo ooo jo® o o o t- o ! co co ■ co j o o cq CO rH o cq o rH o j i i ii ;e . l Brothers. j? if i I Hi 1 ■ c ) ? CL 1 . ) H | 1 s 1 . M 1 1 1 |S 1 sSSSsggSSSsss S sssass 1 S’ sill § 6 These statistics are for the year 1835-80. ’ a Financial part is for the year 1885-86. Table 47. — Statistics of colleges of liberal arts for 138G-S7, etc. — Part II — Continued. 700 EDUCATION REPORT, 18S6-87. •suotjo'ejouog; W $0 13, 000 51, 103 1, 300 0 130, COO 5, 500 118, 000 0 •JU9UI -aouanmioo jsbx osjnoo ui pojjojuoo S90jJ)9p jo joqrau^x O « rH © I 0 0*0 rH OtHOOCMCOCO «H©*OCO CM H Cl ^ O CM CM CM CO lO CM •oraooui x^ox © e* $14, 763 33, 500 7,400 87, 485 30, 000 HOHOOO o o o o *o t-O0)QM CO* oo' cm~ cm o' CO H CM CO 150,000 1 273,411 13, 800 31,500 24, 574 43, 257 30, 000 52, 138 34, 654 •eaojnos joqjo xp? rao.ijjeaA js«[ oqj joj sjdioooxi ao « $7, 000 1 22,855 o © »c © CO Oi icflO 3,633 0 3, 500 534 22, 276 18, 660 272 •noijuijdojddB 9jBjg THOJJJB9A JSBXOqj JOJ Sjdl999^ « o u- **© CO o • © • cl50, 000 0 0 0 20, 000 •899J tXOIJTtlJ UIOJJ JT29-£ JSBTgqj joj 6jdl909XX o c* $33, 500 0 87, 118 30, 000 1, 020 8, 000 4,526 4, 401 27,692 13, 800 0 5, 468 6, 202 30, 0C0 12, 253 6, 582 •pnnj 9Aijonpojd uiojj oraooni • & « o • o • 'rH • <&■ • 9,826 cm *o co co O © coin rH CM 242, 086 0 28, 000 18, 572 14, 779 21, 225 7,800 •punj 9Aijonpojd jo xunomy * « $8,000 ; 32,875 _ O O CO O rH O CM CM CO o CO © CO CO 00 2! CM lO 5, 500, 000 0 430, 000 403, 298 264, 294 301, 590 130, 000 •enjttJBddB pun ‘8§mp|inq ‘epanoai jo onx^A. M « $255, 000 208, 600 175, 000 177, 562 160, 000 114,000 I 500,000 1 854,425 132, 350 201, 5C0 255,000 1, 033, 328 150,000 250, 000 482, 280 500, 000 262, 000 416, 750 288, 500 •umuuB J9d SntSpox puB pjBoq jo jeoo’ eSeJOAy « « OWiO OOIOM lOO HIM® rf Q M® 'OT* NMtl NHHH 'MH «9- • O* CM o © to • O' lOO O ei • CM . tH CM rH • • • • • i • • • ! o •uoijinj joj jaopnjs qoB9 oj 9Sj«qo x^nan y « © © © © 000*00*0-^50 COO CO ©^COL^©t>*OrH <=/>CM rH 150 60 0 75 90 (21 so-co 75 •AjBjqxx o39|xoo hi 89ain[OA paooq jo joqamj^ © « O 00 O O O O O O O O -H O 00 o o o • • o o 0*000 OOO OOO'dOP-OOO # IQH o ©00*0© OO-^OCOOOOOOOOOO • • O o lO © *0 CO fQ^030^Xt'7lWOOo‘ • ■ oTcT 00 rH 0s! CM H H C4 5 -r ( t fl £ < fc r* a Q t 11 - £ u la St. Stephen's College . Brooklyn Collegiate and Poly¬ technic Institute. ■p.onr.in PaIIotoJi > > •X) > 2 IS :/• - M. M li | St. Lawrence University . 1 Hamilton College . St .Tnlin’a Pnllmrfl ft. : : ; ;.® s • : ; :*£ • • m ^ 3 :&sc 3 ■ S 0 b JO • S C3 3 j ■ sh h .t: J r^lOOi ) CM O i 00 to CO r-. CM © © : OUO O lO OL O O O O LO CM O O o o O © / CM O i-Tco' ©©©©©© o o o o o o ^ CM © Cioo ^ CO LO lO CM O L- LO © CM CM rH CM O © © © co~lo~ o o o o CM O o o o o o o t-oio o © CM O CM OO © © © o O © O' o © O LO lO — < o o o o o ^ © © © © 00 o o © o © L- © rH lO © LO CO CM . CO ©©©©©©©© ©©©©©©©©©©© o © © © © < ©©©©©©©©©; ©©©©©©© © © o © © © © © o © © LO »o to . © © CO LO © © CM © © © © © xii rH ^ LO © ^ ‘»0N©0>I0I ©©©©©©©CM LO CM r-i CO -CO 0©00©©LO©©©©©©LO©© ©©©©©©©© ©©©©©©©© © © .O lO O LO © © ' ^ CM Tfl H© © Tji rH tH ^ LO ' T* T* Xf rH © © • © © © © • © © bfl © © £ ® ro • rr ■ © g-s © 8pS ©75.5 O 0/ -u > ® r-; ® — I a> a? .rtO O t > it- 75 © — ' P . ^ •*-< P r*\ ^ r-i a cs p o1-1 o t, T guta'a ^ 8 >5® _»’0 © >i 2 © A bo rO - © ;Q be ®‘Sr . ^ . . ip S)§o‘3 >a£ S a A « ® ®Op ©^ O a M&lit*. §2 SPp P* $ oHHo tn g-s^k gt> § „3'S~.S cJz 2 a as g ® Us £>'3 ®-i3 A 2 be® CQ © © O 3l£-§®£g 0(>aP . bC v/fl 6 ^ be go-sASe^<=t5pg fce^h P-2 £ ©^.Se® CO©©r-HCMCO^LO CM CM CO CO CO CO CO CO CMCMCMCMCMCMCMCM < CM CO LO COCOCOP^-HtH^^tji CMCMCMCMCMCMCMCMCMCM b These statistics are for the year 1885-86. Table 47,— Statistics of colleges of liberal arts for 1886-37, etc.— Part II— Continued. 702 EDUCATION REPORT, 1886-87. •suoijOBjauaxx « • o o • • o 40 • • co o i 10, 000 0 10, 000 DOS ‘9 15, 5C0 O O . O CM o o • o o o O C o o rnl> |OH ! 40 •qua in -oouoiuaioo jsbx JR osanoo ui paugjuoo saauSop jo .laqam^; © w Nt> rH • CM rUOHCDCO rH CO rH CO £*- CM O CM H 00 CO t>H^CMHH •acaoout i^oj, 05 « $18, COO 11, 300 3,600 3,250 10, 000 27, 891 19, 991 16,100 31,680 9,750 15, 700 30, 175 o lO rH 8, 000 54, 000 1,558 •eaojnos .iaqqo 11^ uiojj reoA qsexoqq joj sqdiooau; 30 « $2, 400 O 0*0*0 40 * o • o CM • tO * CM CM • C5 • r-i 11, 195 • O CM • o o • o o 1 CO rH •noiiBi.ido.idde 9qeqg raojj ae9. A gsex ofil -ioj sqdtGoau; « $5, 000 0 o * * ©o o© j © © © I •B99j uoiqinq UIOJJ JBOA JSBI 9dl J°i SjdtOOOa O « $4, 000 2,800 700' 1,600 7,000 9, 972 1, 741 15, 500 12, 180 3, 750 0 5, 480 • O 1 40 • CM i *** 8, 000 41, 000 496 •punj OAiqonpoid uiojj araoonj « $9, 000 8, 500 500 1, 650 3, 000 17, 922 6, 000 600 6, 000 14, 500 13, 500 ' O • O • 40 ! co" » O o • o • o ’ s' •pntij QAiqonpojd jo qunomy $210, 000 100, 000 5, 000 16, 500 50, 000 325, 000 117, 994 12, 000 100, 000 315, 000 270, 303 I O • O • o • CM • CO I o o 1 o . o • o • o • CM •Bnqeiedde put; ‘eSaip{tnq ‘epanoiS jo ouxba w $77, 000 40, 000 30, 000 14, 000 15, 000 75, 000 75, COO 80, 000 53, 500 OOO < c OOO * c OOO • c vcT irT o* ! < 40 CM O » C CM rH :> o o o o o 500000 5 O O O O O o to* o' o' o' cT O CM O 40 o CO rH CM •tunuue jod SuiSpox pUB paBOq JO JSOp OnBJOAy « « $125 135 120 h* O O OO OOO OOOOOOh* T-H O O TH O CO Tt* b- T* CO O 40 40 05 HH rH rH rH CM rH CM HH HHHCQ ‘O oc 00 b- o •uoiqinq joj quapnqs qoe^ oqi oSiBqo x^nnuy V* $30-40 45 40 15-30 80 50 40 (2C 33-39 6 40000000b- t> ^ to CO 40 CM 40 Tii •Ajeiqix oSoxxoo tii eoranxoA piinoq jo aoqran^; © 2,000 6, 000 300 o o o o oooomo © © © © © © © © ooopooo ©©oo©©c\i © © CO H i i iA . • CM o oo o CM O * CO O O CO O • o • • CO CO Ttf • tH • •sdiqsiBxoqos oqeqg jo joqtunu i> H • • o o • o O o © © • ! o i •sdiqBAioixoj jo jcoqain^ © H » • o o • o O O o o • i ° * •sdtqsjo -ssajojd p9JA.opu9 jo joqumjq W H • tH O L— L- CQ CM CM CM CM (M b- COOOHNM b- i- oo co oo oo o o o * 1 s O I O o o ° ' o o 850 2, 950 325 7, 100 11 S3 0 17, 510 600 O 4, 800 t 3,300 _ 8 I ill N | CO* CO* 111 eoeoVT ii COrH 7, 223 13,500 9, 000 8, 000 a s 12, 000 III jo cjT ©" g icT i 009 000 ‘S S rH 1 r- r 1 oo 1 1 l°i II rH 117, 869 270, 000 155, 000 148, 000 ICO, 000 o a 2 rH 215, 000 111 s g f s t- 8 11 ss 1 n a" 1 s rH 000 'SIT 0 000 ‘OS 000 ‘008 000 ‘0* 11 effief 250, 000 145, 850 160, COO 150, 000 11 is 750, 000 150, 000 600, 000 37, 000 10, 000 350, 000 50,000 30,000 _ I fill 11 *>" §S|§ S"S 30, 000 16, 000 75, COO 11 88 §§§§ SIS pastas i s §§gg gg g gg^ggSS gg£g£gg ’ggggS ;gg gg s sso£ re 1111 in i i ii 1 1*11 ill! ii ii si 1 ttr®"orcQ ■ in co~ i o' | in" s' © o' t o' o | : eo c-~ cOrTco’-dT SlllslSl 111 I llllllll Ills S3 3 S383SS a Financial part is for the year 1 885-86. b These statistics are forthe year 1SS5-8G. c Includes $572,210 hospital productive funds. Table 47. — Statistics of colleges of liberal arts for 1836-87, etc. — Part II — Continued. 70' EDUCATION REPORT, 1886-87. •euotpujaueg; in M o o • o • o o <£-© • O * © LO • o • o t>* | ^ | cT o o •juaui -oouatuuioo jsiq JB asanoo ut pajjajuoo saai&ap jo joqunijq © W HOOH ! - xr o o c\T 3, 000 700 12, 162 •boojuos joqjo xi« tuojjjboA jsbi oqj joj sjdtooajx; 35 CO O • O • O O CO O • O *04 o no . o ■ lO l''- • o © ■uoijBijdojddB ojbjc; uiojj jB’9A jS'B[9qjJ0jsjdi909X]; « $0 1, 000 0 0 0 © 000 ‘l 5, 0G0 ’S99J uoijinj tUOJJ JB9i£ JB'iq 9qj JOJ SjdlOOOy; C\ 0 0 0*00 o o o o • o © OCUO * CD CO COrH CT . CO |H • © © L- 2, 000 700 7, 162 •punj OAijonpojd uiojj araoouj « $586 60 63, 000 0 45, 000 © © •puuj OAijonpoid jo junouiy « $10, 037 1,000 900, 000 0 ! 650,000 © © © © «T CO © •snjBitjdd'B put? ‘eSmpxinq ‘gpunojs jo onx^A M « $275, 000 125, 000 650, 000 40, 000 20, 000 20, 700 65, 000 3, 500 25, 000 | 10, 000 © O © LO L- •mnumj J9d guigpoj pun pjBoq jo jsod e§BJ9Ay « 0-^4000 • OlCO © © CO || i > rr !h >'5 \l Ip '1= ; c I IP UTAH. University of Deseret . © OHNM ^ iO © t>- CO W(M(NN(M(M COCOCOCO COCOCOCO CO CO CO CO CO CO CO COCOCOCO COCOCOCO CO STATISTICS OF UNIVERSITIES AND COLLEGES. 705 18, 225 250 33, 500 0 3, 000 25, 000 4, 500 1 . 2, 5C0 a 3, 361 37, 000 1, 600 30, 000 00 OOOOOMN j eo rH i CO CO co o tH 12, 718 11,100 7, 000 8, 5C0 38,803 18, 000 10, 330 17, 236 6, 0C0 6, 800 28, 100 7,704 56, 875 3, 700 278, 821 5,165 33, 000 11, 000 7,150 2 :° : : :§ o • • i • 00 r-T ; j ; : : : i in ii is'" i | i 6, 000 o o o I j jo 3, 000 0 0 000 ‘IS ii is 1, 132 6, 100 4, 000 2, 000 4, 450 6, 000 5, 200 3, 000 5, 700 300 4, 575 1, 300 9, 708 3, 492 33, 000 a 10, 537 5, 000 3, 000 6, 500 34, 353 12, 000 330 17, 236 1, 100 6, 300 7, 704 15, 300 iis ii is 1 i a : 145, 252 100,000 40, 000 115, 000 587,394 175, 000 5, 500 282, 600 9, 425 10, 000 107, 000 120, 112 200, 000 i: • to H O O O O' • CO VERMONT. University of Vermont and State Agricultural College. Middleburg College . VIRGINIA. Eandoloh Macon College . Emory and Henry . Hampden-Sidney College . Washington and Lee University Eicbmond College . Eoanoke College . g : h : a : o . 1* : < 5 I .3 : s fgl-ii- ; 1 tin i s 14 i ! i -It! s i in i West Virginia College . West Virginia University . WISCONSIN. Lawrence University . Beloit College . ura-i.es vine university . University of Wisconsin . mitten college . Eacine College b . Kipon College . Seminary of St. Francis of Sales j North-western University . j 8 I iiilliS 3 I ill SiiiSSSIS 45 RD i i 1 a o PI o e-a 706 EDUCATION REPORT, 1886-87. List of universities and colleges from which no information has been received. Location. Name. Location. Name. San Francisco, Cal. . . Carlin ville, Ill . Terre Haute, Ind .... Hew Liberty, Ky .... Baltimore, Md . ■Worcester, Mass . Sedalia, Mo . Nebraska City, Nebr. St. Mary’s College. Blackburn University. St. Bonaventure’s College. Concord College. Loyola College. College of the Holy Cross. Sedalia University. Nebraska College. South Orange, N. J. - Brooklyn, N.Y . Salisbury, N. C . La Grande, Oreg.. .. Loretto, Pa . Philadelphia, Pa _ Winchester, Tenn. . . Galveston, Tex . Seton Hall College. St. John’s College. Livingston College. Blue Mountain University. St. Francis College. St. Joseph’s College. Winchester Normal. St. Mary’s University. Memoranda to Table 47. Location. Name. Remarks. Fayetteville, Ark . Newark, Del . Chicago, HI . Urbana, HI . Greenwood, Mo . . Stewartsville, Mo . Ithaca, N. Y . Independence, Tex . . . . Arkansas Industrial Uni¬ versity. Delaware College . University of Chicago . University of Illinois . Lincoln College . Stewartsville College . Cornell University . Baylor University . Reported with agricultural colleges. (See Table 51.) Reported with agricultural colleges. (See Table 51.) Suspended September 7, 1886. Reported with agricultural colleges. (See Table 51.) Suspended until 1887. Building bur ned and college closed. Reported with agricultural colleges. (See Table 51.) Removed to Waco, Tex., and consolidated with Waco University, under the name of Baylor University. III.— SCHOOLS OF SCIENCE. The number of institutions in the United States sharing in the benefit of the land grant of 1862 is 48. In 13 States the grant was made over to universities or colleges already existing, and has served to establish or to augment the funds of courses, departments, or schools of applied science in the same. In the 25 remaining States the fund has served as the chief source of endowment for new institutions, or as the nucleus around which have collected additional funds, in several cases far exceeding the amount derived from the national grant. In 6 States the grant has been divided. In Georgia it has been applied to the endowment of 6 colleges of agriculture affiliated to the State University ; in Massachusetts separate colleges, one of agriculture, the other of the mechanic arts, have been the recipients ; in Missouri a portion of the grant has been applied to the endowment of an “agricultural and mechanical college’7 and the rest to the endowment of a “school of mines and metallurgy,77 both under the auspices of the University of Missouri; in Mississippi, South Carolina, and Virginia the fund has been divided between institutions for white and colored students, respectively. Certain of the schools have developed particularly in the direction of the mechani¬ cal arts ; others are agricultural colleges, pure and simple ; a few combine both de¬ partments, with large provision for theoretic instruction, while some differ in no essential particular from the ordinary classical college. Under these circumstances it is difficult, and as time passes it must become more and more difficult, to group in a single table institutions which have shared in this national benefaction. In the present Report, 33 of these institutions are included to¬ gether in Table 51. The statistics of the remaining 15 are included in Table 47. For convenience of reference, a list of these is appended to the table before us. As in the case of the older classical colleges, the characteristic work of the “ col¬ leges of agriculture and the mechanic arts77 has been organized in degree courses. Where the requirements for admission to these are above the attainments of the prob¬ able applicants, preparatory departments have been established, whereby the purpose of keeping the colleges in line with the common schools of the country is accom¬ plished. The distinction between the preparatory students and those of collegiate grade is even less marked than in the classical colleges, , since all classes participate in the provision for technical and industrial training. Of the 33 colleges here tabulated 19 report preparatory departments having 2,166 students, the number of students in collegiate departments is 5,910, and the number of graduate students 157, making a sum total of 8,233 students. SCHOOLS OF SCIENCE. 707 The value of grounds, buildings, and apparatus as reported from 24 colleges is $6,707,799. The amount of productive funds reported from 26 colleges is $10,169,308 ; one more college is included in the reported income from productive funds, viz, $563,204. From the statement of funds it would seem that these colleges show a higher aver¬ age of endowment than any other class of institutions save theological schools. Omit¬ ting Cornell University, which is one of the five richest foundations in the United States, it appears that 5 of the institutions in Table 51 have productive funds ex¬ ceeding $400,000; 3 have from $300,000 to $400,000; 4 from $200,000 to $300,000; and 8 from $100,000 to $200,000. The remaining 5 which report the particular have funds ranging from $10,000 to $98,575, the aggregate for the 5 being $275,575. The total income is $1,207,516 reported for 30 colleges. Of this amount 47 per cent, was derived from productive funds, 33 per cent, from State appropriations, 17 per cent, from tuition fees, and 3 per cent, from other sources. The year has been made memorable in the history of the colleges under considera¬ tion by the passage of an act, approved March 2, 1887, “to establish agricultural ex¬ periment stations in connection with the colleges established in the several States under the provisions of an act approved July 2, 1862, and of the acts supplementary thereto.” Under the provisions of this act an annual appropriation of $15,000 will be made to each State for the purpose therein specified. The following are the colleges of agriculture and the mechanic arts that report themselves as sustaining relations to State agricultural stations: Agricultural and Mechanical College of Alabama. Colorado State Agricultural College. Sheffield Scientific School (Yale University). University of Florida and State Agricultural College. Purdue University (Indiana). Kansas State Agricultural College. Agricultural and Mechanical College of Kentucky. Maine State College of Agriculture and Mechanic Arts. Massachusetts Agricultural College. Michigan State Agricultural College. University of Minnesota. University of Nebraska. University of Nevada. New Hampshire College of Agriculture and Mechanic Arts. Kutgers Scientific School (New Jersey). University of North Carolina. Ohio State University. Pennsylvania State College. University of Tennessee. University of Vermont and State Agricultural and Mechanical College. Virginia Agricultural and Mechanical College. University of Wisconsin. Table 48. — Summary of statistics of schools of science endowed with the national land grant, for 1886-37. 708 EDUCATION REPORT, 1886-87. •euopjOBjauag; © « 0 0 24, 500 0 0 0 OST 002 ‘TOT 0 099 000 ‘92 o o o o CD 0 60, 000 302, 810 •juatuaououmioo jsep %v osinoo up pgimjuoo S99iS9p jo igqtnnij 19 ON^O^ONNOOCOOWO ! OO t- © lO »0 t* rH © tH NW CM • C- CO CM HOJ MMON © • O *9UI09Up 18 C^OCOO^iOHOONMOCOMCJOOOO CN^O^OC^CJMOOWr-iOCO^CC’^O HCOrJTf'HiCC5H DC o’ CO h CM O CM* COLO 00 H CUO TjUD O Ol CO OO lO ^ »h . d rH O © © O O O CO ; © CO o © oo 00 6 00 t> O 00 C4 TH «? rH 00 fff t> of to gJ ^ (N 05 Is 1 o 1 r~T IS 'S99J uopjpnj uiojj a’BgA jsep oqjioj sjdpoooy; 17 © rH © © © © >o«joo^wo i o o »o o -Hi h oo b- © r^—iH • 'H ho O b- CD rH LO © © QHt> » O c^Tr-T ocT cfco* c^fc^T . r-T r-T <&- CM « CO) O 05 o o o • CJ CD O • 05 CM GO r-T • 1 00 1 rH 1 o © 1 CM •It 19.C JS'BJ oqj IOJ uopjupidoiddB ojbjs jo janomy 16 OO • • ©©©CM©©0©©LO©t>-lO© OO • • 10©©©0©©10 OH(MO 00 CM • • bOQOCOOOOiO (MCCOlO cToT • • co io~ co* ri*' lo* lo b^ ©“ icTofcTt-r rH CO • • CM CM H CM rH CM CO ■€£*■ • • 00 O O O O 05 CM O O O O CM CO LO O CD O CO C5‘ CM CM i LO LO o" 397, 838 •spanj OAijonpoid raoij 9Tuooaj OOOCMOI>OH# CO lcT O o CD •LO-LO'^^LOCDCMOCOOCOOOOH rH CO • ID CO CO CM CM rH — i 05 CO CM H OO LO cT CD CO 450, 000 50, 000 228, 972 400, 000 6, 707, 799 •B9tTBiqi{ up sgranpoA jo i9quraK£ H OOOOOOOOOOCM Jo i'HCOCOO OOLOOOOOOOOCM • o lOOOO LD©©©Ot>CO©t>©© • O • CM © © CO CO oT rH -s< c4 TjT t-" CO CS oo" • CO • tfT o' 00 CO o o LO C5 © © Cl © © © rH © CM © © LO rtL 00 CM t> © T* CO CM •edpqeiBpoqos aoqjo jo i9qnm jnj 11 loo Jo * O • • • • O O ■ • ■ • * i t ■ CM • • ■ 98 © © © LO LO CM ^51 LO LO •sdpqsiiqoqos Qjnpg jo aoqnmjsi 1© ioowo • o CM CO • o • » » O o • o • oo • i i i i o * oo • o • 1 • • • rH » • CM • O CM O o O O O ^H! D rH LO rH 2, 463 m "3 © •O fJ w •sjtrop -ups ej^upBiS jo J9qmu>£ © O • CM CO O rH • CM CO O rH o o CM H O CM rH *> I rH rH CO rH « 0 41 rH © rH CM 157 Collegiate department. •laquruu pepox QD 00t'lfl®i0l0WNHt'«H(Ht0T|IWHt0©N0000C00>O00 HtC'00l0lNrt‘nOH(0t>C0HWNH»HH CO lOO ^ CO CO LO CM rH CM COOO ion 1 rH <© rH CM LO © © t* CO CM CM j CM ^ I rH LO CO CM co © J I t> rH « « © co ecT •jnamjiedop Xiopsiradgid up jgqmnyp *5 bCOHOOMNHNOOONOOOObHO CM ^H CM CM O © CO CO r-< rH ^ CO CM hji rH rH CM © © O CM O • ro o cm co • rH CD 2, 1G6 tn o u 35 H •jtrorajird -9p gjnpSappoo up i3qom£[ — * 00 © © © rH CM H®Ht'003IO®t-Mia®«t*lOWaN!S saeMsasatNrHrH oan ho i-h i-< to 589 •jfpxo juecajiBdop jfioat3iedaid up laqumjq; M CMlOOOOCOt>rH • • © t* © rH © © tj» • O oh'JHio ! 49 •epooqos jo laqarajq « HHHHHHLOHHHHHHHCMHCJHHHHHHHHC1 | 33 1 State. H Alabama. . . Arkansas . Colorado . Connecticut . Delaware . Georgia . Illinois . Indiana . Iowa . Kansas . Kentucky . Maine . . . . Maryland . Massachusetts . Michigan . Mississippi . Missouri . ) ? > \Z : £ i £ "5 • \m 5 : ^ t > © u iKC Pennsylvania . South Carolina . Texas . Virginia . Total . HNS5^llO!Ot>OOC>0- u " £ 1 1 s'gpo is fc- -4^ ft-S o« ^ o aJ j_T .a © p O +j © I gal - p.0-j« p„ i-i -53 ^ © © © " bfi - 5, c« ® M p9 - - ® ® i 0 bx> . a &|g d bJO c .9 -3 &■§* *§,1 o 1 . 0 © 8 o © © £ ® is £ *a a ■5 0 a | -M 0 0 0 o _r0 qaaunxedap xtua; •snput sjatS ut •q.uao aaj - ‘niJP Aai?;t[ita ut -q.n90 J9J O © 'OOtl •SaiAvcjp pu'eq-aa.ij ut -^aao aaj •SatAVBjp Xeotuuqoaai ut q.aao aa5 0? 83 03 03 I cS 0 cS • ■ be ! ! o ill !§H . 0. • P to ;9J © ^ *43 • bJD ° ^ O r—i O Q p— X m O s-a a tc |S Si •<3^ o 0 o 2 • >> : a S © £ © © d- ■£ © a ^op 1 1 ®22 ‘©Q O © O bfi_ o © o l^3 03.0r0 ^ be 2 - ° 9 « >-e !®ii fcjC®M © © 9. 6 ® g MC CM o o, -9 9©?“ btp g .-a <3 0 ja S ®'C © > §®°- a© © O be be 2 0 8®^ 'T? '0 Ol rtot£ 111; J^-3 ■aSlElsIiaHI ©0.g£®obDP_,_gtH <3^bp 'gMp^ g o rt to rri^-rl M - rj+j O S2rd-2.9d®d5o^bJ0 O ^ bX) ^ -rf Q ^ 5 rd -9 d o O h <3<3Pra o J a Of males. 710 EDUCATION REPORT, 1886-87. View of Practical Work as Reported from Twenty-five Colleges. Table 49 presents tlie result of an inquiry addressed to tbe land grant colleges for the purpose of ascertaining tbe proportion of their students who receive practical as well as theoretic training in agriculture, the mechauic arts, etc. The questions included such practical work in the field or shops as serves to illus¬ trate or to test the theoretic instruction or to familiarize one with a routine of labor, and also investigations carried on in laboratories or elsewhere in pursuit of scientific knowledge applicable to the arts. From the number and varied character of the colleges addressed it could not be expected that a single form of inquiry would suffice for an exhaustive presentation of this part of their training. But a beginning has been made with results which are not devoid of interest. Two of the colleges here included report only field and laboratory practice. Del¬ aware College and many land grant agricultural colleges report only laboratory practice. In the remaining colleges, which reported simp practice also, the courses of train¬ ing are generally identical, or nearly so, for one or more years, so that whatever may be the final selection, students work in two or more of the lines indicated, and hence the ratios tabulated involve reduplications — in other words, their sum is not 100 per cent. A number of the colleges afford opportunity for remunerative work, of which students, without regard to courses, often avail themselves. It has not been possi¬ ble so far, even if it were desirable, to discriminate betwe en the work pursued con¬ sidered as to its purposes, which for convenience may be called illustration, in¬ vestigation, remuneration. At the request of the Hon. Justin S. Morrill, the following inquiry was embodied in the form addressed to the colleges under consideration : “What is the full amount given by individuals, towns, counties, or States, either as an outright donation or as an annual appropriation on the part of the Legislatures, to the land grant colleges established under the act of 1862 ? ” The information thus secured, supplemented by statistics previously furnished to the Office, is presented in Table 50. Table 50. — Appropriations and benefactions to land grant schools. Name of college. State appropria¬ tions. Benefac¬ tions. Alabama State Agricultural and Mechanical College . Arkansas Industrial University . . . . . Colleges of Agriculture and Mechanic Arts (University of California).. Colorado State Agricultural College . Sheffield Scientific School (Yale University) . Delaware College . Florida State Agricultural College . . . . . . Georgia State College of Agriculture and Mechanic Arts . . South-west Georgia Agricultural College . . . . North Georgia Agricultural College . West Georgia Agricultural and Mechanical College . Middle Georgia Military and Agricultural College . South Georgia College of Agricultural and Mechanic Arts . University of Illinois . Purdue University . . . . Iowa State Agricultural College . . Kansas State Agricultural College . Agricultural and Mechanical College of Kentucky . Louisiana State University and Agricultural and Mechanical College... Maine State College of Agriculture and Mechanic Arts . Maryland Agricultural College . Massachusetts Agricultural College . Massachusetts Institute of Technology . Michigan Agricultural College . . . Colleges of Agriculture and Mechanic Arts (University of Minnesota) . Agricultural and Mechanical College of Mississippi . . . Alcorn Agricultural and Mechanical College of Mississippi . Missouri Agricultural and Mechanical College (University of Missouri) Missouri School of Mines and Metallurgy . . . Industrial College of the University of Nebraska . University of Nevada . New Hampshire College of Agriculture and Mechanic Arts . . Rutgers Scientific School (Rutgers College) . *. Colleges of Agriculture, Mechanic Arts, etc. (Cornell University) . Agricultural and Mechanical College (University of North Carolina) Ohio State University . . . . Oregon State Agricultural College . Pennsylvania State College . . Agricultural and Scientific Department of Brown University . $G6, 000 02, 000 60, 000 141, 688 $65, 000 130, 000 503, 000 30, 750 25, 200 4, 000 21, 850 20, 000 25, 000 7, 700 12, 000 275 499, 550 250, 150 150, 772 (277,962) 4,400 306, 400 200, 0C0 87, 600 40, 000 247, 218 60, 000 536, 575 329, 611 339, 611 56, 467 500 85, 000 143, 500 31, 800 15, 500 205, 593 20, 500 192, 000 104, 082 127, 000 2, 000 106, 447 545, 500 10, 000 10, 000 90, 325 63,100 90, 000 328, 000 50 1, 500 SCHOOLS OF SCIENCE. 711 Table 50. — Appr opriations and benefactions to land grant schools— Continued. Name of college. State appropria¬ tions. Benefac¬ tions. South Carolina College of Agriculture and Mechanic Arts (University of South Carolina). Claflin University and South Carolina Agricultural College and Mechanics’ In¬ stitute. University of Tennessee and Agricultural and Mechanical College............. 71, 200 State Agricultural and Mchanical College of Texas . . University of Vermont and State Agricultural College . . . . Virginia Agricultural and Mechanical College. . . Hampton Normal and Agricultural Institute . Agricultural Department of "West Virginia University............. . . . 333, 787 3, 500 72, 183 10, 329 17, 912 28, 000 875, 645 College of Arts (University of Wisconsin) _ _ _ Equipment of Agricultural and Mechanical Colleges. The Special Report on Industrial Education in tlie United States, issued by this Office in 1883, contains a full report on the equipment of agricultural and mechanical colleges to that date. In order to ascertain the improvements in the farms, build¬ ings, apparatus, etc, made since that year, an inquiry was addressed to the college presidents asking for further information on the subject. Some of the colleges re¬ ported fully. In the case of those not answering the inquiry the catalogues were consulted for the particulars desired. The folio wing is a summary of the information furnished directly by the presidents or gathered from the printed documents : ALABAMA STATE AGRICULTURAL AND MECHANICAL COLLEGE. [From letter of Prof. O. D. Smith, secretary of faculty.] The Agricultural and Mechanical College, Auburn, was organized in 1872. The en¬ dowment derived from the sale of the land scrip is $253,500, yielding an annual in¬ come of $20,280. The college had no other income, except incidental fees, and re¬ ceived no aid from the State until the year 1885. That year the State Legislature appropriated $30,000 to repair and furnish the college building and equip the agri¬ cultural, mechanical, and scientific departments. An annual apropriation was also made of one-third the net proceeds of the taxon commercial fertilizers, for the estab¬ lishment and support of an experiment station and a mechanic art laboratory. In 1887 an additional appropriation of $12,500 was made for further equipment of the mechanical and scientific departments. June 24, 1887, the main college building was burned. The trustees immediately provided for rebuilding it and for the erection of a chemical laboratory. The latter is about complete, and the main building will be completed during the next scholas¬ tic year. In the endeavor to carry out the provisions of the land grant act, the college has become a distinctive school of industrial science or polytechnic institute. It offers three degree courses for undergraduates leading to the degree of bachelor of science (B. Sc.), requiring four years for their completion : (1) Course in chemistry and agri¬ culture; (2) course in mechanics and engineering; (3) general course. There are also two partial courses, each requiring two years for their completion : (1) agricult¬ ure ; (2) mechanics. Laboratory instruction constitutes an important feature in the work of the college, and is obligatory for all students. The facilities for this are as follows : In agriculture, a farm of 226 acres, on which is the State experiment station. The students of agriculture accompany the professor in the field, garden, conservatory, stock yard, where lectures are delivered in pres¬ ence of the object discussed. The mechanic-art laboratory consists of two shops: the first, 90 by 50, contains the wood and the machine shop ; the second, 72 by 36, the forge and foundry, all fully equipped. The power for running the machinery of this department is furnished by a twenty- five horse power Harris-Corliss engine. A steam pump, heater, and indicator form a part of the steam apparatus. The course in shop work extends through three years : first year, carpentry, turning, and pattern making; second year, moulding and cast¬ ing in iron and brass, forge work in iron and steel ; third year, machine work and steam and mill engineering. All students are required to take the first year’s work in the shop at least 6 hours per week. Special students take 12 hours per week throughout the entire three years. 712 EDUCATION REPORT, 1886-87. The chemical laboratory is a separate two story building, 60 by 43, with a one story annex, 57 by 36. The cost, including furnishings, was about $20,000. It contains the students’ laboratory to accommodate 60 students in analytical work, the State chemi¬ cal laboratory, two balance rooms, an office, library, apparatus room, and a large lect¬ ure room. The engineering department is fully equipped for field and office work. The departments of physics and natural history will be provided with laboratories in the new college building, and offices and equipment for printing and telegraphy. All students are required to take technical drawing for two years. The experiment station has been organized in accordance with act of Congress, with the following corps of directors: (1) president of the college; (2) agriculturist and director; (3) chemist and vice-director ; (4) physiologist, animal and vegetable ; (5) botanist; (6) entomologist and meteorologist; (7) first and second assistant agricultu¬ ralists ; (8) first and second assistant chemists. Work will begin at once on the station. Notwithstanding the fire the college has maintained its patronage, and is growing in public favor. ARKANSAS INDUSTRIAL UNIVERSITY. Farm. — The farm consists of 160 acres of land, 120 acres of which are susceptible of cultivation, of which 60 acres are actually under cultivation. A large and commo¬ dious barn has been built and the farm has been very well equipped. Shop. — The shops of the department of mechanic arts and engineering are in the basement of the university building and consist of the following rooms : wood- work¬ ing room, finishing room, forging room, foundry, metal-working room, engine and boiler room, tool room and a wash room. Each of these rooms contains a full com¬ plement of machinery and tools necessary for instruction in the various departments. Laboratories. — The chemical and mineralogical laboratories have been greatly de¬ veloped by the addition of appliances, etc. COLLEGE OP MECHANIC ARTS, ENGINEERING, ETC., UNIVERSITY OP CALIFORNIA. Shops. — A valuable addition to the equipment of this college was made by the erec¬ tion of a mechanical laboratory It is designed to offer facilities for tests and experi¬ mental inquiry and comprises a machine shop, carpentry and pattern shop, shop for fine work, steam-fitting apparatus, foundry and blacksmith shops, engine room, and experimental laboratory. These shops are supplied with the latest improved machinery and tools. Laboratories. — The assaying laboratory is very well equipped and the appliances are of the most approved pattern. The metallurgical laboratory has been erected and is now being equipped out of the appropriation made for this purpose by the Legislature. Miscellaneous.— The students’ astronomical observatory has been constructed and equipped out of the Legislative appropriation of $10,000 made for that purpose. COLORADO STATE AGRICULTURAL COLLEGE. Shops. — Additions have been made to the machinery in the machanics’ shop. Laboratories. — The chemical laboratory has been enlarged and provided with more suitable and efficient appliances; Miscellaneous.— A new conservatory has lately been built and now contains 10,000 plants. FLORIDA STATE AGRICULTURAL COLLEGE. The first annual catalogue of this college was published in 1886. The trustees have acquired by donation aud purchase more than 100 acres of land suitable for agri¬ cultural, horticultural, and ornamental purposes, lying within the corporate limits of Lake City. A commodious building has been erected and farm buildings, equip¬ ments, etc., have been added. The college has acquired a large and costly museum of natural history and mineralogy. GEORGIA STATE COLLEGE OP AGRICULTURE AND THE MECHANIC ARTS (UNIVER¬ SITY OP GEORGIA). Laboratories. — The only improvement mentioned in the catalogue of this institution is the addition of appliances in the new laboratory. NORTH GEORGIA AGRICULTURAL COLLEGE. Laboratories. — A valuable philosophical and chemical apparatus has been added to the appliances, and is used in the department of natural science. SCHOOLS OF SCIENCE. 713 WEST GEORGIA AGRICULTURAL AND MECHANICAL COLLEGE. This college was established as a branch college of the State University by an act of the General Assembly, approved September 28, 1881. The main building was com¬ pleted in 1884 at a cost of about $10,000. ILLINOIS INDUSTRIAL UNIVERSITY. Shops. — An addition to the mechanical hall has lately been built, and is used as a blacksmith shop. It contains sixteen forges with anvils and tools, and a cupola for melting iron. The following additions have been made to the appliances : machinery and tools for the machine and carpenter shops, at a cost of $4,000 ; a testing machine of 100,000 pounds capacity ; a large dynamo with variety of apparatus for electrical measure¬ ments. Laboratories. — Full equipments for the zoological and metallurgical laboratories have been provided, while the botanical laboratory has been enlarged. PURDUE UNIVERSITY. Shops. — The new mechanical laboratory is wholly occupied by the school of me¬ chanics and engineering. It contains nearly 11,000 square feet of available floor space. The main portion of the building is occupied by 2 recitation rooms, 2 drawing rooms, and an office. In the wings of the building are a wood-working room, a foundry, a forge room, and a machine room ; and connected with these, an engine room, a tool room, and a coat room. The wood-working room contains 20 benches, 11 lathes for turning, a grindstone, a circular saw, and a scroll saw. The foundry is equipped with a cupola furnace for iron, a crucible furnace for brass, a core oven, and a full supply of sand, flasks, and moulders’ tools, The forge room contains 12 forges, 12 anvils, and 12 sets of smithing tools. The machine room contains 7 screw¬ cutting machine lathes, a machine planer, a shaper, a milling machine, a grindstone, 2 vertical drilling machines, a speed lathe, and an emery grinder. Laboratories. — A new testing and experimental laboratory has been organized, and large additions to the apparatus of the physical laboratory have recently been made. IOWA AGRICULTURAL COLLEGE. Shops. — The new hall for the department of civil and mechanical engineering is a substantial brick building, and furnishes all necessary accommodations for these rapidly growing departments, including power, machinery, and tools for working in iron and other metals. Miscellaneous. — The new office is a substantial two-story brick building for the use of the board of trustees, the president, secretary, and treasurer. The veterinary buildings, costing $10,000, comprise a building for the offices and class-rooms of pro¬ fessors in this department, and a hospital with all the modern appliances for the treat¬ ment of diseased animals. KANSAS STATE AGRICULTURAL COLLEGE. Farms. — One of the farms of this college has been enlarged from 170 to 215 acres, so that the two farms now contain 315 acres. A new experimental barn was erected at a cost of $4,500, and a cattle shed and corn crib at a cost of $1,100. Numerous, important, and very expensive additions have been made to the stock of farm ma¬ chinery during the past few years. Shops. — A number of additions have been made to the machinery and tools for use in the mechanical department. Laboratories. — An appropriation of $1,500 for steam- heating apparatus in the chemi¬ cal laboratory was wholly used as contemplated, in providing steam heat for the build¬ ing and the various heating apparatus required in connection with the uses of the building, including drying closets and evaporating hoods. MAINE STATE COLLEGE OP AGRICULTURE AND THE MECHANIC ARTS. Shops. — The new shop, built during the summer of 1883, is equipped for instruction in three departments of mechanical work, viz, filing, forging, and working in wood. Laboratories. — Valuable additions have been made to the apparatus and appliances of the chemical laboratory. Miscellaneous. — The entire herd of cattle, numbering 51 head, was exterminated in the fall of 1885 on account of the appearance in it of a contagious disease. 714 EDUCATION REPORT, 1886-87. MASSACHUSETTS AGRICULTURAL COLLEGE. Farm.— The farm lias been greatly improved by clearing and draining during the last few years. A corn crib, with a capacity of 2,800 bushels, has been built at the north-west corner of the barn, while the entire lower floor of the barn has been re¬ paired and rearranged. An ice house for use m connection with the dairy, of a ca¬ pacity of 100 tons, has been annexed to the farm-house. Laboratories. — The entire apparatus and appliances of the laboratory have been replaced, and several thousand dollars have been expended in the purchase of models and apparatus in the departments of physics and natural history Miscellaneous. — The new south dormitory and agricultural hall, replacing that de- stored by fire, February 4, 1885, and the chapel-library building, are in every way convenient and adapted to supply wants long felt. MICHIGAN STATE AGRICULTURAL COLLEGE. Shops. — The State Legislature of 1885 appropriated $17,000 for the establishment of a department of mechanic arts, with shops for working in wood and iron. The new building, erected for this purpose, furnishes a large lecture room, a mechanical labo¬ ratory, a draughting room, and a blue print room. In this building there is a complete blacksmith shop and brass foundry. There is also an iron-working shop, furnished with an engine and all appliances necessary to a complete shop. The Legislature of 1887 appropriated $3,000 additional for the extension of these shops. Laboratories. — The Legislature of 1885 gave $7,486 for the purpose of building and equipping a veterinary laboratory, and the Legislature of 1887 gave $5,000 for build¬ ing a horticultural laboratory. Miscellaneous. — A new armory and drill hall has lately been erected, the Legislature of 1885 having appropriated $5,000 for that purpose. MINNESOTA COLLEGE OF AGRICULTURE AND THE MECHANIC ARTS (UNIVERSITY OF MINNESOTA). Farm. — A new experimental farm of 250 acres of valuable land is located between Minneapolis and St. Paul. The regents erected a complete set of buildings and equipped them with a full complement of stock, implements, and machinery. Shops. — The college of mechanic arts building has been erected quite recently. It has two stories, with a high basement and a one-story wing to the rear. The basement of the new building is occupied by the testing laboratory, machine and vise shop, and wood-working shop ; the wing, by the engine and boiler room, forge shop, and foundry. These shops are equipped completely with tools from leading manufacturers, which represent the best American practice. Each shop will accommodate 10 students at a time. AGRICULTURAL AND MECHANICAL COLLEGE OF MISSISSIPPI. Farm. — The farm now contains 1,750 acres of land, of which 600 acres are under cultivation. A full outfit of stock, implements, and machinery has been provided by the trustees. MISSOURI AGRICULTURAL AND MECHANICAL COLLEGE (UNIVERSITY OF MISSOURI). Farm. — The State of Missouri failed for a long time to make any provision towards equipping the farm of the college. At a recent session of the Legislature the follow¬ ing appropriations were made: For sheds, tool-houses, and hog barn, $1,000; for cat¬ tle and sheep barn, $5,000; for dairy, ice house, and repairs, $2,000; for two cot¬ tage houses, $1,200; for the purchase of sheep of the various breeds, $500; for the purchase of swine of different breeds, $250 ; for the purchase of breeds of cattle, $3,500 ; for the purchase of horses, tools, etc., $2,000; for experimental work, $2,000; for stu¬ dents’ labor, $1,000; for horticultural building, $1,300, Shops. — In the new improvements of the university a magnificent workshop with power has been provided. Laboratories. — The State has appropriated $5,000 for a veterinarian’s laboratory and apparatus. MISSOURI SCHOOL OF MINES AND METALLURGY (UNIVERSITY OF MISSOURI). Laboratories. — The new chemical laboratory has been in use one year. It contains the following apartments : The quantitative laboratory ; the qualitative laboratory ; directors’ laboratory ; lecture room ; assay laboratory and weighing room ; a quanti- tative and qualitative evaporating room ; preparation room ; a supply room; and two basement rooms. SCHOOLS OF SCIENCE. 715 INDUSTRIAL COLLEGE OP THE UNIVERSITY OP NEBRASKA. Farm. — The farm has been greatly improved during the last few years and the cattle yards rebuilt. An additional corn crib of 500 bushels capacity has been built. Laboratories. — The new chemical laboratory was completed in 1886. It measures 132 feet in length by 65 in width, and is three stories high. On the ground floor is a large general laboratory, in which 80 students can be provided with conveniences for work at the same time. Adjacent to this laboratory are rooms for storage of apparatus and chemicals, and for assaying, combustions, and distilling. On the second floor is the qualitative laboratory, accommodating 32 students, a small lecture and class room, a special analytical laboratory, a room for analysis of gases, and the necessary store rooms. On the third floor are the large lecture room, a quantitative laboratory, a library and balance rooms, a professor’s study and laboratory, store and apparatus rooms. COLLEGE OF AGRICULTURE AND THE MECHANIC ARTS (UNIVERSITY OP NORTH CAROLINA). Laboratories. — Among the recent improvements is a new laboratory, well arranged for all the needs of general, industrial, and agricultural chemistry. It includes rooms for qualitative and quantitative analysis by students, and private laboratory room for the professors. OHIO STATE UNIVERSITY. Laboratories. — An appropriation of $2,500 has been recently expended in procuring additional apparatus for the mechanical laboratory; and the same amount in equip¬ ping the laboratory of agricultural chemistry. PENNSYLVANIA STATE COLLEGE. Shops. — The new building, which is now occupied by shops, was completed in Feb¬ ruary, 1886. It is divided into four main compartments, viz, carpenter shop, wood¬ turning room, forge room, and machine-shop. Besides these, the attic of the engine- house is used for a lumber-room. Each of the shops has been fitted with a full com¬ plement of tools and machinery. TEXAS AGRICULTURAL AND MECHANICAL COLLEGE. Farm. — During the years 1883-84, there were erected on the farm, a new barn, cost¬ ing about $1,800, and cattle sheds costing about $1,200. Provision has been made for erecting creamery buildiugs and a residence for the farm superintendent. Shops. — A brick machine-shop was erected during the year 1883-84 at a cost of $4,500. Provision has also been made for an extension of the shops for additional forges. Laboratories. — The chemical and physical laboratories have recently received im¬ portant accessions of apparatus. Miscellaneous . — A new building, u Pfeuffer Hall,” for the accommodation of addi¬ tional students, was reported to be ready for occupancy by September 5, 1887. UNIVERSITY OF WISCONSIN. In 1884 Science Hall, one of the largest and most necessary buildings, was destroyed by fire. With it were destroyed much scientific apparatus and collections of great value. The Legislature of 1885 provided in large part for the reconstruction of the building and for the addition of such other buildings as were necessary to place the university upon a lasting foundation. As a result, of this action, a chemical laboratory, a new and commodious machine-shoj>, boiler-house and appurtenances, and a new science hali have been erected In 1883 the Legislature provided funds and directed the regents to establish an agricultural experiment station. The chemi¬ cal laboratory of the station has been gradually provided with a good working out¬ fit of apparatus. Table 51. — Statistics of schools of science endowed with the national land grant , for 1886-87; from replies to inquiries hy the United States Bureau, of Education. — Part I. 716 EDUCATION REPORT, 1886-87. OTjeBpqos in eq99Ai. jo J9qranjs[ tO t" o to • •jfpnjs jo osinoo qnj m sjbo! jo igqmnNj i£5 -<}i Tjt •sdrqs -JBioqos 99jj jeqjo jo igqumji •ediqsiBioqos ojbjs J° Jcaqranfl; O © CO © ft © 'X . •SJU9pnjB 9JBTI -puj3 jo J9quia^[ •joqrami jbjox lo to © in © no ©a i— i ©s i-i •eosanoo J9qjo nr joqmn^ •s98anoo 99jSop ui agqnmjji •jaonrpiBdop X10jB.iBd9.1d nr jeqranjq © h n oo • •jaguxjiBdop 9jBtS9noo xxi joqtan^j; © © © • .H •jnomja'Bdop XiojB.iBd9.id uc jraqum^; © © © © r-i •noijBzinBSio jo 9jbq ; a ; CS ; & W Q f*K . w X o < £ hi -S 2 'Sts-Ss ft j S3 *H ©7- . £ c3 > £*ft © - , - OPS p;<|pq eS Sft rdw a“pn £Ki©W« *2 aO So” • I a* | s£ _ 8 . . h | _ ;|.|0i§ 2*8 ^ I — ' S-l -h 8 'S © ^ , . e o «8*ciles at* , . ,r> © © t- “f ti « .P. : 8ffi0.g5.3 >ja °c ® ft ^ © ft -aiii i? a: <1 oq gg oo^noupb.hhuo’i'-gg £ £ U g SO £>$”^^00® £59 a d.g5 bfg ©£5^ - Qmw £5 P 3 i o A 1 § • • « • • • • « • uo 1 C<5 • j2 ◄ & 3 a" .9 ® a u V ffl -hi oH is®! ft © p*i •g | *3 pH ^o fH N «>* »o<©t» i 3 m 3 a <5 >> 2 O-. - « W) l*m |3^3h3 NW^IOO STATISTICS OF SCHOOLS OF SCIENCE, 711 lO 00 CO O O Cl Cl O O 10 O CM O O © rH O O OO CO O CO O O » CO CO Cl 00 ) o CO H Tf< rH CO rH o O O Cl CO O Cl rH CO l> CO IO oo co i> io co a »O00(NaCi CO CO CO 00 00 00 00 OO K © © bio rd . s» , >> £h 4 ’ h bd u3 o t* ®"H. © © SofQOM P . o W P “■all © cs g-g cr^ R rL o oS on fl M mi a a «§j*| §l Ci 5 O C0C«H o .2 fcH CD o ■gg* .So, .p ^ "s ^ ® 0.M ci t* d d • ® o ® Em 0'S bt-d Ml o d * © ® SlSS-S^a J |§5 * ®r-CO O .pH POp-Q © d no pH P 63 ^ © d d-H . n’rt'S >ia bt

o o o o o !>OOOOCO(NO .05 0 r C0HON05. inoo^wo O t-HH O O «OHI> • O CO o O to C • O ^ T“H < • 00 ^ < OOHOtNO O (M CO O CO tO O LO CM LCiO t> ^OOfCOOHHOHC5C5( riOOiCOO«MO(N!Mh: COOO(NC5tC^QTfC5C!5*0( i CO CO rn © Tti kO CO •spanj OAixonpoid jo x.unomY lOOOaOi lO^OIOM^O > CO Til rH co ^oo;iocD05Doooo to CO CO CM rH rH r> CO •U0I7IIK). J.0J. ^uopn^s tjo'uooi QSxcip pmuay o © © © o © «e-co m co omooooooooomo •j/b9£ x00Tl0e 9lW Satanp An3jqt[oqx at esaaioap " ® .9 ** © © © © ■ > © lO © • H r-i 03 © CO • 145, 000 10, 000 29, 929 © © © 20, 000 1, 500 30, 000 244, 429 •S03j uotj -inj raojj aF9i! jsiq 9lU J0J sjdiooan H OOOtn^ -ee-O rH H 05 CO Hi tH frT © CO 1C © © © • © © . - - yi © CO • © © ■ O t— » © H1 • iO H ■ r^CC TjTkO' • ©~ * 04 t> • rH 134, 894 •spnnj OAi^onpoad uiojj ouioouj © © »o CO o © t— 03 ^ oos‘e 000 ‘fZ 27, 500 0 0 2, 400 153, 041 •epmij OAijonpoad jo xunouiy « © <3£- 0 400, 000 1, 521, 022 . © © © CO © o © • © © ©'© © • © © © CO c • cT ©~ ©" © o' r-HlON Tji • Hi H I> Cl J rH CQ 6, 501, 325 •snxFJFddF pan ‘s8uip[iuq ‘epanoaS jo onxsA H $50, 000 2, 500 165, 000 208, 000 177, 000 © © © © lO rH 140, 105 1 200, 000 1, 000, 000 100, 000 35, 000 403, 000 2, 630, 605 •8911 -Fjqxx ui 89canxoA |)aaoq jo i9qum£[ © H o CO O O CO o o o H< © © O O rH © © © © © © ri r-i ri lO t> W OQ 100 19, 568 120,500' 1, 000 3, 000 9, 500 173, 817 •sdiqs.itqoqos aaqjo jo jgqcunxj; ft O • . i © . « oo © • © • 03 03 © © 03 1 CM 1 rH 03 03 ■ediqsjtqoqos oanjg jo aaqcnnjq; QD o I • ' © i 1 CM © © ' 00 © ! • © co . • • CO m •sdiqsiossojoid poAiopua jo aaqum^j; * | ii ! : : • • to © ID t— © rH © Students. •0pTJU9I0g «3 dtDOOC5M^OOt-*h»I>^CDCOW(MO CO 05 b* l^* O 71 CO CQ O r-i H O l'* H i — 1 r- 1 CO CO CO CO H 03 8,062 •^aoxFJFdga j I o 03 ©©©©©© CO • I CM rH • « • © © rH . d © CO Instructors. •OtJTJUOTOg CO CO «D © r- CO 03 < r-i O 03 * ■ :?5O0t> H © 03 © rH 03 CO CO « • O .©©©©©©© ! i i © © tH © rH •sxooqos jo joqumjq nHlMHWHHHCQCQlOCHOHHCQ 03 CO State or Territory. Colorado . Connecticut . Dakota . Indiana . Massachusetts . Michigan . . . . . . Mississippi . Missouri . . -XT.. rr~ _ p ! ; ; 3 : : : k ^ • • * z* 0 m ; s cn r2 ; ais ;r 5 ps ^.2 0 ® Pennsylvania . South Carolina . Vermont . Virginia . Total . rHOlCCTtfmsOC^OOC^CjTHOieOHJiO© Table 53. — Statistics of schools of science not endowed ivith the national land grant, for 1886-87 ; from replies to inquiries hij the United States Bureau of Education. — Part I. 726 EDUCATION EEPOET, 1886-87, •sdtqsxBpips jOTj^o jo joqmn^j © tM 0 0 4 .... 62 O • • •sdrqciopqDS ojojg jo joquinyj; OD rt O • O ii • i o . Ill • CM o • • o • * •scltqsjossojoid poAtopno jo joqum^j V* • » » • • vi< • t-H o j a •Aprils jo ssjnoo RfJ at siboA jo joqtnnjq © Tjl . CO (N -rj* . ! cz ! Collegiato department. Students. •Ajjstatoqo poi[(I -du jo osinoo ut aoqtun^; H i 0 i 2 1 21 00 Cl * •SatrooutSuo inoiaj -ooxo jo osrn’oo ut joqtunjj; ®j< H O • O « • * rH o • • •SuiJoouiSao Sat -aim jo osxnoo at joqtan^ w h 0 13 ■;! 24 0 G •^axjooacSuo xroiuuqo -ota jo os.inoo at ,iaqnmy[ ° : ®S : i g o o • •SaraooatSao XyAto jo osinoo at aoqcan^r h h o I O co Cl j oo O CO • rH • •joqamu oyog a\ o rt cqo -o ciC5 co »-h co p- co CO CO lO CM fc- rn jJjNg W » •siojotuysut jo joqtnn^x © oco ^ to a th o t* co ci i o rH CO rH CM J Preparatory department. Students. •oxuatoji; QC O -O O O OOO o o © : O (yqo O O OOO O ® •sjojonjjsut jo aaqransj » o o • o o o OOO o o •uoxjeziirES.io jo 1874 1851 1884 1887 1888 1848 1871 1868 1886 1885 1854 1852 Moyxeqo JO 9Jl!(I rH rH lOH Cl • lO 4C -H CO O CO 00 CO P— r+i 1 O CO CO LO co 00 OO 00 CO O 1 DC CO co CO P- rH rH H H rH • HH H rH rH "rt o r2 aj Ph « P > c C 'fc s a :s o®S-a S . OOO® rH * CO lO ^ Tf CO CM O 10 OO 00 00 oo 00 00 CO CM »0 oo oo 05 o CO 00 O CO CO CM 00 00 « CM in CO CM i m io cd 1 00 CO OO CO !.S •3 ;o ! 313 1 M 2 ©fr, ■ Esg' 2 <0.2 '-o|| fo W 15 N cS . <£> © ftfc 0«H «a o ^ >> a o H o •So © O'PS 3T\q 1 5m o « .2 § *4 r j -4-5 Tl 13 li o'ooH awo a g'g g, a a a OPh Pr r§ g ® Ct3 pP lit mFh! OS' >J,T? | k I! eg eg ■sa >?* .2 © l>& ; ; ; ; ; : ; ; : : ; a : : • II! ; i j I : : :J t* P* M 1* A b? * h: ^ :i 3 : 5;3 q • a a a g" ‘ ' PSfBP© O ■ -- .q co £ ■k? at-” h* ,-r * S §qJ o q r® £.9 C3 O >© g q .a q © © .a e _a ,® qqqq qqq© © ©' © f£) a a aq a qqq o q BO OS PBP-ifBcc O a~q 3 § «! © © 727 T-( CM OO rtf in co OO o ww CM CM CM CM CM CM CM O i— ( CM CO CO 00 Table 53.— Statistics of schools of sctenej not endowed with the national land grant, for 1888-87, etc. — Part II, 728 EDUCATION REPORT, 1886-87. •eunjohjeuag; ; ; ° ° .; . • © • • © © © • CO • • » j j j° : j jO ; : i : : •^uouigoaaainxoo jsbj JG 9SJT100 HI p9.IJ9JU0<) 899jSop jo jgqraaaxBjojj •89DJH08 joqjo taojj xb9£ ast3[ eqj joj sjdraoog; 10371^000 •aotj -Bxidojdde 9 yeas mo.ii .I139A ^S-5[9q^ JOJ S)dl999£[ *S99j noiamy uiojj .I'B9Jl ys U\ 9qj JO ejdl909j[ •sponj OAipnpojd uiojj oaiooai t-H O ^ ' CCOHI tjTc^T CM CO CM o o o © o o IOOH •sponj 9Aijonpoid jo yanouiy © © © CO © © ©!m £© CM CO © t> CM O © CO © o © CO o' cT •sn^j'Bddo pae ‘sSar qqioq ‘spunoaS jo onyeA © © © © © © © © © o © © © © © ©~ © in ©' CO* "umtnfe .iod Sor fpo[ pu-e paooq jo ysoo ) CO CM •aoiytny joj yaopnys qooo oy oSieqo pmuay •jf.re.iqiT or soaiiqoA jo ioqam^j; ©co©©o©©co©© o^rooo©ioicoo HGhMOXP^OO © © © © © © ©©©©©© k.fc g fl >72 ^ fl I'S g5 o o ! pU'S 52 p 2 ] Sop © hs°2 j © !02<1P bfi >yP P o £ O S 3 5>P s2 P5*-1 ili'li &JC § 1-5 p © o © O Jl®*£' y 02 r-fc* — S 3d , y - 22 r*- Pn ® 2 O 0 © 2 • p , ® f- j rU ,a -p* ® p; -§8^5C3 0««^g| v, P a o © « — i © P ©02 ” «p 0 © °'S'o,2{-> ° 75 rp Sts'*-1 s © ■£ ©v30®rPPo2't-i©ow£o®5^j3 '3 a £ It .2 --.P +3 ©-2 -2 as Fs. .2 * ^ 9 § a PT-M wBs)d ~ r-H .ZL rC nVjl H rt h -i OiOv £ 2 - .Jo O o ■8»3 _^>© p .. ^g-glStg' *§Pj~pp2P., •S' 02 f- «3 o !i P ^'3^ 3” ® Pprh£ ©. g.p 9 hxh^oh ' '"gP'S y ® u fe otB^ ® §5 ? g ® £ oi 1 S S’! £ 9 §<£ 2 § P iP ^ ®o © ®o-S ® F02Mp40E-i02^hsC2pa202p , 5©^ £P^,- ipaj ait.P^p is ■ •-, w © 5 ° -h ® MOPw^a2p=.Ja2«P^ a These statistics are for the year 1885-8G. Memoranda to Table 53. STATISTICS OF SCHOOLS OF SCIENCE. 729 MTO.t JSiq oqj xoj uoii'BtadojddB sojcjg pajpijl'jo jauoiay 1 ! i \ •enjuxeddi? pna ‘sgai -p[in.q ‘spdno.iS jo atipK 3 * ?q ! i ! •XT33it Tooqos jsiq gqj Suunp oqj m 9SB9Joai •£n»qxi ux sanuqoA jo J9qtan^j; 2 1 S3 3 UBOjC OIJSEjOqOS ui bj[99.m. 'jo aaqamjq •^ptljg JO 9SJT100 tpnj UI SJB9.t JO xoqranjq CO ^ •emopnjs jo joqnmx 1 1 •sxojonjjsoi jo xoqniTi]q e§ S •notjBziuBgjo jo qjbq; lO 'N s § tH r— i Presiding officer. | ◄ P, m 1 P m ©“ tj £ a £ * s & i«n? hmi'nc'mh •uoijnqndop; ($7, 319 362, 292 333, 155 1, 942, 141 304, 284 670, 807 5, 330, 491 1,278, 033 4, 722, 954 158, 768 1, 009, 798 203, 459 1, 660, 783 692, 726 1,525,341 1,085,789 1, 694, 809 338, 406 1, 801, 831 1, 723, 996 1,467, 384 1875-76. •Sfooqos 9tJTJU9I03 pun saSapoo Satpugj •jn sjuopujsjo joqranyi; © SlsglSS!! -HtSsir COO lOOO^ T— 1 CO CO rH HH ■saSapoo gaipuaajn sjuopnjs jo !iaquinjs[ llsllllsl -gfislar ' sis . r-r co* £>* oo* ®~ cfoT g 000Ms I1H1 r-T N^eoort gf ooowo rH rH o & °°°sl slssl $3 Csj os* co* co* os* t-T g °°°^ espgs i llsll SSIII a ssssfg sf |’ll i co*co*o*o*m* 3 734 EDUCATION REPORT, 1886-87. Table 55. — Ratio of college attendance to the white population in 29 States in 1857. [From De Bow’s Review, 1857, p. 517.] White population. Number of college and u n iversity students. Proportional num¬ ber of students to white population. 2 3 4 561,813 282 2, 083 317, 456 273 1, 162 313, 402 464 684 985, 450 1, 043 944 143, 875 150 955 363, 099 738 441 3, 043, 325 2, 673 1,144 465, 509 470 990 2, 258, 166 3, 286 687 71, 169 144 491 417, 943 992 421 894, 800 1, 343 666 553, 028 513 1, 078 274, 563 720 381 521, 572 1,535 389 761, 413 1, 873 400 756, 836 1, 605 471 426, 513 567 752 295, 071 308 958 255, 491 469 544 162, 189 150 1, 031 1, 955, 050 3, 321 539 977, 154 1, 062 913 846, 034 442 1, 904 395, 971 308 1, 282 304, 756 75 4, 083 91, 635 100 916 592, 004 1, 009 580 8, 452, 095 9,379 901 2, 733, 075 5, 247 '521 2, 657, 513 4, 972 534 5, 162, 604 6, 317 817 19, 005, 287 25, 915 733 State. North Atlantic Division. Maine . . . New Hampshire . Y ermont . Massachusetts . Rhode Island . Connecticut . New York . New Jersey . . . Pennsylvania . South Atlantic Division. Delaware . Maryland . Virginia . . . North Carolina . South Carolina . . Georgia . .. . - . South Central Division. Kentucky . . . Tennessee . Alabama . Mississippi . Louisiana . . . . Arkansas . . . North Centred Division. Ohio . . Indiana . Illinois . . . Michigan . Wisconsin . Iowa . - . Missouri . North Atlantic Division . South Atlantic Division . South Central Division . . . North Central Division . . . . United States . CHAPTER X. • PROFESSIONAL INSTRUCTION. The chief particulars of the current record of the professional schools of the United States, as reported from the several States and Territories, are presented in the sum¬ maries of the tables. Considering the country by geographical sections, the totals appear as follows: Table 56. — Summary of statistics of schools of theology and law , by geographical sec¬ tions, for 1886-87. Schools of theology. Schools of law. ■S Students. •S Students. Division. Number of schools. Number of professors an structors. o c g 5 £ Number who have re¬ ceived a degree in 1 letters or science. Eatio of students who have received a de¬ gree to total number. Number of schools. Number of professors an structors. o o a 3 ft Number who have re¬ ceived a degree in letters or science. Eatio of students who have received a de- I gree to total number. North Atlantic Division . 43 313 1, 860 1, 178 1, 043 50 Per ct. 56 8 89 1,084 399 Per j t. 37 South Atlantic Division . 23 164 4 14 62 483 55 11 South Central Division . 20 94 1, 025 94 9 10 42 353 22 6 North Central Division . 56 285 2, 227 369 17 15 104 1, 165 183 16 Western Division . 8 11 16 4 25 3 13 100 27 27 United States . 145 867 6,306 1, 560 25 50 310 3, 185 686 22 Table 57 .—Summary of statistics of schools of medicine , by geographical sections, for 1886-87. Schools of medicine. Division. 1 . . . ... . . . . . _ Eegular. Homoeopathic. Number of schools. Number of professors and instructors. Students. Number of schools. Number of professors and instructors. Students. o f-i o a 3 £ Number who have re¬ ceived a degree in letters or science. Eatio of students who have received a de¬ gree to total number. Number of. Number who have re¬ ceived a degree in letters or science. Eatio of students who have received a de¬ gree to total number. 1 Per ct. Perct. North Atlantic Division . 20 573 3, 591 503 14 4 109 454 30 7 South Atlantic Division . 16 219 1, 235 ’ 94 8 South Central Division . 11 150 1, 705 15 1 North Central Division . 36 677 3,011 175 G 8 98 656 29 4 Western Division . 6 93 264 24 9 1 19 28 0 0 United States . 89 1,712 5, 806 811 8 13 226 1, 138 59 5 735 736 EDUCATION REPORT, 1886-87. In the Report of the Bureau for 1885-86 attention was called to the fact that the faculty of Harvard had laid before the Academic Council a plan for the abridgment of the college course by those students who go from college directly into one of the professional schools of the university. The subject was made a special order for the December meeting of the Academic Council; and, in consequence of the discussion which then took place, a committee of nine persons was appointed to consider the whole question of the relation of the degree of A. B. to the other degrees conferred by the university. That committee made their report to the Academic Council at the close of the year 1886-87 ; and the Academic Council have now recommended to the college faculty that, in the interest both of the professional schools and of the graduate department, some reduction be made in the requirements for the degree of A. B. I.— SCHOOLS OF THEOLOGY. The following is a comparative statement of the number of schools of theology (in¬ cluding theological departments) reporting to this Bureau each year from 1877 to 1887 inclusive (1883 omitted), with the number of professors and number of students : 1877. 1878. 1879. 1880. 1881. 1882. 1884. 1885. 1886. 1887. Number of institutions . 124 125 333 142 144 145 146 152 142 145 Number of instructors . 564 577 6U0 633 624 712 750 793 803 867 Number of students . . 3, 965 4, 320 4, 738 5, 242 4, 793 4, 921 5, 290 5, 775 6, 344 6, 306 Table 58 .—Summary of statistics of schools of theology for 1886-87. State or Territory. 1 Alabama . California . Colorado . Connecticut . . District of Columbia. Georgia . . Illinois . Indiana . Indian Territory . Iowa . Kentucky . Louisiana . Maine . Maryland . . Massachusetts . Michigan . Minnesota . Mississippi . . Missouri . . Nebraska . . New Jersey . New York . North Carolina . . Ohio . . Pennsylvania . South Carolina . . Tennessee . Texas . Virginia . Wisconsin . Number of schools. 1 Number of professors and in¬ structors. 1 N umber of endowed professor¬ ships. Students. Libraries. Total number of under¬ graduate students. Number who have re¬ ceived a degree in let¬ ters or science. Number of graduates at the commencement of 1887. Number of resident grad¬ uates. Number of volumes. o5 -2 3 ft a <3 & 0 © ■g Increase in the last year [ in books. 2 3 4 5 6 7 8 9 IO 11 3 6 64 14 1 3, 200 300 175 2 11 "e" 14 4 4 19,700 8, 000 50 1 2 0 5, 000 600 2 26 ii 137 117 43 15 45, 000 4, 000 2 17 i 168 33 1, 800 300 20 3 11 l 212 4 19 7, 300 725 1,950 17 91 15 904 108 106 26 45,819 5, 550 3,404 4 25 7 253 5 53 6 9, 700 540 53 1 7 69 2 350 6 16 ”e’ 111 9 35 ”3’ 2, 325 240 50 3 14 8 242 84 25 2 20, 500 1,550 210 3 5 68 1, 100 2 11 "l' 61 30 14 17, 700 225 6 78 339 7 47 "3 120, 800 13, 300 3, 578 6 59 19’ 296 180 39 19 91, 100 20, 500 2, 468 3 10 5 71 10 4 7, 060 60 4 19 3 75 20 15 '30 7, 760 50 1 6 30 4 24 *2 225 85 72 2 21, 213 6, 980 700 2 6 1 10 0 4 0 545 300 6 44 12 320 183 93 4 107, 785 34, 121 1,565 12 87 23 566 314 156 13 160, 401 64, 683 2, 381 39 268 15 1, 000 200 11 68 36 482 96 57 12 50, 608 2, 000 450 15 86 14 480 239 151 4 123, 516 8, 455 699 4 22 31 5 2 16 2, 512 525 7 38 3 225 10 27 • 9 28, 925 6, 160 4, 707 2 18 327 1, 300 100 70 3 17 ”6’ 160 34 11 8 19, 924 685 5 26 1 96 36 50 1 26, 200 4, 500 350 145 867 164 6, 306 1, 560 1,071 174 950, 143 183, 629 23, 900 Total SCHOOLS OF THEOLOGY, 737 Table 58. — Summary of statistics of schools of theology for 1886-87 — Continued. State or Territory, Alabama . . California . Colorado . Connecticut . District of Columbia. Georgia. . Illinois . Indiana . Indian Territory . Iowa . - . . Kentucky . Louisiana . Maine . Maryland . . Massachusetts . . Michigan . Minnesota . . Mississippi . . Missouri . . . Nebraska . New Jersey . . New York . . North Carolina . Ohio . Pennsylvania . . .. South Carolina . . Tennessee . . Texas . Virginia . . . . Wisconsin . Total. 13 $32, 000 110, 000 25, 000 60, 000 93, 000 632, 0C0 20, 00-.' 30, 000 45, 200 171, 000 75, 000 515, 000 803, 729 178, 000 30, 000 350, 000 5, 000 618, 000 , 701, 427 35,000 607, 137 391, 000 44, 500. 135, 000 52, 000 65, 000 302, 000 7, 125, 13 $12, 000 290, 000 416, 124 200, 000 1, 156, 000 90, 000 85, 000 474, 000 200, 000 16, 000 1, 893, 815 30, 850 203, 000 30, 000 8, 000 386, 000 2, 579, 257 491, 509 1, 547, 380 94, 000 40, 000 271, 064 10, 513, 999 14 $400 5, 000 73, 464 1,200 11, 670 6, 800 6, 080 27, 000 13, 000 103, 190 1, 800 13, 500 1, 800 600 19, 400 132, 256 42, 495 77, 258 6, 400 3,000 16, 524 622, 837 15 $1, 800 500 4, 025 1,100 221, 225 93, 100 10, 000 1, 005 7, 842 40, 000 500 15, 200 2, 007 2, 000 6, 000 11, 654 1, 200 66, 500 224, 423 6, 200 25, 442 30, 155 3, 400 8*000 783, 278 -a © © £ a o © co a © o f- o a d 1© 40 615 Table 59. — Statistical summary of schools of theology , according to denominations, for 1886-87. Religious denominations. Baptist . Free Baptist . Roman Catholic . Lutheran . Methodist Episcopal . Methodist Protestant . Methodist Episcopal, South... German Methodist Episcopal.. Wesleyan Methodist . Presbyterian . . . Cumberland Presbyterian . United Presbyterian . Reformed Presbyterian . Protestant Episcopal . Number of— Religious denominations. Number of— Schools. Instructors. Students. Schools. Instructors. Students. 19 107 1, 014 Congregational . 11 66 378 2 11 78 Univergalist . 3 22 61 17 150 663 Unitarian . . . 1 7 30 17 69 1, 057 Christian . . . 6 18 236 16 107 645 Reformed. . . . . 5 15 73 2 10 26 Reformed (Dutch) . 1 6 22 2 20 207 Associate Reformed . 1 6 1 3 39 Unsectarian . 4 30 152 1 5 20 United Brethren . 2 9 65 14 81 749 Jewish . 1 9 2 19 327 Evangelical Association . 1 4 9 2 19 65 German Evangelical . 1 3 82 1 3 22 12 68 286 Total . 145 867 6, 306 47 ED 738 EDUCATION REPOST, 1886-87. st. Vincent’s seminart, Germantown, pa. The following account of St. Vincent’s Seminary, Germantown, Pa., is furnished by the president, Rev. James McGill. It illustrates the character of a number of semi¬ naries in the United Stales which combine collegiate and professional instruction in such a manner as to make it difficult to give them exact representation in the tables. The seminary, as such, holds no real estate nor funds. It is supported by an asso¬ ciation of Catholic clergymen for the purpose of giving a select number of young men an opportunity to pursue a course of study in literature, higher mathematics, modern languages, philosophy, and theology. For admission an examination is required which would entitle the applicant in any well-conducted college to the A. B. degree. The course of study embraces a period of eight years ; each scholastic year consists of forty weeks. The entire number of students for the scholastic year 1886-87 was 25 ; and the classification — 9 in theology, 6 in philosophy, and 10 in the two years’ preparatory course, which consists of an exhaustive review of previous studies "in English, Latin, Greek, French, German, and mathematics. The study of higher mathematics may be continued during the two years’ course of philosophy, and, if the needs of the student demand it, during the first and second years of the theology course. All the students are required to follow both the classical and scientific courses. The language of the class during the last 6 years of the course is Latin. The library contains "from 11,000 to 12,000 volumes. The institution has never re¬ ceived any State or municipal appropriation of any kind. Tuition is free for all who pass the examination for admission. The professors number 6. PROGRESS. DURING THE DECADE. «. As in the case of similar tables, the comparative statistics of schools of theology from 1877 to 1887, inclusive, simply show the relative numbers reporting to the Office in the successive years. The details as recorded during the period indicated show further the degree of per¬ manency in institutions, and the positive increase in their numbers. From a comparison of the detailed statistics of 1877 with those of the current year, it appears that of 124 schools tabulated at the earlier date, 91, or 73 per cent., are still found in the table. Ten of the remaining 33 have ceased to exist, and 23 have made no recent report. Thirty-two schools which were in existence prior to 1877, but did not report at that date, are now reporting. Of the remaining 22 schools found in the table for 1886-87, 4 had just begun operations in 1877 and 18 have been opened since. Of the 91 schools which reported in 1877 and in 1886-87, 12 failed at one of the dates to report the particulars required for comparative study; the remaining 79 show in¬ crease during the decade of 31 per cent, in the number of instructors ; 30 per cent, in the number of students; 53 per cent, in the number of volumes in libraries; 65 per cent, in property valuation ; and 42 per cent, in productive funds. The 91 schools whose permanence and vigor are attested by the statistical record have been the recipients of liberal and repeated benefactions. So far as reported to this Office, the total of money gifts and legacies to schools of theology during the ten years under review was $6,697,210. Of this amount 91 per cent, went to the schools in question. The present relative importance of the same schools may be judged from the fact that they include 73 per cent, of the instructors and 73 per cent, of the students re¬ ported from schools of theology. Forty-two of the number report their productive funds, the total amount being 93 per cent, of the total productive funds in the table. The 22 schools whose operations are limited to the ten years under review include 10 per cent, of the instructors and 10 per cent, of the students in the table. From this analysis it is evident that the schools which have reported irregularly represent but a small part of the entire provision for theological instruction, and do not greatly affect the general bearing of the statistical record. THEOLOGICAL SCHOOLS ORGANIZED SINCE 1876. Table 59 shows the relative position of the various religious denominations in re¬ spect to the number of schools which they maintain, and the number of students attracted to them. The 22 schools organized during the decade are distributed among twelve denom¬ inations. The Baptist, Lutheran, and Methodist Episcopal Churches have contrib¬ uted 4 schools each. The first named include 23 per cent, of the instructors and 23 per cent, of the stu¬ dents reported from the new schools; the second, 14 per cent, and 19 per cent., respectively; the third, 14 per cent, and 16 per cent., respectively. The financial 739 SCHOOLS OF THEOLOGY. resources of tlie new schools are not fully given, only 15 of the 22 reporting even their property valuation. Of the entire amount, viz, $434,000, 31 per cent, is owned by the four Baptist schools, 20 per cent, by three of the four Lutheran schools, 22 per cent, by three of tbe Methodist Episcopal schools, and 23 per cent, by one school under the auspices of the Protestant Episcopal Church. Productive funds are reported from seven only of tho new schools. In these, as in all theological schools whoso invested funds are small, special contributions from churches and individuals form a large part of the income, tuition fees being low, and in many cases remitted entirely. Six of the 22 schools established since 1876 are for the education of colored students. One of the most important of these is the Gammon School of Theology at Atlanta, Ga., which was organized in 1883 as a department of Clark University. Beginning -with an attendance of 2 students, it closed its first year with 19, and has steadily increased in numbers year by year, reaching in the current year a total of 57. Among the favoring conditions attending the origin of the school, not the least was the gift of twenty thousand dollars by Rev. E. H. Gammon, of Batavia, Ill. The growth of the institution, and the rapid extension of its field of influence, with the corresponding demand for enlarged facilities, have prompted him recently to propose a munificent addition to the endowment, which will establish the school on a firm and permanent basis. The only condition imposed by Mr. Gammon, in unfolding his plan, was that the school should be made an institution of a purely theological character, entirely independent of any other institution in its organization and government. In accordance with his views, the official connection of the school with Clark University was dissolved in April, 1887, and it was placed on an independent basis. 740 EDUCATION REPORT, 1886-87. Table 60. — Statistics of schools of theology for 1886-87 ; from 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 38 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 Location. Name. President or dean. 1 3 Selma, Ala...... . Talladega, Ala . Tuscaloosa, Ala . Oakland, Cal . San Francisco, Cal. . . . Denver, Colo . Hartford, Conn....... New Hav en, C onn .... Washington, D. C - Washington, D. C.... Atlanta, Ga . Atlanta, Ga . Macon, Ga . Bourbonnais Grove, Ill. Chicago, Ill . Chicago, HI . Chicago, Ill . . Eureka, III . . Evanston, Ill. . Evanston, Ill . Evanston, Ill. . Galena, HI . Galesburg, Ill . Lebanon, Ill . Morgan Park, Ill . Naperville, Ill . Hock Island, Ill . Springfield, Ill . Upper Alton, Ill . Wheaton, Ill . Fort W ayne, Ind . Greencastle, Ind . Merom, Ind . St. Meinrad, Ind . Muskogee, Ind. T . Beloit, Iowa . Davenport, Iowa . . Des Moines, Iowa . Dubuque, Iowa . Theological Department of Selma Uni¬ versity. Theological Department of Talladega College. Institute for training colored minis¬ ters. Pacific Theological Seminary ... _ San Francisco Theological Seminary. Matthews Hallv . Hartford Theological Seminary . Theological Department of Yale Uni¬ versity. Theological Department of Howard University. Way land Seminary . Gammon School of Theology . Theological Department of Atlanta Baptist Seminary. Theological Department of Mercer University.* Theological Department of St. Via- teurs College. Chicago Theological Seminary . McCormick Theological Seminary of the Presbyterian Church. Western Theological Seminary . Bible Department of Eureka College Garrett Biblical Institute . Norwegian and Danish Theological School. Swedish Theological Seminary* . Theological Department of German- English College. Theological Department of Lombard University. Theological Department of McKen- dree College.* Baptist Union Theological Seminary Union Biblical Institute . . . Augustana Theological Seminary.... Concordia Seminary . Theological Department of Shurtleff College. Wheaton Theological Seminary . Concordia College . . School of Theology of De Pauw Uni¬ versity. Berean Department, Union Christian College. St. Meinrad’s Ecclesiastical Semi¬ nary.* Theological Department of Indian University. Norwegian Augustana Seminary7 . Theological Department of Griswold College. Bible Department of Drake Univer¬ sity. German Presbyterian Theological School of the Northwest.* Rev. Charles L. Puree, A. b . Eev. Henry S. De Forest, B. B . . . Eev. C. A. Stillman . Eev. J.' A . Benton, p. b . Eev. George Burrowes, D. D . Rt. Eev. John F. Spalding, d.b.. Rev. William Thompson, p. d . . . Eev. Timothy Dwight, B. p., LL. P. Eev. W. W. Patton, p. p., ll. p.. Rev. Geo. M. P. Ring, A. M . Rev. W. P. Thirkield, b.b . Eev. Samuel Graves, B. P . . Eev. J ames G. Eyals, B. p . Eev. M. J. Marsile, c. s. v . Franklin W. Fisk . Eev. Le Eoy J. Halsey, B. b., ll. B. Rt. Eev. W. E. McLaren, s. T. B. . Carl Johann . Rev. H. B. Ridgaway, B. B . Eev. N. E. Simonsen, a. m., b. p . . Eev. Albert Ericson . Rev. Fr. Schaub, A. M . . Rev. N. White, PH. B . Eev. W. F. Swahlen, A. M., ph. b. Eev. G. W. Northrup, p. p., ll. b. Bishop J. J. Esher . Eev. T. N. Hasselquist, B. B _ Prof. A. Craemer . . Eev. A. A. Kendrick, P. B . Lemuel N. Stratton . George Schick . Alexander Martin, B. B., ll. b . . . Eev. L. J. Aldrich, A. M., B. B _ Et. Rev. Fintan Mundwiler, u. ». a. A. C. Bacono, A. m . Prof. D. Lysnes . Rt. Rev. W. S. Perry, B. B., ll. b. G. T. Carpenter, A. M . A. J. Schlseger, b. b . *From Report of the Commissioner of Education for 1885-86. STATISTICS OF SCHOOLS OF THEOLOGY. 741 replies to inquiries by the United States Bureau of Education. | Date of organization. Religious denomination. | Number of professors and instructors. Number of endowed professorships. | Students. | Number of years in full course of study, j Library. Value of grounds and buildings. m 1 ® O d 0 Ph ft O +3 a a 0 a <1 Income from productive funds. Benefactions. 1 Number of degrees conferred, m 1 course at last commencement. | Total number. I Number who have received a | degree in letters or science. I Graduates at the commence¬ ment of 1887. I Resident graduates. a p 0 PI b rO O H O a a fc Number of pamphlets. Increase in bocks during the last year. 4 5 6 7 § 9 10 11 13 13 14 15 1© 17 IS 19 2© 1878 2 23 9 n 500 100 100 $25, 000 1 $1, 800 9 1872 Cong . 1 14 0 2 0 3 1, 500 75 5, 000 $8, 000 $400 0 0 1876 3 27 0 3 1 4 1, 200 200 2, 000 4,000 3 1869 Cong . 7 2 14 4 4 3 3,700 1,000 50 80, 0C0 1 90, 000 5, 000 500 4 1871 4 4 3 16 000 7, 000 30 000 200, 000 1872 P E 2 0 5’ 000 GOO 25, 000 1834 11 42 37 16 2 3 42, 000 4, 000 14 1822 15 6 95 80 27 13 3 3, 000 416, 124 a73,464 4,025 27 1867 Non-sect ... 5 1 38 10 3 61,100 10 1865 Raptlst - . . 12 130 23 3 1, 800 300 20 60, 000 c23 1882 M.E . 5 "i 57 4 7 3 4, 500 600 1, 700 75, 000 200, 000 1, 200 220, 500 dQ 1867 Baptist. .... 5 152 12 6 2, 800 125 250 18, 000 725 12 Ba,pt,i at . 1 3 1869 R. C . . 6 6 5 2 20 6 2, 000 100 80, 000 0 2 1858 Con - Prof. George Sverdrup . O. S. Meland . . Bev. Charles Ayer . . Very Bev. P. Y. Byrne, c. Si . Louis Haeberlo . Prof. F. Pieper . Bev. Herman A. Koch, D. I) . Bev. William Sness . Alfred L. Biggs, principal . Bev. Charles E. Knox, D. d . Bev. Henry A. Bnttz, D. D., ll.d. Bev. S. M. Woodbridge, D. D., LL. 1). Bev. W.H. Green, D. i)., ll. d.. * From the Beport Of the Commissioner of Education for 1885-86. a Also in College faculty. 6 Includes term bills to the amount of $3,343. 744 EDUCATION REPORT, 1886-87. Table 60. — Statistics of schools of theology for 1886-87 ; from replies 80 81 82 83 84 85 86 87 88 89 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 Location. Name. President or dean. 1 2 3 South Orange, N. J — Vineland, N. J . Allegany, N. Y . Auburn, N. Y.... . Canton, N. Y . Hamilton, N. Y . Diocesan Seminary of the Immacu¬ late Conception. College of the Sacred Heart and Theological Seminary. St. Bonaventure’s College . Auburn Theological Seminary . Canton Theological Seminary b . Hamilton Theological Seminary . . Bev. William P. Salt, A. M . Very Bey. E. H. Porcilo, s. p. m. . Fr. Joseph Butler, 0. 8. F . Rev. S. M. Hopkins, D.D . Rev. Isaac M. Atwood, D. D . Rev. Ebenezer Dodge, D. D., Hartwick Seminary, N. Y. New York, N. Y . New York, N. Y . Rochester, N. Y . . Stanfordville, N. Y _ Suspension Bridge, N. Y. Hartwick Seminary (Theological De¬ partment). , General Theological Seminary of the Protestant Episcopal Church. Union theological Seminary . . Rochester Theological Seminary . . Christian Biblical Institute . Seminary of Our Lady of Angels . Rev. James Pitcher, A. M., prin¬ cipal. Rev. Eugene A. Hoffman, D. d . . . Thomas S. Hastings, secretary... Rev. Augustus H. Strong, D. n... Rev. J ohn B. Weston, a. m., d. d. . Very Rev. P. V'. Kavanaugh . Syracuse. N. Y . Troy, N. Y . Charlotte, N. C . Conover, N. C . Raleigh, N. C . . . Raleigh, N. C . Trinity, N. C...T. ...... Berea, Ohio. . Cincinnati, Ohio . Cincinnati, Ohio . Cleveland, Ohio . Columbus, Ohio . Dayton, Ohio . Gambier, Ohio . Oberlin, Ohio . Springfield, Ohio . Tiffin, Ohio . Xenia, Ohio . . Allegheny, Pa . Allegheny, Pa . Allegheny, Pa . Beatty, Pa. . Bethlehem, Pa . Freeland, Pa . Gettysburg, Pa . St. Andrews Divinity School . St. J oseph’s Provincial Seminary . Theological Department of Biddle University.?* Theological Department *f Concordia College. Theological Department of St. Au¬ gustine Normal School. Theological Department of Shaw Uni¬ versity. Theological Department of Trinity College.?* • Theological Department of German Wallace College. Hebrew Union College . Lane Theological Seminary . . St. Mary’s Theological Seminary . German Ev. Lutheran Seminary . Union Biblical Seminary . Theological Seminary of the Prot¬ estant Episcopal Church in the Diocese of Ohio. Department of Theology (Oberli n Col¬ lege). Wittenberg Seminary. . . . . Heidelberg Theological Seminary . United Presbyterian Theological Seminary of Xenia. Theological Seminary of the Ref) *rmed Presbyterian Church. Theological Seminary of the United Presbyterian Church. Western Theological Seminary of the Presbyterian Church. Theological course in ‘ St. Vin cent’s College, b Moravian Theological Seminary . Theological Department of Ursinus College, b Theological Seminary of the General Synod of the Lutheran Church in the United States. W. D. Wilson. — . Very Rev. Henry Gabriels, D. D.. Rev. S. Mattoon, i*. d . Rev. J. C. Mosor, A. M . Rev. Robert B. Sutton, D. D . Rev. H. M. T upper, d. d . J. F. Heitman . . Rev. William Nast, D. D . Dr. Isaac M. W'ise . William H. Roberts, clerk . Rev. N. A. Moos . Rev. M. Loy, D. D . Rev. G. A. Funkhouser, D. D . Rt. Rev. Gregory T. Bedell, d. d . Rev. James H. Fairchild, D. D. . . . Rev. S. A.Ort, D. d . Rev. J. H. Good, n. d . Rev. James Harper, n. D. . . . D. B. Willson . Rev. D. R. Kerr, D. D., ll. d . Rev. W.H.. Jeffers, D. d., ll. d - D. Block, a.m.,0.8. b . Rev. Augustus Schultze . Rev. J. H. A. Bomberger, D. D - Rev. M. Valentino, D. D., ll. d - a Diplomas. b These statistics are for the year 1885-86. STATISTICS OF SCHOOLS OF THEOLOGY, 745 to inquiries by the United States Bureau of Education — Continued. Number of professors and instructors, j | Number of endowed professorships. | Students. Number of years in full course of study. Library. Value of grounds and buildings. Amount of productive funds. Income from productive funds. Benefactions. I Number of degrees conferred in 1 course at last commencement. Total number. Number who have received a | degree in letters or science. .Graduates at the commence¬ ment of 1887. Eesident graduates. Number of bound volumes. Number of pamphlets. Increase in books during the last year. <5 7 8 © 1© 11 IS 13 14 15 1© 17 1§ 19 2© 16 9 4 6 21 g 16 1 6 7 6, 358 600 100 $208, 600 $33, 500 1 6 5 50 42 14 2 3 16, 000 190 200, 000 512, 066 $17, 855 $6, 396 a 14 5 14 2 4 7, 800 300 50, 000 1, 500 ai 8 ... 48 23 15 3 18, 500 2, 500 450 100, 000 200, 000 10, 000 0 5 2 15 3 10 4 92 68 26 2 3 19, 231 11, 698 684 469, 378 12, 361 124, 421 14 9 6 134 126 52 3 3 51, 940 47, 055 800, 000 900, 000 65, 000 5, 000 12 6 33 15 3 22, 422 947 102, 827 441, 313 25, 694 85, 100 8 0 "3 0 0 ”6 3 1,950 230 10i 40, 000 23, 000 1, 346 2,008 ’"0 8 66 20 7 0 •6 6,000 100 1 6 7 122 22 6 10, 200 2, 200 200, 000 2 11 5 0 60 7 100 100 5, 000 200 2 0 15 0 0 0 3 900 100 - 2 40 3 4 6, 000 8 142 12 30, 000 5 0 25 0 1 0 3 9 1 1 8 10, 000 200 300 30, 000 1 7 5 50 40 17 1 3 15, 000 313, 137 166, 509 21, 295 17 5 0 38 6 6 75, 000 0 0 10, 000 4 29 21 8 3 4, 000 "*8| 4 40 9 3 600 150 24, 000 75, 000 40, 000 15, 442 9 5 4 "’*2 1 3 7, 000 12 2 50 27 7 0 3 7 10 5 200 10 4 10, 000 1, 000 150, 000 180, 000 12, 000 16 2 18 2f 5 "4 28 13 0 3 ,4,008 800 15, 000 70, 000 5,200 0 .... 3 3 22 20 6 6 4 3, 000 200 25, 000 50, 000 2, 500 6, 555 c6 14 0 37 37 1 3 75, 000 124, 420 7, 322 7, 350 10 6 68 63 19 3 17, 166 755 87 165, 000 462, 000 27, 000 ( d ) 6 37 4 21 24, 300 5 0 25 6 6 5, 500 30 9, 000 73, 000 3, 700 3, 750 15 4 10 10 6 3, 000 500 5 3 38 37 10 3 1, 200 75, 000 91, 960 5, 036 1856 1859 1821 1858 1819 1815 1819 1836 1851 1869 1856 E. C E. C. E.C.... Presb .. TTniver. Baptist. Lutheran P. E..„... Presb . Baptist. . . Christian. E. C . 1864 1868 1881 1871 1865 1852 1865 1875 1829 1849 1830 1871 1825 1835 1845 1851 1794 1856 1825 1827 1846 1807 1871 1826 E. C.. Presb. Lutheran. .. P. E . . Baptist . M.E., South. M.E.... _ Jewish..-. Presb . E. C . Lutheran. TJ.B . . P. E . Cong . Lutheran . . . Eeformed. . . TJn. Presb... Eef. Presb.. TJn. Presb. . . Presb . E. C . TJ. B . . Eeformed. . Lutheran... 105 106 107 108 109 110 111 112 113 114 115 118 c Certificates of graduation. d No degrees are conferred. i* 117 118 119 120 121 122 123 124 125 126 127 128 129 130 131 132 133 134 135 •136 137 138 139 140 141 142 143 144 145 EDUCATION REPORT, 1886-87. Table 60. — Statistics of schools of theology for 1886-87 ; from Location. Kamo. President or dean. 1 3 3 Lancaster, Pa . Lincoln TTniv e r s i t y, Pa. Meadville, Pa. . Philadelphia, Pa . Philadelphia, Pa . Selin’s Grove, Pa. Theological Seminary of the Reformed Church in the United States. Theological Department of Lincoln University, a Meadville Theological School . . Divinity School of the Protestant Episcopal Church in Philadelphia. a Theological Seminary of the Evan¬ gelical Lutheran Church in Phila¬ delphia. Missionary Institute . Upland, Pa . Yillanova, Pa . Columbia, S. C . . Columbia, S. C . Due West, S. C . Newberry, S. C . Chattanooga, Tenn .... Lebanon, Tenn . Nashville, Tenn . Nashville, Tenn . Nashville, Tenn . Nashville, Tenn . Sewanee, Tenn . Marshall, Tex . Tehuacana, Tex . Hampden-Sidney, Va. Richmond, Va . Theological Semi¬ nary, Va. Franklin, Wis . Madison, Wis . Milwaukee, Wis . Nashotah, Wis . St. Francis, Wis . Crozer Theological Seminary . Ecclesiastical Department of Villa- nova College. Benedict Institute..- . Theological Department of Allen Uni¬ versity. Associate Reformed Theological Semi¬ nary. Theological Seminary of the South Newberry College. Theological Department of Chatta¬ nooga University. Theological School of Cumberland University. Theological Course in Fisk Univer¬ sity. Theological Department of Central Tennessee College. Theological Department of Roger Williams University. b Biblical Department of Vanderbilt University. Theological Department of the Uni¬ versity of the South. Theological Department of Bishop College. Theological Department of Trinity University.® Union Theological Seminary . Richmond Theological Seminary . Protestant Episcopal Theological Seminary of Virginia. Mission House . .• . Luther Seminary a . Lutheran Theological Seminary of the Synod of Wisconsin. Nashotah House . Seminary of St. Francis of Sales . Rev. Eml. V. Gerhart, D. I) . . Rev. Isaac N Rendall, d. d . Rev. Abiel A. Livermore, A. M . . . Rev. Edward T. Bartlett, A. M - Rev. C. W. Schaeffer, D. D . ~.>: Rev. Peter Born, D.D., superin¬ tendent. Henry G. Weston . Rev. F. M. Shoeran, o. s. A . Rev. C. E. Becker, A. M - - J. W. Morris, a. m., ll.d . w,.; Rev. W. M. Grier, D. D . Rev. G. W. Holland, pb. d. . . . Rev. E. S. Lewis, A. »r . Nathan Green, ll.d., chancellor.; Rev. E. M. Cravath, d.d. - ■*.: Rev. John Braden, d. d . . — Rev. D. W. Phillips, D. D . - - . Rev. W. F. Tillett, d. d . . Rev. Telfair Hodgson, D. D Rev. S. W. Culver, A. M . . . L. A. Johnson, A. M . Rev. B.M.Smith.D.D., LL.D., clerk Rev. Charles H. Corey, A. M., D.D. Rev. Joseph Packard, D. D . Rev. H. A. Muehlmeier, D. D . H. G. Stule . Rev. Ad. Hoeneoke . — - Rev. George G. Carter, A. M . Very Rev. A. Zeininger . a These statistics are for the year 1885-86. 6 These statistics are for the year 1884-85. STATISTICS OF SCHOOLS OF THEOLOGY. 74? replies to inquiries hj the United States Bureau of Education — Continued. Students. 5 a Library. , _ t M C- 2 B gs If g s 28 SJC+3 1825 1871 1844 1862 1864 1858: 1868 1842 1871 1882 1839 1830 1886 1853 1865 1875 1876 1881 1871 1824 186' 1823 1862 1876 1878 1842 1856 1© H 13 13 14 15 1© 17 48 19 SO Reformed. Presb. .... TJnitariau. P. E . Lutheran. Lutheran... Baptist. R. G ... Baptist. M. E _ As.Ref.Pres Ev. Luth . . . M.E . . Cumb. Pres. Cong . M.E . Baptist . M.E., South P. E . Baptist . Cumb. Pres. Presb. . . Baptist . P. E.... Reformed. Lutheran . Ev. Luth. P. E . R. C . 10, 000 2, 000 $70, 000 18,000 000 17, 500 2, 500 9, 350 4, 000 1, 500 12 1, 000 3,000 1, 000 $17, 000 25, 000 1,000 35 175, 000 130, 000 20, 000 351, 000 $7, 500 1, 200 23, 000 $10, 000 2, 500 4, 500 10, 000 30,000 2, 000 70, 000 22,000 5, 000 1, 400 100 5, 000 100 10, 000 40, 000 3,000 34 11 2, 000 21, 825 700 600 4, 024 3,400 12, 500 4,000 1, 000 1, 200 9, 000 11, 000 6, 160 100 4, 607 70 3, 000 1, 000 125, 000 50, 000 2, 000 35, 000 30, 000 400 271, 064 16, 524 000 30, 000 20, 000 72, 000 180, 000 121 122 125 126 127 128 129 130 131 2132 133 6134 135 0136 137 11 138 139 9140 ...141 ...142 12143 6144 ..145 748 EDUCATION EEPOET, 1886-87. List of schools of theology from which no information has been received. Location. Name. Santa Barbara, Cal Middletown, Conn. Carlinville, Ill . Louisville, Ky . New Orleans, La .. "Waltham, Mass ... Dry Grove, Miss .. Geneva, N. Y . Salisbury, N". C.... Carthagena, Ohio.. Wilberforce, Ohio . Overbrook, Pa . Orangeburg, S. C .. Franciscan College. Berkeley Divinity School. Theological Department of Blackburn University. Preston Park Theological Seminary. Theological Seminary. New Church Theological School. Bishop Green Associate Mission and Training School. De Lancey Divinity School. Theological Department of Livingston College. St. Charles Borromeo Theological Seminary. Theological Seminary of Wilberforce University. Philadelphia Theological Seminary of St. Charles Borromeo. Baker Theological Institute (Claflin University). Memoranda to Table 60. — -y Location. Name. Remarks. Harrisburg, Pa . . Catholic Theological Seminarv . Closed June 6, 1886. Closed during 1886-87. Columbia, S. C . Theological Seminary of the General Assembly of the Presbyterian Church. II.— SCHOOLS OF LAW. The following is a statement of the number of schools of law reporting to this Bureau each year from 1877 to 1887, inclusive (1883 omitted), with the number of instructors and number of students : 1877. 1878. 1879. 1880. 1881. 1882. 1884. 1885. 1886. 1887. Number of institutions . Number of instructors . Number of students... . 43 175 2, 811 50 196 3,012 49 224 3, 019 48 229 3, 134 47 229 3, 227 48 249 3, 079 47 269 2, 686 49 285 2, 744 49 283 3, 054 50 310 3,185 Table 61. — Summary of statistics of schools of law for 1886-S7. 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STATISTICS OF SCHOOLS OF LAW. 753 DO® *oo*ooo t* * Ef.S fil ’S^ ®£ £2 H'H© o £ > OdJOOi'DOCPOO '(N^WOOCOOSOOW^O 0*000 o t> o o *0 CJ oo o o o 'Att OOOOOOOOOOO-tf. ffiLOOCCCflOMO kQ 00 C-l r 'o j*s 0.t5 p§2^ ^ © & ca ► ! 3 ®>S £ g § „ •o ’oQ ®.hH ^)*S Io6,2i§*3t* O § t> S «glS5b cc a .rCg a : 5 o g =« > £P ®,a o ch ^ « |5 ’g ^ ^ «« p t>5 3 s © ftt3 b^ s Esr-o^S3 >a1 h a r_.^a •g a S 3 '2 © ^ 4S g 3 -g ^ S © s §£ S a£-s£ 00®§°o c^'2 op. txH t M o . -P . a a oO a n p csP a a ®-?,©.'©H b fe^1© b b b^1® b b -a> O -ij £r Q ^ C ^ ^ ^ r q $3 C$ fft # q c£ c3 •«-■ 3*J5 2 J O rl O P-i P-fc? ri P^ft Ph^ r) P P -©^g'S’o®©®®^0©®®®0©®© g a © q os w»q SjPQ’ccoPPP'omPP o®'-|(-;isoc4oia»3®artaayaaa OPPPPOPOPPCGPPPPWPPP "1 cb ® p 'a II S.2 '5 3 ® 3 a © © a pP ® +§ r© a o 2 > o hH 48 ED 754 EDUCATION REPORT, 1886-87. III. — SCHOOLS OF MEDICINE, DENTISTRY, AND PHARMACY. Tlie following is a comparative statement of tlie number of schools of medicine, dentistry, and pharmacy reported to this office each year from 1877 to 1887, inclusive (1883 omitted), with the number of instructors and students: 1877. 1878. 1879. 1880. 1881. 1882. 1884. 1885. 1886. 1887. Number of institutions _ 106 10G 114 120 326 134 145 152 175 178 Number of instructors 1, 278 11, 225 1, 337 11, 830 1,495 1,660 14, 006 1,746 14, 536 1, 946 15, 151 2, 235 2, 514 13, 921 2, 829 2, 936 16, 366 Number of students . 13, 321 15, 300 16, 407 Table 63. — Summary of statistics of schools of medicine, of dentistry, and of pharmacy for 1886-87.— Part I. State or Territory. 03 'o o o 'o u a a a Corps of instructors. Students. Libraries. * Total number. o rt « g ct 2 a ® £ =5 O S ■ g 5 g ® S'S-g |a . , £ © U £ i ce a m.— Pharmaceutical. California . District of Columbia. Illinois . Indiana . . Iowa . Kentucky . Louisiana . Maryland . Massachusetts . Michigan . . . Minnesota . Missonri . Ne*w York . Ohio . Pennsylvania... . Tennessee . Wisconsin . Total . IV.— Veterinary. 1 2 2 1 2 2 1 1 1 1 1 1 3 1 2 1 1 7 7 8 C G9 102 27 14 16 70 4 3 4 5 11 5 5 20 5 11 6 4 63 28 120 219 67 17 146 383 98 625 46 47 5 7 2 11 14 34 32 1 44 99 22 193 13 14 24 123 2, 153 37 418 1 Illinois . . Massachusetts Minnesota . Kew York.. .. Pennsylvania.. Total Totals. 1 1 1 2 1 6 11 20 8 37 13 55 48 26 25 2 10 5 3 3 134 44 49 10 89 268 53 93 Libraries. 150 2, 500 429 3, 600 150 1,619 300 447 5, 000 1,074 1, 600 500 3, 000 3, 600 2, 348 11,621 20 70 150 240 40 300 415 Preparatory . . Regular . Eclectic . Homceopathio .... Physio-Medical . . . Graduate . Dental . Pharmaceutical . . Veterinary . . Grand total 2 89 10 13 1 7 26 24 6 178' I 10 1,712 134 226 12 195 435 123 89 21 9, 806 719 1,138 26 551 1,684 2, 153 268 8 811 104 59 20 142 37 53 200 2, 942 43, 297 20, 916 199 772 3, 100 342 12, 057 14, 655 150 600 14 626 300 537 . 809 307 418 12, 348 11,621 93 240 415 2, 936 16. 366 1,234 4, 545 70, 499 51,9)4 STATISTICS OF SCHOOLS OF MEDICINE. 757 Table 63. — Summary of statistics of schools of medicine, of dentistry, and of pharmacy for 1886-87.— Part II. State or Territory. • Value of grounds, buildings, and apparatus. Amount of productive funds. Income from productive funds. Receipts for the last year from tuition fees. Benefactions. Number of degrees conferred in course at last com¬ mencement. I 9 1© 11 12 13 14 I.— Medical and Sukgical. 1. Preparatory. $500 $0 $0 $1, 220 $0 0 Total.., . . 500 . 1, 220 2. Regular. _ _ _ 150, 000 12, 000 150, 000 34 15 27 3 5 40 122 258 37 107 191 57 20 200 92 33 17 118 12 20 443 0 0 0 13, 950 20 2, 995 2, 060 16, 727 23, 239 2, 090 7, 500 15, 000 2, 800 2, 758 39, 145 630 35, 800 105, 000 245, 000 7, 000 50, 000 165, 000 0 Illinois . . . . Indiana. . _ _ _ _ _ _ _ Iowa.. . . . . . . . 500 Kentucky . . . . . . Louisiana . . . 0 0 1, 785 Maine . . . 25, 000 110, 000 500 45, 000 60, 000 75, 500 20, 000 2, 500 150 6, 129 54, 451 59, 468 8, 865 6,400 16, 050 Marvland . . . . . . . Massachusetts . . . . . 180, 314 10, 389 Michi fan _ _ I _ . . . Minnesota . . . . Missouri . . . . ... _ _ _ 125, 000 Nebraska... . . New Hampshire. . . . . . New York . . . . 562, 800 50, 000 503, 500 40, 000 285, 000 10, 000 118, 500 20, 000 50, 000 11, 000 5, 000 5,000 0 147, 500 0 5, 500 1, 000 6, 100 650 250 300 0 8, 588 0 300 60, 344 106, 000 2, 000 11, 100 30, 000 121, 000 0 1, 700 1, 000 North Carolina,, _ _ _ Ohio . 6, 257 2, 600 67, 373 4, 000 18, 130 12, 000 6,100 205 165 18 200 Oregon . . . . . Pennsylvania . . . . ........ _ South Carolina . . . Tennessee . . . . . . Vermont _ _ _ Virginia _ _ _ _ _ 4, 000 31 Total . . . . 2, 895, 600 403, 559 30, 185 411, 748 400, 215 2, 477 3. Eclectic. California _ _ _ ....... 14 1 43 10 20 7 15 8 3, 500 75, 000 1,675 6, 700 1,250 X,. . . . J LllTlOIA _ ^ _ r _ _ _ Indiana _ _ _ _ 0 Tftwa _ _ _ 25, 000 1, 000 46, 000 65, 000 Missouri _ . _ _ 0 300 New York. _ _ _ _ 12, 844 19, 375 Ohio . . . . . Total . 215, 500 41,844 300 118 4. Homoeopathic. California, __ _ . 1, 000 70, 000 0 0 3, 000 12, 500 10 137 li 29 Illinois . Iowa . 0 5, 000 Massachusetts . . . . 100, 000 30, 000 2, 200 8, 500 Michigan . . Missouri . Nebraska . 4 51 New York . 112, 000 9,542 82, 000 758 EDUCATION REPORT, 1886-87. Table 63. — Summary of statistics of schools of medicine, etc. — Part II — Continued. State or Territory. Value of grounds, buildings, and apparatus. Amount of productive funds. Income from productive funds. Receipts for the last year from tuition fees. Benefactions. Number of degrees con¬ ferred in course at last commencement. 1 9 10 11 13 13 14 I.— Medical antd Surgical— Continued. 4. Homoeopathic — Continued. $58, 000 $11, 000 19 Pennsylvania . . . 235, 000 $125, 000 $6, 500 icj 744 $20, 000 48 Total . 576, 000 155. 000 8, 700 61, 286 107, 000 312 5. Physio -Medical. A 000 2, 462 8 7 Total . . a. nno 2, 462 8 6. Graduate. 1 000 630 Missouri . . . . . . . Rfi. Oftft 0 New York . . . 7 • Penn sy vania . 36, 276 2, 583 Total . 36 000 36, 276 2, 583 630 II.— Dental. California . 1,500 0 0 4, 271 0 1 District of Columbia _ _ • 6 Illinois . . . 11 1,000 10, 000 5, 000 16, 083 30 41 Indi ana . . . ] L, 000 3, 564 0 14 Iowa _ _ . . . . . . 0 24 11 Maryland _ _ _ _ in non 11, 000 47 Massachusetts . . . 2, 106 105 6, 093 170 22 Michigan _ _ _ _ _ _ _ Minnesota 1 120 4 Missouri _ _ _ . .... 3, 244 15 New York . 6, 000 0 0 20, 805 0 51 Ohio . 1 5 0(10 10, 000 Pennsylvania . . . . . . 26, 500 168 Tennessee . . . . . 4.0. fiOO 7, 700 710 42 Total . 85, 100 12, 106 5, 105 110, 380 910 446 III.— Pharmaceutical. California . 12, 000 0 0 2,778 0 9 District of Columbia _ _ _ 1C Illinois . . . . . . 82 000 24, 000 70 Indiana _ _ _ 7 4 Iowa . . . . . . . . 3 Kentucky _ _ _ _ 8. 000 2,480 13 Doiiisi an a. _ _ 0 14 Maryland . . . . . . . 40, 000 Massachusetts _ _ _ 85. 00ft 200 8 14, 400 32 Michigan _ _ _ _ Minnesota . . . 0 0 0 765 0 1 Missouri _ _ _ 10, 000 7, 587 44 New York . 76, 000 CO O O o 1, 3G0 24, 333 650 99 Ohio _ 20, 000 22 Pennsvlvania 125. 000 12, 000 7 Tennessee 13 "Wisconsin 14 Total . 458, 000 18, 200 1,368 88, 343 650 361 STATISTICS OF SCHOOLS OF MEDICINE. 759 Table 63. — Summary of statistics of schools of medicine, etc.— Part II— Continued. State or Territory. Value of grounds, buildings, and apparatus. Amount of productive funds. Income from productive funds. Receipts for the last year from tuition fees. K P / <■> 3 P £ Number of degrees con¬ ferred in course at last commencement. 1 9 10 11 13 13 14 IY. — Veterinary. Illinois . . . . . . 26 Massachusetts . . . . $18, 644 10 Minnesota . . . . $5, GOO . 250 1 New York . . . i 9, 000 44 Pennsylvania. . . . . . . 45, 000 4, 500 $3, 000 10 ^ oi'fi,] _ _ _ _ , _ _ _ _ _ _ _ _ _ _ _ 50,000 32, 394 3, 000 91 Totals. Preparatory .................. _ _ ... .. 500 1. 220 Regular . . . . . 2, 895, G00 $403, 559 $30, 185 411, 748 400, 215 2,477 Eclectic ............................ _ .... 215, 500 41, 844 ' 300 118 Homoeopathic . 576, 000 155, 000 8, 700 61, 286 107, 000 312 Physio-Medical . . . 4, 000 2, 462 8 (4-rnrl n a,+f* _ _ _ 36, 000 36, 276 2, 583 630 Dental . . . . . . . 85, 100 12,106 5, 105 110, 380 910 446 Pharmaceutical . . . 458, 000 18, 200 1, 368 88, 343 650 361 V fiteri n ary _ _ ...... 50, 000 32, 394 3, 000 91 Grand total . . 4, 320, 700 625, 141 47, 941 747, 845 514, 537 3, 813 Table 64. — Statistics of schools of medicine, of dentistry, and of pharmacy for 1886-37; from replies to inquiries by the United Slates Bureau of Education. — Part I. 760 EDUCATION REPORT, 18S6-87. ■oej iroiiunpuaS jo qunouiy s 1 Q • IQ C> OO O O ^ H CO CO •ooj uoi^t3[noi.i^Bni jo qanouiy 3 1 O • tO lO ITS lO IO UO O ^ ! 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Table 64 .—Statistics of schools of medicine, of dentistry, and of pharmacy for 1886-87, etc. — Part I — Continued. 762 EDUCATION REPOET, 1886-87. •©oj noTpsnpi3.i§ jo junoray ) C4 rH WfO 4 CO © © H >-! >H tH tx 3 33 •Apnjg jo osinoo pnj ui s.tb9.£ jo aaqran^ CO CO CO CO CO 1 oi co co co co co co •2,881 jo juauiootram -moo ju sajunpuiS jo joaucm^; ‘90U9I0S ao SJ9JJ9X UI 99lS -9p b paATOoaj; 9Auq‘ oqAi e jaapnjs Vaaeeid jo jogging ■jaqraim juasgij tH C3O05 mo && r~\ WtHOON O Thi - r-< CO rH MM CO NW^COt- rH *!•- uy ay ay r* rfi crj r»j OO l> oo H H L'* 00 00 O) co ooaoao oo oo ooco ao oo ao oo co co co oo c- © ^ o ^ r Sg“fi tT © 3 MS o<|h WMhd ss 3 S3 Mo © O 33 H | Sg -5 © - M 5 pi ObC <1 CO O 05 I Hrj & © O.X & ® P3 © a 50 a . © o ©« © *T 5l 03 3® . o'© hoA § © tJ ft a M rr-J 1 "f § Ja * Jte ho ^ © S pa* 1 gOA h 30 'o § ^a ©> M a sSS © o+s r-2 a •-a H 3 5. 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Yes. Yes. Yes. Yes. Yes. Yes. Yes. No.. No.. Yes. •Apnje jo osjixod xinJ ui sjcea^ jo aaqumj^; © CQ CQ CO (N CO Cl CM CO Cl Cl COCO CO Cl •2.881 J° JU9ni90U9ia -thod jb sojBiipBiS jo J9qxnn£[ © COCOt>tH ^ t* rH t- rH 00 ! xj< CO rH • CO LO LOGO O r-» CO r-i CM CO 10 rH MW OCN CS> CO Faculty. ■8J0J0HJJ8UI pun SJ0SS9J -ojd ju9ptS9j-uonjo joqmxi^ © 50 Wl>(N O CO CO oo oo ! ! vH Cd rH rH • « ‘BJ0J0X1JJ8UX pUB SJO •BBojojd juapisoi jo jaqxuu^; L“5 00 ^WCt> O ?H COCO JOtH CO JO ■uoxjotijjgnx joj pouodo js.ixj SB-Auotjuixjsnt'qoiqAi uxiBOjk 1881 1867 1886 1883 1885 1879 1882 1886 1840 1807 1868 1868 1874 1883 » p . , P S-! b. es ^Hr a <.= b i a.c« >£W «.a k- o* bO a c3d.w p 5a p « P R* P SS to |» s ° .02 p4ph ;wh 3 . a cs . <3 p § © d ^ sjgp-f a uT ^ 0r« Q j.® fcE £ a ® o .9 ,2^3 r 3 _ a p •s n |^S3 a Pl^toq •J rtprt'H a a ®'2 ° * n£j§ « i?®^ s 3§?©^ tr S zi ir a a •£§*§ p P ao| 2.|!a£ a S' £ c .2 tJ a ® o c ^ o P P Pa c+h H II P4 a o ® oo CS ©«H £5 ° p m3 n fl qP © - Pa ®£ |g §? :g : jf I p- ;P ; 73 : a $A 3 1 73 .£ «5 O be ® o sa : 5 R P a © a xs > © 7< a a PP «w o o P P 1 §~3'3 a° f o-oo 2 ‘5 jf ^ cf a ff >, H M ® cT ^55o m < »—* a: Table 64. — Statistics of schools of medicine, of dentistry , and of pharmacy for 1886-87, etc. — Part I — Continued. 768 EDUCATION REPORT, 1886-87. •09j uoTjcupnao jo janoruy H ooo o wow CO o o o »-1 rH r-< rH HH H W rH •99j uoipepaoTajeui jo juuomy H co co o o w -<* © io w ia m Library. •sjepqd •rard punoqun jo aaqmn^; M »»o • » « » • W i o • • O 1 till t— « ^ • i O ■ (iii • • • co • » • • » • •eonnqoA punoq jo aaqoinjj « H 34 1, 585 300 3, 600 20 70 j uoijnmuiBxe aoqaanj juoqy/A OJBJg 9qj UT99IJ013ad 0J p9JJirap'B jooqos anoA jo BajrmpeaS eqj oay H W • ® 03 * • • 00 CO 03 i 03 OOO a OOO O 0*0 ^ (h >h ; : N •jCptlJB jo osjnoo nnJ ui saneA jo J9qmn£[ © C9 C9 £5 • 00 CQ CO • i i * i • • • • • ■ • ■ • • •aeqranu juasoaj h 05 O rH CO OWCO t> ifliA ift IQ IQ 00 O OOy^ ^ IQ cS 04 IQ Faculty. •eaojonajBur pUB saoesoj •oad juapisoa-uou jo a9qum& © O rH * » i ; • • • * > * » • •BaojonajBui pun eaos -sojoad juopxeaa jo aequm^j i 3 5 10 5 7 6 4 11 11 7 •noTjouajeui aoj paugdo fjsaq bbva uoijnjijsni qoiqAi. ui aray 1881 1886 1829 1870 1821 1878 1875 1883 1883 1883 1881 President or dean. W A. B. Huested, secretary of board of trustees. D. S. Kellicott . Ewen McIntyre, ph. g . J. F. Judge, M. P., secretary . . . John M. Maisch, peak, d . George A. Kelly . J. H. Safford . . T. C. Chamberlin, A M., ph. d . li. J. Withers, M. D., v. 8 . C. W. Eliot, LL. D . C. C. Lyford, M. D., c. M., b. s., 1 V. 8. j © 1 I « 8. PHARMACEUTICAL— continued. Albany College of Pharmacy (Union University). Department of Pharmacy, University of Buffalo. College of Pharmacy of the City of New York. Cincinnati College of Pharmacy . Philadelphia College of Pharmacy . Pittsburg College of Pharmacy _ _ .„ _ Department of Pharmacy, Vanderbilt University. Department of Pharmacy, University of Wisconsin. 9. VETERINARY SCHOOLS. Chicago Veterinary College . Veterinary Department, Harvard Uni¬ versity. North-western Veterinary College - Location. I Albany, N. Y . Buffalo, N. Y . New York,N. Y. (209- 213 East Twenty- third Street). Cincinnati, Ohio (South-west C.orner Fifth and John Streets). Philadelphia, Pa . Pittsburg, Pa . Nashville, Tonn - Madison, Wis . Chicago, HI . . Boston, Mass. (50 Vil¬ lage Street). Minneapolis, Minn .... loot- CO O O *-H C5 CO-^IO o o o o o l> t- l> t> t- fc- STATISTICS OF SCHOOLS OF MEDICINE, 769 Table 64. — Statistics of schools of medicine, o* dentistry , and of pharmacy for 1886-87 ; from replies to inquiries hy the United States Bureau of Education. — Pabt II. 770 EDUCATION REPORT, 1886-87. •BUOflOBjonag; O O 1 © © © l rroissimpu joj tioij -'Butrauxa Kxre Qjoqj sj • rororocccocorocz •©©©©©©©c 3 TO W Tfl • • • CC > © © © © © © a 3 0 Q • cc > © © a; j Cp 00 ®3 05 © © © © • © '©00© © 0 • © 0 © fAtt i S : 0 © ■ : :::::: : ; : • : l SaiAVc.ip jboi -uiojbub af uoi^otij^sax $ umoplip v 05. pujuossa Auu^oq {ROt -pant JO oSpatM-OU^ TJ 8J 4) .000© h '.'A'A'A'A O.K,® - OO©©© • O © © © •© .'a'a'a)*'a :n l ejnoprqs no jCtoji? -Sqqo 3[.ioav fcoiraoqo sj ■* go a> go oo • © © © © © © 'a^\h^'a © © © *©©©©©©©©©© •© :ix •jb3i£ jeiq Sax -jnp pajjojuoo 009.1$ -op jo joquinu jejoi 1© iHSDnPH 10 • in in 1© o co -9< cii m co t© ■<# t- 00 04 • r-1 -ai Si •># Ifl « kO rf cT oT o o O C5 rH 05 ?pntij dmoi: OA^onpojd ihojj quiodux •spurn Old 10 9A|jonpoiu jo junoiny •snjttnjddtf pm? ‘s3ai -pipiq ‘spunois jo oxipsA o o o o o o 000 O O o o 00 o 000000c o* »rf 0“ o~ o~ icT o' iO 71 •3 u p © II | ^© too Jd Q O nc> O ^ ®«w 'S'w ® n ® “ ® & t> 7 0 •S5& ess II t) T 3^ ® oq,3 LTr'T'T O © is ^,3 o © ^ £•- g S St gP ISCSI's t» ®o 3 03 © llllllll |,§,SSj52’a ®T a «h § a © " °g«o © n 1— 1 bJD (-1 r^> _ - gj- SI'S e.'S'SS ©oi"® ® §o2|^|ap52^^a^«| §§g| ©©bfi©©©©©^©^©^^©^ o 2 © u §-£££3 SljS-g S OOQOHNMr}IWOt-C STATISTICS OF SCHOOLS OF MEDICINE. 771 « in|2? siassi o3 augH a g f!£f Hi ilif! 1st II I lai UU I ilniili gdiiffi if ifiii! i a3MM3gaawwog^owaaaasaMag^Hagsigoa^i3iafao"a^o^5aSalo Prom the Report of the Commissioner of Education for 1885-86. a Apparatus only. b For residents of Michigan ; $35 for non-residents. Table 64 .—Statistics of schools of medicine, of dentistry, and of pharmacy for 1886-87, etc. — Part II — Continued. 772 EDUCATION REPORT, 1886-87. •saonp-ejoagg; 9 « * • o o • o » • o o • o 1 • o o « o . .cTo • r-T • 'COO • rH • • o 0 1, 700 1, 000 o o - o o • o • CO l aoiseirapB aoj uoi^ -iBuiia'BX9 Aa« 9a9q| si £ ® 05 0O ■ IE 03 a © © © © © © a j ; > © o ©©doc > 4 i !> ! o a j co ao ao ao 03 >©©©©© l SaiM.'B.ip ['BOX -njo^Bae ax uoi|oxu^exii « o • © -do ^ |!zi '•'&'& » * © o o o o © 6 A • oo d • © © o j Bxaoidxp b 0} [BI!).XX9S89 iCaBq.0q [BO -xp901 JO 9Sp9[A\.0Iiq B SJ M « mmz) • as co h>h!h :>h>h JZ5 ' o o i {25^5 © f • CC * 00 • o © o © 1 yAV<^- iN d « AV- ) ao > © Yes... Yes. .. Yes. .. j S[XI9pXlJ8 TXO AjOJB -Sqqo q.iOM. [Boxcaoqo si « 00 CC (O ® CZJ * C C 05 ©©©'©©0©©0 * • oo oo da © © © © © © i • ao ao oc © © © © 1 D W IB ' © © © •JB9cC jeBj Snunp pajjQjuoo seajSap jo jeqinuii [bjoj^ iMownt-io 'B99J J9q[0 pXIB xioxjxnj *racuj a^diooajr CO O . O O o • o o co 3 . o o o o o o O CO o o -a a „ ^.a's.sp 4^ © ^K.+S 1 gagtg I J1ISJ tf P .Sh f- fcfi fcc 3 • a a ® a a<_£> ft © ftp ft ©.a ®5j © O ® Q gfi^OoP © © tucy) s p coco p-d p p a a © © P P ‘S’o ^ 'S'3 Sc . © © © o 2 2^ fcj^ 43 — i © © O «J P3j£ o '©r©^3 © w ©i OHH © Sd.20' p c^ S ,5 p — . i g o 4) a ©^ © © ; a^l • ^ Pa'a'a © .r. © jj © © © "^3 5 'S aq 'S c3 ^3 ©p © © © © © 'P b£bc iS ® ® ^0-3.2 rtpop-p e.s ©■© a STr® P^W-^ cS p < :t*t*t*!*bH Jzj C<1 O O O ^ rji o o o h 00 O C i> L^* r-T y& ccT CO* O lO • o' co* o o o o o o o o o © .i's © p^ £ © p ftp-9 ® a a -©PA CQ -© 2 b« eg © a .2 ©=3 rrl © ©laO p .© b J 3 o © © I h J ©p bP ©* © W « 2^qm bp I ;-a ;p ! 'eg I H !"© • © ■ft ; o . +3 1 P 1 © ; a «3 "S £ ft ® © 3P eg • ©-£•© £.2^ g.a isllsi'g, Sisk'S g ftP £t!ppp.s ll§££g| .2.2^ £ * m| _c ,p -; © © © Ja .U ©£ P pig © ® "p ® © © ® ^.SqIJ^.S +3+3 J>jo J±;rH+3 © §g-Sg0°§O§§! sg b.b oA c pD ^ O '*r w _ , *r"< ■*■ §3 2 ? a © "3 ' © ® © lOHNM^ * Erom the Report of the Commissioner of Education for 18S5-86. c $50 for course of six weeks. a Yalue of apparatus. d Free to medical students and medical graduates of the University. b For residents of Michigan ; $35 for non-residents. e See medical department. Table 64.— Statistics of schools of medicine, of dentistry, and of pharmacy for 1886-87, etc— Part II— Continued. 774 EDUCATION EEPOET, 1886-8?. •BttoijoBjanay; l uoisennpB ioj ttoij -BuioiBxa Abb oaaqj sj n to J SntAVBip JBOT -raojBUB xrj uat^onAsTii o © o • o tofrto \to- © © to h © o o tototo XBraojdip b oj pnjtfaesa Atrejaq jbo -rpara jo 9Sp9|Aionq b ej © o o frtoto o • o to 'to L® I® to N ro ® ® ® ©©©O©©©© l sjaopnjs no Ajojb -2t[qo qjoAi. peoTtaaqo sj ® ® • ® ® • ® • ® • © ® o © © • o to ®®®®®ro®® ©©©©©©©© to vreoA jbbx Stump paxiajaoo sosjgop jo joqmnu jbjox ©OOWlN^fqHHN •S89J joqjo pm? ttoijmj raojj ejdxooag; •spunj 9Atjonpo.id raojj ooioduj •epanj }.id jo OApoiipo.ia jo junotay •snjBJBddB ptiB ‘eSat -ppnq ‘spano.iS Jo atqBA •noTjmj aoj jttspnjs qoB9 o j 9§JBqo jBtniay ooioioooonseooooo © ” fl|fl S,Sp lift ■B 231 I MS T ^ OS . i ^ ^ © © J £ 'S g^ps * fl -gs -- ® m ea O « •° 5 ®H 1 ©1 ® & £3 ©,®Q iisll £wfg,3 « ® rt ^ ,'S c? •43 wo © ® «f g g a ©'2 > 2 ;CC«m5 >b* 2b5>, § ^loao » s|s lo & 1 > btW •r3"'S ® 0 cs ” h £ JS *s a 2 © a-g-s ° s!§!35 I 'a|isgi«o,S|la||| I Ii*ill5§|-§1MII1 W QSoQMSfcofcfctaAaS g*!*’ £‘S5 ,a © -s> O fl ^ 0 . ■ g a a 'E &|| B £ a i 5 gs s|5 2 Png g>J g g*g ‘gr'^P-iS £3 o.'gcM © ©O cjPhq ©_, S>®rt©oa^^^§ min hi 'Sla’sfS^'J 2° g ©,2 liilillill •a-SeS.SS^fe^3!3 gfi © o of the Medical Department of the Tula] STATISTICS' OF SCHOOLS OF MEDICINE. 775 & pHpH o o o o o o P*pHpHpHP*>HpZJ P^i* ;r 03 - ajccmcnrororo © © © © © © © © © © PH pH ''A ^ PH pH pH )* pH pH 02 0} GO GO GO CO ’ • CD CO OP © © © ©•© O O © © pHPxpHpHpHtH.^^fHpH ooomtooo » © w © ( __ ___ C0«W Ift CO lO iO IQ CO CO IQ «3 >5 fc-a ^ S a |v a* - s 53 73 Sh r« O gf-MpH £ O I 5s* O 03 «H zn zn m zn © © © © pH N PH PH © o Wa * Xfl V) XT) O © © © ^fHpHpH • CD GQ 50 © © © © P^PhPhPh 'S® ® is £> £-!?!>> 5 ^.v Sgs | g i «:s or o a cj !(>£> a P !*'& 5* bCvi a > ceS ©'rP.a a g oPM'^PM S 53 pm tcot_cL^ a °. fi a « *g ,2 o £ PM £ O c g. o U £ a a WO a g1® ®P4 a WPhPl, n o cu _ H fcf! H 'r O © bX! © - £ ^ O o'^ao^oo °2^Do^^2U"^ -a a .2 r © "a ct w © © gS,g'S®§-§"8®.'g'3saa „ ©-a «a! © PM ,C >-..3 © o'© a. C H. tc a r3 ^ cS © ja © a m a a S^'l^S^oP, _ _ -H K ^ *5 73 £ ^ o -S ^ © © O ^3o2Scc<1Po O ®-a >-'*-! © >?£$ s ® a sa 2.® .2 w* -.3 S,^ s ® ft ®p §lop tSg'lgi-l' §0-3 t2pS| rt M rM M r HH J^-gS^-2 j © o a © © &>&<%> iHN«T(iifl,oh.a)aoi- '®-3 in lol a© -53 ««S H'ra ^ © «H H ° a ®§ a , •S o fC«H .2 ^ S^- a - © W) -pPa ^ o «w-j3 o op?^ &|§o Pggg 5 ta 5 s q § a^g grS»S * B-O © ri prj a -a r3 -3 © © © © © ►•gas > h g'lisgg. a ©5a « © © h q © p p h . . a a c q q 9 -o-a o o g © o o © ® '43 33 .2 sj S +3 aqcsa+iaaa SSaa§aaa 4_1+3 tn h M P •■< H o © O 0+3 o,ofo H £-, ^ Vh cg » • Ah S C8a35 , “POP ■ Sopo Sfcio* lib |S.s5!f 'S sW ®-r q >, © © a) © H.-1 s & t> a »► £ kt© ®»go3a §1 g-q 33 ©+=-^-+» -gfM 2^ P3 pi PI rj £ © © © © o ”siIUSl a © H h o O+JwdKw^r] ^PPP«|3 o.SOoooopi©, -a c3 d 3 bg © © © © &© aOo b ^ggl^wk ® §c§o© | g'3'S'g, -a ® m h.S a 9 .2.2^2 q««g o ^^esesaa3aa,2 M OoPpq^OQ^ CHAPTER XI DEGREES CONFERRED. Table 65 presents the results of an analysis of bachelors’ degrees, or other first de¬ grees, conferred in course by colleges for men or for both sexes, and by schools of science, as reported to the Office in 1885-86. The distribution of degrees is shown for the five geograpical sections and for the three classes of institutions considered. Table 65. — Analysis of bachelors’ degrees. Degrees. Division. Total number conferred, j Ratio of A. B. degrees to the total number. Ratio of B. S. degrees to the total number. Ratio of Ph. B. degrees to the total number. Ratio of B. L. degrees to the total number. Ratio of technical degrees to the total number. Class of institutions con ferring. Percentage of A- B. de- | grees conferred. Percentage of B. S. de¬ grees conferred. Percentage of Ph. B. de¬ grees conferred. 1 Percentage of B. L. de- | grees conferred. I Percentage of technical | degrees conferred. I P. ct. P. ct. P.cf. P.ct. P. ct. f Classical colleges. ....»• 99 61 100 100 57 North Atlantic .... 2, 144 69 15 6 1 9 (Agricultural colleges... 1 10 0 0 7 (. Scientific schools . 0 29 0 0 36 f Classical colleges . 99 41 100 100 100 South Atlantic .... 298 73 11 9 4 3 (Agricultural colleges... 1 59 0 0 0 (Scientific schools . 0 0 0 0 0 C Classical colleges . 95 45 100 100 100 South Central . 316 57 29 5 3 6 (Agricultural colleges... 5 55 0 0 0 (. Scientific schools . 0 0 0 0 0 f Classical colleges . 100 79 100 100 82 North Central . ... 1, 338 50 26 8 10 6 (Agricultural colleges.. - 0 15 0 0 18 ( Scientific schools . 0 6 0 0 0 ( Classical colleges . 100 95 100 100 0 Western . 79 20 53 22 4 1 (Agricultural colleges... 0 3 0 0 0 t Scientific schools . 0 2 0 0 100 Table 66 presents the statistical summary of all degrees conferred in seminaries for women, colleges and universities, schools of science, and professional schools, as re¬ ported to tho Office in 1886-87. 776 Table 66. — Statistical summary of all degrees conferred. STATISTICS OF DEGREES CONFERRED. 77 7 Law. •Li'eionoq; o 05 | rH l ^ 00 ill •ogrnoo iq s CO O 05 05 rH Cl CM 00 Cl 00 d ill ill j Medicine. ’^jBionoq ill •osrnoo tq 3,957 T* 00 CO* CO ID ID CD CD CO CO ID ID j J Theology. •AiBronoq iD § iO o d rH d Cl I t- t> ■if •oarnoo nj £ CO Cl iO CD Cl rH Cl Ttl rH TJ1 ijl Art. j •-krerouoq rH j| •asxnoo tq 3 eooo CO CO .a p» o « Ph •ij'ejouoH Cl CO CO i| ■osrnoo iq ID o lO o CO CO 05 CM 05 » Cl • O o Science. •Xrerouoq CO CO rH rH i || •esmcio iq 1, 616 1,578 38 s CO Cl ID hH ID • ^ : TH t>> L- CO eo || £ S a) •Xj^joaou tr¬ io CO ^ ic rH i rH ^ : d d •osrnoo xq d 3, 711 530 id ao CD CD 00 00 05 Cl 05 I Cl | CO d CO d co CD rH rH II | All courses. : •Anuoaoq CO o no CO no o no Cl Cl j d Cl •osrnoo tq 11, 818 6, 044 1 576 5, 198 LO CO Cl 05 th in 05 tr- CD ID Cl O ID rH rH 05 00 rH o cS 1 co eo s CO rH t- CO CD h 1 rH (State and class. : 8 . tJQ .

6 4 3 0 C 2 £ 5 c 1 1 2 < | ? 4 0 a c a 1 c C 5 p j *5 J 5 3 ^ f 5 C 1 j c < l 2 5 >JQ j 5 3 3 3 3 . j i{ 5 ' It c 3 C ll 0 0 0 sc; 3^ 5? ?P 3 ! , J a i S < J •< q : > C C c 1 a n a n . c : •: i ° I S PP 3 2 * n Q C. > J ■( a c t a "c c CC ! j > c 1 } > c ) .5 °G 0 c 3 3 JO 3 5 3 t n. 5-c 2 c 3-| Z 0 q .a 3 pi 5 j > j 5 c ! | i P 3 5 Classical and scientific colleges . C P c P c e Classical and scientific colleges . \ '■ Table 66. — Statistical summary of all degrees conferred — Continued. 778 EDUCATION REPORT, 1880-87. •Axbxouoh •oexnoo nj •Axcaonoji; •osxnoo nj Ajbjouoh •osxtioo uj •Axcxotioii •osxnoo UJ •Axuxouoh •osxnoo nj vCrexouoji •08X1100 hi 'AjujotroH *08X1100 ttj '^x'Bxonog; •08XUOO uj Loca p ci 6 © 1 8 §3 n a « a r-. O |l 8 o iS u UPh be 'S S' © K © 2 2 a o § © o Tl O .2 o ®o i © a © A ® g o gs-g rtf ^ ® r- ^ m & r_^ GO E-i 03 ^ £ 5 o .3 P Is2 § 1 p “ § P •S ■a 1 55 .o C3 £ §11 1s-| *53 ^ J M il’cg §i ‘5? ,a> TO -M e! H O H rt 00-2 o © GO •£ «= S «!«m Ct 1— 1 © ci p O ^ c 2 06& OP4 <5 OOOi fl § o ,®flO © 5 rP oo ® © £ « «£ o 1§-i fsj .232 OOP* STATISTICS OF DEGREES CONFERRED. 779 Table 66.— Statistical summary of all degrees conferred^- Continued. T80 EDUCATION REPORT, 1886-87. •£mouo]j ’9SXOOO nj •jLrejoaon •gsxooo ui •jLi'bjouoji *98X0.00 nx •^iBJonon •qsjooo nx •Axoxouojx ’9sxnoo ax •^xoxoaon •osxuoo ax ■jfXBJOUOJX •osxooo ax •j£xbxouoh *98X0.00 ax CO CO lO CQ |§ s g Spm fl <3 oS pi 3 g OPh "S ® o ■3 U o g a eStM a 111 III 3«P< 'Z) ^ s «*t2 a bit “ S Si ® 45 o 2 OOP4 ii g o *3 ^ a fcl c< -2 9i1 go's ra a «<&« 1 93 g OPh CHAPTER XII. MANUAL AND INDUSTRIAL TRAINING. I. Manual training and industrial departments in the public schools.— Purpose— Location, equip, ment, and course of training — Coordination with the other studies of the system — Cost — Results— Opinions of superintendents as to the advisability of introducing manual training into the public schools — Industrial training in schools for the deaf; in schools for the blind ; in reform schools ; in schools for the feeble-minded; in Indian schools; in colored schools — Societies for the promotion of manual training. II. Manual training and trade schools.— St. Louis manual training school — Chicago manual training school — Baltimore manual training school — Other manual training schools — New York trade schools — Statistics of manual training schools (Table 67) — Summary of statistics of industrial schools (Table 68)— Statistics of industrial schools (Table 69). I. MANUAL TRAINING AND INDUSTRIAL DEPARTMENTS. In the Public Schools. The introduction of manual training as a public school study may be said to be yet in the experimental stage, rendering an exposition of its condition less com¬ plete and more difficult than an account of the more thoroughly organized branches of the system of public schools. The recent addition of the study, however, invites inquiry as to the objects to be attained by its introduction, the methods of accom¬ plishing them, the cost entailed, and the results; while the agitation against the so-claimed overloaded curriculum of the upper grades of‘ the public schools calls for an examination of the manner of interpolating a study new in a twofold sense into that curriculum. The reports of the city superintendents and other school officials have therefore been examined with reference to these' heads of inquiry; for no better testimony, it is thought, could be obtained than that of the agents of the people at whose expense the new study has been introduced and is supported. Purpose. — In Portland, Me., the superintendent of the city schools was encouraged by a petition signed “by all to whom it was presented,” to ask the city council for a grant of $1,500 to establish a manual training school, because “the belief is gaining ground in our own country, as well as in other countries, that youth should be edu¬ cated in the use of the tools of industry as well as in books ; and in other cities it has been found by trial that this can be done during school life without impeding other studies.” Considerations of a fiscal nature sent the matter over for a year. The school committee of Springfield, Mass., say: “ It has been and will continue to be the aim of the committee to bring the course of study in the schools into harmony with the best and most practical educational methods known, iq order that the analytical, reasoning, and constructive powers of the scholars may be developed, that they may become familiar with practical things and leave school * * * . equipped with knowledge * * * that will be useful to them in whatever honest occupation they may follow. As nearly 95 per cent, of the scholars who go out from the schools wiil from necessity become engaged in some kind of manual labor, it is important that manual training should have an established place in our school system.” In New Haven, Conn., it is considered “ as a protest' against the teaching of mere words, and makes its eloquent appeal for recognition on the ground that it supplies an element in education that has been almost entirely lacking.” In his report for 1885-86, the superintendent of the Newburg, N. Y., schools, after remarking “that drawing gives the qualifications of a good mechanic except the practice,” continues : “These views have long been held by the board of education of the city of Newburg, and in order more fully to carry out the ideas involved therein, this board has established a manual training school for the more perfect and symmetri¬ cal development of the hand and eye. A most weighty and practical reason for this is that by far the greater number of pupils must after leaving school get their living and employment by the use of their hands and eyes. * * * Primarily, the aim of the manual training school is to train the hands of the pupils, to give them the power of doing.” 782 MANUAL AND INDUSTRIAL TRAINING. 783 In their matter-of-fact and otherwise very valuable report on manual training in the common schools, the committee on course of study and school hooks of tho hoard of education, New York City, after noting that the leading purpose of manual instruction in Europe “is to foster industrial skill,” aud “only incidental refer¬ ence is had in most cases to its general educational, disciplinary, and intellectual relations,” that “it has long been a matter of deep regret, and even of apprehension, that a large proportion of our young people are growing up with a positive distaste for manual labor;” that the introduction of manual training “into many of the schools and higher educational institutions of the country, has already begun to exert an influence towards bringing about a better state of thin gs ; ” and that a wide gap exists “between the kindergarten and the high school,” arrived at this, the first of several conclusions : “ That the introduction of what is generally known as manual training would be an improvement to our present course of study.” “Instruction in draw¬ ing,” they continue, “and the introduction of object-teaching have proved of the great¬ est advantage, and lead directly and naturally to those subjects and methods now under discussion;” and “ it has come to be generally recognized as true that a certain amount of work, some application of mental power through the bodily powers, some production of physical results of thought and intention, implying the training of the senses, especially through the hand and the eye, are needed to produce a well-trained mind.” At Minneapolis, Minn., “An important reason for introducing industrial training into the public schools is found in the wide-spread distaste for manual labor. Serious apprehensions may well be aroused in view of the large number of youth growing up to manhood, not only without a handicraft, but even disdaining such an occupation,” and “ One of the practical benefits which may be expected from the introduction of manual training into the schools is the furnishing of superior foremen and superin¬ tendents for our various industries. The apprentice system is a thing of the past. * * * In no way can men be more successfully fitted for these responsible positions, than by combining with a thorough intellectual discipline, early familiarity with the principles of mechanics and the use of tools.” In the course of his comments on the recent introduction of manual training in the schools of St. Paul, Minn., the super¬ intendent remarks : “ The coordination of mental and manual training to its practical limit in our public schools, will foster an industrial spirit and bring to tho surface, not intellectual strength but a genius adapted to this kind of education. That there is in our schools a large amount of undeveloped skill will surely be seen as soon as an opportunity is given, and which has heretofore been clearly demonstrated in the work which has already been done under the general subject of drawing.” The object at Omaha, Nebr., among the first ip introduce manual training, is not to teach “ but to prepare the students for greater proficiency in a trade should they conclude to become mechanics.” Location, equipment, and course of training. — In four cities the school is located in the high-school building of the system, in three other cities it is situated in buildings of other grades. In Boston the present quarters are too small for proper instruction in carpentry, and on the vacation of the building now occupied by the Horace Mann School for the Deaf, the committee on manual training will ask for it. The course of instruction is invariably in wood-working— carpentry — given, as at Springfield, Mass., in 15 lessons of 45 problems, or, as at Mont Clair, N. J., in 40 graded lessons. In sev¬ eral instances the instruction is under the care of graduates of manual training schools, in others under a skilled mechanic who has had some experience in teaching. The equipment is almost invariably for about 10 or 20 students, and consists of car¬ penters7 benches and the necessary tools. It is understood that the course of instruc¬ tion is of 1 year, with the exception of Mont Clair where it is of 3. Coordination ivitli the other studies of the system.— Five of the seven school systems giving information on the subject have schools to which the students come especially to receive this instruction, not of course including the pupils attending schools oc¬ cupying rooms in the same building in which the manual training school is located. One exception is the Minneapolis course, the manual training apparently being con¬ fined to the high school pupils, which perhaps would throw it into the category of manual training schools (see page 791). The classes, either 10 or 12 or 20, usually receive one lesson a week, generally occupying the half of a school day ; at Omaha and Minneapolis instruction is given for over an hour daily, and at Mont Clair for the second and third grades for an hour semiweekly. The pupils are drawn from the high school or the upper grades of the grammar schools or both, except at Mont Clair, where the pupils of the high school and highest grammar grade are excluded. Cost . — This is a very difficult question to discuss. The word “ equipment” may in¬ clude many things at one place not included by it at another, vitiating results as to per capita cost. Nor is this the only obstacle. In a public school the pupil or his ficti¬ tious representative “ in average attendance ” occupies the same desk every day of the school year ; in these schools for manual training, only an hour or two every week, and then gives place to another. In Boston, for instance, the total cost for the first year for 200 pupils was $2,500, a per capita cost of $12.50 each, but as they were divided 784 EDUCATION REPORT, 1886-87. into classes of 20, receiving a lesson a week, covering a half a day, the weekly at¬ tendance of 200 under such circumstances is merely equivalent to the attendance of 20 pupils for 5 full days ; thus the per capita cost viewed in this light would he $125. The cost for the last school year was $7.50. It may be said that the cost of man¬ ual training as a part of the public school system should be dealt with as if it were a question as to the cost of grammar or geography. But, even ignoring the fact that the cost of the apartment in which manual instruction is given — and to which instruction it is wholly devoted — is not included as a part of the cost, it would be manifestly wrong to compare the per capita cost of a course in manual training in which a lesson of an hour is given daily to the same class, with the per capita cost of instructing the same class for half a school day once a week. At Springfield, Mass. , the equipment cost $503, or $42 per capita (8 classes of twelve each, instructed once weekly), and the running expenses $3. 03, based on total number instructed. At Omaha the equip¬ ment cost $2,129, and the expenses of running about $18 a pupil, based on average attendance. At Mont Clair the expenses for equipment were $350, those for 1886-87 $1,000. The New York committee, in their report already referred to, compute that an outfit for a workshop will cost $300, and running expenses, exclusive of teachers’ sala¬ ries, $80, to which must be added the cost of constructing or preparing a workroom, computed at $100. Results. — After giving some statistics of attendance in Boston, the superintendents will again be allowed to speak for themselves. Of the 200 boys that began the course in the Boston school for the last school year, 49 dropped out, 33, or 17 per cent, of the whole number, from obtaining employment, 2 from dullness in their regular studies, and 4 were expelled for insubordination. In Springfield, Mass., the school committee ask for an appropriation of $5,000 to extend the scope of the school “in view of the encouraging results of the experiment,” and “ it is the testimony of the principals of the high school and grammar schools that the time given to manual training has not retarded the pupils in their regular studies.” In Mont Clair, N. J., the “ boys show great diversity of talent, some becoming in a little time quite expert in tool handling, while others find it much more difficult.” In New Haven, Conn., “ some boys were heedless and seemed to lack the power of close at¬ tention and nice execution. The inability of some to use their hands at first and the decided gain in manual power exhibited after a few weeks of practice, furnish strong arguments in favor of such training.” In Newburg, N. Y., it is too soon to speak of results, but “the boys take to the work with enthusiasm, and many of them show unmistakable signs of becoming ex¬ pert in the use of tools.” The introduction of steam power is advised, and the inten¬ tion to increase the equipment noted. In Minneapolis, Minn., the principal of the high school remarks: “ So far'as can be judged from the work of the past term, the school is a success, and will continue to be more and more useful as experience shows better methods of management. This course seems to attract and hold boys who would at this stage of their work drop out of school if such course was not provided.” In Omaha, Nebr., the committee on manual training says: “We can not emphasize too strongly the value of this system, which we believe in time will come into gen¬ eral use.” “ On the whole,” says the superintendent, “ our experiment with a manual training department in our high school, as far as it has gone, must be considered a success. It has not interfered with the regular academic work, * * * and the progress of the boys in the mechanic arts has been satisfactory.” Industrial training for girls . — The courses of industrial training for girls are as yet sewing and cooking. With the thorough introduction of “construction” work, as contemplated at New York and Washington, D. C., for instance, the girls will re¬ ceive instruction in the general principles governing the combination of elements into a harmonious whole, as well as in the specific duties of two branches of industry both eminently adapted to their sphere in domestic life, and also immediately useful. Sewing would appear to be excellently fitted for introduction into the school course, since from its nature the students are not required to leave the class-room while under instruction ; and although the superintendents of the evening schools of Brooklyn, N. Y.. advocate the congregation of those who desire instruction into a class, their recommendation is based on the complaint of individual scholars of the evening schools that they were being retarded in other studies by the time consumed in sewing, and not upon any fundamental difficulty of teaching the art in the ordinary school-room. At Boston, where the study has been most thoroughly introduced and organized, even to the extent of holding weekly meetings of the sewing teachers for conference, the course of instruction is, in brief, as follows : After the child has been taught how to select both thread and needle, to thread the needle and to hold it, it is put to basting together a “ bag-apron,” in which to keep the work ; then it is taught to back-stitch, to hem, and to overcast the seams of the basted apron. This method has the advan¬ tage, says the supervisor of sewing, of interesting the child, since it is employed in making something that it is to wear. The material is almost invariably furnished by MANUAL AND INDUSTRIAL TRAINING. 785 the pupil ; the garment is prepared by the teacher and sewed under her direction. Great interest is manifested at the homes of the children, and cases are known in which the child has instructed the mother in the lesson that it has learned at school. In a few schools dressmaking has been introduced ; simple dresses, however, are made in all the schools. In concluding her remarks the supervisor says : “ There is no doubt that the habits formed in connection with learning to sew have an important influence on the life and character of the girls and of their homes. It may be confidently asserted that the influence of the sewing is healthful and lasting upon the mind and character of the pupils, and on that account, no less than for its material utility, it deserves the respect and encouragement of the community. As a department of school work it is second to none in the success which it has attained and the interest it has enlisted in and out of the school-room.” At Philadelphia, the success of the instruction in sewing caused its introduction into the secondary and grammar schools for girls ; and the experience of two years has been most satisfactory. “ It is believed,” says the superintendent, “ that the instruc¬ tion in this branch is more extensively and thoroughly organized in this city than in any other in the country. Twenty-five thousand girls are now regularly taught the principles and practice of sewing by a corps of thirty-two special teachers.” At Mont Clair, N. J., three grammar grades receive instruction in a graded course of sew¬ ing, cutting, and fitting, given to tho girls in their class rooms, while the boys are engaged in the shops. The inexpensiveness of the materials (in Boston costing about $200 a year), the cleanliness, and particularly the simplicity of the work, permitting the pupil to re¬ main at her desk, render sewing much less difficult to introduce and maintain as a study than cooking, which not only requires appliances that are inappropriate to a school-room, but an activity that is incompatible with the order that is exacted there. At Boston, where instruction in cooking is more extensively introduced than in any other city,Hhere are four cooking schools, or kitchens, as they are there called. Each school has ten classes composed of 15 or 20 pupils, as the case may be, each class receiving about twenty lessons. Taking the oldest school, instituted and as yet sus¬ tained by the liberality of Mrs. Hemenway, as illustrating the manner of conducting these “kitchens” and of connecting them with the usual studies of public schools, the coui’se may be said to be as follows: From each of five public schools in the vicinity of the “kitchen,” 30 pupils are selected and divided into two equal classes. For the two classes thus formed from the contingent of each school, a day of the week is set apart (it is presumed that in the forenoon one class is instructed and in the after¬ noon the other) for instruction. Thus the two classes of the Hyde School have Mon¬ day, of the Winthrop School, Tuesday, and so on for twenty weeks. Still using the statistics of Kitchen No. 1 as typical of the class, it appears that the cost of giving 150 girls a course of twenty lessons was 28-^ cents a girl, or If cents for each lesson given to each pupil. Of the 700 families who have been represented at this school during the years 1885-87, 692 have expressed themselves in favor of it. “No school,” says the chairman of the Committee on Manual Training of Boston, “established among us ever received such quick appreciation from all classes of our people.” Opinions as to the advisability of introducing manual training into the public schools. — An analysis of the answers made by 16 State superintendents to an item on one of the Bureau’s forms of inquiry shows that 11 favor the introduction of manual training into the public school system, 4 of whom and 2 others who are otherwise non-com¬ mittal think it impracticable to introduce it into the country schools ; 1 considers it a good thing in the abstract, and 2 are opposed to it. The superintendent of Brooklyn, N. Y., thinks the question merely one of expense, remarking: “It is clearly impossible to introduce manual training to any extent in our present class-rooms, and I do not think the board of education would be justified in expending any portion of its ap¬ propriations for tbe erection of work-shops so long as thousands of children are refused admission or permitted to attend but half a day.” The superintendent of Worcester, Mass., though far from questioning the utility or necessity of technical schools, is a determined opponent to the introduction of manual training into the public schools, and the superintendent of Meriden, Conn., says in his report for 1886-87 : “The tes¬ timony we have gathered from places where the experiment has been tried are far from satisfactory;” while the superintendent of Joliet, Ill., recommends a middle course, objecting to the manual training as “no part of the public school system, and for several reasons is out of place as an annex to it,” but would “ encourage the pupil to spend part of his time while out of school in industrial and mechanical work.” To this end, annual “industrial fairs” are held with highly satisfactory results. Drawing. — The unmistakable tendency to make drawing the hand-maiden of con¬ structive work is plainly evinced in several quarters. “ The work in this department [that of drawing] was recast somewhat,” says the superintendent of the Troy (N. Y.) city schools, “by the adoption of a course which looked wholly toward the indus¬ trial features of the study, but preserving and continuing all the advantages derived from tho system in use.” “It,” [drawing] says the president of the St. Louis 50 ED 786 EDUCATION EEPOET, 1886-87. school hoard, “ contributes in several ways to educate ; it teaches the eye to see bet¬ ter, the hand to yield up some of its almost incorrigible obstinacy; and the faculty ot memory is strengthened by its pursuit. As we are engaged in training some thousands of boys who in the fulness of time will become artisans and mechanics, engaged in the numerous branches of industry common to a great centre like St. Louis, we owe it to ourselves and to them that our well-earned credit for intelligence shall not suffer by any appearance of indifference here. Drawing ought to be kept very near to the three R’s, because it is one of the arts of expression, that one which is capable of depicting the worker’s thought with graphic clearness, such as no formula of words can always adequately do.” Under the caption “ Drawing in the grammar schools as a means of manual train¬ ing,” the superintendent of the Washington (D. C.) schools remarks: “ The work, as a whole, is included under three heads, construction, representation, and ornamenta¬ tion. In each of the above lines of work the effort is first to lead the pupil to see and decide, and afterwards to make or to do” The new course of study in drawing adopted in 1885 by the Brooklyn (N. Y.) board of education is reported as eminently preferable to the old. The third feature of this new course is its “ industrial application.” Although the concurrent testimony given above shows a marked tendency to make instruction in drawing an introduction to manual training, the Office has been unable to ascertain its magnitud'e. The subject of drawing is again, though incidentally, referred to in the following. Industrial exhibits. — Under the heading, “Opinions of superintendents as to the ad¬ visability of introducing manual training into the public schools,” mention has been made of the advocacy and adoption by the superintendent of Joliet, Ill., of industrial exhibits ; ho is not alone in his practice. At several other towns similar exhibits of manual work, “ realized drawing,” as the superintendent of Moline calls it, are an¬ nually made. The Office is not in possession of sufficient evidence to assert that these exhibits are the natural outcome of the exhibitions in the past of the progress of the pupil in drawing, and that the effort to “realize,” to materialize what has been taught as drawing, is a development as natural as the effort now making in several quarters to fill the gap that exists between the kindergarten and the manual training school, but the following quotation from the report of the Albany (N. Y.) superintendent would seem, together with hints from other sources, to justify such a conclusion: “The Drawing Exhibition * * * was made one of the most attractive features of the occasion. The scholars’ work exhibited was even more varied and extensive than at the last exhibition. Much interest was shown by the thousands that viewed the drawings ; especially in the unusually large number of strictly industrial pieces, which showed to all the highly practical nature of this study, now admitted to be as essen¬ tial a part of primary education as reading or writing.” If the interest was aug¬ mented by the representation of industrial jneces, why not still further enhanced by showing the thing itself. The opportunity of giving the public a tangible evidence of what they are accom¬ plishing is far too favorable to be neglected by superintendents. “ Exhibitions,” says the superintendent of Lewiston, Me., “possess many valuable features, inasmuch as the public is reached and moved by them. An interest in behalf of the public schools is aroused which otherwise would lie dormant. * * * To encourage manual labor I recommend industrial exhibitions, where not only school work may be seen, but work performed out of school, including sewing, cooking, carpentry, etc.” “ While there may be a difference of opinion regarding the value of these exhibits,” says the superintendent of Moline, Ill., “ there should, it seems to us, be only one opin¬ ion concerning the value of the training which must inevitably accompany the ‘do¬ ing ’ or ‘ making 7 which have rendered these exhibits possible, especially if prop¬ erly planned, and accomplished with due regard to the other work of the school.” At Oskaloosa, Iowa, where the exhibition lasted 3 days, the handiwork of the pupils filled 5 rooms. The exhibit comprised articles made with tools from wood, drawings, needle-work, and specimens of cooking. At Joliet, Ill., where the exhibi¬ tions, inaugurated in 1884-85, are called industrial fairs, and “ the effect upon many of the pupils was magical,” no exhibition was held for 1886-87 owing to the preva¬ lence of sickness. At Salem, Mass., the pupils of the Bowditch School gave their second industrial exhibition, making a display highly creditable, though not so varied as the first. At Moline, Ill., 10 classes constitute the scheme of exhibition, which is so systematic and well digested as to call for insertion in full : Class I. Drawing : A. Representative or object drawing (free-hand). All grades. B. Construction or working drawings. Grade 6 to high school. C. Decoration designs in black and white. Grade 4 to high school. D. Free-hand outline copy. First 3 grades. MANUAL AND INDUSTRIAL TRAINING. 787 Class II. Stencil work : (Color effects obtained by using paper of different colors.) Grade 5 to liigli scbool. Class III. Scroll-saw work : (Patterns for wood, iron, brass, etc., cut out of Manilla board.) Grade 3 to high school. Class IY. Cut-work designs : (Paper of different colors.) Grades 1 to 5. (Grades 1 and 2, paper folding and weaving.) Class Y. Outline embroidery : (Butchers’ linen, crash, muslin, and other materials.) Grade 2 to high school. (Grade 2, embroidery cards.) Class VI. Applique work : (Felt, etc., in different colors.) Grade 4 to high school. Class YII. Construction : A. Wood joints, etc. (from plans). Grade 6 to high school. B. Forms made of paper and other sheet materials (from patterns). Grade 6 to high school. Class VIII. Wood carving: Grade 6 to high school. Class IX. Exercises in plain hand-sewing: A. Running (unbleached muslin 8 by 4 inches). Grade 2. B. Over and over (unbleached muslin 8 by 4 inches). Grade 3. C. Hemming and gathering (Lonsdale cambric 12 by 2£ inches). Grades 4 and 5. D. Patching (woolen 4 by 4 inches). Grade 6. E. Darning (woolen 4 by 4 inches). Grade 7. F. Button-holes (cotton and woolen, with lining, 4 by 4 inches). Grade 8. G. Hem-stitching (lawn 6 by 6 inches). High school. Class X. Drawings, models, collections, etc. : Illustrating subjects taught in school (map work is included in this class). Grade 6 to high school. For the preparation of this work the following regulations were issued: “ 1. This exhibit is designed to be, in the fullest sense, a school exhibit ; i. e., an ex¬ hibit of such work as it is possible and desirable to do in school under the direction and guidance of the teacher. “It comprises (a) specimens of drawing, showing the kind and variety of class work given as a means of training pupils to appreciate and represent form, and (&) specimens of created or materialized form which have for their basis a knowledge of drawing. “2. The specimens handed in need not, as heretofore, be obtained as test work. They may be obtained under such conditions as accompany the proper teaching of any subject. “3. It is not expected (drawing excepted) that every pupil in the grades desig¬ nated will attempt to prepare a specimen of each kind of work. Some pupils may take up one thing, some another. “ 4. Each girl is expected to prepare a specimen of plain hand-sewing. “5. All material will be furnished. Send to the principal or superintendent for such material as is needed. “ 6. Work should be completed ten days before close of term. “ 7. Try to get as many products for class X as possible. Here is a wide field for effort. “8. The time assigned to drawing and 1-J hours Friday afternoons may be taken for this work. This is the maximum time to be taken during the regular session. “ 9. All specimens should be numbered according to plan of last year.” In Other Educational Institutions. Manual training in the form of apprenticeship at trades (see p. 82, “Convention,” abstract of the remarks of Superintendent Clarke) has long been coordinate with the ordinary school work in the education of the deaf; the absence of the feature in day schools for them making such schools an exception. “Institutions having the whole care of children between the years of 10 and 20 owe them an industrial training,” says Dr. G. O. Fay.1 The old system of working in the morning and in the afternoon of each clay is being supplanted by one of two systems denominated rotating. By one, the pupil spends one-haif of his school day in school and the other in working ; by the other, only one-third of the day is spent at work. Dr. Fay, in the article quoted from above, states that the latter plan is preferable ; for while giving a reasonable pro¬ ficiency at a trade, it allows the pupil the time for school work that the pupils of the higher classes and the brighter scholars have felt the need of. Seven pupils from 1 Proceedings of lltii Convention of American Instructors of the Deaf, p. 224 788 EDUCATION REPORT, 1886-87 the Chicago schools for the deaf, ranging from 14 to 21, have entered the industrial school of the city hoard of education, and “so far are holding their own with those who hear and speak;” while in Boston the pupils of the Horace Mann School were permitted to attend institutions of that city for manual instruction. In 41 institu¬ tions giving manual instruction, 29 provide shoemaking ; 25, printing ; 15, cabinet- making ; 12, carpentry; 12, dress-making, and 8, tailoring. Although the nhmber following these and less generally introduced trades is not given, the predominance of shoemaking, printing, and wood-working may be taken as indicating their adapt¬ ability as trades for the deaf. The object of introducing manual training into the public schools is mainly to sup¬ ply a correlative to the mental training they are intended to give. In the deaf-mute institution the object has been to make the trade learned in the institution a means of support in after life. In his report to the committee of the board of directors of the Pennsylvania Institution, Principal Crouter remarks that the difficulty experienced by the deaf in acquiring trades does not arise so much from want of mechanical in¬ genuity on their part as from the indisposition of employers of skilled labor to afford them a fair opportunity to learn them. Accurate statistics as to deaf-mutes are very difficult to obtain; so much so, that the government of Holland declined to attempt to collect such information in the census of 1879. But the desire to judge of their work by evidences of a more practical character than the results of the final examina¬ tion, to investigate the intricate question of heredity in deaf-mutism, and to ascertain if their graduates have been helpless in the community, has induced most extensive inquiries on the part of the Pennsylvania Institution and the American Asylum at Hartford. The inquiries instituted by the first institution among its graduates as to the callings they followed showed that of 119 pupils taught shoemaking or tai¬ loring (the trades principally taught), 34.5 per cent, followed that taught them in the institution and supported themselves thereby ; the percentage of shoemakers being 53, that of the tailors 19. The result of the inquiry of the American Asylum, at Hartford, shows that 19 per cent, of 368 of its graduates are farmers, 16 per cent, are engaged in some business by which wood is fashioned by hand tools, and 13 per cent, are shoemakers ; the occupations, mainly mechanical, of the other half are too diverse for classification. The trades taught at the institution are cabinet-making, shoe¬ making, and tailoring, but the statistics do not show the relation between the manual instruction given at the school and the vocation followed as a means of livelihood. Principal Williams observes, however, that comparatively few of the former pupils follow the trade taught them. In schools for the blind. — Music and the trade of broom-making stand out so promi¬ nently, are so generally recognized as vocations for the blind, that the other occupa¬ tions taught are comparatively insignificant. “My personal experience as a blind man,” says F. J. Campbell, now principal of the Royal Normal College and Academy of Music for the Blind, London, “ and my experience as a teacher. of the blind in Ten¬ nessee, Wisconsin, New England, and Great Britain, jrrove conclusively to my mind that if music, based upon a thoroughly good intellectual training, is properly taught, it is worth more, in a practical point of view, than all other avocations combined which are open to the blind.” In the fortieth annual report of the Indiana institu¬ tion, Superintendent Jacobs remarks : “There is probably no attainment a blind man can possess, that he can turn to better account in an effort to find congenial and lucra¬ tive employment than the ability to repair, regulate, and tune pianos and cabinet organs. Good tuners are always in demand.” The experience of the Pennsylvania institution and of others confirms Superintendent Chapin in the belief that “its [tuning] relative importance as a bread-winner is very high.” As to the ability of the blind to acquire this very desirable art. Director Anagnos uses no doubtful lan¬ guage: “I have repeatedly stated in my previous reports that the blind develop * * * a remarkable power of distinguishing the pitch and qualities of sounds ; that as a result of this ability they acquire great proficiency in the art of tuning piano-fortes; that in this calling they labor under no disadvantage whatsoever, * * * and that their work is, in many respects, more thoroughly and satisfac¬ torily done than that of most of their seeing competitors. I desire to repeat the assertion * * * it does not rest upon a mere a priori reasoning, but is warranted by experience gathered in the field of observation and confirmed by an array of in¬ disputable facts.” “Of nineteen who have acquired the trade and have been fur¬ nished with tools,” says Superintendent Clement, of the New York State Institution, “fourteen are successful.” While competent testimony shows piano-tuning to be a profession that may he fol¬ lowed by the blind with success in the North, West, or South, or in Europe, the trades taught stand upon a different basis, the locality having much to do with the return the workman receives for his labor. Where the corn is cheap, as in Texas, broom-making is remunerative ; in Illinois broom-making and cane-seating are the most lucrative occupations, and carpet- weaving has been dropped as unprofitable, while in Pennsylvania broom-making and carpet weaving are the most profitable, and cane-seating is unreliable. MANUAL AND INDUSTRIAL TRAINING. 789 In reform schools. — The claims of industrial education, taught ina thorough and sys¬ tematic manner, for recognition in this class of schools are briefly stated by the trus¬ tees of the Illinois State Reform School, who say : “ Boys from 13 up to 20 years old, who are deprived (no matter from what cause) of their liberty, should have an op¬ portunity of acquiring some trade. The largo majority of men who get into State prison have passed the age.” The organic act of the Ohio Industrial School requires the board of trustees to have the pupils taught in some agricultural or mechanical industry, which has been done “ so far as circumstances and appropriations would per¬ mit” ; hut in many cases it would appear that the industrial instruction given is more adapted to keep the boys from idleness or to produce revenue while in the school than to furnish them with a means of livelihood after they have left it. But the tide is setting against “ reform schools for revenue,” to use the vigorous phrase of the su¬ perintendent of the Indiana School for Boys, and he looks forward to the time when the pupils of his institution can be taught “ the science and art of working in wood or iron,” while the superintendent of the Newark (N. J.) City Home follows in the same line, declaring that “the purpose of profit should yield to the design of reformation.” The board of control of the Michigan School heartily endorses and concurs in the rec¬ ommendation that some form of light manufacturing be introduced into their insti¬ tution “ as a reformatory agency,” and only as such. In New York and Pennsylvania the contract system has been abolished and the managers of the New York House of Refuge ask for an appropriation to enable them to reclaim a tract of marsh in order to train the pupils in agriculture and horticulture, “ as best for the interests and future welfare of the boys ; ” while the managers of the Philadelphia House of Refuge desire to move from their present city quarters and establish an agricultural reform school where farming and trades may be taught, as “it is of essential importance that chil¬ dren should have the benefits of a manual training as a reformatory factor for their present and future advantage.” In New Jersey the boys have been taken (though at a loss) from the ironing of shirts and put to work at farming, carpentry, blacksmith- ing, and shoemaking ; and in New Hampshire a hosiery mill has been established in connection with the school. Although our reformatory schools are as yet only on the borderland of systematic manual training, as that term is used above, it is not be¬ cause its value as a means of reformation and of future self-support are ignored. The superintendents of the New Jersey, Indiana, Michigan, and Cincinnati institu¬ tions are asking for the “manual training school system.” The superintendent of the Illinois School, where the contract for making shoes is about to expire, is inclined to it, but fears that “ the money required to carry on such industries, with but little prospect of profitable return on a currency basis, is the only apparent obstacle to technological labor in a reform school ;” while the superintendent of the Nebraska School has already introduced the system to a limited extent (at the expense of two of the officers), and asks not only that an appropriation be made to carry it on, but that the name State Reform School be changed to State Industrial School. The re¬ sults already attained in the “Mechanical School” (a school of carpentry) of the Maine State Reform School “fully justify the wisdom of the Legislature in establish¬ ing this labor-teaching department.” In schools for the feeble-minded. — Nine years ago instruction in trades was intro¬ duced as a part of the school work of the Kentucky institution for this class of chil¬ dren. “It was an experiment,” says Superintendent Stewart, “as nothing of the kind had ever been tried before, and it was adopted by the board of commissioners after much thought and many fears.” A small carpenter and shoe shop was built for the boys, and a sewing-room and laundry for the girls, in which instruction was given in the afternoon. It was soon developed that work in the shop was an incentive to mental and physical effort, and applications by the children for permission to learn a trade had to be refused from want of accommodations. The additions to and re¬ pair of the institutional buildings are done by the boys learning carpentry, while the 20 boys at work in the shoe shop make shoes for the inmates and supply a demand at Frankfort. In a report made in 1881, after an experience of several years, Super¬ intendent Stewart remarks: “It has been demonstrated in our institution that some children who could not be taught to read or write could be taught some useful kind of labor.” In this report the superintendent states that the pupils in the shops are graded by their intelligence, the first or most intelligent class are taught carpentry ; the second class, shoemaking ; the third class, mattress, broom, or mop making, and the lowest class have been found surprisingly apt in tying brooms, making mops and stuffing and sewing mattresses. The girls do the sewing and a large part of the laandry work of the institution. The number of inmates at the institution is kept down by the non-admission of idiots and the unimprovable, and the fact that “the sys¬ tem of instruction in the common trades enables us [the Kentucky institution] to send away every year almost as many as we receive, they being reasonably equipped iu those branches and able to maintain themselves or contribute largely to their own support.” In Indian schools. — “All Indian schools should be agricultural training schools on the reservation,” says Agent Cramsie in a report to the Commissioner of Indian Af- 790 EDUCATION KEPORT,-> 1886-87. fairs. “ The one great and important industry which should he taught to all Indian hoys is agriculture,” says Agent Kinney. “We have endeavored to give agricultural knowledge to every pupil hy our system of outing [placing the student with a farmer] ; and to that end the apprentices in the different shops have heen largely allowed to go out on -farms,” says Superintendent Pratt of the Carlisle School, in his annual report. Without admitting that the only road out of savagery lies through herding or agriculture, Superintendent Pratt urges against the objection that trades are taught that can not he utilized, that “ there is scarcely a mechanical pursuit that does not directly minister to agricultural success.” The enactment of the law providing for citizenship and the allotment of land would seem to call for agricult¬ ural training for the rising generation of Indians, the future landholders ; manual training being especially valuable as inculcating habits of industry. It is inferred from a remark of the superintendent of Indian schools that mechanic trades are not taught at many of the reservation schools, “ as no provision has been made,” and it appears that while 40 “industrial teachers” are employed at an av¬ erage annual, salary of $575 in the 57 reservation boarding-schools, none are em¬ ployed in the 90 day schools. In the boarding-schools under bonded superintendents, 6 “ industrial teachers” are on the rolls as such at an average salary of $708 ; but, for reasons given under the “Education of the Indian,” Chapter XIV, this is believed to fall far short of the true number. Working in wood and leather, and blacksmitliing are the principal mechanic indus¬ tries taught at these schools. At Carlisle the distribution for the year last passed was as follows : Carpentry, including wagon-making, 34 ; shoe and harness-making, 69; tailoring, 39 ; printing, 15. Full statistics are not given for the other schools, but it appears that shoemaking and carpentry are most commonly taught. The erection of a 3-story building, 60 by 40, has given the Haskell Institute at Lawrence, Kans., facilities to teach the above-mentioned and other trades. In colored schools. — The annual distribution of $45,000 by the trustees of the John F. Slater fund is enabling the institutions aided, 39 in 1886-87,1 to provide the organi¬ zation and appliances that systematic industrial education demands, but the insti¬ tutions for the colored people that give industrial training differ so in character and methods as to render a statement in tabular form of the statistics of their industrial departments impracticable at this date. Of 26 secondary institutions for colored persons, containing nearly 7,000 pupils, 9 institutions had industrial courses attended by 1,525 pupils ; that is, of the whole body of secondary pupils in 26 schools about 25 per cent, were receiving industrial training. Although the diversity of the character of the institutions precludes tabulation of the number in industrial courses the uni¬ formity with which the same trades have been adopted at the several schools per¬ mits a statement of the kind of industrial instruction given. To the female pupils house-work, cooking, and sewing are taught; to the male pupils carpentry, farming, and printing very generally, with occasional instances of work in iron, as at Atlanta (Ga.) University, State Normal School, Tuskegee, Ala., and Tougaloo, Miss. At Knox¬ ville, Tenn,, the directress of the Slater Training School hopes “to engraft industrial training upon the regular city school system.” Three grades from the city schools, 168 pupils in all, attend, and on Saturdays there are classes from other grades of the city schools. Two of the 5 teachers are paid by the city school board. The instruction in carpentry in the schools for males is very practical — constructing and repairing build¬ ings, making plain furniture, and wagon-making. At Clark University, Atlanta, Ga., this last industry has assumed considerable proportions. At Tougaloo Univer¬ sity, where the instruction is graded and very thorough, the conclusions arrived at are thus expressed by the president of the school : (1) Industrial training is of prime im¬ portance for the colored people; (2) it aids the work in the school-room through the discipline and the habits it gives ; (3) the industries pursued should be those of the most utility to the people, and a few of these are better than many; (4) to insure success both competent teachers and ample appliances are necessary ; and, dually, the chief difficulty is to make the necessary adj ustments between head-work and hand¬ work. It is hoped by the authorities of Fisk University, Nashville, Tenn., that a sufficient sum will be added to a recent gift of $4,000 to enable them to start a “school of mechanics and engineering.” Societies for the Promotion of Manual Training. The oldest of these societies, and perhaps the most comprehensive, is the Industrial Education Association of New York, a reorganization of the Kitchen Garden Associa¬ tion of the same city, with a greatly enlarged sphere of activity. The new objects of the association since its reorganization in 1884, are: (1) To secure the introduction of manual training as an important factor in general education, and to promote the training of both sexes in such industries as shall enable those trained to become self-supporting; (2) to devise methods and systems of industrial training, and to put them into operation in schools and institutions of all grades; (3) to provide 1 Forty-one in all, of which, two are medical schools. MANUAL AND INDUSTRIAL TRAINING. 791 and train teachers for this work. To accommodate the Museum of Industrial and Technical Education and the large classes that must he gathered together “to demonstrate the practicability of ingrafting the system advanced by the associa¬ tion on the present system of general education,” the building previously occupied by the Union Theological Seminary was leased for 8 years, at an annual rental of $6,000, and taken possession of in October, 1886. The number of pupils taught by the association in its various departments of instruction in the main and other schools was 4,383 for 1886-87; of the 992 pupils under instruction in the main building, 65 were teachers. Twenty-live teachers in the pay of the association taught classes in different parts and suburbs of the city, and through its instrumentality “industrial drawing, clay-modelling, wood-carving, carpentry, and sewing have been introduced into the public schools of Hoboken and Staten Island with affair degree of success.” The crowning effort of the association, however — the realization of the third feature of its work — is the establishment of an industrial normal school or college for the training of teachers, under the presidency of Dr. Nicholas Murray Butler, who is assist¬ ed by four instructors. The conditions of admission, such, with one exception, as a grammar-school graduate should be able to meet, are remarkable from the require¬ ment of as much geometry as is contained in the first live books of Davies’s edition of Legendre. The course for female pupils differs from that for men by the addition of domestic science to the studies common to both ; that is, the studies of history and science of education, mechanical drawing and wood-working, and modelling and in¬ dustrial art. A model school of several grades is attached to the college. The Cleve¬ land Manual Training School Company was incorporated June 2, 1885, for the “pro¬ motion of education, and especially the establishment and -maintenance of a school of manual training.” The school that was quickly established is more fully referred to in the following section (p. 792) : The Industrial Education Association of New Jer¬ sey was organized at a meeting held June 5, 1885, at Hoboken, N. J., with the ob¬ ject of stimulating public favor; to train women and girls in domestic economy; to teach such industries as shall enable those trained to become self-supporting ; to study and devise methods and systems of industrial training, and secure their introduction into the public schools, and to provide and', if necessary, to train teachers for the work. Permission was given to the association to place a teacher in the public Schools of Hoboken, and 8 classes were instructed in sewing for the girls, and clay-modelling for the boys. The Milwaukee Manual Training Association was organized during the fall of 1885, as “the growth, prosperity, and general welfare of Milwaukee demand that immediate steps be taken to provide industrial education and manual training suited to the genius and character of her people, and to her possibilities and destiny as a leading and influential industrial city.” It was thought that the most economical and effectual way to accomplish the desired object “is in connection with the public high school, and that new buildings * * * should be erected at an early day.” It will be observed that one of the objects of these societies is to demonstrate the feasibility and the advantage of introducing industrial training into the public schools; and the matter has therefore been included under this head. II. MANUAL TRAINING AND TRADE SCHOOLS. In the foregoing the condition of manual and of industrial instruction as a feature of a school or system of schools has been briefly reviewed. It remains to examine the object and methods of manual training and industrial schools. Provisionally these institutions have been arranged in the following tables under two heads, one containing the schools whose pupils possess the requirements of the ujjper grades of the public schools, the other those schools which are at the same time elementary- schools and workshops. The classification is merely tentative ; continued examination will correct the inadvertencies of the tables, and additional information may change their form and, in the case of the second table, their place. A decade has passed since Professor Runkle became acquainted with the system of instruction pursued at the Imperial Technical School of Moscow, saw its util ity, and advocated and securest its introduction into the Massachusetts Institute of Technol¬ ogy. Of the several manual training schools or departments established since that important event, it will here suffice to mention three that claim particular attention by reason of the sources from which they sprang ; privatjg munificence at St. Louis, commercial enterprise at Chicago, and the comprehensive interpretation of its educa¬ tional obligations by the city of Baltimore. The St. Louis Manual Training School, though a department of the Washington University, owes its establishment in 1879 to the liberality and wisdom of several gentlemen of St. Louis, by whom the buildings were erected andffhe school endowed. To define the scope of this school and give its program of manual studies is to give those of the other two of which it seems to have been the prototype. “Its object,” says the second article of the ordinance given by the Washington University, “shall be in¬ struction in mathematics, drawing, and the English branches of a high school course, 792 EDUCATION REPORT, 1886-87. and instruction and practice in tlie use of tools. The tool instruction, as at present contemplated, shall include carpentry, wood-turning, pattern-making, iron chipping and filing, forge work, brazing and soldering, the use of machine tools, and such other instruction of a similar character as may be deemed advisable to add to the foregoing from time to time.” In all the schools the course is of three years. At St. Louis and Chicago the first year is spent at wood-working, the second at the forge, and the third at the metal-working bench and lathe, and in the study of machinery. The sequence at the Baltimore school is somewhat different, forging coming in the first, and pattern¬ making and vise-work in the second year. Mathematics through trigonometry, Euglish language, literature, and history, and elementary science are relied on for mental training, and free-hand and mechanical drawing is the intermediary that brings the mental and manual work into relation. At St. Louis and Chicago, Latin and French are optional for English ; in all the schools the day is about equally divided between the two concurrent systems of development. The history of the Chicago Manual Training School began at a meeting of the Commercial Club of that city in 1882, during which funds were subscribed and a committee appointed. On April 19, 1883, the Chicago Manual Training Association was incorporated and the control of the school vested in a board of 9 trustees ap¬ pointed by it. The school was opened in February, 1884, on completion of its build¬ ing, with 72 pupils, and closed June, 1887, with 190. But perhaps the most interesting example of the establishment of an institution of this class is the organization of the Baltimore Manual Training School as a part of the public school system of that city. On the 24th of April, 1S83, in response to a motion, a committee was appointed by the school commissioners to report upon the best means of fitting boys and girls “ as quickly as possible for self-support.” On J une 19, 1883, the committee reported that it would be expedient to establish a high school for manual education under the supervision of the board, since “ a knowledge of some form of industrial labor is as necessary as a knowledge of books; and as the State and city acknowledge their obligations to teach children to read and write they can not deny their obligation to teach them to work, as the latter is as essential for the public welfare as the former. Only a small portion of those who receive their educa¬ tion in the public schools ever enter the professions, but the large number become artisans and adopt mechanical occupations for their future support.” On petition, the city council empowered the school commissioners to establish the school, and leg¬ islative action was taken in January, 1884. In March of the same year .the school was opened with 60 students ; in June, 1887, it closed with 150. The equipment of these typical schools is adequate, perhaps fully adequate to the demand of their students, if such an expression can safely be applied to any school system or school. The cost of the apparatus of the Baltimore school to the close of 1886 was $10,680, and this school, the youngest of the three, appears to be somewhat less largely equipped than its precursors; the motive power for operating its machinery is less, and the accommodations of the wood-working and forging departments, es¬ pecially the latter, seem to be intended for fewer pupils, though this may merely in¬ dicate more attention to the other subjects of technical study requiring neither steam pow er nor anvils. Time enough has not elapsed to speak of “results.” Of the 40 graduates of the St. Louis school in 1885, 5 became teachers of manual training, 11 engaged in some busi¬ ness requiring technical knowledge, and 11 entered higher institutions, 3 into tech¬ nical schools. Of the 27 graduates of the Chicago school, 7 entered higher technical schools, and all but four, whose occupations, if pursuing any, are not reported, have entered manufacturing houses or higher institutions. Of the 34 young men who with¬ drew from the Baltimore school during 1886-87, 7 are learning the trade of machinist, 4 that of carpentry, and 3 are severally engaged in car, carriage, and watch making. At the St. Louis school, tuition is $60, $80, and $100 for the three years respect¬ ively, and until the close of the last school year it was the same at the Chicago school, an addition of $20 having recently been made to the charge for each year. At the Baltimore school tuition is free to residents, to others it is $50. At St. Louis, there are 50 to 60 full or partial scholarships; at the Chicago institution provision is made for a limited number who can meet every requirement but the fee. In 1885, the Philadelphia Man ual Training School was opened as a part of the pub¬ lic school system, and on the petition of the Cleveland, Ohio, board of education the State legislature empowered that body to levy a special tax to establish a manual training school for the benefit of the pupils of the Cleveland public schools. As the directors are elected partly by the board of education and partly by the Cleve¬ land Manual Training School Company, a stock company with a capital of $25,000, the Office assumes that the fine institution established by the compauy has either wholly or in part been adopted by the city, the only change being the abrogation of the charge for tuition. Both of these schools are on the “Russian or St. Louis plan,” but it is noticeable that the central school feature obtains at Cleveland, the pupils attending three times for 3 hours each during the week. This might cause the Cleveland MANUAL AND INDUSTRIAL TRAINING. 793 school to fall more properly under tlie foregoing general head, hut as its pupils must have the requirements necessary to gain admission to the city high schools and be 14 years of age, it has been deemed expedient to treat it as a manual training school as the Office understands that term, a school having a graded course in wood, iron, and machinist’s work, systematic and continued instruction in free-hand and mechani¬ cal drawing, and a post grammar school course of study, as coordinate departments. The schools mentioned above give a practical conception of the processes by which the raw materials with which they have to do are operated upon and fashioned to meet the wants of a manufacturing age. But there is another class of schools whoso purpose is to teach trades — to make skilful bricklayers, stonecutters, or plumbers, or to improve those who are already mechanics. In this class, or rather school, since, as far as the Office knows, the New York trade schools constitute the class, the system is to leave the general education to the public schools and confine the work to the manual instruction necessary to make a mechanic. The sessions are held three even¬ ings from seven to nine thirty, of every week, and for five and a half months. The class in tailoring meets daily, from eight a. m. to five p. in. Efforts to establish day classes in other trades have, with the exception of plumbing, been unsuccessful. The admission age is 16 to 21, the tuition charge for the season $15, $16, and $17 for car¬ pentry, plastering, and bricklaying, respectively, and $10 to $12 for the other trades; the attendance for 1886-87 was 1137, the first session, 1881, it was 20. The land and buildings cost $56,000; the receipts for the last season were $4,848, the expenses $9,516. In a letter to the Bureau the proprietor, Richard T. Auchmuty, Esq., says: “The results of this experiment in industrial education have been most gratifying. The young men, after working for from six months to one year after leaving the schools, usually get full wages, if old enough to do a full day’s work. That they are thoroughly taught in the science of the trade * * * was shown by the severe ex¬ amination held by the committee appointed by the Master Plumbers’ Association last spring.j; Table 67. — Statistics of manual training schools for 1886-87 ; from replies to inquiries by the United States Bureau of Education. — Part I. 794 EDUCATION REPORT, 1886-87. •!}U9Tnqsiiq'CiS9 jo cQ © © t>,s 'S P 5 R ® J*> h © .© © +S .© *3 © P o £ ® g © TJ O fd O 5 • rt 5 .7; 'C P^-a 5 ^ p p fpp tdS t>s EhP«1PP£hP oa fl tJ © 9 3 •g £ § ^ fl rt o u oPP <5^ 3 I U, O 2 •rPW p p !£J: 'P'PrP'^:2 d 1 £§§ !?1§ ^ O (o w®a 'p o~- S-P H g P ©,2,3 ◄ £ P £ a s 1 CO r* fO CO O lO > P P © P a rP o c-g 83 ® 6t fcfiP.9 atfl *3 ^ ’3 o£ pw v £P)d c trf« H tcgS P Mbfi Q P +a a n n 2.5 a ® J K^P § *3 W CD H gsj Sgs l* © L9fc>"p pr* © 521 2 © rt Pop ©Pd © fi S ® 'S § •Ip w Jfs Sr rPH ® tr- q p p 'p '3 '3 Pi fct « © © g® tfl-g °w .2 Jo tc £COC/2 q_ 5|ii! ■ag-lSS ST . '(JrJ f-ip— i P nPa=M ®H p_§ M p o,q_ P^S „0_'W fl P ^ CH o «m a rt p ... . w P ferP fl c; -- *as«s|ajg c r-< 5 2 pr*r-*ro>~* OOO 5 ©3 tii 2 p § rt a 5 o 2 i^-p o p rfl ^ «p.9/?®app:ipJj9^®«® © ft^p’43 p q © P-'d’g'S > :fl -ft •p rt'a ©p,rt rta; rt O ©S^ 5sSa-?aa a b sSa -f k-j ^ -Op sl^Ussg 0’S o 2 & 2 - !coa§Sgp .2 ^2^ a 1-5 5 * © s a O^iPSSmO ■2Ph oi -a ^ tn £ 42 1j +a |w®2 2 [25 O^hO ca CO tH l£5 CD 00 Table 67.— Statistics of manual training schools for 1886-87, etc. — Part II. STATISTICS OF MANUAL TRAINING SCHOOLS. 795 fcD a 5 fci a o o S 15 £ S i a § | Pj -4-» c3 cj P ft o ojv b> ^ Sr fab - ! 5 plrd I ffl ! a >c & a rri sh .a r. .a a a O S hi a § tc3 2° a 9 n a c +J 3 g'3 w o £ <2 e> * p,^ .a aj „.y "5 1 H la as faO' a , tc ^ .— l A 03 Q O es J « r al « a « a faO-i- gaas a> -t? -v Li <-U H pq O O (PC) O O 3 O 2 o p)3 g .3 a gBp-I* &§§.§'§ o p£a yA O p •oin^ipuaclxg; $coo 17,000 11, 000 27, 000 18, 500 2, 603 2, 687 12, 000 15, 000 60, 000 166, 390 •oaiooir[ H $600 17, 000 11, 000 43, 000 18,500 4,373 18, 000 15, 000 72, 000 199, 473 •AiBaqxx ax eoianjOA « H • O • IO • CM 500 2, 500 »20, 000 100 «24, 000 200 200 2, 000 O lO cT Classification of pupils by sex and color. •poroioo «s( H OOOO OO O O iO '• O CM O t> © t* r-i 0 CO OH 10 O O O CM CO CO O 10 t— O rf CO CO O CO O CO O H CM * d CM O CM CM CO 00 CO ccT •opunoj Si 0 0 !000 CM00 OOO « iO CM LQ •9II3K QD 34 191 250 273 90 41 235 58 905 30 92 285 157 2641 •noTssiurpe ioj oSy 14 14 12 14 10-14 15 14 14 14 18 14 14 9-14 ’SJOX -onj^sui jo joqumjq rL C3 CO CS ICIO to [a^S ffl O H f 'a A a a _ - WP § °rd fcfi® 'S 43 ~ «s «. j? co 43 *3 .9 sh I “ ° .2 .a +3 a fe a - £ ^ ® flo-S. *3 a a> f» r; ... be -g •s 0 J .9 | 0 c" S a 2 ^ § o..a^®a -3 cj o 22 P*q_2 i? hr z; o cs ” r® -a 0'S wa.2 4 ^4 M RJn'si.s S § ' o “ c W 1 «> *—• .a &0 blv} ‘*"_i=,-r3 to — - - a CS 9 to a ’2” ■« d H £ 5t>-a S W jg cot a.„ -.a-SgS-S a a ^H|g.-Sg'Sg5-W^ 3 _ 0 2 t3_ o^_, o 9 ro a •— a g p*a ®-|.2 ® ^ r§ p.Sr^Sagg 2 Sex) a a 2 a =ta|p|o|3g»s| 3 S<1 S 3 S H O Pi a College library. 796 EDUCATION REPORT, 1886-87. Remarks on the Summary of Table 67. Omitting the statistics of the McDonogh Institute, of the manual training depart¬ ment of the Omaha High School, and of the technical school of the Carriage BuilA* ers’ Association, which appear for the first time in the Table, there is an increase of 17 in the number of the instructors, of 1,326 in pupils, of $18,120 in income, and $10,150 in expenditure over the year 1885-86. In 1885-86 the average number of pupils to a teacher was 23, in 1886-87, 35 ; the per capita expenditure, excluding the students in institutions not reporting expenditure, in the former year was $123 and in the latter year $111. Excluding the statistics of the well-endowed Miller Manual Labor School for both years, and those of the McDonogh Institute for 1886-87, the per capita ex¬ pense was $78 for 1885-86, and $66 for 1886-87. Table 68. — Summary of statistics of unclassified industrial schools (Table 69). State. Arkansas . Georgia . Illinois . . Indiana . Maine . Massachusetts Michigan . Mississippi.... New York . Ohio . Pennsylvania . South Carolina Tennessee . Number of schools. Number of instruc - tors. Pupils. Income. Expendi¬ ture. Male. Female. Total. 1 2 $1, 179 $1, 141 3 14 149 236 385 3, 000 3, 000 2 47 244 162 406 21, 200 20, 978 1 13 20 60 80 1 6 60 60 4 42 75 547 622 8, 065 8, 074 L 10 83 83 300 294 2 19 110 135 245 28, 358 28, 372 12 287 5 (1! \ 9, 558 JO) i 7, 9955 17, 683 189, 525 295, 215 2 9 66 27 93 20 20 1 4 2 76 78 1 7 no 140 250 4, 000 4, 000 1 6 (239) 239 3, 000 32 466 5 (369) l [ 10, 334 | 9, 5215 20, 224 255, 647 364, 094 Total. Table 69. — Statistics of industrial schools for 1886-87; from replies to inquiries l)\j the United States Bureau of Education. — Part I. STATISTICS OP INDUSTRIAL SCHOOLS. 797 2 ^ £ i p © <3 co © 1 "■ o w m -.5 ©•££:£ P.C3 >,3^1 o 0,9 O p O O a3pq CO O ( •sjo^onj^eui jo joqranj^; COr}i^WO:OOrtWOO O CO O l> 50 71 CO 00 -rf< CO CO 15.2 o 'C .2 & o g g g o|tf 3j= g p,e H^^9m9Md(»9ra9 ® P 3 3 © p ^ 11|II «rj ®. 9 Ip h! p sS •^nocaqsixq^sa jo "*$ OiOCOfNdNiOO^^MOO 00 COXCOt^oO0h-L'-«iftCOt' 00 CO 00 00 00 CO 00 00 00 00 00 00 CO 00 00 oo • cc 00 W r^'o r«3 II sS e 3 o © ^ 5-a. 3 p « .3r§a2 -£ 3 be - SM a *-§ g s 2^15 3.2^i° © _._ 3§gg”§ « §‘3^. p^ Otfccpq ; CO O ,gt» i«l It'S .3 0-3 0^0 ® 'o 3 o H«2 3 3 £<1 i ° al 44 jj. !,§•§ 3 ° p-p >.H © 3 3-SVi,3- >-i 'C © o © rt+J‘3 ©^c m <3 p 3 £H'h fl 0.3 3 O p1- HtC^ § p w .2 S-ptS 3 0 llll«l °S QO^W 3 ,3 ® ,2 O H m 3 m S <; £ © H^S ®33 p O 3 i 3 33 ° ” &g pH 1®^ ®, 1 u G4i- Hojcq! 3 S ■S 5 © © p72 2 «‘C 3 P M. 3 P H H §OJ © © ^ P 3^ ©.2.2 r-L ® M O P p © j-'pft O pH o3 rp 3* O P ^-.©02 . ■'©'o o"3-S ! 3h o m '2 43 3 b. -J3 o ppq^j * p 3 PC wH m =^0^' CJp3 <5- ® a ? btj ^ pfa ©' »3 <1 i'sS-aSSS.^gp., § § | 8 Jl^S-S-g ©!« I— it>P-p®13r3®o2^3 cj^S'^OiiOOcj wEHOCR^apqpSPpMi-; y^r %£ - © o © ■as 3^^^ p£ ^ *= is O ^ -h <£> <£ 87. •uoisennp'e jo ©Sy •sio^oni^sm jo joqmnjq •^namqsqq'B^sa jo xg9_j_ ‘E •£ • § g S a q *3 ©.© o o o pO ODO eo < 6 9 03 o3 ^ ©h K|l *4* ,^2 © o © r3 gcc . el • . P r© Oo_s ^ §2! i « a £-s cim© O fl a) bOrf Pi _w PI 2 ci o © .3 bO O 5 Wo O © tr -I « . be © .fs o£ g be be 3 ,3 PP -g fetPir3 3 © .3 .3 g 5 CO 09 .S cL 2 Si a coceN WHWcooWo^ a £ w bO 3l| 'o o a b»a h-l h 3 bop a: 3 o 3 CD A © •2’C ftftp fcB g & t» c3 •^tOOHO 6e 2 © o ■S3 Kca o o o o CM O 00^0^ o o t- o o> ^co* OOtP. O O T* 0 500^10 OOtOLOt^OCO Ci i> l> CO CO CD l> t- (N 00 frt g'SM WO'g^'l o •£ o rt o ^a2-j3 o •r1 aixi is 0 a ^3 3 © ro © © *rj 'p CO r© W> 3 tl 73 £ 0-2 M rt.SPJ o.g +5 ^ m O b23?sh eels P o^_® ;3 § § a 2m ©r3 > 'P a>3 ° 1 -*3 <3 h H O P-i co ©woo© moooNn £°Mp s a ■3'cs o Jr® w. ;!»t; flfflj g!j§{§ g3| CQ 33 r) P ►*9 J'« S® S 2 m 3 a o«Ih O O _ © 2 '8 P W ’5 rS •42 cO a: h| ? ® • S3 .23 P. M o-” s'! o a> ^ c O 4^ mm tr£ o .2®o • o ©M Pb ^ 0.3 © •3tlj 3 o © ®“ J® 3 -3 2 ' 2 o 3 3 3.3 §Or OWW ► 3-3 o 0 "cS rci 0 pQ ” § <1 H § g© 'i'o'P ’s §«2:3p “is ©3 3 p| o !i«! I|-«l ; J® 0<2rt : W rn A3 i«ll mfr h KMCO^iiOQ L>* 00 O O H (M O to O I From Report of tlie Commissioner of Education for 1885-88. Table 69. — Statistics of industrial schools for 1886-87, etc. — Part II— Continued. 800 EDUCATION REPORT, 1886-87. Indrustries tauglit. H j Household work. Sewing. Chair-seating and housework. Sewing. General farm work. Housework. Printing, carpentry, and all kinds of manual labor. Carpentry, printing, and household work. •ejn^tpuedxa; 14 $8, COO 4, 500 7,772 20 4,"66o 3, 000 "9TU00UJ 13 O ^ 05 O • • O • O CO co CM » i O • O C5 O • • O • co oo* • . t*T . III •Aj'Bjqn tn sgnluxoA. i o o o • • o o • o o • » o o • CM CO • • lO CM Classification of pupils by sex and color. ‘P9J0I0Q 11 O O ! CQ I O O 05 • • to CO • • CM CM i • ■ • t ■ © O O Ilfio ocoo O CO • CM co t- CQ •9[BUI0J © 200 60 30) 27 76 140 9) •9IUH y t 'j o o CO woS CO rH d B yA "Wilson Industrial School for Girls . Industrial, Benevolent, and Scientific School of Sisters of Mercy. The Industrial School of Rochester* . Sewing School of the Presbyterian Church . Industrial School and Home (Children’s Aid So¬ ciety).* St. James’s Industrial School for Girls* . Schofield Normal and Industrial School . Slater Training School . LOO 00 05 Or-l 209 Massachusetts ......... 14 73 47 26 2, 508 2, 036 622 1, 788 720 1,773 735 1, 806 7i847 Michigan _ _ _ 10 34 29 5 C 785 393 749 a, 478 120? 167) $ 144 718 hO, 300 6600 Minnesota.... . . 3 13 9 4 ? (858) ( 390 | 63? 91 Mississippi _ _ 2 14 13 1 11 185 3,487 t (169) 5 ns.M 185 103 62, 000 h2, 675 Missouri . 11 73 62 { 2, 429 | 528 2, 058 899? 694 Montana _ i (5c SO) [DOU) ) 9 Nebraska . 3 20 17 3 1, 080 377 761 319 C 463 \ (51 263 1 102? 15) 5 114 98 125 New Hampshire .... 3 9 8 1 5 ... 185 N ew *T oraey _ 6 43 39 4 1, 853 i (322) 5 1 59R 1 9K5 1, 171 682 1, 224 58 a2, 300 New Mexico . . 1 New York . . 23 156 122 34 8, 104 C 6, 191 1,463? 6, 004 2,100 1, 349 i7, 700 North Carolina . t (450) 5 446 a Two schools not reported. d Three schools not reported. g Eight schools not reported. 6 One school not reported. e Ten schools not reported. h Seven schools not reported. cFour schools not reported. /'Sis schools not reported. i Thirteen schools not reported. 802 STATISTICS OF BUSINESS COLLEGES. 803 Table 70. — Summary of statistics of commercial and business colleges , etc . — Continued. Number of in¬ structors. Number of students in business colleges. •A >, a c3 d o £ 1 State or Territory. o5 o , € 02 O CO a 0 ft Total. r2 a a a © Ph Total. Male. Female. In day schools. In evening schools. Number of students i ness courses of sec schools and colleges. a o a 73 > o u M a a ft 1 2 3 4 5 6 7 8 9 io 11 12 Ohio _ _ _ _ 20 73 60 13 a3, 418 246 C 2, 463 694 1, 957 705) 854 6820 Orocrnn 1 6 5 1 i (261) 9,9,1 1 95 (7c 176 16) 5 70 108 ■p fin n ay Ivan in, _ 16 104 95 9 5, 871 504 C 4, 179 1, 436? 4, 165 373 1, 706 131 703 62,820 a377 Rhode Island. . . 3 12 10 2 d (256) 5 401 1 109 4 South Carolina. ........ 70 Tennessee _ _ 8 23 23 960 C 620 105 638 (is 325 172? i0) 5 76 235 c992 Texas .............. _ 2 10 8 2 401 i (2c 346 !5) ' 55 63 al50 TTf.nh . . 60 V ermont ............... 3 10 6 4 190 135 55 170 20 177 al, 230 612 Virginia. ............... 2 4 4 84 81 3 45 39 117 Washington Territory 70 West "Virginia - _ 1 4 4 300 290 10 200 100 53 Wisconsin ............. 8 34 24 10 1, 609 < 1, 055 258? 1, 370 239 450 dl, 325 l (490) ) Total . 217 1,131 911 220 53, 18S 536, 676 10,215 35, 792 (5, £ 11, 524? 572) 5 15, 584 64,107 ( (0,207) a One school not reported. c Sis schools not reported. 6 Fourteen schools not repor ted. d Three schools not reported. 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 2G 27 28 29 30 31 32 33 34 35 36 37 38 39 40 EDUCATION REPORT, 1886-87. Table 71. — Statistics of commercial and business colleges /< Post-office address. Little Rock, Ark Auburn, Cal . Oakland, Cal . Sacramento, Cal. (716 I Street). San Francisco, Cal. (46 O’Farrell Street). San Francisco, Cal. (640 Clay Street). San Francisco, Cal. . . . San Francisco, Cal. (320 Post Street). Denver, Colo . Bridgeport, Conn . Hartford, Conn . Hartford, Conn . Hew Haven, Conn. (49 Churcli Street). Wilmington, Del . Wilmington, Del . Washington, D. C _ Washington, D. C. (313 Sixth Street). Washington, D. C . Atlanta, Ga . Augusta, Ga . Macon, Ga . Champaign, Ill . Chicago, Ill. (77, 79 and 81 State Street). Chicago, Ill . Chicago, HI. (149 and 153 State Street). Chicago, Ill . Chicago, Ill. (278 W. Madison Street). Dixon, Ill . Galesburg, Ill . Jacksonville, HI . Joliet, HI . Peoria, Ill. Quincy, Ill ... Rockford, Ill. Name. Principal. Little Rock Commercial College . . Sierra Normal and Business^Col- lege.* Oakland Business College and Normal School. Sacramento Business College * . . . . Barnard’s Business College . Globe Business College . Heald’s Business College . Pacific Business College.... . Denver Business College . Galley’s Short-hand School . Gaffey’s Short-hand School . Hannum’s Hartford Business Col¬ lege. Gafi'ey’s Short-hand School . Crabb’s Business College and Writing Parlors. Wilmington Commercial College . . Business Department, Washing¬ ton High School. Martyn’s Commercial College . Spencerian Business College . Moore’s Business University . Osborne’s Business College . Macon Commercial College* . Champaign Business College* . H. B. Bryant’s Chicago Business College and Training School.* Kimball’s Short-hand and Type¬ writing Training School. Metropolitan Business College Seven Account System Business College.* Souder’s Chicago Business Col¬ lege. Dixon Business College . Western Business College . Jacksonville Business College and English Training School. Joliet Business College and En¬ glish Training School. Parish’s Business College and Telegraphic Institute, Gem City Business College . Rockford Business College.. . Springfield, Ill . Evansville, Ind. (cor. Main and 3d Streets). Ft. Wayne, Ind . Hojve, Ind . Indianapolis, Ind. (N. Penn. Street). La Fayette Ind. (124 Columbia Street). * From Report of the Commissioner of Education for 1S85-86. a Including lecturers. & No limit. Springfield Business College* . Evansville Commercial College*... Ft. Wayne Business College* . Hope Commercial College . Indianapolis Business university.. Union Business College. M. A. Stone . . M. W.Ward . D. C. Taylor ... E. C. Atkinson . G. B. Barnard.. H. C. Roeth E. P. Heald - T. A. Robinson John G. Pilsen . Miss Helen L.Mattoon Mrs. M. A. Merrill _ Hannum 0) 150 114 36 19 17 4 650 650 500 150 18 50 10 7 5 350 75 425 300 125 6-9 3 0 87 18 105 79 26 18 347 6 2 2 98 62 160 125 35 18-20 150 5-20 9-18 2 2 107 107 83 24 20 50 6 1 1 85 170 255 204 51 19 11 1 18 Number of weeks in scholastic year. Annual charge for tuition. Cost of life scholarship. 1 Day course. Evening course. Day course. Evening course. 17 IS 19 2© 21 40 24 a$46 $40 41 28 2S 25 1-25 $25 42 50 30 40 43 40 44 50 ' 40 45 52 70 46 52 36 75 30 47 52 22 60 36 48 52 26 60 20 60 49 52 26 40 15 50 50 52 30 51 41 24 50 15 52 52 26 75 20 53 52 26 75 25 54 11 12 120 40 55 52 26 50 20 56 12 6 40 57 52 15 50 50 50 58 50 24 '75 30 59 30 50 55 35 60 52 40 100 50 61 48 16 40 40 62 50 26 50 25 63 50 24 40 15 64 52 50 65 46 24 50 66 48 24 50 20 67 52 24 100 25 68 55 69 50 26 100 40 70 52 52 70 70 71 52 39 72 46 55 73 52 52 100 75 74 652 652 90-150 60-120 . 75 40 12 35 35 76 48 38 55 77 42 32 20 5 78 40 160 79 44 26 (c4 to) 1 80 40 140 50 81 44 26 120, 140 25 82 44 130 83 46 40 75 75 84 6 In literary course nine months. c Per quarter. 85 8G 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 ns lie 114 Ilf 11( 117 Ilf 111 12( 121 125 12; 12^ 12f 12( 127 12? 129 EDUCATION REPORT, 1886-87. Table 71. — Statistics of commercial and business Post-office address. Name. 1 2 Holyoke, Mass . Lawrence, Mass . Lowell, Mass . Pittsfield, Mass . Springfield, Mass. (22 School Street). Springfield, Mass . Worcester, Mass . Worcester, Mass . Battle Creek, Mich. . . . Battle Creek, Mich . . . . Bay City, Mich . Big Rapid s, Mich . Detroit, Mich . Detroit, Mich . Childs’ Business College . Cannon’s Commercial College . Lowell Commercial College . Chickering’s Commercial College .. Childs’ Business College . Gaffey’s Short-hand School . Foster’s Business College * . Gaffey’s Short-hand School . Commercial Department of Battle Creek High School. Krug’s Business College . Devlin’s Bay City Business College* Industrial School of Business . Commercial Department of Detroit High School. * Detroit Business Dnirersity . Grand Rapids, Mich.. Ionia, Mich . Kalamazoo, Mich . Lansing, Mich - Duluth, Mich . Minneapolis, Minn. . . . Winona. Minn . Bay Saint Louis, Miss. Jackson, Miss . Humphreys, Mo . Kansas City, Mo . Kirksville, Mo . St. Joseph, Mo . St. Joseph, Mo . . St. Joseph, Mo . . St. Louis, Mo . St. Louis, Mo . St. Louis, Mo . Grand Rapids Business College and Practical Training School. Poucher Business College . Parsons’ Business College, Short¬ hand and Telegraphic Institute.* Capital City Business College*.... Parsons’ Business College . Archibald Business College . Winona Business College* . Saint Stanislaus Commercial Col¬ lege. * Capital Commercial College . Business Institute* . National Business College . Kirksville Mercantile College and Writing Institute. Chapman’s Business College . Ritner’s Commercial College . St. Joseph Commercial College* - . . Bryant & Stratton Business Col¬ lege.* Jones’ Commercial College* . Mound City Commercial College . . St. Louis, Mo . . Sedalia, Mo. ... Hastings, Nebr Lincoln, Nebr . St. Louis Mercantile College.. Central Business College _ Hastings Commercial College Lincoln Business College _ Omaha, Nebr. (1114 and 1116 Farnam Street). Manchester, N. H . New Hampton, N. H. . Portsmouth, N. H . Jersey City, N. J. (23 & 25 Newark Ave.). Newark, N. J . Newark, N. J . Paterson, N. J . Trenton, N. J. (10 and 12 S. Greene Street). Trenton, N. J . Albany, N. Y . Omaha Commercial College*. Bryant and Stratton Business Col¬ lege. New Hampton Commercial College Smith’s Academy and Commercial College, Jersey (Arty Business College.. Coleman "Nat j onal Business College New Jersey Business College.. Paterson Business College . The Stewart and Hammond Busi¬ ness College. Trenton Business College _ .. Albany Business College . From Report of the Commissioner of Education for 1885-86. Principal. Date of charter. Date of organization. 3 4 5 C.H.and E. E. Childs. 1883 Gordon C. Cannon 1880 Albert C. Blaisdell .. 1859 Benj. Chickering . 1860 C. H. and E. E. Childs. 1884 Burton S. Curtis . 1887 C. C. Foster . 1841 George C. Creeltnan .. 1887 M. W. Cobb . 1881 J. B. Krug . 1882 1882 Cyrus H. Devlin _ _ 1880 •\V. N. Ferris . . 1884 L. C. Hull . 1884 1884 Jewell, Spencer, Fel¬ 1850 ton, and Loomis. C. G. Swensberg . 1866 Trvin M. Pour*, her _ 1877 William F. Parsons . . . 1869 1869 C. E. & W. A. Johnson. 1867 W. F. Parsons . 1886 1886 A. R. Archibald . 1877 R. A. Lambert . 1878 1878 Brother Osmond . 1870 1855 L. A. Wyatt . 1885 1884 G. A . Smith _ Henry Coon . Alice Heath Proctor 1885 1880 Thomas C. Chapman.. 1880 1880 P. Ritner . 1879 Brother Icarion . 1882 1868 W. M. Carpenter, M. D. 1861 1854 J. G. Bohmer ......... 1849 1841 Thomas A. Eiqe, A. 1859 1859 M., I.L. B. Perkins and Herpel . . . O. W. Robbins _ _ 1882 1883 H. B. Gilbert _ 1884 D. R. Lillibridge and 1884 F. F. Roose. M. G. Rohrbough . 1880 1875 William Heron, Jr. . . . 1865 A. B. Meservey . Lewis E. Smith _ . 1877 . 1873 William E. Drake _ H. Coleman . . 1862 C.T. Miller . . 1874 George W. Latimer... Thomas J. Stewart . . . , 1876 1883 Andrew J. Rider . 1865 Carnell & Carhart .... . 1857 a Public school library. b For non-residents. STATISTICS OF BUSINESS COLLEGES. 809 colleges for 1886-87, etc. — Continued. Number of volumes in libraiy. Number of months in full course of study. Number of weeks m scholastic year. Annual charge for tuition. Cost of life scholarship. Day course. Evening course. Day course. Evening course. Day course. Evening course. 14 15 10 17 IS IS? 20 31 8 10 43 40 $90 $50 3 9 40 40 40 20 50 10 20 48 42 40 40 3 2 40 8 100 10 8 43 35 30 15 $60-80 6 12 52 52 60 60 200 6-10 40 20 75 30 100 6 12 52 52 60 60 a8, 200 20 40 &40 104 12 16 20 12 40 8-10 12-14 40 40 58-75 58-75 1, 000 6-8 10-12 45 20 50 20 40 75 25 (c) 6 40 40 1 100 9 12 40 24 50 35 55 jl h 6 52 24 50 20 h 12 12 50 50 100 . ] 300 8 12 50 24 90 42 . . 1 300 12 6 45 20 45 1 2,000 60 40 50 . ] 4 40 1 20 20 . jl 6 10 52 40 60 25 n 40 40 40 b 4 6 52 26 60 25 . ] 6 12 51 26 40 25 . j 1,600 10 44 35 . i 6 18 52 35 105 35 . i 75 6 18 53 53 100 50 . . i S 500 12 6 52 26 30-100 30 . i 6 10 52 30 100 50 . i 500 12 52 52 60 40 1 25 6 12 52 32 25-50 15-30 . 5 0 6-15 15-40 52 20 60 i . j 100 6 9 52 40 65 30 65 . 1 4 52 32 65 16 8 40 (d) c 30-40 ; 10 14 44 30 75 25 1,000 4 6 52 30 75 25 50 350 12 10 52 40 70 SO 10 15 42 32 75 /50 450 10 6 75 30 500 10 12 42 24 75 30 52 26 75 40 . 1 1 . . Instruc-. tors. 90 175 15 Students. 50 10 (167) 245 | 60 108 0 (750) I (250) 50 200 75 50 303 125 60 125 (138) 120 | 180 (392) 150 94 160 675 250 110 44 455 93 370 (515) 114 1© 85 82 150 71 151 143 160 90 127 300 64 105 11 100 9 21 60 167 305 108 750 250 50 225 11 13 55 121 107 (108) (750) 204 46 100 63 80 70 373 320 169 (169) 60 60 I 0 125 138 300 392 290 146 160 825 (125) (138) 240 I 60 (392) 400 350 205 200 81 550 127 438 515 214 108 55 143 440 315 154 396 405 470 225 102 13 21 (214) I (108) 11 79 125 126 127 128 129 130 131 C$25 for 2 months ; $30 for 3 months ; $4.0 for 4 months ; $50 for 6 months. d $12.50 per term of 10 weeks. e Including telegraphy. /$25 for 6 months. 810 EDUCATION REPORT, 1886-87. Table 71. — Statistics of commercial and business Post-office address. "Name. Principal. 182 133 134 135 136 137 138 139 140 141 142 143 144 145 146 147 148 149 150 151 152 153 154 155 156 157 158 159 160 161 162 163 164 165 166 167 168 1C9 170 171 172 Binghamton, N. Y - Brooklyn, N. Y. (38 and 44 Court Street). Brooklyn, N. Y. (16 Court Street). Brooklyn, N. T.... Brooklyn, N. Y. (Jay Street). Brooklyn, E. D., N. Y. Buffalo, 1ST. Y . . Buffalo, N. Y. ........ . Elmira,])!. Y _ _ _ Geneva, 1ST. Y . Glens Falls, N. Y - New York, N. Y. (805 Broadway). New York, N. Y. (62 Bowery, cor. Canal Street). New York, N. Y. (36 E. 14th Street). New York, N. Y. (107 W. 34th Street). dean, N. Y. . . . Peekskill, N. Y . Poughkeepsie, N. Y . . Rochester, N. Y. (cor. State and Market Streets). Rochester, N. Y . Troy, N. Y. . Utica, N. Y. Akron, Ohio . Canton, Ohio . Cincinnati, Ohio (N. W. cor. 4th and Walnut Streets). Cincinnati, Ohio . Cincinnati, Ohio (N. W. cor. 5th and Walnut Streets). Cleveland, Ohio (208 Superior Street). Columbus, Ohio . Columbus, Ohio. Dayton, Ohio . . . Delaware, Ohio. Findlay, Ohio... Hamilton, Ohio . Mansfield, Ohio . Oberlin, Ohio . Springfield, Ohio . Springfield, Ohio (339 W. Pleasant Street). Toledo, Ohio Lowell Commercial College . Claghorn’s Bryant and Stratton Business College. French’s Business College . Kissick’s Business College, Eng¬ lish, Classical, and Mathematical Institute.* St. James’ Commercial College * _ Wright’s Business College ........ Buffalo Business College ... . . Buffalo Business University . Elmira School of Commerce and Allen Business College. Geneva Business College . Glens Falls Business College . Packard’s Business College* . Paine’s Business College*. Spencerian Metropolitan Business College.* The Paine Up-town Business Col¬ lege. Westbrook Commercial College.... Westchester County Institute. . Eastm an N ational Business College . Rochester Business University. Taylor & Son’s Business College Troy Business College . Bryant and Stratton Utica Busi¬ ness College. Akron Business College* . Canton Business College* . Nelson’s Business College* . Nelson’s Ladies’ Business College*. Martin’s Queen City Business Col¬ lege. Standard Business College and School of Science. Capital City Commercial College.. Columbus Business College and Normal School.* Miami Commercial College* . National Pen Art Hall and Busi¬ ness College. Findlay Business College . Ohio Commercial College* . Ohio Business College . . Oberlin Business College* . Nelson’s Business College . Yan Sickle’s Business College. _ Ohio Business University* . . Toledo’ Ohio . j Toledo Business College* . I Youngstown, Ohio _ Youngstown Normal Business Col- I I lege. Daniel W. Lowell C. Claghorn . Geo. W, French, ll. B . . W. A. Kissick, A. M . . . Brother Joseph.., Henry C. Wright . J. C. Bryant, M. D . A. S. Osborn . N. A. Miller . Ansel E. Mackey . E. O. Sylvester _ S. S. Packard - Rutherford and Howell H. A. Spencer. H. W. Remington . E. D. Westbrook _ Charles Unterreiner . Clement C. Gaines. . . Williams & Rogers . . A. J. Taylor and Hin- man S. Taylor. Thos. H. Shields . H. B. McCreary and Thos. H. Shields. O. S. Warner. William Feller Richard Nelson. Ella Nelson. Thomas Martin. H. Day Gould M. B. Cooper and Frank Humphreys. P. F. Wilkinson. Wilt & Sunderland L. L. Hudson. C. J. Oiler and C. B. Browning. W. A. Nichols J. W. Sharp. McKee & Henderson. R. J. Nelson. J. W. Yan Sickle, A. M., LL. D. Edmund J. H. Duncan . M. H. Davis, B. A . J. C. Steiner . 1873 1871 1881 1885 1861 1868 1866 1850 1873 1854 1886 1880 1887 1858 1849 1873 1872 1882 1877 1859 1863 1866 1875 1856 1881 1860 1881 * From Report of the Commissioner of Education for 1885-8 STATISTICS OF BUSINESS COLLEGES. 811 colleges for 1886-87, etc. — Continued. Instruc¬ tors. >5 Cl Humber of students in even¬ ing school. Students. Average age of students. Humber of volumes in library. Humber of months in full course of study. Humber of ■weeks in i scholastic year. Annual charge for tuition. Cost of life scholarship. Male. Female. Humber of students school. Total. Male. r2 'cS a pH Day course. Evening course. Day course. Evening course. Day course. Evening course. « i 7 8 9 1© 11 12 13 14 15 16 17 18 19 2© 21 3 130 120 250 200 50 18 3-4 6-8 52 26 $35 $25 $35 132 6 i 158 158 154 4 17 12-18 40 120 133 1 3 254 133 387 201 186 20 10 4 40 16 134 7 3 264 86 350 2S6 64 10-20 43 43 45 35 125 12 725 725 795 14 3 000 10 42 136 5 2 275 166 441 313 128 17 200 10 6 40 24 80-100 SO 137 7 3 493 219 712 538 174 6 18 52 30 120 36 138 8 2 317 119 436 323 113 al\ 52 43 50 40 139 5 3 220 141 361 ^69 82 171* 200 4-12* 14 40 140 1 1 26 10 36 26 10 18 4-6 6-10 40 24 50 25 141 2 1 28 12 40 24 16 17 0 5 8 40 20 80 30 142 8 Q 450 450 17 500 10-24 44 180 143 4 1 218 120 338 296 42 12 12 52 52 88 88 144 3 1 143 39 182 148 34 17 4-10 52 8 100 32 145 3 2 235 190 425 354 71 25 12 12 52 52 65 65 146 3 2 96 43 139 110 29 21 50 6 10 40 24 50 24 147 2 1 52 52 20 32 40 600 10 40 60 148 15 0 800 50 §50 775 75 20 3, 000 3-6 3 52 52 50-100 25 50 149 7 1, 361 67 428 368 60 20 0 5-12 12 6 100 30 150 3 0 105 190 295 199 96 3-6 6-12 52 52 100 48 151 5 1 175 150 325 260 65 18 150 12 6 52 26 75 45 152 4 3 169 85 254 211 43 20 3 6 43 25 75 40 153 o 21 16 37 30 7 18 6-12 6-18 30-38 30 20-40 15-25 154 3 90 60 150 132 18 20 4-6 12 52 32 100 60 40 155 5 ( 357} 357 357 20 110 156 2 3 127 0 327 127 19 10 42 110 157 3 45 75 120 112 8 18 6-8 6-8 48 48 50 158 1 39 30 69 57 12 19 150 9-12 12-18 52 52 60-75 40 65, 75 159 1 1 4-8 40 40, 45 50 160 7 0 275 80 355 298 57 17 200 6 12 44 44 50 25 161 3 1 18 5 6 52 26 50 25 162 5 1 325 75 400 290 110 18 3 6 52 52 110 163 3 1 95 40 135 94 41 18 50 4 3 52 32 65 164 2 .... (6‘ >) 62 56 6 44 90 165 3 87 46 133 97 36 21 120 5 12 50 12 100 30 100 166 3 1 261 261 12611 20 4£ 52 40 40 167 3 147 40 187 167 20 19 10 5 50 25 168 1 13 13 26 22 4 23 200 6 12 40 24 50 25 50 I 169 3 2 (23' 7) 237 147 90 17 6 9 48 36 50 30 70 ! 170 5 337 I 120 457 384 73 18 7 12 52 24 60 20 50 | 171 3 "2 95 110 205 140 65 19 3 6 52 52 35 172 a Average, 173 174 175 176 177 178 179 180 181 182 183 184 185 186 187 188 189 190 191 192 193 194 195 196 197 198 199 200 201 202 203 204 205 2C6 207 208 209 210 211 212 213 214 215 216 217 a EDUCATION REPORT, 1886-87. Table 71. — Statistics of commercial Post-office address. Name. Principal. 1 3 Zanesville, Ohio . Portland, Oregon . Allentown, Pa . Altoona, Pa . Altoona, Pa . Easton, Pa . Erie, Pa . . Harrisburg, Pa. (307 Market Street). Lancaster, Pa . Meadville, Pa . Philadelphia, Pa. (1709 Chestnut Street). Philadelphia, Pa . Pittsburg, Pa . Pittsburg, Pa . Pittsburg, Pa . Union City, Pa . Wilkes Barre, Pa _ Williamsport, Pa . Providence, R. I . Providence, R. I. (283 Westminster Street). Providence, R. I. (174 Westminster Street). Chattanooga, Tenn . . . Chattanooga, Tenn... Knoxville, Tenn. /box 354). Zanesville Business College * . Portland Business College . Allentown Business College . International Business College .... Mountain City Business College... Easton Business College . Clark’s Commercial College* . Pennsylvania Business College.... H. B. Parsons . . . A. P. Armstrong W. L. Blackman . S. D. Eorbes - G. G. Zeth, A. M. . Charles L. Free.. H. C. Clark . J. N. Currey . Lancaster Commercial College .... Bryant, Stratton, and Smith Busi¬ ness College.* Palms National Business College . . H.C. Weidler A. W. Smith. . T. W. Palms . Peirce College of Business . Commercial Department of Pitts¬ burg Central High School. Curry Institute and Union Busi¬ ness College. Duff’s Mercantile College . Luce’s Business College . Wilkes Barre Business College. . .. Williamsport Commercial College. G-affey’s Short-hand School . Providence Bryant and Stratton Business College. Scholfleld’s Commercial College. .. Thos. May Peirce - C. B. Wood,T. D. Ever¬ hart. a J ames Clark Williams P. Duff & Sons . Rev. N. R. Luce . Frederick Schneider.. F. M. Allen . Geo. W. Bristol . Theodore B. Stowell.. Albert G. Scholfield.. Behm’s Chattanooga Commercial College. Mountain City Business College.. - Knoxville Business College . Jeremiah Behm . D. M. Agey, pres. ; J. W. A gey, prin. J. T. Johnson . Memphis, Tenn . Memphis, Tenn . Nashville, Tenn . Nashville, Tenn . Washington College, Tenn. Ft. Worth, Tex . Waco, Tex . Burlington, Yt . Lyndon Centre, Yt . . . Leddin’s Business College . Nelson’s Business College . Goodman’s Business College . Practical Business School (R. W. Jennings). Christie’s Music and Business Col¬ lege. Ft. Worth Business College* . Waco Business College . Burlington Business College . Lyndon Commercial College . T. A. Leddin . A. E. Nelson . . Frank Goodman . R. W. Jennings . . H. R. Christie . . F. P. Preuitt. . . . R.H. Hill . . E. G. Evans, AC. M - Walter E. Ranger, A. M. W aterbury Centre, Yt. Richmond, Ya . Richmond, Ya . Wheeling, W. Ya _ Green Bay, Wis ..... . La Crosse, Wis . . Madison, Wis . Milwaukee, Wis . Milwaukee, Wis . Milwaukee, Wis . . Oshkosh, Wis.. . . St. Francis Station, Wis. Minard Commercial School . Old Dominion Business College.... Smithdeal Business College . Wheeling National Business Col¬ lege and Normal Institute. Green Bay Business College . LaCrosse Business College . North-western Business College ... Charles Mayer’s Commercial College and Elementary Select School. Excelsior Business College . Spencerian Business College . Oshkosh Business College * . Pio Nono Commercial College . Asbury M. Marsh. . . Geo. M. Nicol - G. M. Smithdeal . J. M. Frasher . . J. N. McCunn . J. L. Wallace . Doming & Proctor . Charles Mayer . . H. Mitchell Wilmot. R. C. Spencer . . W. W. Daggett . Chas. Fessler . . 'rom Report of the Commissioner of Education for 1885-86. lead of commercial department. b Non-residents pay $100 per c Full business course. d Three months, $30. STATISTICS OF BUSINESS COLLEGES. 813 colleges for 1886-87, etc. — Continued. Instruc¬ tors. Number of students in day school. Number of students in even¬ ing school. Students. Average age of students. Number of volumes in library. Number of months in full course of study. Number of weeks in scholastic year. Annual charge for tuition. Cost of life scholarship. o a Female. Total. fS % © 9 © Ph Day course. Evening course. Day course. Evening course. Day course. Evening course. © S © 1© 11 IS 13 14 15 1© 17 IS 1© SO SI 2 (l! 0) 100 80 20 100 50 173 5 i 176 70 246 221 25 21 4-6 10-15 52 52 $60 $60 174 2 69 38 107 ion 7 18 96 6-10 52 25 50 25 175 3 210 94 304 275 29 18 4-6 8-10 52 24 60 176 4 363 241 604 401 203 21 500 4 5 52 52 50 40 $75 177 O 50 50 100 80 20 20 60 10 12 42 25 50 20 178 4 i 180 76 256 (256) 17 4-6 12-18 52 26 100 50 50 179 2 i 27 23 50 43 7 18 300 6 10 42 29 60 25 ,180 2 78 38 116 84 32 18 6 8 42 34 70 40 181 3 2 223 223 158 65 17 10 4 40 16 40-50 40-50 182 3 85 58 143 137 6 22 12 7 52 31 40 18 40 183 16 2 544 370 914 797 117 19 350 10 12 44 28 120 25 184 3 2 187 0 187 141 16 15 40 60 0 185 30 1,110 245 1, 355 614 741 18 360 10 40 28 65 40 50 186 7 0 700 200 900 800 100 18 4 6 52 26 50 25 50 187 2 1 67 67 52 15 20 1, 000 9 39 c 60 188 6 94 176 270 245 25 19 4 10 52 40 30 40 189 5 178 97 275 252 23 24 154 5 8 52 35 id) (e) 40 190 1 12 10 22 7 15 18 6 12 52 52 60 60 191 6 .... 221 82 303 259 44 18 200 10 'e 43 26 100 20 192 3 1 140 39 179 135 44 19 177 6 10 43 34 100 193 1 24 4 28 26 2 18 52 52 40 40 40 194 3 109 47 156 123 33 19 500 9 27 48 36 60 30 if) 195 120 40 160 145 15 20 G 18 52 32 50 25 196 3 50 81 131 124 7 492 52 24 100 30 197 4 19 6-8 12-18 50 40 198 3 235 0 235 23 G 51 50 199 3 "o' (If >0) 150 147 3 19 12 9 52 40 40 40 200 2 100 100 55 45 18 0 3 36 9 30 g 30 201 4 1 150 50 200 150 50 16 j u 8 12 42 32 50 40 50 202 4 1 175 26 201 196 5 24 150 4 10 52 42 50 25 50 203 1 1 55 20 60 15 18 4-6 12 40 j 24 60 9 204 2 1 55 55 35 20 18 630 9| 39 30 205 3 2 60 60 40 20 19 600 9 36 254 30 206 2 28 20 48 48 18 565 12 26 50 50 207 2 17 19 38 33 3 20 47 3-4 9-12 52 52 40 208 4 200 100 300 290 10 16 51 51 40 209 2 120 120 87 33 18 150 6 51 50 210 4 154 14 168 160 8 18 375 10 4 40 16 40 211 4 2 227 38 265 188 77 191 50 6 52 26 45 25 212 4 3 223 73 296 (2 16) 17 44 40 80 40 125 213 3 1 82 37 119 80 39 22 6 10 52 43 60 45 80 214 4 3 232 77 309 256 53 19 6-9 12 48 25 100 35 215 3 1 288 0 288 240 48 20 150 6 52 50 00 21 G 44 44 44 16 600 40 40 180 217 1 ! « Four months, $15. g Business course. /Two years’ tuition certificate, $80 ; three years’ h New charter, certificate, $125. 814 EDUCATION REPORT, 1886-87. Memoranda to Table 71. Location. Name. Remarks. San Jos6, Cal . New Haven, Conn. . . . Lafayette, Ind . Vernon, Ind . ■Worcester, Mass . Lansing, Mich . St. Joseph, Mo . St. Louis, Mo . St. Louis, Mo. . Elmira, N. Y . Canfield, Ohio . Mansfield, Pa . Thorp’s Spring, Tex.. Whitesborough, Tex.. Janesville, Wis . Garden City Commercial College . New Haven Phonographic Academy . Star City Business College . . Vernon Normal School and Business In¬ stitute. Hinman’s Business College . . . Bartlett’s Business College . St. Joseph Normal Business College . . Franklin Institute . . Johnson’s Commercial College . Elmira Business College . North-eastern Ohio Normal Business Col¬ lege. Mansfield Business College . . Thorp’s Spring Commercial College and Literary Institute. Whitesborough Normal and Commercial School Silsbee Commercial College . No information received. Name changed to Gaffey’s Short¬ hand School. No information received. No information received. No information received. No information received. Name changed to Chapman’s Busi¬ ness College. No information received. No information received. No information received. No information received. Moved to 01ean,N. Y., and name changed to Westbrook Commer¬ cial College. No information received. No information received. No information received. Table 72. — Summary of statistics of training schools for nurses. State. Number of insti¬ tutions. Number of in¬ structors. Number of pupils. Number of grad¬ uates in 1887. Connecticut . 2 a2 65 a!4 District of Columbia* . - . 1 7 51 8 Illinois . . ............................ 1 13 65 19 _ _ _ _ _ ......... _ _ _ _ _ _ _ _ 1 5 li 5 Massachusetts . 5 639 215 68 Michigan. ............. _ ............................. _ 1 22 11 Minn P _ _ _ 1 4 7 Missouri ..................................................... 1 (c) 16 6 New Jersey . 2 d 9 28 15 New York . 11 695 355 133 Pennsylvania . 3 8 114 46 Rhode Island . . . . . 1 8 20 5 Vermont . 1 5 17 5 Total . 31 195 989 335 * From Report of the Commissioner of Education for 1885-86. a One school not reported. 6 Two schools not reported, c Superintendent and medical corps. .d Several lecturers additional Table 73. — Statistics of training schools for nurses for 1886-87 ; from replies to inquiries by the United States Bureau of Education. TRAINING SCHOOLS FOR NURSES. 815 •snoT'p'ejoueg; rR £ . &H.R >? u R Pi l>J © O ffl. 0 ^ ® ft - © ra ^ mm pi ce'R'd offiS . Pfi ® © g »C o c3 £ ^»So R o 2 n a ® p.9 e3 o oj9 ‘Biojonijsatjoigqamj^; *3 S <1 3 <1 I £ W & .1 ri 3 o 3 k1 e3 g g W2 to •aOIJ'BZlUBSlO JO 9JBQ CO CO CO 00 a QQ OQ * h .a pf H H fa ft fee 13 R ftG-R rH o a a fafcri « a , - I LiUr o ©£? R ° p e2 l2 ®+3 H S s •o I " r l? ■ <2^ 3® tS R g£ft O & O'i-i p-i w ^ ^ . 5Q 5 «Rj RF .9 , _ "3 . . ft fa O H 3 jn R R 3«8gfc " o ©rJ a eSfe. .R £3 flop Sft'hr- o rR o « R , - 05 ^ cc 3 *CJ Mn^.o £ p eft - to w m h R c;!zi IR ©^ HOOfS S^H ■goR © © R OJ eS fa's Pi f?“ R P fH u tyM O WgM M >>r 3 |^.9 -2 WocS © ft'3 J t- otn ■ ^5 co cfl © « |zi 0«2r &J0-© C3 c o R •ra O. 4fltftr o f cS ^4 3 © ■*»5 w O a 4i^ H N CO From Report of tlio Commissioner of Edacation for 1885-86. b 25 men ; 85 women. ; For general library, also a piano for Nurses’ Home, and minor gifts. c Superintendent and medical corps. Table 73. — Statistics of training schools for nurses for 1883-87, etc. — Continued. 816 EDUCATION REPORT, 1886-87. •enoi!}ot!j9U9g; b m is ® § ®3 PrP >3 . © U ,, U H1& pert c ft's s & §®p 2s5 2| ^ E O «?-h» W ^ O ^^2.00^ a a p n a a*-1 ® p m ft° ® § Sp HO o o3£ m © a ^ •es- «e- ^ ■€©• <©■ rj P +3 2 §S a.s 9 P 3 es o 1 -•o a g sg® P. - © O IDO •6«- <6- ■»■ P o a . s p, V.o •xeoA oijsTqoqos m e^oa a\ ‘ApilJS jo osanoo j[nj trt 8.1^9^ CO CO 4 a N * A P Q <1 •uorj'BziireSio jo ejtiQ oO CO • CO CO 00 CO 00 © feJO p eS O 2 S3 p cS'U « p 2 . o p”p & .2^ h-P ° tS <®.a °s 22 ®rP pH o o o * ■® ' ©<1 H EOr-i W)P fct.2-5i? .g-p p,m As! P" o .9 £ .a 03 5H P «S ^ © o f— < H •I -s 2 a H ~~ .'d o §i§« £S- ® 5 b'O >» bC P © i-i 02.5 btg a ° .9 g .9 3 £S H l^s p s g w g^3 S Pm pq © £|w^H m ®'o 8 a fi =3 Ad 2^0 a gPbcoO^H -h .5 ^.5Wg§g§^ a*g'§*g'S’gf2 ©.£ 2^-pcc p^ JW ^5 H PI cq o ■3 S o ro r- 5 ^ ® o _H O 1^ '© 5 ©2: 9 © « g •ai § Jas a M o® CEC « W Sz? h) be £ -a s£ cS . .w aoO ^WK ,C5r— < O rri t-t ^ W o o S ©>; ^ O _a y ^ csvq' ■ rl'P U ’— ' O p i M m ^ be -pH flrrlH O g 2 ^ ■g«S I I I O o fcjQ ^ 3 .g 3 g 3 w w w e O r-t ffl CO CO 52 ED § « S3 P o Ci5 -ee- a d © I® TO t>a •2^3 W-9 Sfjg fj 5 o . bcS 3 s ^ O t* . *“ fl3 ractically the main objects and purposes of the work, and typify it not alone as an educational effort but also a desirable charity.” Ohio Institution for the Education of the Deaf and Dumb , Columbus, Ohio. — The whole number of students instructed here has been 2,152, of whom 31 per cent, were born deaf (excluding 80 not reported). Excluding those whose age, at time of becoming deaf, was not reported (411) and those born deaf, 34 per cent, were over 3 years old when deafness occurred. The industrial department is organized on a very practical basis; in the printing-office (38 pupils) the printing for the State agricultural board is done, as well as the job work of the institution ; in the shoemaking shop (47 pupils) shoes are made and repaired for the inmates at the expense of their parents, $1,500 for the year covered by the report; and the repairs, extensions, and alterations neces¬ sary to so large an establishment are done by the carpentry class (28 pupils). To these occupations is to be added tailoring. OREGON. Oregon School for the Education of Deaf-Mutes, Salem, Oregon. — The present condition of this school contrasts strongly with its original quarters in an utterly inadequate, rented building. The institution now owns 3 fine buildings adapted to the purposes of the school, jmovided by funds not granted by the State. Articulation is taught every afternoon to those who seem qualified to make progress in it. The great want of the institution is an industrial department. PENNSYLVANIA. Pennsylvania Oral School for the Deaf, Scranton, Pa. — The appropriation for a build¬ ing for this school having been vetoed by the governor of the State, the school can offer its advantages only to those who reside in the vicinity, which greatly interferes with the attendance. The president of the board of directors observes : “ The success of the school and advancement of the pupils under our care has been a marvel to those who attended the exhibitions. * * * We can only reiterate what we have ex¬ pressed before, and experience shows, that the unfortunate deaf children are able to become speaking men and women and to all appearances as those that hear.” Miss Emma Garrett, the principal of the school, a teacher of experience, and an advocate of the pure oral method, also devotes a portion of time to normal training as referred to under Training of Teachers, p. 820. The Western Pennsylvania Institution for the Instruction of the Deaf and Dumb, Wil- kinsburg, Pa. — Of the 173 pupils under instruction for the year ending September, 1886, 31 per cent, were reported as born deaf, excluding these and those who became deaf before completing their third year, and the unknown cases (4), 28 per cent., lost their hearing after entering upon their fourth year. The system of instruction pur¬ sued is the combined, but it is sought as far as possible to adapt the method to the evident needs of the pupil rather than the pupil to general theories. The results of instruction in articulation and lip-reading are encouraging, and children likely to derive benefit from this method are daily exercised in vocalization and lip-reading EDUCATION OF THE DEAF. 829 under the supervision of an experienced instructor. Two pleasant rooms have been fitted up as a library, and books will soon be provided by the income from a fund of $5,000 lately given by Andrew Carnegie, Esq. In the industrial department instruc¬ tion is given in carpentry, shoe and cabinet making. It has been determined to dis¬ continue the holiday vacations, the authorities having been induced to take the step from having imposed upon them 40 cases of mumps resulting from contact with a pupil who had contracted the disease while at home during the vacation at Christmas, and 21 cases of measles propagated by a pupil who had caught the disease while at home at Easter. RHODE ISLAND. Rhode Island School for the Deaf, Providence, R. I.— The aim of this school is “to teach deaf children to use the English language with the spontaneity, correctness, and enjoyment of hearing children, as far as this is practicable.” To attain this end it is very desirable that children be sent to school even at the age of 5 or 6. Prizes are offered for progress in articulation and speech-reading. The course of instruction is thoroughly graded into 4 divisions of two years each. There appears to be no indus¬ trial department, but it is noted that two pupils took lessons in drawing in the Rhode Island School of Design and two others have attended an industrial school on Satur¬ days. The great want of the school is a boarding department. SOUTH CAROLINA. South Carolina Institution for the Education of the Deaf and Dumb and the Blind, Cedar Spring, S. C. — The west wing of the building having been completed during the year covered by the report, it was occupied during the last term. Articulation is taught. VIRGINIA. Institution for the Education of the Deaf and Dumb and of the Blind, Staunton, Ya. — The course 4) 1, 159 1, 064 | 2,670 2, 416 Tnoreaso _ _ 1 30 254 * South Atlantic Division: TVT aryl a n d _ _ 2 5 7 12 62 59 121 District, of Columbia,- _ 1 11 2 13 102 22 124 Virginia . . . . 1 3 10 41 42 83 VV est Vi r giri a, _ 1 3 2 5 32 29 61 N orth Carolina, _ _ _ 1 10 rr 17 93 93 186 South Carolina, _ 1 2 2 4 39 C-poro'ia, _ _ 1 5 <> 7 48 33 81 "Florida,. _ _ 1 1 1 2 6 2 8 Total for 1886-87 . 9 44 26 70 423 315 738 Total for 1882 83 . 9 57 396 261 657 Tncrease. _ _ _ _ 13 27 54 81 STATISTICS OF INSTITUTIONS FOR THE DEAF. 831 Table 74.— Number of schools for the deaf, and the teachers and pupils in them for 1886-87, hy States and divisions — Continued. 1 03 ’o o Instructors. Pupils. c? ai o 6 r2 a Female. o H J2 5 Female. 13 O H South Central Division: i 8 5 13 103 91 194 i 5 8 88 65 153 i 2 3 5 30 23 53 i 4 2 6 50 40 90 Louisiana . 2 1 3 5 3 6 10 { 13<4 98 0) 5 60 J 58 158 i 5 7 56 48 104 8 29 26 55 5 (4( ) 438 357 )) 332 234 | 810 Total for 1882 83 . . . 7 40 591 1 15 219 North Central Division: 3 14 15 29 f u< i 266 202 3) 235 145 ^ 511 8 13 21 347 4 12 32 44 361 258 619 2 10 11 21 189 149 338 4 10 15 25 167 100 267 Minnesota . . . - . 1 5 4 9 97 68 165 Iowa . . . . . 1 7 14 145 135 280 Missouri. . . . . . 3 7 11 18 C (23) £ 264 Dakota . . . . 1 1 2 l idy 30 102 14 3 44 Nebraska . . . . . . i 5 4 9 64 38 102 Kansas . . . . . i 6 8 14 112 90 202 Total for 1886-87 . 23 85 121 206 S (2 13) 1,334 1, 331 | 3,139 3,074 Total for 1882-83 . 19 168 ) 1, 772 ‘ 1, 743 Increase . . . . 4 38 65 "Western Division : Colorado . 'Mow Mexico . . . . . 1 1 3 1 5 0 8 1 34 2 28 3 62 5 TTtah . . 1 1 1 2 13 6 19 Washington . . . . 1 1 1 9 11 7 18 Oregon . . . . . 1 2 1 3 12 13 25 California . . . . . 1 7 3 10 93 67 160 Total for 1886-87 . . 6 15 11 26 165 124 289 Total for 1832-83 . 3 14 113 93 206 Increase _ _ _ _ _ _ _ 3 12 52 31 83 . SUMMARY. North Atlantic Division . . . 19 53 153 206 S 0 !4) J 2,670 738 South Atlantic Division . . _ 9 44 26 26 70 1 1) 477 423 S . J 4 1 1,159 | 315 South Central Division . 8 29 0) | 810 North Central Division . . . 23 85 121 206 ( 438 | 332 5 (33) | 3,139 289 Western Division . G 15 11 26 ( 1, ill 165 1, 334 124 Total for 1886-87 . (zGo 226 337 563 5 (107) | 7,646 Total for 1882-83 . 56 455 ( 4, 275 3, 961 3, 264 2, 983 6, 944 Increase . . a 9 108 702 a Not including the recently established schools at Austin, Tex., and Cheyenne, Wyo. 832 EDUCATION REPORT, 1886-87. Table 75. — Receipts, expenditures , and property valuation of schools for the deaf for 1886-87y hu States and Divisions. State appro¬ priation. Income from tuition fees. Expendi¬ ture. Value of grounds, build¬ ings, and ap¬ paratus. North Atlantic Di-vision: $17,100 4,000 30, 338 179, 833 36, 360 135, 000 $32, 704 4, 000 48, 792 379, 432 24, 294 138, 069 $92, 000 250, 000 1, 247, 261 100, 000 770, 000 $43, 200 3,719 Total for 1 886-87 . 402, 631 441,511 46, 979 122, 261 627, 291 563, 630 2, 459, 261 1,815, 104 Total for 1882-83 . D. . ..38, 880 D .... 75, 282 I....63, 661 T fil 4. 1 ^7 South Atlantic Division: 32, 000 72, 000 35, 000 25, 000 36, 000 12, 000 15, 000 5, 000 2, 000 33, 944 68, 736 34, 889 24, 939 36, 000 11,441 15, 749 3, 700 290, 700 700, 000 175, 000 80, 000 75, 000 52, 000 60, 000 16, 000 150 592 Total for 1886-87 . Total for 1882-83 . Increase or decrease . . . South Central Division : T\ entnclvy _ _ _ _ _ _ 232, 000 208, 080 2, 742 3, 056 229, 398 218, 658 1,448, 700 1, 530, 700 1 . 23,320 D . 314 I - 10, 740 D _ 82, 000 20, 386 29, 500 11, 527 12, 500 10, 000 4 0, 362 20, 370 44, 614 30, 116 11, 517 12, 500 10, 000 27, 548 20, 120 152, 000 140, 000 50, 000 75, 000 25, 000 100, 000 75, 000 Tennessee _ _ A lahama _ _ _ _ _ _ Mississippi . . . . . Louisiana . . Texas . Arkansas . . . . 104 Total for 1886-87 . 159, 645 129, 582 104 135 156, 425 119,940 617, 000 610, 009 Total for 1882-83 . . Increase or decrease . North Central Division : Ohio _ . . . . . . I _ 30, 063 D . 31 I. . . .36, 4S5 1 . 7,000 85, 085 58, 000 98, 000 50, 000 42, 343 38, 500 02, 000 50, 272 0 80, 465 57, 002 104, 400 G6, 506 38, 536 38, 282 60,015 49, 406 8, 200 55, 887 37, 500 700, 000 459, 000 370, 000 502, 362 118, 000 225, 00O 400, 000 180, 000 57, 000 90, 000 175,000 Indiana. _ Illinois.. _ _ Michigan . . VV i scon sin _ _ _ 1, 338 100 400 0 300 Minnesota, _ _ _ _ Iowa . . Missouri . . . . Dakota . . . . . ... _ Nebraska _ _ _ _ 87, 250 37, 500 TCansas . . . . . . . Total for 1886-87 . 608, 950 473, 850 2,136 16, 269 596,199 522, 818 3, 276, 362 2. 582, 377 Total for l882-'83 . Increase or decrease.. . I 135, 100 D .... 14, 133 I. . . .73, 381 I.... 693,985 Western Division : Colorado . . New Mexico . . . . 21, 000 0 21, 969 700 2, 500 3, 500 5. 435 45, 750 56, 961 Utah . . . . . . Washington . . . 3,000 6, 350 45, 750 5,000 6, 000 354, 000 Oregon . . . . . California . . . . 0 Total for 1886-87 . 76, 100 40, 000 79, 854 56, 790 421, 961 344, 200 Total for 1882-83 . Increase or decrease . _ . . 200 I . . 36, 100 D . 200 I - 23, 064 I . 77, 761 J STATISTICS OF INSTITUTIONS FOR THE DEAF. Table 75. — Receipts, expenditures, etc. — Continued. 833 State appro¬ ximation. Income from tuition fees. Expendi¬ ture. Value of grounds, build¬ ings, and ap¬ paratus. SUMMARY. Horth Atlantic Division . South Atlantic Division . . . South Central Division . north Central Division . . . - . W estern Division . . . $402, 631 232, 000 159, 645 608, 950 76, 100 $46, 979 2,742 104 2, 136 $627, 291 229, 328 156,425 596, 199 79, 854 $2, 459, 261 1, 448, 700 617, 000 3, 276, 362 421, 961 Total for 1886-87 . Total for 1882 83 . Increase or decrease . 1, 479, 326 1, 293, 623 51, 961 141, 921 1, 689, 167 1, 481, 836 8, 223, 284 6, 912, 381 I.. ..185, 703 D....S9, 960 I...207, 331 I...1, 310, 903 Table 76. — Pupils to a teacher, per capita expenditure, etc., for schools for the deaf for 1886-87, hy divisions. Eatio o f male teach¬ ers to whole number. Eatio o f male pupils to whole number. number of pupils to a teacher. Per capita expendi¬ ture based on en¬ rolment, a Per caxnta valuation of property, based on enrolment A "NT orth A tl n n 14 c Pi vision _ Per cent. 26 Per cent. 56 57 13 $253 811 $1, 003 1, 963 779 Sooth Atlantic Division _ _ 63 15 South Central Division .................. 53 57 14 19S north Central Division . . . . 41 57 15 198 1,124 1, 563 "Western Division . . 58 57 11 276 The TTnited States . . 40 C56.7 14 231 1,135 a Pupils of institutions not reporting expediture excluded in making the computations contained in the column. & Pupils of institutions not reporting value of property excluded in making the comput ations con¬ tained in the column. c Dr. G-. O. Fay stated at the Eleventh Convention of American Instructors of the Deaf that the ratio,, speaking generally, is three males to two females, i. e., 60 to 40 in the hundred. During tlie interval from 1882-83 to 1886-87 the table shows that the net increase in the number of schools has been 9. It remains to indicate how this increase has ob¬ tained. Of the 65 schools in the table for 1886-87, 14 have been established since 1883 ; 6 of them State or Territorial institutions, 5 day schools, 1 a private boarding school, and 2 schools for the instruction of children of Catholic parents. To these are to be added the recently founded public institutions in Wyoming and Texas, both dual institutions. Five schools in the table of 1882-83 do not appear in that of the present report. They are located respectively at Baltimore, Md., Marquette, Mich., St. Joseph, Mo., and Erie, Pa., while the oral department of the Pennsylvania institu¬ tion is not now, as it was in 1882-83, reported separately. Four of the schools estab¬ lished during this interval use the oral method exclusively; 3 of thqrn belong to the public school system of the town or city in which they are situated. 53 ED 1 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 . 29 30 31 32 33 34 35 * ■ a b EDUCATION REPORT, 1886-87. Table 77. — Statistics of institutions for the deaf for 1885-86; from Post-office address. Talladega, Ala . . Little Sock, Ark . Berkeley, Cal _ _ Colorado Springs Colo. Hartford, Conn - . . Mystic Bridge, Conn. Sioux Falls, Dak . Washington, D. C St. Augustine, Fla . . . Cave Spring, Ga . Chicago, Ill . Chicago, 111 . Englewood, HI. (Wa¬ bash Avenue, near Sixty-third Street). Jacksonville, 111. _ Evansville, Ind . Indianapolis, Ind.... Council Bluffs, Iowa. Olathe, Hans . Danville, Kv . Baton Eouge, La . Hew Orleans, La . Portland, Me . Baltimore, Md. (649 Saratoga Street). Frederick, Md . Beverly, Mass, . Boston, Mass. (63 War¬ ren ton Street). Horthampton, Mass . . Flint, Mich....* . . Horris, Mich . . . Faribault, Minn . . Jackson, Miss _ ... Fulton, Mo . St. Louis, Mo. (1849 Cass Avenue). St. Louis, Mo. (corner Hintli and Wash¬ ington Streets) . Omaha, Hebr . Harne. Alabama Institution for the Deaf .. Arkansas Deaf-Mute Institute . Institution for the Deaf and the Blind Institution for the Education of the Mute and the Blind. American Asylum for the Education of the Deaf and Dumb. Whipple’s Home School . Dakota School for Deaf-Mutes . Columbia Institu- i tion for the Deaf feda1} 1 ' ' and Dumb. Rational College. Florida Blind and Deaf-Mute Insti¬ tute. Georgia Institution for the Deaf and Dumb. Ephpheta School . CS“ho!l schools . Deaf-Mutes. C HlSh 8ch°o1 . Voice and Hearing School for the Deaf. Illinois Institution for the Educa¬ tion of the Deaf and Dumb. Evansville Deaf-Mute School . Indiana Institution for the Educa¬ tion of the Deaf and Dumb. Iowa Institution for the Deaf and Dumb. Kansas Institution for the Educa¬ tion of the Deaf and Dumb. Kentucky Institution for the Edu¬ cation of Deaf-Mutes. Louisiana Institution for the Edu¬ cation of the Deaf and Dumb. Hew Orleans Public School for Deaf-Mutes. Portland School for the Deaf . Maryland School for the Colored Blind and Deaf-Mutes. Maryland School for the Deaf and Dumb. Hew England Industrial School for Deaf-Mutes. Horace Mann School for the Deaf. .. Clarke Institution for Deaf-Mutes. . . Michigan School for the Deaf . Evangelical Lutheran Deaf-Mute Institution. Minnesota School for the Deaf . Mississippi Institution for the Deaf and Dumb. Missouri Institution for the Educa¬ tion of the Deaf and Dumb. Convent of Maria Consilia Deaf- Mute Institute. St. Louis Day School for Deaf-Mutes . Hebraska Institute for the Deaf and Dumb. I860 1867 1860 1874 1816 1880 1857', 1864; 1885 1846 1884 1875 1879 1884 1839 1886 1844 1859 1859 1823 1852 1886 1876 1872 1867 1879 1869 1867 1854 1873 1863 1854 1851 1885 1878 1869 Superintendent or principal. Joe H. Johnson . Francis D. Clarke . Warring Wilkinson . D. C. Dudley, a. b . Job Williams . M. Hammond . . Janies Simpson . E. M. [Gallandet, PH. D., } ll. d., president. i Park Terrell . Wesley O. Connor . Miss Mary C. Hendrick - Philip A. Emery, m. a . Miss Mary McCowen . Philip G. Gillett, A. M,, ll. d. Charles Kerney . Eli P. Baker..' . G.L. Wyckoff . S. T. Walker . W. K. Argo, A. B . John Jastromski . Eobert Brashear Lawrence. Ellen L. Barton . F. D. Morrison . Charles W.Ely . Heilie H. Sweet . Miss Sarah Fuller . . Caroline A. Yale . M. T. Gass . . D.H. Uhlig . J. L. Hoyes . J. E. Dobyns, M. a . William D. Kerr . Sister Adele . Delos A. Simpson, B. A . J. A. Gillespie, a. m . From Eeport of the Commissioner of Education for c Located in a public school building. 1885-86. d Less than 7. For both departments. From Treasurer’s Eeport for 1886-87. STATISTICS OF INSTITUTIONS FOR THE DEAF, 83* replies to inquiries by the United States Bureau of Education. Instructors, Classification of pupils by sex, race, and nativity. 30 56 93 34 108 10 30 47 55 6 48 18 18 4 12 17 185 145 112 103 7 138 .135 90 91 (40) 13 50 (21) 36 46 163 26 97 50 113 47 140 9 82 (23) 26 20 64 38 53 101 160 61 183 20 44 37 35 8 22 514 24 319 279 193 160 40 18 54 102 21 82 98 297 35 164 70 191 23 46 102 11 22 261 190 89 45 92 12 10 21 §5 tf "ft s m a & Ml Income from tuition fees. a o p. d •f* i *2 3 r2 ,2 | £ 6 Colored. d A P? p pH 3 aper dealt with the difficulty of the blind workman in procuring employment (see p. 838, Workshops for the Blind) and the hygienic necessity of work to him. He advocated an industrial establishment for the blind on the model, with a few modifications, of the Pennsylvania Working Home for Blind Men (see p. S39). This paper was followed by one from Mr. Hall, superintendent of the home just referred to, descriptive of the character of that institution. Mr. Huntoon thought the question of providing for the adult blind not germane to the education of youth, while Mr. Wait considered it as quite legitimate by reason of its being a legacy that had come down with the other princi¬ ples borrowed or inaugurated by the pioneers in the work of educating the American blind. “Every Institution,” says the resolution of the First Convention, “should afford employment to all its graduates of good moral character. ” The experience of his own institution proved this to be impracticable, and the necessity must be met by the incorporation of private associations for the purpose of furnishing employment to the blind workman, and of intruding their care into his private affairs only so far as his inability to care for himself demands. Statistics show that in 1879, of 307 blind persons in the almshouses of the State of New York, 88 per cent, had lost their sight after their twentieth year, and that 87 x>er cent, had pursued some useful or skilled occupation before losing their sight; of the 1,200 persons who had been instructed at the New York institutions only 21 were in the almshouse at the above date. At the close of the discussion Mr. Battles introduced the following : “Whereas, deaf-mutes and the blind require eutirelv different methods of educa¬ tion, and whereas a number of States co-educate these two defective classes, “ Resolved , This association disapx>roves such co-education.” The resolution was unanimously adopted. The session was then closed by Mr. Battles’s paper on “ The Powers, Duties, and Responsibilities of the Superintendent,” and a vote of confidence in the Society for Providing Evangelical Literature for the Blind. Mr. Huntoon, in his jiaper entitled “The General Character of the Embossed Literature which the Schools for the Blind Demand,” had the purpose “ briefly to summarize what the [American] Printing House has already done,” and to protest agaiust the x>urchase of ajqmratus with a part of the income from the Congressional fund for printing embossed books. Speaking of the point system, Mr. Huntoon re¬ marked : “ The points have come to stay, and they have come to dominate.” Mr. Hall acknowledged that he had been converted to the New York point system. Mr. Dow trusted that it would soon become the system universally used. Mr. Battles said that the boys of the Pennsylvania institution averaged in reading only twenty-eight words a minute, while in the New York institution (Mr. Wait’s, the author of the New York X>oint system) the average was about sixty-three, although, so he stated, the com¬ parison between the schools was hardly fair as a test of the relative merits of the systems on account of the conditions under which the trial was made at Philadelphia. Mr. Wait thought that the sentiment of the profession is uniting, and the sooner it is decided that the funds of the American Printing PIouso shall be expended upon books of one character of type the greater will be the supply of literature for the blind. Mr. Babcock considered the point as greatly superior to the line in tangible power, and that the one system should be the New York point. Mr. Harvey said he would be glad to know that all the books from the American Printing House were to be in point X>rinting, which, on the x>rinciple of the greatest good to the greatest number, should be adopted. On the other side, Mr. Graves maintained that children complained to him that they could not read the point as long as they could the line, because their “ sense of touch becomes weak,” and Mr. Wood did not think that the test referred to by Mr. Battles was at all final. Mr. Wait, in his address on the important question of “A College for the Blind,” said that as the kindergarten and the university wrere the educational extremes, as the blind had shown their ability to follow with advantage the higher studies — witness Saunderson, mathematician and successor of Newton at Cambridge ; Foster, pro¬ fessor at the same university and postmaster-general; Nelson, of New York, x>rofessor of languages ; and Carll, blind graduate of Columbia College, New York, and author of the “ Calculus of Variations” — and as blindness is a bar to those vocations to the prac¬ tice of which light and sight are indispensable, and as our public policy recognizes higher education as being the right of all who are competent to receive it, “ is it too much to ask that those who must work in darkness shall be given special facilities for enlarging the contracted sphere of their opportunities and for preparing them to do their work well?” To those who would have the blind enter the colleges for the seeing, Mr. Wait responds by saying that experience has shown it is impracticable ; the difficulties that Mr. Carll surmounted, aided by the most favoring surroundings, outside of the class room, would prove fatal to the progress of the majority. During the last day of the session (July 8)it was resolved by the association: “ (1) That in the judgment of this association, an institution for the higher education of the blind has become a EDUCATION OF THE BLIND. 841 pressing necessity for the intellectual, professional, and moral advancement of the blind of this country; (2) that this association warmly endorses the efforts of those earnest friends of the blind, who have, by unwearied endeavor, sought to establish such an institution; (3) that a committee of nine1 be appointed from this association to take up and carryforward this work on behalf of the association, said committee to be ap¬ pointed by the chair.” After the passage of the resolutions, papers were read by Mrs. Little on ‘‘Methods of Teaching,” and Mr. Dow on “The Idiosyncracies of the Blind.” Mrs. Little spoke of the great difficulties under which the congenital or practically congenital blind pupil labored in acquiring ideas, and of the assistance they derived from the objective methods of the kindergarten, and advocated the employment of tangible apparatus in the higher grades. The study of geometry is especially valua¬ ble, as it affords the blind pupil the best means “ of acquiring the power of forming a correct conception from a verbal description.” Meeting of the hoard of trustees of the American Printing Bouse for the Blind. — This body, composed of the superintepdents of the institutions for the blind, held its an¬ nual meeting July 7, 1886, at the New York institution, New York City. After some discussion, Mr. Graves, of the Alabama institution, who presented a proxy from Mr. Johnson, principal of that institution, was admitted as a trustee by a vote of 10 to 7. Mr. Dow then introduced the following resolution : “That requisitions by any insti¬ tution for the blind upon the American Printing House for the Blind, for books or tangible apparatus, printed or constructed elsewhere than at the American Printing House for the Blind, shall be duly honored, provided that such requisitions do not exceed 20 per cent, of the income from the subsidy fund of the Institution making such requisition.” An amendment to strike out 20 and insert 25 per cent, was lost by a vote of 10 to 8. The original question then coming up, Mr. Huntoon opposed the res¬ olution, as it “would cripple materially the resources and the business affairs of the American Printing House.” After an extended debate the resolution was passed by a vote of 14 to 5. 2 II.— Notes from Catalogues and Reports of Institutions. ALABAMA. Alabama Academy for the Blind , Talladega, Ala. — Although this school entered upon its life as a separate institution in February, 1887, the source from which the following facts are taken covers a period previous to that event. In the literary de¬ partment the course is continued above the common school studies, and in the de¬ partment of music instruction is given on the piano, organ, violin, etc., and in the theory of music and in harmony. The print used is the Braille, New York point, and pin-type. Although the boys are employed in manufacturing mats, mattresses, etc., the object of the school is to prepare as many of its students as possible as in¬ structors in literature and music. In order to secure competency the senior pupils are required to teach several hours every week. ARKANSAS. Arkansas School for the Blind , Little Rock, Ark.— This school opened in 1860 with 10 pupils in attendance. In 1870 the attendance was 38, in 1880, 32, and in J886, 63. The “ frail, dangerous, and unsightly wooden shells” formerly used as school rooms and dormitories have been demolished, and a handsome and commodious structure of brick erected, lighted by gas and heated by steam, capable of accommodating 120 chil¬ dren, and permitting a complete separation of the sexes. An annual appropriation of $500 is asked to enable the superintendent to supply worthy indigent pupils with the tools necessary to the successful prosecution of the trade they have learned in the school. After the kindergarten, the benefits of which are marked, the school is class¬ ified in 4 grades, each of 2 divisions ; in the highest grade the course is academic. In the music department 37 pupils have received instruction on the piano, 11 on the or¬ gan, and 8 on other instruments, while 10 have been taught thorough-bass and har¬ mony, and 6 tuning. In the industrial department shoe and brush making have been added to broom and mattress making, and it is expected soon to add willow work. 1 Subsequently increased to 33. 2 The local board of trustees of the American Printing House for the Blind having asked an opinion from the Secretary of the Treasury of the United States as to the legality of this resolution, the First Comptroller of the Treasury, under date of March 12, 1887, responded as follows : “It is my opinion that the act- authorizes the trustees to use the fund set apart by the act for the purchase of the sup¬ plies mentioned through the American Printing House for the Blind, at Louisville, Ky., alone ; that said trustees are not authorized by the act to make such purchase from other sources, as it appears * * * a majority of the trustees think they have a right to do, and that such a diversion of the fund would be unlawful.” The fund here referred to is that established by Congress. 842 EDUCATION REPORT, 1886-87. COLORADO. Colorado Mute and Blind Institute , Colorado Springs, Colo. — Of tlio 23 blind chil¬ dren that have entered the institution, only one was born blind. The line and the point print are used, and vocal and instrumental music are taught to those compe¬ tent to derive benefit from the instruction. Very little manual training is attempted in the blind department as yet. An appropriation of $500 is asked for the purchase of the necessary machinery to introduce broom-making and carpet- weaving. ILLINOIS. Illinois Institution for the Education of the Blind , Jacksonville, Ill. — During the 2 years covered by the report, great effort has been made to find the blind persons in the State that were not in the institution though entitled to enjoy the benefits that it offers. Although 7,000 letters were sent to persons most likely to furnish the in¬ formation, the correspondence did not result in increasing the attendance, forcing the trustees to the conclusion that all are in the school that are entitled to its priv¬ ileges, or that non-attendants are not to be discovered in their retreats. In the liter¬ ary department the course carries the pupil through and beyond the common school studies; in the musical department piano-tuning is taught to those capable of profit¬ ing by the instruction ; aud in the industrial section broom-making, cane-seating, and mattress-making are taught. INDIANA. Indiana Institution for the Education of the Blind, Indianapolis, Ind. — Of the 130 pupils in this school, October 31, 1886, 32 per cent, were born with their infirmity. Sixty per cent, were not/ totally devoid of sight, the cases shading down from those unable to distinguish form to those only and barely able to distinguish light from darkness. The object of the literary department, consisting of 6 grades, is to give the pupil a sound English education ; all are instructed in music, and special instruction is given to those showing talent ; 12 pupils receive instruction on the cabinet or pipe organ, 69 on the piano-forte, and 18 are individually instructed in voice culture. To prepare students intending to become music teachers, “ normal teaching exercises” are given, in order that they may anticipate and rectify any deficiency that might in¬ terfere with the practice of their future vocation. Piano-tuning receives the atten¬ tion its importance demands and the inadequate facilities will admit of. Broom¬ making and cane-seating are the only industries that the blind workman can rely on, and are taught from i to 3 hours daily. IOWA. College for the Blind, Vinton, Iowa. — This institution was established that the citi¬ zens of the State might have for their blind children advantages similar to those of¬ fered by the public schools. In view of this, the difference between this school and the public schools has been reduced as much as possible, the course of study covering twelve years — four primary, four grammar, and four academic. The system of gov¬ ernment is dual. A principal has charge of the pupils, the educational apparatus, and the building and its domestics, while a secretary has charge of the property and employds outside of the college building, aud of the buying aud selling. ‘‘This sys¬ tem,” says the principal, “is eminently satisfactory to the secretary and myself.” KENTUCKY. Kentucky Institution for the Blind , Louisville, Ky. — Earnest efforts have been made during the year to acquaint parents with the character of the school, and not with¬ out results. The pupils are required to exercise daily in light gymnastics. On en¬ tering they become members of the kindergarten, where the sense of form and touch are educated. MASSACHUSETTS. Perkins Institute for the Blind, Boston, Mass. — The family system of this institu¬ tion has prevented the evil effects of crowded quarters, but the institution has reached the limit of its capacity, and has been compelled to refuse several eligible applicants. In the literary department the pupils are divided into small classes and receive a certain amount of individual instruction in a simple and naturalyway. The course in natural science consists of zoology, followed by botany and physiology. Throughout this course the teacher’s explanations are supplemented by models, and clay is largely used to enable the pupil to form his ideas correctly. “We know that EDUCATION OF THE BLIND. 843 a girl understands the articulation of the skull and the vertebral column when she can take a bit of clay and show it.” In the music department 88 pupils received in¬ struction on the piano, 10 on the organ, 6 on the violin, and 27 on brass or reed in¬ struments ; 25 received individual instruction in vocal music, and 38, divided into 7 classes, studied harmony. A full and systematic course of training is given in tho tuning section, which is splendidly equipped for the study of musical acoustics and for the development of mechanical proficiency, the pupil receiving instruction in the theory of scales, harmonics, beats, and temperaments, and then, by the use of models and the dissection of instruments, in the construction of the piano and its repair. The trades taught at the institution are cane-seating, broom and mattress making, and upholstering furniture. MISSOURI. Missouri School for the Blind , St. Louis, Mo. — The principal events in this insti¬ tution for the biennial period, 1884-86 are a radical change in its discipline, subject¬ ing its inmates to rules of conduct that are consistent with its character as a public school, and the addition of a kindergarten. The talent of the pupils in the musical department was not such as to produce high results, but there is every reason to be¬ lieve that the high standard of years past will soon be reached. The superintendent is inclined to think that the industrial rather than the music department is that from which the most benefit is derived, since for every one of the many good musi¬ cians instructed by the school ten workmen have been turned out capable of making salable brooms and brushes. Superintendent Sibley suggests as good policy that 10 acres be purchased in the suburbs of Saint Louis, and that a new institution be built on the cottage plan. NEW YORK. New Yorlc State Institution for the Blind, Batavia, N. Y. — Of the 163 blind children in the institution during the year 11 per cent, were bom so, the other cases resulting mostly from inflammation or accident. The literary department, in which both the line and point are used, consists of five grades, of which the last two are academic ; kindergarten instruction is also given. In the department of music, 11 pupils re¬ ceived instruction on the organ and 88 on the piano ; 28 were taught harmony and almost all were in the singing classes. In the industrial department 18 pupils were taught broom-making, 5 of whom acquired the trade and left the school, 12 were taught mattress-making, and 24 cane-seating. Three of the 27 scholars instructed in tuning left the institution to engage in business. NORTH CAROLINA. North Carolina Institution for the Deaf and Dumb and the Blind, Raleigh, N. C. — The literary division of the blind department has a curriculum in which studies of an academic grade are included. Although the liberality of Congress has well supplied the school with books, it lacks the apparatus and appliances that are essential to the instruction of the blind. A kindergarten and a gymnasium are also required. In the department of music instruction is given, mainly to prepare for teaching, in vocal culture and harmony, and on the piano and organ. In the industrial division, in which are 11 boys, cane-seating, broom and mattress making are taught for 2 hours daily. PENNSYLVANIA. Pennsylvania Institution for the Instruction of the Blind, Philadelphia, Pa. — In the literary department there are 88 classes for males and 67 for females, an average of 5.6 pupils in each; in the music and work departments the teaching is, in general, in¬ dividual. A large majority of the students are pursuing the common school studies, some 14 or 15 studying algebra, astronomy, and political economy, and 22 literature; 34 are in the kindergarten. In the music department 67 are receiving instruction on the piano, 15 on the organ, 26 on the violin, and 74 in the theory of mnsic, and 22 in piano-tuning. In the vocal classes there are 105 pupils. It is in these classes, says the superintendent, that a foundation for that further education by the music depart¬ ment is given that has enabled its pupils and graduates to obtain positions again and again, though competing with seeing persons. The tuning department continues to receive the attention that its importance demands. In the industrial department broom and mattress making and cane-seating are pursued. The Legislature has been asked to leave the duration of the pupils’ residence to the discretion of the board of trustees. 844 EDUCATION REPORT, 1886-87. TEXAS. Texas Institution for the Blind, Austin, Tex. — Increased, facilities are needed in each of the three departments of the school, caused by the increase of its students. The chil¬ dren are prepared in the kindergarten for the regular course which consists of the usual common school studies, English literature, and elementary science; both the line and point print are used. Nearly all the pupils are given an opportunity to study music, but failure to make progress after a fair trial is deemed sufficient proof that further exertions would be useless; the number regularly receiving musical instruc¬ tion rarely exceeds one-half the enrolment. Broom-making is a satisfactory business in Texas, but brush-making, carpet-weaving, and upholstering are unprofitable. To stimulate and encourage the boys to overcome the natural propensity of the blind to sedentary habits and consequent indisposition to work, the superintendent has intro¬ duced a system of remunerating the pupil-worker, the pay he receives being about the same as would have been given him in a broom factory. Ill— Statistics. Table 78. — Number of schools for the blind , and the teachers and pupils in them, for 1886-87, by States and divisions. State or Division. Num¬ ber of Instructors and other employ6s. Pupils. schools. Male. Female. Total. Male. Female. Total. North Atlantic Division: 1 32 60 92 88 82 170 2 35 74 109 200 175 375 Pennsyl vania _ ..................... 1 105 80 185 Total for 1886-87 . 4 67 134 201 393 337 730 Total for 1 882-83 . 4 204 675 Increase ............................. 55 . South Atlantic Division : M aryl n,n <1 _ _ 2 8 7 15 42 43 85 Virginia. _ _ 1 3 3 c 28 22 50 35 "West, Virginia _ _ 1 2 2 4 24 11 North Carolina . . 1 4 5 9 41 39 80 South Carolina. .......... . . . 1 2 1 3 13 9 22 95 Georgia . . . . 1 5 3 8 55 40 Florida _ _ _ _ _ 1 (1 2) 12 Total for 1888-87 . 8 24 21 45 f (12) I 379 Total for 1882-83 . 7 66 l 203 104; 280 Increase . . . . . 1 99 South Central Division : Kentucky . . . 1 *5 17 , 34 85 Tennessee ........................... _ 1 (' 1) 1 7 (74) 74 Alabama . . . . . . 1 2 18 1 12 30 Mississippi . . 1 4 8 12 i31) 31 Louisiana .............................. 1 2 4 6 11 7 18 * Texas ............................... _ 1 9 24 33 75 46 121 A rkansas _ . 1 3 5 8 32 41 73 Total for I8SG-87 . . 7 { 25( 7) l 91 s ;J105) 432 Total for 1882-83 . 59; 91 l iiw j 14U) 341 Increase . . . 91 North Central Division : Ohio _ _ ...... _ _ _ 1 9 16 25 141 91 232 Indiana _ ........... . . . 1 13 18 31 67 65 132 Dlinois _ .... _ _ _ _ 1 24 11 35 109 77 186 Michigan . . . 1 16 23 44 31 Wisconsin . . . . 1 5 21 26 44 40 84 Minnesota . 1 5 12 17 23 24 47 Iowa . . . 1 8 23 31 56 77 133 Missouri . 1 7 15 22 48 44 i 92 STATISTICS OF INSTITUTIONS FOR THE BLIND, 845 Table 78. — Number of schools for the blind , etc., for 1886-87 — Continued. State or Division. Num¬ ber of Instructors and other employes. Pupils. schools. Male. Female. Total. Male. Female. Total. North Central Division — Con’inued. 1 2 4 c 12 15 40 27 87 1, 095 1 6 18 24 47 10 86 154 240 591 504 Total lor 1832-83 . . 10 235 927 168 . "Western Division: Colorado ..... _ ....................... 1 ($ !) 2 cm 19 Oregon _ _ _ .... . . . 1 1 4 5 4 1 9 13 California . . . . . 1 l 3 15 _ 29 Total for 1886-87 . 3 f (2) I 10 f (I9) l Cl Total for 1882-83 . 1 oj 3 l 10 2»5 31 Increase . . . . . 2 1 . 30 . SUMMARY. North Atlantic Division . . . 4 67 134 201 393 337 730 South Atlantic Division . . . . 8 24 21 45 s a 2) ..4 379 432 South Central Division. . . . . 7 S J 7) X 1 53$ 154 91 } 203 | 10±5 C (105) ? North Central Division . . . . 10 l 25 86 240 1 187 591 $ 504 1, 095 Cl W estern Division . . . . . 3 I ( 2) i 10 9) I 235 t 3 55 i 19 Total for 1886-87 . . . 32 $ ( \ 205 9) X 587 5. <13g> 2, 697 2, 254 Total for 1882-83 . 29 3735 599 t 1, 393 1, 108) Increase . . . . " 3~ 443 Table 79. — Receipts, expenditures, and property valuation of schools for the blind, for 1886-87. State or Division. State or municipal ap¬ propriation. Total receipts. Expenditure. Value of grounds, buildings, and apparatus. North Atlantic Division: Massachusetts . . . $30, 000 111, 483 46,000 $118,376 162, 344 107, 998 $77, 512 139, 224 107, 075 $408, 412 782, 352 157, 306 New York . . . . Pennsylvania _ ... _ ... . . . . Total for 1886-87 . 187, 483 144, 057 388, 718 272, 933 323, 81 L 251, 955 1,348,070 1, 233, 698 Trite, 1 for 1882 83 _ __ Increase . . South Atlantic Division: Maryland . . . ........ _ _ _ 43,426 115, 785 71,856 114, 372 27, 900 35, 016 36, 181 300, 000 Virginia . . . ........... West Virginia . . . North Carolina . . . . 37, 000 a37, 000 7, 500 South Carolina _ _ _ _ G eorgia . . . . . . 12, 000 20, 837 13, 575 90, 000 Florida ... _ _ _ Total for 1886-87 . 76, 900 77, 000 92, 853 85, 523 49, 756 35, 987 397, 500 4l4, 400 Total for 1882-83 . Increase or decrease . . D .. 100 1 I 7,330 I.... 13,769 D.... 16,900 a Included here for purposes of comparison, though not so reported. 846 EDUCATION REPORT, 1886-87. Table 79. — Receipts, expenditures , and property valuation of schools for the blind, for 1886-87— Continued. State or Division. State or municipal ap¬ propriation. Total receipts. Expenditure. Valne of grounds, buildings, and apparatus. South Central Division : $50, 910 16, 000 6, 900 8, 000 7, 500 32, 120 28, 116 $51, 236 a 16, 000 6, 900 58, 000 6, 000 32, 120 25, 782 $50, 390 al7, 462 6, 900 $120, 000 «90, 000 20, 000 50, 000 15, 000 110, 000 150, 000 Louisiana . Texas . 6, 000 32, 000 . 24, 539 Total for 1886-87 . 149, 546 98, 730 146, 038 124, 754 137, 291 83, 127 555, 000 353, 000 Total for 1882-83 . 50, 816 21, 284 54, 164 202, 000 North Central Division : 54, 094 29, 000 30, 500 30, 000 18, 000 12, 893 31,280 24, 000 10, 200 14, 900 55, 525 29, 231 34, 511 31, 101 23, 000 512, 893 31, 280 24, 000 10, 200 14, 900 57, 782 25, 889 42, 622 22, 828 21, 000 12, 893 29, 000 22, 500 9, 664 14, 900 600, 000 374, 000 197, 939 215, 163 170, 000 60, 000 250, 000 250, 000 15, 000 200, 000 Wisconsin . Minnesota . Iowa _ _ _ _ _ _ _ . Missouri . . "NTohrashn, _ _ _ . _ Kansas ......... _ ........ _ ........... Total for 1886-87 . 254, 867 268, 896 266, 641 299, 387 259, 078 298, 422 2, 332, 102 1, 907, 232 Total for 1882-83 . . . Increase or ftrvrease _ _ ...... _ _ _ D... 14,029 D... 32,746 D... 39,344 I.... 424,870 Western Division : Colorado _ .................... _ ... _ California. _ . _ m r _ _ - Oregon _ ................ _ _ _ ..... 7,750 7,876 7,876 6,000 Total for 1886-87 . . . 7, 750 7, 876 7,876 6, 000 Total for 1882-83 . Increase _ _ ........... _ ........... _ ..... 7, 750 7, 876 7, 876 6. 000 SUMMARY. North Atlantic Division _ ....... _ _ _ _ 187, 483 76, 900 149, 546 254, 867 7,750 388, 718 92, 853 146, 038 266, 641 7, 876 323, 811 49, 756 137, 291 259, 678 7, 87C 1,348, 070 397, 500 555, 000 2, 332, 102 6, 000 South Atiantie Division _ _ South t'pntral Division _ _ _ North Central Division _ _ _ _ _ Western Division . . . Total for 1886-87 . 676, 546 588, 683 902, 126 782, 597 777, 812 669, 491 4, 638, 672 3, 908, 330 Total for 1882-83 . Increase . . . . ... 87, 863 119, 529 108, 321 730, 343 a For 1884-85. b Included here for purposes of comparison, though not so reported. EDUCATION OF THE BLIND. 847 Table 80. — Per capita expenditure of schools for the blind, for 18SG-87. Division. Ratio of male pu¬ pils to whole number. Per cap¬ ita ex¬ penditure based on attend¬ ance. a Per cap¬ ita valua¬ tion of property based oh attend¬ ance. b North Atlantic _ -r _ _ 54 $444 c276 $1, 847 2, 167 South Atlantic r>ivi\ O t> CO CO CO ’r-4" Cl CO |>* CM • « © P- CO tHO t- CO © •opjuiQ^ Q0 *0 00 -aiS> 1 rH rH CQ rH rH .O CD rH rH rr 1 •9TO Vi r- i rO CO Superintendent or principal. H J. H. Johnson . John H. Dye . Warring Wilkinson .. D. C. Dudley, A. B _ Park Terrell . , . W. D. Williams . F. W. Phillips . H. B. Jacobs . T. F. McCune . Goorge H. Miller . B. B. Huntoon ........ Mary Stratton Lane . . Frederick D. Morrison. Frederick D. Morrison. M. Anagnos, director . IN. G. Pace, acting su¬ perintendent J. J. Dow, A M . AY. S. Langley . John T. Sibley . •uorjupunoj jo anai m «1887 1859 1860 1874 1885 1852 1849 1847 1852 1867 1842 1871 1853 1872 1829 1879 1866 1848 1851 Name. « - - - The Alabama Academy for the Blind. Arkansas School for the Blind . Institution for the Deaf and Dumb and the Blind. Institution for the Education of the Mute and the Blind.* | Florida Blind and Deaf-Mute Insti¬ tute. Georgia Academy for the Blind ..... Illinois Institution for the Education of the Blind Indiana Institution for the Educa¬ tion of the Blind. Iowa College for the Blind . Kansas Instil nt ion for the Education of the Blind. Kentucky Institution for the Educa¬ tion of the Blind Louisiana Institution for the Blind and Industrial Home for the Blind Maryland Institution for the Instruc¬ tion of the Blind Maryland School for the Colored Blind and Deaf-Mutes. Perkins Institution and Massachu¬ setts School for the Blind. Michigan School for the Blind . Minnesota School for the Blind . Mississippi Institution for the Edu¬ cation of the Blind. Missouri School for the Blind . 02 9 r§ & CD c OQ O Ph 1 — 1 pH : : : o . ; ; ; ; : ! ! ! ! • • I ■ So : : : o cs : : • • • ; ; ; ; ; ; : ; c • j i '■ 4 h \= | is 1 h j j • j g j =>! i A3 f | Q 3 fl & g S 3 I f sl *z ca © - m % <5k o ®" § £ t 'M .. .2 3 g> ££> £ Ei §* ^ a .« o o R. u p g 2 % c® I H !l 3 | | 1 | | 2 || H| m to c- oo cs C3CO lO COI> CO oo jS a ce 03 'cO .sw sp M.2.H . jqi® a © 09 © ds! s b ai . g -. . ,,2'§rc* H a 1 Jcq o ^ c00 ^ 3 O C« _3 00 r3 co M go bn 08 ° So © p. g© •S 03 O "5 o.t3 a* a -j5 © a,S Cd © © h 32 -a 2 a © 8 J2 © MH * SrO id ED 819 850 EDUCATION REPORT, 1886-87. III.— EDUCATION OF THE FEEBLE-MINDED. I. — General Remarks. New institutions. — The act of March. 5, 18S5, establishing an institution for feeble¬ minded youth in Nebraska recites that, “ Besides shelter and protection the prime object of the said institution shall bo to provide special means of improvement for that unfortunate portion of the community who were born or by disease have become im¬ becile or feeble-minded, and by a well adapted course of instruction reclaim them from their helpless condition, and through the development of their intellectual facul¬ ties fit them as far as possible for usefulness in society. To this end there shall be furnished them such agricultural and mechanical education as they may be capable of receiving.’5 By the provisions of the act the institution was to be located near Beatrice, on the condition that not less than 40 acres of land were to be conveyed to the State by that city. Fifty thousand dollars were appropriated to construct build¬ ings, and an annual tax authorized, not to exceed one-eighth of a mill, to support the institution. Children of indigent parents have transportation furnished them and are clothed ; the age limitation is 5 to 18. The institution was opened on May 25, 1887, but will really begin its work in September next. The institution heretofore known as the Indiana Soldiers’ Orphans’ Homo and Asy¬ lum for Feeble-Minded Children is reported this year as the Indiana School for Feeble- Minded Youth. The immediate cause of separation appears to have been the destruc¬ tion by fire of the main building of the dual institution, necessitating the removal of the orphangeto temporary quarters in Kuightstown, while the feeble-minded children were accommodated in a 4-room school-house on the grounds of the institution near that place, from which they were removed to Richmond, Ind., on May 17, 1887, to await the completion of a building for them at Fort Wayne. In June, 1836, an insti¬ tution was established by Dr. Samuel J. Fort, its principal, at Ellicott City, Md., and is strictly a private school, having as yet had no assistance from outside sources. Convention. — The tenth annual session of the Association of Medical Officers of American Institutions for Idiotic and Feeble-Minded Persons convened at Syracuse, N. Y., September 29, 1886, 1 and continued iu session 3 days. Of the several resolu¬ tions adopted the following is of importance in an educational sense in view of the legislative action that has been taken regarding its subject matter as a public school study : “Whereas, the members of this association are convinced from their observation and the records of their institutions that a large percentage of idiocy and feeble¬ mindedness is due to the transmitted effect of alcohol : Therefore, “ Resolved , That it is their conviction that, together with the educational training of the young in the avoidance of the evils of intemperance, there should be some legal repression upon the indiscriminate sale of intoxicating beverages.” In his inaugural address Dr. Powell, of the Iowa Institution, after briefly tracing the progress of the establishment of institutions for the imbecile, urged their necessity and the amplification of their scope. At his own institution (as in several others) a division into two departments — educational and asylum — obtains, and the utter helplessness of the inmates of the latter makes it the duty of superintendents to ask separate provision for them adapted to their low grade of intelligence. For the “large number” who have not adequate ability to cope with the world, the institu¬ tion should be a “life-school for its inmates, thereby preventing the transmission of infirmities to a still more degraded progeny;” and the step taken in establishing the custodial institution at Newark, N. Y. (see page 852), is being followed at the Pennsyl¬ vania institution, while the visiting committee of the Iowa institution recommend that the care of the State institution be made perpetual. The necessity for this cus¬ tody of certain adult imbeciles was developed at length by Mrs. C. W. Brown, of Barre, Mass., in a paper entitled “The Future of the Educated Imbecile,” in which the essayist stated that “although the feeble body may be invigorated and the use¬ less hand trained, enabling the feeble-minded man or woman to become self-support¬ ing, no means have yet been found to strengthen the will or develop morality in the great majority.” Dr. George Brown, of the Barre, Mass., institution, in his paper entitled “ The Principles of our Work,” would answer the question, “What is the real essence of our teaching the defective minds committed to us ?” by saying that “ It is to form habits — habits that by their repetition shall become instincts ; * * * and these habits shall be the basis of memory.” The hope should not be held out to the public that training and teaching are in "general likely to overcome radical defects of nerve organization, but what has been accomplished for such unfortunates should be 1 Proceedings of the Association of Medical Officers of American Institutions for Idiotic and Feeble- Minded Persons. 8°, pp. 89. Philadelphia, 1887. Dr. I. N. Kerlin, Elwyn, Pa., is the secretary of the association. EDUCATION OF THE FEEBLE-MINDED. 851 most confidently shown as evidences of the improvement that may be attained under tbe fostering care of institutions for imbeciles. In his paper “ On a Broader Provision for Epileptics,” Dr. G. H. Knight, of the Connecticut institution, thought that more attention should be given to this class, the teaching of which is the slowest and most discouraging work in an institution for imbeciles. In the 8 institutions that have made a beginning in this work 202 epileptics had been, at the time of reporting, un¬ der special treatment, 53 per cent, of whom had been improved; while 4 institutions together report 8.5 per cent, cured. As the other papers were of a pathological or personal nature, their contents would be inappropriate here. II.— Notes from Catalogues and Reports of Institutions. CALIFORNIA. California Rome for the Care and Training of Feeble-Minded Children, Santa Clara, Cal. — With $32,400 of the $45,000 appropriated to establish this school, a farm of 51 acres was purchased, an old building on the place renovated, and new ones built. These buildings were occupied in 1885. The accommodations, however, are already so inadequate that applications for admission are refused, and an appropriation of $150,000 for additional buildings believed to be necessary. INDIANA. Indiana School for Feeble-Minded Children, noW at Richmqnd, Ind.— The work of the school has been much interfered with by the destruction of the main building, making it necessary to send a number of children home ; the others 'were accommo¬ dated in a school building of 4 rooms, formerly used by the orphanage. The school- work consists of articulation, spelling, reading, writing, arithmetic, and geography; the occupations are house work for the girls, and farm and garden work for the boys. KENTUCKY. Kentucky Institution for the Education and Training of Feeble-Minded Children, Frank¬ fort, Ivy. — The pupils are instructed in the common school studies ; in the industrial department the boys are taught carpentry and shoe-making. Of the 4 boys returned to their homes, 2 had made sufficient advancement to sustain themselves, 2 were unimprovable ; of the 6 girls, 4 had so improved that their friends were glad to re¬ ceive them, 1 was placed with a respectable family, and the other dismissed as suf¬ fering with a contagious disease. The industrial feature of this school, which is quite marked, is more fully referred to under Manual Training (page 789, Industrial Training in Schools for the Feeble-Minded). MARYLAND. The Font Rill Private Institution for Feeble-Minded Children, near Ellicott City, Md. — This institution, established during the summer of 1886, is situated on a farm of 90 acres, contains twenty large and well ventilated rooms, and is lighted with gas. Dr. Fort, its superintendent, and his wife were formerly instructors in the Pennsylvania Institution for the Feeble-Minded. The object of the school is to furnish a private home for feeble-minded persons requiring special care, and to train those of a higher grade of intelligence. Kindergarten exercises are much used in school work, and, where practicable, the simpler studies of the common school are introduced. . MASSACHUSETTS. Private Institution for the Education of Feeble-Minded Youth, Barre, Mass. — The pur¬ pose of the institution — the education of children not amenable to ordinary modes of instruction — is individual in its character, and is carried somewhat beyond the common school course by the addition of geometry, physics, and German. MICHIGAN. Wilbur Rome and School for the Feeble-Minded, Kalamazoo, Mich.— To afford an op¬ portunity to parents desirous of having their afflicted children educated in a private establishment, Dr. Wilbur has established this institution, with accommodations for 30 pupils. The small number cared for permits great attention to individuals, and prevents the possible evils of the contact of a pupil with others more unfortunate than himself, 852 EDUCATION REPORT, 1886-87. NEBRASKA. Nebraska Institution for Feeble-Minded Youth , Beatrice, Nebr. — By a series of inqui¬ ries the superintendent of this recently established institution has obtained the names of 614 idiotic and imbecile persons in the State, the age of 19 of whom was not ascer¬ tained. Fifty-two per cent, of those whose age was obtained were between 5 and 18, and 2.5 per cent, under 5. The superintendent recommends that the introduction of manual training be deferred until the school-room work has been well established. NEW YORK. New York State Custodial Asylum for Feeble-Minded Women, Newark, N. Y. — To ob- * viate the evils of the promiscuous association of young women of unsound mind with the male inmates of the county poor-houses of New York, this institution was estab¬ lished in 1878, as a place of custody rather than of education. The teachable inmates, however, are taught to sew, read, write, and do general house-work. New York State Asylum for Idiots, Syracuse, N. Y. — Of the 203 applications for ad¬ mission since September 30, 1884, 53 per cent., excluding the cases of whom no record was obtained, were of a parentage untainted by insanity, intemperance, or disease, and in 17 per cent, the father, or mother, or both, were said to be imbecilie, epileptic, or insane. There were 5 cases having a consanguineous parentage. In the school there are two grades; the higher is instructed in reading, writing, and numbers ; the lower kept occupied with peg-board, dotted pin-cushion, etc. Inmates of sufficient mental and physical capacity are put to work during a portion of the day at some occupation suited to their capacity. OHIO. Ohio Institution for Feeble-Minded Youth, Columbus, Ohio. — In the language of the superintendent : u The training of the school-rooms is simply a means to the more im¬ portant end of developing the industrial power of the children. This has shown con¬ vincing practical results in the industrial departments here.” The work of the industrial department has been greatly retarded on account of insufficient accommo¬ dations caused by the pressure for admittance. PENNSYLVANIA. Pennsylvania Training School for Feeble-Minded Children, Elwyn,Pa.— At the date of the report 590 children were lodged in the two separate ranges of buildings of the institution ; the first, containing 338 girls and boys, known as the educational and industrial departments ; the second, a third of a mile away and containing 252 chil¬ dren, as the department of the asylum, or Hillside Home. One hundred and ninety- two children were enrolled in 8 “ day-schools,” in which a special class of articula¬ tion was formed. In the shoe and mattress shops, the bakery, and the laundry, a number of the more advanced -inmates are occupied, many of them supporting them¬ selves, but the greater number of the inmates are employed in agricultural and do¬ mestic service. The uniformly unsatisfactory results of placing young women in pri¬ vate homes has induced the superintendent to refuse to permit further trial of this system. A new carpenter-shop and a cottage for young women of slightly-impaired intellect are building. Superintendent Kerlin urges the desirability of separate provision for cases denominated as paralytic, epileptic, or moral imbeciles or idiots. EDUCATION OF THE FEEBLE-MINDED, 853 III. — Statistics. Table 82. —Number of schools for feeble-minded children , the teachers and pupils in them, and their income and expenditure f or 1886-87, by States and by divisions. State or Division. 03 £ 5 ° O ft Instructors and other employds. Pupils. Income. Expendi¬ ture. © Female. Total. Male. Female. Total. North Atlantic Division : Massachusetts . 4 21 54 75 151 113 264 a$32, 000 a$32, 000 1 6 19 25 58 59 117 New York . 2 27 84 111 219 369 588 121, 203 99, 943 Pennsylvania . 1 35 77 112 383 272 655 132, 809 121, 944 Total for 1886-87' . 8 89 234 323 811 813 1, 624 286, 012 253, 887 Total for 1882-83 . 7 222 . 1,089 190, 260 185, 009 i 101 535 95, 752 68, 878 South Atlantic Division : Maryland . . . i 1 6 7 4 4 8 3, 000 2, 700 Total for 1886-87 . i 1 6 7 4 4 8 3, 000 2, 700 i 7 8 3, 000 2, 700 South Central Division : Kentucky . . i 10 17 27 89 75 164 36, 600 36, 790 Total for 1886-87 ...» . i 10 17 27 89 75 164 36, 600 36, 790 Total for 1882-83 . . i 27 149 31, 748 34, 446 Increase _ __ _ 15 4, 852 2, 344 _ _ _ North Central Division: Ohio . „ . i 50 96 146 451 274 725 215, 684 131,917 Indiana . . . — . . i 2 10 12 45 38 S3 9, 960 9, 960 Illinois . . . i 23 52 75 213 170 383 75, 084 68, 877 Michigan . . . i 1 2 3 31 11 42 15, 000 15, 000 Minnesota . . . . i 9 27 36 89 61 150 74, 850 Iowa . . . i 23 33 56 2u9 131 340 51, 800 51, 800 Nebraska . . . . . . i 8 10 18 25 21 46 Total for 1886-87 . 7 116 230 346 1,063 708 1, 769 367, 528 352, 404 Total for 1882-83 _ r . 5 246 1, 115 186, 945 195, 445 Increase . . . 2 100 654 180, 583 156, 959 "Western Division : California . . 1 8 12 20 43 30 73 45, 000 54, 835 Total for 1886-87 . 1 8 12 20 43 30 73 45, 000 54, 835 Increase . . . 1 20 7*' 45, 000 54, 835 SUMMARY. North Atlantic Division . . . „ _ _ _ _ 8 89 234 323 811 813 1,624 286, 012 253, 887 South Atlantic Division . 1 1 6 7 4 4 8 3, 00-0 2, 700 South Central Division . 1 10 17 27 89 75 164 36, 600 36, 790 North Central Division . . 7 116 230 346 1, 063 706 1,769 367, 528 352, 404 W estern Division . . 1 8 12 20 43 30 73 45, 000 54, 835 Total for 1886-87 . . 18 224 499 723 2, 010 1,628 3, 638 738, 140 700, 616 Total for 1882-83 . . 13 495 2, 353 408, 953 414, 900 Increase . . . . . 5 228 1, 285 329, 187 285, 716 a The Massachusetts school alone ,t in the total for 1882-83 the amounts received by other Massachu¬ setts institutions have been excluded * 854 EDUCATION REPORT, 188G-87. Table 83. — Pupils to a teacher and per cajnta expenditure in schools for feeble-minded chil¬ dren, for 1886-87. Division. Ratio of male pupils to whole number. Number of pupils to an employ^. . Per capita expendi¬ ture. a North Atlantic Division . . . . . Per cent. ‘ 50 5 $177 338 South Atlantic Division b . . . . . . . 50 1 South Central Division b . . . . . 54 G ' 224 North Central Division . . . . . CO 205 W estern D ivision b . . . . . . . . 59 4 (c) The United States . 55 5 dl94 a Pupils of institutions not reporting expenditure excluded in making the computations contained in the column. b One institution. c The disproportionately large per capita here ($751) results from including the cost of site and erect¬ ing buildings, etc., of the California school. d Omitting the pupils of the California institution, as well as those in institutions not reporting ex¬ penditure. Of the 5 schools established since the Report of 1882-83, those founded severally in the States of Massachusetts, Maryland, aud Michigan are private, while the schools in Nebraska and California, respectively, are State institutions. The seeming incon¬ sistency of refusing to make computations in which the number of the “teachers and other employes” is a factor, in the case of the blind, and yet making that very com¬ putation here, is to be explained thus, quoting the language of the superintendent of the Ohio Institution in the thirtieth annual report of that school: “They [the pupils of the year] came to this Institution as to a school possessing means for their training and development not attainable elsewhere. It is therefore an asylum and hospital, as well as a temporary home and school.” It would seem, therefore, difficult to distinguish in such an institution between the functions of the teacher and those of the physician or nurse, both characters perhaps being united in the same person ; to avoid the possible inclusion of domestics, — cooks, chamber-maids, gardeners, and the like, — who have nothing to do with the personal care of the children, the query hereafter will be “teachers and assistants.” Table 84. — Statistics of institutions for the feeble-minded for 188(5-87; from replies to inquiries by the United Slates Bureau of Education. INSTITUTIONS FOR THE FEEBLE-MINDED. 855 •Qin^tpnodxg; 14 lO 1 t>- 0 OHO O •« • O » O C3 iho 0 10 C75 O • « • O * iO CO .00Q OJ c- t> «• «o « co ^ ' I ocToT r-T cT o' oq • * ■ cvT • to *CiO to ■ 00 • ■ • co • tr- ffr .... 15, 441 84, 502 131, 917 121, 944 Ineomo. es 0 '^0 000 0 •• • 0 0 ■ C> *0033 OOO O •• • O O. O *003 00 m© O • • • O O 10 • *o ca t-H ci id CO • » *01 10 • tH 1 t- 10 00 1 » « CO t— 1 » *6- j ; ; ; j 30, 000 91, 203 215, 684 132, 809 1 Classification of pupils by sex, race, and nativity. •ugtejojp « 0 OOH • 0 0 0 OO CM O ' 0 . T-H • 00 • 15 •OATJUJii H m. t-nn 't-i-** co o® • ® 0 h 00 00 iinca m i— • c- HCO . ■ «H iH ' 420 •poiopo © O rH S3 rH (MOO 0 00 0 m o«o • <0 03 CO ■oilfiAi. © CO fflrtN OOr-r^H CO ©If) COO m 00 0 • ©sot- C~ r^fCOQO coino in C3 'i"3iTfli (Mr-lrtl v* CO cn rH rH_ 3-1 • TH t~ O . -ajuiuoj; go 30 59 170 38 181 25 75 4 3 22 3 85 11 61 21 153 216 274 272 1 ’9I^K co cocom oo® coco mo ^omo csr-ico \(i © « Kl © OO CO rH CO CO (M rH in-00 M C l T-1 <© (NO COO N I>0 O OOCDN rH rH tO rH CO rH tH r-i CO (N H H «? CJ C- •9IBH K8 00 COCO(M COCOO rH HH C4 E> rH 03 00 (M IOO»C GNl CQ rH rH j ci © bfi-^ AO 03 +3 fill ■§*£ CJ H 0 O ©W c3 cp-H>i g «8£§ g'-p p .2 “bn . o 2 P3 © 2 fl iol-gS Hh 0,2 2 a ii Hi Ho O *tH 03 r*H ch o ^ o .0 o r< co H © o ro CO P (D H a a . o r£J» o u ^<2 fl is® p 1-2-Si © ito rp !.S3 Ha p^ll §1 §" O-S'g £3 e« g © O 05 rP H ^ c? © O Hoh H o 03 P< © © ^ rH,P £ P43 P ea CO c3 .O P M O Ig fa.P , fl* rj p © fafaH O^H ■ q3 r-H Id % S rf a !3 .a O Kj C3 q +3 ^ M ® r* si-a§^^ 2 o rjPd| 03 0^2 p ©2 h.O- • H m HHWl2? ccoH H3 %pf+ iia 1 CQ CO tHO O 10- 00 C5 ca CO o©t> 00 856 EDUCATION REPORT, 1886-87. IV.— REFORM SCHOOLS. I.— General Remarks. New institution. — The only new institution for'tlie year under review that the Office has record of is the Burnham Industrial Farm, Canaan Four Corners, N. Y., an in¬ stitution founded on the theory in practice at the celebrated Rauhes Haus, at Ham¬ burg, and the agricultural modification of it that exists at Met tray, near Tours. Its object is to receive bad but corrigible boys, to awaken in them a desire for respect¬ ability, to provide situations for them where industry will be rewarded, and, finally, to guard them from relapsing into old courses. This school is established on advanced lines. It is in the country, surrounded by a splendid farm, has the cottage system of construction, the family system of government, and an unobjectionable name ; and to these high and generally recognized advantages the authorities would add freedom from the vexations arising from depending on public funds and from “questions of political control and religious interference, that have perplexed the several institu¬ tions that have been founded more or less upon these [its] ideas.” Classification of pupils. — One of the most important elements, if not the most im¬ portant, in reformatory education, is the removal of the offender from the influence of criminal associates. If all the youths detained were equally bad, or if the shades of their criminality varied within narrow limits, there would be little danger of con¬ tamination in congregating them. Experience and statistics testify that no suoh equality exists. In a paper read before the National -Prison Association, Superin¬ tendent Gower, of the Reform School at Lansing, Mich., says: “A great majority of boys who come under our care are not by nature bad. * * * They have been deprived of those influences which a good home supplies. * * * Could they have been placed in good homes at the time they are sent to us, most of them would have been saved to society without the intervention of the institution.” The reform¬ atory at Lansing is conducted on the open system, but Superintendent Caldwell, of the House of Refuge, Louisville, Ky., an advocate of the enclosed plan, speaks to the same effect : “ It seems to me a fair estimate to include in these two classes [those detained, who require care rather than reformation, and ‘the small proportion of physical, moral, and intellectual imbeciles’] 75 per cent, of reform-school children.”1 Turn¬ ing now to the domain of statistics which the interesting and valuable table of the New York House of Refuge permits, it appears that for the decade ending September 30, 1886, 48 per cent, of the whole number of commitments to it were for crime, the other 52 per cent, for vagrancy, disorderly conduct, and the like. But it must not be supposed that the 48 per cent, were hardened criminals. In working the ratio the Office was compelled to include the number committed for petty larceny, though of such Superintendent Hite, of the Ohio institution, says : “It is a lamentable and noto¬ rious fact that guardians and even parents have had their children arrested * * * for the most trivial offences * * * . There are at the present time boys serving out long sentences for taking articles * * * valued at 25 cents, for jumping on a railroad train while in motion, taking a small amount of scrap-iron * * * and the commissions of other petty larcenies of similar insignificance.” In Great Britain this distinction is made and met by the establishment of two classes of schools: reform¬ atory-schools for the better training of j uveu i le convicted offenders ; industrial schools for vagrant and neglected children and children not convicted of theft. In the ab¬ sence of such provision here the cottage system of construction is thought to be a substitute, as each cottage has its own play ground, and in many instances its own school and place of work ; indeed, at the Ohio Industrial School 150 little boys under twelve are placed in a cottage half a mile from the 10 other buildings of the school, and never see the older boys except in marching to or from religious services on Sunday. The cottage system. — This system of construction, entailing as it does the family system of government, seems to be very popular. We find the board of managers of the House of Refuge at Philadelphia urging the State Legislature to purchase and convert the buildings now occupied by the school into a reformatory for men, in order that an agricultural reform school ou the family system may be established with the proceeds, each family to consist of 30 or 40, thus removing “ the objectionable feature of the congregate system, where large numbers are confined within high walls and prison-like appliances.” At the recently established Burnham Industrial Farm, pupils are placed “in cottages with not more than 15 or 20 under one roof, so that by separation into small families a close personal supervision may be maintained,” and the management of the Lyman School for Boys felicitates itself upon the success of a recent change from the congregate to the cottage plan. As to the economy of small buildings the statement of the board of control of the State Industrial Homo for Girls, Michigan, is pertinent: “ We find the large building, erected as an experi- 1 The Reform School Problem, in Proceedings of National Conference of Charities and Correction, 1886. REFORM SCHOOLS. 857 ment, * * * no more economical, much more difficult to manage properly, and less satisfactory in every way than the smaller ones,” while the hoard of trustees of the Maine State Reform School, speaking of the system of cottages there, says that “ it does cost more, hut it is worth more.” There are various modifications of this system. In some instances each family has its own school and work, while in others there is a general dining-room, and family distinctions do not exist during work or school hours, so as not to interfere with grad¬ ing; in others a spirit of emulation is evoked, and the family connection is a sign or distinction or the reverse. Perhaps no school on the cottage plan surpasses in wealth of land or buildings the Ohio school, which has a farm of over 1,000 acres, and nine cottages arranged in a semicircle around the main building, in addition to the distant cottage for little hoys referred to above. Results of reformatory training. — As so large a percentage of the inmates of reforma¬ tory institutions are not of the criminal class, it would be, quoting the language of Superintendent Caldwell in the address before referred to, “ disingenuous * * * to claim credit for reformation in such cases.” When it is said, therefore, that 80 per cent, or 90 per cent, of the pupils who leave an institution are doing well, it must be borne in mind that if all had become respectable members of society, from half to three- fourths of them had never seriously, if at all, attacked it. lu such cases the institu¬ tion can claim only that it had received and instructed them when surrounded by every circumstance tending to facilitate an entry on a criminal career. The source of the statistics that are not rough approximations as to the life the former pupil is lead¬ ing, is the information derived from the reports of the agent of the institution. During the year 1886, 261 boys were discharged from the House of Refuge at Philadelphia, who with those still on the agent’s list from previous years made a total of 328, of whom nearly 97 per cent, were located in Pennsylvania, New Jersey, and Delaware. To or about these, 775 letters were written and 728 visits made, and from the information thus obtained the agent estimates that 90 per cent, were doing well — a percentage confirmatory of the estimate of his predecessor. In New Jersey the agent visited 686 of the boys who had left the State institution, and grades them 21 per cent, doing “ very well,” 56 percent, “well,” 19 per cent, “not well,” and 4 per cent, “badly.” Be¬ sides these, the agent made 325 visits during the year, mainly to ascertain the char¬ acter of the surroundings of the homes of the boys in the institution, or to have friends Becure suitable employment for those ready to go out. It is a part of the duty of the assistant superintendent of the House of Refuge of Cincinnati to report monthly con¬ cerning the children paroled or released from that institution. From 1881 to 1886, 1,044 children had been paroled, of whom 240 had been recalled either from the unfit¬ ness of the place or pupil, 169 had been dropped on reaching majority, and 82 had been lost sight of or had died. Excluding these, 47 per cent, of the nnmber sent out, in other words considering the 553 that remained out, 97 per cent, are doing well and 3 per cent, badly. In the Nebraska school, of 62 boys and girls who have honorably left the school 6 have been brought back and 2 have relapsed into criminal courses ; the others, 87 per cent., have conducted themselves in a creditable manner. In a report asked for by the State Board of Charities and Corrections of Michigan, W. H. Faxon, a county agent of that State, says: “Within the past year I have secured homes for about 30 boys from the reform school at Lansing on leave of absence * * * ; the boys are all doing well.” The former practice of visiting children indentured to per¬ sons in the neighborhood of New York City has been resumed by the New York House of Refuge, and the information from this source, and from corresponding frequently with masters, parents, and guardians, confirms the superintendent’s estimate “that upwards of 80 per cent, of the children are reformed through the instrumentality of this [his] institution.” Considering the subsequent career of nearly 2,000 persons who have gone through the course of the Indiana School for Boys, the superintendent says : “ The most careful estimates show that nearly 90 per cent, have become good citizens; Of the other 10 per cent, some have done moderately well, and still others have done badly.” Reformatories for mew.— Of the two systems of prison discipline that have originated in this country, that known to the French and English investigators sent here to report upon their respective merits as the Auburn or silent system, has, though modified be¬ yond recognition, supplanted the Philadelphia or solitary confinement plan. In practi¬ cally isolating the criminal, an expedient of Quaker origin, reflection and religious in¬ struction were the reformatory agencies, a course occasionally resulting in madness or suicide, while on the Auburn plan, in its early days at least, no attempt was made at reformation, other than through the deterring effect of a hard life and a continued silence enforced by spontaneous lashing. Sunday instruction in writing was stopped, as it was found that it afforded the prisoners a very easy means of communicating. To these early and now decayed efforts at reform through reflection or intimidation, there has been added, during the last few years, reform by education, founded on the indefinite sentence, the love of liberty, the effects of mental effort, and a trade. There are two institutions in the United States conducted on these principles, though sev- 858 EDUCATION REPORT, 1886-87. eral others are coming into existence. One, the State Reformatory at Elmira, N. Y., is entering upon its second decade, while the other, the Massachusetts Reformatory, Concord, Mass. , has just completed its second year. In his report for the year 1886 the superintendent of the Detroit House of Correc¬ tion, which is not a reformatory institution, sums up the experience of 25 years of that institution in the following energetic and unmistakable language : “It must he evident that there is no marked success in the diminution of crime commensurate with the great improvement in the manner of keeping and caring for criminals. * * * This is clearly shown by the steady growth of an element in the community known as ‘ in- corrigibles,’ * * * in whom the practice of short sentences seems to act only as a good opportunity to recuperate energies wasted by debauchery.” The superintendent does not stop here ; he gives the figures, and upon these the Office has based some computations. During the 25 years closing with 1886, 40,338 per¬ sons were sent to this prison, of whom 15 per cent, had been committed twice, 6 per cent, three times, 12 per cent, over three but under ten times, 3 per cent, ten to twenty times, and 1 per cent, twenty-one to fifty-seven times. After the forty- third commitment the number is only one or two for each step of the notation to fifty- seven. Sixteen per cent were under twenty, 23 per cent, twenty to twenty-five, 18 per cent, twenty-five to thirty ; 71 per cent, could both read and write ( their facility is not graded), while 6 per cent, said they had had no religious instruction. If not to rectify, at least to improve, this condition of affairs, has been the mission of the Elmira Reformatory, which is charged with the custody of prisoners commit¬ ted for the first time, mostly under the Indefinite Sentence Law of 1877, between the ages of 16 and 30. Here in a school of 3 sections closely corresponding to the primary, grammar, and high school divisions of the public schools, the prisoner is lectured to and catechised on political economy, American history, civil government, business ethics, English literature, aud physiology in the highest division, numbering 268; is taught arithmetic, composition, and the history of the English language in the inter¬ mediate grade, numbering 210 ; and rea ding, writing, and arithmetic in the lowest grade, numbering 135. The school ceased to be an experiment after the introduction of history, civil government, and physics, though economics, English literature, and physics are the most successful and lasting studies. Graded instruction in draw¬ ing, carpentry, stone-cutting, etc., is given in the evening, while many are employed in commercial manufacture during the day. The inmates are marked according to their diligence in executing their school and other tasks, and according to their conduct. When they have acquired a certain standing they are considered fit to be trusted upon parole, and they are, after each case has been duly considered, provis¬ ionally released ; the average prison life has been 20.5 months, only 7.8 per cent, re¬ maining over 3years. Of the 1,476 “indefinites ” paroled (.04 per cent, paroled twice and one-half of 1 per cent, three times), 59 per cent, served the probation well and received their release, 7 per cent, are now serving well on parole, in all 66 per cent, known to be doing well. By estimating that one-half of those lost sight of (in all 114) and one-half of those discharged by maximum expiration of sentence (in all 192 and one-third of the 125 sent out of the State have taken to criminal courses, and adding the number of those returned to the prison while on parole and now there, the superintendent finds himself entitled to say that, in ajl probability, 20 per cent, only have not been reformed by instruction at his institution. The work at the Massachu¬ setts Reformatory is far larger ; there is no maximum age limit, and a previously con¬ victed person may be sent to it. This reformatory may be said to have just begun its work. II— Notes from Catalogues and Reports of Institutions. CALIFORNIA. City and County Industrial School, San Francisco, Cal. — Ten per cent, of the inmates of this institution were committed to it because of criminal offences, almost all the others owing their commitment to their idle and dissolute life. Twenty per cent, were recommitments ; 27 per cent, had lost their fathers, and 14 per cent, were 12 years of age or under. The girls’ department of the school is under the Sisters of Mercy. The school consists of 5 classes, in which the common school studies were pursued for 6 hours daily for 240 days, with an average attendance of 63. The boys are taught shoemaking and tailoring. COLORADO. State Industrial School of Colorado, Golden, Colo.— Of the 311 inmates admitted since the school was opened in 1881, 29 per cent, had been committed for non-criminal acts; 70 per cent, had been committed for 3 years ; 47 per cent, were 12 years of age or un* REFORM SCHOOLS. 859 der ; 33 per cent had lost their fathers ; 23 per cent, had previously been arrested. The school is divided into 3 families and the school course into 4 grades. Instruction is given in carpentry, tailoring, and broom-making. Four hours 5 days weekly are de¬ voted to the school-room and 5 hours to the shop. CONNECTICUT. Connecticut State Reform School, Meriden, Conn. — Of the 4,074 commitments made to this school since its establishment, 38 per cent, were held on charges of incorrigi¬ bility, truancy, vagrancy, etc., and 44 per cent, were twelve years of age or under. “ The boys that come to us,” says the superintendent, “are usually recruits from the street loiterers and corner loafers that infest our towns and cities — those who have never known what honest and productive labor signified.” On the completion of the two cottages now building, the school will be conducted on the cottage sys¬ tem purely, the additions permitting the necessary classification. The school has a library of well-selected books, having been substantially aided by a gift of .$1,100 from the Hon. I. C. Lewis. Of the 419 pupils remaining in the school at the close of the school year 1880-87, 25 per cent, could not read or could read only in the First Reader, 64 per cent, could not write or wrote only easy words, and 36 per cent, knew nothing of arithmetic when admitted. All the boys attend school three hours for six days of the week for ten months. The schools are divided into ten grades, par¬ ticular attention being given to reading, writing, and arithmetic. Three hundred boys are employed in the six shops, three-fourths of whom are employed in caning chairs. ILLINOIS, Illinois State Reform School, Pontiac, Ill. — The 255 inmates of the Illinois State Reform School were criminals in so far as indicated by the offence for which they were held. Thirty-seven per cent, had previously been convicted of a crime, 13 of them 5 times or more ; 15 per cent, were 12 years of age or under. Thirty-two per cent, could not read or read only in the first reader, and 75 per cent, had never studied arithmetic or did not know the multiplication table. The system of reporting monthly to the par¬ ents of the pupils of the school has been very successful, a large number of parents taking a lively interest in such reports, and when delayed the superintendent is sure to receive letters inquiring the 11 reason for delay and whether the report is not up to required standard.” It is found that the reports are compared with those obtained by the other children of the family who are in the public or other schools, and praise or blame, as the comparison may be favorable or unfavorable, is written to the pupil at the reform school. The boys of the institution are let out on contract and are en¬ gaged in making women’s shoes. As the contract would expire in September, 1887, the board of trustees urged the desirability of providing employment for the inmates, as otherwise they would have no employment after the 4 hours of school work. The board does not believe that the contract is the best system, but it will be satisfied with its continuance, inasmuch as it is the only chance that the pupils have had to learn a trade during a period of life beyond which it is vary difficult to learn. Illinois Industrial School for Girls, South Evanston, Ill. — Of the 145 girls received during the year, 122 had been committed, the rest being charity scholars or boarders J about half of them were 12 or under. The common school branches and sewing are taught. INDIANA. Indiana Reformatory Institution for Women and Girls, Indianapolis, Ind. — This insti¬ tution has 2 departments, a penal and a reformatory section. In the reformatory de¬ partment each girl is required to attend school for half of each school day, and pur¬ sues the common school studies. The manual work is domestic duties and cane-seating. Good homes are constantly being offered to the pupils, who are sent out on ticket of leave as soon as fitted for the duties they will be called upon to perform, each being furnished with an outfit on leaving. All money earned by her is placed to her credit. The pupils sent out on ticket of leave during the year, all of whom are under the supervision of the authorities of the school until majority, were 34, of whom 4 had been returned as incompetent. Of the 38 girls committed during the year, 26 per cent, were 12 years old or under. Indiana Ref orm School for Boys, Plainfield, Ind. — This school is conducted on the cot¬ tage plan. The pupil spends half the day in working and the other half in school. The boys work on the farm, make bricks and lay them, but no regular industries have as yet been introduced. Corporal punishment can only be administered by a written order of the superintendent. 860 EDUCATION REPORT, 1886-87. KENTUCKY. Louisville Industrial School of Reform, Louisville, Ky. — Of the 90 male pupils ad¬ mitted during the year, 42 per cent, were under 12, 74 per cent, had been committed as incorrigible, homeless, or vagrant, and 34 per cent, had lost both parents or their fathers. Of the 109 boys (white and colored departments) and girls received during the year 48 per cent, were unable to read or were just commencing the primer, and 44 per cent, had never studied arithmetic. The course of study consists of instruc¬ tion in reading, writing, arithmetic, and geography. The industrial departments, though financially a success, have been “too limited and crude,” a condition best remedied by the introduction “of a more perfect manual training system."” The principal industries are caue-seating, followed by 107 persons; shoemaking, followed by 12 white boys ; and farming and gardening, followed by 15 colored boys. MAINE . State Reform School, Cape Elizabeth, Me. — Of the 1,821 boys committed to this insti¬ tution from its establishment to November 30, 1886, 30 per cent, had been committed as truants, runaways, idlers, etc. , 40 per cent, were 12 years of age or under, and 32 per cent, had lost their fathers. The school instruction consists of the common school studies, followed by 137 inmates during the year covered by the report, under 4 in¬ structors, who in their report to the trustees observe : “We regard school work and instruction as among the most important agencies that can be used for the reforma¬ tion of boys.” The feeling in favor of the family and cottage system at this school is very pronounced ; “ The need of a better classification of the boys, and of the intro¬ duction of the ‘ family principle/ was felt in the early days of the institution.” A well-equipped shop, enabling systematic instruction to be given to boys, is under the charge of an able instructor, the repairing and improvements at the school fur¬ nishing an excellent opportunity of applying the principles taught. MARYLAND. Saint Marys Industrial School for Boys of Hie City of Baltimore, Baltimore, Md. — The total number of inmates in the institution, November 30, 1888, was 459, of whom 5 per cent, had not been committed. The institution is not only for youthful offenders against the law, street beggars, etc., but abo for destitute and orphan boys. In the school-room the common school studies are pursued; in the rhops, printing, tailor¬ ing, shoemaking, and cigar-making. MASSACHUSETTS. Boston , Mass., Reformatory Institution, Deer Island, Boston Harbor. — Of the several public institutions for the reception of the criminal, indigent, and vagabond classes on Deer Island, two, the House of Reformation and the Truant School, are for the class under consideration. Of'the 71 persons (68 boys and 3 girls) committed during 1886 to the House of Reformation, 32 per cent, were committed for non-criminal of¬ fences, mostly stubbornness, and 30 per cent, were under 12. Of the 103 boys com¬ mitted to the Truant School all were committed for truancy, and 86 per cent, were 10 to 14 years of age. “It is doubtful,” says the chaplain and superintendent of schools of the Deer Island institutions, “whether there is another penal institution in the land where the temporal and spiritual wants of the inmates are more liberally pro¬ vided for than in the city institutions located on this island. If the inmates could be classified so that the more vicious could be kept by themselves, it would greatly help reform.” There are 5 schools — 4 for boys and 1 for girls — under 1 female and 4 male instructors, and while the majority of the jrapils do not lovo study, there are many who are really bright and proficient. The number in school was 189 boys and 8 girls, of whom 165 could “ read books generally.” State Primary School at Monson, Mass. — Of the 111 children received at the school during the year, 36 per cent, had been committed as juvenile offenders, the rest being dependent or neglected children. There has been a constant decline in the number of inmates for the last 8 years, which is mainly ascribed to the operation of the changes made in the “ settlement laws,” causing a decrease in the number of children received from the State alms-house. The full effect of this diminution in the instal¬ ment from the alms-house in reducing the attendance, however, has been modified by the enforcement of the acts of 1882, relating to the care and custody of “ neglected and dependent children.” For the period 1879-82, the average received from the alms-house annually was 113, while for the next following quarternwry period the an¬ nual average was 70.5 ; during the latter period the annual average of neglected children received was 25.8, and of dependent children 21, in all an annual addition REFORM SCHOOLS. 861 on the average of 46.8 to the number received from the alms-house. More than 40 boys were employed on the farm. All the members of the five highest schools are compelled to work one half of the day and attend school the other half; those in the lowest schools receive instruction during the whole day. The school has 8 grades or “ schools,” and a kindergarten. Lyman School for Boys, Westborough, Mass.— Of the fifty-nine commitments dur¬ ing the year, all but three were made by various courts of law, and to these fifty-nine must be added two cases of recommitment. Of the commitments 23 per cent, were orphans or had lost their fathers, 88 per cent, had been inmates of other institutions or arrested before, and 25 per cent, were 12 years of age or under; 28 boys had been returned and 14 had come back to the institution of their own accord ; 8 escaped. The system followed is the “open” or cottage plan, which the buildings lately added now permit. Twenty-one boys on an average were employed in caning chairs, the other work done being for the most part about the house or in the field. The State Industrial School for Girls , Lancaster, Mass.— The commitments to this institution during the year ending September 30, 1886, were 51, and the number of those for whom places were obtained or who were returned to friends or discharged was 64, of whom 48 per cent, were returned, mostly for bad or unsatisfactory con¬ duct, and 1 escaped ; 18 per cent, of the commitments were for offences against public morals, and 12 per cent, against public justice, the others being merely wayward or vagrant girls ; 76 per cent, of the new pupils were between the ages of 14 and 16, none were under 13 ; 9 per cent, were illiterate. The school is conducted on the open sys¬ tem, and is divided into families of 25, the influence being, as far as possible, such as it would be in a good home. The pupils are employed in house-work, and on the farm and in the garden. Massachusetts Reformatory , Concord, Mass. — Seven per cent, of the persons sent by the courts to this institution (561) during the year ending September 30, 1886, rang¬ ing in age from 14 to 65, were committed for crimes against the person, 45 per cent, for crimes against property, and 47 per cent, for drunkenness, licentiousness, vag¬ abondism, etc. Of the 615 received during the year 19 per cent, were to serve an “ indeterminate sentence.” Of the number in the institution at the close of Septem¬ ber, 1886 (660 prisoners), 54 per cent, had served a term in other institutions, and of these 47 per cent, had been committed more than once. Thirty-two per cent, of those received during the year were between the ages of 15 and 20, and 38 per cent, between 20 and 30. Four hundred and thirty-five prisoners were released on permit and 30 permits were revoked. The schools are of three grades — primary, intermediate, and advanced, in which are enrolled 315 inmates under 10 teachers. The work of the primary and intermediate grades is that of the public primary and grammar schools ; in the advanced grade algebra, arithmetic, history, book-keeping, and. French are taught ; drawing is taught to a class of 25. The industries taught principally are shoemaking, tailoring, and harness-making. MICHIGAN. State Industrial Some for Girls, Adrian, Mich.— Nineteen per cent, of the girls re¬ ceived during the year were 12 or under. The pupils are located in 5 cottages, each containing about 30 or 35. The course of instruction is graded from the primary to the full grammar ; in addition to this instruction the pupils are taught sewing and house¬ work. Detroit Souse of Correction School, Detroit, Mich. — The number enrolled in the school is 140, of whom 29 per cent, were illiterate on entering. The instruction given is elementary, and is under a teacher assisted by several of the more advanced pris¬ oners. Reform School, Lansing, Mich. — During the 2 years covered by the report, 381 persons were committed to the school, 45 per cent, of whom had been convicted of slight offences, principally truancy and disorderly conduct. In addition to those received on commitments, 48 former inmates were returned, making 429 in all, of whom 34 per cent, were 12 or under. The school day of 9 hours is equally divided between study and work. In the school nothing is attempted beyond thorough in¬ struction in the common school branches. Over 200 boys were employed in the cane shop, about 50 in the tailoring department, and 70 on the farm. NEBRASKA. State Reform School, Kearney, Nebr. — The following statistics are given for the number of persons committed to the institution since its opening in 188i. The num¬ ber received has been 208, of whom 45 per cent, were committed on slight offences, 30 per cent, were orphans or had lost their fathers, and the same percentage were 12 or under. The school is divided into families, of which there are 4. Each inmate is 862 EDUCATION REPORT, 1886-87. instructed in tlie common school branches 4 hours daily, the other part of the day being given to manual labor. Military drill was introduced during 1886, and has been found a valuable aid in promoting order. new Hampshire. State Industrial School, Manchester, N. H. — The number committed to the institution during the year was 154, 24 per cent, of whom were convicted of slight offences, — dis¬ obedience, idleness, and the like, — 34 per cent, were 12 years old or under, and 40 per cent, were committed during minority. The building erected by the principal and accumulated interest of the appropriation of 1879 has enabled the school to embark upon the manufacture of hosiery, at which industry half of the boys and girls are daily employed. The school has several funds, the interest of which is used in adding to the library. The common school studies are taught. NEW JERSEY. New Jersey State Reform School, Jamesburg, N. J. — The commitments during the year were 120, of whom 29 per cent, were committed for incorrigibility, etc., and 32 per cent, were 12 or under. Thirty-one per cent, had previously been arrested, and 23 per cent, were orphans or had no fathers ; 39 former inmates were returned to the school during the year and 8 pupils escaped. Forty-three per cent, of the new pupils could not read, or read only in the first reader, and only 1 could read in the fifth. The daily instruction in the school has been lengthened from 3 to 4 hours, with a corre¬ sponding reduction in the hours of labor. The boys are engaged in cultivating the farm and are instructed in carpentry, shoe-making, blacksmithing, etc. Newark City Home, Newark, N. J. — The large number of illiterates received during the last two years has almost reduced the school-room work of this institution to primary teaching; the advanced classes pursue arithmetic, geography, and history. The sessions of the school last for 6 hours daily. The inmates work on the farm and in the brush shop connected with the institution. NEW YORK. The Burnham Industrial Farm, Canaan, Four Corners, N. Y,- The property of this recently established institution consists of a farm of 580 acres formerly occupied by a Shaker community. It has on it several dwelling-houses, shops, and extensive barns, etc., one of the buildings containing a steam-engine and boilers. The relig¬ ious influence is Protestant, but not denominational. Besides the agricultural pur¬ suits which the great extent and splendid condition of the farm invite, the trades of carpentry, blacksmithing, etc., will be introduced at the earliest practical moment. The inmates are given the rudiments of a common school education ; the daily session is of 2 hours. New York State Reformatory, Elmira, N. Y. — Education is compulsory here. Of 2.378 inmates received during the last ten years, 20 per cent, were unable to read or write, and though 53 per cent, could do both they practised those arts with difficulty. Of the 711 inmates ou September 30, 1886, 90 per cent, could read and write fluently, the others being in the rudiments of language. At the close of each of the three terms into which the school year has been divided, those having j>assed the last monthly examination are promoted, the proportion of men advanced ranging from 50 to 80 per cent., the percentage being smallest in the primary division. To en¬ deavor to invigorate the understanding of 12 incorrigible dullards, not one of whom knows the name of the country in which we live, they were subjected to a 5-months’ course of daily vapor baths, massage, and calisthenics. As the course progressed ‘‘theif minds brightened,” and “from being fairly contented to remain in the lowest grade an ambition to earn perfect records guided the conduct and work of all.”. The average marking according to the school register was 45.25 before the experiment began, and 74.16 at its close. New York House of Refuge, Randall’s Island, N. Y.— Four hundred and forty-six commitments were made during the year to this institution, of which 54 per cent, wen for the slight offences of vagrancy, etc. ; the percentage that were 12 or less than 12 years of age was 24, ancl of those who had been previously arrested, 40. The common school studies are taught very thoroughly and with excellent results. It is contemplated to replace contract labor by a system of agricultural and horticul ¬ tural training upon ground to be reclaimed, giving the institution about 20 acres of arable land ; to carry out the project in part the Legislature is asked to appropriate $25,000. At this school the younger and less hardened boys are carefully separated from the hardened inmates, each class having its own eating and sleeping apartments, and play-grounds. REFORM SCHOOLS. 863 OHIO. # Boys’ Industrial School, Lancaster, Ohio. — Two hundred and sixty-one hoys were committed to this school during the year covered by the report, of whom 29 per cent, were 12 or under, and 30 per cent, were orphans or had lost their fathers. Eighteen inmates that had been released were recommitted, and 12 of those detained escaped. Half the day is spent in school, the other portion being devoted to farming, gardening, blacksmi thing, shoemalung, etc. The school is conducted on the family system, being located in 11 buildings. Cincinnati Rouse of Befuge, Cincinnati, Ohio. — Seventy per cent, of the 367 com¬ mitted to this institution during the year were detained for slight offences, and 46 per cent, were 12 or under. Fifty-three per cent, were orphans or had lost their fathers, 28 per cent, had been arrested before, and 39 per cent, could not read, or read only in the first reader. The pupils are divided into families, of which there are 4 for the boys and 2 for the girls, each family having its own school, play-ground, workshop, etc. PENNSYLVANIA. Pennsylvania Beform School, Morganza, Pa. — Of the 412 persons committed to this school during the two years covered by the report, 83 per cent, were sent on charges of incorrigibility or vicious conduct, 33 per cent, were under 13 years of age, 43 per cent, could not read, or read with difficulty, 29 per cent, were orphans or had lost their fathers, and 3 per cent, were recommitments. The school is conducted on the family system, and the inmates, divided into six families, are required to attend school 6£ hours daily. The pupils are taught shoemaking, tailoring, and brush-making. House of Befuge, Philadelphia, Pa. — The crowded condition of this institution has induced the board of managers to ask that the buildings of the school be purchased by the State, in order that an a gricultural reform school on the f amily plan may be estab¬ lished with the x>roceeds. The schools, 17 in all, giving a good elementary educa¬ tion, are under a superintendent and 19 teachers, including a teacher of music. In the industrial department shoemaking, cane-seating, and tailoring, are taught. WISCONSIN. Wisconsin Industrial School for Girls and Young Boys, Milwaukee, Wis. — This institu¬ tion is for girls under 16 and boys under 10, and receives in addition to those com¬ mitted to its care by legal process a number of charity pupils, who are supported by a fund made up by the citizens of Milwaukee. A kindergarten has been established in connection with the Schools. III.— Statistics. Table 85. — Humber of reform schools and of employes and pupils in them for 1886-87, by States and Divisions. State or Division, North Atlantic Division : Maine . . . New Hampshire . Vorlnont . Massachusetts . Rhode Island . Connecticut _ _ _ New York New Jersey .. Pennsylvania Total for 188G-87 Total for 1882-83 . •. . . «39 Instructors, cers, etc. 63 9 15 ' (3) 267 | 1 (4) 12 | (85) H- 379 (92) 213 135 17 37 354 28 85 684 700 Pupils. 113 90 67 936 189 420 ,887 424 860 22 16 288 1,060 63 259 708 113 112 83 1, 224 189 420 4, 947 487 i, 119 8, 694 37 42 41 871 124 218 3, 005 187 722 5, 247 9, 575 |5, 659 36 33 44 871 101 246 993 221 5, 415 a Twelve schools included here not appearing in the list of the year under review. 864 EDUCATION REPORT, 1886-87. Table 85. — Number of reform schools and of employes and pupils in them for 1886-87, by States and Divisions — Continued. State or Division. South Atlantic Division : Maryland . District of Columbia . Total for 18S6-87 Total for 1882-83 South Central Division: Louisiana . Kentucky . Total for 1886-87 Total for 1882-83 North Central Division: Ohio . Indiana . Illinois . Michigan. Wisconsin Minnesota. Iowa . Missouri . . Nebraska . Kansas.... Total for 1886-87 Total for 1882-83 Western Division: Colorado . California . Total for 1886-87 .. Total for 1882-83 . . SUMMARY. North Atlantic Division South Atlantic Division. South Central Division. . North Central Division Western Division . Total for 1886-87 Total for 1882-83 a5 620 Instructors, offi¬ cers, etc. (4) 26 | 2 (28) S (32) } 26 1 (22) -I 18 (22) 1 18 (40) 3 |.. (24) 4 I (26) (19) (20) (129) 93 148 25 (92) 379 | 213 (32) 26 | 2 (22) 1 | 18 (129) 93 1 148 25 7 (275) 524 388 60 107 41 20 104 46 11 65 43 24 12 26 19 20 370 362 32 35 Pupils. 712 168 880 124 204 328 857 439 0 62 62 0 115 115 372 140 104 (140) 450 289 370 195 196 114 101 132 26 111 56 23 (140) 2,722 1,253 94 107 201 J 084 5 41 J 370 32 •1, 187 1, 224 6, 986 1, 708 62 115 (140) 2, 722 II, 253 201 49 328 49 ; d40) >11,117 3,187 774 168 942 837 124 319 443 247 1, 229 579 101 879 502 2°1 111 252 137 101 4, 115 4,017 95 155 250 264 8, 694 942 443 j4, 115 250 -14, 444 14, 940 227 107 334 323 108 204 114 788 166 55 218 208 30 159 53 30 254 333 ~346 124 104 228 75 716 267 38 180 195 31 149 22 41 1, 707 1, 639 1, 779 | 1, 607 45 147 192 270 5, 247 334 204 1, 707 192 7, 684 8, 168 5,415 228 1,639 62 677 7, 379 a One institution reporting that it is not now a school, and another not reporting at all for several years, included here. b Five institutions included that do not appear in this report. STATISTICS OF REFORM SCHOOLS, 865 Table 86. — Pupils to an employe in reform schools for 1886-87. Division. Patio of male in¬ mates to whole number. Pupils to an employ^. North. Atlantic Division . . . . . . ............. _ _ Per cent. 80 93 74 68 80 13 16 11 11 8 South. Atlantic Division ................................. _ ....................... Sout li Central Division ......................... _ ............................ _ Jvfvfth Dpiit.rrtt Division ... _ _ _ _ _ _ _ _ Western Division . . The United States . . . . . . . . 78 12 5D ED Table 87. — Statistics of reform schools for 1886-87; from replies to inquiries by the United States Bureau of Education. 866 EDUCATION Classifilcation of inmates by sex, race, and nativity. ■nSpaojj 15 ird CO • CO CO O rH • (M CU> CO O' • O tK ! C-IO ■ o © •9AT^cjq; 140 92 140 ’ 101 135 439 OOOH H i I O CO t> 00 CO CO !OH COCOHH rH d • rH rH T* Cl Cl rH hi s o in ii j o a oooooo oi-ljuooo O X) O Q 00 n OOOOOOlftO *«rC9A 91ft Saimp pdSxBqa -sip j 9 q m n CO 05 O ® 00 Cl CO L- CO O CO ' © .5 1- o £ t- © CD CD lO 00 CD 00 CD ci cociro cd oo ci oi J ° 1 OIOW5 5 ^OOtl !cdi> g <© ! 'DJ a • a P : P of a © “9 rB ® 2 2 S« 2 « s Hf § •opainoq; •QRH .-a OO bd H O* «s; fa -5 \> a \ . Ph ;s ob d« sH P P hsP 5 5“ 2 pa 2 « «£^ B S in © . -r; 2“ S •uop -npiinoj jo a«9_i 00 00 00 00 00 00 CC 00 CO < " 00 00 t- o -H l.'j 00 00 I -f M 00 CD ) O' ID L- lO I 00 CO X 00 , o a.a .M-SCJ. ;!§ lr^i slip!! !-£ £,§,5 ® S' , s O ® SH B Si >Hri S. Pi © -B 32 2 ” rB © O « 5 B O o a 11 c? t> cS 2 aH bm .2 a.2 B 5=22 Es c o nw c«C0 lg s ,p ° © *03 © P02 ©CC, «2 43 is B •H « o’CB MCC -3 B c .132“ S§ pig® 2 m||53I P^hSp - © B Bco a £ >>3 c .9:. cs POO o cT it P © § o 32p I O ,r BP c. CO I ^ a : .*? - M jB c3 •|l«a «, P< afgg <3.93 2^5 S » gQ |_-g s*'s^ _ t> o > g © a ^93 ■a'p ^"£2^3 B £ o © ©<1 © go^ ce § P O oBM &®' - hat: t> O O .|a - a o a ® 3 2 B_r®^ 5 S 5 § OOOSciOOO PPPPPP|21^ ,cs cs cS b~ a rH 0* 00 DOH STATISTICS OF REFORM SCHOOLS. 0 000^* co 0 0 tr¬ ee L-iOHiO • 00000000— 1 0 0 O CM 0 -^OOCOOOOO • 000^0 OOION 0 0 0 0 0 C-) O O r— ( Tf cp 0 • 0 (M LO LO © 10 TO CM co rH O CO {O^IOCOIOXOO 1 r-Tr-T OO r}T l& CM~ r-T CM* CO r-O C31 £00 1 CO O Oi O rH Q I IcWOtJI-MO l© O » • »0 i • • O O CO « rH CO • ' H L- CO > ' r- . • 1 CM rji • 42 CO rH O O CO 10 . .*0 UT xr CM CM 10 0 • • rH t> O CO 0 CO O rH • *co • • • r- O CM • rH O • • CM CO t- CC CO CO <0 CM • • O • ' 1 C5 H C'l ' CO •' * rH (M rH • - CO • • ■ CM O CO • ! So • CM 28 3 CM CO r— 1 * 10 CO O rH ic0r#t>0 CO O -H 0.10 0 CO GO ‘O 0 X CO • hH lO H ♦ CM CO CO CM CO O C35 C/J ( O CM I© rH Oi (M W N X CO O HONCOOCOh- Ol iO O O ^1 : o co co co iO i lO O CM rH to ■ ^ CO ICIO I HhhHHH^”0'^ rH ^ dgcogdcotdco.^ A tC • 3 a N fc> ^ -fOoiOOHOCCCOO THryf^rHr-HCyr-prHrH*-1 c-i co 2 d d td t> oo d g 0-10 cq oo o o a g'g o e$ P-. _ b^25^ .rn^'J} o -.Pn to >5 l 3 • *\ ■ ; "to • o : < ■ : g :* ; j-- ; ; - ; cs sC-2 ! '£ I S . .$3 : :^o£ jg£-2« g o zn% gq. |^||d°|a| OWi-sHdHNOrP H H ' : ; e? to — : : ® . 5^ ^ O ^ O rt1 ! 3 o o ^ t2 P . t> • r3 © .£ t: o . S trj ^ • <1^0 Wb'3° JH H ^ #5 1A4 rH *— ( -L3 2 2 o^W 2 52 bt_jp3 • ©7= -*S o a SH £ ’ Q ^ W WH'M OXCOC5 00 cc 00 00 > co »0 CO t> co 10 00 0— > CO 00 00 OO CO GC GO CO 00 OOOOCOOOGOCOOOCCCOOO CO ~w *SI §'21 rd © ^ M.S 2^h ■go a g £n-a O^ O'H * g'SA r-5 pH O .0 ® ®-g "S' pp cc ^5 5 2 0 d -5 3 ^ o § o 84 to Mg .0 g ?‘pp g Pn^r-ffip H O CD O rr> pH a<2 : :n *’ !m ow a lllllwl . ?H rg CD 35 o^PcJ^o fflMHHjH H CD to jD © jj, _® p to < O 173 g 05 It H H 3 o'SlS s^p °ra flfS P 3 o M 10 ur^’^r5 p>-< c" > tj’3 “ $ S.g.g Qt^oC: 5^ J§S O y cc c2 * cn .co ~'o • >2 . •2 2 to Oto -1 'o ■ t W3 «* o"2!^ I _J O © rH d 9 ^ : os (2 fc®o S'P? S'g !-c ace s a,® a iiis-“s§wNh 3 g | § * § * 1 a a to pc1*' 3.2 ® 5 P3H rp o to q-^T a“5 o « o 311:8 § ccP?<1P :N 1^53 t^iaa a -4-3 © -co rv. CrNin ?pp®'a^5Pta"iS to" .h p O fl o P ShPIS ^ 2 PS §«! Ill'ilw «n 3 irPScoW^I-aHtxl HOW k: H |> • • • . . ^ -2 ^ p !^,3 > Cg • «0 H 2 j>H to -3 n g^o g « ' C- o H H ^ r ' to p tC 2 P3 b o p £H Scco^.s to g 02 s gH ^ ^5 0|>oftH^HWt>S CQCOCOCOCOCOGiCO^ lO IO O lO lO 1 867 868 EDUCATION REPORT, 1886-87. Examination shows that 19 schools on the list of the Report for 1882-83 have not ' reported for the year under review, and 8 on the list of the present Report were not on the Report of 1882-83, although only 3 have been established since it was issued. Comparisons instituted between two bodies of statistics made up from returns from so many institutions that are not common to both would be misleading, and the Office has refrained from giving the increase or decrease, as the case may be. V.— EDUCATION OF THE INDIAN.1 Education of the Uncivilized Tkibes. As to their source of support, Indian schools may be divided into three kinds : those supported by the National Government (in New York by the State) directly or indi¬ rectly (contract) ; those supported by religious societies ; and the public school sys¬ tems of the Five Nations of the Indian Territory. Viewed as educational institutions, they may be separated into boarding schools and schools for day scholars, and this is the classification that has been adopted as best suited to the purposes of this Re¬ port ; the systems of the Five Nations, however, will be considered apart. ACCOMMODATIONS, ATTENDANCE, AND COST. “ It is a noteworthy fact,” says Superintend ent Riley, “ that where schools have been established for several years, with accommodations for a considerable proportion of the children of school age, the prejudice [of the Indians] against education has largely dis¬ appeared ; ” and again, “ If the Government would be rid of the Indian question edu¬ cational facilities must be provided for tfie present generation of Indian children.” By the treaties of 1867 and 1868, made with a number of tribes, the Government agreed to furnish school supplies, including building, and a teacher for every 30 children. To meet the obligations thus incurred, but not yet fulfilled, the Secretary of the Treasury submitted estimates in 1885 for an appropriation of $4,033,700. Accommodations. — From the insufficiency of the appropriations the Indian Bureau has been able to provide for only a small proportion of the children of the larger tribes; the treaty stipulations with the Navajoes, for instance, calls for 200 schools; one has been provided. The following table shows the school population and the pro¬ vision made for educating it : Table 88. — School population and accommodations for r: mcirilizcd Indians for 1886-87. Agencies in- ^3 a « 5 a 2-3 03 W School accommodations in— Government schools. Mission schools. Board¬ ing. Day. Board¬ ing. Day. Alaska a . Arizona . California . Colorado . . Dakota . Idaho . Indian Territory Iowa . Kansas . Michigan . . Minnesota . . Montana . Nebraska . Nevada . New Mexico . . New York . North Carolina. . Oregon . Utah . . Washington . Wisconsin . Wyoming . 19, 902 4, 797 1, 728 29, 747 3, 449 14, 898 3, SOO 1,260 350 7, 014 746 3, 702 380 1, L07 7, 300 6, 028 210 1,460 1, 104 12, 894 3, 694 8, 238 27, 489 3, 000 3, 991 2, 308 10, 579 6, 796 1,800 858 1,700 8, 749 b 1, 7.11 600 846 560 2, 095 1, 535 400 30 75 1, 435 25 900 320 25 325 4, 334 180 1,345 40 110 200 230 215 75 315 220 350 100 170 115 105 45 285 360 210 75 120 10 300 280 566 2, 137 40 100 1,110 444 2, 216 308 1, 520 7, 809 80 200 435 80 100 495 100 80 110 550 320 150 320 331 460 1, 170 735 320 Total 170, 025 41, 876 5, 810 3, 400 2, 020 540 28. 395 1 The matter contained in this section is taken from or based upon the comprehensive report of Hon. John B. Biley, superintendent of Indian Schools. a “There are probably upwards of 7,000 children of school age in Alaska,” says Superintendent Kiley, “more than nine-tenths of whom are children of the native [non-Indian] population.” Con¬ tracts were made for the education of 100 pupils at two boarding schools. b 5-21, for 1885-86. EDUCATION OF INDIANS. 869 Excluding the Indians of school age on reservations in New York (1,711 in 1885-86), where the accommodations appear to keep pace with the demand for admittance, the table shows that twenty-nine per cent. (11,770) of the children are provided for How far this provision is utilized is shown by the following table. Enrolment and average daily attendance at Indian schools. Schools. Enrol¬ ment. Average daily at¬ tendance. Boarding : Bond fid so per i n ten d on t, p.lnsin _ . _ .. _ 2, 150 4, 731 1,753 3, 487 Indian agent, class . . . . . . Contracting with United Stales Government . _ . . 3, 283 2, 513 Day: 1 n charge of Indian agents . . . 3,123 1,894 598 Contracting with United States Government . . . _ 1, 1G1 Missionary . . . . . . . . . 484 2 15 Hew York . . . . . . . . . . 1, 0G1 493 15, 993 Excluding the New York statistics, it appears that the accommodations are 79 per cent, of the enrolment and, if it be assumed that the total of the average attendances more or less closely represents the true average attendance, the ratio of such an aver¬ age attendance to the accommodations would be 89 per cent. The language of the trea¬ ties above referred to, substantially the same in all, is as follows : “ and they [the Navajoes] therefore pledge themselves to compel their children, male and female, be¬ tween the ages of six and sixteen years, to attend school, and it is hereby made the duty of the agent for said Indians to see that this stipulation is strictly complied with.” The statistics would appear to indicate that the Indians are availing-them- selves of the educational facilities provided for them to the full extent of such pro¬ vision. English language in Indian schools. — “ The advantage to the Indians of a knowl¬ edge of our language can not be overestimated. * * * Understanding English, they can deal directly with their white neighbors and the representative of the Gov¬ ernment. * * * They will no longer be the prey of unprincipled white men. In fact, the Indian who speaks the English language is a savage no longer.77 Continu¬ ing, Superintendent Riley quotes from the report of the Indian peace commission, ap¬ pointed in 1867 for the purpose, among others, of suggesting some plan for the civili¬ zation of the Indians: “In the difference of language to-day lies two-thirds of our trouble. * * * Schools should be established, w hich children should be required to attend; their barbarous dialects should be blotted out and the English language sub¬ stituted.77 The superintendent found that in some schools, though he was understood by the pupils when he spoke, they could not express themselves in English, although they had been in school several years. Course of study. — The efforts of the Indian Bureau to control the work in the school¬ room has so far been rendered futile by the total lack of system as to text-books and course of study. Each agent or superintendent selects the books and methods that appear best to him, and “the results attained vary as widely as do the methods pur¬ sued.” To rectify this evil the superintendent recommends the adoption of a series of text-books and a course of study. “Indian education,77 ho observes, “is yet in its infancy. An elaborate system is in process of formation. The enactment of laws enlarging the responsibilities of the Indians and looking to their citizenship makes it important that a well-considered and thoroughly organized system be devised for carrying on a work that will necessarily involve the employment of a large number of persons and the expenditure of many millions of dollars, and will in its operation determine in a large measure the future of the Indian race.77 Finances. — The sources from which the money for Indian education is obtained are three: Congressional appropriation; treaty, interest, and other funds ; and the treas¬ uries of missionary bodies. The following table exhibits the proportion in which the sum total is contributed to and disbursed : 870 education report, 1886-87. Table 89. — Receipts and expenditures of schools for the uncivilized Indians, for 1886-37. RECEIPTS From tlie United States Government for — General support . . Support of 770 students at various institutions . . Buildings £ current appropriations . . b \ unexpended appropriations . Transportation of pupils . . Purchase of live stock . 1, 231, 219 From treaty, interest, and other funds . 163,700 Total receipts from United States Government . 1, 394, 919 EXPENDITURES. By United States Government for — Schools and pupils £ ]|a*r Years. l 6 71 65 4 $20, 000 1 10 2 20, 000 l 7 26 216 4 500, 000 l 8 3 0 0 4 200. 000 l 5 05) 4 118, 000 2 20 20 2 35 4 125, 000 1 10 o 4 75, 000 1 14 131 6 137 4 50, 000 2 11 49 0 146 4 335, 000 11 79 313 (15) 8 1 601 4 1, 443, 000 Total EDUCATION OF THE COLORED RACE. 879 Summary of the statistics of Table 93, showing n umber of colored students receiving normal, secondary , or collegiate instruction. Normal . . . . . . . . 3,924 Secondary . . . . 5, 263 Collegiate . . 637 Total . a9, 824 These 9,824 pupils were taught by 445 teachers, an average of 22.1 pupils to each in¬ structor. The value of the property used in connection with the instruction of these pupils was $2,978,450, a per capita of $303. PROFESSIONAL SCHOOLS. Of the several classes of institutions for the education of the colored race, only the schools for theological instruction are present in sufficient number to warrant com¬ ment. The amount of work done by schools of law and medicine falls far short of that of normal and theological schools. The course in a majority of the theological institutions may be described as simple, being confined to the study of the Bible and church history, while in the case of the recently reorganized Richmond Theolog¬ ical Seminary of the American Baptist Home Mission Society, a systematic and thorough study of theology, including instruction in Greek and Hebrew, obtains, and the same remark holds good of the Gammon School of Theology, controlled by the Freedmen’s Aid Society of the M. E. Church, and formerly of Clark University. As remarked above, many of these schools are only departments of institutions that offer in addition^ normal, secondary, or collegiate instruction, sometimes all three, thus affording to theological students an opportunity of removing the impediments to their studies, following from inadequate knowledge of the elements of learning. For ministers already in the pulpit one year courses are in some instances provided. Table 94. — Statistics of professional schools for the colored race for 1886-87; from re¬ plies to inquiries by the Bureau of Education. State. Schools of science. Schools of theology. S> P g E3 £ Instructors. Pupils in — Average length of course. Value of property. Number. Instructors. Pupils. Average length of course. Value of property. Scientific course. Preparatory course. Alabama _ _ _ _ ..... 3 13 271 4. 6 $32, 000 District of Columbia .... 2 17 168 3 ioo’ 000 Georgia ...... ...... ...... 2 10 209 4. 5 93’, 000 Louisiana ................ 2 4 32 3 TVT n.ryl nnrl __ _ ...... 1 11 44 3 30, 000 Mississippi - . . . l 6 57 152 8 ’M'nrf li Ha mlin a _ _ 2 4 55 3. 5 150 000 Hamlin a, _ _ 1 23 9 622 $50,000 1 6 26 3 500 Tennessee ............... 1 2 45 3 ATTfl.ft _ _ _ ....... .. 1 6 27 3 50 oco Virginia _ - _ 1 4 56 3 30! 000 Total . 2 29 66 774 50, 000 16 77 933 3.6 489, 500 a To this is to he added forty-six students in secondary institutions and fifty-three in colleges principally in the Northern and Western States, making in all 9,923. 880 EDUCATION REPORT, 188G-87 Table QA.~~Siatistics of professional schools for the colored race, etc . — Continued. Stato. Schools of law. Schools of medicine. a E 3 | Instructors. 0 | Length of course. 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R Rpd R aj a :.§ gf-s is'w” I g £•! © m ©a|a .222-s r55 ^wwf£|wg }5N£ 3 £ * ^.wh^ 5 ®^r +. . a g © O ® H HR^ I-® a g 2 a > a © © a Ho s'd M m a a I SRWi- Onb © ^MR3l«aql • ’ |h ^ a 03 O a BP © a Ha 1-50 ^rB H ©r^h iWH 1 1 2^ g I^M.1.2 £W|«j|'5© © a a? a 35 « a p >> §11 aa^ • • OQ ® ® Table 98. — Noteworthy gifts and bequests to schools , colleges , and other institutions of learning during the scholastic year 1886-87 — Continued. 886 EDUCATION REPORT, 1886-87. r-H % GQ £ £ ■a fe 2 © 2 -a a a OS cva ®®o -a ton- 'o =2 M ^ A p : o , CZ2 P-l f rt a R3 <3 M DQ g CO a b>.= S ra ©2 PP a. 2 a ©a CO O ! a a- ID ? o ^ p a3 , g u s " O O ti;o-P C o^ a a a ^3 HfPP O P P ®Q © a «■ a ti a r a O fe.H . a o "r cJ feta rS a PPP £ =- a c< ■Hal's o'S aa' ;ePHP a rO . ^ £3 ft O 3 a So’f ■S'g PP ■ to O O O lO O O ! 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Ur=J 30^ biiP S3P-2 ©P q a.2P o _j_c a'a^rt-a a^j CCOf>lMp ® 3k° 2 g ©P WF^POPP £ -a 3 >, « 8^2 *© a HhJ^w © i P s aS R.Spgp ^ .. ppjo^- ^|pp|aW O ^ »^hr S JP a 2 ! ®£ SgB • I"H J D J ipppp|W||(^ £o« S<£^£> £ 3 ga ^WP^PP mp’hmSoMwW^' GIFTS TO EDUCATIONAL INSTITUTIONS. .'rg. .9 ‘o'S a r a I 9 6 © if go o M , S?aS PhPP § oa S.3 1.2 irfl 3 PMM PPP= i © ^ < PI O - ara > o a o o o o o o >000000 o o o o o 0 0 0 0-0 ' O O O O 00 O O o o . o CIO o pm : : : : : :>-> •fc sj rM ' ' ; ■ ; w '*» ; ; : ' . . M- Rle^-itx • ■ j ■ j 'h • ^ g s hsMh^h® 3 R 3 ® a o 1 3 o'© R m H„^ A gj 2 N^J©^ S3 S’&s-s l^l! ^’3r3|rtga^9csor=.2t:9g .a ©-©a u®3 ° 9 ^59Hu'a ? s y,® ^ >> a a r a ^ceppOH^RROORPHdPOcG Oooo c<3 I* h 35a . B" ©'Ug' a a ©-p© .9 -S ®3 a a R a Hp>h' gj gjg'gO 3 o'R toAtogoa M.S® ,§•!§« ~J §,s o § 5 §-3l,g' POT2pPiPPPO °I? -sJ apl ®m ;0ra‘,23bj;rM ©pp a as- a © ao a O to cS o OHfr5 H. . .a § £ m m ai h fee O O r-j «H ■ — ! 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OBITUARY LIST OF NOTABLE EDUCATORS AND BENE¬ FACTORS TO EDUCATION. Tbo list here presented contains such names among the dead of the year 1886-87, as were notable either for their connection with some form of educational labor or for their gifts and bequests to educational purposes. Of course the list is incomplete, or may be so considered ; some names are omitted because no trustworthy information of the kind here given could be procured respecting them; and other names might have been included by the partiality of friends. No attempt has been made to include some men of eminence whose work as educa¬ tionists was merely incidental ; for example, the late Rev. Henry Ward Beecher was a lecturer for three years in the Yale Divinity School at New Haven ; yet Mr. Beecher’s name is not included. Ihese exclusions have been necessary in order to prevent the list from becoming to > cumbrous for publication and too vague in design. Usually facts respecting those included in the list, which relate to other interests or labors are passed over in silence. A few names, omitted from the report for 1885—86, are included in this list. AMERICAN. Adams, James O., in Boscawen, N, H., February 7, 1887, aged sixty-eight years ; su- permtendent of public schools in Manchester, N..IL, 1855-59 and 1861-67 ; secretary of the New Hampshire State Board of Agriculture and editor of its valuable reports, 1870-87. ’ Aiken, David Wyatt, in Cokesbury, S. C., April 6, 1887, aged fifty-nine years ; pro¬ fessor of mathematics in South Carolina College, 1849-51; a prominent agricultur- lst; member of Congress, 1876-84, part of the time being chairman of the Com¬ mittee on Education and Labor ; an officer in the Confederate service during the civil war. ° Anderson, Luther W., in Quincy, Mass, June 13, 1887, aged sixty-six years; teacher and head master in the English High School in Boston, 1848-87. Ashburner , William, in San Francisco, Cal., April 20, 1887, aged fifty-six years ; professor of mining, 1874, and regent, 1880, of the University of California, and trustee of the newly endowed Leland Stanford, Jr., University; a well-known geol¬ ogist and mining engineer. & Ax res, William O., A. M., M. D., in Brooklyn, April 30, 1887, aged sixty-nine years : a teacliey, 1837-o2; professor in Toland Medical College, San Fran cisco, and in the 1 ale Medical School. Bari let i, John Russell, at Providence, R. I., May 28, 1886, aged eighty years ; one of the founders of the Providence Athenmum, and of the American Ethnological Society ; historian, archaeologist, and bibliographer ; author of the well-known Dictionary of Americanisms. k Ar^IX^S01T,iPai^.er^ne’ *n religi?us nows, Mother Euphemia, in Emmittsburg, , , ,ar* loo?, aged about sixty-seven years; for many years teacher in St. Joseph s Academy, and superior of the Sisters of Charity in this country. Buckham, the Rev. James, at Burlington, Vt., October 22, 1886, aged nearly ninety -two years; i^ught many years at Ellington, Conn., and elsewhere. Campbell, John L., in Lexington, Va., February 2, 1886, aged sixty-six years ; a nota¬ ble chemist and geologist ; professor of those branches in Washington and Lee Uni- ^ versity from 1851 till his death. Ciiapin, Mrs. Dorcas, at Springfield, Maass., November 14, 1886, aged eighty-five; a andTo Amherst C^ol^1186 °* ec*ucat*on> especially to the Springfield Public Library Chase, Pliny Earle, at Haverford, Pa., December 17, 1836, aged sixty-six; professor cfiety^etc^0^ 1871-86; vice-pre sident of the American Philosophical So- 888 OBITUARY LIST OP NOTABLE EDUCATORS. 889 Clark, William S., Ph. D., in Amherst, Mass., March 9, 1836, aged nearly sixty years ; educated at Williston Seminary, Amherst College, and the University of Gottingen ; professor of chemistry in Amherst College, 1852-67 ; president of the Massachusetts Agricultural College, 1867-79; in the service of the Japanese Government, organ¬ izing the Imperial College of Agriculture, 1876-77; member of the Massachusetts Board of Agriculture, 1859-61. Cleveland, the Rev. Edward, at Burlington, Kans., September 29, 1836, aged nearly eighty-two years; was a teacher and county superintendent of schools for eighteen years. Conway, Thomas W., in Brooklyn, April 6, 1887, aged forty-seven years ; State super¬ intendent of education in Louisiana, 1867-71. Dall, the Rev. Charles H. A., in Calcutta, India, July 18, 1886, aged seventy years*, prominent in educational and missionary work for thirty years. Davis, Joseph A., M. D., in Bloomfield, N. J., August 4, 1886, aged seventy-three years; one of the early advocates and successful founders of public free schools in New Jersey. De Pauw, Washington C., in Chicago, Ill., May 5, 1887, aged sixty-five years; the endower of De Pauw (formerly Indiana Asbury) University, at Greencastle, Ind., with more than $2,000,000; of De Pauw College for young women, at New Albany; of a free industrial and charitable school and infirmary in the same town. Detwiller, Henry, in Easton, Pa., April 21, 1887, aged niney-one years ; the father of American homoeopathic medicine, and one of the founders of the American Institute of Homoeopathy. Doton, Hosea, in Woodstock, Vt., January 17, 1886, aged seventy-six years ; for six¬ teen years a successful trainer of teachers, and a marked influence in the common schools of his State. Dudley, William H., M. D., in Brooklyn, N. Y., October 9, 1886, aged seventy-five years ; one of the founders, and long a professor and president, of the Long Island Hospital anti the medical college connected therewith. Dulles, the Rev. John W., in Philadelphia, April 13, 1887, aged sixty -three years ; sometime secretary of the American Sunday School Union. Eliot, William G., D. D., in Pass Christian, La., January 23, 1887, aged seventy-five years; president and chancellor of Washington University, St. Louis, Mo., from 1854 to 1886. Fairbanks, Thaddeus, in St. Johnsbury, Vt., April 12, 1886, aged ninety years; en¬ dower of St. Johnsbury Academy with $200,000 ; famous as an inventor and manu¬ facturer of lever-scales for weighing commodities, large and small. Fewsmith, the Rev. Joseph, D. D., in Newark, N. J., June 22, 1887, aged seventy years; a director of the Union Theological Seminary in New York, and one of the founders of the German Theological School at Bloomfield. Forsyth, the Rev. John, in Newburg, N. Y., October 17, 1886, aged seventy-six years; formerly professor in the theological seminary at New Brunswick, N. J., and chap¬ lain and professor in the U. S. Military Academy at West Point, N. Y. Gillespie, Miss Elva (“Mother Angelica”), in South Bend, Ind., March 4, 1887; foundress of St. Mary’s Academy in South Bend, and, as superior of the “ Sisters of the Holy Cross” in this country, promoter and supervisor of many other female academies. Green, the Rt. Rev. William M., D. D., LL. D., bishop of Mississippi, in Sewanee, Tenn., February 13, 1887; professor of belles-lettres in the University of North Carolina, 1837-49 ; one of the founders and, since 1867, chancellor of the University of the South at Sewanee. Gurney, Ephraim W., in Beverly, Mass., September 12, 1886, aged fifty-eight years; teacher in Boston, 1852-57 ; tutor and assistant professor in Harvard, 1857-61 ; pro¬ fessor of Latin, 1863; 1868-86 professor of history; dean of the college faculty, 1870-76; fellow of the Harvard corporation, 1884 ; sometime editor of the North American Review. Hamilton, Frank H., M. D., LL. D., in New York. City, August 11, 1886, aged seventy- three years ;)educated at Union College, the College of Physicians and Surgeons, Fair- field, N. Y., and the medical dejiartment of the University of Pennsylvania ; professor of surgery at Fairfield, 1839, in Geneva Medical College. 1840, in Buffalo Medical College, 1346-58, and in Long Island College Hospital, 1858-61 ; professor of mil¬ itary surgery, fractures, dislocations, and chemical surgery in Bellevue Hospital Medical College, New York, 1861-68; and professor of general surgery in the same, 1868-75; author of a famous treatise on “Fractures and Dislocations,” 1860, and several other surgical works ; one of the consulting surgeons in the case of the late President Garfield. Harrington, Calvin S., in Middletown, Conn., February 16, 1886, aged sixty years ; for a quarter century professor of classic languages in Wesleyan University ; editor of Plautus. 890 EDUCATION KEPOET, 1886-87. Hitchcock, the Key. Roswell D wight, D. D., LL. D., in Somerset, Mass., June 16, 1887: born in Maine August 15, 1817 ; educated at Amherst College, Andover Theological Seminary, and at Halle and Berlin Universities in Germany; professor in Bowdoin College, 1852-55 ; professor of church history, 1855, aiid president, 1880, of the Union Theological Seminary of the Presbyterian Church in New York ; author of many works on theology, history, etc. Hodge, the Rev. Archibald A., D. D., in Princeton, N. J., November 12, 1886, aged sixty- three years; professor of theology in the Western Theological Seminary of the Presbyterian Church in Allegheny, Pa., 1854-76, and at the Princeton The¬ ological Seminary, 1876-86. Hooker, the Rev. Edward T., at West Salem, Wis., October 2, 1888, aged forty-nine years ; for five years a teacher in Avery Institute, Charleston, S. C. Hopkins, Mark, M. D., D. D., LL. D., at Williamstown, Mass., June 17, 1887 ; born in Stockbricige, Mass., February 4, 1802; graduated at Williams College, 1824; pro¬ fessor of moral philosophy in that college, 1830-35 ; president, 1835-72 ; again pro¬ fessor, 1872 till his death ; one of the ablest educators ever known ; a profound meta¬ physician; author of many valuable treatises, and notably of “Moral Science,” “ The Law of Love and Love as a Law,” and “ Outline of the Study of Man.” Of him it may be said with entire truth thathe was, as a man, gentleman, and scholar, “ totus, teres, atque rotundus.” Hudson, E. D., M. D., in New York City, May 10, 1887, aged forty-four years; pro¬ fessor of medicine in the New York Polyclinic; author of a work on “Physical Diagnosis,” etc. Jewell, James S., M. D., in Chicago, April 18, 1887, aged fifty years; professor of nervous and mental diseases in the Chicago Medical College, 1872-87; founder and editor of the “Journal of Nervous and Mental Diseases,” etc. Jewitt, the Rev. George B., D. D., at Salem, Mass., June 9, 1838, aged sixty-eight years ; formerly tutor and professor in Amherst College ; associated with Prof. J. H. Thayer in the preparation of the Lexicon of the Greek New Testament. Kellogg, Albert, M. D., in Alameda, Cal., March 31, 1887, aged seventy-three years ; famous as a botanist and botanical author; one of the founders of the California Academy of Sciences. Lea, Isaac, in Philadelphia, Pa., December 9, 1886, aged ninety-four years; an emi¬ nent eonckologist and mineralogist; president of the Philadelphia Academy of Nat¬ ural Sciences, and vice-president of the American Philosophical Society. Lee, the Rt. Rev. Alfred, D. D., LL. D., bishop of Delaware, in Wilmington, Del., April 12, 1887 ; an excellent classical scholar, and one of the American committee for the revision of the English version of the New Testament. Lewis, Dio, M. D., in Yonkers, N. Y., May 21, 1886, aged sixty-three years; inventor of the system of light gymnastics for schools, etc. Lothrop, the Rev. Samuel K., D. D., in Boston, Mass., June 12, 18S6, aged eighty-two years , member of the Boston school committee for thirty years. McLean, the Rev. John, D. D., LL. D., in Princeton, N. J., August 10, 1886, aged eighty-six years; graduated from the College of New Jersey in 1816; tutor and professor in same 1816-54; president 1854-63; having served the corporation in various capacities with eminent ability for more than half a century. Magoon, the Rev. Elias L., D. D., in Philadelphia, November 25, 1886, aged seventy- six years ; a generous benefactor of American colleges. Morris, Charles D., LL. D., in Baltimore, February 7, 1886, aged fifty-six years; teacher and professor of classics in Peekskill, in New York City, and in Johns Hop kins University, Baltimore. Mould, Jacob W., in New York City, June 14, 1836, aged sixty-one years ; landscape architect, employed in the Central Park, N. Y., 1857-74, to whom much of its charm is due. Nevin, the Rev. John W., D. D., in Lancaster. Pa,, June 6, 1886, aged eighty-three years; president of Franklin and Marshall College, 1868-76; a theological contro¬ versialist of marked vigor and originality. Nichols, Wm. R., in Hamburg, Germany, July 14, 1836, aged thirty-nine years; in¬ structor and professor of chemistry in the Massachusetts Institute of Technology from 1869 till his death ; author of several chemical text-books ; well-known for liis papers on water analysis, ventilation, etc. Olney, Edward, LL. D., in Ann Arbor, Mich., January 16, 1887, aged nearly sixty years; a self-educated mathematician ; teacher in public schools, 1846-53; professor of mathematics in Kalamazoo College, 1853-63, and in the University of Michigan till his death ; author of an admirable series of school and college mathematical texts. Palmer, the Rev. Ray, D. D., in Newark. N. J., March 29, 1887, aged seventy-eight years; one of the best of modern Protestant hymn writers; :in early manhood a successful teacher. OBITUARY LIST OF NOTABLE EDUCATORS. 891 Perkins, Charles C., in Windsor, Vt., August 25, 1886, aged sixty-three years ; an emi¬ nent writer on art; one of the founders of the Massachusetts Normal Art School, etc. Potter, the Rt. Rev. Horatio, D. D., LL. D., D. C. L., bishop of New York, Jan¬ uary 2, 1887, aged nearly eighty-five years ; professor in Trinity College, Connecti¬ cut,’ 1828-33; eminent in every good work during his long episcopate of more than thirty-four years. Richardson, Edmund, in Jackson, Miss., January 11, 1886, aged sixty-seven years; promoter and liberal contributor to the success of the New Orleans Cotton Centen¬ nial Exhibition of 1883-84. Richardson, Henry H., in Boston, Mass., April 27, 1886, aged forty-seven years; famous as the architect of Trinity P. E. Church in Boston; architect of Sever Hall and other buildings for Harvard University, the Crane Memorial Library, Quincy, Mass., etc. Robertson, the Rt. Rev. Charles F., S. T. D., Bishop of Missouri, in St. Louis, May 1, 1886, aged fifty-one years; prominently identified with orphan and reforma¬ tory education. Rochester, Thomas F., M. D., in Buffalo, N. Y., May 24, 1887, aged sixty-six years ; professor of the practice of medicine in the medical department of the University of Buffalo, 1853-87. Segheiis, the Most Rev. Charles J., archbishop of Oregon in 1880, and of Vancouver, 1884; bom in Ghent, Belgium, 1839; murdered on the Yukon River, Alaska, Novem¬ ber 28, 1886, while traveling to inspect Roman Catholic schools and missions in Alaska. Shanahan, theRt. Rev. Jeremiah F., bishop of Harrisburg, September 24, 1886, aged fifty-two; organizer of many academies, parochial schools, and orphan asylums in his diocese. Short, Charles, LL. D., in New York City, December 24, 1886, aged sixty-five years ; president of Kenyon College, Ohio, 1863-67 ; professor of Latin in Columbia Col¬ lege, N. Y., 1868-86; an admirable classical scholar; one of the authors of Harper’s Latin Lexicon, etc. Sill, Edward R., A. M., in Cleveland, February 27, 1887, aged forty-six years; prin¬ cipal of the high school, Oakland, Cal., 1871—74 ; professor in the University of California, 1874-82 ; a poet and writer of rare quality and of great promise. Sloane, the Rev. J. M. W., D. D., in Allegheny, Pa., March 5, 1886, aged sixty-three years; formerly president of Geneva College, N. Y., and more recently professor in the Theological Seminary of the Reformed Presbyterian Church in Allegheny. Smith, Anson, D. D., in Cleveland, Ohio. May 2, 1887, a^ed seventy-five years; State commissioner of common schools in Ohio, 1856-62; city superintendent of public schools in Cleveland, 1862-86; for several years editor of the “Ohio Journal of Education.” Stearns, Eben S., in Nashville. Tenn., April 11, 1887, aged sixty-seven years : chan¬ cellor of the University of Nashville and president of its normal college, 1875-87. Steele, J. Dorman, Ph. D., in Elmira, N. Y., May 25, 1886, aged fifty years ; author of several text-books of great popularity on chemistry, geology, astronomy, etc. Stowe, the Rev. Calin E., D. D., at Hartford, Conn., August 15, 1886, aged eighty- four. Born in South Natick, Mass., April 26, 1802; educated at Bowdoin College, 1824, and Andover Theological Seminary, 1828; instructor and professor in both, and in Dartmouth College and Lane Theological Seminary, 1828-64. Author of a famous report on elementary instruction in Prussia, published by the State of Ohio in 1838 and frequently reprinted. The really great abilities and solid labors of Dr. Stowe have been eclipsed by the genius of his more famous wife, Harriet Beecher Stowe. Taylor, William, in Middletown, N, Y., December 18, 1886, aged seventy-six years ; for many years a school trustee in New York City; one of the founders of the New York Free Acadenw, now the College of the City of New York. Tilden, Lucius L., at Nashua, N. H., November 4, 1886, aged eighty-four. Principal of a Ladies’ Seminary at Middleburv, Vt., for many years. Tilden, Samuel J., at Greystone-on-the-Hudson, N. Y-., August 4, 1886, aged seventy- four years; eminent as a politician, lawyer, and statesman; overthrower of the “Tweed ring” in New York City, and of the “canal ring” in New York State; governor of New York, and the recipient of a popular majority of votes for the Presidency of the United States ; his will left the bulk of iris great fortune, esti¬ mated at $5,000,000 to trustees, with a view to the establishment of a great free library in the city of New York. Tuckekman, Edward, LL. D., in New York City, March 15, 1886, aged sixty-nine years ; from 1854 till his death an instructor and professor, first of history and afterwards of botany, in Amherst College ; member of the American and National- Academies of Science ; author of several standard works on lichens, etc. 892 EDUCATION REPORT, 1886-8T. Tulane, Paul, in Princeton, N. J., March 27, 1887, aged eiglity-six years; having accumulated a handsome fortune in his business in New Orleans, he munificently endowed Tulane University with more than $2,000,000 during his life. Vodges, William, in Philadelphia, January 29, 1886, aged eighty-four years; for twenty-four years professor of mathematics in the Philadelphia High School ; au¬ thor of excellent arithmetics, etc. Walther, Carl F. W., D. D., in St. Louis, Mo., May 7, 1887, aged seventy-five years ; professor in the Concordia Evangelical Lutheran College in St. Louis from 1849 till his death. Welsh, John, LL. D., in Philadelphia, April 10, 1886, aged eighty years; trustee of the University of Pennsylvania for twenty years, and chairman of the finance com¬ mittee of the Centennial Exhibition of 1876. Whittlesey, Charles, in Cleveland, Ohio, October 18, 1886, aged seventy-eight years; widely known as a geologist and archaeologist ; author of many valuable geological works, etc. ; founder of the Western Reserve Historical Society ; a colonel and mili¬ tary engineer in the Federal service during the civil war. Wilder, Marshall P., in Boston, December 16, 1886, aged eighty-eight years ; founder of the Massachusetts Agricultural College and the Massachusetts Board of Agricult¬ ure ; an influential promoter of the Massachusetts Institute of Technology ; widely known for his agricultural and horticultural labors and writings. Wolfe, Miss Catharine L., in New York City, April 4, 1887, aged fifty-nine years ; a munificent giver to educational, charitable, and religious objects; her gifts and be¬ quests since 1872 amount to more than $2,000,000. Youmans, Edward L., M. D., in New York, January 18, 1887, aged sixty-five years; a self-educated scientist; author of a “Chemical Chart” and a “Class-Book of Chemistry ” which have been widely used in schools ; editor of the “ Popular Science Monthly.” FOREIGN. Amos, Sheldon, at Alexandria, Egypt, January 2, 1886, aged forty-nine years ; for¬ merly professor of jurisprudence in University College, London; legal author of acknowledged soundness. Bayne, Herbert Andrew, in Pictou, Canada, September 16, 1886, aged forty years; for more than twenty years prominent in secondary and higher science teaching in the Dominion. Baynes, Thomas S., in London, May 31, 1887, aged sixty-five years ; formerly profes¬ sor in the University of St. Andrews ; editor of the ninth and latest edition of the Encyclopedia Britannica. Beckx, Pierre Jean, in Rome, Italy, March 3, 1887, aged ninety-two years, general of the “ Society of Jesus” from 1853 till his death. Beclard, Dr. Jules, in Paris, France, February 16, 1887, aged sixty-nine years; as¬ sistant professor, 1844, and professor, 1871, of physiology in the Paris Faculty of Medicine; author of a standard “Treatise on Human Physiology,” etc. Bert, Paul, in Tonquin, French Anam, November 11, 1886. Born in Auxerre, Octo¬ ber 19, 1838; graduated in medicine at Paris in 1863; in 1866 became an assist¬ ant of Claude Bernard in the College de France ; in 1867 professor of science at Bordeaux, and in 1869 at Paris in succession to his famous instructor ; he made many important physiological researches for which he was rewarded by the prize of the Academy of Sciences. After the Franco-German war Professor Bert took an active part in the administration and legislation of the French Republic, becoming in 1874 an active advocate of the laws by which public primary instruction was made compulsory and entirely removed from the control of religious orders ; in 1881 he was made minister of pubiic instruction in the cabinet formed by M. Leon Gam- betta. He was a voluminous writer on scientific subjects, especially on physiology. Borodin, Dr. Alexander P., in St. Petersburg, Russia, February 28. 1887, aged fifty- three years ; professor of organic chemistry in the Military Medical College of St. Petersburg. Boussingault, Jean Baptiste, in Paris, France, May 12, 1887, aged eighty-five years ; professor of chemistry at Lyons ; of agriculture in Paris ; author of many important works on those subjects. Duncker, Maximilian Wolfgang, in Anspach, Germany, July 5, 1886, aged seventy- four years; a noted German writer on history, and professor of history in the university at Tubingen. Forster, William E., in London, April 5, 1886, aged sixty-eight years ; author of the English Education Act of 1870, and of other measures of educational reform. Fox, Wilson, M. D., F. R. S., in London, England, May 3, 1887, aged fifty-six years; professor of pathological anatomy in University College, 1861, and of clinical med¬ icine in the same, 1867. OBITUARY LIST OF NOTABLE EDUCATORS. 893 Gosselin, Dr. Leon, in Paris, France, April 29, 1887, aged seventy-one years ; pro¬ fessor of surgical patliology, 1858, and of clinical surgery, 1867, in tlie Paris Fac¬ ulty of Mediciue ; member of the French Academy of Sciences, etc. Jackson, Thomas, in Sloke Newington, England, March 18, 1886; sometime editor of the London Journal of Education. Jamin, Jules C., ‘in Paris, February 12, 1886, aged sixty-six years ; eminent as an in¬ vestigator and professor of physics ; member, 1868, and secretary, 1884, of the Academie des Sciences ; a voluminous author in his specialties. Mad vi G, Johann Nicolai, in Copenhagen, Denmark, December 12, 1886, aged eighty- two years ; professor of Latin in the University, 1829; minister of worship, 1848, and director-general of public instruction, 1852 ; eminent as a philologist ; author of a famous Latin grammar, etc. Moreley, Samuel, .in London, September 5, 1886, aged seventy-seven years ; widely known as a liberal giver to public and private charities, and for his advocacy of measures for the improvement of the working people. Northcote, Sir Stafford, Earl of Iddesleigh, in London, January 12, 1887, aged sev¬ enty-eight years ; honorably associated with the reform of the British civil service, with the joint high commission which made the treaty of Washington, etc. Pott, Friedrich August, in Halle, Germany, May 5, 1887, aged eighty -four years; for fifty-four years professor of comparative philology in the University of Halle, and author of many standard treatises on comparative etymology and phonology. Scherer, Wilhelm, in Berlin, August 6, 1886, aged forty-five years ; professor of phi¬ lology in Vienna, Strasburg, and Berlin universities; a voluminous writer on German literature, etc. Schmidt, Wilhelm Adolph, in Jena, Germany, April 10, 1887, aged seventy-four years; professor of history at Berlin and at Jena; author of many important historical works. Schroder, Karl, in Berlin, February 7, 1887, aged forty-nine years; professor of surgery in the University of Berlin, and an eminent gynecologist. Small, John, LL. D., in Edinburgh, Scotland, August 20, 1888, aged sixty-four years; librarian of the university in that city from 1854 ; editor of ancient Scotch poetry, etc. Stockhardt, Julius, in Tharaud, Germany, June 1, 1886, aged seventy-seven years ; professor of chemistry in the technical schools of Dresden and Tharaud since 1839; a voluminous writer on chemical and technical subjects. Trevelyan, Sir Charles, Bart., in Loudon, June 20, 1886, aged seventy-nine years; honorably associated with the establishment of superior schools in British india, competitive admission to the British civil service, etc. Von Ranke, Leopold, in Berlin, May 23, 1886, aged ninety-one years; eminent as a historian, and professor of history in Berlin University for nearly half a century. Vulpian, Dr. Edouard, in Paris, France, May 18, 1887, aged sixty years; professor of physiology and dean of the Paris Faculty of Medicine, 1881 ; author of a classical work on “ Diseases of the Nervous System,” etc. Zunz, Leopold, in Berlin, March 19, 1886, aged ninety-two years; widely known as a Hebrew educator and author. CHAPTER XVII. EDUCATIONAL ASSOCIATIONS AND CONVENTIONS. National Educational Association— Department of Superintendence of tlie National Educational Asso¬ ciation — American Institute of Instruction— American Philological Association — American Associa¬ tion for the Advancement of Science— Modern Language Convention — Chautauqua Assemblies fot 1887. NATIONAL EDUCATIONAL ASSOCIATION. Tlie twenty-sixth annual meeting of the National Educational Association was held at Chicago, Ill., July 12-15, 1887. Speeches of welcome were made by Mayor Roche, of Chicago, George Howland, superintendent of schools in Chicago, and A. G. Lane, superintendent of schools in Cook County, to which President William E. Sheldon responded. The introductory address was delivered by Richard Edwards, LL. D., superintend¬ ent of public instruction of Illinois. In discussing “The Problem of To-day” he stated that history shows that to every race and generation belongs some special work. The great problem of the latter decades of this century pertains to education, and upon the fraternity of teachers rests the responsibility of so moulding and strengthening the character of the men and women of this and coming generations that they shall not succumb to the unwonted strain of prosperity or be enfeebled by luxury and indulgence. The second session was devoted to the discussion of the “ Psychological and Pedagogical Yalue of the Modern Methods of Elementary Cult¬ ure.” The following papers were presented: “The Socratic Method in Education,” by Thomas Davidson, LL. D., of New Jersey ; “The Objective Element,” by Hon. J. W. Dickinson, of the board of education, Massachusetts; “The Philosophic and Sci¬ entific Element,” by F. L. Soldan, St. Louis, Mo.; “The Natural and Developing Element,” by W. N. Hailmann, La Porte, Ind., and by A. E. Winship, Boston, Mass. A treatise by Dr. James H. Hoose touched all the elements of the subject, and a pa¬ per prepared by Dr. W. T. Harris discussed the “Prescriptive and Assimilative Methods of Education.” The examination question was treated by H. S. Tarbell, of Providence, R. I., John J. Tigert, Vanderbilt University, Nashville, Tenn., and George A. Littlefield, Newport, R. I. C. C. Rounds, principal of the State Normal School, Plymouth, N. H., presented a general discourse upon the topic of the session. “The Ordinance of 1787” was the theme for consideration of the third session. The president made an introductory speech which he devoted principally to “The Educational Influence and Results of the Ordinance.” “The Historical Bearings upon the Problems of Social and Political Life in the United States” were shown by I. W. Andrews, LL. D., of Marietta, Ohio; and J. L. Pickard, president of the State University, Iowa, analyzed “The Lessons Taught in Regard to the Future Educa¬ tional Policy of our Government.” B. A. Hiusdale, Cleveland, Ohio, mentioned “Some of the Indirect Educational Results of Opening the North-west Territory to Civilization.” “The Relation of the University, College, and Higher Technical Schools to the Pub¬ lic School System of Instruction,” was the topic of the fourth session, and formed the subject of papers presented by J. B. Angell, president of Michigan University; Rev. J. W. Strong, president of Carleton College, Minn. ; Rev. I. S. Hopkins, presi¬ dent of Emory College, Ga., and Prof. T. H. McBride, State University, Iowa. In the general discussion, remarks were made by a number of those present, and, in clos¬ ing, Dr. J. B. Angell expressed his belief that both State and denominational univer¬ sities should be maintained, and that all possible good must be extracted from both classes of institutions. The dissertations presented at the fifth session had for their subject, “ The Means and Euds of Culture to be Provided for the American People Beyond the Ordinary School Period.” A. P. Marble, Worcester, Mass., described the value and sphere of evening schools ; Dr. J. H. Vincent, Chautauqua, N. Y., spoke of the opportunities offered by reading circles; and General T. J. Morgan, principal of the State Normal 894 ASSOCIATIONS AND CONVENTIONS. 895 School, Rhode Island, showed the relations that should exist between the public school and the public library. The sixth session was occupied in the discussion of “ The Place Manual Training Should Occupy in a System of Public Schools,” by General Francis A. Walker, pres¬ ident of Massachusetts Institute of Technology ; M. A. Newell. State superintendent of schools, Maryland; and Miss L. A. Fay, superintendent of drawing, Springfield, Mass. The general debate was of more than usual interest. The seventh and last session had for its topic, ‘‘What can be Done by Educators to Enlighten and Arouse the People, and Excite Public Sentiment in Favor of Educa¬ tion?” Mrs. Ella F. Young, Chicago, Ill., Prof. W. W. Parsons, principal of Normal College, Terre Haute, Ind., and Henry Sabin, Clinton, Iowa, presented papers. During the meeting, resolutions were adopted recommending the more general study of physics, pointing out lines along which our school system should be devel¬ oped, commending the National Bureau of Education, reaffirming the conviction of the necessity of temporary Federal aid in the education of the illiterate masses of the South, expressing interest in the education of the Indians, etc. The National Council of Education was called to order at Chicago, Ill., July 7, 1887, by the president, Daniel B. Hagar. After the reading of a communication from Dr. W. T. Harris on the “Function of the Public School,” and the report of the com¬ mittee on pedagogies on the same subject, several members participated in the dis¬ cussion of the question under consideration. The report of the committee on secondary education on the “Relation of High Schools to Colleges,” was received and discussed at the second session. Other reports were rendered as follows : by the committee on normal education, subject, “Teachers’ Institutes ; ” by the committee on hygiene in education, subject, “ Relation of Mental Labor to Physical Health;” by the commitee on State school systems,, subject, “Teachers’ Tenure of Office;” by the committee on educational statistics, subject, “ Points for Consideration in the Statistics of Education.” All these reports were fully discussed by the members present. A paper was presented by J. M. Greenwood on “ What Teachers Read,” in lieu of a report by the committee on educational lit¬ erature. Upon the invitation of the council, Mr. Poole, librarian of the public library of Chicago, delivered an address on the use of the public library by the teachers and pupils in the public schools. The Kindergarten Department was opened by President W. N. Hailmann with an ad¬ dress upon the application of the kindergarten idea, its objections and merits. Miss Kate L. Brown, of Massachusetts, described the steps necessary for the “Application of Froebei’s Principles in the Primary Schools;” Mrs. Clara A. Burr, of New York, read a paper upon the “Value of Kindergarten Training in Normal Schools;” and Miss Eleanor Beebe, of Kentucky, showed the “ Value of the Kindergarten in the Educa¬ tion of the Blind.” The Department of Elementary Schools , over which W. H. Bartholomew presided, considered at its first session a paper by Mrs. N. S. Williams, of Kentucky, on the “ Union of Oral and Book Teaching in the Several Grades.” “The Meaning and Limitation of the Maxim, ‘We Learn to Do by Doing,’ in Elementary Schools,” was treated by Dr. N. C. Shaefter, of Pennsylvania. F. W. Parker, of Illinois, discussed the paper in a general way, and was followed by Prof. George E. Little, of Washing¬ ton, D. C., who spoke on the “Value of Illustrative Teaching.” “The Importance of Religious Motives and Sanctions in Moral Training” was the subject of a paper read by Dr. Robert Allyn, of Illinois. The Department of Secondary Education was called to order by Vice-President H. L. Bolt wood. Papers were read by A. F. Nightingale on “A Plea for the Classics ;” by Miss G. Clark on “ Some Thoughts on English.” These papers provoked an animated discussion resulting in the adoption of a resolution, “That in the opinion of this-de- partment, the English language should be given at least an equal place with that of the classics and .science in high school courses of study.” The paper read by Sam¬ uel Tliurber, of Massachusetts, on the “Order and Relation of Studies in the High School Course,” also gave rise to a long and interesting discussion, at the close of which a resolution was adopted requesting a committee to report at the next annual meeting of the department a general course of study, calculated to express the com¬ plete function of the high school. The Department of Higher Education was under the presidency of Dr. W. A. Mowry, of Massachusetts. The paper read by H. B. Sprague, of California, on the “Place of Literature in the College Course,” gave rise to considerable discussion, in which Pres¬ ident Andrews, of Marietta .College, Ohio, Prof. C. H. Ford, Dr. H. A. Thompson, and Dr. Jerome Allen participated. The Normal Department was called to order by President A. R. Taylor. Papers were read as follows: by T. J. Gray, of Minnesota, on “Methods of Instruction in Use in the Normal Schools of the United States ; ” by Charles De Garmo, of Illinois, on the “ Nor¬ mal School System of Germany;” by G. S. Albee, of Wisconsin, on “ Psychology in 896 EDUCATION REPORT, 1886-87. Normal Schools.” J. A. Barnard, Dr. J. H.. Hoose, George P. Brown, S. S. Parr, and others took part in the discussion of the first-named paper. The Department of Superintendence was presided overby Charles S. Young. The theme of the first paper, that read by John Hancock, of Ohio, was “ School Supervision in tlio United States and Other States Compared.” J. W. Akers, of Iowa, and Solomon Palmer, of Alabama, took part in the discussion. The paper by N. C. Dougherty on “The Superintendent and Good Literature in the Schools” was discussed by Messrs. Richardson, Strauss, Hoitt, Colston, Wolf, and Mrs. Rickoff. The Department of Industrial Education was opened by a speech from the president, Prof. J. M. Ordway, of Louisiana, in which he reviewed the progress of manual training, and expressed his hopes of its future as an educational force. The subject, “In Schools of What Grade may Manual Training be most Properly Introduced?” was discussed by Prof. Z. Richards, Professor Woodward, H. M. Leipziger, and Professor Miller. “ Can the Teaching of Needlework in Girls’ Schools be Advocated on Peda¬ gogic and Sanitary Grounds?” was answered in the affirmative by the president of the department, Mrs. Nellie S. Kedzie, Professor Potts, Professor Hatch, Prof. J. D. Walters, and Professor Rickoff, each of whom made a few practical remarks that were listened to with interest. Professor Murch opposed the introduction of manual work in the public schools, and Professor Brown spoke of the danger attending a sudden and radical change from the purely intellectual to the extremely practical in in¬ struction. The Department of Art Education was called to order by the president, W. S. Perry, who made a short talk, confining his remarks principally to the importance of draw¬ ing. A paper prepared by Mrs. E. F. Dimock on “ Drawing in Primary and Gram¬ mar Schools” was read by Mrs. Ella F. Young. An exercise in clay modelling was given by a class of young children under the direction of Miss Jennie McWhorter. “Drawing in Ungraded or Village Schools” was treated by W. S. Goodnough and Miss E. A. Hills. Papers were also read on “ Drawing in the High Schools,” by C. N. Harrison and W. S. Perry; “Drawing in Normal Schools,” by Miss M. L. Field and Miss Harriet C. Magee. In the Department of Music the president, Oliver S. Westcott, delivered the opening address, taking as his theme, “ What Has Been Done in the Public Schools for ana with Vocal Music?” The following subjects were also treated: “Shall the State Teach Music? ” by T. J. Morgan; “Vocal Training and Singing,” by Frederick W. Root; “ The Educational Value of the Tonic Sol-Fa System,” by Daniel Batchellor ; “ Fervent Voice — its Nature and Reflex Influence,” by William L. Tomlins. THE DEPARTMENT OF SUPERINTENDENCE OF THE NATIONAL EDUCATIONAL ASSOCIA¬ TION. The winter session of this department was held in Washington, D. C., March 15- 17, 1887, Charles S. Young, of Nevada, presiding. The first address made was that of Hon. N. H. R. Dawson, United States Commissioner of Education, who described the objects and methods of the Bureau under his charge. F. M. Campbell then described at length “ Public Education on the Pacific Coast.” Dr. A. J. Rickoff discoursed upon “ A Teacher’s Certificate — County, City, State, and National;” and Hon. L. D. Brown spoke on “ Civil Service and Public Schools,” which subject was also discussed by B. S. Morgan, W. N. Barringer, T. P. Ballard, G. J. Luckey, and H. R. Waite. A. P. Marble read a paper entitled “Powers and Duties of School Officers and Teachers, Absolute and Relative.” E. E. Higbee treated “ City and County Super¬ vision,” and was followed by W. R. Comings, H. S. Jones, W. H. Bartholomew, F. W. Parker, A. G. Lane and others, who discussed the same subject. F. W. Parker, in .the absence of James MacAlister, made an impromptu address on “ Industrial Education in the Public Schools.” J. W. Dickinson and W. B. Powell spoke upon the same theme. H. W. Compton told “ What a Small City (Toledo, Ohio) is Doing in Industrial Training,” and Maj. R. Bingham spoke of the need of such training in the South. J. W. Holcombe, of Indiana, presented a paper suggesting a “ System of Grading for Country Schools,” which was discussed by D. B. Johnson, H. C. Speer, John MacDonald, and others. Warren Easton’s paper, “The Best System of State School Supervision,” was then read, and discussed by Richard Edwards, Solomon Palmer, John L. Buchanan, J. W. Holcombe, and others. Fred. M. Campbell re¬ sumed his description of the status of educational matters in California, referring particularly to the recent amendment of the State’s constitution in regard to text¬ books. “ The Relation of our Public Schools to the General Government” was an¬ alyzed by United States Senators Blair and Stewart, and Dr. M. A. Newell. Sheldon Jackson spoke of “ Education in Alaska.” AMERICAN INSTITUTE OF INSTRUCTION. This association held its fiftieth-eighth annual meeting at Burlington, Vt., July 5- 8, 1887; J.Milton Hall, of Rhode Island, in the chair. The first topic discussed was ASSOCIATIONS AND CONVENTIONS. 897 “The Township versus the District System of Schools,” the principal paper being read by W. E. Howard. The president delivered an address presenting a general view of the state of education. Ho advocated compulsory education, opposed indus¬ trial training as a part of public school instruction, commented upon the improved methods of teaching English, and recommended the publication by a national commis- mission of an authoritative, standard dictionary. Following this address came a paper on the “Professional Training of Teachers,” by A. W. Edson, of Jersey City, N. 3. “ Ungraded Schools” were described by G. S. Aldrich, of Massachusetts ; and the “Feelings and their Culture” were effectively presented by T. M. Balliet, of Pennsylvania. “ The Extra-Professional Duties and Privileges of the Teacher,” was the subject of au essay presented by John O. Norris, of Massachusetts. “ Individual¬ ism in Teaching,” was treated by J. C. Greeuough ; “The Literature of our Boys and Girls,” by J. M. Sawin, of Providence; “Free Text-books,” by Thomas Emerson; “Elements of a Liberal Education,” by W. I. Scott; the “ School and the Citizen,” by A. M. Edwards. Resolutions were passed urging the substitution of the township system for the district system, recommending the adoption of the free text-book system, and favor¬ ing national aid to education. THE AMERICAN PHILOLOGICAL ASSOCIATION. The eighteenth annual session was called to order at Ithaca, N. Y., July 13, 1886, by the president, Prof. Tracy Peck, of Yale College. The following were the titles of the communications read, with the names of their authors : (1) “Hebrew Words in the Latin Glossary, Codex Sangallensis, 912,” by Cyrus Adler, of Johns Hopkins University, Baltimore, Md. (2) “The Birds of Aristophanes: a Theory of Interpretation,” by Prof. W. S. Scarborough, of Wilberforce University, Wilberforce, Ohio. (3) “The Word Election in American Politics,” by Prof. Fisk P. Brewer, of Grinned, Iowa. (4) “Contributions to the Grammar of the Cypriote In¬ scriptions,” by Prof. Isaac H. Hall, of the Metropolitan Museum, New York, N. Y. (5) “ Ashtbreth, the Canaanitish Goddess; a New Etymology Proposed,” by Prof. James S. Blackwell, of the University of Missouri, Columbia, Mo. (6) “The Sources of Seneca’s De Ber.eficiis ,” by Harold N. Fowler, Ph. D., of Harvard University, Cam¬ bridge, Mass. (7) “ The Vowels o and u in English,” by Benjamin W. Wells, Ph. D., of the Friends’ School, Providence, R. I. (8) “A Translation ofjthe Katha Upauishad,” by Prof. William D. Whitney, of Yale College, New Haven, Conn. (9) “ Provincial¬ isms of the ‘ Dutch ’ Districts of Pennsylvania,” by Lee L. Grumbine, Esq., of Lebanon, Pa. (10) “Notes on Homeric Zoology,” by Julius Sachs, Ph. D., of New York, N. Y. (11) “The Inter-relations of the Dialects of Northern Greece,” by Herbert Weir Smyth, Ph. D., of Johns Hopkins University, Baltimore, Md. (12) “Assyrian, in its Relation to Hebrew and Arabic,” by Prof. Morris Jastrow, Jr., of the University of Pennsyl¬ vania, Philadelphia. (13) “Roots,” by Prof. William D. Whitney, of Yale College. (14) “Analogy, and the Scopo of its Application in Language,” by Prof. B. I. Whee¬ ler, of Cornell University. (15) “ Southernisms,” by Prof. Charles Forster Smith, Vanderbilt University, Nashville, Tenn. (16) “The Dative Case in Sophokles,” by Arthur Fairbanks, of Dartmouth College, Hanover, N. II. (17) “The Sequences of Tenses in Latin,” by Prof. William Gardner Hale, of Cornell University, Ithaca, N. Y. (18) “The Survival of Gender in this and that,” by Prof. Lemuel S. Potwin, of Adal¬ bert College, Cleveland, Ohio. (19) “Once-used Words in Shakespeare,” by Prof. F. A. March, of Lafayette College, Easton, Pa. (20) “Consonant Notation and Vowel Definition,” by Prof. Francis A. March, of Lafayette College, Easton, Pa. (21) “ The Authorship of the Epistle to the Hebrews,” by Rev. Dr. C. K. Nelson, of Brookeville Academy, Brookeville, Md. (22) “The Derivation of ‘Meridie,’” by Prof. Minton Warren, of Johns Hopkins University, Baltimore, Md. (23) “Phonetic Law,” by Prof. F. B. Tarbell, of Yale College, New Haven, Conn. (24) “The Method of Phonetic Change in Language,” by Prof. William D. Whitney, Yale College, New Haven, Conn. (25) “Horace vs. his Scholiast (De Arte Poet., 175, 176),” by Prof. Lemuel S. Potwin, Adelbert College, Cleveland, Ohio. (26) “ Munda,” by Prof. William I. Knapp, of Yale College, New Haven, Conn. (27) “Aristophanes and Low- Comedy,” by Alfred Emerson, Ph. D., of Milford, Nebr. THE AMERICAN ASSOCIATION FOR THE ADVANCEMENT OF SCIENCE. The thirty-sixth annual meeting was held at New York City, August 10-13, 1887, Prof. S. P. Langley, presiding. The association is divided into' eight sections, and before each of these there were read a number of papers upon various topics relating to that particular branch of science to whose investigation the section is devoted. The following were among the subjects treated: In Section A (mathematics and astronomy), “A Method of Computing the Secular Contraction of the Earth,” by R. S. Woodward; “A Completed Nomenclature for the 57 ED 898 EDUCATION REPORT, 1886-87. Principal Roulettes,” by F. N. Willson ; “ The Phenomena of Solar Vortices,” by Frank PI. Bigelow. In Section B (physics), “Measurement of Surface Tension of Liquids,” by W. F. Magie; “A Method of Telephonic Communication between Ships at Sea,” by L. I. Blake; “On the Pyromagnetic Dynamo — a Machine for Producing Electricity Di¬ rectly from Fuel,” by Thomas A. Edison. In Section C (chemistry), “ Percentage of Ash in Human Bones of Different Ages,” by W. P. Mason ; ‘ ‘Amount of Moisture Left in a Gas after Drying by Phosphorus Peu- toxide,” by E. W. Morley; “Some Pligher Homologues of Cocaine,” by F. G. Novy ; “On the Occurrence in Nature of a Copper Antimonide,” by T. IP. Norton. In Section D (mechanical science and engineering), “The American System of Wa¬ ter Purification,” by A. R. Leeds; “ On the Deflection of Girders and Trusses,” by H. T. Eddy; “On the Uniformity of Planimeter Measurements,” by T. C. Mendenhall and John Mack. In Section E (geology and geography), “On the Different Types of the Devonian in North America,” by H. S. Williams; “The Upper Hamilton of Chenango and Otsego Counties, New York,” by Charles S. Prosser ; “Discovery of Fossils in the Lower La¬ conic of Emmons,” by C. D. Walcott. In Section F (biology), “Evidence Confirmatory of Mastodon Obscurus Leidy, as an American Species,” by R. P. Whitfield ; “The Pineal Eye in Extinct Vertebrata,” by E. D. Cope ; “ Origin of American Carnivora,” by W. B. Scott ; “On the Phongo- dini and their Luminous Larviform Females,” by C. V. Riley. In Section H (anthropology), “Illustrative Notes Concerning the Minnesota Odjib- was,” by F. E. Babbitt; “Aboriginal Dwelling-Sites in the Champlain Valley,” by D. S. Kellogg ; “ Sensory Types of Memory and Apperception,” by Joseph Jastrow ; “The True Basi3 of Ethnology,” by Horatio Hale. In Section I (economic science and statistics), “Physiological and Pecuniary Econ¬ omy of Food,” by W. 0. Atwater; “ Food of Working Men and its Relation to the Work Done,” by W. O. Atwater; “The Science of Civics,” by H. R. Waite ; “On the Rates of Interest Realized to Investors in the Bonded Securities of the United States Government,” by E. B. Elliott. MODERN LANGUAGE CONVENTION. This convention was held in Baltimore, Md., during the latter part of December, 1886. Among the papers read were the following : “Recent Educational Movements in their Relation to Language,” by Professor Painter, of Roanoke College, Va. ; “The Courses in English and its Value as a Discipline,” by Professor Garnett, of the Uni¬ versity of Virginia; and “Poetry in the Chronicle of Limburg,” by Dr. Goebel, of Johns Hopkins University. Philadelphia was selected a3the next place of meeting, and James Russell Lowell, of Harvard, was elected president. THE CHAUTAUQUA ASSEMBLIES FOR 1887. Chautauqua , N. Y. — July 2-August 28. — In the summer assemblies, Chautauqua, “Mother of Assemblies,” is placed first, as the model upon which the long train of followers have been formed. The plan for the summer session was full of life and vigor, as well as novelty and popularity, and these qualities were expressed by new features and by a refining and crystallization of those already introduced. The pro¬ gramme was skilfully and wisely arranged with regard to the taste of the constitu¬ ency upon which it must depend for support. The speakors were carefully selected out of the multitude, the timeliness of every subject weighed, popular and technical lectures were grouped with due consideration for the needs of students and people, and the platform exercises were invariably made to harmonize with the current spe¬ cialty. The meetings of the fourteenth Chautauqua Assembly may be divided into the Popular Programme, the work of the Chautauqua Literary and Scientific Circle (“C. L. S. C,”), Church Congress, Summer Session of the College of Liberal Arts, Summer Classes, Teachers’ Retreat, Institute of Music, Missionary Institute, Assetn bly, and Afber-tveek. The special departments have crystallized into more refined, clear, and permanent shapes than ever before. A classification of the subjects dis¬ cussed by the various speakers includes literature, language, science, theology, his¬ tory, religion, political economy, social science, law, and. travel, with the addition of a large amount of miscellaneous matter, such as concerts, classic orgau recitals, and entertainments. The sessions of the schools and summer classes were largely attended. Some GO teachers were present at the three weeks’ session of the Retreat, and 800 students were enrolled in all the various departments of the Chautauqua College of Liberal Arts. The launching of the college was an event of more than usual importance in ASSOCIATIONS AND CONVENTIONS 899 the history of Chautauqua. Dr. W. E. Harper, of Yale University, supported by some 35 instructors representing at least 20 different universities and colleges, conducted the sis weeks’ session. Personal instruction was given in modern, classical, and oriental languages, mathematics, science, history, and philosophy, and all studies . common to a university curriculum. Certain series of the lectures were of great prac¬ tical benefit, such as Professor Ely’g series on social science, the law lectures of Judge Toufgde, the memory lessons of Professor Loisette, and the psychological studies under Professor Davis. The number of students present was about double that of any ses¬ sion of the schools of language. Kepresentatives came from almost every State and Territory in the Union, as well as from Canada, Germany, Japan, and Syria. Exam¬ inations were given all who desired them, and certificates were awarded for the work done. These certificates will have the same value as those covering the same amount of work in any college of the country. So satisfactory did the- experiment prove, that Professor Harper announces that the same policy is to be pursued another year, and the same faculty engaged, the only change being additions to certain departments.' The Institute of Music made the most ambitious and thoroughly systematized effort to teach instrumental and vocal music yet attempted at Chautauqua. The specially new feature of the season was the department of pxiblic school music, in which the methods of the National Normal Music School of Boston were taught by a faculty, in¬ cluding the president and secretary of this school, and the supervisor of music in the public schools of Washington. The Normal Union, inaugurated last year for the purpose of systematizing and strengthening the normal work of the assembly, has met with hearty favor, and more than twenty assemblies are reported to have adopted the scheme. During the past winter many large classes were formed in various places, about 450 persons taking the course at Chautauqua in August. The Chautauqua Literary and Scientific Circle did persistent and valuable work throughout the entire session. The Round Tables attained an unusual degree of popularity even among many who were not members of the Circle, which was due to no special eloquence or learning displayed in the gatherings, but rather to the spirit and aim which characterized them. On Recognition Day, 687 members of the UC. L. S. C.” Class of 1887 received their diplomas. This class will graduate 5,000 mem¬ bers, a larger proportion of its first enrolment than that of 1886, which was fully one-fourth. The lecturers and instructors at the assembly included some of the foremost edu¬ cators and men of the day. Among the new speakers were Rev. Mark Guy Pearse, of England ; Prof. Henry Drummond, of Glasgow ; Dr. and Mrs. S. L. Baldwin ; Dr. J. A. Broadus; the Rev. Emory J. Haynes; Dr. C. R. Henderson; the Rev. W. H. In- gersoil; the Rev. G. W. Miller-; Prof. R. E. Thompson; Dr.’O. W. Warren; Dr. N. West ; Prof. W. C. Richards, and Mrs. Mary T. Lathrop, besides the large number of superior lecturers drawn from the faculty of the College of Liberal Arts. Many improvements in the grourlds and buildings are reported, among which may be mentioned a large and handsome Union Class building, and a magnificent new building for the College of Liberal Arts. These signs indicate the permanency of the Chautauqua growth, and the value and appreciation of the Chautauqua idea. An institution which can continue to increase for fourteen years in ambitions, breadth, scholarship, and appliances, has the very best elements of endurance. Following the general model of the Chautauqua Assembly, similar ones were held throughout the country, the places and dates of which are herewith given: Canada. Niagara-on-the-Lake, Ontario, July 23 to August 1. California. Long Beach, Southern California, July 20 to August 7. Monterey, July 5 to 15. Colorado. Glen Park, July 4 to 14. Connecticut. Northampton, July 26 to 29. Illinois. Lake Bluff, July 28 to August 9. Indiana. Acton Park, July 27 to August 17. Island Park, July 26 to August 8. Iowa. Bluff Park, July 19 to 29. Kansas. Ottawa, June 15 to 29. Topeka, July 19 to 28. Winfield, June 7 to 18. Kentucky. Lexington, June 28 to July 8. Maine. Fryeburg, July 21 to August 3. Lake Grove, July 1 to — . Old Orchard, — . Maryland. Mountain Lake Park, August 2 to 12. Massachusetts. South Framingham, July 12 to August 23. Michigan. Bay View, July 27 to August 11. Minnesota. Mahtome,di, July 21 to 30. Waseca, July 5 to 22. • Missouri. Warrensburg, July 27 to August 5. Nebraska. Crete, Juno 29 to July 9. New Hampshire. East Epping, August 15 to 20. Weirs, July 12 to 22. New Jersey. Islaod Heights, July 23 to August 1. Seaside, Key East, August 1 to 14. Ocean thos e, July 9 to 20. 900 EDUCATION REPORT, 1886-87. New York. Round Lake, July 20 to August 5. Silver Lake, - . Ohio. Concord, August 29 to September 3. Lake Side, July 19 to August 1. Oregon. Canby, July 12 to 20. Pennsylvania. Mountain Grove, - . Williams Grove, - . Tennessee. Monteagle, July 6 to September 7. Texas. San Marcos, August - . Wisconsin. Monona Lake, July 26 to August 5. Washington Territory. Puget Sound, July 18 to 29. The third annual assembly of the Florida Chautauqua, at De Faniak Springs, was held February 17 to March 31, 1887. CHAPTER XVIII. LIBRARIES IN THE UNITED STATES. Former library tables— Classification adopted in the present Eeport — Free lending libraries, supported, wholly or partly by public moneys (Table 96)— Free reference libraries, supported wholly or partly i by public moneys (Table 97) — Libraries attached to public school systems (Table 98)— Free lending libraries, owned and supported by corporations (Table 99) — Libraries belonging to societies, associa- • tions, lodges, clubs, etc. (Table 100) — Lending libraries owned by corporations (Table 101) — Circu- 1 lating libraries which are business investments and are conducted for profit (Table 102). This Bureau has steadfastly emphasized the importance of libraries as instrumental¬ ities of culture and instruction. The first Annual Report of Mr. Commissioner Eaton (for 1870) contained a list of 161 lc principal libraries ” in this country. These did not include libraries attached to or forming part of schools and colleges. The Report for 1872 contained a list of 1,080 libraries containing 1,000 or more yolumes, in which all libraries, not private, then known to the Office were included. In 1875 and 1876 the massive Special Report on Public Libraries, in two parts, appeared. This document contained a table of 3,647 libraries of 300 or more volumes. This table was also pub¬ lished in the Annual Report for 1875. A similar table, containing 5,338 such libraries, appeared in the Annual Report for 1884-85. The other Annual Reports contained additional information as yearly gathered, but not to an extent making special description desirable. The 'systematic attempt made in every part of the present document to classify and simplify the statistics of education to be reported, has been extended to those relating to libraries. After consultation with several librarians of exceptional experience and undoubted judgment, the following basic conclusions were formed : (1) That all libraries connected with colleges, schools, or school systems, mentioned in other parts of the Report, be omitted. (2) That only such other public libraries as contained one thousand or more vol¬ umes be retained as material for this document. (3) That these be classified in accordance with their ownership, the conditions im¬ posed for their use, and like simple standards of discrimination. It is obvious, therefore, that the lists presented in this chapter can not be compared with those published heretofore by this Bureau. The seven tables of detailed sta¬ tistics presented in this chapter give information respecting 1,779 libraries, which contained 14,012,370 volumes. These are properly libraries, or such an integral part of the corporations with which they are associated as to justify their presence in these tables. The first factor used in classifying these libraries was their financial relation to the public. The question— Is the library supported wholly or partly by public moneys ? — divided all into two general classes, those so supported and those otherwise main¬ tained. The libraries here reported which were wholly or partly supported by public mon¬ eys numbered 670, and contained 6,963,850 volumes. The libraries otherwise main¬ tained numbered 1,109, and contained 7,048,520 volumes. Almost without exception, libraries maintained wholly or partly by public moneys are free for public use. Libraries otherwise maintained are divisible on this point, 868 of them requiring membership fees, annual subscriptions, or payment for each book read. These libraries contained 5,320,750 volumes. It follows that the other 911 libraries, with their 8,691,620 volumes, were “ free ”, libraries. An inquiry as to whether a library was mainly for reference or was a lending li- brary produced a subdivision in the public libraries ; and the question whether a public library was mainly for the use of the public schools surrounding it, produced a third class. The character of the ownership and nature of the use of libraries otherwise main¬ tained divided them into four classes. The tables of detailed statistics are thus seven in number. Every care has been taken to assign each library to its appropriate class ; probably many errors in clas¬ sification have been made from lack of knowledge in individual cases, especially 901 902 EDUCATION REPORT, 1886-87. when it was necessary to decide whether a library belonging to a society, association, or other corporation, was or was not a lending library. The result, confessedly im¬ perfect, is submitted for the use and judgment of educationists and librarians. The word “ library7’ is omitted wherever practicable from the columns entitled “name of library,” in order to avoid its wearisome repetition hundreds of times, and also in order to give room for the columns respecting “increase” and “income,” now presented as compactly as the facts permit. The table of free public school libraries (Table 98) does not include any libraries connected with public school systems mentioned in Chapter IV of this Report. The libraries here set forth are additional to those in that chapter. It follows that Table 98 is not to be understood as a complete exhibit of all public school libraries. Re¬ specting these, indeed, a complete or satisfactory statement is at present impossible. In addition to the libraries containing one thousand or more volumes, this Bureau possesses new statistics of nearly two thousand libraries having three hundred or more volumes. These are excluded from this chapter for imperative reasons relating to size, importance, time, etc. If circumstances are favorable, these statistics-may appear in one of the minor publications of this Bureau for the year 1888. The number of libraries and of volumes in each of the seven classes considered in this chapter are as follows : Libraries. Volumes. Free public lenrlinw libraries . . . . . 424 3, 721, 191 Free public reference libraries . . . . . . . . . 153 93 3, 075, 099 177, 560 1, 727, 870 2, 460, 834 2, 644,929 215, 487 Free public school libraries . _ . . Free corporate lenclin rr libraries . . . . . 241 Libraries of clubs, associations, etc. . . . . . . . 341 Subscription corporate libraries . . . . . 452 Circulating libraries proper . . . . 75 Free Public Lending Libraries. [Tables 97 and 98.] The first group to be more particularly considered is composed of those libraries supported wholly or in part by public grants, taxes, or endowments, and having free circulation of their contents among the citizens of the places where they are sit¬ uated. Practically these libraries are confined to the northern parts of the Union, where the population is collected in villages, towns, and cities, and where the surplus of public moneys permits this expenditure. The public free lending library can not exist and prosper in a rural community, or among people whose wealth is not collect¬ ively considerable. It is, therefore, not wonderful that Massachusetts, one of the wealthiest and most thickly populated of America’s commonwealths, should haye many more of these libraries than any other of the States. The public education that begins with the elementary school, here culminates in the free library. By the law of this State any town may grant the proceeds of the “ dog-tax ” to a free library within its borders. Several other States have good laws for the encour¬ agement of free public libraries. The great State of New York, after lavish expend¬ itures of money for district libraries, and after several experiments, has recently passed a law of this kind, of which the following paragraph is a synopsis : 1 Any duly incorporated library association owning real estate worth $20,000 and a library of 10,000 volumes, 'which maintains the same as a free lending library, is author¬ ized to apply to the common council or other proper authority in its city for an ap¬ propriation based upon the circulation of its books during the twelve months pre¬ ceding such application. If the circulation has been 75,0Q0 volumes, it may apply for $5,000, and $5,000 more for each addition of 100,000 to the circulation ; the term cir¬ culation being defined to mean the aggregate number of volumes withdrawn from the library by readers for use in their homes or places of business. In the city of New York no library may receive more than $40,000 annually for such circulation. It is a fact to be observed and lamented that the District of Columbia, the seat of National Government, does not have a single library of this description. Outside the Executive Departments, the people of the capital have no opportunity for the perusal of books at their homes except at their own cost. It is believed that no other city of importance in the country is so lacking in this means of public culture, pleasure, and profit. iLaws of New York, Cliap. 666, of 18S6. LIBRARIES IN THE UNITED STATES, 903 One of the oldest libraries in this group is the Franklin Library, in Franklin, Mass. This town, named in honor of the famous printer- philosopher, received from him in 1786 a gift of 100 volumes for a town library. The selectmen had suggested that a bell would be an acceptable recognition of the honor conferred, but the saga¬ cious old man replied that he preferred sense to sound, and the books were accepted. More than half of them are still in the possession of the library and are cherished as a relic of their donor. 2 Table 97. — Summary, by States and ' geographical divisions, of free lending libraries suj)- ported wholly or partly by public moneys. ■ State or Territory. Hu mber of — State or Territory. Humber of— Libra¬ ries. Volumes. Libra¬ ries. Volumes. North Atlantic Division : 9 33 7 176 SO 7 16 2 50, 384 128, 892 38,668 1, 819, 723 112, 909 31, 602 221, 316 14, 861 North Central Division — Continued. Illinois . . . 34 28 8 5 6 1 312, 004 169, 242 72,923 21, 715 21, 243 65, 088 New Hampshire ...... _ V ermont . . . Michigan _ _ _ Massachusetts . . Wisconsin . . . Ithode Island. . Minnesota _ i _ Connecticut . . . Iowa . . . Hew York . . Missouri . . Hew Jersey . Dakota . . . . "Pennsylvania, . _ _ _ Hebraska _ __ _ 3 8 1 1 23, 159 22, 343 2, 455 1, 200 South Atlantic Division : Delaware Kansas _ Western Division : Montana _ _ M a.ryl and _ _ 1 2,960' District of Columbia ..... Wyoming _ _ "Virginia _ _ Colorado.. _ _ "West Virodnia _ _ 1 8, 305 Hew Mexico _ Horth Carolina,.. . Arizona . 1 1 2, 000 5, 000 South Carolina.. . Utah . . . fi-enrona, _ _ _ _ Hevada . . . . . Florida . Idaho . South Central Division : Kentucky . . . Washington _ _ Oregon . Tennessee . California . . 13 132, 902 A 1 all am a Horth Atlantic Division. South Atlantic Division. South Central Division. Horth Central Division. Western Division.. . Mississippi . - . 280 2 1 124 17 2, 418, 355 11,265 5,600 1, 142, 414 143, 557 Louisiana . . . Texas . 1 M00 Arkansas . North Central Division. : Ohio 18 13 344, 34.2 90, 855 United States _ Indiana . . . 424 3, 721, 191 2 Hew York Evening Post, December 5, 1887. Tabli-j 08. Detailed statistics, 'inanity for 18SG— S/, of frte lending libraries supported wholly or partly by public moneys. 904 EDUCATION REPOET, 1886-87. ^ o g| ; rr a < « P5 fn . o a © . ® Si.® □ d © • 3 J • H'P-'S'S(2 3©§^'s.a M ®J § 30^0 2 -tq J * /.» °s 2 u‘ ® a? ® .2 © © ga .£ ©£b "C-s S £ g a h a ©S^f 9d4 © © S 1 3 £M iri 1 O lO Of 00 r-T r— T O i-i OOOiOOiMO o o o o o o o •papuiioj uaiiAl. I o O CO wo < ■ 00 O CO CO O0 t>(N ( iOOH©w*«NNriO>^MHOO tXNHWMWN I 00 CO CO CO ’*& O (J0 CM OO CO 00 00 00 00 CO OO •£ p % e P o •§'§ £ 3 9 n 9 d g § £<35 rH , ^ Oy cj 05 *<3fcO?4 i £.23^5 S £3|8l££§ o£*.3j H «h o 5 ^ d § b£& cS £ © d a 2.® gwotf © a 5Qfc_« ©Sacoaflo Sj® ts a d « s-d m F> x/xin cc 02 m cq ^J-e^ws 4jf jsjg § ^Ha: wpo^^p! a s a : o c3 > .to a ^ t3rC®2t,d'" g I §£.¥§3(3(31 a E?S^3 2*^5553 flaffBM es is 5V4 -^Scfldaca^ ^SasSPcra e 9 © ^ a 9 « t* a , a a :tH a r £5 2 ‘ m "! ©o 2 » 9.2 H>r3 <)» an^nosh* o> $80 400 1,243 0 400 241 98 8, 547 4, 000 350 1,075 sis j illslglllllsl Is ; £ • • © »— i • 4-> r-'Tj O d 5 O j S o^3 § o S On S SR^O j*:rj © g ijz; ojR 0 E/2 -«q I— i ^ r- i C3-'H 1 f | g£|U‘g g| | £3 ©3 Sb& J3.S g c a o Q v. • ® -, a ®3d ® >5 © R go « > a r A 3 COP o © . © cS b M>§S“S '§§S u 'O 2 RRB ^3 a -r- rr- a ©43 -e a o ao§£ ; h r “°d ! 9 2 .2 3d 05 ios £lg o o o o o o o o o o o o . 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Pi (Cq l_S o ;m ;rjKw-n g g § ^ ^ Sofe J " a a 2 | ® nS w gpg ® j |H |w"®'«" 1 T-M-2 ^ jHj o £ §j» o tT.S gji « * i4 ^ p f| j ® ^ ^ |,| h4^ h5^ oo rt O ^h> 5 £ ph 4S 6 W.2 • >) wj . 3so<| PhH tn A ® . c3 ©CC^^J p a 3 ■ g-a ^ t Mo ■ >ooot—o 0000001—0 O JO^OOCCOiM in o o o CM O rH O pH O cf oooooooo o o o o o o o 0 of (M O O O CM UO ClNffiiflOCJNOiOOOOCOiOOONOOOOHCOOOOOOOOHCOOlO cocot— osoq 05 ooocDOcooQinoorricnt— mmooo mom ococdopH C^COCOpH^t— pHOOOL-CDCOOCaOOt— incooot— OC5COH Tji CO t*i CO CO 1— OO r-T T-i pH~ p-T o' r-T p-T CO* p-T pH pH~ pH* pH pH cf C0~ pH o' rh CO of CO 00 rH Iff l> rH r-T cf C0~ r-Tcifof o in cc o' t— m i— o I— OJ CO o co ^ ^ © coc'fr-~cT ioci— o-^phi— or— moon _ _ _ _ _ _ _ - . _ _ .tinooococoi—L-ooajot-t— OOCOOOCCOOdOOOCOOOOOOOCCOOOOOOt— OOOCOOOOCOOOOOOOCOOOCOOOOOL— coocoo 00 oc oc 00 1 1 Pi & £ s «P3 ... 3 s a r Jfc) "2 -.3 ;Q^ •:=! ®o'Pr3 ;g : es-g ®^ a ,5 5 § g> gHhs ©'£ 2 5 Pig.SS^ » a ®‘3 =1 o g a Pm 3 » § ^-Ss g g S a a S3^ S § § g^'S ^ s ■§ ® A Ch O cS aj M.h Sh fH,«c3 rt-r-. Ort c£ . i ?3 O o o H?qwfiHHHPsiftOWttWWW^MHHS^|zi5z5^P<«M • Pi ' I 1-2 ® ^3“ ^ -21 2 e »8- t» r. © oB H 5 m g 3^0 ‘® fl fl a'H PMjS ®^3 © rj p3 P^3 2 t>'. a ^ S c: © H ® ei O— PI 5 "® ® o <1oHW c © ® « B C (- fl £ o 3 o t'CCOOHNmijUO©t'XaOHSiim'#W®NOO(SC!H(MOI-fU3®t-XO 00©HHHHHHr1HHHC5N(MffqC'l!MIMMC'HNlm03COMmcOC1MmC(l coMcisroeococ^cocooocococofOfOc'SCQcoeofococofococoeocopscQcocijMM 58 ED co ^ in CO co co co a Includes library of School District Ho. 2. e Gift of Jeremiah Mason. b And a gift of $5,000 from Chas. A. Merrill. / In “Job Male Library and Art Gallery ” building. c Also called Whitcomb Library. g After January, 1888, this will become a free public library. d Hall memorial building and 900 volumes given to begin the library. Table 98. — Detailed statistics, mainly for 1886-87, of free lending libraries, etc. — Continued. [Rote — Items respecting libraries marked with an asterisk are taken from a previous Report.] 914 EDUCATION REPORT, 1886-87. > cm • O ® & 2 a a u © g2£ f^Oo 5 o 2 P <1 M ■popunoj uottav too p "V p n'l . H . hOO^OO rz ^o&oohO©u tiS tj ~ ’ Cfi W ^ f'' P r] (» ffl'O « ® ® * • n 03 5 (/) c/3 r-2 o) n OOW®MO> ^ a w h ro m ^ ^ co cn a c: p o O CO O 50 o o o o o o O O Ol o CO CO oonoocoCJ OOOHChOOiOCiCjTf O H 00 IO kO O OO CD CO CO - CM C^l tr- t- LO CO O CO 05 00 O T— I o o CO Ci Ttf tH OO^OSOIOOOW'MOOO O O m iM C 1- 0 O r/j O Tf O t-CMlOrHUOOO^OOOO LOCOtOCO^rt'OtOrtCOHC^ ICOCOOCOLOHIOIOOOHIOOI>T CO* CO* cT <*f of CO* «*T rH 00 *^T xjf CO r-T t> 1 '-H CO iO ao co oo OOCOCOOOOOOOaDOOOOOOOOOOOOCOOOGOOO^ HHHHHHHriHHHHHHHHHr] rO 'S bl « P g J fcX*rf o^OfH & q -f» ‘ d^ooo^2n£ < £ bCttW g~ o h O O brg c3^ il^&OOOpMPr* £ .2 -J rP .2 o o ^.2^CU 5 gpp llPHrP ^^gSSs " 1 « sro Cj « 3 o „ ^ rtP3rO_.rO POr.O'^MVM P g 5 p 3__ rt^ 8 rt ®.2 £4$'§ g^lt® S B ! ^ © !cfi t> •wf? .r^M ^ ~ _ lf-S MM . , © O : >2 . ° o o o ^ 2 . J ^ bC tf rO g _ s i _ < rr^ . . r. c; CQ CO 05 CO 00 CO 00 CO CO 00 CO CO CO CO CO CO CO CO STATISTICS OF LIBRARIES. 915 M'S? ^ dfd^ > s g % g1 "3 ^ 0 © o 3 .Ph ®S CJ ** S-< cl rr* “ « SJS 1 dW|§H |dgd^ SgJiM ^Mr^CCi-s OOiW WHi OOOIOIM O O CO (M CO CM COCO ri O cSco CO* ®ONt>COO( 005000000 OOOrHOWO CM H CO CO L'^lOCOCOC^OOC'-COOOI>-CO oooococococooocooocooooocococococooooooooococococococoooooco CM ^ CO ^ CO oo t>- co co 00 00 CO 00 oo o ® jrH © r~* © ® pi § >sk8'£ tgl‘5 p-gl P3 ro 5,5 :H^H3Mdi~3^^0d(z5^PHpHi:£Cl^F>§§'§•§• a ^ ®' r S|s'Po.-H^ga' 9r3a^b9aao>-Pi'— i^^- - ■ 2 \% -Pi ' f3 C blOOCljP1 B O.H d c ® ®i3 a 3!«! g^'S ? WPhErC 0 0r9 .gS g|f^ 2 5 9 v ® .d c3 -S-a £ § “ fl (C CJ ^ co jR ®^.SI2 2p fr'S'S'S ^®H^S?S.r2d5=?clSo>t>'9c3c«e3 HHl"^wyww4jHw3r|K,rtrjHO>t>'-3c3C5c3 0 0 c5 c3 ri ?-• c3 *rH OlSH^ c8 0.B O fci .Sh .K ^ ^ h! k! "tf0 cj f-5 r© ^.9^1 S 2 b'§ 2 b pqcq^ow e-o lt»XC50HCMCO^iOOb.OOOOH(MCO^WCOt>XO< •t^r^t-00 00 C0a0 00 00 00 C0000005C5C5C5O 05 05 C5C5a5< JCOCOCOCOCOCOCOCOCOCOCOCOCOCOCOCOCOCOCOCOCOCOCQ' Gift of tho late Gerritt Smith. d Became free in 1886. a ^Reorganized in 1881. Opened February, 1888 ; has endowment fund of $6,000. e Formerly Anthony Lyceum. h Also called Brooks ; building worth $22,000; Formerly called Monumental. Became free in 1886. /Became free in 1883. given by George J. Brooks. Table 98. — Detailed statistics, mainly for 1886-87, of free lending libraries , etc. — Continued. 916 EDUCATION REPORT, 1886-87. d a s f-l rO C+H O © 1 £ 11 L. C. Moody, secretary. Edward N. Goddard. . A. B. Wilson. Mrs. Ella A. Smith. Cbloe Edna Sears. E. E. Bose. Mrs. Louise S. Best. .if t ill1. 1 'o2j 1 NgN 1 1 Income. Total. © SI § lislllHl 1 in nnHNO r-T From other sources. o to o \ © © o o © © o §§! a * a g* fc£,a GB ° :°° ■ee-i-i • o o o o o From public moneys. P § Hi l£ r-T r-T 2, 000 20, 969 731 506 1,052 Humber of vol¬ umes. 02 tC £ p u Q ct |l & © 8 13813SS • 1 l>“ 1 r-T At date of report. >.-5 1,200 4,907 8, 305 2, 559 3, 075 8, 000 3,400 9,131 42, 065 1,842 1, 751 1, 200 •papUUOJ U9TIA1 | 1856 1883 1882 1884 1875 1877 1863 1875 1878 1884 1874 1887 Name of library. « Stowe Eree . Windsor . Wheelin'? Public . Beaver Dam Free City . Eau Claire Freo . . Fond du Lac Public . . uanesviue joreo ruunu . Madison Free . Milwaukee Public . Neenah Public . Sparta Free . Laramie County Public . State and post-office. Vermont— Continued. Stowe . Windsor . . . West Virginia. Wheeling... . Wisconsin. Beaver Dam . Eau Claire . Fond du Lac . uanesviiie . Madison . Milwaukee . Neenah.. . Sparta . . . . Wyoming. Cheyenne . No. ' 1 1 C O W Ot-OOffiOHClM 3 3 3 S S3 3 LIBRARIES IN THE UNITED STATES. 917 Free Public Reference Libraries. [Tables 99 and 100.] In addition to the public lending libraries already mentioned, public moneys are granted in support of many libraries essential or useful to the service of the States, Territories, courts, and cities of the country. These are usually reference libraries; i. e., their purpose is mainly that of consultation in the library. The contents are chiefly documentary, historical, scientific, or legal. Every State and Territory, except Utah, reports at least one such collection. The presence of the Federal Government, with its Executive Departments, its Legisla¬ ture, its Supreme Court, its National Museum, and other appliances, endows the Dis¬ trict of Columbia with nearly one-third of these libraries and with more than, one- third of their contents ; among these, the Library of Congress stands first in size, value of contents, and potential usefulness. The entire lack of public free-lending libraries in the District of Columbia is to some extent made up by the privilege of drawing books from the libraries of the Ex¬ ecutive Departments enjoyed by the employes thereof. The value of these Depart¬ ment libraries varies, naturally, with the character of their contents and the facilities existing for their use. Mrs. Helen L. McL. Kimball, librarian of the Treasury De¬ partment, thus describes the way in which the collection under her charge* is made to serve the public : “ Until 1875 this library was considered only a reference library, and formed part of the Division of Records and Files in the Secretary’s office. The library now has two divisions, the circulating and the reference. The hours for giving out books to readers are 8 to 9 a. m., 12 to 12.30 p. m., and 4 to 5 p. m. Our greatest usefulness to others than officials is to the children in the schools, whose parents or friends use the library for theinbeneht, and our best work, perhaps, is in this direction.” Table 99. — Summary, by States and geographical divisions, of free reference libraries supported ivholly or partly by public moneys. State or Territory. North Atlantic Division : Maine . . . New Hampshire - Vermont . . Massachusetts . Rhode Island . . . Connecticut. ......... New York . . . New Jersey . . . Pennsylvania . . South Atlantic Division : Delaware . Maryland . . District of Columbia. Virginia . West Virginia . N or th Carolina ... _ South Carolina . . Georgia . . Florida . . South Central Division : Kentucky. . . Tennessee . . . Alabama . Mississippi . . Louisiana . . Texas . . Arkansas . . North Central Division : Ohio . . Indiana . Number of— State or Territory. Number of— Libra¬ ries. Volumes. Libra¬ ries. Volumes. North Central Division — Con. 2 67, 000 Illinois . . . . 4 62, 000 4 25, 520 Michigan . 3 53, 889 1 22, 750 Wisconsin . . 3 145, 374 11 101, 881 Minnesota . . 2 29, 086 2 30, 000 Iowa . . . . 2 42, 016 2 * 17, 125 Missouri . . . . 1 30, 000 19 281, 164 Dakota . . . 1 3, 500 1 31, 970 Nebraska . . 1 28, 000 10 97, 270 ■ Kansas . . . W estern Division : 3 64, 421 1 18, 000 Montana . . 2 12, 000 1 70, 000 Wyoming . . . . 1 19, 000 14, 487 36 1, 167, 303 Colorado . . . 2 4 57, 429 New Mexico . 1 7, 655 1 2 6, 000 52, 500 41, 000 Arizona . . TT tab _ 1 5, 000 2 Nevada . . . 1 21, 000 1 45, 000 Idaho . _ 1 6,000 1 12, 500 Washington . . . Oregon . . . 1 1 1, 200 13, 000 3 1 2 32, 200 28, 000 20, 626 California . _ 70, 322 North Atlantic Division .... 52 674, 680 1 40, 000 South Atlantic Division .... 49 1, 469, 732 1 21, 000 South Central Division . 11 173, 532 1 6,706 North Central Division . 27 577, 491 2 25, 000 Western Division . . 14 169, 664 5 2 79, 705 39, 500 United States . 153 3, 065, 099 918 EDUCATION REPORT, 1886-87. 9 p o 9 ©3 2 s-i a © •pgpnnojj o 3i O 03 J? 6J0 O fcfl 2^ • e3 p gisf «jw2 Mra.2 03 o O O Cl o o o o o' icT Th 00 CC 5 >S o ■< a © © a 2 N 3 «=j 3 o o o o p g >S«2 p pa iNj ISS'g &i^l 2 IS i PR<1 ^SRrWRORRFRRU SFhO O R.g- SH R^' ?.&:s •S8^ «S ® gSf§R . O • g pH W OflrS S ^ - •- « o^ 3 M* d«H H o QJ £ | ©- . !&§!> r p-W. $ S R © oh5V2CO o g, q aRi>^ « bfl R © ° n R ^ a ^ Jw © R i-s EH S M cc © ._ « xi t> l£-P O « O) r-2 as i> J® ^ a pi1^ p fj 2 fcfl .a*3! o g R Q Q 1 lO 00 w 00 C5 , lOCOOh^r 00 (MOO CQOOOOOOOO H-n-oco io o — to o oo co 00 00 CO t— oooocooooococcco CO 00 00 00 C5QMM . - l>” oo CO 00 00 00 O to to CO CO 00 :r bw ©R. 3 ?a^c JOS a } (£> WSiR p ° a © Js -* ® g PI * ®&2 ggls h,^M cj .S O^H >3b|© I|t| R.g g <|R P © . £33 © © ** a Isp R P a«Q © 15s* © © ©o ^50 K.HH.SO Rg§tl( a rt o'© ® © -is © © a gROOR: a '-S £ Ph© 3 a o, ■sfi 0 -■rR vi ©r$ a° >5 © o © Vxg-2 g w a © -3 © ©<1 ® a^o &C1 p© a © © H 2 ® ©'SS 5 3 P P a ©rh C2 -rH Qj © c3 Cy ^ 2® © a ph,^ s OhS © 1 R «iyR ©n p PH © pR c3 a a © ph^-*^ d Biri O r-m © W P III' OR g H©-2 rg © -wQH ^bf cd P rRm RccH 15111 21 a IS M C3 .2 CJ o-np RRR2.2® l=t!p Is Wfii "to P © o © © Ph bfl R R bJO bfl bfl bfl .p _p a p a: 'm ’ra ’S P cS a c3 rPrPR ui uj ui U2 uj ui uj A I ”1 r- «rO U r1. ^, t>- t? £££§38 8SS8 SSS §g s a For two years. & Eocame public iu 1883. Table 100 .—Detailed statistics, mainly for 1836-87, of free reference libraries, etc.— Continued. [Note.— Items respecting libraries marked with an asterisk are taken from a previous Report.] 922 EDUCATION REPORT. 1886-87. a © § © 5 gs? • i-i > >>>>>> a a a a <3 cj c3 oj ^ P P ipfi ! © © P bt'wi jww jWW j a a I rt rt t-5 ,2 O 2-SPI GS tfl ^p «, ^SbI3 l^fpoH 1^-aHiU.S o^p1 |zipHU" O CO 00 CO* O C3 «0 C3 O lO t- t- lO co C- lO OOOOOOOOOOOOOOOO 00 00 00 00 CO CO 00 Cl tH Cl -H oo oo 'ra.°^3 PS'S P 3 hs SI-3 rt Sh ft q£ ©p ©3'S ft© © • ^^3 S' r— ' © pj"Sgfd§og mpPHcoOO gpgp o **-*p*^'3 **©;§£ S >;■££ gPW * I ^ ^ £ j* 3J.,3> iJ s ftd^WWWWtePWWccbF © o o -sg« go2 o © u © OS rt OO © © WW o I o <33 ww S W & © “P d 0-^13 a cmcom CD 2 <® O _o Wo O^co S's §tjsg§£ 43 S3 P rt \rJl rt rt 'Sag PP-P ® B (j o S rt W o j O S rtH0Hl TT ,© o >3 © >-.0 rX += rt SH 3 © g ^ rt^O^W o CQ M 4?**=! >5 03 _g © a a a © a © rt © © ^,®w,a g^w OWW W^coW^P rt g§ ■So tl rial © O tx . . . bo s rt - J ^'o o S,5.St> g rtOO-MrttxKjKjMcncDH |s|ig|>^fe^rg'g®rt§ .S rt =>rt ® c echtog Cl pqeqpqMWWWWoWojM W 6^ fj • » • • J • • « 1 ■ a> K » • • * • ! § i ) i ; ; d > i J • . » i « ■ * • , * • » • o o d m ww to a For 1886. b For 1885-86. c Law. Table 100. — Detailed statistics, mainly for 1886-87, of free referenos libraries, etc . — Continued. [Note. — Items respecting libraries marked with an asterisk are taken from a previous Report.] LIBRARIES IN THE UNITED STATES. 925 Public School Libraries. [Tables 101 and 102.] Tlie remarks already made respecting the group of public school libraries presented in this chapter should be kept in mind. The table here given does not pretend to in¬ clude all the libraries of its class; most of them are excluded by their small size ; many by the fact that they are included with other statistics in the tables in a pre¬ vious part of this Report ; some will be found in the first table (Table 98) of this chapter, because they are free lending as well as free school libraries. After these important deductions are made, the remaining libraries are tabulated in this group. Among public school library laws, that of California, briefly summarized in the Re¬ port of this Bureau for 1885-86, seems to be one of the simplest and most efficacious. A copy of the label used to designate the books in the school libraries of this State is here given. PUBLIC SCHOOL LIBRARY, STATE OF CALIFORNIA, .School District. RULES MD REGULATIONS. 1. The Librarian appointed, by tbe Trustees shall properly la¬ bel andnumber eachhookin the District Library, audlceep a cata¬ logue of the same, showing the title and number of each book. 2. The Library shall he open for drawing and returning books every . . . between the hours of... . 3. Every child attending school shall he entitled to the privilege8 of the Library ; hut when the number of books is insufficient to supply all the pupils, tbe Librarian shall determine the manner in Vh'ich hooks may he drawn. 4. No person shall he entitled to two hooks from the Library at the same time, and no family shall draw more than one hook while other families wishing hooks remain unsupplied. 5. dSTo person shall loan a Library book to any one out of his own house, under a penalty of fifty cents for each offense. 6. No person shall retain a hook from the Library more than two weeks, under a penalty of ten cents for each day he may so retain it; and no person may draw the same hook the second time, while any other person wishes to draw it. 7. Any person losing or destroying a Library hook shall pay the cost of such hook and a fine of fifty cents ; and any person injur¬ ing a hook by marking, tearing, or unnecessarily soiling it, shall he liable to a fine of not less than ten cents nor more than the cost of the hook, to bo determined by the Librarian. 8. Any person refusing or neglecting to pay any penalty or fine shall not be allowed to draw any hook from the Library. 9. Any person, other than pupils attending, resident in the school district, may become entitled to the privileges of the School Library by the payment of an admission fee of one dollar, and a monthly membership of twenty-five cents. 10. Any person resident in tbe district, who shall pay to the Trustees the sum of ten dollars, shall he entitled to a life-mem¬ bership privilege of the Library. 926 EDUCATION REPORT, 1886-87. Table 101. — Summary , by States and geographical divisions, of libraries attached to pub¬ lic school systems. Number of— Number of— State or Territory. Libra¬ ries. Volumes. State or Territory. Libra¬ ries. Volumes. North Atlantic Division. North Central Division. Ohio ........................ 3 4, 376 7, 165 Indiana, _ _ _ _ 3 1 2,665 1, 000 Illinois . . . . 3 4, 340 1 Michigan . . 10 29, 755 1. 250 Wisconsin . . . 1 Minnesota _ ............... New Vorlr _ _ 54 84, 465 Iowa .... _ _ .......... _ 1 2, 650 2, 446 New .Tersey _ 1 1, 008 Missouri _ ... ............ 2 "Pennsylvania, _ _ 5 21, 998 Dakota . . . . N ebraska . . 1 1, 500 1, 242 South Atlantic Division. "Del aware _ _ Kansas _ _ 1 Western Division. "Maryland _ _ _ District of Columbia _ _ _ Montana . . . . "Vircnnia, _ _ _ Wyoming . . "West. Virginia _ Colorado . . . . 1 1, 500 North Carolina . . . __ 1 2, 500 New Mexico . . .......... Sontb Carolina . . Arizona ...... . . fleoryia _ _ Utah _ _ _ _ _ "Florida _ _ 1 4, 000 Nevada _ _ Tdaltn _ _ 1 1, 200 South Central Division. Wa.shino’ton _ __ Oregon _ _ Kentucky ....... ............ California, . . 2 2, 500 Tennessee Alabama _ _ _ _ _ North Atlantic Division .... 62 111, 136 6, 500 "Mississippi _ _ Son tb A tl antic Di vi si on _ 2 Louisiana _ Smith Central Division . Texas _ _ North Central Division _ 25 54, 724 5, 200 Arkansas _ Western Division . . 4 United States . . 93 177, 560 Table 102. — Detailed statistics, mainly for 1886-87, of libraries attached to public school systems and not tabulated elsewhere in this Report . [Note. — Items respecting libraries marked with. an asterisk are taken from a previous Report.] STATISTICS OF LIBRARIES. 927 bb 2 ..9 rrt 03 j6 N V o TO *3 2.9 d SjSi '®pR w 03 5 a r®2 o-rhi ” 9 c3 f3 OP w a w « o a 2 o S> C3 P hi P | g i|o PF02 Ej rt® 2*p Nj PcoH a u iis h°o a^s “MS g.9 & 2 S - cS O ■O Ph o o o O O L- O <£> ooin o o lO iO H Cvf CO~ t-T •poaodo U9TTA\ >9ot- CO t— CO CO 00 ^ ^ ^ ^ co oo t- co CO 00 CO pH 'q bX)0 Rh br Js o 03 +j 2 « ® 5 OP® SH rj O S5 «4 R3 2 Pd S ,c3 S s ig i • 0's « o 22 § 2 0 0 o If} y o2 in 9 SrP OO « 02CO5Q rO 0 02 0 o _o _o _o .2 .2 3 2 3 £ oWp ppp p Ph a Open to public for reference. 5 Supported by entertainments. c Open to public by subscription. din 1875 as joint stock association. e Supported by tax levied by State. /Open to public. Table 102. — Detailed statistics, mainly for 1886-87, of libraries attached tojniblic school systems, etc. — Continued. [Note — Item3 respecting libraries marked with an asterisk are taken from a previous Report.] 928 EDUCATION REPORT, 1886-87. Name of person reporting. Mi o' S 1 ril S ,5 | ife!ld^:j3 1 P % « i «s d15|5*!b^ d 1 d > 2 11 ’j. Ls ! 1 1 r= ) ' Tf. 1 .S ! 2 ! 1 Rutherford School (District No. 40) . Union School a . 6 o 5B ? I 5 cS I U1 S Massachusetts. North Middleborough .. Michigan. Alp on a . Big Rapids . Detroit . Houghton . Kalamazoo . Lowell . Muskegon . Northville . Ontonagon . Plymouth . Missouri. Marshall. . . . n ! £ | i 1 g* ! w i 1 j S i M ! ! ; * ! ! 1 I 5 6 £ w 3 asssagsas a a s & STATISTICS OF LIBRARIES. 929 •O' R _ c rt te R <1 g W a a ^ a 2-P a WOOh^ a ■2 o3 to 0 £r ho.® o . ggpP p cs os p- r wp a "5 J^aO^ * § p .aw j ^w.co^h «r rWfe-rfi. •d _p< * ^ <^.2^ §0 .o p. 0 gfeSl 1 © Cl O CO r3 iCOOOOOOWOOO»CI>lOWOO^OW050ir.b- OHtJ100000)01000 ; O H I> 10 O W CM (^ o oooocooooooooocooooo > 00 CO » 00 00 CO 00 00 00 CO C MOOO'OIOCOOH^^ OM> OU O0 CC i - o iO 1-0 o •' ~* oooct-oooooococoooooco <\m I" o'A lJ|.2d 3 C o*72 r o += o © - ,2P) ® p^p^p C.§.0 © O a © a o ® i e ■tr 2^ o' ■s* ~fc ; a sr. o o r o © o+e o jP rP .2 -a O Go O ■<•) m H m © a a © a © icoppizipp) a a*3 a PPcoP e >a I *3 R l-o 2'3-Sa' 'coPPppi Is dd c .2 "o 3a : o .CO °?g o.a da © h* CO^ ©"© 2d P-l to gg d, * H -K pdp Jr • "2.2 >> i <-( -a - o a. M « !' OM-- j R ® O - g‘ o CS 13 U h Poo e -* ^P ■Sg 2 "§2 -S.S 02 02 O 2 d^ +2 O .0 02 ra : ;'is a O • ' tc O a:* :g-g ©03 SHJj •a >* o 'o a p"J^^a _,t5 O O 03 ra-R«2!Z2 ^ 2-P (D CB ^ W 75 ^ CD rt A 'o a a pa ” 2 o g o +3 © og’s’ia od -sjmPPd o o'C o O O -R o rarP.2^4 O Oa © a a o a .2 .2 o o ’a ’a -2 ‘a PPooP i s a • :^ ' R b. O -PJ ; -r' ^ ^ a c8 fcfio o.h Sb , 3 -4-J K. _3 ^ ^ -H bJD 00 ^ - Jgs a a . -R © R iO t ■ R -R o R L. H . . TT R3 ■ , 6C 5 t* rP .O 1 .OR !>. • • ■ iW a © :A 2 g HR -R R © p -R P a ©Ra-uoojRcj oa^a+ea-Sfe aa^ y © i>>s « o m a ©aj- * _d pqosajrroHa , » o o ad -S P r°i o [ 0Ql QQ 02 CQ SO CQ CQ H H Sd'tSS I O O N X O O H M LO C l> CO C O H C1'] W 1C O N 0C G O r-l !M M ^ LO O N CO O CCCOCOCOCO^^x^Tji^-^rivK^'^^LCSOlOlOlOlOiQlOiOOO O'O (OOOQQQ?0 NocGOH^m-fiLOONCOcoHwrc mot> IQIOOO (OOO^QOU)b>t>t>t> t> t> t> I> 59 ED a Open to public, b There ia an annual appropriation, c And about 100 pamphlets, d Supported by State school fund, e Supported by entertainments. / Appropriation. Table 102. — Detailed statistics, mainly for 1886-87, of libraries attached to public school systems, etc. — Continued. [Rote. — Items respecting libraries marked -with an asterisk are taken from a previous Report.] 930 EDUCATION REPORT, 1886-87. a Open to public by subscription. b Open to public. c For books only. LIBRARIES IN THE UNITED STATES, 931 Free Corporate Lending-Libraries. [Tables 103 and 104.] The generous spirit so characteristic in Americans is manifest in the support of libraries as of schools and colleges. Many of the libraries included in the first group considered in this chapter might be included in this group if it were sought to show how many such collections depend upon the past or present bounty of our citizens for a part of their support. Excluding those previously classified, this group includes those entirely supported, so far as known to this Bureau, by private gifts, bequests, or endowments. Libraries of this class naturally precede those supported by public moneys. It is quite possible to imagine the time when they will be practically superseded in the older and richer parts of the land; but the time is yet very distant when their use¬ fulness in the South and West shall be gone. In these parts of the country private beneficence can find no more useful object, no greater opportunity, than in the en¬ dowing of library corporations, which shall circulate good, useful, and entertaining books to all persons in their neighborhood. Table 103 .—Summary, by States and geographical divisions , of free lending libraries owned and supported by corporations. Number of — Number of — State or Territory. Libra¬ ries. Volumes. State or Territory. Libra¬ ries. Volumes. North Atlantic Division. North Central Division. Maine . - - - New Hampshire.. . Vermont . . . Massachusetts . Rhode Island . Connecticut . . New York . . New Jersey . Pennsylvania . South Atlantic Division. 10 9 10 48 7 17 41 7 31 39, 393 30, 507 52, 592 301,030 50, 876 117, 450 530, 456 16, 100 227, 165 Ohio . Indiana ... Illinois Michigan . . Wisconsin. Minnesota. Iowa . Missouri . . Dakota.... Nebraska . Kansas.... 6 4 8 4 1 2 6 1 22, 422 24| 742 35, 193 6, 228 1, 250 4, 100 34, 050 1,300 Delaware . Maryland . District of Columbia. Virginia . . . West Virginia. . North Carolina . South Carolina . . . Georgia . . Rlorida . . . . 1 2, 300 5 156, 140 1 9, 000 1 5, 000 1 3, 000 1 2, 200 South Central Division. Kentucky . Tennessee . Alabama . . Mississippi . . Louisiana . . Texas . Arkansas . . Indian Territory. 1 2, 300 4 18, 478 2 4, 350 2 3, 666 1 4, 200 1 1, 395 Western Division. Montana . . Wyoming . . 1 Colorado . . 2 New Mexico . . . . Arizona . . . Utah . Nevada . Idaho . . Washington . . Oregon . - California . 5 1,257 11,600 8, 030 North Atlantic Division. South Atlantic Division.. South Central Division... North Central Division .. Western Division ... _ United States . . 180 1, 365, 569 10 177, 6-10 11 34,389 32 129, 285 8 20, 887 241 1, 727, 770 Table 104. — Detailed statistics, mainly for 1836-87, of free lending libraries owned and supported by corporations. [N'oi’k. — Items respecting libraries marked with, an asterisk are taken from a previous Report.] 932 EDUCATION REPORT, 1886-87. STATISTICS OF LIBRARIES. 933 f>3 rt ^ ° . ^ od « 2^. . O 2 fl 03.^ . p P g n g5; ji f $PpP r3«^Pd | <5.2° ja# US' o o N (M 00 CO Cl I>D-^COXt>CON 00 00 CO CO 00 jO C© CO oo co GO oo 1 t> O CO t> uo © M pj o a g >-.2 d.a a 2 t? p- +-1 o V* ^ Ph 'l-2p J 02 cs ©-£ ® O.H P © MOOpPPPO Sh o ^ O Ph tf ;* &o .2-9 —.rd t,P eS ooS® & Nil s|a1«» ^ g g § g bJO h-^P^Pm o t: O § II <** 05 C0 H 5 P •dn O O Sdl 5-S ‘ cS tUbAeS-d g a >5Jh e8 eS.P'S g.H Cfl.2.2 a-gp &F C< « ^3 OP £ -rH POOOPPPE> i3g ill js^gga 'g & s § g g UPR^OO C* CO CO CO CO CO CO CO a As successor to Boole Club and Palmer Circulating Library. c For 1S87. Reference Library ; fund of d Serious loss by fire in February, 1883. 6 And moro than 44,000 pamphlets, periodicals, etc.; includes Printers’ Library. $2,500,000; bequest of Walter L. Newberry, e Including pamphlets. Table 104. — Detailed statistics, mainly for 1886-87, of free lending libraries, etc. — Continued. [Note. — Items respecting libraries marked with an asterisk are taken from a previous Report.] 934 EDUCATION REPORT, 1886-S7.' STATISTICS OF LIBRARIES. 935 rW ri .•£ g § a £ 0,2 O <3 OT-S (Si to o o o © © s© tH ) © © © o © 11 . . . -1^ > © jfeO«« OJ 0^9 ©J^pj^ 1 • • . ri cin 4)h 3 • -, i g y^cb’i S5 « §ooo © © M •OO'^O't o © O CD 00 rH © o © © © o o co iot>Mio^ hi «i >o ^ P O . g 2 >> rs--3^ P §.2 r^® © J=2 Q S so ^ a § g § s ^3 p O © © o © © 0-7-000 owinoo © © r-T r-f C'T lO* ©©©©©©©£-©© t>COLOOONOCOOO . _ _. _ _ .. Ot-l>OOCOO^OO(N(Mt-OOoWiO r-T rH © l> iO icT «T o' C'fN r-T CO Cp©lOH^OT CO OQ CO GO 00 • © oooor^»c©t^r^©co©i :ooooocotor^^cooo>oi - - - 1 eo co a- co co c icococoooopdococococ icocococooccodooococococo ,J ffi ^ © to e , o s 2 |SH /5 5S -S 3 rR .p o;d -3 © t» «i ptp n S o odp S3 el PL ® tJOPp 3 2C q <»► ±?2 tc&|£s^§ § 23 .2 ®T s 2 g qOp ftp 2 J fcfl s bPiSp O <8 -St. I £| |o§ | _ , £j M ^-r- U ^ ot) H S ® ®lri ® - p 2d O02 P^O^ NrPPP pp0jcSt=lhOMOf2H^P^P^<1^^SpC4WP ® to CO OQ o o o c PPMP tpi-pi t-> « S’o'3 0 > J'P'g 2 §® 1 ® ppppp | -S3 gs P * a o M fejlp 2 g D ^ gR rt § gp ® '*o O ^ a) d o P ‘ r^ jw’li ^ O* rl <-< ^ CU ® a 5 § « J . ® ^ fl£ ! ,® p flp^o- ^ -* - o p ®^ § HP OP o t- "3 ® o P_2 2 o - 2 s-i ® Opj © ® ci y Oa2p ® « ® .2 § Sid ® m-2 ' j-5 g“| S-E.grs« r® br m » a ® 2-r p p ^ cd p.a o o pocoPPPP p® bifeB P P qpo'®o ©PcS^P^^hi— . ^ § g |=r^'g » 25-SS^Jdpipip) Soocp © © p a ■.§ O % S -s ©>5 Oj Or-- © a®2-l 1 2 §,®| © © p4±l-2 © © Sa ® P^«2C5 © U Wu i3il^3 2^ § ^55 ^ o o no ^ rr' p .2 . m ® o^tp , — (■ ■“ ci o o o r h*. Hia3g3}z5^^jz;^OPPPP P5a3a}0Qmf>p >5^ R S _br© ois ^ © o ® «■ -fD CD p^tAgl gc'g^- ’Sop a eo ^ fn o © oo oRrR -es-p3"2~ C3 «h £ © „ © H © R P "S ffl H Pffl S Sr g ® d © gf 8^=2 I*® p © © .2 H PP'b S .Pi « 'S Table 104. — Detailed statistics , mainly for 1835-87, of free lending libraries, etc. — Continued. 936 EDUCATION REPORT, 1886-87. STATISTICS OF LIBRARIES. 937 .gM 1 o © fc'o.! o oo O 00 B ' .2 bio |q s3 ■ to § • N ^ P ^'►3 £b'd .20 . OT 5 © ^ ^ .d£g gH-§8| ^hDh>OH ssa^p r-Tc^T owooo (MIOHHI^O CO 00 00 CO OC 00 c© GO 00 00 co oo cc oo oo oo oooo ft. o B=2. W- KS ^Hft B^ft'- t» fl «3 &4j O &/jft ? as b is-s a 3l ^ftpqftftd ft loS = ;® £ £ ft. « iga o P o ^ •g.sa :SbO ^ ^c§ a £-, 0) rH JS : a §§ B © oM a M S E.2 a ift E3 B tfl © B ■ghO’aaoft®' ! g ft eft a bft 9 © icoP a* a | >, g |°®o 'S © ©02 ©ftl o ftft ftft BJh ft pgs © B.2 oO^ . 1*4= £ ® $.2 CD ^ g CC IZiOft g © a B © c3 t£ o © ft ©cc fe ,tg« • ft£ & a .a o § ^ a s © ' B 58 ft SgH SoB gfl © B'SS ^Oco ft*' £ pS bh O c$ cc wi'gS O o.grd bJO l&i^s log^gp i © b| S£|*S 2 N a .2 © ® a ri'S'Qi ©CO 05 o ® o •4^0 0 o|5 CO W r-t 00 4^ ® 2 CO © d»2 ^ e« S d"~^ &0 & fS ^ ^ § © ® ©ft © g ^iO B © += . bCO ^ B ft §fl'o rO. B © o o o © © © <5«cqpqpqpq W ;0- o 5j B r-; © © cB r©j B *■< es WPO w ; o o © o H o o <© © © © © CO ^ n©z;!z;fc!z;ft, mra ^ jd«H ®rrj faO ° Q <0 R r°^ g P O 3 OO OOOOOOOOonO t- O OHO>Qif)OOOhO O O to CO CO 00 CO CO Tji o o o o o to kOOOOOO Tfi WOHHxt< r-T r- cotooc »o co r- h- OOCOOOOOOOOOCOpQOO 00 00 CO 00 CO Pm Jr; O <15 PHrO g.y <3 M IHg lit a££ ®Q O g o O fln-5 . s- y -1-1 R|®ltw) * •Zm d ’M OH .2 s p,^ ® o OOPhWPhM §?!? Tl a a ci o o ftWW STATISTICS OF LIBRARIES. 939 o 2%s oo a «a« o«5m >) . a p © . o3 <5 P yt a ' . P ® ©R ,a ® Sp3a § ;5 J 7 « alOP o^-S CM N ca a ,5^ t>5 >-" 0>M ^ 9 a a !|jp ^ O ^ ^ CJM — j p P W W h ,!? i-j m CS CM go - So® fc? _• f! 3 © • k d ro ^ fe o V m rj (]J Sh o g a ki sit® § ®1 r° srk glS^iJ-s g go ppMapf' §l§ .3^ s? N2« < CC rt o is§3 • c 05 ® £ 0 pa ; ®£» I -£P — ■ © > ^MPi*2PP?'PPP£=I3P&Q a RWP © a M* pJS Od® S?s3 d C 2 S^a <|M<1 O l> o o 00 Ttt 1 o o o o o o < -OOCMOOlr-OOOOO I Ci CO O CO CO CO H 1 ) o O t> O O 1 o CJ H CO OJ t Sd .t gp B g Ct r C 0) 0) p^ ®R <5 14!® aj S rr\ r2 r® I — I © p -a rgrP © -g i«s ^3p 0 c3 ? C a p COLOO.^rOCOOOOi )!0(M^(M00Hl0OCC>C0l>00 HCOio^Mic^int-t-t-c^ooic. .OOCOQOOpOOGCaOOOOOaOCOOO O ^ CO 00 1C rH CO 1^- 00 10 co h- co 00 00 00 00 00 00 CO .2 c +s o >a C S’C Ch a g3’g ifiWjo a a 1 m ■ * 9 5m®' 1 d d 1 O « c g g-gM © § g i-a.c a .3 .3 ® cpm a ! 1 j?o ® ® ! .s a © a 9 pab-2 2 § :qp!^3 c3 P ci .5§ C h 5 * *8 2 :o 1 5 00 CO O H (M CO d § §2 M 3 2. © p £ 2 ; ® co 1 ,-g p- 3 ”* An" a,® ^.2^3^ S^'S.g ©3 ® O Cjd , (MOyj'SO'S Sro 003 [Note. — Itoms respecting libraries marked with an asterisk are taken from a previous Report.] 940 EDUCATION REPORT, 1886-8?. p Eh a Including the branch, at Proctorsvillo. LIBRARIES IN THE UNITED STATES. 941 Libraries of Societies, Associations, and Clubs. [Tables 105 and 106.] The fifth group of libraries considered in thi3 chapter is almost without parallel in any other country. The entire freedom of associative efforts, social, professional, benevolent, and religious — inherentin the structure of American life, makes the forma¬ tion of societies for various purposes easy, and the collection of books almost inevita¬ ble. Notable among social-benevolent associations in library wook is the Independ¬ ent Order of Odd Fellows, and among those of a social-religious kind the Young Men’s Christian Associations. The southern part of the Union, as might be expected, has more of these libraries than any other kind. They are doing a great, though silent, work where it is most needed, and deserve every encouragement. The beginnings, almost as a matter of course, are small, and the difficulties encountered often fatal; yet the fact remains that libraries of this kind are springing into existence in the little villages that sparsely dot the vast expanses of the South and the far West. The use of the books in libraries of this group is confined mainly to members of the societies with which they are connected. To a certain extent the families of these members have the privilege of use. In nearly all cases a courteous application for permission to use the books for reference meets with a cordial assent; but in general this group is divided from the others in this chapter by the requirement of member¬ ship in the society as a preliminary to the borrowing of its books. The following extract from a letter written by Mr. William H. Baxter, secretary of the Petersburg (Ya.) Benevolent Mechanics’ Association, shows how liberally some of these associa¬ tions allow their books to be used : “The library is entirely supported — all its expenses paid — by the association; there are no subscribers and no fees. The library and reading-room are open daily from 9 a. m. to 10 p. m. to all persons who comply with the few rules governing the use of books and periodicals. The association owns its building — ‘ Mechanics’ Hall;’ the library room is 70 feet long, 28 feet wide, and 19 feet high ; the readiDg-room is 18 by 21 feet.” Table 105. — Summary , by States and geographical divisions, of libraries belonging to societies, associations, lodges, clubs, etc. Number of— State or Territory. Libra¬ ries. Volumes. North. Atlantic Division: Maine . . 10 21, 702 New Hampshire . 1 2, 040 Vermont . 4 7, 766 Massachusetts . . 44 383, 726 Ekode Island . . . 7 64,806 1 Connecticut . . 8 39, 750 New York . 64 713, 239 New Jersey . 10 27, 423 Pennsylvania . 46 312, 201 South Atlantic Division: Delaware . . 2 3, 585 Maryland . 12 96, 774 District of Columbia .... 5 16, 938 Virginia . 8 31, 347 West Virginia........... North Carolina . 2 6, 057 South Carolina . 4 9, 800 Georgia . 3 29, 267 Florida . 1 1, 265 South Central Division : Kentucky . 6 56, 824 Tennessee . 3 13, 305 Alabama . . . ... 1 4, 300 Mississippi . . Louisiana . 3 10, 740 Texas . 2 3, 660 A-rkansas . 2 4, 500 Number of— State or Territory. Libra¬ ries. Volumes. North Central Division: Ohio . . . . . 14 125, 194 14, 938 40, 775 15, 146 9, 296 10, ooo 14, 863 50, 812 1,500 5, 638 6, 094 Indiana _ 7 Illinois _ _ _ 10 Michigan . . . 6 Wisconsin _ _ _ ...... 3 Minnesota . 3 Iowa . 4 Missouri _ 12 Dakota . . . 1 Nebraska . . 4 Kansas . . . 3 Western Division : Montana . Wyoming . . Colorado . . 1 1,000 1, 100 New Mexico . . . 1 Arizona . Utah . 2 ‘ 3, 030 Nevada . . Idaho . . Washington . . Oregon . 1 1 , 558 California . 21 298, 377 North Atlantic Division. South Atlantic Division. South Central Division .. North Central Division.. Western Division . 194 37 17 67 26 1, 572, 653 195, 033 93, 329 294, 254 305, 065 United States . 341 2, 460, 334 942 EDUCATION KEPOET, 1886-87. G © H CO © • to ^ ? §.s ® ^§a ‘ 03^ • a § ! « « © ^ CO a . © . fci’f; of flS«g © & G G -gg^g a^-s rtp a ,a S S ag a« lagi Kh .5 a 3s§*a cc rH ®&.§|S OoqHi-sO a £ ® § g* MCO rtTcO o o o esiaoo O O 05 O 1-H O O t- u- cm ooioo £ £ o o ° o "S to PQ^ PR PR oo 8 :m g.g^ ■2 ® S°Pr U rjO' ■as a « a P R ©■& .a o O W grg^,-. "•g o g rt rd C« -3 ^ 9 0 .2 ° O «s JOS a a 'J3 oJa 3 rt MpqoMi-) £5 1^1% wr! a a or a rt o O O Q oou CO 03 CO G CVS G pR pR Pr r a a a B d CC cctccc< PrPrPr a a a cccccc rt a a rt PrPrPrPr I »o o STATISTICS OF LIBRARIES. 943 e3 (=1 S>iJ ca« o P3 m gP >5 ■12Mp3'P |WgP S« © a >. gd M 3-2 g p 2 0-^5 Supl> OlSiglg SSf*glS ££<25mM ®d BP dP H a P 1 ◄ o m p - d r2 111 >5 o a e 2 H -3 d - ® % oH g S 0 >> • © 0 £3 ® ® flPd s Ml© B &Jod w 43 ||w o 3 PEH 1 f2 <4 23 d^o^P Ph • oL W5 Mm oooooooo ooloooooo OCMOOlOOOO KMOWWW »o o CO o O iO O O O CO o O O O CO o O O O CM CM h- o o cooo O CM O lO o t^oT CO ^ CO CM rH lOt^CO^HCOCOCMTH lO ITS t- r^- !>■ CO '^om 1^ COCOCOCO CO 00 CO 00 OO CO CO CO 00 00 W CD c0 O C3 p vd ci t> M o" o s M 1=1 a a c3 6 dt:t> K2CCC cP n p o II! s OS'S® © © © © ceacSffl.®©©© P PPPp^p^Jzj P Cl Q as a Pd £ «1PCQ O O © o a Free for reference. & Successor to Young Men’s Library. Table 106.— Detailed statistics of libraries belonging to societies, associations, lodges, and clubs , etc. — Continued. [Note.— Items respecting libraries marked with an asterisk are taken from a previous Eeport.] 944 EDUCATION REPORT, 1886-87. STATISTICS OF LIBRARIES. 945 I • 2 a £ p si g p! £ 'a « a Sg| S s 3 Or.* fe a s §3 4fi. £> = 3 dd.2 ® 2 ©~ ^ a fc£ d Wi 2 £ a s o -§ o g .a rt a ©.a © a H dOdOoQ . a © © II dd !§-S u% ||2 Ce,sS CT1 H-1 .,_ o best SSo, ©r- t> £ Ed. CO o T»l O H w>£ '3 73 © 'S >-.d © P®*.2,K^b.O ^1421*1“ d C ©"n rt Sad 2 ft a aaOnO § 3‘SigO'a '43 ’43 P rt ® a .2.® o a © .2 "a "a a o ra ‘S ad Si® © :oyS c3 at® ; a tc © © • J® M © .O ■ te g § 0 &* |I5 6« « 1Sa° 1-2 d > o oifi o d h <8jS m bfj'a O a 2 a a r© +s _g o' 3 a a w-B a o © « .a ‘S’E^a bs*2.2 2° ©-§ 2 ©P_ to ® .r" ■ w a H^PP t> I rH ® CO HOrJi iO CO o o o o o o O rH O OOQ O o Ci lO o o O o CO, IOHOWO HH rH i-7 TH oq cT rH -hT rH rH oooo io ® o o co »-< oo oq cq lOClrti O — * 00 00 co co oo 00 CO t— 00 CO 00 00 rH 1C co r— 00 00 coo coooo i o oq ) O h- > cc co M3 lO hH O 00 CO MO) to O0 CO 00 co 00 g I ; g §;S ;p p k, '.H Si +?..<» g CC 45 e a a t- a t, * i-"q g3j °p s| 0©2 afj g-3 s.2 a 2 s - ci .a a a o 3 -a ,q a © gc/2> c< 72 h-3 cr1 P O .2 1,322° ° 6°-o!lg® I *7? r. C5 O rf> lA 00 * sJM-aS’Cg&g^ 3,2 oa a. 2 a o-| o- ■Sri&2s4|£> •3 a ©2 • ^ o ■ «P ‘3 _® Ie 3 •£ o P«2 Jp p o o -X 03 _ ©•2,5'3'S ^ Pi M S r- r- O ®oooooo g-gi-ppppp MOoqoqmSqS !S§S a Sometimes addressed at Melrose. c Also called iFraternity Library. b Alao called Boston-arid Albany Railroad Library, and formerly in Boston. d Besides about 12, 500 pamphlets, etc. Table 106.— Detailed statistics of libraries belonging to societies, associations, lodges, and clubs , etc. — Continued. [Note. — Items respecting libraries marked with an asterisk are taken from a previous Report.] 948 EDUCATION REPORT, 1886-87. I A ak "o ® eiM-g mi s’ * tf.S .§ sill si? H Q * Siig :pS5 Ec^go, ^ ^ s a|>-H ©I is 13 cf ! s I 111 §1 1! a o ® a 3 ©r-4 11=1 •jbo£ eq; Surjnp poppn aoqumj^ Isi' •sonin -|Oa jo joqmn^j; lllil ills r-TrH CsTr-T liiiisiiii NHOrMVcOHMHH •popunoj it if Si! in |SS|.H ||||| ooo 11111 iWIlllli l€§?g*sg§S Soo?®oooo-j i! al| gg gg e= HHHmrlHHHHH r-4 STATISTICS OF LIBRARIES. 949 £ R» ^ © «§ohs .§w^gs »WW"wM ' ®-d^Wd cc s r; w5,+ 0*5.50 © " o « e tiSKsOcoO sc _g,so « I 3 il * . , •P' rt E: a ^cCr-H I^SS^Hw-gi a^g.SptrjPR ■ !:^r *. O rH r- &r/\ • 8 oj=!£ W<£ho CDOlOO O O lO O ' CD CM rH JDOWOC ifJOlO iO CM CM O O O O O CC 5 , bl^^O ^ O ^ ® c §p. a s «w © 4 H 3 . WO o o Cl o I o o - .0 co TjT i>- OOlOCICiO o CONOCO o CC O lO CO CM O L'- 0 00 00 1852 1863 -^1 JO CM oc 0 O 00 CO 00 n H H i « CO 1882 1861 1883 18-18 OOHCOO C ^ 00 ^ !>• 00 oc 00 cc 00 CM CM CO rH -j< O CO !"• OO 00 CO GO 6931 0 CD CO CO CM rH t>- CO CO 05 ro ID CO 'Hi 10 CD ■ 00 co 00 00 CO co CO n H 1 — I 1 — 1 r*2 r— 1 r~l O O rH 0 CO 05 CD t> lO t> CO l'» 00 co 00 co 00 co 1853 j i : : -*d » • ' a ' ' ‘ : : 3 : 333 i ; : : ; ’& m 8 • • t 1 • 1 «4H *►,§::: :® : : : : : >-. :-g ■slj-i © o a o •SO a « © « 8 fii t>s U1 be © ^ -I? 3.5j3-2 "E fS'Scc tjOS^d ^Q.S' rO O o a: 0.9 >, a ■£ r3 cs , ! > . cSr3-S i a h a o .. w ., — f-2 ; 3 ■— j"m E? r2 ac ® ® ^ r- 1'3^ bi-s © a£^ i : o 5 a'n= •- a « sa © c : 11 ° 0,9 s © 3 SO : 'OC be be-2 -2 eg g g 3 © fl t» >1 >-l > X g'S 0'S <1 <1 00 < iySfcU ’a bx.t>.aS , o. a “ 3 ! 72 a ^ o 'S 5 o O'; p OOPn ; ; ; ^ ; ^ » Ph . S : •’ ; © ; ;J© ’ j ; p © ® : : PH (X r* fS * 6= £ I* IS 3 <3^ O <© © «D <© C3 c. c h co o o CM CO O L~- 00 O O CTOO OOOO O O OOt-H rS CM CM CM CM CM CM CM CM - CM CO — f CM CM CM CM CM CM CM LO CO l- 00 05 O HHHnHCM CM CM CM CM CM CM a Besides about 3,700 pamphlets, etc. & Free for reference Table 106.— -Detailed statistics of libraries belonging to societies, associations, lodges, and clubs, etc. — Continued. [Note. — Items respecting libraries marked with an asterisk are taken from a previous Report.] 950 EDUCATION REEQRTj 1886-87. STATISTICS OF LIBRARIES. 951 \ I Ptts SC ~ te gd © M;J "5 U?* fife ® « g « .11 i«M 03 +j CJ 2~Z> a£: & d I'M I ISK **4$ Cf SSI si o 3 3- • ^1 I s .§*8 ^SSelfi? ®( o a 4 § b cc m A oPh d o< - . iii|l||lrf?i r^i-2 fij O O O ^ K h-5 1-0 (i| t-3 11 3- § s § 1° s>T II — | CO § § ° SS : Pi a Besides 44; 000 pam pilots. Table 106. — Detailed statistics of libraries belonging to societies, associations, lodges, and clubs, etc. — Continued. [ISTote. — Items respecting libraries marked with an asterisk are taken from a previous Report.] 952 EDUCATION BEPOKT, 1886-87. STATISTICS OF LIBRARIES. 953 a Besides 3,000 pamphlets. 954 EDUCATION REPORT, 1886-87. Corporate Lending Libraries open to Subscribers. ITables 107 and 108.1 Closely connected with the foregoing group, hut characterized by a greater free¬ dom in conditions for the use of their contents, are subscription libraries owned by corporations. These indeed are the oldest kind of libraries for public use in this country, and they still outnumber those in any other' group, though they do not equal the public lending, or public reference groups in the number of their volumes. The libraries in this group are liable at any moment to become free lending libra¬ ries; a generous citizen may endow ouc pf these on condition that its books shall be lent without charge, or the municipality may make a grant of public moneys upon the same condition. The losses thus incurred are made up by the continual establishment of new libra¬ ries in new or growing centres of population Very oft^n the new enterprise results from the gift of some resident who gives books or money to buy books, as a begin¬ ning. Table 107. — Summary by States and geographical divisions of lending libraries owned by corporations. Number of— Number of— Statp or Territory. Libra¬ ries. Volumes, State or Territory. Libra¬ ries. Volumes. North Atlantic Division: Mnino _ _ . . . 23 63. 308 North Central Div. — Cont’d. Illinois .. . . . 34 85, 079 33, 656 22, 599 New Hampshire . . 10 59; 094 40, 420 370, 574 Michigan . . . . 19 Vermont . 10 Wisconsin . . . 11 Massachusetts . . 45 Minnesota . . . 7 26, 535 Rhode Island . . 9 97, 794 Iowa . . . 12 60, 753 102, 666 Connecticut . . . 35 141. 093 Missouri _ _ _ _ 10 New York 47 395, 088 Dakota, . . . . . New Jersey 23 111, 551 559, 552 24, 390 Nebraska _ ............. 3 6, 415 22, 143 Pennsylvania . . .... South Atlantic Division : PdftWriro 54 Kansas ... . _ _ . . . 6 4 Western Division : Montana . ... ..... _ Maryland 3 24, 596 Wyoming _ _ District of Columbia 1 2, 500 Colorado . . . . . . 2 3, 115 Virginia 4 18, 992 2, 000 5, 430 New Mexico W pst, Viroania, _ 1 Arizona . . North Carolina, 3 Utah . 1 6, 900 5, 283 South Carolina 4 23, 112 47, 635 Nevada . . . . 2 Georgia 10 Idaho _ _ ...... ........ 1 1,000 1,500 17,113 Florida 1 4,000 W asliington . 1 South Central Division : Kentucky. ... _ _ _ _ _ Orep-pn 2 3 17, 0C0 9, 007 California .... . . . 5 103, 622 Tennessee _ _ ... 5 Alabama, _ _ . .. 1 5, GOO Mississippi . . 2 5, 400 North Atlantic Division 262 1,838, 534 Louisiana . . South Atlantic Division . 31 152, 661 48, 107 Tsvas . . .. 2 5, 500 South Central Division . 14 A x’knnsns • 1 5,000 North Central Division . 131 467, 076 North Central Division: All in Western Division . 14 138, 533 22 81,135 26, 095 . v/JLl IU - - -- -- -- -- -- -- -- Indiana *"7 United States . - - 452 2, 644, 911 Table 108. — Detailed statistics of lending libraries owned by corporations and open to subscribers, mainly for the year 1888-87. [Note. — Items respecting libraries marked with an asterisk are taken from a previous Eeport.] STATISTICS OF LIBRARIES. 955 d^w«i 2 o m % ■ o ^ c i oi co Tfi vo o r> oo o> a Successor to Greeley Library Association. Table 103.— Detailed statistics of lending libraries oivned by corporations and open to subscribers, mainly for the year 1836-87 — Continued. [Note.— Items respecting libraries marked with an asterisk are taken from a previous Bcport.] 956 EDUCATION REPORT, 1886-87. Name of librarian. rt Thomas L. Porter. Mary M. Miller. Henry Lester. Caroline M. Hervins. M. L. Fanning. Wallace S. Chase. Miss Lillian M. Whiting. William A. Borden. Miss A. M. Noble. Lawreneo P. Mott. Mrs. F. W. Bo bin son. Eleanor S. Yinton. William S. Todd, secretary. Amelia C. Clark. G. S. North. MissE. L. Filer. A. W. Paradise. Bov. Joel S. Ives, president. >V 1 1 1 J c 1 1 1 1 VV UUU. George W. Cole, secretary. Edith F. Lane. S. F. Seeley. Miss N. E. Bronson. Henry Johnson. Miss Louise M. Carrington. Miss L. B. Greene. W. J. Ferris. Fred Y. Bourdon. Mrs. Mary A. Besag. Income. Total. © $180 4, 356 127 1, 550 3, 700 1,214 750 2, 173 *11 r-T • © o • © t> • CO 1 1,082 1,019 il 00 From other sources. © $20 3, 033 Hiss k •’ © o :g£ i § o j il From gifts and bequests. ® e°|” © £ to :°iS s i ° 1 j i ° From produc¬ tive funds. 11 •ee- - 600 2, 500 0 0 1,192 © 1 !l° : csr 1 i § § : • © ■jboA Suunp pappu aoqmnNp §II«S 111 3 o o iii"'- § : 8 | ig 100 453.1 "somn -joa jo joqomsj; laillllllllllllsllllgi §sl 1111 Thr-T^T hYYo •pepuno^j * llllllllllllllllllllll III Ills Name of library, or of corporation to which it belongs. « •k c c 1 £ ! * ; A H i ’ e ; Ml • £ . E ;? : p ; k 1? New Britain Institute . Young Men’s Institute . New Milford . . Norwalk . Otis . Pnmfr<*t. TTnll* _ i i in .'S III South Norwalk . oiauorun . Ferguson . . . Stratford c . . o >s 2 c li if :p ;f i : ri= wasmngton t ree jtteaaiug itoom ana Circulating.^ "Watertown 1 . Wflnrfvo-n.ri Villaorft* . . . Beardsley . Dover* . -IN C » t GUaUC . . German . I Wilmington Institute . State and post-office. Connecticut— Continued. i Griswold . . Hartford . I Sis • • • » * • •ill 1 • 1 1 • .9 < '• a p > 1J^isss=„„ TuJ 5 <33 r5 .2 •V p +* fe 9 S'i^^&S’-PiSsS "pJ^' S Jq « j» S.i<| ( -M ^ ^ .3 -£Ow £P g Sp-©l: HP^.52“ a® « g 2.s^ g o go CO 3-4 « ShH § 'a -a r^ © PW 78 2, 563 600 .12, 581 64 O O T#1 ^ o o o o rH 08 o o IO o Tfi o o 88 CO 1, 986 205 936 550 575 500 260 434 50 75 827 470 600 8, 017 . 78 568 0 8, 661 50 O o CO CO CD — < o to O oo o CD O t- CO 03 oo 550 I LO O c- o CO O ID CO O CO 00^0^ >0 0000 OO(MOrHl0OCCOO lOCO^C^OiOOOOO) O CO o o co o ^ o o (MWlOOmCOiOOOOL-GOiOOO I-T rH icT cT r-T OCf tH of rH r-T Of Of r-T lO of l> Q CO H 03 W O O C3 iO O CO Cl CO o oo 00 00 t>- COCO»-H-Wt>*OOOiOt'-iH t- [>• t> oo t'* t> o i> OOOOOOOOOOOOOOOOOOCO OHCCiMt'O'^COOOOOCJNCO O O CO lO 03 00 00 0300C3iOOOO^t^(M^O^ OO 00 00 fc-“ OO t>» 03 OO 00 00 00 00 00 00 OO CO OO CO OO OO 00 00 00 00 00 00 00 00 oo HHHHHHHHr-IHrtHrtHH HHHHHrlH r, ® n 02 co P* M Zb t> t- bl) a a © S-3 •pN £$& «Eg ^ a > £«P »6t- cScoS. •sllu^o • ibclii^Bg © ® © ©fii 1^1© ©'!? 3Sg os 3 ® a § 2 7Z • a t» » bfl rt .s • if "® . "w g . t> £ .2 54 *■§ i i «i§-a u. uj 1 SI I iSliiS-K? m s i mam k ! i xvii 1 John T. Nicholas. 1 Income. j I Total. © If | e- 5 § 3 20 124 90 0 150 From other sources. cs i) • | : & • 0 100 321 58 r • • -r o i : ig r-f From gifte and bequests. Gfi % \ 0 0 95 0 5 ; ; ® o • o 1 From produc¬ tive funds. h i- i : | 3 § • o •jua.f Smmp poppn joqumjj; N '• 1 s g H O O O O 0 100 •eonm -joa jo joquinjq 1,500 1,500 2, 500 3, 000 6,900 1,590 1, 050 4, 000 1, 100 1,500 2, 000 1,400 2, 500 3, 000 22, 220 4, 000 4, 000 6,292 4, 700 •popunojp * 1876 1880 1854 lfc84 1877 1875 1869 1880 1880 1810 1838 1858 1852 1876 1876 1794 1816 1870 1855 Name of library, or of corporation to which it belongs. M McMinville . Eakin . Houston Lvceum* . Literary and Scientific Association ... Masonic Public . Bradford Public . Brandon Ladies’ Book’Ciub* . Montpelier Public . Norwich . Juvenile . McClure . Proctorsville . Vermont Central . Latham Memorial . v ergennes" . Alexandria . - . Franklin Society . Nortone* . I Young Men’s Christian Association..! State and post-office. Tennessee— Continued. Shelby ville . Texas. San Antonio . . Utaii. Salt Lake City . Vermont. B-adford . Brandon . Montpelier1 . Norwich . Peacham . 1 Pittsford . Proctorsville . . St. Albans . 1 Thetford . V ergennes . Virginia. Alexandria . Lexington . Norfolk . Richmond . ] * I I - I- 18 88 8 ""8888138818" ISM STATISTICS OF LIBRA KIES. 969 970 EDUCATION REPORT, 1886-87. Libraries which are Business Investments. [Tables 109 and 110;] The last group considered in this chapter contains circulating libraries conducted for the profit of their proprietors. Doubtless this list is very imperfect ; for example, all but nine of the libraries mentioned are in the North Atlantic Division. The libraries in this group, considered as means of public culture, are almost with¬ out value ; as a means of personal amusement or relaxation, generally of an innocent kind, they serve their purpose and fill some sort of demand. Table 109. — Summary , by States and geographical divisions, of circulating libraries which, are business investments conducted for profit. State or Territory. Number of — State or Territory. Number of — Libra¬ ries. Volumes. Libra¬ ries. Volumes. North Atlantic Division. North Central Division. Maine . - . 2 5, GOO Ohio . . . New Hampshire . 3 3, 250 Indiana . . . . Vermont . Illinois . . . Massachusetts . . . 38 94, 411 Michigan _ _ Rhode Island _ _ 5 1G, 422 Wisconsin . . . Connecti cut . . . 7 18, 797 Minnesota . . New Vorlc _ 7 14, 020 Iowa, _ _ _ _ 1 3, 000 New .Tersey _ _ _ 2 4, 487 Missouri . 3 12, 200 Pennsylvania . . . 1 32, 300 Dakota . . . Nebraska . . . South Atlantic Division. Kansas . 1 1, 000 Del aw fire _ _ _ _ Western Division. Maryland _ ... .............. District of Columbia 2 6, 000 M on tana, _ _ _ _ Vircrinia, _ _ Wyoming . \ypnfc Virginia, _ _ _ Colorado . 2 4, 000 \TOrtll f^T*fV)iri0‘ _ _ New Mexico . South Carolina Arizona _ _ _ ( j eor^ia Utah . Pi nri d a _ _ _ .... Nevada . Idaho . . . . •... South Central Division. Wh shin orton . _ . Oregon . . . Kentucky ■ « - _ . . . California . Alabama . . North Atlantic Division .... 65 189, 287 Mississippi _ _ _ _ _ _ . South Atlantic Division . 2 6, 000 Louisiana , f B _ _ South Central Division . Ecxfls _ ,r _ ....... North Central Division . 5 16, 200 A rlransnn . ._ _ _ Western Division . 2 4, 000 United States . 74 215, 487 STATISTICS OF LIBRARIES. 971 Table 110. — Detailed statistics, inanity for 168(3-87, of circulating libraries which are business investments anu conducted for profit. [Note. — Items respecting libraries marked with an asterisk are taken from a previous Report.] N umber of vol¬ umes — o i-monthly till January, 1886. Jan., 1875 26 June.. 2 W . 2. 50 Consolidation of Massachusetts Teacher, Rhode Island School¬ master, Common School Journal, and College Courant. - , 1834 3 Jan . . . 1 M . 1. 00 Apr., 1884 3 Sept . . 1 M . .75 Sept., 1880 7 Sept . . 1 Semi-mo . . 3.00 Weekly till end of vol. 5. Dec., 1881 6 Jan .. . 1 M . 1.00 Oct., 1883 4 Oct... 1 Semi-mo .. 1. 50 •20 Jan _ 1 M .... 1. 00 22 q . 1. 00 14 Jan . . . 1 Semi-mo . . . 75 Ten numbers in volumo. Mar., 1883 (4 n. 3.) Jan . . . 1 M . .50 Dec., 1885 2 Nov .. 1 M . .60 School year. 16 Jan _ 1 \V . 1. 50 11 Jan _ 1 M . 1. 00 1871 33 J an 2 W .... 2. 50 1885 3 Jan l M 1. 50 Jan., 1885 3 Jan. . . 1 M . i.’oo 10 numbers in volume. Feb., 1886 2 Feb... 1 M . 1.00 10 numbers in volume. Sept., 1874 13 Sept . . 1 M . 1.00 Jan., 1881 1 M . . . 1 Jan., 1860 36 Jan.. . 1 M ........ 1.50 1 Ohio Journal of Education, vols. 1-8 (1852-59). Ohio Educational Monthly and National Teacher, vols. 9-24o. s. (1860-75) ; 1-16 n. s. I (1880-75); 1-7 3d s. (1876-82): 1 I 25-36o. s. (1876-87). 976 EDUCATION REPORT, 1886-87. Table 103. — Statistics of educational Place of publication. Principal title. Name of editor. n 3 I. — united states— con¬ tinued. Cincinnati, Ohio . Columbus, Ohio . Findley, Ohio . Mount Washington, Ohio Allentown, Pa . Germantown, Pa . Lancaster, Pa . Meadville, Pa . . Philadelphia, Pa. . Philadelphia, Pa . Tork, Pa . Columbus, S. C . Chattanooga, Tenn . . Nashville, Tenn . Nashville, Tenn . Houston and Dallas, Tex . Brattleborough, Yt. . Alexandria, Ya . Hampton, Ya . . Richmond, Ya . Morgantown, W. Ya . Madison, Wis . Milwaukee, Wis . Washington, D. C . II.— BRITISH EMPIRE. The Florida Chautauqua . The Mute’s Chronicle . The Educational Leader . Public School Journal . National Educator . Tho Student . Pennsylvania School Journal . The Chautauquan . The Indicator . The Teacher . The Fountain . Carolina Teacher . The Educator . Good Education . Southwestern Journal of Education Texas School Journal . The Woman’s Magazine . Academy J ournal . Southern Workman . Educational Journal of Yirginia... West Yirginia School Journal . Wisconsin Journal of Education... Erziehungs-JBUitter . . American Annals of the Deaf . . A. H. Gillet and J. L. Shearer . . Ohio Iustitute for Deaf Mutes . Woolfington, Oiler & Winbigler _ Public School Journal Company ... A. R. Horne . Martha H. Garrett and Isaac M. Cox E. E. Highee . Theo. F. Flood . . R. Morris Smith . Eldridge Brothers . W. H. Shelley . W. L. Bell . . Jeremiah Behm . . Price & Goodman . . W. R. Garrett and J. L. Lampson _ Texas Educational Publishing Co . . Esther T. House . St. John’s Academy . S. C. Armstrong, H. W. Ludlow, M. F. Armstrong. "W illiam F. Fox . Benjamin S. Morgan . J. W. Stearns . Maximilian Grossmann . E. A. Fay . . Montreal, Canada . Toronto, Canada . London, England . London, England . London, England . London, England . London, England . London, England . London, England . Christchurch, Now Zea¬ land. Edinburgh, Scotland . III.— OTHER FOREIGN. Yienna, Austria . Brussels, Belgium . Brussels, Belgium . Educational Record of the Province of Quebec. Canada School Journal . . . Educational Times . Educational Record . . Journal of Education . Quarterly Circular . . School Board Chronicle . The Indian Magazine . The School-master . New Zealand School-master . . The Educational News . Freie padagogische Blatter . Bulletin du Miniature de lTntdrieur et de ILnstructiou Publique. Magasin des Jeux et Travaux In- struetifspour Gallons etFillettes. Organ of College of Preceptors . Organ of British^ind Foreign School Society. Organ of National Union of Element¬ ary Teachers. Organ for the School Boards . Organ of National Indian Associa¬ tion. j Organ of the Educational Institute I of Scotland. I ! A. Chr. Jossen . Minist^re de l’Int6rieur et de l’ln- struction Publique. Tedeseo Fibres (Bruxelles, Paris, G6n6ve). Brussels, Belgium . Brussels, Belgium . Copenhagen, Denmark Bordeaux, France . Paris, France . Paris, France . Paris, France . Paris, France . Paris, France . Paris, France . L’Abeillo . Le Progrbs . Yor Ungdom . x . Le Moniteur du Jeune Ago . . Bulletin Administratif du Ministbro do 1’ Instruction Publique. Journal d’JS ducation Populairo .... L’fi ducation Nationale . L’lustituteur . L Instruction Publique . Manuel General de 1’ Instruction Primaire. Th. Braun . . Soci6te Centrale des Instituteurs ! Beiges. H. Trier and P. Yoss . . Mme. Bellier (Marie Klecker) . Ministbre de l’Instruction Publique . Soci6t6 pour l’lnstruction Elbmen- tairo. Alcide Picard andKaan . A. Vessiot . . J. Guieu . Ch. Defodon . STATISTICS OP EDUCATIONAL PERIODICALS, 977 periodicals for 1886-87— Continued. Date of first issue. Jan., 1886 Nov., 1886 Jan. , 1886 _ t 1860 Sept., 1880 Jan., 1852 Oct., 1881 Sept., 1881 Sept., 1883 Jan., 1885 Feb , 18S5 June, 1887 Mar., 1883 Jan., 1883 - , 1872 Jan., 1870 Nov., 1881 Apr., 1871 - > 1848 Jan., 1881 Jan., 1885 Jan., 1879 Oct., 1886 Jan., 1871 Jan., 1872 Jam, 1876 Jan. 1, 1867 Oct. 1, 1882 Jan. 1855 1, 1861 Jan. 1, 1880 - . 1850 - , 1815 Jan. 1,1887 Oct. : 20, 1886 - , 1872 Nov. , 1832 No. of volume in June, 1887. 5 (n. s.) 10 18 16 18 6 17 17 82 31 12 21 year ^ year 7th series 33 year 27 year • 8 year 40 vol. 72 year 1 year 1 year 16 year 23d vol., 5th series. s a f3 Mar .. Sept . . Nov .. Jan.. . Apr. . . Get July.. Oct... Oct.. . Sept Jan.. June. . Mar .. Jan . . . Sept . . Oct .. . Jan... . Jan.. . Jan. .. Jan. .. Oct . . . Jan... 8 . I* O O > l>> ;.s Jan.. . Jan... Jan... Oct . . . Jan.. . Oct . . . Jan.. . Jan.. . Jan.. . Aug .. Jan.. . Jan. Oct Mar Jan. Jan... Jan. &, July. Jan.. . Jan . . . Oct ... Jan. .. Jan.. . How often published. M . W . M . M . Semi-mo M . M . . M . M . M . . M . M . M. . . M.. . M . M . M . M . M. ...... M . M . M . M . Q . M. Semi-mo M . Q . W. W M Bi-mo . Semi-mo . . W . Price per annum, a $0. 50 1.00 .50 00 .75 1.00 1.60 1. 50 .50 .50 1.00 1.25 .50 .30 1.00 1.50 1.00 .25 1.00 1.00 1.00 1. 00 2 12 2. 00 1. 00 2. 00 7s. 0 d. 7 8. 8 d. 6s. 6(7. 6 d. 15s. 0c7. 5s. 0c7. 4s. 4(7. 6s. 6(7. 6s. 6(7. 10 mlr. 15 fr. 6 fr. 5.26 fr. 6 crowns 8 fr. 5 fr. 5 fr. 6 fr. 6.50 fr. 18 fr. 6 fr. Eomarks. 1© Successor to Yis-AYis. 11 nufnhers in volume. 10 numbers in volume. School year. 10 numbers in volume. Suspended. Successor to Journal of National In¬ dian Association. Supplement extra. Established in 1882 as Journal Eroebel des E coles Beiges, then changed in 1884 to Journal de-t Jeux et Ouvrages. In 1887 again changed to its present title. Appears every twoor three months. a The price given is the annual subscription in the country where published. 62 ED 978 EDUCATION REPORT, 1886-87. Table 103. — Statistics of educational Place of publication. Principal title. Kamo of editor. ill — foreign — cont’d. , Paris, Prance . Paris, France . Paris, Prance . . . Berlin, Germany . Berlin, Germany . Berlin, Germany .... - Berlin, Germany . Cassel, Germany . Frankfo r t-on-the-Main, Germany. Gotha, Germany . Leipsic, Germany . Leipsic, Germany ........... Leipsic, Germany . Leipsic, Germany . Munich. Germany . Borne, Italy . . Amsterdam, Netherlands. Madrid, Spain . Halmstad, Sweden . Bern, Switzerland . Prauenfeld, Switzerland . . Solothurn, Switzerland. .. Zurich, Switzerland . CENTRAL AMERICA. San Jos6, Costa Rica . San Jos6, Costa Rica . SOUTH AMERICA. Buenos Ayres, Argentine Republic. Kecueil des Lois et Actes de l’ln- struction Publique. Revue Internationals de l’Enseigne- ment. Revue P6dagogique . . . Centralblatt Edmond Dreyfus-Brisac Mus6e Pbdagogique .... Deutsche Schulgesetz-Sammlung . Die Lehrerin in Schule und Haus. Pfidagogische Zeitung Erziehung der Gegenwart Rheinische Blatter . Ministerium der geistlichen TTnter- richts und Medizinal-Angelegen- heiten. R. Schiilmann . . . Marie Loeper-Housselle . . . Berlin Lehrerverein G. Wittmer . Richard Kohler . Padagogische Blatter . . Allgemeine Deutsche Lehrerzeitung Cornelia . Paedagogium . . Zeitung fiir das liohere Unterrichts- wesen. Knahenhort . Bollettino Ufliciale . Het Nieuwe Schoolblad . . — Bolctin de la Institucion Libre de Ensefianza. Pedagogisk Tidskrift . Der Pionier . G. Schoppa . Moritz Kleinert. Carl Pilz . . Friedrich Dittos H. A. Weislce..., Society of same name . Ministero della Publica Istruzione . J. Yersluys . Institucion Libre de Ensefianza. . . . H. E. Hult Schweizsrische Lehrsrzsitung. Der Eorthildungssohiiisr . Schweizeriech«» Schalarehir . . IT. Wettstein und H. R. Ruegg . Solothurn Lehrmittelkommission . . Hunzikor, Schurter, und Stifel . El Maestro . . . La Ensofianza Pio Viquez . . Juan F. Ferraz, director El Monitor de la Educacion Comun Comision Nacional de Educacion STATISTICS OF EDUCATIONAL PERIODICALS, 979 periodicals for 1886-87 — Continued. Date of first issue. No. of volume in June, 1887. 'o . k a JZ 1 «s w bj() P J' F) ® ® jj 13 S a^-S ®.T®aj “■*.2 a|:OM ° ®3 §.§'g § P -2 s£-s§a ®£ a^ftaftotift^Praxs q,2 F n UR h o PP pq OP P HH Ot> OM-Ijp^ 9 P'S Nw Mp as-n -g a a Is o'-S g S£ 1 © o ~ © U 2 go ^ o w _ © S *M P •a p a 8 rP t€ i rt P •0[]in 9.1^nl)3 oi uoi^^ndoj o o o o OOOOOOOOO rH O cp ^ r^- QMriOO rlrlOH •«wi •JDquin^ IWO 00 CO 00 00 OC 00 CO 00 OO W30«0^i00i 00 o oo co Tf» CO c- o (M CO CM C5 O lO t> Ci lO H-t^OOO^OiOCC^C'l OCitOCOr-»COOOOrHt>OOCO mT of l>“ P P Cf W ift erf CO CO ,OCMC0 800 Ci ® g> to ^ CO o © © a:g PS fi .2 a a a © 3 w-i- |^w3ll^ t>a © a ro o “ x f-r a a . a3 aJ ^ i« SI p£6 cs a g g *a g © u lec cc WMrtPcc M>, ro a S5|l. 2 a ® B.S' >> © q S H ^ -2+4 « a -2-“ ® 31^3-2.2.2 2 ® p 9-93 2 Pt-i-a '■* 42 © ©" c CP ® 4=3.s33"| 3 tf o H d ® as ~s . P -i-4i 2 *2 "a "3 «h © ® 4-i .9 .a * o+> mo^ h P2©.2a©p£ p<® a'4 3 © a ® rfi'.a a o.2 3 ’s ^arp p pip p a Pg«ShS 'S' ON ©a >>0"f § 2 p ®3 3 C OT 5 fe 3 < <£ **H © ®\g 2 h O cn ^ 2 § at? £p1 3 2 p< ® "S - rt O p'a-Sca *!§,= sff M .2 p © 2 ® if ® if ' 1 Sg^gp p P p -2 OOg®5i ® • p £ i^.s ® 3 43 o .r-i CSl-J 'h> pM p ^ 2 2 'Pi p P pp'g^w13>1 -2-a 1^. ” S g' .a ©P 5^0 -g £ 2<| o 00 . .• P Op® 2 © p •2iSS,sa g.3^51 ^ IQ ^ ©3 ®' » . gw 9 © . |g.l Ot, o . ® o P §. ® 9 ® "43 ' gS«H p 4 -.2 ° §, ca °.2*2 -.H p- a © H §1 ®- !« 3 a-2' ) .oHa- J >.P-| d'P t i= Ci4 _- > 2 a «■§ |K^oS ; . .us M aM P3 2 P ® oflo p t-sOhsrM dip oooocooooooooBooacoS 0000c0000000c0cx)0000 TjhO ic CO ^ O t oo oo oo oo oo oo c 00 CO 00 CO CO 00 c N N 00 -J l> W * ) 00 05 »0 i o in oo » rl CO lO »o 00 00 00 00 t- 05 to :OW( I O CO I ' o ^ * «.s p te d ^ G n ' ’ O fe>J.g©p'2s w o a n a. ^ilZiOWO1 p_p p a bjC S.S * 2 § Cj « O - -H r® P Pi ffl P? © .9 © « bfi ac a <] OW a p (i © P P m g ^ © © a _ p'C” 9^d *a | 3^1 II fe= 1001 Table 112. — Comparative statistics of elementary education in foreign countries.— Part 11. Educational statist&s. EDUCA 4 ( ^ i S 2 TIOIS © r bei IS! il- is- >OET, 1886 si laa fa fas' g O TOrSgj -87. 11 ; i is i i •f ; • 33, 275, 968 4, SOI, 166 4, 419, 235 7, 537, 668 £8 If oirf zn o cc •spdnj >$ H 7, 555 3, 398 3, 147 8 is t-T • cT a!ss 8 8 MSj8 oi co" of ts co •sioqoBOx PM 1 j 8 i jE -‘8® i j is — jo J8quui£[ M H 050H • . Ql>0 • oo ! co a ~ :3 19 2 2 1 43 7 4 M34 80 47 61 Elementary scliools . £ o o c3 o © s d . ft •[«lox « $5318 is! Ms • oo r-r 87, 455 11, 645 11, 709 41, 210 26, 483 il7, 214 24, 389 •9[Buxax H H 11, 955 4, 691 150 j 6, 897 2, 118 | 13 420 is is •OIBH © w 42, 512 17, 239 1,953 59, 126 ilsl is jgf: is IS •oouu -puojjB eliBaoAY © « i t • » .* ■ • • i i i » • • Hi i i § if i i ri- : : Number of pupils enrolled. J •mox 2, 679, 638 1, 836, 459 325, 656 4, 662, 668 842, 628 160, 020 4, 838, 247 324, 180 533, 876 51, 719 58, 199 27, 697 4, 553, 751 615, 498 / 705, 585 gl, 071, 791 1, 914, 400 3, 192, 599 i593, 656 1, 539, 975 •ePTO s iH 1 $ *4 I 430, 110 80,378 2, 416, 203 169, 996 270, 990 26, 123 29, 030 13, 983 . S 871, 913 1,000,075 i282, 594 362, 471 •siloa © lil s is CO • rH rH* ! 412, 518 79, 642 2, 422, 044 154, 184 262, 886 25,596 29, 169 13, 714 t, 042,487 2, 192, 524 i311, 062 l, 177, 504 •sjootps jo aoqomyi; fills sis gg-»"|3 <5 ■ In In S ® :3- . <0 £ 19,173 3, 092 8, 024 42, 555 29, 589 i4, 066 28, 329 •uoijBprdod [ooqog CO ' sis 8 :! ill i is lO E-~ • lO : ! •oSb poqog » 6-14 6-15 6-12 C-13 6-16 6-12 6-14 6-14 6-14 6-14 6-14 6-14 (5-14 ^3-14 5-14 5- 13 6- 12 6-14 6-12 6-14 •piodai jo ojbq; j|§5 ^ rH i—i rH nH 1885- 86 1884 1883-84 1886- 87 1886-87 1886-87 1886-87 1886 1883- 84 .1883 1884- 85 18S2 .2 © «S< Austria-Hungary : Austria . Belgium . JbT&tiee . Germany : Bavaria . Hesse, Grand Duchy of . Prussia . Wiirtemberg . Saxony . - • Saxe- Weimar . Hamburg (free city) . Bremen (ireo cny; . Great Britain, etc. : England and Wales . Scotland . ire i an a . Italy . Netherlands . ---- (Russia in Europe (including Fin¬ land). ELEMENTARY EDUCATION IN FOREIGN COUNTRIES. 1003 illll ! ilW- ! • eculation. It does not unify, but diversifies our ideas, sentiments, and convictions. To teach men to think alike is compression. To teach men to think apart is expansion. The force of education is not conservative ; it is radical.”1 Genius and superior natural abilities are the inheritance of comparatively few. Rich indeed is that state which has the largest endowment of them, for it has the prime elements of greatest material, moral, and intellectual strength. We can not create them, but wo can develop, train, and utilize them to the maximum of their potential, and we can create an hereditary tendency to the transmission of them. Any loss of superior natural ability through lack of the proper development or train¬ ing is a loss of wealth and power to a community. But great natural abilities are the rare inheritance of rich and poor alike ; and the poor (or those who would be un¬ able to pay for higher education) in every state always constitute a very large majority of the people ; and, what is noteworthy in this connection, the rich lack the spur of necessity, which is the proverbial mother of invention. That a “ government of the people, for the people, and by the people” should be without the public high school, and should look for its manifold directive power to chance and that quota of superior natural abilities furnished by a small rich minority is a paradox reaching the climax of folly and the eclipse of reason. Whither, then, can the state or society look for directive power but to its public high school, college, or university ? It is needless here to enlarge upon the value of individual directive power. The total directive power of society is always a whole greater than the sum of all its parts. Yet in times when physical strength in battle counted much more than at present, the directive power of Regulus was rated at a thousand common soldiers. Newton gave a new basis to the solar system and a sure foundation to the nautical almanac. One electric arc light may be equal to six thousand candle-power. At one electric touch the earth contracts her ancient dimen¬ sions and New York confers with London at call, London with Calcutta. The Psalm of Life is a perpetual soul-building homily radiant with heavenly philanthropy. The discovery of electric welding during the present year by Prof. Elihu Thomson, a graduate of a public high school, will, it is estimated, save in time and material millions of dollars annually ; and to the State of which he is a native it will certainly save in the same way an annual sum far greater than that appropriated to the high school of which he is an alumnus. The military and naval academies of our country furnish additional illustration of the value of directive power and of its benefit to the state. The cadets, admitted on tests and subjected to wholesome mental strain and discipline, are the foster-sons of the Government. For their costly maintenance and education the state expects a quid pro quo. Is this cost a gratuity ? With what Allen Andrews. 1020 EDUCATION REPORT, 1886-87. golden usury it is returned our history hears ample witness in many a national dan¬ ger averted, in many a national blessing won ; yet the laureled fasces never wear a more joyous look than when entwined by the fruitful olive-branch. The public high school thus stands on solid ground and becomes an essential part of the social structure. It is not merely an essential part, but it is the essential part which originates, moves, and directs all the other parts. It is the eye and sensorium of the body politic and the state’s perpetual policy of insurance. The money appro¬ priated for its support is not a gratuity, but a public investment which elevates and enriches society and makes the intellectual greatness and the material strength of states. The argument which thus necessitates the public high school also prescribes its character. Consider the word high in this connection ; emphasize it a little ; give it voice and a tongue and it will speak eloquently. In order that the resources of art, literature, and science may be realized in ever fresh benefit to society, their under¬ lying principles must be explore I to their farthest limits. Equipment, appliances, aud corps should be thorough and complete, and instruction in principles sufficiently extensive to lead the student up to original research. Mediocrity in these respects is mental stagnation ; inferiority, intellectual starvation and death. Preparation for college or any other private institution is not a necessary function of the public high school, which should either be in itself, or culminate in, a State university. This ideal public high school has already been realized in several parts of our coun¬ try, and reveals the destined trend in which all our educational lines are surely mov¬ ing to convergence. The existence of private high schools, colleges, and universities can not remove public responsibility. These supplement, in some degree, State delinquency, and have in the past furnished considerable directive power. But they are institutions for a small rich minority, and the sum annually paid for higher education in them is a convincing proof of the value of that education in developing and utilizing great natural abilities. And let us not forget that we are speaking for a u government of the people, for the people, and by the people.” Notwithstanding the directness of the reasoning which thus constitutes the public high school an important part of the body politic, a few objections to it are still urged. Of these some are trivial, some specious, but none of them true. The rich man without children, or sending them to private institutions, objects to paying the high school tax because he does not directly participate in the benefit. O for Mene- nius Agrippa to relate again, as once at the Sacred Mount, the fable of The Belly and the Members. For, dullard that he is, this rich man must then either consent or refuse to pay the tax for street-lighting because a public lamp has not been placed before his own door, or the poor tax, because none of his family is in the poor- house. This rich man is, however, rapidly disappearing. The remaining objections may all be classed together as those resulting from so- called over-education. These are the most specious and the most dangerous because they are urged by respectable journals and newspapers. The crying evils of this over-education are all summed uj) in the following extract from one of our most in¬ fluential journals; the students in our public high schools are “ aiming at something beyond and above their social rank and condition.” Do you, Mr. Editor, really need to be informed that the object of the most rational system of education is to develop and utilize to their maximum all the child’s inherited abilities? Or is it for you to tell us, contrary to reason, just how much of his abilities it will be best to develop and utilize ? Do you, an expounder of democratic principles, need to be told that it * is the freeman’s inalienable right to do that work in society to which his conspicuous fitness is his best title ? Or do you mean that it is a serious objection to be too skil¬ ful a machinist, too able an engineer, or perhaps too clever an editor ? But, pardon us, Mr. Editor ; we mistake your meaning. You mean that by some hook or crook society may appoint the graduate to some field of labor for which he is not qualified. That would indeed be a serious blunder ; and so much the worse for the society com¬ mitting it. Now listen to us, Mr. Editor, while we address the same students: “ Young men, it is a praiseworthy ambition in you to be aiming to better your con¬ dition. Strive to develop and utilize all your inherited abilities. Society has a just right to expect this of you. Conspicuous fitness is the American citizen’s only title to superiority. Let great examples stimulate your activity. Recall those worthies the results of whose achievements are in us and around us, graven upon the form and features of the times; which are materialized in a higher plane of social com¬ fort, moralized in broader, more practical, and self-reliant character, and spiritualized in a kindlier vein of charity and benevolence and in works of high art and high literature.” Is there any demagogism in this, Mr. Editor? From the reasoning which necessitates the public high school and determines its relation to the body politic we are enabled to deduce, as natural and easy corollaries, its functions, and the manner in which they should be performed. The State recog¬ nizes that all its directive power must be selected from those of its citizens having THE EAISON d’eTBE OF THE PUBLIC HIGH SCHOOL. 1021 the "best natural abilities according to their conspicuous fitness, and that, as it is tho developing and utilizing power of higher education which gives to directive power its greatest value and efficiency, it can look with confidence and justice for this higher education only to its public high school or State university. It therefore fol¬ lows that the chief function of the public high school is to furnish the State with the directive power necessary for its political and social well-being. A secondary function of the high school in each State or subdivision of it must necessarily be to stimulate into greater activity and keener competition all the lower schools, and to acf as a radiating centre of thought and mental activity, and thus to ele¬ vate and refine the general tone of the community. For the “ force of education is centrifugal.” The location of the school should always be near the source of largest supply, or in centres of population. The exclusion of everything partisan or sec¬ tarian from the course of study tends to develop a character without prejudice or bias, and free intercourse on a plane of entire equality gives to that character a breadth and homogeneousness in harmony with the spirit of our government quite unattainable in private institutions, where the pride of wealth and social distinc¬ tions based thereon too often build around themselves a narrowing wall of ex¬ clusiveness. The doors of the public high school are open to rich and poor alike. The State does not care whether A or B is to be admitted. Its purpose is that those who are to be admitted shall be the best fitted to be admitted. Conspicuous fitness is the only title to admission, and this fitness must be determined by competitive examination/ The quota system of admission is wholly illogical and is based on a misconception of the functions of the school. Socrates justly ridiculed the Athenians for choosing some of their public officers by lot. Promotion in the school should be determined by the same criterion. Tests should increase in severity with the progress of the course. Wholesome mental strain sustained by wholesome exercise is a wholesome hygiene. When the limit of capacity in any case is reached, a vacancy should be declared. Limit of capacity is a safe indication of limit of fitness. The public high school is neither a reformatory nor an asylum for feebleness. The State builds its greatest expectations on the survival of the fittest. The curriculum or course of study should connect closely with the studies of the next lower schools. The reason for this is obvious. The educative process is a suc¬ cession of ascending steps connected like the links of a chain. “From nature’s chain whatever link you strike, Tenth or ten-thousandth breaks the chain alike.” Until within recent years higher institutions of learning had a single undivided curriculum, in which the classics and the humanities played a dominating part. These served mankind long and well. But an evolution was in progress mightier than classic veto or papal bull or warning voice of Cassaudra. The latent forces of material nature began to be utilized, and science clamored for recognition. A fierce struggle ensued. Science thrust and the classics parried, and the issue seemed doubtful, until science, opening its subterranean and celestial armories stored with wondrous wealth and power, led its Titan forces — steam, heat, light, electricity, geology, and the wonder-working analyses of chemistry — into the field and drove the classics and the humanities from more than half the educational arena. Then they compromised, joined hands, and divided all mastery between them. To science fell directive power over matter; to the classics and the humanities directive power over mind. Thus, directive power is utilized — On the Material Side, in mining, metallurgy, And on the Human Side, in law and legislation, engineering, architecture, ship-building, ap- judicature, politics, police, sociology, journal- plied chemistry, applied physics, manifold ism, literature, theology, painting, sculpture, manufacture, applied mechanics, etc. music, oratory, etc. Hence all our higher institutions of learning now divide the curriculum into two main branches, which may be called scientific and literary. There is, of course, even in the highest university courses, a frequent overlapping of these branches, and each becomes contributory to the other. This division of the course became a necessity resulting both from the vastness of the intellectual field and the utility of the economic principle of division of labor. The field demands almost infinite energies ; yet, by the distribution of finite energies to its several parts, this almost infinite de¬ mand is readily supplied. It is better to know everything of something than some¬ thing of everything. Atwhat point in the curriculum of the public high school this division may he safely made depends upon the quality and quantity of the requisites for admission. The average stage of preparation attained in our public grammar schools makes necessary a common curriculum for some time after admission, and for obvious reasons. Some studies have a high disciplinary value, some a high culture value, and some have both. For example, higher mathematics, aside from high scientific 1022 EDUCATION REPORT, 1886-87. value, lias also a high disciplinary value; language studies, literature, and history have a high culture, value ; and the study of a cultivated language not vernacular has both a high disciplinary and a high culture value. Such studies give- roundness, fulness, and symmetry to mental development, and avert that one-sidedness which results from the pursuit of special courses without dao preparation for them. Wo do not mean that all sncli studies are necessary. We believe that in a curriculum of four years, common studies for the first two years would bo ample preparation for special scientific and literary courses. The arrangement of cnrricula for the latter courses presents little difficulty, and the only limitation in it is the elemeut of time. There are sometimes taught in public high schools subjects which have no relation whatever to the end in view. Such subjects are book-keeping, type-writing, pho¬ nography, sewing, and cooking. The criterion of fitness in any subject to be a branch of instruction is extensive application of principle and prospective benefit to society. Benefit that remains wholly with the individual or individual interests can found no claim to public recognition. Judged by this criterion, how can any of these subjects he justified? The mathematical principles of book-keeping are taught in arithmetic, and balancing accounts may very properly he taught as a practical application of them. Type-writing and phonography are manual operations involving no principle whatever, and have just ‘the same title to public recognition as shoemaking and tailoring. The benefit remains wholly with the individual. Sewing and cooking can he justified as branches of instruction only on the ground that those who are taught will either sew and cook or teach sewing and cooking for the public, and that society will he benefited thereby. The normal school is justified as a public institu¬ tion solely on the ground that its function is to furnish teachers for the public schools. And now in conclusion. The scientific movement before mentioned advanced with ever- widening flow. Matter, material force, and mechanism became the ruling deities. They open vistas richer than the wealth of Ormus or of Iud. Their products choke the avenues of trade and line all the ways of commerce. The prospect of riches stimulates every activity. The altars of Mammon smoke with a perpetual sacrifice, and too often the sole object of our vows is the golden though fatal gift of Midas. Money is at last our supreme good, because in it we have found the measure of a man, the next of kin to heaven. “ In fact, if we look deeper, we shall find that this faith in mechanism has now struck its roots deep into man’s most intimate, primary sources of conviction ; and is thence sending up, over his whole life and activity, in¬ numerable stems, fruit-hearing and poison-bearing. The truth is, men have lost their belief in the invisible, and believe and hope and work only in the visible; or, to speak it in other words, this is not a religious age. Only the material, the imme¬ diately practical, not the divine and spiritual, is important to- us. The infinite, ab¬ solute character of virtue has passed into a finito, conditional one; it is no longer a worship of the beautiful and good, but a calculation of the profitable.” 1 Against these poison-bearing stems and against a tendency so materialistic our methods in scientific training should provide some preservative. The ueglect of pure culture studies — the neglect of the humanities — especially the neglect of them in scientific education, is in some measure responsible for much of our materialism. Education means vastly more than a mere whetting of the intellectual faculties ; it also means spiritual growth, a sensitizing of the moral faculties, and the moulding of character for manhood. But let ns not therefore undervalue science audits golden freightage of blessing. “ Science is noble and good, but the progress of the soul is bet¬ ter. Genius is a bird of morning, and its song is always the exponent of the mofet recent pulse of human passion, human knoAvledge of beauty, human sympathy with the joys and sorrows of the world. The rocks may give up the last secret of their hearts; the sea, too, may disgorge its treasures; but at last it is the soul of man that is the poet’s field of study — the soul that walked with God upon chaos in the dark hour before the dawn of creation, the soul that still walks with him as the morning twilight slowly broadens into perfect day.” '2 Mere science, without cultivation on the human, the moral, and the spiritual side, is apt to be unimpassioned, unimpressive, and unimaginative. No mere science ever writes jioetry, and no pathos heaves the diaphragm of the phonograph. Let not science be made ignoble by the clod of materialism. Let it roam the macrocosm in fall sympathy with the microcosm. While it finds melody only in sonorous vibra¬ tions, still let the golden planets, heating against the tides of ether, peal out to fancy’s ear ethereal chimes ; and while it sees the birth of dewy morning only in luminous undulations, still let its eye of poesy behold the steeds of Aurora, breaking from the barriers of night, “arise, And shake the darkness from their loosened manes, And heat the twilight into flakes of fire.” 1 Thomas Carlyle, in Signs of the Times. 2Maurico Thompson, in Bi*-d3 of the Bocks. MEDICAL COLLEGES AND PROFESSION. 1023 MEDICAL COLLEGES AND THE MEDICAL PROFESSION. BY CHARLES WARREN, A. M.« M. D. The results of some investigations about the relation of medical colleges to the medical profession in the United States are considered by the Commissioner of Edu¬ cation to be of enough value to justify their insertion in the Annual Report of his Office for the year 1886-87. They are here concisely presented at his request. In order that the statistics and discussions of the current year in another part of this volume may be considered by themselves and in their general relations to the other parts of the Report, these results are printed as a special article. The annual reports of the Board of Health of the State of Illinois and the catalogues and announcements of the medical colleges in this country are the sources from which the facts have been drawn. A very careful comparison in many places between the statements of the Illinois board and those of the college publications has shown so much care and correctness, that the reports of that board, so far as they contain the facts, are used and quoted without demur. For the careful collection of these facts through many years, and for their clear and logical presentation, the country owes a debt of gratitude to Dr. John H. Rauch, secretary of that board ; yet this is only one of the many useful and continued services of that accomplished and indefatigable officer and physician. When the Federal Census of 1880 announced that there were 85,671 physicians or alleged physicians in this country, or one to 584 of the entiro population, it simply gave a definite form to a long-felt impression in most minds. That the medical pro¬ fession in the United States was scandalously overcrowded was known long before that year; that it is so still, the comments and complaints of the medical journals every spring bear witness. The evil must be endured until in process of time effective measures are devised and applied for its correction; it will never cure itself, as long as human vanity, greed, and laziness are permitted to act unchecked. Fortunately the facile descent toward the medical Avernus has awakened a good deal of professional and some public alarm; and, in consequence, medical licensing acts and other devices have been adopted in many States for the purpose of regulating the conduct, character, educational acquirements, and professional relations of medi¬ cal men to the public. The purpose of this paper is to show how medical colleges may co-operate in the good work of increasing the qualifications of medical graduates, and thereby pre¬ venting or hindering the entrance of incompetent or indolent persons into the medical profession. The method here described is not new ; it is in vogue in several colleges of medi¬ cine already with the happiest results, and only needs to be extended, to all medical schools in the country to produce a most beneficial effect upon the number, quality, and value of aspirants for medical success. The greater number of medical schools in the United States still jmrsue the ancient method of educating their students. This consists, essentially, of a requirement that the applicant for graduation shall have attended “ two courses of lectures” upon the main topics included in medical training ; but in practice these “two courses” are really one and the same course, given each year with but little variation. • A more modern and more sensible method is followed by the minority of our medical schools; these require, before graduation, attendance upon three courses of lectures, in which the subjects of instruction are arranged in such a way as to be graded in correspondence with the attainments and progress of the students. I have taken the facts given in this article as to the numbers of matriculates and graduates of one hundred and twelve medical colleges existing in this country dur¬ ing the scholastic year 1885-86 from the reports of the Illinois Board of Health. I have grouped the colleges requiring three graded courses of instruction together, and those not so requiring also together; in the discussion of these groups, the graded group is entitled “A,” and the other “ B.” The period of time chosen covers five scholastic years ; for each of these and for the quinquennial period the table on pp. 1024-27 gives the matriculates aud graduates appertaining to each of the schools above indicated. I do not mean to assert that all the schools in Group A required graded courses during the entire quinquennial period, but only that they so required in the last year of the period. Nor do I assert that all the schools in Group B are properly placed therein ; but only that they appeared to me, upon a careful examination, to belong therein rather than in Group A. For errors of judgment in this respect I beg the indulgence of my readers. 1024 EDUCATION REPORT, 1886-87. The Number of Matriculates and Graduates of Medical Col- A. — In colleges requiring graded Names of Colleges, and the Post-Office Addresses. 1881 Matricu¬ lates. -82. Gradu¬ ates. “ REGULAR.” 1 University of Southern California, College of Medicine, Los Angeles, Cal.. 2 Cooper Medical College, San Francisco, Cal . . 67 12 3 University of California, Medical Department, San Francisco, Cal . 59 15 4 University of Colorado, Medical Department, Boulder, Colo . 5 Yale University, Medical Department, New Haven, Conn . 21 2 6 Columbian University, National Medical College, Washington, D. C . 52 8 7 Howard University, Medical Department, Washington, D. C . 91 16 8 National University, Medical Department, Washington, D. C . 9 Universitv of Georgetown, Medical Department, Washington, D. C . 30 7 10 Chicago Medical College (Northwestern University), Chicago, Ill . 155 39 11 Harvard University Medical School, Boston, Mass . 233 77 12 University of Michigan, Department of Medicine and Surgery, Ann Arbor, Mich . 380 90 13 Minneapolis College of Physicians and Surgeons, Minneapolis, Minn . 14 St. Paul Medical College, St. Paul, Minn . 15 St. Louis Medical College, St. Louis, Mo . 167 29 16 University of Nebraska, College of Medicine, Lincoln, Nebr . 17 Albany Medical College (Union University), Albany, N. Y . 170 54 18 Niagara University, Medical Department, Buffalo, N. Y . 19 University of Buffalo, Medical Department, Buffalo, N. Y . 172 65 20 Woman’s Medical College of the New York Infirmary, New York, N. Y ... 49 10 21 Leonard Medical School (Shaw University), Raleigh, N. C . 22 Medico-Chirurgical College of Philadelphia, Philadelphia, Pa . 31 3 23 University of Pennsylvania, Medical Department, Philadelphia, Pa . 363 122 24 Woman’s Medical College of Pennsylvania, Philadelphia, Pa . 111 19 “HOMOEOPATHIC.” 25 Hahnemann Medical College of San Francisco, San Francisco, Cal . 26 Boston University School of Medicine, Boston, Mass . 110 29 27 University of Nebraska, College of (Homoeopathic) Medicine, Lincoln, Nebr. 28 New York Medical College and Hospital for Women, New York, N. Y . 41 10 29 Hahnemann Medical College and Hospital, Philadelphia, Pa . 148 57 B. — In colleges not requiring 1 4 5 G 7 8 9 10 11 13 14 15 16 17 18 19 20 21 22 23 24 25 “REGULAR.” Medical College of Alabama, Mobile, Ala . Arkansas Industrial University, Medical Department, Little Rock, Ark - University of Denver, Medical Department, Denver, Colo . Atlanta Medical College, Atlanta, G-a . Southern Medical College, Atlanta, Ga . 60 36 12 135 126 21 5 5 56 37 Medical College of Georgia (University of Georgia), Augusta, Ga . College of Physicians and Surgeons of Chicago, Chicago, Ill . Rush Medical College, Chicago, Ill . 583 Woman’s Medical College of Chicago, Chicago, Ill . . 82 Quincy College of Medicine (Chaddock College), Quincy, Ill . . 185 23 Hospital Medical College of Evansville, Evansville, Ind . . Eort Wayne College of Medicine, Fort Wayne, Ind . . Central College of Physicians and Surgeons, Indianapolis, Ind. Medical College of Indiana, Indianapolis, Ind . Iowa College of Physicians and Surgeons, Des Moines, Iowa . . 27 43 164 16 10 58 State University of Iowa, Medical Department, Iowa City, Iowa... College of Physicians and Surgeons, Keokuk, Iowa . Hospital College of Medicine (Central University), Louisville, Ky . Kentucky School of Medicine, Louisville, Ky . Louisville Medical College, Louisville, Ky . 151 273 75 132 125 46 126 36 55 54 University of Louisville, Medical Department, Louisville, Ky . Tulane University of Louisiana, Medical Department, New Orleans, La Medical School of Maine at Bowdoin College, Brunswick, Me . Baltimore Medical College, Baltimore, Md . College of Physicians and Surgeons, Baltimore, Md . 181 220 104 46 346 96 56 28 17 158 MEDICAL COLLEGES AND PROFESSION, 1025 LEGES IN TKE UNITED STATES, FOR THE FlYE YEARS ENDING IN 1886. courses of study for three years. 1882-83. 1S83-84. 1884-85. 1885-86. Five years. Matricu- Gradu- Matricu- Gradu- Matricu- Gradu¬ Matricu¬ Gradu¬ Matricu¬ Gradu¬ lates. ates. lates. ates. lates. ates. lates. ates. lates. ates. 10 0 10 0 1 83 19 80 1G 83 19 86 12 399 78 2 61 11 43 15 53 13 51 8 267 62 3 8 0 19 o 5 2 32 4 4 32 7 43 7 27 c 26 6 149 28 5 79 10 78 14 86 14 103 8 398 54 6 87 31 90 22 85 25 102 20 455 114 7 9 1 10 1 19 2 8 27 4 34 7 35 11 30 10 156 39 9 137 42 114 41 119 41 125 38 650 201 10 229 74 243 59 249 60 264 66 1, 218 336 11 366 117 328 85 334 80 325 83 1, 733 455 12 6 0 13 2 16 3 35 5 13 26 13 26 13 14 134 40 112 33 91 20 86 18 i 600 140 15 18 3 35 6 23 > 9 76 18 16 .157 51 149 43 142 33 142 40 760 221 17 13 0 23 0 35 6 71 6 18 178 57 155 G2 134 48 132 43 771 275 19 40 5 40 9 33 11 34 8 196 43 20 12 0 17 0 26 6 55 6 21 27 10 23 4 33 5 26 5 140 27 22 367 104 307 103 370 108 381 118 1, 848 555 23 125 35 133 26 126 23 142 33 637 136 24 23 7 17 5 21 11 61 23 25 109 30 97 34 91 26 97 18 504 137 26 17 3 11 4 9 4 37 11 27 42' 8 48 8 30 13 39 13 200 52 28 147 53 138 41 144 48 148 58 725 256 29 graded courses of study. F0 16 75 12 90 34 110 33 415 116 1 32 4 28 13 37 8 52 16 185 46 2 21 5 22 5 18 4 26 10 99 29 3 126 39 114 48 88 38 109 33 572 219 4 104 37 86 27 89 31 82 34 487 166 5 61 23 85 37 77 34 88 36 ' 311 130 6 152 52 167 52 167 60 151 71 637 235 7 549 183 451 166 419 150 404 156 2,406 840 8 79 18 69 21 75 22 76 19 381 103 9 6 0 12 4 19 4 15 7 52 15 10 11 5 11 2 12 6 15 4 49 17 11 25 12 23 10 21 5 22 11 118 54 12 44 24 28 13 25 11 20 12 160 70 13 131 53 71 43 60 28 66 27 492 209 14 9 3 19 8 31 13 46 10 105 34 15 162 35 142 37 * 116 43 99 35 670 196 16 130 ] 54 121 50 93 40 90 34 7C7 313 17 87 31 57 31 50 26 39 18 308 142 18 158 51 159 55 120 56 175 60 744 277 19 157 51 267 76 , 203 63 230 85 982 329 20 194 68 197 84 173 74 164 81 909 403 21 212 73 212 70 192 64 208 78 1, 044 341 22 94 28 99 33 66 14 85 20 448 123 23 52 20 28 14 25 8 40 8 191 67 24 322 109 400 127 426 155 341 149 1, 835 698 25 65 ED I 1026 EDUCATION REPORT, 1886-87. The Number of Matriculates and Graduates of Medical Colleges in B. — In colleges not requiring graded Names of Colleges and the Post-Office Addresses. 1881 Matricu¬ lates. -82. Gradu¬ ates. “ regular ” — continued. 26 University of Maryland, School of Medicine, Baltimore, Md . . . 137 73 27 W Oman’s Medical College of Baltimore, Baltimore, Md . 28 College of Physicians and Surgeons, Boston, Mass . 49 11 29 Detroit College of Medicine, Detroit, Mich, (and its predecessors) . 120 31 30 Minnesota Hospital College, Minneapolis, Minn, (and its predecessor) . 25 5 31 University of the State of Missouri, Medical Department, Columbia, Mo . . 35 7 32 Kansas City Medical College, Kansas City, Mo . 16 33 University of Kansas City, Medical Department, Kansas City, Mo . 25 11 34 Northwestern Medical College of St. Joseph, St. Joseph, Mo . 40 26 35 St. Joseph Medical College, St. Joseph, Mo . 36 Missouri Medical College, St. Louis, Mo . . . 235 125 37 St. Louis College of Physicians and Surgeons, St. Louis, Mo . 49 12 38 Omaha Medical College, Omaha, Nebr . 33 8 39 Dartmouth College Medical School, Hanover, N. H . 76 28 40 Long Island College Hospital, Brooklyn, N. Y . 159 61 41 Bellevue Hospital Medical College, New York, N. Y . ’ 480 163 42 College of Physicians and Surgeons (Columbia College), New York, N. Y.. 547 115 43 University of the City of New York, Medical. Department, New York, N. Y . . 575 213 44 Syracuse University, College of Medicine, Syracuse, N. Y . 45 11 45 Cincinnati College of Medicine and Surgery, Cincinnati, O . . . 35 15 46 Medical College of Ohio, Cincinnati, O . . 311 101 47 Miami Medical College, Cincinnati, O . . 124 41 48 University of Wooster, Medical Department, Cleveland, O . 33 14 49 Western Reserve University, Medical Department, Cleveland, O . 188 83 50 Columbus Medical College, Columbus, O . 131 59 51 Starling Medical College, Columbus, O . 116 55 52 Northwestern Ohio Medical College, Toledo, O . . . 53 Toledo Medical College, Toledo, O . 54 Willamette University, Medical Department, Portland, Oregon . 29 9 55 J efferson Medical College, Philadelphia, Pa . 630 247 56 Medical College of the State of South Carolina, Charleston, S. C . 56 19 57 Memphis Hospital Medical College (Southwestern Baptist University), Memphis, Tenn . . 70 30 58 Medical Department of the University of Nashville and Vanderbilt Uni- versitv, Nashville, Tenn . . . . 327 191 59 Nashville Medical College (University of Tennessee), Nashville, Tenn . 144 69 60 Central Tennessee College, Meharry Medical Department, Nashville, Tenn. 29 8 61 University of Vermont, Medical Department, Burlington, Vt . 190 85 62 Medical College of Virginia. Richmond, Va . 50 13 63 University of Virginia, Medical Department, University of Virginia, Va. . . 34 12 “ HOMOEOPATHIC.” 64 Chicago Homoeopathic Medical College, Chicago, Ill . 128 38 65 Hahnemann Medical College and Hospital, Chicago, Ill . 264 108 66 State University of Iowa, Homoeopathic Medical Depar’t, Iowa City, Iowa. . 46 15 67 University of Michigan, Homoeopathic Medical Depar’t, Ann Arbor, Mich.. 71 15 68 Homoeopathic Medical College of Missouri, St. Louis, Mo . 69 New York Homoeopathic Medical College, New York, N. Y . . 146 36 70 Pulte Medical College, Cincinnati, O . 79 34 71 Homoeopathic Hospital College, Cleveland, O . . . 129 26 “ECLECTIC.” 72 California Medical College, Oakland, Cal . . . 25 10 73 Georgia College of Eclectic Medicine and Surgery, Atlanta, Ga . 81 24 74 Bennett College of Eclectic Medicine and Surgery, Chicago, Iil . 113 38 75 Indiana Eclectic Medical College, Indianapolis, Ind . 1 9 11 76 Iowa Medical College (Drake University), Des Moines, Iowa . 25 7 77 ~RTi~n ** Eclectic Medical College Des Heroines Towfl> _ _ _ _ 78 American Medical College, St. Louis, Mo . 118 40 79 Eclectic Medical College of the City of New York, New York, N. Y . 146 50 American Eclectic Medical College Cincinnati, O ....... _ _ ... _ ... 81 Eclectic Medical Institute, Cincinnati, O . . 272 100 “PHYSIO-MEDICAL.” qo PVirrei A TY1 AfllPCll Tt'tQ'fl fll dll 1 f*, flUO Til _ _ Oci 83 Physio-medical College of Indiana, Indianapolis, Ind . 24 10 MEDICAL COLLEGES AND PROFESSION. 1027 the United States, for the Five Years Ending in 1886— Continued. courses of study — Continued. 1882 -83. 1883-84. 1884-85. 188^-86. Five years. Matricu- Gradu- Matricu- Gradu- Matricu- Gradu¬ Matricu¬ Gradu¬ Matricu¬ Gradu¬ lates. ates. lates. ates. lates. ates. lates. ates. lates. ates. 203 97 188 74 200 75 198 78 986 397 26 19 1 22 5 9 4 14 3 64 13 • 27 34 10 44 6 45 5 30 4 202 36 28 113 41 146 52 122 40 116 46 617 210 29 58 4 50 7 51 19 53 9 237 44 30 25 9 16 4 20 4 16 3 112 27 31 36 12 38 15 29 9 29 10 164 62 32 . 28 8 45 14 35 16 30 17 163 66 33 31 18 39 10 28 '14 28 11 166 79 34 24 8 35 6 28 9 26 11 113 34 35 210 86 252 103 208 88 221 86 1, 126 483 36 69 31 57 27 33 12 35 17 243 99 37 30 9 20 4 21 8 28 5 132 34 38 80 40 40 18 52 13 55 15 303 114 39 154 51 j‘22 37 119 47 109 49 663 245 40 467 167 434 149 365 134 386 139 2, 132 752 41 543 125 505 105 439 134 458 97 2, 492 576 42 528 163 526 164 533 175 547 173 2, 709 888 43 44 12 46 11 38 11 41 11 214 56 44 46 15 50 14 53 25 36 17 220 86 45 302 102 257 100 209 58 210 78 1,319 442 46 114 41 104 28 104 27 100 37 546 174 47 57 17 46 16 37 23 43 17 216 87 48 101 50 167 54 126 56 119 47 761 290 49 123 46 77 30 51 18 51 19 433 172 50 59 25 71 25" 85 30 78 28 409 163 51 11 1 14 4 23 2 48 7 52 19 7 33 14 38 • 13 33 10 123 44 53 28 10 24 10 23 8 20 7 124 44 54 569 227 645 215 493 176 531 223 2, 868 1, 088 55 61 18 80 20 59 17 62 18 318 92 56 73 31 58 22 71 31 90 37 362 151 57 248 116 180 93 181 73 231 105 1, 165 578 58 133 58 167 62 171 57 174 56 789 302 59 30 5 31 8 38 8 49 10 177 39 60 204 68 230 100 191 78 163 52 978 383 61 61 9 91 33 66 19 72 17 340 91 62 50 10 41 17 42 15 62 17 235 77 63 125 40 134 39 125 22 130 52 642 191 64 297 134 259 113 244 93 227 92 1,291 540 65 44 12 35 12 33 10 29 10 187 59 66 57 17 55 20 34 6 49 17 266 75 67 41 11 39 18 32 9 38 17 150 55 68 145 47 153 53 130 40 138 41 712 217 69 66 31 65 16 52 30 55 16 317 127 70 131 55 91 40 84 30 82 26 517 177 71 32 11 30 9 26 5 24 14 137 49 72 67 18 62 * 17 69 13 63 10 342 82 73 147 52 159 50 143 37 122 50 684 227 74 24 7 31 10 19 8 37 22 130 58 75 19 8 34 7 21 10 31 10 130 42 76 31 9 33 5 36 5 100 IQ 77 114 38 65 15 24 14 26 6 347 113 78 13 L 37 96 19 45 11 74 15 492 132 79 13 6 24 9 28 65 26 80 225 64 190 83 169 69 161 58 1, 017 374 8L j 17 10 17 10 82 26 * 17 21 7 34 12 30 18 135 64 83 1028 EDUCATION REPORT, 1886-87. Group A contains twenty-four “Regular” and five Homoeopathic medical schools: Group B consists of sixty-three “Regular,” eight Homoeopathic, ten Eclectic, and two Physio-medical schools. Having given the facts for each school and each year in detail, I now append a summary showing the number of matriculates in each year and for the entire period in each group in the several professional sects, if the latter term be allowable, and in all the schools considered together. Eighty-four per cent, of these students at¬ tended “Regular” schools, more than nine per cent, went to Homoeopathic schools, and the rest mainly to Eclectic schools. The matriculates decreased in number year after year until 1884-85, when the low point was reached; an upward tendency, noticeable in all the varieties of doctrine, began with 1885-86. This is true of both groups in general. The matriculates in the “ Regular” schools in Group A were, however, least numerous in 1883-84, while the Homoeopathic schools in the same group for the same year show their largest enrol¬ ment during the period. There is no doubt that the general population of the country increased as rapidly as usual during each year of the time under review, though tho number of medical students fluctuated as indicated. Summary of medical matriculates in the United States, for five years ending in 1886. Years. All schools. Eegular. Homoeopathic. Eclectic. Physio- medical. Groups Group Group Groups Group Groun Groups Group Group Group Group A and B. A. B. A and B. A. B.* A and B. A. B. B. B. 18S1-82 . 12, 30G 2, 450 9, 856 10, 321 2, 151 8,170 1, 162 299 863 799 24 1882-83 . 12, 154 2, 427 9, 727 10, 165 2,129 8, 036 1,204 298 906 759 26 1883-84 . 11, 90G 2,412 9,494 10, 020 2, 089 7, 931 1, 154 323 831 711 21 1884-85 . 10, 869 2,409 8, 460 9, 235 2, 116 7,119 1,027 293 734 573 34 1885-86 . 11,247 2, 530 8,717 9, 536 2, 21G 7, 320 1,062 314 748 602 47 Five years . 58, 482 12, 228 46, 254 49, 277 10, 701 38, 576 5, 609 1,527 4, 082 3, 444 152 In order to direct attention to other points of interest, the concrete numbers of the summary under review are now transformed into percentages. These show that the colleges included in Group A, when compared with those in Group B, gradually and slightly increased their proportion of matriculates ; this is also true of both the “ Regular” and the Homoeopathic schools. The proportion of Homoeopathic matriculates in Group A is greater than that of “ Regular” matriculates therein. When one observes that, during the five years, seventy-nine medical students at¬ tended the repetition-course schools, while only twenty-one attended the graded- course schools, one can not avoid asking why such was the case? Of course many who attended schools in Group B did so because the schools were more numerous; but it is probable that a goodly number preferred them because they were thought to be less exacting of labor by their students. Men who desire to obtain a» degree with the minimum of labor or delay are naturally repelled by the announcement of schools like those in Group A ; like water, they flow in the direction of least resistance. This summary does not indicate that degrees are obtained more easily in Group B than in Group A, but that some men prefer the group that seems to ask its students to spend less time, and, presumably, to take less pains at each step in their progress. Ter cent, of matriculates in medical schools of the two groups for five years. Years. All schools. Eegular. Homceopathic. Eclectic. Physio- medical. Group A. Group B. Group A. Group B. Group A. Group B. Group B. Group B. 1881 82 . 19.9 80.1 20.8 79.2 25.7 74.3 100.0 100.0 1882-83 . 20.0 80.0 20.9 79.1 24.7 75.3 100. 0 100.0 1883 84 . 20.3 79.7 20.9 79.1 28.0 72.0 100.0 100.0 1884-85 . 22.2 77.8 22.9 77. 1 28.5 71.5 100.0 100. 0 1885-86 . 22.5 77.5 23.4 76.6 29.6 70.4 100.0 100.0 Five years . 20.9 79.1 21.7 78.3 27.2 72.8 100.0 1 100.0 MEDICAL COLLEGES AND PROFESSION. 1029 The next summary shows for each year, for the five years, for all kinds of schools, for each kind, and for each group, the number of graduates— That is, the number en¬ tering the profession of medicine and surgery. The year 1884-85 is low tide in this respect, as in the matter of matriculations. Eighty-four per cent, of the graduates were from “ Regular” schools, nearly ten per cent, from Homoeopathic schools, and the rest mainly from Eclectic schools. For most of the increase of the medical profession for which the schools are account¬ able, those teaching the “Regular” or Innominate doctrines are shown to bo directly responsible. Summary of medical graduates in the United Stales, for five years ending in 188G. Years. All schools. ■Regular. Homoeopatli uc. Eclectic. Physio- medical. Groups Group Group Groups Group Group Groups Group Group Group Group A and B. A. B. A and B. A. B. A and B. A. B. B. B. 3881-82 . 4, 284 664 3, 620 3,626 568 3, 058 368 96 272 280 10 1882-83 . 4, 053 707 3, 346 3, 364 617 2,747 437 90 347 235 17 3883-84 .: 3. 905 642 3, 263 3, 269 549 2, 720 404 93 3 LI 225 7 1884-85 .: 3, COL 624 2, 977 3, 072 528 2, 544 336 96 240 181 12 1885-86 . 3, 793 660 3, 133 3, 189 556 2, 633 375 104 271 201 28 Five years.1 19, 636 3, 297 16,339 16, 520 2, 818 13, 702 1,920 479 1,441 1,122 74 The proportion of graduates from the groups is shown in the percentage table next presented. Eighty-three per cent, graduated ^from schools in Group B, as against seventeen per cent, from schools in Group A. This proportion holds for the “Regu¬ lar” graduates; but twenty-five per cent, of the Homoeopathies graduated from schools in Group A. This is a very serious matter indeed, when properly considered. The legitimate, ascertained, and best-educated element in the increase of the medical profession, during the five years under review, graduated from schools whose standard of attain¬ ment was much lower than that recognized in any foreign country, and lower even than the standard set by many schools in this country. Per cent, of graduates from medical schools of the two groups for five years. Years. m All schools. Begular. Homoeopathic. Eclectic. Physio- medical. Group A. Group B. Group A. Group B. Group A. Group B. Group B. Group B. 1881-82 . 15.5 84.5 15.7 84.3 26.1 73.9 100.0 100.0 1882-83 . . 17.4 82.6 18.3 81. 7 20.6 79.4 100.0 100. 0 1883-84 . 16.4 83.6 16.8 83.2 23.0 77. 0 100.0 100.0 1884-85 . 17.3 82. 7 17.2 82.8 28.6 71.4 1 00. 0 100.0 1885-86 . 17.4 82.6 17.4 82.6 27.7 72.3 100. 0 100.0 Five years . 16.8 83.2 17.1 82.9 24.9 75.1 100.0 100.0 1030 EDUCATION REPORT, 1886-87. Finally, wo must consider tlie proportion of graduates to matriculates for the pe¬ riod under review. Somewhat more than a third of the medical students became doctors of medicine ; but the proportion of graduates to matriculates in Group A was twenty-seven per cent., a little more than a fourth, while in Group B it was thirty-five per cent., or more than a third. If the proportion of graduates in Group B had been the same as in Group A, the number of graduates therefrom would have been about 12,500 in¬ stead of about 16,300, as heretofore shown. If, on the other hand, the graduates in Group A had been as numerous in proportion as in Group B, they would have risen from about 3,300 to about 4,300. The rigid application of the requirement for a graded course of instruction for three years by all medical colleges during the five years under present consideration, would have resulted in reducing the number of graduates from about 19,600 to about 15,800. Whether this diminution of graduates would be beneficial as a whole to the medical profession, is a subject upon which men may differ ; but there is no question that the graded course would tend to raise the standard of qualifications needed for gradua¬ tion, and would supply abetter quality of graduates for employment in the work of the medical practitioner. Per cent., for the five years, of medical graduates to medical matriculates in the United States. IX BOTH GROUPS. Years. All schools. Regular. Homceo- pathic. Eclectic. Physio- medical. 1881-82 . 34.8 35.1 31.7 35.0 41.7 1882-83 . . . 1 33.3 33.1 36.3 31.0 65. 4 1883-84 . 32.8 32.6 35. 0 31. 6 33.3 1884-85 . 33.1 33.3 32.7 31.6 35.3 1885-86 . . . 35.2 33.4 35.3 33.4 59.5 Five years . . 33.6 33.5 34.2 32.6 48.7 IX GROUP A. Years. Total. Regular. Homoeo¬ pathic. Eclectic. Physio- medical. 1881-82 . 27.1 26.4 32.1 0.0 0. 0 1882-83 . 29.1 29.0 30.2 0. 0 0. 0 1883-84 . 26. 6 26.3 28. 8 0. 0 0.0 1884-85 . 25. 9 25.0 32. 8 0. 0 0. 0 1 885_8fi _ _ 26.1 25.1 33.1 0.0 0.0 27.0 26.3 31.4 0.0 0.0 IX GROUP B. Years. Total. Regular. Homoeo¬ pathic. Eclectic. Physio-’ medical. 1881-82 . 36.7 37.4 31.5 35.0 41.7 1882-83 . 34.4 34.2 38. 3 31.0 65. 4 1883-84 . 34.4 34.3 37.4 31.6 33. 3 1884-85 . 35.2 35.7 32: 7 31.0 35. 3 1885-86 . 35.9 36.0 36.2 33.4 59.5 Five years . . 35.3 35. 5 35.3 32.6 48.7 CHAPTER XX. INDEX TO THE PUBLICATIONS OF THE UNITED STATES BUREAU OF EDUCATION, FROM 1868 TO 1887. For nearly twenty years tliis Office has been issuing annual and special reports, circulars of information, and other occasional publications for the information of Con¬ gress and of the public. These documents now number some twenty-five volumes and comprise as many thousand pages; reference to their contents has become some¬ what of a task ; and the lapse of time makes it advisable that many bibliographical data respecting them should be committed to print before they are entirely lost. In order, therefore, to render reference to the contents of these publications easy, and to preserve useful memoranda respecting them, the accompanying list and index has been prepared. LIST OF PUBLICATIONS. I. — Annual Reports. Report of the Commissioner of Education, 1887-88. 8°, pp. xl -f- 856. Washington, 1868. * Special report of the Commissioner of Education on the condition and improvement of public schools in the District of Columbia. 8°, pp. 912. Washington, 1871. Report of the Commissioner of Education for the year 1870. 8°, pp. 579. Washing¬ ton, 1870. Same for 1871. 8°, pp. 715. Washington, 1872. Same for 1872. 8°, pp. Ixxxviii -f- 1018. Washington, 1873. Same for 1873. 8°, pp. clxxviii -{- 870. Washington, 1874. Same for 1874. 8°, pp. clii -}- 935. Washington, 1875. Same for 1875. 8°, pp. clxxiii -f- 1016. Washington, 1876. Same for 1876. 8°, pp. ccxiii -f- 942. Washington, 1878. Same for 1877. 8°, pp. ccvi -(- 644. Washington, 1879. Same for 1878. 8°, pp. cci + 730. Washington, 1880. Same for 1879. 8°, pp. ccxxx + 757. Washington, 1881. Same for 1880. 8°, pp. cclxii -}- 914. Washington, 1882. Same for 1881. 8°, pp. cclxxvii -f- 840. Washington, 1883. Same for 1882-83. 8°, pp. ccxciii -j- 872. Washington, 1884. Same for 1883-84. 8°, pp. cclxxi -J- 943. Washington, 1885. Same for 1884-85. 8°, pp. cccxvii -j- 848. Washington, 1886. Same for 1885-86. 8°, pp. xxi -1-792. Washington, 1887. II.— Circulars of Information. Circular of information, August, 1870. pp. 70. — Contents: Illiteracy; derived from census tables of 1860; Educational statistics, translation of article by Dr. A. Dicker; Virchow on school-room diseases; Education of French and Prussian conscripts; School organization, etc. Same , July, 1871. pp. 48. — Contents: Public instruction in Sweden and Norway; The u folkehoiskoler ” of Denmark. Same, November, 1871. pp. 14. Methods of school discipline. Same, December, 1871. pp. 17. Compulsory education. Same, January, 1872. pp. 43. German and other foreign universities. Same, February, 1872. pp. 77 .—Contents : Public instruction in Greece, the Argentine Republic, Chili, and Ecuador; Statistics respecting Portugal and Japan; Technical education in Italy. Same, March, 1872. pp. 93. — Contents: Vital statistics of college graduates; Distri¬ bution of college students in 1870-71; Vital statistics in the United States, with diagrams. 1031 1032 EDUCATION REPORT, 1886-87. Circular of information, April, 1872. pp. 125. Relation of education to labor. Same, June, 1872. pp. 22. Education in the British West Indies. Same, July, 1872. pp. 62. The kindergarten. Same, November, 1872. pp. 79. American education at the Vienna Exposition of 1873. Same, 1, 1873. pp. 68. Historical summary and reports on the systems of public in¬ struction in Spain, Bolivia, Uruguay, and Portugal. Same, 2, 1873. pp. 30. Schools in British India. Same, 3, 1873. pp. 118. College commencements for the summer of 1873, in Maine, New Hampshire, Vermont, Massachusetts, Rhode Island, Connecticut, New York, New Jersey, and Pennsylvania. Same, 4, 1873. pp. 72. List of publications by members of certain college faculties and learned societies in the United States, 1867-72. Same, 5, 1873. pp. 155. College commencements during 1873 in the Western and Southern States. Same, 1, 1874. pp. 77. Proceedings of the Department of Superintendence of the National Educational Association, Washington, D. C. [1874]. Same, 2, 1874. pp. 56. Drawing in public schools,* .present relation of art to edu¬ cation in the United States. Same, 3, 1874. pp. 87. History of secondary instruction in Germany. Same, 1, 1875. pp. 114. Proceedings of the Department of Superintendence of the National Educational Association, Washington, D. C. [1875]. Same, 2, 1875. pp. 64. Education in Japan. Same, 3, 1875. pp. 108. Public instruction in Belgium, Russia, Turkey, Servia, and Egypt. Same, 4, 1875. pp. 16. Waste of labor in the work of education. Same, 5, 1875. pp. 26. Educational exhibit at the International Centennial Exhibi¬ tion, 1876. Same, 6, 1875. pp. 208. Reformatory, charitable, and industrial schools for the young. Same, 7, 1875. pp. 130. Constitutional provisions in regard to education in the several States. Same, 8, 1875. pp. 15. Schedule for the preparation of students’ work for the cen¬ tennial exhibition. Same, 1, 1877. pp. 28. Education in China. Same, 2, 1877. pp. 77. — Contents: Public instruction in Finland, the Netherlands, Denmark, Wtirtemberg, and Portugal ; The University of Leipzig. Same, 1, 1878. pp. 36. Training of teachers in Germany. Same, 2, 1878. pp. 24. Elemen tary education in London. Same, 1, 1879. pp. 21. Training schools for nurses. Same, 2, 1879. pp. 192. — Contents: Proceedings of the Department of Superintend¬ ence of the National Educational Association, 1877 and 1879, Washington, D. C. ; Proceedings of the conference of college presidents and delegates, Columbus, Ohio, December, 1877. Same, 3, 1879. pp. 37. Value of common school education to common labor. [Re¬ printed from Annual Report, 1872.] Same, 4, 1879. pp. 49. Training schools of cookery. Same, 5, 1879. pp. 37. American education as described by the French commission to the international exhibition of 1876. Same, 1, 1880. pp. 27. College libraries as aids to instruction. Same, 2, 1880. pp. 112. Proceedings of the Department of Superintendence of the National Educational Association, Washington, D. C., 1880. Same, 3, 1880. pp. 96. Legal rights of children. Same, 4, 1880. pp. 106. Rural school architecture. Same , 5, 1880. pp. 26. English rural schools. Same, 6, 1880. pp. 219. Instruction in chemistry and physics in the United States. Same, 7, 1880. pp. 36. The spelling reform. Same, 1, 1881. pp. 26. Construction of library buildings. Same, 2, 1881. pp. 22. Relation of education to industry and technical training in American schools. Same, 3, 1881. pp. 79. Proceedings of the Department of Superintendence of the National Educational Association, New York, 1881. Same, 4, 1881. pf). 144. Education in France. Same, 5, 1881. pp. 47. Causes of deafness among school children and the instruc¬ tion of children with impaired hearing. Same, 6, 1831. pp. 29. Effects of student life on the eyesight. Same, 1, 1882. pp. 28. Inception, organization, and management of training schools for nurses. PUBLICATIONS OF THE BUREAU OF EDUCATION. 1033 Circular of information, 2, 1882. pp. 112. Proceedings of the Department of Super¬ intendence of the National Educational Association, Washington, 1882. Same, 3, 1882. Same, 4, 1882. Same, 5, 1882. Same, 6, 1882. Same, 1, 1883. of teachers, Same, 2, 1883. States. Same, 3, 1883 pp. 67. University of Bonn, pp. 37. Industrial art in schools, pp. 14. Maternal schools in Franco, pp. 63. Technical instruction in France. pp. 46. Legal provisions respecting the examination and. licensing pp. 30. Co-education of the sexes in the public schools of the United pp. 81. Proceedings of the Department of Superintendence of the National Educational Association, Washington, D. C., 1883. Same, 4, 1883. pp. 82. Recent school-law decisions. Same, 1, 1884. pp. 11. Meeting of the International Prison Congress at Rome. Same, 2, 1884. pp. 184. The teaching, practi ce, and literature of shorthand. [Second and eularged edition.] Same, 3, 1884. pp. 99. Illiteracy in the United States. With appendix on national aid to education. Same, 4, 1884. pp. 176. Proceedings of the Department of Superintendence of the National Educational Association, Washington, D. C., 1884. Same, 5, 1884. pp. 28. Suggestions respecting the educational exhibit at the New Orleans Exposition, 1884-85. Same, 6, 1884. pp. 90. Rural schools : progress in the past ; meaus of improvement in the future. Same, 7, 1884. pp. 158. Aims and methods of the teaching of physics. Same, 1, 1885. pp. 207. City school systems in the United States. Same, 2, 1885. pp. 206. Teachers’ institutes. Same, 3, 1885. pp. 55. Review of the reports of the British royal commissioners on technical instruction, with notes. Same, 4, 1885. pp. 56. Education in Japan. Same, 5, 1885. pp. 183. Physical training in American colleges and universities. Same, 1, 1886. pp. 78. Study of music in public schools. Same, 2, 1886. pp. 91. Proceedings of the Department of Superintendence of the National Educational Association, Washington, D. C., 1886. Same, 1, 1887. pp. 89. The College of William and Mary. Same, 2, 1887. pp. 299. Study of history in American colleges and universities. Same, 3, 1887. pp. 200. Proceedings of the Department of Superintendence of the National Educational Association, Washington, D. C., 1887. III. — Miscellaneous Publications. Report on school architecture, and plans for graded schools, pp. 136. [Reprinted from Annual Report, 1868.] Suggestions for a free school policy for United States land grantees, pp. 6. 1872. Statement of the theory of education in the United States, approved by many lead¬ ing educators, pp. 22. 1874. National Bureau of Education ; its history, work, and limitations, pp. 16. 1875. Educational conventions and anniversaries, 1876. pp. — . 187-. International conference on education held in Philadelphia, in connection with the international exhibition of 1876. pp. 92. 1877. List of public school officials in the States and Territories of the United States, 1875. pp. 62. 1875. Manual of common native trees of the northern United States, pp. 23. 1877. Are the Indians dying out ? pp. 36. 1877. Internationnl educational congress to be held at Brussels, Belgium, August, 1880. pp. 10. 1880. Indian school at Carlisle barracks, pp. 5. 1880. Industrial education in Europe, pp. 9. 1880. Vacation colonies for sickly school children, pp. 4. 1880. Progress of western education in China and Siam. pp. 13. 1880. Educational tours in France, pp. 4. 1880. Medical colleges in the United States, pp. 3. 1881. Comparative statistics of elementary education in fifty principal countries. (Fold¬ ing sheet.) 1881. Fifty years of freedom in Belgium; Education in Malta; Third international geo¬ graphical congress at Venice, 1881; Illiteracy and crime in France; School sav- _ ings banks ; Education in Sheffield, pp. 8. 1881. Library aids. pp. 10. 1881. 1034 EDUCATION REPORT, 1886-87. Recognized medical colleges in tlie United States, pp. 4. 1881. Discipline of the school, pp. 15. 1881. [Reprint of Circular of information. Novem¬ ber, 1871.] Education and crime, pp. 10. 1881. Instruction in morals and civil government, pp. 4. 188*2. Comparative statistics of elementary, secondary, and superior education in sixty principal countries. (Folding sheet.) 1882. National pedagogic congress of Spain, pp. 4. 1882. Natural science in secondary schools, pp.9. 1882. High schools for girls in Sweden, pp. 6. 1882. Buffalini prize, pp. 5. 1883. Education in Italy and Greece, pp. 8. 1883. Answers to inquiries about the United States Bureau of Education, pp. 29. 1883. Planting trees in school grounds, pp. 8. 1883. Southern exposition of 1883-84, Louisville, Ky. (Two pamphlets relating to the ex¬ hibit of the United States Bureau of Education.) pp. 17, 1883; pp. 7, 1884. Preliminary circular respecting the exhibition of education at the World’s Industrial and Cotton Centennial Exposition, pp. 11. 1884. Report of the director of the American School of Classical Studies at Athens, for the year 1882-83. pp. 13. 1884. Building for the children of the South, pp. 16. 1884. Planting trees in school grounds, aud celebration of Arbor Day. pp. 8-f-64. 1885. International educational congress at Havre, pp. 6. 1885. Statistics of public libraries in the United States, pp. 98. 1886. IV. —Special Reports. Technical instruction. Special report, 1869. 8°, pp. 33-784. Washington [1870]. Note. First edition incomplete, printed pursuant to a call of House of Representa¬ tives, Jan. 19, 1870. Second edition published as vol. xxi of Barnard’s Journal of Education, pp. 807. Contributions to the annals of medical progress aud medical education in the United States before and during the War of Independence. By Joseph M. Toner. 8°, pp. 118. Washington, 1874. Historical sketch of Mount Holyoke Seminary. By Mary O. Nutting. Edited by F. B. Hough. 12°, pp. 24. Washington, 1876. Historical sketch of Union College. By F. B. Hough. 8°, pp. 81. Washington, 1876. Public libraries in the United States of America, their history, condition, and man¬ agement. Part I. pp. xxxv -f- 1187. Edited by S. R. Warren and S. N. Clark ; Part II. pp. 89. Rules fora printed dictionary catalogue. By C. A. Cutter. 8°. Washington, 1876. Contributions to the history of medical education and medical institutions in the United States of America, 1776-1876. By N. S. Davis. 8°, pp. 60. Washington, 1877. Sketch of the Philadelphia Normal School for Girls. 8°, pp. 39. Washington, 1882. Historical sketches of the universities and colleges of the United States.1 Edited by F. B. Hough. (History of the University of Missouri.) 8°, pp. 72. Washing¬ ton, 1883. Industrial education in the United States. 8°, pp. 319. Washington, 1883. Art and industry. — Industrial aud high art education in the United States. By I. Edwards Clarke. Part I. Drawing in the publie schools. 8°, pp. cclix-|-842. Washington, 1885. Note. — There were two other editions, with slightly varying titles ; one ordered by the Senate, the other by Congress. Outlines for a museum of anatomy. By R. W. Shufeldt. 8°, pp. 65. Washington, 1885. Educational exhibits and conventions at the World’s Industrial and Cotton Centen¬ nial Exposition, New Orleans, 1884-85. 8°, pp. 962, foot pagination.2 Washing¬ ton, 1886. Contents. Parti. Catalogue of exhibits, pp. 240. Part II. Proceedings of the International Congress of Educators, pp. 576. Part Ilf. Proceedings of the Department of Superintendence of the National Educational Asso¬ ciation, and addresses delivered on Education Days, 1885, N. O. pp. 148. lIt was proposed to publish, during the Centennial year, a series of histories of colleges, universi¬ ties, professional schools, and special schools of science, but the following named only were issued : Historical sketch of Mt. Holyoke Seminary; Historical sketch of Union College; and the History of the University of Missouri, as above. 2 From which all quotations are made. INDEX TO PUBLICATIONS. Abbreviations. — An. rep., Annual report. Circ. inf., Circular of information. Misc. pubs., Mis¬ cellaneous publications. Spec, rep., Special report. Spec, rep. 17. O. exp., Special report New Orleans exposition. Pub. libs., Special report on public libraries. Adams, F. C. Art in the District of Columbia [Congress and]. (Spec. rep. on D. C. for 1869, pp. 725-766.) Adams, Herbert B. College of William and Mary, History of. pp.89. (Circ. inf. 1, 1887.) - - Promotion of higher political education. (An. rep. 1835-86, p. 743.) - Study of history in American colleges and universities, pp. 299. (Circ. inf. 2, 1887.) - University extension in England. (An. rep. 1835-86, p. 748.) Addresses, international congress of educators, N, O. exposition, 1884-85. John IiIaton, Charles E. Fenner, John Hancock, Wm. P. Johnston, A. D. Mayo, F. Louis Soldan. (Spec. rep. 1ST. O exp. 1884-85, pp. 249-273.) Addresses on education days, 1ST. O. exposition, 1884-85. A. E. P. Albert, Brother Maurelian, LeRoy D. Brown, Mons. B. Buis- son, E. A. Burke (director-general), J. R. Dobyns, Ichizo Hattori, J. George Hodgins, J. W. IIoyt, Wm. P. Johnston, T. R. Markham, B. M. Palmer,- Wm. O. Rogers, Lyndon A. Smith. (Spec. rep. N. 0. exp. 1884-85, pp. 911-960. ) Africa, Education in. (An. rep. 1872, pp. 541-544.) Agassiz, Louis. Opinions on educational matters. (An. rep. 1872, p. xliii.) Agricultural colleges. See Scientific and technical schools. Agricultural education, in Ontario, Canada. By J. G. Hodgins, (Spec. rep. N. O. exp. 1884-85, pp. 442-446.) - See also Scientific and technical education. Agricultural schools in several European countries. (An. rep. 1879, p. cxxix.) Agricultural schools. See also Scientific and technical schools. Akers, John W. City superintendence. (Circ. inf. 2, 1886, pp. 160-167.) Alabama, Education in. (An. rep. 1870, pp. 61-86; 1871, pp. 65-70; 1872, pp. 3-10; 1873, pp. 1-10; 1874, pp. 1-11; 1875, pp. 1-14; 1876, pp. 1-13; 1877, pp. 1-8; 1878, pp. 1-9; 1879, pp. 5-8; 1880, pp. 4-11 ; 1881, pp. 4-8; 1882-83, pp. 4-9; 1883-84, pp. 4-10; 1884-85, pp. 4-11.) Alaska. Ball, William H. (An. rep. 1875, pp. 463-466.) - r — Education in. (An. rep. 1870, pp. 336-337 ; 1873, p. 424 ; 1879, p. 264 ; 1880, pp. 350-351; 1881, p. 278; 1882-83, pp. 278-282; 1883-84, p. 288; 1884-85, p. 286.) - Education in. By Sheldon Jackson. (An. rep. 1877, p. xxxi ; 1878, p. 266.) — - Letter on education in. (An. rep. 1882-83, p. 278.) - Neglect of education in. By Sheldon Jackson. (Circ. inf. 2, 1882, p. 61.) - Schools in. By Sheldon Jackson. (An. rep. 1885-86, p. 750.) Algeria, Education in. (An rep. 1876, p. clxxxii ; 1878, p. clxxv.) Allen, Jerome. Reading circles for teachers (followed by discussion). (Circ. inf. 2, 1886, pp. 93-96.) Allen, Nathaniel T. German schools. (Circ. inf. 3, 1874, p. 82.) Alsace-Lorraine, Education in. (An. rep. 1876, p. clxxxix; 1878, p. clxiii; 1879, p. cxci; 1880, p. cciii; 1882-83, p. ccxvii.) American education. Buisson, Ferdinand, and others, pp, 37. (Circ. inf. 5, 1879.) - Historical notes on. (An. rep. 1875, pp. xiii-xxiv.) - Loring, Geo. B. (Circ. inf. 2, 1879, p. 149.) - Warren, Charles. Synopsis of proposed history of, 1776-1876. (An. rep. 1875, following p. cxliv.) American journal of education, Documentary history of. By Henry Barnard. (An. rep. 1868, p. 9.) American medical college association, Meeting of, at Philadelphia, June, 1876. (An. rep. 1876, p. 470.) American school of classical studies at Athens. Goodwin, William W. Director’s repoitfor 1882-83. pp. 13. (Misc. pubR. 1884.) American university, An. Hoyt, J. W., Chairman of committee. Preliminary res port. (An, rep. 1870, pp. 418-421.) - Hoyt, J. W., Chairman of committee. Second report. (An. rep. 1871, p.421.) Anderson, Martin B. “ Chapel talks” [on educational bearing of current history], (An. rep. 1872, p. xlvii.) - Suggestions respecting art training in American colleges. (An. rep. 1872, pp. 603-607. j Angell, George T. Importance of teaching kindness to animals, and the America^ band of mercy. (Spec. rep. N. O. exp. 1884-85, pp. 901-906.) - New order of mercy, or crime and its prevention. (Circ. inf. 4, 1884, p. 133.) 1035 1036 EDUCATION REPORT, 1886-87. Anglo-Saxon language. March, F. A. Study of. (An. rep. 1876, pp. 475-479.) Apgar, E. A. Technical education. (Circ. inf. 2, 1879, p. 25.) Apprentice schools, Foreign. (An rep. 1878, p. cxcix.) Arbor day, in the public schools. By B. G. Northrop. (Circ. inf. 4, 1884, p. 55.) Architecture, School-houses. School architecture, with plans for school-houses. (An. rep. 1868, pp. 517-648.) Argentine Republic, Education in the. (Circ. inf. Feb. 1872, pp. 15-31.) - Progress of education in the. (An. rep. 1870, pp. 370-371; 1871, p. 495; 1872, pp. 547-551; 1873, p. clxxi; 1875, p. cxxxvi; 1876, p. cxciii ; 1877, p. clxx; 1878, p. clxxv; 1879, p. ccviii ; 1880, p. ccxxxi ; 1881, p. cclxxii ; 1882-83, p. cclviii; 1883- 84, p. cclvi; 1885-86, p. 740.) Arizona, Education in. (An. rep. 1870, p. 318; 1871, p. 377; 1872, pp. 365-366; 1873, pp. 425-428; 1874, pp. 461-462; 1875, pp. 467-469 ; 1876, pp. 431-433; 1877, p. 275 ; 1878, pp. 263-269; 1879, pp. 265-283; 1830, pp. 352-355; 1881, pp. 279-280; 1882-83, pp. 283-284; 1883-84, pp. 289-290; 1884-85, pp. 287-289.) Arkansas, Education in. (An. rep. 1870, pp. 88-87 ; 1871, pp. 71-74 ; 1872, pp. 11-13 ; 1873, pp. 11-18; 1874, pp. 12-15 ; 1875, pp. 15-20 ; 1876, pp. 14-22; 1877, pp. 9-12 ; 1878, pp. 10-13: 1879, pp. 9-12; 1880, pp. 12-17; 1881, pp. 9-12; 1882-83, pp. 10-14; 1883-84, pp. 11-16; 1884-85, pp. 12-16.) Armstrong, S. C. Co-ed ncatiou of races. (Circ. inf. 3, 1883, p. 63.) - Indian education. (Cite. inf. 4, 1884, p. 40.) Army post schools. (An. rep. 1879, p. ccxvii ; 1880, pp. eexlii.) Art and Industry. Clarke, I. E. Instruction in drawing applied to the industrial and fine arts. (Spec. rep. art and industry, 1885.) Art association of San Francisco. (An. rep. 1873, p. 30; 1874, p. 37.) Art, Democracy of. Clarke, I. E. I. Democracy of art. Title considered. IT. Church as patron of art. III. Term “ art ” considered. IV. Technical education of a people. V. Industrial art in America. VI. Dangers disclosed by the consus. VII. Education in relation to social and economic changes. VIII. Situation in Europe and in the United States. IX. Public education. Increase of wealth in the United States. X. Education in art essential in America. Addenda. “Fashions in architecture.” “Best ton buildings in the United States.” XI. Art and political economy. XII. Industrial relations of England to America in the light of history. XIII. Art industries in America before the Centennial. XIV. Present outlook. (Spec. rep. art and industry, 1885, pp. xxxiii-cclviii. ) Art education. District of Columbia. (An. rep. 1880, p. 366; 1881, p. 290; 1882- 83, p. 292; 1883-84, p. 297.) - Illinois. (An. rep. 1880, p. 76; 1882-83, p. 58; 1883-84, p. 69; 1884-85, p. 65.) - Indiana. (An. rep. 1878, p. 66; 1879, p. 62.) - Institutions affording art instruction. (Statistics.) (Spec. rep. art and in¬ dustry, 1885, p. 385.) - instruction in art. (An. rep. 1877, p. clxxv.) - Iowa. (An. rep. 1880, p. 96; 1881, p. 73.) - Louisiana. (An. rep. 1882-83, p. 93.) - Maryland. (An. rep. 1879, p. 100; 1880, p. 139; 1881, p. 103; 1882-83, p. 106; 1884-85, p. 123.) - Missouri. (An. rep. 1884-85, p. 164.) - Nebraska. (An. rep. 1884-85, p. 170.) - New York. (An. rep. 1874, p. 311; 1877, p. 184; 1878, p. 182; 1879, p. 177; 1880, p. 231; 1881, p. 185; 1882-83, p. 185; 1883-84, p. 202; 1884-85, p. 203.) - Ohio. (An. rep. 1874, p. 344; 1880, p. 255; 1881, p. 208; 1882-83, p. 210.) - Pennsylvania. (Au. rep. 1877, p. 221 ; 1878, p. 212 ; 1879, p. 207 ; 1880, p. 279; 1881, p. 226; 1882-83, p. 226; 1883-84, p. 238; 1884-85, p. 236.) - Rhode Island. (An. rep. 1877, p. 230; 1878, p. 220; 1879, p. 216; 1880, p. 288; 1881, p. 233; 1882-83, p. 234; 1883-84, p. 246; 1884-85, p. 245.) - Thompson, C. O. (An. rep. 1873, pp. 495-498.) Art instruction in Pennsylvania. (Spec. rep. on D. C .for 1869, p. 775.) Art instruction, statistical tables. (An. rep. 1880, pp. 824-847 ; 1885-86, pp. 604-606.) Art in the District of Columbia. (Spec. rep. on D. C . for 1869, pp. 725-784.) Art museums and collections. (Statistics.) (Spec. rep. art and industry, 1885, p. 402.) Art schools. Colorado. (An. rep. 1881, p. 24 ; 1832-83, p. 26; 1834-85, p. 31.) - Massachusetts. Papers relating to the management of the Massa¬ chusetts state normal art school. (Spec. rep. art and industry, 1885, pp. 605-621.) INDEX TO PUBLICATIONS - BUREAU OF EDUCATION. 1037 Arts, Fine. Adams, F. C. Art in the District of Columbia (Congress and). (Spec. rep. on D. C .for 1869, pp. 725-766.) - Connecticut. Yale school of line arts. (An. rep. 1883-84, p. 41; 1884-85, p. 40.) - Massachusetts. (An. rep. 1880, p. 153; 1881, p. 117 ; 1882-83, p. 119; 1883-84, p. 138; 1884-85, p. 136.) - Ohio. (An. rep. 1880, p. 255; 1881, p. 208; 1882-83, p. 210; 1883-84, p. 220; 1884-85, p. 220.) - Relation of, to education. (An. rep. 1873, pp. xcix-cv; An. rep. 1874, p. xciii.) Art-training in American colleges, Suggestions respecting. By M. B. Anderson. (An. rep. Iti72, pp. 603-607.) Associations, Educational. See Conventions, etc., Educational. Attendance, School. Illinois. (An. rep. 1871, p. 144.; 1873, p. 83.) - Iowa. (An. rep. 1871, p. 168.) See also School attendance ; also Compulsory education. Australasia, Education in. (An. rep. 1872, pp. 560-561; 1873, pp. elxxii-clxxiii; 1874, pp. cxlix-cli ; 1875, p. cxli ; 1876, p. cc; 1877, p. clxxiii; 1878, p. clxxvii; 1879, p. ccviii; 1880, p. ccxxxii; 1881, p. cclxxiv.) Australia, Education in. (An. rep. 1870, pp. 381-383; 1871, pp. 498-501.) Austria, Education in. (An. rep. 1871, pp. 453-456; 1873, p. cliii; 1875, p. cxxvii ; 1876, p. clxxxii; 1877, p. civ; 1878, p. cxl; 1879, p. clxxxiii; 1880, p. cxci; 1881, p. ccxxxv; 1882-83, p. ccxiii; 1883-84, p. cxcviii; 1884-85, p. ccliii.) - Education of the working classes. (An. rep. 1870, pp. 380-381.) Austrian monarchy, Education in. (An. rep. 1872, pp. 439-444.) Austro-Hungarian monarchy, Education in. (An. rep. 1873, p. cliii; 1874, p. cxxxiii.) Baden, Education in. (An. rep. 1876, p. clxxxviii; 1877, p. clx; 1878, p. clxiii ; 1879, p. clxxxix; 1880, p. cciii; 1882-83, p. ccxviii.) Bailey, John J. Catalogue of St. Louis public school library. (Pub. libs. 1876, p. 660.) - Public libraries of St. Louis. (Pub. libs. 1876, p. 977.) Baltimore public libraries. Smith, G. L. (Pub. libs. 1876, p. 837.) Barbour, L. G. Competitive studies and resultant prizes. (Spec. rep. N. O. exp. 1884-85, pp. 770-774.) Barnard, Henry. ( Commissioner of education from March 14, 1867, to March 15, 1870.) American journal of education. Documentary history. (An. rep. 1868, p. 9.) - Memorial for, and bill establishing the United States department of educa¬ tion. (An. rep. 1868, p. 3.) - Public instruction in the District of Columbia ; population and its distribution ; history and condition of public schools. (Spec. rep. on D. C. for 1869, pp. 15-144.) Bavaria, Education in. (An. rep. 1875, p. cxxvii ; 1876, p. clxxxviii ; 1877, p. clx; 1878, p. clxii; 1879, p. cxc; 1880, p. cciv; 1882-83, p. ccxviii; 1883-84, p. ccxi ; 1884- 85, p. eclxviii.) Belgium, Education in. (An. rep. 1871, pp. 456-457; 1872, pp. 447-450; 1873, p. civ; 1874, p. cxxxiv; 1875, p. cxxix; 1876, p. clxxxiii; 1878, p. cliii; 1879, p. clxxxv ; 1880, p. cxcii; 1881, p. ccxliv; 1882-83, p. ccxv; 1883-84, p. cci ; 1884-85, p. cclviii; Circ. inf. 3, 1875, p. 9.) - Fifty years of freedom in, etc. pp. 8. (Education in Malta; Third interna¬ tional geographical congress at Venice, 1881; Illiteracy and crime in France; School savings banks; Education in Sheffield.) (Misc. pubs. 1881.) Benefactions, Educational. California. (An. rep. 1874, p. 36.) - Colorado. (An. rep. 1881, p. 24.) - Illinois. (An. rep. 1882-83, p. 59.) - Massachusetts. (An. rep. 1874, p. 196.) - New Hampshire. (An. rep. 1884-85, p. 181.) — - — New York. (An. rep. 1882-83, p. 189.) - North Carolina. (An. rep. 1872, p. 264.) - Pennsylvania. (An. rep. 1875, p. 370.) - ^Statistical tables. (An. rep. 1871, pp. 684-687; 1872, pp. 894-909; 1873, pp. 806-825 ; 1874, pp. 864-887 ; 1875, pp. 960-981 ; 1876, pp. 876-895 ; 1877, pp. 592-617 ; 1878, pp. 678-701; 1879, pp. 698-721 ; 1880, pp. 848-875: 1881, pp. 756-791; 1882-83, pp. 790-821; 1883-34, pp. 834-883 : 1884-85, pp. 800-837; 1885-86, pp. 662-676.) - Vermont. (An. rep. 1882-83, p. 258.) - Virginia. (An. rep. 1877, p. 261.) Bengal. Education in Bengal, India. (An. rep. 1870, pp. 377-380.) Berea College. Fairchild, E. H. [Co-education of races and sexes.] (Spec. rep. N. O. exp. .1884-85, pp. 468-470.) Berlin. Schools and other educational institutions. (Spec. rep. on D. C. for 1869, pp. 593-608.) Berlin university, Course of study. 1867-58. (Circ. inf. Jan. 1872, p. 21.) 1038 EDUCATION REPORT, 1886-87. Bickmore, Albert S. Natural history in public schools. (Circ. inf. 3, 1883, p. 9.) Bicknell, Thomas W. Brief history of educational journalism in New England. (Spec. rep. N. O. exp. 1884-85, pp. 755-769.) - Proposed legislation respecting national aid to education. (Circ. inf. 4, 1884, p. 106.) - Some practical suggestions relating to national aid to education. (Spec. rep. N. O. exp. 1884-85, pp. 720-730.) Billings, John S. Heating and ventilation of a school building. (Circ. inf. 2, 1882, p. 11.) — - - Medical libraries in the United States. (Pub. libs. 1876, pp. 171-182.) - and others. Report of the commission on school buildings in the District of Columbia. (Circ. inf. 2, 1882, p. 107.) Bingham, Robert. Educational status and needs of the new South. (Circ. inf. 4, 1884, p. 87.) Biology. Hudson, William. Reasons why natural history, including botany, should be taught in every common school. (Spec. rep. N. O. exp. 1884-85, pp. 385- 387.) Blind, Education of the. Alabama. (An. rep. 1870, p. 82.) - Arkansas. (An. rep. 1872, p. 12 ; 1873, p. 17 ; 1874, p. 14 ; 1875, p. 20 ; 1876, p. 21 ; 1877, p. 12 ; 1878, p. 13 ; 1879, p. 12 ; 1880, p. 17 ; 1881, p. 12 ; 1882-83, p. 13 ; 1883-84, p. 16.) - California. (An. rep. 1871, p. 88; 1873, p. 26; 1874, p. 36; 1875, p. 41; 1876, p. 33; 1877, p. 19 ; 1878, p. 20; 1879, p. 19; 1880, p. 25; 1881, p. 18; 1882-83. p. 20; 1883- 84, p. 24 ; 1884-85, p. 24.) - Colorado. (An rep. 1877, p. 23 ; 1878, p. 25 ; 1879, p. 24 ; 1880, p. 34 ; 1881, p. 24 ; 1883-84, p. 26 ; 1884-85, p. 31.) - Connecticut. (An. rep. 1880, p. 43.) - Dakota. (An. rep. 1881, p. 284 ; 1882-83, p. 287 ; 1883-84, p. 293.) - Delaware. (An. rep. 1876, p. 60.) - District of Columbia. (An. rep. 1879, p. 274.) - — Dymond, A. H. Education of the blind in the province of Ontario. (Spec. rep. N. O. exp. 1884-85, pp. 537-540.) - Education of the blind. (An. rep. 1882-83, p. cxciv; 1884-85, p. ccxxxvii; 1885-86, p. 640.) - Florida. (An. rep. 1882-83, p. 43 ; 1883-84, p. 52; 1884-85, p. 49.) - Georgia. (An. rep. 1874, p. 77 ; 1875, p. 78; 1876, p. 74; 1877, p. 42; 1878, p. 48; 1879, p. 44; 1880, p. 64; 1881, p. 46.) - Howe, Samuel G. (An. rep. 1871, pp. 445-448; 1872, pp. 433-436.) - Illinois. (An. rep. 1870, p. 115 ; 1872, p. 102; 1873, p. 90 ; 1875, p. 94 ; 1876, p. 90; 1877, p. 51; 1878, p. 56; 1879, p. 53; 1880, p. 75; 1881, p. 54; 1882-83, p.57; 1883- 4, p. 68 ; 1884-85, p. 66.) - Indiana. (An. rep. 1870, p. 125; 1871, p. 155; 1872, p. 113; 1874, p. 108; 1875, p. 109; 1876, p. 106; 1877, p. 59; 1878, p. 66; 1879, p. 62; 1880, p. 85; 1881, p. 63; 1882-83, p. 67; 1883-84, p. 79; 1884-85, p. 76.) - Instruction of the blind. (An. rep. 1881, p. ccxv.) - Iowa. (An. rep. 1871, p. 164 ; 1874, p. 118 ; 1875, p. 122 ; .1876, p. 119 ; 1877, p. 68 ; 1878, p. 72; 1879, p. 69; 1880, p. 95; 1881, p. 72; 1882-83, p. 76; 1883-84, p. 88; 1884- 85, p. 85.) - Kansas. (An. rep. 1870, p. 143 ; 1872, p. 123 ; 1873, p. 120 ; 1874, p. 129 ; 1875, p. 134; 1876, p. 130; 1877, p. 73; 1878, p. 79; 1879, p. 75; 1880, p. 105; 1881, p. 79; 1882-83, p. 83 ; 1883-84, p. 95 ; 1884-85, p. 92. ) - Kentucky. (An. rep. 1873, p. 130 ; 1874, p. 141; 1875, p. 147 ; 1876, p. 141 ; 1877, p. 79 ; 1878, p. 85; 1879, p. 82; 1880, p. 114; 1881, p.85; 1882-83, p. 88; 1883-84, p. 102; 1884-85, p. 98.) - Louisiana. (An. rep. 1871, p. 200 ; 1875, p. 157 ; 1876, p. 152 ; 1877, p. 83 ; 1878, p. 90 ; 1879, p. 88; 1880, p. 122; 1881, p. 90; 1882-83, p. 93; 1883-84, p. 109 ; 1884-85, p. 106.) - Maine. (An. rep. 1877, p. 92; 1878, p. 95; 1879, p. 93; 1880, p. 130; 1881, p. 95.) - Maryland. (An. rep. 1873, p. 160 ; 1874, p. 177 ; 1875, p. 181 ; 1876, p. 176 ; 1877, p. 100; 1878, p.102; 1879, p. 100; 1880, p. 138; 1881, p. 102; 1882-83, p. 108 ; 1883-84, p. 124; 1884-85, p. 122.) - Massachusetts. (An. rep. 1875, p. 201 ; 1876, p. 195 ; 1877, p. 115 ; 1878, p. 116 ; 1879, p. 114; 1880, p. 155; 1881, p. 117; 1882-83, p. 120; 1883-84, n. 140; 1834-85, p. 137.) - Michigan. (An. rep. 1873, p. 200 ; 1874, p. 216; 1875, p. 219; 1876, p. 209; 1877, p. 127; 1878, p. 127; 1879, p. 124; 1880, p. 166; 1881, p. 129; 1882-83, p. 131 ; 1883-84, p.149; 1884-85, p. 146.) - - Minnesota. (An. rep. 1870, p. 196 ; 1873, p. 200 ; 1874, p. 226 ; 1875, p. 230 ; 1876, n.218; 1877, p. 136; 1878, p. 134; 1879, p. 131; 1830, p. 176; 1881, p. 136; 1882-83, p. 133; 1833-84, p. 155; 1884-85, p. 153.) INDEX TO PUBLICATIONS— BUREAU OF EDUCATION. 1039 Blind, Education of the. Mississippi. (An. rep. 1872, p. 139; 1873, p. 219; 1874, p. 233; 1875, p.238; 1876, p. 226; 1877, p. 141; 1878, p. 139; 1879. p. 135; 1880, pi 183; 1881, p. 142; 1882-83, p. 144; 1883-84, p. 161; 1884-85, p. 157.) - Missouri. (An. rep. 1870, p. 204 ; 1871, p. 262 ; 1872, p. 209 , 1873, p. 230 ; 1874, p. 248; 1875, p. 252 ; 1876, p. 239; 1877, p. 150; 1878, p. 147; 1879, p. 143; 1880, p. 192; 1881, p. 149; 1882-83, p, 150 ; 1883-84, p 169, 1884-85, p. 165.) - Nebraska. (An. rep. 1875, p. 261 ; 1877, p. 156 ; 1878, p. 153 ; 1879, p. 148 ; 1880, p. 199; 1881, p. 155 ; 1882-83, p. 156 ; 1883-84, p.174; 1884-85, p. 171.) — - Nevada. (An. rep. 1876, p. 251 ; 1877, p. 159 ; 1878, p. 156 ; 1881, p 158; 1882-83, p 160 ; 1883-84, p. 177 ; 1884-85, p. 175.) - New Hampshire. (An. rep. 1877, p. 164.) - - New Jersey. (An. rep. 1877, p. 173; 1878, p. 170; 1879. p. 163; 1880, p. 216; 1881, p. 171; 1882-83, p, 172; 1883-84, p. 189.) - - New York. (An. rep. 1870, p. 234; 1872, p. 245, 1873, p. 293; 1874, p. 310; 1875, p. 310, 1876, p. 290; 1877, p. 183; 1878, p. 181; 1879, p. 176; 1880, p. 231, 1881, p 189; 1882-83, p.- 188 ; 1883-84, p. 203; 1884-85, p. 205.) - - North Carolina. (An., rep 1872, p 266; 1874, p 322; 1875. p. 324; 1876, p. 303: 1877, p. 193; 1878, p. 189; 1879, p. 184, 1880, p. 242; 1881, p. 197; 1882-83, p. 196; 1884-85, p. 212.'. - Ohio (An. rep. 1872, p 279; 1875, p. 342; 1876, p. 320; 1877, p. 205; 1878, p. 198; 1879, p. 192. 1880, p.254; 1881, p. 207; 1882-83, p. 209; 1883-84, p. 220 ; 1884-85, p. 221.) - Oregon. (An. rep. 1874, p. 354 ; 1875, p. 351 ; 1876, p. 328 ; 1877, p. 211 ; 1878, p. 203; 1879, p. 1rincipal cities. (An. rep. 1883-84, p. Ixxxviii.) - Connecticut. (An. rep. 1870, p. 99; 1871, p. 105; 1872, p. 37; 1874, p. 42; 1875, p. 49 ; 1876, p. 45; 1877, p. 26; 1878, p. 28; 1879, p. 27; 1880, p. 39; 1881, p. 27; 1882-83, p. 30; 1883-84, p. 35; 1884-85, p. 35; 1885-86, p. 221.) - Dakota. (An. rep. 1876, p. 436; 1877, p. 277; 1878, p. 271; 1879, p. 268; 1880, p.358; 1881, p. 2S2; 1882-83, p. 286 ; 1883-84, p. 292 ; 1884-85, p. 290.) " - Delaware. (An. rep. 1870, p. 104 ; 1871, p. 112 ; 1872, p. 52 ; 1873, p. 52 ; 1874, p. 56 ; 1875, p. 61 ; 1876, p.58; 1877, p.33; 1878, p. 35 ; 1879, p. 34 ; 1880, p. 49 ; 1881, p. 35 ; 1882-83, p.38; 1883-84, p. 45 ; 1884-85, p. 44 ; 18*5-86, p.223.) - Florida. (An. rep. 1874, p. 67; 1878, p, 39; 1879, p. 38; 1880, p. 55; 1881, p. 39; 1882-83, p. 42; 1883-84, p. 49; 1*84-85, p. 47.) - Georgia. (An. rep. 1871, p. 126; 1872, p. 67; 1873, p. 71; 1874, p. 72; 1875, p. 73; 1876, p. 70; 1877, p. 39; 1878, p. 45; 1879, p. 41; 1880, p. 61; 1881, p. 42; 1882-83, p. 45; 1883-84, p. 55; 1884-85, p. 52; 1885-86, p. 223.) - - Illinois. (An. rep. 1870, p. 117; 1872, p. 96; 1873, p. 83; 1874, p. 83; 1875, p. 83; 1876, p. 81; 1877, p. 45; 1878, p. 51; 1879, p. 48; 1880, p. 69; 1881, p. 49; 1882- 83, p. 52; 1883-84, p. 61; 1884-85, p. 59; 1885-86, p. 223.) - Indiana. (An. rep. 1870, p. 126; 1872, p. 110; 1874, p. 102; 1875, p. 102; 1876, p. 99; 1877, p. 54; 1878, p. 61; 1879, p. 58; 1880, p. 81; 1881, p. 58; 1882-83, p. 63 ; 1883- 84, p. 73; 1884-85, p. 70; 1885-86, p. 224.) 66 ED 1042 EDUCATION REPORT, 1886-87. City school systems. Iowa. (In. rep. 1875, p. 117 ; 1876, p. 114; 1877, p. 64; 1878, p. 69; 1879, p.65; 1880, p. 91; 1881, p. 67; 1882-83. p. 72; 1883-84, p.83; 1884-85, p. 80; 1885-86, p. 224.) - Kansas. (An. rep. 1871, p. 174 ; 1872, p. 120; 1873, p. 117; 1875, p. 130; 1877, p. 70; 1878, p. 76; 1879, p. 72; 1880, p. 101 ; 1881, p. 76; 1882-83, p. 80; 1883-84, p. 92 ; 1884-85, p. 88 ; 1885-86, p. 224.) - -Kentucky. (An. rep. 1875, p. 140; 1876, p. 136; 1877, p. 76; 1878, p. 82; 1879, p. 79; 1880, p. 110 ; 1881, p. 82 ; 1882-83, p. 85; 1883-84, p. 99 ; 1884-85, p. 95.) - Louisiana. (An. rep. 1872, p. 135; 1873, p. 137; 1374, p. 148; 1875, p. 153; 1877, p. 84; 1878, p. 88; 1879, p. 86; 1880, p. 120; 1881, p. 87; 1882-83, p. 91 ; 1883- 84, p. 105; 1884-85, p. 102; 1885-86, p. 225.) - Magnitude of tlie interests involved in city systems. (An. rep. 1885-86, p. 217.) - Maine. (An. rep. 1870, p. 154 ; 1872, p. 142 f 1873, p. 146 ; 1875, p. 162 ; 1876, p. 158; 1877, p. 88 ; 1878, p. 92; 1879, p. 90; 1880, p. 127; 1881, p. 92; 1882-83, p. 95; 1883-84, p. 112; 1884-85, j>. 109 ; 1835-86, p. 225. ) - Maryland. (An. rep. 1870, p. 160; 1871, p. 211; 1872, p. 150; 1874, p. 170; 1875, p. 174 ; 1876, p. 171 ; 1877, p. 97 ; 1878, p. 99 ; 1879, p. 96 ; 1880, p. 135 ; 1881, p. 98; 1882-83, p. 101 ; 1883-84, p. 119 ; 1884-35, p. 116 ; 1885-86, p.225.) - Massachusetts. (An. rep. 1870, p. 187 ; 1871. p. 218 ; 1872, p. 163 ; 1873, p. 172 ; 1874, p. 183 ; 1875, p. 189 ; 1876, p. 183 ; 1877, p. 106 : 1878, p. 107 ; 1879, p. 105 ; 1830, p. 144 ; 1881, p. 106 ; 1882-S3, p. 110 ; 1885-86, p. 225.) - Michigan. (An. rep. 1870, n. 187 ; 1871, p. 242 ; 1874, p. 207 ; 1875, p. 212 ; 1876, p. 203 ; 1877, p. 123 ; 1878, p. 122 ; 1879, p. 119 ; 1880, p. 161 ; 1881, p. 123 ; 1882-83, p. 126 ; 1883-84, p. 144 ; 1884-85, p. 141 ; 1885-86, p. 230. l - Minnesota. (An. rep. 1870, p. 197 ; 1875, p. 225 ; 1876, p. 215 ; 1877, p. 132 ; 1878, p. 131 ; 1879, p. 128 ; 1830, p. 173 ;* 1831, p. 133 ; 1882-33, p. 136 ; 1883-84, p. 152 ; 1884- 85, p. 149 ; 1885-86, p. 230. ) - Mississippi. (An. ren. 1876, p. 224; 1877, p. 139; 1878, p. 136; 1^79, p. 133; 1880, p. 180 ; 1881, p. 139 ; 1882-33, p. 141 ; 1883-84, p. 158 ; 1884-85, p. 155 ; 1885-86, p. 231 . ) - Missouri. (An. rep. 1870, p. 205 ; 1871, p. 263 ; 1872, p. 207 ; 1873, p. 225; 1874, p. 239 ; 1875, p. 244 ; 1876, p. 232 ; 1877, p. 145 ; 1878, p. 142 ; 1879, p. 138 ; 1880, p. 187 ; 1881, p. 144 ; 1882-83, p. 146 ; 1833-84, p. 163 ; 1884-85, p. 159 ; 1885-86, p. 231. ) - Montana. (An. rep. 1880, p. 379 ; 1881 , p. 297 ; 1882-83, p. 299. ) - Nebraska. (An. rep. 1873, p. 238 ; 1874, in 253 ; 1875, p. 258 ; 1876, p.244 ; 1877, p.154; 1878, p. 151; 1879, p. 146; 1880, p. 196 ; 1881, p. 152; 1882-83, p. 153 ; 1883-84, p. 171 ; 1884-85, p. 168.) - Nevada. (An. rep. 1879, p. 150 ; 1880, p. 202 ; 1831, p. 157 ; 1882-83, p. 159 ; 1883- 84, p. 176; 1884-85, p. 174.) - New Hampshire. (An. rep. 1870, p. 217; 1871, p. 281; 1872, p. 220; 1874, p. 267 ; 1875, p. 269 ; 1876, p. 256 ; 1877, p. 162 ; 1878, p. 159 ; 1879, p. 154 ; 1880, p. 207; 1881, p. 160; 1882-83, p. 162 ; 1883-84, p. 179; 1884-85, p. 178; 1885-86, p. 231.) - New Jersey. (An. rep. 1870, p. 222; 1871, p. 285 ; 1872, p. 226 ; 1873, p. 264 ; 1874, p. 280; 1875, p.279; 1876, p.265; 1877, p. 169; 1878, p. 167; 1879, p. 160; 1880, p. 213; 1881, p. 167; 1882-83, p. 168; 1883-84, p. 185; 1884-85, p. 185; 1885-86, p. 232. ) - New Mexico. (An. rep. 1871, p. 381.) - New York. (An. rep. 1870, p. 234; 1871, p. 285; 1872, p. 235 ; 1873, p. 375, 1874, p. 295; 1875, p.293; 1876, p.277; 1877, p. 176; 1878, p. 174; 1879, p. 167; 1880, p. 221 ; 1881, p. 174 ; 1882-83, p. 176 ; 1883-84, p. 193 ; 1884-85, p. 193 ; 1885-86, p. 232.) - North Carolina. (An. rep. 1870, p. 252; 1874, p. 320; 1878, p. 187; 1879, p. 182; 1880, p. 239; 1881, p. 194; 1882-83, p. 194; 1883-84, p. 208; 1884-85, p. 211.) - — Ohio. (An. rep. 1870, p. 255; 1871, p. 320; 1872, p. 273; 1873, p. 315; 1874, p. 329 ; 1875, p. 331 ; 1876, p. 309 ; 1877, p. 197 ; 1878, p. 192 ; 1879, p. 187 ; 1880, p. 247 ; 1881, p. 201; 1882-83, p. 201; 1883-84, p. 213; 1884-85, p. 214; 1885-86, p. 234.) - Oregon. (An. rep. 1871, p. 323 ; 1873, p. 334 ; 1874, p. 350 ; 1875, p. 348; 1876, p. 325; 1877, p. 209; 1878, p. 201 ;, 1879, p. 195; 1880, p. 261; 1881, p. 212; 1882-83, p. 213; 1883-84, p. 223; 1884-85, p. 224; 1885-86, p. 235.) - Pennsylvania. (An. rep. 1870, p. 272; 1871, p. 329; 1872, p. 291; 1873, p. 342; 1874, p. 361; 1875, p. 359; 1876, p. 336; 1877, p. 214 ; 1878, p. 206; 1879, p. 199; 1880, p. 268; 1881, p. 216; 1882-83, p. 218; 1883-84, p. 229; 1884-85, p. 229; 1885-86, p. 235.) - Rhode Island. (An. rep. 1870, p. 282; 1871, p. 338; 1872, p. 307; 1873, p. 356; 1874, p. 380; 1875, p. 378; 1876, p. 356; 1877, p. 226; 1878, p. 217; 1879, p. 213; 1880, p. 285; 1881, p. 231; 1882-83, p. 232; 1883-84, p. 243; 1884-85, p. 241; 1885- 86, p. 235.) INDEX TO PUBLICATIONS — BUREAU OF EDUCATION. 1043 City school systems. School population, enrolment, and attendance. (An. rep. ' 1884-85, pp. e-cxV.) - South Carolina. (At. rep. 1871, p. 343; 1874, p. 390; 1875, p. 389; 1876, p. 365; 1877, p. 234,; 1878, p. 224; 1879, p. 219 ; 1880, p. 293; 1881, p. 236; 1882-83, p. 237; 18 '8-84, p. 251; 1884-85, p. 248; 1885-86, p. 236.) - Statistical tables. (An. rep. 1870, pp. 559-561; 1871, pp. 574-605,689-690; 1872, pp. 614-698 ; 1873, pp. 514-572 ; 1874, pp; 534-558 ; 1875, pp. 556-586; 1876, pp. 508-549; 1877, pp. 314-355; 1878, pp. 312-354; 1879, pp. 310-359; 1880, pn. 414-463; 1881, pp. 328-378; 1882-83, pp. 324-379; 1883-84, pp. 332-387; 1884-85, pp. 336-391; 1885-86, pp. 238-304.) - Statistical tables, etc. (An. rep. 1878, pp. 1-lxvi.) - Statistics of. (Spec. rep. on D. C. for 1869, pp. 403-416.) - Tennessee. (An. rep. 1871, p. 347; 1872, p. 320; 1873, p. 373; 1874, p. 399; 1875, p. 397 ; 1876, p. 374 ; 1877, p. 239 ; 1878, p. 228; 1879, p, 225 ; 1880, p. 301 ; 1881, p.241 ; 1882-83, p. 242 ; 1883-84, p. 256 ; 1884-85, p. 254 ; 1885-86, p. 236.) - Texas. (An. rep.. 1874, p. 410 , 1875, p. 410 ; 1877, p. 246 ; 1878, p. 235 ; 1879, p. 231 ; 1880, p. 311 ; 1881, p. 247 ; 1882-83, p. 249 ; 1883-84, p. 262 ; 1884-85, p. 260; 1885-86, n. 236.) - Utah Territory. (An. rep. 1875, p.. 512 ; 1878, p. 290 ; 1880, p. 385.) - Vermont. (An. rep. 1876, p. 394; 1877, p. 251; 1878, p.239; 1879, p. 238; 1880, p. 319 ; 1881, p. 252 ; 1882-83, p. 254 ; 1883-84, p. 267 ; 1884-85, p. 265 ; 1885-86, p. 237.) - Virginia. (An. rep. 1871, p. 358; 1872, p. 343; 1873, p. 395; 1874, p. 427 ; 1875, p. 427; 1876, p. 402; 1877, p. 257; 1878, p.246; 1879, p.244; 1880, p. 328 ; 1881, p. 258 ; 1882-83, p. 260 ; 1883-84, p. 272 ; 1884-85, p. 270.) - West Virginia. (An. rep, 1871, p. 366; 1873, p. 410; 1875, p. 443; 1876, p. 414 ; 1877, p. 263 ; 1878, p. 252 ; 1879, p. 252 ; 1880, p. 337 ; 1881, p. 265 ; 1882-83, p. 265 ; 1883-81, p. 278 ; 1884-85, p. 277 ; 1885-86, p. 237.) - Wisconsin. (An. rep. 1870, p, 304 ; 1875, p. 454 ; 1876, p. 423 ; 1877, p. 26S ; 1878, p. 258 ; 1879, p. 257 ; 1830, p. 343 ; 1881, p. 270 ; 1882-83, p. 270 1883-84, p. 282; 1884-85, p. 281 ; 1885-86, p. 237.) - Wyoming Territory. (An. rep. 1884-85, p. 316.) City school systems in the United States. By John D. Philbeick. pp. 207. (Circ. inf. 1, 1885.) Civics. See Political science. Clarke, F. W. Instruction in chemistry and physics in the United States, pp. 219. (Circ. inf. 6, 1880.) Clarke, Isaac Edwards. Art and industry. Instruction in drawing applied to the industrial and fine arts. (Spec. rep. 1885.) — — — Democracy of art. I. Democracy of art ; title considered. II. Church, as patron of art. III. Term “art” considered, IV. Technical education of a people. V. Industrial art in America. VI. Dangers disclosed by the census, VII. Education in relation to social and economic changes. VIII. Situation in Europe and in the United States. IS. Public education. Increase of wealth in the United States. X. Education in art essential in America. Addenda. — “Fashions in architecture;” “Best ton buildings in the United States.” XI. Art and political economy. XII. Industrial relations of England to America in the light of history. XIII. Art industries in America befor$ the centennial. XIV. Present outlook. j (Spec. rep. art and industry, 1885, ;pp. xxxiii-cclviii.) - — Drawing in public schools; present relation of art to education in the United States, pp. 56. (Circ. inf. 2, 1874.) Clark, S. N. Are the Indians dying out? pp. 36. (Misc. pubs. 1877.) _ - See Warren, S. R., and. Clark, T. M. Rural school architecture, with illustrations, pp. 106. (Circ. inf. 4, 1880.) Classical Education. Payne, C. II. Hoy/ to increase the proportion of liberally educated men. (Spec. rep. N. O. exp. 1884-85, pp. 489-501.) Classification and grading. ( An. rep. 1874, pp. xxxvi-xxxix.) Clay modelling. Spring, Edward A. (Spec. rep. N. O. exp. 1884-35, pp. 281-286.) Cochin China, Education in. (An. rep. 1882-83, p. ccxlix.) Co-education of races. Armstrong, S. C. (Circ. inf. 3, 1883, p. 63.) - Fair, child, E. H. Co-education of the races and sexes (under title Berea college): (Spec. rep. N. O. exp. 1884-85, pp. 468-470.) - Louisiana. (An. rep. 1872, p. 134.) - - — Young, Charles S. Co-education of races. (Followed by discussion.) (Circ. inf. 2, 1886, pp. 96-103.) 1044 EDUCATION REPORT, 1888-87. Co-education of the sexes. (An. rep. 1883-84, p. cxli.) - California. (An. rep. 1870, p. 93; 1872, p. 29.) - Fairchild, James H. Co-education of sexes. Address "before college presi¬ dents. Springfield, 111., 1867. (An. rep. 1868, pp. 385-399.) - In the public schools of the United States, pp. 30. (Circ. inf. 2, 1883.) - Michigan. (An. rep. 1873, p. 196.) - Minnesota. (An. rep. 1873, p. 196.) - Missouri. (An. rep. 1871, p. 266; 1872, p. 209.) - New Hampshire. (An. rep. 1873, p. 254.) College and university education. Alabama. (An. rep. 1870, p. 82; 1871, p. 67; 1873, p. 6; 1874, p. 8; 1875, p. 11 ; 1876, p. 10; 1877, p. 7 ; 1878, p. 8 ; 1879, p. 7; 1880, p. 9 ; 1881, p. 7; 1882-83, p. 7; 1833-84, p. 8 ; 1884-85, p. 8; 1885-86, p. 475.) - Arkansas. (An. rep. 1873, p. 15 ; 1874, p. 13 ; 1875, p. 19 ; 1876, p. 20 ; 1877, p.ll; 1878, p. 12; 1879, p. 11; 1880, p. 16 ; 1881, p. 11; 1882-83, p. 12; 1883-84, p. 14; 1884-85, p. 15 ; 1885-86, p. 476.) - California. (An. rep. 1870, p. 90 ; 1871, p. 84 ; 1872, p. 17 ; 1873, p. 28 ; 1874, p. 27; 1875, p. 32; 1876, p. 30; 1877, p. 18; 1878, p. 19; 1879, p. 17 ; 1830, p. 24; 1881, p. 16 ; 1882-83, p. 19 ; 1883-84, p. 22 ; 1884-85, p. 22 ; 1885-86, p. 476. ) - College commencements during 1873 in the western and southern states. pp. 155. (Circ. inf. 5, 1873.) - College commencements for the summer of 1873 in Maine, New Hampshire, Ver¬ mont, Massachusetts, Rhode Island, Connecticut, New York, New Jersey, and Penn¬ sylvania. pp.113. (Circ. inf. 3, 1873.) - Colorado. (An. rep. 1873, p. 431 ; 1874, p. 464 ; 1875, p. 464 ; 1876, p. 39 ; 1877, p. 23; 1878, p. 24; 1879, p. 23; 1880, p. 33; 1881, p. 23; 1882-83, p. 25; 1883-84, p. 30; 1884-85, p. 29; 1885-86, p. 477.) - Connecticut. (An. rep. 1871, p. 99 ; 1872, p. 40 ; 1873, p. 42 ; 1874, p. 46 ; 1875, p. 54 ; 1876, p. 48 ; 1877, p. 28 ; 1878, p. 30 ; 1879, p. 29 ; 1880, p. 41 ; 1881, p. 29 ; 1882- 83, p. 32; 18S3-84, p. 39; 1884-85, p. 38; 1885-88, p. 477.) - Dakota. (An. rep. 1881, p. 283; 1882-83, p. 287; 1883-84, p. 293; 1884-85, p. 292; 1885-86, p. 477.) - Delaware. (An. rep. 1874, p. 58 ; 1875, p. 63; 1876, p. 59 ; 1877, p. 34 ; 1878, p. 39; 1879, p. 36; 1880, p. 50; 1881, p. 36; 1882-83, p. 39; 1883-84, p. 47; 1884-85, p. 45; 1885-86, p. 477.) - District of Columbia. (An. rep. 1871, p. 390 ; 1872, p. 390 ; 1873, p. 438 ; 1874, p. 476; 1875, p. 491; 1876, p. 443; 1877, p. 281; 1878, p. 276; 1879, p. 274; 1880, p. 364; 1881, p. 287; 1882-83, p. 289; 1883-84, p. 295; 1884-85, p. 296; 1885-86, p. 478.) - “Educational beginnings. ” [Early work of some colonial colleges.] (An. rep. 1878, p. xlv.) - Florida. (An. rep. 1878, p. 40 ; 1881, p. 40 ; 1883-84, p. 51 ; 1884-85, p. 48 ; 1885-86, p. 478.) - Georgia. (An. rep. 1872, p. 64; 1873, p. 72; 1874, p. 74 ; 1875, p. 75; 1876, p. 71; 1877, p. 41; 1878, p. 46; 1879, p. 43; 1880. p. 63; 1881, p. 45; 1882-83, p. 47; 1883- 84, p. 57 ; 1884-85, p. 54, 1885-86, p. 478.)' - Idaho (An. rep. 1884-85, p. 300.) - Illinois. (An. rep. 1870, p. 114 , 1872, p. 99 ; 1873, p. 87 : 1874, p. 90 ; 1875, p. 88, 1876, p. 84; 1677, p. 49; 1878, p. 54; 1879, p. 51; 1880; p. 73; 1881, p. 52; 1882-83, p. 55; 1883-84, p. 65 ; 18S4-85, p. 63 ; 1885-86, p. 478.) - Indiana. (An. rep. 1870, p. 123 ; 1871, pp. 153, 156 ; 1872, p. Ill ; 1373, p. 103 ; 1874, p. 105; 1875, p. 106; 1876, p. 102; 1877, p. 57, 1878, p. 64; 1879, p. 60; 1880, p. 83; 1881, p. 61; 1882-83, p. 65; 1883-84, p. 77, 1884-85, p. 74; 1885-88, p. 479.) - Iowa. (An. rep. 1871, p. 163; 1372, p. 116; 1873, p. Ill; 1874, p. 117; 1875, p. 120; 1876. p. 116; 1877, p. 66; 1878, p. 70; 1879, p. 67; 1880, p. 93; 1881, p. 70; 1882- 83, p. 74; 1883-84, p. 86; 1884-85, p. 83; 1835-86, p. 479.) - Kansas. (An. rep. 1870, pp. 142, 143 ; 1871, p. 179; 1872, p. 121 ; 1873. p. 118 ; 1874, p. 127; 1875, p. 132; 1876, p. 129; 1877, p. 72; 1878, p. 78; 1879 p. 74; 1880, p. 103; 1831, p. 78; 1882-83, p. 82; 1883-84, p. 94; 1884-85, p. 91 ; 1885-86, p. 479.) - Kentucky. (An. rep. 1873, p. 127 ; 1874, p. 137 ; 1875, p. 144 ; 1876, p. 138 ; 1877, p. 78; 1878, p. 84; 1879, p. 81; 1880, p. 112; 1881, p. 84; 1882-83, p. 86; 1883- 84, p. 101; 1884-85, p. 97; 1885-86, p. 480.) - Louisiana. (An. rop. 1871, p. 200 ; 1872, p. 133 ; 1873, p. 133 ; 1874, p. 150 ; 1875, p. 154 ; 1876, p. 150 ; 1877, p. 85 ; 1878, p. 89; 1879, p. 87 ; 1880, p. 121 ; 1881, p. 88; 1882-83, p. 92 ; 1883-84, p. 107 ; 1884-85, p. 104 ; 18-5-86, p. 480.) - Maine. (An. rep. 1872, p. 144 ; 1873, p. 149 ; 1874, p. 163 ; 1875, p. 164 ; 1876, p. 160; 1877, p. 91; 1878, p. 94; 1879, p. 92; 1830, p. 129; 1881, p. 94; 1831-33, p. 97; 1883-84, p. 115; 18S4-S5, p. Ill; 1885-86, p. 482.) - Maryland. (An. rep. 1872, p. 152; 1873, p. 155; 1874, p. 174; 1875, p. 177; 1876, p. 173; 1877, p. 98; 1878, p. 100; 1879, p. 98; 1880, p. 136; 1831, p. 100; 1882-83, p. 103; 1883-84, p. 121; 1884-85, p. 119; 1885-36, p. 482.) INDEX TO PUBLICATIONS - BUREAU OF EDUCATION. 1045 College and university education. Massachusetts. (An. rep. 1871, p. 231; 1872, p. 172 ; 1873, p. 179 ; 1874, p. 190 ; 1875. n. 195 ; 1876, p. 188 ; 1877, p. Ill ; 1878, p. Ill ; 1879, p. 110; 1880, p. 150; 1881, p. 112; 1882-83, p. 116; 1883-84, p. 136; 1884- 85, p. 133; 1885-86, p. 482.) * - Michigan. (An. rep. 1870, p. 185 ; 1871, p. 239; 1872, p. 185; 1873, p. 196; 1874, p.211; 1875, p. 215; 1876, p. 205; 1877, p. 125.; 1878, p. 124; 1879, p. 122; 1880, p. 164 ; 1881. p. 127 ; 1882-83, p. 128.; 1883-84, p. 147 ; 1884-85, p. 144 ; 1885-86, p. 483.) - Minnesota. (An. rep. 1870, p. 196 ; 1871, p. 251 ; 1872, p. 191 ; 1873, p. 196 ; 1874, p. 224 ; 1875, p. 228 ; 1876, p. 216 ; 1877, p. 135 ; 1878. p. 132 ; 1879, p. 129 ; 1880, p. 175 ; 1881, p. 135 ; 1882-83, p. 137 ; 1883-84, p. 154 ; 1884-85, p. 151 ; 1885-86, p. 483.) - Mississippi. (An. rep. 1870, p. 201 ; 1871, p. 257 ; 1872, p. 199 ; 1873, p. 216 ; 1874, p. 231 ; 1875, p. 236; 1876, p. 224 ; 1877, p. 140 ; 1878, p. 138 ; 1879, p. 134 ; 1880, p. 182 ; 1881, p. 141 ; 1882-S3, p. 142 ; 1883-84, p. 159 ; 18S4-85, p. 156 ; 1885-86, p. 484.) - Missouri. (An. rep. 1870, p. 203; 1871, p. 261; 1872, p. 209 ; 1873, p. 226; 1874, p. 244; 1875, p. 248; 1876, p. 235; 1877. p. 148; 1878, p. 145; 1879, p. 141; 1880, p. 189 ; 1881, p. 147 ; 1882-83, p. 148 ; 1883-84, p. 1 66 ; 1884-85, p. 162 ; 1885-86, p. 484.) - Montana. (An. rep. 1884-85, p. 305; 1885-86, p. 484.) - - Nebraska. (An. rep. 1873, p. 238; 1874, p. 256; 1875, p. 259; 1876, p. 245; 1877, p. 155; 1878, p. 152; 1879, p. 147 ; 1880, p. 198; 1881, p. 154'; 1882-83, p. 155; 1883-84, p. 173; 1884-85, p. 169 ; 1885-86, p. 484.) - Nevada. (An. rep. 1873, p. 245; 1875, p. 265; 1876, p. 251; 1877, p. 159; 1878, p. 156; 1879, p. 151; 1880, p. 203; 1881, p. 158; 1883-84, p. 177; 1884-85, p. 175; 1885- 86, p. 485. ) - New Hampshire. (An. rep. 1870, n„ 216; 1871, p. 278; 1872, p. 220; 1873, p. 252; 1874, p. 270 ; 1875, p. 27L ; 1876, p. 258 ; 1877, p. 163 ; 1878, p. 161 ; 1879, p. 156; 1880, p. 208 ; 1881, p. 162 ; 1882-83, p. 164 ; 1883-84, p. 181 ; 1834-85, p. 180 ; 1885-86, p. 485.) • - New Jersey. (An. rep. 1872, p. 227; 1873, p. 265; 1874, p.283; 1875, p. 281; 1876, p. 268; 1877, p. 171; 1878, p. 169 ; 1879, p. 162; 1880, n. 216; 1881, p. 170; 1882-83, p. 171 ; 1883-84, p. 188; 1884-85, p. 188; 1885-86, p. 485.) - New Mexico. (An. rep. 1878, p. 288.) - New York. (An. rep. 1871, p. 296; 1872, p. 247; 1873, p. 288 ; 1874, p. 304; 1875, p. 301, 1876, p. 283; 1877, p. 181 ; 1878, p. 178; 1879, p. 173; 1880, n. 228; 1881, p. 182; 1882-83, p. 183; 1883-84, p. 199; 1884-85, p. 200; 1885-86, p. 485.) - - North Carolina. (An. rep. 1870, p. 250; 1872, p. 265; 1873, p. 303; 1874, p. 321 ; 1875, p. 323; 1876, p. 300 ; 1877, p. 192 ; 1878, p. 188 ; 1879, p. 183; 1880, p. 241 ; 1881, p. 196 ; 1882-83, p. 195 ; 1883-84, p. 209 ; 1884-85, p. 211 ; 1885-86, p. 486.) - Ohio. (An. rep. 1870, p. 254; 1872, p. 278; 1873, p. 323; 1874, p. 337; 1875, p. 336; 1876, p. 314; 1877, p. 203; 1878, p. 196; 1879, p. 190; 1880, p. 252; 1881, p.205; 1882- 83, p. 206; 1883-84, p. 218; 1884-85, p. 219; 1885-86, p. 486.) - Oregon. (An. rep. 1871, p. 324 ; 1872, p. 284 ; 1873, p. 335 ; 1874, p. 352 ; 1875, p. 349; 1876, p. 326; 1877, p. 210; 1878, p. 202; 1879, p. 196; 1880, p.'262; 1881, p. 213; 1.882-83, p. 214; 1883-84, p. 225; 1884-85, p. 225; 1885-86, p. 487.) ■ - Pennsylvania. (An. rep. 1870, p. 271 ; 1871, p. 327 ; 1872, p. 293 ; 1873, p. 344 ; 1874, p. 366; 1875, p. 363; 1876, p. 341; 1877, p. 218; 1878, p. 210; 1879, p. 204; 1880, p. 274 ; 1881, p. 221 ; 1882-83, p. 224; 1883-84, p. 236; 1884-85, p. 234; 1885-86, p. 487.) - Rhode Island. (An. rep. 1871, p. 337 ; 1872, p. 308 ; 1873, p. 358 ; 1874, p. 383 ; 1875, p. 382; 1876, p. 358; 1877, p. 229; 1878, p. 219; 1879, p. 215; 1880, p. 287; 1881, p. 232; 1882-83, p. 234; 1883-84, p. 246; 1884-85, p. 244; 1885-86, p. 487.) - - South Carolina. (An. rep. 1871, p. 342; 1372, p. 315; 1873, p. 365; 1874, p. 392 ; 1875, p. 390 ; 1876, p. 366 ; 1877, p. 235 ; 1878, p. 224 ; 1879, p. 220 ; 1880, p. 295 ; 1881, p. 238; 1882-83, p. 238; 1883-84, p. 252; 1884-85, p. 250; 1885-86, p. 487.) - Tennessee. (An. rep. 1871, p. 348; 1872, p. 321; 1873, p. 375; 1874, p. 401 ; 1875, p. 400; 1876, p. 377; 1877, p. 241; 1878, p. 230; 1879, p. 227; 1880, p. 303 ; 1881, p. 243 ; 1882-83, p. 244 : 1883-84, p. 258; 1884-85, p. 256 ; 1885-86, p. 488.) - - Texas. (An. rep. 1873, p. 386; 1874, p. 412; 1875, p. 411; 1876, p. 387; 1877, p. 247 ; 1878, p. 236 ; 1879, p. 233 ; 1880, p. 313 ; 1881, p. 249 ; 1882-83, p. 251 ; 1883-84, p. 264 ; 1884-85, p. 262 ; 1885-86, p. 488.) — - Universities and colleges. (An. rep. 1875, p. Ixxvii ; 1876, p. Ixxxviii ; 1877, p. civ; 1878, p. xcvi ; 1879, p. cxii ; 1830, p. cxxxi ; 1881, p. clx ; 1882-83, p. cxli: 1883- 84, p. clii.) - Universities and colleges. (An. rep. 1883-84, p. cxlvii-elx ; 1884-85, p. clxxi ; 1885-86, p. 459-475.) 1046 EDUCATION REPORT, 1886-87. College and -university education. Utah. (An. rep. 1870, p. 329; 1871, p.383; 1874, p. 502 ; 1875, p. 514 ; 1876, p. 461 ; 1877, p. 292 ; 1878, p. 291 ; 1879, p. 286 ; 1880, p. 385; 1881, p. 302; 1882-83, p. 303; 1883-84, p. 306; 1884-85, p. 310.) * - - Vermont. (An. rep. 1872, p. 337; 1873, p. 388; 1874, p. 419; 1875, p. 417; 1876, p. 396; 1877, p. 252; 1878, p. 241; 1879, p. 239: 1880, p. 320; 1881, p. 254; 1882-83, p. 256; 1883-84, p. 269; 1884-85, p. 266; 1885-86, p. 488.) - - Virginia. (An. rep. ’1872, p. 343; 1873, p.397; 1874, p.429; 1875, p. 429; 1876, p. 404 ; 1877, p. 259 ; 1878, p. 247 ; 1879, p. 246 ; 1880, p. 330 ; 1881, p. 260 ; 1882-83, p. 262 ; 1883-84, p. 274 ; 1884-85, p. 273 ; 1885-86, p. 488.) - Warren, Chas. Distribution of college students in 1870-71. (Circ. inf., March, 1872, pp. 43-70.) - - Inquiry concerning vital statistics of college graduates. (Circ. inf., March, 1872, pp. 1-40.) - Washington Territory. (An. rep. 1873, p. 465 ; 1874, p. 503; 1875, p. 517; 1876, p. 464 ; 1877, p. 295 ; 1878, p. 294 ; 1879, p. 288 ; 1880, p. 389 ; 1881, p. 305 ; 1882-83, p. 305 ; 1883-84, p. 308 ; 1884-85, p. 314 ; 1885-86, p. 489.) - West Virginia. (An. rep. 1871, p. 367; 1872, p. 353; 1873, p. 410 ; 1874, p. 443; 1875, p. 445; 1876, p. 415; 1877, p. 264; 1878, p. 253; 1879, p.253; 1880, p. 338 ; 1881, p. 266 ; 1882-83) p. 267 ; 1883-84, p. 279 ; 1884-85, p. 278 ; 1885-86, p. 488.) - Wisconsin. (An. rep. 1870, p. 303 ; 1871, p. 374 ; 1872j p. 359 ; 1873, p. 419 ; 1874, p. 454; 1875, p. 457; 1876, p. 425; 1877, p. 271; 1878, p. 261; 1879, p. 260; 1880, p. 346; 1881, p. 273; 1882-83, p. 274; 1883-84, p. 285 ; .1885-86, p. 488.) Colleges and universities. Hodgins, J. G. University system of Ontario. (Spec, rep. N. O. exp. 1884-85, pp. 471-488.) — — — Statistical tables. (An. rep. 1870, pp. 506-517; 1871, pp. 638-649; 1872, pp. 762-791; 1873, pp. 663-683; 1874, pp. 673-702; 1875, pp. 717-747; 1876, pp. 698-728; 1877, pp. 503-534 ; 1878, pp. 515-547 ; 1879, pp. 528-561 ; 1880, pp. 640-676 ; 1881, pp. 572-607 ; 1882-83, pp. 596-631 ; 1883-84, pp. 623-660 ; 1884-85, pp. 584-621 ; 1885-86, pp. 49C-520.) College government, Changes in. (An. rep. 1880, p. cxxxiv.) College of William and Mary. Adams, Herbert B. History of the college* of William and Mary. pp. 89. (Circ. inf. 1, 1887.) - Hoar, George F. (Letter in behalf of.) (An. rep. 1874, p. cxxix.) College presidents, Meeting of. (An. rep. 1884, p. 521.) Colleges of agriculture and the mechanic arts. See Scientific and technical schools. Colleges vs. high schools. Relation of colleges or universities to public high schools and preparatory schools. (An. rep. 1880, p. cxxxii.) Colorado, Education in. (An. rep. 1870, pp. 318-319 ; 1871, p. 378 ; 1872, pp. 367-370 ; 1873, pp. 429-432 ; 1874, pp. 463-465 ; 1875, pp. 470-476 ; 1876, pp. 36-41 ; 1877, pp. 21-23; 1878, pp. 22-25; 1879, pp. 21-24 ; 1880, pp. 28-35 ; 1881, pp. 20-24 ; 1882-83, pp. 23-27; 1883-84, pp. 27-32; 1884-85, pp. 26-32.) Color-blindness and myopia. (An. rep. 1880, p. eexlix. ) Colored people, Schools for. Alabama. (An. rep. 1870, p. 84 ; 1871, i). 68.) - Delaware. (An. rep. 1871, p. 115 ; 1872, p. 55 ; 1873, p. 63 ; 1874, p. 56 ; 1877, p. 33; 1878, p. 35; 1879, p. 34.) - District of Columbia. (An. rep. 1870, p. 313 ; 1871. p. 388 ; 1873, p. 437 ; 1875, p.484; 1876, p.441; 1877, p.279; 1878, p.274; 1879, p. 272.) * - Education of the colored race. (An. rep. 1879, pp. xl-xlv ; 1880, p. lviii ; 1881, p. lxxxii; 1882-83, p. xlix; 1883-84, p. liv; 1884-80, p.lxvii.) - Finger, S. M. Educational and religious interests of the colored people of the South. (Circ. inf. 2, 1886, pp. 123-133.) - Georgia. (An. rep. 1871, p. 134.) - Goodwin, M. B. History of schools for the colored population in the District of Columbia. (Spec. rep. on D. C. for 1869, pp. 193-300.) - History of schools for colored population. I. District of Colombia. II. States. (Spec. rep. on D. C .for 1869, pp. 193-400.) - Illinois. (An. rep. 1870, p. 112; 1871, p. 138; 1873, p. 79; 1874, p. 81.) - Indiana. (An. rep. 1870, p. 127; 1871, p. 151; 1872, p. 100; 1873, p. 102.) - Indian Territory. (An. rep. 1870, p. 337.) - Kentucky. (An. rep. 1871, n. 185 ; 1873, p. 125; 1874, p. 133 ; 1875, p. 139 ; 1876, p. 136 ; 1877, p. 75 ; 1879, p. 78. ) - Legal status of the colored population in respect to schools and education in the different states. (Spec. rep. on D. C. for 1869, pp. 301-400.) - Maryland. (An. rep. 1870, p. 157 ; 1872, p. 150; 1873, p. 154; 1874, p. 168.) - Missouri. (An. rep. 1870, p. 202 ; 187i, p. 264 ; 1872, p. 207 ; 1874, p. 237 ; 1875, p.243; 1876, p. 232 ; 1878, p. 141.) - Nevada. (An. rep. 1871, p.273; 1872, p. 216; 1873, p.245.) - New Jersey. (An. rep. 1870, p. 223.) INDEX TO PUBLICATIONS— BUREAU OF EDUCATION. 1047 Colored people, Schools for. New Yokk. (An. rep. 1872, p. 240 ; 1875, p.292.) - Ncftmi Carolina. (Ail rep. 1882-83, p. 194.) - Ohio. (Ail rep. 1871, p. 318 ; 1872, p. 272 ; 1873, p. 313 : 1874, p. 328 ; 1875, p. 330; 187G, p. 308; 1877, p. 196.) - Schools for the colored race. (An. rep. 1877, p. xxxiii ; 1878, p. xxix.) - Statistical tables. (An. rep. 1885-86, pp, 650-656.-) - Tennessee. (An. rep. 1871, p. 349; 1872, p. 323; 1877, p. 238; 1881, p. 243.) - Texas. (Ail rep. 1872, p.. 331.) - Virginia. (An. rep. 1871, p. 358; 1872, p. 341.) - West Virginia. (An. rep. 1871, p. 366 ; 1874, p. 439.) - See also Freedmen. Columbia, United States of, Education in. (An. rep. 1873, p. clxii ; 1874, p. cxlix; 1875, p. cxli ; 1881, p. cclxxiy ; 1882-83, p. cclxv; 1883-84, p. cclxiv.) Commercial and business colleges. See Commercial schools. See also Sec¬ ondary education. Commercial schools. Statistical tables. (An. rep. 1870, p. 529; 1871, pp, 610-613; 1872, pp. 611-615; 1873, pp. 581-585; 1874, pp. 568-573; 1875, pp. 596-605; 1876, pp. 566-, 571 ; 1877, pp. 366-375 ; 1878, pp. 367-377 ; 1879, pp. 376-387 ; 1880, pp. 480-491 ; 1881, pp. 397-411; 1882-83, pp. 399-415; 1883-84, pp. 411-429 ; 1884-85, pp. 417-437; 1885-86, pp. 613-624.) Competitive examinations. See Examinations. Compulsory education. Connecticut. (Ail rep. 1872, p. 34 ; 1873, p. 38; 1879, p. 26.) - Indiana. (An. rep. 1871, p. 158.) - Indian Territory. (An. rep. 1877, p. 285.) - In foreign countries. (An. rep. 1876, pp. clxii-clxxviii.) - Kansas. (An. rep. 1873, p. 116.) - Maine. (An. rep. 1870, p. 153; 1871, p. 204.) - Massachusetts. (An. rep. 1871, p. 230 ; 1872, p. 169.) - Michigan. (An. rep. 1873, p. 195 ; 1874, p. 206.) - Minnesota. (An. rep. 1873, p. 195.) - Mississippi. (An. rep. 1873, p. 213 ; 1874, p. 230 ; 1875, p. 235. ) - Missouri. (An. rep. 1874, p. 238.) - Nevada. (An. rep. 1873, p. 244 ; 1874, p. 262.) - New Hampshire. (An. rep. 1873, p. 250 ; 1874, p. 265.) - New Jersey. (An. rep. 1874, p. 277.) - New York. (An. rep. 1871, p. 309 ; 1875, p. 292 ; 1876, p. 276 ; 1 877, p. 175 ; 1879, p. 167.) ■ - North Carolina. (An. rep. 1872, p. 263 ; 1873, p. 301.) - Ohio. (An. rep. 1875, p. 330.) - Pennsylvania. (An. rep. 1870, p. 273.) - Rhode Island. (An. rep. 1871, p. 336 ; 1873, p. 355.) . - Texas. (An. rep. 1872, p. 332.) - Van Bokkelen, L. pp. 17. (Circ. inf. Dec., 1871.) - Wyoming 'Territory. (An. rep. 1877, p. 296.) Compulsory school laws by states. (An. rep. 1882-83, p. xxx.) Connecticut, Education in. (An. rep. 1870, pp. 98-102 ; 1871, pp. 96-107 ; 1872, pp. 32-50; 1873, pp. 36-48; 1874, pp. 39-54; 1875, pp. 44-59; 1876, pp. 42-54 ; 1877, pp. 24-31; 1878, pp. 26-33; 1879, pp. 25-32; 1880, pp. 36-45 ; 1881, pp. 25-33 : 1882-83, pp. 28-36; 1883-84, pp. 33-43; 1884-85, pp. 33-42.) Constitutional provisions in regard to education in the several states of the American union. By Franklin B. Hough, pp. 130. (Circ. inf. 7, 1875.) Conventions, etc., Educational. - Agricultural college convention. Meeting, Columbus, Ohio, Dec., 1877. (An. rep. 1877, p. 303.) - Agricultural educational convention. Meeting, Chicago, Aug., 1871 . (An. rep. 1871, p. '424.) - Alabama. (An. rep. 1871, p 69; 1872, p. 6; 1880, p. 10; 1881, p. 8; 1882-83, p. 9; 1883-84, p. 10; 1884-85, p. 10.) • •. - American academy of arts and sciences. Meeting, Boston, May, 1880. (An. rep. 1880, p. 399.) - American academy of medicine. Meeting, Providence, R. I., Sept., 1880. (An. rep. 1880, p. 402.) - American antiquarian society. Meeting, Worcester, Oct., 1874. (An. rep. 1874, p. 520.) ^ - — American articulation teachers of the deaf, " meting, New York, June, 1884. (An. rep. 1883-84, p. 314.) 1048 EDUCATION REPORT, 1886-87. Conventions, etc., Educational — Continued. - American association for the advancement of science. Meeting, ^Portland, Aug., 1873. (An. rep. 1873, p. 489.) Meeting, Hartford, Aug., 1874. (Au. rep. 1874, p. 518.) Meeting, Detroit, Aug., 1875. (An. rep. 1875, p. 543.) Meeting, Buffalo, Aug., 1876. (An. rep. 1876, p. 472.) Meeting, Nashville, Aug., 1877. (An. rep. 1877, p. 300. ) Meeting, St. Louis, Aug., 1878. (An. rep. 1878, p. 300.) Meet¬ ing, Boston, Aug., 1880. (An. rep. 1880, p. 399.) Meeting, Cincinnati, Aug., 1881. (An. rep. 1881, p. 317.) Meeting, Montreal, Aug., 1882. (An. rep. 1882-83, p. 312.) Meeting, Philadelphia, Sept., 1884. (An. rep. 1883-84, p. 311.) Meeting, Ann Ar¬ bor, Aug., 1885. (An. rep. 1884-85, p. 321.) - American association of instructors of the blind. Meeting, Louisville, Ky., Aug., 1880. (An. rep. 1880, p. 401.) - American economic association. Organized at Saratoga, Sept., 1885. (An. rep. 1884-85, p. 321.) - American Froebel union. Meeting, Boston, - , 1879. (An. rep. 1879, p. 300.) Meeting, New York, Mar, 1880. (An. rep. 1880, p. 397.) Meeting, Madison, July, 1884. (An. rep. 1883-81, p. 312.) Meeting, Saratoga, July, 1885. (An. rep. 1884-85, p. 325.) - American geographical society. Meeting, - , Feb., 1875. (An. rep. 1875, p. 529.) - American health association. Meeting, Chicago, Sept., 1877. (An. rep. 1877, p. 304.) Meeting, Richmond, Nov., 1878. (An. rep. 1878, p. 301.) Meeting, New Orleans, Dec., 1880. (An. rep. 1880, p, 402.) - American historical association. Second annual meeting, Saratoga. (An. rep. 1884-85, p. 321.) - American institute of Christian philosophy. Meeting, Warwick Woodlands, N. Y., July, 1881. (An. rep. 1881, p. 317.) - American institute of civics. First meeting, Saratoga, July, 1885. (An. rep. 1884, p. 322.) - American institute of instruction. Meeting, Worcester, July, 1870. (An. rep. 1870, p. 409.) Meeting, Fitchburg, July, 1871. (An. rep. 1871, p. 420.) Meeting, Lewiston, Mo., Aug., 1872. (An. rep. 1872, p. 427.) Meeting, North Adams, - , 1874. (An. rep. 1874, p. 520.) Meeting, Providence, July, 1875. (An. rep. 1875, p. 536.) Meeting, Montpelier, July, 1877. (An. rep. 1877, p. 299.) Meeting, Fabyan House, N. H., July, 1878. (An. rep. 1878, p. 297.) Meeting, Fabyan House, N. H.t - , 1879. (An. rep. 1879, p. 293.) Meeting, Saratoga, July, 1880. (An. rep. 1880, p. 395.) Meeting, St. Albans, July, 1881. (An. rep. 1881, p. 313.) Meeting, Fabyan’s, July, 1883. (An. rep. 1883-84, p. 312.) Meeting, Newport, July, 1885. (An. rep. 1884-85, p. 320.) — - — American instructors of the deaf and dumb. (An. rep. 1882-83, p. 313; 1884-85, p. 320.) - - American medical association. Meeting, Buffalo, N. Y., June, 1878. (An. rep. 1878, p. 298.) Meeting, Atlanta, Ga., May, 1879. (An. rep. 1879, p. 299.) Meeting, New York, May, 1880. (Au. rep. 1880, p. 403.) Meeting, Richmond, May, 1881. (An. rep. 1881, p. 317.) Meeting, St. Paul, June, 1882. (An. rep. 1882-83, p. 311.) Meeting, Washington, May, 1884. (An. rep. 1883-84, p. 313.) - American missionary association. Conference, Nashville, Dec., 1881. (An. rep. 1881, p. 316.) — - American normal association. Meeting, Cleveland, Aug., 14, 1870. (An. rep. 1870, p. 407.) Note. — See note under national educational association. - American Oriental society. Meeting, New York, Oct. . 1874. (An. rep. 1874, p. 520.) - - American philological association (organized in 1868). Meeting, Hartford, July, 1874. (An. rep. 1874, p. 519.) Meeting, Newport, July, 1875. (An. rep. 1875, p.535.) Meeting, New York, July, 1876. (An. rep. 1876, p. 468.) Meeting, Balti¬ more, July, 1877. (An. rep. 1877, p. 302.) Meeting, Philadelphia, July, 1880. (An. rep. 1880, p. 397.) Meeting, Cleveland, July, 1881. (An. rep. 1881, p. 315.) Meet¬ ing, Cambridge, July, 1882. (Au. rep. 1882-83, p. 313.) Meeting, Hanover, July, 1884. (Au. rep. 1883-84, p. 313.) - American social science association. Meeting, New York, May, 1874. (An. rep. 1874, p. 521.) Meeting, Detroit, May, 1875. (An. rep. 1875, p. 531.) Meeting, Saratoga, Sept., 1876. (An. rep. 1876, p. 469.) Meeting, Saratoga, Sept., 1877. (An. rep. 1877, p. 301.) Meeting, Saratoga, Sept., 1879. (An. rep. 1879, p. 297.) Meeting, Saratoga, Sept., 1880. (An. rep. 1880, p. 400.) Meeting, Saratoga, Sept., 1881. (An. rep. 1881, p. 314.) Meeting, Saratoga, Sept., 1882. (An. rep. 188.2-82, p. 314.) Meeting, Saratoga, Sept., 1885. (An. rep. 1884-85. p. 321.) - Arkansas. (An. rep. 1871, p. 72; 1877, p. 12; 1878, p. 13; 1879, p. 12; 1880, p. 17 ; 1881, p. 12; 1882-83, p. 13 ; 1883-84, p. 16; 1834-85, p, 16.) INDEX TO PUBLICATIONS — -BUREAU OE EDUCATION. 1049 Conventions, etc., Educational — Continued. - Association of normal school teachers (of Ne\r York and Canada). Meeting, Westfield [N. Y.]. (An. rep. i874, p. 522.) - Business college teachers’ and penman’s association. Meeting, Chicago, July, 1880. (An. rep. 1880, p. 298.) Meeting, Rochester, July, 1884. (An. rep. 1883-84, p. 314.) - California. (An. rep. 1876, p. 34 ; 1877, p. 20 ; 1878, p. 21 ; 1879, p. 19 ; 1880, p. 26 ; 1881, p. 19 ; 1882-83, p. 21 ; 1883-84, p. 25 ; 1884-85, p. 25.) - California state teachers’ institute. Meeting, San Francisco, Sept. 13, 1870. 1870. (An. rep. 1870, p. 416.) - Central college association. Meeting, Oberl in, Ohio, Aug. 23, 1870. (An. rep. 1870, pp. 410-411.) - Chautauqua literary and scientific circle. Twelfth annual meeting, Chau¬ tauqua, N. Y., July, 1885. (An. rep. 1864-85, p. 324.) - College presidents. Meeting at Hanover, N. H., Nov. 1874. (An. rep. 1874, p. 521.) - Colorado. (An. rep. 1875, p. 476 ; 1878, p. 25 ; 1879, p. 24 ; 1880, p. 34 ; 1881, p. 24; 1882-83, p. 26; 1884-85, p. 31.) - - Conference of librarians. Meeting, Philadelphia, Oct, 1876. (An. rep. 1876, p. cxxx.) Meeting, Boston, June or July, 1879. (An. rep. 1879, p. 297.) - Conference of officers of prisons and reformatories. (An. rep. 1883-84, p. 314.) - Conference of principals of schools for the deaf and dumb. Meeting, North¬ ampton, Mass., May, 1880. (An. rep. 1880, p. 401.) - Connecticut. (An. rep. 1871, p. 107; 1872, p. 35; 1875, p. 58; 1877, p. 30; 1878. p. 32; 1879, p. 31; 1880, p. 44; 1881, p. 32; 1882-83, p. 35; 1883-48, p. 42 ; 1884-85, p. 41.) - Connecticut. State teachers’ association. Meeting, New. Haven, Oct. 20, 1870. (An. rep. 1870, p. 418.) - Dakota. (An. rep. 1877, p. 277 ; 1878, p. 272.) - Delaware. (An. rep. 1875, p. 63 ; 1880, p. 51 ; 1881, p. 37 ; 1883-84, p. 47.) - District of Columbia. (An. rep. 1880, p. 367; 1881, p. 290 ; 1882-83, p. 292; 1883-84, p. 297 ; 1884-85, p. 298.) - Educational conventions and anniversaries during the summer of 1876, pp. — . (Misc. pubs. 187 — .) - Educational conventions at New Orleans noticed. (An. rep. 1884-85, p. 324.) - Florida. (An. rep. 1881, p. 40; 1882-83, p 43.) - Georgia. (An. rep. 1875, p. 78; 1877, p. 42; 1878, p. 48; 1879, p. 45; 1880, p. 64; 1881, p. 46; 1882-83, p. 48; 1883-84, p. 58; 1884-85, p. 56.) - German- American teachers’ union. Meeting, Cincinnati, Aug., 1871. (An. rep. 1871, p. 422.) Meeting, Hoboken, N. J., July, 1872. (An. rep. 1872, p. 428.) ■ - German -American teachers’ association. Meeting, New York, July, 1878. (An. rep. 1878, p. 299.) Meeting, Cincinnati, July, 1879. (An. rep. 1879, p. 295.) Meeting, Newark, N. J., July, 1880. (An. rep. 1880, p. 397.) - Homoeopathic intercollegiate congress. Meeting, Indianapolis, Ind., April, 1879. (An. rep. 1879, p. 300.) - Illinois. (An. rep. 1870, p. 113; 1872, p. 104; 1874, p. 94; 1875, p. 94; 1876, p. 91 ; 1877, p. 51 ; 1878, p. 57 ; 1879, p. 54 ; 1880, p. 76 ; 1881, p. 55 ; 1882-83, p. 58 ; 1883-84, p. 69; 1884-85, p. 67.) - Indiana. (An. rep. 1873, p. 104; 1874, p. 109; 1875, p. 110 ; 1876, p. 107 ; 1877, p. 59; 1878, p. 66; 1879, p. 62; 1880, p. 85; 1881, p. 64; 1882-83, p. 68; 1883-84, p. 80 ; 1884-85, in 76.) - Indiana. State collegiate association. Meeting at Indianapolis, July 7, 1870. (An. rep. 1870, p. 415.) - Intercollegiate literary association. Meeting, Hartford. — , 1876. (An. rep. 1876, p. 471.) Meeting, New York, Jan., 1877. (An. rep. 1877, p. 303.) Meeting, New York, Jan., 1878. (An. rep. 1878, p. 298.) Meeting, New York (?) Jan., 1879. (An. rep. 1879, p. 296.) ■ - International conference on education. Philadelphia, 1876. pp. 92. (Misc. pubs. 1877.) ■ - International educational congress at Havre, pp. 6. (Misc. pubs. 1885.) - International educational congress to be held at Brussels, Belgium, Aug., 1880. pp. 10. (Misc. pubs. 1880.) - International normal educational conference. Formation of, at Thousand Islands Park, in 1878, and meeting at same place, Aug., 1879. (An. rep. 1879, p. 297.) Meeting (under name of International society for investigating and pro¬ moting the science of teaching), at same place, Aug., 1880. (An. rep. 1880, p. 396.) - Interstate collegiate oratorical contest. Held at Oberlin, O., May, 1880. (An* rep. 1880, p. 398.) - Interstate educational convention, Chattanooga, Tenn., 1875. (An. rep. 1875, p. 534.) m 1050 EDUCATION REPORT, 1886-87. Conventions, etc., Educational — Continued. - - Iowa. (An. rep. 1870, p. 120 ; 1875, p. 123 ; 1876, p. 119 ; 1877, p. 68 ; 1878 p. 72 ; 1879, p. 69; 1880, p. 96; 1881 p. 73; 1882-83, p. 77; 1883-84, p. 89; 1884-85, p. 8o.) - Kansas. (An. rep. 1873, p. 120 ; 1875, p. 134 ; 1878, p. 80 ; 1879, p. 75 ; 1880, p. 105; 1831, p. 80; 1882-83, p. 83; 1883-84, p. 95; 1884-85, p. 93.) - Kansas. State teachers’ association. Annual meeting, June 29, 1870. (An. rep. 1870, p. 411.) - Kentucky. (An. rep. 1871, p. 189 ; 1872, p. 129 ; 1873, p. 131 ; 1874, p. 141; 1875, p. 147 ; 1876, p. 142; 1877, p. 80; 1878, p. 86; 1879, p. 82 ; 1880, p. 115; 1881, p. 85; 1882-83, p. 89; 1883-84, p. 103 ; 1884-85, p. 99.) - Kindergarten convention. Meeting at Detroit, Dec., 1879. (An. rep. 1879, p. 300.) - Louisiana. (An. rep. 1873, p. 140; 1880, p. 122; 1881, p. 90; 1883-84, p. 110; 1884-85, p. 106.) - Maine. (An. rep. 1871, p. 206; 1872, p. 146; 1873, p. 150; 1874, p. 165; 1875, p. 167; 1876, p. 162; 1877, p. 93; 1878, p. 95; 1879, p. 93; 1880, p. 131; 1881, p. 95; 1882-83, p. 99; 1833-84, p. 117; 1884-85, p. 113.) - Maryland. (An. rep. 1873, p. 162; 1874, p. 177; 1875, p. 181; 1877, p. 100; 1878, p. 103 ; 1879, p. 100 ; 1881, p. 103 ; 1882-83, p. 106 ; 1883-84, p. 125 ; 1884-85, p. 123.) - Massachusetts. (An. rep. 1871, p.236; 1872, p. 177; 1873, p. 186; 1874, p. 197 ; 1875, p. 203 ; 1877, p. 116 ; 1878, p. 117 ; 1879, p. 115 ; 1880, p. 155; 1881, p. 119; 1882-83, p. 122; 1883-84, p. 141; 1884-85, p. 138.) - Methodist Episcopal, Boston, Nov., 1871. (An. rep. 1871, p. 417.) - Michigan. (An. rep. 1874, p. 216 ; 1875, p. 219 ; 1876, p. 209 ; 1877, p. 128 ; 1878, p. 128; 1879, p. 126; 1880, p. 168; 1881, p. 130; 1882-83, p. 133; 1883-84, p. 150; 1884-85, p. 146.) - Association of county superintendents. Meeting at Grand Rapids, Aug. 8, 1870. (An. rep. 1870, p. 412.) - State teachers’ association. Meeting at Grand Rapids, Aug. 10, 1870. (An. rep. 1870, p. 414.) - Minnesota. (An. rep. 1871, p. 253; 1872, pp. 190-192; 1876, p. 219; 1877, p. 136; 1878, p..l34; 1879, p. 131 ; 1880, p. 176; 1881, p. 136; 1882-83, p. 139; 1883-84, p. 155; 1884-85, p. 153.) - Mississippi. (An. rep. 1877, p. 141; 1878, p. 139; 1879, p. 135; 1881, p. 142; 1882-83, p. 144; 1883-84, p. 161.) - - Missouri. (An. rep. 1873, p. 230 ; 1874, p. 248 ; 1875, p. 253; 1876, p. 239 ; 1877, p. 151 ; 1878, p. 147 ; 1879, p. 143 ; 1880, p. 192 ; 1881, p. 150 ; 1882-83, p. 151 ; 18.83-84, p. 169 ; 1864-85, p. 165.) - Modern language association. Second annual meeting, New York, Dec., 1884. (An. rep. 1884-85, p. 323.) - Montana. (An. rep. 1882-83, p. 300 ; 1883-84, p. 303 ; 1884-85, p. 305.) - Music teachers’ national association. Meeting, Cleveland, July, 1884. (An. rep. 1883-84, p. 314.) — - National academy of sciences. Meeting, New York, Oct., 1879. (An. rep. 1879, p. 298.) Semi-annual meeting, Washington, April, 1880. (An. rep. 1880, p. 400.) Meeting, New York, Nov., 1880. (An. rep. 1880, p. 400.) Meeting, Wash¬ ington, April, 1882. (An. rep. 1882-83, p. 311.) Meeting, Washington, April, 1884. (An. rep. 1883-84, p. 312.) - National association for sanitary and rural improvements. Meeting, Green¬ wood Lake, N. Y., July, 1882. (An. rep. 1882-83, p. 311.) — - National Baptist educational conventions. Meeting, Brooklyn, April, 1870. (An. rep. 1871, p. 418.) Meeting, Philadelphia, May, 1872. (An. rep. 1872, p. 428.) - National conference of charities and corrections. Held at Boston, July, 1881. (An. rep. 1881, p. 315,) - National council of education, Formation of, at Chautauqua, July, 1880. (An. rep. 1880, p. 394.) Meeting, Atlanta, July, 1881. (An. rep. 1881, p. 312.) ; Meeting, Saratoga, July, 1882. (An. rep. 1882-83, p. 309.) Meeting, Madison, July, 1884. (An. rep. 1883-84, p. 311.) - National eclectic medical association. Meeting, Chicago, June, 1880. (An. rep. 1880, p. 403.) - National educational assembly. First annual meeting, Ocean Grove, N. J., Aug., 1882. (An. rep. 1832-83, p. 312.) - National educational association. Meeting, St. Louis, Aug., 1871. (An. rep. 1871, p. 412.) Meeting, Boston, Aug., 1872. (An. rep. 1872, p. 419.) Meeting, Elmira, Aug., 1873. (An. rep. 1873, p. 483.) Meeting, Detroit, Aug., 1874. (An. rep. 1874, p. 517.) Meeting, Minneapolis, Aug., 1875. (An. rep. 1875, p. 540.) Meeting, Baltimore, July, 1876. (An. rep. 1876, p. 466.) Meeting, Louisville, Aug., 1877. (An. rep. 1877, p. 298.) Meeting, Philadelphia, July, 1879. (An. rep. 1879, p. 292.) Meet- INDEX TO PUBLICATIONS - BUREAU OF EDUCATION. 1051 Conventions, etc., Educational — Continued, ing, Chautauqua, July, 1880. (An. rep. 1880, p. 3931.) Meeting, Atlanta, July, 1881. (An. rep. 1881, p. 308.) Meeting, Saratoga (with American institute of instruction), July, 1882. (An. rep. 1882-83, p. 308.) Meeting, Saratoga, July, 1883. (An. rep. 1883-84, p. 310.) Meeting, Madison, July, 1884. (An. rep. 1883-84, p. 310.) Meet¬ ing, Saratoga, July, 1885. (An. rep. 1884-85, p. 318.) - Department of superintendence of. Proceedings, 1874. pp. 77. (Circ. inf. 1, 1874.) Proceedings [with alphabetical chart], 1875. pp. 114. (Circ. inf. 1, 1875.) Proceedings, 1877 and 1879; and proceedings of the conference of college presidents and delegates, Columbus, Ohio, Dec., 1877. pp. 192. (Circ. inf. 2,1879.) Proceedings, 1S80. pp. 112. (Circ. inf. 2, 1880.) Proceedings, 1881. pp. 79. (Circ. inf. 3, 1881.) Proceedings, 1882. pp. 112. (Circ. inf. 2,' 1882.) Proceedings, 1883. pp. 81. (Circ. inf. 3, 1883.) Proceedings, 1884. pp. 176. (Circ. inf. 4, 1884.) Pro¬ ceedings, 1886. pp. 91. (Circ. inf. 2, 1886.) Note. — Formed by consolidation of the National teachers’ association, the National superintend¬ ents’ association, and the American normal school association ; organized into a general associa¬ tion with four departments, viz : Elementary department, Normal department, Department of higher education, and Department of superintendence. — - National teachers’ association. Meeting of, at Cleveland, Ohio, Ang. 17, 1870. (An. rep. 1870, pp. 406-407.) - National teachers’ reading circle. Meeting at Saratoga, July, 1885. (An. rep. 1884-85, p. 324.) - Nebraska. (An. rep., 1873, p. 239 ; 1874, y>. 258 ; 1875, p. 261 ; 1876, p. 246 ; 1877, p. 156; 1878, p. 153; 1879, p. 148 ; 1880, p. 199; 1883-84, p. 174 ; 1884-85, p. 171.) - Nevada. (An. rep. 1878, p. 157; 1883-84, p. 177; 1884-85, p. 175.) - New England association of school superintendents. Meeting, Boston, Oct., 1873. (An. rep. 1873, p. 490.) Semi-annual meeting, Boston, May, i.875. (An. rep. 1875, p. 529.) Semi-annual meeting, Boston, Oct., 1876. (An. rep. 1876, p. 470.) Semi-annual meeting, Boston, May, 1877. (An. rep. 1877, p. 300.) Semi-annual meeting, Boston, Oct., 1878. (An. rep. 1878, p. 300.) Semi-annual meeting, Boston, May, 1879. (An. rep. 1879, p, 295.) Semi-annual meetiug, Boston, Oct., 1879. (An. rep. 1879, p. 295.) Semi-annual meeting, Boston, May, 1880. (An. rep. 1880, p. 395.) Semi-annual meeting, Boston, Oct., 1880. (An. rep. 1880, p. 396.) Semi-annual meeting, Boston, May, 1881. (An. rep. 1881, p. 312.) Semi-annual meeting, Bos¬ ton, Oct., 1881. (An. rep. 1881, p. 312.) Semi-annual meetiug, Boston, May, 1882. (An, rep. 1882-83, p. 310.) Semi-annual meeting, Boston. Oct., 1882. [An. rep. 1882-83, p. 310.) Semi-annual- meeting, Boston, May, 1884. (An. rep. 1883-84, p. 313.) Semi-annual meeting, Boston, Oct., 1885. (An. rep. 1884-85, p. 322.) - New England Baptist educational convention. Worcester, May, 1871. (An. rep. 1871, p. 418.) - — New England normal school teachers’ association. Eighth annual meeting, Boston, Feb., 1885. (An. rep. 1884-85, p. 323.) - New Hampshire. (An. rep. 1872, p. 222 ; 1873, p. 254 ; 1874, p. 274 ; 1875, p. 273 ; 1876, p. 259 ; 1877, p. 164; 1878, p. 162; 1879, p. 157 ; 1880, p. 209 ; 1881, p. 163 ; 1882-83, p. 165 ; 1883-84, p. 182 ; 1884-85, p. 181.) - New Jersey (An. rep. 1875, p. 285 ; 1877, p. 173 ; 1878, p. 171 ; 1879, p. 164 ; 1881, p. 171 ; 1882-83, p. 173 ; 1883-84, p. 190 ; 1884-85, p. 190.) ' - New Yoitic. (An. rep. 1872, pp. 234, 253; 1873, p. 293 ; 1874, p. 311 ; 1875, p. 311 , 1876, p. 291 ; 1877, p. 184 ; 1878, p. 182; 1879, p. 178 ; 1880, p. 233 : 1881, p. 190 ; 1882-83, p. 188 ; 1883-84, p. 204 ; i884-S5, p. 206.) — — — New York State teachers’ association. Meeting at Syracuse, July 26, 1870. (An. rep. 1870, p. 416.) - - -North Carolina. (An. rep. 1873, p. 304; 1874, p.323; 1875, p.325; 1877, p. 193 ; 1878, p. 189 ; 1879, p. 184 ; 1880, p. 242 ; 1881, n. 198 ; 1882-83, p. 197 ; 1883-84, p. 210.) - Northwestern interstate collegiate association. Meeting at Iowa City, May, 1879. (An. rep. 1879, p. 296.) - Ohio. (An. rep. 1872, p. 280 ; 1874, p. 344 ; 1875,' p. 343 ; 1876, p. 320 ; 1877, p. 1881, p. 208 ; 1882-83, p. 210 ; 1883-84, 205 ; 1878, p. 198 ; 1879, p. 192 ; 1880, p. 255 p.221; 1884-85, p.222.) - Ohio state teachers’ association. Annual meetin (An. rep. 1870, p.411.) - Oregon. (An. rep. 1876, p. 328 ; 1878, p. 203 ; 1879, p. 197 Columbus, July 5, 1870. 1880, p.263; 1881, p.214; 1882-83, p. 215 ; 1883-84, p.226.) - Pedagogical association. Meeting at (?) Nov., 1879. (An. rep. 1879, p. 299.) Meeting at Ann Arbor, Mich., Jam, ,1880. (An. rep. 1880, p. 396.) - - Pennsylvania. (An. rep. 1871, p. 327 ; 1872, p. 300 ; 1873, p. 349 ; 1874, p. 372 ; 1875, p. 370; 1877, p.222; 1878, p.213) 1879, p.20S; 1880, p.279; 1881, p. 226; 1052 EDUCATION REPORT, 1886-87. Conventions, etc., Educational — Continued. - Rhode Island. (An. rep. 1873, p. 358 ; 1874, p. 384 ; 1875, p. 383 ; 1876, p. 359 ; 1877, p. 230 ; 1878, p. 220 ; 1879, p. 216 ; 1880, p. 288 ; 1881, p. 233 ; 1882-83, p. 235 ; 1883-84, p. 247 ; 1884-85, p. 245.) - Society for political education. Meeting: at (?) (An. rep. 1880, p. 402.) - South Carolina. (An. rep. 1876, p. 368 ; 1880, p. 298 ; 1881, p, 239 ; 1882-83, p. 240 ; 1883-84, p. 254 ; 1884-85, p. 252.) - Southern educational association. Meeting at Chattanooga, Tenn., Aug., 1878. (An. rep. 1878, p. 299.) - Spelling reform association. Meeting at Baltimore, July 1877. (An. rep. 1877, p. 303.) Meeting at Chautauqua, July, 1880. (An. rep. 1880, p. 397.) Meeting at Harvard university, July, 1882. (An. rep. 1882-83, p. 314.) Meeting at Han¬ over, N. H., July, 1884. (An. rep. 1883-84, p. 313.) - Tennessee. (An. rep. 1871, p. 348; 1872, p.325; 1873, p. 378; 1874, p. 405; 1875, p. 404; 1877, p. 243; 1878, p. 231; 1879, p. 229; 1880, p. 306; 1881, p. 245; 1882-83, p. 246 ; 1883-84, p. 260 ; 1884-85, p. 258.) - Texas. (An. rep. 1873, p. 387; 1878, p. 237; 1879, p. 234; 1880, p. 315; 1881, p. 250; 1882-83, p.252; 1883-84, p. 265; 1884-85, p. 263.) - Utah Territory. (An. rep. 1880, p. 385.) - Vermont. (An. rep. 1871, p. 355; 1872, p. 335; 1874, p. 421; 1875, p. 419; 1876, p. 397; 1877, p. 253; 1878, p. 242; 1879, p. 240; 1880, p. 322; 1881, p. 255; 1882- 83, p. 257 ; 1883-84, p. 270; 1884-85, p. 267.) - Virginia. (An. rep. 1872, p. 346; 1873, p. 402; 1874, p. 436; 1875, p. 436; 1876, p. 408; 1877, p. 260; 1878, p. 249; 1879, p. 248; 1880, p. 332; 1881, p. 262; 1883- 84, p. 276; 1884-85, p. 275.) - Virginia. County superintendents’ meeting at Richmond, Nov. 2, 1870. (An. rep. 1870, p. 415.) - Washington Territory. fAn. rep. 1877, p. 295 ; 1879, p. 289; 1880, p. 389; 1881, p. 305.) Western Baptist educational convention, Chicago, May, 1871. (An. rep. 1871, p. 419.) - West Virginia. (An. rep. 1872, pp. 352, 353 ; 1874, p. 445 ; 1875, p. 446 ; 1876, p. 416 ; 1877, p. 265 ; 1878, p. 254 ; 1879, p. 254 ; 1880, p. 339 ; 1881, p. 267 ; 1882-83, p. 268; 1883-84, p.280; 1884-85, p. 279.) - Wisconsin. (An. rep,. 1871, p. 372; 1872, p. 362; 1873, p. 422; 1874, p. 457; 1875, p. 460; 1876, p. 427; 1877, p. 273; 1878, p. 263; 1879, p. 262; 1880, p. 349; 1881, p. 276 ; 1882-83, p. 276; 1883-84, p. 241 ; 1884-85, p. 285.) - Wisconsin state teachers’ association. Meeting, Watertown, July 12, 1870. (An. rep. 1870, p. 415.) Cookery and cooking schools. Canfield, S. A. Martha. Training schools of cookery, pp. 49. (Circ. inf. 4, 1879.) - District of Columbia. (An. rep. 1882-83, p. 291.) - New York. (An rep. 1879, p. 177 ; 1830, p. 232.) - Pennsylvania. (An. rep. 1882-83, p. 230 ; 1883-84, p. 239.) - Schools of cookery. (An. rep. 1878, p. cxciv.) Cooper Union. Townley, D. O. C. (An. rep. 1871, pp. 519-525.) Copyright, distribution, exchanges, and duties. Warren, S. K., and Clark, S. N. (Pub. libs. 1876, pp. 279-291.) Corning, J. L. Public schools of Wiirtemberg. (Circ. inform. 2, 1877, pp. 47-53.) Corporal punishment. Chadwick, E. Stick or no stick. (Spec. rep. N. O. exp. 18*4-85. pp. 371-374.) Costa Rica, Education in. (An. rep. 1883-84, p. cclv.) County superintendents. See State school systems. Courses of study. (An. rep. 1881, p. lx.) - And classification in ungraded schools. (An. rep. 1883-84, p. xxxiv.) - For ungraded schools. (An. rep. 1878, p. xliii.) - Subjects and courses of instruction in city public schools. (Spec. rep. on D. C. for 1869, pp. 465-476.) Crime and education. Crime and ignorance. (An. rep. 1874, p. cx; 1877, p. eciii.) - Education and crime. (An. rep. 1871, p. 32.) - Fiske, A. S. Relation of education to crime in New England, and the facili- . ties for education in her penal institutions. (An. rep. 1871, pp. 548-552.) - Mansfield, Edward D. Relation between crime and education. (An. rep. 1872, pp. 586-595.) - Wickersiiam, J. P. Education and crime, pp. 10. (Misc. pubs. 1881.) Crime and its prevention. Angell, George T. New order of mercy; or crime and its prevention. (Circ. inf. 4, 1884, p. 133.) Crooks, Adam. Condition of Indian schools in Ontario, 1834. (Spec. rep. N. O. exp. 1884-85, pp. 562-584.) Curry, J. L. M. National aid to education. (Circ. inf. 3, 1884, p. 89. ) INDEX TO PUBLICATIONS— BUREAU OF EDUCATION. 1053 Cutter, Charles A. Library catalogues. (Pub. libs. 1876, pp. 526-6*22.) - Rules for a printed dictionary catalogue, pp. 89. (Spec. rep. pub. libs., port II.) Cutter, Ephraim. Relation of medicine to music. (Circ. inf. 1, 1886. p. 35.) Dakota, Education in. (An. rep. 1870, pp. 319-320; 1871, j>. 379; 1872, pp. 371-372; 1873, p. 433 ; 1874, pp. 466-468 ; 1875, pp. 477-480 ; 1876, pp. 434-436 ; 1877, pp. 276- 277; 1878, pp. 270-272; 1879, pp. 267-269; 1880, pp. 356-359; 1881, pp. 281-284; 1882-83, pp. 285-287 ; 1883-84, pp. 291-293 ; 1884-85, pp, 290-293. ) Dali, William H. Alaska. (An. rep. 1875, pp. 463-466. ) Davis, N. S. Contributions to the history of medical education and medical insti¬ tutions in the United Slates of America, 1776-1876. pp. 60. (Spec. rep. 1877.) Dawson, Nathaniel H. S, Commissioner of education from August 5, 1886, to - . - Education in Alaska. (An. rep. 1885-86, p. xix.) Day, H. N. Chinese migration. (An. rep. 1870, pp. 422-434.) Deaf and dumb, Education of. Alabama. (An. rep. 1870, p. 82 ; 1873, jj. 8 ; 1874, p. 10; 1875, p. 13; 1876, p. 12; 1877, p. 8; 1878, p. 9; 1879, p. 8 ; 1880, p. 10; 1881, p. 8; 1882-83, p, 9 ; 1883-84, p. 10; 1884-85, p. 10. ) - American asylum for the deaf and dumb, Hartford. (An. rep. 1872, p. 37 ; 1873, p. 44 ; 1874. p. 51 ; 1875, p. 51 ; 1«76, p. 52; 1877, p. 29; 1878, p. 32; 1879, p. 30; 1880, p. 43; 1881, p. 30; 1882-83, p. 34; 1883-84, p. 41; 1884-85, p. 41.) - Arkansas. (An. rep. 1870, p. 86 ; 1872, p. 12 ; 1873, p. 17; 1874, p. 14 ; 1875, p. 20; 1876, p. 21 ; 1877, p. 11 ; 1878, p. 13; 1879, p. 12; 1880, p. 16; 1881, p. 12; 1882- 83, p. 13 ; 1883-84, p. 15; 1884-85, p. 16.) - Butterfield, L. A. Visible speech. (Circ, inf. 2, 1880, p. 10.) - California. (An. rep. 1870, p. 90 ; 1871, p. 88; 1872, p. 26 ; 1873, p. 26 ; 1874, p. 36 ; 1875, p. 41; 1876, p. 33 ; 1877, p. 19; 1878, p. 20; 1879, p. 19; 1880, p. 25; 1881, p. 18; 1882-83, p. 20; 1883-84, p. 24; 1884-85, p. 24.) - Colorado. (An. rep. 1875, p. 475; 1876, p. 40 ; 1877, p. 23 ; 1878, p. 25; 1879, p. 24 ; 1880, p. 34 ; 1881, p. 24 ; 1882-83, p. 26 ; 1883-84, p. 32 ; 1884-85, p. 31.) - Connecticut. (An. rep 1872, p. 37; 1873, p. 44; 1874, p. 51; 1875, p, 58; 1876, p. 52; 1877, p. 29; 1878, p. 32; 1879, p. 30; 1880, p. 43; 1881, p. 30 ; 1882-83, p. 34 ; 1883-84, p. 4L ; 1884-85, p. 41.) - Dakota. (An. rep. 1881, p. 284 ; 1882-83, p. 287 ; 1883-84, p. 293 ; 1884-85, p. 293.) - Deaf-mute instruction. (An. rep. 1878, p. cxxvi.) - Delaware. (An. rep. 1876, p. 60.) - District of Columbia. (An. rep. 1872, p. 391; 1873, p. 440; 1874, p.479; 1875, p. 49 L ; 1876, pp. 443-445 ; 1877, pp. 281,282 ; 1878, pp. 276,277 ;' 1879, p. 274 ; 1880, pp. 365,366; 1881, pp. 287,288; i882-83, p. 290; 1883-84, p. 296; 1884-85, pp. 296,297.) - District of Columbia. National deaf-mute college. (An. rep. 1872, p. 391 ; 1873, p. 440; 1874, p. 479; 1875, p. 491; 1876, p. 443; 1877, p. 281; 1878, p. 276; 1879, p. 274 ; 1880, p. 365; 1881, p. 287 ; 1882-83, p. 290; 1883-84, p. 296; 1884-85, p. 296.) - Education of the deaf and dumb. (An. rep. 1884-85, p. ccxxxii ; 1885-86, p. 632.) - Fay, Edward A. Education of the deaf and dumb. (An. Rep. 1872, pp. 430-432.) - Florida. (An. rep. 1882-83* p. 43; 1883-84, p. 52; 1884-85, p. 49.) - Gallaudet, E. M, Education of the deaf and dumb. (An. rep. 1870, pp. 371- 373; 1871, pp. 449-452.) — - Instruction of deaf-mutes. (An. rep. 1873, pp. 499-504.) • - Georgia. (An. rep. 1873, p. 75 ; 1874, p. 76; 1875, p. 77; 1876, p. 74; 1877, p. 42; 1878, p. 47; 1879, p. 44; 1880, p. 64; 1881, p. 46; 1882-83, p. 48; 1883-84, p. 58; 1884-85, p) 56. - Illinois. (An. rep. 1870, p. 115; 1873, p. 90; 1874, p. 93; 1875, p. 94; 1876, p. 90 ; 1877, p. 51 ; 1878, p. 56 ; 1879, p. 53; 1880, p. 75 ; 1881, p. 54; 1882-83, p. 57; 1883- 84, p. 67 ; 1884-85, p. 66.) - Indiana. (An. rep. 1870, p. 125; 1871, p. 154; 1874, p. 108; 1875, p. 110; 1876, p. 106; 1877, p. 59; 1878, p. 66; 1879, p. 61; 1880, p. 84; 1881, p. 63; 1882-83, p. 67 ; 1683-84, p. 79 ; 1884-85, p. 75. - Instruction of deaf-mutes. (An. rep. 1881, p. ccviii.) - Iowa. (An. rep. 1871, p. 164; 1872, p. 117; 1874, p. 119; 1875, p. 123; 1876, p. 119; 1877, p. 68; 1878, p. 72; 1879, p. 69; 1880, p. 95; 1881, p. 72; 1882-83, p. 76; 1883-84, p. 88; 1884-85, p. 84.) - Kansas. (An. rep. 1876, p. 130 ; 1877, p. 73 ; 1878, p. 79; 1879, p. 75 ; 1880, p. 105; 1881, p. 79; 1882-83, p. 82; 1883-84, p. 95; 1684-85, p. 92.) - Kentucky. (Ad. rep. 1873, p. 131; 1874, p. 141; 1875, p. 147; 1876, p. 141; 1877, p. 79; 1878, p. 85 ; 1879, p. 82; 1880, p. 114 ; 1881, p. 85 ; 1882-83, p. 88; 1883-84, J p. 102 ; 1884-85, p. 98.) - - Louisiana. (An. rep. 1871, p. 200; 1874, p. 153; 1875, p. 157 ; 1876, p. 152; 1877, p. 86 ; 1878, p. 90 ; 1879, p. 88 ; 1880, p. 122,* 1881, p. 90 ; 1882-83, p. 93 ; 1883-84, p. 109; 1884-85, p. 105.) 1054 EDUCATION REPORT, 1886-87. Deaf and dumb, Education of, Maine. (An. rep. 1877, p. 92; 1878, p. 95 ; 1879, p. 93; 1880, p. 130 ; 1SS1‘, p. 95 ; (884-85, p. 113.) - Maryland. (An. rep. i873, p. 159; 1874, p. 176; 1875, p. 181 ; 1876, p. 176; 1877, p. 100; 1878, p. 102; 1879, p. 100; 1880, p. 138; 1881, p. 102; 1882-83, p. 105; 1883-84, p. 124; 1884-85, p. 121.) - Massachusetts. (An. rep. 1872, p. 176; 1873, p. 185; 1874, p. 196; 1875, p. 200 ; 1876, p. 196 ; 1877, p. 115 ; 1878, p. 116 ; 1879, p. 114 ; 1880, p. 154 ; 1881, p. 117 ; 1882-83, p. 120 ; 1883-84, p. 139 ; 1884-85, p. 137.) - Michigan. (An. rep. 1873, p. 200; 1874, p. 216; 1875, p. 219; 1876, p. 209; 1877, p. 127; 1878, p. 127; 1879, p. 124; 1880, p. 166; 1881, p. 129; 1882-83, p. 131 ; 1883-84, p. 149 ; 1884-85, p. 145.) - Minnesota. (An. rep. 1870, p. 196; 1873, p. 200; 1874, p. 226; 1875, p. 230; 1876, p. 218; 1877, p. 136; 1678, p. 134; 1879, p. 131; 1880, p. 176; 1881, p. 136 ; 1882- 83, p. 138; 1883-84, p. 155; 1884-85, p. 152.) - Mississippi. (An. rep. 1872, p. 199; 1873, p. 218; 1875, p. 238; 1876, p. 226; 1877, p. 141 ; 1878. p. 139, 1879, p. 135; 1680, p. 182: 1881, p. 142; 1882-83, p. 143; 1883- 84. p. 161 ; 1884-85, p. 157.) - Missouri. (An. rep. 1870, p. 205; 1871, p. 263; 1872, p. 208; 1873, p. 230; 1674, p. 248 ; 1875, p. 252 ; 1876, p. 238 ; 1877, p. 150 ; 1878, p. 147 ; 1879, p. 143 ; 1880, p. 191, 1881, p. 149; 1882-83, p. 150; 1883-84, p. 168; 1884-85, p. 165.) - Montana. (An. rep. 1881, p.298; 1882-83. p. 299; 1883-84, p. 303.) - Nebraska. (An. rep. 1873, p. 239; 1874, p. 258: 1875, p. 261; 1876, p. 246; 1877, p. 156 ; 1878, p. 152; 1879, p. 148: 1880, p. 199; 1881, p. 154; 1882-83, p. 156; 1883-84, p. 174; 1884-85, p. 171.) - Nevada. (An. rep. 1871, p. 274 ; 1874, p. 263 ; 1876, p. 251 ; 1877, p. 159 ; 1878, p. 156; 1881, p. 158; 1882-83, p. 160; 1883-84, p. 177; 1884-85, p. 175.) - New Hampshire. (An. rep. 1877, p. 164.) - New Jersey. (An. rep. 1877, p. 173; 1878, p. 170 ; 1879, p. 163; 1880, p. 216; 1881, p. 171; 1882-S3, p. 172: 1883-84, p. 189 ; 1884-85, p. 189.) - New York. (An. rep.1870, p. 233; 1872, p. 244; 1873, p. 292; 1874, p. 309; 1875, p. 310 ; 1876, p. 290 ; 1877, p. 183 : 1878, p. 181 ; 1879, p. 176 ; 1880, p. 231 ; 1881, p. 188; 1S82-83, p. 188; 1883-84, p. 203; 1884-85, p. 204.) — - North Carolina. (An. rep. 1872, p. 266; 1874, p. 322; 1875, p.324; 1876, p. 303; 1877, p.193; 1878, p. 189; 1879, p. 184; 1880, p. 242; 1881, p. 197; 1882-83, p. 196; 1884-85, p. 212.) - Ohio. (An. rep. 1873, p.327; 1875, p. 342; 1876, p. 320; 1877, p. 205; 1878, p. 197 ; 1879, p. 192 ; 1880, p. 254 ; 1881, p. 207 ; 1882-83, p. 209 ; 1883-84, p. 220; 1884-85, p. 221.) - Oregon. (An. rep. 1871, p. 325 ; 1872, p. 285 ; 1874, p. 354 ; 1875, p. 351 ; 1876, p. 328 ; 1877. p. 211 ; 1878, p. 203 ; 1879, p. 197 ; 1860, p. 263 ; 1881, p. 214 ; 1882-83, p. 215; 1883-84, p. 226; 1884-85, p. 226.) - Pennsylvania. (An. rep. 1872, p. 297 ; 1873, p. 349 ; 1874, p. 871 ; 1875, p. 369; 1876, p. 347; 1877, p. 220 ; 1878, p. 212 ; 1879, p. 206; 1880, p. 277; 1881, p. 223 ; 1882-83, p. 227; 1883-84, p. 239; 1884-85, p. 237.) - Rhode Island. (An. rep. 1877, p. 229; 1878, p. 219; 1879, p. 216; 1880, p. 288; 1881, p. 233 ; 1882-83, p. 234; 1883-84, p. 246 ; 1884-85, p. 244.) - Sexton, Samuel. Classification of deaf pupils with a view to improve facil¬ ities for their education, based on the causes of their disability. (Spec. rep. N. O. exp. 1884-85, pp. 523-528.) - Necessity of providing for the better education of children with defect¬ ive hearing, in the public schools. (Spec. rep. N. O. exp. 1884-85, pp. 529-536.) - South Carolina. (An. rep. 1871, p. 343; 1872, p. 315; 1873. p. 367 ; 1874, p. 395; 1875. p. 392; 1876, p. 368 f 1877, p. 236; 1878, p. 225; 1879, p. 221 ; 1880, p. 296; IS81,' p. 239; 1882-83, p. 239; 1883-84, p. 253 ; 1884-85, p. 252.) - Tennessee. (An. rep. 1874, p. 405 ; 1875, p. 403 ; 1876, p. 380 ; 1877, p. 242; 1878, p. 231; 1879, p. 228; 1880, p. 305; 1881, p. 244; 1882-83, p. 245; 1883-84, p. 259; 1884-85, p. 257.) - Texas. (An. rep. 1873, p. 387 ; 1874, p. 414 ; 1875, p. 414 ; 1876, n. 389 ; 1877, p. 247 ; 1678, p. 237 ; 1879, p. 234 ; 1880, p. 314 ; 1881, p. 250 ; 1882-83, p~. 251 ; 1883-84, p.265; 1884-85, p.262.) - Utah. (An. rep. 1884-85, p. 311.) - Vermont. (An. rep. 1876, p. 397 ; 1878, p.242; 1879, p. 240; 1880, p. 321; 1881, p.254; 1882-83, p. 257; 1883-84, p. 270 ; 1884-85, p. 267. ) - Virginia. (An. rep. 1872, p. 345 ; 1873, p. 402; 1874, p. 435 ; 1875, p.435; 1876, p. 407 ; 1877, p. 260; 1878, p.249; 1879, p. 248: 1880, p. 331 ; 1881, p. 261; 1882-83, p. 263; 1883-84, p.275; 1884-85, p. 275.) • - West Virginia. (An. rep. 1875, p. 446 ; 1876, p. 416 ; 1877, p. 265 ; 1878, p. 254 ; 1879, p.254; 1880, p. 339; 1881, p. 267; 1882-83, p. 268; 1883-84, p. 280 ; 1884-85, p. 279.) INDEX TO PUBLICATIONS - BUREAU OF EDUCATION. 1055 Deaf and dumb, Education of. Wisconsin. (An. rep. 1872, p. 359 ; 1873, p. 421; 1874, p. 456; 1875, p. 460 ; 1876, p. 427 ; 1877, p.273; 1878, p. 262; 1879, p. 261; 1880, p. 348 ; 1881, p. 275 ; 1882-83, p. 275; 1883-84, p. 239 ; . 1884-85, p. 284.) Deaf and dumb. Institutions for. Schools for the deaf and dumb. (An. rep. 1880, p. clxviii.) - Statistical tables. Institutions f(?r the deaf and dumb. (An. rep. 1870, pp. 530-531 ; 1871, pp. 678-679 ; 1872, pp. 912-915 ; 1873, pp. 774-777 ; 1874, pp. 814-817 ; 1875, pp. 904-907; 1876, pp. 806-809 ;■ 1877, pp. 586-589; 1878, pp. 602-607 ; 1879, pp. 622-627; 1880, pp. 744-749 : 1881, pp. 674-679; 1882-83, pp. 704-709; 1883-84, pp. 742-749; 1834-85, pp. 788-793; 1885-86, pp. 635-640.) Deafness among school children. Sexton, Samuel, pp. 47. (Circ. inf. 5, 1881.) Dearness, John. School architecture in Ontario, (Spec. rep. N. O. exp. 1884-85, pp. 646-649.) Degrees, Learned. Gregory, John M. Learned degrees. (Circ. inf. 2, 1879, p. 180. ) - Statistical tables. Degrees conferred by colleges and universities, scientific and other professional schools, and bv schools for the superior instruction of women. (An. rep. 1873, pp. 712-727 ; 1874, pp" 734-752 ; 1875, pp. 782-796; 1876, pp. 762-776; 1877, pp. 568-582 ; 1878, pp. 584-598 , 1879, pp. 600-617 ; 1880, pp. 720-733; 1881, pp. 650-667 ; 1882-83, pp. 674-693 , 1883-84, pp. 706-723 ; 1884-85, pp. 670-690 ; 1885-86, pp 570-593.) Delaware, Education in. (An. rep. 1870, pp. 103-105 ; 1871, pp. 108-118 ; ’1872, pp. 51-57 ; 1873. pp. 49-64 ; 1874, pp. 55-60 ; 1875, pp. 60-64 ; 1876, pp. 55-60 ; 1877, pp. 32-35; 1878; pp. 34-37, 1879, pp. 33-36 , 1880, pp. 46-51; 1881, pp. 34-37; 1882-83, pp. 37-40 ; 1883-84, pp. 44-47 ; 1884-85, pp. 43-45.) Denmark, Education in. (An. rep. 1871, pp. 457-458 ; 1872, pp. 450-452 ; 1873, p. clvii ; 1874, p. exxxiv; 1875, p. cxxix ; 1876, p. clxxxiii ; 1877, p. clvii ; 1878, p. cliv ; 1879, p. clxxxvi ; 1880, p. cxcvi ; 1881, p. ccxlv ; 1882-83, p. ccxvi ; 1883-84, p. cciii.) - Education in : its history and present condition. (Circ. inf. 2, 1877, pp. 39-46.) Dentistry See Medicine. Dewey, Melvin American library association catalog. (Spec. rep. N. O. exp. 1884- 85, pp. 650-655.) - Decimal classification and subject index. (Pub. libs. 1876, p. 623.) Dickinson, John W. Massachusetts public school system. (Spec. rep. N. O. exp. 1884-85, pp 341-346.) - National aid for the support of public schools. (Circ. inf. 4. 1884, p. 81.) - - Philosophy and method of teaching pursued at the Westfield state normal school. (An. rep. 1868, p. 685.) Digest of rules and regulations of public schools in cities. (Spec. rep. on D. C. for 1869, pp. 417-464.) Diplomas, Forged or purchased. Sale of collegiate and professional degrees. (An. rep. 1880, p. clx.) District of Columbia, Art in. (Spec. rep. on D.. C .for 1869, pp. 725-784.) - Barnard, Henry Public instruction in : population and its distribution ; history and condition of public schools. (Spec. rep. on D. C .for 1889, pp. 15-144.) - - Education in. (An. rep. 1870, pp. 312-317 ; 1871. pp. 385-401; 1872, pp. 384- 404; 1873, pp, 434-450; 1874, pp. 469-485; 1875, pp, 481-494 ; 1876, pp. 437-445; . 1877. pn. 278-282; 1878, pp. 273-278; 1879, pp. 270-275; 1880, pp. 360-367; 1881, pp. 285-290 ; 1882-83, pp, 288-292; 1883-84, pp. 294-297; 1884-85, pp. 294-298.) District schools:1 District school system. (An. rep. 1881, p. liv.) Dom Pedro (of Brazil), Visit of. (An. rep. 1876, p. ceviii.) Dor, V. E. Public instruction in Egypt. (Circ. inf. 3, 1875, p. 75.) Douai, Adolf, and Btraubenmueller, John. German schools in the United States. (Spec. rep. on D. C. for 1869, pp. 581-586.) Dougherty, Newton C. Language work. (Circ. inf. 2, 1888, pp. 146-152.) Drawing in public schools. Clarke, I. E. I. Early efforts in America and in England to introduce. II. State action of Masachu setts, in regard to. II L Summary of early work of Massachusetts state art director. IV. Massachusetts art teachers’ association. V. Official report on, Boston. VI. In several states. VII. Concurrent testimony concerning. (Rep. art and industry, 1885, pp. 1-384.) - - Drawing in public schools : present relation of art to education in the United States, pp. 56. (Circ. inf. 2, 1874.) - Concurrent testimony concerning. (Spec. rep. art and industry, 1885, p. 336.) - District of Columbia. (An. rep. 1875, p. 484.) - Drawing in Belgian schools. (Spec. rep. art and industry, 1885, p. 706.) 1056 EDUCATION REPORT, 1888-87. Drawing in public schools. Efforts tp introduce, in the United States and in England. (Spec. rep. art and industry, 1885, pp. 413-483.) - Maine, New York, Ohio, and the District of Columbia. (Spec. rep. art and industry, 1885, p. 295.) - Massachusetts. (An. rep. 1870, p. 167 ; 1871, pp. 218, 229 ; 1872, p. 161 ; 1873, p. 170; 1875, p. 188.) - State action in regard to. (Spec. rep. art and industry, 1885, p. 37.) - New Hampshire. (Au.'rep. 1873, p. 250.) - New York. (An. rep. 1876, p. 277 ; 1877, p. 175 ; 1878, p. 174 ; 1879, p. 167.) - Official history of, in Boston. (Spec. rep. art and industry, 1885, pp. 202-294.) - Ohio. (An. rep. 1872, p. 273 ; 1873, p. 314 ; 1876, p. 308.) - Perry, Walter S Two lectures on. (Spec. rep. art and industry, 1885, pp. 591-604.) - Report of committee on— National educational association, Madison, Wis., 1884. (Spec. rep. art and industry, 1885, p. 694.) - Rhode Island. (An. rep. 1875, p. 378.) - Smith, Walter. Practical papers, letters, lectures, and addresses on. (Spoc. rep. art and industry, 1885, pp. 515-590.) - Stetson, Charles B. Popular instruction in elementary drawing; report based on international school exhibits at centennial exposition, 1876. (Spec. Tep. art and industry, 1885, pp. 635-689. ) Dresden, Saxony, Public schools in the city of. (Spec. rep. on D. C. for 1869, pp. 689-702.) Dreyfus-Brisac, Edmond. University of Bonu. pp.67. (Circ. inf., 3, 1882.) Dwight, Miss M. A. Art: Its importance as a branch of education, 1857. (Spec, rep. art and industry, 1885, p. 431.) Dwight, T. P. Library of the department of state. (Pub. libs., 1876, p. 262.) Dyrnond, A. H. Education of the blind in the province of Ontario. (Spec. rep. N. O. exp. 1884-85, pp. 537-540. ) Eaton. Horace. Letter on education in Egypt, Syria, and Turkey. (Circ. iuf. 3, 1875,' p. 101.) Eaton, John. Commissioner of education from March 16, 1870, to August 4, 1886. - Action of the department of superintendence of the national educational as¬ sociation, with reference to General Eaton’s resignation of the commissionership of education. (Circ. inf. 2, 1886, pp. 168-169.) - Bureau of education, Wants of. (Circ. inf. 2, 1879, p. 60.) - Education in music, at home and abroad. (Circ. inf. 1, 1886, p. 41.) - Museums illustrative of education. (Circ. inf. 3. 1881, p. 56.) - National aid to education. (Circ. inf. 2, 1879, p. 113.) - What has been done by the general government in aid of education. (Circ. inf. 2, 1879, p. 113.) Ecuador, Education in. (An. rep., 1870, pp. 333-384; 1872, p. 557 ; 1873, p. clxxii.) - Education in. (Circ. inf. February, 1872, pp. 49-50.) Educational condition in the United States. 1873. Summary: Southern states ; middle and northern ; great lake and northern Mississippi states ; Missouri river states ; states on the Pacific slope, and the territories. (An. rep. 1873, pp. xiii-xx.) - 1874. Summary: New England states ; middle states; southern states; great lake and northern Mississippi states ; Missouri river states; states on the Pacific slope; territories. (An. rep. 1874, pp. xxi-xxix.) - 1875. Summary: New England states; middle states; southern states; north-western lake states ; Missouri river states ; states on the Pacific slope ; territories. (An. rep. 1875, pp. xxxvi-xlv.) - 1876, compared with 1875; condition of each state. (An. rep. 1876, pp. xxx- xlii.) - 1877, compared with 1876; condition of each state. (An. rep. 1877, pp. xxiv- xxxii.) - 1878, compared with 1877 ; condition of each state. (An. rep. 1878. pp. xx- xxviii.) - 1879, compared with 1878; condition of each stato. (An. rep. 1879, pp. xxviii- xxxix.) — - 1880-1885, by states. (An. rep. 1880, pp. xli-lvii ; 1831, pp. lxix-lxxxi ; 1832- 83, pp. xxxvi-xl vii ; 1883-84, pp. xli-lii; 1884-85, pp. liv-lxv.) Educational conventions. See Conventions, etc., Educational. Educational journals. Alabama. (An. rep. 1882-83, p. 7: J 884-85, p. 8.) - Arkansas. (An. rep. 1871. p. 71 ; 1873, p. 14 ; 1878, p. 12; 1880, p. 15; 1881, p. 11; 1882-83, p.12; 1883-84, p. 14; 1884-85, p. 14.) - Bicknell, Thomas N. Brief history of educational journalism in New Eng¬ land. (Spec. rep. N. O. exp. 1884-85, pp. 755-769.) - California. (An. rep. 1871, p. 81 ; 1872, p. 15 ; 1876, p. 29 ; 1877, p. 17 ; 1878, p. 18; 1879, p. 17; 1830, p. 23; 1831, p. 16; 1832-83, p. 18; 1883-81, p.2L.) INDEX TO PUBLICATIONS— BUREAU OF EDUCATION. 1057 Educational journals. Colorado. (An. rep. 1880, p. 32.) - Connecticut. (An. rep. 1874, p. 45; 1878, p. 29.) - Dakota. (An. rep. 1884-85, p. 292.) - Georgia. (An. rep. 1878, p. 45; 1882-83, p. 47.) - Illinois. (An. rep. 1870, p. 114; 1874, p. 85; 1875, p. 87 ; 1876, p. 84 ; 1877, p. 48; 1878, p. 53; 1879, p. 51; 1880, p. 72; 1881, p. 51; 1882-83, p. 55; 1883-84, p. 64; 1884-85, p. 63.) - Indiana. (An. rep. 1874, p. 100; 1875, p. 105; 1876, p. 102; 1877, p. 57 ; 1878, p. 64 ; 1880, p. 82; 1881, p.60; 1882-83, p. 65 ; 1883-84, p. 77 ; 1884-85, p. 73.) - Iowa. (An. rep. 1874, p. 117 ; 1876, p. 115 ; 1877, p. 66 ; 1879, p. 67 ; 1880, p. 93 ; 1881, p. 70 ; 1882-83, p. 74 ; 1883-84, p. 85 ; 1884-85, p. 82.) - Kansas. (An. rep. 1872, p. 120; 1878, p. 78; 1879, p.74 ; 1880, p. 103 ; 1881, p. 78; 1882-83, p. 81 ; 1883-84, p. 93 ; 1884-85, p. 90.) - Kentucky. (An. rep. 1874, p. 136; 1877, p. 78; 1878, p. 84; 1879. p. 80 ; 1880, p. 112 ; 1881, p.83; 1884-85, p.97.) - Louisiana. (An. rep. 1879, p. 86 ; 1880, p. 120 ; 1881, p. 88 ; 1882-83, p. 92 ; 1883-84, p. 107 ; 1884-85, p. 104.) - Maine. (An. rep. 1871, p. 206 ; 1874, p. 161 ; 1880, p. 129.) - Maryland. (An. rep. 1874, p. 169 ; 1875, p. 176 ; 1877, p. 98 ; 1878, p. 100 ; 1879, p. 98 ; 1880, p.136.) - Massachusetts. (An. rep. 1875, p. 193; 1876, p. 187 ; 1877, p. Ill ; 1878, p. Ill ; 1879, p. 109; 1880, p. 149; 1881, p. 112; 1882-83, p. 116; 1883-84, p. 135 ; 1884-85, p. 132.) - Michigan. (An. rep. 1874, p. 209 ; 1875, p. 214 ; 1878, p. 124 ; 1880, p. 164 ; 1881, p. 126 ; 1882-83, p. 128 ; 1883-84, p. 147 ; 1884-85, p. 144. ) - Minnesota. (An. rep. 1878, p. 132 ; 1880, p. 174 ; 1881, p. 134 ; 1882-83, p. 137 ; 1883-84, p.154; 1884-85, p. 151.) - Mississippi. (An. rep. 1878, p. 137 ; 1880, p. 181 ; 1881, p. 140 ; 1882-83, p. 142 ; 1883- 84, p. 159.) - Missouri. (An. rep. 1874, p. 242 ; 1876, p. 234 ; 1877, p. 147 ; 1878, p. 144 ; 1879, p. 140 ; 1880, p. 189 ; 3884-85, p. 162.) - Nebraska. (An. rep. 1873. p. 237 ; 1874, p. 254 ; 1876, p. 244 ; 1878, p. 151 ; 1879, p. 147 ; 1880, p. 197 ; 1881, p. 153 ; 1883-84, p. 172.) - New Hampshire. (An. rep. 1873, p. 250 ; 1878, p. 160 ; 1879, p. 155 ; 1880, p. 208 ; 1881, p. 162 ; 1882-83, p. 164 ; 1883-84, p. 181 ; 1884-85, p. 179.) - New Jersey. (An. rep. 1877, p. 171 ; 1878, p. 169.) - New York. (An. rep. 1874, p. 302; 1875, p. 300; 1876, p. 282; 1877, p. 180; 1878, p. 178 ; 1879, p. 172; 1880, p.227 ; 1881, p. 181 ; 1882-83, p. 182 ; 1883-84, p. 198; 1884- 85, p. 199.) - North Carolina. (An. rep. 1872, p. 264 ; 1873, p. 301 ; 1879, p. 183 ; 1880, p. 240 ; 1881, p. 196 ; 1882-83, p. 195 ; 1883-84. p. 208 ; 1884-85, p. 211.) - Ohio. (An. rep. 1875, p. 336 ; 1876, p'. 313 ; 1877, p. 202 ; 1878, p. 195 ; 1879, p. 190; 1880, p. 252; 1881, p. 205; 1882-83, p. 206 ; 1883-84, p. 217; 1884-85, p. 218.) - Oregon. (An. rep. 1876, p. 325; 1877, p. 210; 1878, p. 202.) - Pennsylvania. (Au. rep. 1871, p. 327 ; 1875, p. 362 ; 1876, p. 340 ; 1877, p. 217 ; 1878, p. 209 ; 1879, p. 203 ; 1880, p. 273 ; 1881, p. 220; 1882-83, p. 224 ; 1883-84, p. 235; 1884-85, p. 234.) - South Carolina. (An. rep. 1876, p. 365.) - Tennessee. (An. rep. 1878, p. 229; 1879, p. 226; 1880, p. 303; 1881, p. 243; 1882-S3, p. 244; 1883-84, p. 258; 1884-85, p. 256.) - Texas. (An. rep. 1880, p. 313; 1881, p. 248; 1882-83, p. 250; 1883-84, p. 264 ; 1884-85, p. 261.) - Virginia. (An. rep. 1875, p.428 ; 1877, p. 258 ; 1878, p. 247 ; 1879, p. 246 ; 1880, p. 329 ; 1881, p. 262 ; 1882-83, p. 262 ; 1883-84, p. 274 ; 1884-85, p. 273.) - West Virginia. (An.iep. 1871, p.364; 1875, p. 444; 1878, p.253; 1879, p. 252; 1881, p. 266; 1882-83, p. 266; 1883-84, p. 279 ; 1884-85, p. 278.) - Wisconsin. (An. rep. 1874, p. 452; 1875, p.456; 1876, p.424; 1877, p. 270 ; 1878, p. 260 ; 1879, p. 259 ; 1880, p. 346 ; 1881, p. 273 ; 1882-83, p. 273 ; 1883-84, p. 284 ; 1884-85, p. 283.) Educational periodicals, List of. (An. rep. 1885-86, pp. 709-715.) - See also Educational journals. Educational reports, Growth and importance of. (An. rep. 1884-85, p. xiv.) Educational statistics. Comparative statistics of elementary, secondary, and su¬ perior education in sixty principal countries. Folding sheet. (Misc. pubs., 1882.) - Population, enrolment, attendance, income, expenditure, etc., 1875-1884, in¬ clusive. (An. rep. 1883-84, p. xxvii.) - - Statistical summary of institutions, instructors, and students, 1870-1873. (An. rep. 1873, p. viii.) - - 1870-1874. (An. rep. 1874, p. viii.) - 1870-1875. (An. rep. 1875, p. xxiv.) 67 ED ♦ 1058 EDUCATION REPORT, 1886-87. Educational statistics. 1870-1876 [1873 omitted]. (An. rep. 1876, p. xviii.) - 1872-1877. (An. rep. 1877, p. xiii.) - — 1873-1878. (An. rep. 1878, p. x.) - 1874-1879. (An. rep. 1879, p. xiii.) - 1871-1880. (An. rep. 1880. p. viii.) - 1872-1881. (An. rep. 1881, p.vii.) - 1873-1882. (An. rep. 1882-83, p. xii.) - - 1874-1884 [1883 omitted]. (An rep. 1883-84, p. viii.) - 1875-1885 [1883 omitted]. (An. rep. 1884-85, p. xxix.) - Tables from census of 1870, with conclusions derived therefrom. (An. rep. 1872, pp. v, 9420 ■ - See also School statistics. Also Statistical tables under the following sub¬ jects : Benefactions. Blind, Institutions for. Charity schools, institutions, etc. (Orphan asylums, soldiers’ orphans’ homes, infant asylums, and industrial schools.) City school systems. Colleges and universities. (Universities and colleges.) Commercial and business colleges. Deaf and dumb, Institutions for. Degrees, Learned. Feeble-minded, Asylums and schools for. Kindergartens. Law schools. Libiai-ios. Medicine, dentistry, and pharmacy. Military education. (IT. 8. military and naval academies.) Normal and training schools. Nurses, Training schools for. Preparatory schools. Scientific and technical schools. Secondary education. State school systems. Theological schools. Women, Education of. (Superior instruction of women.) Education a national interest. Speech on bill to establish national bureau of edu¬ cation. By James A. Garfield. (An. rep. 1868, p. 49.) Education and labor. See Labor and education. Education, Constitutional provisions respecting, in tbe several States. (An. rep. 1868, pp. 79-135.*) Education in foreign countries. (An, rep. 1885-86, pp. 725-740.) Education in foreign countries, aided by American institutions. (An. rep. 1871, pp. 505-506.) Education, Methods and systems of. Brother Noaii. Coordination in instruc¬ tion and in education. (Spec, rep. N. O. exp. 1884-85, pp. 879-883.) - Dickinson, J. W. Massachusetts public school system. (Spec. rep. N. O. exp. 1884-85, pp. 341-346.) - Hattori. Ichizo. Public school system of Japan. (Spec. rep. N. O. exp. 1884-85, pp. 347-348.) Education vs. police. (An. rep. 1877, p. lxv.) Education, Waste of labor in the work of. Ciiadbourne, Paul A. pp. 16. (Ciro. inf. 4, 1875.) Edwards, Charles G. How and by whom fitness of pupils for promotion is deter¬ mined. (Circ. inf. 3, 1883, p. 73.) - Reading. (Circ. inf. 4, 1884, p. 170.) Egypt. Dor, V. E. Public instruction. (Circ. inf. 3, 1875, p. 75.) - Education in. (An. rep. 1871, p. 488 ; 1874, p. cxxxiv ; 1876, p. clxxxiv ; 1877, p. clxx ; 1879, p. ccv.) Elective studies. (An. rep. 1882-83, p. cxliii ; 1883-84, p. clviii.) - Massachusetts. (An. rep. 1871, p. 232.) Elementary education, Comparative statistics of, in fifty principal countries. (Fold¬ ing sheet.) (Misc. pubs. 1881.) - Reed, Charles. Address on elementary education in London. (Circ. inf. 2, 1878, p. 11.) - White, E. E. True course of elementary instruction; its principles and methods. (Spec. rep. N. O. exp. 1834-85, pp. 847-863.) Ellis, B. A. No recess. (Circ. inf. 4, 1884, p. 66.) England, Educational progress in. (An. rep. 1870, |j»p, 373-377.) INDEX TO PUBLICATIONS— -BUREAU OF EDUCATION. 1059 English rural schools. Hulbert, Henry W. pp- 26. (C ire. inf. 5, 1880.) European opinions on American schools. (Spec. rep. on D. C .for 1869, lip. 577-580.) Evening schools. (An. rep. 1880, p. ccxxxix.) - California. (An. rep. 1871, p. 93; 1872, p. 28.) - Connecticut. (An. rep. 1870, p. 107.) - Cosmopolitan, half-time, and evening schools. (An. rep. 1870, p. 53.) - New Hampshire. (An. rep. 1873, p. 250.) - New Jersey. (An. rep. 1870, p. 222; 1873, p. 264 ; 1882-83, p. 168.) - Kew York. (An. rep. 1870, p. 235; 1871, p. 308; 1872, pp. 237,243.) - Pennsylvania. (An. rep. 1870, x>. 272; 1871, x>p. 329,330; 1872, pp. 291,292 ; 1873, p. 342; 1874, p. 362; 1876, p. 337.) - Rhode Island. (An. rep. 1870, p.283; 1871, p. 339; 1872, p. 306; 1873, p.354; 1874, p. 379; 1875, p. 377; 1876, p. 355; 1878, p. 217; 1879, p. 212.) - San Francisco. (An. rep. 1871, p. 93; 1872, p. 28.) - Vermont. (An. rep. 1874, p. 417.) Eye. Calhoun, A. W, Effects of student life on the eve-sight, pp. 29. (Circ. inf. 6, 1881.) - Jeffries, B. Joy. Education of the normal color sense. (Circ. inf. 4, 1884, p. 143.) Examinations. Barbour, L. G. Competitive studies and resultant prizes. (Spec, rep. N. O. exp. 1884-85, pp. 770-774. — — — Carlyle. William. Influence and effects of a system of uniform and simul¬ taneous examinations on schools and teachers, Canada. (Spec. rex'). N.-O. exp. 1884-85, pp. 392-395.) - McKinnon, Donald J. Uniform promotion examinations in the public schools of Ontario. (Spec. rep. N- O. exp. 1884-85, pp. 388-391.) - Marling, Alexander. Memorandum respecting simultaneous and uniform examinations under regulations of education department, for the province of On¬ tario, Canada. (Spec. rep. N. O. exp. 1884-85, pp. 782-791.) Exhibitions, Educational. American education at the international exposition to be held at Vienna in 1873. pp. 79. (Circ. inf. November, 1872.) - Schedule for the preparation of students’ work for the centennial exhibition. pp. 15. (Circ. inf. 8, 1875.) - - - Southern exposition of 1883-84, Louisville, Ky. (Two pamphlets relating to the exhibit of the U. S. bureau of education. ) 1883, pp. 17 ; 1884, pp. 7. (Misc. pubs. 1883, 1884.) - — Suggestions respecting American educational exhibit at the centennial expo¬ sition, Philadelphia, 1876. (Circ. inf. 4, 1875, pp. 15-26.) - Suggestions respecting the educational exhibit at the New Orleans exposition, 1884-85. pp. 28. (Circ. inf. 5, 1884.) Exhibitions, General. (International exhibition, 1876.) Board on behalf of United States executive departments. Bureau of education, department of interior. Col- ' lections to illustrate the history of colleges, universities, professional schools, and special schools of science. A. 1. Circular of tlie commissioner of education, September 1, 1875. 2. Historical summary of colleges, universities, professional schools, and special schools of i science. • 3. Grants and endowments. 4. Maps of grounds, and plans and views of buildings. ■3. Preparatory departments of colleges and universities. J. College societies. 7. Laboratories for instruction in chemical analysis, and for original research. 8. Observatories for astronomical, magnetic, or meteorological observations. (Mise. pubs. 1875.) Exhibitions, Industrial. Educational exhibits and conventions at the world’s in¬ dustrial and cotton centennial exposition, New Orleans, 1884-85. Contents. Part I. Catalogue of exhibits, pp. 240. Part II. Proceedings of the internationaheongress of educators, pp. 576. Part III. Proceedings of the department *of superintendence of the national educational association, and addresses delivered on education days, 1885, New Orleans, pp. 148. (Spec. rep. N. O. exp. 1884-85.) - - Preliminary circular respecting the exhibition of education at the world’s in¬ dustrial and cotton centennial exposition. px>. 11. (Misc. pubs. 1884.) Fairchild, E. H. Berea college, Kentucky [co-education of sexes and races]. (Spec, rep. N. O. exp. 1884-85, pp. 468-470.) Fairchild, James H. Co-education of the sexes ; address before college presidents. Springfield, Ill., 1867. (An. rep. 1868, pp. 385-399. ) Fay, Edward A. Education of the deaf and dumb. (An. rep. 1872, pp. 430-432.) Fearing, Clarence W. How can instruction in public high schools be made more efficient? (Spec. rep. N. O. exp. 1884-85, pp. 434-438. ) 1060 EDUCATION REPORT, 1886-87. Feeble-minded, Education of. Connecticut. (An. rep. 1876, p. 53 ; 1877, p. 30 : 1878, p. 32; 1879, p. 31; 1880, p. 43; 1881, p. 31 : 1883-84, p. 41 ; 1884-85, p. 41.) - Illinois. (An. rep. 1870, p. 116 ; 1872, p. 103 ; 1874, p. 94; 1875, p. 94 ; 1876, p. 90 ; 1877, p. 51 ; 1878, p. 57 ; 1879, p. 53 ; 1880, p. 75 ; 1881, p. 54 ; 1882-83, p. 57 ; 1883- 84, p. 68; 1884-85, p. 67.) - Indiana. (An. rep. 1881, p. 63; 1882-83, p. 67.) - Iowa. (An. rep. 1877, p. 68; 1878, p. 72; 1879, p. 69; 1880, p. 95; 1881, p. 72; 1882-83, p. 76; 1883-84, p. 88; 1884-85, p. 85.) - Kentucky. (An. rep. 1873, p. 130; 1874, p. 141; 1875, p. 147; 1876, p. 142; 1877, p. 80 ; 1878, p. 85 ; 1879, p. 82 ; 1880, p. 115 ; 1881, p. 85 ; 1882-83, p. 88 ; 1883-84, p. 102.) - Massachusetts. (An. rep. 1876, p. 196; 1877, p. 115; 1878, p. 116; 1879,p. 114 ; 1880, p. 155; 1881, p. 118 ; 1882-83, p. 121 ; 1883-84, p. 140.) - Minnesota. (An. re-p. 1880, p. 176 ; 1881, p. 136 ; 1882-83, p. 138 ; 1883-84, p. 155; 1884-85, p. 153.) - New Jersey. (An. rep. 1877, p. 173 ; 1878, p. 170; 1879, p. 163 ; 1880, p. 217 ; 1881, p. 171 ; 1882-83, p. 172; 1883-84, p. 189.) - New York. (An. rep. 1876, p. 291 ; 1877, p. 183; 1878, p. 181 ; 1879, p. 176; 1880, p. 231 ; 1881, p. 189 ; 1883-84, p. 203 ; 1884-85, p. 205.) - Ohio. (An. rep. 1877, p. 205; 1878, p. 198; 1879, p. 192; 1880, p. 254; 1881, p. 208 ; 1882-83, p. 209 ; 1883-84, p. 220 ; 1684-85, p. 221.) - Pennsylvania. (An rep. 1874, p. 371; 1875, p. 369; 1876, p. 348; 1877, p. 221 ; 1878, p. 212 ; 1879, p. 207 ; 1880, p. 278 ; 1881, p. 224 ; 1832-83, p. 228 ; 1883-84, p. 240; 1884-85, p. 237.) - — Rhode Island. (An. rep. 1877, p. 229.) - Wisconsin. (An. rep. 1883-84, p. 240.) Feeble-minded, Institutions for. Schools for the feeble -minded. (An. rep. 1881, p. ccxix.) - Statistical tables. (An. rep. 1870, p. 535; 1871, p. 682; 1873, p. 805; 1874, p. 863 ; 1875, p. 959 ; 1876, p. 875 ; 1877, p. 634 ; 1878, p. 601 ; 1879, pp. 632-633 ; 1880, pp. 754-755 ; 1881, pp. 684-685 ; 1882-83, pp. 714-715 ; 1883-84, pp. 754-755 ; 1884-85, pp. 798-799; 1885-86, pp. 644-645.) Ferry, Jules. Educational tours in France, pp. 4. (Misc. pubs. 1880.) Picker, Adolf. School statistics in different countries. (Circ. inf. Aug., 1870, p. 16.) Finger, S. M. Educational and religious interests of the colored people of the South. (Circ. inf. 2, 1886, pp. 123-133.) Finland, Education in. (Au. rep. 1876, p. clxxxv; 1877, p. clvii; 1878, p. civ ; 1879, p. clxxxvi ; 1880, p. cxcvi ; 1882-83, p. ccvi ; 1883-84, p. cciii ; 1884-85, p. cclx. ) - Heikel, Felix. Public schools of. (Circ. inf. 2, 1877, pp. 9-24.) Fiske, Asa S. Relation of education to crime in New England, and the facilities for education in her penal institutions. (An. rep. 1871, pp. 548-552.) Fletcher, Alice C. Historical sketch of Indian civilization. (Spec. rep. N. O. exp. 1884- 85, pp. 746-754.) - Indian education. (Circ. inf. 3, 1883, p. 64.) Fletcher, William I. General considerations respecting historical research. (Pub. libs. 1876, pp. 325-332.) - Public libraries and the young. (Pub. libs. 1876, pp. *412-418.) - Public libraries in manufacturing communities. (Pub. libs. 1876, pp. 403-411.) Florida, Education in. (An. rep. 1870, np. 105-108; 1871, pp. 119-122; 1872, pp. 58-62; 1873, pp. 65-68; 1874, pp. 61-69; 1875, pp. 65-69; 1876, pp. 61-66; 1877, pp. 36-37 ; 1878, pp. 38-41 ; 1879, pp. 37-39 ; 1880, pp. 52-57 ; 1881, pp. 38-40 ; 1882-83, pp. 41-43; 1883-84, pp. 48-52; 1884-85, pp. 46-50.) Folkehoiskoler (Farmers’ high schools), Denmark. (Circ. inf. July, 1871, p. 48). Forestry. Education and forestry. (An. rep. 1879, p. ccxviii.) - Forestry. (An. rep. 1882-83, p. ccxc.) - Higley, Warren. Forestry in education. (Circ. inf. 2, 1886, pp. 134-145.) - Hough, F. B. Our schools and our forests. (Circ. inf. 3, 1886, p. 40.) - Planting trees in school grounds, pp. 8. (Misc. pubs. 1883.) - Hough, F. B., and Peaslee, J, B. Planting trees in school grounds and cele¬ bration of arbor day. pp. 8+64. (Misc. pubs. 1885.) - Instruction in forestry. (An. rep. 1880, p. cclviii.) - Peaslee, John B. Arbor day in public schools. (Circ. inf. 4, 1834, p. 44.) - Schools of forestry in Europe. (An. rep. 1880, p. cclix.) - Vasey, George. Manual of common native trees of the northern United States, pp. 23. (Misc. pubs. 1877.) Fotheringham, D. School hygiene in Ontario. (Spec. rep. N. O. exp. 1884-85, pp. 642-645.) Framingham state normal school. Bullock, A. H., and Washburn, Emory. Addresses at inauguration of Annie E. Johnson, first female principal of a state normal school, 1866. (An. rep. 1868, p. 671.) - Stearns, Eben S. Historical sketch. (An. rep. 1868, pp. 663-670.) INDEX TO PUBLICATIONS— BUREAU OF EDUCATION. 1061 France. Buisson, B. Recent reforms in public instruction, and especially in primary instruction in France. (Spec. rep. N. O. exp. 1884-85, pp. 349-357.) - Educational condition of conscripts. (Circ. inf. Aug., 1870, p. 30.) - Education in. (An. rep„ 1871, pp. 458-460 ; 1872, pp. 453-457 ; 1874, p. cxxxiv ; 1875, p. cxxix; 1876, p. clxxxv ; 1877, p. clvii ; 1878, p. civ ; 1879, p. clxxxvi ; 1880, p. cxevii ; 1881, p. ccxlv ; 1882-83, p. ccxvii ; 1883-84, p. cciii ; 1884-85, p. cclxi>) - Ferry, Jules. . Educational tours in France, pp. 4. (Misc. pubs. 1880.) # - Primary instructions in. (An. rep. 1885-86, p. 739.) - Primary, secondary, and superior instruction in France, pp. 144. (Circ. inf. 4,1881.) - Wines, E. C. Popular education in. (Circ. inf. 2, 1879, p. 22.) Fraser, James. European opinions on American schools. (Spec. rep. on D. C. for 1869, pp. 577-580.) Freedmen. General condition of colored schools under the supervision of the freed- men’s bureau, 1870. (An. rep. 1870, pp. 337-339.) - See also Colored people, Schools for. Free reading-rooms. Todd, William C. (Pub. libs. 1876, pp. 460-464.) Free text-books and free schools. (An. rep. 1877, p. xxxix. ) Frieze, Henry S. Art museums and their connection with public libraries. (Pub. libs. 1876, pp. 434-444.) Funds, Educational. See Educational statistics. See also State school sys¬ tems. Gallaudet, Edward M. Education of the deaf and dumb. (An. rep. 1870, pp. 371-373; 1871, pp. 449-452.) - Instruction of deaf-mutes. (An. rep. 1873, pp. 499-504.) - National deaf-mute college (library). (Pub. libs. 1876, p. 270.) Gardiner, O. C. Public libraries of New York city. (Pub. libs. 1876, p. 918.) Garfield, James A. Education a national interest: Speech on. bill to establish na¬ tional bureau of education. (An. rep. 1868, p. 49.) . Garnett, James M. Inner working of the University of "Virginia, and preparation necessary for the university. (Spec. rep. N. O. exp. 1884-85, pp. 831-846.) Georgia, Education in. (An. rep. 1870, pp. 108-110; 1871, pp. 123-136; 1872, pp. 63-72; 1873, pp. 69-77; 1874, pp. 70-79; 1875, pp. 70-80; 1876, pp. 67-76; 1877, pp. 38-43; 1878, pp. 42-48; 1879, pp. 40-45; 1880, pp. 58-65; 1881, pp. 41-47; 1882-83, pp. 44-49; 1883-84, pp. 53-58; 1884-85, pp. 51-56.) German and other foreign universities. Jacobson, Herman, pp. 43. (Circ. inf. Jan. 1872.) German schools and teaching German. (An. rep. 1870, pp. 437-439.) German schools in the United States. Douai, Adolf, and Straubenmueller, John. (Spec. rep. on D. C., for 1869, pp. 581-586.) Germany, Education in. (An. rep. 1871, pp. 460-466 ; 1872, pp. 457-476; 1873. p. civii; 1874, p. cxxxv ; 1875, p. cxxx ; 1876, p. cixxxvi ; 1877, p. clviii ; 1878, p. clx; 1879, p. clxxxix ; 1880, p. cci ; 1S82-83, p. ccxvii; 1883-84, p. ccx; 1884-85, p. cclxviii.) - Elementary education in. (Spec. rep. on D. C. for 1869, p. 587.) - Meyers, J. Fred. Educational methods in Germany. (An. rep. 1871, pp. 507-510.) - Professional and special schools. (Spec. rep. on D. C. for 1869, p. 591.) - Secondary, superior, and special schools in 33 principal towns of. (Spec. rep. od D. C .for 1869, p. 592.) - Secondary schools in the north German union, the south German states, and the Austrian monarchy. (Spec. rep. on D. C .for 1869, pp. 588-589.) - Statistical tables of secondary education. (Spec. rep. on D. C .for 1869, pp. 705- 714.) - - Universities of, including Austria and Switzerland. Statistical tables. (Spec. rep. on D. C .for 1869, p. 590.) Gill, Theodore. Scientific libraries in the United States. (Pub. libs. 1876, pp. 183- 217.) - Smithsonian system of exchanges. (Pub. libs. 1876, p. 285.) Gilman, Daniel C. Report on national schools of science. [With preliminary list of local publications pertaining to the national grant.] (An. rep. 1871, pp. 427-444.) Godding, W. W. A word with teachers from my standpoint (heredity.) (Circ. inf. 2, 1882, p. 75.) Goodwin, M. B. History of schools for the colored population in the District of Columbia. (Spec. rep. on D. C .for 1869, pp. 193-300.) Goodwin, William W. Report of the director of the American school of classical studies at Athens for the year 1882-83. pp. 13. (Misc. pubs. 1884.) Great Britain. Education in. (An. rep. 1871, pp. 466-472; 1875, p. cxxxi.) Great Britain and Ireland, Education in. (An. rep. 1872, pp. 478-494; 1873, pp. clviii-clxi; 1874, pp. cxxxvi-cxxxvii ; 1876, p. clxxxix; 1877, p. clxii; 1878, p, clxv ; 1879, p. cxcii ; 1880, p. ccx; 1881, p, ucli ; 1882-83, p. ccxxii ; 1883-84, p. ccxiii; 1884-85, p. cclxxvii.) 1062 J EDUCATION REPORT, 1886-87. Great Britain and Ireland. Instruction in science and art. (An. rep. 1885-86, p. 733.) - Secondary education in. (An. rep. 1885-86, p. 734.) Greece, Education in. (An. rep. 1871, p. 472 ; 1872, pp. 495-496; 1875, p. cxxxi ; 1876, p. cxc; 1877, p. clxvi; 1878, p. clxvii; 1880, p. cexiy; 1881, p. eelvii; 1882- 83, p. ccxxix ; 1883-84, p. ccxxvi.) — - (Circ. inf. Feb., 1872, pp. 1-14.) - See Italy and Greece. Greek language.. Boise, James R. Pronunciation of Greek in this country. (An. rep. 1876, pp. 480-483.) Gregory, John M. Learned degrees. (Circ. inf. 2, 1879, p. 180.) - Letter on normal training. (An. rep. 1879, pp. lxxx-lxxxiv. ) - — Some fundamental inquiries concerning the common school studies. (Circ. inf. 2, 1882, p. 80.) Green, Samuel S. Library aids. pp. 10. (Misc. pubs. 1881.) Griffis, William E. Education in Japan. (Circ. inf. 2, 1875, p. 9.) Griswold, Stephen B. Law libraries. (Pnb. libs. 1876, pp. 161-170.) Guatemala, Education in. (An. rep. 1882-33, p. ccliv ; 1883-84, p. ccliv.) Guiana (British), Education in. (An. rep. 1872, i>p. 558-559.) Hailrnan, W. hi. Application of kindergarten principles to primary education. (Spec. rep. N. O. exp. 1884-85, pp. 330-331.) Half-time schools. New Hampshire. (An. rep. 1871, p. 282.) Hall, G. Stanley. Chairs of pedagogy in our higher institutions of learning. (Circ. inf. 2, i882, p. 35.) Hallam, John. Libraries, and the library system of Ontario. (Spec. rep. N. O. exp. 1884-85, pp. 656-662. ) Hamburg, Education in. (An. rep. 1879, p. cxc ; 1884-85, p. cclxxvi.) Hammond, Charles. New England academies and classical schools. (An. rep. 1868, pp. 403-429.) Hance, Edward M. Experimental science instruction in Liverpool public element¬ ary schools. (Spec. rep. N. O. exp. 1884-85, pp. 396-403.) Harmonious development of the faculties. Brother Barbas. (Spec. rep. N. O. exp. 1884-85, pp. 797-804.) Harris, William T. Educational lessons of the census. (Circ. inf. 3, 1883, p. 24.) - - — How to improve the qualifications of teachers. (Circ. inf. 2, 1882, p. 98.) - Modern growth of cities and the education demanded by it. (Spec. rep. N. O. exp. 1884-85, pp. 712-719.) - Moral education in the common schools. (Spec. rep. N. O. exp. 1884-85, pp. 883-894.) - Recess. (Circ. inf. 4, 1884, p 59.) - - Tenth census from an educational point of view. (Circ. inf. 2, 1880, p. 61.) Hart, John S. Rembrandt Beale’s elforts to introduce drawing in Philadelphia high school, 1840-44 ; and opinions of prominent art authorities concerning Peale’s Graphics. (Spec. rep. art and industry, 1885, pp. 15-30.) Hartwell, Edward M. Physical training in American colleges and universities, pp. 183. (Circ. inf. 5,1885.) - Rise of college gymnasia in the United States. (Spec. rep. N. O. exp. 1884-85, pp. 663-674.) ■ Hattori, Ichizo. Public school system of Japan. (Spec. rep. N. O. exp. 1884-85, pp. 347-348.) Hawaii. Lyons, C. J. Education in Hawaiian Islands. (Au. rep. 1872, pp. 567-571.) Hawaii, Kingdom of. Education in. (An. rep. 1872, lip. 560-571 ; 1875, p. cxxxviii ; 1882-83, p. cclxv ; 1883-84, p. cclxv ; 1884-85, p. cccviii.) - See also Australasia. Hawkins, Defter A. National aid to state common school education. (Circ. inf. 2, 1882, p. 48.) Haworth, J. M. Indian education. (Circ. inf. 4, 1884, p. 24.) - Present condition of the Indians. (Spec. rep. N. O. exp. 1884-85, pp. 541-544.) Haydon, Benj. R. Extracts from his life and correspondence showing his efforts to establish industrial art education in England. (Spec. rep. art and industry, 1885, p. 460.) ITaygood, Atticus G. If universal suffrage, then universal education. (Circ. inf. 3, 1833, p. 43.) Health and education. (An. rep. 1875, p. cliv.) Health of college students. (An. rep. 1877, p. cxi.) Hebrew education. Noah, J. J. (An. rep. 1870, pp. 359-370.) Heikel, Felix. Public schools of Finland. (Circ. inf. 2, 1877, pp. 9-24.) Heredity. Gooding, W. W. A word with teachers from my standpoint. (Circ. inf. 2, 1832, p. 75.) Hesse, Education in. ( An. rep. 1876, p. clxxxix ; 1878, p. clxiii; 1880, p. cciv.) Hicks, George. Educational progress in Jamaica. (Spec. rep. N. O. exp. 1884-85, pp. 297-314.) INDEX TO PUBLICATIONS— BUREAU OF EDUCATION. 1063 Higbee, E. E. How a state superintendent can best advance popular education. (Circ. inf. 4, 1884, p. 76.) High Schools, Connection of, with state universities. (An. rep. 1880, p. cxi.) - High school question. (An. rep. 1877, p. Ixxxi.) - Smart, J.H. The high school question. (Circ. inf. 2, 1879, pp. 167.) - See also Secondary education. Higley, Warren. Forestry in education. (Circ. inf. 2, 1886, pp. 134-145; ) Hinton, Louis J. Education of artisans. (An. rep. 1871, pp. 526-528.) - Practical views oh technical education. [In An. rep. 1871.] (Cite. inf. April, 1872, pp. 105-109.) Hinton, Richard J. General condition of education among the Ihdians. (An. rep. 1871, pp. 402-411 ; 1872, ■ pp. 405-418.) - Delation of education to labor. (Circ. inf. April, 1872, pp. 31-101, 113-125.) - Relations of education and labor [followed by bureau of education circular of inquiries, with replies]. (An. rep. 1870, pp. 439-467. ) Historical societies, List of. (An. rep. 1884-85, p. ccl.) History, Methods of teaching. (An. rep. 1883-84, p. xciii.) History of the establishment of a permanent seat of government for the United States. (Spec. rep. on D. C .for 1869, pp. 147-192.) History, Study of, in American colleges and universities. Adams, H. B. pp. 299. (Circ. inf. 2, 1887.) Hitts, John. Popular education in Switzerland. (Circ. inf. 1, 1879, p. 8.) Hoar, George F. Letter in behalf of college of William and Mary. (An. rep. 1874, p. cxxix.) Hodgins, J. George. Agricultural education in Ontario. (Spec. rep. N. O. exp. 1884-85, pp. 442-446.) - Progress of education in the province of Ontario, Canada; an historical sketch. (Spec. rep. N. O. exp; 1884-35, pp, 315-329.) - University system of Ontario. (Spec. rep. N. O. exp. 1884-85, pp. 471-488.) Hogg, Alexander. Railroad as an element in education. (Spec. rep. N. O. exp. 1884-83, pp. 731-745.) ^olcombe. John W. Supervision of country schools. (Circ. inf. 4, 1834, p. 13.) holmes, Henry A. History and condition of historical societies in the United States. (Pub. libs. 1876, pp. 312-325.) ■ - State and territorial libraries. (Pub. libs. 1876, pp. 292-311.) Holmes, Julia A., and Canfield, B. A. Martha. Reformatory, charitable, and indus¬ trial schools for the young. pp. 208. (Lire. inf. 6, 1875.) Holt, Hosea E. To what extent are special teachers of music necessary? (Circ. inf. 1, 1886, p. 31.) Home-study. Massachusetts, w ' rep. 1875, p. 202; 1877, p. 114; 1878, p. 115; 1879, p. 113; 1880, p. 152; 1881. p. 116, '"82-83, p. 119: 1833-84, p. 138; 1834-85, p. 136.) — — —New York. (Au. rep. 138S---84, p. 202 ; iu-4-85, p. 203.) , Hoose, John H. Recess or no recess. (An. rep. 1884-85, p. xxv.) Hough, Franklin B. Constitutional provisions in regard to education in the several states, pp. 130. (Circ. inf, 7, 1875.) - Historical sketch of Union college [now a branch of Union university-]. pp. 81. (Spec. rep. 1876.) — - Our schools and our forests. (Circ. inf. 3, 1881, p. 40.) - Planting trees in school grounds, pp. 8. (Misc. pubs. 1883.) - Planting trees in school grounds, pp. 8. (Reprint of 18833 with additions.) (Misc. pubs. 1885.) Hough, Franklin B., editor. Historical sketches of the universities and colleges of the United States.* (Spec. rep. 1883.) - Historical sketch of Mount Holyoke seminary, by Mary O. Nutting, pp. 24. (Spec. rep. 1876.) - - Historical sketch of the University of Missouri, pp. 72. [In Historical sketches of the universities and colleges of the United States.] (Spec. rep. 1883.) - Historical sketch of Union college [now a branch of Union university]. pp. 81. (Spec. rep. 1876.) How a state superintendent can best advance popular education. Higbee, E. E. (Circ. inf. 4, 1884, p. 76.) Howe, Samuel G. Education of the blind. (Au. rep. 1871, pp. 445-148: 1872, pp. 433-436.) Hoyt, John W., chairman committee. An American university; preliminary and second reports of committee of national educational association. (An. rep'. 1870, pp. 418-421 ; 1871, p. 421.) Hudson, William. Reasons why natural history, including botany, should be taught in every common school. (Spec. rep. N. 6. exp. 1884-85, pp. 385-387.) *It was proposed to publish, during the centennial year, a series of histories of colleges, universi¬ ties, professional schools, and special schools of science,- three only were issued. 1064 EDUCATION REPORT, 1886-87. Hulbert, Henry W, English rural .icbools. pp. 26. (Circ. inf. 5, 1880.) Hungary, Education in. (An. rep. 1872, pp. 444-447; 1873, p. civ; 1875, p. cxxviii ; 1876, p. clxxxiii; 1877, p. civ; 1878, p. clii; 1879, p. clxxxiii; 1880, p.' cxcii; 1881, p. ccxxxviii; 1882-83, p. ccxiv; 1883-84, p. cxcix ; 1884-85, cclvi.) Hygiene, School. Fotheringham, D. School hygiene in Ontario. (Spec. rep. N. 0. exp. 1884-85, pp. 642-645.) Idaho, Education in. (An. rep. 1870, pp. 321-322; 1870, p. 380; 1872, pp. 373-374; 1873, pp. 451-452; 1874, pp. 486-488; 1875, pp. 495-496; 1876, pp. 446-448; 1877, pp. 283-284 ; 1878, pp. 279-280 ; 1879, pp. 276-277 ; 1880, pp. 368-371 ; 1881, pp. 291-292; 1882-83, pp. 293-294 ; 1883-84, pp. 298-299 ; 1884-85, pp. 299-300.) Illinois, Education in. (An. rep. 1870, pp. 110-122; 1871, pp. 137-149; 1872, pp. 73- 106 ; 1873, pp. 78-93 ; 1874, pp. 80-97 ; 1875, pp. 81-97 ; 1876, pp. 77-93 ; 1877, pp. 44-52 ; 1878, pp. 49-58 ; 1879, pp. 46-55 ; 1880, pp. 66-77 ; 1881, pp. 48-55 ; 1882-83, pp. 50-60; 1883-84, pp. 59-70; 1884-85, pp. 57-68.) Illiteracy. Among minors. (An. rep. 1881, p. lxiii.) - In cities. (An. rep. 1881, p. cxi.) - Indiana. (An. rep. 1873, p. 100.) - Leigh, Edwin. Illiteracy in the United States. (Spec. rep. on D. C. for 1869, pp. 801-839.) - Illiteracy in the United States. [Repub. from spec. rep. on D. C. for 1869.] (An. rep. 1870, pp. 467-502.) - Mann, Horace. Inadequacy of existing schools to the support of a republican government (based on statistics of illiteracy in census of 1840). (Spec. rep. on D. C. for 1869, p. 837.) - Statistics of, 1870. (An. rep. 1871, p. 60.) - Warren, Charles. Illiteracy in the United States, in 1870 and 1880. (Circ. inf. 3, 1884, p. 7.) Indexes, Book. Ferkins, F. B. (Pub. libs. 1876, pp. 727-732.) India, Education in. (An. rep. 1871, pp. 488-489; 1872, p.538; 1878, p. clxxiii ; 18S4- 85, p. ccxcv. ) Indiana, Education in. (An. rep. 1870, pp. 123-131 ; 1871, pp. 150-161 ; 1872, pp. 107- 115; 1873, pp. 94-106 ; 1874, pp. 98-112; 1875, pp. 98-112; 1876, pp. 94-109 ; 1877, pp. 53-61; 1878, pp. 59-67; 1879, pp. 56-63 ; 1880, pp. 78-87; 1881, pp. 56-65 ; 1882-83, pp. 61-70 ; 1883-84, pp. 71-81 ; 1884-85, pp. 69-77. ) Indians (N. A.), Education and civilization of. Armstrong, S. C. Indian edu¬ cation. (Circ. inf. 4, 1884, p. 40.) - Clark, S. N. Are the Indians dying out? pp. 36 (Misc. pubs. 1877.) - Crooks, Adam. Condition of Indian schools in Ontario, 1884. (Spec. rep. N. O. exp. 1884-85, pp. 562-584.) - Education of Indians. (An. rep. 1870, p. 22; 1871, pp. 23-25 ; 1885-86, pp. 657- 660.) - Fletcher, Alice C. Historical sketch of Iudian civilization and education. . (Spec. rep. N. O. exp. 1884-85, pp. 746-754.) - Indian education. (Circ. inf. 3, 1883, p. 64.) - General condition of education among the Indians. (An. rep. 1870, pp. 339- 354; 1873, pp. 469-480 ; 1874, pp. 506-516; 1875, pp. 519-528.) - Haworth, J. M. Indian education. (Circ. inf. 4, 1884, p. 24.) - Present condition of the Indians. (Spec. rep. N. O. exp. 1884-85, pp. 541-544.) - Hinton, Richard J. General condition of education among the Indians. (An. rep. 1871, pp. 402-411 ; 1872, pp. 405-418.) - Iudian school at Carlisle Barracks, pp. 5. (Misc. pubs. 1880.) - New York. (An. rep. 1870, p. 233; 1871, p. 294; 1872, p. 234: 1873, p. 274; 1874, p. 293 ; 1875, p. 292 ; 1876, p. 277 ; 1880, p. 221 ; 1881, p. 174 ; 1882-83, p. 175.) - Northrop, B. G. Indian education. (Circ. inf. 3, 1883, p. 58.) - Oregon. (An. rep. 1881, p. 214 ; 1882-83, p. 215.) - Pennsylvania. (An. rep. 1879, p. 207 ; 1880, p.278; 1881, p.225; 1832-83, p. 230 ; 1883-84, p. 240 ; 1884-85, p. 238.) - - Pratt, R. H. Indian education. (Circ. inf. 4, 1884, p. 34.) - Shanks, J. P. C. Indian Territory. (An. rep. 1872, p. xxi.) - Wisconsin. (An. rep. 1883-84, p. 240.) - Woods, Samuel. Education of the Indians in the Dominion of Canada. (Spec. rep. N. O. exp. 1884-85, pp. 545-561.) Indian Territory, Education in. (An. rep. 1870, p. 339 ; 1876, pp. 449-451 ; 1877, pp. 285-286 ; 1878, pp. 281-283 ; 1879, pp. 278-280 ; 1880, pp. 372-375 ; 1881, pp. 293- 295; 1882-83, pp. 295-297 ; 1883-84, pp. 300-301 ; 1884-85, pp. 301-302.) Industrial art education. Benj. Robert Haydon’s efforts to establish industrial art education in Great Britain. (Spec. rep. art and industry, 1885, pp. 448-481.) - Governmental aid to education in industrial and fine arts in Great Britain. (Spec. rep. art and industry, 1885, pp. 705-793.) INDEX TO PUBLICATIONS— BUREAU OF EDUCATION. 1065 Industrial art education. Origin, development and purposes of. (Spec. rep. art and industry, 1885, pp. 435-514.) - -Papers relating to industrial art training exhibits in centennial exposition. (Spec. rep. art and industry, 1835, pp. 623-707.) - Public industrial art school, Philadelphia. (An. rep. 1882-33, p. cclxxxvii.) - Smith, Walter. Technical education and industrial drawing. (Circ. inf. 2, 1879, p. 70.) Industrial art in schools. Leland, Charles 0. pp. 37. (Circ. inf. 4, 1882.) Industrial education. (An. rep. 1880, p. ccxxxiv.) - California. San Francisco city and county industrial school. (An. rep. 1875, p. 42 ; 1877, p. 20 ; 1878, p. 21 ; 1879, p. 19; 1880, p. 26; 1881, p. 19; 1333-84, p. 25; 1884-85, p. 25.) — - Colorado. (An. rep. 1882-83, p. 26; 1884-85, p. 31.) - Connecticut. (An. rep. 1873, p. 45; 1874, p. 50;) - District of Columbia. (An. rep. 1872, p. 397 ; 1878, p. 277 ; 1879, p. 275 ; 1880, p. 366; 1881, p. 288; 1882-83, p. 291; 1883-84, p. 296; 1884-85, pp. 297, 298.) - Europe, pp. 9. (Misc. pubs. 1880.) - Georgia. (An. rep. 1875, p. 77; 1879, p. 44.) - Illinois. (An. rep. 1879, p. 54 ; 1880, p. 76 ; 1881, p. 54 ; 1882-83, p. 58 ; 1883-84, p. 68 ; 1884-85, p. 67.) - - Indiana. (An. rep. 1875, p. 110 ; 1877, p. 59 ; 1880, p. 85 ; 1882-83, p. 68 ; 1883-84, p. 80.) - Indian Territory. (An. rep. 1880, p. 294.) - Industrial instruction for the dependent classes. (An. rep. 1878, p. cxcviii.) - Industrial school for miners and mechanics. (Au. rep. 1881, p. clxxix.) - Iowa. (An. rep. 1882-83, p. 77 ; 1884-85, p. 85.) - Kansas. (An. rep. 1880, p. 105; 1881, p. 80; 1883-84, p. 95; 1884-85, p. 92.) - Klotz, Otto. Mechanics7 institutes in the province of Ontario. (Spec. rep. N. O. exp. 1884-85, pp. 451-457.) - Leland, Charles G. Industrial education in Philadelphia. (Circ. inf. 3, 1883, p. 20.) - Louisiana. (An. rep. 1871, p. 197. ) - Maine. (An. rep. 1875, p. 166 ; 1878, p. 95; 1879, p. 93; 1880, p. 131; 1881, p. 95; 1882-83, p. 98; 1883-84, p. 117; 1884-85, p. 113.) — - Marble, A. P. Public instruction in industrial pursuits. (Circ. inf. 4, 1884, p. 126.) — - Maryland. (An. rep. 1877, p. 100; 1878, p. 103; 1879, p. 100; 1881, p. 103; 1882-83, p. 106; 1883-84, p. 125; 1884-85, p. 122.) - Massachusetts. (An. rep. 1877, p. 116; 1878, p. 116; 1879, p. 114; 1881, p. 118; 1882-83, p. 120; 1883-84, p. 139; 1884-85, p. 136.) - - Meaning of the expression, “industrial education. ” (An. rep. 1884-85, p. ccvi.) - Michigan. (An. rep. 1878, p. 127; 1879, p. 125; 1880, p. 167; 1881, p. 129; 1882-83, p. 132; 1883-84, p. 149; 1884-85, p. 146.) - Minnesota. (An. rep. 1880, p. 176.) - Mississippi. (An. rep. 1878, p. 139 ; 1884-85, p. 157.) - Missouri. (An. rep. 1874, . p. 247 ;' 1878, p. 147; 1880, p. 192; 1881, p. 149; 1882- 83, p. 150; 1883-84, p. 169.) - Myers, J. Fred. Industrial training of girls, with practical lessons in house¬ hold economies as taught in Germany. (An. rep. 1873, pp. 505-508.) - — New Hampshire. (An. rep. 1878, p. 162; 1879, p. 157 ; 1880, p. 209; 1881, p. 163; 1882-83, p. 165; 1883-84, p. 182; 1884-85, p. 181.) - New Jersey. (An. rep. 1871, p. 289; 1874, p. 285; 1875, p. 285 ; 1876, p. 271 ; 1877, p. 173; 1878, p. 170; 1879, p. 164; 1880, p. 217; 1881, p. 171; 1882-83, p. 173; 1883- 84, p. 189; 1884-85, p. 190.) - New York. (An. rep. 1877, p. 184; 1878, p. 181; 1879, p. 177; 1880, p. 232; 1881, p. 186; 1882-83, p. 186; 1883-84, p. 203; 1884-85, p. 205.) — - North Carolina. (An. rep. 1872, p. 263; 1883-84. p. 210.) - Ohio. (An. rep. 1873, p. 328; 1877, p. 205; 1878. 'p. 198; 1879, p. 192; 1880, p. 255; 1881, p. 208; 1882-83, p. 209; 1883-84, p. 220; 1884-85, p. 222.) - Ordway, John M. (Circ. inf. 4, 1884, p. 117.) - Page, James S. Industrial education in Boston. (Circ. inf. 3, 1883, p. 16.) - Pennsylvania. (An. rep. 1877, p. 221 ; 1878, p. 213 ; 1879, p. 208 ; 1880, p. 278; 1881, p. 225; 1832-83, p. 223; 1883-84, p. 240; 1884-85, p. 237.) - Rhode Island. (An. rep. 1876, p. 355; 1877, p. 226; 1878, p. 220; 1879, p. 216; 1880, p. 288; 1831, p. 233; 1882-83, p. 235; 1883-84, p. 247; 1884-85, p. 245.) - Statistical tables. Institutions for instruction in industrial education. (An. rep. 1885-86, pp. 596-603.) - Tennessee. (An. rep. 1880, p. 308 ; 1881, p. 245 ; 1882-83, p. 245 ; 1883-84, p. 259; 1884-85, p. 258.) — - United States, pp. 319. (Spec. rep. 1883.) 1066 EDUCATION EEPOET, 1886-81. Industrial education. Virginia. (An. rep. 1877, p. 260: 1878, p. 249; 1879, p.248; 1880, p. 331; 1881, p. 262; 1882-83, p. 263 ; 1883-84, p. 275; 1884-85, p. 275.) ■ - Walker, Francis A. (Spec. rep. art and industry, 1885, p. 798.) - White, Emerson E. Relation of education to industry and technical train¬ ing in American schools, pp. 22. (Circ. inf. 2, 1881.) - Wisconsin. (An. fen. 1872, p. 361; 1873, p. 421 ; 1874, p. 457; 1875, p. 460; 1876, o. 427 ; 1877, p. 273; 1878, p. 263; 1879, p. 261; 1880, p. 348; 1881, p. 275; 1882-83, p. 276; 1883-84, p. 240; 1884-85, p. 285.) - .See also Manual training. Industrial schools, in cities. (An. rep. 1883-84, p. xciv.) - See also Charity schools, charitable institutions, etc. Infant asylums. See Charity schools, charitable institutions, etc., also Orphan asylums. Insane, Institutions for. Illinois. (An. rep. 1870, p. 116.) : - United States. (An. rep. 1870, pp. 532-533.) Insanity. Jarvis, Edward. Relation of education to insanity. (An. rep. 1871, pp. 538-547.) International educational conference. Meeting held July, 1876, Philadelphia, in connection With the centennial exhibition. (An. rep. 1876, p. 467.) International educational congress at Havre, pp. 6. (Mise. pubs. 1885.) International exhibition, 1876, Education at the. (An. tep. 1875, p. cxliv; 1876, p. cci.) Iowa, Education in. (An. rep. 1870, pp. 131-139; 1871, pp. 162-170; 1872, pp. 116-118; 1873, pp. 107-114 ; 1674, pp. 113-122 ; 1875, pp. 113-125 ; 1876, pp. 110-121 ; 1877, pp. 62-68 ; 1878, pp. 68^73 ; 1879, t>p. 64-70 ; 1880, pp. 88-97 ; 1881, pp. 66-74 ; 1882-83, pp. 71-78; 1883-84, pp. 82-89 ; 1884-85, pp. 78-86.) Italy and Greece, Education in. pp. 8. (Misc. pubs. 1883.) Italy, Education in. (Am fep. 1871, p. 473; 1872, pp. 496-504; 1873, p. clxi ; 1874, p. cxxxvii ; 1875, p. cxxxi ; 1876, p. cxc ; 1877, p. clxvi ; 1878, p. clxvii ; 1879, p. exevi; 1880, p. ccxv ; 1881, p. cclviii ; 1882-83, ccxxx; 1883-84, p. ccxxvii ; 1884-85, p. ccxc.) J ackson, Sheldon. Education in Alaska. (An. rep. 1877, p. xxxi ; 1878, pp. 266-267. ) - Letter on education in Alaska. (An. rep. 1882-83, p. 278.) - Neglect of education in Alaska. (Circ. inf. 2, 1882, p. 61.) - Schools in Alaska. (An. rep. 1885-86, p. 750.) Jacobson, Herman. German and other foreign universities, pp. 43. (Circ. inf. Jan., 1872.) - - History of secondary instruction in Germany, pp. 81. (Circ. inf. 3, 1874.) Jamaica, Educational progress in. By George Hicks. (Spec. rep. N. O. exp, 1884- 85, pp. 297-314.) - Progress of education in Jamaica. (An. rep. 1871, pp. 502-504 ; 1873, p. clxXi ; 1874, p. cxlv ; 1875, p. cxxxix ; ■ 1876, p. cc ; 1877, p. clxxii ; 1878, p. clxxvii ; 1879, p. ccviii ; 1880, p. ccxxxi; 1882-83, p. cclvi; 1884-85, p. cccvii.) Jhpan, Education in. (An. rep. 1871, p. 490 ; 1872, pp. 538-541 ; 1874, p. cxxxviii ; 1875, p. cxxxi ; 1876, p. cxc ; 1877, p. clxviii ; 1878, p. clxxiv ; 1879, p. cclv ; 1880, p. ccxxviii ; 1881, p. cclxviii ; 1832-83, p. ccxlix;. 1883-84, p. ccxlvii.) - Education in Japan, pp. 56. (Circ. inf. 4, 1885.) - See Griffis, William E., Murray, David, and Parkes, Harry S. Hatton, Ichizo. Public school system of Japan. (Spec. rep. 1884-85, pp. 347-348.) Jarvis, Edward. Relation of education to insanity. (An. rep. 1871, pp. 538-547.) • — - Value of common school education to common labor. (An. rep. 1872, pp. 572-585. ) • iva, Education in. (An. rep. 1875, p. cxxxii.) £&2ries, B. Joy. Education of the normal color sense. (Circ. inf. 4, 1884, p. 143.) Jepson, B. Study of music in New Haven. (Spec. rep. N. O. exp. 1884-85, pp. 404—406. ) John F. Slater Fund. Georgia. (An. rep. 1833-84, p. 54.) - Notice of. (An. rep. 1882-83, p. lvi.) - Table showing disbursements for 1883 and 1884. (An. rep. 1883-84, p. lxiv.) - Same for 1883-85, inclusive. (An. rep. 1884-85, p. lxxx.) - Same for 1883-86, inclusive. (An. rep. 1885-86, p. 651.) Johnson, Annie E. See Framingham stats normal school. Johnston, William P. Relation of the university to the common schooL (Spec, rep. N. O. exp. 1884-85, pp. 894-899.) Jones, H. S. Obstacles in the way of better primary education. (Circ. inf. 2, 1882, p. 28.) Josse, Bdourd Louis Charles. Plan and arrangement of primary schools. [With* five plates.] (Rep. 1884-85. pp. 675-681.) Journals, Educational. See Educational journals. See also Education;*! period¬ icals. INDEX TO PUBLICATIONS — BUREAU ON EDUCATION. 1067 Kansas, Education in. (An. rep. 1870, pp. 140-146 ; 1871, pp. 171-180: 1872, pp. 119-124 ; 1873, pp. 115-121 ; 1874, pp. 123-130; 1875, pp. 126-135; 1876, pp. 122-131 ; 1877, pp. 69-73 ; 1878, pp. 74-80 ; 1879, pp, 71-76 ; 1880, pp. 98-107 ; 1881, pp. 75-80 ; 1882-83, pp. 79-83; 1883-84, pp. 90-96; 1884-85, pp. 87-93.)' Karney, Thomas. United States Naval academy (library). (Pub. libs. 1876, p. 268.) Kentucky, Education in. (An. rep. 1870, pp. 147-149; 1871, pp. 181-191 ; 1872, pp. 125-131; 1873, pp. 122-133; 1874, pp. 131-145; 1875, pp. 130-149; 1876, pp. 132-144; 1877, pp. 74-81 ; 1878, pp. 81-86 ; 1879, pp. 77-83 ; 1880, pp. 108-115, 1831, pp. 81-85 ; 1882-83, pp. 84-89; 1883-84, pp. 97-103; 1884-85, pp. 94-100.) Kiehl, D. L. Duties of county superintendents. (Giro. inf. 2, 1886, pp. 89-93.) Kindergartens, (An. rep. 1879, p. Ixxxvii ; 1880, p. ci ; 1881, p. cxxxv; 1883-84, p. cxix ; 1884-85, p. cxlvi ; 1885-86, p. 333.) - California. (An. rep. 1878, p. 16; 1879, p. 15; 1880, p. 21.) - Connecticut. (An. rep. 1876, p. 45.) - Delaware. (An. rep. 1880, p. 49.) - District of Columbia. (An. rep. 1874, p. 472; 1876, p. 442; 1877, p. 280; 1878, p. 273 ; 1880, p. 363 ; 1881, p. 286.) - Georgia. (An. rep. 1877, p. 39; 1880, p. 6i; 1882-83, p. 45.) - - Hailmann, W. N. Application of kindergarten principles to primary educa¬ tion. (Spec. rep. N. O. exp. 1884-85, pp. 330-331.) - Illinois. (An. rep. 1875, p. 83; 1876, p. 81; 1877, p. 45; 1878, p. 51 ; 1880, p. 69; 1882-83, p. 52; 1884-85, p. 61.) - Indiana. (An. rep. 1875, p. 102; 1876, p. 99; 1877, p. 54; 1880, p. 81 ; 1881, p. 58; 1882-83, p. 63; 1883-84, p. 75.) - Iowa. (An. rep. 1876, p. 113; 1877, p. 64; 1880, p. 91; 1881, p. 67; 1882-83, p. 72.) - Kansas. (An. rep. 1881, p. 76.) - Kentucky. (An. rep. 1875, p. 140; 1876, p. 136; 1877, p, 76; 1878, p. 82.) - Kindergarten instruction. (An. rep. 1882-83, p. cv.) - Louisiana. (An. rep. 1877, p. 83; 1880, p. 119 ; 1881, p. 87; 1882-83, p. 91.) - Maine. (An. rep. 1*75, p. 161; 1880, p. 127; 1881, p. 92.) - Marenholtz-BuloW. Philosophy and methods of the kindergarten. (Circ. inf. July, 1872, pp. 15-51.) - Maryland. (An. rep. 1875, p. 175; 1877, p. 96; 1880, p. 135; 1883-84, p. 120; 1884-85, p. 117.) - Massachusetts. (An. rep. 1873, p. 186; 1874, p. 182; 1875, p. 189; 1876, p. 183; 1877, p. 106; 1878, p. 106; 1880, p. 144; 1883-84, p. 134; 1884-85, p. 130.) - Masson, Octavie. Introduction to “History of a Kindergarten;” (Circ. inf. July, 1872, pp. 55-61.) - '-Michigan. (An. rep. 1.872, p. 185 ; 1874,. p. 205; 1875, p. 212; 1878, p. 122; 1879, p. 119; 1880, p. 161; 1881, p. 123; 1882-83, p. 126; 1883-84, p. 146.) - Minnesota. (An. rep. 1875* p. 225; 1876, p. 215; 1880, p. 172; 1881, p. 133; 1882-83, p. 136 ; 1883-84, p. 153..) - Mississippi. (An. rep. 1882-83, p. 141. ) - Missouri. (An. rep. 1875, p. 244 ; 1877, p. 144 ; 1878, p. 142 ; 1879, p. 137 ; 1880, p. 187; 1881, p. 144; 1882-83, p. 146; 1883-84, p.164.) - Nebraska. (An. rep. 1881, p. 152.) — - Nevada. (An. rep. 1878, p. 155 ; 1881, p; 157 ; 1882-83, p. 159.) - — New Hampshire. (An. rep. 1875, p. 269; 1876, p. 256.) - - New Jersey. (An. rep. 1874, p. 280; 1875, p. 278; 1876, p. 265; 1877, p. 169; 1878, p. 167 ; 1880, p. 213 ; 1881, p. 167 ; 1882-83, p. 168.) - - New York. (An. rep. 1874, p. 295 ; 1875, p l 293 ; 1876, p. 277 ; 1878, p. 174 ; 1879, p. 167 ; 1880, p. 221 ; 1881, p. 174.) - North Carolina. (An. rep. 1880, p. 239; .1881, p. 194; 1882-83^ p. 133.) - Ogden, Mrs. Anna B. Application of kindergarten principles to the child’s earliest development. (Spec. rep. N. O. exp. 1884-85, pp. 332-340.) - - - Ohio. (An. rep. 1871, p..319; 1874, p. 328; 1875, p. 331; 1876, p. 309; 1877, -p. 197 ; 1878, p. 192 ; 1879, p. 186 ; 1880, p. 247 ; 1881, p. 201 ; 1882-83, p. 201.) - Peabody, Elizabeth P. Kindergarten culture. (An. rep. 1870, pp. 354-359.) * - — — Kindergarten in Italy. (Circ. inf. July, 1872, pp. 7-13.) - — - - — Objects of the kindergarten. (An. rep. 1871, pp. 529-535.) - - -Pennsylvania. (An. rep. 1874, p. 360 ; 1875, p. 358; 1877, p. 214 ; 1878, p. 206; 1880, p. 267 : 1881, p. 216; 1882-83, p. 218.) - Pollock, Louise. Kindergarten training. (Circ. inf. 2, 1879, p. 39.) - Prussia. (Spec. rep. on D. C. for 1869, p. 612.) - - Rhode Island. (An. rop. 1880, p. 285; 1881, p. 230; 1882-83, p. 232.) - — South Carolina. (An. rep. 1876, p. 365; 1877, p. 234; 1878, p. 224; 1880, p. 293; 1881, p. 236.) 1068 EDUCATION REPORT^ 1886-87. Kindergartens. Statistical tables. (An. rep. 1878, pp. 846-849; 1874, pp. 574-579: 1875, pp. 606-615; 1876, pp. 572-583 ; 1877, pp. 376-390 ; 1878, pp. 378-400 ; 1879, pp'. 388-414; 1880, pp. 492-522; 1881, pp. 412-449; 1882-83, pp. 416-461 ; 1883-84, pp. 430-480; 1885-86, pp. 334-356.) - Tennessee. (An. rep. 1878, p. 227 ; 1879, p. 224 ; 1880, p. 301 ; 1882-83, p. 242.) - Virginia. (An. rep. 1880, p. 327 ; 1881, p. 257 ; 1882-83. p. 260.) - Wisconsin, (An. rep. 1875, p. 454; 1876, p. 423; 1877, 'p. 268; 1878, p. 258; 1881, p. 270 ; 1882-83, p. 271.) Kindness to animals. Angell, G. T. Importance of teaching kindness to ani¬ mals, and the American “ bands of mercy.” (Spec. rep. N. O. exp. 1884-85, pp. 901- 908.) Klotz, Otto. Mechanics’ institutes in the province of Ontario. (Spec. rep. N. O. exp. 1884-85, pp. 451-457.) Kraus, John. German-American teachers’ union. (An. rep. 1871, pp. 422-424.) Labor and education. Education and labor. (An. rep. 1870, pp. 33-53.) - Hinton, R. J. Relation of education to labor. (Circ. inf. April, 1872, pp. 31-101; 113-125.) - Relations of education and labor [followed by bureau of education circular of inquiries, with replies], (An. rep. 1870. pp. 439-467.) - Jarvis, Edward. Value of common school education to common labor. (An. rep. 1872, pp. 572-585.) - Value of common school education to common labor, pp. 37. [Ro- printed from an. rep. 1872.] (Circ. inf. 5, 1879.) Laboring classes, Education of, in Austria. (An. rep. 1870, pp. 380-381.) Land grants for education. Arkansas. (An. rep. 1871, p. 72.) - Educational land policy of the United States. (An. rep. 1868, p. 65.) - Suggestions for a free-school policy for United States land grantees, pp. 6. (Misc. pubs. 1872.) - United States educational land grants. (An. rep. 1880, p. xxvi.) Landon, Charles W. Necessity of music in public schools. (Circ. inf. 1, 1886, p. 21.) - Sight-reading ; what it is, and how attainable. (Circ. inf. 1, 1886, p. 33.) Language, Study of. Berlitz school in the District of Columbia. (An. rep. 1884-85, p. 298.) Language work. Dougherty, N. C. (Circ. inf. 2, 1886, pp. 146-152.) Latin language. Richardson, William G. Latin pronunciation. (An. rep. 1876, pp. 484-497.) Laveleye, Emile de. Progress of education in Russia. (Circ. inf. 3, 1875, p. 29.) Law libraries. See Libraries, Law. Law, Study of. Legal education. (An. rep. 1879, p. cxxxix ; 1880, p. cl; 1881, p. clxxxiii.) Lawrence, William. Constitutionality of national aid to education. (Circ. inf. 3, 1883, p. 54.) Law schools. Alabama. (An rep. 1870, p. 82 ; 1875, p. 13 ; 1876, p. 11 ; 1877, p. 8; 1878, p. 9; 1879, p. 8; 1880, p. 10; 1881, p. 7; 1882-83, p. 9; 1883-84, p. 9; 1834- 85, p. 9.) - Arkansas. (An. rep. 1883-84, p. 15 ; 1884-85, p. 16.) - California. (An. rep. 1878, p. 20; 1879, p. 18; 1880, p. 25 ; 1831, p. 18; 1832~ 83, p. 19 ; 1883-84, p. 23 ; 1884-85, p. 23.) - Connecticut. (An. rep. 1874, p. 49; 1875, p. 57; 1876, p. 51 ; 1877, p. 29; 1878, p. 31; 1879, p. 30; 1880, p. 43; 1881, p. 30; 1882-83, p. 33; 1883-84, p. 40; 1884-85, p. 40.) - District of -Columbia. (An. rep. 1872, p. 392; 1874, p. 478; 1875, p. 492; 1876, p. 443; 1877, p. 281, 1878,. p. 276; 1879, p. 274; 1880, p. 365; 1881, p. 288; 1882-83, p. 290 ; 1883-84, p. 296 ; 1884-85, p. 297.) - Florida. (An. rep. 1883-84, p. 52.) — - Georgia. (An rep. 1874, p. 76 ; 1875, p. 77 ; 1876, p. 73; 1877, p. 42; 1878, p. 47 ; 1879, p. 44 ; 1880, p. 64 ; 1881, p. 46 ; 1882-33, p. 48 ; 1883-84, p. 58 ; 1884-85, p. 55.) - Illinois. (An. rep. 1873, p. 89 ; 1874, p. 93 ; 1875, p. 92 ; 1876, p. 89 ; 1877, p. 50; 1878, p. 55; 1879, p. 52; 1880, p. 74 ; 1881, p. 53; 1832-83, p. 57; 1883-84, p. 67 ; 1884-35, p. 65.) - Indiana. (An. rep. 1874, p. 108 ; 1875, p. 109 ; 1876, p. 105 ; 1877, p. 58 ; 1878, p. 66; 1879, p. 61; 1880, p. 84; 1881, p. 62; 1882-83, p. 67 ; 1883-84, p. 78; 1884-85, p. 75.) - Iowa. (An. rep. 1874, p. 119 ; 1875, p. 122; 1876, p. 118; 1877, p. 67; 1878, p. 71 ; 1879, p. 68 ; 1880, p. 95 ; 1881, p. 72 ; 1882^83, p. 76 ; 1883-84, p. 87 ; 1S84-85, p. 84.) INDEX TO PUBLICATIONS — BUREAU OF EDUCATION. 1069 Law schools. Kansas. (An. iho. 1878, p. 79 ; 1879, p. 75 ; 1830, p. 108 ; 1831, p. 79 ; 1382-83, p. 82; 1883-84, p. 95: 1884-85, p. 92.) - — Kentucky. (An. rep. 1874. p. 140; 1875, p. 146; 1876, p. 140; 1877, p. 79; 1878, p. 85; 1879, p. 81; 1880, p/114; 1881, p. 84; 1882-83, p. 88; 1883-84, p. 102; 1884-85, p. 98.) - Louisiana. (An. rep. 1874, p. 153 ; 1875, p. 156 ; 1876, p. 151 ; 1877, p. 86 ; 1878, p. 90: 1879, p. 87; 1880, p. 122; 1881, p. 90; 1882-83, p. 93; 1883-84, p. 109; 1884-85, p. 105.) - Maine. (An. rep. 1874, p. 165.) - Maryland. (An. rep. 1874, p. 176; 1875, p. 179: 1876, p. 175 ; 1877, p. 99 ; 1878, p. 102 ; 1879, p. 99 ; 1880, p. 138; 1881, p. 102; 1882-83, p. 105 ; 1883-84, p. 124 ; 1884-85, p. 121.) - Massachusetts. (Au. rep. 1874, p. 194 ; 1875, p. 198 ; 1876, p. 193; 1877, p. 113; 1878, p. 114; 1879, p. 113; 1880, p. 152; 1881, p. 115 ; 1882-83, p.119; 1883-84, p. 138; 1884-85, p.136.) - Michigan. (An. rep. 1874, p. 215 ; 1875, p. 218 ; 1876, p. 207 ; 1877, p. 126 ; 1878, p. 126 ; 1879, p. 123 ; 1880, p. 166 ; 1881, p. 128 ; 1882-83, p. 130 ; 1883-84, p. 149 ; 1884- 85, p. 145.) - Minnesota. (An. rep, 1873, p. 199; 1878, p. 133.) - Mississippi. (An. rep. 1874, p. 233 ; 1875, p.238; 1876, p.226; 1877, p. 141; 1878, p. 138; 1879, p. 135 ; 1880, p. 182; 1881, p. 141 ; 1882-83, p. 143 ; 1883-84, p. 161; 1884-85, p. 157.) - - Missouri. (An. rep. 1874, p.247; 1875, p. 251; 1876, p. 237; 1877, p. 149; 1878, p. 146 ; 1879, p. 143 ; 1880, p. 191 ; 1881, p. 148*; 1882-83, p. 149 ; 1883-84, p. 167; 1884-85, p. 164.) - New Hampshire. (An. rep. 1874, p.272 ; 1875, p. 272 ; 1876, p. 259; 1877, n. 164; 1878, p. 162, 1879, p. 156 ; 1880, p.209, 1881, p.163; 1882-83, p. 165; 1883-84, p.482; 1884-85, p. 180.) - New York. (An. rep. 1874, p.307; 1875, p.307; 1876, p. 287; 1877, p. 182 ; 1878, p. 180 ; 1879, p. 175 ; 1880, p. 230 ; 1881, p. 184 ; 1882-83, p. 184 ; 1883-84, p. 201 ; 1884-85, p. 202.) - North Carolina. (An. rep. 1874, p. 322 ; 1875, p. 324 ; 1876, p. 302 ; 1877, p. 193; 1878, p. 189; 1879, p. 184; 1880, p.242; 1881, p. 197; 1882-83, p. 196 ; 1883-84, p. 210; 1884-85, p.212.) - - Ohio. (An. rep. 1873, p. 326; 1874, p. 342; 1875, p.340; 1876, p.318; 1877, p. 204; 1878, p. 197 ; 1879, p. 191 ; 1880, p. 254 ; 1881, p.207; 1882-83, p.208; 1883-84, p.219; 1884-85, p.220.) - Oregon. (An. rep. 1883-84, p. 225 ; 1884-85, p. 226. ) ■ - Pennsylvania, '(An. rep. 1873, p. 346 ; 1874, p. 369 ; 1875, p. 366 ; 1876, p. 345 ; 1877, p. 220; 1878, p. 211, 1879, p. 206; 1880, p. 276; 1881, p. 222; 1882-83, p.226; 1883- 84, p.238 ; 1884-85, p.236.) - South Carolina. (An. rep. 1874, p. 394; 1875, p. 392; 1876, p. 367; 1877, p. 236; 1878, p.225; 1879, p. 221 ; 1882-83, p.239; 1883-84, p.253; 1884-85, p.251.) - Statistical tables. (An. rep. 1870, p. 521 ; 1871, pp. 662-663 ; 1872, pp. 814-815 ; 1873, pp. 700-703; 1874, pp. 721-724; 1875, pp. 768-771 ; 1876, pp. 748-751 ; 1877, pp. 554-557; 1878, pp. 568-571; 1879, pp. 584-587; 1880, pp. 701-705; 1881, pp. 632-635; 1882-83, pp. 655-659; 1883-84, pp. 686-689; 1884-85, pp. 650-653 ; 1885-86, pp. 545- 548.) . • - - Tennessee. (An. rep. 1874, p. 404; 1875, p. 403 ; 1876, p.379; 1877, p. 242; 1878, p. 230 ; 1879, p. 228 ; 1880, p. 305 ; 1881, p. 244 ; 1882-83, p. 245 ; 1883-84, p. 259 ; 1884- 85, p. 257.) - Texas. (An. rep. 1876, p. 389; 1877, p. 247; 1878, p. 236; 1879, p. 234; 1880, p. 314 ; 1881, p. 250 ; 1882-83, p. 251 ; 1883-84, p. 265 ; 1884-85, p. 262.) - Virginia. (An. rep. 1874, p. 434 ; 1875, p. 431 ; 1876, p. 406 ; 1877, p. 260 ; 1878, p. 248 ; 1879, p. 248; 1880, p. 331 ; 1881, p. 261 ; 1882-83, p. 263; 1883-84, p. 275 ; 1884 85, p. 274.) — - West Virginia. (An. rep. 1879, p. 254 ; 1880, p. 339 ; 1881, p. 267 ; 1882-83, p. -2617 ; 1883-84, p. 280 ; 1884-85, p. 279.) - - Wisconsin. (An. rep. 1874, p. 455; 1875, p. 459; 1876, p. 426; 1877, p. 272; 1878, p. 262 ; 1879, p. 261 ; 1880, p. 347 ; 1881, p. 275; 1882-83, p. 275 ; 1883-84. p. 286 ; 1884-85, p. 284, ) Legal rights of children. Wilcox, S. M. pp. 96. (Circ. inf. 3, 1880.) Leigh, Edwin. Illiteracy in the United States. (Spec. rep. on D. C. for 1869, pp. 801-835.) - Illiteracy in the United States [repub. from spec. rep. on D. C. for 18691. (An. rep. 1870, pp. 467-502.) Leland, Charles G. Industrial art in schools, pp. 37. (Circ. inf. 4, 1882.) - Industrial education in Philadelphia. (Circ. inf. 3, 1883, p. 20.) Lewis, Tayler. Remarks on crime and education, and the case of Rulloff. (An. rep. 1871, p. 35.) 1070 EDUCATION REPORT, 1886-87. Liberia, Education in. (Ad. rep., 1884-85, p. cexcviii.) Librarians, List of. (Pub. libs. 1876, pp. 1143-1174.) Libraries. Brainerd, Cephas. Y. M. C.A. [libraries]. (Pab. libs. 1876, pp. 38G-358. ) - District of Columbia. (An. rep. 1871, p. 393 ; 1872, p. 393 ; 1873, p. 442 ; 1874 p. 483.) - Fletcher, Wm. I. Public libraries and the young. (Pub. libs. 1876, pp. 412- 418.) - Public libraries in manufacturing communities. (Pub. libs. 1876, pp. 403-411.) - General notes. (An. rep. 1881, p. cci.) - - Green, SamueL S. Library aids. pp. 10. (Misc. pubs. 1881.) - Hallam, John. Library system of Ontario, Canada. (Spec. rep. N. O. exp, 1 884-85 , p p . 656-662 . ) - History, legislation, and statistics : General statistics of all public libraries in the United States, reporting to the bureau of education, 1875-76. By S. R„ Warren and S. N. Clark. (Pub. libs. 1876, pp. 1010-1142.) - Holmes, H. A. State and territorial libraries. (Pub. libs. 1876, pp. 292-311.) - Illinois. Chicago public library. (An. rep. 1873, p. 91.) - Kansas. (An. rep. 1874, p. 129.) - Law. Griswold, S. B. Law libraries. (Pub. libs. 1876, pp. 161-170.) - Medical. Billings, J. S. Medical libraries in the United States. (Pub. libs. 1876, pp. 171-182.) - New York. District libraries. (An. rep. 1870, p. 233; 1871, p. 294; 1872, p. 243; 1873, p. 274 ; 1874, p. 293*; 1875, p. 292.) - — of the general government. (Pub. libs. 1876, pp. 252-278.) - Perkins, F. B. How to manage town libraries successfully. (Pub. libs. 1876, pp. 419-430.) - Young men’s mercantile. (Pub. libs. 1876, pp. 378-385.) . - ■ Public. (Au. rep. 1876, pp. cxxiii-cxxxix. ) - Public libraries of a hundred years ago. (An. rep. 1876, p. cxxxi.) - Public libraries of ten principal cities : G. L. Smith, Baltimore ; F. B. Perkins, Boston; S. B. Noyes, Brooklyn, Arthur Mazyck, Charleston; W. F. Poole, Chicago; W. H. Venable, Cincinnati; O. C. Gardiner, New York; Lloyd P. Smith, Philadelphia ; John J. Bailey, St. Louis; A. E. Whitaker, San Fran¬ cisco. (Pub. libs. 1876, pp. 837-1009.) - Quincy, J. P. Free libraries. (Pub. Iib3. 1876, pp. 369-402.) - San Francisco. (An. rep. 1875, p. 40.) - Scientific. Gill, Theodore N. Scientific libraries in the United States. (Pub. libs. 1876, pp. 183-217.) - - Scudder, H. E. Public libraries a hundred years ago. (Pub. libs. 1876, pp. 1-37.) - Spofford, A. R. Binding and preservation of books. (Pub. libs. 1876, pp. 673-678.) - Works of reference for libraries. (Pub. libs. 1876, pp. 636-710.) - Statistical tables. (An. rep. 1870, pp. 541-542; 1871, pp. 668-677; 1872, pp. 820-887; 1873, pp. 729-763 ; 1874, pp. 753-793; 1875, pp. 797-883; 1876, pp. 777-779; 1877, pp. 583-585; 1878, pp. 599-600 ; 1879, pp. 618-619 ; 1880, pp. 738-741; 1881, pp. 668-671; 1882-83, pp. 694-699; 1883-34, pp. 724-737; 1884-85, pp. 691-782; 1885-86, pp. 716-719.) - Statistics of public libraries in the United States, pp. 98. (From An. rep. 1884-85.) (Misc. pubs. 1886.) - Theological. Sumner, J. S., and “A Librarian.” Theological libraries in the United States. (Pub. libs. 1876, pp. 127-160.) - Warren, S. K., and Clark, S. N. Free town libraries. (Pub. libs. 1876, pp. 445-459.) - Reports and statistics. (Pub. libs. 1876, pp. 745-836.) - Winsor, Justin. Library memoranda. (Pub. libs. 1876, pp. 711-714.) Libraries and education. (An. rep. 1874, p. lxxxix.) Libraries as related to schools. Robinson, O. H. College library administration. (Pub. libs. 1876, pp. 505-525.) - Warren, S. R. School and asylum libraries. (Pub. libs. 1876, pp. 38-59.) - Warren, S. R., and Clark, S. N. College libraries. (Pub. libs. 1876, pp. 60- 126.) - Winsor, Justin. College libraries as aids to instruction, pp. 27, (Circ. inf. 1, 1880.) Library bibliography. Spofford, A. I?. Library bibliography. (Pub. libs. 1876, pp. 733-744.) Library buildings and apparatus. Poole, William F. Construction of library buildings, pp. 26. (Circ. inf. 1, 1881. ) - - Winsor, Justin Library buildings. (Pub. libs. 1876, pp. 465-476.) INDEX TO PUBLICATIONS - BUREAU OF EDUCATION. 1071 Library catalogues, reports, etc, Dewey, Melvil. American library associa¬ tion catalog. (Spec. rep. N. O. exp. 1884-85, pp. 650-655.) Library cataloguing and indexing. Catalogues and cataloguing, I. Dewey, Melvil; II. Noyes, S. B. ; III. Schwartz, Jacob ; IY, Bailey, John J. (Pub. libs. 1876, pp. 623-662.) - Cutter, C. A. Library catalogues [How to make], (Pub, libs. 1876, pp. 526- 622.) - Rules for a printed dictionary catalogue. (Pub. libs. 1876, pt. XL) - Robinson, O. H. Indexing and cataloguing miscellaneous literature, (Pub. libs. 1876, pp. 663-672.) - Titles of books. (Pub libs. 1886, pp. 715-726.) Library formation and management. Poole, William F. Organization and management of public libraries. (Pub. libs, 1876, pp. 476-504.) - Spofforp, A. R. Periodical literature and- society publications. (Pub. libs. 1876, pp. 679-685.) - Warren, S. R., and Clark, S. N., editors. Public libraries in the United States of America, their history, condition, and management. Part I. (Spec. rep. 1876.) Library of Congress. Sjpofford, A. R. Library of congress, or national library. (Pub. libs. 1876, pp. 253-261.) Literary and scientific habits of thought. Brother Azarias. (Spec. rep. N. O. exp. 1884-85, pp. 694-711.) Litigation in school matters. (An. rep. 1880, p. cclvii.) . Long, D. A. How shall we Americanize and christianize the incoming fide ? (Spec. rep. N. O. exp. 1884-85, pp. 792-796.) Loring, George B. American education. (Circ. inf. 2, 1879, p. 149.) Louisiana, Education in. (An. rep. 1870, pp. 150-152; 1871, pp. 192-201; 1872, pp. 132-137; 1873, pp. 134-143 ; 1874, pp. 146-154 ; 1875, pp. 150-157 ; 1876, pp. 145-152 ; 1877, pp. 82-86 ; 1878, pp. 87-90; 1879, pp. 84-88 ; 1880, pp. 116-123 ; 1881, pp. 86-90 ; 1882-83, pp, 90-93 ; 1883-84, pp. 104-110 ; 1884-85, pp. 101-106.) Lovett, J. A. B. National aid to education [followed by discussion]. (Circ. inf. 2, 1886, pp. 106-113.) Luckey, Geo. J. Plan for publishing school statistics [discussion]. (Circ. inf. 1, 1874, p. 13.) - Supplementary reading. (Circ. inf, 4, 1884, p. 166.) Lyons, C. J. Education in Hawaiian Islands. (An. rep. 1872, pp. 567-571.) McDonogh Institute. (An. rep. 1873, p. 161 ; 1875, p. 180; 1877, p. 100 ; 1878, p. 103 ; 1881, p. 103; 1882-83, p. 106 ; 1883-84, p.- 125 ; 1884-85, p. 122.) See also Industrial education, Maryland. McFarland, H. H. Libraries of the American seamen’s friend society. (Pub. libs. 1876, p, 276.) McHenry, D. C. Secondary education in Ontario ; an explanation of the leading -features of its high school system. (Spec. rep. N. O. exp. 1884-85, pp. 423-433.) McKinnon, Donald J. Uniform promotion examinations in the public schools of Ontario. (Spec. rep. N. O. exp. 1884-85, pp. 388-391.) McMillan, Andrew. Uniformity of school statistics. (Circ. inf. 3, 1881, p. 17.) Maine, Education in. (An. rep. 1870, pp, 153-155 ; 1871, pp. 202-209 ; 1872, pp. 138-148 ; 1873, pp. 144-150 ; 1874, pp. 155-166 ; 1875, pp. 158-169; 1876, pp. 153-163 ; 1877, pp. 87-94 ; 1878, pp. 91-96 ; 1879, pp. 89-94 ; 1880, pp. 124-132 ; 1881, pp. 91-96 ; 1882-83, pp. 94-99; 1883-84, pp. 111-117; 1884-85, pp. 107-114.) Malta, Education in. (An. rep. 1880, p. ccxx.) Malta and Gozo (British colony), Education in. (An. rep. 1882-83, p. ccxxxiv.) Mann, Horace. Inadequacy of existing schools to the support of a republican gov¬ ernment (based on statistics of illiteracy in census of 1840). (Spec. rep. on D. C .for 1869, p. 837.) - - Remarks at dedication of Bridgewater state normal school house, Aug., 1846. (An. rep. J868, pp. 692-696. ) Mansfield, Bdward D. Relation between crime and education. (An. rep. 1872, pp. 586-595.) — - Relation between education and pauperism. (An. rep. 1872, pp. 596-602.) Mansfield, D. L. Morals and manners at school. (Spec. rep. N. O. exp. 1884-85, pp. 375-376. ) Manual labor schools. See Manual training. See also Industrial education. Manual training. Illinois. (An. rep. 1880, p. 76 ; 1884-85, p. 66.) - Maryland. Manual labor school. (An. rep. 1872, p. 152.) Manual training schools. (An, rep. 1881, p. clxxviii.) Marble, A. P. Public instruction in industrial pursuits. (Circ. inf. 4, 1884, p. 126.) March, Francis A. Historical sketch of the movement for spelling reform, pp, 36. (Circ. inf. 7,1880.) - - Study of Anglo-Saxon. (An. rep, 1876, pp. 475-479.) 1072 EDUCATION BEPORT, 1886-87. Marenholtz-Biilow. Philosophy and methods of the kindergarten. (Ciro. inf. July, 1872, pp. 15-51.) Marling, Alexander. Memorandum respecting simultaneous and uniform examina¬ tions under regulations of education department, for the province of Ontario, Can¬ ada. (Spec. rep. N. 0. exp. 1884-85, pp.. 782-791.) Martin, Wm. A. P. Education in China, pp. 28. (Circ. inf. 1, 1877.) Maryland, Education in. (An. rep. 1870, pp. 156-164 ; 1871, pp. 210-212; 1872, pp. 149-155; 1873, pp. 151-165; 1874, pp. 167-179; 1875, pp. 170-182; 1876, pp. 164- 177 ; 1877, pp. 95-103 ; 1878, pp. 97-103 ; 1879, pp. 95-101 ; 1880, pp. 132-139 ; 1881, pp. 97-103; 1882-83, pp. 100-107; 1883-84, pp. 118-126; 1884-85, pp. 115-123.) Massachusetts. Dickinson, J. W. Public school system. (Spec. rep. N. O. exp. 1884-85, pp. 341-346.) - Education in. (An. rep. 1870, pp. 165-184; 1871, pp. 213-236; 1872, pp. 156- 183 ; 1873, pp. 166-191 ; 1874, pp. 180-202 ; 1875, pp. 183-206 ; 1876, pp. 178-198 ; 1877, pp. 104-120 ; 1878, pp. 104-119; 1879, pp. 102-116; 1880, pp. 140-157; 1881, pp. 104-120; 1882-83, pp. 108-124; 1883-84, pp. 127-142; 1884-35, pp. 124-139.) Masson, Octavie. Introduction to “History of a kindergarten.” (Circ. inf. July, 1872, pp. 55-61.) Maternal schools in France, pp. 14. (Circ. inf. 4, 1882.) Mathews, Wm. See Perkins, P. B. and. Mayo, A. D. A southern graded school. (Spec. rep. N. O. exp. 1834-85, pp. 415-422.) - Building for the children of the South, pp. 16. (Misc. pubs. 1884.) Mazyck, Arthur. Libraries in Charleston and in the southern states. (Pub. libs. 1876, p. 882.) Medical education. Alabama. (An. rep. 1870, p. 82 ; 1875, p. 13; 1876, p. 11 ; 1877, p. 8 ; 1878, p. 9; 1879, p. 8 ; 1880, p.10; 1881, p.8; 1882-83, p. 9 ; 1884-85, p.9.) - Arkansas. (An. rep. 1879, p. 12 ; 1880, p. 16 ; 1881, p. 12 ; 1882-83, p. 13 ; 1883- 84. p. 15; 1884-85, p.16.) - California. (An. rep. 1872, p. 25 ; 1874, p. 31 ; 1875, p. 36 ; 1876, p. 32 ; 1877, p. 19 ; 1878, p. 20; 1879, p.19; 1880, p. 25; 1381, p. 18 ; 1882-83, p. 20; 1883-84, p. 23; 1884-85, p. 23.) - Colorado. (An. rep. 1881, p. 23 ; 1882-83, p.26; 1883-84, p. 31; 1884-85, p. 30.) - Connecticut. (An. rep. 1874, p. 49 ; 1875, p. 57 ; 1876, p. 51 ; 1877, p. 29 ; 1878, p. 31 ; 1879, p. 30 ; 1880, p. 43 ; 1881,' p. 30 ; 1882-83, p. 34 ; 1883-84, p. 40 ; 1884-85, p. 40.) - Davis, N. S. Contributions to the history of medical education and medical institutions in the United States of America, i.776-1876. pp.60. (Spec. rep. 1877.) - District of Columbia. (An. rep. 1872, p. 393 ; 1873, p. 440 ; 1874, p. 478 ; 1875, p.492; 1876, p.444; 1877, p. 282; 1878, p. 277; 1879, p. 274; 1880, p. 365; 1881, p. 288; 1882-83, p. 290 ; 1883-84, p. 296 ; 1884-85, p.297.) - Florida. (An. rep. 1883-84, p. 52; 1884-85,. p. 49.) - Georgia. (An. rep. 1874, p. 76 ; 1875, p. 77; 1876, p. 73; 1877, p. 42; 1878, p. 47; 1879, p. 44 ; 1880, p. 64 ; 1881, p. 46 ; 1882-83, p. 48 ; 1883-84, p. 58 ; 1884-85, p. 55.) - Illinois. (An. rep. 1873, p. 89 ; 1874, p. 93 ; 1875, p. 92 ; 1876, p. 88 ; 1877, p. 50 ; 1878, p. 56 ; 1879, p. 53 ; 1880, p. 74; 1881, p. 53 ; 1882-83, p. 57 ; 1883-84, p. 67 ; 1884-85, p. 65.) - Indiana. (An. rep. 1874, p. 108 ; 1875, p. 109 ; 1876, p. 105 ; 1877, p. 58 ; 1878, p. 66; 1879, p. 61; 1880, p. 84; 1881, p. 62; 1882-83, p. 67; 1883-84, p. 79; 1884-85, p. 75.) - Iowa. (An. rep. 1874, p. 119 ; 1875, p. 122 ; 1876, p. 118 ; 1877, p. 67 ; 1878, p. 71 ; 1879, p. 68 ; 1880, p. 95 ; 1881, n. 72 ; 1882-83, p. 76 ; 1883-84, p. 87 ; 1884-85, p. 84. ) - Kansas. (An. rep. 1881, p. 79; 1882-83, p. 82; 1883-84, p. 95 ; 1884-85, p. 92.) - Kentucky. (An. rep. 1874, p. 140; 1875, p. 146; 1876, p. 140 ; 1877, p. 79; 1878, p. 85; 1879, p. 82; 1880, p. 114; 1881, p.85; 1882-83, p. 88; 1883-84, p. 102; 1884- 85, p. 98.) - Louisiana. (An. rep. 1874, p. 153; 1875, p. 156 ; 1876, p. 151 ; 1877, p. 86; 1878, p. 90 ; 1879, p. 88 ; 1880, p. 122 ; 1881, p. 90 ; 1883-84, p. 109 ; 1884-85, p. 105.) - Maine. (An. rep. 1874, p. 165 ; 1875, p. 166 ; 1876, p. 162 ; 1877, p. 92; 1878, p. 95; 1879, p. 93; 1880, p. 130; 1881, p. 95; 1882-83, p. 98; 1883-84, p. 116; 1884-85, p. 112.) - Maryland. (An. rep. 1874, p. 176; 1875, p. 179; 1876, p. 175; 1877, p. 99; ' 1878, p. 102; 1879, p. 99; 1880, p. 138; 1881, p. 102; 1882-83, p. 105; 1883-84, p. 124 ; 1884-85, p. 121.) - Massachusetts. (An. rep. 1874, p. 194 ; 1875, p. 199 ; 1876, p. 193 ; 1877, p. 114; 1878, p. 115; 1879, p. 113; 1880, p. 152; 1881, p. 115; 1882-83, p. 119; 1883-84, p. 138; 1884-85, p. 136.) - Medical colleges in the United States, pp. 3. (Misc. pubs. 1881.) - Medical instruction. (An. rep. 1881, n, clxxxviii.) INDEX TO PUBLICATIONS— -BUREAU OF EDUCATION. 1073 Medical education. Michigan. (An. rep. 1874, p. 215 ; 1875, p. 218 ; 1870, p. 207 ; 1877, p.126; 1878, p. 128; 1879, p. 124; 1880, p. 186; 1881, p. 128; 1882-83, p. 130; 1883-84, p. 149; 1884-85, p. 145.) - Minnesota. (An rop. 1873, p. 199 ; 1878, p. 133 ; 1881, p. 136 ; 1882-83, p. 138; 1883- 84, p. 154; 1884-85, p. 152.) - Mississippi. (An. rep. 1878, p. 139; 1879, p. 135; 1880, p. 182.) - Missouri. (An. rep. 1874, p. 247; 1875, p. 251; 1876, p. 237; 1877, p. 150; 1878, p. 146; 1879, p. 143; 1880, p. 191 ; 1881, p. 148; 1882-83, p. 149 ; 1833-84, p. 168; 1884-85, p. 164.) - Nebraska. (An. rep. 1881, p. 154 ; 1882-83, p. 156 ; 1883-84, p. 174 ; 1384-85, p. 170.) - - New Hampshire. (An. rep. 187-1, p. 272 ; 1875, p. 272 ; 1876, p. 259; 1877, p. 164 ; 1878, p. 162 ;.4879, p. 156 ; 1880, p. 209; 1881, p. 163 ; 1882-83, p. 165 ; 1883-84, p. 182; 1884-85, p. 180.) - New York. (An. rep. 1874, p. 307 ; 1875, p. 307; 1876, p. 287; 1877, tj. 182; 1878, p. 180 ; 1879, p. 175; 1880, p. 230 ; 1881, p. 184 ; 1882-83, p. 185 ; 1883-84, p. 201 1884- 85, p. 202.) - Action of New York legislature respecting medical examinations. (An. rep. 1872, p. liii.) - North Carolina. (An. rep. 1877, p. 193 ; 1878, p. 189 ; 1879. p. 184 ; 1880, p. 242 ; 1881, p. 197 ; 1882-83, p. 196 ; 1833-84, p. 210 ; 1884-S5, p. 212.) - Ohio. (An. rep 1873, p. 326 ; 1874, p. 342 ; 1875, p. 340 ; 1876, p. 318 ; 1877, p. 204 ; 1878, p. 197 ; 1879, p. 191 ; 1880, p. 254 ; 1881, p. 207 ; 1882-83, p. 208 ; 1883-84, p. 219; 1884-85, p. 220.) - - Oregon. (An. rep. 1874, p. 353 ; 1875, p. 350 ; 1876, p. 327 ; 1877, p. 211 ; 1878, p.203; 1879, p. 197; 1830, p.263; 1881, p. 213; 1882-83, p. 215 ; 1883-84, p. 225; 1884- 85, p. 226.) - Pennsylvania. (An. rep. 1872, p. 297 ; 1873, p. 346 ; 1874, p. 369 ; 1875, p. ,367 ; 1876, p. 344 ; 1877, p. 220 ; 1878, p. 211 ; 1879, p. 206 ; 18S0, p. 276 ; 1881, p. 223 ; 1882- 83, p. 226; 1683-84, p. 238 ; 1884-85, p. 236.) - Recognized medical colleges in the United States, pp. 4. (Misc. pnhs. 1881.) - South Carolina. (An. rep. 1874, p. 394; 1875, p. 392; 1876, p. 367; 1877, p. 236; 1878, p. 225; 1879, p. 221; 1880, p. 296 ; 1881, p. 239; 1882-83, p. 239 ; 1883-84, p. 253; 1884—85, p. 251.) - Tennessee. (An. rep. 1874, p. 404; 1875, p. 403; 1876, p. 379; 1877, p.242; 1878, p. 231 ; 1879, p.228; 1880, p. 305; 1881, p. 244, 1882-53. p. 245 ; 1883-84, p.259; 1884-85, p. 257.) • - Texas. (An. rep. 1874, p.414; 1875, p.412; 1876, p.389; 1877, p.247; 1878, p. 236 ; 1879, p. 234 ; 1880, p. 314 ; 1881, p. 250 ; 1882-83, p. 251 ; 1883-84, p. 265 ; 1884- 85, p. 262.) - Toner, J. M. Contributions to the annals of medical progress and medical education in the United States before and during the war of independence, pp. 118. (Spec. rep. 1874.) - Vermont. (An. rep. 1873, p. 389 ; 1874, p. 421 ; 1875, p. 418 ; 1876, p. 397; 1877, p. 421 ; 1878, p. 242 ; 1879, p. 240 ; 1880, p. 321 ; 1881, p. 254 ; 1832-83, p. 257 ; 1883-84, p. 270; 1884-85, p. 267.) - Virginia, (An. rep. 1874, p. 435; 1875, p. 434 ; 1876, p. 406 ; 1877, p. 260 ; 1878, p. 248; 1879, p. 248; 1880, p. 331 ; 1881, p. 261; 1882-83, p. 263; 1883-84, p. 275; 1884-85, p. 274.) - Warren, Charles. Medical education in the United States. (An. rep. 1870, pp. 384-396.) - Review of progress in medical education. (An. rep. 1832-83, pp. clxv- clxxxix.) - Washington Territory. (An. rep. 1884-85, p. 315.) - West Virginia. (An. rep. 1879, p. 254; 1880, p.339; 1881, p. 267; 1882-83, p.267; 1883-84, p. 280 ; 1884-85, p. 279.) - Wisconsin. (An. rep. 1884-85, p. 284.) Medical libraries. See Libraries, Medical. Medicine, dentistry, and pharmacy. Statistical tables. Institutions for instruction in. (An. rep. 1870, pp. 522-525 ; 1871, pp. 664-667 ; 1872, pp. 816-819 ; 1873, pp. 704-711 ; 1874, pp. 725-733; 1875, pp. 772-779 ; 1876, pp. 752-759; 1877, pp. 556-566 ; 1878, pp. 572-581 ; 1879, pp. 586-598 ; 1880, pp. 706-717 ; 1881, pp. 636-648 ; 1882-83, pp. 660-672; 1883-84, pp. 690-703 ; 1884-85, pp. 654-667 ; 1885-86, pp. 548-560.) Medicine, State laws regulating the practice of, by states. (An. rep. 1885-86, po. 561-569.) Mexico, Education in. (An. rep. 1872, pp. 545-546; 1873, p. clxxi ; 1874, p. cxlv; 1875, p. cxxxix ; 1877, p. elxxiii; 1883-84, p. cclii.) Michigan, Education in. (An. rep. 1870, pp. 185-193; 1871, pp. 237-243 ; 1872, pp. 184-188; 1873, pp. 192-201 ; 1874, pp. 203-218; 1875, pp. 207-220 ; 1876. pp. 199-210; 1877, pp. 121-129 ; 1878, pp. 120-128 ; 1879. pp. 117-126 ; 1880, pp. 158-169 ; 1831, pp. 121-131; 188.2-83, pp. 125-134; 1883-84, pp. 143-150 ; 1884-85, pp. 140-147.) 68 ED 1074 EDUCATION REPORT, 1886-87. Military academy, United States. See Military education. Military education. Military training. (An. rep. 1885-86, p. 607.) - - Orton, Edward. Report on tlie military system in State colleges. (Circ. inf. 2, 1879, p. 185.) — — — Statistical tables. United States Military and Naval academies, admission ex¬ amination. (An. rep. 1870, pp. 558-559 ; 1871, pp. 636-637 ; 1872, p. 761 ; 1873, p. 728 ; 1874, p. 733 ; 1875, pp. 780-781 ; 1876, pp. 760-761 ; 1877, p. 567 ; 1878, pp. 582-583 ; 1879, p. 599 ; 1880, pp. 718-719 ; 1881, p. 649 ; 1882-83, p. 673 ; 1883-84, pp. 704-705 ; 1884-85, pp. 668-669 ; 1885-86, pp. 609-611.) Miller manual labor school [Crozet, Va.]. (An. rep. 1878, p. 249 ; 1879, p. 248 ; 1880, p. 332 ; 1881, p. 262 ; 1882-83, p. 263 ; 1883-84, p. 267 ; 1884-85, p. 275.; 1885-86, pp. 175, 602.) Minifie, William. Extracts from lectures on industrial art, Maryland institute, 1852-54. (Spec. rep. art and industry, 1885, p. 424.) Minnesota, Education in. (An. rep. 1870, pp. 194-199 ; 1871, pp. 244-255; 1872, pp. 189-194 ; 1873, pp. 202-210 ; 1874, pp. 219-227 ; 1875, pp. 221-231 ; 1876, pp. 211-220; 1877, pp. 130-137 ; 1878, pp. 129-134 ; 1879, pp. 127-131 ; 1880, pp. 170-177 ; 1881, pp. 132-137; 1882-83, pp. 135-139; 1883-84, pp. 151-156; 1884-85, pp. 148-153.) Mississippi, Education in. (An rep. 1870, pp. 200-201; 1871, pp. 256-259 ; 1872, pp. 195-202 ; 1873, pp. 211-219 ; 1874, pp. 228-234 ; 1875, pp. 232-239 ; 1876, pp. 221-227 ; 1877, pp. 138-142 ; 1878, pp. 135-139; 1879, pp. 132-135 ; 1880, pp. 178-183 ; 1881, pp. 138-142; 1882-83, pp. 140-144; 1883-84, pp. 157-161; 1884-85, pp. 154-157.) Missouri, Education in. (An. rep. 1870, pp. 201-211 ; 1871, pp. 260-269 ; 1872, pp. 203-213; 1873, pp. 220-232; 1874, pp. 235-249, 1875, pp. 240-254; 1876, pp. 228-239; 1877, pp. 143-152; 1878, pp. 140-148 ; 1879, pp. 136-144 ; 1880, pp. 184-193; 1881, pp. 143-150 ; 1882-83, pp. 145-151 ; 1883-84, pp. 162-169; 1884-85, pp. 158-166.) Model schools (country). Tilley, I. I. Model school system of the province of Ontario, Canada. (Spec. rep. N. O. exp. 1884-85, pp. 407-411.) Modern growth of cities and the education demanded by it. Harris, William T. (Spec. rep. N. O. exp. 1884-85, pp. 712-719.) Montana, Education in. (An. rep. 1870, pp. 323-325 ; 1872, p. 375; 1873, pp. 453-454 ; 1874, pp. 489-490 ; 1875, pp. 497-499 ; 1876, pp. 452-455 ; 1877, pp. 287-288 ; 1878, pp. 284-286 ; 1879, pp. 281-282 ; 1880, pp. 376-379 ; 1881, pp. 296-298 ; 1882-83, pp. 298-300 ; 1883-84, pp. 302-303; 1884-85, pp. 303-305.) Moral and religious education. Harris, William T. Moral education in the common schools. (Spec. rep. N. O. exp. 1884-85, pp. 883-894.) - Instruction in morals. (An. rep. 1880, p. xxxv.) - Long, D. A. How shall we Americanize and christianize the incoming tide? (Spec. rep. N. O. exp. 1884-85, pp. 792-796.) - Mansfield, D. L. Morals and manners at school. (Spec. rep. N. O. exp. 1884- 85, pp. 375-376.) - Wells, J. E. Religious and moral training in the schools of Ontario, Canada. (Spec. rep. N. O. exp. 1884-85, pp. 377-384.) Morals and civics. Instruction in morals and civil government, pp. 4. (Misc. pubs. 1882.) Mount Holyoke seminary. Nutting, Mary O. Historical sketch of Mount Hol¬ yoke seminary. Edited by F. B, Hough, pp. 24. (Spec. rep. 1876.) Mundella, A. j. Letter on American school system. (An. rep. 1870, p. 30.) Murray, David. Education in Japan. (Circ. inform. 2, 1875, p. 19.) Museums, Art. Frieze, FI. S. Art museums and their connections with public libraries. (Pub. libs. 1876, pp. 434-444.) Museums, Educational. Eaton, John. Museums illustrative of education. (Circ. inf. 3, 1881, p. 56.) Museums, Natural History. Illinois. (An, rep. 1873, p. 92; 1874, p. 95.) - — . Shufeldt, R. W. Outlines for a museum of anatomy, pp. 65. (Spec. rep. 1885.) Museums, Statistical tables. (Au. rep. 1872, pp. 888-893; 1873, jip. 764-773 ; 1874, pp. 794-813; 1875, pp. 884-903; 1876, pp. 780-805.) Music, Study of. Colorado. (An. rep. 1881, p. 24; 1882-83, p. 26; 1884-85, p. 31.) - Cutter, Ephraim. Relation of medicine to music. (Circ. inf. 1, 1886, p. 35.) - District of Columbia. (An. ren. 1879, p.275; 1880, p.366; 1881, p. 290 ; 1832-83, p. 292; 1883-84, p. 297.) - Illinois. (An. rep. 1883-84, p. 69 ; 1884-85, p. 66.) - List of lay singing societies and conductors. (Circ. inf. 1, 1886, p. 74.) - New Hampshire. (Au. rep. 1873, p. 249.) - New Haven. Jepson, B. Study of music in New Haven. (Spec. rep. N. O. exp. 1884-85, pp. 404-406.) - Warren, Charles. Place of music among the ajsthetic arts defined, etc. (Circ. inf. 1, 1886, p. 7.) INDEX TO PUBLICATIONS — BUREAU OF EDUCATION. 1075 Music, Study of, in public schools. Classified statistics of instruction in vocal music, as reported by 243 cities and towns in the United States. (Circ. inf. 1, 1886, p. 55.) — - Eaton, John. Education in music at home and abroad. (Circ. inf. 1,1886, p. 41.) - Holt, Hosea E. To what extent are special teachers of music necessary ? (Circ. inf. 1, 1886, p. 31.) - Landon, Charles W. Necessity of music in the public schools. (Circ. inf. 1, 1886, p. 21.) - Sight-reading ; what it is, and how attainable. (Circ. inf. 1, 1886, p. 33.) - Stewart, N. Coe. Education of public school teachers in the art of singing. (Circ. inf. 1, 1886, p. 28.) - Tourgee, Eben F. Musical education in the common schools. (An. rep. 1871, pp. 536-537.) - Veazie, George A., Jr. Why vocal music should be required by the State as a part of public school instruction. (Circ. inf. 1, 1886, p. 26.) Myers, J. Fred. Educational methods in Germany. (An. rep. 1871, pp. 507-510.) - - Industrial training for girls, with practical lessons in household-economics, as taught in Germany. (An. rep. 1873, pp. 505-508.) Myopia. Buel, C. J., and others. Causes of increasing near-sightedness among school children. (Report.) (Rep. N. O. exp. 1884-85, pp. 636-641.) - Alleged increase of near-sightedness among school children. (Report.) (Spec. rep. N. O. exp. 1884-85, pp. 631-635.) Natal, Education in. (An. rep. 1880, p. ccxxix.) National aid to education. (An. rep. 1876, p. xii.) - Bicknell, Tiios. W. Proposed legislation respecting. (Circ. inf. 4, 1884, p. 106.) - - Some practical suggestions relating to national aid to education. (Spec. rep. N. O. exp. 1884-85, pp. 720-730.) - Curry, J, L. M. National aid to education. (Circ. inf. 3, 1884, p. 89.) - Dickinson, John W. National aid for the support of public schools. (Circ. inf. 4, 1884, p. 81.) - Hawkins, D. A. National aid to state common school education. (Circ. inf. 2, 1882, p. 48.) - Haywood, Atticus G. If universal suffrage, then universal education. (Circ. inf. 3, 1883, p. 43.) - Lawrence, William. Constitutionality of national aid to education. (Circ. inf. 3, 1883, p. 54.) - Lovett, J. A. B. National aid to education. (Followed by discussion.) (Circ. inf. 2, 1886, pp. 106-113.) - Nelson, Theodore. National aid to education. (Circ. inf. 2, 1886, pp. 114- 1 * ) A \ 7 P. H2.) Northrop, B. G. New bill for national aid to education. (Circ. inf. 4, 1884, Patterson, J. W. National aid to education. (Circ. inf. 3, 1881, p. 68.) Ruffner, Wm. II. Congress and the education of the people. (Circ. inf. 2. 1880, p. 73.) ’ - Skinner, Hubert M. National aid to education. (Circ. inf. 2, 1886, pp. 120- 122.) Governmental provision for education. National government and education. (An. rep. 1884-85, p. x.) National interest in education, Historical development of. (An. rep. 1868, p. 41.) Natural history. Bickmore, Albert S. Study of natural history in the publh schools. (Circ. inf. 3, 1883, p. 9.) - Study of. Illinois. (Summer schools. ) (An. rep. 1875, p. 93.) Naval academy, United States. See Military education. Naval schools. California. Training-ship Jamestown. (An. ren. 1875. n. 42 ^ Necrology. Abbott, Gorham D. (An. rep. 1874, p. 199.) Abbott, Jacob. (An. rep. 1879, p. 116.) Adams, John S. (An. rep. 1876, p. 397.) Adams, Samuel. (An. rep. 1877, p. 52.) Adams, William. (An. rep. 1880, p. 235.) Afzelius, Arvid August. (An. rep. 1872, p. 561.) Agassiz, Louis J. R. (An. rep. 1873, p. 188.) 1076 EDUCATION REPORT, 1886-87. Necrology — Continued. Akermax, Amos T. (An. rep. 1886, p. 65.) Alden, Joseph. (An. rsp. 1885-86, p. 720.) Allen, FordYce A. (An. rep. 1880, p. 280.) Allen, George. (An. rep. 1876, p. 348.) Allen, Hendrick. (An. rep. 1872, p. 562.) Allen, William Henry. (An. rep. 1882-83, p. 230.) Anderson, F. E. (An. rep. 1880, p. 157.) Anderson, Henry James. (An. rep. 1875, p. 315.) Ange'le, Louis. (An. rep. 1874, p. 373.) Appun, C. F. (An. rep. 1872, p. 563.) Armstrong, John W. (An. rep. 1878, p. 184.) Ashley, George H. (An. rep. 1877, p. 152.) Babbage, Charles. (An. rep. 1872, p. 561.) Babinet, Jacques. (An. rep. 1872, p. 564.) Bacon, Leonard. (An. rep. 1881, p. 33.) Baird, Thomas D. (An. rep. 1873, p. 165.) Baltzer, J. B. (An. rep. 1872, p. 561.) Bar, Wilhelm. (An. rep. 1872, p. 564.) Barnes, Samuel C. (An. rep. 1873, p. 295.) Barrows, S. D. (An. rep. 1878, p. 163 ) Bartlett, David E. (An. rep. 1880, p. 44.) Barton, John G. (An. rep. 1877, p. 187.) Baumann, Dr. (An. rep. 1872, p. 562.) Beecher, C. E. (An. rep. 1878, p. 184.) Belknap, Laura E. (An. rep. 1873, p. 331.) Benedict, Erastus C. (An. rep. 1880, p. 234.) Bentley, Richard. (An. rep. 1872, p. 561.) Bernhard (president of the school council, canton of Orisons, Switzerland). (An. rep. 1872, p. 561.) Biggers, A. F. (An. rep. 1879, p. 247.) Binford, J. H. (An. rep. 1876, p. 408.) Birch, Samuel. (An. rep. 1885-86, p. 721.) Bittle, D. F. (president of Roanoke college). (An. rep. 1876, p. 409.) Blackie, George Stoddard. (An. rep. 1881, p. 245.) Blair, J. G. (An. rep. 1878, p. 254.) Blaney, James V. Z. (An. rep. 1874, p. 96.) Bledsoe, Albert T. (An. rep. 1877, p. 261. ) Booth, Almeda. (An. rep. 1875, p. 344.) Bouquet, Jean Claude. (An. rep. 1885-86, p. 721.) Brace, J. P. ( An . rep. 1872, p. 45. ) Bradshaw, Henry. (An. rep. 1885-86, p. 720.) Breckenridge, William L. (An. rep. 1876, p. 142.) Breckinridge, R. J. (An. rep. 1872, p. 130. ) Brewster, Martha M. (An. rep. 1875, p. 220.) Briggs, George W. (An. rep. 1874, p. 314.) Brockenbrough, John W. (An. rep. 1877, p. 261.) Brooks, C. (Ad. rep. 1872, p. 180.) Brooks, Lewis. (An. rep. 1877, p. 186.) Brooks, William Hatiiorne. (An. rep. 1877, p. 118.) Brown, Amos. (An. rep. 1874, p. 314. ) Brown, Daniel C. (An. rep. 1883-84, p. 142.) Brown, S. Emmons. (An. rep. 1877, p. 188. ) Brown, Samuel Gilman. (An. rep. 1885-86, p. 720.) Buchner, Ernest. (An. rep. 1872, p. 562.) Buck, J. Lloyd. (An. rep. 1876, p. 428. ) Buckingham, William A. (An. rep. 1874, p. 53.) Bulwer, Henry Lytton. (An. rep. 1872, p. 562.) Burbank, Levi S. (An. rep. 1880, p. 157.) Buiiham^ Calvin. (An. rep. 1874, p. 218.) Burt, David. (An. rep. 1881, p. 137.) Bushnell, J. J. (An. rep. 1873, p. 423.) Butler; Noble. (An. rep. 1882-83, p. 89.) Butts, Catharine. (An. rcp. 1874, p. 53.) Cairns, Frederick A. (An. rep. 1879, p. 179.) Camp, Henry. (An. rep. 1880, p. 44.) C apron, Samuel W. (An. rep. 1872, p. 52.) Carolsfeld, Sciinorr von. (An. rep. 1872, p. 561.) Carpenter, S. H. (An. rep. 1878, p. 264.) INDEX TO PUBLICATIONS— BUREAU OF EDUCATION. Necrology — Continued. Caswell, Alexis. (An. rep. 1877, p. 230.) Chapin, Henry. (An rep. 1878, p. 119.) Chapin, Joshua Bicknell. (An. rep. 1881, p. 234.) Chapman, William B. (An. rep. 1874, p. 346.) Charles XV (king of Sweden). (An. rep. 1872, p. 5G1.) Chase, Daniel. (An. rep. 1885-86, p. 720. ) Cheever, Henry S. (An. rep. 1877, p. 128.) Chesebro, Caroline. (An. rep. 1873, p.295.) Ciiristopulos (minister of foreign affairs). (Ac. rep. 1S72, p. 495.) Church, A. E. (An. rep. 1878, p. 184. ) Clark, Henry James. (An. rep. 1873, p. 188.) Clark, Josiah. (An. rep. 1878, p. 118.) Clark, William B. (An. rep. 1873, p. 296.) Clarke, Ashur. (An. rep, 1874, p. 178.) Clarke, Edward Hammond. (An. rep. 1S77, p. 119.) Clarke, Orlando. (An. rep. 1876, p. 120.) Cleveland, William C. (An. rep. 1873, p. 295.) Clifford, John H. (An. rep. 1876, p. 197.) Cloud, H. W (An. rep. 1875, p. 110.) Cobleigh, N. E. (An. rep. 1873, p. 75.) Colburn, Mrs. Mary Porter. (An. rep. 1880, p. 156.) Cole, J. O. (An. rep 1878, p. 183.) Coleman, A. L, (An rep. 1872, p. 346.) Collins, Charles, (An. rep. 1875, p. 404.) Colton, H. M. (An. rep 1872, p. 44.) Conant, John. (An. rep. 1877, p. 166.) Conant, Marshall. (An. rep. 1878, p. 119.) Cooper, Peter. (An. rep. 1883-84, p. 205.) Copeland, Herbert E. (An. rep. 1876, p. 108.) Cornell, Ezra. (An. rep. 1874, p. 314.) Cotcher, Jennie. (An. rep. 1874, p. 218.) Crane, T. A . (An. rep. 1872, p. 309, ) Creery, William R. (An. rep. 1875, p. 182.) Crosby, Alpiieus. (An. rep. 1874, p. 199. ) Crosby, Alpiieus Benning. (An. rep. 1877, p. 165.) Crosby, David. (An. rep. 1881. p. 163. ) Crosby, Dixie. (An. rep. 1873, p. 468.) Cruttenden, David H. (An. rep. 1874, p. 314.) Currey, George. (An. rep. 1885-86, p. 721.) Curtis, A. J, (An. rep 1872, p. 187. ) Curtius, George. (An. rep. 1885-86, p. 721.) Cushing, James, Jr. (An. rep. 1873, p. 294.) Cutter, Calvin. (An. rep. 1872, p. 182.) Dal, Wladimir. (An. rep. 1872, p. 564.) Daremberg, Charles. (An. rep. 1872, p. 564. ) Dascomb, James. (An. rep. 1880, p. 257. ) Davies, Charles. (An. rep. 1876, p. 292.) De Koven, James. (An. rep. 1879, p. 260. ) Denis, Von (technologist and architect). (An. rep. 1872. p. 563.) Denton, J. S. (An. rep. 1882-83, p. 14.) Dickson, S. H. (An. rep. 1872, p. 299.) Dietscii (professor of theology at Bonn). (An. rep. 1872, p. 562.) Dimmoch, W. R (An. rep. 1878, p. 118). Diman, J. Lewis. (An. rep. 1881, p. 233). Dimond, E. W. (An. rep. Ib76, p. 260.) Doak, Samuel S. (An. rep. 1873, p. 379.) Doak, -W. S. (An. rep. 1882-83, p. 246.) Dod, C. S. (An. rep. 1872, p. 136.) Dod, William A. (An. rep. 1873, p. 267.) Draper, Henry. (An. rep. 1882-83, p. 190.) Draper, John C. (An. rep. 1885-86, p. 720.) Draper, John W. (An. rep. 1882-83, p. 189.) Dubach, Emma. (Ah. rep. 1873, p. 331.) Duncan, James A. (Am. rep. 1877, p. 261.) Durant, Henry. (An. rep. 1874, p. 37.) Durant, Henry Fowle. (An. rep. 188J, p. 120.) Early, John. (An. rep. 1873, p. 450.) Eaton, Cyrus. (An. rep. 1874, p. 188.) 1078 EDUCATION EEPOETj 1886-87. Necrology — Continued. Eaton, G. W. (An. rep. 1872, p. 255.) Edwards, Isaac. (An. rep. 1879, p. 179.) Eisenlohr, W. (An. rep. 1872, p. 563.) Emerson, George B. (An. rep. 1881, p. 120.) Estill, Harry. (An. rep. 1880, p. 332.) Evans, Evan W. (An. rep. 1874, p. 314.) Eve, Paul F. (An. rep. 1877, p. 243.) jf arr, James W (An. rep. 1875, p. 315.) Faville, Oran (An. rep. 1873, p. 113.) Feldner, Edward. (An., rep. 1874, p. 218.) Fergusson, James. (An. rep. 1885-86, p. 720.) Feuerbach, Ludwig. (An. rep. 1872, p.563.) Fillmore, Millard, (An rep 1874, p. 313.) Finney, Charles G. (An- rep. 1875, p. 343.) Fircks, Yon. (An. rep. 1872, p. 564.) Fischer, Heinrich. (An. rep. 1885-86, p. 721.) Fisher, Samuel Ware. (An. rep 1874, p. 313.) Fock, Otto. (An. rep. 1872, p. 564.) Foster, Samuel. (An. rep. 1872, p. 103.) Fowler, Spencer F, (An. rep 1875, p. 220.) Fraser, John. (An. rep. 1878, p. 80.) Fraser, John F. . (An. rep. 1872, p. 300.) Friedlander, Max. (An. rep. 1872, p. 562.) Galloway, Samuel. (An. rep. 1872, p. 280.) Gammell, Albert A. (An, rep. 1872, p. 309.) Ganse, Jonathan. (An. rep 1873, }>. 350.) Gardner, Francis M. (An. rep. 1876, p. 197.) Gautier, Tijeophile. (An. rep. 1872, p. 564.) Gay, Augustine M. (An. rep. 1876, p. 197.) Gerard, James W. (An. rep. 1874, p. 313 ) Gerstackeii, Friedrich. (An. rep. 1872, p. 563.) Geyer, Flodoard. (An. rep. 1872, p. 562.) Gibbs, Jonathan C. (An. rep. 1874, p« 69.) Gii.es, John. (An. rep. 1885-86, p, 720.) Goldstucker (Orientalist). (An. rep. 1872, p. 562. ) Gordon, John B. (An. rep. 1880, p. 17.) Gould, John Stanton. (An. rep. 1874, p. 314.) Grillparzer, Franz. (An. rep. 1872, p. 562.) Grinnell, Henry. (An. rep. 1874, p. 314.) Grundtvig, Nicolai Frederik Severin. (An. rep. 1872, p.563.) Gunn, Frederick W (An. rep. 1881, p. 33.) J-|ackelton, James H. (An. rep. 1877, p. 102.) Hackett, H. B. (An. rep. 1875, p. 204.) Hadley, James. (An. rep. 1872, p. 45.) Haldeman, Samuel S. (An. rep. 1880, p. 281.) Hall, Edwin. (An. rep. 1877, p. 188.) Hall* Nathan K. (An. rep. 1874, p. 313.) Hamilton, W. J. (An. rep. 1872. p. 298.) Harris, Robert. (An. rep. 1880. p. 242.) Hart, John S. (An. rep. 1877, p.222.) Hartt, C. F. An. rep. 1878, p. 183.) Hatch, Edward W. (An. rep. 1874, p. 52.) Hauch, Johann Carsten. (An. rep. 1872, p. 562.) Hauschild, E. (Aa. rep. 1872, p„ 563.) Haven, Erastus O. (An. rep. 1881, p. 191.) Haven, Joseph. (An. rep. 1874, p. 95.) Haven, Mrs. M. E. (An. rep. 1878, p. 199.) Haworth,- J, M. (An. rep. 1884-85, p. 302.) Hazeltine’ Leonard. (An. rep. 1874, p. 314.) Healy, Thomas F. (An. rep. 1873, p. 113.) Hempel, C. J. (An. rep. 1879, p. 209.) Henkle, Wm. Downs. (An. rep. 1881, p. 209.) Henry, Joseph. (An. rep. 1878, p. 277.) Hertz, — (prof, of anat., Erlangen, Bavaria). (An. rep. 1872, p. 561.) Hessel, J. F. (An. rep. 1872, p. 563.) Hillard, Geo. S. (An. rep. 1879, p. 115.) Hingenau, Otto Yon. (An. rep. 1872, p. 562.) INDEX TO PUBLICATIONS— -BUREAU OF EDUCATION. 1079 Necrology — Continued. Hiskey, W. 0. (An. rep, 1872, p. 191.) Hitchcock, Henry L. (An. rep. 1873, p. 330.) Hjort, Peter. (An. rep. 1872, p. 561.) Hodge, Charles. (An. rep. 1878, p. 171.) Hopkins, Albert. (An. rep. 1872, p. 181.) Hopkins, JoiinO. (An. rep. 1877, p. 60.) Hopkins, Milton B. (An. rep. 1874, p. 110.) Horner, John W. (An. rep. 1874, p. 218.) Hough, Franklin B. (An. rep. 1884-85, p. 207.) Houghton, J. Dunbar. (An. rep. 1874, p. 314.) IIovey, Edmund Otis. (An. rep. 1877, p. 60.) Howard, Solomon. (Ad. rep. 1873, p. 330.) Howe, Samuel G. (An. rep. 1875, p. 205.) Hudson, Henry Norman. (An. rep. 1885-S8, p. 720.) Hundesiiagen (prof. Univ. of Bonn). (An. rep. 1872, p. 563.) Hunter, W. H. (An. rep.T872, p. 299.) Jackman, Alonzo. (An. rep. 1879, p. 240.) Jackson, Abner. (An. rep. 1874, p. 51.) Jackson, Helen Hunt. (An. rep. 1885-86, p. 720.) Jackson, Isaac W. (An. rep. 1877, p. 188.) Jackson, J. B. S. (An. rep. 1879, p. 116.) Jager, Karl. (An. rep. 1872, p. 563.) « Jocelyn, Geo. Bermies. (An. rep. 1877, p. 128.) Johnson, Samuel R. (An. rep. 1873, p. 296.) Johnson, Warren. (An. rep. 1876, p. 163.) Johnson, Warren. (An. rep. 1877, p. 93.) Jordan, Julia M. (An. rep. 1874, p. 218.) Juarez, Benito (prest. Mex. repub.). (An. rep. 1872, p. 563-.) Kaiser, F. A. (An. rep. 1872, p. 563.) Kaiser, Ludwig. (An. rep. 1872, p. 562.) Kaltschmied, J. W. (An, rep. 1872, p. 562.) Kampe, F. (An. rep. 1872, p. 563.) Kedzie, William K. (An. rep. 1880, p. 257.) Keely, Geo. W. (An. rep. 1878, p. 96.) Kepler, Samuel. (An. rep. 1876, p. 177. ) Kingsbury, John. (An. rep. 1874, p. 385.) Knight, E. (An. rep. 1878, p. 163. ) Koch (professor at Eisenbach). (An. rep. 1872, p. 563.) Ko Kun-Hua. (An. rep. 1882-83, p. 124.) Rangier, A. E. T. (An. rep. 1872, p. 562.) Lasaule, Yon. (An. rep. 1885-86, p. 721.) Leavitt, Joshua. (An. rep. 1873, p. 295.) Lee, Charles A. (An. rep. 1872, p. 255.) Lenox, Jones. (An. rep. 1880, p. 234. ) Lever, Charles. (An. rep. 1872, p. 563.) Levy, M. A. (An. rep. 1872, p. 562. ) Lewis, Tayler. (An. rep. 1877, p. 187.) Leykant, Th. (An. rep, 1872, p. 561.) Lieber, Francis. (An. rep. 1872, p. 254.) Liebig, Carl. (An. rep. 1872, p. 564.) Lipscomb, Francis A. (An. rep. 1874, p. 77.) Little, Thomas H. (An. rep. 1875, p. 461.) Littlefield, Joseph, (An. rep. 1876, p. 163. ) Livingston, Ophelia M. (An. rep. 1873, p. 295. , Lloyd, Geo. W. (An. rep. 1874, p. 373. ) Longfellow, Henry W. (An. rep. 1882-83, p. 123.) Lord, Asa D. (An. rep. 1875, p. 314.) Lord, F. A. (An. rep. 1872, p. 103.) Lovell, Mary W. (An. rep. 1874, p. 53. ) Lynch, Mary Atkins. (An. rep. 1882-83, p. 21.) McAllister, Charles. (An. rep. 1873, p. 351.) McClintock, W. (An. rep. 1872, p. 280. ) McCoy, Charles D. (An. rep. 1879, p. 249.) McGuffey, William H. (An. rep. 1873, p. 405, ) Mach, W. (An. rep. 1878, p, 231.) McIlwaine, Charles P. (An. rep. 1873, p. 331.) McKeen, Miss P. F. (An. rep. 1880, p. 156.) 1080 EDUCATION REPORT, 1886-87. Necrology— Continued. McNaughton, James. (An. rep. 1874, p. 314.) MoQuillen, John H. (An. rep. 1879, p. 209.) Mahon, 1). II. (An. rep. 1872, p. 255.) Mansfield, Edward D. (An. rep. 18S0, p. 257.) Markek, Margaret. (An. rep. 1875, p. 371.) Martin, Benjamin Nicholas. (An. r©p. 1884-85, p. 207.) Mason, Lowell. (An. rep. 1872, p.228.) Mason, Richard 8. (An. rep. 1874, p. 323.) Mi tjpin, Socrates. (An. rep. 1872, p. 345. ) Ma cry, Matthew F. (An. rep. 1873, p. 403. ) Mazzini, Guiseppe. (An. rep. 1872, p. 562.) Meisner, Hermann. (An. rep. 1873, p. 331. ) Mendez, Don Manuel. (An. rep. 1872, p. 563. ) Merrick, John Mudge. (An. rep. 1879, p. 118.) Merrill, Geo. C. (An. rep. 1882-83, p. 123.) Metcalf, Hendrick. (An. rep. 1873, p. 295.) Miles, James W. (An. rep. 1875, p. 393. ) Miller, John. (An. rep. 1875, p. 371. ) Milligan, Robert. (An. rep. 1874, p. 143.) Mills, Caleb. (An. rep. 1879, p. 63. ) Mills, Cyrus Taggart. (An. rep. 1883-84, p. 23.) Mitchell, W. A. (An. rep. 1872, p. 8. ) Mohl, H. von. (An . rep. 1872, p. 562. ) Monroe, Lewis B. (An. rep. 1879, p. 110.) Montague, M. (An. rep. 1873, p. 422.) Moore, John G. (An. rep. 1872, p. 299.) Morgan, Joseph A. (An. rep. 1879, p. 101.) Morren, C. J. E. (An rep. 1885-86, p. .721.) Morris, John. (An. rep. 1S85-86, p. 721.) Muhlenburg, William A. (An. rep. 1877, p. 188.) Muller, N. A. von. (An. rep. 1872, p. 562.) Murchison, Roderick. (An. rep. 1872, p. 561.) Mussey, William H. (An. rep. 1882-83, p. 211.) airne, Charles Murray. (An. rep. 1882-83, p. 190.) Nassau, C. W. (An. rep. 1878, p. 214.) Nathusius, Philipp. (An. rep, 1872, p. 563.) Naumann, M. E. A. (An. rep, 1872, p. 561.) Nicodemus, W. J. L. (An. rep. 1878, p. 264.) Nicolay, J. B. (An. rep. 1874, p. 445.) Niederberger (clergyman of Emmeten). (An. rep. 1872, p. 528.) Norman, J. E. J. (An. rep. 1873, p. 113.) Norris, John A. ( An. rep. 1877, p. 206.) Norton, Henry Brace. (An. rep. 1885-86, p. 720.) Nott, Benjamin Stanton. (An. rep. 1874, p. 314.) Noyes, Daniel James. (An. rep. 1885-86, p. 720.) Nutt, Cyrus. (An. rep. 1875, p. 111.) Qehler, Yon (professor Tubingen, Wiirtemberg). (An. rep. 1872, p. 562. Ohm, Martin. (An. rep. 1872, p. 562.) Olcott, Thomas. (An. rep. 1876, p. 108.) Oliver, Henry Kemble. (An. rep. 1885-86, p. 720.) Orton, James. (An. rep. 1877, p. 189.) Parish, Ariel. (An. rep. 1885-86, p. 720.) Parker, Joel. (An. rep. 1875, p. 205.) Parsons, Flora. (An. rep. 1874, p. 373.) Parsons, H. B. (An. rep. 1879, p. 83.) Parsons, Theophilus. "(An. rep. 1882-83, p. 123.) Patten, David. (An. rep. 1879, p. 116.) Pattison^R. P. (An. rep. 1874, p. 166.) Pearl, Silas H. (An. rep. 1873, p. 254.) Peaslee, Edmund R. (An. rep. 1878, p. 162.) Peet, Harvey Prindle. (An. rep. 1873, p. 295.) Peirce, Benjamin. (An. rep. 1880, p. 157.) Perveil, WHlliam H. (Au. rep. 1876, p. 177.) Pessler, Christian. (An. rep. 1872, p. 564.) Petersen, Christian. (An. rep. 1872, p. 562.) Pfaff, Hans. (An. rep. 1872, p. 562.) Phelps, Mrs. Almira Lincoln. (Au. rep. 1883-84, p. 126.) INDEX TO PUBLICATIONS — BUREAU OF EDUCATION. 1081 Necrology — Continued. Philbrick, John Dudley. (An. rep. 1885-86, p. 720.) Phillips, Georg (professor at Aigen, Austria). (An. rep. 1872, £>• 503.) Pierce, John D. (An. rep. J882-83, p. 133.) Pirie, William Robinson. (An. rep. 1885-86, p. 721.) Pitch lynn, Peter P. (An rep. 1881, p. 295.) Pond, Enoch. (An. rep. 1882-83, p. 99.) Post, Samuel A. L. P. (An. rep. 1873, p. 290.) Potter, Cipriani. (An. rep. 1872, p. 561.) Potter, M. G. (An. rep. 1«78, p. 183.) Pratt, Dayid Johnson. (An. rep. 1884-85, p. 207.) Pratt, John. (Aq. rep. 1882-83, p. 211.) PrestoN; Ann. (An, rep. 1872, p. 299.) Proctor, John C. (An. rep. 1879, p. 157.) Proctor, William. (An. rep. 1874, p. 373.) Prugh, Lewis. (An. rep. 1880, p. 86. ') Prutz, Robert. (An. rep. 1872, p. 563.) Pruyn, John V. L. (An. rep. 1877, p. 189.) Purdue, John. (An. rep. 1876, p, 107.) Purdy, J. K. (An. rep. 1873, p. 424.) Quackenbos, George Payne. (An. rep. 1881, p. 192.) Randall, George M. (An. rep. 1873, p. 432.) Randall, Henry S. (An. rep. 1876, p.292.) Randall, Samuel S. (An. rep 1881, p. 191.) Ranke, Leopold yon. (An. rep. 1885-86, p. 721.) Raymond, J. H. (An. rep. 1878, p. 184.) Rice, Nathan L. (An. rep. 1877, p. 81.) Richards, Cyrus Smith. (An. rep. 1885-86, p.720.) Richards, John Smith. (An. rep. 1872, p.298.) Riedel, - . (An. rep. 1872, p. 563. ) Riggs, Lottie A. (An- rep. 1874, p. 52.) Riye, Pictet de la f zoologist and paleontologist). (An. rep. 1872, p. 562.) Robert, Christopher R (An rep. 1878, p. 185.) Roberts, George E. (An. rep 1884—85, p. 99.) Rogers, Robert E. (An. rep. 1884-85, p. 206. ) Rogers, William B. (An. rep. 1882-83, p. 124.) Rose, Ohauncey. (An. rep. 1877, p, 61 ) Roselius, Christian. (An. rep. 1873, p. 141.) Rosshirt, Eugene. (An. rep, 1872, p. 563.) Rounds, Nelson (An. rep. 1873, p. 466.) Ruble, W. E. (An. rep. 1872, p 123. ) Russell, William (An. rep. 1873, p. 190.) Sanborn, Edwin David. (An. rep. 1885-86, p. 721.) Sanchaber, Franz. (An. rep. 1872, p. 562.) Schem, Alexander J. (An rep. 1881, p. 191.) Schermerhorn, J. W. (An rep. 1884-85, p. 208.) Schinagl, Maurus. (An. rep. 1872, p. 562 ) Schliephake, Th. (professor in Heidelberg). (An. rep. 1872, p. 561.) Schmidt, Edward Oscar. (An. rep. 1885-86, p. 721.) Schmucker, S. S. (An. rep. 1873, p. 351.) Schreiner, Von. (An. rep. 1872, p. 562. ) Schweizer, F, L. A. (An rep. 1872, p. 562.) Sears, Barnas. (An. rep. 1880, p. 332.) Sears, George B. (An. rep. 1877, p. 173.) Seaver, William. vAn. rep. 1872, p. 181.) Sequin, Edouard. (An. rep. 1880, p. 235.) Seidl, Emil. (An. rep. 1872, p. 563.) Shairp, John Campbell. (An. rep. 1885-86, p. 721.) Sheffield, Joseph Earle. (An. rep. 1882-83, p. 35.) Shepard, Charles Upiiam. (An. rep. 1885-86, p. 721.) Shipherd, Esther R. (An. rep. 1880, p. 256.) Shoemaker, Jacob W. (An. rep. 1880, p. 281.) Shropshire, W. F. (An. rep. 1880, p. 307.) Sibley, John Langdon. (An. rep. 1885-86, p. 721.) Siebold, Carl. (An. rep. 1885-86, p. 721.) Silliman, Benjamin. (An. rep. 1885-86, p. 721.) Slade, Mrs. M. B. C. (An. rep. 1882-83, p. 124.) Smedes, Albert. (An. rep. 1877, p, 193.) 1082 EDUCATION REEOKT, 1886-87, Necrology — Continued. Smith, Asa Dodge. (An. rep. 1877, p. 165.) Smith, Henry. (An. rep. 1878, p. 199.) Smith, Henry Boynton. (An. rep. 1877, p. 186.) Smith, Nathan R. (An. rep, 1877, p. 102.) Smith, O. L. (An. rep. 1878, p. 48.) Smith, Richard Somers. (An. rep. 1877, p. 102.) Smith, W. (An. rep. 1878, p. 214.) Snell, E. S. (An. rep. 1876, p. 198.) Solbrig, Adole. (An. rep. 1872, p. 563.) Souchay, E. F. (An. rep. 1872, p. 563.) Soule, Gideon. (An. rep. 1879, p. 157.) Sparrow, William. (An. rep. 1874, p. 436.) Spaulding, Jacob S. (An. rep. 1880, p. 322.) Spurzheim, Karl. (An. rep. 1872, p. 564.) Steinmuller, Charles Louis, (An. rep. 1873, p. 351.) Stetson, Charles B. (An. rep. 1878, p. 118.) Stevens, Henry (An. rep. 1885-86, p. 721.) Stiles, E. A. (An. rep. 1875, p. 285.) Stolle, Ferdinand Ludwig. (An. rep. 1872, p. 564.) Sturtevant, John (merchant). (An. rep. 1882-83, p. 246.) Supple, C. (An. rep. 1872, p. 561.) Tappan, Henry Philip. (An. rep. 1881, p. 131.) Tenney, Sanborn. (An.. rep, 1877, p. 118.) Thacher, Thomas A. (An. rep. 1885-86, p. 721.) Thacker, George. (An. rep. 1878, p. 73.) Thayer, Sylvanus. (An. rep. 1872, p. 182.) Thompson, Charles 0. (An. rep. 1884-85, p. 77.) Thompson, Edwin W. (An. rep. 1875, p. 111.) Thompson, Henry W. (An. rep. 1872, p. 187.) Thompson, J. H (An. rep. 1880, p. 97.) Thorbecke (famous Dutch statesman). (An. rep. 1872, p. 563.) Tippett, Benjamin. (An. rep. 1876, p. 177.) Titus, T. T. (An. rep. 1873, p. 294.) Tompkins, Edward. (An. rep. 1872, p. 29.) Torricelli, John Baptist (An. rep. 1885-86, p. 721.) Torrey, .John. (An. rep. 1873, p. 294. ) Totten, Silas. (An. rep. 1873, p. 132.) Trench, Richard Chenevix. (An. rep. 1885-86, p. 721.) Trendelenburg, A. (An. rep. 1872, p. 562.) Truesdel, Zelotes. (An. rep. 1882-83, p. 134.) Tulloch, John. (An. rep. 1885-86, p. 721. ) Tu rgenjew, Nicolai. (An. rep. 1872, p. 561.) Turney, Edmund. (An. rep. 1872, p. 397.) U pham, T. C. (An. rep. 1872, p. 146.) Valentine, Thomas W. (An. rep. 1879, p. 179.) Vanderbilt, Cornelius. (An. rep 1877, p. 186.) Vanderveer, John. (An. rep. 1878, p. 213.) Van Nostrand, Jacob. (An. rep. 1880, p. 235.) Van Pelt, Peter. (An. rep. 1873, p. 351. ) V^alker, James. (An. rep.1874, p. 200.) Walker, Versal J. (An. rep. 1876, p. 219.) Warren, Joseph. (An. rep. 1878, p. 163.) Warren, Josiah. (An. rep. 1874, p. 199.) Washburn, Emory. (An. rep. 1877, p. 117.) Watson, James C. (An, rep. 1880, p. 168.) Watson, Samuel. (An. rep. 1876, p. 381.) Wentworth, Daniel S. (An. rep. 1882-83, p. 59.) Weston, David. (An. rep. 1874, p. 313.) WestOn, Edward. (An. rep. 1879, p. 94.) Wheeler, William A. (An. rep. 1874, p. 199.) Whipple, George. (An. rep. 1876, p. 293.) White, James P. (An. rep. 1881, p. 192.) . White, Samuel H. (An. rep. 1882-83, p. 60.) Whittemore, Edward C. (An. rep. 1875, p. 96.) Wienbarg, Ludolf. (An. rep. 1872, p. 562.) Wild, George A, (An. rep. 1881, p. 55.) 1083 INDEX TO PUBLICATIONS - BUREAU OF EDUCATION. Necrology — Continued. Williams, George Palmer. (An. rep. 1881, p. 131.) Williams, William. (An. rep. 1877, p. 236.) Williston, Samuel. (An. rep. 1874, p. 200.) Wines, Enoch C. (An. rep. 1879, p. 179.) Wood, G. B. (An. rep. 1879, p. 209. ) Wood, James R. (An. rep. 1882-83, p. 190.) Woodruff, James O. (An. rep. 1879, p. 179.) Woodyatt, W. H. (An. rep. 1880, p. 177. ) Woolworth, Samuel B. (An. rep. 1880, p. 234.) Yardley, Henry A. (An. rep. 1882-83, p. 36.) Negro. Thorn, William T. Some reflections on race in education, with special ref¬ erence to the negro problem. (Spec. rep. N. O. exp. 1884-85, pp. 775-781.) Nelson, Theodore. National aid to education. (Giro. inf. 2, 1886, pp. 114-120.) Netherlands, Education in. (An. rep. 1871, pp. 473-474; 1872, pp. 504-514; 1873, p. clxiii; 1875, p. cxxxii ; 1876, p. cxci ; 1877, p. elxvi; 1878, p. clxviii ; 1879, p. cxcvii ; 1880, p. ccxxi ; 1881, p. cclxviii ; 1882-83, p. ccxxxy ; 1883-84, p. ccxxviii ; 1884-85, p. ccNcii.) - - Plugge, Charles H. Education in the Netherlands. (Clrc. inf. 2, 1877, pp. 25-36.) Nevada, Education in. (An. rep. 1871, pp. 212-214; 1871, pp. 272-275; 1872, pp. 216-217 ; 1873, pp. 242-24(5 ; 1874, pp. 261-264 ; 1875, pp. 263-265 ; 1876, pp. 248-251 ; 1877, pp. 157-159 ; 1878, pp. 154-157 ; 1879, pp. 149-151; 1880, pp. 200-203; 1881, pp. 156-158 ; 1882-83, pp. 158-160 ; 1883-84, pp. 175-177 ; 1884-85, pp. 173-175.) Newell, M. A. Chief obstacle to successful results in the schools. (Circ. inf. 3, 1883, p.78.) New England normal musical institute. Meeting at East Greenwich, R. I., July, Aug., 1876. (An. rep. 1876, p. 471. ) New Hampshire, Education in. (An. rep. 1870, pp. 215-220 ; 1871, pp. 276-282 ; 1872, pp. 218-223; 1873, pp, 247-255; 1874, pp. 264-273; 1875, pp. 266-273 ; 1876, pp. 252-260 ; 1877, pp. 160-166 ; 1878, pp. 158-164 ; 1879, pp. 152-157 ; 1880, pp. 204- 209; 1881, pp. 159-164; 1882-83, pp. 161-166; 1883-84, pp. 178-183; 1884-85, pp. 176-182.) New Jersey, Education in. (An. rep. 1870, pp. 221.-226; 1875, pp. 283-290; 1872, pp. 224-230 ; 1873, pp. 256-268 ; 1874, pp. 274-286 ; 1875, pp. 274-286 ; 1876, pp. 261- 271; 1877, pp. 167-173; 1878, pp. 165-171: 1879, pp. 158-164; 1880, pp. 210-217; 1881, pp. 165-171; 1882-83, pp. 167-173; 1883-84, pp. 184-190; 1884-85, pp. 183-190.) Newman*, Albert K. Theological education in Ontario. (Spec. rep. N. O. exp. 1884-85, pp. 502-519.) New Mexico, Education in. (An. rep. 1870, pp. 326-328; 1871, pp. 381-382; 1872, p. 376; 1873, pp. 455-459; 1874, pp. 491-499; 1875, pp. 500-509 ; 1876, pp. 456-457; 1877, pp. 289-290 ; 1878, pp. 287-288 ; 1879, pp. 283-284 ; 1880, pp. 380-381 ; 1881, pp. 299-300;' 1882-83, p. 301; 1883-84, p. 304; 1884-85, pp. 306-307.) New Orleans, Exposition at. See Exhibitions, Industrial. New South Wales, Education in. (An. rep. 1882-83, p. cclxvi ; 1883-84, p. cclxvi ; .1884-85, p. cccviii.) — - - See also Australasia. New York, Education in. (An. rep. 1870, pp. 227-247 ; 1871, pp. 291-312; 1872, pp. 231-260; 1873, pp. 269-297 ; 1874, pp. 287-316; 1875, pp. 287-337; 1876, pp. 272- 295 ; 1877, pp. 174-169 ; 1878, pp. 172-185 ; 1879, pp. 165-180 ; 1880, pp. 218-235 ; 1881, pp. 172-192; 1882-83, pp. 174-191; 1883-84, pp. 191-205; 1884-85, pp. 191- 208.) New York public libraries. Gardiner, O. C. (Pub. libs. 1876, p. 918.) New Zealand, Education in. (An. rep. 1882-83, p. cclvii ; 1883-84, p. clxvii ; 1834- 85, p. cccix.) * - See also Australasia. Noah, Jacob J. Hebrew education. (An. rep. 1870, pp. 359-370.) - The press as an educator. (An. rep. 1871, pp. 553-570.) Non-attendance, absenteeism, and truancy. (An. rep. 1870, p. 56.) Normal and training schools. (An. rep. 1885-86, pp. 307'-330.) - Alabama. (An. rep. 1870, p. 81 ; 1873, p. 6; 1874, p. 7 ; 1375, p. 10 ; 1876, p. 9 ; 1877, p. 6 ; 1878, p. 7 ; 1879, p. 7 ; 1380, p. 8 ; 1881, p. 6 ; 1882-83, p. 6 ; 1883-84, p. 7 ; 1884-85, . p. 7.) - Arkansas. (An. rep. 1873, p. 17 ; 1874, p. 12 ; 1875, p. 18 ; 1876, p. 19 ; 1877, p. 10 ; 1878, p. 12 ; 1879, p. 10 1880, p. 15; 1881, p. 10 ; 1882-83, p. 11; 1883-84, p. 13 ; 1884-85, p. 14.) - California. (An. rep. 1870, p. 89 ; 1871, p. 83 , 1872, p. 23 ; 1874, p. 24 ; 1875, p. 30 ; 187 6, p. 28, ; 1877, p. 17; 1878, p. 18 ; 1879, p. 16 ; 1880, p. 23; 1881, p. 15 ; 1882- 1084 EDUCATION REPOST, 1886-87. Normal and training schools. Colorado. (An. rep. 1878, p. 24 ; 1879, p. 23 ; 1880> p. 32 ; 1881, p. 22 ; 1882-83, p. 24 ; 1883-84, p. 30 ; 1884-85, p. 28.) - Connecticut. (An. rep. 1871, p. 98 ; 1872, p. 36; 1873, p. 43 ; 1874, p. 44 ; 1875, p. 51 ; 1876, p. 47; 1877, p. 27; 1878, p. 29; 1879, p. 28 ; 1880, p. 41; 1881, p. 28; 1882- 83, p. 32 ; 1883-84, p. 38 ; 1884-85, p. 37. ) - Dakota. (An. rep. 1878, p. 271 ; 1879, p. 269 ; 1831, p. 283 ; 1882-33, p. 285 ; 1883- 84, p. 292; 1884-85, p. 291.) - Delaware. (An. rep. 1870, p. 105; 1872, p.53; 1873, p.56; 1874, p.57 ; 1875, p. 62; 1876, p. 58; 1877, p. 33; 1878, p. 35 ; 1879, p. 35 ; 1880, p. 49 ; 1831, p. 36 ; 1882-33, p. 38 ; 1883-84, p. 49 ; 1884-85, p. 44. ) - District of Columbia. (An. rep. 1873, p. 437 ; 1874, p. 476 ; 1875, p. 489 ; 1876, p. 442 ; 1877, p. 280 ; 1878, p. 275 ; 1379, p. 273 ; 1830, p. 363 ; 1881, p. 285 ; 1882- 83, p. 239 ; 1883-84, p. 295 ; 1884-85, p. 295.) - Florida. (An. rep. 1878, p. 39; 1879, p. 38; 1880, p.56; 1881, p. 39 ; 1882-83, p. 42 ; 1883-81, p. 50; 1834-85, p.47.) - France. French normal schools. (An. rep. 1885-86, p. 317.) - Georgia. (An. rep. 1874, p. 73 ; 1875, p. 74 ; 1876, p. 71 ; 1877, p. 40 ; 1878, p. 45 ; 1879, p.42; 1880, p.62; 1881, p. 44; 1882-83, p. 46 ; 1883-84, p. 55 ; 1884-85, p.53.) - Germany. German normal schools and teachers’ seminaries. (An. rep. 1885-86, p. 315. - Idaho. (An. rep. 1884-85, p. 300.) - Illinois. (An. rep. 1870, p. 114 ; 1871, p. 141 ; 1872, p. 89 ; 1873, p. 88 ; H74, p. 88 ; 1875, p. 86 ; 1876, p. 83 ; 1877, p. 48 ; 1878, p. 52 ; 1879, p. 49 ; 1830, p. 72 ; 1881, p. 51 ; 1882-83, p. 54 ; 1883-84, p. 63 ; 1884-85, p. 62.) - Indiana. (Au. rep. 1871, p. 154; 1872, p. Ill; 1873, p. 102; 1874, p. 104; 1875, p. 104; 1876, p. 101; 1877, p.56; 1378, p. 63; 1879, p. 59; 1880, p. 82; 1881, p. 60; 1882- 83, p. 64 ; 1883-84, p. 75 ; 1884-85, p. 72. ) - Indian Territory. (An. ren. 1880, p. 295; 1882-83, p. 297.) - Iowa. (An. rep. 1871, pp. 162,^168 ; 1873, p. 110 ; 1874, p. 116 ; 1875, p. 118 ; 1876, p. 114; 1877, p. 65; 1878, p. 70; 1879, p.66; 1880, p. 92; 1881, p. 69; 1882-33, p. 73 ; 1883- 84, p. 84 ; 1884-85, p. 81.) - Kansas. (An. rep. 1870, p. 141 ; 1871, pp. 174,179; 1872, p. 121; 1873, p. 117; 1874, p. 125; 1875, p. 131; 1876, p. 127 ; 1877, p. 71; 1878, p. 77 ; 1879, p. 73; 1880, p. 102; 1881, p. 77; 1882-83, p. 81 ; 1883-84, p. 92 ; 1884-85, p. 89.) - Kentucky. (An. rep. 1873, p. 127; 1874, p. 135; 1875, p. 142; 1876, p. 137; 1877, p. 77 ; 1878, p. 83 ; 1879, p. 79 ; 1880, p. Ill ; 1881, p. 83 ; 1882-83, p. 88 ; 1883-84, p. 100 ; 1884- 85, p. 96.) - Louisiana. (An. rep. 1873, p. 137 ; 1874, p. 149 ; 1875, p. 153 ; 1876, p. 149 ; 1877, p. 84 ; 1878, p. 88; 1879, p. 86; 1880, p. 120 ; 1881, p. 88 ; 1882-83, p. 91 ; 1883-84. p. 106 ; 1884-85, p. 103.) - Maine. (An. rep. 1871, p. 204 ; 1872, p. 143 ; 1873, p. 148; 1874, p. 159; 1875, p. 162; 1876, p. 159; 1877, p. 89; 1878, p. 93 ; 1879, p. 91; 1880, p. 128; 1881, p. 93; 1882-83, p. 96 ; 1883-84, p. 114 ; 1884-85, p. 110.) - Maryland. (An. rep. 1871, p. 210; 1873, p. 157 ; 1874, p. 172; 1875, p. 175; 1876, p. 172 ; 1877, p. 97 ; 1878, p. 99 ; 1879, p. 97 ; 1880, p. 135 ; 1881, p. 99 ; 1882-83, p. 102; 1883-84, p. 120; 1884-85, p. 117.) - -Massachusetts. (Au. rep. 1871, p. 216; 1872, p. 160; 1873, p. 178; 1874, p. 187; 1875, p. 192 ; 1876, p. 187 ; 1877, p. 110; 1878, p. 110; 1879, p. 108 : 1880, p. 148; 1881, p. 110; 1882-83, p. 114 ; 1883-84, p. 135; 1884-85, p. 131.) - Michigan. (An. rep. 1870, p. 186; 1871, p. 239; 1873, p. 198; 1874, p. 208; 1875, p. 214 ; 1876, p. 204 ; 1877, p. 124 ; 1878, p. 123 ; 1879, p. 121 ; 1880, p. 163 ; 1881, p. 125; 1882-83, p. 127; 1883-84, p. 146; 1884-85, p. 143.) - Minnesota. (An. rep. 1870, p. 195; 1871, p. 249; 1872, p. 191; 1873, p. 193; 1874, p. 222; 1875, p.226; 1876, p. 216; 1877, p. 133; 1878, p. 132; 1879, p. 129; 1880, p. 174 ; 1881, p. 134 ; 1882-83, p. 137 ; 1883-84, p. 153 ;• 1884-85, p. 150.) - Mississippi. (An. rep. 1870, p. 201 ; 1871, p. 257 ; 1872, p. 198 ; 1873, p. 217 ; 1874, p. 231; 1875, p. 235 ; 1876, p.224; 1877, p. 140; 1878, p. 137 ; 1879, p. 134 ; 1880, p. 181 ; 1881, p. 140 ; 1882-83, p. 141 ; 1883-84, p. 159 ; 1834-85, p. 155.) - Missouri. (An. rep. 1870, pp. 205, 207 ; 1871, p. 264 ; 1872, p. 208 ; 1873, p. 228 ; 1874, p. 241; 1875, p.247; 1876, p.234; 1877, p. 146 ; 1878, p. 144 ; 1879, p. 139: 1880, p.188; 1331, p. 145; 1832-83, p. 147 ; 1883-84, p. 164 ; 1834-85, p. 160.) - Montana. (An. rep. 1884-85, p. 305. ) - Nebraska. (Au. rep. 1873, p. 237 ; 1874, p.253; 1875, p.258; 1876, p.244; 1877, p.154; 1878, n. 151; 1879, p. 146; 1880, p. 197; 1881, p. 153; 1882-83, p. 154 ; 1883-84, p.172; 1884-85, p.168.) - Nevada. (An. reD. 1871, p. 274 ; 1873, p. 245 ; 1878, p. 156 ; 1880, p. 203 ; 1883-84, p. 176; 1884-85, p. 174.)" - New PIampshire. (An. rep. 1871, p. 277 ; 1872, p. 220 ; 1873, p. 252 ; 1874, p. 268 ; 1875, p.270; 1876, p.257; 1877, p. 163 ; 1878, p. 160 ; 1879, p. 155; 1880, p. 207; 1881, p. 161 ; 1332-83, p. 163 ; 1833-84, p. 180 ; 1884-85, p. 179.) INDEX TO PUBLICATIONS - BUREAU OP EDUCATION. 1085 Normal and training schools. New Jersey. (An rep. 1870, p. 223; 1871, p. 284 ; 1873, p. 26 4 ; 1874, p. 281; 18/5, p. 280; 1876, p. 267; 1877, p. 170; 1878, p. 168; 1879, p. 161; 1880, p. 215; 1881, p. 169 ; 1882-83, p. 170; 1883-84, p. 187; 1884-85, p. 187.) - — New York. (An. rep. 1870, p. 231 ; 1871, p. 295; 1872, p. 234; 1873, p. 284; 1874, p. 300; 1875, p. 298; 1876, p.281 ; 1877, p. 179; 1878, p. 177; 1879, p. 171; 1880, p. 226; 1881, p. 180; 1882-83, p. 180 ; 1883-84, p. 197; 1884-85, p. 198.) - Normal instruction. (An. rep. 1879, pp. lxix-Lxxxiv; 1880, pp. lxxxvii-c; 1881, p. cxvii ; 1882-83, p. xcvi ; 1883-84, p. cix ; 1884-85, pp. cxxvii-cxliii.) - North Carolina. (An. rep. 1873, p. 303; 1874, p. 320 ; 1875, p. 322; 1876, p. 299 ; 1877, p. 191 : 1878, p. 187 ; 1879, p. 182 ; 1880, p. 239 ; 1881, p. 195 ; 1882-83, p. 194 ; 1883-84, p. 208 ; 1884-85, p. 210.) Ohio. (An. rep. 1870, p. 254; 1872, p. 272; 1873, p. 321 ; 1874, p.332; 1875, p. 334 ; 1876, p. 313; 1877, p. 201 ; 1878, p. 194 ; 1879, p. 189 ; 1880, p. 251 ; 1881, p. 204 ; 1882-83, p.205; 1883-84, p.216; 1884-85, p.217.) - Oregon. (An. rep. 1874, p. 351 ; 1876, p. 325 : 1877, p. 209 ; 1878, p. 202 ; 1879, p. 195; 1880, p. 261; 1881, p. 212; 1882-83, p. 213; 1883-84, p. 224; 1884-85, p. 224.) Pennsylvania. (An. rep. 1870, p. 271; 1871, pp. 326, 329; 1872, p. 291; 1873, p. 343 ; 1874, p. 363 ; 1875, p. 361 ; 1876, p. 339 ; 1877, p. 217 ; 1878, p. 208 ; 1879, p. 203 ; 1880, p. 272 ; 1881, p. 219 ; 1882-83, p. 223 ; 1883-84, p. 234 ; 1884-85, p. 233. ) Phelps, William F. Report on course of study for normal schools. (An. rep. 1870, pp. 399-405.) — — ■ Philadelphia normal school for girls, Sketch of. pp. 39. (Spec. rep. 1882.) Rhode Island. (An. rep. 1873, p. 357 ; 1874, p. 381; 1875, p. 380; 1876, p.357; 1877, p.228; 1878, p. 218; 1879, p. 214; 1880, p.286; 1881, p. 232; 1882-83, p. 233; 1883-84, p. 245; 1884-85, p. 243.) - Smith, Joseph H. Normal schools and their work in Ontario. (Spec. rep. N. O. exp. 1884-85, pp. 461-467.) - South Carolina. (An. rep. 1873, p. 364 ; 1874, p. 391 ; 1875, p. 389 ; 1876, p. 365; 1877, p. 234; 1878, d. 224; 1879, p. 219; 1880, p.294 ; 1881, p. 237$ 1882-83, p. 238; 1883-84, p. 251 ; 1884-85, p. 249. ) State normal schools and other institutions for the professional training of teachers. (An. rep. 1868, pp. 649-820.) - Statistical tables. (An. rep. 1870, pp. 526-527 1871, pp. 606-609 ; 1872, pp. 699- 710; 1873, pp. 573-580; 1874, pp. 559-567; 1875, pm 587-595; 1876, pp. 550-565; 1877, pp. 356-365; 1878, pp. 355-366; 1879, pp. 360-375; 1880, pp. 461-479 ; 1881, pp. 379-396; 1882-83, pp. 380-398 ; 1883-84, pp. 388-410 ; 1884-85, pp. 392-416.) - - Tennessee. (An. rep. 1873, p. 374; 1874, p. 399; 1875, p. 399; 1876, p. 375; 1877, p. 240 ; 1878, p. 228; 1879, p. 226; 1880, p. 302; 1881, p. 242; 1882-83, p. 243; 1883- 84, p. 257; 1884-85, p. 255.) - Texas. (An. rep. 1874, p. 412 ; 1875, p. 410 ; 1876, p. 387 ; 1877, p. 246 ; 1878, p. 235 ; 1879, p. 232 ; 1880, p. 312 ; 1881, p. 248 ; 1882-83, p. 250 ; 1883-84, p. 283 ; 1884- 85, p. 261.) Utah. (An. rep. 1870, p. 329 ; 1871, p. 383 ; 1872, p. 378 ; 1873, p. 461 ; 1875, p.513; 1876, p.460; 1877, p.292; 1878, p. 290; 1879, p.286; 1880, p.385; 1881, p. 302; 1882-83, p. 303 ; 1883-84, p. 306 ; 1884-85, p. 309. ) Vermont. (An. rep. 1870, p. 291 ; 1871, p. 354 ; 1872, pp. 335, 336 ; 1874, p. 418 ; 1875, p. 416 ; 1876, p.394; 1877, p.251: 1878, p. 240; 1879, p.238; 1880, p. 319; 1881, p.253; 1882-83, p. 255 ; 1883-84, p. 268 ; 1884-85, p. 266.) Virginia. (An. rep. 1874, p. 428 ; 1875, p. 428 ; 1877, p. 258 ; 1878, p. 247 ; 1879, p.245; 1880, p.329; 1881, p.259; 1882-83, p. 261 ; 1883-84, p. 273 ; 1884-85, p. 272. ) - -Washington Territory. (An. rep. 1877, p. 295; 1878, p. 293; 1879, p. 288t; 1880, p.389; 1881, p. 304; 1882-83, p. 305 ; 1883-84, p. 306 ; 1884-85, p. 313.) West Virginia. (An. rep. 1870, p. 300; 1871, pp. 363,368; 1872, pp. 352,353; 1873, p. 410; 1874, p.442; 1875, p.444; 1876, p. 414 ; 1877, p.263; 1878, p.252; 1879, 252; 1880, p. 337; 1881, p.265; 1882-83, p. 266 ; 1883-84, p. 278 ; 1884-85, p. 277.) White, E. E. Professional training of teachers in Ohio. (An. rep. 1868, pp. 795-805.) - White, S. H. Means of providing the mass of teachers with professional in¬ struction. (An. rep. 1870, pp. 396-399.) Wisconsin. (An. rep. 1870, p. 303 ; 1871, p. 372 ; 1872, p. 359 ; 1873, p. 417 ; 1874, p.451; 1875, p.454; 1876, p. 424 ; 1877, p.269; 1878, p. 260; 1879, p. 258 ; 1880, p. 345 ; .1881, p.272; 1882-83, p. 272 ; 1883-84, p. 283 ; 1884-85, p. 282. ) - Wyoming. (An. rep. 1883-84, p. 309 ; 1884-85, p. 317.) Normal schools. ISce Normal and training schools. North Carolina, Education in. (An. rep. 1870, pp. 248-252; 1871, pp. 313-316; 1872, pp. 261-268; 1873, pp. 298-307; 1874, pp. 317-323 ; 1875, pp. 318-325 ; 1876, pp. 296-303: 1877, pp. 190-194; 1878, pp. 186-189 ; 1879, pp. 181-184; 1880, pp. 236-243; 1881, pp. kib. iqbo — c\f\a mi * 10^1 uk .jnn 010 s 1086 EDUCATION REPOET, 1886-87. Northrop, Birdsey G. Arbor day in the public schools. (Circ. inf. 4, 1884, p. 55.) - — Indian education. (Circ. inf. 3, 1883, p. 58.) - New bill for national aid to public schools. (Circ. inf. 4, 1884, p. 112.) Norway, Education in. (An. rop. 1874, p. cxli ; 1881, p. cclxi ; 1882-83, p. ccxxxvi ; 1883-84, p. ccxxix.) - Primary and secondary education in cities and towns. (Statistical tables.) (Spec. rep. on D. C. for 1869, p. 715.) - See Sweden and Norway. Nourse, J. H. Naval observatory (library). (Pub. libs. 1876, p. 267.) Noyes, S. B. Plan of new catalogue of the Brooklyn mercantile library. (Pub. libs. 1876, p. 648. - Public libraries of Brooklyn. (Pub. libs. 1876, p. 878.) Nursing and schools for training nurses. Connecticut. (An. rep. 1873, p. 45 ; 1881, p. 31 ; 1882-83, p. 34 ; 1883-84, p. 41 ; 1884-85, p. 41. ) - District of Columbia. (An. rep. 1879, p. 275: 1880, p. 366; 1881, p.289; 1882-83, p. 291.) - Illinois. (An. rep. 1882-83, p. 58; 1883-84, p. 69.) - Inception, organization, and management of training schools for nurses, pp. 28. (Circ. inf. 1, 1882.) - Indiana. (An. rep. 1882-83, p. 68 ; 1884-85, p. 76.) - Massachusetts. (An. rep. 1878, p. 115 ; 1880, p. 154 ; 1881, p. 117 ; 1882-83. p. 120 ; 1884-85, p. 138.) - Minnesota. (An. rep. 1884-85, p. 153.) - New York. (An. rep. 1873, p.293; 1874, p. 310; 1877, p. 184; 1878, p. 182 : 1879, p. 177 ; 1880, p. 232 ; 1881, p. 188 ; 1883-84, p. 202 ; 1884-85, p. 204.) - Nurse training schools. (An. rep. 1874, p. cix; 1876, p. civii; 1878, p. cxcv ; 1879, p. clviii ; 1881, p. ccv.) - Pennsylvania. (An. rep. 1878. p. 213 ; 1879, p. 207 ; 1880, p. 279 ; 1881, p. 226 ; 1882-83, p.230; 1883-84, p. 241.) - Statistical tables. (An. rep. 1879, pp. 620-621 ; 1880, pp. 742-743 ; 1881, pp. 672-673; 1882-83, pp. 700-703; 1883-84, pp. 738-741; 1884-85, pp. 783-787; 1885-86, pp. 625-629.) - Training schools for nurses, pp. 21. (Circ. inf. 1, 1879.) Nutting, Mary O. Historical sketch of Mount Holyoke seminary. Edited by F. B. Hough, pp. 24. (Spec. rep. 1876. ) Oberlin college, Sketch of. (An. rep. 1868, p. 400.) Obituaries. See Necrology. Ogden, Mrs. Anna B. Application of kindergarten principles to the child’s earliest developments. (Spec. rep. N. O. exp. 1884-85, pp. 332-340.) Ohio, Education in. (An rep. 1870, pp. 252-267 ; 1871, pp. 317-322; 1872, pp. 269-282; 1873, pp. 308-331; 1874, pp. 324-347; 1875,. pp. 326-344; 1876, pp. 304-321; 1877, pp. 195-207; 1878, pp. 190-199; 1879, pp. 185-193; 1880, pp. 244-257; 1881, pp. 199-209 ; 1882-83, pp. 199-211 ; 1883-84, pp. 212-221 ; 1884-85, pp. 213-222.) Orcutt, Hiram. Discipline of the school, pp. 15. (Reprint of circ. inf. Nov., 1871.) (Misc- pubs. 1881.) - Methods of school discipline, pp. 14. (Circ. inf. Nov., 1871.) Ordway, John M. Industrial education. (Circ. inf. 4, 1884, p. 117.) Oregon, Education in. (An. rep. 1870, p. 268; .1871, pp. 323-325; 1872, pp. 283-287 ; 1873, pp. 332-336 ; 1874, pp. 348-354 ; 1875, pp. 345-352 ; 1876, pp. 322-329 ; 1877, pp. 208-211; 1878, pp. 200-203; 1879, pp. 194-197; 1880, pp. 258-263 ; 1881, pp. 210-214 ; 1882-83, pp. 212-216; 1833-84, pp. 222-227; 1884-85. pp. 223-226.) Orphan asylums. California. (An. rep. 1873, p. 32 ; 1874, p. 35 ; 1875, p. 39 ; 1881, p. 19 : 1882-83, p. 20 ; 1884-85, p. 24.) - Connecticut. (An. rep. 1872, pp. 37, 44; 1875, p. 57 ; 1884-85, p. 41.) - Delaware. (An. rep. 1882-83, p. 40.) - District of Columbia. (An. rep. 1872, p. 396 ; 1874, p. 479 ; 1879, p. 275 ; 1880, p. 366 ; 1881, p. 289 : 1882-83, p. 291 ; 1883-84, p. 297.) - Illinois. (An. rep. 1870, p. 115; 1871, p. 146; 1880, p. 76; 1882-83, p. 58; 1833-84, p. 68; 1884-85, p. 67.) - Indiana. (An. rep. 1876, p. 106 ; 1881, p. 63 ; 1882-83, p. 67.) - Iowa. (Anvrep. 1874, p. 120 ; 1875, p. 123 ; 1879, p. 69 ; 1883-84, p. 88 ; 1884-85, p. 85.) - Kentucky. (An. rep. 1882-83, p. 38; 1883-84, p. 103.) - Louisiana. (An. rep. 1881, p.90; 1883-84, p* 109.) - Maryland. (An. rep. 1872, p. 154 ; 1873, p. 164.) - Massachusetts. (An. rep. 1874, p. 197 ; 1880. p. 155.) - Michigan. (An. rep. 1879, p. 125; 1880, p. 167 : 1881, p. 129.) - Mississippi. (An. rep. 1878, p. 139.) - Missouri. (An. rep. 1873, p. 230; 1875, p. 253; 1880, p. 192; 1831, p. 150; 1882-83, p. 150.) INDEX TO PUBLICATIONS — BUREAU OF EDUCATION. 1087 Orphan asylums. Nevada. (An. rep. 1681, p. 158 ; 1382-83, p. 160 ; 1883-84, p. 177.) - New Hampshire. (An. rep. 1881, p. 163 ; 1882-83, p. 165.) - New Jersey. (An. rep. 1879, p. 164 ; 1881, p. 171 ; 1882-83, p. 173.) - - New York. (An. rep. 1871, p. 305; 1872, pp. 244, 246; 1874, p. 310; 1875, p. 311 ; 1876, p. 291 ; 1883-34, p. 204 ; 1884-85, p. 205.) - North Carolina. (An. rep. 1875, p. 324 ; 1832-83, p. 197 ; 1883-84, p. 210.) - Ohio. (An. rep. 1874, p. 344; 1880, p. 255; 1881, p. 209.) - Pennsylvania. (An. rep. 1872, p. 290 ; 1873, p. 348 ; 1874, p. 370 ; 1875, p. 369 ; 1876, p. 347; 1877, p. 221; 1878, p. 212; 1879, p. 207; 1880, p. 278; 1881, p. 224; 1882-83, p. 228.) - Rhode Island. (An. rep. 1878, p. 220; 1880, p, 288; 1883-84, p. 247; 1884-85, p. 245. ) - South Carolina. (An. rep. 1871, p, 343; 1872, p. 314 ; 1877, p. 236 ; 1878, p. 225; 1879, p.222; 1880, p.296; 1881,p.239; 1882-83, p. 239; 1883-84, p. 254 ; 1884-85, p. 252.) - Tennessee. (An. rep. 1880, p. 303; 1881, p. 245; 1882-83, p. 246; 1883-84, p. 259.) — ? - Vermont. (An. rep. 1875, p. 419 ; 1880, p. 322 ; 1881, p. 255 ; 1832-83, p. 257; 1883-84, p. 270.) - Wisconsin. (An. rep. 1872, p. 362 ; 1873, p. 421 ; 1874, p. 456 ; 1881, p. 276. ) - See also Charity schools, charitable institutions, etc. Orr, Gustavus J. Needs of education in the South. (Circ. inf. 2, 1879, p. 46.) Orthographic convention. . Philadelphia, Aug., 1876. (An. rep. 1876, p. 468.) Orton, Edward. Report on the military system in state colleges. (Circ. inf. 2, 1879, p. 185.) Packard, Robert L. School-room air ; with directions for examining it, to deter¬ mine the degree of its vitiation and the amount of ventilation required. (Spec, rep. N. O. exp. 1884-85, pp. 587-630.) Page, Janies A. Industrial education in Boston (public schools). (Circ. inf. 3, 1883, p. 16.) Paris Exhibition, 1878, American education at the. (An. rep. 1878, pp. clxxix- cxciii.) Parkes, Harry S. Education in Japan. (Circ. inf. 2, 1875, p. 34.) Patterson, J. W. National aid to education. (Circ. inf. 3, 1881, p. 68.) Pauperism. Mansfield, E. D. Relation between education and pauperism. (An. rep. 1872, pp. 596-602.) Payne, C. H. How to increase the proportion of liberally educated men. (Spec, rep. N. O. exp. 1884-85, pp. 489-501.) Peabody, Elizabeth P. Kindergarten culture. (An. rep. 1870, pp. 354-359.) - Kindergarten in Italy. (Circ. inf. July, 1872, pp. 7-13.) - Objects of the kindergarten. (An. rep. 1871, pp. 529-535. ) Peabody Fund. Alabama. (An. rep. 1871, p. 68 ; 1872, p. 5 ; account of, from 1873- 1880, An. rep. 1880, p. 7; 1881, p. 5; 1882-83, p. 5.) Amount and disposition of sums disbursed 1868-1876, inclusive. (An. rep. 1876, p. xlii.) Same, 1868-77, inclusive. Same, 1868-79, inclusive. Same, 1868-80, inclusive. Same, 1868-81, inclusive. Same , 1868-82, inclusive. Same, 1888-84, inclusive. Same, 1868-85, inclusive. Same, 1868-86, inclusive. (An. rep. 1877, p. xxxviii.) (An. rep. 1879, p. xlvi.) (An. rep. 1880, p. lxv.) (An. rep. 1881, p. xc.) (An. rep. 1882-83, p. lvi.) (An. rep. 1883-84, p. Ixiii.) (An. rep. 1884-85, p. Ixxix.) (An. rep. 1885-^6, p. 651.) - Arkansas. (An. rep. 1870, p. 87 ; 1871, pp. 71, 73; 1872, p. 11; account of, from 1873-1880, p. 14.) - Florida. (An. rep. 1870, p. 106; 1871, p. 119 ; 1872, p. 60; 1873, p. 67; 1874, p. 66; 1878, p. 39; 1879, p. 38; 1880, p. 55; 1882-83, p. 42.) - — - Georgia. (An. rep. 1870, p. 108 ; 1871, p. 131 ; 1872, p. 64 ; 1874, p. 72; 1875, p. 73 ; 1876, p. 70 ; 1879, p. 41 ; 1880, p. 61 : 1881, p. 42 ; 1882-83, p. 45 ; 1883-84, p. 54.) - Louisiana. (An. rep. 1871. pp. 197, 199; 1872, p. 134; 1878, p. 88 ; 1879, p. 85 ; 1880, p. 119; 1881, p. 87; 1882-83, p. 91 ; 1883-84, p. 105.) - Mississippi. (An. rep. 1871, p. 257 ; 1872, p. 198 ; 1873, p. 212 ; 1874, p. 230 ; 1875, p. 235 ; 1879, p. 133 ; 1880, p. 180 ; 1881, p. 139 ; 1S82-83, p. 141.) - North Carolina. (An. rep. 1870, n. 252; 1871, p. 316; 1872, p. 265; 1873, p. 301; 1874, p. 319; 1880, p. 239; 1833-84, p. 207.) South Carolina. (An. rep. 1872, p. 314; 1873, p. 364; 1874, p. 389; 1876, p. 364 ; 1877, p. 234 ; 1878, p. 223; 1879, p. 219 ; 1880, n. 293; 1881, p. 236; 1882-83, p. 237; 1883-84. p. 250 ; 1884-85, p. 248.) - Tennessee. (An. rep. 1871, p. 349; 1872, p. 319; 1873, p. 372; 1874, p. 398; 1875, p. 397; 1876, p. 373; 1877, p. 239; 1878, p. 227; 1880, p. 301; 1881, p. 241; 1088 EDUCATION EEPOET, 1886-87. Peabody Fund. Texas. (An. rep. 1872, p. 332; 1873, p. 385; 1874, p. 410; 1875, p. 410 ; 1878, p. 234; 1879, p. 231 ; 1880, p. 311; 1881, p. 247; 1882-83, p. 249 ; 1884-85, I>.260.) - Virginia. (An. rep. 1871, p. 360; 1872, p. 340; 1873, p. 395; 1874, p. 426; 1875, p. 426 ; 1877, p. 257 ; 1878, p. 246 ; 1879, p. 244 ; 1880, p. 327 ; 1881, p. 257 ; 1882-83, p. 260 ; 1883-84, p. 272 ;' 1884-85, p. 270.) - West Virginia. (An. rep. 1870, p. 300; 1871, p. 364 ; 1872, p. 351 ; 1875, p. 441; 1876, p. 414; 1877, p. 263; 1878, pp. 252, 253; 1879, p. 251; 1880, p. 337; 1881, p. 265; 1882-83, p. 265; 18815-84, p. 278; 1884-85, p. 277.) Feale, Rembrandt. Extracts from Graphics. (Spec. rep. art and industry, 1885, p. 417.) Pearne, Thomas H. Education in the British West Indies, pp. 22. (Circ. inf. June, 1872.) Peaslee, John B. Arbor day in public schools. (Circ. 4, 1884, p. 44). - Trees and tree planting in school grounds, and the celebration of arbor day. pp. 64. (Misc. pubs. 1885.) Pedagogy. Hall, G. S. Chairs of pedagogy in our higher institutions of learning. (Circ. inf. 2, 1882, p. 35.) - National pedagogic congress of Spain, pp. 4. (Misc. pubs. 1882.) - Thompson, C. O. Conservation of pedagogic energy. (Circ. inf. 3, 1881, p. 28^) Pennsylvania, Art instruction in. (Spec. rep. on D. C .for 1869, p.775.) - Education in. (An. rep. 1870, pp. 288-281; 1871, pp. 326-334 ; 1872, pp. 288- 303; 1873, pp. 337-352; 1874. pp. 355-375; 1875, pp. 352-372 ; 1876, pp. 330-350; 1877, pp. 212-223 ; 1878, pp. 204-214 ; 1879, pp. 198-210 ; 1880, pp. 264-281 ; 1881, pp. 215- 228 ; 1882-83, pp. 217-230 ; 1883-84, pp. 228-241 ; 1884-85, pp. 227-238. ) Pennsylvania museum and school of industrial art. Walter Smith’s plea for state aid to. (Spec. rep. art and industry, 1885. p. 509. ) Perkins, Frederick B. Book indexes. (Pub. libs. 1876, pp. 727-732.) - How to make town libraries successful. (Pub. libs. 1876, pp. 419-430.) - Public libraries of Boston and vicinity. (Pub. libs. 1876, p. 851.) - Young men’s mercantile libraries. (Pub. libs. 1876, pp. 378-385.) Perkins, Frederick B., and Mathews, William. Professorships of books and read¬ ing. (Pub. libs. 1876, pp. 230-251.) Perry, Walter S. Two lectures on drawing in public schools. (Spec. rep. art and industry, 1885, pp. 591-604.) Peru, Education in. (An. rep. 1871, pp. 497-498.) Petroff, Ivan. Letter on education m Alaska. (An. rep. 1882-33, p. 281.) Pharmacy See Medicine. Phelps, William F. Course of study for normal schools. (Report of committee.) (An. rep. 1870, pp. 399-405.) Philadelphia normal school for girls, Sketch of. pp. 39. (Spec. rep. 1882.) Philadelphia public libraries. Smith, Lloyd P. (Pub. libs. 1876, p.952.) Philbrick, John D. City school systems in the United States, pp. 207. (Circ. inf. 1,1885.) - Education at the Paris exposition. (Circ. inf. 2, 1879, p. 93.) - Report of 1871 on Boston public schools quoted. (Spec. rep. art and indus¬ try, 1835, p. 437.) - Systems of public instruction in American and European cities compared. (Circ. inf. 1, 1874, p. 62.) - Technical education in its relations to elementary schools. (Circ. inf. 2, 1880, p. 49.) Physical education. Hartwell, Edward M. Physical training in American col¬ leges and universities. pp. 183. (Circ. inf. 5, 1885.) - - Rise of college gymnasia in the United States. (Spec. rop. N. O. exp. 1884-85, pp. 663-674.) Physiology of reading and writing. (An. rep. 1880, p. ccl.) Plugge, Charles H. Education in the Netherlands. (Circ. inf. 2, 1877, pp. 25-36.) Political science. Strong, William. Instruction in governmental ideas. (Circ. inf. 2, 1879, p. 65.) Pollock, Mrs. Louise. Kindergarten training. (Circ. inf. 2, 1879, p. 39.) Poole, William F. Construction of library buildings, pp. 26. (Circ. inf. 1, 1881.) - Organization, and management of public libraries. (Pub. libs. 1876, pp. 476- 504.) - Public libraries of Chicago. (Pub. libs. 1876, p. 893. ) Portugal, Education in. (An. rep. 1871, p.474; 1872, p. 514 ; 1874, p. cxli; 1875, p. cxxxiii ; 1876, p. exei ; 1877, p. clxviii ; 1878, p. clxix ; 1879, p. cxcvii ; 1880, p. ccxxlv ; 1881, p. cclxi ; 1882-83, p. ccxxxvii ; 1883-84, p. ccxxix.) - Education in. (Circ. inf. 1, 1873, pp. 51-66.) - Education in. (Circ. inf. 2, 1877, pp. 55-72.) - Statistics of elementary education in, 1868-69. (Circ. inf. Feb., 1872, p. 51.) INDEX TO PUBLICATIONS - BUREAU OF EDUCATION. 1089 Pratt, R. H. Indian education. vL'irc. inf. 4, 1854, p. 34.) Preparatory schools. Statistical tables. (An. rep. 1873, pp. 644-649 ; 1874, pp. 65*2-659; 1875, pp. 694-701 ; 1876, pp. 672-881 ; 1877, pp. 477-486 ; 1878, pp. 489-498 ; 1879, pp. 501-510 ; 1880, pp. 613-6*22 ; 1881, pp. 544-554 ; 1882-83, pp. 567-579 ; 1883-84, pp. 592-605; 1884-85, x>p. 552-566 ; 1885-86, pp. 426-436. ) - See also Secondary education. Press and education. Noah, J. J. The press as an educator. (An. rep. 1871, pp. 553- 570.) Primary education. Jones, H. S. Obstacles in the way of bettor primary educa¬ tion. (Circ. inf. 2, 1882, p. 28.) Prison congress at Cincinnati. Oct. 12-18, 1870. (An. rep. 1870, pp. 421-422.) Prison libraries. Warren, S. R., and Clark, S. N. Libraries in prisons and reform¬ atories. (Pub. libs. 1876, pp. 218-229.) Prisons. Meeting of international prison congress at Rome, 1884. pp. 11. (Circ. inf. 1,1884.) - Statistics of. (An. rep. 1870, pp. 548-557 ; 1871, pp. 692-695 ; 1872, pp. 916-917.) Prison schools. California. State prison school. (An. rep. 1875, p. 41.) - Relations of education to crime in New England, and the facilities for educa¬ tion in her penal institutions. (An. rep. 1871, pp. 548-552.) Prizes. Bufalini prize, pp. 5. (Misc. pubs. 1883.) Professional instruction. (An. rep. 1885-86, pp. 534-569.) Prussia, Education in. (An. rep. 1876, p. clxxxvii ; 1877, p. clx ; 1878, p. clxii; 1879, p. cxc; 1880, p. cciv ; 1882-83, p. ccxix ; 1883-84, p. ccxi ; 1884-85, p. cclxix.) - Public instruction in. (An. rep. 1868, pp. 435-522. ) - System of public schools in. (Spec. rep. on D. C. for 1869, pp. 609-682.) Prussian conscripts, Educational condition of. (Circ. inf. Aug., 1870, p. 31.) Publications, educational, historical, etc., List of. (An. rep. 1871, pp. 698-700 ; 1872, pp. 927-940; 1873, pp. 826-845; 1874, pp. 888-913 ; 1875, pp. 982-996 ; 1876, pp. 896-920; 1877, pp. 618-633; 1878, pp. 702-719; 1879, pp. 722-744; 1880, pp. 876-902; 1881, pp. 792-828; 1882-83, pp. 822-860; 1883-84, pp. 884-930 ; 1885-86, pp. 677-708.) Public schools, Digest of rules and regulations of, in cities. (Spec. rep. on D. C. for 1869, pp. 417-464.) - List of officials in states and territories of the United States, pp. 62. (Misc. pubs. 1875.) - Young, Charles S. Public schools of the Pacific coast. (Spec. rep. N. O. exp. 1884-85, pp. 366-370.) Queensland. See Australasia. Quincy, J. P. Free libraries. (Pub. libs. 1876, pp. 389-402.) Railroad, The, as an element in education. Hogg, Alexander. (Spec. rep. N. O. exp. 1884-85, pp. 731-745.) Randall, C. D. Education of dependent children. (Circ. inf. 2, 1880, p. 19.) Read, Daniel. Historical sketch of the University of Missouri. (In Historical sketches of the universities and colleges of the United States. Edited by B. F. Hough.) (Spec. rep. 1883.) Reading. Edwards, Charles G. (Circ. inf. 4, 1884, p. 170.) - Luckey, George J. Supplementary reading. (Circ. inf. 4, 1884, p. 166.) - Methods of teaching reading. (An. rep. 1883-84, p. xcii.) - Wilson, J. Ormond (Circ. inf. 4, 1884, p. 173.) - Winsor, Justin. Reading in popular libraries. (Pub. libs. 1876, pp. 433-433.) Reading circles. Allen, Jerome. For teachers (followed by discussion). (Circ. inf. 2, 1886, pp. 93-96.) - Skinner, Hubert M. Growth and benefits of. (Circ. inf. 2, 1886, pp. 152-160.) - Tennessee. (An. rep. 1884-85, p. 258.) - See also Conventions, etc., educational. Real-schools in Prussia. (Spec. rep. on D. C. for 1869, p. 628.) Reay, Lord. Inaugural address before international conference on education, Lon- doo, 1884. (Spec. rep. art and industry, 1885, p. 811.) Recess. Ellis, S. A. No recess. (Discussion.) (Circ. inf. 4, 1884, p. 66.) - Harris, William T. (Discussion.) (Circ. inf. 4, 1884, p. 59.) - or no recess. (An. rep. 1883-84, p. xcvi; 1884-85, p. xxiv.) Reed, Charles. Address on elementary education in London. (Circ. inf. 2, 1878, Ml.) Reformatory education. Connecticut. (An. rep. 1875, p. 57; 1877, p. 30; 1878, p. 32 ; 1879, p. 31 ; 1880, p. 43 ; 1881, p. 31 ; 1882-83, p. 34 ; 1883-84, p. 41 ; 1884-85, p. 41.) - District of Columbia. (An. rep. 1872, p. 397 ; 1874, p. 479 ; 1878, p. 277 ; 1879, p. 275 ; 1880, p. 366 ; 1881, p. 288 ; 1882-83, p. 291 ; 1883-84, p. 296 ; 1884-85, p. 298. ) - Florida. (An. rep. 1883-84, p. 52 ; 1884-85, p. 50.) - Illinois. (An. rep. 1872, p. 103 ; 1878, p. 57 ; 1879, p. 53 ; 1880, p. 76 ; 1881, p-. 54 : 1882-83, p. 58 ; lb83-84, p. 68 ; 1884-85, p. 66.) 69 ED 1090 EDUCATION REPORT, 1886-87. Reformatory education. Indiana. (An. rep. 1870, p. 125 ; 1871, p. 158 ; 1875, p. 110 ; 1877, p. 59 ; 1879, p. 62 ; 1880, p. 85 ; 1881, p. 63 ; 1882-83, p. 68 ; 1883-84, p. 80.) - Iowa. (An. rep. 1872, p. 117 ; 1874, pp. 119, 120 ; 1875, p. 123 ; 1877, p. 69 ; 1879, p. 69 ; 1880, p. 96 ; 1881, p. 72 ; 1882-83, p. 76 ; 1883-84, p. 88 ; 1884-85, p. 85. ) - Kansas. (An. rep. 1873, p. 120 ; 1880, p. 105; 1881, p. 80 ; 1882-83, p. 83 ; 1883-84, p. 95; 1884-85, p. 92.) — — Kentucky. (An. rep. 1877, p. 80 ; 1878, p. 85 ; 1880, p. 115 ; 1831, p. 85 ; 1882-83, p. 89 ; 1883-84, p. 103 ; 1884-85, p. 99.) - Maine. (An. rep. 1872, p. 145 ; 1877, p. 92 ; 1878, p. 95 ; 1879, p. 93 ; 1880, p. 131 ; 1882-83, p. 98; 1833-84, p. 116 ; 1884-85, p. 112.) - Maryland. (An. rep. 1878, p. 103 ; 1879, p. 100; 1881, p. 103 ; 1882-83, p. 106 ; 1833-84, p. 125 ; 1884-85, p. 123.) - Massachusetts. (An. rep. 1875, p. 202; 1876, p. 196 ; 1877, p. 115 ; 1878, p. 117 ; 1879, p. 114; 1880, p. 155; 1881, p. 118: 1882-83, p. 121.) - Michigan. (An. rep. 1870, p. 187; 1871, p. 240; 1874, p. 216; 1875, p. 218; 1876, p. 208 ; 1877, p. 127; 1878, p. 127; 1879, p. 125; 1880, p. 167; 1881, p. 129; 1882-83, p. 132; 1883-84, p. 149; 1884-85, p. 146.) - Minnesota. (An. rep. 1870, p. 196; 1872, p. 191; 1880, p. 176; 1881, p. 136; 1882-83, p. 138 ; 1883-84, p. 155 ; 1884-85, p. 153.) - - Missouri. (An. rep. 1873, p. 230 ; 1874, p. 247 : 1878, p. 147 ; 1830, p. 192 ; 1881, p. 150.) - Nebraska. (An. rep. 1880, p. 199; 1881, p. 155; 1882-83, p. 157; 1883-84, p. 174; 1884-85, p. 171.) - New Hampshire. (An. rep. 1872, p.222; 1877, p. 164; 1878, p. 162; 1879, p. 157; 1880, p. 209; 1881, p. 163; 1832-83, p. 165; 1883-84, p. 182; 1884-85, p. 181.) - — New Jersey. (An. rep. 1875, p. 284 ; 1876, p. 271 ; 1877, p. 173 ; 1878, p. 170 ; 1879, p. 164 ; 1880, p. 217 ; 1881, p. 171 ; 1882-83, p. 172 ; 1883-84, p. 189 ; 1884-85, p. 190.) - - New York. (An. rep. 1877, p. 184 ; 1878, p.181 ; 1879, p. 178 ; 1880, p. 232 ; 1881, p. 189; 1883-84, p. 203 ; 1884-85, p. 205.) - Ohio. (An. rep. 1872, p. 278; 1873, p. 328; 1877, p. 205; 1878, p. 198; 1879, p. 192 ; 1880, p. 255; 1881, p. 208; 1882-83, p. 209; 1883-84, p. 220 ; 1884-85, p. 221.) - Oregon. (An. rep. 1875, p. 351 ; 1882-83, p. 215 ; 1883-84, p. 226.) - Pennsylvania. (An. rep. 1872, p. 298 ; 1876, p. 347 ; 1877, p. 221 ; 1878, p. 213 ; 1879, p. 208 ; 1880, p. 278 ; 1881, p. 225 ; 1882-83, p. 229 ; 1883-84, p. 240 ; 1884- 85, p. 237.) - Reformatory instruction, (An. rep. 1882-83, p. cci.) - - Rhode Island. (An. rep. 1875, p. 383 ; 1876, p. 359 ; 1877, p. 229 ; 1878, p. 220 ; 1879, p. 218 ; 1880, p. 288 ; 1881, p. 233 ; 1882-83, p. 235 ; 1883-84, p. 247 ; 1884-85, p. 245.) - State laws relating to children. (An. rep. 1876, p. clxxix.) - Vermont. (An. rep. 1872, p. 337 ; 1875, p. 719 ; 1876, p. 397 ; 1877, p. 253 ; 1878, p. 242; 1879, p. 240; 1880, p. 322; 1881, p. 255; 1882-83, p. 257; 1883-84, p. 270.) - — Wisconsin. (An. rep. 1877, p. 273 ; 1878, p. 263 ; 1879, p. 261 ; 1880, p. 348 ; 1881, p. 275 ; 1882-83, p. 276 ; 1883-84, p. 240 ; 1884-85, p. 285.) Reformatory institutions. Reform schools. (An. rep. 1879, pp. clxxi-elxxvii; 1880, p. clxxxi; 1881, p. ccxxii.) - Statistical tables. (An. rep. 1870, pp. 543-547 ; 1871, p. 691 ; 1872, pp. 918-920 ; 1873, pp. 800-804 ; 1874, pp. 820-825 ; 1875, pp. 952-957 ; 1876, pp. 868-874 ; 1878, pp. 610-622 ; 1879, pp. 634-645 ; 1880, pp. 756-767 ; 1881, pp. 686-699 ; 1882-83, pp. 716- 729 ; 1883-84, pp. 756-769 ; 1885-86, pp. 646-649.) Relation of the university to the common school. Johnston, W. P. (Spec. rep. N. O. exp. 1884-85, pp. 894-899.) Respect for authority developed in the school-room. Brother. Justin. (Spec. rep. N. O. exp. 1884-85, pp. 685-693.) Rhode Island, Education in. (An. rep. 1870, pp. 282-284; 1871, pp. 335-339; 1872, pp. 304-311 ; 1873, pp. 353-359 ; 1874, pp. 376-386 ; 1875, pp. 373-385 ; 1876, pp. 351- 360; 1877, pp. 224-231 ; 1878, pp. 215-221 ; 1879, pp. 211-2 L7 ; 1880, pp. 282-289; 1881, pp. 229-234; 1882-83, pp. 231-235; 1883-84, pp. 242-248; 1884-85, pp. 239-246.) Richardson, William G-. Latin pronunciation. (An. rep. 1876, pp. 484-497.) Rickoff, Andrew J. School economy. (Spec. rep. N. O. exp. 1884-85, pp. 825-829.) Robert college at Constantinople. (An. rep. 1871, p. 506.) Robinson, Otis H. College library administration. (Pah. libs. 1876, pp. 505-525.) - Indexing periodieal and miscellaneous literature. (Pub. libs. 1876, pp. 663- 672.) - — Titles of books. (Pub. libs. 1876, pp. 715-726.) Rockwell, Julius E. Teaching, practice and literature of shorthand, pp. 184. [Sec¬ ond and enlarged edition.] (Circ. inf. 2, 1884.) Rote, W. C. Rise and progress of public education in Texas. (Rep. N. O, exp. 1884-85. pp. 864-878.) INDEX TO PUBLIC ATIONS—BUREAU OF EDUCATION. 1091 Koumania, Education in. (An. rep. 1874, p. cxli; 1875, p. cxxxiii; 1882-83, p. ccxxxix.) Round Hill school, Northampton, Mass. Course of study in 1826. (An. rep. 1880, p. cxv.) Ruffner, Wm. H. Congress and the education of the people. (Circ. inf. 2, 1880, p. 73.) Rural schools. (An. rep. 1880, p. xvii.) - (Spec. rep. N. O. exp. 1884-85, pp. 358-365.) - Smith, Annie Tolman. Rural schools ; Progress in the past ; means of im¬ provement in the future. pp. 90. (Circ. inf. 6, 1884.) - Supervision of. (An. rep. 1884-85, p. 1. ) Russell, J. B. Department of Agriculture library. ('Pub. libs. 1876, p. 272.) Russia, Education in. (An. rep. 1871, pp. 475-476 ; 1872, pp. 515-519 ; 1874, p. cxlii ; 1875, p. cxxxiii ; 1876, p. cxci ; 1877, p. clxvii ; 1878, p. clxix ; 1879, p. cxcvii ; 18o0, ■p. ccxxiv ; 1881, p. cclxii ; 1882-83, p. ccxxxix ; 1883-84, p. ccxxx.) - - Laveleye, Emile de. Progress of education in Russia. (Circ. inf. 3, 1875, p.29.) Saint Louis public libraries. Bailey, John J. (Pub. libs. 1876, p. 977.) Salve, M. de. Education in Turkey. (Circ. inf. 3, 1875, p. 51.) San Francisco. Whitaker, A. E. Public libraries of San Francisco and the Pa¬ cific coast. (Pub. libs. 1876, p. 991.) Sanitation* and education. (An. rep. 1880, p. ccxlvi.) Saxe-Weimar, Education in. (An. rep. 1884-85, p. cclxxiv.) Saxony, Education in. (An. rep. 1875, p„ cxxxiv ; 1876, p. clxxxviii ; 1877, p. clxi; 1879, p. cxci ; 1882-83, p. ccxx ; 1883-84, p. cexi ; 1884-85, p. cclxxii.) School age in the United States. (An. rep. 1879, p. xvi.) School architecture. Billings, ,J. S. Heating and ventilation of a school building. (Circ. inf. 2, 1882, p. 11.) - Clark, T. M. Rural school architecture with illustrations, pp. 106. (Circ. inf. 4, 1880.) - Dearness, John. School architecture in Ontario, Canada. (Spec. rep. N. O. exp. 1884-85, pp. 646-649.1 - Josse, Edouard L. C. Plan and arrangement of primary schools. (With v. plates. ) (Spec. rep. N. O. exp. 1884-85, pp. 675-681.) - — Plans for graded schools. Part II. (Reprint from Annual report, commissioner of education, 1868, pp. 513-648.) (Misc. pubs. 1870.) See Architecture. School attendance. (An. rep. 1885-86, p. 40.) - Compulsory school attendance in Prussia. (Spec. rep. on D. C .for 1869, p. 617.) - - In cities. (An. rep. 1881, p. cix.) - See also Compulsory education. School buildings. Billin m3, J. S., and others. Report of the commission on school buildings in the District of Columbia. (Circ. inf. 2, 1882, p. 107.) School discipline. Orcutt, Hiram. Discipline of the school, pp. 15. (Reprint of Circular of information, Nov., 1871 ) (Misc. pubs.) - Orcutt, Hiram. Methods of school discipline, pp. 14. (Circ. inf. Nov., 1871.) School furniture, apparatus, etc. List of patented articles. (An. rep. 1872, pp. 927- 928 ; 1873, p. 850 ; 1874, p. 9X4 : 1875, p. 997 ; 1876, p. 921 ; 1877, p. 635 ; 1878, pp. 720- 721; 1879, pp. 745-748 ; 1880, pp. 903-906; 1881, pp. 829-831 ; 1882-83, pp. 861-862 ; 1883- 84, pp. 931-035.) School hygiene. (An. rep. 1884-85, p. clvi.) - Hygiene in the public schools. (An. rep. 1877, p. lix.) - See also Hygiene, School. School lands and land grants; Appropriation of net income of sales of public land for educational purposes. (An. rep. 1874, p. cxxxi. ) - Table of estimated school lands in each territory. (An. rep. 1870, p. 336.) School legislation. (An. rep. 1884-85, p. xxvi.) - Smith, Lyndon A. Recent school law decisions, pp. 82. (Circ. inf. 4, 1883.) - Summary of constitutional and legal provisions relating to education in the several states and territories. . (An. rep. 1885-86, pp. 47-214.) School management. Kickoff, Andrew J. School economy. (Spec. rep. N. O. exp. 1884- 85, pp. 825-829.) School officers. Chief state school officers, List of, by states. (An. rep. 1885-86, p. 46.) - Supervising school officers ; how elected. (An. rep. 1878, p. xxxvii.) School property, Exemption of, from taxation. (An. rep. 1880 fp. cclv.) School-room diseases. Virchow, R. (Circ. inf. Aug., 1870, pp. 19-29. ) School savings banks. See Belgium, Fifty years of freedom in. School statistics. Ficker, A. In different countries. (Circ. inf. Aug., 1870, p. 16,) - Luckey, Geo. J. Plan for publishing. (Discussion.) (Circ. inf. 1,1874, p. - McMillan, Andrew. Uniformity of. (Circ. inf. 3, 1881, p, 17.) * - Of the United States. (Spec. rep. on D., G. for 1869, p. 401.) 1092 EDUCATION REPORT, 1886-87. School statistics. Population of school age in and out of school ; adult population able aud uot able to read and write, by states, census, 1860. (Circ. inf. Aug., 1870, p. 10.) School supervision. (An. rep. 1870, pp. 434-437 ; 1881, p. lviii.) - Akers, John W. City superintendence. (Circ. inf. 2, 1886, pp. 160-167.) - City superintendence, statistics. (An. rep. 1884-85, p. cxvi.) - Development of supervision in educational systems. (An. rep. 1877, p. xl.) - Edwards, C. J. How and by whom fitness of pupils for promotion is deter¬ mined. (Circ. inf. 3, 1883, p. 73.) - Examination and inspection of schools. (An. rep. 1879, p. xxiii.) - Holcombe, John W. Supervision of country schools. (Ciro. inf. 4, 1884, p. 13.) - Illinois. County supervision. (An. rep. 1873, p. 82.) - — Kiehle, D. L. Duties of country superintendents. (Circ. inf. 2, 18S6, pp. 89- 93.) - — Minnesota. (An. rep. 1876, p. 213.) - School inspection. (An. rep. 1883-84, p. xxxi.) - School superintendence. (An. rep. 1873, p. cxvii.) - Supervision of country schools. (An. rep. 1884-85, p. 1.) - — Territorial. (An. rep. 1819, p. ccxxvi.) - See also State school systems. School systems. Smart, James H. Best system of schools for a state. Appen¬ dix: Outline of school systems of the various states. (Circ. inf. 2, 1880, pp. 31-42, 90- 111.) - Statistical tables. States and territories. (An. rep. 1870, pp. 504-505 ; 1871, pp. 572-573, 688; 1872, pp. 608-613; 1873, np. 510-513; 1874, pp. 524-533; 1675, pp. 548-555; 1676, pp. 500-507; 1877, pp. 306-313; 1878, pp. 304-311; 1879, pp. 302-309; 1880, pp. 406-413; 1881, pp. 320-327; 1882-83, pp. 316-323; 1883-84, pp. 316-331; 1884-85, pp. 328-335.) - Wickersham, J. P. Weak places in our (public) school systems. (Circ. inf. ’3, 1881, p. 24.) School systems. See also State school systems. School taxation. Importance of local school tax. (An. rep. 1884-85, p. xlvi.) - - Taxation for school purposes, by states. (An. rep. 1879, pp. ccxxiii-ccxxvi.) Schwartz, Jacob. New York apprentices library catalogue. (Pub. libs. 1876, p. 657.) Science and education. (An. rep. 1874, p. ix.) Science teaching, England. Hance, Edward M. Experimental science instruction in Liverpool public elementary schools. (Spec. rep. N. O. exp. 1884-85, pp. 396-403.) Scientific and industrial education. White, A. D. (Circ. inf. 1, 1874, p. 27.) Scientific and technical education. (An. rep. 1878, p. civ; 1882-83, p. cxlvi.) - Alabama. (An. rep. 1873, p. 8 ; 1874, p. 9 ; 1875, p. 12 ; 1876, p. 11 ; 1877, p. 7; 1878, p. 8 ; 1879, p. 8 ; 1880, p. 10 ; 1881, p. 7 ; 1862-83, p. 8 ; 1883-84, p. 9; 1884-85, p. 9.) - Arkansas. (An. rep. 1872, p. 12 ; 1877, p. 11 ; 1878, p. 13 ; 1879, p. 12 ; 1880, p. 16; 1861, p. 11; 1882-83, p. 13; 1883-84, p. 15; 1884-85, p. 15.) - California. (An. rep. 1876, p. 32; 1877, p. 18; 1878, p. 20 ; 1879, p. 18; 1880, p. 25; 1881, p. 17; 1882-83, p. 19; 1883-84, p. 23 ; 1884-85, p. 23.) - Colorado. (An. rep. 1874, p. 465 ; 1875, p. 475; 1876, p. 40 ; 1877, p.23 ; 1878, p. 25; 1879, p. 24; 1880, p. 33; 1881, p. 23; 1882-83, p. 25 ; 1883-84, p. 31; 1884-S5, p. 30.) - Connecticut. (An. rep. 1874, p. 49 ; 1875, p. 56 ; 1876, p. 50 ; 1877, p. 29 ; 1878, p. 31 ; 1879, p. 30 ; 1880, p. 42 ; 1881, p. 30 ; 1882-83, p. 33 ; 1883-84, p. 40 ; 1884-85, p. 39.) - Dakota. (An. rep. 1884-85, p. 293.) - Delaware. (Au. rep. 1874, p. 59 ; 1875, p. 63; 1876, p. 59 ; 1877, p. 34 : 1878, p. 37 ; 1879, p. 36 ; 1880, p. 50 ; 1881, p. 37 ; 1882-83, p. 39 ; 1883-84, p. 47 ; 1884-85, p. 45.) - District of Columbia. (An. rep. 1874, p. 478 ; 1875, p. 492 ; 1878, p. 276 ; 1879, p. 274 ; 1880, p. 365 ; 1861, p. 287 ; 1882-83, p. 290 ; 1883-84, p. 296 ; 1884-85, p. 296.) - Florida. (An. rep. 1872, p. 60 ; 1873, p. 68 ; 1874, p. 67 ; 1875, p. 85 ; 1877, p. 37; 1878, p. 40 ; 1880, p. 56; 1881, p. 40; 1882-83, p.42; 1883-84, p. 51; 1884-85, p. 49.) - Georgia. (An. rep. 1874, p. 75 ; 1875, p. 76 ; 1876, p. 72 ; 1877, p. 41 : 1878, p. 47 ; 1879, p. 43 ; 1880, p. 64 ; 1881, p. 45 ; 1882-83, p.47 ; 1883-84, p. 57 ; 1884-85, p. 55.) - Illinois. (An. rep. 1870, p.115; 1871, pp. 143, 146; 1872, pp.83, 99; 1874, p. 92; 1875, p. 91 ; 1876, p. 87 ; 1877, p. 50 ; 1878, p. 55 ; 1879, p. 52; 1880, p. 74 ; 1881, p. 53; 1882-83, p. 50.; 1883-84, p. 66; 1884-85, p. 64.) - Indiana. (An. rep. 1874, p. 107 ; 1875, p. 108; 1876, p. 105 ; 1877, p. 56 ; 1878, p. 65 ; 1879, p. 60 ; 1880, p. 84 ; 1881, p. 62 ; 1882-83, p. 66 ; 1883-84, p. 78 ; 1884-85, INDEX TO PUBLICATIONS— BUREAU OF EDUCATION. 1093 Scientific and technical education. Iowa. (An. rep. 1874, p. 118; 1875, p. 120; 1876, p. 117 ; 1877, p. 67 ; 1878, p. 71 ; 18~C\ p. 68 ; 1880, p. 94 ; 1881, p. 71 ; 1882-83, p. 75 ; 1883-84, p. 87; 1884-85, p. 83.) - Kansas. (An. rep. 1870, p. 142 ; 1871, p. 173 ; 1872, p. 122 ; 1873, p. 119 ; 1874, p. 128; 1875, p. 133; 1876, p. 129 ; 1877, p. 72; 1878, p."79; 1879, p. 75; 1880, p. 104 ; 1881, p. 79 ; 1882-83, p. 82 ; 1883-84, p. 94 ; 1884-85, p. 91.) - Kentucky. (An. rep. 1874, p. 140 ; 1875, p. 145 ; 1876, Jp. 140 ; 1877, p. 78 ; 1878, p. 84 ; 1879, p. 81 ; 1880, p. 113 ; 1881, p. 84 ; 1882-83, p. 87 ; 1883-84, p. 101 ; 1884-85, p. 97.) - Louisiana. (An. rep. 1874, p. 152 ; 1875, p. 156 ; 1876, p. 151 ; 1877, p. 85 ; 1878, p. 89 ; 1879, p. 87 ; 1880, p. 122 ; 1881, p. 89 ; 1882-83, p. 93 ; 1883-84, p. 108 ; 1884-85, p. 105. ) - — Maine. (An. rep. 1874, p. 164 ; 1875, p. 165 ; 1876, p. 161 ; 1877, p. 91 ; 1878, p. 94; 1879, p. 93 ; 1880, p. 130 ; 1881, p. 94; 1882-83, p. 98 ; 1883-84, p. 116 ; 1884-85, p. 112.) - Maryland. (An. rep. 1874, p. 175 ; 1875, p. 178; 1876, p. 174; 1877, p. 99; 1878, p. 101 ; 1879, p. 99 ; 1880, p. 137 ; 1881, p. 101 ; 1882-83, p. 104 ; 1883-84, p. 123 ; 1884-85, p. 120.) - Massachusetts. (An. rep. 1871, p, 236; 1872, p. 163; 1873, p. 182; 1874, p. 195; 1875, p.197: 1876, p. 191 ; 1877, p. 112; 1878, p. 113; 1879, p. Ill; 1880, p. 151; 1881, p. 114; 1882-83, p. 118; 1883-84, p. 137 ; 1884-85, p. 134.) - Michigan. (An. rep. 1870, p. 186 ; 1871, p. 240 ; 1873, p. 198 ; 1874, p. 214 ; 1875, p. 217 ; 1876, p.207; 1877, p. 126 ; 1878, p. 125; 1879, p. 123; 1880, p. 165; 1881, p. 128; 1882-83, p. 130 ; 1883-84, p. 148 ; 1884-85, p. 145. ) - Minnesota. (An. rep. 1873, p. 198 ; 1874, p. 225 ; 1875, p. 229 ; 1876, p. 218 : 1877, p.136; 1878, p.133; 1879, p. 130; 1880, p. 175; 1881, p. 135 ; 1882-83, p. 138 ; 1883-84, p. 152.) - Mississippi. (An. rep. 1874, p. 233 ; 1875, p. 237 ; 1876, p, 225 ; 1877, p. 141 ; 1878, p. 138; 1879, p.135; 1880, p. 182; 1881, p. 141; 1882-83, p. 143 ; 1883-84, p. 160 ; 1884- 85, p. 156. ) - Missouri. (An. rep. 1871, p. 261 ; 1872, p. 209 ; 1874, p. 246 ; 1875, p. 250 ; 1876, p. 237; 1877, p. 149; 1878, p. 146; 1879, p. 142; 1880, p. 190; 1881, p. 148; 1882- 83, p. 149; 1883-84, p. 167; 1884-85, p. 163.) - Natural science in secondary schools, pp. 9. (Misc. pubs. 1882.) - Nebraska. (An. rep. 1874, p. 257 ; 1875, p. 260 ; 1876, p. 245 ; 1877, p. 155 ; 1878, p. 152; 1879, p. 148; 1880, p. 198; 1881, p. 154; 1882-83, p. 156; 1883-34, p. 173; i884-85, p. 170.) - Nevada. (An. rep. 1879, p. 151; 1884-85, p. 175.) - New Hampshire. (An. rep. 1870, p. 217 ; 1873, p. 252 ; 1874, p. 271 ; 1875, p. 272; 1876, p. 258; 1877, p. 164; 1878, p. 161; 1879, p. 156; 1880, p. 208; 1881, p. 162; 1882-83, p. 164; 1883-84, p. 182; 1884-85, p, 180.) - New Jersey. (An. rep. 1871, pp. 285, 289 ; 1872, p. 228 ; 1873, p. 266 ; 1874, p. 284; 1875, p. 283; 1876, p. 270; 1877, p. 172; 1878, p. 170; 1879, p. 163; 1880, p. 216; 1881, p. 170; 1882-83, p. 172; 1383-84, p. 189; 1884-85, p. 189.) • - New York. (An. rep. 1873, p. 290, 1874, p. 306; 1875, p. 305; 1876, p. 286; 1877, p. 181; 1878, p. 179; 1879, p. 174; 1880, p. 229; 1881, p. 183; 1882-83, p. 184 ; 1883- 84, p. 200 ; 1884-85, p. 201.) - North Carolina. (An. rep. 1874, p. 322; 1875, p. 324; 1876, p. 302; 1877, p. 193 ; 1878, p. 188 ; 1879, p. 184; 1880, p. 241; 1881, p. 197; 1882-83. p. 196; 18c3-84, p. 209; 1884-85, p.212.) - Ohio. (An. rep. 1873, p. 327; 1874, p.341; 1875, p. 339; 1876, p. 317; 1877; p. 204; 1878, p. 197 ; 1879, p. 191 ; 1880, p.253; 1881, p. 206; 1882-83, p. 207 ; 1883-84, p. 219; 1884-85, p.219.) — - Oregon. (An. rep. 1874, p. 353 ; 1875, p. 350 ; 1876, p. 327 ; 1877, p. 210 ; 1878, p. 203 ; 1879, p. 196 ; 1880, p. 263 ; 1881, p. 213 ; 1882-83, p. 215 ; 1883-84, p- 225 ; 1884-85, p. 225.) - Pennsylvania. (An. rep. 1873, p, 346 ; 1874, p. 368 ; 1875, p. 365 ; 1876, p. 343 ; 1877, p. 219; 1878, p. 210; 1879, p. 205; 1880, p. 275; 1881, p. 221 ; 1882-83, p. 225; 1883- 84, p. 237 ; 1884-85, p. 235. ) - Rhode Island. (An. rep. 1874, p. 384 ; 1876, p. 358 ; 1877, p. 229 ; 1878, p. 219 : 1879, p. 215; 1880, p. 287; 1881, p. 232; 1882-83, p. 234 ; 1883-84, p. 246; 1884-85, p. 244.) - Scientific instruction. (An. rep. 1881, pp. clxvi-clxxxii ; 1883-84, p. clxi ; 1884- 85, p. cxcvii.) - Scientific instruction in several foreign countries. (An. rep. 1876, p. cii.) - South Carolina. (An. rep. 1874, p. 393; 1875, p. 391 ; 1876, p. 367 ; 1877, p. 235 ; 1878, p.225; 1879, p. 221; 1880, p.296; 1881, p. 239 ; 1882-83, p. 239; 1883-84, p. 253 ; 1884- 85, p.251.) - State colleges of agriculture and the mechanic arts. (An. rep. 1879, pp. cxx- cxxix.) 1094 EDUCATION EEPOET, 1886-87. Scientific and technical education. Technical instruction. (Spec. rep. 1869, pp. 33-784 ; spec. rep. 1870 ?) Note. First edition, incomplete, printed pursuant to a call of House df Representatives, January 19, 1870. Second edition published fls vol. ±xi, of Barnard’s journal of education, pp. 807. - Technical instruction in Europe. (An. rep. 1882-83, pp. cclxviii-cclxxxvii.) - Tennessee. (An. rep. 1873, p. 376 ; 1874, p. 404; 1875, p. 402; 1876, p. 379; 1877, p.242; 1878, p. 230; 1879, p. 227; 1880, p. 304; 1881, p. 244; 1882-83, p. 245; 1883-84, p. 258 ; 1884-85, p. 257.) - Texas. (An. rep. 1874, p. 414 ; 1875, p. 412 ; 1876, p. 388 ; 1877, p. 247 ; 1878, p. i 236 ; 1879, p. 234 ; 1880, p. 314 ; 1881, p. 249 ; 1882-83, p. 251 ; 1883-84, p. 265 ; 1884-85, P- 262.) - Utah Territory. (An. rep. 1884-85, p. 310.) - Vermont. (An. rep. 1873, p. 389 ; 1874, p. 421 ; 1875, p. 418 ; 1876, p. 396 ; 1877, p. 253 ; 1878, p. 241 ; 1879, p. 240 ; 1880, p. 321 ; 1881, p. 254 ; 1882-83, p. 256 ; 1883-84, p.269; 1884-85, p.267.) - Virginia. (An. rep. 1870, p. 294 ; 1873, p. 400 ; 1874, p. 433 ; 1875, p. 432 ; 1876, p. 405; 1877, p. 259; 1878, p.248; 1879, p.247; 1880, p. 330; 1881, p. 261 ; 1882-83, p. 262; 1883-84, p. 275 ; 1884-85, p. 274.) - Washington Territory. (An. rep. 1884-85, p. 314.) - West Virginia. (An. rep. 1873, p. 4li ; 1874, p. 445 ; 1875, p. 446 ; 1876, p. 415 ; 1877, p. 264 ; 1878. p. 254 ; 1879, p. 2o3 ; 1880, p. 339 ; 1881, p. 267 ; 1882-83, p. 267 ; 1883- 84, p. 280 ; 1884-85, p. 278. ) - Wisconsin. (An. rep. 1874, p. 455 ; 1875, p. 459 ; 1876, p. 426 ; 1877, p. 272 ; 1878, p. 262 ; 1879, p. 261 ; 1880, p. 347 ; 1881, p. 274 ; 1882-83, p. 274 ; 1883-84, p. 285 ; 1884- 85, p. 284.) Scientific and technical schools. Gilman, D. C. Report on national schools of science. [With preliminary list of local publications pertaining to the national grant.] (An. rep. 1871, pp. 427-444.) - National and state legislation respecting colleges of agriculture and the me¬ chanic arts; with historical sketches. (An. rep. 1868, pp. 13i-310.) - Recent history of agricultural colleges. (An. rep. 1880, p. cxl.) - Recent history of schools of science not endowed by the national land grant. (An. rep. 1880, p. cxlvi.) - Statistical tables. (An. rep. 1870, p. 528 ; 1871, pp. 654-655 ; 1872, pp. 802-809 ; 1873, pp. 684-691; 1874, pp. 703-711; 1875, pp. 752-757 ; 1876, pp. 729-737 ; 1877, pp. 535-543 ; 1878, pp. 548-557 ; 1879, pp. 262-573 ; 1880. pp. 677-689 ; 1831, pp. COS- 613 ; 1882-83, pp.' 632-643; 1883-84, pp. 661-673; 1884-85, pp. 622-636 ; 1885-86, pp, 520-533. ) Scientific libraries. Sec Libraries, Scientific. Scientific studies and courses of study. Runkle, J. D. (Discussion.) (Circ. inf. 2, 1879, p. 183.) Scotland. Attendance and studies in the grammar and public burgh schools. (Spec, rep. on D. C .for 1879, pp. 716-720. ) Scudder, Horace E. Public libraries a hundred years ago. (Pub. libs. 1876, pp. 1- 37.; Secondary education. Alabama. (An. rep. 1874, p. 8 ; 1875, p. 11 ; 1876, p. 9 ; 1877, p. 7 ; 1878, p. 8 ; 1879, p. 7; 1880, p.9; 1881, p.7; 1882-83, p.7; 1833-84, p.8; 1884- 85, p. 8.) - Arizona Territory. (An. rep. 1879, p. 266 ; 1881, p. 280 ; 1882-83, p. 284 ; 1883- 84, p.290; 1884-85, p.289.) - Arkansas. (An. rep. 1874, p. 13 ; 1875, p. 18 ; 1876, p. 20 ; 1877, p. 11 ; 1878, p. 12 ; 1879, p. 11 ; 1880, p. 15 ; 1881, p. 11 ; 1882-83, p. 12 ; 1883-84, p. 14 ; 1884-85, p.14.) — - California. (An. rep. 1873, p. 25; 1874, p.25; 1875, p. 32; 1876, p. 29; 1877, p. 17 ; 1878, p. 19; 1879, p. 17; 1880, p. 23; 1881, p. 16; 1882-83, p. 18 ; 1883-84, p.22; 1884- 85, p.22.) - Colorado. (An. rep. 1873, p. 431 ; 1874, p.464; 1875, p.474; 1876, p. 38; 1877, p. 22 ; 1878, p. 24 ; 1879, p. 23 ; 1880, p. 32 ; 1881, p. 22 ; 1882-83, p. 24 ; 1883-84, p. 30 ; 1884-85, p. 29.) - Connecticut. (An. rep. 1874, p. 45; 1875, p. 52; 1876, p. 47; 1877, p. 28; 1878, p. 29; 1879; p. 29; 1880, p. 41 ; 1881, p. 29; 1882-83, p. 32; 1883-84, p. 39; 1884-85, p. 38.) - Dakota. (An. rep. 1878, p. 271 ; 1879, p. 269 ; 1880, p. 359 ; 1881, p. 283 ; 1882- . 83, p. 286; 1883-84, p. 293; 1884-85, p. 292.) - Delaware. (An. rep. 1874, p. 58; 1875, p. 62; 1876, p. 58; 1877, p. 34; 1878, p. 36; 1879, p. 35; 1880, p. 50; 1881, p. 36; 1882-83, p. 39; 1883-84, p. 46 ; 1884-85, p. 45.) - District of Columbia. (An. rep. 1874, p. 476; 1875, p. 490; 1876, p. 442; 1877, p. 280; 1878, p. 275; 1879, p. 273; 1880, p. 364; 1881, p. 286; 1882-83, p. 289; 1883-84, p. 295 ; 1884-85, p. 295.) INDEX TO PUBLICATIONS- — BUREAU ON EDUCATION. 1095 Secondary education. EeariN^, CLarEnCe W. How can instruction in public liigli schools be made more efficient ? (Spec. rep. N. O. exp. 1884-85, pp. 434-436.) - Florida. (An. rep. 1870, p. 106; 1872, p. 58; 1873, p. 67; 1875, p. 68; 1876, p. 65; 1877, p. 36; 1878, p. 40; 1879, p. 38; 1880, p. 56; 1881, p. 40; 1882-83, p. 42; 1883- 84, p. 50; 1884-85, p. 48.) - Georgia. (An. rep. 1873, p. 72 ; 1874, p. 73; 1875, p. 75; 1876, p. 71; 1877, p. 41; 1878, p. 45 ; 1879, p. 43 ; 1880, p. 63; 1831, p.44; 1882-83, p. 47 ; 1883-84, p. 66 ; 1881- 85, p. 54.) - Hammond, Charles. New England academies and classical schools. (Am rep. 1868, pp. 403-429.) - High schools for girls in Sweden, pp. 6. (Misc. pubs. 1882.) - History of secondary instruction in Germany, up. 87. (Circ. inf. 3, 1874.) - Illinois. (An. rep. 1873, p. 86; 1874, p. 89 ; l87o, p. 88; 1876, p. 84; 1877, p. 48; 1878, p.54; 1879, p. 51; 1880, p. 72; 1881, p. 51; 1882-83, p. 55; 1883-84, p. 64 ; 1884- 85, p. 63.) - Indiana. (An. rep. 1874, p. 105 ; 1875, p. 105; 1876, p. 102; 1877, p. 57; 1878, p. 64; 1879, p. 60; 1880, p. 83; 1881, p. 61; 1882-83, p.65; 1883-84, p. 77; 1884-85, p. 73.) - In foreign countries. (An. rep. 1877, pp. Ixxxviii-xei.) - Iowa. (Am rep. 1871, p. 163; 1873, p. 110 ; 1874, p. 117 ; 1875, p. 119 ; 1876, p. 115 ; 1877. p. 66 ; 1878, p. 70 ; 1879, p. 67 ; 1880, p. 93 ; 1881, p. 70 ; 1882-83, p. 74 ; 1883-84, p. 85 ; 1884-85, p, 82. ) - Jacobson, Hermann. History of secondary instruction in Germany, pp. 81. (Circ. inf. 3, 1874.) - - Kansas. (An. rep. 1874, p. 126 ; 1875, p. 132 ; 1876, p. 128 ; 1877, p. 72 ; 1878, p. 78 ; 1879, p. 74 ; 1880, p. 103 ; 1881, p. 78 ; 1882-83, p. 81 ; 1883-84, p. 93 ; 1884-85, p. 90.) — - — Kentucky. (An. rep. 1874, p. 137 ; 1875, p. 143 ; 1876, p. 137; 1877, p. 78; 1878, p. 84 ; 1879, p. 80 ; 1880, p. 112 ; 1881, p. 83 ; 1882-83, p. 86 ; 1883-84, p. 100 ; 1884-85, P. 97.) - - Louisiana. (An. rep. 1873, p. 136; 1874, p. 150; 1875, p. 154; 1876, p. 149; 1877, p. 85 ; 1878, p. S9; 1879, p. 87 ; 1880, p. 121 ; 1881, p. 88 ; 1882-83, p. 92; 1883-84, p. 107 ; 1884-85, p. 104.) - McHenry, D. C. Explanation of the leading features of Ontario high school system. (Spec. rep. N. O. exp. 1884-85, pp. 423-433. ) - Maine. (An. rep. 1871, p. 204 ; 1873, p. 147 ; 1874, p. 162 ; 1875, p. 163 ; 1876, p. 159 ; 1877, p. 90 ; 1878, p. 94 ; 1879, p. 92 ; 1880, p. 129 ; 1881, p. 94 ; 1882-83, p. 97 ; 1883-84, p. 115 ; 1884-85, p. 111,.) - - Maryland. (An. rep. 1873, p. 155 ; 1874, p. 173 ; 1875, p. 176 ; 1876, p. 172 ; 1877, p. 98 ; 1878, p. 100 ; 1879, p. 98 ; 1880, p. 136 ; 1881, p. 100 ; 1882-83, t>. 103 ; 1883-84, p. 121 ; 1884-85* p. 118.) - Massachusetts. (An. rep. 1873, p. 176 ; 1874, p. 190 ; 1875, p. i94 ; 1876, p. 187 ; 1877, p. Ill ; 1878, p. Ill ; 1879, p. 109 ; 1880, p. 150 ; 1881, p. 112 ; 1882-83, p. 116 ; 1883- 84, p. 135 ; 1884-85, p. 132.) - Michigan. (An. rep. 1873, p. 195 ; 1874, p. 209 ; i875, p. 215 ; 1876, p. 204 ; 1878, p. 124 ; 1879, p. 121; 1880, p. 164; 1881, p. 126 : 1882-83, p. 128 ; 1883-84, p. 147 ; 1884- 85, p. 144.) - Minnesota. (An. rep. 1871, p. 251 ; 1873, p. 195; 1874, p. 223 ; 1875, p. 227; 1876, p.216; 1877, p. 135: 1878, p. 132; 1879, p. 129; 1880, p. 174 ; 1881, p. 135 ; 1882-83, p. 137 ; 1883-84, p. 154 ; 1884-85, p. 151 ) — - Mississippi. (An. r6p. 1874, p. 231 ; 1875, p. 236 ; 1876, p. 224 ; 1877, p. 140 ; 1878, p. 137 ; 1879, p. 134; 1880, p. 181 ; 1881, p. 140; 1882-83, p. 142; 1883-84, p. 159.) - Missouri. (An. rep. 1873, p. 226; 1874, p. 243 ; 1875, p. 248 ; 1876, p. 234 ; 1877, p. 147 ; 1878, p. 145 ; 1879, p. 140 ; 1880, p. 189 ; 1881, p. 146 ; 1882-83, p. 148 : 1883-84, p. 166 ; 1884-85, p. 162. ) - Montana. (An. rep. 1878, p.285; 1879, p. 282; 1880, p.379; 1881, p. 298; 1882- 83, p.299; 1883-84, p. 303 ; 1884-85, p.305.) - - Nebraska . (An. rep. 1874, p. 254 , 1875, p. 259 ; 1876, p. 244 ; 1877, p. 155 ; 1878, p. 151; 1879, p. 147 ; 1880, p. 198; 1881, p. 153; 1882-83, p. 155; 1883-84, p. 173 ; 1884-85, p. 169.) - Nevada. (An. rep. 1874, p.262; 1875, p.265; 1876, p. 250; 1877, p. 158; 1878, p.156; 1879, p. 150; 1880, p.203; 1883-84, p.177; 1884-85, p. 174.) - New Hampshire. (Am rep. 1871, p. 279 ; 1872, p. 221; 1873, p. 251; 1874, p. 269 ; 1875, p.271; 1876, p.257; 1877, p. 163: 1878, p. 160; 1879, p. 155 ; 1880, p. 208; 1881, p. 162; 1882-83, p. 164; 1883-84, p. I8l ; 1884-85, p. 179.) - New Jersey. (An. rep. 1873, p.264; 1874, p.282; 1875, p.280; 1876, p.268; 1877, p.171; 1878, p. 169; 1879, p.162; 1880, p.215; 1881, p. 169; 1882-83, p. 171; 1883- 84, p. 188; 1884-85, p. 188.) - New Mexico. (An. rep. 1878, p. 283 ; 1879, p. 284 ; 1882-83, p. 301 ; 1884-85, p. 307 . ) 1096 EDUCATION REPORT, 1886-87. Secondary education. New York. (An. rep. 1874, p. 302 ; 1875, p. 300 ; 1876, p. 282 ; 1877, p.180; 1878, p. 178; 1879, p. 172; 1880, p.227; 1881, p. 182; 1882-83, p. 182; 1883- 84, p. 199; 1884-85, p. 199. ) - North Carolina. (An. rep. 1873, p.303; 1874, p. 320 ; 1875, p.322; 1876, p. 300; 1877, p.192; 1878, p. 18 8; 1879, p.183; 1880, p.240; 1881, p. 196; 1832-83, p. 195; 1883-84, p. 209 ; 1884-85, p. 211.) - Ohio. (An. rep. 1874, p. 335; 1875, p.336; 1876, p.314; 1877, p.202; 1878, p. 196; 1879, p. 190; 1880, p. 252; 1881, p. 205; 1882-83, p. 206; 1883-84, p. 218; 1884- 85, p. 218.) " ■ - Oregon. (An. rep. 1871, p. 324; 1872, p.285; 1873, p.335; 1874, p.351; 1875, p. 349; 1876, p.325; 1877, p. 210; 1878, p.202; 1879, p.l9C; 1880, p.262; 1881, p. 212; 1882-83, p. 214; 1883-84, p.224; 1884-85, p.225.) - Pennsylvania. (An. rep. 1873, p. 343 ; 1874, p. 364 ; 1875, p. 362 ; 1876, p. 340 ; 1877, p. 218; 1878, p.209; 1879, p.203; 1880, p.274; 1881, p. 220; 1882-83, p. 224; 1883-84, p. 236; 1884-85, p. 234.) - Eolations of secondary schools to colleges and schools of science. (An. rep. 1873, pp. xlviii-liv.) — Rhode Island. (An. rep. 1873, p. 357 ; 1874, p. 382 ; 1875, p. 381 ; 1876, p. 357 ; 1877, p. 228; 1878, p. 218; 1879, p. 215; 1880, p. 287; 1881, p. 232; 1882-83, p. 234; 1883- 84, p. 245; 1884-85, p. 244.) - Secondary instruction. (An. rep. 1881, p. cxxxviii ; 1882-83, p. cxv ; 1883-84, p. cxxxi.) - Secondary instruction, including preparatory. (An. rep. 1884-85, p. cxlix.) - South Carolina. (An. rep. 1873, p. 364; 1874, p. 391; 1875, p. ‘390; 1876, p. 365; 1877, p. 234; 1878, p. 224; 1879, p. 220; 1880, p. 295; 1881, p. 238; 1882-83, p. 238; 1883-84, p. 252; 1884-85, p. 250.) - Statistical tables. Institutions for secondary instruction. (An. rep. 1870, pp. 614-635 ; 1872, pp. 716-760 ; 1873, pp. 586-643 ; 1874, pp. 580-651 ; 1875, pp. 616-688 ; 1876, pp. 584-671; 1877, pp. 391-476; 1878, pp. 401-488; 1879, pp. 415-500; 1880, pp. 523-612; 1881, pp. 450-543 ; 1882-83, pp. 462-566; 1883-84, pp. 481-591 ; 1884-85, pp. 438-551; 1885-86, pp. 366-425.) - Tennessee. (An. rep. 1873, p. 375; 1874, p. 400; 1875, p. 399; 1876, p. 376; 1877, p. 241; 1878, p. 229; 1880, p. 303; 1881, p. 243; 1882-83, p. 244; 1883-84, p. 258; 1884-85, p. 256.) - Texas. (An. rep. 1873, p. 385 ; 1874, p. 412 ; 1875, p. 410 ; 1876, p. 387 ; 1877, p. 246; 1878, p. 236; 1879, p. 233; 1880, p. 313; 1881, p. 249; 1882-83, p. 250; 1883- 84, p. 264 ; 1884-85, p. 261.) - Utah. (An. rep. 1874, p. 501 ; 1875, p. 513 ; 1876, p. 461 ; 1877, p. 292 ; 1878, p. 290; 1879, p. 286; 1880, p. 385; 1882-83, p. 303; 1883-84, p. 306; 1884-85, p. 310.) - Vermont. (An. rep. 1873, p. 388 ; 1874, p. 418 ; 1875, p. 417 ; 1876, p. 395 ; 1877, p.252; 1878, p.241; 1879, p. 239 ; 1880, p. 320 ; 1881, p. 253 ; 1882-83, p. 256; 1883-84, p.269; 1884-85, p.266.) - Virginia. (An. rep. 1872, p. 342 ; 1873, p. 397 ; 1874, p. 429 ; 1875, p. 429 ; 1876, p. 403 ; 1877, p.258; 1878, p.247; 1879, p.246; 1880, p.329; 1881, p. 260; 1882-83, p. 262; 1883-84, p. 274; 1884-85, p.273.) - Washington Terrritory. (An. rep. 1876, p. 464 ; 1877, p. 295; 1S78, p.293: 1879, p.288; 1880, p.389; 1881, p. 305; 1882-83, p. 305 ; 1883-84, p. 306; 1884-85, p. 314.) - West Virginia. (An. rep. 1874, p. 443 ; 1875, p. 444 ; 1876, p. 414 ; 1877, p. 264 ; 1878, p. 253 ; 1879, p. 253 ; 1880, p. 338 ; 1881, p. 266 ; 1882-83, p. 266 ; 1883-84, p. 279 : 1884- 85, p.278.) - Wisconsin. (An. rep. 1873, p. 417; 1874, p. 452; 1875, p. 456; 1876, p. 424; 1877, p.270; 1878, p. 261 ; 1879, p.259; 1880, p. 346; 1881, p. 273; 1882-83, p. 273; 1883-84, p. 284 ; 1884-85, p. 283. ) Secondary instruction. See Secondary education. Servia, Education in. (An. rep. 1874, p. cxlii ; 1875, p. cxxxiv ; 1876, p. cxcii; 1882-83, p. ccxl ; Circ. inf. 3, 1875, p. 69.) Sexton, Samuel. Causes of deafness among school children and the instruction of children with impaired hearing, pp. 47. (Circ. inf. 5, 1881.) - Classification of deaf pupils with a view to improve facilities for their educa¬ tion, based on the causes of their disability. (Spec. rep. N. O. exp. 1884-85, pp. 523-528.) - Necessity of providing for the better education of children with defective hearing in the public schools. (Spec. rep. N. O. exp. 1884-85, pp. 529-536. ) Shanks, J. P. C. Education of Indians in Indian Territory. (An. rep. 1872, p. xxi.) Shiras, Alexander. National bureau of education; its history, work, and limita¬ tions. pp. 16. (Misc. pubs. 1875.) Shorthand. Rockwell, J. E. Teaching, practice, and literature of shorthand. pp. 184. (2nd and enlarged ed.) (Circ. inf. 2, 1884.) Skufeldt, R. W. Outlines for a museum of anatomy, pp. 65. (Spec. rep. 1880.) Siam. See China and Siam. INDEX TO PUBLICATIONS — BUREAU OF EDUCATION. 1097 Skinner, Hubert M. Growth and benefits of reading circles. (Circ. inf. 2, 1886, pp. 152-160.) - National aid to education. (Giro. inf. 2, 1886, pp. 120-122.) Slater (John F.) fund. See John F. Slater fund. Smart, Charles. Chemical examination of air as applied to questions of ventilation. (Circ. inf. 2, 1882, p. 19.) Smart, James H. Best system of schools for a state. Appendix: Outline of school systems of various states. (Circ. inf. 2, 1880, pp. 31-42, 90-111. ) - - High school question. (Circ. inf. 2, 1879, p. 167.) - Teachers7 institutes, pp. 206. (Circ. inf. 2, 1885.) Smith, Annie Tolman. Our country schools. (Spec. rep. N. O. exp. 1884-85, pp. 358-365.) - Progress of education for women, (An. rep. 1871, pp. 511-518.) - Rural schools : Progress in the past; means of improvement in the future. pp. 90. (Circ. inf. 6, 1884.) Smith, G. L. Public libraries of Baltimore. (Pub. libs. 1876, p. 837.) Smith, Joseph H. Normal schools and their work in Ontario. (Spec. rep. N. O. exp. 1884-85, pp. 461-467.) Smith, Lloyd P. Public libraries of. Philadelphia. (Pub. libs. 1876, p. 952.) Smith, Lyndon A. Recent school law decisions, pp. 82. (Circ. inf. 4, 1883.) Smithsonian institution and scientific and literary organizations in District of Co¬ lumbia. (An. rep. 1871, p. 389 ; 1872, p. 389 ; 1873, p. 441 ; 1874, p. 481.) Smith, Walter. Address to Pennsylvania legislature. Plea for state aid to Penn¬ sylvania museum and school of industrial art. (Spec. rep. art and industry, 1885, p.509.) - Practical papers, letters, lectures, and addresses on drawing (in the public schools). (Spec. rep. art and industry, 1885, pp. 515-590.) - Technical education and industrial drawing. (Circ. inf. 2, 1879, p. 70.) Societies, Historical. Fletcher, W. I. General considerations respecting historical research. (Pub. libs. 1876, pp. 325-332.) - Holmes, H. A. History and condition of historical societies in the United States. (Pub. libs. 1876, pp. 312-325.) - Warren, S. R., and Clark, S. N. Sketches of individual societies [by states], (Pub. libs. 1876, pp. 332-377. ) Soldiers’ orphans’ homes. See Charity schools, charitable institutions, eto. South Australia, Education in. (An. rep. 1883-84, p. cclxviii ; 1884-85, p. cccx.) - See also Australasia. South Carolina, Education in. (An. rep. 1870, p. 285 ; 1871, pp. 340-346; 1872, pp. 312-317; 1873, pp. 360-367 ; 1874, pp. 387-395; 1875, pp. 386-393 ; 1876, pp. 361-368 ; 1877, pp. 232-236; 1878, pp. 222-225; 1879, pp. 218-225; 1880, pp. 290-297 ; 1881, pp. 235-239; 1882-83, pp. 236-240; 1883-84, pp. 249-254; 1884-85, pp. 247-252.) South, The, and education. Bingham, Robert. Educational status and needs of the new South. (Circ. inf. 4, 1884, p. 87.) - - Condition of education in the South. (An. rep. 1881, p. Ixxxvii; 1882-83, p. lv.) - - Mayo, A, D. A Southern graded school. (Spec. rep. N. O. exp. 1884-85, pp. 415-422.) — - - - - Building for the children in the South. ppf 16. (Misc. pubs. 1884.) — - Orr, G. J. Needs of education in the South. (Circ. inf. 2, 1879, p. 46.) — — — Statistics of education of white and colored compared. (Au. rep. 1878, p. xxviii ; 1879, p. xxxix ; 1880, p. lvii ; 1881, p. lxxxi ; 1882-83, p. xlviii ; 1883-84, p. liii.) Spain, Education in. (An. rep. 1871, pp. 476-477; 1872, pp. 519-520; 1873, p. clxv; 1876, p. cxciii; 1877, p. clxvii ; 1878, p. clxxi; 1879, p. cci; 1880, p. ccxxv; 1881, p. cclxii; 1882-83, p. ccxli ; 1883-84, p. ccxxxii; Circ. inf. 1, 1873, pp. 7-35.) Sparkes, John. Criticism of Kensington methods of art instruction. (Spec. rep. art and industry, 1885, p. 481.) Spelling reform. March, F. A. Historical sketch of the movement for. pp. 36. (Circ. inf. 7, 1880.) Spofford, A. R. Binding and preservation of books. (Pub. libs. 1876, pp. 673-678.) - Library bibliography. (Pub. libs. 1876, pp. 733-744.) - - Library of Congress, or national library. (Pub. libs. 1876, pp. 253-261.) - Periodical literature and society publications. (Pub. libs. 1876, pp. 679-685.) - Works of reference for libraries. (Pub. libs. 1876, pp. 686-710.) Spring, Edward A. Clay modelling. (Spec. rep. N. O. exp. 1884-85, pp. 28.1-286.) State and education. (An. rep. 1872, p. 87.) - Duty of the state respecting education. (An. rep. 1876, p. clxi.) - Randall, C. D. Education of dependent children. (Circ. inf. 2, 1880, p. 19.) - Right and duty of the state to establish, aid, and supervise public schools. [Quotations from eminent authorities.] (An. rep. 1868, pp. 311-336.) 1098 EDUCATION REPORT, 1886-87. State educational conventions. See Conventions, etc., educational. State school systems. Alabama. (An. rep. 1870, p. 81 ; 1871, p. 65; 1872, p. 3 ; 1873, p. 3 ; 1874, p. 5; 1875, p. 6; 1876, p. 5; 1877, p. 5; 1878, p. 5; 1879, p. 6; 1880, p. 6; 1881, p. 5 ; 1882-83, p. 4 ; 1883-84, p. 5 ; 1884-35* p. 4 * 1885-80, p. 24. ) - Alaska. (An. rep. 1870, p. 336 ; 1873, p. 424 ; 1874, p. 459 ; 1875, p. 463 ; 1877, p. xxxi ; 1878, p. 266 ; 1879, p. 264 ; 1880, p. 350 ; 1881, p. 278 ; 1882-83, p. 278 ; 1883-84, p.288; 1884-85, p.286; 1885-86, p. 38.) - Arizona. (An. rep. 1870, p. 318 ; 1871, p. 377 ; 1872, p. 365 ; 1873, p. 425 ; 1874, p. 461 ; 1875, p. 467 ; 1876, p. 431 ; 1877, p. 275 ; 1878, p. 268 ; 1879, p. 205 ; 1830, p. 354 ; 1881, p. 279; 1882-83, p. 283 ; 1883-84, p. 289 ; 1884-85, p. 287 ; 1885-86, p. 38.) — - Arkansas. (An. rep. 1870, p. 86; 1871, p. 71 ; 1872, p. 11 * 1873, p. 11 ; 1874, p. 12 ; 1875, p. 15 ; 1876, p. 14 ; 1877, p. 9 ; 1878, p. 10 ; 1879, p. 9 ; 1880, p. 14 ; 1881, p. 9 ; 1882-83, p. 10 ; 1883-84, p. 11 ; 1884-85, p. 12 ; 1885-86, p. 24. - California. (An. rep. 1870, p. 87 ; 1871, p. 75; 1872, p. 14; 1873, p. 19; 1874, p. 17; 1875, p. 22; 1876, p. 23; 1877, p. 14; 1878, p. 15; 1870, p. 14; 1380, p. 20 ; 1881, p. 14 ; .1882-83, p. 16 ; 1883-84, p. 18 ; 1884-85, p. 18 ; 1885-80, p. 25.) - Colorado. (An. rep. 1870, p. 318 ; 187i, p.378; 18/2, p. 307; 18t3. p.429; 1874, p.463; 1875, p.470; 1876, p. 36; 1877, p. 21; 1878, p. 22; 1879, p. 21; 1880, p. 30; 1881, p. 21; 1882-83, p. 22 ; 1883-84, p. 28 ; 1834-85, p. 27 ; 1885^86, p. 25. ) [Territory up to 1876. ] - Connecticut. (An. rep. 1870, p. 98 ; 1871, p. 96 ; 1872, p. 32 ; i873, p. 36 ; 1874, p. 39 ; 1875, p. 45 ; 1876, p. 43 ; 1877, p. 24 ; 1878, p. 27 ; 1879, p. 26 * 1830, p. 38 ; 1881, p. 26 ; 1882-83, p. 28 ; 1883-84, p. 33: 1884-85, p. 34 ;' i88o-80, p. 26.) - Dakota. (An. rep. 1870, p. 319 ; 1871, p. 379 ; 1872, p. 3tl ; 1873, p. 433 ; 1874, p. 466 ; 1875, p. 477 ; 1876, p. 433 ; 1877, p. 276 ; 1878, p. 270 ; 1879, p. 267 ; 1880, p. 358; 1881, p. 281; 1882-83, p. 285; 1883-84, p. 291; 1884-85, p. 290; 1885-86, p. 39.) - Delaware. (An. tep. 1870, p. 103 ; 1871, p. 108 ; 1872, p. 51 ; 1873, p. 49 ; 1874, p. 55; 1875, p. 60; 1876, p. 55; 1877. p. 32 ; 1878, p. 34; 1879, p. 33; 1880, p. 48; 1881, p. 34 ; 1882-83, p. 37 ; 1883-84, p. 44 ; 1884-85, p. 43 ; 1885-86, p. 27.) - District of Columbia. City and county systems. (An. rep. 1870, p. 312; 1871, p, 385 ; 1872, p. 384; 1873, p. 434 ; 1874, p. 469 ; 1875, p. 481 ; 1876 [Historical sketch of the public schools of, compiled from various authorities], p. 437 ; 1877, p. 278 ; 1878, p. 273 ; 1879, p. 270 ; 1880, p. 362 ; 1831, p. 285 ; 1882-83, p. 288 ; 1883-84, p. 294; 1884-85, p. 294.) — - Florida. (An. rep. 1870, p. 105 ; 1871, p. 119 ; 1872, p. 58 ; 18?3, p. 65 ; iS74, p. 61 ; 1875, p. 65; 1876, p. 61 ; 1877, p. 36 ; 1878, p. 38 ; 1879, p. 37 ; 1880, p. 54 ; 1881, p. 38 ; 1882-83, p. 41 ; 1883-84, p. 48; 1884-85, p. 46 ; 1885-80, p. 27.) - Georgia. (An. rep. 1870, p. 109 ; 1871, p. 123 ; 1872, p. 63; 1873, p. 09; 1874, p. 71; 1875, p. 71 ; i876, p. 68; 1877, p. 38; 1878, p. 42; 1879, p. 40; 1880, p. 60; 1881, p. 41 ; 1882-83, p. 44 ; 1883-84, p. 53 ; 1884-85, p. 51 ; 1885-86, p. 27.) - Idaho. (An. rep. 1870, p. 321; 1871, p. 380; 1872, p. 373 ; 1873, p. 451 ; 1874, p. 486 ; 1875, p. 495 ; 1876, p. 446 ; 1877, p. 283 ; 1878, p. 279 ; 1879, p. 276 ; 1880, p. 370 ; 1881, p. 291 ; 1882-83, p. 293 ; 1833-84, p. 298 ; 1884-85, p. 299.) - Illinois. (An. rep. 1870, p. 110 ; 1871, p. 137 ; 1872, p. 73 ; 1873, p. 78 ; 1874, p. 80 ; 1875, p. 81 ; 1876, p. 77 ; 1877, p. 44 ; 1878, p. 49 ; 1879, p. 46 ; 1880, p. 68 ; ’ 1881, p. 48; 1882-83, p. 51; 1883-84, p. 59; 1884-85, p.\58; 1885-86, p. 28.) - Indiana. (An. rep. 1870, p. 123 ; 1371, p. 150 ; 1872, p. 107 ; 1873, p. 94 ; 1874, p. 93 ; 1875, p. 99 ; 1876, p. 95 ; 1877, p. 53 ; 1878, p. 60 ; 1870, p. 57 ; 1880, p. 80 ; 1881, p. 57 ; 1832-83, p. 61 ; 1883-84, p. 71 ; 1884-85, p. 69 ; 1885-86, p. 28. ) - Indian Territory. (An. rep. 1870, p.337; 1876, p. 449; 1877, p. 285; 1878, p. 281 ; 1879, p. 278 ; 1880, p. 374 ; 1881, p. 293 ; 1882-83, p. 293 ; 1883-84, p. 301 ; 1884-85, p. 301.) - Iowa. (An. rep. 1870, p. 131 ; 1871, p. 162 ; 1872, p. 116; 1873, p. 107 ; 1874, p. 113 ; 1875. p. 113 ; 1876, p. Ill ; 1877, p. 62 ; 1878, p. 68 ; 1879, p. 64 ; 1880, p. 90 ; 1881, p. 66; 1882-83, p. 71 ; 1883-84, p. 82; 1884-85, p. 78.) • - Kansas. (An. rep. 1870, p. 140 ; 1871, p. 171 ; 1872, p. 119 ; 1873, p. 115 ; 1874, p. 123 ; 1875, p. 127 ; 1876, p. 123 ; 1877, p. 69 ; 1878, p. 75 ; 1879, p. 71 ; 1880, p. 100 ; 1881, p. 75 ; 1832-83, p. 79 ; 1883-84, p. 90 ; 1884-85, p. 87 ; 1885-86, p. 29.) — — Kentucky. (An. rep. 1870, p. 147; 1871, p. 181; 1872, p. 125; 1873, p. 122; 1874, p. 131 ; 1875, p. 136 ; 1876, p. 132 ; 1877, p. 74 ; 1878, p. 81 ; 1879, p. 77 ; 1880, p. 110 ; 1881, p. 81 ; 1832-83, p. 84 ; 1883-34, p. 97 ; 1884-85, p. 94.) - Louisiana. (An. rep. 1870, p. 150; 1871, p. 192; 1872, p. 132; 1873, p. 134 ; 1874, p. 146 ; 1875, p. 150 ; 1876, p. 145 ; 1877, p. 82 ; 1878, p. 87 ; 1879, p. 84 ; 1880, p. 118 ; 1881, p. 86; 1882-83, p. 90 ; 1883-84, p. 104 ; 1884-85, p. 101.) - Maine. (An. rep. 1870, p. 153; 1871, p. 202; 1872, p. 138; 1873, p. 144; 1874, p. 156; 1375, p. 159; 1876, p. 153; 1877, p.83; 1878, p. 91 ; 1879, p.89; 1880, p.126; 1881, p. 91 ; 1882-83, p. 94 :• 1883-84, p. Ill ; 1834-85, p. 107 ; 1885-86, p. 29.) - Maryland. (An. rep. 1870, v. 156 ; 1871, p. 210 ; 1872, p. 149 ; 1873, p. 151 ; 1874, p. 167 ; 1875, p. 171 ; 1876, p. 165 ; 1877, p. 95 ; 1878, p. 97 ; 1879, p. 95 ; 1880, p. 134; 1881, p. 97; 1882-83, p. 100 ; 1883-84, p. 118; 1884-85, p. 115 ; 1885-36, p. 30. ) INDEX TO PUBLICATIONS— BUREAU OF EDUCATION. 1099 School systems. Massachusetts. (An. rep. 1870, p. 165 ; 1871, p. 213 ; 1872, p. 156 ; 1873, p. 166; 1874, p. 180 ; 1875, p. 184; 1876, p. 179; 1877, p.105 ; 1878, p. 105; 1879, p. 103 ; i880, p. 142 ; 1881, p. 105 ; 1882-83, p. 109 ; 1883-84, p. 128 ; 1884-85, p. 125 ; 1885-86, p. 30.) - - Michigan. (An. rep. 1870, p. 185 ; 1871, p. 237 ; 1872, p. 184 ; 1873, p. 192 ; 1874, p. 203 ; 1875, p. 208 ; 1876, p. 200 ; 1877, p. 121 ; 1878, p. 120 ; 1879, p. 117 ; 1880, p. 160 ; 1881, p. 122; 1882-83, p. 125; 1883-84* p. 143; 1884-85, p. 140; 1885-86, p. 31.; - Minnesota. (An. rep. 1870, p. 194; 1871, p. 244; 1872, p. 189; 1873, p. 192; 1874, p. 219; 1875, p. 221; 1876, p. 212; 1877, p. 130; 1878* p. 129; 1879, p. 127; 1880, p. 172; 1881, p. 132; 1882-83, p. 135; 1883-84, p. 151; 1884-85, p. 148; 1885- 86, p. 31.) - Mississippi. (An. rep. 1870, p. 20 0 ; 1871, p. 256 ; 1872, p. 195 ; 1873, p. 211 ; 1874, p. 228 ; 1875, p. 233; 1876, p. 221 : 1877, p. 138 ; 1878, p. 135 ; 1879, p. 132 ; 1880, p. 180; 1881, p. 138; 1882-83, p. 140 ; 1883-84, p. 157 ; 1884-85, p. 154.) - Missouri. (An. rep. 1870, p. 201 ; 1871, p. 260; 1872, p. 203; 1873, p. 220; 1874, p. 235: 1875, p. 240; 1876, p. 228 ; 1877, p. 143; 1878, p. 140; 1879, p. 136 ; 1880, p. 186; 1881, p. 144; 1882-83, p. 145; 1883-84. p. 162; 1884-85, p. 158 ; i885-86, p. 31.) - Montana. (An. rep. 1870, p. 323 ; 1872, p. 375 ; 1873, p. 453 ; 1874, p. 489 ; 1875, p. 497; 1876, p. 452 ; 1877, p. 287 ; 1878, p 284; 1879, p. 281 ; 1880, p. 378; 1881, p. 296; 1882-83, p. 298; 1883-84, p 302; 1884-85. p. 303; 1885-86, p. 39.) — - Nebraska. (An. rep. 1870, p. 212; 1871, p. 270; 1872, p. 214; 1873, p. 233; 1874, p. 250; 1875, p. 255; 1876, p. 241; 1877, p, 153; 1878, p. 149; 1879, p. 145 ; 1880, p. 196; 1881, p. 151; 1882-83, p, 152; i883-84, p. 170; 1884-85, p. 167;1885- 86, p. 32.) - Nevada. (An. rep. 1870, p. 212; 1871, p. 272; 1872, p. 216; 1873, p, 242; 1874, p. 261; 1875, p. 263; 1876, p. 248; 1877. p. 157; 1878, p 154 , 1879, p. 149; 1880, p. 200 ; 1881, p. 157 ; 1882-83, p. 158 ; 1883-84, p. 175 ; 1884-85, p. 173; 1885-86, p. 33.) - - New Hampshire. (An. rep. 1870, p. 215; 1871, p. 276; 1872, p. 218; 1873, p. 247; 1874, p.264; 1875, p. 267; 1876, p. 253; 1877, p. 161, 1878, p. 158; 1879, p. 153 ; 1880, p. 206 ; 1881, p. 159 ; 1882-83, p. 161 ; 1883-84, p. 178 ; 1884-85, p, 176 ; 1885-86, p. 33.) - New Jersey. (An. rep. 1870, p. 221 ; 1871, p. 283 ; 1872, p. 224 ; 1873, p. 256; 1874, p. 274; 1875, p. 275; 1876, p 262; 1877, p. 167; 1878,' p. 165; 1879, p. 159; 1880, p. 212; 1881, p. 165; 1882-83, p, 167; 1883-84, p. 184; 1884-85, p. 183.) - - New Mexico. (An. rep. 1870, p. 328 ; 1871, p. 381 ; 1872, p. 376 ; i873, p. 455; 1874, p. 491 ; 1875, p. 500 ; 1876, p. 456 ; 1877, p. 289 ; i860, p. 380 ; 1881, p. 299 : 1882- 83, p. 301; 1883-84, p. 304; 1884-85, p. 306.) - - NEW York. (An. rep. 1870, p. 227; 1871, p. 283; 1872, p. 231; 1873, p, 269; 1874, p. 292 ; 1875, p. 289 ; 1876, p. 273 ; 1877, p. 174 ; 1878, p. 172 ; 1879, p. 166 ; 1860, p. 220 ; 1681, p. 173 ; 1882-83, p< 174 ; 1883-84, p, 191 , 1884-85, p. 192 ; 1885-86, p. 33.) - north Carolina. (An. rep. 1870, p. 248; 1871, p. 313; 1872, p. 361; 1873, p. 298; 1874, p. 317; 1875, p. 318; 1876, p. 297; 1877, p. 190 ; 1878, p. 186; 1879, p. 181; 1880, p. 238; 1881, p. 194; 1882-83, p. 192; 1883-84, p. 206; 1884-85, p. 209; 1885-86, p. 34.) - Ohio. (An. rep. 1870, p. 252 ; 1871, p. 317 ; 1872, p. 269 ; 1873, p. 308 ; 1874, p. 324; 1875, p. 327; 1876, p 305 ; 1877, p. 196; 1878, p. 191. ; 1879, p. 186; 1880, p. 246 ; 1881, p. 200 ; 1882-83, p. 200; 1883-84, p. 212 ; 1884-85, p. 213 ; 1885-86, p. 35.) - , — Oregon. (An. rep. 1870, p. 268 ; 1871, p. 323 ; 1872, p. 283 ; 1873, p. 332 ; 1874, p. 348; 1875, p. 345; 1876, p. 323; 1877, p. 208; 1878, p. 200; 1879, p. 194; 1880, p. 260; 1881, p. 210; 1882-83, p. 212; 1883-84, p. 222; 1884-85, p. 223; 1885-86, p. 35.) — — Pennsylvania. (An. rep. 1870, p. 268 ; 1871, p. 326 ; 1872, p. 288 ; 1873, p. 337; 1874, p.355; 1875, p. 354; i876, p. 331 ; 1877, p. 212; 1878, p. 205 ; 1879, p. 198; 1880, p.266; 1881, p. 216; 1882-83, p. 217 : 1883-84, p. 229; 1884-85, p. 228; 1885-86, p. 35.) - - - BIiode Island. (An. rep. 1870, p. 282; 1871, p. 335 ; 1872, p. 304 ; 1873, p. 353 ; 1874, p. 376 ; 1875, p. 374; 1876, p. 352; 1877, p. 224; 1878, p. 216; 1879, p. 212 ; 1880, p. 284; 1831, p. 230 ; 1882-83, p. 231 ; 1883-84, p. 242 ; 1884-85, p. 239 ; 1885-86, p. 36.) - - South Carolina. (An. rep. 1870, p. 285; 1871, p. 340 ; 1872, p. 312; 1873, p. 360; 1874, p.387; 1875, p. 386 ; 1876, p. 362; 1877, p. 232 : 1878, p. 222* 1879, p. 218 ; 1880, p. 292 ; 1881, p.235; i882-83, p. 236 ; 1883-84, p. 249 ; 1884-85, p'. 247 ; 1885-86, p. 36.) - Statistical tables. (An. rep, 1885-86, pp. 3-23.) — -—Tennessee. (An. rep. 1870, p. 286; 1871, p. 347; 1872, p. 318; 1873, p. 368; 1874, p. 396; 1875, p. 394; 1876, p. 370; 1877, p. 237; 1878, p. 227; 1879, p. 224; 1880, p. 300; 1881, p. 240; 1832-83, p. 241 ; 1883-84, p. 256 ; 1884-85, p. 253; 1885-86, p. 36.) - - TEXAS. (An. rep. 1870, p. 290 ; 1871, p. 350 ; 1872, p. 327 ; 1873, p. 381 ; 1874, p. 409; 1875, p. 407; 1876, p. 383; 1877, p. 244; 1878, p. 233; 1879, p. 230 ; 1880, p. 310; 1881, p. 247; 1882-83, p. 248; 1883-81, p. 261; 1884-85, p. 259; 1885-86, p. 37.) 1100 EDUCATION REPORT, 1886-87. State school systems. Utah Territok f. (An. rep. 1870, p. 238: 1871, n. 383: 1872, p. 377 ; 1873, p. 460 ; 1874, p. 500 ; 1875, p. 511 ; 1876, p. 458 ; 1877, p. 291 ; 1878, p. 289 ; 1879, p. 285 ; 1880, p. 384 ; 1881, p. 301 ; 1882-83, p. 302 ; 1883-84, p. 305 ; 1884-85, p. 308.) - Vermont. (An. rep. 1870, p. 290 ; 1871, p. 353 ; 1872, p. 335 ; 1873, p. 388 ; 1874, ]). 415; 1875, p.414; 1876, p. 390; 1877, p.249; 1878, p.238; 1879, p.236; 1880, p. 318; 1881, p. 251; 1882-83, p. 253 ; 1883-84, p. 266 ; 1884-85, p. 264 ; 1885-86, p. 37.) - Virginia, (An. rep. 1870, p. 293 ; 1871, p.357; 1872, p.339; 1873, p.393; 1874, p.423; 1875, p.423; 1876, p. 399 ; 1877, p.256; 1878, p.244; 1879, p.243; 1880, p.326; 1881, p.257: 1882-83, p. 271 ; 1883-84, p. 259 ; 1884-85, p. 269 ; 1885-86, p. 37.) - Washington Territory. (An. rep. 1870, p. 333 ; 1872, p. 381 ; 1873, p. 464 ; 1874, p. 503; 1875, p. 515; 1876, p, 462; 1877, p.293; 1878, p. 292 ; 1879, p. 287 ; 1880, p.388; 1881, p. 303, 1882-83, p. 304 ; 1883-84, p. 307 ; 1884-85, p. 312. ) - West Virginia. (An. rep. 1870, p. 299 ; 1871, p. 362 ; 1872, p. 350 ; 1873, p. 407 ; 1874, p. 438 ; 1875, p. 438 ; 1876, p. 412 ; 1877, p. 262 ; 1878, p. 251 ; 1879, p. 250 ; 18S0, p.336; 1881, p.264; 1882-83, p. 264 ; 1883-84, p. 277 ; 1884-85, p. 276 ; 1885-86, p. 38. ) - Wisconsin. (An. rep. 1870, p. 301 ; 1871, p. 371 ; 1872, p. 356 ; 1873, p. 413 ; 1874, p.447; 1875, p.449; 1876, p. 419; 1877, p.266; 1878, p. 257 ; 1879, p.256; 1880, p. 342 ; 1881, p.269; 1882-83, p. 270 ; 1883-84, p. 231 ; 1884-85, p. 280.) - Wyoming Territory. (An. rep. 1870, p. 334 ; i872, p.383: 1873, p.468; 1874, p. 505 ; 1875, p. 518 ; 1876, p.465; 1877, p.296; 1878, p.295; 1879, p. 290; 1880, p.392 : 1881, p. 306; 1882-83, p. 306 ; 1883-84, p. 309 ; 1884-85, p. 316.) Statistics, Educational. See Educational statistics. Stearns, Eben S. Framingham state normal school ; historical sketch. (An. rep. 1868, pp. 663-670.) Steffen, William. German schools and teaching German (letter on). (An. rep. 1870, P- 437.) Stetson, Charles B. Popular instruction in elementary drawing : Report based on international school exhibits at the centennial exposition, 1876. (Spec. rep. art and industry, 1885, pp. 635-689.) Stewart, N. Coe. Education of public schoolteachers in the art of singing. (Circ. inf. 1, 1886, p. 28.) Studies, Common school. Gregory, J. M. Some fundamental inquiries concern¬ ing common-school studies. (Circ. inf. 2, 1882, p. 80.) Straubenmueiler, John. See Douai, Adolf, and. Strong, William. Instruction in governmental ideas. (Circ. inf. 2, 1879, p. 65.) Summer schools. See Vacation schools. (An. rep. 1879, p. ccxvii.) Sumner, J. S., and “a Librarian. ” Theological libraries in the United States. (Pub. libs. 1876, pp. 127-160.) Sunday schools, Educational work of, and foreign missions. (An. rep. 1873, pp. 481-482.) - - Education in Sunday schools and mission schools. (An. rep. 1875, p. 545 ; 1878, p. 302.) - Sunday-school training. (An. rep. 1874, p. 523.) Superior instruction. See College and university education. Superior instruction of women. See Women, Education of. See also College and university education. Sweden, Education in. (An. rep. 1875, p. cxxxiv; 1876, p. cxciii; 1877, p. clxviii ; 1878, p. clxxi ; 1879, p. ccii; 1880, p. ccxxv; 1831, p. cclxiii ; 1882-83, p. ccxliii ; 1883-84, p. ccxxxiv ; 1834-85, p. ccxciii.) Sweden and Norway, Education in. (An. rep. 1871, pp. 477-484 ; 1872, pp. 520- 521; 1873, p, clxv.) - Report on systems of public instruction in. pp. 48. (Circ. inf. July, 1871.) Sv/itzerland, Education in. (An. rep. 1871, pp. 484-487 ; 1872, pp. 521-533; 1873, p. clxvi; 1874, p. cxliii; 1875, p. exxxv ; 1876, p. cxciii; 1877, p. clxviii; 1878, p. clxxiii ; 1879, p. ccii; 1880, p. ccxxv; 1881, p. cclxiii; 1882-83, p. ccxlv ; 1883-84, X). ccxxxiv.) • - Hitts, John. Popular education in Switzerland. (Circ. inf. 2, 1879, p. 8.) - Normal school at itussnackt, in canton of Zurich. (An. rep. 1868, pp. 361-365.) - Pubbc instruction in Zurich. (An. rep. 1868, pp. 337-360.) Syrian protestant college at Beirht. (An. rep. 1871, pp. 505-506.) Tasmania, Education in. (An. rep. 1883-84, p. cclxviii; 1884-85, p. cccxxi.) - See also Australasia. Taxation for education. Taxation for school purposes. [In the several states.] f An. rep. 1879, p. ccxsiii.) Taylor, W. P. Patent office library. (Pub. libs. 1876, p. 271.) Teachers, and their preparation. (An. rep. 1870, p. 62.) Teachers, Examinations and qualifications of. (An. rep. 1879, p. xxi. ) Teachers, Qualifications of. Harris, W. T. How to improve the qualifications of teachers. (Circ. inf. 2, 1882, p. 98.) INDEX TO PUBLICATIONS — BUREAU OF EDUCATION. 1101 Teachers, Qualifications of. Legal provisions respecting the examinations and licensing of teachers, pp. 46. (Circ. inf. 1, 1883.) - Qualifications and appointment of teachers. (An. rep. 1881, p. lvi.) - Status of the teaching force. (An. rep. 1884-85, xlix.) - Teaching force. (An. rep. 1883-84, p. xxxviii.) Teachers, Tenure of office of. (An. rep. 1879, p. xxiii ; 1880, p. xxv.) Teachers, Training of, in Germany, pp. 36. (Circ. inf. 1, 1878.) Teachers’ associations. See Conventions, etc., educational. Teachers’ institutes. Alabama. (An. rep. 1872, p. 4 ; 1874, p. 7 ; 1875, p. 11; 1877, p. 7; 1878, p. 7; 1879, p. 7; 1880, p. 8; 1881, p. 6; 1882-83, p. 7; 1883-84, p. 8; 1884-85, p. 8.) - Arizona. (An. rep. 1882-83, p. 284 ; 1883-84, p. 290 ; 1884-85, p. 289. ) - Arkansas. (An. rep. 1875, p. 18; 1877, p. 10; 1878, p. 12; 1880, p. 15 ; 1881, p. 10; 1882-83, p. 12 ; 1883-84, p. 14 ; 1884-85, p. 14.) — - California. (An. rep. 1871, p. 80; 1872, p. 15; 1874, p. 24; 1878, p. 18; 1879, p. 17 ; 1880, p. 23 ; 1881, p. 16 ; 1882-83, p. 17 ; 1883-84, p. 21. ) - Colorado. (An. rep. 1872, p. 368; 1877, p. 22; 1878, p. 24; 1879, p. 23; 1880, p. 32; 1881, p. 22; 1883-84, p. 30; 1884-85, p. 29.) - Connecticut. (An. rep. 1871, p. 98; 1872, p. 34; 1873, p. 46; 1874, p. 45; 1875, p. 52; 1877, p. 28; 1878, p. 29; 1879, p. 28; 1880, p. 41; 1881, p. 29; 1882-83, p. 32; 1883-84, p. 38; 1884-85, p. 3§.) - Dakota. (An. rep. 1874, p. 466 ; 1877, p. 277 ; 1878, p. 271 ; 1879, p. 269 ; 1880, p. 359; 1881, p. 283; 1883-84, p. 292; 1884-85, p. 292.) - — — Delaware. (An. rep. 1873, p. 57; 1875, p. 62; 1876, p. 58; 1877, p. 34; 1878, p. 36; 1879, p. 35; 1880, p. 50; 1881, p. 36; 1882-83, p. 3S; 1884-85, p. 44.) - District of Columbia. (An. rep. 1880, p. 364 ; 1881, p. 286.) — - Florida. (An. rep. 1878, p. 39: 1879, p. 38; 1880, p. 56; 1882-83, p. 42; 1883- 84, p. 50; 1884-85, p. 48.) - Georgia. (An. rep. 1877, p. 41 ; 1878, p. 45 ; 1881, p. 44; 1882-83, p. 46 ; 1883- 84, p. 56; 1884-85, p. 54.) - Idaho. (An. rep. 1874, p. 488; 1883-84, p. 299; 1884-85, p. 300.) - Illinois. (An. rep. 1870, p. 113; 1871, p. 146; 1872, p. 89; 1873, p. 83; 1877, p. 48; 1878, p. 53; 1879, p. 50 ; 1880, p. 72; 1881, p. 51 ; 1882-83, p. 54; 1883-84, p. 64; 1884-85, p. 63.) - Indiana. (An. rep. 1871, p. 152; 1872, p. 110; 1873, pp. 97,98; 1874, p. 104; 1875, p. 105; 1876, p. 101 ; 1877, p.56; 1878, p. 63; 1879, p. 59 ; 1880, p. 82; 1881, p. 60 ; 1882-83, p. 65 ; 1883-84, p. 77; 1884-85, p. 73.) - Iowa. (An. rep. 1873, p. 112; 1874, p. 116; 1875, p> 118; 1878, p. 70; 1880, p. 93; 1881, p. 70; 1882-83, p. 74; 1883-84, p. 85; 1884-85, d. 82.) - Kansas. (An. rep. 1870, p. 140; 1871, p. 179: 1875, p. 132; 1877, p. 71 ; 1878, p. 78; 1879, p. 74; 1880, p. 103; 1881, p. 78; 1882-83, p. 81; 1883-84, p. 93; 1884-85, P* 90.) - Kentucky. (An. rep. 1872, p.129; 1874, p.136; 1877, p.78; 1879, p. 80; 1880, p. 112 ; 1881, p. 83 ; 1882-83 ; p. 86; 1884-85, p. 96.) - Louisiana. (An. rep. 1871, p. 201 ; 1872, p. 133 ; 1874, p. 149 ; 1877, p. 85 ; 1880, p. 120 ; 1881, p. 88; 1882-83, p.92; 1883-84, p. 107 ; 1884-85, p. 103.) - Maine. (An. rep. 1872, p. 140 ; 1874, p. 162 ; 1877, n. 90 ; 1878, p. 93 ; 1879, p. 92 ; 1880, p. 129 ; 1881, p. 94 ; 1882-83, p. 97 ; 1883-84, p. 115.) — — Maryland. (An. rep. 1871, p. 210 ; 1872, p. 150 ; 1874, p. 172 ; 1875, p. 176 ; 1877, p. 98 ; 1878, p. 100; 1879, p. 97; 1880, p.136; 1881, p. 99; 1882-83, p. 102; 1883-84, p. 121 ; 1884-85, p. 118.) - Massachusetts. (An. rep. 1871, p. 216 ; 1872, p. 158 ; 1873, p. 187 ; 1874, p. 189 ; 1875, p. 193 ; 1876, p. 187 ; 1877, p. 110 ; 1878, p. Ill ; 1879, p. 109 ; 1880, p. 149 ; 1881, p. Ill; 1882-83, p. 115; 1884-85, p.132.) - Michigan. (An. rep. 1870, p. 185 ; 1871, p. 238 ; 1872, p. 185 ; 1873, p. 200 ; 1875, p. 214 ; 1877, p. 125; 1878, p. 124; 1879, p. 121; 1880, p. 163; 1881, p. 126 ; 1882-83, p. 128 ; 1883-84, p. 147 ; 1884-85, p. 143.) - Minnesota. (An. rep. 1871, p. 246; 1872, p. 190; 1873, p. 200; 1874, p. 223; 1875, p. 226; 1877, p. 134; 1878, p. 132; 1879, p. 129; 1880, p. 174; 1881, p. 134; 1882-83, p. 153 ; 1884-85, p. 150.) - Mississippi. (An. rep. 1871, p. 257 ; 1872, p. 197 ; 1878, p. 137 ; 1879, p. 134 ; 1880, p. 181 ; 1881, p. 140; 1882-83, p. 142 ; 1883-84, p. 159.) - - Missouri. (An. rep. 1872, p. 205; 1874, p. 242 ; 1875, p. 247 ; 1877, p. 147 ; 1878, p. 144 ; 1879, p. 140 ; 1880, p. 189 ; 1883-84, p. 165 ; 1884-85, p. 161.) - Montana. (An. rep. 1874, p. 489; 1875, p. 498 ; 1877, p. 288 ; 1878, p. 285 ; 1879, p.282; 1880, p. 379; 1881, p.297; 1882-83, p.299; 1883-84, p. 303; 1884-85, p.305.) - Nebraska. (An. rep. 1873, p. 236; 1874, p.254; 1877, p. 155 ; 1878, p. 151; 1879, p. 147; 1880, p. 197: 1881, p. 153; 1882-83, p. 155.) ■ - Nevada. (An. rep. 1871, p. 273 ; 1877, p. 158 s 1878, p. 156 ; 1880, p. 203 ; 1881, p. 157 ; 1882-83, p. 160.) 1102 EDUCATION REPORT, 1886-87. Teachers’ institutes, New Hampshire. (An. rep. 1870, p. 215 ; 1871, p. 277 ; 1872, p. 220 ; 1873, p. 254 ; 1874, p. 269; 1877, p. 163; 1878, p. 160 ; 1879, p. i55 ; 1880, p. 208 : 1881, p. 161 ; 1882-83, p. 164 ; 1883-84, p. 181 ; 1884-85, p. 179.) - New Jersey. (An. rep. 1874, p. 285; 1877, p. 171; 1878, p. 169; 1879, p. 162; 1880, p. 215; 1881, p. 169 ; 1882-83, p. 171 ; 1883-84, p. 188; 1884-85, p. 188.) - New York, (An. rep. 1870, p. 232 ; 1871, p. 294 ; 1872, p. 233 ; 1873, p. 286 ; 1874, p. 302; 1875, p. 300 ; 1876, p. 281 ; 1877, p. 180 ; 1878, p. 178; 1879, p. 172; 1880, p. 227; 1881, p. 181 ; 1882-83, p. 182; 1883-84, p. 198; 1884-85, p. 199.) - North Carolina. (An. rep. 1872, p. 263; 1875, p. 321; 1879, p. 183; 1880, p. 240; 1881, p. 196 ; 1882-83, p. 195; 1884-85, p. 211.) - Ohio. (An. rep. 1870, p. 253; 1871, p. 318 ; 1872, p. 272 ; 1873, p. 313 ; 1874, p. 334; 1875, p.335; 1876, p. 313 ; 1877, p. 202 ; 1878, p. 195; 1879, p. 189; 1880, p.252; 1881, p. 205 ; 1882-83, p. 205 ; 1883-84, p. 217 ; 1884-85, p. 218.) - Oregon. (An. rep. 1873, p. 334 ; 1874, p. 351 ; 1875, p. 351 ; 1876, p. 325 ; 1877, p. 209 ; 1878, p. 202; 1879, p. 196; 1880, p. 261; 1881, p. 212; 1882-83, p. 214 ; 1883-84, p. 224 ; 1884-85, p. 225.) - Pennsylvania, (An. rep. 1870, p. 271 ; 1871, p. 326; 1872, p. 289; 1873, p. 340 ; 1874, p. 364 ; 1875, p. 362 : 1876, p. 340 ; 1877, p. 217 ; 1878, p. 209 ; 1879, p. 203 ; 1880, p. 273 ; 1881, p. 220 ; 1882-83, p. 223; 1883-84, p. 235 ; 1884-85, p. 234.) - Rhode Island. (An. rep. 1871 , p. 336 ; 1872, p. 305 ; 1873, p. 358 ; 1874, p. 382 ; 1875, p. 381 ; 1876, p. 228; 1878, p. 218; 1879, p, 214; 1880, p. 286; 1881, p. 232; 1882-83, p. 233; 1883-84, p. 245; 1884-85, p. 243.) - Smart, James H. Teachers’ institutes, pp. 206. (Circ. inf. 2, 1885.) - South Carolina. (An. rep. 1871, p. 341 ; 1872, p. 314 ; 1873, p. 363; 1874, p. 391 ; 1876, p. 365 ; 1877, p. 234: 1878, p. 224; 1879, p. 220; 1880, p. 294; 1881, p. 237 ; 1882-83, p. 238 ; 1883-84, p. 252 ; 1884-85, p. 250.) - Tennessee. (An. rep. 1871, p, 348; 1874, p. 400; 1877, p. 240; 1878, p.229; 1879, p. 226; 1880, p. 303; 1881, p.243; 1882-83, p». 243 ; 1883-84, p. 257 ; 1884-85, p. 256.) - - Texas. (An. rep. 1877, p. 246 ; 1878, p. 235 ; 1879, p. 233 ; 1880, p. 313 ; 1881, p. 248; 1882-83, p. 250 ; 1883-84, p. 264 ; 1884-85, p. 261.) - Utah Territory. ( An. rep. 1881, p. 302 ; 1883-84, p. 306.) - . Vermont. (An. rep.' 1870, pp. 291, 292 ; 1871, p. 355 ; 1872, p. 335 ; 1873, p, 389; 1874, p. 418 ; 1875, p. 416 ; 1876, p. 395 ; 1877, p. 252 ; 1878, p. 240 ; 1879, p, 239 ; 1880, p. 320 ; 1881, p.253; 1682-83, p. 255 ; 1883-84, p. 269.) - — Virginia. (An, rep. 1872, p. 341 ; 1874, p. 428 ; 1875, p. 428 ; 1877, p. 258 ; 1878, d. 247 ; 1879, p. 246 ; 1880, p. 329; 1881, p. 259 ; 1882-83, p. 261"; 1883-84, p. 274 ; 1884-85, p. 272.) — - Washington Territory. (Ail rep. 1877, p. 295 ; 1878, p. 293 ; 1879, p. 288 ; 1880, p.389, 1881, p. 304; 1883-84, p. 306 ; 1884-85, p. 314. ) - West Virginia. (An. rep. 1871, p.364; 1875, p.444; 1877, p. 264; 1878, p.253; 1879, p. 252 ; 1880, p. 338 ; 1881, p. 265 ; 1882-83, p. 286 ; 1883-84, p. 279 ; 1884-85, p. 278. ) - - Wisconsin. (An. rep. 1871, p. 372 ; 1872, p. 357 ; 1873, p. 422 ; 1874, p. 452 ; 1875, p. 455 ; 1876, p. 424 ,- 1877, p. 270 , 1878, p. 260 ; 1879, p. 259 ; 1880, p. 346 ; 1881, p. 272; 1882-83, p. 273 ; 1883-84, p. 284 ; 1884-85, p. 283. ) - - Wyoming Territory. (An. rep. 1877, p. 296.) - See Qflso Normal and training schools. Teachers’ salaries. Methods of computing. (An. rep. 1880, p. xx.) Technical education. Apgar, E, A. (Circ. inf. 2, 1879, p. 25.) - Hinton, Louis J, Education of artisans. (An. rep. 1871, pp. 526-528.) - Practical views on technical education. [In An. rep. 1871.] (Circ. inf. April, 1872, pp. 105-1Q9.) — - Philbrick, John D. Technical education in its relations to elementary schools. (Circ. inf. 2, 1880, p.. 49.) — - Technical instruction in France, pp. 63. (Circ. inf. 6, 1882.) - — - Technical instruction in Italy. (Circ. inf. Feb., 1872, pp. 55-77.) - Thompson, Charles O. Review of the reports of the British royal commis¬ sioners on technical instruction, pp, 55. (Circ. inf. 3, 1885.) - Wilson, .E, B. (Spec, rep. N. O. exp. 1884-85, pp. 447-450.) - See ciJso Scientific and technical education. Tennessee, Education in. (An. rep. 1870, pp, 286-289; 1871, pp. 347-349; 1872, pp. 318-326: 1873, pp. 368-380; 1874, pp. 396-407; 1875, pp. 394-406; 1876, pp. 3* '9-382; 1877, ppl 237-213; 1878, pp. 226-232 j 1879, pp. 223-229 ; 1880, pp. 298-307 ; 1881, pp. 240-245; 1882-83, pp. 241-247 ; 1883-84, pp. 2o5-260 ; 1884-85, pp, 253-258.) Tenth census from an educational point of view. Harris, William T. (Circ. inf. 2, 1880, p. 61.) Texas, Education iu. (An. rep. 1870, p. 290 ; 1871, pp. 350-352; 1872, pp. 327-334 ; 1873, pp. 381-387; 1874, pp. 408-414; 1875, pp. 407-413; 1876, pp. 383-389; 1877, pp. 244- 248; 1878, pp. 233-237; 1879, pp. 230-235; 1880, pp. 308-315'; 1881, pp. 246-250: 1882- 83, pp. 248-252 ; 1883-84, pp. 261-265; 1884-85, pp. 259-263.) INDEX TO PUBLICATIONS— BUREAU OF EDUCATION. 1103 Texas. Rote, W. C. Rise and progress of public education in Texas. (Spec. rep. N. O. exp. 1884-85, pp. 864-878.) Text-books and courses of study for public school systems. (An. rep. 1878, p. xxxvii.) — — — ■- Free. (An. rep. 1885-86, p. 45.) Theological libraries. See Libraries, Theological. Theological schools. Alabama. (An. rep. 1875, p. 13; 1876, p. 11; 1877, p. 8; 1878, p. 9 ; 1879, p. 8; 1880, p. 10; 1881, p. 7; 1882-83, p. 8; 1883-84, p. 9; 1884-85, p. 9.) — — — Arkansas. (An. rep. 1883-84, p. 15; 1884-85, p. 16.) - - California. (An. rep. 1872, p. 25; 1874, p. 31 ; 1875, p. 37 ; 1876, p. 32; 1877, p. 19; 1878, p. 20; 1879, p. 18; 1880, p, 25; 1881, p. 17; 1882-83, p. 19; 1883-84, p. 23; 1884-85, p. 23.) - Colorado. (An. rep. 1875, p. 475; 1881, p. 23; 1882-83, p. 26; 1883-84, p. 31; 1884-85, p. 30.) — < — Connecticut. (An. rep. 1874, p. 49 ; 1875, p. 56 ; 1876, p. 51 ; 1877, p. 29 ; 1878, p. 31; 1879, p. 30; 1880, p. 43; 1881, p. 30; 1882-83, p. 33; 1883-84, p. 40; 1884-85, p. 40.) - District of Columbia. (An. rep. 1874, p. 478 ; 1875, p. 492 ; 1876, p. 443 ; 1877, p. 281; 1878, p. 276; 1879, p. 274; 1880, p. 365; 1881. p. 288; 1882-83, p. 290; 1883- 84, p. 296; 1884-85, p, 297.) — - Florida. (An. rep. 1883-84, p. 51 ; 1884-85, p. 49.) - - Georgia. (An. rep. 1874, p. 76 ; 1875, p. 77 ; 1876, p. 73 ; 1877, p. 42 ; 1878, p. 47 ; 1879, p. 44; 1880, p. 64; 1881, p. 46; 1882-83, p. 48; 1883-84, p. 57; 1884-85, p. 55.) ■ Illinois. (An. rep. 1873, p. 89; 1874, p. 93; 1875, p, 92; 1876, p. 88; 1877, p. 50 ; 1878, p. 55 ; 1879, p. 52 ; 1880, p. 74 ; 1881, p. 53 ; 1882-83, p. 56 ; 1883-84, p. 66; 1884-85, p. 65.) - - Indiana. (An. rep. 1875, p. 109; 1876, p. 105; 1877, p, 58; 1878, p. 66; 1879, p. 61 ; 1880, p. 84; 1881, p. 62; 1882-83, p. 66; 1883-84, p. 78; 1884-85, p. 75.) - — — Iowa. (An. rep. 1874, p. 119 ; 1875, p. 122 ; 1876, p. 118; 1877, p. 67 ; 1878, p. 71; 1879, p. 68; 1880, p. 94; 1881, p. 71 ; 1882-83, p. 76 ; 1883-84, p. 87; 1884-85, p. 84.) - Kansas. (An. rep. 1874, p. 129 ; 1876, p. 130 ; 1878, p. 79 ; 1879, p, 75 ; 1880, p. 105; 1881, p. 79; 1882-83, p. 82; 1883-84, p. 94; 1884-85, p. 92.) - - Kentucky. (An. rep. 1875, p. 146; 1876, p. 140; 1877, p. 79; 1878, p. 84; 1879, p. 81 ; 1880, p. 113 ; 1881, p. 84 ; 1882-83, p. 87 ; 1883-84, p. 102 ; 1884-85, p. 98.) - Louisiana, (An. rep. 1874, p. 153; 1875, p. 156; 1876, p. 151; 1877, p. 86; 1878, p. 89; 1879, p. 87; 1880, p. 122; 1881, p. 90; 1882-83, p. 93; 1883-84, p. 109 1884- 85, p. 105.) — - Maine. (An. rep. 1874, p. 165; 1875, p. 166; 1876, p. 162; 1877, p. 92: 1878, p. 94 ; 1879, p. 93 ; 1880, p. 130 ; 1881, p. 95 : 1882-83, p. 98 ; 1883-84, p. 116 ; 1884-85, p. 112.) - Maryland. (An. rep. 1874, p. 176; 1875, p. 179: 1876, p. 175; 1877, p. 99; 1878, p. 102; 1879, p. 99; 1880, p. 138; 1881, p. 102; 1881-83, p. 104; 1883-84, p, 124 ; 1884-85, p. 121.) ■ - Massachusetts. (An. rep. 1874, p. 194; 1875, p. 198; 1876, p. 192; 1877, p. 11.3; 1878, p. 114; 1879, p. 112; 1880, p. 151; 1881, p. 115 ;' 1882-83, p. 118 ; 1883-84, p. 138 ; 1884-85, p. 135.) - Michigan. (An. rep. 1874, p. 215 ; 1875, p. 217; 1876, p. 207; 1877, p. 126; 1878, p. 126 ; 1879, p. 123 ; 1880, p. 165 ; 1881, p. 128; 1882-83, p. 130; 1883-84, t>. 149; 1884-85, p. 145.) ■ - Minnesota, (An. rep. 1873, p. 199 ; 1874, p. 226 ; 1875, p. 229 ; 1876, p. 218 ; 1877, p. 136 ; 1878, p. 133 ; 1879, p. 130 ; 1880, p. 175 ; 1881, p. 136 ; 1882-83, p. 138 ; 1883-84, p, 154; 1884-85, p. 152.) — s - Mississippi. (An. rep. 1874, p. 233 ; 1875, p. 237 ; 1876, p. 225 ; 1877, p. 141 ; 1878. p. 138 : 1879, p. 135 ; 1880, p. 182; 1881, p. 141 ; 1882-83, p. 143: 1883-84, p. 16Q ; 1884-35,' ,P. 157.') - Missouri. (An. rep. 1874, p. 247 ; 1875, p. 251 ; 1876, p. 237 ; 1877, p. 149 ; 1878, p. 146; 1879, p. 142 ; 1880, p. 191 ; 1881, p. 148; 1882-83, p. 149 ; 1883-84, p. 167 ; 1884-85, p. 164.) - Nebraska. (An. rep. 1875, p. 260 ; 1876, p. 246 ; 1877, p. 156 ; 1879, p. 148 ; I860. p. 198 ; 1881, p. 154 ; 1882-83, p. 156 ; 1883-84, p. 173 ; 1884-85, p. 170.) - New Jersey. (An. rep. 1873, p. 266 ; 1874, p. 284 ; 1875, p. 283 ; 1876, p. 270 ; 1877, p. 172 ; 1878, p. 170 ; 1879, p . 163 ; 1380, p. 216 ; 1881, p. 170 ; 1882-83, p. 172 ; 1883-84, p. 189; 1884-85, p. 189.) - Newman, Albert H. Theological education in Ontario. (Spec. rep. N. O. exp. 1884-85, pp. 502-519.) - New York. (An. rep. 1874, p. 307 ; 1875, p. 306 ; 1876, p. 286 ; 1877, p. 182 ; 1878, p. 180 ; 1879, p. 175 ; 1880, p. 229 ; 1881, p. 184 ; 1882-83, p. 184 ; 1883-84, p. 201 ; 1884-85, p. 202.) 1104 EDUCATION REPORT, 1886-87. Theological schools. North Carolina. (An. rep. 1874, p. 322 ; 1875, p. 324 ; 1876, p. 302 ; 1877, p. 193 ; 1878, p. 188 ; 1879, p. 184 ; 1880, p. 241 ; 1881, p. 197 ; 1882-83, p. 196 ; 1883- 84, p. 209 ; 1884-85, p. 212. ) - Ohio. (An. rep. 1873, p. 326 ; 1874, p. 342 ; 1875, p. 340 ; 1876, p. 317 ; 1877, p. 204 ; 18/8, p. 197; 1879, p.191; 1880, p.253; 1881, p. 207; 1882-83, p. 208 ; 1883-84, p. 219 ; 1884- 85, p. 220.) - Oregon. (An. rep. 1879, p. 197; 1830, p. 263; 1881, p. 213; 1883-84, p. 225; 1884-85, p. 226.) - Pennsylvania. (An. rep. 1872, p. 297 ; 1873, p.346; 1874, p. 369 ; 1875, p. 366; 1876, p. 344; 1877, p. 220; 1878, p. 211; 1879, p. 205; 1880, p. 276; 1881, p. 222; 18^2-83, p. 225 ; 1883-84, p. 238; 1884-85, p. 238.) - South Carolina. (An. rep. 1874, p. 394 ; 1875, p. 392; 1876, p. 367 ; 1877, p. 235; 1878, p. 225; 1879, p. 221; 1880, p. 296; 1881, p. 239; 1882-83, p. 239; 1883-84, p. 253 ; 1884-85, p. 251.) - Statistical tables. (An. rep. 1870, pp. 518-520; 1871, pp. 656-661; 1872, pp. 810-813; 1873, pp. 692-699; 1874, pp. 712-720; 1875, pp. 758-767; 1876, pp. 738-747; 1877, pp. 544-553; 1878, pp. 558-567; 1879, pp. 574-583; 1880, pp. 690-700; 1881, pp. 620-631; 1882-83, pp. 644-654; 1883-84, pp. 674-685; 1884-85, pp. 637-649; 1885-86, pp. 535-544.) - - Tennessee. (An. rep. 1874, p. 404; 1875, p. 403; 1876, p. 379; 1877, p. 242; 1878, p. 230; 1879, p. 228; 1880, p. 305; 1881, p. 244; 1882-83, p. 245; 1883-84, p. 259; 1884-85, p.257.) - Texas. (An. rep. 1874, p. 414; 1875, p. 412; 1876, p. 389; 1877, p. 247; 1878, p. 236 ; 1879, p. 234 ; 1880, p. 314 ; 1881, p. 250 ; 1882-83, p. 251 ; 1883-84, p. 265 ; 1884-85, p. 262.) - Virginia. (An. rep. 1874, p. 433; 1875, p. 434; 1876, p. 406; 1877, p. 260; 1878, p. 248; 1879, p. 247; 1880, p. 331; 1881, p. 261; 1882-83, p. 263; 1883-84, p. 275; 1884-85, p. 274.) - West Virginia. (An. rep. 1873, p. 411; 1874, p. 445; 1878, p. 254; 1879, p. 254; 1880, p. 339; 1881, p. 267; 1882-83, p. 267; 1883-84, p. 280; 1884-85, p. 279.) _ -Wisconsin. (An. rep. 1874, p. 455; 1875, p. 459; 1876, p. 426; 1877, p. 272; 1878, p. 262; 1879, p. 261; 1880, p. 347; 1881, p. 274; 1832-83, p. 275; 1883-84, p. 285; 1884-85, p. 284.) Theory of education in the United States, Statement of, approved by many lead¬ ing educators, pp. 22. (Misc. pubs. 1874.) Thom, W. T. Some reflections on race in education, with special reference to the negro problem. (Spec. rep. N. O. exp. 1884-85, pp. 775-781.) Thompson, Charles O. Art-education. (An. rep. 1873, pp. 495-498.) - Conservation of pedagogic energy. (Circ. inf. 3, 1881, p. 28.) - Review of the reports ot the British royal commissioners on technical instruc¬ tion, with notes, pp. 55. (Circ. inf. 3, 1885.) Tilley, I. I. County model school system of the province of Ontario. (Spec. rep. N. O. exp. 1884-85, pp. 407-411.) Todd, William C. Free reading-rooms. (Pub. libs. 1876, pp. 460-464.) Toner, Joseph M. Contributions to the annals of medical progress and medical education in the United States before and during the War of Indxjendence. pp. 118. (Spec. rep. 1874.) - Vital statistics in the United States, with tables and diagrams. (Circ. inf. March, 1872, pp. 71-93.) Tourgee, Eben F. Musical education in the common schools. (An. rep. 1871, pp. 536-537.) Townley, Daniel O’C. Cooper Union. (An. rep. 1571, pp. 519-525.) Township school system. (An. rep. 1877, p. xxxix.) Trinidad, Education in. (An. rep. 1884-85, p. eccvii.) Truancy. See Compulsory education. Turkey, Education in. (An. rep. 1871, pp. 487-488 ; 1872, pp. 533-538 ; 1876, p. cxciii ; 1877, p. clxviii ; 1879, p. cciii ; 1881, cclxv ; 1883-84, p. ccxxxvii. ) - Salve, M. de. Education in Turkey. (Circ. inf. 3, 1875, p. 51.) Tyndall, John. Opinions on educational matters. (An. rep. 1872, p. xliv.) Union college. Hough, F. B. Historic sketch of. pp. 81. (Spec. rep. 1876.) United States. History of the establishment of a permanent seat of government for. (Spec. rep. on D. C .for 1869, pp. 147-192.) Universities and colleges. See Colleges and universities. University, defined. (An. rep. 1880, p. cxxxv.) University education in England, Features of. (Circ. inf. Jan., 1872, p. 41.) University education in Europe. Chronological tables. (Circ. inf. Jan., 1872, p. 32.) University education in France : the French university. (Circ. inf. Jan., 1872, p. 38.) University of Bonn. DrEyfus-Brisac, Edmond, pp. 67. (Circ. inf. 3, 1882.) University of Leipsic. (Circ. inf. 2, 1877, pp. 73-77.) INDEX TO PUBLICATIONS— BUREAU OF EDUCATION. 1105 f University cf Missouri. Read, Daniel. Historical sketch of the. By Daniel Read. ( In Historical sketches of the universities and colleges of the United States. Edited by F. B. Hough, pp. 17-72.) (Spec. rep. 1883.) University of Virginia. Garnett, James M. Inner working of the University of Virginia and the preparation necessary. (Rep. N. O. exp. 1884-85, pp. 831-846.) University of Zriricli. Programme, 1866-67. (An. rep. 1868, pp. 366-368.) Uruguay, Education in. (Cire. inf. 1, 1873, pp. 45-50.) Utah, Education in. (An. rep. 1870, pp. 328-332; 1871, pp. 383-384; 1872, pp. 377-380; 1873, pp. 460-463; 1874, pp. 500-502; 1875, pp. 510-514; 1876, pp. 458-461; 1877, pp. 291-292; 1878, pp. 289-291; 1879, pp. 285-286; 1880, pp. 382-385; 1881, pp. 301-302; 1882-83, pp. 302-303; 1883-84, pp. 305-306; 1884-85, pp. 308-311.) Vacation colonies for sickly school children, pp. 4. (Misc. pubs. 1880.) Vacation schools. (An. rep. 1877, p. cxx.) Van Bokkelen, L. Compulsory education, pp. 17. (Circ. inf. Dec., 1871.) Variations of mental receptivity. Chadwick, Edwin. (Spec. rep. N. O. exp. 1884-85, pp. 805-806.) Vasey, George. Manual of the common native trees in the northern United States, pp. 23. (Misc. pubs. 1877.) Veaaie, George A., jr. Why vocal music should he required by the state as a part of public school instruction. (Circ. inf. 1, 1886, p.26.) Venable, W. H. Public libraries of Cincinnati. (Pub. libs. 1876, p. 898.) Venezuela, Education in. (An. rep. 1878, p. clxxvii ; 1882-83. p. cclxv.) Ventilation. Billings, J. S. Heating and ventilation of a school building. (Circ. inf. 2, 1882, p. 11.) - of school-houses. (An. rep. 1873, pp. cxxv-cxxxiM.) - Packard, Robert L. School-room air; with directions for examining it, to determine the degree of its vitiation, and the amount of ventilation required. (Spec. rep. N. O. exp. 1384-85, pp. 587-630.) - Smart, Charles. Chemical examination of air as applied to questions of ventilation. (Circ. inf. 2, 1882, p. 19.) Vermont, Education in. (An. rep. 1870, pp. 290-292 ; 1871, pp. 353-356 ; 1872, pp. 335- 338 ; 1873, pp. 388-392; 1874, pp. 415-422; 1875, pp. 414-420 ; 1876, pp. 390-397 ; 1877, pp. 249-254 ; 1878, pp. 238-242 ; 1879, pp. 236-241 ; 1880, pp. 316-323; 1881, pp. 251- 255; 1882-83, pp. 253-258 ; 1883-34, pp. 266-270; 1884-85, pp. 264-268.) Victoria, Education in. (An. rep. 1882-83, p. eclxvii; 1884-85, p. cccx.) - See also Australasia. Vienna Exhibition, 1873, Education at. (An. rep. 1875, p. cliii.) Vienna exposition of 1873. (An. rep. 1873, pp. cxliv-clii.) Vienna, Public instruction in the city of. (Spec. rep. ou D. C. for 1869, pp. 683-688.) Virchow, E. School-room diseases. ;Circ. inf. Aug., 1870, pp. 19-29.) Virginia, Education in. (An. rep. 1870, pp. 293-299 ; 1871, pp. 357-361; 1872, pp. 333-349 ; 1873, pp. 393-406 ; 1874, pp. 423-437 ; 1875, pp. 421-437 ; 1876, pp. 398-410 ; 1377, pp. 255-261; 1878, pp. 243-249; 1879, pp. 242-249; 1880, pp. 324-333 ; 1881, pp. 256-261; 1882-83, pp. 259-263 ; 1883-84, pp. 271-276; 1884-85, pp. 269-275.) Vital statistics. Toner, Joseph M. Vital statistics in the United States, with tables and diagrams. (Circ. inf. March, 1872, pp. 71.-93.) Walker, Francis A. Industrial education. (Spec. rep. art and industry, 1885, p. 798.) Warren, Charles. Answers to inquiries about the United States bureau of educa¬ tion. pp. 29. (Misc. pubs. 1883.) - Distribution of college students in 1870-71. (Circ. inf. March, 1872, pp. 43-70.) - Illiteracy in the United Stktes, 1870 and 1880. (Circ. inf. 3, 1884, p. 7.) - Inquiry concerning vital statistics of college graduates. (Circ. inf. March, 1872, pp. 1-40.) - Medical education in the United States. (An. rep. 1870, pp. 384-396.) - Place of music among the mstlietic arts defined, and its value as a part of free common school instruction considered. (Circ. inf. 1, 1886, p. 7.) - Review of progress in medical, education. (An. rep. 1882-83, pp. clxv-clxxix.) - Synopsis of proposed history of American education, 1776-1876. (An. rep. 1875, following p. cxliv.) Warren, Joseph. Schools in British India, pp. 30. (Circ. inf. 2, 1873.) Warren, 3. II., and Clark, S. N. College libraries. (Pub. libs. 1876, pp. 60-126.) - Copyright, distribution, exchanges, and duties. (Pub. libs. 1876, pp. 279-291.) Warren, B. R., and Clark, S. N, Editors. Free town libraries. (Pub. libs. 1876, pp. 445-459.) - General statistics of all public libraries in the United States reporting to the Bureau of Education, 1875-76. (Pub. libs. 1876, pp. 1010-1142.) - Libraries in prisons and reformatories. (Pub. libs. 1876, pp. 218-229.) - Library reports and statistics. (Pub. libs. 1876, |jp. 745-836.) 70 ED 1106 EDUCATION REPORT, 1886-87. Warren, S. R., and Clark, S. N., Editors . School and asylum libraries. (Pub. libs. 1876, pp. 38-59.) - Sketches of individual historical societies. [By states. ] (Pub. libs. 1876, pp. 332-377.) - United States bureau of education, special report : Public libraries in the United States of America. Part I, pp. xxxv + 1187, 1886. Washburn, Emory. See Framingham state normal school. Washington Territory, Education in. (An. rep. 1870, pp. 333-334; 1872, pp. 381- 382 ; 1873, pp. 464-467 ; 1874, pp. 503-504 ; 1875, pp. 515-517 ; 1876, pp. 462-464 ; 1877, pp. 293-295; 1878, pp. 292-294 ; 1879, pp. 287-289; 1880, pp. 386-389 ; 1881, pp. 303- 305; 1882-83, pp. 304-305; 1883-84, pp. 307-308 ; 1884-85, pp. 312-315.) We Eid, Charles K. Aims and methods of the teaching of physics, pp. 158. (Circ. inf. 7, 1884.) Wells, J. E. Religious and moral training in the schools of Ontario. (Spec. rep. N. O. exp. 1884-85, pp. 377-384.) Western Australia, Education in. (An. rep. 1884-85, p. cccxii. - See Australia. Westfield state normal school. Philosophy and method of teaching pursued at. By John W. Dickinson. (An. rep. 1868, p. 685.) West Virginia, Education in. (An. rep. 1870, pp. 299-301; 1871, pp. 362-370; 1872, pp. 350-355 ; 1873, pp. 407-412; 1874. pp. 438-446; 1875, pp. 438-447 ; 1876, pp. 411- 417; 1877, pp. 262-265; 1878, pp. 250-255; 1879, pp. 250-254; 1880, pp. 334-339; 1881, pp. 263-267 ; 1882-83, pp. 264-268 ; 1883-84, pp. 277-280 ; 1884-85, pp. 276- 279.) Whitaker, A. E. Public libraries of San Francisco and of the Pacific coast. (Pub. libs. 1876, p. 991.) White, Andrew D. Letter indorsing industrial education. (Spec. rep. art and in¬ dustry, 1885, p. 508.) • - Scientific and industrial education and the true policy of the national and state governments in regard to it. (Circ. inf. 1, 1874, p. 27.) White, Emerson E. Professional training of teachers in Ohio. (An. rep. 1868, pp. 795-805.) - Relation of education to industry and technical training in American schools. pp. 22. (Circ. inf. 2, 1881.) - True course of elementary instruction ; its principles and methods. (Spec. rep. N. O. exp. 1884-85, pp. 847-863.) White, S. H. Means of providing the mass of teachers with professional instruc¬ tion. (An. rep. 1870, pp. 396-399.) Wickersham, J. P. Education and crime, pp. 10. (Misc. pubs. 1881.) - Weak places in our school systems. (Circ. inf. 3, 1881, p. 24.) Wilcox, S. M. Legal rights of children, pp. 96. (Circ. inf. 3, 1880.) Wilson, E. B. Technical education. (Spec. rep. N. O. exp. 1884-85, pp. 447-450.) Wilson, J. Ormond. Reading. (Circ. inf. 4, 1884, p. 173.) Wines, Enoch C. Letter on teaching trades to criminals, and the result in Moscow prison. (An. rep. 1871, p. 33.) - Popular education in France. (Circ. inf. 2, 1879, p. 22.) Winsor, Justin. College libraries as aids to instruction, pp. 27. (Circ. inf. 1, 1880.) - Library buildings. (Pub. libs. 1876, pp. 465-476.) - Library memoranda. (Pub. libs. 1876, pp. 711-714.) - Reading in popular libraries. (Pub. libs. 1876, pp. 431-433.) Wisconsin, Education in. (An. rep. 1870, pp. 301-311; 1871, pp. 371-376 ; 1872, pp. 356-364; 1873, pp. 41.3-424 ; 1874, pp. 447-460; 1875, pp. 448-462 ; 1876, pp. 418-430; 1877, pp. 266-274 ; 1878, pp. 256-265 ; 1879, pp. 255-263 ; 1880, pp. 340-349 ; 1881, pp. 268-277; 1832-83, pp. 269-277 ; 1883-84, pp. 281-287 ; 1884-85, pp. 280-285. ) Women as school officers. (An. rep. 1873, pp. cxxxiii-cxxxiv.) Women as voters and school officers. (An. rep. 1880, p. xxv.) Women, Education of. Alabama. (An. rep. 1873, p. 7; 1874, p. 9; 1875, p. 12; 1876, p. 10; 187s, p.8; 1879, p. 8; 1880, p. 9; 1881, p. 7; 1882-83, p. 8; 1883-84, p. 9; 1884-85, p. 9.) - Arkansas. (An. rep. 1879, p. 11 ; 1884-85, p. 15.) - California. (An. rep. 1876, p. 31 ; 1877, p. 18 ; 1878, p. 19 ; 1879, p. 18 ; 1880, p. 24 ; 1881, p. 17 ; 1882-83, p. 19 ; 1883-84, p. 23 ; 1884-85, p.22.) - - Colorado. (An. rep. 1880, p. 33; 1881, p. 23; 1882-83, p. 25; 1884-85, p. 30.) - Connecticut. (An. rep. 1873, p. 43 ; 1874, p. 48 ; 1876, p. 50 ; 1877, p. 29 ; 1880, p. 42 ; 1882-83, p. 33 ; 1883-84, p. 40 ; 1884-85, p. 39.) - Delaware. (An. rep. 1876, p. 59; 1877, p. 34; 1878, p. 36; 1879, p. 36; 1880, p. 50; 1881, p. 36; 1882-83, p. 39; 1883-84, p. 47; 1884-85, p. 45.) - District of Columbia. (An. rep. 1880, p. 365; 1881, p. 287.) - Female education in Ontario. (Spec. rep. N. O. exp. 1884-85, pp. 437-441.) - - Florida. (An. rep. 1883-84, p. 51; 1884-85, p. 49.) INDEX TO PUBLICATIONS— BUREAU OF EDUCATION. 1107 Women, Education of. Georgia. (An. rep. 1873, p. 74; 1874, p. 75; 1875, p. 76; 1881, p. 45; 1882-83, p. 47; 1883-84, p. 57; 1884-85, p. 55.) - - Illinois. (An. rep. 1873, p. 88; 1874, p. 92; 1875, p. 90; 1876, p. 87 ; 1877, p. 49; 1878, p. 55; 1879, p. 52; 1880, p. 74; 1881, p. 52; 1882-83, p. 56; 1883-84, p. 65; 1884-85, p. 64.) — - — -Indiana. (Ah. rep. 1873, p. 103; 1874, p. 106; 1875, p. 107; 1877, p. 57; 1878, p. 65; 1879, p. 60; 1880, p. 83; 1881, p. 61; 1882-83, p. 66; 1883-84, p. 78; 1884-85, P- 74. ) - - In England, Switzerland, Wiirtemberg. (An. rep. 1873, pp. cxxxviii-cxliv.) - Iowa. (An. rep. 1873, p. 112; 1874, p. 118; 1877, p. 67 ; 1879, p. 68; 1880, p. 94 ; 1881, p. 71; 1882-83, p. 75; 1883-84, p. 86; 1884-85, p. 83.) ■ - Kansas. (An. rep. 1878, p. 79 ; 1879, p. 74; 1880, p. 104 ; 1881, p. 79 ; 1882-83, p. 82; 1883-84, p. 94; 1884-85, p. 91.) - - Kentucky. (An. rep. 1875, p. 145 ; 1876, p. 139 ; 1877, p, 78 ; 1878, p. 84 ; 1881, p. 84; 1882-83, p. 87; 1883-84, p. 101; 1884-85, p. 97.) — — Louisiana. (An. rep. 1874, p. 152; 1875, p. 155; 1876, p. 150; 1877, p. 85; 1878-, p. 89 ; 1880, p. 121 ; 1881, p. 89 ; 1882-83, p. 93 ; 1883-84, p. 108 ; 1884-85, p. 105.) — - - Maine. (An. rep. 1873, p. 148; 1874, p. 164; 1875, p. 165; 1876, p. 161 : 1877, p. 91; 1878, p. 94: 1882-83, p. 97; 1884-85, p. 112.) - - - Maryland. (An. rep. 1873, p. 157 ; 1874, p. 174 ; 1875, p. 178 ; 1878, p. 101 ; 1881, p. 101 ; 1883-84, p. 122; 1884-85, p. 120.) ■ — — Massachusetts. (An. rep. 1873, p. 182; 1874, p. 193; 1876, p. 190; 1877, p. 112; 1878, p. 112; 1879, p. Ill; 1880, p. 151; 1881, p. 114; 1882-83, p. 116 ; 1883-84, p. I3t ; 1884-85, p. 134.) - Michigan. (An. rep. 1873, p. 197 ; 1874, p. 214; 1875, p. 216; 1876, p. 206; 1877, p. 126 ; 1878, p. 125 ; 1879, p. 123 ; 1880, p. 165 ; 1881, p. 127 ; 1882-83, p. 129 ; 1883-84} p. 148; 1884-85, p. 144.) - Minnesota. (An. rep. 1873, p. 197; 1874, p. 225 ; 1875, p. 229 ; 1876, p. 217 ; 1877, p. 135 ; 1878, p. 133 ; 1879, p. 130 ; 1880, p. 175 ; 1881, p. 135 ; 1882-83, p. 138 ; 1883-84, p. 154; 1884-85, p.152.) - - Mississippi. (An. rep. 1873, p. 217 ; 1874, p. 232 ; 1875, p. 237 ; 1876, p. 225 ; 1877, p. 141 ; 1878, p. 138 ; .1879, p. 135; 1880, p. 182 ; 1881, p. 141; 1882-83, p. 143 ; 1883-84, p. 160; 1884-85, p. 156.) - Missouri. (An. rep. 1871, p. 262 ; 1873, p. 227 ; 1874, p. 245 ; 1875, p. 250 ; 1876, p. 236 ; 1877. p. 149 ; 1878, p. 145 ; 1879, p. 142 ; 1880, p. 190 ; 1881, p. 147 ; 1882-83. p. 148 ; 1883- 84, p. 167 ; 1884-85, p. 163. ) — — — Nebraska. (An. rep. 1878, p. 152 ; 1879, p. 147 ; 1880, p. 198 ; 1881, p. 154 ; 1884- 85, p. 170.) - Nevada. (Ah. rep. 1878, p. 156; 1881, p. 158; 1882-83, p. 160 ; 1883-84, p. 177 ; 1884- 85, p. 175.) - - New Hampshire. (An. rep. 1873, p. 253 ; 1874, p. 270 ; 1875, p. 272 ; 1876, p. 258 ; 1877, p.164; 1880, p. 208; 1881, p. 162; 1882-83, p. 164; 1883-84, p. 182; 1884-85, p. 180.) — - New Jersey. (An. rep. 1873, p. 266; 1874, p. 283 ; 1876, p. 269 ; 1877, p. 172; 1879, p.163; 1880, p.216; 1882-83, p. 172 ; 1883-84, p. 188 ; 1884-85, p. 189.) - New York. (An. rep. 1873, p. 289 ; 1874, p. 305 ; 1876, p. 285 ; 1877, p. 181 ; 1878, p. 179 ; 1879, p. 174; 1880, p.228; 1881, p. 183; 1882-83, p. 183; 1883-84, p. 200 ; 1884- 85, p. 201.) - North Carolina. (An. rep. 1873, p. 304 ; 1875, p. 323 ; 1876, p. 301 ; 1877, p. 192; 1878, p. 188 ; 1880, p. 241 ; 1881, p. 197 ; 1882-83, p. 196 ; 1883-84, p. 209 ; 1884-85, p. 211. ) - Ohio. (An. rep. 1870, p. 254; 1873, pp. 325,326; 1874, p. 340; 1875, p. 338; 1876, p. 316; 1877, p. 203; 1878, p. 196; 1879, p. 190; 1880, p. 253; 1881, p. 206; 1882- 83, p. 207; 1883-84, p. 219; 1884-85, p. 219.) - Oregon. (An. rep. 1874, p. 352 ; 1875, p. 349 ; 1876, p. 327 ; 1877, p. 210 ; 1878, p. 203; 1879, p. 196; 1880, p. 262; 1881, p. 213; 1882-83, p. 214; 1883-84, p. 225; 1884-85, p. 225.) - Pennsylvania. (An. rep. 1872, p. 295 ; 1873, p. 345 ; 1875, p. 364 ; 1876, p. 342 ; 1877, p. 219 ; 1878, p. 210; 1879, p. 205; 1880, p. 275; 1881, p. 221; 1882-83, p. 225 ; 1883- 84, p. 237; 1884-85, p. 235.) - Smith, Annie Tolman. Progress of education for women. (An. rep. 1871, pp. 511-518.) - South Carolina. (An. rep. 1874, p. 393; 1875, p. 391; 1876, p. 366; 1877, p. 235; 1878, p. 225; 1879, p. 221; 1880, p. 295; 1881, p.238; 1882-83, p.239; 1883-84, p. 252; 1884-85, p. 250.) - Statistical tables. Institutions for the superior instruction of women. (An. rep. 1870, pp. 650-653 ; 1872, pp. 792-801 ; 1873, pp. 650-662 ; 1874, pp. 660-672 ; 1875, pp. 702-715; 1876, pp. 682-697; 1877, pp. *487-502; 1878, pp. 499-514; 1879, pp. 511-527 ; 1880, pp. 623-639 ; 1881, pp. 555-571 ; 1882-83, pp. 580-595 ; 1883-84, pp. 606-622; 1884-85, pp. 567-583; 1885-86, pp. 439-458.) 1108 EDUCATION REPOET, 1886-87. Women, Education of. Suggestions on tlie education of girls ; extracts from various authors. [St. Jerome and others.] (An. rep. 1868, p. 371.) - Superior instruction of women. (An. rep. 1880, p. cxvii; 1881, p. cxlvii; 1882-83, p. exxvi ; 1883-84, p. cxxxv; 1884-85, p. clxv.) - Tennessee. (An. rep. 1872, p. 325; 1873, p. 376; 1874, p. 403; 1875, p. 401; 1876, p. 378; 1877, p. 241; 1878, p. 230; 1879, p. 227; 1880, p. 304; 1881, n. 243; 1882-83, p. 244 ; 1883-84, p. 258 ; 1884-85, p. 257.) - Texas. (An. rep. 1873, p.386; 1874, p. 413; 1875, p. 411; 1876, p. 388; 1877, p. 247 ; 1878, p. 236; 1879, p. 234 ; 1880, p. 314; 1881. n. 249; 1882-83, p. 251 ; 1883- 84, p. 264 ; 1884-85, p. 262.) - Vermont. (An. rep. 1873, n. 389 ; 1874, p. 420 ; 1875, p. 418 ; 1876, p. 396 ; 1877, p. 253 ; 1878, p. 241 ; 1879, p. 239^ ; 1880, p. 321 ; 1881, p. 254 ; 1882-83, p. 256 ; 1883- 84, p. 269; 1884-85, p. 267.) - Virginia. (An. rep. 1872, p. 345 ; 1873, p. 398 ; 1874, p. 433 ; 1875, p. 431 ; 1876, p. 404 ; 1877, p. 259 ; 1878, p. 248; 1879, p. 247 ; 1880, p. 330 ; 1881, p.'261; 1882-83, p. 262 ; 1883-84, p. 275 ; 1884-85, p. 273.) - West Virginia. (An. rep. 1871, p. 366; 1S73, p. 411 ; 1874, p. 444 ; 1875, p.445 ; 1876, p. 415; 1877, p. 264; 1878, p. 254; 1879, p. 253; 1880, p. 339; 1881, p. 266; 1882-83, p. 267 ; 1883-84, p. 279 ; 1884-85, p. 278.)' - Wisconsin. (An. rep. 1873, p. 420 ; 1874, p. 454 ; 1875, p. 458 ; 1876, p. 425 ; 1877, p. 272 ; 3878, p. 262 ; 1879, p. 260 ; 1880, p. 347 ; 1881, p. 274 ; 1882-83, p. 274 ; 1884-85, p. 285.) Woman’s interest in education. (An. rep. 1870, p. 58.) Woods, Samuel. Education of the Indians in the Dominion of Canada. (Spec, rep. N. O. exp. 1884-85, pp. 545-561.) World’s fairs. See name of city where hold; see also International exhibitions; see also Exhibitions, Industrial. Wiirtemberg. Corning, J. L. Public schools of Wiirtemberg. (Circ. inf. 2, 1877, pp. 47-53.) - Education in. (An. rep. 1875, p. cxxxv ; 1876, p. clxxxviii ; 1877, p. clxi ; 1878, p. clxiii ; 1879, p. cxcii ; 1880, p. ccx ; 1882-83, p. ccxx ; 1884-85, p. cclxxv.) Wyoming, Education in, (An. rep. 1870, pp. 334-335 ; 1872, p. 383 ; 1873, p. 468 ; 1874, p. 505 ; 1875, p. 518 ; 1876, p. 465 ; 1877, pp. 296-297 ; 1878, pp. 295-296 ; 1879, pp. 290-291 ; 1880, pp. 390-392 ; 1881, pp. 306-307 ; 1882-83, pp. 306-307 ; 1883-84, p. 309; 1884-85, pp. 316-317.) Young, Charles S. Co-education of the races (followed by discussion). (Circ. inf. 2, 1886, pp. 96-103.) - Public schools of the Pacific coast. (Spec. rep. N. O. exp. 1884-85, px>. 366-370.) Young men’s Christian associations in the United States, List of. (An. rep. 1870, pp. 536-540.) Yucatan, Education in. (An. rep. 1882-83, p. cclvii.) INDEX A. Abbot Academy, statistics of, 648. Academic departments of colleges for women, sta¬ tistics of, 644-655. Academic examinations of regents of University of New York, 508. Academies, endowed, statistics of, 500-507, 551-628. Academy of the Sacred Heart, statistics of, 650. Academy of the Visitation, statistics of, 648. Accommodations in schools for Indians, 868. See also Buildings and School accommoda¬ tions. Accounts, difference in methods of keeping. 311. Adams, Dr. H. B., editor of Contributions to American Educational History, 22. Adams, Mass., notes from school report of, 255. common school statistics of, 277, 287, 297, 318, 338, 358, 378. standard of teaching force in, 424. Administration, discussion relating to, 173-176. in Montgomery, Ala., 246. See also Supervision. Admission, to law schools, statistics of examina¬ tions for, 752. to schools of medicine, etc., statistics of exami¬ nations for, 770-775. to manual training schools, age for, 795. to industrial schools, age for, 797, 798. Admission requirements, report of Commission of UeAV England Colleges on, 509. of universities and colleges, tabular view of, 631-641. Adrian, Mich., common school statistics of, 278, 288, 298, 320, 340, 360, 380. Adrian (Mich.) Training School, information con¬ cerning, 426. Afognak, Alaska, school at, 102, 105, 107, 108. African School Society, work of, 877. Agassiz Society of Philadelphia, object of, 405. Age of students in business colleges, statistics of, 804-813. Agricultural and Mechanical College of Ken¬ tucky, statistics of, 709, 710, 716, 718. Agricultural and Mechanical College of Missis¬ sippi, admission requirements of, 639. statistics of, 709, 710, 717, 718. equipment of, 714. Agricultural and Mechanical College of Texas, admission requirements of, 639. statistics of, 709, 716, 718. Agricultural and Mechanical College (University North Carolina), statistics of, 710. statement concerning, 720. Agricultural and Scientific Department of Brown University, statistics of, 710. statement concerning, 720. Agricultural college, Brookings, Dak., notes from catalogue of, 720. statistics of, 726, 728. Agricultural Colleges, admission requirements of, 639. statistics of degrees conferred by, 776. See also Schools of science and Land-grant colleges. Agricultural Department of West Virginia Uni¬ versity, statistics of, 711. statement concerning, 720. Agricultural experiment stations, provision for, 707. Agricultural schools in Erance, 933, Agriculture, study of, desired in Delaware, 121. at Alabama A. & M. College, 711. at Bussey Institution, 721. in Indian schools, 790. in France, 983. in Switzerland, 986. national school of, in Argentine Kepublic, 993. Aintab College, Aintab, Turkey, information con¬ cerning, 988. Akers, J. W., State superintendent of public in¬ struction of Iowa, extracts from reports of, 129. quoted, 176, 211. mentioned, 896. Akron, Ohio, common school statistics of, 280, 290, 301, 324, 344, 364, 386. Alabama, common school statistics of, 54, 57, 59, 62, 64, 65, 67, 69, 72, 74, 76, 78, 79, 81. 83, 84, 86, 88, 91, 94. large increase in school population of, 57. digest of report of State superintendent of ed¬ ucation, 94. notes from reports of cities of, 246. common school statistics of cities of, 274, 284, 294. 305, 306, 307, 312, 332, 352, 372. large proportion of male teachers in, 304. Peabody normal scholarships in, 407. training of teachers in, 407. aid from Peabody fund to education in, 451. statistics of teachers’ institutes in, 454. statistics of normal schools in, 456, 458, 464. statistics of kindergartens in, 467, 468. statistics of kindergarten training schools in, 467, 491. statistics of secondary schools in, 496, 498, 500, 502, 504, 512-516, 544, 548, 551, 560, 568, 580, 538, 614, 629. statistics of colleges for women in, 644, 646. statistics of colleges of liberal arts in, 664, 675, 692. statistics of under-graduate work of colleges iD, 666. statistics of schools of science in, 708, 709, 716, 7 18. statistics of college attendance in, 731, 734. statistics of schools of theology in, 736, 737, 740. statistics of schools of law in, 749, 750, 752. statistics of schools of medicine, of dentistry, and of pharmacy in, 754, 757, 760, 770. statistics of degrees conferred bv colleges in, 777. statistics of business colleges in, 802. statistics of schools for the deaf in, 831, 832, 834. statistics of schools for the blind in, 844, 846, 848. statistics of education of colored race in, 874, 875, 878, 879. education of colored race in, 876. statistics of libraries in, 917, 918, 926, 931, 941, 942, 954, 955, 970. statistics of educational periodicals in, 974. Alabama Academy for the Blind, establishment of, 838. notes from catalogue of, 841. Alabama Central Female College, statistics of, 646. Alabama Conference Female College, statistics of, 648. 1109 mo INDEX. Alabama Institution for tbe Deaf, notes from catalogue of, 824. Alabama Normal College for Girls, Livingston, Ala., statistics of, 458. Alabama State Agricultural anil Mechanical Col¬ lege, statistics of, 709, 710, 716, 718. information concerning, 711. Alabama State Teachers’ Associations, meetings of, 408. Alabama Teachers’ Reading Circle, course of reading, 408. Aland, Trinidad, ex-officio superintendent of re¬ ports of New Mexico, 93. Alarid, Trinidad, Territorial auditor of New Mex¬ ico, extracts from educational report of, 153. Alaska, sketch of the history and geography of, 28. civil government of, 31. education in, 32. plan of education for, 37. present condition of the schools of, 38. provision necessary for school-houses in, 39. application of the school fund of, 41. future policy of the Government regarding, 12. inhabitants of, not Indians, 43. common school statistics of, 55, 58, 60, 62, 64, 66, 68, 70, 73, 75, 77, 78, 79, 82, 83, 84, 87, 88, 107. rules and regulations for the schools of, 98. report of general agent bf education, 101. publications concerning, 110. Albany, N. Y., no-recess plan preferred in, 231. notes from school report of, 264. common school statistics of, 280, 289, 300, 322, 344, 364, 384. teachers’ training class in, 435. drawing exhibition in, 786. Albany (N- Y.) Law School (Union University), statistics of, 750, 752. Albany (N. Y.) Medical College, statistics of matriculates and graduates of, 1024. Albee, G. S., mentioned, 895. Albert Lea (Minn.) College, statistics of, 648. Albertson, L. C., city superintendent, Atlantic City, N. J., 322. Albuquerque, N. M., new Indian school in, 870. Alcorn Agricultural and Mechanical College of Mississippi, training pf teachers at, 428. admission requirements of, 639. statistics of, 709, 710, 716, 718. Aldrich, G. S., mentioned, 897. Alexandria, Va., common school statistics of, 283, 293, 303, 328, 350, 370, 390. Algebra, admission requirements of colleges in, 631-634, 639, 640. Algeria, comparative statistics of elementary education in, 1000, 1002, 1004. Allegheny College, physical training at, 663. Allen, Dr. H. P., examination of eyes of school children by, 234. Allen, Dr. Jerome, mentioned, 895. Allen, Prof. W. F., referred to, 22. Allentown, Pa., common school statistics of, 281 291, 301, 326, 346, 366, 386. teachers’ meetings in, 441. Allentown (Pa.) Female College, statistics of, 652. Alliance, Ohio, notes from school report of, 267. common sc hool statistics of, 280, 290, 301, 324, 344, 364, 386. Allison, J. J., city superintendent, Gallipolis, Ohio, 324. Allyn, Robert, president of Southern Illinois Nor¬ mal University, quoted, 405. mentioned, 895. Altoona, Pa., common school statistics of, 281, 291, 301,326, 346, 366, 386. reading circle in, 441. Ambulatory schools abolished in Georgia, 127. American Association for the Advancement of. Science, proceedings of 36th annual meeting of, 897. American Association of Instru ctors of the Blind, 9th biennial meeting of, 8,‘19. American Asylum for the Edu cation of the Deaf and Dumb, occupations o f graduates of, 788. notes from catalogue of, 824. American Board of Commissi oners for Foreign Missions, educational w ork of, in Turkey, 988. American Institute of Instruction, proceedings of 5Stk annual meeting of, 896. American Medical College, statistics of matricu¬ lates and graduates of, 1026. American Missionary Association, expenditure of, for Indian schools, 870. American Philological Association, proceedings of 18th annual session of, 897. American Printing House for the Blind, men¬ tioned, 838. meeting of trustees of, 841. American School of Classical Study at Athens, information relating to, 674. Americus, Ga., notes from school report of, 249. common school statistics of, 275, 285, 295, 312, 334, 354, 374. normal class in, 415. Ames, A., acting school visitor, Killingly. Conn., 312. Amherst, Mass., notes from school report of, 255. common school statistics of, 277, 287, 297, 318, 338, 358, 378. Amherst College, admission requirements of, 632, 636. physical training at, 663, Anagnos, Dr. M., quoted, 839. Anatolia College, Marsavan, Turkey, information concerning, 988. Anatomical drawing, in schools of medicine, etc., statisti cs of, 770, 775. Anderson, E. H., superintendent of "Weber County, Ogden, Utah, 328. Anderson, J. W., city superintendent, San Fran¬ cisco, Cal., quoted, 241, 312. Anderson, W, E., city superintendent, Milwau¬ kee, Wia., 330. Anderson, W. H., city superintendent, Wheeling, W. Va., 328. Andover (Mass.) Theological Seminary, statistics of, 742. Andrews, I. W., president of Marietta College, mentioned, 894, 895. Angel, Moses, head master of Jews’ Free School, London, England, mentioned, 981, 982. Angell, J. B., mentioned, 894. Ann Arbor, Mich., notes from school report of, 261. common school statistics of, 278, 288, 298, 320, 340, 360,380. Anniston, Ala,, notes from school report of, 246. Annual Report of the Bureau, plan and scope of, 15. delay in the publication of, 47. need of larger edition of, 48. Annual Reports of the Bureau, list of, 1031. index to, 1035. See also Publications. Anvik, Alaska, school at, 104. Apparatus, instructions relating to, 206. statistics of value of, in cities, 352-371. statistics of expenditure for, in cities, 372-393. statistics of value of, owned by normal schools, 456-465. scientific, possession of, necessary to secure re¬ gents’ inspection, in New York, 508. statistics of value of, owned by secondary schools, 496-507, 534-543, 548-550, 560-566, 580-587, 614-629. physical, in secondary schools, statistics of, 534-543, 548-550, 560-567, 580-586, 614-628. owned by colleges for women, statistics of value or, 644-655. owned by universities, statistics of value of, 658-661. owned by colleges of liberal arts, statistics of value of, 664, 692-705. owned by land-grant colleges, statistics of value of, 708, 718. owned by schools of science, statistics of val¬ ue of, 725, 728. owned by schools of medicine, etc., statistics of value of, 757-759, 770-775. owned by schools tor the deaf, statistics of value of, 832-837. owned by schools for the blind, statistics of value of, 845, 846, 848. Appleton, Wis., common school statistics of, 283, 293, 303, 328, 350, 370, 390. training of teachers in, 450. INDEX. 1111 Apportionment of school funds, basis of, 203. Apprenticeship system at State Normal School, Worcester, Mass., 400,423. at Chelsea, Mass., 423. Appropriations, relatively largest in large cities, 308. for teachers’ institutes, statistics of, 454. for normal schools, statistics of, 456-463. for schools for higher education of colored race, statistics of, 87S-879. See also State appropriations. Arbor day observed in Alabama, 97. in Connecticut, 117. in Florida, 126. in Iowa, 130. in Missouri, 149. celebrated in Minneapolis, Minn., 262. observed in Columbus, Ohio, 268. Archer, H. P., city superintendent, Charleston, S. C., 328. Arey, M. F., city superintendent, Fort Dodge, Iowa, 316. Argentine National Museum, information concern¬ ing, 997. Argentine Republic, statistics of educational pe¬ riodicals in, 978. report concerning education in, 990-998. comparative statistics of elementary education in, 1900, 100-2. 1004. Arithmetic, simplification of, 238. admission requirements of colleges in, 631-634, 639, 640. Arizona, common school statistics of, 55, 58, 60, 62 64, 66, 68, 70, 73, 75, 77, 78, 79, 82, 83, 84, 87, 88, 92. extracts from report of Governor of, 112. training of teachers in, 408. statistics of normal schools in, 456, 458. statistics of secondary schools in, 496, 498, 500, 502, 506, 512-516. statistics of undergraduate work of colleges in, 666. statistics of college attendance in, 732. statistics of Indian education in, 868. statistics of libraries in, 904, 918. Arkansas, common school statistics of, 55, 57, 59, 62, 64, 65, 67, 69, 72, 74, 76 78, 79, 81, 83, 84, 86, 88, 91. notes from reports of cities of, 247. common school statistics of cities of, 274, 284, 294, 305, 306, 307, 312, 332, 352, 372. training of teachers in, 408. Peabody normal scholarships in, 409. teacher's’ institutes in, 409. aid from Peabody fund to education in, 451. statistics of teachers’ institutes in, 454. statistics of normal schools in, 456, 458, 464. statistics of secondarv schools in, 496, 498, 500, 502, 504, 512-516, 519, 534, 544, 548, 551, 560, 570, 588, 614. statistics of colleges of liberal arts in, 664, 675, 692. statistics of undergraduate work of colleges in, 666. statistics of schools of science in, 708, 716, 718. statistics of college attendance in, 732. 734. •statistics of schools of law in, 749, 750, 752. statistics of schools of medicine, of dentistry, and of pharmacy in, 754, 757, 760, 770. statistics of degrees conferred by colleges in, 777. statistics of industrial schools in, 796, 797, 799. statistics of business colleges in, 802, 804. statistics of schools for the deaf in, 831, 832, 834. statistics of schools for the blind in, 844, 848, 848. statistics of education of colored race in, 874, 875, 878, 880. statistics of libraries in, 917, 918, 926, 931, 941, 942, 954, 955, 970. statistics of educational periodicals in, 974. Arkansas Industrial University, equipment of, 712. statistics of, 710, 716, 718. medical department, statistics of matriculates and graduates of, 1024. Arkansas School for the Blind, notes from oata- logueof, 841. Arkansas State Teachers’ Association, meeting of, 409. Arkansas State Teachers’ Reading Circle, men¬ tioned, 409. Arlington, Mass., notes from sohool report of, 255. common school statistics of, 277, 287, 297, 318, 338, 358, 378.' Armenians, attendance of, in American colleges in Asia Minor, 988. Armitage, T. R., M. D., quoted, 838, 839. Armstrong, A., city superintendent, Sioux City, Iowa, 316. Arrangement of classes, discussion relating to, 230. See also Classification. Art, statistics of degrees in, 777-781. Articulation, teaching of, in schools for the deaf, 820, 82.1, 823. successfully taught at American Asylum for the Deaf and Dumb, 824. Asbury College of Liberal Arts, physical training at, 663. Ashland, Pa., common school statistics of, 281, 291, 301, 326, 346, 366, 386. Ashland (Oregon) College and Normal School, sta¬ tistics of, 460. Ashtabula, Ohio, notes from school report of, 267. common school statistics of, 281, 290, 301, 324, 344, 364, 383. Asia Minor, American colleges in, 988-990. Aspen, Colo , notes from school report of, 247. common school statistics of, 274, 284, 294, 312, 332, 352, 372. school visits in, 411. Assessment of property, difference in methods of, 273. See also Valuation of property. Associate Reformed Theological Seminary,, statis¬ tics of, 746. Association of Medical Officers of Institutions for Feeble-minded Persons, annual session of, 850. Associations for the promotion of secondary school work, 509. statistics of libraries of, 941-953.' Asylums, use of word in reference to schools for defective classes, 818. Atchison, Nans., corporal punishment in, 228. notes from school report of, 253. common school statistics of, 276, 2-86, 296, 316 336, 356, 376. Athens, Ga., notes from school report of, 249. common school statistics of, 275, 285, 295, 312, 334, 354, 374. normal classes in, 415. Athens (Ala.) Female College, statistics of, 646. Athol, Mass. , common school statistics of, 277, 287 . 297, 318, 338, 358, 378. Atkinson, Edward, mentioned, 987. Atlanta, Ga., notes from school report of, 249. common school statistics of, 275, 285, 295, 314 334, 354, 374. normal classes in, 415. Atlanta (Ga.) Medical College, statistics of ma¬ triculates and graduates of, 1024, Atlanta (Ga.) University, industrial training at 790. Atlan tic, Iowa, common school statistics of 276 286, 296, 314, 336, 356, 376. Atlantic City, N. J. , common school statistics of 279, 289, 299, 322, 342, 362, 384. t> Attendance, increase of, in the South, 60. incr eased regularity of, 61. average number of pupils in, to each teacher 61. statistics of, 62. average duration of, 63. decrease of, in Connecticut, 114. character of, in the District of Columbia. 124. legal method: of reckoning, in Minnesota, 146. not satisfactory in New York, 156. falling off of, iii Rhode Island, 159. basis of apportionment of school funds, 203. in evening schools, 244, 246. 1112 INDEX. Attendance — Continued . low percentage in Birmingham, Ala., 24G. rule in Hartford, Conn., relating to irregular¬ ity of, 247. average per teacher, 273. comparative statistics of, in cities, 274-283, 305, 809. average to each teacher in city schools, sta¬ tistics of, 284-293, 306, 309. ' increased uniformity in records of, 310. statistics of, at teachers’ institutes, 454. required of students of University of Vir¬ ginia, 668. in colleges and scientific schools, romarks relating to, 730. in colleges and scientific schools, statistics of, 730-734. in schools for the defective classes, 819. value of property, etc., of schools for the blind, per capita of, 847. in Indian schools, statistics of, 809-873. in colored teachers’ institutes, statistics of, 875. in American colleges in Asia Minor, 989. in common schools of Argentine Republic, statistics of, 992. . in Argentine Republic national colleges, 993. See also Attendance, average, and Attend¬ ance, total. Attendance, average, daily proportion of number of sittings to, 65. proportion of number of volumes in school libraries to, 67. school revenue per capita of, by States. 73. school expenditures, per capita of, by States, 83. • value of school property, per capita of, by States, 86. percentage of increase or decrease of, by States, 88. in Alabama, 94. increase of, in Dakota, 118. statistics of, in Oregon, 157. apparent decrease of, in South Carolina., 162. statistics of, in cities, 312-331. in Indian boarding-schools, statistics of, 871. in colored schools, statistics of, 874, 875. remarks relating to, 876. in elementary schools of London, England, sta¬ tistics of, 980. in foreign countries, statistics of, 1002. See also Attendance. Attendance, total, method of obtaining, 63. how determined, 310. statistics of, in cities, 332-351. See also Attendance. Attleborough, Mass., no-recess plan in, 231. notes from school report of, 255. common school statistics of, 277,287,297,318, 338, 358, 378. Auburn, H. Y., notes from school report of, 264. common school statistics of, 280, 289, 300, 322, 344, 364, 384. normal teaching in, 436. Auburn plan of prison discipline, 857. Auburn (H. Y.) Theological Seminary, statistics of, 744. Auchmuty, Richard T., quoted, 793. Augsburg Seminary,, statistics of, 742. Augusta, Ga., common school statistics of, 275, 285, 295, 314, 334, 354, 374. Augusta, Me., notes from school report of, 254. common school statistics of, 277, 286, 297, 316, 336, 358, 378. Augustana College, notes from catalogue of, 672. physical training at, 653. Augustana Theological Seminary, statistics of, 740. Augustinian College, physical training at, 663. Auricular instruction to deaf-mutes, 821. in Hew Jersey school for deaf-mutes, 827. See also Deaf-mutes. Aurora, Ill., notes from school report of, 250. common school statistics of, 275, 285, 295, 314, 334, 354, 374. Austin, Tex., common school statistics of, 282, 292, 302, 328, 348, 368, 390. Austria, statistics of educational periodicals in, 976. Austria— Continued. comparative statistics of elementarv educa¬ tion In, 1000, 1002. 1004. Average attendance. See Attendance, average. b. Babcock, C. A., city superintendent, Oil City, Pa., 326. Babcock, J. V"., city superintendent, Dunkirk, H. Y., 322. Bailey, D. P., chairman city school committee, Everett, Mass., 318. Bailey, J. M., city superintendent, Saco, Me., 316. Baker, B. M., State superintendent of public in¬ struction of Texas, quoted, 175. 198, 218. Baker, Edward L., United States Consul at Bue¬ nos Ayres, report of, 930-998. Baker, E. J., city superintendent, Clay Centre, Kans., 316. Baker, W. C., city superintendent, Savannah, Ga., 314. Balcam, H. A., city superintendent, Sandusky. Ohio, 324. Baldwin, Catherine, quoted, 225-227. Balentine, W. L., city superintendent. Mahanov, Pa., 326. Ballard, Stephen, school visitor, Thompson, Conn.. 312 Ballard, T. P., mentioned, 806. Balliet, T. M., mentioned, 897. Baltimore, Md., common school statistics of, 277, 287, 297, 318, 338, 358, 378. secondary instruction in, 51S. Baltimore (Md.) Female College, statistics of, 648. Baltimore (Md.) Manual Training School, origin and work of, 791, 792. Baltimore (Md.) Medical College, statistics of ma¬ triculates and graduatexiof, 1024. Baltimore (Md.) Hormal School for Colored Teach¬ ers, information concerning, 421. Bancroft, C. F. P., principal of Phillips Academy, mentioned, 509. Bangor, Me., notes from school report of, 254. common school statistics of, 277, 286, 297, 316, 336, 358, 378. Bangor (Me.) Theological Seminary, statistics of, 742. Baptist Femalo College, statistics of, 650. Baptist Union Theological Seminary, statistics of, 740. Barahoo, Wis., notes from school report of, 271. Bardeen. C. V., city superintendent, Wausau, Wis., 330. Barnard. F. A., city superintendent, Middletown, Ohio. 824. Barnard, Hon. Henry, term of service as commis¬ sioner, 2. first organized teachers’ institutes, 403. Barnard, J. A., mentioned, 896. Barnes. L. E., chairman city school committee, Forth Brookfield, Mass., 318. Barringer, W. H., city superintendent, Hewark, H.J.,322. mentioned, 896. Bartholomew. W. H., mentioned, 895,896. Bartholomew English and Classical School, statis¬ tics of, 652. Bartlett. J. C., city superintendent, Taunton, Mass., 320. Bartlett, J. H., city superintendent, Hew Britain, Conn., 312. Bartlett, S. H., city superintendent, Montgomery, Ala., 312. Barton, R. L., city superintendent, Peru, Ill., 314. Batavia, H. Y., common school statistics of, 280, 289, 300, 322, 344, 364, 384. Batchelder, Rev. F. L., chairman city hoard of school visitors, Stafford, Conn., 312. Batcliellor, Daniel, mentioned, 896. Bates, W. C,, city superintendent, Canton, Mass., 318. Bates College, physical training at, 663. Bates College Theological Seminary, statistics of, 742. Bath, Me., common school statistics of, 277, 286, 297, 316, 336, 358, 378. INDEX. 1113 Baton Bouge, La.., common school statistics of, 27 1>, 280, 200, 816, 330, 853, 378. Battle Creek, Midi., common school statistics of, 278, 288, 208, 320, 340, 300, 380. Battle Creek (Mich.) College, physical training at, 663. Battles, Winslow, city superintendent, Stough¬ ton, Mass., 320. Bavaria, comparative statistics of elementary ed¬ ucation in, 1000, 1002, 1004. Baxter, William EL, quoted, 941. Bay City, Mich., supplementary reading in, 237. notes from school report of, 261. training school at, 426. common school statistics of, 278, 288, 298, 320, 340, 360, 380. Beach, W. H., city superintendent, Madison, Wis., 330. Beals, A. H., city superintendent, Paducah, Ky., 316. Beard, M. II., city superintendent, Sacramento, Cal., 312. Beatrice, Hebr., common school statistics of, 279, 289, 299, 322, 342, 362, 382. Beattie, David, city superintendent, Troy, H. Y., 324. Beaver Palls, Pa., notes from school report of, 268. common school statistics of, 281, 291, 301, 326, 346, 366, 388. Bechdolt, A. F., city superintendent, Mankato, Minn., 320. Beckwith, W. P., city superintendent, Adams, Mass., 318. Beebe, Miss Eleanor, mentioned, 895. Beers, E. C., city superintendent, Phillipsburg, H. J., 322. Belgium, statistics of educational periodicals in, 976. comparative statistics of elementary educa¬ tion in, 1000, 1002, 1004. Belleville, Ill., notes from school report of, 250. common school statistics of, 275, 285, 295, 314, 334, 354, 374. Bellevue Hospital Medical College, statistics of matriculates and graduates of, 1026. Beloit, 'Wis., common school statistics of, 283, 293, 303, 328, 350, 370, 390. Beloit (Wis.) College, physical training at, 663. Bement, 111., notes from school report of, 250. Benedict Institute, statistics of, 746. Benefactions, to secondary schools, statistics of, 496-507, 534-543, 548-550, 560-567, 580-587, 614- 628. to colleges for women, statistics of, 645-655. to universities, statistics of, 658-661. to colleges of liberal arts, statistics of, 664, 692- 705. to land-grant colleges, statistics of, 708, 710, 711, 718. to schools of science, statistics of, 725, 728. to schools of theology, statistics of, 737, 740- 747. to law schools, statistics of, 749, 752. to schools of medicine, etc., statistics of, 757- 759, 770-775. to nurses’ training schools, statistics of, 815- 817. to educational institutions, statistics of, 882- 887. See also Bequests. Bennet Seminary, statistics of, 648. Bennett College of Eclectic Medicine and Surgery, statistics of matriculates aud graduates of, 1026. Bennington, Yt., notes from school report of, 271. Bequests, to Harvard University, 668. to libraries, statistics of, 904-916, 918-924, 927- 930, 932-940, 942-953, 955-969. See also Benefactions. Berean Department, Union Christian College, statistics of, 740. Bergen, M. v., city superintendent, Camden, 1ST. J\, 322. '.Berlin, Wis., notes from school report of, 271. common school statistics of, 283, 293, 303, 328, 353, 370, 390. Bossey, Herman, superintend on t of schools, Hew Castle County, Del., quoted, 123. Bethel. Alaska, school at, 104, 107. Bethel College, physical training at, 063. Bethel Female College, statistics of, 648. Bettison, Ulric, city superintendent, Hew Or¬ leans, La., 310. Bethlehem, Pa., common school statistics of, 281, 291, 301, 326, 346, 366, 388. teachers’ meetings in, 441. Beverly, Mass., notes from school report of, 255. common school statistics of, 277, 287, 297, 318, 338, 358, 378. Bible Department of Drake University, statistics of, 740. of Eureka (Ill.) College, statistics of, 740. of Oskaloosa College, statistics of, 742. of Vanderbilt University, statistics of, 746. Bickler, Jacob, city superintendent, Galveston, Tex., 328. Biddeford, Me., common school statistics of, 277 286, 297,316, 336,358, 378. Bingham, B., mentioned, 896. Binghamton, H. Y., notes from school report of 264. common school statistics of, 280, 290, 300, 322, 344, 364, 384. Birmingham, Ala., notes from school report of, 246. common school statistics of, 274, 284, 294, 312, 332, 352, 372. training class in, 408. Bishop, H. L., city superintendent, Horwich, Conn., 312. Bishop Whitaker’s School for Girls, statistics of, 650. Black, J. C., city superintendent, Logansport, Ind., 314. Blackstone, Mass.; notes from school report of, 255. common school statistics of, 277, 287, 297, 318, 338, 358, 378. professional reading for teachers in, 424. Blairsville Ladies’ Seminary, statistics of, 652. Blake, James, quoted, 987. Blind, education of, general remarks concerning, 838-84 L. notes from catalogues of institutions for, 841— 844. statistics of institutions for, 814-849. See also Schools for the Blind. Bliss, G. W., city superintendent, East Provi¬ dence, B. I., 326. Blodgett, S. F., city superintendent, Milford, Mass., 318. Bloomington, Ill., common school statistics of, 275, 285. 295, 314, 334, 354, 374. Bloomington Law School (Illinois Wesleyan Uni¬ versity), statistics of, 750, 752. Bloss, J. M., city superintendent, Muncie, Ind., 314. Bloss, J. M., city superintendent, Topeka, Hans., 316. Blue Mountain (Miss.) Female College, statistics of, 648. Blulfton, Ind., notes from school report of, 251. Board, cost of, in normal schools for the colored * race, 877. in American colleges in Asia Minor, 989. Board and lodging, an uual cost of, in secondary schools, 580-567, 580-586, 614-628. ■ in colleges for women, statistiesof cost of, 645- 655. in colleges of liberal arts, cost of, 692-705. Board of Supervisors, Boston, Mass., extract from report ot, 241; Board schools in London, Eng., statistics of, 980. Boarding and Day School for Young Ladies, sta¬ tistics of, 650. Boarding schools for Indians, industrial training in, 790. plan of, 870. statistics of, 871, 872. Boardman Street Kindergarten Training Class, Boston, Mass., statistics of, 492. Boisd City, Idaho, notes from school report of, 250.' Boltwood, H. L., mentioned, 895 1114 INDEX, Bombay Presidency, comparative statistics of elementary education in, 1000, 1002, 1004. Bonded superintendents, statistics of, Indian schools managed by, 871-873. ' Bonds, of school districts, law relating to, in New J ersey, 153. sale of, not practicable in Hot Springs, Ark., 247. statistics of receipts from sale of, in cities, 352-371. Book-keeping, study of, introduced in Bangor, Me., 254. introduction of study of, in Salem, Mass., 260. See also Business instruction. Boone, Iowa, common school statistics of, 276, 286, 296, 314, 336, 356, 376. Booz, Matilda S., city superintendent, Bristol, Pa., 326. Bordentown (N. J.) Pemale College, statistics of, 650. Boston, Mass., supplementary reading in, 237. study of arithmetic in, 238. success of evening schools in, 245. notes from school report of, 255. common school statistics of, 277, 287, 297, 318, 338, 358, 378. kindergartens in, 466. secondary instruction in, 518. manual training in, 783, 784. industrial training for girls in, 785. industrial training for the deaf in, 788. course of study in schools of, 1010-1014. Boston (Mass.) Latin School, programme of, 1006, 1011. Boston (Mass.) Normal School, information con¬ cerning, 423. statistics of, 458. Boston (Mass.) Iteformatory Institution, notes from catalogue ofj 860. Boston (Mass.) University, admission require¬ ments of, 638. statistics of, 658. notes from catalogue of, 673. School of Theology of, statistics of, 742. School bf Law of, statistics of, 750, 752. School of Medicine of, statistics of matricu¬ lates anR graduates of, 1024. Bostwick, O. P., city superintendent, Galena, HI., 314. Botany, medical, in schools of medicine, etc., sta¬ tistics of, 770-775. Bourne, Mass., notes from school report of, 256. Bowdoin College, physical training at, 663. Bowers, H. S., acting city superintendent, Lin¬ coln, Nebr., 322. Bowlby, J. M., city superintendent, Litchfield, Ill., 314. Bowling Green, Ky., common school statistics of, 276, 286, 296, 316, 336, 356, 376. Boyes, N. W. , county superintendent, Dubuque County, Iowa, quoted, 213. Boys, statistics of private secondary schools for, 502, 515, 568-586. Boys’ Industrial School, Lancaster, Ohio, notes from catalogue of, 863. Bradbury, S. P., school agent, Bangor, Me., 31g. Bradford, Pa., common school statistics of, 281, 291, 301, 326, 346, 366, 388. Bradford (Mass.) Academy, statistics of, 648. Bradley, J. E., city superintendent, Minneapolis, Minn., 320. Brady, E.L., chairman city school board, Stam¬ ford, Conn., 312. Braille system of printing for the blind, 838. Brainerd Institute, Chester, S. C., statistics of, 464. Braintree, Mass., common school statistics of, 277, 287, 297, 318, 338, 358, 378. notes from school report of, 256. training of teachers in, 425. Branch Normal College of the Arkansas Industrial University, information concerning, 408. statistics of, 458. Branson, E. C., city superintendent, Athens, Ga., 312. Brattleborough, Vt., common school statistics of, 283, 292, 303, 328, 350, 370, 390. Breaux, Joseph A., State superintendent of edu¬ cation of Louisiana, 93. Bremen, Germany, comparative statistics of ele« mentary education in, 1000, 1002, 1004. Brenham, Tex., notes from school report of, 271. common school statistics of, 282, 292, 302, 328, 348, 368, 390. Brewer, G. E., city superintendent, Talladega, Ala., 312. Bridgeport, Conn., notes from school report of, 247. common school statistics of, 274, 284, 294, 312, 332, 352, 372. reading circle at, 411. Bridgman, "Laura, efforts of, in behalf of kindergar¬ tens, 466. Briggs, E. L., city superintendent, Grand Haven, Mich., 320. Bright, O. T., city superintendent, Englewood, Ill., 314. Bristol, Conn., notes from school report of, 247. common school statistics of, 274, 284, 294, 312, 332,352,372. Bristol, Pa., common school statistics of, 281, 291, 301, 326,346, 366, 388. teachers’ meetings in, 441. Bristol, K. I., notes from school report of, 269. common school statistics of, 282,292,302,326, 348, 368, 388. British Burmah, comparative statistics of elemen¬ tary education in, 1000, 1002, 1004. British Columbia, comparative statistics of ele¬ mentary education in, 1000, 1002, 1004. British India, comparative statistics of elemen¬ tary education in, 1000, 1002, 1004. Broadus Female College, statistics of, 654. Brockton, Mass., notes from school report of, 256. common school statistics of, 277, 287, 297, 318, 338, 358, 378. teachers’ meetings in, 425. Bromfield, W. F., city superintendent, Lincoln, Ill., 314. Brookline, Mass., system of promotion in, 244. notes from school report of, 256. common school statistics of, 277, 287, 297, 318, 338, 358, 378. Brooklyn, N. Y., study of arithmetic in, 239.. evening schools in, 245. notes from school report of, 264. common school statistics of, 280, 290, 300, 322, 344, 364, 384. training of teachers in, 435. statistics of central high school, 517. instruction in sewing in. 781. opinion of manual training in, 785. study of drawing in, 786. Brooklyn (N. Y.) Training School, statistics of, 460. Brooks, Erastus, mentioned, 822. Brown, A. B., secretary city school committee, Salem, Mass., 318, Brown, A. W., city superintendent, South King¬ ston, R. I., 328. Brown, Mrs. C. W., quoted, 850. Brown, D. M., city superintendent, Petersburg, Va., 328. Brown, Dr. George, quoted, 850. Brown, George P., mentioned, 896. Brown, J. P., city superintendent, New London, Conn., 312. Brown, Miss Kate L., mentioned, 895. Brown, LeKoy D., State commissioner of common schools of Ohio, quoted, 90. mentioned, 896. Brown University, admission requirements of, 632, 636. physical training at, 663. Brownsville, Tex., common school statistics of, 282, 292, 302, 328, 348, 368, 390. Brownsville (Tenn.) Female College, statistics of, 652. Bruce, O. B., city superintendent, Lynn, Mass.,, 318. Bryn Mawr College, admission requirements of, 640. statistics of, 645. Buchanan, John L., State superintendent of pub¬ lic instruction of Yirgiuia, 93. extracts from report of, 166. quoted, 198, 203, 211, 212, 213. mentioned, 896. INDEX, 1115 Buchtol College, physical training at, 6G3, 673. Buck, W. E., city 'superintendent, Manchester, hi. H„ 322. Buckley, J osepk, president city hoard of educa¬ tion, Hoosiok Falls, N. Y., 322. Bucknell Institute, statistics of, G52. Bucknell University, astronomical observatory at, 673. Buckner, G. AY., president parish school board, Baton Rouge, La., 31G. Buerhle, B. K., city superintendent, Lancaster, Pa., 326. Buffalo, N. Y., common school statistics of, 280, 290, 300. 322, 344, 3G4, 384. Buffalo (N. Y.) Female Academy, statistics of, 650. Buildings, average number of sittings to each, 65. number of, by States, 65. expenditure for, by States, 81. proportion of expenditure for, to total ex¬ penditure, by States, 84. rented, how disposed of, in statistics, 311. statistics of value of, 311. statistics of, in cities, 332-351. statistics of value of, in cities, 352-371. statistics of expenditures for, in cities, 372- 393. statistics of value of, owned by normal schools, 456-465. statistics of value of, owned by secondary schools, 496-507, 534-543,548-550, 560-566, 580- 587, 614-629. possession of, a condition of regents’ inspec¬ tion, iD New York, 508. owned by colleges for women, statistics of value of, 644-655. owned by universities, statistics of value of, 658-661. owned by colleges of liberal arts, statistics of value of, 664, 692-705. owned by land-grant colleges, statistics of value of, 708, 718. owned by schools of science, statistics of value of, 725, 728. owned by schools of theology, statistics of value of, 737, 740-747. owned by law schools, statistics of value of, 749, 752. owned by schools of medicine, etc., statistics of value of 757-759, 770-775. owned by schools for the deaf, statistics of value of, 832-837. owned hv schools for the blind, statistics of value of, 845, 846, 848. for Indian schools, expenditure for, 870. of American colleges in Asia Minor, described, 989. See also School-houses and School accommo¬ dations. Bullock, F. M., city superintendent, New Castle, Pa.. 326. Bureau of Education, organization of, 11. Museum of, 12. Library of, 13. publications of, 13. opinions of the recent work of, 25-27. removal of, 44. necessity for index to publications of, 1031. list of Annual Reports of, 1031. list of circulars of information published by, 1031. list of miscellaneous publications of, 1033. list of special reports of, 1034. index to all publications of, 1035. Burgess, Edward, city superintendent, Pough¬ keepsie,* N. Y., 324. Burk, J. T., secretary of University of Pennsyl¬ vania, quoted, 668. Burke, John, city superintendent, Newport, Ky., 316. Burlington, Iowa, common school statistics of, 276, 286, 296, 316, 336, 356, 376. Burnham Industrial Farm, information concern¬ ing, 856. notes from catalogue of, 862. Burns, J. J., city superintendent, Dayton, Ohio, 324. Burr, Mrs. Clara A., mentioned, 895. Business colleges, statistics of, 802-814. memoranda relating to, 814. Business instruction, in Hartford, Conn.. 247. introduction of, in Portland, Me., 255. introduction of, in Fall River, Mass., 257. introduction of, in Pontiac, Mich., 262. extension of, in Brooklyn, N. Y., 264. department for, in Ithaca, N. Y., 205. introduced in Bennington, Yt., 271. in secondary schools, 495. number receiving, in Brooklyn, N. Y. central school, 517. in colored schools, 878. See also Book-keeping. Bussey Institution of Harvard University, notes from catalogue of, 721. statistics of, 726, 728. Butler, C. W., city superintendent, Defiance, Ohio, 324. Butler, Dr. Nicholas M., mentioned, 791. Byington, E. L., city superintendent, Colorado Springs, Colo., '212. €. Cadet system in Grand Rapids, Mich., 426. Cadillac, Mich., common school statistics of, 278, 288, 298, 320, 3.40, 360, 380. Cairo, Ill., notes from school report of, 250. common school statistics of, 275, 285, 295, 314, 334, 354, 374. Calais, Me., notes from school report of, 254. common school statistics of, 277, 286, 297, 316, 336, 358, 378. Caldwell, J. H., president of State board of edu¬ cation of Delaware, 93. Caldwell, P., quoted, 856, 857. Caldwell College, statistics of, 648. California, common school statistics of, 55, 58, 60, 62, 64, 66, 68, 70, 73, 75, 77, 78, 79, 82, 83, 84, 87, 88, 92. new legislation concerning schools of, 113. notes from reports of cities of, 247. common school statistics of cities of, 274, 284, 294, 305, 306, 307, 312, 332, 352, 372. new laws relating to normal schools, 409. training of teachers in, 409. teachers’ institutes in, 410. statistics relating to teachers in, 453. statistics of teachers’ institutes in, 454. • statistics of normal schools in, 456, 458. statistics of kindergartens in, 467, 468, 470. statistics of kindergarten training schools in, 467, 491. statistics of secondary schools in, 496, 498, 500, 502, 506, 512-516, 519,' 534, 551, 560, 568, 580, 588, 614. statistics of colleges for women in, 644, 646. statistics of colleges of liberal arts in, 064, 676, 092. statistics of undergraduate work of colleges in, 686, notes from catalogues of colleges of, 671. statistics of college attendance in, 732. statistics of schools of theology in, 736, 737, 740. statistics of schools of law in, 749, 750, 752. statistics of schools of medicine, of dentistry, and of pharmacy in, 754, 755, 756, 757, 758, 760, 764, 766, 770, 772, 774. statistics of degrees conferred by colleges in, 777. statistics of business colleges in, 802, 804. statistics of schools for the deaf in, 831, 832, 834. statistics of schools for the blind in, 845, 846, 848. statistics of institutions for the feeble-minded in, 853, 855. statistics of reform schools in, 864, 866. statistics of Indian education in. 868. statistics of education of colorecftrace in, 88.0. summer educational assemblies in, 899. statistics of libraries in, 904, 918, 927, 932, 942, 955. public school library laws of, 925. j statistics of educational periodicals in, 974. 1116 INDEX. California Home for the Care and Training of Feeble-Minded Children, notes from cata¬ logue of, 851. California Kindergarten Training School. San Francisco, Cal., statistics of, 491. California Medical College, statistics of matricu¬ lates and graduates of, 1026. California (Pa.) State Normal School, improve¬ ments in equipment of, 440. California State Normal School, San Jos6, Cal., course of study, 398. statistics of, 458. California State Teachers’ Heading Circle, organi¬ zation of 410. Calisthenics, a disciplinary measure in New York State Reformatory, 862. See also Physical training. Callanan College, statistics of, 646. Callicotte, W. R., city superintendent, Aspen, Colo., 312. Cambridge, Ind., notes from school report of, 251. Cambridge, Mass., notes from school report of, 256. common school statistics of, 277, 287, 297, 318, 338, 358, 378. practice training school at, 423. Cambridge (Md.) Female Seminary, statistics of, 648. Camden. N. J., common school statistics of, 279, 289, 299, 322, 342, 362, 384. Cameron, J oseph, secretary of city board of educa¬ tion. Hornellsville, N. Y., 323. Campbell, Fred. M., city superintendent, Oak¬ land, Cal , quoted, 176, 312. mentioned, 896. Campbell, F. J., quoted, 788. Canada, professional reading for teachers in, 406. summer educational assembly in, 899. Statistics of educational periodicals in, 976. comparative statistics of elementary education in, 1000, 1002, 1004. Canandaigua, N. Y., notes from school report of, 265. common school statistics of, 280, 290, 300, 322, 344, 364, 384. normal teaching in, 436. Canton, Mass., notes from school report of, 256. common school statistics of 277, 287, 297, 318, 338, 358, 378. Canton, Ohio, good effects of supplementary read¬ ing in, 236. notes from school report of, 267. common school statistics of 281, 290. 301, 324, 344, 364, 386. teachers’ meetings in, 439. Canton (N. Y.) Theological Seminary, statistics of, 744. Cape Colony, comparative statistics of elementary education in, 1000, 1002, 1004. Capo Elizabeth, Me., notes from school report of, 254. Carlisle, Pa., common school statistics of, 281, 291, 301, 326, 346, 366, 388. Carne, R. L., city superintendent. Alexandria, Va., 328. Carroll, T., chairman city school board, Peabody, Mass., 318. Carter, E. P., chairman city school committee, Webster, Mass., 320. Carter, Dr. Franklin, president of Williams Col¬ lege, notes from report of, 673. Cary, J. B., city superintendent, Richmond. Ya., 328. Case School of Applied Science, notes from cata¬ logue of, 722. statistics of, 726, 728. Caswell, L. B., secretary school committee, Athol, Mass., 318. Catholic Normal School of the Holy Family, St. Francis, Wis., statistics of 464. Cavanagh, James, city superintendent, Kenosha, W'is., 328. Cedar Bluff Female College, statistics of, 648. Cedar Street Training School, New Haven, Conn., information concerning, 411. statistics of, 458. Census. See Enumeration and School census. Centenary Biblical Institute, statistics of, 742. Central Alabama Normal Institute, Huntsville, Ala., statistics of, 464. Central College, physical training at, 663.. Central College of Physicians and Surgeons, sta¬ tistics of matriculates and graduates of, 1024. Central Female College, statistics of, 650. Central Female Institute, statistics of 648. Central State Normal School, Lock Haven, Pa., statistics of 460. Central Tennessee College, Meharry Medical De¬ partment, statistics of matriculates and grad¬ uates of 1026. Central University of Kentucky, physical train¬ ing at, 663. Certificates of proficiency granted to women by Columbia College, 644. Certificates of teachers. See Teachers’ certificates. Chambersburg. N. J., common schooi statistics of, 279, 289, 299, 322, 342, 362, 384. Chambersburg, Pa., notes from school report of, 268. common school statistics of, 281, 291, 301, 326, 346,366, 388. training of teach ers in, 442. Chandler Scientific Department of Dartmouth College, notes from catalogue of, 721. statistics of, 726, 728. Chaplin, W. S., dean of Lawrence Scientific School, mentioned, 721. Chapman, F. I/., chairman city school board, Somersworth, N. H., 322. Character of instruction, improvement of in large cities, 308. Charity, kindergartens supported by, 467-490. Charleston, S. C., common school statistics of, 282, 292, 302, 328, 348, 368, 388. Charleston, W. Ya., common school statistics of, 283, 293, 303, 328, 350, 370, 390. Charlotte (N. C.) Female Institute, statistics of 650. Chautauqua, N. Y., summer educational assembly in, 898. Chautauqua Assemblies for 1887, information con¬ cerning, 898. Chautauqua Teachers’ Reading Union, course of study, 406. Chattanooga, Tenn., notes from school report of, 270. common school statistics of, 282, 292, 302, 328, 348, 368, 390. training of teachers in, 444. Chebovgan, Mich., common school statistics of, 278, 288, 298, 320, 340, 360, 380. normal class in, 426. Chelsea, Mass., adjustment of teachers’ salaries in, 224. punctual attendance in schools of, 232. notes from school report of, 256. common school statistics of, 277, 287, 297, 318, 338, 358, 378. apprenticeship system at, 423. Chemical laboratories in secondary schools, sta¬ tistics of 534-543, 548-550, 560-567, 580-586, 614-628. statistics of work in, in land-grant colleges, 709. at Alabama Agricultural and Mechanical Col¬ lege, 711, 712. See also Laboratories. Chemistry, study of in secondary schools, 495. provision for study of, at Cornell University, 069. work in, in schools of medicine, etc., statistics of 770-775. applied, statistics of students in schools of science pursuing, 726. Cherokee Nation, school system of, 873. Chester, Pa., common school statistics of, 281,291, 301, 326, 346, 366, 388. training of teachers in, 442. Cheyenne, Wyo., institution for the deaf at, 820. Chicago, Ill., common school statistics of 275, 285, 295, 314, 334, 354, 374. secondary instruction in, 518. industrial training for the deaf in, 788. city schools for the deaf, notes from catalogue of, 825. INDEX. 1117 Chicago (Ill.) Homoeopathic Medical College, sta¬ tistics of matriculates and graduates of, 1026, Chicago (Ill.) Manual Training School, origin and work of, 791, 792. Chicago (Ill.) Medical College, statistics of ma¬ triculates and graduates of, 1024. Chicago (III.) Theological Seminary, statistics of, 740. Chicago (Ill.) Training School for Kindergartners, statistics of, 491. Chick, C. G-., chairman city school committee, Hyde Park, Mass., 318. Chickasaw Female College, statistics of, 648. Chickasaw Hat ion, school system of, 873. Chickering, Cl. E., city superintendent, Lawrence, Mass., 318. Chicopee, Mass., punctual attendance in schools of, 232. notes from school report of, 257. Chides ter, M.. city superintendent, ’Wichita, Kans. , 316. Chief officers of education in foreign countries, names of, 1000. Chilcoot, Alaska, school at, 105, 107, 108. Child, J. B., city superintendent, Amherst, Mass., 318. Child labor, in Connecticut, 114, 117. law relating to, in Pennsylvania, 159. Chili, comoarative statistics of elementary educa- tionin. 1000, 1002; 1004. Chilli cothe, Mo., common -school statistics of, 279, 289, 299, 320, 342, 362, 382. ChillicOthe, Ohio, notes from school report of, 267. common school statistics of, 281, 290, 301, 324, 344, 364, 386. Chittenden, Hon. S. B., gift of, to Yale Univer¬ sity, 671. Choctaw Nation, school system of, 873. Chowan Baptist Female Institute, statistics of, 650. Christian Biblical Institute, statistics of, 744. Christian Female College, statistics of, 650. Church, Rev. F. C., secretary city school board, Putnam, Conn., 312. Cincinnati, Ohio, method of promotion in, 241. notes from school report of, 267. common school statistics of, 281, 290, 301, 324, 344, 364, 386. education of the deaf at, 820. Cincinnati (Ohio) College of Medicine and Sur¬ gery, statistics of matriculates and gradu¬ ates of, 1026. Cincinnati (Ohio) Deaf-Mute School, notes from catalogue of, 828. Cincinnati (Ohio) House of Refuge, results of training in, 857. notes from catalogue of, 863. Cincinnati (Ohio) Normal School, information re¬ lating to, 438. statistics of, 460. Cincinnati (Ohio) Wesleyan College, admission requirements of, 641. Circleville, Ohio, common school statistics of, 281, 290, 301, 324, 364, 386. Circulars of information of Bureau of Education, list of, 1031. index to, 1035. Circulating libraries conducted for profit, statis¬ tics of, 970-972. See also Libraries. City and County Industrial School, San Fran¬ cisco, Cal., notes from catalogue of, 858. City appropriations for normal schools, statistics of, 456-463. See also Appropriations. City boards, powers of, in Missouri, 149. City Normal School, New Orleans, La., statistics of, 458. City school districts, educational conditions in, in New York, 155. City school systems, discussion of questions re¬ lating to, 223-246. notes from reports of, 246-272. statistics of, 274-395. summary by States and divisions of compara¬ tive statistics of, 305-307. comparative statistics of, summary by classes, 309. list of, failing to report, 394. See also Public schools. City superintendents, list of, 312-330. statistics of salaries of, 332-351. See also Superintendents. City Training School, Manchester, N. H., statis¬ tics of, 460. City Training School for Teachers, Adrian, Mich., statistics of, 458. City training schools, discussion of, 399. Civics, remarks relating to, 239. instruction in, in Great Barrington, Mass., 258. Civil academy at Washington, plan fora, 21. Civil engineering, statistics of students in schools of science pursuing, 726. Civilized communities, results of training in In¬ dian schools in, 870. Clailin University, normal course in, 443. physical training at, 663. statistics of, 709, 711, 716,718. Clapp, H. K., city superintendent, Genova, N. Y., Claremont, N. H., common school statistics of, 279, 289, 299, 322, 342, 362, 382. Clark, J. H., city superintendent, Flushing, N. Y., 322. Clark, Jonas G., gifts of, to Clark University, 673. Clark, Mis3 G., mentioned, 885. Clark University, Atlanta, Ga., industrial train¬ ing at, 790. Clark University, Worcester, Mass., information relating to, 673. Clarke, F. D., quoted, 824. Clarke, J. T., city superintendent, Southbridge, Mass., 318. Clarke, R. R., chairman city school committee, Northbridge, Mass., 318. Clarksville, Tenn., common school statistics of, 282, 292, 302, 328, 348, 368, 390. teachers’ meetings in, 444. Clason, O. B., chairman superintending school committee, Gardiner, Me. , 316. Classes, discussion relating to division of, 230. See also Classification. Classical colleges, statistics of degrees conferred by, 776-781. Classical course, in college, statistics of students preparing for, 496-507, 512-517, 551-559, 568- 579, 588-613. in secondary schools, proportion of1 pupils in, 508. students in, in colleges for colored race, 878. Classics, study of, in high schools, 1021. Classification, of country schools, discussion of, 178-187. difficulties in, in Mankato, Minn., 262. of secondary schools, 494. in all secondary schools, 517. of pupils of reform schools, 856. Clay Centre, Kans., notes from school report of, 253. common school statistics of, 276, 286, 296, 316, 336, 356, 376. Clemens, I. M., citv superintendent, Ashtabula, Ohio, 324. Clendenen, T. C., city superintendent. Cairo, Ill., 314. Cleveland, George B., president hoard of educa¬ tion, Portland, Conn., 312. Cleveland, Ohio, physical training in, 228. common school' statistics of, 281, 290, 301, 324, 344, 364, 386. training of teachers in, 438. Cleveland (Ohio) Manual Training School, infor¬ mation relating to, 792. Cleveland (Ohio) Manual Training School Com¬ pany, incorporation and objects of, 791. Cleveland (Ohio) Normal School, statistics of, 460. Clinton, Mass., notes from school report of, 257. common school statistics of, 277, 287, 297, 3i8, 338, 358, 378. Clizbe, W. D. , city superintendent, Ionia, Mich. , 320. Cloak rooms in school-houses, instructions relat¬ ing to, 205. Clubs, statistics of libraries of, 941-953. Co-education of the races, law against, in Georgia, 127. 1118 INDEX. Co-education of the sexes, advantages of, 176. in institutions for the blind, 840. Cogswell, Francis, city superintendent, Cam¬ bridge, Mass., 318. Cohoes. FT. Y., common school statistics of, 280, 290, 300, 322, 344, 364, 384. Colby University, physical training at, 663. Coldwater, Mich., notes from school report of, 261. common school statistics of 278, 288, 298, 320, 340, 360, 380. Cole, C. W., city superintendent, Albany, 17. Y., 322. Colegrove, A. D., city superintendent, Corry, Pa., 326. Coleman, 'William E., State superintendent of public schools of Missouri, 93. extracts from report of, 149. College for the Blind, Yinton, Iowa, notes from catalogue of, 842. College of Agriculture and Mechanic Arts (Uni¬ versity of Minnesota), statement concern¬ ing, 720. College of Agriculture and the Mechanic Arts (University of North Carolina), equipment of, 715. College of Agriculture, Mechanics, Mining, En¬ gineering, and Chemistry (University of California), statement concerning, 720. College of Arts (University of Wisconsin), statis¬ tics of, 709, 711. statement concerning, 720. ' College of Emporia (Nans.), physical training at, 663. notes from catalogue of, 672. College of Law, Little Rock (Ark.) University, statistics of, 750, 752. College of Law, National Normal University, statistics of, 750, 752. College of Law, Willamette University, statistics of, 750, 752. College of Liberal Arts, Boston University, physical training at, 663. College of Literature, Science, and Arts, of Uni¬ versity of Nebraska, physical training at, 633. College of Mechanic Arts, Engineering, etc., Uni¬ versity of California, equipment of. 712. College of New Jersey, admission requirements of, 631, 635. statistics of, 658. College of Physicians and Surgeons, Baltimore, Md., statistics of matriculates and gradu¬ ates of, 1024. College of Physicians and Surgeons, Boston, Mass., J statistics of matriculates and graduates of, 1026. College of Physicians and Surgeons, Keokuk, la., statistics of matriculates and graduates of, 1024. College of Physicians and Surgeons, New York, N. Y., statistics of matriculates and gradu¬ ates of, 1026. College of Physicians and Surgeons of Chicago, Ill., statistics of matriculates and gradu¬ ates of, 1024. College of the Bible, statistics of, 742. College of the Sacred Heart and Theological Semi¬ nary, statistics of, 744. College of the Sacred Heart of Yineland, N. J., physical training at, 663. College of the Sisters of Bethany, statistics of, 646. College of William and Mary, Dr. Adams’s mono¬ graph on, 19. revival of, 27. College Temple, statistics of, 646. Colleges, normal students in, 455. statistics of students entering, from secondary schools, 534-543, 548-550, 560-567, 580-586, 614- 628. . remarks relating to, 662. statistics of undergraduate work of, 666-. tabular view of admission requirements of, 631-041. list of, failing to report, 706. memoranda relating to, 706. proportion of students attending, to popula¬ tion, 730-734. American, in Asia Minor, 988-990. in Argentine Republic, 992-995. Colleges and universities, report oh the study of history in, 23. tabulation of statistics of, 656. relative decline in, 1005. See also Colleges and Universities. Colleges for women, classification of, 642. statistics of degrees conferred by, 777-781. See also Women and Colleges. Colleges of agriculture and mechanic arts, etc. (Cornell University), statistics of, 710,716, 718. Colleges of agriculture ar-i mechanic arts (Uni¬ versity of Miimesout). statistics of, 709, 710. Colleges of arts and science, statistics of, 658, 660. See also Colleges. Colleges of liberal arts, statistics of, 664, 675-705. See also Colleges. Collegiate education of colored race, 877-881. Collier, C. H., city superintendent, Memphis, Tenn., 328. Collins, O. W., city superintendent, Eramingham, Mass., 318. Colorado, common school statistics of, 55, 58, 60, 62, 64, 66, 68, 69, 73, 75, 77, 78, 79, 82, 83, 84,87. 88, 92. new legislation concerhing schools of, 113. notes from reports of cities of, 247. common school statistics of cities of, 274, 284, 294, 305, 306, 307, 312, 332, 352, 372. large ratio of enrolment in cities of, 304. training of teachers in, 410. statistics of teachers’ institutes in, 454. statistics of kindergartens in, 467, 470. statistics of secondary schools in, 496, 498, 500, 502, 506, 512, 516, 519, 534, 552, 560, 568, 580, 588, 614. statistics of colleges of liberal arts in, 664, 676, 693. statistics of undergraduate work of colleges in, 666. notes from catalogues of colleges of, 671. statistics of schools of science in, 708, 709, 716, 718, 725, 726, 728. statistics of college attendance in, 732, statistics of schools of theology in, 736,737, 740. statistics of schools of medicine, of dentistry, and of pharmacy in, 754, 757, 760, 770, 774. statistics of degrees conferred by colleges in, 777. statistics of manual training school in, 794, 795. statistics of business colleges in, 802, 804. statistics of schools for t i . deaf in, 831, 832, 834. statistics of schools for the blind in, 845, 846. 848. statistics of reform schools in, 864, 866. statistics of Indian education in. 868. statistics of education of colored race in, 880. summer educational assembly in, 899. statistics of libraries in, 918, 927, 932, 943, 955, 971. statistics of educational periodicals in, 974. Colorado Institute for the Mute and the Blind, notes from catalogue of, 824, 842. Colorado Springs, Colo., common school statistics of, 274, 284, 294, 312, 332, 352, 372. Colorado State Agricultural College, admission requirements of 639. statistics of, 709, 710, 716, 718. equipment of, 712. Colorado State School of Mines, statistics of, 726, 728. Colorado State Teachers’ Association, meeting of, 411. Colored race, statistics of schools for, 874, -875. remarks concerning statistics of, 876. extracts relating to, from reports of State su¬ perintendents, 876. schools for secondary anti higher education of, 877. statistics of schools for secondary and higher education of, 878. statistics of professional schools for, 879. provision for defective and dependent classes of, 880. i synopsis of statistics of schools for, 881. INDEX, 1119 Colored race — Continued. See also Colored schools and Colored stu¬ dents. Colored schools, feature of report of State super¬ intendent of Kentucky, 137. change in law relating to, in Missouri, 149. in Wyoming, 171. high school studies in, in Wilmington, Del., 249. insufficient accommodations for, in Rome, Ga., 250. new accommodations for, in Macon, Ga., 250. excellent condition of, in St. Joseph, Mo., 263. increased attendance in, in Raleigh, N. C., 267. for normal training in North Carolina, 437. teachers for, 447. industrial training in, 790. See also Colored race. Colored students, normal school for, at Harper’s Ferry, W. Va., 449. new schools of theology for, 739. Columbia, Pa., common school statistics of, 281, 291, 301, 326, 346, 366, 388. Columbia, S. C., notes from school report of, 270. common school statistics of, 282, 292, 302, 328, 348, 368, 388. training of teachers in, 444. Columbia (Tenn.) Athenaeum, statistics of, 652. Columbia College, admission requirements of, 631, 635. admission of women in, 643. statistics of, 658. centennial of, 670. Law School of, statistics of, 750, 752. Columbia (S. C.) Female College, statistics of, 652. Columbia Institute for the Deaf and Dumb, phys¬ ical training at, 663. Columbian University, statistics of, 658. Law School of, statistics of, 750, 752. National Medical College of, statistics of ma¬ triculates and graduates of, 1024. Columbus, Ga.. notes from school report of, 250. common school statistics of, 275, 285, 295, 314, 334, 354, 374. normal classes in, 415. Columbus, Ind., common school statistics of, 275, 285, 295, 314, 334, 354, 374, Columbus, Ohio, employment of men as princi¬ pals in, 225. examination of eyes of school children in, 234. notes from school report of, 268. common school statistics of, 281, 290, 301, 324, 344, 366, 386. training of teachers in, 438. Columbus (Ohio) Medical College, statistics of matriculates and graduates of, 1026. Comfortable accommodations, advantage of, 233. See also School accommodations. Comings, W. R., city superintendent, Norwalk, Ohio, 324, mentioned, 896. Commencements in University of Pennsylvania, 668. Commercial colleges. See Business colleges. Commission of Colleges in New England on ad¬ mission examinations, extracts from report of, 509. Commissioner of Education, charged with educa¬ tion in Alaska* 32. visit to Alaska of, 33-44. referred to, 1023. See also Dawson, Hon. N. H. R. Commitments to reform schools, statistics Of, 863, 864, 866. Common schools, inefficiency of, in Turkey, 988. constitutional provisions concerning, in Ar¬ gentine Republic, 990. in Argentine Republic, statistics of, 992. See also Public schools. Community plan unsuccessful in Texas, 165. See also District system and Township sys¬ tem. Comparative statistics of city school systems, 274-309. of secondary schools, remarks relating to, 508. Compton, H. W., city superintendent, Toledo, Ohio, ?£6. mentioned, 896. Compulsory attendance, effect upon proportion of enrolment, 90. in Alaska, 110, 111. in Connecticut, 114, 117. in Idaho, 129. in Maine, 141. in New Mexico, 153, 154. laws for, not effective in New York, 156. law relating to, not properly enforced in Rhode Island, 159. new law relating to, in Vermont, 165. law relating to, in Wisconsin, 170. in Wyoming, 171. discussion of, 176, 177. effect of, in reducing juvenile crime, 266. unjust operation of law relating to, in Woon¬ socket, R. I., 270. in Argentine Republic, 991. See also Truancy. Compulsory school age, 56, 57. Concord, N. H., common school statistics of, 279, 289, 299, 322, 342, 362, 382. Concordia College, statistics of, 740. Seminary of, statistics of, 742. Concordia Seminary, statistics of, 740. Conductors of kindergartens, names of, 468-490. Connecticut, common school statistics of, 54, 57, 59, 62, 64,65, 67, 69, 72, 74, 76, 78, 79, 81, 83, 84, 86, 88, 91 . extracts from report of board of education, 114. notes from reports of cities of, 247-249. common school statistics of cities of, 274, 284, 294, 305, 306, 307, 312, 332, 352, 372. first teachers’ institute in, 403. training of teachers in, 411. statistics relating to teachers in, 453. statistics of teachers’ institutes in, 454. statistics of normal schools in, 458, 458. statistics of kindergartens in, 467, 470. statistics of kindergarten training schools in, 467, 491. statistics of secondary schools in, 496, 498, 500, 502, 504, 512-516, 519,' 520, 534; 552, 560, 568, 580, 588, 614, 615. statistics of colleges for women in, 644, 646. statistics of colleges of liberal arts in, 664, 677, 693. statistics of under-graduate work of colleges in, 666. 1 notes from catalogues of colleges of, 671. statistics of schools of science in, 708, 716, 718, 725, 726, 728. notes from catalogue of school of science in, 720. statistics of college attendance in, 731, 734. statistics of schools of theology in, 736, 737, 740. statistics of schools of law in, 749, 750, 752. statistics of schools of medicine, of dentistry, 1 and of pharmacy in, 754, 757, 760, 7?0. statistics of degrees conferred by colleges in, 777. statistics of business colleges in, 802, 804. statistics of nurses’ training schools in, 814, 815. . pupils from, in American Asylum for tbe Deaf, 824. statistics of schools for tbe deaf in, 830, 832, 834. statistics of institutions for tbe feeble minded in, 853, 855. statistics of reform schools in, 866. statistics of education of colored race in, 880. summer educational assembly in, 899. statistics of libraries in, 903, 904, 917, 918, 926, 931, 932, 941, 943, 954, 955, 956, 970, 971. statistics of educational periodicals in, 974. Connecticut Normal and Training School, informa¬ tion concerning, 411. Connecticut State Normal School, New Britain, Conn., statistics of, 458-. Connecticut State Reform School, notes from cata¬ logue of, 859. Connecticut State Teachers’ Association, meeting of, 412. ' Connell, William, city superintendent, Fall River, Mass., quoted, 227, 318. | Conrad, H. C., Esq., mentioned, 876, 1120 INDEX. Consbohocken. Pa., common school statistics of, 281, 291, 301, 326, 346, 366, 388. Contract schools for Indians, good results of, 871. Contracts of teachers, law relating to, in Wiscon¬ sin, 170. Convention of American Instructors of the Deaf, opening of normal department of, 820. referred to, 821. proceedings of, 822. Convention of county superintendents of Colo¬ rado, resolution" adopted at. 201. Conway, T. W., city superintendent, Independ¬ ence, Kans., 316. Cook, G. T., superintendent of colored schools of District of Columbia, 93. Cook County (Ill.) Normal School, information concerning, 416. statistics of, 458. Cooking, instruction in, in Brookline, Mass., 256. introduction of instruction in, in Canton, Mass., 256. method of teaching, in Boston, Mass., 785. taught in London, England, elementary schools, 981. See also Industrial training. Cooley, F. W., city superintendent, Stevens Point, Wis., 330. Cooper, J. W., city superintendent, Newton, Kans., 316. Cooper, John, city superintendent, Leavenworth, Kans., quoted, 228, 316. Cooper, Oscar H., State superintendent of public instruction of Texas, 93. extracts from report of, 163. Cooper Medical College, statistics of matriculates and graduates of, 1024. Cooper Union Free Night Schools of Science and Art, notes from catalogue of, 722. statistics of, 726, 728. Co-ordination of manual training with other studies, 783. Corinth (Miss.) Female College, statistics of, 648. Cornell, Leonidas S., State superintendent of pub¬ lic instruction of Colorado, 93. quoted, 186,210,220. Cornell College, physical training at, 663. notes from catalogue of, 672. Cornell University, statistics of, 658. admission requirements of, 633, 637. information relating to, 669. Corning, N. Y., common school statistics of, 280, 290, 300, 322, 344, 364, 384. teachers’ meetings in, 436. Corporal punishment, remarks relating to, 228. forbidden in Savannah, Ga., 250. effect ot abolishment of, in Newburg, N. Y., 266. restrictions regarding, in Illinois Reform School for Boys, 859. Corporations, statistics of free libraries supported by, 931-940. statistics of libraries for members of, 954-969. Corry, Pa., common school statistics of, 281, 291, 301, 326, 346, 366, 388. Cortland, N. Y., common school statistics of, 280, 290, 300, 322, 344, 364, 384. Cost of teachers’ institutes, statistics of, 454. of manual training schools, 783. Costa ltica, statistics of educational periodicals in, 978. comparative statistics of elementary educa¬ tion in, 1000, 1002, 1004. Cottage system of organization of reform schools, described, 856. adopted for Illinois Reform School for Boys, 859. needed in Maine State Reform School, 860. adopted for Lyman School for Boys, 861. Cottingham, W. W., city superintendent, Easton, Pa., 326. Council Bluffs, Iowa, notes from school report of, 252. common school statistics of, 276, 286, 296, 316, 336, 356, 376. County schools, should he tabulated separately, 52. course of study and classification for, discus¬ sion of, 178-187. See also Rural school districts. County appropriations for teachers’ institutes, statistics of, 454. Sec also Appropriations. County high schools, established in Florida, 126. County school boards, compensation of, in Geor¬ gia, 126. Countv school commissioners, qualifications of, 127. in South Carolina, 162. County superintendents, in Delaware, 122. convention of, in blorida. 125. hopeful reports from, in Kentucky, 136. laws concerning, in Kentucky, 139, 149. salaries of, in Oregon, 158. in Texas, 163. resolution adopted at convention of, in Colo¬ rado, 201. discussion relating to, 209, 210. See also County school commissioners and Supervision. Course of study, for ungraded schools, 141. for country schools, 178-187, 1S8. for graded schools of Indianapolis, Ind., 190. for high schools in Indiana, 190. in New York State normal schools, 434. in normal schools of Pennsylvania, 440. length of, in kindergarten training schools, 491-493. in secondary schools, 494, 495. of secondary schools, remarks relating to, 508. of secondary schools, time for completion of, 511. for women in Columbia College, 643. at Alabama Agricultural and Mechanical Col¬ lege, 711. in land grant colleges, statistics of length of, 716. statistics of length of, in schools of science, 726. of St. Vincent’s Seminary, 738. of schools of theology, statistics of length of, 740-747. in law schools, statistics of length of, 752. in schools of medicine, *c., statistics oflongth of, 760-769. of manual training schools, 795. of industrial schools, 799-800. in business colleges, statistics of length of, 804-813. of nurses’ training schools, statistics of length of, 815-817. iu National Deaf-Mute College, 825. of Indian schools, 869. length of, in schools for higher education of colored race, 878-880. in American colleges in Asia Minor, 989, 990. in Argentine Republic national colleges, 993. treated by C. W. Eliot, 1005-1014. of medical colleges, defects in, 1023. Course of training in manual training schools, 783. Covington, Ky., common school statistics of, 276, 286, 296, 316, 336. 356, 376. Cox, E. B., city superintendent, Xenia, Ohio, 326. Cox, E. S., city superintendent, Portsmouth, Ohio, 324. Cox, J. A., city superintendent, Martinsburg, W. Va., 328. Cox, Sheridan, city superintendent, Kokomo, Ind., 314. Crane, F. B., city superintendent, Marysville, Cal., 312. Cranston, R. I., notes from school report of, 269. common school statistics of, 282, 292, 302, 326, 348, 368, 388. Crawford, J. C., city superintendent, Green Bay, Wis., 328. Crawford, T. H., city superintendent, Poilland, Oregon, 326. Crawfordsville, Ind., immunity from tardiness of schools of, 232. notes from school report of, 251. common school statistics of, 275, 285, 295, 314, 334, 354, 374. Creek Nation, school system of, 873. . Creston, Iowa, common school statistics of, 276, 286, 296, 316, 336, 356, 376. Crocker, II. E., city superintendent, Dedham, Mass., 318. INDEX. 1121 (Crooker, J. F., city superintendent, Buffalo, 1ST. Y., 322. Crookston, Minn., common school statistics of, 278, 288, 298, 320, 340, 360, 382. Crouter, A. L. E., principal of Pennsylvania In¬ stitution for the Deaf, quoted, 788, 823. Crow, W. M., city superintendent, Galvoston, Tex., quoted, 244. Crown Point, Ind., notes from school report of, 251. Crozer Theological Seminary, statistics of, 746. Crutchfield, E. M., city superintendent, Freder¬ icksburg, Va., 328. Cumberland, It. I., notes from school report of, 269. common school statistics of, 282,292,302,326, 348, 368, 388. school inspection in, 443. Cumberland Female College, statistics of, 652. Cumberland Yalley (Pa.) State Normal School, statistics of, 462. Curtis, Y. G., city superintendent, Winona, Minn., 320. Curtis Society, of Buffalo, N. Y., object of, 405. Cushman School Kindergarten Training Class, Boston, Mass., statistics of, 492. Cutts, U. W., city superintendent, Orange, N. J., 322. IJ. Dakota, common school statistics of, 55, 57, 60, 62, 64, 66, 67, 69, 73, 74, IT, 78, 79, 82, 83, 84, 87, 88, 92, 118. extracts from report of superintendent of public instruction, 117. training of teachers in, 412. statistics relating to teachers in, 453. statistics of teachers’ institutes in, 454. statistics of normal schools in, 456, 458. statistics of kindergartens in, 467, 470. statistics of secondary schools in, 496, 498, 500, 502, 506, 512-516, 520, 534, 588, 590, 615. statistics of colleges of liberal arts in, 664, 677, 693. statistics of undergraduate work of colleges in, 666. notes from catalogue of schools of science in, 720. statistics of college attendance in, 732. statistics of degrees conferred by colleges in, 777. statistics of business colleges in, 802. statistics of schools for the deaf in, 831, 832, 834. statistics of Indian education in, 868. statistics of libraries in, 918, 943. statistics of educational periodicals in, 974. Dakota Normal School, statistics of, 458. Dakota School of Mines, notes from catalogue of, 720. statistics of, 726, 728. Daniels, C. A., city superintendent, Malden, Mass., 318. Daniels, D. H., city superintendent, Brookline, Mass., 318. Danvers, Mass., recess plan preferable in, 231. notes from school report of, 257. common school statistics of, 277, 287, 297, 318, 338, 358, 378. Danville, HI., common school statistics of, 275, 285, 295, 314, 334, 354, 374. Danville, Pa., common school statistics of, 281, 291, 301, 326, 346, 366, 388. Danville (Ya.) College for Young Ladies, statis¬ tics of, 654. Danville Theological Seminary, statistics of, 742. Darling, D. H., city superintendent, Joliet, Ill., 314. Dartmouth College, statistics of, 658. physical training at, 663. Medical School of, statistics of matriculates and graduates of, 1026. Dartt, Justus, State superintendent of public in¬ struction of Vermont, 93. quoted, 174, 176. Daughters’ College, statistics of, 648. 71 ED Davenport, Iowa, common school statistics of. 276, 286, 296, 316, 336, 356, 376. Davenport Female College, statistics of, 650. Davidson, C. C., city superintendent, Alliance, Ohio, 324. Davidson, Thomas, mentioned. 89 1. Davis, E. H., city superintendent, Chelsea, Mass., 318. Davis, F. D., city superintendent, Nogaunee, Mich., 320. Davis, J. H., city superintendent, Somerville, Mass., 318. Davis, Prof. W. G., director of Argentine bureau of meteorology, 996. Dawson, Ron. LaFayette, president of Territorial board of education of Alaska, 100, Dawson, Hon. N. H. K,., term of service as Com* missioner, 2. resolutions regarding, 37. referred to, 100. mentioned, 896. See also Commissioner of Education. Day, L. W., city superintendent, Cleveland, Ohio, 324. Day, T.H., city superintendent, Pittsfield, Mass., 318. Day schools for Indians, 872, 873. Dayton, Ohio, evening schools unsuccessful in, 245. notes from school report of, 268. common school statistics of, 281, 290, 301, 324, 346, 366. 386. training of teachers in, 438. Dayton (Ohio) Normal School, statistics of, 460. Deaf, schools for. See Schools for the deaf. Deaf-mutes, difficulty in obtaining statistics of, 788. name of institutions for education of, 818. attendance at schools for, 819. general remarks concerning education of, 819— 824. notes from catalogues of schools for, 824-830. statistics of institutions for, 830-837. Deafness, congenital, in pupils of the American Asylum for the Deaf, 824. in pupils of Michigan Iustitution for the Deaf and Dumb, 826. in pupils of Nebraska Institute for Deaf and Dumb, 826. in New Jersey School for Deaf-Mutes, 827, in Ohio Institution for Deaf and Dumb, 828. in Western Pennsylvania Institution for the Deaf and Dumb, 828. Deane, C. W., city superintendent, McKeesport, Pa., 326. Deans of schools of theology, names of, 740-747. De Bann, W. T., superintendent Socorro County, N. Mex., quoted, 154. De Bow’s KevieW, extract from, 734. Decatur, Ala., notes from school report of, 240. teachers’ meetings in, 408. Decatur, Ill., common school statistics of, 275, 285, 295, 314, 334, 354, 374. Decatur, Ind., division of classes in, 231. notes from school report of, 251. Dedham, Mass., notes from school report of, 257. common school statistics of, 277, 287, 2D7, 318, 338, 358, 378. Deering, Me., notes from school report of, 255. common school statistics of, 277, 286, 297, 316, 336, 358, 378. Defiance, Ohio, common school statistics of, 281, 29C, 301, 324, 366, 386. De Gar mo, Charles, mentioned, 895. Degrees, power of colleges for women to confer, 642. conferred upon women by Columbia College, 643. conferred by colleges for women, statistics of, 645-655. conferred by universities, statistics of, 658- 661. conferred by colleges of liberal arts, statistics of, 664, 692-705. conferred by land-grant colleges, statistics of, 708, 718. conferred by schools of science, statistics of, 725, 728. 1122 INDEX. Degrees— Continued. statistics of students who have received, in schools of theology, 735, 736, 740-747. students who have received, in schools of law, 735, 749-751. conferred by schools of theology, statistics of, 737, 740-747. conferred by law schools, statistics of, 749, 752. students who have received, in schools of medicine, dentistry, and pharmacy, statis¬ tics of, 735, 754-756, 760-769. conferred by schools of medicine, etc., statis¬ tics of, 757-759, 770-775. statistical summary of, 776-781. low value of, from certain medical colleges, 1028, 1029. Delaware, common school statistics of, 54, 57, 59, 62, 64, 65, 67, 69, 72, 74, 76, 78, 79, 81, 83, 64, 86, 88, 91. extracts from report of State superintendent, 120. notes from reports of cities of, 249. common school statistics of cities of, 274, 284, 294, 305, 306, 307, 312, 332, 352, 372. training of teachers in, 413. statistics relating to teachers in, 453. statistics of teachers’ institutes in, 454. statistics of normal schools in, 456. statistics of kindergartens in, 467, 471. statistics of secondary schools in, 496, 498, 500,' 502, 504, 512-516, '520, 534, 544, 548, 590, 615. statistics of undergraduate work of colleges iD, 666. statistics of schools of science in, 708, 709, 710, . 718. statistics of college attendance in, 731, 734. statistics of degrees conferred by colleges in, 777. statistics of business colleges in, 802, 804. statistics of education of colored race in, 874, 875. education of colored race in, 876. statistics of libraries in, 913, 917, 919, 931, 933, 941, 943, 954, 956. Delaware Association for the Education of the Colored People, work of, 876. Delaware College, physical training at, 663. statistics of, 709, 710, 716, 718. Demorest, E. J., city superintendent, West Bay City, Mich., 320. Donel A. C., city superintendent, Urbana, Ohio, • 326. Denfeid. B. E., city superintendent, Duluth, Minn., 320. Denison, James, quoted, 822, 823. Denison University, physical training at, 663. Denman, J. S., superintendent of Tompkins County, N. Y„ conducted 'first institute in the State, 403. Denmark, statistics of educational periodicals in, 976. Denominations, religions, of secondary schools, 551-559, 568-579, 588-613. of colleges for women, 645-655. of new schools of theology, 738. Density of population as affecting education, 54. Dentistry, statistics of schools of, 754-775. colored students pursuing, SoO. Department of Law of University of Mississippi, statistics of, 750, 752. of University of the City of New York, sta¬ tistics of, 750, 752. Department of Superintendence of the National Educational Association, proceedings of winter session of, 896. paper on school programmes read before, 1005-1014. Department of Theology (Oberlin College), sta¬ tistics of, 744. Departmental system of instruction, on trial in Springfield, Mags., 260. De Pauw, Hon. W. C., gifts of, to De Pauw Uni¬ versity, 672. De Pau w College for Young W omen, statistics of, 646. De Pauw University, notes from catalogue of, 671. Derr, H. I'., city superintendent, Elgin, Ill., 314. Deah, G-. IT., city superintendent, Bethlehem, Pa., 326. Des Moines (west side), Iowa, common school sta¬ tistics of, 276, 286, 296, 316, 336, 356, 376, Detroit, Mich., normal class in, 426. Detroit (Mich.) College of Medicine, statistics of matriculates and graduates of, 1026. Detroit (Mich.) House of Correction, results of confinement in, 858. Detroit (Mich.) House of Correction School, notes from catalogue of. 80 1 . Dexter (Iowa) Nonnal School, statistics of, 464. Dibble, W. J., city superintendent, Marshall, Mich., 820. Dickinson, John W., secretary State board of education of Massachusetts, 93. extracts from report of, 143. • quoted, 187, 200. mentioned, 894,896. Dickson, E. It., city superintendent, Mobile, Ala., 312. Dietrich, C. H., city superintendent, Hopkinsville, Ky., 316. Diggle, Bev. Joseph B., chairman of London, England, school board, extracts from report of, 980-982. Dimock, Mrs. E. F., mentioned, 836. Diocesan Seminary of the Immaculate Concep¬ tion, statistics of, 714. Diplomas for Indiana district schools, 181. Diplomas of normal schools, substitutes for teach¬ ers’ certificates, in Missouri, 149. Discharges, from reform schools, statistics of, 863, 864, 866. District of Columbia, common school statistics of, 54, 57, 59, 62, 64, 65, 67, 69, 72, 74, 76, 78, 79, 81, 83, 84. 86, 88, 91. extracts from school report of, 123. notes from reports of cities of, 249. common school statistics of cities of, 274, 281, 294, 305, 306, 307, 312, 332, 352, 372. training of teachers in. 413. statistics of normal schools in, 456,458. statistics of kindergartens in, 467,471. statistics of kindergarten training schools in, 467,491. statistics of secondary schools in, 498, 498, 500, 502, 504, 512-516, 520^ 534, 552, 560, 568, 580, 590, 615. statistics of colleges of liberal arts in, 664, 677, 093. statistics of undergraduate work of colleges in, 666. statistics of collogo attendance in, 731. statistics of schools of theology in, 736, 737, 740. statistics of schools of law in, 749, 750, 752. statistics of schools of medicine, of dentistry, and of pharmacy in, 754, 755, 756, 757, 758, 760, 768, 770, 772, 774.' statistics of degrees conferred by colleges in, 778. statistics of business colleges in, 802, 804. statistics of nurses’ training schools in, 814, 815. statistics of schools for the deaf in, 830. 832, 834. statistics of reform schools in, 864, 8GC. statist ir. Samuel .1., school fbr feeble minded e*- tahlished by, 850. Ft. Collins, Colo/, teachers’ meetings in, 411. Fk Dodge, Iowa, common school statistics of, 276, 286, 296, 316, 330, 356, 370. Ft. Smith, Ark., common school statistics of, 274, 234,294,312, 332, 352,372. Ft. Wayne, Ind., common school statistics of, 275, 285. 295, 314, 334, 354, 374. Ft. Wayne (Inn.) College of Medicine, statistics of matriculates arid graduates of, 1024. Ft. Worth, Texas, notes from school report Of, 271. common school statistics of, 282,292,303,328, 348, 368, 390. Ft. Wrangell, Alaska, school at, 100,107,108. Foster, C. F., city superintendent, Chester, Pa., 326. Foster, L. C., city superintendent, Ithaca, N. Y., 324. Foster, W. B., noting school visitor, [Rockville, Conn., 312. Foundations, colleges or schools comprising, sta- . tistics of, 658. fSee also Universities. Fowler, L. It., city superintendent, Dunmore, Pa., 326. Framingham, Mass., notes from school report of, 257. common school statistics of, 277, 2S7, 297, 318, 338, 353, die. France, statistics of educational periodicals in, 976, 978. agricultural education in, 983. superior primary schools in. 999. comparative statistics of elementary educa¬ tion in, 1000, 1002, 1004. Frankfort, Ind., study of civics in, 239.. notes from school report of, 251. Franklin, Mass., notes from school report of, 257. common school statistics of, 277, 287, 297, 318, 338, 858, 378. Franklin College, physical training at, 663. Franklin Institute, notes from catalogue of, 723. statistics of, 720, 728. Franklin (Muss ) Library, foundation of, 903. FraunfVlter, Elias, city superintendent, Akron, Ohio, 324. Frederick, Md., common school statistics of, 277,' 287, 297, 318, 338, 358, 378. Frederick (Md.) Female Seminary, statistics Of, 648. Fredericksburg, Ya., common school statistics of, 283, 293, 303, 328, 350, 370, 390. Free libraries. See Libraries. Free normal class for kindergartn?rs, New York, N. Y., statistics of, 493. Free normal class, Milwaukee (Wis.) Mission Kindergarten Association, statistics of, 493. Free normal kindergarten class, Cleveland, Ohio, statistics of, 493. Free text book system, discussion relating to, 219, 220, 221. progress made in introduction of, 221, 222. introduction of, in Gardiner, Me., 255. satisfactory in Braintree, Mass., 256. unsatisfactory in Taunton. Mass , 260. adopted in Grand liapids, Mich., 262. tested in Omaha, Nebr., 263. introduced in Somerswortli, N. H., 264. success of, in Lansinghurg, N. Y., 265. introduction of, in [New burg, N. Y., 266. favored in South Bethlehem, Pa., 269. adoption of, considered in Green Bay, Wis., 271. popularity of, in Lacrosse, Wis., 272. statistics of, in cities, 332-351. Sea also Text-hooks. Freehold (N. JT.) Young Ladies’ Seminary, sta¬ tistics of, 650. Freeman, L. A., city superintendent, Shenan¬ doah, Pa., 326. Freeport, ill., notes from school report of, 251. Fremont, Nebr., common school statistics of, 279, 289, 299, 322, 342, 302, 382. Fremont, Ohio, common school statistics of, 281, 291, 301, 324, 346, 36G, 386. Fron T., H. N.. city superintendent, Kalamazoo, Mich., 320. INDEX, 1127 French, statistics of students in secondary schools pursuing 496-507, 512-517, 519-533,' 544-547, 551-559, 568-579, 588-613. reservation of, for final examinations, 510. proportion of pupils In secondary schools pur¬ suing, 567. See also Foreign languages and Languages. French school programme, remarks relating to, 1006-1010. compared with the American programme, 1010-1014. Friesner, W. M., city superintendent, Los An¬ geles, Cal:, 312. Froebe! Normal Institute, Washington, D. C., statistics of, 491. Froebel Training School for Ivindergartners, Phil¬ adelphia, Pa., statistics of, 493. Frost, J. M., city superintendent, Hudson, N. Y., 322. Fry, H. J., city sfiperintendenf, Jackson, Miss., 320. Fuel, natural gas used for, in Lima, Ohio, 268. statistics of expenditure for, in cities, 372-393. Fuller, Chas. W., State superintendent of public instruction of New Jersey, 93. Fuller, Gardner, city superintendent, Batavia, N. Y., 322. Fuller, Henry, chairman city school committee, Westfield, Mass., 320. Fulmore, Z. F., Esq., mentioned, 829. Function of public schools, discussion relating to, 196-200. Funds. See Productive funds and School funds. Furniture, instructions relating to, 206. statistics of value of, in cities, 352-371. statistics of expenditure for, in cities, 372- 393. expenditures for, in Argentine Republic, 996. Gaill, Richard, city superintendent, Charleston, W. Va., 328. Galena, Ill., common school statistics of, 275, 285, 295, 314, 334, 354, 374. Galesburg, Ill., common school statistics of, 275, 285, 295, 314, 334, 354, 374. Gallagher, J. N., city superintendent, Waco, Tex., 328. Gallagher, W., principal of Williston Seminary, mentioned, 509. Gallaudet, E. M. , president of National Deaf-Mute College, quoted, 818. mentioned, 822, 823. Gallaudet, Rev. Thomas, quoted, 827. Galiipolis, Ohio, common school statistics of. 281, 291, 301, 324, 346, 366, 386. Galveston, Tex., notes from school report of, 271. common school statistics of, 282, 292, 303, 328, 348, 368, 390. training of teachers in, 445. Gammon School of Theology, establishment and purpose of, 739. statistics of, 740. Gannon, J. M., city superintendent, Americas, Ga., 312. Garden work, statistics of students of land grant colleges engaged in, 709. See also Industrial Training. Gardiner, Mo., notes from school report of, 255. common school statistics of, 277, 287, 297, 31G, 338, 358, 378. Gardner, Rev. E. C., secretary city hoard of school visitors, Naugatuck, Conn’., 312. Garfield Kindergarten Training School, Washing¬ ton, D. C., statistics of, 491. Garrard Female College, Statistics of, 648. Garrett Biblical Institute, statistics of, 740. Gastman, E. A., city superintendent, Decatur, Ill., 314. Gates, N. P., city superintendent, Fort Smith, Ark., 312. Gault, F. B., city superintendent, Pueblo. Colo., 312. General Theological Seminary of tlie Protestant Episcopal Church, statistics of, 744. Geneva, N. Y., common school statistics of, 2S0, 290, 300, 322, 344, 364, 384. Geneva, Ohio, training of teach eirs in, 438. Geneva (Ohio) Normal School, statistics of. 460. Geography, recent methods of teaching. 239. admission requiremefits of colleges in, (>31-024. Geometry, study of, in grammar schools, 239. introduced in Now York City grammar schools, 260. admission requirements of colleges in, G31-G34, 639, 640. George, J. H., city superintendent. Newcastle, Del., 312. Georgetown (Ky.) College, physical training at, 663. Georgetown (Ky.) Female Seminary, statistics of, 648. Georgetown (D. C.) University, jihysical training at, 663. ' Georgia, common school statistics of, 54, 57, 59, 62, 64, 65, 67, 69, 72, 74, 76, 78, 79, 81, 83, 84, 86, 88, 91. changes of school law in, 126. notes from reports of cities of, 249. common school statistics Of cities of, 275, 285, 295, 305, 306, 307, 312, 334, 354, 374. regularity of attendance in cities of, 304. training of teachers in, 414. Peabody normal scholarships in, 415. aid from Peabody Fund to education in, 45L statistics of teachers’ institutes in, 454. statistics of normal schools in, 456. statistics of kindergartens in, 467, 471. statistics of secondary schools in, 496, 498, 500, 502, 504, 512-516, 521, 534, 535, 544, 545, 548, 553, 558, 560, 561, 568, 580, 590, 592, 615, 616, 629. statistics of colleges for women in, 644, 646. statistics of undergraduate work of colleges in, 666. statistics of colleges of liberal arts in. 664, 677, 693. notes from catalogue of college in, 671. statistics of schools of science in, 708, 716, 718* statistics of college attendance in, 731, 734. statistics of schools of theology in, 736, 737, 740. statistics of schools of law in, 749, 750, 752. statistics of school of medieme, of dentistry, and of pharmacy in, 754, 755, 757, 760, 764, 770, 772. statistics of degrees conferred by colleges in, 778. statistics of industrial schools in, 796, 797,799. statistics of business colleges in, 802, 804. statistics of schools for the deaf in, 830, 832, 834. statistics of schools for the blind in, 844, 848. statistics of education of colored race in, 874, 875, 878, 879, 880. statistics of libraries in, 917, 920, 931, 933, 941, 943, 954, 956. Georgia Baptist Seminary for Young Ladies, sta¬ tistics of, 646. Georgia’College of Eclectic Medicine and Surgery, statistics of matriculates and graduates of, 1028. Georgia Institution for the Education of the Deaf and Dumb, notes from catalogue of, 825. Georgia Methodist Female College, statistics of, “646. Georgia State College of Agriculture and Me¬ chanic Arts, statistics of, 710. equipment of, 712. statement concerning, 720. Georgia Teachers’ Association, meeting of, 415. German College, statistics of, 742. German Congregational Theological Seminary, statistics of, 742. German Evangelical Lutheran Seminary, statistics of, 744. German language, study of, 239. study of, in Peru, Ind., 252. study of, in Dubuque, Iowa, 252. statistics of students in secondary schools pursuing, 496-507,512-517, 519-533, 544-547, 551-559, 568-579, 588-613. proportion of pupils in secondary schools pur¬ suing, 567. See also Foreign languages and Languages. German Presbyterian Theological School of the North-west, statistics of, 740. 1128 INDEX. German Theological School of Newark, N. J\, sta¬ tistics of, 742. German-Bnglish Presbyterian School, Newark, N. J., statistics of, 4ti4. Gormanv, statistics of educational periodicals in, 978. comparative statistics of elementary educa¬ tion in. 1000, 1002, 1004. Resenius Society of Cleveland, object of, 405. Gethsemane Kindergarten Training Class, Min¬ neapolis, Minn., statistics of, 492. Gifts to educational institutions. See Benefac¬ tions and Bequests. Gifts to libraries, statistics of. 904-916, 918-924, 927-930, 93 J- 940, 942-953, 955-969. Gilbert Haven School of Theology (New Orleans, La., University), statistics of, 742. Gilman, Dr. D. C., president of Johns Hopkins Oniversity, notes from report of, 672. Girls, statistics of private secondary schools for, 500, 514, 551-567. industrial training for, 784. Girls’ Normal School, of Philadelphia, Pa., work of. 269. Glass, E. C., city superintendent, Lynchburg, Va., 328. Gleason, J. C., chairman city school committee, Kockland, Mass., 318. Glendale (Ohio) Female College, statistics of, 652. Glenville (W. V a. ) Branch of the State Normal School, statistics of, 462. Gloucester, Maas., notes from school report of, 257. common school statistics of, 277, 287, 297, 318, 338, 358, 378. Gloucester, N. J., common school statistics of, 279, 289, 299, 322, 342, 362, 384. Glovers ville, N. Y., notes from school report of, 265. common school statistics of, 280, 290, 300, 322, 344, 364, 384. Glynn County, Ga., normal classes in, 415. Goodnongh, W. S., mentioned, 896. Goodwin, A. C. city superintendent, Owens- borough, Ky., 316. Gordon, W. A., city superintendent, Oshkosh, Wis.,330. Gorton, C. E., city superintendent, Yonkers, N. Y., 324. Gorton, J. I., city superintendent, Sing Sing, N. Y., 324. Goshen. In d., common school statistics of, 275,285, 295, 314, 334, 354, 374. Gotwals, J. K., city superintendent, Norristown, Pa., 326. Gould. Dr. Benjamin A., director of Argentine National Observatory, 996. Gould, E. E., city superintendent, Biddeford, Me., 316. Government schools for Indians, statistics of, 868- 873. Gower, Cornelius A., quoted, 856. Graded courses in medical colleges, facts relating to, 1023-1030. Graded schools, increase in number of, in Penn¬ sylvania, 158. increased number of, in Rhode Island, 160. system of, in Indiana, 188. Grading in country schools, disenssion of, 178-187. Graduate courses for women in Columbia College, 644. Graduate students, in universities, statistics of, 658-661. in colleges of liberal arts, statisti cs of, 684, 675- 691. in land grant colleges, statistics of, 708, 716. at schools of theology, statistics of, 736, 740- 747. Graduates, of normal schools, number of, em¬ ployed in teaching, 452. of normal schools, statistics of employment as teachers of, 453. from normal schools, statistics of, 453-465. of colleges for women, statistics of, 645-655. of nurses’ training schools, statistics of. 814- 8L7. from schools for the deaf, statistics of, 833-837. small proportion of, in Argentine Republic national colleges, 993. from medical colleges, s Oatistics of, 1024-1030. Graduation from schools of medicine, etc., sta¬ tistics of fees for, 760-769. low standard for, in medical colleges, 1028, 1029. Graham, A. H., city superintendent, Columbus, Ind„ 314. Graham, J. \Y., city superintendent, Clarksville, Tenn., 328. Grammar, recent methods of teaching, 239. Grand Haven. Mich., common school statistics of, 278, 28S, 298, 320, 340, 360, 380. Grand Island, Nobr., common school statistics of, 279, 289, 299, 322, 342, 362, 382. Grand Junction, Colo., new Indian school in, 870. Grand Rapids, Mich., notes from school report of, 261. common school statistics of, 278, 288, 298, 320, 340, 360, 380. cadet system in, 426. Granger Plaoe School, statistics of, 650. Gray, T. J., mentioned, 895. Great Barrington, Mass., notes from school report of, 258. common school statistics of, 277, 287, 297, 318, 338, 358, 378. Great Britain, classification of roform schools in, 856. comparative statistics of elementary educa¬ tion in, 1000, 1002, 1004. Greek, statistics of students in secondary schools pursuing, 496-499. 502-507, 512, 513, 515-517, 519-533, 544-547, 568-579, 588-613, admission requirements of colleges in, 635- 63S, 640. See also Languages. Greeks, attendance of, in American colleges in Asia Minor, 988. Green, J. M., principal of city schools, Long Branch, N. J., 322. Green Bay, Wis., notes from school report of, 271. common school statistics of, 283, 293,303,328, 350, 370, 390. Green Island, N. Y., common school statistics of, 280, 290, 300, 322, 344, 364, 384. Greenfield, Mass., common school statistics of, 277, 287, 297, 318, 338, 358, 37S. Greenongh, J. C., mentioned, 897. Greeusborongh (N. C.) Female College, statistics of, 650. Greenshorough, (N. C.) Law School, statistics of, 759, 752. Greenslade, J. M., city superintendent, Lima, Ohio, 324. Greenville, S. C., common school statistics of, 282, 292, 302, 328, 348.. 368, 388. Greenville (S. C.) Female College, statistics of, 652. Greenwich, Conn., notes from school report of, 247. common school statistics of, 274, 284, 294, 312, 332, 352, 372. Greenwood, J. M., city superintendent, Kansas City, Mo., 320. mentioned, 895. Griffin, Ga., notes from school report of, 250. teachera’ meetings in, 415. Griswold, F. C., chairman city school committee, Greoufield, Mass., 318. Griswold College, physical training at, 663. Gross, I. M., city superintendent, Chillicothe, Mo., 320. Groton. Conn., common school statistics of, 274, 284, 294, 312, 332, 352, 372. Grounds, statistics of value of, owned by normal schools, 456-465. statistics of value of, owned by secondary schools, 496-507, 534-543, 548-550, 560-566, 580-587, 614-629. owned by colleges for women, statistics of value of, 644-655. by universities, statistics of value of, 658-661. h'y colleges of liberal arts, statistics of value of 664, 692-705. of University of Denver, 671. owned by land grant colleges, statistics of value of, 708, 718. by schools of science, statistics of value of, 725, 728. by schools of theology, statistics of value of, 737,740-747. INDEX. 1129 Grounds— Continued. owned by law schools, statistics valuo of, 749, 752. by schools of medicine, etc., statistics of value of, 757-759, 770-775. by schools for the deaf, statistics of value of, 832-837. bv schools for the blind, statistics of value of, ‘845, 846, 848. See also School property. Grover, Emory, chairman city school committee, Needham, Mass., 318. Guatemala, comparative statistics of elementary education in, 1000, 1002, 1004. Gj’mnasiums, at Trinity College, 671. See also Physical training. If. Hagar, Daniel B., mentioned, 895. Hagerstown, Ind., notes from schoolreport of, 252. training class in high school of, 417. Hagerstown, Md., common school statistics of, 277, 287, 297, 318, 338, 358, 378. Hahnemann Medical College and Hospital, Chi¬ cago, 111., statistics of matriculates and graduates of, 1026. Hahnemann Medical College and Hospital, Phila¬ delphia, Pa., statistics of matriculates and graduates of, 1024. Hahnemann Medical College of San Francisco (Cal.), statistics of matriculates and gradu¬ ates of, 1024. Hailmann, W. N., city superintendent, La Porte, Ind., 314. mentioned, 894, 895. Half-day sessions, unsatisfactory results of, in the District of Columbia, 123. discussion relating to, 228-230. necessary in Washington, D. C., 249. success of, in Rockville, Ind., 252. in Atchison, Kans., 253. in Clay Centre, Kans., 253. in Lawrence, Kans., 253. in Ottawa, Kans., 254. in Adams, Mass., 255. instituted in Minneapolis, Minn., 262. successful in Beaver Falls, Pa., 268. saving resulting from, in Columbia, S. C., 270. adopted in Memphis, Tenn., 270. Hall, A. S., city superintendent, Cadillac, Mich., 320. Hall, C. J., principal of high school, Maysville, Kv., 316. Hall, I. F., city superintendent, Leominster, Mass., 318. Hall, J. Milton, mentioned, 896. Halsey, L. R., city superintendent, Battle Creek, Mich., 320. Hamburg, Germany, comparative statistics of elementary education in, 1000, 1002, 1004. Hamilton, Samuel, county superintendent, Alle¬ gheny County, Pa., quoted, 206. Hamilton, Ohio, common school statistics of, 281, 291, 301, 324, 346, 366. 386. Hamilton College, physical training at, 663. Hamilton Female College, statistics of, 648. Hamilton (N. Y. ) Theological Seminary, statis¬ tics of, 744. Hampton, Ya., manual training at normal school, 402. Hampton (Ya.) Normal and A gricultural Insti¬ tute, statistics of, 462, 709, 711, 716, 718. Hancock, John, city superintendent, Chillicothe, Ohio, 324. mentioned, 896. Hannibal, Mo., common school statistics of, 279, 289, 299, 320, 342, 362, 382. Hardie, Thomas, secretary city board of educa¬ tion, Dubuque, Iowa, 316.' Hardin College, statistics of, 650. Hardy, Albert, city sunerintendent, La Crosse, Wis., 330. Hardy, F. A., clerk city board of education, Pi- qua, Ohio, 324. Harlan, I). W., city superintendent, Wilmington, Del., referred to, 244. statistics furnished by, 312. Harman, D. A., city superintendent, Hazleton, Pa., 326. Harper, Dr. W. R., mentioned, 899. Harrington, H. M., city superintendent, Bridge¬ port, Conn., 312. Harris, M. D., president of city board of school comptrollers, Bradford, Pa., 326. Harris, Dr. W. T., men! ioned, 894, S95. Harrisburg, Pa., notes from school report of, 268. common school statistics of, 281, 291, 302, 326, 346, 36G, 388. Harrison, C. X., mentioned, 896. Harrison, N. J., common school statistics of, 279, 289, 299, 322, 342, 362, 384. Hartford, Conn., requirement concerning absence in, 232. notes from school report of, 247. common school statistics of, 274, 284, 294, 312, 332, 352, 372. Hartford (Conn.) Female Seminary, statistics of, 646. Hartford (Conn.) Theological Seminary, statistics of, 740. Hartwell, Dr. Edward M., mentioned, 662. Hartwick (N. Y. ) Seminary Theological Depart¬ ment), statistics of, 744. Hartzler, J. C., city superintendent, Newark, Ohio, 324. Harvard College, admission requirements of, 631, 635. two hundred and fiftieth anniversary of, 670. average age of admission to, 1005. Harvard University, physical training at, 663. statistics of, 658. endowed professorships in, 667. Medical School of, statistics of matriculates and graduates of, 1024. Harvey, A., city superintendent, Paris, Ill., 314. Harvey, E. B., city superintendent, Westborough, Mass., 320. Harvey, G. I., city superintendent, Ottawa, Kans., 316. Harvey, J. W., county superintendent, Chester Co., Pa., quoted, 218. Haskell Institute, industrial training in, 790. Hastings, Mich., notes from school report of, 262. normal class in, 426. Hastings, Nebr., common school statistics of, 279, 289, 299, 322, 342, 362, 382. teachers’ meetings' in, 430. Hastings College of Law, University of Cali¬ fornia, statistics of, 750, 752. Hatch, W. E., city superintendent, Haverhill, Mass., 318. Hatch bill, benefits of, to West Virginia, 670. provisions of, 707. Haven, A. S., city superintendent, Cranston, R. I., 326. Haverford (Pa.) College, physical training at, 663. Haverhill, Mass., a cause of truancy in, 232. notes from school report of, 258. common school statistics of, 277, 287, 297, 318, 338, 358, 378. training school at, 424. Haverhill (Mass.) Training School, statistics of, 458. Hawaii, comparative statistics of elementary edu¬ cation in, 1000, 1002, 1004. Hawley, M. L., city superintendent, Gloucester, Mass., quoted, 232, 318. Haygood, Dr. A. G., mentioned, 876, 877. Hays, J. H., city superintendent, Winfield, Kans., 316. Hazleton, Pa., common school statistics of, 281, 291, 302, 326, 346, 366, 388. teachers’ institutes in, 442. Headache in school children, 195. Head-masters, number of, in London, Eng., ele¬ mentary. schools, 980. Heating of school-houses, instructions relating to, 204. Heatly, James, principal of city schools, Green Island, N. Y., 322. Hebrew Technical Institute, statistics of, 726, 728. Hebrew Union College, statistics of, 744. Heidelberg Theological Seminary, statistics of, 744. 1130 INDEX, Heller, George, city superintendent, Sheboygan, Wis., 330. Jlemohway, G. L., cliairman city scliool commit¬ tee, Hopkinton, Mass., 318. Heuderson, J, W., city superintendent, Natchez, Miss., 320, Hesse, comparative statistics of elementary edu¬ cation in, 1000, 1002, 1004. Higbee, E. E., State superintendent of public in¬ struction of Pennsylvania, 93. extracts from report of, 158. quoted, 202. mentioned, 896. High school, establishment of, in Hot Springs, Ark., 247. establishment of, in Bristol, Conn., 247. establishment of, iu Griffin, Ga., 250. improvements in, in West Des Moines, Iowa, 253. division of, in Cambridge, Mass., 256. establishment of, in Montague, Mass, 259. organization of, in Elizabeth, FT. J., 264. establishment of, in Canandaigua, FT. Y., 265. ’ organization of, in Johnston, It. I., 269. commissions, in Indiana, 189. High school enrolment, percentage of increase or decrease of, by States, 88. High school question, discussed by J. W. Hol¬ combe, 1015. discussed by George Stuart, 1017. High schools, statistics of, by States, 67. maintenance of, from public funds forbidden in Georgia, 67. for counties, established in Florida, 126. increased appropriations for, in Minnesota, 146. course of study for, in Indianapolis, Ind., 190. proposed course of study for, in Indiana, 190, discussion of, 194. inefficiency of, in Enfield, Conn., 247. ratio of enrolment in, in cities, 284-293, 305, 309. statistics of, in cities, 332-351. noi’mal pupils in, 455. American, in Asia Minor, 990. See also Secondary schools. Higher education for the blind, 838, 840. for the colored race, 877-881. in Argentine Republic, 992-996. Hill, F. A., principal of high school, Cambridge, Mass., mentioned, 509, 51 0. Hills, Miss E. A., mentioned, 896. Hillsdale (Mich.) College, physical training at, 663. Hillsborough (Ohio) Female College, statistics of, 652. Hine, Chas. D., secretary of State board of educa¬ tion of Connecticut, 93. extracts from report of, 114. quoted, 177. Hinemon, J. H., city superintendent, Union City, Tenn., 328. Hingham, Mass., common school statistics of, 277, 287, 297, 318, 338, 358, 378. Hinsdale, B. A., city superintendent, Cleveland, Ohio, quoted, 187, 196, 213. mentioned, 894. History in American colleges and universities, report on the study of, 23. methods of teaching, 239. admission requirements of colleges in, 631-638. Hitchcock, F. E., secretary city school committee, Rockland, Me., 316.' Hobart College, physical training at, 663. Hockenborry, W. H., city superintendent, Charn- bersburg, Pa., 326. Hodges, JT. O., city superintendent, Lexington, Ky., 316. Hoffman, S. H., city superintendent, Columbia, Pa., 326. Hoffmann, W. F., city superintendent, Washing¬ ton, Ind., 314. Hogg, Alex., city superintendent, Fort Worth, Tex., 328, Hoitt, Ira G., State superintendent of public in¬ struction of California, 93. Holcombe, Hon. J. W., State superintendent of public instruction of Indiana, quoted, 178, 188, 203, 218. mentioned, 896. address delivered by, 1015. Holden, E. S., president of the University of Cali¬ fornia, scheme based upon report of, 631— 638. Holden, Fox, city superintendent, Plattsburg, N. Y., 324. Holidays, law relating to, in Vermont, 165. Holliston, Mass., notes from school report of, 258. Homoeopathic Hospital College, Cleveland, Ohio, statistics of matriculates and graduates of, 1026. Homoeopathic Medical College of Missouri, statis¬ tics of matriculates and graduates of, 1026. Homoeopathic medicine, schools of. See Medi¬ cine, schools of. Honorary degrees, statistics of, 777-781. See also Degrees. Hook, James S., State school commissioner of Georgia, 93. Hoonah, Alaska, school statistics of, 107. Hoose, Dr. James II., mentioned, 894-896. Hoosick Falls, FT. Y., common school statistics of, 280, 290, 300, 322, 344, 364, 384. Hopkins, Rev. I. S., mentioned, 894. Hopkins, Milton B., State superintendent of public instruction, of Indiana, mentioned, 189. Hopkinsville, Ky., notes from school report of, 254. common school statistics of, 276, 286, 296, 316, 336, 350, 376. Hopkinton, Mass., notes from school report of, 258. common school statistics of, 277, 287, 297, 318, 338, 358, 378. Hopkinton, R. I., teachers institutes in, 443. Horace Mann School for the Deaf, notes from catalogue of, 826. Homherger, J. A., city superintendent, Fremont, Flebr., 322. Hornellsville, FT. Y., notes from school report of, 265. common school statistics of, 280, 290, 300, 322, 344, 364, 384. Hosmer,F. A,, principal of high school, Great Bar - . rington. Mass., 318. Hospital College of Evansville, Ind., statistics of matriculates and graduates of, 1024. Hospital College of Medicine, Louisville, Ky., statistics of matriculates and graduates of, 1024. Hoss, G. W., State superintendent of public in¬ struction of Indiana, mentioned, 188. Hot Springs, Ark., notes from school report of, 247. common school statistics of, 274, 284, 294, 312, 332, 352, 372. Hotchkiss, H. Y., city superintendent, Meadville, Pa., 326. House of Refuge, Philadelphia, Pa., notes from catalogue of, 863. Houston, Tex., notes from school report of, 271. common school statistics of, 282, 292, 803, 828. 348,368, 390. training ot teachers in, 445. Howard, W. E., mentioned, 897. Howard College, Birmingham, Ala., physical training at, 663. Howard Female College, statistics of, 650. Howard University, medical department, statis¬ tics of matriculates and graduates of, 1024. Howe, M. E., city superintendent, Salem, Ohio, 324. Howell, Mich., normal class in, 427. Howkan, Alaska, school at, 106, 107, 108. Howland, George, city superintendent, Chicago, Ill., quoted, 196,' 228, 233, 237, 314. meutioued, 894. Hudsou, N. Y., common school statistics of, 280, 290, 300, 322, 344, 364, 384. Huffaker, F. M., city superintendent, Virginia City, Nov., 322. Humanities, study of, in high schools, 1021. Humrich, C. P., secretary of city school board, Carlisle, Pa., 326. Hungary, comparative statistics of elementary ^education in, 1000, 1002, 1004. Hunt, Cbas. L., city superintendent, Braintree, Mass., 318. Hunt, E., city superintendent, Medford, Mass., 318. INDEX, 1131 Hunt, L. R., city superintendent, Little Falls, N. Y., 824. Hunter, Thomas, President Female Normal College, Now York City, quoted, 402. Huntsville, Ala., notes from school report of, 246. Huntsville (Ala.) Female College, statistics of, 64G. < t Huntsville (Ala.) Female Seminary, statistics of, 646. Hurlbut, J. L., city superintendent, Plainfield, N.J., 322. Hutchinson, Kans., common school statistics of, 276, 286, 296, 316, 336,356, 376. Hyde, W. W\, acting school visitor, Hartford, Conn., quoted, 218, 312. Hyde Park, Ill., notes from school report of, 251. Hyde Park, Mass., notes from school report of, 258. common school statistics of, 277, 287, 297, 318, 338, 358, 378. Hygiene, discussion of, 195, 196. Idaho, common school statistics of, 55, 58, 60, 62, 64, 66, 68, 70, 73, 75, 77, 78, 79, 82, 83, 84, 87, 88, 92. extracts from report of State superintendent, , 127. notes from reports of cities of, 250. statistics of normal schools, 456. statistics of secondary schools in, 496, 498, 500, 502, 506, 512-516, 592, 616. statistics of undergraduate work of colleges in, 666. statistics of college attendance in, 732. statistics of business colleges in, 802. statistics of Indian education in, 868. statistics of libraries in, 920, 927, 956. Illinois, common school statistics of, 55, 57, 60, 62, 64, 66, 67, 69, 72, 74, 76, 78, 79, 81, 83, 84, 87, 88, 91. statement, concerning school report of, 129. notes from reports of cities of, 250. common school statistics of cities of, 275, 285, 295, 305, 306, 307, 314, 334, 354, 374. training of teachers in, 415. statistics relating to teachers in, 453. statistics of teachers’ institutes in, 454. statistics of normal schools in, 456, 458, 464. statistics of kindergartens in, 467, 471, 472. statistics of kindergarten training schools in, 467, 491. statistics of secondary schools in, 496, 498, 500, 502, 504, 512-516, 521, 535, 553, 561, 568, 581, 592, 616, 629. statistics of colleges for women in, 644, 646. statistics of colleges of liberal arts in, 664, 677,678,693,694. statistics of undergraduate work of colleges in, 666. notes from catalogues of colleges of, 672. statistics of schools of scienoe in, 708, 709, 716, 718. statistics of college attendance in, 732, 734. statistics of schools of theology in, 736, 737, 740. statistics of schools of law in, 749, 750, 752. statistics of schools of medicine, of dentistry, and of pharmacy in, 754, 755, 756, 757, 758, 759, 760, 764, 766, 768,' 770, 772, 774. statistics of degrees conferred by colleges in, 778. statistics of manual training school in, 794, 795. statistics of industrial schools in, 796, 797, 799. statistics of business colleges in, 802, 804, statistics of nurses’ training schools in, 814, S15. statistics of schools for the deaf in, 831, 832, 834. statistics of schools for the blind in, 844, 846, 848. statistics of institutions for the feeble-minded in, 853, 855. statistics of reform schools in, 864, 866. statistics of education of colored race in, 880. summer educational assembly in, 899. j statistics of libraries in, 901, 920, 927, 933, 943, 944, 956, 958. statistics of educational periodicals in, 974. i Illinois College, physical training at, 663. Illinois Industrial School for Girls, notes from catalogue of, 859. Illinois Industrial University, equipment ot, 713. Illinois Institution for the Education of the Blind, notes from the catalogue of, 842. Illinois Institution for the Education of the Deaf and Dumb, notes from catalogue of, 825. Illinois State Board of Health) referred to, 1023. Illinois StatoNormal University, number ot gradu¬ ates of, employed as teacners, 452. statistics of, 458. Illinois State Reform School, industrial training- in, 789. notes from catalogue of, 859. Illinois State Teachers’ Association, meeting of, 416. Illinois Teachers’ Reading Circle, information con¬ cerning, 416. Illiteracy, prevalence in Alabama, 96. statistics of, in Kentucky, 13S. decreasing in Massachusetts, 143. Immaculate Conception Academy, statistics of, 646. Incomes, of colleges, how derived, 662. of colleges of liberal arts, statistics of, 604, 632- 705. of land grant colleges, 707. of land grant colleges, statistics of, 708, 718. of schools of science, statistics of, 725, 728. of schools of theology, statistics of, 737,740- 747. of manual training schools, statistics of, 795. of industrial schools, statistics of, 796, 799, 800. of schools for the deaf, from tuition fees, sta¬ tistics of, 832-837. of schools for the feeble-minded, statistics of, 853, 855. of libraries, statistics of, 904-916, 918-924, 927— 930, 932-940, 942-958, 955-969. See also Receipts. Indebtedness, bonded, statistics of amounts paid on, in cities, 372-393. Independence, Kans., common school statistics of, 276, 286, 296, 316, 336, 356, 376. Independent Order of Odd Fellows, libraries of, 941. Index to publications of Bureau of Education, 1035. Indian agents, schools managed by, statistics of, 871-873. Indian schools, industrial training in, 789. Indian Territory, statistics of kindergartens in, 467-473. ‘ . statistics of secondary schools in, 496, 498, 500, 502, 504, 512-516, 523, 536, 553, 561, 570, 581, 592, 617. statistics of degrees conferred by colleges in, 778. statistics of business colleges in, 802. statistics of Indian education in, 868. school systems in, 873. Indiana, common school statistics of, 55, 57, 60, 62, 64, 66, 67, 69, 72, 74, 76, 78, 79, 81, 83, 84, 87, 88, statement concerning school report of, 129. system of graded schools of, 188. notes from reports of cities of, 251. common school statistics of cities of, 275, 285, 295, 305, 306, 307, 314, 334, 354, 374. first teachers’ institute in, 403. training of teachers in, 416. statistics relating to teachers in, 453. statistics of teachers’ institutes in, 454. statistics of normal schools, 456, 458, 464. statistics of kindergartens in, 467, 473. statistics of kindergarten training schools in, 467, 491. statistics of secondary schools in, 496, 498, 500, 502, 504, 5L2-516, 521-523, 535, 536, 533, 561, 570, 581, 592, 616, 617, 629. statistics of colleges for women in, 644, 616. statistics of colleges of liberal arts in, 664, 678, 694. statistics of undergraduate work of colleges of, 683. notes from catalogues of colleges of, 671. statistics of schools of science in, 708,716, 718, 725, 726, 728. 1132 INDEX, Indiana— Continued. notes from catalogue of school of science in, 720. statistics of college attendance in, 732-734. statistics of schools of theology in, 736, 737, 740. statistics of schools of law in, 749, 750, 752. statistics of schools of medicine, ot' dentistry', and of pharmacy in, 754, 755, 756, 757, 758, 760. 764, 766, 770, 772, 774. statistics of degrees conferred by colleges in, 778. statistics of industrial schools in, 796, 797, 799. statistics of business colleges in, 802, 804, 806. statistics of nurses’ training-schools in, 814, 815. statistics of schools for the deaf in, 831, 832, 834. statistics of schools for the blind in, 844, 846, 848. statistics of institutions for the feeble-minded in, 853, 855. statistics of reform schools in, 864, 866. statistics of education of colored race in, 874, 875, 880. summer educational assemblies in, 809. statistics of libraries in, 903, 905, 917, 920, 927, 933, 944, 954, 958. statistics of educational periodicals in, 974. Indiana Eclectic Medical College, statistics of ma¬ triculates and graduates of, 1026. Indiana Institution for the Blind, extract from re¬ port of, 788. Indiana Institution for the Education of the Blind, character and purpose of, 819. notes from the catalogue of, 842. Indiana Kindergarten and Primary Normal School, Indianapolis, Ind., statistics of, 491. Indiana Normal College, Covington, Ind., estab¬ lishment of, 397. information concerning, 417. statistics of, 458. Indiana Reform School for Boys, manual training in, 789. views of superintendent, mentioned, 819. results of training in, 857. notes from catalogue of, 859. Indiana Reformatory Institution for Women and Girls, notes from catalogue of. 859. Indiana School for Feeble-Minded Youth, estab¬ lishment of, 850. notes from catalogue of, 851. Indiana State Normal School, Terre Haute, Ind., adjmssion to, 189. information concerning, 417. statistics of, 458. Indiana State Teachers’ Association, meeting of, 417. Indiana State University, normal course in, 417. Indiana Teachers’ Reading Circle, information concerning, 417. Indiana University, admission to, 189. statistics of, 660. Indianapolis, Ind., course of study of schools, 190. common school statistics of, 275, 2S5, 295, 314, 334, 354, 374. training class in, 417. Indianapolis(Ind. )Normal School, statistics of, 458. Indians, education of uncivilized tribes of, ac¬ commodations for, 868. boarding schools for, 870. day schools for, 872. school systems of Five Nations of, 873. Industrial and Art School of the Ohio Mechanics’ Institute, notes from catalogue of, 722. statistics of, 726, 728. Industrial Art School, Philadelphia, Pa., changes in exercises of, 269. Industrial College of the University of Nebraska, statistics of, 710. equipment of, 715. statement concerning, 720. Industrial education, law relating to, in New Jer¬ sey, 152. in Switzerland, described, 984-987. See also Industrial Training. Industrial Education Association of New Jersey, objects and work of, 791. Industrial Education Association of New York, objects and work of, 790, 791. Industrial exhibits, in Joliet, Ill., 251. in Moline, Ill., 251. in Sterling, Ill., 251. in Bluffton, Ind., 251. in Oskaloosa, Iowa, 253. in Salem, Mass., 260. in Albany, N. Y., 264. in Johnstown, Pa., 268. discussion of, 786. See also School Fair. Industrial Institute and College for White Girls, Columbus, Miss., normal course at, 427. notes from catalogue of, 721. statistics of, 726, 728. Industrial schools, statistics of, 796-800. Industrial training in Alaska, 43. desired in Tuscaloosa, Ala., 146. in New York, 199. increased attention to, in New Haven, Conn., 248. department of, in Pern, Ill., 251. in Cambridge, Mass., 256. investigation of, in Fall River, Mass., 257. introduction of, in Hyde Park, Mass., 258. consideration of, in Lynn, Mass., 259. introduced in Springfield, Mass., 260. investigation of, in Waltham, Mass., 260. success of, in Minneapolis, Minn., 262. interest in, in St. Paul, Minn., 263. introduction of, in Meridian. Miss., 263. to be tested in Albany, N. Y., 264. in Jamestown, N. Y., 265. investigation of, in New York City, 266. introduction of, in Newburg, N. Y., 266. . system of, in Philadelphia, Pa., 269. at Hampton (Va.) Institute, 448. at Storer College, 449. in Wisconsin State normal schools, 450. for girls in land grant colleges, 709. in land grant colleges, 710. at Alabama Agricultural and Mechanical Col¬ lege, 711. equipment of land grant colleges for, 711-715. in schools of science, 720-723. in individual institutions for the deaf, 824- 829. for the blind, 838. in individual institutions for the blind, 841- 844. in Pennsylvania Training School for Feeble¬ minded Children, 852. in individual reform schools, 858-863. See also Manual training and Industrial edu¬ cation. Industrial work, how oncouraged in Joliet, Ill., 251. Ingham University, statistics of, 645. Inmates of reform schools, statistics of, 863-867. Inspection, of regents of University of New York, conditions necessary for, 508. system of, in San Francisco, Cal., 410. Inspector’s examinations, results of, in London, England, 981. Institute for Training Colored Ministers, statis¬ tics of, 740. Institution for the Education of the Deaf and Dumb and of the Bliud, Staunton, Va., notes from catalogue of, 829. Institution for the Improved Instruction of Deaf- Mutes, New York City, notes from cata¬ logue of, 827. Instruction, subjects of, in common schools, 197, 199. improvement of character of, in largo cities, 308. Instructors, in normal schools, statistics of, 456- 465. in kindergarten training schools, 467, 491-493. in secondary schools, 494. in secondary schools, statistics of, 496-507, 518, 519-533, 544-547, 551-559, 568-579, 58S-613. 629. in colleges for women, statistics of, 644-655. in universities, statistics of, 658-661. in colleges of liberal arts, statistics of, 664, 675-691. in land grant colleges, 708, 716. in schools of science, statistics of. 725,726. in U. S. Military and Naval Academies, 729. INDEX. 1133 Instructors— Continued. in schools of theology, statistics of, 735-737, 740-747. in schools of law, statistics of, 735, 748-751. in schools of medicine, dentistry and phar¬ macy, statistics of, 735, 754-756, 760-769. in manual training schools, statistics of, 795. in industrial schools, statistics of, 796-798. in business colleges, statistics of, 802-814. in nurses’ training schools, statistics of, 814- 817. in schools for the deaf, statistics of, 830, 831, 833-837. in schools for the blind, statistics of, 844, 845, 848. in schools for the feeble-minded, statistics of, 853-855. in reform schools, statistics of, 863-867. in schools for higher education of colored race, statistics of, 878-881. in Argentine Republic national colleges, pay and nationalities of, 992. See also Professors and Lecturers. Intemperance, l'eeble-mindedness due to, 850. See also Temperance instruction. International Convention of Instructors of the Deaf, resolutions adopted by, 821. Ionia, Mich., common school statistics of, 278, 288, 298, 320, 340, 360, 380. Iowa, common school statistics of, 55, 57, 60, 62, 64, 66, 67, 69, 73, 74, 77, 78, 79, 82, 83, 84, 87, S8, 92. extracts from report of State superintendent, 129. notes from reports of cities of, 252. common school statistics of cities of, 276, 286, 296, 305, 306, 307, 314, 336, 356, 376. early legislation for improvement of teachers, 403. training of teachers in, 418. statistics relating to teachers in, 453. statistics of teachers’ institutes in, 454. statistics of normal schools, 456, 458, 464. statistics of kindergartens in, 467, 473, 474. statistics of kindergarten training schools in, 467, 492. statistics of secondary schools in, 496, 498, 500, 502, 504, 512-516, 523, 536, 545, 548, 553, 561, 570, 581, 592, 594, 617, 618. statistics of colleges for women in, 644, 646. statistics of colleges of liberal arts in, 664, 679, 695. statistics of undergraduate work of colleges in, 666. notes from catalogues of colleges of, 672. statistics of schools of science in, 708,' 716, 718. statistics of college attendance in, 732, 734. statistics of schools of theology in, 736, 737, 740, 742. statistics of schools of law in, 749, 750, 752. statistics of schools of medicine, of dentistry, and of pharmacy in, 754, 755, 756, 757, 758, 760, 764, 766, 770, 772, 774. statistics of degrees conferred by colleges in, 778. statistics of business colleges in, 802, 806. statistics of schools for the deaf in, 831, 832, 834. statistics of schools for the blind in, 844, 846, 848. statistics of institutions for the feeble-minded in, 8d3, 855. statistics of reform schools in, 864, 866. statistics of Indian education in, 868. statistics of education of colored race in, 880. summer educational assembly in, 899. statistics of libraries in, 906, 920, 927, 933, 944, 958, 971. statistics of educational periodicals in, 974. Iowa Agricultural College, equipment of, 713. Iowa City, Iowa, notes from school report of, 252. common school statistics of, 276. 286, 296, 316, 336, 356, 376. Iowa College, physical training at, 663. Iowa College of Law (Drake "University), statis¬ tics of, 750, 752. Iowa College of Physicians and Surgeons, statis¬ tics of matriculates and graduates of, 1024. Iowa Medical College, statistics of matriculates and graduates of, 1026. Iowa State Agricultural College, admission re¬ quirements of, 639. statistics of, 710, 716, 718. Iowa State Board of Health, extract from report of, 217. Iowa State Normal School, information concern¬ ing, 418. Iowa State Normal School, Cedar Falls, Iowa, sta¬ tistics of, 458. Iowa State Teachers’ Association, meeting of, 418. Iowa State Teachers’ Reading Circle, information concerning, 418. Ireland, comparative statistics of elementary ed¬ ucation in, 1000, 1002, 1004. Ironton, Ohio, common school statistics of, 281, 291, 301, 324, 346, 366, 386. Irwin," J. S.', city superintendent, Fort Wayne, Ind., 314. Ithaca, N. Y., notes from school report of, 265. common school statistics of, 280, 290, 300, 324, 344, 3C4, 384. teachers’ meetings in, 436. Italy, statistics of educational periodicals in, 978. comparative statistics of elementary educa¬ tion in, 1000, 1002, 1004. 3. Jackson, F. A., city superintendent, Mt. Pleas¬ ant, Iowa, 316. Jackson, Sheldon, general agent of education for Alaska, 93. letter transmitting report of, 100. report of, 101. mentioned, 896. common school statistics of, 278, 288, 298, 320 340, 360, 380. Jackson, Miss., common school statistics of, 279 289, 299, 320, 342, 362, 382. normal class in, 428. Jackson, Tenn., notes from school report of, 270. common school statistics of, 282, 292, 302, 3‘>8 348, 368, 390. ’ teachers’ meetings in, 444. Jackson (Miss.) College, statistics of, 742. Jacksonville, 111., common school statistics of 275, 285, 295, 314, 334, 354, 374. Jacksonville (Ill.) Female Academy, statistics of 646. Jacobus, Charles, city superintendent, New Brunswick, N. J., 322. Jamaica, comparative statistics of elementary education in, 1000, 1002, 1004. James, H. M., city superintendent, Omaha, Nebr.. 322. Jamestown, N. Y., notes from school report of. 265. normal training in, 436. Jamieson, AY. AY., city superintendent, Keokuk, Iowa, 316. Janesville, Wis., notes from school report of, 272. common school statistics of, 283, 293, 303, 328, 350, 370, 390. teachers’ meetings in, 450. Janitors, control of, in Cambridge, Mass., 256. statistics of expenditures for salaries of, iu cities, 372-393. Japan, comparative statistics of elementary edu¬ cation in, 1000, 1002, 1004, Jasper, John, city superintendent, Now York City, quoted, 227, 237, 238, 239, 324. Jefferson City, Mo., common school statistics of, 279, 289, 299, 320, 342, 362, 382. Jefferson Medical College, statistics of matiicu- lates andgraduatos of, 1026. Jefferson’s influence upon education in America, 22. Jeffersonville, Ind., common school statistics of, 275, 285, 295, 314, 334. 351, 374. Jenkins, AYeston, quoted, 818. Jenkins, William, city superintendent, Mendota. Ill., 314. ' 1134 INDEX. Jennings, J. J., city superintendent, Bristol, Conn., 312. Jersey City, N. J. , common school statistics of, 279, 289, 299, 322, 342, 362, 384. normal course at high school of, 432. Jessamine Female Institute, statistics of, 648. Jewett, H. M., TJ. S. consul at Sivas, Turkey, re¬ port of, 988. Jews’ Free School, London, England, information concerning, 981. John C. Green School of Science, notes from cat¬ alogue of, 722. statistics of, 726, 728. John F. Slater Fund, provision for industrial training from, 790. information collected by trustees of, 876. Johns Hopkins University, admission require¬ ments of, 634, 63S. statistics of, 658. physical training at, 663. notes from catalogue of, 672. Johnson, I). B., city superintendent, Columbia, S.C., 328. mentioned, 896. Johnson (Vt.) State Normal School, statistics of, 462. Johnston, T.B., city superintendent, Johnstown, Pa., 326. Johnston, R. I., notes from school report of, 269. common school statistics of, 282, 292, 302, 326, 348, 368, 388. Johnstown, N. Y., common school statistics of, 280, 290, 300, 324, 344, 364, 384. Johnstown, Pa., notes from school report of, 268. common school statistics of. 281, 29J, 302, 326, 346, 366, 388. teachers’ meetings in, 442. Joliet, Ill., notes from school report of, 251. common school statistics of, 275, 285, 295, 314, . 334, 354, 374. an opinion of manual training from, 785. industrial exhibit in, 786. Jones, A. S., superintendent of public instruction of Dakota, quoted, 177, 194, 203, 211. Jones, E. A., city superintendent, Massillon, O., 324. Jones, E. N., city superintendent, Saratoga Springs, N. Y., 324. Jones, G. W., city superintendent, St. Charles, Mo., 322. Jones, H. S., mentioned, 896. Jones, L. H., city superintendent, Indianapolis, Ind., 314. Jones, W. M., acting city superintendent, Nor¬ folk, Ya., 328. Journals, educational, popularity of, in Califor¬ nia, 452. See also Educational periodicals. Judson Female Institute, statistics of, 646 Juneau, Alaska, school at, 105, 107, 108. Kadiak, Alaska, school district of, 99. school at, 102, 104, 107, 108. Kalamazoo, Mieh., common school statistics of, 278, 288, 298, 320, 340, 360, 380. Kankakee, 111., common school statistics of, 275, 285, 295, 314, 334, 354, 374. Kansas, common school statistics of, 55, 57, 60, 62, 64, 66, 67, 69, 73, 74, 77, 78, 79, 82, S3, 84, 87, 88, 92. public school system of, 131. notes from reports of cities of, 253. common school statistics of cities of, 276, 286, 296, 305, 306, 307, 316, 336, 356, 376. training of teachers in, 418. statistics relating to teachers in, 453. statistics of teachers’ institutes in, 454. statistics of normal schools in, 456, 458, 464. statistics of kindergartens in, 467, 474. statistics of secondary schools in, 496, 498, 500, 502, 5CG, 512-516, 523, 536, 555, 563, 594, 618. statistics of colleges for women in, 644, 646. statistics of colleges of liberal arts in, 664, 679, 680, 695. statistics of undergraduate work of colleges in, G86. Kansas— Continued. notes from catalogues of colleges of, 672. statistics of schools of science in, 708, 709, 716, 718. statistics of college attendance in, 732. statistics of schools of law in, 749, 750, 752. statistics of schools of medicine, of dentistry, and of pharmacy in, 770, 774. statistics of degrees conferred by colleges in, 778. statistics of business colleges in, 802, 806. increased accommodations for schools for tho deaf in, 820. statistics of schools for the deaf in, 831. 832, 834. statistics of schools for the blind in, 845, 846, 848. statistics of institutions for the feeble-minded in, 855. statistics of reform schools in, 864, 866. statistics of Indian education in, 868. statistics of education of colored race in, 880. summer educational assemblies in, 899. statistics of libraries in, 906, 920, 927, 944, 958, 971. statistics of educational periodicals in, 974. Kansas City, Kans., notes Irorn school report of 253. common school statistics of, 276, 286, 290, 316, 336, 356, 376. normal course in high school of, 419. Kansas City, Mo., examination of eyes of school children in, 234-226. system of promotion in, 243. notes from school report of, 263. common school statistics of, 279, 289, 299, 320, 342. 362, 382. Kansas City (Mo.) Medical College, statistics of matriculates and graduates of, 1026. Kansas Institution for the Education of tbe Deaf and Dumb, notes from catalogue of, 826. Kansas Normal College and Business lustitute, Fort Scott, Kans., statistics of, 464. Kansas State Agricultural College, admission re¬ quirements of, 639. statistics of, 709, 710, 716, 718. equipment of, 713. Kansas State Normal School, information concern¬ ing, 418. number of graduates of, employed as teachers, 452. statistics of, 458. Kansas State Teachers’ Association, report of, on Kansas public school system. 131. meeting of, 419. Kansas State Teachers’ Beading Circle, informa¬ tion concerning, 419. Keam’s Cation, Ariz., new Indian school in, 870. Kedzie, Mrs. Nellie S., mentioned, 896. Keene, N.H., common school statistics of, 279, 289, 299, 322, 342, 362, 382. Keene, N. H., Town District, notes from school report of, 263. Union District, notes from school report of, 264. Keith, D. S., city superintendent, Altoona, Pa., 326. Kelly, William, chairman of city board of trustees, Brownsville, Tex., 328. Kelsev. C., city superintendent, Marquette, Mich., 320. Kemble. S. S., city superintendent, Bock Island, Ill., 314. Kendall, C. N., city superintendent, Jackson, Hich., 320. Kendall, F.M., city superintendent, Grand Rapids, Mich., 320. Kennedy, J. H., county superintendent, Wayne county. Pa., quoted, 195. Kenosba, Wis., common school statistics of, 283, 293, 303. 328, 350, 370, 390. Kent, Miss Lyde, city superintendent, Jackson¬ ville, Ill., 314. Kentucky, common school statistics of, 54, 57, 59, 62, '64, 65, 67, 69, 72, 74, 76, 78, 79, 81, 83, 84, 86. 88, 91. extracts from report of State superintendent, 136. notes from reports of cities of, 254. INDEX. 1135 Kentucky— Continued. common school statistics of cities of, 276, 286, 296, 305, 306, 307, 316, 336, 356, 376. training of teachers in, 419. statistics of teachers’ institutes in, 454. statistics of normal schools in, 456. statistics of kindergartens in, 407, 474. statistics of secondary schools in, 496, 498, 500, 502, 504, 512-516, 523,' 536, 545, 549, 553, 561, 570, 581, 594, 618, 629. statistics of colleges for women in, 644, 648, statistics of colleges of liberal arts in, 664, 680, 696. statistics of undergraduate work of colleges in, 6G6. statistics of schools of science in, 708, 709, 716, 718. statistics of college attendance in, 731, 734. statistics of schools of theology in, 736, 737, 742. statistics of schools of law in, 749, 750, 752. statistics of schools of medicine, of dentistry, and of pharmacy in, 754, 755, 756, 757,758, 760, 760,770, 772, 774.' statistics of degrees conferred by colleges in, 779. statistics of business colleges in, 802, 806. statistics of schools for the deaf in, 831, 832, 834. new school for the blind in, 838. statistics of schools for the blind in, 844, 846, 848. statistics of institutions for the feeble-minded in, 853, 855. statistics of reform schools in, 864, 866. statistics of education of colored race in. 874, 875, 878, 880. education of colored race in, 877. summer educational assembly in, 899. statistics of libraries in, 917, 921, 931, 933, 941, 945, 954, 858. statistics of educational periodicals in, 974. Kentucky Institution for the Blind, notes from catalogue of,S42. Kentucky Institution for theEducation and Train¬ ing of Eeeble-minded Children, industrial training in, 789. notes from catalogue of, 851. Kentucky School of Medicine , statistics of matric¬ ulates and graduates of, 1024. Kentucky State Teachers’ Association, meeting of, 419. Kentucky State Teachers’ Beading Circle, in¬ formation concerning, 419. Kenyon College, physical training at, 603. Keokuk, Iowa, common school statistics of, 276, 286, 296, 316, 336, 356, 376. Key West, Ela., common school statistics of, 275, 284, 295, 312, 332, 354, 374. Keyes, C. H., citv superintendent, Janesville, Wis.,328. Keystone State Normal School, Kutztown, Pa., statistics of, 460. Kiehle, D. L., State superintendent of public in¬ struction of Minnesota, 93. quoted, 173, 177, 196, 202, 207, 216, 220. Killingly, Conn., common school statistics of, 274, 284, 294, 312, 332, 352, 372. Killisnoo, Alaska, school at, 103, 106, 107, 108. Kimball, Mrs. Helen L. M., quoted, 917. Kimball, Henry, meinbe; city board of education, Rochester, N. H., 322. Kimbell, J. D., secretary city school board, Hot Springs, Ark., 312. Kincannon, A. A., city Superintendent, Meridian, Miss., 320. Kindergarten, not appreciated in San Jos6, Cal., 247. successful in Hartford, Conn., 248. offer of materials declined, in Gloucester, Mass., 257. establishment of, considered in Springfield, Mass., 260. benefits from, in Arkansas School for the Blind, 841. in Fort Hill Institution for the Feeble-Minded, 851. Kindergarten Normal Classes, Boston, Mass., sta¬ tistics of, 492. Kindergarten Normal Class, Children’s Charitable Union, New York, N. Y., statistics of, 493. Kindergarten Normal Class, Galesburg, III., sta¬ tistics of, 491. Kindergarten Normal Institute. Rochester, N. Y., statistics of, 493. Kindergarten principles, introduction of. in Indi¬ ana. (Pa.) State Normal School, 441. in Philadelphia (Pa.) Normal School for Girls, 441. Kindergarten teaching, class for instruction in, in Milwaukee, Wis., 450, Kindergarten Training Class, Baltimore, Md., sta¬ tistics of, 492. Kindergarten Training Class, Boston, Mass., sta¬ tistics of, 492. Kindergarten Training Class, Douai Institute, New York, N. Y., statistics of, 493. Kindergarten Training Class, Mobile, Ala., sta tistic3 of, 491. Kindergarten Training Class, New York, N. Y., statistics of, 493. Kindergarten Training Class, State Normal and Training School, Oswego, N. Y., statistics of, 493. Kindergarten Training Class, State Normal School, Fredonia, N. Y., statistics of, 493. Kindergarten Training Class, Stato Normal School, New Britain, Conn., statistics of, 491. Kindergarten Training Class, State Normal School, St. Cloud, Minn., statistics of, 492. Kindergarten Training Class, State Normal School, Winona, Minn., statistics of, 492. Kindergarten Training School, Nashville, Tenn., statistics of, 493. Kindergarten Training School, Salt Lake City, Utah, statistics of, 493. Kindergarten training schools, remarks relating to, 466. statistics of, 467, 491-493. Kindergarten work, provision for, in San Fran¬ cisco, 247. in Berlin, Wis., 271. / Kindergartens, law relating to, in Vermont, 165. added to city system in Philadelphia, Pa., 268. remarks relating to, 466. statistics of, 467-490. King Eclectic Medical College, statistics of ma¬ triculates and graduates of, 1026. Kingsley, H. H., city superintendent, Evanston, Ili., 314. Kingsley, H. C., treasurer of Yale University, death of, 671. Kingston, N. Y., notes from school report of, 265. common school statistics of, 280, 290, 300, 324, 344, 364, 384. normal class in, 436. Klawack, Alaska, school at, 103, 108, 107, 108. Klemm, L. R., city superintendent, Hamilton, Ohio, 324. Klock, J. E., city superintendent, Emporia, Kans., 316. Knight, Dr. G. H., quoted, 850. Knight, Prof. George W., referred to, 22. Knight, M. L., city superintendent, Beaver Falls, Pa., quoted, 229. mentioned, 326. ixnightstown, Iml., notes from school report of, 252. Knott, J. W., citv superintendent, Tiffin, Ohio, 326. Knox College, semi-centennial of, 672. Knoxville, Tenn., common school statistics of, 282, 292, 302, 328, 348, 368, 390. industrial education in colored schools of, 790. Knoxville (Tenn.) College, statistics of, 464. Kokomo, Ind., common school statistics of, 275, 285, 295, 314, 334, 354, 374. Kreutzer, William, president of city hoard of edu¬ cation, Lyons, N. Y., 324. Jj. La Crosse, Wis., notes from school report of, 272. common school statistics of, 283, 293, 303, 330, 350, 370, 390. 1136 INDEX, La Crosse— Continued. education ot' the deaf at, 819. La Follette, H. M., State superintendent of public instruction of Indiana, 53. La Grange (Ga.) Female College, statistics of, 64G. La Porte, Ind., common school statistics of. 285, 295,314,334, 354, 374. La Porte (Ind.) Kindergarten Training School, statistics of, 491. Laboratories, provision of, for Hot Springs (Ark.) High School, 247. provision of, for high school in J ackson, Mich., 262. chemical, in secondary schools, statistics of, 534-543, 548-550, 560-567, 580-580, 614-628. just completed for University of Alabama, 669. supplied for Earlham College, 672. physical, for Johns Hopkins University, 673. of Alabama A. and M. College, 711. of land grant colleges, 711-715. See also Chemical laboratories and Physical laboratories. Ladies’ Annex, South-western University, statis¬ tics of, 652. Lady Teachers’ Association of Boston, informa¬ tion concerning, 425. Lafayette College, physical training at, 663. Lake Avenue Training School, Rochester, N. Y., statistics of, 493. Lake Erie Female Seminary, statistics of, 652. Lake Forest University, -physical training at, 663. Lakin, B. B. , city superintendent, Streator, Ill., 314. Lamar, L. Q. C., Secretary of the Interior, 100. Lamb, S. S., secretary city board of school visit¬ ors, Groton, Conn., 3i2. Lambert, W. H., principal Fall E-iver (Mass.)High School, quoted, 240. Lambertville, N. J., common school statistics of, 279, 289, 299, 322, 342, 362, 384. Lamkin, John S., county superintendent, Pike County, Miss., quoted, 428. Lancaster, Ohio, common school statistics of, 281, 291, 301, 324, 346, 366, 386. training of teachers in, 439. Lancaster, Pa., common school statistics of, 282, 291,302, 326, 346, 366, 388. teachers’ meetings in, 442. Land grant colleges, remarks relating to, 700. statistics of, 708-711, 716-719. See also Schools of science. Landis, L. B., city superintendent, Allentown, Pa., 326. Lane, A. G., mentioned, 894, 896. Lane. George B., State superintendent of public instruction of Nebraska, 93. Lane Theological Seminary, statistics of, 744. Languages, law relating to the teaching of, in Colorado, 113. desirability of law relating to teaching of, in Missouri, 149. study of, in secondary schools, 495. foreign, in curricula of secondary schools, 503. modern, admission requirements of colleges in, 635-638, 640. value of study of, 1022. See also Foreign languages. Lansingburg, N. Y., notes from school report of, 265. common school statistics of, 280,290,300,324, 344, 364, 384. teachers’ meetings and association in, 436. Larraboe, H. B., city superintendent, Creston, Iowa, 316. Lasell Seminary for Young Women, statistics of, 648. Lash, W. D., city superintendent, Zanesville, Ohio, 326. Latham, O. E., city superintendent, Danville, III., 314. Latin, statistics of students in secondary schools pursuing, 496-5U7, 512-517, 519-533, 544-547, 551-559, 568-579, 588-613. place of, in secondary schools, 508. prominence of study of, in secondary schools, 567. Latin— Contin nod. admission requirements of colleges in, C35-G38, 640. See also Languages. Law, study of, at University of Alabama, 669. | schools of, statistics of, 735, 74S-753. practice of, relation of law schools to, 750. statistics of degrees in, 777-781. schools of, for colored race, 880-881. See also School law. Law Department of Allen University, statistics of, 750, 752. of Central Tennessee College, statistics of, 759,752. of Chaddock College, statistics of, 750, 752. of De I’auw University, statistics of, 750, 752. of Emory College, statistics of, 750, 752. of Georgetown (D. C.) University, statistics of, 750, 752. of Howard University, statistics of, 750, 752. of McKendree College, st atistics of, 750, 752. of Mercer University, statistics of, 750, 752. of State University ‘of Missouri, statistics of, 750, 752. of Straight University, statistics of, 750, 752. of Tulane University, statistics of; 750, 752. of the University of Alabama, statistics of, 750-752. of University of Georgia, statistics of, 750,752. of University of Iowa, statistics of, 750, 752. of University of Louisville, Ky,, statistics of, 750, 752. of University of Michigan, statistics of, 750, 752. of University of Notro Dame, statistics of, 750, 752. of University of Pennsylvania, statistics of, 750, 752. of University of Texas, statistics of, 750,752. of University of Wisconsin, statistics of, 750, 752. of Vanderbilt University, statistics of, 759, 752. of West Virginia University, statistics of, 750, 752. of Yalo University, statistics of, 750, 752. Law school of Cincinnati (Ohio) College, statis¬ tics of, 75!), 752. of Cumberland University, statistics of, 750, 752. of Hamilton College, statistics of, 750, 752. of Harvard University, statistics of, 750, 752. of University of Kansas, statistics of, 750, 752. of University of Oregon, statistics of, 750, 752. of University of Virginia, statistic^ of, 750, 752. Lawbead, J. H., State superintendent of public instruction of Kansas, 93. quoted, 174,196,210,217. Lawrence, J. C., superintendent of public instruft tion of Washington Territory, 93. extracts from report of, 168. Lawrence, Kans., notes from school report of, 253. common school statistics of, 276, 286, 296, 316, 336, 356, 376. Lawrence, Mass., common school statistics of, 277, 287, 297, 318, 338, 358, 378. Lawrence Scientific School, notes from catalogue of, 721. statistics of, 726, 728. Lawrence (Mass.) Training School, information concerning, 424. statistics of, 458. Lawrence!) urg, Ind., common school statistics of, 275, 285, 295, 314, 334, -354, 374. Lawton, G. F.,city superintendent, Lowell, Mass., 318. Layne, J. W., city superintendent, Evansville, Ind., 314. Lea Female College, statistics of, 650. Leadville, Colo., common school statistics of, 274 284, 294, 312, 332, 352, 372. terchers’ meetiug in, 411. Lcaroyd, A. P., secretary city school board, Dan¬ vers, Mass., 318. Leavon worth, Kans., notes from school report of 253. common school statistics of, 276, 286, 290, 316, 336, 356, 370. INDEX, 1137 Lebanon Valley College, physical training at, 663. Le Couteulx St. Mary’s Institution for the Im¬ proved. Instruction of Deaf-Mutes, notes from catalogue of, 827. Lectures inlaw schools, statistics of, 749-751. See also Professors and Instructors. Lee, Mass., notes from school report of, 258. common school statistics of, 277, 287,297,318, 338,358,378, Legal school age, statistics of, in cities, 312-331. Lehigh University, notes from catalogue of, 723. statistics of, 726, 728. Lehman, J. H., city superintendent, Canton, Ohio, 324. Leipziger, H. M., mentioned, 896. Leister, H. F., city superintendent, Phoenixville, Pa., 326. Le Moyne Normal Institute, Memphis, Tenn., statistics of, 464. Lending libraries. See Libraries. Lene th of session of teachers’ institutes, statistics " of, 454. of Indian boarding schools, statistics of, 871. Leominster, Mass., notes from school report of, 258. common school statistics of, 277, 287, 297, 318, 338, 358, 378. Leonard Medical school, statistics of matriculates and graduates of, 1024. Letters, statistics of degrees in, 777-781. Lewis, M. H., city superintendent, Circleville, Ohio, 324. Lewiston, Idaho, notes from school report of, 250. Lewiston, Me., evening schools unsuccessful in, 245. notes from school report of, 255. common school statistics of, 277, 287, 297, 316, 338, 358, 378. normal class in, 420. industrial exhibits recommended in, 786. Lexington, By., common school statistics of, 276, 286. 296, 316, 336, 356, 376. Liberty Female College, statistics of, 648. Librarians, names of, 904-916, 918-924, 927-930, 932- 940, 942-953, 955-909. Libraries, for teachers in Milwaukee, 450. in normal schools, statistics of, 456-465. possession of, necessary to secure regent’s in¬ spection, in New York, 508. in secondary schools, statistics of, 534-543, 548- 550, 560-567, 580-586, 614-628. in colleges for women, statistics of, 644-655. in universities, statistics of, 658-661. in colleges of liberal arts, statistics of, 664, 692-705. of Cornell University, important addition to, 670. in land grant colleges, statistics of, 708, 718. of schools of science, statistics of, 725, 728. of U. S. Military and Naval Academies, 729. in schools of theology, statistics of, 736, 740- 747. of St. Vincent’s Seminary, 738. in law schools, statistics of, 749, 752. in schools of medicine, etc., statistics of, 754- 756, 760-769. of manual training schools, statistics of, 795. of industrial schools, statistics of, 799-800. of business colleges, statistics of, 802-813. in schools for the deaf, statistics of, 834-837. of schools for the blind, statistics of, 848. of reform schools, statistics of, 866. classification of, 901. remarks relating to statistics of, 902, 917, 925, 931, 941, 954, 970. free public lending, statistics of, 903-916. free public reference, statistics of, 917-924. public school, statistics of, 926-930. free corporate lending, statistics of, 931-940. belonging to societies, associations, and clubs, statistics of, 941-953. corporate lending, open to subscribers, statis¬ tics of, 954-969. private circulating (business investments), statistics of, 970-972. See also Public libraries and Public school libraries. 72 ED Library of the Bureau of Education, 13. of the University of Virginia, 668. Lick Observatory, information relating to, 671. Lighting of school-houses, instructions relating to, 204. Lima, Ohio, notes from school report of, 268. written examinations abolished in, 241. common school statistics of, 281, 291, 301, 324, 346, 366, 386. Lincoln, Ill., common school statistics of, 275, 285, 295, 314, 334, 354, 374. Lincoln, Nebr., notes from school report of, 263. common school statistics of, 279, 289, 299, 322, 342, 362, 382. teachers’ meetings in, 430. Lincoln Institute, information concerning, 429. statistics of,. 460. Linden wood College for Young Ladies, statistics of, 650. Lindsay, G. It., city superintendent, Bah way, N. J., 322. Line system of printing for the blind, 838. Lip-rea ding, teaching of, in schools for deaf-mutes, 820, 821, 823. Litchfield, Ill., common school statistics of, 275, 285, 295, 314, 334, 354, 374. Literary societies, organization of, in Waco, Tex., 271. Little, George E., mentioned, 895. Little Falls, N. Y., common school statistics of, 280, 290, 300, 324, 344, 364, 384. Little Bock, Ark., common school statistics of, 274, 284, 294, 312, 332, 352, 372. Littlefield, George A., city superintendent, New¬ port, B. I. , quoted, 243, 328. mentioned, 894. Livermore, E. E., chairman superintending school committee, Eastport, Me., 316. Loans to cities, law relating to, in New Jersey, 152. to school districts, law relating to, in Wiscon¬ sin, 170. Local taxation for school purposes, recommended in Alabama, 96. Location of school-houses, instructions concern¬ ing, 204. of manual training schools, 783. Lock Haven, Pa., common school statistics of, 282, 291, 302, 326, 346, 366, 388. Lockport, N. Y., common school statistics of, 280, 290, 300, 324, 344, 364, 384. Lodges, statistics of libraries of/911-953. Lodging and board, annual cost of, in secondary schools, 560-567, 580-586, 614-628. in colleges for women, statistics of cost of, 645-655. Logan, A. C., superintendent of public instruction of Montana, 93. Logan Female College, statistics of, 648. Logansport. Ind., common school statistics of, 275, 285, 295, 314, 334, 354, 374. London, England, elementary education in, 980-983. Long, John S., city superintendent, Newberne, N. C., 324. Long Branch, N. J., common school statistics of, 279, 289, 299, 322, 342, 362, 384. Long I sland College Hospital, statistics of matricu¬ lates and graduates of, 1026. Los Angeles, Cal., common school statistics of, 274, 284, 294, 312, 332, 352, 372. Louisiana, confmon school statistics of, 55, 57, 59, 62, 64, 65, 67, 69, 72, 74, 76, 78, 79, 81, 83, 84, 86, 88, 91. notes from reports of cities of, 254. common school statistics of cities of, 276, 286, 296, 305, 306, 307, 316, 336, 356, 378. training of teachers in, 420. aid from Peabody fund to education in, 451. statistics of teachers’ institutes in, 454. statistics of normal schools in, 456, 458. statistics of kindergartens in, 467, 474. statistics of kindergarten training schools in, 467, 492. statistics of secondary schools in, 496, 498, 500, 502, 504, 512-516, 523, 536, 545, 549, 553, 561, 570, 581, 596, 618, 619, 629. i statistics of colleges for women in, 644, 648. 1138 INDEX. Louisiana— Continued. statistics of colleges of liberal arts in, 664, 681, 696. statistics of undergraduate work of colleges in, 666. statistics of college attendance in, 732, 734. statistics of schools of theology in, 736, 737, 742. statistics of schools of law in, 749, 750, 752. statistics of schools of medicine, of dentistry, and of pharmacy in, 754, 756, 757, 758, 760, 766, 770, 774. statistics of degrees conferred by colleges in, 779. statistics of manual training school in, 794, 795. statistics of business colleges in, 802, 806. statistics of schools for the deaf in, 831, 832, 834. statistics of schools for the blind in, 844, 846, 848. statistics of reform schools in, 864, 866. statistics of education of colored race in, 874, 875, 878, 879, 880. statistics of libraries in, 917, 921si931, 934, 941, 945. statistics of educational periodicals in, 974. Louisiana Educational Association, meeting of, ' 420. Louisiana State Normal School, information con¬ cerning, 420. Statistics of, 458. Louisiana State University, statistics of, 660. Louisiana State University and Agricultural and Mechanical College, statistics of, 710. statement concerning, 720. Louisville, Ky., common school statistics of, 276, 286, 296,316, 336, 356, 376. normal classes in, 419. Louisville (Ky.) Female College, statistics of, 648. Louisville (Ky.) Industrial School of Reform, notes from catalogue of, 850. Louisville (Ky.) Medical College, statistics of matriculates and graduates of, 1024. Lovett, W. H., secretary school committee, Bev¬ erly, Mass., 318- Lovingston, J. B., township treasurer, East St. Louis, Ill., 314. Lowell, Mass., supplementary reading in, 236. study of music in, 238. notes from school report of, 258. common school statistics of, 277, 287, 297, 318, 338, 358, 378. Lowry, W. T., city superintendent, Coldwater, Mich., 320. Luce, Nelson A., State superintendent of common schools of Maine, 93. extract from report of, 140. LudiDgton, Mich., common school statistics of, 278, 288, 298, 320, 840, 360, 380. normal class in, 427. Luckey, G. J., city superintendent, Pittsburg, Pa., 326. mentioned, 896. Lunt, W. P., secretary city school hoard, New- buryport, Mass., 318. Luther Seminary, statistics of, 746. Lutheran Theological Seminary, statistics of, 746. Lutherville (Md.) Seminary, statistics of, 648. Lycoming County (Pa.) Normal School, statistics of, 464. Lyman School for Boys, Westborough, Mass., notes from catalogue of, 861. Lynch, M. M., city superintendent, Winchester, Va., 328. Lynchburg, Va., common school statistics of, 283, 293, 303, 328, 350, 370, 390. Lynde, Sarah A., secretary city school committee, Stoneham, Mass., 320. Lynn, Mass., notes from school report of, 258. common school statistics of, 277, 287, 297, 318, 338, 358, 378. Lyons, Iowa, notes from school report of, 252. common school statistics of, 276, 286, 296, 316, 336, 356, 376. Lyons, N. V., notes from school report of, 265. common school statistics of, 280, 290, 300, 324, I 344, 364, 384. } Mabry, J. \V., city superintendent, Selma, Ala., 312. McAlister, James, city superintendent, Philadel¬ phia, Pa., mentioned, 243, 326. McBride, T. H., mentioned, 894. McConnell, J. J., city superintendent, Atlantic, Iowa, 314. McCormick Theological Seminary of the Presby¬ terian Church, statistics of, 740. MacDonald, John, mentioned, 89G. McDonogh School, Baltimore, Md., purpose of, 587. McElroy, E. B., State superintendent of puhlio instruction of Oregon, 93. McElroy, J. F., quoted, 839. Macfall, T. W., city superintendent, Quincy, Ill., 314. McFee, F. E., city superintendent, Woonsoeket, R. I., 328. McGill, Rov. James, president of St. Vincent’s Seminary, information furnished by, 738. MacGowan, W. L., city superintendent, Glean, N, Y., 324. Mack, W.S ., city superintendent, Moline, Ill., 314. McKeesport, Pa., common school statistics of, 282, 291, 302, 326, 346, 366, 388. McLaughlin, W. M., city superintendent, Spencer, Mass., 318. McMillan, A., city superintendent, Utica, N. Y., 324. McNaughton, J., city superintendent, Council Bluffs, Iowa, 316. McNeal, R. M., county superintendent, Dauphin County, Pa., quoted, 206, 220. Macon, Ga., notes from school report of, 250. common school statistics of, 275, 285, 295, 314, 334, 354, 374. McPherson Normal College, Republican City, Nebr., statistics of, 464. McWhbrter, Miss Jennie, mentioned, 896. Madawaska (Mo.) Training School, information concerning, 420. statistics of, 458. Madison, Wis., common school statistics of, 283, 293, 3 J3, 330, 350, 370, 390. Magee, Mis3 Harriet C., mentioned, 896. Mananoy, Pa., common school statistics of, 282, 291, 302, 326, 346, 366, 388. Maine, common school statistics of, 54, 57, 59, 62, 64, 65, 67, 69, 72, 74, 76, 78, 79, 81, 83, 84, 86, 88, 91. extracts from report of State superintendent, 140. notes from reports of cities of, 254. common .school statistics of cities of, 277, 286, 297, 305, 306, 307, 316, 336, 358, 378. first teachers’ institute in, 403. training of teachers in, 420. statistics of teachers’ institutes in, 454. statistics of normal schools in, 456, 458, 464. statistics of kindergartens in, 467, 474, statistics of secondary schools in, 498, 498, 500, 502, 504, 512, 516, 523, 524, 537, 545, 546, 549, 554, 561, 570, 581, 596, 619, 629. statistics of colleges for women in, 644, 648. statistics of colleges of liberal arts in, 664, 681, 697. statistics of undergraduate work of colleges in, 666. statistics of schools of science in, 708, 709, 716, 718. statistics of college attendance in, 731, 734. statistics of schools of theology in, 736, 737, 742. statistics of schools of medicine, of dentistry, and of pharmacy in, 754, 757, 760, 770. statistics of degrees conferred by colleges in, 779. statistics of industrial schools in, 79G. 797, 799. statistics of business colleges in, 802, 806. pupils from, in American Asylum for the Deaf, 824. statistics of schools for the deaf in, 830, 832, 834. statistics of reform sohools in, 866, statistics of education of the colored race in, 880. summer educational assemblies in, 899. statistics of libraries in, 903, 908, 917, 921, 926, 931, 934, 941, 945, 954, 958, 970, 971. INDEX, 1139 Maine Pedagogical Society, meeting of, 421. Maine State College of Agriculture and tlie Me¬ chanic Arts, admission requirements of, 638. statistics of, 709, '?10, 716, 718, equipment of, 713 Maine State Reform School, use of cottage system, in, 857. industrial training in, 789. Maine Wesleyan Seminary and Female College, statistics of, 648. Malden, Mass., common school statistics of, 277, 287, 297, 318, 838, 858, 380. Male teachers, reasons for preferring, 213. proportion of, 273. ratio of, to whole number, in cities, 284-293, 306. See also Teachers, sex of. Malone, N. Y., common school statistics of, 280, 290, 300, 324, 344, 364, 384. Manchester, Conn., notes from school report of, 248. common school statistics of, 274, 284, 294, 312, 332, 352, 372. Manchester, IST. H., common school statistics of. 279, 289, 299, 322, 342, 362, 382. Manchester City Training School, information concerning, 431. Manitoba, comparative statistics of elementary education in, 1000, 1002, 1004. Manitowoc, Wis., notes from school report of, 272. Mankato, Minn., use of recess in, 231. notes from school report of, 262. common school statistics of, 279, 288, 299, 320. 340, 360, 382. Mann, G-. S., county superintendent, Clay County. Iowa, quoted, 212. Mann, Horace, mentioned,, 991 . Manning, Gr. G-., city superintendent, Peru, Ind., 314. Mansfield, Ohio, common school statistics of, 281. 291, 301, 324, 346, 366, 386. Mansfield (La.) Female College, statistics of, 648. Manual method of instruction to deaf-mutes, 821, 823. Manual training, in Alaska. 100, 104, 108. introduction of, in Washington, 13. C., 249. introduction of, in Rochester, Had., 252. in normal schools, 401. in Hampton, Va., 402. statistics of, in secondary schools, 496-507. in public schools, 782-7S7. in other educational institutions, 787-790. societies for promotion of, 790, schools for, remarks relating to, 791-793. schools for, statistics of, 794-796. remarks relating to statistics of schools for, 796. in London, England, hoard schools, 981. . definition of, and arguments for, 984-987. See also Industrial training. Maps, legal provision for, in Wisconsin, 170. Marble, A. P., city superintendent, Worcester, Mass., quoted, 231, 320. mentioned, 894. Marblehead, Mass., notes from school report of, 259. common school statistics of, 277, 287, 297, 318, 338, 358, 380. Marietta, Ohio, common school statistics of, 281, 291, 301, 324, 346, 366, 386. Marion (Va.) Female College, statistics of, 654. Marlborough, Mass., c’ommon school statistics of, 277, 287, 297, 318, 338, 358, 380. Marquette, Mich., common school statistics of, 278, 288, 298, 320, 340, 360, 380. Marshall, Mich., notes frojft school report of, 262, com in on school statistics of, 278, 288, 298, 320. 340, 360, 380, Marshall College, State Normal School, Hunting- ton, W. Va., statistics of, 462. Marshalltown, Iowa, common school statistics of, 276, 286, 296, 316, 336, 356, 376. Martin, Patrick, principal of city schools, Ply¬ mouth, Pa., 326. Martinsburg, W. Va., common school statistics of, 2S3, 293, 303, 328, 350, 370, 390. Mary Sharp College, statistics of, C52. Maryland, common school statistics of, 54, 57, 59, 62, 64, 65, 67, 69, 72, 74, 76, 78, 79, 81, 83, 84, 86, 88, 91. extracts from report of secretary of State hoard of education, 141. common school statistics of citicsi of, 277, 287, 297, 305, 306, 307, 318, 338, 358, 37S. training of teachers in, 42L. statistics of normal schools in, 456, 458, 464. statistics of kindergartens in, 467, 474, 475. statistics of kindergarten training schools in, 407, 492. statistics of secondary schools in, 498, 498, 500, 502, 504, 512-516, 524, ‘537, 546, 549, 554, 562, 570, 581,582, 596,619, statistics of colleges for women in. 644, 648. statistics of colleges of liberal arts in, 664, 681, 697. statistics of undergraduate work of colleges in, 606. notes from catalogue of college in, G72. 3tatistics’of schools of science in, 708, 709, 716, 718, statistics of college attendance in, 731, 734. statistics of schools of theology in, 736, 737, 742. statistics of schools of law in, 749, 750, 752. statistics of schools of medicine, of dentistry, and of pharmacy in, 754, 755, 756, 757, 758,760,' 766, 770, 772, 774. statistics of degrees conferred by colleges in, 779. statistics of manual training schools in, 794, 795. statistics of business colleges in, 802. statistics of schools for the deaf in, 830, 832, 834. statistics of schools for the Mind in, 844, 848. statistics of institutions for the feeble-minded in, 853, 855. statistics of reform schools in, 864, 866. statistics of education of colored race in, 874, 875, 879, 880. summer educational assembly in, 899. statistics of libraries in, 903, 906, ,917, 921, 931, 934, 941, 945, 954, 960. statistics of educational periodicals in, 974. Maryland Agricultural College, statistics of, 709, 710; 716, 718. Maryland School for the Deaf and Dumb, super¬ intendent of, quoted, 820. Maryland State Normal School, information con¬ cerning, 421. statistics of, 458. Maryland State Teachers’ Association, meeting of, 421. Marysville, Cal., common school statistics of, 274, 284, 294, 312, 332, 352, 372. Marysville, Kans., common school statistics of, 276, 286, 296, 316, 336, 356, 376. Mason, M. L., secretary city board of school visit¬ ors, Greenwich, Conn., 312. Massachusetts, common school statistics of, 54, 57, 59, 62, 64, 65, 67, 69, 72, 74, 76, 78, 79, 81, 83, 84, 86, 88, 91. extracts from report of secretary of State board of education, 143. notes from reports of cities of, 255-261. common school statistics of cities of, 277, 287, 297, 305, 306, 307, 318, 338, 358, 378. excellence of attendance in cities pf, 304. first teachers’ institute in, 403. training of teachers in, 421. statistics relating to teachers in, 433. statistics of teachers’ institutes in, 454. statistics of normal schools In, 456, 458. statistics of kindergartens in, 467, 475, 476. statistics of kindergarten training schools in, 467, 492.. statistics of secondary schools in, 498, 498, 500, 502, 504, 512-516, 524-526, 537, 538, 554, 555, 562, 570, 572, 582, 596, 598, 619, 620. statistics of colleges for women in, 644, 648. statistics of colleges of liberal arts in, 664, 681, 682, 697. statistics of undergraduate work of colleges in, 666. 1 notes from catalogues of colleges of, 673. 1140 INDEX. Massachusetts — Continued. statistics of schools of science in, 708, 709, 716, 718, 725, 726, 728. notes from catalogue of school of science in, 721. statistics of college attendance in, 731, 734. statistics of schools of theology in, 736, 737, 742. statistics of schools of law in, 749, 750, 752. statistics of schools of medicine, of dentistry, and of pharraacv in, 754, 755, 756, 757, 758, 759, 760, 764, 766, 768,-770, 774. statistics of degrees conferred by colleges in, 779. statistics of industrial schools in, 798, 797, 799. statistics of business colleges in, 802, 806, 808. statistics of nurses’ training schools in, 814, 815. statistics of schools for the deaf in, 830, 832, 834. statistics of schools for the blind in, 844, 848. statistics of institutions for the feeble-minded in, 853, 855. statistics of reform schools in, 866. statistics of the education of the colored race in, 880. summer educational assembly in, 899. law relating to free libraries in, 902. statistics of libraries in, 903, 907, 908, 910, 917, 921, 926, 928, 931, 934, 941, 945, 946, 954, 960, 970, 971, 972. statistics of educational periodicals in, 974. Massachusetts Agricultural College, admission requirements of, 639. statistics of, 709, 710, 716, 718. equipment of, 714. Massachusetts Association of Classical and High School Teachers, meeting of, 425. Massachusetts Institute of Technology, statistics of, 709, 710, 716,718. system of instruction in, 791. Massachusetts Normal Art School, information concerning, 422. statistics of, 458. Massachusetts Reformatory, system of discipline in, 858. notes from catalogue of, 861. Massachusetts State Normal Association, meeting of, 425. Massachusetts State Normal School, Worcester, Mass., statistics of, 458. Massachusetts State Teachers’ Association, meet¬ ing of, 425. Massillon, Ohio, common school statistics of, 281, 291, 301, 324, 346, 366, 386. Mathematics, study of, in secondary schools, 495. study of, in French schools, 1007, 1009. value of study of, 1021. See also Algebra and Arithmetic. Matriculates, in medical colleges, statistics of, 1024-1030. Matriculation, in schools of medicine, etc., sta¬ tistics of fees for, 760-769. Matthews Hall, statistics of, 740. Mauritius, comparative statistics of elementary education in, 1000, 1002, 1004. Maxson, H. M., city superintendent, Attlebor¬ ough, Mass., quoted, 230, 318. Mavsville, Ky., notes from school report of, 254. common school statistics of, 276, 286, 296, 310, 336, 356, 376. Meadville, Pa., common school statistics of, 282, 291, 302, 326, 346, 366, 388. teachers’ institutes in, 442. Meadville (Pa.) Theological School, statistics of, 746. Mechanical colleges, admission requirements of, 639. See also Land grant colleges. Mechanical engineering, statistics of students in schools of science pursuing, 726. Mechanical shops, statistics of students of land grant colleges at work in, 709. Medford, Mass., notes from school report of, 259. cormuou school statistics of, 277, 287, 297, 318, 338, 358. 380. Medical College of Alabama, statistics of matricu¬ lates and graduates of, 1024. Medical College of Georgia, statistics of matricu¬ lates and graduates of, 1024. Medical College of Indiana, statistics of matricu¬ lates and graduates of, 1024. Medical College of Ohio, statistics of matriculates and graduates of, 1026. Medical College of the State of South Carolina, statistics of matriculates and graduates of, 1026. Medical College of Virginia, statistics of matricu¬ lates and graduates of, 1026. Medical colleges, relation of, to medical profes¬ sion, 1023. Medical Department of the University of Nash¬ ville (Tenn.) and Vanderbilt University, statistics of matriculates and graduates of, 1026. Medical School of Maine at Bowdoin College, statistics of matriculates and graduates of, 1024. Medicine, statistics of, schools of, 735, 754-775. statistics of degrees in, 777-781. schools of, for colored race, 880, 881. department of, in University of Cordoba, 995. Meaico-Chirurgical College of Philadelphia, Pa., statistics of matriculates and graduates of, 1024. Melrose, Mass., notes from school report of, 259. common school statistics of, 277, 287, 297, 318, 338, 358, 380. Memoranda relating to secondary schools, 630. Memphis, Tenn., examination ot eyes of school children in, 233. notes from school report of, 270. common school statistics of, 282, 292, 302, 328, 348, 368, 390. Memphis (Tenn.) Conference Female Institute, statistics of, 652. Memphis (Tenn.) Hospital Medical College, sta- tistics of matriculates and graduates of, 1020. Mendota, Ill., common school statistics of, 275, 285, 295, 314, 334, 354, 374. Menominee, Mich., common school statistics of, 278, 288, 298, 320, 340, 360, 380. Meriden, Conn., notes from school report of, 248. common school statistics of, 274, 284, 294, 312, 332, 352, 372. opposition to manual training in, 785. Meridian, Miss., notes from school report of, 263. common school statistics of, 279, 289, 299, 320, 342, 362, 382. normal classes in, 428. Merrill, C. F., city superintendent, Cohoes, N. Y., 322. Merrill, G.V. It., city superintendent, Elmira, N. Y., 322. Mertz, Henry N., city superintendent, Steuben¬ ville, Ohio, quoted, 232, 324. Metallurgy, provision for study of, at Polytechnic School of Washington University, 721. Meteorology, bureau of, in Argentine Republic, 996. Methuen, Mass., common school statistics of, 277, 287, 297, 318, 338, 358, 380. Metlakahtla, removal of Indians from, 34. Miami Medical College, Cincinnati, Ohio, statis¬ tics of matriculates and graduates of, 1026. Michael, M. J., city superintendent, Rome, N. Y. , 324. Michener, J. H., city superintendent, Ashland, Pa., 326. Michigan, common school statistics of, 55, 57, 60, 62, 64, 66, 67, 69, 72, 74,. 76, 78, 79, 81, 83, 84, 87, 88, 91. changes of school law in, 143. extracts from report of State superintendent, 144. notes from reports of cities of, 261. common school statistics of cities of, 278, 2S8, 298, 305, 306, 307, 320, 340, 360, 380. extensive school libraries in cities of, 304. large high school enrolment in cities of, 304. training of teachers in, 426. statistics relating to teachers in, 453. statistics of teachers’ institutes in, 454. statistics of normal schools in, 456, 458. statistics of kindergartens in, 467, 477. statistics of kindergarten training schools in, 467, 492. INDEX, 1141 Michigan — Continued. statistics of secondary schools in, 496, 498, 500, 502, 504, 512-510, 526,' 538, 539, 555, 582, 572, 582, 598, 620, • statistics of colleges for women in, 644, 648. statistics of colleges of liberal arts in, 664, 682, 697, 698. statistics of undergraduate work of colleges in, 666. statistics of schools of science in, 708,. 709, 716, 718, 725, 726, 728. notes from catalogue of school of science in, 721. statistics of college attendance in, 732, 734. statistics of schools of theology in, 736, 737, 742. statistics of schools of law in, 749, 750, 752. statistics of schools of medicine, of dentistry, and of pharmacy in, 754, 755, 756, 757, 758, 762, 764, 766, 770,' 772, 774. statistics of degrees conferred by colleges in, 779. statistics of industrial schools in, 796, 797, 799. statistics of business colleges in, 802, 808. statistics of nurses’ training schools in, 814, 815. statistics of schools for the deaf in, 831, 832, 834. statistics of schools for the blind in, 844, 846, 848. statistics of institutions for the feeble-minded in, 853, 855. statistics of reform schools in, 864, 866. statistics of Indian education in, 868. statistics of education of the colored race in, 880. summer educational assembly in, 899. statistics of libraries in, 911, 912, 921, 928, 936, 946, 9C0. statistics of educational periodicals in, 974. Michigan Agricultural College, admission require¬ ments of, 639. Michigan City, Ind., notes from school report of, 252. common school statistics of, 275, 285, 295, 314, 334, 354, 374. Michigan Female Seminary, statistics of, 648. Michigan Institution for the Education of the Deaf and Dumb, notes from catalogue of, 826. Michigan State Agricultural College, statistics of, 709, 710, 716, 718. equipment of, 714. Michigan State Industrial Home for Girls, system of management of, 856. Michigan State Mining School, statistics- of, 726, .728. Michigan State Normal School, information con¬ cerning, 426. Michigan State Teachers’ Association, meeting of, 427. Michigan State Teachers’ Reading Circle, infor¬ mation concerning, 427. Middle Georgia Military and Agricultural College, statistics of, 710, 716, 718, Middleborough, Mass., common school statistics of, 277, 2S7, 297, 318, 338, 358, 380. Middlebury (Vt.) College, physical training at, 663. Middletown, Conn., notes from school report of, 248. common school statistics of, 274, 284, 294, 312, 332, 352, 372. Middletown, N. Y.. common school statistics of, 280, 290, 300, 324, 344, 36-4, 384. Middletown, Ohio, common school statistics of, 281,291,301,324,346,366,386. Miilford, Mass., notes from school report of, 259. common school statistics of, 277, 287, 297, 318, 338, 358, 380. Teachers’ reading circle in, 425. Military drill, beneficial effects of, in Srookline, Mass., 256. increased interest in, in Lowell, Mass., 258. at California (Pa.) State Normal School, 440. statistics of, in land grant colleges, 709. beneficial in Nebraska State Reform School, 862. ’ See also Physical training. Military training, at University of Alabama, 6GD. schools for, in Argentine Republic, 999. Millard, J. J., actiug school visitor, Norwalk, Conn., 312. Millbury, Mass., common school statistics of, 278, 287, 298, 318, 338, 360, 380. Miller, G. I., city superintendent, Boone, Iowa, 314. Miller, John, city superintendent, Newburg, N. Y., quoted, 228. Miller, S. E., city superintendent, Michigan City, Ind., 314. Millersburg (Ky.) Female College, statistics of, 648. Mills College and Seminary, statistics of, 646. Millville, N. J., common school statistics of, 279, 289, 300, 322, 342, 362, 384. Milwaukee, Wis., study of German in. 240. method of promotion in, 241. evening schools in, 245. common school statistics of, 283, 293, 303, 330, 350, 370, 390. training of teachers in, 450. Milwaukee" (Wis.) College, statistics of, 654. Milwaukee Manual Training Association, organi¬ zation and work of, 791. Minden (La.) Female College, statistics of, 648. Miner, A. I),, city superintendent, North Adams, Mass., 318. Miner Normal School, Washington, D. C., infor¬ mation concerning, 414. statistics of, 458. Mining, study of, at Michigan State Mining School, 721. statistics of students inschools of science pur¬ suing, 726. schoofof, in Argentine Republic, 993. Minneapolis, Minn., notes from school report of, 262. common school statistics of, 279, 288, 299, 320, 340, 360, 382. training class at, 427. manual training in, 783, 784. Minneapolis (Minn.) College of Physicians and Surgeons, statistics of matriculates and graduates of, 1024. Minnesota, common school statistics of, 55, 57, 60, 62, 64, 66, 67, 69, 72, 74, 77, 78, 79, 82, 83, 84* 87, 88, 92. changes in school law of, 145. notes from reports of cities of, 262. common school statistics of ©ities of, 278, 288, 298, 305, 306, 307, 320, 340, 360, 382. small number of pupils per teacher in, 304. training of teachers in, 427. statistics relating to teachers in, 453. statistics of teachers’ institutes in, 454. statistics of normal schools in, 456, 458. statistics of kindergartens in, 467, 477. statistics of kindergarten training schools in, 487, 492. statistics of secondary schools in, 496, 498, 500, 502, 504, 512-516, 527, 539, 555, 502, 572. 582, 598, 620. statistics of colleges for women in, 644, 648. statistics of colleges of liberal arts in, 664, 682, 698. statistics of undergraduate work of colleges in, 665. statistics of schools of science in, 709. statistics of college attendance in, 732. statistics of schools of theology in, 736, 737, 742. statistics of schools of medicine, of dentistry, and of pharmacy in, 754, 755, 756, 757, 758, 759, 762, 766, 768, 770, 774. statistics of degrees conferred by colleges in, 779. statistics of manual training school in, 794, 795. statistics of business colleges in, 802, 808. statistics of nurses’ training schools in, 814, 815. statistics of schools for the deaf in, 831, 832, 834. statistics of schools for the blind in, 844, 843, 848. statistics of institutions forth© feeble-minded in, 853, 855. 1142 INDEX. Minnesota— Continued. statistics of reform schools in, 864, 866. statistics of Indian education in, 868. statistics of education of tlie colored race in, 880. summer educational assemblies is, PS 9. statistics of libraries in, 912, 921,638,946,960, 962. statistics of ©dacatikmal periodicals in, 974. Minnesota College of Agriculture and the Me¬ chanic Aits ’(University of Minnesota), equipment of, 714. Minnesota Hospital College, statistics of matricu¬ lates and graduates of, 1026. Minnesota -State Teachers’ Association, meeting of, 427. Mission House, statistics of, 746. Mission schools for Indians, statistics of accom¬ modations in, 868. Missionary College of St. Augustin© (Cal.), phy¬ sical" training at, 663. Missionary Institute, statistics of, 748. Mississippi, common school statistics of, 54, 57, 53, 62, 84, 85, ’67, 69, 72, 74, 76, 78, 79, 81, 83, 84, 86, 88, 91. decrease of enrolment in, 58. extracts from report of State superintendent, 143. changes in school law of, 147. notes from reports of cities of, 2G3. common school statistics of cities of, 279, 289, 299, 305, 303, 307, 320, 342, 362, 382. training of teachers -in, 427. statistics relating to teachers in, 453. statistics of normal sehools in, 458, 458, 469. statistics of secondary schools in, 496, 498, 500, 502, 504, 512-51-6, 527, 539, 548, 549, 551, 598/620, 629. statistics of colleges for women in, 644, 648, 650. statistics of colleges of liberal arts in, 664, 683, 698. statistics of undergraduate work of colleges in, 666. Statistics of schools of science in, 708, 709, 716, 718, 725, 726, 728. notes from, catalogue -of school of science in, 721. statistics of college attendance in, 732,734. statistics of schools of theology in, 786, 737, 742. statistics of schools of law in, -749, 750, 752. statistics of degrees conferred by colleges in, '779. statistics of industrial schools in, 795, 7S7, 799. -statistics of business colleges in, 802, 808. statistics of schools for the deaf- in, 831, 832, 834. statistics of schools for the blind in, 844, 846, 848. statistics of education of colored race in, 874, 875, 878, 879, 880. statistics of libraries in, 917, 921, -926, ©31, S36, 954, 962. Mississippi College, physical training at, 653. Missouri, common school statistics of, 55, 57, 60, 62, 64, 66, 67, 69, 73, 74, 77, 78, 79, 82, S3, 84, S7, 88, 92. extracts from report of State superintendent, 143. notes from reports of cities of, 263. common school statistics of cities of, 273, 289, 299, 305, 306, 307, 320, 342, 362, 382. training of teachers in, 428. statistics relating to teachers in, 453. statistics of teachers’ institutes in, 454. statistics of normal schools in, 456, 460. statistics of kindergartens in, 467, 477, 478, 480. statistics of kindergarten training schools in, 467, 492. statistics of secondary schools in, 496, 488, 500, 502, 506, 512-516, 527,' 539, 546, 549, 555, 562, 563, 572, 582, 598, 600, 621, 628.. statistics of colleges for women in, 644, 650. statistics of colleges of liberal arts in, 664, 68D, 698. statistics of undergraduate work of colleges in, 666. notes from report of University of, 673. Missouri— Continued. statistics of schools of science in, 703, 716, 713, 725, 726, 728. notes from catalogue of school of science in, 721. statistics of college attendance in, 782, 734. statistics of schools of theology in, 7S-8, 737, 742. statistics of schools of law in, 749, 750, 752. statistics of schools -of medicine, of dentistry, and of pharmacy in, 754, 755, 756, 757, 758, 762, 7C4, 766, 770, 772, 774. statistics of degrees conferred by colleges in, 779. statistics of manual training school in, 794, 795. statistics of business colleges in, 802, 8C8. statistics of nurses’ training schools in, 814, 815. statistics of schools for the deaf in, .831, 832, 884. statistics of schools for the blind in, 844, 846, 848. statistics of reform schools in, 864, 866.. statistics of education of colored race in, 874, 875, 878, 880. summer educational assembly tin, 899. statistics of libraries in, 912, 921, 928, 936, 916, 948, 862, 972. statistics of educational periodicals in, 974. Missouri Agricultural and Mechanical '.College (University of Missouri), statistics of, 710. equipmont'of, 714. statement concerning, 720. Missouri Medical 'College, statistics of matricu¬ lates and graduates of, 1026. Missouri School for the Blind, extract fromprinted circular .issued ’.by, 819. notes from catalogue of, 843. Missouri School of Mines and Metallurgy, statis¬ tics of, .710, 716,718. equipment of, 714. Missouri School of Science and Pedagogy, infor¬ mation concerning, 429. Missouri State Normal .School, Cape 'Girardeau, Mo., statistics of, 460. Missouri State Normal School, Kirksville, Mo., statistics of, 460. Missouri State Teachers’ Association, meetings of, 429. Missouri Teachers’ Academy, meeting cff, 430. Missouri Teachers’ Reading (Girdle, information concerning, 430. Mitchell, I. N., city supeidntenSent, Fond flu (Lac, Wis., 328. Moherly, Mo., notes from school report off, 263. common school statistics of, 279,289, 289,320, 342, 3G2, 382. Mobile, Ala., common school statistics of, 274, 284, 294,. 312, 332, 352, 872. Model schools, value of, 4G0. (Statistics of, 456-405. Modern Language Association, benefits of, 510. Modem Language Convention, proceedings of, 898. Modern languages, admission requirements of colleges Id, 635-688, 840. See also Languages twd Foreign Languages. Moline, Ill. , notes from school report of, 251. common school- statistics of, 275, 285,-295, 3.14, 334, 854, 374. industrial exhibit in, 783. Monitor system of instruction, unsuccessful in Jews’ Free'School, London, 981. Monlux, J. B-, city superintendent, Hastings, Nebr., 322. Monroe, W. S., city superintendent, Nanticoke, Pa., 82G. Monroe, La., normal class at, 420. Monroe, Mich., notes from school report of, 2C2. Monroe Female College, statistics of, 646. Mont Clair, N. J., manual training in, 783, 784. instruction in sewing in, -785. Montague. Mass., noteB from school report or, 259. common school statistics of, 278, 287, 298, 319- 338, 360, 380. INDEX, 1143 Montana, common school statistics of, 55, 58, 60, 62, 64, 66, 67, 69, 73, 74, 77, 78, 79, 82, 83, 84, 87, 88, 92. extracts from report of Governor, 150. training of teachers in, 430. statistics relating to teachers in, 453. statistics of normal schools in, 456. statistics of secondary schools in, 496, 498, 500, 502, 506, 512-516. statistics of colleges of liberal arts in, 664, 683, 699. statistics of undergraduate -work of colleges in, 666. statistics of college attendance in, 732. statistics of business colleges in, 802. statistics of Indian education in, 868. statistics of libraries in, 912, 922. Montfort, R. V. K., city superintendent, New- burg, N. Y., 324. .^.Montgomery, Alas., notes from school report of, 246. common school statistics of, 274, 284, 294, 312, 332, 352, 372. teachers’ meetings in, 408. Moody, Silas W., superintendent of public instruc¬ tion of Idaho, 93. extracts from report of, 127. quoted, 209. Moonlight, Thomas, Governor of Wyoming, ex¬ tracts from report of, 172. Moore, J. K., city superintendent, Conshohocken, Pa., 326. Moore, John, city superintendent, Crookston, Minn., 320. Moore, H. T., city superintendent, Yicksburg, Miss., 320. Mooty, A. P., city superintendent, Columbus, Ga., 314. Moral training, attention to, in common schools, 197, 199. discussion relating to, 201. in elementary schools of London, England, 981. Moravian Seminary for Young Ladies, statistics of, 652. Moravian Theological Seminary, statistics of, 744. Morgan, Benj. S., State superintendent of free schools of West Virginia, 93. quoted, 194. Morgan, B. S., mentioned, 896. Morgan, T. J. , mentioned, 894, 896. Moriarty, D. P., city superintendent, Oconto, Wis., 330. Mormons, trouble caused in schools of Idaho by, 128. Morrill, Hon. Justin S., mentioned, 710. Morris, F. &,, city superintendent, Easthampton, Mass., 318. Morris, J. O;, chairman city school committee, Melrose, Mass. , 318. Morrison, W. S., city superintendent, Greenville, S. 0., 328. Morristown, N. J.,. notes from school report of, 264. Morss, C. H., city superintendent, Portsmouth, N. H., quoted, 240, 322. Moses, E. P., citv superintendent, Raleigh, H. C., • 324. Mt. Carroll (Ill.) Seminary, statistics of, 646. Mt. Holyoke Female- Seminary, statistics of, 648. Mt. Pleasant. Iowa, common school statistics of, 276, 286, 298; 316, 336, 356, 376. Mt. St. Mary’s Ecclesiastical Seminary, statistics of, 742. Mt. Vernon, Ohio; common schcol statistics of, 281, 291, 301, 324, 346, 366, 386. Mowry, D'r. W. A., mentioned, 895. Muncie, Indiana, common school statistics of, 275, 285, 295, 314, 334, 354, 374. Municipal appropriations to schools for the blind, statistics of, 845, 848, 848. Murnhy, R. J., city superintendent Grand Island, Nebr., 322. Murray, Robert, Jr., eity superintendent, Cum¬ berland, R. I., 326. Muscatine, Iowa, no recess plan in, 231. notes from school report of, 253. common school statistics of, 276, 286, 296, 316, f 336, 356, 376. > Museum, of the Bureau of Education, 12. formation of, in Argentine Republic, 997. Museum of Industrial and Technical Education, provision for accommodation of, 791. Music, discussion relating to study of, 237. introduction of study of, in Enfield, Conn., 247. introduction of study of, in Meriden, Conn., 248. new system of, M Portland-, Me., 255. beneficial effects of study of, in Rockland, Mass., 259. new method of teaching, in West Springfield, Mass., 261. instruction in, wanted in Weymofitb, Mass., 261. special instruction in, resumed in St. Paul, Minn., 263. introduction of study of, in SomerswOrth, N, H., 264. stricken from course of study in Harf isburg, Pa., 268. introduction of, in Rutland, V t., 271. study of, in schools for the blind, 788. taught in Alabama Academy for the Blind, 841. in Perkins’ Institute for the Blind, 843; in Pennsylvania Institution for the Blind, 843. See also Vocal Music and Singing. KT. Nanticoke, Pa., common school statistics of, 282, 291, 302, 326, 346, 366, 388. training of teachers in, 442. Napa College (Cali), physical training at, 663. Hash, L. P., city superintendent, Hingham, Mass. , 318. Nashotah (Wis.) House, statistics' of, 746. Nashua, N. H.; common school statistics Of, 279, 289, 299, 322; 342, 362, 382. Nashville, Tenn., notes from school report of; 270. training of teachers in, 444. Nashville (Tenn.) College for young ladies; sta¬ tistics- of, 652. Nashville (Tenn.) Medical College, statistics of matriculates and graduates of, 1026. Nashville Normal College course' of study, 398. gymnasium at, 402. Nashville (Tenn.) Seminary for Young Ladies, statistics of- 652. Natchez, Miss., common school statistics1 of, 279, 289, 299, 320, 342, 362, 382. National Agricultural School, in Argentine Re¬ public; 993. National aid to education, arguments for, 138. National colleges, in' Argentine Republic, 992'. National Council of Education, extracts from re¬ port of committee on pedagogics, 196. report of committee on educational statistics, 207. National Deaf-Mute College, admission <3f women to, 820. training of teachers' at, 820; notes from catalogue of, 825; National Educational Association, proceedings of, 26th annual meeting of, 894; National German American Teachers’ Seminary, Milwaukee, Wis., statistics of, 464. National Military College, Argentine Republic, information concerning, 993. National Naval School, Argentine Republic; in¬ formation concerning, 993. National Observatory, Cordoba, Argentine Repub¬ lic. information relatifig to, 996. National support of schools, in Argentine Repub¬ lic, 991. National University, Medical Department, statis¬ tics of matriculates and graduates of, 1024. Natural gas, use of, as fuel in Beaver Falls, Pa., 268, in Lima, Ohio, 268. Naugatuck, Conn. , common school statistics of, 274, 284, 294, 312, 332, 352, 372. Navajo Indians, insufficiency of school accommo¬ dations for, 868, 869. 1144 INDEX. Naval instruction, schools for, in Argentine Re¬ public, 993. Nazareth Academy, statistics of, 652. Nebraska, common school statistics of, 55, 57, 60, 62, 64. 66, 67, 69, 73, 74, 77, 78, 79, 82, 83, 84, 87, 88, 92. notes from reports of cities of, 263. common school statistics of cities of, 279, 289, 299, 305, 306, 307, 322, 342, 362, 382. training of teachers in, 430. statistics of teachers’ institutes in, 454. statistics of normal schools in, 456, 460, 464. statistics of kindergartens in, 467, 480. statistics of secondary schools in, 496, 498, 500, 502, 506, 512-516, 527, 539, 555, 563, 600, 621. statistics of colleges of liberal arts in, 664, 683, 699. statistics of undergraduate work of colleges in, 666. statistics of college attendance in, 732. statistics of schools of theology in, 736, 737, 742. statistics of schools of medicine, of dentistry, and of pharmacy in, 754, 755, 757, 762, 764, 770, 772. statistics of degrees conferred by colleges in, 780. statistics of manual training school in, 794, 795. statistics of business colleges in, 802, 808. increased accommodations for schools for the deaf \n, 820. statistics of schools for the deaf in, 831, 832, 834. statistics of schools for the blind in, 845, 846, 848. institution for feeble-minded, established in, 850. statistics of institutions for the feeble-minded in, 853, 855. statistics of reform schools in, 864, 866. statistics of Indian education in, 868. statistics of education of the colored race in, 880. summer educational assembly in, 899. statistics of libraries in, 912, 922, 928, 948, 962. statistics of educational periodicals in, 974. Nebraska Institute for the Deaf and Dumb, su¬ perintendent of, quoted, 821. notes from catalogue of. 826. Nebraska Institution for Feeble-Minded Touth, notes from catalogue of, 852. Nebraska State Normal School, information con¬ cerning, 430. statistics of, 460. Nebraska State Reform School, industrial train¬ ing in, 789. change suggested in name of, 819. results of training in, 857. Nebraska State Teachers’ Association, meeting of, 431. Nebraska State Teachers’ Reading Circle, infor¬ mation concerning, 431. Necrology, 888-893. Needham, Mass., notes from school report of, 259. common school statistics of, 278, 287, 298, 318, 336, 360, 380. Neely, B., city superintendent, Rome, Gra., 314. Neely, E. B., city superintendent, St. .Joseph, Mo., 322. Negaunee, Mich., common school statistics of, 278, 288, 298, 320, 340, 360, 380. Neenah, Wis., notes from school report of, 272. common school statistics of, 283, 293, 303, 330, 350, 370, 392. Neighbours, F. F., city superintendent, Freder¬ ick, Md., 318. Nelson, David M., superintendent Jasper County, Ind., schools, quoted, 181-186. Nelson, T. N., State superintendent of public in¬ struction of Michigan, extracts from report of, 144. quoted, 209, 217, 219. Netherlands, statistics of educational periodicals in, 978. comparative statistics of elementary educa¬ tion in, 1000, 1002, 1004. Nevada, common school statistics of, 55, 58, 60, C2, 64, 66, 68,70, 73, 75, 77, 78,79, 82, 83. 84, 87, 88, 93. extracts from report of State superintendent, 150. common school statistics of cities of, 279, 289, 299, 322, 342, 362, 382. training of teachers in, 431. statistics relating to teachers in, 453. statistics of teachers’ institutes in, 454. statistics of kindergartens in, 467, 480. statistics of secondary schools in, 496, 498, 500, 502, 506, 512-516, 515, 555, 563. statistics of colleges for women in, 644, 650. statistics of colleges of liberal arts in, 664, 683, 699. statistics of undergraduate work of colleges in, 666. statistics of college attendance in, 732. statistics of Indian education in, 868. st atistics of libraries in, 922, 962. „ New Albany, Ind., common school statistics of, 275, 285, 295, 314, 334, 354, 376. New Bedfoid, Mass., system of promotion in, 244. success of evening schools in, 245. common school statistics of, 278, 287, 298, 318, 338, 360, 380. training of teachers in, 425. Newberne, N. C., common school statistics of, 280, 290, 300. 324, 344, 364, 386. Newberne (N. C.) State Normal School, statistics of, 460. New Britain, Conn., notes from school report of, 248. teachers’ meetings at, 412. common school statistics of, 274, 284,294,312, 332, 352, 372. New Brunswick, comparative statistics of ele¬ mentary education in, 1000, 1002, 1004. New Brunswick, N. J., common school statistics of, 280, 289, 300, 322, 342, 362, 384. New Castle, Del., common school statistics of, 274 284,294,312,332,352, 372. New Castle, Pa., notes from school report of, 268. common school statistics of, 282, 291, 302, 326, 346, 366, 388. New England Association of Colleges and Pre¬ paratory Schools, work of commission estab¬ lished by, 509. New England industrial School for Deaf-Mutes, State aid to, 820. notes from catalogue of, 826. New Hampshire, common school statistics of, 54, 57, 59, 62, 64, 65, 67, 69, 72, 74, 76, 78, 79, 81, 83, 84. 86, 88, 91. extracts from report of State superintendent, 151. notes from reports of cities of, 263. common school statistics of cities of, 279, 289, 299, 305, 306, 307, 322, 342, 362, 382. large high school enrolment in cities of, 304. first teachers’ institute in, 403. training of teachers in, 431. statistics relating to teachers in, 453. statistics of teachers’ institute in, 454. statistics of normal schools in, 456, 460. statistics of secondary schools in, 496, 498, 500, 502, 504, 512-516, 527, 528, 539, 546, 549, 572, 583, 600,621,622, 629. statistics of colleges for women in, 644, 650. statistics of undergraduate work of colleges in, 666. statistics of colleges of liberal arts in, 664, 684, 699. statistics of schools of science in, 708, 716, 718, 725, 726, 728. notes from catalogue of schools of science in, 721. statistics of college attendance in, 731, 734. statistics of schools of medicine, of dentistry, and of pharmacy in, 754, 757, 762, 770. statistics of degrees conferred by colleges in, 780. statistics of business colleges in, 802, 808. pupils from, in American Asylum for the Deaf, 824. statistics of reform schools in, 866. INDEX. 1145 New Hampshire— Continued. summer educational assemblies in, 899. statistics of libraries in, 903, 913, 917, 922, 926, 931, 936, 941-948, 954, 962, 970, 972. New Hampshire College of Agriculture and Me¬ chanic Arts, statistics of, 710, 716, 718. New Hampshire Conference Seminary and Female College, statistics of, 650. New Hampshire State Normal School, informa¬ tion concerning, 431. statistics of, 460.’ New Hampshire State Teachers’ Association, meeting of, 432. New Haven, Conn., supplementary reading in, 236. notes from school report of, 248. common school statistics of, 274, 284, 294, 312, 332, 352, 372. teachers’ meetings at, 412. manual training in, 782, 784. New Jersey, common school statistics of, 54, 57, 59, 62, 64, 65, 67, 69, 72, 74, 76, 78, 79, 81, 83, 84, 88, 88, 91. changes in school law of, 152. notes from reports of cities of, 264. common school statistics of cities of, 279, 289, 299, 305, 306, 307, 322, 342, 362, 384. training of teachers in, 432. teachers’ associations in, 433. statistics relating to teachers in, 453. statistics of normal schools in, 456, 460, 464. statistics of kindergartens in, 467, 480. statistics of secondary schools irt, 496, 498, 500, 502, 504, 512-516, 528,-539, 555, 563, 572, 583, 602, 622, 629. statistics of colleges for women in, 644, 650. statistics of colleges of liberal arts in, 664, 684, 699. statistics of undergraduate work of colleges in, 666. statistics of schools of science in, 708, 716, 718, 725, 726, 728. notes from catalogue of schools of science in, 722. statistics of college attendance in, 731, 734. statistics of schools of theology in, 736, 737, 742, 744. statistics of degrees conferred by colleges in, 780. statistics of business colleges in, 802, 808. statistics of nurses’ training schools in, 814, 816. statistics of schools for the deaf in, 830, 832, 836.. statistics of reform schools in, 866. statistics of education of the colored race in, 880. summer educational assemblies in, 899. ^atistics of libraries in, 903, 913, 917, 922, 926, 928, 931, 936, 941, 948, 954, 962, 970, 972. statistics of educational periodicals in, 974. New Jersey Council of Education, information concerning, 433. New Jersey School for Deaf-Mutes, notes from catalogue of, 826. New Jersey State Normal School, information concerning, 432. statistics of, 460. New Jersey State Reform School, results of train¬ ing in, 857. notes from catalogue of, 862. New London, Conn., notes from school report of, 248. common school statistics of, 274, 284, 294, 312, 332, 352, 372. New Market (Va.) Polytechnic Institute, statis¬ tics of, 726, 728. New Mexico, common school statistics of, 55, 58, 60, 62, 64, 66, 68, 69, 73, 75, 77, 78, '79, 82, 83, 81, 87, 88, 92, 153. extracts from educational report, 153. educational association in, 433. educational awakening in, 433. statistics of kindergartens in, 467, 481. statistics of secondary schools in, 496, 498, 500, 502, 506, 512-516, 547, 549, 572, 583, 602, 622. statistics of colleges of liberal arts in, 664, 684, I 699. ! New Mexico — Continued. statistics of undergraduate work of colleges iu, 666, statistics of college attendance in, 732. statistics of business colleges in, 802. statistics of schools for the deaf in, 831, 832. 836. statistics of Indian education in, 868. statistics of libraries in, 922, 948. New Orleans, La., notes from school report of, 254. common school statistics of, 276, 286, 296, 316, 336. 356, 378. New Orleans Normal School, infoimation concern¬ ing, 420. New South Wales, comparative statistics of ele¬ mentary education in, 1000, 1002, 1004. New York, common school statistics of, 54, 57, 59, 62, 64, 65, 67, 69, 72, 74, 76, 78, 79, 81, 83, 84, 86, 88, 91. extracts from report of State supei intendent, 155. notes from reports of cities of, 264-267. common school statistics of cities of, 280, 289, 300, 305, 306, 307, 322, 344, 364, 384. large enrolment in cities of, 304. first teachers’ institute in, 403. training of teachers in, 433. statistics relating to teachers in, 458. statistics of teachers’ institutes in, 454. statistics of normal schools in, 456, 460. statistics of kindergartens in, 467, 481, 482. statistics of kindergarten training schools in, 467, 493. statistics of secondary schools in, 496, 498, 500, 502, 504, 512-516, 528, 529, 540, 547, 549, 556, 557, 563, 564, 574, 583, 584, 602, 604, 622, 623, 624, 629. statistics of colleges for women in, 644, 650. statistics of colleges of liberal arts in, 664, 684, 700. statistics of undergraduate work of colleges in, 666. statistics of schools of science in, 708, 716, 718, 725, 726, 728. notes from catalogue of schools of science in, 722. statistics of college attendance in, 731, 734. statistics of schools of theology in, 736, 737, 744. statistics of schools of law in, 749, 750, 752. statistics of schools of medicine, of dentistry, and of pharmacy in, 754, 755, 756, 757, 758, 759, 762, 764, 766, 768, 770, 772, 774. statistics of degrees conferred by colleges in, 780. statistics of manual training schools in, 794, 795. stat istics of industrial schools in, 796, 797, 798, 799, 800. statistics of business colleges in, 802, 808, 810. statistics of nurses’ tiaining schools in, 814, 816. statistics of ’schools for the deaf in, 830, 832, 836. statistics of schools for the blind in, 844, 848. statistics of institutions for the feeble-minded in, 853, 855. statistics of reform schools in, 866. statistics of Indian education in, 868. school accommodations for Indians in, 869. expenditure of, for Indian schools, 870. statistics of education of the colored race in, 880. summer educational assemblies in, 898, 900. statistics of libraries in, 903, 913, 914, 917, 922, 926, 928, 930, 931, 937, 938, 941, 948, 950, 954, 962, 964, 970, 972. statistics of educational periodicals in, 974. New York City, discipline of schools in, 228. supplementary reading in, 237. evening schools in, 245. notes from school report of, 265. common school statistics of, 280, 290, 300, 324, 344, 364, 384. secondary instruction in, 518. manual training in, 783, 784, New York City Normal College, popularity of, 266. information relating to, 517. 1146 INDEX, New York (N. Y.) Homoeopathic Medical Col¬ lege. statistics of matriculates and gradu¬ ates of, 1026. Hew York House of Refuge, agricultural train¬ ing in, 789. classification of inmates of, 856. results of training in, 857. notes from catalogue of, 862 . Hew York Institution for the Education of the Deaf and Dumb, superintendent of, quoted, 821. Hew York Medical College and Hosifital for Wo¬ men, statistics of matriculates and gradu¬ ates of, 1024. Hew York State Asylum for Idiots, notes from catalogue of, 852. Hew York State Custodial Asylum for Feeble- Minded Women, notes from catalogue of, 852. Hew York State Institution fox the Blind, study of piano tuning in, 788. address issued by, 819. notes from catalogue of, 843. Hew York State Reformatory, notes from cata¬ logue of, 862. Hew York system of printing for the blind, 838. Hew Zealand, statistics of educational periodicals in, 976. comparative statistics of elementary educa¬ tion in, 1000, 1002, 1004. Newark, N.J., common school statistics of, 279, 289, 300, 322, 342, 362, 384. Hewark, Ohio, common school statistics of, 281, 291, 301, 324, 346, 366, 386. teachers’ meeting in, 439. Hewark (H. J.) Citv Home, notes from catalogue of, 862. Hewark City Normal and Training School, infor¬ mation concerning, 432. Hewark (H. J.) Normal School, statistics of, 460. Hewark (N. J.) Technical School, statistics of, 726, 728. notes from catalogue of, 722. Hewburg, H. Y., notes from school report of, 266. common school statistics of, 280, 290, 300, 324, 344, 364, 384. teachers’ meetings in, 436. manual training in, 782. Hewburyport, Mass., notes from school report of, '259. common school statistics of, 278, 287. 298, 318, 338, 360, 380. Hewell, M. A., State superintendent of public instruction of Maryland, 93. extracts fro in report of, 141 . mentioned, 895, 896. Hewlin, J. W., city superintendent, Millville, H. J., 322. Hewport, Ky., notes from school report of, 254. common school statistics of, 276, 286,296,316, 336, 356, 376. Hewport, R. I., admission fee in evening schools of, 246. notes from school report of, 269. common school statistics of, 282, 292, 302, 326, 348, 368, 388. training of teachers in, 443. Hewspaper press, safeguards to, in Argentine Re¬ public, 997. Hewton, Hans., common school statistics of, 276, 286, 296, 316, 336, 356, 376. Hewton, Mass., common school statistics of. 278, 287, 298, 318, 340, 360, 380. Hewton Theological Institution, statistics of, 742. Niagara University, physical training at, 663. Medical Department of, statistics of matricu¬ lates and graduates of, 1024. Hiantio, Conn., summer school at, 412. Nicaragua, comparative statistics of elementary education in, 1000, 1002, 1004. Night schools, law concerning, in Kentucky, 139. success of, in Washington, D. C.r 249. in Oshkosh, Wis., 272. See also Evening schools. Nightingale, A. F., mentioned, 895. Niles, Mieh., common school statistics of, 278, 288, 298, 320, 340, 360, 380. No-reces§ plan, advisability of, 231. satisfactory in Canton, Mass., 256. adoption of, in Haverhill, Mass., 258. adopted in Waltham, Mass., 260. adoption of, in Saratoga Springs, H. Y., 266. Norfolk, Va,, common school statistics of, 283. 293, 303, 328, 350, 370, 390. Normal and Agricultural Institute, Hampton, Va., information, relating to, 447. Normal class, Chicago (HI.) Free Kindergarten Association, statistics of, 491. Normal College of Hew York City, information concerning, 434. Normal Department of Girls’ High School, San Francisco, Cal., statistics of, 458. Normal Department of the High School, Daven¬ port, Iowa, statistics of, 458. Normal institutes, suggestions relating to, in Hew York, 434. Normal Kindergarten Training School, Philadel¬ phia, Pa., statistics of, 493. Normal School, Richland Springs, Tex., statistics of, 464. Normal school diplomas, substitutes for teachers’ certificates in Missouri, 149. Normal schools, increased appropriations for, in Minnesota, 146. law relating to, in West Virginia, 169.- public, province and importance of, 396. new, establishment of, 397. necessity for, 397. course of fctudy, 397. training schools in, 400. 4 physical training at, 401. manual training at, 401. descriptions of, in the various States, 407- 451. course of study, in Alabama, 407. new laws relating to, in California, 409. hill for, defeated, in Delaware, 413. no organic connection of public school system with, 433. important results of, in West Virginia, 449. steady advance of, in Wisconsin, 449. need of, in Wyoming, 451. aid from Peabody fund to, 451. number of graduates of, employed in teach¬ ing, 452. statistics of employment as teachers of pu¬ pils of, 453. private, difficulties in classification of, 455. remarks upon statistics of, 455. statistics of, 456-465. in Argentine Republic, information relating to, 991. in foreign countries, statistics of, 1002. Normal training, general recognition of impor¬ tance of, 396. - class at Rochester, H. Y., 399. results of, in Pennsylvania, 440. at Industrial Institute and College for Wo¬ men, 721. for the colored race, 877-879, 881. in Jews’ Free School, London, 981. See also Normal schools. Normal Training and Practice Class, Portland, Me., statistics of, 458. Normal Training School, Paterson, H. J., informa¬ tion concerning, 433. statistics of, 460. Normal Training School for Kindergartnere, Phil¬ adelphia, Pa., statistics of, 493. Norris, John O., mentioned, 897. Nokristown, Pa., notes from school report of, 268. common school statistics of, 282. 291, 302,326, 348, 368, 388. teachers’ institutes in, 442. North Adams, Mass., notes from school report of, 259. common school statistics of, 278, 287, 298, 318, 340, 360, 380. training school at, 424. North Brookfield, Mass., notes from school report of, 259 common school statistics of, 278, 288, 298, 318, 340, 360, 380. INDEX, 1147 North Carolina, common school statistics of, 54, 57, 59, 62, 64, 65, 67, 69, 72, 74, 76,78,79, 81, 83, 84, 86, 88, 91. notes from reports of cities of, 2C7. common school statistics of cities of, 280, 290, 800, 305, 307, 324, 344, 364, 386. aid from Peabody fund to education in, 451. statistics relating: to teachers in, 453. statistics of teachers’ institutes in, 454. statistics of normal schools in, 456, 460. statistics of kindergartens in, 467, 483. statistics of secondary schools in, 496, 498, 500, 502, 504, 512-516, 529, 540, 547, 549, 557, 504, 574, 576, 584, 604, 606, 624, 625, 629. statistics of colleges for -women in, 644, 650, 652. statistics of colleges of liberal arts in, 664, 685, 700. statistics of undergraduate -work of colleges in, 066. statistics of college attendance in, 731, 734. statistics of schools of theology in, 736, 737, 744. statistics of schools of law in, 749, 750, 752. statistics of schools of medicine, of dentistry, and of pharmacy in, 754, 757, 762, 770, 774. statistics of degrees conferred by colleges in, 780. statistics of business colleges in, 802. statistics of schools for the deaf in, 830, 832, 836. statistics of schools for the blind in, 844, 848. statistics of Indian education in, 868. statistics of education of colored race in, 874, - 875, 878, 879, 880. statistics of libraries in, 917, 923, 926, 930, 941, 950, 954, 964. statistics of educational periodicals in, 974. North Carolina Institution for the Deaf and Dumb and the Blind, notes from catalogue of, 828, 843. North Carolina Teachers’ Assembly, annual meet¬ ing of, 437. North Georgia Agricultural College, statistics of, 710, 716, 718. equipment of, 712. Northampton, Mass., notes from school report of, 259. common school statistics of, 278,287,298,318, 340, 360, 380. Northbridge, Mass., notes from school report of, 25g common school statistics of, 278, 288, 298, 318, 340, 360, 380. North-eastern Mississippi Teachers’ Association, meeting of, 428. Northern Illinois High Sohool Teachers’ Associa¬ tion, meeting of, 416. Northern Illinois Normal School, Dixon, III., sta¬ tistics of, 464. Northern Illinois Teachers’ Association, meeting of, 416. Northern Indiana Normal School, Valparaiso, Ind., statistics of, 464. Northern Indiana Teachers’ Association, meeting of, 417. Northern New York Institution for Deaf-Mutes, notes from catalogue of, 827. North-western Kansas Teachers’ Association, meeting of, 419. North-western Medical College of St. Joseph, Mo., statistics of matriculates and grad¬ uates of, 1026. North-western Normal and Collegiate Institute, Wans eon, Ohio, statistics of, 464. North-western Ohio Medical College, statistics of matriculates and graduates of, 1026. North-western University, notes from catalogue of, 672. physical training at, 663. Norwalk, Conn., common school statistics of, 274, 284, 294, 312, 332, 352, 372. Norwalk, Ohio, common school statistics of, 281, 291, 301, 324, 346, 366, 386. teachers’ meetings in, 439. Norwegian and Danish Theological School, sta¬ tistics of, 740. Norwegian Augustana Seminary, statistics of, 740. Norwegian Luther College, physical training at, 663. Norwich, Conn., notes from school report of, 24^. common school statistics of, 274, 284, 29 i, 312, 332, 352, 372. teachers’ meetings in, 412. Norwich University, notes from catalogue of, 723. statistics of, 726, 728. Nova Scotia, comparative statistics of elementary education in, 1000, 1002, 1004. Nurses’ training schools, statistics of, 814-817. memoranda relating to, 817. ©. Oakland, Cal., commonschoolstatisti.es of, 274, 2S4, 294, 312, 332, 352, 372. Oherlin College, physical training at, 663. notes from catalogue of, 673. Obituary list of notable educators, 888-893. Objects of education, 187. Observatory practice, students in, in land-grant colleges, 709. Occupations of deaf-mutes, 788. O’Connor, Joseph, deputy city superintendent, San Francisco, Cal., quoted, 230. Oconto, Wis., common sebool statistics of, 283, 293, 303, 330, 350, 370, 392. Officers of school boards, statistics of expendi¬ tures for salaries of, in cities, 372-393. of reform schools, statistics of, 863-887. Ogden, Utah, common school statistics of, 283, 292, 303, 328, 348, 368, 390. Ogdensburg, N. Y., common school statistics of, 280, 290, 300, 324, 344, 364, 384. Ogontz (Pa.) School for Young Ladies, statistics , of, 652. Ohio, common school statistics of, 55, 57, 60, 62, 64, 66, 67, 69, 72, 74, 76, 78, 79, 81, 83, 84, 87, 88, 91. notes from reports of cities of, 267. common school statistics of cities of, 280, 290, 301, 305, 306, 307, 324, 344, 364, 386. large number of sittings in cities of, 304. first teachers’ institute in, 403. training of teachers in, 438. statistics relating to teachers in, 453. statistics of teachers’ institutes in, 454. statistics of normal schools in, 457, 460, 464. statistics of kindergartens in, 467, 483, 484. statistics of kindergarten training schools in, 467, 493. statistics of secondary schools in, 496, 498, 500, 502, 504, 512-516, 529, 530, 540, 541, 557, 564, 576, 584, 585, 606, 625, 629. statistics of colleges for women in, 644, 652. statistics of colleges of liberal arts in, 664, 685, 686, 701. statistics of undergraduate work of colleges in, 666. notes from catalogues of colleges of, 673. notes from catalogue of schools of science in, 722. statistics of college attendance in, 732, 734. statistics of schools of theology in, 736, 737, 744. statistics of schools of law in, 749, 750, 752. statistics of schools of medicine, of dentistry, and of pharmacy in, 754, 755, 756, 757. 758, 762, 764, 766, 768, 770, 772, 774. statistics of degrees conferred by colleges in, 780. statistics of manual training school in, 794, 795. statistics of industrial schools in, 796, 798, 800. statistics of business colleges in, 803, 810, 812. statistics of schools for the deaf in, 831, 832, 836. statistics of schools for the blind in, 844, 848, 848. statistics of institutions for the feeble-minded in, 853, 855. statistics of reform schools in, 864, 866, statistics of education of the colored race in, 880. summer educational assemblies in, 900. statistics of libraries in, 903, 914, 917, 923, 930, 938, 950, 954, 964. statistics of educational periodicals in, 974, 976. 1148 INDEX. Ohio Industrial School, manual training in, 789. classification of inmates of, 856. system of management in, 857. Ohio Institution for the Education of the Deaf and Dumb, notes from catalogue of, 828. Ohio Institution for Feeble-Minded Youth, notes from catalogue of, 852. Ohio State University, admission requirements of, 633. 637. physical training at, 663. statistics of, 710. equipment of, 715. statement concerning, 720. Ohio Teachers’ Beading Circle course of reading, 405. Oil City, Pa., common school statistics of, 282, 291, 302, 326, 348, 368, 388. Oldham, R. E.,city superintendent, Jefferson City, Mo. , 320. Olean, N. Y., common school statistics of, 280, 290, 300, 3:’ 4, 344, 364, 384. Omaha, Nebr., notes from school report of, 263. common school statistics of, 279, 289, 299, 322, 342, 862, 382. manual training in, 783, 784. Omaha (Nebr.) Medical College, statistics of ma¬ triculates and graduates of, 1026. Ontario, comparative statistics of elementary ed¬ ucation in, 1000, 1002, 1004. Optical affections, extent of, among school chil¬ dren in Kansas City, Mo., 263. in Columbus, Ohio, 268. in Memphis, Tenn., 270. Oral department of the public schools for the instruction of deaf-mutes, La Crosse, Wis., statement concerning, 830. Oral method of instruction to deaf-mutes, 821,823. in Whipple’s Home School for Deaf-Mutes, 825. Oral School for the Deaf, Cincinnati, Ohio, notes from catalogue of, 828. Orange, N. J., evening schools, unsuccessful in, 245. notes from school report of, 264. common school statistics of, 280, 289, 300, 322, 342, 362, 384. Ordway, J. M., mentioned, 896. Oregon, common school statistics of, 55, 58, 60, 62, 64, 66, 68, 70, 73, 75, 77, 78, 79, 82, 83, 84, 87, 88, 92, 157. statement of educational progress in, 157. changes in school law of, 158. notes from reports of cities of, 268. common school statistics of cities of, 281, 291, 301, 305, 306, 326, 346, 366, 386. training of teachers in, 439. statistics of teachers’ institutes in, 454. statistics of normal scheols in, 457, 460. statistics of kindergartens in, 467, 485. statistics of kindergarten training schools in, 467, 493. statistics of secondary schools in, 496, 498, 500, 502, 506, 512-516, 530,' 541, 576, 585, 606, 625. statistics of colleges for women in, 644, 652. statistics of colleges of liberal arts in, 664, 687, 701, 702. statistics of undergraduate work of colleges in, 666. statistics of schools of science in, 708, 716, 718. statistics of college attendance in, 732. statistics of schools of law in, 749, 750, 752. statistics of schools of medicine, of dentistry, and of pharmacy in, 754, 757, 762, 772. statistics of degrees conferred by colleges in, 780. statistics of business colleges in, 803, 812. increased facilities of schools for the deaf in, 820. statistics of schools for the deaf in, 831, 832, 836. statistics of schools for the blind in, 845, 846, 848. statistics of Indian education in, 868. summer educational assembly in, 900. statistics of libraries in, 923, 950, 964. Oregon Kindergarten Training School, Portland, Oregon, statistics of, 493. Oregon School for the Education of Deaf-Mutes, notes from catalogue of, 828. Oregon State Agricultural College, statistics of, 710, 716, 718. Oregon State Normal School, Monmouth, Oregon, statistics of, 400. Organization, lack of uniformity in, in Texas, 165. Orientation of school bouses, remarks relating to, 204. Orr, Gustavus J., State school commissioner of Georgia, referred to, 68. quoted, 209. Oskaloosa, Iowa, notes from school report of, 253, common school statistics of, 276, 286, 296, 316, 336, 356, 376. professional reading among teachers of, 418. industrial exhibit in, 7S6. Oshkosh, Wis., system of examinations in, 243. success of evening school in, 246. notes from school report of, 272. common school statistics of, 283, 293, 303, 330. 350, 370, 392. Oswego, N. Y., teachers’ meetings in, 436. Oswego (Kans.) College for Young Ladies, statis¬ tics of, 646. Ottawa, Ill., common school statistics of, 275, 285, 295, 314, 334, 354, 374. Ottawa, Kans., notes from school report of, 254. common school statistics of, 276, 286, 296, 316, 336, 356, 376. Ottumwa, lowa, notes from school report of, 253. common school statistics of, 276, 286, 296, 316, 336, 356, 376. Owego, N. Y., common school statistics of, 280, 290, 300, 324, 344, 364, 384. Owensborough, Ky., notes from school report of, 254. common school statistics of, 276, 286, 296, 316, 336, 356, 376. Out-buildings, instructions relating to, 206. Oxford (Ohio) Female College, statistics of, 652. P. Pacific Kindergarten Normal School, San Fran¬ cisco, Cal., statistics of, 491. Pacific Methodist College, physical training at, 663. Pacific Theological Seminary, statistics of, 740. Packer Collegiate Institute, statistics of, 650. Padelford, A. J., city superintendent, Calais, Me., 316. Paducah, Ky., notes from school report of, 254. common school statistics of, 276, 286, 296, 316, 336, 356, 376. Page, R. S., city superintendent, Ironton, Ohio, 324. Palestine, Tex. , notes from school report of, 271. common school statistics of, 283, 292, 303, 328, 348, 368, 390. Palmer, Solomon, State superintendent of educa¬ tion of Alabama, 93. extracts from report of, 94. mentioned, 896. Pardee Scientific^Department of Lafayette Col¬ lege, notes from catalogue of, 723. statistics of, 726, 728. Paris, Ill., common school statistics of, 275, 285, 295, 314, 334, 354, 374. Parker, Francis W., mentioned, 895, 896. Parker, Frank W., superintendent Sierra County N. Mex., quoted, 153, 154. Parker, H. M., city superintendent, Elyria, Ohio, 324. Parkersburg (W. Ya.) Seminary, statistics of, 654. Parochial schools, in Wyoming, 171. public schools injured by, in New Britain, Conn., 248. public schools injured by, in Rockville, Conn., 248. public schools injured by, in Quincy, Ill., 251. reduce public school attendance in Fitchburg, Mass., 257. public sebools injured by, in Gloucester, Mass., 257. reduce public school attendance in Lee, Mass., 258. in North Adams, Mass., 259. in Keene, N. H., 264. INDEX, 1149 Parochial schools— Continued. proposition from, in Woonsocket, R. I., 270. reduce public school attendance in Racine, Wis. ,272. See also Private schools. Parr,S. S., mentioned, 896. Parsons, W. W., mentioned, 895. Parsons, Kang. , common school statistics of, 276, 286, 296, 316,336,356, 376. Parson’s College, physical training at, 663. Paterson, N. J., need of corporal punishment in, 228. Pathology, instruction in, at Johns Hopkins Uni¬ versity, 672. Patterson , B. F., city superintendent, Pottsville, Pa., 326. Patterson, Calvin, city superintendent, Brooklyn, N. Y., 322. Patterson, James W., State superintendent of pub¬ lic instruction of Hew Hampshire, 93. extracts from report of, 151. Pawtucket, R. I., notes from school report of, 270. common school statistics of, 282, 292, 302,326, 348, 368, 388. training of teachers in, 443. Pay of teachers. See Teachers’ salaries. Peabody, Mass., notes from school report of, 259. common school statistics of, 278,288, 298, 318, 34.0, 360, 380. Peabody fund, aid to Nashville Normal College from, 444. aid to Sam Houston Normal Institute from, 445. aid from, to normal schools, 451. statistics of appropriations from, for teachers’ institutes, 454. aid to normal schools from, 455. Peabody normal scholarships, in Alabama, 407. in Arkansas, 409. in Georgia, 415. healthy educational sentiment created by, in North Carolina, 437. in South Carolina, 443. in Texas, 445. in Virginia, 447. in West Virginia, 449. See also Peabody fund. Peabody Normal School, New Orleans, La., sta¬ tistics of, 458. Pearsall, H. L., county superintendent, Cameron County, Pa., quoted, 202. Pease, A. F.’ city superintendent, Pawtucket, R. I., quoted, 225, 326. Peck, E.J., principal of city high school, Owego, N. Y., 324. Peebles, G. A., superintendent Marion County, Oregon, 326. Peet, Isaac L., quoted, 823. Pekin, Ill., common school statistics of, 275, 285, 295, 314, 334, 354, 374. Penmanship, good results of special instruction in, in Utica, N. Y., 267. Pennsylvania, common school statistics of, 54, 57, 59, 62, 64, 65, 67, 69, 72, 74, 76, 78, 79, 81, 83, 84, 86, 88, 91. changes in school law of, 158. extracts from report of State superintendent, 158. reports of county superintendents on temper¬ ance instruction, 216. ' notes from reports of cities of, 268. common school statistics of cities of, 281, 291, 301, 305, 306, 307, 326, 346, 366, 386. training of teachers in, 440-442. statistics relating to teachers in, 453. statistics of teachers’ institutes, 454. statistics of normal schools in, 457, 460, 462, 464. statistics of kindergartens in, 467, 485, 486. statistics of kindergarten training schools in, 467, 493. statistics of secondary schools in, 496, 498, 500, 502, 504, 512-516, 530, 531, 541, 557, 558, 564, 565, 576, 585, 606, 608, 625, 626, 629. statistics of colleges for women in, 644, 652. statistics of colleges of liberal arts in, 664, 687, 702, statistics of undergraduate work of. colleges in, 666. Pennsylvania — Contin u ed. notes from catalogues of colleges of, 673. statistics of schools of science in, 708, 709, 716, 718, 725, 726, 728. notes from catalogue of schools of science in, 723. statistics of college attendance in, 731, 734. statistics of schools of theology in, 736, 737, 744, 746. statistics of schools of law in, 749, 750, 752. statistics of schools of medicine, of dentistry, and of pharmacy in, 754, 755, 756, 757, 758, 759, 762, 764, 766, 768, 772, 774. statistics of degrees conferred by colleges in, 781. statistics of manual training school in, 794, 795. statistics of industrial schools in, 796, 798, 800. statistics of business colleges in, 803, 8l2. statistics of nurses’ training schools in, 814, 816. increased accommodations for schools for the deaf in, 820. statistics of schools for the deaf in, 830, 832, 838. statistics of schools for the blind in, 844, 848. statistics of institutions for the feeble-minded in, 853, 855. statistics of reform schools in, 866. statistics of education of the colored race in, 880. summer educational assemblies in, 900. statistics of libraries in, 917, 922, 926, 930, 931, 938, 941, 950, 952, 954, 966, 970, 972. ' statistics of educational periodicals in, 976. Pennsylvania College, physical training at, 663. Pennsylvania Institution for the Blind, superin¬ tendent of, quoted, 838. Pennsylvania Institution for the Instruction of the Blind, notes from catalogue of, 843. Pennsylvania Oral School for the Deaf, training of teachers at, 820. notes from catalogue of, 828. Pennsylvania Reform School, notes from catalogue of, 863. Pennsylvania State College, admission require¬ ments of, 639. statistics of, 709, 710, 716, 718. equipment of, 715. Pennsylvania State Normal School, Bloomsburg, Pa., statistics of, 460. Pennsylvania State Normal School, Mansfield, Pa., statistics of, 460. Pennsylvania State Normal School, Millersville, Pa., statistics of, 460. Pennsylvania State normal schools, courses of study, 397. Pennsylvania Training School for Feeble-Minded Children, notes from catalogue of, 852. Pennsylvania Working Home for Blind Men, in¬ formation concerning, 839. Pensions for teachers, recommendation relating to, 212. Peoria, Ill., common school statistics of, 275, 285, 295, 314, 334, 354, 374. Periodicals, educational, for the deaf, 822. See also Educational periodicals. Perkins Institute for the Blind, kindergarten features in, 466. new buildings for, 838. notes from catalogue of, 842. Permanent endowments of secondary schools, 502- 507, 560-566, 580-587, 614-628. of colleges for women, statistics of, 644-655. Permanent funds, statistics of receipts from in¬ terest on, in cities, 352-371. Perry, R. J., city superintendent, Kev West, Fla., 312. Perry, W. S., city superintendent, Ann Arbor, Mich., 320. mentioned, 896. Peru, Ill., notes from school reports of, 251. common school statistics of, 275, 285, 295, 314, 334, 354, 374. Peru, Ind., notes from school report of, 252. common school statistics of, 275, 285, 295, 314, 334, 354, 376. Petersburg, Va., common school statistics of, 283, 293, 303, 328, 350, 370, 390. 1150 INDEX. Petersburg (Va.) Benevolent Mechanics'' Associa¬ tion, use of library of, 941. Pettee, Kev. J. T., acting school visitor, Meriden, Conn., 312. Pharmacy, schools of, statistics of, 754-775. colored students pursuing, 880. Philadelphia, Pa., system of examinations in, 243. success of night schools in, 245. Dotes from school report of, 268. common school statistics of, 282, 291, 302, 326, 348, 368, 388. teachers’ meetings in, 442. kindergartens in, 466. secondary instruction in, 518. instruction in sewing in, 785. Philadelphia (Pa ) House of Befuge, agricultural training in, 789. Philadelphia (Pa.) Industrial Art School, changes in exercises of, 269. Philadelphia (Pa.) Manual Training School, or¬ ganization of, 792. Philadelphia (Pa.) Normal School for Girls, work of, 289. information relating to, 441. statistics of, 460. Philadelphia plan of prison discipline, 857. Philadelphia ( Pa.) Seminary, statistics of, 652. Philadelphia (Pa.) Training School for Ixindergart- ners, statistics of, 493. Philbrick, J. D., quoted, 518. Phillips, G. W., city superintendent, Scranton, - Pa,, 326, Phillips, J. H., city superintendent, Birmingham, Ala,, 312. Phillips Academy, province of, 587. Phillips Academy, Exeter, N. 11., requirements for admission to, 1006. Phillipsburg, N. J., common school statistics of, 280, 289, 300, 322, 342, 362, 384. Philosophy, statistics of degrees in, 777-781. Phcenixviile, Pa., common school statistics of, 282, 291, 302, 326, 348, 368, 388. Physical apparatus, in secondary schools, statis¬ tics of, 534-543, 548-550, 580-567, 580-586, 614- 628. See also Apparatus. Physical laboratories, statistics of work in, in land-grant colleges, 709. See also Laboratories. Physical training, attention to, in common schools, 197. remarks relating to, 227. provision for, in Meridian, Miss., 263. in Jamestown, N. Y., 265. attention to in Shenandoah, Pa., 269. at normal schools, 401. at Nashville Normal College, 444. in Wisconsin State normal schools, 450. statistics of provision for, in secondary schools, 534-543, 548-550, 560-567, 580-586, 614-028. in secondary schools, 567. in colleges of liberal arts, statistics of, 6G3. at Williams College, 673. provision for, at Bucbtel College, 673. in Illinois Institution for the Deaf and Dumb, 826. in London, Eng., 981. good accomplished by, 1010. See also Gymnasiums. Physics, study of, in secondary schools, 495. Physiology, increased attention to, in Mont¬ gomery, Ala., 246. Physiology and hygiene, instruction in, desired in Virginia, 168. See also Temperance instruction. Physio-Medical College of Indiana, statistics of matriculates and graduates of, 1026. Physio-Medical Institute, Chicago, HI., statistics of matriculates and graduates of, 1026. Physio-Medical schools. See Medicine, schools of. Pickard, J. L., mentioned, 894. Pickell, C. W., city superintendent, Ludlngton, Mich., 320. Pickett, Jos. Desha, State superintendent of public instruction of Kentucky, 93. extracts from report of, 136. quoted, 877. Piqua, Ohio, common school statistics of, 281. 291, 301, 324, 346, 366, 386. Pittsburg, Pa.-, common school statistics of, 282, 291, 302, 326, 348, 368, 388, Pittsburg (Pa.) Ecrnale College, statistics of, 652. Pittsfield, Mass., notes from school report of, 259. common school statistics of, 278, 288, 298, 318, 340, 360, 380. Pittston, Pa., common school statistics of, 282, 292, 302, 326, 348, 368, 388. Place, E., city superintendent, Cortland, N. Y., 322. Plainfield, Conn., common school statistics of, 274, 284, 294, 312, 332, 352, 372. Plainfield, N. J., common school statistics of, 280, 289, 300, 322, 342, 362, 384. educational institutions at, 433. Plans of school-houses, instructions relating to, 204, 205. Plastering, instructions relating to, 205. Plattsburg, N. Y., common school statistics of, 280, 290, 300, 324, 344, 364, 384. Plymouth, Ind., notes from school report of, 252. Plymouth, Pa., common school statistics of, 282, 292, 302, 326, 348, 368, 388. district institutes in, 442. Plymouth (N. C.) State Colored Normal School, statistics of, 460. Point system of printing for the blind, 838. Political education, plan lor the promotion of, 19. Poll-tax, amount of, collected in Alabama, 95, 97. Polytechnic School of Washington University, notes from catalogue of, 721. statistics of, 726, 728. Pontiac, Mich., notes from school report of, 262. common school statistics of, 278, 288, 298, 320, 340, 360, 382. Pontotoc, Miss., normal institute at, 428. Population estimated by States, 54. " average to a square mile, by States, 54. proportion of, enrolled, 59. rate of growth of, in the United States, 57. proportion of. in average attendance, 62. school expenditures per capita of, by States, 83. value of school property per capita of, by States, 86. statistics of, in cities, 312-331. proportion of college students to, 730-734. total enrolment in foreign countries com¬ pared to, 998. average per square mile, in foreign countries, statistics of, 1000. total, of foreign countries, statistics of, 1000. ratio of enrolment to, 1004. Population 6 to 14, excess of, in the South, 54. estimated by States, 54. compared with total population, 54. proportion of, enrolled, 59. proportion of, in average attendance, 62. proportion of total enrolment in public and private schools to, by States, 69. school revenue per capita of, by States, 78. school expenditures per capita of, by States, 83. value of school property per capita of, by States, 86. increase in ten years of proportion of enrol¬ ment and expenditures to, 90. increase of, in ten years, by States, 91. ratio of enrolment to, in cities, 274-283, 305,309. assessed value of property per capita of, in cities, 284-293, 306. how determined, 310. statistics of, in cities, 312-331. See also School population. Port Gibson (Miss.) Female College, statistics of, 650. Port Huron, Mich., common school statistics of, 278, 288, 298, 320, 340, 360, 382. Port Jervis, N. Y., common school statistics of, 280, 290, 300, 324, 344, 364, 384. Portage, Wis., common school statistics of, 283, 293, 303, 330, 350, 370, 392. Portland, Conn., notes from school report of, 248. common school statistics of, 274, 284, 294, 312, 332, 352, 372. / INDEX. 1151 Portland, Me., system of promotion in, 244. notes from school report of, 255. common school statistics of, 277, 287, 297, 316, 338, 358, 378. normal class in, 421. manual training wanted in, 782. Portland, Oregon, notes from school report of, 268. common school statistics of, 281, 291, 301, 326, 346, 366, 386. Portsmouth, N. H., common school statistics of, 279, 289, 299, 322, 342, 362, 382. training of teachers in, 431. Portsmouth, Ohio, common school statistics of, 281, 291, 301, 324, 346, 366, 386. Potter, A. W., city superintendent, Wilkesbarre, Pa., 326. Poftsville, Pa., common school statistics of, 282, 292, 302, 326, 348, 368, 388. Poughkeepsie, N. Y., common school statistics of, 280, 290, 300, 324, 344, 864, 384. Powell, Dr. F. M., mentioned, 850. Powell, W. B., superintendent of schools of Dis¬ trict of Columbia, 93. quoted, 123, 124, 176, 229, 312. Powell, W. B., city superintendent, Washington, D. C., mentioned, 896. Practical work in land-grant colleges, 710. Practice of medicine, relation of medical colleges to, 1023. Practice training schools, number of, in public normal schools, 400. Prairie View Normal Institute, information con¬ cerning, 445. statistics of, 463. Pratt, H. A., citv superintendent, Gloversville, N. Y., 322. Prentiss, N. A ., city superintendent, Aurora, Ill., 314. Preparatory departments of colleges for women, statistics of, 644-655. of colleges, 662. of colleges of liberal arts, statistics of, 664, 675-691. in schools of science, 706. of land-grant colleges, statistics of, 708, 716. of schools of science, statistics of, 725, 726. Presidents, names of, of colleges for women, 644-655. of colleges of liberal arts, 675-691. of land-grant colleges, 716. of schools of science, 726. of schools of theology, 740-747. of law schools, 750. of schools of medicine, ete., 760-769. Preston, J. It. , State superintendent of education of Mississippi, 93, extracts from report of, 146. quoted, 213, 214, 219. Primary teachers, discussion relating to salaries of, 223-225. Prince Edward Island, comparative statistics of elementary education in, 1000, 1002, 1004. Principals of high schools, statistics of salaries of, in cities, 332-351. names of, of normal schools, 458-465. of kindergarten training schools, 491-493. of secondary schools, 519-533, 544-547, 551-559, 568-579, 588-613, 629. of business colleges, 804-813. Principalships, advisability of employing women in, 225. Printing, taught at Santa Clara College, 671. Printing for the blind, systems of, 838. Private Institution for the Education of Feeble- Minded Youth, Barre, Mass., notes from catalogue of, 851. Private schools, fragmentary character of sta¬ tistics of, 68. growth of, 68, "statistics of, by States, 69. percentage of increase or decrease of enrol¬ ment in, by States, 88. effect of, upon attendance in Connecticut, 114. defective returns from, in Massachusetts, 143. in New Mexico, 154. public schools injured by, in Greenwich, Conn., 247. Private schools — Continued. public schools injured by, in Norwich, Conn., 248. public schools injured by, in Duluth, Minn., 262. reduce public school attendance in Nashville, Tenn., 270. abandoned in Brenham, Texas, 271. ratio of enrolment in cities, 284-293, 306, 309. patronized least in small cities, 308. statistics of enrolment in, 332-351. for Indians, statistics of, 871-873. See also Parochial schools. Private normal schools, statistics of, 464. Private secondary schools, statistics o f, 500-517, 514-516, 551-628. value of, 587. Productive funds, of colleges for women, statistics of, 645. of universities, statistics of, 658-661. of colleges, 662. of colleges of liberal arts, statistics of, 664, 692-705. income of land- grant colleges from, 707. of land-grant colleges, statistics of, 708,718. of schools of soience, statistics of, 725, 728. of schools of theology, statistics of. 787, 740- 747. of law schools, statistics of, 749, 752. of schools of medicine, etc., statistics of, 757- 759, 770-775. statistics of incomes of libraries from, 932- 940, 942-953, 955-969, See also School fund. Professional education, in Argentine Be public, 994. increasing thoroughness of, 1005. Professional schools in Universities, statistics of, 658-661. statistics of degrees conferred by, 777-78J. for colored race, 879-881. Professors in colleges for women, statistics of, 644-655. in schools of theology, statistics of, 735-737, 740-747. See also Instructors. Professorships. See Endowed professorships. Promotions, discussion relating to, 240. system of, in Lyons, Iowa, 252. system of, in Bichmond, Ind., 252. change in system of, in Haverhill, Mass., 258. change in system of, in Dover, N. H., 263. requirements for, in Brooklyn, N. Y., 264. change in system of, in Cincinnati, Ohio, 267. change in system of, in Oshkosh, Wis., 272. irregularity in, not advisable, 1010. Property, assessed value of, per capita of popula¬ tion 6-14 years, in cities, 284-293, 306, 309. total taxable, in cities, statistics of, 872-393. of land-grant colleges, 707. owned by colored schools, 878-881. Proprietors of circulating libraries, names of, 971-972. Protestant Episcopal Theological Seminary of Virginia, statistics of, 746. Prouty, I. -J., secretary city hoard of education, Keene, N. H., 322. Providence, B. I., common school statistics of, 282, 292, 302, 328, 348, 368, 888. Prussia, comparative statistics of elementary ed¬ ucation in, 1000, 1002, 1004. Public education, better sentiment in favor of, 198. progress of, in cities, 223. Public funds, kindergartens supported by, 467. statistics of seoondary schools supported wholly by, 496, 512, 519-543. statistics of secondary schools supported partly by, 498, 518, 544-530. Public high 'schools, arguments for, by >J. W. Holcombe, 1015. arguments for, by George Stuart, 1017. Public Kindergarten Normal Class, Muskegon, Mich., statistics of, 492. Public Kindergarten Normal Class, St. Louis, Mo., statistics of, 492. Public Kindergarten Training Class, Des Moines, Iowa, statistics of, 492. 1152 INDEX, Public libraries, general interest in, in Rhoda Island, 160. number and importance of, in Argentine Re¬ public, 997. See also Libraries and School libraries. Public moneys, statistics of libraries supported by, 903-916. Public school libraries, law relating to, in Cali¬ fornia, 925. statistics of, 926-930. See also Libraries and School libraries. Public school system, ten years’ growth of, 89. development of, in the South, 89. in Alabama, needs of, 95. progressive tendency of, in Arizona, 112. growth of, in Dakota, 118, 119. growth of, in Delaware, 120. advance of efficiency of, in Florida, 125. prosperous condition of, in Iowa, 129. report on, in Kansas, 131. progress of, in Kentucky, 136. condition of, in Maryland, 141. condition of, in Massachusetts, 143. defects of, in Michigan, 144. development of, in Mississippi, 146, 148. satisfactory condition of, in Montana, 150. growth of, inhew Mexico, 153. in Pennsylvania, general statement relating to, 158. general condition of, in Rhode Island, 161. progress and condition of, in South Carolina, 162. eneral condition of, in Texas, 163. efects of, in Texas, 164. endowment of, in Texas, 165. development of, in Virginia, 166. progress of, in Washington Territory, 168. efficiency of, in Switzerland, 986. See also City school systems. Public schools, progress of, in Maine, 140. increase in number of, in Pennsylvania, 158. number of, in Texas, 163. number of, in Virginia, 166. sentiment in respect to, in Virginia, 168. function of, discussion relating to, 196-200. subjects of instruction in, 197, 199. manual training in, 782. Public secondary schools, statistics of, 496-499, 512, 513, 519-550. Publications of the Bureau of Education, 13. list of, 1031. index to, 1035. Pueblo, Colo., common school statistics of, 274, 284, 294, 312, 332, 352, 372. Pulte Medical College, statistics of matrioulates and graduates of, 1026. Punctuality of attendance, remarks relating to, 232. Pupils, average number to each teacher, 61, 273. average amount of schooling given to each, 63. in kindergartens, statistics of, 467-490. in kindergarten training schools, 467, 491-493. of manual training schools, statistics of, 795. in industrial schools, statistics of, 796, 799, 800. in nurses’ training schools, statistics of, 814, 817. in schools for the deaf, statistics of. 830, 831, 833-837. in schools for the blind, statistics of, 844, 845, 847-849. in schools for the feeble-minded, statistics of, 853,855. of reform schools, statistics of, 863-867. in foreign countries, statistics of, 1002. Purdue University, admission to, 189. statistics of, 709, 710, 716, 718. equipment of, 713. Putnam, R. W., city superintendent, Ypsilanti, Mich., 320. Putnam, Conn., common school statistics of, 274, 284, 294, 312, 332, 352, 372. <£• Quay, J. W., city superintendent, Marysville, Kans., 316. Quebec, comparative statistics of elementary edu¬ cation in, 1000, 1002; 1004. Queensland, comparative statistics of elementary education in, 1000, 1002, 1004. Quincy, Ill., notes from school report of, 251. common school statistics of, 275, 285, 295, 314, 334, 354, 374. Quincy (Ill.) College of Medicine, statistics of matriculates and graduates of, 1024. 12. Raab, Henry, State superintendent of public in¬ struction of Illinois, quoted, 196, 208, 209, 220. Raab, Henry, city superintendent, Belleville, HI. 314. Racine, Wis., notes from school report of, 272. common school statistics of, 283, 293, 303, 330, 350, 370, 392. Rafter, George C., Esq., mentioned, 830. Rahway, N. J., notes from school report of, 264. common school statistics of, 280, 289, 300, 322, 342, 362, 384. Raines, John, president city board of education, Canandaigua, N. Y., 322. Raleigh, N. C., notes from school report of. 267. Common school statistics of, 280, 290, 300, 324, 344,364, 386. Randle, S. A., city superintendent, Salem, Ore¬ gon, 326. Randolph, Mass., notes from school report of, 259. common school statistics of, 278, 288, 298, 318, 340, 360, 380. Randolph-Macon College, physical training at, 663. Rauch, Dr. John H., secretary Illinois board of health, referred to, 1023. Raymond, Sarah E., city superintendent, Bloom¬ ington, Ill., 314. Reading, Pa., teachers’ training school in, 442. Reading, new method of teaching, in Auburn, N. Y., 264. for teachers, in Blackstone, Mass., 424. See also Supplementary reading. Reading circles, first organized, 405. value of, 404. in Alabama, 408. in Arkansas, 409 in California, 410. in Connecticut, 411, 412. in Dakota, 413. in Illinois, 416. in Indiana, 417. in Iowa, 418. in Kansas, 419. in Kentucky, 419. in Maine, 42i. in towns of Massachusetts, 424, 425. in Michigan, 427. in Minnesota. 427. in Missouri, 430. in St. Joseph, Mo., 429. in Nebraska, 431. in New Jersey, 433. in New York, 437. in North Carolina, 438. in Ohio, 439. in Pennsylvania, 441. in Rhode Island, 443. in South Carolina, 444. in Tennessee, 445. in Texas, 446. in Vermont, 446. in Virginia, 448. in Washington, 449. in West Virginia, 449. in Wisconsin, 450. Receipts, methods of accounts of, 311. statistics of, of city school systems, 352-371. of colleges for women, 645. of universities, 658-661. of colleges of liberal arts, 664, 692-705. of land-grant colleges, 708, 718. of schools of soienoe, 725, 728. of schools of medicine, etc.. 757-759, 770-775. of schools for the blind, 845, 846, 848. of Indian schools, 870. See also Incomes. Recess question, discussion of, 231. See cUso No-recess plan. INDEX. 1153 d "Wing, Minn., notes from school report of, 262. common school statistics of, 279,238.299,320, 340, 362, 382. RedWing (Minn.) Norwegian Evangelical Luth¬ eran Seminary, statistics of, 742. Reed, G. H., principal of city schools, Waukesha, Wis., 330. Reference libraries, public, statistics of, 917-924. Reform School, Lansing, Mich., notes from cata¬ logue of, 861 Reform schools, industrial training in, 789. general remarks relating to, 856-858. notes from catalogue and reports of, 858-863. statistics of, 863-867. remarks relating to statistics of, 868. for the colored race, statistics of, 880, 881. Reformatories for men, remarks relating to, 857. Reformatory institutions, stigma attached to, 819. Reformatory school, need of, in New York city, 266. Reformatory training, results of, 857. Regents of the University of the State of New York, supervisory work of, 508. Religious denominations, of secondary schools, 551-559, 568-579, 588-613. of colleges for women, 645-655. of colleges of liberal arts, 675-691. of schools of theology, statistics of, 737, 740- 747. See also Denominations, religious. Religious freedom insured in Argentine Republic, 998. Religious societies, colleges supported by, in Ar¬ gentine Republic, 996. Religious training. See Moral training. Remunerative work in land-grant colleges, 710. Rensselaer Polytechnic Institute, notes from cata¬ logue of, 722. statistics of, 726, 728. Repairs, permanent, statistics of expenditures for, in cities, 372-393. Repetition courses in medical colleges, facts relat¬ ing to, 1024-1030. Reports, new form of, in Moline, HI., 251. system of, in Illinois State Reform School, 859. Reports of Bureau of Education, annual, list of, 1031. special, list of, 1034. index to, 1035. Requirements for admission, report of commission of New England colleges on, 509. See also Admission requirements. Results of manual training, 784. Revenue, anomalies in the classification of, 53. discussion relating to, 202s, See also School revenue. Reviews, undesirable frequency of, 1009. Reynolds, J. P., city superintendent, Bristol, R. I., 326. Rhode Island, common school statistics of, 54, 57, 59, 62, 64, 65, 67, 69, 72, 74, 76, 78, 79, 81, 83, 84, 86, 88, 91. extracts from report of State commissioner of public schools of, 159. notes from reports of cities of 269. common school statistics of cities of, 282, 292, 302, 305, 306, 307, 326, 348. 368, 388. first teachers’ institute in, 403. training of teachers in, 442. statistics relating to teachers in, 453. statistics of normal schools in, 457, 462. statistics of kindergarten training schools in, 467, 493. statistics of kindergartens in, 467, 488. statistics of secondary schools in, 496, 498, 500, 502, 504, 512-516, 531, 541, 542, 558, 565, 576, 585, 608, 626. statistics of colleges of liberal arts in, 664, 687, 703. statistics of undergraduate work of colleges in, 666. statistics of collego attendance in, 731, 734. statistics of degrees conferred by colleges in, 781. statistics of business colleges in. 803, 812. statistics of nurses’ training schools in, 814, 816. pupils from, in American Asylum for the Deaf, 824. 73 ED Rhode Island — Continued. statistics of schools for the deaf in, 830,832, 836. statistics of reform schools in, 866. statistics of education of the colored race in, 880. statistics of libraries in. 903, 914, 917, 923, 931, 938, 941, 952, 954, 966, 970, 972. Rhode Island Institute of Instruction, character of, 443. Rhode Island Normal Training School forKinder- gartnors, Providence, R. I., statistics of, 493, Rhode Island School for the Deaf, notes from cata¬ logue of, 829. Rhode Island State Normal School, Providence, R.I., statistics of, 462. Rice, James H., State superintendent of education of South Carolina, 93. extracts from report of, 162. Richards, Z., mentioned, 896. Richardson, F. B., city superintendent, Woburn, Mass., quoted, 237, 320. Richardson, J. G-., city superintendent, Bath, Mo., 316. Richardson, William, city superintendent, Sedalia, Mo., 322. Richmond, Ind., notes from school report of, 252. common school statistics of, 275, 285, 295, 314, 334, 356, 376. Richmond, Ya., notes from school report of, 271. common school statistics of, 283, 293, 303, 328, 350, 370, 390. Richmond (Va.) College, physical training at, 663. Richmond (Ind.) Normal School, statistics of, 464. Richmond (Va.) Theological Seminary, statistics of, 746. Rickolf, Dr. A. J., mentioned, 896. Rightsell, J. R., city superintendent, Little Rock, Ark., 312. Riley, John B., extracts from report of, 868, 869, 870, 872. Ripon College, physical training at, 663. Roanoke Female College, statistics of, 654. Robb, J. A., city superintendent. Lock Haven, Pa., 326. Robbins, H.E., city superintendent, Lyons, Iowa, 316. Robbins, W. D. L., principal of city schools. Lam- bertville, N. J., 322. Robertson, W. W., city superintendent, Staunton, Va., 328. Robeson, H. J., city superintendent, Port Huron, Mich., 320. Robinson Female Seminary, statistics of, 650. Rochester, Ind., notes from school report of, 252. Rochester, N. H., notes from school report of, 264. common school statistics of, 279, 289, 299, 322, 342, 362, 382. Rochester, N. Y., physical training in, 227. common school statistics of, 280, 290, 300, 324, 344, 364, 384. training of teachers in, 435. Rochester (N. Y.) Theological Seminary, statistics of, 744. Rock Island, Ill., common school statistics of, 275, 285, 295, 314, 334, 354, 374. Rockford, III., common school statistics of, 275, 285, 295, 314, 334, 354, 374. Rockford (Ill.) Seminary, admission requirements of, 641. statistics of, 646. Rockland, Me., common school statistics of, 277, 287, 297, 316, 338, 358, 378. Rockland, Mass., notes from school report of, 259. common school statistics of, 278, 288, 298, 318, 340, 360, 380. Rockville, Conn., notes from school report of, 248. common school statistics of, 274, 284, 294, 312, 332, 352, 372. Rockville, Ind., half-day sessions in, 229. notes from school report of, 252. Rockwell, Seymour, chairman city school com¬ mittee, Montague, Mass., 318. Rodgers, J. E., city superintendent, Palestine, Tex., 32S. Rogers, C. P., city superintendent, Marshalltown, Iowa. 316. Rogers, W. M., chairman city school committee, Methuen, Mass., 318. 1154 INDEX. Rollins College, physical training at. 663. Home, Ga., notes from school report of, 250. common school statistics of, 275, 285, 205, 314, 334, 354, 374. normal classes in, 415. Home, IT. Y., notes from school report of, 266. common school statistics of, 280, 200. 300, 324, 344, 364, 384. training of teachers in, 436. Root, Frederick W., mentioned, 896. Rose Polytechnic Institute, Terre Haute, Ind., notes from catalogue of, 720. statistics of, 726, 728. Ross, Hon. E. G., Governor of Hew Mexico, quoted, 154. Ross, VY W., city superintendent, Fremont, Ohio, 324. Rounds, C. C., mentioned, 894. Rucker, W. H., city superintendent, Lawrence- burg, Ind., 314. Rundlett, L. J., city superintendent, Concord, N. H., 322. Rural school districts, educational conditions in, in Hew York, 155. educational conditions in, in Rhode Island, 160. difficulties in, in Virginia, 166. See also Country schools. Rush Medical College, statistics of matriculates and graduates of, 1024. Russell, A. J., State superintendent of public in¬ struction of Florida, 93. extracts from report of, 125. Russell, B. B., city superintendent, Brockton, Mass., 318. Russell, F. P., city superintendent, San Jose, Cal., 312. Russia, support of schools in Alaska by, 43. comparative statistics of elementary education in, 1000, 1002, 1004. Rutgers College, admission requirements of, 632, 636. physical training at, 663. Rutgers Scientific School, admission requirements of, 639. statistics of, 710, 716, 718. Ruth, Albert, city superintendent, Knoxville, Tenn., 328. Rutherford (H. C.) College, physical training at, 663. Rutland, Vt., school savings-bank in, 227. notes from school report of, 271. common school statistics of, 283, 292, 303, 328, 350, 370, 390. teachers’ meetings in, 446. Ryon, C. M„ city superintendent, Kingston, H. Y., 324. S. Sabin, Henry, State superintendent of public in¬ struction of Iowa, 93. mentioned, 895. Saco, Mo., notes from school report of, 255. common school statistics of, 277, 287, 297, 316, 338, 358, 378. Sacramento, Cal., common school statistics of, 274, 284, 294, 312, 332, 352, 372. Saginaw, Mich., common school statistics of, 278, 288, 298, 320, 340, 360, 382. St. Andrew’s Divinity School, statistics of, 744. St. Bonaventure’s College, physical training at, 663. statistics of, 744. St. Catherine’s Academy, statistics of, 648. St. Catherine’s Hormal Institute, Baltimore, Md., statistics of, 464. St. Charles, Mo., notes from school report of, 263. common school statistics of, 279, 2S9, 299, 322, 342, 362, 382. St. Clara Academy, statistics of, 654. St. Cloud, Minn., notes from school report of, 262. common school statistics of, 279, 288, 299, 320, 340, 362, 382. St. Helen’s Hall, statistics of, 652. St. Ignatius College, physical training at, 6G3. notes from catalogue of, 671. St. John, J. M., secretary city school hoard, Des Moines (west side), Iowa 316. St. John’s College, physical training at, 663. St. John’s University (ecclesiastical course) sta¬ tistics of, 742. St. Johnsbury, Vt., common school statistics of, 283, 292, 303, 328, 350, 370, 390. St. Joseph, Mo., notes from school report of, 283. common school statistics of, 279, 289, 299, 322, 342, 362, 382. teachers’ reading circle in, 429. St. Joseph (Mo.) Medical College, statistics oi matriculates and graduates of, 1026. St. Joseph’s Institute for the Improved Instruc¬ tion of Deaf-Mutes, notes from catalogue of, 827. St. Joseph’s Provincial Seminary, statistics of, 744. St. Louis, Mo., physical training in, 227. study of German in, 240. secondary instruction in, 518. study of drawing in, 7C5. St. Louis (Mo.) College of Physicians and Sur¬ geons, statistics of matriculates and gradu¬ ates of, 1026. St. Louis (Mo.) Law School, Washington Univer¬ sity, statistics of, 750, 752. St. Louis (Mo.) Manual Training School, origin and objects of, 791, 792. St. Louis (Mo.) Medical College, statistics of ma¬ triculates and graduates of, 1024. St. Louis (Mo.) Normal School, information con- cerning, 429. statistics of, 460. St. Louis Seminary, statistics of, 650. St. Louis Society of Pedagogy, information con¬ cerning, 429. St. Mary’s College, physical training at, 663. St. Mary’s Hall, statistics of, 648. St. Mary’s Industrial School for Boys of the City of Baltimore, Md., notes from catalogue of, 860. St. Mary’s School, statistics of, 646. St. Mary’s Theological Seminary, statistics of, 744. St. Meinrad’s (Ind.) Ecclesiastical Seminary, sta- tistics of, 740. St. Paul, Minn., success of evening schools in, 245. notes from school report of, 263. common school statistics of, 279, 288, 299, 320, 340, 362, 382. manual training in, 783. St. Paul (Minn.) Medical College, statistics of ma¬ triculates and graduates of, 1024. St. Yiateur’s College, physical training at, 663. St. Vincent’s College and Theological Seminary, statistics of, 742. St. Vincent’s Seminary, information relating to, 738. Salaries paid to pupils of nurses’ training schools, statistics of, 815-817. Salaries of superintendents, comparative statis¬ tics of, in cities, 294-303, 307, 309. statistics of, in cities, 332-351. Salaries of primary teachers, discussion relating to adjustment of, 223-225. Salaries of superintendents and teachers, on per capita basis, by States, 83. proportion of expenditure for, to total ex¬ penditure, by States, 84. percentage of increase or decrease of, 88. See also Teachers’ salaries and Salaries' of superintendents. Salaries of teachers, statistics of, in cities, 332-351. comparative statistics of, in cities, 294-303, 307, 309. statistics of expenditure for, in cities, 372-393. See also Teachers’ salaries. Salem, Mass,, evening schools unsuccessful in, 245. notes from school report of, 260. common school statistics of, 278, 288, 298, 318, 340, 360, 380. industrial exhibit, in, 786. Salem, Ohio, common school statistics of, 281, 291, , 301,324, 346,306,386. training of teachers in, 439. Salem, Oregon, notes from school report of 268. common school statistics of, 281, 291, 301, 326, 346, 366, 386. INDEX, 1155 Salina, Kans., common school statistics of, 276, 2»6, 296, 816, 336, 356, 376. Salisbury, Conn., teachers’ meetings in, 412. Salisbury, Mass., notes from school report of, 260. Sam Houston Normal Institute, information con¬ cerning, 445. statistics of, 462. San Carlo3, Ariz., new Indian school in, 870. San Francisco, Cal., supplementary reading mat¬ ter wanted in, 236. written examinations abolished in, 241 . notes from school report of, 247. common school statistics of, 274, 284, 294, 312, 332, 352, 372. San Francisco Girls’ High School, normal class in, 410. San Francisco (Cal.) Theological Seminary, sta¬ tistics of, 740. San Jose, Cal., method of promotion in, 244. notes from school report of, 247. common school statistics of, 274, 284, 294, 312, 332, 352, 372. Sandford, E. T., city superintendent, St. Johns- bury, Vt., 328.' Sandusky, Ohio, common school statistics of, 281, 291', 301, 324, 346, 366, 386. teachers’ meetings in, 439. Sanitary survey of school houses in New Hamp¬ shire, 152. Santa Clara College, notes from, catalogue of, 671. Santa Rosa (Cal.) Ladies’ College, statistics of, 646. Saratoga Springs, N. Y., notes from school report of, 266. common school statistics of, 280, 290, 360, 324, 344, 364, 384. teachers’ training class in, 436. Sarmiento, Dr. Domingo F., educational work of, in Argentine Republic, 991. Saturday Normal School, Charleston, S. C., men¬ tioned, 443. statistics of, 462. Saunderson, It. city superintendent, Burling¬ ton, Iowa, 316. Savannah, JJa., notes from school report of, 250. common school statistics of, 275, 285, 295, 314, 334, 354, 374. normal class in, 415, Savings hanks, importance and plan of, 225-227. Sawin. J. M., mentioned, 897. Saxe- Weimar, comparative statistics of element¬ ary education in, 1000, 1002, 1004. Saxon system of employment for the blind, 838. Saxony, comparative statistics of elementary ed¬ ucation in, 1000, 1002, 1004. Sayles, I. B., chairman city school committee, Millbury, Mass., 318. Sayre Female Institute, statistics of, 648. Schellentrager, E. A., president, Cleveland, Ohio, school hoard, quoted, 228. Schiller, J. D., city superintendent, Niles, Mich., 320. Schofield Normal and Industrial School, statistics of, 464, Scholarships, in Vermont normal schools, 446. in colleges tor women, statistics of. 645. in universities, statistics of, 658-661. in colleges of liberal arts, statistics of, 664, 692- 705. in University of Pennsylvania, 663. in land-grant colleges, statistics of, 708, 716. in schools of science, statistics of, 725, 726. life, in business colleges, statistics of cost of, 804-814. iu French agricultural schools, 984. in school of mining engineers in Argentine Republic; 993. in Argentine normal schools, 994. expenditures for, in Argentine Republic, 996. Scholastic. year, length of, in normal schools, 458- 465. of land-grant colleges, 716. of business colleges, statistics of length of, 804-813. of nurses' training schools, statistics of length of, 815-817. /See also Duration of schools and School year. Scholasticato of the Congregation of the Most Holy Redeemer, Mount St. Clement, sta¬ tistics of, 742. School, various applications of word, 999. School accommodations, tests of sufficiency of, 65. statistics of, by States, 65. in Connecticut. 115. in Delaware, 121. poor condition of, in the District of Columbia, 123. satisfactory condition of, in Florida, 126. in New Hampshire, 152. in Rhode Island, 161. advantage of comfort in, 233. in London, England, 980. See also School-houses and Buildings and Ac¬ commodations. School age, for free attendance, 56, 57. for compulsory attendance, 56, 57. for distribution of funds, 56, 57. minimum in Minnesota, 146. statistics of, in cities, 312-331. in foreign countries, 999, 1002. School buildings. See Buildings and School- houses. School census, increase of school population in Alabama shown by, 95. of Alaska, 109. in Connecticut, 114. desired in the District of Columbia, 124. law relating to, in Missouri, 149. law relating to omissions from, in Texas, 163, law relating to, in Wisconsin, 170. need of, 176. importance of, 272. of colored race, 876. lack of, in Argentine Republic, 992. School census age, 57. School committees, in Alaska, 100. relation of, to superintendent, 175. School directors, term of, in Colorado, 113. School district bonds, law relating to, in New Jersey, 153. School districts, in Alaska, 99. law relating to, in Mississippi, 148. law relating to, in Missouri, 149. law relating to consolidation of, in New J er- sey, 152. number of, in Oregon, 157. increase in number of, in Pennsylvania, 158. formation of, in Virginia, 166. loans to, in Wisconsin, 170. See also District system. School entertainments, in Portland, Conn., 248. in Atchison, Kans., 253. in North Brookfield, Mass., 259. success of, in Minneapolis, Minn., 262. See also Industrial exhibits. School expenditures. See Expenditures. School fair, success of, in South Bend, Ind., 252. in Sedalia, Mo., 263. See also Industrial exhibits. School for Girls (Bishop Whitaker’s), statistics of, 650. School fund, of Arizona, how augmented, 112. change in law concerning, in Georgia, 126. former waste of, in Mississippi, 147. apportionment of, in Oregon, 157. See also Productive fund. School funds, permanent, statistics of, by States, 86. forfeiture of, in Colorado, 113. permanent, condition of, in Connecticut, 116. local, in Connecticut, 116. insufficiency of, in Idaho, 129. suggestions for augmenting, in Kentucky, 138. investment of, in Minnesota, 145. apportionment of, in Missouri, 149. how derived, in Montana, 150. increase of, in Pennsyh ania, 158. careless management of, iu Texas, 164. insufficiency of, in Washington Territory, 169. forfeiture of, in Wisconsin, 170. inadequacy of, in San Francisco, Cal., 247. School lands, in Alabama, 97. in Arizona, 112. in Colorado, 114. 1156 INDEX. School lands — Continued, in Dakota, 120. in Montana, 150. in New Mexico, 154. in Washington Territory, 169. in Wyoming, 172. School law, changes in, in California, 113. changes in, in Colorado, 113. changes in, in Connecticut, 117. changes in, in Delaware. 121. changes of, in Georgia, 126. changes of, in Kentucky, 139. recommendations for changes of, in Maryland, 142. changes of, in Michigan, 143. changes of, in Minnesota, 145. changes of, in Mississippi, 147. changes of, in New Jersey, 152. changes of, in Oregon, 158. changes of, in Pennsylvania, 158. changes recommended in, in South Carolina, 162. changes of, in Texas, 163. changes of, in Vermont, 165. changes of, in Virginia, 168. changes of, m West Virginia, 169. changes of, in Wisconsin, 170. relating to normal schools in California, 409. amendment of, in Colorado, 410. new. regarding teachers’ institutes in Illinois, 416. changes suggested, in Mississippi, 428. changes suggested, in Montana, 430. new, in Nevada, 431. suggested changes in, in New York, 433. School libraries, development of, 66. statistics of, by States, 67. immoral hooks excluded in Colorado, 113. special tax for, in Colorado, 113. in Connecticut, 116. in Delaware, 121. in Michigan, 144. legal provision for, in Minnesota, 146. law relating to, in Wisconsin, 170. discussion relating to, 196. established in San Jos6, Cal., 247. establishment of, in Athens, Ga.. 249. in South Bend, Ind., 252. in Washington, Ind., 252. encouraged in Topeka, Kans., 254. establishment of, inNewburyport, Mass., 259. establishment of, in Somerville, Mass., 260. additions to, in Marshall, Mich., 262. establishment of, in Mankato, Minn,, 262. established in Moberly, Mo., 263. increase in size of, in Syracuse, N. V., 266. in Cliillicothe, Ohio, 267. growth of, in Columbus, Ohio, 268. established in Berlin, Wis., 271. establishment of, in Janesville, Wis., 272. established in Oshkosh, Wis., 272. ratio of volumes in, to attendance, in cities, 284-293, 306. statistics of value of, in cities, 352-371. statistics of expenditure for, in cities, 372- 393. in Prance, 999. See also Libraries and Public Libraries. School life, average length of, in cities, 308. School month, law relating to, in West Virginia, 169. School of Law and Equity, Washington and Lee University, statistics of, 750, 752. School of Law of South Carolina College, statis¬ tics of, 750, 752. School of Law of University of Maryland, statis¬ tics of, 750, 752. School of Mines of Columbia College, notes from catalogue of, 722. statistics of, 726, 728. School of Technology (Emory College), notes from catalogue of, 671. School of Theology (Adrian College), statistics of, 742. School of Theology of De Pauw University, sta¬ tistics of, 740. School officers in Idaho, 127. See also Supervision. School population, errors arising from statistics of, 52, 55. rates of increase of, 57. percentage of increase or decrease of, by States, "88. increase of, in Kentucky, 137. increase of, in Dakota, 118. change in, in Norristown, Pa., 268. statistics of, in cities, 312-331. colored, statistics of, 874. colored, ratio of, to total population, 875. remarks relating to, 876, of London, England, 980. of foreign countries, statistics of, 1002. See also Population, 6-14. School programmes, paper on, by C. W. Eliot, 1005-i014. School property, increase in value of, 85. value of, statistics by States, 86. percentage of increase or decrease in value of, 88. increase in value of, in four years in Dakota, 118. statistics of, in Oregon, 157. comparative statistics of, in cities, 294-303, 307, 309. statistics of, in cities, 352-371. possession of, a condition of regents’ inspec¬ tion, in New York, 508. School reports, of Alaska, 99. in Colorado, 113. in Delaware, 122. law requiring, in Kentucky, 140. change in law relating to, in Michigan, 144. law relating to, in Vermont, 165. See also .Reports. School revenues, sentiment in favor of State aid, 75. value of statistics concerning, 75. statistics of, by States, 76, 78, 79. increase of, in Kentucky, 137. See also Revenue. School savings-banks, importance and plan of, 225-227. School term, remedy for inequality of, 202. statistics of length of, in cities, 332-351. See also Duration of schools. School trustee electoral boards, law relating to, in Virginia, 168. School work, effect upon the eye-sight of, 233-236. School year, date of beginning of, by States, 54. in Colorado, 113. See also Duration of Schools and Scholastic year. School- houses, average size of, by States, 65. number of, by States, 65. in Idaho, 127. sanitary survey of, in New Hampshire, 152. f)lans for, in New York, 156. aw relating to tax for, in Vermont, 1C5. statistics of, in Wyoming, 171. ventilation of, 195. instructions concerning erection of, 204. remarks relating to, 206, 207. illness caused by bad condition of, in Port¬ land, Me., 255. expenditures for erection of, in Argentine Re¬ public, 996. See also School accommodations and Build- ings. Schoolmasters’ Club, Boston, Mass., meetings of, 425. Schoolmasters’ Round Table, in Iowa, 418. Schools, unnecessarily large number of, in Missis¬ sippi, 147. duration of. See Duration of schools. Schools for Indians. See Indians. Schools for secondary instruction, remarks relat¬ ing to, 494. statistics of, 496-507, 512-629. Schools for the blind, industrial training in, 788. remarks relating to statistics of, 847. of the colored race, statistics of, 880, 881. See also Blind, education of. Schools for the deaf, industrial training in, 787. changes in management of, 820. increase in number of, 833. of the colored race, statistics .of, 880, 881. See also Deaf-mutes. INDEX. 1157 Schools for the feeble-minded, industrial training I in, 789. ! remarks relating to statistics of, 854. of the colored race, statistics of, 880, 881. See also Feeble-minded, education of. Schools of law. See Law. Schools of medicine, relation of, to medical pr> fession, 1023. statistics of matriculates and graduates of, 1024-1030. See also Medicine. Schools of pharmacy. See Pharmacy. Schools of science, statistics of, 658. remarks relating to, 706. information relating to, 720-723. remarks relating to statistics of, 723. statistics of, 725-729. proportion of students attending, to popula- lation, 730-734. statistics of degrees conferred by, 776-781. for colored race, statistics of, 879. See also Land-grant colleges. Schools of theology. See Theology. Schmidt, C. C., city superintendent, St. Cloud, Minn., 320. Schurr, John, city superintendent, Hutchinson, Kans., 316. Science, admission requirements of colleges in, 635-639. study of, at St. Ignatius college, 671. study of, in special schools, 720-723. statistics of degrees in, 777-781. study of, in high schools, 1021, 1022. schools of. See Schools of Science and Land- grant colleges. Science Hill School, statistics of, 648. Scientific course in college, statistics of students preparing for, 496-507, 512-517, 551-559, 568- 579, 588-613. students in, in colleges for colored race, 878, 879. Scientific Department, University of the City of Hew York, statistics of, 726, 728. Scientific societies in Argentine Republic, 997. Scotland, statistics of educational periodicals in, 976. comparative statistics of elementary educa¬ tion in, 1000, 1002, 1004. Scott, Adrian, city superintendent, Blackstone, Mass., 318. Scott, M. W., city superintendent, Binghamton, H.Y., 322. Scott, O. C., city superintendent, Oskaloosa, Iowa, 316. Scott, W. I., mentioned, 897. Scranton, Pa., common school statistics of, 282, 292, 302, 326, 348, 368, 388. training of teachers in, 442. Scudder, C. O., city superintendent, Pekin, Ill., 314. Seabury Divinity School, statistics of, 742. Seating capacity, sufficiency of, how determined, 65. See also School accommodations. Seaver, E. P., city superintendent, Boston, Mass., 318. Sears, Barnas, mentioned, 445. Secondary schools, remarks relating to, 494. statistics of, 496-507, 512-629. time necessary for studies of, 511. memoranda relating to, 630. statistics of students in business courses of, 802, 803. for the colored race, 877-879, 881. condition of, in United States, 1008. See also High schools. Sedalia, Mo., notes from school report of, 263. common school statistics of, 279, 289, 299, 322, 342, 362, 382. Selma, Ala., common school statistics of, 274, 284, 294,312, 332, 352, 372. Seminaries, statistics of, 500-507, 551-628. Seminary for the Training of Kindergartners, Hew York, U. Y., statistics of, 493. Seminai’y of Our Lady of Angels, statistics of, 744. Seminary of St. Francis of Sales, statistics of, 746. Seminole Hation, school system of, 873. Seneca Falls, H. Y., notes from school report of, 266. common school statistics of, 280, 290, 300, 324, 344, 364, 384. Service pensions for teachers, recommendation relating to, 212. Sewing, instruction in, in Hew Haven, Conn., 248. instruction in, in Canton, Mass., 250. instruction in, in Waltham, Mass., 260. instruction in, in Watertown, Mass., 260. thorough instruction in, in Philadelphia, Pa., 269. instruction in, in Philadelphia (Pa.) Hormal School for Grirls, 441. taught at Hampton (Fa.) Institute, 448. instruction in, in public schools, 784. taught in London, England, elementary schools, 981. See also Industrial training. Seymour, Fred., city superintendent, Watertown, H. Y., 324. Seymour, Ind., common school statistics of, 275, 285, 296, 314, 334, 356, 376. Shaeffer, Dr. H. C., mentioned, 895. Sharon, Pa., teachers’ meetings in, 442. Shawan, J. A., city superintendent, Mount' Yer- non, Ohio, 324. Sheboygan, Wis., common school statistics of, 283, 293, 303, 330, 350, 370, 392. Sheffield Scientific School (Yale University), sta¬ tistics of, 710, 716, 718. Shelby ville (Tenn.) Female College, statistics of, 652. Sheldon, William E., mentioned, 894. Shelley, W. H., city superintendent, York, Pa., 326. Shenandoah, Pa., notes from school report of, 269. common school statistics of, 282, 292, 302, 326, 348, 368, 388. teachers’ meetings in, 442. Shepherd College, State Hormal School, Shep- herdstown, W. Va., statistics of, 462. Sherman, Texas, notes from school report of, 271. common school statistics of, 283, 292, 303, 328, 348, 368, 390. Shiel, Robert, supervising principal of city schools, Pittston, Pa., 326. Shiells, Robert, city superintendent, Hcenali, Wis., 330. Shop practice, in land-grant colleges, 710. Shops, of land-grant colleges, 711-715. of Rose Polytechnic Institute, 721. increased capacity of, at Worcester Polytech¬ nic Institution, 721. Shorter College, statistics of, 646. Shull, S. E., city superintendent, South Easton, Pa., 326. Sibley College (Cornell University), extension to, 669. Simpson, bn. city superintendent, Mansfield, OhioT324. Simpson, Robert, Jr., city superintendent, Hor- nellsville, H. Y.,322. Sims, W. H., city superintendent, G-oshen, Ind., 314. Sing Sing, H. Y., common school statistics of, 280, 290, 300, 324, 344, 364, 384. Singing, study of, in common schools, 197. Singing, special attention to, in Vermont normal schools, 446. See also Music and Yocal music. Sioux City, Iowa, common school statistics of, 276, 286, 296, 316, 336, 356, 376. ' Sites of school-houses, instructions concerning, 204. statistics of value of, in cities, 352-371. statistics of expenditure for, in cities, 372-393. Sitka, Alaska, school district of, 99. schools at, 100,106, 107, 108. Sitka (Alaska) Industrial Training School, de¬ scription of, 108. Sittings for study, number of, by States, 65. necessary number of, 273. comparative statistics of, in cities, 274-283, 305. statistics of, in cities, 332-351. See also School accommodations. Size of school-houses, instructions relating to, 204, 205. li‘58 Index. Slaton, W. F., city superintendent, A Ga., 314. Slaughter, John, superintendent of public in¬ struction of Wyoming, 93. Slocum, A. G., city superintendent, Corning, N. Y., 322. Smart, J. H., State superintendent of public in¬ struction of Indiana, quoted, 1 88. Smith, A. H., chairman city school committee, West Springfield, Mass, 320. Smith, A. J., city superintendent, Springfield, Ill., 314. Smith, Edward, superintendent city schools, Syra¬ cuse, N. Y., quoted, 195. Smith, Edward, city superintendent, Syracuse, N. Y., 324. Smith, E. M., city superintendent, Jackson, Tenn., 328. Smith, Frank M., State superintendent of public schools of Tennessee, 93. Smith, J.W.,city superintendent, BayCity, Mich., 320. Smith, 0. D., secretary of faculty, Alabama Agri¬ cultural and Mechanical College, extracts from letter of, 711. Smith; T. A., city superintendent, Beloit, Wis., 328. Smith College, admission requirements of, 640. statistics of, 645. Snow, B. B,, city superintendent, Auburn, N. Y., 322. Snyder, W. S., city superintendent, Johnstown, FT. Y., 324. Societies, for the promotion of manual training, 790. statistics of libraiies of, 941-953. scientific, in Argentine Republic, 997. Society for the Collegiate Education of Women, statistics of, 645. Society of Friends, expenditure of, for Indian schools, 870. Soldan, F. L., mentioned, 894. Somersworth, fN. H., notes from school report of, 264. common school statistics of, 279, 289, 299, 322, 342, 362, 382. Somerville, N., eity superintendent, Sherman, Tex., 328. Somerville, Mass., study of arithmetic in, 239. notes from school report of, 260. common school statistics of, 278, 288, 298, 318, 340, 360, 380. Sonle Female College, statistics of, 652. South, excess of child population in the, 54. South Australia, comparative statistics of ele¬ mentary education in, 1000, 1002, 1004. South Bend, Ind., notes from school report of, 252. common school statistics of, 276, 285, 296, 314, 334, 356, 376. South Bethlehem, Pa., notes from school report of, 269. A common school statistics of, 282, ifc, 302, 326, 348,368, 388. South Carolina, common school statistics of, 54, 57, 59* 62, 64, 65, 67, 69, 72, 74, 76, 78, 79, 81, 83, 84, 86, 88. extracts from report of State superintendent, 162. notes from reports of cities of, 270. common school statistics of cities of, 232, 292, 302, 305, 306, 307, 328, 348, 368, 388. number of sittings per building in cities of, 304. training of teachers in, 443. aid from Peabody fund to education in, 451. statistics relating to teachers in, 453. statistics of teachers’ institutes in, 454. statistics of normal schools in, 457, 462, 464. statistics of secondary schools in, 496, 498, 500, 502, 504, 512-516, 531, 542, 547, 550, 558, 565, 576, 585, 608, 626. statistics of colleges for women in, 644, 652. statistics of colleges ©f liberal arts in, 664, 688, 703. statistics of undergraduate work of colleges in, 666. statistics of schools of science in, 708, 709, 716, 718, 725, 726, 728. South Carolina — Continued. notes from catalogue of school of science in, 723. statistics of college attendance in, 731, 734. statistics of schools of theology in, 736, 737, 746. statistics of schools of law in, 749, 750, 752. statistics, of schools of medicine, of dentistry, and of pharmacy in, 754, 75.7, 762, 772. statistics of degrees conferred by colleges in, 781. statistics of industrial schools in, 796, 798, 800. statistics of business colleges in, 803. statistics of schools for the deaf in, 830, 832, 836. statistics of schools for the blind in, 844, 848. statistics of education of colored race in, 874, 875, 878, 879, 880. statistics of libraries in,. 917, 924, 941, 952, 954, 966. statistics of educational periodicals in, 976. South Carolina College, normal course in, 443. physical training at, 663. South Carolina College of Agriculture and Me¬ chanic Arts (University of South Carolina), statistics of, 709, 711. statement concerning, 720. South Carolina Institution for the Education of the Deaf and Dumb and the Blind, notes from catalogue of, 829. South Carolina Military Academy, notes from catalogue of, 723. statistics of, 726, 728. South Dakota Teachers’ Association, meeting of, 413. South Easton, Pa., common school statistics of, 282, 292, 302, 326, 348, 368, 388. South Georgia College of Agriculture and Me¬ chanic Arts, statistics of, 710, 716, 718. South Kentucky College, physical training at, 663. South Kingstown, R. I., notes from school report of, 270. common school statistics of, 282, 292, 302, 328; 348, 368, 388. Southhridge, Mass., beneficial effects of supple¬ mentary reading in, 236. notes from school report of, 260. common school statistics of, 278, 288, 298, 318, 340, 360, 380. South-eastern Kansas Teachers’ Association, meet¬ ing of, 419. Southern Academic and Kindergarten Institute, New Orleans, La., statistics of, 492. Southern Baptist Theological Seminary, statistics of, 742. Southern Female College, statistics of, 646, 654. Southern Illinois Normal University, information concerning, 415. statistics of, 458. Southern Illinois Teachers’ Association, meeting of, 416. Southern Indiana Teachers’ Association, meeting of, 417. Southern Medical College, statistics of matricu¬ lates and graduates of, 1024. Southern University, notes from catalogue of, 672. Southland College and Normal Institute, Helena, Ark., statistics of, 461. South-west Georgia Agricultural College, statistics of, 710, 716, 718. South-western Arkansas Teachers’ Association, meeting of, 409. South-western Kansas Teachers’ Association, meeting of, 419. South-western State Normal School, California, Pa., statistics of, 400. Spain, statistics of educational periodicals in, 978. Spaulding, A. D., city superintendent, Brattle- borough, Yt., 328. Special classes, remarks concerning education of, 818. Special reports of Bureau of Education, list of, 1034. index to, 1035. Special teachers, remarks relating to, 238. Speer, H. C.. mentioned, 896. Spelling, methods of teaching, 240. Spencer, Mass., notes from school report of, 260. INDEX, 1159 Spencer, Mass., common school statistics of, 278, ! 288, 298, 318, 340, 360, 380. Sprague, H. B., mentioned, 895. Spring Garden Institute, notes from Catalogue of, 728 statistics of, 726, 728. Spring Hill (Aia.) College, physical training at, 663. Springfield, Ill.,*common school statistics of, 275, 285, 295, 314, 334, 354, 374. Springfield, Mass., success of evening schools in, 245. notes from school report of, 260. training of teachers in, 424. common school statistics 'Of, 278, 288, 298, 320, 340, 360, 380. manual training in, 782, 783, 784. Springfield, Mo., common school statistics of, ' 279, 289„ 299, 322, 342, 362, 382. Springfield, Ohio, common school statistics of, 281, 291, 301, 324, 346, 366, 386. teachers’ institutes in, 430. Springfield (Me.) Hormal School, statistics of, 464. Squire, S. W., chairman city school committee, Franklin, Mass., 318. Stafford, Conn., notes from school report of, 249. common school statistics of, 274, 284, 294, 312, 332, 352, 372. Stamford, Conn., common school statistics of, 274, 284, 294, 312, 332, 352, 372. Stamford (Ky.) Female College, statistics of, 648. Stanley, E., city superintendent, Lawrence, Kans., 316. Stanton, D. H., secretary of city hoard of educa- ■ tion, Malone, H. Y., 324. Starkville (Miss.) .Female College, statistics of, 650. Starkweather, S. W., city superintendent, West¬ chester, -Pa., 328. Starling Medical College, statistics of matricu-' lates and graduates of, 1026. Starr, J. B., city superintendent, Hew Albany, Jnd., 314. State agricultural stations, at land-grant colleges, 707. State apportionment of funds, forfeiture of, in Wisconsin, 170. State appropriations, increase of, in Pennsyl¬ vania, 158. for teachers’ institutes, statistics of, 454. for normal schools, statistics of, 456-463. to universities,' statistics of, 658-661. for colleges, how divided, 662. to University of Alabama, 669. to Southern University, 672. to University of Missouri, 673. income of laud-grant colleges from, 707. to land-grant colleges, 710, 711, 718. to Alabama Agricultural and Mechanical College, 711. for Storrs Agricultural School, 720. for schools of science, statistics of, 725, 728. to Hew York institutions for the deaf, 820. to Horace Mann School for the Deaf, 820. to schools for the deaf, statistics of, 832-837. to Pennsylvania Working-Home for Blind Men, 839. to schools for the blind, statistics of, 845, 846, 848. for colored schools, 876, 877. See also Appropriations. State Board of Education, in Delaware, 122. State Board of Examiners, law relating to, in West Yirginia, 169. State College of Kentucky, admission require¬ ments of, 639. State Colored Hormal School, Fayetteville, H. C., statistics of, 460. State Colored Hormal School, Salisbury, H. C., statistics of, 460. State Department, report of Hon. Boyd Winches¬ ter to, 984. report of Hon. H. M. Jewett to, 988. report of Hon. E. L. Baker to, 990. State Industrial Home for Girls, Adrian, Mioh.j notes from catalogue of, 861. ' i jt State Industrial School, Manchester, H. H., notes from catalogue of, 862. State Industrial School for Girls, Lancaster, Mass., notes front catalogue of, 861. Stato Industrial School of Colorado, notes from catalogue of, 858. Stato Mining School, Houghton, Mich., notes from catalogue of, 721. Stato Hormal and Industrial School, Huntsville, Ala., statistics of, 458. State Hormal and Training School, Brockport, H. Y., statistics of, 460. State Hormal and Training School, Buffalo, H. Y., statistics of, 460. State Hormal and Training School, Cortland, H. Y., statistics of, 460. ' State Hormal and Training School, Farmington, Me., statistics of, 458. Stato Hormal and Training School, Fredonia, H. Y., statistics of, 460. State Hormal and Training School, Gcneseo, H. Y., statistics of, 460. Stato Hormal and Training School, Hew Paltz, H. Y., statistics of, 460. State Hormal and Training School, Oswego, H. Y., statistics of, 460. State Hormal and Training School, Potsdam, H. Y., statistics of, 460. State Hormal College, Hashville, Tenn., informa¬ tion concerning, 444. statistics of, 462. State Hormal School, Albany, H. Y., statistics of, 460. State Hormal School, Bridgewater, Mass., infor¬ mation concerning, 423. statistics of, 458. State Hormal School, Castleton, Vt., statistics of, 462. State Hormal School, Clarion, Pa., establishment of, 397. statistics of, 480. State Hormal School, Drain, Oregon, statistics of, 460. State Hormal School, Edinborough, Pa., statistics of, 460. State Hormal School, Farmville, Ya., information concerning, 447. statistics of, 462. State Hormal School, Florence, Ala., statistics of, 458. State Hormal School, Framingham, Mass., statis¬ tics of, 458. State Hormal School, Gorham, Me., statistics of, 458. State Hormal School, Holly Springs, Miss., statis¬ tics of, 458. State Hormal School, Jacksonville, Ala., statistics of, 458. State Hormal School, Indiana, Pa., statistics of, 460. State Hormal School, Los Angeles, Cal., statistics of, 458. State Hormal School, Madison, Dak., information concerning, 412. State Hormal School, Mankato, Minn., statistics of, 458. State Hormal School, Mississippi, information con¬ cerning, 428. State Hormal School of Oshkosh, Wis., statistics of, 462. State Hormal School, [Randolph, Vt., statistics of, 462. State Hormal School, River Falls, Wis., statistics of, 462. State Hormal School, St. Cloud, Minn., statistics of, 458. State Hormal School, Salem, Mass., statistics of, 458. State Hormal School, Tuskegee, Ala., industrial training at, 790. StateHormal School, Warrensfiurg, Mo., statistics of, 460. State Hormal School, Whitewater, Wis., statistics of, 462. Stato Hormal School, UGnona, Minn., statistics of, 458, State Hormal School, Worcester, Mass., apprem l ticeship system at, 423. 1160 INDEX, State Normal School, Tpsilanti, Mich., statistics of, 458. State normal schools, number and location of, in New York, 434. for colored pupils, in North Carolina, 437. in Pennsylvania, improvements in facilities of, 440. See also Normal Schools. State Primary School at Monson, Mass., notes from catalogue of, 860 State Reform School, Cape Elizabeth, Me., notes from catalogue of, 880. State Reform School, Kearney, Nebr., notes from catalogue of, 881. State Reformatory, Elmira, N. Y., system of dis¬ cipline and instruction in, 858. State school taxes, recommendations relating to, 202. State superintendent, to construe school laws in Colorado, 113. office of, abolished in Delaware, 122. duty of, in Kentucky, 139. salary of, in Oregon, 158. independence of, 175. See also Supervision. State superintendents, list of, 93. opinions of, on manual training, 785. State taxes for school purposes preferable to ap¬ propriations, 97. State teachers’ reading circles, information con¬ cerning, 405. State universities, statistics of, 660. State University of Iowa, physical training at, 663. Homoeopathic Medical department of, statis¬ tics of matriculates and graduates of, 1026. Medical Department of, statistics of matricu¬ lates and graduates of, 1024. Statesville (N. C.) Female College, statistics of, 650. Statistics, need of uniformity in, 53. points for consideration in, 207. remarks relating to, 208, 209. See also Educational Statistics. Staunton, Va., notes from school report of, 271. common school statistics of, 283, 293, 303, 328, 350, 370, 390. Staunton (Ya.) Female Seminary, statistics of, 654. Steel, Edward T., president board of education, Philadelphia, Pa., quoted, 224, 466. Steele, W. L., city superintendent, Galesburg, Ill., 314. Steinbach, W. D., city superintendent, Danville, Pa., 326. Stenography taught in Marshall, Mich., 262. Stephens Female College, statistics of, 650. Sterling, Ill., notes from school report of, 251. Steubenville, Ohio., division of classes in, 230. supplementary reading in, 236. common school statistics of, 281,291,301,324, 346, 366, 386. training of teachers in, 439. Stevens Institute of Technology, notes from cata¬ logue of, 722. statistics of, 726, 728. Stevens’ Point, Wis., common school statistics of, 283, 293, 303, 330, 350, 370, 392. Stevenson, R. W., city superintendent, Columbus, Ohio, 324. Stillwater, Minn., notes from school rep ort of, 263. common school statistics of, 279, 288, 299, 320, 342, 362, 382. Stinson, J. C., city superintendent, Gloucester, N. J., 322. Stock-raising, instruction in, at Busse y Institu¬ tion, 721. Stockwell, Thos. B., commissioner of public schools of Rhode Island. 93. extracts from report of, 159. quoted, 175, 176, 214. Stone, A. P., city superintendent, Spr ingfield, Mass., 320. Stoneham, Mass., notes from school report of, 260. common school statistics of, 278, 288, 2l 18, 320, 340, 360, 380. Stoughton, Mass., common school statist}* ’S of, 278, 288, 298, 320, 340, 360, 380. Storer College, industrial features in, 449. statistics of, 462. Storrs Agricultural School, notes from catalogue of, 720. statistics of, 726, 728. Straw-plaiting, instruction in, in Switzerland, 985. Strauss, Charles M., superintendent of public in¬ struction of Arizona, 93. * Strayer, Lewis, county superintendent, Cambria County, Pa., quoted, 207, 220. Streator, III., common school statistics of, 275, 285 295, 314, 334, 354, 374. Streeter, R. M., city superintendent, Titusville, Pa., 326. Strong, Rev. J. W., mentioned, 894. Stroud, W. S., city superintendent, Portage, "Wis., 330. Stuart, A. W., city superintendent, Ottumwa, Iowa, 316. Stuart, George, paper by, 1017. Stuart’s Female College, statistics of, 648. Students, in normal schools, statistics of, 456-465. in secondary schools, 494. in secondary schools, statistics of, 490 -629. in colleges for women, statistics of, 644-655. in universities, statistics of, 658-661. in colleges of liberal arts, statistics of, 664-666, 675-691. in land-grant colleges, 708, 709, 716. in schools of science, statistics of, 725, 726. in United States Military and Naval Acade¬ mies, 729. in schools of theology, statistics of, 735-737, 740-747. in schools of law, statistics of, 735, 748-751. in schools of medicine, dentistry, and phar¬ macy, statistics of, 735, 754-756, 760-769. in business colleges, statistics of, 802-814. in schools for higher education of colored race, statistics ot, 878-881. in Argentine Republic national colleges, 993. Study, J. N., city superintendent, Richmond, Ind., 314. Subprimary School Society of Philadelphia, Pa., kindergartens controlled by, 466. Subjects of instruction in common schools, 197, 199. Subscription libraries, statistics of, 954-969. Summaries of statistics, difficulty in preparation of, 304. Summer educational assemblies, information con¬ cerning, 898. Summer schools for teachers, discussion of, 406. list of, 406. at Niantic, Conn., 412. in Missouri, 429. in Wisconsin, 450. See also Summer educational assemblies. Superintendent of city schools, office of, abolished in Maysville, Ky., 254. need of, in Beverly, Mass., 255. Superintendents, relation of, to school committees, 175. of city schools, comparative statistics of sala¬ ries of, 294-303, 307, 309. of city schools, list of, 312-330. statistics of expenditure for salaries of, in cities, 372-393. list of, of manual training schools, 794. of industrial schools, 797, 798. of nurses’ training schools, 815-817. of schools for the deaf, 834-836. of schools for the blind, 848. of schools for the feeble-minded, 855. of reform schools, 866. bonded, of Indian schools, 870. Superintendents’ salaries, expenditure for, by States, 81. See also Salaries of superintendents and tell¬ ers. Superior Instruction of women, 642. statistics of, 644-655. Supernumerary teachers, employment of, in Columbus, Ga., 250. Supervision, in Alaska, 99, 100, 111. in Arizona, 112. INDEX. 1161 Supervision— C ontinu ed . improved character of, in Dakota, 118, 119. in Delaware, 122. in Georgia, 127. in Idaho, 127, 128, 129. in Kansas, 131. in Michigan, 144. former lack of, in Mississippi, 147. law relating to, in Mississippi, 148. in Missouri, 149. in Nevada, 150. in Pennsylvania, 158. in South Carolina, 162. in Texas, 164. in Wyoming, 171. discussions relating to, 209. in Hot Springs, Arkansas, 247. improvement in, in San Francisco, Cal., 247. improvement in system of, in Savannah, Ga., 250. beneficial effects of, in Attleborough, Mass., 255. need of, in Great Barrington, Mass., 258. need of, in Holliston, Mass., 258. want of, in Marblehead, Mass., 259. in Melrose, Mass., 259. need of, in Peabody, Mass., 259. method of, in Westborough, Mass., 261. change in system of, in Cincinnati, Ohio, 267. good effects of, in Philadelphia, Pa., 268. defective method of, in Oshkosh, Wis., 272. statistics of expenditure for. in cities, 372-393. work of the regents of the University of New York, 508. See also School officers. Supplementary reading, discussion relating to, 236. increased attention to, in Montgomery, Ala., 246. introduced in Columbus, Ga., 250. required in Bav City, Mich., 261. use of, in New York City, 266. Surdam, C. E., city superintendent, West New Brighton, N. Y. , 324. Surface, A. J., city superintendent, East Liver¬ pool, Ohio, 324. Surgery, schools of. See Medicine, schools of. Sutton, W. S., city superintendent, Houston, Tex., 328. Swarthmore College, physical training at, 663. Sweden, statistics of educational periodicals in, 978. Swedish Theological Seminary, statistics of, 740. Switzerland, statistics of educational periodicals in, 978. comparative statistics of elementary educa¬ tion in, 1000, 1002, 1004. Synodical Female College, statistics of, 650, 652. Synodical Female Institute, statistics of, 646. Syracuse, N. Y., study of arithmetic in, 239. notes from school report of, 266. common school statistics of, 280, 290, 300, 324, 344, 364, 384. training of teachers in, 435. Syracuse (N. Y.) Training School, statistics of, 460. Syracuse (N. Y.) University, College of Medicine of, statistics of matriculates and graduates of, 1026. T. Tabor College, notes from catalogue of, 672. Talladega, Ala., notes from school report of, 246. common school statistics of, 274, 284, 294, 312, 332, 352, 372. normal class in, 408. Talliaferro, General W illiam B. , letter to the Com¬ missioner of Education, 27. Tamaqua, Pa., common school statistics of, 282, 292, 302, 326, 348, 368, 388. Tappan, Eli T., State commissioner of common schools of Ohio, 93. Tar bell, H. T., city superintendent, Providence, E. L. 328. mentioned, 894. Tardiness, remarks relating to, 232. See also Punctuality. Tash; Thomas, city superintendent, Portland, Me., quoted, 239, 316. Tasmania, comparative statistics of elementary education in, 1000, 1002, 1004. Tate, I. N., mentioned, 822. Taunton, Mass., notes from school report of, 260. common school statistics of, 278, 288, 298, 320, 340, 360, 380. Taxation, varieties of, in Dakota, 120. local, in Montana, 150. local, comparative statistics of, 294-303, 307, 309. receipts from, in cities, 352-371. See also State taxes and Local taxes. Taxes, law relating to receipts from, in Kentucky, 140. Taylor, A. E., city superintendent, Springfield, Ohio, 324. Taylor, A. R., mentioned, 895. Taylor, Edward, city superintendent, Yincennes, Ind., 314. Taylor, Dr. O. B., secretary city board of school visitors, Manchester’ Conn., 312. Taylor, S. S., city superintendent, St. Paul, Minn., quoted, 238, 320. Teachers, in private schools, number of, by States, 69. sex of, 70. lack of permanency in positions of, 71. statistics of, by States, 72, 88. number of. in Alabama, 94. sex of, in Connecticut, 115. law relating to contracts of, in Minnesota, 145. examination of, in Mississippi, 147. statistics of, in Oregon, 157. increase in number of, in Pennsylvania, 158. increased number of, in Rhode Island, 160. number of, in Virginia, 167. law relating to contracts of, in Wisconsin, 170. statistics of, in Wyoming, 171. discussion relating to, 211. tardiness in payment of, in San Francisco, 247. irregularity in payment of, in New Orleans, La., 254. change in methods of appointment of, in Cin¬ cinnati, Ohio, 267. dissension caused by annual election of, in Portland, Oregon, 268. ratio of males to whole number, in cities, 284- 293, 306. number of, necessary to supply the schools, remarks relating to, 310. statistics of, in cities, 332-351. number engaged in professional reading, 405. summer schools for, 406. inspecting, in San Francisco, Cal., 410. qualifications of, in Waltham, Mass., 425. number of, in Connecticut, 452. statistics of education and certificates of, 453. in. kindergartens, statistics of, 467-490. changes in, in Indian schools, 871. in Indian schools, statistics of, 872, 873. of eolored schools, statistics of, 875, 881. in London, England, elementary schools, statistics of, 980. in foreign countries, 1002. need of improvement in, 1008. superiority of males, 1008. training of. See Training of teachers. See also Trained teachers. Teachers’ associations, in Alaska, 99. in Alabama, 408. in Arkansas, 409. in Colorado, 410. in Connecticut, 412. in Dakota, 413. in Florida, 414. in Georgia, 415. in Illinois, 416. in Indiana, 417. in Iowa, 418. in Kansas, 419. in Kentucky, 419. in Maine, 421. in Maryland, 421. in Massachusetts, 424. 1162 INDEX. Teachers’ associations — Continued, in Michigan, 427. in Minnesota, 427. in Mississippi, 428. in Missouri, 429. in Montana, 430. in Nebraska, 431. in New Jersey, 433. in New York, 437. in North Carolina, 437. in Ohio, 439. in Oregon, 440. in Pennsylvania, 442. in Rhode Island, 443. in South Carolina, 444. in Tennessee, 445. in Texas, 440. in Vermont, 446. in Virginia, 448. in West Virginia, 449. in Wisconsin, 450. Teachers’ certificates,- law relating to, in Ken¬ tucky, 140. statistics of, in Oregon, 157. law relating to, in West Virginia^ 1G9. law relating to, in Wisconsin, 170. in Dakota, 412. in Nevada, 431. normal school diplomas equivalent to, in Penn¬ sylvania, 440. equivalent of diploma of Nashville Normal College to, 444. in Washington, 449. normal diplomas equivalent to, in West Vir¬ ginia, 449. normal diplomas equivalent to, in Wisconsin, 450. statistics of, 453. See also Teachers’ examinations. Teachers’ classes, organized in Hastings, Mich., 262. Teachers’ councils, organization of, in North Caro¬ lina, 437. Teachers’ examinations, in Delaware, 121, 122. in Georgia, 127. in Michigan, 144. law relating to, in Oregon, 158. in Texas, 163. discarded in Hastings, Mich., 262. change in system of, in Brooklyn, N. Y., 265. in Maryland, 421. Teachers’ institutes, in Delaware, 123, 413. in Iowa, 129, 418. appropriations for, in Kentucky, 139. instructors for, in Kentucky, 140. appropriations for, in Minnesota, 146. established in Mississippi, 147, 148. in Nevada, 150, 431. law relating to, in Oregon, 158. in Washington Territory, 16S, 449. in Wyoming, 171,451. early establishment of, and legislative aid to, 402. character of pioneer institutes, 403. testimony concerning efficiency of, 403. in Alabama, 408. in Arizona, 408. in Arkansas, 409. in California, 410. in Colorado, 410. in Connecticut, 412. in Dakota, 413. in Florida, 414. in Georgia, 415. in Illinois, 416. in Indiana, 417. in Kansas, 419. in Kentucky", 419. in Louisiana, 420. in Maryland, 421. in Massachusetts, 425. in Michigan, 427. in Minnesota, 427. in Mississippi, 427. in Missouri, 429. in Montana, 430. in Nebraska, 431. in New Hampshire, 431. Teachers’ institutes — Contniued. in New York, importance of, 436. in North Carolina, good accomplished by, 437. in Oregon, 440. in Pennsylvania, 441. in Rhode Island, 443. in South Carolina, 443. in Tennessee, 444. in Texas, 445. in Utah, 446. in Vermont, 446. in Virginia. 448. in West Virginia, 449. in Wisconsin, 450. aid from Peabody fund to, 451. remarks relating to statistics of, 452. statistics of, 454. for colored teachers, statistics of, 875. Teachers’ library in Dover, N. H., 431. Teachers’ meetings, plan of, in Columbus, Ga., 250. in Oskaloosa, Iowa, 253. good results of, in Kansas Oity, Mo., 263. popularity of, 404. in District of Columbia, 414. in cities of Illinois, 416. in cities of Indiana. 417. in Iowa, 418. in cities of Kansas, 419. in cities of Kentucky, 419. in cities of Maine, 421. iu cities of Massachusetts, 423. iu cities of Michigan, 426. in cities of Minnesota, 427. in cities of Missouri, 429. • in cities of Nebraska, 430. in cities of New Jersey, 432. in cities of New York, 435. in cities of Ohio, 438. iu cities of Pennsylvania, 441. in cities of Rhode Island, 443. in Columbia, S. C., 444. in cities of Tennessee, 444. in cities of Texas, 445. in Rutland, Yt., 446. in Wheeling, W. Va., 449. in cities of Wisconsin, 450. Teachers’ mutual benefit associations in New York, 434. Teachers’ National Reading Circle, information concerning, 405. Teachers’ Norma! and Training School, Rochester, N. Y., statistics of, 460. Teachers’ Normal Institute, De Funiak Springs, Fla., meeting of, 414. Teachers’ reading circles. See Reading circles. Teachers’ salaries, computation of the average of, 53. statistics of, by States, 74. expenditure for, by States, 81. in Alabama, 84. in Connecticut, 115. increase in, in Dakota, 118. graded according to grade of certificate, in Dakota, 119. increase of, recommended in the District of Columbia, 125. payment of, in Kentucky, 139. not affected by legal holidays m Minnesota, 145. law relating to, in Mississippi, 148. average of, in Oregon, 157. average of. in Pennsylvania, 158. increase of, in Rhode Island, 160. . in Texas, 163. in Virginia, 167. effect of competition on, 204. discussion relating to, 211. restriction of, in Washington, D. C., 2-49. re-adjustment of scale of, in Chelsea, Ma33., 256. increase in, 268. paid monthly iu Cumberland, R. I., 269. effect of increase in, in Pawtucket, R. I., 270. in Indian schools, insufficiency of, 871. statistics of, 872. in colored schools, statistics of, 875. expenditure for, in London, England, 980. in American colleges in Asia Minor, 989. ir. Argentine Republic, 992. INDEX. 1163 Teachers’ salaries— Continued. expenditures for, in Argentine Republic, 998. See also Salaries of superintendents and teachers. Teachers’ training class, Albany* N. Y.: statistics of, 4C0. organization of, in Minneapolis, Minn., 202. in Brooklyn, hi. Y., 2C5, 435. in Albany, N. Y., 435. ip Rochester, hi. Y., 43:5. in Syracuse, hi. Y., 435. Teaching force, changes in, how determined, 311. standard of, in Adams, Mass-., 424. how determined, 451. of colleges, remarks relating to, 062. Technical education in Switzerland, 9S4-987. See also Industrial training. Temperance instruction, in Colorado, 113.) in Connecticut, 116, in Delaware, 123. in the District of Columbia, 125. in Idaho, 128. in Iowa, 130. in Maine, 149. in Maryland, 142. in Michigan, 143, 145. in Minnesota, 146. in blew Mexico, 154. in Vermont, 165. in "West Virginia, 169. in Pennsylvania, 210. present status of, 214-216. discussion relating to. 216-218. good accomplished by, in New York City, 266. favored by medical officers of schools for the feeble-minded, 850. See also Physiology and hygiene. Temple, E. L., city superintendent, Rutland, Yt., 328. Tennessee, common school statistics of, 54, 57, 59, 62, 64, 65, 87, 69, 72, 74, 76, 78, 79, 81, 83, 84, 86, 88, 91. notes from reports of cities of, 270.. common school statistics of cities of, 282, 292, 302, 305, 306, 307, 328, 348, 368, 390. aid from Peabody fund to education in, 451. statistics relating to teachers in, 453. statistics of teachers’ institutes in. 454. statistics of normal schools in, 457, 462, 464. statistics of kindergartens in, 487, 488. statistics of kindergarten training schools in, 467,493. - statistics of secondary schools in, 496,498, 500, 502, 504, 512-516, 531, 542, 547, 55.0-, 558, 565, 578, 585, 608, 610, 627, 629. statistics of colleges for women in, 644, 652. statistics of undergraduate work of colleges in, 666. statistics of colleges of liberal arts in, 664, 688, 703, 704. statistics of college attendance in, 731, 734. statistics of schools of theology in, 736, 737, 746. statistics of schools of law in, 749, 750, 752. statistics of schools of medicine, of dentistry, and of pharmacy in, 754, 755, 756, 757, 758, 762, 764, 786, 768, 772, 774. statistics of degrees conferred by colleges in, 781. statistics of industrial schools in, 796, 793, 800. statistics of business colleges in, 803, 812. education of the deaf in, 829. statisticsofscboolsforthedeaf in, 831, 832, 836. statistics of schools for the blind in, 844, 846, 848. statistics of education of colored race in, 874, 875, 878, 879, 880. summer educational assembly in, 900. statistics of libraries in, 917,924*931,938,941, 952, 954, 966, 968. statistics of educational periodicals in, 976. Tennessee School for the Deaf, notes from cata¬ logue of, 829. Tenure of office of teachers, remarks relating to, 212, 213, 214. advocated, 1008. Terre Haute, Ind., common school statistics of, 276, 285, 296, 314, 334, 356, 376. Territorial Normal School, Spearfish, Dak., in¬ formation concerning, 412. statistics of, 458. Territorial Normal School, Tcmpe, Aria., estab¬ lishment of, 397. course of study of, 408. statistics of, 458. Territorial Teachers’ Association of Montana, 430. Texas, common school statistics of, 55, 57, 59, 62, 64, 65, 67, 69, 72, 74, 76, 78, 79, 81, 83, 84, 86,88,91. changes in school law of, 163. extracts from report of State superintendent, 163. notes from reports of cities of, 271. common school statistics of cities of, 282, 292, 302, 305, 306, 307, 328, 348, 368, 390. training of teachers in, 445. aid from Peabody fund to education in, 451. statistics of normal schools in, 451, 462, 464. statistics relating to teachers in, 453. statistics of teachers’ institutes in, 454. statistics of kindergartens in, 467, 488. statistics of secondary schools in, 496, 498, 500, 502, 504, 512-516, 532, 542, 545, 547, 550, 559, 565, 578, 586, 610, 627, 629. statistics of colleges for women in, 644, 652. statistics of colleges of liberal arts in, 664, 689, 704. statistics of undergraduate work of colleges in, 666, statistics of schools of science in, 708, 709, 716, • 718. statistics of college attendance in, 732. statistics of schools of theology in, 736, 737, 746. statistics of schools of law in, 749, 750, 752. statistics, of degrees conferred by colleges in, 781. statistics of business colleges in, 803, 812. statistics of schools for the deaf in, 831, 832, 836. new school for the blind in, 838. statisticsof schools forthehlindin, 844, 846,848. statistics of education of colored race in, 874, 875, 878, 879. summer educational assembly in, 900. statistics of libraries in, 903, 915, 917, 924, 931, 940, 941, 952, 954, 968. statistics of educational periodicals in, 976. Texas Agricultural and Mechanical College, equipment of, 715. Texas Deaf, Dumb, and Blind Institution for Col¬ ored Youth, notes from catalogue of, 829. Texas Institution for the Blind, extract from re¬ port of, 818. notes from catalogue of, 844. Text-books, supplied by General Government to Alaska schools, 98. legislation in California concerning uniform¬ ity of, 113. may he furnished by district, in Colorado, 113. free, desired in Delaware, 121. law concerning, in Delaware, 122. law concerning, in Georgia, 126. recommendation concerning, in Iowa, 131. laws concerning, in Kentucky, 139. more uniformity of, needed in Michigan, 145. free system satisfactory in New Hampshire, 151. 4 demand for uniformity of, in Texas, 163. may he furnished by districts in Wisconsin, 170. discussion relating to uniformity in, 218, 219, 220. State series of, adoptedin San Fran cisco, Cal., 247. city ownership of, in Berlin, Wis., 271. sold, to pupils at cost in Neenah, Wis., 272. statistics of expenditure for, in cities, 372-393. expenditures for, in Argentine Republic, 996. See also Free text-hook system. Thayer, Jesse B., State superintendent of public schools ot Wisconsin, 93. Thayer School of Civil Engineering, notes from catalogue of, 722. statistics of, 726, 728. Theological course in Fisk University, statistics of. 746. in St. Vincent’s College, statistics of, 744. 1164 INDEX. Theological institutes, statistics of, 742. Theological department of Allen University, sta¬ tistics of, 746. of Atlanta (G-a.) Baptist Seminary, statistics of, 740. of Biddle University, statistics of, 744. of Bishop College, statistics of, 746. of Central Tennessee College, statistics of, 746. of Central Wesleyan College, statistics of, 742. of Chattanooga (Tenn.) University, statistics of, 746. of Concordia College, statistics of, 744. of German Wallace College, statistics of, 744. of German-English College, statistics of, 740. of Griswold College, statistics of, 740. of Indian University, statistics of, 740. of Hillsdale (Mich.) College, statistics of, 742. of Howard University, statistics of, 740. of Leland University, statistics of, 742. of Lincoln University, statistics of, 746. of Lombard University, statistics of, 740. of McKendree College, statistics of, 740. of Mercer University, statistics of, 740. of Boger Williams University, statistics of, 746. of St. Augustine Normal School, statistics of, 744. of St. Yiateur’s College, statistics of, 740. of Selma (Ala.) University, statistics of, 740. of Shaw University, statistics of, 744. of Shurtleff College, statistics of, 740. of Straight University, statistics of, 742. of Talladega (Ala.) College, statistics of, 740. of Trinity College, statistics of, 744. of Trinity University, statistics of, 746. of University of the South, statistics of, 746. of Ursinus College, statistics of, 744. of Yale University, statistics of, 740. Theological School of Cumberland University, statistics of, 746. Theological Seminary of St. Sulpice and St. Mary’s University, statistics of, 742. Theological Seminary of the South Newberry Col¬ lege, statistics -of, 746. . Theological Seminary of the Evangelical Lutheran Church in Philadelphia, Pa., statisticsof, 746. Theological Seminary of the General Synod of the Lutheran Church in the United States, sta¬ tistics of, 744. Theological Seminary of the Presbyterian Church, statistics of, 742. Theological Seminary of the Protestant Episcopal Church in the diocese of Ohio, statistics of, 744. Theological Seminary of the [Reformed (Dutch) Church in America, statistics of, 742. Theological Seminary of the [Reformed Church in the United States, statistics of, 746. Theological Seminary of the Reformed Presbyte¬ rian Church, statistics of, 744. Theological Seminary of the United Presbyterian Church, statistics of, 744. Theology, schools of, statisticsof, 735-737, 740-747. course of study in, at St. Vincent's Seminary, 738. schools of, from which.no returns were re¬ ceived, 748. progress of schools of, 73S. remarks relating to statistics of schools of, 738. schools of, memoranda relating to, 748. statistics of degrees in, 777-781. schools of, for colored race, 879-881. Thomas C. B., city superintendent, East Saginaw, Mich., quoted, 219, 320. Thomasville (N. C.) Female College, statistics of, 652. Thome, Dr. John M., director of Argentine Na¬ tional Observatory, 996. Thompson, E. C., city superintendent, Saginaw, Mich., 320. Thompson, Dr. H. A., mentioned, 895. Thompson, Woodvillo E., State superintendent of public instruction of Arkansas, 93. quoted, 173, 174, 210, 218. Thompson, Conn., common school statistics of. 274, 284, 294, 312, 332, 352, 372. teachers’ meetings in, 412. Thorp, D. R. A., city superintendent, Ottawa, HI., 314. Thurber, C. H., secretary of Cornell University, quoted, 669. Thurber, Samuel, mentioned, 895. Tiffany, Dr. F. B., examination of eyes of school children by, 234-236. Tiffin, Ohio, common school statistics of, 281, 291, 301, 326, 346, 366, 386. Tigert, John J., mentioned, 894. Tilden Seminary, statistics of, 650. Tillotson, D. 0., city superintendent, Topeka, Kans., quoted, 229. Tillotson Collegiate and Normal Institute, Austin, Tex., statistics of, 464. Tinglev,G.H., Jr., city superintendent, Louisville, &y., 316. Titusville, Pa., common school statistics of, 282, 292, 302, 326, 348, 368, 388. Tiverton. R. I., teachers’ meetings in, 443. Toledo, Ohio, common school statistics of, 281, 291, 301,326,346,366,386. Toledo (Ohio) Medical College, statistics of ma¬ triculates and graduates of, 1026. Toll, W. E., city superintendent, Waukegan, Ill., 314. Tomlin, L., city superintendent, Parsons, Kans., 316. Tomlins,. William L., mentioned, 896. Tompkins, I. B., secretary city school board, New Bedford, Mass., 318. Tongass, Alaska, school at, 106. Topeka, Kans., notes from school report of, 254. common school statistics of, 276, 286, 296, 316, 336, 356, 376. Toronto Practice School, demand for admission, 400. Tougaloo (Miss.) University, normal course at, 428. statistics of, 460. industrial training at, 790. Tow ne Scientific School, notes from catalogue of, 723. Township high schools, importance of, 194. Township system, in Connecticut, 117. in Dakota, 119. results of change to, in New Hampshire, 151. law relating to change from, in Wisconsin, 170. more accurate statistics under, 208. tested in Rochester, N. H., 264. See also District system. Tracy, C. C., president Anatolia College, Turkey, quoted, 989. Tracy, F. N., city superintendent, Kankakee, HI., 314. Trade schools, discussion relating to, 791-793. in Switzerland, description of, 984-987. Trades followed bv deaf-mutes, 788. Trained teachers, lack of, in Mississippi, 147, 148. demand for, in Rhode Island, 160. more generally employed in Rhode Island, 161. demand for, in South Carolina, 162. f need of, not properly met in New York, 433. Training, reformatory, results of, 857. Training class, Chicago (I1L) Froebel Kindergar¬ ten, statistics of, 491. . Training class, Cincinnati (Ohio) Free Kindergar- ' ten Association, statistics of, 493. Training class for kindergarten teachers, Lan¬ caster, Pa., statistics of, 493. Training class for teachers, organization of, in Minneapolis, Minn., 262. Training of teachers, in Alabama, 407. in Arkansas, 408. in Arizona, 408. in California, 409. in Colorado, 410. in Connecticut, 411. in Dakota, 412. in District of Columbia, 413. in Delaware, 413. in Florida, 414. in Georgia, 414. in Illinois, 415. in Indiana, 416. in Iowa, 418. in Kansas, 418. in Kentucky, 419. INDEX, 1165 Training of teachers -Continued, in Louisiana, 420. in Maine, 420. in Maryland, 421. in Massachusetts, 421. in Springfield, Mass., 424. in Braintree, Mass., 425. in New Bedford, Mass., 425. in Michigan, 426. in Minnesota, 427. in Mississippi, 427. in Missouri, 428. in Montana, 430. in Nebraska, 430. in Nevada, 431. in New Hampshire, 431. in New Jersey, 432. in New York, 433. in North Carolina, 137. in Ohio, 438. in Oregon, 439. in Pennsylvania, 440. in Rhode Island, 442. in South Carolina,, 443. in Tennessee, 444. in Texas, 445. in Vermont, 446. iri Virginia, 417. in Washington, 449. in West Virginia, 449. in Wisconsin, 449. in Wyoming, 451. need of, in the South, 451. for schools for the deaf, 820. in Argentine Republic, 994. Training School for Kindergartners, New York, N. Y., statistics of, 493. Training School for Kindergartners, Syracuse, N. Y., statistics of, 493. Training schools for nurses, statistics of, 814-817. Training schools for teachers, established in Watertown, Mass., 260. success of, in Brooklyn, N. Y., 265. establishment of, in Pawtucket, R. I., 270. Transeau, S., city superintendent, "Williamsport, Pa., 326. Treasury Department, decision of, regarding American Printing House for the Blind, 841. use of library of, 917. Trefry, W. D. T., chairman city school committee, Marblehead, Mass., 318. Trcndley, F., city superintendent, Youngstown, Ohio, 326. Trinidad, comparative statistics of elementary education in, 1000, 1002, 1004. Trinity College, physical training at, 663. notes from catalogue of, 671. Troy, N. Y., notes from school report of, 266. "common school statistics of, 280, 290, 300, 324, 344, 364, 386. teachers’ meetings in, 436. study of drawing in, 785. Truancy, law relating to, in Michigan, 144. remarks relating to, 231. ineffectiveness of laws relating to, in Chelsea, Mass., 256. trouble caused by, in Lynn, Mass., 258. inefficiency of law relating to, in Northamp¬ ton, Mass., 259. trouble caused by, in Pittsfield, Mass., 259. prevalence of, in Bennington, Vt., 271. See also Compulsory attendance. Truant officers, success of, in cities, 231. Trustees of schools in New York, 156. Tuition, statistics of receipts from fees for, in cities, 352-371. statistics of expenditure for, in cities, 372—393. kindergartens supported by, 467-490. charge for, in kindergarten training schools, 491-493. annual charge for, in secondary schools, 560- 567. 580-586, 614-628. in colleges for women, statistics of, 645-655. receipts of universities from fees for, 658-661. in colleges of liberal arts, charges for, 692- 705. income of land-grant colleges from, 707, charge for, in land-grant colleges, 718. T uition — Continued. receipts of schools of science from charges for, 725, 728. annual charge for, in schools of science, 728. receipts of schools of law irom fees for, sta¬ tistics of, 749, 752. annual charge for, in law schools, 752. receipts of schools of medicine, etc., from foes for, 757-759, 770-775. annual charge for, in schools of medicine, etc., statistics of, 770-775. in manual training schools, charges for, 792. in trade schools, charges for, 793. annual charge for, in business colleges, statis¬ tics of, 804-813. incomes of schools for the deaf from fees for, statistics of, 832-837. charges for, in American colleges in Asia Minor, 989. Tufts College, physical training at, 663. divinity school of, statistics of, 742. Tulane Home Study and Reading Society, men¬ tioned, 405. Tulane University of Louisiana, medical depart¬ ment, statistics of matriculates and gradu¬ ates of, 1024. Turkey, American educational institutions in, 988-990. Turner, E. M., president of West Virginia Univer¬ sity, quoted, 670. Tuscaloosa, Ala., notes from school report of, 246. teachers’ meetings in, 408. Tuscaloosa (Ala.) Female College, statistics of, 646. Tuskegee (Ala.) State Normal School, statistics of, 458. U. Unalashka, Alaska, school district of, 99. school at, 102. Uncivilized tribes of Indians. See Indians. Undergraduate students, classification of, 667. Undergraduate work of colleges, statistics of, 666. Unga, Alaska, school at, 103, 104, 107, 108. Ungraded schools, courses of study for, 141. course of study for, prepared in Massachu¬ setts, 143. See also Graded schools. Uniformity of State taxation, need of, 202, 203. Uniformity in statistics, importance of, 311. Union Biblical Institute, statistics of, 740. Union Biblical Seminary, statistics of, 744. Union City, Tenn., notes from school report of, 270. common school statistics of, 282, 292, 302, 328, 348, 368, 390. Union College, physical training at, 663. Union College of Law of Chicago (Ill.) and North¬ western Universities, statistics of, 750, 752. Union Female College, statistics of, 646. Union Theological Seminary, statistics of, 744, 746. United Presbyterian Theological Seminary of Xenia, Ohio, statistics of, 744. United States Military Academy, statistics of, 729. United States Naval Academy, statistics of, 729. Universities, tabular view of admission require¬ ments of, 631-638. remarks relating to, 656. scheme for tabulating statistics of, 656. statistics of, 658-661. memoranda relating to, 706. list of, failing to report, 706. See also Colleges and universities. University of Alabama, admission requirements of, 634, 638. statistics of, 660. physical training at, 663. information relating to, 668. University of Buenos Ayres, information concern¬ ing, 995. University of Buffalo, N. Y., medical department, statistics of matriculates and graduates of, 1024. University of California, admission requirements of, 631, 635. statistics of, 660. physical training at, 663. 1166 INDEX. University of California — Continued, notes from catalogue of, 671. medical department of, statistics of matricu¬ lates and graduates of, 1024. University ot Colorado, statistics of, GC9. physical training at, 6G3. medical department of, statistics of matricu¬ lates and graduates of, 1024. University of Cordoba, Argentine Republic, in¬ formation concerning, 994, 995. University of Denver, Colo., notes from catalogue of, 671. medical department of, statistics of matricu¬ lates and graduates of, 1024. University of Deseret, normal department of, 446. University of Georgetown, D. C., medical depart¬ ment, statistics of matriculates and. gradu¬ ates of, 1024. University of Georgia, statistics of, 660. University of Illinois, statistics of, 660, 709, 710, 716, 718. physical training at, 663 . University of Iowa, statistics of, 660. University of Kansas, statistics of, 660. notes from catalogue of, 672. University of Kansas City, medical department, statistics of matriculates and graduates of, 1026. University of Louisville, Ky., medical depart¬ ment, statistics of matriculates and gradu¬ ates of, 1024. University of Maryland, school of medicine, sta¬ tistics of matriculates and graduates of, 1026. University of Michigan, admission requirements of, 633, 637. statistics of, 660. semi-centennial of, 670. department of medicine and surgery of, sta¬ tistics of matriculates and graduates of, 1024. homoeopathic medical department of, statistics of matriculates and graduates of, 1026. University of Minnesota, statistics of, 660. University of Mississippi, statistics of, 660. University of Missouri, notes from report of, 673. University of Nebraska, college of medicine of, statistics of matriculates and graduates of, 1024. college of homoeopathic medicine of, statistics of matriculates and graduates of, 1024. University of Nevada, statistics of, 710. statement concerning, 720. University of North Carolina, normal course of, 437. admission requirements of, 634, 638. physical training at, 663. notes from catalogue of, 673. University of North Dakota, physical training at, 663. University of Ohio, normal department of, 438. University of Pennsylvania, admission require¬ ments of, 632, 635. statistics of, 658. physical training at, 663. organization of, 668. medical department of, statistics of matricu¬ lates and graduates of, 1024. University of Southern California, college of med¬ icine, statistics of matriculates and gradu¬ ates of, 1024. University of Tennessee and Agricultural and Mechanical College, statement concern¬ ing, 720 University of Texas, admission requirements of, 633, 637. University of the City of New York, statistics of, 658. medical department of, statistics of matricu¬ lates and graduates of, 1026. University of the State of Missouri, medical de¬ partment, statistics of matriculates and graduates of, 1026. University of the State of New York, supervi¬ sory work of regents of, 508. University of Vermont and State Agricultural and' Mechanical College, admission require¬ ments of, 632, 636. statistics of, 711. statement concerning, 720. University of Vermont and State Agricultural and Mechanical College — Continued, medical department of, statistics of matricu¬ lates and graduates of, 1026. University of Virginia, monograph on, 21. normal course at, 447. physical training at, 6C3. organization of, 068. medical department of, statistics of matricu¬ lates and graduates of, 1026. University of VVisconsin, admission requirements of, 633, 637. physical training at, 6G3. equipment of, 715. University of Wooster, Ohio, physical training at, 663. medical department of, statistics of matricu¬ lates and graduates of, 1026. University of Wyoming, normal training at, 451. University Law School, University of North Car olina, statistics of, 750, 752, Upper Iowa University, physical training at, 663, Urbana, Ohio, common school statistics of, 281, 291, 301, 326, 346, 366, 386. Ursuline Academy, statistics of, 650. Uruguay, comparative statistics of elementary education in, 1000, 1002, 1004. Utah, common school statistics of, 55, 58, 60, 62, 64, 66, 68, 70, 73, 75, 77, 78, 79, 82, 83, 84, 87, 88, 92. common school statistics of cities of, 283,292, 303, 328, 348, 368, 390. traiuing of teachers in, 446. statistics of normal schools in. 457. statistics of kindergartens in, 467, 488. statistics of kindergarten training schools in, 467, 493. statistics of secondary schools in, 496, 498, 500, 502, 506, 512-516, 559, 565, 610, 627. statistics of colleges of liberal arts in, 664, 689, 704. statistics of undergraduate work of colleges in, 666. statistics of college attendance in, 732. statistics of business colleges in, 803. statistics of schools for the deaf in, 831, 832, 836. statistics of Indian education in, 888. statistics of libraries in, 914, 952, 968. Utica, N. V., notes from school report of, 267. common school statistics of, 280, 290, 300, 324, 344, 364, 386. training of teachers in, 436. V. Vacation schools, good results of, 1010. See also Summer schools. Vallejo, Cal., arrangement of classes in, 231. Valuation of property, total, proportion of school expenditures to, by States, 83. uncertain character of, 84. statistics of, by States, 86. total, proportion of value of school property to, 86. different bases of, 273. total, in cities, statistics of, 372-393. Vanderbilt University, admission requirements of, 634,638. statistics of, 658. physical training at, 663. Vassar College, admission requirements of, 640. statistics of, 645. Vaughan, Edwin, chairman city school ho. ru, Claremont, N. H., 322. Venable, C. S., chairman of faculty of University of Virginia, quoted, 668. Venezuela, comparative statistics of elementary education in, 1000, 1002, 1004. Ventilation, discussion relating to, 195. instructions relating to, 204. Vermont, common school statistics of, 54,57,59, 62, 61, 65, 67, 69, 72, 74, 76, 78, 79, 81, 83, 84, 86, 88, Cl. changes in school law of, 165. notes from reports of cities of, 271. common school statistics of cities of, 283, 292, 303, 328, S50, 370, 390. first teachers’ institute in, 403. INDEX. 1167 Vermont— Continued. training; of teachers in, 446. statistics relating to teachers in, 453. statistics of teachers’ institutes in, 454. statistics of normal schools in, 457, 462. statistics of kindergartens in, 467, 488. statistics of secondary schools in, 496, 498, 500, 502, 504, 512-516, 532, 542, 547, 550, 559, 535, 610, 627, 628, 629. statistics of colleges tor women in, 644, 652. statistics of colleges of liberal arts in, 664, ' 689, 705. statistics of undergraduate work of colleges in, 666. notes from catalogue of school of science in, 723. statistics of schools of science in, 725, 726, 728. statistics of college attendance in, 731, 734. statistics of schools of medicine, of dentistry, and of pharmacy in, 754, 757, 764, 772. statistics of degrees conferred by colleges in, 781. statistics of business colleges in, 803, 812. statistics of nurses’ training schools in, 814, 816. pupils from, in American Asylum for the Deaf, 824. statistics of reform schools in, 866. statistics of libraries in, 903, 914, 916, 917, 924, 926, 930, 931, 940, 941, 952, 954, 968. statistics of educational periodicals in, 976. Vermont Methodist Seminary and Female Col lege, statistics of, 652. Veterinary schools. See Medicine, schools of. Victoria, comparative statistics of elementary education in, 1000, 1002, 1004. Vicksburg, Miss., common school statistics of, 279, 289, 299, 320, 342, 362, 382. Vincent, J. H., chancellor of Chautauqua Uni¬ versity, quoted, 404. mentioned, 894. Vincennes, Inch, notes from school report of, 252. common school statistics of, 276, 2S5, 296, 314, 334, 356, 376. Virginia, work on the educational history of, 22. common school statistics of, 54, 57, 59, 62, 64, 65, 67, 69, 72, 74, 76, 78, 79, 81, 83, 84, 86, 88, 91. extracts from report of State superintendent. 166. changes of school law in, 168. notes from reports of cities of, 271. common school statistics of cities of, 283, 293, 303, 305, 306, 307, 328, 350, 370, 390. training of teachers in, 447. aid from Peabody fund to education in, 451. statistics of teachers’ institutes in, 454. statistics of normal schools in, 457, 462. statistics of secondary schools in, 496, 498, 500, 502, 504, 512-516, 532, 542, 559, 565, 57S, 586, 610, 612, 628. statistics of colleges for women in, 644, 654. statistics of colleges of liberal arts in, 664, 689, 705. statistics of undergraduate work of colleges in, 666. statistics of schools of science in, 708, 709, 716, 718, 725, 726, .728. notes from catalogue of school of science in, 723. statistics of college attendance in, 731, 734. statistics of schools of theology in, 736, 737, 746. statistics of schools of law in, 749, 750, 752. statistics of schools of medicine, of dentistry, and of pharmacy in, 754, 757, 764, 772. statistics of degrees conferred by colleges in, 781. statistics of manual training school in, 794, 795. statistics of business colleges in, 803, 812. statistics of schools for the deaf in, 830, 832, 836. statistics of schools for the blind in, 844, 848. statistics of education of colored race in, 874, 875, 878, 879. statistics of libraries in, 917, 924, 931, 940, 941, 952, 954, 968. statistics of educational periodicals in, 976. Virginia Agricultural and Mechanical College, statistics of, 709, 711, 716, 718. Virginia City, bJev., common school statistics of, . 279, 289, 299, 322, 342, 362, 382. Virginia Female Institute, statistics of, 654. Virginia Military Institute, notes from catalogue of, 723. statistics of, 726, 728. Virginia Formal and Collegiate Institute, summer sessions of, 168. information concerning, 448. statistics of, 462. Vocal music, instruction in, desired in Talladega, Ala., 146. discussion relating to study of, 237. study of, introduced in Hopkinsville, Ky., 254. proficiency in, in Chelsea, Mass., 256. successfully taught in Binghamton, F. Y., 264. proficiency in, in Few York City, 266. introduction of, in Bennington, Yt., 271. See also Music and Singing. Volumes in libraries. See Libraries. Voluntary schools, in London, Eng., statistics of, 980. Voters, qualifications of, in Colorado, 113. W. Waco, Tex., notes from school report of, 271. common school statistics of, 283, 292, 303, 328, 348, 368, 390. normal classes in, 445. Waco (Tex.) Female College, statistics of, 652. Wagner Free Institute of Science, statistics of, 726, 728. Wait, Edward, city superintendent, Lansingburg, F. Y.. 324. Wait, William B., quoted, 839, 840. Waite, H. R., mentioned, 896. Wake Forest (F. C.) College, physical training at, 663. Walker, Francis A., mentioned, 895. Walker, G-. W., city superintendent, Adrian, Mich., 320. Walker, P. It., city superintendent, Bockford, Ill., 314. Walters, J. D., mentioned, 896. Waltham, Mass., notes from school report of, 260. common school statistics of, 278, 288, 298, 320, 340, 360, 380. qualifications for teachers in, 425. Wardrobes in school houses, instructions relat¬ ing to, 205. Warren, Dr. Charles, paper by, 1023. Warren, Hon. Francis E., Governor of Wyoming, extracts from report of, 171. Warren, H. K., city superintendent, Hannibal, Mo., 320. Warsaw, Ind., punctual attendance in, 232. notes from school report of, 252. Washburn College, notes from catalogue of, 672. Washington, common school statistics of, 55, 58, 60, 62, 64, 66, 68, 70, 73, 75, 77, 78, 79, 82, 83, 84 87, 88, 92. extracts from report of superintendent of public instruction, 168. training of teachers in, 449. statistics of teachers’ institutes in, 454. statistics of normal schools in, 457. statistics of kindergartens in, 467, 489. statistics of secondary schools in, 496, 498, 500, 502, 506, 512-516, 559, 565, 578, 586, 612, 628. statistics of colleges of liberal arts in, 664, 690, 705. statistics of undergraduate work of colleges in, 666. statistics of college attendance in, 732. statistics of degrees conferred by colleges in, 781. statistics of business colleges in, 803. statistics of schools for tho deaf in, 831, 832, 836. statistics of Indian education in, 868. summer educational assembly in, 900. statistics of libraries in, 924, 968. Washington, Ind., notes from school report of, 252. common school statistics of, 270; 285, 296, 314, 334, 356, 376. 1168 INDEX. "Washington, D. C., division of classes in, ISO. supplementary reading in, 237. notes from school report of, 249. common school statistics of. 274, 284, 294, 312, 332, 352, 372. industrial training in, 784. study of drawing in, 786. "Washington and Jefferson College, physical training at, 663. Washington and Leo University, physical train¬ ing at, 663. Washington (Pa.) Female Seminary, statistics of, 652. Washington (D. C.) Kindergarten Normal Insti¬ tute, statistics of, 491. Washington (D. C.) Normal School, information concerning, 413. statistics of, 458. Washington University, physical training at, 663. Wasson, C. W., city superintendent, Lockport, N. Y., 324. Waukegan, Ill., common school statistics of, 275, 285, 295, 314, 334, 354, 374. Waukesha., Wis., common school statistics of, 283, 293, 303, 330, 350, 370, 392. Wausau, Wis., common school statistics of, 283, 293, 303, 330, 350, 370, 392. Watch making, instruction in, in Switzerland, 985. Waterloo, East Side, Iowa, common school statis¬ tics of, 276, 286, 296, 316, 336, 356, 376. Waterman, W. W., city superintendent, Clinton, Mass., quoted, 223, 318. Watertown, Mass., notes from school report of, 260. common school statistics of, 278, 288, 298, 320, 340, 360, 380. training school at, 424. Watertown, N. Y., notes from school report of, 267. common school statistics of, 280, 290, 300, 324, 344, 364, 386. teachers’ meetings in, 436. Watson, S. M., city superintendent, Deering, Me., 316. Watters, W. W., city superintendent, Leadville, Colo., 312. Wayland Seminary, statistics of, 740. Webster, J. O., city superintendent, Augusta, Me., 316. Webster, Mass., notes from school report of, 261. common school statistics of, 278, 288, 298, 320, 340, 360, 380. Welch Training School, New Haven, Conn., in¬ formation concerning, 411. statistics of, 458. Welcker, W. T., State superintendent of public instruction of California, quoted, 201, 210, 212. Wellesley College, admission requirements of, 641. statistics of, 645. Wells, C. K., city superintendent, Marietta, Ohio, 324. Wells College, statistics of, 645. Welsh, Gr. W., city superintendent, Lancaster, Ohio, 324. Wesleyan Female College, statistics of, 646, 652. Wesleyan Female Institute, statistics of, 654. West Australia, comparative statistics of element¬ ary education in, 1000, 1002, 1004. West Bay City, Mich., common school statistics of, 278, 288, 298, 320, 340, 36u, 382. West Chester, Pa., notes from school report of, 209. common school statistics of, 282, 292, 302, 326, 348, 368, 388. WestChester (Pa.) State Normal School, statis¬ tics of, 462. West Des Moines, Iowa, notes from school report of, 253. West Des Moines (Iowa) Training School, statis¬ tics of, 458. West Georgia Agricultural and Mechanical Col¬ lege, statistics of, 710, 716, 718. equipment of, 713. West Liberty (W. Ya.) State Normal School, sta¬ tistics of, 462. West New Brighton, N. Y., common school sta¬ tistics of, 280, 290, 300, 324, 344, 364, 386. I West Springfield, Mass., notes from school report of, 261. common school statistics of, 278, 288, 298, 320, 340, 360, 380. West Virginia, common school statistics of, 54, 57, 59, "62, 64, 65, 67, 69, 72, 74, 76, 78, 79, 81, 83, 84, 86, 88, 91. changes in school law of, 169. common school statistics of cities of, 283, 293, 303, 305, 306, 307, 328, 350, 370, 390. training of teachers in, 449. aid from Peabody fund to education in, 451, statistics relating to teachers in, 453. statistics of teachers’ institutes in, 454. statistics of normal schools in, 457, 462. statistics of secondary schools in, 496, 498, 500, 502, 504, 512-516, 532, 542, 559, 565, 578, 586, 612, 628. statistics of colleges for women in, 644, 654. statistics of colleges of liberal arts in, 664, 690, 705. statistics of undergraduate work of colleges in, 666. statistics of college attendance in, 731. statistics of schools of law in, 749, 750, 752. statistics of degrees conferred by colleges in, 781. statistics of business colleges in, 803, 812. increased facilities of schools for the deaf in, 820. statistics of schools for the deaf in, 830, 832, 836. statistics of schools for the blind in, 844, 848. statistics of education of colored race in, 874, 875, 878. statistics of libraries in, 903, 916, 917, 924, 954, 968. statistics of educational periodicals in, 976. West Virginia University, information relating to, 670. Westborough, Mass., notes from school report of, 261. common school statistics of, 278, 288, 298, 320, 340, 360, 380. Westcott, Oliver S., mentioned, 896. Westerly, It. I., notes from school report of, 270. common school statistics of, 282, 292, 302, 328, 348, 368, 388. Western College, notes from catalogue of, 672. Western Maryland College, physical training at, 663. Western Normal University, Tremont City, Ohio, statistics of, 464. Weste rn Pennsylvania Institution for the Instruc • tion of the Deaf and Dumb, notes from cat¬ alogue of, 828. Western Iteserve Normal College, Wadsworth, Ohio, statistics of, 464. Western Reserve University, medical depart¬ ment, statistics of matriculates and gradu¬ ates of, 1026. Western Seminary of the Reformed Church of America, statistics of, 742. Western Theological Seminary, statistics of, 740. Western Theological Seminary of the Presby¬ terian Church, statistics of, 744. Westfield, Mass , notes from school report of, 261. common school statistics of, 278, 288, 298, 320, 340, 360, 380. Westfield (Mass.) State Normal School, statistics of, 458. Westminster College, physical training at, 663. notes from catalogue of, 673. Westminster Seminary, statistics of, 646. Westminster (Md.) Theological Seminary, statis¬ tics of, 742. Weymouth, Mass., notes from school report of, 261. common school statistics of, 278, 288, 298, 320, 340, 360, 380. teachers’ meetings in, 425. Wheaton Female Seminary, statistics of, 648. Wheaton (Ill.) Theological Seminary, statistics of, 740. Wheeling, W. Va., common school statistics of, 283, 293, 303, 328, 350, 370, 390. teachers’ meetings in. 449. Wheeling (W. Ya.) Female College, statistics of, 654. INDEX. 1169 Whipple’s Home School for Deaf Mutes, notes from catalogue of, 825. White, E. E., city superintendent, Cincinnati, Ohio, 324. Whitford, 0. U., city superintendent, Westerly, It. I., 328. Whitman, A. B., city superintendent, Appleton, Wis., 328. Whitman, O., city superintendent, Red Wing, Minn., 320. Whitney, Barney, city superintendent, Qgdens- burg, N. Y., 324. Whittemore, Henry, city superintendent, Walt¬ ham, Mass., 320. Whitworth Female College, statistics of, 648. Wichita, Nans., common school statistics of, 276, 286, 296, 316, 336, 356, 376. Wickham, F. Q., secretary city board of educa¬ tion, Cheboygan, Mich., 320. Wilbur, A. B., city superintendent, Middletown, N. Y., 324. Wjibuv Home and School for the Feeble-Minded, notes from catalogue of, 851. Wilcoxen, W. M., city superintendent, Seneca Falls, N. Y., 324. Wiles, A. I., city superintendent, Covington, Ky., 316. Wiley, W. H., city superintendent, Terre Haute, ‘ Ind., 314. Wilkes Barro, Pa., notes from school report of, 269. common school statistics of, 282, 292, 302, 326, 348, 368, 388. teachers’ institutes in, 442. Willamette University, medical department, sta¬ tistics of matriculates and graduates of,' 1026. William Penn Charter School, province of, 587. Williams, A. S., clerk to city board of education, Olean, N. Y., 323. Williams, D. G., county superintendent, York County, Pa., quoted, 206. Williams, Mrs. N. S., mentioned, 895. Williams, O. S., city superintendent, Nashua, N. H. , 322. Williams, P. L., superintendent of public instruc¬ tion of Utah, 93. Williams, T. N., State superintendent of free schools of Delaware, extracts from, report of, 120. quoted, 174, 213. Williams College, admission requirements of, 632, 636. physical training at, 663. notes from catalogue of, 673. Williamsport, Pa., a cause of truancy in, 232. notes from school report of, 269. common school statistics of, 282, 292, 302, 326, 348, 368, 388. teachers’ institutes in, 442. Willis, W. A., city superintendent, Iowa City, Iowa, 316. Wilmington, Del., notes from school report of, 249. common school statistics of, 274, 284, 294, 312, 332, 352, 372. training school at, 413. Wilmington (Ohio) College, physical training at, 663. Wilson, F. T., city superintendent, Stillwater, Minn., 320. Wilson, S. B., city superintendent, Faribault, Minn., 320. Wilson, W. E-., city superintendent, Johnston, R. I. , 326. Wilson (N. C.) Collegiate Institute, statistics of, 652. Wilt, O. R., principal of city schools, South Beth¬ lehem, Pa., 326. Winch, G. W., chairman city board of school visi¬ tors, Enfield, Conn., 312. Winchester, Hon. Bovd, report of, to Department of State. 984-987. Winchester, Ya., common school statistics of, 28J3, 293,303,328,350,370,390. , b , ’ \ Winchester (Tenn.) Normal, statistics rte 464.. - 1 ' Winfield, Nans., common school statistics" Of, 276, 286, 296, 316, 336, 356, 376. Winn, J. B., city superintendent, Austin, Tex., 328. 74 ED Winn, W. A., chairman school committee, Ailing ton, Mass., 318. Winona, Minn., common school statistics of, 279, 288, 299. 320, 342, 362, 382. Winship, A. E., mentioned, 894. Winslow, H. G., city superintendent, Racine, Wis., 330. Winthrop Training School, Columbia, S. C., estab¬ lishment of, 397. information concerning, 443. statistics of, 46§. Wisconsin, common school statistics of, 55, 57, 60, 62, 64, 66, 67, 69, 72, 74, 76, 78, 79, 82, 83, 84, 87, 88, 92. changes in school law of, 170. notes from reports of cities of, 271. common school statistics of cities of, 283, 293 303, 305, 306, 307, 328, 350, 370, 390. first teachers’ institute in, 403. training of teachers in, 449. statistics relating to teachers in, 453. statistics of teachers’ institutes in, 454. statistics of normal schools in, 457, 462, 464. statistics of kindergartens in, 467, 489, 490. statistics of kindergarten training schools in, 467,493. statistics of secondary schools in, 496, 498, 500, 502, 504, 512-516, 533, 542, 543, 559, 566, 578, 586, 612, 628, 629. statistics of colleges for women in, 644, 654. statistics of colleges of liberal arts in, 664, 690, 705. statistics of undergraduate work of colleges in, 666. statistics of college attendance in, 732, 734. statistics of schools of theology in, 736, 737, 746. statistics of schools of law in, 749, 750, 752. statistics of schools of medicine, of dentistry, and of pharmacy in, 756, 758, 768, 774. statistics of degrees conferred by colleges in, 781. statistics of business colleges in, 803, 812. statistics of schools for the deaf in, 831, 832, 836. statistics of schools for the blind in, 844, 846, 848. statistics of reform schools in, 864, 866. statistics of Indian education in, 868. statistics of education of the colored race in, 880. summer educational assembly in, 900. statistics of libraries in, 916, 924, 930, 940, 952, 968. statistics of educational periodicals in, 976. Wisconsin Female College, statistics of, 654. W isconsin Industrial School for Girls and Young Boys, notes from catalogue of, 863. Wisconsin State Normal School, Milwaukee, Wis., statistics of, 462. Wisconsin State Normal School, Platteville, Wis., statistics of, 462. Wisconsin University, summer school of, 450. Wise, Henry A., city superintendent, Baltimore, Md., quoted, 233, 318. Witmer, P. A., county school examiner, Hagers¬ town, Md., 318. Wittenberg Seminary, statistics of, 744. Witter, F. M., city superintendent, Muscatine, Iowa, 316. Witter, W. G., city superintendent, Menominee, Mich., 320. Woburn, Mass., notes from school report of, 261. common school statistics of, 278, 288, 298, 320, 340, 360, 380. Wolfe, L. E., city superintendent, Moberly, Mo., 320. Woman’s Medical College of Baltimore, Md., sta¬ tistics of matriculates and graduates of, 1026. Woman’s Medical College of Chicago, Ill., statis- i f ticsjof matriculates and graduates of, 1024. Wohaan’sbMedica? College of Pennsylvania, statis- * u tics* of-rhatf i c u lates and graduates of, 1024. Woman’s Medical College of the New York (N. Y. ) Infirmary statistics of matriculates and graduates of, 1(3124, " % 1170 INDEX. Women, eligibility of, to bold office in Connecti¬ cut, 117. eligibility of, to vote at school meetings in Xew Jersey, 153. as principals, advisability of, 225. eligibility of, to vote at school elections in Omaha, Nebr.,263. admission requirements of colleges for, 640. superior instruction of, 642. admission of, in Columbia College, 643. statistics of superior instruction of, 644-655. statistics of degrees conferred by colleges for, 777-781. admission of, to National Deaf-mute College, 820. Wood, It. W., city superintendent, Jeffersonville, Ind., 314. Wood. W. S., city superintendent, Seymour, Ind., 314. Woodbine (Iowa) Normal School and Academy, statistics of, 464. Woodburn, Prof. James A., referred to, 22. Wood-carving, instruction in, in Switzerland, 985. Woodstock (Md.) College, statistics of, 742. Woonsocket, It. I., notes from school report of, 270. common school statistics of, 282,292,302,328, 348, 368, 388. Wooster, Ohio, common school statistics of, 281, 291, 301, 326, 346, 366, 386. Worcester, Mass., regulation relating to evening schools in, 246. common school statistics of, 278, 288, 298, 320, 340, 360, 380. opposition to manual training in schools of, 785. Worcester Polytechnic Institution, notes from catalogue of, 721. statistics of, 726, 728. Workshops for the blind, advisability of, 838. Wren, J. B., chairman city school committee, Ran¬ dolph, Mass., 318. Wurtemburg, comparative statistics of elemen¬ tary education in, 100% 1002, 1004. Wyatt, H. D., city superintendent, Chattanooga, Tenn., 328. Wylie. W.B., city superintendent, Bowling Green, Ky., 316. Wyoming, common school statistics of, 55, 58, 60, 62, 64, 66, 67, 69, 73, 74, 77, 78, 79,82,83,84,87, 88, 92, 171. extracts from report of governor, 171. training of teachers in, 451. statistics of kindergartens in, 467, 490. statistics of secondary schools in, 496, 498, 503, 502, 506, 512-516. statistics of undergraduate work of colleges in, 666. W yoming — Conti nued. ' statistics of college attendance in, 732. new school for the blind in, 838. statistics of Indian education in, 868. statistics of libraries in, 916, 924, 940. Wyoming Institution for the Blind and the Deaf, notes from catalogue of, S30. X. Xenia, Ohio, common school statistics of, 281, 291, 301, 326, 346, 366, 386. Xenophon Society, object of, 405. W. Yale College, admission requirements of, 631, 635. Yale University, statistics of, 658. notes from catalogue of, 671. medical department of, statistics of matricu¬ lates and graduates of, 1024. Yonkers, N. Y., common school statistics of, 280, 290, 300, 324, 344, 364, 386. teachers’ meetings in, 436. York, Pa., common school statistics of, 282, 292, 302, 326, 348, 368, 388. Young, C. S., State superintendent of public in¬ struction of Nevada, mentioned, 151, 896. quoted, 202. Young, Mrs. Ella F., mentioned, 895, 896. Young, J. B., city superintendent, Davenport, Iowa, 316. Young, It. G., city superintendent, Waterloo (east side), Iowa, 316. Young Female College, statistics of, 646. Young Men’s Christian Associations, libraries of, '941. Youngstown, Ohio, common school statistics of, 281, 291, 301, 326, 346, 366, 386. Ypsilanti, Mich., common school statistics of, 278, 288, 298, 320, 340, 360, 382. Yukon Valley, Alaska, school at, 103. Zanesville, Ohio, notes from school report of, 268. common school statistics of, 281, 291, 301, 326, 346, 366, 386. training of teachers in, 439. Zettler, B. M., city superintendent, Macon, Ga., quoted, 225, 314. Zoological laboratories, statistics of work in, in land-grant colleges, 709. See also Laboratories. Zulick, Hon. C. M., governor of Arizona, extracts from report of, 112. FALVEY MEMORIAL LIBRARY VILLANOVA UNIVERSITY 27364 273 e 27364 Lj 111 _____ £3“ ureau ,n sat ion report" f AUTHOR u*s U*S. Bi L of EdU: TITLE Anr DAT I Annual 1886—8 1 I] | — - U.S. Bureau of Education Annual report, 1886-37

3© POW |mP? 3 ©^ ^oC5 ^ <5 > ^q££ppp p a l?c8 •Sr© £i| P g sS cO M p! 3 w; ^ * J] (» © bee a becd © ®m rS fcO© KO O © rj «o S^o£ igggvl2® isilglflr gHo^gg- P P020M0 • a . . . : o s : :p «2 • co-, |jd£>® © .Cj CO ."t^ P34*^ d p co.ti ^ kT £> *H OT •** ^ (D ^ I *pt P> O CO ea£Ufc« g-S^PS gl®|§S| ® cSp ® © o5 ap P cc 02 EH EH an |> :| III |§P rpj O0 >J O cj O PPO beg a © 2 © ^P‘3 &o ® ®g © ©a; o x a wrjPp be^O . a .t> . wSs 31 a % 111 ® ©p^ : o • p °a p ft H cS 40 |h ®p ”°P2'Ho 8gg|»° a§|pa| CO o lO O iO io *o a These statistics are lor the year 1885-38. 6 Preparatory and collegiate. Table 47. — Statistics of colleges of liberal arts for 1886-87, etc. — Tart I — Continued. 682 EDUCATION REPORT, 1886-87. P,* S a ® 3 Pi a a e a. o-rt' •jaoraprcdop qjbtSo] -]oo ui jgqmna jujoj, •ejtiopiijs 9j^npujS jo aeqtnnj^; •sosjtioo ptjaud jo peioods Hi joqinnjvj •S9BJ1100 ■lupggj ui joqmtijsr 'SJoan 499] pue ejojoiujsnt ]Tjuoijippra jo joqnmjq; •Aj]noi2j 9qj ut jaqamjsj 'sjuopnjs jo joqumjj •8J0J0TUJ6HI jo joqraiijs] •ttoijumtaotfop snoiSipr]; •tfOjjttzrauSjo jo ©ji?Q[ •jojjuqo jo ojud (77 O • ''TICOOCO CO CO tM 05 OOOOHOOOfOO WOOOO-^^COOIO | :£ ^ a O U5 © • ® d § GO CO 00 CO 00 00 00 00 00 rf< . vo co co a vo co a r- • »o co co io CO CO CO i 00 CO CO CO : a p^ :S A a P S • * A O P fH 7 H ►JfL, 4 ©_-r} ® p-2 fcCEl ® Ph _2 <3 il* pi 4 : 0 £ p o n r5 ft » © ^ ^ H P-CP p »l4 09 rt gsl|l p o d P rt ®.p ® O ^ ^ o CD O CD ; to tf.O «,2o ' ! 3 "2, © y Oo OO 8 o - 05 50 g p •goa- 5a ars 2 §p bj ®o°n *0 5*° -a p « » « Pi O rt — ' •flMMri s £ o a> . • tg q .2 ,® .. « 111 !■§ -cjsS^gs^'s* •CCCIO novo c O H CKO ■ 0H t- ^ iO VO CO CO dQ ,r ft m a 3:? H, iM |w © ® +3 © P4M ?® ; d >Ji Collej STATISTICS OF ■ UNIVERSITIES AND COLLEGES. 683 o o o o o O O O OOOOOOOOOOCO^rH CO CO iO lO O f COi^OOW (OOOWhON NOOOWO^t . ! ! -fa : p :p < I ■ i < I • ^jh I a i « i • 1 | • H * a • l • » • » i-P a. • JT • '* -P.' » • :;:::: -S3 ' j "S i • 1 © • | -V | 0 O ® s jj<3 > o ®P • © 4P • ■ ' ©404J JR * 1 W • « 03 ' ’ * ' CD t » ::©::: o C20 00 CO 00 © 00 00 eo © oo 00 00 OO 00 00 CO 00 oc OO oo 00 oo bo o oo O lO LO lO O O i.O ^ MO CO VO t'- © oooooooooooocoooooooooccco lO C'l ^ © ro 00 L"- © 00 L— CO OO OO 00 CO 00 oo M fcfl frt H ^ O ^ £ J? © ^ O t» Ph • ^ 45 J gp-B 2 ^ o.o a - > s > © © (>3© MPhOPh ft ft |r, . Pr© M ©^ tJ 2 3ft~ k.:2-2 © Njw'l . ft o j h ■ ©~ . PH : p „• p* M >1 -J.SPh'p t'rg . M S'Sfe® l-shs^CQ - . © Q f Iga i £ =? , ; © osTI « >°^|* :W > ^CCfe > . ® © . . i C W i-j hi : o a i.o p a ft +> ft rft o - © p pp H SW § §E | a^nH^&W o . a >• > > > t> p» - p" ; © % s) .« a &o 2 ©iH^ fciO .43 a > p gp^ ^ O1 C5 ^ Jr • rrj £P . O.^ . O O ® ba bJCirt a Ml >-o . M © S£P-V © a© g aJ= £2 g&g-g ?Mbo f o c2 J rt.n T! k ,2 .2 g .— < © rH O &£ bfib5 pH rt r3 *rH ’Sh « 2 .®P q g *S ■+=> 2 £*• ffl ® ^'H •rH £ fig CJ ^MMt5 i : to ; : o g : :® ©t® P q#^0Q "© £# © S ® Op ^o^ P >5 « © ©-# a'”: 2.s£ ® g-o^ a “ oaOMp © bD O® O o fclO . © tJ fee rt >>• glO.H BJ . ^ . .s >. £ a © o ®-S#'o H cco «.£ 'o#— (#rP © fl - o2o®r? c;? .fc b © © © o o^p gp o ^lla^llaoE rP S.a-“ ^O^ b2 fpl-o suao Hn-ao 4© 2 a » o © p 2’? pp >. P02 « * l&ll ;© o o P OPPP _<0 SSl +-> © g p p*p © « n o HUOO : : S3 I "o : ;° ! ^ o §< © w o §r o OP kSOS o3 KT-# d .» .a p §. o ® .p* o S 2 00 © ») ^0-+5n©?3 tJO • ■ . <3 © © mP^O R P ^ S l> a © o PP^P®^'2* O l^.PPPO^ k. K. -T • -H ® fC % O ^3 =2 ■© o bj) bep fi P O O O pC ® p re m 0 © C p p p # f-< ^ b"©##' c3# O . . .. 2P H-Ph N P P P P S m m m my- - ® S.2f^P p © « 5h OQ a Financial part is for the year 1885-86. c Preparatory and collegiate. h These statistics are for the year 1885-86. & Does not include 55 students in artisans’ training school. Table 47. — Statistics of colleges of liberal arts for 1886-87, etc. — Part I — Continued. 684 m-5 •juocojxcdop oj-biSoj qoo ui xoqmtia jbjoj, «( s (M ic cm o »n OOCVJQOO © rH 8 » O C5 > © lO S a ■*5 fl © •ejnapnje oj'BTip'BxS jo leqtun^r W CD CM 00 • iO • O CM O rH cS P< © £ -w w ’S9SJT100 X'lilJJ'Bd jo pqoods nr aoqumjq « o 3 C5 CO xr © •aoejiioo jcjuSoj hi joqranjq F=i H C5 CM iO O CM CM T* CM Hi Hi — ’ CO eg Cl C5 *Sa © o G ©'g C rj fi S-i £ o3 O-C ^ H *1 •8J9JU •J09J pUB SJOJOBJjaur X'BaoijippB jo jgquiii^ © O rH © © o o o © D S g.2 o ^ o a fcc •Ajxnooj eqj tn aoqranj^ © S ICNQIO T-i CO rH CO CM CM t> rH t— 1 e8 h c.5? os +i fl •ejuopnjs jo joqumj^ QC o © © © o CM CM o O o (MOO I - 00 © •uoTjcuitnoTiop snotS ijoij; © Cong . 'S' ■ • ;s ; : |pj : 0«M* go Cong . I'i ! ^ °‘l •coi^'czm’uS.io jo 0}B(j *3 o l> ooooo gs>gg 1881 1857 1S59 1800 \IOJJeqO JO OJ’BQ * 05 SO 1881 1770 1748 1887 1881 1857 1875 1860 m 0 3 : p : rH p ; p © p ; p fH c3 n d o s ® j^aa5 fcl ©" ^ DC r I a r^-2 O S l«al ■gw Iw 1 o 5 H « g Jj fcrj © eS Pen « H g« C3 CO w H gf4 k 1 k’ k k1"® ti © Ph © ® © © S © frn © 3 03 © © © § III PC +: P'S o i : i I : : : : s 1 . © i i : ’h : w) : ® © . ® _, m ; . O ® 1C 'jap! ®^3 P° & © g rt It II fs £.3 g rc a a ® U)sJ Sppp CO 05 OOO CM CM CM STATISTICS OP UNIVERSITIES AND COLLEGES. l© i-FfF-i HoatfNL5WH 00 SO C~ CO t- t" L~ 1— . CO ©j t- r- CO >0 M OO 00 CO V~| ©4 <© l» Ol ©> »-l tH 1-1 »H lH»-( tH tH rH ifi-IHW © t- « or. in © oo © CO IB M d-1 — 1 t- M< 10 'X xti 1-1 Fj< iO r-l © 5.1 O r> O HHH W tH eNJ O • tr^ rH I OO © « ir-i • ©OJMIG ©OO© ° « tO © 00 XO t— < ©H C3©H*© rt1 CO O Ci tH rH tH * »-h CONHd •*' H i — i t-A H“ © hr © © © ^ © ©Cl©OCC©t >00 ci co ©> © i t> OO 1C t> © © uo G0H t© rH j^lOtH-rHClt-tHiHiiftxHCO lO © © f- ) 0Q 00 CO 00 00 CO 00 OO L- 00 00 CO L- C/Q GO H p VQ M H r-J ;a {O ©O' r - © >c © i - co o- o i ■*'- • " i OOOOCOOCOOOOCOOwCCOO OO CO i h* co to to tH to r*. co CO CO in ^ M CD O (XKO OOOOOOOOOCCOCOOOOOt^CO OO CO £>- 00 CO 05t>C'-©tOCO : 3 : a : d~ "I ^ P ^ • - J «j J MS d H P &y2 f B ® ^Q.£pB£ ■SJdllas.al t~ ffl © <0 © <0 t> . ‘ > p > 9 > > o © ® • ® ©'S o © .®tn -l:o 5 te© M© 'ip A i © e loS © p b oi bi ■ e ci s m « !s§S??:3^2^:3's >.© o a £ g-^o - oo.2 3| r-a S - ^-2 h-p o ® ®r®Ji ® m 5^i .9 •§ .©eS'gTJ'Tdd’flH 5 £o£U£R%SSu%£ >3 A* Eg ® © ^ © >-fc ^ bt.P q 71 Jg dh E ©P © go S3 « p d S q A .2 w « B 3.3 Pt>6oQ ■Bl ,©^e'& Cii fcfJ >>© . «W ©^ d'2n ^3|g"|s5 2h B d S oO 2 ? £pgot§'g^g b J'SfS f flS % oS s-2^1 ? o • CD IE0 S j§Ia^.g go‘1! £2’%.£x &®u o< mts gt5 s o g «° °6p o-qp go g>> ®0^ o3.2'Sc>l^^.&'3iSs •p.2 c & ,3 ""3 © IS-jj ^ ^ ’’S d lzi W■ 3^ « fcC c3 a p j j. i rq '8 s^.S.23'3 ) O © O o t> ; g 3 g g © iMbbbo 33 pgg ®3P in §ss H C l CO ^ lO CO !> 00 05 © H j 685 a Those statistics are for the year 1835-88. 5 From Kegenta’ Report of the University of the State of hTew York for 1886. e Preparatory and collegiate . Table 47. — Statistics of colleges of liberal arts for 1886-87, etc. — Part I — Continued. 686 EDUCATION REPORT, 1886-87. Collegiate department. Students. •juainpindap ojciSoj qoo ur jaqmuu [bjox « iCCOOl-OHCOO^IH^WtONMOC ftWO io oo oo ui i> i- o o ^ h co O) CO CO CD CP UO O 05 rh CO HtOMlft 00 CO ^ 05 CD 00 rti - © ocx>coco i •eiojonajsux jo joqniujj CO t- • CO CO tJ< o • o co co j cq co j ■ •aorjBiiiuiouap snotSqovf © M.E . P.E ........ Non-sect _ Baptist . Disciples . . . Non-sect _ i United Pres. Cong . Non-sect - E AV. 15 _ M.E . Lutheran . . . Reformed... Swedenborg U. B . Af.M.E .... Friends _ •uoijbziubSjo jo ojbq; ilOf£5^l->0 0'OhMO«Ofl)»nO(M h- CO O oj oo co co — >o cd i- OOCCCC-OOQOOOOOQOOOOOOOOOCOCXJ-COO CO 00 00 HnririHr-rlrlriHHHHHi — IrH Hr— 1 H M9}jBqo jo 9.)T}(x uB 3 g> 3 . • i « ic >h Rev. J olin D. Irons . Rev. James H. Fairchild, D. D . . R. W. McFarland, a.m.,lld . Albanns A. Moulton, A. M . . . . Rev. E. J. Marsh, A. M., B. D . Rev. S. A. Ort, d. D . 1 Rev. Geerge Sv. Williard, D. D . . . Thomas F. Moses, a. M., M. n., acting president. Rev. Henry Garst, D. D . Rev. S. T. Mitchell, A. M . James B. Unibank, M. s . I rf VA e? k • © • ■ ■ g •r- 1 fcC>5 * • ? • © -1-3 * • <* t5 ‘p-i'm ! ©® ^ © O « . fccf d Wo © © o^- os © > «;=: p £c S?’S4J o c •©, O !=! t> O ^ = .2 R'|a ga? OWHAPlSS 5 ) ?« >1 ) c )_p !? ‘ : : e » & : * g >3 :-&a ; = ?c'gl , A ®C ; a 1 w°b l ; g aZ, l j B ^ '3 c S|.Sc .SoSd Scio College.. . . . Wittenberg College . Heidelberg College . Urbana University . . . Otterbein University . Wilberforce University a . Wilmington College . . Location. Ohio — continued. Delaware . . Gam bier . . . Germantown . Granville . - . Hiram . . . Marietta . . . . 1 s ; < t > 4 Now Concord . Oberlin . Oxford . TUr. firnn/lA Scio . Springfield . . Tiffin . Urbana . Westerville . Wilberforce . Wilmington . if5 to lO IO IQ »o IO CO g O CD o tQO CO 04 CM cp o o o o o o